The teaching plan of “The Wind and the Sun”
本课主题属于“人与自我”范畴，涉及“人与社会”
一. 语篇研读
【What】主题意义和主要内容
文本讲述了Wind和Sun两人互相吹牛后，挑衅Sun进行比赛而发生的事情。在比赛前后，Wind自以为是地提出比赛的事宜，提出比赛的相关规则，最后却输掉比赛。Wind从开始时的信誓旦旦，变成现在像泄了气的皮球一样。
【Why】写作意图
通过Wind和Sun两人比赛的故事，学生能够意识到要去发现和理解自己的能力，并能够合理运用自己的能力。同时，通过Wind和Sun两人比赛的行为给行人带来了不好的影响，启发学生不能利用自己的能力去谋私，不能干扰、甚至是伤害他人的利益。
【How】文本结构和语言修辞
本文以顺叙的方式展开故事，作者运用拟人化方式、夸张以及动作描写的修辞手法，动态化展示Wind和Sun的比赛过程，侧面呈现出Wind的心理状态。故事的明线是Wind和Sun的比赛过程，暗线是Wind思想和行为由骄傲自大到灰心泄气的变化过程。
二. 学情分析
本课授课的对象是七年级的学生。
学生学习基础方面(已知点)：在日常英语学习中，七年级的学生对虚构类的故事文本积累的较少。但绝大部分学生都能在教师的引导下进行一定量的口、笔头输出，有一定的阅读能力和口头表达能力，但也存在一部分学生阅读量较小，怯于开口。
学生发展进阶方面(发展点)：在校本课程的影响下，学生对故事类文本稍有熟悉，了解故事文本的基本元素。且七年级的学生可塑性强，拥有较强的学习与探究能力，大体上能根据具体情境进行发散性思维，在支架的帮助下，学生能够顺利地运用预测、推理等学习策略进行学习。
学生障碍点方面(障碍点)：学生已经在课前将文本故事读完，初步了解了故事。在学习过程中，可能会遇到的困难有：不能完整地呈现故事情节，对主人公认识片面化，对故事的主题意义体会不到位。因此，本课将通过比赛的发展顺序梳理主人公的一系列举动，让学生在自主与小组活动的基础上建立起对主人公品格的批判性思考，对主题意义的深度构建，从而让七年级学生达到最近发展区。
三．教学目标 (Teaching objects)
By the end of the lesson, the students are expected to be able to:
1. Summarize what Wind and Sun did and talk about their feelings by describing their actions.
2. Analyze the characters’ personalities creatively by answering inferential questions and finding out related supporting evidence such as the characters’ words, actions.
3. Understand the theme of the story by inferring and connect what they read with what they know.
4. Raise the awareness of what ability they have and how they can use their ability in their deep heart.
四．教学重难点 (Teaching focus)
To analyze the characters’ personalities creatively and connect what they read with what they know.
五．教学过程 (Teaching procedure)
Step 1 Lead in ( 2 min )
Teacher’s activities and questions |
Students’ activities |
Assessment |
Before the class, let’s do an arm wrestling contest. Please work in pairs. When I say”Go”, you can start the contest. Are you ready? Go. |
Do an arm wrestling contest. |
Students are able to have a general idea of the story and get interested. |
Intention: 通过小比赛的方式，活跃课堂的氛围，激发学生对阅读文本的兴趣。 |
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Step 2 Read the cover and the writer ( 2 min )
Teacher’s activities and questions |
Students’ activities |
Assessment |
Step1. Let’s read the title together. Step2. Please pay attention to “retold” and “illustrated”. Do you know where the story is from? ( Aesop’s Fables) Step3. So, this story is a fable. It has many pictures. What do you think of these pictures? Please remember-- When you read, these pictures can help you. |
Listen and answer the questions. |
Students are able to have a general idea of the story and get interested. |
Intention: 通过封面和作者，引导学生对故事及体裁产生一定的了解。 |
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Step3 Read the pictures ( 2 min )
Teacher’s activities and questions |
Students’ activities |
Assessment |
What can you see in these pictures? What’s the weather like? |
Describe the pictures. Answer the questions. |
Students are able to have a general idea of the story. |
Intention: 通过引导学生图片观察，培养学生“看”的能力，激发学生发散思维，对文本建立初步的认知兴趣。 |
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Step4 Read to understand ( 20 min )
Teacher’s activities and questions |
Students’ activities |
Assessment |
Step1. What is the story about? Step2. We can divide the story into three parts. Which pages are about before/ during/ after the contest. Step3. Before the contest. 1. What were they doing? 2. What were they bragging? Please underline these sentences. 3. What did Wind/ Sun brag? 4. With these sentences, how to understand “bragging”? 5. Please work in pairs. One reads Wind, the other reads Sun. Just brag to your partner. 6. These three groups, please read Wind, these three groups read Sun. Let’s brag together. 7. What ability did Wind/ Sun have? Please circle a verb. 8. But, how could they tell who is stronger? What did they 9. Look at the contest scene, what can you see in the scene? 10. Which one did Wind choose to do the contest? 11. What kind of the contest? 12. How to understand “I can blow it right off his back? 13. How did Wind feel at that moment? 14. What did Sun think of the contest? 追问：So, they were both confident and sure to win, who went first? Step4. During the contest. 1. Look at the two pictures, what did wind do during the contest? 2. How did Wind blow? What did the man do? How did the man feel? Please underline these sentences, and then try to finish the table.
追问：look at the Wind, just do like him. Open our eyes and mouth wide, and blow as hard as we can. So, can you understand “blew as hard as he could”? 3. Did the man take off his coat? 4. Could you please describe the picture with thses words?
5. Look at these pictures, could you please describe Sun? 6. What did Sun say after Wind’s try? Now, let’s see how easy it was for Sun. 7. Please read from P10-15, try to complete the table.
8. Could you please describe the picture with thses words?
Step5. After the contest. 1. By the end of the story, who won the contest? 2. Why did Sun win the contest? 3. Did Wind agree with Sun? 4. What did Wind do at last? 5. How to understand “ turned into a little breeze”? |
Look through the story.
Infer and reason.
Underline sentences. Read sentences with feelings. Play the role.
Read the contents and answer the questions.
Read the pictures.
Infer and reason.
Search for information and finish the table.
Imitate.
Describe pictures with their own words.
Scan the story. |
Students are able to get the structure of the story.
Get students to read between the lines and pay attention to the pictures.
Practice the stydents’ ability to predict and observe carefully.
Students are able to read beyond the lines.
Students are enabled to describe their actions.
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Intention: 关注信息的提炼和整合，利用story map获取、梳理比赛的三个阶段，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。利用有感情的朗读和模仿，为学生设置真实的语境，关注文本的潜台词，通过一系列动作描写和生动的图片展示，增加输入的趣味性，为后面环节的产出提供较好的语言输入和积累。 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。 |
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Step5 Read to think ( 9 min )
Teacher’s activities and questions |
Students’ activities |
Assessment |
1. Please read what Wind said.(P2, P4,P5,P16) What do you think of Wind? 2. Is Sun really STRONGER than Wind? 3. Do another contest.
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Infer and reason.
Make a conclusion.
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Students are able to visualize what they have learnt. |
Intention: 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Wind，为接下来联系自身做出铺垫。 |
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Step6 Read to connect/ apply ( 9 min )
Teacher’s activities and questions |
Students’ activities |
Assessment |
1. Group work: Sharing What ability do we have? How can we use it? 2. Please read the story again.
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Work in groups. Read the story again. Make a conclusion.
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Students are encouraged to share their opions. |
Intention: 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。 |
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Step5 Homework ( 1 min )
Teacher’s activities and questions |
Students’ activities |
Choose one to finish. 1.Work in groups of five. Try to direct a play on P18-24. 2. Make adaption(改编) of the story: If the Wind choose to make the clouds float away, what’s the story going to develop(发展)? |
Choose one to finish.
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Intention: 学生在了解文本的基础上，回顾故事内容，两个作业二选一，内容深度渐进。通过对主人公的评价，可以帮助学生加深对人物的理解，进一步训练学生的批判性思维能力。通过反思主人公的个人行为，批判地去理解主人公，引导学生关注人与自我。 |
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六．教学反思
From the story, I’d like to make students:
1. Focus on the development of story to improve students’ thinking quality.
2. Lead students to evaluate the character creatively, which focuses on the divergent thinking.
3. Understand the theme of the story and try to connect what they read with what they know.
七．信息化亮点特色描述
1. 教学中使用音频做contest背景音乐，调动学生对掰手腕活动的兴趣和课堂的氛围。
时间点：0：37--0：55
2. 5G智能高效课堂。在教学中，本人多次灵活使用多媒体、seewo显示屏，给学生呈现生动形象的图片，引导学生观察高清图片。重点集中在Wind和 Sun的表情以及动作等图片上，让学生读图预测文章，赵细节，帮助学生理解文本，让知识变得更形象，活跃课堂氛围。
时间点：03：37--03：58， 06：56-07：46，13：39-15：41， 24：00-24：40
3. seewo智慧黑板。在教学中灵活运用seewo黑板，领导学生沉浸式智慧互动，液晶屏交互显示，简单易行。重点集中在Wind和 Sun说了什么、做了什么、怎么做的一系列动词整理并板书在seewo黑板，有条理地形成表格，更加直观明了。
时间点：12：33-12：59，19：21-23：50，24：50-27：54，33：54-36：50，42：00-43：56
八．板书的设计