以語篇、語境帶動語言學習.doc

以語篇、語境帶動語言學習小學牛津英語4AM2U2教學案例安亭小學 褚秀萍案例背景：近年，上海的小學英語教學正進行著一次前所未有的改革,在小學英語領軍人物、市教研員朱浦老師的帶領下，小學英語教學從改變教學方式出發(fā)，著力于構建獨立語段，從語段和語境的整體推進帶動學生的語言學習，從而有效實現(xiàn)小學英語課堂的轉型。目前，我校英語教研組以“語篇教學中的單元設計”為主題項目進行課堂教學研究，分別就“語篇教學中的單元設計”之“目標再構、文本再構、過程再構”進行了一一研討，本學期重在“過程再構”的研究。開學初，我有幸又拜讀了朱浦老師的關于小學英語獨立語段教學的實踐與思考報告，對于獨立語段中的“過程再構”加深了理解，從報告中談到的三種“過程再構”模式中不難看出“語段和語境的整體推進是激發(fā)學生學習興趣，調(diào)動學生語用情趣，提高學習有效性的教學策略和方式。”案例描述：4AM2U2教學主題Jobs，要求學生能夠使用所學的的詞匯來正確描述某人的職業(yè)，能使用What doesdo?句型來詢問職業(yè)，并用Hes/Shes 做出正確回答。在語言交流的過程中，促使學生了解各種職業(yè)，并樹立自己今后的職業(yè)理想。片段一：從語段中引出文本的主人公Jill,并從舊知中引出新授句型。1. Read the short passage and then answer the question.Hello, Im Jill. Im ten years old. Im a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.(1) Read it by one student(2) Read together(3) Answer: What does Jill do? (Shes a student.)片段二：從文本中學習新授詞匯，操練新授句型。1. Listen to Jill and then answer questions.I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. Hes brave. My mother works in a hospital. Shes a nurse. Shes nice. Do you want to know others?Q: How many people are there in Jills family? Who are they?Q: What does Jills father/ mother do?To elicit: Hes/ Shes a (He/ She works in/ at ) (Hes/ Shes )To elicit: firefighter, nurse, fire station, brave, work片段三：在讀一讀，猜一猜活動中學習新授詞匯，操練新授句型。Guess their jobs:1. I can drive a bus. I drive a bus every day. Whats my job? Youre a _.2. She works at school. She can teach Chinese well. What does she do? Shes a _.3. He works in a hospital. He can help sick people better. What does he do? Hes a _. 4. Tom is tall and strong. He can put out the fire. Hes brave. What does Tom do? Hes a _.5. Sally works in a restaurant. She can cook nice food. What does she do? Shes a _.6. Joe is tall and strong. Hes cool. He works at a police station. What does Joe do? Hes a _.To elicit: drive, bus driver, doctor, put out the fire, cook, police station片段四：在富有節(jié)奏的chant中鞏固學習新授的句型與詞匯。What does, what does, What does your grandfather do?He is, he is, he is a doctor.What does, what does, What does your grandmother do?She is, she is, she is a nurse.What does, what does, What does your father do?He is, he is, he is a police officer.What does, what does, What does your mother do?She is, she is, she is a teacher.片段五：通過多種活動鞏固操練新授句型和新授詞匯。e.g. A: What does do? B: Hes/ Shes a (He/ She works at/ in Hes/ Shes )1. Show Jills family tree. Have students talk about them 2. Show some pictures. Have the students ask and answer in pairs.3. Do a survey.片段六：整體呈現(xiàn)文本，再次閱讀，并完成相應練習，及時檢查反饋學生對新知的掌握情況。Hello, Im Jill. Im ten years old. Im a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. Hes brave. My mother works in a hospital. Shes a nurse. Shes nice. My uncle is strong. He can dive. He is a police officer. My aunt works at school. Shes a teacher. My cousin is eleven years old. Hes Wang Rong. Hes a student too. He likes swimming. He can swim very fast. My grandfather is a bus driver. He drives a bus every day. My grandmother works in a restaurant. Shes a cook. She can cook very well. How happy my family is! I like my family！1. What does Jills father do? 2. What does Jills mother do?3. _? Shes a teacher.4. _? Hes a bus driver.5. Whats Jills cousins name?6. _? Yes, Jills cousin is a student.片段七：運用新知開展說話練習。Say something about My family according to the tips.e.g. I have a big family. There are people in it. Theyre my and I. My is He/She works in/at He/She can He/She likes He/She is I like my family!片段八：結合所學的內(nèi)容，引導學生聯(lián)系自己，談談各自的理想。Answer: What do you do now? What do you want to be?Remember: Please study hard. Your dream will come true.案例反思：朱浦老師在第五屆上海市小學英語優(yōu)質(zhì)課展示研討活動中講道：上海的中小學英語教學已經(jīng)步入了應用性閱讀教學的實踐與探究階段，在應用性閱讀教學中，只有關注教學整體設計，才能改變?nèi)狈φ鎸嵱⒄Z語境的中小學外語課堂教學的課貌、課質(zhì)和課效。為了改變我們的課貌，提高我們的課質(zhì)與課效，我們教研組對本單元進行了教學整體設計，并通過文本的再構讓學生在語篇與語境中進行語言學習。本課是本單元的第一課時，整堂課在目標再構和文本再構的基礎上關注到了教學過程的再構，主要體現(xiàn)了以下教學流程：復習啟動任務呈現(xiàn)語段處理語用輸出。一、復習啟動。新課一開始以Jill的一段自述呈現(xiàn)給學生，這段文本內(nèi)容是第一模塊所學的知識，學生通過對文本的朗讀對舊知進行了一個復習回顧，從文本中也引出了整堂課的主人公Jill,緊接著老師針對Jill的自我介紹Im a student.提出了問題：What does Jill do? 這個問題也正是本堂課的核心句型，通過舊知的復習啟動了新知的教學。二、任務呈現(xiàn)。新授的第二環(huán)節(jié)還是通過語段呈現(xiàn)引出了Jill的家人，通過文本內(nèi)容學生了解了Jill父母的職業(yè)，并通過師生的問答操練對重點句型進行了學習，如What does Jills father/mother do? Hes/Shes a He/She works in/at Hes/Shes 接著通過 Read and guess 活動引出了其它表示職業(yè)的詞匯，學生在“讀一讀、猜一猜”中再次感悟了新授的重點句型。接著以一首富有節(jié)奏的chant，讓學生在大聲齊誦中對新授詞匯和句型進行了鞏固操練。然后通過多媒體創(chuàng)設的語境和結合實際生活的學習活動，讓學生通過對子操練、小組活動對新授的語言知識進行了意義操練。三、語段處理。課的導入環(huán)節(jié)和新授環(huán)節(jié)都是以小語段呈現(xiàn)給學生，語言知識在語段創(chuàng)設的語境中得以推進。接著整體呈現(xiàn)教學文本，讓學生在語篇閱讀中再次感悟新授的語言知識，并完成相應的練習，以此檢查反饋學生對新知的理解和掌握情況。由分到總遞進式的語段處理符合學生的認知規(guī)律，學生