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1、Teaching plan for The ringTeaching MaterialThe ringTeaching ObjectStudents in Grade 9, Taizhou Baiyun Middle SchoolCriteriaNotesTeaching Aims1. The main task (Outcome)The students will be able to think critically and express their own ideas about the topic of reading .本节课的主要任务是通过引导 学生阅读一篇关于ring的故事，
2、启发学生对本文的理解，并在基 础上进行体悟和思考作者与 Millie之间友谊发展变化和情感 的变化。2.Language focusThe students will be able to know meanings of the following sentence patterns and phrases and try to use them in proper situations: mood;muddy;figure out;fiddle with;fuss with;Inspect;squeal.本篇文章是一则短篇小说，讲述 了作者和一名天生残疾的孩子 之间由陌生到熟悉，再经过相互
3、 鼓励最后成为朋友的过程，而文 中出现的ring作为他们之间友 谊的发展的重要媒介。学生阅读 的目的是通过故事的阅读从而 思考而深层理解人物关系的微 妙变化，从而感受人物的情感变 化。这是一个非常生活化的话 题，因此语言点的选择也是从这 个角度定位，并结合学生语言能 力实际而提取的。3. Language skills1) The students will be able to practice skimming for the general idea;2) The students will be able to practice scanning for the specific in
4、formation;3) The students will be able to better understand the passage through further thinking.除了 skimming&scanning 这两项 常规技巧,本节课会通过critical thinking的形式引导学生做进一 步的思考。4. Learning Strategies1) The students will be able to note details to support the main idea.(阅读策略)2) The students will be encouraged i
5、n groups to express your own ideas.(情感策略)学习策略是在学习活动中得到 体验的。因此根据学生学习能力 的特点,把 scanning&skimming （阅读策略）和合作能力（情感 策略）的培养分别结合到阅读和 观点发表活动之中。5. AffectionThe students will be able to read efficiently and read behind the lines, and thus able to think critically and express their opinions.初三阶段的学生应该更注重思 辨能力的培养。
6、因此要由单纯的 理解性学习过渡到感悟性思考 性学习。6. CultureThe students will be able to be aware of the how to develop their friendship.通过小说的阅读，学生能够理解 人与人相处并成为朋友最重要 的是什么，从而能更好地跟同伴 相处。Difficulties(1) The students may find it difficult to understand the passage because of limited language abilities.文章的表达非常地道，词汇量较 大，长度也较长，对于
7、白云中学 的初三学生的理解难度比较大。 所以老师在授课过程中需要耐 心引导，提问的阶梯要有浅层到 深层，逐步推进，给予学生足够 的时间阅读思考。Teaching AidsBlackboard, Chalk, Computer, Overhead Projector, White board, MarkersProcedures and ActivitiesTeachersStudentsNotes1. Pre-reading activities1. Free talk: a small talk between the teacher and students1. To talk freel
8、y and get closer to the students.Free talk可以在拉近师生间 的距离，活跃课堂气氛的同 时，呈现部分新词，并自然 导入课文。II. While-reading activitiesPart one: Guess1. To guess what kind of ring it is1 found the ring on my way to school.1 really liked it.Can you guess what kind of ring it is?Make a guessing according to the first sentence
9、 of the story.猜测能够激发学生的阅读兴 趣，使学生更好地开展阅读， 并带着期待去读。Part two: read for general information1. To let students read through the passage and find out what kind of ring it is2. To ask the Ss to read and put the sentences into the correct order1. To read the passage very quickly and find the answers to the
10、question.2. Students will read and then put the sentences into the correct order快速阅读能帮助学生更好地 了解文章的梗概，有助于后 一步对课文的深入剖析。学 生通过阅读并把句子进行排 序，从而更加明确故事的梗 概，该环节可以使学生更加 明晰小说故事的情节。Part three: read for understanding1. To present some questions and lead students to find the supporting details 1) 1 found a ring on
11、 my way to school. 1 really liked it. But it didn t change colors for me.Students will read and understand the passage betterThnir friendship startedJ学生通过再次阅读，深层明 晰和理解小说故事情节的发 展以及主人公之间友谊的发 展，从友谊的开始，友谊的 发展，再到友谊的加深。在How do you know that 1 really liked this ring?2) On that day, Millie, a new student wh
12、o was born with one hand came to my class.At that time, what did 1 do and whatTheir friendship developedJTheir friendship further developed阅读过程中老师引导学生思 考，并在不断地阅读过程中 体悟人物的情感和心理变 化。该部分引导和启发学生思考 and Millie友谊发展各个阶段，并通过阅读和朗读人 物对白深刻理解人物的情 感。did MHIIie act?3) The next day in art class, Millie drew a great
13、picture. 1 said she A/as a good artist.What did 1 and she say? What kind oftalk is it?4) The following week, we wrote stories in writing class. We enjoyed each others story.Whrt is Millies story about? What is my story about? Whrt did Clem say?5) 1 lost the ring and Millie helped me find it. 1 gave
14、the ring to Millie and it turned yellow.Lets act out the conversation between .Part four: read for critical thinking1. To guide students to think critically about the question:l)Does the ring have magic power ?2)What really has the magic power ?1. To guide students to think critically about the ques
15、tion and share the ideas with the whole class.3. To share the ideas from the teacher2) critical thinking 让学生思 考戒指所寓涵的深层含义既 是合作的体现，又能达到语 言训练和思维激发的双重目 的。同时这项活动也可以引 导和促使学生使用本文的一 些重点词组和句型，进行语 言的运用。3)教师的观点分享，既有对 学生观点的总结陈词也有对 学生的观点补充，渗透了德 育教育，也是对文本学习的 一个感知性收尾。III. Post一reading activities1. Share your idea
16、s1) To think about what else has magic power in our life2. To provide students with the homework:Oral:Retell the story of The Ring.1. To find the magic power in our life2. To be clear of the homework and do it carefully.1.这篇文章是一篇充满了 温情和爱的小说，通过阅读 后让学生去思考我们生活中 小事物带给我们的温暖和感 动，使学生对文本加深理解 和感悟。2 .作业的布置考虑了分层，Written:可以兼顾不同层次的学生。 Level A:Make a summary of the story. Level B:Continue the story with your imagination.