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特級(jí)教師龔海平《牛津小學(xué)英語(yǔ)》Moreexercise(6B) 【主題性概述】 一、教學(xué)分析 本節(jié)課是《牛津小學(xué)英語(yǔ)》（6B）第二單元第一課時(shí)。本節(jié)課的主要任務(wù)是： 1．學(xué)習(xí)教材A部分中前半部分的內(nèi)容，讓學(xué)生學(xué)會(huì)使用英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)來(lái)對(duì)比較對(duì)象進(jìn)行具有比較性質(zhì)的話(huà)語(yǔ)表達(dá)。 2．讓學(xué)生通過(guò)對(duì)教材A部分內(nèi)容的學(xué)習(xí)，能感悟英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)的構(gòu)成，正確地理解這兩種結(jié)構(gòu)所表達(dá)的意思及其語(yǔ)義上的差異，初步掌握用英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)的一般用法。 3．在理解教材內(nèi)容的基礎(chǔ)上，掌握教材中的生詞，了解并學(xué)會(huì)使用下列詞語(yǔ)和習(xí)慣用法：be good at sth./doing sth.; do well in sth.; talk to sb. about sth.; need help與need help with sth.; some of …。 4．引導(dǎo)學(xué)生正確用英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)來(lái)評(píng)價(jià)和表達(dá)被比較的對(duì)象，尤其要正確地對(duì)待自己與他人之間的比較，學(xué)會(huì)肯定和欣賞他人的長(zhǎng)處。 5．牢牢抓住本單元的主題“Do more exercise”，教育學(xué)生只要愿意“Do more exercise”就能夠改變自己的薄弱方面。這也是用本單元的教學(xué)內(nèi)容對(duì)學(xué)生有機(jī)地進(jìn)行情感、意志培養(yǎng)的一個(gè)很好的切入口。 6．關(guān)注和學(xué)習(xí)教材中英語(yǔ)交際會(huì)話(huà)中的話(huà)輪獲得的技巧，引導(dǎo)學(xué)生在英語(yǔ)交際的過(guò)程中主動(dòng)獲得話(huà)輪（如：What’s the matter? / But I think … / That’s true. / Don’t worry. / That’s a good idea.），以提高實(shí)際運(yùn)用英語(yǔ)進(jìn)行口語(yǔ)交際的能力。 六年級(jí)的學(xué)生已經(jīng)具有一定的評(píng)價(jià)他人和自我評(píng)價(jià)能力，但是其心理發(fā)展水平和能力還很有限，社會(huì)閱歷、社會(huì)經(jīng)驗(yàn)和對(duì)事物的鑒別能力還比較缺乏，他們這種自我評(píng)價(jià)和評(píng)價(jià)他人的能力還有待提高。通過(guò)對(duì)本單元對(duì)話(huà)內(nèi)容的學(xué)習(xí)，有助于學(xué)生在學(xué)習(xí)和運(yùn)用英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)來(lái)對(duì)比較對(duì)象進(jìn)行比較的同時(shí)，培養(yǎng)學(xué)生正確地看待自己、正確地看待他人的思維方法，在嘗試用英語(yǔ)進(jìn)行比較的過(guò)程中，掌握英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)的用法，發(fā)展他們英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)的技能。 二、教學(xué)策略 雖然以前學(xué)生對(duì)英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)的用法有所接觸，但是暫時(shí)不對(duì)英語(yǔ)中形容詞和副詞的比較級(jí)、原級(jí)的用法進(jìn)行歸納，留待本單元結(jié)束時(shí)再作歸納。本節(jié)課的教學(xué)主要采用聽(tīng)說(shuō)法、視聽(tīng)法、講讀法、交際法等教學(xué)方法。 1．利用現(xiàn)成教學(xué)資源，讓學(xué)生觀察，通過(guò)師生雙方的口語(yǔ)交際，在自然狀態(tài)下呈現(xiàn)英語(yǔ)中含有的形容詞、副詞的比較集和原級(jí)的語(yǔ)言結(jié)構(gòu)的表達(dá)，激發(fā)學(xué)生的學(xué)習(xí)興趣，并為教材A部分的對(duì)話(huà)教學(xué)做鋪墊。 2．英語(yǔ)會(huì)話(huà)教學(xué)，功夫不在其內(nèi)，而在其外。要讓學(xué)生在交際的過(guò)程中學(xué)習(xí)交際。以聽(tīng)說(shuō)為先導(dǎo)，在師生英語(yǔ)口語(yǔ)交際的過(guò)程中自然呈現(xiàn)本節(jié)課要學(xué)習(xí)的對(duì)話(huà)中的核心語(yǔ)言材料，讓學(xué)生初步感知其語(yǔ)義、體驗(yàn)其用法，并培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)感。 【精彩課堂實(shí)錄】 T：Good afternoon, children. Ss: Good afternoon, Marshall（注：Marshall是執(zhí)教者的英文名字，上課之前告訴了學(xué)生。）. T: Very nice to give you an English class here.（注：因?yàn)閳?zhí)教者是教研員，這是執(zhí)教者借班上的一節(jié)全區(qū)六年級(jí)英語(yǔ)研討課。）You know, my English name is Marshall. Is Marshall tall or short? Please tell me. S1: You are short, Marshall.（學(xué)生大笑，因?yàn)閳?zhí)教者確實(shí)個(gè)子不高?。? T: Yes, I’m short. But who is shorter, you or me? （執(zhí)教者做出顯示“矮”的身勢(shì)?。? S1: I’m shorter. T: Is he shorter than Marshall? Ss: Yes. T: Oh, it doesn’t matter, boy. You are just shorter than me. Actually, you are not short. You are Okay. （執(zhí)教者巧妙地有引出了教材的對(duì)話(huà)中將會(huì)出現(xiàn)的“It doesn’t matter.”這句話(huà)，為學(xué)習(xí)對(duì)話(huà)又作了鋪墊?。℡ou know, he is a boy. But I am a man. He is young. I am old. I’m older than him. （又是一個(gè)含有形容詞比較級(jí)的句子出現(xiàn)了！） （執(zhí)教者在黑板上畫(huà)上簡(jiǎn)筆畫(huà)，兩個(gè)男孩，分別命名Sam和Mike，并注明年齡12歲和13歲。） T: Now, please look at the blackboard. Here are two boys. They are Sam and Mike. Sam is 12 years old, and Mike is 13 years old. Please tell me who is older? Ss: Mike is older. T: Yes. You are right. Mike is older. Mike is older than …（執(zhí)教者故意不說(shuō)完整，突然停頓，啟發(fā)學(xué)生接著說(shuō)。） Ss: Sam! T: Yes!（執(zhí)教者帶著夸張的語(yǔ)調(diào)和神情大聲肯定?。㎝ike is older than Sam. Well, how many years is Mike older than Sam? Ss: One year. T: That’s true. （執(zhí)教者作肯定狀，在不經(jīng)意地、恰到好處地引出了對(duì)話(huà)中即將要教的“That’s true.”，讓學(xué)生在沒(méi)有正式學(xué)習(xí)這一說(shuō)法之前先根據(jù)口語(yǔ)交際的語(yǔ)境和執(zhí)教者的表情、身勢(shì)判斷出“That’s true.”的大概語(yǔ)義。） Mike is one year older than Sam. Well, who is 11 years old?（執(zhí)教者指著一個(gè)男生。） Please stand up. And, who is 13 years old？Please stand up. （執(zhí)教者指著一個(gè)女生。） Who is younger, the boy or the girl?（為了激活學(xué)生的思維，防止學(xué)生的英語(yǔ)思維停留于慣性，這時(shí)執(zhí)教者突然換了一個(gè)表語(yǔ)形容詞來(lái)進(jìn)行描述。） S2: The girl is younger. Ss（未等到執(zhí)教者評(píng)判，許多學(xué)生大聲地笑著說(shuō)）: No. The boy is younger.（實(shí)際上，執(zhí)教者是故意先讓學(xué)生說(shuō)的?。? T（執(zhí)教者問(wèn)S2）: How old is the boy? S2: 11. T: Correct. Don’t worry.（執(zhí)教者故意地在學(xué)習(xí)對(duì)話(huà)之前先讓學(xué)生重溫以前學(xué)過(guò)的、對(duì)話(huà)中將會(huì)再次出現(xiàn)的“Don’t worry”這句話(huà)?。〢nd how old is the girl? S2: 13. T: Yes. You know, the boy is 11 and the girl is 13. Who is older? S2: The boy is older. （學(xué)生大笑?。㏒orry, the girl is older! T: Exactly! You are smart! Please sit down.（稍停頓。）Look, here are two pencils. One is green, the other is red. Which pencil is longer, the red one or the green one? Ss: The green one. T: Good. And which one is shorter? S3: The red pencil is shorter. T: That’s true.（稍停頓。）Now, please look at Marshall. Please stand up（指著一個(gè)男生。）. Look, Marshall is very fat. Who is fatter, Marshall or the boy? Ss: Marshall is fatter!（學(xué)生大笑！） T: Is that true? S4: Yes! T: Who is thinner, Marshall or the boy? S5: The boy is thinner. T: Ah, yes. Well,（執(zhí)教者指著窗子外面的天空。）please look. What’s the weather like today? S6: Today is sunny. T: Sunny? Ah, yes. It’s sunny today. Was yesterday sunny here? （執(zhí)教者知道這里昨天天下了雨，故意問(wèn)這樣的問(wèn)題，就是為了下面自然呈現(xiàn)含有形容詞、副詞比較級(jí)和原級(jí)的句子！教學(xué)語(yǔ)言生活化、情境化，能夠使學(xué)生有話(huà)可說(shuō)，順利達(dá)成口語(yǔ)交際目標(biāo)?。? S7: No, it was rainy. S8: And it was cloudy also. T: It was rainy and cloudy yesterday. That’s true.（執(zhí)教者作肯定狀，在不經(jīng)意地再次引出了對(duì)話(huà)中即將要教的“That’s true.”，讓學(xué)生進(jìn)一步根據(jù)口語(yǔ)交際的語(yǔ)境和執(zhí)教者的表情、身勢(shì)判斷出“That’s true.”的大概語(yǔ)義。） Thank you. Yes, today is sunny. And, today is warm, isn’t it? Ss: Yes. T: Which day is warmer, today or yesterday?（執(zhí)教者由形象比較對(duì)象之間的比較發(fā)展到抽象抽象比較對(duì)象之間的比較，符合小學(xué)生的認(rèn)知特點(diǎn)?。? S9: Today is warmer. T: Why? S9: Because it rains yesterday. T: Because it rains yesterday?（執(zhí)教者故意加重“rains”一詞的發(fā)音，以期引起學(xué)生對(duì)口語(yǔ)表達(dá)中的動(dòng)詞時(shí)態(tài)用法錯(cuò)誤的注意?。? S9: Because it rained yesterday. T: We know, there are four seasons in the year. What are they? Ss: Spring, summer, autumn and winter. T：Which season is hotter, spring or summer? S10: Summer is hot. T: Summer is hot? Yes. Summer is hot. But my question is “Which season is hotter?”. （執(zhí)教者故意加重“hotter”一詞的發(fā)音，以啟發(fā)學(xué)生自主糾正口語(yǔ)表達(dá)中的錯(cuò)誤?。? S10: Summer is hotter. T: Is summer hotter than spring? Ss: Yes! T: Which season is colder than spring?（執(zhí)教者改變了提問(wèn)方式，豐富了英語(yǔ)語(yǔ)言信息的輸出！） S11: Winter is colder than spring. T: You are great! Yes, winter is colder than spring. In winter, it is usually very cold. Sometimes it snows. And we can see snow in winter. Can we see snow in spring? Ss: No. T: Well, things are not always the same. In Beijing, people sometimes see snow in spring. S12: In Harbin, people sometimes can see snow in spring. （這時(shí)，又有學(xué)生舉手想說(shuō)別的北方地區(qū)的人們可以在春天看到雪。執(zhí)教者意識(shí)到，必須馬上切換話(huà)題，否則就會(huì)偏離教學(xué)目標(biāo)。） T: As we know, there are twelve months in the year. They are January, February, March, …（執(zhí)教者不再繼續(xù)說(shuō)下去，而是以自己的手勢(shì)、表情引導(dǎo)學(xué)生接著說(shuō)下去，以便讓學(xué)生回憶一下英語(yǔ)中月份的名稱(chēng)。） Ss: April, May, June, July, August, September, October, November and December. T: Yes. Which month is warmer in Yangzhou, January or May? S13: May is warmer. T: Right. In Yangzhou, spring usually comes in March. Trees and grass turn green. But in January, it is still winter here. It is still very （執(zhí)教者稍停頓，誘發(fā)學(xué)生說(shuō)出單詞“cold”。） cold here. Right? Ss: Yes! T: Who can please tell me how many subject you study this term? S14: Six. T: Good. And what are they? S14: They’re Chinese, Maths, English, PE., Music and Art. T：Well, which subject do you like? S14: I like English. T: Very good. I suppose you are good at English. Right?（執(zhí)教者板書(shū)“be good at… 擅長(zhǎng)于”。） S14: Yes, I am. （這一教學(xué)環(huán)節(jié)過(guò)渡非常自然?。? T: You know, I’m an English teacher. Am I good at English? （執(zhí)教者很自然地將對(duì)話(huà)中將要學(xué)習(xí)的新的語(yǔ)言表達(dá)方式“be good at”呈現(xiàn)出來(lái)了。） Ss: Yes. T: Sorry, you are wrong. （執(zhí)教者微笑?。?I’m an English teacher. But I’m not good at English. What subject is Marshall good at? Can you guess?（執(zhí)教者引導(dǎo)學(xué)生學(xué)會(huì)使用“be good at”這一對(duì)話(huà)中將要學(xué)習(xí)的新的語(yǔ)言表達(dá)方式。） S15: Are you good at Chinese, Marshall? T: Sorry. No. S16: Are you good at Maths, Mr. Gong? T: No, not at all. S17: Are you good at art? T: Art? I like it very much. But I’m not good at it. （執(zhí)教者有意識(shí)地幫助學(xué)生區(qū)分了“”和“”的語(yǔ)義，避免了學(xué)生理解和使用中可能出現(xiàn)的混淆。） S18: Marshall, are you good at music? T: Yes!（執(zhí)教者做出喜悅狀。）I’m good at music. I can sing many songs, Chinese songs and foreign songs. S19: Marshall, can you sing an English song for us now? T: Yes, of course. But please ask me like this: Marshall, could you please sing an English song for us now? “Could you”, not “Can you”. I’m your teacher now. Please ask me in a polite way. Okay? S19: Okay. Thank you. （執(zhí)教者唱英語(yǔ)歌曲“When we were young”，學(xué)生鼓掌?。? T：Is the English song nice? Do you like it? Ss: Yes, very nice. T: Thank you, boys and girls. I’m good at music and also I do well in PE. （執(zhí)教者板書(shū)“do well in…在某方面做得好”）Especially, I do very well in swimming. When I was as young as you, I mean, when I was a small boy, I could swim in the river for an hour. I could swim much better than my classmates. （執(zhí)教者既巧妙地呈現(xiàn)了“do well in”，又靈活地將“as + adj. + as”這一形容詞原級(jí)的表達(dá)方式和“better than…” 這一副詞的比較級(jí)表達(dá)方式有機(jī)地結(jié)合起來(lái)呈現(xiàn)出來(lái)，大大地豐富了英語(yǔ)語(yǔ)言的信息量。） T: Who does well in Maths? Please hand up. （部分學(xué)生舉手！） T: Who does well in English? Please hand up.（大部分學(xué)生舉手?。? T: Who does well in Chinese? Please raise your left hand. （少數(shù)學(xué)生舉手！） T（執(zhí)教者指著一個(gè)女生）: Why are you not good at Chinese? S21: I like Chinese. But I don’t do well in “xie zuo wen ”（學(xué)生不知道英語(yǔ)中“寫(xiě)作文”怎么表達(dá)，只能用漢語(yǔ)拼音代替。） T: Ah, I see. You mean you don’t do well in writing. Right? S21: Yes. T（執(zhí)教者指著另一個(gè)男生）: What about you, boy? S22: I don’t do well in writing, too. T：I see. You don’t do well in writing, either. Never say “I don’t do well in writing, too.” Please say “I don’t do well in writing, either.”（執(zhí)教者加重“either”的發(fā)音。） Some of you don’t do well in writing, not all of you.（有機(jī)呈現(xiàn)對(duì)話(huà)中將要學(xué)習(xí)的 “some of …”這一說(shuō)法。） But it doesn’t matter. Who is good at writing? Ss：Nancy. T: Who is Nancy? Please stand up. You are good at writing, Nancy. Right? S23(Nancy): Yes. T: What’s your secret? S23: I like reading. And I write diaries every day. T: Oh, really? Great! Now I see, if you want to do better in writing, please read more and write more. （執(zhí)教者板書(shū)“read more and write more”，并在“more”下面劃上一條紅線(xiàn)，注上中文“較多；更多”，以幫助學(xué)生理解。） Read more and write more, you can do better in writing. （出示對(duì)話(huà)教學(xué)掛圖。） T: I have a student. His name is Jim. He is a very smart boy. Look, this is Jim’s photo. Jim is in Grade Six. He is good at English and Maths. His Music and Art are also Okay. But, he doesn’t do well in PE. He wants to do better in PE. But he doesn’t know how. And now he is talking to the man about it. The man isn’t his teacher. The man is his father. What are they talking? Now let’s listen to the tape.（整體呈現(xiàn)對(duì)話(huà)錄音材料。） T: Is Jim good at English? S24: Yes, he is. And he is also good at Maths. T: Does Jim need help with his homework?（執(zhí)教者板書(shū)“need help with…”，并加注中文意思。） Ss: No. T: Is Jim happy? Ss: No, he isn’t. T: Why? S25: Because he doesn’t do well in PE. T: Can Jim run as fast as Ben? S26: No, he can’t. Ben run faster than Jim. T: Ben run faster than Jim?（執(zhí)教者故意加重“run”的發(fā)音。） S26: Sorry. Ben runs faster than Jim. T: That’s true. But can Jim run as fast as Mike? Ss: No. T: Why? S27: Because Mike runs as fast as Ben, and Ben runs faster than Jim, so Jim can’t run as fast as Mike. T: Yes. Perfect. But listen. When we use the word “because”, we don’t use the “so”. So, we may say in this way: Because Mike runs as fast as Ben, and Ben runs faster than Jim, Jim can’t run as fast as Mike. Understand? Ss: Yes. T: Well, can Jim jump high? S28: Yes. He can jump higher than some of the boys in his class. T: Can you jump higher than some of the boys in your class? S28: Sorry, I don’t know. （執(zhí)教者領(lǐng)讀對(duì)話(huà)。學(xué)生齊讀對(duì)話(huà)。學(xué)生用“What subject are you good at?”和“What do you do well in?”以及“Do you need help with your …”進(jìn)行小組內(nèi)交流。） 隨堂作業(yè)（筆頭作業(yè)）——根據(jù)課文內(nèi)容填空。 1. Jim is a schoolboy. He is good at and , but he doesn’t do well PE. He wants to do in it, but he know how. Now Jim is talking to his about it. 2. Jim doesn’t need help with his . Perhaps he needs help with his PE, because he doesn’t in PE. 3. Ben Mike are Jim’s classmates. Ben runs Jim, because he is . Mike can run Ben, because he is a good . But Jim is high jump. He can jump higher than in his class. 作業(yè)評(píng)講。 作業(yè)布置：1. What subject are you good at? What’s your secret? 2. What do you want to do better in? And how? T: Class is over. I’m not good at PE. I will do more exercise after class. Goodbye, everyone. T: Goodbye, Marshall! 【專(zhuān)家點(diǎn)評(píng)】 英語(yǔ)課堂教學(xué)要實(shí)現(xiàn)教育性目標(biāo)和交際性目標(biāo)兩個(gè)層面的結(jié)合。下面，我就從這兩個(gè)方面談?wù)剬?duì)這節(jié)課的印象。 一、教育性目標(biāo)：激勵(lì)情意，以人為本 語(yǔ)言不僅是交流意思的工具，更是表達(dá)情意的工具，人們?cè)谶\(yùn)用語(yǔ)言進(jìn)行語(yǔ)言交際活動(dòng)的同時(shí)還要傳情達(dá)意，這是缺一不可的。在以往的公開(kāi)課活動(dòng)中，教師們往往只注意語(yǔ)言的交流、技能的掌握，忽略了情感的傳遞。在這節(jié)課的活動(dòng)中，老師非常重視鼓勵(lì)積極的情感與態(tài)度，注意通過(guò)激勵(lì)情意，提高學(xué)生參與學(xué)習(xí)、活動(dòng)的興趣，促進(jìn)他們?nèi)硇牡耐度?。表現(xiàn)在以下幾個(gè)方面： ①教師積極參與學(xué)生活動(dòng)，課堂氣氛民主融洽，如：在呈現(xiàn)時(shí)通過(guò)師生間身高的對(duì)比，引入話(huà)題。 ②教師能挖掘課文中的情意因素，培養(yǎng)學(xué)生相互關(guān)心，尊重和合作的學(xué)習(xí)關(guān)系 ③教師能采用多種評(píng)價(jià)手段，運(yùn)用激勵(lì)性評(píng)價(jià)語(yǔ)，表?yè)P(yáng)、鼓勵(lì)，提高學(xué)生參與活動(dòng)的積極性 二、交際性目標(biāo)：創(chuàng)設(shè)情境，培養(yǎng)能力 1.從教學(xué)目標(biāo)看，致力于使學(xué)生學(xué)會(huì)運(yùn)用語(yǔ)言，為培養(yǎng)交際運(yùn)用而教 小學(xué)英語(yǔ)教育的目的是讓學(xué)生掌握一定的英語(yǔ)知識(shí)，并通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)訓(xùn)練使知識(shí)向技能轉(zhuǎn)化，最終達(dá)到使學(xué)生為交際運(yùn)用語(yǔ)言的目的。 教師注意創(chuàng)設(shè)情景，引導(dǎo)學(xué)生在情景中感悟和運(yùn)用語(yǔ)言，在情景中重復(fù)練習(xí)重點(diǎn)詞句、復(fù)現(xiàn)對(duì)話(huà)以及問(wèn)答等，以此對(duì)所學(xué)語(yǔ)言知識(shí)進(jìn)行訓(xùn)練，使學(xué)生形成熟練技能。在此基礎(chǔ)上，教師重視培養(yǎng)學(xué)生為交際運(yùn)用語(yǔ)言的能力。 2.從教學(xué)內(nèi)容看，致力于緊扣功能和話(huà)題，教交際運(yùn)用之所需 在教學(xué)中，教師不是機(jī)械地執(zhí)行教材，就教材內(nèi)容學(xué)習(xí)教材內(nèi)容，而是對(duì)教材內(nèi)容創(chuàng)造性地進(jìn)行了二度加工，把教材中的語(yǔ)言知識(shí)和語(yǔ)用知識(shí)重新置于鮮活的語(yǔ)言情境中加以解決。教學(xué)中各種活動(dòng)的開(kāi)展為課堂教學(xué)注入了活力，學(xué)生們學(xué)得輕松，愉快，全身心投入，提高了綜合語(yǔ)言運(yùn)用能力。 3.從教學(xué)方法看，致力于情境創(chuàng)設(shè)，在交際過(guò)程中教 語(yǔ)言要在情境中教,在情境中學(xué),沒(méi)有情境的英語(yǔ)教學(xué)難以激勵(lì)學(xué)生的學(xué)習(xí)興趣和積極性，也難以提高學(xué)生理解知識(shí)、運(yùn)用語(yǔ)言的能力。 教師能利用實(shí)物、場(chǎng)景、圖片、簡(jiǎn)筆畫(huà)、投影、錄音、教師身體語(yǔ)言、電腦多媒體等多種手段，創(chuàng)設(shè)講解、操練和運(yùn)用英語(yǔ)的情境，組織有真實(shí)意義或模擬真實(shí)意義的課堂活動(dòng)，培養(yǎng)學(xué)生的語(yǔ)言能力。 （南京市北京東路小學(xué) 特級(jí)教師 沈峰） 【教后反思】 1．教師要做教材的駕馭者，不能成為教材的奴隸！教師要善于對(duì)教材內(nèi)容創(chuàng)造性地進(jìn)行二度加工，不能機(jī)械地執(zhí)行教材。不能就教材內(nèi)容學(xué)習(xí)教材內(nèi)容。要把教材中的語(yǔ)言知識(shí)和語(yǔ)用知識(shí)重新置于鮮活的語(yǔ)言情境中加以解決。更多地將時(shí)間花在這一方面，絕不意味著教學(xué)中心的偏移，恰好相反，這些教學(xué)活動(dòng)都最終為順利完成教材的教學(xué)任務(wù)和教學(xué)目標(biāo)的達(dá)成奠定良好的基礎(chǔ)。 2．“寫(xiě)”的任務(wù)設(shè)計(jì)必須得到重視。千萬(wàn)不要以為A部分的教學(xué)是“Listen, read and say”，就淡化“寫(xiě)”的訓(xùn)練。如果在小學(xué)六年級(jí)還不對(duì)“寫(xiě)”的訓(xùn)練給予高度重視，還不注意學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)技能的協(xié)調(diào)發(fā)展，將不僅不能解決中小學(xué)英語(yǔ)教學(xué)要求的銜接問(wèn)題，而且會(huì)對(duì)學(xué)生英語(yǔ)語(yǔ)言能力和語(yǔ)用能力的發(fā)展帶來(lái)嚴(yán)重負(fù)面影響。 【名師簡(jiǎn)介】 龔海平，揚(yáng)州市廣陵區(qū)教育局教研室中小學(xué)英語(yǔ)教研員，中學(xué)高級(jí)教師，英語(yǔ)特級(jí)教師，揚(yáng)州市英語(yǔ)學(xué)科帶頭人，國(guó)家教育部公派英國(guó)布萊頓大學(xué)訪(fǎng)問(wèn)學(xué)者。1993年，被揚(yáng)州市人民政府授予揚(yáng)州市首屆哲學(xué)社會(huì)科學(xué)優(yōu)秀成果獎(jiǎng)。2002年，被揚(yáng)州市人民政府批準(zhǔn)為揚(yáng)州市有突出貢獻(xiàn)的中青年專(zhuān)家。主要研究方向?yàn)橹行W(xué)英語(yǔ)課程論、教學(xué)論。 獨(dú)立完成了“國(guó)家九五重點(diǎn)規(guī)劃課題”——《新兒童英語(yǔ)》1至4冊(cè)教材和教參的研究、編寫(xiě)工作，并正式出版。這一課題的研究成果主要有：1.比較全面、系統(tǒng)地總結(jié)了小學(xué)英語(yǔ)教學(xué)的基本原則；2.創(chuàng)造性地提出了“兒童外語(yǔ)教育的兩階段論”；3.完成了中國(guó)兒童英語(yǔ)第一信號(hào)系統(tǒng)模型的構(gòu)建；4.比較詳盡地描述了中國(guó)兒童英語(yǔ)第一信號(hào)系統(tǒng)向英語(yǔ)第二信號(hào)系統(tǒng)過(guò)渡和發(fā)展的基本過(guò)程，揭示了其中的基本規(guī)律。這些成果受到了上海外國(guó)語(yǔ)大學(xué)副校長(zhǎng)吳友富教授和聯(lián)合國(guó)教科文組織語(yǔ)言教育專(zhuān)家Jacqueline B. Buksh教授的高度評(píng)價(jià)。 近年來(lái)，主持了國(guó)家級(jí)研究課題“小學(xué)英語(yǔ)教與學(xué)的評(píng)價(jià)體系的構(gòu)建”和省級(jí)教研課題“沈峰小學(xué)英語(yǔ)教學(xué)藝術(shù)研究”的研究工作。多次應(yīng)邀去省內(nèi)外講學(xué)和指導(dǎo)中小學(xué)英語(yǔ)教學(xué)，常年擔(dān)任省內(nèi)外一些名牌學(xué)校的顧問(wèn)，培養(yǎng)了一大批中小學(xué)英語(yǔ)教學(xué)骨干。 在省級(jí)、國(guó)家級(jí)專(zhuān)業(yè)學(xué)術(shù)期刊及全國(guó)核心期刊公開(kāi)發(fā)表中小學(xué)英語(yǔ)教學(xué)研究論文一百多篇，出版編、譯、著作四十多本。