对话教学要形神兼备.docVIP

对话教学要形神兼备 　　宿迁实小谷晓婷老师的这节对话教学课让我收获颇丰。而在“杏坛杯”的另一个赛场，常州市博爱小学的高洁老师也执教了同一课，她的教学与谷老师有不少异曲同工之处，以下请欣赏她的教学设计片段。 　　【教学片段及意图】 　　Step 1. Pre-reading 　　1.T：（出示David图）Who’s he？ 　　T：As you know，David is a student.He goes to school from Monday to Friday like all of us.Look，this is David’s timetable of his weekdays. Can you guess：what time does he get up every day？ 　　T：Yes，we also can say he gets up at half past six.Here“half”means thirty minutes. 　　2.T：Look，what time is it？（表格里出现7：10 am） 　　What does David do at ten past seven？Can you guess？ 　　T：What time does David have lunch？ 　　T：We also can say twenty to twelve. 　　T：Look，what time is it？（表格里出现4：50pm，8：55pm，学生继续猜测David的日常活动） 　　【揭示David的日常作息时间：6：30 get up；7：10 go to school；……学生初步感知用to和past表达时间，为课文教学做铺垫。】 　　Step 2. While-reading 　　1.T：We know David often goes to bed at five to nine at night. But today，he doesn’t go to bed yet. What’s he doing？ 　　T：Why is he still doing his homework now？（给出选项） 　　【引导学生对故事主线进行猜测。】 　　2.（出示引言部分） 　　T：Is David really busy？How busy is David？（We also can say he is busy from morning to night.） 　　Let’s find out the answer from the passage. 　　【完成知识背景和文本情节的铺垫，准备进入文本学习。】 　　3.T：What do you often do in the morning？ 　　T：What does David do on Thursday morning？Please listen carefully and tell me quickly.（教师迅速板书David早晨活动） 　　T：What time does he get up？What time does he go to school？You can read the passage again and circle the time. 　　T：Does he have breakfast？Why not？ 　　If there’s no time for breakfast，what can you do？（教学take with并出示tips：早餐重要） 　　【以学生的生活经验入手，激活短语储备；根据文本信息进行时间和活动的匹配，初步掌握逆向时间的表达。】 　　4.（出现中午的图）T：It’s in the afternoon.Is David busy in the afternoon？Please read and underline the things he does. 　　T：Do you have any questions？（教学“a quarter”） 　　T：Why does David need to clean the library？ 　　T：He has so many things to do. What can we say to him？ 　　T：Yes，we often say like this when we are busy doing something. It seems that David is really busy in the afternoon. 　　【通过引导学生自读课文理清下午Davi