○沈杰
言意共生:小學(xué)英語語篇教學(xué)的價(jià)值追求
○沈杰
●小學(xué)英語語篇教學(xué)不僅要關(guān)注學(xué)生對文本內(nèi)容的理解和對語言知識的掌握,而且要關(guān)注能否運(yùn)用所學(xué)知識進(jìn)行有效的表達(dá),即言語內(nèi)容與言語形式的掌握及運(yùn)用,同時還要讓學(xué)生對語篇文本的思想層面有所感悟,以此來促進(jìn)更有意義的語言表達(dá),這就是“言”與“意”的共生與統(tǒng)一。
在小學(xué)英語課堂上,如何處理好英語的“工具性”和“人文性”的雙重功能,讓“言”和“意”在課堂上和諧共生、平衡共存,值得我們每一位教師去思考和探索。本文以O(shè)ur dreams一課教學(xué)片段為例,談?wù)勅绾卧诮虒W(xué)中實(shí)現(xiàn)言意共生。
話題的切入是學(xué)生進(jìn)入語篇的入口,如果切入點(diǎn)把握得精準(zhǔn),那么學(xué)生就能自然而然地順著這個方向,沿著正確的路徑進(jìn)入語篇了。因此,教師在課前應(yīng)深度解讀文本,把握文本的重點(diǎn),找準(zhǔn)切入點(diǎn),以此提升閱讀教學(xué)的效度。
T:Hi,class.Do you know the boy?
Ss:He’s Martin.
T:Yes.Martin is a dreamy boy.He has many dreams.Let’s enjoy a short video.
Ss:(Watch the video:Martin’s morning)
(滲透新單詞a Father Christmas,a magician等,為學(xué)生后面的語言表達(dá)積累素材和拓展視角。)
......
T:Look at this girl?Who’s she?Guess!
Ss:...
T:Yes.It’s me.I had a nice dream when I was a little girl.Please guess what my dream was.
......
T:Yes.I wanted to be a teacher when I was young.That was my dream.And now I am a teacher. Mydreamhascometrue.Doyouhaveyour dreams?Today we’ll talk about our dreams.(揭題Our dreams)
教師通過猜測任務(wù)的設(shè)置,讓學(xué)生對老師兒時的夢想產(chǎn)生好奇,學(xué)生的學(xué)習(xí)興趣和表達(dá)欲望被激發(fā)。而且老師從擁有夢想到實(shí)現(xiàn)夢想本身就是一個很有意義的過程,使得接下來的關(guān)于夢想的探討同樣變得富有意義。這種交流互動式的切入主題方式樸實(shí)、自然,不僅為學(xué)生創(chuàng)造了表達(dá)的機(jī)會,也為學(xué)生后面的“知言得意”做了很好的鋪墊。
學(xué)生閱讀理解的過程是一個得“言”的過程,即學(xué)生掌握言語形式和言語內(nèi)容的過程,而這個過程又是學(xué)生得“意”的前提,即教師引導(dǎo)學(xué)生逐步進(jìn)入文本內(nèi)蘊(yùn)層面的過程。因此教師應(yīng)引導(dǎo)學(xué)生把握語篇關(guān)鍵點(diǎn),并通過多種閱讀形式,如粗讀、精讀、朗讀等,逐步深入語篇文本。
1.預(yù)測文本,整體感知。
T:Look,Miss Li and her students are talking about their dreams.
播放錄音Miss Li:What do you want to be?
(1)Watch and guess.
T:Can you guess the children’s dreams?
(讓學(xué)生通過觀看文中幾個孩子的愛好和經(jīng)歷的視頻來猜測他們的夢想。)
S1:I think Mike wants to be a...
S2:I think Wang Bing wants to be a...
(2)Listen and check.
T:Now let’s listen to the tape and check your answers.
Ss:Listen and check.
2.精讀文本,突破難點(diǎn)。
T:You know the children’s dreams.But why do the boys have these dreams?Please read the pas?
sage carefully and underline their reasons. (1)Read and underline.
(2)Read and learn.
T:Why does Mike/Wang Bing/Liu Tao want to be a dentist/astronaut/football player?
(教師引導(dǎo)學(xué)生分段學(xué)習(xí),處理重難點(diǎn)care about,fly a spaceship,the World Cup等。)
(3)Learn in groups.
T:Boys have some great dreams,how about girls?Let’s read and make a poem for them,OK?
(學(xué)生自讀文本,將女孩子們的夢想制作成小詩,并在小組內(nèi)交流誦讀。)
T:Which group can show us your poem?
(Ss show their poems.)
3.適度提煉,點(diǎn)撥明意。
T:Class,we know the children’s dreams now. How do you think of their dreams?
S1:Their dreams are cool.
......
T:Let’s listen to Miss Li.
Miss Li:Your dreams are great.I want to see your dreams come true.
學(xué)生在富有情趣又不乏深意的學(xué)習(xí)活動中,逐步理解并掌握文本內(nèi)容,在此基礎(chǔ)上,老師適時點(diǎn)撥與提煉,讓學(xué)生評價(jià)文中孩子們的夢想,這樣的開放性問題的設(shè)置,一方面能引導(dǎo)學(xué)生積極地思考和表達(dá),另一方面也讓學(xué)生從另外一個層面去感悟文本,學(xué)生一句句評價(jià)語其實(shí)是架構(gòu)起了學(xué)生與文本對話的橋梁,這也是一個知言明意的過程。
當(dāng)學(xué)生初步理解語篇內(nèi)容并掌握其中的語言知識后,教師應(yīng)組織語言運(yùn)用的活動,引導(dǎo)學(xué)生不斷內(nèi)化知識,并轉(zhuǎn)化為有效的外化言語形式,這樣所學(xué)的文本知識才能轉(zhuǎn)化為生動的、富有靈性的語言。
1.Guess your classmates’dreams.
T:I know all of you have your own dreams.Do you want to know your classmates’dreams?
(呈現(xiàn)班上同學(xué)關(guān)于自己夢想的介紹,學(xué)生猜測同伴的夢想是什么。)
2.Write down your dreams.
T:All of you have your great dreams.Now please write down your dreams.
3.Collect our dreams.
(Ss put their paper with their dreams into the dream bottle.)
T:Boys and girls,we all have our dreams.But how to make our dreams come true?
S1:We should work hard.
......
T:To make our dreams come true,we should make every effort.Twenty years later,let’s open our dream bottle to see whose dreams come true.And I want to see all your dreams come true.
在猜夢想、寫夢想、談夢想的過程中,學(xué)生將內(nèi)化于心中的“意”轉(zhuǎn)化為外在的“言”進(jìn)行輸出,即將心中的想法通過準(zhǔn)確的語言表達(dá)出來。同時,在教師的點(diǎn)撥下,學(xué)生在語言表達(dá)的過程中、在師生談?wù)撊绾螌?shí)現(xiàn)夢想的過程中,又收獲了語篇文本中語言之外的思想和情感,讓“言”與“意”得到了提升與豐富,這樣的語篇學(xué)習(xí)才變得深刻而有意義。