如何提高课堂教学效率，如何进行有效教与学，一直以来是英语老师关注的话题。最近连续听了好几节六年节的课，想到了很多。以下两点或许能给我们一点启发。

一、课时目标的分层递进。

以6A Unit 2 Ben’s birthday 为例，下面两位老师都是进行第三课时（Part D）的教学。

教师甲：

Step 1: Free talk:

 Where are you? What are we doing now? What day is it today? What’s thee date today?

Step 1: Ask and answer: When’s your birthday?

                    What would you like as a birthday present?

Step 2: Talk about Ben’s and Jim’s birthdays.

When’s Jim’s birthday?

                      What would he like as a birthday present?

Step3: Listen and write. (Read the phrases)

Step 4: Fill in the blanks.

1.       Would you like a big cake _________ your birthday present?

2.       Can I have a cake _________ lots of grapes?

3.       What would you like ________ a birthday present?

4.       I’ll buy one _________ you.

Step 5: Retell the dialogue..

Step 6: Do exercise.

教师乙：

Step 1: Free talk.(结合第二天是中秋节)

       When’s Mid-Autumn Festival?

       What do people usually do at Mid-Autumn Festival?

       How do people usually spend …?（结合时事，结合旧句型）

Step 2: Brainstorm: Which month comes after/before…?

Step 3: Is your birthday in…? Talk about one’s birthday.

       When’s your birthday?

       What would you like as a birthday present?

Step 4: Ben’s birthday is coming. Listen and write.(完成Part D)

     逐句完成课本上的填空。

     如果我是学生，听完一节课，我只知道老师领着我完成了课本上D部分的填空。而通过这节课我们主要要掌握哪些知识点我一无所知，老师黑板上所呈现的句型也是第一节课我们就练过的。如果我是老师，我可能会这样设计：

Step 1: Talk about some holidays such as New Year’s Day, Children’s Day, Teachers’ Day, Women’s Day.

       When’s New Year’s Day?

       What do you usually do on New Year’s Day?

       What would you like this New Year’s Day?

   这里学生可能会联想到一些词汇，buy presents for…, get presents from…, visit friends, give presents to…,

Step 2: 课前准备好表格，让几个学生把他们的生日天在表格中。

因为在第一、第二课时学生对第一人称已相当熟悉，所以这节课的重点在第三人称，通过一下句型进行操练：

When’s ××’s birthday?

What would he/she like as a present?

So he likes watching cartoons, I think.

Step 3: 进入D 板块的教学

1.根据图片，教师提供几个wh疑问词： What time, Who, Where, What, 启发学生根据图片进行提问

What time is it? Who are they in the picture? Where are they? What are they talking about? 形成以下语篇： It is _______________. Jim and ________________ are in the ________________. They’re talking about _______________________.

Step 4: 听录音，回答以下问题：

      What would Ben like as his birthday present?

What would Ben like as his birthday present?

问题解决，学生表达： Ben would like a big cake with a lots of grapes. Ron would like a fish.

Step 5. 语篇输出。

It is _______________. Jim and ________________ are in the ________________. They’re talking about _______________________. Ben would like ______________________. Ron would like _________________. Mum will buy one for him.

所以本节课的重点在本单元基本句型When’s your birthday?  What would you like as a birthday present?的拓展句型：When’s ××’s birthday? What would he/she like as a present? He’s like/ She’s like….同样所涉及的词汇也有所拓展，而不是仅仅局限于have a birthday party, 增加了buy presents for…, get presents from…, visit friends, give presents to…,

      我的板书会这样呈现：

 What would he/she like as a present? He’d like/ She’d like…

Would you like to…? Yes, I’d love to./No, I’d like…

Do you like…? Yes, I do./ No, I don’t.

我的即时板书会呈现本节课拓展的一些常用的词组：

buy presents for…,

get presents from…,

visit friends and my grandparents…,

give presents to…,

所以，四课时的新授课应体现教学目标的分层递进：

第一课时：在学习月份的基础上学习新句型：When’s your birthday?

                                         What would you like as a birthday present? I’d like…

(视情况也可以分为两个课时)

第二课时：学习A 板块对话（也有的老师会渗透第三人称）

学习句型： Would you like to come to my birthday party?

          Would you like a VCD of Japanese cartoons as your birthday present?

第三课时：What would he/she like as a present? He’s like/ She’s like…

          可以区别：Would you like …? Do you like…? 及其回答。

          可以比较：Would you like …? 与Do you want…?

第四课时：完成E,G H板块

     通过这样的分层递进的教学目标的设定，是各课时各有重点且层层递进，而不是一直在原有基础上，或基本句型上绕圈子。

二、听觉信息与视觉信息的融合。

我们设身处地替学生想想，为什么很多学生听不懂老师语言？我们再联系自己听英语新闻的感受，为什么光是听也很难听懂，而一旦能看着文字听新闻就能很快听懂？心理学的有关研究表明，只使用视觉通道，仅能记住材料的25%，只使用听觉通道，能记住材料的15%，而视听结合，使用多通道参与学习活动，则能记住材料的65%。所以在课堂上教师关注听和说，通过大量的语言信息刺激学生的耳朵是远远不够的，因为大部分学生很难一下子理解。以上面教师甲第五个步骤的Retell the dialogue，黑板上或ppt上没有任何框架，有几个学生能够完整地复述出来呢？所以当我们呈现It is _______________. Jim and ________________ are in the ________________. They’re talking about _______________________. Ben would like ______________________. Ron would like _________________. Mum will buy one for him. 就可以让中等及中等一下的学生有话可说，然后在作为一个笔头练习让学生加以巩固。再如教师乙注重语言的前后衔接，渗透了大量新的词组，如buy presents for…, get presents from…, visit friends, give presents to…, 但是如果只是听一遍又有多少学生能记下来呢？更不用说即时运用了。所以呈现关键句型，呈现语篇框架，呈现补充词汇，让学生通过听觉和视觉的结合，来降低他学习的难度。有必要的话抄在笔记本上，就如博小六年级老师介绍的，对于第一单元基于基本句型的一些拓展句型，老师提供给学生类似于数学公式的句型结构，先让学生套用公式，通过反复模仿操练后内化为学生知识。