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小说欣赏入门《Reading》精品教案优质课下载
2. have a further understanding of the implication of some detailed description.
3. cooperate with partners to work out a creative ending of the story and share it in class.
4. present their works in public clearly and confidently.
Analysis of students:
Students are standing on the crucial point of cultivating critical thinking and challenging authority. It is urgent to help them cultivate an active attitude towards life and build up their confidence to make options autonomously. The topic of this class, which deals with choices, is of great relevance to students' needs and?concerns. Students are supposed to take an active part in text comprehension, critical thinking and creative writing. In terms of linguistic complexity, the novel matches students' language competence and is suitable for further discussion in class.
Emphasis and Difficulties:
1. The focus?of this class is to expand students' extensive reading ability to understand the plot of the novel and encourage them to make a proper choice for the main characters. Although it is a gradual process to cultivate life attitude, this lesson is expected to serve as a 'spur' to deepen students' conception of choice.
2. The difficulty of this lesson lies in students' presentation of the creative ending of the story. So much time will be devoted to group discussion and cooperation. Encouragement from the teacher is also needed to guide their language interaction.
Teaching Procedures:
Section One
Activity 1: Lead－in
Review the famous line in Hamlet ‘To be or not to be, that’s a question.’ And then naturally change it into ‘that’s a choice’ as the theme of the story, which arouse the students’ curiosity.
Ask: Do you think it is also a choice?
When the students are still feel confused, we start with the story by Frank Stockton ‘The lady or the tiger’ which is hard for them to make a tough choice.
Activity 2: Reading
Read the first part of the story to tell
What kind of person is the king?
What are the meanings of the words ‘glee’ and ‘demonstrate’?
What is the public area?
What is the purpose of the king’s arena?
Encourage students to come up with their ideas based on the hints found in the text.
Activity 3: Further thinking
Encourage students to think further—The king thinks his way of justice is perfectly fair, but is it actually fair to the accused man? Give examples and get conclusions:
The accused man was just at the _______ of the fate.
The arena is an important setting which _______ life or death.