Roy'sStoryChengduExperimentalMiddleSchoolChenLing授課內(nèi)容Roy'sStory授課課型Reading教材版本外研版（2023年）選修6Module3教學(xué)材料IrememberthefirsttimeImetRoy.Hewasstandinginthecentreofagroupofboys,andhewastellingajoke.Whenhereachedthefinalline,everyoneburstoutlaughing.Roylaughedtoo.Aloudhappylaugh."Popularboy,"Ithoughttomyself.MynameisDaniel.IwasfromthenorthofEngland,butmyfatherhadbeenofferedabetterjobinLondon,andourwholefamilyhadmovedthere.Iwas12and,havinglostallmyoldfriends,Ifeltshyandlonelyatmynewschool.

Therewere33studentsinmynewclass,andmostpeopleweren’tveryinterestedinashynewboy.Roywasoneofthefewpeoplewhowerekindtome.Heofteninvitedmetojoinhisparticulargroup,andasaresult,Istartedgettingtoknowpeople.RoyandIbecomegoodfriends.Wetrustedeachotherandwecouldtalkaboutpersonalmatters,thingsthatwereimportanttous.

Fiveyearslater,RoyandIarestillinthesameclass.Butjustunderayearago.Roy’sfatherwasknockedoverbyacar.Hediedafewdayslater.Thefamilyhadtomovetoamuchsmallerhouseinordertomanagefinancially.Roy,whohadalwaysbeenveryclosetohisfather,changedcompletely,becomingsilentandmoody.Hehadalwaysbeenaclever,hard-workingstudentbutnowheseemedtoloseallinterestinhiswork.Hestartedlosingfriends.Thesedays,RoyandIseeeachotherfromtimetotime,butwenolongerclose.

Aboutthreemonthsago,agroupofuswereplayingfootballtogetherafterschool.Havingleftsomethinginthecloakroom,Iwentinsidetogetit,andfoundRoygoingthroughthepocketsofpeople’scoats.Inhishandhehadawallet---andIknewitwasn’this!MymouthfellopenandIjustlookedathim.Roywentbrightred.“I’llputitbackrightnow,”hesaid,andhedidso.Iturnedroundandwalkedoutwithoutsayingaword.

IreallyhopedthatRoywouldexplainwhyhehadbeenstealing,butinsteadhestartedavoidingme.Atthesametime,smallamountsofmoneystarteddisappearingfromstudents’lockers.IwonderifthethiefwasRoybutdecidednottosayanythingtoanyone.Ihopeitwasn’thim.

Lastweekourschoolhadabigfairinordertoraisemoneyforacharity.Itwasverysuccessfulandbytheendoftheday,wehadmadeabout$classteacher,MrWhite,cameandchattedtoagroupofusthatincludedRoy,andheldupaboxforustosee.“There’s$500inhere,”hesaidwithasmile.Buttooursurprise,thenextmorning,weweretoldthatthemoneyhadbeenstolen.Mr.Whitehadlefttheboxinaclassroomforafewminutes,andwhenhecamebackithaddisappeared.Theheadteacheraskedanyonewhothoughttheymightknowsomethingaboutthethefttocometohim.

Thisweekend,havingthoughtaboutthesituationforawhile,IdecidedtoaskRoyaboutthetheft,andthismorningIwenttoseehim.Roywasout,andIwentupstairstohisbedroomtowaitforhim.Itwasacolddayandhisjacketwaslyingonthebackofachair.Iputitonandputmyhandsinthepockets.IcouldfeelalotofpapernotesandIpulledthemout.

Itlookedasiftherewasabout$500there.IwassosurprisedthatIjuststoodthere,holdingthenotesinmyhands.Atthatmoment,thedoorswungopen,andRoywalkedin.

教學(xué)設(shè)計(jì)一、Topic：InterpersonalRelationships--Friendship(ManandSociety）二、Texttype（語(yǔ)篇類型）：narration（說明文）三、TeachingPhilosophy（教學(xué)理念）：依據(jù)《高中英語(yǔ)新課程標(biāo)準(zhǔn)》中提出的理念：“高中英語(yǔ)課程應(yīng)根據(jù)高中學(xué)生認(rèn)知特點(diǎn)和學(xué)習(xí)發(fā)展需要，在進(jìn)一步發(fā)展學(xué)生基本語(yǔ)言運(yùn)用能力的同時(shí)；……逐步培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力；為學(xué)生進(jìn)一步學(xué)習(xí)和發(fā)展創(chuàng)造必要的條件”。成功的英語(yǔ)課堂教學(xué)教師應(yīng)該為課堂內(nèi)創(chuàng)設(shè)更多的情景，讓學(xué)生有機(jī)會(huì)使用已學(xué)過的語(yǔ)言材料。通過給學(xué)生創(chuàng)設(shè)問題情境，圖文并茂，充分調(diào)動(dòng)學(xué)生的積極性，使學(xué)生自主學(xué)習(xí)，讓學(xué)生成為問題的發(fā)現(xiàn)者，然后學(xué)生與學(xué)生進(jìn)行合作性的探究，讓老師成為問題的點(diǎn)撥者。并根據(jù)語(yǔ)篇文本特點(diǎn)，設(shè)計(jì)和實(shí)施一堂閱讀理解及詞匯認(rèn)讀課。四、內(nèi)容分析：本節(jié)課內(nèi)容為外研版選修第六冊(cè)Module3的第二節(jié)課Reading&Vocabulary，學(xué)生學(xué)習(xí)內(nèi)容為“Roy’sstory”。該語(yǔ)篇生詞量適中，“Roy’sstory”話題能吸引學(xué)生興趣，但故事情節(jié)不完整，因此在具體教學(xué)設(shè)計(jì)時(shí)，教師將本節(jié)課學(xué)生學(xué)習(xí)任務(wù)定為理解文本，同時(shí)兼顧少量詞匯的學(xué)習(xí)。

五、學(xué)情分析：文章整體難度對(duì)高二下學(xué)生來說基本適中，學(xué)生已經(jīng)儲(chǔ)備了一定的英語(yǔ)基礎(chǔ)，能較好的帶頭展開話題討論，各抒己見，但文本內(nèi)容的時(shí)空與場(chǎng)景跨越幅度比較跳躍，既有描寫，又穿插感嘆。因此，本人結(jié)合學(xué)生的實(shí)際生活，對(duì)教材整個(gè)模塊做了整合，采用多媒體教學(xué)，通過創(chuàng)設(shè)多種情景活動(dòng)，使學(xué)生積極參與課堂活動(dòng)，激發(fā)學(xué)生交流和學(xué)習(xí)興趣，希望學(xué)生處于積極思考、主動(dòng)探究的狀態(tài)中，創(chuàng)造充滿活力的課堂氣氛。六、教學(xué)目標(biāo)：1、通過學(xué)習(xí)本課，學(xué)生能基本了解文章結(jié)構(gòu)，理解語(yǔ)篇所述故事，通過對(duì)故事的理解，從中體會(huì)到朋友的真正含義，不是隱瞞而是幫助解決問題。同時(shí)，對(duì)語(yǔ)篇中出現(xiàn)的生詞，做到能夠認(rèn)讀。2、基本把握閱讀故事所需要的閱讀技能；能夠在朗讀的過程中加入自己的理解和情感；能夠口頭表達(dá)自己對(duì)語(yǔ)篇傳達(dá)信息所持的觀點(diǎn)與見解。3、在教師的引導(dǎo)下，通過學(xué)生的思考和互動(dòng)討論，從文本的閱讀過程中體會(huì)到朋友的真正含義。七、教學(xué)重點(diǎn)：掌握并能夠運(yùn)用所學(xué)生詞及短語(yǔ)；幫助學(xué)生能夠準(zhǔn)確理解語(yǔ)篇內(nèi)容，提高閱讀理解能力。八、教學(xué)難點(diǎn)：引導(dǎo)學(xué)生對(duì)文章進(jìn)行深度思考和挖掘。同時(shí)，在教學(xué)過程中自然融入以上“認(rèn)讀詞匯”的學(xué)習(xí)。九、教學(xué)方法及學(xué)法：1、教學(xué)方法:Situationalteachingmethod；Thegameteachingmethod；Activitymethodofteaching；Pairworkandgroupwork;consolidation2、學(xué)法：Learningalone;Cooperativelearning;Activities;Discussion十、教學(xué)準(zhǔn)備：Students’worksheet,aprojectorandamultimediacomputer十一、教學(xué)環(huán)節(jié)(Teachingprocedures)Proce-dureTeacher’sActivitiesStudents’ActivitiesPurposesKeyCompetenciesStep1Warming-upandPre-readingthelearninggoals.:Showpicturesanddiscusswhatgoodfriendsare(loyal,sharing,caring,reliable,selflesshonest,responsibleunderstanding…)someproverbsaboutfriendship.(1)Afriendinneedisafriendindeed.(2)Friendshipislovewithunderstanding.(3)Betteranopenenemythanafalsefriend.(4)Withoutconfidencethereisnofriendship.thelearninggoals.anddiscusswhatgoodfriendsare.thequestion.theseproverbsaboutfriendship.make

thestudents

trytoexpressthem-selvesfreely.2.Help

them

describe

thepictures,usingtheadjectivesthey’velearned.

語(yǔ)言能力：獲取并概括信息。Step2While-reading(1)Part1studentstopredictthepassageaccordingtothepicture.(Guess:WhathappenedtoRoy?)studentstoreadthepassageandputthesentencesinthecorrectorderaccordingtothepictures.differentreadingtasksaboutthepassage.(1)Findoutpersons&time.(2)Thereare_8__paragraphsinthetextandwedividethewholetextinto_4__parts.Thenmatchthemainideasandeachpart.(3)Whathappenedinthefollowingtime?【thefirsttime,fiveyearslater,aboutthreemonthsago，lastweek…thisweekend】（4）Answerthequestionsaccordingtothepassage.A.WhatwasRoylikebeforehisfatherdied?B.WhatkindofrelationshipdidRoyandDanielhave?C.HowdidRoychange?Andwhy?D.WhatsurprisedDanielthathappenedinthecloakroom?E.HowdidDanielknowwhohadstolenit?answersandofferthestudentsnecessaryhelp.thepassage.thematerialandfinishthetasks.thereadingskills.predictwhatthetextismainlyaboutandunderstandthegeneralmeaningofthepassage.graspthelogicrelationsbetweenparagraphs.語(yǔ)言能力：獲取、概括信息。Step2While-reading(2)Part21.Askthestudentstosharetheirownquestions.(1)Wordsandphrases(2)Passageunderstanding2.Checkanswersandofferthestudentsnecessaryhelp(presentnewwords).1.Sharetheirownquestions.2.Finishthetasks.developreadingskills.2.Togetafeedback.makesurethatstudentsunderstandthepassage.語(yǔ)言能力：獲取、概括信息。Step3Post-reading【Mindmapping】1.Askthestudentstodrawtheirmindmapsingroupsabouttheirunderstandingofthepassage.2.Invitethestudentstosharetheiropinionsandideas.theRoy'sstoryaccordingtothemindmapping.1.Discussanddrawthemindmapsoftheirownwitheachother.2.Sharetheirideas.Extendedtask:1.Todevelopthestudents’creativespiritsandability.2.Tousewhatthey’velearnttosolveproblems.3.Tohelpthestudentshaveadeeperunderstandingofthewholestory.思維品質(zhì)：利用思維導(dǎo)圖分析、概括并整合信息，描述闡釋意義。Step4Competi-tion&SummaryChooseanyletterthestudentslikefrom"FRIEND",thenanswerthequestions(6groups,thetasksof2lettersarethesame).A.Matchwordsandphraseswithdefinitions.B.ReadParagraphs4～8andfillintheform.C.Fillintheblanksaccordingtothetext.anyletterthestudentslikefrom"FRIEND"anddotheirtasksingroups.theirquestions.Toconsolidatewhathasbeenlearnt.語(yǔ)言能力：整合運(yùn)用語(yǔ)言進(jìn)行表達(dá)；描述闡釋意義；提出自己的觀點(diǎn)。Step5DiscussionDiscuss:"IfyouwereDaniel,whatwouldyoudotohelpRoy?"Discussthequestioningroups.Todevelopthestudents'thinking.文化品格：聯(lián)系現(xiàn)實(shí)生活，思考人類與社會(huì)的關(guān)系。學(xué)習(xí)能力：自主學(xué)習(xí)，合作學(xué)習(xí)。Step6Home-work1.Singthesong"2.Assignthehomework.(1)Compulsory:Readthewholepassageagainandagain,andtryyourbesttoretellit.(2)Optional:Pleasewriteyourownendingstothestoryinyourexercisebook.Singthesongtogethertohelpthestudentshaveadeeperunderstandingoffriendship.2.Toextendtheirknowledge.教學(xué)反思（Post-lessonReflection）Inprinciple,Iadaptsituationalteachingmethod,thegameteachingmethod,activitymethodofteaching,pairworkandgroupworkandconsolidationinthislesson.Alltheactivitiesthatfocusononemaintargetareorganizedinatask-cyclewithanoutcome---followingthestagesmentionedinthetexttosolveareal-worldproblem.Thetaskcycleconsistsofaseriesofminortasks,eachofwhichservesoneprimaryfocusonenablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.Consequently,studentsfromdifferentEnglishlevelscanparticipateintheclassroomactivitiesalltheway,andsotheyarechallengedtoachievethemaingoalIsetforthembymeansofdifferentleaningstrategies.That’sjustwhatweteachersshouldtakeintoconsiderationwhenwedesignourclassroomteaching.Tputer-assistedteachingaidscontributetoimprovingtheefficiencythislesson,byincreasingtheinputofinformation.post-readingtaskprovidesthestudentsanopportunitytosolveaprobleminanAuthenticsituationandusewhattheyhavelearnedtodosomethingbycommunicatingwithothers.theactivities,arrangedinthepattern:inputtinginformation—processinginformation—outputtinginformation,aremeanttostrengthentheintegratedskills.FlowChart（流程圖）FlowChart:Warming-upandWarming-upandPre-readinggoalsRoy'sStorygoalsRoy'sStory2.ReadingtasksWhile2.ReadingtasksWhile-readingmapPost-readingmapPost-readingGrouptasksSummaryGrouptasksSummaryCompetition&Competition&SummaryDiscussionDiscussionDiscussionDiscussionEndAssignmentCompulsory;OptionalEndAssignmentCompulsory;OptionalHomework教師思維導(dǎo)圖（板書設(shè)計(jì)）IgottoknowRoyandmadefriendswithhim.IgottoknowRoyandmadefriendswithhim.thefirsttimeRoychanged,becomingsilentandmoodyashisfatherdied.fiveyearslaterRoy'sStoryRoychanged,becomingsilentandmoodyashisfatherdied.fiveyearslaterRoy'sStoryRoystartedtostealotherstudents’walletsaboutthreemonthsagoRoystartedtostealotherstudents’walletsaboutthreemonthsagoRoymightstealthemoneyraisedforacharity.lastweek…Roymightstealthemoneyraisedforacharity.lastweek…thisweekendWhatwouldhappennextWhatwouldhappennext?【學(xué)案】Roy'sStoryWorksheetI.Accordingtothepicturesandthetitle,whatisthemainideaofthepassage？ReadingtipsTherearedifferenttypesofstories.Storiesusuallyhavethefollowingelementsincommon：aplot，maincharacters，acertaintimeperiod，aplace，aproblemoranissuetobesolved，aclimax(高潮)orasurpriseending.Learningtoidentifytheseelementswillhelpyoubetterunderstandthestoriesyouread.Thepassageisaboutthestoryofthewriter’sfriend,Roy___________________________________________________________________________________________________________________________________________________________________________________________________________II.Lookthroughthewholepassageandputthesentencesinthecorrectorder.1.Irememberthefirsttimewemet.2.￡500raisedinthefairdisappeared.3.IwenttoseeRoyandfound￡500inhispocket.4.Afterhisfather’sdeath,Roychangedcompletely.5.RoywalkedinwhileIwasholdingthenotesinmyhands.6.Somestudents’moneystarteddisappearingfromtheirlockers.7.IfoundRoygoingthroughthepocketsofotherpeople’scoats.III.Matchthemainideaswiththeparagraphs.Therearetwosentenceswhichdon'tbelongtothem.A)Roywaskindtomeandwebecamegoodfriends.ParaB)Roychangedalot,becomingsilentandmoodyashisfatherdied.ParaC)“I”hadnofriendwhen“I”camehere.ParaD)“I”sawRoystealingothers’things.ParaE)Roy’sfatherdied.ParaF)The￡500wasstolenbysomeone.ParaG)“I”wasnotsurewhetherRoywasathief.ParaH)Wehadabigfairinourschool.ParaI)“I”decidedtoaskRoyaboutthethiefonlytofindthe￡500wasinhispocket.ParaJ)Ano-endstory’send;Ididn’tknowhowtodealwiththeproblem.ParaIV.Whathappenedinthefollowingtime?Paragraphs___thefirsttimeParagraphs___fiveyearslaterParagraphs___aboutthreemonthsagoParagraphs___lastweek...thisweekend1.Roychanged,becomingsilentandmoodyashisfatherdied.2.Roymightstealthemoneyraisedforacharity.3.IgottoknowRoyandmadefriendswithhim.4.Roystartedtostealotherstudents’wallets.V.Answerthequestionsaccordingtothepassage.1.WhatwasRoylikebeforehisfatherdied?2.WhatkindofrelationshipdidRoyandDanielhave?3.HowdidRoychange?An