特級教師龔海平《牛津小學英語》Morercise(6B).doc

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特級教師龔海平《牛津小學英語》Moreexercise(6B) 【主題性概述】 一、教學分析 本節(jié)課是《牛津小學英語》（6B）第二單元第一課時。本節(jié)課的主要任務是： 1．學習教材A部分中前半部分的內容，讓學生學會使用英語中形容詞和副詞的比較級、原級來對比較對象進行具有比較性質的話語表達。 2．讓學生通過對教材A部分內容的學習，能感悟英語中形容詞和副詞的比較級、原級的構成，正確地理解這兩種結構所表達的意思及其語義上的差異，初步掌握用英語中形容詞和副詞的比較級、原級的一般用法。 3．在理解教材內容的基礎上，掌握教材中的生詞，了解并學會使用下列詞語和習慣用法：be good at sth./doing sth.; do well in sth.; talk to sb. about sth.; need help與need help with sth.; some of …。 4．引導學生正確用英語中形容詞和副詞的比較級、原級來評價和表達被比較的對象，尤其要正確地對待自己與他人之間的比較，學會肯定和欣賞他人的長處。 5．牢牢抓住本單元的主題“Do more exercise”，教育學生只要愿意“Do more exercise”就能夠改變自己的薄弱方面。這也是用本單元的教學內容對學生有機地進行情感、意志培養(yǎng)的一個很好的切入口。 6．關注和學習教材中英語交際會話中的話輪獲得的技巧，引導學生在英語交際的過程中主動獲得話輪（如：What’s the matter? / But I think … / That’s true. / Don’t worry. / That’s a good idea.），以提高實際運用英語進行口語交際的能力。 六年級的學生已經具有一定的評價他人和自我評價能力，但是其心理發(fā)展水平和能力還很有限，社會閱歷、社會經驗和對事物的鑒別能力還比較缺乏，他們這種自我評價和評價他人的能力還有待提高。通過對本單元對話內容的學習，有助于學生在學習和運用英語中形容詞和副詞的比較級、原級來對比較對象進行比較的同時，培養(yǎng)學生正確地看待自己、正確地看待他人的思維方法，在嘗試用英語進行比較的過程中，掌握英語中形容詞和副詞的比較級、原級的用法，發(fā)展他們英語聽、說、讀、寫的技能。 二、教學策略 雖然以前學生對英語中形容詞和副詞的比較級、原級的用法有所接觸，但是暫時不對英語中形容詞和副詞的比較級、原級的用法進行歸納，留待本單元結束時再作歸納。本節(jié)課的教學主要采用聽說法、視聽法、講讀法、交際法等教學方法。 1．利用現(xiàn)成教學資源，讓學生觀察，通過師生雙方的口語交際，在自然狀態(tài)下呈現(xiàn)英語中含有的形容詞、副詞的比較集和原級的語言結構的表達，激發(fā)學生的學習興趣，并為教材A部分的對話教學做鋪墊。 2．英語會話教學，功夫不在其內，而在其外。要讓學生在交際的過程中學習交際。以聽說為先導，在師生英語口語交際的過程中自然呈現(xiàn)本節(jié)課要學習的對話中的核心語言材料，讓學生初步感知其語義、體驗其用法，并培養(yǎng)學生的英語語感。 【精彩課堂實錄】 T：Good afternoon, children. Ss: Good afternoon, Marshall（注：Marshall是執(zhí)教者的英文名字，上課之前告訴了學生。）. T: Very nice to give you an English class here.（注：因為執(zhí)教者是教研員，這是執(zhí)教者借班上的一節(jié)全區(qū)六年級英語研討課。）You know, my English name is Marshall. Is Marshall tall or short? Please tell me. S1: You are short, Marshall.（學生大笑，因為執(zhí)教者確實個子不高?。? T: Yes, I’m short. But who is shorter, you or me? （執(zhí)教者做出顯示“矮”的身勢?。? S1: I’m shorter. T: Is he shorter than Marshall? Ss: Yes. T: Oh, it doesn’t matter, boy. You are just shorter than me. Actually, you are not short. You are Okay. （執(zhí)教者巧妙地有引出了教材的對話中將會出現(xiàn)的“It doesn’t matter.”這句話，為學習對話又作了鋪墊?。℡ou know, he is a boy. But I am a man. He is young. I am old. I’m older than him. （又是一個含有形容詞比較級的句子出現(xiàn)了！） （執(zhí)教者在黑板上畫上簡筆畫，兩個男孩，分別命名Sam和Mike，并注明年齡12歲和13歲。） T: Now, please look at the blackboard. Here are two boys. They are Sam and Mike. Sam is 12 years old, and Mike is 13 years old. Please tell me who is older? Ss: Mike is older. T: Yes. You are right. Mike is older. Mike is older than …（執(zhí)教者故意不說完整，突然停頓，啟發(fā)學生接著說。） Ss: Sam! T: Yes!（執(zhí)教者帶著夸張的語調和神情大聲肯定?。㎝ike is older than Sam. Well, how many years is Mike older than Sam? Ss: One year. T: That’s true. （執(zhí)教者作肯定狀，在不經意地、恰到好處地引出了對話中即將要教的“That’s true.”，讓學生在沒有正式學習這一說法之前先根據(jù)口語交際的語境和執(zhí)教者的表情、身勢判斷出“That’s true.”的大概語義。） Mike is one year older than Sam. Well, who is 11 years old?（執(zhí)教者指著一個男生。） Please stand up. And, who is 13 years old？Please stand up. （執(zhí)教者指著一個女生。） Who is younger, the boy or the girl?（為了激活學生的思維，防止學生的英語思維停留于慣性，這時執(zhí)教者突然換了一個表語形容詞來進行描述。） S2: The girl is younger. Ss（未等到執(zhí)教者評判，許多學生大聲地笑著說）: No. The boy is younger.（實際上，執(zhí)教者是故意先讓學生說的！） T（執(zhí)教者問S2）: How old is the boy? S2: 11. T: Correct. Don’t worry.（執(zhí)教者故意地在學習對話之前先讓學生重溫以前學過的、對話中將會再次出現(xiàn)的“Don’t worry”這句話?。〢nd how old is the girl? S2: 13. T: Yes. You know, the boy is 11 and the girl is 13. Who is older? S2: The boy is older. （學生大笑！）Sorry, the girl is older! T: Exactly! You are smart! Please sit down.（稍停頓。）Look, here are two pencils. One is green, the other is red. Which pencil is longer, the red one or the green one? Ss: The green one. T: Good. And which one is shorter? S3: The red pencil is shorter. T: That’s true.（稍停頓。）Now, please look at Marshall. Please stand up（指著一個男生。）. Look, Marshall is very fat. Who is fatter, Marshall or the boy? Ss: Marshall is fatter!（學生大笑?。? T: Is that true? S4: Yes! T: Who is thinner, Marshall or the boy? S5: The boy is thinner. T: Ah, yes. Well,（執(zhí)教者指著窗子外面的天空。）please look. What’s the weather like today? S6: Today is sunny. T: Sunny? Ah, yes. It’s sunny today. Was yesterday sunny here? （執(zhí)教者知道這里昨天天下了雨，故意問這樣的問題，就是為了下面自然呈現(xiàn)含有形容詞、副詞比較級和原級的句子！教學語言生活化、情境化，能夠使學生有話可說，順利達成口語交際目標?。? S7: No, it was rainy. S8: And it was cloudy also. T: It was rainy and cloudy yesterday. That’s true.（執(zhí)教者作肯定狀，在不經意地再次引出了對話中即將要教的“That’s true.”，讓學生進一步根據(jù)口語交際的語境和執(zhí)教者的表情、身勢判斷出“That’s true.”的大概語義。） Thank you. Yes, today is sunny. And, today is warm, isn’t it? Ss: Yes. T: Which day is warmer, today or yesterday?（執(zhí)教者由形象比較對象之間的比較發(fā)展到抽象抽象比較對象之間的比較，符合小學生的認知特點?。? S9: Today is warmer. T: Why? S9: Because it rains yesterday. T: Because it rains yesterday?（執(zhí)教者故意加重“rains”一詞的發(fā)音，以期引起學生對口語表達中的動詞時態(tài)用法錯誤的注意?。? S9: Because it rained yesterday. T: We know, there are four seasons in the year. What are they? Ss: Spring, summer, autumn and winter. T：Which season is hotter, spring or summer? S10: Summer is hot. T: Summer is hot? Yes. Summer is hot. But my question is “Which season is hotter?”. （執(zhí)教者故意加重“hotter”一詞的發(fā)音，以啟發(fā)學生自主糾正口語表達中的錯誤?。? S10: Summer is hotter. T: Is summer hotter than spring? Ss: Yes! T: Which season is colder than spring?（執(zhí)教者改變了提問方式，豐富了英語語言信息的輸出?。? S11: Winter is colder than spring. T: You are great! Yes, winter is colder than spring. In winter, it is usually very cold. Sometimes it snows. And we can see snow in winter. Can we see snow in spring? Ss: No. T: Well, things are not always the same. In Beijing, people sometimes see snow in spring. S12: In Harbin, people sometimes can see snow in spring. （這時，又有學生舉手想說別的北方地區(qū)的人們可以在春天看到雪。執(zhí)教者意識到，必須馬上切換話題，否則就會偏離教學目標。） T: As we know, there are twelve months in the year. They are January, February, March, …（執(zhí)教者不再繼續(xù)說下去，而是以自己的手勢、表情引導學生接著說下去，以便讓學生回憶一下英語中月份的名稱。） Ss: April, May, June, July, August, September, October, November and December. T: Yes. Which month is warmer in Yangzhou, January or May? S13: May is warmer. T: Right. In Yangzhou, spring usually comes in March. Trees and grass turn green. But in January, it is still winter here. It is still very （執(zhí)教者稍停頓，誘發(fā)學生說出單詞“cold”。） cold here. Right? Ss: Yes! T: Who can please tell me how many subject you study this term? S14: Six. T: Good. And what are they? S14: They’re Chinese, Maths, English, PE., Music and Art. T：Well, which subject do you like? S14: I like English. T: Very good. I suppose you are good at English. Right?（執(zhí)教者板書“be good at… 擅長于”。） S14: Yes, I am. （這一教學環(huán)節(jié)過渡非常自然?。? T: You know, I’m an English teacher. Am I good at English? （執(zhí)教者很自然地將對話中將要學習的新的語言表達方式“be good at”呈現(xiàn)出來了。） Ss: Yes. T: Sorry, you are wrong. （執(zhí)教者微笑?。?I’m an English teacher. But I’m not good at English. What subject is Marshall good at? Can you guess?（執(zhí)教者引導學生學會使用“be good at”這一對話中將要學習的新的語言表達方式。） S15: Are you good at Chinese, Marshall? T: Sorry. No. S16: Are you good at Maths, Mr. Gong? T: No, not at all. S17: Are you good at art? T: Art? I like it very much. But I’m not good at it. （執(zhí)教者有意識地幫助學生區(qū)分了“”和“”的語義，避免了學生理解和使用中可能出現(xiàn)的混淆。） S18: Marshall, are you good at music? T: Yes!（執(zhí)教者做出喜悅狀。）I’m good at music. I can sing many songs, Chinese songs and foreign songs. S19: Marshall, can you sing an English song for us now? T: Yes, of course. But please ask me like this: Marshall, could you please sing an English song for us now? “Could you”, not “Can you”. I’m your teacher now. Please ask me in a polite way. Okay? S19: Okay. Thank you. （執(zhí)教者唱英語歌曲“When we were young”，學生鼓掌?。? T：Is the English song nice? Do you like it? Ss: Yes, very nice. T: Thank you, boys and girls. I’m good at music and also I do well in PE. （執(zhí)教者板書“do well in…在某方面做得好”）Especially, I do very well in swimming. When I was as young as you, I mean, when I was a small boy, I could swim in the river for an hour. I could swim much better than my classmates. （執(zhí)教者既巧妙地呈現(xiàn)了“do well in”，又靈活地將“as + adj. + as”這一形容詞原級的表達方式和“better than…” 這一副詞的比較級表達方式有機地結合起來呈現(xiàn)出來，大大地豐富了英語語言的信息量。） T: Who does well in Maths? Please hand up. （部分學生舉手?。? T: Who does well in English? Please hand up.（大部分學生舉手！） T: Who does well in Chinese? Please raise your left hand. （少數(shù)學生舉手?。? T（執(zhí)教者指著一個女生）: Why are you not good at Chinese? S21: I like Chinese. But I don’t do well in “xie zuo wen ”（學生不知道英語中“寫作文”怎么表達，只能用漢語拼音代替。） T: Ah, I see. You mean you don’t do well in writing. Right? S21: Yes. T（執(zhí)教者指著另一個男生）: What about you, boy? S22: I don’t do well in writing, too. T：I see. You don’t do well in writing, either. Never say “I don’t do well in writing, too.” Please say “I don’t do well in writing, either.”（執(zhí)教者加重“either”的發(fā)音。） Some of you don’t do well in writing, not all of you.（有機呈現(xiàn)對話中將要學習的 “some of …”這一說法。） But it doesn’t matter. Who is good at writing? Ss：Nancy. T: Who is Nancy? Please stand up. You are good at writing, Nancy. Right? S23(Nancy): Yes. T: What’s your secret? S23: I like reading. And I write diaries every day. T: Oh, really? Great! Now I see, if you want to do better in writing, please read more and write more. （執(zhí)教者板書“read more and write more”，并在“more”下面劃上一條紅線，注上中文“較多；更多”，以幫助學生理解。） Read more and write more, you can do better in writing. （出示對話教學掛圖。） T: I have a student. His name is Jim. He is a very smart boy. Look, this is Jim’s photo. Jim is in Grade Six. He is good at English and Maths. His Music and Art are also Okay. But, he doesn’t do well in PE. He wants to do better in PE. But he doesn’t know how. And now he is talking to the man about it. The man isn’t his teacher. The man is his father. What are they talking? Now let’s listen to the tape.（整體呈現(xiàn)對話錄音材料。） T: Is Jim good at English? S24: Yes, he is. And he is also good at Maths. T: Does Jim need help with his homework?（執(zhí)教者板書“need help with…”，并加注中文意思。） Ss: No. T: Is Jim happy? Ss: No, he isn’t. T: Why? S25: Because he doesn’t do well in PE. T: Can Jim run as fast as Ben? S26: No, he can’t. Ben run faster than Jim. T: Ben run faster than Jim?（執(zhí)教者故意加重“run”的發(fā)音。） S26: Sorry. Ben runs faster than Jim. T: That’s true. But can Jim run as fast as Mike? Ss: No. T: Why? S27: Because Mike runs as fast as Ben, and Ben runs faster than Jim, so Jim can’t run as fast as Mike. T: Yes. Perfect. But listen. When we use the word “because”, we don’t use the “so”. So, we may say in this way: Because Mike runs as fast as Ben, and Ben runs faster than Jim, Jim can’t run as fast as Mike. Understand? Ss: Yes. T: Well, can Jim jump high? S28: Yes. He can jump higher than some of the boys in his class. T: Can you jump higher than some of the boys in your class? S28: Sorry, I don’t know. （執(zhí)教者領讀對話。學生齊讀對話。學生用“What subject are you good at?”和“What do you do well in?”以及“Do you need help with your …”進行小組內交流。） 隨堂作業(yè)（筆頭作業(yè)）——根據(jù)課文內容填空。 1. Jim is a schoolboy. He is good at and , but he doesn’t do well PE. He wants to do in it, but he know how. Now Jim is talking to his about it. 2. Jim doesn’t need help with his . Perhaps he needs help with his PE, because he doesn’t in PE. 3. Ben Mike are Jim’s classmates. Ben runs Jim, because he is . Mike can run Ben, because he is a good . But Jim is high jump. He can jump higher than in his class. 作業(yè)評講。 作業(yè)布置：1. What subject are you good at? What’s your secret? 2. What do you want to do better in? And how? T: Class is over. I’m not good at PE. I will do more exercise after class. Goodbye, everyone. T: Goodbye, Marshall! 【專家點評】 英語課堂教學要實現(xiàn)教育性目標和交際性目標兩個層面的結合。下面，我就從這兩個方面談談對這節(jié)課的印象。 一、教育性目標：激勵情意，以人為本 語言不僅是交流意思的工具，更是表達情意的工具，人們在運用語言進行語言交際活動的同時還要傳情達意，這是缺一不可的。在以往的公開課活動中，教師們往往只注意語言的交流、技能的掌握，忽略了情感的傳遞。在這節(jié)課的活動中，老師非常重視鼓勵積極的情感與態(tài)度，注意通過激勵情意，提高學生參與學習、活動的興趣，促進他們全身心的投入。表現(xiàn)在以下幾個方面： ①教師積極參與學生活動，課堂氣氛民主融洽，如：在呈現(xiàn)時通過師生間身高的對比，引入話題。 ②教師能挖掘課文中的情意因素，培養(yǎng)學生相互關心，尊重和合作的學習關系 ③教師能采用多種評價手段，運用激勵性評價語，表揚、鼓勵，提高學生參與活動的積極性 二、交際性目標：創(chuàng)設情境，培養(yǎng)能力 1.從教學目標看，致力于使學生學會運用語言，為培養(yǎng)交際運用而教 小學英語教育的目的是讓學生掌握一定的英語知識，并通過聽、說、讀、寫訓練使知識向技能轉化，最終達到使學生為交際運用語言的目的。 教師注意創(chuàng)設情景，引導學生在情景中感悟和運用語言，在情景中重復練習重點詞句、復現(xiàn)對話以及問答等，以此對所學語言知識進行訓練，使學生形成熟練技能。在此基礎上，教師重視培養(yǎng)學生為交際運用語言的能力。 2.從教學內容看，致力于緊扣功能和話題，教交際運用之所需 在教學中，教師不是機械地執(zhí)行教材，就教材內容學習教材內容，而是對教材內容創(chuàng)造性地進行了二度加工，把教材中的語言知識和語用知識重新置于鮮活的語言情境中加以解決。教學中各種活動的開展為課堂教學注入了活力，學生們學得輕松，愉快，全身心投入，提高了綜合語言運用能力。 3.從教學方法看，致力于情境創(chuàng)設，在交際過程中教 語言要在情境中教,在情境中學,沒有情境的英語教學難以激勵學生的學習興趣和積極性，也難以提高學生理解知識、運用語言的能力。 教師能利用實物、場景、圖片、簡筆畫、投影、錄音、教師身體語言、電腦多媒體等多種手段，創(chuàng)設講解、操練和運用英語的情境，組織有真實意義或模擬真實意義的課堂活動，培養(yǎng)學生的語言能力。 （南京市北京東路小學 特級教師 沈峰） 【教后反思】 1．教師要做教材的駕馭者，不能成為教材的奴隸！教師要善于對教材內容創(chuàng)造性地進行二度加工，不能機械地執(zhí)行教材。不能就教材內容學習教材內容。要把教材中的語言知識和語用知識重新置于鮮活的語言情境中加以解決。更多地將時間花在這一方面，絕不意味著教學中心的偏移，恰好相反，這些教學活動都最終為順利完成教材的教學任務和教學目標的達成奠定良好的基礎。 2．“寫”的任務設計必須得到重視。千萬不要以為A部分的教學是“Listen, read and say”，就淡化“寫”的訓練。如果在小學六年級還不對“寫”的訓練給予高度重視，還不注意學生聽、說、讀、寫四項技能的協(xié)調發(fā)展，將不僅不能解決中小學英語教學要求的銜接問題，而且會對學生英語語言能力和語用能力的發(fā)展帶來嚴重負面影響。 【名師簡介】 龔海平，揚州市廣陵區(qū)教育局教研室中小學英語教研員，中學高級教師，英語特級教師，揚州市英語學科帶頭人，國家教育部公派英國布萊頓大學訪問學者。1993年，被揚州市人民政府授予揚州市首屆哲學社會科學優(yōu)秀成果獎。2002年，被揚州市人民政府批準為揚州市有突出貢獻的中青年專家。主要研究方向為中小學英語課程論、教學論。 獨立完成了“國家九五重點規(guī)劃課題”——《新兒童英語》1至4冊教材和教參的研究、編寫工作，并正式出版。這一課題的研究成果主要有：1.比較全面、系統(tǒng)地總結了小學英語教學的基本原則；2.創(chuàng)造性地提出了“兒童外語教育的兩階段論”；3.完成了中國兒童英語第一信號系統(tǒng)模型的構建；4.比較詳盡地描述了中國兒童英語第一信號系統(tǒng)向英語第二信號系統(tǒng)過渡和發(fā)展的基本過程，揭示了其中的基本規(guī)律。這些成果受到了上海外國語大學副校長吳友富教授和聯(lián)合國教科文組織語言教育專家Jacqueline B. Buksh教授的高度評價。 近年來，主持了國家級研究課題“小學英語教與學的評價體系的構建”和省級教研課題“沈峰小學英語教學藝術研究”的研究工作。多次應邀去省內外講學和指導中小學英語教學，常年擔任省內外一些名牌學校的顧問，培養(yǎng)了一大批中小學英語教學骨干。 在省級、國家級專業(yè)學術期刊及全國核心期刊公開發(fā)表中小學英語教學研究論文一百多篇，出版編、譯、著作四十多本。