[教学片段]：本节的主要内容是一般将来时态的复习的教学，
T: What are you going to do after class?
S1: I’m going to go to the playground.
S2: …
S3: …
S4: I’m going to have a rest.
T：What is he going to do?
S5: He’s going to have a rest.
T：What are you going to do after class?
S6: I’m going to play some games with my friend because I’m
very tired.
T：What is she going to do?
S7: She’s going to play some games with her friend.
……
T: What are the teachers going to do after the class? Guess!
S8: They’re going to talk about their students and lessons.
T: Are you sure? If you want to ask them , do you know how to ask?
S9: Are you going to talk about your students and lessons after class?
……
T: First we can say： what are you going to do, and “ I ” that is ：
what am I…
Ss: What am I going to do?
T: “the boy”…
Ss: What is he going to do?
T: Very good! And “the girl”…
Ss: What is she going to do?
T: And “all the teachers”…
Ss: What are they going to do?
反思：本课的教学内容为一般将来时态句型结构。师生之间通过阶梯渐进式交流，完成一个循序渐进的、不断螺旋上升的对话体系。在交流对话中学生的认知过程也是一个由浅人深、由简单到复杂的过程，层次体现在交流的层面的不断提升。
在这个交流层次中教师为学生的学习与认知提供适时、适当、适量的支持与帮助。在整个教学过程中，似乎感觉不到教的痕迹，而是在与学生的交流中就完成了新知的呈现。这一片段是课堂新知呈现阶段，老师有意识、有目的地将新知识的呈现环节设计为若干个不断提升的交流层面, 从而为学生的认知活动提供有力的支持。
呈现句子结构时，首先用陈述句与学生交谈，既而用一般疑问句与学生对话，最后自然而然的呈现特殊疑问句；呈现语法知识点时，首先用学生容易接受的第一第二人称，既而用第三人称单数，再转化成第三人称复数，最后在交流中帮学生提炼各种人称的各种句子结构。
整个过程老师尽可能地在语境中呈现内容，在交流中学习知识，充分调动学生的已有知识创设语境，避免了机械直接地为了学习而学习，而是在交流中自然轻松愉悦地学习。
关闭窗口
打印文档