复习课：“化零为整”的艺术——特级教师沈峰Open Day教学片段解读-教学设计论文

1、.复习课：“化零为整”的艺术特级教师沈峰Open Day教学片段解读-教学设计论文复习课：“化零为整”的艺术特级教师沈峰Open Day教学片段解读 卫振义（江苏省无锡市杨市中心小学，214154）特级教师沈峰的课，我听过好几节，每次都能从其独具匠心的教学设计和清新自然的教学风格中，获得震撼和启迪。本次有幸再次观摩沈峰老师执教的译林版牛津小学英语4B Unit 8 Open Day （BCD板块）一课，领略了一堂“以生为本，自然灵动”的词汇、句型复习课。这节课的主要教学目标是：（1）学生能正确听、说、读、写单词（词组） chair、blackboard、picture、computer、boo

2、kcase、classroom、music room、 office、playground。（2）学生能正确听、说、读、写句型：Whats in.? There is/ are.，并运用该句型谈论“某处存在某物”。一、高效导入，直击单元话题导入恰当与否，直接关系到教学效果的好坏。课始，沈老师从自然的现实情境出发，巧妙地利用学生已有的知识储备开展热身活动，开启本次教学的话题，使学习成为学生的自然需求。师Boys and girls, today you are in this new classroom. And we have many teachers here. Can you see t

3、he teachers?生Yes. 师Why are they listening to our English lesson? （因为前一课时对“Open Day（开放日）”的理解不到位，学生未能及时反应，沉默着。）师Because today is the Open Day. Today is the Open Day of your school. And today is also the Open Day of our English lesson. Do you know Open Day?（教师再次利用真实的教学资源，帮助学生理解“Open Day”的含义。）生开放日。师Yes,

4、 today is the Open Day of our English lesson. So, first, lets say a rhyme. Lets try.（师生齐读小诗：Bright day, sunny day, its our Open Day. Teachers, students, theyacute;re happy today。）教师恰当、充分地利用真实的教学资源，开门见山地引入单元话题Open Day，使学生在“开放日”的真实情境中进行感受、体悟。又通过朗读改编自3A所学的诗歌We are happy today，引导学生伴随着熟悉又明快的小诗节奏，自主、真实地描述

5、开放日情境，达到了语言情境与学生已有认知的完美融合，让学生在巧妙的改编中提升英语语言能力。二、“诗歌”式认识，融洽师生关系借班上课，师生彼此之间不了解，从沟通方式到情感上都需要快速地磨合，这一方面是公开课教学展开的障碍，另一方面却也是有利条件这种师生之间的“信息差”若能与本课教学有机结合起来，便会成为课堂教学的有效资源。沈老师极富创意地将师生自我介绍与本课重点句型“There be”相结合，改编为小诗，不仅在朗朗上口的诗歌朗诵中增进了师生了解，同时也让学生自主复习了“There be”句型。师Today is Open Day. There are many teachers here. Th

6、ere is a new teacher here. Who is the new teacher? Its.（教师拖长语气引导。）生You.师OK. Let me introduce myself. Do you know me? My name is.生Shen Feng.师Im from.生Nanjing. 师Yes, Nanjing is a very big city. Do you know“city”? 生城市。（“city”虽然是个生词，但通过语境，学生很轻松地了解了其意思，又为下面教学rhyme（小诗）做了铺垫。）师Yes. Im going to introduce mys

7、elf like this. By rhyme. 师In this city, theres a school. In this school, theres an office. In this office, theres a teacher. Who is the teacher? You know, its me. （因为节奏熟悉，不少学生不由自主地跟着教师说起了小诗。）师Well, this is the rhyme about your new English teacher. And youre my new.生Students.师Can you introduce yourse

8、lf like this?（学生经过一分钟准备后，纷纷通过小诗的形式介绍自己。）在节奏明快的诗歌朗诵式师生自我介绍中，彼此刚见面的师生增进了了解，学生更是在朗朗上口的自我介绍中，兴趣飞扬，自如地运用了前一课时所学的“There be”句型和已有的地点词汇，达到了语言与语言功能的完美统一，教学形式与教学内容的完美统一，教师引导与学生自主运用的完美统一。三、回顾语篇，有效复习旧知在单元整体教学理念下，句型教学作为单元整体教学的第二课时，如何在Part A语篇教学的基础上，围绕话题进一步深入与拓展，一直是许多教师感到困惑的难题。沈峰老师既把Part A作为教学的资源，进行充分的复习，又把Part A

9、作为新知教学的切入点，为我们提供了很好的示范。师Today were going to go on with Unit 8 Open Day.（板书：Unit 8） And you have learnt Part A. First, lets review Part A. Look, （用略带提示的语气引导学生）this boy is.生Ben.师Today is also the Open Day of Bens school. Ben is showing his friends around his school. Lets listen their dialogue again. （

10、学生观看Part A视频。）师This is the dialogue of Part A. This time, I have a question. Whats in Bens school? First, you can talk about it with your partner.（板书：Whats in.?学生同桌谈论。）沈老师抛出Part A的核心问题后，并不是快速地走流程让个别学生进行解答，而是通过同桌谈论，让每一位学生都得到准备和表达的机会，有效地巩固了本单元重点句型“There be”，很好地落实了“面向全体学生”的课标要求。师OK. Tell me. Whats in B

11、ens school?生Theres a classroom, a music room, and a library. （学生错将“some classrooms”表达成“a classroom”。）师OK. They were talking about the classroom, the music room, and the library. So, there is a library, a music room and some classrooms in Bens school. Anything else? Whats in the classroom/ library/ m

12、usic room?生Theres a TV in （the） classroom. （学生表达中少了一个“the”。）师Yes! Theres a TV in the classroom. So sometimes they watch TV. Good! Theres a TV in the classroom.（教师向发言的学生投去赞许的目光。）对于学生的错误，沈老师并没有直接进行纠正，而是首先给予充分的肯定，然后通过再次复述的方式，让学生明白正确的表达方式，保护了学生主动表达的自信心和积极性，体现了教学的艺术。生There are lots of books and some comp

13、uters in the library.师Very Good! There are lots of books and some computers in the library. Youve got a very memory. And can you try?生Theres a piano in the music room. 师Good. Theres a piano in the music room. Wheres the piano?生Near the window.师Yes. Theres piano near the window in the music room. 这种在

14、回顾课文基础上的自主问答与自由谈论，激活了学生主动回忆、主动思考的学习状态，不但复习了Part A语篇内容，还促使学生把书本的语言转化为自己的语言运用，实现了自主、有效的输出。四、精心设问，深度学习语言在教学过程中，很多教师往往过多地关注语言表达训练，而忽略了语言表达背后所蕴含的语言功能；过多地关注学生的口语表达，而忽略了词汇和句型的读写跟进。沈峰老师在扎实的语言表达训练后，及时通过提问和追问，引导学生关注语言的功能与书写，达成了音、形、意、用的完美融合。师Now I have another question. What questions and sentences do they use

15、 to talk about their school?（学生思考片刻后方才举手，教师耐心等待。）生There is.师Good! There is.（板书）Any more?生There are. 师Good. There are. （板书）And what is the main question? 生Whats in your classroom?师Yes! Whats in.?Whats in the classroom/ library? So, please read after me. （学生跟读两遍板书的句型：Whats in.? There is. There are.。）怎

16、样引导学生思考“Whats in.?”“There is.”“ There are.”句型的功用呢？沈峰老师通过提问：“What questions and sentences do they use to talk about their school？”将教学的重心从关注语言的表达，转移到关注语言表达的功能与书写，让学生在回答问题、思考、口头重复、板书、朗读等一系列活动中，巩固与强化主要句型的音、形、意、用。五、语篇练习，培养语言能力扎实的对话训练，的确培养了学生的口语交际能力，但学生对Part A所呈现的信息并未形成完整的认识。将课文对话改编为陈述性的语篇练习，既是对主要信息掌握情况的检

17、查，也有助于学生将所掌握的信息系统化、完整化，从而培养语言综合运用能力。师Look, these are some pictures of Bens school. And please read the passage, try to finish the passage according to their conversation. Talk in pairs. （出示短文：Theres a TV, a and some in the classroom. In the music room, therere some on the piano, and the piano is the window. Therere some computers and lots of books in the .学生同桌齐读短文，完成填空。然后集体齐读完成。）回顾这节词