合力英语教学法初探

1、 “The Ropes合力英语教学法”初探 醴陵市实验小学 王 敏一、问题的提出 刚开始接触小学英语教学时，我经常被这样的困惑烦扰：小学生好动，有意注意时间短，单纯的传授语言知识、机械操练和几种简单的课堂游戏很容易让他们产生厌烦心理。一节课下来，往往很难达到预设的教学目标。困惑引发思考：什么样的课堂才能让学生长时间保持高度注意力、张弛有度？什么样的课堂才能培养学生“用英语做事”的能力？什么样的课堂设计才能真正让课堂有效甚至是高效？2012年我接触到株洲市教科院杨放老师推广的“Ropes合力英语教学法”，运用这一教学法经过一段时间的课堂实践和探索之后，我觉得“Ropes合力英语教学法”给教师提供

2、了一种比较成熟的课堂教学实践的基本框架，教师在此框架上设计教学，更能达到“有的放矢“的效果。2、 什么是“Ropes合力英语教学法”？Let me knowReview/preparationOverviewPresentationWarm upReviewLead inTask assignmentExplicit objectivesLead inReviewPresentationConnectionsLet me doLet me tryIndividual workPair workGroup workGuided practiceEngagementTask fulfillment

3、FeedbackSummarySummary“Ropes合力英语教学法”中的 “Ropes”是英语Review, Overview, Presentation, Engagement, Summary各词首字母构成的缩写词。这五个单词代表的是英语课堂教学的五个基本环节，即：Review(复习)、Overview（概述）、Presentation(呈现)、Engagement(全力以赴实践操练)和Summary(概括总结)。“Ropes合力英语教学法是遵循“先输入后输出”、“先理解（思维）再操练、最后巩固、运用、提升”的原则，即：先let me know, 再let me try, 到let m

4、e do 的过程。下面我以PEP三年级下册Unit5 A Lets learn 为例，阐述“合力英语教学”模式的具体操作流程和实际运用。(1） Let me knowReview复习：复习巩固、热身，温故知新，激活铺垫T: At first, lets enjoy a song Lets have a picnic today.Play the video about picnic. Students hum the song if they can.T: Such a lovely day. Lets have a picnic. OK? Ss: OK.Overview概述： 指对这堂课的学

5、习目标、内容或任务等用语言做一个基本的描述。其实它就是“目标教学法”中的展示教学目标这一环节。概述环节能强化教师的目标意识，并以教学目标、教学任务为导向，在整个教学过程中围绕着完成目标任务而展开一系列的教学活动；概述环节能使学生学有目标、听有方向，并在教师的指导下真正成为学习的主人。T: But youll have a task in this class. You are supposed to work in groups of five and discuss what food you will bring on the picnic.Presentation(呈现)： 指教师呈现知

6、识。在这个环节，要注意三个关键词“review，lead in and make connections”。在这个环节中学生处于认识、理 解、初步识记阶段。教学形式主要通过视听的方式，向学生介绍新的语言材料。教师可运用讲故事教学法、Phonics教学法、模仿记忆思维训练、创设贴近学生生活实际的语言情境等，将新的知识，如：单词、句型、语法、对话情境、语篇等呈现给学生，为学生随后的操练及运用语言提供范本和参考。儿童的认知特点是从具体到抽象，是循序渐进螺旋式上升的。他们在认知事物和学习新知识时，在教师的引导、组织下,通过自己主动的观察、分析、猜测、验证、概括，从而形成认知并纳入已有的认知结构中去。这

7、正是本教学框架中的前三个环节：review, overview,和presentation .在let me know 板块中要注意几点：整个过程是建立在“思维”基础上的；呈现的过程是可以反复的；review复习可穿插使用于各个环节中。1. ReviewT: Look! Some people are having a picnic. This is Ss: Sarah. T: This is Ss: Chen Jie. T: This is Ss: John. T: This is Ss: Miss Green. T: This is Ss: Mr. Johns. T: Yes. They

8、are having a picnic. Lets join them.2.Lead in & presentation T: Guess, what food do they bring? Ss: Cake, milk, apple, orange, egg T: Great! You know so much English. Lets have a look.a. How to teach the new word “egg” and expressions “have some eggs.”(Teacher shows the picture of an egg.) T: Wh

9、ats this? Ss: Egg. T: Yes. Egg, egg. Ss: Egg, egg. (Ask some students read the word quickly.) T: Good! Its (pointing to the word card) Ss: Egg! (Teacher put the word card on the blackboard.) (Teacher shows a picture of an egg and a picture of some eggs.) T: This is an egg. These are some eggs. Read

10、after me. Some eggs. Ss: Some eggs. (Teacher shows a picture of having some eggs. Ss look at the picture and listen to the tape recording of have some eggs.) T: Look and listen. OK? Ss: OK! T: Have some eggs. (Teacher acts like having some eggs.)I say, you do. (Teacher gives the instruction “Have so

11、me eggs.” Students act.) T: You say, I do. (Students give the instruction “Have some eggs.” Teacher acts.) T: Who can? (One student comes to the blackboard.) T: You say, he does. OK? (with a gesture) Ss: OK! Ss: Have some eggs. (The student acts like having some eggs.) T: Great! Its for you. (The st

12、udent gets the picture of an egg as a prize.) S1: Thank you. T: Youre welcome.b .How to teach the new word “bread” and expressions “eat some bread” (Teacher shows a picture of bread.) T: Whats this? Ss: T: This is (show the word “head”) Ss: Head. T: Yes. And this is bread. (Students listen to the ta

13、pe recording of bread.)Bread, bread. Ss: Bread, bread. (Ask some students read the word quickly.) T: Its (point to the word card.) Ss: Bread. (Teacher puts the word card on the blackboard.) (Teacher shows a picture of some bread.) T: Some bread. Ss: Some bread.(Teacher shows a picture of eating some

14、 bread. Ss look at the picture and listen to the tape recording of eating some bread.)T: Look and listen. Eat some bread (Teacher acts like eating some bread.) I say, you do. (Teacher gives the instruction “Eat some bread.” Students act.) T: You say, I do. (Students give the instruction “Eat some br

15、ead” Teacher acts.) T: Who can? (One student comes to the blackboard.) T: You say, he does. OK? (with a gesture) Ss: OK! Ss: Eat some bread. (The student acts like eating some bread.) T: Great! Its for you. (The student gets the picture of bread as a prize.) S1: Thank you. T: Youre welcome.c. How to

16、 teach the new word “juice” and expressions “have some juice.” (Teacher shows a picture of an apple.) T: Whats this? Ss: Apple. T: Yes. Whats this? (showing a picture of apple juice.) Ss: . T: Look and listen, please. (Show the word “juice” and play the tape recording.) T: Juice, juice. Ss: Juice, j

17、uice. (Ask some students read the word quickly.) T: Its (point to the word card.) Ss: Juice. (Teacher puts the word card on the blackboard.) (Teacher shows a picture of an orange.) T: Whats this? Ss: Orange. T: Yes! Whats this? Ss: Orange juice. T: Good!(Teacher shows a picture of having some juice.

18、 Ss look at the picture and listen to the tape recording of having some juice.) T: Look and listen. Have some juice.(Teacher acts like having some juice.) I say, you do. (Teacher gives the instruction “Have some juice.” Students act.) T: You say, I do. (Students give the instruction “Have some juice

19、.” Teacher acts.) T: Who can? (One student comes to the blackboard.) T: You say, you do. OK? (with a gesture) Ss: OK! S1: Have some juice. (The other students act like having some juice.) T: Great! Its for you. (The student gets the picture of juice as a prize.) S1: Thank you. T: Youre welcome.d. Ho

20、w to teach the new word “milk” and expressions “drink some milk.” (Teacher shows the picture of milk.) T: Whats this? Ss: . T: Listen! (Show the word “milk” and play the tape recording of “milk” at the same time.) T: Milk, milk. Ss: Milk, milk. (Ask some students read the word quickly.) T: Good! Its

21、 (pointing to the word card) Ss: Milk! (Teacher put the word card on the blackboard.) (Teacher shows a picture of drinking some milk and play the tape recording at the same time.) T: Look and listen. Drink some milk.(Teacher acts like drinking some milk.)I say, you do. (Teacher gives the instruction

22、 “Drink some milk.” Students act.) T: You say, I do. (Students give the instruction “Drink some milk” Teacher acts.) T: Who can? (One student comes to the blackboard.) T: You say, he does. OK? (with a gesture) Ss: OK! Ss: Drink some milk. (The student acts like drinking some milk.) T: Great! Its for

23、 you. (The student gets the picture of milk as a prize.) S1: Thank you. T: Youre welcome.(2) Let me try:Engagement (全力以赴参与操练)： 学生经过了let me know教学版块中的各种活动，对新旧知识以及它们之间的关联或内在的联系有了清晰的理解和认识，每个学生都带着目标或任务，进入到了全力以赴的时间操练过程中。在教师的指导下，学生开展听说读写不同形式的联系活动，通过实际操练、内化，从而获得初步的实践能力，掌握了为完成总任务应具备的技能，从而为语言学习的综合运用铺平了道路。在这一

24、环节中要注意：1.活动最好多采用双人活动或四人组活动，少用个人活动或集体活动；2.活动的安排要有趣味性和层次性，应注意由语言形式的操练向语言运用的操练的过度，即：机械操练-有意义操练-交际性操练；3.在互动活动中，尽所能让基础较差的学生能动得起来，让基础好的学生能活得起来并起到引领带头作用。a. Teacher reads the words on the blackboard. Students read after the teacher. T: Egg egg Ss: . T: Now lets play a game. If I point it and say “egg”, you

25、say “egg”. If I point it and say “milk”, you keep quiet.(with a gesture) OK? Ss: OK!b. Match the picture with the words correctly. T: Where is the egg? (The student who gets the picture of egg come to the blackboard.) T: Should I put the picture here? Ss: No. T: Where? (ask the student match the wor

26、d with the picture.) T: Yes or no? Ss: Yes! / No!c. Have a challenge (Who can read the words correctly?) d. T: Chen Jie says “Guess, what milk do I bring?” S1: Its Mengniu milk. S2: Its Yili milk. S3: Its Wangzai milk. S4: Its Guangming milk. T: John says “Look at my colourful juice.” Look at the ju

27、ice. What colour is it? Ss: Yellow. T: Yes, so its yellow juice. What juice is it? S5: Green juice. S6: Red juice. S7: Brown juice. T: Miss Green says “I made some bread. Can you say something about it?”I see cat bread. S8: I see pig bread. S9: I see tiger bread. S10: I see bear bread. S11: I see el

28、ephant bread. T: Sarah says “Im hungry.” (teach the expression “Im hungry.” with a gesture) Ss: Im hungry. T: Mr. Jones says “OK, lets eat!” (Students chant following the teacher. ) T: Good. Now lets do! (All the students follow the video together.) T: OK. Their picnic is over. (Take out some food)

29、Whats this?Ss: Bread, egg, milk, juice.T: So many delicious food. Im hungry. Who is hungry?S12: Im hungry.T: Have some bread.S12: Thank you.T: Youre welcome.T: Who is hungry?.(Those are four samples for the conversation practice. Teacher presents the whole conversation on the blackboard.)Students pr

30、actice the conversation in pairs:A: Im hungry.B: Have some _.A: Thank you.B: Youre welcome.Students show their conversation practice. (3) Let me do:Summary（概括总结） 此环节包括语言的完成任务（即综合运用）、教学反馈与总结和布置作业等。Taskfulfillment 是教师在学生完全理解和掌握新授的语言知识、技能、方法、策略的基础上，组织学生进行创造性的综合语言实践活动，即运用语言着手完成任务。由于所布置的任务通常都是综合性、开放性、很具体

31、的，因此在这个过程中，学生往往需要将前面做过的一个个的活动串起来，将新旧知识与经验整合起来，展示完成任务的成果。在这个环节中，教师的作用主要是巡视、监听、协调好帮助学生进行活动，随后组织学生进行教学评价与反馈 Feedback and summary教学反馈与总结是学生巩固知识的必要环节，是语言学习过程中一个重要的、不可或缺的部分，即：师生对做过的事进行回顾、思考和总结。在这一环节中教师可以运用预先设计好的一些侧重能力方面的练习题，从知识和能力的不同层次、不同侧面，检测学生，在此基础上，教师可引导学生进行Homework assignment是教学的重要环节，它是课堂教学的延续和补充，是学习的巩固和深化。适量的家庭作业有助于提高教学质量，有助于增强学生的自主性学习和完成任务的主动性，有助于学生学习技能的提高，有助于内化学生的纪律意识，有助