在小学英语教学中培养学生语感的策略研究
课堂教学案例
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教 者
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汤凤琴
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执教时间
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2014.3
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教学内容
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Unit 2 More exercise A
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教学对象
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六（1）
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教学目标
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知识目标：
1.能正确地听、说、读、写词汇： more，be good at, do well in, get stronger
2.能正确地运用对话中的日常交际用语和三会词汇和句型：
player, need help with, do better in, do some / more exercise, jog to school
I’m good at …. I do well in…
I jump higher than some of the boys in my class
能力目标：
1、能正确地理解掌握对话内容，能有感情的朗诵并复述课文内容。
2、能运用本课所学语言进行“擅长或不擅长科目／项目”的对话交际活动。
情感目标：
1.能正确地理解掌握对话内容，能有感情的朗诵并复述课文内容。
2.培养学生养成爱锻炼的习惯。
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教学策略
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游戏和chant
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教学过程（可续页）
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教学步骤
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用时
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教师活动
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学生活动
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设计说明
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Step1.
Before-reading
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8
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Step1. Before reading
1.Do some exercises with the teacher .
T: Today we’ll learn Unit 2 More exercise . First let’s do some exercise .
Stand up jump run play football ect .
2．Free talk
T: Do you like running? Do you run fast? Who runs faster, Zhang Keting or Wang Ying ? T: Zhang Keting runs faster than Wang Ying. So Zhang Keting is good at running.
T: Do you like running? Do you run fast? Who runs faster, Zhang Keting or Wang Ying ? T: Who jumps higher, Shi Jingyi or Wang Mingcong? Shi Jingyi jumps higher than Wang Mingcong. So Shi Jingy does well in jumping.
Teach : be good at / do well in
T: Are you good at ---?
S1: Yes , I do . / No , I don’t .
T: So you have some problems with ----.
Don’t worry . ( 给出改进的建议）
3、Let’s talk
Talk in groups. I’m good at ---, but I’m not good at---.
或者 I do well in ---, but I don’t do well in----
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Free talk
Learn:Teach : be good at / do well in
Talk in groups. I’m good at ---, but I’m not good at---.
或者 I do well in ---, but I don’t do well in----
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Step2
While reading
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20
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1、Listen and judge.
T：Zhang Keting is good at running. Shi Jingyi does well in jumping. So they are all good at PE.. Howt about Jim? Is Jim good at PE? Let’s listen and judge.(background)
1）、Listen and judge。
2）、Read the background.
3）、用自己的话复述引言部分。
2、Say something about the pictures
T: Jim is not good at PE. Is he happy? Why?
1). Look at the pictures and predict .
2). Say something about the pictures.
… runs faster than …… runs as fast as …
… swim faster than …
3. Listen and answer
T: Is Jim happy or not? Let’s listen and answer.
1). Listen and answer
2). Talk abou Jim’s PE.
4. Read the text quickly and underline Dad’s advice.
T: Jim is not good at PE. So his father gave him some advice.
What’s Dad’s advice ? What does dad tell Jim to do ?Please read the text quickly, underline Dad’s advice
5. Talk about your advice
T: How about your advice? (拓展学生思维，让学生提出多种建议)
6. Send you a sentence.
T: Yes, do more exercise ,you will get stronger, here’s a sentence for you : Exercise for an hour every day, you’ll have a healthy life.(每天锻炼一小时，健康生活一辈子。)
7. Read the text carefully and underline Jim’s plan.
T: Following his father’s advice, What is Jim going to do? What ‘s Jim’s plan? Please read the text carefully, pay attention to the details then underline Jim’s plan.
8. Read together.
9. Read and judge.
T:I think you learn a lot about the text. Now let’s check it. Do the exercise below
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1、Listen and judge。
2 Read background.
3、用自己的话复述引言部分。
Say something about the pictures.
Listen and answer
Read the text
Read the text carefully and underline Jim’s plan.
Read together.
. Read and judge.
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Step3
After-reading
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10
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1.Fill in the blanks.
T:Well done.Let’s play a game about Jim.Here are four passages.First,fill in the blanks and then put them in order.
2.Say something about Jim.
T: Jim is unhappy at first.Is Jim happy now? Why?
3.Try to be a PE calss representative.(竞选体育课代表)
T:Jim gets stronger and stronger now. So he wants to be a PE class Representative.Do you want to be a class Representative?
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1.Fill in the blanks.
2..Say something about Jim.
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Step4
Homework
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2
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1、 听录音，用正确的语音语调朗读并表演对话。
2.Sports reporter.运用新学的语言，采访你的同桌，询问对方擅长和薄弱的体育项目，并讨论改进的措施。
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板书设计
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Unit 2 More exercise
Jim’s trouble Dad’s advice Jim’s plans
need help with do more exercise get up earilier
Jim is not good at PE stronger do some exercise
…runs faster than do better in PE play ball games
… swim faster than jog to school
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教学反思
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More exercise 这一单元的主要教学内容是副词的比较级。Part A语篇部分的话题主要围绕Jim和他爸爸谈论如何进行体育锻炼展开。本部分的内容比较简单，课文的层次也比较清晰。
本课的难点之一是be good at和do well in这两个同意词组的相互转化。《新课程标准》强调语言学习的过程，重视语言学习的实践性和应用性。现代外语教育注重语言学习的过程，强调语言学习的实践性对于本课教学，我有如下体会：
一、自由交谈，导学运用。
本课的主要内容文本的学习，其中两个词组be good at, do well in较难，教师采用在free talk中先提炼出来交流，通过教师的自我介绍引入be good at, 引导学生说说自己擅长的学科及活动项目，在学生自我介绍中体会be good at的意思及这一词组用动名词的形式，然后顺势引入do well in，通过学生的介绍及介绍学生信息来体会do的不同人称的运用，再通过ppt呈现的图片，引导学生运用这两个词组，并引入它们的否定形式，在逐层的运用交际中让学生理解含义，学会运用这个词组，最后通过一个口语表达小练习检测这两个词组的运用。（教师在教学中可以把这个练习改为笔头练习，让学生练习，达到的检测和巩固效果会更好一点。）
二、任务导学，自主阅读
本课的语篇内容段落层次比较清晰，教师在设计时分为了三个话题，即Talk about Jim’s PE; Jim’s Dad’s suggestion和Jim’s plans。针对这三个话题，教师分别运用了Read and answer的任务形式，通过问题的引导，让学生带着问题去自主阅读文本，根据自己对文本的理解来解答问题，并在核对中解读文本中的词组。（在阅读中，教师可以根据内容的难易度多一些阅读形式，如小组阅读等，帮助学困生一起理解文本，建立学习的信心。）在文本复述环节，教师采用了根据表格信息完成Jim的自述，或是根据板书完成文本的复述，这个活动再一次引导学生以思维导图的形式对文本进行深入的理解和记忆。（板书以思维导图形式呈现，能够直观的帮助学生回顾文本信息，进一步理解文本，反馈较好。）
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