邱加惠

英語是一門實踐性比較強(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,把課堂還給學(xué)生,全方位調(diào)動提高學(xué)生的自主學(xué)習(xí)能力。

教師的主導(dǎo)作用

1. 做好課堂會話小組的劃分

我常把一個班的幾十名學(xué)生分成若干個課堂會話小組。為了不打擾課堂教學(xué)秩序,我把每兩桌4名學(xué)生定為一個小組,這樣有利于他們在活動中討論問題,而不會擾亂課堂秩序。劃定小組后,在每個小組中又定出一名成績較好的學(xué)生為小組長,我平時對每個小組長進(jìn)行檢查培訓(xùn)。要求每小組組長帶好自己的組員,組織好小組會話活動。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,讓學(xué)生幫助學(xué)生,學(xué)生督促學(xué)生進(jìn)行語言學(xué)習(xí)和語言實踐,呈現(xiàn)出“個人努力,同桌競爭,小組合作”的局面。如教授人教版英語必修5 Unit 2 “The United Kingdom PUZZLES IN GEOGRAPHY”時,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. 做好英語會話的示范

要使學(xué)生在課堂上的英語會話得以順利進(jìn)行,收到好的教學(xué)效果,做好對話示范是關(guān)鍵。我在上課時盡可能多用學(xué)生聽得懂、易理解的英語語句,少用或不用母語,使學(xué)生慢慢進(jìn)入聽說英語的狀態(tài)。如教授必修1“Travel journal”時,我布置了這樣一個任務(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)成一個家庭,要求每個家庭討論決定哪一條旅游路線。在學(xué)生進(jìn)行小組會話前,我通過替換旅游路線,與兩三個學(xué)生進(jìn)行示范對話:“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)知識融進(jìn)自己的對話中。

把會話主體還給學(xué)生

在課堂上,教師是主導(dǎo),學(xué)生才是主體。所以,我時常在示范后把課堂交給學(xué)生,讓學(xué)生在語言實踐中領(lǐng)會并掌握所學(xué)語言知識。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,查找日常食物的單詞。上課時,我首先安排一胖一瘦兩位同學(xué)走到講臺前。接著問那個較胖的男同學(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,及時解答學(xué)生在會話中遇到的問題。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)生便會紛紛各抒己見。接著,我另請一胖一瘦兩個同學(xué)走上臺前,分別扮演兩家快餐店的胖經(jīng)理Wang Pengwei和瘦經(jīng)理Yong Hui來宣傳各自的快餐店的優(yōu)點。由于做了示范,學(xué)生就能在小組會話中造出類似示范對話內(nèi)容的對話。小組會話之后,我進(jìn)行檢查,了解學(xué)生對所學(xué)內(nèi)容的掌握程度,并對學(xué)生掌握不夠的給予及時的補(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?；蛴山處熤付骋恍〗M與另一小組會話,這是檢查學(xué)生臨場使用英語會話的情況。還可以由教師指定某一小組,再由這個小組選定與哪一個小組進(jìn)行會話,這時就可把學(xué)生小組會話競賽引進(jìn)課堂,讓學(xué)生自定競賽對象,激發(fā)他們的求知欲和講好英語的欲望。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)生的實際增刪學(xué)習(xí)內(nèi)容,以實現(xiàn)教學(xué)目的。

責(zé)任編輯 魏文琦