让“伴生课堂”更精彩.doc

让“伴生课堂”更精彩
孔雪松 崔奥兰 为更好地实施分层教学,武汉市经济技术开发区第一初级中学官士墩校区将学生根据学情调查(包括学习潜力、学习兴趣、学生自我认知等)、教师评价、学习测评结果等分为A、B两个层次。A层学生基础薄弱,ike seeing films. I have two tickets. They are about the newest films. ”并向一个学生发出邀请:“Do you want to go to a movie with me? ”学生乐意去看,所以自然地说“Yes, I do.”接着,笔者询问学生喜欢的电影类型——“So, What kind of movies do you know and what kind of movies do you like best ?”再引导学生学习单词:comedy(喜剧片),documentary(纪录片),thriller(恐怖片),action movie(动作片)等。这样,本课谈论电影种类以及个人喜好的核心话题等就在师生之间轻松愉快的对话中呈现出来了。
二、示疑互动——架起“自信”的桥梁
示疑互动是指教师在精心预设问题的基础上,创设良好的问题情境,生成适当的问题,引导学生主动思考和参与对话,并对提问及时反馈的过程。
例如,笔者在执教七年级上册Unit4 Where is my schoolbag? 这一课时,在学生学习了方位词in /on / under以及掌握有关物品的名称之后,笔者故意举起手,捋起袖子想看时间,然后故作焦急地对学生说:“Oh, my god! Where is my watch? I can’t find it. Who can help me find it?”教师的手表找不到了,学生自然也很著急。所以他们为帮教师找到手表纷纷做出各种猜测。
S1: Is it in your bag?
T: No, it isn’t.
S2: Is it on the desk?
T: No, it isn’t.
S3: Is it under the desk?
T: No, it isn’t.
S4: Is it in your pocket?
T: Wow, thank you. You are right. It is in my pocket!
S4: You are welcome. And teacher, I need your help too. I can’t find my keys, neither. Where are my keys? Who can help me find it?
T: Are they under your chair?
S4: No, they aren’t.
S5: Are they in your pencil box?
S4: No, they aren’t.
...
T: Are they on your table?
S4: Yes, they are.
可见,正是这个在日常生活中异常普通的找手表找钥匙的情境促使所有学生积极思考