《小王子》整本書讀后分享TeachingDesign成都市石室天府中學(xué)肖穎本節(jié)課是《小王子》整本書讀后分享課，學(xué)生在之前已經(jīng)花大約7個小時的時間進行自由閱讀，因此本節(jié)課的教學(xué)目標為回顧《小王子》一書的故事情節(jié)，分析書中的人物性格及人物的象征意義，分享書中的佳言美句。12名學(xué)生以角色表演的形式展示故事情節(jié)，全班同學(xué)以分組討論形式分析書中部分人物性格，教師與學(xué)生一同總結(jié)主要人物的象征意義，最后學(xué)生以自由發(fā)言的形式分享書中的佳言美句并闡明原因。本節(jié)課旨在運用分析閱讀，嘗試構(gòu)建“整本書讀后分享課”的教學(xué)模式。BackgroundInformationofdesigningthisperiodofclassBasedontheresult(moststudentshavejusthadabout1500wordsintheirvocabularybank)ofthesurveyonthevocabularysizetest,wethinkstudents’vocabularyshouldbeenlarged.EachstudenthasbeengivenanovelcalledTheLittlePrince,whichisawonderfulresourceforstudentstoenlargevocabularyandimprovereadingability.AimedatarousinginterestinEnglishnovelreadingandimprovingreadingability,studentsareadvisedtofinishreadingthenovelcalledTheLittlePrinceinaboutamonth.Whilereading,studentscancollectsomesmartexpressionsandbeautifulsentencestoenrichvocabulary.Date&TimePageCollection(30min)P1--1810wordsand5sentenceswithChinesemeaningsNowIstaredatthissuddenapparitionwithmyeyesfairlystartingoutofmyheadinastonish.(P8)That’showImadetheacquaintanceofthelittleprince.(P12)Itwasfromwordsdropedbychancethat,littlebylittle,everythingwasrevealedtome.(P13)Thefirsttimehesawmyairplane,heaskedme:“whatisthatobject?”(P13)Youcanimaginehowmycuriositywasarousedbythishalf-confidenceaboutthe“otherplanets.”(P15)(30min)P9--3810wordsand5sentenceswithChinesemeanings(3hours)P39--8310wordsand5sentenceswithChinesemeanings(30min)P84--111Readforthemainidea(2hours)P112-141ReadforthemainideaRecently/Lately/Thesedays/Forafewweeks,wehavereadanovelcalledTheLittlePrince.Ihaveneverseensuchaconceitedpersonlikehimbefore.(1hour)WritingDrawamindmapofthestoryandwritethoughtsaboutthestory,includingthemainidea,themostimpressivepartandsomethinglearnedfromthebook.TeachingAimsBytheendofthelesson,studentsareexpectedto1.makesenseofthestorylines.2.understandsomecharactersdeeply.3.appreciatethenovelbetterbyenjoyingsomebeautifulsentences.StudentsAnalyzingStudentshavefinishedreadingthenovelcalledTheLittlePrince,andthey’vedrawnthemindmapofthestoryandwrittentheirthoughtsaboutthestory,includingthemainidea,themostimpressivepartandwhattheyhavelearnedfromthebook.Thestudentshavearoughunderstandingofthestory,buttheyneedabetterunderstandingofcharactersandsomeclassicsentences.AlthoughthestudentsarefromSeniorOne,theycan’tuseEnglishtotalkabouttheirownideasfreelyandfluently.MaybeinthisperiodofclassstudentscannotbegreatlyimprovedinEnglishcoreliteracy,butatleastthisperiodofclassprovidesstudentsaplatformwheretheycanappreciateaclassicnovel,thinkdeeplyaboutsomecharactersandsomebeautifulsentences,sharethoughtswithothersandpracticeoralEnglish.Tosomedegree,Englishcoreliteracyisontheway.TeachingproceduresActivity1.TheStorylines/ThePlotSomestudentsactoutthestorylines.（Designingpurpose:Tohelpstudentsrecallthestorylinesandarousestudents’interestininvolvingclassactivities.）Activity2.Groupwork:CharactersAnalyzingStudentsaredividedintosevengroups.Eachgroupwillberesponsibleforonecharacteronthescreen,andtheywilldiscussanddescribethepersonalityofthecharacterandfindoutevidenceinthestorytosupportyouridea.Eachgroupwillchooseaspokespersontogiveopinions.GroupkingP50:_____________________________________________________________GroupconceitedmanP59:_____________________________________________________GrouptipplerP62:___________________________________________________________GroupbusinessmanP64:______________________________________________________GrouplamplighterP71:________________________________________________________GroupgeographerP77:________________________________________________________GroupswitchmanP109:_______________________________________________________（Designingpurpose:Toletstudentsunderstandsomecharactersdeeplywiththehelpofteamworkandtoguidestudentstosupportideaswithdetailsinthestory.）Activity3.MainCharacterAppreciationTogetherwiththeteacher,studentstalkaboutthesymbolsofmaincharacters.Thelittleprinceisthesymbolof____________________Hisroseisthesymbolof_____________________Thesnakeisthesymbolof____________________Thefoxisthesymbolof_______________________（Designingpurpose:Toleadstudentstofocusonthesymbolismshowninthecharactersfromthenovel.）Activity4.BeautifulSentenceAppreciationStudentssharebeautifulsentencesfromthenovel,andgivereasons.Ipreferthesentenceonpage_____,andthereasonwhyIlikeitisthat______________________________________________________________________________________________________.（Designingpurpose:Toguidestudentstoappreciatethenovelbetterbyenjoyingsomebeautifulsentencesandshareopinionsbygivingreasons.）Activity5.DeepThinkingStudentsinferthewritingpurposesofthisnovel.Whydidthewriterwritethestory?_______________________________________________________________________________（Designingpurpose:Toleadstudentstoreadtheprologueofthenovelandinferthewritingpurposesaccordingtowhattheyhavelearnedinthisperiodofclass.）Activity6.Homework(Choosethefollowingonetofinish)Askstudentstoreadthenovelagainandtrytocontinuethestory.（Designingpurpose:Toguidestudentstohaveadeepunderstandingofthenovelandusetheirheadtocreatetheirownwritingbasedonthenovel.）AskstudentstowatchamovieadaptedfromTheLittlePrince,andwritethemainideaofthemovieandtheopinionofit.（Designingpurpose:Toguidestudentstocomparethenovelwithamovieadaptedfromit,anddeveloptheircriticalthinking.）FeedbackGoodpoints:Guidingstudentstoactoutthestorylinesisagoodwaytoshowtheplotofthenovel,becausestudentsinthisclasslikeactin