Task: More of Alice in Wonderland课堂实录【2】

7B U6 Task 教学设计

【教材分析】

本课是第六单元的最后一课写作课，经过第五单元和本单元前期知识的学习，学生对过去时已经比较熟悉，本课旨在指导学生用一般过去时续写故事。先输入一定的语言知识，呈现一篇奇特有趣的小故事，延续reading课文的设计，改编了原著，接着reading部分Alice掉落兔子洞故事，讲述Alice如何穿过小门到达花园。让学生在名著阅读的享受中，更好地掌握一般过去时和相关语言知识，进而激发学生发挥想象力，自主创作续写Alice漫游仙境的故事。

【学情分析】

学生对Alice漫游仙境的故事很感兴趣，一些孩子甚至借来了原著去阅读，他们乐于创作续写故事。但是也存在一些问题，学生思维不开阔，续写很多时候被原著的内容所限定，缺乏新意，平淡无奇，需要教师多方面地引导开拓思路，而且一些学生文本结构意识不强，写作脉络不清晰，组织混乱，缺乏逻辑，教师在写作前要帮助学生构建写作脉络，其次词性理解和一般过去时掌握不到位，写作时错误频出，可通过小组合作讨论，互帮互助，改正错误，互相学习进步。

【教学目标】

在课程结束后，学生能够：

1.学习task文章，了解更多Alice梦游仙境的故事；

2. 学习在写作中适当运用连词、形容词、副词，并补充合理的细节，丰富写作内容；

3. 发挥想象力，续写文本故事。

【教学重点】

本课教学设计希望引导学生在建构清晰的写作框架后，去关注文章的细节处理，让学生灵活运用连词、形容词和副词等小词，并补充合理的细节，进一步完善文章的细枝末节，但初一学生对词性理解不到位，不能正确区分连词、形容词和副词，所以本课在词性处理部分层层递进，由简到难，先示范文本中的实例，然后逐步指引学生在实践中运用小词。在写作时，学生思路打不开，受制于课本内容，为激活学生的想象力，教师准备了一段电影视频，用影片中奇妙的想象与创造激发学生大胆创作，开拓思路。为帮助学生梳理写作结构，先让他们两人对话，谈论接下来故事中的时间地点人物等关键信息，在此基础上，续写接下来的

故事。写作完成后，小组讨论，互相批改学习，选择本组最优秀的故事，并贴到事先准备好的自制封面上，制作自己的书本，让学生体会阅读的乐趣，乐于创作故事。

【教学方法】

本课采用情境教学法和任务型教学法展开教学。首先，本课围绕Alice漫游仙境中的故事展开，教师在课堂开头部分便向学生展示了这本名著的3D立体书，将Alice漫游仙境这一情境惟妙惟肖地呈现了出来，开拓学生视野，并极大地勾起了学生学习的欲望，在课堂中多次打开书本提问学生相关问题，帮助学生复述reading课文的内容，预测task文章内容，最后构思续写的故事。其次，整堂课一直以任务型教学为导向，设计了多个任务，由简单到复杂，引导学生在学中用、用中学英语。例如在文本处理时，学生看书猜测、读文章找大意、判断对错、猜词，小组合作找出段落中的连词、形容词、副词和细节等，通过丰富多样的活动由浅入深地理解文本大意、分析文本结构和学习小词在文章的作用。

【教学过程】

Step 1. Warm up.

T: Good afternoon, boys and girls! Look at this book in my hands. What’s its name?

S: Alice in wonderland! T: Right! It’s a 3-D book! Is it amazing? S: Yes! T: What happened? Can you retell the story? Where was Alice? S: She sat by the river with her sister. T: What did she see? S: She saw a white rabbit. T: What’s special about the rabbit?

S: It was in a coat and could speak. It took a watch out of its pocket and looked at the time. T: Where did the rabbit go? S: It jumped down a big hole. T: What did Alice do then? S: She jumped down the hole too. T: Where did she come into? S: A long and low hall. T: Could she go out? S: No. There were doors all around but they were all locked. T: What did she find then？

S: A small key. T: She used the key to open the small door. What did she see on the other side?

S: A lovely garden. T: Wonderful! Alice tried to go through the small door, but could she?

S: No.

T: She was too big to go through the door. She was not small enough to go through the door. She failed to enter the garden. Read after me.

S: ...

设计意图：教师向学生展示Alice梦游仙境的3D立体书，拓展学生视野，激发学生学习欲望，并打开3D书，借助图片和教师的口头提问，引导学生复数reading课文。

Step 2. Learn the text.

T: How could she go through the door? Look at the book. What did Alice see?

S: She saw a little bottle and a piece of cake.

T: What did the notes say?

S: “Drink me” and “Eat me”.

T: Maybe the two things will help her. Please turn your book to page 78. Enjoy the story and try to match the main idea of each paragraph.

S: Para. 1 Found the water. Para. 2 Drank the water. Para. 3 Forgot the key. Para. 4. Found the cake.

T: Great！That is the developing of the story. A clear outline will make your story organized. Read para 1-2 and do true or false questions.

S: 1. Alice opened the bottle and drank a lot. ( F ) 2.

And then she felt a little ill. ( T )

3.

After she drank it, her body became bigger and bigger. ( F )

T: Read after me. “drank a little” and “a little ill”.

S: ...

T: Smaller and smaller. What does it mean?

S: 越来越小。

T: Let’s read the first paragraph together. If I change it into this one, is it good? What kind of words are they? Conjunctions, adjectives or adverbs?

S: “back” is an adverb, “and” is a conjunction, and “little” is an adjective.

T: You are very clever. Conjunctions make your story read better. Adjectives and adverbs make your story vivid.

T: Let’s read the second paragraph. How about deleting some sentences? Is it better? No, they are details. Details make your story interesting.

T: Read Para 3-4 and order the sentences. Can you tell me the numbers?

S: 31542.

T: Let’s read them in the correct order. “Reach”

here means what? Let’s look up in the dictionary. There are some meanings here. Is it a noun or a verb?

S: A verb.

T: So which one?

S: No. 2.

T: Right. What about “decide”? They are all verbs. Which one?

S: No. 1.

T: Let’ s learn Para. 3 and Para. 4. Can you find conjunctions, adjectives, adverbs or details in the two paragraphs? Please work in pairs.

S: Conjunctions: so, when, but, but. Adjectives: small. Adverbs: soon, back, too.

T: Who can have a try? Congratulations. You did a good job! The details are...

S: Alice had to go back to the table, but she was too small to reach the key. She tried to climb

up, but failed.

T: All these words make the writing a better one to read. When you write, you can use these words to help you.

设计意图：通过丰富多样的任务，如问问题、判断对错、排序等，引导学生理解task文章内容，并梳理文章写作结构，分析文本中小词和细节的使用情况和作用。

Step 3. Create a new story.

T: Well, what happened later? Let’s imagine and create a new story. We enjoy a video and you think about this question.

S: ...

T: Who will Alice meet? What does he/she look like? Who would she meet? Let your imagination fly!

S: Maybe the red queen, who has red hair, the march hare, a grey and old rabbit, Mr. Hatter, with a big hat on his head, the smiling cat, who looks strange, the white queen, a beautiful lady, or the dormouse, a little mouse...

T: Work in pairs and design your story.

S: A: Will Alice eat the cake?

B: …

A: How will she become?

B: …

A: Where will she go next?

B: …

A: Who will she see?

B: …

A: What did he/she look like?

B: …

A: Will she see the white rabbit again?

B: ...

T: Which pair can make a dialogue? Well done, so Alice may meet/ go to...

S: ...

T: Just now you talked about your story. Let’s read the book again. What did the book say? What happened? Did she eat the cake?

S: Yes.

T: How did she become?

S: Bigger and bigger.

T: She was too big to stay in the house. Where did she go?

S: The rabbit’s house with a lot of trees and flowers.

T: Who did she see?

S: The white rabbit, a little mouse, a frog, a tortoise and a squirrel.

T: How did the rabbit feel?

S: Very angry.

T: Good. It’s your turn to write a story. You need a clear outline. You may divide your story into three parts. So the first part...

S: The beginning. “Will Alice eat the cake? How will she become?”

T: The second part...

S: The main body. “Where will she go next? Who will she see? What does he/she look like?”

T: The last part...

S: “Will she see the white rabbit again? ”

T: Don’t forget your tense. The simple past tense. About 80 words. You know a good writing needs a clear outline, proper conjunctions, adjectives, adverbs, and enough details. Go ahead.

S: ... 设计意图：为打开学生续写思路，教师首先播放了Alice梦游仙境电影片段，欣赏电影里的奇思妙想，然后又让学生编对话，讨论接下来Alice将碰到的人和事，学生展示完毕后，教师打开立体书，让学生欣赏原著的故事，最后与学生一起梳理思路，从三个部分展开故事，构建写作框架，指导学生写作。

Step 4. Design a book.

T: Boys and girls, I asked you to design a book cover in groups before. Next you work in groups. Share the beautiful and useful expressions. Correct the mistakes in your writing. Then you try to choose the best story in your group. Put the story in your book. Report it to the whole class. Understand?

S: ...

T: Which group would like to share your story with us?

S: ...

T: Thank you very much. Your story is interesting. Do you like their story?

S: ...

T: Excellent. Boys and girls, let’s be a good reader and be a good creator. After class, please finish writing your story and hand it in tomorrow and watch the film of Alice in Wonderland produced by Disneyland. I look forward to reading your wonderful story. Class is over, goodbye, Class! 设计意图：学生小组讨论，互相批改，找出错误，学习其他同学的好词好句，并选出最精彩的一篇故事贴到事先准备好的封面里面，创作自己的一本小书，展示给班级其他同学看。教师以此鼓励学生发挥想象力，大胆创作，享受阅读享受创作。

【板书设计】