英語(yǔ)語(yǔ)法新思維課件
教學(xué)主題的一致性使每一個(gè)步驟的呈現(xiàn)都顯得那么自然不突兀,熟悉而親切。下面是小編整理的英語(yǔ)語(yǔ)法新思維課件,歡迎大家閱讀參考,希望幫助到你。
【相關(guān)理論】
1.行為主義心理學(xué)把語(yǔ)言看成是一種行為,是一系列的刺激和反應(yīng):S1——R1...S2——R2。S1:實(shí)際刺激(stimuli),R1:語(yǔ)言替代性反應(yīng)(response),S2:語(yǔ)言替代性刺激,R2:實(shí)際反應(yīng)。其中,S1就相當(dāng)于我們語(yǔ)言教學(xué)中創(chuàng)設(shè)的真實(shí)情境,S2則是通過(guò)語(yǔ)言表達(dá)功能給學(xué)習(xí)合作者傳遞的虛擬情境,學(xué)習(xí)者(包括合作者)接受這兩種情境的刺激,完成語(yǔ)言習(xí)得的全過(guò)程,即R1、R2所表示的兩種反應(yīng)。
2.情境認(rèn)知理論反對(duì)把知識(shí)當(dāng)作“一個(gè)整體的、自足的,從理論上講與學(xué)習(xí)和使用它的情境相脫離的東西”。因?yàn)檫@樣的知識(shí)正如著名的數(shù)學(xué)家、邏輯學(xué)家懷特海(White—head,A.N.)指出的,是“呆滯的知識(shí)——僅為人腦所接受卻不加以利用,或不進(jìn)行檢驗(yàn),或沒有與其他新穎的思想融為一體,因而,當(dāng)需要用這些知識(shí)來(lái)解決實(shí)際問(wèn)題時(shí),它們往往被證明是沒有用的。也就是說(shuō),情境認(rèn)知理論超越了傳統(tǒng)的知識(shí)觀,強(qiáng)調(diào)知識(shí)的情境性、真實(shí)性、社會(huì)性、應(yīng)用性、互動(dòng)性。
【教學(xué)過(guò)程】
T: Today we are going to have fun watching stories. Wu xx,do you like stories ?
S1: Yes,of course.(這是我們建筑班號(hào)稱“睡神”的學(xué)生,他立刻興高采烈地回答了問(wèn)題)
T: Good. Xiao x is a boy who likes stories.(我用此句作來(lái)引出目標(biāo)語(yǔ)法,定語(yǔ)從句,然后引導(dǎo)學(xué)生譯成中文) And, Chen xx,do you like stories?
S2: Yes. (這是我班少有的幾名不自信女生中的一位)
T: Very good. Miss Chen is a girl who likes stories. Do you all like stories?
SS: Yes.
T: So you are the students who like stories.(我把此句板書在黑板)Now, let’s watch the stories on CCTV13.
我開始播放CCTV13新聞1+1系列節(jié)目:失依兒童,涼山需要溫暖。慢慢地,教室里開始鴉雀無(wú)聲,學(xué)生全神貫注地觀看故事,就連往日里常開小差、愛睡覺的孩子也不例外。播完其中的一小片段,我把它暫停并就片中內(nèi)容提出了兩個(gè)簡(jiǎn)單的問(wèn)題。
T: Look at these children. Are they poor?
SS: Yes.(沒等到我個(gè)別提問(wèn),全班齊答)
T: Where do they live? Zhang xx,can you tell me?
S3: They live in Daliang.(這是我班對(duì)英語(yǔ)沒有興趣的學(xué)生之一)
T: Great. You are so careful. They live in Daliang Mountain, and people there are very poor, right?
SS:Yes.
T: You are quite right. They live in Daliang which is a very poor place in Sichuan.(我把該句板書于黑板,把定語(yǔ)從句部分用彩筆畫線,把關(guān)系詞標(biāo)上著重號(hào))Daliang is a poor place in Sichuan province where many children can’t go to school. Those children have to make a living by themselves. You are the lucky children that can get education. Let’s see more about the children in Daliang.
新聞故事在繼續(xù),許多孩子一邊看著視頻,一邊小聲議論著。那些調(diào)皮鬼們也在專注地觀看視頻,顯然,他們被故事里的真實(shí)場(chǎng)景震撼了。這時(shí),我拋出了問(wèn)題:
T: Are they lucky like you?
SS: No.(全班再次齊答)
T: Why aren’t they lucky like you?( 問(wèn)題拋出后,同學(xué)們非常積極地討論,很快,便有了答案)
S4: They are not lucky because they are poor.
T: You are right. Many of them do not have enough money to go to school.
S5: They aren’t lucky because some of them don’t have parents.
T: Yes. There are quite a lot of children whose parents died of disease.
S6: They have to leave school. So I think they are unlucky.
T: In fact,they don’t really want to leave school.
S7: They have to help look after their small brothers and sisters.
T: Yes. They are unlucky children who have to leave school or have no chance to go to school. They have to make a living by themselves. But they also have dreams. What is their same dream?
S8: Go to school.
T: Their main dream is to go back to school. We are much luckier than them. We should help them. For them school is a place where they can live a happy life. I think you are the students who have dreams. I’m a teacher that also has dreams. What are my dreams, can you guess? S9: Teach English well.
S10:All the students study hard.
S11:Stay young.
T: I’m so happy that you know me very well. My dream is to make you feel happy to learn English.
Now, let’s watch Hunan TV. (提到湖南衛(wèi)視,學(xué)生有點(diǎn)興奮了。我不是播放《快樂(lè)大本營(yíng)》,而是選擇了《愛與希望》武藝現(xiàn)場(chǎng)感動(dòng)放歌的片段,借此來(lái)教育同學(xué)們懂得愛、懂得感恩、懂得去幫助他人、懂得珍惜現(xiàn)在的學(xué)習(xí)機(jī)會(huì))Now,can you remember the girl whose name is Mahai Qubu? What is the best food that she has eaten?
S12: Rice.
T: Quite right. The best food that she has eaten is rice. For us it is unbelievable. Let’s see Asu Zhitie. Who is the person that he misses the most?
S13: His mother.(這是我班一位心地善良的女孩。答題時(shí),我看到了她臉頰旁的兩行眼淚)
T:What an unlucky boy! The person who he misses the most is his mother. These children live a hard life,but they are stronger than we think. And they also have dreams. They want to go back to school and go to college in the future. We are the lucky ones. We should learn from them...
借助故事導(dǎo)出的例句,我給同學(xué)們講解定語(yǔ)從句的概念、結(jié)構(gòu)與部分規(guī)則。大家聽得格外認(rèn)真,最后的反饋練習(xí)的正確率也是出乎意料的高。一堂有效的語(yǔ)法課在不知不覺中結(jié)束了,也留給我很多的感悟。
【教后反思】
一、注重導(dǎo)入,精選例句
俗話說(shuō):“好的開始是成功的一半!睂(duì)于英語(yǔ)課堂教學(xué)來(lái)說(shuō),精彩別致的導(dǎo)入無(wú)疑會(huì)為課堂教學(xué)順利、有序地進(jìn)行奠定良好的基礎(chǔ)。從心理學(xué)的角度來(lái)看,上課開始的幾分鐘是學(xué)生思想最易集中的'時(shí)候。課堂的起始語(yǔ)對(duì)穩(wěn)定學(xué)生的情緒,增強(qiáng)對(duì)學(xué)生的吸引力有著不可低估的作用。在本節(jié)課中,我針對(duì)學(xué)生愛聽故事的心理特征,在導(dǎo)入定語(yǔ)從句時(shí)引用感人的故事,抓住了學(xué)生的好奇心,吸引了全班同學(xué)的注意力,激發(fā)了學(xué)生的學(xué)習(xí)興趣,使一向被認(rèn)為沉默的、枯燥的語(yǔ)法課立馬活了起來(lái),為課堂教學(xué)的進(jìn)一步展開作了充分的情感鋪墊。在舉例環(huán)節(jié),我繼續(xù)引用系列故事,從中挖掘、精選例句,延續(xù)了學(xué)生的學(xué)習(xí)興趣,讓他們通過(guò)感知、體驗(yàn)、實(shí)踐、參與等方式完成任務(wù)、實(shí)現(xiàn)目標(biāo),感受成功。
二、開發(fā)教學(xué)資源,寓德于教
在英語(yǔ)教學(xué)過(guò)程中教師要學(xué)會(huì)藝術(shù)地將品德教育充盈在英語(yǔ)學(xué)習(xí)過(guò)程中,在傳授知識(shí)的同時(shí)也應(yīng)讓學(xué)生感受道德和精神的力量。面對(duì)一群綜合素質(zhì)不太高的中職學(xué)生,教師不能一味的沮喪與無(wú)奈,而要轉(zhuǎn)變教育教學(xué)觀念、轉(zhuǎn)變教學(xué)方法。在本節(jié)課中,我利用真實(shí)的故事作為教學(xué)資源,引導(dǎo)學(xué)生主動(dòng)積極地學(xué)習(xí)本課的語(yǔ)法知識(shí),同時(shí)也讓他們的心靈得到了凈化,讓他們懂得感恩的必要性與珍惜機(jī)會(huì)的重要性。從課堂中學(xué)生的積極態(tài)度可以看出德育以課堂教學(xué)、以知識(shí)為載體具有巨大的說(shuō)服力和感染力,能夠給予學(xué)生深刻的影響,促進(jìn)達(dá)成有效教學(xué)。
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