因势利导,培养能力_英语论文

一、高中2）以True or False Statement要求学生作出正误判断，并当答案是F时，要求学生陈述理由。如在《新概念3）教师用已学过的词或词组替换掉文中的新词及词组，要求学生运用新词及词组重现教师的句子。如在八十九课中，设计的一例是要求学生说出带有"artists"一词的句子。教师：Acrobats are people with special talents. 学生稍经思考后，就说出：Acrobats are artists.又例：When professor Boffin，appeared in the school，with his pyjamas on，his students suddenly began to laugh.学生说：As soon as Professor Boffin， with his pyjamas on， appeared in the school，his students burst out laughing.2.以上三点是课堂内以课文为依托的说话训练的开始曲，是半控制阶段的操练，教师可以期待学生的答案，那么在理顺了课文的前后关系以后，应该在语言操练的交际活动的基础上，抽出典型的语言结构进行操练。这里，语言结构是指值得仿说的句型。当然，必须先由教师准确地呈现，然后利用各种方法，充分发挥学生的想象力及创造性，进一步培养说话的能力。1）教师提供情景在第七十九课"The Last One"中，含有新词组：urge sb. todo sth.教师提供的情景是：Chocolate s do harm to my teeth.学生经过思考、分析后，会得出如下结论：So please don't urge me toeat lo ts of chocolates. ／My parents never urge me to eatchocolates. etc.在八十九课中，句型People will do anything to … even if …教师呈现的情景是：Beijing Duck is a world famous dish. 学生：Visitors from all parts of the world will do anything to tryBeijin g Duck even if they have to queue for a long time.2）教师给出几个句子，学生根据句型连接成句在八十九课学到We have had to …and there must have …一句时，教师给出的句子是：They had to climb the Huan ShanMountain for five hours to get to the top. Some of them wereexhaus ted.. They gave up half way. 学生经过分析、整理出：Theyhad to climb the Huan Shan Mountain for five hours and theremust have been some people who gave up half way.3）教师给出题材在九十课"Brasilia "一文中的句型： The idea to …， willhave a （great ） effect on …在教师的例句：The idea toimprove English through imitation practice has proved to havea grea t effect on students' English study 之后，给出：importadvanced foreign technology学生就能仿说出：The idea to importadvanced technology will have a great effect on thedevelopment o f our country.4）教师给出例句，让学生根据各自不同的经历及学识，充分发挥想象力，积极思维，迅速用英文组织材料，表达自己。如八十九课中的句型：We all know what … should have said … but what he actually did …学生经过约几十秒至一分钟左右时间的思考，说出：We all know what the boy should have said tohis English teacher when they met this morning， but what heactually said was：goodbye. We all know what the nervous little girl should have said，but what she actually said was： "I'm a schoolboy."[!--empirenews.page--]通过上述不同的句型在不同的情景中的具体操练，更好地揭示了句型结构的运用，学生更易理解句子的意义，能把注意力集中在语言的意义上，使学生忘却句型本身隐含的难度。这样，达到了句型操练的意义化，为更高形式的交际活动打下基础。3.在积累了一定的语言材料和句型结构的基础上，教师就可以引导学生进入到第三步——也就是小段的操练上，如就文中某一人或物再现文中句子或发表个人观点；课文的复述；续写课文；课文中心思想的概括。不同的年级应掌握相应的难度。1）就文中某一人或物再现文中句子或发表个人观点在七十三课“The Record Holder"一文中，围绕文中的男孩可以说很多。如：The boy didn't like sc hool. He played truant. Hehitch — hiked to many places and travelled 1,600 miles. Hewas pi cked up by a policeman on the French — Spanish borderand was sent back home.以上小段的内容主要来自课文，但学生根据自己对课文的理解，重新进行了组织。这是一种创造活动。学生也可根据自己的理解，加入自己的观点。The boy's very naughty. He