口语教学重练习 激发兴趣是关键
本文作者： 21ST
Talking about pop music and musicians Kenneth Beare THIS activity focuses on using a game as a means of motivation to get students discussing their favorite types of music and musicians. Step 1: Review vocabulary by asking students about a number of musicians, names of instruments, words used in speaking about music. Step 2: Divide the students into small groups and give them the “Music: True or False” handout (see below). Step 3: Ask students to discuss each statement and decide if it is true or false, giving reasons for their decision. Step 4: Go through each statement, selecting a student from each group to give their opinion — making sure that they state their reasoning for the decision. Step 5: Make the exercise competitive by giving one point for each correct answer, one point for an explanation and an extra point for a grammatically correct explanation. Step 6: Extend exercise by having students create “True or False” statements of their own to be shared with other groups. Handout Decide if each statement is true or false. Explain to members of your group why you think the answer is true or false. * The Back Street Boys were originally named “The Boys Next Door”. * Elvis Presley said, “I don’t know anything about music”. * Rock and Roll music was first approved of by the US Government because of its patriotic message during World War II. * The Spice Girls have all been trained as classical musicians. Each member of the group is not only a wonderful singer, but can also play an instrument at a professional level. * In 1994, singer Paul McCartney sent back his razor, shaving cream, and other products to the Gillette Company to protest the manufacturer’s use of animals in the product testing. * Luciano Pavarotti can’t read music. 本练习利用游戏激发学生练习口语的兴趣，让他们讨论喜欢的音乐和歌手。 第一步:通过提问学生歌手的名字、乐器的名称和谈论音乐用到的词语等问题复习单词。 第二步:把学生分成若干小组，发给他们“音乐:是对是错”的讲义（内容如下）。 第三步:让学生讨论每条陈述，判断它们是对是错并给出理由。 第四步:研究每条陈述，每组选择一名学生陈述他们的观点——老师要确保他们陈述得出结论的推理。 第五步:学生每答对一条得1分，分析原因正确得1分，解释用语语法正确得到附加的1分，这样可以使练习具有竞争性。 第六步:作为该练习的延伸，让学生编写“是对是错”的陈述句，每组学生共享这些句子。 讲义 判断下列陈述是对是错，并且向你们组的成员解释原因。 * 后街男孩最初叫做“邻家男孩”。 * 猫王说，“我对音乐一窍不通”。 * 摇滚乐最初得到美国政府的认可是因为它在二战期间传递的爱国信息。 * 辣妹组合的成员都受过古典乐的训练，每名成员不仅是出色的歌手，还具有专业级别的乐器演奏水平。 * 歌手保罗麦卡特尼在1994年将他的剃须刀、剃须泡沫和其它相关产品都送回吉列公司，用此举动抗议该制造商利用动物作为产品测试对象。 * 卢恰诺帕瓦罗蒂不识乐谱。 Story in a bag Maria Spelleri THIS oral story creating and relating activity works best with intermediate level and above students. Step 1: Before class, the teacher fills paper bags with five to six random objects. You will need one bag for each group of four students. To make this activity interesting, the objects should be diverse and unrelated to each other. An example of a diverse content bag is a postcard from Singapore, a can-opener, a candle, a surgical mask, a theater playbill and a teddy bear. Step 2: Ask each group of students to open the bag, take out objects and invent an oral story incorporating all the objects found in the bag. Here’s an example based on the bag items described above. “One morning Shirley received a postcard from her old college friend, Louise. The card was from Singapore, and in it, Louise had invited Shirley to come for a visit. Shirley flew to Singapore and met Louise. They went to a play at a local theater the first night. It was a murder mystery and the ladies felt a bit nervous when walking back to Louise’s home after the show. When they got home Louise tried to turn on the light, but there was no electricity. She lit a candle and …” Step 3: Tell students not to write and read the stories. This allows spontaneous changes, and for group members to jump in and correct each other or add details in the final telling. Step 4: When the groups have finished, each group shares their story with the whole class. Each student in the group should tell one part and show the related object to others when it is mentioned in the story. Step 5: Watch out for those clever souls who would say, “Shelley packed her suitcase for Singapore. In it she put a candle, a can opener, a teddy bear…” * Variation Step 1: The teacher makes up a crime that has been committed, for example， “Professor Smith was found dead under a table, Lady Smith’s diamonds stolen from her bedroom drawer”. Step 2: The groups are then told that the items in their bags are clues to the crime collected by a detective. The story that the groups come up with then are the details of the crime. 这个编故事的口语练习适用于中等以上水平的学生。 第一步:老师上课前准备若干个纸袋，每个纸袋中装有5至6个物品。每4个学生一组，分得一个纸袋。为了使这项练习富于趣味性，装在纸袋中的物品应该种类丰富且相互之间没有联系，例如一张从新加坡寄来的贺卡、一个罐头起子、一根蜡烛、一个口罩、一张节目单和一个泰迪熊。 第二步:让每组学生打开纸袋拿出物品，并且编一个故事，故事要包括纸袋中所有的物品名称。以下是基于上述提到的物品编造的故事:一天早上雪莉收到了她的一位老朋友路易丝从新加坡寄来的贺卡，卡片的内容是邀请她去新加坡做客。雪莉乘飞机到达新加坡见到了路易丝。第一个晚上她们去当地一家剧院看了一出戏剧，讲的是一宗谋杀悬疑案。在回家路上，雪莉和路易丝感到有点害怕。回到家中，路易丝想要开灯但是没有电，于是她点燃了一根蜡烛…… 第三步:告诉学生不要把编好的故事写下来念，这样可以让他们在讲故事时有自然的改动，同组成员也可以打断讲故事的人，给其纠正错误并增加细节信息。 第四步:每组编完故事之后，让他们把故事讲给全班同学听。每个学生讲其中一部分故事，当提到纸袋中的某个物品时，把该物品拿给大家看。 第五步:老师要当心某些学生耍小聪明的做法，如编这样一个故事:“雪莉收拾去新加坡要带的行李，她在旅行箱里放了一根蜡烛、一个罐头起子、一个泰迪熊……”。 * 其他版本 第一步:老师编造一个犯罪情景，例如“史密斯教授被发现死在桌子下面，史密斯小姐放在卧室抽屉里的钻石丢了”。 第二步:告诉学生发给他们的纸袋里装的物品是侦探在犯罪现场搜集到的线索。学生们需要编造该案件的细节信息。 Integrating speaking Justin Young THIS exercise requires a short text that you can read out loud to the class in about five minutes. Step1: Hand out copies of the text. Step2: Tell your students that as you read the text, they should listen and follow along on the page underlining words or phrases that particularly impress them. Step 3: After you have finished reading, allow five minutes for you and your students to “say back” the words or phrases that they have underlined. Step 4: Give some time for discussion, posing questions like: What does this passage seem to be about? Step5: After discussing, ask students to take a word or phrase in the passage and use it as a starting point for a story in which they write anything that comes to mind. Step 6: Ask several students to read their stories. The others should again write down words and phrases that impress them. Emphasize that it is crucial that they write a number of words and phrases for each piece, as they will be working with these words and phrases later. Step 7: Ask students to look at the words and phrases they have collected and to make a poem out of them. They need not use all of them but they can only use these words and phrases. Step 8: Give them five to ten minutes to do this and then ask for volunteers to read their poems out loud. 这项练习需要一篇阅读时间为5分钟的短文，老师要在课堂上给学生大声朗读。 第一步:把文章发给学生。 第二步:让学生在听你朗读文章的时候划出给他们留下特别印象的词语。 第三步:老师用5分钟的时间和学生一起回顾他们划出的单词。 第四步:给学生布置问题，如“这篇文章的大意是什么”，并留给他们讨论的时间。 第五步:讨论结束后，让学生在文章中选择一个单词或短语作为开头编故事，故事中可以写任何想到的内容。 第六步:让几名学生朗读他们写的文章。其他学生记录下大量给他们留下深刻印象的词语。老师要强调写下词语的重要性，因为在接下来的练习中会用到这些词语。 第七步:让学生们用记录下来的词语作诗。他们不需要使用全部词语，但是只能使用已经写下来的词语。 第八步:给学生5至10分钟的时间做此项练习，之后请自愿者大声朗读自己的作品。 |  |
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