作者: 梦星魂
英语教学的目的是帮助学生运用新学的语言进行交流,所以“开口难”的瓶颈首先要被突破。为此,以生为本,课堂上坚持组织好5分钟的交流互动是个好办法。预设:A同学和B同学就昨天上学迟到一事进行简单的模拟情境对话交流。
A:I had never been late for school, but yesterday morning……
B:What happened?
A:I overslept. I had watched a football match between Germany and Brazil the night before last .When I went to bed, it was 1:00 a.m already.
B:Do you have an alarm clock?
A:Yes ,I have one, But it didn’t go off.
B:You had to rush, didn’t you?
A:Yes,of course. I took a quick shower and ran off to the bus stop without breakfast.
B:It’s bad for your health.
A:I know it’s bad,but I had to .And when I got to the bus stop,the bus had already left.
B:So you took a taxi,didn’t you ?
A:Yes.……
生成:正在这时,教学意外发生了。老师走了过来。Ask:What are you talking about? A, you were late for school, you must be apologize sincerely.
这时A同学说,“I’m sorry.”接着给老师20元钱。B同学很气愤,他认为A同学由于迟到被罚款20元。他站起来打抱不平的对老师说“It’s unfair, I don’t think you are a good English teacher. You can’t accept our students money.”老师开始显得很尴尬,接着微笑着说, “Ah, you did a good job.Well done. Go on, please.”然后平静地拿着钱走了。
A:B,It’s not a right way to say that. Yesterday morning when I got on the taxi,I suddenly found I had left my purse at home. So I had to ring my English teacher to meet me at the school gate and paid instead of me .
B:Oh,……(很后悔刚才顶撞老师)Bad luck. So I think you should go to bed and get up early.
A:Thank you for your advice. I’ll do that.
〖评价与反思〗
学生的误解和顶撞可能带来老师的不悦,在当今基础教育阶段,学生个性很强,在此案例中,学生B是有情绪在的,在他看来老师由于迟到而罚款是不公平的,学生B于是会产生怨气,这种情绪下,他很难去顾及别人的感受。
学生逐渐熟悉、了解了英语生成性的生本课堂的教学形式、教学要求,掌握了一定的语言技能,积累了一些经验。教师可根据教材内容,通过听录音跟读,设计情境,板书相关词汇,由易到难,要求学生“情景对话”,碰撞出生成性的智慧火花,并在全班进行角色表演,激发学生兴趣,活跃气氛。只有当学生能用英语谈论日常生活中发生的事情时,他们才会真正感到英语有用。预设是生成的基础,生成是预设的升华。笔者认为,当出现生成时,本案例中的老师在处理两者对立与统一的关系上还有待商榷。因此,英语教学就应该努力让英语走进学生的生活,让英语学习能够学以致用。英语教材内容丰富多彩,贴近学生生活,教师应该潜心挖掘教材的内容,让学生利用所学知识,在实际生活、学习中进行逼真的思想、情感、语言交流,通过活化教材内容,拉近学生与英语教学的距离,从而生成出学生在一个真实的情境当中进行语言实践活动。这也是教师孜孜不倦追求的最高教学境界。