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摘 要:本文是我教学中的一个课例。主要讲述的是我如何基于电子白板的教学模式有效指导学生学习和掌握when与while用法的。通过课前、课中和课后三个环节——五个步骤来完成整个教学的内容。首先,通过课前自主预习,让学生们获取有关when与while用法的初步信息,对这两个词的用法有一个大致的了解。然后,在课堂上通过电子白板创设情境,有效刺激学生感官,提高学生学习的兴趣指数,使他们更加积极地、踊跃地参与到小组的合作学习和展示交流活动中;并通过用电子白板呈现需要板书的内容来节约时间,增大课堂教学容量,使学生们对信息的加工处理和分析变得更简单明了;老师对知识的点拨和指导更清楚、更全面,解决困惑更容易。最后,通过电子白板呈现课内训练和课外的家庭作业来帮助同学们对所学知识进行巩固、提升,达到完全掌握。
关键词:获取 加工 解决 总结 提升
when与while用法是仁爱英语八年级下册Unit 6 Topic 2 Section A的重点内容之一。在教学这个内容时我是这样对学生进行指导的:
第一步:获取有效信息
在教学Unit 6 Topic 2 Section A之前,在自主预习阶段,我先让学生们根据图片内容和提示词,仿照例句用when和while造句,独立完成导读单上的这一道练习题,对when与while用法有一个初步认知。
e.g. Darren was having a class while Michael was climbing a mountain.
Michael was climbing a mountain while Darren was having a class.
e.g. Darren was reading Ren’ai English Post when Michael came in.
Michael came in when/while Darren was reading Ren’ai English Post.
第二步:处理加工信息
在教学过程中,先通过电子白板将上面的图片呈现出来;然后,每个学习小组就图片内容进行在小组内答案的分享、讨论和修正;再分别由各组代表向全班汇报展示本组答案,与此同时老师用电子白板呈现每幅图正确答案。
Keys:
1.Kangkang’s mother was cooking while he was playing computer games.
Kangkang was playing computer games while his mother was cooking.
2.Jane was running while Maria was swimming.
Maria was swimming while Jane was running.
3.Maria and Sally were dancing while Michael was singing.
Michael was singing while Maria and Sally were dancing.
4.It was raining when Darren arrived at the railway station.
Darren arrived at the railway station when/while it was raining.
5.Kangkang was watching TV when the phone/telephone rang.
The phone/telephone rang when/while Kangkang was watching TV.
6.Jane and Kangkang were writing when Michael knocked at the door.
Michael knocked at the door when/while Jane and Kangkang were writing.
通过电子白板创设教学所需情境和呈现教学相关内容,有效刺激学生感官,使学生的注意力更集中,
兴趣指数更高,课堂参与面更广,老师指导起来也更得心应手。
第三步:解决问题
运用电子白板对答案的集中呈现时以不同颜色、字体等方式突出关键词来引导和提示学生们更好地观察、分析和梳理when与while用法,发现的规律,初步实现问题解决。
第四步:归纳总结
在这一阶段,小组先汇报展示自己的结论,老师用电子白板将同学们总结的规律一一展示出来:
(1)while前后的句子都是过去进
行时;
(2)when前面的句子是过去进行时,后面的句子是一般过去时;当后面的句子是过去进行时,前面是一般过去时态时,用when或while都可以;在学生们总结的基础上,再利用电子白板将老师对when与while用法所作补充陈述进行呈现:
while: conj. “当……的时候,和……的同时”。表示当一个动作正在发生时另一个动作也正在发生,所引导的从句中的谓语动词必须是延续性动词;when: conj.“当/在……时候”,强调at that time,所引导的从句的谓语动词既可用延续性动词(相当于while),也可以用瞬间动词。主句与从句所表达的动作可以有先后之分,也可以同时进行;
通过电子白板的运用,使总结陈述的内容呈现得更快捷、更清楚。
第五步:巩固提升 运用电子白板在课堂上呈现跟when与while用法有关的专项训练和课后需要完成的有关家庭作业,帮助同学们对所学内容进行更好的巩固提升。
课后反思:与传统的把结论和用法先告知学生再进行练习的方法作比较,我们通过电子白板创设情景,呈现问题,学生学习起来更直观,参与度和兴趣指数更高,更能体味学习知识的成就感,对知识掌握起来也更容易、更快捷、更牢固。
关键词:获取 加工 解决 总结 提升
when与while用法是仁爱英语八年级下册Unit 6 Topic 2 Section A的重点内容之一。在教学这个内容时我是这样对学生进行指导的:
第一步:获取有效信息
在教学Unit 6 Topic 2 Section A之前,在自主预习阶段,我先让学生们根据图片内容和提示词,仿照例句用when和while造句,独立完成导读单上的这一道练习题,对when与while用法有一个初步认知。
e.g. Darren was having a class while Michael was climbing a mountain.
Michael was climbing a mountain while Darren was having a class.
e.g. Darren was reading Ren’ai English Post when Michael came in.
Michael came in when/while Darren was reading Ren’ai English Post.
第二步:处理加工信息
在教学过程中,先通过电子白板将上面的图片呈现出来;然后,每个学习小组就图片内容进行在小组内答案的分享、讨论和修正;再分别由各组代表向全班汇报展示本组答案,与此同时老师用电子白板呈现每幅图正确答案。
Keys:
1.Kangkang’s mother was cooking while he was playing computer games.
Kangkang was playing computer games while his mother was cooking.
2.Jane was running while Maria was swimming.
Maria was swimming while Jane was running.
3.Maria and Sally were dancing while Michael was singing.
Michael was singing while Maria and Sally were dancing.
4.It was raining when Darren arrived at the railway station.
Darren arrived at the railway station when/while it was raining.
5.Kangkang was watching TV when the phone/telephone rang.
The phone/telephone rang when/while Kangkang was watching TV.
6.Jane and Kangkang were writing when Michael knocked at the door.
Michael knocked at the door when/while Jane and Kangkang were writing.
通过电子白板创设教学所需情境和呈现教学相关内容,有效刺激学生感官,使学生的注意力更集中,
兴趣指数更高,课堂参与面更广,老师指导起来也更得心应手。
第三步:解决问题
运用电子白板对答案的集中呈现时以不同颜色、字体等方式突出关键词来引导和提示学生们更好地观察、分析和梳理when与while用法,发现的规律,初步实现问题解决。
第四步:归纳总结
在这一阶段,小组先汇报展示自己的结论,老师用电子白板将同学们总结的规律一一展示出来:
(1)while前后的句子都是过去进
行时;
(2)when前面的句子是过去进行时,后面的句子是一般过去时;当后面的句子是过去进行时,前面是一般过去时态时,用when或while都可以;在学生们总结的基础上,再利用电子白板将老师对when与while用法所作补充陈述进行呈现:
while: conj. “当……的时候,和……的同时”。表示当一个动作正在发生时另一个动作也正在发生,所引导的从句中的谓语动词必须是延续性动词;when: conj.“当/在……时候”,强调at that time,所引导的从句的谓语动词既可用延续性动词(相当于while),也可以用瞬间动词。主句与从句所表达的动作可以有先后之分,也可以同时进行;
通过电子白板的运用,使总结陈述的内容呈现得更快捷、更清楚。
第五步:巩固提升 运用电子白板在课堂上呈现跟when与while用法有关的专项训练和课后需要完成的有关家庭作业,帮助同学们对所学内容进行更好的巩固提升。
课后反思:与传统的把结论和用法先告知学生再进行练习的方法作比较,我们通过电子白板创设情景,呈现问题,学生学习起来更直观,参与度和兴趣指数更高,更能体味学习知识的成就感,对知识掌握起来也更容易、更快捷、更牢固。