今天分享一节2023年重庆初中英语优质课~
一
推荐课题
- 授课教师：谢雨轩
- 课型：阅读课
- 题目：Friendship
教材：自选素材
教材：自选素材
二
教学流程
1. Warm-up and Lead-in
| T: All right, my dear friends. Good morning! |
问好互动环节，谢老师教态热情大方自然，并伴有肢体语言挥手。My dear friends.Good morning! 响应Friendship主题，细节处值得学习！
学习目标一闪而过。建议：教师可以略读红色关键词汇。
2. Pre-reading
Activity1:Guess a poem.
| T: At the very beginningof the class,I"d like to share with you a really famous Chinese poem.And you are going to guess which poem it is. Are you ready?(诗歌朗诵字幕:I, Li Bai sit aboard a boat about to go, when suddenly on shore, your farewell song o’erflow. However deep the Lake of Peach blossoms may be, it is not so deep, O Wang Lun, as your love for me.)T: Which poem is it?Ss: Zeng Wanglun.T: Good job, so it’s about the friendship between......Who are they? Louder, please. Li Bai and......T: Li Bai and Du Fu? Yeah, Li Bai and Wang Lun, right. They are great friends. |
谢老师由英文诗朗诵导入，《赠汪伦》英文版既拓宽了学生视野、吸引学生注意力和探究精神，又与主题Friend相关联，使学生尽早进入主题情境，无情境不教学。更抒发了对传统文化的热爱与认同。
Activity2:Answer the questions.
| T: That"s right. And how about you? Boys and girls,who is your best friend?Anybody want to share?Ss: Cai Mingxuan is my best friends.T: Why is she your best friend？Ss: Ah......because he can give me some feelings of happiness and the warms. |
谢老师在Pre-reading激发学生阅读期待，由诗朗诵引出问题：Who is your best friend? Why is she your best friend？谢老师打造真实情境，挑选学生个人来进行互动，激发学生的学习兴趣，学生的思维被激活。
3. While-reading
Activity 1: Detail-tracking
| T: See here is, another pair of friends. Look at the picture,what are they doing? Who are they? And where are they?Let"s read the passage and fine them out.Go.T: And everybody, Let’s have a look at the TV show. See, before singing,how did Jonathan feel?Louder, please.Ss: Worried.T: Great. Butwhy did he feel worried?Let"s read paragraph 2 and find it out.Ss: Because the way he looked isn’t good.T: Yeah, the way he looked. He looked so fat. I prefer heavy because that"s more polite. Sowhat did his best friend Charlotte do?Ss: He encouraged the Jonathan and they went to the show. |
谢老师介绍共同参加唱歌真人秀节目的一对好朋友，通过设置与之相关的四个问题：What, Who, Where, 以及Why，因为是真实图片与视频形式，所以有效地激发了学生对文本的阅读兴趣，为下个环节做铺垫。
| T: See Charlotte is so helpful.If you are Charlotte, what would you say to persuade encourage Jonathan?Now, let"s work in pairs. One is Jonathan, the other is Charlotte, Let"s have a role play. |
基于对故事逻辑的理解和对日常生活中学生遇到此类问题的做法，小组合作讨论探讨 If you are Charlotte, what would you say to persuade encourage Jonathan? 并进行Role play。为学生营造“体验式课堂”，进行情境中人物的情感体验，并为后面情感升华部分做好铺垫。
| T: Buthow about other people on the show?Let"s read paragraph 3and find out different reactions of them. Pay attention to the tense of the verbs.Ss: After singing, they stood up and clapped.T: Yeah, clapped. Great answer. Everyday, Let’s clap for him, clap. Great, your answer is so good. Can you act it out？Come to the front. And now, everybody, he is going to act it out and let’s read for him. Ready? Yeah, come here. See, before listening, the listeners laughed, right? Laughed. Is it laughing? Okay, and how about after? After listening, the listeners stood up and clapped. Good job. Thank you so much, you are a great actor. And how about the judges? How about the judges? Have try? You can speak now.Ss: They didn"t think they looked good.T: But......Ss: But after singing, they think they were great,T: Yes, you a great as well. Andhow about Charlotte and Jonathan?Charlotte and Jonathan? Don"t you try? Go.Ss: They are so nervous before singing. |
讨论过后，谢老师让学生上台表演听众的反应，惟妙惟肖，营造轻松、高涨的课堂气氛。
让学生在情境中内化真正朋友的含义，并进行自我深思，引发思考。
| Ss: They are so nervous before singing.T: They felt nervous, but......Ss: But he is good and he is fantastic after singing.T: Yeah, buthow did they feel?Ss: They feel great.T: Great. Great guess? And now everybody, Let"s watch. and see how they felt after singing. Oh, by the way, if you think they sing so well, you can also clap for them. See.(视频唱歌表演)What do you think? So this is so well.How do they feel after singing?Really excited, that"s it. So they sang so well, but what did one of the judges suggest? What do you think? What does...... Yes. Simon suggested that Jonathan singing on his own without Charlotte.Ss: Because although he was good, he was fantastic.T: Yes, that"s right.What was Jonathan"s answer?Everybody, Let"s read paragraph 4 and find it out. OK, everybody, what was Jonathan"s answer? He...... Have a try. you can speak now.Ss: He said that he wanted to stay in the competition with Charlotte, and they carried on together.T: That"s right. Let"s watch and check. (视频字幕：We"ve come on here as a duo, and we"re going to stay here as a duo. ) Will he sing without Charlotte? Without Charlotte? Yes or no ? No. So they will stay together.T:But did they win? No. I think the answer should be no and yes. Why? Let’s see.They failed the...... Louder, competition but they won......A true friend.Yes, the friendship, a true friend. |
通过回答Judges、Charlotte 和Jonathan的不同反应，有利于学生掌握并理清情境发展的脉络和逻辑，并完成知识的输出。
谢老师通过对教材文本的深度挖掘和优秀整合，让学生感受情景背后的情感寄托与生活哲理：They failed the competition but they won a true friend. The friendship is true friend.
Activity2：Deeper meaning
| T: And boys and girls,what makes true friends?Let"s take paragraph 1as an example. the sentences in paragraph 1 can show.......Yes, and that is to say friends. Louder, please. Yes, I do agree. Have the same hobby or the same interest. Actually, everybody, this is a learning tip.It"s really useful to read between the lines.T: And now it"s your turn to read between the lines and find what else makes true friends. And the chart in your hands may help. Everybody, could you please show me your discussion mapping? Yeah, put it up. Let me have a look. |
通过归纳、整合、深加工将已学知识中的重难点综合起来，在问题what makes true friends?回答中形成清晰、全面、系统的知识结构，促进学生对英语课文的记忆、理解、巩固和深化。
Activity3:Further thinking
| T: And boys and girls. Let"s see, after the show, they made the CD.What’s name?Ss: Together.T: Together.What did they do together?Let"s look at the passage in paragraph 1, they were in the same school, so they...... Louder, please.Ss: Study.T: Great, andwhat else do they do together?Anybody want to have a try? Sweetie, the girl, louder?Ss: Sing.T: Great, they sing together. What else?And now, you can discuss with your partners.T: Yes, stay together, stick together.And Let"s have a look at the structure.See, they study together, sing together. So they share......Ss: Happiness.T: Yes, and they compete together, but fail together, so they share......Ss: Sadness together.T: Sadness together. They are really successful, so they share...... Louder, please.Ss: Success.T: Success together. Everybody, the title of the passage is missing, Which word do you think it should be?Louder together, you are right. |
读后Further thinking环节，让学生通过文本分析、提炼，结合问题What did they do together?并利用每一段的关键词汇提示，思考：What are the structure and the title of the passage? 从这三个方面引导学生展开思维拓展，体现深度和宽度。
4. Post-reading
Step1.Read the letter
| T: And actually, here is also a letter from Jonathan to Charlotte. Let"s listen to the music and read the letter with emotion.(信件诵读字幕：Dear Charlotte, We went to the show and carried on together. You were the one who always encouraged me when I was afraid to go on the show. You are so loyai that I believe we will be friends forever. You are like an umbrella when it rains. )Yeah, thank you. See, carry on courage, loyal...... The language is so beautiful, “You are like an umbrella when it rains outside.” It"s so creative, we all feel moved. It’s so lucky to have a friend like Charlotte, we are the same as well. When we study, when we compete, when we failed an exam or when we get hurt, there is always the one with us. That is our...... Louder. That is our......Ss: Friends.T: Yes, now we are going to graduate. Maybe it"s time to say goodbye. |
Step2.Writting
| T: So, now, it"s a great time. Everybody, Let"s write award speech to our true friend. But pay attention, everybody. We should write with the emotion, we should use the great languages on the blackboard and be creative. You will have 3 minutes to do it. Go. Everybody, it"s time. It"s true friend award time.We can show our great love to our friends.Who does to be the first one? Oh, my gosh. How about the girl? Yes, coma here, the last one. Yes, come here. And everybody, if you hear your name, you can stand up.Dear my friends, I want to say...... |
信件朗读伴随着抒情音乐并结合日常生活中的真实场景，让学生有感而发，情感内化，为下个环节True friend award time做好铺垫。
谢老师设置写作并分享环节，让学生伴随着轻柔、抒情的音乐进行写作，为学生提供自主学习和讨论交流互评的机会，尊重每个学生，积极鼓励他们在学习中的尝试。把英语教学与情感有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。
通过主人公的故事迁移自身，正确认识友谊，用对好朋友颁奖的这个活动表达对朋友的感激之情。从教学的这个视频当中，大家都可以看出孩子们在念自己的颁奖词的时候，声音哽咽，真情流露。
三
学后感悟
1. 深化语篇意识，提升思维品质：
谢老师积极开展基于思维品质培养的阅读课，逐步落实阅读前聚焦语篇主题，创设主题语境，联系新旧知识，激活学生思维；阅读中聚焦语篇内容，依托多元递进的阅读活动，训练学生思维；阅读后聚焦语篇意义，设计综合运用语言进行个性表达的语言实践活动，创新学生思维。
在读前、读中与读后依托不断优化的阅读活动，结合思维能力培养目标和具体的读写任务发展学生思维。谢老师在语言表达，语调控制，课堂组织上的表现极其出色，值得我们学习。
2. 渗透阅读策略，搭建文本支架：
谢老师,通过Pre-reading走进语篇,While-reading深入语篇，Post-reading，向学生渗透阅读策略，环环相扣，步步稳扎，逐渐搭起语篇的文本框架。引导学生学习运用together，share, friendship等词串联起文本中的阅读活动，教会学生搭建文本支架，“授之以鱼，更要授之以渔”，为今后的高阶、深度学习夯实基础。
3. “教-学-评一体化”，融合深度学习：
树立素养导向的评价方式，坚持主体多元，形式多样的评价方式等有效策略，形成了自己的一套评价量规或量表。谢老师将激励性语言做为评价贯穿教学始终，如Thank you, sweetie、Good point、Good pronunciation, I love your voice. 等，引导学生参与课堂互动。
4. 从谢老师的教学设计当中，我们可以看出，谢老师采用了大单元整体设计的思路：
单元主题为认识友谊，理解友谊的意义，学会正确交友。本堂课为单元的第一个课时，围绕着What理解友谊的板块展开,探究友谊的含义。学生在主题意义探究过程中完成对语篇的梳理，感知文中两位主人公之间的友谊，进而产生情感的共鸣。
通过对朋友表达谢意的输出活动，内化所学的语言和内容达成育人目标。本课借助真实的故事，在真实的语言学习中体会真实感受，表达真实情感，形成了真实的情感升华和主题意义探究。
四
思考之处
1. 重构引入，加强过渡。
本堂课的引入，采用了李白和汪伦的故事。这个故事的本身体现出来了古人的友情，但是并没有特别引起学生的共鸣，与学生的生活实际联系显得不够紧密，与阅读文本之间的联系与衔接也不够自然。建议将引入直接改为讨论自己的朋友，或者是对友谊的认知，唤起学生的已知，再用主人公后期拍摄的音乐视频，或参加比赛的视频来衔，设置一定的悬念，从而更好的发挥这个真实故事素材的作用。
2. 加强内化，指导迁移。
本堂课的目标语言，即文本的词汇和短语，我们通过观察，并没有在学生的输出当中有大量的体现，学生使用到的，更多的是之前的积累。建议文本阅读结束以后，就在这个“朗读信件”的环节，教师设计一些填空，让学生根据获取的信息，自己填入目标语言。这样不仅可以回顾文本，也能内化并运用语言，有意识地强化目标语言，为语言迁移做好铺垫。
3. 增强开放性，鼓励创造性。
谢老师的这堂课还是非常注重对学生辩证性思维的培养，但是针对学生的创造性思维的提升，做的还有上升的空间。比如说在这个选择标题的这个过程当中啊，在课堂当中，我们观察到，老师引导学生最后就给出了文本本身给的这个题目。其实建议可以完全放开，让学生自己添加标题，并阐述理由，从而更加充分的发挥学生的创造力。
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