探討情景教學法在小學英語教學中的應用./探討情景教學法在小學英語教學中的應用一、情景法的核心內容1．時代背景情景教學法〔SituationalMethod〕,從20世紀60年代開始已經為英國的外語教學界所采用。這種方法認為"語言結構"和使用語言的"時空情景"有密切的關聯性,注重語言習得與說話時的社會環境的密切關系。把所教語言與特定環境中的人聯系起來,不強調預設的固定教學目標,不對學生提出統一的教學要求,而是強調學生借著老師的引導,在各種因素的互動中主動地探索和掌握知識。同傳統教學法相比,情景教學法除了強調教學生掌握語言結構外,更加注重能力的掌握和在情景中習得語言。所謂情景,就是人們進行語言交際活動中的一切內部條件和外部條件的總和。具體地說,是指使用語言形式進行交流信息的社會環境。語言學家弗斯認為,在有人類的交際活動中,語言環境對語言來說是必不可少的。語言功能的掌握,依賴于真實情景,創設情景不僅為訓練學生語言創造條件,而且也能有效地促進學生思維能力以與其他品質的協調發展。它通過再現教材的或新創設的情景,引導學生理解和運用,在模擬真實或者說更加接近真實的環境中實現對于能力的培養。既然具體的語言都是在一定情景下使用的,那么情景的創設就必然有助于學生在真實的場景中使用。2．理論基礎心理學理論基礎：從當代心理學角度看,情景認知理論是情景教學法的理論基礎之一。它認為個體的情感對認知活動至少有動力、強化、調節三方面的功能。動力功能是指情感對認知活動的增力或減力的效能,即健康的、積極的情感對認知活動起積極的發動或促進作用；消極不健康的情緒對認知活動的開始和運行起阻礙或抑制作用。而情景教學法就是要在教學過程中引起學生積極健康的情感體驗,直接提高學生對學習的積極性。3．基本特征和優缺點特點：語言教學應從口語開始,先聽說,后讀寫；以外語教授外語；以情景方式把新語言點引出；詞匯選擇以常用為原則。在教學材料的安排上要按語法結構、句型,由易到難來安排。優點：1．消除學生的緊X心理。情景教學法重視學生的情緒情感生活,集直觀性、啟發性、形象性、情感性于一體。情景教學的創設切合學生實際、切合教材內容、切合語言交際的實際,新穎而富于啟發性。教師在課堂上使學生感到和藹可親、可信,學生就會消除緊X恐懼心理,踴躍發言,變被動學習主為主動學習,為學好該科奠定了可靠的心理基礎。2．吸引學生的注意力。"注意"是學生認知客觀世界,獲取知識,發展智力和培養能力的基礎。而情景教學法就是設法創設各種生動有趣,貼進學生生活的情景、畫面,集中學生的注意力,調動他們的積極性,使他們寓樂于學,寓學于樂；學有所樂,學有所得。3．降低學生的理解難度。情景中創設的語境是語言賴以生存和發展的環境,也是語言交際所依賴的環境。語言意義的理解,以與語言功能的實現皆需通過語境。情景教學法正是要想方設法利用各種手段為學生創設一種學習英語的語言環境。在相應的語言環境中完成教學內容,降低學生理解語言的難度。缺點：1．疏于強調整體結構感知和綜合訓練,忽視語言知識的分析和講解,不利于學生學習和運用英語。在教學過程中教師通過充分巧妙地運用圖片、適當用英語分析講解語言點、用英語提問來提高學生聽說讀寫和應用英語的綜合能力。2．過于重視語言形式,忽視交際能力的培養。強調以情景為線索來選擇和安排語言材料,但由于情景的設計常常是虛構的,因而情景中的話語并不能最大限度地滿足學生言語交際的實際需要。在英語學習過程中,教師通過展示實物、圖片、放映幻燈、教學電影,盡可能讓學生運用各種感官,去充分感知學習內容,獲得最大量的信息,從而加深對學習內容的印象,把課文內容與實際情景、事物聯系起來,以幫助學生形成正確的、深刻的概念。二、教學模式1．創設—感知這是小學英語情景教學模式的初始環節,在這一環節中教師通過認真專研教材,設計教學方案,為學生學習創設情景,營造良好的課堂氛圍,使學生初步感受新知,并以此激發學生的學習興趣和求知欲。2．啟發—領悟這是小學英語情景教學模式的重要環節,在這一環節中教師通過實物、圖片多媒體等創設情景,將抽象的單詞、句型直觀化、形象化,使英語教學自然而然地在一定的情景中進行。幫助學生理解、記憶所學的新知識,加強英語語言的訓練。3．引導—創設這是小學英語情景教學模式的中心環節,在這一環節中,教師應確立學生的主體地位,引導學生在感悟的基礎上自主創設情景,熟練掌握并運用所學知識,培養合作和交流的意識,提高口語交際能力。4．—遷移這是小學英語情景教學模式的最后環節,在這一環節中,教師把課堂向社會,為學生提供真實的生活情景,將學習場地從教室遷移至室外,培養學生的實踐能力,拓寬英語學習界面。三、教學活動設計〔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