in the playground 点评.ppt

1、Its Sunday today. Alice, Kitty, Danny and Eddie are in the park. There is a playground in the park. Alice: Wow, I can see a slide. Its yellow. It looks like a snake. I can slide on the slide. Down and down, down and down. Wow.Its fun! Kitty: Look，I can see a swing. Its red .It looks like a chair. I

2、can swing on the swing. High and low，high and low. Wow Its fun! Danny : Eddie , I can see a seesaw. Its blue. It looks like a boat. We can play on the seesaw. Up and down, up and down. Wow.Its fun! We love the playground!,Alice: Wow, I can see a slide. Its yellow. It looks like a snake. I can slide

3、on the slide. Down and down, down and down. Wow.Its fun! Kitty: Look，I can see a swing. Its red .It looks like a chair. I can swing on the swing. High and low，high and low. Wow Its fun! Danny : Eddie , I can see a seesaw. Its blue. It looks like a boat. We can play on the seesaw. Up and down, up and

4、 down. Wow.Its fun!,以教材为基础的文本设计,1,新课标：,要结合实际教学需要，创造性地使用教材。,基于教材主题、教学目标和学生实际设计教学文本。,以教材为基础的文本设计,1,2、针对目标，构“形”于文 3、基于学情，定“度”于文,1、围绕主题，融“情”于文,以教材为基础的文本设计,1,What can you see? I can see What colour is it? Its,1、围绕主题，融“情”于文,谈论设施，感受操场漂亮。,以教材为基础的文本设计,1,1、围绕主题，融“情”于文,形状上的Fun： It looks like an elephant. It lo

5、oks like a snake. It looks like a boat.,文本表演中的Fun： I can swing on the swing. High and low，high and low. I can slide on the slide. Down and down, down and down. We can play on the seesaw. Up and down, up and down.,总结句，Fun点睛之笔：WeeIts fun! Woo Its fun! Wow Its fun!,以教材为基础的文本设计,1,1、围绕主题，融“情”于文 2、针对目标，构“

6、形”于文 3、基于学情，定“度”于文,以教材为基础的文本设计,1,2、针对目标，构“形”于文,方法与策略,教学目标,知识与,情感与态度,文化意识,技能,以教材为基础的文本设计,1,2、针对目标，构“形”于文,语言技能目标： 学生能够用所学语言描绘在操场上玩耍的快乐场景。,语言结构： I can see Its It looks like I can Wow! Its fun.,以教材为基础的文本设计,1,2、针对目标，构“形”于文,围绕目标 形式复现 强调结构 形成思维 运用语言,以教材为基础的文本设计,1,1、围绕主题，融“情”于文 2、针对目标，构“形”于文 3、基于学情，定“度”于文,以

7、教材为基础的文本设计,1,3、基于学情，定“度”于文,文本设计TCLLU原则 文本的难度和长度要考虑学生所能。,闵行实验二年级的学生，适合的文本长度为3小段，每段3-4句话，在45个单词左右。考虑到这一点，陈老师设计的文本长度控制在这一范围内，让学生稍花力气就能顺利完成。,以语用为目的的文本推进,2,Q：如何在课堂中处理文本，通过文本的推进， 最终达成目标实现语用的？,1、整体输入，初步感知。,2、逐步建构，语用为主。,以语用为目的的文本推进,2,1、整体输入，初步感知。,闵行区,徐汇区,以语用为目的的文本推进,2,1、整体输入，初步感知。, 整体呈现文本，初步并全面了解在操场上 看到了什么，能做些什么，小朋友在操场上的 感觉如何。 分段呈现文本，通过每一段文本的整体输入来 引入教学的。,以语用为目的的文本推进,2,2、逐步建构，语用为主。, 听一遍，学生会忘记。 听一听、说一说，可能会记住。 听一听、说一说、演一演，能记住并理解。,以语用为目的的文本推进,2,2、逐步建构，语用为主。,文本呈现，指导朗读和表演，让学生在读一读演一演的过程中初步感知语言结构，体会语感。,