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译林新版《英语》教材每个板块都有其相对独立的内容和功能,但都指向单元总目标。教学设计的首要任务是审视整个单元内容,确定一个适合的主题,然后围绕着这个主题展开。板块间教学切不可“各自为阵”。就像是下围棋,棋手总是“胸有全局”,根据“盘面”的具体情形,随时灵活地调整每个棋子的落子方位,教学亦如是。教学过程中要“瞻前顾后”,始终体现单元意识,体现整体目标。做到前后呼应,随时渗透。如果我们在教学中没有树立全局观念,没有单元整体目标意识,必将是“一棋不着,满盘皆输”。
一、案例呈现
Lily老师在教学译林新版《英语》三(下)“Unit 5 How old are you?”中的“Fun time”板块时,把板块设计成一系列的数字游戏,PPT上的课题也写成了“Numbers”,教师还制作了精美的课件,引导学生进入数字王国,学生一旦说对数字号码,屏幕上的锁就自然打开:
…
T: (出示课件)Today let’s go to the Digital Kingdom. What’s the number?
S: It’s five.
T: Good. Can you say these numbers?
S: 5894…
T: Great! Look at these pictures. Can you say these numbers? ( 让学生看火灾、救护、警车等场景,说出相应的数字号码)
S: 119,112,110…
…
T: You did a good job. Now open your books and let’s play a game.
整节课或读数,或猜数字,或玩“Fun time”板块中的游戏,所有的教学活动对于三年级学生来说信手拈来,没有思维含量,最根本的是所有活动都没有指向“How old are you?”单元训练目标,缺乏语言交际训练,学生自然失去学习的欲望。
二、教学反思
本单元“Fun time ”板块是一个数字游戏,内容是让学生说出一个数字的前后两个数字,板块“Fun time”中的游戏是为了帮助学生熟练进行交际用语“How old are you? I’m … ”而设计的,目的是让学生熟练掌握数字,从而达到顺利用英语在情景中询问年龄的交际目的。Lily 老师在处理教材时,没有树立单元目标意识,把“Fun time” 板块与单元整体目标割裂出来,没有紧扣本单元询问年龄的主题展开教学活动,把单元主题“How old are you?”也换成了“Numbers”的课题,这种“只见树木,不见森林”的教学目标设置明显缺乏单元整体目标意识,注定会事倍功半。
2011年版《英语课程标准》中指出:“老师要结合实际教学需要,创造性地使用教材,在教学中,教师要善于根据教学的雪要,对教材加以适当的取舍和调整。”教师必须在单元整体目标的教学视野下设计教学内容,整体把握、巧妙融合,只有这样,才能有效调控自己的教学计划,最终完成好总目标。
三、二次重建
在课后教学反思时,教师Lily认识到:本板块的游戏活动是为帮助学生在交际用语说年龄时能熟练说出数字而设计的游戏活动.不能为教游戏而游戏,而是要创造性地用好教材,通过这游戏板块更好地帮助学生熟练操练本课主题。在单元目标整体意识下,教师Lily改变了教学策略,进行了课堂教学的“二次重建”,教学设计如下:
(一)热身活动:为情境交际设伏
1.Sing a song “Ten little fingers”(教师让全班学生一起学唱“Ten little fingers”,并且配上数字手势,充分地调动了学生的积极性,让他们愉快地投入到英语学习中)
2. Free talk
T: Good morning, class.
I’m your new English teacher here.
What’s your name? Nice to meet you. I’d like …. Would you like …?
S: …
T: What’s this on your desk?
S: It’s my/This is my…
T: How lovely/cool/nice…
Tip:当你想夸赞别人东西漂亮时,你可以说Work in pairs.
(二)情境交际:渗中西文化意识
T: Your English is very good. May I have your name? How old are you?
Glad to see you. Do you like…
What about you?
Now, I know something about you. Do you want to know something about me? Who can ask me?
S1: Would you like …?
S2: Where’s your bag?
S3: Is that your …? How old are you?
T: Oh, it’s a secret. You can guess.
S: …
Can you ask a woman’s age in England? Why? (PPT显示中文)你在英国能问女士的年龄吗?为什么?S:… T: Yes, you are right, it’s impolite of you to ask their ages. You can say: “You look young/nice…”
(三)链接生活:激语言交际欲望
T: Look, this is my home. It’s not far from here. Is it nice? I’ll read my room number, Can you try to write it down?
T: What’s this ?(出示教师汽车图片)
T: Can you remember my car number?
T: Look at this. It’s my phone. Is it lovely? You can say…?
S: How…
T: It’s more difficult. Let’s try. Can you read my phone number?
引出数词的音形义:
T:Who’s he?(露小部分)
S:He’s…
Ss:Bobby.
T:How old is he?
S:He’s…
Bobby:Yes, you’re right. I’m six.
Sound time
T:Who can read the new word?
Can you find the words with “s”?
S:sit, stand, seven, sorry, sister, this.
T:Great. Can you try to read these words: sing, song, story, stop?
Ok. Let’s learn it together with actions.
(四)寓教于乐:增强阅读理解能力
T: Open your books. Look at the pictures and tell us who she is?
Who is she?
A: Mary B: Lily
How old is she?
S: Maybe…
T: Is she doing her homework?
S: She’s playing a game.
Can you tell us how to play this game? Please read it.
S: The first step: … the second step… (可以用中文表述)
(五)学以致用:促创新思维发展
T: The game is fun,right? Can you find the other interesting games about numbers?
(教师让学生自己设计数字游戏,玩一玩,学生反应积极,参与度高,有的学生说到数字56时,说: five six,教师灵活运用学生的错误变重组教学过程的“生成性资源”,在教学中进行了适当拓展)
英语教材给教师们自主整合留有较大的空间和可能,因此,在教学内容上教师既要注意把教材分解成有利于学生接受的部分,又要注意发挥它们各个部分之间联系的功能,使学生体会知识之间相互联系的同时,整体教学功能得到充分的发挥,从而,更好地从整体上把教材知识结构转化成他们的认知结构。
(马建江,常州戚墅堰区教研室,213000)
责任编辑:颜莹
一、案例呈现
Lily老师在教学译林新版《英语》三(下)“Unit 5 How old are you?”中的“Fun time”板块时,把板块设计成一系列的数字游戏,PPT上的课题也写成了“Numbers”,教师还制作了精美的课件,引导学生进入数字王国,学生一旦说对数字号码,屏幕上的锁就自然打开:
…
T: (出示课件)Today let’s go to the Digital Kingdom. What’s the number?
S: It’s five.
T: Good. Can you say these numbers?
S: 5894…
T: Great! Look at these pictures. Can you say these numbers? ( 让学生看火灾、救护、警车等场景,说出相应的数字号码)
S: 119,112,110…
…
T: You did a good job. Now open your books and let’s play a game.
整节课或读数,或猜数字,或玩“Fun time”板块中的游戏,所有的教学活动对于三年级学生来说信手拈来,没有思维含量,最根本的是所有活动都没有指向“How old are you?”单元训练目标,缺乏语言交际训练,学生自然失去学习的欲望。
二、教学反思
本单元“Fun time ”板块是一个数字游戏,内容是让学生说出一个数字的前后两个数字,板块“Fun time”中的游戏是为了帮助学生熟练进行交际用语“How old are you? I’m … ”而设计的,目的是让学生熟练掌握数字,从而达到顺利用英语在情景中询问年龄的交际目的。Lily 老师在处理教材时,没有树立单元目标意识,把“Fun time” 板块与单元整体目标割裂出来,没有紧扣本单元询问年龄的主题展开教学活动,把单元主题“How old are you?”也换成了“Numbers”的课题,这种“只见树木,不见森林”的教学目标设置明显缺乏单元整体目标意识,注定会事倍功半。
2011年版《英语课程标准》中指出:“老师要结合实际教学需要,创造性地使用教材,在教学中,教师要善于根据教学的雪要,对教材加以适当的取舍和调整。”教师必须在单元整体目标的教学视野下设计教学内容,整体把握、巧妙融合,只有这样,才能有效调控自己的教学计划,最终完成好总目标。
三、二次重建
在课后教学反思时,教师Lily认识到:本板块的游戏活动是为帮助学生在交际用语说年龄时能熟练说出数字而设计的游戏活动.不能为教游戏而游戏,而是要创造性地用好教材,通过这游戏板块更好地帮助学生熟练操练本课主题。在单元目标整体意识下,教师Lily改变了教学策略,进行了课堂教学的“二次重建”,教学设计如下:
(一)热身活动:为情境交际设伏
1.Sing a song “Ten little fingers”(教师让全班学生一起学唱“Ten little fingers”,并且配上数字手势,充分地调动了学生的积极性,让他们愉快地投入到英语学习中)
2. Free talk
T: Good morning, class.
I’m your new English teacher here.
What’s your name? Nice to meet you. I’d like …. Would you like …?
S: …
T: What’s this on your desk?
S: It’s my/This is my…
T: How lovely/cool/nice…
Tip:当你想夸赞别人东西漂亮时,你可以说Work in pairs.
(二)情境交际:渗中西文化意识
T: Your English is very good. May I have your name? How old are you?
Glad to see you. Do you like…
What about you?
Now, I know something about you. Do you want to know something about me? Who can ask me?
S1: Would you like …?
S2: Where’s your bag?
S3: Is that your …? How old are you?
T: Oh, it’s a secret. You can guess.
S: …
Can you ask a woman’s age in England? Why? (PPT显示中文)你在英国能问女士的年龄吗?为什么?S:… T: Yes, you are right, it’s impolite of you to ask their ages. You can say: “You look young/nice…”
(三)链接生活:激语言交际欲望
T: Look, this is my home. It’s not far from here. Is it nice? I’ll read my room number, Can you try to write it down?
T: What’s this ?(出示教师汽车图片)
T: Can you remember my car number?
T: Look at this. It’s my phone. Is it lovely? You can say…?
S: How…
T: It’s more difficult. Let’s try. Can you read my phone number?
引出数词的音形义:
T:Who’s he?(露小部分)
S:He’s…
Ss:Bobby.
T:How old is he?
S:He’s…
Bobby:Yes, you’re right. I’m six.
Sound time
T:Who can read the new word?
Can you find the words with “s”?
S:sit, stand, seven, sorry, sister, this.
T:Great. Can you try to read these words: sing, song, story, stop?
Ok. Let’s learn it together with actions.
(四)寓教于乐:增强阅读理解能力
T: Open your books. Look at the pictures and tell us who she is?
Who is she?
A: Mary B: Lily
How old is she?
S: Maybe…
T: Is she doing her homework?
S: She’s playing a game.
Can you tell us how to play this game? Please read it.
S: The first step: … the second step… (可以用中文表述)
(五)学以致用:促创新思维发展
T: The game is fun,right? Can you find the other interesting games about numbers?
(教师让学生自己设计数字游戏,玩一玩,学生反应积极,参与度高,有的学生说到数字56时,说: five six,教师灵活运用学生的错误变重组教学过程的“生成性资源”,在教学中进行了适当拓展)
英语教材给教师们自主整合留有较大的空间和可能,因此,在教学内容上教师既要注意把教材分解成有利于学生接受的部分,又要注意发挥它们各个部分之间联系的功能,使学生体会知识之间相互联系的同时,整体教学功能得到充分的发挥,从而,更好地从整体上把教材知识结构转化成他们的认知结构。
(马建江,常州戚墅堰区教研室,213000)
责任编辑:颜莹