摘要：利用想象的翅膀，訓(xùn)練學(xué)生猜測(cè)的能力，通過(guò)觀察課本插圖，培養(yǎng)學(xué)生判關(guān)鍵詞：一、利用想像的翅膀,詞匯時(shí),PPT呈現(xiàn)房間里的幾樣?xùn)|西,讓學(xué)生猜測(cè)是哪個(gè)房間,比如說(shuō),在教授單bedroom時(shí),PPT呈現(xiàn)幾個(gè)零散的陳設(shè):淋浴,浴盆等.讓他們通過(guò)觀察,猜測(cè)是bedroombathroom;老師在講授蘋果的單詞后,老師用生動(dòng)的文字描述這些蘋果的特:Itsround,Itsred.It’ssweet.What’sthis?讓學(xué)生通過(guò)想象它的外形猜測(cè)是哪種水果。當(dāng)講授"Iamfull"這句話之后,老師可以邊揉肚子邊說(shuō):Iamfull,然后順勢(shì)做打嗝的動(dòng)作,讓孩子們通過(guò)二、通過(guò)觀察課本插圖,Apictureismorethanonethousandwords,在書本的插畫里,往往隱含著各種不同的文在講授人教版英語(yǔ)四年級(jí)下冊(cè)MyschoolLet’stalkA部分時(shí),:WhereisMikegoing?MikePEP五年級(jí)下冊(cè)第二單元SeasonpartAlet’slearn時(shí),可先讓孩子們觀察插圖并嘗試說(shuō)出下面的話:Springisgreenwithflowersandsongs;Summerishot,thedaysarelong.Autumnisgoldenandfarmersarebusy.Winteriswhiteandtheyearis三、開展話題探究,Unt5Season這一課時(shí),出現(xiàn)了四個(gè)表示季節(jié)的單詞,老師可首先組織孩子們進(jìn)行集體討論要求他們從色彩,天氣,服裝,季節(jié),水果等多種方面來(lái)說(shuō)明各個(gè)季節(jié)的特點(diǎn),并由各組的學(xué)生自己上臺(tái)討論評(píng)選出季節(jié)之星",然后再說(shuō)明自己所喜愛(ài)的季節(jié)特點(diǎn)及其原由,通過(guò)這種形式充分調(diào)動(dòng)了他們學(xué)習(xí)的主動(dòng)性,使他們?cè)陬^腦中充分地運(yùn)用了自己所掌握的基礎(chǔ)知識(shí),元hatshedo?的時(shí)候,技能,暢所欲言,分析各種職業(yè)的利弊,選出自己最感興趣,程中學(xué)生批判性思維品質(zhì)得以提高。四、優(yōu)化課堂教學(xué)用語(yǔ),老師教學(xué)用語(yǔ)的邏輯性以及對(duì)學(xué)生思想品質(zhì)深刻性,PEPUnit6ShoppingPartAlet’stalk,老師使用了下列教學(xué)語(yǔ)言:開始上課時(shí)T:TodayI'myournewEnglishteacher.Iamveryhappy,andyouarehappy,too.So,Let’sgoshopping的手段,A語(yǔ)句中的"Iamveryhappy,andyouarehappy.too."與"Let’sgoshopping"之間也不是邏輯關(guān)系,先不說(shuō)老師高興是不是就代表他們快樂(lè),即使學(xué)生很快樂(lè),為什么高興時(shí)就要去購(gòu)物呢?老師用so來(lái)聯(lián)系兩句話明Aso,長(zhǎng)此以往是不是會(huì)導(dǎo)致他們思想的盲[3Unit2MyweekPartBreadandwriteRobin’sadvice上,C和學(xué)生的閱讀前交流如下:老師在幻燈片上展示了教科書上的課表,對(duì)學(xué)生提問(wèn):WhatdoyouhaveonWednesdays?S1:Ihave...教師們?cè)诨脽羝喜シ畔匆路措娨?Whatdoyouoftendoontheweekend?S3:Ioftenwashmyclothes.T:Whatdoyouoftendoontheweekend?S4:Iplayfootball.教師在幻WubinbinWhoishe?Ss:HeisWubinbin,之后,學(xué)生初讀語(yǔ)篇并完成下面幾個(gè)問(wèn)題:WhatdoesWubinbinhaveonFridays?WhatdoesWubinbindoonthe[教學(xué)案例4]同樣在這一課的教學(xué)過(guò)程中,老師D和學(xué)生之間的閱讀前交流情況如下:老師展示課本插圖.T:HereisapictureofWubinbinandRobin.Whataretheytalkingabout?MaybeRobinisasking...S1:WhatdoyouhaveonFridays?T:Great!AndmaybeWubinbinwillanswer...S2:IhavePEonFridays.T:great!Yougotit!Andwhataboutthispicture?Whataretheytalkingabout?S3:Whatdoyouoftendo?IoftenwatchTVandreadbooks.T:Goodtry!Lookatthesetwopictures.Wubinbinislyingonthesofa.Helooksso...S2:Helookssotired.whyishesotired?S4:BecausehehasPEclass.T:Goodguess.butwillyoulieonthesofaafterPEclass?S4:No.S5:Maybehedoesn’tlikePE.T:Goodwork!That’snotquiteright,butyouareontherighttract,ThenwhyisWuyifansotired?openyourbooks...教師們以"WhyisWubinbinsotired?導(dǎo)入語(yǔ)篇。平線上,據(jù)式的思考探索和解疑,接著老師們又提出以一個(gè)開放性問(wèn)題"WhyisWubinbinso課堂上反饋用語(yǔ)的真實(shí)性,5Whatcanyoudo?這一節(jié)課時(shí),老師問(wèn)學(xué)生:Whatcanyou?S1:IcanswimT:Oh,youcanswim.Whataboutyou?Whatcanyo