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常常在思索,什么样的英语课算一节好课。在经过这几年的实践探索后发现,好课的标准的确名目繁多、众说纷纭,但有一条应该是众口一致的,那就是——好课,应该是一个有机的整体,是一出完整的演绎,是一曲有起有落、高低起伏的乐章。于是,给每一节课找一条主线成为一节课构思的起点与重点。
下面我将以《牛津小学英语5B》Unit 8 At the weekends第一课时设计思路为例,展示一条主线演绎的精彩:
Step 1.Warming up
(1)Enjoy a song:If you are happy.
(用一首歌曲激活课堂氛围,带领学生进入英语的语言状态。)(2)Introduce the new teacher.
(拉近老师和学生的距离,同时利用猜谜的形式激发学生好奇心。)
(3)Go traveling around ChangZhou.
(利用好地域差异,带领学生感受常州,以此引出“weekend”这一话题。)
(4)Talk about the students’weekends.
(对相旧知识的复习。)
Step2.Presentation
(1)Play a game to guess Sunny’s weekends.
T:I see you all have nice weekends,How about Sunny?Do you want to know?
S:Yes!
T: But please guess! Here’s a sentence for you.(在猜测中孩
子会自主挖掘脑中的语言素材,积极思维。)
(2)How do you spend your weekends? I often... Sometimes I ...
T: Actually, I often surf the internet and watch cartoons. Sometimes I make paper flowers.(show it and read“I often ...Sometimes I ...”)
T:How about you?How do you spend your weekends?
(Show and read the sentence:How do you spend your weekends?)
(Try to read : spend.)
T:How do you spend your weekends?
S:I Often ... Sometimes I ...
T:How about your friend?an you ask him or her ?
S1:Hello,... How do you spend your weekends?
S2:I Often ... Sometimes I...(3-4 pairs.)
(把两句话扩展为一个语篇,向生活英语靠拢,使交际更为有效,实用。)
(3)How does ...spend his/her weekends?He/She often...Sometimes he/she …
T: Now I know your friends’weekends,do you want to know my friend?
S:OK.Look!Who’s my friend?(Sound recording:Hello,I’m Mickey.Nice to see you!)
S: Nice to see you!
T: Who can ask Mickey about his weekends?
S: Hello, Mickey.How do you spend your weekends?
(Sound recording:I often play chess.Sometimes I do housework.)
T:So how does Mickey spend his weekends?
S:(Try to say.)He often plays chess. Sometimes he does housework.
(Show and answer together.)
(用米老鼠作为老师的朋友来教授第三人称句型,学生更感兴趣,人机对话更增添神秘感和交际性。)
T:Mickey and his mother have nice weekends.And Sunny’s family has nice weekends, too.Would you like to have a look?
(Show some pictures about teacher’s family,and try to say:Your... often...)
(让学生了解老师家人的周末生活,并尝试用新句型来讨论。)
How about you and your family? Let’s have a talk.
(Show a dialogue and practice in pairs.)
(跟同桌聊聊自己和家人的周末,有生活基础,学生比较愿意说。)
(4)listen,watch and choose.
Have a relaxation,watch the cartoon, to know the bear and fox’s weekends.
(第一遍请同学们专心欣赏动画片,第二遍时出示任务,要求学生看完后作一个选择反馈,完成一个听力理解训练。)
(5)To be a reporter.
T:Now let’s try to be a little reporter.To interview your best friend. And finish the report.
(用采访的形式,让学生以记者身份完成一篇采访道,然后在黑板上布置出一块展板:Colorful weekends.)
从以上教学过程中我们不难发现,整节课紧紧围绕“weekend”展开。先以学生的生活为基点,让学生用已学句型来描述自己的周末,既是对旧知的复习,也是为新授打下伏笔。
而反馈环节,我也设计了两个与weekend有关的练习。首先看一段动画,让学生看完后就“the fox and the bear’s weekend”完成一段听力练习,做到“听”的输出。然后我又以一个“To be a reporter”的环节,让学生做一次小记者,采访自己的朋友,完成一篇采访报道,然后在小组中交流,最后让一些同学在班中交流。把所有人的报道布置在黑板上完成展板“colorful weekends”。这是一个“说”与“写”的输出,课堂效果也非常明显。
一条主线,让学生在富有整体感的环节中感知习得;一条主线,让课堂变得灵动而富有生命力。寻一条主线,我们就可以演绎一节课的精彩!
(作者单位 江苏省常州市武进湖塘桥中心小学)