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1、where is the gift shop?教学纪实和课例 综述教材:eec英语五年级下册。教学目标:1技能目标:能听懂理解故事中人物对话;能模仿录音 说话;能扮演故事中的人物朗读、表演对话。2知识目标:理解问路用语:一is there a gift shop near here?where is the gift shop?理解指路用语:一go straight two blocks and turn right.you can find it on your left.it' s next to that building3.学习策略:培养学生运用已有经验、看图预测、理解 大意和

2、细节、在语境中猜测词意、句意的学习、模仿和表演 等学习策略。4情感态度:学会在寻找某个场所时通过询问路人来获 得别人的帮助,同时也要能够为别人提供帮助。教学流程:i. warm upt: stand up, please. good morning, boys and girls.ss: good morning, summert: shall we say 'hello' to al 1 the teachers here?s: hello, teacherst: great! sit down, please. how are you today?si: i, m very

3、 happy. how about you?ii. revisiont: i, m really excited because we' re going to learn lesson 5. and we are going to meet an old friend. she' s a gir 1. she comes from the u. s. a. she has a brother. his name is billy. who is she? tell me pleasess: sand y.t: do you like her?ss: yest: could y

4、ou tell me something about sandy?si:she wants to be an artist.she likes drawingpicturess2: she usually cleans her room, and she sometimes helps her mom cook.s3: sandy has a good plan for the vacation. she is going to visit wonder land with her family.t: good job.pre-listeningiii. bckground knowledge

5、 questiont: now, let, s look where are they?si: they are in wonder land now.t: have you been in another place? where did you go? and what did you do there? you can talk about it with your shoulder partner.si: i went to beijing. i visited the great wails2: i went to sanya with my family. we went to t

6、he beach.t: great!iv. look at the pictures and predictt: do you want to know what sandy and her family are going to do today?ss: yes.(show the four pictures on page 62.)t: now, let, s look at the four pictures what is sandydoing?si: she is asking the way.t: maybe what is the man doing?si: he is answ

7、ering her questions.t: what are sandy and her family going to do? canyou guess?si:theyaregoingtothedepartment store.s2:theyaregoingtothesupermarket.s3:theyaregoingtothegift shop.s4:theyaregoingtothehotel.s5:theyaregoingtotherestaurant.s6:theyaregoingtothemuseum.t: youare sosmartyouall havemany ideas

8、while-listening:v. fromeworkt: let,s listen to the story and check your answers. (ss listen to the tape)t: what are sandy and her family going to do today?ss: they are going to the gift shopt: excelle nt. soto day we re going to learn “where is the gift shop? ”(write the title on the blackboard. the

9、n show ss a picture of gift shop)t: look, it,s a gift shop. is there a gift shop near our school or your home?si: yes, there is a gift shop near our schoolt: what can you do in the gift shop?si:i canbuys2:i canbuys3:i canbuys4:i canbuys5:i canbuyt:wonderful.a music - box in the gift shop.some chocol

10、ate in the gift shop.a doll in the gift shop.a hairpin in the gift shop.we can buy some gifts in the giftshop.vi. putting details into the framework.t: (show ss picture 1 of the story. ) does sandyknow where the gift shop is?ss: no, she doesn, t.t: so sandy is asking the way to the £ift shop. (

11、blackboard: sandy is asking the way.)what does she ask? let, s listen to the tape(ss listen to the tape.)si: is there a gift shop near here?t: what does the man say?s2: i, m sorry.t: why does the man say 't m sorry” s3: because he can,t understand what the man sayst: great because they speak dif

12、ferent languages so sandy wears her earphone and asks again. (ss listento the tape)(show ss picture 2 of the story.)t: does the man know where the gift shop is?ss: yes.t: how do they go there? let? s listen. (ss listen to the tape and show ppt.)si: go straight two blocks and turn right. (show ppt.)t

13、: you are so smart they should go straight (ppt) two blocks (ppt) and turn right (ppt).(ss repeat these three phrases.)t: well done let, s have some fun. this time let' s look at the blackboard. here, s a map. who can come here and help me?t: go straight two blocks and turn left (si does the act

14、ion.)t: go straight one block and turn right.(s2 doesthe action.)t: go straight three blocks and tutn right.(s3does the action.)t: where can sandy find the gift shop?si: she can find it on her leftt: great.look at me. who is on my left?si: tonny is on your left.t: who is on my left?s2: sue is on you

15、r left(show ss picture 3-4 of the story.)t: perfect. look at p3-4. what else does the man say? let? s listen to the tape (ss listen to the tape.)t: where is the gift shop?si: the gift shop is next to the white building.t: (show two different buildings on the screen.) they are both buildings this is

16、our school building. it' s next to the red building can you tell us who is next to you?vii. listen and repeatt: now let'slisten and practice speaking we know, sandy is asking the way to the gift shop ss repeat.(blackboard: is there a gift shop near here?)t: what does the man say?ss repeat.t:

17、 what does sandy ask again?t: how do they go there?ss repeat.(blackboard: go straight two blocksand turn right. you can find it on your left.)t: where is the gift shop?ss repeat.post-listeningviii. actingt: please open your books at page 64. read it with your partner and try to act it out in pairs.

18、after practicing, sit straight and look at me. ok?(ask some students to act the story.)t: now, boys and girls they are actors and you are directors you should watch carefully. 在他01 表 演后请导演们来指出他们哪里表演的好,还有哪方面须要改 进。ok?ss act the story.t: how do you think of them?si:i think they played very well tony pl

19、ayedbettert: can you give them some suggestions?s2: she can use the map on the blackboard to showthe way.(ask another group to act .)ix. dialog discussion(have students talk about it)t: here are two questions. the first one: when you are going to a place, but you can, t find it. what should you do?

20、next: what do you think of the man? can you do like him? two minutes talk about it ingroups of four.canyou tell me your opinion?si:i can ask a policeman.s2:i can buy a map of the city.s3:i can use gpss4:i can take a taxi.t:what do you think of the man?si:he is very friendly.s2:he is very kind.s3:he

21、is very nicet:can you do like him?ss:yes.t:wonderful. if someone asks you the way, weshould tell them. we should show our love to others.in the gift shop? do you want to know?ss: yest: in lesson 7, you can get the answer. so much for todays class. goodbye, boys and girlsss: goodbye, teacher.与时俱进,不断提

22、升小学英语教学效益哈尔滨市小学首届杏坛杯英语教学展评活动在参评教 师和教研员的精心准备和积极参与下已顺利地落下帷幕,但 展评活动展示的教学成果值得我们去总结和思考,在课堂中 教师还存在的问题需要教师们明确并加以改进。一、关注文本内容学习的教学过程在展评活动中,我们非常高兴地看到教师们对故事文本 内容的关注,改变了在英语课堂中教师只关注语言学习的教 学思路,以“语篇、语境带动语言学习”的教学过程,在 我市小学英语教学实践中得到了积极的实践和探索,使哈尔 滨市的小学英语教学走出了多年来沿袭下来的词、句单列式 教学阶段,让我市的小学英语教学在整体上迈上了一个新的 台阶。学生信息获取能力得到发展,使教

23、材连环画和录音材 料得到充分运用,同时也使我市的小学英语基于故事的教学 研究和实践从研究引领阶段走向普及推广阶段。参评教师们的课堂大都以文本内容的理解带动文本语 言(词、句)的学习。在展评课堂中我们看到i like spring一课的教学,教师从谁喜欢什么季节和为什么喜欢这个季节 两个层面分别让学生去获取信息,使故事内容即语义层次清 晰地呈现在黑板上,学生看着板书就能把对故事的理解表达 出来。where is wangwang? 一课,教师通过对教材图片的 处理,创造了很好的信息差,从藏起来看不见时的询问,到 找到图片时的清晰呈现,使学生清楚小伙伴们都藏在了什么 地方。happy birthd

24、ay to you 一课,在伙伴们给ken举办 的生日party中,了解吹蜡烛、送礼物等生日party活动。 where' s the gift shop? 一课是 sandy 一家人来到 wonder land,他们要去礼品店,但却不知道礼品店在哪里,因此 sandy在向过路人问路,过路人给她指路的一段故事情境。 通过完整的语境带动语言学习,不仅让学生知道语言使用 的情境,还培养了学生在语境中猜测语义的能力。这样的教 学方式在只重视语言学习的基础上,更加关注了文本内容的 学习,使学生的获取、处理信息能力得到大大增强,学生通 过教师设计的问题,在教师的指导下去观察图片、感受语言 和进行

25、语言模仿表演训练,使学生的听说能力得到充分训 练,改变了灌输、被动的英语学习方式,大大地提高了英语 教学效益。二、问题阐述在展评课中我们看到,在教师具体实施教学过程中也存 在着不同层面的一些问题,需要教师们明确和解决,具体如下:(-)对教学材料的教学意图把握不清小学eec英语单元前面的故事材料不仅仅是让学生学习 词、句的,也不仅仅是会说其中的话。重要的是要让学生先 理解,再在理解的基础上进行听音模仿训练和表演训练。故事材料后面的核心语言学习是要在学习之后达到输 出要求的,五年级的配套录音是chant形式,它不适合做听 力理解训练材料,意图在于帮助学生能流利说出这些核心语 言。(二)对学习材料的

26、理解输入缺乏合理的支架对于要理解的故事材料,我们不提问题就直接去听,使 听没有目的性,弄得学生一头雾水,搞不清方向。对于问题 的提出也要遵循一个合理的逻辑顺序。(三)听音模仿训练忽视模仿的真正意义和效果让学生看文字跟录音齐读不能发挥出听音模仿的作用, 齐读也不能发现学生模仿的具体问题和困难。(四)对话表演对观众关注不够学生在前面表演时,只是少数学生在说英语,大多数的 观众无事可做,浪费了宝贵的学习时间。(五)忽视情感教育课程标准明确提出课程性质具有工具性和人文性双重 性质,但在英语教学中人文性却得不到关注,或只停留在贴 标签和喊口号式的教育上,忽略文本情感的体验。三、有效教学建议(一)正确把握

27、教材意图小学英语eec教材的单元构成主体由围绕教材主人公生 活的故事材料的连环画及对话文本材料和故事中核心语言 的扩展学习两部分内容构成。对于放在单元前面的故事性的 语言材料,是单元教学的语言听力输入部分,目的在于在图 片和教师的演示帮助下,使学生理解故事大意和细节;在理 解的基础上再进行听音模仿的训练和课文表演的训练。因此 对于这部分语言材料只关注目标语言的学习和训练是不对 的,教师要善于运用带有语境的故事,训练学生的理解能力, 即关注文本内容,培养学生的信息获取能力,再在内容理解 的基础上进行模仿训练。而对于核心语言扩展学习部分,是 要求学生在学习的基础上先要达到口头输出运用的目标要 求。

28、(二)关注对故事语言材料的合理输入教师要利用教材上的连环画,让学生通过观察图片,让 学生了解故事中的人物、故事发生的场所,预测将会发生的 事情;通过听录音来检验猜测,先让学生听录音去解决大意 和框架问题,然后再逐图或分段让学生去解决细节问题。教 学的关键在于教师要设计出引导学生理解的大意和细节的 问题,并在听录音之前让学生带着问题去听。在听录音的时 候教师利用教材图片帮助学生,并运用体态语言和其他辅助 手段进行演示,帮助学生理解新语言,学生在各种辅助手段 的帮助下猜测理解新的语言。此时的大意、框架再到细节的 问题设计目的不是检测,而在于引导帮助学生理解故事内 容。(三)关注听和模仿的实效要使学

29、生形成规范的语音、语调,达到能够独立说英语 的目标,就要在理解的基础上进行模仿训练,而最好的模仿 材料莫过于教材录音,地道的、富有情感的教材录音要大大 好于外语老师的发音。模仿训练关注的是声音的获取能力, 因此可先不呈现文字,让学生看着文字来听音模仿,是在训 练学生的声音与文字的联系,学生看文字会弱化耳朵听的作 用。在呈现图片的情况下,让学生回忆理解阶段听过的内容, 激发起他想要知道故事中人物说的是什么话的欲望,再让学 生听录音,学生会很关注录音中说的话,并加以模仿,再呈 现文字加以强化。检查学生的模仿情况采取单人模仿形式, 便于了解学生模仿发音的情况,因为齐说的形式不能发现学 生的问题。这样的模仿训练会为学生进一步的朗读和角色表 演以至于自由运用学过的语言打下坚实基础。(四)对话表演时要关注大多数的观众在同学到前面进行角色扮演时,通常大多数同学作为观 众却没有任务,因此在表演过程中,学生们的注意力常常是 不集中,因此予观众以任务,让每一个观众成为小导演,让 他们

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