陈惠英
教师的教学过程其实就是一个重组教材、重构文本资源的创造性过程,对教材文本的理解不同、挖掘隐性资源程度不同、重构文本的方式不同都会影响学生语言输出的效率。受“加减乘除创意创新法”的启发,我把重构文本的方式大致分为“加减乘除”四法。下面以义务教育教科书英语四年级上册Module 6 “Occupation”为例加以论述。
一、“加”,适当添加元素,丰富文本,创设情境,加大语言输入量
1. 创设与模块主题相关情景,并将之贯穿整个模块教学。引入人物角色作为情景发展主线,可以设计导入如下:Janet and Jiamin want to be a nurse and a cook. Look! They are Janets classmates. Lets see what they want to be.然后介绍小朋友的名字,分别是:Alan,Alex,Neil,Mary.在整个模块中,利用主角人物将各种资源串联整合起来,如职业、职能、年龄、外貌、衣着和兴趣爱好等元素,使模块教学各环节环环相扣,使学生思维连贯,避免了割裂、零碎的情境。
2. 丰富与模块主题相关词汇,用自然拼读法指导识记。本模块学习policeman,教师则可增加policewoman,policemen,policewomen,滚动复习了man-men,woman-women,不仅不会造成学生学习负担,还能丰富学生的语言输入,帮助建构、内化词汇体系。
3. 重视挖掘chant,song等非核心知识点的文本元素,使其发挥更大作用,让学生对核心词汇和句型朗朗上口,形成语感。如把歌曲“I want to be…”歌词替换成painter,builder,doctor等其他职业,可以操练学习难点句型“I want be a …when I grow up.”既饶有趣味,又提高语言操练的效率。
二、“减”,把类似、关联的文本合二为一
教材本单元的练习要求:Look,read and say. Hi,I am Meimei. I am good at English. I like children. I want to be an English teacher when I grow up.
《活動手册》本单元的练习要求:Introduce yourself. My name is… I am …years old. I like to… My favourite subject is… I want to be a …when I grow up.
重构后,结合呈现两个文本:Hi,Im Meimei. I am nine years old. I like to play with children. My favourite subject is English and I am good at it. So I want to be an English teacher when I grow up.
三、“乘”,重现并整合相关知识内容,组织学生进行口头笔头的输出,形成文段
本模块的复习阶段,意图是让学生用对话谈论家庭成员职业。在一定语言铺垫基础上,学生有语言输出的欲望,因此我设计了两个文本。
表格填空:
Member 1成员1:_________
Age:_________
Appearance外貌:_________
Clothes:_________
Job:_________
Reason原因:_________
Member 2成员2:_________
Age:_________
Appearance外貌:_________
Clothes:_________
Job:_________
Reason原因:_________
文段填空:
Hello!Im _______. My father is ____ years old. He is ____ and ___. Look!Hes wearing (a) ___. He is a /an____. He is good at____.
最后布置分层作业:1. 文段填空;2. 设计对话表演;3. 设计手抄报介绍父母。
四、“除”,创设情景主线有机整合教材练习,由易到难,逐步提高学生语言输出的难度和维度
教材“Fun with language” 题目如下:
Ex.1 Look and circle
Ex.2 Listen and match
Ex.3 Act and answer
Ex.4 Look read and say
重构Ex.1和Ex.2,听力材料举例如下:
1. A:Do you want to be a reporter when you grow up,Ben?
B:Yes,I do.
2. A:What do you want to be when you grow up,Jiamin?
B:I am good at cooking. I want to be a cook.
3. Hi,I am Xiaoling. I like children. I am good at English. So I want to be an English teacher.
4. A:What do you want to be when you grow up,Janet?
B:I am wearing a white hat,a white dress and white shoes. I want to help sick people. Guess! Whats my job?
Ex.3的任务是学生根据衣着推测职业,在此基础上我引导学生归纳表达从事某职业的原因。学生完善后的文本如下:
A:What do you want to be when you grow up?
B:I want to…
I like/ love …
I am good at…
I am wearing (a)… Guess!
A:Do you want to be a …?
B:Yes,I do/ youre right.
责任编辑 魏文琦