小学英语对话课教学模式

小学英语对话课教学模式 【模式含义】 本模式旨在初步培养学生运用语言进行交际的能力。通过理解文本情景、走入文本情景、走出文本情景、走入生活的学习模式～为培养学生在实际中灵活运用语言交际能力提供展示与操练的平台。引领学生走进英语对话的乐园～使他们在对话中不断丰富知识～发展思维～提升能力。 【适用范围】三-六年级对话课教学 【通用模式】 梳理知识～视听入手～模拟情景～创设情景～ ? ?? 明白事理 整体感知 机械操练 意义操练 自学质疑 【操作要领】 一、梳理知识～明白事理 达成目标:以旧引新～通过梳理、回顾所学句型～让学生初步感知新旧知识点的关联～为新授 内容 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 做好铺垫。 具体操作:通过卡片、肢体语言、chant、歌谣、故事、模拟情景等途径创设相应的语言情景～对与本节课新知紧密联系句型进行复习。采用chant等生动活泼的形式～使学生放松心情～帮助学生尽快地进入到英语学习的状态。从学生的实际出发～根据文本的不同内容和 要求 对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗 灵活创设情境～为学生在轻松愉快的环境中感知与理解新的语言做好铺垫。 二、视听入手～整体感知 达成目标:变换多种视听手段～引导学生整体感知文本内容～通过设计问 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 链～帮助学生在语言与表达对象之间建立起联系～加深学生对文本重点、难点内容的理解。 具体操作:根据本节课内容设计问题链～采用任务型教学途径让 1 学生带着问题听录音～让全体学生参与到听的活动中来～加深对文本的理解～让学生在理解的基础上学习语言～加深对重点的理解～本环节所提出的问题难度要低～使全体学生都会做～都能做～克服学生心理障碍～使学生爱学、乐学～激发学生学习的热情、激情。根据学生感知文本的障碍点来确定新授内容的切入点～然后运用 课件 超市陈列培训课件免费下载搭石ppt课件免费下载公安保密教育课件下载病媒生物防治课件 可下载高中数学必修四课件打包下载 等电化教学手段来移植情境～形象生动地再现有关对话的时空～做到声像结合～图文并茂。 三、模拟情景～机械操练 达成目标:模拟与文本相吻合的语言环境～引导学生进行机械操练～帮助学生理解和掌握对话内容。通过话题这一主线～将对话中的知识点一一串连起来～使学生整体感悟对话内容～并通过多种形式的操练巩固～达到灵活运用语言的综合能力。 具体操作:此环节教师要设计并引导学生进行大量的机械训练 1.听录音跟读模仿～培养学生乐听爱读的良好的英语学习习惯～同时注意引导学生指读英语～提高语言的准确性。 2.自读课文～给学生一定的时间读英语～因为学生是有个体差异的～自读可以给学生感悟语言、体验语言和内化语言的时间。 3.合作读课文～培养学生的合作意识和能力。 4.用书上提供的情景～替换操练～表演对话。 四、创设情景～意义操练 达成目标:在遵循“源于教材～尊重教材”理念的同时～本环节主要关注如何拓展教材内容～结合学生实际生活～丰富语言材料～站在更高处运用教材上的知识～将学习到的内容转化为综合运用语言的能力～使本节课的语言知识点得到进一步的提炼和升华～使学生的听说读写能力得到进一步提升。 具体操作:走出文本～走入生活～创设情景～意义操练。本环节的设计旨在使学生灵活地运用所学英语进行一系列语言实践活动～让他们在运用语言的过程中体会到用英语交际、用英语做事情的快乐～ 2 做到学用结合～学以致用。通过设计有梯度的任务型活动～使学生去感悟、体验、内化和运用语言。贴近学生身边的英语话题进行意义操练～要尽量根据学生的真实生活来设计活动～将课堂中的对话内容延伸至实际生活～贴近学生真实生活的活动最容易使学生产生身临其境的感受～也最能引发学生的学习兴趣和调动学生参与课堂活动的积极性与主动性～实现学生深层次的英语思维。在此过程中～实现学生语言技能的形成、语言素养的提升。 教学设计: PEP英语,五年级 上册 三年级上册必备古诗语文八年级上册教案下载人教社三年级上册数学 pdf四年级上册口算下载三年级数学教材上册pdf , Unit 6 A Let’s talk 一、教学内容 ---There’s a nature park in the city. ---Is there a river in the park? ---Yes, there is. ---Is there a farm? ---No, there isn’t. 二、教学目标与要求 1、能听懂、会说“Is there ... ? Yes, there is(/ No, there isn't.”并能在真实情景中进行运用。 2、使学生进一步了解家乡～激发学生热爱家乡的情感。 三、教学重难点 1、重点:掌握句型:Is there a...? Yes, there is(/ No, there isn't.。并能听说认读句子:There’s a nature park in the city. 2、难点:能够运用所学句型进行谈论～在创设的情景中灵活的运用语言。 四、课前准备 1、A tape recorder and CAI… 2、A schoolbag, a clothes bag, a toy bag and a fruit bag. 3、A picture of a zoo and a picture of a room. 3 五、教学过程 Step 1: Warming up and revision 1. Group the students into boys and girls. Show boys’ park and girls’ park on the board. team T: Children, today we’ll have a match between boys’ and girls’ team. If you do good job, you can get a beautiful picture and you can put it in your park. Let’s look: which park is more beautiful? Come on, boys! Come on, Girls! (设计意图:设计独特的评价方法～从一开始就让学生对本节课产 生浓厚的兴趣～带着好奇心走近本节课的教学～起到了润物细无声的 作用。) 2. Free talk 课件出示第一幅图片。 T: Look! This is a park. It’s a nature park. 板书:nature How to read? Ss: Nature. 教师在课题处板书:nature 让学生试读～然后教师领读。 T: What can you see in the nature park? S1: There is a river in the nature park. S2: There is a mountain in the nature park. S3: There is a forest in the nature park. 课件出示第二幅图片。 T: What can you see in this nature park? S1: There is a lake in this nature park. S2: There is a path in this nature park. Get the students read together. (设计意图:通过简短的对话复习～不仅营造了浓郁的英语学习氛围～ 4 进一步激发了学生学习英语的兴趣～而且以旧引新～为教学新课做好 了铺垫。) Step 2: Presentation and practice 1. Learn: city. T: We live in Jiaonan. Jiaonan is a city. Jiaonan is a small city. Can you make a sentence with city? S1: Qingdao is a city. S2: Beijing is a big city. S3: Kunming is a beautiful city. S4: Qingdao is a great city. (设计意图:引导学生在句子中学单词～且应用于现实生活～运用 授之以渔的方法～教给学生单词学习的策略。) 2. Talk about our hometown. T: Do you like Jiaonan? Ss: Yes, we do. We like it very much. T: Is there a park in Jiaonan? Ss: Yes. T: What’s the name? S1: It’s Shuangzhu Park. T: Have you ever been there? S2: Yes, I’ve been there. T: Is there a lake in the park? S3: Yes. 引导学生用 Yes, there is来回答。 T: 当你询问某处是否有某一个事物时～You can say: Is there a….. Write the sentence on the board. T: Read the sentence after me. T: Is there a path in Shuangzhu Park? S1: Yes, there is. T: Is there a forest in Shuangzhu Park? 5 S2: Yes, there is. T: Is there a mountain in Shuangzhu Park? S3: No, there isn’t. T: You are super! You can choose a picture and put it in your park. 板书:Is there a mountain in the park? No, there isn’t. T: Read the sentences after me. (设计意图:从学生最熟悉的家乡景点切入～既让学生倍感亲切～有话可说～又从心底激发起学生热爱家乡的美好情感。) 3. Let’s try T: Listen to the tape. Pay attention to the key words. Listen and circle. Check the answer. 4. Read the dialog after the tape. T: Zhang Peng has been to a nature park. There is a nature park in Zhang Peng’s city. What’s in the nature park? Let’s listen to the tape. T: Is there a farm in the park? S1: No, there isn’t. T: Listen and repeat. Get boys read, then get girls read. (设计意图:有目的的跟读录音～有利于学生更好的模仿纯正的语音语调～更有助于培养学生的语感～养成良好的听读习惯。) Step 3: Consolidation 1. Read and write. T: I like taking a trip. I have been to a beautiful nature park. 课件出示图片。 T: Look at the picture, read the dialog, then fill in the blanks. • A: look! This is my holiday picture. 6 • B: Is it a nature park? • A: Yes, it is. • B: Is there a mountain in the park? • A: _____________. • B: Is there a farm? • A: ________________. • B: Is there a __________? • A: Yes, there is. • B: Is there a __________? • A: No, there isn’t. Do you like this park? • B: Yes, it’s so nice. T: We must protect the environment, and then we can have more and more beautiful nature parks. 2. Guess: What’s in Santa Clause’s bag? School bag Fruit bag Clothes bag Toy bag Shows the schoolbag T: Guess, what’s in the schoolbag? Have the students guess. Shows the other bags 7 T: Now, let’s guess in groups. Teacher hands out the bags to the team leaders. Ss guess in four groups. Check. Teacher opens the bags. Ask: Is there a …….in the bag? Have the students answer. (设计意图:在学生熟练掌握本课句型后～通过多媒体课件展示圣 诞老人的四个礼物袋～学生非常感兴趣～让学生用所学句型猜一猜礼 物袋里的东西～激发了学生用英语表达的欲望～将枯燥的句型和对话 练习变得生活化和真实化。“学以致用”让学生品尝到学习成功的快 乐。) T: Oh! So many beautiful gifts! Let’s send out the gifts to the children in Sichuan Province. Shall we do it? (设计意图:圣诞节即将来临～通过分发礼物这一小小的建议～对 学生进行爱心教育～真正体现了英语教学来源于生活～又回归于生活。 让学生在学习的过程中不仅提高了语言素养～而且锻造了高尚的人 格～达成了素质教育的最终目标。) 3. Shows a zoo and a room。 T: Girls, can you guess: what’s in boys’ zoo? Boys, can you guess: what’s in girls’ room? Have the students ask and answer in two groups. (设计意图:前面是组内合作～此处设计了组间竞争练习～通过多 种途径让学生始终保持学习的兴趣和新鲜感～满足了学生乐于表达、 充分展示自我的欲望。) Step 4: Summary. T: What have we learned today? Have the students say. T: Let’s see! What’s in boys’ park? Girls, you can ask? Boys answer together. What’s in girls’ park? Boys, you can ask? Girls answer together. Which nature park is more beautiful? Step 5: Homework. 8 Draw a nature park. Write several sentences about it. Introduce your nature park to your parents. Blackboard design: Unit 6 In a nature park park Boys’ park Girls’ Is there a river in the park? Yes, there is. Is there a farm in the park? No, there isn’t. 9