一节校内公开课的实录

2021年6月浙江卷

My dad, George, only had an eighth grade education. A quiet man, he didn’t understand my world of school activities. From age 14, he worked. And his dad, Albert, took the money my dad earned and used it to pay family expenses.

I didn’t really understand his world either: He was a livestock trucker, and I thought that I would surpass(超过) anything he had accomplished by the time I walked across the stage at high school graduation.

Summers in the mid-70s were spent at home shooting baskets, hitting a baseball, or throwing a football, preparing for my future as a quarterback on a football team. In poor weather, I read about sports or practiced my trombone(长号).

The summer before my eighth grade I was one of a group of boys that a neighboring farmer hired to work in his field. He explained our basic task, the tractor fired up and we were off, riding down the field looking for weeds to spray with chemicals. After a short way, the farmer stopped and pointed at a weed which we missed. Then we began again. This happened over and over, but we soon learned to identify different grasses like cockleburs, lamb’s-quarters, foxtails, and the king of weeds, the pretty purple thistle. It was tiring work, but I looked forward to the pay, even though I wasn’t sure how much it would amount to.

At home, my dad said, “A job’s a big step to growing up. I’m glad you will be contributing to the household.” My dad’s words made me realize that my earnings might not be mine to do with as I wished.

My labors lasted about two weeks, and the farmer said there might be more work, but I wasn’t interested. I decided it was not fair that I had to contribute my money.

注意：

1. 所续写短文的词数应为150左右；

2. 至少使用5个短文中标有下划线的关键词语；

3. 续写部分分为两段，每段的开头语已为你写好；

4. 续写完成后，请用下划线标出你所使用的关键词语。

Paragraph 1:

The pay arrived at last. _______________________________________________________

_______________________________________________________________________________

Paragraph 2:

I understood immediately what my parents were worried about. _______________________

_______________________________________________________________________________

本篇读后续写文本相对于大多数学生来说，还是有难度的。自己列出了一些较难的词块儿，帮助学生预习：

a livestock trucker  运牲畜卡车司机               
a quarterback  (橄榄球中进攻为主)四分卫         
the tractor fired up  拖拉机发动了               
spray with chemicals  喷农药           
amount to   总计，达到                    
contributing to the household   补贴家用           
my earnings   我的收入                  
my labors  我的劳动

设置文本浅层阅读填空题，帮助学生从宏观上把握文本信息：
⑴体裁：_______；

⑵人称：_______________；
⑶时态：____________；

⑷主题语境：____________；

Main idea of the story
Who:________________

When:_______________
Where:_____________  

What : _____________
Why:  ＿＿＿＿＿＿         

提出一个思考题：

文章中哪个句子是故事结局的落脚点？

（检测基础好的学生对文本的理解程度，提升思维品质，不仅仅满足于词汇和简单地回答问题。此问题在解决故事情节的时候进行检测。）

根据学生课前预习的情况看，此部分完成的效果还不错，所以此部分本人直接给出答案，学生核对信息，节省授课时间。

三、授课的重点放在How的部分，引导学生深层次理解文本，从故事情节和人物情感两方面分别展开：

​

理顺故事情节：

Para 1 & 2 （ from age 14 ）：

My dad had to contribute the money he earned to pay family expenses.

Para 3 （ summers in the mid-70s  ）：

I was crazy about sports.

Para 4.5 & 6（ the summer before my eighth grade）：

I was unwilling after hearing I would contribute the money.

前文看似无关紧要的人物或事件为下文续写打下“伏笔”， 为故事的高潮做铺垫，制造悬念和矛盾冲突，推动故事情节的发展。

回答导学案中的问题：

文章中哪个句子是故事结局的落脚点？

答案：A job’s a big step to growing up.

此句是续写结尾部分升华主题很重要的一个点，看学生是否可以“读出言外之意”（ Read beyond the lines）

阅读的三个境界：

Read the line部分：

强调对生词的处理，句意的理解；以及对细节信息的把握。

Read between the lines:

一篇阅读文章，需要读懂字里行间的意思什么呢？

答案是文章的结构，逻辑和主旨大意。

Read beyond the lines:

要求老师通过“问题链”引领并激发学生的思维品质，唤起学生对文本所蕴含的价值观和文化意识的关注。

​

理清文本人物心理和情感：

My dad, George, only had an eighth grade education. A quiet man, he didn’t understand my world of school activities.…

I didn’t really understand his world either: He was a livestock trucker, and I thought that I would surpass（超过）anything he had accomplished …

续写的伏笔 ：父子两人彼此不理解

… From age 14. he worked. And his dad, Albert, took the money my dad earned and used it to pay family expenses. …

续写的铺垫，：一是作者一家生活很辛苦，二是作者的家庭传统，赚钱上交补贴家用。

Summers in the mid-70s were spent at home shooting baskets, hitting a baseball, or throwing a football, preparing for my future as a quarterback on a football team. In poor weather, I read about sports or practiced my trombone（长号）.

续写的伏笔：本段描述了主人公对体育的酷爱。

The summer before my eighth grade I was one of a group of boys …. Then we began again. This happened over and over, … It was tiring work, but I looked forward to the pay, even though I wasn’t sure how much it would amount to.

通过began again及happened over and over，及情绪形容词tiring来体现作者不情愿做这样辛苦的工作。

At home, my dad said, “A job’s a big step to growing up. I’m glad you will be contributing to the household.” My dad’s words made me realize that my earnings might not be mine to do with as I wished.

父亲的期待， 后文的伏笔。

My labors lasted about two weeks, and the farmer said there might be more work, but I wasn’t interested. I decided it was not fair that I had to contribute my money.

作者极不情愿交钱的心理活动。

在理顺了故事情节并理清了人物心理和情感后，学生对故事情节的发展和最终走向也有了更为清晰思路，不至于续写故事跑偏，脱离主题语境对英语素养的要求。

这部分比较耗时，但个人认为值得。