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在新课程理念的引领下,小学英语语篇教学的目的之一在于学生对所学语言的整体输出。这要求教师尽力创设情境,给予学生语言输出的机会。在真实的教学情景中,学生在课堂上的语言输出更多表现在对教师提出的预设性问题的回答上。因此,教师问题设计的水平在一定程度上直接制约了学生语言输出的水平。以我上过的一节牛津小学英语6A第五单元语篇教学举例,经过试上修改后,对于其中的一些问题设计进行了一些思考及优化。
Guided by the new curriculum concept, one of the purposes of primary English teaching is the overall output of students’ language. This requires teachers to try their best to create contexts that give students the opportunity to export their language. In a real teaching scenario, students’ verbal output in the classroom is reflected more in the answer to the teacher’s preconceived questions. Therefore, the level of teachers ’problem design directly restricts the level of students’ language output to a certain extent. Take a sample of the teaching of the sixth unit of 6A in Oxford English Primary School that I have attended, and after some modifications, I made some thinking and optimization on the design of some of the problems.