5P教學(xué)模式在英語(yǔ)教學(xué)中的應(yīng)用-彭娜

1、5P教學(xué)模式在英語(yǔ)教學(xué)中的應(yīng)用內(nèi) 容 摘 要：為了將新課程理念，切實(shí)轉(zhuǎn)化成教師的課堂教學(xué)行為，提高教師的專業(yè)水平，學(xué)校領(lǐng)導(dǎo)請(qǐng)來(lái)了株洲市英語(yǔ)教育界的資深專家兼教研員張光明老師，來(lái)我校為我們進(jìn)行了兩輪的英語(yǔ)課例研究活動(dòng)，我們每天聽(tīng)課、評(píng)課、求證、反思，再備課，聽(tīng)課，評(píng)課、求證、反思，在學(xué)習(xí)中總結(jié)、提煉、升華。在這次的課例研究活動(dòng)中，我進(jìn)一步學(xué)習(xí)、了解了5P教學(xué)法，也開(kāi)始把5P教學(xué)模式運(yùn)用到我的課堂教學(xué)中。 關(guān)鍵詞：5P教學(xué)模式 課堂案例 理念轉(zhuǎn)變 一 對(duì)5P教學(xué)模式的了解概括 新的英語(yǔ)課程標(biāo)準(zhǔn)要求：“基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。綜合語(yǔ)言運(yùn)用能力的形成建立在學(xué)生語(yǔ)言技

2、能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整體發(fā)展的基礎(chǔ)上?！?P教學(xué)模式就是在繼承傳統(tǒng)的“五步教學(xué)法”部分環(huán)節(jié)的基礎(chǔ)上，結(jié)合新課程改革對(duì)初中英語(yǔ)課堂教學(xué)的要求和現(xiàn)行新目標(biāo)英語(yǔ)教材的編排特點(diǎn)，探索出的一種新型課堂教學(xué)模式。5P教學(xué)模式由五個(gè)基本步驟組成，且每個(gè)步驟的英文釋義第一個(gè)字母都為英文字母“P”,故曰：“5P”教學(xué)模式。即： Preparation（準(zhǔn)備，熱身），Presentation（呈現(xiàn)，感知），Practice（操練，體驗(yàn)），Production（運(yùn)用，生成），Progress（鞏固，提高）。 5p就是這幾個(gè)單詞的首字母組成的。 二課堂案例 在教材Go For It七年級(jí)上

3、冊(cè)Unit 3 Is this your pencil? SectionA (1a-2d)的教學(xué)中，我采用的是5P教學(xué)模式。Unit 3 Is this your pencil?Section A 1a-2d Lesson type: Listening and speaking Designer: Peng NaTeaching objectives:By the end of this lesson, we should be able to：1. Read these words correctly and fluently: pencil, pen, books, eraser, ru

4、ler, pencil box, schoolbag, dictionary. 2. Use the following sentences to make dialogues:(1) Excuse me. Is this/that ? Yes, it is. / No, it isnt.(2) Excuse me. Are these/those ? Yes, they are. / No, they arent.(3) What about ?3. Grasp how to use nominal possessive pronoun and adjectival possessive p

5、ronoun.Key points and difficult points: 1. Can use the following sentences to make dialogues:(1) Excuse me. Is this/that ? Yes, it is. / No, it isnt.(2) Excuse me. Are these/those ? Yes, they are. / No, they arent.(3) What about ?2. Can grasp how to use nominal possessive pronoun and adjectival poss

6、essive pronoun.Teaching procedures:Step 1 Preparation1. Ask the Ss to say some words about the school things they know.2. Show some items (pen, ruler, eraser, book, pencil) collecting from the students and ask: Whats this in English? / Whats that in English? (Help them answer like this: Its a/an )設(shè)計(jì)

7、理由：Preparation 的功能是承前啟后，導(dǎo)入新話題或新內(nèi)容，激活學(xué)生的背景知識(shí)和經(jīng)驗(yàn)，啟發(fā)想象或預(yù)測(cè)等。在傳統(tǒng)的教學(xué)中，教師組織教學(xué)總是忠誠(chéng)于執(zhí)行課程方案，讓教學(xué)在自己預(yù)設(shè)的軌道上運(yùn)行，忽略了學(xué)生已有的學(xué)情，按部就班，缺少靈活性，難以擺脫“填鴨式”的說(shuō)教。而5P教學(xué)模式下，我本著“靈活性”、“生成性”的原則，在設(shè)計(jì)教學(xué)活動(dòng)時(shí)，注重學(xué)生已有的學(xué)情及學(xué)習(xí)活動(dòng)過(guò)程中新的生成，進(jìn)行超前預(yù)測(cè)，準(zhǔn)備好應(yīng)對(duì)措施，確保課堂教學(xué)活動(dòng)組織得游刃有余，從而提高課堂的實(shí)效性。新授課前讓學(xué)生說(shuō)出他們會(huì)說(shuō)的學(xué)習(xí)用品，一方面，可以檢驗(yàn)學(xué)生的預(yù)習(xí)情況，另一方面，對(duì)即將學(xué)習(xí)的內(nèi)容作好準(zhǔn)備，強(qiáng)化學(xué)生認(rèn)知結(jié)構(gòu)中，原有的并且

8、可以用來(lái)順應(yīng)和同化新結(jié)構(gòu)的那部分東西。收集學(xué)生的學(xué)習(xí)用品，有利于用實(shí)物直觀教學(xué)，具體、生動(dòng)。在這個(gè)教學(xué)環(huán)節(jié)中，我事先把課本上沒(méi)有做要求，但學(xué)生常用的學(xué)習(xí)用具的英語(yǔ)做好了準(zhǔn)備，比如量角器、三角板、 圓規(guī)。老師要拓展、豐富自己的知識(shí)，成為學(xué)生的“活字典”、“資料庫(kù)”。 Step 2 Presentation1. Present the new words on the Bb: pen, ruler, eraser, books, pencil, pencil box, schoolbag, dictionary 2. Practice the new words: (1) Ask the Ss t

9、o read after the teacher and then read together.(2) Teacher points and the students read together. (3) Play a trick game: Ask the Ss not to read the words after the teacher but read the words the teacher points to. 3. Provide more words by showing the students the picture in 1a. 4. Let the Ss read t

10、he new words aloud by themselves and try to remember how to write them. Present these sentences: Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. Then practice “what about this dictionary? Is this your dictionary, Li Ming?”(1) Pretend

11、 that you dont know whose these things are and ask the owner: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then point to a schoolbag and ask another one: “Is this your schoolbag?” Help him/her to answer: “No, it isnt. Its his.” Have the students ask and answer in pairs. (M

12、aybe when they do this, theyll make mistakes, so the teacher comes to them and gives them help if necessary.) Then ask them to act their dialogues out. Excuse me. Is this/that your book? Yes, it is. Its my book.= Its mine.No, it isnt. Its his. =Its his book.No, it isnt. Its her book.= Its hers. Excu

13、se me. Are these/those your schoolbags?Yes, they are. They are our schoolbags. = They are ours.What about this dictionary? Is this your dictionary, Li Ming?(2) Help the Ss found out: my book = mine, his book= his, her book = hers our schoolbags=ours設(shè)計(jì)理由：Presentation的功能是呈現(xiàn)新的語(yǔ)言知識(shí)。這是一個(gè)提供輸入、完成感知、達(dá)到初步理解的

14、過(guò)程。教師通過(guò)各種有效方式向?qū)W生介紹新的語(yǔ)言，使學(xué)生理解和認(rèn)識(shí)新語(yǔ)言項(xiàng)目的意義和形式。教師可以運(yùn)用不同的形式或創(chuàng)設(shè)不同的語(yǔ)境來(lái)介紹新的語(yǔ)言知識(shí)。我在這環(huán)節(jié)主要是充分利用實(shí)物教學(xué)，將知識(shí)與學(xué)生的現(xiàn)實(shí)生活緊密聯(lián)系。通過(guò)展示學(xué)生的日常學(xué)習(xí)用具，呈現(xiàn)新單詞新句型，并版書(shū)在黑板上，有利于實(shí)物直觀和言語(yǔ)操練相結(jié)合教學(xué)。其中還采用游戲方式操練單詞：即老師所讀的單詞與所指的單詞不一致，但學(xué)生只能讀老師所指的單詞，不能跟著老師讀，這種操練單詞的形式，有利用集中學(xué)生的注意力，也能訓(xùn)練學(xué)生的反應(yīng)能力,更能活躍課堂氛圍，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。讓學(xué)生各自熟讀單詞時(shí)，要求他們盡量去記住這些單詞，有利于學(xué)生在課堂上養(yǎng)成瞬間

15、記憶的習(xí)慣，提高課堂效率。運(yùn)用展示實(shí)物進(jìn)行句型呈現(xiàn)和操練時(shí)，很自然把句型what about this dictionary? Is this your dictionary, Li Ming? 運(yùn)用到情景中，更有利于學(xué)生對(duì)what about.?的理解。把句型版在黑板上，并把代詞用紅色的粉筆寫(xiě)出來(lái)，有利于學(xué)生發(fā)現(xiàn)my book = mine, his book = his, her book = hers, our schoolbags=ours. 這樣的呈現(xiàn)既簡(jiǎn)單方便，又激發(fā)了學(xué)生的求知欲和學(xué)習(xí)興趣，有效地使學(xué)生理解和認(rèn)識(shí)了新語(yǔ)言項(xiàng)目的意義和形式。Step 3 Practice1. Pai

16、r work (1) Get the students to work in pairs to practice these conversations. (2) Ask them to practice in groups. Walk around the classroom to check their pronunciation and intonation. Then call some groups to perform their conversations in front of the class. 2. Listening practice: 1b, 2a, 2b.1) 1b

17、: The teacher plays the tape and the students listen to it and finish 1b. 2) 2a: Ask the Ss to look at the pictures in 2a and name each one individually. Ask the Ss to take out the objects in 2a and put them on the desk. Listen to a dialogue and pick up the things they hear as quickly as they can. L

18、ets see who will do fastest and best.3) 2b: Play the recording. Students listen and complete the conversation. Check the answers. Then ask three students to read the conversation in role.設(shè)計(jì)理由：Practice的功能是對(duì)已經(jīng)建立起初步印象，完成音、形、義等信息輸入的新語(yǔ)言知識(shí)進(jìn)行的操練（drills）和練習(xí)（practice），以達(dá)到進(jìn)一步吸收、內(nèi)化和深化理解的目的。它是保證教學(xué)內(nèi)容得到落實(shí)，課堂效率得以提

19、高、后續(xù)教學(xué)環(huán)節(jié)得以順利開(kāi)展的核心環(huán)節(jié)。大量的口語(yǔ)練習(xí)，為接下來(lái)的聽(tīng)力練習(xí)奠定了基礎(chǔ)。聽(tīng)力的訓(xùn)練采用從簡(jiǎn)單的單詞辯認(rèn)到單詞的聽(tīng)寫(xiě)，從易到難，也符合學(xué)生的認(rèn)知發(fā)展規(guī)律。聽(tīng)力訓(xùn)練時(shí)還采用TPR方式，為枯燥無(wú)味的聽(tīng)力練習(xí)注入了活力。這都有利于學(xué)生對(duì)本堂課的目標(biāo)語(yǔ)言的掌握。Step 4 Production1. Ask the Ss to read the conversation in 2d by themselves. 2. Ask the Ss to underline the nominal possessive pronoun and circle the adjectival posses

20、sive pronoun in the conversation.3. Teacher help the Ss check the answers.4. Ask the Ss to read the conversation aloud, and try to recite it.設(shè)計(jì)理由：Production的功能是真實(shí)運(yùn)用語(yǔ)言。這一步是發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力，要求比Practice更高。本單元的2d本是一個(gè)角色表演的對(duì)話，主要要求學(xué)生熟讀對(duì)話，并能表達(dá)出來(lái)。但我把它先當(dāng)成閱讀材料，讓學(xué)生先自己閱讀，了解對(duì)話大意，再分別找出其中所出現(xiàn)的名詞性物主代詞和形容詞性物主代詞，這即是培養(yǎng)學(xué)生的閱

21、讀理解能力，這既是對(duì)本節(jié)課的難點(diǎn)的名詞性物主代詞和形容詞性物主代詞掌握一種檢驗(yàn)，更是對(duì)本節(jié)課的難點(diǎn)，作進(jìn)一步鞏固提高。然后要求學(xué)生大聲朗讀對(duì)話，并試著背下來(lái)，為下一環(huán)節(jié)的progress打好了基礎(chǔ)。Step 5 Progress1. Ask the students to put their school things together in groups.2. Find the things owners by using the following sentences: Excuse me. Is this your .? No, it isnt. I think its hers. He

22、re you are. Thank you.3. The reporter showing the school things and pointing to the owners then do a report like this: This pen is his. This book is hers. This is her eraser. These are our dictionaries. 設(shè)計(jì)理由：Progress這本來(lái)就是一堂聽(tīng)說(shuō)課，課堂的升華仍要回歸到，學(xué)生能主動(dòng)運(yùn)用所學(xué)的語(yǔ)言知識(shí)，和同伴進(jìn)行有意義的溝通和交流，去解決真實(shí)的問(wèn)題，真正實(shí)現(xiàn)了讓學(xué)生自主創(chuàng)新、合作探究、體驗(yàn)生成的學(xué)習(xí)過(guò)程，體現(xiàn)了“在用中學(xué)，學(xué)了就用”的新課程理念。從根本上解決了那種只會(huì)做題、不會(huì)表達(dá)、不會(huì)運(yùn)用，啞巴英語(yǔ)的教學(xué)問(wèn)題。本來(lái)是要學(xué)生練習(xí)和表演書(shū)上的2d對(duì)話，但考慮書(shū)上的角色有點(diǎn)狹隘，單調(diào)只局限于老師和學(xué)生之間，不利于活動(dòng)的開(kāi)展，因此我要學(xué)生分組，按小組的形式，要求