7-12-酷酷的克莱夫

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 1 典范英语 7 12 教学参考 Cool Clive 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 鼓励学生遇到困难不气馁 积极动脑解决问题 让学生明白付出劳动 才能有所收获 引导学生重视劳动与智慧的内在美 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 教师提出与故事内容相关的问题 请学生回答 如 Do you have pocket money Have you ever tried a job to earn some money all by yourself When do you want to earn money yourself 教师简要总结后 引导学生进入故事情境 Some families are not well off so they cannot afford everything their children want Some parents want their children to experience the joy and hardships of life when young so 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 2 they encourage them to earn money by themselves What is Clive s story What was his problem Why was Clive cool Let s find the answer from this story 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 教师针对每一章节提出问题 请学生尽量用自己的语言回答 如果学生遇到困难 可 以通过图片启发学生 必要时 可以找出故事中的相关段落让学生大声读出来 然后组织 答案回答问题 Chapter 1 What did Clive want badly Why He wanted the right clothes Because he wanted to look as cool as his friends Could his mum buy all he wanted No she couldn t afford them especially the trainers How did Clive feel He didn t feel good Chapter 2 What did Clive dream about He dreamed about those trainers he had seen in a shop window What would he do to get them He would get a job and earn money to buy them What was his first job Did he save enough money His first job was to deliver papers He didn t earn enough money as a paper boy Chapter 3 What was his second job Then he got the second job to walk a dog The dog was pretty hard to control How did he end up with the job He messed up his job and the dog owner was unpleased with him How did his own business end up Did he earn money He started his own business to clean cars but this business was messed up too He damaged something and paid for it He had nothing left except the messy equipment Chapter 4 What trouble did Toodles bring to the man with a bag Toodles was out of control again A man with an important bag was scared and fell into a pond Who helped save his bag His bag drifted around in the middle of the pond It was Clive who helped Why did Clive feel cool at the end of the story That man gave Clive all that he was mad about to thank him Clive wore the new clothes and felt cool 回答完以上问题后 请学生按照 Clive 的愿望是什么 Clive s dream Clive 为达 成愿望努力做了哪些尝试 Clive s efforts to realise his dream Clive 最终如何实现了愿 望 Clive s realising his dream 为线索 结合以上问题复述故事 可请两位同学按此要求 在班上进行复述 3 朗读 Reading aloud 朗读与思考相结合 在以上梳理故事内容的过程中 不难发现狗狗 Toodles 在故事情节的发展中起到至关 重要的作用 请学生分组分角色朗读有关 Toodles 的内容 即 P26 P30 和 P33 P37 要求学 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 3 生在理解故事的基础上读出故事中有趣的情景 朗读前 教师需提出以下问题请学生边朗 读边思考 What is the dog Toodles like Is it good or bad to keep such a dog 学生朗读后 简 要回答以上问题 能够自圆其说即可 4 采访 Interview 训练学生积极思考 主动质疑的能力和表达能力 承接以上环节 教师导入采访活动 If you were Clive would you thank or hate Toodles 然后邀请一名学生到台上扮演 Clive 请其站在 Clive 的立场 回答上面关于 Toodles 的问 题 然后 请其他学生围绕着 Clive 打零工 odd jobs 一事向他自由提问 如 What happened when you were a paper boy Why did you stop being a paper boy Why did you stop walking the dog Toodles Why didn t you earn much money Would you start your own business again if you got a chance Why What do you think of yourself 鼓励被采访者按照自己对故事的理解对提问进行回答 在遇到回答障碍时 教师应给 予提示和帮助 5 人物分析 Character Analysis 培养学生的归纳能力 在以上采访的基础上 教师通过提问引导学生分析故事的主人公 Clive Why did things go wrong for Clive Did he work hard Did he argue with his mum Did he make mistakes Was he careless Was he clever What do you like about him 教师把学生的观点简要列在黑板上 然后请几位学生借鉴这些关键的词句 用自己的 话来描述人物 如 young hard working careless making mistakes having good manners not retorting clever quick thinking get the important bag out of danger cool 等 鼓励学生在描述人物时 尽可能地用论据支撑自己的观点 最后 可请学生回答 Would you like to have Clive as a friend Why 6 讨论 Discussion 培养学生的批判性思维能力 结合故事主题 Solving a problem 和导入环节提出的问题 让学生分组讨论下列问题 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 讨论后 请小组代表在班上发言 CLARIFY What problem did Clive have He wanted badly a pair of trainers but his family couldn t afford the trainers EXPLAIN Why didn t Clive hunt for some lost treasure or compete for some reward to get 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 4 money Money didn t grow on trees It s more possible to work and get paid CREATE What do you suggest to Clive to earn money 可参考 Clive was too young to work If he had to he had better consult adults to check more information sources like newspapers Internet etc Be careful on each job IDENTIFY How did he get the problem solved finally He helped a man The man paid him back and gave him what he wanted for his great help Clive just had his bit of luck EXPLAIN Why was Clive cool He was confident and viewed himself as cool He got himself dressed in new clothes and he looked cool He was of great help to others so he was cool CONNECT If you were Clive would you try hard to make yourself look cool Why and How 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 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 old bold hold see tree agree dirt shirt expert end friend pretend fire wire require heap keep sleep cheap long song strong belongturn earn burn race case place use refuse excuse shoe screw through rain drain complain jazzy snazzy flashy splashy lead read feed need weed indeed jean mean clean green windscreen 语言欣赏 Language Appreciation 体会语言之美 这个故事在表达方面形式较为灵活 图片繁而不杂 在其辉映下故事情感表现得更加 饱满 气泡框 speech bubbles 在行文中的穿插使故事内容更显得生动有趣 字体的灵活 选用不仅活跃了版式 更突出了文字意欲传递的效果 而省略号 ellipsis 大写的单词 words in capital letters 等 或是让余音缭绕 给读者以想象的空间 或是强调了某一语 义 增强了表达效果 教师可在该环节引导学生着重体会故事作者如何通过语言形式来表 达人物的情感态度 增强故事内容的趣味性和可读性 如 让学生在理解的基础上朗读 Look at those trainers Mum I don t suppose P7 YES That s the job for me P25 读完后 请学生体会省略号和大写单词在语义表达效果方面所起的作用 How do they affect expression 也可以鼓励学生以说唱 rap 的形式 把 P