《Read and write》課堂實錄（節選）

《Read and write》課堂實錄（節選）

科 目 英 語

執教者丁瑞芳/寧夏銀川市金風第三小學教師

點評者祁承輝/上海市英語特級教師

教學說明

本課教學主題為《通知公告》。通過有效引導，幫助學生了解公告包含的幾個要素，并能摘抄出相關重點句型，仿照范例個性化地編寫自己的交友公告或社團廣告。本課課前指導學生通過觀看微課進行自主預習，以合作學習方式（對學和群學）完成相關語言任務。課中通過檢測預習、新授指導和拓展練習三個環節引導學生學會撰寫簡單的公告。

（本節課為丁瑞芳赴珠海容閎小學講的一堂公開課，編者注）

Step1 Greeting and checking【導入檢測環節】

Activity 1 Guessing game

T: Good morning, everyone.

Ss: Good morning, Ivy.

T: Well, do you want to know something about me?

Ss: Of course.

T: OK, you can guess my personal information according to the number and word.

S1: 3…your child is 3 years old.

T: Oh, thanks for your answer.In fact, my daughter is nearly 3 years old.

S2: There are 3 people in your family.

T: Yes, you are right.

S3: 1...you are a good English teacher.

T: Thank you! But not correct, 1 mean first.This is my first time to come to Zhuhai.

S4: 201...201 is your classroom's name?

T: Very good guessing.But not correct.I have 201 students, I love them so much.

S5: English…You can speak good English.

T: Thanks a lot.You are right.My hobby is English.I usually join English corner.

T: How did I know it? Because of the notice in We Chat.Is it fun?

Ss: Yes!

T: Do you want to join it?

總體點評：

這節課展現了四個特點:一是全員參與，因為課前有預習，課堂上不同程度的學生都能參與到學習中，跟著教學進度走，課堂上有八成以上的學生發了言；二是說學特征明顯，老師安排了各種各樣的說學練習，四人小組中，人人都得到了說的機會，學生展示匯報時說出的語言令全場驚訝；三是輕松和諧，老師利用個人風格，營造了一種輕松民主的氛圍，學生匯報交流顯得輕松自如，課堂一派和諧；四是學習有一定難度，滲透了研究性學習，為了完成學校公告，老師從語言和思維兩方面做了層層鋪墊，然后把表格交給學生合作完成，最后從語言輸出來看，學生很好地完成了任務，研究性學習能力得到開發。

Ss: Yes, we do.

T: OK, I will create an English corner in Ronghong School.So I should write a...

Ss: Notice!

T: And I should put it on the …

Ss: Notice board!

T: Pretty good.Today let's learn about notice together.

（分別在黑板上貼單詞磁條——notice、board）

【課堂說明1】

點評：

此處教師用“創建英語角”的情境，帶著學生引入課文話題——讀寫公告。教師運用“問題導入”的方式，利用小學生好奇心強的年齡特征，設置懸念，引領學生逐步進入到本課主題——公告通知。基于目標，過程清晰。

點評：

任務檢測活動中，教師通過“課前學生自主學習——課中學生合作討論和展示”的任務鏈，既調動了學生的自主參與，又能通過團隊智慧幫助學生解決自主無法解決的問題，充分彰顯了“以生為本”的先進理念，并培養了學生“合作解決問題”的能力。基于成效，方法多元。

Activity 2 Checking

T: Well, you have learned the four notices by yourselves yet, right? Now work in your group, read and discuss.

T: If you have problems, raise your hands, I will help you.Are you clear?

Ss: Clear!

T: Take your time, go!

（2分鐘后）

T: Now it's our show time，which group would like to have a try？

Group1：We try.

（學生朗讀完畢）

T: Very good reading.Big hands for them.

T: Everyone, pay attention to these words, follow me.

（學生跟讀單詞完畢）

T: Other groups？Show your reading please.Group2：We try.

（學生跟讀完畢）

T: Thank you very much.I do like your pronunciation.Big hands for you.

T: Well, if you want to read the passages very well.Pay attention to the stress.Look at me, weak tone

（教師出示一個拳頭）

strong tone

（教師同時出示兩個拳頭以手勢引導學生理解重讀和弱讀的區別）

T: All right, listen to me carefully.We can share.

（老師邊讀邊用手勢強調重讀和弱讀）

Would you like to have a try?

Ss: Yes!

T: Begin!

Ss: Let's read together.Science Club, your club.

T: Shall we dance?

（學生邊讀，老師邊做手勢引導學生）

T: Great! Let's read the four notices together, ready go!

（學生朗讀完畢）

【課堂說明2】

T: Good job.Next, I will check your exercises, have a try!

Pair1 S1: Who write the notice?

S2: Amy, John ,Mike and Robin.

T: Excellent! They are Amy, John, Mike and Robin.

（教師在白板上劃出答案，引導學生根據聯系方式找出公告作者）

T: The second one？You try.

Pair2 S1: What do they want to do?

S2: They want to make friends.

T: Very good answer! Do you have any other opinions?

Sc: I think...They want to share hobbies.

T: Good job.They write notices for making friends and sharing hobbies.

（教師在白板上劃出正確答案）

T: OK, next one？Which pair?

Pair3 S1: What are their hobbies?

S2: Amy likes dancing.John likes playing football.Mike likes reading books.Robin likes making robots.

T: Wonderful! We also can say Robin likes science, right?

Ss: Yes!

【課堂說明3】

【課堂說明1】

課堂氣氛活躍，學生對老師拋出的數字和單詞非常感興趣，無論學生的表達是否正確，都在實現著老師的目標：口語操練。

【課堂說明2】

檢測朗讀，根據每一組學生的朗讀情況，老師先講解重難點單詞的發音，再示范重讀和弱讀的句型，最后帶著學生通讀全篇，幫助學生掃清語言障礙，為文本學習打下基礎。

【課堂說明3】

通過檢測預習任務完成情況，指導學生學會泛讀和掌握獲取關鍵信息的方法，最后帶著問題進入新授學習中。

Step2 Presentation＆Practice【釋疑指導環節】

Activity 1 Let's read

T: Well, last question is Can you find out the same parts?

S1: They both have E-mail and telephonenumber.

（此處學生表達語法略有問題，但老師并不刻意糾正）

T: I agree with you.They all have E-mail and telephone number.We call them contact.

（老師微微強調了all，暗示學生此處用all是正確的語法）

S2: They have...name.

T: Great! They all have title.

T: So a notice should have contact.

（黑板上貼出contact詞卡）

And the contact may be phone number and...（教師邊說邊出示詞卡，引導學生說）

Ss: E-mail, QQ...

T: Yes, QQ number.And...?

Ss: ...（學生看到微信圖片，沉默）

T: Wei-chat.

T: And...（貼出二維碼詞條）QR code

Ss: QR code

T: Are you clear? And a notice should have a title.Let's read together, title

Ss: Title（貼出title詞條）

T: Read the four titles, OK?

（學生邊朗讀，教師邊將詞條：“Let's...”“...club”“Shall we...?”貼在title后面，為下一步學生取題做好鋪墊）

【課堂說明4】

Activity 2 Let's think

T: Well, let's watch this notice.

（出示第二篇公告Goal! Goal! Goal!）

What's the contact？

S1: The contact is E-mail.

T: Pretty good.Can you read it?

S1: John@pep.com.cn

T: What's the title?

S2: The title is Goal! Goal! Goal!

T: Great! What does it mean?（手指標題）

Let's watch a moment.（播放進球瞬間短片）

Ss: The ball is flying in the net!

T: Yes, the ball is kicked into the goal.The moment is so exciting.Let's feel this moment, and read it like this.Goal! Goal! Goal!

Ss: Goal! Goal! Goal!

（教師通過演繹法，引導學生通過朗讀題目，感知題目具有的吸引力）

T: Would you like to give it other titles?

S1: Shall we play football?

T: Wow, cool! I like this title, it's very attractive!

（將attractive詞條貼到title一欄里）

S2: Let's play football!

T: Good title! I do like this one.

S3: Football club.

T: Excellent! It's very simple!

（將simple詞條貼到title一欄里）

You are so smart! So we know a good title for a notice should be ...

Ss: simple and attractive.

（教師通過讓學生自由取題，引導學生感知公告題目須簡明和具有吸引性）

【課堂說明5】

Activity 3 Let's summarize

T: OK，let's read it on.Pair work, Read this part and think about three questions: What is this notice about? When do they play football? Where do they play football? Read and discuss.

S1: The notice is about play football.

T: Right, this is what.

（大屏幕football上方出示what）

S2: They play football on Sundays.

T: Good, this is when.

（大屏幕Sundays上方出示when）

S3: They play football on the playground.

T: Well done，this is where.

（大屏幕playground上方出示where）

This part is...（圈出公告內容）

Ss：內容!

T: Yes! Look here，what belongs to content.

Ss：When belongs to content, where belongs to content.

（教師利用白板拖拉拽功能，邊引導學生說，邊將what where when拖入content所在形狀，引導學生了解內容的三要素）

T: Now，look at the black board.A notice should have...

（指著詞條引導學生說）

Ss: Title, contact and content.

T: And the content has ...（ 將 what where when分別貼在content一欄）

Ss: What where and when.

【課堂說明6】

【課堂說明4】

課堂氣氛活躍，學生在老師的引導下不但了解了公告最基本的要素：聯系方式和標題，還進一步了解了聯系方式的多種類型和題目的多種風格。

【課堂說明5】

老師運用深厚的語言功底層層引導學生進一步了解標題的風格和特點，在細節中培養學生的語言思維能力。始終讓學生表達語言，此環節學生學習語言的興趣高漲。

【課堂說明6】

老師通過學習一篇公告提出任務，引導學生進一步分析文本，了解公告內容這部分的三要素，培養學生的閱讀方法，為進一步完成表格打下基礎。

Activity 4 Let's finish the table

T: You are so smart.Now let's read the rest notices, try to finish the table.（拿出表格紙示意）

（學生利用劃出關鍵詞的方法分析文本，完成表格。教師在學生中間進行指導）

S1: What ...It's about dance.

T: You are right.And when?

S1: ...I don't know.

T: You don't know or it doesn't tell us?

S1: It doesn't tell us.

T: You can guess, maybe...

S1: Maybe on Mondays.

T: Very good time!

S1: Where...maybe in the classroom.

T: Great! And...?

S2: At my home.

T: I like home too.It's comfortable.

【課堂說明7】

Activity 5 Let's learn

T: Well，if you write your own notice, which sentence may help you? You can underline them and tell us.

S1: There is a dance class at 1 p.m.on Sundays.

T: Good sentence.（將詞條there is...貼黑板）

S2: What do you do on...

T: I will use it too.（將詞條What do you do? 貼黑板）

【課堂說明8】

【課堂說明7】通過學習一篇公告，指導學生運用分析文本的方法自主學習其它三篇。其中第三篇和第四篇公告沒有告知地點或時間，這里只截取一篇的詳細記錄展示教師如何引導孩子們利用maybe句型來進行文本內容猜測，進一步培養孩子的語言思維和表達，教師和學生語言的碰撞也正是本節課的精彩所在。

【課堂說明8】教師借此機會將可以通用的句型“Shall we...,Join in our..., Come to the..., There is a...Do you want...,Do you like...”貼在黑板上進一步幫助學生搭建語言框架。

Step3 Writing a notice【拓展操練環節】

T: It's time to write our notice, work in your group, discuss and write.OK? Ss: OK!

T: Before your writing, please read the writing instruction.And I can help you.

（學生自由撰寫，教師就句型和表達進行指導，就小組如何展示進行示范）

點評：

拓展操練環節，教師鼓勵學生在“理解并模仿”的基礎上，開展個性化的編寫，并以小組為單位進行交流和分享。操練不僅僅停留在復述文本內容，而是一定程度上培養了學生的創新精神和合作的意識。基于素養，策略得當。）

教學反思

丁瑞芳/文

本節課，我采用任務驅動式，以問題為任務和途徑，使學生在層層引導和幫助下，以2至4人小組合作形式完成學習目標和任務，即通過合作學習，按照范例個性化撰寫公告或團體海報，最后學生呈現的效果非常好。本課教學的高效體現在學生課前先學的自主性、合作學習的發展性以及語言運用的創新性。本課的亮點體現在核心素養的落實貫穿整堂課，無一不在細節中流露、點滴中滲透。

這節課也有它的遺憾和欠缺，關于文本教學，第一篇和第二篇缺少對比，如果經過對比引導學生能夠總結出交友類和分享愛好類，對他們的進一步個性化創作會更有幫助。

關于合作學習，還可以根據愛好或者其它分組方法將原有小組打破，臨時組建新的小組，使學生通過大范圍“人人合作”強化合作思想，分享更多的語言學習。