原创课件：简爱（同课异构1）

shelly0214 2019-06-22

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（本课件是朱老师在中小外核心期刊发表论文的素材之一）

说明

教学文本：英语原著小说片段

Jane Eyre

① There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning. But since dinner, the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further outdoor exercise was now out of the question.

② I was glad of it. I never liked long walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed.

③ The said Eliza, John, and Georgiana were now clustered round their mama in the drawing-room. She lay reclined on a sofa by the fireside, and with her darlings about her (for the time neither quarreling nor crying) looked perfectly happy. Me, she had dispensed from joining the group; saying, “She regretted to be under the necessity of keeping me at a distance.” But that until she heard from Bessie, and could discover by her own observation, that I was endeavoring in good earnest to acquire a more sociable and childlike disposition, a more attractive manner- and sprightly manner- something lighter, franker, more natural. As it were, she really must exclude me from privileges intended only for contented, happy, little children.”

④ “What does Bessie say I have done?” I asked.

⑤ “Jane, I don't like cavilers or questioners; besides, there is something truly forbidding in a child taking up her elders in that manner. Be seated somewhere; and until you can speak pleasantly, remain silent.”

⑥ A small breakfast-room adjoined the drawing-room, I slipped in there. It contained a bookcase. I soon possessed myself of a volume, taking care that it should be one stored with pictures. I mounted into the window-seat: gathering up my feet, I sat cross-legged, like a Turk. And, having drawn the red moreen curtain nearly close, I was shrined in double retirement.

⑦ Folds of curtain shut in my view to the right hand. To the left were the clear panes of glass, protecting, but not separating me from the drear November day. At intervals, while turning over the leaves of my book, I studied the aspect of that winter afternoon. Afar, it offered a pale blank of mist and cloud; near a scene of wet lawn and storm-beat shrub, with ceaseless rain sweeping away wildly.

⑧ I returned to my book — Bewick's History of British Birds. The letterpress of it I cared little for, generally speaking. And yet there were certain introductory pages that, child as I was, I could not pass quite as a blank. The words in these introductory pages connected themselves with the succeeding pictures, and gave significance to the rock standing up alone in a sea; to the broken boat stranded on a desolate coast; to the cold and ghastly moon glancing through bars of cloud at a wreck just sinking.

—— Adapted from Chapter One of Jane Eyre

课件

阅读材料选自英语原著Jane Eyre第一章节的开头部分，讲述了主人公Jane在长期寄人篱下和被虐待的境况中虽感孤独，但内心却是坚强而乐观; 她渴望获得关爱，努力学习提升自己。节选的这部分文本讲述的正是Jane在寒冷的冬日下午被舅妈和表兄妹们排挤的片段。本堂课朱老师引领学生深入研读文本，通过解读主人公的言、行、思来剖析人物性格和情感，同时引领学生尝试小说文学层面的赏读学习。

在读前活动方面，课前播放关于该小说简介的小视频，上课后再配以作者生平和女主前情性格简介，铺垫目标语言。

在读中活动方面，首先以文本体裁和叙事视角的归纳为切入点，再以其叙事视角（第一人称）“I”为点引出其他人物，并借助环形图厘清人物关系，锻炼学生语篇信息快速定位的能力。然后，朱老师将场景变换定为明线，主人公情感态度的变化定为暗线，引导学生在明线中去解析暗线；并以场景地点为切入点，引导学生赏读三个典型的场景描写，解析主人公的心理变化，共同归纳学习对应的三个写作技法。第一个场景处理时，让学生品读这带有反差意味的小场景，旨在引导学生感知文字的力量和它所营造的画面感，并归纳第一个场景写作技法：by contrast。在二、三场景处理时，引导学生归纳学习另两个技法：by a series of actions ( using verbs )、by the descriptions of environment ( through shift of vision)，即通过人物系列动作和借用视角转换所见环境内景象来进行场景描写，从而感知文学写作手段的魅力，提升学生的多元思维和文化意识。在第三个场景的解读中，朱老师向学生抛出了一个很好的问题，引导学生对Jane为何热衷于读这本书而不更换的原因展开探究，锻炼学生的思辨能力。

在读后活动方面，通过引导学生小组讨论来预测接下来的场景。这一活动也是对主题词“scene”的延伸，该语篇解读以场景为结构线输入，又以场景预测为连接点，最后以场景续写作业为输出，体现了活动的关联性和综合性特点，完成了知识的迁移，实现以读促写。

【课件展示】

（由于课件上有超链接，图片上无法呈现，请谅解）