改編短劇法在職高英語閱讀教學中的應用舉例

【摘要】在職高英語第二冊Unit 2 Reading A Whose mistake？ 一課教學中，作者以學生為主體，以小組活動為途徑，讓學生改編成短劇表演。并引導學生進行點評，找出不足，予以糾正。激發(fā)學生主動學習積極性，訓練學生自學技巧，取得了較好效果。

【關鍵詞】職高 英語教學 學生自主 短劇表演 點評

一、教學背景

在職高英語閱讀課教學中，采取學生自讀為主、老師指導為輔的方式，以小組活動為途徑，讓學生改編成短劇表演。訓練學生的口語能力，調動積極性，提升教學效果。現(xiàn)以職高英語語文版修訂本第二冊Unit 2 Reading A Whose mistake？ 為例。

二、教學構思與設計

圍繞中心語言點，指導學生分成2組，自行改編成短劇表演，并相互評判。

三、教學目的

調動學生學習興趣，培養(yǎng)合作精神，提升教學效果。

四、案例敘述

（一）課前準備

學生分組，查找資料、編劇、選派演員并排演。

（二）課堂表演

1.組1。共2個角色：Bill及其弟Joe，分3場景。

（1）Bill手舉“One hot day，at the school gate”的牌子。白：Im waiting for my brother，Joe. I think he must have got a note the headmaster to my father. Because I stayed away from school and went swimming this afternoon.

Joe上，Bill：I suppose youve got a note for Father，will you give it to Father？

Joe：I must，Bill. I promised the headmaster. He is sure to ask me tomorrow.

Bill：Look here，Joe. If you give it to Father，Ill have to run away from home again. If you dont，Ill go to school every day. Ill never fight or tell lies，and I love you，Joe.

Joe很為難。稍后，掏出紙條扔出。

Bill換“ The note flies up with the wind and comes to rest on a very high branch of a big old tree”的牌子。

（2）Bill手舉“Sometime in the night，Bill wakes up and finds Joe sitting up in bed，crying”牌子。

Bill：Why，whats the matter，Joe？

Joe（哭）：Ive never done such a thing before. The master trusted me. If he asks me tomorrow，Ill have to tell a lie.

Bill：Then tell the truth，Joe. Itll soon be over.

Joe：Oh，no，it wont. He will never trust me any more. Oh，you dont know how Mother takes on about it，nor how itll hurt Father！ Ive deceived the master，Mother and Father today，just because youre so-so selfish.

Bill 舉“Joe lies down and cries himself to sleep”牌子。

（3）牌子“ Next day，Bill fell from the tree，and now he is in hospital”

Bill（遞紙條給Joe）：I went for the note. Here it is； say you forgot it last night. Tell the master Im sorry – tell the master hell never have to send a note any more – thats all.

2.組2有3個角色，分別為Bill，Joe和校長，道具較多。分5個場景。

（1）Bill 邊走邊說：Its too hot. Oh，I want to go swimming. Yeah，I stay from school. Oh，Its a good idea.

（2）校長室。校長：Joe，your brother stayed from school today. I wrote a note. Please bring it to your father.

Joe 慚愧的點頭，拿走紙條。

（3）校門。Bill攔住Joe。

Bill：I suppose youve got a note for Father，will you give it to Father？

Joe：I must，Bill. I promised the headmaster. He is sure to ask me tomorrow.endprint

Bill：Look here，Joe. If you give it to Father，Ill have to run away from home again. If you dont，Ill go to school every day. Ill never fight or tell lies，and I love you，Joe.

Joe（踱開自語）：I was deeply troubled. But …

Joe 猶豫后，掏出紙條扔出。

解說：The note flies up with the wind and comes to rest on a very high branch of a big old tree.

（4）臥室。Joe抽泣。

Bill：Why，whats the matter，Joe？

Joe：Ive never done such a thing before. The master trusted me. If he asks me tomorrow，Ill have to tell a lie.

Bill：Then tell the truth，Joe. Itll soon be over.

Joe：Oh，no，it wont. He will never trust me any more. Oh，you dont know how Mother takes on about it，nor how itll hurt Father！ Ive deceived the master，Mother and Father today，just because youre so-so selfish.

Joe躺到床上，抽泣。

Bill在床上輾轉反側，稍后，起身開門出去。

（5）病房。Bill在床上，Joe站在床邊。

解說：In the morning，Bill went to the big tree and climbed up onto the branch to take the note back. Suddenly，the branch broke and Bill fell to the ground. Now，he is in hospital.

Bill（遞紙條給Joe）：I went for the note. Here it is； say you forgot it last night. Tell the master Im sorry – tell the master hell never have to send a note any more – thats all.

3.相互評判。表演結束后，學生就演員的發(fā)音、語言流暢程度、人物表情以及是否有語法錯誤等，做出評價。

五、案例評析

這種方法對于提高教學效果有明顯作用。課前，學生積極查找資料，認真學習、理解并運用教師指出的語言點，學習主動性增強。

表演之后的學生評價更有助于鞏固教學成果。演出中暴露的問題，大多與課程難點和重點有關。在發(fā)現(xiàn)和糾正問題的同時，學生加深了印象，增強了記憶。

參考文獻：

[1]王青芳.小組合作在職高英語閱讀教學中的實踐[J].英語廣場，2017，（06）：135-136.

[2]王超.提升職高學生英語閱讀能力之探究[J].才智，2015，（23）：24.

[3]吳燕紅.職高英語閱讀教學之我見[J].英語廣場（學術研究）， 2014，（08）：167-168.

[4]鐘麗靜.情境教學理念下職高英語情境短劇教學案例研究[D].寧波大學，2014.

作者簡介：呂新春（1975-），女，漢族，安徽廣德人，雙本科學歷，中學一級教師職稱，現(xiàn)工作單位宣城市機械電子工程學校，研究方向為中職英語教學方向研究。endprint