鄒麗娟

劉飛雪老師執(zhí)教的“Helen Keller”是《新標準英語》六（下）Module 8 Unit 1的內(nèi)容，語篇故事以介紹名人Helen Keller生平為主要內(nèi)容。這是一個美國歷史上真實存在的人物，她的人生經(jīng)歷直到現(xiàn)在還在激勵著我們無數(shù)人。本課通過教材提供的故事情境，用could,couldn’t談?wù)撨^去能夠做的和不能夠做的事，同時對學生進行意志和品質(zhì)的教育。

劉老師在設(shè)計教學時，對原文本的順序進行了重組和適當改編，采用倒敘的形式，以Helen Keller的三個時間段ababy girl,a little girl和a young girl為軸，介紹她非同常人的生活和學習經(jīng)歷。改編后的文本仍以故事為線，但時間脈絡(luò)清晰，學生在閱讀故事的同時學習語言知識，激活思維；在感受人物命運的同時，滲透人文情感，塑造學生的文化品格。

一、閱讀前呈現(xiàn)人物背景信息，奠定閱讀基礎(chǔ)

【片斷一】

1.Read and say.

T:Look at this picture（見上圖）,who is she?

S1:She is Helen Keller.

T:Do you know her?What do you know aboutHelen Keller?Where was she from？

S2:America.

T:What else do you want do know about her?

S3:How was her life?

T:Good question,was she happy?Now look at the books(見下圖),she even wrote many books.So what does she do?

S4:She’s a(famous)writer.

T:Look at the titles of the books.What are all these about？How do you know?

S5:About her life.

T:Whydid shewriteso many book about her life?How was her life?

【教學分析】劉老師先用一段關(guān)于Helen Keller的名言引出文本的主人公，在與學生的對話中初步了解她。而后依次出示她寫的幾本書，了解她的身份，同時在書目題目的字里行間分析，猜想作者著書原因，激起學生對人物命運的猜測。隨后提出問題，在下面的語篇教學中印證。

二、閱讀中以時間為軸重構(gòu)文本，學習語言支架

【片斷二】

教師先讓學生看一段主人公生活艱辛的視頻，初步感知她baby時期的生活，然后讓學生帶著三個問題閱讀文本的第一部分：Q1.When and where was she born?Q2.How washer life?Q3.What was her life?

T:Was she happy that time?

S1:No，her life was(very)sad.

T:What was her life?

Ss:She was blind.So she couldn’t see.She was deaf.So she couldn’t hear.

T:She was blind.Could she read books?Could she see her parents?Whatabout the colors?(No.)She couldn’t see anything.And she couldn’t hear.

S2/3/4:She couldn’thear the music/the sound/...

T:So her life was very sad.It was(very)different.

【片斷三】

1.Read and think.

T:Whenshewasonlya baby girl,her life was sad.But she wrote many booksin the end.How could she do?What must she do?

S2:She must learn to write and read.

T:How could she learn?

S3:She was clever.

T:Just clever?

S4:She tired very hard.

T:Yes,but she was blind and deaf.So it was very different for her.Everyone is very clever,but you should learn hard.Now let’s watch another video about Helen Keller.

2.Watch,discuss and play.

T:Which word did she read?(Water)Was it easy?(Yes.)Really?Let’s play a game.I’ll write a word on your hand like her teacher.You can guess：What is it?(cat,girl)

T:Is it easy ordifferent?(Different).ButHelenKeller tried to learn many words.Sure,it was very very hard.

【片斷四】

T:What did she do later?

S1/2/3:wrote books/helped blind men/went around the world.

T:How could she help the blind men？

S4:Her friends helped her.

T:What did she help blind man?

Ss:Maybe she helped blind people how to write and read.

【教學分析】在以上的三個教學片斷中，劉老師將原本的語篇順序進行調(diào)整，以時間軸來重點了解Helen Keller的三個成長時期。如果僅呈現(xiàn)文字，學生對人物成長時期的艱辛并不一定有很深的感觸，所以在上面的片斷中，執(zhí)教者通過動畫、游戲等多種形式來理解文本，學習語言知識。片斷二中通過動畫，大家了解到主人公baby girl時期，她因為聽不見、看不到，所以生活非常辛苦，從而學習語言知識“She couldn’t...”。片斷三中又利用一小段故事視頻和游戲體驗，了解到little girl時期，學習一個單詞對她來說是多么困難，學習語言知識“She could...”。片斷四中主要講述主人公young girl時期，Helen Keller著書、游學、幫助盲人，她成名的同時也幫助許許多多像她一樣的盲人。

三、閱讀后拓展思維、提升語用，升華語篇情感主題

【片斷五】

T:She could help people everywhere.So she was famous.How was she?

Ss:She was famous/kind/happy/helpful.

T:Yes,so...

T:Do you know“Normal”?It means the blind men just like you,or me,or the other people.They can learn,write and work,too.Now whatdo you know from the story?

S1:我們要像海倫凱勒那樣身殘志堅。

T:We can say：我們身不殘但志只要堅。

S2:We must study hard.

S3/4/5:We will try our best to learn/study/work.

T:Great！ As normal people,when difficulties come to visit,don’tgive up,try your best.

【教學分析】解讀人物生平時，劉老師通過對話交流以及活動體驗來感受海倫凱勒作為一個盲人學習是多么地艱辛。正因為她的不懈努力和堅持，她長大以后才能成為一位著名的作家和教育家。在這個片斷中，如上圖的文本信息在原教材中承上啟下，用來銜接主人公從少年到青年。而劉老師則把它放在語篇閱讀的最后，作為文本情感提升的載體。學生在理解normal一詞含義的同時，聯(lián)系生活實際，感悟主人公堅強的意志品質(zhì)，升華了文本的情感主題。