從有“笑”到有“效”

梅良武

【中圖分類號】G623.2 【文獻(xiàn)標(biāo)識碼】A 【文章編號】2095-3089（2018）27-0092-02

一、引言

新英語課程改革強(qiáng)調(diào)要改變英語課程過分重視語法和詞匯的講解與傳授、忽視對學(xué)生實際語言運用能力的培養(yǎng)的傾向，強(qiáng)調(diào)課程從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗和認(rèn)知水平出發(fā)，倡導(dǎo)體驗、實踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語言運用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度、主動思維和大膽實踐、提高跨文化意識和形成自主學(xué)習(xí)能力的過程。

筆者在平時的教學(xué)實踐中，力求踐行新課程理念，創(chuàng)造幽默、輕松、和諧的課堂氛圍，鼓勵學(xué)生積極參加課堂活動，大膽實踐，培養(yǎng)合作意識和創(chuàng)新精神。以下是筆者在教授譯林版《牛津高中英語》模塊七第三單元Grammar and usage 版塊的實踐和感悟。

二、教材分析和學(xué)生需要分析

本單元Grammar and usage 版塊主要目的是讓學(xué)生學(xué)習(xí)和鞏固常見的連系動詞。概括和總結(jié)常見的連系動詞及其用法，并通過各種形式進(jìn)行操練達(dá)到熟練和鞏固的目的是本節(jié)課的重難點和核心所在。這些常見的連系動詞大都從初中開始陸陸續(xù)續(xù)地出現(xiàn)在教材中，只有少數(shù)在高中教材里才開始出現(xiàn)。雖然學(xué)生的英語水平參差不齊，但大部分學(xué)生對常見的連系動詞應(yīng)該很熟悉，這節(jié)課應(yīng)該能很輕松地接受所教內(nèi)容，能夠在教師的指導(dǎo)和鼓勵下，積極參與各種活動，不同程度地完成給定任務(wù)。

三、教學(xué)過程和設(shè)計意圖

Step 1 Lead in

Teacher enters the classroom， wearing a red scarf as a mask， a wreath made of willow twigs on his head， a small plastic knife in his right hand.（Ss laugh）

T： Good afternoon，everyone.

Ss： Good afternoon ，Mr Mei.

T： Sit down，please.To tell you the truth， I am not Mr Mei. Please stay calm and keep silent. I have good news and bad news for you. Which do you want to hear first？

Ss：Bad news.

T： Bad news.Bad news is that your English teacher has gone with the wind，（Ss laugh） so you wont have any English class today.

S1： Oh， thats great.

T： Dont cut in.

S1： OK.， what about the good news？

T： Good news. Good news is that you should give all your（money） to me.

S1： Why is that good？

T： Why is that good？ Because then you wont be afraid of being robbed by others.

設(shè)計意圖：

教師扮演一個強(qiáng)盜出場上課，和學(xué)生進(jìn)行幽默的對話表演，不僅導(dǎo)入了系動詞而且讓學(xué)生興趣盎然，從而營造出寬松、民主、和諧、幽默的教學(xué)氛圍。

Step 2 Pair work

Ask students to work in pairs to describe what happened just now. Give them some key words and lead them to use linking verbs to make up sentences intentionally.

（A few minutes later）

T： Tell me what happened.

S2： This afternoon， we， an open class. the bell， rang， remained seated， looked forward to. however， seemed quite strange， English teacher， not turn up， as usual.

T：This is…these are key words. Use them to make sentences，right.ok，sit down， please. Zhu Yuting.

S3： This afternoon we are going to have an open class. After the bell rang， we remained seated and we are looking forward to seeing the teacher.However，everything seemed quite strange and the English teacher didnt turn up as usual.

T： Very good. And now lets check the answer.

This afternoon we would have an open class. When the bell rang， we all remained seated and looked forward to it. However， it seemed quite strange that our English teacher did not turn up as usual.

Now， next. Xing Minghui.

S6： A girl in the front row said “ Bad news first.”The strange man said， “Bad news.The bad news is that English teacher has gone with the wind. You wont have English class today .” The girl said， “Oh， thats good news.”

……

設(shè)計意圖：

學(xué)生在給關(guān)鍵詞的提示下試著用含有系動詞句子討論描述剛才發(fā)生的事件。為學(xué)生提供互相交流的機(jī)會，引導(dǎo)學(xué)生實踐、討論、合作、探究從而發(fā)展說的語言技能。

Step 3 Presentation and guided practice

Display the definition of linking verbs and common usage of linking verbs. Get students to come up with sentences by using linking verbs.

T： Today we are going to learn about something about linking verbs. Now， do you know what a linking verb is？ Now look at the screen. What is a linking verb？ A linking verb is a word used to connect the subject of a sentence to further information about the state which the subject is in. Now， lets look at the common usage of linking verbs.

The first rule. A linking verb is often followed by an adjective. Let me show you an example. The food tastes good. Here “good”is an adj. The food tastes good. We cannot say “The food tastes well.”because a linking verb is followed by an adj. So could you give me another example.

Han Zhen： I feel so cold now.

T： I feel so cold now. Yeah， you should wear more clothes. Now， the second rule is a linking verb is often followed by a noun. He became a teacher after graduation. Now， Id like you to give me another example. Ten Zhifei.

S9： Mr Mei is our English teacher.

……

這一環(huán)節(jié)主要幫助學(xué)生理解系動詞的定義和并對它們的常見用法進(jìn)行總結(jié)和歸納，在此基礎(chǔ)上讓學(xué)生模仿用系動詞造句體驗和實踐系動詞的用法。

Step 4 Further practice

T： Now， Id like you to practice more by using linking verbs. Just now， in the short story， who was the robber？

Ss： Mr Mei.

T： Mr Mei was the robber， but do you know the reasons why he robbed his students？ Now…. lets look at your handouts，Part B. Why did Mr Mei want to rob his students？ Because he was in a good mood. So why he was in a good mood and wanted to rob his students？ Use the linking verbs given to rewrite the sentences..

T： OK， now lets check the answers.

S12： The robber prove Mr. Mei

T： The robber proved to be Mr Mei. Next. Wang Guangyu.

S13： He seemed to be in a good mood.

T： He seemed to be in a good mood， yeah. Good， good work. Now， next， Cao Jun.

S14： When he feels happy， he always makes his class interesting.

T： Good job. When he feels happy， he always makes his class interesting.

……

設(shè)計意圖：

學(xué)生根據(jù)所發(fā)材料上的句子，兩人小組合作探究嘗試用系動詞進(jìn)行改寫句子活動，進(jìn)一步對系動詞常見用法進(jìn)行操練。

Step 5 Summary and listening ：

Help summarize the common linking verbs for students in one Chinese sentence and practice listening to the story using linking verbs.

T： Actually， we know many linking verbs. How can we memorize them well？ Now， Id like to teach you a secret. Just read a Chinese sentence. Keep this Chinese sentence in mind. Id like you to read it aloud.

Ss： 證明是；Be ；像；三保；五感；六變

設(shè)計意圖：

讓學(xué)生重聽老師自編的使用系動詞的整個故事，同時通過一句漢語和以板書的形式幫助學(xué)生總結(jié)和歸納常見的系動詞，使之易于理解和記憶。

課堂回放 6：

Step 6 Consolidation （Groupwork ）

Have students worked in pairs to make up a short story using linking verbs

設(shè)計意圖：

讓學(xué)生分組討論集體編創(chuàng)小故事，既可以練習(xí)聽說能力又可以培養(yǎng)合作意識和創(chuàng)新精神。通過小組活動，讓學(xué)生嘗試在日常生活中使用英語，幽默的故事和對話能夠讓他們體驗用英語的快樂，增強(qiáng)成就感和自信心。

Step 7 Homework

Write a short story trying to use as many linking verbs as possible on your exercise book.

設(shè)計意圖：

通過學(xué)生書面作業(yè)這一語言輸出的實踐，可以鞏固復(fù)習(xí)所學(xué)常見系動詞及其常見用法，培養(yǎng)學(xué)生寫的能力。

四、總結(jié)和反思

通過這節(jié)課的教學(xué)準(zhǔn)備及教學(xué)實踐，結(jié)合筆者課后觀看的課堂錄像所做的課堂實錄和部分老師的聽課反饋，可以借鑒之處如下：

1.教學(xué)目標(biāo)明確。整節(jié)課的教學(xué)設(shè)計緊緊圍繞常見系動詞和用法開展各種活動，教學(xué)環(huán)節(jié)層層遞進(jìn)，符合認(rèn)知規(guī)律。

2.課堂氛圍輕松。教師沒有師道尊嚴(yán)，幽默有情趣和學(xué)生一道表演自編的小故事，學(xué)生表現(xiàn)也很機(jī)智詼諧，整節(jié)課大都在輕松愉快中度過。

3.教學(xué)方法新穎。通過創(chuàng)設(shè)情境，在情境中了解和操練系動詞及其用法，打破了通常語法課枯燥的列規(guī)則再練習(xí)的模式。

4.活動形式多樣。圍繞教學(xué)目標(biāo)，活動設(shè)計層次分明，形式多樣，學(xué)生參與面廣。

5.板書有味耐看。板書對系動詞的總結(jié)設(shè)計很巧妙，對系動詞的常見用法及例句書寫工整。

參考文獻(xiàn)：

[1]《普通高級中學(xué)英語課程標(biāo)準(zhǔn)》（實驗稿），北京師范大學(xué)出版社，2001.