5P教学模式在英语教学中的应用--彭娜.doc

5P教学模式在英语教学中的应用内 容 摘 要：为了将新课程理念，切实转化成教师的课堂教学行为，提高教师的专业水平，学校领导请来了株洲市英语教育界的资深专家兼教研员张光明老师，来我校为我们进行了两轮的英语课例研究活动，我们每天听课、评课、求证、反思，再备课，听课，评课、求证、反思，在学习中总结、提炼、升华。在这次的课例研究活动中，我进一步学习、了解了5P教学法，也开始把5P教学模式运用到我的课堂教学中。 关键词：5P教学模式 课堂案例 理念转变 一 对5P教学模式的了解概括 新的英语课程标准要求：“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。”5P教学模式就是在继承传统的“五步教学法”部分环节的基础上，结合新课程改革对初中英语课堂教学的要求和现行新目标英语教材的编排特点，探索出的一种新型课堂教学模式。5P教学模式由五个基本步骤组成，且每个步骤的英文释义第一个字母都为英文字母“P”,故曰：“5P”教学模式。即： Preparation（准备，热身），Presentation（呈现，感知），Practice（操练，体验），Production（运用，生成），Progress（巩固，提高）。 5p就是这几个单词的首字母组成的。 二课堂案例 在教材Go For It七年级上册Unit 3 Is this your pencil? SectionA (1a-2d)的教学中，我采用的是5P教学模式。Unit 3 Is this your pencil?Section A 1a-2d Lesson type: Listening and speaking Designer: Peng NaTeaching objectives:By the end of this lesson, we should be able to：1. Read these words correctly and fluently: pencil, pen, books, eraser, ruler, pencil box, schoolbag, dictionary. 2. Use the following sentences to make dialogues:(1) Excuse me. Is this/that ? Yes, it is. / No, it isnt.(2) Excuse me. Are these/those ? Yes, they are. / No, they arent.(3) What about ?3. Grasp how to use nominal possessive pronoun and adjectival possessive pronoun.Key points and difficult points: 1. Can use the following sentences to make dialogues:(1) Excuse me. Is this/that ? Yes, it is. / No, it isnt.(2) Excuse me. Are these/those ? Yes, they are. / No, they arent.(3) What about ?2. Can grasp how to use nominal possessive pronoun and adjectival possessive pronoun.Teaching procedures:Step 1 Preparation1. Ask the Ss to say some words about the school things they know.2. Show some items (pen, ruler, eraser, book, pencil) collecting from the students and ask: Whats this in English? / Whats that in English? (Help them answer like this: Its a/an )设计理由：Preparation 的功能是承前启后，导入新话题或新内容，激活学生的背景知识和经验，启发想象或预测等。在传统的教学中，教师组织教学总是忠诚于执行课程方案，让教学在自己预设的轨道上运行，忽略了学生已有的学情，按部就班，缺少灵活性，难以摆脱“填鸭式”的说教。而5P教学模式下，我本着“灵活性”、“生成性”的原则，在设计教学活动时，注重学生已有的学情及学习活动过程中新的生成，进行超前预测，准备好应对措施，确保课堂教学活动组织得游刃有余，从而提高课堂的实效性。新授课前让学生说出他们会说的学习用品，一方面，可以检验学生的预习情况，另一方面，对即将学习的内容作好准备，强化学生认知结构中，原有的并且可以用来顺应和同化新结构的那部分东西。收集学生的学习用品，有利于用实物直观教学，具体、生动。在这个教学环节中，我事先把课本上没有做要求，但学生常用的学习用具的英语做好了准备，比如量角器、三角板、 圆规。老师要拓展、丰富自己的知识，成为学生的“活字典”、“资料库”。 Step 2 Presentation1. Present the new words on the Bb: pen, ruler, eraser, books, pencil, pencil box, schoolbag, dictionary 2. Practice the new words: (1) Ask the Ss to read after the teacher and then read together.(2) Teacher points and the students read together. (3) Play a trick game: Ask the Ss not to read the words after the teacher but read the words the teacher points to. 3. Provide more words by showing the students the picture in 1a. 4. Let the Ss read the new words aloud by themselves and try to remember how to write them. Present these sentences: Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. Then practice “what about this dictionary? Is this your dictionary, Li Ming?”(1) Pretend that you dont know whose these things are and ask the owner: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then point to a schoolbag and ask another one: “Is this your schoolbag?” Help him/her to answer: “No, it isnt. Its his.” Have the students ask and answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher comes to them and gives them help if necessary.) Then ask them to act their dialogues out. Excuse me. Is this/that your book? Yes, it is. Its my book.= Its mine. No, it isnt. Its his. =Its his book.No, it isnt. Its her book.= Its hers. Excuse me. Are these/those your schoolbags?Yes, they are. They are our schoolbags. = They are ours.What about this dictionary? Is this your dictionary, Li Ming?(2) Help the Ss found out: my book = mine, his book= his, her book = hers our schoolbags=ours设计理由：Presentation的功能是呈现新的语言知识。这是一个提供输入、完成感知、达到初步理解的过程。教师通过各种有效方式向学生介绍新的语言，使学生理解和认识新语言项目的意义和形式。教师可以运用不同的形式或创设不同的语境来介绍新的语言知识。我在这环节主要是充分利用实物教学，将知识与学生的现实生活紧密联系。通过展示学生的日常学习用具，呈现新单词新句型，并版书在黑板上，有利于实物直观和言语操练相结合教学。其中还采用游戏方式操练单词：即老师所读的单词与所指的单词不一致，但学生只能读老师所指的单词，不能跟着老师读，这种操练单词的形式，有利用集中学生的注意力，也能训练学生的反应能力,更能活跃课堂氛围，调动学生学习的积极性。让学生各自熟读单词时，要求他们尽量去记住这些单词，有利于学生在课堂上养成瞬间记忆的习惯，提高课堂效率。运用展示实物进行句型呈现和操练时，很自然把句型what about this dictionary? Is this your dictionary, Li Ming? 运用到情景中，更有利于学生对what about.?的理解。把句型版在黑板上，并把代词用红色的粉笔写出来，有利于学生发现my book = mine, his book = his, her book = hers, our schoolbags=ours. 这样的呈现既简单方便，又激发了学生的求知欲和学习兴趣，有效地使学生理解和认识了新语言项目的意义和形式。Step 3 Practice1. Pair work (1) Get the students to work in pairs to practice these conversations. (2) Ask them to practice in groups. Walk around the classroom to check their pronunciation and intonation. Then call some groups to perform their conversations in front of the class. 2. Listening practice: 1b, 2a, 2b.1) 1b: The teacher plays the tape and the students listen to it and finish 1b. 2) 2a: Ask the Ss to look at the pictures in 2a and name each one individually. Ask the Ss to take out the objects in 2a and put them on the desk. Listen to a dialogue and pick up the things they hear as quickly as they can. Lets see who will do fastest and best.3) 2b: Play the recording. Students listen and complete the conversation. Check the answers. Then ask three students to read the conversation in role.设计理由：Practice的功能是对已经建立起初步印象，完成音、形、义等信息输入的新语言知识进行的操练（drills）和练习（practice），以达到进一步吸收、内化和深化理解的目的。它是保证教学内容得到落实，课堂效率得以提高、后续教学环节得以顺利开展的核心环节。大量的口语练习，为接下来的听力练习奠定了基础。听力的训练采用从简单的单词辩认到单词的听写，从易到难，也符合学生的认知发展规律。听力训练时还采用TPR方式，为枯燥无味的听力练习注入了活力。这都有利于学生对本堂课的目标语言的掌握。Step 4 Production1. Ask the Ss to read the conversation in 2d by themselves. 2. Ask the Ss to underline the nominal possessive pronoun and circle the adjectival possessive pronoun in the conversation.3. Teacher help the Ss check the answers.4. Ask the Ss to read the conversation aloud, and try to recite it.设计理由：Production的功能是真实运用语言。这一步是发展学生的综合语言运用能力，要求比Practice更高。本单元的2d本是一个角色表演的对话，主要要求学生熟读对话，并能表达出来。但我把它先当成阅读材料，让学生先自己阅读，了解对话大意，再分别找出其中所出现的名词性物主代词和形容词性物主代词，这即是培养学生的阅读理解能力，这既是对本节课的难点的名词性物主代词和形容词性物主代词掌握一种检验，更是对本节课的难点，作进一步巩固提高。然后要求学生大声朗读对话，并试着背下来，为下一环节的progress打好了基础。Step 5 Progress1. Ask the students to put their school things together in groups.2. Find the things owners by using the following sentences: Excuse me. Is this your .? No, it isnt. I think its hers. Here you are. Thank you.3. The reporter showing the school things and pointing to the owners then do a report like this: This pen is his. This book is hers. This is her eraser. These are our dictionaries. 设计理由：Progress这本来就是一堂听说课，课堂的升华仍要回归到，学生能主动运用所学的语言知识，和同伴进行有意义的沟通和交流，去解决真实的问题，真正实现了让学生自主创新、合作探究、体验生成的学习过程，体现了“在用中学，学了就用”的新课程理念。从根本上解决了那种只会做题、不会表达、不会运用，哑巴英语的教学问题。本来是要学生练习和表演书上的2d对话，但考虑书上的角色有点狭隘，单调只局限于老师和学生之间，不利于活动的开展，因此我要学生分组，按小组的形式，要求