王春華
《牛津小學(xué)英語(yǔ)》高年級(jí)的語(yǔ)篇篇幅較長(zhǎng),內(nèi)容較復(fù)雜,包含較多的信息和新詞新句,學(xué)生學(xué)習(xí)很容易抓不住要點(diǎn),理不清文本脈絡(luò),造成學(xué)習(xí)困難,這就需要教師根據(jù)學(xué)生的認(rèn)知水平和學(xué)習(xí)情感,總結(jié)新舊知識(shí)間的相互聯(lián)系和文本特點(diǎn),給學(xué)生伸出援助之手——努力為學(xué)生的有效學(xué)習(xí)和思維激發(fā)鋪路搭橋。下面筆者結(jié)合6A Unit 2 Ben's birthday的一堂教研課,談?wù)勅绾卧谡Z(yǔ)篇教學(xué)中為學(xué)生“架橋助學(xué)”,提高語(yǔ)篇教學(xué)實(shí)效。
一、溫舊知,為新知學(xué)習(xí)架“遷移橋”
舊知是指學(xué)生已經(jīng)學(xué)過(guò)的知識(shí),有些已經(jīng)掌握,有些還沒(méi)掌握或者說(shuō)掌握得不牢固,而且根據(jù)記憶的規(guī)律,這些知識(shí)部分是會(huì)遺忘的。因此,如果在上課時(shí)直接進(jìn)入新課的學(xué)習(xí),就會(huì)人為地構(gòu)成舊知與新知間的溝壑,使學(xué)生一下子難以適應(yīng)新知的學(xué)習(xí),而對(duì)舊知進(jìn)行有效的溫習(xí),能使新知和舊知間相互關(guān)聯(lián),有效地實(shí)現(xiàn)知識(shí)與情感的正遷移。
片段1:T:Boys and girls , we learnt the month and the date. First , let's say the months together.
Ss:( Say the months together.) (學(xué)生依次從1月說(shuō)到12月)
T:Good. Let's play a game. Who can say quicklier ?(PPT呈現(xiàn)不同的月份)
Ss:February , December , October...(學(xué)生根據(jù)PPT呈現(xiàn)的月份搶答)
T:OK. Now , can you say something according to the key words?(PPT呈現(xiàn):5月1日 , Helen , park) For example:Today is the first of May. Helen is in the park. She is catching insects. Can you say something like me?
Ss: Yes.
T: (PPT呈現(xiàn):12月5日, Tom's birthday, eat, KFC)Who can try?
S1: Tom's birthday is on the fifth of Dec. He would like to eat KFC.
S2: Today is the fifth of Dec. Tom's birthday is coming soon. He would like to eat KFC.
T: Good. Look at these key words. Who can say?(PPT呈現(xiàn):2月23日, Mr Wang, party, bike)
S1: Mr Wang's birthday is on the 23rd of Feb. He rides his bike at his birthday party.
S2: Today is the 23rd of Feb. It is Mr Wang's birthday. He would like a bike as his birthday present. He wants to have a birthday party.
本課中12個(gè)月份的讀音和日期的表達(dá)是相當(dāng)難的,學(xué)生通過(guò)第一課時(shí)的學(xué)習(xí),肯定會(huì)有遺忘,所以,一上課就讓學(xué)生按順序復(fù)習(xí)說(shuō)月份,然后打亂順序說(shuō)。通過(guò)兩輪的復(fù)習(xí),能較好地喚醒學(xué)生對(duì)月份的記憶,然后再過(guò)渡到談?wù)撊掌诤涂搓P(guān)鍵詞說(shuō)句子(含有日期)。通過(guò)多方位的復(fù)習(xí)鞏固,慢慢地與本課的學(xué)習(xí)產(chǎn)生聯(lián)系,實(shí)現(xiàn)了知識(shí)和情感的正遷移,為本堂課的有效學(xué)習(xí)做好了充分準(zhǔn)備。
二、引話題,為文本學(xué)習(xí)架“興趣橋”
文本與學(xué)生之間是有一定距離的,當(dāng)這個(gè)距離偏大時(shí),就難以激發(fā)學(xué)生的閱讀興趣。因此,教師要根據(jù)文本內(nèi)容,結(jié)合學(xué)生的生活實(shí)際和能力情況,創(chuàng)設(shè)有效的情境,引出與文本內(nèi)容相關(guān)或相近的話題,與學(xué)生交流討論。這樣,學(xué)生就會(huì)對(duì)文本內(nèi)容充滿興趣,激發(fā)閱讀沖動(dòng),從而為有效文本學(xué)習(xí)做好準(zhǔn)備。
片段2:T: My birthday is on the 23rd of Feb. And I would like a bike as my birthday present. How about you? When's your birthday?
S1: My birthday's on the ...
T: What would you like as a birthday present?
S1: I'd like...
T:Would you like to have a birthday party?(PPT呈現(xiàn) Yes , I'd like to.)
S:Yes , Id like to.
T:Good , Let's talk about our birthday together.
Ss:Work in pairs.(略)
T:Today , Ben and Jim will also talk about their birthdays . Do you want to know any information about them?
Ss:Yes...
筆者先引導(dǎo)學(xué)生談?wù)撟约旱纳?、想得到的生日禮物、想要舉行的生日聚會(huì),然后過(guò)渡到課文的主人公及他想要得到的生日禮物。由于話題相似,學(xué)生學(xué)得更有興趣,文本閱讀興趣被激發(fā)。
三、降難度,為文本解讀架“信心橋”
在語(yǔ)篇學(xué)習(xí)中,由于學(xué)生的詞匯量較少,理解能力較差,語(yǔ)言組織能力和綜合運(yùn)用能力相對(duì)較弱,所以,一些學(xué)生對(duì)教師提出的問(wèn)題感到難理解,或難以用自己的語(yǔ)言來(lái)陳述自己的觀點(diǎn),產(chǎn)生畏難情緒。因此,要降低難度,讓學(xué)生對(duì)文本解讀有足夠的心理準(zhǔn)備和能力準(zhǔn)備,讓學(xué)生成為學(xué)習(xí)的強(qiáng)者。
片段3:T: Let's listen and find the answer. (PPT呈現(xiàn)如下內(nèi)容)
Ss:(Listen and choose.)
T:(學(xué)生完成后)Who can answer the questions?(很多學(xué)生舉手) Q1: What's the relationship(關(guān)系) between Ben and Jim?
S1: They are classmates. Choose A.
T: You're right. What do they often do after school?
S2: They often go home together.
對(duì)于小學(xué)生來(lái)說(shuō),聽(tīng)錄音并理解其中的主要內(nèi)容和回答相關(guān)問(wèn)題是有難度的,往往只有極少數(shù)的優(yōu)等生才能做到,但如果像案例中以選擇的形式呈現(xiàn)給學(xué)生,那么難度就降了很多,學(xué)生對(duì)錄音內(nèi)容記憶的量就減少了,當(dāng)他們聽(tīng)到相關(guān)內(nèi)容時(shí),只要判斷選擇便可。同時(shí),在回答問(wèn)題時(shí),由于有選項(xiàng)的輔助,學(xué)生語(yǔ)言的重組量減少了,語(yǔ)言組織難度降低了,學(xué)生回答起來(lái)就得心應(yīng)手了。
四、提主線,為文本分析架“邏輯橋”
小學(xué)高年級(jí)的語(yǔ)篇內(nèi)容豐富,篇幅較長(zhǎng),語(yǔ)言知識(shí)點(diǎn)多,如果教學(xué)缺少主線,東一榔頭西一錘,往往會(huì)使教學(xué)陷入無(wú)序化狀態(tài),學(xué)生學(xué)得糊里糊涂。因此,語(yǔ)篇教學(xué)呼喚教學(xué)主線。明晰的教學(xué)主線就好比一條“精品旅游路線”,把學(xué)生帶進(jìn)“一處處風(fēng)光秀麗的景點(diǎn)”,使一堂課顯得有條有理、環(huán)環(huán)相扣,且重點(diǎn)突出、精彩紛呈。
片段4:T:We know, they are talking about Ben's birthday. What are they talking about the birthday?Can you guess?
S1: I think they are talking about the birthday party.
T:Maybe.
S2:I think they are talking about the birthday.
T:Perhaps they do.
S3:I think they are talking about the birthday present...
T:Good . Now,let's watch the cartoons and find what they are talking about.(PPT 出示圖1)
Ss:( Watch the cartoon of part A.)
T: Have you got the answers?Who can say?
S4:They are talking about the birthday date , birthday party, birthday presents. (根據(jù)學(xué)生回答PPT將其他選項(xiàng)隱去,只剩A、 B、 E三項(xiàng),如圖2)
T:Excellent. Let's know some information about them. First , let's know the birthday date.(PPT呈現(xiàn)如下4個(gè)問(wèn)題)
1.When's Ben's birthday ?
2.When's Jim's birthday ?
3. What date is it today?
4.Whose birthday is coming soon?
Ss:(Read and find the answer.)
(教師引導(dǎo)學(xué)生根據(jù)三個(gè)話題the birthday date , birthday party , birthday presents分別討論學(xué)習(xí)文本)
在整個(gè)文本內(nèi)容的解讀過(guò)程中,教師在引導(dǎo)學(xué)生整體感知文本后,幫助學(xué)生找到文本內(nèi)容的三個(gè)重要支點(diǎn)——the birthday date , birthday party , birthday presents , 然后再引導(dǎo)學(xué)生品味這三個(gè)不同“風(fēng)味”的話題,步步深入,思路清晰,富有邏輯,使學(xué)生對(duì)整個(gè)文本的內(nèi)容結(jié)構(gòu)清清楚楚地構(gòu)建起一張脈絡(luò)圖。
五、析對(duì)比,為文本拓展架“思維橋”
對(duì)比是把具有明顯差異、矛盾和對(duì)立的雙方安排在一起,進(jìn)行對(duì)照比較的表現(xiàn)手法。教學(xué)中,將一些相似但又有所不同的單詞、句子或教學(xué)內(nèi)容等進(jìn)行對(duì)比,能激活學(xué)生的好奇心,從而拓展文本研讀的深度和廣度,活躍學(xué)生的思維。
片段5:T:(教師指著板書)Please look at the board-writing. Now , we only know Ben's birthday party. But we don't know anything about Jim's. What will happen? Let's have a imagination. Who want to come to his birthday party?
S1:His friend will come to his birthday party and give him some presents.
T:What presents will they give?
S1:Yo-yo or VCD.
T:Maybe. How about his parents?
S2:They will buy him a big cake and some new clothes.
S3:They will give him a new bike.
S4:They will cook nice food for Jim.
T:Good. And what will Jim's friends and parents do at the birthday party?
S5:They will sing the song “Happy birthday to you” to Jim.
S6:They will eat the cake.
S7:They will ask Jim to make a wish.
S8: They will play some games.
T:Very Good. I think , everyone has your opinion. Please take out your exercise paper and write your idea.
Ss:略(學(xué)生想象寫作)
本片段中,教師通過(guò)讓學(xué)生對(duì)比板書中的內(nèi)容,讓學(xué)生在對(duì)比中發(fā)現(xiàn)Jim生日聚會(huì)內(nèi)容的空缺,既從整體上對(duì)文本內(nèi)容進(jìn)行了一次再梳理,同時(shí)又通過(guò)板書對(duì)比給學(xué)生一種較強(qiáng)的視覺(jué)沖擊,激起了學(xué)生的好奇心,讓學(xué)生欲罷不能。教師的提問(wèn)正中學(xué)生的下懷,開啟了學(xué)生的思維之門,他們或想象著自己或朋友過(guò)生日的情景;或想象著電視里看到的場(chǎng)景;或想象著自己理想中的生日聚會(huì)場(chǎng)景;這種想象基于文本而又高于文本,是對(duì)文本的拓展和延伸。
語(yǔ)篇學(xué)習(xí)中,當(dāng)教師為學(xué)生架起一座座前行的“助學(xué)”之橋時(shí),學(xué)生有了走近文本的自信和從容,文本中的知識(shí)點(diǎn)似乎變得多味了,文本內(nèi)容似乎變得簡(jiǎn)單了,文本的脈絡(luò)似乎變得清晰了。學(xué)生在輔助橋的引導(dǎo)下,一點(diǎn)點(diǎn)地收獲新知,一次次地克服難題,一步步地深入文本,快樂(lè)地暢游在語(yǔ)篇的花園里。
(江蘇省蘇州市吳中區(qū)藏書實(shí)驗(yàn)小學(xué) 215156)