Understanding ideas板块教学设计
课型	Reading
主题语境	人与社会 — 文学作品对读者的影响
内容分析	本板块呈现了一篇反映单元主题的课文。课文以网页的方式呈现，展示了《相约星期二》这本书的人物和情节的简要介绍以及四位读者对该书的评价，从不同角度剖析了书中主人翁如何坦然面对死亡，如何树立正确的人生观、价值观，如何正确对待友情，以及如何使自己的生活过得更加充实等一系列的现实问题。读前的导入活动，需要学生阅读该书封底的推荐文字并回答问题，旨在激活学生对该书的阅读兴趣。读中活动请学生快速浏览四段评价，思考不同读者会对本书给出怎样的评价，使学生快速了解文章大意。读后活动通过选出文章中所提及的话题、填写表格，以及回答开放性问题等活动，帮助学生逐步深入理解课文主旨，赏析文本表达方式，探究单元主题思想，培养学生的文学鉴赏能力。
教学目标	1 引导学生获取课文的主要内容，初步了解《相约星期二》一书的主旨大意； 2 引导学生阅读课文，感知课文的语篇结构及语言特点，学习和掌握课文中与话题相关的表达方式，并能运用所学表达方式进行交流； 3 帮助学生根据课文中各个板块的内容，对如何写书评、如何给文学作品写简介等方面有一个初步了解，同时加深对单元主题思想的认识。
教学重点	1. 引导学生读懂语篇，理解文段、把握文本结构； 2. 引导学生了解文学作品及其评介/论的文体特征。
教学难点	1. 如何引导学生理解戏剧结构，把握人物重要信息； 2. 如何引导学生欣赏文学作品，提升他们的文学鉴赏水平。
教学策略	“Pre-learning, While-learning, and Post-learning” strategy （P-W-P模式）

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

1. Teacher asks students to read very fast the recommendations on the back cover of the book and get ready for the first task (the two questions).

2. Teacher asks the class to ask and answer the 2 questions in pairs and then exchange the role.

3. Teacher invites two or more groups to the front or just stand up to give their presentations.

1. Students read very fast the recommenda- tions on the back cover of the book and get ready for the first task (the two questions).

2. Students work in pairs and ask and answer the 2 questions and then exchange the role.

3. Two or more groups give the class their presentations.

1. To enable the students to think about their way of life.

2. To connect the short passage with the students’ life.

3. To arouse the students’ curiosity about their life’s journey.

Activity 2

1. Teacher asks students to read the passage and predict what it is about.

2. Teacher asks students to work in groups to decide how many stars the four people would give the book.

3. Teacher invites two or more groups to the front or just stand up to share their results

or reasons.

1. Students read the text quickly, predicting what the passage is about.

2. Students work in groups to decide how many stars the four people would give the book.

3. Two or more groups come to the front or just stand up to share their results or reasons.

1. To enable the students to improve their skills in fast-reading.

2. To make students have a better understanding of the reading passage.

Activity 3

1. Teacher asks students to read the passage again and choose the author’s purpose in writing the passage.

2. Teacher tells students something about the author and the book Tuesdays with Morrie

3. Teacher invites some students to share their answers with the class.

1. Students read the passage again and choose the author’s purpose in writing the passage.

2. Students have a general idea of the author and the book Tuesdays with Morrie

3. Some students share their answers with the class.

To figure out the author’s purpose of writing the passage.

Activity 4

Think

1. Teacher asks students to read the passage carefully and figure out the main structure of the passage and the main idea of each part.

2. Teacher asks students to work in groups, going over the passage again and choosing the topics of the book mentioned in the passage and finding evidence to support their choice.

3. Teacher checks the answers with the students.

4. Teacher asks students to read the passage again so as to further understand the struc- ture of the passage.

5. Teacher invites some students to retell the passage and others may make comments.

6. Teacher deals with some of the most important language points, sentence patterns, grammar items as well as the figure of speech — metaphor.

7. Teacher ask students to work in pairs and choose the topics of the book mentioned in the passage and then find evidence to support their choices.

8. Teacher asks students to work in groups to organise information from the passage and

complete the table. After that, teacher asks some students to give their answers and check them one by one.

9. Teacher asks students to go online, as their homework, to find out what other

comments have been made on this book and whether these comments make them want to read the book and then give reasons. Share their findings in class.

10. Teacher asks students if these comments make them want to read the book and then give reasons.

1. Teacher asks students to work in pairs and read carefully the four questions and get ready for the answers.

2. Teacher asks students to work in groups, discussing the answers to the four questions.

3. Teacher asks pairs of students to the front to give presentation of this part.

1. Students read the passage carefully and figure out the main structure of the passage and the main idea of each part.

2. Students work in groups, going over the passage again and choosing the topics of the book mentioned in the passage and finding evidence to support their choice.

3. Students work in class to check the answers with the teacher or their desk- mate.

4. Students read the passage again to further understand the structure of the passage.

5. Some students retell the passage, while others may make some comments.

6. Students may raise their hands if they have any question(s ) concerning these items to ask the teacher, esp. the figure of speech — metaphor.

7. Students work in pairs and choose the topics of the book mentioned in the passage and then find evidence to support their choices.

8. Students work in groups to organise information from the passage and complete

the table. After that, students may raise their hands and give their answers and check them one by one.

9. Students go online, as their homework, to find out what other comments have been made on this book and whether these comments make them want to read the book and then give reasons. Share their findings in class.

10. Students try to find out whether these comments make them want to read the book and then give reasons.

1. Students work in pairs and read the four questions carefully and get ready for the answers.

2. Students work in groups and discuss the answers to the four questions.

3. Pairs of the students are invited to the front of the class, and

give presentation, while others make comments.

1. To figure out the main idea as well as the structure with some details of the reading passage.

2. To enable students to be more familiar with the text.

3. To learn how to use the figure of speech — metaphor.