新课标背景下小学英语教学评一体化设计的思路与方法

【摘要】目前，小学英语教学设计中存在着“教”、“学”、“评”断裂问题，如何做到教—Unit4Thenandnow下（1）：1（分解单元目标至单课目标，分析教材，分析学情学生通过相关的学术（3）Changesinschool、Changesinotherplaces、Changesinfriends、5WhatadreamWuBinbinWuBinbin他的父亲、Max比跑。在第一回合中WuBinbin因跑得慢而担忧，当他正疑惑自己：在学校可以跑得很快但为什么现在跑的如此慢时，Robin给了他一些水，于是第二次比WuBinbin能像猎豹一下奔跑，正当他认为胜利在望时，突然绊倒醒来之后发现原Therewas/were...和不规则动词过去式(hadranwassaid...)用法，时化”质量标准如下（2）2Unit4ThenandnowReadandWriteWuBinbin图片，一张图片中WuBinbin正驰骋在田径道上，引导学生说出：Before,WuBinbincouldrunveryfast,紧接着拿出另一张图片引导学生说出:Nowhecouldntrunfast.继续追问WhathappenedtoWuBinbin?,Howdidhefeel?引出isadream.六年级学生对刻意创设的教学情境1:Watchandthefirstraceandthesecondrace.T:CouldWuBinbinrunfastinthefirst:No,therewasnothinghecoulddo.T:WhatcouldWuBinbindo?S:Hisfatherranveryfast.T:HowdidWuBinbinfeel?S:HewassoT:WhydidheworryS:BecausehewantedtobeT:Yes,Everyonewantstobewinner,thewinnerbearsmorepressure.SowhatsugguestionswillyougivetoWuBinbin？ThefirstPerformance(ThesecondThefirstPerformance(ThesecondRobin给了一（WhenWuBinbinwasworried,hethought“WhyamIsoslow？”Robingavehesomewater.）Teacher:WhatwaterdoyouthinkthatRobingivetoWuBinbin?Student1:Maybemagicwater,ithaspower.Teacher:Thatsoundslikeamazing!Ofcourse,ALLofuseagertodrink.AnyotherStudent2:Ithinkitiscommonwater,becauseWuBinbinwassoworried,Robinjustwantstomakehimrelax.Teacher:Yes,excellent!WhatotherwaystohelpWuBinbinrelax?Student3:Listeningtomusicclosehiseyesandtakeadeepbreath.(Studentscontinuesharingmoreideas.)Teacher:Well,class.Youhavesharedsomanydifferentideas.Let’sworkwritedownyourreasons.在学习文本之后，教师告诉学生人生中有许多的比，成功不是偶然，成功是必须