给一个语言支点，展一片语言天空 ——“课堂剧”在小学英语教学中的有效运用

笔者把此部分设计为模拟旅游活动，让全班学生当旅游团成员，请一位同学当导游，教师给“导游”戴上一顶旅游帽，一个无线话筒，和一面三角小红旗，并要“导游”和“游客”把插图的意思改为导游辞，指着投影屏幕上依次出现的画面，进行对话。同学们还可以以旅游团成员的身份向 “导游”提问题, 由 “导游”解答。这样的课堂表演，不仅可以训练学生在内化课文语言的同时，根据表演的需要，创造性地组织语言的表达，而且可以充分体现学生对交际言语的学习和运用。如下是“导游”与“游客”的短剧表演：S1: guide  Ss: visitors

Guide: Dear friends. Please follow me . Let’s go to the zoo.

Visitors: OK!

Guide: ( 指向动物生活区 ) What do you see?

Visitors: We see some animals. ( 指向猴子 ) What are the monkeys doing?

Guide: They are fighting.

Visitors: ( 指向大象 ) What are the elephants doing?

Guide: They are drinking water.

Visitors: ( 指向老虎 )What are the tigers doing?

Guide: They are running.

Visitors: - - - - - - -

Guide: - - - - - -

2) 根据Let’s talk的对话创编课堂短剧，发展学生英语会话的能力

以PEP Book 7 Unit 4  I Have A Pen Pal Part B Let’s talk为例来谈谈我的做法: 本课时的教学内容是（如下图）

道具准备（课前）：青蛙妈妈和三只青蛙BB的头饰  荷塘  荷叶作为背景；

角色扮演： 老师演青蛙妈妈  全班同学分成三个组为三只青蛙宝宝。

剧的主题为：Mother Frog Finds Her Baby ；

剧背景介入：( background )Three years ago, Mother Frog was away to Beijing for work. Now, she is coming. Mother Frog wants to find her baby. But there are so many babies here. Who is her baby? She doesn’t know. But her baby knows something about her. Such as: What does she do? How does she go to work? What does she do at night? What does she often do every day? Where does she live? So she decides to make some questions to find her baby.

短剧剧本

Scene One

( Mother Frog swims to the Baby Frog 1 and asks ) （group 1）

M: Baby, baby. What does your mother do?

B: My mother is a teacher.

M: Does she teach “ A B C ”？ ( teach English )

B: No, she teaches Chinese.

M: Oh! Sorry. You are not my baby.

Scene Two

( Mother Frog swims to the Baby Frog 2 and asks ) （group 2）

M: Baby, baby. What does your mother do?

B: My mother is a teacher.

M: Does she teach English?

B: No, she doesn’t. She teaches math.

M: Does she go to work by subway?

B: Yes, she goes to work by subway.

M: Baby, baby. Does your mother read newspapers in the evening?

B: Yes, she usually reads newspapers in the evening.

M: Baby, baby. Does your mother live in the city?

B: No, she doesn’t.

 M: Oh! Sorry. You are not my baby.

Scene Three

( Mother Frog swims to the Baby Frog 3 and asks ) （group 3）

M: Baby, baby. What does your mother do?

B: My mother is a teacher.

M: Does she teach English?

B: No, she doesn’t. She teaches math.

M: Does she go to work by subway?

B: Yes, she goes to work by subway.

M: Baby, baby. Does your mother read newspapers in the evening?

B: Yes, she usually reads newspapers in the evening.

M: Baby, baby. Does your mother live in the city?

B: Yes, she does.

M: Does she live in Beijing?

B: Yes, she lives in Beijing.

M: Oh, baby. You are my dear baby! （ 妈妈拥抱并吻一吻宝宝）

以上课堂短剧，我从不同的角度设置一些存在“信息沟”的情境，把课文内容中的疑难问题，化繁为简，化难为易，化枯燥为生动的短剧表演。让学生能用所学语言进行交际，促使学生通过大量的句型练习逐步获得交际能力。活用绘声绘色的短剧表演，使句型学习变成真正有意义的语言交流，从而使学生在英语课堂中充分展示自己的才华，体会到学习英语的乐趣。

三．巧用 Let’s read & Story创编课堂剧，培养学生用英语思维的习惯

英语的学习毕竟不同于汉语，它有自己的语言逻辑及语言习惯。笔者在教学过程中发现许多学生在运用英语时，是先用汉语来思维、组织材料、构思文句，然后用英语表达出来，这就是所谓的“汉英语”。这样说出来或写出来的句子不是语序颠倒，就是词不达意，有时还会产生歧义。长期保持这种思维习惯，学生会觉得英语难学，丧失信心，教师也常常束手无策。这就要求我们在培养学生听、说、读、写四会能力的同时，要注意培养学生用英语思维的习惯。笔者在英语课堂中充分运用眼神、手势、动作、表情等形式，培养学生直接学习和直接运用英语思维的习惯。

以 PEP Book 6 Unit 2 My Favourite Season Story time 为例, 在此故事教学的延伸阶段，教师扮演季节season、让学生扮演春spring、夏summer、秋fall、冬winter，说一说自己的特征。以下是师生自编对话表演情景：

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