Unit 6 A Special Machine Lesson 2 （二）

呂海鵬

一、教學目標

1.通過本課時的學習，85%的學生能將課文讀熟、讀順，并且對該課文有較好的理解。

2. 通過學習本課，使學生充分運用略讀和掃讀等技能來提取文章的主旨、各段段意、文章細節(jié)等要點，使學生的閱讀和理解能力有所提升，以便學生利用這些能力閱讀其他文章。

3. 通過閱讀和理解關(guān)于發(fā)明的文章，使學生對該話題類文章產(chǎn)生興趣，并增加學生對英語的學習熱情。

二、教學用具

星卡，每組5張圖片（用于排序環(huán)節(jié)），每組5張紙條（上面分別寫著對應5張圖片的句子，用于排序環(huán)節(jié)），每組一大張紙（用于排序環(huán)節(jié)），每組一支固體膠，一個帶著4張判斷正誤句子紙條的信封，一個帶4張問題簽的信封，一個真空吸塵器模型，多媒體，PPT。

三、教學過程

1. Pre-reading

1.1 分組并確定獎勵規(guī)則 （5 minutes）

There are about 40 students in the class. The teacher is supposed to divide the students into 10 teams according to their English ability. And in each team there are 4 students who have different English abilities， 1 top student with a high ability（No.1 in the team）， 2 students with an average ability（No.2 and No.3 in the team） and 1 student with a low ability（No.4 in the team）. For one question， if he answers it correctly， the number of stars he will get is his member number. For example， if he is No.1 in the team and answers a question correctly， he will get only 1 star. But if he is No.4 in the team， he will get 4 stars！ The rule of reinforcing should be team-oriented. The final team score is the number of all the stars all the team members in the team get. The team getting the most stars will get a surprising prize from the teacher.

【活動說明：將學生按照英語水平進行分組，每組4名組員。確定獎勵規(guī)則，正確回答問題后，按照組號獎勵，如：1號組員回答正確得到1張星卡，4號組員回答正確就能得4張星卡，小組星卡數(shù)等于各組員星卡數(shù)之和，最后優(yōu)勝組和個人獲得獎勵。這種方式使大部分學生全程努力跟住各個環(huán)節(jié)和課堂節(jié)奏?！?/p>

1.2 暖身游戲 （2 minutes）

After teams are formed， the teacher call any member in any team and the student called should stand up quickly. For example， the teacher says， “No.3 in Team 2！” Then the corresponding student should stand up quickly saying “Im here！”.

【活動說明：教師隨機叫到任一組里的任一組員，組員起立，這要求學生必須精神集中?！?/p>

1.3 討論3個常見的已有發(fā)明（3 minutes）

The teacher shows three common inventions in PPT， the bulb， the plane and the sunglasses. Discuss in teams Two questions about the three inventions.

What is it？ Why was it invented？

After the discussion， the teacher shows the picture one by one. The students raise their hand to grab the chance to answer the two questions. For example， the student could answer like this.

S1： It is a bulb. It was invented to give people light in the dark.

S2： It is a plane. It was invented to make sure that people fly in the sky.

S3： It is a pair of sunglasses. It was invented to prevent our eyes from the sun.

Whats more， there could be idea sharing and contradiction with each other in this step.endprint

【 活動說明：以討論電燈泡、飛機、太陽鏡這些熟悉的發(fā)明來導入本課話題，使學生接受起來不突兀。】

1.4 討論Flowbee和發(fā)明者Rick Hunt的圖片 （6 minutes）

The teacher shows another picture on PPT in which Rick Hunt is cutting his hair with his invention called Flowbee. three questions are put forward for students to discuss in teams.

What is the machine the man is holding？

What is the man doing with the machine？

Who do you think is the man？

After the discussion， students can share their ideas in class. There must be different answers.

S1：The machine is a telephone. The man is trying to act as an emperor because the telephone looks like an emperors hat. I think the man is an actor.

S2：The machine is a vacuum cleaner. I also think he is acting as an emperor， but I think he is a worker.

......

The teacher and all the students have heard a number of answers. In order to find out the correct answer， students have to read the passage carefully with the three questions.

T：Lets read the passage silently with the tape， trying to find out the answers to the three questions.

【活動說明：學生對圖片進行討論，實際上就是預測，激發(fā)學生的發(fā)散思維，形成多種答案，最后帶著疑問進行文章閱讀。此外，學習小組中3號和4號組員由于獎勵規(guī)則積極性比較高，參與度高。】

2 While-reading

2.1 公布上一環(huán)節(jié)所布置問題的答案（2 minutes）

The teacher asks three students to tell the answer to each question. Three students answer like this， respectively，

The machine is Flowbee. The man is cutting his hair with the Flowbee. The man is Rick Hunt who invented the Flowbee.

【活動說明：給學生一個積極的反饋，使學生繼續(xù)專注于該課文?！?/p>

2.2 隨讀課文（2 minutes）

The teacher asks the students to read with the tape aloud then plays the tape. The students should try to catch up with the tape and pay attention to the pronunciation， intonation and stress of each word when reading.

T：Now read with the tape aloud and try to catch up with the tape. When reading， youre supposed to pay attention to pronunciation， intonation and stress of each word. （Then play the tape. The students begin to read with the tape aloud.）

【活動說明：這是學生第一次通篇朗讀全文的環(huán)節(jié)，學生在隨讀過程中隨時修正他們語音、語調(diào)、重音等方面的錯誤，此環(huán)節(jié)也讓學生對文本有了一個初步的理解?！?/p>

2.3 播放磁帶跟讀（8 minutes）

After reading with the tape， the students are asked to read each sentence after the tape. In other words， the passage is played one sentence by one sentence and the students should read each sentence exactly.

T：Now lets read after the tape， one sentence by one sentence. Remember to correct your mistakes with pronunciation， intonation and stress of each word.endprint

【活動說明：學生對每句話反復朗讀，對每個詞都要注意語音、語調(diào)和重音，這是學生糾正錯誤的核心環(huán)節(jié)?！?/p>

2.4 開展組內(nèi)和組間的朗讀競賽（12 minutes）

The students are asked to read the passage in their own team one by one and select the best one， with the least mistakes and the highest reading speed， to stand out， which is the competition within teams. Then the best players from each team will get 2 stars and have a competition with each other， which is the competition between teams. The champion in the class will get 4 stars.

T：Now read in teams one by one. After one finishes reading， help him or her correct his or her mistakes. The best one in your team stand out. Here we go！

（After all the best players from each team stand out，）

T：You are the champion from your team and you have got 2 stars. Now you are against other champions from other teams. Who will be the final champion in our class who will get another 4 stars？ You may PK with each other. Here we go！

T：Ha！ XXX is the final champion！ Lets give him / her a big hand！ Congratulations to you， XXX！

【活動說明：通過競賽，激發(fā)學生組內(nèi)朗讀的熱情，學生心中“比拼”的勁頭被調(diào)動，各組第一名之間的PK也將該活動推向高潮，各組第一名獲得少量星卡，最終的贏家獲得額外的星卡?！?/p>

2.5 排序 （8 minutes）

In this activity， each team is demanded to use a big piece of paper， the 5 slips of paper with sayings on them， the 5 pictures and the glue stick. The students are asked to put them in the correct order and try to introduce how Flowbee was invented.

T：Work in teams， stick each slip of paper on its corresponding picture， then stick the slips of paper in the correct order according to the story of Flowbee on the big piece of paper. And then， practice introducing how Flowbee was invented with the pictures， trying to make your introduction exact， brief and fluent. Now you may begin.

T：Now the team leaders stick your paper on the blackboard！

T：Who wants to introduce how Flowbee was invented？

（Maybe only three students can come to the front to introduce because of the limited time.）

【活動說明：各組內(nèi)組員先把句子紙條粘到對應描述的圖片上，再把圖片按照Flowbee被發(fā)明的故事的順序粘到大白紙上，再按照組內(nèi)訓練排好的序進行故事復述，介紹Flowbee被發(fā)明的前因后果。準備好的組將自己的大白紙（成果）粘到黑板上，并進行介紹。該活動加深了學生對篇章的整體理解以及訓練了學生英語口語表達能力?！?/p>

2.6 正誤判斷 （5 minutes）

Firstly the teacher prepares 4 sentences for students to judge whether they are true or false. These 4 sentences are，

① Flowbees were invented in 1987.

②Rick Hunt invented the Flowbee by adding some parts to a common vacuum cleaner.

③Flowbees are sold only in the United States.endprint

④The first Flowbees were sold in a market near Hunts house.

Each sentence is written on one slip of paper， so there are 4 slips of paper in total for each team and these 4 slips are put in an envelope.

Students should open the envelope and extract any one slip from the envelope. Then， the students go back to the passage and find out whether the sentence in hand is true or false， more importantly， students are called to underline the original sentences as the evidence. Then the teacher asks the each team to have a discussion to report his or her own sentences， to tell others whether it is true or false and where he or she finds the answer in the passage.

S：My sentence is “Flowbees were invented in 1987.” It is true. I found it from several sentences of paragraph 2 and 3. “In 1987， Rick Hunt was working in his wood shop. As his hair was cleaned by the vacuum， he got an idea. Some special parts were added to a common vacuum. In this way， the first Flowbees were built.”

The teacher then calls four volunteers to report his or her result to the class in order to check the answers.

【活動說明：正誤判斷設計掃讀并對細節(jié)信息加以提取和判斷。該活動增加學生從文章中搜索信息的趣味性?！?/p>

2.7 更多細節(jié)搜索 （10 minutes）

Firstly the teacher prepares 8 questions in total according to the passage details.

① When was the Flowbee invented？

② What is the Flowbee？

③ Who invented it？

④ What idea did he get when his hair was cleaned by the vacuum？

⑤ What did he do with a common vacuum to make the first Flowbee？

⑥ In what ways did he sell his inventions？

⑦ How many Flowbees were sold in America over the next ten years？

⑧ What is the main idea of the passage？

These 8 questions are written on both sides of a slip of question sheet. And 4 sheets are for one team， each sheet for one member. For each sheet of question sheet， on one side， the 2 questions are set for its corresponding team members ability， on the other side， the rest 6 questions which are for the other 3 members are there.

T： Question 7， No.3！

S： How many Flowbees were sold in America over the next ten years？ More than a million. I found it in the first line of the last paragraph， “More than a million Flowbees were sold in America over the next ten years.”

【活動說明：不同的組員拿到的是不同的題簽，根據(jù)問題的難度進行分配。正面是自己的題目，背面是其他組的題目，這些細節(jié)問題需要學生運用掃讀技巧來搜索、提取，獎勵制度促使學生盡快保質(zhì)保量地完成自己的問題，再完成其他習題，使能力進一步提升。】

3. Post-reading

角色扮演 （15 minutes）endprint

The teacher asks each team to select one to act as Rick Hunt. Practice a role play showing the story of Rick Hunt and his Flowbees using the vacuum cleaner model prepared before the class. Then each team think of ideas about the play and select one person to act， helping him or her deciding what to say， what movements to make and what expressions to have for each stage of the story （the play） to make sure that their team can act it out well. After the preparations， the teacher calls some volunteers to act in front of the class and each team and the teacher then evaluate each play. All the members participating in the role play will get 1 star. The member getting the highest marks will get 5 stars for their team， the one getting the lowest marks will only get 1 star for their team， respectively.

【活動說明：該活動使學生親自體驗文章中發(fā)明者的故事，通過自身演繹，使學生更進一步加深對故事的理解和掌握，通過表演時的神態(tài)、動作、語言，教師能看出學生到底對故事各方面掌握的程度?！?/p>

四、板書設計

When were they invented？

Who invented them？

How were they invented？

How were they sold？

Sometimes， great ideas come from surprising places.endprint