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新課標英語教學中的結合與轉變
《英語新課程標準》倡導學生在教師的指導下，通過感知、體驗、實踐、參與和合作等方式，實現任務的目標，感受成功。新教材的實施也為小學英語的教學改革打開了一扇窗，在這里，我結合教材牛津英語5B Unit2< A Telephone Call >，談一談新課標英語教學中的三個結合與三個轉變。
一，注重學生主體地位和教師主導作用的有機結合，實現教師多角色的轉變。
筆者從學生的興趣出發，通過創設情景，示范教學內容，啟發學生的思維，組織學生實踐，培養學生的語言交際能力，在整個教學活動中成功地扮演了多個角色。首先是一個示范者，為學生展示語言結構、意義和語言運用的情景。同時又是一個啟發者，啟發學生思考，引導學生想象。其次還是一個情景的設計者和學習的指導者，通過多媒體課件展現生動、逼真的交際情景，幫助和引導學生在語境中理解語言的結構和意義。此外更是一名課堂活動的組織者、學生學習的激勵者和促進者，通過玩具小電話、身體語言設計情景，組織學生開展游戲和兩人小組活動，給學生提供模仿、體驗、實踐和創造性運用語言的機會，并在活動中適時地鼓勵和表揚學生，保護學生的自信心和學習的積極性，使學生學有所獲。
二，注重語言結構和語言功能的有機結合，實現從知識到能力的轉變。
課堂教學片段一：學生學習打電話用語的分步呈現。
1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.
2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to...?"on the blackboard and teach them how to use it on the phone.
3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:
---- May I speak to...?
---- Speaking.
4) Ask one student his/her name and his/her home telephone number, using the following sentences:
Would you please 'tell me your name?
Would you please tell me your home telephone number?
5) Make a telephone call to a student and get the students to learn the following short dialogue:
T: Hello. Is that 8614761?
S: Yes.
T: May I speak to Xiao Long?
S: Sorry, he is not in the office.
T: Would you please take a message and ask him to come to school this afternoon?
S: Sure.
T: Thank you.
6) Ask the students to make calls in groups.
Then ask some pairs to act out to see if they know how to use the patterns below:
May I speak to..,?
Would you please take a message?
7) Ask the students to look at the screen and listen to the dialogue "A Telephone Call" with the following questions in mind:
What is the message about?
What time is the party?
Then ask the students some questions if they have understood the dialogue.
8) Play the game "Throwing Santa Claus" to see if the students can say the sentences well.
The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.
9) Ask the students to act out the dialogue in roles.
在這里，因為本課教學內容涉及關于打電話的表達方式，筆者能夠注意處理好結構與功能的關系，將語言結構的學習融于模擬的交際情景之中。在教學的設計上采用分解難點、分步呈現、逐步擴展、層層深入的方式，注重示范質量，保證學生對語言意義的正確理解，通過各種模仿和操練活動，使學生掌握新的語言形式。
例如，運用多媒體創設了不同的生活情景，讓學生兩人一組選擇其中的一種，并運用所學語言進行模擬交際，促進了知識向能力的轉化。
三，注重教學內容與學生生活經驗的有機結合，實現從學到用的轉變。
課堂教學片段二：學生學會打電話用語后的拓展操練。
1）Show the students three pictures on the screen. Ask them to make telephone calls in groups based on the picture they have chosen.
Picture One: You want to invite Tom to play football with you , but Tom hasn't got a telephone at home. You ask Rose to take a message to Tom.
Picture Two: Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not at home. His sister picks up the phone.
Picture Three: You will hold a birthday party on Sunday. You phone to Lily to invite her to your party, but she isn't at home. How do you speak to her mother, who is at home at that time?
2) Ask some pairs to act out their telephone calls.
3) Ask the students to make phone calls to the teachers who are sitting around the classroom.
The teacher tells the students: "There will be a party on New Year's Day. We will invite some teachers to come to our party. Write the names and the telephone numbers of some teachers and Make telephone calls to them".
在這里，通過創設情景，將學習內容與學生的實際生活相結合，使學生身臨其境，從而達到了學以致用的目的。
例如，筆者在給某個學生打電話之前，先用英語了解學生家的電話號碼,然后撥號給該學生打電話，讓學生感到真實和親切。同時，筆者設置的三個情景：約同學踢足球，約同學看望老師，約同學參加生日晚會，也都反映了學生的實際生活。
教學反思:
當然，本節課還有很多改進的地方，例如，在學生兩人小組活動中，筆者對學生角色的描述不夠明確，使得學生對話中的一些語言顯得不夠得體。此外，讓學生向對方詢問電話號碼時，應該適時教給學生使用得體的語言，以避免學生在特定的場合出現使用不得體的問話方式。
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