小学英语故事情境教学例谈

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内容摘要:一、话题导入,放飞童心  【案例一】牛津小学英语1B/Unit 7《Open the door,please!》  课开始了,教师自我介绍。  T:Hello,kids.I'm your new friend,rabbit.  S:Hello,rabbit.  T:You are so lovely today.I like you.So today,I'll be your mummy rabbit.And yo

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  一、话题导入,放飞童心

  【案例一】牛津小学英语1B/Unit 7《Open the door,please!》

  课开始了,教师自我介绍。

  T:Hello,kids.I'm your new friend,rabbit.

  S:Hello,rabbit.

  T:You are so lovely today.I like you.So today,I'll be your mummy rabbit.And you'll be my baby rab-bits.Hello,baby rabbits.

  S:Hello,mummy rabbit.

  ……

  【亮点采撷】本课以小兔乖乖的故事为主线展开教学。孩子们从幼儿园升一年级,稚气未脱,这位教师抓住了一年级学生的心理和年龄特点,将自己打扮成兔子,让他们感觉无比亲切和有趣。

  【案例二】牛津小学英语4A/Unit9《What's the matter?》

  T:DO you like animals? Now,I'll act as an animal.Guess what animal I am going to be?(课开始了,教师导入故事情境)

  T:I'm very clever.I like bananas and peaches.What am I?

  S:You are a monkey.

  T:Yes,I'm a monkey,boys and girls.Do you like stories? Now,listen to my story.(简笔画:house/hill/tree等,画画读读)

  T:Today I'm going to see my friend,rabbit.But I must climb hills.Please encourage me.Say "Monkey,Monkey,go,go,go.Monkey,Monkey,climb the hill."(教师扮演猴子爬山)

  S:Monkey,Monkey,go,go,go.Monkey,Monkey,climb the hill.(学生一起加油鼓劲)

  【亮点采撷】本课教师以小猴子翻山越岭去看望好朋友小兔子为主线,将路上发生的一系列的事情串成一个完整的故事,边讲故事边授新内容。在故事的开始,由教师扮演新朋友——小猴,以此为切入口,并辅以简笔画来介绍故事梗概,让学生一起用诗歌的形式鼓励小猴子,提高了学生参与教学活动的积极性。

  【例案三】牛津小学英语6A/Unit 5((On the farm))

  T:Boys and girls,I'm Miss Rabbit.I like eating carrots.I taste delicious carrots every day.But I don't have any today.I'm very hungry now.So I must go out and look for some carrots.Here I am on the farm now.There are lots of carrots on it.How excited ! I open my eyes widely,looking for the biggest one.Oh,there it is,a very big carrot.I try to pull it out.I pull and pull,pull and pull.But it is too hard.Who can help.? Boys and girls,please help me and say with me" pull up the carrot."(导入 pull up.../taste...)

  S:Miss Rabbit.Pull up the carrot.

  T:Loudly,please.

  S:Miss Rabbit.Pull up the carrot.(大声)

  T:Oh,the carrot is out.Thank you,boys and girls.Now,I can taste the delicious carrot.

  ……

  【亮点采撷】这是本课最难的两个短语,不同以往的是,教师没有用几个相应的动作或图片来逐一导入,而是将它们编在兔子拔萝卜的故事中,将学生引入语境,让他们在倾听小语篇的过程中理解其意思。不仅如此,教师最后还让学生参与到故事里,在师生互动中轻松愉快地导入新短语。

  以上三位教师牵手故事,放飞童心,他们蹲下来,用孩子的视角去看世界,他们所创设的故事情境犹如一缕春风,给枯燥的课堂教学抹上了点点绿意,使其焕发着生命的活力,不经意间,轻柔、惬意在孩子们的心中流连……

  二、演绎故事,回归童真

  【案例一】牛津小学英语1B/Unit 7《Open the door,please!》

  T:My baby rabbits.I'm back.Dong,dong,dong.Open the door.(句型open the door的情境演绎)

  S:All right.(教师扮演兔妈妈,请求开门,给接下来的表演作好示范。)

  T:Now,your friends are coming,Who can act?

  S:Dong,dong,dong.I'm cat/dog/duck/cow… Open the door.

  Ss:All right.(每组请一名学生扮演兔子的朋友,请求开门。然后变换角色,请同组其他学生来扮演。)

  【亮点采撷】这位教师给学生创设了小兔乖乖的故事情境,孩子们在角色扮演中天性流露,充分享受了学习的快乐。

  【案例二】牛津小学英语2A/Unit9《Put on your coat》

  T:Winter is coming.Some animals are crying.They are very cold.Let's help them.(句型put on your coat/All right的情境演绎。)

  T:I'm a butterfly.(教师戴蝴蝶头饰)I'm cold.Woo woo.(作哭泣状)

  S:Butterfly,butterfly,put on your coat.

  T:All right,Thank you.

  S:Butterfly,butterfly,put on yours weater.

  T:Ok.Thank you.(接下来,教师请其他小朋友扮演小动物如小蜜蜂,小鸟等等,进行生生表演。)

  【亮点采撷】孩子们的表演很真切。教学中,决不能忽视对学生非智力因素的培养,要让学生有更多情感的体验:快乐的、悲伤的、愤怒的、同情的、惊奇的……这才切合他们真实的内心,并与之产生共鸣。

  【案例三】牛津小学英语4A/Unit 9《What's the matter?》(句型“What's the matter?”和“I'm thirsty.”的情境演绎。)

  Ss:Monkey,Monkey,go,go,go.Monkey,Monkey,climb the hill.(手饰正面是猴子开心的脸)

  T:Is the monkey happy now?(反面出示伤心的脸)

  S:No,he isn't.

  T:What's the matter?(出示句型:What's the matter?)

  T:I'm thirsty.I want to drink some water.(请小朋友扮演猴子,读一读:Thirsty,thirsty,I'm thirsty.)

  Ss:Matter,matter,what's the matter?

  S:Thirty,thirsty,I'm thirsty.(全班同学以小诗的形式和小猴对话)

  Ss:Hello,Monkey,what's the matter?

  S:I'm thirty.(学生戴手饰扮演猴子)

  T:Here's a elass of water for you.

  S:Here's a...(引导小朋友说一说,用课前准备好的图片进行操练)

  S:Thank you.

  【亮点采撷】教师创设了完整的故事情境,学生们在角色扮演中,仿佛真的成了猴子和它的朋友们,一起为猴欢喜为猴忧。

  在上述案例中,教师们创设了形象生动的故事场景,在这种特定的情境下,学生在生活里的种种体验被唤醒和激活。他们本真流露,时而激昂、时而愉悦、时而担忧、时而伤心……同时,故事给学生提供大量的、真实的、自然的语言输入,学生通过学故事、演故事,所要学习的句型在有情节的故事情境中得到不断的复现。

  三、操练巩固,凸显童趣

  【案例一】牛津小学英语3B/Unit4《Time》

  T:Clap your hands and ask me "Time,time.What's the time?"(巩固句型“What's the time?”和“Time to…”,学生扮演麦兜,教师扮演大灰狼)

  Ss:Time,time.What's the time?

  T:It's six o'clock.

  Ss:Time to get up.

  T:Go on.

  Ss:Time,time.What's the time?

  T:It's eleven o'clock.

  Ss:Time to have lunch.(学生抱头趴在桌子上,动作慢的被大灰狼抓住)

  【亮点采撷】小猪麦兜的故事深受孩子们的喜爱,在这节课中,教师组织孩子们游戏,让他们扮演麦兜,自己扮演大灰狼,在愉悦而紧张的氛围中,创造性地巩固了句型,不留丝毫教学痕迹。

  【案例二】牛津小学英语4A/Unit9《What's the matter?》(Sing a song,巩固句型Why don't you…?)

  Ss:What's the matter? What's the matter?

  M:I am tired.I am tired.(个别扮演)

  Ss:Why don't you sit down? Why don't you sit down?

  M:Good idea.Good idea.

  接着,让学生自编歌曲:

  Ss:What's the matter? What's the matter?

  M:I am__.I am__.

  Ss:Why don't you? Why don't you

  __?

  M:Good idea.Good idea.

  【亮点采撷】“Why don't you…?”是这节课的难点,教师巧妙地将两只老虎的曲子改编成了一首英语歌,以小猴与朋友对唱的形式,轻松化解了难点,加强了学生对新知识的记忆。

  【案例三】牛津小学英语4A/Unit9《What's the matter?》(拓展练习Monkey's Day)

  I am a little__.My__is a lovely rabbit.Today,I go to see her.But I must climb the hills all day.I'm not happy.What's the__? I'm__.So I have a glass of water.I'm__.So I have some bananas.Happy,happy,happy.Now,I'm at rabbit's house.But she is__.I say to her"Why don't you__".She says "Good idea" !

  【亮点采撷】在本课的练习设计上,教师要求学生通过回忆这节课来复述这一故事,实际上是在复述的过程中,再次对语言点进行了梳理和巩固,整堂课的脉络生动、清晰在孩子们的头脑中重现。本课借由故事开始,以故事结束,使其更具灵性和整体性。

  英语有一句谚语“Education must be fun.”(教育必须是有趣的。)激发和培养学生学习英语的兴趣是小学英语教学的首要目的。故事情境教学这一模式迎合了小学生的心理特点、思维特征,为他们提供了体验、参与的好机会,并展示了其富有生命力的、灵动的教学优势。借助它,教师将欢笑带入了课堂,将情趣带入了课堂,更将纯良、本真还给了学生,使课堂教学散发着无穷魅力!

  原标题:童心·童真·童趣——英语故事情境教学例谈

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