浅谈如何培养小学生英语口语表达能力英语.docVIP

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Third, streamlining file briefs, culture involves all aspects of propaganda and ideology, sometimes due to the practical needs of invention notifications, this area needs further让学生爱上说英语浅谈如何培养小学生英语口语表达能力常州市丽华新村第三小学 黄蓓【摘要】本文对小学生的英语口语表达能力进行了分析,旨在帮助小学英语教师更加明确认识语言表达的内涵,在培养学生语言表达能力的过程中根据实际情况有的放矢地解决问题,从而提高小学英语课堂教学效率。【关键词】口语表达能力,培养思维，培养主动交际能力。 在小学英语教学中,许多教师非常注重培养学生的语言表达能力,但却很少探究什么是语言表达能力及具体构成等本质问题.语言表达能力的概念和组成是“语言表达旨在以语言为工具，测试学生基于知识积累的语言表达能力。以自然科学、人文与社会科学知识为背景，通过检测学生对字、词、句、段、篇的辨识、阅读与理解，考查其运用语言工具表达思想与情感的能力，包括在知识宽广度基础上的思维敏捷度。”根据以上定义，英语表达能力是指用适当的英语词汇和语言结构表达思维内容的心智能力。我们可以将英语表达能力分解为两大方面：语音和书写能力。本文笔者将着重阐述如何培养学生的口语表达能力。一、 语言驱动的两种概念口语能力包括真实运用语言的能力和得体运用语言的能力。英语学习离不开听、说、读、写的实)践。笔者在教学中发现，有些学生不敢也不善于英语表达；敢于表达的学生也存在层次不清以及中国式英语等问题。笔者认为在小学阶段，学生也处于英语句子结构的形成期，为了培养学生的口语表达能力，小学英语教师应采取些有效的方法。一般来说，语言的驱动可以氛围诱发和自发两种。诱发的语言表达是指学生在他人提示下使用相应的语言结构进行表达。例如：（1） T: This man is yourS:（This man is） my father. (2) T: Whats your English name? S:（My English name is ）Andy. (3) T: Where is your pencil? S:（My pencil is）on the desk.使用诱发的语言表达时，学生倾向于使用不完整的句子，比如省略上述句子中括号中的内容。这样的表达对于保持交际的流畅性和效率来说是有益的，但不利于学生掌握英语的结构。自发的语言表达则是学生不依赖他人提示进行的自主的言语建构。例如：（1） T:Can you tell me something about your new house?S:There are some rooms in my new house, two bedrooms, a sitting-room, and a study. (2) T: Boys and girls ,how do you spend your weekends? S: I often go to the park and watch TV.在自发表达过程中，学生必须思考如何组织句子，并且通常必须使用完整的句子。只有深入观察学生的自发语言表达能力才能判断其对语言的内化程度和主动运用能力。小学英语教师的任务不仅仅是培养学生诱发的语言表达，还要协助学生形成初步的自发的语言表达能力；否则，当学生需要谈论话题或使用句式上可能错句连篇了。要培养学生自发的语言表达能力，教师需要逐步培养学生的语言结构、思维能力和主动交际的能力等。那么怎样达成这些要求呢？笔者对此做点探究。二、 开展多样有效的课堂语言交际活动，培养自发表达能力的方法。1、 Brainstorm （头脑风暴法）（案例1）5AUnit 8 中有段语篇We have a lot of toys. I have a bear .It has long hair. It has long hair. My brother has a panda, Its fat. My sister has an elephant. It has a monkey. Its thin. Toms sister has a doll. It can dance. Toms brothers have six dogs. They can jump and run. We all like our toys.在教这个语篇时，笔者采用了这样的引导方法，首先让学生做一个Brainstorm的游戏，让学生想一想：如果谈到你的玩具，你会想到哪些单词，为什么会想到这些单词？有的学生说：I will think of the color, I have a toy ,its white and black. 有的学生说：I will think of the size. I have a toy, Its very big ,Its a bear.这样的活动激活了学生有关玩具的知识或词汇，为下一步学习活动作准备，同时也培养了学生针对某一话题展开相应的口头表达能力。 2、复述课文是培养学生口语表达能力的重要途径。在小学阶段的语篇学习活动过程中，让学生朗读对话，表演课文是让学生积极参与到学习过程中的方法，但怎样让学生自己能够自发地表达语言结构？怎样的方法能让学生积极组织语言呢？笔者在教学过程中发现复述课文是培养学生自发性语言的重要途径。经过语篇的学习和梳理后，让学生分小组合作，重新组织自己的语言复述课文。学生在此活动过程中不仅又复习了所学的语法知识和词汇，还能更加清晰地理解语言结构，培养较好的语感。在上述案例中，通过刚才的引导，学生对语篇有了初步的认识，再通过教师的词汇语法的讲解后，笔者让学生分小组根据学生完成的表格重新组织语言复述课文。表格如下：NameToyCharacter(特征)FangFang BearLong hair My brother Panda Fat My sister ElephantBig ears Tom MonkeyThin Toms sister Doll Can dance Toms brothers Six dogsCan jump and run 通过学生对语篇的梳理，学生复述课文如下：I have a toy bear, It has long hair. My brother has a lovely fat panda. The big elephant is my sisters. It has big ears .Tom has a thin monkey, its brown. Toms sister has a doll , its very pretty, It can dance, look at the six lovely dogs ,they can jump and run, theyre Toms brothers.3、 自编短文能提高学生有条理地表达自己想法的能力 如上表所示，教材中的语篇并不是完全按照表格中所列的要素撰写的，有些内容在语篇中并没有涉及。文章中只是作者的描述，为此，笔者要求学生根据自己的实际情况，以课文结构为参考，让学生自己描述自己的玩具或朋友的玩具。有的学生描述如下：I have a lovely toy rabbit, It has long ears and red eyes. Its white. My sister has a toy pig, its very fat .Its pink. It cant jump but it can run. My brother has a toy bear, its brown. It has a short tail. We all like toys.(注：学生在口述中有些语法错误，以上的呈现是教师修改后的短文。)通过这样几个步骤的引导，学生能够比较清晰而有条理地表达自己想表达的想法。如果长期进行这样有意识的训练，学生的口语表达能力必定会有很大的提高。三、让学生使用所学语言过程中培养学生的思维能力。恩格斯曾经说过：思维着的精神是人类最美丽的花朵。教师作为园丁，有责任浇灌这最美丽的花朵。发展学生的智力，培养他们的思维能力是我们课堂教学的一项重要任务。下面就如何在英语课堂教学中训练学生的思维能力，谈谈自己的认识和做法。1、 任务设疑，训练学生的探索思维 心理学研究表明：人的思维是从疑问开始的，疑问能引发学生认知上的矛盾，产生心理上的不平衡，从而激发他们积极地去探索，以解决问题，实现心理平衡。我们在教学时，不妨在触题时就布置任务，激起疑问，让学生带着疑问去探索如何完成任务，训练探索性思维。如教“打电话“这一话题时，我出示了课题A telephone call 以后，就引发激疑：课文中的两位同学在电话里谈了些什么？这时，学生纷纷举手，思维很活跃；我又因势利导：听了课文中的人物对话，你能学会用英语打电话吗？这样顺水推舟，很快就能激发学生用英语交流的愿望；又如，教“购物”这一话题时，我一上来就出示了一张Shopping List（购物单），布置学生学会用英语完成“购物”的任务，让学生思考怎样用英语来完成购物计划，通过任务设疑，激发了学生对学习课文的兴趣，促使学生主动获取语言知识，发展用英语解决实际问题的能力。经常性地训练，学生思维会更活跃，设疑和释疑会更积极。2、 想象解疑，训练学生的发散思维 想象是人脑在原有表象的基础上加工改造形成新形象的过程，是发展儿童语言和思维的一条重要途径。我们现有教材的课文都是日常生活的一个片段，我常常根据大部分课文语言材料言尽而意未尽的特点，设置疑问，引导学生展开想象，续说对话的多种结果（即续说课文），借以培养学生发散思维的能力。思维能力加强了，同时口语表达能力也得到了相应的提高。（案例2）在牛津小学英语5A Unit 7After school 中讲的是高山想去找王兵打篮球，在找的过程中碰见了海伦，海伦准备去图书馆帮助苏海苏洋打扫卫生，高山就和他们一起去了图书馆。笔者在文章结尾设计了这样的疑问：他们去图书馆后会发生什么事呢？高山最后有没有找到王冰呢？请学生们以小组为单位展开讨论，按各自的理解或想像，阐述或表演。有一小组的表演如下：Gao Shan: Hello, Su Hai and Su Yang. What are you doing?Su Hai and Su Yang: Hello, Gao Shan. We are cleaning the library.Gao Shan: Let me help you. Su Hai: What can you do?Gao Shan: I can sweep the floor. I can clean the windows, too.Su Yang: Ok, sweep the floor ,please. What are you going to do after school?Gao Shan : I want to play basketball with Wang Bing . Su Hai: Great ! I like playing basketball ,too. Can I go with you ?Gao Shan: Sure .Lets go .3、 培养学生的运用逻辑思维的能力逻辑思维能力是语言认知的心理基础，也是高于语言运用能力的基本心理能力。要将内心的思想用语言表达出来，必须要经过语言规划，比如使用什么词汇，什么句式，先说什么，再说什么，这就是一种语言逻辑思维的过程。当言语规划不完备或规划不成功却已经说出言语时，就会出现错句、停顿、中间断句等情况。熟练的语言使用进行言语规划的速度非常快，尤其在非正式交际场合，前一句输出时，后一句已经在规划当中了。而语言初学者在表达时必须思考自己的话语是否符合规范，即通常所说的“用英语思维”。这方面欠缺的学习者通常在语言输出过程中受到来自母语的强烈干扰。这种现象也表现在我们的日常生活中，即便在英语环境下，当我们需要不出声地数较多的物品时，我们往往会用汉语思考。要培养学生用英语思维的能力，必须有以下几个条件：首先，说话者要有足够的时间练习英语思维任务。在当前的英语课堂上，有的学生在小组活动中用的是英语，但其思维过程则是通过汉语实现的，这样学生用英语思维的比重就不足。其次，说话者的语言输出要尽量接近目的语的规范，最后，说话者要出声表达，以便自我监控或他人监控。教师在教学中要鼓励学生尽可能开口说英语。通过观察学生对语言的掌握情况以及母语对语言的输出的干扰程度；学生也可以通过比较，监控自己的言语输出。四、培养学生主动用英语交际的能力。要提高课堂教学的实效性，培养学生的口语能力就必须真正把学生作为学习的主体，针对不同的学生设定不同的学习目标，采用不同的教学方法，让不同水平的学生都有收获。具体来说教师应注意以下几点： 1 从学生的实际水平出发，适当调整教学目标，教师应从学生的兴趣、学习风格和学习动机出发，找到有效提高教学实效性的途径，既能挑战学生的语言能力，激发他们现有的知识储备，使他们的语言能力有所提高。（案例3）牛津小学英语4B Unit 3 的知识目标为：能听懂、会说职业的单词：teacher、cook、farmer、 doctor、 driver；能认读和正确运用句型：Whats your job? Im a 在教学这节课内容中，一位授课教师用了大量的时间学习并练习“某种职业及其工作场所”以cook为例，该教师提出的问题有:Where can you see a cook? Where does a cook work? 然而，课将结束时却因为时间不够而无法让学生充分练习重点单词句型，最终只有三分之一的学生能够流利输出询问某人的职业。同样的教学内容，另一位教师针对教学目标进行了有效的教学设计，受到了良好的效果。（案例）授课教师在两分钟左右的导入环节后，采取了有主人公Andy 介绍其家人的职业（即目标单词）的方法开始了新的教学活动，其间，授课教师穿插了有趣的活动复习巩固新单词。比如，根据口型猜单词等。然后教师让学生说说自己爸爸妈妈的职业，你长大想做什么等鼓励学生运用所学新知识组织语言并表达。从案例四可以看出，授课教师教了重点句型后就联系学生实际情况进行操练，让学生学以致用，激发了学生使用目标语言传递信息、进行交流的愿望。在交流中提高了用英语进行表达和解决实际问题的能力。同时，这一活动让全班学生在有限的时间内都能参与其中，得到在较真实情景下体验与使用所学语言的机会。、倡导直观教学，创设良好的交际环境在小学英语课堂教学中，教师应倡导直观教学，增强语言信息的刺激。教师可以利用简单的教具，如图片、模型和实物等，也可以借助手势、动作、面部表情以及电教设备辅助教学，使教学变得更加生动。（案例）在教Where和一些方位单词时，笔者用多媒体课件呈现一只小老鼠和一个箱子处于不同位置的图片，让学生用句子The mouse is in/on/under/behind/near the box.对图片进行描述；随后笔者让一学生用鼠标控制小老鼠的位置，并提问：Where is the mouse?其他学生根据图片回答；最后，笔者利用多媒体创设了一个学生Cherry找不到学习用品而发愁的情景，要求学生分组讨论，让学生帮助他。此时，笔者让课件中的人物也加入了对话。Cherry: I cant find my book, pencil, rubber and ruler. Who can help me ?S: I can help you. Is the rubber in the bag?C: No, it isnt.S:Is the pencil in the pencil case?C: Oh, yes, it is, Thank you.在生动的寻物问答中，学生从不愿意开口到主动开口，直到抢着发言；从单词操练到句子操练，并最终发展到段落操练。这一循序渐进的过程激发学生用英语交际的热情愿望，提高了他们用所学语言进行交流的能力。总之，外语学习要尽可能让学生接触外语，使用外语。学外语像游泳一样，学生必须潜在水中，而不是偶尔沾沾水，学生头浸泡在水里，才感到自在。这样他们才能像一个熟练的游泳者那样乐在其中（姚小平、任绍曾、2006）。英语作为一种交际工具，只有在交际活动中才能被有效地掌握。交际既是英语教学的最终目的，也是英语教学的主要手段。参考文献: 中小学外语教学.2008.中小学外语教学北京:人民教育出版社,(1)姚小平、任绍曾.2006.叶斯柏森语言学选集长沙:湖南教育出版社,(8) 2009.10. 4temporary construction organization design requires the implementation of the overall layout. 2 site near the high voltage line protection near power lines to have a reliable protective measures protective closely, to meet safety requirements. 3 branch set up distribution box into outlet sleeve and a cross arm to be used; Access to wires neatly, reasonable matching; Prohibited the use of insulation is poor, aging skin, broken wires, to prevent leakage; Should be fixed by insulators, and overhead laying; Line the hallway to have a reliable protection; Direct buried lines, laying depth of not less than 0.6m, leads to the ground from the 2m height to the ground at 0.2m, you must set up protective casing. 4 spot lights hand-held lamp 36V safe voltage should be used; 36V safety at hazardous voltages, particularly in hazardous areas using 12V; Lighting wires should be fixed on the insulators; Insulated rubber sheathed cable for field lights, lighting the use of sheathed wires; Lighting circuits and lighting from the ground not less than the prescribed distance, prohibited the use of electric arc furnace; To prevent the wire insulation is poor, aged, broken skin and leakage, with tungsten heating is strictly prohibited. 5 to set up low-voltage lines are not allowed to use bamboo poles, pole cross arm should be established and insulators; Fine wires can not be mounted on scaffolding or tree branch; Overhead lines required high enough off the ground. 6 electric . Project name: 5-5-2 sequential order of the subsidence observation observation point number support (supporting) and diagrams year month day year month day year month Day, the distance (m) deformation (mm) the relative distance (m) deformation (mm) the relative distance (m) deformation (mm) today this this this this cumulation Engineering formwork supporting system self-test State observer records form template project name: construction site: construction: support materials: Ann 5-6 serial number check project check requirements behave records results 1 construction programme programme full,