典范英语8-03-顶级跑鞋

全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》1《典范英语》（8_03）教学参考TheUltimateTrainers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：引导学生用平常心看待输赢和得失；启发学生思考比赛的真正意义（如重在参与，全力以赴），勇于挑战自我，展现体育精神（Swifter,Higher,Stronger）。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）：启发学生思考教师提出几个关于跑步比赛的问题请学生回答，如：Haveyouevertakenpartinarunningrace?Doesitmatterwhatkindoftrainersyouwear?Ifyoufoundapairofmagictrainers,whatwouldyoudo?教师简要总结后，引导学生进入故事情景：Inthisstory,whowouldtakepartinarunningrace?Whatdidhefindbeforetherace?Didhewinatlast?Why?Let'sfindtheanswersfromthestory.全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》22.情节分析及复述（PlotAnalysisandRetelling）：启发学生思考；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教师在黑板上板书每章的标题，然后请学生将各章纳入“introduction—build-up—climax—resolution”的结构中去，可参考以下：Chapter1Theperfecttrainers（P3）IntroductionChapter2KevinBeadle（P9）Build-upChapter3Jaketriesthemout（P12）Chapter4Annaworksitout（P17）Chapter5‘Itwon’tproveanything’（P24）Chapter6Jakemakesuphismind（P27）ClimaxChapter7Wherearethetrainers?（P33）Chapter8Thebigrace（P37）Chapter9Thetrainersgettheirownback（P46）ResolutionChapter10Backtowhenever（P52）然后教师针对每个部分进行提问，请学生回答：Introduction:WheredidJakefindthetrainers?WhatwasAnna’ssuggestion?WhatwasJake’sdecision?Build-up:WhatdidBeadledotoJakewhenhewaswaitingforAnna?WhenJaketriedthetrainersout,whathappened?WhatwasAnna’sexplanationforthemagictrainers?Whydidshethinkso?WhatwasAnna’sadvice?DidJakefollowit?WhichpartofChapter5foreshadowsthebadthingthatwasgoingtohappentoJake?Canyouguesswhatwouldhappenthen?Climax:WhydidJakechangehismind?Whotookthetrainersaway?WhomdidJakeandAnnameetintheschool?Whowontheraceatlast?HowaboutJake?Resolution:Whydidthetrainersgetangry?WhatdidtheydotoBeadle?HowdidBeadlemakethingsrightintheend?Whydidhegivethetrainersback?Howdideveryoneendaccordingtothestory?Whataboutthetrainers?教师根据学生的回答，将各个部分的要点板书在黑板上。然后请学生根据板书总结出整个故事的大意，形成一篇summary。提醒学生在总结过程中注意使用first/atthebeginning,afterthat,then,however,intheend…等连接性表达。答案可参考以下：Chapter1：JakefoundapairofnewtrainersnexttothedustbintwoweeksbeforetheAreaCross-CountryChampionships.AlthoughAnnatoldhimtoleavethetrainersalone,Jakedecidedtowearthemintherace.Chapter2：HemetBeadle,thebestrunnerintheschool.Beadlelaughedathimandhisnew全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》3trainers.Jakewasannoyed.Chapter3：Jaketriedthetrainerson.Hereachedtopspeedinthefirstlapandranfasterandfasterthanever.Afterfourlaps,hestillfeltcompletelyfresh.Chapter4&5：Annatriedtofigureoutanexplanation.WhenshesawJakesoaringhighoverthedogunconsciously,shethoughtthetrainershadalifeoftheirown.SosheadvisedJaketotakeoffthetrainersbutJakerefusedandenjoyedtherelaxingrunningeveryday.Chapter6、7&8：Jakesleptbadlyandrealizeditwouldmeannothingbyusingthetrainers.HedecidedtohandthetrainersinwithAnnabuttheyfoundthetrainersweregone.MariahandLutherwhowerefromthefuturetoldthemthetrainersthoughtforthemselvestoomuchandranawayfromthem.Annabroughtthemtotherace.Withhardwork,JakegottenthwhileBeadlewonthefirsteasilyforwearingthetrainers.Chapter9&10：However,Beadleboastedtoeveryoneabouthiswinningandirritatedthetrainers.Thetrainerspunishedhimbytakinghimtorunwithoutanystop.Hefeltexhaustedandscared.SohehandedinthetrainerstoMariahandLuther.Intheend,thetrainersandtheirownerswentbacktotheirtimehappily.3.朗读（Readingaloud）：朗读与思考相结合教师请一组学生分角色朗读第4章（P17-P23），学生可自由挑选角色（Anna，Jake，thenarrator）。要求学生读出Jake和Anna对待顶级跑鞋的各自情感。朗读前，教师提出问题请学生在朗读过程中思考，如：Jakefeltexcitedabouthispowerfultrainers.HowdidAnnafeel?Howdoyouknowit?读完后，教师给出反馈。4.表演（Role-play）：（可选）锻炼学生的表达能力承接以上朗读环节，教师进一步提问：SoAnnadidn’tagreewithJake.Shesaid“Itwon’tproveanything”.Doyouagreewithher?Why?WhatwouldhappenifJakedidn’tfollowhersuggestion?Canyoumakeupanotherending?教师将学生分成不同的小组，对问题进行思考和讨论，为表演做准备。讨论后，请一组学生上台表演想象的结局。表演后请学生代表从pronunciation&intonation,fluency,acting和teamwork等几方面进行评价和总结。5.讨论（Discussion）：培养学生的批判性思维能力Chapter4&5Chapter1Chapter2Chapter3Chapter6、7&8Chapter9&10全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》4表演后，教师基于故事的主题（Winning）提出以下问题（可以把以下问题放在PPT上显示出来，问题前的关键词语不要在PPT上显示，此处仅供教师参考），请学生进行分组讨论，引导他们用平常心看待输赢得失；启发他们思考比赛的真正意义（如重在参与，全力以赴），勇于挑战自我，展现体育精神。MAKEASSUMPTIONSWhatwouldhappenifanyonecouldeasilywinagame?（Thegamewouldloseitsmeaning.）MAKEINFERRENCESOnpage42,itsays“whateverhappened,itwasuptohim,notthetrainers”.SoasforJake,what’stherealmeaningoftherace?EVALUATEInyouropinion,what’stherealmeaningofasportsgame?（Toparticipate;toseehowgoodIam;tochallengemyself…）CLARIFYDoyouremembertheOlympicmotto?Whatdoesittellus?（Swifter,higher,stronger.Thisiswhatweshouldpursueinasportsgameratherthanthescores.）EVALUATEHowdoyouviewwinningandlosing?（Inagame,wheneversomeonewins,othersbecomelosers.Thisistrueaccordingtotherules.However,agameisnotjustaboutwinningandlosing.Ifyouhavetriedyourcapacity,itisequallysomethingtobeproudofevenifyouarethelastone.）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）别人讲话说不得打断、干扰；