主题引领下小学低年级单元整体设计研究
2024-11-12全妍莹
【课例主题】
临港世外“师之蕴九年一贯初小衔接英语教师主题研修工作室”以“小学低年级主题引领下的单元整体设计”为主题，以Kids’ Stories中“The Chase”教学为例，探索“小学低年级故事阅读语言模仿学习”的有效方法。
【文本解读】
1. 课标衔接。课标要求在教学中，教师要强化素养立意，围绕单元主题，充分挖掘育人价值，确立单元育人目标和教学主线，围绕主题，依托语篇，设计体验、模仿、理解、应用等体现逻辑关联的语言实践活动，帮助学生建构基于主题的结构化知识;借助课堂任务单和板书，采用问答、描述和表演等活动内化所学语言和文化知识;通过小组讨论、制作展板或海报、创编故事，以及表演等活动，用英语交流和表达新的认知，体现对主题的理解。
2. 单元素养。本单元为牛津教材（上海版）第四模块“The natural world”中第一单元“On the farm”。
（1）要求学生掌握的英语核心素养
语言能力：学生能够在感知、体验、积累和运用等语言实践活动中知晓、理解并运用本单元核心单词duck、chick、cow、pig，并能在语境中理解并运用句型“What’s this/that？”“It’s a...”。文化意识：学生通过学习不同的动物特点，能对应配图理解对话内容，感受大自然中不同动物的特点，培养学生善于观察的能力和对动物的喜爱之情。思维品质：学生能够在肢体语言、信息媒介的帮助下理解对话和故事内容，从多角度初步观察和认识、了解动物，能有条理地用英语表达观点，并且能够利用之前学过的动物单词创编新的对话和故事。学习能力：学生能够树立正确的英语学习目标，保持学习兴趣，主动参与语言实践活动;能通过跟读模仿、看图说话等形式学习相关词汇;能通过文本试听、模仿朗读、角色扮演等形式学习相关句型，在学习中注意倾听、乐于交流、大胆尝试;学会自主探究，合作互助;学会反思和评价学习进展，调整学习方式;学会自我管理，提高学习效率，做到乐学善学。
（2）本课时涉及的国家课程标准学习要求
能感知单词、短语及简单句的重音和升降调等;能有意识地通过模仿学习发音;能大声跟读音视频材料;能感知语言信息，积累表达个人喜好和个人基本信息的简单句式;能借助图片阅读语言简单的小故事，理解基本信息。听做：能根据指令做事情，如指图片、涂颜色、画图、做动作等;在图片和动作的提示下，听懂简单的小故事，并做出适当的反应。说唱：根据录音模仿说英语;根据表演猜测意思，说出词语;能根据图、文说出单词或短句。玩演：在教师的指导下用英语做游戏，并在游戏中进行简单的交流;在教师指导下进行简单的角色扮演。视听：观看语言简单的英语节目，理解大意，模仿其中简单的话语。情感态度：在小组活动中能与其他学生积极配合和合作。语言文化：能在课堂语言实践活动中了解中英文表达方式的差异。
【学情分析】
Students’ learning habits and attitudes have been initially set. This unit is designed to enhance students’ ability to imitate and express themselves in spoken and written English through a combination of listening，speaking，reading and writing activities. Students have been doing pair work and group work.
【课堂教学】
一、第一课时
（一）课时目标
1. To read the key words with the right pronunciation. （One-dimensional objective）
2. To imitate the story with the right pronunciation and intonation. （Two-dimensional objective）
3. To memorize the whole story and say the new words correctly. （Three-dimensional objective，Difficulties）
（二）课堂环节
I. Present the unit objectives and interpret the context （Pre-task preparations）
Teacher：Last period，we have learned a story named “The hungry lion”. Before new contents，let’s welcome our actors. Please introduce yourselves.
1. Students’ show time. Question：How wonderful！Here I have a new script about animals on the farm. Presupposition：Students have a great interest in the new script. （Purposes：To warm up and stimulate the students’ interest in the class.）
2. Show the pictures and words about animals. Presupposition：Review the words learned about animals. （Purposes：To help students recall animal-related words and phrases in order to learn new sentence patterns by using old words.）
3. Show the cover of the story. Question：What can you see？And what do the mouse do？Presupposition：The mouse runs on the road. （Purposes：To set up the context and lead to the topic.）
4. Previously on the story. Question：Why does the mouse run on the road？Presupposition：Maybe someone is chasing after him. （Purposes：To help the students know the general idea of the story.）
II. Listen to the text carefully and try to understand the whole story（While-task procedures）
1. Listen to the audios，and imitate the pronunciation and intonation of each sentence in the story. Presupposition：Students can basically repeat the sentences. （Purposes：To enhance students’ listening skills and speaking the sentences directly.）
2. Watch the videos of different animals and try to imitate them to repeat the sentences. （Purposes：To imitate the characteristics of characters and animals，which helps the students learn and imitate the each sentence in the story.）
3. Snowball rolling from the title to a particular picture. Presupposition：Each group tries to recite with the given pictures. （Purposes：To help the students consolidate their memories.）
III. Practice and perform（Post-task activities）
1. Be divided into two groups and practice sentence by sentence. Teacher：You will be divided in to two groups depending on the characters’ pictures. Each group needs only one of each character. （Purposes：To help the students improve their divergent thinking and believe that what you learn is what you think，which is what you express.）
2. Read the story. （Purposes：To allow students to promote learning with a sense of competition.）
IV. Make a summary to draw out the educational value
Purposes：To integrate educational value so that students not only learn the knowledge but also develop good values in the classroom.
二、第二课时
（一）课时目标
1. To understand the key words in the story. （One-dimensional objective）
2. To imitate the story with the right pronunciation and intonation. （Two-dimensional objective）
3. To act out the whole story and perform accurately based on the structure and drawn pictures. （Three-dimensional objective，Difficulties）
（二）课堂环节
I. Present the unit objectives and interpret the context（Pre-task preparations）
Teacher：Last period we learned Story “The Chase”. Can you recite now？
1. Students’ show time. （Purposes：To warm up and stimulate the students’ interest in the class.）
2. Show the pictures and words about animals in story. Question：Look at these pictures. Can you read and match them with pictures？（Purposes：To help students recall animal-related words and phrases in order to learn new sentence patterns by using old words.）
II. Listen to the text carefully and try to act out the whole story vividly（While-task procedures）
1. Listen to the recordings，and follow to accurate the pronunciation and intonation of each sentence in the story. Teacher：Listen carefully and repeat. Watch and try to act as these animals. （Purposes：To enhance students’ listening skills by listening to the recording and speaking the sentences directly.）
2. Snowball rolling from the title to a particular picture. Students：Act out from title to the fifth picture. （Purposes：To help the students consolidate their memories.）
III. Practice and perform（Post-task activities）
1. Practice sentence by sentence. Teacher：One of you will perform one animal on the stage. The rest of the classmates answer together. （Purposes：To help the students improve their divergent thinking and believe that what you learn is what you think，which is what you express.）
2. Act out the story. （Purposes：To make learning English more interesting for students，and allow students to promote learning with a sense of competition.）
IV. Make a summary to draw out the educational value
We can get a lot of inspiration from life. Be good at observing life and animals. （Purposes：To integrate educational value so that students not only learn the knowledge but also develop good values in the classroom.）
V. After-class task suggestions to motivate continuous learning
Teacher：After this class，you can write your own story by using different words of animals to create different storyline.
【执教反思】
一、学生立于课堂中心，培养兴趣以促学习
在这节课的教学设计中，教师始终遵循“激发兴趣、注重基础、培养能力、发展兴趣”的原则，以学生为课堂主体，力求活动能充分调动学生学习积极性。
在教学过程中注意创设情境，让学生在轻松愉悦的氛围中掌握知识。同时还注重学生的情感教育，通过游戏活动等方式激发学生的学习兴趣和热情。在课堂上，教师努力营造民主和谐的课堂氛围，鼓励学生大胆发言并及时给予肯定;尊重每个学生的个体差异性，善于发现每一个学生身上的亮点。比如在这节课中，教师注意到部分基础比较薄弱的学生对新词的掌握程度不高，在Practice by self的环节之后，教师先邀请了班级中英语水平较好的学生来模仿输出，此举可以帮助发音掌握不到位的学生再次模仿学习，以免部分学生被点到名后的输出出现问题，打击学习英语的自信心。
二、尊重学生年龄特点，活动设计有针对性
学生是课程活动的最大参与者与反馈者，教师要根据学生的认知特点，设计符合上课学生年龄特点的教学活动，开展多感官的语言实践，让学生在丰富有趣的语境中，通过感知、模仿、观察、思考、交流和展示，体验学习英语的乐趣，注重学科内涵。利用各种学习方式让学生在教学活动中发展他们的优势和才能，发现他们的兴趣和潜力，并增强他们的学习效能感。本课时的第一个教学环节为故事表演秀，符合一年级学生爱看乐学、活泼好动的年龄特点，激发了他们对“新剧本”的好奇与兴趣;在学习模仿环节配以不同动物的视频，打破传统课堂师讲生听的模式，让学生自己看视频、听音频模仿，提升了自主学习模仿能力，也给课堂增添了活力;此外，将本课时的驱动任务预先告知学生，能让学生在学习过程中以“表演秀”为目标认真纠正发音、形象模仿动物，更好地投入英语学习中。
三、重视学习能力培养，灵活安排课程进度
教师要结合学生参与各项具体学习活动的表现和完成系列学习任务的质量来考查单元学习情况，重点评价学生核心素养的形成和发展。本课时教学过程中，由于课时限制，学生同结构不同单词的句子操练不充足，教师注意到大部分学生对主文本的结构掌握到位，但某些单词发音还有很大进步空间，因此在本节课结束之后又安排了词汇复习课，帮助学生以旧句代“新词”，适当加入了单词自然拼读的规则，让学生利用规则多尝试拼读未学单词，让学生更好地掌握发音规律，培养他们的学习模仿能力。
总之，小学低年级的故事阅读的语言模仿学习课堂应该要着眼课堂的活泼性和有趣性，确保教学活动的实效性和有效性，教师应该不断提高自己的课堂诊断能力，积累教育智慧，与学生共同成长、进步，加强反思总结，成为不断进取、具有反思意识和创新精神的英语教师。
（责任编辑：向志莉）
