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近年来,随着教改的深入,各种教学法应运而生.其中,根据英语学科的特点,“情境教学法”以其独特的实践性而备受青睐.情境教学不仅帮助学生轻松愉快地学习了英语,而且发展了各方面的能力,不失为英语教学中一条行之有效的教学法.下面是我的一些体会,和大家一起分享.
在学习初一Unit8“I would like some noodles”这一单元时,我根据课文内容运用情境教学法进行教学,设立了一个“面食馆”的场景.课前,我和同学们共同准备了碗、盘、面、饮料等各种道具,把讲台设置成一个“面食馆”.一上课,全体同学的兴趣和注意力都投入到学习内容上.共同学习了本单元重点单词和句型后,就开始小组活动,各自设计自己在“面食馆”的就餐活动,然后,各小组向全班同学表演他们的就餐情况.
Group1
Du Zhiliang ――waiter
Li Junying,Wang Jiandong and Zhao Junfang―customers
(three customers e into the noodle house)
Waiter: Can I help you?
Customer1: Yes. We’d like two bowls of chicken and cabbage noodles and a bowl of beef and tomato noodles.
Waiter : What size bowl of noodles would you like?
Customer2: Three all bowls.
Waiter : Anything else?
Customer3: No,thanks. How much are they?
Waiter : Fourteen yuan.
Customer3: Give you money.
Waiter: Thank you.
这组同学表演得很成功,全体同学报以热烈的掌声,但是“Give you money”不符合英语的表达,因此,我在点评后进行纠正,改为“Here you are”or“Here is the money”.顺便把中西文化的一些差异解释一下,后面的同学避免了出现类似问题.
Group2
YangLan―waitress
WangQiang,Li Jinyu and ZhaoTian―customers
(three studeuts e into the noodle house.Today is WangQiang’s birthday.ZhaoTian bought a birthday cake for him and Li Jinyu bought some flowers.They will celebrate WangQiang’s birthday)
Waiter: What can I do for you?
WangQiang: We’d like three bowls of noodles.
Waiter: What kind of noodles would you like?
Jinyu: I’d like a all bowl of egg and tomato noodles.
ZhaoTian: I’d like a medium bowl of mutton and carrot noodles.
WangQiang; I’d like a large bowl of chicken and potato noodles.
Waiter: Is that all?
WangQiang: No.Do you he Guoyourou?
Waiter: Yes.
WangQiang: A plate of Guoyourou,a plate of broccoli and a plate of fruit salad.
Waiter: Any drinks?
WangQiang: Yes.A bottle of orange juice and two bottles of spirit.
Waiter: Anything else?
WangQiang: No,thanks. How much are they?
Waiter: Fifteen yuan.
WangQiang: Here you are.
Waiter: Thank you.
在“Happy birthday to you”的歌声中,同学们享受着学习的快乐,也分享着同学间的情谊,那情,那景,就仿佛是真实的生活情景.每个学生都积极地参与到语言的交际活动中去,小组合作能力,运用语言的能力在潜移默化中得到了提高.
在学习初三Unit15“We are trying to se the manatees”这一单元时,我设立了一场辩论会,就课文中的观点“Is it a good way for animals to live in zoos”? and”Is it a good way for animals to live in the nature”?进行辩论,学生分为“正方”和“反方”两组,各组同学都踊跃发言,尽力寻找有利证据和事例来支持自己的观点.辩论会进行得紧张而激烈,同学们把学到的知识运用得淋漓尽致,把教材变成了活生生的语言,体现了“学中用,用中学,学以致用”的教学格局.
教学之路永无止境.著名教育家布鲁姆说“成功的外语教学应当在课内创设更多的情景,让学生有机会运用已学到的语言材料”.为此,我会继续探索,不断尝试,为英语教学做出自己的贡献.
(责任编辑:李雪虹)