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新高一英语阅读课教学是新高一英语课堂教学的重点,是发展学生综合语言运用能力的重要途径。《普通高中英语课程标准》(实验)开宗明义地指出:“高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上,进一步发展综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。”毫无疑问,这一规定应该成为我们每位新高一英语教师设计教学目标的依据。
如何在新形式下,通过有效的阅读教学来发展学生的综合语言运用能力呢?笔者认为教师在设计和运用教学活动时还应特别注意以下几点:首先,教师要改变过去以传授知识为主的教学方式,而实施以学生主动参与为主的任务驱动型(Task-based activity)学习方式。叶圣陶先生说:“教是为了不教。”面对21世纪对人才的需求,“授人以渔”已成为师者的最高教育境界。其次,教师必须利用现代心理学的知识来控制学生的情感,通过课堂教学来激发学生的学习兴趣,并引导学生将兴趣转化为稳定的学习动机,帮助他们树立较强的自信心,形成和谐与健康向上的品格。第三,教师要充分利用现代多媒体教学手段,通过创设真实的教学情境,为学生提供生动、丰富的学习材料,让其在生动的应用活动中理解所学的知识并解决实际问题。同时促进语言知识、交际技能与情感体验的衔接。鉴于此,本人想对新高一英语language focus阅读课教学的设计发表自己的看法。现以新高一英语(北师版)第1册(必修1)Module 1 Unit 1 Lesson 1 A Perfect Day中的 Reading and Vocabulary部分的教学为例,来浅谈一下Language Focus阅读课教学活动的设计和应用。
一、设计思路
先让学生进行课前几分钟的free talk以持续发展学生听和说的技能。接下来通过和学生用英语就lifestyle的对话导入本单元模块的中心话题“A Perfect Day”,并让学生就这一中心话题进行open discussion;然后要求学生完成通过多媒体课件设置的有关阅读文中语言知识方面的一系列Task-based activities来体验和运用语言;再然后要求学生通过小组讨论的形式进一步巩固所学的内容并共同评价活动的落实情况;最后由教师引导学生将课文知识进行适当的延伸。
二、教学目标
围绕本课的中心话题“A Perfect Day”,一方面让学生掌握该阅读文的大意及阅读文中所包含的一些语言知识,另一方面对学生渗透“能尊重、理解不同的生活方式,有效、合理地安排自己的学习和生活,学会明智的规划自己的未来生活”的理念。在小组讨论的基础上,学生能独立完成一篇关于“A Perfect Day”短文。
三、教学流程
1.free talk
课前给学生约3分钟进行free talk,一方面有利于让学生争取更多的交际机会、发展听说技能,另一方面有利于塑造学生积极参加语言学习活动和大胆实践的精神。为鼓励学生大胆用英语表达,帮助他们形成积极向上的情感及树立学好英语的自信心,我经常在多媒体课件开头部分设计一个包含激励学生学习英语的名言警句在内的free talk画面。例如本节课free talk画面我就这样设计:在这个free talk画面中,我引用了教材编写专家Ken Wilson先生的一段话“English doesn’t just belong to the English, it also belongs to you.(英语不是英国人的专利,它也属于你)”,这无疑有助于学生克服英语学习中的畏难情绪,提高课堂教学效率。
2.Pre-reading
通过谈论你最喜欢的电视节目导入话题“A Perfect Day”:
T:I think most of us like watching TV. Watching TV is part of our life, do you think so?
S:
T:We know about all kinds of things from TV. What are your favorite kinds of TV programmes? Tell the class. Use the Key Words to help you.(Show some pictures about TV programmes)
S:
T:Why do you like the programmes?
S:
T:Do you ever watch too much TV? How much time do you spend watching TV every day?
S:
T:The way a person lives and works is different.(Show the Ss some pictures and ask them to recognize what life style it refers to.)Can you imagine an adult does nothing except watch TV all day? Or he only thinks of working and never has time to watch TV? What kind of lifestyle do you think the men in the picture have?
S:
T:In reality few people like do that, but some people like that lifestyle and think it is a perfect day. Now let’s read the text “A Perfect Day”?
由于这个导入通过多媒体创设了真实的情境,且导入的话题联系了实际生活,因而很快便激起了学生的表达欲望和学习热情。每个学生都积极参与进来,所以课堂气氛非常活跃。于是我趁热打铁,迅速转入本模块话题讨论之中。我以开放讨论的形式设置以下问题:
What are your favorite kinds of TV programs? Why do you like the programs?
Do you ever watch too much TV? How much time do you spend watching TV every day?
设计这项活动的目的是为每个学生营造一种充分表达自己观点和充分发挥想象力的民主、和谐的课堂教学氛围,同时通过这种相互沟通的开放式讨论,每个学生多少能从他人那儿获取有关lifestyle的一些信息,这为后面正式开始阅读作了很好的铺垫。
紧接着Show the Ss some pictures and ask them to recognize what life style it refers to.经过上面开放式讨论,几乎每个学生对不同的lifestyle都有了一定的了解。为了将学生头脑中的想象和现实联系起来,我借助多媒体展示出一些lifestyle图片,要求学生说出不同的生活方式。
学生们普遍反映,经过开放讨论后再把他们带入到一种真实的学习情境中,他们感到非常的轻松,且表达的欲望空前高涨,而且学生们也都能正确作答。尽管这项活动在不到2分钟的时间内就完成了,但由于每个同学都从中找到了一种完成任务的成就感,并在这种轻松、愉快的情境中体验了自身发现和解决问题的快乐,所以他们渴求知识的火花一瞬间被点燃了。我顺势抛砖引玉:Can you imagine an adult does nothing except watch TV all day? Or he only thinks of working and never has time to watch TV? What kind of lifestyle do you think the men in the picture have? In reality few people like do that, but some people like that lifestyle and think it is a perfect day. Do you want to know about“A Perfect Day”?引导学生进入下一教学环节。
3.While-reading
阅读是本课教学活动的重心,这一部分所要达到的教学目的就是使学生整体了解课文内容,通过语篇教学来掌握课本知识,并通过完成由多媒体课件设置的有关课文中语言知识方面的一系列Task-based activities(任务驱动型活动)来体验和运用语言。具体设计如下:
Ⅰ、Fast reading
This teaching step can be designed as follows:
T:If we want to know the life of a couch potato. Let’s get close to him. Now please listen to the tape and read the text quickly and try to find out the answers to the following questions:
①Underline the TV programmes that Brian usually watches.
②Underline the kinds of work Bob does everyday.
Ⅱ、Careful reading
T:This time you should read the text very carefully. Then finish the following 3 activities.
Activity 1
Directions:Decide if the following statements are true(T)or false(F).
①Brian is not satisfied with the kind of lifestyle.
②Brian’s wife goes out to work and supports the family.
③Bob almost has no time to spend with his family.
④Brian has more than one TV set.
⑤Brian’s wife often complains that the money Brian makes is not enough.
Activity 2
Directions:Ask the Ss to choose the correct answer by the context(上下文)of this text.
①a couch potato means _____
(a)a person who watches too much TV; (b)a person who watches a little TV
②a workaholic means _____
(a)a person who doesn’t like working; (b)a person who likes being busy
Activity 3
Directions:Fill in the blanks according to what you read.
不难看出,以上阅读活动的设计遵循了任务型教学的新理念,学生们在这些活动中注意力非常集中,头脑反映也很灵活,通过完成这些任务他们不仅获得和积累相应的学习经验,品尝成功的喜悦,获得相当的成就感,而且在生动的应用活动中理解了所学的知识,提高了学习兴趣和积极性。
4.Post-reading
教师要求学生Pairwork:students work in pairs, and try your best to ask and answer according to the form above.(Please look at the following questions if you need help.)
①Is Brain a lazy person?
②How does Brain spend his morning and his afternoon?
③How does Bob spend his morning and his evening?
④Why does Bob’s family complain?
⑤Why does Bob work so hard?
这种Ask and Answer的活动以一问一答的方式来培养学生的创新思维能力,即问的能力。学生通过合作来学习语言,提高了发现问题、解决问题的能力。在应用活动中理解了所学的知识,并通过体验和运用所学的语言促进了语言知识、交际技能与情感体验的衔接。为了进一步内化所学的语言知识,我还设计了下一活动。
5.Discussion
①Are Bob or Brian’s lifestyles are healthy?
②What can they do to improve their lifestyle? Can you give them some advice?
Possible answers:Brain is too lazy! His life is too boring only at home. He should go out for work and do some exercise. Bob may need more time to enjoy his life with his family.
有了前面的语言铺垫,学生在这一部分的讨论中,就能得心应手。通过小组讨论活动,使学生之间进行知识交流,进而丰富学生的知识库。为了将所学的知识进一步升华,我还设计了下一活动。
6.Further discussion
教师要求学生以小组合作的形式讨论以下问题:what’s a perfect day? 并提出了下面两点要求:①each member in the group is supposed to speak; ②write down key words and sentences。
学生们大都能围绕三个时间段in the morning/afternoon/evening等各抒己见。
设计此项活动的目的是希望学生能主动参与课堂活动,在英语学习中不断树立自信心。了解英语国家人们与中国人生活方式的异同,能尊重、理解不同的生活方式,将所学的知识与现实生活联系起来,学会明智地规划自己的未来生活。在活动中发展合作意识,培养合作精神,主动与他人分享学习资源。
7.Homework
为了实现由课堂向课外的延伸,也为了引起学生更强烈的情感共鸣,要求学生根据个人的实际生活结合所学的知识用英语写一篇120字左右的短文,且短文必须说明以下问题:How can you plan your day and make your day a perfect day?
普通高中英语新课程改革对高中英语教师专业化能力提出了更高的要求,为了适应这种新的挑战,我们每一位高中英语教师都要不断提高自身的业务水平,积极创造性地探索能促进学生综合语言运用能力发展的行之有效的新方法,努力使自己成为具有创新精神的研究型教师。
参考文献
1 教育部.普通高中英语课程标准(实验).北京:人民教育出版社,2003
如何在新形式下,通过有效的阅读教学来发展学生的综合语言运用能力呢?笔者认为教师在设计和运用教学活动时还应特别注意以下几点:首先,教师要改变过去以传授知识为主的教学方式,而实施以学生主动参与为主的任务驱动型(Task-based activity)学习方式。叶圣陶先生说:“教是为了不教。”面对21世纪对人才的需求,“授人以渔”已成为师者的最高教育境界。其次,教师必须利用现代心理学的知识来控制学生的情感,通过课堂教学来激发学生的学习兴趣,并引导学生将兴趣转化为稳定的学习动机,帮助他们树立较强的自信心,形成和谐与健康向上的品格。第三,教师要充分利用现代多媒体教学手段,通过创设真实的教学情境,为学生提供生动、丰富的学习材料,让其在生动的应用活动中理解所学的知识并解决实际问题。同时促进语言知识、交际技能与情感体验的衔接。鉴于此,本人想对新高一英语language focus阅读课教学的设计发表自己的看法。现以新高一英语(北师版)第1册(必修1)Module 1 Unit 1 Lesson 1 A Perfect Day中的 Reading and Vocabulary部分的教学为例,来浅谈一下Language Focus阅读课教学活动的设计和应用。
一、设计思路
先让学生进行课前几分钟的free talk以持续发展学生听和说的技能。接下来通过和学生用英语就lifestyle的对话导入本单元模块的中心话题“A Perfect Day”,并让学生就这一中心话题进行open discussion;然后要求学生完成通过多媒体课件设置的有关阅读文中语言知识方面的一系列Task-based activities来体验和运用语言;再然后要求学生通过小组讨论的形式进一步巩固所学的内容并共同评价活动的落实情况;最后由教师引导学生将课文知识进行适当的延伸。
二、教学目标
围绕本课的中心话题“A Perfect Day”,一方面让学生掌握该阅读文的大意及阅读文中所包含的一些语言知识,另一方面对学生渗透“能尊重、理解不同的生活方式,有效、合理地安排自己的学习和生活,学会明智的规划自己的未来生活”的理念。在小组讨论的基础上,学生能独立完成一篇关于“A Perfect Day”短文。
三、教学流程
1.free talk
课前给学生约3分钟进行free talk,一方面有利于让学生争取更多的交际机会、发展听说技能,另一方面有利于塑造学生积极参加语言学习活动和大胆实践的精神。为鼓励学生大胆用英语表达,帮助他们形成积极向上的情感及树立学好英语的自信心,我经常在多媒体课件开头部分设计一个包含激励学生学习英语的名言警句在内的free talk画面。例如本节课free talk画面我就这样设计:在这个free talk画面中,我引用了教材编写专家Ken Wilson先生的一段话“English doesn’t just belong to the English, it also belongs to you.(英语不是英国人的专利,它也属于你)”,这无疑有助于学生克服英语学习中的畏难情绪,提高课堂教学效率。
2.Pre-reading
通过谈论你最喜欢的电视节目导入话题“A Perfect Day”:
T:I think most of us like watching TV. Watching TV is part of our life, do you think so?
S:
T:We know about all kinds of things from TV. What are your favorite kinds of TV programmes? Tell the class. Use the Key Words to help you.(Show some pictures about TV programmes)
S:
T:Why do you like the programmes?
S:
T:Do you ever watch too much TV? How much time do you spend watching TV every day?
S:
T:The way a person lives and works is different.(Show the Ss some pictures and ask them to recognize what life style it refers to.)Can you imagine an adult does nothing except watch TV all day? Or he only thinks of working and never has time to watch TV? What kind of lifestyle do you think the men in the picture have?
S:
T:In reality few people like do that, but some people like that lifestyle and think it is a perfect day. Now let’s read the text “A Perfect Day”?
由于这个导入通过多媒体创设了真实的情境,且导入的话题联系了实际生活,因而很快便激起了学生的表达欲望和学习热情。每个学生都积极参与进来,所以课堂气氛非常活跃。于是我趁热打铁,迅速转入本模块话题讨论之中。我以开放讨论的形式设置以下问题:
What are your favorite kinds of TV programs? Why do you like the programs?
Do you ever watch too much TV? How much time do you spend watching TV every day?
设计这项活动的目的是为每个学生营造一种充分表达自己观点和充分发挥想象力的民主、和谐的课堂教学氛围,同时通过这种相互沟通的开放式讨论,每个学生多少能从他人那儿获取有关lifestyle的一些信息,这为后面正式开始阅读作了很好的铺垫。
紧接着Show the Ss some pictures and ask them to recognize what life style it refers to.经过上面开放式讨论,几乎每个学生对不同的lifestyle都有了一定的了解。为了将学生头脑中的想象和现实联系起来,我借助多媒体展示出一些lifestyle图片,要求学生说出不同的生活方式。
学生们普遍反映,经过开放讨论后再把他们带入到一种真实的学习情境中,他们感到非常的轻松,且表达的欲望空前高涨,而且学生们也都能正确作答。尽管这项活动在不到2分钟的时间内就完成了,但由于每个同学都从中找到了一种完成任务的成就感,并在这种轻松、愉快的情境中体验了自身发现和解决问题的快乐,所以他们渴求知识的火花一瞬间被点燃了。我顺势抛砖引玉:Can you imagine an adult does nothing except watch TV all day? Or he only thinks of working and never has time to watch TV? What kind of lifestyle do you think the men in the picture have? In reality few people like do that, but some people like that lifestyle and think it is a perfect day. Do you want to know about“A Perfect Day”?引导学生进入下一教学环节。
3.While-reading
阅读是本课教学活动的重心,这一部分所要达到的教学目的就是使学生整体了解课文内容,通过语篇教学来掌握课本知识,并通过完成由多媒体课件设置的有关课文中语言知识方面的一系列Task-based activities(任务驱动型活动)来体验和运用语言。具体设计如下:
Ⅰ、Fast reading
This teaching step can be designed as follows:
T:If we want to know the life of a couch potato. Let’s get close to him. Now please listen to the tape and read the text quickly and try to find out the answers to the following questions:
①Underline the TV programmes that Brian usually watches.
②Underline the kinds of work Bob does everyday.
Ⅱ、Careful reading
T:This time you should read the text very carefully. Then finish the following 3 activities.
Activity 1
Directions:Decide if the following statements are true(T)or false(F).
①Brian is not satisfied with the kind of lifestyle.
②Brian’s wife goes out to work and supports the family.
③Bob almost has no time to spend with his family.
④Brian has more than one TV set.
⑤Brian’s wife often complains that the money Brian makes is not enough.
Activity 2
Directions:Ask the Ss to choose the correct answer by the context(上下文)of this text.
①a couch potato means _____
(a)a person who watches too much TV; (b)a person who watches a little TV
②a workaholic means _____
(a)a person who doesn’t like working; (b)a person who likes being busy
Activity 3
Directions:Fill in the blanks according to what you read.
不难看出,以上阅读活动的设计遵循了任务型教学的新理念,学生们在这些活动中注意力非常集中,头脑反映也很灵活,通过完成这些任务他们不仅获得和积累相应的学习经验,品尝成功的喜悦,获得相当的成就感,而且在生动的应用活动中理解了所学的知识,提高了学习兴趣和积极性。
4.Post-reading
教师要求学生Pairwork:students work in pairs, and try your best to ask and answer according to the form above.(Please look at the following questions if you need help.)
①Is Brain a lazy person?
②How does Brain spend his morning and his afternoon?
③How does Bob spend his morning and his evening?
④Why does Bob’s family complain?
⑤Why does Bob work so hard?
这种Ask and Answer的活动以一问一答的方式来培养学生的创新思维能力,即问的能力。学生通过合作来学习语言,提高了发现问题、解决问题的能力。在应用活动中理解了所学的知识,并通过体验和运用所学的语言促进了语言知识、交际技能与情感体验的衔接。为了进一步内化所学的语言知识,我还设计了下一活动。
5.Discussion
①Are Bob or Brian’s lifestyles are healthy?
②What can they do to improve their lifestyle? Can you give them some advice?
Possible answers:Brain is too lazy! His life is too boring only at home. He should go out for work and do some exercise. Bob may need more time to enjoy his life with his family.
有了前面的语言铺垫,学生在这一部分的讨论中,就能得心应手。通过小组讨论活动,使学生之间进行知识交流,进而丰富学生的知识库。为了将所学的知识进一步升华,我还设计了下一活动。
6.Further discussion
教师要求学生以小组合作的形式讨论以下问题:what’s a perfect day? 并提出了下面两点要求:①each member in the group is supposed to speak; ②write down key words and sentences。
学生们大都能围绕三个时间段in the morning/afternoon/evening等各抒己见。
设计此项活动的目的是希望学生能主动参与课堂活动,在英语学习中不断树立自信心。了解英语国家人们与中国人生活方式的异同,能尊重、理解不同的生活方式,将所学的知识与现实生活联系起来,学会明智地规划自己的未来生活。在活动中发展合作意识,培养合作精神,主动与他人分享学习资源。
7.Homework
为了实现由课堂向课外的延伸,也为了引起学生更强烈的情感共鸣,要求学生根据个人的实际生活结合所学的知识用英语写一篇120字左右的短文,且短文必须说明以下问题:How can you plan your day and make your day a perfect day?
普通高中英语新课程改革对高中英语教师专业化能力提出了更高的要求,为了适应这种新的挑战,我们每一位高中英语教师都要不断提高自身的业务水平,积极创造性地探索能促进学生综合语言运用能力发展的行之有效的新方法,努力使自己成为具有创新精神的研究型教师。
参考文献
1 教育部.普通高中英语课程标准(实验).北京:人民教育出版社,2003