浅析微课在提升小学英语 Read and Write板块教学中的应用

微课的优点数不胜数，它以其功能强、容量小且应用面广的特征被广泛应用，是教师根据重点内容设计十分钟左右的教学视频。因此微课主题较小，交互性强且内容精湛，能帮助学生有针对性的理解重难点知识。同时微课具有情景特征，学生可以通过多种学习渠道进行学习。现如今，这种以视频为载体的教学模式也逐渐受到英语教师的青睐。

一、课前自主学习

笔者结合重难点知识制作了六分钟时长的微课，然后共享到班级群，并且为学生设计相关问题，让他们看视频过程中进行思考：

Q1: Who’s my friend?

Q2: What does she look like?

Q3: What can she do?

Q4: What are her hobbies?

具体教学过程：

Step 1: 巩固旧知识，培养学生看图说话能力

笔者在制作课件过程中，添加了某位学生的生活照片

T: I have a friend. Please look at her photo and say something about her.

当学生自告奋勇表达完这些内容后，随后笔者继续播放下面内容，让学生共同朗读：

She’s Sally. She’s eleven years old. She’s tall and slim. She has big eyes and her lips are red. She’s pretty and hard-working.

通过笔者在教学中引入学生 Sally的日常生活照片，便制造了一种生活化的情境，学生在描述过程中十分踊跃，不仅能够巩固了学生所学的语言知识，还为接下来的教学活动奠定基础。

Step 2:结合图片讯息发散学生思维

为学生展示含有如下信息的图片：

badminton、storybooks、dancing。

T: Now, I have some pictures about Sally for you. Look at these pictures and try your best to say more about Sally. First of all, you can discuss with your deskmate, and then say something as more as possible.

随后，笔者引入：She can play badminton. She likes reading storybooks after class. She also likes dancing. She can dance very well.然后继续引入如下语篇：

This is my friend. Her name is Sally. She is eleven years old. She is tall and slim. She has big eyes and her lips are red. She’s pretty and hard-working. She can play badminton. She can dance, too. She likes dancing and reading.

这些图片为学生提供想象平台，也强化了学生的表达能力，教师要运用帮扶策略，即英语基础好的学生要帮助英语基础差的学生。[1]这种方法和教师直接教学相比，更加显著的提高了学生自主表达能力，能够真正落实以生为本原则。

Step 3:听说结合，突破难点

接下来这张照片的内容是 Sally居住小区以及学校的图片

T: Look, this is our primary school. And sally lives nearby. Can you guess: How does she go to school?

学生猜测后，播放听音：She goes to school on foot She walks to school.

这种先由学生结合图片内容展开想象，然后倾听录音进行思考，最后为学生展示句型的流程，和小学生认知规律非常符合。

T: Now, tell me why sally goes to school on foot.

S1: Because she lives near our school.

T: Yes, her home is not far from our school. It’s near instead.

笔者以板书形式进行讲解：She lives near our school.?然后顺势为学生继续引导，为学生呈现学校、周边小区以及村庄的名称。

T: Do you live near our school? If yes, you can say: I live near our school. If not, you can say: I live far from our school. Where do you live? Would you like to tell us?

S1: I live in Art Wonderland. I live near our school.

S2: I live in a small village called Qizhen. I live far from our school.

这时笔者让学生以 S1和S2的回答为参考，进行转述：

He lives in Art Wonderland. He lives near our school.

She lives in Qizhen. She lives far from our school.

为了让学生对far from和near有更深的理解，笔者结合乡村、各小区和学校之间的距离，设计生活化的语境，促使学生获得真实的语言体验。

Step 4:聚焦阅读语篇，培养英语语感

笔者为学生展示如下语篇：

This is my friend. Her name is Sally. She is eleven years old. She is tall and slim. She has big eyes and her lips are red. She’s pretty and hard-working. She lives near our school, so she goes to school on foot always. She can play badminton. She can dance, too. She likes dancing and reading.

呈现整个语篇后，笔者引导学生用正确的语音、语调进行朗读，培养学生良好的英语语感。[2]最后笔者进行总结，让学生明白介绍朋友可以从以下几个方面入手：name, age, appearance, home address, ways to school, hobbies.笔者要求学生在朗读过程中，用标准正确的语调和语音，以便促使学生的英语语感更加贴近情境。比如说引导学生结合下面方式介绍朋友：name, age, appearance, home address, ways to school, hobbies. 

A Friend

Sally

eleven

tall and slim, red lips

She lives near our school.

walks to school

can play badminton and dance

likes reading and dancing

二、课中突破重点，化解难点

学生在自主学习期间会产生学习问题，教师要鼓励他们就此进行讨论，并且给予学生相应引导。如果讨论后，学生的问题依然没有解决，笔者鼓励学生结合所学内容再次进行思考，让学生通过回顾知识点，在交流过程中提高学习能力，而微课资源无疑发挥着明显的作用，能够将教学难点一一攻克。

这节微课重点内容是：

1.熟读语篇，掌握语篇梗概，学习从哪些方面介绍朋友。

2.理解句子：He can… He likes…在情景中练习应用。

教学难点为：

1.理解near及far from含义

2.熟练朗读语篇。

笔者教学计划：

Step 1:质疑

让学生大胆陈述难以解决的问题，通常情况下，学生不理解发from的意思，也不会运用方法；， He can与He likes，为什么动词形式不一样；应从哪些方面介绍朋友？

Step 2:解疑

如果学生遇到学习困难，笔者不是第一时间帮着他们解决，而是让他们共同讨论。只有在学生无法解决的情况下，笔者才给予适当引导。比如学习far form时，笔者列举如下例子，促使学生对far form含义有明确了解

：The Olympic Hotel is near our school, it’s just behind our school. We can walk there in five minutes. But the train station is far from out school. We can take the NO. 281 bus there.经过比较，学生了解far from意思为“远离”，然后学生可结合发 far from进行造句

Step 3:回放

为了让学生朗读过程更加流利，笔者循环播放微课视频，让学生一遍一遍的跟读。

Step 4:输出

当学生了解从哪些方面介绍朋友后，要让学生立即进行实践，以同桌为单位进行练习，强化学生的知识运用能力。

三、课后复习巩固

学生受各种因素影响，可能上课状态不佳，在这种情况下很容易影响听讲效率，而微课可以让学生自主选择时间进行复习，促使学生提高自主学习意识。

四、结语

结合英语课程Read and Write教学而言，微课使教学氛围更加活跃，使教学有效性得到提高。站在学生角度，他们非常喜欢微课授课模式，符合他们的学习需求。教学无定法，教师要巧用微课展开教学，避免其喧宾夺主。

参考文献

[1]林红.小学英语“成功式活动”教学模式的探索与实践[J].教育探索.2001年06期

[2]闫会学.小学英语课程教学目标与要求[J].教育实践与研究.2001年07期