p.s: the story

　　my family is poor

　　mr white is very rich. one day, the mr whites move to a new town. sarah, his daughter, is going to a new school in the town, too. on the first day, mr white says to sarah, “sarah, don’t say we are rich. you must be modest. you must be kind to others.” sarah says, “i see, dad.”

　　so sarah goes to school. her teacher introduces her to other classmates, “this is sarah. she’s our new classmate.” other classmates clap their hands, “welcome to our class!” sarah says happily, “thank you. i have just moved to the town with my parents. my family is very poor. my father is very poor. my mother is very poor. the gardener is very poor. the cook is very poor and all the other servants are poor, too.”

　　step one: teach the new words, sentences in the situations.

　　1. introduce

　　t: we have some new friends here. now let me introduce them. this is ……

　　ss: ‘welcome to our class.’.

　　t: can you guess what’s the chinese meaning of ‘introduce’?

　　s1: 介绍

　　t: you got it.

　　（见注1）

　　ss read after t.

　　t: we can introduce a to b. for example, (pointing to a student and then ask), who’s he? can you introduce him to me?

　　s1: let me introduce him to you. this is tom.

　　……

　　评：‘we have some new friends here.’一句极普通的开场白，在看似不经意的闲聊中拉开了课堂的帷幕。为单词“introduce”埋下了很好的伏笔，为运用语言创设了真实的环境。

　　2. poor

　　t: i have got a lot of money. i’m rich. tom has got no money. so he isn’t rich, he’s poor. （见注2）

　　t: do you want to be poor or rich ?

　　ss: i want to be rich.

　　3. you must be modest. （见注3） you must be kind to others.

　　(t says in a proud way) i’m very rich. tom is very poor. ha, ha, poor boy! if i say like that, is it ok?

　　ss: no!

　　t: so you can remind me of this: cherry, you must be modest. you must be kind to others.

　　t

　　: i’m smart. you’re foolish.

　　ss: cherry, you must be modest. you must be kind to others.

　　t: i see. i see. thank you very much.

　　4. servant (show a picture on ppt)

　　t: look, do you know him?

　　s1:cherry, who’s that man? can you introduce him to me?

　　t: her name is lily. she’s my servant. （见注4）

　　t: if i am your servant, what will you ask me to do?

　　s1: servant, servant! wash all these clothes quickly! clean the room!

　　s2: ……

　　t: ok. oh, i’m so tired. i want to have a rest.

　　ss: no, you can’t have a rest.

　　t: oh, you’re bad masters.

　　评：这部分的单词教学，徐老师根据拼读规律帮助学生解决读音问题。如对（见注5）通过音节分解，音、形结合，引导学生理性分析单词读音，巧妙化难为易，培养学生见词能读、听音能写的能力，授之以渔，培养学生受用终身的良好的语言学习策略。

　　其次，徐老师合理地运用目标语言解释单词。如解释“poor”时，老师用“i have got a lot of money. i’m rich. tom has got no money. so he isn’t rich, he’s poor.”这段话，既锻炼了学生的听力，滚动了旧知识，又自然有效地解释了poor的含义。

　　再次，徐老师巧妙地创设情境引导学生创造性地进行会话训练。如在教学 “servant” 时，一个“if i am your servant, what will you ask me to do?”提问，激起学生强烈的表达欲望。尽管只是一个想象的场景，他们却是如此开心，如此迫切地想要命令眼前这一“仆人”。这比让学生一味地跟读模仿，或单纯的问题“what will you ask a servant to do?”无疑更具灵活性和趣味性，体现了教师的教育机智！又如，在modest 和be kind to others的教学中，老师故意说一些“无礼”的话，让学生很自然地运用“cherry, you must be modest. you must be kind to others.”这句目标语言对教师的行为进行评价。使学生用中学，学中用，有效地解决了教学难点，促成了师生之间的真实交流，并于无痕中向学生渗透了做人要谦虚真诚，善待他人等思想，实现了技能目标和情感目标的统一。这样的课堂教学，既扎实又灵活，既严谨又轻松。

　　step two elicit the story

　　t: today i’ll tell you a story. first let me introduce the characters of the story.(t shows the picture of the whites)

　　1. predict the story.

　　this family is very rich. can you guess what will happen to them?

　　s1: mr white and mrs white have a son and a daughter. they’re very rich. they have a lot of money. they like to help the poor man. they are very good.

　　s2: mr white is very rich, but now he’s very poor. why? let me tell you. sarah and mike like to play with the toys, so they

　　buy many many expensive toys. they’re very poor now. what a pity!

　　step three: tell the first part of storyt: mr white is very rich……mr white says to sarah, ‘sarah, don’t say we are rich. you must be modest. you must be kind to others.’ sarah says, ‘i see, dad.’ sarah goes to school. guess what will happen to sarah at school?

　　s1: sarah is very happy at school. she makes many good friends. she gives them a lot of things, toys, pens, crayons and so on. her classmates say, ‘sarah, are you rich?’ sarah says, ‘no, i’m very poor.’s2: sarah is very naughty. she climbs the tree behind the classroom. she swings on the tree. suddenly she falls down (from) the tree and she cries……

　　step four: tell the rest part of the story.

　　t: do you want to know what will happen to sarah. please read the story, then judge the sentences on the screen.

　　true or false

　　1) her friend introduces sarah to other classmates.

　　2) sarah’s classmates clap their hands to welcome her.

　　3) sarah tells her classmates she’s very rich.

　　评：在解决重点词汇和句子后，教师对于故事的教学没有按照传统的分段法进行讲解，而是根据情节的深入和学生的实际，运用多种形式展开，有学生预测故事，也有老师讲述故事；有学生听录音完成理解判读，也有根据故事内容对相关话题的自由表达和发挥。教师由易而难，由浅入深的程序设计，既避免了教学过程中由单纯讲述引起的枯燥乏味或由单纯阅读理解带来的机械沉闷，又恰当地通过设疑置惑，给学生很多想象空间，较好地培养学生的想象能力和表达能力，学生的兴趣和智慧的火花一次次被点燃。

　　step five: listen and mark

　　1. ss listen to the tape.

　　2. ss listen to the tape one sentence by one and then mark the pronunciation and intonation on the book.

　　评：让学生做好连读、失爆、同化、升降调等发音的标记，为学生习得良好的语音、语调提供了保证。

　　step six: read the story.

　　1. read the story after tape.

　　2. read the story in different roles.

　　3. read the story and find out the difficult words.

　　4. choose three ss to read the text in different roles.

　　评：通过不同形式的朗读，加深对故事的理解和记忆。

　　step seven: talk about the story.

　　1) what do you think of sarah?

　　s1: sarah is very funny and very clever.

　　s2:…..

　　2) if you’re sarah’s teacher, what will you say?

　　s1

　　: oh, my god. your family is really very very poor.

　　s2: ….

　　3)if you’re sarah’s classmates, what will you say?

　　s1: i will ask her, ‘are you really poor?’s2: oh, poor sarah, i’ll help you. here’s the money.

　　s3: sarah, you’re telling a lie……

　　评：纵观徐老师课堂教学，无论整个课堂结构还是局部某一环节，看不到程式化的痕迹，教师和学生都体现出丰富的想象力和极大的灵活性。这样的氛围，似乎已不是一堂简单的英语课，恰是师生间开心的畅谈，一次愉快的故事旅游。置身于这样的课堂，是一种享受。我想，作为徐老师的学生，是何其幸也

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My family is poor 故事课堂实录与点评

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