黑布林英语阅读 The Bully说课稿

OpeningDistinguishedjudgesanddearteachers,goodmorning.I’mChenchenfromQingdaoUniversityBilingualExperimentalSchool.ItismygreathonorandpleasuretosharemylessondesignofthebookThebullywithyou.NailGaimanoncesaid“Abookisadreamthatyouholdinyourhands.”Readingallowsreaderstostepoutoftheirownlivestoexperiencethelivesofothersand,inturn,toenrichthemselves.ThebookIchoseisTheBullyfromLevelAofHelblingReadersthethinkingtrainseries.AndtodayIamgoingtotalkaboutmylessonfromthefollowingsixaspects,standardsandtheory,teachingmaterialanalysis,students’analysis,teachingobjectives,teachingproceduresandthereflectionofthislesson.TeachingconceptsFirst,let’stakealookatthestandardsandtheory.InordertodevelopourstudentsintoEnglishcommunicatorswithcompetence,herearethestandardsandtheoryIfollowedinmylessondesign.Nowadays,Englishclasseshasgraduallyshiftedfromknowledgeorientationtothecultivationoflanguageability.AccordingtoEnglishreadingliteracydevelopmentgoalsforprimaryandsecondaryschoolstudentsinChina,asteachersweshouldhelptoimprovestudents’readingabilityaswellasreadingcharacter,aimingtosolvethepracticalproblemsintheirlife,combiningwithBalancedLiteracyApproachwhichpromotecompleteliteracydevelopmentamongstudents.Teachersshouldcloselyfocusonteachingobjectives,takethematicmeaningexplorationasthemainlineofteachingactivities,anddesigneffectiveEnglishlearningactivitiesforstudents.Ialsorefertosocial-emotionallearningframeworkwhichisvitalforstudents’interpersonalskillsinschoollifethatmatchesthethemeofthebookIchose.TextAnalysisTheteachingmaterialIchoseisabooknamedTheBully.ThisisthesecondbookfromlevelAofHelblingreaders:thethinkingtrainseries.Thisisafictionbookwhichconveysthethememeaningthatweshouldbekindtoeachotherandlearntoapologizereadilyandlearntoforgiveothers.Anotherimportantpointistostandupforyourselfandsay“NO”tobully.WHATThemaincharactersinthestoryareLisaandCharlie.Theyareclassmates.Lisaisniceandfriendly.Charlieisstrongbutrude.Andforthesetting,thestorymainlysetsintheschoolandclassroom.AndalsoinLisa’sandCharlie’shome.Inthebeginningofthestory,Charlieisnotnicetohisclassmates.Allchildrenarescaredofhimbecausehealwaysdoesannoyingthingstoothers.Forexample,hetakesEmily’sruler.HethrowsBen’seraseroutofthewindowetc.Inthemiddleofthestory,Charlieinvitesallchildrentohisbirthdayparty.Itissobeautifullydecorated.Butnobodycomes.Heissad.NextMonday,hesayssorrytoallthechildrenandgiveseverythingbacktothem.Intheend,heisinvitedtoLisa’sparty.Everyoneishappy.SoisCharlie.HOWNow,let’stakeacloserlookatthisstory.Thisstoryisanarrative.Thestructureisverywell-organized.Theplotisverylogicalandclearandfullofupsanddowns.Whilereadingthestory,wecanfeelthestrongcontrastbetweenthebeginningandtheend.Thelanguageinthestoryisveryvivid.Therearemanyactionsverbswhichhelpstudentstovisualize.Wecanalsoseemanyspeechbubbles.Theusageofdirectspeechmakesthereadersfeeltheemotioninastraight-forwardway.Thesentencepatterncomesinarepetitiveway.Forexample,thebooksays“It’sMonday.Charlie’sintheclassroom.Lisa’stheretoo”.And“It’sTuesday.Charlie’sintheclassroom.Ben’stheretoo”.And“It’sWednesday.Charlie’sintheclassroom.Emily’stheretoo”.Fromthespeechbubbles,wecanalsoseethepatternlike“Look,Lisa.I’mstrong!Icanbreakyourpencil”.“Look,Ben.I’mstrong!Icantearupyourdrawing”.“Look,Emily.I’mstrong!Icantakeyourruler”.Allthechildrenreplyinthesamesentence“No,Charlie!Pleasedon’t!”RepetitionmakesthestoryeasytounderstandandalsoverypersuasivetoreadersthatCharlieissonotniceandchildrenarescaredofhimbecauseofareason.Besides,theillustrationsofthisstoryareveryvividandcolorfulandmostimportantly,veryinformative.Studentscangetsomuchinformationfromthepictures.Likeonthispage,CharlietearsBen’sdrawingofahorse.Whenhereturnsthedrawing,itisadrawingofthemtwotogetherandlabelsfriends.SofromherewecanfeelCharliereallywantstostartoverandbefriendswithhim.WHYThereasonwhyIchosethisbookit’sbecausethroughthebook,studentswillthinkaboutwhatfriendship,kindnessandforgivenessare.Meanwhile,theywillalsolearnthatbeingmeanortobullyotherswillbeconsequences.Thethemeisclosetostudents’schoollifesoitcanhelpstudentstosolvesimilarproblemsconstructivelyintheirreallifepractice.Anotherimportantpointistostandupforyourselfandsay“NO”tobully.StudentsAnalysisFormyGrade3students,theirself-awarenessbeginstodevelop.Theystarttorealizetherelationshipbetweenothersandthemselves.Whilelearningthisstory,studentscanlearnfromhowCharlieidentifiesanddealswithhisemotions.Andforthirdgraders,itisthecriticalperiodforthemtoformtheirself-confidencesoteacherandpeersneedtogivepositivefeedbacktokeepthemgoingon.Asfortheirlearningstyle,atthisstage,theyaresensitivetoconcreteimagesandsounds.Inthisstory,therearemanycolorfulandvividpicturestoarousetheirinterest.Also,theyareinterestedinnewthings.Untilnow,theyhavealreadylearntvocabularyaboutschoolthings,feelings,anddailyroutinesetc.Theycansaysomesimplesentencesandaskquestions.Basedontheirvocabularyandsentencepatterns,theycantalkabouttheplotandshareideasorthoughtstowardsthestory.Theyhavemasteredsomebasicreadingskillslikemakingpredictions,problemandsolutionwhichcouldhelpthemtoanalyzethestory.Andtheycanpreliminarilycarryoutindependentandcollaborativelearning.Thethemeistiedcloselytostudents’life.Theymightalsocomeacrossthesamesituationhappensinthebook.Sothisistheperfectstoryforthemtolearntosolvetheconflictsbetweenthemselvesandtogetalongwiththeirfriends.Asextensiontothestory,Ialsowanttotellthemtherightthingstodowhenthereisabully.TeachingObjectives:Basedonthestoryandmystudents,herearemyteachingobjectives.First,studentswillbeabletounderstandthestory.UnderstandhowisCharliedifferentattheendofthestoryfromthebeginningofthestory.Secondly,studentswillbeabletounderstandthestoryindepththroughclassactivitiesandquestionstoanalyzeandclarify.Thirdly,Studentscanmakeconnectionstotheirownlivesandapplywhattheyhavealreadylearntinreallife.Andlastly,studentscanlearnthelessonandvalueofthestory.Fortheimportantpoints,studentsmustunderstandthestoryatfirstplace.Iwouldlikethemtoexpresstheirideasandthoughtstowardsthestoryinclass.Inordertoachievethese,Iwillguidestudentstoreadthewordsaswellasthepictures.Ialsousepicturesandgifstohelpstudentsmasterkeypointstounderstandthestorybetter.Torecapthestory,Iletsequencethepicturessotheyhaveawholepictureofthestory.Forsharingpart,Ialwaysgivethemlanguagescaffoldssotheyhavesomethingtorelyonwhilesharing.Allofthesewillcontributetothesuccessoflearningthelessonofthestory.Forthedifficultpoints,firstistomaintainstudents’readinginterestsandkeepthemthinking.Iwilldesigndiversifiedquestionstokeepstudentsthinkingthroughoutreading.Also,tounderstandthestoryiseasybuttointernalizeanduseitinlifepracticeisnoteasy.Throughmakingconnections,theycanmakeconnectionstothemselvesandthebookwehavereadeasily.Iwillalsoletstudentsdoroleplay.Thinkabout,WhatdoyouwanttosaytoCharlie?HowwillCharliereact?Ialsowantthemtoknowwhattodowhenthereisbullywhichcanhelptheminreallife.TeachingproceduresHerearemyteachingprocedures.Idividedintothreeparts.Pre-reading,while-readingandpost-reading.Forpre-reading,firsttheywilldoawarming-up,studentswillconnecttotheirlifeexperiencebylookingatthepicturesandtalkingaboutthequestions“Doyoulikeyourschool?Why?Whoisyourbestfriendinyourclass?”Byansweringthesetwoquestions,theywillactivatetheirpriorknowledgerelatedtothethemeandhaveageneralideaofthetopic.Then,Iwillshowstudentsthebefore-readingpage,studentswillknowsomebasicinformationaboutLisa-oneofthemaincharactersinthestory.ThenIwillshowthemthecover,havestudentsidentifythetitle,authorandillustrator.Studentswillanswerthequestions“Whatcanyousee?Howdotheyfeel?”usingthelanguagescaffoldsandpredictwhytheyfeelthatway.Thisstepallowsstudentstogetinformationfromthecoverandcultivateconceptsofprintawareness.Throughthequestion,Iguidedstudenttopredictthestory.Predictionsalsostimulatetheirinterestsinreadingthestory.Forwhilereading,thewholeclasswillreadthefirsttwopageswithteacherandanswersomedetailquestionslike“Howmanyboysarethere?HowoldisCharlie?HowdothechildrenfeelaboutCharlie?Why?”Thisstephelpsstudentsbuildmorebackgroundinformationandleaveasuspenseforthemtogoonreadingthestory.Studentswillthenread11inpairsandthinkofthequestion“Whyareallchildrenscaredofhim?”Afterreading,theirwilltalktotheirpartnersandfindthedetailstosupporttheirideaandfillinthemainideaanddetailsworksheet.Thishelpsstudentstoanalysisthetextwithquestionsandstrategies.Theywillworkcollaborativelyandthisisalsoagoodwaytolearnfrompeers.Thesearepicturesofstudentsparticipatinginclassactivitiesandtheirwork.Aftertheirpairwork,teacherwillgothroughthesepagesandletstudentssharethoughts.Keypointswillalsobelearnthere.Iwillguidestudentstoreadthewordsaswellasthepictures.Ialsousepicturesandgifstohelpstudentsmasterkeypointstodeepenunderstandingofthestory.Nextpartcomestheclimaxandtheresolutionofthestory,inthispart,wewilldoguidedreading,studentswillanswerquestionsfromthecontextandthepictures.Theywillalsopredictwhilereading.ThepurposeofdoingsoistoMaintainstudents’interestandthinkcritically.Forpost-readingactivities,first,studentswillrecapthestorybygoingthroughthestoryelements.Theywilltalkaboutwhothecharactersare,whatthesettingsare.Fortheplot,studentswillsequencethepicturestohaveageneralpictureofthestoryandguidestudentstofeelthethematicmeaning.Herearepicturesofstudentsparticipatinginclassactivitiesandtheirwork.Thenstudentswillmakeconnections.Theywillthink“Istherea“Charlie”aroundyou?Areyou“Charlie”tosomeoneelse?”Thesecondquestionrequiresstudentstothinkreverselybecausesometimestheydon’trealizethattheyarebullyingothers.Herearetwoshortvideosaboutstudentssharingtheirexperiences.Forthisunit,wealsolearntanotherbookrelatedtothetheme“RainbowFish”.Rainbowfishisthemostbeautifulfishintheseabuthehasnofriendsbecausehenevershareshisscales.Heislonelyandsad.Theoctopustellshimtogiveawayhisshinyscales.Hegivesawayhisscalesandhasmanyfriends.Fortexttotext,afterreadingthisbook,whatdoyouwanttosaytoCharlie?Theywilldorole-playinpairs.Forthispart,studentsgettoreflectonthemselvesandlearntoseekforhelp.Roleplayallowsthemtothinkimaginativelyandinternalizethestory.Herearetheroleplayfromtwopairs.AndIwillextendthequestionlikewhatshouldwedoifsomeonebulliesme.Theywillsharesolutions.Theycangototheirteachers,parentsforhelp.Andmostimportantly,theyhavetoknowthattheyshouldbebraveandstandupforthemselves.Say“NO”tobully!Thelastpartistosublimatethethematicmeaning.deepenstudents’socialemotionallearningandnurturestudentswithpositivevalues.Forhomework,studentswilllistentoandreadthestory.Theywillalsofinishabookreporttorecapandreflectthestory.Andlastly,readmorebooksrelatedtothetheme.ThereasonwhyIdesignthehomeworkthiswayisthatfirsttheywillreviewthestoryathome.Finishingthebookreportwillallowthemtothinkcreativelyandreadingservesasextensionoftheclasstoletstudentsreadmore.Here’soneofthestudents’bookreports.Thisismyboarddesign.Idesigntheboardaccordingtothestoryelements.Characters,settingandplot.AndthethememeaningispresentedonAnotherboard.TeachingreflectionLastly,Iwouldliketosharemyteachingreflections.Firstisaboutthequestiondesign.WhenIfirstdesignthesecondquestion,IthoughtIfoundareallygoodpointtocutin.Butintheclass,nomatterhowIguidedthestudents,theyjustsayIamnotrudetoothers.IamnotCharlie.Ibelievetheyhavesuchkindofexperiencetheyarejusttooshyorembarrassingordon’