|
【背景】英语来源于生活，生活中处处有英语。在英语教学中，教师要充分利用学生身边的英语素材，向儿童展示英语的现实来源；把问题情景生活化，让学生亲自体验情境中的问题，增强学生的直接经验，体会英语知识与真实生活的息息相关。同时引导学生从生活中收集英语信息和发现英语问题，使他们认识到英语是生活的组成部分，要养成时时处处运用英语知识的习惯，调动学生主动学习英语、运用英语的积极性。
【课例】
Topic: My family
Teaching aims:
1、Learn these new words and phrases: university, nature, Beijing Opera, be fond of, be strict with, How happy we are!
2、Can understand and read this passage by themselves.
3、Can talk about their own families with these words and phrases.
Teaching Steps:
3、Presentation:
（1）介绍father
①.Look, this is my father. Guess, what’s he fond of?
He’s fond of cars.（PPT呈现真实场景的图片及句子）
②.Every week he drives his car to Shanghai, because he works in a university in Shanghai. （PPT呈现真实场景的图片及句子）
Teach: university (unit---university), read the sentence.
③.He’s a teacher. He teaches English. (Ss read after the T)
（PPT呈现真实场景的图片及句子）
④.I was his student. He was very strict with me. Now he’s very strict with me.
Teach: strict (street---strict), read the sentence: He’s also very strict with me.
（PPT呈现真实场景的图片及句子）
（由Free talk中的be fond of来猜猜文中父亲的喜好，并同时解决有关父亲的背景材料，分解文章内容，降低学习难度，但又不打破阅读教学的整体性，同时也不使教学内容零碎呈现，主线直穿文章，图片场景真实，学生在和谐的氛围中充实心灵，在愉悦的情感中产生浓厚的积极求学心理。）
（2）分段教学
Paragraph 1
①.Now you know sth. about me and my father. Do you want to know the other people in my family? (Yes)
Look, this is a photo of my family (show Family)
Qs: How many people are there in my family? (Seven)
Who are they? (They are….)
②.I have a happy family. It’s… (T make a model, Ss try to retell this paragraph)
Paragraph 2
①. You all have the picture of my family. Look at the passage, read paragraph 2 quickly by yourselves.
②. Let’s play the game: Who’s who? Are you ready?
(生根据每个人的特征提示猜出文中人物)
③. You know sth. about my family members, but what are they fond of, do you know? Enjoy some video show, then tell me: their jobs and what they are fond of.
（生看录像，了解每个家庭成员的信息）
④. Ok, let’s finish this form: What are their jobs? What are they fond of?
(生说出每个家庭成员的职业爱好,完成列表)
⑤Listening and comprehension:
You all did a good job. Now let’s listen to the passage, then we’ll make some choices. (生听录音，完成选择)
Paragraph 3
(选择题最后一题What do they all like?引出)：nature
(欣赏大自然风光) nature(picture---nature)
The nature is very_________.
We all like nature, so we often go walking, swimming together.
(媒体呈现句子，生跟读第三段内容)
We should protect nature. (渗透思想教育)
（对文章采用逐段分析，符合小学生的年龄特点。采用图片、录像等辅助手段，形象真实直观的展现文章内容，变枯燥乏味为生动有趣，吸引学生，变被动学习为主动学习。穿插各种情境题型，帮助学生巩固理解。）
【评析】
阅读教学不同于课文教学。课文教学的特点是少，慢，精，需要字斟句酌，属于精读。而阅读教学是以多，快，广为教学特点，属于泛读。阅读教学不是课外阅读，而是在教师的指导下，有目的有计划的教学活动。在不同的教学阶段，有不同的阅读教学目标和阅读教学内容。
高年级学生有写的能力，适当的对所学内容进行拓展训练，贴近或指向真实生活，促进学生使用语言表达真实意义，有利于学生的长远发展，同时写作也为提高学生对语言综合运用的能力搭建舞台。 |
关闭窗口
打印文档