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2012年修订的《英语(新目标)》按照“话题—结构—功能—任务”的框架来安排教学内容,每单元的第二课时为该单元的语法内容。语法教学只有在遵循新课程标准和任务型语言教学的基本理念并考虑学生本身的前提下,把握语法教学的本质,同时把语法形式、意义和用法有机结合起来,才能更好地培养学生理解和运用语法的能力。因此,教师要从学生的学习兴趣、生活经验和认知水平出发,让学生通过体验、实践、参与、合作与交流的学习方式和任务型教学途径,开展语法教学,发展学生的综合语言运用能力。笔者在教学实践中运用角色扮演,启发学生理解抽象的语法知识,让学生在轻松、和谐、愉悦的氛围中主动获取并运用语法知识,从而达到活跃课堂教学氛围、提高语法教学质量的目的。
下面,以《英语(新目标)》七年级下册Unit 6中现在进行时的教学为例谈谈角色扮演在英语语法教学中的运用。
环节一:热身——新课导入
T: Good afternoon, everyone! How are you doing? Are you all here today? Would you like to play a game right now?
Ss: Yeah!
T: How about “Sausage”? I need a student to come over here and sit in my chair. Who wants to come? Johnson? (To Johnson) Please sit down and answer all the questions that other students might ask with only one answer: sausage! If you smile or change the answer you will lose your turn. (To everyone) You can ask Johnson ANY question that comes to your mind as long as it is correct! Your task is to make him laugh! The person who succeeds in doing so will gain a turn. You will sit in my chair to answer all the questions without smiling! Come on, start asking questions!
S1: What’s your name?
Johnson: Sausage!
…
在名为“Sausage”的角色扮演中,Johnson扮演着被拷问的角色,其他学生则是拷问官。无论面对什么问题,被拷问者只能面无表情地回答sausage。在此活动中,被拷问者坚持越久便能为自己“增值”越多,而拷问者能让被拷问者“犯错”或者“丧失立场”从而“获得真相”便能加分。他们都在尽力为自己增值。在这个活动中,教师预设的课堂热身及现在进行时基本句型如What’re you doing? Are you sitting? Is he eating? 等等的复习,在学生争先恐后的角色扮演中获得了实现。
此环节的活动奠定了课堂轻松愉悦的基调,角色扮演的趣味性也吸引着学生对课堂活动的投入,有效地营造了课堂氛围,学生的积极性被调动起来了。
环节二:复习——语法整理
T: I’m wearing a scarf today.
(To S1) You are wearing a scarf and a hat.
(To S2) You are wearing a scarf, a hat and a pair of glasses.
(To all Ss) S2 is wearing a scarf, a hat and a pair of glasses.
Get S3 to say: I’m wearing a scarf, a hat, a pair of glasses and a blue shirt.
Ss: S3 is wearing a scarf, a hat, a pair of glasses and a blue shirt.
Get S4 to say: I’m wearing a scarf, a hat, a pair of glasses, a blue shirt and ...
此环节中,教师带领学生在名为“The ship comes loaded”的角色扮演中分饰不同角色。首先,教师扮演了示范者角色;然后,在“领头羊”的示范下,学生介绍了自己及同学的服饰穿戴。这样的活动锻炼了学生的记忆力,使学生复习了现在进行时,并根据教师和同学们的实际穿着复习整理了服饰类词汇,为后续的服装秀活动做好铺垫。
本环节的角色扮演有趣味性也有竞争性,吸引学生积极参与课堂,投入课堂。通过角色扮演,师生关系、生生关系得以调整,学生也根据自己的观察及掌握的信息,在角色扮演中充分发表自己的见解,并接受他人的信息,对语法知识进行整理。
环节三:模仿——语法感知
T: (Play a piece of background music which is for a fashion show. Get students read the passage with the melody.) Read with the melody. Then answer the questions: Where is it? Who is wearing a dress? How does Hank look? What is Ronald wearing? Is Hank wearing a green T-shirt? What outfits do you like the most? (After answering the questions.) Now, let’s read after the record sentence by sentence. Try to read as beautifully as the record.
下面,以《英语(新目标)》七年级下册Unit 6中现在进行时的教学为例谈谈角色扮演在英语语法教学中的运用。
环节一:热身——新课导入
T: Good afternoon, everyone! How are you doing? Are you all here today? Would you like to play a game right now?
Ss: Yeah!
T: How about “Sausage”? I need a student to come over here and sit in my chair. Who wants to come? Johnson? (To Johnson) Please sit down and answer all the questions that other students might ask with only one answer: sausage! If you smile or change the answer you will lose your turn. (To everyone) You can ask Johnson ANY question that comes to your mind as long as it is correct! Your task is to make him laugh! The person who succeeds in doing so will gain a turn. You will sit in my chair to answer all the questions without smiling! Come on, start asking questions!
S1: What’s your name?
Johnson: Sausage!
…
在名为“Sausage”的角色扮演中,Johnson扮演着被拷问的角色,其他学生则是拷问官。无论面对什么问题,被拷问者只能面无表情地回答sausage。在此活动中,被拷问者坚持越久便能为自己“增值”越多,而拷问者能让被拷问者“犯错”或者“丧失立场”从而“获得真相”便能加分。他们都在尽力为自己增值。在这个活动中,教师预设的课堂热身及现在进行时基本句型如What’re you doing? Are you sitting? Is he eating? 等等的复习,在学生争先恐后的角色扮演中获得了实现。
此环节的活动奠定了课堂轻松愉悦的基调,角色扮演的趣味性也吸引着学生对课堂活动的投入,有效地营造了课堂氛围,学生的积极性被调动起来了。
环节二:复习——语法整理
T: I’m wearing a scarf today.
(To S1) You are wearing a scarf and a hat.
(To S2) You are wearing a scarf, a hat and a pair of glasses.
(To all Ss) S2 is wearing a scarf, a hat and a pair of glasses.
Get S3 to say: I’m wearing a scarf, a hat, a pair of glasses and a blue shirt.
Ss: S3 is wearing a scarf, a hat, a pair of glasses and a blue shirt.
Get S4 to say: I’m wearing a scarf, a hat, a pair of glasses, a blue shirt and ...
此环节中,教师带领学生在名为“The ship comes loaded”的角色扮演中分饰不同角色。首先,教师扮演了示范者角色;然后,在“领头羊”的示范下,学生介绍了自己及同学的服饰穿戴。这样的活动锻炼了学生的记忆力,使学生复习了现在进行时,并根据教师和同学们的实际穿着复习整理了服饰类词汇,为后续的服装秀活动做好铺垫。
本环节的角色扮演有趣味性也有竞争性,吸引学生积极参与课堂,投入课堂。通过角色扮演,师生关系、生生关系得以调整,学生也根据自己的观察及掌握的信息,在角色扮演中充分发表自己的见解,并接受他人的信息,对语法知识进行整理。
环节三:模仿——语法感知
T: (Play a piece of background music which is for a fashion show. Get students read the passage with the melody.) Read with the melody. Then answer the questions: Where is it? Who is wearing a dress? How does Hank look? What is Ronald wearing? Is Hank wearing a green T-shirt? What outfits do you like the most? (After answering the questions.) Now, let’s read after the record sentence by sentence. Try to read as beautifully as the record.