2022英語研訓(xùn)案例：《滾動(dòng)教學(xué)在小學(xué)英語詞匯課中的滲透》4100字

PAGEPAGE3研訓(xùn)背景意義《義務(wù)教育英語課程標(biāo)準(zhǔn)年版（2012）應(yīng)達(dá)到二級(jí)水平的基本要求。對(duì)詞匯的要求是知道單詞是由字母組成的；知道要根據(jù)單詞的音、義、形來學(xué)習(xí)詞匯。因此詞匯教學(xué)在小學(xué)英語教學(xué)中有著極其重要的地位與作用。傳統(tǒng)詞匯教學(xué)中，無論是導(dǎo)入或者操練詞匯時(shí)，慣于不停地設(shè)置新的情境，雖然增加了課堂的趣味性，但這樣會(huì)讓詞匯獨(dú)立于單元主題之外，詞匯課也與本單元其他課之間的聯(lián)系不密切，無法讓學(xué)生形成語言學(xué)習(xí)的整體意識(shí)。其次，日常教學(xué)中，教師新授目標(biāo)詞匯后，為了讓學(xué)生記住，以同樣的形式反復(fù)機(jī)械性操練，課后學(xué)生僅僅學(xué)會(huì)了單就又需要重新學(xué)習(xí)。在近期的幾次詞匯教學(xué)研討課中，縣教研員尤聰杰老師在評(píng)課中不止一次提到“滾動(dòng)”二字，通過尤老師的不斷重復(fù)，這個(gè)詞也不停地在我的腦海中翻滾、復(fù)現(xiàn)。滾動(dòng)教學(xué)在詞匯課中的滲透，是要利用語篇情境讓學(xué)生進(jìn)行滾動(dòng)操練。也就是說，詞匯學(xué)習(xí)要詞不離句，不斷滾動(dòng)復(fù)現(xiàn)，在有意義的語境中進(jìn)行詞匯學(xué)習(xí)，同時(shí)，需要把詞匯放在整個(gè)單元教學(xué)設(shè)計(jì)中，才能把詞匯學(xué)習(xí)的效果最大化。下面，筆者以一堂英語教研課——PEP小學(xué)五年級(jí)上Unit4Whatcanyoud？ALeslearn在小學(xué)英語詞匯課中滲透滾動(dòng)教學(xué)。研訓(xùn)過程 描 述一、分析教材，擬定重點(diǎn)本課為五年級(jí)上冊(cè)第四單元Unit4Whatcanyoudo?PartALearnandDoasurvey. EnglishParty為單元主題，主要表達(dá)能為EnglishParty做哪些才藝表演，并能用Whatyoudo?Ican...來詢問和回答才藝表演學(xué)生在前一課PartAtalk里已經(jīng)接觸了如何使用子去詢問并回答才藝表演活動(dòng)，所以在這一課里通過學(xué)習(xí)新的詞組再次鞏固運(yùn)用重點(diǎn)句型，并完成簡單的調(diào)查報(bào)告書寫。二、精準(zhǔn)施策，開展教學(xué)激趣導(dǎo)入，以舊滾新GreetingT:Hello,boysandgirls.TodayI’myournewEnglishteacher.Youcancallme(Miss Nicetomeetyou!Singasong:Whatcanyoudo?T:Beforeclass,let’ssingasong.FreetalkT:Wow,wecandosomanythings.Thattallboy,whatcanyoudo?S1:Ican...T:Youaresowonderful!NowIknowyou.Doyouwanttoknowsomethingaboutme?Iwillshowyousomepictures.Youguess.展示教師生活中一些會(huì)做的事的部分圖片。T:Look!WhatcanIdo?S2:Youcanwashclothes.T:Yes!Canyouwashclothes?Whocanwashclothes?Youarehelpful!T:Guess,whatcanIdo?S1:Youcancook.T:Bingo!IlikecookingT:WhatcanIdo?S3:Youcandrawpictures.T:Right!Icandrawcartoons.T:WhatcanIdo?T:Icanplaytheukulele.Ibringmyukulele.Doyouwanttolisten?Letmeshowyou.(twinkle,twinkle,littlestar...)Doyoulikeit?Ifyouwanttoplaytheukulele,Icanteachyou.深入感知，層層滾進(jìn)singEnglishsongs和dokungfuT:Icanplaytheukuleleintheparty.Ilike party.AndweknowMissWhiteandherchildrenwillhaveanEnglishpartynextTuesday.Whatcanthechildrendo?LookatZhangPeng,canhedofortheEnglishparty?T:Yes,ZhangPengcansingEnglishsongs.播放singEnglishsongs(升降調(diào))T:Let’sspellit.Youuseyourfinger,Iwrite.Payattention!Thislineisthethirdline.ZhangPengcansingEnglishsongs.CanyousingEnglishsongs?T:ZhangpengcansingEnglishsongs.Amycansingsongs,too.Let’slisten.(唱小星星中文歌)CanshesingEnglishsongs?No,shecansingChinesesongs.CanyousingChinesesongs?T:SobothofthemcansingsongsfortheEnglishParty.WhatcanJohndofortheparty?S:Hecandokungfu.播放dokungfu(升降調(diào))T:Let’sspellit.Youuseyourfinger,Iwrite.Johncandokungfu.Canyoudokungfu?T:Howcool!AndJohnissohelpful.MissWhite:John,canyoudoasurvey?John:Sure!T:JohnwillhelpMisswhitedoasurveyaboutwhatthechildrencando.Buthowtodoasurvey?Look,hemeetsZhangPeng.Listen.John:ZhangPeng,whatcanyoudo?ZhangPeng:IcansingEnglishsongs.Icando kungfu,too.T:WhatcanZhangPengdo?T:Yes!Firstly,Johncanwritethename—ZhangPeng.ThenwritesingEnglishsongsanddosomekungfu.Atlast,Johncantickhereandhere.playthepipaT:ZhangPengcansingEnglishsongsanddosomekungfu.Whatcantheothersdofortheparty?Look,ChenJieiscoming.播放主情景圖視頻T:Johnasks:ChenJie,whatcanyoudo?ChenJiesays...WhocanbeChenJie?S:Icanplaythepipa.T:Doyouknowthepipa?Listen.彈琵琶的聲音播放playthepipa(升降調(diào))T:Let’sspellit.Youuseyourfinger,Iwrite.ChenJiecanplaythepipa.T:Payattentionto“the”.Ifweplaysomemusicalinstruments,weshoulduse “the”.Forme,canplaytheukulele.Lookatthisboy.Whatcanhedo?(Hecanplaytheerhu.)Whatcanthisgirldo?(Shecanplaytheguitar.)T:So,let’sdoasurveyaboutChenJie.Firstly,writethename—ChenJie.Thenwrite—playthepipa.Whocanplaythepipa?S:ChenJie.T:So,Johncantickhere.T:ChenJiecanplaythepipa.Howwonderful!drawcartoonsT:LookatMike,let’saskhim—WhocanbeJohn?WhocanbeMike?John:Mike,whatcanyoudo?Mike:Icandrawcartoons.T:Maybe.Lookcarefully.Whatcanhedraw?S:cartoon.T:Howfunny!Mikecandrawcartoons.播放drawcartoons(升降調(diào))oo/u:/ toon cartoonsT:Let’sspellit.Youuseyourfinger,Iwrite.Mikecandrawcartoons.T:Whatelsecartoonscanhedraw?S1:Hecandrawacartoondog.S2:Hecandrawacartooncar.T:Hecandrawmanycartoons,chooseoneandS:Hecandrawacartoon .T:Let'sdoasurvey.Writethename—Mike.Thenwrite—drawcartoons.Whocandrawcartoons?T:Yes.Johncantickhere.danceT:Mikecandrawcartoons.Hecandrawacartoongirl.Whoisshe?S:Sarah.T:Let’saskSarah.WhocanbeJohn?WhocanbeSarah?John:Sarah,whatcanyoudo?Sarah:Icandance.播放dance(升降調(diào))T:Howbeautiful!Let’sspellit.Youuseyourfinger,Iwrite.Sarahcandance.T:Let'sdoasurvey.Writethename—Sarah.Thenwrite—dance.Whocandance?T:Yes.Johncantickhere.T:Don’tforgetJohn.Hecandokungfu.Tickhere.此環(huán)節(jié)教授完成，完成單詞字形辨認(rèn)、字形書寫的教學(xué)目標(biāo)，板書呈現(xiàn)如下（圖1）拓展延伸，整體滾動(dòng)WriteashortreportabouttheEnglishpartyT:Thechildrenaresohelpful!Sarahcan .Howbeautiful!ZhangPengcan and .Hownice!Johncan .Howcool!ChenJiecan .Howwonderful!Mikecan .Howfunny!Itwillbeagreatparty!T:Now,MissWhiteneedsareportaboutthesurvey.MissWhite:Goodjob,John!Canyouwriteareportaboutthesurvey?John:Yes,Ican.T:Canyouhelphimwriteareport?4根據(jù)調(diào)查表（2，完成小匯報(bào)（3）分享學(xué)生寫的匯報(bào)，檢查單詞書寫birthdayT:Goodjob!Youaresohelpful!Itwillbeawonderfulparty!Iliketheparty!Robinlikestheparty,too.Hesays:Robin:Itwillbeagreatparty!Iwanttohaveaparty,too.T:Robin,whatpartydoyouwanttohave?Robin:IwillhaveabirthdaypartynextSunday!Welcometotheparty,myfriends!T:Boysandgirls,IfyoucangotoRobin’sbirthdayparty,whatcanyoudo?呈現(xiàn)一些可以在生日派對(duì)上做的事的圖片（圖4）T:Youcandomanythings.IcansingEnglishsongsanddosomecleaningforRobin’sbirthdayparty.So,Iwritemynamehere.Then,writedosomecleaning.Atlast,tickthisandthis.Howaboutyou?Now,let’sdoasurveyinyourgroup.T:Shareyoursurvey.（圖5）5PAGEPAGE9EmotionaleducationT:sohelpful.WedowhatwecandoforRobin birthdayparty.IthinkRobinwillbeveryhappy.Inourlife,weshoulddowhatwecandoforothers,too.Maybe,foryourmom,wecancook,wecancleantheroom,wecanwashclothes.Momwillbehappy.Maybe,forourfriends,wecanteachherplaythepipa,dosomekungfuandsoon.Friendswillbehappy.Maybe,forastranger,wecanhelphimfindtheway.Hewillbeveryhappy.Andyou,finally,willbebetter.So,dowhatwecandoforothers,theywillbehappy,andyouwillbebetter!三、課后討論，生成小結(jié)課后，針對(duì)本堂詞匯課中所滲透的滾動(dòng)教學(xué)，英語小組進(jìn)行了討論，有以下幾點(diǎn)小結(jié)：學(xué)生的思維能力。教授已學(xué)和新學(xué)目標(biāo)詞匯時(shí)，滾動(dòng)教學(xué)實(shí)施的力度不同，達(dá)到了扶放結(jié)合的效果。學(xué)以致用的樂趣。賞 析 與 商 榷一、以舊滾新，無痕連接拉近與學(xué)生之間的距離，同時(shí)讓核心句型再次在學(xué)生腦海中滾動(dòng)起來。繼續(xù)滾動(dòng)核心句型Whatcanyoudo?AtalkEnglishpart二、層層滾進(jìn)，點(diǎn)面結(jié)合singEnglishsongs和dokungfu的教學(xué)片段中不難看出，對(duì)話課中學(xué)生只理解了這兩個(gè)詞組的意思，而在詞匯課中，通過單詞跟讀，字形書寫以及后續(xù)的交際運(yùn)用才做到真正的掌握。新版詞匯課中指出：一般出現(xiàn)在對(duì)話課中的目標(biāo)詞匯只需要學(xué)生能夠理解即可，而同一個(gè)目標(biāo)詞匯到了詞匯課就要必須落實(shí)聽、說、讀、寫要求（低段英語落實(shí)聽、說、認(rèn)讀要求生理解了意思，這個(gè)詞匯“雪球”只是小小地滾動(dòng)了一下，到了詞匯課中，還需要繼續(xù)滾動(dòng)，直到落實(shí)要求為止，從而真正地掌握詞匯。這種滾動(dòng)式教學(xué)詞匯具有及時(shí)性、鞏固性和提高性三個(gè)特點(diǎn)，它并不是簡單機(jī)械地重復(fù)，而是螺旋式上升，就此，知識(shí)就像滾雪球，不僅多、大，還緊實(shí)有度。語言不是孤立的，它有一定的語境。因此，無論是教已學(xué)還是新學(xué)詞匯，教師始終將詞放在句中去教，去用，不斷滾動(dòng)詞匯的同時(shí)不斷滾動(dòng)句型，并且越滾越豐富，直到Englishpartsurve教詞時(shí)要教句子，整體輸入，滾動(dòng)前進(jìn)，貫穿整個(gè)語篇。教師教第一個(gè)新詞時(shí)就要把詞放在句子中，作為一個(gè)整體輸入