第一篇：浅谈英语对话式课文的教学
浅谈英语对话式课文的教学
对话式课文的教学目的是让学生练习会话，培养听话和说话的能力。一般应采取下面的方式：
1、多听。教师使用图片或投影用英语介绍对话的内容。学生借助图片或投影所提供的情景，努力听懂绝大部分内容。然后教师示范对话或播放对话录音。示范对话或播放录音要注意声形相伴，使学生能借助教师的表情动作或录音中不同人物的声音和语气，更好地理解对话的内容。
2、多说。在学生听懂对话内容后，可以要求一两名学生复述对话内容。学生打开课本集体朗读，然后分组按角色朗读。学生分成两人一组，不看书进行对话，要努力记忆对话内容。这样练习数分钟后，教师挑选几组，上台表演对话。在巩固练习中，要求学生自编对话，上讲台表演。
3、重点讲解。在对话课文的教学中，必须重点讲解口语中的惯用语及其用法，这些口语惯用语在对话中起着承上启下的作用，使对话流畅活泼。教学时要讲清它们的含义和使用场合，教会学生在自编对话时恰当的使用。教师还必须归纳讲解在一定的交际场合下常用的句型，教会学生举一反三，在自编对话时进行活用。
对话式课文一般可以按以下步骤：
1、介绍对话内容。如果有图片，可将其贴或挂在黑板上，也可使用投影机。教师借助画面介绍对话内容，边介绍，边将对话中的新词语板书在黑板上，以引起学生的注意。要求学生边看画面，边仔细听并领会意思。教师介绍一两遍后，让学生听对话录音或听教师的示范对话。教师可以邀请班上一位反应敏捷的学生帮助示范对话，也可以教师一人用不同的声音、语气或使用面具、人物图像来表演不同的角色。
2、检查理解程度。可以采用问答、选择和判断正误的方式检查学生对所听对话的理解程度，并练习听说。
3、重点讲解对话中的典型句型和惯用语的用法，并进行操练。
4、朗读和背诵对话。教师领读或放录音，学生跟读、分角色朗读。学生两人一组小声练习对话，并努力记住，然后选几组学生上台表演对话。表演时教师提供道具或用学生自己的道具，使对话表演生动逼真。
5、练习自编对话。教师提供情景提示和可供选折替换的词语，要求学生运用本课学到的新句型和习惯用语，仿照课文编出对话并进行练习。最后选出几组学生上台表演。
6、笔头巩固。可选用听写或其它笔头练习方式，将本课学到的新句型和新词语进行复现并巩固。
第二篇：六年级英语(下)英语课文和对话
六年级（下）英语单词和对话课文 Unit 1 Grammar focus 1.Do you like salad? Yes, I do./No, I don’t.2.Do they like pears? Yes, they do./No, they don’t.3.Does she like tomatoes? Yes, she does./ No, she doesn’t.4.I like oranges.I don’t like bananas.5.We like rice.We don’t like hamburgers.6.He likes ice-cream.He doesn’t like vegetables.Dialogue
A: Hey, John’s birthday dinner is next week.Let’s think about thee food.B: Sure.How about burgers, vegetable salad, and some fruit? C: Sounds good.John likes hamburgers.A: Oh, I don’t like salad.C: But John likes salad, and it’s his birthday.A: Yes, you’re right.What about the fruit? B: I think John likes strawberries and apples.C: OK.Let’s have strawberries and apples.Text
Sports star eats well!David asks the volleyball star, Cindy Smith, about her eating habits.David: Cindy.What do you like for breakfast? Cindy: I love fruit.I think it’s a healthy.David: OK.So what fruit do you like? Do you like bananas? Cindy: Well, I don’t like bananas.But I like oranges and apples.David: What about lunch? Do you like salad? Cindy: Yes, I really like it.David: Hmm…and do you like hamburgers for dinner? Cindy: Oh, no, they’re not healthy.I like chicken for dinner.David: OK, well, one last question—do you eat ice-cream
after dinner?
Cindy: Err… I like ice-cream…..but I don’t eat it.I don’t want to be fat.Unit 2
Grammar focus
1.How much is the girl? It’s five dollars.2.How much is this T-shirt? It’s seven dollars.3.How much is that brown sweater? It’s eight dollars.4.How much are these socks? They’re two dollars.5.How much are those black trousers? They’re nine dollars.Dialogue
A: Can I help you?
B: Yes, please.I need a sweater for school.A: OK.What color do you want? B: Blue.A: How about this one?
B: It looks nice.How much is it? A: Nine dollars.B: I’ll take it.How much are those yellow socks?
A: Two dollars for one pair and three dollars for two pairs.B: Great！I’ll take two pairs.A: Here you are.B: Thank you.A: You’re welcome.Text
Mr.Cool’s Clothes Store
Come and buy your clothes at our great sale!We sell all our clothes at very good prices.Do you like sweaters ? We have green sweaters for only $ 15!Yellow sweaters are only $12!Do you need trousers ? For boys, we have black trousers for only $ 22.And shorts are only $16!For girls, we have skirts in purple for only $ 20.How much are our jackets!Only $30!And we have black shoes for only $28.Socks are only $ 2 for three pairs!Come to Mr.Cool’s
Clothes store now!
Unit 3
Grammar focus
1.When is your birthday? My birthday is on May 2nd.2.When is his birthday? His birthday is on January 17th.3.When is her birthday? It’s in August.4.When is Alice’s birthday? Her birthday is on September 5th.5.When is your father’s birthday? His birthday is on April 21st.First second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first twenty-second twenty-third twenty-fourth twenty-fifth twenty-sixth twenty-seventh twenty—eighth twenty-ninth thirtieth thirty-first Dialogue
A: Hi, Alan.Happy birthday!B: Thank you, Bill.A: So, how old are you, Alan? B: I’m twelve.How old are you? A: I’m thirteen.B: When is your birthday? A: My birthday is in August.B: Well, do you want to come to my birthday party? A: Oh, yes.When is it? B: At three this afternoon.A: OK, great.See you!
Text
Dear students, We have some interesting and fun things for you this term.On September 21st, we have a school trip in the afternoon.October is a great month.On the 12th and the 15th, we have two ball games, soccer and volleyball.School Day is on October 22nd.Your parents can come to our school.Next month, we have an art festival.It’s on November 3 rd.We have an English party on November 30th.And on December 3rd, we have a book sale in the school library.This is a really term!Have a good time!
Unit 4.Grammar focus 1.What’s your favorite subject? My favorite subject is science.2.What’s his favorite subject? His favorite subject is Chinese.3.What’s her favorite subject? Her favorite subject is art.4.Why does Bob like history? Because it’s interesting.5.Why do Frank and Bob like P.E.? Because it’s fun.6.When is your geography class? It’s on Monday and Friday.Dialogue
A: Hi, Bob.How’s your day? B: It’s OK.I like Monday because I have P.E.and history.They’re my favorite subjects.A: Who’s your P.E.teacher? B: Mr.Hu.He always plays games with us.A: That’s great!.But why do you like history? It’s boring.B: Oh, I think history is interesting.What’s your favorite day? A: Friday.B: Why? A: Because the next day is Saturday.B: Haha!That’s for sure.I like Friday, too.Text
Dear Jenny，I am very busy on Friday.At 8:00 I have math.It is not fun.The teacher says it is useful, but I think it is difficult.Then at 9:00 I have science.It is difficult but interesting.At 10:00 I have history.After that, I have P.E.at 11:00.It is easy and fun.Lunch is for 12:00 to 1”00, and after that we have Chinese.It is my favorite subject.Our Chinese teacher, Mrs.Wang, is great fun.My classes finish at 1:50, but after that I have an art lesson for two hours.It is really relaxing!
How about you? When are your classes? What is your favorite subject? Your friend, Yu Mei
Unit 5
Grammar focus
1.Can you swim? Yes, I can./No, I can’t.2.Can he play chess? Yes, he can./No, he can’t.3.Can you and Tom play chess? Yes, we can./no, we can’t.4.Can Jane and Jill swim? Yes, they can./No, they can’t.5.What can you do? I can dance./ I can’t sing.6.What club do you want to join? We want to join the chess club.Dialogue:
A: Hi, Bob.What club do you want to join? B: I want to join a sports club.A: Great!What sports can you play? B: Soccer.A: So you can join the soccer club.B: What about you? You’re very good at telling stories.You can join the story telling club.A: Sounds good.But I like to draw, too.B: Then join two clubs, the story telling club and the art club!
A: OK, Let’s join now!
Text
1.Hello, I’m Peter.I like to play basketball.I can speak English and I can also play soccer.2.Hi, I’m Ma Huan.I can play ping-pong and chess.I like to talk and play games with people.3.My name’s Alan.I’m in the school music club.I can play the guitar and the piano.I can sing and dance, too.Help for old people.We need help at the old people’s home.Are you free in July? Are you good with old people? Can you talk to them and play games with them? They can tell you stories , and you can make friends.It is interesting and fun!.Please call us at 689-7729 today！
Music Teacher wanted
Can you play the piano or the violin? Do you have time on the weekend? The school needs help to teach music.It is not difficult!.Please call Mrs.Brown at 555-3721.Help with Sports in English
Are you busy after school? No? Can you speak English ? Yes? Then we need you to help with sports for English –speaking students.It is relaxing and easy!Please come to the Students’ Sports Center.Call Mr.Brown at 293-7742.
第三篇：浅议对话式作文教学
浅议对话式作文教学策略
内容摘要：根据《语文课程标准》的要求，我们尝试推行对话式作文教学。即以学生的心理发展阶段特点和实际写作水平为依据，尊重学生的独特感受，启发学生的心智，着力架设对话的平台，构筑对话的模式，在真实的表达中完善人格，全面提高学生口头和书面表达能力。
关键词：对话式作文教学 独特感受
架设对话的平台
著名教育家于漪说：传统作文教学“指导模式化，训练模式化，压抑了学生的写作积极性、自主性。”而《语文课程标准》指出：“写作要写自己要说的话，要感情真挚，力求表达自己对自然、社会、人生的独特感受和真切体验。”对话式作文教学可以为学生的写作提供有利条件和广阔天空，减少对学生写作的束缚，鼓励自由和有创意的表达。
一、与自我对话。
作文应该是自我表达真情表露的自然需要，应当是学生个体生命真实的展示，不该有丝毫的无病呻吟。一篇好的文章应该是“我手写我口，我手抒我心”。学生的的年龄特征告诉我们，他们的思维感性居多，理性不足，教师要搭建平台让学生融入现实生活进行体验，允许学生大胆表达本真的思想。《读者.原创版》有一个“最话题”版块，让读者结合话题写出自己想说的话，字数限定在150字左右。我把这个“最话题”引到了作文课堂上，让学生围绕话题进行自由表达。2012年1月份的话题是“许愿2012”。其中有个学生就这样写道“我希望出外打工的父母不要再为我省吃俭用，为自己多添置点衣服，在工地干活的爸爸的腰伤早日治疗好，在澡堂当搓背工的妈妈要按时吃饭。如果可能的话，希望我们全家多吃几顿团圆饭。”这一段文字没有华丽夺目的辞藻，却诠释出孩子最质朴、最打动人心的愿望，字字敲打在我们的心房。通过架设“最话题”这样的平台，引导学生与自我对话，倾听自我的诉说，发现自我的烦恼和快乐，审视自我的价值追求。
二、与他人对话。
学生和学生在对话中，可以交流心得共享智慧，让他们通过合作互相沟通，互相启发，互相唤醒，从而碰撞出智慧的火花。现在很多学生都拥有自己的QQ空间，有什么烦恼或高兴的事，可以任意在空间里发表一条“说说”，有时会有很多人转发或评论。我把“说说”也引到了作文课堂中。我从家里带了一个小盒子，并取名为“心语小屋”。让同学们把自己平时开心的或不开心的事简单地写在纸条上，然后放到盒子里。同学之间可以互相回复。我们班有位性格内向的女生，她学习很用功，可是每到考试之前，她就特别紧张，这种心理往往影响到她的学习成绩。有一天，她写了这样一句话：老师说登上金字塔的有两种动物：一种是雄鹰，一种是蜗牛。我已经像蜗牛一样脚踏实地地努力学习了，为什么我的学习成绩还是“涛声依旧”呢？第二天，她打开纸条一看，里面加入了很多同学的评论。有的回复：世界上只有想不通的人，没有走不通的路。只要你自信一点，一切皆有可能！还有的说：你不知道你已经很优秀吗？如果你只顶住你头顶上的那一点乌云，你的世界就会黯淡了。微笑吧！你是最棒的！通过“说说”平台的设置，可以调动起学生乐于表达的欲望，
第四篇：“对话式”小学作文教学
“对话式”小学作文教学
【摘要】本文通过探索小学作文教学中的一些问题以及基本特征，提出“对话式”小学作文教学的策略。
【关键词】“对话式”；小学作文教学
一、小学作文教学中出现的一些问题
《语文课程标准》指出：“写作是运用语言文字进行表达和交流的重要方式，是认识世界、认识自我的，进行创造表述的过程。写作能力是语文素养的综合体现。写作教学应贴近学生实际，让学生乐于动笔，乐于表达，应引导学生关注现实，热爱生活，表达真情实感。”然而在当前的小学作文教
学实践中，普遍存在着”重指导轻练笔，重形式轻内容，重课内轻课外结合，重共性轻个性”的现象。学生在习作过程中缺乏兴趣和自信心，缺乏自主性，依赖性强，说假话、空话、套话，没有真情实感的现象也屡见不鲜。这些现象抑制了学生的个性，影响了学生作文能力的提高。
小学作文教学的现状不容乐观。有人曾这样概括：“说假话，虚张声势；说大话，不着边际；说空话，向壁虚造；说套话，人云亦云。”钱理群先生也在他的一篇文章里写道：“近来看学生的课堂和考试中的作文，又发现了另一类型的写作，我称之为伪作文：即假抒情、假天真，以致假叛逆
二、“对话式”小学作文教学的基本特征
（一）营造“对话”的氛围
学校作文教学要形成真正的“对话”，关键在于营造民主、平等的氛围。而要营造这种氛围，教师就应该在学生生活中，真正成为学生的益友，与学生一起学习、游戏，一同活动、畅想，一同欢乐、悲伤，平等、和谐的对话“教育情境”，发生了师生问真正的精神层次上的相互交流的作用，在语言交流中，双方都交流了收集的信息，敞开了自己的精神世界，接纳对方，同时又把自己投向了对方，获得理解与沟通。
（二）架设“对话”的平台
“巧妇难为无米之炊”。小学生平时基本上在“学校――家庭”这两点一线上运动，空同的狭小严重制约了他们的见闻。再加上有些教师、家长不善于引导孩子读书、积累，不少学生成了“井底之蛙”，常为没有米下锅而犯愁，习作常常是言之无物，胡编乱造。
我们组织的活动从时间指向上分三类：
1.“过去进行时”。即重在唤醒学生的生活记忆，体验那难忘的情感历程。如《――的回忆》，引导学生打开记忆的闸门，像放电影一样回忆过去的岁月里所经历的快乐或悲伤的事情，或叙述自己站在领奖台上自豪的情景，或描绘自己因逞能而搞得狼狈不堪的样子，或讲述失去亲人那悲痛欲绝的场面......2、“现在进行时”。即让学生亲自参与、体验真切的活动过程，从而抓住时机，捕捉作文的素材。
3、“将来进行时”。教师引导学生展开想象的翅膀，勾画未来美好的生活图景。
三、“对话式”小学作文教学模式的构建
（一）活动先行
（二）充分对话
（三）自主命题
（四）自由倾吐
（五）评改赏析
四、“对话式”小学作文教学的策略
我们应在“对话式”作文教学中大力改革，实现以下“五个转变”：
（一）变“先导后作”为“先作后导”
《语文课程标准》明确指出，作文教学应“为学生的自主写作提供有利条件和广阔空间，减少学生对写作的束缚”。
（二）变“详细指导”为“独立习作”
担心学生作文写不好作文是教师的普遍心理。因此，教师指导学生习作不仅指导学生写什么，怎样写，甚至连文章中间怎样写，文章的结尾怎样写也都加以指导，学生的习作完全被纳入了教师预设的轨道。学生还没写作文，便已经知道结果了，所以写出来的文章大同小异。教师只要充分相信学生，尊重学生，尽可能让学生独立习作，学生的习作的积极性就能得到充分的发挥，他们的创作才能也就能得到充分的施展。
（三）变“课内习作”为“课外结合”
按照传统的教学方法，习作课一般在课堂上进行。学生面对的是黑板墙壁，作文空间受到极大的限制。为了完成习作任务，学生只好胡编乱造，写出来的文章有的让人啼笑皆非，有的空洞乏味。要改变这种状况，我们应当注重课内外结合。
总而言之，习作是学生自己应用语言文字进行表达和交流的方式。作为教师，应当尊重学生习作的自主性和独立。我们要认真学习新课改，更新教育观念，才能使我们的作文教学摆脱痼疾，焕发生机，为全面提高学生的语文素养尽到责任。
第五篇：英语对话教学设计
《小学英语（新起点）》五年级上册 Unit What would you like？
设 计 者：林小娃
学
校：东莞市虎门捷胜小学
教
材：《小学英语（新起点）》五年级上册 课
型：对话教学 时
间：40分钟
二、教学目标：
1.Master the key sentences: What would like to eat/drink? I’d like …2.Understand the meaning of Talk and be able to read it fluently.三、教学重难点
1.Be able to use the key expression in real life.2.Master the key sentences: What would you like to eat/drink? 3.Understand the meaning of several unlearned words on sentences.eg: thirsty,hungry
四、教具
PPT Cards water cup
三、教学环节与活动 Step 1:Warm-up 1.Greeting.2.Let’s sing
2.Read together.3.Sentences（1）教师出示对媒体课件，出示食物的图片。利用以前学过的句子层层递进的将本课句型出来。
T：Sarah, Sarah，what would you like to eatdrink? S1:I’d like some....将图片上的食物做成小卡片送给学生。T：Here you are.S1:Thanks.T:What would you to drink？ S2：I’d like....T：Here you are.S2:Thanks.4、Sarah: Mum, I’m hungry.M:What would you like to eat?
Let’s make sandwiches?
5、学生学习制作sandwiches过程。教师出示多媒体课件出示sandwich的图片，引出本课生词，领读并拼读。
6、M:What would you like to eat?
I’d like some ____ sandwiches.让学生看图回答。
7、PPT呈现口渴图，并做动作说：I’m thirsty.师领读该句子。
8、S1: What would you like to drink? S2:I’d like some __.9、Look and
listen.10、用横线画出重点句子。
11、Look and
listen.12、Let's act.三、Practice(1)Fill in and blank.(2)Pair work
四、Homework
点击咨询 