活化课堂的几种手段(2)

2018-01-28 04:46

导读：One day, a man was walking in a wood when he came acrossa woodcutter. He stopped and ha d a talk with him, butsometimes he couldn't understand the meanings of thewoodcu tter's sentences. For example,

One day, a man was walking in a wood when he came acrossa woodcutter. He stopped and ha d a talk with him, butsometimes he couldn't understand the meanings of thewoodcu tter's sentences. For example, the woodcutter said: " Icaught a cold the day before yesterday, and now I have had acold for two days. So I can't cut the big tree down. I canonly cut the
small tree up. " The man found the idiomsdifficult to understand. He thought he should
study hard tomake good progress in English.
通过这种改变体裁的练习，学生不但巩固了本课重点知识，而且在转化中创造性地用活了习语，提高了书面表达能力，从而使学生能准确地表达自己的思想。
4.板书设计
巧妙、合理的板书设计不但便于学生理解、记忆，而且能培养学生整体把握文章结构的能力和概括能力，因此教学中的板书不能仅仅局限于知识点的罗列，更要讲究板书设计的巧妙合理，体现文章的整体结构特点，以便更好地完成课堂教学目标。例如：对于SEFC B Ⅱ, Unit 2, Lesson 6 No Smoking, Please一文，我设计了如下板书：
附图{图}
Warning:
For the health of your family, don't join the new smokers'army.
通过这样的板书设计，学生对文章脉络一目了然，而且有利于学生捕捉文章信息，抓住文章的核心，进一步理解文章内容。
当然板书的形式多种多样，还可以是提纲式、表格式等，但无论什么形式都必须完全服务于教学内容，并符合教学大纲的要求。新颖、独特、科学、美观的板书，不仅能给学生美的享受，激发学生学习的兴趣，启发学生思考，还能为学生提供记忆的框架，提高学生学习的效率。