复制粘贴高中英语女神马瑾辰老师备课法——我也从“装模作样”到“有模有样”地备了一节初中英语阅读课《Food for thought》

马瑾辰，高中英语老师，一个被很多英语老师希望焊在讲台上的梦中情师，人美课好！

前段时间，她上的公开课《More than flowers in the hair》燃爆各大英语公众号，

看完马老师的课堂实录，感觉自己像个小学生，马老师分析文本的能力简直天花板了！

马老师的自我评课如是说：

“这堂课不是找信息对答案那种阅读课，那种上法太轻了，但这篇文章值得重一点对待。她说好的文本不应该被“教”，应该是个邀请——邀请学生自己走进来，自己看，自己想，自己问。”马老师说她选这篇文章，是因为整篇文章从词到句到结构都在做同一件事：让你看见表面底下的东西。

马瑾辰-阅读优质课 | More than flower in the hair

作为一个初中英语老师，听完马老师的课我一直在琢磨，如何套用马老师的课堂思路去备一篇初中阅读课，翻遍新教材的七年级和八年级4本教材，我把目标锁定到八年级上册U5的《Food for thought》,因为目前一直备战中考，每天处于讲—评—练的模式，于是抽空复制粘贴基于马老师的“感知—初探—深析—迁移”四步备课法，“奇奇怪怪”记录如下：（下一届教初二的时候翻出来这些笔记也许会给我备课带来启发）

马谨辰老师的课堂活动一：

马瑾辰老师通过2张图片对比，突出这堂课的核心问题，让学生感受到：为什么被生活塑造的女人要选择在头上戴花？这个问题其实是没有标准答案的，但整篇文章都在回答它。

我的课堂活动一：感知Perceive

出示图片1: (a grandmother and granddaughter baking together in a warm kitchen). 

T: What do you notice?What words come to mind?

Ss: An old lady and a young girl… they’re making something together.

Ss: Warm, cozy,love, smiling…

出示图片2： (a pumpkin pie on a table, with steam rising). 

T:What do you smell? What do you feel?

Ss: I smell cinnamon… sweet.

出示图片3：(an elderly woman alone in a kitchen, cooking. )

T:What’s different?

Ss: She’s alone… but she looks happy, not sad.Maybe she’s cooking for someone she loves.

学习马老师：让学生通过感知3张图片从“warm, cozy”到“love, home”，再到“cooking for someone she loves！”读前就让学生触及文本的核心主题：食物与爱的联结。三幅图的递进（共处→食物→独处但幸福）自然埋下了“烹饪是爱的语言”这一悬念。

马谨辰老师的课堂活动二：

马老师带领学生沉浸式地把整篇文章自主读完并完成表格，左边是描述花的词句，右边是描述寻埔女人生活的词句。这个活动看起来很简单，确是后续理解的一个重要的基石，因为就像马老师所言：“它让学生自己看见了这组对比，不是我说的，是文本告诉他的。”

我的课堂活动二：初探Explore

每个段落各2个问句呈现：

第一段：

Q1: What did grandmother always tell the writer in the first paragraph?

Ss:“Cooking is love made visible.” The writer loves cooking because it’s a way to share love… and they create memories at the table.

Q2: So what does cooking do for this family?

Ss: Connects them. Through smells, taste, conversations.

核心隐喻：cooking = love made visible，逻辑链：food → memories → connection。

第二段：

Q3: What’s the specific memoryin the paragraph 2?

Ss: Grandmother’s pumpkin pie in autumn… cinnamon smell… warming up in her kitchen.

Q4: Why does the writer remember “cinnamon” so strongly?

Ss: Because every time she smells it, she thinks of her grandmother. It’s like a trigger.

(A smell can carry a memory. We call it a sensory memory—emotional connection）

第三段：

Q5.What’s the story behind the pie?

Ss: Grandmother learned it from her host family in the US, when she was a college student. The hostess taught her around Thanksgiving.

Q6: So the pie traveled. From where to where?

Ss: From an American hostess to a Chinese student… then from grandmother to granddaughter.

(Three generationsand two cultures. So food connects people across time and countries.)

食物也可以成为“文化传递者”，从个人记忆扩展到了跨代、跨文化。

第四段：

Q7: What’s grandmother’s secret?

Ss: “Cook with love.” And she loved learning food from other cultures — it’s her way of making friends around the world.

Q8: So food is not just about eating. What else?

Ss: Friendship… curiosity… openness...

三组关键词真正阐述了从“好吃”走向“好人生”：

love + memory (para 1-2)

跨文化传承 (para 3)

开放与友谊 (para 4)

马谨辰老师的课堂活动三：

这是点睛之笔的一个环节：马老师让学生查flower在牛津词典里的例句，发现flower都是宾语。牛津词典上给出的例句就是这些花都是静止的、被动的，它是作为一个宾语出现的——是被摘、被送。它们很美，但是是静止的。回到文本当中，我们看作者用了什么词。作者在写花的时候用到的动词，没有一个词是被动的。花在休息，在延续，在出现，在回答，在承载，它都是主语。通过一个简单的词典对比阐述了：花不只是装饰而已，花是有力量的。随即还进行了关键句子的分析。马老师在黑板上画了一朵花：词汇*句式*篇章层层递进的一朵花。

我的课堂活动三：深析Analyze（学习马老师对文本进行字词句的深析,即看不见的冰山一角）

Analyze words and sentences to uncover the author’s meaning.

Q1.What does food do in this text? Find the verbs.

Ss:(para1) “Cooking is…”, “share my love”, “create memories”, “connect us”. Food is active — it creates and connects.

Q2: (para2)What does the grandmother’s kitchen feel like? Find the adjectives.

Ss: “friendly kitchen” — not just clean or big. Friendly. Like a person.

“perfect place to warm up” — both physical and emotional warmth.

Q3: Find the most powerful sentence in paragraph 2. One that connects past and present.

Ss: “Now, every time I smell cinnamon, I think of my grandmother’s pumpkin pie.”

(The memory is never gone every time she smells cinnamon.)

Q4:(Para 4) Grandmother said “It’s my way of making friends from around the world.” What does “way” mean here?

Ss: A method. But also a philosophy. She doesn’t just cook — she connects.

（we can cook with pumpkin pie, but “cook with love.” It’s the invisible ingredient.So the visible form is the pie. The invisible meaning is ______.) —Love. And respect for other cultures.

从“visible form”（食物本身）到“invisible meaning”（爱、跨文化尊重）——完全照抄马老师课堂中“花 visible/invisible”的框架。表格如下：

马谨辰老师的课堂活动四：

最后的升华马老师在说课中如是说：“This lesson is not just about flowers in their hair. It’s about howhuman——我觉得这已经不能局限在寻埔女身上，应该是我们人类——how across cultures and across time, choose beauty in the face of hardship. The flower of Xunbu are only one of the answers. But every student leaves this lesson with a question: What is my flower? What does it carry? 我希望学生离开这个课堂的时候，记得的不是这个簪花围或者这个头饰长成什么样，而是那个问题：我的花是什么？它帮我承载了什么？”马老师说：“花在这里，不只是花。是记忆，是韧性，是身份的印记。它不是用来逃避生活的，是用来扛生活的。”她顿了一下，问：“你的‘花’是什么？什么东西看起来很小、很轻，但它帮你扛着什么？”

我的课堂活动四：迁移Migrate

Task: Think of a dish that means something to you. Not just “it tastes good”—but it carries something. Close your eyes for 10 seconds…

1. What is the dish?

2. Who makes it (or made it) for you?

3. What invisible meaning does it carry?

Samples: 

My mom’s egg drop soup. When I’m sick, she makes it. It carries care and maybe worry too.

My grandmother’s dumplings. We only make them on New Year’s Eve. Everyone gets together. The meaning is togethernessand luck.

对于这篇文章，核心金句“Cooking is love made visible.” 正如标题所告知我们的，food for thought，细查资料才知晓这还是个英语俚语，译为精神食粮/引人深思之物，所以按照冰山理论，food只是海面上的冰山一角，还有在海面下那些看不见的东西——food背后的文化和传承。

未来，我要学着语文老师分析文章一样分析英语文本，

先装模作样，再像模像样，最后有模有样嘛！

原来英语课上，我给我的学生吃了那么多“预制菜”……