小学英语单元整体教学 小学英语单元整体教学的意义

      小学英语单元整体教学

      Currently。"Primary School English" is organized by units。each unit consisting of several ns。Although the ns take different forms。they all revolve around the theme of the unit。Some emphasize dialogue。some focus on vocabulary and sentence structure。and others use activities such as ic training。small dialogues。small stories。nursery rhymes。surveys。and games to review and consolidate new knowledge related to the unit。We often refer to these ns as "comprehensive ns."

      In our current primary school English classroom。the teaching of each n is perse an

d reflects the creativity of the teacher。However。it is worth noting that。in the case of us teaching methods and rich content in each n。there may be a "local" thinking in the teaching of each n。lacking a "global" view of the unit。and only seeking a one-hour wonderful and complete teaching。which greatly weakens the overall n of the unit。[Keywords]: Primary School English Unit Integrated Teaching。n of Lesson Goals and Unit Goals

      I。Clever n of n Content

      Generally speaking。a lesson should involve the content of two or more ns in the same unit。How to achieve the n n of each n should be determined by the textbook。student n。teacher's thinking mode。and teaching style。Although different ns can reflect different teaching characteristics。the degree of n of the n is an important factor in forming different teaching effects。Optimizing the n of each n's teaching content is the primary task after studying the textbook and analyzing the student n。It is also an important prerequisite for forming teaching strategies。designing teaching processes。and selecting teaching methods。and it is also an important part of improving the effectiveness of classroom teaching。When combining n content。teachers should consider the following aspects: 1.Pay n to the n of similar content。2.Pay n to the n of words and sentences。3.Pay n to the n of new knowledge and activity methods。4.Pay n to the n of static and dynamic。5.Pay n to the gradual progress of language learning.

      II。Clever Linking een Lessons

      Generally speaking。each lesson in a unit has its own emphasis on teaching content。focusing on the learning of certain language knowledge and the training and improvement of language skills related to the unit topic。Although several lessons have their own emphasis。they are all based on the same unit theme。so there is a certain n een them。which makes the teaching activities of several lessons in the entire unit integrate seamlessly and helps students construct a relevant language knowledge system。On the contrary。if there is no organic n een each lesson。it is easy to form "independent ns" that are not related to other lessons。which is not conducive to students' n of relevant language knowledge systems and will gradually fade many fragmented language knowledge from their memory。Therefore。in the overall design of the unit。while optimizing the n of n content。teachers should also consider the n and linkage een lessons。so that the teaching activities of each lesson can revolve around the unit topic and form a series of teaching activities。This is also an important way to improve the effectiveness of primary school English classroom teaching。To achieve this。teachers should focus on the following aspects: 1.Grasp the key and secondary content of each lesson。2.Pay n to the n een the content of each lesson。3.Pay n to the link een each lesson.

      Unit Teaching Goals Design and n Strategies

      The unit teaching goal is the nearest development zone set by the teacher based on the students' current level。and the lesson goal is the scaffold built within this zone。Each class is connected and supports each other。building a "staircase" for students to gradually understand and master the subject matter.

      From the perspective of the "English Curriculum Standards," the new standards propose two levels of teaching goals for primary school English teaching。which include language skills。language knowledge。nal attitudes。learning strategies。and cultural awareness。Under the background of the new English curriculum。teaching goals are more persified。which requires us to design teaching goals from a holistic perspective.

      1.Setting of Unit Teaching Goals: When setting unit teaching goals。teachers need to consider the following ns: what is the n of this unit in the textbook。Based on the "English Curriculum Standards" and the students' actual n。what are the basic teaching goals of this unit。What are the flexible teaching goals。What are the lesson goals。How can we achieve the spiral upward movement of lesson goals within the unit。How can we reasonably arrange the teaching time for each unit according to the actual curriculum setting。When preparing for each class。we need to pay n to the following points: the n of teaching goals。the ning of key and difficult points。the analysis of teaching strategies。and the design of the teaching process。including the n of teaching methods。the use of media。and the design of activity forms.

      2.Writing of Unit Teaching Goals: To design and write specific teaching goals for primary school English based on the curriculum standards。I have summarized the following strategies for writing teaching goals:

      Use ral goal statements: The curriculum standards use clear n verbs to describe course goals。which are nal。For example。"do ns。point to pictures。color。draw。do handicrafts," etc。are used to describe listening skill goals。while "imitate。read and recognize。read aloud。understand。write。imitate and write according to examples。play。perform。watch and listen," etc。are used to describe comprehensive language ability goals.

      ral goal writing has four characteristics: the ral subject is the student。the ral verbs are perse。the ral ns are nal。and the ral standards are specific.

      1) Each goal should be described as a student r rather than a teacher r。For example。"students can…。most students can…。few students can…"2) ral verbs should be as understandable and observable as possible。such as "understand。read along。speak。sing。perform。distinguish。recognize。ask。answer。design。solve," etc.

      目标描述应包括媒体、时间和信息。例如，可以通过图片、实物、简笔画等方式，利用动作、模仿、面部表情等技巧，通过模仿、配对、涂色、连线、重排图片顺序、用符号完成表格、猜测游戏、角色表演等方式来实现目标。还可以通过男女生竞赛、模拟购物活动、根据地图等方式来实现目标。

      行为标准应具体明确。例如，“能根据情景用‘I can see…’造2～3个句子”、“能按字母顺序排列，做成自己的电话本”、“能用学过的食物名称，每组设计1份晚餐的菜单”、“能根据图片或提示来写出5个描写日常活动的句子”等。

      常用的行为术语包括研究目标的达成和掌握、技能目标的讲述、朗读、复述、背诵、描述、获取、写出、表演、演唱、交流、情感态度的喜欢、乐于、有……的愿望、尊重、爱护、珍惜、养成、与价值观目标相关的敢于、辨别、欣赏等。

      单元教学目标的实施策略包括教材分析和学情分析、设定和叙写单元教学目标、合理划分课时、初步确定每课时的教学内容、分课时备课、实践反思教学目标的达成、调整、修正教学目标。

      英语材的编排结构一般为“功能──结构──话题──任务”，注重从整体上培养学生听、说、读、写英语的四种基本技能。在单元整体教学中，主要有“单词课”、“对话课”、“阅读课”等三种课型。在课例研究的基础上，可以提炼出三种典型课的教学策略。

      对话课的教学目标主要是结合单元话题研究目标语言，使学生能自主地使用功能话题进行交流。对话课设计的五个策略包括结合话题，整体设计教学情境；听说领先，读写跟上；词不离句，句不离篇。对话课的课堂教学模式包括课前热身、导入单元话题、目标语言研究、整体感知、意义操练、话题交流。对话课的板书设计策略包括凸现“词架”、“句架”，体现话题的情境设计。

      阅读课的教学目标主要是激发阅读兴趣、获取信息、研究语言。阅读课设计的四种策略包括听和读相结合、读和说相结合、读和演相结合、读和写相结合。阅读课的教学模式包括导读激趣、自读明大意、细读抓关键、朗读重体验、读后拓展活动。阅读课的板书设计策略包括凸现“景架”和“语架”，体现故事的框架设计。

      单元主题作业的设计应与教学目标相一致，并具有一定的难度和挑战性，以激发学生的兴趣和积极性。实践策略包括讲解作业要求、明确作业时间、提供必要的参考资料、对作业进行评价和反馈等。