7_01 刺猬女孩艾蜜
《典范英语》（7_01）教学参考
Amy the Hedgehog Girl
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：培养学生爱护和保护动物的爱心和意识；引导学生学会客观看待事物，消除偏见。
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。教师请学生课前搜集关于刺猬的资料，了解其特点和习性，积累描述刺猬的词汇。（参见英文教案Teaching Notes）
四、课堂教学基本步骤
1. 导入（Lead-in ）：启发学生思考
教师提出关于刺猬的问题，请学生自由回答：
Do you know hedgehogs?
Have you ever seen hedgehogs before? What do they look like?（展示图片，见课件）
What do they eat?（Hedgehogs enjoy fruit, vegetables, dog food and pests.）
What else do you know about hedgehogs?（They usually come out at night partly because the creatures they eat are active at night. They always hibernate to survive the freezing winter.）
教师简要总结，引导学生回到故事情境：
In this story, Amy the Hedgehog Girl, Amy was an amazing girl. Why was she called the hedgehog girl? What was her story with hedgehogs? First let’s retell the story and find more about her.
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 将学生分成若干小组复述故事。教师可先就故事内容提出一些问题，让学生进行小组讨论，然后提醒学生把这些问题作为线索复述故事。讨论后，让两个小组代表复述故事。复述时需提醒学生注意连接词或连接语的使用，如first ，later ，finally 等。问题可参考以下：
Chapter 1 Miserable Mr Peck
Why did Amy want to become a hedgehog expert?（P3）
How did Mr Peck respond to Amy in the library?（P6）
What did Amy find in the book on hedgehogs?（P8）
What cassette did Amy borrow from the library?（P10）
Chapter 2 Hedgehog talk
Look at the picture on page 12. What was Amy doing in the garden? Did she make it?（Amy was making hedgehog sounds. She tried to talk to hedgehogs. But she failed that time.）
Look at the picture on page 14. What did Mr peck do?（Mr Peck came to Amy’s house to complain about the noise he heard from her garden.）
Look at the picture on page 17. What happened? What did Mr Peck think of hedgehogs?（Mr Peck found Amy talking to the hedgehogs. He hated hedgehogs and called them dirty little beasts. ）
Chapter 3 The amazing hedgehog girl
Look at the picture on page 20 &21. Why were there so many people watching Amy in the garden? （Mr Peck took advantage of Amy ’s talking to hedgehogs secretly. He made money for himself. ）
Look at the picture on page 25. What came to Amy’s mind?（She came up with a fantastic idea. She would make Mr Peck donate much money to the hedgehog hospital.）
Look at the picture on page 28. Why did Mr Peck look gloomy? How did the story end? （Because Amy’s idea worked. Mr Peck got punished, but with Amy’s and the hedgehogs’ help, Mr Peck won three prizes for the vegetables he had grown.）
复述完后，可在课件上展示下表，让学生大声读出故事情节的构成因素各对应的简要内容，体会introduction ——build-up ——climax ——resolution 的故事情节架构。
3. 朗读（Reading aloud）：朗读与思考相结合
复述完故事后，教师请学生分角色朗读P29-P31。朗读前，提出以下问题让学生边朗读边思考：Amy and Mr Peck treated hedgehogs differently at the beginning. They were in kind of conflict. They were no friends. But the story has a happy ending. How did Amy make it up to Mr Peck? Why did Amy do that? What happened after they made it up? 要求学生在理解故事的基础上读出感情。朗读结束后，教师作出评价并请学生简要回答以上问题。
4. 人物分析（Character Analysis）：培养学生的归纳能力
请学生对比分析Amy 与Mr Peck对待刺猬的不同态度。然后，让学生重点分析Mr Peck的性格特征，启发学生通过图片及故事内容思考Mr Peck 是一个什么样的人，一开始时他对刺猬有什么偏见。教师提出以下问题，引导学生进行分析：
Just now, I mentioned that Amy and Mr Peck treated hedgehogs differently. How did they treat hedgehogs?（Amy was friendly to hedgehogs. She wanted to be a hedgehog expert. She even tried to talk to hedgehogs. Mr Peck hated hedgehogs. He always tried to get rid of hedgehogs. He thought of hedgehogs as the worst animals.）
Why did Mr Peck hate hedgehogs? （Partly because he thought hedgehogs were harmful animals for eating vegetables. Partly because he was mean to others including wild animals.）
Look through the story and the story pictures. Can you describe the personality of Mr Peck? Find evidence to support your ideas.
可参考以下词汇：unfriendly, mean, miserable, rude, impatient, sly…
Do you think Mr Peck was only a nasty person? Why?（On one hand, he was mean. On the other, he was a grateful person. He brought hedgehogs dog food after they helped him win prizes at the end of the story.）
教师将学生回答的关键词和语句写在黑板上，然后请学生借鉴这些词对人物做完整的描述。
5. 讨论（Discussion ）：培养学生的批判性思维能力
（1）就故事的主题（Prejudice ）提出以下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），之后，请学生代表发言，教师适时给予表扬和鼓励。
DESCRIBE How do you describe Mr Peck’s unpleasant behaviour?（He hated hedgehogs, took advantage of Amy’s talking to hedgehogs and tried to make money out of it.）
IDENTIFY What was Mr Peck prejudiced against?（Hedgehogs. ）
RECALL What changed him at the end of the story?（What Amy did helped him change. She told hedgehogs to protect his vegetables from being eaten.）
MAKE JUDGMENTS Do you think Amy could really communicate with the hedgehogs? Why? （Absolutely. We can find a lot of evidence in the book. Besides, nothing is impossible. Life is full of miracles.）
CONNECT Do you find yourself having any prejudice against something? What do you do with it?（Open question.）
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。
6．词汇学习（V ocabulary Development）：有意义的词汇学习
请学生找出与“移动、走动”有关的词或短语，如：
7. 拼读训练（Phonics Practising）：培养拼读意识，掌握拼读技能
从下表中选几组具有相同拼读规律的单词罗列在黑板上，让学生从其读音中发现拼读规律，然后教师给出几个具有相同拼读规律的单词，让学生拼读。或者，教师读出两三个新的具有同种拼读规律的单词让学生依据读音拼写出来，之后，教师可把正确的单词写到黑板上，以此强化学生的拼读技能。
8. 作业（Homework ）
（1）写作（任选一题）
① 结合自己的生活经历，写一篇关于人与动物的故事，借鉴作品中的词汇和描写
手法，要求有真情实感。
② 根据故事中的图片、对话细节等线索，描述Mr Peck 这个人物，可描绘他住的地方，他的工作，他的性格特征等等。
▲ 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？