1、關(guān)于小學(xué)英語語篇教學(xué)的幾個(gè)問題,揚(yáng)州市廣陵區(qū)教育局師資培訓(xùn)中心 龔海平 () 2010.04.30 海門,一、語篇教學(xué)的概念,1.廣義的語篇教學(xué)的概念 任何以完整篇幅呈現(xiàn)的文字材料的教學(xué)，都是 廣義的語篇教學(xué)。這就包括各種文體的語篇教學(xué)， 散文、詩歌、戲劇對(duì)白、說明文、記敘文、論說文、 應(yīng)用文等。 2.狹義的語篇教學(xué)的概念 以文章形式出現(xiàn)的文字材料的教學(xué)，屬于狹義 的語篇教學(xué)。例如：散文、說明文、記敘文、論說 文、應(yīng)用文，等等。,3.小學(xué)英語語篇教學(xué)的概念 小學(xué)英語語篇教學(xué)，是指通過對(duì)語篇的 閱讀理解教學(xué)，以獲取、分析、整理和應(yīng)用 文本信息為主要目的，而不以生詞教學(xué)和新 的語法項(xiàng)目的教學(xué)作為重

2、點(diǎn)。 4.對(duì)小學(xué)英語語篇教學(xué)概念的誤解 現(xiàn)在，有人把小學(xué)英語語篇教學(xué)理解成 在語篇教學(xué)中同時(shí)完成詞匯和語法教學(xué)，或 把不去處理生詞和語法的語篇教學(xué)為主，謂 之“整體語篇教學(xué)”。這是錯(cuò)誤的！,附：前語篇的概念,1.前語篇的概念 前語篇是由著名的美國語言學(xué)家Widdowson率 先提出的一個(gè)學(xué)術(shù)概念。他認(rèn)為，人們在閱讀 或以其他方式獲取語篇信息之前，人們實(shí)際上 已經(jīng)在某種程度上擁有了有關(guān)語篇文本信息的 部分知識(shí)、經(jīng)驗(yàn)、感受和個(gè)人看法。不同的人 的這些因素，對(duì)語篇的理解會(huì)產(chǎn)生不同的作 用，形成不同的結(jié)果。這些先于語篇信息獲 取、理解的個(gè)體因素就是“前語篇”。,例如：Hi! Im Wendy. Thi

3、s is my school. Its small! 有一定英語基礎(chǔ)的閱讀者依據(jù)自己的前語篇至 少可以做出如下判斷： 1）Wendy是一個(gè)外國小孩，而且是女孩 2）Wendy的學(xué)?？赡茉谕鈬?，也可能在中國 3）Wendy的學(xué)校房子少、規(guī)模小、人數(shù)少,2.前語篇與語篇教學(xué)的關(guān)系 1）前語篇是語篇教學(xué)的基礎(chǔ) 2）前語篇能夠?yàn)檎Z篇教學(xué)服務(wù) 3）教師要盡可能激活學(xué)生的前語篇，并引導(dǎo)學(xué)生將 前語篇積極地為語篇學(xué)習(xí)服務(wù)，并正確地理解前 語篇 4）前語篇激活的關(guān)鍵時(shí)機(jī)在“閱讀前活動(dòng)”這一教 學(xué)環(huán)節(jié),二、語篇教學(xué)的意義,語篇教學(xué)的主要意義是： 1.培養(yǎng)學(xué)生從整體上（結(jié)合上下文及語言信息的 相關(guān)語境）正確把握語

4、篇信息的能力，而不是只看到 局部，以避免望文生義現(xiàn)象的產(chǎn)生。如： A: Wheres your cat? B: There, over there.（第一個(gè)there的語義是什么） I like surfing the Internet. Its interesting.（這里 的“it”究竟指代什么？） 2.培養(yǎng)學(xué)生結(jié)合上下文對(duì)具體語境中的生詞的詞 義作出合理推斷的能力。（It says, “PLEASE KEEP OFF THE GRAASS. FINE ￥10.”中的“fine”的詞義推 斷。6A, P. 11）,Patty: So where are we going? Grandma

5、: Were going to a special place. Patty: I know. But what kind of special place is it? Is it a restaurant? Oh, are we going to a buffet? Roger: A buffet? Are you hungry? Patty: No. But I am curious. Roger: Patty, this isnt a mystery. Just enjoy the day. Patty: OK. Are we going to a party? Roger: Patt

6、y. Patty: OK. OK. No more questions.,3.培養(yǎng)學(xué)生運(yùn)用語篇文本信息解決問題的 能力。如“任務(wù)型閱讀”。 4.培養(yǎng)學(xué)生的英語寫作能力和發(fā)展學(xué)生的 話語交際能力，豐富學(xué)生的話語表達(dá)內(nèi)容與 方式。 5.有機(jī)滲透素質(zhì)教育的其他方面的要求， 不拘泥于學(xué)科教學(xué)。,三、語篇教學(xué)的程序與方法,一、語篇教學(xué)的程序 1.基本程序與各個(gè)程序的任務(wù) (1) Before-reading activities predicting. (2) During-reading activities reading for the main idea(s). (3) After-readin

7、g activities reading for specific information.,2.各個(gè)程序的活動(dòng)安排 (1) Before-reading activities: a. Brainstorm Ask your students what words or ideas they can suggest that relate to the text that they will read, or to a picture from the text or to the topic or title. b. Discussion Ask your students to discu

8、ss a picture from the text or the title. They can talk about whay they think the story will be about, who will be in it, and what might happen. c. Questioning d. Pre-teaching difficult key words,(2) During-reading activities: a. Reading for the main idea Finding key words and topic sentences; True o

9、r false sentences written on the blackboard to be checked, according to the text; Fill in the blanks in the passage with sentences, or match the topic sentences to some paragraphs in the text. b. Mid-text predicting c. Reading for specific information d. Gap-filling exercise Remove some key words fr

10、om the text, ask students to guess the missing words from the context. e. Pronoun checks and guessing unknown words,3. After-reading activities a. Retell the story in small groups or as a class. Students act out the story, using their own words. b. Rewrite the story in their own words, preferably in

11、 pairs or in groups to encourage discussion. c. Discuss the story in pairs or small groups, giving their opinions of what they have read, or suggesting different endings.,二、語篇教學(xué)的方法 1. Check understanding of “essential” vocabulary. But dont spend too much time on this! 2. Establish interest in the to

12、pic. (6A Unit 1 Public signs,應(yīng)先補(bǔ)充一些標(biāo)志，如：Up, Down, Open, Closed等等。再如：對(duì)6A Unit 2 Bens birthday的處理，不宜先教課文，而應(yīng)先討論學(xué)生平時(shí)是怎么過生日的。) 3. If you set two or more reading tasks, you should give the easier task first, to build students confidence. 4. Move on to providing a task(s) that require(s) more detailed read

13、ing. 5. Speaking activity based on the text.,三、實(shí)例 Its a spring morning. Paul is going to school on his bike. On the way to the school, he finds a wallet and picks it up. There is two hundred and fifty dollars in the wallet. “Whose wallet is it?” he wonders. Then, an old lady comes over. Paul asks th

14、e old lady, “Is it your wallet, madam?” The old lady says, “Yes, its mine.” “Whats in the wallet, then?” Peter asks. The old lady say, ”Two hundred and fifty dollars.”,Paul says, “Thats right, madam. Here you are.” And he gives the wallet back to the lady. The lady smiles and says, “You are a good b

15、oy. Here is twenty- five dollars for you. Thank you very much.” Paul says, “Youre welcome, madam. Bye, bye.” Then he rides his bike to school. 滬教版小學(xué)英語分級(jí)閱讀（五上）,其隱性教學(xué)目標(biāo)有： 通過再讀課文，使學(xué)生加深對(duì)文本的理解，從而對(duì)其進(jìn)行思想道德教育，引導(dǎo)其學(xué)習(xí)和養(yǎng)成拾金不昧的良好品德； 通過小組合作學(xué)習(xí)，使學(xué)生智慧地處理較為復(fù)雜事情的生活能力得到形成和發(fā)展； 通過對(duì)話語的比較，使學(xué)生的英語語言文化知識(shí)進(jìn)一步增長，英語交際中的語用能力得到提高。,

16、針對(duì)隱性目標(biāo)： 在“閱讀中活動(dòng)” 中向?qū)W生提出了問題“What do you think of Paul? Why?”，讓學(xué)生帶著問題再讀課 文。 學(xué)生的答案 ：1) Paul is an honest boy. 2) Paul is a smart boy. 3) Paul is a polite boy. 4) Paul is a kind boy. 5) Paul is a silly boy.,針對(duì)隱性目標(biāo) ： 在“閱讀后活動(dòng)” 中向?qū)W生提出了問題：“What will you do if you find a wallet in the street? And Why?”，讓學(xué)生通過

17、小組討論后再回答。 在多數(shù)學(xué)生主張拾到錢包交給警察時(shí)，有一名 男生提出“But are all policemen good? Im not so sure.”的疑問。,針對(duì)隱性目標(biāo) 在口語操練中設(shè)計(jì)了這樣一道選擇題： Which of them is better? Why? 1) a. Then, an old lady comes over. b. Then, an old woman comes over. 2) a. Peter asks the old lady, “Is it your wallet, madam?” b. Peter asks the old lady, “Is

18、 it your wallet, granny?” 通過反復(fù)比較，學(xué)生逐漸明白了“an old lady” 與“an old woman”在英語語言文化上的語義差異， 也認(rèn)識(shí)到了“madam”與“granny”作為稱呼在英語 口語交際中語義的本質(zhì)區(qū)別。,實(shí)例(2)深圳版英語B9, U6, p. 52 Dear Jane, Last week Sam and I visited Animal Land. It was great. First, we rode through Lion Land on a train. After that, we drove to Hippo Pool in

19、little cars. Then, we had lunch in the Spring Restaurant. After lunch, we stood near Monkey Mountain. We had some food. The monkeys came to us. After that, we saw the zebras in the Zebra Zoo. They really are black and white! Then we went to the gift shop and bought this postcard! Love, Candy and Sam

20、,四、語篇教學(xué)中的生詞處理,1.在生詞不多的情況下，可以不去單獨(dú)處理 生詞；在生詞較多的情況下，尤其在有關(guān)鍵 詞是生詞的情況下，應(yīng)先處理生詞，再進(jìn)行 語篇教學(xué)。 2.在生詞不多的情況下，可以直接讓學(xué)生進(jìn) 入語篇學(xué)，相關(guān)生詞可以讓學(xué)生結(jié)合上下文 猜測詞義。 3.在生詞較多的情況下，必須先教生詞，否 則教材B部分的安排就失去了應(yīng)有的意義。,一、閱讀前活動(dòng) Questioning: 1. Did you go to a zoo some day before? 2. Whats the name of the zoo? 3. Who did you go to the zoo with? 4. Ho

21、w did you go there? 5. What did you see in the zoo? 6. Did you have a good time there?,二、閱讀中活動(dòng) 1. Questions given before reading. 1) Who wrote the postcard? 2) What was the postcard about? 2. Questions given before reading again. 1) How did Candy and Sam visit the Lion Land? 2) Where did they have l

22、unch? 3) What did they do after lunch? 3. Number the following in order after reading again.（略） 4. Dealing with the exercises on p. 52.,三、閱讀后活動(dòng) 1. What does the underlined words mean? 1) It was great. 2) After that, we drove to Hippo Pool in little cars. 3) They really are black and white! 2. Make a

23、 dialogue about your interesting visit. 3. Talk about your interesting visit. 4. Write a postcard to your best friend about your interesting visit.,五、語篇教學(xué)中的語法處理,1.如果語篇教學(xué)的內(nèi)容涉及到語篇的理解，那么 理應(yīng)先處理語法教學(xué)內(nèi)容。 2.如果語篇教學(xué)的內(nèi)容雖然涉及到語篇的理解， 但并不影響語篇的理解，那么可以不先教語法， 因?yàn)檎Z法教學(xué)畢竟是為語篇教學(xué)和語言能力發(fā)展 服務(wù)的。,六、語篇教學(xué)中的語言技能培養(yǎng),1.要堅(jiān)持聽、說、讀、寫的有機(jī)統(tǒng)一。 2.要堅(jiān)持以“閱讀為主、其他為輔”的方針。 3.要在語言教育中體現(xiàn)英語語言文化教育。 如：Im Nancy