Page 60 - 新课程背景下高中英语教学理论与实践

◢ 新课程背景下高中英语教学理论与实践

最后一次续说：第一轮：Joey said, “I think we can use the Dutch treatment
(payment) because it, because everyone go ona Dutch, goes on a Dutch (going
Dutch), won’t hurt our friendship. However, however, I think our consumption, our
consumption should be controlled in a re, reasonable priceso that we can afford it.

Because I belong, you all know, like me, I didn’t have, I didn’t (don’t) have any income
every month. If you, if you have high consumption of our, of our party (gathering),
I couldn’t (can’t), I couldn’t (can’t) afford it. Like Rachel and, Rachel and Phoebe,

also didn’t (don’t) have, also didn’t (don’t) have high income. So we, I think, I think
we should stand in others’ situation, stand in others’ situation.” And then Ross said,
“It is, it is our mistake. We didn’t, we didn’t think of your situation. We will not do it
again.”（139 个单词，120 秒。）
第三轮：Joey said, “I think we should use the Dutch treatment (payment),

because going Dutch is a straightway, and it won’t hurt our friendship. However, I think
our consumption should be controlled in a reasonable price so that we all can afford it.
You know, Rachel and Phoebe and I don’t have, I don’t have high income to afford the

expensive food. I think, I think you should take our situation into consideration.” Ross
said, “I’m sorry. We didn’t take yourincome into consideration. We will, we will pay
attention to it at the next time.”（95 个单词，59 秒。）
最后一次续说的第一轮明显比第一次续说的第一轮内容更充实、句子更复杂、

词汇更高级。第一次续说中，该生只是简单地交代了事情的发展，发现讲述不够
两分钟后就重复了一样的内容，只增加了表示故事结局的一句话；使用的句型相
对比较简单，句子长度也较短，存在时态、语态、词性、词汇搭配等方面的语言
错误。而在最后一次续说中，该生使用了许多起承转合的复杂句式，句子长度增

加，词汇也更丰富。最后一次续说的第三轮比第一轮的讲述更流畅、准确度更高。
第一轮两分钟续说中出现了许多重复的词语，显示该生不断进行自我纠正；语法
方面也出现大量的时态错误。而第三轮一分钟续说时，该生基本上纠正了所有的
语言错误，讲述顺畅，故事完整。

很多学生认为，这种教学方式打破传统的教学方式，活跃课堂气氛，让他们
了解到西方文化，得以开阔视野，感受到学习英语的乐趣。大多数学生提到，该
活动让他们避免了发言时的尴尬，让平时不太擅长口语表达的他们能大胆开口说

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