不良信息举报
举报原因:
抄袭 广告 违法 脏话 色情 其他
原因补充:
您目前尚未登录,请登陆后再进行操作。

当前位置 :项目首页 > 课程作业 > 正文

作业标题 :第二次作业 作业周期 : 2017-10-242017-11-03

作业要求 :

一、认真学习专题《聚焦小学英语阅读有效教学》及《运用课堂提问与指令让学生主动说英语》

二、完成以下习题

1.   谈谈如何有效设计阅读教学的输出活动?(结合牛津英语高年级story板块) (1000字左右)

2.   谈谈如何结合课堂提问提升学生说的能力?   (500字左右)

发布者 :小学外语班辅导教师

第二次作业

提交者:学员陈方    所属单位:实验小学    提交时间: 2017-10-26 15:16:09    浏览数( 18 ) 【举报】

作业二:

1. 谈谈如何有效设计阅读教学的输出活动?结合牛津英语高年级story板块,1000字左右

5AUnit4 Hobbiesstory板块为例,侧重分析阅读教学的语言输出的环节设计。

本课教学内容为译林版《英语》(三年级起点)五年级上册Unit 4 Hobbies第一课时,Story time。本单元话题是兴趣爱好,这一话题是自我介绍的一个重要部分,也和学生的生活密切相关。本课为该单元的第一课时:以Mike为叙述者,先介绍了自己的兴趣爱好,然后再介绍朋友们的兴趣爱好,呈现了like doing这一结构与第一人称和第三人称代词连用时的不同形式。

教学过程

Daily talk

  What do you usually do at weekends?

  Ss: I usually…

Enjoy a song

  Ss listen to a song < We all like climbing>

  T: What do they like doing?

  Ss try to say:

They like climbing.

They like dancing.

They like swimming.

  T: What do you find from the three sentences?

  Ss: like, verb plus ing

  T: We use like doing to talk about hobbies. Today, well learn Unit 4 Hobbies. A hobby means something you like doing.

Ask and answer:

  T: I like drawing. I can draw a rainbow. (板书彩虹) Is it beautiful? Its colourful. What about you? What do you like doing?

  Ss ask and answer in pairs:

What do you like doing?

I like

  Ss try to retell: ** likes

(设计意图:在进入阅读之前,这样的设计,先让学生热身,谈论自己的兴趣爱好,为后面的学习埋下伏笔。因为每个孩子都有不同的兴趣爱好。在校园里,孩子们很少有机会呈现自己的爱好,所以,这里就有一个信息差。在与同学交流爱好时,学生都能热烈的分享自己的爱好。而同桌起来问答分享结束后,其余学生转述他们的爱好,一则学生会安静倾听同学的发言,二则学生会尝试使用第三人称转述同学的爱好。)

Mikes hobbies:

 T: I know your hobbies. Now we are going to talk about Mikes hobbies. What does Mike like doing? Can you guess?

u Guess and say:

 Ss: I think he likesBecause

(设计意图:本环节进入课文。这一环节中,学生练习运用第三人称猜测Mike的爱好。使用猜测的方式,让学生对课文内容进行预判,卷入了学生的日常经验,也充分调动了学生的好奇心和表达欲望,学生畅所欲言。语言的输出非常成功。而且在这个环节中,相信学生一定是用英语思考的,并非常想用英语表达的。给学生多一点用英语思考和用英语表达的机会是一个英语老师在教学设计中首要考虑的。)

u Listen and check:

 T: Great! You have many different opinions. What does Mike really like doing? Lets listen and check the answer.

(播放课文第一段Mike的爱好的录音。)

 Ss listen and try to get the answer.

 Ss: Mike likes playing basketball and football. He likes drawing too.

u Read and imitate:

 Ss listen and imitate.

(学生听音模仿,根据PPT上标的记号,读出升调、降调、重读。)

 * Heres a new phrase: be good at. That means you can do something very well. Mike can play basketball well. That means he is good at basketball. But he is not good at football. What does that mean?

  Ss: That means he cant play football well.

  T: Im good at Art. Because I can draw well.

  S: Im good at

u Look and say:

  (学生根据PPT提示的图片和单词尝试复述Mike的爱好。)

I like  I can  well, but I am not I like  too. I usually  in  with…”

(设计意图:这个环节设置在学完课文第一段之后,在黑板上有一个图示指导,也就为学生搭建了一个语言框架,方便学生语言输出。同时老师根据学生的复述,将Mike的爱好写在彩虹板书的第一条线之上。)

Mikes friends hobbies:

【课文学习之二:通过快速反应、信息匹配、观看视频、轻声阅读、人称转换等自主探究的学习步骤学习Mike朋友的爱好】

T: I think you know Mikes hobbies well. How about Mikes friends hobbies? What do they like doing? First, lets meet Mikes friends.

Ss look at the pictures of Mikes friends.

Ss: They are Liu Tao, Yang Ling, Su Hai and Su Yang.

T: What hobbies do they have? I will give you some information.

u Quick respond: What are the hobbies?

PPT演示聚光灯效果,学生迅速说出聚光灯聚焦的爱好。)

Ss look and get four hobbies: playing football, reading stories, dancing, watching films

(老师将四个爱好按顺序分别写在黑板上彩虹的第二、三、四、五条线之上。)

u Watch and match: Whose hobbies?

T: Whose are the four hobbies? Lets watch the cartoon and try to get the answer.

(播放课文第234段动画。)

Ss watch and try to remember whom the four hobbies belong to.

(学生到黑板前将孩子的头像贴在相应的爱好之前。)

Ss: Liu Tao likes playing football.

    Yang Ling likes reading stories.

    Su Hai likes dancing.

    Su Yang likes watching films.

u Read and answer: Any other hobbies?

T: Do the children have any other hobbies?

Ss: Yes.

T: Please open your books. Read part 2, 3 and 4. Try to find their other hobbies.

(学生轻声阅读课文第234段,并找出孩子们的其他爱好。)

Ss: What does  like doing?

S: He/She likes  He/She also likes

(学生在黑板上板书Mike朋友们的其他爱好。)

设计意图:通过分步学习,将四个人物的八个爱好分批处理,避免学生因一下子获取过多信息而混淆各个人物的爱好,有助于帮助学生理清思绪,由简到繁。同时,为学生的语言输出降低难度,学生可以说一个人的爱好,也可以选择说2个人的爱好,甚至更多人的爱好。这样的设计比较开放,有层次,考虑到了各个层面的学生,让每个层面的学生都有表达的机会。

u Read and say:

a. Ss read and imitate Liu Taos hobbies

T: These words are from Mike. How will Liu Tao say?

Ss: Im Mikes friend Liu Tao. I like

b. T: Look at Yang Lings words: Im Yang Ling. I like  

Mike will introduce Yang Lings hobbies like this:

Ss: This is Yang Ling. She is my friend, too. She likes

Ss read and imitate Yang Lings hobbies       

c. Ss look at the marks of tones. Try to read Su Hai and Su Yangs hobbies by themselves.

Ss try to make a small dialogue:

A: Im Su Hai.

B: Im Su Yang.

A&B: We are twins.

A: I like dancing.

B: I like watching films.

A&B: We both like swimming.

(设计意图:这个环节主要是通过朗读模仿和转述,让学生能学会根据标记的语音语调朗读课文,并熟练地进行第一人称和第三人称之间的句型转换。人称之间的转换表述也是一种语言输出的方式,他同时考察了学生对故事内容的理解,特别是对第三人称单数的理解和运用。

Reading promotion:

【阅读提升,这是一个总的语言输出的设计,通过“朗读、复述、漫谈”的三部曲,让学生对课文内容由读到说,慢慢脱离文本,语言能力得到提升。】

  T: I think you know the text well. Now we are going to have a reading promotion. We have three steps here. If you can do it well, there will be beautiful fireworks shining for you.

u Step 1: Read the text in groups.

   Group1 read Mikes hobbies. Group 2 read Liu Taos hobbies.

Group 3 read Yang Lings hobbies. Group 4 read the twins’ hobbies.

u Step 2: Retell the text.

   Ss look at the blackboard. Choose one childs hobbies to retell them.

u Step 3: Free talk.

 T: From this passage we know Mikes and his friends hobbies. What other information do you get from the text? Let me try first. I think Mikes brother Tim likes drawing too. Because Tim usually draws with Mike, so maybe Tim also likes drawing. What other information do you get from the text?

   Ss: I think

(设计意图:I think的设计,让学生根据文本中提供的信息,漫谈自己的想法,让学生的语言能力在话题滋养中发展。在这一环节中,学生对文中各人物的爱好印象更加深刻了,并以此推测出很多文本以外的信息,这些信息不一定是真实的,但都是孩子们根据文本做的思考。这些思考是原创的,是本真的,是用英语思维而来的。这一环节充分提升了学生的英语思维能力和表达能力。)

Look and think:

T: You have great ideas! And thank you for sharing.

    Lets look at these pictures. What do they like doing?

Ss: Picture 1, he likes reading stories. (上课看故事书)

   Picture2, he likes drawing. (在墙上画画)

   Picture3, he likes watching TV. (离电视机很近)

   Picture 4, they like swimming. (在有禁止游泳标志的地方游泳)

T: What do you think of their hobbies?

Ss: They are not doing well.

Ss: We cant read storybooks in class.

   We cant draw on the wall.

   We shouldnt sit just in front of the TV.

   We cant swim in the river if it is not allowed.

T: Having hobbies is really good. But we should do things in the right places and at the right time.

 

2. 谈谈如何结合课堂提问提升学生说的能力?500字左右

听说读写是学生学习英语必须要掌握的四项技能,也是学习英语的重要途径,课堂中学生说的机会几乎都围绕着教师的提问,教师问,学生答,在这个过程中学生运用所学的语言。可见,回答问题是一个重要的训练说的机会,那么,怎样让学生说的好,说得有思维含量,就要看课堂中设计的问题。

下面,结合本次讲座中所谈到的几点,再结合平时的教学实践,谈几点自己的想法:

1. 问题设置要有“信息差”

“信息差”的存在,才会激发学生真实的表达欲望,才能有效地提升学生说的能力。笔者曾经设计过一个含有信息差的练习环节:

要求同桌两个人一问一答操练新学的句型:A:look atB:Its,每人拿一张不同的练习纸,练习纸A的内容是两列,左列是本课学习的新单词,右列是一些孩子们熟悉的人物头像,(要求学生完成连线,但是需要另一个同学纸上的信息才能完成);练习纸B的内容是五个句子,分别陈述:The dress is Helens.类似这样的句子。活动要求同桌两人用到以下语言:

A:Look at the dress/T-shirt/trousers/gloves.

B:Its so beautiful/nice/l

B:Its…s/Theyre …s.

这样的设计,首先是创设了一个真实的语用环境,激发了学生真实的会话需求。其次,这样的设计,要求学生首先能看懂、理解自己手上的信息材料,接着要能选择合适的语言与同桌对话,获取信息,然后要能听懂对方的会话,完成相应的练习。整个一个过程,学生会话表达的需求都是真实的,而且思维密度很高,全方位地运用了各种感官,尤其提升了学生说的能力

2. 问题设置要启发学生,符合学生年龄特点

这一点特别重要,仔细听就会发现,我们的课堂上会有相当一部分无效的问题,譬如,很多老师都习惯问学生Yes or No?学生总是习惯地回答: Yes。而事实上有的学生根本没有听懂问题的意思,就机械地跟着其他学生回答Yes,没有思维过程,没有思维含量。譬如:五年级,在学完Hobbies 一课的cartoon后,我就设计了以下几个问题:1.Is Billy good at skating?2.Does he like skating at last?Why?3.Will he go skating next time?(他下次还会去溜冰吗?)这两个问题,第一个问题从故事中可以直接找到答案,但是第二个问题的Why?就要学生能读懂故事后才能回答,而第三个问题是一个开放的问题,学生要根据故事情节,根据自己的想象来推断。这几个问题就要学生自己组织语言,尝试表达,有效地促进了学生说的能力,同时更加深了对故事的理解.

 

老师评语

评语时间 :2017-10-31 14:36:55

课程作业

最新课程作业

推荐课程作业

热门课程作业

热评课程作业