激活共同参与意识 突破口语教学瓶颈
本文作者： 21ST
为了给广大英语教育者和学习者提供最新的学习资讯、教育理念以及课堂教学实例，不断提高英语语言和授课的技能，本报特开辟“海外传真”专版，定期选登国际英语教育领域的优秀教学论文，以飨读者。 编者按:提高学生的课堂参与率、深化其英语语言思维是广大教师在口语教学中应首先关注的任务。本栏目此次精选了三篇文章，分别从如何利用广播访谈节目为学生在课堂上营造相对真实的交流场景、怎样在课堂中成功运用金字塔式讨论方式和趣味游戏提高所有学生的课堂参与意识等几个角度，通过详细的课例分析，为广大读者提供了突破英语口语教学瓶颈的几种行之有效的方法。 Building Oral Skills Through Radio Shows Paul Rowan 要激发学生用英语进行交流的欲望，口语教师在课堂上应首先为他们营造相对真实的交际场景。为此，本文作者巧妙地将广播访谈节目引入课堂，旨在引导学生通过依次完成具有实际意义的教学任务，自然地提高语言表达能力。总体来看，此教学过程由学生演练和师生评估两部分组成，以下是作者在实践中遵循的教学步骤: 1． 制定教学计划 教学任务分三节课（每节90分钟）完成。 2． 第一节课的前45分钟 首先，教师播放一段长约20至25分钟的网络音频资料，此后要求学生利用10至15分钟相互询问听力理解情况，旨在启发学生用自己的语言描述所听的内容。之后，教师简单总结并点出所听材料的主题。 3．第一节课的后45分钟及第二节课 学生每四人一组，通过小组讨论的形式最终将广播访谈节目汇编成一个完整的故事，由各位组员分段陈述。同时，教师可建议学生将讲故事的时间控制在20分钟以内，以保证每位组员有5分钟的表演时间。 4．第三节课的前45分钟 教师让每个小组按照确定的内容演练故事，提醒他们在讲述过程中运用合适的语音、语调等，尽量做到语流自然，故事具有可信性。 5．教学的最后45分钟 精心准备大概两个星期后，教师让所有小组绘声绘色地顺次讲述共同加工创作的故事，其他同学则类似收听广播节目一样来品评故事讲述的效果。 6．师生共同评估，促进不断进步 评分采用5分制，评估标准主要包括讲演过程中所使用的语音、语调、节奏、语流是否自然及故事是否可信等。需要指出的是，教师的评价应以鼓励和表扬为主。 THIS is a three-class (90 minutes each) lesson made up of two classes devoted to creating and developing an original story, half a class for practice telling the story, and half a class for the groups to voice-act their stories in front of their classmates. In these three classes, there are five key steps that need to be followed for this lesson to be effective. Beginning with the first half of class 1, play a short “radio show” (these are easily available from the Internet) to the students for about 20 to 25 minutes. Next, discuss the show for another 10 to 15 minutes. Questions such as “How did you feel?”“Could you imagine it?”“How were they able to make you believe it?” are all great in focusing the students on the topic of a radio show. In addition, these questions help by giving them ideas on how to build their own ‘believable’ play. Next, give students the theme for the story. I have tried a Halloween and a Christmas story, and I am sure that other themes that go beyond seasonal holiday, such as folklore, are equally as effective. In the second half of Class 1, and for all of Class 2, have students, in groups of 4, create a story/script that they will act out. As a general guide, I ask for plays to be 20 minutes in length which averages to about 5 minutes speaking time per student. Usually, performances are 10 minutes in length, but, in the end, the play’s length is not really very important. For the first half of Class 3, allow the students to practice voice acting their play for a class performance. Last, in the second half of Class 3, students voice-act their group play for the class. Note: It is best if the audience close their eyes or face away from the actors so they can pretend that they are listening to a radio. Listeners are to use their imaginations based on the actors’ sound effects, voice stress, intonation and inflection to portray the range of emotions that they want to provoke in the listeners. This exercise should be completed in two parts: the first time students do it, it should be a practice exercise. The second time this exercise is done, about two weeks later, each play should be given a score by both the classmates and teacher based on a scoring guide that is ranked from 1 to 5 with 5 being the highest. The categories are as follows: Voice skill (stress, intonation, pronunciation, inflection, rhythm) Naturalness Sound Effects Believability The scoring should follow this: when there is a difference between the peer marks and the teacher’s, the teacher’s mark could be higher. yramid DiscussionP Jim Scrivener 大多数学生都认为课堂上全班一起讨论时气氛颇为紧张，而两、三个人探讨问题时又容易出现发言机会被某些同学独占的现象。为避免出现类似情形，本文作者在口语教学中引入了“金字塔式的讨论方法”，取得了较好的课堂教学效果。 金字塔式的讨论方法因循从个人思考，到结对练习、小组演练，直至全班共同探讨的顺序，这种方法能为学生提供充足的思考和准备时间，有利于他们通过一步步自由演练和展示观点的口语交流进程，逐渐适应全班讨论的环节。不仅如此，这种方法还便于教师在学生讨论过程中给予恰当的指导，从而可以有效地建立学生的自信，提高他们的讨论技巧。 以下是作者运用此种方法组织口语教学的具体实例: 1．个人准备阶段 在此阶段，教师可在黑板上列一些与学生生活相关的讨论话题，要求他们就所给的题目以做笔记的形式简单列出自己的想法。 2．对子活动阶段 教师让学生比较并讨论各自所列的观点。两分钟后，再让他们组成对子或小组就不同的观点进行讨论并达成一致的意见。 3．小组活动阶段 教师在黑板上列出一、两个学生感兴趣的话题，让他们以小组为单位展开讨论，并最终确定所有组员赞同的观点。 4．全班讨论阶段 逐个阐释观点后，各小组针对所持的不同观点展开辩论，并最终达成一致的意见。另外，在此阶段的讨论中，教师还应提醒学生避免问一些可预见的程式化问题，平等对待所有的学生，设法为他们每个人都创造参与表达和交流的机会。 不仅如此，在评判过程中，教师应更多地去关注学生表达中蕴含的思想性，而非语法或表达方式的正确与否。 MOST students find whole-class discussions a little nervewracking, while two or three end up dominating. The remainder are quiet because they are shy, don’t know what to say, need preparation time, etc. A pyramid discussion allows students time to think, prepare and try out their thoughts and arguments on small numbers of people before moving on to the whole-class challenge. They work particularly well with selection and ranking tasks where students are offered a number of options and must select and/ or order them (e.g. choose six qualities of a good teacher). Here is an example of this: Individually: Students think about the problem and write notes expressing their opinions (about two minutes). Pairs: Students compare their notes and discuss them. After two minutes the teacher adds the instruction that they must reach a compromise on six items they agree on. When all the pairs have reached a compromise, join pairs together into larger groups of four or six. Again students should discuss and reach a compromise solution from this group. Whole class: By this time the students will have explained their views and argued them a number of times and also have gained some experience in compromising and reaching an agreement. Hopefully you will now find that many more people than before are ready to take part in the final discussion and compromise solution for the whole class. Working with whole groups: do’s and don’ts Do ask the questions randomly. Don’t ask questions routinely round the class (predictable and dull). Do make sure you pay more attention to the meaning of what the students say rather than focusing too much on accuracy. Don’t give constant corrections (students may say less in an attempt to avoid error). Do respond to the ideas and views stated by the students. As far as possible turn this into a conversation. Get them interested and involved. Don’t let one or two strong students dominate to the exclusion of others. Try to give all students a chance to speak. Getting the Whole Class Talking Clare Lavery 本文提供了两种可有效激发所有学生参与口语讨论意识的课堂活动，内容大致如下: 1．拼图游戏 首先，教师选择3至4张学生熟知并感兴趣的图片，如电影画面、卡通图片、新闻故事或名画、名人图像等，让他们用英语描述画面的内容。 此后，教师将图片分成4至5个不等份，并将不同的碎片分发给不同的学生。 接下来，学生彼此询问所持图片的信息，尽快找到持有同一图片其他部分的同学。 最后，第一个完成拼图的即获胜的小组。 2．撰写人物传记 首先，在学生并不知晓即将讨论哪位名人的前提下，教师将一些简单写有与这位名人相关的重要信息分发给他们。 之后，教师在黑板上列出表格，让学生填写空白内容，以帮助他们初步了解该人物出生的日期、地点、不同阶段所经历的事件或取得的突出业绩等。 其后，教师将全班学生分成两大组，把该名人的传记一分为二地发给他们，并让两组学生相互问答，以获取关于这位名人的最大量的信息。 最后，教师收回学生手里的故事蓝本，让他们结成对子或组成小组，参考简单记录的笔记或表格内容，复述并最终完整地写出这位名人的传记。 THE following activities are designed to get everyone talking. Jigsaw puzzle challenge Take 3 to 4 large pictures/photos and stick them on a card. Pictures can come from Sunday supplements, travel brochures, calendars, magazine adverts, etc. Pictures specific to students’ interests will motivate them (e.g. film stills, cartoons, news stories, famous paintings, famous people). Draw puzzle shapes on the back of each picture (4-5 shapes) and cut out the picture pieces. Give each student a jigsaw piece. They must not show their piece to anyone. Students then mingle and question each other about what is on their puzzle piece to try and find people with pieces of the same jigsaw. The object of the game is to find all pieces and put together the jigsaw. The first complete picture puzzle wins. Create a biography Take a biography of a famous person and write details on strips of paper. Keep the identity secret so they have to guess. Draw a table on the board for students to copy and make notes (e.g. place of birth, early years, famous for). Hand out the strips (divide the class if it's large and give out 2 sets) Students mingle and ask each other questions until they have as many details as possible about the person. Take away the strips and put students in pairs or small groups to use their table of notes to write the biography. |  |
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