《拉姆菲特先生的困擾》教學紀實與反思

張伊

教學內(nèi)容：

《陽光英語》第17級（高二上）《拉姆菲特先生的煩惱》（整本書閱讀）。

教學目標：

1.借助提前閱讀和圖片環(huán)游的方式梳理故事發(fā)展過程（A3概括與整合;B1描述與闡釋）（第一課時）;

2.分析、推斷和評價四季的美麗以及意義，主人公釋懷的原因（B2 分析與判斷;C1推理與論證;C2批判與評價）（第一課時）;

3.推斷和評價本書的主題意義：人與自然規(guī)律—發(fā)現(xiàn)生活中的美、接受和尊重自然規(guī)律從而與之和諧共處（C1推理與論證; C2批判與評價）（第一課時）;

4.基于閱讀沙龍和讀者劇場活動，探究文章主題意義;深入感知文本之美，賞析描繪故事中打動他們的句子和段落;用文本寫作特色完成情景寫作（C1推理與論證; C2批判與評價;C3 創(chuàng)造與想象）（第一課時&第二課時）。

教學重點：

1.學生提前閱讀和借助圖片環(huán)游，復述故事大致內(nèi)容;

2.學生理解、分析和評價主人公的心理變化和四季的美麗以及意義;

3.學生通過閱讀沙龍和讀者劇場感受文本的美麗，品味優(yōu)美的語句，賞析語言，課后運用。

教學難點：

1.學生分析和理解四季的美麗與價值男主人公接受四季的原因;

2.學生探索人與自然如何和諧共處，了解其意義， 發(fā)現(xiàn)其美麗;

3.用文本寫作特色完成情景寫作。

教學過程：

Read in advance

1.Read the story carefully then retell it briefly based on the following pictures.

2.Underline the sentences or paragraphs that impress or inspire you most and think about why.

Free Talk

T：Good afternoon everyone！ Im Miss Zhang from Hainan Middle School.As you all know， I m from Haikou， which is really hot for a whole year，so my favorite season is Winter.How about you，guys？ Which season is your favorite and why？

S：My favorite season is Winter too，because I like snow and ice and I can skate on the Songhua River.

T： Well， you can do a lot of snow activities in Winter.Thats great.Any other opinions？

S： My favorite season is Summer， because I think it is really fantastic.It has a lot of stories to tell and a lot of experiences to feel.

T： Yes， the sunshine， the heat...

S： And many big events， like the high school entrance exam and my middle school exam， all in Summer.I think its really important.

T： Great！ Now， is there any season you dislike and want to remove？

S： I want to delete the season—Summer.Because in Harbin， Winter is the most famous season but Summer sometimes makes the city a little annoying because its hot.

T： Trust me， I totally understand how you feel.

Picture Walk

T： Great， it seems that you have different opinions on four seasons.And yesterday we read an interesting story happening between four seasons and a man.Could you please tell me his name？ Yes， Mr.Rumfitt.

T： This is him at the beginning.How did he feel？

S： Confused， not happy.

T： What about this one in the end？ How did he feel now？

S： Happy.

T： Yes， he was wearing a broad smile.So from this to this.What made him change？

S： Seasons.

T： Fantastic！ But what exactly happened in between？ Please retell the story briefly based on the following pictures to yourself in 1 minute.Later， I will invite one student to retell in class.

（學生準備。）

T： Any volunteers？

S： First， he was confused because the season is changing.So he decided to buy a valley and allowed no seasons to enter.But his well was dry and he had to meet the season of Spring.He enjoyed Spring and decided to buy some cabbages.Later， his well was dry again and he had to meet Summer.He also invited Summer to come in and he enjoyed what it brought.The well was dry again and he had to meet Fall and he seemed to make his apple trees happy.Finally， when he wake up he met the season of Winter.Because all of them needed to rest and sleep.So he allowed all seasons.

T： Great！ How do you like his retelling？ Can you know what happened in the story from his retelling？

T： Yes， great.It seems that youve fully understood what happened in the story.

Jigsaw Reading

T： According to the boy， we know that at the beginning， Mr.Rumfitt refused four seasons， but at the end of the story， he welcomed them.Why did Mr.Rumfitt change his attitude towards them？ Please have the question in mind and do a jigsaw reading in groups of four.Each student in the group just focuses on one season.And think about this question： Why did Mr.Rumfitt change his attitude towards the season you choose？ Remember to write your opinions on the worksheet.You can start now.

（學生自己閱讀并且完成worksheet。）

Group & Class Sharing

T： Now please share your opinions in groups.

（學生進行小組分享。）

T： Okay， anyone wants to share his her opinions with the class？ Lets start with Spring.Why did Mr.Rumfitt change his attitude towards Spring？

S： I think the reason why he changed his attitude towards the Spring is that Springtime helped his plum tree and made his valley lively and fantastic so he realized Springtime is so good and allowed it to come in.

T： Great！ Spring is so good.Can you find any examples to show the beauty of Spring in the book？

S： The Spring girl on page 10.She danced like a flower， like a tree， like a flame of green.

T： Yes，we can feel the energy of the Spring girl.Thats because the author used like...like...what kind of writing technique is used here？

S： Simile.

T： Other reasons？

S： Springtime came in.The boy and girl bring fresh energy to the valley.They danced and song， brought all the flowers into blossom.And the plum tree.His valley was bright with Spring.Mr.Rumfitt felt relaxed with Spring.

T： Thats right.The girl mentioned that Springtime brought a lot of blossoms to the flowers.What were the flowers like？

S： They were in different colors.

T： like...？

S： White， pink， purple...

T： Yes， Spring was full of colors.With all these， the colors， the blossoms...What else？

S： The willows put on their green veils.

T： Right， thats so vivid， what kind of rhetorical device is used here？

S： Personification.

T： Now can you use one or two words to describe the beauty of Spring？

T： Like what color？

S： Green.

T： What does green mean in Spring？

S： Life.

T： You totally got the point！ So we can say Springs beauty lies in new life.（教師板書。）We can feel the new life and beauty of Spring because the author used many vivid writing techniques to show us instead of telling us its beautiful.This is what we call “Show！ Rather than tell！”This is what we can learn for our further writing especially when describing something beautiful.

T： Alright.After Spring came， who came next？

（教師和學生賞析夏秋冬三個季節(jié)。）

Pair Discussion

T： Now we can see four seasons are beautiful and meaningful in different ways.Thats why Mr.Rumfitt changed his attitude towards them.Now lets see the order of them.Its a...

S： A circle...

T： A circle of...

S： Life/nature...

T： This is how nature runs.With this circle， four seasons have beautified and enriched Mr.Rumfitts life.Thats why he accepted them.But at the very beginning， he didnt like four seasons， thinking that “the world didnt add up to anything”.But at the end of the story， he said...Lets read it together...Whats the implied meaning of the two sentences？ Please discuss it with your partner.

（學生進行同伴討論。）

S： I think at first Mr.Rumfitt thought the change of seasons is meaningless.The world first gets hot and then cold.Its meaningless.Why dont we stay in the most comfortable season？

T： Oh， he didnt understand why seasons run like this.

S： The second sentences showed that he found the meaning of the seasons.Although he couldnt tell what it was， he could still feel it.

T： Oh， these feelings were beyond his descriptions.Great opinions！

...

T： This is how life runs.The rule of life.Can we change it？

S： No.

T： Maybe not.So all we can do is to accept it， find its beauty and respect it.

Reading Salon.

T： This is just what Mr.Rumfitt experienced in the story， and we also followed him to experience it.Now， I believe you must have a lot to share.Now please share the sentences and paragraphs that impress or inspire you most in groups.Please remember to read them emotionally and give reasons.

（學生準備閱讀沙龍。）

T： Please come to the stage and share.

S： We can turn to page 24.I like what Mr.Rumfitt said at last.“Spring again soon， then Summer， then Autumn and Winter again.Very beautiful， very untidy.” Its just like what Shelley had said： “If Winter comes， can Spring be far behind？“ Shelley wants Spring but Mr.Rumfitt wants all seasons.That means what bothered Mr.Rumfitt now makes him look forward to it.He found a way to live with nature and life.He also found that beauty is everywhere， even in an untidy place.And nature is such a beautiful place for all of us.

S： Its important for us to get along with the nature because it brings us to many things that we human beings cannot get.Try to think about it： If there is no season in our world， what will happen？ People will do the things all the same， again and again.It would be very...boring.So I think season is a gift nature gives us.

（教師總結(jié)本課。）

Readers Theatre （Homework）

反思：

本次課所選擇的文本是《陽光英語》分級閱讀高二上，《拉姆菲特先生的困擾》這本繪本。它講述了主人公拉姆菲特先生從厭煩四季變換到接受四季交替的故事。主題上，文本使讀者深入體會四季的美麗，了解其價值;明白大自然的規(guī)律，要尊重和接受其運作的方式，從而達到和諧共處。語言上，文本運用多種寫作手法展示了四季的美麗。以上展示的課是整本書閱讀課程的第一課時，抓手主要在What（內(nèi)容）和Why（主題）上?；诖?，我設計了相應的教學活動：

Read in advance通過提前閱讀和完成worksheet，學生知曉文本大意、掃清其理解障礙，保證整本書閱讀的完整性。Free Talk通過創(chuàng)設情境，聯(lián)系學生本身;引入話題，激發(fā)學生閱讀興趣，激活關于四季的背景知識和語言知識。Picture Walk通過圖片環(huán)游，學生復述故事，充分發(fā)揮繪本插圖這一優(yōu)勢，開發(fā)學生思維，訓練學生觀察圖片，復述文本信息的能力，讓學生做到“有圖可說，有圖會說”。Jigsaw Reading解決文本太長不能精讀這一困難;利用問題和指示，引導學生分析所讀文本，提煉和內(nèi)化文本信息，培養(yǎng)學生歸納總結(jié)信息的能力;學生通過歸納和概括主人公態(tài)度變化的原因，可以體會和感悟四季的美和價值。Group & Class Sharing借助組內(nèi)和班級內(nèi)交流，交換信息，補全信息差，內(nèi)化語言;激發(fā)學生興趣。在已經(jīng)知道一個季節(jié)的相關知識的基礎上，他們更愿意去獲取別的季節(jié)的知識，這是一種主動學習的表現(xiàn);分析、推斷和評價四季的美麗以及意義和主人公態(tài)度變化的原因，同時為之后評價文本主題意義做好鋪墊。 （在班級分享時，教師發(fā)揮“支架作用”，用文本中的細節(jié)幫助學生歸納總結(jié)四季的價值和美麗，將主題理解上升一個高度;同時教師總結(jié)“Show！ Rather than tell！”這一學生在之后可以學習的寫作技巧，為之后的欣賞語言做鋪墊。）從生生互動到師生互動，活動形式多樣，學生享受課堂。Pair Discussion.通過之前的教師總結(jié)和同伴討論，學生放眼于四個季節(jié)這一整體（自然），深入地分析、推斷和評價主人公釋懷的原因。Reading Salon在課堂的最后，借助閱讀沙龍，將課堂交還給學生，給他們機會去抒發(fā)自己的感受和表達想法。學生們再次回到故事本身，在組內(nèi)和班級里分享令他們印象深刻的或者有啟發(fā)性的句子或篇章。鼓勵學生有感情地朗讀，讓他們再次感受文本的美、賞析語言和理解主題，將所學和自身經(jīng)驗結(jié)合起來，效果喜人。此活動也為第二節(jié)課的讀者劇場和情景寫作做好鋪墊。Readers Theatre借助課下作業(yè)，學生準備讀者劇場活動，為之后第二節(jié)課感受文本的美、賞析語言和理解主題做好鋪墊。

按照“整進整出”的原則引導學生進行整體閱讀。以整本書的主題為綱領，引導學生在主題探究中實現(xiàn)意義建構(gòu)。圍繞主題，幫助學生將書中的通識經(jīng)驗或他人經(jīng)驗轉(zhuǎn)化為個人經(jīng)驗，生成新知，也讓學生受益良多。同時注重在課程中培養(yǎng)學生英語學科核心素養(yǎng)，具體體現(xiàn)在以下教學設計當中：

語言能力：本課在“人與自然”的主題下，為學生設置了“我們?nèi)绾握J識自然的美和價值”的情境。以圖片環(huán)游、拼圖閱讀、閱讀沙龍、讀者劇場，以及創(chuàng)造性寫作等不同活動形式，提升學生理解和表達意義的能力。

思維品質(zhì)：本課通過不同的活動形式提升學生的思維品質(zhì)。例如運用圖片環(huán)游培養(yǎng)學生的邏輯性;通過討論拉姆菲特先生態(tài)度的改變和閱讀沙龍深度挖掘主題意義，促進學生批判性思維的發(fā)展;后續(xù)的創(chuàng)意寫作可以進一步提高學生的創(chuàng)新能力和水平。

學習能力：持續(xù)開展整本書閱讀，學生有機會接觸充足的語言材料。同時根據(jù)相應的教學活動，學生多次閱讀，達到閱讀量的要求。例如這本繪本有2000多字，課上和課下學生至少讀了4到5遍。這能幫助學生形成良好的閱讀習慣，助力他們語言發(fā)展和英語鑒賞能力的提升。

本課通過整本書閱讀，從激活學生“已知”開始，以生成“新知”結(jié)束。以豐富的活動，給與學生多樣的體驗。通過這樣的“沉浸式”英語學習體驗，學生真正融入和愛上了英語課堂。這有助于提升學生英語學科核心素養(yǎng)，讓他們做到“得語又得意”，同時也實現(xiàn)了我校育人方面的價值，培養(yǎng)了心靈自由，學習自主，行為自覺的新世紀人才。

編輯/王? ? 波