第一篇：小學(xué)英語(yǔ)教學(xué)課堂實(shí)錄

小學(xué)英語(yǔ)教學(xué)課堂實(shí)錄

小學(xué)英語(yǔ)教學(xué)課堂實(shí)錄

EEC教材Lesson 9（Book I）

一、歌曲導(dǎo)入：

T: Let’s sing a song.The song’s name is 《One little finger》.[評(píng)：教學(xué)熱身是英語(yǔ)課堂TPR教學(xué)方法的重要形式之一，教師采用歌曲來緩解學(xué)生的緊張情緒，建立輕松和協(xié)民主的課堂氛圍，為進(jìn)一步的學(xué)習(xí)奠定了良好的基礎(chǔ)。]

二、師生問候：

T: Class begins!Hello, everyone!Ss: Hello, Miss Cai!T: How are you today? Ss: We're fine, thank you.T: What’s the weather like today? Ss: It's fine.[評(píng)：簡(jiǎn)單的問候，可以幫助學(xué)生適應(yīng)英語(yǔ)語(yǔ)感，使學(xué)生很自然地進(jìn)入英語(yǔ)學(xué)習(xí)狀態(tài)。]

三、新授知識(shí)：

T: A lovely today, isn't it? I have a good news for you.We're going to visit the zoo.Are you happy? Ss: Yes!T: Today we'll learn a lesson about the zoo.Please tell me.Which lesson shall we learn? Ss: Lesson9 T: OK!Now, let’s count from one to nine!(教師同時(shí)書寫板書Lesson9。)[評(píng)：在學(xué)生原有知識(shí)的基礎(chǔ)上，以數(shù)字引入，使課題的出示別具特色，自然而不失趣味性。] T: Well, who can tell me what you can find in the zoo? Ss: Monkeys, tigers, and hippos….T: Oh, we’ll see so many animals.That’s great!Now, please look here.We'll meet many animal friends today.What’s this?（出示動(dòng)物頭飾）T: Do you have a monkey? S: No, I don’t.T: Oh, Don’t worry.This monkey is for you!(S1帶上頭飾)（以下lion, hippo, tiger, panda, elephant, dog, goat同上）

T： Now, we have so many animals, they are our best friends!But look there, there is another friend.She's waiting to meet us.Who's she?（指向長(zhǎng)頸鹿玩偶）Ss: Changjinglu.T: Yes, it’s a Changjinglu, but in English it's a giraffe.Now, please say after me, “giraffe”!T: Look there, I have a beautiful picture, what’s this?（貼出長(zhǎng)頸鹿圖）Ss: Giraffe.T: Yes, but how to spell it?（出示單詞卡）Ss: “g-i-r-a-f-f-e ”

T: Let’s sing a song, make a giraffe in the air.（師生同唱并拼寫，教師指圖）T: What’s this?

Ss: It’s a giraffe.[評(píng)：運(yùn)用頭飾這一簡(jiǎn)單的教具，將學(xué)生喜愛的動(dòng)物請(qǐng)到了課堂上來，使學(xué)生產(chǎn)生了濃厚的興趣，使抽象化的詞匯學(xué)習(xí)具體化，易化了詞匯這一教學(xué)難點(diǎn)。] T: We met so many animal friends.And would you like to go to the zoo with Tutu? Are you ready? Let's go!OK？

T and Ss: One, Two, Three, go.（師生同看多媒體投影）

[評(píng)：從英語(yǔ)學(xué)科的實(shí)際特點(diǎn)出發(fā)，教者運(yùn)用電腦多媒體再現(xiàn)課文內(nèi)容，使學(xué)生有如身臨其境，培養(yǎng)了學(xué)生的觀察能力和語(yǔ)言應(yīng)用能力。] T: What did Jack say? Ss: “Look there!” T: Yes, Jack說“看那兒”，in English we should say, “Look there.” T: Now, look at me please.Look there!It’s a monkey.Look there!It’s a hippo.Do you understand? Please say after me.（教師手指教室內(nèi)戴頭飾的學(xué)生）

T: Now, let’s sing a song 《One little finger 》, but this time please sing that like me.（師生共同唱并手指相應(yīng)的動(dòng)物頭飾）。

T：Now please point to an animal, ask and answer in pairs.（學(xué)生分組練習(xí)）

T：Well, please look at me please.Look there!（指向猴子）It’s a monkey.I like monkeys（拿出心形單詞卡）Do you understand? What does it mean in Chinese? Ss：Xihuan.T： Yes.Please follow me.I like monkeys.（板書: like monkeys）

T： OH.Now look there.There is a “s ”, but why?（拿出單數(shù)卡）There is a monkey.Only one!So there’s no “s”.（拿出復(fù)數(shù)卡）Wow, there are so many monkeys, then, we must add an “s”（利用多張卡片領(lǐng)學(xué)生練習(xí)這區(qū)分單詞的單復(fù)數(shù)）T: Now, every one make a sentence like me, please.Ss: I like monkeys.I like elephants…

T: Well, please listen to me carefully.Do you like monkeys? If you like, you can say, “Yes, I do.”(師生練習(xí)句型)T: Let’s play a game.I’ll ask you “Do you like …?” If you like it, please stand up.[評(píng)：這部分內(nèi)容是教學(xué)的難點(diǎn)，教師通過TPR教學(xué)法最大限度地引發(fā)學(xué)生積極學(xué)習(xí)的興趣，使句型的操練這有一枯燥的演練形式興趣化。] T: Your pronunciations are fine.Now let’s listen to the tape and read after it.（Listen and speak)[評(píng)：在英語(yǔ)教學(xué)中，原聲語(yǔ)音的模仿是必不可少的步驟，有利于培養(yǎng)學(xué)生優(yōu)美的語(yǔ)感，為英語(yǔ)的終身學(xué)習(xí)打下良好的基礎(chǔ)。] T: Ok, good job!But I'd like to know which is your favorite animal, so let's ask each other.(由學(xué)生進(jìn)行調(diào)查練習(xí))[評(píng)：采用采訪形式，設(shè)計(jì)得情趣盎然，生動(dòng)活潑，突出了教師的主導(dǎo)地位，同時(shí)學(xué)生的主體作用也得到了更大限度的發(fā)揮，學(xué)生爭(zhēng)先恐后參與活動(dòng)，成為活動(dòng)的主人，他們?cè)谳p松、民主的氛圍中得到了知識(shí)的鞏固，得到了英語(yǔ)語(yǔ)言交際能力的鍛煉，提高了交際性能力，從而達(dá)到了良好的教學(xué)反饋。] T: We all like the animals, but the zoo isn't really the animals hometown.Where is their real hometown? S: 大自然。

T: Yes!Let's look at the animal in nature.OK？（觀看多媒體影片）T: Do you like animals? Ss: Yes!T: The earth belongs to both animals and human beings.We should live peacefully together.We should try to give them a better living environment, and protect them from being hurt.Do you think so? Ss: Yes!T: OK!Let’s begin from now on!T: The time is up.Good-bye everyone![評(píng)：結(jié)束語(yǔ)知識(shí)性與思想性融為一體，既強(qiáng)調(diào)了本課知識(shí)的重點(diǎn)，又對(duì)學(xué)生進(jìn)行了思想教育，使學(xué)生對(duì)所學(xué)內(nèi)容有了一個(gè)更高層次的認(rèn)識(shí)，使英語(yǔ)教學(xué)的目的得以充分的發(fā)揮。] 評(píng)析：

教者從學(xué)生的認(rèn)知規(guī)律入手，由淺入深、由易到難，降低了英語(yǔ)語(yǔ)言學(xué)習(xí)的難度。同時(shí)，充分利用頭飾、卡片、圖片、多媒體教學(xué)軟件等直觀教學(xué)手段，調(diào)動(dòng)了學(xué)生多種感觀投入到語(yǔ)言學(xué)習(xí)中來。教者還利用TPR、歌曲、歌謠等活潑有趣的形式，增加了課堂教學(xué)的感染力，并采用實(shí)地應(yīng)用語(yǔ)言的調(diào)查活動(dòng)，提高了教學(xué)效果，達(dá)到了良好的教學(xué)反饋。

HOME（what can you do?）

全國(guó)小學(xué)英語(yǔ)課堂教學(xué)優(yōu)秀案例一等獎(jiǎng)（課堂實(shí)錄）

安徽

王磊

一、Warm—up

1、Have a great T: Hello!Boys and girls, I’m glad to meet you here.At first I’ll introduce myself.My first name is Wang, so you can call me Mr.Ss: Wang.T: Ok.Now please show me a hand and say hello to Mr Wang.Hello!Boys and girls.Ss: Hello, Mr Wang.（手放在耳朵邊上，做努力聽清楚學(xué)生回答的樣子，讓學(xué)生明白應(yīng)該響亮回答）

T: Hello!Boys and girls.Ss: Hello, Mr Wang.（手放在耳朵邊上，做努力聽清楚學(xué)生回答的樣子，讓學(xué)生明白應(yīng)該響亮回答）T: Good!

2、Do the actions.T: Ok, now, this time, look at me.I will stand here and do the actions.Please say it after and let’s see who is the first.Ok? Ss: Ok!T do the actions and Ss say it after.Ss: Get up.T: You are first.One point.Ok!Ss: Brush teeth.T: You’re number 1.Ok.And this one.Ss: Wash face.T: And this one.Ss: Have breakfast.T: And this one Ss: Rollerblade.T: Yes, right.rollerblade.I like sports.Ss: Play basketball.T: Play basketball.Ss: Sing a song.T: And this one.Oh.Ss: Play computer games.T: Yes, you did a good job.It’s right.Now, I will play the computer.二、Presentation

1、Learn new phrase T: Ok!Wow!It’s a wonderful picture.Is it nice? Ss: Yes.T;Is it clean? Ss: Yes.T: It’s my home.It’s really tidy and clean.Why? Because me.I’m very hard working.I’m very hard working.(老師邊系圍裙邊說)Every day, I make the bed.Please wait for me.Ok.It’s so hard to—ok.(老師做出圍裙很難系的樣子，讓學(xué)生理解hard的意思)Let’s go.I empty the trash, look, I’m good.I cook meals.Look, the chair is so heavy, but I’m strong , I can move the chair.Now please look at here.(teacher write “ I can” on the blackboard)I can.Ok, now, this one ,look , sweep the floor.(teacher write “ I can sweep the floor” on the blackboard)I can sweep the floor.Ok, good, please read after me.I can sweep the floor.Ss: I can sweep the floor.T: I can sweep the floor.Ss: I can sweep the floor.T: What’s this?(T shows his hand and ask)Ss: Hand.T: It’s not hand.It can change the voice.It’s magic.Look, if I put my hand down , you say lowly, lowly, lowly;if I put my hand up, up, up, up, up, up, you read louder, louder, louder.Understand? Ss: yes.T: Ok.I can sweep the floor.(老師用手勢(shì)表示，讓學(xué)生由低到高，再由高到低讀這個(gè)句子10遍)T: Good.Ok.Look here.Ok, I can sweep the floor.Who can sweep the floor? You please.S1: I can sweep the floor.T: You are helpful at home.This is for you.But put it down.Don’t look at it.Ok, look at this.Ok ? Now , who can wash the dishes? Ok, you.S2: I can wash the dishes.T: Do remember.There is it?(示意學(xué)生用話筒回答)S2:I can wash the dish.T: Good, dishes.Ok, now, dishes.S2: Dishes.T: ok, now, this is for you.And this one.Set the table, set the table, who can set the table? You please.S3: I can set the tale.T: I can set the tale.Ok, now, here you are.And this one.You needn’t , you needn’t, needn’t.Ok, here, who can make the bed?(手放在耳朵邊上，引導(dǎo)學(xué)生說出Let me try，激活課堂氛圍)Ss: Let me try.(小聲)T: You please.S4: I can make the bed.T: I can make the bed.Ok, this is for you..S4: Thank you.T: And this one.Wash clothes, wash clothes.Ss: Let me try.Let me try.（大聲）T: please.S5: I can wash clothes.T: Ok, now, here you are.S5: Thank you!T: Oh, just now I cook meals.Ok, you please.S6: I can cook meals.T: Now, here you are.Ok!this one, this one, water the flowers.Ss: Let me try.Let me try.Let me try.Let me try.Let me try.Let me try.(更大聲)T: Ok, there, you please.That boy.S7: I can water the flowers.T: Good, only one, only one.Ok.Ss: Let me try.S8: I can empty the try.T: Trash.S8: Trash.T: Ok, show me a hand and read after me.Trash.S8: Trash.T: Trash.S8: Trash.T: Trash, trash, trash S8: Trash, trash, trash T: Ok, oh, I have no card now.Get them back.2、Guessing T: Now, you can look at it.S1: Yes.T: Can you sweep the floor? S1: No, I can’t.T: Can you wash clothes? S1: No, I can’t.T: Can you cook meals? S1: No, I can’t.T: Oh, my gold, can you water the flowers? S1: No, I can’t.T: Can you make the bed? S1;Yes, I can.T: Yeah, I got it.Ok, yes, make the bed.Where are my cards? Ok, put, put down.Ok, there.Can you make the bed? No, there.Can you water the flowers? S2: No, I can’t.T: Oh, can you? I’m sorry, who can help me? I forgot it.Help me? Ok, you please.S3: Can you sweep the floor? T: Once more.S3: Can you sweep the floor? S2: No, I can’t.S3: Can you water the flowers? S2: No, I can’t.T: And who can ? one point.Ok, you please.S4: Can you cook meals? S2: Yes, I can.T: Do this.S4: yeah!(做勝利的手勢(shì))T: And here.Can you ask her? You ask her.S5: Can you wash clothes? S6: No, I can’t.3、Learn new sentence T: Ok, please listen to me.Can you wash the clothes? Every one look at here.(teacher write “Can you wash the clothes?” on the blackboard)Can—you—wash—the—clothes? Please, you should read in this way.Can –you—wash—the—clothes?↑ Remember.Can –you—wash—the—clothes?↑Can you wash the clothes? ↑(升調(diào)，老師有又夸張的手勢(shì)表示，像大合唱時(shí)的指揮家一樣，由慢到快)Ss: Can –you—wash—clothes?↑ Can –you—wash—clothes?↑Can you wash clothes? ↑ Ss: Can you wash clothes? ↑（學(xué)生根據(jù)老師的指揮，由快到慢，再由慢到快，一起讀了9遍）

T: Remember it.Can you wash clothes? ↑（老師又邊說邊做，慢速的說了一遍）Can you show your hand and have a try? Ok, come here and show your hand.Ok, I think you can you can do it.S1: I think I can.T: Ok, come here.S1 do and the other Ss say.T: Let’s go on.Remember here.S1 do it again.Ss say it again.T: Ok, thank you.Now give me victory.S1: Yeah!T: Ok , good.another student come here and do.come here , you please.S2 Do 2 times Ss say 2 times.T: Ok.S2: Yeah!

3、Read and answer

T: Ok , now this time.I will introduce you two new friends here.Let’s look at it.Ok , here , look , this is Sally and that is Tom.Tom is a boy and Sally is a girl.but I have five questions ask you.look first one.Can Tom cook meals ?

Can Sally water the flowers ?

Can Sally make the bed ? Who can cook meals ? Who can sweep the floor ? Please listen and answer my questions.now.Ss listen to tape.Tape:

Sally: You are helpful at home? Tom: Yes, I can sweep the floor and empty the trash.Sally: Can you cook meals? Tom: No, I can’t.but I can wash the dishes and set the table.What can you do at home? Sally: I can wash clothes, make the bed, and water the flowers.Tom: That’s good.Can you cook meals?

Sally: Of course, I can.Sometimes I cook for my parents.T: Ok , this time.Please look at the dialogue.ok , look at it.All of you have the dialogue on the paper.But , now please look at the paper and answer the question.Ok ,now let’s talk about it , ok ? Group work.Ok, talk about it.Ok.T: First one can Tom cook meals ? You can by the answer for the line.ok ?(走向一個(gè)小組參與活動(dòng))T: Can Tom cook meals ? No , he can’t.good.（走向另一個(gè)小組參與活動(dòng))T: This one.talk about it.can Sally water the flower ? Yes or no ? Find the answer from the dialogue.（走向 T: Ok, now, you do read job.Now let’s play a game.Where’s where are my cards? Give them back to me.1、2、3、4、5、6、7、8good.Now I need your help.Who want to come here? You please.Ok, hold it and remember it.Let’s read.Ss: Water the flowers sweep the floor set the table empty the trash wash the clothes make the bed cook meals

T: You hold in, I will choose one.I don’t look at it ,I guess.lf I guess right, you say yes I can , if I guess wrong you say no I can’t.Can you wash clothes? Ss: No, I can’t.T: Can you sweep the floor? Ss: No, I can’t.T: Can you cook meals? Ss: No, I can’t.T: Can you make the bed? Ss: No, I can’t.T: Water the flowers here.Can you come here? Guess.You come here.Choose one.Don’t look, please guess.S1: can you make the bed? Ss: No, I can’t.S1: Can you sweep the floor? Ss: No, I can’t.S1: Can you water the flowers? Ss: No, I can’t.T: Only one time.S1: Can you set the table? Ss: No, I can’t.T: Go back, have next time.Who can come here? Ok, let me try.Ss: Let me try.T: You please.S2: Can I sweep the floor? T: Can you can you.S2: Can you sweep the floor? Ss: No, I can’t.S2: Can you make the bed? Ss: Yes, I can.T: Ok, next, only, ok, who want to come here? O k, you please, that boy.S3:C an I wash the dishes? Ss: No, I can’t.S3: Can you set the table? Ss: No, I can’t.T: Can you sweep the floor? Ss: No, I can’t.T: Only one time.S3: Can you empty the trash? Ss: No, I can’t.T: 1、2、3、4 cards, you please.T: Look at it.set the table empty the trash wash the dishes sweep the floor ok, you hold it.S4: Can you sweep the floor? Ss: Yes, I can.T: You’re so clever!S4: Yeah!T: Ok, three, one two three, three cards.That’s very very very easy, you please.One, only one.Ok and help you.S5: Can you set the table? Ss: No, I cant.S5: Can you empty the trash? Ss: No, I cant.T: You needn’t.only one card.empty the trash Wash the dishes hold it.T: I do it.Can you empty the trash? Ss: Yes, you can.T: Yeah, I’m clever.5、Do and say T: Now we have no cards.You go back.Who can do the action and we guess.You ask can you(T do the actions “ play basketball”)Ss: Play basketball? T: Can you do the actions? Come here, ok you please.Ok.S1 do the actions.T: Let me try, let me try.Can you sing? S1: No, I can’t.S2: Teeth? S1: Yes, I can.T: Brush teeth? S1: Yes.T: I think you are singing.And.S3: Let me try.T: You please.T: I will sit here, this is my seat.S3 do the action.S4: Can you play the football? S3: Yes, I can.T: Good, you can do this.S3: Yeah!T: And you please.S5 do the action.Ss: Let me try.S6: Can you play basketball? S5: Yes, I can.T: Ok, this time we have know I can do you can do but do you know what your mother do ? S7: Let me try.T: You please.S7: My mother can play the piano.T: Piano, wonderful, good.S8: My mother can cook meals? T: Cook meals ,ok , you please.S9: She can do house work.6、interview your classmates T: Ok please look here.Ok, wait a moment.Here , I will ask.Ok you please listen to me.What can you do?

S1: I can I can water the flowers.T: Water the flowers,1、2、3, Ok here.(T write 8 on the paper)You go on.What can your mother do? S1: My mother can set the table.T: Oh, your mother can set the table.Where is it? I can’t find it.Ok, here.(Write 5 on the paper.)Last one what can your father do? S1: My father can cook meals.T: Cook meals I will write here , three.(Write 3 on the paper)Do you want to ask? You can ask your best friend in your group.Now ask and write down the answers.Ss do pair work

T: Use it.(示意學(xué)生用話筒)T: You can stand up and ask your friend.Who can stand up and ask your friend ? Ss: Let me try let me try.T: That boy you please.who’s your friend ? ok , you please S1: What can you do ? S2: I can cook meals.S1: What can your mother do ? S2: She can sweep the floor.S1: What can your father do ? S2: He can make the bed.T: Good , wonderful , thank you!Ss: Let me try.T: Ok, you please.S3: What can you do ? S4: I can sweep the floor.S3: What can your mother do ? S4: My mother can cook meals.S3: What can your father do ? S4: He can water the flowers.T: Ok , good.Ss: Let me try.T: You please.S5: What’s can you do ?

T: What not what’s , what can you do ?

S5: What can you do ? S6: I can sweep the floor.S5: What can your mother do ? S6: She can wash clothes.S5: What can your father do ? S6: He can cook meals.T: Ok , last group.Ss: Let me try.S7: What can you do ? S8: I can sweep the floor.S7: What can your mother do ? S8: She can wash clothes.S7: What can your father do ? S8: He can cook meals.T: Ok , this time , let’s see.ok , can you see ? Ss: Yes , I can.T: Can you climb ? Ss: Yes , I can.T: Can you rollerblade ? Ss: Yes , I can.T: Can you dance ? Ss: No , I can’t.3、Consolidation T: Ok , this time , let’s sing , ok ? please the first time.ok , just a moment , ok , sorry , please wait.now look have song for you first time listen.Ss listen.T: Can you sing ? Ss: Yes , I can.T: Let’s sing and do the actions.Ok , climb ride a bike rollerblade.ok.Song: Can you climb ?

Yes , I can.yes , I can.Can you sing ?

Yes , I can.yes , I can.Can you ride a bike ? Yes , I can.Can you dance ? No , I can’t.no , I can’t.Can you swim ? Yes , I can.yes , I can.Can you sing ? Yes , I can.Can you rollerblade ? Yes , I can.yes , I can.Can you dance ?

No , I can’t.no , I can’t.Ss: Sing together.T: Ok , are you happy today ? Ss: Yes.T: I’m very happy.Please say hand waving Goodbye!Ss: Bye.T: Bye bye.Ss: Bye bye T: Bye bye.Ss: Bye bye T: Ok ,please stand up , and say good bye to teachers , ok.Ss: Goodbye teachers.小學(xué)英語(yǔ)教學(xué)課堂實(shí)錄（職業(yè)單詞）

一、歌曲熱身：

S: Sing a song together T: Stop here ,stop here, good song!Just now, we learned a new song《 Hello!Hello!》 Do you remember? So, now ,let’s sing it together.S: Sing this song together.(師生同唱)

二、游戲練習(xí)：

T: First, please count numbers with me.Zero, one, two, … ten.SsCount numbers from one to ten.T: Good!Faster!Are you ready? Ss: Ready!Zero, one, two, …ten.T: Good!Faster!Are you ready? Ss: Ready!Zero, one, two, …ten.T: Good!Alright!Let’s play a game ‘It’s ten.’（湊十）(教師擊掌兩聲后說出一個(gè)數(shù)字，學(xué)生則要在擊掌兩聲后說出一個(gè)與教師數(shù)字相加得十的數(shù))Who can play this game with me? T: Good boy, Are you ready? S: Yes.T and the boy:(T: one S: nine, T: nine S: one, T: zero S: ten, T: five S: five)T: Good!Very good!

T and a girl:(T: one S: nine, T: two S: eight, T: eight S: two, T: five S: five)T: Good!Very good!Who can?

T and the boy:(T: ten S: zero, T: zero S: ten, T: one S: nine, T: nine S: one)T: Altogether.Are you ready? Ss: Yes.T and Ss:(T: zero Ss: ten, T: one Ss: nine, T: nine Ss: one, T: three Ss: seven)T: Very good!

二、新授知識(shí)：

[師生問候]

T: OK, now, please class begins.Are you ready?

Ss: Yes.T: OK, class begins.Ss:(全體起立)

T: Good afternoon!Boys and girls.Ss: Good afternoon, Mr.Jin!

T: Woo… good memory!You remember I am Mr.Jin.Sit down![課前導(dǎo)入]

T: I like animals.I like cats.I like dogs.I like rabbits.I want to know what animals do you like? What’s your favorite animals?

T: Hello, What animals do you like?（Ss： Doctor.(在教師帶領(lǐng)下反復(fù)讀，快速讀)

T:

(在 T: What job do you like? What do you want to be grow up? Please ask your friends.(設(shè)計(jì)一張表格，利用投影展示，在全班調(diào)查一些學(xué)生所喜歡的職業(yè)，并在相應(yīng)的空格內(nèi)畫對(duì)號(hào))找單個(gè)學(xué)生到前面展示他的調(diào)查結(jié)果

[回顧]

T and Ss: review four words.Class’s over.

第二篇：小學(xué)英語(yǔ)教學(xué)課堂實(shí)錄(Animals)

小學(xué)英語(yǔ)教學(xué)課堂實(shí)錄

一、歌曲導(dǎo)入：

T: Let's sing a song.The song's name is 《One little finger》.[評(píng)：教學(xué)熱身是英語(yǔ)課堂TPR教學(xué)方法的重要形式之一，教師采用歌曲來緩解學(xué)生的緊張情緒，建立輕松和諧民主的課堂氛圍，為進(jìn)一步的學(xué)習(xí)奠定了良好的基礎(chǔ)。]

二、師生問候：

T: Class begins!Hello, everyone!

Ss: Hello, Miss Cai!T: We all like the animals, but the zoo isn't really the animals home town.Where is their real home town?

S:大自然。

T: Yes!Let's look at the animal in nature.OK？（觀看多媒體影片）

T: Do you like animals?

Ss: Yes!

T: The earth be longs to both animals and human beings.We should live peacefully together.We should try to give them a better living environment, and protect them from being hurt.Do you think so?

Ss: Yes!

T: OK!Let's begin from now on!

T: The time is up.Good-bye everyone!

[評(píng)：結(jié)束語(yǔ)知識(shí)性與思想性融為一體，既強(qiáng)調(diào)了本課知識(shí)的重點(diǎn)，又對(duì)學(xué)生進(jìn)行了思想教育，使學(xué)生對(duì)所學(xué)內(nèi)容有了一個(gè)更高層次的認(rèn)識(shí)，使英語(yǔ)教學(xué)的目的得以充分的發(fā)揮。]

評(píng)析：

教者從學(xué)生的認(rèn)知規(guī)律入手，由淺入深、由易到難，降低了英語(yǔ)語(yǔ)言學(xué)習(xí)的難度。同時(shí)，充分利用頭飾、卡片、圖片、多媒體教學(xué)軟件等直觀教學(xué)手段，調(diào)動(dòng)了學(xué)生多種感觀投入到語(yǔ)言學(xué)習(xí)中來。教者還利用 TPR、歌曲、歌謠等活潑有趣的形式，增加了課堂教學(xué)的感染力，并采用實(shí)地應(yīng)用語(yǔ)言的調(diào)查活動(dòng)，提高了教學(xué)效果，達(dá)到了良好的教學(xué)反饋。

T: How are you to day?

Ss: We're fine, thank you.T: What's the weather like today?

Ss: It's fine.[評(píng)：簡(jiǎn)單的問候，可以幫助學(xué)生適應(yīng)英語(yǔ)語(yǔ)感，使學(xué)生很自然地進(jìn)入英語(yǔ)學(xué)習(xí)狀態(tài)。]

三、新授知識(shí)：

T: A lovely today, isn't it? I have a good news for you.We're going to visit the zoo.Are you happy?

Ss: Yes!

T: Today we'll learn a lesson about the zoo.Please tell me.Which lesson shall we learn?

Ss: Lesson 9 T: OK!Now, let's count from one to nine!

(教師同時(shí)書寫板書Lesson9。)

[評(píng)：在學(xué)生原有知識(shí)的基礎(chǔ)上，以數(shù)字引入，使課題的出示別具特色，自然而不失趣味性。]

T: Well, who can tell me what you can find in the zoo?

Ss: Monkeys, tigers, and hippos….T: Oh, we'll see so many animals.That's great!Now, please look here.We'll meet many animal friends today.What's this?（出示動(dòng)物頭飾）

T: Do you have a monkey?

S: No, I don't.T: Oh, Don't worry.This monkey is for you!

(S1帶上頭飾)

（以下 lion, hippo, tiger, panda, elephant, dog, goat同上）

T：Now, we have so many animals, they are our best friends!But look there, there is another friend.She's waiting to meet us.Who's she?（指向長(zhǎng)頸鹿玩偶）

Ss: Changjinglu.T: Yes, it's a Changjinglu, but in English it's a giraffe.Now, please say after me, “giraffe”!

T: Look there, I have a beautiful picture, what's this?（貼出長(zhǎng)頸鹿圖）

Ss: Giraffe.T: Yes, but how to spell it?（出示單詞卡）

Ss: “g-i-r-a-f-f-e”

T: Let's sing a song, make a giraffe in the air.（師生同唱并拼寫，教師指圖）

T: What's this?

Ss: It's a giraffe.[評(píng)：運(yùn)用頭飾這一簡(jiǎn)單的教具，將學(xué)生喜愛的動(dòng)物請(qǐng)到了課堂上來，使學(xué)生產(chǎn)生了濃厚的興趣，使抽象化的詞匯學(xué)習(xí)具體化，易化了詞匯這一教學(xué)難點(diǎn)。]

T: We met so many animal friends.And would you like to go to the zoo with Tutu? Are you ready? Let's go!OK？

Tand Ss: One, Two, Three, go.（師生同看多媒體投影）

[評(píng)：從英語(yǔ)學(xué)科的實(shí)際特點(diǎn)出發(fā)，教者運(yùn)用電腦多媒體再現(xiàn)課文內(nèi)容，使學(xué)生有如身臨其境，培養(yǎng)了學(xué)生的觀察能力和語(yǔ)言應(yīng)用能力。]

T: What did Jack say?

Ss: “Look there!”

T: Yes, Jack說“看那兒”，in English we should say, “Look there.”

T: Now, look at me please.Look there!It's a monkey.Look there!It's ahippo.Do you under stand? Please say after me.（教師手指教室內(nèi)戴頭飾的學(xué)生）

T: Now, let's sing a song《One little finger》,but this time please sing that like me.（師生共同唱并手指相應(yīng)的動(dòng)物頭飾）。

T：Now please point to ananimal, ask and answer in pairs.（學(xué)生分組練習(xí)）

T：Well, please look at me please.Look there!（指向猴子）It's a monkey.I like monkeys（拿出心形單詞卡）Do you under stand? What does it mean in Chinese?

Ss：Xi huan.T：Yes.Please follow me.I like monkeys.（板書 : like monkeys）

T：OH.Now look there.There is a“s”, but why?（拿出單數(shù)卡）There is a monkey.Only one!So there's no“s”.（拿出復(fù)數(shù)卡）Wow, there are so many monkeys, then, we must addan“s”（利用多張卡片領(lǐng)學(xué)生練習(xí)這區(qū)分單詞的單復(fù)數(shù)）

T: Now, every one make a sentence like me, please.Ss: I like monkeys.I like elephants…

T: Well, please listen to me carefully.Do you like monkeys? If you like, you can say ,“Yes, I do.”(師生練習(xí)句型)

T: Let's play a game.I'll ask you “Do you like…?”If you like it, please stand up.[評(píng)：這部分內(nèi)容是教學(xué)的難點(diǎn)，教師通過TPR教學(xué)法最大限度地引發(fā)學(xué)生積極學(xué)習(xí)的興趣，使句型的操練這有一枯燥的演練形式興趣化。]

T: Your pronunciations are fine.Now let's listen to the tape and read after it.（Listen and speak)

[評(píng)：在英語(yǔ)教學(xué)中，原聲語(yǔ)音的模仿是必不可少的步驟，有利于培養(yǎng)學(xué)生優(yōu)美的語(yǔ)感，為英語(yǔ)的終身學(xué)習(xí)打下良好的基礎(chǔ)。]

T: Ok, good job!But I'd like to know which is your favorite animal, so let's ask each other.(由學(xué)生進(jìn)行調(diào)查練習(xí))

[評(píng)：采用采訪形式，設(shè)計(jì)得情趣盎然，生動(dòng)活潑，突出了教師的主導(dǎo)地位，同時(shí)學(xué)生的主體作用也得到了更大限度的發(fā)揮，學(xué)生爭(zhēng)先恐后參與活動(dòng)，成為活動(dòng)的主人，他們?cè)谳p松、民主的氛圍中得到了知識(shí)的鞏固，得到了英語(yǔ)語(yǔ)言交際能力的鍛煉，提高了交際性能力，從而達(dá)到了良好的教學(xué)反饋。] T: We all like the animals, but the zoo isn't really the animals home town.Where is their real home town?

S:大自然。

T: Yes!Let's look at the animal in nature.OK？（觀看多媒體影片）

T: Do you like animals?

Ss: Yes!

T: The earth be longs to both animals and human beings.We should live peacefully together.We should try to give them a better living environment, and protect them from being hurt.Do you think so?

Ss: Yes!

T: OK!Let's begin from now on!

T: The time is up.Good-bye everyone!

[評(píng)：結(jié)束語(yǔ)知識(shí)性與思想性融為一體，既強(qiáng)調(diào)了本課知識(shí)的重點(diǎn)，又對(duì)學(xué)生進(jìn)行了思想教育，使學(xué)生對(duì)所學(xué)內(nèi)容有了一個(gè)更高層次的認(rèn)識(shí)，使英語(yǔ)教學(xué)的目的得以充分的發(fā)揮。]

評(píng)析：

教者從學(xué)生的認(rèn)知規(guī)律入手，由淺入深、由易到難，降低了英語(yǔ)語(yǔ)言學(xué)習(xí)的難度。同時(shí)，充分利用頭飾、卡片、圖片、多媒體教學(xué)軟件等直觀教學(xué)手段，調(diào)動(dòng)了學(xué)生多種感觀投入到語(yǔ)言學(xué)習(xí)中來。教者還利用 TPR、歌曲、歌謠等活潑有趣的形式，增加了課堂教學(xué)的感染力，并采用實(shí)地應(yīng)用語(yǔ)言的調(diào)查活動(dòng)，提高了教學(xué)效果，達(dá)到了良好的教學(xué)反饋。

第三篇：小學(xué)英語(yǔ)教學(xué)開放性問題設(shè)計(jì)和課堂實(shí)錄

內(nèi)容摘要：

【摘 要】本文探討了小學(xué)英語(yǔ)教學(xué)中開放性問題的設(shè)計(jì)，并介紹了開放性問題的特點(diǎn)和評(píng)價(jià)，通過課堂實(shí)錄，闡明了開放性問題能啟發(fā)學(xué)生思維，發(fā)展其各方面的智能，真正地使學(xué)生掌握英語(yǔ)的表達(dá)與交流。

【摘要】本文探討了小學(xué)英語(yǔ)教學(xué)中開放性問題的設(shè)計(jì)，并介紹了開放性問題的特點(diǎn)和評(píng)價(jià)，通過課堂實(shí)錄，闡明了開放性問題能啟發(fā)學(xué)生思維，發(fā)展其各方面的智能，真正地使學(xué)生掌握英語(yǔ)的表達(dá)與交流。

【關(guān)鍵詞】英語(yǔ)教學(xué)；開放性問題；設(shè)計(jì);課堂實(shí)錄 開放性問題的特點(diǎn)

隨著課改的深入，對(duì)學(xué)生各方面能力培養(yǎng)的重視程度越來越高，開放性問題將逐漸成為課堂提問的主流。一般而言，開放性問題具有下列特點(diǎn)。內(nèi)容的整體性。

當(dāng)學(xué)生說到monkey時(shí)，呈現(xiàn)圖問: 這一連串的問題真正地從學(xué)生認(rèn)知角度出發(fā),學(xué)生能對(duì)問題進(jìn)行整體思考，從而突破重點(diǎn)，解決難點(diǎn)。

2.形式的多樣性

其實(shí)根據(jù)課文內(nèi)容，教師還可以設(shè)計(jì)一些更有意思的問題，如： 3.答案的發(fā)散性。

s1:imustpickuplitter.imustputthelitterintoalitterbin.s2:ipromisetokeeptheairclean.以上這段課堂實(shí)錄中有兩個(gè)學(xué)生進(jìn)行了不同的回答，一個(gè)想通過撿垃圾來保護(hù)環(huán)境，另一個(gè)想通過不亂砍亂伐森林，循環(huán)使用紙和種植樹和花來凈化空氣。可見他們的思維都比較活躍。開放性問題的設(shè)計(jì)

關(guān)于開放性問題的設(shè)計(jì)，將涉及到許多方面，如教學(xué)內(nèi)容、教學(xué)目標(biāo)和學(xué)生認(rèn)知水平等，需要教師進(jìn)行統(tǒng)籌規(guī)劃。1.層次清晰，圍繞主題

開放性問題通常會(huì)圍繞某一個(gè)主題。我們教師在設(shè)計(jì)問題的時(shí)候，應(yīng)層次分明，圍繞主題，最好在某個(gè)情境下進(jìn)行適當(dāng)?shù)耐卣埂Ｈ缭?bmodule4unit3healthyeating中,我設(shè)計(jì)了三大板塊進(jìn)行教學(xué)，以下是課堂實(shí)錄片段：

(1):帶著問題聽錄音。同時(shí)提出四個(gè)簡(jiǎn)單而很重要的問題：(2):看課文跟讀，理解課文。（面向全體學(xué)生，要求人人會(huì)回答）(3):通讀全文，在理解的基礎(chǔ)上進(jìn)一步提高。（針對(duì)基礎(chǔ)較好的學(xué)生）

以“問題”為主線，緊扣食物這一主題，結(jié)合課文內(nèi)容設(shè)計(jì)了上述有關(guān)食物和飲食習(xí)慣的開放性問題，取得了很好的教學(xué)效果。2．貼近生活，豐富想象

貼近學(xué)生真實(shí)的生活，最能引發(fā)學(xué)生學(xué)習(xí)的興趣和調(diào)動(dòng)學(xué)生參與活動(dòng)的積極性。

如何發(fā)揮學(xué)生的想象力，設(shè)計(jì)出能吸引學(xué)生的問題也是對(duì)教師的一大考驗(yàn)。教學(xué)1bunit3colours這一課時(shí)，我出示一幅沒有色彩的風(fēng)景畫，問學(xué)生：isitbeautiful?學(xué)生馬上搖頭了，在此基礎(chǔ)上進(jìn)一步提問：

一幅沒有顏色的圖畫把學(xué)生帶入有色彩的世界，引導(dǎo)學(xué)生回歸自然生活，打開想象的翅膀，鞏固了所要掌握的顏色單詞并在開放的環(huán)境中愉快地學(xué)習(xí)。

第四篇：小學(xué)英語(yǔ)教學(xué)開放性問題設(shè)計(jì)和課堂實(shí)錄

小學(xué)英語(yǔ)教學(xué)開放性問題設(shè)計(jì)和課堂實(shí)錄

開放性問題的特點(diǎn)

隨著課改的深入，對(duì)學(xué)生各方面能力培養(yǎng)的重視程度越來越高，開放性問題將逐漸成為課堂提問的主流。一般而言，開放性問題具有下列特點(diǎn)。

1．內(nèi)容的整體性。

問題要緊扣教材內(nèi)容，以利于突出重點(diǎn)、攻克難點(diǎn)。例如,在牛津英語(yǔ)（上海版）5AUnit1Wildanimals中，我首先問：What animal scan you see in a jungle? 當(dāng)學(xué)生說到monkey時(shí)，呈現(xiàn)圖問: ﹒What can monkey do? ﹒What does it like to eat? ﹒Do you like monkeys? Why? 這一連串的問題真正地從學(xué)生認(rèn)知角度出發(fā),學(xué)生能對(duì)問題進(jìn)行整體思考，從而突破重點(diǎn)，解決難點(diǎn)。

2.形式的多樣性

開放性問題的形式非常多樣，多以How,Why,What do you think,If，等特殊疑問代詞作為開頭，讓學(xué)生有想象和發(fā)揮的空間。比如在5B Module3 Unit3 What is the weather like?中，課文自帶的問題有：

﹒What did Hong plant/build? ﹒Where did Hong put the rice? 其實(shí)根據(jù)課文內(nèi)容，教師還可以設(shè)計(jì)一些更有意思的問題，如： ﹒What do you think of Hong? ﹒If you were a farmer, how do you run your farm?等等，這樣比課文中的問題又多了幾種形式，從語(yǔ)法和思維角度雙向訓(xùn)練了學(xué)生。

3.答案的發(fā)散性。作為開放性問題的回答，我們追求的是個(gè)性化，也就是培養(yǎng)學(xué)生的發(fā)散性思維。如在6BModule2Unit2Willyoubemyfriend?中,假定你想要成為一位地球的朋友，可以說每個(gè)學(xué)生都有自己不同的想法。以下是我的課堂實(shí)錄片段：

T: How do you do that? S1: I must pick up litter.I must put the litter in to a litterbin.S2: I promise to keep the air clean.T: Why? Is there air pollution? S2: Yes, I think so.I promise to stop cutting down forests and recycled used paper.I promise to plant tall trees, beautiful flowers.以上這段課堂實(shí)錄中有兩個(gè)學(xué)生進(jìn)行了不同的回答，一個(gè)想通過撿垃圾來保護(hù)環(huán)境，另一個(gè)想通過不亂砍亂伐森林，循環(huán)使用紙和種植樹和花來凈化空氣。可見他們的思維都比較活躍。

開放性問題的設(shè)計(jì)

關(guān)于開放性問題的設(shè)計(jì)，將涉及到許多方面，如教學(xué)內(nèi)容、教學(xué)目標(biāo)和學(xué)生認(rèn)知水平等，需要教師進(jìn)行統(tǒng)籌規(guī)劃。

1.層次清晰，圍繞主題

開放性問題通常會(huì)圍繞某一個(gè)主題。我們教師在設(shè)計(jì)問題的時(shí)候，應(yīng)層次分明，圍繞主題，最好在某個(gè)情境下進(jìn)行適當(dāng)?shù)耐卣?。如?BModule4Unit3Healthyeating中,我設(shè)計(jì)了三大板塊進(jìn)行教學(xué)，以下是課堂實(shí)錄片段：

(1):帶著問題聽錄音。同時(shí)提出四個(gè)簡(jiǎn)單而很重要的問題： Where did Mr Ling/Miss Chen live? How was Mr Ling/Miss Chen?(2):看課文跟讀，理解課文。（面向全體學(xué)生，要求人人會(huì)回答）Why was Mr Ling fat and un healthy? How did Mr Ling be come thin and healthy? Did Mr Ling go back to live in the town? Why?/Why not?(3):通讀全文，在理解的基礎(chǔ)上進(jìn)一步提高。（針對(duì)基礎(chǔ)較好的學(xué)生）Who had a good eating habit? Why? What must you do to have good eating habits? 以“問題”為主線，緊扣食物這一主題，結(jié)合課文內(nèi)容設(shè)計(jì)了上述有關(guān)食物和飲食習(xí)慣的開放性問題，取得了很好的教學(xué)效果。

2．貼近生活，豐富想象

貼近學(xué)生真實(shí)的生活，最能引發(fā)學(xué)生學(xué)習(xí)的興趣和調(diào)動(dòng)學(xué)生參與活動(dòng)的積極性。6AModule5Unit2Theweather一課為例，在這課中我設(shè)計(jì)的問題基本上就圍繞六年級(jí)小朋友既有的認(rèn)知水平和生活經(jīng)驗(yàn)。如：

﹒What’s the weat her like in spring? ﹒What do you like to do in autumn/summer? ﹒How is winter? Is it warm or cool?等等，這些問題都比較貼近學(xué)生的真實(shí)生活，他們也能夠比較容易地回答。

如何發(fā)揮學(xué)生的想象力，設(shè)計(jì)出能吸引學(xué)生的問題也是對(duì)教師的一大考驗(yàn)。教學(xué)1BUnit3Colours這一課時(shí)，我出示一幅沒有色彩的風(fēng)景畫，問學(xué)生：Is it beautiful?學(xué)生馬上搖頭了，在此基礎(chǔ)上進(jìn)一步提問：

Let’s make the world colourful！----What colour is the cloud?(S1:Ithinkit’swhite.)What colour is the sky?(S2:It’sblue.)

What colour is the rainbow?(S3:It’sred,orange,yellow…)

一幅沒有顏色的圖畫把學(xué)生帶入有色彩的世界，引導(dǎo)學(xué)生回歸自然生活，打開想象的翅膀，鞏固了所要掌握的顏色單詞并在開放的環(huán)境中愉快地學(xué)習(xí)。

1、交互性評(píng)價(jià)

開放性問題的評(píng)價(jià)不能簡(jiǎn)單地以“yes”或者“no”來回答，而是需要開放性的回答。在教6A Unit4 Sports and activities一課時(shí)，我設(shè)計(jì)的Free talk：

T: What’s the weather like to day? Ss: It’s warm and sunny.T: Shall we play basketball after school? 學(xué)生相當(dāng)高興，一個(gè)勁地說：Good!Great!That’s a goodidea!當(dāng)然，也有學(xué)生說：I’m sorry, Miss Lou.T: What’s them atter? What are you going to do afterschool? S1:I’m going to visit my aunt with my parents.T: No matter!Tomorrow is Saterday, you can play with your friends, right? S1:Oh!Yes!What are you going to do tomorrow? S2:I’m going to learn Math sat home.T: You’re a hard-working boy.S3: I’m going to play chess with my grandpa.T: Oh, you’re very good-hearted.T: Are you going to play basketball withS1？ S4：Yes, of course.T: You’re always she lapful to everyone.在這個(gè)片段中，教師分別對(duì)三個(gè)學(xué)生進(jìn)行了不同的評(píng)價(jià)，每種評(píng)價(jià)都具有唯一性，這樣能使師生的互動(dòng)更加有效，而且學(xué)生也會(huì)對(duì)這樣的評(píng)價(jià)感到滿意。

2、動(dòng)態(tài)性評(píng)價(jià)

討論式評(píng)價(jià)主要存在于生生互動(dòng)的環(huán)節(jié)，開放性問題的提出往往會(huì)帶來主題式討論。以5BModule2Unit3Athome這節(jié)課為例，我設(shè)計(jì)了這個(gè)話題：如果Kitty和Ben沒有找到狗，那他們能做什么？以下是課堂實(shí)錄片段：

T: If Kitty and Ben don’t find the dog，how can they do? S1: They can ask the neigh bours.S2: No, I don’t agree with you.They will call superman.S3：I think they will go to the police station.S4:I agree withS3,the police can find the lost dog.T: We can vote for the best answer then we write a story about it, OK? 這個(gè)片段中，學(xué)生相互說服對(duì)方同意自己的觀點(diǎn)，并對(duì)他人的意見予以評(píng)價(jià)，這樣的交流互動(dòng)性非常強(qiáng)，教師協(xié)調(diào)好雙方矛盾，并給出最好的解決方案。

巴爾扎克說過：“打開一切科學(xué)的鑰匙都毫無異議是問號(hào)?！毕啾绕饌鹘y(tǒng)的問題，開放性問題更能鍛煉學(xué)生綜合英語(yǔ)素質(zhì)，激發(fā)學(xué)生表達(dá)欲望，拓寬學(xué)生思路。當(dāng)然，我們也要從教材、學(xué)生實(shí)際角度出發(fā)來進(jìn)行設(shè)計(jì)適當(dāng)?shù)膯栴}，本著從易到難、層層深入、恰當(dāng)評(píng)價(jià)的原則來鼓勵(lì)學(xué)生完成開放性問題的回答。

第五篇：小學(xué)英語(yǔ)教學(xué)

1.7.2.1.1小學(xué)英語(yǔ)教學(xué)“跨文化意識(shí)”的培養(yǎng)

2012-2013第二學(xué)期

2001年教育部頒布的《全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》（以下簡(jiǎn)稱《英語(yǔ)課程標(biāo)準(zhǔn)》）中明確指出：基礎(chǔ)教育階段英語(yǔ)教學(xué)的任務(wù)是“幫助學(xué)生了解世界和中西方文化的差異，拓展視野，培養(yǎng)愛國(guó)主義精神，形成健康的人生觀，為他們的終身學(xué)習(xí)和發(fā)展打下良好的基礎(chǔ)。”可見，在小學(xué)英語(yǔ)教學(xué)中注重培養(yǎng)學(xué)生的跨文化意識(shí)，有利于培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，從而為更好地達(dá)到國(guó)際間的相互了解和信息的交流奠定扎實(shí)的基礎(chǔ)。

一、跨文化意識(shí)與英語(yǔ)學(xué)習(xí)

在美國(guó)有這樣一個(gè)幾乎人人皆知的句子：“When you're down，you are not necessarily out．”但是許多英語(yǔ)學(xué)習(xí)者卻對(duì)其含義不甚了解，原因是不了解這句話的文化背景。這原是一句拳擊術(shù)語(yǔ)，在拳擊比賽中拳擊手如果被對(duì)方擊倒，裁判數(shù)到10還不能起來則被判輸。但在很多情況下不等裁判數(shù)到10，倒地的拳擊手就能爬起來再戰(zhàn)。因此，這句話的表層意思是：當(dāng)你被人擊倒了，并不意味著輸了這場(chǎng)比賽。其寓意為：當(dāng)你遇到挫折，并不一定喪失了成功的機(jī)會(huì)。由此可見，一定的語(yǔ)言表達(dá)產(chǎn)生于一定的生活背景，了解文化背景是理解語(yǔ)言的前提。學(xué)習(xí)外語(yǔ)的一大障礙就是難以把該語(yǔ)言與其背景結(jié)合起來。所以，培養(yǎng)學(xué)生的跨文化意識(shí)，對(duì)學(xué)生學(xué)好外語(yǔ)是相當(dāng)重要的。

語(yǔ)言是文化的載體，是文化的主要表現(xiàn)形式。語(yǔ)言是隨著社會(huì)生活的發(fā)展而發(fā)展的，語(yǔ)言是社會(huì)文化的一個(gè)組成部分。不同民族有著不同的文化、歷史、風(fēng)俗習(xí)慣和風(fēng)土人情等，各民族的文化和社會(huì)風(fēng)俗又都在該民族的語(yǔ)言中表現(xiàn)出來了。長(zhǎng)期以來，在小學(xué)英語(yǔ)教學(xué)中，語(yǔ)言和文化的這種關(guān)系一直未得到足夠的重視。在教學(xué)實(shí)踐中，一些教師認(rèn)為似乎只要進(jìn)行聽、說、讀、寫的訓(xùn)練，掌握了語(yǔ)音、詞匯和語(yǔ)法規(guī)則就能理解英語(yǔ)和用英語(yǔ)進(jìn)行交際。而實(shí)際上由于不了解語(yǔ)言的文化背景，不了解中西文化的差異，在英語(yǔ)學(xué)習(xí)的實(shí)踐中，容易產(chǎn)生不解或誤解，從而產(chǎn)生語(yǔ)用失誤，使交際失敗的現(xiàn)象。如：用“How much money can you earn a month？”來表示對(duì)外國(guó)人的關(guān)心，侵犯了別人隱私，會(huì)激起對(duì)方的反感；初次聽到“You are a lucky dog．”的中國(guó)人一定會(huì)生氣。美國(guó)社會(huì)學(xué)家G.R.Tucker和W.E.Lambet對(duì)于 1

外語(yǔ)教學(xué)中只教語(yǔ)言不教文化有這樣的看法：“我們相信，任何這類企圖都會(huì)使學(xué)生失去興趣，使他們不僅不想學(xué)習(xí)語(yǔ)言符號(hào)本身，而且也不想了解使用這一符號(hào)系統(tǒng)的民族。相反，幫助學(xué)生在學(xué)習(xí)語(yǔ)言時(shí)提高對(duì)文化的敏感性，就可以利用他們發(fā)自內(nèi)心的想了解其他民族的興趣和動(dòng)力，從而提供了學(xué)習(xí)該民族的語(yǔ)言的基礎(chǔ)”。

二、培養(yǎng)跨文化意識(shí)應(yīng)遵循的原則

筆者認(rèn)為在小學(xué)英語(yǔ)教學(xué)中培養(yǎng)跨文化意識(shí)應(yīng)該遵循以下原則。

第一，真實(shí)、實(shí)用原則。真實(shí)、實(shí)用原則就是教師在英語(yǔ)教學(xué)中所選取的文化內(nèi)容要密切聯(lián)系學(xué)生的日常生活，與小學(xué)生所學(xué)的語(yǔ)言內(nèi)容、與日常生活交流中所涉及的主要方面密切相關(guān)。如：英語(yǔ)中的稱謂語(yǔ)、問候語(yǔ)和告別語(yǔ)；道謝和答謝；英語(yǔ)國(guó)家中最常見的飲料和食品的名稱；世界上主要國(guó)家的重要標(biāo)志物；英語(yǔ)國(guó)家中重要的節(jié)假日；等等。文化教學(xué)和語(yǔ)言教學(xué)實(shí)踐相結(jié)合，不僅可以讓學(xué)生親身體驗(yàn)到語(yǔ)言和文化的密切關(guān)系，而且還可以激發(fā)學(xué)生學(xué)習(xí)語(yǔ)言和文化的興趣。

第二，比較、融合原則。比較、融合原則就是通過全面比較異國(guó)文化與本族文化，用融合的方式把跨文化教育的知識(shí)目標(biāo)、情感目標(biāo)、能力目標(biāo)等全部系統(tǒng)地融入外語(yǔ)教學(xué)之中，將跨文化能力與運(yùn)用外語(yǔ)的能力結(jié)合起來，讓學(xué)生在學(xué)習(xí)語(yǔ)言中不知不覺地接受跨文化教育。

第三，參與、體驗(yàn)原則。參與、體驗(yàn)原則就是讓學(xué)生在外語(yǔ)教學(xué)中直接參與跨文化交往，在親身參與的跨文化體驗(yàn)中感知外來文化，獲得跨文化的知識(shí)、形成跨文化意識(shí)。同時(shí)在教師的引導(dǎo)下讓學(xué)生在開放、平等的實(shí)踐活動(dòng)中自覺地形成開放、平等、尊重（不歧視）、寬容、客觀（無偏見）、謹(jǐn)慎的跨文化態(tài)度。

三、培養(yǎng)跨文化意識(shí)的措施與方法

（一）營(yíng)造英語(yǔ)氛圍，培養(yǎng)英語(yǔ)思維能力

非英語(yǔ)語(yǔ)言國(guó)家的兒童學(xué)習(xí)英語(yǔ)，最大的問題是缺乏英語(yǔ)語(yǔ)言環(huán)境，學(xué)生難以形成用英語(yǔ)進(jìn)行思維的習(xí)慣，阻礙了英語(yǔ)學(xué)習(xí)。因此，營(yíng)造一個(gè)濃郁的英語(yǔ)氛圍，對(duì)于學(xué)習(xí)英語(yǔ)是非常重要的。在這個(gè)環(huán)境里，逼得每個(gè)人都要用英語(yǔ)去交流信息，這樣的“環(huán)境氣候”對(duì)于幫助學(xué)生養(yǎng)成英語(yǔ)思維的習(xí)慣是不可缺少的。在實(shí)踐中教師可以采取以下方式來營(yíng)造英語(yǔ)氛圍：在課堂上，教師教學(xué)用語(yǔ)盡可能說英語(yǔ)，模擬仿真英語(yǔ)環(huán)境；創(chuàng)造模擬英語(yǔ)情景的練習(xí)活動(dòng)，給學(xué)生提供交際訓(xùn)練的機(jī)會(huì)；善用現(xiàn)代音像手段和網(wǎng)絡(luò)資源，給學(xué)生呈現(xiàn)一個(gè)多姿多彩的英語(yǔ)世界；在墻上張貼一些配以中英文介紹的著名世界風(fēng)光圖，適時(shí)介紹給學(xué)生，或是貼上生活中常用的英語(yǔ)問候語(yǔ)，提醒學(xué)生注意使用；利用校園廣播指導(dǎo)學(xué)生進(jìn)行英語(yǔ)晨讀有了這些濃厚的英語(yǔ)環(huán)境，學(xué)生一走進(jìn)校園就能感受英語(yǔ)的無處不在，學(xué)生在這種英語(yǔ)環(huán)境中聽英語(yǔ)、說英語(yǔ)、看英語(yǔ)或親身體驗(yàn)英語(yǔ)，直接、自然地學(xué)習(xí)英

語(yǔ)，有利于培養(yǎng)一定的語(yǔ)感和良好的語(yǔ)音、語(yǔ)調(diào)，使他們逐步獲得用英語(yǔ)進(jìn)行思維和日常交流的能力。

（二）激活教材內(nèi)容，比較文化差異

了解中西文化差異可以幫助學(xué)生避免語(yǔ)用失誤。中西文化差異在語(yǔ)言交流中涉及面非常廣，如日常見面時(shí)的問候、告別、稱贊、致謝、道歉以及體態(tài)語(yǔ)等，現(xiàn)行的教材中有許多地方都出現(xiàn)了能夠體現(xiàn)這種文化差異的話題，教師應(yīng)該努力激活教材內(nèi)容，進(jìn)行文化比較，幫助學(xué)生領(lǐng)會(huì)文化異同現(xiàn)象。比如，教學(xué)Weather這個(gè)單元時(shí)，教師可以借這個(gè)話題告訴學(xué)生：西方人認(rèn)為，在日常交往中，直接打聽別人的經(jīng)濟(jì)收入、年齡、宗教和政治信仰、婚姻狀況等是一種侵犯，因?yàn)槟鞘菍儆谂c提問者無關(guān)的內(nèi)容。而用談?wù)撎鞖獾霓k法來打開與西方人談話的話題是非常明智的。例如，中國(guó)人和西方人面對(duì)“贊賞”表達(dá)的方式不同，中國(guó)人受到別人的贊賞時(shí)習(xí)慣“謙虛”地說“沒什么”以示禮貌，而西方人則比較直率，常常會(huì)高興地道上一句

“Thank you very much．”所以，在教學(xué)這一句型時(shí)，教師應(yīng)該告訴學(xué)生，西方人認(rèn)為對(duì)方的贊美是誠(chéng)心誠(chéng)意的，所贊揚(yáng)的事是值得的，理所當(dāng)然應(yīng)當(dāng)接受。而在中國(guó)文化看來則是一種謙虛的美德。再比如“red”一詞，無論在英語(yǔ)國(guó)家還是在中國(guó)，紅色往往與慶祝活動(dòng)或喜慶日子有關(guān)，英語(yǔ)里有“red－letter days”（節(jié)假日）這一說法。尤其在中國(guó)，紅色代表著幸運(yùn)、財(cái)富和喜事，但英語(yǔ)中的“red”還意味著危險(xiǎn)狀態(tài)或使人生氣，如“red flag”（引人生氣的事）。因此，在教顏色“red”時(shí)，教師應(yīng)該向?qū)W生介紹有關(guān)“red”的趣事。充分挖掘教材內(nèi)容，比較中西文化的差異可以使學(xué)生學(xué)到生動(dòng)的文化知識(shí)。

（三）巧借節(jié)日文化，介紹背景知識(shí)

節(jié)日文化是學(xué)生感興趣的話題，教師應(yīng)該巧借這個(gè)話題，介紹相關(guān)的背景知識(shí)，幫助學(xué)生了解英語(yǔ)國(guó)家中重要的節(jié)假日及主要慶祝方式。如在教Christmas Day時(shí)，教師事先用圣誕樹、長(zhǎng)筒襪、禮品盒等來裝飾教室，使學(xué)生一進(jìn)教室，就感受到濃烈的圣誕節(jié)氛圍。在濃厚的節(jié)日氣氛中，教師通過網(wǎng)絡(luò)資源介紹圣誕節(jié)的由來、圣誕老人的傳說、圣誕圖片、圣誕歌曲等等。同時(shí)，教師可以將圣誕節(jié)與我國(guó)的春節(jié)作比較，鼓勵(lì)學(xué)生找出他們的相同之處：都是家庭團(tuán)聚的日子，都是慶賀新的一年開始，都有宴會(huì)大餐，都要互贈(zèng)禮物等等。然后比較出兩者的不同，并從文化的角度理解這些不同之處。談及贈(zèng)送禮物時(shí)，給學(xué)生講解接受禮物的方式，西方人與中國(guó)人在接受禮物時(shí)的習(xí)慣截然相反：在節(jié)日里，對(duì)于別人送來的禮物，中國(guó)人往往要推辭一番，接受后一般也不當(dāng)面打開。西方人收到禮物一般不推辭，而是表示感謝，并當(dāng)面打開禮物并加以稱贊，所以，在使用“present”這一單詞時(shí)，教師應(yīng)該有意識(shí)地告訴學(xué)生這一跨文化差異。教師可以充分利用愚人節(jié)、感恩節(jié)、復(fù)活節(jié)等重要節(jié)日，給學(xué)生呈現(xiàn)豐富多彩的背景知

識(shí)，讓學(xué)生真實(shí)直觀地感受外國(guó)文化，既提高了學(xué)生學(xué)習(xí)英語(yǔ)的興趣，又能讓學(xué)生身臨其境，學(xué)以致用。

（四）設(shè)計(jì)英語(yǔ)活動(dòng)，體驗(yàn)異國(guó)文化

《英語(yǔ)課程標(biāo)準(zhǔn)》指出：本課程倡導(dǎo)任務(wù)型的教學(xué)模式，讓學(xué)生在教師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)現(xiàn)任務(wù)目標(biāo)，感受成功。因此，教師應(yīng)該設(shè)計(jì)恰當(dāng)?shù)挠⒄Z(yǔ)活動(dòng)，讓學(xué)生在主動(dòng)參與、親身體驗(yàn)、多向交流的基礎(chǔ)上，對(duì)英語(yǔ)國(guó)家的歷史、地理、藝術(shù)、文化等有一個(gè)廣泛的了解，同時(shí)，在學(xué)生主動(dòng)參與、不斷實(shí)踐的過程中鍛煉他們的策劃、組織、管理和交流等各方面能力，培養(yǎng)學(xué)生的文化意識(shí)，增加對(duì)世界文化多元性的了解，為他們將來參與世界競(jìng)爭(zhēng)與合作奠定基礎(chǔ)，例如，學(xué)?？梢杂杏?jì)劃地定期舉行外國(guó)文化節(jié)活動(dòng)，每一次活動(dòng)確定一個(gè)文化主題，如：澳大利亞嘉年華、英國(guó)文化節(jié)、神奇的世界文化遺產(chǎn)，等等。在活動(dòng)期間，教師可以通過英語(yǔ)課堂，讓學(xué)生了解異國(guó)的歷史文化、物產(chǎn)民俗、自然風(fēng)光等，學(xué)生在實(shí)踐體驗(yàn)中，通過上網(wǎng)收集關(guān)于該國(guó)的文化資料，觀看圖片展，競(jìng)選涉外小導(dǎo)游，辦英語(yǔ)小報(bào)，與外國(guó)朋友交流，自編自演英語(yǔ)課本劇等，實(shí)實(shí)在在地體驗(yàn)異國(guó)文化。這種文化周活動(dòng)為學(xué)生學(xué)習(xí)英語(yǔ)、積累跨文化底蘊(yùn)編織了一個(gè)立體多維的情境世界，有效地培養(yǎng)了學(xué)生語(yǔ)言綜合運(yùn)用能力。

總之，教師在教學(xué)中應(yīng)根據(jù)學(xué)生的年齡特點(diǎn)和認(rèn)知能力，逐步擴(kuò)展跨文化知識(shí)的內(nèi)容和范圍，幫助學(xué)生拓展視野，使他們提高對(duì)中外文化異同的敏感性和鑒別能力，進(jìn)而提高跨文化交際能力。