高中英语对话教学活动的尝试

2019-08-20 15:10

摘自:《福建省德化一中教科网》

中英合编的新教材对话内容丰富,适宜开展听、说、读、写各项活动。如何利用教材的对话课,培养学生的语言交际能力,是英语教学任务之一。怎样才能上好对话课呢?设计好对话课的教学是前提,落实对话课的教学步骤是关键。下面是本人在高二一学年的教学中的几点体会。

一、利用课本中的彩图进行词汇语境教学:

新编高中英语教材图文并茂,对话课的右上角几乎都有一幅与本单元对话教学内容相关的彩图。于是我就抓住学生对彩图较感兴趣的特点,进行词汇语境教学,让学生在师生问答的过程中熟悉本单元的对话内容并学习掌握单词,激起学生内在的学习动力,活跃课堂气氛。在第 61课,我以层层递进的设问引出新单词。

T:Look at the picture,please,What can you see in the picture?

S:Some boys.

T:What are they doing?

S:They are playing in the river. Some are playing with balls. Some are swimming.

T:Good. Some are swimming. We can also say they are bathing.

T:What are the two boys doing?

S:One is looking at his watch. One is putting his head under the water.

T:When he is putting his head under the water,can he breathe?

S:No,he can't.

T:Right,he can't. He has to hold his breath under water.

T:Why is one boy looking at his watch?

S:Because he wants to see how long the other boy can hold his breath under water.

T:Right. He is timing the other boy.

T:If the boy puts his head under water for too long,what will happen?

S:He will die by being under water for too long.

T:Good. We can also say he will drown.

T:Where do you live?

S:I live by the sea.

T:You live by the seaside,Can you tell us something about these aside?

S:There are a lot of stones or sand by the sea.

T:Thank you. We can call the place by the river or sea “beach”.(画线部分为本课的新单词)

在边进行上面的教学活动时,我边在黑板上进行了以下的板书:

bathe:to go swimming

time(v):to record the time taken by…

drown:die by being under water for too long

hold one's breath under water

seaside:the edge of the sea

beach:the place by the river/sea/ocean/lake covered by sand or smooth stones

二、听录音,了解对话内容,进行日常用语操练

对话课侧重于日常交际用语的学习。从知识操练到交际能力培养主要是利用听说活动来进行的。于是,我就以听说为对话课的主旋律,进行话题日常交际用语的操练。下面就以第 21单元对话课的设计来进一步地说明。

听对话录音前介绍与对话内容相关的背景知识,并设计如下的表格:

What kind of music does Mary want for the party?

Time Music At the beginning After dinner At the end

要求学生带着上面表格中的问题去听对话录音,并进行填空回答,为下一步所要进行的日常用语操练作好话题准备。

答案为:

Time Music At the beginning quiet and peaceful music After dinner jazz or pop songs At the end familiar songs

待上述以听为主的活动完成后,我就利用小黑板出示本课的日常交际用语:

1、想要做某事2、想要某人做某事would like/love to do sth

would rather do sth

would prefer to do/doing sth would like/love sb to do sth

would prefer sb to do sth

would rather+主语+过去式

下一步是进行说的活动,也就是日常用语的操练。为此我设计如下的对话活动,要求学生自由地进行对话。

S1:Have you decided what kind of music you would like us to play at the beginning of the party?

S2:I would like/love to have some quiet and peaceful music.

S3:I would like/love you to play some quiet and peaceful music.

S4:I would rather(that)you played some quiet and peaceful music.

注:画横线部分的内容可用上面两个表格中的对应的内容来进行替换。

三、利用对话内容的特点,设计特定的情境,让学生进行对话表演。

高中新教材对话课的编排有这么一个特点:利用旧的日常用语来引入新的日常用语,使学生在温习旧知识中进一步学习新知识。于是,我就充分利用这一特点,设置特定的情景,激活学生学习的兴趣,为下一步进行对话作铺垫。如在教授第一单元对话课,我进行了如下的尝试:

先拿出两张 Mickey Mouse and Donald的卡通画,激起学生的学习兴趣。然后利用小黑板出示事先画好的Disneyland简易地图。

并事先设计好几个问题:

1、Can you tell At he way to the Sleeping Beauty Castle?

2、How can B get to Beat Country?

3、Can you tell C where the Tomorrow Land Building is?

4、How can D get to the restroom behind the Clock Tower?

通过这几个问题让学生熟悉简易地图的内容,然后要求学生分别扮演站在 A、B、C、D四个不同的地点的游客和Disneyland的导游进行问路、指路的交际活动。

四、变对话课为复述课,提高学生的口头表达能力。

高中新教材的对话课所涉及的话题比较广泛,有学生比较熟悉的日常话题,也有学生比较陌生的科普话题、人物话题、环保话题等等。要让学生对这些陌生的话题进行自由对话,难度较大。于是我就依据教材的内容,设计问题,要求学生带着问题听对话录音,然后回答问题,并经过处理,变对话课为复述课。下面是我在第 17课的教学活动中所进行的尝试。

首先,我课前设计了如下的问题,要求学生边听音边回答:

1、What does a director do at the beginning?

2、What does he tell the actors and actresses to do when he directs a play?

3、What do the actors and actresses have to practise?

4、At the end,what do they do?

5、Why do some directors like to direct comedies?

回答问题完后,出示小黑板,要求学生对小黑板上的内容进行填空。

Most of us don't know much about what the director does in a play. At the beginning he reads and chooses a play and the actors. Then he directs the play,tells the actors and actresses where to stand,where to move and how to act. Usually the actors and actresses need to practice a lot. They have to practice entrances and exits,movements and the lines of the dialogue. At the end,they put the play on in a theatre. However,some directors like to direct comedies,because they are funny and interesting.(画横线部分为填空的内容)

最后,采用 “逐渐消失法”,让学生复述本课的内容。

对话教学应根据不同的课型采用不同的方法,设计好对话课的教学形式,落实好对话课的教学步骤。只要教师认真备课,勤于动脑,真正把培养学生的交际能力作为教学的重心,就能设计出更多、更有效的对话教学形式,更好地落实对话的教学步骤,让学生积极参与课堂的教学活动,培养学生的语言交际能力。