[E06-1] Advanced Trio Reading 6 (三剑客阅读6 小说单元, 周六现场课)

Code: E06-1

Teacher: Mr. Launder

Grade: Grade 6、7、8

Number of Sessions: 12

课程说明:

（注：课费不包括书费。本次课程第一次课每个学生带$20现金押金取书，最后一次课，还书同时退还$20现金押金）

小渔阅读“三剑客“课程为6-8年级学生设计，重点开发以下能力：阅读理解能力,批判性分析与写作能力,语言表达能力,调查研究能力

通过多样化的选材，帮助学生搭建丰富的知识结构，提高对美丑善恶的辨识力，建立正确的世界观，激发求知欲。

本课程不仅能帮助学生提高在校成绩，也同时增强学生在课外活动和竞赛中的竞争力。

阅读“三剑客“课程采用分层递进式结构，每一期分三个单元，每个单元选取不同题材，搭配不同技能的训练，以达到全面提升的效果。

本期为第一单元：小说分析与Essay写作，本期选择的书目：2本小说

1. The Little Prince, By Antoine De Saint-Exupéry

PDF 书: https://blogs.ubc.ca/edcp508/files/2016/02/TheLittlePrince.pdf

2. 第二本书待定：老师会在学习第一本书的过程中跟学生们一起选择。

为什么The Little Prince这本书？

这是一部被全球读者与课堂长期验证的文学经典。文字浅显，却思想深刻，非常适合作为文学分析与写作训练的入门作品。故事语言不复杂，6–7年级学生可以顺利完成整本阅读；而书中所探讨的主题--友情、责任、成长、想象力，以及对“成人世界”的反思--却具有充足的讨论深度。

通过这本书，学生不仅能够学习如何分析人物、象征与主题，还能尝试将“简单故事 + 深层含义”的写作方式运用到自己的写作，为后续更复杂的小说阅读与写作打基础。

在《The Little Prince》中，有许多经典句子，例如：

“What is essential is invisible to the eye.”
真正重要的东西，是用眼睛看不见的。
（引导学生思考：什么是“essential”？作者为何选择“看不见”这一表达？）

“You become responsible, forever, for what you have tamed.”
一旦你驯服了什么，你就要对它负责。
（用于讨论：责任、关系与成长）

“All grown-ups were once children… but only few of them remember it.”
所有的大人都曾经是孩子，只是很少有人还记得。
（切入叙述视角与作者对成人世界的态度）

“It is the time you have wasted for your rose that makes your rose so important.”
正是你为玫瑰付出的时间，让它变得独一无二。
（延伸写作训练：如何用具体经历而非空泛表达情感）

这些句子语言简洁，却蕴含高度抽象的思想，非常适合6–7年级学生在老师引导下，学习：

• 如何从一句话中提炼主题

• 如何理解象征与隐喻

• 如何将抽象思考转化为有深度的写作表达

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COURSE DESIGN

Introduction to the Essentials of English: Reading, Writing, Speaking & Critical Thought

UNIT 1:         Literary Novel Study & Essay Writing

Students will complete a full novel study in which they develop their critical thinking and analysis skills. The unit will conclude with a literary essay based on the novel and students will refine their writing skills by practicing grammar, punctuation, and paragraph design.

The unit will cover the following expectations from the Ministry of Education, Grade 7and 8:

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

3. use knowledge of words and cueing systems to read fluently;

4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

5. generate, gather, and organize ideas and information to write for an intended purpose and audience;

6. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

7. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

8. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.