故事拓展在小学英语阅读学教中的实践.docVIP

故事拓展在小学英语阅读教学中的实践 我们都知道，小学生学英语是学得快忘得更快，其原因是虽然小学生语言模仿能力强，对新出现的词汇跟着老师读几遍便能记住，但由于他们的学习内容单一，又没有语言实践的原生基地，结果学会后很快又忘记，造成词汇学习越来越困难，从而导致部分学生逐渐丧失学习英语的信心和兴趣。然而，通过我们的实践表明，在日常的英语教学中，有意识地尝试和充分拓展“故事”，帮助学生巩固教材，提高语言综合运用能力，会让学生从中获益非浅。 经过我们的努力，“故事”的拓展会给孩子们一个广阔而自由的空间。孩子们在这个过程中，经过了对“故事”的反复研读，拓展时又经过了不断的思考和尝试，最后形成了自己独特的崭新“提炼”，不仅进一步掌握了英语语言知识，更重要的是，他们在这个过程中体验了成功，培养了自信，从而感受到了学习英语的无比快乐。 一、故事拓展有哪些要求？ 故事拓展，在课堂内和课堂外都可以进行，但必须要注意以下几点： 1.?拓展要尽量趣味呈现 我们在选取故事时，可以选择一些结尾留有悬念、语言风趣幽默的故事给同学们的学习创造惊喜、留有余香，引导我们的学生进行较多的语言积累，增强语感，提高兴趣。或者我们也可以配以图画来呈现，用色彩来渲染。因为学生学习主观能动性的激发，主要着力点之一便是兴趣的引发。而在课堂上分享一些有特色的故事内容，能够在班级教学中激起意想不到的学习热情。师生共同分享美文，共同分享阅读感受。在对承载着信息的文字的解读中，我们一起感受文字的张力，体会语言的丰富性。这中间，老师如何介入学生的阅读过程，对于阅读效果，阅读习惯的养成有至关重要的作用。这就需要老师进行积攒，素材要多多益善。这样，在需要的时候，顺手拈来，不费吹灰之力。如下面这个故事就令人回味无穷。 The Teacher and Her Student Did you hear anything about the teacher who was helping one of her kindergarten students put his boots on?????? He asked for help and she went to help him. With her pulling and his pushing, the boots still didnt want to go on. When the second boot was on, she was very tired. She almost cried when the little boy said, Teacher, theyre on the wrong feet. She looked, and sure enough they were. It wasnt any easier pulling the boots off than it was putting them on. She managed to stay calm as they worked together to get the boots back on --- this time on the right feet. He then said, These arent my boots. She was a little angry and said, Why didnt you say so? Once again she struggled to help him pull the ill-fitting boots off. Then he said, Theyre my brothers boots. My mom made me wear them. She didnt know if she should laugh or cry. The teacher tried her best to keep calm and put the boots on his feet again. She said, Now, where are your gloves? the boy said, I put them in my boots .... 2.?选取材料后要进行改编，使其紧扣该单元内容或要复习的内容 如果故事的内容与该单元或者要复习的内容毫不相干，甚至风马牛不相及，那么这个故事拓展就属于无效拓展。如有的老师在五年级上册Unit 3 Whats your favourite food??进行了如下拓展，尽管故事很生动，但没有紧扣这个单元的教学内容，对语言应用没有达到预定的效果。但如果把它放到五年级下册Unit 4 What can you do?来拓展，效果就会更好一些。 Can a Horse E