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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》（7_03）教学参考

Bertha’s Secret Battle

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、绘声绘色地朗读；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：引导学生公平、客观地看待他人，不能以貌取人；鼓励学生遇到问题

时相互体谅，寻求最佳解决方案；引导学生用平常心面对批评与称赞。

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

教师可引导学生在读完作品后回看故事封面，提出几个问题： Where are these two women?（In the wrestling competition ring.） Who are they?（Fiona and Bertha.） Who is holding a bottle?（Bertha.）

What use is the bottle? Why is she holding it?（It is a bottle of hair dye. Maybe she wants to uncover the truth.）可请学生发挥想象，自由回答。 教师借导入问题带学生进入故事情境：

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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》

As we know, Bertha and her twin sister were wrestlers. Bertha got tired of being booed when her twin sister was always cheered. Bertha managed to fight back with some secret battle. How did she make it? What did the hair dye have to do with her secret battle? How did Fiona respond? What agreement did they reach at last? Let’s find it out.

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 教师可先请学生按照自己的理解将各章节纳入Introduction—Build-up—Climax—Turn-down—Resolution的结构中，以此引导学生回顾梳理故事的主要情节。然后通过提问引导学生归纳出故事的大意。可参考以下：

Introduction Chapter 1 Resolution Chapter 3 Build-up Chapter 2 Turn-down Chapter 3 Climax Chapter 3 What was the difference between Bertha and her twin sister Fiona? (P3) What did they do on Friday evenings? (P3) How did the crowd respond when Fairplay Fiona and Big Bertha the Bone Cruncher came out? (P5, P7) After lunch what did Bertha do in the bathroom? (P15) How did people respond when Fiona tried to help them? (P18, P19, P20) Introduction Chapter 1 Build-up Chapter 2 What did Fiona do after she did her hair? (P18) How did the crowd respond when Bertha and Fiona came out? (P24, P25) Who won the fight? (P27) Chapter 3 How did Fiona feel when the little man said he brought some flowers for her? (P28) How did she feel after the man gave the flowers to Bertha? (P28, P29) What was Bertha’s idea to solve the problem? (P30) Climax Turn-down Resolution 教师将学生回答上述问题的过程中提及的关键词板书在黑板上，请一两位学生根据板书复述整个故事，开头可如下：

Bertha and Fiona were twin sisters. The only way to tell them apart was their hair colour. Bertha dyed her hair red and Fiona dyed her hair blonde. On Friday evenings they wrestled against each other at the Town Hall?

3. 朗读（Reading aloud）：朗读与思考相结合

（1）请学生分角色朗读P4-P6。朗读时，请学生思考Bertha和Fiona各自的性格特征，思考为何观众总是对Bertha发出嘘声，而对Fiona发出欢呼声：

From the story, we learn that people always cheered Fiona but booed Bertha. Why did they

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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》

have different attitudes towards the twins? What more differences were there between the twins except for hair colours? Did they behave the same way? Let's read from Page 4 to Page 6 and find it out.

朗读后，教师请学生自由回答，并将关键词板书在黑板上，可参考：

Fiona The darling of the ring: Fairplay Fiona The doors of the dressing room swung open. dressed in pink With one leap she jumped over the top rope and landed in the ring. She waved to the crowd and blew them kisses. So the crowd stood and clapped. They wanted Fiona to win. Bertha Terrible twin sister: Big Bertha the Bone Cruncher The dressing room doors smashed open. One door came off its hinges. dressed in black She took a flying leap into the ring. She shook her fist. So the crowd booed. They wanted Bertha to lose. （2）请学生继续分角色朗读P18-P20，朗读时，请学生思考生活中Bertha和Fiona的行为特点，并由此总结出她们在生活中与在赛场上扮演的角色是否一致：

In the wrestling competition, people didn’t like Bertha. What about in daily life? What happened to Fiona when she looked like Bertha? Let’s read pages 18 - 20 and find the answers out.

4. 人物分析（Character Analysis）：培养学生的归纳论证能力

请学生承接上一环节进一步分析人物的性格特征，教师提出以下问题请学生思考： People seemed to dislike Bertha in daily life either. What kind of person was Bertha in people’s mind? （可参考：unfriendly, rough, rude, ill-tempered, irritable, grumpy…）

Was she really a rough and rude person? Or was she truly as nice as Fiona? Find supportive details for your ideas. 教师可引导学生先从P9-P11寻找线索，提示学生思考Fiona与Bertha对话的含义，如“That’s because I am Fairplay Fiona and you are Big Bertha the Bone Cruncher”（P10），然后结合故事结尾时Bertha说的话（P30）引导学生意识到：Bertha just played Big Bertha the Bone Cruncher who was supposed to be bad, because they wanted to attract people to come and watch the fight. So they could get paid. But that didn’t mean she was an unfriendly person in real life. 教师也可引导学生根据P24-P27的内容对Bertha装扮成Fiona后的表现与Fiona变成Bertha后的表现进行对比，以加深对以上观点的论证。

5. 热椅（Hot Seat）：训练学生积极思考、主动质疑的能力和表达能力

请一位学生上台扮演Bertha，其他学生发挥想象力向其提问，台上的Bertha可利用故事提供的信息以及故事所表达的人物情感来回答，也可结合自己的心理体会发表观点，能答出来即可。鼓励学生发散思维，多提有意义或有趣的好问题。可参考以下问题：Are you really feeling proud when people cheer for you yet actually they think you are Fiona? Will you still be able to win when the crowd boos every time you come out? 还可以请学生扮演Fiona，活动形式同上。（参见英文教案Teaching Notes）

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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》

6. 讨论（Discussion）：培养学生的批判性思维能力

在以上环节的基础上，教师提出问题请学生分组讨论（可以把以下问题放在PPT上显示出来，但问题前的关键词语不要在PPT上显示，此处仅供教师参考），先帮助学生进一步理解故事内容：

SUMMARISE What was Bertha’s secret battle?

EVALUATE Do you think Bertha did the right thing? Was the story ending fair for everyone?

MAKE ASSUMPTIONS What would you do if you were Bertha? Can you think of a different way to solve Bertha’s problem?

然后，教师可就故事主题（Judging by appearance）进一步提问：

EXPLAIN Why did people prefer “Fiona” to win every time even when it was actually Bertha?（They just judged the wrestlers by appearance.）

最后，教师可结合生活实际，进一步拓展主题： EVALUATE Should we judge a book by its cover?

CONNECT Do you have a similar unhappy experience of being judged by appearance only like Bertha? Tell your story.

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。

7. 语言欣赏（Language Appreciation）：体会语言之美

请学生找出作品中描述摔跤比赛的语句并有感情地朗读出来，同时欣赏语句中变换使用的动词并体会这些动词对表现人物特点所起的作用，如：

（1）The doors of the dressing room swung open.（P4）

（2）With one leap she jumped over the top rope and landed in the ring.（P5） （3）The dressing room doors smashed open.（P6） （4）She took a flying leap into the ring.（P6）

（5）Bertha grabbled Fiona and threw her against the ropes.（P7） （6）Fiona bounced back with a flying drop kick.（P8）

（7）Bertha picked up Fiona and spun her above her head. （P8）

8. 拼读训练（Phonics Practising）：培养拼读意识，掌握拼读技能

下表归纳了作品中出现的几组具有相同拼读规律的词，选择难度适中的几组进行听写：

win tell dash ring hall spin sell crash swing call twin yell smash darling wall

begin well splash wrestling fill will red race lock stream

head face knock scream skill 4

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》

9. 作业（Homework）

（1）写作（任选一题）

① 基于课堂的讨论，结合自身经历，描写当他人受到称赞而自己却受批评时的心理感受，以及自己如何处理情绪的经历，借鉴作品中的词汇和描写手法，要求有真情实感。

② 基于故事，为即将到来的摔跤比赛写一篇推广文字，支持自己所喜爱的选手（Bertha或Fiona）。可着重描写选手的特征，赛季成绩，所获称号等。（参见英文教案Teaching Notes） ▲ 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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