黃存 鐘佳偉
筆者以一節(jié)讀寫課為例,借助思維導(dǎo)圖來(lái)設(shè)計(jì)課堂教學(xué)任務(wù)并開展課堂教學(xué)實(shí)踐。本課教學(xué)材料是一篇關(guān)于唐山地震的紀(jì)實(shí)性說(shuō)明文,文章結(jié)構(gòu)清晰,對(duì)高一學(xué)生來(lái)說(shuō)難度適中。
(一)教學(xué)目標(biāo)設(shè)計(jì)
本課具體教學(xué)目標(biāo)如下:
1.通過(guò)思維導(dǎo)圖,學(xué)生能夠獲取關(guān)于唐山地震的地震前兆、地震的嚴(yán)重性以及震后援救工作三方面的細(xì)節(jié)信息;
2.通過(guò)對(duì)思維導(dǎo)圖中細(xì)節(jié)信息的分析,學(xué)生能夠?qū)?xì)節(jié)信息進(jìn)行分類與歸納并理清文章結(jié)構(gòu);
3.借助思維導(dǎo)圖所提供的支架,學(xué)生能夠針對(duì)本閱讀材料寫出一篇概要文章。
(二)讀前
1. Show students a short video of an earthquake and have them talk about its severity.
[設(shè)計(jì)意圖]利用地震視頻直截了當(dāng)?shù)貙?dǎo)入本堂課的主題---地震。討論視頻中的所見,學(xué)生感受地震帶來(lái)的危害,為課文閱讀的開展做好鋪墊。
2. Tell students,“If we could predict an earthquake, possibly we might reduce the loss caused by it, so do you know any unusual signs before an earthquake?” Have students discuss about unusual signs before an earthquake according to a mind map.
[設(shè)計(jì)意圖]在閱讀課文之前,讓學(xué)生討論地震前有什么不同尋常的跡象來(lái)激活他們已有的關(guān)于地震前兆的認(rèn)知圖式,有助于他們輕松地抓住文章第一段中有關(guān)地震前不同尋常跡象的細(xì)節(jié)信息。同時(shí)教師利用思維導(dǎo)圖,給出animals,infrastructure等詞匯提示,發(fā)散學(xué)生的思維,拓展思維的廣度。
(三)讀中
1. Have students read Paragraph 1 and draw a mind map about the detailed information before the earthquake in Tangshan.
[設(shè)計(jì)意圖]學(xué)生閱讀文章第一段并結(jié)合讀前的談?wù)摶顒?dòng),完成關(guān)于地震前的一些信息的思維導(dǎo)圖。教師在思維導(dǎo)圖中給出unusual和saw兩個(gè)詞,降低完成思維導(dǎo)圖的難度。在學(xué)生填寫一些所聽到的和所聞到的不同尋常的具體跡象時(shí),教師引導(dǎo)學(xué)生在思維導(dǎo)圖中歸納出另外兩個(gè)關(guān)鍵詞heard和smelt。相對(duì)于unusual,第一段最后作者描述人們無(wú)視這些異常并照常睡覺,引導(dǎo)學(xué)生通過(guò)對(duì)比歸納出usual。這個(gè)思維導(dǎo)圖的完成,梳理了一些細(xì)節(jié)信息,并鍛煉了學(xué)生概括和對(duì)比的思維能力。
2. Have students read Paragraphs 2 and 3 and draw a mind map about the severity of the earthquake.
[設(shè)計(jì)意圖]文章的第二、三段中作者用了大量的例子來(lái)描寫地震的嚴(yán)重性。利用思維導(dǎo)圖的形式可以把這些信息清晰地羅列出來(lái),讓學(xué)生更加直觀地了解地震的嚴(yán)重性。接著教師引導(dǎo)學(xué)生對(duì)這些描寫地震嚴(yán)重性的句子進(jìn)行分類,比如:“It was felt in Beijing. One-third of the nation felt it.”等句子表示技術(shù)上(震級(jí))的嚴(yán)重性---technically;“Hard hills of rock became rivers of dirt. All of the city’s hospitals,75% of its factories and buildings and 90% of its homes were gone.”等句子表示物理上的嚴(yán)重性---physically;“Two-thirds of them died or were injured during the earthquake.”等句子表示情感上的嚴(yán)重性---emotionally。之后把technically,physically和emotionally這三個(gè)詞加到思維導(dǎo)圖之中。在思維導(dǎo)圖上進(jìn)行這樣的分類歸納,讓學(xué)生更直觀地從地震的震級(jí)到房屋等的倒塌,再到人員的傷亡,一步步層層遞進(jìn)感受地震的嚴(yán)重危害對(duì)他們所帶來(lái)的心靈上的沖擊,學(xué)生更深刻地體會(huì)到文章中所描述的“It seemed as if the world was at an end.”
3. Have students read Paragraph 4 and draw a mind map about the rescue work after the earthquake.
[設(shè)計(jì)意圖]文章最后一段內(nèi)容比較簡(jiǎn)短,利用思維導(dǎo)圖清晰地向?qū)W生展示地震后軍隊(duì)和工人們的援救工作,使得唐山能夠慢慢開始再次“喘息”。接著結(jié)合前文中“It seemed as if the world was at an end.”和本段最后一句“Slowly,the city began to breath again.”的對(duì)比,在思維導(dǎo)圖中引導(dǎo)學(xué)生寫出“The city came to life again.”
思維導(dǎo)圖在英語(yǔ)讀寫課堂教學(xué)中有很高的運(yùn)用價(jià)值。教師應(yīng)加強(qiáng)對(duì)思維導(dǎo)圖的研究,立足于學(xué)生的基礎(chǔ),積累經(jīng)驗(yàn)并提高課堂使用思維導(dǎo)圖的質(zhì)量,最終服務(wù)于學(xué)生英語(yǔ)學(xué)科核心素養(yǎng)的提升。