一堂随意的口语课

1、个人资料整理，仅供个人学习使用一堂“随意”的口语课 长阳一中 曾光 我对生成性教学的理解就是“随机应变” ，也就是在精心设 计教案的基础上， 根据教学过程所遇到的实际情况调整教学方法 或教学过程， 既要有效完成大纲以及自己教案的教学目标， 又不 拘泥于教案的条条框框。 生成性教学立足于课堂教学， 用动态生 成的观点看待教学， 让课堂焕发生命力， 让学习成为学生愉悦的 生命过程； 教师利用课堂不断生成的资源， 及时捕捉教育灵感来 调整教学进程的教学方式，将课堂教学从传统的“事先预设”中 走出来，走向“动态生成” ，赋予课堂更多的开放性、动态性、 创造性、挑战性、 发展性和生成性， 让历史学习充满

2、生命的活力。21 世纪是创新的世纪，是尊重个性，弘扬个性的世纪，生 成性教学因要求教师更多的灵光一闪的 “即兴发挥” 而日益成为 新课程改革中一道亮丽的风景线。我们英语教师有时设计的口语或“台词”常会因学生的口语错 误而灵活改变。 在日常教学和生活中， 我们应该尽一切可能为学生们 创造英语交流的语言环境，多鼓励他们用英语交流，不怕犯错误。下 面的记录是我一堂听说课课堂对话交流的部分内容， 这是我课后经过 整理的样子：S1： Good morning, Mr Zeng. Will you please tell me where did you go during the weekends?（一

3、位很自信的学生）T： Well, I went to DayanTown with my wife and daughter . You are个人资料整理，仅供个人学习使用very polite. But I m afraid there are some mistakes in your sentenc（e. 语 序出错，今天趁机再次纠错） So, who can correct the sentence?S2： She should have said, will you please tell me where you went during the weekends?（我想继续鼓励学

4、生说出更多的句子）S3: Will you please tell me where you have been?S4: will you please tell me where you have gone?T：（我及时表扬） Id like to tell all of you thatI went to visit my wife s hometown Dayan in the countryside.S5：What is your wife s hometown like? Is it a large town?T： Well, It is not very large but the

5、re are lots of interesting places, one of which is a tall tower more than ten meters high. My homevillage is not far away with a long history dating back to Tang Dynasty. Many buildings are very beautiful: the trees around were grown long ago, and they are looking very nice. And also, lots of grass

6、there is beautiful enough for you to sleep on（. 一张张脸上流露出向往的表情。 ）S6:Can you tell me something abou“t 大槐树”？T: Yes, Flower of Japanese Pagoda tree大（ 槐树 ） is a famous spot. It is said to be the root of the Chinese. It is a history event spot of Ming Dynasty. Welcome you all to my hometown! Id like to be

7、 your guide.S7: Can you tell something about Susan?苏 （ 三 ）T: Well, you must have had heard of Susanin Beijing Opera. shes a suffering woman in the story. She was cheated, and suffered a lot, but个人资料整理，仅供个人学习使用finally she got rid of the bad fortune. There is a temple built for Susanat the center of t

8、he downtown.You can learn more about Ming Dynasty there. It is said that Ming Dynasty is one of the worst Dynasty in our countrys history. You all know that?Ss: Yes, we all know that.T ：Just now you asked me a question. Now I think its my turn to ask you all. Can you tell me what happened while I wa

9、s away?S：Yes.（同学们踊跃发言）“I visited Yichang and met an old classmate”.“I went to Wuhanwith my sister for my holiday.”“I didn t finish my homework last week and was scolded by my mother.”“I made a kite with my father s help and we are going to fly it this Sunday”.案例分析学生的口语出错也是一种教学资源， 其实，作为“传道、 授业、解惑” 的我

10、们 教师也可以成为一种良好的教学资源， 如教师的个人经历，道德情感，人文素养，内在底蕴等。上述案例中，我把这些当成了一 种课程资源，与学生交流、学习、分享，成了一堂紧密联系生活的英 语口语交际课。实践证明， 这些都是非常受学生欢迎的。在教学形式 上，我利用了“介绍家乡” 这样一种自然的情境， 采用了“答记者问”个人资料整理，仅供个人学习使用这样一种新颖的学习方式， 激发了学生探究的欲望， 学生自主设计提 问，趣味盎然地表达，乐在其中。其实，在平时教学的课堂上有很多意外发生，这些意外在 当时很是让人惊讶，也有很多感慨，但由于自己比较懒散，没有 一一记录下来， 于是很多不错的课堂片段就随着时间的流逝而烟 消云散了。现在反思的这个案例非常普通，但能看出，我们的确 可以因势利导地引导一些课堂上的“生成” 。总之，大纲、教案、教