课堂教学资源的开发与利用3月北京重庆

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1、英语课堂教学资源的英语课堂教学资源的开发与利用开发与利用“开发课程资源开发课程资源,拓展学用渠道拓展学用渠道”英语课程要求合理利用和积极开发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的内容健康和丰富的课程资源；要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道；积极鼓励和支持学生主动参与课程资源的开发和利用。静态教学资源静态教学资源 动态教学资源动态教学资源 预设性动态教学资源预设性动态教学资源生成性动态教学资源生成性动态教学资源正确的教材观正确的教材观 教师必须按照新的教材观创造性地使用教材。这里所说的创造性包含二层意义：从内容上处理教材：从内容上处

2、理教材：1.充分利用教材，挖掘和收集文化背景、文充分利用教材，挖掘和收集文化背景、文学艺术和风土人情等方面的内容。学艺术和风土人情等方面的内容。1.As busy as bee.勤奋勤奋2.The early bird catches the worm.早起的鸟有虫吃早起的鸟有虫吃3.eat like a bird 吃的很少吃的很少4.Kill two birds with one stone.一石二鸟一石二鸟5.teach a fish to swim.班门弄斧班门弄斧6.cold fish 冷血冷血7.dog ears 卷起的页角卷起的页角8.Love me,love my dog 爱屋及

3、乌爱屋及乌9.It rains cats and dogs.瓢泼大雨瓢泼大雨10.You are a lucky dog.幸运儿幸运儿11.Every dog has his day.人人皆有得意人人皆有得意12.let sleeping dog lie 不可招惹的人不可招惹的人13.hold your horse 稍等稍等从内容上处理教材：从内容上处理教材：2.引导学生对课本的某一话题或语言现象展开查阅、讨论、研究和练习活动，让学生得出自己的研究结论。Silent letter hour climb knee Wrong Island honest sandwich Wednesday Ch

4、ristmas从内容上处理教材：从内容上处理教材：3.以课本为中心搜集或编写补充材料。包括阅以课本为中心搜集或编写补充材料。包括阅读材料、活动材料、练习材料和测试材料等。读材料、活动材料、练习材料和测试材料等。Will Knott was a teacher.At 9:00 one evening,when he was in bed,the telephone rang.He picked up the phone and said,“This is 3335683.Who is speaking,please?”“Watt,”a man answered.“Whats your name.

5、please?”said Mr.Knott.“Watts my name”was the answer.“Yes.I am asking you that.Whats your name.”Mr.Knott said again.“I told you.Watts my name,”said the man.“Are you Jack Smith?”“No.I am Knott.”“Will you give me your name.please?”the man asked.“Will Knott,answered Mr.Knott.Both Mr.Watt and Mr.Knott pu

6、t down their telephones angrily and thought,“Thats a rude and stupid man.”Just for fun:1.Why is 9 afraid of 7?2.What must you do before you return a book to the library?You must borrow the book from the library.Seven ate(eight)nine.Jokes：Tom:Mom,can I have two pieces of cake,please?Mom:Certainly!Tak

7、e this piece and cut it in two.Jack:Are you going to play basketball this afternoon?Tom:Yes.Jack:Wonderful.So I can borrow your tennis racket then,right?Teacher:You handwriting is awful,Bob.I cant see clearly.You must learn to write better.Bob:If I did,youd find out my spelling was awful too!教师节、圣诞节

8、、新年贺卡，英文的祝福语。有些学生的动手能力特别强，我就经常鼓励他们自制生词卡等学具。学生自制的生词卡片比起教师卡片更贴近生活，更能引起学生的兴趣。The student need do better in _.A.EnglishB.scienceC.math They CANNOT _ in the park this Saturday.A.have a picnic B.go skating C.go swimming 51.Which date falls on Tuesday?A.April 13 B.April 22 C.April 24 It is about .A.reading

9、 books B.doing sports C.making friends Have you ever used the following in your classroom teaching?ItemAnswerItemAnswerYesNoYesNoCalendarAdvertisementsApplication formsTime schedulesPostcardsBank statementsTelegramsFax messagesNovelsBusiness lettersHandbooksRules and regulationsShort storiesCredit c

10、ardsComic booksPosterStreet signsTravel guidesplaysMapsStore cataloguesWashing instructionsGreeting cardsNewspaperChildrens scribblingAnecdotesPoemsCookbooksMagazinesElectronic mailPhone booksWeather forecastProduct labelsPamphletsName cardsAddressesJunk mailDiplomasInformal lettersclothes size1.激活背

11、景知识，走近课堂教学资源激活背景知识，走近课堂教学资源 从教法上处理教材：从教法上处理教材：用教材教，不教教材用教材教，不教教材案例一：案例一：“My new English teacher”“today”南京玄武区教师进修学校南京玄武区教师进修学校 特级教师特级教师 沈峰沈峰全国全国“建构主义思想与小学英语教学研讨会建构主义思想与小学英语教学研讨会“观摩观摩课课S1:I have an English class today.S2:Its sunny today.S3:I am happy today.S4:I had rice today.S5:Its 10th April today.S

12、5:My new English teacher is young.S6:My new English teacher is a good woman.S7:My new English teacher is beautiful.T:Thank you very much.Im good,young,beautiful.I am from Nanjin.My English name is Fanny.And I like to read books and make friends 迅速帮助学生从结构上引出本节课的主题pen friend的要素信息：然后，教师适时引出“Do you want

13、 to make friends with me?”“How to make friends with me?”迅速切入主题“We can be pen friends”“We can write letters”。Name:FannyHometown:NanjingHobbies:Read books,make friendsAddress:.案例二：案例二：What color do you like?White BlackBrownGreen2.整合邻近学科，连横课堂教学资源整合邻近学科，连横课堂教学资源 Whats 2 and 3?Its 5.1+2=？2+3=？CUSee you C

14、ULSee you later ICI see OICOh,I see ILYI love you BTWBy the way BBLBe back later TYThank you 3.关注英语兴趣，创新课堂教学资源关注英语兴趣，创新课堂教学资源 26个字母的认读 姓氏排序 字母缩写 Family father and mother I love you 4.巧妙设计作业，升华课堂教学资源巧妙设计作业，升华课堂教学资源 Make cards 收集英语标识、广告、指令语1.Business Hours 营业时 2.Office Hours 办公时间3.Entrance 入口 4.Exit 出

15、口 5.Push 推6.Pull 拉 7.Shut 此路不通 8.On 打开（放）9.Off 关 10.Open 营业 11.Pause 暂停12.Stop 关闭 13.Closed 下班 14.Menu 菜单15.This Side Up 此面向上 16.Keep Right/Left 靠左/右17.Buses Only 只准公共汽车通过 18.Wet Paint 油漆未干19.Danger 危险 20.Lost and Found 失物招领处21.Safety First 安全第一 22.No Smoking 禁止吸烟23.No Photos 请勿拍照 24.No Visitors 游人止

16、步25.No Entry 禁止入内26.Parting 停车处 27.No Cycling in the School校内禁止骑车28.SOS 紧急求救信号 29.Hands Wanted 招聘30.Staff Only 本处职工专用 31.No Litter 勿乱扔杂物32.Hands Off 请勿用手 33.Keep Silence 保持安静 34.On Sale 削价出售 35.Not for Sale 恕不出售36.Pub 酒店 37.Cafe 咖啡馆、小餐馆38.Bar 酒吧 39.Bakery 面包店1.Sweets for honey2.Just do it.跟着感觉走。(耐克运

17、动鞋)3.Ask for more.渴望无限。(百事流行鞋)4.Obey your thirst.服从你的渴望。(雪碧)5.Feel the new space.感受新境界。(三星电子)6.Focus on life.瞄准生活。(奥林巴斯相机)7.Good to the last drop.滴滴香浓，意犹未尽。(麦氏咖啡)8.moments.Share life.(柯达胶卷)9.Started Ahead.成功之路，从头开始。(飘柔洗发水)10.Make yourself heard.理解就是沟通。(爱立信手机)11.Where there is a way,there is a Toyota

18、。有路就有丰田车.(丰田汽车)12.Lets make things better.让我们做得更好。(飞利浦电器)13.Good teeth,good health.牙齿好，身体就好。(高露洁牙膏)14.Apple thinks different.苹果电脑，不同凡“想”。(苹果电脑)15.Anything is possible.没有不可能的事。(东芝电子)16.Nobody is perfect.没有一个人的身材是十全十美的。(苗条健身器材)17.No business too small,no problem too big。没有不做的小生意，没有解决不了的大问题。(IBM公司)18.T

19、he taste is great.味道好极了。（雀巢咖啡）English Chatting Box 英语谈话卡 _School of Tianxin District Changsha City 长沙市天心区_学校 Chinese name_Grade _ English name _Class _ You should have an English talk with the foreign teachers or others for at least 5 minutes twice a week.Every time you finish chatting,please ask th

20、e teacher to sign on the back of the card.According to the signatures your English teacher will give you your oral English score at the end of every term.NameDateNameDate（正面）（反面）实践证明，英语课程资源的开发超越了英语教材实践证明，英语课程资源的开发超越了英语教材这个单一的课程资源，开阔教师的视野，转变教这个单一的课程资源，开阔教师的视野，转变教师的教育观念，更好地激发教师的创造性。师的教育观念，更好地激发教师的创造性。

21、学生参与课程资源的开发，改变了他们在教学中学生参与课程资源的开发，改变了他们在教学中的地位，使他们有被动的知识接受者转变为知识的地位，使他们有被动的知识接受者转变为知识的共同建构者，从而激发学生的学习积极性和主的共同建构者，从而激发学生的学习积极性和主动性。动性。另外，丰富的课程资源，拓宽了教与学的渠道，另外，丰富的课程资源，拓宽了教与学的渠道，更新了教和学的方式，增强了英语教学的开放性更新了教和学的方式，增强了英语教学的开放性和灵活性。和灵活性。静态教学资源 动态教学资源 预设性动态教学资源预设性动态教学资源生成性动态教学资源生成性动态教学资源生成性动态教学资源：生成性动态教学资源：即课堂教

22、学活动中所蕴含的、那些有利于实现课即课堂教学活动中所蕴含的、那些有利于实现课堂教学目标的、能对课堂教学效果产生直接影响堂教学目标的、能对课堂教学效果产生直接影响的、具有一定课程意义的氛围、环境、信息和机的、具有一定课程意义的氛围、环境、信息和机会。（龚海平会。（龚海平 2006）生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用1.捕捉偶发事件。捕捉偶发事件。案例一：案例一：T:Hi,.Is the boy behind you listening to me?S1（女生掉头往后看）：No,he isnt.T：Whats the boy behind you doing now，th

23、en?S1：He is reading a picture-book.T：Oh,I see.Thank you.S1：Youre welcome.第二段：第二段：T：Hi,.Are you reading a picture-book?S2（男生站起来）：（男生站起来）：Yes,I am.T：Whats the name of the book?S2：Its.T：Is it interesting?S2：Yes,very interesting.T：Please read it after class.OK?S2：Yes.I will.T：A good boy!S2：Thanks,Miss.“

24、Good morning!Nice to see you!Come in,please!案例二：案例二：案例一：How do you make a banana shake?First,peel /Next,cut up/Then,putinto/Pourinto/Finally,turn on/off台上学生手忙搅乱，低下同学窃窃私语，交头接耳，教室出现骚动T:I dont think Wang is good at doing housework.I think all of you should help your mother do some cooking,cleaning at h

25、omeamountingredientOne cupYogurtTwo ApplesOneOrange and watermelonteaspoonsHoneythreebananasHow many does he need?How much does he need?生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用2.巧用教学意外事件。巧用教学意外事件。3.捕捉学生的错误表达：捕捉学生的错误表达：案例一：案例一：The girl with her mother are going to the supermarket.生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用

26、T:Whats the girl going to do?S:She is going the supermarket.T（板书）:“She is going to the supermarket.”Who is the girl going to the supermarket with?S:Shes going to the supermarket with her mother.T:Thats right.（板书）：The girl is going to the supermarket with her mother.案例二：案例二：S1:Who is your good friend

27、?S2:Lily is my good friend.S1:Why?S2:Because she is very clever,outgoing,helpful and she has short hair and she is taller than me.案例三：案例三：New words learningT:unpunished adj.S1:unnecessaryS2:unableS3:unhappyS4:umbrella3.捕捉跨文化交际的契机：捕捉跨文化交际的契机：生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用1.be late be sorry You be lat

28、e,you be sorry.If you are late,you will be sorry.2.Be quiet go homeIf you are quiet,you will go home.If you arent quiet,you wont go home.-May I know your name?-Yes,you can.-Do you have any tickets to London,please?-Yes,I do.-Would you please close the window for me?-Yes,I would.-Tom,have you read Un

29、it One twice?-Yes,I have read Unit One twice.Thank you.Youre welcome.You deserve it.4.捕捉学生的差异信息捕捉学生的差异信息:生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用案例：案例：主题：情景交际：Go shopping&taking meals T:Good news for you.May day is coming.What are you going to do on May Day?S1:S2.S3:T:Going shopping.（灯片呈现）Taking meals outside

30、.（灯片呈现）预设与生成的不统一。教师的机智调控。“Good idea!”“Shall we?”“Lets?”“Why not?”“Would you like to.?”T:Do you know when it was invented?S:Sorry,I dont know T:It was invented 4000 years ago.5.转换生成新的话轮，丰富课堂语言实践的量：转换生成新的话轮，丰富课堂语言实践的量：生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用案例一：案例一：Unit 5 Do you like a soccer ball?Step2:Guessin

31、g game:T:Whats this?S:Its aT:Yes,it is./No,it isnt.Its a pingpong.Its orange.Step 3:Introduction:T:This is my pingpong ball.I have a pingpong ball.Do you have a pingpong ball.T:Yes,I do.No,I dont.T:Do you have a pen?Does he have a?6.开发可以二次利用的教学资源开发可以二次利用的教学资源:生成性动态教学资源的捕捉与巧用生成性动态教学资源的捕捉与巧用 案例二：案例二：U

32、nit What should I do?Step 1 教师自带一个“problem box”进教室 Ask the students to write down their problems and put them in the box.收集起来后，教师随机抽出并读出，然后黑板上板书：You should You could Maybe you should I think youd better You shouldnt 案例三：教学代词案例三：教学代词 May I have your book?Here you are.Thank you.Thank you for your attendance!Any nice idea from you will be appreciated!