(共18张PPT)
Module 4 Unit 8 Surprise endings
story reading:The luck of Sai Weng
AIMS:
To be a structure builder
To be a MM builder
To be a critical thinker
President
Roosevelt，
The luck of Sai Weng
Read the title ,the first paragraph and the picture . Then answer the questions:
1 When was the story set?
2 Where did the story happen?
3 Do you think Sai Weng would have good luck or bad luck?
I. Pre-reading
When: social
Where: natural
Story
(plot)
Elements of a story: Background,
characters & plot
1 background
Story
(plot)
Elements of a story: background, characters & plot
2. characters
Sai Weng, his son & his neighbours
II. while-reading
Task 1: Read the passage and answer the questions below.
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
What is Sai Weng’s special skill?
What happened to Sai Weng?
What happened to Sai Weng’s best horse ?
How did Sai Weng’s son break his leg?
Did Sai Weng’s son join the army ? Why?
II. while-reading
Task 2: Analyze the structure of the plot
To be a structure builder
Story
(plot)
3. Plot: What happened?
Elements story:Background,characters & plot
Opening
Rising action
Turning point
Falling action
Ending
The luck of Sai Weng
Special skill
Horse lost
Horse returned
His son hurt
Avoided joining the army
Opening
Rising action
Turning point
Turning point
The end
To have a better understanding about the story.
III. Post-reading
Task 1: Analyze the character
To be a critical thinker
unlucky
great
wise
※ What do you think of Sai Weng?
vs
vs
selfish
vs
optimistic
Love
far-sighted
……………
lucky
stupid
III. Post-reading
Task 2: Discussion for output
A: Which unlucky things did you have in your life?
B:…...
A: (In this situation) ,what did you do and what happened?
B: I ….....
Pair Work
Top 3: I lost my mobile phone.
Top 2: I failed the English exam .
Top1: My car was broken this morning.
1. I know the the main idea of the story.
2. I know how to read a story.
3. I know how to think creatively and critically.
Self-assessment
Homework:
1, Draw a MM to retell the story.
2, Write a story about your unwilling thing happened:
※ what did you feel?
※ what did you feel?
※ what is your attitude to it?
Unit 8 ---Attached material B (9A)for textbook of New Oxford
The luck of Sai Weng (Reading)
43. What is NOT mentioned in the passage?
A. Sai Weng made a living by look after horses
B. Sai Weng lost all of his horses.
C. Sai Weng’s missing horse returned itself.
D. Sai Weng’s son joined the army at last.
44. According to the passage, it indicates that Sai Weng was a(an)____person.
A. cruel B. serious
C. open-handed D. optimistic
45. What does the underlined word console mean?
A. communicate
B. require
C. take care of
D. comfort
46. What is the best title for this passage?
A. Never give up B. Sai Weng had many horses
C. A famous person in Chinese history D. The luck of Sai Weng
Teaching contents Unit 8 The luck of Sai Weng (story reading) ---Attached material B (9A)for textbook of New Oxford
The luck of Sai Weng is from a Chinese proverb :A loss , no bad thing., the main content of which is familiar to the students , which begins with an old man who lived on the frontier, whenever he came up with fortunate or unfortunate things ,he kept calm and waited the turning. The students may be familiar with even multiple implications when it comes to the concept of luck and fortune. The end of the story seems to suggest that every misfortune comes with a silver lining as well as a blessing in disguise. Within the story is also the sense that with what at first appears to be good luck can come misfortune. Given its dual meaning, this proverb is commonly said when bad luck turns to good or when good luck turns to bad. But what really attracts students should be drawn out , that is , the analyze of the Sai Weng , which requires students’ critical thinking related to the key competencies of students.
Analysis of the students
This class is of level C of Grade 9 whose English language proficiency stays far below the average. Apart from this , I took over for this class several days before . But the students have learnt about the elements of a story or a novel ,they are background ,characters and plot ,which actually present a clue of the story
Teaching Objectives
Knowledge objective Several words and expressions such as violently ,console … Main idea and detailed information of the story. Ability objective (1)Improve students’ reading ability through basic reading strategy and intensive and critical thinking (2)Enable students to know how to make easy mind maps and to be structure builders Emotional objective Inspire students to be creative ,and at the end of this lesson, students will be able to have the sense of positive and optimistic attitude to life through examples of Sai Weng(character of the story) and MaYun(character of society) as well as the situations of themselves (students themselves)
Teaching key points and difficult points
Key points： Students know how to read a story through elements of a story. Students master different ways of thinking. Difficult points： Students know how to form a habit of critical and divergent thinking to have a better understanding and learn to express their opinions through getting evidence from the passage.
Teaching methods
Situational Teaching, Task-based Teaching; Elicitation Cooperative learning, self-study
Teaching procedures
Teaching steps Teacher’s activities Students’ activities Aims
Step 1 Lead-in (3 min) 1. Show a picture of Roosevelt， 2. Use brief words to tell a story about him 3 Show a picture of Sai Weng 1.Guess the name in the picture 2. Have a sense of good luck and bad luck related to the story to enjoy To lead Ss into a fantastic world of story and present a new and difficult word console .
Step 2 Pre-reading 1 task (5 min) 1. Ask students to skim and raise some questions (1) When was the story set? (2) Where did the story happen? (3) Do you think Sai Weng would have good luck or bad luck? 2.Repeat the answer in one sentence and lead students to get the social and natural background of the story from it. 3 .Use the same picture to guide students to guess the characters 1. Read the title ,the first paragraph and the picture ,find out the answers and underline them. 2 Answer the questions and share the reasons. 3 Get two main characters from the picture. 1 To enable students to further grasp the strategy of skimming . 2 To review the elements of reading a story: background & characters
Step 3 While-reading 3 tasks (15 min) 1. Design questions for each paragraph 2. Divide them into groups and ask them to find out and underline the answers and share 3. Enlighten Ss’ minds and give positive assessment . 4 Analyze the structure of the plot. 5 Give Ss key phrases to each paragraph and ask them to find out the parts of the plot. 6.Ask Ss to retell the story making use of the key phrases offered. 1. Read the story paragraph by paragraph . 2. Answer questions and raise other questions so as to challenge to other groups. 3 .Follow the teacher to review what plot is and get a clue. 4 Work in groups to find out the clue of a plot. 5 Retell the story according to the key words 1 To enable students to do some detailed reading so as to get to understand the whole story. 2 To enhance students’ sense of group cooperation 3 To develop students’ ability of forming structures
Step 4 Post reading 2 tasks (15 min) 1. Analyze the character through critical thinking and most importantly ,try to find the evidence or reasons to persuade others ,and if not ,they are supposed to persuade themselves. That is to say, their answers are all ok if they are reasonable. 2. Give them hints of description words as examples. 3. Guide theme back to Ss’s life. Give situations to them . 4.Share a motivational video of Ma Yun and encourage them to 1. Work in groups to discuss things happened to Sai Weng, and analyze what kind person Sai Weng was. 2. Share their opinions and give reasons about Sai Weng’s personality. 3. Students are required to share their daily difficulties and trouble in pairs. 4. From the video of Ma Yun, they think actively :when facing difficulties, do they just wait and wait? Or should they have a brave heart and be optimistic to deal with problems? 1 To develop students’ critical and divergent thinking 2 To develop students’ key competencies
Step 5 (2 min )Summary ,Self-assessment & Assignment
1． Draw a MM to retell the story. 2． Write a story about your unwilling thing happened: ※ what did you feel? ※ what did you feel? ※ what is your attitude to it?
教学反思（Teaching reflection） 课前反思： 分析学生：我所带的班级是本校九年级C层班，并且刚接手，学生的英语水平较弱，和学生的熟悉程度不高。因此，多层次多元化的任务设置十分必要。 分析教材：塞翁的中文故事已经是家喻户晓的，英文版本即使没有接触，因为学生已经预知了最基本的故事情节，阅读技巧中的predict(预测)策略没有实际意义。所以，对于C层的学生，能够读懂整个故事的英文版本，能够划出细节理解题，在此基础上，进一步培养学生对于简单思维导图的运用，通过故事要素的分析把握文章发展的主线。最重要的是，要培养学生积极的，发散的，批判的思维方式，因此，我运用伟大原著教学法，它的要素在于，只要学生积极思维，能够在文章中找出理由或者证据推理，只要能够自圆其说，都是值得肯定和鼓励的，不管他的证据能说服所有人，还是说服部分人，或者仅仅只能说服自己，都是可以的。比方说，我在post reading 阶段，让学生找到塞翁孩子落马摔断腿后的话（He still thought it was not unlucky ），让学生换位思考，学生可能会想到他是个冷血人（cold-blooded）（理由是：孩子摔断腿了，难道这也是幸运的事吗？），由此引导学生小组讨论分析人物多重性格。 而为了培养学生的核心素养，我从塞翁的故事，过度到社会事例（马云的励志故事），再回到孩子们自身，假设不幸运的事情发生，是要有好的心态，不过仅仅是等待吗？除了乐观外，更应勇敢面对，积极解决问题。最后以孩子们自己的实际情境，让孩子们一步步自己得出结论，而不是我告诉他们要怎么样。 课中反思： 整体来说，整堂课思维清晰，逻辑分明，基本完成了预定的三维目标。回顾整个教学流程，Pre-reading阶段，我开门见山带你们走进精彩的故事世界，简单几句话介绍罗斯福被盗心态很好的故事，引出中国历史上有一个类似故事。通过跳读2个WH问题引导学生得出故事发生的社会和自然背景（第一段的第一句和最后一句，和故事收尾呼应），然后通过学生观察图片得出部分角色，接下来我让学生Scan得出其他角色。While-reading 阶段，我分段设置比较简单的问题但又能帮助学生理解大意，并且在课堂实际操作中，学生有课堂生成，进行小组的互相提问补充信息。当学生获得详细信息的时候，我给出每段关键短语引导学生回顾故事要素的Plot，并小组合作的出各段情节。为了检测和巩固，Plot后顺带让学生根据Plot 的关键词复述故事。Post-reading阶段，通过角色语言，引出角色另类性格，鼓励学生放肆大胆批判性思维，在文中找出证据进行推理，分别得出selfish, foolish, far-sighted等等；Post-reading阶段的第二部分，通过发散思维，回顾到学生生活中熟悉的例子，最后，通过马云的励志视频，让学生感受到困境不仅要心态好，更不是只仅仅等待，还要积极应对未来，提升学生核心素养。 课中不足之处在于：1可以在课堂上多让学生自己表达，老师应该只是给以适当的评价和补充，不应由老师总结过多；学生学案上的阅读理解问题可以让学生以小组为单位自己设计问题，并进行小组间互相提问应该效果会更好。老师只是根据学生习得情况，提供阅读理解题常出现的方式给学生参考；学生小组活动要求可以再细致一些，更大限度地带动后进生 课后反思： 本节习本课堂可以改进的地方： 1. 学生在课前寻找的有效采访方法和阅读技巧的分享可以在课堂上多让学生自己表达，老师应该只是给以适当的评价和补充，不应由老师总结过多。 2. 学生学案上的阅读理解问题可以让学生以小组为单位自己设计问题，并进行小组间互相提问应该效果会更好。老师只是根据学生习得情况，提供阅读理解题常出现的方式给学生参考。 3. 学生小组活动要求可以再细致一些，更大限度地带动后进生。 总之，在经过习本课堂的实际教学后，我更深刻地体会到老师的“教”和学生获取知识的“学”都不是我们课堂的最终目的，体现学生是否消化吸收知识的“习”才是我们课堂的本质和目的。今后我将在我的英语教学中注入“习本课堂”的概念，以学生的发展为中心，关注学生的习惯和习得，更有针对性地开展教学活动。同时，我还需不断虚心学习，不断探索钻研，勇于创新，使自己的教学更加成熟，使更多的学生爱上英语，体会学习英语的成就感。
在实际教学后，我更深刻地体会到老师的“教”和学生获取知识的“学”都不是我们课堂的最终目的，体现学生是否消化吸收知识的“习”才是我们课堂的本质和目的。我还需不断虚心学习，不断探索钻研，勇于创新，使自己的教学更加成熟，使更多的学生爱上英语，体会学习英语的成就感。
Unit 8 ---Attached material B (9A)for textbook of New Oxford
The luck of Sai Weng (Reading)
测评练习（2）课后写作参考
Today, we discussed the story of The Tale of Peter Rabbit . It was written by a best-known author and illustrator –Beatrix Potter, who was celebrated for her children’s books featuring animals in 1893. It is so attractive that the fantasy works have entertained children of all ages for decades and remains the best seller, apart from this, the much-loved story has been translated into 36 languages.
The main characters are a mother rabbit and her son Peter. Peter's always warned not to play in the vegetable garden considering the danger. Instead of following, Peter disobeys his mother by going into the garden and almost gets caught. How naughty Peter is!
The story shows that it is important and necessary for children to listen to their mothers.
