英语教学片段设计分析:导入环节
(2011-11-28 22:56:30)
标签:
教育 |
片段:
T: Good morning, boys and girls!
Ss: Good morning, Miss Xu.
T: Hello, Nancy, how are you?
T: I’m fine. Thanks. Well, what’s this in English? (执教者指着一个学生课桌上的书。)
S1: A book.
T: Yes. That’s right. It’s a book. Can you spell the word BOOK?
S1: B-O-O-K, book.
T: Yes. That’s right.
T: Excuse me, Lisa. What’s that under your book?
S2: A ruler.
T: Can I have a look, Lisa?
S2: Sure. Here you are.
T: Oh, what a nice ruler! How many rulers do you have, Lisa? (执教者这里用了一个感叹句,丰富了话语交际的信息。)
S2: I have three.
T: Oh, you have three rulers. Boys and girls, how many students are there in our class? Let’s count together.(学生一起用英语来数班上的学生。)one, two, three, four, …, fifty.
T: How many students in our class?
Ss: Fifty.
T: That’s right. (不少学生与执教者几乎同时用英语说“That’s right.”。) There are fifty students in our class.
在第三个教学环节中,徐倩老师把问题从“How many rulers do you have?”引向“How many students are there in our class? Let’s count together.”,一下子进入了英语数字表达的复习,环节过渡十分自然,同时也为接下来的简单加法的英语表达教学做了很好的铺垫。而从不少学生在回答完执教者的“How many students in our class?”问题后又与徐倩老师几乎同时异口同声地说出“That’s right.”这一评价语来看,学生在自然习得的过程中,不仅已经基本掌握了“That’s right.”的语义和用法,而且已经能够大胆地尝试运用新授教学内容了。这也是“在交际中学习交际”这一外语教学思想的绝妙实践!