小学英语会话教学问题与实施建议

1、小学英语会话教学问题与实施建议湖北省教研室 周诗杰Good afternoon ladies and gentlemen, thank you for finding the time to come and join me for this presentation this afternoon. My name is ZhouShijie, and my English name is Joe. Im a teaching researcher from Hubei Teaching & Research Institute. The purpose of todays presentat

2、ion is to discuss how we can improve the teaching of conversations or dialogues in Primary English classrooms. First, Id like to have a look at what a conversation is and why we should teaching conversations. Then Id like to make a list of problems in teaching conversations, thirdly Id like to sugge

3、st some improvements in the teaching of conversations. At the end Id be happy to answer some of your questions.一、会话教学存在的问题国培计划（2010）小学英语教师培训者团队研修项目的问卷调查中有一项题目是：您认为所在地区小学英语中低年级对话教学中存在哪些问题。来自全国10个省的一线教师、教研员和大学教学法教师的反馈主要集中在以下几点：1教学目标定位有偏差：主要让学生了解语言点，背诵对话，忽视对学生能力的培养，缺乏应用环节。2教学过程的问题：教学层次性体现不够，重机械操练、轻意义操练

4、；重知识传授、轻技能训练等。3教学方式问题：教学方式单一，要么是翻译、讲解和背诵的方式，要么是听、重复最后表演的方式，学生兴趣索然。4教学策略的问题：不知道如何设计有效的课堂教学活动、不知道如何创设情景、不知道怎么处理对话中的语言点。5其他问题：大班教学的制约、教师语言基本功、学生的语言基础、课时不足等。今天重点处理前面的4个问题，给老师们提出一些教学的建议。二、PEP小学英语会话的类型（注意把握大致目标）（一）小学会话的分类PEP小学英语中的对话一般可以分为四种类型：结构型、情景型、功能型和信息型，其特点如下：1结构型：对话由若干个相同句型/句式的多次重复构成，结构比较整齐，可替换性强；新单

5、词往往是同一类别的单词；篇幅有时较长，但由于重复的语言较多，故学习难度不大。2情景型：情景性强，对话内容有较强的情节性和有一定的趣味性；新单词较零散，不在同一词域内，功能性词语或用语较多；没有突出要训练的句型，语言重点重复性不大，可替换性不强；对话具有一定的可表演性。3功能型：为了实现某一现实功能，或者说是完成生活中常见任务。如购物、问路、打电话、邀请、看医生、建议与意见等。其特点是多公式性的语言，可替换性比较强。4信息型：内容往往是学生感兴趣的话题，可能涉及跨学科，与学生的认知水平相吻合；信息含量大，信息点（Who, what, when, how）较多；篇幅长，语言重复少；单词较为零散，不

6、在同一词域内。判断对话属于哪种类型，关键是要看语言内容、语言结构、语言情景和语用功能。注意，有些对话同时符合多种类型的特征，既有一定的情节性和重复的语言结构，又有一些排比平衡的信息点，而且语言又能在特定典型语境中运用。这类可就是“综合型”。（二）对话的教学目标（理解、操练、运用）1能理解课文内容听/读课文后能做一些听力/阅读理解的活动；2能在情景中理解听说读课文中的新词句以及功能用语；3能流利地（分角色）朗读课文；4对于结构性课文，能掌握运用句型；5对于情景型课文，能表演课文，好的学生能根据相关情景创编课文并表演（弹性要求）；6对于功能型课文，能背诵课文并识别出不同角色常用的语言；7对于信息型

7、课文，能复述课文（可留待课后完成，但教师要在当节课提供相应的支持）；8能读懂与课文内容相关程度相当的阅读材料，并作一些写的训练（留待巩固课中去完成）三、会话课堂教学的具体操作办法：不管是哪种类型的会话，课堂会话教学操作的一般程序有两种：一种是CLT交际教学的思路，或者是CLT+PPP教学的拓展，另一种操作程序是任务型教学的思路。（一）CLT+PPP教学程序1）程序概述（Outline of the procedures）1Language presentation, i.e., demo (with authentic material)2Explanation & discussion3Fo

8、cused practice4Activity (communicative practice, goal directed)5Student presentation6Discussion2）举例说明：A sample lessonStageClass activityObjectiveIntroPresentationT introduces topic.T shows media clip of customers ordering food in a restaurant (e.g., from TV show or movie)Intro topic, present authent

9、ic language sampleExplanation & discussionAsk general comprehension questions (what kind of restaurant, where it might take place, etc.) Explain non-familiar routines or food items mentionedMake sure Ss understand dialogue & culturally unfamiliar elements (e.g., names / types ofWestern foods)Focused

10、 practiceAsk specific comprehension questionsChoral repetition of phrasesRole play the conversation as a whole classEnhance understanding,practice formsGroup activityGroups create their own restaurant dialogues / skitsCommunicative practiceStudent presentationOne or more groups performs for the whol

11、e classCommunicative practiceDiscussionTeacher goes over student performances, notes any errors, suggests alternative phrases or ideasCorrecting errors, making Ss aware of other possible expressions（二）任务型教学的思路任务型语言教学给对话教学提供了一种全新的选择。任务型语言教学的课堂首先是学生要在整节课上完成一个中心任务，根据学生完成任务的情况具体确定语言教学的内容，语言教学的很多内容是生成的，而

12、不是事先预设的（当然我们可以进行一定的预设）。1） 任务型教学的基本程序1 Pre-taskThe teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playi

13、ng a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.2 TaskThe students complete a task in pairs or groups using the language resources that they have as the teacher monitors

14、 and offers encouragement.3 PlanningStudents prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questio

15、ns they may have.4 ReportStudents then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doi

16、ng the same task for the students to compare.5 AnalysisThe teacher then highlights relevant parts from the text of the recording for the students to analyze. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used duri

17、ng the report phase for analysis.6 PracticeFinally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.2） 任务型语言教

18、学的优势1Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.2A natural context is developed from the students experiences with the language that is personalised and relevant to

19、 them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.3The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as langua

20、ge forms.4The language explored arises from the students needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the course book.5It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-c

21、entered by comparison. Just watch how much time the students spend communicating during a task-based lesson.6It is enjoyable and motivating.3）任务型语言教学中的语言处理（Consciousness-raising activities）任务语言教学中对语言处理的最简单的办法就是，学生完成任务后，教师给学生一些反馈，教师告诉学生：你在做活动时是表达的，但是，你应该说。这样讲解无可厚非，但是注意，它给的是一种负面的反馈，另外它没有让学生卷入到学习活动之中，而

22、且容易陷入到简单的重复之中。任务型的语言教学有一些常用的语言处理方法：1Ask students to search a set of data (this could be a text or examples you have selected yourself) to identify a particular pattern.2Ask students to group a set of language examples according to similarities or differences.3Give students a generalization about lan

23、guage (a language rule) and ask them to check it against a set of data.Hints for explanation column (for less advanced students)（1）Dont use prepositions both at the _ and at _ the of the clause.（2）Dont use prepositions at _ the of the clause.（3）Dont use personal pronouns at _ the of the clause.4Ask

24、students to find similarities or differences between English language patterns and patterns in their own language.5Ask students to recall and reconstruct elements of a text that will draw their attention to significant language features.四、活动及其设计要点（一）CLT+PPP的活动分类1聚焦准确性的活动Accuracy Activities - types:

25、（1）Drills (repetition, substitution, transformation, question-answer chain drills etc) （2）Dialogues (repeated, cued, split etc) （3）Information gap activities - e.g. find someone who Games - e.g. 20 questions （4）Personalized activities - e.g. sentence completion （5）Questionnaires / surveys etc2聚焦流利性的

26、活动Fluency activities - Types: （1）Anecdote telling （2）Role play （3）Simulation （4）Discussions and debates （5）Storytelling（6）Project work （7）Problem-solving activities （8）Ranking activities （9）Interviews, questionnaires, surveys （10）Presentations （11）Information gap activities - e.g. find the differenc

27、e Games - e.g. Why do you want it? Etc3课堂活动的组织与安排（Putting the activities together）（1）Pre-communicative（2）Practice （controlled）（3）Practice （semi-controlled）（4）Teacher creates communicative tasks 4讨论：下面的一些活动安排适合放在CLT+PPP会话教学的哪一部分？（1）Role-plays（2）Drills（3）Chants（4）Flow-diagram conversations（5）Picture a

28、nd word cues（6）Disappearing dialogue（7）Paper conversations（二）任务型教学活动的安排1Pre-task activities: Introduction to topic and task（1）T helps Ss to understand the theme and objectives of the task, for example, brainstorming ideas with the class, using pictures, mime or personal experience to introduce the t

29、opic.（2）Ss may do a pre-task, for example, topic-based odd-word-out games. T may highlight useful words and phrases, but would not pre-teach new structures.（3）Ss can be given preparation time to think about how to do the task.（4）Ss can hear a recording of a parallel task being done （so long as this

30、does not give away the solution to the problem）.（5）If the task is based on a long dialogue, Ss read a part of it.2Task（1）The task is done by Ss （in pairs or groups）and gives Ss a chance to use whatever language they already have to express themselves and say whatever they want to say. This may be in

31、 response to reading a dialogue or hearing a recording.（2）T walks round and monitors, encouraging in a supportive way everyones attempt at communication in the target language.（3）T helps Ss to formulate what they want to say, but will not intervene to correct errors of form.（4）The emphasis is on spo

32、ntaneous, exploratory talk and confidence building, within the privacy of the small group.（5）Success in achieving the goals of the tasks help Ss motivation.3Planning（1）Planning prepares for the next stage where Ss are asked to report briefly to the whole class how they did the task and what the outc

33、ome was.（2）Ss draft and rehearse what they want to say or write.（3）T goes round to advise students on language, suggesting phrased and helping Ss to polish and correct their language.（4）If the reports are in writing, T can encourage peer editing and use of dictionaries.（5）The emphasis is on clarity,

34、 organization, and accuracy, as appropriate for a public presentation.（6）Individual students often take this chance to ask questions about specific language items.4Report（1）T asks some pairs to report briefly to the whole class so everyone can compare findings, or begin a survey. （N.B: There must be

35、 a purpose for others to listen）Sometimes only one or two groups report in full; others comment and add extra points. The class may take notes.（2）T chairs, comments on the content of their reports, rephrases perhaps, but gives no overt public correction.5Analysis（1）T sets some language-focused tasks

36、, based on the texts student read or on the transcripts of the recordings they heard. Examples include the following:Find words and phrases related top the topic or text.Read the transcript, find words ending in “s” and say what the “s” means.Find all the words in the simple past form. Say which ref

37、er to past time and which do not.Underline and classify the questions in the transcript（2）T starts Ss off, then students continue, often in pairs.（3）T goes round to help; Ss can ask individual questions.（4）In plenary, then reviews the analysis, possibly writing relevant language up on the board in l

38、ist form: Ss may make notes.6PracticeT conducts practice activities as needed, based on the language analysis work already on the board, or using examples from the text or transcript. Practice activities can include:Choral repetition of the phrases identified and classified.Memory challenge games based on partially erased examples or using lists already on blackboard for progressive deletion.Sentence completion （set by one team for