《TheFishIdidnx27tCatch》教学设计

1、The Fish I didn't Catch » 教学设计激活话题，完成铺垫3 mins教师用语学生反应意图T: Last week was the National holiday. What did you do?分享1-2个国庆节的活动。通过国庆节引入话题， 寒暄，拉近距离。T: For me, I also had something fun. I travelled to Tonglu with my family1-2个学生回答创设真实情境，激活图 式，铺垫关键生词。members and watched my uncle fishing.超小图片）It was

2、 interesting. Have you ever tried fishing?What kind of equipment do we need?邀请学生表演钓鱼动作）利用图片形式介绍钓鱼的过程并输入单词：fishing pole, hook, bait,throw out, pull, jerkT: So this is the whole process of fishing. It seems very easy. But for a new激发学生兴趣，引入文 章的阅读。fisherman, what will happen?let ' s read a story ab

3、out a fishing trip to see if you can thedanswer.快速阅读，明确主题3mins教师用语学生反应意图活动一：快速阅读认识主人公，找出文章T: When reading the passage quickly, please keep two questions in mind:My uncle and I.关键词 unforgettable1. Who are the main characters?2. What did the author think of his first fishing experience?It was unforget

4、table.T: Of course. The first trip will be unforgettable. But why?学生回答 “I tried fishing but there is a教师引导学生回归标引导学生看标题并总结文章w节大意。fish I didn ' t catch, so it '题并板书。T: Great. Maybe it was about a fish I didn ' catch. Now let's read thisunforgettable/,fishing story and explore more.精细阅读

5、，挖掘情感态度16 mins教师用语学生反映意图Before fishing活动二：精细阅读1、2段1-2个同学回答教师引导学生划出相 关信息并分析两个主 人公对钓鱼的热爱，为 下文铺垫。T: Let ' s have a detailed look at paragra-2)1“much given to hunting and fishing one of the great pleasures, never feltT: Do you think uncle and I both like fishing? Why?Find evidence from the passage.h

6、appier tharr”T: Although both uncle and I love fishing, who is more experienced?学生回答后，引导出现experienced fisherman VS a green hand为文章后续深度阅读 铺垫，进一步激发学生 阅读并检索信息的兴 趣。T: Sure. Since their experienceswere quite different, would they behavedifferently? 引入后文的阅读。During fishing活动三：精细阅读第3段Read para3, answer two

7、questions:1. Why did my uncle place me at the most favorable point?2. How was my feeling? Can you find a signal word dictating my mood?学生思考叔叔的用意1. He wanted me to get a fish; he is considerate2. I felt anxious.简单铺垫钓鱼前两位 主人公的心理状态。活动四：找出4、5段中作者的语言Read para 4-51. underline all my language'.2. Try t

8、o analyse my emotion behind my language. Find out the signalLanguageEmotionSignalwords( description of my actions and mood)anxiousWait anxiouslyNow for it.Here must be a fish.confidentSaidtouncleconfidentlyWhy can't I get one fishdisappointedlooked to my uncle in disappointmentHere it is.oyfulju

9、mped with joyUncle, did you see that? I ve got a fish.excitedI cried, looking back in great excitement/ |Depressed/downMy heart sankwords which tell my emotions.活动五：分析我的情感变化和个性Draw a emotional map for the author: how will you show my emotionalchange?1.2.学生先找出我的6句语言。并通过语言前后的signal words, 推测出钓鱼过程中每个阶段

10、的情 感态度.。通过两位主角的语言 分析，将人物的情绪变 化和性格特点挖掘出 来。为下文的批判性思 维做铺垫。3. 总结 He was on an emotional roller coaster3.学生通过起伏的波浪形表达出作 者的情感起伏。5.通过教师的引导，再次观察我的语 言，分析出我的性格特质为 Impatient, over-confident.6. Try again- uncle wanted me to be patient； keep working.not yet-unlce already saw my future, he wanted to remind me don

11、' the happy to early； he was experienced and wise.7.学生分析叔叔calm, stable的心态。4 .再通过分析语言，体会作者的性格特点。T: He was confident.but he didn ' catch a fish. So he was overrating his ability. He was over-confident.Did he love waiting? No, he was anxious and impatient.活动六：找出4、5段中叔叔的语言并分析情感变化和个性5 .找出文章叔叔的语言：

12、Try again. Try once more. Not yet.6 .老师引导学生体会语言，分析人物性格。T: Why my uncle said try again “ owHwas his personality?Why my uncle said “not yet ” ?7 .老师询问叔叔的情绪是否有变化How about uncle ' s emotional chaHge? can I show it on the map?深入挖掘，体现批判性思维 8 mins活动七：根据主人公们的性格和情绪，猜测故事后续发展。小组讨论后总结叔叔和我的可能出现的表现。T: At the

13、end of para5, the fish was gone.According to their emotions and personalities, can you make some predictions about the story? What will my uncle and I react?学生在四人小组内讨论并记笔记。找2-3组同学分享。老师在黑板上记 录关键词。学生通过已知信息推 测文章下一步走向，强 化学生的想象力和批 判性思维，加深情境。Uncle ' s behaviorWhat would my uncle do?What would my uncle

14、 say?The authors behaviorWhat would I do?What would I say?Uncle ' sThe author 'behaviorbehaviorSaidWant to giveless,behaved lessupEncourage me, comfort me by saying a lotCry, complain a lotUse his actionsaid nothingto promote mes在学生的各类答案中从中筛选，重点把握关键词unforgettable。因此确定故事的走向是积极向上的有起伏的。T: if th

15、e author just (gave up/go back home/cried all day), or the uncle(said nothing/still said the same thing/gave the author a fish), could this trip became an unforgettable one?No老师引导学生思考哪 些情节的发展符合主 题：unforgettable。Unforgettable meansSomething surprising/ meaningful / unusual happened.从 unforgettable 这个

16、关 键词反推剧情，运用批 判性思维取舍怎么样 的发展更为合理。T: How do we define the word unforgettable? 通过字典的意思说明必须 是一些有意义的，不普通的，令人惊讶的事情发生才能算是 unforgettableT;老师带领学生思考最有可能的情况，并分步骤展示在ppt上1. “I w as sad and disappointed. What would be my reaction?2. Since he was my uncle, would he give me some help ? How?3. What mistake did the au

17、thor made? What might he say?老师引导学生提到不能骄傲自满，不能太过自信，教师引出高级词汇 并补充完成句子：never brag of anything until it's done.1. He would be in bad mood. Maybe he would cry or say nothing. 点出小男孩和之前不目比，令人 surprising 的表现。2. He would help me. He would educate me by saying a lot. He might give me help hand by hand. 点出

18、叔叔会说一些 unusual的语 三 口。3. Because he was too proud and confident. Before the fish was caught, he thought he already got it.“ Don' t be soroud before finish doing sth. You should stay humble. ”点出剧情的meaningful。老师给出学生一个 reasonable ending.点出文章的每一段情节发展都要呼应、围绕关键词“unforgettable”，使其合理。学生猜测主人公的情绪走向是一定 朝着正面

19、方向发展的。T: So how will my emotion develop? Sure, in a positive way. In summary, because of the ups and downs in plots and the emotional swings, this trip became unforgettable. So you can see every detail in a reading passage is serving for the topic.发挥创造力，续说文章 8mins教师用语活动八：批判性思考，我是否还会继续钓鱼，还会有怎样的结局出现T:

20、 After all these ups and downs, do you think I will try again? Why?T: I think so. If the end of the day?学生反应回答 Yes (clues like: I really like fishing ； I am so eager to win; my emotion developed in a positive way)tried fishing again, what kind of ending will happe nl atied again and waited patiently

21、,finally I succeed;2: I tried again and again, but I still cannot catch a fish.1、2组同学思考ending 1, 3、4组同学思考ending 2.1: If I fail at last, what would happen between my uncle and I2: If I succeed finally, what would happen between my uncle and I邀请两组学生就不同的结局，one by one故事接龙。意图学生运用前文的各种 分析铺垫，很容易回答 此题。继续猜测，

22、让学生归纳 出两种再次尝试的结 果：成果或失败。运用文章中的和课外 的语言支架，创构本篇 记叙文的故事。在不同 的情境中运用语言表 达积极向上的核心思想：遇到挫折不放弃， 脚踏实地是真理。布置作业，读后续写 2mins教师用语1学生反应意图No matter for which ending, we all believe that the author have already learned a lesson from his first fishing trip.训练学生迁移能力。在刚 刚学习过日记写作的前 提卜，让学生将创构出 的谛言以日记的方式续 写出来。这样才使垂钓的 成功原理得以复述和强 化，从而使本文的主题得 到升华。Never br