把握好英语词句板块教学四环节.doc

把握好英语词句板块教学四环节词句板块在小学英语教学中占据一半的课时，是小学生英语学习的主要课型。许多教师在教学中就教材教教材，未能关注学生已有的知识和经验，导致教学内容单一，学生在课堂上得不到足够的语言输入和输出。 在词汇和句型板块各环节活动的设计中，应该关注什么才能促使学生更加扎实地掌握语言基础知识、提高综合运用语言的能力？下面，我通过PEP小学英语Book 6 Unit6《Field Trip》这一词汇和句型的新授课为例从导入、呈现、操练和巩固这四环节来谈谈词句板块教学的策略。 一、 关注目标指向，使新课导入有的放矢 在词句板块教学中，导入的目的主要是温故知新，帮助学生通过复习与新课有关的旧知来呈现新课，然后展开相关词句的学习。导入的方式有很多，如谈话，歌曲，游戏等。但无论采用何种导入方式，明确的目标指向是核心。不少教师往往较多地关注导入活动的形式，而忽略了其目标指向。 ［片段一］ （教师出示一张关于孩子们准备参加Field Trip的照片） T: Hello! Children! Look at this picture， there are so many kids in it. Who are they? S1: They are Miss White， Mike， Chen Jie， Wu Yifan， John， Sarah and Amy. T: What are they doing? S2: Miss White is talking to the children. Mike is looking at his camera. Chen Jie is putting her books and pens in her bag. Wu Yifan is carrying a big bag. John， Sarah and Amy are playing near a bus. T: How do they feel? S3: They are very happy. T: Some kids are playing near a bus. Guess! What are they going to do? Maybe they are going to... S4: Maybe they are going to have a picnic. T: Good guess. Actually， they are going to have a field trip. 教师出示课题“A Field Trip” T: What will they do on a field trip? S5: Maybe theyll play hide and seek. Maybe they’ll cut rice... T: Sounds interesting. Now let’s go and have a look what are they doing in a field trip? 这节课的知识与技能目标主要有两个：1）学生能听、说、读、写词组“catching butterflies， watching insects， picking up leaves， taking pictures， doing an experiment．”并能在实际语境中运用这些单词。2）学生能听、说、读、写句型“Whats she doing? She’s... What’s he doing? He’s...”在这一新授课之前，学生已经学习了现在进行时第一人称，复数及it的问答形式，并对这一语法现象有了一定的运用能力。教师通过与学生讨论图片，复习了现在进行时， 并通过图片自然地创设了情景：孩子们准备就绪将要参加一次“Field Trip”。这样就非常自然地过渡到了词句板块的学习。这种基于语篇的导入是整体语言教学理念的反映，也符合人们从意义到形式的交际习惯。 二、 关注情境创设，使词句呈现整体统一 整体语言教学法（Whole Language Approach）强调语言是一个整体。教师在词句教学时，应当在一个整体的情境中向学生呈现所要学习的词汇和句型，力求将目标词汇、句型融入精心创设的真实的整体情境中，这样更有利于学生理解和掌握词句。 ［片段二］ （教师出示一张天目山的照片） T: Now everyones ready. They are going to have a field trip. But where are they going? Ss: They are goi