优化小学英语教非常有用ppt.ppt
优化小学英语教学,株洲市博雅小学 何玲,工具性 交流和思维的工具 人文性 以生为本（以学生为主体） 提高学生综合人文素养 以学生终身发展为本,建立学英语良好的情感基础,根据教材的编写： 对话教学 词汇教学 阅读教学 语音教学 ,小学英语教学的类型,基本步骤： Warming-up (Revision) Presentation Practice Production,课堂教学,Warming up: 激活大脑、激活已学知识（复习） Presentation：突出语言重点、设置具体情境、形式多样有效 Practice：活动多样化、兴趣和动机、学生的自主程度、高效行为互动 Production：突出内容真实、激励语言应用 强调经历过程、巩固知识和技能,关注三个问题： What？ How？ Why？ When & Where？,对话教学,对话前 热身 铺垫 引入 对话中 听读两种途径，分步学习。整体细节整体 对话后 try to use. 可以作业的形式呈现。,对话教学,真正的交流需要： 1. 真心真意，真情实感，有足够的耐心，真心关注每一 个学生 2. 能启发学生思维的问题 3. 注重策略方法，合理把握时间 4. 教师对学生回答要有真诚的反应和评价 5. 扎实的语言功底 6. 相信自己，相信学生 7. 注意培养学生的思维能力，善于抓住每一个意外，生成精彩！,对话教学,T: Look at me, please. Now, Im a grandma. Im ill and tired. I want to go home. I need help. How can I go home? S1: By bus. T: Its too late. There is no bus now. S2: By taxi. T: Good idea. But I have no money. S3: Lets go on foot. T: Im ill and tired now. I cant walk any more. S4: Ill ride a bike and carry you home, OK? T: OK. Thank you. You are a kind boy.,课例片段分享,牛津小学英语5B第二单元中的教学片段： S1: What food do you like? T: What food do I like? (诡秘地一笑) Can you guess? S1: You like rice. T: No, I dont. S1: Do you like fish? T:(面向这个学生，摇头)No, I dont. I dont like fish. Can you guess? Look at me. Who can help him? Have a try. S2: You like vegetables. T: No, I dont. I dont like vegetables. Please look at me and guess. (沈峰老师的身材略显富态。) S3: I think you like meat. T: Yes. I like meat very much. And I like hamburgers. I like icecream and chocolates. So, look（手指自己作夸张、自嘲状，学生大笑。）,课例片段分享,文本处理 文本建构 挖空核心句，图句匹配、听音排序等 文本重构 给些信息，内容替换等 创造性重构 扩展，自己编对话,对话教学,基本教学流程 局部整体 整体局部 教学思路 感知、体验、内化、运用 对话教学中要渗透朗读技巧,对话教学,视频：,词汇教学,建议： 一是运用实物、图片等学习词汇； 二是在语境中学词汇，做到词不离句； 三是用词块学词汇； 四是注意思维的训练： Word web,词汇教学,词汇教学,词汇教学,词汇教学,词汇教学,词汇教学,呈现单词时根据不同年级阶段处理好音形义的变序： 三、四年级是音义领先形随后， 五年级是形音领先义随后， 六年级是音形领先义随后。,词汇教学,教学时要图文并茂，按照以下步骤进行教学： Hear it. See it. Say it. Blend it. Write it. Read it.,词汇教学,词汇教学,vocabulary,memory aid,meaning,pronunciation,spelling,usage,collocations,语音教学,小学英语语音学习目标 （1）正确读出26个字母； （2）了解简单的拼读规律 （3）了解单词有重音，句子有重读； （4）了解英语语音包括音素、音标，重读，节奏、连读、停顿和语调等现象。 chant能培养语感。,语音教学,1、注重学生感受，适当扩充例词； 2、阅读句子，注重语感，培养学生连读的能力； 3、开展小组竞赛，培养学生合作精神。 通常的方法： 先分解、后合成 先让学生认读已学单词中具有相同字母或字母组合的单词，引发学生自主探究、自主认读字母或字母组合的发音；,语音教学,Phonics,语音教学,A、课题：5A Unit 8 A camping trip (Listen and repeat) B、内容：fish fridge in milk The milk and the fish in the fridge are for me. C、教学片段： T：The children will go camping. What do they have? Here are three riddles for you. （1）They have heads and tails. But they have no hands and feet. They can swim. What are they? （2）Its white, it comes from cows, most people like to drink it, and its good for our healthy. Whats it? （3）You can see it in your home, its very cold in it, and it can keep the food fresh. Whats it? 让学生自己朗读这些谜语，再通过竞争给出答案fish、fridge和milk。,教学片断分享,并引出课文该部分的句子The milk and the fish in the fridge are for me. T: Ill give you some new words, can you read them? dish bib silk pilch bridge lift T: How to read these new words? Guess. Do you want to know their Chinese meanings? Read these new words and fill in blanks. dish 盘子 What does a baby have? bib 围嘴 _ _ silk 丝绸 What does your mother have? pilch 尿布兜 _ _ bridge 桥 What do you have in your city? lift 电梯 _ _,教学片断分享,常规三段式： Pre-reading, While-reading, Post-reading (Jigsaw Reading)。 阅读的模式：自上而下模式、自下而上模式、相互作用 阅读的方法：略读skimming、跳读skipping、详读(细读)reading for full understanding,阅读教学,复习课要“三有”： 1)有主题 2)有新意 3)有提升 设计原则是：贴近学生生活，不能让学生觉得遥不可及，还要合情合理，形成整体框架。,复习课,教学质量=（学生1分+教材2分+环境4分+教法3分）×教师素质 教无定法 让我们学习、努力、交换、收获,结束语,
