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情、動(dòng)作)T: Now, one is the elephant, one is the work, please.(給學(xué)生充分時(shí)間練習(xí),然后請(qǐng)學(xué)生起立表演)四、Consolidation and extinction拓展與運(yùn)用 : Well are so , we can see 2 zoos(課件出現(xiàn)兩個(gè)動(dòng)物園)Listen and tell me, which is right?(播放錄音,讓學(xué)生選出正確的動(dòng)物園)T: Now, read your paper, and underline the key words or key sentences.(示意學(xué)生拿出作業(yè)紙,劃出關(guān)鍵的詞或句)T: OK, who can read them for us?S:(讀出關(guān)鍵詞句)I can see two tiger / two pandas / they are : Leaders, check the paper of the members, and gives them the stars.(組長檢查組員的作業(yè)紙,在積分表上給出評(píng)價(jià)) 魔棒說:Wele to my super magic zoo!T: Wow!It’s cool!Do you want to go and see?S: Yes!T: Let’s go!(課件在輕柔的背景音樂聲中播放各種水果蔬菜做成的創(chuàng)意動(dòng)物美圖)T: Wow!It’s really a super magic I can draw a magic animal for you, look!(教師在黑板上畫了三個(gè)蘋果,一邊畫一邊問What can you see? 學(xué)生回答:I can see three ,一只香蕉,最后將它們組合在一起化成了一只豬。T: Leaders, stand up, read one by one.(每組的組長起立,讀句子)T: Good job!Now, members read to your leaders.(每組的組員將這個(gè)句子讀給組長聽,組長在積分表上給出評(píng)價(jià)) this story 呈現(xiàn)繪本的下一頁,和醫(yī)生的話:I can see? 請(qǐng)學(xué)生來續(xù)編故事。教師在此過程中用:A duck? Yes, 1 duck./A cat? Look, how many cats can you see?/A pig? Look, how many pigs can you see? 來逐步滲透新句型How many ?s can you see? 在三種動(dòng)物呈現(xiàn)完畢以后,通過呈現(xiàn)pigs, cats, ducks等詞,帶出其他的動(dòng)物單詞復(fù)數(shù)形式,并強(qiáng)調(diào)單詞結(jié)尾為濁輔音、清輔音、t或d時(shí),s的不同發(fā)音。T:Wow, it’s a ?S(迫不及待地): It’s a : Yes, and it’s a happy little dog.(用手勢(shì)表示出Happy)But it’s mum is not ?點(diǎn)擊呈現(xiàn)狗媽媽以及對(duì)話框: follow me, , , woof的聲音,學(xué)生模仿?!菊n前準(zhǔn)備】教師準(zhǔn)備:課件、大象和豬的頭飾、學(xué)生作業(yè)紙等 學(xué)生準(zhǔn)備:事先設(shè)計(jì)的動(dòng)物圖片。并通過比較和分析,初步了解一般動(dòng)物單詞單復(fù)數(shù)形式的發(fā)音規(guī)律。該年齡段的學(xué)生正處于對(duì)英語學(xué)習(xí)充滿興趣與熱情的階段,大部分都活潑、好動(dòng)、充滿了好奇心,并有了一定的知識(shí)儲(chǔ)備,語言技能也得到了顯著的提高,邏輯思維活動(dòng)、思維獨(dú)立性雖然不強(qiáng),但有所表露,能夠運(yùn)用他們的知識(shí)和技能解決問題,完成學(xué)習(xí)任務(wù)。學(xué)生可以大膽想象未來機(jī)器人能做的事情,同時(shí)也可以讓其他同學(xué)復(fù)述,還可以 2進(jìn)行小組活動(dòng),互相交流。(5)、表演對(duì)話。T:(走到一學(xué)生前問)Do you often clean the room ?(連續(xù)問兩名學(xué)生)Ss:T: look at is he ? Ss:(指著這名同學(xué)說)He is...T:(走到這名學(xué)生前問)What are you doing ? S :I am helping my : Do you like helping your mum? S :T:Do you often help your mum? S :(1)、學(xué)生看課文聽錄音回答問題: Daming’s robot walk? Daming’s robot talk? 學(xué)生畫出含有can的句子,教師板書。第一篇:語篇教學(xué)教學(xué)設(shè)計(jì)Modle3 Unit1Robots will do everything教學(xué)設(shè)計(jì)一、任務(wù)啟動(dòng)T: Good morning,boys and girls!Ss:... the phrasesT: Boys and girls, Let’s do some say you do.“ watch TV listen to musicsing a song write a a football。(2)、學(xué)生再次聽錄音回答問題: robots do everything? robots do the housework? they help children learn? they do our homework? 小組討論,畫出含有will的句子。Step 4Practice課件顯示課文內(nèi)容梗概,學(xué)生選詞完成填空。(1)Hello,I’m a can … I will…(2)Look,this is my can… It will…課件展示各國機(jī)器人的最新研究成果,教師進(jìn)行簡單的講解?!窘滩姆治觥縋EP小學(xué)英語教材以話題為綱,以交際功能和語言結(jié)構(gòu)為主線,本課時(shí)緊緊圍繞“動(dòng)物數(shù)量”這個(gè)話題,聯(lián)系學(xué)生的生活實(shí)際,把知識(shí)和技能目標(biāo)融會(huì)在完成任務(wù)的過程中,逐步引導(dǎo)學(xué)生運(yùn)用英語完成有實(shí)際意義的語言任務(wù),體現(xiàn):話題功能結(jié)構(gòu)任務(wù)的總思路。能力目標(biāo):培養(yǎng)學(xué)生的語言表述能力,提高聽說認(rèn)讀各項(xiàng)技能?!窘虒W(xué)和活動(dòng)過程】 教學(xué)過程設(shè)計(jì)意圖(熱身) ’s doT: Touch your nose, for 3 times.(學(xué)生做動(dòng)作:one, two, three)T: shake your body, for 5 times.(學(xué)生做動(dòng)作:one, two, three, four, five)T。呈現(xiàn)小狗的對(duì)話框“?”T: What will the little dog say? Can you guess?S: Woof, : Really? Let’s :Quack, quack.(學(xué)生大笑。 the story and answer the Animals?duck / ducks?cat / cats?pig / pigsPPT呈現(xiàn)被遮蔽的繪本圖片,呈現(xiàn)問句。S1: I can see 2 tigers / 3 elephants / 10 … numbersAnimals?cow / cows?dog / dogs教師適時(shí)鼓勵(lì):Great!Super!。PPT上呈現(xiàn)句子I can see 3 apples, 2 pencils and 1 !It’s a ’s fat and funny!T: Now, show your papers of animals, and describe in your groups.(學(xué)生組內(nèi)對(duì)畫好的動(dòng)物進(jìn)行描述)I can see __ …, ___ … and __ … Wow!It’s a / an ’s …!T: Leaders, listen to the members, and gives them the stars.(組長傾聽組員的描述,在積分表上給出評(píng)價(jià))T: Now, it’s time for you to show your animals to whole class.(學(xué)生上臺(tái)來對(duì)動(dòng)物進(jìn)行描述,教師將動(dòng)物貼在zoo里面。記錄并與組員分享。逐步呈現(xiàn)的動(dòng)物單詞單復(fù)數(shù),讓學(xué)生能夠自主發(fā)現(xiàn)初步了解其發(fā)音規(guī)律對(duì)主要句型的呈現(xiàn)、操練、運(yùn)用都在這個(gè)繪本中完成,表格形式簡明扼要,給學(xué)生潛移默化地滲透了借助表格進(jìn)行閱讀的技巧。分段呈現(xiàn)文本是為了降低閱讀的難度;選取經(jīng)典片段讓學(xué)生表演,體現(xiàn)了教師創(chuàng)造性處理教材的能力。在新句子里滾動(dòng)舊知,體現(xiàn)了螺旋式循環(huán)上升的認(rèn)知規(guī)律,培養(yǎng)學(xué)生的發(fā)散思維,讓他們大膽開口,有話可說。教學(xué)目標(biāo)的達(dá)成偏重一統(tǒng),不符合學(xué)生差異;教學(xué)策略著眼于詞、句、語法的教學(xué),忽視語篇教學(xué)的邏輯聯(lián)系;重教師的傳授,輕閱讀策略的指導(dǎo);練習(xí)設(shè)計(jì)缺乏實(shí)用性是造成語篇教學(xué)低效的主要原因。語篇教學(xué)是讓學(xué)生在有意義的語境中,感受語言,學(xué)習(xí)語用。對(duì)于造成語篇教學(xué)低效的原因以及解決的對(duì)策,筆者作了一些探討。這樣一統(tǒng)的教學(xué)目標(biāo)達(dá)成度低,不利于最大部分的學(xué)生達(dá)成。(三)偏重教師傳授,忽視閱讀策略的指導(dǎo)語篇教學(xué)是小學(xué)英語教學(xué)中的難點(diǎn),教師會(huì)采取各種有效的教學(xué)策略進(jìn)行教學(xué),卻忽視對(duì)學(xué)生有效閱讀策略的指導(dǎo),學(xué)生在教師幫助下能很好的完成語篇的各項(xiàng)學(xué)習(xí)任務(wù)但當(dāng)學(xué)生獨(dú)立閱讀語篇時(shí)卻往往會(huì)心生畏懼,無所適從,學(xué)生缺乏有效的方法展開語篇的自主學(xué)習(xí)。魚篇的學(xué)習(xí)容易成為學(xué)生英語學(xué)習(xí)過程中兩極分化的分水嶺。筆者把學(xué)生按知識(shí)基礎(chǔ)和學(xué)習(xí)能力從高到底分成A,B,C,D??幾個(gè)層次。教師要對(duì)學(xué)生進(jìn)行有效的閱讀策略的指導(dǎo),幫助學(xué)生形成適合自己的,有效的閱讀策略,為學(xué)生英語自學(xué)能力的形成打好基礎(chǔ)。這種困難還會(huì)破壞學(xué)生語篇閱讀過程中思維的連續(xù)性,完整性和邏輯性,從而影響了學(xué)生完整地理解語篇,從整體感知語篇。教師可指導(dǎo)學(xué)生根據(jù)上,下文進(jìn)行合理猜測(cè),或根據(jù)舊詞,關(guān)鍵詞進(jìn)行猜測(cè),學(xué)生只需感知生詞的大意,不需確知其準(zhǔn)確意思。有些生詞并不真正影響對(duì)句,段,篇大意的理解。1課前預(yù)習(xí),讓學(xué)生了解文化背景,降低由于背景知識(shí)的缺乏而帶來的閱讀困難。設(shè)計(jì)練習(xí)考慮到學(xué)生的實(shí)際、語篇類型和難度,練習(xí)的設(shè)計(jì)要為教學(xué)過程中不同的教學(xué)目標(biāo)而服務(wù),做到層次分明,梯度適當(dāng),由淺及深,循序漸進(jìn)。第四層 設(shè)計(jì)具有歸納習(xí)性和鞏固性功能的練習(xí),用以幫學(xué)生有效歸納,強(qiáng)化和訓(xùn)練語言點(diǎn),鞏固掌握語篇?!緟⒖嘉墨I(xiàn)】:[1] .[2] 莊曉芬 .[3] [4] 小學(xué)英語第四篇:語篇教學(xué)以小學(xué)英語語篇教學(xué)為依托,培養(yǎng)學(xué)生語用能力寶山區(qū)和衷小學(xué):劉莉莉語篇教學(xué)是目前小學(xué)英語教學(xué)中的一個(gè)備受關(guān)注的教學(xué)形式。筆者將通過Wonderful spring這一課例來闡述:如何以語篇教學(xué)為依托,培養(yǎng)學(xué)生語用能力。以下是筆者再構(gòu)的語篇:Wonderful springThere are four seasons in a is my favourite is spring, I see are purple, some are see bees are hear frogs are a nice spring!Spring is hear raindrops are on the trees, some are on the , the flowers drink are trees drink are wet a wet spring!Spring is sun shines and can grow and tigers eat meat, they grow and flowers drink water, they grow and babies sleep and sleep, they grow and can grow and grow too!Spring is bees are busy making birds are busy making farmers are busy planting are busy are busy studying!How energetic!What a wonderful spring!三、課例分析筆者現(xiàn)在截取本堂課的三個(gè)片斷,針對(duì)語篇教學(xué)進(jìn)行細(xì)節(jié)分析。如果在學(xué)生沒有做好充分準(zhǔn)備的情況下直接切入語篇,很多基礎(chǔ)一般的學(xué)生會(huì)難以適應(yīng)。片斷二:1. 教學(xué)背景:(學(xué)習(xí)文本2)通過創(chuàng)設(shè)下雨這一情境,讓學(xué)生體會(huì)春天wet 這一特點(diǎn) 2. 實(shí)錄片斷:(教師創(chuàng)設(shè)下雨的生活情境,通過播放淅淅瀝瀝的雨聲,讓學(xué)生猜測(cè)聽到了什么.)T : What can you hear, children?S1: I hear the : Yes, we can also say “raindrops”.T: Let’s sing a song: I hear raindrops, I hear down, falling , , down.(教師讓學(xué)生用熟悉的兒歌《兩只老虎》的曲調(diào),來演唱歌曲 Raindrops,通過創(chuàng)設(shè)良好的活動(dòng)情境,學(xué)生很好地操練了raindrop 這個(gè)詞)T: I hear raindrops is is wet?(教師播放下雨的視頻,通過下雨情境的創(chuàng)設(shè),讓學(xué)生對(duì)春天wet 這一特點(diǎn)有更深體驗(yàn),為語篇輸出創(chuàng)造條件)S1: The house/ flowers/ trees/ street/ building …is / are : …(學(xué)生看著雨點(diǎn)飄飛的視頻,話匣子一下打開,紛紛描述春季世間萬物潮濕的景象,孩子們有豐富的語用體驗(yàn))T: I hear raindrops are on the trees, some are on the , the flowers drink are trees drink are wet a wet spring!(教師創(chuàng)設(shè)下雨情境,利用語篇進(jìn)行小結(jié),為學(xué)生的語篇輸出創(chuàng)造條件)S1: I hear raindrops are on the…Some are on the … Oh, the …drink are … The trees drink … They are … a wet spring!3. 細(xì)節(jié)分析:創(chuàng)設(shè)情境,為語篇輸出創(chuàng)造條件在語篇