Revision中“留有余地”.doc

Revision中“留有余地”美国教育家苏那丹戴克说：“Tell me, I will forget. Show me, I may remember. Involve me, I will understand .”（“告诉我，我会忘记；做做看，我会记住；让我参加，我就会完全理解”）。我们以此可以知道课堂上让学生参与是如此之重要。在英语课堂适当“留余地”,给学生一些自由的英语空间，让学生参与课堂，赋予他们自我体验的过程、感受英语的机会和时间，有助于他们能力的培养。一、Revision中“留有余地”由于现行牛津教材容量大，词汇多，知识点散，有些语言或话题复现频率低，学生对以前所学的知识很容易遗忘。针对这种情况，我们把复习的任务渗透到平时每节课中，并把课前五分钟的复习时间交给学生。每节课前安排一位“小老师”，让其自由选择一个话题，带领其他同学一起复习。例如：以“food” 、“hobbies” 、“holidays” 、“shopping”为话题，将“Revision”中的“余地”留给学生，让学生体验小老师，既培养了孩子的能力，又使英语课堂充满着情趣。【案例1】 “T”：How many meals do we have in a day?Ss: Three.“T”：What are they? S1: Theyre breakfast, lunch and supper.“T”：Whats your important meal in a day? Why? S2: Lunch. Because my grandmother always cooks delicious food for me at lunchtime. S3: My important meal is supper. Because my mother is busy her work. So she only has time to cook supper for my father and me. “T”：Whats for your breakfast? S4: Milk and bread. S5: An egg and an apple. S6: “粥” and an egg.“T”：We call “粥” for porridge.(可见小老师课前做了精心的准备，已料想同学可能出现的答案)“T”：Whats for your lunch? S7: Meal, fish, vegetables and rice.“T”：Whats for your supper? S8: Sometimes I have rice, sometimes I have porridge and sometimes I have noodles. “T”：When we eat, what do we use? S9: We use chopsticks and spoons. “T”：But do you know how about American or English? S10：They eat with knives, forks and plates. “T”：Today our topic is food. Do you know which food we have learned? 以上是一位“小老师”以“food”为话题的教学片断。“Revision”中的“留有余地”，让我们惊喜地发现：上课前五分钟俨然成了学生们展示的T型台，“小老师”们一个个成了学习的主人，就连平时沉默寡言的学生也站到了讲台上；原本枯燥的英语复习变得鲜活生动；“热身”后的英语教学中，学生兴趣盎然。当然，让学生在“Revision”中唱主角，还需要教师在课前作好必要的指导。二、Presentation中“留有余地”在课堂presentation环节中，创设真实的情景，让学生“亲历”现场，将使他们真实地感受情景及语言呈现、运用的必要。【案例2】在教学牛津小学英语6A Unit 5 On the farm时，为了呈现一般过去时的用法，笔者创设了这样的教学情境：T：Just now Gao Xing gave you a lesson. I think he is very good. So Gao Xing can get a present from me. But wheres the present?S1：Is it in the teachers desk?T：Im sorry. Youre wrong.S2：Is it in your bag?T：No. Its behind the door. Its high. Can you get it, Gao Xing?Gao：Let me try. (Gao Xing walked to the door and jumped three times. Then he got his present.)T：How did Gao Xing get his present?S3：He walk to the door and jump.T：Yes, he walked to the door and jumped three times.(课件呈现：walked jumped 表示过去发生的动作一般在动词词尾加上“ed”)为了让学生了解一般过去时的用法，教师创设了学生做小老师后可以得到老师的礼物这一真实的情景，师生围绕“小老师”如何得到礼物展开了交流，从而呈现出本课的新知一般过去时的用法。在本案例中，整个真实情景的创设，为学生“留有余地”，成功地让学生体验了真实的语言，自然地理解了对过去所发生事情的准确描述，并体会到了动词的变化，为后期的操练、巩固环节作好了铺垫。三、Practice中“留有余地”英语新课程标准指出：教学中应该紧密联系学生的实际生活，设置尽量真实的语言运用情景，组织具有交际意义的语言实践活动。所以，课堂上教师应该努力为学生营造开放的运用和实践语言的空间，拓展学生的英语思维，不断提高他们的综合语言运用能力。【案例3】牛津小学英语6A Unit 1 Public signs的教学难点是：can, must, should , shouldnt的区别和实际运用。在教学本单元第三课时时，笔者充分给学生“留有余地”，在课堂上以学习小组为单位，开展了小组合作学习，要求各小组以can, must, should , shouldnt自写小诗。以下是部分小组合作学习中的优秀作品：ShouldntWe shouldnt make noise in the library.We shouldnt litter paper on the floor.We shouldnt park bikes at the school gate.We shouldnt eat or drink in the class.Good boys and girls, we are all very good.Must, should and canEight in the morning, you must go to school.Twelve at noon, you must have lunch.Nine at night, you should go to bed.Mothers Days coming, you should help her. Fathers Days coming, you can sing for him. Teachers Days coming, you should thank them.Practice中的“留有余地”，使学生充分体验着到学习的成功和快乐，这样的学习更加符合学生的需要和贴近学生的实际生活。四、Consolidation中“留有余地”巩固环节中的“留有余地”，可以使枯燥的语言操练变得生动有趣。【案例4】牛津小学英语6A Unit 1 Public signs关于标志的询问均是What does the sign mean? 句型的使用，为了丰富学生的语言运用能力，在教学中笔者安排了这样的游戏环节，多媒体课件呈现福娃swimming, playing table tennis, playing football, rowing, playing volleyball, boxing的图片。然后请一位同学面对大家背对屏幕，运用句型：Does it mean Swimming？等进行猜图练习，其他同学则及时进行判断，孩子们的学习情绪高涨，Does it mean? 的句型更是操练熟练。学生在学习的同时，对奥运的相关知识和文化更产生了浓厚的兴趣。之后，笔者便开展了“我是校园小主人”主题学习活动，要求学生为校园各种不同的场合设计相应的标志。学生不仅充分运用本单元所学的标志，还表现出了极大的创新。他们设计了这样的标志：禁止踢门“No kicking” ；不要浪费(水/电) “Do not waste” ； 不打架“No fighting” ；不抄袭“No copying” ；不吐痰“No spitting”。孩子们将设计的标志贴在校园的各个合适的地方，既达到运用课本知识的目的，又培养了学生主人翁意识，并养成自觉遵守学校各项规章制度的好习惯。英语课程标准明确提出：教师应避免单纯、机械的语言教学模式，应根据课程的总体目标并结合教学内容与学生生活实际，设计能充分激发学生学习兴趣、贴近学生生活实际、培养学生英语综合运用能力的教学活动。新课程还倡导任务型的