1、The Fish I didn't Catch » 教學設計激活話題，完成鋪墊3 mins教師用語學生反應意圖T: Last week was the National holiday. What did you do?分享1-2個國慶節的活動。通過國慶節引入話題， 寒暄，拉近距離。T: For me, I also had something fun. I travelled to Tonglu with my family1-2個學生回答創設真實情境，激活圖 式，鋪墊關鍵生詞。members and watched my uncle fishing.超小圖片）It was

2、 interesting. Have you ever tried fishing?What kind of equipment do we need?邀請學生表演釣魚動作）利用圖片形式介紹釣魚的過程并輸入單詞：fishing pole, hook, bait,throw out, pull, jerkT: So this is the whole process of fishing. It seems very easy. But for a new激發學生興趣，引入文 章的閱讀。fisherman, what will happen?let ' s read a story ab

3、out a fishing trip to see if you can thedanswer.快速閱讀，明確主題3mins教師用語學生反應意圖活動一：快速閱讀認識主人公，找出文章T: When reading the passage quickly, please keep two questions in mind:My uncle and I.關鍵詞 unforgettable1. Who are the main characters?2. What did the author think of his first fishing experience?It was unforget

4、table.T: Of course. The first trip will be unforgettable. But why?學生回答 “I tried fishing but there is a教師引導學生回歸標引導學生看標題并總結文章w節大意。fish I didn ' t catch, so it '題并板書。T: Great. Maybe it was about a fish I didn ' catch. Now let's read thisunforgettable/,fishing story and explore more.精細閱讀

5、，挖掘情感態度16 mins教師用語學生反映意圖Before fishing活動二：精細閱讀1、2段1-2個同學回答教師引導學生劃出相 關信息并分析兩個主 人公對釣魚的熱愛，為 下文鋪墊。T: Let ' s have a detailed look at paragra-2)1“much given to hunting and fishing one of the great pleasures, never feltT: Do you think uncle and I both like fishing? Why?Find evidence from the passage.h

6、appier tharr”T: Although both uncle and I love fishing, who is more experienced?學生回答后，引導出現experienced fisherman VS a green hand為文章后續深度閱讀 鋪墊，進一步激發學生 閱讀并檢索信息的興 趣。T: Sure. Since their experienceswere quite different, would they behavedifferently? 引入后文的閱讀。During fishing活動三：精細閱讀第3段Read para3, answer two

7、questions:1. Why did my uncle place me at the most favorable point?2. How was my feeling? Can you find a signal word dictating my mood?學生思考叔叔的用意1. He wanted me to get a fish; he is considerate2. I felt anxious.簡單鋪墊釣魚前兩位 主人公的心理狀態?；顒铀模赫页?、5段中作者的語言Read para 4-51. underline all my language'.2. Try t

8、o analyse my emotion behind my language. Find out the signalLanguageEmotionSignalwords( description of my actions and mood)anxiousWait anxiouslyNow for it.Here must be a fish.confidentSaidtouncleconfidentlyWhy can't I get one fishdisappointedlooked to my uncle in disappointmentHere it is.oyfulju

9、mped with joyUncle, did you see that? I ve got a fish.excitedI cried, looking back in great excitement/ |Depressed/downMy heart sankwords which tell my emotions.活動五：分析我的情感變化和個性Draw a emotional map for the author: how will you show my emotionalchange?1.2.學生先找出我的6句語言。并通過語言前后的signal words, 推測出釣魚過程中每個階段

10、的情 感態度.。通過兩位主角的語言 分析，將人物的情緒變 化和性格特點挖掘出 來。為下文的批判性思 維做鋪墊。3. 總結 He was on an emotional roller coaster3.學生通過起伏的波浪形表達出作 者的情感起伏。5.通過教師的引導，再次觀察我的語 言，分析出我的性格特質為 Impatient, over-confident.6. Try again- uncle wanted me to be patient； keep working.not yet-unlce already saw my future, he wanted to remind me don

11、' the happy to early； he was experienced and wise.7.學生分析叔叔calm, stable的心態。4 .再通過分析語言，體會作者的性格特點。T: He was confident.but he didn ' catch a fish. So he was overrating his ability. He was over-confident.Did he love waiting? No, he was anxious and impatient.活動六：找出4、5段中叔叔的語言并分析情感變化和個性5 .找出文章叔叔的語言：

12、Try again. Try once more. Not yet.6 .老師引導學生體會語言，分析人物性格。T: Why my uncle said try again “ owHwas his personality?Why my uncle said “not yet ” ?7 .老師詢問叔叔的情緒是否有變化How about uncle ' s emotional chaHge? can I show it on the map?深入挖掘，體現批判性思維 8 mins活動七：根據主人公們的性格和情緒，猜測故事后續發展。小組討論后總結叔叔和我的可能出現的表現。T: At the

13、end of para5, the fish was gone.According to their emotions and personalities, can you make some predictions about the story? What will my uncle and I react?學生在四人小組內討論并記筆記。找2-3組同學分享。老師在黑板上記 錄關鍵詞。學生通過已知信息推 測文章下一步走向，強 化學生的想象力和批 判性思維，加深情境。Uncle ' s behaviorWhat would my uncle do?What would my uncle

14、 say?The authors behaviorWhat would I do?What would I say?Uncle ' sThe author 'behaviorbehaviorSaidWant to giveless,behaved lessupEncourage me, comfort me by saying a lotCry, complain a lotUse his actionsaid nothingto promote mes在學生的各類答案中從中篩選，重點把握關鍵詞unforgettable。因此確定故事的走向是積極向上的有起伏的。T: if th

15、e author just (gave up/go back home/cried all day), or the uncle(said nothing/still said the same thing/gave the author a fish), could this trip became an unforgettable one?No老師引導學生思考哪 些情節的發展符合主 題：unforgettable。Unforgettable meansSomething surprising/ meaningful / unusual happened.從 unforgettable 這個

16、關 鍵詞反推劇情，運用批 判性思維取舍怎么樣 的發展更為合理。T: How do we define the word unforgettable? 通過字典的意思說明必須 是一些有意義的，不普通的，令人驚訝的事情發生才能算是 unforgettableT;老師帶領學生思考最有可能的情況，并分步驟展示在ppt上1. “I w as sad and disappointed. What would be my reaction?2. Since he was my uncle, would he give me some help ? How?3. What mistake did the au

17、thor made? What might he say?老師引導學生提到不能驕傲自滿，不能太過自信，教師引出高級詞匯 并補充完成句子：never brag of anything until it's done.1. He would be in bad mood. Maybe he would cry or say nothing. 點出小男孩和之前不目比，令人 surprising 的表現。2. He would help me. He would educate me by saying a lot. He might give me help hand by hand. 點出

18、叔叔會說一些 unusual的語 三 口。3. Because he was too proud and confident. Before the fish was caught, he thought he already got it.“ Don' t be soroud before finish doing sth. You should stay humble. ”點出劇情的meaningful。老師給出學生一個 reasonable ending.點出文章的每一段情節發展都要呼應、圍繞關鍵詞“unforgettable”，使其合理。學生猜測主人公的情緒走向是一定 朝著正面

19、方向發展的。T: So how will my emotion develop? Sure, in a positive way. In summary, because of the ups and downs in plots and the emotional swings, this trip became unforgettable. So you can see every detail in a reading passage is serving for the topic.發揮創造力，續說文章 8mins教師用語活動八：批判性思考，我是否還會繼續釣魚，還會有怎樣的結局出現T:

20、 After all these ups and downs, do you think I will try again? Why?T: I think so. If the end of the day?學生反應回答 Yes (clues like: I really like fishing ； I am so eager to win; my emotion developed in a positive way)tried fishing again, what kind of ending will happe nl atied again and waited patiently

21、,finally I succeed;2: I tried again and again, but I still cannot catch a fish.1、2組同學思考ending 1, 3、4組同學思考ending 2.1: If I fail at last, what would happen between my uncle and I2: If I succeed finally, what would happen between my uncle and I邀請兩組學生就不同的結局，one by one故事接龍。意圖學生運用前文的各種 分析鋪墊，很容易回答 此題。繼續猜測，

22、讓學生歸納 出兩種再次嘗試的結 果：成果或失敗。運用文章中的和課外 的語言支架，創構本篇 記敘文的故事。在不同 的情境中運用語言表 達積極向上的核心思想：遇到挫折不放棄， 腳踏實地是真理。布置作業，讀后續寫 2mins教師用語1學生反應意圖No matter for which ending, we all believe that the author have already learned a lesson from his first fishing trip.訓練學生遷移能力。在剛 剛學習過日記寫作的前 提卜，讓學生將創構出 的諦言以日記的方式續 寫出來。這樣才使垂釣的 成功原理得以復述和強 化，從而使本文的主題得 到升華。Never br