竞争出“效益”

崔　红

2009年5月8日(星期五)下午最后一节课,也是一周的最后一节课,老师们都知道这节课是最难上的一节课,师生一周教学、学习的劳累都集于这节课上,师生盼望周末放松休息的喜悦也都集于这节课上。于是,我想到了上朗读课,将两个班的学生组织到一起,将竞争机制引入英语朗读课堂。我把表情疲倦并带着些许懒散的学生带进电教室。在喧闹中,我在银幕上打出“英语朗读比赛”的字幕,此时的喧闹声被“英语朗读比赛?” “怎么比呢?”“有奖品吗?”的疑问声所代替。我又打出“班与班比”、“男同学与女同学比”、“个人与个人比”、“学生与老师比”的字幕,这时,学生的劳累、懒散全无,个个兴高采烈,跃跃欲试。朗读比赛开始,先是班与班比赛,我宣布朗读比赛课文及朗读比赛要求后,开始比赛。先是一班朗读,一班的英语课代表作了简短的“战前”动员后,朗读开始:In some science fiction movies,people in the future have their own robots.They help with the housework and do the most unpleasant...

二班的同学一边听,班长和课代表在下面一边给同学鼓劲,一班同学朗读刚结束,二班的全体学生就齐刷刷地站起来了:Life for Cathy Taylors three children is very busy.Their school days are busy enough. After school,though,Cathy takes the two boys from football to basketball. Then she has to take her daughter to piano lessons...

两个班朗读后,我作了客观全面的朗读评价,把优胜评给了二班。这下,一班的同学对我提出了意见:“我们是先朗读的,当然我们吃亏。”“我们先朗读,无竞争优势。”“我们要求再比一次,让二班先朗读。”我接受了一班全体同学的请求与批评。公布朗读比赛课文及朗读要求后,我宣布第二次班级朗读比赛开始。先是二班朗读:People often remember what they were doing when they hear the news of important events in history. In the United States,for example,many people remember what they were doing on April 4,1968. This was one of the most important events in modern American history...紧接着一班开始朗读:Teaching high school students in a poor mountain village in Gansu Province may not sound like fun to you. However, it changed the life of Yang Lei from Beijing.The Peking University graduate first went there as a volunteer on a one?鄄year program...

第二回合比赛结束,我又作了客观全面的朗读评价后,把优胜评给了一班。这时,电教室里一片笑声和掌声。接着我宣布男同学和女同学朗读比赛开始。这次,我总结经验,男女同学各先朗读一次。在“女士优先”的声浪中,女同学开始了朗读:If you spend some time in an English?鄄speaking country, you might hear the term“etiquette”. It means normal and polite social behavior. This may seem like a difficult word at first,but it can be very useful to understand... 紧接着,男同学“绅士”般地朗读起来:My name is Leo. Im from Australia, and Ive been teaching in China for two years. I teach in Harbin, the capital of Heilongjiang Province. This is an interesting city with a very colorful history...

我作了客观而又全面的朗读评价后,把优胜评给了女同学。女同学望着败下阵了的男同学,欢呼着,鼓掌着。男女同学的第二次朗读比赛结果依旧是女同学胜利,虽然有个别男同学表现出不服输的表情,但他们心里还是服气的。我提议,让女同学送给男同学鼓励的掌声。我又宣布个人和个人“单挑”朗读比赛开始,首先是两个班的英语课代表走上讲台。Class One:In ten years, Ithink Ill live in Shanghai,because I went to Shanghai last year and fell in love with it. I think its really a beautiful city.As a reporter,I think I will meet lots of interesting people... Class Two:I had a very unusual experience on Sunday.At around ten oclock in the morning,I was walking down the street when a UFO landed right in front of me...

接着是两个班的班长走上讲台。Class One:Linda loves her dog Davy. They went to New York City last Sat?鄄urday. While Linda was buying a newspaper at the train station,the dog... Class Two:I dont like waiting in line when a shop assistant has a long telephone conversation.When that happens...学生们都挑选各自的对手走上讲台,以示高低。

“叮铃铃……”同学们还没来得及和我比赛就下课了。同学们都带着收获和开心的笑容走出了电教室,师生皆大欢喜谁最乐呢?当然是我啊,我心在乐!

我后悔没带奖品,可又一想,学生的收获和快乐不就是我给予他们的最有价值的奖品吗?我的快乐和满足不就是学生奖励给我的至高无上的奖品吗?

课后反思:

在实际的英语教学中,师生的英语教学活动是围绕考试体系和评价体系来开展的。目前的评价体系注重关键性的年度考试、中考和高考等。如果评价体系重视形成性评价而淡化终结性评价,教学的双方才不会那样拼命地追求高分而舍弃追求教学过程的趣味性。在中学,每次的考试都不直接考到朗读,中学生便错以为朗读不重要,就轻易地放弃了。而中学的英语教师负荷很重,根本就抽不出时间来抓英语朗读教学。其实,英语朗读在英语教学总体水平的提高中是至关重要的。

1.朗读能够帮助学生丰富词汇量。孤立的单词不容易记,而语句、文章是有情节的,词放在句子里,联系上下文更便于识记。学生经常朗读,接触到的生词、句式日益增多,这对学生灵活运用常用词以及短语十分有益。实践证明,英语表达能力强的学生都善于朗读,也善于通过朗读积累词汇。

2.朗读可以促进学生听力和思维能力的发展。朗读能使学生保持高度的注意力,唤起他们的感知和想象。这些具体的形象既能帮助学生增强对词汇和语言结构的记忆,又能增强学生的语感。学生朗读能产生成功感,进而激发英语学习兴趣。

3.朗读能提高口语表达能力。学英语只有开始时就注意语音、语调,大胆模仿,及时纠正口型和舌位,才能讲出标准的英语。对于学生英语口语表达能力的培养,朗读训练就更为重要了。可以想象,如果缺少必要的朗读练习,学生将不敢大声读英语,更不可能大胆开口说英语,用英语进行交际。如此,英语口语训练将无法开展,提高学生的英语口语表达能力将无从谈起。

4.朗读训练有助于培养学生的语感。学习语言就必须培养语感,语感对学好一门语言起着很重要的作用。人的语感是逐渐形成的。在言语实践中,各种感官不断与语言材料接触,不断积累语言知识,体会语音、语义、语调及语气,日积月累,便逐渐培养了对语言的感知。

5.朗读能提升英语写作水平。选进教材里的对话和文章都是具有典型性的代表文体。依照新课程标准的精神,中学生要能够写出与教材内容相应文体的文章,而且要做到文体规范、语句通顺。通过朗读,可以促进对各种文体的了解和熟悉,更好地掌握各种文体的写作要领,从而写出符合这些文体要求的文章来。

(责编 周侯辰)