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思维导图与单元整体教学巧妙结合,可以很好地帮助学生发散思维,提高理解的深度,彰显语言的魅力;能够有效地将教材内容以主题、话题为线,串联成学习链,丰富课堂学习的内涵与深度,打造多元化、多层次的课堂教学盛宴。
笔者以《小学牛津英语》(深圳版)五年级上册Module 4 The natural world Unit 11 Water为例,就如何将思维导图应用于小学英语单元整体教学进行阐述。
I. 猜谜引题,搭建第一支架:Water has no…
以一篇关于水的谜语诗歌,赋予美妙的旋律,播放给学生。
T:Well, children. Here is a riddle. Please listen carefully.(播完谜语诗歌)Wow, what a beautiful poem. Can you guess? What is it?
S1:It’s about water.
T:Nice try. Well, we know water has no colour、no smell. What else do you know?
S2:Water has no shape.
S3:Water has no taste.
……
在師生交流的过程中同步完善第一个支架(见图1)。
II. 呈现与倾听关于水来源的语段,搭建第二个语言支架(见图2):Water comes from…
T:(播放完录音):OK, boys and girls. Where does water come from?
S1:Water comes from the sea.
S2:Water comes from the rain.
S3:Water comes from the tap.
T:What else? Yes, Water comes everywhere.
Now discuss with your partner.
S4:I think water comes from the river.
S5:I think water comes from the cloud.
……
III. 呈现与倾听关于水用途的语段, 搭建第三个语言支架(见图3):We use water to …
T:Great job! Well children, please listenand then answer the question:How do we use water?
S1:We use water to wash our hands.
S2:We use water to wash vegetables
S3:We use water to brush our teeth.
S4:We use water to clean the floor.
……
依次搭建本课第四个语言支架,完成一个关于水的思维导图(见图4),该思维导图包含四个相对独立而又相互关联的分支,这四个分支就是四个小语段,还可组成关于水的小语篇,相对于本课语言来说丰盈多了,同时为最后的小组合作打下铺垫。
IV. 小组合作
通过小组合作交流将思维导图的作用发挥到极致,对水的来源、水的用途、节约用水,进行整体语言输出。在小组互动合作下,关于水的海报已新鲜出炉,当小伙伴们上台展示成果体验喜悦那刻,充分体现了在活动中体味、在思索中感悟的有效性。
责任编辑 李少杰
笔者以《小学牛津英语》(深圳版)五年级上册Module 4 The natural world Unit 11 Water为例,就如何将思维导图应用于小学英语单元整体教学进行阐述。
I. 猜谜引题,搭建第一支架:Water has no…
以一篇关于水的谜语诗歌,赋予美妙的旋律,播放给学生。
T:Well, children. Here is a riddle. Please listen carefully.(播完谜语诗歌)Wow, what a beautiful poem. Can you guess? What is it?
S1:It’s about water.
T:Nice try. Well, we know water has no colour、no smell. What else do you know?
S2:Water has no shape.
S3:Water has no taste.
……
在師生交流的过程中同步完善第一个支架(见图1)。
II. 呈现与倾听关于水来源的语段,搭建第二个语言支架(见图2):Water comes from…
T:(播放完录音):OK, boys and girls. Where does water come from?
S1:Water comes from the sea.
S2:Water comes from the rain.
S3:Water comes from the tap.
T:What else? Yes, Water comes everywhere.
Now discuss with your partner.
S4:I think water comes from the river.
S5:I think water comes from the cloud.
……
III. 呈现与倾听关于水用途的语段, 搭建第三个语言支架(见图3):We use water to …
T:Great job! Well children, please listenand then answer the question:How do we use water?
S1:We use water to wash our hands.
S2:We use water to wash vegetables
S3:We use water to brush our teeth.
S4:We use water to clean the floor.
……
依次搭建本课第四个语言支架,完成一个关于水的思维导图(见图4),该思维导图包含四个相对独立而又相互关联的分支,这四个分支就是四个小语段,还可组成关于水的小语篇,相对于本课语言来说丰盈多了,同时为最后的小组合作打下铺垫。
IV. 小组合作
通过小组合作交流将思维导图的作用发挥到极致,对水的来源、水的用途、节约用水,进行整体语言输出。在小组互动合作下,关于水的海报已新鲜出炉,当小伙伴们上台展示成果体验喜悦那刻,充分体现了在活动中体味、在思索中感悟的有效性。
责任编辑 李少杰