海象参加表演
《典范英语》(7_01)教学参考
Walrus Joins In
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:培养学生的自信心,鼓励学生了解自己,做真实的自我;帮助学生意识到换位思考、尊重他人、包容异己的必要性(参见讨论环节中的几个问题)
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
提出几个关于北极的问题请学生回答,比如:
Look at the picture.(给出圆形图片,见课件)Where is it?(教师指向图片中的北极部分) What is the weather like there?(It is freezing cold.)
Can you name some animals living there?
提出每个问题后,先请学生自由回答,然后教师切入故事情景:The animals of the Arctic would play in the big night’s show except Walrus. He did not have any special skill. However, He tried to join in with others. What happened when he tried to join in? Let’s read a most exciting part.借此进入下面的朗读环节。
2. 朗读(Reading aloud):朗读与思考相结合
(1)检查学生朗读。朗读开始前提问:How did Walrus join in Whale’s show? What did Whale say after the show? Let’s read from Page 19 to Page 24. 请学生分角色朗读P19-P24中的段落,提醒学生注意录音中Whale 说话的语气及大写词句与其它部分录音的不同。朗读前,可先听一遍录音,然后鼓励学生大声模仿录音并朗读。之后,可让学生模仿Whale 怒吼的语气:You are a meddling, incompetent BUFFOON! You have RUINED my act. Now GET OUT OF MY SIGHT! 教师可示范,最后让学生选出模仿得最像的学生。(注意:模仿的目的是声情并茂地表达意思,而非简单地机械模仿。)
(2)让学生选择自己喜欢的章节大声朗读。读完后,要求学生用英语说一说喜欢的理由,教师给出反馈。这一过程中,提到的关键词和短语可以板书到黑板上,供学生复述时参考。
3. 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 根据每个章节的标题分别进行以下提问,请学生回答:
Chapter 1: What would the animals do for the show? What about Walrus?
Chapter 2: How was every animal’s show going at the big night?
Arctic Fox (do skating)
Polar Bear (do tumbling)
before Walrus joined in
Fox skated forwards and backwards and sideways.
She skated in perfect circles and figures of eight. She was elegant and amazing.
Polar Bear rolled out across the ice like a big, white snowball.
He did jumps and spins and somersaults and stood on his head.
after Walrus joined in
Walrus could not skate at all.
He bumped into Fox, and Fox went flat on her face.
Fox was very upset.
Walrus could not tumble at all.
He tripped up Polar Bear, who came down with a WALLOP!
Polar Bear was pretty angry.
Chapter 3: What was FROM BAD TO WORSE? Why?
Seal (do singing)
Whale (do diving)
before Walrus joined in
Seal sang a beautiful song. Everyone enjoyed it.
Whale leaped high out of the water. Then he fell back with an enormous splash!
after Walrus joined in
Walrus could not sing.
He sounded like a rusty old bucket.
Seal stopped singing and burst into flood of tears.
Whale spouted Walrus high into the air. Everyone was watching Walrus now instead of Whale. Whale was furious and pretty scary.
Chapter 4: What part did Walrus play in the show? Was he good at anything?(He was taken as a clown. He was really good at being a clown.)
请几位学生依次简要回答上述问题,提醒学生把体现重要情节的几个问题的答案串联起来就是对故事内容的复述。这个过程中,鼓励学生用自己的语言表达,必要时可以参照故事原句。 对于第2、3章节的问题可以请学生按照上述方框中的设计思路,结合下一步的情节分析环节详细描述Walrus 参加表演前后的情景,提醒学生注意每个动物的情感变化。
4. 情节分析(Plot Analysis):启发学生思考
结合以上对应2、3章节的表格,对比Walrus 参加表演前后动物们的变化。然后提问:As the story goes, which part makes you feel most excited? What happens in that part? 请学生自由回答,最后教师点明:Whale 表演过后,Walrus 再次受到指责,所以He turned tail and fled. He hid behind a snowdrift, feeling sad and very sorry. 至此,故事达到高潮(climax )。
5. 表演(Role Play):(可选)锻炼学生的表达能力
Walrus felt very sorry. But the audience didn’t think he should. What happened in Chapter 4? 请学生分角色表演第四章,角色包括:Narrator ,The audience,Walrus ,Fox ,Polar Bear,Seal ,Whale 。表演完后,请学生选出最佳小演员。教师可以从pronunciation and intonation,fluency ,acting 和teamwork 四方面对学生的表现作简单点评。
6. 讨论(Discussion ):培养学生的批判性思维能力
(1)学生表演完后,就故事的主题(Be yourself)进行提问和讨论,循序渐进,层层深入。通过以下问题引导学生理解故事主题(可以把以下问题放在PPT 上显示出来,让学生分组进行讨论,问题前的关键词语不要在PPT 上显示,此处仅供教师参考):
RECALL Did the other actors like Walrus earlier in the show?(Definitely not.)
RECALL What was the audience’s attitude towards Walrus?(They cheered for Walrus’s funny performance. )
IDENTIFY CAUSE AND EFFECT Why is there such a difference?(They see things differently.) EVALUATE What can you learn from the story? (Everyone has his own strengths and weaknesses. )
(2)把学生分成小组,结合故事内容和自身经历讨论以下问题,然后检查讨论结果(如每个小组出一位代表发言)。
How can you cooperate with others and be yourself at the same time?
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)别人讲话时不得打断、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。鼓励学生在该环节畅所欲言。
7. 拼读练习(Phonics Practising):培养拼读意识,掌握拼读技能
选取一组具有相同拼读规律的单词,如dare ,stare ,罗列在黑板上,让学生从中找发音上的规律,然后给几个含有同一字母组合的新单词如flare ,glare ,让学生拼读,以此增强学生的拼读意识。可从下表中选取几组单词听写,具体数量视课上时间而定。该环节最多占用课堂时间2-3分钟。
do skating
do tumbling
do singing
do diving
light
night
sight
right
show
snow
row
low
properly
really
surely
truly
sweetly
beautifully
wish
blush
splash
splosh
whoosh
forwards
backwards
dare
stare
tail
wail
8. 词汇学习(Vocabulary Development):有意义的词汇学习
鼓励学生根据图片和上下文语境(context )了解词汇的意义。让学生通过归纳总结与故事题材或某一意义有关的单词巩固对词汇的掌握。该部分不必刻意独立出来,可融入以上其它环节中。如:请学生找出与表演(show )相关的单词,可以mind map的形式呈现。
9. 布置作业(Homework )
(1)写作(任选一题)
①读完本故事,请学生写一个自己喜欢的动物的小故事,可以借鉴作品中的词汇和描写手法,力求具体、生动。鼓励多写(如写到100词)。
②根据故事的内容写一篇摘要(summary ),不少于100词。
(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:
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?
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?
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? 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?
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?