论文部分内容阅读
【摘要】在小学英语复习课中,越来越多教师使用思维导图辅助教学,通过思维导图,帮助学生运用形象思维与抽象思维,巩固所学的知识,优化英语课堂教学。本文以五年级下册《Module4 Travel》单元复习课为例,阐述在小学英语复习课上如何运用思维导图,让学生建立起思维脉络,促使学生更好地理解与运用知识。
【关键词】小学英语;单元复习课;思维导图
【作者简介】黄璐璐,广州市海珠区客村小学。
引言
2014 年广州开始提出要从整体的视角去设计整个模块的教学,2016 年秋季学期开始在广州市 11 个区开展“广州市小学英语单元复习教学设计与实施”的课堂教学展示,这让更多的老师在日常的教学中也开始注意进行单元复习。虽然如此,但是也有很多老师谈“复习课”,感觉“真没劲”,学生也在抱怨:“除了练习就是讲题,一直在重复。”学生感到枯燥乏味,收效甚微。如何把小学英语复习课上得更有趣更高效呢?思维导图起着很大的作用。本文以教育科学出版社五年级下册《Module4 Travel》教学为例,阐述如何运用思维导图,提高复习课的教学有效性。
一、巧用思维导图,激活头脑
教师设置问题,引导学生探索问题,激发学生探求问题的好奇心,在一节复习课中十分重要。思维导图中的颜色、线条、图形,有利于学生理清思路,发散思维。
T:Good morning, boys and girls. Let’s watch an vedio. After watching the vedio, tell me what can you see in it?
S:We can see many beautiful places, like Beijing, New York, Sydney.
T:Yes,so many different places. And where are you going on your holiday?
S: I am going to Beijing/Xiamen…
1.T:How are you going to get there?
S: I am going to get there by …/on foot.
2.T: When are you going to…?
S: I am going there in May/on Sunday/at…
教师在课前播放视频,揭示本单元话题Travel,激活旧知。学生因为喜欢该话题内容,所以畅所欲言,学生回忆所学的单词让学生在最短的时间内集中注意力,进入学习状态,也能充分调动学生参与学习的热情,为接下来的复习教学做好充分地准备,整个导入简洁明了,一气呵成。
二、借助导图,提升“听”能力
通过教师自编文本,学生结合思维导图,玩听力连线闯关游戏,复习Where? How?引导的句型,为下面的制定旅游攻略作铺垫。使用平台读取数据,教师提取信息进行反馈讲评。
T: Is Kate going to HK, too? She has booked the tickets. Let’s listen to her trip. Where is she going? How will she go there? Where is it? Then match the transportations with the places.
S:Kate plans to visit some places in Guangzhou today.
Kate will go to TV Tower by bus.
三、搭建支架,解析文本,提升“讀”能力
T:You know Kate is going to Hong kong. She has a tour guide. Let’s read the travel tips from the tour guide.
T: After listening, How is Kate going to Hongkong?
How long is kate going to Hongkong?
What is Kate going to do?
Where is Kate going to?
四、借助“支架”,提升“写”能力
学生在写作时,如果能借助语言支架,即词汇、句型、句法等,便可以帮助学生掌握语言的辅助性提示。思维导图能够从词到句,从句到篇,层层递进,逐步培养学生的写作能力,完成“支架”搭建。学生借助“支架”,为写作做好充分的准备。
【关键词】小学英语;单元复习课;思维导图
【作者简介】黄璐璐,广州市海珠区客村小学。
引言
2014 年广州开始提出要从整体的视角去设计整个模块的教学,2016 年秋季学期开始在广州市 11 个区开展“广州市小学英语单元复习教学设计与实施”的课堂教学展示,这让更多的老师在日常的教学中也开始注意进行单元复习。虽然如此,但是也有很多老师谈“复习课”,感觉“真没劲”,学生也在抱怨:“除了练习就是讲题,一直在重复。”学生感到枯燥乏味,收效甚微。如何把小学英语复习课上得更有趣更高效呢?思维导图起着很大的作用。本文以教育科学出版社五年级下册《Module4 Travel》教学为例,阐述如何运用思维导图,提高复习课的教学有效性。
一、巧用思维导图,激活头脑
教师设置问题,引导学生探索问题,激发学生探求问题的好奇心,在一节复习课中十分重要。思维导图中的颜色、线条、图形,有利于学生理清思路,发散思维。
T:Good morning, boys and girls. Let’s watch an vedio. After watching the vedio, tell me what can you see in it?
S:We can see many beautiful places, like Beijing, New York, Sydney.
T:Yes,so many different places. And where are you going on your holiday?
S: I am going to Beijing/Xiamen…
1.T:How are you going to get there?
S: I am going to get there by …/on foot.
2.T: When are you going to…?
S: I am going there in May/on Sunday/at…
教师在课前播放视频,揭示本单元话题Travel,激活旧知。学生因为喜欢该话题内容,所以畅所欲言,学生回忆所学的单词让学生在最短的时间内集中注意力,进入学习状态,也能充分调动学生参与学习的热情,为接下来的复习教学做好充分地准备,整个导入简洁明了,一气呵成。
二、借助导图,提升“听”能力
通过教师自编文本,学生结合思维导图,玩听力连线闯关游戏,复习Where? How?引导的句型,为下面的制定旅游攻略作铺垫。使用平台读取数据,教师提取信息进行反馈讲评。
T: Is Kate going to HK, too? She has booked the tickets. Let’s listen to her trip. Where is she going? How will she go there? Where is it? Then match the transportations with the places.
S:Kate plans to visit some places in Guangzhou today.
Kate will go to TV Tower by bus.
三、搭建支架,解析文本,提升“讀”能力
T:You know Kate is going to Hong kong. She has a tour guide. Let’s read the travel tips from the tour guide.
T: After listening, How is Kate going to Hongkong?
How long is kate going to Hongkong?
What is Kate going to do?
Where is Kate going to?
四、借助“支架”,提升“写”能力
学生在写作时,如果能借助语言支架,即词汇、句型、句法等,便可以帮助学生掌握语言的辅助性提示。思维导图能够从词到句,从句到篇,层层递进,逐步培养学生的写作能力,完成“支架”搭建。学生借助“支架”,为写作做好充分的准备。