2022英语研训案例：《滚动教学在小学英语词汇课中的渗透》4100字

PAGEPAGE3研训背景意义《义务教育英语课程标准年版（2012）应达到二级水平的基本要求。对词汇的要求是知道单词是由字母组成的；知道要根据单词的音、义、形来学习词汇。因此词汇教学在小学英语教学中有着极其重要的地位与作用。传统词汇教学中，无论是导入或者操练词汇时，惯于不停地设置新的情境，虽然增加了课堂的趣味性，但这样会让词汇独立于单元主题之外，词汇课也与本单元其他课之间的联系不密切，无法让学生形成语言学习的整体意识。其次，日常教学中，教师新授目标词汇后，为了让学生记住，以同样的形式反复机械性操练，课后学生仅仅学会了单就又需要重新学习。在近期的几次词汇教学研讨课中，县教研员尤聪杰老师在评课中不止一次提到“滚动”二字，通过尤老师的不断重复，这个词也不停地在我的脑海中翻滚、复现。滚动教学在词汇课中的渗透，是要利用语篇情境让学生进行滚动操练。也就是说，词汇学习要词不离句，不断滚动复现，在有意义的语境中进行词汇学习，同时，需要把词汇放在整个单元教学设计中，才能把词汇学习的效果最大化。下面，笔者以一堂英语教研课——PEP小学五年级上Unit4Whatcanyoud？ALeslearn在小学英语词汇课中渗透滚动教学。研训过程 描 述一、分析教材，拟定重点本课为五年级上册第四单元Unit4Whatcanyoudo?PartALearnandDoasurvey. EnglishParty为单元主题，主要表达能为EnglishParty做哪些才艺表演，并能用Whatyoudo?Ican...来询问和回答才艺表演学生在前一课PartAtalk里已经接触了如何使用子去询问并回答才艺表演活动，所以在这一课里通过学习新的词组再次巩固运用重点句型，并完成简单的调查报告书写。二、精准施策，开展教学激趣导入，以旧滚新GreetingT:Hello,boysandgirls.TodayI’myournewEnglishteacher.Youcancallme(Miss Nicetomeetyou!Singasong:Whatcanyoudo?T:Beforeclass,let’ssingasong.FreetalkT:Wow,wecandosomanythings.Thattallboy,whatcanyoudo?S1:Ican...T:Youaresowonderful!NowIknowyou.Doyouwanttoknowsomethingaboutme?Iwillshowyousomepictures.Youguess.展示教师生活中一些会做的事的部分图片。T:Look!WhatcanIdo?S2:Youcanwashclothes.T:Yes!Canyouwashclothes?Whocanwashclothes?Youarehelpful!T:Guess,whatcanIdo?S1:Youcancook.T:Bingo!IlikecookingT:WhatcanIdo?S3:Youcandrawpictures.T:Right!Icandrawcartoons.T:WhatcanIdo?T:Icanplaytheukulele.Ibringmyukulele.Doyouwanttolisten?Letmeshowyou.(twinkle,twinkle,littlestar...)Doyoulikeit?Ifyouwanttoplaytheukulele,Icanteachyou.深入感知，层层滚进singEnglishsongs和dokungfuT:Icanplaytheukuleleintheparty.Ilike party.AndweknowMissWhiteandherchildrenwillhaveanEnglishpartynextTuesday.Whatcanthechildrendo?LookatZhangPeng,canhedofortheEnglishparty?T:Yes,ZhangPengcansingEnglishsongs.播放singEnglishsongs(升降调)T:Let’sspellit.Youuseyourfinger,Iwrite.Payattention!Thislineisthethirdline.ZhangPengcansingEnglishsongs.CanyousingEnglishsongs?T:ZhangpengcansingEnglishsongs.Amycansingsongs,too.Let’slisten.(唱小星星中文歌)CanshesingEnglishsongs?No,shecansingChinesesongs.CanyousingChinesesongs?T:SobothofthemcansingsongsfortheEnglishParty.WhatcanJohndofortheparty?S:Hecandokungfu.播放dokungfu(升降调)T:Let’sspellit.Youuseyourfinger,Iwrite.Johncandokungfu.Canyoudokungfu?T:Howcool!AndJohnissohelpful.MissWhite:John,canyoudoasurvey?John:Sure!T:JohnwillhelpMisswhitedoasurveyaboutwhatthechildrencando.Buthowtodoasurvey?Look,hemeetsZhangPeng.Listen.John:ZhangPeng,whatcanyoudo?ZhangPeng:IcansingEnglishsongs.Icando kungfu,too.T:WhatcanZhangPengdo?T:Yes!Firstly,Johncanwritethename—ZhangPeng.ThenwritesingEnglishsongsanddosomekungfu.Atlast,Johncantickhereandhere.playthepipaT:ZhangPengcansingEnglishsongsanddosomekungfu.Whatcantheothersdofortheparty?Look,ChenJieiscoming.播放主情景图视频T:Johnasks:ChenJie,whatcanyoudo?ChenJiesays...WhocanbeChenJie?S:Icanplaythepipa.T:Doyouknowthepipa?Listen.弹琵琶的声音播放playthepipa(升降调)T:Let’sspellit.Youuseyourfinger,Iwrite.ChenJiecanplaythepipa.T:Payattentionto“the”.Ifweplaysomemusicalinstruments,weshoulduse “the”.Forme,canplaytheukulele.Lookatthisboy.Whatcanhedo?(Hecanplaytheerhu.)Whatcanthisgirldo?(Shecanplaytheguitar.)T:So,let’sdoasurveyaboutChenJie.Firstly,writethename—ChenJie.Thenwrite—playthepipa.Whocanplaythepipa?S:ChenJie.T:So,Johncantickhere.T:ChenJiecanplaythepipa.Howwonderful!drawcartoonsT:LookatMike,let’saskhim—WhocanbeJohn?WhocanbeMike?John:Mike,whatcanyoudo?Mike:Icandrawcartoons.T:Maybe.Lookcarefully.Whatcanhedraw?S:cartoon.T:Howfunny!Mikecandrawcartoons.播放drawcartoons(升降调)oo/u:/ toon cartoonsT:Let’sspellit.Youuseyourfinger,Iwrite.Mikecandrawcartoons.T:Whatelsecartoonscanhedraw?S1:Hecandrawacartoondog.S2:Hecandrawacartooncar.T:Hecandrawmanycartoons,chooseoneandS:Hecandrawacartoon .T:Let'sdoasurvey.Writethename—Mike.Thenwrite—drawcartoons.Whocandrawcartoons?T:Yes.Johncantickhere.danceT:Mikecandrawcartoons.Hecandrawacartoongirl.Whoisshe?S:Sarah.T:Let’saskSarah.WhocanbeJohn?WhocanbeSarah?John:Sarah,whatcanyoudo?Sarah:Icandance.播放dance(升降调)T:Howbeautiful!Let’sspellit.Youuseyourfinger,Iwrite.Sarahcandance.T:Let'sdoasurvey.Writethename—Sarah.Thenwrite—dance.Whocandance?T:Yes.Johncantickhere.T:Don’tforgetJohn.Hecandokungfu.Tickhere.此环节教授完成，完成单词字形辨认、字形书写的教学目标，板书呈现如下（图1）拓展延伸，整体滚动WriteashortreportabouttheEnglishpartyT:Thechildrenaresohelpful!Sarahcan .Howbeautiful!ZhangPengcan and .Hownice!Johncan .Howcool!ChenJiecan .Howwonderful!Mikecan .Howfunny!Itwillbeagreatparty!T:Now,MissWhiteneedsareportaboutthesurvey.MissWhite:Goodjob,John!Canyouwriteareportaboutthesurvey?John:Yes,Ican.T:Canyouhelphimwriteareport?4根据调查表（2，完成小汇报（3）分享学生写的汇报，检查单词书写birthdayT:Goodjob!Youaresohelpful!Itwillbeawonderfulparty!Iliketheparty!Robinlikestheparty,too.Hesays:Robin:Itwillbeagreatparty!Iwanttohaveaparty,too.T:Robin,whatpartydoyouwanttohave?Robin:IwillhaveabirthdaypartynextSunday!Welcometotheparty,myfriends!T:Boysandgirls,IfyoucangotoRobin’sbirthdayparty,whatcanyoudo?呈现一些可以在生日派对上做的事的图片（图4）T:Youcandomanythings.IcansingEnglishsongsanddosomecleaningforRobin’sbirthdayparty.So,Iwritemynamehere.Then,writedosomecleaning.Atlast,tickthisandthis.Howaboutyou?Now,let’sdoasurveyinyourgroup.T:Shareyoursurvey.（图5）5PAGEPAGE9EmotionaleducationT:sohelpful.WedowhatwecandoforRobin birthdayparty.IthinkRobinwillbeveryhappy.Inourlife,weshoulddowhatwecandoforothers,too.Maybe,foryourmom,wecancook,wecancleantheroom,wecanwashclothes.Momwillbehappy.Maybe,forourfriends,wecanteachherplaythepipa,dosomekungfuandsoon.Friendswillbehappy.Maybe,forastranger,wecanhelphimfindtheway.Hewillbeveryhappy.Andyou,finally,willbebetter.So,dowhatwecandoforothers,theywillbehappy,andyouwillbebetter!三、课后讨论，生成小结课后，针对本堂词汇课中所渗透的滚动教学，英语小组进行了讨论，有以下几点小结：学生的思维能力。教授已学和新学目标词汇时，滚动教学实施的力度不同，达到了扶放结合的效果。学以致用的乐趣。赏 析 与 商 榷一、以旧滚新，无痕连接拉近与学生之间的距离，同时让核心句型再次在学生脑海中滚动起来。继续滚动核心句型Whatcanyoudo?AtalkEnglishpart二、层层滚进，点面结合singEnglishsongs和dokungfu的教学片段中不难看出，对话课中学生只理解了这两个词组的意思，而在词汇课中，通过单词跟读，字形书写以及后续的交际运用才做到真正的掌握。新版词汇课中指出：一般出现在对话课中的目标词汇只需要学生能够理解即可，而同一个目标词汇到了词汇课就要必须落实听、说、读、写要求（低段英语落实听、说、认读要求生理解了意思，这个词汇“雪球”只是小小地滚动了一下，到了词汇课中，还需要继续滚动，直到落实要求为止，从而真正地掌握词汇。这种滚动式教学词汇具有及时性、巩固性和提高性三个特点，它并不是简单机械地重复，而是螺旋式上升，就此，知识就像滚雪球，不仅多、大，还紧实有度。语言不是孤立的，它有一定的语境。因此，无论是教已学还是新学词汇，教师始终将词放在句中去教，去用，不断滚动词汇的同时不断滚动句型，并且越滚越丰富，直到Englishpartsurve教词时要教句子，整体输入，滚动前进，贯穿整个语篇。教师教第一个新词时就要把词放在句子中，作为一个整体输入