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译林版小学《英语》三至六年级共八册教材,连缀每个单元的Sound time语音板块,自成体系。“自然拼读”教材,也有语音发展的内在脉络。两种语音教学各有各的体系,各有各的教学方法。但是,两者也有相通之处:都以字母在单词之中的发音循序渐进开展教学;都以语篇的形式进行呈现;都旨在培养学生“见词能读、听音能写”的能力。所以,利用相通之处,可以进行有机整合教学。
语音教学的目的之一,就是帮助学生对字母在单词中的发音进行感知、体验和认知,从而形成相应的语音识码能力。
【教学片段】
1. Watch a video about the ugly duckling。
2. Finish the name card: What’s the name? What’s the colour? What does it have?
3. Look and answer:
T: Look, What can it do?
S: It can swim in the river.
T: Now, look at its face, is it happy? Because the ugly duckling likes the rain. Look, What’s the weather now?
S: It’s sunny.
T: Can you guess which season is it now?
S: it is summer.
T: Great! Because it is hot. The summer sun comes out. Look at its face, is it happy? It doesn’t like sunny weather. So, it carries an umbrella.
4. Listen and repeat: Listen to the tape, then repeat.(學生逐句跟读,注意升降调、重读、连读和停顿)
5. Magic eyes: What can you find?
S: They all have “u”. (teach: u/Q/)
译林版教材中的语音板块都是以一个简短的小语篇和语篇情境相符的插图来呈现。教师通过动画导入,看图谈话引出chant文本,将语音教学融入故事情境,避免了枯燥单一的语音呈现与练习。随后,通过朗读chant,朗读ugly,duckling,sunny等含有字母U的单词,由篇到句,由句到词,再由词到字母逐步感知、体验字母U在单词中的发音,进而呈现并教学音标/Q/,帮助学生形成U发/Q/的语音识码能力。
“自然拼读”针对儿童的特点,帮助学习者发现字母与其发音之间的关系,直接、正确地拼读出英语单词。
【教学片段】
1. Try to say: Today I will tell you more words. Can you read them?
2. Try to read more:学生四人一组,利用字母卡片拼读单词,再更换首尾字母进行拼读。
3. Try to write:听录音,将单词补充完整,并进行造句。
教师引入“自然拼读”教学法帮助学生将字母U与字母n,g,t结合进行拼读,训练学生元音加辅音的拼读能力。然后在原先组合前面加上字母s,h,c进行拼读,训练学生辅元辅结构的拼读能力。教师由PPT引导下的集体训练,逐步放手到小组内利用台历式的拼读卡片自由拼读,逐步使学生达成见词能读的目标。紧接着又让学生听音填词,训练学生听音能写的能力。最后引导学生根据所拼的单词造句,将音、形、义、用有机整合,在帮助学生形成语音解码能力的同时培养了学生的语用能力。
培养学生的拼读能力最终指向的是学生自主阅读、自主学习的能力。语音教学应注重语义与语境、语调与语流相结合,而非单纯追求单音的准确性。教师结合绘本故事,引导学生在绘本阅读中,运用所学的Phonics规则进行自主拼读、理解绘本,使其逐步形成语音编码能力和自主阅读能力,才是培养学生自主阅读的一条有效途径。
【教学片段】
1. Look and answer:
T: Look at the ugly duckling, what does he like to do?
S: The ugly duckling likes to jump.
T: What things does he like to jump?
2. Try to read: Read the picture book and circle the words.
3. Read and answer:
T: What animal can you see at last? Guess, What’s the meaning of“jump over”?
4. Think and choose:
T: At first, It is gray. Then, it is light gray. At last, it is white. What animal can you see? A. the ugly duckling B.a swan
5. Think and write: T: Finish the name card of the swan.
6. Play a game: fun to jump
① 看一段视频了解游戏规则;② 全班齐说:jump over the ...一人根据所听到的内容跳过对应的图片。
7. Give a name to the story book:T: Don’t judge a man by his appearance.
教师将字母U在单词中的发音练习置于绘本故事学习之中,再次引导学生运用自然拼读方法进行自主阅读。在故事情节What things does he like to jump?的推进中,不断强化学生自然拼读技能,并与故事情节相结合,使自然拼读更富情趣、更有意义,也使英语教学中的音、形、义、用得到和谐统一。
(作者单位:无锡市杨市中心小学)
语音教学的目的之一,就是帮助学生对字母在单词中的发音进行感知、体验和认知,从而形成相应的语音识码能力。
【教学片段】
1. Watch a video about the ugly duckling。
2. Finish the name card: What’s the name? What’s the colour? What does it have?
3. Look and answer:
T: Look, What can it do?
S: It can swim in the river.
T: Now, look at its face, is it happy? Because the ugly duckling likes the rain. Look, What’s the weather now?
S: It’s sunny.
T: Can you guess which season is it now?
S: it is summer.
T: Great! Because it is hot. The summer sun comes out. Look at its face, is it happy? It doesn’t like sunny weather. So, it carries an umbrella.
4. Listen and repeat: Listen to the tape, then repeat.(學生逐句跟读,注意升降调、重读、连读和停顿)
5. Magic eyes: What can you find?
S: They all have “u”. (teach: u/Q/)
译林版教材中的语音板块都是以一个简短的小语篇和语篇情境相符的插图来呈现。教师通过动画导入,看图谈话引出chant文本,将语音教学融入故事情境,避免了枯燥单一的语音呈现与练习。随后,通过朗读chant,朗读ugly,duckling,sunny等含有字母U的单词,由篇到句,由句到词,再由词到字母逐步感知、体验字母U在单词中的发音,进而呈现并教学音标/Q/,帮助学生形成U发/Q/的语音识码能力。
“自然拼读”针对儿童的特点,帮助学习者发现字母与其发音之间的关系,直接、正确地拼读出英语单词。
【教学片段】
1. Try to say: Today I will tell you more words. Can you read them?
2. Try to read more:学生四人一组,利用字母卡片拼读单词,再更换首尾字母进行拼读。
3. Try to write:听录音,将单词补充完整,并进行造句。
教师引入“自然拼读”教学法帮助学生将字母U与字母n,g,t结合进行拼读,训练学生元音加辅音的拼读能力。然后在原先组合前面加上字母s,h,c进行拼读,训练学生辅元辅结构的拼读能力。教师由PPT引导下的集体训练,逐步放手到小组内利用台历式的拼读卡片自由拼读,逐步使学生达成见词能读的目标。紧接着又让学生听音填词,训练学生听音能写的能力。最后引导学生根据所拼的单词造句,将音、形、义、用有机整合,在帮助学生形成语音解码能力的同时培养了学生的语用能力。
培养学生的拼读能力最终指向的是学生自主阅读、自主学习的能力。语音教学应注重语义与语境、语调与语流相结合,而非单纯追求单音的准确性。教师结合绘本故事,引导学生在绘本阅读中,运用所学的Phonics规则进行自主拼读、理解绘本,使其逐步形成语音编码能力和自主阅读能力,才是培养学生自主阅读的一条有效途径。
【教学片段】
1. Look and answer:
T: Look at the ugly duckling, what does he like to do?
S: The ugly duckling likes to jump.
T: What things does he like to jump?
2. Try to read: Read the picture book and circle the words.
3. Read and answer:
T: What animal can you see at last? Guess, What’s the meaning of“jump over”?
4. Think and choose:
T: At first, It is gray. Then, it is light gray. At last, it is white. What animal can you see? A. the ugly duckling B.a swan
5. Think and write: T: Finish the name card of the swan.
6. Play a game: fun to jump
① 看一段视频了解游戏规则;② 全班齐说:jump over the ...一人根据所听到的内容跳过对应的图片。
7. Give a name to the story book:T: Don’t judge a man by his appearance.
教师将字母U在单词中的发音练习置于绘本故事学习之中,再次引导学生运用自然拼读方法进行自主阅读。在故事情节What things does he like to jump?的推进中,不断强化学生自然拼读技能,并与故事情节相结合,使自然拼读更富情趣、更有意义,也使英语教学中的音、形、义、用得到和谐统一。
(作者单位:无锡市杨市中心小学)