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【摘要】在译林新版《英语》的教学中,注重story time 、cartoon time,轻视checkout time、grammar time的现象比比皆是,后者成了教学中的“边角料”。作为教材的组成部分,checkout time能为学生语用能力的提升夯实基础,grammar time则能为语言的生成增添活力。教师应挖掘教材,通过多样化的语言活动,巧妙地处理教材中的“边角料”。
【关键词】checkout time;grammar time;伸展;革新
【中图分类号】G623.31 【文献标志码】A 【文章编号】1005-6009(2016)44-0044-03
【作者简介】张玉美,江苏省灌南县新安小学(江苏灌南,222500),高级教师,连云港市英语学科带头人。
在译林新版《英语》教材中,story time和cartoon time是“主流板块”,公开课是它们的“天下”;而checkout time, grammar time等只是“虾兵蟹将”,有教师教学这些板块只是为了完成教学任务,轻描淡写,一带而过,这些板块成了教材中的“边角料”。教学中,教师应致力于单元整体设计,优化板块组合,兼顾各课时之间的联系,围绕单元话题形成系列教学活动,只有这样方能实现有效建构语言知识体系的目标。
一、伸展:边角料——学习游乐园
Checkout time以练习的形式整合了单元的话题内容,学生参与活动,积累语言知识,夯实技能基础,提升语用能力。然而在实际教学中,有的教师“就书论书”,有的“照本宣科”,也有的“一带而过”。看似节约时间,实则曲解编者意图,忽视各板块的功能。教师只有深入研究教材,丰富checkout time活动形式、完善语言训练,方能引导学生达成了解自我、明确方向、体验进步、保持兴趣的目的,并让 “边角料”结出硕果。以下,笔者结合译林新版《英语》五上Unit 8 At Christmas来探讨checkout time板块的有效教学。
1.伸展——显“有的放矢”。
教学目标是教学活动实施的方向和预期达成的结果,是一切教学活动的出发点和归宿点。checkout time必须有教学目标,而教师则是目标达成的引路人。
上课伊始,学生欣赏动画It’s Spring Festival Again的动画,进入节日情境;教师以目标序号的形式出示本节课的四个重点词汇:
First, let’s have a talk show.
Next, try to know my e-friend.
Then, use “first, next, then, finally” correctly.
Finally,write an email with what you’ve learned.
2.伸展——引“互动输入”。
教育的艺术包括谈话的艺术。学生的重要语言输入就是教师的课堂话语,而英语课堂上的话语,除了要有真实性、逻辑性、规范性之外,还要有互动性。
在talk show环节中,师生围绕 I, you, hobbies进行对话:
T: I’m your new English teacher.
S1: You’re my new English teacher. I’m your new student.
T: My Chinese name is... My English name is Lucy.
S2: My name is Zuo Wenjie. Nice to meet you, Lucy.
T: I have many hobbies, like reading stories, taking photos and making friends.
S3: You have so many hobbies. Me too. I like singing, writing and making friends. Let’s make friends.
T: Let’s be friends. Let’s know each other. Here’s my information. One of my hobbies is making friends. Now let me introduce one of my e-friends to you.
PPT出示Yang Ling的介紹:I’m a girl. I’m eleven years old. I like reading stories. I have a lot of books. I also like playing the piano.本环节调动了学生的情感,又联系了五上Unit 4 Hobbies的内容,且为后续谈到Yang Ling下午四点弹钢琴做好了铺垫。
3.伸展——构“行走主线”。
荀子说:“不闻不若闻之,闻之不若见之;见之不若知之,知之不若行之;学至于行而止矣。行之, 明也。”英语教学亦是如此,丰富的教学资源,良好的语言环境,为学生构建了语言场。对学生来说,学会比学到更重要。
T: Yang Ling is my e-friend. We’ll try to know her well. First, listen and answer. Here are three questions for you. You should listen carefully.(播放自制的MP3格式的听力材料) Frist,listen and answer.
T: It is Saturday afternoon. Yang Ling is having a QQ chat with me online. She is telling me about what she usually does after school.(以QQ对话的形式展现对话内容,激发学生的书写欲望)
Next,think and write.
出示Yang Ling的QQ谈话: Good idea! I have a good friend. I want to tell you. Her name is Helen. She likes Christmas very much. Let me show you some pictures of her Christmas.
T: Look at the pictures and talk about Helen’s Christmas.
Then,talk about Helen’s Christmas.
用complete the sentences的形式输出Helen’s Christmas.
Finally,write about Helen’s Christmas.
学生的听、说、读、写技能是相辅相成、循序渐进的,没有听、说的铺垫和辅助,写就如空中楼阁。创设开放性的师生、生生互动、交流与分享平台,能有效激活学生已有的知识与经验,激发他们的想象力和创造力。本课教师对Unit 8 At Christmas(checkout time)稍作调整,一条主线——交友贯穿始终,课中渐进的、多维的练习调动学生多感官参与,直接的、简单的信息提示升华为有故事情节的交际活动。灵活的组合不仅使教学更饱满、更丰富、更完整,而且使师生关系由“权威—服从”变为“指导—合作”,如此,“边角料”就逐渐发展为学生的“学习游乐园”。
二、革新:边角料——能力培育场
语法的意义不仅在于其对语言表达的规范和监控功能,更在于其具有语言生成功能。教学中,教师应引导学生在语言交际活动中学习并掌握语言知识,让语言知识为语言交际服务。下文,笔者结合一般过去时的学习,谈谈如何让grammar time板块成为学生的能力培育场。
1.找寻语法学习的突破口。
教学中,教师要遵循儿童语言发展的基本规律,通过创设语言情境,开展师生会话,在英语语言技能训练中加深学生对一般过去时态的理解。如:笔者设计的“灵活多变的be动词”一课。
环节一:欣赏儿歌In the Evening;
环节二:找到儿歌中的be动词后,师生齐chant. 我是am, I am...
环节三:看图说话,玩转话轮。
T: It was last summer holiday. I was on the Mountain Tai. Where were you last summer holiday?
S1: I was on the Huaguo Mountain. And I saw a lot of monkeys there.
T: Huaguo Mountain is in Lianyungang. It’s very famous in China.
S2: I was in Suzhou Park and had lots of fun there.
T: You were in Suzhou Park and had lots of fun. Wonderful!
S3: I was in Shanghai last summer holiday. And I ...
T: And you visited the Bund there?
S3: Yes. It was so clean and so beautiful.
教师由示范一般过去时的句子I was on the Mountain Tai. 引发话题,尽管学生的语言几乎都是模仿示范句,但输出的是基于学生真实生活的鲜活话语。模仿,既避免了机械操练的单调和乏味,又赋予了话语以交际意義,可谓一举两得。
2.浸润语法学习的智能轴。
教学要为学生的学习创造条件,让学生带着“想知”,走进“不知”和“可知”;带着“疑问”,走进“发现”和“创造”;带着“经验”,走进“感知”和“理解”;带着“情趣”,走进“问题”和“解题”。如:在教学译林新版《英语》六上Unit 2 What a day的grammar time时,教师出示短文,并让学生找出动词,在对比中认识动词过去式。
A Busy Morning
This morning,I got up at half past five.I washed my face and brushed my teeth.I ran for thirty minutes on the playground.I cooked meal for my family then I woke my son up.After we had breakfast,I took my little son to the bus and sent him to school.Was I busy ?
T: I had a busy morning. What did Su Hai and her friends do yesterday? Let’s review the story first. Talking about their activities, pay attention to the pronunciation of simple past.
教师归纳一般过去时的概念:表示过去某个时间里发生的非持续性动作或存在的状态,用动词的过去式表示,常和表示过去的时间状语连用,如:yesterday,last,night,in 过去的年份,也表示经常或反复发生的动作,常和often,always等表示频率的时间状语连用。
T:Please tell us about your last weekend. Talk about it with your partner and then write a passage.
总之,教育者需挖掘教材,让学生在课堂中或激烈争论,或绘声绘色地朗读,或静思默想。同时,我们还要通过多样化的练习和语言活动,妙用“边角料”,打造高效、生长的课堂。
注:本文获2015年江苏省“教海探航”征文竞赛一等奖,有删改。
【关键词】checkout time;grammar time;伸展;革新
【中图分类号】G623.31 【文献标志码】A 【文章编号】1005-6009(2016)44-0044-03
【作者简介】张玉美,江苏省灌南县新安小学(江苏灌南,222500),高级教师,连云港市英语学科带头人。
在译林新版《英语》教材中,story time和cartoon time是“主流板块”,公开课是它们的“天下”;而checkout time, grammar time等只是“虾兵蟹将”,有教师教学这些板块只是为了完成教学任务,轻描淡写,一带而过,这些板块成了教材中的“边角料”。教学中,教师应致力于单元整体设计,优化板块组合,兼顾各课时之间的联系,围绕单元话题形成系列教学活动,只有这样方能实现有效建构语言知识体系的目标。
一、伸展:边角料——学习游乐园
Checkout time以练习的形式整合了单元的话题内容,学生参与活动,积累语言知识,夯实技能基础,提升语用能力。然而在实际教学中,有的教师“就书论书”,有的“照本宣科”,也有的“一带而过”。看似节约时间,实则曲解编者意图,忽视各板块的功能。教师只有深入研究教材,丰富checkout time活动形式、完善语言训练,方能引导学生达成了解自我、明确方向、体验进步、保持兴趣的目的,并让 “边角料”结出硕果。以下,笔者结合译林新版《英语》五上Unit 8 At Christmas来探讨checkout time板块的有效教学。
1.伸展——显“有的放矢”。
教学目标是教学活动实施的方向和预期达成的结果,是一切教学活动的出发点和归宿点。checkout time必须有教学目标,而教师则是目标达成的引路人。
上课伊始,学生欣赏动画It’s Spring Festival Again的动画,进入节日情境;教师以目标序号的形式出示本节课的四个重点词汇:
First, let’s have a talk show.
Next, try to know my e-friend.
Then, use “first, next, then, finally” correctly.
Finally,write an email with what you’ve learned.
2.伸展——引“互动输入”。
教育的艺术包括谈话的艺术。学生的重要语言输入就是教师的课堂话语,而英语课堂上的话语,除了要有真实性、逻辑性、规范性之外,还要有互动性。
在talk show环节中,师生围绕 I, you, hobbies进行对话:
T: I’m your new English teacher.
S1: You’re my new English teacher. I’m your new student.
T: My Chinese name is... My English name is Lucy.
S2: My name is Zuo Wenjie. Nice to meet you, Lucy.
T: I have many hobbies, like reading stories, taking photos and making friends.
S3: You have so many hobbies. Me too. I like singing, writing and making friends. Let’s make friends.
T: Let’s be friends. Let’s know each other. Here’s my information. One of my hobbies is making friends. Now let me introduce one of my e-friends to you.
PPT出示Yang Ling的介紹:I’m a girl. I’m eleven years old. I like reading stories. I have a lot of books. I also like playing the piano.本环节调动了学生的情感,又联系了五上Unit 4 Hobbies的内容,且为后续谈到Yang Ling下午四点弹钢琴做好了铺垫。
3.伸展——构“行走主线”。
荀子说:“不闻不若闻之,闻之不若见之;见之不若知之,知之不若行之;学至于行而止矣。行之, 明也。”英语教学亦是如此,丰富的教学资源,良好的语言环境,为学生构建了语言场。对学生来说,学会比学到更重要。
T: Yang Ling is my e-friend. We’ll try to know her well. First, listen and answer. Here are three questions for you. You should listen carefully.(播放自制的MP3格式的听力材料) Frist,listen and answer.
T: It is Saturday afternoon. Yang Ling is having a QQ chat with me online. She is telling me about what she usually does after school.(以QQ对话的形式展现对话内容,激发学生的书写欲望)
Next,think and write.
出示Yang Ling的QQ谈话: Good idea! I have a good friend. I want to tell you. Her name is Helen. She likes Christmas very much. Let me show you some pictures of her Christmas.
T: Look at the pictures and talk about Helen’s Christmas.
Then,talk about Helen’s Christmas.
用complete the sentences的形式输出Helen’s Christmas.
Finally,write about Helen’s Christmas.
学生的听、说、读、写技能是相辅相成、循序渐进的,没有听、说的铺垫和辅助,写就如空中楼阁。创设开放性的师生、生生互动、交流与分享平台,能有效激活学生已有的知识与经验,激发他们的想象力和创造力。本课教师对Unit 8 At Christmas(checkout time)稍作调整,一条主线——交友贯穿始终,课中渐进的、多维的练习调动学生多感官参与,直接的、简单的信息提示升华为有故事情节的交际活动。灵活的组合不仅使教学更饱满、更丰富、更完整,而且使师生关系由“权威—服从”变为“指导—合作”,如此,“边角料”就逐渐发展为学生的“学习游乐园”。
二、革新:边角料——能力培育场
语法的意义不仅在于其对语言表达的规范和监控功能,更在于其具有语言生成功能。教学中,教师应引导学生在语言交际活动中学习并掌握语言知识,让语言知识为语言交际服务。下文,笔者结合一般过去时的学习,谈谈如何让grammar time板块成为学生的能力培育场。
1.找寻语法学习的突破口。
教学中,教师要遵循儿童语言发展的基本规律,通过创设语言情境,开展师生会话,在英语语言技能训练中加深学生对一般过去时态的理解。如:笔者设计的“灵活多变的be动词”一课。
环节一:欣赏儿歌In the Evening;
环节二:找到儿歌中的be动词后,师生齐chant. 我是am, I am...
环节三:看图说话,玩转话轮。
T: It was last summer holiday. I was on the Mountain Tai. Where were you last summer holiday?
S1: I was on the Huaguo Mountain. And I saw a lot of monkeys there.
T: Huaguo Mountain is in Lianyungang. It’s very famous in China.
S2: I was in Suzhou Park and had lots of fun there.
T: You were in Suzhou Park and had lots of fun. Wonderful!
S3: I was in Shanghai last summer holiday. And I ...
T: And you visited the Bund there?
S3: Yes. It was so clean and so beautiful.
教师由示范一般过去时的句子I was on the Mountain Tai. 引发话题,尽管学生的语言几乎都是模仿示范句,但输出的是基于学生真实生活的鲜活话语。模仿,既避免了机械操练的单调和乏味,又赋予了话语以交际意義,可谓一举两得。
2.浸润语法学习的智能轴。
教学要为学生的学习创造条件,让学生带着“想知”,走进“不知”和“可知”;带着“疑问”,走进“发现”和“创造”;带着“经验”,走进“感知”和“理解”;带着“情趣”,走进“问题”和“解题”。如:在教学译林新版《英语》六上Unit 2 What a day的grammar time时,教师出示短文,并让学生找出动词,在对比中认识动词过去式。
A Busy Morning
This morning,I got up at half past five.I washed my face and brushed my teeth.I ran for thirty minutes on the playground.I cooked meal for my family then I woke my son up.After we had breakfast,I took my little son to the bus and sent him to school.Was I busy ?
T: I had a busy morning. What did Su Hai and her friends do yesterday? Let’s review the story first. Talking about their activities, pay attention to the pronunciation of simple past.
教师归纳一般过去时的概念:表示过去某个时间里发生的非持续性动作或存在的状态,用动词的过去式表示,常和表示过去的时间状语连用,如:yesterday,last,night,in 过去的年份,也表示经常或反复发生的动作,常和often,always等表示频率的时间状语连用。
T:Please tell us about your last weekend. Talk about it with your partner and then write a passage.
总之,教育者需挖掘教材,让学生在课堂中或激烈争论,或绘声绘色地朗读,或静思默想。同时,我们还要通过多样化的练习和语言活动,妙用“边角料”,打造高效、生长的课堂。
注:本文获2015年江苏省“教海探航”征文竞赛一等奖,有删改。