Shanghai英语小作文（推荐13篇）
Shanghai英语小作文
Shanghai is in the east of China。 Many years ago， it was a small fishing village。 Only a few thousand people lived there。 People were fishermen。 But today Shanghai is a big modern city。 It is the biggest city in China。 And it is also one of the largest cities in the world。 It has an area of about six thousand， three hundred and forty square kilometers。 More than thirteen million people live there。 They do many different jobs。 There are workers， doctors， nurses， teachers， engineers， artists and so on。 Shanghai is also more beautiful than before。 There are now many tall buildings and green areas。 Shanghai is developing very fast。 People there are living a happy life。
一、激发学生对英语小作文的写作兴趣
对于任何学科、任何教学方式而言,兴趣都是最好的教师。但是兴趣并不一定是学生自身天然具备的。教师可以在教学的过程中对学生进行系统的兴趣激发和培养。这就要求教师能够结合小学生的身心特点以及学习能力,行之有效地进行兴趣激发。
1.循序渐进地激发学生的学习兴趣
语言类学科的最大特点就是在教学的过程中要有阶段性。一般都是从听开始,再试着在听的基础上进行表达,最后再在表达的基础上进行书写。英语作为一门语言类学科,教学的必经之路就是要有阶段性、有层次性地进行教学。这就要求教师在进行小作文教学时,遵守从易到难的步骤教授学生写作。具体可以按照如下步骤进行兴趣的培养,以及写作的教授:
仿照例文填空写作——按照例文写作方式进行写作——启发式写作——根据材料写作——命题式写作。
这就是学生写英语小作文时应该遵循的阶梯式教学层次。首先仅仅要求学生填写空白的词语,再要求学生按照已有的例文进行创作,再在此基础上得到一定的写作升级,最后再要求学生根据模仿的材料进行自我创作。这样循序渐进的过程一方面不会让学生感到吃力,另一方面由易到难,学生的学习兴趣不会被抑制,甚至还会递增。
2. 创设生动有趣的写作场景
教师在要求学生进行英语小作文创作时,可以设置一定的写作场景,让学生在视觉和图片的刺激下增加写作灵感。例如在写《My family》这篇文章时,教师可以在展示板上出示与家庭相关的家谱图,以便学生有更多的素材可以选择。写《Food》这样的小作文时,教师可以展示多种类型的事物,包括水果、面食、西餐等等,这样学生会更有写作的灵感。
创设生动有趣的写作场景意味着没有固定模式,要求教师根据写作题目合理创设,包括学生对话、视频播放、图片展示等等,让学生在这些写作情景的熏陶下产生写作兴趣,并独立完成作文的创作。
英语小作文兴趣教学的最基本途径,就是先激发学生的学习兴趣,保证学生有良好的心态,愿意并乐于进行英语小作文的写作。教师可以通过递进式教学以及场景的营造进行合理的兴趣激发。
二、依靠情景教学法进行小作文专练
情景教学法是新形势下,广大教师大力推崇并且应用的一种教学方法。具体是指教师在教学过程中,通过语言渲染或是视频展示进行情景教学。将这一点应用于小作文专练中,会对学生的口头表达以及写作思维产生积极的熏陶作用。
1. 听力刺激法
听力刺激法是指教师在小作文之前播放英语听力,针对不同类型的英语小作文,教师可以播放不同的英语录音,让学生在写作之前有充分的写作素材以及英语气氛。例如在进行《My favorite sport》一文练笔之前,教师可以播放如下录音:
B: My favorite sport is basketball. Why do youlike football?
A: Because I think playing football can make mehealthy and strong, and why do you like basketball?
B: The same reason. When do you play football?
A: After school, I always play football with myfriends. At weekends, it takes me two hours to playfootball.
B: I see.
听力播放的次数要在三遍以上。第一遍要求学生能够明确这段听力讲的是什么内容,第二遍要求学生明白这段听力中哪些词汇或者是句子在《My favoritesport》这篇文章中能够用到,第三遍认真听,尽量记住一些相关的句子。当然听力刺激法要求教师要找到合适的听力录音,契合写作的需求。
2. 在写之前先“演习”
教师在要求学生写小作文之前,根据作文的题目,对学生进行提问,或要求两个学生进行与主题内容息息相关的对话,或要求学生自主交流对这个题目的想法,并根据学生想到的内容随机进行提问。
例如在要求学生进行《Our school life》这篇小作文的创作时,教师可以询问学生想到了什么,学生会给出如下答案:
“Four lessons in the morning and three lessonsin the afternoon.”
“Chinese.”
“Maths.”
“English.”
“PE.”
再询问学生是否喜欢自己的校园生活,一般会得到这样的回答:
“We love our school life.”
经过这样的启发,学生就会根据所听所想进行合理的文章创作了。
针对小学英语小作文兴趣教学,最有效、最直接、最合理的教学方式莫过于进行情景教学。情景教学法对学生有直接的刺激和引导作用,能够让学生在熏陶下产生写作的灵感和意识。教师在进行英语小作文教学时可以先播放听力,再要求学生进行相应的演习。
初一英语小故事作文初中英语作文-英语作文
People tell us that we should to be a brave girl, so that we can get over the difficulties. But to be a brave girl is not easy for me, I always tell myself I must face the difficulty, but I give up in the last minute. So from today, I must learn to be a brave girl, I am not saying to be brave right now, I should take it step by step. First, I must tell myself not to fear the difficulty. When I meet the trouble, I should learn to solve it by myself instead of depending on others, so I will learn something gradually. Then I should open my mind, trying to know more things.
人们告诉我们应该成为一个勇敢的女孩，这样我们就能够克服困难。但是成为一个勇敢的女孩对我来说不容易，我总是告诉自己我必须勇敢，但是我在最后的关头放弃。因此从今天起，我必须成为一个勇敢的女孩，我并不是说立刻变得勇敢，我应该一步一步来。第一，我必须告诉自己不要害怕困难。当我到困难时，我应该学着去自己解决，而不是依赖于别人，这样我就会慢慢学到事情。然后我应该开阔我的思想，学着去了解更多的事情。
Dear Miss/Mr.Li,Thank you for _____ us so well.You’re so _____ to me.I’ll never ____ you.Wish you happy, ____ and young for ever.Everything goes well.Best_____!
From Wang Li
假如你是王东，你今天生病了，头疼，医生建议你休息两天。请你完成下面的请假条。（5分）
Dear Freeman,I’m sorry to tell you that I’m not ______ well today.I’ve had a bad _____.The doctor told me to stay in bad ______ two days.So I can’t go to school these two days.I want to______ for two day’s sick leave.I hope to get ______ soon.Thank you.yours,WangDong.在“构建和谐校园”的活动中，王雷被评为“文明之星”，你是他的好朋友，请你完成下面这个介绍。
Wang Lei is my good ______.He is quite friendly and helpful.He is always trying to ____ in all his subjects.And he has many different ______ of hobbies.He is always well-behaved.he sets a good______.He is the hero in my heart.假如你是kylie请给你的好朋友sally 写一封电子邮件 告诉他明天下午3..30smith教授来做如何学好英语的报告 请他和你一起去听报告 请你完成这封电子邮件 每空一词（5分）To:Sally@hotmail.com
From:Kylie@126.com
Subject: A talk
Silly have apiece ofgood news for you.Tomorrow Professor Smithville be invited to_________us a talk about how to ________English well.I will ______ at 3.30 in the afternoonWill you please_______ and listen ______ it if you are free ?
please write to me soon.kylie
假如你是学生会的负责人，请用英语写一份通知。内容：本周六全体同学去西山植树。早
7.30 在学校门前集合，乘校车去，下午六点返回不要迟到，请完成这个通知每空一词（5分）
Notice
all the students will go to the West Hill to ______ tress this Saturday.We’ll _______ at the
school gate at 7.30 a.m.We’ll go there ______ school bus.At 6.00 p.m., we’ll _____back._____be late.March 10
The Students ‘Union
假如你是李平，你丢失个书包，里面有钥匙，一本字典，和4本书，填空（每空一词）________________
My_______backpack is lost on the playground.There________ a set of keys, a dictionary and four_______.Please call Li Ming __________***
假如你是李平，放学后你和你同学去儿童电影院看电影。大约晚上6点30回家，你告诉你妈妈不要担心。请根据以上内容给妈妈写一封信 Dear Mom，LiPing
2010年4月18日星期五，是Lisa的生日，他准备开个生日派对，在他家4点半开始，请为他写一封邀请函！
It’s a ____ _____ For whom______ Time________ Place_________ Come and have fun
每个人都会有烦恼，我的朋友Mary向我倾诉了它的烦恼我们来听一听吧。
Dear Jenny,How are you _______on with your study? Are you busy now? I’m sorry to tell you I _______with my parents.They don’t want me to meet my friends.Even on ______after school.I don’t know______ to do? I hope to get your________.假如你叫Tom，你想发起一个邮集爱好者俱乐部，你的电话号码是：8675-4321，E-mail的地址是：Lilin2010@hotmail.com，完成下面的启示，在网上发布，每空一词！
Do you like collect9ing stamps?
Do you want to _____my stamp-collecting ______? Do you want to _____friends?
Please call Tom _______8675-4321
Or you can _______e-mail to Lilin2010@hotmail.com.保护环境人人有责，当你爬上的时候应该做什么？让我们一起做一些规则吧
When you climb the mountain, you should follow these rules:
1.In order to protect the trees, don’t______fires in the woods.2.Don’t throw rubbish.When you leave, please _______the waste paper, bags and bottles________with you
3.The villagers get their drinking water from the rivers, so you must______the rivers clean
4.Protect the plants and animals.Don’t_____ or hurt any animals, birds or insects.Don’t dig up
plants or pick flowers.下面是以风宴会邀请信，请模仿它的另一篇有关帮助的感谢信A think-you note for a party Dear Jim,Thanks for inviting me to your home on Sunday night.I enjoyed myself very much.Your family were all friendly to me.And the food your mother cooked was delicious, wasn’t it? I feel like being a member of your family.Guan Hong
A thank-you note for help
Dear Li Qiang,Zhang Ming
A.王明用英语写了一封e-mail 给他的笔友John，介绍他学习汉语的方法。由于粗心，他丢掉了几个词语，请你帮他填上，每空一词。（5分）Dear John,I’m glad you’ll come Beijing to are learning it now.It may be difficult for you because it’s quite different 2.English.Youas many Chinese words as possible.It’ reading and writing.Try your best to talk with people in China.I am sure you’
五. How to Keep Healthy (健康题材)
As we know, keeping healthy is important to us. But what should we do to keep healthy?
First,we should get up early. we should eat healthy food, drink a lot of water and do more exercise . Food can give us energy. Doing exercise can make us strong. Second,we should change clothes often, wash hands often, keep the air fresh and clean and do house cleaning often to stop germs from getting into our bodies. You shouldn’t keep long fingernails. At last, we should go to see a doctor at once if we don’t feel well.
(1)The son(Ir/Tk) resembles the father(Id/VI).
“标记一价值”结构是及物性系统中非常重要的一对概念。然而如何准确地区分标记和价值却非易事。韩礼德曾指出“在整个及物系统中,标记价值结构可能是最难接受的”。在如何分辨标记和价值的问题上,韩礼德做出了详细的解释,其中最重要的一个标准就是将其与小句语态联系起来:如果小句是主动语态,那么句子的主语就是标记,如果小句是被动语态,那么句子的主语就是价值。大多数小句都可以引用这条标准判断出标记与价值。但是,如果小句动词是be时,这条标准就不能被直接引用了,因为传统语法是从动词形式来解说语态的。Be动词本身并没有被动形式,所以我们不容易判断识别小句呈现的究竟是主动语态还是被动语态。针对这种情况,韩礼德提出了如下三种识别方法:
1.在主位等式结构中,名词短语总是价值。例如:
(2).A loaf of bread (the Walrus said) is what we chiefly need.[Tk^Vt]
(3).The one who gave my aunt that tea pot was the duke.[VI^Tk]
2.标记是具体的、看得见的;价值是抽象的、看不见的。例如:
(4).My brother is the tallest one in the family.[Tk^VI]
(5).My brother is the tallest one in the picture.[VI^Tk]
3.用其它动词替换be动词,再观察动词的语态。例如:
(6).Hamlet is Mr.Garrick.
(7).This offer is your best chance to win a prize.
可以分别用play和represent替换为:
(8).Hamlet is played by Mr.Garrick.[VITk]
(9).This offer represents your best chance to win a prize.[Tk^VI]
经过替换,我们可以比较清楚地辨别出标记和价值。日常生活用语中通常伴随着一些与之相关的语境,可以帮助我们分辨标记和价值,但也有因为混淆了标记和价值而造成理解错误的。有时甚至会出现故意混淆两者回避话题的情况。何伟(2002)认为对标记和价值的分析可以使我们领会说话者或写作者所关心的事情或其“价值观”。比如对问句Which is Fred的回答可能会有两种情况:
(10).Fred is the tall one.
(11).Fred is the treasurer.
例(10)将Fred理解为价值,例(11)将Fred看成是标记。由于对价值和标记的理解不同,出现了对同一个问句不同的回答。从另一个方面,我们也可以看出不同回答者关心的事情或其“价值观”不同。例(10)的回答比较客观,能够帮助听话者从人群中辨别出到底谁是Fred。例(11)的回答者比较关心社会地位,可以说更snobbish。
总之,“标记一价值”结构是及物系统中最难而又非常重要的一部分。运用韩礼德提出的“标记一价值“结构理论,对日常生活对话中“标记—价值”结构进行分析,可以领会说话者的真实意图和价值观。
参考文献
[1]胡壮麟,等.系统功能语言学概论[M].北京:北京大学出版社,2005..
[2]Halliday,M.A.K.An ntroduction to Functional Grammar[M]. London:Edward Amold,2000.
[3]袁鑫.论英语识别小句中的标记价值关系的双向性[J].天津外国语学院学报,2004(6):56-59.
一条可爱的狗。它的名字是“点点” 。因为有很多黑的圆圈在它的皮肤上。“点点” 是非常友好的。许多孩子喜欢和它玩。他的喜爱食物是肉骨头。 他的喜爱玩具是玩偶。“ 点点” 喜欢非常跑。它跑得非常快速并且它有一个女朋友。它的名字“娜娜” 。它的皮肤也有很多黑圈子。我非常喜欢我的宠物。这是一只好宠物!!
My pet is a lovely dog.Its name is “dian dian”.because there are a lot of black circle on its skin.the “dian dian” is very friendly.Many childen like play with him.His favourite food is meat bones. His favourite toy is a doll. 'dian dian ' likes to run very much.It can run very fast and it has a girl friend.its name “na na”.there are a lot of black circle on its skin,too.I like my pet very much.It is a good pet!!
2.我有两只小猫。
他们非常漂亮。一只是黄色的。另一只是白色的.。他们非常可爱。黄色的小猫很调皮。他经常到处跑。他最喜欢的游戏是玩球、绳子和石头。而白色的小猫非常温和。她喜欢洗她的脸。并且她不喜欢和人玩。她经常跳上我的膝盖。我喜欢给她洗澡。
噢，我的小猫为我带来了很多愉快。我们是非常好的朋友。我爱他们。
I have got two baby cats. they are very beautiful. One is yellow. the other is white. they are very lovely. the yellow cat is very naughty. He likes to play with people. He often runs here and there. His favourite game is playing with balls, ropes and stones. But the white cat is very gentle. She likes to wash her face. And she doesn′t like to play with people. She often jumps onto my knees. I like to give her a bath.
Everybody knows that telling lies is not right, so we have been educated to be an honest person. My parents tell me that no matter what kind of difficulty I meet, I should tell them first, because they will stand by my side all the time. So I never lie to my parents. They care about me and give me enough love and trust.
一、在英语课堂中创设小情境
1.用实物创设小情境。在课堂中教师利用周围的实物来进行表述, 这样能化抽象为具体, 便于学生记忆和理解。如在课堂上要比较两个物体的长短, 则可事先准备两支笔, 一支长的和一支短的来进行比较。这样通过视觉效果加深印象而不仅仅是通过想象来表述更有利于学生掌握。又如物体形状和颜色等形容词, 可以通过门窗, 黑板, 学生衣服的颜色, 墙壁的颜色等进行表述, 这样学生就一目了然。平常见到这些事物时, 脑海便会浮现那些学过的英语单词。
2.利用图片创设小情境。这种方法普遍适用于单词的教学中, 一般名词都可以用图片表示。如“apple”这个单词, 可以将一个苹果展示给学生, 学生们会迫不及待地想要知道这单词的读法, 也增添了教师的亲和力。当教师教读时, 学生便会积极大声跟读。单词是许多学生学习英语的障碍, 通过这样的方式, 可以变难为易。
3.运用丰富的肢体语言。一堂课下来, 假若教师一直滔滔不绝地讲个不停, 而没有任何提示性动作的话, 就会显得平淡乏味, 很多重难点学生都无法理解, 这样学生便会昏昏欲睡或者搞别的东西去了。教师的肢体语言能使语言更生动形象, 易于吸引学生的注意力, 使学生不易分心。如“turn left”“turn right”等动词, 教师可以通过左转和右转的动作说明。若有必要, 可要求学生跟着教师边念边做, 让学生动起来, 这样就能让学生打起精神, 减少了打瞌睡和开小差的现象。
4.利用游戏创设小情境。这是最具趣味性的教学模式。如在教学实践中, 要学习介词的用法。我事先准备了一只手折的千纸鹤。然后在课堂上拿出小鸟, 问学生“What’s this?”学生很感兴趣, 大喊“小鸟”, 进而我传授了小鸟的读法“bird”。在接下来的教学过程中, 我又通过小鸟交给了学生介词“on, in, under, behind”等。那堂课课堂气氛极其活跃, 课堂教学达到了很好的效果。
5.根据课文内容创设交际小情境。在教师讲解完新知识点后, 可以根据课文内容进行真实或非真实的的交际练习作为对知识的巩固。可以是一小段对话, 也可以是一场小情境剧。总之, 要将重难点蕴含于对话中, 让学生学会听、说和理解, 进行反复记忆。同时老师可以在一旁作指导, 当学生不会表达刚学的知识时, 教师可以通过眼神或者手势提示, 让对话可以顺利进行下去。操练中, 尽可能地让更多学生参与进来, 运用不同小情境操练同样的知识点。这样更有利于学生理解和把握。传统的题海操练会让学生恐惧和厌烦, 但利用这样的交际小情境则能寓教于乐, 不仅在快乐中巩固知识, 而且听说能力也得到提高, 还培养了学生的创造性及合作意识。
6.创设联想小情境。联想, 顾名思义, 是由某一种实物连带引出相似、相关的实物的过程。联想小情境的创设必须先由一个关键词或者句子引出, 再根据这个点进行发散性思维。
7.应用多媒体提高新知识的呈现效果。利用多媒体进行教学辅助, 可实现图画、声音、影像、文字的有机结合, 创立一个立体的语言环境, 为学生提供一个生动逼真的场景, 使学生身临其境, 加深对知识的理解。教师可以利用Word, PPT, Flash等软件制作课件, 这样不仅节省了大量板书时间, 扩充知识量, 还增加了学生练习的机会。更主要的是多媒体创设的直观, 生动的小情境能引起学生的兴趣, 使很多无法用语言表达的东西直观的表现出来了。
二、创设课堂小情境, 可从课堂延伸到课外进行再创造
课堂上创设小情境, 学生们都能兴致勃勃, 聚精会神地听讲, 并积极参与其中。可是再好的教学效果, 时间还是太少了。一堂课仅有45 分钟, 光靠课堂上去训练还远远不够。所以必须再在课外创设小情境。因而要求教师能在课外组织学生参加一些有关英语的活动, 就能更好地巩固, 加深, 拓宽他们在课堂学到的知识, 让他们时刻处在英语语境中, 时刻感受英语的存在。类似的活动如英语演讲比赛;记单词比赛;在平常的班级活动中, 穿插一些英语节目;让每一个学生都有自己的英文名, 平常就用英文名称呼;在校园创设“英语角”;在早课间及午间时, 播放英文歌曲, 广播, 电影等, 以此来引起学生的无意注意, 让他们在课外也别忘了学习英语。长此以往, 学生就会融合于这样一个英语氛围中, 在平常的生活里, 都会自觉或不自觉地用英语。同时, 还训练了学生们的听力及运用能力, 全方面地了解英语, 不仅仅从课堂去获取有限的知识, 还能在课外了解到英美国家的风土人情及各种资讯, 扩展了视野。因而, 课外小情境的辅助作用是非常重要的, 这将会给学生继续学习英语打下良好的基础, 让学生将英语学得更地道, 更透彻。因而, 教师应将课堂小情境与课外小情境结合起来, 全面地提高学生听说读写能力。
总之, 创设教学小情境的方法是多种多样的, 手段也是丰富多彩的。恰当的运用小情境创设能有效地提高英语课堂教学质量, 让学生在乐中学, 学中乐, 实现从“让我学”到“我要学”的转变, 从而更好地完成教育目标。
摘要：英语小情境教学主要是通过创设不同小情境来活化教学, 以达到寓教于乐的目的。小情境教学可分为课堂小情境和课外小情境。将课堂小情境与课外小情境相结合, 以达到提高教学质量, 提高学生学习英语的能力, 培养学生学习英语兴趣的目的。
关键词：小情境教学,学习兴趣,寓教于乐
参考文献
[1]袁再明.情境激情, 英语听力教学的“催化剂”[J].教书育人, 2016 (04)
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在多年的教研和教学过程中, 我们设计了诸多的“小手段”、“小技巧”, 精心设计备课、上课、复习等各个环节, 手段翻新, 内容循环, 增强教学的针对性, 提高形式的多样性, 加大效果的生活化, 保证教学的实效性。
一、因境预设, 精心备课, 教材、学情心中要有数
备课环节至关重要。教师的专业知识、组织能力、创造才能更多地体现在备课中。我们在备课时, 时时考虑这样的原则: (1) 教学内容的紧凑性; (2) 操练形式的多样性; (3) 全情境覆盖。这样的教学设计能使教学内容形象生动, 能营造出轻松的学习氛围, 激发出学生学习英语的愿望和兴趣。
1. 教学内容的紧凑性
我们首先要明确小学英语教学的中心目标, 即培养学生的综合语言运用能力。这项能力的形成是建立在学生的语言知识、语言技能、文化知识和跨文化交际意识及学生的情感态度、学习策略的基础上的。因此, 在备课过程中, 我们要全面考虑本节课的知识目标、情感目标、技能目标等要素, 尽量从学生已有的知识经验出发, 引导学生探索、发现新知识, 运用新语言。除了要做到教学内容重点突出、难点突破外, 还应注意各教学环节之间, 过渡要自然, 上下结构要紧凑、不松散。高效率、快节奏的课堂, 有助于吸引学生的注意力。
2. 操练形式的多样性
在备课过程中, 我们预设在课堂上采取多种形式进行练习。
(1) 游戏法:做游戏能活跃课堂气氛。学生在游戏中开动脑筋, 主动探求知识, 发展思维。在备课时经常采用的游戏方案有:猜字游戏, 单词或句子接龙游戏, 连词成句、连句成文等游戏。游戏形式多种多样。常用的还有:打电话、击鼓传花、找朋友、声音大压小、小压大、猜猜谁丢了、摘苹果、看看谁的眼睛尖……游戏人员可以安排单个, 也可以是一对、一组、一排、一行或者集体。
(2) 竞赛法:设计方案将不同程度的学生组成参赛小组。各参赛组之间要集中注意力, 快速反应并完成各种内容的比赛, 如:单词归类比赛、完成句子比赛、回答问题比赛。它要求学生快速联想来训练发展思维, 巩固知识, 同时激发兴趣。
(3) 角色表演法:预设学生扮演课文中的角色进行表演, 首先可以是单纯的模仿, 然后自己创设情境, 改编课文进行表演, 角色表演有利于学生锻炼思维模仿和思维创造, 并且能提高学生的语用能力。
(4) 看图说话法:备课时, 选择不同情境的图片, 让学生在课堂上通过组织语言表达图中内容, 不仅能巩固所学的语言知识, 还能训练学生的想象力和语言表达能力, 开发学生的发展思维能力, 提高综合运用语言的能力。
3. 全情境覆盖
在备课时, 我们认为备得越细越好, 例如:如何用关键词把旧课新课联系起来, 如何Greeting, 如何Review, 如何in pairs, in groups, in class, 怎样调动各个层面的积极性, 如何掌握学生的层面, 在操练中要解决什么问题, 教师在备课时心理要很清楚。
二、因用施教, 紧扣教材, 学生能力和思维要发展
教师在课堂上要尽量多说英语, 全英教学最好——这一点至关重要。铺天盖地地让学生听英语, 感受英语。教师的语音语调要好、要美, 要不厌其烦, 宁可多重复, 也不要翻译。尤其是一些常用的指令性的句子, 要求每个学生都能听懂并理解。这类句子, 学生一开始听不懂, 我们一定不要翻译, 用形体动作告诉他们, 让他们慢慢理解。急于翻译, 不利于学生英语语用能力的提高, 一堂课下来, 老师很辛苦, 学生学得也很累, 效果却并不好。
教师还可以记住每个学生的生日, 找借口让学生说自己的家庭、自己的生活, 或者自己感兴趣的事, 学生说得对与否并不重要, 重要的是学生在说的过程中进行了大量的口语练习。学生在参与的过程中, 在语言的输入与输出中, 不知不觉地提高了综合语言运用能力, 学生积极参与、积极思维, 这样在最开始时就创造出了一种非常和谐、非常宽松、非常快乐的氛围。
语言最终是要服务于生活, 而教材是让学生最快掌握所学语言的“关键词”。因此, 我们在教学授课过程中, 一定要注意在全面贯彻教材的前提下, 扩大学生的接触面, 不能将学生的思维禁锢在教材中。
三、因人择法, 差异授课, 评价语言要跟上
在课堂上, 有不少学生对自己缺乏信心, 不敢主动举手发言, 我们注意对学生进行启发诱导, 调动学生的积极性, 使学生运用自己的大脑进行思维, 教师要切忌单刀直入或自问自答。以往的教学, 教师一问一答多, 追问、深问少;教师包办回答多, 学生独立思考少;明知故问多, 师生、生生真实交流少。因此, 要真正提高学生的综合语言运用能力, 还要讲究提问策略, 培养学生良好的问答习惯。
在设置问题时, 教师要注意问题难易适度, 面向全体学生, 不仅要吃透教材, 还要吃透学生。提问时要注意做到难点突破、重点突出。为保证学生能顺利理解难度较大的问题, 教师可以将一个难题精心设计成一系列有浅入深、由易到难的问题, 使问题具有一定的坡度, 根据学生的实际差异分层次性地提问。通过最初的一般提问, 引出学生最初的反映和问答, 再通过相应的对话和交流, 通过追问和深问的方式, 引出教师希望得到的答案。使学生通过问题解答, 逐步突破难点。
教师要针对不同层次的学生, 分配难易度不同的课业, 提供不同标准的能力训练与培养, 让每位学生都能够吃饱吃好, 使全班学生在学习中共同进步, 注重培养和发展学生个体的特长, 使人尽其学, 学尽其能, 这样可以让学生充分感受到老师对他们的期望, 并能有意识地不断进取, 让老师逐步提高对自己的期望目标。既要避免学生沾沾自喜, 又要避免学生失去信心。
教师对于“后进生”要善于发扬他们的优点和长处, 让他们做些有益于班集体和有益于他们身心健康的班级工作, 使他们有机会施展自己的才华, 并给予适当的鼓励和称赞, 他们会为再次得到老师的鼓励和称赞而主动作出进一步的努力。比如请爱画画的学生在黑板上画符合教材内容的简体画或教材插图, 增强教学直观性和新颖感;或是请爱唱歌的学生领唱英语歌, 活跃课堂气氛, 想法设法激励他们的表现欲, 促进他们学好英语的欲望。
我们在教学中还注意根据学生的现实生活、现有知识或课堂上的情景状态等一些实际情况进行提问, 要求学生根据实际情况回答。因为我们在提问时注意了问题的铺垫和过渡, 充分利用了追问和深问的提问技巧, 使问题不流于形式, 与学生进行真正的交流。
总之, 教师要注意面向全体学生, 注意提问的多面性、艺术性, 把握问题的时机和火候, 给学生留有积极的思维空间和时间, 这样形成教师问学生、学生问老师、学生问学生的多面提问的生动活泼的教学氛围。
四、因末至本, 授人以渔, 学法方法要传授
正如古老的谚语:“授人以鱼, 不如授之以渔。”西方也有语言:“If you give a man a fish, you feed him a meal;If you teach a man how to fish, you feed him a life.”可见, 好的学习方法是学生们一生所求, 好方法是点石成金的指头。
教给学生有效地使用学习策略, 不仅能提高学习效率, 而且能形成自主的学习能力。教学生学会学习, 是素质教育的组成部分, 让学生可持续发展。告诉学生学习英语, 不仅要学习语言知识, 还要学习目的语国家的文化和语言的技能技巧, 要通过英语的学习来磨炼自己的意志。要告诉学生, 死读书不行, 要学会与人交往, 学会做人, 要抓住时机磨炼自己的意志, 使自己活泼开朗, 乐于与人合作。如果没机会跟老师说, 还可以跟同学说, 或者跟录音机说, 自己跟自己说, 自己判断说得好不好。要告诉学生:A good student is the one who is not afraid of making mistakes.
教师要让学生明白语言是经过反复练习说出来的。首先要说, 其次要会写。好学生要多说, 不怕犯错误;还要多读, 大量地读, 把书上的东西内化为自己的东西。要加强泛读, 博闻强记, 多进行朗诵、背诵, “数诵以贯之”、“思索以通之”, 要词不离句, 句不离篇, 经过大量知识的输入过程, 然后才能输出。
每课的语言点, 即Key sentences, 必须背下来。记单词要做到:眼观其形, 口念其声, 心想其意, 耳听其声。多种感官的共同参与, 能大大提高学习效率。阅读时, 遇到不认识的词, 可以根据上下文猜, 先猜词性, 再猜其意。还可以归纳词的类别, 像滚雪球一样记忆单词。比如见到一个词, 想一想它的同义词、反义词、前缀、后缀等, 这样, 记忆量成倍增加, 记忆效果激增。
五、预设与生成交互, 否定运用要艺术
每个学生, 无论其个性品质如何, 成绩如何, 能力如何, 无一例外地都渴望得到老师的重视和肯定, 渴望得到激励和赞许的阳光雨露, 因此, 教师应尊重学生个性, 激发学生兴趣, 多给学生一些赞许, 让每个学生都能享受到鼓励、温暖阳光。这样无论哪种知识水平、能力、层次的学生都能获得心理上的满足, 从而产生一种积极向上的源动力。教师的评价语言应丰富多采, 以充分调动学生的积极性。
1. 寓否定于示范中:
学生初学一种语言, 出现错误是难免的。如果学生读句子错了, 需要纠正时老师说:
Oh, I am sorry.
Oh, It’s my fault, I didn’t give you an example.
示范后再让学生跟读。
2. 寓否定于慰籍中:
如果一个不常发言的学生终于鼓起勇气发言却又说错了, 我们一定要大加赞赏他的积极性, 鼓励他下次仍积极发言, 并告诉他:
It doesn’t matter.
Don’t be nervous.
I did such a mistake before.
3. 寓否定于谈笑之中:
Oh, maybe...
Perhaps...
4. 寓否定于正面的评论:
You usually do better, but this time...
用自己的语言的魅力把课激活, 用正常的语速 (宁肯多重复, 也不要翻译) 和流利的语流坚持下来。
六、结语
所有的学生在最初学习英语的时候都投入了自己所有的热情, 教师要想方设法使这种热情持续下去。可以说, 保持积极的学习态度是小学英语学习的关键。因此, 我们要立足英语教学实践, 多设计一些小游戏、小手段、小技巧, 并贯穿在教学授课始终, 在实践中不断增强学生学英语的兴趣, 并引导他们将兴趣转化为稳定的学习动机, 让学生长期保持快乐学习的心态, 享受学英语的乐趣, 最终获得长期的进步。
参考文献
[1]中华人民共和国教育部.全日制义务教育普通高级中学英语课程标准 (实验稿) [S].北京:北京师范大学出版社, 2001.
[2]罗晓杰, 牟金江.全程教师教育构想[J].高等教育师范研究, 2002, (4) .
开头句
A.【bar graph/column graph直方图】【pie chart/饼状图】【line graph/曲线图】
【solid line/实线】【break line/虚线】【dot line/点状线】
【show/indicate/outline/illustrate】the general pattern of …
B.【number/rate/percentage/figure】of …【rise/fall/increase/decrease/shoot up/decline】
【dramatically/sharply/steadily/slightly/drastically/gradually】from in to in
1. 描述曲线： 【reach its peak/top/bottom/valley】【audiy.com】【remain the same】
【level off/taper off】【fluctuate wildly/mildly】
2. 数据升降：lose it attraction/become a general favorite
3. 同向变化：The trend continues through out the graph.
4. 事物归类：be categorized under 10 headings/be divided into 10 stages
5. 两张图表： the first piece of data/ the second set of date
6. 数据下降：10 percent of people preferred to do A in 1200, but only 5 percent of people stuck to the same preference in 1300.
7. 最低数据：Each year/month, there were at least 5 people involved in …
8. 数据接近：The year 1200 saw the least difference between A and B.
9. 数据关联：To sum up, the relation ship between A and B appear (inversely) proportional.
10. 数据组成：The total number is 100. Of this figure, 10 are A, 20 are B and 70 are C. Therefore, C accounts for the greatest number.
11. 数据对比：A occupies only 5%, which stands in marked contrast to the 95% of B
阐述原因：
A. People’s preference for bicycle reflects public dissatisfaction with bus service.
B. From the difference between... , we can see the changes in our society and…
C.It appears that XXX directly affects the XXX-audiy.com
D. Obviously, people’s inclination to go out contributes to the decrease.
展望未来：
A.There might be a tendency of decreasing in the future.
B.The tendency would be continuing because…
Over the period from 1200 to 1300, the trend was towards a decrease in A, while there was an upward trend in B. There was a dramatic fall in A from 1205. However, from the year 1230 on, the rate of decrease slowed down and there was a more gradual reduction in A, reaching a figure of 10,000 in 1270. The number in B rose steadily, reaching in 1210, to a peak of 4000 in 1290.
数据翻倍：
A. It is 10 in 1200, but 30 in 1300,increased three times.
B. From just 100 in 1200 to over 4 times this amount in 1300.
比较速度：
A. In 1200, increase was spectacular, compared with 1300.
B. A shows the greatest increase. B also shows an increase but it’s not as dramatic.
作小作文原则：
A. 不可能写的很好，关键是要很稳地写清楚。
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