小学英语单元整体教学的具体策略与方法

小学英语单元整体教学的具体策略与方法
XXX
The first step is to "set the unit goals as a whole." This requires XXX:
1.Based on the textbook and student n。

what are the basic teaching goals of this unit according to the "English Curriculum Standards"。

What are the flexible teaching goals。

What are the lesson goals。

How to achieve the spiral upward n of lesson goals in the unit。

How to arrange the teaching time of the unit according to the actual curriculum setting?
2.Appropriately adjust the order of the units。

Since the new textbook is written according to the idea of "ic-task," we can process the textbook according to "language n," "grammar items," "related topics," and "task activities" when teaching the units as a whole。

For example。

if the language n。

grammar items。

related topics。

or task activities een units are similar。

we can XXX。

we
often set some activities according to the real life and interests of students。

We can also adjust the order of the units according to the needs of the activity。

3.Appropriately adjust XXX the unit。

Each unit has many activities。

but we do not XXX。

XXX at the beginning of each unit。

but the teacher XXX as a whole according to the XXX according to the students' XXX difficult or too easy。

we can replace them with XXX some activities have similar ns。

we can omit some of them.
4.Choose XXX methods。

The structure of the new English XXX "ic-task," emphasizing the XXX students' listening。

speaking。

reading。

and writing skills in English。

In teaching the units as a whole。

we mainly have three types of lessons: "dialogue lesson," "reading lesson," and "XXX.
In the dialogue lesson。

we can combine students' XXX we can perceive the dialogue as a whole and grasp the related topic。

In activities and s。

we can practice and consolidate the key words
and nal XXX of this lesson。

We can also set s and tasks that are close to real life to enable students to discuss related topics using the words and nal XXX have learned。

XXX from language knowledge to language use.
In the reading lesson。

the main goal is to help students obtain n from the material as a whole and cultivate some simple reading methods。

Teachers can also combine listening and reading。

reading and speaking。

and reading and writing to XXX.
在综合课中，可以通过听、说、读、写等活动或任务来评估学生在本单元教学中的研究情况，并帮助学生及时调整教学策略。

此外，采取多样化的单元评价方法也是评价和提高教学效益的重要手段。

例如，可以将学生的作业、课堂观察、学生的活动表现、学生的研究体会等纳入到单元评价中。

以一套三年级XXX英语教材中的五年级下册Unit9 They are workers为例，本单元主要是围绕职业展开多种教学活动，
使学生能够用目标语言简单谈论他人的工作和职业。

在这个单元中，学生需要研究和拓展职业词汇以及用“What does he do。

What does she do?”来询问他人职业及回答，并用英语描述各种职业的具体职责，并能由此拓展进行交流。

本单元的教学目标包括：让学生学会表达职业的4个生词、重点句型“Ataxidriverdrivesataxi.Abakerbakes cakes…”等；使学
生能够用目标语言简单谈论他人的工作和职业；结合本单元的话题，渗透“MayDay”、“MyFamily”、“The Great People in 2005”的情境，激发学生对劳动者的崇敬和热爱。

根据每周只
有两节英语课的实际情况，本单元用三个课时教完，分别为对话课、阅读课和综合课。

在第一课时的对话课中，学生需要掌握如何用英语询问和回答他人的职业，以及描述各种职业的具体职责。

In this lesson。

students will learn four new words related to ns: taxi driver。

baker。

cleaner。

and cook。

They will also review and practice the sentence pattern "What does he/she do。

He's/She's。

" and learn the key sentence pattern "A taxi driver
XXX
Students XXX。

describe job responsibilities。

XXX。

They will also learn a chant "Thanks to the bakers" to express n for different ns。

XXX。

They will also apply their language knowledge to XXX from language knowledge to language use。

Moving on to the second lesson。

the objectives are for students to learn 18 new words related to ns。

XXX。

read and comprehend a short text with the help of pictures。

and write and speak about their family's ns。

XXX。

so we have XXX for students' reading skills。

According to the English curriculum standards。

students should be able to recognize and read learned words。

read simple words based on spelling rules。

understand short ns and stories with the help of pictures。

and develop the habit of reading by phrases。

They should also be able to read XXX.
阅读课应该注意以下几点：
首先，教师应该在课前做好充分的准备，对课文进行深入的研读，了解其中的难点和重点。

其次，在教学过程中，要注意引导学生按照意群阅读，培养学生的阅读惯。

同时，还要适当安排识字的教学环节，扩大学生的词汇量，增加信息量。

其次，阅读课与其他课型的不同之处在于动静不同和培养目标不同。

阅读课更注重读写能力的培养，而不是口语表达。

因此，在设计教学活动时，要注重培养学生的阅读能力，扩大阅读量，增加信息量。

最后，教师在阅读课中还要注意板书的设计，不要简单地呈现关键人物对话的功能性句子，而是可以采取“摘抄重点词”式的发散型板书或“呈现重点句式”的主题型板书，以便更好地引导学生阅读。

一、删除明显有问题的段落。

二、改写每段话。

将评价和单元教学有机结合是教学中的一个重要环节。

教师应该根据单元教学目标，整体设计单元评价方案。

通过形成
性评价在单元整体教学中的运用，可以引导学生积极主动地研究，拓展课堂教学空间，弥补课堂教学时间的不足。