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全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》
《典范英语》(9_01)教学参考
Waiting for Goldie
教学参考的目的在于为实验课提供一个基本的思路和框架,帮助实验教师更好地把握课
题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整,将实验课上出特色。
一、教学目标
1.语言目标:学生能够听懂并理解故事的内容;能够有感情地朗读;能够复述故事的主要情节;能够完成与故事相关的写作任务。
2.非语言目标:激发学生对大自然的热爱;培养学生保护动物的意识。
说明:语言目标由教师负责检查,确保学生完成任务,达到要求。非语言目标具有开放性,需要教师围绕有意义的话题与学生进行真诚交流,激发学生的学习兴趣和参与热情,让学生在有思想、有内容的开放性语言实践活动中习得语言,树立正确的价值观。
二、课时安排
要求学生每周完成一部作品,每周安排一节或两节实验课,课时放在学生读完该部作品之后。
三、课前任务
要求学生每天朗读15-20分钟,辅以默读。做到听读结合,认真把握和体会故事的内容,并适当积累好词好句。
四、课堂教学基本步骤
1. 导入(Lead-in):启发学生思考
教师提出关于赛鸽的问题请学生回答,如: What do you know about racing pigeons?
What qualities do good racing pigeons have?(参考:good breed, strong skeleton, powerful wings, wonderful tail, bright eyes)
What is special about them?
教师简要总结后,通过问题引导学生回到故事情景:
We have known what makes a good racing pigeon. It is not easy to find a super racing pigeon. Danny’s Grandad had a champion racing pigeon, Goldie. She was in a race, but she hadn’t come
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全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》
back. Danny was waiting for her. When would Goldie come? Would she win the race? Let’s go through the story together.
2. 复述(Retelling):关注内容与语言表达的准确性,锻炼学生连贯表达思想的能力 教师在黑板上画出以下曲线图,请学生找出故事的主要事件与之对应并进行标注(标注内容即曲线图中的蓝色部分),让学生按此脉络以接龙的方式复述故事。教师可按以下组织语言:When would Goldie be back? Danny waited and waited, but he didn’t see Goldie. What happened to her? First, you make a list of the main events and finish the story map. Then retell the story with the aid of the story map.
复述过程中,教师可适时通过问题引导学生。如: Event 1: Waiting for Goldie
Why was Danny so nervous?(P3-P8: Goldie was late. Goldie was important for Grandad.) Event 2: Going to the hospital
Did Danny think he could go to the hospital? Why?(P11: Goldie did not fly back. Danny did not know how to tell Grandad the truth.)
Why did Grandad’s machine go berserk?(P17: He was worried about Goldie and feared that the falcons hurt Goldie.)
Did Danny tell a lie? Why?(P18-P19: The machine went berserk and Grandad might have another heart attack if he knew that Goldie was lost.)
Event 3: Finding the falcon’s nest
How did Danny feel when he thought of the falcons? Why?(P29: He felt cross and anxious. Because he thought the falcons might have killed Goldie.)
What was Danny’s first decision?(P30: To get rid of the falcons for Grandad and to revenge.) Why didn’t Danny sweep the falcon’s nest away?(P37-P38: He found a helpless baby falcon there, which made him think of Goldie)
Event 4: Finding Goldie
When and how did Danny find Goldie? How did he feel then?(P39-P40: When he was about to fall off, he jammed his hand into a gap in the rock and found Goldie in a tiny crack. He was no longer scared. All he thought was protecting her.)
Event 5: Grandad coming home
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全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》
Did Danny take good care of Goldie?(P46: Definitely yes.) Did Grandad find out the truth?(P52: Probably not.)
3. 朗读(Reading aloud):朗读与思考相结合
复述之后,请学生选择故事中最吸引自己的片段大声朗读。朗读之后需要回答以下问题: Why does this part engage you? Does this part help you better understand the whole story? 教师可按此组织语言:Now, the whole picture is clear. Next, let’s share your favourite part. Who would like to be the first to read your favourite part to us? After your reading, remember to tell us why that part engages you so much. 学生朗读完并用英语说出理由后,教师需给出反馈。
4. 讨论(Discussion):培养学生的批判性思维能力
让学生进行发散性思考:What does the story intend to tell us readers? 然后,教师就故事的主题之一(Caring for nature)提问,让学生分组讨论(可以把以下问题放在PPT上显示出来,问题前的关键词语不要在PPT上显示,此处仅供教师参考):
(1)RECALL How did Danny feel when he saw the chick in the falcon nest? What did he do?
(2)CONNECT If you were Danny, what would you do?
(3)PREDICT If Danny swept the falcon nest and the chick away, what would happen? Would the ending of the story be changed?
(4)EVALUATE What do you think of Danny? What can you learn from him?
提醒学生进行讨论的规则是:(1)每个人都要有说话的机会;(2)别人讲话说不得打断、干扰;(3)支持并补充他人的观点;(4)如果不想说可以不说;(5)提问要深思熟虑。
5. 分析写作手法(Writing Styles Analysis):让学生理解写作手法对表达主题的作用 (1)让学生把第8页的内容改成过去时(past tense),两人一组互相读出。读完后,教师提问:Do you feel anxious when you read events that happened in the past? 教师对学生的回答进行总结,指出使用现在时(present tense)能够增强语气,对心理活动的描写更加生动有力,有助于调动读者的情绪。
(2)让学生将第34页的内容改为第三人称(third person point of view),两人一组互相读出(如:But then he thinks of Goldie…)。读完后,教师提问:In the first person, does it feel as if Danny is talking to you? 教师对学生的回答进行总结,指出使用第一人称(first person point of view)能够吸引读者注意力,增强和读者互动的效果。
最后,教师强调,无论使用现在时还是第一人称,这些写作手法都可以起到强调主题、增强表达效果、加深读者印象、引起读者共鸣的作用。
6. 语言欣赏(Language Appreciation):体会语言之美
这个故事中的描述性语言较多,教师可以请学生结合课下所做的摘抄笔记,找出故事中生动形象地描写人物心理和外貌的句子,并深入体会这些描写对刻画人物心理和性格的作
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全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》
用。如:
(1)Thump, thump, thump. What’s that? It’s my heart pounding. That’s how nervous I am. (P8)
(2)My mind’s all confused. It’s going round, whirr, whirr, like a washing machine on fast spin.(P16)
(3)I know I’m going to do it before I open my mouth. I’m going to tell Granddad a lie. (P18)
(4)I can’t do it. All my angry feelings gush away, like water down a plughole.(P38) (5)She’s beautiful. She’s pale grey. She’s got shiny green and blue feathers on her neck that sparkle like sequins.(P24)
(6)What’s that? It’s a soft, feathery bundle.(P40)
(7)She looks very sick. She’s a scrap of shivering feathers.(P43)
7. 作业(Homework)
(1)写作(任选一题)
① 仿照故事,让学生用第一人称叙述一件让自己感到紧张或兴奋的事,注重心理活动的描写,借鉴故事中的写作手法,力求具体、生动。字数不限。(参见英文教案Teaching Notes)
② 就“Caring for nature”这一话题发表自己的观点,写一篇短小的散文或议论文,不少于150词。 ▲ 要求学生写完后自我检查,可借助书籍或词典解决拿不准的单词,改进不通顺的句子。
(2)读下一部作品,注意体会作品内容,积累生词和好句。
五、教师自我反思:培养学生的思考能力
教师每堂课后要进行自我反思,反思的问题包括:
1. 提问。我问的问题值得讨论吗?问了多少个问题?什么类型的问题?
2. 讨论。老师和学生讨论了什么?学生是否试图回答了要问的问题?大家进行了很好
的讨论了吗? 3. 听。师生相互认真倾听了吗?师生对他人的说法作出回应了吗?讨论中彼此互相尊
重吗? 4. 说。师生清楚了解自己的想法吗?有什么好的想法吗?师生在这些想法上能够产生
更好的想法吗?每个人都有机会表达自己的观点了吗?谁说得最多? 5. 思考。师生对问题找到答案了吗?答案给出的理由令人信服吗?师生愿意改变自己
的想法吗?师生进行了怎样的思考?师生从讨论中学到了什么?师生提升了自己的思考吗?有或没有?下一次讨论什么?下一次讨论的最好方式是什么?师生需要记住什么?
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