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如何根据教材内容设计课堂教学任务？如何处理好教材中各板块之间的关系？如何处理好基础目标和扩展目标之间的关系？这些都是目前小学英语教师感到困惑的问题。笔者认为，教师应在充分了解和把握教材内容的前提下，对教材做出合理的选择、组合和删改，从而优化教材内容，提高课堂教学的效率。以下是笔者在优化教材方面的几点做法和体会。
一、根据教材内容的逻辑联系，合理整合教材板块
《新世纪英语》的各个单元是由几个不同的板块构成的，如Grand Theatre（适合学生表演的小故事或小短剧），Wonderland（又名词汇板块，即与本单元的故事或短剧相关的词汇和例句》，以及Farmland（又名句型板块，即以各种形式帮助学生学习与操练故事或短剧中的主要句型）。教材的各个板块既是相对独立的学习内容，也是相互关联的整体语言模块的有机组成部分。对于话题相同或相近的内容，教师可以大胆地打破单元的界限，对其进行整合。教学《新世纪英语》时，教师可以根据学生的实际情况，将Wonderland和Farmland板块进行整合，或将Farmland和Grand Theatre板块进行整合，还可将前后的两个单元进行整合。以《新世纪英语》5A的Wonderland和Farmland两个板块为例，这两部分的文本内容如下：
Unit 5
Wonderland
Am,is(was,were):I was in the park yesterday afternoon.
Are(were):We were so glad to see you on TV last night.
Beautiful:How beautiful the peacock is!
Ugly:The ugly duckling became a beautiful swan.
Clever:That little monkey is clever.
Kind:Our teacher is kind to us.
Sweet:The little girl always smiles.She is sosweet.
Farmland
This is a photo of my family.We took it five years ago.At that time my father was forty-two.He was tall and fat.My mother was thirty-eight.She was thin and beautiful.I was eleven.I was not tall.
仔细研读上述内容可以发现，Wonderland中的单词大多为表述人物特征的形容词，而Farmland中的语言材料是对全家福照片的描述，动词BE的一般过去时也是第一次在这两个板块中出现。教师可以将这两个板块整合起来，并可以设计以下教学任务：
Task 1:Talk about the pictures using some adjectives.
Task 2:Test your memory:Show the difference between the old picture and the new picture
by using"Was there...?/Were there...?"
Task 3:Read a new passage and learn some new words.
Task 4:Show Tom's family photo and introduce each family member to the class.
Task 5:Group work:Introduce your own family photos...
通过让学生对比并描述新老照片的区别，教师创设了运用过去式的语境，让学生自然地复习了形容词。另外，通过新语段的输入为后面的小组活动（说说自己的全家福照片）奠定了基础。这样的活动安排有一定的梯度，且学生学习兴趣浓厚，获得了较好的课堂教学效益。
当然，并不是所有的教材内容都可以整合。整合教材内容必须根据实际教学的需要。整合的目的是为了促进语言技能的训练和提高教学效益。整合的基础是仔细研读教材，发掘板块之间以及单元之间的内在联系。
二、提炼课文主题，促进学生思维的发展
在合理整合教材板块，并把教材内容转化为教学行为时，教师还应努力寻找语言与情感的结合点和交融点，提炼教学内容的主题，在发展学生语言能力的同时促进学生思维的发展。笔者以《新世纪英语》5B Unit 1 What Do You Want to Be in the Future？中的Grand Theatre板块为例，探讨如何提炼主题，促进学生思维的发展。本部分的文本材料如下：
Unit 1
Grand Theatre
What Do You Want to Be in the Future?
At the start of the new term,the students are talking about their future.After the summer vacation they will go to middle school.
I am Yang Mingming.I want to be an IT engineer.But my English is not good enough.So I'll do more listening and reading every day.Tom will help me with my English lessons...
What do you want to be in the future?
通过阅读，教师可以引导学生提炼上段文本的主题为“New Year Resolution”。此外，笔者还适时补充阅读材料，并设计了如下教学任务：Read the three short passages and answer the following question:What does he want to do in the future?
Bill Gates is the greatest IT engineer in the world.He set up the large IT company Microsoft.He is one of the richest men in the world.He is always busy.His resolution is to spend more time enjoying true life.
Liu Xiang,the Olympic Games champion,has got all kinds of dreams.He enjoys singing very much.Maybe he will be a pop singer someday.But in the coming year he is about to try his bestto realize his dream--to be the final champion of Golden League.
Mr.Zhang is the principal of Yangpu Primary School.The students are used to calling him "GrandPa",because he is very kind to them.He often does morning exercises with them.He is so busy with school business that he hash't enough time to play with his granddaughter.He said,"I shall spend more time with her this vear."
学生通过猜比尔·盖茨、刘翔以及本校校长的愿望，练习句型“He want to...”。在此过程中，教师呈现其它几种表达愿望和打算的句型：His resolution is.../He is about to.../I shall...
教师通过以上活动增加学生语言信息的输入量，提高学生灵活运用语言的能力。
三、立足基础，适当拓展
处理好基础目标和发展目标之间的关系是非常重要的。只关注基础目标，可能会导致学生思维呆板，语言简单；而只关注发展目标，可能会使语言学习活动华而不实。比较好的方法是依据教材内容，把握好基础目标和发展目标之间的关系，加大语言的输入量，帮助学生提高语言技能，获取自主学习的能力。以《新世纪英语》5A Unit 7为例，其文本材料如下：
Grand Theatre
A Story about the Wright Brothers
There were two famous brothers in America.They were Orville and Wilbur Wright.They were both interested in flying.At young age,they flew kites and watched birds flying.They had a dream of flying some day...Their dream came true.It was in the year 1903.
教师可以将本课的基础目标设定为：
1.运用关键词famous,be interested in,grow up,fly into,come true复述Wright兄弟的故事；
2.找出补充材料中的关键词，回答相关问题，完成多项选择练习；
3.学习补充材料，阐述自己的观点。
教师可以将本课的发展目标设定为：
1.能按照两种不同的顺序复述故事；
2.能阅读几篇有关科学家与发明家的故事。
笔者为学生设计了如下任务：
Task 1:According to the phonetic symbols,spell the words and make sentences with them.
Task 2:Based on these key words,retell the story about the Wright brothers.
这样的教学设计既有利于落实基础目标，也为实现发展目标奠定了基础。
Task 3:Answer the following questions about the first flight.
How many people watched the first flight?
How far did the first aeroplane fly?
How fast did it fly?Did it fly very high?
How long did it fly?
笔者通过以上问题帮助学生有目的地阅读新语言材料。学生通过各种途径获取了许多关于Wright兄弟的资料，再通过相互之间的信息交流，不仅提高了语言运用能力，还拓宽了知识面。
四、正视教师的知识盲区，与学生共同成长
教师知识的有限性是客观存在的。对此，教师除了要注重课前充分备课、勤查资料和多请教行家之外，也可以尝试与学生共同探究，这样既有利于解决教学中的难题，又有益于培养学生的自主学习能力。例如，《新世纪英语》3B Unit 7的Wonderland部分有以下花卉种类的词汇：carnation,lotus,sunflower,lily，rose。但教材中的插图不逼真，很难引发学生的学习兴趣，而且所介绍的花卉品种又少，不能满足学生的求知欲。笔者对此也知之甚少，通过上网搜索、咨询教授科学常识的教师和查阅有关词典后，笔者对花名、花的寓意以及部分国家的国花等有了一些了解。笔者又尝试让学生自己去寻找所喜欢的花的相关资料，以培养其自主学习能力。下面是该节课的教学片段：
T:We know many countries have their own national flowers.What's the national flower of Italy,lily or lotus?
Tommy:It's the lily.
Mike:It's the lotus.
T:The correct answer is lotus.
T:We like flowers.Why?
Lisa:Because they are beautiful.
T:Right,but there is another important reason.Different flowers have different meanings.What flower stands for honesty?
John:Lily.
Jenny:Rose.
Bob:Tulip.
T:Sunflower stands for honesty.It always faces the sun.
T:Flower colours have different meanings.What colour of carnation stands for love?
Ben:White carnation stands for love.I have a question for everyone.What flower is for Mother's Day and what flower is for Valentine's Day?
学生Ben通过查阅资料，在答对教师问题的同时，又向大家提出了新问题，引起了同学们的热烈讨论。笔者从本节课的收获一点也不比学生少。在与学生共同探究的过程中，笔者进一步体会到了英语教学的乐趣。