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英语“课前5分钟”口语展示研究方案

英语“课前5分钟”口语展示研究方案
英语“课前5分钟”口语展示研究方案

英语“课前五分钟”口语展示研究方案

方正小学英语科组研究背景:英语学习已经是我们语言教育里面的一个非常重要的

部分,小到升学考试大到国际沟通。随着社会经济文化等的发展,英

语作为一门语言,其社会交际功能表现得越来越明显。人们学习英语

的本质就是为了人与人之间传递信息,表达思想。而目前传统的英语

教学,却一味地对学生进行灌输式教学。过度重视语法和阅读,忽略

语言的交际实质; 被称为“哑巴英语”。因此,在小学英语教学中,

要从语言实质出发,把学生从枯燥的语言知识讲解中和死记硬背的教

学模式中解脱出来,在英语教学的实践中不断培养学生“说”能力。

从而使学生做到愿说、乐说、善说。

本校述评:1、本校有部分学生每次考试成绩很好,在平常的默写和习题中表现都不错,可到了“Oral training”的时候就显得拘谨。老师为了让学生的考试成绩有所提高,就怕学生不懂不会,拼命地把自己的知识教授给学生,可是却忽略了对学生“说”的能力的培养。过去的英语的课堂上大多是老师问学生答。主动权都在老师的手里,学生只有被动的接受知识。在这种教育方法下一旦孩子们有机会和学校的外教老师交流,可能只会说“ hello",其他的孩子们都不知该从何说起,同时也束缚了孩子们的思维发展。这时就需要教师创设一些让孩子们感兴趣信息差让孩子们提问。例如在讲文具时,我会和孩子们一起做“猜一猜”的游戏,让一个小孩子到前面来拿着文

具在手上,让其他的学生猜他手上拿的是什么。由于这个活动符合孩子们好奇的天性所以一般情况下都会收到很好的效果。

2、部分学生由于英语基本功不够扎实,语音语调不够规范,词汇量不大,导致心理压力大,在口语表达时很容易产生畏难情绪,以至于不能正常发挥自己的水平。

就心理压力问题,教师应该多给予学生必要的鼓励和肯定。同时,为帮助学生克服畏难情绪的影响,教师首先要清除学生对英语口语的“恐惧感”,培养学生说英语的兴趣。俗话说“良好的开端是成功的一半”,培养学生的学习兴趣是至关重要的。有了兴趣学生才愿意去学,才愿意开口去说。目前,我校的英语教学主要是应付考试而展开的传统教学,大部分学生认为学习英语是非常枯燥无味的,学习英语就是为了考试、升学。学生没了兴趣就不愿意开口说,大部分优生上课都不敢举手发言,除非点名叫他回答问题,但是声音很小,底气不足。为了让孩子们能得到口语锻炼,我们要多鼓励多表扬。

主持人及主要成员的情况:

杨丽君:本科学历,英语专业,校优秀教师,带毕业班6年,获得凤岗镇“明星杯”三等奖。

王景辉:专科学历,英语专业,校优秀教师,带毕业班2年,获得凤岗镇“明星杯”三等奖。

马燕兰:本科学历,英语专业,校优秀教师,从事教师行业6年。

巫伟华:专科学历,英语专业,从事教师行业10年。

吴小锐:专科学历,英语专业。

文琪:本科学历,英语专业,从事教师行业2年。

张金玲:本科学历,英语专业,从事教师行业8年。

[参考文献]

[1]王萌,浅议小学英语形成性评价的原则与类型[J]。教育实践与研究(A).2011(02)。

[2]程杨,浅谈小学英语校本复种的开发[J].出国与就业(就业版).2011(08)。

[3]王秋慧,“六最法”在小学英语中的教学策略探析[J].湘潮(下半月).2011(05)

《英语课程标准》明确提出了英语教学重点从三个方面发展学生的英语运用能力:用英语进行恰当交流的能力,用英语获取信息、处理信息的能力;用英语进行思维的能力。英语教师该如何激发和培养学生的学习英语的兴趣呢?又怎样提高学生综合语言运用能力呢?我们希望通过对“课前五分钟”口语展示的研究能获得好的教学效果。

“课前五分钟”是指上本节课内容前的五分钟,而不是指上课铃响之前的五分钟。利用课前五分钟是指在这五分钟内对学生进行听说能力的有序训练,使之与阅读、写作结合在一起。这一教学环节的设计,旨在为学生提供一个轻松和谐的环境,激励每一位学生主动参与到活动中来,培养学生的综合英语能力,提高学生的综合英语素质。课前五分钟虽然时间不长,但如果能充分利用的话,内容可以很丰富,形式也可以很精彩。

课前五分钟口语活动的任务设计原则:

1.目标性原则

在进行口语交际任务时,教师要做到目标明确,有的放矢,依据学生的语言水平、年龄特点、文化程度进行有计划的训练,做好阶段性的“目标”定位工作。

2.合理性原则

五分钟的口语交际活动应照顾学生的年龄特点,结合学生的学习、生活实际选择话题,做到合情合理合度。

3.灵活性原则

特级教师肖家芸老师说:“万事万物,皆关一‘活’字,活则新鲜,活则畅快,活则兴盛,活则久远”。针对课前五分钟的交际活动而言,生活中的人事物象都可以转话为“说话”活动的资源。故这里的“活”是指说话内容与说话形式的活泼,学生思维调度的参与听说活动场面的活现。

4.长效性原则

口语训练是现代社会对学生交际能力的要求。这种能力的形成非一日之功,不可急于求成,需要师生几年如一日的付出。

课前五分钟要多样化。

在培养学生的英语听说能力的初期,教师在设计课前五分钟的内容时,不要拘泥于形式,要想方设法让学生保持初学英语时的好奇心、新鲜感。教师要鼓励学生大胆说,只要学生肯说就好,关键在于培养学生用英语说话的兴趣。因此,课前五分钟可以采用各种有趣的形式,比如:

1. 唱英文歌曲。通过多媒体播放或让音乐基础比较好的学生演唱他们喜欢的英文歌曲,比如《爸爸去哪儿》英文版,Apple song, You and me等,并要求其余学生听完后唱出其中的英文歌词。

2. 即兴会话。给学生提供各种他们熟悉的话题,让学生抽题,准备三分钟后即兴发言两分钟时间。如:My favourite teacher, An unforgettable experience, Sports and health等。学生经历了刚开始的紧张到后来的明显适应。

3.每日的报告与谈话任务。通过每天课前五分钟的报告与谈话,

给以学生均等的机会来训练口语,对话内容由少到多、由易到难,循序渐进。对话可以是先汇报天气、日期、出勤,后进行以话题为中心的汇报,话题设计要涉及本课的有关内容并关注学生的生活实践与体验,让学生有话可说。

4.游戏和表演任务。通过游戏和表演让学生回顾以前的语言知识。比如在初一教完颜色后,可在下节课前布置学生准备一个袋子,在袋子里放些各种颜色的物体,然后在课前五分钟口语活动中,让学生上来摸一摸,然后用所学英语进行猜测游戏。

5.情景对话表演任务

在课前五分钟任务化情景对话中,在所学知识的基础上摸拟日常交际的情景表演,创设环境和气氛,让学生主动参与说的活动,从而学以致用、学用结合。让学生大胆、主动去说是培养口语能力的有效途径。根据不同的年级采取不同的形式,可以让低年级学生自定或自编,如:

A: Could you please help me clean the classroom?A: Could you please take out the trash?高年级学生则可以根据教师的教学进度设计情景,进行对话表演。如采访What are the students’New Ye ar’s Resolutions? 或根据提示(图或关键词)向其他学生提出若干问题,并让他们作答。

情景交际要求学生语言准确,行为反应灵敏。它能检测学生能否正确运用交际策略。情景交际能让学生积极参与,让他们在练习中发现问题、解决问题,发挥想象,从而让学生主体作用充分体现。

6.自发辩论任务

在一定时期内,针对一些敏感的热门话题给出一些论题任务,让学生平时有意识准备。然后在课前五分钟内自发辩论。这种任务形式一般在八年级或九年级举行。

比如:Shall we let the animals live in the cages?

Should middle school students wear the school uniforms?

7.讲故事任务

讲故事既吸引学生又能使学生产生共鸣,还可以丰富课堂内容。所以可以在课外给学生找一些比较有意义的故事,让他们熟记,在课前五分钟表述出来,然后提出几个问题让其它同学回答。这些问题也可先在黑板上写出,然后让其他同学根据问题,每人一句以接龙的形式,把故事描述完整。

老师要巧用评价,提高学生课前五分钟展示的积极性。

学生每次展示之后,教师应及时对其展示给予评价。教师的激励能培养学生展示的自信心,教师的激励也能让失败孕育成功。学生在展示中难免会出现语音、语调、语法等错误,对他们展示过程中的失误和错误要采取宽容的态度,特别是对基础差的学生,更要善于捕捉其闪光点,给予充分的肯定和表扬,切不可“有错必纠”,对学生展示中出现的明显错误,教师在评价时要委婉地提出。

老师还要做好课前五分钟活动展示的组织者和服务者。

在课前五分钟表演的活动中,教师只是一个组织者,一个服务者,教师的任务是营造一个宽松愉悦的课堂气氛,引导学生主动参与。教师要走到学生中间,和学生一起欣赏学生的表演,和学生一道分享他们的成功的喜悦。教师要转变角色,要从知识的传授者转变成学生的合作者和指导者,使学生真正成为学习的主人。

通过课前五分钟的研究和实践,增强了学生学习英语的浓厚兴趣。学生们为了展示获得成功,课前认真准备,利用课外一切可以利用的时间,进行英语口语练习,学生学习英语的主动性增强了。同时,每节课精彩的课前五分钟展示激发了学生学习英语的热情,美妙的课堂前奏激起了学生一整节课学习的激情。

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