“丰富语言变式,提升学生语言适应能力”主题教研活动 杨丽英老师五下《Unit1B Read and write》教学片段赏析 乌镇植材小学 彭轶 一次培训,一次唤醒,一次成长。3月初,我参加了“丰富语言变式,提升学生语言适应能力”为主题的市小学英语教研活动,有幸聆听了温婉亲切的杨丽英老师带来的PEP 5B Unit 1 My day B Read and write一课。杨老师上课细腻扎实,教学思路清晰合理,每个设计环环相扣。课堂上,杨老师循循善诱,一口流利的口语及优美的体态语,深深吸引了学生,课堂效果相当出彩,受到了听课老师们的一致好评!我听后也深受启发,采撷几个片段与同行们共赏。 一、课前热身 T:Hi,children! Do you like films? Let’s enjoy a film together.(师生一同欣赏英文版鲁滨逊漂流记的动画短片) 赏析:课前的电影欣赏,不仅集中了学生的注意力,还活跃了课堂气氛。 二、阅读前:自主提问,培养思维 T: Do you have any questions about this man?(教师出示who,引导学生提问)Ss:Who is that man?T:Good question. Do you know his name?Ss: He is Robinson Crusoe.T: Yes. You are right. Any more questions?S1:Where is he?T: Yes. We can ask:“Where does he live?”(出示岛屿图片,引导学生自己拼读新词,教师纠音)T: The film is from this book. Can you read the title?Ss: Robinson CrusoeT: Look, This is the writer of the book. 图1 赏析:小学英语课堂中大多以教师提问、学生回答为主,学生自主提问的能力较弱。教师在教学中应创造机会让学生尝试提问,培养学生的质疑精神,在提问中理解文本,推进对文本的学习。杨老师通过出示影片中的图片,有意识地利用疑问词引导学生自主提问。很好地培养了学生主动思维的能力。课堂上,我们老师应该多给学生提问的机会以及多给学生留有空白,让学生自己去补白,去创造,这样不但可以激发学生思维发展的兴趣,而且还能培养学生自主提问的能力。原版的英语小说的图片让孩子们对故事背景有了更深的了解,也为阅读的下个环节做了较好地铺垫。 三、阅读中:基于词汇,发展思维 T:Yes,children. Robin is… Let’s read together.Ss: Robin is in a play. In the play, he is Robinson Crusoe.T: Good. What does “play” mean ?Ss choose the right answer.T:Let’s go on reading.Ss: Here is a letter from him.T: Look, which is the Letter.Ss: B is a letter.T: What about A and C?Ss: A is an email. C is a note. 图2 赏析:play作为名词是学生第一次接触,杨老师通过自编的材料,In the play…,再到Actors in the play,让学生在不同的语言材料中,反复接触新词,加深学生对新词的理解,提高学生对新词的适应能力。对于Letter的处理,杨老师通过图片的对比,让学生了解中文意思。并且非常巧妙地复习同类词Email和Note这两个容易混淆的词语。 T:Can you read this word?Ss: Cave.T: Good job. Where is the cave in the picture? Can you find it?S1 comes to the front and circle the cave.T: Yes. This is the cave. What’s the cave like?Ss: It’s small/wet….T: Yes, the cave is dark and wet. Do you want to sleep in the cave?Ss: No. It’s cold/….T: Why?Ss: The cave is so wet/dark… 赏析:对于新词的处理,很多老师只是让学生知道意思,会读,会拼,往往会忽略“用”。杨老师通过层层的问题,让学生在有意义的语境中呈现词汇的含义,边学边用,学中用,让学生快速掌握和运用词汇。 四、阅读后:基于语篇,发散思维 T:Here is a letter from Friday.Let’s read and think, then discuss in groups. What are missing?(教师出示图片cave, island等)S1: I live in a cave on an island.S2: I eat some fruits/some fish/some eggs….S3: We play basketball together/I play basketball with Robinson.S4: Robinson is helpful/clever….T: Look here, children. This is the letter’s_____.Ss: “Head”.T: This is the______.Ss: “Body”.T: And this?Ss: This is the “tail”. 图3 赏析:小学阶段英语课程要求学生能发展初步运用英语的能力。语言知识的学习,需要引导学生对学习的内容和信息进行理解、内化和运用。杨老师在读后的活动中拓展了Friday的来信,学生通过阅读合作,根据前后句子的逻辑关系,推理出合适的句子。这种形式的输出旨在鼓励学生不要局限于文本中框架,打开思路,可以让学生的语言输出更加丰富。凌哥设计了两种书写练习纸: 第一种可以避免学生从四线三格过渡到一线格后的不规范现象(如下图),还有写备注或评语的空间。 (pygf等字母的“脚”都跑到线条上面去了,难看!)