课题

9A 文学名篇阅读 Peanuts

教学目标

By the end of the lesson, students should be able to:

1. understand the passage correctly and learn some new words related to peanuts and character qualities from the context like bury, bear, unused, attract, selfless, etc;

2. understand the main idea, details and the author's writing intention as well as Chinese traditional culture about peanuts; 

3. analyze the structure and language characteristics of the article, such as comparisons and other techniques to illustrate ideas;

3. write a short essay in English about the understanding of peanut qualities and how you can practice them in your life.

重点、难点

1. Summarize the passage in sequence in students’ own words.

2. Learn to use the expressions of how to be like a peanut.

步骤

教学活动

设计意图

效果评价

Step1

吸引注意，积累语言

Lead-in：

1. Read a riddle and guess

Shell like ships,

hard outside, strong and chubby,

delicious inside, red and fat,

not show in the air,

but bury in the earth.

2. Show pictures of peanuts in Chinese traditional culture: good luck, wedding days, the Spring Festival, Laba Festival and so on.

导入主题， 创设情境，激发学生参与的兴趣； 通过预测任务引发学生思考， 培养学生进行推断预测的能力。

通过图片教学，让学生接触到这些传统文化元素，拓宽他们的文化视野，使他们认识到花生在传统文化上的多元性与深厚底蕴。

导入新课，了解学生的语言能力，获取信息并进行口头表达能力，锻炼学生对字词结构、含义的精准把握和表达能力。同时了解学生的思维能力，补充花生在中华文化中的价值体现。

Step2

导出目标，生成结构

Pre-reading：Predict

What do you want to know about this picture?

Who? What? Where? Why? How?

通过引导学生关注图片，让学生形成阅读期待，掌握猜测的阅读策略。

学生独立思考，教师点拨。及时捕捉学生的观点，并直击问题的本质。

Step3

回忆相关知识，初步运用结构

I. While-reading: Fast-reading

1. Read through the passage quickly and try to answer:

(1)Who are they in the picture?

(2)What did they plant? Where did they plant?

(3)What type does this passage belong to?

A. exposition(说明文) 

B. narration（记叙文）  

C. news

II. While-reading: Careful-reading

1. Read Para1 and fill in the blanks.

①How did the children feel?

②Why did they feel like that?

(Harvest can bring joy. Labor itself is a kind of enjoyment.)

2. Read Para4-9 and match the dialogue.

  ①What did the children say to their Father?(Read in different roles)

  ②What do the children think of peanuts? (delicious, making oil, useful...)

  In children’s mind, peanuts are ...and...

  ③What do the Father think of peanuts?

3.  Read Para10-14 and answer questions.

  ①What's the difference between peanuts and other fruit like apples and peaches?

  ②What writing skill does the writer use here?

一、深度理解文本内涵，通过精读课文，引导学生深入剖析文本中的词句和段落。

二、掌握阅读与分析技巧，着重培养学生的阅读分析能力，分析文章的结构布局，如从种花生、收花生到议花生的顺序安排，明白这样写的逻辑关系以及对表达主题的作用。

从对语篇的分析中了解劳动教育的重要性，劳动能带来快乐。

教会学生如何抓住关键语句，如父亲对花生评价的话语，通过对这些语句的反复研读、品味，理解其在文中的重要性和所承载的意义。

同时，让学生学习如何从描写花生的文字中进行归纳总结，提炼出花生的特点，并进一步思考这些特点与所喻之人的品质之间的关联，从而提高学生整体的阅读与分析文本的技能。

通过对学生的回答与练习，帮助学生了解文章大意，并学会分析语篇内容。

结合可视化的思维导图活动来了解判断学生的思维过程和思维结果，培养多元思维和开放性思维。

从学生完成综合填空的情况来评价学生对关于花生的结构化知识。

观察学生在阅读中对花生与苹果类的对比反馈，结合小组讨论，了解学生是否对周围有花生品质的人有所概念。

Step4

呈现刺激性材料，活用结构

Further thinking:

1. What are the peanuts like according to Father?

 (The Father is Xu Nanying.) He is a respectable official who contributes to the country.)

2. What does Father expect his children to be?

3. What writing skill does the writer use?

4. What’s the theme of the passage?

5. What’s the best title for this passage?

(Watch a short video about how peanuts grow up)

Xu Dishan acts like his Father Xu Nanying. His pen name is Luo Huasheng.

通过讨论，深入思考父亲对花生的理解和对孩子们的期盼，并引出作者借物喻人的写作手法。

结合生物学科上的植物生长特征，引导学生利用花生的生长特性来自拟语篇题目，和文章主旨相互呼应，体会花生的深层，象征含义，挖掘语篇承载的主题意义。

两人讨论，引导学生思考花生对人的启示，锻炼学生的学习能力，自主学习，合作学习，学会知识的归纳。

Step5

引发期待行为，强化结构

I. Post-Reading: Discussion

1. Is there anyone behaving like peanuts around you?

2. What are people behaving like peanuts like?

  Simple, modest, selfless...

3. Look at the photos and discuss, what do you think of these men? Why?

  I think ...is a man like ...because...

4. For you, which one do you prefer, a man like a peanut or an apple? What can you do to make a man like that?

II. Post-reading: Writing

1. Each student write your idea in the Peanut Card.

What kind of person do you want to be?

2. As President Xi Jinping said, be a good young man in the new age who has dreams, dares to take responsibility, can endure hardships, and is willing to struggle!

让学生联系生活实际，说一说身边像落花生一样默默奉献的人，如清洁工、警察、袁隆平、张桂梅等，分享他们的事迹，进一步加深对落花生品格的理解和认同。

通过引入习近平主席的讲话精神，表明主旨：人要做有用的人，不要做只讲体面而对别人没有好处的人。

开展小练笔活动，让学生学会运用借物喻人的手法，写一篇英文短文，赞美一种事物，表达自己的某种情感或志向。

通过小组讨论和写作活动，让学生迁移应用所学语篇的核心内涵，锻炼语言运用能力，关注学生展示中是否贴合主题，教师给与必要的指导和反馈。

Step6

提供反馈评价，巩固结构

Summary: Sing a chant

P ick up books, start each day,

E arnestly learn, don't delay.

A im up high, dream big thoughts,

N ote things well, skills be wrought.

U se mistakes, learn and grow,

T ry hard, let learning show！

利用富有韵律的藏头诗歌来鼓励学生在今后的学习和生活中，学习落花生的精神，做一个对社会有用的人。

教师引导学生总结，联系自身实际生活，启示做人做事的道理， 树立正确的人生观和价值观。

Homework

I. Must do：

Write a review(读后感) about lessons you get from Peanuts.

II. Choose to do：

A. Make a lantern out of peanut shells.

B. Plant a peanut with seeds and write a diary about its growth.

C. Recommended Books：

l Tribute to the White Poplar《白杨礼赞》

l The Pine style《松树的风格》

l The Language of Flowers《爱莲说》

板书设计

Plant    Harvest   Taste    Discuss