架之有道讀之高效-小學英語讀寫教學講座課件

架之有道，讀之高效13重課本框架輕外延拓展2重語篇結(jié)果輕策略指導1重句型操練輕語篇理解教學閱方案讀課的問題2實際發(fā)展水平教學總結(jié)支架式教學的定義“最近發(fā)展區(qū)”理論潛在發(fā)展水平最近發(fā)展區(qū)學習支架“腳手架”3搭“腳手架“教提學總高結(jié)閱讀課有效性的途徑4用“腳手架“創(chuàng)“腳手架“助“腳手架“評“腳手架“教學分一析、搭“腳手架”——激活知識儲備，建立新舊鏈接以談話為基石，設計讀前活動根據(jù)不同的課堂教學目標，不同的教學環(huán)境設計不同的話題，存在著很大的靈活性和真實性，活動創(chuàng)造的是一種真實的交際環(huán)境，聽者和說者之間就產(chǎn)生了信息差距，雙方就有了交流的意愿。六上unit3

My

weekend

plan

B

Read

and

WriteWhat

are

you

going

to

do

on

Mid-Autumn

Day?5What

is

he/she

going

to

do

onMid-AutumnDay?教學分析以教師個人信息為支架，引出語篇重點六上unit5

What

does

he

do?B

Read

andwriteam

I?6do

Ido?do

I

work?do

I

go

to

work?myhobby?am

IWho

is

he?What

does

he

do?Where

does

he

work?How

does

he

go

towork?What's

his

hobby?What

is

he

going

to

be?教學分析以板書為支架，導入語篇話題搭起最底部的語言支架鞏固語言支架搭建語篇理解平臺板書脈絡清晰，重難點明確，能體現(xiàn)一節(jié)課的教學思路，是一節(jié)課內(nèi)容的高度濃縮，是教學活動的主線，是學生學習的綱要和支架。六下unit1

How

tall

are

you?B

read

andwrite7教學分二析、用“腳手架”——創(chuàng)設真實情境，著手支架運作以設計問題為支架，搭建連接文本的橋梁通過有目的、有指向、有梯度的支架性問題來擴展語篇，降低語篇教學的難度，從而引發(fā)學生興趣并積極思考，引導學生理解文本，培養(yǎng)學生帶著問題獲取信

息的閱讀策略，大大降低了語篇教學的難度，促進認知的發(fā)展。六上unit5

What

does

he

do?B

Read

andWrite8Q1:What

does Hu

Bin

like?Q2:What

does

he

want

to

be?Q3:Where

is

he

going

to

work?Q4:If

you

like

sports,

what

job

can

you

be?教學分析以主題圖表為支架，搭建理解語篇的橋梁六上unit2

ways

to

go

to

school

B

Read

andWriteWhereWhoWhatHowWhyAlaska,USAsomekidsgotoschoolbysledItsnowsalot.It’sfast.Munich,GermanysomechildrengotoschoolonfootnearJiangxi,ChinasomechildrengotoschoolbyferryriversPapaWestray,Scotlandthechildrengotoschoolbyferry/byplaneTheferrydidn’twork.9教學分析以再構(gòu)文本為支架，搭建語言輸出的橋梁五上Unit6

In

a

nature

park

B

Read

andwriteBaba

papa人物和美麗的家園Our

hometownWe’re

from

a

nice

and

quiet

place.It’s

a

high

mountain.

On

the

mountain,There

are

some

flowers

andanimals.In

frontof

the

mountain,There

is

a

beautiful

lake.

We

can

go

boating.There

is

a

small

hill

behind

the

mountain.We

can

have

a

picnicthere.There

are

many

green

trees,

oh,

it’s

a

forest.Near

the

forest

there

is

a

long

river.We

love

our

hometown.10教學分三析、創(chuàng)“腳手架”——搭建創(chuàng)編支架，攀升概念框架創(chuàng)建復述支架，搭建輸出語篇的平臺五下unit2

My

favourite

season

B

Read

and

Write11教學分析開展課堂寫作支架，搭建文本重組的平臺五下unit3

My

school

calendar

B

Read

andWrite12教學分析組內(nèi)合作組際展示獨立思考組內(nèi)交流四、助“腳手架”——開展小組合作，完成知識建構(gòu)13教學分析五、評“腳手架“——了解反饋信息，啟迪學生智慧評價有助于對學習的反思與總結(jié)，促進知識的保持和遷移。要讓學生知道自己各個學習階段處于什么狀態(tài)，離學習目標有多遠，最終目標是否實現(xiàn)，從而調(diào)控自己的學習過程，就需要對他們的學習進行過程性評價和終結(jié)性評價。參與獎（優(yōu)★