秦亞鳳

一、問題的提出

牛津初中英語每一單元中的Integrated skills是綜合技能訓(xùn)練部分，圍繞與單元主題密切相關(guān)的一個(gè)教學(xué)任務(wù)，按照任務(wù)型教學(xué)的原則來設(shè)計(jì)語言實(shí)踐活動(dòng)，其目的是以聽說為主，輔以簡單的閱讀和少量寫的練習(xí)，從聽、說、讀、寫四個(gè)方面全方位地對(duì)學(xué)生加以訓(xùn)練，以提高學(xué)生綜合應(yīng)用語言的能力，是每一單元必不可少的重要組成部分。但筆者在教學(xué)過程中發(fā)現(xiàn)，由于教師對(duì)教學(xué)內(nèi)容的把握程度和對(duì)學(xué)生知識(shí)水平了解不夠，往往不能準(zhǔn)確定位，把聽說兩項(xiàng)內(nèi)容有機(jī)結(jié)合起來，使教與學(xué)的活動(dòng)浮于表面，導(dǎo)致教學(xué)目標(biāo)不能落實(shí)到位。

二、案例呈現(xiàn)

在每一單元的Integrated skills模塊中，Part A是聽力部分，著重培養(yǎng)學(xué)生從聽力原文中獲取、處理和使用信息的能力；Part B則以對(duì)話形式呈現(xiàn)一些有用的句式或地道的表達(dá)方法，供學(xué)生模仿練習(xí)，口頭訓(xùn)練部分著重提高學(xué)生口頭表達(dá)能力。筆者以牛津初中英語7B Unit 2 的Integrated skills為例，通過觀察其他教師的教學(xué)過程，結(jié)合自身教學(xué)實(shí)踐，試圖找出本模塊教學(xué)中存在的問題，并通過研究分析找出解決問題的方案。

Teaching aims：

1. To listen for and identify specific information to complete a table.

2. To interpret information and obtain a general un？鄄derstanding of the Palace Museum.

3. To learn to introduce a specific place.

4. To learn to make a plan.

Teaching procedures：

Step 1. Warming？鄄up.

1. Show Ss some pictures of places of interest around the world： Sydney Opera House， Leaning Tower， Pyramids， etc.

2. Presentation： My language teacher Kathy wants to visit China. Which city would you like to take her to？ Why？

利用圖片展現(xiàn)世界各地的名勝，并用Kathy的旅游計(jì)劃引出本課的話題。

Step 2. The Palace Museum.

Task 1. Present Ss some pictures of the Palace Muse？鄄um and teach the new words.

Task 2. Use pictures to introduce three main palaces in the Palace Museum.

Task 3. Say something about the three palaces.

A： What can you see in Palace？

B： We can see in Palace.

運(yùn)用圖片介紹故宮三大殿的具體用途及場景，并用固定句型進(jìn)行操練，為書本練習(xí)做好鋪墊。

Task 4. Read the poster and complete part of the table in Part A2.

Task 5. Listen to the tape and complete the missing information in Part A2.

Task 6. Correct the mistakes in Part A4.

通過這三個(gè)任務(wù)按部就班完成書上練習(xí)。

Task 7. Visit the Palace Museum.

Show Ss a map of the Palace Museum， and lead Ss to visit it. At each palace， encourage Ss to say something about it.

利用有趣的影片，引導(dǎo)學(xué)生現(xiàn)場游覽故宮，并復(fù)習(xí)所學(xué)內(nèi)容。

Step 3. Make a plan to go out.

Task 1. Listen to the tape and answer： What time shall we leave in the morning？

Task 2. Pair work.

Have Ss choose a place in Beijing and ask their part？鄄ners to go there. Use the useful expressions to help them.

Step 4. Homework.

三、案例分析

1. 問題。

以上是某位教師在教學(xué)Integrated skills模塊時(shí)所采用的教學(xué)程序和步驟。乍一看，該教師采用了任務(wù)型的教學(xué)模式，試圖由淺入深地完成教學(xué)任務(wù)，但仔細(xì)觀察分析，雖然她灌輸完了整堂課的教學(xué)內(nèi)容，但從學(xué)生的表現(xiàn)來看效果差強(qiáng)人意，并沒有達(dá)到教學(xué)目標(biāo)。新課標(biāo)要求能通過聽力訓(xùn)練，培養(yǎng)學(xué)生良好的聽力習(xí)慣以及獲取信息的能力，并能通過集體、自由等形式的討論，促使學(xué)生積極思維，吸收并創(chuàng)造性地使用所學(xué)知識(shí)。筆者認(rèn)為該堂課主要存在以下兩個(gè)方面的問題。

（1）聽力部分的設(shè)計(jì)沒有遵循由淺入深的規(guī)律。本課前半部分，教師花了大量時(shí)間和精力用圖片詳細(xì)介紹了故宮，并進(jìn)行了大量的機(jī)械操練，使學(xué)生對(duì)故宮有了全面詳細(xì)的了解。而后又回到課本，聽取學(xué)生對(duì)故宮的簡單介紹，這似乎有點(diǎn)多余。新課標(biāo)在“語言技能教學(xué)建議”部分對(duì)聽前活動(dòng)的建議是：明確聽的目的，激發(fā)興趣和欲望，熟悉話題，預(yù)測大意，處理關(guān)鍵詞，布置任務(wù)。在本課教學(xué)中教師只把聽力環(huán)節(jié)當(dāng)作聽力訓(xùn)練以完成任務(wù)，把教學(xué)目標(biāo)和重點(diǎn)定位在完成教材的聽力練習(xí)上，缺乏有效的聽說活動(dòng)，既不能激發(fā)學(xué)生的興趣，也無益于提高學(xué)生的能力。

（2）對(duì)話部分的設(shè)計(jì)沒有達(dá)到語言輸出的要求。在本課的教學(xué)過程中，對(duì)話的話題范圍沒有跳出課本固定的范圍，沒有以學(xué)生為中心，聯(lián)系學(xué)生生活實(shí)際，進(jìn)行知識(shí)遷移和拓展，自然也就激發(fā)不了學(xué)生的熱情，達(dá)不到語言輸出的要求。

2.對(duì)策。

通過上述案例分析，筆者認(rèn)為，在進(jìn)行本課時(shí)教學(xué)時(shí)，首先要考慮：這節(jié)課要教會(huì)學(xué)生什么，僅是完成聽力題中的幾個(gè)空格，還是讓學(xué)生獲取聽說的方法？是授人以魚還是授人以漁？因此在教學(xué)實(shí)踐中，筆者將上述案例進(jìn)行了補(bǔ)充與調(diào)整。

Teaching procedures：

Step 1. Warming？鄄up.

T： A few days ago， we visited a town. What is its name？

Ss： Sunshine Town.

T： What kind of town is it？

Ss： Its a new town. /Its a modern town.

T： What can we do there？

Ss： We can do some shopping there. /We can have Chinese food there. /We can have Beijing roast duck. /We can enjoy Beijing Opera.

T： Do you like traveling？ What places did you go to beside Sunshine Town？ Did you go to Wuxi？ Did you go to Shanghai？ Do you know something about some famous cities in China？ Lets play a game called “Hot chair” to see who knows the most.

（Show students some information about some famous places and let students tell Yes or No.）

通過師生互動(dòng)，引導(dǎo)學(xué)生復(fù)習(xí)Reading部分內(nèi)容，同時(shí)巧妙運(yùn)用游戲吸引學(xué)生注意力，引入新課。

Step 2. Presentation.

T： Today， we are going to Beijing. There are a lot of interesting places in Beijing. Do you know some？

Ss： Tiananmen Square/the Summer Palace/the Palace Museum...

T： There are too many interesting places in Beijing. Its impossible for us to visit all of them in one day. So today， we will go to the Palace Museum. What do you know about it？ （Show Ss some pictures of the Palace Museum and present the new words.）

通過展示圖片，介紹北京名勝，呈現(xiàn)新單詞，為后面話題的展開做好鋪墊。

Step 3. A day at the Palace Museum.

Task 1. Show the poster of Part A， and ask Ss to read it and answer：What can we see at the Palace Museum to？鄄day？

Ss： The golden throne/Works of art/Chinese paintings.

T： Simon and Will want to visit the Palace Museum too. They are taking some notes. Can you help them？

（Have Ss read the poster and try to complete part of the table in A2.）

通過閱讀聽力材料前的一張海報(bào)，設(shè)計(jì)幾個(gè)問題，為完成下面的聽力任務(wù)做好鋪墊。

Task 2. Listen to the tape and complete the whole table in A2.

Task 3. A4.

T： Simon made some notes， too. But there are some mistakes in his notes. Can you read the table in A2 and help him correct them？

本環(huán)節(jié)進(jìn)入主題：聽一段材料，完成聽力練習(xí)。利用第一環(huán)節(jié)的鋪墊，完成部分空格，然后聽材料兩遍，完成剩余空格，并通過閱讀表格，改正錯(cuò)誤。

Task 4. Say something about the Palace Museum.

The Palace Museum is a wonderful place to . Every day， lots of people come to see it. There are a lot of beautiful things in the Palace Museum. In Taihe Palace， we can see . Today we will see many at the Palace Museum. We can see beautiful in Zhonghe Palace and Baohe Palace. In Huangji Palace， we can see many Chinese paintings. In Fengxian Palace， we can see a lot of beautiful . Do you want to see these beautiful things？ Come to the Palace Museum. You will have ！

（Encourage Ss to discuss with partners and then re？鄄port their answers.）

根據(jù)以上聽力內(nèi)容，完成一篇短文，加深對(duì)故宮的整體理解。

Step 4. Speak up： making plans to go out.

Task 1. Read the dialogue and answer some ques？鄄tions：

When and where will they meet？

When will they arrive there？

How long will they stay there？

通過朗讀對(duì)話，了解計(jì)劃內(nèi)容，為編寫對(duì)話做好鋪墊。

Task 2. Make a plan to go out.

T： There are many beautiful and interesting places to visit in Beijing. Dont you want to ask your friend to go there？ Choose an interesting place and ask your partner to go there. You may use these useful expressions to help you...

（Have Ss practice their dialogue with their partners and then act out their dialogues.）

仿照對(duì)話，練習(xí)制訂外出計(jì)劃。 本環(huán)節(jié)屬于半機(jī)械練習(xí)，為下面環(huán)節(jié)的語言輸出做準(zhǔn)備。

Task 3. Make a plan for Eddie and Hobo.

T： Beijing is a little bit too far， but we can surely go to this place. Watch this film and tell me what place it is and what we can do there.

（Have Ss watch a short film and tell what place it is.）

T： You all live in Jiangyin， so you must know a lot about Jiangyin. Lets have a competition and see who knows the most.

通過玩游戲，幫助學(xué)生拓展了解江陰的名勝，通過影片，從視聽、美感各方面調(diào)動(dòng)學(xué)生積極性，活躍課堂氣氛，創(chuàng)設(shè)良好的語言氛圍，為下面的自由發(fā)揮提供鋪墊。

T： Eddie and Hobo want to have a day in Jiangyin. But they dont know where they can go and what they can do. Can you help them？

（Have Ss work with their partners and discuss in small groups. Try to make a plan for Eddie and Hobo. While they are discussing their plan， encourage them to use the useful expressions to help themselves.）

本環(huán)節(jié)通過“給Eddie和Hobo制訂一個(gè)出游計(jì)劃”來實(shí)現(xiàn)語言輸出。

Step 5. How to be a good traveler？

T： While we are traveling， can we leave litter any？鄄where？ Can we talk very loudly？ Can we be rude？

本環(huán)節(jié)通過提問方式教授學(xué)生旅游時(shí)的注意事項(xiàng)，融入德育教育，讓學(xué)生爭做文明游客。

四、方法探究

Integrated skills 的教學(xué)雖然沒有固定的模式，但卻有其內(nèi)在的規(guī)律。只有通過對(duì)聽力材料的處理，精心設(shè)計(jì)教學(xué)環(huán)節(jié)，并結(jié)合“Sample conversation”，完成聽說兩項(xiàng)技能訓(xùn)練，才能達(dá)到語言輸出的目的。筆者認(rèn)為在教學(xué)中應(yīng)注意以下兩點(diǎn)。

1. 遵循以學(xué)生為主體、教師為主導(dǎo)的教學(xué)思想設(shè)計(jì)教學(xué)各環(huán)節(jié)。

教師應(yīng)從學(xué)生學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和實(shí)際能力出發(fā)，針對(duì)學(xué)生不同的學(xué)情進(jìn)行適當(dāng)引導(dǎo)，通過創(chuàng)設(shè)生動(dòng)有趣的情境，在輕松、和諧的氛圍中，鼓勵(lì)學(xué)生積極參與、主動(dòng)思維、大膽實(shí)踐。只有在教師的有效引導(dǎo)和學(xué)生的積極參與下才能使Integrated skills的教學(xué)行之有效。

2.處理好聽與說的關(guān)系。

兩者相輔相成，聽為說的鋪墊，說為聽的反饋。在教學(xué)中應(yīng)注意細(xì)致地處理聽力材料，從聽力材料中提取有利于學(xué)生思維發(fā)展的內(nèi)容，為語言輸出做好鋪墊。精心設(shè)計(jì)聽力教學(xué)的各個(gè)環(huán)節(jié)，有效地開展聽前、聽中、聽后的各項(xiàng)活動(dòng)，才能幫助學(xué)生把通過聽所獲得的知識(shí)轉(zhuǎn)化為聽、說、讀、寫的綜合技能。

（責(zé)任編輯 周侯辰）