听君一席话，胜读十年书
作者：董芬兰 时间：2015-09-29 浏览量：3966---与鲁子问教授交流有感
2015年9月19日是个令人激动的日子，就在这一天，我聆听了博士，教授，博士生导师，“中小学英语真实任务教学”、“学习方案教学”倡导者，华中师范大学教授，中国外语战略中心客座研究员,外研版中小学英语教材副主编 鲁子问先生的一堂实战英语课，课后与鲁教授受益匪浅。
这是外研版九年级上册的一堂课，标题是Heroes ,涉及人物是著名乒乓球运动员邓亚萍的生平事迹。鲁教授没有按我们常规的先教学生单词，再上新课的模式，而是采用如下步骤：
1.Listening to the tape of the material.
2.Complete the table according to the material.
3.Reading the material and know more about Deng Yaping.
4.Complete the sentences so that they are true for Deng
Yaping to answer Why Deng Yaping is a true hero.
5.corect the sentences
6.Pronuciation and speaking
7.Work in pairs .Talk about your heroes
A:Who is you hero?
B:It’s......
A:Why ......
B:Because ......
8. Discuss about heroes.
Part A
a.What is hero like ?
b.Has a hero done something great that we are not able to do?
c.Is a hero brave and great?
d.Is a hero loved by many people?
f.Is a hero with a good qualities?
Part B
For what do we need heroes?
Do we need a hero for our daily eating? Why?
Do we need a hero for going to school by bus ?Why?
Do we need a hero for playing games? Why?
Do we need a hero for our school learning? Why?
Do we need a hero for defending our country?Why?
Do we need a hero for saving people in earthquakes?why?
Do we always need a hero ? Why?
The teacher let the students answer these questions
with a full sentence and with “because” For example,
we don’t always need a hero because we do something by
ourselves.but in difficult times ,we need heroes.
9.Sum up
Is Deng Yaping a hero? Why or Why not?
This step can help the students retell the text and even
recite the text.What’s more .the students can grasp the
“because”clause.
10. Writing
The teacher give the students some key questions to help
them complete the task easily.
What is a hero like ?
For what do we need a hero?Why?
Who is your hero?Why?
Who will be introduced in your writing? Search need
think and decide after class.
从整个课堂设计体现三个特点，一是着重听说训练，并为写打下坚实的基础，所以鲁教授最后给学生布置了写作任务。本堂课老师意图明显是要让学生有自己的意识、观点，有对英雄的定义和认知。而不是老师强加给学生观点。通过问题，学生明白乱世多英雄，进而引导学生珍惜和平生活。是学生在情感认识方面得到一个深华。
二是用任务驱动学生，从而培养学生的思维能力。先告诉学生本某块的作用是什么，这个单元的任务是什么。所以老师的课件上问题多于知识点解析。鲁教授认为，九年级的学生的思维已经接近成年人，要相信学生的能力，要学会放手让学生自己找答案并解决问题。
三是语法教学的设计，鲁教授语法教学也是通过问题解决的。本单元的语法是原因状语从句，教授借给出了一系列的WHY ，结合课本内容让学生用ＢＥＣＡＵＳＥ句型来回答，学生自然而然就掌握了这个从句句型。
鲁教授还与我交流了英语理解的最常用且最有效的三种方法。Ｋey words ,
numbers , years作为理解的切入点，文章第一段或最后一段抓文章大意。教授九年级课本不能只讲九年级内容，而要把七班年级的知识整合到九年级，多用Think maps 提示学生学过的知识要反复重现。特别是语法练习题，可以通过记住一些英文歌曲中经典句作为模仿例句。语法练习题重视学生的输入与产出，即老师讲解过以后再考一次，对得分高的学生大势表扬以刺激学生上课集中精力听讲。
对于在一个班执行分层教学我们也进行了探讨。
总之，通过与鲁子问教授面对面的交流，给我很多启示，让我受益良多。真是听君一席话，胜读十年书。