微型情景在英语教学中的运用研究

(整期优先)网络出版时间:2009-08-13
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情景教学是利用情景来呈现语言的教学方法。这种教学方法能否独立成为一法仍尚无定论,但在情景中掌握语言知识从而理解和表情达意,培养交际能力已是外语教学中卓有成效的做法。情景在交际教学中显得更具优势。微型情景就是微型化了的情景。一个句子,一个词,一个短语,一句话,一个动作,一篇文章,一幅图画都可以构成微型情景。如Fire! A great idea! I'm making a telephone call. Sao Paulo Fire等构成一个微型情景。这些微型情景在新教材词汇、句型、语法及语篇交际学习上,有着独特的功能。下面总结几种微型情景交际教学法。
一、微型情景词汇教学。
在具体的实际生活情景、模拟交际情景、直观教具情景、表演情景、想象情景、图画情景进行词汇教学。实践表明,在英语学习中,利用某种具体环境有助于人记忆与此相关·的某些内容。在具体情景中讲解单词,以引发学生的兴趣,使他们容易记住所学的东西而且还有助于学生把所学的单词在交际中恰当地使用。这体现了外语教学的主要目的,培养学生的交际能力。在使用情景法时,教师要根据所教的词的不同词义及不同特点,事先设计好不同的情景。如:
1.单句情景法教词汇:用一个或两个层递连续的句子展示情景,含有词汇和短语。选句时尽量使情景具有完整性,意义丰富。
SBI L62学习control,escape
Sao Paulo fire was controlled at last,but only a few people escaped.既符合事实意义也丰富。
2.语段情景法教词汇:用连续的有意义、逻辑性强的几个句子展示情景。
如SBIL74学习remove,to my surprise,refuse,lie,pretend创设如下情景。
I'm a doctor. One afternoon, a patient was brought to my room. He was
seriously hurt in his legs. I asked hime to remove his trousers. To my
surprise, he refused. At last he told me that he was a woman. She had to
lie to the company and pretended to be a man in order to get a job.
3.对话情景法。
在学习engineer和design时,可根据课文情景创设下列对话情景。
A:——Are you Mr King?
B:——No,I’m Ms king.
A:——You used to be an engineer,usedn't you?
B:——Yes,I used to design machines in Notco Company.
这样学生通过对话身临其境,很容易学会这两个单词。
4.语篇微型情景教词汇。
为了把重点积极词汇进行集中学习,可以把这些词汇根据要求融入一个具体的具有意义丰富的微型情景中去,要求情节完整。如L85 SBI
SEFC is our English textbook. It stands for "Senior English for China" and
it is made up of many separate parts, such as the students' book, the
teacher's book, tapes, pictures. When we have our English classes, the
teacher usually pides us into small groups and asks us to do all sorts
of exercises, especially oral ones. And very often, we practise listening.
Our teacher says that listening plays a very important part in learning a
foreign language. Most of us are very fond of learning English.
这样便可把本来孤立的词短语融入到意义完整、信息性强的微型情景中去,既介绍了SEFC,又形象生动地向学生展示了词汇,易于掌握,便于记忆。
二、微型情景教语法:交际式语法教学。
语法在新教材中很不集中,并且战线太长,不易于形成清晰的脉络,在学习过程中不利于掌握,而微型情景可以把语法项目生动形象地展示出来,易理解,且教会学生如何用。

1.创设微型情景,教g下有计划有目的地把学生的语法学习引导到·交际和实用方面,使学生在学习过程中有尽可能多的机会运用所学语法规则。教师应充分发挥自己的想象力,设计出近似乎真实生活的各种交际情景。比如在学完现在完成时后,就可设计这样一个情景,一个小学生早晨出门去上学时,妈妈可能对他进行哪些提醒。让学生根据自己的实际情况,进行造句:

Have you got your key?
Have you taken your homework with you?
Have you got all your textbooks ready?
Have you taken your lunch-box?
Have you shut the window in your room?
Have you taken your raincoat with you? It's going to rain.
在教“过去进行时”时,可假设昨晚你邻居失窃,你被嫌疑,今天警察提留你询问,What were you doing last night
at8 o'clock.你可根据情景回答:
I was cooking at that time.
I was having supper then.
I was watching TV with my family.
2.根据课文提供的情景进行学习,在学习定语从句时可根据SBIL30,L50,L70提供的语篇情景进行如下训练:
(1) Corn is a useful plant______________(哥伦布道德在美洲发现的/能够被动物和人食用的/十七世纪在西藏和四川被种植的/不象水稻需要那么多水的/在全球都能找到的/能够被制成各种仪器的/在西方被煮着吃的/不是仅的被带到欧洲的)。
(2) Christopher Columbus is a great man__________(发现美洲的/发现玉米的/于1492年到达美洲的/于1512年被子害的/把玉米带到欧洲的)。
(3) Do you know the place_________(林肯出生的/林肯被子害的/林肯作过温度计的/林肯工作台过的)?
(4)Do you know the time__________(林肯出生的/林肯遇刺的/林肯第一次当选总统的/林肯第二次当选总统的/美国内战爆发的)?
这样语言信息便会很自然地与who/that/when/whose引导的定语从句结合,使学生头脑中建立起信息——功能——结构的网路,既复习了全篇课文的主要内容,同时又学习了定语从句,学生便会在头脑中留下系统的语法结构。
三、微型情景课文教学
微型情景,就是微型化的情景。一个完整的语篇就是一个大的情景。这个情景又包含着多个微型情景,这些微型情景有的层次分明,容易创设,便于分析和掌握,有的较为复杂,毖含在语篇中,而要通过系统归纳和分析才能把握。创造些情景应以意念一功能一结构体现金来。把语言知识的学习以微型情景交际的形式体现出来。
如:SBI L34
微型情景意念言语功能言语表达(完成时结构)
I. Why does CAAC buy the computer?Purposeoffices have been joined
the tickets have been recorded
the information has been used
II. What good does it bring in?Comparisontravellers have been
greatly helped
a decision has been made
III. Why did they make such decision?Decisionthe buying of tickets
has been mad easier

再如:SBI L85
微型情景意念言语功能结构
I His moving life如何表达动作、时间先后when...then...before long...in 1842
II His progress如何表达进步;
如何表达“如此...以致”make London the base;
such...that../so...that
III His advice如何提建议;
如何正反证明问题they should;
they should not...


在情景中进行课文教学,依照意念——功能——结构的顺序,既是对语言知识结构的系统掌握,又通过真实的语篇情景,学生以轻松愉快的情景,初步感知,理解外语意义,操练连贯话语,积累外语的感性材料,进行操练掌握句型结构,诱导启发学生运用语言材料,归纳语法规则,以培养举一反三创造性地为交际初步运用外语的能力,使他们更好地组织思维,理解具体情景所传递信息和语言材料,触景生情,激发表达思想的欲望,从而促进培养运用外语理解和表达思想的能力。同时在情感中进行语言知识的学习,巩固积累语言知识比单纯的机械操练要快得多,牢固得多。四、微型情景在听、说、写等方面的具体运用。

学生在听力训练和在实际听的过程中,听不懂,往往是由于听不出当时的情景。因此在平时训练的过程中应积极训练学生捕捉情景。当学生听到There are eight people at the doctors.学生应立即创造出看病的情景。把词汇、短语、句型、尽可能回忆出来。当听到A guide is showing the milu deer to two foreign visitors at the research center in Beijing学生应立即联想课文情景,瞬间归纳与此有关的词、短语、句型。训练说时方法很多,但给出情景进行训练,不失为一种较好的交际性训练。Yang Mei is having a talk with her teacher Sara about learning English. If you are a doctor ,what advice would you give me? I've got a headache. Imagine you are being interviewed by a newspaper reporter about equality between men and women in China.


写的训练:Tell me sth. about the weather in your province.总之在教学过程中运用微型情景是交际教学的具体体现,很好地体现了交际性原则,按照意念一功能一结构的形式,把杂乱无章词汇、语法等语言知积有机地结合在一起,构成真实的情景,半生以轻松愉快的情感,初步感知,理解夕r语意义,操练连贯话语,积累外语的思性材料,进行操练句型结构,诱导启发学生运用语言材料,学习运用词汇归纳语法规则,以培养举一反三创造性地为交际初步运用外语的力,和发展智力和情感,从而更有利于提高学生的解能力,真正做到词不离句,句不离文,文不离景。
参考书目:
《中国中学英语教育百科全书》周流溪主编
《实用课堂教学模式与方法改革全书》中国翻译出版社
《外语教育学》章兼中主编
《中小学英语教学与研究》章兼中主编
《中学英语教学法》李庭芗主编
《怎样教好英语》吴道存主编
《SEFC高中教材》