《Read and write》课堂实录（节选）

《Read and write》课堂实录（节选）

科 目 英 语

执教者丁瑞芳/宁夏银川市金风第三小学教师

点评者祁承辉/上海市英语特级教师

教学说明

本课教学主题为《通知公告》。通过有效引导，帮助学生了解公告包含的几个要素，并能摘抄出相关重点句型，仿照范例个性化地编写自己的交友公告或社团广告。本课课前指导学生通过观看微课进行自主预习，以合作学习方式（对学和群学）完成相关语言任务。课中通过检测预习、新授指导和拓展练习三个环节引导学生学会撰写简单的公告。

（本节课为丁瑞芳赴珠海容闳小学讲的一堂公开课，编者注）

Step1 Greeting and checking【导入检测环节】

Activity 1 Guessing game

T: Good morning, everyone.

Ss: Good morning, Ivy.

T: Well, do you want to know something about me?

Ss: Of course.

T: OK, you can guess my personal information according to the number and word.

S1: 3…your child is 3 years old.

T: Oh, thanks for your answer.In fact, my daughter is nearly 3 years old.

S2: There are 3 people in your family.

T: Yes, you are right.

S3: 1...you are a good English teacher.

T: Thank you! But not correct, 1 mean first.This is my first time to come to Zhuhai.

S4: 201...201 is your classroom's name?

T: Very good guessing.But not correct.I have 201 students, I love them so much.

S5: English…You can speak good English.

T: Thanks a lot.You are right.My hobby is English.I usually join English corner.

T: How did I know it? Because of the notice in We Chat.Is it fun?

Ss: Yes!

T: Do you want to join it?

总体点评：

这节课展现了四个特点:一是全员参与，因为课前有预习，课堂上不同程度的学生都能参与到学习中，跟着教学进度走，课堂上有八成以上的学生发了言；二是说学特征明显，老师安排了各种各样的说学练习，四人小组中，人人都得到了说的机会，学生展示汇报时说出的语言令全场惊讶；三是轻松和谐，老师利用个人风格，营造了一种轻松民主的氛围，学生汇报交流显得轻松自如，课堂一派和谐；四是学习有一定难度，渗透了研究性学习，为了完成学校公告，老师从语言和思维两方面做了层层铺垫，然后把表格交给学生合作完成，最后从语言输出来看，学生很好地完成了任务，研究性学习能力得到开发。

Ss: Yes, we do.

T: OK, I will create an English corner in Ronghong School.So I should write a...

Ss: Notice!

T: And I should put it on the …

Ss: Notice board!

T: Pretty good.Today let's learn about notice together.

（分别在黑板上贴单词磁条——notice、board）

【课堂说明1】

点评：

此处教师用“创建英语角”的情境，带着学生引入课文话题——读写公告。教师运用“问题导入”的方式，利用小学生好奇心强的年龄特征，设置悬念，引领学生逐步进入到本课主题——公告通知。基于目标，过程清晰。

点评：

任务检测活动中，教师通过“课前学生自主学习——课中学生合作讨论和展示”的任务链，既调动了学生的自主参与，又能通过团队智慧帮助学生解决自主无法解决的问题，充分彰显了“以生为本”的先进理念，并培养了学生“合作解决问题”的能力。基于成效，方法多元。

Activity 2 Checking

T: Well, you have learned the four notices by yourselves yet, right? Now work in your group, read and discuss.

T: If you have problems, raise your hands, I will help you.Are you clear?

Ss: Clear!

T: Take your time, go!

（2分钟后）

T: Now it's our show time，which group would like to have a try？

Group1：We try.

（学生朗读完毕）

T: Very good reading.Big hands for them.

T: Everyone, pay attention to these words, follow me.

（学生跟读单词完毕）

T: Other groups？Show your reading please.Group2：We try.

（学生跟读完毕）

T: Thank you very much.I do like your pronunciation.Big hands for you.

T: Well, if you want to read the passages very well.Pay attention to the stress.Look at me, weak tone

（教师出示一个拳头）

strong tone

（教师同时出示两个拳头以手势引导学生理解重读和弱读的区别）

T: All right, listen to me carefully.We can share.

（老师边读边用手势强调重读和弱读）

Would you like to have a try?

Ss: Yes!

T: Begin!

Ss: Let's read together.Science Club, your club.

T: Shall we dance?

（学生边读，老师边做手势引导学生）

T: Great! Let's read the four notices together, ready go!

（学生朗读完毕）

【课堂说明2】

T: Good job.Next, I will check your exercises, have a try!

Pair1 S1: Who write the notice?

S2: Amy, John ,Mike and Robin.

T: Excellent! They are Amy, John, Mike and Robin.

（教师在白板上划出答案，引导学生根据联系方式找出公告作者）

T: The second one？You try.

Pair2 S1: What do they want to do?

S2: They want to make friends.

T: Very good answer! Do you have any other opinions?

Sc: I think...They want to share hobbies.

T: Good job.They write notices for making friends and sharing hobbies.

（教师在白板上划出正确答案）

T: OK, next one？Which pair?

Pair3 S1: What are their hobbies?

S2: Amy likes dancing.John likes playing football.Mike likes reading books.Robin likes making robots.

T: Wonderful! We also can say Robin likes science, right?

Ss: Yes!

【课堂说明3】

【课堂说明1】

课堂气氛活跃，学生对老师抛出的数字和单词非常感兴趣，无论学生的表达是否正确，都在实现着老师的目标：口语操练。

【课堂说明2】

检测朗读，根据每一组学生的朗读情况，老师先讲解重难点单词的发音，再示范重读和弱读的句型，最后带着学生通读全篇，帮助学生扫清语言障碍，为文本学习打下基础。

【课堂说明3】

通过检测预习任务完成情况，指导学生学会泛读和掌握获取关键信息的方法，最后带着问题进入新授学习中。

Step2 Presentation＆Practice【释疑指导环节】

Activity 1 Let's read

T: Well, last question is Can you find out the same parts?

S1: They both have E-mail and telephonenumber.

（此处学生表达语法略有问题，但老师并不刻意纠正）

T: I agree with you.They all have E-mail and telephone number.We call them contact.

（老师微微强调了all，暗示学生此处用all是正确的语法）

S2: They have...name.

T: Great! They all have title.

T: So a notice should have contact.

（黑板上贴出contact词卡）

And the contact may be phone number and...（教师边说边出示词卡，引导学生说）

Ss: E-mail, QQ...

T: Yes, QQ number.And...?

Ss: ...（学生看到微信图片，沉默）

T: Wei-chat.

T: And...（贴出二维码词条）QR code

Ss: QR code

T: Are you clear? And a notice should have a title.Let's read together, title

Ss: Title（贴出title词条）

T: Read the four titles, OK?

（学生边朗读，教师边将词条：“Let's...”“...club”“Shall we...?”贴在title后面，为下一步学生取题做好铺垫）

【课堂说明4】

Activity 2 Let's think

T: Well, let's watch this notice.

（出示第二篇公告Goal! Goal! Goal!）

What's the contact？

S1: The contact is E-mail.

T: Pretty good.Can you read it?

S1: John@pep.com.cn

T: What's the title?

S2: The title is Goal! Goal! Goal!

T: Great! What does it mean?（手指标题）

Let's watch a moment.（播放进球瞬间短片）

Ss: The ball is flying in the net!

T: Yes, the ball is kicked into the goal.The moment is so exciting.Let's feel this moment, and read it like this.Goal! Goal! Goal!

Ss: Goal! Goal! Goal!

（教师通过演绎法，引导学生通过朗读题目，感知题目具有的吸引力）

T: Would you like to give it other titles?

S1: Shall we play football?

T: Wow, cool! I like this title, it's very attractive!

（将attractive词条贴到title一栏里）

S2: Let's play football!

T: Good title! I do like this one.

S3: Football club.

T: Excellent! It's very simple!

（将simple词条贴到title一栏里）

You are so smart! So we know a good title for a notice should be ...

Ss: simple and attractive.

（教师通过让学生自由取题，引导学生感知公告题目须简明和具有吸引性）

【课堂说明5】

Activity 3 Let's summarize

T: OK，let's read it on.Pair work, Read this part and think about three questions: What is this notice about? When do they play football? Where do they play football? Read and discuss.

S1: The notice is about play football.

T: Right, this is what.

（大屏幕football上方出示what）

S2: They play football on Sundays.

T: Good, this is when.

（大屏幕Sundays上方出示when）

S3: They play football on the playground.

T: Well done，this is where.

（大屏幕playground上方出示where）

This part is...（圈出公告内容）

Ss：内容!

T: Yes! Look here，what belongs to content.

Ss：When belongs to content, where belongs to content.

（教师利用白板拖拉拽功能，边引导学生说，边将what where when拖入content所在形状，引导学生了解内容的三要素）

T: Now，look at the black board.A notice should have...

（指着词条引导学生说）

Ss: Title, contact and content.

T: And the content has ...（ 将 what where when分别贴在content一栏）

Ss: What where and when.

【课堂说明6】

【课堂说明4】

课堂气氛活跃，学生在老师的引导下不但了解了公告最基本的要素：联系方式和标题，还进一步了解了联系方式的多种类型和题目的多种风格。

【课堂说明5】

老师运用深厚的语言功底层层引导学生进一步了解标题的风格和特点，在细节中培养学生的语言思维能力。始终让学生表达语言，此环节学生学习语言的兴趣高涨。

【课堂说明6】

老师通过学习一篇公告提出任务，引导学生进一步分析文本，了解公告内容这部分的三要素，培养学生的阅读方法，为进一步完成表格打下基础。

Activity 4 Let's finish the table

T: You are so smart.Now let's read the rest notices, try to finish the table.（拿出表格纸示意）

（学生利用划出关键词的方法分析文本，完成表格。教师在学生中间进行指导）

S1: What ...It's about dance.

T: You are right.And when?

S1: ...I don't know.

T: You don't know or it doesn't tell us?

S1: It doesn't tell us.

T: You can guess, maybe...

S1: Maybe on Mondays.

T: Very good time!

S1: Where...maybe in the classroom.

T: Great! And...?

S2: At my home.

T: I like home too.It's comfortable.

【课堂说明7】

Activity 5 Let's learn

T: Well，if you write your own notice, which sentence may help you? You can underline them and tell us.

S1: There is a dance class at 1 p.m.on Sundays.

T: Good sentence.（将词条there is...贴黑板）

S2: What do you do on...

T: I will use it too.（将词条What do you do? 贴黑板）

【课堂说明8】

【课堂说明7】通过学习一篇公告，指导学生运用分析文本的方法自主学习其它三篇。其中第三篇和第四篇公告没有告知地点或时间，这里只截取一篇的详细记录展示教师如何引导孩子们利用maybe句型来进行文本内容猜测，进一步培养孩子的语言思维和表达，教师和学生语言的碰撞也正是本节课的精彩所在。

【课堂说明8】教师借此机会将可以通用的句型“Shall we...,Join in our..., Come to the..., There is a...Do you want...,Do you like...”贴在黑板上进一步帮助学生搭建语言框架。

Step3 Writing a notice【拓展操练环节】

T: It's time to write our notice, work in your group, discuss and write.OK? Ss: OK!

T: Before your writing, please read the writing instruction.And I can help you.

（学生自由撰写，教师就句型和表达进行指导，就小组如何展示进行示范）

点评：

拓展操练环节，教师鼓励学生在“理解并模仿”的基础上，开展个性化的编写，并以小组为单位进行交流和分享。操练不仅仅停留在复述文本内容，而是一定程度上培养了学生的创新精神和合作的意识。基于素养，策略得当。）

教学反思

丁瑞芳/文

本节课，我采用任务驱动式，以问题为任务和途径，使学生在层层引导和帮助下，以2至4人小组合作形式完成学习目标和任务，即通过合作学习，按照范例个性化撰写公告或团体海报，最后学生呈现的效果非常好。本课教学的高效体现在学生课前先学的自主性、合作学习的发展性以及语言运用的创新性。本课的亮点体现在核心素养的落实贯穿整堂课，无一不在细节中流露、点滴中渗透。

这节课也有它的遗憾和欠缺，关于文本教学，第一篇和第二篇缺少对比，如果经过对比引导学生能够总结出交友类和分享爱好类，对他们的进一步个性化创作会更有帮助。

关于合作学习，还可以根据爱好或者其它分组方法将原有小组打破，临时组建新的小组，使学生通过大范围“人人合作”强化合作思想，分享更多的语言学习。