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【设计理念】
围绕此次杏坛杯的参赛主题,结合苏派教学主张及新修订英语课程标准,我对课堂设计的出发点是:作为教师,授之以鱼不如授之以渔,要做一个课堂的“守望者”,在课堂中守望学生的兴趣,守望学生的能力,真正做到把课堂还给学生,让学生主导课堂,在兴趣中学习,在兴趣中运用。
1.课堂教学设计需注重情景品质化。
有很多时候教师总会为设置情景而设计,而并没有真正地服务于课堂。情景的设置需要自然、真实,能够与学生引起共鸣,让学生们从心底里喜欢和追捧,让学生们对课堂设置的内容感到有兴趣,从而达到情境为内容服务而不是做做样子。
2.英语环境和氛围需尊重文化。
我们在语言习得的同时更应该注重为学生们提供这样的一个文化背景。例如,在我的课上我提到了图片“旅行”——picture “travel”,在西方国家人们在说到这样需要带双引号的词,或是有引申含义的词的时候都会用食指和中指弯曲两次,代表引号。在课堂教学中,我用到了这个手势,学生们觉得很新奇,在课后还在询问,这样一个简单的动作很容易就被记住了。我想长此以往,如果我们教师能够多运用一些地道的手势或语言,我们的学生就可能把英语说得更洋气,更国际范儿。
3.课堂更需关注童趣。
小学英语课堂有别于初高中英语课堂最大的地方就是在于童趣,小学的课堂充满了童趣,游戏以及欢乐的气氛,而这往往就是现在很多课堂上所缺失的,是不是过分地关注知识点本身就能够达到掌握课本的目的呢?并不尽然。
4.对教材的处理不能是固定的模式。
本课课型是BCD板块词汇和句型教学,我在处理这一部分的教学上都会采用自己创设情境,把词句有机结合并加以操练。每个板块的处理模式不是固定的,可以做适当的融合和调整,关键是要为教学内容服务。
【教学目标】
本课教学内容是译林版《牛津小学英语》5B Unit9 The English club BCD板块即词汇句型板块的教学。
1.Aims of knowledge
(1)能掌握本单元生词Japan,Japanese,France,French,
the UK,British,the USA,American,Australia,Australian
(2)能正确运用句型Where are you from?I’m from...Do you speak...?Yes,I do.I speak...,too./No,I don’t.I speak...
2.Aims of abilities
在掌握重点句型的基础上,通过本课学习培养学生的语言实际运用能力。
3.Aims of emotion
通过小组竞争活动,培养学生团结合作精神和竞争意识,增强学生主动探究知识和获取信息的兴趣。
【教学过程与意图】
Step 1 Greetings
1.T:My name is Paulina,I’m from China,I’m Chinese,I speak Chinese and English,I live in Nanjing.My hobbies are Reading and travelling.
This is me.Can you introduce yourself to me like this?
【借班上课,让学生和老师相互熟悉,并且复习China,Chinese,渗透句型I’m from...I’m...I speak...】
2.T:Oh,your hobbies are....You know that I like travelling,do you like travelling?
T:But actually,I don’t have enough time to travel,so I often do the picture travel.Today I’ll share the picture travel with you guys. When you watch the short video,try to remember the countries you can see.
【通过图片旅行给学生渗透不同国家的文化背景。】
Step 2 Presentations
1.(Finishing the picture travel)
T:Do you still remember the countries that you have seen?First discuss in a group,try to say out the names of these countries.
2.Ss tell us the names of different countries one by one.T can show the words on the blackboard one by one.
(根据学生列举的国家名称,老师在黑板上逐一呈现这些单词,并快速带读一遍,将重点放在Australia和France上面)
【让学生有一个自主学习的过程,并通过小组讨论,自己生成这些国家的名字。】
3.T:Good,because of travelling is my hobby,today I really want to travel to some place with you guys.Can you guess where we are going to?You can use the letters on the big screen.
S:Disney.
T:Yes,today we will go the Disneyland.Can you tell me who are in the Disneyland? S:Mickey and Minnie.
T:First,let’s say hello to Mickey and Minnie.
T:Do you know where they are from?
Where is Mickey from?First,let’s ask him together.Where are you from?(带读新句型Where are you from?)Ok,now let’s listen.
(播放录音I’m from the USA,I’m American.)
T:(教授American拍手分音节读,先慢后快)Now,can you help Mickey to introduce himself?
S:I’m from the USA,I’m American,I speak English.(请两到三个学生起来说一说,之后齐读一遍)
T:Look,Shanghai Disneyland will be built soon.Mickey wants to invite us to go to Disneyland.He will give the winner the map of Disneyland. Now let’s do some tasks and compete.
【有兴趣就有动力。以迪士尼地图为主线索,让学生畅游迪士尼乐园,并以任务教学法为主,告诉学生Mickey邀请大家完成任务,获得分数最高的队伍可获得实物地图作为奖励。我把迪士尼地图分成六块,分别以字母表示,让学生自主选择想要去的园区,每一个园区内都会有一个卡通人物,且每一个卡通人物都来自不同的国家,借此教授不同国家的生词。通过Mickey引入美国迪士尼,教授生词the USA,American,以及句型Where are you from?I’m from...并借此创设一个大的情景,让学生以此为主线,在情境中继续学习。】
4.Task 1:Try to know the stars and cartoon characters in Disneyland.
5.Conan
T:Who is he?
T:Where is Conan from?Who would like to be Conan to introduce?You can say,I’m from...
T:Yes,maybe,let’s ask and check.
Ss:Where are you from?
(播放录音I’m from Japan,I’m Japanese.)
T:I’m from Japan,I’m Japanese.(重点教授Japanese)
T:Does Conan speak English?
T:Let’s ask Conan.Do you speak English?
(教授重点句型Do you speak English?单独读,齐读)之后播放录音No,I don’t.I speak Japanese,but I can speak a little English.
T:I speak Japanese.Pay more attentions to the Chinese meaning here.
T:This time let’s say hello to Conan in Japanese.
(教师带领学生用日语加鞠躬的方式打招呼,增加文化背景)
T:Now who would like to be Conan to introduce.
S:I’m from Japan,I’m Japanese,I speak Japanese.(两个左右)
【通过Conan引入日本,教授生词Japan,Japanese,操练句型Where are you from?I’m from...并引入新句型Do you speak...?】
6.Harry Potter
T:Who is he?
T:You are very familiar with him?Who would like to be Harry to introduce?(Choose a student)
First let’s ask together
Ss:Where are you from?
S:I’m from the UK.I’m British.
T:(教授British)I’m from the UK,I’m British,Of course I speak English.Who can introduce now?
S:I’m from the UK,I’m British,I speak English.
【通过Harry引入英国,教授生词the UK,British,操练句型Where are you from?I’m from... Do you speak...?】
7.Koala
录音Good day everyone,I am Koala.I’m from Australia,I’m Australian.Good day!
T:This is my friend Koala,she is from Australia,she’s Australian.(重点教授Australian)
T:In Australia,people like to say Good day to greet each other.(带着学生说一说Good Day) Can you use these information to ask and answer?(Pair work)
【通过Koala引入澳大利亚,教授生词Australia,Australian】
8.Tin Tin
T:He is Tin Tin,where is he from?You can discuss in a group.
S:France.
T:Let’s check.播放录音I’m from France,I’m French,I speak French.(教授French)
T:Now who can ask,who can answer?
【通过Tin Tin引入“法国”,教授生词France,French,操练句型Where are you from?I’m from....并引入新句型Do you speak...?】
9.Xi Yangyang
T:You are really familiar with Xi Yangyang,let’s say it together.I’m from China,I’m Chinese,I speak Chinese.
【复习China,Chinese.至此已完成了迪士尼地图的探索,且六个国家的有关单词都已经结束了教授。此环节选择让学生对选择的单词进行整合复习,用游戏的方式来检验和巩固,沿袭之前整节课所营造的欢乐有趣的气氛,且有目的地进行操练。】
Step 3 Consolidation
1.Game.
T:Now let’s play a game ,when you see your group number,please stand up quickly.Then read the word or say out the word of countries and nationalities.
【看到单词迅速读出来,看到国旗迅速说出国家名,看到人物迅速说出国籍,以此检验学生是否掌握单词的读音。背景音乐配上了时下流行的甩葱歌,欢快的节奏使得学生在站起来说单词的时候更加有节奏并觉得非常刺激,自身经历的有趣的游戏体验也让他们记忆深刻。】
2.Vocabulary table
简单的巩固单词的读音还不够,这一课的单词有很多都是形近词,例如Australia,Australian,让学生以小组的形式进行讨论,得出这些单词都有哪些规律。
【让学生给单词找规律,让学生有一个自主学习的过程,并通过自主学习找到记忆单词的方法,自然生成。】
3.Task 2:Try to interview the stars in Disneyland
T:You can use the sentence patterns below.
【综合操练两个句型Where are you from?Do you speak...?且我们要回归课本,把课本上的图充分利用起来,操练句型。为了符合迪士尼畅游的背景,我对书上的图做了一些处理,把上面的一半人物换成了课堂上所提到的卡通人物,更加切合背景。同时顺延主线,不脱离情境。】
Steps:(1)Choose the star.(2)Each member must say one sentence to introduce.(3)Use their unique way to say hello to us.
【对本课重点句型进行综合运用,且贴合语境,让学生在语境中自然生成,灵活运用。】
4.Task 3:Make a poster
T:Shanghai Disneyland will be built soon,you group can choose a star to introduce.
Steps:(1)Choose the star(2)Each member must say one sentence to introduce.(3)Use their unique way to say hello to us.
【小组合作,对国家、国籍、语言以及本课重点句型进行综合运用,且贴合语境,让学生们在语境中自然生成,灵活运用。】
Step 4 Homework
1.Copy and remember the new words.
2.Talk about cartoon characters with your classmates.
3.Finish your posters.
(作者单位:南京市致远外国语小学)
围绕此次杏坛杯的参赛主题,结合苏派教学主张及新修订英语课程标准,我对课堂设计的出发点是:作为教师,授之以鱼不如授之以渔,要做一个课堂的“守望者”,在课堂中守望学生的兴趣,守望学生的能力,真正做到把课堂还给学生,让学生主导课堂,在兴趣中学习,在兴趣中运用。
1.课堂教学设计需注重情景品质化。
有很多时候教师总会为设置情景而设计,而并没有真正地服务于课堂。情景的设置需要自然、真实,能够与学生引起共鸣,让学生们从心底里喜欢和追捧,让学生们对课堂设置的内容感到有兴趣,从而达到情境为内容服务而不是做做样子。
2.英语环境和氛围需尊重文化。
我们在语言习得的同时更应该注重为学生们提供这样的一个文化背景。例如,在我的课上我提到了图片“旅行”——picture “travel”,在西方国家人们在说到这样需要带双引号的词,或是有引申含义的词的时候都会用食指和中指弯曲两次,代表引号。在课堂教学中,我用到了这个手势,学生们觉得很新奇,在课后还在询问,这样一个简单的动作很容易就被记住了。我想长此以往,如果我们教师能够多运用一些地道的手势或语言,我们的学生就可能把英语说得更洋气,更国际范儿。
3.课堂更需关注童趣。
小学英语课堂有别于初高中英语课堂最大的地方就是在于童趣,小学的课堂充满了童趣,游戏以及欢乐的气氛,而这往往就是现在很多课堂上所缺失的,是不是过分地关注知识点本身就能够达到掌握课本的目的呢?并不尽然。
4.对教材的处理不能是固定的模式。
本课课型是BCD板块词汇和句型教学,我在处理这一部分的教学上都会采用自己创设情境,把词句有机结合并加以操练。每个板块的处理模式不是固定的,可以做适当的融合和调整,关键是要为教学内容服务。
【教学目标】
本课教学内容是译林版《牛津小学英语》5B Unit9 The English club BCD板块即词汇句型板块的教学。
1.Aims of knowledge
(1)能掌握本单元生词Japan,Japanese,France,French,
the UK,British,the USA,American,Australia,Australian
(2)能正确运用句型Where are you from?I’m from...Do you speak...?Yes,I do.I speak...,too./No,I don’t.I speak...
2.Aims of abilities
在掌握重点句型的基础上,通过本课学习培养学生的语言实际运用能力。
3.Aims of emotion
通过小组竞争活动,培养学生团结合作精神和竞争意识,增强学生主动探究知识和获取信息的兴趣。
【教学过程与意图】
Step 1 Greetings
1.T:My name is Paulina,I’m from China,I’m Chinese,I speak Chinese and English,I live in Nanjing.My hobbies are Reading and travelling.
This is me.Can you introduce yourself to me like this?
【借班上课,让学生和老师相互熟悉,并且复习China,Chinese,渗透句型I’m from...I’m...I speak...】
2.T:Oh,your hobbies are....You know that I like travelling,do you like travelling?
T:But actually,I don’t have enough time to travel,so I often do the picture travel.Today I’ll share the picture travel with you guys. When you watch the short video,try to remember the countries you can see.
【通过图片旅行给学生渗透不同国家的文化背景。】
Step 2 Presentations
1.(Finishing the picture travel)
T:Do you still remember the countries that you have seen?First discuss in a group,try to say out the names of these countries.
2.Ss tell us the names of different countries one by one.T can show the words on the blackboard one by one.
(根据学生列举的国家名称,老师在黑板上逐一呈现这些单词,并快速带读一遍,将重点放在Australia和France上面)
【让学生有一个自主学习的过程,并通过小组讨论,自己生成这些国家的名字。】
3.T:Good,because of travelling is my hobby,today I really want to travel to some place with you guys.Can you guess where we are going to?You can use the letters on the big screen.
S:Disney.
T:Yes,today we will go the Disneyland.Can you tell me who are in the Disneyland? S:Mickey and Minnie.
T:First,let’s say hello to Mickey and Minnie.
T:Do you know where they are from?
Where is Mickey from?First,let’s ask him together.Where are you from?(带读新句型Where are you from?)Ok,now let’s listen.
(播放录音I’m from the USA,I’m American.)
T:(教授American拍手分音节读,先慢后快)Now,can you help Mickey to introduce himself?
S:I’m from the USA,I’m American,I speak English.(请两到三个学生起来说一说,之后齐读一遍)
T:Look,Shanghai Disneyland will be built soon.Mickey wants to invite us to go to Disneyland.He will give the winner the map of Disneyland. Now let’s do some tasks and compete.
【有兴趣就有动力。以迪士尼地图为主线索,让学生畅游迪士尼乐园,并以任务教学法为主,告诉学生Mickey邀请大家完成任务,获得分数最高的队伍可获得实物地图作为奖励。我把迪士尼地图分成六块,分别以字母表示,让学生自主选择想要去的园区,每一个园区内都会有一个卡通人物,且每一个卡通人物都来自不同的国家,借此教授不同国家的生词。通过Mickey引入美国迪士尼,教授生词the USA,American,以及句型Where are you from?I’m from...并借此创设一个大的情景,让学生以此为主线,在情境中继续学习。】
4.Task 1:Try to know the stars and cartoon characters in Disneyland.
5.Conan
T:Who is he?
T:Where is Conan from?Who would like to be Conan to introduce?You can say,I’m from...
T:Yes,maybe,let’s ask and check.
Ss:Where are you from?
(播放录音I’m from Japan,I’m Japanese.)
T:I’m from Japan,I’m Japanese.(重点教授Japanese)
T:Does Conan speak English?
T:Let’s ask Conan.Do you speak English?
(教授重点句型Do you speak English?单独读,齐读)之后播放录音No,I don’t.I speak Japanese,but I can speak a little English.
T:I speak Japanese.Pay more attentions to the Chinese meaning here.
T:This time let’s say hello to Conan in Japanese.
(教师带领学生用日语加鞠躬的方式打招呼,增加文化背景)
T:Now who would like to be Conan to introduce.
S:I’m from Japan,I’m Japanese,I speak Japanese.(两个左右)
【通过Conan引入日本,教授生词Japan,Japanese,操练句型Where are you from?I’m from...并引入新句型Do you speak...?】
6.Harry Potter
T:Who is he?
T:You are very familiar with him?Who would like to be Harry to introduce?(Choose a student)
First let’s ask together
Ss:Where are you from?
S:I’m from the UK.I’m British.
T:(教授British)I’m from the UK,I’m British,Of course I speak English.Who can introduce now?
S:I’m from the UK,I’m British,I speak English.
【通过Harry引入英国,教授生词the UK,British,操练句型Where are you from?I’m from... Do you speak...?】
7.Koala
录音Good day everyone,I am Koala.I’m from Australia,I’m Australian.Good day!
T:This is my friend Koala,she is from Australia,she’s Australian.(重点教授Australian)
T:In Australia,people like to say Good day to greet each other.(带着学生说一说Good Day) Can you use these information to ask and answer?(Pair work)
【通过Koala引入澳大利亚,教授生词Australia,Australian】
8.Tin Tin
T:He is Tin Tin,where is he from?You can discuss in a group.
S:France.
T:Let’s check.播放录音I’m from France,I’m French,I speak French.(教授French)
T:Now who can ask,who can answer?
【通过Tin Tin引入“法国”,教授生词France,French,操练句型Where are you from?I’m from....并引入新句型Do you speak...?】
9.Xi Yangyang
T:You are really familiar with Xi Yangyang,let’s say it together.I’m from China,I’m Chinese,I speak Chinese.
【复习China,Chinese.至此已完成了迪士尼地图的探索,且六个国家的有关单词都已经结束了教授。此环节选择让学生对选择的单词进行整合复习,用游戏的方式来检验和巩固,沿袭之前整节课所营造的欢乐有趣的气氛,且有目的地进行操练。】
Step 3 Consolidation
1.Game.
T:Now let’s play a game ,when you see your group number,please stand up quickly.Then read the word or say out the word of countries and nationalities.
【看到单词迅速读出来,看到国旗迅速说出国家名,看到人物迅速说出国籍,以此检验学生是否掌握单词的读音。背景音乐配上了时下流行的甩葱歌,欢快的节奏使得学生在站起来说单词的时候更加有节奏并觉得非常刺激,自身经历的有趣的游戏体验也让他们记忆深刻。】
2.Vocabulary table
简单的巩固单词的读音还不够,这一课的单词有很多都是形近词,例如Australia,Australian,让学生以小组的形式进行讨论,得出这些单词都有哪些规律。
【让学生给单词找规律,让学生有一个自主学习的过程,并通过自主学习找到记忆单词的方法,自然生成。】
3.Task 2:Try to interview the stars in Disneyland
T:You can use the sentence patterns below.
【综合操练两个句型Where are you from?Do you speak...?且我们要回归课本,把课本上的图充分利用起来,操练句型。为了符合迪士尼畅游的背景,我对书上的图做了一些处理,把上面的一半人物换成了课堂上所提到的卡通人物,更加切合背景。同时顺延主线,不脱离情境。】
Steps:(1)Choose the star.(2)Each member must say one sentence to introduce.(3)Use their unique way to say hello to us.
【对本课重点句型进行综合运用,且贴合语境,让学生在语境中自然生成,灵活运用。】
4.Task 3:Make a poster
T:Shanghai Disneyland will be built soon,you group can choose a star to introduce.
Steps:(1)Choose the star(2)Each member must say one sentence to introduce.(3)Use their unique way to say hello to us.
【小组合作,对国家、国籍、语言以及本课重点句型进行综合运用,且贴合语境,让学生们在语境中自然生成,灵活运用。】
Step 4 Homework
1.Copy and remember the new words.
2.Talk about cartoon characters with your classmates.
3.Finish your posters.
(作者单位:南京市致远外国语小学)