基于文学读本的学生课外自主阅读与课内研讨
——“英文小说Blackbeard's Last Stand读后讨论课”教学设计
摘要：《英语课程标准》强调学生的自主、探究学习，对学生课外阅读有量和质的要求。如何把教师课内引导与学生课外自读结合起来，让学生掌握有效阅读方法、提升学习成绩，是摆在英语教师面前的现实问题。本文试从让学生课外阅读英文小说、课内进行读后讨论的角度，对文学读本的读后研讨课的教学设计进行了探讨，旨在通过有限的课上讨论，培养学生的语言意识，让他们带着相应目标去进行无限的课外阅读，在阅读中陶冶情操、训练思维、提高英语水平。
关键词：英语课外阅读；文学读本；教学设计
一、基本情况
1.教学理念
南京外国语学校仙林分校要求每一位教师在课堂上体现学生“自主、合作、探究”学习的精神；在英语课堂上，还要运用“情景—结构—交际”的教学模式。
培养学生的自信心是教师的首要任务。日本教育家田畸仁经过调查发现，有三分之一的学生是因为缺乏自信心才导致学习成绩不理想的（朱永新，2009）。温家宝总理曾说：“信心是比黄金还宝贵的东西”。学生一旦有了自信心，就可以在老师的指导下和同学的赞许中，学得更主动、更有效。在外语课堂上，教师应努力让学生积极参与课堂活动，在参与中增强自信，训练思维，掌握知识，提高技能，陶冶性情，展示自我。
采用形成性评价方法（见附2），把学生课上参与情况纳入他们学期学业成绩的评价之中，把小组合作情况纳入课堂参与的评价之中。这样，课堂参与语言实践活动就成了学生自我进取、同学互助成长的助推器。
2.教学对象
南京外国语学校仙林分校国际高中部“中澳项目”11年级（高二）D班学生，共23人，
其中男生16人，女生7人。这些学生将来都参加澳大利亚的高考，申请澳大利亚的相关大学。
3.教学材料
根据澳大利亚维州教育部的规定，中澳班学生必须学习一门ESL （English as a Second Language）的课程。这门课是澳洲高考必考科目，主要由外籍教师任教，教学内容是英文小说（由澳方指定）、英文电影、报刊时文等。
英语学习需要有大量的有意义的输入。为了帮助学生学好ESL这门课，我们学校国际高中部的中方英语教师组织学生参加了教育部人文社科重点研究基地---北京外国语大学中国英语教育研究中心韩宝成、霍庆文两位教授主持的“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》（批准号：DHA070148）”的课题实验，①选用了实验教材《典范英语》（Good English）（8）和（9），共28本英文小说。
按照课题组的建议，每周让学生课外自主阅读一本小说，之后，教师利用一节课和学生一起讨论这本小说内容。本节课就是讨论学生上周末读过的《典范英语（8）》中的第5本小说Blackbeard's Last Stand, 这本小说共28千字。
二、教案设计
Teaching time: June 2nd, 2011, 16:10-16:50
Teaching material: Book 5: Blackbeard’s Last Stand of Good English (8)
Teaching objectives: The students are expected to be able to
1. have a good understanding of the story;
2. complete some speaking and writing tasks;
3. think quickly, independently and critically, and work with others cooperatively;
4. get morally educated in some ways.
Teaching procedures:
Step 1 Basic Training
1. Ask the student on duty to give the 2-minute daily report.
2. Discuss the presentation.
(1) Let individuals volunteer to ask and answer some questions about the speech.
(2) Let some student volunteer to comment on the daily report.
The student to assess the daily report should give a mark out of 100. The peer assessment should be made from the following four aspects:
①the speaker’s attitude towards the daily report; ( 20 %)
② the content of the speech ( interesting, instructive, informative, etc.); (40%)
③ the accuracy of the speech; (20%)
④ the fluency of the speech. (20%)
(Designing intention: This is the routine of every period of English class in our school. A student is given about two minutes to make a presentation on what he or she thinks is interesting, informative and instructive to his or her classmates. The aim of the presentation is to help develop the students’ ability to practise speaking English, to build up their confidence, to be concerned with the things happening around them, to write in English and so on. What’s more, the presentation also provides a situation for the students to communicate with each other about the things happening in real life. The speaker is free to choose the topic and should prepare for the presentation in advance. The students each have the opportunity and take turns to make the presentation.
After the presentation, the listeners are encouraged to voluntarily ask questions about the speech, the others answering the questions and to comment on the daily report from four aspects: the speaker's attitude toward the daily report, the content, the accuracy and the fluency. The purpose is to check their understanding of the presentation and develop the ability to think fast and ask and answer questions. )
Step 2 Lead-in
Talk about the characters of the story Blackbeard’s Last Stand and its structure, eliciting some vocabulary, such as"lieutenant","pirate", "the first mate"and so on.
Step 3 Reread the story
1. Learning about the background of the story
Ask them to read aloud the Introduction part with the MP3 to find out the answers to the following two questions.
① What is Blackbeard’s real name?
② Why did the Governor of Virginia ask the British Navy to help stop Blackbeard?
** Remind them to imitate the pronunciation and intonation.
2. Discussing the two questions above
3. Rereading the rest of the story, each group focusing on one chapter
Step 4 Summarize the main idea of the story
Ask the students to volunteer to summarize the main ideas of different chapters.
Step 5 Understand the details of the story
Ask them to think about the following questions independently and volunteer to answer them as quickly as possible.
① How did Robert Maynard feel when he received the order to hunt down Blackbeard?
② What was the name of Blackbeard’s ship?
③ Why did Maynard use sloops to attack Blackbeard instead of using big ships?
④ What made Maynard worry most when he was attacking Blackbeard with sloops?
⑤ Why did Blackbeard put flaming matches in his hair?
⑥ Who saved Maynard from being killed by Blackbeard?
Step 6 Analyze the characters
1. Ask them to work in groups of four to discuss the following questions.
① What words can you use to describe Blackbeard?
② Robert Maynard is a responsible, wise and good leader.
Do you agree with this viewpoint? Give supporting examples.
2. Let the group representatives give their answers.
( Possible answers to Question ①:
Appearance: huge; more than two metres tall; dark beard covers half his face; six loaded pistols & a
heavysword…
Personality: cruel; daring; madman; devil; pure evil; monster; afraid of nothing…
Deeds: play with fire; breathe fire; put flaming matches in his hair;
rob every ship he set eyes on…
Some key words about Question ②:
Robert Maynard: responsible; not give in to difficulty; brave; calm; determined; wise; a good leader… )
Step 7 Language study
1. Explore the law of phonics (探索拼读规律）
Ask them to work in groups to find out the words from the story that can be added to each group.
|
follow shadow |
oar board |
catch hatch |
wait rain |
dead steady |
road boat |
picture mixture |
( Possible answers:
|
follow shadow shallow blow row |
oar board roar |
catch hatch match |
wait rain sail raise rail |
dead steady ahead threat weapon |
road boat load groan |
picture mixture adventure capture |
2. Vocabulary accumulation
(1) Ask them to work in pairs to find out the words related to ships and sailing from the story.
ship …
( Possible answers to the exercise:
| boat ----（小）船 | sloop----小帆船 |
| deck ---- 甲板 | cabin ---- 船舱 |
| hold ---- 船舱（存放货物） | |
| sail ---- 航行；（船）帆 | anchor---- 铁锚 |
| rigging ---- 索具；绳索 | mast---- 桅杆 |
| oar ---- 桨 | row---- 划（船） |
| crew---- 全体船员；全体乘务人员 | |
| the first mate ---- 大副 | captain ---- 船长 |
(2) Ask them to independently find out some good expressions (Better chunks) from the part of the story they are asked to focus on and write down the expressions on the paper given.
(3) Share their expressions in the class.
①Let individuals read aloud their expressions for others to discuss whether the expressions are commonly recognised as set ones.
②Show one or two students’ expressions on the projector and ask the class to make sentences with them as quickly as possible.
Step 8 Creative writing
1. At the end of the battle between Maynard and Blackbeard, Blackbeard was killed by Maynard.
Do you like the ending of the story?
If yes, why?
If no, can you make up a new ending?
2. Ask some group representatives to showcase their writings.
Step 9 Assignments
1. To rewrite the scene of Chapter 3 from Blackbeard’s viewpoint.
2. To comment on the character “Munro”.
---------------------------------
参考文献：
1.朱永新. 我的教育理想[M]. 广西：漓江出版社，2009:44.
2.http://www.bwketizu.cn/resources.html
附 1: Writing design on the blackboard
Blackbeard’s Last Stand
附 2：课堂参与评价表
作者简介：程彩玲，中学英语高级教师，南京师范大学硕士生导师，南京师范大学课程与教学研究所兼职研究员。
邮编：210046
地址：南京市亚东新城区仙林大道136号 南京外国语学校仙林分校 程彩玲
