小学英语单元整合教学策略.docVIP

单元整合教学策略 ————漆兴洪———— 案例再现 PEP BOOK Ⅵ UNIT 6 WHAT ARE YOU DOING? Review the housework phrases. Learn the simple present sense. Activity 1: What are you doing, Huitailang? T: Who is he? (Ss: Huitailang.) Who is she? (Ss: Hongtailang.) We know Mr. Hui loves Miss Hong very much. He can do many housework. He can …. Ss: …. (PPT: do the dishes, cook dinner, wash clothes, clean the room) T: So he is …. (Ss: Helpful.) Look, listen, and guess what’s he doing? (PPT: Hong: What are you doing? Hui: I’m …ing …) Ss: …. (doing the dishes, cooking dinner, washing clothes, cleaning the room.) T: Can you make a new story. (PPT: empting the trash, making the bed, watering the clothes) Ss: …. Activity 2: What is your teacher doing, guess? T: Look, who is he/she? (PPT: teacher’s photo) Ss: …. T: Yes, he/she is our … teacher. So he/she likes …. Ss: …. (PPT: book, music, picture, phone) T: Look at the photos. Listen carefully. What are they doing? (PPT: I’m listening to music, drawing pictures, reading a book, answering the phone) Ss: …. T: Look at these teachers. Who are they? What are they doing? (PPT: going shopping, watching TV, playing sports) Ss: …. Activity 3: What is Mr. Qi / Mr. Qi’s dad doing? T: This is my father. Listen, what is he doing? This is my picture. What am I doing? (PPT: doing homework, writing a letter) (PPT: playing computer games, using a computer, writing an e-mail) Ss: …. (PPT: a phone call) 教学反思 灵活使用教材是作为一名优秀教师必备的素质。不论是增、删、合、分、调，都需要教师对教材有相当深入的了解。我在本单元的备课和上课过程中，就综合采用了多种教材整合的策略，以期待达到提高教学有效性的目的，学生的反应令人欣慰，课堂效果较好。 分析教材，整体备课。 要做到整合教学，首先应该对教材有比较深入、全面、细致的了解和评判。就本单元而言，有两个主要的教学目标，一是常用打电话用语，主要在对话部分学习；一是动词ing形式，主要在学单词部分学习。本单元AB部分大多数单词都是以前学过的Housework类单词加上ing形式，只有为数不多的三、四个生词。如果将这两部分分作两课时教学，学生难以产生对动词ing形式的整体感觉和印象，所以我将两个课时整合为一个课时，并且融入了一个打电话的活动，还同时拓展学习了其他在课文中没有出现的其他旧动词词组的ing形式。上课下来，感觉整体效果很好。 设置情境，活动引入。 分析一下这十个词组，可以发现主要是housework、hobby、daily life的话题，因此，我设置了相应的几个情景。如“大灰狼”可以练习到housework类的词组，“猜老师”可以练习到hobby类地词组，“通电话”可以练习到daily life类的词组。学生在几个活动引领下，主动地学习，快乐地学习。 复习铺垫，搭