《典范英语》（8_03）教学参考
The Ultimate Trainers
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：引导学生用平常心看待输赢和得失；启发学生思考比赛的真正意义（如重在参与，全力以赴），勇于挑战自我，展现体育精神（Swifter, Higher, Stronger）。
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、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。
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
教师提出几个关于跑步比赛的问题请学生回答，如：
Have you ever taken part in a running race? Does it matter what kind of trainers you wear?
If you found a pair of magic trainers, what would you do?
教师简要总结后，引导学生进入故事情景：
In this story, who would take part in a running race? What did he find before the race? Did he win at last? Why? Let's find the answers from the story.
2. 情节分析及复述（Plot Analysis and Retelling ）：启发学生思考；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
教师在黑板上板书每章的标题，然后请学生将各章纳入“introduction — build-up — climax — resolution ”的结构中去，可参考以下： Chapter 1 The perfect trainers （P3） Introduction
Chapter 2 Kevin Beadle （P9）
Build-up
Chapter 3 Jake tries them out （P12）
Chapter 4 Anna works it out （P17）
Chapter 5 ‘It won’t prove anything’ （P24）
Chapter 6 Jake makes up his mind （P27）
Climax Chapter 7 Where are the trainers? （P33）
Chapter 8 The big race （P37）
Chapter 9 The trainers get their own back （P46）
Resolution Chapter 10 Back to whenever （P52） 然后教师针对每个部分进行提问，请学生回答：
Introduction:
Where did Jake find the trainers?
What was Anna’s suggestion?
What was Jake’s decision?
Build-up:
What did Beadle do to Jake when he was waiting for Anna?
When Jake tried the trainers out, what happened?
What was Anna’s explanation for the magic trainers? Why did she think so?
What was Anna’s advice? Did Jake follow it?
Which part of Chapter 5 foreshadows the bad thing that was going to happen to Jake? Can you guess what would happen then?
Climax:
Why did Jake change his mind?
Who took the trainers away?
Whom did Jake and Anna meet in the school?
Who won the race at last? How about Jake?
Resolution:
Why did the trainers get angry? What did they do to Beadle?
How did Beadle make things right in the end? Why did he give the trainers back?
How did everyone end according to the story? What about the trainers?
教师根据学生的回答，将各个部分的要点板书在黑板上。然后请学生根据板书总结出整个故事的大意，形成一篇summary 。提醒学生在总结过程中注意使用first/at the beginning, after that, then, however, in the end…等连接性表达。答案可参考以下：
Chapter 1：Jake found a pair of new trainers next to the dustbin two weeks before the Area Cross-Country Championships. Although Anna told him to leave the trainers alone, Jake decided to wear them in the race.
Chapter 2：He met Beadle, the best runner in the school. Beadle laughed at him and his new
trainers. Jake was annoyed.
Chapter 3：Jake tried the trainers on. He reached top speed in the first lap and ran faster and faster than ever. After four laps, he still felt completely fresh.
Chapter 4&5：Anna tried to figure out an explanation. When she saw Jake soaring high over the dog unconsciously, she thought the trainers had a life of their own. So she advised Jake to take off the trainers but Jake refused and enjoyed the relaxing running every day.
Chapter 6、7 & 8：Jake slept badly and realized it would mean nothing by using the trainers. He decided to hand the trainers in with Anna but they found the trainers were gone. Mariah and Luther who were from the future told them the trainers thought for themselves too much and ran away from them. Anna brought them to the race. With hard work, Jake got tenth while Beadle won the first easily for wearing the trainers.
Chapter 9&10：However, Beadle boasted to everyone about his winning and irritated the trainers. The trainers punished him by taking him to run without any stop. He felt exhausted and scared. So he handed in the trainers to Mariah and Luther. In the end, the trainers and their owners
3. 朗读（Reading aloud）：朗读与思考相结合
教师请一组学生分角色朗读第4章（P17-P23），学生可自由挑选角色（Anna，Jake，the narrator）。要求学生读出Jake和Anna对待顶级跑鞋的各自情感。朗读前，教师提出问题请学生在朗读过程中思考，如：Jake felt excited about his powerful trainers. How did Anna feel? How do you know it? 读完后，教师给出反馈。
4. 表演（Role-play）：（可选）锻炼学生的表达能力
承接以上朗读环节，教师进一步提问：So Anna didn’t agree with Jake. She said “It won’t prove anything”. Do you agree with her? Why? What would happen if Jake didn’t follow her suggestion? Can you make up another ending ?
教师将学生分成不同的小组，对问题进行思考和讨论，为表演做准备。
讨论后，请一组学生上台表演想象的结局。表演后请学生代表从pronunciation & intonation, fluency, acting 和teamwork等几方面进行评价和总结。
5. 讨论（Discussion）：培养学生的批判性思维能力
表演后，教师基于故事的主题（Winning）提出以下问题（可以把以下问题放在PPT上显示出来，问题前的关键词语不要在PPT上显示，此处仅供教师参考），请学生进行分组讨论，引导他们用平常心看待输赢得失；启发他们思考比赛的真正意义（如重在参与，全力以赴），勇于挑战自我，展现体育精神。
MAKE ASSUMPTIONS What would happen if anyone could easily win a game?（The game would lose its meaning.）
MAKE INFERRENCES On page 42, it says “whatever happened, it was up to him, not the trainers”. So as for Jake, what’s the real meaning of the race?
EV ALUATE In your opinion, what’s the real meaning of a sports game?（To participate; to see how good I am; to challenge myself…）
CLARIFY Do you remember the Olympic motto? What does it tell us? （Swifter, higher, stronger. This is what we should pursue in a sports game rather than the scores.）EV ALUATE How do you view winning and losing?（In a game, whenever someone wins, others become losers. This is true according to the rules. However, a game is not just about winning and losing. If you have tried your capacity, it is equally something to be proud of even if you are the last one.）
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）别人讲话说不得打断、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。
6. 人物分析（Character Analysis）：培养学生的归纳论证能力
主题讨论结束后，教师进一步引导学生对作品中的人物进行评价：
As for the three characters (Jake, Anna, Beadle), whom do you like most? Why?
请学生简要评价自己最喜欢的人物，教师将关键词板书在黑板上。可参考以下：
Jake：crazy about running, weak-minded but brave to correct his mistake…
Anna：crazy about wizard and alien stories, honest, clever, helpful…
Beadle：boastful, self-centered, ill-mannered…
7. 词汇学习（V ocabulary Development）：有意义的词汇学习
作品中出现了一些关于跑步的词组，可请学生进行总结：
8. 作业（Homework）
（1）写作（任选一题）
①假设在参加一项喜欢的体育比赛前，意外获得一件神秘的超能量装备，请学生
想象自己将会如何抉择。可参考本故事的发展脉络，如：如何得到装备；发现装备
的特异之处；面临何种选择；其他参赛者偷取了装备去参赛……也可自由创作故事，借鉴本作品中的词汇和描写手法，力求具体、生动。字数不限。（参见英文教案
Teaching Notes）
②根据故事的内容撰写故事梗概，不少于150词。
▲要求学生写完后自我检查，可借助书籍或词典解决拿不准的单词，改进不通顺的句子。
（2）读下一部作品，注意体会作品内容，积累生词和好句。
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？