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情感源自语境

2009-03-18施延霞

江苏教育 2009年5期
关键词:淮安市圣诞老人评析

名师档案

施延霞,女,1966年6月出生,江苏淮安人,现任江苏省淮安市外国语实验小学教务主任。江苏省小学英语特级教师,中学高级教师,国家级课题负责人,全国剑桥少儿英语考级口试考官,江苏省“名师名校联动工程”特聘专家,江苏省教育厅“送教专家团”成员,江苏省优秀青少年科技辅导员,江苏省教坛明星,淮安市基础教育专家组成员,淮安市教育学会英语专业委员理事,淮安市“十百千人才”培养对象,淮安市首批小学英语学科带头人。从事小学英语教学二十余载,形成了“优化环境、生动活泼、多元发展”的教学风格,多次赴全国各地作课讲学,在小学英语界享有较高声誉。

英语课和语文课同是语言课,语文课为什么特别强调有感情地朗读和表达,而英语课为什么忽略了有感情地朗读和表达?这个问题多年困惑着我。每当听到课堂上学生扯着嗓子卖力地读书,每当听到学生流畅却干巴巴地说着英语,我觉得这是我们小学英语教育工作者的失职。如何优化课堂英语学习环境,在模拟真实的语境中让学生有感情地说英语,是赋予语言以情感的重要手段。所以,当我再一次教学《牛津小学英语(译林版)4A》“What's the matter?”B、C部分时,我运用大语境的创设,为情感英语助力,收到了理想的教学效果。现整理如下:

[教学目标]

1.能听懂、会说、会读和会拼写表示感觉的形容词cold,hot,tired,hungry,thirsty和iil;能听懂、会说、会读和会写句子“Whats the matter?I'm…”并能在不同的情境中自如运用。

2.能将本课所学的知识在真实生活中加以运用。

3.培养学生关爱他人的情感,体会圣诞老人的仁慈,体会关心他人的快乐。

[教学准备]

课件、词卡、句卡、食品、动物头饰、圣诞老人的帽子、袋子等。

[教学过程]

Step 1 Warming-up(Before the class)

T:Before our class,lets listen to an English song,I have two questions for you,Q1:Whats the name of this song?Q2:What's this song about?

(CAI:Play the flash of“Jingle Bells”)

(设计思路:上本节课正值圣诞前夕。因此开课前,课件出示歌曲《铃儿响叮当》,让师生共同感受圣诞节即将来临的欢乐气氛。同时,带着问题进入课堂,容易激发学生的学习兴趣。)

[一线教师]韩青淮安市外国语实验小学

用歌曲热身是课堂导入常用的方法之一,但是,歌曲的选择是否与本堂课的新知识有关联?一开始,我并没有感到施老师选择这首经典老歌的匠心所在,后来才明白这是为了引出圣诞老人这一中心人物而选,是创设语境的需要,对我很有启发。

Step 2 Presentation and practice

T:Boys and girls.do you like this song?Its a nice song.Its name is“Jingle Bells”.Whats this song about? Its about Christmas Day.Look.Who is coming?

Ss:Father Christmas!

T:Its Christmas Eve.How nice!Its snowing now. And its very cold.(with action)

T:cold c-o-l-d cold(showing word card)

Ss read and spell one by one.(one group)

T:Look at the screen.Who is cold?

S:Father Christmas is cold.

T:Are you cold?

S:Yes,I am.

(设计思路:一开始,我就用欢快的歌曲深深地吸引了学生的注意力。从歌曲引出圣诞节再引出圣诞老人在大雪纷飞的平安夜送节日礼物,在圣诞老人的感受中引出cold一词,环环相扣,自然流畅。)

T:Are you hot?(Teach:hot h-o-t hot)

Ss:No,Im not.

[专家评析]余正著名特级教师上海师范大学师资培训中心

此处将词汇hot放在句型“Are you…?”中呈现,以旧句型引出新句型,让学生在真实的语境中学习生词,并非机械操练。在下面的环节中有多处类似的操练词汇的方法,运用得非常好。

T:Is Father Christmas hot?No.hes cold.Lets do some spots with him.OK?

Ss:OK.

T:Ready?Follow me,please.(T and ss act and chant)

Stand up,stand up.

Jump five times,jump five times.

come over here,come over here.

line up,line up.

stop,stop.

push,push.

(Father Christmas in CAI:Fa]ling down on the ground with music.)

T:Oh,dear.Whats the matter?Whats the matter?怎么了?Do you know?

Ss!No,

T:Ask him,please.(show the sentence card)

S1:1Whats the matter?

S2:Whats the matter?

S3:…

Ss ask together,

(设计思路:这一小段动作起到承上启下的作用。因为圣诞老人和大家都觉得冷,所以就一起做运动,但又不是单纯的做运动,而是巧妙地设计圣诞老人运动时突然摔倒,既是出人意料,又在情理之中地引出“Whats the matter?”这一问句。这样做的目的是既加深学生的印象,又渗透情感教育,启发学生去关心别人。)

[教研员评析]张和湘中学高级教师淮安市教育局教研室

看到施老师带着学生和屏幕上的圣诞老人一边做动作,一边说唱,觉得这个环节落了俗套,谁料想突然间圣诞老人摔倒了,此时此刻师生共同发出“Whats the matter?”这一疑问显得是多么必要啊!情境创设就该到

此境界!(Father Christmas in CAI:Im fired.)(showing the sentence card:Im…)

T:Im tired.我累了。tired tired tired Im tired.(with action)

Ss read and spell one by one.(one group)

T:Do the action.Dont stop.(to S1):Whats the mat- ter?

S1:Im tired.

Ss chain work.

T:(to the last one of the chain work):Youre tired. Heres a chair for you.Sit down,please.

T:(Showing the sentence card:Heres a…for you,) Read after me,please.

T:Father Christmas is tired:Heres a sled for you.

(CAI:Showing a sled roiling to Father Christmas at the screen)

(Read the word“sled”.)

Father Christmas(sitting on a sled in CAI):Thank you.

T:Thank you.(Putting the sentence on the black- board.)

Ss say together.

T:(Leading the Ss read):Heres a sled/chair/…for you.Thank you,

T:Look at the screen.Is he OK?Whats the matter now?

(CAI:Two bubbles are above Father Christmashead with a glass of water in one and a cake in another one.)

T:Look!Hes thinking about a cake and a glass of water.Please guess.whats the matter?

Perhaps hes hungry and thirsty.

(with actions,try to let the Ss say the two WOrds)

T:Hungry hun-gry hungry.Hes hungry.

Thirsty thirsty thirsty.Hes thirsty,

(设计思路:圣诞老人因疲劳坐下休息一会后,情况怎样了呢?我通过画面展示圣诞老人现在的所思所想,让学生猜一猜圣诞老人可能怎么了?在语境中引出hungry和thirsty这两个三年级已经接触过的单词,再一次启发学生去关心圣诞老人。)

[专家评析]余正

从Jingle Bells到 Father Christmas、Christmas Eve,从cold、hot、tired到hungry、thirsty、ill,逐步呈现,既有范读、领读,又有仿读、拼读,非常适切。

T:Father Christmas is hungry and thirsty.Never mind. I have some food and drinks here.

(Taking out a big plate with cakes,oranges and a glass of water in it.)

T:Hi.S1.Youre Father Christmas now,Youre hun- gry.Do the action,please.

T and S1:Whats the matter?Im hungry.Heres a cake for you.Thank you,

T(to S1):Exchange,Im Father Christmas,You take it.Ask me,please.

S1 and T:Whats the matter?Im thirsty.Heres a bottle of juice for you.Thank you.

T:Understand? W0rk in pairs,please.

Ss work in pairs.

T:Excuse me.Lets share.You two,please.

Ss shate 2-3 pairs.

T:Big hands!Youre good childrell.Father Christmas has many presents for you.But the first one is for David. Why?Lets have a look.

(CAI:Father Christmas is on the way to Davids home.sitting on the sled.He comes to Davids hone. David is staying in his bed.Father Christmas in CAI: Whats the matter?David:Im ill.)

T:Oh,boys and girls.David is ill.(with action)

Read after me.ill i-l-ill.

Ss lead and spell one by one.(one group)

T:Im sorry.David is ill.Lets go on,

[教研员评析]张和湘

为什么圣诞老人的第一个礼物要送给David?这个问题在这里得到了答复。通过圣诞老人去给生病的David送礼物,在学习生词il]的同时,引导学生去关心病人,既体现知识目标的达成,又体现情感目标的渗透。

[专家评析]余正

教学英语知识的同时渗透情感目标。累了、饿了、生病了,怎么办?施老师不是将情感目标贴标签,而是将知识目标与情感目标有机结合。通过生词、句型自然渗透,体现了新课标理念,也体现了教师的教育智慧。

(CAI:Father Christmas:Heres a VCD for you.

David:Thank you.May I watch it now?

Father Christmas:Sure.)

T:Boys and girls,whats Davids present?(A VCD.) Yes,do you want to watch it now?(Yes.)

Let!s watch it together.

Ss watch and repeat.(P70 Pan B,P71 Picture 1 and Picture 2)

[一线教师]韩青

在有情节的大语境中,将本节课的生词和句型以看 David的礼物——VCD的形式出现,在不中断语境的情况下,呈现了与课本相同的内容,过渡到看书、读书环节。妙!

T:Please open your books and turn to page 70.Read after me,please.(P70 Part B,P71 Picture 1 and Picture 2)

T:Look at Picture 3 and Picture 4.Guess.What is the boy/girl saying?

S:…

T:Big hands!Turn to page 71.HOW about Picture 5 and Picture 6,Picture 7 and Picture 8? What are they talking about?Discuss with your partners.

Ss work in pairs.

Step 3 Consolidation and Production

T:Boys and girls,youve done another good job.This time Father Christmas has many presents for you.Theyre in the red bags.Look!Sl,come here.Have a look.Which one do you like?

S1:An elephant(bird,tiger,dog),(随机取)

T:Oh,look carefully.Whats the matter with this bird (elephant,tiger,dog)?

S1:Its cold,

T:Lets help the bird.But how?

S1:Heres a jacket/…for you.

T:Lets act it out.

T&S1-2-3:Act it Out.(Give a model as below)

T:Now Im this bird.(Putting 0n the paper bird)

A:Hello.boys and girls.Im a bird.

B:Hello.Bird.

A:Today is Christmas Eve.But Im not happy.(Take care of me!关心我啊!)

B:Whats the matter?

A:Im cold.(Help me!帮帮我啊!)

B:Heres a jacket for you.(可挖掘幽默因素。如,让学生脱下自己的夹克衫给冻得直发抖的小鸟……)

A:Good way l Any other way?Good boy/girl!Anyone else?

T:Big hands!

Ss share 2-3 groups.(Key points:elephant-hot; tiger-hungry;bird-cold;dog-thirsty)

(设计思路:拓展部分依据动物的特点设定它们可能会出现的感觉。大象觉得热,老虎觉得饿,熊猫觉得累,小鸟觉得冷,小狗觉得渴,兔子生病了。这样可以提示学生选用表示感觉的形容词。这个环节表面上是圣诞老人送动物头饰这些礼物给同学们,实际上这是一个“观察+表达”的表演,让学生了解动物们的感觉如何,并根据它们的需要给予相应的帮助。目的是让学生在学着运用英语表达感觉的同时,学着去关爱动物,使课堂得到了升华。)

[专家评析]余正

商榷之处:一是小鸟冷了,帮它穿上衣服感觉不太合适,因为生活中我们更常见小狗穿衣服。二是大象热了,似乎与圣诞节的冷不相配,可追加说明此时大象正在炎热的澳大利亚过圣诞节。

Step 4 Summary&Homework

T:Boys and girls.Father Christmas is so kind.And youre so kind.too.I wish you a merry Christmas.Lets say“Merry Christmas!”to everyone.

T:Homework for you:

1.Copy the new words:tired,ill,hot,cold,hungry, thirsty

2.Copy the sentences:Whats the matter?Im…

3.Make a Christmas card for your father/mother/ teacher/friends…

[专家评析]余正

布置学生课后制作圣诞卡,在渗透西方节日文化的同时,锻炼学生的动手能力。体现了教师的人文素养。

[总评]

[专家评析]余正

这节课有以下三个特点:

1.体现了新课程标准的理念。运用“Whats the matter?”(你怎么啦?)这个句式,从关爱他人到关爱动物,再升华至关爱生命,施延霞老师课堂教学的“三个维度”达成度很高,即知识目标、能力目标、情感态度与价值观和谐统一,艺术地将情感目标渗透于知识目标之中。而且给人的感觉是非常自然,不是生硬地贴标签。

2.注重结构与功能的相倚性原则。施老师善于整合知识、能力和情感,将语言结构和语言情境相互交融。她始终以圣诞老人送礼物为主线,紧扣新授语言点,赋予语言以情感,实现了带着情感说英语的教学目标。

3.突出了课堂教学的适切性。目前,小学英语公开课上范读、领读、仿读、拼读的操练越来越少,原因是有人认为这样做不能体现教师高超的教学艺术。而施老师没有跟风走,她的课堂上这些读的形式都有,而且运用得恰到好处,很适合她的教学对象——四年级小学生,体现了很高的适切性。

[一线老师]网名“白银战士”发表于2008-11-2914:19(原文复制)摘自人教论坛

从头至尾一条主线,主题鲜明,圣诞老人带着大家到达不同的时空,经历不同的感受,得到不同的帮助,圆满解决了问题。

依托课本,却能跳出课本。虽然关键词汇和句型基本上是课本上的,但学习语境完全是自己创设的,在变化中带给学生新奇和生动。

师生互动非常多,教师引导的一面非常明显,学生的表现欲望被充分调动起来了。

教师充分而恰当地表扬学生。对学生回答问题时出现的小错误表现宽容,有时则忽略不管,但对原则上的问题都能加以引导。

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