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夏恩力、蓝卫红: 提供有利于语言模因重组、集合和创新的生活情境


课堂话语组织策略:

        提供有利于语言模因重组、集合和创新的生活情境,丰富学生的情感体验和话语生成的意义性

                                       执教: 夏恩力(浙江宁波)

                                       话语分析:蓝卫红(广西师范学院初等教育学院)

   【课堂实录 4】  

    本片断选自浙江省夏恩力老师执教的There is /are ... 句型拓展运用环节,教学对象为小学二年级学生。呈现句型时,教师利用课件出示一个空房间和句型 “There is a ... There are ...in the room ”,然后用动画依次演示各种物品,学生在教师的带领下进行理解性模仿认读;在操练环节,教师再次呈现一个空房间,请几位学生上讲台根据教师的描述用动作表演房间里有什么,然后以小组为单位玩听做游戏进行巩固活动,接着进入拓展环节。

    T: (学生在小组中玩听做游戏后) Next, let's go into another room. Just imagine. One day, you are very hungry. Do you know hungry? (学生说yes 后) You are very thirsty. You are not happy. And you come into a room. (课件呈现一个空房间, 房间一角蹦出一张笑脸和“Wow! There...!”的文本框,教师用非常愉快的语调说)Wow! There...Think about it! (再次提示)Wow! There's ...in the room. Think about it.

   S1: Wow, there's ice cream!

    T: (补充学生的句子) in my room. Let's say it together. Ice cream! Ready, go! (带着学生一起开心地说) Wow, there's an ice cream in my room! Anything else?

   S2: Wow! There's a sofa in my room!

    T: Anyone wants to try? (请一个举手的学生)Kimy, please.

   S3: Wow! There are four hamsters in my room!

    T: Wow! There are four hamsters in my room! Very terrific hamsters. Maybe you'll see something terrible. Look. Maybe you just see something terrible. (课件另一侧出现了恐惧表情头像,旁边有文字 Oh, no! There ...!  ) Oh, no! There ...! (举手示意学生表达)

   S4: Oh, no. There are five spiders in my room!

    T: There are five spiders! Ready, go! (放慢速度与学生一起说) There are five spiders in my room!

   S5: Oh, no! There are five tigers in my room!

   S6: Oh, no! There are three snakes in my room!

   【话语分析】

    教师创设富有生活情趣的语境并给学生提供符合语用场景的语言模因,能构建话语互动的多层脉络连贯,语言模因的复制和传播也发展成为具有丰富性和独创性的课堂话语生成。上述课例中,教师利用房间及相继出现的物品创设了富有生活情趣的语境让学生理解核心句型的语用场景,在第一个语境中,教师借助课件启发学生想象自己又饿又渴地走进房间的情境,看到课件上的笑脸和文本框的“Wow! There...!”,听到教师富有感情色彩的话语,学生连贯因子库中的情脉因子、语脉因子和意脉因子得到充分激活,在语言模因的作用下,第1、第2位学生的话语“Wow, there's ice cream!”和“Wow! There's a sofa in my room!”与教师的启发话语“Wow! There...Think about it! Wow! There's ...in the room”在语义和认知上形成了对应关系;在第二个语境中,教师借助恐惧表情头像进一步激活学生的思维时,后面几位学生想象着房间里出现的蜘蛛、老虎和蛇等富有想象力的回答与教师提供的惊恐表情和“Oh, no! There ...”的语言提示在情脉、语脉、意脉和理脉上都与教师发起互动的意图形成连贯,生活形式、话语理解以及话语共晓在师生互动生成的话语中得到统一,学生的想象力和语言表达潜能得到充分挖掘。

 

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