PEP Book 2 Unit 2 My family B Let’s talk微观难点突破浙江省桐乡市北港实验小学教育集团振西小学 沈红梅图1【微观难点】难点1:在Is she/he …?一般疑问句型中,she/he与后面人物的搭配运用及回答句型中Yes, she/he is. / No, she/he isn’t.的准确匹配度不高。学生似乎能够熟练运用Is she/he…?来提问,但是很多时候将he/she与后面相应人物的性别搞错,或者有时在回答Yes/No时,肯定与否,前后都不能做到一致。难点2:在Is she/he …?一般疑问句教学中,容易出现较多的机械操练,缺乏思维训练。在对话的运用阶段,教师提供的情境过于死板,相应地,学生的表达就显得较为刻板,有时似乎只是在明知故问,缺乏足够的思维训练。故依据任务型语言教学原则,创设不同的有效语境和真实情境来教学本课时难点。首先,利用教材的图片语境,明确语言形式传递语义的功能,即表示询问不同性别的人的情况;借用生活素材语境,训练进一步强化语句的有意义运用;模拟真实生活语境,角色扮演中关注思维能力的训练。【难点突破】关键步骤一:利用教材语境中的图片素材,实现以“语义”带动词汇he/she,而不是让学生先关注语言形式Is he/she ...。1. T: Boys and girls, look at this picture. Is he Sarah’s father?Ss: No, he isn’t.T: Who is this man?Ss: He’s Sarah’s teacher.【说明】通过新授文本的图片,使人称代词与人物身份、性别建立关联。图22. T: Now let’s look at the picture. Is he Sarah’s father?Ss: No, he isn’t.T: He is not Sarah’s father. He is Chen Jie’s father.【说明】学生在He is not …’s father 这一否定句型中加深“No, he isn’t.”这一否定回答的巩固理解。图33.T: Look! Sarah’s family are in the park. Read these sentences.Ss: “Who’s that man?” “He’s my father.”T: Look at the man and the boy. Now I am Sarah, who wants to be Mike? You can ask like this “Is he your ...?”Ss: Is he/she your brother/mother/grandfather?T (as Sarah): Yes, he/she is.【说明】由Sarah’s teacher到 Chen Jie’s father,进入到Sarah’s family的成员猜测,为下一环节学生自己介绍family photo做铺垫准备。图44. T: Look at that old woman. Can you guess? Who is she?S: Is she Sarah’s grandmother?T: Let’s look at the picture. Is she Sarah’s grandmother?S: Yes, she is.图55.T: Let’s look at that baby. Can you guess? Sarah, is he/she your…?Ss: Yes, she/he is.(I have a sister/two brothers now.)Ss: No, she/he isn’t. She/He is my (表弟妹/cousin).图6【说明】利用主情境图的细节素材,进行真实的生活化猜测。关键步骤二:借用生活素材语境,锻炼语用。由教材中的family图片语境,过渡到学生自己的family photo(也可拓展到朋友圈中的照片)。T: That is Sarah’s family. Now take out your photo of your family. And talk about it with your partner. One student asks and one student answers, like this:S1: Is he your father/mother/grandfather/brother/...?S2:Yes,he/she is. / No, he/she isn’t.S1: (Wow, she is cute/beautiful.)/Who is he/she ?S2: He/She is my mother’s brother/sister.图7【说明】基于已学习B部分Let’s learn 中family tree,由人及己,让学生观察同伴的家庭照,通过反复使用疑问句型来检测重点词汇的掌握情况,同时无意识地操练句型。关键步骤三:模拟真实生活语境,角色扮演中关注思维能力的训练。1.T: Now, boys and girls, let’s play a short play. You are different families. One “family” come here, and the family members act. (T acts) Father/mother/...is cooking/watching TV/reading newspaper/ watering flowers...) One of them stands here and answer our questions.We can ask her/him like this:S1: Hi, XXX. Is he your father?S2: No, he isn’t. (He is my grandfather.)S3: Is she your mother ?S2: Yes, she is.S4: Is he your brother?S2: No, he isn’t. (He is my 表弟.)T: Oh, he is your cousin. He is so cute.(teach “cousin”)【说明】教师在说明家庭成员正在做的事情时,一边口述一边配上相应的做事动作,以作示范。要求学生带上动作。具身体验让人物形象更具代入感,容易形成语言的直接反应。教师可在交流尾声,适当加入,给予一定的示范评价。2.T: Now your family are not at home. You are in the park / supermarket / … and you meet your friend’s family. Let’s act.S1: Dad, that is my friend XXX.S2(as Father): Oh, is that man his father?S1: Yes, he is. / Emmm, I don’t know.【说明】由家庭场景延伸到社会环境下的不同活动场景,让学生由课堂学习走进生活交流。S1:Hi, XXX, nice to see you/ (Here you are.)Is he your father?S3: Yes, he is./(No, he isn’t. He’s my …)…【说明】学生上前打招呼,进一步自由交谈,实现Is he/she ...?的自主运用。(本文发表于《小学教学设计·英语》2021年第1-2期合刊)好消息!凌哥特别研发的英语书写便利贴,出新版本啦!新版便利贴有什么变化呢?根据老师们的反馈,凌哥做了两个改变。【1】去除了二维码,使得整体视觉更加美观和谐。【2】分成了黄色版和绿色版。黄色版适合三四年级的学生。四线三格的高度要大一些。初学书写的孩子们再也不用抱怨格子太小啦!比较上图就能看出。绿色版适合五六年级,四线三格的高度与原来一样。注意:图中的便利贴增加了薄膜包装(是厂家自作主张包上去的,以后的批次凌哥可能会要求去除包装,因为感觉有点不环保啊,您说呢?)其他的特色和以前一样:【1】专为英语学习而设计,可以随处贴、随处学。也可以用于听写,最多可以写15个单词。【2】特别设计的书写格,绿色贴中间格最宽(3mm),第1格2.5mm,第3格2mm,让孩子专注于中间一格的规范性。黄色贴高度略微增加。这种不均匀高度,更加符合真实的书写需求。【3】第1线和第4线为虚线,第2线和第3线为实线,让孩子明确书写的位置。【4】左右留出页边距,避免孩子顶着页边写。【5】行间空出间距(5mm),用于写中文意思。【6】最下方可填写“姓名”,防止学生之间相互搞错。“日期”可以用于记录书写、听写日期,还可以方便自己整理学习历史。【7】采用了护眼纸张:淡粉黄色,淡粉绿色。【8】标准长方形便利贴(7.5CM*10.3CM),比正方形便利贴更方便书写英语。购买便利贴的二维码: