The Poor Shoemaker 教学设计与反思(屠彩英) - 给力英语
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The Poor Shoemaker 教学设计与反思(屠彩英)

发布:star    时间:2009-06-27 17:09:03     浏览:3211次    [划词翻译已启用]
 

Teaching Plan

School name: Fushan Foreign Language Primary School

Material: Longman Welcome to English Book 2B  Storytime  (the PoorShoemaker) 

Learners’ level: Year 4

Delivered by: Cindia Tu

 

Main points:

1. Understand single words with the help of context: e.g. shoemaker, enough, curious, stay awake, curtain.

2. Understand the basic features of a fairy tale ( e.g. elves) and the main idea of this story by reading.

3.Develop skills of interpreting, critical thinking, imagining orexpressing their own ideas while reading.

 

Procedure:

Pre-task

1. Read a little poem and find out today’s theme: Story.

2. Background exploring: Grimm’s Fairy Tales

 

While-task

1. Title

What is a shoemaker?

Why is he poor?

How pooris the shoemaker? ----He hasn’t enough money to….

2. First part of the story (Beginning)

Read the non-stopping sentences. Read in roles.

Brainstorm: If you were the poorshoemaker, what would you do?/ If you had magic power, what would you do?

3. Second part of the story

1) Look and say: one _____pair of shoes, more shoes

2) Read and match

3) Sequence and retell

4. Third part of the story

Read and fill in the blanks: curious, stay awake, hide behind the curtain

5. Fourth part of the story

1) elf-elves

2)Read and dance----elf dance

3) Let’s talk

6. Ending

Read and talk: Which is your favourite ending? Why?

Post-task:

Be a reporter!

 If this story is not a fairy tale, it happens in our real life…

 

Assignment:

1.        Prepare foracting out the story.

2.        Read other translation versions of the story and try to retell.

课后记录:

这节课原来是准备在外语节开幕式下午的校长论坛上的,很久没有上这么高规格的公开课了,心里很紧张,不得不冥思苦想,希望竭尽所能,不要给学校抹黑。正当一切准备妥贴,进入试教程序时,全球流感疫情蔓延,全国校长论坛延期,学校的公开课也暂缓。大大松了一口气的同时,刚新鲜出炉的教学设计也随之被我束之高阁,一搁就是整整一个月。临近期末,按照正常教学进度到了这个内容,再一次走近这个经典的童话故事,发现原先的设计有好多处操作性很强,通过阅读激发学生的想象力、思维能力,锻炼表达能力等方面的目标都很好的实现了。

(一)While-task的第一、二部分,针对这四个问题:Why is he poor? How pooris the shoemaker? If you were the poorshoemaker, what would you do?/ If you had magic power, what would you do to help the shoemaker? 学生思维很活跃。

e.g.

1.分析鞋匠为什么很穷(在读课文之前的猜测)Why is he poor?

--His shoes are ugly.(产品质量不高)

--His shoe shop is in the poorplace. Not many people buy his shoes.(顾客层次不高)

--His shop is in the country. There aren’t many people there. (地段不好)

--There is another shoe shop in his street. Their shoes are better than his. (出现竞争对手)

(学生的分析蛮专业的吧,很有经商的天赋哦!)

2. 想象鞋匠的贫穷程度,How pooris the shoemaker?

–He hasn’t enough money to buy food/new clothes/wood to light the fire/materials to make shoes…

--His house is broken.

--They only drink water fordinner.

--They only have one pair of trousers…

(贫穷的生活,我们的学生没有体验,但是描述很到位,应该是课外阅读的功劳吧。)

3. 换位思考,如果你是那个贫穷的鞋匠,你会怎么办?

--I would sell the curtain to buy materials formaking shoes. (Because the curtain is not necessary fortheir life.) (想出来卖家当的有很多人,不考虑后果啊~~ 这位还是比较有头脑的,挑非生活必需品先卖)

--I would just wait and do nothing. (绝望了,听天由命)

--I would sell my shoes to the rich men. They will give me a lot of money. (天真的想法,富人就一定会出大价钱~~)

4. 幻想一下,如果你有魔法,将如何帮助鞋匠?

--I would give him a lot of money/gold. He needn’t make shoes. (直接资助,授之以鱼)

--I would teach him how to make beautiful shoes. (授之以渔了)

--I would make all the people go to his shop and buy his shoes. (发动群众)

(由于给学生选择的权利,大部分学生都选择讨论后一个问题,看来在孩子们心中只有魔法能改变现实)

(二)故事主体部分,魔法生效后接二连三发生的事,我从one ____ pair of shoes入手,设计了一个根据给出的提示排序并复述的任务。学生完成得较好,能够注意到前后联系,关注小细节,复述也很顺利。

(三)新授 elf (小精灵)部分,由于设计了rhyme and dance, 学生兴趣盎然,参与积极。

(四)结尾部分,由于课文上的结尾比较简单,我把原文的结尾也搬出来,再选了另外一个版本的结尾,让学生分别阅读并说出自己的喜好, Which ending do you like? Why?

设计这个环节的初衷一是让学生能够稍微接触一点原版的故事,二是让他们体验一下文学作品的结尾的作用(揭示主旨),三是希望学生能够从不同的结尾中体会出这个童话故事的寓意。这是一个没有正确答案的问题,但是让我欣喜地是,一位平时英语学习相对较弱的学生,都能看出不同,并且选择了一个最能体现“善良,互助”的寓意的结尾作为自己最喜欢的。虽然在这一环节,学生的语言表达有限,最多会说 I like the song in this ending./ This ending is the same as the book I read. 但是我们相信他们一定有一些我期望的体验的。

 

除了以上自己认为较满意的地方,整个设计也有明显的堆砌、累赘之感,过度设计反而影响教学环节的流畅。例如因为太沉迷于让学生发表观点,一个课时的时间是不够的,我实际上用了两课时。还比如结尾的 “模仿Hot News 报道,复述课文”,操作性不强,学生也不是很感兴趣。又比如课件制作过于花哨,也不利于过程的流畅。


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