我的武林秘籍-chantsinmyeyes（终极）

1、我的武林秘籍- Chants in my eyes田湘军各位老师、各位同一战壕里的战友们，大家好！很高兴和大家一起研究探讨小学英语教学的一些问题。今天我报告的题目是：Chants in my eyes.说到chants我们在座的各位老师应该一点都不陌生。为什么呢？我想，这是因为我们的教材上经常出现chants，我们在听课的时候经常听到chants，甚至我们自己在课堂教学的时候也会经常使用到chants。老师们，当我们不断的看到、听到甚至使用到这一教学活动形式的时候，我们是否问过“为什么”呢？我们是否思考过“怎么样”呢？-为什么教材的编写者要将 chants 作为一个环节编入教材？为什么我们听课

2、的时候总能看到老师们使用chants？为什么我们自己进行课堂教学的时候也喜欢使用chants呢？我们又应该怎样来使用这一教学活动形式开展教学活动呢？当我们带着这样的问题去思考、去学习、去实践、去科学的比较和深刻的反思，我们就一定能够找到解决这些问题的答案，从而达到不断提升自我，将我们平常的教学实践上升到一个教学研究的理论高度，并让这一理论不断指导我们的教学实践，并引领我们将教学工作开展得更好！首先，说到chants，我想先提出这样几个单词和大家一起来思考。这几个单词分别是：song, rhyme, chant。通过网络查询朗文英语在线字典可以看到它是这样描述这三个字的。Song, music

3、with words, a short piece of music with words that you singRhyme, a short poem or song, especially for children, using words that rhymeChant, words or phrases that are repeated again and again by a group of people从字典的解释我们应该能够比较清晰的明确了它们的概念。特别注意关于chant的描述：words or phrases that are REPEATED AGAIN AND A

4、GAIN。Chants in my eyes 我眼中的Chants最初接触到chants是在大学读书的时候。那时，我们的美籍教师Mr.s Heyshe 曾经将 Mrs. Carolyn Graham 编著的 Jazz Chants 引入到我们的英语教学之中。当时我们把它称为“英语节奏训练教程”。编者Mrs. Carlyn Graham 毕业于美国加州大学。毕业之后她在土耳其待了九年，在那里她担任英语教学工作。后来她去了法国巴黎学习一年，1969年回到美国，并在纽约大学美国语言学院任职。她曾先后在英国、加拿大、墨西哥和美国的大部分地方成立了Jazz chants 工作室。记得当时我们在课堂上学习

5、、操练过很多来自这本书中的chants。即便是现在，依然记忆犹新。下面我给大家介绍几段：Big Mouth John Brown Didnt Say A Word.Who did you see?I saw John.John who?John Brown.I cant hear you.I said John Brown.I cant hear you.I said John Brown.I cant hear you.I said John Brown.I said John Brown. John Brown. John Brown.What did he say?Who?John Br

6、own.John Brown?Yes, what did he say?He didnt say anything.Nothing?Not a word.I dont believe it.I dont believe it. Big Mouth John Brown didnt say a word?Not a word.I dont believe it. I dont believe it. Big Mouth John Brown didnt say a word?Big Mouth John Brown didnt say a word.Focusl Practise the pro

7、nunciation of the contractions cant, didnt, dont.l Notice especially the reduction of sound in the pronunciation of the word did when it occurs with you in did you.l Listen carefully to the contrast in the question intonation pattern of John who? Who? John Brown? And the response pattern I saw John,

8、 John Brown.Structure notesl This chant provides practice in the simple past tense irregular verbs see/saw, say/said in contrast with the simple present statements, I cant hear you, I dont believe it.l If offers useful practice in the negtive contractions cant, dont, didnt and the use of anything, n

9、othing, not a.l Notice the use of who in the question, Who did you see? Although whom is used in the formal written form, who is more frequently used in spoken English in the United States.1. 示范2. 齐读3. 师生朗读4. 生生朗读5. 加上节拍、身体语言朗读Babys sleeping.I said, Sh! Sh! Babys sleeping!I said, Sh! Sh! Babys sleep

10、ing!What did you say?What did you say?I said, Hush! Hush! Babys sleeping!I said, Hush! Hush! Babys sleeping!What did you say?What did you say?I said, Please be quiet, Babys sleeping!I said, Please be quiet, Babys sleeping!What did you say?What did you say?I said, Shut up! Shut up! Babys sleeping!I s

11、aid, Shut up! Shut up! Babys sleeping!W A A A A A A A A A A A ANot any more.Focus: l Practise the pronunciation of Sh, Hush, Please, quiet.l Listen carefully for the contraction Babys and the ing sound in sleeping.l Notice the reduction of sound in the pronunciation of the word did when it occurs wi

12、th you in did you.Structure Notesl This chant provides practice in the present continuous is sleeping in contrast to the simple past, What did you say? / I said.l It also illustrates several ways to complain about noise, from the polite, gentle Sh! Hush! Please be quiet, to the angry, rude Shut up!

13、礼貌、客气-烦躁、生气、气愤、愤怒Presentation Notesl I usually introduce this chant by asking the students what they say when someone is making too much noise. I write their answers on the blackboard, including Sh, Hush, Please be quiet and Shut up, explaining that the reason we are asking for silence is that the b

14、aby is sleeping.1. 示范2. 分析-强调感情处理3. 跟读-省略4. 师生朗读5. 生生朗读6. 节拍、身体语言朗读SelfishThis is mine!Thats yours!Dont touch mine!Get your own!This is mine!Thats yours!This is mine!Thats yours!This is mine!Thats yours!Thats yours!Thats yours!Hey, what are you doing? What are you doing with that?Thats mine!Hey, wha

15、t are you doing? What are you doing with that?Thats his!Hey, what are you doing? What are you doing with that?Thats hers!Whats mine is mine.Whats yours is yours.Whats his is his.Whats hers is hers.Whats ours is ours.Whats theirs is theirs.RainIt was raining, raining, raining hard.It was falling on m

16、y head.It was falling on the stars.It was falling on the sun.It was falling on my shoes.I got soaking wet.I got soaking wet.But I stayed outside.I stayed outside.The rain was sweet.The rain was warm.The rain was soft.It reminded me of my home.It was raining, raining, raining hard.It was falling, fal

17、ling, falling on the stars.It was raining, raining, raining hard.It was falling, falling, falling on the stars.Soft rainRaining, rainingSweet rainRaining, rainingWarm rainRaining, rainingSweet soft Raining, rainingWarm rain Raining, rainingSweet soft Raining, rainingWarm rain Raining, rainingFocusl

18、Practice the ing sound of raining, falling, soaking.l Listen carefully to the pronunciation of stars, shoes, sweet, soft, warm, home.Structure notesl This chant illustrates the use of the past continuous, It was raining with the simple past, I got wet, I stayed outside.l Notice how the past continuo

19、us is used to describe the setting while the simple past introduces action.Presentation notesl During the last four lines of the Chant, both voices speak together. This chant should echo the sound of a light spring rain. Try increasing the volume and speed until it sounds like a downpour. Then slowl

20、y change the mood, by decreasing speed and volume, until you are left with just a few raindrops and finally silence.当我在准备这份材料的时候，我不由得在想：这些Chants为什么会给我留下如此深刻地印象呢？我想首先是因为它们有着真实的语言情景，如此的贴近生活；第二，因为从这些chants中我们感受到了幽默与欢笑；第三，它的节奏是如此的明快清晰、充满活力，而且洋味儿十足；第四，这些chants有效地帮助我们加深了对英语语言节奏的认识。说到语言节奏，不由得让我想起张连仲老师在2008

21、年武汉举行的第四届全国小学英语课堂教学观摩活动中进行点评的时候，特别提到了chants。他说：Chant 的有效性主要是语感的获得，尤其是节奏。英语是一种节奏性的语言。而汉语是一种单字性的语言，一个字一个字来读音的语言。所以中国学生在学习英语的时候，语言节奏上会有很多的困难。比如我们很容易理解：Can you come tomorrow? 但我们比较难听懂Can you come next afternoon? 为什么？因为音节数不同了。但是，即便音节数不同，我们说的时候时间上还是等长的。而这，是英语的语言节奏规定的。老师们，我曾经在小学任教八年。在此期间，接触chants的机会多了一些。我们

22、这边的小学使用的是PEP Primary English 人教社的小学英语教材。这套教材是龚亚夫老师担任主编、吴悦心老师担任副主编，两位老师带领的团队将在小学英语长期教学实践的精华和科学研究方面得到的理论融合在一起，汇编而成为这套教材。在使用人教社的教材开展英语教学的时候，几乎每一个单元我们都会接触到chants。而这里面的每一个chant都能够紧扣单元主题，将最关键的语言知识点融入其中，节奏明快、难易程度合适，语音标准规范，深受广大师生喜欢。我们在教学的时候，老师带领着孩子们一起活动，充分运用我们的body language，大胆的使用Total physical response 全身动作

23、反应法，开展chant的实践。教学实践不仅让老师们受益匪浅，更为重要的是孩子们在这一过程中学到了知识、了解了语言的节奏、感受到了语言的美。我相信在座的各位也有同感。下面给大家介绍几篇PEP Primary English 教材中的chants.A B C, follow me.Its as easy as 1, 2, 3.1, 2, 3, A B CIts so easy as you see.ABCDEFGFather, mother and me.CDEFGABSing and dance under the tree!Father and motherHelp each other.Si

24、ster and brotherPlay together.Lets go, boys.Lets go, girls.Lets all be a family.Who plays father?Who plays mother?Who play brother and sister?I am father.I am mother.We are brother and sister.Lets go, boys.Lets go, girls.Lets all be a family.ABCDEFGFrench fries, bread and ice-cream.HIJKLMNHamburgers

25、 hot dogs and chicken.OPQ, OPQLet me share with you.那么，对于chants教学，我们国内小学英语教师一般是如何操作的呢？下面，我以林丽老师在2008年底武汉举行的第四届全国小学英语教学观摩研讨会上所讲授一堂课：Jobs来进行分析。林老师的这节课是一节小学高段的英语阅读课。说到阅读，我们不少有过这方面教学实践的老师都会觉得上好这种课难度挺大，而且，听课老师往往觉得阅读课没有听说课的那份活跃。（事实上，阅读课上我们看到的更多的是学生思维的积极活动。）林老师在这节课的教学设计上能结合小学生的年龄特点和教学课型的特点，先后两次运用了chant或者rh

26、yme来开展教学活动。第一次是在课堂教学前五分钟。让我们先一起来看看这段视频。这种类型的课都是借班上课。林老师在和学生简单的问候之后，以师生问答的形式了解学生的基本情况。如：Whats your name? 在问过三两个学生之后，教师话锋一转，提出：Wait a minute, please. Boys and girls, I know some of your names. Do you know my English name? 当学生回答 No 之后，教师通过一段chant/rhyme 进行了呈现。具体内容是这样的：My name is May. Im your teacher tod

27、ay. I like cake because its yummy. I like pigs because theyre lovely. I love flowers because theyre pretty. I like my job because its exciting. 从教学录像中我们可以看到，林老师安排的这段rhyme，不仅很多句子的尾字押韵，而且，节奏也非常地清晰明快。从这段内容来分析，我们首先可以判断这是老师自编的一段内容。既然是自编，教师为什么要这样编？编写的具体内容有什么意义？为什么要把这段内容放在课堂教学的一开始呢？通过完整观摩林丽老师的这一节课，我们不难看出，这

28、节课林老师的最终目标是希望学生们能够达到自由运用英语去描述与职业相关的内容。如：Bingbings mother is a cleaner. She is very hard-working. Her job is to clean the city. She likes her job because it can make the city clean and beautiful. 明白了这一点，我们就不难看出，林老师自编的这段内容意义就非常大了。第一、rhyme/chant 能够有效的活跃课堂气氛，拉近师生关系，有效的缓解了借班上课师生陌生、紧张的问题；第二、放在课前目的是为新课呈现作铺

29、垫的。而且，为了更好的铺垫，我们可以看到林老师的这段内容也是精心设计的。如具体词汇的教学准备exciting，如基本的句型准备I like cake because its yummy. 如围绕job这一主题，出现的最后一句话：I like my job because its exciting. 当它呈现完毕之后，林老师围绕这段内容进行提问，在师生问答过程中，在课件的辅助下，自然过渡到了新课内容，并为后期的教学任务顺利完成打下了一个坚实的基础。林老师在这堂课上第二次使用chant 是在30分钟的课堂教学进行到第13分钟的时候，也就是课堂教学的中间环节。首先让我们看看这段Chant的具体内容：

30、Cleaners, cleaners, what do they do? Clean, clean, clean the city. Firemen, firemen, what do they do? Put out, put out, put out fires. Spacemen, spacemen, what do they do? Fly, fly, fly rockets into space. 进行这段chant的时候，林老师已经将本节课的大部分要点单词和词组呈现完毕。如：职业的单词clearner, fireman, spaceman; 又如clean the city, pu

31、t out fires, fly rockets into space 。按照常规，我们往往会在这个时候组织学生进行朗读训练，从而达到巩固所学知识、为拓展环节打下基础的目的。我们都知道，朗读训练的方式方法多种多样。可以是教师带读学生跟读、可以组织进行所指非所读的朗读游戏活动、可以是听音寻宝游戏、可以是Read by themselves, 可以是read in groups, 也可以是分角色朗读。林老师选择了自编chant，让学生听音、模仿朗读的方式。从这堂课的情况来分析，阅读课更多地是关注学习者阅读能力的培养，更多地是关注语言思维能力的培养。所以，相对而言，听说方面的训练较少。同时，从课堂表

32、现形式和教学气氛来看，阅读课外在表现相对比较安静、沉闷，学生容易感到疲倦。林老师这样的安排，不仅能够有效地活跃课堂气氛，让学生能够继续精神饱满地参与接下来的学习活动，而且，教师也能够有效地帮助学生在生动有趣、节奏明快的chant中巩固教学要点，为下一步的学习拓展奠定了坚实的基础。实际上，也的确达到了这一目的。我们国内老师在chant教学上可能更多的是像林丽老师这样来操作，那么国外的英语老师们又是如何进行这项活动的呢？通过网络搜索，我找到了一些资源，让我们一起来看看。How to use Jazz Chants in the classroomYou can use these jazz cha

33、nts in a variety of fun ways. You can practice stress and rhythm with your class, to help your students sound more natural when they speak English. Also, because each jazz chant focuses on different vocabulary and grammar, you can also use them to review important words and structures! Here are some

34、 ideas on how to use these jazz chants with your class.Practice stress and rhythmChoose a jazz chant you want to use and make one copy of the chant for every pair of students in your class.Play the recording for the first time just for fun.Give each student a copy of the recording script, and play t

35、he recording again as they listen and read at the same time. Put students into pairs and have them put a small circle above each word that is stressed. Check their answers, then play the recording again as they listen and check. Finally, play the recording one more time and have students sing along.

36、 Review vocabularyCheck the vocabulary focus for each jazz chant and choose one you want to review. Make one copy of the Recording script for every two students in your class.Write the vocabulary focus on the board and put students into pairs to make a list of as many associated words as they can.Pl

37、ay the recording and have students note all the words they hear that are associated with the vocabulary focus.Give each student a copy of the Recording script, and play the recording again as they listen and read at the same time. Tell them to underline all the target words.Finally, play the recordi

38、ng one more time and have students sing along. Review grammarCheck the grammar focus for each jazz chant and choose one you want to review. Make one copy of the Recording script for every two students in your class.Write the grammar focus on the board and put students into pairs to make a few exampl

39、e sentences using the grammar.Play the recording and have students note how many times they hear the target grammar.Give each student a copy of the Recording script, and play the recording again as they listen and read at the same time. Tell them to underline each example of the target grammar.Final

40、ly, play the recording one more time and have students sing along. 在这里，我们看到的仅仅只是国内外教师使用chant教学的点滴，如果拿这些点滴来进行比较，我觉得材料是远远不够的。但是，我从以上提供的材料发现：国内教师更多的是将chant当作一堂课的某一个教学环节，不论是安排在课前、课中还是课后，Chants主要起到的是活跃气氛、铺垫引入、操练巩固和拓展提高。而国外教师似乎更多的会根据教学需要，选定一段chant，并以此作为教学内容，以语音、词汇、句型、语法等方面为核心开展语言教学。如何进行chant教学？Chant教学需要注意

41、哪些方面的问题？从教20年，对于chant教学我也有一些自己的想法和意见，我愿意借此机会和大家一起交流。第一、 运用chants开展教学活动很好！但是，我们需要注意的是“物极必反”。再好的东西我们也要采取中庸之道，做到适度，而不可过当。第二、 开展chants 教学活动的时候一定要做到目的明确。我们在课堂教学的时候使用chants决不是单纯的为了活跃课堂气氛。它应该是课堂有效教学的一个重要组成部分。所以，我们在使用chants的时候，一定要明确目的、有的放矢的开展活动。第三、 要科学使用。如具体操作的时候，我们应当首先重视正确标准的示范，我们应当做好带读活动。随之而来的是学生的齐读、师生分角色朗读、生生角色朗读；我们还应当可虑到学生的年龄特点和chant的具体内容，辅之以body language，采用TPR全身动作反应法开展活动，而且，我们在时间上也要有所考虑，不能因为一个chant的活动而影响到整节课的教学安排。同时，Chant在具体操练的时候我们应该明确的相当重要一点是chant是基于不断的重复和有效的反馈。正因为如此，所以，我们在操练的时候应该注意，老师首先要做好足够的标准的示范，教室要有效地把语言的真实情