典范英语参考7_15 球王贝利的故事

《典范英语》（7_15）教学参考

The King of Football

教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。

一、教学目标

1．语言目标：学生能够听懂并理解故事的内容；能够有感情地、绘声绘色地朗读；能够复述故事的主要情节；能够完成与故事相关的写作任务。

2．非语言目标：培养学生的兴趣和自信心；使学生认识到对事业的热爱、坚忍不拔的意志和坚持不懈的努力是成功的必要保障。

说明：语言目标由教师负责检查，确保学生完成任务，达到要求。非语言目标具有开放性，需要有内容的开放性语言实践活动中习得语言，树立正确的价值观。

教师围绕有意义的话题与学生进行真诚交流，激发学生的学习兴趣和参与热情，让学生在有思想、

二、课时安排

要求学生每周完成一部作品，每周安排一节或两节实验课，课时放在学生读完该部作品之后。

三、课前任务

要求学生每天朗读15-20分钟，辅以默读。做到听读结合，认真把握和体会故事的内容，并适当积累好词好句。

四、课堂教学基本步骤

1. 导入（Lead-in）：启发学生思考

教师提问“What kind of story is this?”。若学生回答不出，可用类似“What does this book talk about?”的问题引导学生答出“life stories”。提示学生看本书副标题（the story of Pelé）。至此，展示“biography”一词，并解释为“detailed description or account of someone’s life”。

然后提问：What do you know about Pelé?

教师展示关键词，然后请一两位同学将零散的关键词串成句子，说一段完整的话。 Pelé, Brazil, World Cups, 1000 goals, King of football.

接着展示世界地图，让学生指出巴西的大体位置，教师简单介绍巴西。如：

Brazil is more like a continent than a country. It is the world’s fifth largest nation in physical size, exceeded only by Russia, China, the United States, and Canada. By far as the largest country in Latin America, Brazil is the world’s largest tropical country. Brazil has a famous national football team, which has won the World Cup championship for 5 times. That is the very team Pelé once played for.

2. 朗读和复述（Reading aloud & Retelling）：朗读与思考相结合；关注内容与语言表达的准确性，锻炼学生连贯表达思想的能力

将学生分为9组，每组负责一章。小组内，集体朗读本组负责章节的内容，然后讨论该章大意，用一句话概括出来。最后以句子接龙的方式展示每章的主要内容，以此复述故事。教师可按此介绍活动要求：You are divided into 9 groups. Each group takes one chapter. All the group members read aloud the chapter together. After the reading, summarize the chapter in one simple sentence.

教师给出Introduction部分的一句话介绍。答案可参考以下： Introduction This is the story of a boy who grew up to be a great footballer.

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

3. 情节分析（Plot Analysis）：启发学生思考

给学生展示折线图，横轴为重要年份，顶点高度表示该事件在Pelé足球生涯中的重要程度，请学生根据故事在折线图顶点标注对应事件，通过折线的变化体会Pelé跌宕起伏的足球生涯。教师先介绍该折线图：Look at this line chart. The horizontal axis represents time of year, the vertical axis events. The value of each event is measured according to its impact to Pelé. Please look at this chart and fill in the events. 之后，教师提问：What do you know from this chart? 引导学生总结出：There are ups and downs in Pelé’s football career life. But in general, he is the most successful footballer in this planet, the King of football.

As a child, Pelé dreamed of becoming a footballer. Pelé played for Santos. Pelé played well and became the youngest player in the Brazilian team. Pelé won his team a chance to be in the World Cup Final. Pelé’s team defeated the Swiss team. Pelé had injuries and the Brazilian team lost a World Cup. Pelé kept playing football and scored the 1000th goal. Pelé came back and won World Cup champions until retirement in 1977. Pelé is the King of Football.

4. 人物分析（Character Analysis）：培养学生的归纳论证能力

教师提问：As a man’s character is his diamond/fate, Pelé’s personalities contribute to his success. What kind of person is Pelé? 让学生用单个的词或短语描述，然后说出理由。必要时，可通过提问进行引导。如：

（1）Why do you think that Pelé’s mother didn’t want him to be a footballer? What was Pelé’s response to her concern?

Pelé’s father was a footballer who got seriously injured and didn’t make much money. Pelé’s mother worried that the same thing would happen to Pelé. Though his mother cried when he left, Pelé didn’t change his mind. Despite homesickness, he made it and played well at Santos.

这里，可插入一小段表演。让学生两人一组，一人扮演贝利，一人扮演贝利的母亲，根据P4-P7的内容和上述讨论的结果编一段贝利和母亲的对话，如：

Pelé: Mum, I’m desperate to be a footballer.

Mother: You’ll never earn any money at that game.

Pelé: But it’s the only thing I’m good at.

Mother: You’ll always be travelling and never see us.

Pelé: I will come back as often as possible. I promise.

（2）Pelé was small and very skinny at 17, what made him special as a footballer?

Everybody was expecting great things from him.

（3）Why is Pelé still thought of as the greatest footballer ever?

Because of his brilliant championship records and his devotion to charity.

关于Pelé性格的描述和对应的依据可参考以下：

Talented: He played well from the very beginning.

Passionate: His mother didn’t want him to be a footballer, but he went to Santos anyway. Determined, tough: Despite the injuries and the failures, he never gave up football.

Strategic: He stopped playing World Cups for a while because he knew he would be a target for the hard men on other teams. During this time, he gradually recovered.

Charitable: He does a lot of charity work these days.

5. 讨论（Discussion）：培养学生的批判性思维能力

（1）就故事的主题（Be successful）进行提问和讨论，循序渐进，层层深入。引导学生认识到成功不仅仅需要天赋，更需要智慧和后天努力。可参考以下问题（可以把以下问题放在PPT上显示出来，让学生分组进行讨论，问题前的关键词语不要在PPT上显示，此处仅供教师参考）：

EVALUATE How do you comment on the saying “a man’s character is his fate”?

If you complain about everything, you find life is full of various tragedies. But if you always look on the cheerful side, you find much fun in your life. To complain or to rejoice, it’s part of the character. But a positive character can be nurtured. It is crucial to success.

EVALUATE What is more important for success, talent or hard work?（We need both.）

（2）展示几位著名球星的照片，让学生和对应的姓名连线。然后结合学生的经历围绕他们最喜欢的运动员提问：

CLARIFY Who is your favourite sports star?

EXPLAIN How did his/her character lead to his/her success?（Those who don’t follow

sports can talk about their favorite singer, musician, painter, etc.）

提醒学生进行讨论的规则是：（1）每个人都要有说话的机会；（2）别人讲话时不得打断、干扰；（3）支持并补充他人的观点；（4）如果不想说可以不说；（5）提问要深思熟虑。鼓励学生在该环节畅所欲言。

6. 拼读练习（Phonics Practising）：培养拼读意识，掌握拼读技能

从下表中选取一组具有相同拼读规律的单词，引导学生发现其中的拼读规律，然后给几个含有同一字母组合的新单词（如 team－beam, first－birth, bound－found等），以此增强学生的拼读意识，做到“见词能读，听音能写”。也可以选取几组课堂听写，但听写时切勿给汉语让学生写英文。具体数量视课上时间而定。该环节最多占用课堂时间2-3分钟。 game

name

came

7. 布置作业（Homework）

（1）写作（任选一题）

① 请学生描写自己喜欢的运动员（包括外貌、经历等），并表达自己的感受和看法。借鉴作品中的词汇，力求具体、生动。

② 根据故事的内容描写球王贝利，不少于100词。

（2）读下一部作品，注意体会作品内容，积累生词和好句。 story injury team dream first third bound round

五、教师自我反思：培养学生的思考能力

教师每堂课后要进行自我反思，反思的问题包括：

1. 提问。我问的问题值得讨论吗？问了多少个问题？什么类型的问题？

2. 讨论。老师和学生讨论了什么？学生是否试图回答了要问的问题？大家进行了很好

的讨论了吗？

3. 听。师生相互认真倾听了吗？师生对他人的说法作出回应了吗？讨论中彼此互相尊

重吗？

4. 说。师生清楚了解自己的想法吗？有什么好的想法吗？师生在这些想法上能够产生

更好的想法吗？每个人都有机会表达自己的观点了吗？谁说得最多？

5. 思考。师生对问题找到答案了吗？答案给出的理由令人信服吗？师生愿意改变自己

的想法吗？师生进行了怎样的思考？师生从讨论中学到了什么？师生提升了自己的思考吗？有或没有？下一次讨论什么？下一次讨论的最好方式是什么？师生需要记住什么？

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