編制學案延伸課堂 解讀文本升華閱讀
2012-12-31 00:00:00王曉琴
中學教學參考·語英版 2012年9期
一、 教學內容分析
本課時教學內容為Unit 4的閱讀篇章“She said helping others changed her life.”講述的是一名大學畢業生在貧苦山區支教的感人事跡。
《英語（新目標）》教材從八年級下冊開始每個單元后設置一個篇幅較長的大閱讀，每篇閱讀都教授一項閱讀策略（Reading Strategy），本課時的閱讀策略是“根據上下文猜測詞意（Using Context）”。
同時在語言上，每篇閱讀都是其所在單元語法現象的一個再復習。Unit 4的語法重點是間接引語，此閱讀文章中通過呈現前幾個課時學習的直接引語和間接引語，進一步加深學生對該語法現象的理解和運用。
二、 教學目標分析
（一）知識目標
1. 學生理解以下詞匯：graduate， rural area， thin air， fortunately， dormitory， influence.
2. 學生掌握以下詞組和句式：ving ... may not sound (like fun) to ... However， ...
There’s no difference between ... and ...；open up sb’s eyes to ...；give sb a good start.
3. 學生進一步掌握間接引語的用法。
（二）能力目標
1. 學生學會在部分詞語缺失的情況下理解文章大意；
2. 學生學會利用上下文推斷陌生詞匯的意思。
（三）情感目標
1. 學生進一步強化對志愿者工作意義的認識；
2. 學生進一步鍛煉與同伴或小組合作、交流的能力。
三、教學設計
（一）課前學案設計
課前學案設計設計說明
1.了解學習內容
本課時學習內容是 Unit 4 Reading: She said helping others changed her life.
2.明確學習目標
(1) 在部分詞語缺失的情況下理解文章大意；
(2) 利用上下文推斷陌生詞匯的意思；
(3) 進一步掌握間接引語的用法；
(4) 進一步強化對志愿者工作意義的認識；
(5) 進一步鍛煉與同伴或小組合作、交流的能力。
學生在課前明確學習內容與目標
3.自主先學
以下這些名稱分別是哪些機構或組織？① 請通過查閱教材單詞表和詞典將它們名稱的中文寫出來，如果是縮寫請寫出英文全名；② 帶＊號的組織分別是做什么的，請連線。
4.學法點撥
不查詞典，你能猜出下列句中畫線詞的意思嗎？
（1）By the end of 1995， more than 60，000 deaf and dumb children had received training in hearing and speaking.（ ）（ ）
（2）I took a book from the library shelf and began to read.（ ）
（3）Mother was tall， fat and middleaged. The headmaster of the school was an older woman， almost as plump as mother， and much shorter.（ ）
（4）—Would you like beef or pork in your noodles?
—Oh， please put no meat in my noodles.I’m a vegetarian.（ ）
我是通過 來猜測詞義的。
5.課前思考
(1)Does every student in China go to school? If not， why can’t they go to school?
(2)Do you know of any volunteer groups or any people who like helping others? Please write as many names as you can think of.
e.g. “Little Cabbage” (Xiao Bai Cai) at Shanghai Expo; Smile Angel Foundation (嫣然天使基金)
(3)What do you think of doing volunteer work or helping others? Draw your point on this line:
↑very interested， always ready to do some
↑dont mind， Ill do it if Im asked to
↑not interested; it takes up too much time， energy and sometimes money
詞匯的前置性學習：
通過課前自主學習，學生預習一部分課中會碰到的生詞，掃除課中理解障礙。
閱讀策略的前置性學習：
通過幾題上下文猜詞的練習，讓學生對本課時的“閱讀策略”進行預習，為課堂上的學習搭建橋梁。
課前思考題與文章的主題相關，通過學生的已有認知來為進入本課學習作情感上的鋪墊。
數軸代表著對志愿者工作的感興趣程度，由左側往右程度遞減。學生被要求在數軸上標出自己感興趣程度的位置。待到本節課上完，教師會讓學生重新回到這條數軸，看他們的興趣程度會否改變：如果他們畫的點能向左側移動，就說明本節課的情感目標達到了。
（二）課堂教學過程設計
步驟1：教師帶學生核對課前學案第3、4部分的答案，同時對第4部分各題的解題方法進行說明；教師總體歸納第5部分學生完成情況。
設計說明：教師將課前自主學習情況進行講評和小結，為新課做好準備。
步驟2：引入。幻燈片上顯示著名的“希望工程”宣傳照——“大眼睛女孩”，問學生能從照片中看出什么。學生們能答出她很渴望學習、她的教室環境很差，于是教師講述故事：多年前這張照片一發表，國人看到貧困地區的孩子渴望學習的眼神，紛紛伸出援助之手幫助他們完成學業。“大眼睛女孩”在熱心人的幫助下已經讀完大學，現在一家銀行工作。
設計說明：由一個典型的“希望工程”的事例引入主題：From her story we can see others’ help changed her life. Then do you think helping others can also change one’s life? 由此過渡到本節課的課文標題:“She said helping others changed her life.”
步驟3：學生第一遍閱讀，理解文章大意，并搭配各段落的大意。
Paragraph 1 A. Things Yang Lei can do for the students.
Paragraph 2B. Introduce the volunteer program.
Paragraph 3C. Tell how much she liked the work.
Paragraph 4D. Tell what Yang Lei’s life was like in the mountain.
Paragraph 5E. Tell something about the students there.
設計說明：以此訓練該閱讀課的Reading Strategy——First read for meaning， not for detail.
步驟4：引導學生第二遍閱讀，將文中缺失的詞語放歸正確的位置；通過上下文猜詞法理解以下詞匯，選擇其正確的意思。核對答案時教師就如何從上下文中尋找有效信息作說明和指導。
△ graduate （C）
A. someone who is going to college
B. someone who is studying in college
C. someone who has finished college
△ rural area （A）
A. the countryside B. the city
△ thin air （B）
A. air with less fat
B. air with less O2
C. air that is not clean
△ fortunately （B）
A. however B. luckily C. probably
△ domitories （A）
A. rooms to sleep in
B. rooms to study in
C. rooms to play in
△ influence （B）
A. 發展 B. 影響 C. 回憶
設計說明：引導學生學會運用context來幫助理解閱讀中碰到的生詞。教材中僅給出了using context的閱讀策略建議，但沒有給出相關的練習來指導學生，所以這里就需要教師在充分研究教材的基礎上進行創造、設計。以上6組是筆者從課文中“挖”出來的帶有典型上下文的新詞匯，該練習能訓練學生閱讀策略。
步驟5：學生完成課本第33頁的練習3a，將自己的生活和山區孩子的作對比。
對比后可得出結論：So teaching and living there for one year does not sound like fun to you， does it?
教師抽出重點句型：(Teach)ing ... may not sound (like fun) to you. However， ...
然后給出兩組句子讓學生做句型轉換操練：
例1. Many students hate to wear school uniforms. But in poor villages children don’t even have enough clothes to keep warm.
→ Wearing school uniforms may not sound like fun to you. However， ...
例2. Some of us spend a lot of money on buying snacks， mp3 and cellphones. But in some rural areas children can’t even pay for school education.
→ Buying snacks /...may not sound difficult for you. However， ...
設計說明：此處的重點句型操練從形式上看是語言知識的練習，但其實句意所要傳遞的信息與3a的對比練習是一脈相承的，都是意在給學生一個情感態度的沖擊，為接下來探討文章主題作準備。
步驟6：文本深層解讀。Yang Lei said helping others changed her life. HOW DID IT CHANGE HER LIFE?
為幫助學生們理清思路，教師同時給出5個小問題幫助他們思考（題目見后）。
Q1: Life in the poor village doesn’t sound like fun， but why did Yang Lei decide to go?
Q2: Does she get on well with the students there?
Q3: What could Yang Lei do to help the students there?
Q4: How did Yang Lei like her teaching experience?
Q5: Why did she plan to return to the rural area?
設計說明：這5個問題是基于課本第33頁3b中4個問題的再創造和升華。3b中的問題僅是復習間接引語，而筆者設計的這些問題不僅需要用到間接引語，同時還可以從回答中歸納出志愿者工作的意義，巧妙地將知識目標和情感目標一起實現，一箭雙雕。具體如下：
Q1: Life in the poor village doesn’t sound like fun， why did she decide to go?
Answer: She said young people today needed to experience difficult things.
導出：She gained new experience and felt needed.
Q2: Does she get on well with the students there?
Answer: The students say the volunteer teachers are like big brothers or sisters to them.
導出：She made new friends and had fun.
Q3: What could Yang Lei do to help the students there?
Answer: She said she could open up her students’ eyes to the outside world and give them a good start in life.
導出：She made others’ lives better.
Q4: How did Yang Lei like her teaching experience?
Answer: She said she enjoyed her time very much. When her year was over， she said she would return to the area.
Q5: Why did she plan to return to the rural area? Isn’t one year enough?
Answer (同時導出): She wanted to spend time doing what she really liked.
從問題推導出的結論可以發現，在成為志愿者幫助山區的孩子后，Yang Lei有了一個 richer and happier life，這也就回答了“How did helping others changed her life?”文章標題被清晰解讀。
同時，從各結論中歸納的“To gain new experience and feel needed；To make new friends and have fun；To make others’ lives better； To spend time doing what you really care about” 就是the meaning of doing volunteer work。
步驟7：在文本經過深層解讀、文章主題得以剖析后，學生重新回到課前學案上的那條數軸，并標出他們在學習完這篇課文后對志愿者工作新的看法的坐標點。
設計說明：一篇好的課文和對其深入的解讀能對學生們的價值觀、情感態度產生良性、正面的影響，原先的坐標點會否朝左側移動是此課時的情感目標有否達到的直接體現。
步驟8：讀后活動。學生在課本第33頁Section 4的四個志愿者組織中選出他們愿意參與的組織，并將原因陳述給同伴聽。聽者做好記錄然后將同伴和自己的想法匯報給全班，其中必須用到若干本課文中學習的新句式。
Volunteer groups:
UNICEF
WWF
Doctors Without Borders
Greenpeace
New patterns and expressions:
ving ... may not sound (like fun) to you. However， ...
Theres no difference between ... and ...
a good influence
open up sb’s eyes to ...
give sb a good start
匯報的模式如：*** said she would like to work for ...， because she thought ...
As for me， I would like to ...， because I ...
設計說明：此設計讓學生鞏固詞匯，加強與同伴合作、交流的能力，并再一次復習間接引語，同時將已經形成的情感態度在實際語言運用中體現出來。
步驟9：Homework.完成課后學案。
設計說明：學生將知識目標、情感態度、閱讀策略等加以內化，并及時對本節課的學習情況作自我評價。
（三）課后學案設計
※自我評價
How well did you do in this class? Color the stars. ★☆ for “Not bad”; ★★ for “Very good”.
（1）在部分詞語缺失的情況下理解文章大意；☆ ☆
（2）利用上下文推斷陌生詞匯的意思；☆ ☆
（3）進一步掌握間接引語的用法；☆ ☆
（4）進一步強化對志愿者工作意義的認識；☆ ☆
（5）進一步鍛煉與同伴或小組合作、交流的能力。☆ ☆
※知識鞏固
Can you finish these sentences with the new words we just learned today?（題略）
※小試牛刀
Can you understand the underlined words according to the context?
（題略）
※大展身手
Please choose one task that you would like to do after class：
1. Do you feel like starting a new volunteer group? What would your group do? Please make a poster to tell us about your plan. Don’t forget to give your group a nice name!
2. In the coming Qingming Holiday， would you volunteer to do something helpful for your community? Write what you have done and how you feel.
四、總結
此教學設計包括課前學案設計、課堂教學過程設計和課后學案設計三部分。學案的設置貫徹了“生本理念”，將課堂教學向課前和往課后延伸，培養了學生學習的主動性和自主性；課堂教學以課文文本為根本，以課文標題為主線，教師設計活動訓練學生掌握閱讀策略、解讀文本、提升情感，將知識、策略、文本、情感有機地結合在一起。
（責任編輯 周侯辰）
