邱加惠

英語(yǔ)是一門實(shí)踐性比較強(qiáng)的學(xué)科,我從課堂教學(xué)入手,積極優(yōu)化課堂教學(xué)結(jié)構(gòu),讓學(xué)生在課堂上多接觸多應(yīng)用英語(yǔ),把課堂還給學(xué)生,全方位調(diào)動(dòng)提高學(xué)生的自主學(xué)習(xí)能力。

教師的主導(dǎo)作用

1. 做好課堂會(huì)話小組的劃分

我常把一個(gè)班的幾十名學(xué)生分成若干個(gè)課堂會(huì)話小組。為了不打擾課堂教學(xué)秩序,我把每?jī)勺?名學(xué)生定為一個(gè)小組,這樣有利于他們?cè)诨顒?dòng)中討論問題,而不會(huì)擾亂課堂秩序。劃定小組后,在每個(gè)小組中又定出一名成績(jī)較好的學(xué)生為小組長(zhǎng),我平時(shí)對(duì)每個(gè)小組長(zhǎng)進(jìn)行檢查培訓(xùn)。要求每小組組長(zhǎng)帶好自己的組員,組織好小組會(huì)話活動(dòng)。這樣分組有利于擴(kuò)大參與面,有效地促進(jìn)學(xué)生間的互動(dòng),讓學(xué)生幫助學(xué)生,學(xué)生督促學(xué)生進(jìn)行語(yǔ)言學(xué)習(xí)和語(yǔ)言實(shí)踐,呈現(xiàn)出“個(gè)人努力,同桌競(jìng)爭(zhēng),小組合作”的局面。如教授人教版英語(yǔ)必修5 Unit 2 “The United Kingdom PUZZLES IN GEOGRAPHY”時(shí),我在課前布置作業(yè):Ask the students to prepare the reading and collect the information about the UK.

Step Ⅰ: Teacher show the class a map of UK on the blackboard and ask the students:“How many countries make up the United Kingdom?”Then write down the answers on the blackboard.

Step Ⅱ: Students look at the blackboard ask and answer in pairs.

——Where are you from?——Im from England.

——Where is England?——Its to the south of Scotland/ in the south ofBritain.

——Where are you from?——Im from Wales.

——Where is Wales?——Its on the west of English/ to the south of Scotland.

Step Ⅲ: Divide the class into four groups to discuss the UK about its foundation and development based on geography history and culture, etc. Ask students to give a brief introduction about the UK in small groups, then select the winner.

T: The UK is made up of four countries: England, Wales, Scotland, Northern Ireland. Group 1 please.

S1: England is the largest country in the UK and its rather flat.

S2: Wales has a lot of mountains and rivers.

S3: Scotland has many lakes and mountains, and it is famous for its beautiful countryside. Snow falls in Scotland every winter.

S4: Northern Ireland rains every month of the year. It hardly snows.

2. 做好英語(yǔ)會(huì)話的示范

要使學(xué)生在課堂上的英語(yǔ)會(huì)話得以順利進(jìn)行,收到好的教學(xué)效果,做好對(duì)話示范是關(guān)鍵。我在上課時(shí)盡可能多用學(xué)生聽得懂、易理解的英語(yǔ)語(yǔ)句,少用或不用母語(yǔ),使學(xué)生慢慢進(jìn)入聽說(shuō)英語(yǔ)的狀態(tài)。如教授必修1“Travel journal”時(shí),我布置了這樣一個(gè)任務(wù):National Day is coming. You and your family are going out for a holiday. There are four routes for you to choose from.

A. From Shanghai to Hangzhou

B. From Beijing to Guangzhou

C. From Chaozhou to Guangzhou

D. From Dalian to Qingdao

我布置每小組構(gòu)成一個(gè)家庭,要求每個(gè)家庭討論決定哪一條旅游路線。在學(xué)生進(jìn)行小組會(huì)話前,我通過替換旅游路線,與兩三個(gè)學(xué)生進(jìn)行示范對(duì)話:“Why do they choose it?When to go?How to go?...”然后引導(dǎo)小組盡可能把所學(xué)知識(shí)融進(jìn)自己的對(duì)話中。

把會(huì)話主體還給學(xué)生

在課堂上,教師是主導(dǎo),學(xué)生才是主體。所以,我時(shí)常在示范后把課堂交給學(xué)生,讓學(xué)生在語(yǔ)言實(shí)踐中領(lǐng)會(huì)并掌握所學(xué)語(yǔ)言知識(shí)。如必修3“Healthy eating”,我首先布置學(xué)生查找有關(guān)健康飲食的知識(shí),查找日常食物的單詞。上課時(shí),我首先安排一胖一瘦兩位同學(xué)走到講臺(tái)前。接著問那個(gè)較胖的男同學(xué):“What do you eat most often?”他答:“Beef,chicken,pork and fried chips.”緊接著我提問那個(gè)較瘦的女同學(xué),她回答:“I like vegetables,tomatoes,potatoes and tofo best.”我提問全體同學(xué):“Boys and girls, I think there are some diet problems with them. Could you please give them some advice about how to keep a balanced diet?”然后,讓各小組討論各自家里的飲食是否屬于健康飲食。我通過巡查督促,及時(shí)解答學(xué)生在會(huì)話中遇到的問題。這樣以Reading 的內(nèi)容為依據(jù),盡量結(jié)合班里的典型事例,從中引出受學(xué)生關(guān)注的話題,學(xué)生便會(huì)紛紛各抒己見。接著,我另請(qǐng)一胖一瘦兩個(gè)同學(xué)走上臺(tái)前,分別扮演兩家快餐店的胖經(jīng)理Wang Pengwei和瘦經(jīng)理Yong Hui來(lái)宣傳各自的快餐店的優(yōu)點(diǎn)。由于做了示范,學(xué)生就能在小組會(huì)話中造出類似示范對(duì)話內(nèi)容的對(duì)話。小組會(huì)話之后,我進(jìn)行檢查,了解學(xué)生對(duì)所學(xué)內(nèi)容的掌握程度,并對(duì)學(xué)生掌握不夠的給予及時(shí)的補(bǔ)救。檢查形式可以是提問小組,由小組自定兩人就所學(xué)內(nèi)容進(jìn)行會(huì)話,這是一般情況的檢查,是學(xué)生預(yù)先做好準(zhǔn)備的常規(guī)檢查。或由教師指定某一小組與另一小組會(huì)話,這是檢查學(xué)生臨場(chǎng)使用英語(yǔ)會(huì)話的情況。還可以由教師指定某一小組,再由這個(gè)小組選定與哪一個(gè)小組進(jìn)行會(huì)話,這時(shí)就可把學(xué)生小組會(huì)話競(jìng)賽引進(jìn)課堂,讓學(xué)生自定競(jìng)賽對(duì)象,激發(fā)他們的求知欲和講好英語(yǔ)的欲望。通過多樣的檢查形式,能了解到學(xué)生的具體學(xué)習(xí)情況,并可根據(jù)學(xué)生的實(shí)際增刪學(xué)習(xí)內(nèi)容,以實(shí)現(xiàn)教學(xué)目的。

責(zé)任編輯 魏文琦