陳燕嫦
不少英語教師在上語法復習課時遇到了難題,有的說不能直說語法,有的又過多地強調語法,以致學生越學越枯燥,忽略了文本原有的趣味性。在復習過程中,如果能引導學生創(chuàng)建與寫作題材相符的單元知識,并能在寫作前充分激活這些圖型知識,那么復習的效果就能大大提升。以下以PEP 8 Recycle 1 “Lets take a trip” Lesson1為例,探討在圖式理論指導下,如何有效開展復習寫作課。
一、聯(lián)舊引新,激活圖式
結合剛學習的一般過去時,我請學生對我的周末生活自由發(fā)問,順勢復習了五個“W”(即what, where, how, when, who等引導的過去時問句),學生除了會用特殊疑問來提問,還用了“Did you…? Were you…?”等,大腦中迅速激活了過去時的圖式及疑問詞的用法。學生一邊發(fā)問,我一邊貼出相關的特殊疑問詞,要求學生概括出主要內容,初步形成語篇。
T: I didnt teach you English last Friday. I had a busy and tired weekend. Do you want to know something? You can ask me, please.
S1:Where did you go last weekend?
T: I went to Foshan.
S2: Whats Foshan like? What did you do there?
T: Great! I studied English there. And Foshan is nice and clean. It is a city like Dongguan. But there are many motorcycles on the roads there.
S3: How did you go there?
S4: How long did you stay there?
二、感悟新知,建立圖式
1. 利用圖式,引入新知。我展示四個地方的圖片,讓學生給意見,說說五一假期將要去哪里及其理由。
T: May Day holiday is coming. Where am I going? Do you have any ideas?
S1: You can go to Hong Kong. Because its near. There is a train station here. You can go by train.
S2: Are you going to Beijing? Because you can eat good food in Beijing. Peking duck is very tasty!
S3: I think you are going to Hangzhou. You are going to row a boat.
T: May Day holiday is short. I cant go out for a long time. I think I am going to Hong Kong. I am going to visit the Ocean Park there.
2. 借助語篇,激活語法教學。接下來引入新課:I have a friend, Mike. Where is he going on his holiday? Is he going to Hong Kong, too?播放錄音,感知整個語篇,進一步激活一般將來時的圖式。在回答的過程中,不少學生說漏了be動詞或是漏了to。我利用圖片及語言解釋stone forest和folk dances讓學生掃清閱讀障礙。
T:Look at the picture. Is there a forest in it? No, there are many stones there. Thats why we call it “Stone Forest”. Look at the people, they wear folk clothes. They are dancing. We call it “folk dances”.
3. 熟悉文本,豐富圖式。我板書where, what, who, when, how讓學生回答課文五個問題。這一環(huán)節(jié)可以充分利用四人小組的合作,重點訓練如何去問。一個同學問,另外幾個同學回答。問題大概如下:Where is Mike going on his holiday? What is he going to do there? Who is he going with? When is he going? How is he going? 學生進一步熟悉文本,填寫Mikes Trip Plan.接下來跟錄音細讀,模仿磁帶中的聲音,有利于學生形成良好的語音語調。然后結對朗讀,角色扮演,培養(yǎng)合作能力,利用同伴壓力激發(fā)學習熱情,充分理解,捕捉文本的關鍵信息。
三、運用圖式,效果顯著
1. 基于語言鋪墊,自然輸出語段。我設計了挖空短文,請學生填寫。這篇短文以文本為中心,也可以因復習或寫作需要,適當換寫人稱,為后面的寫作環(huán)節(jié)提供了一篇很好的范文。
2. 聯(lián)合新知,譜寫新章。接下來,我乘勝追擊,請學生在組內展示事先收集好的地方圖片或明信片,激發(fā)同伴之間交流的欲望。交流結束,學生簡單規(guī)劃自己的旅游計劃。學生以表格內容為提綱完成書面表達“My May Day Plan”.通過原有話題簡述基礎上的分析、拓展、總結,學生在動手寫作之前已有足夠的信息源,90%的學生都能順利寫出質量較高的短文。一些基礎薄弱的學生原本放棄書面表達,現(xiàn)在借助表格,也能用只言片語表述自己的想法了。
責任編輯魏文琦