探討情景教學(xué)法在小學(xué)英語中的應(yīng)用

探討情景教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用./探討情景教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用一、情景法的核心內(nèi)容1．時(shí)代背景情景教學(xué)法〔SituationalMethod〕,從20世紀(jì)60年代開始已經(jīng)為英國的外語教學(xué)界所采用。這種方法認(rèn)為"語言結(jié)構(gòu)"和使用語言的"時(shí)空情景"有密切的關(guān)聯(lián)性,注重語言習(xí)得與說話時(shí)的社會環(huán)境的密切關(guān)系。把所教語言與特定環(huán)境中的人聯(lián)系起來,不強(qiáng)調(diào)預(yù)設(shè)的固定教學(xué)目標(biāo),不對學(xué)生提出統(tǒng)一的教學(xué)要求,而是強(qiáng)調(diào)學(xué)生借著老師的引導(dǎo),在各種因素的互動中主動地探索和掌握知識。同傳統(tǒng)教學(xué)法相比,情景教學(xué)法除了強(qiáng)調(diào)教學(xué)生掌握語言結(jié)構(gòu)外,更加注重能力的掌握和在情景中習(xí)得語言。所謂情景,就是人們進(jìn)行語言交際活動中的一切內(nèi)部條件和外部條件的總和。具體地說,是指使用語言形式進(jìn)行交流信息的社會環(huán)境。語言學(xué)家弗斯認(rèn)為,在有人類的交際活動中,語言環(huán)境對語言來說是必不可少的。語言功能的掌握,依賴于真實(shí)情景,創(chuàng)設(shè)情景不僅為訓(xùn)練學(xué)生語言創(chuàng)造條件,而且也能有效地促進(jìn)學(xué)生思維能力以與其他品質(zhì)的協(xié)調(diào)發(fā)展。它通過再現(xiàn)教材的或新創(chuàng)設(shè)的情景,引導(dǎo)學(xué)生理解和運(yùn)用,在模擬真實(shí)或者說更加接近真實(shí)的環(huán)境中實(shí)現(xiàn)對于能力的培養(yǎng)。既然具體的語言都是在一定情景下使用的,那么情景的創(chuàng)設(shè)就必然有助于學(xué)生在真實(shí)的場景中使用。2．理論基礎(chǔ)心理學(xué)理論基礎(chǔ)：從當(dāng)代心理學(xué)角度看,情景認(rèn)知理論是情景教學(xué)法的理論基礎(chǔ)之一。它認(rèn)為個體的情感對認(rèn)知活動至少有動力、強(qiáng)化、調(diào)節(jié)三方面的功能。動力功能是指情感對認(rèn)知活動的增力或減力的效能,即健康的、積極的情感對認(rèn)知活動起積極的發(fā)動或促進(jìn)作用；消極不健康的情緒對認(rèn)知活動的開始和運(yùn)行起阻礙或抑制作用。而情景教學(xué)法就是要在教學(xué)過程中引起學(xué)生積極健康的情感體驗(yàn),直接提高學(xué)生對學(xué)習(xí)的積極性。3．基本特征和優(yōu)缺點(diǎn)特點(diǎn)：語言教學(xué)應(yīng)從口語開始,先聽說,后讀寫；以外語教授外語；以情景方式把新語言點(diǎn)引出；詞匯選擇以常用為原則。在教學(xué)材料的安排上要按語法結(jié)構(gòu)、句型,由易到難來安排。優(yōu)點(diǎn)：1．消除學(xué)生的緊X心理。情景教學(xué)法重視學(xué)生的情緒情感生活,集直觀性、啟發(fā)性、形象性、情感性于一體。情景教學(xué)的創(chuàng)設(shè)切合學(xué)生實(shí)際、切合教材內(nèi)容、切合語言交際的實(shí)際,新穎而富于啟發(fā)性。教師在課堂上使學(xué)生感到和藹可親、可信,學(xué)生就會消除緊X恐懼心理,踴躍發(fā)言,變被動學(xué)習(xí)主為主動學(xué)習(xí),為學(xué)好該科奠定了可靠的心理基礎(chǔ)。2．吸引學(xué)生的注意力。"注意"是學(xué)生認(rèn)知客觀世界,獲取知識,發(fā)展智力和培養(yǎng)能力的基礎(chǔ)。而情景教學(xué)法就是設(shè)法創(chuàng)設(shè)各種生動有趣,貼進(jìn)學(xué)生生活的情景、畫面,集中學(xué)生的注意力,調(diào)動他們的積極性,使他們寓樂于學(xué),寓學(xué)于樂；學(xué)有所樂,學(xué)有所得。3．降低學(xué)生的理解難度。情景中創(chuàng)設(shè)的語境是語言賴以生存和發(fā)展的環(huán)境,也是語言交際所依賴的環(huán)境。語言意義的理解,以與語言功能的實(shí)現(xiàn)皆需通過語境。情景教學(xué)法正是要想方設(shè)法利用各種手段為學(xué)生創(chuàng)設(shè)一種學(xué)習(xí)英語的語言環(huán)境。在相應(yīng)的語言環(huán)境中完成教學(xué)內(nèi)容,降低學(xué)生理解語言的難度。缺點(diǎn)：1．疏于強(qiáng)調(diào)整體結(jié)構(gòu)感知和綜合訓(xùn)練,忽視語言知識的分析和講解,不利于學(xué)生學(xué)習(xí)和運(yùn)用英語。在教學(xué)過程中教師通過充分巧妙地運(yùn)用圖片、適當(dāng)用英語分析講解語言點(diǎn)、用英語提問來提高學(xué)生聽說讀寫和應(yīng)用英語的綜合能力。2．過于重視語言形式,忽視交際能力的培養(yǎng)。強(qiáng)調(diào)以情景為線索來選擇和安排語言材料,但由于情景的設(shè)計(jì)常常是虛構(gòu)的,因而情景中的話語并不能最大限度地滿足學(xué)生言語交際的實(shí)際需要。在英語學(xué)習(xí)過程中,教師通過展示實(shí)物、圖片、放映幻燈、教學(xué)電影,盡可能讓學(xué)生運(yùn)用各種感官,去充分感知學(xué)習(xí)內(nèi)容,獲得最大量的信息,從而加深對學(xué)習(xí)內(nèi)容的印象,把課文內(nèi)容與實(shí)際情景、事物聯(lián)系起來,以幫助學(xué)生形成正確的、深刻的概念。二、教學(xué)模式1．創(chuàng)設(shè)—感知這是小學(xué)英語情景教學(xué)模式的初始環(huán)節(jié),在這一環(huán)節(jié)中教師通過認(rèn)真專研教材,設(shè)計(jì)教學(xué)方案,為學(xué)生學(xué)習(xí)創(chuàng)設(shè)情景,營造良好的課堂氛圍,使學(xué)生初步感受新知,并以此激發(fā)學(xué)生的學(xué)習(xí)興趣和求知欲。2．啟發(fā)—領(lǐng)悟這是小學(xué)英語情景教學(xué)模式的重要環(huán)節(jié),在這一環(huán)節(jié)中教師通過實(shí)物、圖片多媒體等創(chuàng)設(shè)情景,將抽象的單詞、句型直觀化、形象化,使英語教學(xué)自然而然地在一定的情景中進(jìn)行。幫助學(xué)生理解、記憶所學(xué)的新知識,加強(qiáng)英語語言的訓(xùn)練。3．引導(dǎo)—創(chuàng)設(shè)這是小學(xué)英語情景教學(xué)模式的中心環(huán)節(jié),在這一環(huán)節(jié)中,教師應(yīng)確立學(xué)生的主體地位,引導(dǎo)學(xué)生在感悟的基礎(chǔ)上自主創(chuàng)設(shè)情景,熟練掌握并運(yùn)用所學(xué)知識,培養(yǎng)合作和交流的意識,提高口語交際能力。4．—遷移這是小學(xué)英語情景教學(xué)模式的最后環(huán)節(jié),在這一環(huán)節(jié)中,教師把課堂向社會,為學(xué)生提供真實(shí)的生活情景,將學(xué)習(xí)場地從教室遷移至室外,培養(yǎng)學(xué)生的實(shí)踐能力,拓寬英語學(xué)習(xí)界面。三、教學(xué)活動設(shè)計(jì)〔一〕Activityone:singasongtoteachnewwords1．Teachingmaterial:wordsfromnewPEPEnglishforprimaryschoolstudentsbook1unit5aboutcolors.2.Activityname:singasongtoteachnewwords.3.Introduction:theactivitymainlyaimstohelpthestudentstoreadandrecognizethedifferentcolors;what’smore,bytheendofthelessonstudentscanusethewordstomakeashortdialogue.Theteacherwillfirstletthestudentstowarmupbysingingasongtheyhavelearnedbefore,andthenteachthenewwordsbyteachinganewsongwiththehelpofsomepictures.Therefore,thereissomepicturesdrawwithdifferentcolorclothesusedatthebeginningofthelesson.Atthemiddleofthelesson,teacherwillcheckthenewwordsstudentshavemasteredbylettingthestudentstoreadthecolorofstationeryandcolorthepictures,andteachstudentstolearnandmakedialogue.Attheendofthelesson,teacherorganizesthewholeclasstosingthenewsongtogether.4.Procedures:Step1:warmup<2minutes>Teacher:greetingtothestudents.Students:greetingtotheteacher.Teacher:asksthestudentstogethertosingthesong"Hello!Howareyou?"Students:tosingthesongwithteacher.Hello!Howareyou?Hello!Hello!Hello!Hello!Hello!Hello!Howareyou?Hello!Hello!Hello!Hello!Hello!Hello!Howareyou?I’mfine.I’mfine.Thankyou.Thankyou.I’mfine.I’mfine.I’mfine.Thankyou.Thankyou.I’mfine.Step2:leadin<20minutes>Teacher:tellsthestudentsthattheyaregoingtolearnanewsongaboutcolorandsayoutthenameofthesong,thentheteachersingthesongonetimebyherself.Whoiswearinggreentoday?Whoiswearinggreentoday?Greentoday?Greentoday?Whoiswearinggreentoday?Greentoday?Whilesinging,theteacherwillpresentthefirstpicturedrawwithgreencloth.Students：bequietandlistentotheteacher.Teacher:teachesthesongsentencebysentencefortwotimes.Students:learnthesongfollowingtheteacher.Teacher:sticksthepicturetotheblackboard,andwritesdowntheword"green"ontheblackboardandteachesthestudentshowtoreadit.Students:readthewordaftertheteacher.Teacher:usestheabovewaytoteachotherfivenewwords<red,blue,andyellow,orange,purple>.Step3:practice<15minutes>Teacher:showstherelevantcolorsofrealstationeryobject,andreviewthewords<pencil,pen,bag,sharpener,eraser,andruler>onewordstwotimes.Students:readthesixwordsaftertheteacher.Teacher:showsanobjecttoaskstudentsayoutthecolorandtheword.Forexample:whenteachershowsagreenpencil,studentshouldsay‘greenpencil’.Students:sayoutthecolorandthewordaccordingtothecolorandobjecttheteachershows.Teacher:givesapicturewhichincludingpencil,pen,bag,sharpener,eraser,rulertoeverystudent,andthenaskthestudentstocolorthepictureaccordingtotheirfavor.Students:colorthepictureaccordingtotheirfavor.Teacher:teachesthestudentstomakeashortdialogueA:Ihavearuler.B:whatcolorisit?A:Guess!B:Yellow?Green?A:Yes./No,it’sStudents:makeadialoguewiththeirpartneraccordingtotheirrealsituations.Step4:<3minutes>Teacher:organizethewholeclasstosingthenewsongandchangethekeywordofcolorwhenitnecessary.〔二〕Activitytwo:roleplay1.Teachingmaterials:wordsandsentencesfromPEPEnglishforprimaryschoolstudentbook1unit5let’seat.Words:chicken,bread,cake,Frenchfries,hamburgersSentences:Whatdoyouliketoeat?——Iliketoeat...Whatabout…?——Yes,Ilikeitverymuch./No,Idon’tlikeit.CouldIhave…?Hereyouare.Thankyou.Youarewelcome.2.Activityname:role-play3.Introduction:Inordertoconsolidatethewordsandsentencestructuresthestudentslearnedlastperiod.TheteacherappliesTheSituationalApproachtothisrole-playactivityatthebeginningofthelesson.Inthis25-minuteactivity,somepicturesaboutfoods,chalks,andblackboardwillbeused.Throughthisactivity,theteacherwillknowaboutthestudents'understandingofthewordsandsentencepatterns.Ontheotherhand,it'sagoodchanceforthestudentstopracticeusingthetargetlanguagesmoothly.Furthermore,students’communicativeabilitywillbedeveloped.4.Teachingprocedures:Step1:revision<1minute>Theteacherwillshowthepicturesaboutfoodswhichtheylearnedlastlessontothestudentsandaskthemtosayoutthewordsonebyone<Theteacheraskthestudentsquestion:"what’sthisinEnglish？’’,pointingatthepictureaboutfoodsontheteacher'shand,guidingthestudentstoansweraccordingtothepicturesontheteacher’shandandsayoutwhichfoodstheylikeortheydon'tlike>Step2:before-activity<6minutes>Theteacherwritesdownthesentencestructurestheylearnedlastlessonontheblackboardandtellthestudentstheywilldoanactivitynamedrole-playProvideaspecificsituationtothestudents<Situation:MaryandLucyandLilyareclassmates.Oneday,theyaregoingtoseeamovie,beforethis,theywanttohavesomefoods；therefore,Lilygoestobuytheticketsandwaitsatthecinema,MaryandLucygototheMacDonaldtobuysomefoods,.><3>Theteachertellsthemtherulestodothisactivityandthendividethestudentsintoseveralgroupsoffourmembers.<Teachermaysay:"Therearethreemembersineachgroup,oneactsasawaiter,andtheothertwoarecustomers.Youallshouldmakeaconversationaccordingtothesituation,usingthewordsthatwejustreviewandthesentencestructuresontheblackboard.Iwillgiveyou5minutestoprepare".>Whenthewholeclassarepreparing,theteachershouldwalkaroundtoprovidehelpifnecessary.<Possiblesituation:Somestudentsmayasktheteacherhowhe/shecandescribewhenhe/shewantstoaskLucy"whatdoesLilyliketoeat".Theteacher’spossibleanswer,"YoucansaywhatdoesLilyliketoeat?>Step3:during-activity<approx.13minutes>AskthestudentswhethertheyhavefinishedthepreparationInviteonegrouptoperforminfrontoftheclassasanexample.〔Possibleconversationbetweenfourstudents:studentA<actasLucy>,studentB<actasMary>,studentC<actasLily>,studentD<actaswaiter>,studentA,studentB,studentCandstudentDareabbreviatetoA,B,C,Drespectivelyinthefollowingdescription〕A:Iamhungry;Iwanttobuysomefoodsfirst.B:Ok,let’sgototheMacDonald.C:Igotobuytheticket.D:WhatcanIdoforyou?AandB:Wewanttobuysomefoods.D:OK,whatdoyouliketoeat?’’A：Iliketoeathamburgerandchicken.B:WhatdoesLilyliketoeat?A:Lilylikestoeatbreadandhotdogs,whataboutyou?B:Iliketoeatcake.A:WhataboutFrenchfries?B:No,Idon’tlikeit.CouldIhaveacupofcoke?D:sure!Hamburger,chicken,bread,hotdogs,andacupofcoke.Hereyouare.AandB:ThankyouC:Youarewelcome.<3>AskothergroupstogiveperformanceStep4:after-activity<5minutes>Theteachermakesconclusionaboutstudents’performanceandthegrammarpoints.<1>Theteacherprizesstudents’excellentperformance<2>Guidethestudentstounderstandgrammarpointinitially:theusageofthethirdpersonalsingular<Teachermaysay:"Ok,afteryouracting,canyougetsomepointsthataredifferentfromourlastlesson."Students’possibleanswer,wealsousethe"does"and"likes"intheconversation.Teachermayanswer:"Yes,soclever,thisisagrammarpoints,thethirdpersonalsingular.Theteacherexplainsthegrammarpointbylistingmoreexamplesontheblackboard<Teachermaysays,pleaselookatmoreexamplesExamples:Sentence1:Whatdoesyoursisterlikestoeat?Sentence2:Mysisterlikestoeatcake.etc.〕Whenwewanttoasksomeoneelsewhichfoodshe/helikes,wecanusethissentencepattern,whatdoeslikestoeat?Youcananswer;he/shelikestoeat>〔三〕Activitythree:guessinggame1.Teachingmaterials:Words:pig,monkey,duck,dog,cat,cow,mouse,Sentences:Whatisit?Itis……2.Activityname:guessinggame3.Introduction:Inordertoconsolidatethewordsandsentencestructuresthestudentsaregoingtolearn.TheteacherappliesTheSituationalApproachtothisguessinggameattheendofthelesson.Inthisactivity,somePPTaboutanimals,recorder,chalks,andblackboardwillbeused.Throughthisactivity,theteacherwillknowaboutthestudents'understandingofthewordsandsentencepatterns.Ontheotherhand,it'sagoodchanceforthestudentstopracticeusingthetargetlanguagesmoothly.Furthermore,students’communicativeabilitywillbedeveloped.4.Teachingprocedures:Step1:warmup<2minutes>Theteacherwillaskthestudentstosingasongtheyhavelearnedbefore.<Theteacherasksthestudentsquestion:"boysandgirls,doyourememberthesongAlibabawehavelearnedbefore,let’ssingittogether.Step2:before-activity<15minutes>Theteacherchecksthehomeworkwhichwasgivenlastlesson.<Theteachersay:"IrememberIgaveyouahomeworktoobservetheanimalsaroundyou,haveyoufinishedit?Whatkindofanimalscanyouseeathome？anyonewhowanttoshareyourideas,pleasedputupyourhand."><ThestudentsproperlyanswerinChinese:"Icanseedog,cat,chicken,duckathome.">Thentheteacherprizesthestudentsthosewhofinishedthehomeworkperfectly,andtellsthestudentstheyaregoingtostartanewlesson<Theteachermaysay:"Allofyoudoneagoodjob!Next,wearegoingtostartanewlessonaboutanimals.>TheteacherpresentthePPTandplaythesoundofanimalstothestudentsbyasking‘‘whatisitorwhatarethey?’’,thenguidethestudentstolearnthenewwordsandsentencestructures.Whileteaching,teachershouldusethechalkstowritedownthenewwordsontheblackboard.Afterthat,teachercancheckthewordsbyinvitingsomestudentstoreadingthewords.Step3:during-activity<approx.13minutes>Afterteachingthenewwords,theteachertellsthestudentsthattheyaregoingtoplayagamecalledguessinggameandexplainstherulesofthegametothestudents<Theteachersay:"Wearegoingtoplayaguessgame,thegameistoguesstheanimals,IwillshowyouasmallpartofbodyofanimalsthroughPPT,then,Iwillplaytherecordertwotimesforyoutolistenthesoundofanimals,finallyyoushouldstandupandsayoutthenameofanimalsyouguess.Theone,whostandupquicklyandanswercorrectly,willbethewinner.">Theteacherpresentsasmallpartofanimals,forexample,whenteachtheword"pig",teachercanshowthenoseofpig,andthenplaythesoundofpigwithrecorderandaskingthequestion"whatisitorwhatarethey".Ifstudentanswersright,teachercanprizehisorshebysaying"youranswerisright,verygood,pleasecontinue."Thentheteachercanshowtheearsofdog,thetailofmonkey,themouthofduck,etc,tocontinuethegame.Intheotherhand,teachercaninvitesomestudentstoshowtheanypartoftheanimalsandplaytherecorder,andtheotherstoguesswhatanimalsitisorwhatanimalstheyare.Step4:after-activity<5minutes>Theteachermakesconclusionaboutstudents’performanceandthegrammarpoints.<1>Theteacherprizesstudents’excellentperformance<2>Guidethestudentstounderstandgrammarpoint:theusageofthepluralExamples:Sentence1:Whatarethey?Sentence2:Theyareapples〕Whenwewanttoasksomeoneelsethethingsmorethantwonumbers,wecanusethissentencepattern:Whatare…?Youcananswer:Theyare…〔四〕Activityfour:matchinggame1.Teachingmaterials:Words:tomato,potato,cucumber,onion,carrot,watermelon,pineapple2.ActivityName:matchinggame3.Introduction:Thegameisinteresting,whosechiefobjectistoconsolidatethewordsthestudentsaregoingtolearn.TheteacherappliesTheSituationalApproachtothisguessinggameatthebeginningofthelesson.Inthisactivity,somePPTandcardsaboutvegetablesandfruits,chalks,andblackboardwillbeused.Throughthegame,studentscanenjoythemselvesinthecourseoflearning.4.Procedures:Step1:warmup<1minute>Theteacherasksthestudentstosayachanttowarmup<Theteachersay:"boysandgirls,beforealesson,let’ssaythechant"Howmuchisthatcolorfuldress"together,areyouready?Let’sgo">Howmuchisthatcolorfuldress?Veryexpensive,veryexpensive.Howmuchisthatprettyskirt?Veryexpensive,veryexpensiveHowmuchisthisyellowshirt?Verycheap,verycheap.Good！Iwantthisshirt.Theteachertellsthestudentstheymovingtoanewlessonandthetopicofthelesson.<Theteachermaysay:"wearegoingtomovetoanewlessonaboutvegetablesandfruits,let’slearnittogether.">Step2：presentation<10minutes>TheteachershowsstudentsthePPTwhichincludingthevegetablesandfruitsonebyone,andasksthewholeclasswhethertheyliketoeatitornot.Thentheteacherteachesthenewwordsonebyone.<Theteachermaysay:"Doyouliketoeatthosevegetablesandfruits?DoyouknowhowtospeakitinEnglish?Let’slearnitonebyone.">Theteacherpresentsthepictureoftomatoincomputerandguidesthestudentstoreadit.<Theteachersays:"Look!Whatarethey?Theyaretomatoes.Pleasereadaftermeonewordtwotimes,tomato,t-o-m-a-t-o,tomato,tomatoes.">Afterfinishingteachingthenewwords,theteacherchecksthewordsstudentshavelearnedbyaskingsomestudentsreadthewordsandspellitinEnglish.Finally,theteacherprizesthestudentswhoperformwellinchecking.Step3:game-playingTheteachertellsthestudentsthattheyaregoingtoplayagame.Andthengivestheinstructionsofthegametothestudents,andthendividedthestudentsintoseveralgroupsoffourmembers.<Theteachermaysay:"Wehavelearnedthenewwords,nowwearegoingtoplaya