Appreciative Reading

The story of an hour

Teaching plan

Estimated time of the class: 45 minutes

Students level: Liberal art class, Senior 2

Class size: 54

Instructor: Wu Yanjun 

Teaching material:

American writer Kate Chopin’s short story- The Story of an Hour from AC curriculum Beijing University

Teaching objectives:

This class is designed as an appreciative reading class. The focus of this period will be placed on the appreciation and analysis of the story, including the analysis of the characterization, plot and language features.

Learning objectives:

After learning and appreciating the story, the students are expected to be able to

1.  develop their cooperative and independent learning ability via different approaches.

       （Learning and Language ability）

2.    understand the story well by learning the language features; (Thinking quality)

3.  have the awareness and the desire necessary for appreciating the beauty of English                     literature(Culture moral)

Teaching approaches:

    Question-guided teaching and appreciative reading approaches

Learning strategies:

Cooperative learning strategy, communication learning strategy

Key point and important point:

    The promotion of students’ awareness and ability of appreciative reading English literature

Pre-entry performance:

1. Students’ self- learning of the vocabulary and reading of the story

2. Student reading group working together to prepare for the project from 3 dimensions: the author, the characters and the plot

Teaching procedures:

Step 1: A warming up (8’)

       1. The title （Lead-in）   

         What does an hour mean to you?

         The purpose of the design is to start the thinking and lead the students in the reading

Step 2: The story

1. Question tree(2’)

             Some questions will be asked to check students’ understanding of the story.

         Purpose of the design:

         a. Check the understanding of literal and inferential understanding. Question-guided entry.

         b. Check their understanding of the literal meaning of the story by using logical question chain and pave the way for the retelling of the story        

         C. See the tree of the story--the branches of the tree--explore the root of the tree

2. Story clock  (4m’)

             Students are expected to retell the story in a dragon-connecting way\or in a clock way.

         Formative check is involved here.

         This step is meant to

a. get the students know more about the content of the story.

         b. encourage students’ participation and cooperation in telling the story in an “hour”

c. boost effective teamwork learning ability.

d. increase teacher’s interaction with the student introduce the psychological change of the protagonist.

The “symbol” of clock. A clock can tell a true story. Only time can tell.

The tick of a   clock is like telling a story.

Step 3: The author and background  (2’)

       Student reading group share with the class what they have learned about the author and the       background of the story.

       Student-based independent and cooperate learning ability and language ability.

       Student reading group volunteer to share their way of understanding the author, and the social background. 

       This step is meant to promote students’ independent leaning, teamwork and the ability to have interaction with the author.

        背景是故事的依托，只有了解了背景和作者，才能深度解读这个故事。在进行背景阅读的过程中，他们挖出了不少东西，家庭，婚姻，作品遭遇，内心独白。英语才艺展示的意义。  

Step 4: Text analysis:

1. Characters and narration(4’)

  Student reading group share with the class in a role-play way

  This step is intended for students’  interaction with the text and have a dialogue with the characters in the story.

   孩子们所解读的文本和文本本身想传达的还是有很大距离，孩子们还是停留在文本表面，看到一个简单的故事。而我和孩子们同步也在进行同期准备，我也是经过大量的阅读才能懂了这里的深刻寓意。而每读一遍，发现要讲的东西太多，这个小篇子内涵太丰富。美国语文，大学先修课。

2. Plot (2’)

  a. Student reading group share with the class the plot of the story by illustrating the structure of the story

  Exposition 1—3: Mrs. Mallard knew the news of her husband’s death

  Development4—7: Mrs. Mallard’s reaction to the news after she went to her own room

  Climax  8—17 : After a long period of mental activities, she found the reason for living .It was                           freedom -- the freedom of body and soul free

  Resolution  18—23 : Mrs. Mallard died suddenly when she saw her husband still alive

  我为上这个课请教了语文老师，水平考试，必须交代的东西，23段文字。专业表达

Idea and purpose: teamwork and individual thinking, learning ability and language ability, cultural background interpretation and cross-culture interpretation

  3. Language features(10 m’)

  1. Syntactic features

  2. Rhetorical devices

  a. Symbolism(Para5-6)

  b. Personification(Para9)

  c. Parallelism(Para 14)

  c. Analogy(Para7, Para10 and Para20)

  d. Contrast and Irony 

语言欣赏，以修辞为依托，寻找重点段落来朗读欣赏，一石两鸟的方法。

   Here the teacher will explain the functions of different language features meanwhile the students should find out them in the particular paragraph and enjoy reading them aloud with feeling to the class.

   Appreciate the language- try to use it-language ability

   Thinking ability- imagination- talent- craft-techniques-high-level devices-high level thinking- highlight the emotion- make the story related to the readers. learn-appreciate-follow the example-imagine-create-design   appreciate-learning- internalizing-acquisition  appreciate the story by reading the story or some beautiful parts of the story.

Step 5: Critical thinking (3 m’)

 As Shakespeare says: There are a thousand Hamlets in a thousand people's eyes. What is Louise in your eyes?  How much is her story related to us realistically?

Step 6: Exit ticket 3-2-1

       3 things you have learned

       2 questions you want to ask

       1 thing you are thinking about

Formative check: (progress check throughout the class)

Step 7: Assignment (1m’):

      Work in groups to adapt the story into a stage drama.

•    1.Characters

•    2.Stage directions

•    3.A 4-scene drama      

Black board design:

人物关系图和文章结构图

exposition--development--climax--resolution

 

对于我作为一个一线教师，经历了四套教材的变迁以及几套高考体系的变迁，核心素养的还是让人感到振奋，它反映了知识经济社会和科技信息发展的新要求，强调创新意识和实践能力，合作意识和沟通交流能力，更加全面地诠释了英语作为语言的工具性和人文性的统一。“围绕关键能力和必备品格”，英语学科规定高中英语核心素养的内涵是语言能力、思维品质、文化品格和学习能力(程晓堂，赵思奇2016)。英语学科核心素养是对原有的英语课程五维目标的进一步提炼和升华。 教师要明确其精华，并要在日常教学中多渠道、多方位积极探索有益于学生核心素养形成的教学活动。从英语学科的核心素养的内涵分析和目标陈述来看，无论是语言能力发展还是学习策略调控，无论是思维品质培养还是文化品格塑造，在中国语言环境下，阅读是实现这些目标最生态，最便捷，最有效的途径。

我的这节课是基于核心素养的Rise教学模式：以问题为导向，以活动为载体，以思维为主线，以素养为目标。

Reading –inquiring-sharing-expressing .这个模式是以阅读文本为载体，融读---思—言于一体，旨在发展学生的语言能力，思维品质，文化品格和学习能力。

我的选材：

教学目标的确立：欣赏性阅读

教学重点的确立：从作者及背景，内容主题，人物，情节，语言特色五个维度解读文本。

我的教学方式：
Reading---课前查词---自主阅读—上网查有关作者资料，小组合作完成项目, 是获取新知，提高语言能力的过程。

Inquiring(借助工具书和网络资源，通过自主学习和探究培养学习和思维品质能力) 是深化理解的过程

Sharing （这个过程特别重要，它是语言内化和强化的形式。 在个人阅读、思考和探究的基础上，基于认知水平的差异和文化生活积淀的不同，个体间对文本的语言理解和内容结构不尽相同。在这一环节中，通过两人对话或小组活动，对内容的不同理解进行意义协商，对文本的观点进行价值判断。）是文化养成、协商交流，思维碰撞和提升的过程。

Expressing ----表达是语言的输出环节，是检验语言积累是否有效带动语言产出的标准。是创生新观点，阐述见解的过程。 表达的内容包括勾勒文章脉络，梳理故事情节或角色配音、人物表演，或者观点升华表达，或书面的文本续写、改写等。

Rise阅读教学模式有助于带动语言产出，促进文化理解，驱动探究学习，增强思维品质，实现核心素养落地生根。

处理好几个关系：

师生关系：  student-based  teacher-facilitated  把凡是学生能自主学习的部分交给学生。

课外和课堂：学生课前进行自主阅读，课上进行展示分享，老师进行课上进行必要的补充，修正、延伸、拓展。师生相生相长，双边互动。

课堂问题梯度：

课堂节奏：

朗读：

板书：学生负责分享部分，老师负责新知识生成部分。