怎样高效使用教和英拓.pptVIP

* 怎样合理、高效使用教材 怎样合理、高效使用英拓 教材为学生的学习活动提供了基本线索，是实施教学目标的重要资源，但不是唯一资源，以学生的知识结构和学习生活背景为依据，创造性的使用教材，能促使高效课堂的产生。 理论背景 因此教师应在教学设计时，先读懂、读透教材，认真研究教材的编写意图、贯穿线索、教学目标等，在不影响教材的完整性和系统性的情况下，再依据课标，结合学情，对教材内容进行合理处理，有效整合，挖掘、深化、跳出教材，甚至可以适当地增、减、删、改编、 重组教材，使教材通俗易懂，更有助于拓展。 理论依据 有效整合 不要以本为本，用构建主义理论思考更适合学生头脑 知识链衔接衍生的教学顺序，整合符合学生认知规律 的教学内容。 。 如：牛津英语中可以把B部分的单词教学和 F部分的语音教学整合在一起教，让学生能 够明白单词读音和拼写之间的内在联系。 C，D部分针对课文主要句型而设置的看图 说话等活动可以当成是句型教授时的操练环节。 而最后的Say a rhyme或Sing a song环节可以 当成授课中的Warm up 环节，如果歌词和 重点句型匹配，也可当成句型的操练环节。 做面具 这是牛津5A U8 A camping trip 中的F部分。但这部分内容和U8的内容关联不大。因此我把它用在U4 Halloween 中，作为词组make a mask的导入，非常的贴切，有趣。 挖掘重难点 进行有效操练 教师要站在学生的角度敏感体会学生的思维模式中比较难理解或容易犯错的地方，针对性的创设情景让学生多使用，也可以通过练习让学生对重难点进行辨析从而加深印象。 at once立刻，马上 You are watching TV. Your mother wants you to do your homework. Your num says… It’s late, you are still in bed. Your mum says… It’s PE lesson. But you are drawing pictures. Your teacher says… Can you do your homework at once? Can you get up at once? Can you go to the playground at once? 改错 We have 3 lessons on the morning. Miss Li only has 1 lesson on this Monday. We have lunch on half past 11. We have 2 Chinese lessons in Tuesday afternoon. We have a Music lesson in this afternoon. We have a English lesson in Monday morning. in at on an on 深化教材 增强学生语言应对能力 This is a headmaster from England. He wants to know Something about Chinese primary school. What will he ask you? 1.What grade are you in? 2.What time does your school start / finish? 3.How many lessons do you have in the morning/afternoon? 4. What subjects do you have this term? 5. What subject do you like? Why? 6.What lessons do you have on Friday afternoon? 7.How many English lessons do you have a week? Imitate Part A and create another passage It’s Tuesday morning, Miss Hua and her students are having an English Lesson. A headmaster from England comes to our classroom. He wants to know something about Chinese primary school. 1.What grade are you in? 2.What time does your school start /