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Children’sDayAroundtheWorld1文本再构2教学过程说课内容12/26/202212/26/2022本课时原文本12/26/2022文本解读和再构的心路历程：12/26/2022迷茫阶段文

本再构之第一篇摸索阶段文本再构之第七篇破茧阶段文本再构之第十篇文本再构之第一篇----迷茫阶段(KittyistalkingaboutChildren’sDaywithherclassmates.)Kitty:Hello,Peter.WhenisChildren’sDayinChina

?Peter:InChina,Children’sDayisinJune.Kitty:WhenisChildren’sDayinCanada,Alice?Alice:InCanada,Children’sDayisinNovember.Kitty:WhenisChil

dren’sDayinIndia,Jill?Jill:InIndia,Children’sDayisinNovembertoo.Kitty:WhenisChildren’sDayinThailand?Joe:InThailland,Children’sDayisinJanuary.1

2/26/20221.再构文本内容单薄、语序机械、缺乏真实性和趣味性。2.忽略教材配图中隐藏的信息。3.忽略知识点之间的联系，尤其新旧知识的组合与运用。迷茫阶段反思：文本再构之第七篇----摸索阶段（作茧自缚阶段）

12/26/2022(PeterPan,WendyandTinkerBellhaveagoodtimeonChildren’sDayinChina.Theywanttosharetheirhappinesswithchildrenindifferrentcount

ries.Sotheyflyaroundtheworld.)(FirsttheyflytoCanada.Theymeetaboy–Jack.)PeterPan:Hello,Jack.Nicetomeetyou!When’sChildren’

sDayinCanada?Jack:InCanada,Children’sDayisonNovember20th.PeterPan:Wherecanyougo?Jack:IcangotoCanadaPlace.Ica

nseeamoviethere.PeterPan:That’sfun!(ThenPeterPan,WendyandTinkerBellflytoIndia.TheretheymeetJatin.)Wendy:Hi,Jatin.Nicetomeetyou!Whenis

Children’sDayinIndia?Jatin:InIndia,Children’sDayisonNovember14th.Wendy:Wherecanyougo?Jatin:IcangotoTajMahal.Icantakephotos.

Wendy:That’swonderful!(ThenPeterPan,WendyandTinkerBellflytoThailand.TheretheymeetAnn.)TinkerBell:Hello,Ann.Nicetomeetyou!When

isChildren’sDayinThailand?Ann:InThailand,Children’sDayisonthesecondSaturdayofJanuary.TinkerBell:Wherecanyougo?Ann:Icang

ototheGrandPalace!TinkerBell:That’scoolandsuper!摸索阶段之发现：课本文本4幅配图隐藏大量信息，信息更细节化。1.配图出现日期12/26/2022theGreatWallCanadaPlaceTajMahaltheGrandPalace2.配

图背景图是各国著名景点(PeterPan,WendyandTinkerBellhaveagoodtimeonChildren’sDayinChina.Theywanttosharetheirhappinesswithchi

ldrenindifferrentcountries.Sotheyflyaroundtheworld.)(FirsttheyflytoCanada.Theymeetaboy–Jack.)PeterPa

n:Hello,Jack.Nicetomeetyou!When’sChildren’sDayinCanada?Jack:InCanada,Children’sDayisonNovember20th.PeterPan:Where

canyougo?Jack:IcangotoCanadaPlace.Icanseeamoviethere.PeterPan:That’sfun!(ThenPeterPan,WendyandTinkerBellflytoIndia.TheretheymeetJ

atin.)Wendy:Hi,Jatin.Nicetomeetyou!WhenisChildren’sDayinIndia?Jatin:InIndia,Children’sDayisonNovember14th.Wendy

:Wherecanyougo?Jatin:IcangotoTajMahal.Icantakephotos.Wendy:That’swonderful!(ThenPeterPan,WendyandTinkerBellflytoThaila

nd.TheretheymeetAnn.)TinkerBell:Hello,Ann.Nicetomeetyou!WhenisChildren’sDayinThailand?Ann:InThailand,Children’sDayisonthesecondSaturdayo

fJanuary.TinkerBell:Wherecanyougo?Ann:IcangototheGrandPalace!TinkerBell:That’scoolandsuper!12/26/2022文本再构之第七篇----摸索阶段（作茧自缚阶段）本文在构之第七篇—

—摸索阶段（作茧自缚阶段）发现问题1改变了原文本的类别和授课形式，破坏原有设计。14再次深研文本单元教材各部分的目的各部分之间的关联编者的意图学生背景知识生活经验的相关性发现问题2PeterPan主线削弱儿童节的生活真实性。本

文在构之第七篇——摸索阶段（作茧自缚阶段）解决问题：12/26/20222.上网搜索、比对各地儿童节的异同。1.对原教材特别是教材配图一并深入研究。上网搜索，继续探索其它国家儿童节12/26/2022本文在构之第10篇——破茧阶段1.美国小孩2

.刚转来中国国际学校上学3.恰逢中国儿童节12/26/202212/26/2022文本再构之第10篇----破茧阶段：图文并茂，提高学生阅读兴趣。百度搜索网页，提高整个情境设计的真实性和可信度。强调读图，提高阅读效率。文本再构小结读前Pre-readi

ng读中While-reading读后Post-reading教学过程12/26/2022三种形式思维导图菜单思维导图泡泡思维导图圆圈思维导图借助思维导图整理信息。发展学生归纳能力和演绎能力。培养学生的思维品质和核心素养。2.师生问答联系生活实际，为语言输出做好铺垫

WhatcantheydoonChildren’sDay？WhatdoyouliketodoonChildren’sDay?3.引入本课时话题介绍情境，引入Children’sDayAroundtheWorld12/26/202212

/26/20221.通过菜单思维导图，阅读印度儿童节初次详读文段教师主导While-reading12/26/20223.泡泡思维导图—阅读加拿大儿童节句型结构相似学生PairworkWhile-reading文段二文段一12/26/2022圆圈思维导图—阅读泰国儿童节更

简单给学生的空间更大激发学生的主观能动性While-reading