典范英语Good English 第七册17 拓荒女孩劳拉·因格尔斯·怀尔德的故事

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《典范英语》(7_17)教学参考
Pioneer Girl: the Story of Laura Ingalls Wilder 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:培养学生坚强、勇敢、乐观的开拓精神;培养学生面对生活的积极心态和战胜困难的意志力;让学生深刻体会家的含义。

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
提出与故事相关的问题请学生回答,如:
Have you had any adventures in a wild place?/Have you ever been camping in a wild place like in the woods?
Who can describe your camping/adventure experience?
Have you heard of Laura Ingalls Wilder?
教师出示Laura Ingalls Wilder的照片,对其作简要介绍,然后回归故事内容。

Laura Ingalls Wilder lived in America 130 years ago. She wrote many popular children’s stories. Laura’s family were pioneers and she had many adventures as they travelled through woods, over prairies and across rivers in their covered wagon. She wrote the stories based on her adventure experience.
2. 朗读(Reading aloud):朗读与思考相结合
(1)检查学生朗读。

Laura Wilder began this very story with experience in the little house in the big woods. What happened when her family lived in that house? 请几个学生朗读第1章节(P5-P9),要求以不同的情感朗读出故事中的乐事和不易。

(2)让学生选择喜欢的章节大声朗读。

What impresses you in other chapters? Tell us what that part is, read it aloud to us and then let us know why you love that part. 提醒学生注意模仿录音中的语音语调。

读完后,要求学生用英语说一说喜欢的理由,教师给出反馈并提炼出有用的关键词按章节记录到黑板上,以充实下面复述故事用的notes。

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
You have read some impressive incidents. Now make use of the key words I put on the blackboard and make more notes to retell the story. You are suggested to make a list of the key events according to each house here(show PPT). 首先让学生以notes的形式结合上个环节中教师列在黑板上的关键词,列出每一所房子里发生的主要事件,如:
●Little House in the Big Woods —Ma slapped a bear
●Little House on the Prairie —Pa hunting, Indians, cornbread
●Our House on Plum Greek —my greatest enemy, a sad time(grasshopper ate up all
plants; blizzards froze us; the baby boy died; Mary was ill)
●Town on the Prairie —the worst winter(cows’ heads frozen to the ground; snowstorms
lasted all day and night; the family huddled around the stove)
然后请学生根据自己的notes复述故事,可以在全班复述,也可以分组复述。

可以此开头:My family lived in the big woods in Wisconsin. It was a little log house. The big woods were wild and dangerous and my mom once slapped a bear...(参见英文教案Teaching Notes)
4. 讨论(Discussion):培养学生的批判性思维能力
结合故事提出问题(1)请学生自由回答。

如果时间允许,可以就第二个问题组织自由辩论赛。

学生分为两大组,即正方和反方。

鼓励学生从多个角度为本组论点寻找论据。

然后教师导入第3个问题: I believe the author had enjoyed being a pioneer as long as she could stay with her family. She always had a sweet home no matter where the family moved. How do you understand home? 请学生讨论,讨论后,每组请一位代表发言,教师给出反馈与引导。

(以下问题前的关键词仅供教师参考。


(1)IDENTIFY CAUSE AND EFFECT Why did the family move from place to place?
Because the pioneer father kept on taking his family to explore new places.
(2)EV ALUATE Would you have enjoyed being a pioneer like the writer? Why or why not? (3)EXPLAIN What is home in your opinion?
Home is a cozy place. Home is a safe haven. Home is where you may shed tears while smiling. Home is somewhere full of love and happiness. Home is anywhere as long as you stay with the people you love …
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。

5. 语言欣赏(Language Appreciation ):体会语言之美
教师带学生简单区分fact (something is true )和opinion (believing something is true )后,请学生说出故事中另他们印象最为深刻的fact 和opinion 。

教师可强调以下事实或观点请学生欣赏(都反映了作者积极乐观的人生态度):
(1)Home was where Pa’s fiddle was hung on the wall. It was wherever Pa put up a shelf for Ma ’s china shepherdess. It never got broken.(opinion ,P29,由此启发学生体会家的含义)
(2)We were poor, but we made the best of what we had.(fact ,P30,体会作者在逆境中的积极心态)
(3)It d idn’t matter where we were. If we were together, we were happy.(opinion ,P30,让学生感受作者对幸福的理解)
6. 拼读练习(Phonics Practising ):培养拼读意识,掌握拼读技能
板书罗列下表中难度适中的几组单词引导学生发现其中的拼读规律,掌握自然拼读,做到“见词能读,听音能写”。

也可以选取几组课堂听写,但听写时切勿给汉语让学生写英文。

7. 布置作业(Homework )
(1)写作(任选一题) PRO ’S CON ’S
Yes or no? Be with her family always.
Explore new things.
Broaden horizons.
Learn things from experience
… The journey is full of dangers. They sometime risk their life. The journey may be boring. Miss many other pleasures in life. … cow now how see free tree shop stop crop deep keep sweep head bread instead fiddle middle huddle crab grab camp lamp wild child boat float deer pioneer follow willow
①读完本故事,请学生想象自己是一个拓荒者,叙述自己在一个未开化的荒野大陆
生存下来的冒险经历。

鼓励学生充分发挥想象力,描绘一个人类未知的地区,并叙述自己如何战胜自然渡过难关。

借鉴作品中的词汇和描写手法,力求具体、生动。

(参见英文教案Teaching Notes)
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:
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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