特级教师龚海平《牛津小学英语》Morercise(6B).doc

特级教师龚海平牛津小学英语Moreexercise(6B)【主题性概述】一、教学分析本节课是牛津小学英语（6B）第二单元第一课时。本节课的主要任务是：1学习教材A部分中前半部分的内容，让学生学会使用英语中形容词和副词的比较级、原级来对比较对象进行具有比较性质的话语表达。2让学生通过对教材A部分内容的学习，能感悟英语中形容词和副词的比较级、原级的构成，正确地理解这两种结构所表达的意思及其语义上的差异，初步掌握用英语中形容词和副词的比较级、原级的一般用法。3在理解教材内容的基础上，掌握教材中的生词，了解并学会使用下列词语和习惯用法：be good at sth./doing sth.; do well in sth.; talk to sb. about sth.; need help与need help with sth.; some of 。4引导学生正确用英语中形容词和副词的比较级、原级来评价和表达被比较的对象，尤其要正确地对待自己与他人之间的比较，学会肯定和欣赏他人的长处。5牢牢抓住本单元的主题“Do more exercise”，教育学生只要愿意“Do more exercise”就能够改变自己的薄弱方面。这也是用本单元的教学内容对学生有机地进行情感、意志培养的一个很好的切入口。6关注和学习教材中英语交际会话中的话轮获得的技巧，引导学生在英语交际的过程中主动获得话轮（如：Whats the matter? / But I think / Thats true. / Dont worry. / Thats a good idea.），以提高实际运用英语进行口语交际的能力。六年级的学生已经具有一定的评价他人和自我评价能力，但是其心理发展水平和能力还很有限，社会阅历、社会经验和对事物的鉴别能力还比较缺乏，他们这种自我评价和评价他人的能力还有待提高。通过对本单元对话内容的学习，有助于学生在学习和运用英语中形容词和副词的比较级、原级来对比较对象进行比较的同时，培养学生正确地看待自己、正确地看待他人的思维方法，在尝试用英语进行比较的过程中，掌握英语中形容词和副词的比较级、原级的用法，发展他们英语听、说、读、写的技能。二、教学策略虽然以前学生对英语中形容词和副词的比较级、原级的用法有所接触，但是暂时不对英语中形容词和副词的比较级、原级的用法进行归纳，留待本单元结束时再作归纳。本节课的教学主要采用听说法、视听法、讲读法、交际法等教学方法。1利用现成教学资源，让学生观察，通过师生双方的口语交际，在自然状态下呈现英语中含有的形容词、副词的比较集和原级的语言结构的表达，激发学生的学习兴趣，并为教材A部分的对话教学做铺垫。2英语会话教学，功夫不在其内，而在其外。要让学生在交际的过程中学习交际。以听说为先导，在师生英语口语交际的过程中自然呈现本节课要学习的对话中的核心语言材料，让学生初步感知其语义、体验其用法，并培养学生的英语语感。【精彩课堂实录】T：Good afternoon, children.Ss: Good afternoon, Marshall（注：Marshall是执教者的英文名字，上课之前告诉了学生。）.T: Very nice to give you an English class here.（注：因为执教者是教研员，这是执教者借班上的一节全区六年级英语研讨课。）You know, my English name is Marshall. Is Marshall tall or short? Please tell me.S1: You are short, Marshall.（学生大笑，因为执教者确实个子不高！）T: Yes, Im short. But who is shorter, you or me? （执教者做出显示“矮”的身势！）S1: Im shorter.T: Is he shorter than Marshall?Ss: Yes.T: Oh, it doesnt matter, boy. You are just shorter than me. Actually, you are not short. You are Okay. （执教者巧妙地有引出了教材的对话中将会出现的“It doesnt matter.”这句话，为学习对话又作了铺垫！）You know, he is a boy. But I am a man. He is young. I am old. Im older than him. （又是一个含有形容词比较级的句子出现了！）（执教者在黑板上画上简笔画，两个男孩，分别命名Sam和Mike，并注明年龄12岁和13岁。）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 （执教者故意不说完整，突然停顿，启发学生接着说。）Ss: Sam!T: Yes!（执教者带着夸张的语调和神情大声肯定！）Mike is older than Sam. Well, how many years is Mike older than Sam?Ss: One year.T: Thats true. （执教者作肯定状，在不经意地、恰到好处地引出了对话中即将要教的“Thats true.”，让学生在没有正式学习这一说法之前先根据口语交际的语境和执教者的表情、身势判断出“Thats true.”的大概语义。） Mike is one year older than Sam. Well, who is 11 years old?（执教者指着一个男生。） Please stand up. And, who is 13 years old？Please stand up. （执教者指着一个女生。） Who is younger, the boy or the girl?（为了激活学生的思维，防止学生的英语思维停留于惯性，这时执教者突然换了一个表语形容词来进行描述。）S2: The girl is younger.Ss（未等到执教者评判，许多学生大声地笑着说）: No. The boy is younger.（实际上，执教者是故意先让学生说的！）T（执教者问S2）: How old is the boy?S2: 11.T: Correct. Dont worry.（执教者故意地在学习对话之前先让学生重温以前学过的、对话中将会再次出现的“Dont worry”这句话！）And 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. （学生大笑！）Sorry, the girl is older!T: Exactly! You are smart! Please sit down.（稍停顿。）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: Thats true.（稍停顿。）Now, please look at Marshall. Please stand up（指着一个男生。）. Look, Marshall is very fat. Who is fatter, Marshall or the boy?Ss: Marshall is fatter!（学生大笑！）T: Is that true?S4: Yes!T: Who is thinner, Marshall or the boy?S5: The boy is thinner.T: Ah, yes. Well,（执教者指着窗子外面的天空。）please look. Whats the weather like today?S6: Today is sunny.T: Sunny? Ah, yes. Its sunny today. Was yesterday sunny here?（执教者知道这里昨天天下了雨，故意问这样的问题，就是为了下面自然呈现含有形容词、副词比较级和原级的句子！教学语言生活化、情境化，能够使学生有话可说，顺利达成口语交际目标！）S7: No, it was rainy.S8: And it was cloudy also.T: It was rainy and cloudy yesterday. Thats true.（执教者作肯定状，在不经意地再次引出了对话中即将要教的“Thats true.”，让学生进一步根据口语交际的语境和执教者的表情、身势判断出“Thats true.”的大概语义。） Thank you. Yes, today is sunny. And, today is warm, isnt it?Ss: Yes.T: Which day is warmer, today or yesterday?（执教者由形象比较对象之间的比较发展到抽象抽象比较对象之间的比较，符合小学生的认知特点！）S9: Today is warmer.T: Why?S9: Because it rains yesterday.T: Because it rains yesterday?（执教者故意加重“rains”一词的发音，以期引起学生对口语表达中的动词时态用法错误的注意！）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?”. （执教者故意加重“hotter”一词的发音，以启发学生自主纠正口语表达中的错误！）S10: Summer is hotter.T: Is summer hotter than spring?Ss: Yes!T: Which season is colder than spring?（执教者改变了提问方式，丰富了英语语言信息的输出！）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.（这时，又有学生举手想说别的北方地区的人们可以在春天看到雪。执教者意识到，必须马上切换话题，否则就会偏离教学目标。）T: As we know, there are twelve months in the year. They are January, February, March, （执教者不再继续说下去，而是以自己的手势、表情引导学生接着说下去，以便让学生回忆一下英语中月份的名称。）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 （执教者稍停顿，诱发学生说出单词“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: Theyre 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?（执教者板书“be good at 擅长于”。）S14: Yes, I am. （这一教学环节过渡非常自然！）T: You know, Im an English teacher. Am I good at English? （执教者很自然地将对话中将要学习的新的语言表达方式“be good at”呈现出来了。）Ss: Yes.T: Sorry, you are wrong. （执教者微笑！） Im an English teacher. But Im not good at English. What subject is Marshall good at? Can you guess?（执教者引导学生学会使用“be good at”这一对话中将要学习的新的语言表达方式。）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 Im not good at it. （执教者有意识地帮助学生区分了“”和“”的语义，避免了学生理解和使用中可能出现的混淆。）S18: Marshall, are you good at music?T: Yes!（执教者做出喜悦状。）Im 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”. Im your teacher now. Please ask me in a polite way. Okay?S19: Okay. Thank you.（执教者唱英语歌曲“When we were young”，学生鼓掌！）T：Is the English song nice? Do you like it?Ss: Yes, very nice.T: Thank you, boys and girls. Im good at music and also I do well in PE. （执教者板书“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. （执教者既巧妙地呈现了“do well in”，又灵活地将“as + adj. + as”这一形容词原级的表达方式和“better than” 这一副词的比较级表达方式有机地结合起来呈现出来，大大地丰富了英语语言的信息量。）T: Who does well in Maths? Please hand up. （部分学生举手！）T: Who does well in English? Please hand up.（大部分学生举手！）T: Who does well in Chinese? Please raise your left hand. （少数学生举手！）T（执教者指着一个女生）: Why are you not good at Chinese? S21: I like Chinese. But I dont do well in “xie zuo wen ”（学生不知道英语中“写作文”怎么表达，只能用汉语拼音代替。） T: Ah, I see. You mean you dont do well in writing. Right?S21: Yes.T（执教者指着另一个男生）: What about you, boy?S22: I dont do well in writing, too.T：I see. You dont do well in writing, either. Never say “I dont do well in writing,too.” Please say “I dont do well in writing, either.”（执教者加重“either”的发音。） Some of you dont do well in writing, not all of you.（有机呈现对话中将要学习的 “some of ”这一说法。） But it doesnt 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: Whats 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 readmore and write more. （执教者板书“read more and write more”，并在“more”下面划上一条红线，注上中文“较多；更多”，以帮助学生理解。） Read more and write more, you can do better in writing.（出示对话教学挂图。）T: I have a student. His name is Jim. He is a very smart boy. Look, this is Jims photo. Jim is in Grade Six. He is good at English and Maths. His Music and Art are also Okay. But, he doesnt do well in PE. He wants to do better in PE. But he doesnt know how. And now he is talking to the man about it. The man isnt his teacher. The man is his father. What are they talking? Now lets listen to the tape.（整体呈现对话录音材料。）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?（执教者板书“need help with”，并加注中文意思。）Ss: No.T: Is Jim happy?Ss: No, he isnt.T: Why?S25: Because he doesnt do well in PE.T: Can Jim run as fast as Ben?S26: No, he cant. Ben run faster than Jim.T: Ben run faster than Jim?（执教者故意加重“run”的发音。）S26: Sorry. Ben runs faster than Jim.T: Thats 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 cant run as fast as Mike.T: Yes. Perfect. But listen. When we use the word “because”, we dont use the “so”. So, we may say in this way: Because Mike runs as fast as Ben, and Ben runs faster than Jim, Jim cant 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 dont know.（执教者领读对话。学生齐读对话。学生用“What subject are you good at?”和“What do you do well in?”以及“Do you need help with your ”进行小组内交流。）随堂作业（笔头作业）根据课文内容填空。1. Jim is a schoolboy. He is good at and , but he doesnt do well PE. He wants to do in it, but he know how. Now Jim is talking to his about it.2. Jim doesnt need help with his . Perhaps he needs help with his PE, because he doesnt in PE.3. Ben Mike are Jims 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.作业评讲。作业布置：1. What subject are you good at? Whats your secret? 2. What do you want to do better in? And how?T: Class is over. Im not good at PE. I will do more exercise after class. Goodbye, everyone.T: Goodbye, Marshall!【专家点评】 英语课堂教学要实现教育性目标和交际性目标两个层面的结合。下面，我就从这两个方面谈谈对这节课的印象。一、教育性目标：激励情意，以人为本语言不仅是交流意思的工具，更是表达情意的工具，人们在运用语言进行语言交际活动的同时还要传情达意，这是缺一不可的。在以往的公开课活动中，教师们往往只注意语言的交流、技能的掌握，忽略了情感的传递。在这节课的活动中，老师非常重视鼓励积极的情感与态度，注意通过激励情意，提高学生参与学习、活动的兴趣，促进他们全身心的投入。表现在以下几个方面：教师积极参与学生活动，课堂气氛民主融洽，如：在呈现时通过师生间身高的对比，引入话题。教师能挖掘课文中的情意因素，培养学生相互关心，尊重和合作的学习关系教师能采用多种评价手段，运用激励性评价语，表扬、鼓励，提高学生参与活动的积极性二、交际性目标：创设情境，培养能力1.从教学目标看，致力于使学生学会运用语言，为培养交际运用而教小学英语教育的目的是让学生掌握一定的英语知识，并通过听、说、读、写训练使知识向技能转化，最终达到使学生为交际运用语言的目的。教师注意创设情景，引导学生在情景中感悟和运用语言，在情景中重复练习重点词句、复现对话以及问答等，以此对所学语言知识进行训练，使学生形成熟练技能。在此基础上，教师重视培养学生为交际运用语言的能力。2.从教学内容看，致力于紧扣功能和话题，教交际运用之所需在教学中，教师不是机械地执行教材，就教材内容学习教材内容，而是对教材内容创造性地进行了二度加工，把教材中的语言知识和语用知识重新置于鲜活的语言情境中加以解决。教学中各种活动的开展为课堂教学注入了活力，学生们学得轻松，愉快，全身心投入，提高了综合语言运用能力。3.从教学方法看，致力于情境创设，在交际过程中教语言要在情境中教,在情境中学,没有情境的英语教学难以激励学生的学习兴趣和积极性，也难以提高学生理解知识、运用语言的能力。教师能利用实物、场景、图片、简笔画、投影、录音、教师身体语言、电脑多媒体等多种手段，创设讲解、操练和运用英语的情境，组织有真实意义或模拟真实意义的课堂活动，培养学生的语言能力。（南京市北京东路小学 特级教师 沈峰）【教后反思】1教师要做教材的驾驭者，不能成为教材的奴隶！教师要善于对教材内容创造性地进行二度加工，不能机械地执行教材。不能就教材内容学习教材内容。要把教材中的语言知识和语用知识重新置于鲜活的语言情境中加以解决。更多地将时间花在这一方面，绝不意味着教学中心的偏移，恰好相反，这些教学活动都最终为顺利完成教材的教学任务和教学目标的达成奠定良好的基础。2“写”的任务设计必须得到重视。千万不要以为A部分的教学是“Listen, read and say”，就淡化“写”的训练。如果在小学六年级还不对“写”的训练给予高度重视，还不注意学生听、说、读、写四项技能的协调发展，将不仅不能解决中小学英语教学要求的衔接问题，而且会对学生英语语言能力和语用能力的发展带来严重负面影响。【名师简介】龚海平，扬州市广陵区教育局教研室中小学英语教研员，中学高级教师，英语特级教师，扬州市英语学科带头人，国家教育部公派英国布莱顿大学访问学者。1993年，被扬州市人民政府授予扬州市首届哲学社会科学优秀成果奖。2002年，被扬州市人民政府批准为扬州市有突出贡献的中青年专家。主要研究方向为中小学英语课程论、教学论。独立完成了“国家九五重点规划课题”新儿童英语1至4册教材和教参的研究、编写工作，并正式出版。这一课题的研究成果主要有：1.比较全面、系统地总结了小学英语教学的基本原则；2.创造性地提出了“儿童外语教育的两阶段论”；3.完成了中国儿童英语第一信号系统模型的构建；4.比较详尽地描述了中国儿童英语第一信号系统向英语第二信号系统过渡和发展的基本过程，揭示了其中的基本规律。这些成果受到了上海外国语大学副校长吴友富教授和联合国教科文组织语言教育专家Jacqueline B. Buksh教授的高度评价。近年来，主持了国家级研究课题“小学英语教与学的评价体系的构建”和省级教研课题“沈峰小学英语教学艺术研究”的研究工作。多次应邀去省内外讲学和指导中小学英语教学，常年担任省内外一些名牌学校的顾问，培养了一大批中小学英语教学骨干。在省级、国家级专业学术期刊及全国核心期刊公开发表中小学英语教学研究论文一百多篇，出版编、译、著作四十多本。