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【课前设计及反思】
一、教材教法分析
本课时的主要内容是“征求别人意见”及“询问价格”。要求学生围绕食品饮料类的单词,重点掌握noodles,coffee,juice,Anything else?Something to drink?等的发音,以及What would you like?How much are they?和How much is it?的运用。在教法、学法方面,根据四年级学生的年龄特点及认知规律,以情境教学法为主,充分利用实物、图片、多媒体课件等辅助手段,进行语言链接、画面渲染、场景设置和游戏活动,把每个语言点的训练尽量与生活实际相联系,尽量体现“环境英语”的教学主张,体现“持续优化英语环境”的新课堂。
二、课前反思
1.导入环节可否“二元设计”?
设计《At a snack bar》(A、B部分)教案时,我曾经确定过这样的导入:让学生看一段视频动画,引出问题What snack do they eat?后再学习snack一词。后来,经过多次反思揣摩,想象着课堂导入后学生的反应,总觉得如此导入预设成分太多。经过假想式反思,我对此作了以下“二元设计”:A cartoon?Some snack?What would you like?是看动画片,还是吃小吃?给学生一个选择的机会。与此相对应,不同的选择有不同的思路。
我想象着:如此调整,也许一上课就能抓住学生的注意力吧?可是,学生没有选择的那个方案不是白白设计了吗?
2.语言环境可否“二次创作”?
课堂中的语言环境由教师、学生、教科书及其他相关语言资源组成。在与教材的对话中,我了解到How much are they?是主人公苏海、苏洋的爸爸询问服务员他们所购食物的价格时说的话。在超越教材的思考中,我想到还有其他的场景可以使用这句话,譬如说,询问已经买到的东西多少钱。因此,我想象着与学生共同设置一个场景,即,我依次拿出买给学生的食物后,问他们How much are they?在进行估价猜测的游戏中,练习问答。
我犹豫着:演绎多样的语境,应该是不错的选择吧?重新创作语境会不会被认为多此一举、画蛇添足呢?让课堂实践去回答吧!
三、课后反思
教学中,为了充分体现语言性环境与非英语性环境的和谐统一,我时而语言渲染语境,时而画面再现语境,时而场景设置语境,时而游戏娱乐语境,整节课的英语环境创设圆润自然,浑然一体,一气呵成。在询问价格等活动中,学生表现得热情高涨,兴趣盎然。
从学生选择看视频动画的开课到snack的引出;从购买食品运用How much is it/ are they?到享用食品运用 What would you like?;从课堂上的师生花了20元到教材文本中的苏海一家花了32元,等等,都是一段相互关联的、紧紧围绕食品的话语系统。
1.关于二元导入
当我说明在snack和cartoon之间可以自由选择的时候,从学生的表情可以看出,他们显然非常诧异。他们在纳闷:上公开课的内容竟然不是老师安排好的!上课的内容竟然可以让学生自由选择!有点意思!由此可见,课前反思后所给予的调整达到了唤起求知欲望、激发学习兴趣的良好效果。
2.关于语境的二次创作
课前“语境能否进行‘二次创作’”的疑惑在课堂实践中找到了答案。课堂上,我抛出How much are they?问题后,学生立刻积极参与,对所购食物进行估价,争抢着猜价格,尽管猜的价格不靠谱,却丝毫不减热情。从以上课堂观察可以看出,教师对教材所提供的语境不要“惟命是从”,必要时可进行语境的二次创作,对语境加以更改、优化,使之丰富、多样。
【教学设计过程及思考】
Step 1 Warming-up
导入方案1:
T:My name is Shi Yanxia.It’s the first time for me to see you.I want to give you a gift.A cartoon?Some snack?What would you like?
S:A cartoon.
T:So,you’d like a cartoon.OK.Let’s watch a cartoon.You should watch carefully,and then answer my questions. (播放视频动画)
T:(S看完后)How many people?Who are they?What do they eat?
T:They’re called snack.(板书snack)What does
“snack” mean?
T:Do you want to have some snack?Let’s go to a snack bar,OK?(课件展示教材A部分Read and learn的图片)
Now we’re at a snack bar.(板书课题)At a snack bar
T:What can you see at this snack bar?
S:I can see ...(自由回答,答到什么教什么)
思考:单词的呈现切忌平淡呆板。教师要善于用语言渲染语境氛围。如,询问学生一连串的问题,如Do you want to have some snack?Let’s go to a snack bar,OK?What can you see at this snack bar?等,复习或新授食品饮料类的单词,给学生很大的自由发挥的空间,自由回答,答到什么即学说什么。
导入方案2:
T:My name is Shi Yanxia. It’s the first time for me to see you. I want to give you a gift. A cartoon?Some snack?What would you like?
S:Some snack.
T:OK. You’ll get them. But first we should go to a snack bar. Yes?Look,suppose we’re at a snack bar.
(课件展示教材A部分Read and learn的图片,板书课题At a snack bar)
T:What can you see at this snack bar?
S:I can see …(自由回答,答到什么教什么)
思考:在课前反思中,我对导入部分预设了两个方案,根据学生的选择现场决定。课堂上,石家庄的学生选择了方案2——snack(小吃)。尽管我的另一方案未起到作用,但是体现了教师教学预设的多元思考,体现了教学思维的丰富性,从而满足了学生选择的多样性。
其实,这个二元导入方案隐藏着我的“计谋”,诱使学生落入我设下的温柔的“陷阱”。动画片不是白看的,有What do they eat?等问题在等着;小吃也不是白吃的,要寻找What can you see at this snack bar?的答案。
Step 2 Presentation and Practice
1. Teach:a pie,pies,Anything else
T:I’ve bought some snack for you. They’re in this bag. What are they?Please look and guess.(出示食品袋,内装本课要学的食物)
思考:这一环节中,教师创设自然丰富的语言使用环境,避免机械操练单词。为学生买来食品及饮料,让他们猜测都有些什么。老师只买了本课生词的食物pies等,目的是在第一次口头练习众多食品及饮料的基础上,再深入一些,要求更高一些,即,读准发音、理解意思、找出拼写规则。
T:(出示1个派) Look,what’s this in English?(出示2个派) What are these?
S:It’s a pie./ They’re pies.
T:They are nice. Would you like these pies?
S:Yes.
T:Anything else?(领读,释义。)
2. Teach “hamburger(s)”
T:(拿出图片hamburgers) Are these pies?
S:No,they aren’t.
T:What are they?
S:They’re hamburgers.
3. Teach:What would you like?
T:(对S1) Would you like hamburgers?
S1:Yes,please.
T:(对S2) He/ She would like a hamburger. What would you like?
S2:A pie,please.
T:This student would like a pie. That student would like a hamburger. Hello,S3,what would you like?(领读并板书)
S3:A ...,please.
Ss:Do chain work.
思考:教师先问一名学生“Would you like hamburgers?”,再问第二名学生“He/ She would like a hamburger. What would you like?”在自然的语境中引出并操练What would you like?这一新句型。
教师的语言要起到链接文本语境和生活语境的作用。想要还是不想要?想要汉堡还是想要馅饼?没有标准答案。在这里,学生“真”的需要动用耳朵,聆听教师的每一句话;学生“真”的需要动用大脑,思考教师的每一次提问。在语言环境中,呈现与操练句子能有效地训练学生用英语交流、用英语思维的能力。
4.Teach:noodles,Some …,please.
(Let the students.)
Ss:(ask the teacher) What would you like,Miss Shi?(T吃面条,做动作让学生猜)
T:Some noodles,please.(出示图片面条,领读noodle并板书)
T:(手拿食物) Hi,boy/girl. What would you like?
S:A/ Some …,please.
Ss:Do chain work.
5.Teach:Something to drink?coffee,juice,milk,tea
T:I ate some noodles. I’m not hungry. But I’m thirsty. Something to drink?(做喝的动作,说:喝些什么呢?领读并板书Something to drink?)
T:What would I like?Guess,please.(将某一饮品露出一角)
S:(自由说) coffeesome coffeea bag of coffee
teasome teaa bag of tea
juicesome juicea bottle of juice
milksome milka bag of milk
(学生答什么,老师教什么)
思考:老师表演吃面条后,又做喝的动作,在语境中引出并操练新句型Some noodles,please. Something to drink?
教师做吃面条的动作表示想要的食品是noodels,做喝的动作让学生猜想喝什么。简单的动作起到的作用不简单。因为,体态语是理解语言的桥梁。小学生的英语词汇量相当少,如果教学时没有一定量的体态语帮助,就会形成理解的障碍。因此,成功的教学离不开体态语的恰当运用,教师要善用体态语,优化非语言性环境。
6. Teach:How about you?
T:I’d like some milk. How about you?(领读并板书)
Ss:Work in three like this.
S1:What would you like?
S2:A...,please. / Some ...,please. How about you,S3?
S3:A...,please. / Some ...,please.
T:Understand?Work in three. After a while,you’ll show it.
7. Teach:How much are they?They’re ... yuan.
T:Anything else in this bag?(依次从盒子里拿出sweets等)How many snack?Let’s count. One,two,...How much are they?You may guess.
S1:They’re ten yuan/ fifteen yuan/...
T:(对S3耳语) They’re twenty yuan.
T:(指着S3) He/She knew the price. You may ask him/her.
S:(对S3)How much are they?
S3:They’re twenty yuan.
T:(领读并板书)How much are they?They’re ... yuan.
8. Teach:How much is it?It’s...
T:(从盒子里拿出一个派)This is a pie. How much is it?
S:It’s ten yuan.(领读并板书)How much is it?It’s ...
思考:教师提出How much are they?问题后,让学生对所购食物进行估价,也许学生生活经验不丰富,猜的价格不靠谱。没有关系,正好可以借此机会,反复练习问和答。
Step 3 Consolidation
1. Teach Part A Read and say
T:(指snack)How much are they?I paid twenty yuan.(课件展示教材中Part A,Read and say的画面)Look. Who are the girls?Who is the man?Su Yang,Su Hai and their father.Where are they?What do they want to buy?Do you know?Let’s look and listen.Try to get the main ideas.And then answer my questions.
Ss:Watch the cartoons of Part A
S:Answer questions.
T:Q1:Something to drink?Q2:Anything else?Q3:How much are they?
思考:教师指着包内的snack说“I paid fifteen yuan”。引导学生看教材A部分图画谈论Who are the girls?Who’s the man?Where are they?What do they want to buy?接着观看对话视频,并回答3个问题:Something to drink?Anything else?How much are they?教材文本对话的呈现和展开做到了语境连贯、思维缜密,环环相扣。
2. Read Part A
T:Now open your books and turn to page 52.Look at Part A. read after the tape.
Ss:Read the whole dialogue together.
Step 4 Production
1.Game:Guessing the price.
T:Boys and girls.You’ve done a good job.You’re clever,but can you guess the price?Let’s try.(课件展示一个快餐店中的食品及饮料)
(T asks,Ss guess./Ss ask,T guesses./S asks,S guesses.)
T:Check the answers.
思考:游戏活动要以创设英语环境为目标,根据不同的教学内容,采用不同的游戏方式,避免千篇一律,乱做游戏。这里设计的游戏是本课的语料生成的猜测游戏。课件展示快餐店及其食物,通过师问生猜、生问生猜的方式,练习“询问价格”的问答,猜对的奖励食物一个(份)。这个游戏,既有练习How much is it /are they?的语言训练,又有做猜测游戏娱乐的轻松,集知识性和趣味性为一体,可谓一举两得。
2.Buy some gifts for mothers
T:Boys and girls. You’ve done a good job.I’m very happy.You know Mother’s Day is coming.What do you want to do for your mother?
Ss:Answer freely.
T:Let’s buy some gifts for our mother,OK?(课件展示地点:Stationary shop,Toy shop,Snack bar,Fruit shop,Clothes shop)
T:First let me try.I want to buy some gifts for my mother.My mother is 80 years old.Where shall I go?Why?(让学生选择去哪里以及买点什么,再进行相关对话。买卖中还可以提示学生还价。)
T
一、教材教法分析
本课时的主要内容是“征求别人意见”及“询问价格”。要求学生围绕食品饮料类的单词,重点掌握noodles,coffee,juice,Anything else?Something to drink?等的发音,以及What would you like?How much are they?和How much is it?的运用。在教法、学法方面,根据四年级学生的年龄特点及认知规律,以情境教学法为主,充分利用实物、图片、多媒体课件等辅助手段,进行语言链接、画面渲染、场景设置和游戏活动,把每个语言点的训练尽量与生活实际相联系,尽量体现“环境英语”的教学主张,体现“持续优化英语环境”的新课堂。
二、课前反思
1.导入环节可否“二元设计”?
设计《At a snack bar》(A、B部分)教案时,我曾经确定过这样的导入:让学生看一段视频动画,引出问题What snack do they eat?后再学习snack一词。后来,经过多次反思揣摩,想象着课堂导入后学生的反应,总觉得如此导入预设成分太多。经过假想式反思,我对此作了以下“二元设计”:A cartoon?Some snack?What would you like?是看动画片,还是吃小吃?给学生一个选择的机会。与此相对应,不同的选择有不同的思路。
我想象着:如此调整,也许一上课就能抓住学生的注意力吧?可是,学生没有选择的那个方案不是白白设计了吗?
2.语言环境可否“二次创作”?
课堂中的语言环境由教师、学生、教科书及其他相关语言资源组成。在与教材的对话中,我了解到How much are they?是主人公苏海、苏洋的爸爸询问服务员他们所购食物的价格时说的话。在超越教材的思考中,我想到还有其他的场景可以使用这句话,譬如说,询问已经买到的东西多少钱。因此,我想象着与学生共同设置一个场景,即,我依次拿出买给学生的食物后,问他们How much are they?在进行估价猜测的游戏中,练习问答。
我犹豫着:演绎多样的语境,应该是不错的选择吧?重新创作语境会不会被认为多此一举、画蛇添足呢?让课堂实践去回答吧!
三、课后反思
教学中,为了充分体现语言性环境与非英语性环境的和谐统一,我时而语言渲染语境,时而画面再现语境,时而场景设置语境,时而游戏娱乐语境,整节课的英语环境创设圆润自然,浑然一体,一气呵成。在询问价格等活动中,学生表现得热情高涨,兴趣盎然。
从学生选择看视频动画的开课到snack的引出;从购买食品运用How much is it/ are they?到享用食品运用 What would you like?;从课堂上的师生花了20元到教材文本中的苏海一家花了32元,等等,都是一段相互关联的、紧紧围绕食品的话语系统。
1.关于二元导入
当我说明在snack和cartoon之间可以自由选择的时候,从学生的表情可以看出,他们显然非常诧异。他们在纳闷:上公开课的内容竟然不是老师安排好的!上课的内容竟然可以让学生自由选择!有点意思!由此可见,课前反思后所给予的调整达到了唤起求知欲望、激发学习兴趣的良好效果。
2.关于语境的二次创作
课前“语境能否进行‘二次创作’”的疑惑在课堂实践中找到了答案。课堂上,我抛出How much are they?问题后,学生立刻积极参与,对所购食物进行估价,争抢着猜价格,尽管猜的价格不靠谱,却丝毫不减热情。从以上课堂观察可以看出,教师对教材所提供的语境不要“惟命是从”,必要时可进行语境的二次创作,对语境加以更改、优化,使之丰富、多样。
【教学设计过程及思考】
Step 1 Warming-up
导入方案1:
T:My name is Shi Yanxia.It’s the first time for me to see you.I want to give you a gift.A cartoon?Some snack?What would you like?
S:A cartoon.
T:So,you’d like a cartoon.OK.Let’s watch a cartoon.You should watch carefully,and then answer my questions. (播放视频动画)
T:(S看完后)How many people?Who are they?What do they eat?
T:They’re called snack.(板书snack)What does
“snack” mean?
T:Do you want to have some snack?Let’s go to a snack bar,OK?(课件展示教材A部分Read and learn的图片)
Now we’re at a snack bar.(板书课题)At a snack bar
T:What can you see at this snack bar?
S:I can see ...(自由回答,答到什么教什么)
思考:单词的呈现切忌平淡呆板。教师要善于用语言渲染语境氛围。如,询问学生一连串的问题,如Do you want to have some snack?Let’s go to a snack bar,OK?What can you see at this snack bar?等,复习或新授食品饮料类的单词,给学生很大的自由发挥的空间,自由回答,答到什么即学说什么。
导入方案2:
T:My name is Shi Yanxia. It’s the first time for me to see you. I want to give you a gift. A cartoon?Some snack?What would you like?
S:Some snack.
T:OK. You’ll get them. But first we should go to a snack bar. Yes?Look,suppose we’re at a snack bar.
(课件展示教材A部分Read and learn的图片,板书课题At a snack bar)
T:What can you see at this snack bar?
S:I can see …(自由回答,答到什么教什么)
思考:在课前反思中,我对导入部分预设了两个方案,根据学生的选择现场决定。课堂上,石家庄的学生选择了方案2——snack(小吃)。尽管我的另一方案未起到作用,但是体现了教师教学预设的多元思考,体现了教学思维的丰富性,从而满足了学生选择的多样性。
其实,这个二元导入方案隐藏着我的“计谋”,诱使学生落入我设下的温柔的“陷阱”。动画片不是白看的,有What do they eat?等问题在等着;小吃也不是白吃的,要寻找What can you see at this snack bar?的答案。
Step 2 Presentation and Practice
1. Teach:a pie,pies,Anything else
T:I’ve bought some snack for you. They’re in this bag. What are they?Please look and guess.(出示食品袋,内装本课要学的食物)
思考:这一环节中,教师创设自然丰富的语言使用环境,避免机械操练单词。为学生买来食品及饮料,让他们猜测都有些什么。老师只买了本课生词的食物pies等,目的是在第一次口头练习众多食品及饮料的基础上,再深入一些,要求更高一些,即,读准发音、理解意思、找出拼写规则。
T:(出示1个派) Look,what’s this in English?(出示2个派) What are these?
S:It’s a pie./ They’re pies.
T:They are nice. Would you like these pies?
S:Yes.
T:Anything else?(领读,释义。)
2. Teach “hamburger(s)”
T:(拿出图片hamburgers) Are these pies?
S:No,they aren’t.
T:What are they?
S:They’re hamburgers.
3. Teach:What would you like?
T:(对S1) Would you like hamburgers?
S1:Yes,please.
T:(对S2) He/ She would like a hamburger. What would you like?
S2:A pie,please.
T:This student would like a pie. That student would like a hamburger. Hello,S3,what would you like?(领读并板书)
S3:A ...,please.
Ss:Do chain work.
思考:教师先问一名学生“Would you like hamburgers?”,再问第二名学生“He/ She would like a hamburger. What would you like?”在自然的语境中引出并操练What would you like?这一新句型。
教师的语言要起到链接文本语境和生活语境的作用。想要还是不想要?想要汉堡还是想要馅饼?没有标准答案。在这里,学生“真”的需要动用耳朵,聆听教师的每一句话;学生“真”的需要动用大脑,思考教师的每一次提问。在语言环境中,呈现与操练句子能有效地训练学生用英语交流、用英语思维的能力。
4.Teach:noodles,Some …,please.
(Let the students.)
Ss:(ask the teacher) What would you like,Miss Shi?(T吃面条,做动作让学生猜)
T:Some noodles,please.(出示图片面条,领读noodle并板书)
T:(手拿食物) Hi,boy/girl. What would you like?
S:A/ Some …,please.
Ss:Do chain work.
5.Teach:Something to drink?coffee,juice,milk,tea
T:I ate some noodles. I’m not hungry. But I’m thirsty. Something to drink?(做喝的动作,说:喝些什么呢?领读并板书Something to drink?)
T:What would I like?Guess,please.(将某一饮品露出一角)
S:(自由说) coffeesome coffeea bag of coffee
teasome teaa bag of tea
juicesome juicea bottle of juice
milksome milka bag of milk
(学生答什么,老师教什么)
思考:老师表演吃面条后,又做喝的动作,在语境中引出并操练新句型Some noodles,please. Something to drink?
教师做吃面条的动作表示想要的食品是noodels,做喝的动作让学生猜想喝什么。简单的动作起到的作用不简单。因为,体态语是理解语言的桥梁。小学生的英语词汇量相当少,如果教学时没有一定量的体态语帮助,就会形成理解的障碍。因此,成功的教学离不开体态语的恰当运用,教师要善用体态语,优化非语言性环境。
6. Teach:How about you?
T:I’d like some milk. How about you?(领读并板书)
Ss:Work in three like this.
S1:What would you like?
S2:A...,please. / Some ...,please. How about you,S3?
S3:A...,please. / Some ...,please.
T:Understand?Work in three. After a while,you’ll show it.
7. Teach:How much are they?They’re ... yuan.
T:Anything else in this bag?(依次从盒子里拿出sweets等)How many snack?Let’s count. One,two,...How much are they?You may guess.
S1:They’re ten yuan/ fifteen yuan/...
T:(对S3耳语) They’re twenty yuan.
T:(指着S3) He/She knew the price. You may ask him/her.
S:(对S3)How much are they?
S3:They’re twenty yuan.
T:(领读并板书)How much are they?They’re ... yuan.
8. Teach:How much is it?It’s...
T:(从盒子里拿出一个派)This is a pie. How much is it?
S:It’s ten yuan.(领读并板书)How much is it?It’s ...
思考:教师提出How much are they?问题后,让学生对所购食物进行估价,也许学生生活经验不丰富,猜的价格不靠谱。没有关系,正好可以借此机会,反复练习问和答。
Step 3 Consolidation
1. Teach Part A Read and say
T:(指snack)How much are they?I paid twenty yuan.(课件展示教材中Part A,Read and say的画面)Look. Who are the girls?Who is the man?Su Yang,Su Hai and their father.Where are they?What do they want to buy?Do you know?Let’s look and listen.Try to get the main ideas.And then answer my questions.
Ss:Watch the cartoons of Part A
S:Answer questions.
T:Q1:Something to drink?Q2:Anything else?Q3:How much are they?
思考:教师指着包内的snack说“I paid fifteen yuan”。引导学生看教材A部分图画谈论Who are the girls?Who’s the man?Where are they?What do they want to buy?接着观看对话视频,并回答3个问题:Something to drink?Anything else?How much are they?教材文本对话的呈现和展开做到了语境连贯、思维缜密,环环相扣。
2. Read Part A
T:Now open your books and turn to page 52.Look at Part A. read after the tape.
Ss:Read the whole dialogue together.
Step 4 Production
1.Game:Guessing the price.
T:Boys and girls.You’ve done a good job.You’re clever,but can you guess the price?Let’s try.(课件展示一个快餐店中的食品及饮料)
(T asks,Ss guess./Ss ask,T guesses./S asks,S guesses.)
T:Check the answers.
思考:游戏活动要以创设英语环境为目标,根据不同的教学内容,采用不同的游戏方式,避免千篇一律,乱做游戏。这里设计的游戏是本课的语料生成的猜测游戏。课件展示快餐店及其食物,通过师问生猜、生问生猜的方式,练习“询问价格”的问答,猜对的奖励食物一个(份)。这个游戏,既有练习How much is it /are they?的语言训练,又有做猜测游戏娱乐的轻松,集知识性和趣味性为一体,可谓一举两得。
2.Buy some gifts for mothers
T:Boys and girls. You’ve done a good job.I’m very happy.You know Mother’s Day is coming.What do you want to do for your mother?
Ss:Answer freely.
T:Let’s buy some gifts for our mother,OK?(课件展示地点:Stationary shop,Toy shop,Snack bar,Fruit shop,Clothes shop)
T:First let me try.I want to buy some gifts for my mother.My mother is 80 years old.Where shall I go?Why?(让学生选择去哪里以及买点什么,再进行相关对话。买卖中还可以提示学生还价。)
T