解析文本特性 還原課堂本真
——小組合作學習共同體下靈動課堂的創設

■謝麗茜

【教材分析】

本課是基于譯林出版社《牛津初中英語》（2012年版）7A Unit 8 fashion的閱讀課時。教師通過課前制定導學單，在小組合作學習共同體的推進下，以課前自主獨立學習和小組互助學習相結合的形式，讓學生熟讀課文，小組內部自學有關介紹服飾的一系列單詞，適當查閱課外生詞，增加詞匯量，培養學生自主探究的學習能力。要求學生能把握主持人文稿的特點，即有開場白和結束語，文本主體部分介紹模特時所運用的時態為現在進行時。鑒于本單元主題是“時尚”，教師引導學生樹立正確的時尚觀也成為必要的情感教育。

【學習目標】

Knowledgeaims:

1.To learn different kinds of words about clothes by studentsthemselves.

2.To imitate models and hosts to introduce one'sown clothesand others’clothes.

Ability aims:

1.Tounderstand thefeatureof thetext,ahost’s script.

2.To know the feature of a host’s script,hav?ing the opening words and the closing words as well asthepresent continuoustense.

Moral aim:

To set up students’right values about“fash?ion”.

【教學重難點】

1.To apply different kinds of words about clothes to describe others’dressing freely and con?fidently.

2.To make up the opening words and the clos?ingwordsfor an activity.

【教學準備】

教師準備：

1.將班級學生分成七組，每組設定正副組長，采取師徒結對“一對一”的形式進行課堂內外活動。每周根據小組內得分情況評比“美麗小組”，根據個人得分情況評比“美麗個人”，設定各種物質、精神獎勵以激發學生的積極性，增強集體意識。

2.搜集課文中五個模特的服飾圖片以及頭像，彩色打印并裁剪好。彩色打印有關服飾的五個方面（名稱、顏色、材質、特征、配飾）的思維導圖。

3.準備金色羽毛面具、話筒、紅色地毯以及若干紅包（內含一定金額）。

4.準備學生走秀時的背景音樂，精心制作PPT，提前調試電腦設備。

學生準備：

1.充分發揮小組作用，自主預習有關服飾五個方面的單詞。然后組長帶領組員整合大家收集的單詞，一起學習，并提前寫在教師下發的圓形彩紙上，為上課做好準備。

2.學生自帶服裝配飾，如帽子、墨鏡、圍巾、面具等，為課堂服務。

【教學工具】

PPT，電腦，事先準備的各種直觀教具。

【教學過程】

Lead-in

T:Which festival iscoming?

S1:The Spring Festival.

T:Are you happy at the Spring Festival?Why or why not?

S2:Yes,we are happy.Because we can get red packets.

S3:Yes.Because our parents get new clothes ready for us.

教師呈現一個關于春節的簡短PPT動畫，提出的問題貼近生活實際，學生有話可說，課堂氛圍一下活躍起來。教師即時點評、鼓勵，可以讓學生得到更多的成就感和自信。

T:Look at the picture.Where are the students in the picture from?Are they happy at the Spring Festival?If not,what can we dotohelp them?

S1:They are the students in poor areas.They are not happy.Because they arepoor.

S2:We can give them some clothes to help them.

S3:We can givethemour money tohelp them.

T:How about giving a fashion show to collect money tohelp them?Is it a good idea?

S:Yes.

教師繼續呈現一張來自貧困地區兒童的照片，再次追問這些孩子能否開心過春節，大多數學生的回答是否定的。那么如何幫助他們呢？這是個發散性問題，很多學生的回答停留在“捐助東西”的層面，而教師引導他們舉辦時裝秀來“集資”，呼吁身邊人共同參與。導入部分自然流暢，又增加了“助人為樂”的情感教育。在平時的課堂中，情感教育的滲透尤為重要，教師應有意識地關注學生良好品德的塑造和正確價值觀的培養。

Activity 1 Pre-show

T:What do we need most to have a fashion show?

S:Clothes.

T:Great!We havethese partsabout clothes in?cludingstyles/names,colors,materials,features,ac?cessories.Now,which group would like to show the words you collected tous？

該部分為導學案的課前預習部分。教師讓小組內某成員把該組整理的彩色圓圈內的單詞貼在黑板上，并上臺“領學”，帶著全班同學學習該組收集的單詞。接下來，其他小組補充該組沒整理到的單詞，使自學部分更充實完善。教師應注意培養學生的思維能力和自主探究能力，可利用思維導圖把服飾的單詞分成五大類，讓學生自己去判斷、尋找單詞的所屬類別，同時，利用小組合作機制互助檢查，歸納整理。學生學習能力的培養在于正確運用有效的學習策略，教師可以給個“扶手”或“梯子”，放手讓學生去參與、探究。實踐證明，學生完成得非常好，他們歸類的服飾單詞涵蓋了本單元出現的所有生詞，并適當擴充了課外單詞，也增強了學生大膽、果敢上講臺表達的自信心。

Activity 2 While-show

1.Prediction

T:The title of the passage is the fashion show,can you guess what we can see at thefashion show?

S:Modelsand clothes.

T:Excellent!The title is very important.It can help us know something about thepassage.

教師向學生強調標題的重要性，看標題預測文本內容可以培養學生的想象力、思維能力，從而逐步完成創新能力的培養。

2.Skimming

T:Now please go through the passage quickly and answer the questions.How many models are there in thefashion show?Who arethey?

S:There are five models.They are Millie,Si?mon,Amy,Daniel and Sandy.

T:In the passage,wheredoyou find them?

學生能夠很快回答出文中涉及的五位模特及名字，但對第二個問題，似乎不太明白教師的意圖。教師隨即帶領學生標出每段段首第一句話，然后呈現閱讀技巧：一般而言，每段的段首第一句即為該段中心句。閱讀策略的培養需要在平時教學中點滴滲透。

3.The featureof the passage

T:Is the passage a story?Is it a novel like《Gulliver’stravel》?

S:No.

T:What’s the feature of the passage?You can answer it in Chinese.

S:主持稿。

T:Terrific.It is ahost’sscript.What’sthefea?ture of a host’s script?We can find out the open?ingwordsand closing wordsin thepassage.

T:Our school is having a sports meeting.If you are a host,what will you say about the opening words?

S:Good morning,ladies and gentlemen.Wel?come to our sports meeting.I am...from Class 11,Grade 7.Today we are going to enjoy different kinds of exciting games.Now,let’s wish our team good luck.

T:What will you say about theclosing words?

S:That’s all for today’s sports meeting.Thanksfor coming.

在這一環節，教師旨在讓學生感知文本的特殊之處，帶領學生再次解析主持稿的特點：開場白和結束語。其后，教師創設另外一個語境，挑戰學生能力：如果學校開運動會，你是主持人，會說怎樣的開場白和結束語？由于思考時間有限，同時，學生的應變和發散能力有所欠缺，教師隨即呈現參考答案，讓學生感知語言魅力。對于結束語，學生則異口同聲、脫口而出。教學環節的巧妙設計應該建立在正確解讀文本特點的基礎上，增強學生的語篇感。

4.Scanning

教師讓學生小組合作完成關于五位模特的細節特征的表格，培養學生查找細節信息的能力。

T:Next，please match the models with their right clothes.Work in your groups and put them to?gether as quickly as you can.When you finish,come to the front and stick them onto the black?board.

教師讓學生在填完表格進一步了解模特信息的基礎上進行小組合作，即快速又準確地匹配出各個模特所穿的服裝，第一個完成的小組將結果貼在黑板上。此游戲環節增加了課堂的趣味性，活躍了氣氛，充分調動了學生的積極性。

5.Retell

T:Retell the script with the help of the pic?tures on the blackboard.The sentences for each group member are as follows.The group leader as?sign tasks.

S1（主持人開場白）：Good afternoon,ladies and gentlemen.Welcome to our fashion show.I am...from Taicang No.1 Middle School.Today we are go?ingto show you different stylesof clothes.

S2:Look at Millie.She iswearing....

S3:Herecomes Simon.He iswearing....

S4:Now Amy and Daniel are coming.Amy is wearing...

S5:Look!Here comes Sandy.Sheis wearing...

S6（主持人結束語）:That’s all for today’s show.Thanks for listening.

此環節進行了兩個小組的展示，增強了小組團結合作的意識，鍛煉了學生的口頭表達能力。

Activity 3 Post-show

T:In order to collect money for the students in poor areas,now let’s hold our own fashion show.Please look at therules below:

（1）It should include color,material,feature,styles and accessories,not only names of the clothes.

（2）The first student says the opening words and introduces his/her fashion first,then walks in themiddle of theclassroomasa model.

（3）When the first student walks on the stage,the second student is the host.He/She introduces the first student’sclothes.

（4）Then the second student walks as a model,the third student beginsto introducethe second stu?dent.

（5）All the members in a group take turns to bemodels and hosts.

（6）Thelast student saystheclosing words.

（7）Other groups watch them carefully.After the show,other groupsneed tomake comments.

既然本篇文章是時裝秀，何不在教室里來個現場的班級時裝秀呢？教師把教室中間的小組移到兩邊，中間留出一條道，走秀時配以背景音樂，主持人手持話筒，既增強了儀式感，又不至于讓背景音樂干擾主持人，使學生聽不清表述。學生興趣高漲，走秀時提前佩戴好配飾，邊說邊演，自編模特動作，課堂氛圍達到高潮。教師依托學生“愛玩”的天性，運用情景教學法，根據文本特性，聯系生活實際，把時裝秀在課堂上生動還原，讓學生在“做”中“學”，達到事半功倍的效果。

T:Which group is better?

S:Tian Jingyu’sgroup.

T:OK.Here are thepresentsfor your show.

（The teacher gives five red packets to the group members,and asks them to open it.The Stu?dents are happy when they find some money in the red packets.）

T:Now,you have money.What are you going todowith themoney?

S1:Buy snacks.

S2:Buy books and pens.

T:Don’t forget to give the money to the chil?dren in poor areas.So please give the money back tome.

在兩小組展示完各自的時裝秀后，教師設計了一個“小把戲”，為表現較好的組員發了紅包獎勵，并要求他們將獎金捐給貧困地區兒童。情感教育再次滲透，學生心悅誠服。

Discussion:What’sfashion in your eyes?

T（Shows Students some pictures）:Are they fashionable?Are their clothes and hair fit for us?

S:No.

T:What do you think of fashion?Should we buy expensivefamousbrands?

S:No.

T:We should buy useful things,not too expen?sive.

T:Should we spend money on something we don’t need?

S:No.

T:We should spend money on something we need.We should wear clean clothes and right clothes at the right place.Remember that fashion is to be yourself.It’s not the true beauty to pursue ex?ternal beauty but inner beauty.

教師應幫助學生養成節約、簡樸的優良品質，樹立正確的時尚價值觀，即真正的美在于追求內在美而非外在美。

【課后作業】

Write down your group’sfashion show.

【教學反思】

在這節課中，教師著眼于文本的特殊性，精心創設情境，課前充分準備，利用各種教具的輔助作用，在課堂上開展了生動的時裝秀表演。興趣是最好的老師，當學生感興趣并愿意參與時，課堂氣氛自然能夠輕易調動起來。教師的教學設計立足于文本，由易到難，環環相扣，強調了文本解讀的重要性。教師利用小組合作機制，注重培養學生合作探究的能力。教學設計中多處滲透情感教育及學生發散性思維能力的培養。教師給予學生充分的小組合作展示機會，讓其積極主動地參與課堂，努力自信地展現自我，真正實現了學生的主體地位。