架之有道读之高效-小学英语读写教学讲座课件.pptx

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1、架之有道，读之高效架之有道，读之高效教学方案3重课本框架重课本框架轻外延拓展轻外延拓展2重语篇结果重语篇结果轻策略指导轻策略指导1重句型操练重句型操练轻语篇理解轻语篇理解阅读课的问题教学总结 实际发展水平“最近发展区”理论支架式教学的定义潜在发展水平最近发展区学习支架“脚手架”教学总结搭“脚手架“提高阅读课有效性的途径用“脚手架“创“脚手架“助“脚手架“评“脚手架“教学分析一、搭“脚手架”激活知识储备，建立新旧链接以谈话为基石，设计读前活动根据不同的课堂教学目标，不同的教学环境设计不同的话题，存在着很大的灵活性和真实性，活动创造的是一种真实的交际环境，听者和说者之间就产生了信息差距，双方就有了

2、交流的意愿。六上unit3 My weekend plan B Read and Write What are you going to do on Mid-Autumn Day?What is he/she going to do on Mid-Autumn Day?教学分析以教师个人信息为支架，引出语篇重点六上unit5 What does he do?B Read and writeWho am I?What do I do?Where do I work?How do I go to work?Whats my hobby?What am I going to be?is he?doe

3、s he do?does he work?does he go to work?his hobby?is he教学分析以板书为支架，导入语篇话题六下unit1 How tall are you?B read and write 搭起最底部的语言支架巩固语言支架搭建语篇理解平台板书脉络清晰，重难点明确，能体现一节课的教学思路，是一节课内容的高度浓缩，是教学活动的主线，是学生学习的纲要和支架。教学分析二、用“脚手架”创设真实情境，着手支架运作以设计问题为支架，搭建连接文本的桥梁通过有目的、有指向、有梯度的支架性问题来扩展语篇，降低语篇教学的难度，从而引发学生兴趣并积极思考，引导学生理解文本，培养学

4、生带着问题获取信息的阅读策略，大大降低了语篇教学的难度，促进认知的发展。六上unit5 What does he do?B Read and WriteQ1:What does Hu Bin like?Q2:What does he want to be?Q3:Where is he going to work?Q4:If you like sports,what job can you be?教学分析以主题图表为支架，搭建理解语篇的桥梁六上unit2 ways to go to school B Read and WriteWhere Who What How WhyAlaska,USAso

5、me kids go to school by sledIt snows a lot.Its fast.Munich,Germanysome children go to schoolon footnearJiangxi,Chinasome children go to school by ferryrivers Papa Westray,Scotlandthe children go to schoolby ferry/by planeThe ferry didnt work.教学分析以再构文本为支架，搭建语言输出的桥梁五上Unit6 In a nature park B Read and

6、writeBaba papa人物和美丽的家园 Our hometownWere from a nice and quiet place.Its a high mountain.On the mountain,There are some flowers and animals.In front of the mountain,There is a beautiful lake.We can go boating.There is a small hill behind the mountain.We can have a picnic there.There are many green tr

7、ees,oh,its a forest.Near the forest there is a long river.We love our hometown.教学分析三、创“脚手架”搭建创编支架，攀升概念框架创建复述支架，搭建输出语篇的平台五下unit2 My favourite season B Read and Write教学分析开展课堂写作支架，搭建文本重组的平台五下unit3 My school calendar B Read and Write教学分析组内合作组际展示独立思考组内交流四、助“脚手架”开展小组合作，完成知识建构教学分析五、评“脚手架“了解反馈信息，启迪学生智慧评价有助于对学习的反思与总结，促进知识的保持和迁移。要让学生知道自己各个学习阶段处于什么状态，离学习目标有多远，最终目标是否实现，从而调控自己的学习过程，就需要对他们的学习进行过程性评价和终结性评价。参与奖（优）认真听讲 态度认真举手积极 主动提问积极奖（优 ）合作互评鼓励创意奖（优 ）大胆表达 创意涌现合作奖（优 ）有效输出理解奖（优 ）Thanks for your listening!Thanks for your listening!