劉靜

摘 要：“四動(dòng)課堂”指“生活觸動(dòng)、問題驅(qū)動(dòng)、小組互動(dòng)、思維靈動(dòng)”。它是我校對(duì)五種小班化課堂模式進(jìn)行內(nèi)涵式概括、提煉的成果，反映了我校在小班化教學(xué)實(shí)踐中的思考共性、關(guān)注重點(diǎn)和實(shí)踐著力點(diǎn)，也可以說，“四動(dòng)課堂”是切合我校實(shí)際的小班化教育理念，是我校對(duì)小班化教育理念和實(shí)踐的新領(lǐng)悟、再提高。

關(guān)鍵詞：小班化;英語教學(xué);四動(dòng)課堂

中圖分類號(hào)：G633.4 ? ? ? ? ?文獻(xiàn)標(biāo)識(shí)碼：A ? ? 文章編號(hào)：1992-7711（2015）24-099-1

我?！八膭?dòng)課堂”的基本特點(diǎn)是：1.它能夠充分彰顯小班化課改理念，保障小班化課堂教學(xué)的獨(dú)有品質(zhì)。2.它本質(zhì)上是動(dòng)力課堂，有助于真正激發(fā)學(xué)生的求知熱情，促進(jìn)其個(gè)性發(fā)展和學(xué)業(yè)進(jìn)步。3.從課堂結(jié)構(gòu)——教學(xué)過程規(guī)劃方面來看，它符合小班化課堂教學(xué)的基本特征，是結(jié)構(gòu)優(yōu)化的小班化課堂。4.它是對(duì)課堂師生主體間關(guān)系的合理重構(gòu)，能夠凸顯以生為本的小班化教育理念。

本文將結(jié)合高中英語教學(xué)實(shí)例闡述四動(dòng)課堂在小班化背景下高中牛津英語課堂中的運(yùn)用。

Unit 2 Reading English and its history

Step 1： Leading in and scanning

Show some old english and modern english for students to enjoy.

設(shè)計(jì)說明：通過生活中會(huì)遇到的英語經(jīng)典語句給學(xué)生一個(gè)體驗(yàn)，把生活中的英語帶入課堂，拉近學(xué)生和英語的距離，使學(xué)生對(duì)本節(jié)課的話題產(chǎn)生興趣并迅速引導(dǎo)學(xué)生到課文中自己尋找答案，培養(yǎng)學(xué)生自己探究的學(xué)習(xí)能力。

Step 2： Skimming

T： well done. Now please skim the passage again and work in pairs to find out the answers to these 2 qusetions.

1. What are the three kinds of English discussed in the article？

Old English， Middle English and Modern English.

2. In what way is English still changing？

English is still changing in many ways， such as in vocabulary and pronunciation.

Step 3： Detail reading

T： Great job. Now lets come to the detail reading. First please read part 1 and part 2 （old english） then work in pairs to solve these 3 questions again.

1. Why does English have so many rules that confuse people？

Because it is made up of the grammar and vocabulary that people from different countries and cultures brought with them to Britain.

2. Where did the word “English” come from？

It came from the word “Engle”， as it was spelt in Old English.

3. Why can words with similar meanings be found in the English language？ Please give us an example

Because each word came from a different language.

E.g. sick—used by the Angles and the Saxons

T： OK. Can you draw a picture to conclude the development of the old english？

（then students show their picture）

T： Second please read part 3 （middle english） and answer these 3 questions.

1. What is middle English？

Middle English is the name given to the English used from around the 12th to the 15th centuries.

2. Who made the greatest contribution to the development from Old English to Middle English？

The Frenchspeaking Normans， who took control of England in 1066.

3. Why are many of the words for animals different from those for meat in English？

The words for the animals came from Old English， while the words for the meat came from Old French.

T： Read part 3 again and discuss the answer to the question “What are the factors that contributed to the development of Middle English？”

French， German and Henry IV.

Have a further discussion within groups about the influence resulting from the factors and make a summary of the factors and the effects.

T： Third work in pairs to solve these 2 questions about modern english.

1. When did Modern English appear？

During the Renaissance in the 16th century.

2. What new factors are included in Modern English？

Latin and Greek words， pronunciations and new words and new ways being invented.

Step 4： Conclusion

設(shè)計(jì)說明：按照文章結(jié)構(gòu)，對(duì)每一部分進(jìn)行細(xì)讀品味。通過回答問題的方式使每個(gè)孩子在問題的驅(qū)動(dòng)下積極思考并向文章尋求答案;在每一部分結(jié)尾進(jìn)行總結(jié)，使孩子們的思維產(chǎn)生碰撞，小組互動(dòng)起來，產(chǎn)生靈感，深入滲透，形式多樣，層層遞進(jìn)，使每個(gè)孩子對(duì)英語的發(fā)展史都有了明確的認(rèn)識(shí)，提高了課堂效率。

借助小班化優(yōu)勢(shì)，讓學(xué)生自由組合，把全班分成5組，以小組為單位采取競(jìng)爭(zhēng)的方式促動(dòng)學(xué)生積極思考并回答問題，回答對(duì)即為本組掙一分，最后得分最高者獲得一等獎(jiǎng)，每個(gè)積極回答問題的孩子都會(huì)得到獎(jiǎng)勵(lì)。這樣調(diào)動(dòng)每個(gè)孩子的學(xué)習(xí)積極性和團(tuán)隊(duì)意識(shí)，提高學(xué)生的參與度。