有效的小学英语课堂提问

T: Hi.I’m Miss Wu. What’s your name? Ss: My name is… T: Ask and answer in pairs. S1:What’s your name, please? S2: My name is…
【课堂案例５】



例 3：



When is Easter? What is on the hat? What do people give children? What’s in the big eggs? Where do people celebrate Easter? 问题多而杂，主题不清。

例 4：
1．教师互动式的提问--- 有效形成和谐的师生关系。 例如：一位教师在教授动词过去式时是这样引入的。 We have just had a long holiday, what is it? Yes, it was the National day. I believe that you had a good time. For me, I went to Hong Kong with my friends. And we did a lot of interesting things there. Do you want to guess what I did there?
有一位教师在教授（牛津英语）6B The seasons时， 与学生进行了如下对话： T: Can you tell me something about the weather in summer in New York? Can you use your own words to say something? S: The weather in New York is very hot. T: Anything else? S: Eh... T: Is it as hot as in China? S: Yes. T: Good, sit down.

What day is it today? Do you want to see some pictures? Understand? Are you clear? Ok? 缺乏真实交际意义。
例 5：


Can you guess where is he from? Do you know what is her name? Can you tell me this passage is about what? How to say in English? Can you make a sentence about “bag”? Are you OK? 语言不规范。
【课堂案例６】


有一位教师在教学(PEP小学英语)Module6 Unit2 It’s in the north of China 时，让学生听两遍录音后，就 向全体学生提出了一系列的问题。具体如下： a) Where did Ling- ling go? b) When did she go? c) Who did she go with? d) Where is Xingjian? e) What did she ride? f) What mountain did she climb? g) What lake did she visit? h) Did she have a good time?
四、小学英语课堂提问中存在的问题？
I. Before asking -- too many/dificult/easy/random questions Not well-designed, carefully-planned questions II. While asking -- ask the questions not in a right time/way -- not in the right speed, too quickly III. After asking -- the too short waiting time -- the wrong way of taking care of question-answering -- the feedback is not timely, positive enough -- don’t often encourage Ss to ask questions

一上课，老师就从 ppt 上显示了一个叫做 Tracy 的女 孩并提出问题： Today, we're going to learn a story about this girl---Tracy. People usually call her Chicken girl. Why do we call her “Chicken girl” ?
T: What about this picture? What do you see, Danny? Danny: The picture is big. I can see a bird. T: Yes, you are right. Can you see other things? Danny: Oh! This is a girl, that is a boy.
二、什么是有效的课堂提问？
1. 提出更少的问题。
2. 提出更好的问题。 3. 提问要有一定的深度。 4. 提问要有广度。 5. 有合适的等候时间。
6. 面向适当的学生。
提问的类型有哪些？
1. 根据问题的形式分类：

a.Yes/no问题。 b.选择性问题。 c.Wh-问题。 d.How/why问题。







பைடு நூலகம்
6. Who likes sports? 7. Who likes Art? 8. Who is “me” ?/Who is “you”? 9. Where does Liu Yun live in? 10. Does Liu Yun has a sister or brother? 11. What’s Liu Yun’s mom? 12. What’s Liu Yun’s dad? 13. What’s his hobby? 14. What’s Liu Yun’s hobby?
2. 根据提问的目的与要求分类：

a.引导性提问 b.强调性提问 c.巩固性提问


3. 根据英语课堂教学的顺序和环节分类：

a.新课导入时的提问 b.授课过程中的提问 c.总结性提问


4. 根据答案的伸缩性分类：

close/open questions 封闭性问题/开放性问题 convergent/divergent questions 聚合性问题/发散性问题 display/referential questions 展示性问题/参考性问题


5. 根据问题的难度分类：


low-level/high-level questions 浅层问题和深层问题 浅层问题侧重记忆和信息再现。 深层问题超出记忆和事实性信息的范围，要求学生进 行复杂的、抽象的思维，能对材料进行分析、综合、 评价，并且具有相对较高的解决问题的能力。


三、课堂提问的作用是什么？

接下来教师又问到： I enjoyed myself in Hong Kong. How about you? Where did you go and what did you do there? Let's share! ......
2．教师激趣式的提问--- 有效激发学生学习的兴趣 。

例如：一位老师在尝试阅读教学时是这样做的。老师 将阅读材料的名称定为“ Chicken girl ”。不难看出老 师试图从名字上吸引学生的阅读注意力。

例 2：


T: What day is it today? S2: It’s Wednesday. T: Do you have any hobbies? S2: Yes, I do. I like swimming. T: What’s my hobby? Guess? S3: I think you like dancing. 语言不真实，逻辑混乱。

案例分析
小学英语课堂问与答存在的问题

问题的设计要有层次、有梯度，要步步相因，环环 相扣，层层相递； 要遵循从易到难、自简至繁、由浅入深、由表及里 的原则，一步一个台阶把问题引向深入。

【课堂案例1】

在一次英语展示课上，教师向学生展示了一幅图片， 图片上是两个小孩子，一个男孩，一个女孩，在果实 累累的苹果树下开心地握手，树上的鸟儿似乎也为他 们的友谊喝彩。教师让学生观察片刻后，看图说话， 师生的对话大致如下：
【课堂案例3】

在教学“color”时，我们常会利用一些物品，进行以 下的问答: T: What color is the pencil? S: It’s yellow.

【课堂案例4】

在一节小学英语课上，教师教了句型What’s your name, please?My name is…之后，展开了以下的对 话练习。
有效的小学英语课堂提问
孙艳艳 mysunyan@mail.ahnu.edu.cn
主要内容
一、为什么要在课堂中提问？ 二、什么是有效的课堂提问？提问的类型有哪些？ 三、课堂提问的作用是什么？ 四、小学英语课堂提问中存在的问题？ 五、课堂提问的方法有哪些？ 六、课堂提问的策略是什么？ 七、如何培养学生的提问能力 ？


T: Yes. Who can help her to say something about the picture? S1: The girl and the boy are standing under the tree. T: Oh! Look carefully. S2: This picture is beautiful. T: Yes. But anything else? S3: They are saying hello to each other. T: OK! … T: The girl has long hair, the boy has short hair. Can you see? Ss: Yes。
3．教师悬念式的提问--- 有效训练学生的思维能力。

例如：老师通过让学生阅读故事的方式整理了人们 在生活中接触到的大量的食物方面的词汇，总结出 some people like meat, some others like vegetable, and still some like sweets. We know that food is good. But doctors say that food is not good, what do you think of it?
例 1：



T: How are you? S1: I’m fine thank you. T: What day is it today? S2: Today is Friday. T: What’s the weather like today? S3: It’s fine. T: Do you like English? S4: Yes, I do. I like it very much. 语言、情景不真实。
【课堂案例2】

在观摩优质课教学PEP Book 7 Unit 4 Let’s read中， 有位教师一边讲解课文一边连续问了以下问题： 1. Is this letter from whom? 2. Where does Alice live? 3. What’s Alice hobby? 4. Who is Alice’s twin sister? 5. What’s Ann’s hobby?
一、为什么要在课堂中提问？

我国教育家陶行知先生曾说过，“发明千千万，起点 是一问。” 爱因斯坦也说过：“提出一个问题比解决一个问题更 为重要。”

Discussion

课堂教学中什么时候你会提问？

你会提什么类型的问题？
请举例说明。

1. 引起学生注意，激发学习兴趣
2. 引导内容理解 3. 回忆学习内容，引导进一步思考 4. 发现问题及时检查 5. 实现互动交流提高口语表达