四年级对话课模式wps

1、英语特色教学模式研究成果 会话教学第一章模式概述情境式对话教学模式理论概述.1情景式对话教学模式课堂框架.3情景式对话教学模式操作流程.5第二章模式课例Unit 2 What time is it? 敬瑞霞. .24Unit 3 Is this your skirt?王玲.30Unit 4 Its warm today.韩鹏. . .35情景式会话教学模式四年级会话教学模式【研究背景】小学英语会话教学是指通过课堂教学培养学生口头表达的交际能力，提高会话技巧，最终习得并自如地驾驭语言能力的过程。因此，小学英语会话课是整个小学英语教学中的重要组成部分。其主要目地是培养小学生初步运用英语语言进行交际

2、的能力。小学英语会话教学很重要，但在教学中存在不少困惑，特别是近几年来，老师也很难把握。在日常教学中，很多老师并没有把教材中的对话内容整体呈现，而是一个词一个词地来教，重点突出的是单词和词组教学。这其实是一种误区，所以很多会话课程的教学会显得支离破碎，而且会显得比较枯燥和乏味，又不符合会话教学的基本要求。我们参阅了大量的对话教学资料和课堂案例后发现：现在，对话教学不仅是小学英语教学中的重点，也是教学的难点，其教学内容和教学方法也明显存在着很多误区。误区一：1会话教学过于注重词汇、语法内容的处理，对话语境遭分割。教法简单，翻译课文为主的现象。误区二：会话教学中的“读”被钝化成阅读教学中的“读”。

3、会话教学中的“读”不同于阅读教学中的“读”。阅读教学中的“读”目的是一种理解意义上的“读”，是学生综合能力培养中获取信息的一环。而对话教学的信息获取不是“读”出来的。误区三：对话教学的语用目的性不明显。会话教学的目的是为了实现自身的交际功能，并在新的语言环境中，让该功能得到真实的运用。这一点契合于小学英语课程标准的“任务型”教学。过分重视语法知识的传授，忽视学生综合语言运用能力的培养。在平时的教学中，怎样做才能合理实现对话教学的交际功能呢？一、 创设真实语境，激发话题的预设与生成。会话教学的话题导入，无论是基于课堂实际，还是基于课文本身，都要以符合学生的真实语境为前提。脱离真实的语境，对话交际

4、就失去了服务生活的意义。二、关注话题衔接，形成意群。 会话教学的内容，特别是中年级英语会话教学，是培养小学生交际能力的关键时期。不但要关注学生交流了什么，更要关注学生是如何交流的。这就要发挥意群的作用。意群的表达不同于低年级对话教学的一问一答式。它要求学生能够在对话的过程中，自觉注意话语间的逻辑关系，逐渐完善会话群落，从而完成会话模式的构建。三、关注活动的功效。会话教学中的活动安排目的是为了强化学生的听说能力，强化学生的语言运用能力。不论是围绕对话教学内容本身的活动安排，还是新授结束时的拓展活动，都要以“听说”为基点，不能“跑偏”或者不合乎学生实际情况的拔高。【模式概述】根据研究资料、归纳结果

5、，同时，依照小学生心理、生理的发展特点，我们摸索出情景式对话教学模式。本模式共分三步。第一步：Warming up.本环节可以采用多种方式，进行热身铺垫 第二步：Presentation. 本环节共分两大环节。第一环节为：引出文本，处理重点。本环节主要处理对话中的重点句型。第二环节为：细读，内化文本。本环节主要对对话进行进行初读，美读，分角色读，小组展示，复述对话，背诵对话。第三步：Consolidation and extension。本步骤主要采用不同的形式让学生进行对话的创编。【模式框架图】方法1、通过师生的Free talk，轻松引入新课。方法2、Chant引入。方法3、英语歌曲引入。

6、方法4、生活情境引入。Step 1. Warming up方法5、简笔画引入 第一步：引出文本，处理重点细读，解决疑难初读，整体感知1. 设置情景，引出重点句型听录音 细读，解决疑难初读，整体感知2. 讲解操练重点句型 细读，解决疑难初读，整体感知步骤一：提出问题，初步感知对话步骤一：听录音，并画出适当的符号听录音 细读，解决疑难初读，整体感知步骤二：跟读录音，美读指导Step 2. Presentation步骤三：自读对话，处理难点听录音 细读，解决疑难初读，整体感知第二步：细读，内化文本步骤四：选取不同程度的学生 个别反馈步骤一：听录音，并画出适当的符号听录音 细读，解决疑难初读，整体感知

7、步骤五：分角色朗读对话 细读，解决疑难初读，整体感知步骤六：小组合作，表演对话 细读，解决疑难初读，整体感知步骤七：借助图片和提示句型，背诵对话 细读，解决疑难初读，整体感知方法1.根据对话中的重点句型，创编新对话。听录音 细读，解决疑难初读，整体感知Step 3. Consolidation and extension方法2.根据对话内容，形成小语篇。 细读，解决疑难初读，整体感知方法3. 运用所学重点句型，学生做调查。细读，解决疑难初读，整体感知方法1、利用幻灯片将情感教育的内容展示出来。Step 4. Emotion-education方法2、利用图片展示，对学生进行情感教育。方法3、利

8、用口语交际，对学生进行情感教育。熟读对话细读，解决疑难初读，整体感知Step 5. Homework背诵对话细读，解决疑难初读，整体感知创编对话【操作流程】一、Warming up目的：热身铺垫，导入话题，进入文本。任务：运用不同的方法，热身铺垫，调动学生的学习积极性；迅速导入话题，进入文本的学习。本环节的任务是导入文本，创设与文本相联系的情景， 可以采用free talk 、Game、 Brain Storm等形式导入，时间大约在3分钟左右。方法：1.通过师生的Free talk，轻松引入新课。这是每堂课教师和学生都要进行的一个环节，是师生间的一个互动环节，教师为了调动学生积极性，也为本课的

9、学习做铺垫。如在教学四年级下册Unit2 What time is it? PartB Lets talk时，教师设计的Free talk如下：T: Whats this? Yes, its a clock and its Mikes. lets ask Mike: Mike, Mike, what time is it?（案例提供人：敬瑞霞）同样，在教学四年级下册Unit3 Is this your skirt? PartA Lets talk时，教师设计的Free talk是这样的：T: Is this/that your.? What colour is it? Where is my.

10、?（案例提供人：王玲）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师是这样设计的Free talk的：T: Before our class, I want to ask you a question: “ Whats the weather like today?”（案例提供人：韩鹏）2. Game 引入从心理学角度看，游戏符合孩子心理发育特点，能激发他们的兴趣，游戏给语言学习带来快乐，也使儿童得到放松，能使他们全身心地投入学习。而且游戏无疑是小学生最为喜欢的一种学习方式，通过设置一种情景在游戏中唤醒学生对旧知的记忆并在游戏中加以应用

11、。如在教学四年级下册Unit2 What time is it? PartB Lets talk时，教师设计的Game如下：T: Lets guess what time is it? Maybe its one oclock. The students use the sentence “Its ” to guess. T: Oh! Its two thirty. At 2:30. what does Mike usually do ?The students guess “ Its time to/for”（案例提供人：敬瑞霞）注意事项：1. 此环节要进行本节课教学重点的铺垫。 2.此环节

12、最好能调动起学生的学习积极性，让学生进入最佳的学习状态。3.此环节时间控制在3分钟左右，最多不能超过5分钟。二、Presentation本环节的任务是掌握对话，可采用以下几个步骤。（一）引出文本，处理重点目的：引出文本，处理重点。任务：通过老师设置的情景引出对话中的重点句型，并对对话进行讲解与操练。具体操作程序：1、设置情景，引出重点句型如在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师是这样设计的：T: Now, look at the blackboard. This is my new shirt.Can I wear my new sh

13、irt today?- Yes, you can./ No, you cant.Read the word “wear” for several times, and then read the sentence for several times.(案例提供人：韩鹏)同样，在教学四年级下册Unit3 Is this your skirt? PartA Lets talk时，教师是这样设计的：T: This is a T-shirt. Is this/that your.? What colour is it? Where is my.?And now I ask you.Whose T-sh

14、irt is it?2、讲解操练重点句型如在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师是这样设计的：T: Look, I have a new shirt. Its warm today. Can I wear my new shirt today?T: If you can wear your shirt, you can say “yes, you can.”If you can not wear your shirt, you can say “No, you cant.”(案例提供人：韩鹏)同样，在教学四年级下册Unit3 Is t

15、his your skirt? PartA Lets talk时，教师的设计如下：Whose T-shirt is it?(分解whose读音，解释词义，猜测句意，领读，引导回答。)T: Whose book is it? We can answer it: Its Mikes. Yes,this is a T-shirt. But I dont know, whose is it?S1:. (案例提供人：王玲)注意事项：1、 要抓住对话中的一两个重点句子，进行讲解操练。2、 操练的形式不要太多，可仅限于师生间或生生间。3、 操练的时间不宜过长，三到五分钟即可。4、 如果所教对话中的句子都是学

16、过的，可以省去此环节。（二）进入文本，处理难点，掌握对话：目的：通过问题及各种形式的读让学生理解对话内容，会读，会复述对话。任务：让学生在理解文本，有感情地进行朗读指导，尤其注意问句的升降调、长句的断句、重读等的指导，训练学生的语感，使学生习得英语的语言习惯，能够逐步积累内化语言，为下一环节的拓展运用做铺垫。本环节的任务是让理解对话，熟练，流利的读出对话并能做简单的角色扮演。老师可以通过让学生跟读录音，自读并指导重点句的朗读，小组或同桌读，个人展示等方法在本环节中，又分为以下几个步骤：步骤一：提出问题，初步感知对话例如pep四年级下册Unit2 What time is it? PartB L

17、ets talk时，教师设计如下：T: Now lets watch the cartoon and fill in the blanks.Its . Its time to .Its . Its time to .Its . Its time for . （案例提供人：敬瑞霞）同样，在教学四年级下册Unit3 Is this your skirt? PartA Lets talk时，教师是这样设计的：T: Lets watch the cartoon and choose the right answer. （ ） Whose T-shirt is it？A:Alice B:Mike C:D

18、ads D:Moms（案例提供人：王玲）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：T: Lets watch the cartoon and choose the right answer. Mike wears_ at last.A: shirt B: T-shirt（案例提供人：韩鹏）步骤二：跟读录音，美读指导例如pep四年级下册Unit2 What time is it? PartB Lets talk时，教师设计如下：T: Now lets read after the tape and pay attent

19、ion to the pronunciation and intonation.What time is it? Im ready. （案例提供人：敬瑞霞）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：T: Now lets read after the tape and pay attention to the pronunciation and intonation. Can I wear my new shirt today? （案例提供人：韩鹏）同样，在教学四年级下册Unit3 Is this your skir

20、t? PartA Lets talk时，教师是这样设计的：T:Read after the tape，pay attention to your pronunciation and intonation.Can you read these sentences?(挑生读。) You should read them like this.(美读指导。)Blue. Is this your skirt,Alice？Is that your T-shirt,dad? Whose is it? （案例提供人：王玲）步骤三：自读对话，处理难点例如pep四年级下册Unit2 What time is it

21、? PartB Lets talk时，教师设计如下：T: Please read the dialogue by yourthemselves and underline the difficulty. Do you have difficulities? 学生提出疑问，老师领读“ hurry, oops”，并进行个别反馈。 （案例提供人：敬瑞霞）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：Read it by yourself and try to find out the difficult words.S1:.T

22、: Solve the questions.And then read it together. You can wear your new shirt.( difficult point) （案例提供人：韩鹏）步骤四：选取不同程度的学生 个别反馈步骤五：分角色朗读对话例如pep四年级下册Unit2 What time is it? PartB Lets talk时，教师设计如下：T: Now group 1is Mike , group 2 is teacher, group 3 is mom ,and group 4 is students.” Then lets have a chang

23、e.（案例提供人：敬瑞霞）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：Read the dialogue in roles.T: Im mom, you are MikeT: boys are Mike. Girls are mom （案例提供人：韩鹏）同样，在教学四年级下册Unit3 Is this your skirt? PartA Lets talk时，教师是这样设计的：T:Group 1: Alice Group2:Mike Group3:Dad Group4:MomAnd then lets have a c

24、hange. （案例提供人：王玲）步骤六：小组合作，表演对话例如pep四年级下册Unit2 What time is it? PartB Lets talk时，教师设计如下：T: Now lets practice in a group, four students are a group.Now lets show。（案例提供人：敬瑞霞）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：Two students a group. One is Mike. One is mom. .Show the dialogue.（案例

25、提供人：韩鹏）同样，在教学四年级下册Unit3 Is this your skirt? PartA Lets talk时，教师是这样设计的：Four students a group. One is Alice. One is Mike. .Show the dialogue.（案例提供人：王玲）步骤七：借助图片和提示句型，背诵对话例如pep四年级下册Unit2 What time is it? PartB Lets talk时，教师设计如下：看图片，试着背诵对话。 （案例提供人：敬瑞霞）同样，在教学四年级下册Unit3 Is this your skirt? PartA Lets talk时

26、，教师是这样设计的：A:Where is .?B:What colour.?A:.B:Is this .,Alice?A:Yes,. Thank you.A:Where is .?B:Is that.,dad?A:No,.B:Whose is it?A:Its .A:. is this?B:Oh! Its your.（案例提供人：王玲）另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：A: Mom, can I weartoday?B: No,. Its A: Its today. You can wear B: Itsto

27、day. Can I wear ?A: Yes, （案例提供人：韩鹏）三、Consolidation and extension本环节的任务是创设尽量真实的生活情景，运用所学对话中的重难点句型，创编并表演对话。目的：创设情景，语言输出。例如pep四年级下册Unit2 What time is it? PartB Lets talk时，教师设计如下：T: Look at the pictures, what time is it? Its time to/ for.” According to the pictures, the students use the main sentences t

28、o describe.2. T: Every day we must do something at some time. Can you introduce your day to us.Its . Its time to . Its . Its time to . Its .Its time for . Its .Its time for . Its . Its time to . Its . Its time to .I have a busy(忙的） day!The students share with the others.（案例提供人：敬瑞霞）同样，在教学四年级下册Unit3 I

29、s this your skirt? PartA Lets talk时，教师是这样设计的：T:If you lose something,how to find it quickly?Who wants to try?(师生示范。)T:I will give you two minutes to prepare the dialogue in pairs.A:Where is my.?B:What colour is it?A:Its.B:Is this/that your.?A:Yes,./No,.B:Whose is it?A:Its.（案例提供人：王玲）另外，在教学四年级下册Unit4

30、Its warm today. PartA Lets talk时，教师进行了如下设计：T: There are many clothes, choose the right clothes according to the different weather.Weather 天气Clothes 衣服hotwarmcoolcoldYou can use: Its today.Can I wear today? Yes, you can./ No, you cant. You can wear（案例提供人：韩鹏）四、Imotion education目的: 情感教育，思想升华。任务：通过对话的学习

31、，对学生进行情感教育，让学生在知识学习的基础上上升到情感的高度。方法：1.利用幻灯片将情感教育的内容展示出来，引起学生的共鸣，从而对学生进行情感教育。例如pep四年级下册Unit2 What time is it? PartB Lets talk时，教师设计如下：Time is money. (时间就是金钱。）Time is life and when the idle man kills time, he kills his life.(时间就是生命，懒人消耗自己的时间就是消耗自己的生命。）Never put off till tomorrow what may be done today.

32、(今日事今日毕。） （案例提供人：敬瑞霞）2.利用口语交际，对学生进行情感教育。另外，在教学四年级下册Unit4 Its warm today. PartA Lets talk时，教师进行了如下设计：Boys and girls, the weather is changeable. Therefore, we should choose right clothes to wear. Take care of yourself.同学们，天气变化无常，我们应该根据不同的天气选择合适的衣服。照顾好自己!（案例提供人：韩鹏）同样，在教学四年级下册Unit3 Is this your skirt? P

33、artA Lets talk时，教师是这样设计的：If you lose something, please dont worry.You must remember its shape,colour and the place.It can help you to find the thing quickly. (东西丢了，莫担心，记着摸样，好找寻。)（案例提供人：王玲）注意事项：1.根据具体情况，此环节可有可无。2.此环节时间应控制在2分钟以内。五、Homework目的：巩固对话语篇学习的内容，训练对话语篇学习的知识点。任务：继续巩固所学内容，使语言知识点真正内化。使所学的知识在课外也得到

34、拓展。【典型课例1】四年级学模式课例实录1 课 题: Unit 2 What time is it? The fifth period学 科英语年 级四年级班 级四二班主备人敬瑞霞审核人敬瑞霞课 型对话教学学习内容： PEP小学四年级下册Unit2 Part B Lets talk学习目标：1. With the help of the teacher and the tape, the students can listen and read the sentences: Its time for.,Its time to.,be ready. And the students can re

35、ad, act the dailogue 2. With the help of the teacher and the pictures，the students also can use the sentences in their daily life.学习重点： With the help of the teacher and the tape, the students can listen and read the sentences: Its time for.,Its time to.,be ready. And the students can read, act the d

36、ailogue学习难点：With the help of the teacher and the pictures，the students also can use the sentences in their daily life.学法指导： Group-work Pair work 班班通评价设计： 1.针对学习目标1，可以通过老师图片引出重难点，师生问答操练，生生间问答操练，来逐步熟练句型，通过自读课文解决疑难，听录音跟读，自己试读，分角色表演并达到会背等方式，来达到目标。2.针对学习目标2，通过指名提问，观察学生口型，观察同桌或小组合作对话的情况，来达到能运用所学语句在实际中进行操练

37、的目的。学习准备： Cards ,tape, 班班通授课节数： one学习过程： Step1:Warm-up/Revision1. Greeting.2. T: Whats this? Yes, its a clock and its Mikes. lets ask Mike: Mike, Mike, what time is it?3.Guessing game. T: Lets guess what time is it? Maybe its one oclock. The students use the sentence “Its ” to guess.4. T: Oh! Its tw

38、o thirty. At 2:30. what does Mike usually do ?The students guess “ Its time to/for”Step2:Presentation1. T: Today we will learn something about Mike s morning. Now look at the pictures and guess what time is it? And its time to2. T: Now lets watch the cartoon and fill in the blanks.Its . Its time to

39、.Its . Its time to .Its . Its time for . 3. The students answer the questions and check the answers.4. Read after the tape and pay attention to the pronunciation.What time is it? Im ready. Read the sentences.5. Read the dialogue by themselves and underline the difficulty.6. Read the word: “ hurry, o

40、ops”7. T: Now group 1is Mike , group 2 is teacher, group 3 is mom ,and group 4 is students.” Then lets have a change.8. T: Now lets practice in a group, four students are a group.9. The students show落实目标一Step3Consolidation and rxtension1. T: Look at the pictures, what time is it? Its time to/ for.”

41、According to the pictures, the students use the main sentences to describe.2. T: Every day we must do something at some time. Can you introduce your day to us.Its . Its time to . Its . Its time to . Its .Its time for . Its .Its time for . Its . Its time to . Its . Its time to .I have a busy(忙的） day!

42、The students share with the others.落实目标二Step4 Emotion educationT: At last, I want to share some old saying with you.Time is money.Time is life and when the idle man kills time, he kills his lifeSo I think we should Never put off till tomorrow what may be done today. And dont forget todays homework.

43、1 . Read the dailogue fluently.2. Write a passage about your day and share it with others. 板书设计：Unit2 What time is it? Part B Lets talk Its Its time to. Its time for. 总结与反思：【典型课例2】四年级对话教学课例实录2课 题: Unit 3 Is this your skirt? The second period学 科英语年 级四年级班 级四一班主备人王玲审核人敬瑞霞课 型对话教学学习内容： Part A Lets talkSe

44、ntences：Is this/that your.? Yes,it is./ No,it isnt. No,its not. Whose is it? Its. 学习目标：1. With the help of the teacher and the tape, the students can listen and read the sentences: Is this/that your.? Yes,it is./ No,it isnt. No,its not. Whose is it? Its. The students also can use the sentences in th

45、eir daily life. At last, the students can read, act and use Part B Lets talk. 2. With the help of the sentences and the pictures，the students can make a new dialogue.学习重点： The students can listen and read the sentences: Is this/that your.? Yes,it is./ No,it isnt. No,its not. Whose is it? Its. 学习难点：T

46、he students can listen and read the sentences: Is this/that your.? Yes,it is./ No,it isnt. No,its not. Whose is it? Its. 学法指导： Group-work Pair work 评价设计： 1.针对学习目标1，可以通过老师图片引出重难点，师生问答操练，生生间问答操练，来逐步熟练句型：The students can listen and read the sentences: Is this/that your.? Yes,it is./ No,it isnt. No,its

47、not. Whose is it? Its. 通过自读课文解决疑难，听录音跟读，自己试读，分角色表演并达到会背等方式，来达到目标。2.针对学习目标2，可以通过创设情境、师生示范、小组准备、展示等方式来达到目标。学习准备： Cards ,tape, 班班通授课节数： one学习过程： Step1:Free talk&Lead inToday we are going to learn Unit 3 Part A Lets talk.T:Before our free talk,I will give you 30 seconds to remember these sentences.Pay a

48、ttention to the learning tip. Free talk:T: Is this/that your.? What colour is it? Where is my.?S1:. Practise the sentences.T: This is a T-shirt. Is this/that your.? What colour is it? Where is my.?And now I ask you.Whose T-shirt is it?(分解读音，解释词义，猜测句意，领读，引导回答。)T: Whose book is it? We can answer it: I

49、ts Mikes. Yes,this is a T-shirt. But I dont know, whose is it?S1:. Step2:Presentation and practice1、T: Lets watch the cartoon and choose the right answer. A:Alice B:Mike C:Dads D:MomsPay attention to the learning tip.2、Check the answer.3、Read after the tape for two times，pay attention to your pronun

50、ciation and intonation.Can you read these sentences?(挑生读。) You should read them like this.(美读指导。)4、Read it by yourself and try to find out the difficult words.S1:.T:Solve the questions.And then read it together. 5、T:Group 1: Alice Group2:Mike Group3:Dad Group4:MomAnd then lets have a change.6、Four students a group. One is Alice. One is Mike. .7、Show.8、Recite.(齐背，给出时间背，检查，再齐背。)（落实学习目标一）Ste