強調語篇 注重交際 激發情感

李琴琴

摘 要：筆者有幸為來自全國各地的教師展示了一節的觀摩課。在歷時一個月的備課過程中，筆者深刻領悟到了“生活情境化、情境應化、應用有效化”。這一理念要求我們教師在情境的創設中要貼近學生的生活，讓學生敢于、樂于、能夠開口講英語，讓學生感知語言，然后引導學生在語篇中操練與運用語言知識，同時培養學生積極向上的情感態度、培養他們的文化自信與民族自豪感。

關鍵詞：語篇；交際；情感；綜合語言；實踐

一、教學內容

Module8 Unit1 Using language Reading& Writing

二、教學過程

【Activities before class】

Task1 Read the text and finish the following passage.

Passage1（根據課本閱讀改編）

George's travel journal

During the summer holiday I made a three-day tour of San Francisco.

Having dropped my luggage in the hotel，I went to ________________，a tourist area with lots of shops，sea food and restaurants and bakeries，which was not to be missed.

The next day，I teamed up with a couple from my hotel and went on a 79km round-trip，during which we enjoyed all the famous tourists spots.I couldn’t help stopping many times to admire the view of the city from different angles and take photos.After that，in the company of Peter and Terri，I went to __________.What impressed me most are the art galleries and a museum containing documents，photographs and all sorts of objects about the history of Chinese immigration.

On the third day，I took ferry to ___________，a famous immigration station where many Chinese people tried their best to apply for right to live in USA.On the way，I had a good view of ____________.

Bathed in the sunshine of the city，I longed to stay there forever.It is indeed a fascinating city worth a second visit.

【設計意圖】幫助學生準確理解閱讀材料，只有準確理解才能體會語言在特定語境中的恰當應用，通過改編、重構閱讀文本為接下來的語篇輸出做好充足的語言知識鋪墊。

Passage2（根據筆者在美國的旅游經歷編寫）

Shelly’s travel journal

Last year my colleague and I made a three-day tour of New York.

On our arrival，we headed straight for Manhattan Harbor and we were impressed by its fascinating night scenes.The next day，we went to Empire State building，on top of which we enjoyed the view of New York City.After that，we went on a sightseeing tour of Statue of Liberty from a cruise ship，one of New York City’s most popular tourist attractions.Then we took the bus to the Metropolitan Museum，including art collections from different countries.On the third day，we spent the whole afternoon on Fifth Avenue and purchased some souvenir gifts.Around dusk，we had much fun there participating in many thrilling activities.

Exhausted as we were，it was worth it.Not only did it entertain me，but it also broadened my horizons.

【設計意圖】在學生掌握本單元重點表達和句型后，再呈現一篇同話題同類型語料，并讓學生收集和思考相關的信息，這樣的活動有利于培養學生在語境中認知和學習的動力。

Task 2 Surf the Internet to know more about the tourist attractions.

Yao Temple Huamen Dingcun Sites Hukou Waterfall Hongdong Grand Scholartree Scenic Spot Seven Valley Scenic Area

Mount Yunqiu Xiaoxitian Temple River Qiankunwan

【設計意圖】課前查閱網絡資料更好地了解當地文化，樹立文化自信，增強民族自豪感。

【Activities in class 】

Task 1 Read the passages and answer the following questions.

Where they went George：

Shelly：

What they experienced George：

Shelly：

How they felt George：

Shelly：

【設計意圖】該活動旨在指導學生利用表格重構文本，把文本形式轉化為非文本形式，直觀清晰地掌握旅游日志的內容和寫作要點。

Task 2 Circle the transitional words and underline beautiful expressions.

【設計意圖】引導學生鑒賞旅游日志的語言特點和優美表達，促進他們理解、整合和建構，為接下來的寫作做好鋪墊。

Task 3 Watch a video about our local tourist attractions and write down your travel journal in groups，paying attention to its structure and using beautiful expression.

【設計意圖】創設貼近學生生活的真實情境，激發他們的主觀能動性，從而很好地培養他們的表達能力和語言交際能力。

Homework

Polish your travel journal and post it on the Internet，including some photos.

三、教學啟示

1、情景設計要真實、生動

學生所學的語言知識最終轉化為實際的語言運用能力需要一個實踐的過程。“在感知新語言知識后，只有通過運用學生才能進一步熟悉它，記住它，然后創造性地使用它”（Batstone，1996）。在本節課中，筆者通過創設一系列的以旅游為主題的語境活動為學生提供了語言操練的環境，幫助學生準確理解文章內容，在文章情境中學習語言知識，在新創設的情境中運用所學語言，從而使學生在交流中體會語言知識的交際功能，提高他們的實際運用語言的能力。

2、活動設計要多樣、有趣

單一的教學活動形式會令師生感到疲倦。教師應采用多種形式幫助學生理解、掌握所學知識。本課中筆者充分利用網絡資源自制旅游視頻，為學生提供了視聽材料，實現了信息技術與英語教學的整合。

3、情感教育要及時、動人

我們的家鄉山西省臨汾市歷史悠久、人杰地靈，是華夏民族的重要發祥地之一和黃河文明的搖籃，有“華夏第一都”之我們非物質文化種類繁多，有蒲州梆子、威風鑼鼓等民間藝術形式，被譽為“梅花之鄉”“剪紙之鄉”“鑼鼓之鄉”稱。在最后的環節中，通過觀看自制的臨汾旅游宣傳片，筆者讓學生運用所學重點句型和交際語言，自主為外國友人設計“臨汾2日游”。這樣的活動設計極具挑戰性，學生不僅興致盎然地參與其中，更能增進他們對家鄉文化的了解，樹立其文化自信并增強其民族自豪感。