潘靈君 李蔓
【摘要】本文詳細記錄“Do you like pears?”一課的教學過程,授課教師熟練運用信息技術,通過課前問卷調(diào)查提升課堂教學的針對性,創(chuàng)設飽含童趣的情境激發(fā)學生學習熱情并在情境中有效整合新舊知識,通過有梯度的操練強化學生聽、說、認、讀能力,結合課文創(chuàng)編新情境實現(xiàn)情感升華,分層拓展練習提升學生的語用能力。
【關鍵詞】Do you like pears? 課前調(diào)查 情境創(chuàng)設
梯度操練 情感升華 分層練習
【中圖分類號】G 【文獻標識碼】A
【文章編號】0450-9889(2018)02A-0090-04
“Do you like pears?”一課是人教版小學英語第二冊第5單元的Part A,該部分圍繞fruit這一常見的生活主題展開教學。這是一節(jié)基于移動終端的詞匯句型整合課,主要運用了情景交際法、合作教學法等教學方法,引導學生在充滿趣味的故事情境中掌握并運用相關詞匯和句型,同時借助新媒體技術鞏固教學重點,突破知識難點,提升學生的綜合語用能力。
一、課前問卷調(diào)查,教學有的放矢
1. Greeting
T:Hello boys and girls,nice to meet you.
Ss:Nice to meet you,too.
T:Wow,youre so passionate!Before the new lesson,heres a survey for you. Please finish it on your tablet.
(教師通過平板電腦發(fā)送課前調(diào)查表,見圖1)
2. Review
T:You have done a good job in preparation. Now lets have a review. Look!I will show you some words,if you know it,please stand up quickly and speak loudly,ready?
Ss:Lets go!
(生看圖說詞)
【評析】教師在課前采用問卷星軟件調(diào)查學生的預習情況,便于教師以生為本、有針對性地調(diào)整教學策略。由調(diào)查結果圖可知,大部分學生已能認讀本課單詞,因此教師可以適當拓展課堂容量,以滿足學生對新知識的需求,同時還要關注學生在理解新句型“Do you like…?”時存在的薄弱點?!盎鹧劢鹁Α庇螒驇椭鷮W生復習了顏色、方位、形狀類詞匯,為后續(xù)教學環(huán)節(jié)打下了扎實基礎。
二、創(chuàng)設趣味情境,整合新舊知識
片段一
T:Just now youve done a good job. So Ill give you a present!Look?。ㄕn件展示:童趣的水果農(nóng)場) Teacher Lisa has a farm,E-I-E-I-O,and on the farm she has fruits,E-I-E-I-O.(師拍手,哼唱改編歌謠)Follow me!
Ss:Teacher Lisa has a farm,E-I-E-I-O,and on the farm she has fruits,E-I-E-I-O.(生拍手,跟唱歌謠)
T:Welcome to my fruit farm!In the farm,I have four friends.Look,they are coming!Lets say hello to them.
Ss:Hello!Friends!(生向水果朋友問好)
T:(課件展示:Miss Apple躲起來了)Can you guess where is it? Is it under the tree?Is it on the tree?
S:Yes,it is/No,it isnt.(生猜想)
T:Oh,youre so clever!Lets spell it. Show me your fingers.A-P-P-L-E,apple.
S:A-P-P-L-E,apple.
T:A pounce [?],A pounce [?],apple. Can you read them?
Ss:Bag,cat,hat.
T:Great!Look,its an apple,and they are...?(出示一個蘋果和一堆蘋果)
Ss:Apples.
T:How many apples do you see?
S:I see five apples.
T:I like apples. They taste really good.Do you like apples?(呈現(xiàn)重點句型) If you like apples,you can say “yes,I do”. Maybe you dont,you can say “no,I dont”. Do you understand?
Ss:Yes!
【評析】學生在富有童趣的情境中和Miss Apple互動,不僅學習了新詞,還復習了“Where is…?”“Is it in/on/under…”“Its a…”“They are…”等句型,喚醒了學生對已有知識的記憶,降低了新知的學習難度,教材的新舊知識實現(xiàn)了良好銜接。教師在教授新詞時使用自然拼讀法,有利于學生拼讀單詞時舉一反三。
片段二
T:Now Mr. Orange is coming,look!
(課件展示:Mr. Orange:Hi,honey,Im orange. My color is orange. Im round and small. Im sweet,too!Do you like me?)
T:Do you like oranges?
S1:Yes,I do.
T:Ask your desk mate,please.
S1:Do you like orange?
S2:Yes,I do.
T:Oh,boy!You should pay attention to the‘s. Please try again.(師進行糾錯性反饋)
S1:Do you like oranges?
T:Do you know this word now?Can you spell?
Ss:O-r-a-n-g-e,orange.
T:Its an orange,they are...?
Ss:Oranges.
【評析】教師帶領學生認識水果人物Mr.Orange,飽含童趣的動漫形象激發(fā)了學生的學習興趣,提高了新詞教學的效率。教師通過糾錯性反饋提醒學生注意“Do you like+名詞復數(shù)”這一知識易錯點,從而順利突破了教學難點。
片段三
T:You have known Miss Apple and Mr. Orange. Now Miss Pear is coming.(課件展示:Miss Pear:Oh,hello,Im pear ... Im ...)
T:Oh,Miss Pear is very shy. Can you help her to introduce herself?
S1:Im Miss Pear. Im yellow. Im small.(生幫助害羞的Miss Pear完成自我介紹)
S2:Im Miss Apples good friend. My name is Miss Pear.
T:Wow,so clever,boys and girls,how about them?
Ss:Very good?。ㄉ恼疲?/p>
T:Lets spell it. Show me your fingers.
Ss:P-e-a-r,pear.
T:Look at the word. Do you know this word,bear?Can you read it?How about these words?Pear,wear ...
T:Its a pear,they are ...?
Ss:Pears.
T:Do you like pears?
Ss:Yes,I do./ No,I dont.
【評析】教師在富有童趣的情境中繼續(xù)進行新詞教學,變換了單詞教學形式,創(chuàng)設了一個口語小練習——讓學生幫助害羞的Miss Pear完成自我介紹,學生在完成這個小練習時能夠運用學過的顏色類、形狀類單詞。該環(huán)節(jié)提升了學生的口語表達能力,同時也滲透了字母組合ear的發(fā)音。
片段四
(課件展示:Mr.Banana:Hello!Honey!Im Mr. Banana. Im yellow. Im thin. Im yummy,too!Do you like me?)
T:Do you like bananas?
S1:I dont like!
T:Oh,why?Fruit is good for our body. Try some.(教師抓住課堂生成,及時進行評價性反饋)
T:Wow,Mr.Banana has many friends,look!They are grapes,watermelons,strawberries. Which fruit do you like best?(教師通過平板電腦發(fā)放投票題)
S:I like ... best.(生完成投票)
T:It seems lots of you like watermelons. But I like all fruits because they are good for our health. Now please use the sentence Do you like ...?to talk with your desk mate.
【評析】教師通過輸入grape、watermelon等水果類新詞,拓展了學生的詞匯量。教師運用電子書包里的投票系統(tǒng),讓學生選出自己喜歡的水果,由此引出多吃水果對身體有益這一情感目標。隨后教師引導學生運用新句型Do you like…?進行同桌對話,進一步鞏固了本課的重點句型。
三、梯度詞句操練,強化學生聽、說、認、讀能力
片段一
T:We have learned many new words,now let me check.(師通過平板電腦發(fā)送練習題,如圖2所示) Ok,times up. Who wants to show your work?
S1:Let me try.(生上傳練習到教師的平板電腦,師向全班展示) This one is apple. This one is orange. This one is pear and this one is banana.
T:Boys and girls,is he right?
Ss:Yes.
T:Who want to try again?
S2,S3…
【評析】該基礎題考查了學生對重點單詞的辨識能力。學生在平板電腦上完成練習后即刻提交,教師面向全班及時予以批改點評,新媒體技術的運用提升了隨堂作業(yè)批改反饋的效率,從而提高了課堂效率。
片段二
T:I think last work is easy for you. Do you want to try a difficult one?
Ss:Yes.
T:Heres a work for you. Try to put the words in the right place. 1 minute for you.(教師通過平板電腦給學生發(fā)送分類練習,如圖3所示)【評析】“Do you like+名詞復數(shù)”是本節(jié)課的教學難點,教師讓學生根據(jù)Its a/an…和Do you like…?兩個句型進行名詞單復數(shù)的分類,在句子中操練單詞。學生在分類的過程中感知名詞單復數(shù),并正確理解本課的句型Do you like…?從而鞏固了本課的重點句型,突破了教學難點。
片段三
T:You can do the two exercises correctly. You are so smart!Now were going to play a game. Do you love games?
Ss:Yes,I do.
T:Great,lets play the game,Lucky Turntable.(課件展示:幸運大轉(zhuǎn)盤) You can work with your partner,then share with the class. 2 minutes for you.
S1:Do you like pears?
S2:No,I dont. Do you like bananas?
S1:Yes,I do.
【評析】幸運大轉(zhuǎn)盤活動以游戲的形式鞏固本課重點句型Do you like…?富有童趣的活動形式頗受學生歡迎,學生十分積極,參與度高。在游戲中操練本課重點句型,有效解決了學生易混淆Yes,it is.和Yes,I do.兩個句型這一難題,提升了學生的口語交際能力。
四、創(chuàng)新課文教學,促進情感升華
片段一
T:(課件展示:Sarah和mum在水果超市) Look!Who are they?
Ss:They are Sarah and Sarahs mother.
T:They go shopping now. Please open your books,turn to page 48. Watch the video and think about the questions. What does Sarah like?How many kinds of fruit does Zoom eat?
T:Please follow the video to read the text. Are you ready?
Ss:Honey,lets buy some fruits… (生跟錄音朗讀課文)
T:Who wants to be mum and who wants to be Sarah?Show me your hands!
(生角色扮演朗讀課文)
S1:Honey,lets buy some fruits.
S2:Great…
T:How about them?Good,very good or wonderful?
Ss:Wonderful.
【評析】教師運用任務型教學法,讓學生帶著問題觀看課文視頻,提升了教學效率。學生進行了三次課文朗讀——跟讀、自主讀、角色扮演,遞進式的操練讓學生扎實地掌握了課文內(nèi)容。
片段二
T:(課件展示:續(xù)寫課文故事,出現(xiàn)了新的主人翁)Look,who is he?
Ss:He is Zhang Peng.
T:Yes,Sarah met Zhang Peng in the market. Look at this dialogue,maybe its a little bit difficult. Who wants to try?One is Sarah,one is Zhang Peng and the other is doctor.
(生角色扮演進行對話)
S1(Sarah):Hello,Zhang Peng,do you like apples?
S2(ZhangPeng):No,I dont.
S1:Ok,what about pears?Do you like pears?
S2:I dont like pears.
S1:Well... Do you like bananas?
S2:No,I dont.
(課件展示:The weather becomes cold. Zhang Peng feels not so good. He goes to see doctor.)
S3(doctor):Fruit is good for our health. You should try to eat more fruits.
S2:OK,thanks,I know.
T:Wonderful!Your spoken English is quiet good!So,boys and girls, fruit is good for our body.
【評析】教師創(chuàng)編的新情境來源于課文,是對課文的續(xù)寫。教師對課文進行適當拓展,拓展性的語言輸入提高了學生的語用能力。該情境使學生明白了多吃水果對身體有益的道理,從而達成了本節(jié)課的情感目標。
五、分層拓展練習,提升語用能力
T:Boys and girls, I will go shopping, do you want to go with me?
Ss:Yes. Lets go.
T:(課件展示:大超市)Look!A big supermarket. Lets buy some fruits. Who want to be the sales assistant?You,please.
S1:Hello,what do you want?
T:I want some fruits.
S1:Do you like pears?(師生對話)
T:Youre a great sales assistant. Now here are two exercises in this paper. Boys and girls,you can choose one to finish. Please work in group. 2 minutes for you!Go!(師發(fā)放分層練習,如圖4所示)
T:Ok,times up. Which group wants to share?
S1:Do you like apples?(生進行互動對話)
S2:No,I dont ...
T:You can choose the difficult one. Im so proud of you. Give me five!
Ss:Yeah?。ê徒處煋粽疲?/p>
【評析】教師創(chuàng)設了一個購物情境,首先教師和一名學生做示范,然后再引導學生完成分層練習。該練習遵循生本理念,學生可以根據(jù)自身的學習水平選擇完成一項簡單的或有難度的練習。挖空式的練習設計留給了學生自主探究的空間,同時該練習集聽、說、讀、寫訓練于一體,讓學生在真實的語境中運用所學的語言,提高了學生的綜合語用能力。
六、復習總結知識,升華情感認知
T:What have you learnt today?
Ss:Apple,orange ...(生回顧所學知識)
T:Yes,thats a good summary. Look,here are some proverbs for you. Can you guess the meanings?An apple a day,keeps the doctor away.
Ss:一天一個蘋果,醫(yī)生遠離你。
T:Clever!Fruit is quiet good for your body. I hope you love them. How about them?The apple of ones eye. Top banana. They are very interesting. Do you want to know them?
Ss:Yes.
T:But time is limited,you can research them on your tablet after class. Heres your homework.(師布置作業(yè)) (a)Make a survey about fruit in your class. Use the sentences weve learnt today. (b)Search some proverbs about fruit,and then share with your classmates.
T:Now class is over. Im so happy to have the lesson with you. Goodbye,boys and girls.
Ss:Goodbye,Lisa!
【評析】教師引導學生回顧總結所學知識,在介紹完諺語后自然而然地進行情感升華,給學生留下了思考空間,激發(fā)了學生的探索欲望。教師隨后布置課后作業(yè),作業(yè)a旨在讓學生學以致用,用所學句型進行日常交流,提升學生的語言交際能力,作業(yè)b旨在拓展學生知識面,讓學生多了解一些關于水果的諺語。
【總評】
一、趣味動漫教學,擴大課堂容量
教師在新知教學環(huán)節(jié)創(chuàng)設富有童趣的情境,和學生一起到水果農(nóng)場去認識4位水果朋友,營造了生動有趣的語言環(huán)境。在教學過程中,4位水果小伙伴始終陪伴著學生,飽含童趣的動漫形象激發(fā)了學生的學習熱情,提高了新詞學習的效率。同時,教師的教法豐富多樣,例如,在教授apple一詞時讓學生猜一猜淘氣的Miss Apple躲在哪里,從而幫助學生復習“Where is the...?”“Is it in/on/under...?”“How many...do you see?”等句型;在教授pear一詞時,讓學生幫助害羞的Miss Pear完成自我介紹,引導學生復習顏色、形狀等舊知;在教授banana時,引導學生和Mr.Banana進行互動,拓展了很多其他水果名詞……在本節(jié)課中,教師在新知教授環(huán)節(jié)有效整合了大量學生已經(jīng)學過的知識,教材的新舊知識得到良好銜接,喚起了學生對舊知的回憶,擴大了課堂教學容量,為后續(xù)教學環(huán)節(jié)打下了扎實基礎。
二、遞進操練詞句,培養(yǎng)語用能力
本節(jié)課主要有以下詞匯和句型練習:連線題、名詞單復數(shù)歸類題、幸運大轉(zhuǎn)盤以及最后的分層拓展練習。連線題為基礎題,考查學生對本節(jié)課重點單詞的辨識能力;分類題讓學生依據(jù)“Its a/an...”和本課新句型“Do you like...?”進行名詞單復數(shù)的分類,解決了學生在“Do you like”后面經(jīng)常忘記接名詞復數(shù)的難題;幸運大轉(zhuǎn)盤是一個句型替換操練練習,讓學生在游戲中操練、鞏固本課的重點句型;最后的分層練習讓學生依據(jù)自身學習水平完成一個集聽、說、讀、寫為一體的綜合練習。以上練習由單詞操練過渡到句型操練,由易到難,梯度式的活動設計符合學生的認知水平,增強了學生的信心,在鞏固重點、突破難點的同時,強化了學生單詞的聽、說、認、讀能力,提升了學生的綜合語用能力。
三、運用信息技術助力課堂教學
教師在課前進行了問卷調(diào)查,有效地掌握了學生的預習情況。統(tǒng)計數(shù)據(jù)表明,學生對新句型中名詞單復數(shù)的使用和新句型“Do you like...?”的答語掌握得還不夠扎實,從而為教師在教學時突破難點明確了方向。教學過程中,教師運用交互式電子白板創(chuàng)設出一個飽含童趣的互動課堂讓學生穿越空間,跨越了教材限制,師生融入趣味情境之中,實現(xiàn)了知識的前后銜接。
電子書包的使用提升了教師隨堂作業(yè)批改反饋的效率,確保教師能在有限的35分鐘內(nèi)為課堂輸入更為豐富的知識。依托新媒體技術,學生能夠即時作答、即時提交、即時分享,教師能及時批改反饋,從而構建了一個高效英語課堂。
(責編 劉小瑗)