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摘要:本文结合PEP教材中的主题和笔者日常的教学活动,探讨了拓展阅读活动的几种形式,包括续编故事和创编儿歌。
关键词:拓展阅读;主题;续编故事;创编儿歌
通过多年的农村英语教学实践,我感到:由于接触和使用英语的时空受到一定的限制,小学生的语言输入量不足,影响了其英语阅读能力的发展,各年级的学生都存在着不同程度的阅读障碍。为了解决这些问题,笔者结合PEP教材中的主题,在教学中开展多种形式的拓展阅读活动,培养学生的阅读兴趣,培养阅读能力和情感态度价值观。
一、 续编故事,拓展阅读
1、课堂教学片段
在《PEP小学英语》六年级下册Unit 3 Last Weekend中,以weekend为主题,把本单元Story Time中的故事作为阅读重点,之后进行故事的续编,作为拓展阅读的内容。
(1)初步阅读,了解故事大意
T:Please read the story “Zoom’s Last Weekend” and then answer these questions:
Q1: How was Zoom’s last weekend? Q2: How does Zoom feel now?
学生初步阅读故事,然后回答以上两个问题。
T:Yes, and he needs another weekend. (板书并教学need another weekend)
(2)详细阅读,体会故事乐趣
在大致了解了故事之后,让学生详细的阅读故事内容,然后完成表格填空。
(3)补充材料,拓展阅读内容
T: Zoom had a busy weekend and he needs another weekend. Guess! What is Zoom going to do next Sunday?之后,学生阅读教材并续编Zoom的周末计划。
Last weekend, I was very busy. Next weekend, I’m going to read some books on Saturday morning. I’m going to the cinema with Zip in the afternoon. On Sunday morning, I’m going to do my homework and listen to music. Sunday afternoon, I’m going to do some shopping. Oh, I’m waiting for my next happy weekend!
2、课堂教学反思
(1) 思路清晰,故事内容前后连贯。
Story time中的故事围绕着Zoom’s last weekend,介绍了他的上周末活动,续编的故事介绍的是Zoom’s next weekend。这两篇材料前后连贯,包括了本单元的学习重点:过去时态,并复习了另一种时态即将来时。
(2)有效提问,激发学生阅读兴趣。
教师以“What did Zoom do last weekend?”引导学生阅读故事,通过填写表格,帮助学生理解故事,并以“What is Zoom going to do next weekend?”引导学生阅读续编的故事,过渡自然,从而激发了学生的阅读兴趣。
对于理解能力好,记忆力好的学生,可以做到会讲故事并表演;对于中等水平的学生,则要求做到会跟录音指图讲故事;对于接受能力弱的学生只要能在理解故事的基础上,跟录音指图就可以了。因此,在阅读教学中,教师可以利用C部分的故事进行续编故事等活动帮助学生进行拓展阅读,并使不同水平的学生发展语言运用能力。
二、创编儿歌,拓展阅读
1、课堂教学片段
以《PEP小学英语》五年级下册Unit 2 Which Season Do You Like Best?为主题,笔者选择了故事Which Season Is The Best?和儿歌Seasons作为拓展阅读的材料。
(1)阅读故事,讨论延伸
学生阅读故事:
Mother Earth has four daughters: Spring, Summer, Fall and Winter. They get along well together. But which is the best season?
“I’m the best,” Spring says quickly. “You see, I’m nice and warm. Butterflies love me, because I can give them beautiful flowers.” “Blah…”The other seasons say.
“I’m the best,” Summer says loudly. “You see, I’m hot and sunny. Trees love me, because I can make their leaves greener.” “Ewwww…”The other seasons say.
“I’m the best,” Fall says proudly. “You know, I’m cool and windy. Farmers love me, because they can pick up fruit.” “Shush…”The other seasons say.
“I’m the best,” Winter says slowly. “You know, I’m cold and snowy. Children love me, because they can get gifts from their parents.” The four seasons can’t find the answer, so they ask Mother Earth for help. Mother Earth answers, “The best season? You are all the best!”
(2)欣赏儿歌,创编展示
T:Seasons are all the best. We love all the seasons. Now, let’s enjoy a poem, Seasons.
Spring, spring, I like spring. Spring is green. Spring is warm. I see some flowers. I hear the birds. Oh, How beautiful!
Summer, summer, I like summer. Summer is red. Summer is hot. I eat watermelons. I drink coke. Oh, How happy!
Fall, fall, I like fall .Fall is yellow. Fall is cool. I fly a kite. I pick up oranges. Oh, how nice!
Winter, winter, I like winter. Winter is white. Winter is cold. I hear the wind. I see the snow. I make a snowman. I drink hot drinks. Oh, how funny!
学生在观看完儿歌的flash之后,模仿朗诵。在学生能熟练地朗诵这首儿歌之后,教师让学生四人一小组合作,模仿创编新儿歌。学生的学习热情高涨起来,很快就编出了新儿歌,并且进行了多种形式的展示。其中一首是这样的:
Seasons are colorful, I love all the seasons.
Spring is rainy and warm. I can climb mountains. I can plant trees. I like spring.
Summer is sunny and hot. I can eat ice-cream. I can swim. I like summer.
Fall is windy and cool. I can have a picnic. I can go hiking. I like fall.
Winter is snowy and cold. I can play with snow. I can skate. I like writer.
2、课堂教学反思
(1)创编儿歌,活跃思维。
在欣赏完儿歌flash并熟练诵读之后,教师让学生开展了创编展示活动,让学生写和说的能力在拓展阅读之后得到了提高。
(2)选择材料,紧扣主题。
本节课所选的故事Which Season Is The Best?和儿歌Seasons都是围绕着四季这个主题的,让学生在学习完课本内容之后,增加了阅读量,也增大了语言的输入量,有利于学生语言的习得。
以教材主题为核心开展的拓展阅读活动,能够充分重视学生的个体经验,通过与多篇阅读材料的碰撞交流,提高学生接收,理解和处理信息的能力,锻炼学生的思维能力,进而丰富英语词汇的存储,强化语言知识,促进语言表达。
参考文献:
人民教育出版社,2006,义务教育课程标准使用教科书·英语(PEP)五年级下册(学生用书),人民教育出版社
刘根林,2010,小学英语知识集锦同步拓展阅读80篇(六年级),河海大学出版社
郑文,2009,小学英语语篇拓展教学百例,浙江教育出版社
关键词:拓展阅读;主题;续编故事;创编儿歌
通过多年的农村英语教学实践,我感到:由于接触和使用英语的时空受到一定的限制,小学生的语言输入量不足,影响了其英语阅读能力的发展,各年级的学生都存在着不同程度的阅读障碍。为了解决这些问题,笔者结合PEP教材中的主题,在教学中开展多种形式的拓展阅读活动,培养学生的阅读兴趣,培养阅读能力和情感态度价值观。
一、 续编故事,拓展阅读
1、课堂教学片段
在《PEP小学英语》六年级下册Unit 3 Last Weekend中,以weekend为主题,把本单元Story Time中的故事作为阅读重点,之后进行故事的续编,作为拓展阅读的内容。
(1)初步阅读,了解故事大意
T:Please read the story “Zoom’s Last Weekend” and then answer these questions:
Q1: How was Zoom’s last weekend? Q2: How does Zoom feel now?
学生初步阅读故事,然后回答以上两个问题。
T:Yes, and he needs another weekend. (板书并教学need another weekend)
(2)详细阅读,体会故事乐趣
在大致了解了故事之后,让学生详细的阅读故事内容,然后完成表格填空。
(3)补充材料,拓展阅读内容
T: Zoom had a busy weekend and he needs another weekend. Guess! What is Zoom going to do next Sunday?之后,学生阅读教材并续编Zoom的周末计划。
Last weekend, I was very busy. Next weekend, I’m going to read some books on Saturday morning. I’m going to the cinema with Zip in the afternoon. On Sunday morning, I’m going to do my homework and listen to music. Sunday afternoon, I’m going to do some shopping. Oh, I’m waiting for my next happy weekend!
2、课堂教学反思
(1) 思路清晰,故事内容前后连贯。
Story time中的故事围绕着Zoom’s last weekend,介绍了他的上周末活动,续编的故事介绍的是Zoom’s next weekend。这两篇材料前后连贯,包括了本单元的学习重点:过去时态,并复习了另一种时态即将来时。
(2)有效提问,激发学生阅读兴趣。
教师以“What did Zoom do last weekend?”引导学生阅读故事,通过填写表格,帮助学生理解故事,并以“What is Zoom going to do next weekend?”引导学生阅读续编的故事,过渡自然,从而激发了学生的阅读兴趣。
对于理解能力好,记忆力好的学生,可以做到会讲故事并表演;对于中等水平的学生,则要求做到会跟录音指图讲故事;对于接受能力弱的学生只要能在理解故事的基础上,跟录音指图就可以了。因此,在阅读教学中,教师可以利用C部分的故事进行续编故事等活动帮助学生进行拓展阅读,并使不同水平的学生发展语言运用能力。
二、创编儿歌,拓展阅读
1、课堂教学片段
以《PEP小学英语》五年级下册Unit 2 Which Season Do You Like Best?为主题,笔者选择了故事Which Season Is The Best?和儿歌Seasons作为拓展阅读的材料。
(1)阅读故事,讨论延伸
学生阅读故事:
Mother Earth has four daughters: Spring, Summer, Fall and Winter. They get along well together. But which is the best season?
“I’m the best,” Spring says quickly. “You see, I’m nice and warm. Butterflies love me, because I can give them beautiful flowers.” “Blah…”The other seasons say.
“I’m the best,” Summer says loudly. “You see, I’m hot and sunny. Trees love me, because I can make their leaves greener.” “Ewwww…”The other seasons say.
“I’m the best,” Fall says proudly. “You know, I’m cool and windy. Farmers love me, because they can pick up fruit.” “Shush…”The other seasons say.
“I’m the best,” Winter says slowly. “You know, I’m cold and snowy. Children love me, because they can get gifts from their parents.” The four seasons can’t find the answer, so they ask Mother Earth for help. Mother Earth answers, “The best season? You are all the best!”
(2)欣赏儿歌,创编展示
T:Seasons are all the best. We love all the seasons. Now, let’s enjoy a poem, Seasons.
Spring, spring, I like spring. Spring is green. Spring is warm. I see some flowers. I hear the birds. Oh, How beautiful!
Summer, summer, I like summer. Summer is red. Summer is hot. I eat watermelons. I drink coke. Oh, How happy!
Fall, fall, I like fall .Fall is yellow. Fall is cool. I fly a kite. I pick up oranges. Oh, how nice!
Winter, winter, I like winter. Winter is white. Winter is cold. I hear the wind. I see the snow. I make a snowman. I drink hot drinks. Oh, how funny!
学生在观看完儿歌的flash之后,模仿朗诵。在学生能熟练地朗诵这首儿歌之后,教师让学生四人一小组合作,模仿创编新儿歌。学生的学习热情高涨起来,很快就编出了新儿歌,并且进行了多种形式的展示。其中一首是这样的:
Seasons are colorful, I love all the seasons.
Spring is rainy and warm. I can climb mountains. I can plant trees. I like spring.
Summer is sunny and hot. I can eat ice-cream. I can swim. I like summer.
Fall is windy and cool. I can have a picnic. I can go hiking. I like fall.
Winter is snowy and cold. I can play with snow. I can skate. I like writer.
2、课堂教学反思
(1)创编儿歌,活跃思维。
在欣赏完儿歌flash并熟练诵读之后,教师让学生开展了创编展示活动,让学生写和说的能力在拓展阅读之后得到了提高。
(2)选择材料,紧扣主题。
本节课所选的故事Which Season Is The Best?和儿歌Seasons都是围绕着四季这个主题的,让学生在学习完课本内容之后,增加了阅读量,也增大了语言的输入量,有利于学生语言的习得。
以教材主题为核心开展的拓展阅读活动,能够充分重视学生的个体经验,通过与多篇阅读材料的碰撞交流,提高学生接收,理解和处理信息的能力,锻炼学生的思维能力,进而丰富英语词汇的存储,强化语言知识,促进语言表达。
参考文献:
人民教育出版社,2006,义务教育课程标准使用教科书·英语(PEP)五年级下册(学生用书),人民教育出版社
刘根林,2010,小学英语知识集锦同步拓展阅读80篇(六年级),河海大学出版社
郑文,2009,小学英语语篇拓展教学百例,浙江教育出版社