如何进行高效的小学英语课堂教学.ppt

1、如何进行高效的小学英语课堂教学,2014.8,1. 作为一个英语老师，你幸福吗？ 2. 英语教学中，你最大的困惑是什么？,？,困惑,学生： 单词读了那么多遍，可一回家就忘了；课文 也读会了，意思也知道了，可一到考试还是出错。 老师： 讲了一遍又一遍，可还是有学生连最基本的句子都读不下来，更别提写了。考试越来越难，我们也越来越不会教了。,Q：现在需要征集教学中具有代表性、关注度高的问题和困惑，你有什么好的建议？ A：如何构建科学合理的小学英语教学评价体系。 形成性评价和终结性评价的比值直接影响了老师平时工作的方向。我们这里每个学期的期末考试非常重要，虽然国家一直倡导给学生减负，但是我们这里还每年

2、统考，给老师排队，所以老师就绞尽脑汁让学生做题、背书。,我和一位一线教师的交谈：,？,交流的主题：,如何加强课堂实效？,对教师的要求,学习课标，研究命题 精心选材，认真备课 集思广益，狠抓落实,现象： 1.某学校下发2011版课标，教师A看着自己书架上那本崭新的实验稿课标说：“旧的我还没怎么看过，新的又来了!” 2.教师B刚参加工作不久，也希望通过不断学习提高自身的理论素养和业务素质。在几次的教研活动中，她经常听教研员强调课标的重要性，于是开始翻看，但没有坚持多久就放弃了，因为她感觉：这个课标不看也罢，枯燥难记，而且空话套话一大堆，又不讲教学方法，用处不大。,课标,?,义务教育阶段的英语课程具

3、有工具性和人文性的双重性质。就人文性而言，英语课程主要承担了什么样的任务？请你结合教学实例，谈谈你对英语课程人文性内容的理解。,就人文性而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观和价值观。,What do you like? I like,Ask and answer,My friends hobbies. I like,flying a kite,playing ping-pong,writing,running,e,Colourful life多彩的生活,My h

4、obbies.,I like eating hamburgers.,Hi, Im Li Dong.,I like drinking Cokes.,I like playing computer games.,And I like sleeping.,Do you like me?,My colourful life,Good hobbies are good for us.,Bad hobbies are bad for us.,Best hobbies, best life.,Module 4 Unit 1 Can you tell me about American festivals?

5、太师三附小 李 屏,the Spring Festival,We have a big, special dinner.,Families are together. We have a lot of fun.,Taiyuan,Taiyuan,America,giving,Thanks,turkey,pizza,cake,apple pie,salad,bread,menu,activity,Thanksgiving is nearly here. Thanksgiving comes every year. There is something I can say, Thanksgiving

6、 is my favourite day.,American festival,Chinese festival,Dragon boat festival,Halloween,Mid autumn festival,Spring Festival,Thanksgiving,Christmas,A: Can you tell me about your favourite festival? B: My favourite is A: When is it? B: Its in A: What do you do? B: A: What do you eat? B: I eat,Dear Ms.

7、 Li, My favourite festival is _. Its in _. We eat _. We _. I love it very much. From, _,I say thank you to my friends. Because they help me.,Homework Make newspaper about Thanksgiving.,课改的基本理念,课改的基本理念是：教育要以人为本，促进人的发展，要关注学生、关注过程、关注发展。,新课标，新理念,Learning to be; Learning to do; Learning to know; Learning

8、 to live together 联合国科教文组织,提高课堂教学效益,把课标规定的各项目标落实到平常的教学中 加强课标意识，把教材当作载体 同时通过教师教学方式的改变来带动学生学习方式的转变，减少过度的“应试”训练，引导学生,有效的课堂是我们教学保底的要求，而高效的课堂则是我们的目标和追求。,有效,有用,有趣,Group work,四项技能的落实 创造性的使用教材 培养学生的思维能力 发展学生的自主学习能力,基本做法,1、四项技能听、说、读、写的落实,听的训练（形式）,听 读 模仿,听 写 准确,听 说 复述,听 演 创造,听的训练（要求）,1. 听录音时，带着问题有目的的听，问题由易到难，

9、抓关键词，让学生复述、填表格、判断。 2. 听老师时，提问抢答，发出指令做动作、听写词句。 3. 听同学时，低年级要求转身看着发言的同学、中年级要求复述、高年级要求记录。,听力教学存在的问题,1、教师课堂不用录音机； 2、没有目的的听； 3、听之前的问题过多、过杂 4、听的技能训练形式单一 5、听后缺少反馈,听力材料,Part1：Hi，Im Ruby. Im from America. Now I live in England. I have a computer and write emails to my friends in America. Part2: Hello, Im Xiao

10、qiang. I live in China. Im going to go to America. Im going to read about America. I love books. Part 3: My name is James. Im English. I went to China. I saw the Great Wall. I also went to a place with thirteen stone animals. I sent emails to my friends in England. 分析,学生在听力理解时会出现：,一部分学生能准确理解听力材料； 一部

11、分学生不能准确理解材料中的细节内容； 还有一部分学生很难理解听力内容。,通过一个任务是不可能保证全体学生准确、全面的理解语言材料的，因此要采取多次听材料、完成多个任务的方式来帮助学生理解听力材料。,第一遍的听只能听出短文的大意以及一些关键词。 活动一：Listen and number ( ) ( ) ( ) 根据介绍的先后顺序给人物排序，并通过括号内的五角星进行自我评价。对于基础相对弱的学生来说，这样的任务会增加其完成听力任务的自信心，为后续的听力在内容和情感上做好准备。,James,Ruby,Xiaoqiang,第二遍的听学生需要把握听力内容的细节,Listen and choose. (

12、1) Ruby is from _. A. America B. England C. China (2) Now she lives in _. A. America B. England C. China (3) She has a computer and writes _to her friends in America. A. emails B. letters C. poems 通过听前对题干和题项的阅读，学生大致了解了需要捕捉的听力信息，可以进行预测，这样明确了听的目标；之后在听中对信息进行处理，选择选项；最后通过听后的两人小组讨论，以及汇报，检测对于听力材料的理解程度，并进行自

13、我评价。,第二段 的听力材料，可以采用另一种形式,Listen and tick or cross. (1)Xiaoqiang lives in China. ( ) (2)He is going to go to Australia. ( ) (3)He is going to read about Australia. ( ) (4)He loves CDs. ( ) 听前明确任务-分组朗读者四句话-听的过程中聚集细节-听后小组讨论、汇报、互相评价-复述第二段,第三段的听力材料难度较大，充分利用小组合作,Listen and complete. My name is James. I m

14、_. I went to China. I saw_. I also went to a place with _stones. I sent emails to my friends in _. 每人一句，先读句子 听并完成填空、 小组讨论完成信息图 组内汇报、评价 利用信息图复述,说的训练,WARMING UP,BRAIN STORM,PAIRWORK,GROUPWORK,INTERVIEW,SURVEY,二级语言技能标准 说,1能在口头表达中做到发音清楚，语调基本达意； 2能就所熟悉的个人和家庭情况进行简短对话； 3能运用一些最常用的日常用语（如问候、告别、致谢、道歉等）； 4能就日常生

15、活话题作简短叙述； 5能在教师的帮助和图片的提示下描述或讲述简单的小故事。,能,在培养学生说的技能时，我们要注意：,1、创设贴近学生生活的情境，使学生自然融入，提高学习兴趣。 2、巧妙整合新旧知识，不断积累。 3、要由句到段，形成语篇。 4、要把目标语言放在不同的语境中学以致用。,Lazy sheep,Sanmao,Tutu,Doraemon,Mickey Mouse,Big Big Wolf,Lets talk,S1: Have you got a pet? S2: Yes, Ive got a _. S1: What colour is it ? S2: Its _. S1: Whats

16、its name? S2: Its names_.,(fish),(dog),(rabbit),(bird),(cat),Make a survey:,It is small. It is white. It has got a short tail. It has got long ears. It is soft. Its name is Lily. What is my pet? It is a rabbit.,My card,Name：Jane Age:11 Want to be: a dancer Animal: pandas Favourite season: summer Bir

17、thday:,读的训练,读可以分为：朗读和阅读 读单词,un,der,bicy,cle,uncle,happy,a,cat,bag,apple,thirsty,girl,bird,/f/,/k/,factory,History,dog,doc,doctor,What does she do?,She is a _.,He is a _.,peach,teach,teacher,阅读的训练,读 找词、语,读 填表格,读 回答问题,读 提问题,读 讨论,写的教学存在的主要问题,1.低年级埋头于机械的抄写训练中； 2.高年级因缺乏积累，没有形成良好的书写和表达习惯，出现语言知识薄弱，表达欠妥当，无话

18、可写的问题。,写的训练,造 句,仿写,做贺卡,排列句子顺序,给图片配文字说明,My school day Hello!My name is _.Im _years old. Every day,I get up at_. I go to school at _. I _ at_. I do my homework and_ in the evening. _. This is my day.,Tell me your school day.,书面表达。Susan 和她的朋友们现在正在做什么呢？ 仿照例句把Helen和Ben正在做的事情写下来。,Susan is reading a book.

19、_ _ (这两条画四线格),请自主画一幅你喜欢的动物图，模仿图1 的英文描述，完成你对自画动物的描述。,I like elephants. Look at the elephant. Its nose is long. Its ears are big. Its body is strong.,I like _. Look at the_. Its _is _. Its _are_. _,图1,自画图,写作。根据表格提示，猜猜这个小动物是什么，并将小短文补充完整。,This is a _. It is _. It has _and red eyes. It _ run and jump ._.

20、,写作训练策略,1.话题设计应面向全体学生。 教师在设计写作话题以及写作要求时，应充分考虑到学生在学校基础、学习潜能、兴趣爱好等方面的差异，尽可能满足不同水平学生的学习需要。 设计My _ Room写作话题，要求学生运用所学知识描述自己家的一个房间，或者为自己设计一个房间。,学生作品1,My Small Room This is my room. There is a bed, an air conditioner, a desk and a chair. There are two end tables. Its small but nice. I like it.,学生作品2,My Dre

21、am Room I have my own room. But its small and ugly. I dont like it. I think in 3010. Ill have a new room. Its big and nice. There is an air conditioner, a Robot, a clock and a bookcase. Near the bookcase, there is a bed. Its very beautiful. My computer is on the desk. I often play games after seven

22、oclock. The curtains are colourful, red, blue, green and white. In winter, my friend will come to my room by UFO. He likes to watch TV with me. His favourite cartoon is “Dongfang Shenwa”. Do you like my room now? I welcome you to it.,写作训练策略,2.多样的写作形式和手段。 （1）使用绘本 My days of week 原本枯燥的抄写活动变成了学生创造性写作的过

23、程。,写作训练策略,（2）故事接龙 food话题 Pat doesnt eat lunch at school. He eats ten lollipops, some ice-cream and lots of popcorn every day. His favourite food is chocolate and his favourite drink is cola. One year later,学生作品,One year later, Pat is very fat. He cant walk fast. He often stays at home. Pat cant eat

24、lollipops any more because he has no teeth.,写作训练策略,（3）运用网络手段 Hobby话题 与老师交笔友，让学生通过给老师写电子邮件来介绍自己的爱好。不拘泥于在纸张上写作的传统模式，而是把学生感兴趣的网络手段也引入写作训练当中。,在落实写的训练中要注意：,1.及时 当堂留5分钟写 2.展示 选择各层次的学生上黑板 3.有用 联系实际，学以致用 4.反馈 发现问题，及时纠错 远程学习作业,听、说、读、写的综合运用,【案例1】 教师向学生呈现橡皮、笔记本、饼干等实物，并与学生进行以下对话： T: Look! Whats this? S: Its a r

25、ubber. T: What shape is the rubber? S: Its a rectangle. T: Yes, you are right. Here you are. S: Thank you. (奖励),【案例B】 活动一：画一画， 说一说 教师在黑板上画一面红旗， 边画边提问What shape is it? 学生回答： It a rectangle. 教师再画一些星星，提问： What shape are they? 教师将五角星放在红旗的左上角，对学生说： Oh, look, whats this?,活动二： 看一看，说一说 教师课件呈现一个房子的图片和一只小鸟的图片

26、，给学生关键句，引导他们操练所学句型。 Look, its a_. What shape is the _? Its a _.,活动三：看一看，说一说，写一写 教师用课件呈现之前用过的卧室图片，并给学生提供文字提示， 让学生想一想， 说一说， 并完成填空练习。 A: Look, its a _. B: Whats in it? A: Theres a_ near the window. What shape is it? B: Its a _. A: Can you see a _ on the wall? B: Yes, I can. A: What _ is it? B: _.,2、培养学

27、生的思维能力,为什么英语课成了最没有思维含量的课？,现象： 1、教师说“follow me”,学生也不假思索的读“follow me”； 2、提问流于形式，缺乏真实的语言交际意义； 3、只是按照教师预设或书本上的内容开展教学，缺少生成。 4、教师怕学生学不会，完全给学生现成饭。 5、学生的回答不会开放，只会书本上的内容。,真对话？假对话？ 教师提问贯彻整个课堂，然而有些师生一问一答的对话却是假对话。,T: Which season do you like best? S1: I like winter. T: why? S1: Because I can make a snowman. T:

28、Oh, I see. Hello, , do you like winter? S2: Yes, I do. T: Why? S2: Because I can make a snowman. T: Boys and girls, do you like making snowmen? Ss: Yes, we do. T: Now please talk about winter with your partner.,操练语言,停留在预设的、封闭的语言操练层面,教学互动,T: 为什么上课时不这么回答呢？ S1：书上的句子简单又不会出错。 S2：不管我们怎么答，老师对我们的回答都不在意。 S3:

29、 英语课回答问题只要用老师提供的图片或句子随便说说就可以。 教师：我和学生对话的主要目的是引出句型和操练句型，我期望他们顺着我的思路回答，如果他们说出一些其他原因，可能会出现一些语法错误，我怕驾驭不了，一节课的教学任务完成不了。,与学生悉心交流，及时捕捉学生回答中的信息并进行有效反馈，让学生的思维有自由发展的空间。,对发展学生的思维能力和语言运用能力有何益处？,不要低估学生的能力,例如：在上“比较级”的这一课时，随手做了三个小人，表面看一样高，身子折叠住了，看不出谁高谁矮来。带到课堂上让学生用英语猜，这一方法比原来用两个真人比来比去，学生感兴趣得多。看到他们好奇的样子，我想进一步考考他们的想象

30、力，这可真是抛砖引玉了：有人做蛇比长短；有人做长颈鹿比高低；有人折成正方形比大小；有人折成猪鼻子比长短更有意思的是有人在小人心里写上悄悄话，让同学猜：谁最用功?原来心里写的是“吃冰淇淋”“看书”和“睡大觉”。看到这一幕，我感慨：我们的孩子不是没有创造力!而是我们给他们的时间和机会太少太少！,Who is the tallest?,Which tail is the longest?,Which nose is the longest?,Who studies hardest?,Which book is the thickest?,Where does the rain come from?,

31、rain,clouds,It comes from the clouds.,Where does the rain come from? It comes from the _.,rain,Water In the riversealake,vapour,clouds,(sun),I can say and write,1. Where does the_ come from? It comes from the _. 2. Where does the _come from? It _ _ the_. 3. Where _? It_.,猜谜语,1、What is clean when it

32、is black and dirty when it is white? 2. What has a round face and two thin hands, one hand short, one hand long? 3. What is big and bright during the day and we cant see it at night? 4. I am small. I can fly. I like singing in the sky. What am I? 5. Which letter is a drink? 6. Which letter is around

33、 an island? 7. Which letter is an animal? 8. Which letter is a kind of vegetable? 9. Which letter is a question? 10. Which letter is a part of your face? 11. Chicken grows from it. What is it?,让我们的课堂充满趣味,12. I am very big and heavy. I have a long nose and big ears. What am I ? 13. I am the tallest animal in the world. What am I ? 14. I am orange. I am thin and long. Rabbits like me very much. What am I ?