课时：第 1 课时教案课型：阅读课
一、教学设计与说明
1、教学目标：
本课为本单元的第 1 课时，核心目标为引导学生依据记叙文的文体特征分析语篇内容，包括时间、地点、人物、情节发展、以及人物的心情变化等；理解语篇的情景语境，判断语篇的语用价值；并在此基础上，分析 Jim 的作文获得老师称赞是否合理，发现并理解语篇中包含的文化价值观念，如创新、独立等。
2. 教学设计思路：
本课为本单元第一课时，讲述了 Jim 对自己没有按往常思路写作文感到忐忑，却得到全班最高评价的故事，旨在激发学生的创新意识和批判思维。本课的教学设计思路分为三个层次：基于语篇的理解、深入语篇的理解和超越语篇的理解。基于语篇的理解指向语篇主题与内容，途径是语篇分析。这一环节中，我们依次采用“内容与语言融合教学法”、“话题词汇语义网”和“思维图”。深入语篇的理解围绕作者的语篇对象、语篇目的和语篇所讨论的主要问题等展开，途径为语用分析。超越语篇的理解将语篇内容与学生生活建立联系、辩证思维、表达个人情感与观点，将语言、文化与思维融合，实现从语言输入到输出的跨越，途径是批判性思维。
3. 教学重点及难点：
语篇分析，绘制合适的思维图，梳理故事的发展脉络
Teaching Plan
Teaching bjectives:
By the end f the perid, Ss are able t
1. figure ut the main idea f the stry and identify tpic-related lexis,
2. retell the stry with the help f the thinking map,
3. judge the intended readers, writing purpse and questin at issue,
4. express yur wn ideas n whether Jim’s writing can be graded A thrugh critical thinking.
Prcedures:
I. Lead-in
Activity 1: Getting started
Guided questins:
1. What d yu expect mst frm yur high schl life?
2. Can yu share yur expectatins with us?
II. Literal cmprehensin
Activity 2: Text Analysis
Guiding questins：
1. Wh are the main characters in the stry?
2. What is the main idea f the stry?
3. Hw is the passage rganized?
4. When/Where did the stry happen?
5. Hw did the stry develp?
6. Which wrd can best describe Peabdy’s behavirs?
7. Which wrd can best illustrate Jim’s behavirs and feelings?
8. What happened at the end f the stry?
9. Can yu rganize the develpment f the stry by drawing a thinking map?
10. Can yu retell the stry accrding t the structure with the help f the tpic-related wrds and expressins?
III. Inferential cmprehensin
Activity 3: Persnal tuch
Guided questins:
1. Hw did the Jim feel abut the teacher’s cmment n his writing?
2. Is the ending f the stry a surprise t yu? Why r why nt?
Activity 4: Pragmatic analysis
Guiding questins:
1. Wh is this passage prbably written t?
2. What questin is the writer trying t answer?
3. What is the writer’s main purpse f writing this passage?
4. Has the writer achieved his writing purpse? Why r why nt?
IV. Critical cmprehensin
Activity 5: Critical thinking
Guiding questin:
1. D yu remember what Jim wrte in respnse t Mrs. Peabdy’s assignment?
2. Why didn’t Jim write an essay abut his summer vacatin?
3. What made Jim’s writing special?
4. D yu think it was fair that Mrs Peabdy gave Jim an A fr his assignment? Why r why nt?
V. Assignment
1. Cmplete the exercise in Key Vcabulary (P7, I)；
2. Write a diary entry and include yur pinin n whether it was fair that Mrs Peabdy gave Jim an A fr his assignment.*Teacher: Get Ss t share their expectatins f senir high schl.
*Ss: Share what their expectatins f senir high schl are in class.
*Purpse: t aruse students’ interest in the tpic f schl life and build up a brief tpic-related cre wrds and expressins.
*Teacher: Get students t identify the setting, the beginning, the develpment, the climax and the ending f the stry.
*Students: Wrk ut the narrative pattern and the situatinal cntext by drawing a thinking map.
*Purpse: t further summarize and rganize the behavir f Mrs Peabdy and Jim
by drawing thinking maps and infer Jim’s feelings
*Teacher: Ask the students t infer Jim’s feelings at different stage f the stry.
*Students: Infer Jim’s feelings by prviding supprting details and talk abut their wn feelings after reading the stry.
Purpse: t deepen students’ understanding f the stry.
*Teacher: Ask the students t analyze the pragmatic value f the text frm different angles.
*Students: Analyze the text frm three angles and supply evidence r details.
Purpse: t integrate language with meaning as well as t deepen students’understanding.
*Teacher: Ask students t think critically and share their wn pinins cncerning questins abut the passage.
*Students: Put frward their cmments, ideas etc. n the basis f having a gd understanding f this passage.
Purpse: T prvide a chance fr students t reflect n the article and apply what
they’ve learned t express themselves.