其实名词性物主代词的掌握对于六年级的孩子来说并不是很难的,甚至只要用一句简单的话就可以概括(名词性物主代词后面不加名词),但是是不是这样就是学生学会了吗?也许学生会按照这样的公式概念作题目了,表面的假象是学生好像“懂”了,“会”了,因为目前判断学生会不会基本只是分数,其实你去真正看学生做那些代词填空的细节,你会发现很多学生是在背公式,看后面有没有东西,他们没有特别的会发自语感的做出这些题目
因此这样的掌握只是知识性的,其实这个语言点的教学也折射了我们现在英语教学上的普遍问题,重知识,重演绎,轻生成,轻能力,所以学生还是不能说出口,我觉得不仅要让学生知道这个知识,还要让学生能够真正的会用,会说,甚至会提问,学生会自如的说吗,Is mirror book yours? Which comb is mine? This is my watch, where is hers? My skateboard is green, what colour is yours? 不会说?那我们就创造语言环境,进行多种句式的输入(包括有意重复),然后设计情境让学生去说你的目标语。
1 Review the words (part B)
(1) talk about (2) describe it in English
2 Presentation
(1) talk about the owner of the things:
mirror whose Miss Gong's
wallet (black)-------- T: Is this your wallet? S1: No, it isn't. T: Oh, yes, it's not yours.(故意多说点)
S2: No...... T: Oh, yes, it's not yours.
T: boys and girls ,It's not his. Whose is it then?
S3: Perhaps it's yours.
T: Right. It's mine. Very smart, yes?
(2) T: I see there are a lot of things on your desk. Which one is yours? Can you show me? (事先安排同桌东西放在一起)
S: The ...is mine. The ...is mine.... The ...is not mine
teapot (类似)
(3) Students' things
Now, look T: What's in my hand?
S: I think it's a rubber.
T: Yes, but is this your rubber?
S: No, it's not my rubber. (T: you may say "it's not mine")
(ask several students)
T: I think it's ...'s. It's his.
pencil boxes ( 比较 small big)
(类似 以上....) 版书: Whose ________ is it?
(ask) Is this your.....? T: It's not his, it's not hers, it's not his.
得知物主后(物主说 It's mine) → 询问别人证实: Is this pencilbox his? hers?
(3) T: Is this comb yours? S: Yes, it's mine.
but is that comb yours, too? S: No, it's not mine. It's....'s
T: 提示 hers
(3) S-----S make dialogues with mine yours his hers
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利用课桌 ( ours yours theirs).................Is this your classroom? (Yes, it's ours)
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Whose _________ are they? They're ____________________.
语法讲解时的要点
1 你要说明 这两个单词都表示 "我的",但用法不一样
2 一句话 讲解 my mine的区别
3 (很重要): 讲解mine 的用法, 通过中文造句理解: 小朋友经常会说, 这些是我们的风筝,这个是你的风筝,那个是你的风筝,那个是他们的风筝; 到了我们大了,我们就觉得这位小朋友说话罗嗦,就说成: 这些是我们的风筝,这个是你的,那个是他的,那个是她的; (请再给学生举个例子): 这是你的书包吗? 不,不是我的书包,太罗嗦, 这是你的书包吗? 不,不是我的.
4 立刻用英语句子举例: Is this your bag? Yes, it's _________.
5 给学生做一道这样的题目: this book is my
This is my book. 让学生体会 这里不用: mine
再: this mine book is
6 然后再讲些不同句式 给学生感知
7 把所有的名词性物主代词列出来,与形容词性物主代词对应,并教他们怎么记
8 对于 YangLing's (所有格) its (比较少用到) 要加以说明
然后做些题目 很重要
讲语法一定要讲细一点 太重要了 你的思维和学生的思维不在一个层次上啊...
洛尘:知识讲解与题目训练 这样的讲法是很有问题 缺乏师生的训练交际 比如最简单的 T: Is that your book? S: Yes, it's mine. T: Yes, this book is hers 学生没有一种建立在语感下的语法敏感性 是学不扎实的
David: 个人体会:物主代词最好让学生能够在课堂口语训练的过程中掌握提高,比做多少练习题都管用。
洛尘:两种教学方式
一 在情景中 包括语言情景中(language situation)教会学生,并通过不同的句式 Which rubber is yours? Is this rubber is yours? My rubber is here, where's yours? 多方位多情景输入, 并"使学生输出",使他们有感觉的学到,并能学到如何运用,而不是通过语言知识讲解学会, 有时候虽然学生在题目上做对了,那只是在纯粹"概念"
二 知识性灌输 先把语法概念讲清楚 然后做题目 做会学会 |
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