構建多元教學策略 拓寬學生學力通道

【教學目標】

1.理解四個節日詞組以及各個節日所在的月份、傳統食物和活動。

2.正確理解及朗讀課文，通過小組合作充實并復述故事內容。

3.通過文本學習體驗傳統節日的慶?；顒?，并感受全家團聚的歡樂。

【教學過程及意圖】

一、播放節日視頻，互動交流，提煉主旨內容

（課前播放外國小朋友Mike觀看中國傳統節日的視頻，視頻僅有畫面和音樂，沒有任何英文介紹。）

T：What’s the video about？

S：It’s about Chinese Festivals.

T：You know，Mike is a foreigner. He has some questions about Chinese festivals. What questions？

S：（身臨其境，學生站在外國小朋友Mike的角度提問）：What festivals are they？What do people do and eat at these festivals？How many festivals are there in China？When are these festivals？...

教師適時提煉文本主旨內容：When？What？What to do？What to eat？同時將文中未出現但學生想要了解的信息：How many festivals？Original？Feeling等寫在黑板上。

【通過播放學生熟悉的視頻，把生活題材巧妙地引入課堂，激發學生興趣。通過學生的回答提煉文本中的問題，培養學生發現問題的能力。接下來所設計的教學活動將均圍繞學生所提出的問題展開，通過閱讀，引導學生一一解答所提問題，將培養學生發現問題與解決問題的能力貫穿于教學始終。學生能夠在自主學習、自主探究的過程中積極思考，為自己答疑解惑，如此，他們的思維就會一直處于積極的狀態?！?/p>

二、找準關鍵詞句，自主學習，了解文本梗概

1.找準關鍵詞，確定各篇章主題。

在提煉了文本主旨后，教師呈現事先為學生準備好的故事書（各個節日名稱為空白，僅保留關于節日時間、活動及食物的介紹），給出范例，請學生快速默讀，找準關鍵詞句，確定節日名稱。

T（以Spring Festival為例）：Look at this picture. Please read quickly and silently and then get the key words.So，what festival is it？

S：The Spring Festival.

T：Yes，and then put the name of this festival at the beginning.（拿出故事書作示范。）

T：Are you clear？Please finish the three other pictures.

學生快速閱讀，找出文中的時間、活動及傳統食物等關鍵信息，從而確定節日主題。之后，學生作匯報。

2.自然拼讀，掌握月份單詞讀音。

T：The Double Ninth Festival is on the ninth of the ninth month in lunar calendar. So we can also say：The Double Ninth Festival is in October or November.When are the three other festivals？Please try to read by yourselves.

根據字母發音自然拼讀;組織全班展示、正音。

【本環節學生快速自主閱讀，找出自己認為的與主題相關的信息，并加以分析與判斷。通過全班核對、追問，確定節日主題，把握文本梗概，提升學生信息分析處理的能力。月份單詞的學習過程也摒棄了以往單詞學習“教師讀，學生模仿”的單調模式，而是引導學生通過自然拼讀掌握發音規則和拼讀技巧。學生通過自主閱讀、自主分析而獲取的信息角度更廣，思維更寬，能更加快速、直觀、全面、高效地掌握語篇中的節日主題及內涵?！?/p>

三、提供解讀模式，小組合作，探究文本內涵

1.教師提供語篇解讀模式。

在確定文中的四個節日名稱：The Spring Festival，The Dragon Boat Festival，The Mid-Autumn Festival，The Double Ninth Festival 以及節日時間之后，教師帶領學生一起在文中尋找其余主旨性問題。語篇分為四個場景，均有相應的情景插圖，描述節日的語言形式也基本類似，因而教師帶領學生學習第一幅圖The Spring Festival，以此為示范講解。

T：What do people do at the Spring Festival？

S1：They get together with their families.

T：What do you do at the Spring Festival？

S1：I watch TV with my family.

S2：I get red packets.

T：What do people eat at the Spring Festival？

S：They eat dumplings.

T：What do you eat at the Spring Festival？

S1：I also eat Tangyuan.

S2：I eat meat and fish.

T：How do you feel at the Spring Festival？

S：I feel happy and warm.

風俗貼士：In north China，people usually eat dumplings，that means wealth and treasure.In south China，people eat Tangyuan，that means reunion.

教師提供朗讀指導，學生跟讀。

2.學生模仿語篇解讀方式。

以第一幅圖為范例，學生小組合作討論第二、三幅圖。教師給出小組合作的要求：（1）Read and underline：What do people do/eat at the Dragon Boat Festival/Mid-Autumn Festival？（2）Ask and answer in pairs.同時教師給出支架：遇到不懂的單詞可根據上下文或圖片猜測詞義，也可請教組內其他同學等。通過小組合作，學生匯報如下：

The Dragon Boat Festival

S1：What do people do at the Dragon Boat Festival？

S2：They take part in the Dragon Boat Races.

S1：What do people eat at the Dragon Boat Festival？

S2：They eat rice dumplings.

風俗貼士：In some places，People will carry out dragon boat races.And in some places，people also make spice bags and drink realgar wine to ward off evil and disease.

根據標記朗讀并正音。

The Mid-Autumn Festival

S1：What do people do at the Mid-Autumn Festival？

S2：They look at the moon.

S1：What do people eat at the Mid-Autumn Festival？

S2：They eat moon cakes.

T：What do you do at Mid-Autumn Festival？

S3：We drink tea after dinner.

S4：I read the stories about the moon.

T：The students in my school always read poems about the moon.Let’s enjoy and share.

師生齊誦英文版《靜夜思》。

3.自主習得學習方法。

T：I would like to introduce another warm festival to you. It is a festival for old people.What is it？

S：The Double Ninth Festival.

出示重陽節的四幅圖片：拜訪老人、登山、賞花、吃重陽糕，讓學生用已學會的句型嘗試說一說。

S1：At this Festival，we visit the old people.

S2：I climb mountains with my grandparents.

S3：Sometimes we enjoy flowers.

S4：We also eat rice cakes at this festival.

給出文本內容進行對比，嘗試朗讀。

風俗貼士：Climb mountains，eat rice cakes，enjoy chrysanthemums，people wish the old people have a long life.

T：What do you want to do for the old people in your family？

S1：I want to take a walk with my grandpa.

S2：I want to cook dinner for my grandparents.

S3：I can draw a nice picture for them.

【四個不同的節日場景，教師安排了層層遞進，逐漸放手的文本解讀方式，從教師問學生答，到小組問個人答，再到一人解析，其他人補充追問，學生的學習從模仿走向了合作探究，同時在不斷的補充追問中，學生捕捉細節信息的能力增強了。從課堂中學生的語言表達來看，雖然在語法的嚴謹性以及語言的準確性上還有所欠缺，但是由于給足了他們模仿和思考的時間，在教師的充分信任和所給支架的幫助下，學生們得以更加有效地參與思考、合作、探究，課堂氛圍更熱烈，學生的語言輸出更豐富?！?/p>

四、設計分層活動，自主選擇，延伸語篇價值

在本課的讀后輸出環節，教師針對不同層次的學生提出了以下三個不同層次的要求，供學生自主選擇，并借助板書進行文本復述。

表1 學生復述內容及評價標準

圖1 Chinese festivals一課板書

通過小組合作，學生復述如下：

The Spring Festival

The Spring Festival is in January or February.People always get together with their families and have a big dinner.They eat dumplings and watch Spring Festival Gala together.I put on new clothes and get red packets.We’re very happy.

The Mid-Autumn Festival

The Mid-Autumn Festival is in September or October.People always get together and look at the moon at night.They eat moon cakes and fruits together.They also drink tea and watch Mid-Autumn Festival Gala after dinner.They feel sweet.

【不同學生的認知水平和學習能力存在一定的差異性，對于文本知識的掌握程度也不盡相同。但是這并不妨礙他們理解能力、知識水平的提升，更不會成為他們英語學習、語言表達的阻礙。對于讀后活動，分層要求也是一種教學策略。】

結語：No matter what festival it is，the most important thing is to get together with our families，and I think it is the meaning of Chinese festivals.

（PPT呈現學生作品）The students in my school try to introduce our Chinese festivals to more people. They write something on the blog，on the QQ zone，make the posters，and also use“We chat”.Would you like to do something like this？This is your homework：use different ways to let more people know our Chinese festivals.

【運用多種方式讓外國人了解中國的節日和文化，如海報、手抄報、博客、微信、QQ、E-mail等，下節課與大家分享。完成該項作業必須逐步完成以下三項任務：1.熟讀課文;2.完成故事書中的開放性問題：I also ... at ... Festival. I feel ... at ... Festival;3.上網了解更多關于中國傳統節日的知識。

新課標倡導學生“主動參與，樂于探究，勤于動手”，從而“培養學生搜集和處理信息的能力，獲取新知識的能力，分析和解決問題的能力以及交流與合作的能力”。如上的作業設計具有思考性和延展性，將文本的解讀從課內延伸到課外，從而有效提高了學生綜合運用英語的能力?！?/p>

（作者單位：江蘇省如皋師范學校附屬小學）