【2017年整理】单元整体设计整合.docVIP

小学英语单元整体教学的设计与教学 ——以5AU3 Birthday Party为例 程夏 [背景] 在传统的英语课堂教学中，我们会经常碰到单课教学所带来的教学制约问题。如有些简单的单词不断复现造成“过剩的低级重复”，不利于学生系统、科学地学习。而许多有深度和有难度的语篇、句型，学生要在短短的一节课中学会、学好，教师要在一节课内讲全、教透，甚至还要考虑到情感、态度价值观的提炼，这是非常困难和不现实的，这种压缩式的单课教学实质上是蜻蜓点水，学生永远进行的是初步、初级的体验。 相对而言，单元教学是一种系统化、科学化的教学体系，它根据学生认知结构发展的特点，以培养学生的基本能力、发展学生的创造性思维为目标。单元教学要求老师能够站在知识系统性的高度，以单元话题为基础，将本单元出现的重要知识结构进行重新整体的编排，组成一个知识整体或意义整体作为教学阶段，并通过语篇形式进行呈现。[1]简言之，单元教学是一个具有整体性、系统性、综合性、思考性的教学阶段。 在新课程的背景下，小学英语提出语篇的单元教学这一理念，意在强调的是我们的教师在教学过程中，要具有单元教学的意识和单元教学的习惯。采用单元教学的方式，首先是可以实现知识的有效整合，实现“整体语言(whole language)教学”， 使英语课程的学习成为提高学生的人文素养的一个过程。同时，采用单元教学的方式，可以突破教材的限制，有效延伸我们的课堂。 下面就牛津小学英语5AM2U3“birthday party”中连续的两节课为例来讨论单元教学中课与课如何体现衔接的整体性、系统性和综合性。 [教学片段] 片段一： The 1st period - birthday present In the toy shop - Which _____ do you like？ - I like this/that one. - Which one? - The ____ (colour) one. It is made of_____. Hana likes to play with toys. The present from Danny is a robot dog. It’s white. It’s hard and smooth. It is made of plastic. It can shake its head and its tail. It can make Hana happy. In the clothes shop -Which____ do you like? -I like this/that one. -Which one? -The ____ (size) one. It is made of ______. It is cool and dry in autumn. Hana needs a new sweater. Alice buys a pink sweater for Hana. Hana likes the medium one. Because she is tall and thin. It is made of wool. It feels soft. It can make her warm. The 2nd period - birthday party The first guest, Danny Danny: Happy birthday, hana. Hana: Thanks, danny. Danny: This is your present. Hana: What is it? Can I open it now? Danny: Of course you can. Open it and have a look. Hana: Oh! It’s a robot dog! It’s white. It feels hard and smooth. Danny: It’s made of plastic. It can shake its head and tail . How do you like it? Hana: I think it’s cool because I can play with it. It can make me happy. Thank you very much. Danny: I am so glad you like it. Danny is the first guest. He gives Hana a robot dog. It’s white. It’s made of plastic. It can shake its head and tail. She thinks it’s