The Story of the Titanic

——Reader Rafting阅读项目系列报道（四）

In Of Study by Francis Bacon, a British philosopher and writer, it is said, “Histories make men wise.” Today, let’s read the historic “Titanic” event with Level 6 students with ESL teacher Arno’s guidance.

英国哲学家、作家弗兰西斯·培根在《论读书》一文中说过，“读史使人明智。”今天，我们就跟随外教Arno老师，和6级的学生们一起阅读“泰坦尼克号”历史事件吧。

Arno, Level 5/6 ESL Teacher

“The lesson objectives were to analyze the design of the Titanic and to understand what happened to the ship. Meta-cognition was involved for the students to think deeply about what happened to a ship as famous as the Titanic and lesson learned from the tragedy that changed the course of handling tragedies, lessons learnt today. Inferring was used to look for clues that caused Titanic’s tragedy and ask the students to visualize how it sank and what should have been done to ensure there were more survivors than deaths.

这节阅读课的教学目标是让学生学会分析泰坦尼克号的轮船结构及清楚其沉船事件的始末，从而锻炼和提高他们的元认知能力、推测力和想象力。元认知，即对认知的认知；学生们边阅读边进行认知活动，例如，学习泰坦尼克号历史事件，深入思考事件发生的原因和历史教训；同时，学生们通过制作海报、小组展示等活动对自己的认知活动进行反思和调整。另外，学生们要通过推测找到泰坦尼克号沉船的原因，并设想沉船的经过及应该如何减少伤亡。

After reading about the capabilities of the Titanic and its Maiden Voyage, learning reasons why it was not a success, students were asked to design a poster. They could visualize and design a poster of their own ship, find a name for it, discuss its capabilities, what makes it special and its maiden voyage. The students were to present their posters and talk about them in class. The students presenting are to persuade their audience why they should purchase tickets for their ship.

通过阅读，学生们了解了泰坦尼克号的性能、首航线路及沉船原因。随后，他们要向大家展示小组合作完成的海报作品——设计一艘属于自己的轮船，包括内部结构、装潢、性能、亮点、首航线路等，当然还有为自己的轮船取个响亮的名字。上台展示的小组滔滔不绝地介绍着自己的轮船，恨不得每位台下的“乘客”都能买票登船参加他们的航行。

After students have presented their first series of posters, we continue with the second part of the story. Discussing the sinking of the Titanic, how many survivors there were and from which classes they came. Next, students worked in pairs to design a Breaking News article about the Titanic disaster. This was also to be presented in class. They had to present and explain why it sank.

在轮船设计展示后，学生们继续阅读沉船事件的经过、伤亡情况及事故原因。最后，学生们要再小组合作为泰坦尼克号沉船事件设计一篇“新闻头条”并向全班同学进行展示。”

In this reading class, students not only learned a historic even what happened 106 years old, but also improved their meta-cognition and reading abilities. See you soon in next reading class!

学生们在这节阅读课上，不仅了解了106年前的一个著名历史事件，更通过课堂学习和活动，提高了自己的元认知发展水平和阅读能力。我们下节阅读课，再见！