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1丰富有趣的加拿大英语课堂教学摘要:掌握教学技巧,营造课堂气氛,吸引学生注意力,这些教学艺术对教师而言非常重要重要。笔者最近参加了一次在加拿大举办的英语教学方法培训,通过这次培训,笔者的收获颇多。本文结合笔者的培训经历,介绍了几种有趣的课堂教学方法。 关键词:英语教学;教学方法;学生;兴趣 英国教育家洛克说过:“教师的巨大技巧在于集中与保持学生的注意。 ”学生是课堂的主体,课堂教学的效益不在于教师教多少,而在于学生学到多少,取决于学生参与课堂教学的热情以及积极主动的思考。只有这样,教师的努力才能取得效果。所以,掌握一些教学技巧,营造课堂气氛,吸引学生的注意力,对于每位教师而言显得尤为重要。 笔者最近在加拿大参加了一次为期两个月的英语教学方法培训,整个教学过程就是围绕这一主题展开的,教师为我们介绍了很多简单易行的方法,这些方法都遵循着学习的三个基本原则:learning requires the active participation of the student. People learn in variety of ways and at different rates. Learning is both an individual and a group progress。除此之外,在教学中无论教师如何设计、采用何种方法,还要注意给学生创造安全的学习环境,注意维护学生的自尊心和学习积极性。下面就为大家推荐几种简单的方法,分享一下我们的学习体验: 一、Reverse cloze有趣的背诵 一首小诗的背诵让笔者至今记忆犹新。教师首先为我们解释诗中的生词,然后为我们读了一遍,我们觉得很难,因为生词太多了,连发音还读不准,可是接下来的方法让我们深受启发。教师把小诗写到黑板上,然后让我们一遍遍地重复这首小诗,每次重复时他都会擦掉一些单词,有我们熟悉的也有不熟悉的,直到最后黑板上干干净净没有一个字为止,但是通过一遍又一遍的重复,我们都已经把小诗背下来了,因为每次重复都要擦掉一些词汇,所以使得单调的重复具有了挑战性,让大家可以不厌其烦地一遍遍说着背着,不知不觉地进行了多次的重复,一会儿功夫就把一首陌生的英文诗记得很熟。 二、Two truths and one lie三句话 这是一个非常好的口语练习,可以鼓励每个人进行表达。每个人结合自己实际说出三个句子,其中两句是真,一句是假。学生可以事先准备好自己的句子,然后在课堂上表达出来,其他学生对这三个句子做出自己的判断,不同的判断用不同的手势来表示:如果认为是对的,就伸出双手向上竖起自己的两个大拇指;如果认为是错的就向下伸出拇指;如果不置可否,就将两个拇指相对伸出,最后由展示者给出答案。这个活动有很多的好处,首先可以给学生机会用英语表达自己又不至于过于紧张(因为事先有所准备),而其他学生必须认真倾听并经过理解和思考才能做出自己的判断,因为有一个猜测的过程,又增加了活动的趣味性。 三、扑克牌的妙用分组 在英语课堂中,我们经常会分组教学,但是如何分组可以达到最好的效果,让每个人积极参与总会让我们绞尽脑汁。而我们的教师总是随身带着扑克牌,活动之前都用扑克牌来分组,有的时候用花色,有的时候用数字,不断变化,不同搭配,有时三人有时五人,这次和你一组,下次和她(他)一组,使得小组学习具2有更多期盼和趣味,同学之间的互动也是充分而热烈!没想到小小的扑克竟然也派上了大用场呢! 四、标点的妙用 请看下面的两封信: Dear Jack, I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other man. I yearn for you. I have no feelings whatsoever when we are apart. I can be forever happywill you let me be yours? Jill I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other man I yearn! For you, I have no feelings whatsoever. When we are apart, I can be forever happy. Will you let me be? Yours Jill 怎么样,很有意思吧!真是小标点大用途啊,为我们的阅读平添了更多乐趣! 五、energizer activity(atch thumb)提神活动 下午是学生最容易犯困没有精神的时候,所以我们就经常做以下这个小活动:34 人一组站成一个圆,每个人将左手的大拇指放到右面人的手掌上,构成一个环,即都是用右手去抓住另一个人的拇指,而自己的左手拇指都是被别人捕捉的。教师开始讲故事,每个故事有一个重点词,每当教师提到这个词时,大家就用右手迅速抓住别人的大拇指,而左手还要赶快躲开别人的捕捉。这个活动可以很好地培养学生的听力、注意力和反应,而且乐趣无穷,每次都是笑声一片。 六、歌曲的妙用 每次课堂活动过后,学生一般都会比较兴奋,为了把学生的注意力吸引过来,教师总是边做手势,边唱下面的歌(两只老虎的旋律): Open shut them, open shut them, give a little clap, clap, clap Open shut them, open shut them, put them in your lap, lap, lap 学生听到后也一边唱歌一边拍手,大家的注意力自然而然地就回到教师这里了。 我们还经常学习一些英文歌曲来促进提高。记得有一次,教师给我们发了一首歌 if I had one million dollars,歌词中有一些大家比较生疏的单词,他没有枯燥的讲解,而是为我们放了一段视频, 画面上显示的也不是歌词,而是歌词中提到的一个个实物,我们一下子就明白了什么是 tree-fort, pre-wrapped sausages, pre-wrapped bacon, llama, emu, limousine, Kraft dinner, ketchup, a green dress 等等,陌生的单词变得形象而生动,无需教师一一解释,我们就明白了歌词的含义。教师之所以这样运用是因为考虑到学生的不同学习倾向,有的人善于听,只要听到了就会记住,而有的人可能善于看,还有的人需要写一写才会记得更清楚,所以,我们也要在课堂上尽可能多地运用各种设备和方法,以满足不同学生的需要! 七、Students Participate Story3学生参与讲故事 每次教师给我们讲故事,都会要求大家站起来,要么一起做动作,要么一起配合音效,要么一起重复几个句子,所以大家都非常兴趣盎然,极为专注。如在讲下面这个讲故事时,他要求我们和他一起做挖土的动作,然后一起说 Is it deep enough?和 Can you jump out of it? One day, Brer Rabbit was walking in the wood. Suddenly he saw Brer Bear was sitting by the roadside and crying. He was very surprised and walked up to the bear, “Brer Bear, whats wrong with you? Why are you crying?” Brer Bear said, “ I cant catch enough frogs for my family. They run much faster than me and I am too old to catch them. What should we do for food in winter?” Brer Rabbit sat beside the bear and said, “ let me think about it. Oh, I have an idea. You just lie down and pretend to be dead.” “why?” The bear asked. “ just do as what I said and then you will know that.” The rabbit replied. Then Brer Bear lay down and pretended to be dead. Brer rabbit shouted, “ look, look, Brer Bear is dead. The bear is dead.” Many frogs heard about it and came out from the bushes. When they saw the bear was dead they were very happy because the bear always caught them for food. Then Brer Rabbit said, “let us dig a hole to burry him and would you like to help me?” The frogs said, “Yes, of course. ” Then they began to dig a hole(we did together). After a while, one of the frogs asked, “Is it deep enough?” (we said together). Brer Rabbit said, “Can you jump out of it?” the frog jumped and he was easy to get out from the hole. So Brer Rabbit said, “ No, not yet.” the frogs dug and dug(we did together again). And after a moment, another frog asked, “Is it deep enough?” Brer Rabbit said, “Can you jump out of it?” the frog jumped and he still could jump out from the hole. Brer Rabbit said, “ No, not yet.” the frogs dug and dug(we did together again). At last, the frogs asked, “Is it deep enough?” (we said together). Brer Rabbit said, “Can you jump out of it?” the frogs jumped and jumped and said, “we cant.” then Brer rabbit said to Brer Bear, “Ok. Stand up and look, brother, I catch many frogs
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