资源简介

Developing ideas 教学设计
课型 Reading + Writing
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块的课文节选自著名短篇小说家欧·亨利的作品《二十年之后》，小说讲述了两位好友相约二十年后见面的故事，所节选的内容呈现了主人公在约定的时间和地点等待重逢的场景；读写部分的范文是在该短篇小说结局的基础上续写的结尾。
教学目标 语言能力目标 学习本课时的重点单词和词组，要求会读、会写、掌握意义及 灵活运用。 根据提示复述故事并表演。 思维品质目标： 根据提示预测故事结尾。 能够用自己的话复述故事。 文化意识目标 （1）联系自身实际，辩证思考，树立正确的友情观。 （2）初步掌握小说类文体的基本特征和常见的阅读方法，了解欧·亨利小说的主题和结尾特点； 4. 学习能力目标 （1）理解课文内容，明确故事中的人物形象和特点，评价人物的行为； （2）发挥想象，续写故事；
教学重点 带领学生理清故事情节，把握小说的基本特征； 引导学生深入理解友谊的内涵和意义，树立正确的友情观。
教学难点 引导学生根据小说线索续写小说结尾； 引导学生辩证思考情与法之间的关系，树立正确的友情观。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher encourages students to read the short introduction to O. Henry. Teacher asks the two questions. Teacher invites some students to give answers. Teacher asks students to pay attention to “Learning to learn”. Students read the introduction. Students answer the two questions. Some students give answers. Students pay attention to “Learning to learn”. To know some information about the author and accumulate literary knowledge.
Activity 2 Teacher asks students to read the passage and find out the main plot and characters. Teacher asks students some questions. Students read the passage and find out the main plot and characters. Students answer the questions. To grasp the plot and character relationships of the story.
Activity 3 Teacher asks students to read the passage carefully and think of the possible ending to “After Twenty Years” with the help of the three questions. Teacher divides the class into groups and asks students to share their endings in groups. Teacher asks students to read the note from the original ending and find out what actually happened. Students read the passage carefully and think of the possible ending to “After Twenty Years” with the help of the three questions. Students share their endings in groups. Students read the note from the original ending and find out what actually happened. To predict the development of the plot and stimulate imagination.
Think & Share Teacher asks students to think about and answer the questions. Students think about and answer the questions. To enhance students’ understanding of the ending and encourage students to show their own opinions.
Activity 4 Teacher asks students to read the three scenes. Teacher divides students into groups and asks them to discuss what happened in each of the three scenes. Teacher asks students to retell the whole story in groups. Teacher asks students to choose characters and do role play in their groups. Teacher invites several groups to act out the story and others make comments. Students read the three scenes. Students discuss what happened in each of the three scenes in groups. Students retell the whole story in groups. Students choose characters and do role play in groups. Some groups act out the story and others make comments. To be familiar with the plot and experience the feelings of the characters. To improve the speaking skill and performance ability.
Activity 5 Teacher asks students to read Bob’s story. Teacher divides the class into groups and asks them to discuss the three questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others make comments. Students read the story. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To appreciate the style of O. Henry’s novel ending and enhance the literary quality.
Activity 6 Teacher asks students to pay attention to the key elements of a novel with the help of “Learning to learn”. Teacher asks students to read the story in Activity 5 again and find the key elements in groups. Teacher checks the answers with the class. Students pay attention to the key elements of a novel with the help of “Learning to learn”. Students read the story in Activity 5 again and find the key elements in groups. Students check the answers with the teacher. To find out the key elements of a novel and prepare for the following writing.
Activity 7 Teacher asks students to read the five questions. Teacher asks students to design an ending to the story independently. Students read the five questions. Students design an ending to the story independently. To organise thoughts and make the main plot clear.
Activity 8 Teacher asks students to write their endings independently. Students write their own endings independently. To practice the writing skill.
Activity 9 Teacher invites some students to share their endings and asks others to make comments or discuss together. Some students share their endings and others make comments or conduct a discussion together. To give opportunities for students to present their writings, make comments and learn from others.

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