小学英语主题建构式课堂教学研究

摘要:主题是课堂教学的中心思想与灵魂。要确定一节课的主题，教师需要思考如何将学生的关键词:[(下同)Unit2MyWeekPartCStoryTime板块是一节故事课(1)ZoomZip在商店里买文具。此将“Getreadyforthenewschoolyear!”定为本课主题。但是为新学期做准备仅仅只需1:ZoomZoomZoom写一份期末评语，如:Youarecutebutnothardworkingandnothelpful.Ihopeyouwilldobetternextterm.进而提出“Trytobebetter的期望。ZoomZoom:新学期还需要做好哪些准备?Zoom的新学期计划。第一个文本安排在教材故事事之后，让学生为故事续编结尾，思考怎样为新学期做好准备，使主题“Getreadyforthenewschoolyear!”有了充足的内容支撑，即:Getyourschoolthingsready!Getyourmindready!Getyourbodyready![2Unit1“HowCanIGetThere?”是学习地点名称和如何问路、指路。教教师在教学中以所在城市为素材，让学生设计新开发小镇规划图:Makedesignforthenewtown.学生通过开展各种活动，不仅复习了本单元所学知识，而且在最后提炼了beautifulconvenientrelaxing三个设计理念，完成了“Whatanicenewtown!”的主[3Unit6“HowDoYouFeel?”中PartALet’sTalk板块的学习内容是SarahSam在家里看电视并讨论动画片的对话(2)。DifferentFilms,DifferentFilms,DifferentHowDoYouMyDealwithBadTakeCareofMyFeelingsBeNiceto二、怎样在教学活动中建构主题[4Unit5“WhatDoesHeDo？PartBLet’sLearn板块(3)有四个核心词汇:fisherman、scientist、pilot、coach。Important.了哪种职业，如:Mikeisa .Heworksatsea.Hecatchesmanyfish.环节2:学生想象自己也在职业体验馆，选择一种职业进行体验:I’ma.Iwork .I.Ifeel.环节3:学生思考后表达未来想不想从事刚才体验的工作:I(don’t)wanttobe Iwanttoworkin/at/on/…It’sajobbecause4:教师呈现各种不同工作的图片引导学生观察图片后作如下总结:Somejobsaregreat!Somejobsarecool!Somejobsareuseful!Somejobsarechallenging!Somejobsarebusy!题:Eachjobisimportant.[5六年级上册Unit5“WhatDoesHeDo”?PartBLet’sTalkMikeXiaoYu谈论自己叔叔的一个对话(4)教师把本节课的主题确定“MyParentsWorkHard.IShouldStudyHard.”要让学生感受到“Myparentsworkhard.”需要具象化事实支撑。教师在两处补充了具象化信息，Mike对叔叔的描述Hehasaveryhealthylife.Heworksveryhardandstayshealthy.另一处是对话后教师对自己父亲的描述:Myfatherworkedveryhard.1:Mike的S1.Hello.I’mMike’suncle.I’mafisherman.Iusuallygetupatnineinthemorning.IoftenwatchTVatnight.Ioftensleepandseefilmsontheweekend.S2:Hello,I'mMike'suncle.I'mafishermanIusuallygetupatsixinthemorning.Ireadbooksaboutfishatnight.Ioftendosportsontheweekend.2:教师呈现自己父亲的照片，并对学生说:Thisismyfather.Hewasbikefactoryworker.Heworkedveryhard.Heworkedatnight.Incoldwinter,whenweweresleeping,myfathergotuptowork.Ontheweekend,wesleptlateinthemorning,butmyfatherwenttoworkearly.Heworkedhardforourfamily.Heisagoodfather.学生从对话学习中体会到“Mike’suncleworksveryhardandstayshealthy.”hard.说一说自己亲人的相关信息。这样的表达是基于生活事实的有感而发确保了“Myparentsworkhard.Ishouldstudyhard.”[6Unit5“WhatDoesHeDo?”ReadandWrite板块是一篇关于职业的短文(5)FutureJobsT:CanRobinbeascientist?S1:Yes,hecan.BecausehestudiesveryT:IthinkHuBinisworkinghardtoo.Doyouknowwhy?S2:Heoftengoesrunningafterschool.T:Whichisthemostimportantfactorforyourfuturejob,hobby,abilityorhardwork?S3:Icanfind“Hobby”here.T:Canyouputthecardsontherightplace?(hobby、abilityhardwork的三张词卡放在白板中的正确位置。)T:IsthetitleHobbiesandJobsOK?Ss:T:Whatisyourtitle?Ss:FutureJobs.T:Canyougiveasuggestionaboutyourfriend’sfuturejob?Why?(学生用friend canbea .”这一句式完成教师布置的任务。Whichisthemostimportantfactorforyourfuturejob?并给出三个选项hobby、ability和[7Unit2“WhatTimeIsIt?”中PartALet’sTalk板块是关于时间的一个对话(6)。某教师在教学时确立了放学后要及时回家(＂John，gohomeontime)的主题，并为整节课创设了整体情境。学习对话前，教师创设的情境如下:John在英语课上一直悄悄:John6:Youarelate，John.John却不以为然地回答:Yes，butIlikebasketball.于是妈妈想了一John认识到自己的错误，妈妈想到的是什么办法呢?John(John又一次很晚回到家，妈妈在看电视。John:I’mhome.Mum,I’mhungry.What'sfordinner?Mum:Dinner?Nodinner.John:It’stimefordinner.Mum:Oh,whattimei