教学设计和过程：
Teaching objectives | 1. To have Ss know the elements of a play and strategies of reading a play. | |
2. To have Ss understand the play and analyze the structure. | ||
3. To develop Ss’ ability of pluralistic thinking through the implement of the activity view of English learning | ||
Important & difficult points | 1. It is important to help Ss get the main idea of each part of this play. | |
2. Ss may have difficulty in analyzing the characteristics of Daniel, Mom and Eric | ||
Procedures | ||
Step | Teacher’s acts | Students’ reaction |
Lead-in | 1. Q: Can you imagine what might happen if you were left home alone? 2. Introduce reading strategies —how to read a play. | I will be lonely /happy /afraid… Read together: a play is often in a form of dialogue… |
Fast reading | Give four questions: Q1: Why did Mom & Dad leave Daniel in charge at home? Q2: Why were the boys angry? Q3: The direct reason why the house was so dirty is that___ Q4: The reasons why Mom and Dad are angry are that____ | Read the play and finish the exercise on learning sheet |
Role play | 1. Divide Ss into 4 groups and act as characters of the play 2. Evaluate Ss’ roleplay. | Group One act as Dad; Group Two as Mom; Group Three as Daniel; Group Four as Eric |
Summarizing & analyzing | 1. Divide the play into 4 parts according to the component of a play (onset, development, climax and ending) and guide Ss to grasp the general idea. 2. Have Ss fill in blanks and summarize Act I and Act II of the play. Conclusion: the conflict is between _____ and _____ Q: Do you know what is the cause of the problem between parents and Daniel? | 1. Summarize the climax and ending 2. Fill in the blanks of Act I 3. Fill in the blanks of Act II |
Evaluating | Q1: What do you think of Daniel/Mom/…? What would you do if you were him/her? Give Ss sentence pattern and a sample of Mom Q2: What would probably happen in the following act? | Give their own thinking after discussing with classmates. |
Assignment | Write an ending of the play and give the solution of the conflict. | |
研究主题：在英语阅读教学中实践英语学习活动观，促进学生多元思维发展能力
课前与研究主题有关的理论学习记载：英语课程内容包含六个要素：主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。课程内容这六个要素是一个相互关联的有机整体。六要素整合的英语学习活动观是指学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学生基于已有的知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。这一过程既是语言知识与语言技能整合发展的过程，也是思维品质不断提升、文化意识不断增强、学习能力不断发展的过程。
教学效果及评价：
姚老师的这节课教学目标清晰，且均为学生努力后可达成，而非遥不可及的的目标，所以教学效果很好，教学目标基本达成；此外，本节课教学层次步步推进，教学设计方面环环相扣，课堂教学中师生互动性强，气氛活跃。如果在角色扮演的环节将全班同学分组扮演调整为请几位同学单独扮演话剧中的人物效果可能会更好。
——吴传娟老师
姚老师这节课结构清晰，从体裁出发分析了戏剧的定义、结构和构成元素，很好地运用了体裁分析法来解读文本，使学生得以充分理解这篇戏剧的情节内容。如果能在学生理解内容的基础上将更多时间投入在让学生进行角色扮演可能会更贴合本课戏剧的主题，达到更好的课堂效果。
——江凌云老师
姚老师这节课的亮点很多，首先，每个教学活动的安排都很有价值，如每次让同学朗读或进行其他学生活动后都会有问题的设计，从而推进学生的思考。其次，在评价环节从本课的戏剧文本联系到学生自身经历，过渡自然巧妙。最后，师生互动让学生集体参与，如分组讨论，齐声朗读，避免了点对点提问忽视大部分同学的情况，很好地调动了全班同学的积极性。
——刘琰老师
姚老师的这节课重点清晰，层次分明，衔接自然而巧妙。最让我印象深刻的首先是在设置有些难度的学生活动前会给出教师的版本来启发学生，同时也给学生充分的思考空间，如让学生概括戏剧情节时将相对简单的起因和发展给出范本，让学生自己总结高潮和结尾这两个重点部分；其次，姚老师经验丰富，对于学生行为的预判非常准确，在学生回答完问题后也能精准地发现他们没有思考到的层面并予以启发。
——潘祎明老师
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