以語(yǔ)篇、語(yǔ)境帶動(dòng)語(yǔ)言學(xué)習(xí).doc

以語(yǔ)篇、語(yǔ)境帶動(dòng)語(yǔ)言學(xué)習(xí)小學(xué)牛津英語(yǔ)4AM2U2教學(xué)案例安亭小學(xué) 褚秀萍案例背景：近年，上海的小學(xué)英語(yǔ)教學(xué)正進(jìn)行著一次前所未有的改革,在小學(xué)英語(yǔ)領(lǐng)軍人物、市教研員朱浦老師的帶領(lǐng)下，小學(xué)英語(yǔ)教學(xué)從改變教學(xué)方式出發(fā)，著力于構(gòu)建獨(dú)立語(yǔ)段，從語(yǔ)段和語(yǔ)境的整體推進(jìn)帶動(dòng)學(xué)生的語(yǔ)言學(xué)習(xí)，從而有效實(shí)現(xiàn)小學(xué)英語(yǔ)課堂的轉(zhuǎn)型。目前，我校英語(yǔ)教研組以“語(yǔ)篇教學(xué)中的單元設(shè)計(jì)”為主題項(xiàng)目進(jìn)行課堂教學(xué)研究，分別就“語(yǔ)篇教學(xué)中的單元設(shè)計(jì)”之“目標(biāo)再構(gòu)、文本再構(gòu)、過(guò)程再構(gòu)”進(jìn)行了一一研討，本學(xué)期重在“過(guò)程再構(gòu)”的研究。開學(xué)初，我有幸又拜讀了朱浦老師的關(guān)于小學(xué)英語(yǔ)獨(dú)立語(yǔ)段教學(xué)的實(shí)踐與思考報(bào)告，對(duì)于獨(dú)立語(yǔ)段中的“過(guò)程再構(gòu)”加深了理解，從報(bào)告中談到的三種“過(guò)程再構(gòu)”模式中不難看出“語(yǔ)段和語(yǔ)境的整體推進(jìn)是激發(fā)學(xué)生學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生語(yǔ)用情趣，提高學(xué)習(xí)有效性的教學(xué)策略和方式?！卑咐枋觯?AM2U2教學(xué)主題Jobs，要求學(xué)生能夠使用所學(xué)的的詞匯來(lái)正確描述某人的職業(yè)，能使用What doesdo?句型來(lái)詢問(wèn)職業(yè)，并用Hes/Shes 做出正確回答。在語(yǔ)言交流的過(guò)程中，促使學(xué)生了解各種職業(yè)，并樹立自己今后的職業(yè)理想。片段一：從語(yǔ)段中引出文本的主人公Jill,并從舊知中引出新授句型。1. Read the short passage and then answer the question.Hello, Im Jill. Im ten years old. Im a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.(1) Read it by one student(2) Read together(3) Answer: What does Jill do? (Shes a student.)片段二：從文本中學(xué)習(xí)新授詞匯，操練新授句型。1. Listen to Jill and then answer questions.I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. Hes brave. My mother works in a hospital. Shes a nurse. Shes nice. Do you want to know others?Q: How many people are there in Jills family? Who are they?Q: What does Jills father/ mother do?To elicit: Hes/ Shes a (He/ She works in/ at ) (Hes/ Shes )To elicit: firefighter, nurse, fire station, brave, work片段三：在讀一讀，猜一猜活動(dòng)中學(xué)習(xí)新授詞匯，操練新授句型。Guess their jobs:1. I can drive a bus. I drive a bus every day. Whats my job? Youre a _.2. She works at school. She can teach Chinese well. What does she do? Shes a _.3. He works in a hospital. He can help sick people better. What does he do? Hes a _. 4. Tom is tall and strong. He can put out the fire. Hes brave. What does Tom do? Hes a _.5. Sally works in a restaurant. She can cook nice food. What does she do? Shes a _.6. Joe is tall and strong. Hes cool. He works at a police station. What does Joe do? Hes a _.To elicit: drive, bus driver, doctor, put out the fire, cook, police station片段四：在富有節(jié)奏的chant中鞏固學(xué)習(xí)新授的句型與詞匯。What does, what does, What does your grandfather do?He is, he is, he is a doctor.What does, what does, What does your grandmother do?She is, she is, she is a nurse.What does, what does, What does your father do?He is, he is, he is a police officer.What does, what does, What does your mother do?She is, she is, she is a teacher.片段五：通過(guò)多種活動(dòng)鞏固操練新授句型和新授詞匯。e.g. A: What does do? B: Hes/ Shes a (He/ She works at/ in Hes/ Shes )1. Show Jills family tree. Have students talk about them 2. Show some pictures. Have the students ask and answer in pairs.3. Do a survey.片段六：整體呈現(xiàn)文本，再次閱讀，并完成相應(yīng)練習(xí)，及時(shí)檢查反饋學(xué)生對(duì)新知的掌握情況。Hello, Im Jill. Im ten years old. Im a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. Hes brave. My mother works in a hospital. Shes a nurse. Shes nice. My uncle is strong. He can dive. He is a police officer. My aunt works at school. Shes a teacher. My cousin is eleven years old. Hes Wang Rong. Hes a student too. He likes swimming. He can swim very fast. My grandfather is a bus driver. He drives a bus every day. My grandmother works in a restaurant. Shes a cook. She can cook very well. How happy my family is! I like my family！1. What does Jills father do? 2. What does Jills mother do?3. _? Shes a teacher.4. _? Hes a bus driver.5. Whats Jills cousins name?6. _? Yes, Jills cousin is a student.片段七：運(yùn)用新知開展說(shuō)話練習(xí)。Say something about My family according to the tips.e.g. I have a big family. There are people in it. Theyre my and I. My is He/She works in/at He/She can He/She likes He/She is I like my family!片段八：結(jié)合所學(xué)的內(nèi)容，引導(dǎo)學(xué)生聯(lián)系自己，談?wù)劯髯缘睦硐?。Answer: What do you do now? What do you want to be?Remember: Please study hard. Your dream will come true.案例反思：朱浦老師在第五屆上海市小學(xué)英語(yǔ)優(yōu)質(zhì)課展示研討活動(dòng)中講道：上海的中小學(xué)英語(yǔ)教學(xué)已經(jīng)步入了應(yīng)用性閱讀教學(xué)的實(shí)踐與探究階段，在應(yīng)用性閱讀教學(xué)中，只有關(guān)注教學(xué)整體設(shè)計(jì)，才能改變?nèi)狈φ鎸?shí)英語(yǔ)語(yǔ)境的中小學(xué)外語(yǔ)課堂教學(xué)的課貌、課質(zhì)和課效。為了改變我們的課貌，提高我們的課質(zhì)與課效，我們教研組對(duì)本單元進(jìn)行了教學(xué)整體設(shè)計(jì)，并通過(guò)文本的再構(gòu)讓學(xué)生在語(yǔ)篇與語(yǔ)境中進(jìn)行語(yǔ)言學(xué)習(xí)。本課是本單元的第一課時(shí)，整堂課在目標(biāo)再構(gòu)和文本再構(gòu)的基礎(chǔ)上關(guān)注到了教學(xué)過(guò)程的再構(gòu)，主要體現(xiàn)了以下教學(xué)流程：復(fù)習(xí)啟動(dòng)任務(wù)呈現(xiàn)語(yǔ)段處理語(yǔ)用輸出。一、復(fù)習(xí)啟動(dòng)。新課一開始以Jill的一段自述呈現(xiàn)給學(xué)生，這段文本內(nèi)容是第一模塊所學(xué)的知識(shí)，學(xué)生通過(guò)對(duì)文本的朗讀對(duì)舊知進(jìn)行了一個(gè)復(fù)習(xí)回顧，從文本中也引出了整堂課的主人公Jill,緊接著老師針對(duì)Jill的自我介紹Im a student.提出了問(wèn)題：What does Jill do? 這個(gè)問(wèn)題也正是本堂課的核心句型，通過(guò)舊知的復(fù)習(xí)啟動(dòng)了新知的教學(xué)。二、任務(wù)呈現(xiàn)。新授的第二環(huán)節(jié)還是通過(guò)語(yǔ)段呈現(xiàn)引出了Jill的家人，通過(guò)文本內(nèi)容學(xué)生了解了Jill父母的職業(yè)，并通過(guò)師生的問(wèn)答操練對(duì)重點(diǎn)句型進(jìn)行了學(xué)習(xí)，如What does Jills father/mother do? Hes/Shes a He/She works in/at Hes/Shes 接著通過(guò) Read and guess 活動(dòng)引出了其它表示職業(yè)的詞匯，學(xué)生在“讀一讀、猜一猜”中再次感悟了新授的重點(diǎn)句型。接著以一首富有節(jié)奏的chant，讓學(xué)生在大聲齊誦中對(duì)新授詞匯和句型進(jìn)行了鞏固操練。然后通過(guò)多媒體創(chuàng)設(shè)的語(yǔ)境和結(jié)合實(shí)際生活的學(xué)習(xí)活動(dòng)，讓學(xué)生通過(guò)對(duì)子操練、小組活動(dòng)對(duì)新授的語(yǔ)言知識(shí)進(jìn)行了意義操練。三、語(yǔ)段處理。課的導(dǎo)入環(huán)節(jié)和新授環(huán)節(jié)都是以小語(yǔ)段呈現(xiàn)給學(xué)生，語(yǔ)言知識(shí)在語(yǔ)段創(chuàng)設(shè)的語(yǔ)境中得以推進(jìn)。接著整體呈現(xiàn)教學(xué)文本，讓學(xué)生在語(yǔ)篇閱讀中再次感悟新授的語(yǔ)言知識(shí)，并完成相應(yīng)的練習(xí)，以此檢查反饋學(xué)生對(duì)新知的理解和掌握情況。由分到總遞進(jìn)式的語(yǔ)段處理符合學(xué)生的認(rèn)知規(guī)律，學(xué)生