第六章 英文原著、报刊拓展课例-高中英语单元教学设计

>> 120 　高中英语单元教学设计　 “双新”a 背景下，英语知识的拓展十分必要，英文原著、报刊是非常不错的补充 材料的来源。学生可以通过课外阅读开阔视野，提升语言能力，从而提升英语学科 核心素养。拓展阅读的好处主要有以下四点。 首先，提高英语水平。阅读英文原著和报刊可以帮助学生提高英语水平，扩大 词汇量，提高阅读理解能力。通过阅读不同类型的文章，学生可以学习更多的知识， 从而提高写作能力。 其次，增强阅读兴趣。阅读英文原著和报刊可以让学生接触不同文化，激发阅 读兴趣。学生可以根据自己的英语水平选择合适的阅读材料，从而保持阅读兴趣。 再次，提升学术素养。阅读英文原著和报刊可以让学生了解世界各地的时事、 科技、文化等方面的信息，从而提升学术素养。分级阅读可以帮助学生逐步提高阅 读难度，培养学生的独立思考能力和批判性思维能力。 最后，培养跨文化交际能力和良好的学习习惯。阅读英文原著和报刊可以让学 生了解不同国家和地区的文化，帮助学生适应不同文化背景下的阅读材料，养成良 好的学习习惯，提高学习效率，增强跨文化交际能力。通过阅读，学生可以学会如 何从文章中获取信息，分析问题，解决问题。 下面就英文原著阅读、报刊阅读、分级阅读和语言能力提升提供一些参考课例。 a　新课程和新教材。 第六章  英文原著、报刊拓展课例 　第六章 英文原著、报刊拓展课例　 121 <<  第一节　《老人与海》读后写作课例 一、语篇材料 本节课素材选自海明威的 The Old Man and the Sea（《老人与海》）。该作品讲述 了一位年迈的古巴渔夫在远离海岸的湾流中，与一条硕大的马林鱼展开激烈搏斗的 故事。尽管海明威笔下的老人是悲剧性的，但他身上有着很多值得学生学习的品质， 如泰然自若地接受失败，沉着勇敢地面对死亡。这种“硬汉”形象体现了海明威的 人生哲学和道德理想，即人类不向命运低头，永不服输的斗士精神和积极向上的乐 观人生态度。这是一部无论从价值观的引领还是从动作描写上都值得高中生学习的 小说。语文学科刚刚分析完这部作品，这时学生再读英文的，不但容易理解，还可 以更好地欣赏作品中的语言美。 On the next circle the fish’s beck was out but he was a little too far from the boat. On the next circle he was still too far away but he was higher out of water and the old man was sure that by gaining some more line he could have him alongside. He had rigged his harpoon long before and its coil of light rope was in a round basket and the end was made fast to the bit in the bow. The fish was coming in on his circle now calm and beautiful looking and only his great tail moving. The old man pulled on him all that he could to bring him closer. For just a moment the fish turned a little on his side. Then he straightened himself and began another circle. “I moved him,” the old man said. “I moved him then.” He felt faint again now but he held on the great fish all the strain that he could. I moved him, he thought. Maybe this time I can get him over. Pull, hands, he thought. Hold up, legs. Last for me, head. Last for me. But when he put all of his effort on, starting it well out before the fish came alongside and pulling with all his strength, the fish pulled part way over and then righted himself and swam away. “Fish,” the old man said. “Fish, you are going to have to die anyway. Do you have to kill me too?” >> 122 　高中英语单元教学设计　 That way nothing is accomplished, he thought. His mouth was too dry to speak but he could not reach for the water now. I must get him alongside this time, he thought. I am not good for many more turns. Yes you are, he told himself. You’re good for ever. On the next turn, he nearly had him. But again the fish righted himself and swam slowly away. You are killing me, fish, the old man thought. But you have a right to. Never have I seen a greater, or more beautiful, or a calmer or more noble thing than you, brother. Come on and kill me.I do not care who kills who. Now you are getting confused in the head, he thought.You must keep your head dear. Keep your head clear and know how to suffer like a man. Or a fish, he thought. “Clear up, head,” he said in a voice he could hardly hear. “Clear up.” I do not know, the old man thought. He had been on the point of feeling himself go each time. I do not know.But I will try it once more. He tried it once more and he felt himself going when he turned the fish. The fish righted himself and swam off again slowly with the great tail weaving in the air. I’ll try it again, the old man promised, although his hands were mushy now and he could only see well in flashes. He tried it again and it was the same.So he thought, and he felt himself going before he started; I will try it once again. He took all his pain and what was left of his strength and his long gone pride and he put it against the fish’s agony and the fish came over onto his side and swam gently on his side, his bill almost touching the planking of the skiff and started to pass the boat, long, deep, wide, silver and barred with purple and interminable in the water. The old man dropped the line and put his foot on it and lifted the harpoon as high as he could and drove it down with all his strength,and more strength he had just summoned, into the fish’s side just behind the great chest fin that rose high in the air to the altitude of the man’s chest. He felt the iron go in and he leaned on it and drove it further and then pushed all his weight after it. Then the fish came alive, with his death in him, and rose high out of the water showing all his great length and width and all his power and his beauty. He seemed to hang in the air above the old man in the skiff. Then he fell into the water with a crash 　第六章 英文原著、报刊拓展课例　 123 << that sent spray over the old man and over all of the skiff. The old man felt faint and sick and he could not see well.But he cleared the harpoon line and let it run slowly through his raw hands and, when he could see, he saw the fish was on his back with his silver belly up. The shaft of the harpoon was projecting at an angle from the fish’s shoulder and the sea was flowing with the red of the blood from his heart. First it was dark as a shoal in the blue water that was more than a mile deep. Then it spread like a cloud.The fish was silvery and still and floated with the waves. He looked up at the sky and then out to his fish. He looked at the sun carefully. It is not much more than noon, he thought. And the trade wind is rising. The lines all mean nothing now. The boy and I will splice them when we are home. Instead he lay there wallowing now in the seas and the old man pulled the skiff upon to him. When he was even with him and had the fish’s head against the bow he could not believe his size.But he untied the harpoon rope from the bit, passed it through the fish’s gills and out his jaws, made a turn around his sword then passed the rope through the other gill, made another turn around the bill and knotted the double rope and made it fast to the bit in the bow. He cut the rope then and went astern to noose the tail. The fish had turned silver from his original purple and silver, and the stripes showed the same pale violet colour as his tail. They were wider than a man’s hand with his fingers spread and the fish’s eye looked as detached as the mirrors in a periscope or as a saint in a procession. “It was the only way to kill him,” the old man said. He was feeling better since the water and he knew he would not go away and his head was clear. He’s over fifteen hundred pounds the way he is, he thought. Maybe we have them without knowing of it. He made the fish fast to bow and stern and to the middle thwart. He was so big it was like lashing a much bigger skiff alongside. He cut a piece of line and tied the fish’s lower jaw against his bill so his mouth would not open. >> 124 　高中英语单元教学设计　 二、教学设计 课 题 动作描写 课 型 读写课 选 材 老人与海 55—59 页 指导教师 石家庄市教育科 学研究所周 × 作 者 石家庄市第一中学 贾 ×× 背 景 主题语境 人与自然、人与自我 语篇类型 短篇小说 授课时长 40 分钟 文本分析 【What】本部分的活动主题是读写结合，学生在阅读文本的基础上，学会用动作 描写增加写作的画面感。 【Why】文本引领学生积极向上，勇于奋斗。人类应该有不屈不挠的精神，勇敢地 面对挑战。一个人最重要的是精神上的胜利，而不是物质上的胜利。一个人只要 有坚强的意志和顽强的斗志，就能克服任何困难，就能在失败中保持尊严，在绝 望中寻找希望。 【How】文本塑造了一个“硬汉”形象，运用灵活、形象的动词刻画了勇敢、直率、 坚定的独立精神。语言上生动、细腻，是培养学生动作描写微技能很好的素材。 学情分析 本节课的授课对象为高二学生。他们的平均词汇量为 4521。虽然学生在高一阅读 了大量的英文原版著作，积累了不少素材，但写作能力仍有待提高。因此，需要 教师就写作的各项微技能进行指导。 当学生对《老人与海》中的情节有了基本认识后，教师可以聚焦里面的动作描写， 帮助学生梳理并迁移到自己的写作中。 教学目标 By the end of the class, the students will be able to: （1）identify the action descriptions; （2）appreciat the beautify of action descriptions; （3）writ a passage using action desciptions. 教学重难点 重点 ：运用动作描写撰写一个段落。 难点 ：赏析动作描写。 教学手段 自主学习、小组合作学习 三、教学过程 Lead in Have a free talk about your favourite book you have read this year. The slide shows 　第六章 英文原著、报刊拓展课例　 125 << covers of the books they read including The Old Man and the Sea and the reading logs they did. 【设计意图】创设主题语境，激活学生的已知，引入主题。让学生积极地 描述个人读过的书，并分享阅读经验，凸显作为学习主体的价值，即主动参与 学习活动，积极体验学习过程。 Task 1 share and analyse Share in groups and analyse the beauty of action description. 【设计意图】学生分享阅读体验，并评判动词的使用，实现对语言知识的 深度加工。 Task 2 watch and feel Watch a video clip from The Old Man and the Sea to match the picture in your mind. 【设计意图】学生能够结合自身的阅读体验，加上视频的影响，更好地欣 赏作品中动作描写的魅力。 Task 3 write and transfer Compose a paragraph based on the given scenario. 【设计意图】引导学生在新的语境中思考自身的表现，融语言与思维为一 体，在主动体验和积极参与的活动中，发展英语学科核心素养。 Task 4 exchange and share Exchange your draft with your partner and highlight three action words you like. 【设计意图】通过读别人的作品，反思自己的作品，有效地思考对方的亮 点和自身的不足。通过对所学内容的评判，从自己动手写到评判他人，再到反 思自身，发展学科素养。 >> 126 　高中英语单元教学设计　 四、教学反思 本节课整体进展顺利，教学目标基本达成。课堂氛围有起有伏，学生参与度 很高，甚至下课后，学生还意犹未尽，追到楼道里用英语和教师交流自己的阅读 感受。 课程环节连贯，学生自主发挥的空间很大。从欣赏英文原著中生动形象的动作 描写到将其应用到自己的写作中，整个过程流畅自然。在分享阅读体验时，学生提 到从“sweating”这个动作可以看出老人很紧张，教师顺势抛出一个问题，那你们认 为老人最终是个“winner”还是“loser”? 学生一下子安静下来陷入了深思。在各圆 其说后，学生对作品的理解达到了更深的层次。 最后，教师让学生用本节课所学写作策略写描以下场景：住宿生一周没回家了， 朝思暮想妈妈亲手做的饭菜，等到回家的那一天，妈妈在厨房忙碌一番后，一家人 坐在饭桌前 ...... 这时让学生专注动作的描写，就很有话说，而且可以灵活地运用 动作描写的策略。学生当堂写了一段，虽然有不足，但都用上了本节课的动作描写 策略。 五、板书设计 本节课的板书设计如图 6-1 所示。 Writing Action description Action chain Create an image Reading “Show, don’t tell” strategy 图 6-1  板书设计 　第六章 英文原著、报刊拓展课例　 127 << 第二节  《奇迹男孩》读写课例 一、语篇材料 本节课素材选自美国作家帕拉西奥创作的一部关于成长的小说 Wonder（《奇迹 男孩》）。小说讲述了一个名叫 Auggie（奥吉）的十岁男孩，他天生面部畸形，经过 27 次手术后才有了正常的呼吸、视觉和听觉。然而，这并没有让他过上平凡的生活， 因为他的外表让他成为同学嘲笑和排斥的对象。在家人和朋友的支持下，奥吉勇敢 地面对挑战，逐渐融入学校生活，并通过自己的善良和勇气赢得了他人的尊重。 这是一部值得高中生阅读的优秀作品。这本书的情节和角色情感非常丰富，可 以帮助学生提高英语理解能力。首先，这本书的故事情节展示了人性的美好和力量， 这可以激发学生的情感共鸣。其次，这本书的角色形象非常鲜明，他们的性格、行 为和语言都非常有特色，这可以为写作提供很好的素材和灵感。最后，这本书中的 对话和旁白简洁明了却富有表现力，可以帮助学生提高写作能力。阅读这本书后， 学生能够有所收获，成为更有爱心、更有勇气的人。 本节读写课例语篇材料选自英文原著 Wonder 的内容，并进行了改编。 Auggie is a ten-year-old boy who was born with a facial deformity and has undergone 27 surgeries. Since he used to get sick a lot, his mom Isabel homeschooled him. Auggie’s mother believed that homeschooling was more suitable for him. As he approached fifth grade, Isabel and Nate, Auggie’s father, decided to enroll him in a private middle school— Beecher Prep. Mom thought they shouldn’t keep protecting him and they should help him to deal with the reality. When Auggie learned that he was going to school, he burst into tears. “Everyone will stare at me at school,” He cried. Mom put her hand on his hand. “You know if you don’t want to do this, you don’t have to. But we spoke to the principal there and told him about you and he really wants to meet you.” “What did you tell him about me?” he asked. “How funny you are, and how kind and smart. When I told him you read Dragon Rider when you were six, he was like, ‘Wow, I have to meet this kid.’ ” >> 128 　高中英语单元教学设计　 Before the school year began, Auggie met with Mr. Tushman, the principal, who organized a tour for him with three other students: Jack Will, Julian Albans and Charlotte Cody. Mr. Tushman made a very good impression on him. Jack Will is nice to him and had good behaviors. Charlotte was outgoing and confident. She recommended him many things about the school. Julian was completely different from their personalities. In fact, he was very unfriendly. First, he was confused about Auggie’s face. Then he asked him if he knew simple things like the blackboard, eraser, etc. These made others feel awkward. He continued asking Auggie questions about his education. Learning that he was homeschooled by his mom, he believed Auggie’s mother wasn’t expert. He said, “How can someone who’s not a real teacher actually teach science?” He believed they couldn’t do experiments. Julian asked Auggie, “What’s the deal with your face? I mean, were you in a fire on something?” “Julian, that’s so rude!” said Charlotte. Auggie was annoyed. Jack told Julian to shut up and debated with him to stop his rude behavior.” He and Auggie exchanged smiles. He became a good partner of Auggie. The moment Auggie and mom got home, he ran to his room and threw himself onto his bed. Mom was confused about what was up. When he told her what had happened, she was obviously shocked. She said “Wasn’t the boy with the dark hair that was brushed forward nice?” Auggie said “No, he isn’t nice.” “So is he the kind of kid who’s one way in front of adults and another in front of Kids?” “Yeah, I guess.” “You just have to be a bigger person, so be brave, concentrating on your own business.” Auggies nodded and said with determination, “I’ll go to school.” The first day of school Auggie was so nervous that the butterflies in his stomach were more like pigeons flying around his insides. Mom and Dad were probably a little 　第六章 英文原著、报刊拓展课例　 129 << nervous, too, but they acted all excited for him, taking pictures of him and Via kept him company, too. 二、教学设计 课题 Wonder — The first day of school 课型 高一读写课 上课教师 河北师范大学附属中学 李 ×× 背景 主题语境 人与社会、人与自我 语篇类型 短篇小说 授课时长 40 分钟 文本分析 【What】文本语境属于“人与自我”主题语境中的“个人、家庭、社区及学校生活” 以及“人与社会”中的“良好的人际关系与社会交往”。活动主题是读写结合。首先， 学生需要阅读关于奥吉的故事。奥吉是一个面部有缺陷的小男孩，他在学校中遇到了 许多挑战和困难。通过阅读，学生可以了解奥吉的内心世界和他的成长过程。在了解 了故事的基本情节之后，学生需要对故事情节进行梳理，包括奥吉在学校的生活、他 与同学的关系以及他的情感变化等。最后，学生需要根据自己上学第一天的情况，结 合奥吉的故事，写一篇描述自己第一天上学的文章。在这篇文章中，学生可以描写自 己的感受、经历以及对新环境的适应情况。完成写作后，学生可以将自己的文章分享 给其他同学，大家一起讨论并给出反馈。这样不仅可以提高学生的写作能力，还可以 增强他们的沟通交流能力。总的来说，这个活动旨在通过阅读和写作的方式，帮助学 生理解和感受小说主人公奥吉的生活，同时对自己的生活有所反思。 【Why】作者通过描写奥吉在家人和朋友的帮助下，重拾自信，积极面对生活，传递 了积极向上的主题，鼓励人们勇敢面对生活中的挑战，珍惜生命中的美好，相信自 己的能力和价值，并善待他人。联系学生的实际情况，他们面临升学压力，以及面 对陌生环境、老师的困难，同样需要勇气去积极面对和解决。 【How】作者通过传记这一文体，按照时间顺序描写了奥吉上学前、上学中和上学后 的种种经历。小说的人物形象鲜明，情感描写细腻，大量的对话描写，使故事更加 生动真实，适合高中生阅读，并为他们的写作提供了很好的参考。文中使用了四种 不同的时态，表达了不同的时间概念。作者通过描述性词汇以及拟人和比喻等修辞 手段生动地描写了奥吉的心理活动。教师引导学生沿用这些语言特点，描写自己第 一天上学的故事。 学情分析 本节课的授课对象为高一学生，他们对相关话题词汇有了一定了解和掌握，但是未 达到熟练掌握的程度，还存在以下问题：（1） 学生对小说人物的心理感受理解不到位， 需要教师进行点拨 ；（2） 学生对小说运用的修辞手法的认识不够全面，运用修辞的 能力不足，需要教师的指导 ；（3）学生对小说反映的主题意义不太清楚，需要在课 堂活动中逐渐领悟。 >> 130 　高中英语单元教学设计　 教学目标 By the end of the class, the students will be able to ： （1）use the vocabulary to complete the story. （2）summarize the logical order. （3）write a story of the first day at senior high school. （4）evaluate the mastery of vocabulary. 教学 重难点 重点 ： （1）运用本节课所学词汇，完成故事情节。 （2）写一篇描写上学第一天的短文。 难点 ： （1）梳理描写人物心理活动的内容。 （2）提取小说反映的勇于面对挑战并善待他人的主题意义。 教学手段 自主学习、小组合作学习 三、教学过程 Lead-in Students (Ss) review the characters in the novel by watching a movie trailer. Teacher (T) asks Ss to introduce the characters in the movie using the target vocabulary. 【设计意图】 创设主题情境，通过视频激活学生的背景知识，激发学生的 兴趣，引入主题。 Task 1 Read for content T leads Ss to skim the text and answer the questions. (1) Why did mom and dad want to send Auggie to school? (2) What did Auggie worry about? Why? (3) How many senses can you find in the text? What functions do they have? T directs the Ss to focus on the tenses of the text and talk about what the function of the tenses is. 【设计意图】通过快速阅读，了解文本的基本信息，训练学生的阅读技 巧。观察文中出现的不同时态，分析每种时态的不同功能。时态是学生学习英 语的重要内容，通过关注时态的使用情况，体会时态表达的语用功能。 续　表 　第六章 英文原著、报刊拓展课例　 131 << Task 2 Use the vocabulary to complete the story T leads Ss to finish different activities, such as translation, gap filling and role play, etc. to use the vocabulary in context. Activity one: Fill in the blank Auggie is a ten-year-old boy who was born with a facial deformity and has undergone 27 surgeries. Since he used to get sick a lot, his mom Isabel homeschooled him. Auggie’s mother believed that homeschooling __________________ （更适合他）. Activity two: Replace the underlined word with the target words As he approaches fifth grade, Isabel and Nate decide to enroll him in a private middle school —Beecher Prep. Mom thought they shouldn’t keep protecting him and they should help him to deal with the reality. As he approaches fifth grade, Isabel and Nate decide to register him in a private junior high school —Beecher Prep. Activity three: Translate the sentences Auggie learned that he was going to school. “Everyone will stare at me at school,” He said, suddenly crying. 要是别人盯着他看怎么办 ? _________________________________________? 事实上，这对他来说是一个巨大的挑战。 __________________________________________. Activity four: Fill in the blanks Before the school year begins, Auggie meets with Mr. Tushman, the principal, who ________ （安排） a tour for him with three other students: Jack Will, Julian Albans, and Charlotte Cody. Mr. Tushman ________________________________ （给他留下了良好 的印象）. Jack Will is nice to him and ________________ （有良好的行为）. Charlotte is ___________ （外向的） and ___________ （自信的）. She ____________ （介绍） him many things about the school. >> 132 　高中英语单元教学设计　 Julian is completely different from their _______________ （性格）. In fact, he was very unfriendly. First, he was _________ （迷惑的） about Auggie’s face. Then he asked him if he knew simple things like the blackboard, eraser, etc. These made others feel _____________ （尴尬的）. He continued asking Auggie questions about his education. Learning that he was homeschooled by his mom, he believed Auggie’s mother wasn’t ______ （内行的）. He said, “How can someone who’s not a real teacher __________ （actual） teach science?” He believed they couldn’t do __________ （实验）. Julian asked Auggie, “What’s the deal with your face?” I mean, were you in a fire on something?” “Julian, that’s so rude!” said Charlotte. Auggie was ________ （生气）. Jack told Julian to shut up and ________ （争论） with him to stop his rude behavior. He and Auggie __________ （交换） smiles. He became a good partner of Auggie. Activity five: Make up a conversation What happened after school? What did mom and dad say? Act it out. Dad: How was your day, Auggie? Mom: … Auggie: … The moment Auggie and mom got home, he ran to his room and threw himself onto his bed. Mom was ________ (confuse) about what was up. When he told her what had happened, she was ____________ (obvious) shocked. She said “Wasn’t the boy with the dark hair that was brushed forward nice?” Auggie said “No, he isn’t nice.” “So is he the kind of kid who’s one way in front of _______ (adult) and another in front of Kids?” “Yeah, I guess.” “You just have to be a bigger person, so be brave, __________ (concentrate) on your own business.” Auggie nodded and said with determination, “I’ll go to school.” 续　表 　第六章 英文原著、报刊拓展课例　 133 << 【设计意图】引导学生在故事情境中完成对目标词汇的应用，帮助学生理 解词汇在情境中的具体用法。同时，通过观察学生完成练习的情况，对学生的 词汇掌握情况进行评价，给予学生一定的指导，为后面的写作奠定语言基础。 Activity six: Read for language features The first day of school Auggie was so nervous that the butterflies in his stomach were more like pigeons flying around his insides. Mom and Dad were probably a little nervous, too, but they acted all excited for him, taking pictures of him and Via kept him company, too. What kind of rhetorical device is applied in the underlined part? What effect does it make? 【设计意图】引导学生阅读并查找关于人物对话的描写，分析人物在对话 中的情绪。引导学生关注修辞手法，体会修辞手法带来的表达效果，从而为后 面的写作提供丰富的语料。 Task 3 Summarize the logical order （1）T asks Ss to watch a video clip, figuring out changes of Auggie’s feelings. （2）T asks Ss to sort out the logical order of the story and talk about it in a group. There are two clues in the novel. One is the plot line, which unfolds in chronological order, and the other is the emotional line, which runs through the story. （3）T asks Ss to find out the corresponding language that describes the logical order in the original text. Task two Simmarize the logic order I think Auggie felt _________ when he ________________________. was rejected to sit in front was asked to answer the question was isolated by others at lunch >> 134 　高中英语单元教学设计　 【设计意图】引导学生再次阅读文本，完成事件情绪坐标图（图 6-2），并 梳理、归纳和总结小说的逻辑顺序。梳理小说中存在的两条线索，即情节线和 情感线。之后引导学生联系自身的经历，感受奥吉第一天上学的情绪变化，与 其产生情感共鸣，并在原文中查找相应的语言表达，为后面的写作做好语言准 备和情感铺垫。 图 6-2  事件情绪坐标图 Task 4 Write a short passage to describe the first day of school （1）T assigns the writing task, providing vocabulary classified according to different categories and a writing structure. （2）To help reduce stress, T has Ss work on the writing task in small groups. （3）T provides Ss with the rubric and direct Ss to write referring to the rubric. 【设计意图】学生通过小组合作，描写上学第一天的情况。在词汇方面， 学生可以用前两个单元的词汇，也可以用已学的其他词汇，并对词汇进行梳理 和分类。为学生提供篇章结构的框架，帮助学生理清故事的写作顺序。 在学生写作之前，教师给学生展示写作评价表（表 6-1），该表从词汇、结构和 内容方面给学生一定的引导。经过一步一步的铺垫，为学生写作搭建脚手架。 　第六章 英文原著、报刊拓展课例　 135 << 表6-1 写作评价表 Rubric Items Evaluation Total stars Vocabulary accurate, appropriate, diverse Structure clear, logical Content covering all key points, complete Task 5 Share your story and evaluate T invites volunteers to share their writing, presenting it on the smart board and asking the others to assess it according to the rubric after the share 【设计意图】引导学生以评价表为依据进行生生评价和师生评价。评价的 过程是学生再次学习的过程，在此过程中，教师应引导学生关注篇章的词汇、 结构和内容等方面，达到以评促学、以评促教的目的。 Task 6 Watch for purpose (1) T leads Ss to watch a clip about Mr Browne’s precept. (2) T asks Ss to discuss the deep meaning in the precept. (3) How do you understand Mr. Browne’s precept? Do you agree with it? 【设计意图】引导学生关注小说体现的主题意义，深化对主题内容的理 解，培养学生的思辨能力，发展学生的思维品质。 Task 7 Assignment （1） Polish your writing and discuss in the next class. （2）Read the passage 5 Tips to Mentally Prepare for the New School Year and categorize the vocabulary. 四、教学反思 本节课整体进展顺利，教学目标基本达成。课堂活动紧密相连，步步推进，基 本实现了教学评一体化。然而，在任务设置方面还有待细化，以便更好地满足学生 >> 136 　高中英语单元教学设计　 的个性化需求。此外，对故事情节和人物动作的描写也有待进一步丰富和深化，以 增强学生的文学鉴赏能力和创新思维能力。 在这堂课中，教师运用了大量图片和视频，通过这种多模态的教学方式，可以 有效提升学生的学习兴趣和学习积极性。 总的来说，本节课虽然存在一些需要改进的地方，但仍成功地将课程标准和目 标分类理论融入教学实践，有效地促进了学生的学习和发展。 五、板书设计 本节课的板书设计如图 6-3 所示。 图 6-3  板书设计 第三节  文化遗产主题下的群文阅读课 一、语篇材料 本节群文阅读课的语篇材料均选自二十一世纪学生英文报。 语篇材料1： Here comes Dragon Boat Day! 庆端午，吃粽子，划龙舟 　第六章 英文原著、报刊拓展课例　 137 << The Dragon Boat Festival ( 端 午 节 ) is on the fifth day of the fifth month of the lunar calendar ( 农 历 ). It is a very important Chinese festival. It falls on June 16 this year. Why do we eat zongzi on this day? Why do people hold dragon boat races? Do people in other countries celebrate this day? How did this festival come about? 端午节的由来 Qu Yuan is a great poet of Chu ( 战国时期的楚国 ). He lived about 2,300 years ago. He loved his country and people very much. He wanted his country to be stronger. He gave many suggestions ( 建议 ) to his king. But the king didn’t listen to him. At last, Qin ( 秦国 ) conquered ( 战胜 ) Chu. Qu Yuan was very sad. He jumped into the Miluo River ( 汨罗江 ) in Hunan on the fifth day of the fifth month. The people of Chu loved Qu Yuan very much. They rowed boats in the river to look for Qu Yuan. But sadly, they couldn’t find him. They didn’t want the fish in the river to eat Qu Yuan. So they threw ( 扔 ) zongzi into the river to feed ( 喂 ) the fish. From then on, every year on this day, people eat zongzi and race dragon boat to remember Qu Yuan. Little bags 戴香囊，保平安 People wear perfumed ( 香的 ) little bags on the Dragon Boat Festival. These bags are made of ( 由 …… 制 成 ) colorful cloth and threads. There is medicine in the bags. People think wearing the bags can keep them healthy and bring them good luck. Delicious zongzi 美味的粽子 Zongzi is the most popular food on the Dragon Boat Festival. How do people make zongzi? People use bamboo leaves to wrap ( 包 ) rice and use thread to tie it tight. They also wrap many other foods in the leaves. People in different places have different tastes ( 口味 ). In some parts of southern China, people like eating meat zongzi. In the north, people often put sweet bean paste (豆 沙 ) and red dates ( 红枣 ) in zongzi. Wormwood on the door 挂艾草，驱凶邪 Wormwood ( 艾草 ) is a kind of plant. People can use it as medicine. On the Dragon >> 138 　高中英语单元教学设计　 Boat Festival, people put wormwood on their doors. They believe wormwood can stop bad things from going into their houses. Some people also drink realgar wine (雄黄酒 ), take long walks and hang up pictures of Zhong Kui ( 钟馗 ) on this day. Row! Row! 激烈的龙舟赛 As the name shows, dragon boat race is a very important part of the Dragon Boat Festival. Several teams row their dragon-like boats as fast as they can. The first team to reach the finish line wins. Apart from ( 除……之外 ) the people who row the boat, there are also three other people in each boat. What do they do? One of them is the helmsman ( 舵手 ). The other two are in charge of ( 负责 ) beating the gong ( 锣 ) and the drum ( 鼓 ). Did you know? People in many other Asian ( 亚洲的 ) countries also celebrate the Dragon Boat Festival. In Japan, people call it Boy’s Day. They hang carp flags ( 鲤鱼旗 ) on this day. In Singapore ( 新 加坡 ), people hold dragon boating races in East Coast Park ( 东海岸公园 ). 选自：《二十一世纪学生英文报·小学版》总第 611 期第 4 版 语篇材料2： In the name of love 《霸王别姬》：让国粹从中国走向世界 You’re probably familiar with the 1993 movie Farewell My Concubine (《霸王别 姬》) directed by Chen Kaige. The film tells the story of two Peking Opera performers who train together from childhood to perform the opera Farewell My Concubine. But many of us may not be so familiar with the opera itself. One of the masterpieces ( 杰作 ) of traditional Peking Opera, Farewell My Concubine is based on an event from 202 BC. In that year, Xiang Yu and Liu Bang were fighting for the throne ( 王位 ) after the fall of the Qin Dynasty. With his army surrounded by Liu’s forces, Xiang found himself in a desperate (绝望的 ) situation. To show her loyalty (忠诚 ) to Xiang during this terrible time, his concubine Yu Ji committed suicide ( 自杀 ) rather than risk ( 冒险 ) being caught by the enemy. 　第六章 英文原著、报刊拓展课例　 139 << But it isn’t simply the story itself that makes the opera famous but the great actors who have played its roles. The part of Yu Ji, for instance, was once played by one of the most outstanding Peking Opera performers, Mei Lanfang (1894—1961). It used to be common in Peking Opera for male performers to play female characters. And Mei’s capacity ( 能力 ) to play women and sing like women was what brought Yu Ji to life. But Peking Opera is about far more than singing. Li Shengshu, a Chinese Peking Opera performer, once told the Guardian, “You have to be good at everything: singing, acting, acrobatics ( 杂技 ).” He explained the special approach needed for Peking Opera, “It begins with the breath. You have to lift your spirit. Even backstage, you perform.” This kind of commitment by the performers helped Peking Opera win international fame ( 名声 ). In recognition of its contribution ( 贡献 ) to culture, it was added to the UNESCO Intangible World Heritage ( 非物质文化遗产 ) list in 2010. During the 21st Beijing Music Festival in October, Farewell My Concubine was given a new look. Interactive technology and 3-D displays were used to show that this two- century-old opera is still relevant today. It is part of a general effort to renew Peking Opera. Indeed, the opera has evolved ( 发展 ) over time: It has been performed in many different ways and by many different performers. But what does not change, like Peking Opera as a whole, is its essentially ( 本质上 ) Chinese cultural character. A key to Peking Opera One of the most important elements ( 元素 ) of Peking Opera is lianpu. Actors’ faces are painted differently to represent different characteristics ( 特点 ). Black-painted faces, for example, indicate ( 象征 ) honesty. Bao Zheng, an upright ( 正直的 ) official ( 官员 ) during Northern Song Dynasty (960-1127), has a black face in Peking Opera. Red-painted faces indicate loyalty. Guan Yu, who was one of the best generals in the Three Kingdoms period (220—280) always has a red face on stage on account of his loyalty. Yellow-painted faces indicate brutality ( 残忍 ). Dian Wei, a general in Cao Cao’s army in the Three Kingdoms period was a brutal man and so the actor who plays him has a yellow face in performances. White stands for cunningness ( 奸猾 ), which is why characters with such personalities >> 140 　高中英语单元教学设计　 usually have their noses painted with white powder. 选自：《二十一世纪学生英文报·高一版》总第 740 期第 A11 版 语篇材料3： Heritage in China praised “二十四节气”成功列入联合国非遗名单 Our grandparents seem to have magic powers sometimes. Give them a Chinese lunar calendar ( 农历 ), and they will know what the weather will be like days or even months later. What’s the secret? They are following the 24 Solar Terms ( 节气 ), which are an important part of Chinese culture. And on Nov 30, the United Nations (UN) added it to the List of the Intangible Cultural Heritage of Humanity ( 人类非物质文化遗产 ). The 24 Solar Terms came into being during the Qin (221—206 BC) and Han (206 BC—AD 220) dynasties. At that time, most Chinese people made their living on farms. So, weather changes were important. But of course, they had no satellite ( 卫 星 ), internet or weather broadcast to help them. But people found a way. They studied the sun’s movement with a sundial (日晷仪 ). They also paid attention to other natural changes such as air temperature, water and crop growth. In the end, they worked out 24 solar terms to mark the changes. The terms became their guide to farming work. For example, the solar term jingzhe ( 惊蛰 ) is when insects wake up from a long sleep in the cold winter. Farmers take it as a sign of warm weather and get busy working. The 24 Solar Terms is honored as China’s fifth great invention, after papermaking, printing, the compass and gunpowder. Now, people still use the solar terms in daily life. For example, people will say, “Do not show your feet after hanlu ( 寒露脚不露 )”. Why? It’s because the solar term hanlu marks the coming of cold days! 选自：《二十一世纪学生英文报·初二版》总第 563 期第 4-5 版 语篇材料4： Tai chi balances our bodies 太极拳：改变心境，修身养性 　第六章 英文原著、报刊拓展课例　 141 << Most people think martial arts ( 武术 ) are all about kicking, punching ( 用拳打 ) and fighting. But tai chi is the other way around. It is slow, calm ( 镇静的 ), and peaceful. UNESCO recently added tai chi to its Intangible Cultural Heritage List ( 非物质文 化遗产名录 ). Although tai chi is an ancient martial art, it is still quite popular today. It has over 100 million fans in more than 150 countries. People do tai chi as a way to stay fit. Unlike other exercises, it is “soft” – the muscles are not tensed ( 紧的 ), the joints ( 关节 ) are not fully bent ( 弯曲的 ), and you don’t need to stretch ( 拉伸 ) too much. This means many can do it. You can practice it almost anytime and anywhere, as no equipment is needed. It is believed that practicing tai chi can help us have better control of our bodies so that we can stand, walk, and run better. But tai chi’s benefits ( 益处 ) go beyond the physical. Marleni Calcina, a Peruvian woman who has practiced tai chi for more than 10 years, says it’s not only a sport, but also a way of life. Tai chi has taught her the value ( 价值 ) of living more slowly. Life and work used to stress her out. But she began to feel a change thanks to tai chi, which helped her “gain ( 获得 ) peace and inner harmony ( 内心的和谐 ),” as she told Xinhua. “For me now, practicing tai chi is like speaking with my soul ( 灵魂 ).” Tai chi Q & A Q: Why is tai chi so slow? A: During slow movements ( 动作 ), we can focus on ( 专注于 ) our hands and feet. We can control them better. Slow movements also allow us to take deep, long breaths. This is good for our bodies. Q: What does the black and white tai chi symbol mean? A: There is a white spot ( 圆点 ) in the black area and a black spot in the white area. It means there is no absolute ( 绝对的 ) good or bad. We need to keep a healthy balance ( 平衡 ) in all things. Q: Can I lose weight by doing tai chi? A: Yes. You will burn about 250 calories if you practice it for an hour. Q: Who brought tai chi to the US? A: The first public tai chi performance in the US was in 1954 by Sophia Delza, a professional dancer. She became fascinated by tai chi during a trip to Beijing. In 1961, she published ( 出版 ) the first English book about tai chi. >> 142 　高中英语单元教学设计　 Tai chi in movies If you want to learn more about tai chi and its culture, you can watch some movies that feature ( 以……为主要内容 ) the martial art. Tai Chi Master 《太极张三丰》 Zhang Sanfeng is a monk ( 和尚 ) who grows up in Shaolin Temple. After he is driven away from the temple, he has trouble adapting ( 适应 ) to the outside world. Only after he finds the art of tai chi does he understand how to deal with problems in life. Pushing Hands 《推手》 When an old Chinese tai chi master goes to the US, what kind of culture shock ( 文化 冲击 ) will he experience? Will he find his place there? This movie deals with the differences between Chinese and American culture, as well as the gap ( 代沟 ) between older and younger generations ( 一代人 ). 选自：《二十一世纪学生英文报·初二版》总第 723 期第 4-5 版 语篇材料5： Light from darkness honored 中国皮影戏入选“人类非物质文化遗产代表作名录” Chinese shadow puppetry ( 皮影戏 ) has been added to the List of the Intangible Cultural Heritage of Humanity ( 人类非物质文化遗产代表作名录 ), according a UNESCO statement on November 27. The decision was made by the Intergovernmental Committee for the Safeguarding of Intangible Heritage, which met in Bali, Indonesia. The committee decided to recognize puppetry as a way of spreading knowledge and promoting cultural values, as well as a form of community ( 社区 ) and especially youth entertainment. Chinese shadow puppetry is a form of theater with a history of around 2,000 years. It was believed to have been invented by a minister of one of the Han emperors in memory of his deceased wife. In a shadow puppet show, colorful silhouette ( 剪影 ) figures perform traditional plays against a backlit ( 从背后照亮的 ) cloth screen, accompanied by music and singing. Shadow puppets were first made of paper, then from the hides ( 兽皮 ) of donkeys or oxen. This is why the Chinese word for shadow puppet is pi ying, which means shadows of hides. 　第六章 英文原著、报刊拓展课例　 143 << During a show, puppeteers control the puppets with rods that create moving images on the screen. The puppeteer’s skills at controlling the puppets, singing and playing different musical instruments are handed down from master to pupil within families and troupes ( 戏班子 ). Despite the arrival of film, television and computers today, ancient forms of shadow puppetry have not totally disappeared. Puppet shows have adapted modern materials and methods, but the essence ( 精华 ) of the art form remains unchanged. 选自：《二十一世纪学生英文报·高二版》总第 458 期第 2 版 二、教学设计 课题 Chinese Intangible Cultural Heritage 课型 群文阅读课 上课教师 河北正中实验中学 刘 ×× 背景 主题语境 人与社会 语篇类型 新闻、说明文、影评、对话体 授课时长 45 分钟 文本分析 【What】本节群文阅读课涉及 5 篇话题为中国非物质文化遗产的文章。文章群所 承载的语篇内容分别为端午节的说明介绍、电影《霸王别姬》传递的京剧之美、 二十四节气被列入联合国非物质文化遗产名单、太极拳的益处及皮影戏入选人 类非物质文化遗产代表作名录等。教师引导学生进行群文阅读活动，探究 5 篇 文章之间深层的内在联系。 【Why】教师组织学生进行小组合作式探究活动。通过群文阅读模式，教师旨在 引导学生提取文章主要信息，理解文章主旨大意，帮助学生在群文阅读中发现 中国非物质文化遗产的魅力。教师希望通过本堂阅读课，深化主题意义，启发 学生发现“中国非物质文化遗产已浸润到我们的生活中”这一现象，鼓励学生 珍惜和弘扬中国传统文化。 【How】5 篇文章涉及的语篇类型有新闻、说明文、影评。教师组织学生参与课 堂活动，带领学生梳理、分析和概括文章的组织结构和文字特点。例如，新闻 的标题特点具有概括性、简洁明了且吸引读者眼球等特点，行文结构有具有总 结性的导入段，文字客观、准确。说明文结构清晰，可以总—分—总的结构呈现， 文字客观性强，多用第三人称单数等特点。影评一般首段介绍电影故事梗概但 不提前剧透内容，行文内容主观性强，个人意识色彩浓厚等。学生需要总结各 个语篇类型的结构和文字特征，学以致用，为课后写作以元曲为话题的说明文 做铺垫。 >> 144 　高中英语单元教学设计　 学情分析 本节课的授课对象为高二学生。学生已在课前对这 5 篇文章进行了预习。在语 言知识的运用方面，大部分学生有一定的语篇阅读能力，能读懂语篇内容，且 有一定的英语表达能力。在文本研读方面，在群文阅读活动中，学生可以很好 地进行任务分工，各司其职。另外，学生对非物质文化遗产有一定的理解且对 即将学习的文章有浓厚兴趣。教师需要充分利用课堂资源，通过皮影戏表演、 视频、图片等形式，引导学生探索中国非物质文化遗产，感受中国传统文化之美。 教学目标 By the end of the class, students will be able to: （1）identify different genres and structures of the articles. （2）apply the structures and language features from these 5 articles to the writing. （3）appreciate different Chinese Intangible Cultural Heritages. 教学 重难点 重点 ： 分析 5 篇文章的组织结构和文字特点。 难点 ： 利用课堂所学文章写作知识进行说明文写作。 探究 5 篇文章之间的深层联系，唤起并增强学生保护中国非物质文化遗产的意识。 三、教学过程 Lead-in The selected students perform a piece of shadow play involving 5 topics from these 5 articles. After admiring the show, students state out the elements they have noticed from the show. 5 topics listed out, the teacher asks the question of this lesson: “Alongside Chinese Intangible Culture Heritage, what is the connection among these 5 articles?” 【设计意图】 以学生表演皮影戏串联 5 项非物质文化遗产（端午节、京剧、 二十四节气、太极、皮影戏），激发学生阅读兴趣。教师提问：“除了都是中国 非物质文化遗产，这 5 篇文章还有其他更深刻的联系吗？”该问题作为本节课 的主线，贯穿群文阅读始终。 Task 1 Read for Genre & Structure Group Reading 1: （1）What are the genres of the 5 articles? 续　表 　第六章 英文原著、报刊拓展课例　 145 << （2）Sketch the language features and structure of each article to support the answer of Q1. Six students （Ss） for one group. Every member is assigned reading tasks. Group findings should be genre identification of these 5 articles and language features from them. Groups nominated should conduct presentations later. After Ss ’ presentation, the teacher(T) will complement and analyze the answers of the questions above. Lead (who, what, why, where, when, how) Read for Structure Detailed Information background a news report Ending (summary, impressive) an expository article Body (Include supporting evidence, use the third person and Ending (an overview of the topic) Read for Structure Introduction (Introduce the thesis statement to arouse readers’ >> 146 　高中英语单元教学设计　 Read for Structure a film review Top Tips for writing 1. Start with the film’s title. 2. Summarize the film but not include the ending. 3. Explain some background information about the film. 4. Should people go and watch the film? Fantastic! Terrible! OK Really good! Bad 【设计意图】学生通过小组合作，完成阅读任务。在组间讨论后，确定每 篇文章的体裁，并分析不同体裁的语言特点。教师选取小组进行不同体裁的分 析总结，最后辅助学生总结不同体裁的写作框架及文字特点。 Task 2 Read for Information Group Reading 2: （1）Read the 5 articles again and finish the tasks below. （2）Think again: What’s the connection among these 5 articles? Group assignment is the same as before. Ss should finish the muti-modal questions designed following the articles. While settling these questions, Ss are asked to trace back the thematic question— the other deeper connection among these 5 articles. Groups present their findings again. 【设计意图】学生再次深度阅读这 5 篇文章，并回答每篇文章后涉及的多 模态问题。通过播放视频、问答题、图片展示等方式，学生切身体验不同非物 质文化遗产的魅力。主题问题再次出现，为本节课最后的主题升华做铺垫。 Task 3 Read for Theme The T inspires the Ss to extract some words capitalized with “F”. People enjoy shadow play and Beijing Opera for “Fun”. The Dragon Boat Festival is a precious chance for “Family” reunion. People practise Tai Chi for their “Fitness”. 24 Solar 　第六章 英文原著、报刊拓展课例　 147 << Terms are conventional techniques for farmers, which is relevant to our daily “Food”. Fun, family, fitness and food comprise a “Fabulous” life — that is the significance of the Chinese Intangible Culture Heritage. Fabulous Life Shadow Puppetry Beijing Opera Read for Theme What do the 5 topics have in common? Fun the Dragon Boat Day Family Tai Chi Fitness 24 solar terms Food 【设计意图】5 篇文章被凝练出 5 个以“F”开头的单词（Fun，Family， Fitness，Food，Fabulous），旨在为学生传达一种思想：非物质文化遗产扎根 在人们生活中，可以为人们的幸福生活增光添彩。教师以此升华课堂主题，以 独特的方式将 5 篇文章串联起来，鼓励学生欣赏中国非物质文化遗产的魅力。 Task 4 Assignment Zhengding Yuan Opera is a Chinese Intangible Cultural Heritage. There is a Yuan Opera museum in Zhengding. Log in the official website to get more information about this art after class. It’s better if you have a visit to this museum in person. Then write an expository article about Yuan Opera in Zhengding. Zhengding Yuan Opera is a Chinese Intangible Cultural Hertiage. There is a Yuan Opera museum in Zhengding. Scan the QR code to get more information about this art after class. It’s better if you have a visit to this museum in person. Assignment 【设计意图】联系实际，发现身边的非物质文化遗产；学以致用，利用本 节课所学的说明文写作手法，写作一篇关于元曲的说明文。 >> 148 　高中英语单元教学设计　 四、教学反思 本节群文阅读课是一堂深化阅读理解的课。教师在课前已将文本发给学生预习。 在做足课前的铺垫后，课堂的生成才更加高效、深刻、有价值。此外，本节群文阅 读课突破了单篇阅读的单一性与局限性，将同一主题类型的文章群呈现给学生，激 发学生沉浸式阅读兴趣，拓宽学生的阅读视野。调动学生自主学习的能动性，丰富 学生的知识，增强学生的阅读成就感。本堂课以小组合作探究的形式呈现，每名学 生在小组中都有任务。从探究文章的体裁到研读文章的内容再到探索主题间的深层 联系，学生在小组合作中重读这 5 篇文章，深化理解，再次体会不同体裁的行文特 点和写作手法。 教师以“Alongside Intangible Culture Heritage, what is the connection among these 5 articles?”为主线问题，贯穿整节课。课堂主题升华为这 5 种非物质文化遗产原来 就在我们的衣食住行中。作业的设置则践行了本堂课的主题—发现身边的非物质文 化遗产：正定元曲。教师鼓励学生亲自参观元曲博物馆，并用本堂课所学的写作知识 撰写元曲相关的说明文。 教师认为本堂课仍存在不足。例如，由于课堂时间有限，学生自主探究的时 间较少，应给予学生充分的时间深挖主题意义，给更多学生自我展示和表达观点的 机会。 五、板书设计 本节课的板书设计如图 6-4 所示。 图 6-4  板书设计 　第六章 英文原著、报刊拓展课例　 149 << 第四节  报刊群文阅读课例 一、语篇材料 本节课的两篇素材均选自二十一世纪学生英文报。 第一篇 Saving the Mogao Caves 出自 2023 年《二十一世纪学生英文报》高一版 第 921 期第 4 版。 Saving the Mogao Caves UNESCO Honors Fan Jinshi for her Great Contribution On Sept 7, famous Chinese archaeologist Fan Jinshi, 85, was awarded by UNESCO for her contribution to the protection of the Mogao Caves in Dunhuang. Called the “daughter of Dunhuang”, her story with the caves started 60 years ago. In 1963, Fan, then a 25-year-old Peking University graduate, had the chance to work at the Mogao Caves, a place she had wanted to explore for a long time. “Seeing Dunhuang for the first time was breathtaking. But only when truly staying here did I realize that inside the caves is a world of divine beauty while outside is a land of blowing sand and yellow earth,” Fan told Gansu Daily. Back in those days, the Mogao Caves were almost completely cut off from the world. Fan and her coworkers had to live in mud houses and drink salty water. They stayed inside the caves to do research, copy murals ( 壁画 ), and do whatever they could to protect and restore them. In 2011, after 40 years of hard work, a report on 10 Mogao Caves compiled ( 编写 ) by Fan’s team was finally published. It was known as China’s first professional report on cave archaeology, reported Gansu Daily. As time passed, Fan found a serious problem. The increasing number of tourists visiting Dunhuang might harm the caves, causing the murals inside to fade. A solution needed to be found to preserve Dunhuang’s heritage. In the late 1980s, Fan stumbled upon computer technology by chance. She realized that this might preserve the Mogao Caves forever. After over 30 years of exploration, the Dunhuang Academy built a digital database to protect cultural relics there, allowing