3、极的情感和强烈的求知欲望,思维清晰,反应敏捷,获取知识当然也就能够更为迅速和有效。同时,因为他把在教师指导下进行学习看作是一件愉快的事情,所以即使学习上遇到了困难,他也愿意动脑筋,想办法去解决。 二、优化教学活动,提高运用能力 学习语言的最终目的是运用。在英语教学活动中切忌死记硬背,而要千方百计强化语言运用能力的训练。在训练中,我们要努力融知识性、趣味性、灵活性于一炉,追求最佳的表达效果。如训练造句能力,教师可以先提问:“What are you going to be when you grow up?”学生根据
4、各自的志愿做出不同的回答:“I am going to be a teacher/a worker/an officer/a cleaner,etc.”教者还可继续问:“why?”通过训练,学生不但可以巩固已学词语,而且能学会根据语境做出相应的反应、正确的应答,从而提高英语运用能力。 再如,运用投影,创设问路情境组织学生进行角色扮演,将静景变为动景,将书本语言变为交际语言。在课堂上可以启发学生总结归纳有关问路的说法,再用投影片展示下列句子:(1)Excuse me, where’s the nearest…,ple
5、ase?(2) Is there a…near here(3) Which is the way to…,please?(4) How can I get to…please?(5) Do you know the way to…,please?(6) Can you tell me the way to...,please? (7) Can you find the way to...?(8) I want to go to...?(9) I’m looking for...Where is it,do you k
6、now?(10) I can’t find the way to...Can you tell me how to get to...,please?等及答语Walk along this road/street. It’s about...meters from here. Take the first turning on the left/right... It’s about...meters along on the right/left. Walk on and turn left/right.再进行一系列