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(原创)课堂观察———评温宏娟老师执教《The Touchstone》的课  

2010-09-16 20:42:39|  分类: 教育园地 |  标签: |举报 |字号 订阅

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听温宏娟老师昨日下午执教的《The Touchstone》的课后,禁不住从心底呼出一个非常痛快的词“扎实”!有人认为公开课总有那么一点“作秀”的味道,但当我们亲身感受温老师执教的这堂课时,我们却发现老师的一切教学行为都显得是那么的实在,大家都不由自主地发出赞叹,这样的阅读课才是真正意义上的阅读课。听说课后许多老师想提笔写评课报告,内心已触发课堂观察的灵感,可还是觉得无从下手,只是觉得课的确上得好。那么,现在就由老壶细细道来。

一、简练明快的导入

一两句Greeting后,老师手上出现了一块鹅卵石pebble,屏幕上出现两块金属metal,老师问,Do you believe that the pebble will turn the metals into pure gold when it touches them? 学生的回答自然是否定的。老师用pebble轻轻触一下屏幕,当然这是精心设计过的,画面上立刻出现了闪闪发光的金块,好象这pebble真的具有魔力了,还没等学生和听课者看清楚,今天要上课的阅读课的标题就打出来了,A Touchstone。就这样,学生在极其深刻的直观印象中,以高度集中的注意力,开始今天的阅读课之旅。

二、有效的阅读,层层递进。

一读故事大概,我暂且把这种读书方法叫做扫读。老师开始引导学生带着问题阅读,完成下列内容。

The main idea of the story:

Who: ______________

Where:______________

What: ________________________

把三个空所填的词连起来就是今天要学的主要故事内容:

A poor man / on the seashore / tried to find the touchstone.

 

二读文章结构,The structure (结构) of the passage:

Part 1 Beginning 第123个自然段,学生答出这节主要是讲The secret of the touchstone.

Part 2 Body  第456自然段,学生答出The man tried to find the touchstone.

Part 3 End   第78自然段   学生在老师帮助下答出The lesson(启示)of the story.

 

三读词义,在上下文的语境中,辨识并“读”出生词的意义来,可谓巧妙之极!

Put the sentences to the right places to complete the text:


bought it for a few  coppers                           Coins or bills

学生在语境中获知coppers 就是 coins


It was a thin strip of vellum                    Piece of paper or piece of metal

同样由情景得知, thin strip of vellum 是piece of paper


The touchstone was a small pebble                    Metal or stone

Pebble这个词早已不是生词了,因为老师一开始就已经用实物pebble变了一个“魔术”,因此,pebble是一种石头,自然就记住了,况且是实物显示,“鹅卵石”也植入脑海了。


So it is with opportunity  .                            Habit or chance

用同样方法,让学生领悟到opportunity 是chance的意思。

    四读难句,Appreciate the sentences 通过阅读,让学生欣赏学习这些词句和用法。

1. When the great library of Alexandria burned, the story goes, one book was saved.

  The story says that when the great library of Alexandria burned, one book was saved.

  叫两个学生把the story goes译成中文,也有趣得很。

2. The real stone would feel warm, while  ordinary pebbles are cold.

  这句有两个词需要弄懂,老师分别用but 和usual 解释,并说明“while” here is used to show contrast, comparison对比。

3. The days stretched into weeks and the weeks into months.

  对stretch 的认知,老师是提供两个选择项让学生判断哪一个正确,make it longer or make it shorter, 在以下的句子帮助下,自然而然地找到了正解答案,stretch原来就是make it longer的意思。

  Time flied! The days passed, the weeks passed and the months passed.

 

五读以上三个已经分析的句子,加强记忆。

1. When the great library of Alexandria burned, the story goes, one book was saved.

2. The real stone would feel warm, while a ordinary pebbles are cold.

3. The days stretched into weeks and the weeks into months.

 

三、深化阅读,读出“味道”。

教师提问:

What was a touchstone?

How is the touchstone different from ordinary stones?

Did he find the touchstone?

Did he get the touchstone?

学生在回答完这些问题后,教师概括,Yes, he did find the touchstone, but he didn’t get the touchstone. 紧接着问道:Why didn’t he get the touchstone?

学生通过阅读很快又找到了答案:He had formed such a strong habit of throwing each pebble into the sea that when the one he wanted came along he still threw it                        away.

这时老师非常巧妙地引出句型:

So it is with opportunity.

So it is the same with opportunity.

把滑溜溜的鹅卵石pebble巧妙地比作机会opportunity,一不留神就会从指缝间溜走。让学生再读用opportunity代替pebble后的这一段:

He had formed such a strong habit of throwing each opportunity into the sea that when the opportunity he wanted came along he still threw the opportunity away.

阅读至此程度,这篇文章的境界全出焉!老师因势利导,又非常及时地组织活动:

Group Discussion& presentation:


What is the habit in the passage?
Do you think it is a good habit or bad habit?
Why do you think it is bad/good?
How can we get rid of (改掉)this habit?

讨论并呈现后,教师再在此基础上进行教育上的升华,让同学们一起学习几个谚语:

Opportunity knocks only once.

机不可失,时不再来

Opportunity favors(垂青) the people who ___are careful___________________.

                                  treat each opportunity carefully

We should be careful with each opportunity.

True “touchstone” of a successful life

       成功人生的“点金石”/信条

有前面这么多对opportunity 的careful 作铺垫,这时,老师讲Lesson (启示) of the  passage,可谓是水到渠成。

Unless we are vigilant, it's easy to fail to recognize an opportunity when it is in hand and it’s just as easy to throw it away.

生词vigilant 用careful置换,也就顺理成章了,而recognize则用know 所代替。最后老师又概括If we are not careful, we may lose an opportunity easily.

课上到这儿,已相当完美地完成了任务,而温老师远没有至此打住,她关注的还有学生通过阅读理解后的言语输出活动,进一步巩固学习内容,于是她设计了一个

Role Play:

Student A , who just enjoyed the article wants to introduce this article to Student B, who hasn’t read it yet.

A: Hi…I just read an amazing article.

B: Really? What/ the title?

A:…               B: Sounds interesting! What/it/ about?

A: …(who/what/where)

B: Find the touchstone! Did he find it?

A: …              B: Why?

A: …              B: What a pity! He should be …

A: Yes. It is the same with opportunities, because I think…(try to share your own idea)

B: I can’t agree with you any more.

要求学生会使用以下句子:

What is the title?

What is it about?

It is about a poor man who tried to find the touchstone on the seashore.

并对最后一句because I think…(try to share your own idea) 有更多的发挥。

这时,下课铃响了,我在想,假如这节课能再有几分钟的语言活动,效果可能会更好,这四十分钟是多么的珍贵啊!回顾教学全过程,老师与学生都是全部投入,充分利用时间,也就是说在充分利用每一分钟的机会,应验了这篇课文的启示作用,相得益彰。

     作业布置得也饶有趣味,下一节课就这个话题还能继续走得更远。

Homework:

After-class reading

(The story about the poor man is to be continued. Read the second part of the story about what happened next)

我经常在想,如果大家都是四十分钟做文章,课后都不加班加点,全由学生作主,那么谁教出来的质量更好呢?谁会把学生的学习兴趣延伸至课后而使他或她更自发地、更自觉地对这门课感兴趣从而学得更好呢?这个答案不用我说了吧?切实减负需要我们上课质量,可我们有些老师却疲于奔命,课堂不足课外补,当然这绝不是我们一门外语科的问题,是所有科目的共同问题,于是出现抢学生时间,抓学生“壮丁”,各科超量布置作业,把学生打造成为作业的奴隶,考试获得高分的机器,岂不悲哉!我组织这样的活动,尽管改变不了这些残酷的现实,但有识之士应该能看到这些蕴含在其中的功德的!

    最后我想说的是,温老师优秀的语言素质和丰富的身势语言,“温而不火”的从容的教学风格以及对学生富有磁性一样的教学艺术等是上好这堂课的保证,而这一切需要我们平常经常性地磨练和教研组的共同探讨。

“星光大道”总第六场比赛在高中七十多位、初中六十多位英语老师的参与见证下结束了,然而过程是主要的,结果是次要的。希望这三堂课激发大家更多的思考,让老壶的点评成为一杯香茗,供大家在每一过程中享受,也希望更多精彩的评论文章和教学论文象鲜花般开放,一路芬芳,伴随我们走下去。

 

附教学文章The Touchstone

 

When the great library of Alexandria burned, the story goes, one book was saved. But it was not a valuable book; and so a poor man, who could read a little, bought it for a few coppers.

 

The book wasn't very interesting, but between its pages there was something very interesting indeed. It was a thin strip of vellum on which was written the secret of the Touchstone!

 

The touchstone was a small pebble that could turn any common metal into pure gold. The writing explained that it was lying among thousands and thousands of other pebbles that looked exactly like it. But the secret was this: The real stone would feel warm, while ordinary pebbles are cold.

 

So the man sold his few belongings, bought some simple supplies, camped on the seashore, and began testing pebbles.

 

He knew that if he picked up ordinary pebbles and threw them down again because they were cold, he might pick up the same pebble hundreds of times. So, when he felt one that was cold, he threw it into the sea. He spent a whole day doing this but none of them was the touchstone. Yet he went on and on this way. Pick up a pebble. Cold - throw it into the sea. Pick up another. Throw it into the sea.

 

The days stretched into weeks and the weeks into months. One day, however, about mid-afternoon, he picked up a pebble and it was warm. He threw it into the sea before he realized what he had done. He had formed such a strong habit of throwing each pebble into the sea that when the one he wanted came along he still threw it away.

 

So it is with opportunity.

 

Unless we are vigilant, it's easy to fail to recognize an opportunity when it is in hand and it's just as easy to throw it away.

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