The teaching plan
本课主题属于“人与自我”范畴，涉及“自我认识、管理和提升”
一. 文本分析
【What】本文选自初一阅读精选中的一篇，讲述的是Finbo经历了朋友的嘲讽，自怨自艾，决定改变自己，最终成长为一头真正的蓝鲸的故事。Finbo因为体格大而和他的小朋友玩得不开心，每次捉迷藏都输掉比赛，被朋友嘲笑，因而内心十分伤心，厌倦。开始时，他不断地向妈妈抱怨，在其努力劝解下，Finbo开始正视自己，找到自己的定位，利用自己的优势解救了朋友，吓走了鲨鱼，并和同伴们玩起了新的游戏，其乐融融。最终，Finbo通过认清自己而改变了朋友们对他的偏见，他变成了一头真正的蓝鲸，勇敢无畏，友善乐施。
【How】本文按照故事情节的发展顺序，用一般现在时讲述了Finbo的成长故事。作者用大胆丰富的想象，展示了蓝鲸的成长过程，故事情节曲折动人，充满了童趣，故事里的想象使得一切的不完美走向美好，使“身大胆小”的Finbo成长为一头勇敢无畏，友善乐施的蓝鲸。文本运用暗喻、细节描写、动作心理描写等多种手法，生动地描绘了形态各异的动物，较好地展示了主人公Finbo的心理与变化。
【Why】本文通过讲述Finbo的成长经历，向读者展示了一头勇敢无畏，友善乐施的蓝鲸的转变历程。“成长”这一主题，在作者虚构夸张的童话世界里，得到了淋漓尽致的体现。其实，蓝鲸的成长过程就是我们人类本身成长的过程。通过阅读本文，引导读者逐步体会，成长是一个艰辛的过程，经历各种历练，面对各种困难，都是对我们的勇气，精神与力量的必不可少的考验。Finbo在一系列的磨炼中，获得了外在肉体的改变和内在精神的变化，他所遇到的朋友，坏人，好事，坏事都是帮助他成长的宝贵资源，这是促使他成长的外部因素。更重要的是，他终于认清了自己，找到了自己的定位，将自身的特点转化为优点，一直在追求自己的所求。Finbo的成长其实是一次肉体与精神上的双重磨炼，“人”在本质上的构成，是精神与肉体的完整结合，而精神是决定人的存在的本质因素，作者也是抓住这一点，与读者在精神层面上达成一致。
二. 教学设计
（一）教学目标 (Teaching objects)
By the end of the lesson, the students are expected to be able to:
1. Complete the flow chart of the plots in time order by answering literal questions.
2. Analyze the characters’ personalities by answering inferential questions and finding out related supporting evidence such as the characters’ words,actions and feelings.
3. Compare the mian character Finbo in the begining when his friends laugh at him and Finbo in the end when he find out who he is and what he has by answering critical questions.
4. Connect what they read with what they know.
（二）教学过程 (Teaching procedures)
Step 1 Lead-in
Teacher’s activities and questions |
Students’ activities |
1. What animal is the video about? 2. What colour is the whale? 3. What do you know from the video? 4. What do you think of the whale? |
Watching the video and answering the questions. |
【设计意图】通过观看视频，激发学生对阅读文本的兴趣，同时，为文本的主线展开---Finbo认清自己，摆正自己的定位，蜕变成一头勇敢无畏，友善乐施的蓝鲸的成长历程埋下伏笔。
Step 2 Check the previewing
Teacher’s activities and questions |
Students’ activities |
1. How many chapters are there? 2. What are they? |
Skimming the text |
【设计意图】检查学生预习时的信息提取和对文本字面意思的理解。通过问答识记理解类的问题，提取故事的情节等表层信息，帮助学生梳理故事情节，了解故事梗概。
Step 3 Read for the plot and the characteristics of the main character
Teacher’s activities and questions |
Students’ activities |
Chapter 1 Never win the game 1. How does Finbo look? 2. What does he usually do? 3. Who does he play with?（追问） 4. Does he win the game? 5. Could you please use these words to make a sentence about Finbo’s activities. 6. How does he feel? |
Making a sentence about Finbo’s activities “big, play hide-and-seek, his small friends, always lose the game”
---Big Finbo plays hide-and-seek with his small friends, but he always loses the game.
Inferring and reasoning
|
Teacher’s activities and questions |
Students’ activities |
Chapter 2 Tired of being big 1. How can you find that he is tired? 2. Try to underline all the sentences to show that Finbo is tired. 3. How does Finbo feel?（追问） 4. Can you read the sentence unhappily/ sadly/ angrily/ in a low voice?（追问） 5. From these sentences, can you understand the word “tired” ? 6. What is Finbo tired of?（追问） 7. Who is Finbo different from?（追问） |
Playing a game “How Finbo speak?” (unhappily, sadly, angrily, in a low voice)
Inferring and reasoning
|
Teacher’s activities and questions |
Students’ activities |
Chapter 3 Being big can be nice 1. Who does Finbo meet? 2. Is Finbo afraid of the shark? 3. What does Finbo do? Please circle the verbs. 4. What about the shark? 5. What happens at last? 6. Is being big nice? 7. What else can he do? What about his fountain and his big body? |
Answering questions Reading the text for evidence
Inferring and reasoning
|
Teacher’s activities and questions |
Students’ activities |
Chapter 3 Being big can be nice 8. Who does Finbo meet? 9. Is Finbo afraid of the shark? 10. What does Finbo do? Please circle the verbs. 11. What about the shark? 12. What happens at last? 13. Is being big nice? 14. What else can he do? What about his fountain and his big body? |
Answering questions Reading the text for evidence
Inferring and reasoning
|
Teacher’s activities and questions |
Students’ activities |
Chapter 4 A new game 1. What game does he play now? Please circle the verbs. 2. What do they play before? 3. So, it’s a new game, right? 4. Are they happy about the new game? 5. What about Finbo? 6. How does Finbo feel at first?（追问Finbo’s feelings） 7. But now, is he still tired?（追问） So, it is a new Finbo. 8. What makes these changes? |
Answering questions Reading the text for evidence
Inferring and reasoning
Comparing and contrasting |
【设计意图】本环节关注信息的提炼和整合。引导学生通过回答理解、分析问题，对提取的信息进行加工、推断、整合，理解文本字里行间的意义，再引导学生回答、运用、评价这些问题，根据提取和提炼的信息整合出自己的观点，关注文本的潜台词，并为提炼主题做好准备。
教师在学生陈述观点的时候，根据学生反馈的观点适时板书相应的词语，训练学生的识记能力。
Step 4 Read for the character and the theme
Teacher’s activities and questions |
Students’ activities |
1. What do you think of Finbo? “I think Finbo is______,because______.” 2. Wish you to become a big and different Finbo! |
Analyzing the character Talking about the theme Making connections |
【设计意图】本环节旨在评判，引导学生通过回答评价类的问题，对文本主题展开讨论，挖掘深层含义，基于主题发表个人观点，批判性评价Finbo这一主人公，为接下来联系自身做出铺垫。
Step 5 from text to self
Teacher’s activities and questions |
Students’ activities |
Group work: sharing 1. Please find out who you are and what you have. Who you are: What you have: 2. When you meet something unhappy, how can you solve the problem by yourself? |
Group work Talking about the theme
Making connections |
【设计意图】本环节旨在创造，引导学生通过回答创造类的问题，对文本主题展开讨论，挖掘深层含义，建立文本与自身已有经验的联系，基于主题审视自身，批判性地对待自己，剖析自我，交流感想，培养批判性思维。
Step 6 Homework
【设计意图】学生在了解文本的基础上，回顾故事内容，两个作业二选一，都是关于续写故事结尾，只是内容相反。通过对故事的续写，可以帮助学生加深对文本的理解，进一步训练学生的批判性思维能力，培养良好的课外拓展阅读的习惯。
板书的设计：