小学英语教学中的素质教育
，谈一谈新课标英语教学中的三个结合与三个转变。
一，注重学生主体地位和教师主导作用的有机结合，实现教师多角色的转变。
笔者从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力，在整个教学活动中成功地扮演了多个角色。首先是一个示范者，为学生展示语言结构、意义和语言运用的情景。同时又是一个启发者，启发学生思考，引导学生想象。其次还是一个情景的设计者和学习的指导者，通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义。此外更是一名课堂活动的组织者、学生学习的激励者和促进者，通过玩具小电话、身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，使学生学有所获。
二，注重语言结构和语言功能的有机结合，实现从知识到能力的转变。
课堂教学片段一：学生学习打电话用语的分步呈现。
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
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
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
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.
在这里，因为本课教学内容涉及关于打电话的表达方式，笔者能够注意处理好结构与功能的关系，将语言结构的学习融于模拟的交际情景之中。在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式，注重示范质量，保证学生对语言意义的正确理解，通过各种模仿和操练活动，使学生掌握新的语言形式。
例如，运用多媒体创设了不同的生活情景，让学生两人一组选择其中的一种，并运用所学语言进行模拟交际，促进了知识向能力的转化。
三，注重教学内容与学生生活经验的有机结合，实现从学到用的转变。
课堂教学片段二：学生学会打电话用语后的拓展操练。
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:
在这里，通过创设情景，将学习内容与学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。
例如，笔者在给某个学生打电话之前，先用英语了解学生家的电话号码,然后拨号给该学生打电话，让学生感到真实和亲切。同时，笔者设置的三个情景：约同学踢足球，约同学看望老师，约同学参加生日晚会，也都反映了学生的实际生活。
教学反思:
当然，本节课还有很多改进的地方，例如，在学生两人小组
活动中，笔者对学生角色的描述不够明确，使得学生对话中的一些语言显得不够得体。此外，让学生向对方询问电话号码时，应该适时教给学生使用得体的语言，以避免学生在特定的场合出现使用不得体的问话方式。
小学英语教学中的素质教育
，谈一谈新课标英语教学中的三个结合与三个转变。
一，注重学生主体地位和教师主导作用的有机结合，实现教师多角色的转变。
笔者从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力，在整个教学活动中成功地扮演了多个角色。首先是一个示范者，为学生展示语言结构、意义和语言运用的情景。同时又是一个启发者，启发学生思考，引导学生想象。其次还是一个情景的设计者和学习的指导者，通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义。此外更是一名课堂活动的组织者、学生学习的激励者和促进者，通过玩具小电话、身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，使学生学有所获。
二，注重语言结构和语言功能的有机结合，实现从知识到能力的转变。
课堂教学片段一：学生学习打电话用语的分步呈现。
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
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
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
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.
在这里，因为本课教学内容涉及关于打电话的表达方式，笔者能够注意处理好结构与功能的关系，将语言结构的学习融于模拟的交际情景之中。在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式，注重示范质量，保证学生对语言意义的正确理解，通过各种模仿和操练活动，使学生掌握新的语言形式。
例如，运用多媒体创设了不同的生活情景，让学生两人一组选择其中的一种，并运用所学语言进行模拟交际，促进了知识向能力的转化。
三，注重教学内容与学生生活经验的有机结合，实现从学到用的转变。
课堂教学片段二：学生学会打电话用语后的拓展操练。
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:
在这里，通过创设情景，将学习内容与学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。
例如，笔者在给某个学生打电话之前，先用英语了解学生家的电话号码,然后拨号给该学生打电话，让学生感到真实和亲切。同时，笔者设置的三个情景：约同学踢足球，约同学看望老师，约同学参加生日晚会，也都反映了学生的实际生活。
教学反思:
当然，本节课还有很多改进的地方，例如，在学生两人小组
活动中，笔者对学生角色的描述不够明确，使得学生对话中的一些语言显得不够得体。此外，让学生向对方询问电话号码时，应该适时教给学生使用得体的语言，以避免学生在特定的场合出现使用不得体的问话方式。