Unit4FriendsForeverDevelopingideasAfterTwentyYears说课课件-高中英语外研版

NarrativePerspectives：AWindowforWritingandReading教材：外研版必修一

Unit4AfterTwentyYears年级：高一课型：读写课Contents01TeachingPrinciples02TeachingBackground03TeachingProcedures04BlackboardDesign05ReflectionTeachingPrinciplesTeachingBackgroundTeachingBackgroundTeachingProceduresBlackboardDesignReflection（程晓堂，谢诗语，2023）（梅德明，王蔷，2020）TeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundNarrativeperspectives:

students’continuationwriting≠theoriginaltextMomsensedmynervousnessthatevening.

ShewassureIwashidingsomethingserious,andhermindracedwithworryaboutwhatImighthavedone.

Ijustshookmyhead,unabletomeethereyes."It'snothing,"Imumbled,myvoicetrembling.ProblemStrengthsWeaknessUsefirst-personandthird-personperspectivesforsimplenarrationAnalysisofstudentsUnfamiliarwithcontinuationwriting:narrativestructure,languagestyle,narrativeperspectives,etc.Lackinginthestrategiestomaintaincoherenceofnarrativeperspectivesintheircontinuations.UnderstandtheprocessofcontinuationwritingBeawareofusingpsychologicalandactiondescriptionstomakethewritingvividandmoreexpressive.TeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundAkeyconceptinliterature,film,drama,documentary,news，sociologyandpsychology.WritingReadingThinkingcultivationInterdisciplinaryandlifelonglearningkeepconsistentnarrativeperspectivesincontinuationwritingImprovewritingskillsandexpressivenessDeepentextcomprehensionEnhanceappreciativeabilitiese.g.AfterTwentyyearsshiftfromasingleasingleviewpointtomultipleanglesdevelopcriticalthinkingandmetacognitiveskillsBeyondEnglishclassWithinEnglishclassWhatNarrativePerspectives...TeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionWhyAnalysisoftext“AfterTwentyYears”是叙事艺术的典范，其最突出的特征就是精妙的“全知视角”运用。叙述者既能看到警察外在的“impressiveness”，又能洞察其内在的“habitual”；既能描绘陌生男子冷静的外貌，又能预知其不平凡的命运。这种视角创造了巨大的戏剧张力和悬念。TeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundAkeyconceptinliterature,film,drama,documentary,news，sociologyandpsychology.WritingReadingThinkingcultivationInterdisciplinaryandlifelonglearningkeepconsistentnarrativeperspectivesincontinuationwritingImprovewritingskillsandexpressivenessDeepentextcomprehensionEnhanceappreciativeabilitiese.g.AfterTwentyyearsshiftfromasingleasingleviewpointtomultipleanglesdevelopcriticalthinkingandmetacognitiveskillsBeyondEnglishclassWithinEnglishclassWhatWhyobjective1objectives2/3objective4NarrativePerspectives...TeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionBytheendoftheclass,thestudentswillbeableto:单击此处输入你的项正文，文字是您思想的提炼，请尽量言简意赅的阐述观点heinnerworldofthecharactersthroughexternaldescriptions.0304单击此处输入你的项正文，文字是您思想的提炼，请尽量言简意赅的阐述观点0102TeachingObjectivesDistinguishthethreetypesofnarrativeperspectivesandsummarizethekeyfeaturesofeach.Writeashortparagraphfromagivennarrativeperspectiveinaspecificcontext.KeypointsDifficultiesAppreciate

thesurpriseendingof“AfterTwentyYears”fromthenarrativeperspectives.学习理解应用实践应用实践迁移创新Reviseaparagraphtomaintaininternalfocalizationbyimplyingtheinnerworldofthecharactersthroughexternaldescriptions.

TeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingMethodsLearningMethodsQuestion-chainDrivenMethodTask-basedTeachingMethodScaffoldingCooperativeLearningInquiry-basedLearningTeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingProceduresBlackboardDesignReflectionUnderstanding-analysenarrativeperspectivesLead-in-perceivenarrativeperspectivesApplying-reviseaparagraphPracticing-writefromdifferentperspectivesTransferring-appreciatethenarrativeartobjective1objective2&3objective413524学习理解应用实践迁移创新TeachingPrinciplesTeachingBackgroundStep1.Lead-in—perceivenarrativeperspectivesPurpose·通过经典的教材文本引入话题，激发学习兴趣。·问题链引导学生发现“叙事视角”这一概念，初步建立对“零聚焦叙事”的感性认识。1.Whoistellingthestory?2.Whotellsusthepoliceman’simpressivenesswas“habitualandnotforshow”?3.Whoknowsboththepoliceman’sinnerhabitandtheman’sfaceindetail?ReadandThinkZerofocalization零聚焦叙事（全知视角）Question-chainDrivenMethodTeachingProceduresBlackboardDesignReflectionTeachingPrinciplesTeachingBackgroundPurpose通过分析学生读后续写中的典型错误，引发认知冲突，自然引出“内聚焦叙事”。Step1.Lead-in—perceivenarrativeperspectives2.CanthenarratorknowMom’sinnerfeelings?Internalfocalization内聚焦叙事（限知视角）TeachingProceduresBlackboardDesignReflectionTeachingPrinciplesTeachingBackground1.What’swrongwiththeunderlinedpart?Purpose通过2023年全国I卷续写文本及问题引导，学生进一步感知第三种叙事视角—“外聚焦叙事”，为后续深入学习做铺垫。Step1.Lead-in—perceivenarrativeperspectivesExternalfocalization外聚焦视角（客观视角）Doesthenarratordescribeinnerfeelings?TeachingProceduresBlackboardDesignReflectionTeachingPrinciplesTeachingBackgroundStep2.Understanding-analysenarrativeperspectivesIndividualworkreadparagraphsandidentifynarrativeperspectivesofeachone.Internalfocalization内聚焦视角Externalfocalization外聚焦叙事Zerofocalization零聚焦叙事TeachingProceduresBlackboardDesignReflectionTeachingPrinciplesTeachingBackgroundStep2.Understanding-analysenarrativeperspectivesdiscussandcompletethetableGroupworkCooperativeLearningMethodTeachingProceduresBlackboardDesignReflectionTeachingPrinciplesTeachingBackgroundStep2.Understanding-analysenarrativeperspectivesPurpose三篇典型文本对比阅读和表格分析，明确三种叙事视角的核心特征与差异，感性认识→理性分析，为后续的写作实践与文本鉴赏奠定认知基础。TeachingProceduresBlackboardDesignReflectionTeachingPrinciplesTeachingBackgroundTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep3.Practicing-writefromdifferentperspectivesTask-basedTeachingMethodScaffoldingCooperativeLearningMethodTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep3.Practicing-writefromdifferentperspectivesPresentationPurpose同一情境下的多视角分组写作任务，在语言输出中内化知识，体验不同视角的叙事差异，进行思维碰撞。TeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep3.Practicing-writefromdifferentperspectivesPurpose“侦查游戏”作为一种评价，极大激发学生的参与感和批判性思维。AssessmentTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep4.Applying-reviseaparagraphPurpose·回归教学起点，运用所学的视角知识修改问题习作，解决真实的学习困难。·提供三种具体的修改方案作为支架，引导学生将抽象的视角概念转化为具体的写作策略。TheProblem-BasedInquiryApproach030201Usefacialexpressionstoconveyemotions.Useactiondescriptionstoreplaceinnerthoughts.Revealinnerstatesthroughcharacters’dialogue.Group1-2Group3/4/5Group6/7/8TeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundPresentationStep4.Applying-reviseaparagraphTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep4.Applying-reviseasentenceAssessmentTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep5.Transferring-appreciatethenarrativeart

Inquiry-basedLearning:TheGuidedInquiryApproach123Beforereadingthenote,whathaveweknown?Althoughthenarratorknowseverything,whatdoeshehidefromus?HowdoesO.Henryusezerofocalizationtocreatesuchasurpriseending?Readtheexcerpts“AfterTwentyYears”:Abouttwentyminuteshewaited,...TeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep5.Transferring-appreciatethenarrativeartPurpose知识识别→艺术鉴赏全知视角中“刻意隐藏”关键信息→出人意料的文学效果。与课堂导入首尾呼应，完成认知闭环。surpriseendingsTeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundStep6.AssignmentPurpose课堂的延伸《哈利·波特》：熟悉且受欢迎，典型的“内聚焦叙事”搭建脚手架，降低作业难度深化对文学技巧的理解TeachingPrinciplesTeachingProceduresBlackboardDesignReflectionTeachingBackgroundAZerofocalizationNarrator＞CharactersBInternalfocalizationNarrator＝CharactersCExternalfocalization

Narrator＜CharactersNarrativePerspectives:AWindowforWritingan