The Giver 整本书阅读教学设计
南京市金陵中学 张雪婷
主题语境:人与社会、人与自我
语篇类型:小说
授课时长:一课时(40 分钟)
文本分析:
WhatThe Giver 是美国作·里所人文小说
纽伯儿童学金量过百五十万,被入美中学书目
说开构建一个类似托邦来社经过意同人们生活
苦和突。这里们关以前生活记忆被封起来所有的欢和痛
苦只由记传授感受。人的一在出时就已注,学、工都由
区安排好。小说主人公 Jonas,由于天赋卓越被选为新一代记忆传承人,接收同
Jonas
他逐清了会的实面:在个“想”的乌邦社中,们感受不
到家的幸,对家人有任感情人们甚至乏对命最本的重,
有用人们接受安乐。人没有何选择的利,是个有爱温暖
残缺社会。最后,Jonas 选择了出逃,希望能拯救自己的社会,将记忆与情感归
还给人们。
Why通过基于文本,组织学生围绕小说主题开展涉及高水平思维品质的小
组活让学对小主题有更入的考,文字后的文化涵和
智慧会站角色角度思考题,析角的人生经或情变化并得
出相学生出角,站旁观的角
析问,对作品深度考和个人色的并将
验创性地入到己的生中促进生思品质提升,实
用,最终达迁移创新的目的。
How小说 The Giver 文本中,适合高中生阅读,主题青少年紧密
关,讨青年成中所到的以及何在人拯和自我拯
Jonas
传承这一线将小分为三部带领生分段讨
思维阅读小组论等生分
深入。在学生维,进其语学核心
活动境、化语境、语境线在主信息
和语学习合视层递、相教学
、思、文于一教学境化、情问题、问活动和活
层次化。
教学目
经过本课的学习,学生将能
1. 通过学习理类活动,理小说情,理清故事线索。
2. Jonas
纳总结
3. 活动深度说的题,便身也要
星空”的正确世界观、人生价值观,并联系生活实
教学步骤
步骤 教学活动 设计意 核心素养提升点
和时
Step 1
Lead-in
Free talk
T guides Ss to share
their ideas of the novel
with a question Which
role would you like to play
if you were in The Giver,
and why?”.
历。
个人观点与情感。
思维品质:
总结
IW2mins
Step 2
Analyze the
setting and
plot of the
novel.
1. T guides Ss to
analyze the setting
of the novel.
2. T guides Ss to retell
the story based on the plot
mountain and keywords
on the worksheet.
3. T guides Ss to divide
the novel into 3 parts, and
summarize the main idea
of each part.
小说做准备
思维品质:
总结
CW: 1mins
CW: 2mins
CW: 1min
Step 3
Discuss
Stage
Before Jonas
became The
Receiver.
T guides Ss to discuss
stage I with followings
tasks:
1. Introduce Jonas’s
family.
2. At the first stage,
what kind of
person do you
think Jonas was?
Use adjectives to
describe Jonas’s
personality and
support your
opinion with
details from the
text.
Jonas
,
质 ,
Jonas
记忆传承人。
自己的看法
总结概括
IW&CW
3mins
IW&CW
3mins
Step4
Discuss Stage
: During his
training as
The Receiver.
T guides Ss to discuss
stage with followings
tasks:
1. What memories
did Jonas receive
during his
training?
2. Read Chapters 12, 16,
18 19 within the group
and discuss related
questions with group
members.
Related questions:
1) What memories did
Jonas receive?
2) What was missing in the
community?
1.
Jonas
2. Jonas
Jonas
情感与基本人权。
见解
造性表达
习和作探
IW&CW
1min
GWCW
7mins
CW
3. What was the majority’s
reaction?
4. What was Jonas’s
reaction? Describe Jonas’s
feelings during his
training.
5. Which incident
triggered Jonas to make
his final decision to
escape?
2 mins
CW
2mins
CW
1min
Step 5
Discuss Stage
After his
training as
The Receiver
(Jonas’s
escape)
T encourages Ss to discuss
with group members
further about the ending of
the story with following
questions:
1. What difficulties
did Jonas
encounter during
his escape?
2. What do you think
of Jonas’s escape?
What would you
do, if you were
Jonas?
3. How does the
ending inspire
you?
Jonas
耀
表现
Jonas
值取向
世界观
世界观
CW
3 mins
GWCW
2mins
GWCW
9mins
世界观价值观 效沟通和交流
Step 6
Homework
Write a reflective essay
based on this novel.
CW
1min
注:
T: Teacher Ss: Students
IW: Individual Work PW: Pair Work GW: Group Work CW: Class Work
设计说
型为本书阅读讨论学生课前完成小说
,基说情。小少年,探青少
的问在他拯救和自拯救
绕小主题开展及高平思品质小组活动通过
学生析文与探主题让学对小说主有更入的考,渗透
正确价值观丰富学生的精神世界培养他们的人文素养
首先说背与情,并小说为三
部分为接来分段研做准着教、问
读与方式生分小说
主题层挖学生文化
Jonas
融合学习用实三类关关的语与思活动
所有层层在一体现践性
正做到教学情化、情境问题化、问题活动化和活动层次化。