以语篇、语境带动语言学习.doc

以语篇、语境带动语言学习
——小学牛津英语4AM2U2教学案例
安亭小学 褚秀萍
案例背景：
近年，上海的小学英语教学正进行着一次前所未有的改革,在小学英语领军人物、市教研员朱浦老师的带领下，小学英语教学从改变教学方式出发，着力于构建独立语段，从语段和语境的整体推进带动学生的语言学习，从而有效实现小学英语课堂的转型。
目前，我校英语教研组以“语篇教学中的单元设计”为主题项目进行课堂教学研究，分别就“语篇教学中的单元设计”之“目标再构、文本再构、过程再构”进行了一一研讨，本学期重在“过程再构”的研究。开学初，我有幸又拜读了朱浦老师的《关于小学英语独立语段教学的实践与思考》报告，对于独立语段中的“过程再构”加深了理解，从报告中谈到的三种“过程再构”模式中不难看出“语段和语境的整体推进是激发学生学习兴趣，调动学生语用情趣，提高学习有效性的教学策略和方式。”
案例描述：
4AM2U2教学主题Jobs，要求学生能够使用所学的的词汇来正确描述某人的职业，能使用What does…do?句型来询问职业，并用He’s/She’s …做出正确回答。在语言交流的过程中，促使学生了解各种职业，并树立自己今后的职业理想。
片段一：从语段中引出文本的主人公Jill,并从旧知中引出新授句型。
1. Read the short passage and then answer the question.
Hello, I’m Jill. I’m ten years old. I’m a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.
(1) Read it by one student
(2) Read together
(3) Answer: What does Jill do? (She’s a student.)

片段二：从文本中学习新授词汇，操练新授句型。
1. Listen to Jill and then answer questions.
I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. He’s brave My mother works in a hospital. She’s a nurse. She’s nice. Do you want to know others?
Q: How many people are there in Jill’s family? Who are they?
Q: What does Jill’s father/ mother do?
To elicit: He’s/ She’s a … (He/ She works in/ at …) (He’s/ She’s …)
To elicit: firefighter, nurse, fire station, brave, work
片段三：在读一读，猜一猜活动中学习新授词汇，操练新授句型。
Guess their jobs:
1. I can drive a bus. I drive a bus every day. What’s my job? You’re a ______.
2. She works at school. She can teach Chinese well. What does she do? She’s a ______.
3. He works in a hospital. He can help sick people better. What does he do? He’s a ______.
4. Tom is tall and strong. He can put out the fire. He’s brave. What does Tom do? He’s a ______.
5. Sally works in a restaurant. She can cook nice food. What does she do? She’s a ______.
6. Joe is tall and strong. He’s cool. He works at a police station. What does Joe do? He’s a ______.
To elicit: drive, bus driver, doctor, put out the fire, cook, police station
片段四：在富有节奏的chant中巩固学习新授的句型与词汇。
What does, what does, What does your grandfather do?
He is, he is, he is a doctor.
What does, what does, What does your grandmother do?
She is, she is, she is a nurse.
What does, what does, What does your father do?
He is, he is, he is a police officer.
What does, what does, What does your mother do?
She is, she is, she is a teacher.
片段五：通过多种活动巩固操练新授句型和新授词汇。e.g. A: What does … do? B: He’s/ She’s a … (He/ She works at/ in … He’s/ She’s …)
1. Show Jill’s family tree. Have students talk about them
2. Show some pictures. Have the students ask and answer in pairs.
3. Do a survey.
片段六：整体呈现文本，再次阅读，并完成相应练习，及时检查反馈学生对新知的掌握情况。
Hello, I’m Jill. I’m ten years old. I’m a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.
I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. He’s brave. My mother works in a hospital. She’s a nurse. She’s nice. My uncle is strong. He can dive. He is a police officer. My aunt works at school. She’s a teacher. My cousin is eleven years old. He’s Wang Rong. He’s a student too. He likes swimming. He can swim very fast. My grandfather is a bus driver. He drives a bus every day. My grandmother works in a restaurant. She’s a cook. She can cook very well.
How happy my family is! I like my family！
1. What does Jill’s father do?
2. What does Jill’s mother do?
3. _____________________? She’s a teacher.
4. _____________________? He’s a bus driver.
5. What’s Jill’s cousin’s name?
6. ______________________? Yes, Jill’s cousin is a student.
片段七：运用新知开展说话练习。
Say something about ‘My family’ according to the tips.
e.g. I have a big family. There are … people in it. They’re my … and I. My … is … He/She works in/at … He/She can … He/She likes … He/She is … I like my family!
片段八：结合所学的内容，引导学生联系自己，谈谈各自的理想。
Answer: What do you do now? What do you want to be?
Remember: Please study hard. Your dream will come true.
案例反思：
朱浦老师在第五届上海市小学英语优质课展示研讨活动中讲道：上海的中小学英语教学已经步入了应用性阅读教学的实践与探究阶段，在应用性阅读教学中，只有关注教学整体设计，才能改变缺乏真实英语语境的中小学外语课堂教学的课貌、课质和课效。为了改变我们的课貌，提高我们的课质与课效，我们教研组对本单元进行了教学整体设计，并通过文本的再构让学生在语篇与语境中进行语言学习。本课是本单元的第一课时，整堂课在目标再构和文本再构的基础上关注到了教学过程的再构，主要体现了以下教学流程：复习启动→任务呈现→语段处理→语用输出。
一、复习启动。新课一开始以Jill的一段自述呈现给学生，这段文本内容是第一模块所学的知识，学生通过对文本的朗读对旧知进行了一个复习回顾，从文本中也引出了整堂课的主人公Jill,紧接着老师针对Jill的自我介绍‘I’m a student.’提出了问题：What does Jill do? 这个问题也正是本堂课的核心句型，通过旧知的复习启动了新知的教学。
二、任务呈现。新授的第二环节还是通过语段呈现引出了Jill的家人，通过文本内容学生了解了Jill父母的职业，并通过师生的问答操练对重点句型进行了学习，如What does Jill’s father/mother do? He’s/She’s a … He/She works in/at … He’s/She’s … 接着通过 ‘Read and guess’ 活动引出了其它表示职业的词汇，学生在“读一读、猜一猜”中再次感悟了新授的重点句型。接着以一首富有节奏的chant，让学生在大声齐诵中对新授词汇和句型进行了巩固操练。然后通过多媒体创设的语境和结合实际生活的学习活动，让学生通过对子操练、小组活动对新授的语言知识进行了意义操练。
三、语段处理。课的导入环节和新授环节都是以小语段呈现给学生，语言知识在语段创设的语境中得以推进。接着整体呈现教学文本，让学生在语篇阅读中再次感悟新授的语言知识，并完成相应的练习，以此检查反馈学生对新知的理解和掌握情况。由分到总递进式的语段处理符合学生的认知规律，学生在语段创设的语境中感悟新知、体验新知、理解新知、运用新知。
四、语用输出。外语教学的最终目的是使学生能用所学的语言在一定的语境中交流思想和获取信息。课的最后环节，让学生充分运用语用文本开展说话练习，相互交流各自的家庭以及家庭成员的职业，并引导学生结合所学的内容，联系自己，谈谈各自的职业理想，语言知识在真实的语境中得以运用。
总之，在推进英语语篇教学中的单元设计过程中，教师面临着很大的困难和挑战，只有改变教与学的方式，才能最大限度地给学生提供参与的机会，学生的主体性才能得到体现，学生的语用能力得到充分的提高与发展。

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