例如:Who’ s on duty today? Are we all here today? Who’ s not here today? What’ s the date today? What day is today? What’ s the weather like today?随着词汇量的扩大,知识的增多,学生除了完成日常的报告内容外,紧扣教材并与其同步进行,请别人回答,教师有意识地设计一些承前启后的相关内容进行活动,自然而然地引出新的教学内容,把Duty report引申到Free talk,如为了引出动词"have"的用法,在值日报告中先复习"There be"句型:How many students are there in our class? There are sixty. Is there an eraser in your pencil-box? —Yes, there is. 然后再引出"have"句型。Do you have an eraser? —Yes, I do. Does he have an eraser? —No, he doesn’ t. 利用课前5分钟,学生通过Duty report: Say me, Say you, Say the weather, Say sth等话题,将身边的人和事讲给同学们听,使他们在理解和被理解中增强自信心和成就感,通过Free talk,用英语提问,为每个学生提供在众人面前说英语的机会,学生愿意听,乐于说,其乐融融。提高了学生的口语表达能力,效果极佳。
例如在教授对话:—Who’ s that boy?—Which boy?- The boy in the blue coat.—That’ s Li lei. 时就利用这个对话做Play the guessing game. Ask: Who’ s that girl / man / woman? Which girl / man /woman? 这一下激发了学生的兴趣,调动了每一个学生参与交际的积极性。教师自然地在这种交际活动中介绍了新句型,使学生在了解信息的同时学习了新的英语知识,锻炼了交际能力。
例如教授句型What’ s this / that in English时,教师利用实物、图片指着距离近的实物问:What’ s this? Is this a book? 指着距离远的实物问:What’ s that? Is that a pen? 学生就会理解this / that的不同含义,而且能用所学的句型问答,这样可在有限的课堂时间内大大地提高学生说英语的机会。一个好的英语教师应该像一个好的导演一样,为学生创设更多的实践环境,例如角色扮演、猜谜、游戏等,教师在交际实践中必须做好示范,使学生在交际活动中相互交流,锻炼口语交际能力。
我们通常说的(Drill),大部分属于此类型。如:T: How do you do? SS: How do you do? T: Nice to meet you. SS: Nice to meet you.模仿对学生形成准确、地道的语音语调,掌握典型的语言结构很重要。但模仿的注意力集中于语言形式上,这不是意义性的交际,而仅仅是为交际作准备。因此模仿应有所控制。时间不宜太多。有控制的句型模仿和操练应该简短、活泼,并且逐渐向意义性过渡。模仿有个别、小组和集体等形式。
2强化操作型
脱离单纯的模仿,由学生进行旨在语音或句型强化的训练。有时这种训练可以构成某种形式的“谈话”,但他们往往是对语言形式的训练,而不涉及语义或基本不涉及语义。S1: What’ s this?S2: It’ s an apple.S1: What are these?S2: They’ re apples.
如:T: Good morning, class. S: Good morning, Miss Gao. T: Please sit down. Who’ s on duty today? S: I am. T: Is everyone here today? S: Let me see, Li Ming isn’ t here. T: Where is he? S: Sorry, I don’ t know. I think he’ s at home.
如:S1: Why isn’ t Mary here today? Is she ill?S2: Yes, she is, She has a cold.S1: Did she go to see the doctor?S2: Yes, she went to the doctor’ s this morning. The doctor said she had a fever and gave her some medicine.S1: How does she feel now?S2: She feels much better. Her temperature is down, but she still has a headache.S1: Tell her not to worry about her studies. We’ ll help her to catch up when she’ s well.