《Ican……》教后反思.docVIP

《I can……》教后反思 英国教育专家Jane Moon(2000)的研究表明，孩子具有“Go for meaning ”的天性，记载学习语言时，孩子的注意力通常首先放在语言的意义上，他很少注意到语言形式或语言规则。在教学过程中，教师可以给学生创设一个有意义的语境，给学生理解语法知识的机会，让学生通过模仿，比较独立运用该语法项目，使学生未经讲解该语法项目，便已自然习得。当然为了学生的进一步学习，教师可以适时地总结归纳语法项目。从心理学的角度看，小学生具有好动、爱模仿，敢于创新等特征。在小学采用类比法语法教学可以缩短教学时间，适合我们现在课程的安排。笔者为了帮助四年级的学生区分现在进行时与助动词can，设计了以下教学活动： 复习引入 以小诗歌“What what what are you what are you doing? I’m playing bastkeball. I’m cleaning the wall. What what what are you what are you doing? I’m playing my guitar. I’m painting my picture. What what what are you what are you doing? I’m working on the computer. I’m cooking the dinner. What what what are you what are you doing? I’m singing in the room. I’m fishing by river. And you? On,we’re going doing my homework.”来复习现在进行时以及业余活动的词汇。接着笔者把小诗的开头的句子 “What what what are you what are you doing? I’m playing bastkeball. I’m cleaning the wall.” 改成“What what what is she doing? She is playing bastkeball. She is cleaning the wall.” 请学生接着笔者的开头改编小诗的后半部分。 What what what are you what is she doing? She is playing my guitar. She is painting my picture. What what what are you what is she doing? She is working on the computer. She is cooking the dinner. What what what are you what is she doing? She is singing in the room. She is fishing by river. And you? Oh,we’re going doing my homework.” 接着笔者不给提示，请学生不断的改变小诗。学生很快就能把句子中的“are you”改成“is he /are they/are we”,把“I’m”改成“He is/They are/We are”创编出新的小诗。学生按照组与组或男女或师生对答的形式进行操练，学生很快就记住小诗，以及诗中人称与be动词搭配的规律。 以故事呈现 T: Boys and girls what are you doing? S: We are listening./ We are learning English. T: Yet ,now please look at this picture. What’s the bird doing? S: … T: A bird is feeling boring. She wants to find a friend to fly with her. In the forest she met many animals, but all of them can’s fly with her. At last what happened? Please listen to the story 笔者通过手偶及幻灯片展示故事的第一个场景。第二个场景笔者继续扮演Polly,笔者通过身体语言引导学生想象Mr. fog会说的话，再展现答案。第三个场景，只给学生人物，让学生根据前面的场景想象他们会说的话，扮演出来，再展现答案。（当中不断的鼓励学生发挥其想象，不要限定于图画中。）第四个场景同上。学生通过第一的场景的学习基本能和笔者顺利的演绎整个故事。