在讲解人教版高二英语下学期第五单元Asking Favours of Other People 这一课之前,笔者请班里四位学生分别扮演Mr. Thompson, Mr. White, Miss Reed 及Me, 录制了一段DV,上课时放映给学生们观看,整节课学生们全神贯注,积极参与,课堂气氛非常活跃,如此一来,学生们不仅快速理解了文章,还出色完成了三个教学任务:(A) Dub the film;(B) Retell the story;(C) Discussion over how to ask favours of others。
Which of the following statements is not true to the writer?
A. The writer’s first name is given.
B. The writer’s real family name is not given.
C. The writer doesn’t belong to any organization.
D. The writer never lost money in the stock market.
多数学生选出正确答案D, 并能从文中轻易找出支持论据: I have taken hits from investing in the stock market, and like everyone else, have had ups and downs. 可笔者当时既没有肯定也没有否定,而是继续问:为何不选C 呢? 学生们也很快找到了相关线索:I have no affiliation to any camp, just a Mr. Joe Ordinary investor who has been lucky enough …可当笔者问为何不选A和B时,学生们回答文中没提到。笔者接着问到:Then who is Mr. Joe Ordinary that you just mentioned,并且把Mr. Joe Ordinary写在黑板上,不少学生这时流露出A和B似乎也是正确的神情。这时,笔者抓住时机问:Which one on earth should we choose then? 学生开始互相讨论。结果对于A 大家都能说出为什么,而对于B 学生很难发现错误的原因。于是笔者问:Have you ever heard of or read of anyone whose family name is Ordinary? 稍加思考,学生都开始摇头,接着,他们恍然大悟,Ordinary不是writer 的姓,而是谦称。经过恰当的情境设问和“导”,学生不但确定了答案,更重要的是运用所学知识对问题进行了多方面、多角度、多层次地思考。
(3)课后延展阶段
英语课外活动受时间、地点、方式等方面的限制较少,比课堂教学更有灵活性。教师要引导学生开展丰富多彩的课外活动,如举办英语角活动、制作英语海报、编排英语短剧,这有利于巩固课内知识,扩大视野,促进课堂教学。如在教授人教版高三英语第一单元The Nobel Prize这一课之后,笔者把学生分为四组并布置了四个小课题:
① Introduce the founder of the prize
② Introduce one of the receivers of the prize you are interested in and his achievements
③ How many overseas Chinese scientists have been awarded the prize? For what they are awarded?
④ Analyze why China’s native scientists still have no way to get their hands on these awards?