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译林小学英语Story time板块的阅读教学设计

2015-05-30施书琴

新课程·小学 2015年11期
关键词:译林意图课程内容

施书琴

【教学案例】

A party

【教材版本】

译林版《牛津小学英语》

【教学内容】

6B Unit 5 A party(story time)

本单元story time板块的主题为儿童节聚会。本课时分为两个部分进行,第一部分介绍了在Party开始之前需要准备的东西和完成的任务,第二部分主要通过旁白和参加Party的人们之间的对话来学习英语技巧。

【教学目标】

1.理解并熟练应用新单词clown以及appear。

2.熟练应用这些句型:What are you going to bring to the party?Im going to bring some cake.

3.对美国的Party文化有所了解,学习Party上需要遵守的礼仪。

【教学重点、难点】

1.自我理解课程内容。

2.课文的复述和角色对话。

【教学过程】

开课前播放歌曲“Party time”。

设计意图:营造情景,提升学生的求知欲和兴趣。

Step 1 Pre-reading

1.Greetings

2.T:Good morning,students!

Ss:Good morning,teacher!

T:Im going to show you a song. But remember this question that you have to answer when we finish the song:what are they going to do?(PPT 播放音乐)

T:Well,we are going to answer these questions.(幻灯片展示歌曲中的人物)

T:OK, the first question is:What is Jeeby going to do?

Ss:She is going to sing a song.

T:Good job!Students,you have so good memory!And you know they are going to do so many different things,I guess that they are going to have a party.(课题展示,领读课文)

设计意图:利用歌曲营造欢快的课堂气氛。让学生带着问题去听,介绍了本课程的主题——party,提前带学生进入到party氛围中。

Step 2 While-reading

1.Watch and answer

T:Now we know that someone is going to have a party,what do you want to know about their party?

S1:The time.

S2:The place.

S3:...

T:Well,now we have some questions:who is going to go to the party,when is the party, where is the party.(点击幻灯片)Now, lets find the answers from the cartoon.(播放视频)

T&Ss:Check the answers and read this paragraph together.(通过板书将思维导图呈现在学生面前)

设计意图:六年级学生已经拥有了比较丰富的语言知识。对插图中信息的探索,培养其对英语的兴趣。

2.Read and circle

T:They are going to have a party on Childrens day. We know, to have a party, we should prepare so many things. If you are one of them, what are you going to bring?

Ss:Im going to bring.(学生自由发挥)

T:Wonderful! Lets see what are the children going to bring? Open your books and turn to Page 48.

T:You can tell me your answer with this sentence“×× is going to bring ... to the party.”(教师将学生回答的答案板书出来,通过板书带领学生学习新单词“Snacks”)

T:It is Sunday morning. The children bring...to...Look at the picture,can you find Liu Tao?

Ss:No.

T:Where is Liu Tao?

Ss:We dont know.

T:Just then, a clown appears(带领学生体会clown,appear的不

同读音)

T:Who is the clown?

Ss:He is Liu Tao.

3.Read and find

T:Well,students. Now the party begins. But what are they going to do first?Please turn to Page 4 and try to find the answer.

Ss:The answer is B.

T:Yes!It means do something more interesting!So,children,are you going to eat or play?

Ss:Play!

T:OK!Lets listen again!在听的过程中注意重音位置,选择疑问句有难度,需要重点讲解。

设计意图:对于阅读教学来说,最关键的是如何在阅读中展开有效的教学活动。学生在教师的带领下,在图片中寻找信息,并将信息表达出来,这对于加强学生对课程内容的理解是很有帮助的,学生也能够在自主学习中体会到成就感。

4.Think and say 情感教育

T:Are they happy?

Ss:Yes!

T:They get everything prepared.

设计意图:我们学习一门外语,不单单是学习一种语言形式,更要对影响语言的历史文化背景有所了解。实际上是对学生的情商教育,即做任何事情之前,都要充分准备好。

5.Read after the computer

完成了对课程内容的讲解和学习后,再在录音的引导下朗读课文,这是对课程知识点的简单复习,学生也会对句型的使用更加熟练,避免在接下来的复述环节中出现错误。

6.Try to retell

设计意图:对于六年级小学生而言,复述作为一种口语训练方式,难度较高。复述的过程,是对语言组织能力和表达能力的培养。

7.Try to act

设计意图:由于本课程内容两大部分采取了不同的叙述形式,这是本课程角色扮演最大的困难。但这种训练方法对于培养学生活学活用的能力是非常有效的。

编辑 孙玲娟

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