Reading and speakingppt课件配套教案内容

The Secret to Education教学设计

简阳市实验中学

郭远慧

一、教材分析

本课时教学内容是15年浙江省高考D篇阅读文章。

阅读文本是一篇记叙文，主要讲述作者工作第一年到偏远山区的一所学校执教的经历，当作者个人的执教理念和现实脱节时得到了上司的指点。正是校长的帮助使她度过了艰难的岁月，如今她以校为家。

通过该文本的学习，学生可以了解对比、心理活动、侧面描写等写作手法，更可以从作者的第一年从教经历中明白：光有理想、热情、勤奋和书面知识是不能当一个好老师的，一个好老师必须尊重学生，而这正是教育的秘诀。

二、学情分析

这篇600多词的记叙文是原先高考阅读的D篇，文本篇幅较长，生词很多，新高一学生在事先没有预习的情况下，要在课堂中把文本读懂已然不容易，读透更有难度，需要教师精心设计引导。

同时，给出恰当的文本标题应该是学生在充分理解文本内涵的基础之上对本文主题进行提炼总结，短短四十分分钟的课堂中要让学生做到这点也非易事。

教师在保留文本原意的基础上进行了一点简化处理，力求能在短短一节课的时间中把文本处理完整。

文中多处运用对比手法，如我新到学校时的乐观和我实际面对教学处境时的失落困惑、我的努力工作和学生的极不配合；基于这样的写作手法分析，教师要求学生对于老板是否应该解雇我进行辩论，在辩论过程中学生还需要思考哪种结局更符合故事发展的思路和作者的写作手法。此辩论具有一定的开放性，需要学生有总结分析能力、逻辑思维能力和语言综合运用能力。

三、教学目标

根据英语学科核心素养的要求，从语言学习、阅读策略、思维训练和文化意识等方面对该阅读文本的教学目标进行设计，力求在有所侧重的情况下达成平衡。

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语言学习：学生能够通过故事的阅读,理解与主题相关的核心词汇：dream of, inexperienced, idealistic, be optimistic about, promote a love of…, motivation; exhibit very little good behavior to praise, ignore, pretend, the meat of literature, make a teacher of me, respect the students, struggle, mildly victorious, progress, solution, the secret to education等，并运用上述核心词汇，在课后作业中能以该文本作为写作素材按要求进行短文写作（建议信或者演讲稿）。

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阅读策略：

（1）学生能够通过记叙文的要素，概括某一段落大意；

（2）学生能够通过文本主线把握，给出文本合适的标题；

（3）学生能够通过文本细节解读，了解对比手法和侧面描写等写作手法的运用。

3. 思维训练：

（1）总结概括能力：学生能够充分理解文本内涵，给出恰当的标题，画龙点睛；

（2）批判性思维能力：学生能够结合文本内容，就作者的教学实践，挖掘剖析作者的教学问题所在；

（3）发散性思维能力和创造性思维能力：学生能够通过文本上下文理解和原作者写作风格的体会，在辩论基础上思考“我是否应该被解雇？为什么？”

4. 文化意识：学生通过该文本的阅读能从侧面了解1974年时的美国找一份工作的不易；

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了解western New Jersey是一个比较偏僻的郊区。

四、教学重难点

【教学重点】围绕记叙文叙事主线，把握作者情感变化，品读多处对比手法的运用。

【教学难点】对情节发展中“我”是否该被老板解雇进行辩论；给文章一个恰当的标题。

五、教学设计思路

环节一：导入生词，激活话题

展现图片，导入生词

亲身经历，激发兴趣

环节二：框架牵引，解读细节

依据叙事框架，把握各段重点

围绕写作策略，综合解读信息（主题——语言——思维——策略）

感悟教育秘诀

环节三：前后联结，合理想象

创造思维：体会写作手法，理顺故事思路

综合语用，小组辩论

环节四：总结提炼，画龙点睛

呈现框架，理顺主线，点明主题

总结文本，设计标题

六、教学过程

Step 1:Lead-in: 1.

Show a picture of myself and ask: T:You must be wondering who I am. I’m a teacher from Shaoxing NO.1 High School. And I’ve been teaching English for 15 years.

T: 15 years ago, I got a job I had dreamed of since I was a child. Although I was inexperienced and idealistic then, I was optimistic about my job and I was confident that I could promote a love of English learning and enhance the students’ motivation. (Show the new words in PPT) T: But I had to admit I was too young to simple then. I met with problems during my first-year teaching. My students threw spitballs, whispered dirty words; girls even filed their nails. In a word, my students exbited little good behavior to praise. (Show the words and pictures in PPT) T: Then you must be wondering again how I have grown into such a forceful yet warm teacher now. The passage today may give you the answer, because the author and I have quite similar teaching experience. So let’s read the passage now and find the answer together, OK? 【设计意图】通过教师的亲身经历，现身说法，激发学生阅读的兴趣。同时，把文本中的一些核心词汇进行预热和铺垫。

Step 2: Story reading

Analyze the story paragraph by paragraph with the help of the structure using question chains: Paragraph 1: get the job of teaching English T: Could you use one sentence to sum up Para. 1? S: In 1974, I took a teaching job. T: Was it easy for me to get the job? S: No. After filling out fifty applications, going through four interviews, and winning one offer, I got the job. T: Yes, those numbers show that I got the job with great difficulty. Then was I happy about the job? S: On the one hand, I was not satisfied with about the location of the school: a distant wild area. But on the other hand, I got a job I had dreamed of. I love teaching English. Besides, I was optimistic, so I took the job. T: Yes, and one more thing you should not ignore. Read the first part of sentence 1, what does

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it imply? S: It was not so easy to get a job at that time in the USA. Paragraph 2: Meet challenges T: I took the job and I was optimistic. Then was everything going smoothly. S: No.

T: The word “but” indicates something. S: It indicates that the real situation was not what I had expected. T: Which word can clearly show that I didn’t expect all this? S: Foreign. T: As a New York City young woman, I didn’t expect that. I felt puzzled. Paragraph 3: Work hard T: So I gave up working hard because everything was far from my ideal?

S: No, I still work hard. T: How hard did I work?

S: I took time off only to eat and sleep. I struggled in my work as a young idealistic teacher. T: Then did the students cooperate well with me?

S: They wanted to throw spitballs and whispered dirty words. T: Was that what I wanted them to do? (No.) What I wanted? S: I wanted to make literature come alive and promote a love of the written word.

T: So between what I wanted and what the students wanted, there is a contrast; between what I did and what the students did, there is a contrast. How did I feel then? S: Sad, disappointed, a strong sense of failure. T: Was it the students’ fault? Bear the question in mind and read on. Paragraph 4: Face the reality T: What did the book knowledge tell me? S: The book knowledge told me that a successful educator should ignore bad behavior. It’s said that bad behavior would disappear if I gave my students positive attention. T: Did the book knowledge work in reality? S: No, it sounds reasonable, but students rarely seem reasonable. T: So the book knowledge and the reality form another contrast and I felt puzzled again. So far, do you know what my problem was? S: I had blind trust in book knowledge and I didn’t understand students at all. T: In fact, Para 2-4 are all about the challenges I met when I started the job. Paragraph 5: Be observed T: I came to realize my problem, but still, I didn’t know the solution. Then one day, something happened that was to change my teaching career. What happened one day? S: My boss came into the classroom to observe me. T: Did the students perform well? S: The boys made animal noises, hit each other while girls filed their nails or read magazines. T: They exhibited little good behavior to praise. That is, they behaved badly/performed badly. T: Then what was my reaction? S: I pretended it all wasn’t happening and went on lecturing, trying to ask some inspiring questions. T: Yes, still, I followed book knowledge to teach students. Then what was the boss’s reaction? S: The boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes, he left, silently. T: If you were the author, how would you feel then? S: Very nervous/worried. T: Before I met the boss, I had heard so much of my boss. What kind of boss was he? S: He was known to be the strictest, the most demanding, most quick to fire inexperienced teachers. T: Yes, and combined with his reaction in the classroom, I was worried about unemployment.

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But in fact, I felt more than worried then. Paragraphs 6: Feel more than worried T: Besides feeling worried, how did I feel then? S: Mildly victorious. T: Why? Sounds ridiculous. S: I got through the rest of class without crying. T: Have you noticed other words to show my inner feelings? S: I wondered.../ All I could think of…. T: Wonderful. Then have you noticed some outer actions to show my emotion? S: I walked to his office, took a deep breath and opened the door. T: Maybe at that time, I had prepared for the worst. Then what did the boss do? S: He was sitting in his chair, and he looked at me long and hard. T: If you were the boss, would you fire me or not? Let’s have a debate. S: The boss would fire me, because I ignored bad behavior and didn’t teach the students anything. I had blind trust in book knowledge and didn’t understand students at all. S: The boss would not fire me, because I worked hard and loved teaching English. I had no experience and it was common to make mistakes for an inexperienced teacher. It took time for every new teacher to grow up. I just needed some help. Paragraphs 7: Offered solutions T: Yes, the boss didn’t fire me, but he couldn’t ignore my problems. So did he point out my problems? S: My problems: talk at the students; talk about symbolism; ignore bad behavior; boring class; T: What kind of solutions did the boss offer? S: Talk with the students; stop talking about symbolism; get to the meat of the literature; don’t ignore students’ bad behavior. T: Then what should you do? What does the forceful teacher mean? S: Educate them. T: What does a warm teacher mean? S: Approach them and help them. T: I was so lucky to have met such a sincere and supportive boss. Step 4: Para. 8-9: My growth T: What does the word “progress” indicate? S: It indicates that with the passage of time, I also made progress in teaching English literature. T: Yes, the boss still helped me a lot. We spent many hours discussing literature and ideas about human beings and their motivation. We must have talked about how to enhance students’

motivation. T: What influence did the boss have on my teaching career? S: He made a teacher of me by teaching me the reality of Emerson’s words: The secret to education lies in respecting the pupil. T: Yes, respecting the pupil is the secret to education.

T: And he also promoted my true love of teaching in this distant wild area. Which sentence in the last paragraph can support this view? S: The school is my home now. T: So in other words, the boss made a world of difference to me in my teaching career, for which I was always grateful. T: We need a suitable title for this passage. S: The secret of education. T: Talk with students, educate them when they make mistakes, approach them, communicate with them, help them and support them, enhance their motivation, and above all, respect them. That’s a forceful yet warm TEACHER. And that is the secret to education. T: Respecting people is in fact the secret to success. See you.

【设计意图】通过问题链形式，让学生在记叙文框架的帮助下，通过每段文章的分析，

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明白文本中的对比、侧面描写等写作手法，以及明白动词和过渡衔接词的恰当使用能更好地描述事件和心理活动。通过小组辩论作者是否会被解雇，培养学生的逻辑思维能力和评判思维能力。整文的框架分析到最后的揭示主旨以及巧设标题，都是环环相扣，水到渠成。大量核心词组在分析文本时的一再复现也为课后写作搭好了脚手架。

七、分层家庭作业：

Choice A: Role play: Role play with your partner between the boss(B) and the author(A), and the boss acts as the bad student, and

the author acts as the forceful, yet warm teacher. During the role play, the boss names the author’s problems and offers solutions.

A: Bob, why are you reading magazines in class again? B: Why not? It’s more

interesting than the lesson. A: …

Choice B: Write a letter of advice Imagine that 15 years later, the school brings in a new English teacher, Tracy. As an experienced teacher, you observe Tracy today and you find that Tracy’s problems are similar to yours when you were a green hand then. So you decide to write a letter to Tracy. Your letter should include:

1. challenges you meet in the first year; 2. your root cause of failure in the first year; 3. practical solution to her problems. Dear Tracy,

I’m so glad to have you as my new colleague. You remind me about myself fifteen years ago….

I didn’t realize my own problems until my boss, Mr. William, came into the classroom to observe me….

I’d like you to know that I’m more than willing to help you through your difficult first year….

All the best!

Yours sincerely,

Mary

Choice C: Deliver a speech Suppose you are the author of the passage. Due to your excellent teaching for 15 years, you’re awarded the teacher of the year 2018. Deliver a speech at the award ceremony(颁奖典礼). Your speech should include: 1. your first year of teaching experience; 2. significant help from your boss; 3. the secret of education Good evening, everyone!

I’m honored to stand here to receive the award. I sincerely owe my success to my boss.

Fifteen years ago, …

To be a good teacher, one should be optimistic, confident, skilled. Above all, one should respect the pupils. …

So, for all the teachers here today, I have a piece of advice. …

Thanks for listening. Thank you all again.

八、板书设计

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