论文部分内容阅读
【摘要】本文论述教师在初中英语教学中应精心设计导入，如通过谱写歌谣、讲述故事、猜谜语的方式巧妙导入。
【关键词】初中英语 巧妙导入 歌谣 故事 谜语
【中图分类号】G 【文献标识码】A
【文章编号】0450-9889（2018）09A-0061-02
英语课堂教学的导入设计得当，可以激发学生的好奇心，让其想一探究竟，反之，则会使学生觉得索然无味，不再想继续学习，这就直接影响了师生之间在课堂上的交流互动。因此，笔者认为，精彩的课堂导入不仅要能吸引学生的注意力，还要能激发学生的求知欲。
一、巧创歌谣导新课
在英语教学中，恰当地运用英语创编歌谣导入，不仅能使英语课堂气氛活跃，还能激发学生学习英语的热情，同时培养他们学习英语的自信心。
例如，外研版七年級英语下册Module 2 Unit 1 “I can play the piano.”一课的主要内容是“询问和谈论彼此能力”。为此，笔者设计了如下歌谣来调动学生学习英语的热情。
Fish，fish，what can you do？
Swim，swim，I can swim.
Dog，dog，what can you do？
Run，run，I can run.
Bird，bird，what can you do？
Fly，fly，I can fly.
Rabbit，rabbit，what can you do？
Jump，jump，I can jump.
Monkey，monkey，what can you do？
Climb，climb，I can climb.
欢快的节奏、优美的旋律，加上丰富的肢体语言，活泼愉快、朗朗上口的歌谣把学生带进了愉悦的英语课堂，同时又复习了本节课的重点句型，由此导出目标语言“I can...”。
又如，教学外研版七年级英语下册Module 4 Unit 2 “Every family will have a small plane.”时，笔者以话题“Life in the future”创编歌谣，采用初中学生喜欢的hip-hop开启本堂课的教学，把学生带入对未来生活的畅想之中。
Future is colorful. Colorful. Colorful.
Future is beautiful. Beautiful. Beautiful.
Will you have long holidays？
Will we find new ways to travel？
What will life be like in the future？
Which ones will come ture？
Let’s think together.
二、妙以故事导新知
童话故事是每个孩子都喜欢并且聊也聊不完的话题，续编英文童话故事能培养学生的想象力和创造力，巧妙地运用英文童话故事进行导入，不仅能激发学生学习英语的兴趣，还为学生进一步学习课文铺垫。
例如，教学外研版八年级英语上册Module 7 Unit 2 “She was thinking about her cat.”时，笔者以肢体语言为辅助给学生讲了爱丽丝漫游仙境的故事，学生听得津津有味并对课本有了初步的认识。随后，笔者请学生自由谈论对Alice的了解，笔者适时补充，进而引出本节课的学习内容。以故事形式自然地导入吸引了学生的注意力。
又如，教学外研版八年级英语下册Module 5 Unit 2 “Tintin has been popular for over eighty years.”卡通是陪伴孩子们成长的重要伙伴，笔者通过学生家喻户跷的卡通故事引入课文。
笔者通过PPT出示故事图片及文字：“Tang Seng and his disciples（徒弟们）went to the west to learn scriptures（经文）. One day they were traveling in a high mountain. This mountain did indeed have a corpse fiend called Lady White Bone. The first time it changed itself into a young，beautiful girl holding a basket of food. She almost succeeded in talking Tang Seng and his two disciples into coming out of the circle. Just at the last moment，Wukong came. He raised his cudgel and hit it. The second time the fiend turned itself into an old woman. Wukong recognized it and struck it again. The third time it turned itself into an old man. Wukong saw through the fiend’s disguise，raised his cudgel and struck it down. Tang Seng forced him to leave. Without Wukong，Lady White Bone captured Tang Seng easily. But，Wukong came just in time to save him. He killed the old fiend on the way and saved Tang Seng. 笔者通过《西游记之三打白骨精》的故事引入新课，不仅有利于加深学生对课文内容的理解，而且极易激发学生的兴趣，使学生的注意力立刻集中起来，自然而然地进入学习新知识的角色。
三、猜谜游戏导新课
猜谜语是少年儿童比较青睐的游戏，笔者充分利用学生好奇心和求知欲强的心理特点，根据课文内容或标题设计有趣的谜语作为课堂导入。
以教学外研版七年级英语上册Module 4 Unit 1 “We’ve got lots of apples.”为例。
笔者通过PPT出示谜面：“They’re usually orange. And they’re full of nutrition（有营养的）. Rabbits like them very much，but many children don’t like them.”学生回答后笔者PPT出示胡萝卜图片并再出示谜面：
“Red face green hat，they look like red apples，they are delicious and full of nutrition（有营养的），It can be a fruit or a vegetable.”……
又如，在外研版七年級英语上册Module 6 Unit 1 “Does it eat meat？”教学导入中，笔者通过PPT出示谜面：“Like the bear is smaller than the bear. Like a cat is bigger than the cat. It likes to eat bamboo. Guess an animal. ”根据学生的回答自然地过渡到本节课的话题。
再如，笔者在教学外研版七年级英语下册Module 7 Unit 1“How do I write my homework on the computer？”时，PPT出示一则关于电脑的谜面： “There were two boxes. Not pretty. And the little mice were lying next to each other. It knows all things. What is it？”
著名特级教师于漪曾说：“课的第一锤要敲在学生的心灵上，激发起他们思维的火花，或像磁石一样把学生牢牢地吸引住。”要想达到“课伊始，趣即生”的效果，作为英语教师，我们要善于思考，善于用精彩巧妙的导入来激活课堂，激发学生学习的热情。
【关键词】初中英语 巧妙导入 歌谣 故事 谜语
【中图分类号】G 【文献标识码】A
【文章编号】0450-9889（2018）09A-0061-02
英语课堂教学的导入设计得当，可以激发学生的好奇心，让其想一探究竟，反之，则会使学生觉得索然无味，不再想继续学习，这就直接影响了师生之间在课堂上的交流互动。因此，笔者认为，精彩的课堂导入不仅要能吸引学生的注意力，还要能激发学生的求知欲。
一、巧创歌谣导新课
在英语教学中，恰当地运用英语创编歌谣导入，不仅能使英语课堂气氛活跃，还能激发学生学习英语的热情，同时培养他们学习英语的自信心。
例如，外研版七年級英语下册Module 2 Unit 1 “I can play the piano.”一课的主要内容是“询问和谈论彼此能力”。为此，笔者设计了如下歌谣来调动学生学习英语的热情。
Fish，fish，what can you do？
Swim，swim，I can swim.
Dog，dog，what can you do？
Run，run，I can run.
Bird，bird，what can you do？
Fly，fly，I can fly.
Rabbit，rabbit，what can you do？
Jump，jump，I can jump.
Monkey，monkey，what can you do？
Climb，climb，I can climb.
欢快的节奏、优美的旋律，加上丰富的肢体语言，活泼愉快、朗朗上口的歌谣把学生带进了愉悦的英语课堂，同时又复习了本节课的重点句型，由此导出目标语言“I can...”。
又如，教学外研版七年级英语下册Module 4 Unit 2 “Every family will have a small plane.”时，笔者以话题“Life in the future”创编歌谣，采用初中学生喜欢的hip-hop开启本堂课的教学，把学生带入对未来生活的畅想之中。
Future is colorful. Colorful. Colorful.
Future is beautiful. Beautiful. Beautiful.
Will you have long holidays？
Will we find new ways to travel？
What will life be like in the future？
Which ones will come ture？
Let’s think together.
二、妙以故事导新知
童话故事是每个孩子都喜欢并且聊也聊不完的话题，续编英文童话故事能培养学生的想象力和创造力，巧妙地运用英文童话故事进行导入，不仅能激发学生学习英语的兴趣，还为学生进一步学习课文铺垫。
例如，教学外研版八年级英语上册Module 7 Unit 2 “She was thinking about her cat.”时，笔者以肢体语言为辅助给学生讲了爱丽丝漫游仙境的故事，学生听得津津有味并对课本有了初步的认识。随后，笔者请学生自由谈论对Alice的了解，笔者适时补充，进而引出本节课的学习内容。以故事形式自然地导入吸引了学生的注意力。
又如，教学外研版八年级英语下册Module 5 Unit 2 “Tintin has been popular for over eighty years.”卡通是陪伴孩子们成长的重要伙伴，笔者通过学生家喻户跷的卡通故事引入课文。
笔者通过PPT出示故事图片及文字：“Tang Seng and his disciples（徒弟们）went to the west to learn scriptures（经文）. One day they were traveling in a high mountain. This mountain did indeed have a corpse fiend called Lady White Bone. The first time it changed itself into a young，beautiful girl holding a basket of food. She almost succeeded in talking Tang Seng and his two disciples into coming out of the circle. Just at the last moment，Wukong came. He raised his cudgel and hit it. The second time the fiend turned itself into an old woman. Wukong recognized it and struck it again. The third time it turned itself into an old man. Wukong saw through the fiend’s disguise，raised his cudgel and struck it down. Tang Seng forced him to leave. Without Wukong，Lady White Bone captured Tang Seng easily. But，Wukong came just in time to save him. He killed the old fiend on the way and saved Tang Seng. 笔者通过《西游记之三打白骨精》的故事引入新课，不仅有利于加深学生对课文内容的理解，而且极易激发学生的兴趣，使学生的注意力立刻集中起来，自然而然地进入学习新知识的角色。
三、猜谜游戏导新课
猜谜语是少年儿童比较青睐的游戏，笔者充分利用学生好奇心和求知欲强的心理特点，根据课文内容或标题设计有趣的谜语作为课堂导入。
以教学外研版七年级英语上册Module 4 Unit 1 “We’ve got lots of apples.”为例。
笔者通过PPT出示谜面：“They’re usually orange. And they’re full of nutrition（有营养的）. Rabbits like them very much，but many children don’t like them.”学生回答后笔者PPT出示胡萝卜图片并再出示谜面：
“Red face green hat，they look like red apples，they are delicious and full of nutrition（有营养的），It can be a fruit or a vegetable.”……
又如，在外研版七年級英语上册Module 6 Unit 1 “Does it eat meat？”教学导入中，笔者通过PPT出示谜面：“Like the bear is smaller than the bear. Like a cat is bigger than the cat. It likes to eat bamboo. Guess an animal. ”根据学生的回答自然地过渡到本节课的话题。
再如，笔者在教学外研版七年级英语下册Module 7 Unit 1“How do I write my homework on the computer？”时，PPT出示一则关于电脑的谜面： “There were two boxes. Not pretty. And the little mice were lying next to each other. It knows all things. What is it？”
著名特级教师于漪曾说：“课的第一锤要敲在学生的心灵上，激发起他们思维的火花，或像磁石一样把学生牢牢地吸引住。”要想达到“课伊始，趣即生”的效果，作为英语教师，我们要善于思考，善于用精彩巧妙的导入来激活课堂，激发学生学习的热情。