- 相關(guān)推薦
淺談高中英語(yǔ)對(duì)話教學(xué)
摘要：新課標(biāo)下如何培養(yǎng)、提高學(xué)生語(yǔ)言綜合能力,尤其是口語(yǔ)表達(dá)能力是當(dāng)代英語(yǔ)教學(xué)的趨勢(shì),也是提高我國(guó)英語(yǔ)教學(xué)質(zhì)量應(yīng)努力的方向。從我國(guó)成千上萬(wàn)英語(yǔ)學(xué)習(xí)者的成功經(jīng)驗(yàn)中,以及對(duì)這些經(jīng)驗(yàn)的大量分析研究中,英語(yǔ)學(xué)習(xí)的普遍規(guī)律大體上概括出下列一些:由原結(jié)構(gòu)到新結(jié)構(gòu)、由單模式到復(fù)模式、由接受到表達(dá)、由模仿到創(chuàng)造。根據(jù)英語(yǔ)學(xué)習(xí)規(guī)律,筆者認(rèn)為:通過(guò)模仿對(duì)話、編導(dǎo)對(duì)話到指導(dǎo)學(xué)生表演小品、短劇,這是提高言語(yǔ)技能和實(shí)際運(yùn)用能力的一條有效途徑。筆者在教學(xué)實(shí)踐中分以下幾個(gè)步驟進(jìn)行。
關(guān)鍵詞：高中英語(yǔ)對(duì)話教學(xué)
一、仿對(duì)話
根據(jù)英語(yǔ)學(xué)習(xí)規(guī)律,模仿對(duì)話在英語(yǔ)學(xué)習(xí)模式中屬簡(jiǎn)單模式,從學(xué)習(xí)階段上分,屬學(xué)習(xí)的初級(jí)階段,初學(xué)時(shí)起重要作用的應(yīng)該是模仿和機(jī)械識(shí)記,這是培養(yǎng)學(xué)生口語(yǔ)交際能力的必要途徑,也是對(duì)話教學(xué)的基本手段。筆者運(yùn)用交際法把學(xué)生分成“對(duì)子”或“小組”,讓學(xué)生在pair work中分角色表演對(duì)話。要求學(xué)生盡量模仿錄音中的語(yǔ)音、語(yǔ)調(diào),伴以手勢(shì)、動(dòng)作、表情等再現(xiàn)生活中的交際場(chǎng)景,通過(guò)對(duì)話表演,把“枯燥”的書本知識(shí)導(dǎo)入到“生動(dòng)”的現(xiàn)實(shí)生活中,大大地增強(qiáng)了語(yǔ)言的生動(dòng)性和感染力。
如SEFC Book 1A Unit 3 Lesson 9。本課對(duì)話教學(xué)要求學(xué)生會(huì)使用一些遇到困難時(shí)請(qǐng)求幫助的句型,并了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異。學(xué)生分角色朗讀對(duì)話后,筆者要求他們根據(jù)所給情景,進(jìn)行模仿對(duì)話表演:
Situation: Charles is from England and is studying in the States. He meets his new classmate Tom for the first time. Tom is American. They are talking about the differences between American English and British English before the class begins.
學(xué)生模仿表演如下:
Tom: So you are Charles. Nice to meet you.
Charles: How do you do? I have just come to the States. I have some difficulty in understanding some of the words and expressions here.
Tom: No, I think you are doing fine. You know, sometimes I also can’t understand what the English people say. By the way, where is your classroom?
Charles: On the ground floor.
Tom: Would you please say that again more slowly?
Charles:My classroom is on the ground floor.
Tom: I am sorry I can’t quite follow you.
Charles: OK, I’d like you to come with me to my classroom. Classroom 3 is next to my classroom.
Tom: You mean your classroom is on the first floor? I see. My classroom is on the third floor. I think we can meet again, but I have to go now. Bye!
Charles: Goodbye!
由此可見,模仿并不只是機(jī)械的重復(fù)練習(xí),而是在表面上重復(fù)校正的同時(shí), 在深層上不斷捕捉英美人使用英語(yǔ)的感覺,以及英語(yǔ)發(fā)展的內(nèi)部規(guī)律,甚至能產(chǎn)生某種新鮮的修辭效果:詼諧幽默,不落俗套。
二、改編對(duì)話
在模仿對(duì)話的基礎(chǔ)上,筆者逐步引導(dǎo)學(xué)生改編對(duì)話并表演。這是學(xué)習(xí)者按接受模式復(fù)制成表達(dá)模式的過(guò)程,是學(xué)習(xí)過(guò)程中主觀能動(dòng)性和生活創(chuàng)造性的本能表現(xiàn)。如更換劇中的人名、地名和時(shí)間等細(xì)節(jié),或讓學(xué)結(jié)合以前學(xué)過(guò)的知識(shí),增加新的內(nèi)容,在虛擬的情景中進(jìn)行真實(shí)的交流,進(jìn)而培養(yǎng)學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際的能力。
如SEFC Book1B Lesson 57。通過(guò)本課教學(xué),使學(xué)生學(xué)習(xí)和掌握在醫(yī)院或診所就醫(yī)時(shí)所用的日常用語(yǔ),筆者在教完這一課后,讓學(xué)生改編原文中的對(duì)話,并表演,筆者作了以下提示:
Situation:Kate(K)doesn’t feel well. She is difficult to speak. She is visiting Dr. Zhang (Z) now.
學(xué)生表演如下:
Z: What can I do for you, Kate?
K: Well, it is hard for me to say… a… word.
Z: What’s the matter?
K: I’ve got a pain… might…h(huán)ere.
Z: Let me examine you. Does it hurt?
K: Ouch?
Z: What did you do yesterday?
K: I went to a… Rock concert. I had a good time there. I drank beer after that concert. That’s all.
Z: I see. That may be the problem. You’d better have a rest. Don’t talk too much. Take a pill whenever your throat hurts. And you should drink a lot of water. I advise you not to cry or shout a lot in a concert in future and not to drink beer after that. It can do harm to throat.
K:Thank… you.
三、演短劇、小品
現(xiàn)代教育理論認(rèn)為:英語(yǔ)學(xué)習(xí)是藝術(shù)性活動(dòng),它的藝術(shù)性來(lái)源于語(yǔ)言的本質(zhì),因?yàn)檎Z(yǔ)言的學(xué)習(xí)、發(fā)展及運(yùn)用,既具有藝術(shù)的所有基本特征,例如創(chuàng)造、美感
【淺談高中英語(yǔ)對(duì)話教學(xué)】相關(guān)文章：
淺談高中英語(yǔ)教學(xué)中的文化教學(xué)03-28
淺談高中英語(yǔ)閱讀教學(xué)的培養(yǎng)03-26
淺談高中英語(yǔ)新課標(biāo)教學(xué)目標(biāo)的達(dá)成03-18
淺談高中英語(yǔ)詞匯教學(xué)法03-16
淺談高中英語(yǔ)詞匯集中教學(xué)與分散教學(xué)的探討12-04
淺談合作學(xué)習(xí)在高中英語(yǔ)教學(xué)中的應(yīng)用02-28
淺談高中英語(yǔ)教學(xué)的新理念和新模式03-16
淺談中英日常對(duì)話文化差異03-19