设计英语教学活动的基本要求与方法(1)(2)
2013-10-25 01:03
导读：Note: Whether you want to read ALL 8 directions belowdepends on the English level and p roficiency of your students. We've included a sample of what the completed picture mightlook l ike, but remember
Note: Whether you want to read ALL 8 directions belowdepends on the English level and p roficiency of your students. We've included a sample of what the completed picture mightlook l ike, but remember that there will be a lot of variety!
Read the following sentences and ask the students to drawas instructed:
1. In the center of the paper, draw a fat man with longhair. The man is wearing a hat and
a tie.
2.In the upper left hand corner, draw a butterfly with acircle around it.
3. At the top, draw an airplane.
4. The fat man has a kite in one hand and he's holding anumbrella in the other hand.
5. At the bottom of the paper, draw a sad face with onebig ear and one small ear.
6. In the lower left-hand corner, draw a tree with thesun over it.
7. There's a house in the lower right-hand corner.
8. In the upper right-hand corner draw a cloud and underthis cloud put a tall thin man wit h a big moustache.
在进行这项活动时，教师可先让学生听写上面的8个句子， 然后根据每个句子的意思画图。上面的句子可 难一点，也可容易一些，可根据学生的实际水平进行一些变化。
2."IF I HAD A MILLION YUAN"
Purpose: To use the conditional (if…) and subjunctive (asituation that is contrary to
fact) construction todescribe results of actions, and to practice grammarcommu nicatively
Skills: Speaking－must be ENGLISH only
Level: Advanced junior or senior middle school
Materials: Have a list of if clauses, to use as prompts:
If I had a million yuan…
If I could go to Paris tomorrow…
If you came to my home…
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If I were a genius…
If I were a famous singer…
If I were a famous writer…
If I would buy you an expensive gift…
Procedure:
1)Stress to the students that they are to use theirimaginations, and they may be humo rous and fanciful as theyadd onto each other's if clauses.
2)Address an if clause to a specific student (say to thestudent beside you). That student (and successive students)must state the if clause and then suggest a possible result.For ex ample.
A. If I had a million yuan, I would buy a yacht.
B. If I bought a yacht, I would go for a sail.
C. If I went for a sail, there would be a storm.
D. If there were a storm, my yacht would sink.
E. If my yacht sank, my mother would cry.
F. If my mother cried, my father would comfort her.
3).The "If I had a million yuan …" prompt can be usedrepeatedly as students will have
different preferences andideas as to what to do with all that money－and the followingstatem ents can go in many different directions. But forvariety and interest, try some of the ot her clauses too. Justbe sure that the "chain story" moves along and students seethe possibi lities for humor and fantasy as well asfamiliarize themselves with and internalize
the if clauseconstruction.
Variation 1): This activity can also be done in smallgroups of 5－6.
Variation 2): This activity can be done in writing,followed by speaking:
Each student takes a sheet of paper, and at the top of itcopies down a given condition. The
student then fills in apossible result, and passes the paper to a neighbor, whowrites
down the next event in the chain( using fullconditional sentences as in the example
（科教论文网 lw.NsEac.com编辑整理） for the oral workabove), and passes it on. After about 6 －8 minutes, therewill be a nu mber of "chain stories" ready to be read aloud.
这是个进行语法练习的活动，它把枯燥乏味的语法讲解变成了生动活泼的自主学习活动，而且使听说读写 的训练紧密结合起来，真正达到了让学生在学中用、在运用中掌握英语的目的，这比死记硬背语法规则的效果 肯定要好得多。
从上面的例子可以看出，英语的活动是与听说读写密切联系的，离开了听说读写，活动就失去了意义。因 此，在具体的活动设计过程中，教师应根据教学内容和教学目标，有目的、有计划地安排好听说读写的活动：
1.对各种课堂活动要有个通盘考虑，有些活动有利于促进学生的思维能力、自学能力；有些侧重于基础知 识、技能技巧；有些侧重于对语法、句型和功能的认识与掌握。教师要尽可能将听、说、读、写四个方面都考 虑进去，使之相互结合，融为一体。四种技能相辅相成，不可偏废。虽然在具体的活动中会有所侧重，但从整 体上来说，必须全面规划，统筹兼顾，保证听、说、读、写全面活动，使之相互促进，协调发展。
2.课堂活动不仅要求师生共同参与，而且要见诸于学生的行动。教师应根据实际情况和需要，选取适当的 活动形式，以保证全体学生的参与和活动的效果。不同规模的活动方式有：对子活动，哑剧，讲故事，独白， 对话，游戏，角色扮演，小组活动，全班活动，师生活动等等。通常，一项内容可以进行多种活动，如先师生 示范，后对子活动，小组活动，再全班活动。反馈或活动结果一般应最后在全班进行。
3.活动的特征就是“动”，要尽可能使学生通过活动做到动眼、动耳、动口、动脑，最好能“动手动脚” ，整个身体都活动起来。集体活动是增强学生主体意识和培养民主、平等观念以及集体主义的好方法。课堂就 是活动场所，学生可移动到一起组成对子或小组，可站可坐，可倚可动。让学生在学中用，在用中学，创造一 种生动活泼、积极主动的学习局面。
（转载自http://zw.NSEAC.com科教作文网）
4.课堂活动是师生间的双边活动，民主、平等、和谐的师生关系和互助互爱的课堂气氛对活动的成败至关 重要。教师应高度重视学生的主体意识，尊重学生，了解学生，保护学生参与活动的积极性，使他们在活动中 真正体验到自己作为主体的尊严感。只有这样，才能使他们参与、合作的能力不断增强，使他们身上蕴藏的学 习潜力充分发挥出来，使活动达到预期的目的。
如果我们每次走进课堂之前已精心设计好了活动，对活动的内容、方式和步骤已胸中有数，我们的课堂就 一定会充满活力，教与学就一定会取得更好的效果。
参考文献：
1.王才仁 《英语教学交际论》，广西教育出版社，1996
2.南京师范大学教育系 《教育学》，人民教育出版社，1995
3.Barbara Carvill, Ph. D. & Helen Westra, Ph. D. ( 1996)TEACHING ACTIVITIES
4.肖坤 “初中英语‘三P’活动教学实验报告”， 载《中小学外语教学》1997年第8期
5.Junior English for China, PEP/LONGMAN, 1997
6.Senior English for China, PEP/LONGMAN, 1997
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