交際法在小學英語教學中的應用

1、交際法在小學英語教學中的應用【論文摘要】在以信息技術迅速發(fā)展為主要標志的當今世界。社會生活的信息化和經濟活動的全球化，使外語，特別是英語越來越成為我國對外開放和與各國交往的重要工具。從申奧到加入WTO，中國無處不需要英語人才，尤其是交際型的英語人才。然而目前外語基礎教育現(xiàn)狀，實事求是地說，是難以令人樂觀的。在我國政府對教育的重視下，外語教育已取得巨大進展，尤其是外語教學方法，在吸收前人理論精髓的基礎上不斷的創(chuàng)新與完善。但與此同時，我們也應該看到許許多多的學生在經歷了多年的英語學習之后，仍然存在“聾啞英語”的現(xiàn)象。作者通過探索交際法的相關理論，分析了英語學習者的現(xiàn)狀，并結合教材提出了一些相應的活

2、動設計。希望能引發(fā)廣大教師對學生交際能力的重視，共同在教學中提高學生的交際能力，摒棄“聾啞英語”的現(xiàn)象?！娟P鍵詞】交際法；英語學習者；活動1引言11交際法的定義交際法（The Communicative Approach）又稱功能法（The Functional Approach）或功能-意念法（The Functional-Notional Approach）, 它是以語言功能項目為綱，培養(yǎng)在特定的社會語境中運用言語進行交際能力的一種教學法體系。它的目的是提高語言學習者的交際能力, 使語言學習中的四項技能: 聽、 說、 讀、 寫得到進一步發(fā)展。1.2交際法的歷史背景交際法產生于20世紀70年

3、代的歐洲經濟共同體國家，以英國為中心，其一產生便風靡全球，是世界上影響最大的第二語言教學流派。英國學者為創(chuàng)立交際法做出了杰出的貢獻。它的建立是人們深入研究語言功能的結果，它的建立標志著在外語教學中人們開始從只注意語言形式和結構的教學轉向注意語言功能的教學。2 交際法理論基礎及其特點 2.1交際法的理論基礎（1）交際法的語言學理論基礎：交際能力與功能語言學理論（2）交際法的心理學理論基礎：建構主義學習理論 2.2交際法有與其它教學法不同的特點 (1)交際法的教學目的是培養(yǎng)學生的交際能力。學生能夠在不同的交際場運用所學語言與不同的對象進行有效得體的交際。 (2)交際法強調在課堂教學中學生是課堂的主

4、角，應積極主動地參與課堂活動。教師的主要作用不再是講解語法知識，而是扮演學生學習促進者(learning facilitator)，同時在不同的場合還扮演不同的角色，如導演(director)、咨詢者(counselor)、參與者(participant)等。 (3)交際法強調語言的流利性(fluency)，忽略語言的準確性(accuracy)。課堂上教師鼓勵學生大膽開口說話以培養(yǎng)交際能力，而不需要急于糾正學生出現(xiàn)語言錯誤，以免影響學生的思路和積極性。 (4)交際法以交際活動為課堂主要方式，選用的材料具有真實性， 根據人們處理這些真實材料的行為方式提供豐富多彩的課堂活動，有雙人活動(pair

5、work)、小組活動(group work)、班級活動(class activity)、角色扮演(role play)、短劇(short play)、講故事(story telling)、采訪(interview)、交流活動(interchange activities)等，讓學生在真實自然的語言環(huán)境中運用語言知識。 (5)交際法重視對目的語(target language)國家文化的學習，同時注意介紹中西文化差異和培養(yǎng)跨文化交際知識，以便進行有效且恰當?shù)目陬^或書面交際，避免受本國文化的影響，在交際過程中出現(xiàn)理解的誤差或差異。 交際法教學是以上教學理論和教學原則為切入點，依據學生的接受情況，使

6、教學內容最大限度地、適時地、恰到好處地去適應和促進學生的智能發(fā)展，真正作到使教法、學法、記法融為一體，使每一個學生學有所得，增強學生英語應用能力的提高的一種有效方法。 3 英語學習者的現(xiàn)狀學語言目的在于能熟練地應用語言進行日常交際。然而，學生平時卻是有時或偶然地開口講英語，而且不能隨心所欲地說英語。甚至聽不懂別人講英語。部分學生從小學就開始學英語，學了七年八年，到目前還是似懂非懂，稀里糊涂。有人雖然筆試會得高分，但需要運用英語時卻出現(xiàn)“聾子英語”聽不懂和“啞巴英語”說不出等現(xiàn)象。即所謂的聾啞英語。這不能不說是我們實際教學中的一大遺憾。這也說明了我國英語教育的現(xiàn)狀尚不能適應我國經濟建設和社會發(fā)展

7、的需要，與時代發(fā)展的要求還存在差距; 在實際教學中還存在許多弊端。大多數(shù)學生在講英語中害怕犯錯誤，其實這也是他們口語學不好的癥結所在。學生擔心自己的語音不如人，以致怕“開口”，怕一“開口”就“出錯”，羞于“開口”。其實，犯錯誤是語言學習過程中必然產生的現(xiàn)象。杜雷和貝特（Dulay and Burt）說：“不犯錯誤是學不會語言的?！币蚨?，作為教師，應明確地向學生指出，學語言不存在對與錯，只要能說出來，意思讓人家明白就可以了。當然在交流中，應盡量避免全局性的錯誤，即會造成交際過程中誤解的錯誤。至于局部的錯誤，隨著語言學習的發(fā)展，自然會逐步解決。學習者只有在不斷的犯錯誤中語言能力才能得以提高，才能把

8、語言學好。教師在課堂教學中，對學生所犯的部分小錯誤不要過于看重、刻意指出，或當眾當面提出，久而久之，會極大地挫傷學生講英語的積極性，使他們縮頭縮尾，不敢開口講，或隨心所欲地講英語。這給他們在學英語時造成極大的障礙，不利于他們口語的提高。作為教師，必須注意到這方面的負面影響。4 交際教學法在口語教學中應處理的三對主要關系 4.1師生關系交際教學法強調的是學生的口語表達能力的提高。作為一名教師, 他是課堂組織者。而作為一個學生, 他是教學活動的主體, 教學信息的反饋者?？傊浑H教學法口語教學的實施過程中是教師和學生、學生和學生之間的相互依賴、 相互幫助、 相互促進的過程。4.2準確性與流利性傳統(tǒng)的

9、教學相對交際教學法來講, 更加側重語言的準確性。教學過程中, 教師時時監(jiān)控學生的語言準確性, 遇到學生口語上的錯誤, 馬上幫助學生改正。長期如此會讓學生有所顧慮, 甚至每位學生在說話之前會先考慮好自己要講的內容, 然后表達出來, 而不是所謂的脫口而出, 自由地交談。因此, 過分強調語言的流利性將會妨礙語言的自然使用。只有完整地使用語言來完成互相之間的交流才算是真正的交際。因此交際教學法在英語口語教學中要處理好學生語言的準確性和流利性之間的關系。要做到在確保學生語言的流利性的基礎上, 通過一定的語言知識的學習, 達到學生使用語言的準確性。4.3學得與習得英語口語教學有別于其他如語法和閱讀等的教學

10、。學生可以通過學得掌握一些語言知識, 但是并不表示學生能夠流利地把語言知識用口語表達出來?？谡Z的提高更重要的還是要依賴一定的語言環(huán)境, 并在語言環(huán)境中進行長期的演練。如通過課堂上師生之間的對話交流或者課外通過參加英語角等活動, 讓學生獲得更多一點的語言輸入, 鼓勵學生在潛意識上對語言的習得。 5 交際法在英語教學課堂上的活動設計5.1 Activity1 A Field Trip1. Teaching materials: Textbook :PEP Book6 Subject: Unit6 A Field Trip2. Teaching Aims : Be able to listen, r

11、ead and write the phrases: counting insects, collecting leaves, writing a report, playing chess, having a picnic.3. Teaching preparation: Tape,recorder,vocabulary card,leaves,chess.4. Teaching Steps:Step1 Warm-up(1) Greetings: E.g.: hello! How are you? What are you doing? (2) Revision: Make phrases

12、with the giving words:E.g.: make make friendstake, make, do, catch, pick up, watch, play, have, writeLook at the pictures and make a short dialogue: five pictures of A Lets learnStep2 Presentation and practice(1) T(according to the picture from the book): Where are they? Are they at school? Oh! They

13、 are going on a field trip. Lets go on a field trip, too. OK? Ss: OK! T: But first we must know the weather. Lets look at the weather report:(Show the weather report: Oh! It says its sunny today. So we can go on a field trip. To learn the word: report, writing a report.(2) T: Oh! Its time to go. But

14、 I want to know how many boys and girls? Who can help me to count the boys and girls? xx, can you help me to count how many boys and girls ?S1: Yes. (Then begin to count.)T: What is she doing? She is counting the boys. (Ask S1) How many boys?S1: There are _.T: Now please count the girls. (Ask the wh

15、ole class) What is he doing? （leading the students to speak）He is counting the girls. (ask S2) How many girls?S2: There are _.To learn the word: count, counting the boys / girls. Then make phrases with “count”.(3) Ok! Lets go! Oh! Look! Who are those two girls? What are they doing? Are they counting

16、 insects?Ss: No, they arent. T: What are they doing then? Oh, they are having a picnic.To learn the phrases “having a picnic”.(4) Lets say hello to them. OK. Lets go. (show a picture of a woods) Wow! So many colorful leaves. Lets pick up the leaves. Ok. I picked up a lot of leaves. I like this (then

17、 put the leaves into a book)Ask: What am I doing? Im collecting leaves. (Repeat)To learn the phrase: collecting leaves.(5) Show chess: Look! This is chess. Can you play it? Can you play chess?Ss: Yes, I can.T: If we play chess, how many people at least?Ss: Two.To learn the phrase: play chess.Practic

18、e:(1) Show the whole picture one minute to let the students remember the picture. Then ask some questions about the picture and check the answer.(2) Lets play: One student make a sentence according to the phrase, the next one do the way according to another phrase,others do the same way,and the last

19、 one sayis writing a report.(3) Continue follow the last part_ is writing a report. Can you write a report, too? Ss: Yes, we can. T: Now youre going on a field trip. You can play in your group. One student write a report, the others do the action. You can write the report like this:Date: Where:whodo

20、inggive the students three minutes)(4) Say the report.(5) Pronunciation.5. Homework(1) Read and remember the words with your classmates.(2) Copy the words in Book A.5.2 Activity 2 Welcome Back to School1. Teaching materials: Textbook :PEP3 Subject: Unit1 Welcome Back to School2. Teaching Aims :(1) B

21、e able to understand and say: We have a new friend today. Im from. Welcome!(2) Be able to introduce yourself to others.(3) Improve Ss intercourse abilities.3. Teaching Preparation:The international flag of America CanadaChina. 4. Teaching Steps:Step1 Warm up (1) Sing a song “Good morning” (2) Greeti

22、ngs. (3) Free talkTeacher: Good morning, boys and girls. Welcome back to school. Nice to meet you again! Students: Nice to meet you, too. Teacher: Hi, girl. My names Wendy. May I have your name? Student A: Sure. My names Teacher: Hi, Welcome back to school!Step2 Presentation and practice. (1) Contin

23、ue the Free talk to lead in: Teacher: Look! I have a new book! Do you have a new one? Student: Yes.I have a new book. Teacher: This is a new book. That is an old book. Teacher holds the book: I have a new book. ( Teacher writes down it on the blackboard.) Students read after Teacher. Teacher: I have

24、 a new book. What do you have?Students: I have a new book./ pencil./ pen. Teacher: How nice! Great! Practise in pairs: Student a: I have a new book. Student B: Great!/ Me too Teacher: Boys and girls. Look! We have a new friend today!Lets welcome! Student C: Hi! Im Amy. Teacher: Amy! Welcome again! S

25、tudents: Welcome. Teacher: We have a new friend today!(Teacher writes down it on the blackboard) Teacher: “We” means you, you, he, she and I, everyone! You know, Whats the meaning of “we”? Students: 我們。 Teacher: We have a friend. Students: We have a friend. Teacher: We have a new friend. Students: W

26、e have a new friend. Teacher: We have a friend. We have a friend. We have a new friend. Sing it: We have a new friend. We have a new friend. Amy is, Amy is. We have a new friend. We have a new friend. Amy is, Amy is. (2) Im from Teacher: Amy! Where are you from? Im fromStudent: Im from America. Teac

27、her: OH, youre from America. Teacher shows the international flag of America: Im from America. Students: Im from America Teacher hands it to a student: Where are you from? Student: Im from America/the USA. Teacher shows the international flag of China: Im from . Student: China. Teacher: Im from Chin

28、a. Teacher teaches Canada/England as above. Game: Im from(Flap the flies) Student A: Im from Canada. Student B & Student C touch the flag and the word of Canada : Im from Canada.Step3 Consolidation & Extension. (1) Teacher: If in the real situation, you can say Im from Hangzhou. Im from Huzhou. Then

29、 the teacher makes conversations with studentTeacher: Where are you from? Student: Im from Hangzhou. (2) Text Watch the VCD. Read after the tape.(3) Act it in front of the class.Step4. Assessment.(1) Teacher explains the meaning of the task. (2) Students read the conversation again.5.3 Activity 4 A

30、situation of shopping 1. Teaching materials: Textbook: PEP3 2. Teaching aims (1) Be able to understand and say: How much is it? (2) Be able to use the sentences had learned to make a situational conversation (3) be able to understand and say the new words：purple, size.(4) Improve Students intercours

31、e abilities.3. Teaching Preparation a sweater , all kinds of writing materials, food, clothes, toys, and fruit. 4. Teaching Procedures:(1) Pre-reading:Greetings: Teacher: Good morning, boys and girls. glad to meet you.Students: good morning. Mrs. Ii (2) While-reading: Step1：The teacher teach the new

32、 words: size; purple. Students read after the teacher again and again.Teacher teaches student the conversation in the book. Step2:The teacher give the situation, then ask the students to make conversations. This is a group of students words.Student A: You know, Im new here. I thought it would be hot

33、 in here. But today it is cold. Im just in a blouse. Now Im feeling a little cold. So I want to go shopping and buy some warm clothes. What am I going to buy? What do I want? Now，lets make a situation about buying clothes. Im consumer, and Student A,you are the shop assistants. OK?Student B:OK.Can I

34、 help you ?Student A: I want a sweater , sir.Student B: How about this one?(the student B show a big one )Student A: I think its too big.Student B: How about this one ?(the student B show a small one )Student A: Its too small. What do you think ?Student C: Its too small.Student B: How about this one ?( the student A show a sut