上海市小学英语教学的理论与实践newppt课件.ppt

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1、上海市小学英语教学的理论与实践,普陀区教育学院吴成芳,一、我们所使用的教材,牛津英语（上海版）,按照building blocks的理念，知识容量不断增大，难度逐步递增,学生用书的栏目- 核心语言栏目,学生用书的栏目-语言活动/练习栏目,阅读材料注重人文性、实践性和思想性,语言学习更生活化、突出交际性,二、上海英语教学近十年来的变化,传统教学向应用型教学的转变,2008年提出独立语段教学2009年提出应用型阅读教学2010提出单元整体教学设计2012年提出单元整体设计下的单课 有效实施-全语境式课堂教学2014年提出基于标准的教学与评价,独立语段教学（文本再构）（2001-2008）,教什么?

2、,独立语段定义：,是指大于句子、语义完整的单位，是含有语境、语用和语义目的的独立段落。,独立语段的特点：, 具有独立语义功能、语 用目的、交流语境的教学材料。, 具有语言项目、语段结构、语 用表达的教学功能。,中小学英语教学中的独立语段包括： 书面独立语段： 短文、书信、故事等 话语独立语段： 童谣、对话、图语等,产生背景：,没有一种教材能够完全满足某一个特定学生群体的学习需要 。,处理方法,整合、补充或删减教材内容,替换教学内容和活动,调整教学顺序,操作原则,整合、补充或删减教材内容,整合 不同教材齐头并进，互补。 补充 为完成课程目标的需要； 从学习的实际需求出发。 删减 内容是否贴近学生

3、的生活实际； 摄入的量和难度是否在学生的可接受范围。,案例一：,教学内容：Oxford English 1A M4 U1 On the farm调整后的文本,This is Donald.,This is a farm.,PeepPeep This is a chick!,This is a cow! MooMoo.,OinkOink This is a pig!Wow! How fat!,Donald is happy.,补充后的独立语段文本：On the farmThis is Donald. This is a farm. PeepPeepThis is a chick. MooMooT

4、his is a cow. OinkOinkThis is a pig! Wow! How fat!Donald is happy.,传统阅读教学与独立语段教学的目的差异,传统阅读教学的目的, Reading for language learning, Reading for information,独立语段教学的目的, Reading for language use, Reading for the main ideas, Reading for specific information,独立语段教学的重要意义：,摒弃习惯的：以词、句为基础带动语篇、语境的学习。,倡导有效的：以语段、语境

5、为主体带动词、句的学习。（全语境式教学）,开展独立语段教学的基础, 以教材内容为语量基础, 以整体内容为语境基础, 以主题内容为语用基础,教得怎样?,应用型阅读教学(2009),1. 教学指向的差异,2.教学策略的差异,阅读教学：语言技能，与听说读写相对应。,应用型阅读教学：交际过程，与语义整体、主题内容相对应。,阅读教学：偏重理解性教学应用型阅读教学：偏重语言的应用性。,应用型阅读教学的过程,-语篇带动词汇，再由词汇回到语篇中运用的学习过程。,课文导入,语篇呈现,语句学习,分段理解,总体感知,巩固输出,应用型阅读教学更关注：,1.要基于教材和学生的生活环境以及旧知。,5.改编后的文本中可以包

6、括学生未习得的知识，但是这类知识应不影响学生对文本的阅读与理解。,3.不断复现性。新授内容在文本中复现的频率要高。,2.需体现趣味性，思想性，语用性，复现性，丰富性。,6.当教学中出现多个文本时，要分清主次文本。,4. 要有完整的主题，体现语用交际性和趣味知识性。,案例2：,4B Module 2 Unit 3,Earth Hour,Teacher: Cindy Li,Alices family,Kittys family,Sallys family,Whats Alices family doing?,Whats Kittys family doing?,Whats Sallys famil

7、y doing?,Hi, Im Alice. I usually _ _ with my _at night. But now we are _ _ the stars. My dad is _ me _ _ about the _.,Fill in the blanks.,watch,TV,parents,looking,at,telling,a,lot,stars,brother Ben and I usually read story books before bedtime,do my homework at night,We are chatting with our parents

8、. They are telling us a lot of interesting stories about themselves.,.,怎样教?,单元整体教学设计(2010),基于单元的设计基于文本的语言基于主题的应用基于内容的情感,四大特点：,案例3：,3B M4U2 Childrens Day,Our Childrens Day,宝山二中心 吴旻烨,Oxford English 3B Module 4 Unit 2 Childrens Day,一、教材分析,Module 4 Unit 2 Childrens Day,Module 4 Unit 2 Childrens Day,Modu

9、le 4 Unit 2 Childrens Day,课时划分,1st Period,2nd Period,3rd Period,Childrens Day in different countries,Childrens Day in China,Our Childrens Day,案例4：,虞 玲 (Cindy)华东师范大学附属小学 (Primary School Attached to ECNU),4A M2U1 Jills family,第一课时主要完成对Jills family成员信息的介绍，让学生能够说清Jill的家庭成员构成情况。第二课时聚焦于对“家庭”内涵的讨论，通过主人翁Jil

10、l的叙述，感知家庭的意义，并输出自己对“家庭”的理解。第三课时中，将“家庭”一词的概念进行了横向的延伸，让学生了解“家庭”不仅仅局限于我们居住的地方，它更可以是我们学习的学校，我们生活的社区，乃至整个社会都是我们的家。,上海市教委教研室小学英语教研员朱浦老师对这节课的评课,市教研员的点评：,教师的专业素养与教学素养优秀，教学内容与过程的思想性丰富，节奏合理平稳，课风实在流畅，根据主题FAMILY的逐步递进,用giant一词突出本课的核心，音乐画面优美，不乏感人之处，提升了对家的理解和亲情的感动，有独到的备课之风，上课之风，此课是近几年来本主题下的教学案例的最佳之作之一。,基于单元整体教学的单课

11、有效实施-全语境式教学(2012),案例5：,卢 颖 (Lucy)普陀区 洵阳路小学 (Xunyang Primary School),Changes in life,5B M3U3 Changes (period 3),Oxford English,Changes in life,Where did people live?,What was in peoples home?,What did people do for fun?,Where did people live?,What was in peoples home?,What did people do for fun?,Gran

12、dpa lived in _. It was small but clean. A. an old house B. a tall building C. a small flat There was a _in his house. It played nice music. He liked the music. A. radio B. phonograph C. TV set Grandpa often played games in the lane. He liked playing _. A. paper-scissors-stone B. hopscotch C. Both A

13、and B,When Grandpa was young, he lived in an old house. It was small but clean.,/fungra:f/,When Grandpa was young, _ _. It played nice music. He liked the music.,there was a,phonograph in his home,When Grandpa was young, _.,/hpskt/,he often played games in the lane. He liked playing paper-scissors-s

14、tone and hopscotch,Move into a new flat 1980. 3,A small bright room 1980. 6,Buy a new radio 1981. 2,Go to Peoples Park 1982. 8,Dads new radio 1981. 11,At Changfeng Park 1982. 10,When Dad was young,he lived in _._.There was_ in his home. He liked_.Grandpa often rode him to_. He liked _ there.He had g

15、reat fun.,Album,a small flat,listening tomusic and stories fromthe radio,It was small but bright,the park,a radio,flying a kite,When Grandpa was young, he lived in a small flat. It was small but clean.When Dad was young, he lived in a tall building.It was small but bright.Now, I live in an old house

16、.My home is big and bright.The places we live become .,Shanghai changes a lot. Life in Shanghai changes a lot, too.,an old house.,a small flat.,a tall building.,better and better.,When Grandpa was young, .When Dad was young,.Now, ,When Grandpa was young, there was a phonograph in his home. It played

17、 nice music. He liked the music.When Dad was young, there was a radio in his home. He liked listening to the music and stories from the radio.Now, there is a TV set and a computer in my home. I like surfing the Internet and listening to the music with my computer.The things we have become better and

18、 better.,Shanghai changes a lot. Life in Shanghai changes a lot, too.,Shanghai changes a lot. Life in Shanghai changes a lot, too.,When Grandpa was young, he often played games inthe lane. He liked playing paper-scissors-stone andhopscotch.When Dad was young, Grandpa often rode him to thepark. He li

19、ked flying a kite there.Now, Dad often drives me to the countryside. I likehaving a picnic there.The things we can do for fun become more and more.,Shanghai changes a lot. Life in Shanghai changes a lot, too.,Changes in life,As you can see, there are many changes in our life. With thechanges in Shan

20、ghai, our life become better and better.,fan,electric fan/ilektrik/,tram,marble/ma:bl/,toy tank,make phone calls,write letters,bicycle,我们的标准是什么?,基于标准的教学与评价(2014),什么是英语教学？,基于教材内容、学生学情和教师特色的语言学习设计。以话题为中心，基于语境、语篇和情感的语言体验过程。,课堂教学的转变带来的变化,一、教师学科素养的全面提高专业素养教学素养教研素养研究素养,二、学生素养的全面提高语言素养：听、说、读、写学科情感,Stay hungry，stay foolish！,创造课堂教学的精彩与完美！,