基於口語篇的少兒英語學習

一、口語篇，讓舊知復現更有量

基於語篇的單詞教學，要求教師在教學中要時刻重視已學過的各種單詞和句型，讓學生運用有關舊知對新知進行感悟理解和描述表達，以此既達到降低新知難度的目的，又拓展了新知運用的平台。在本節課中筆者在課堂的熱身階段，將相關已學的單詞和句型進行了相應的整合，幫助學生能以篇輸出相關的知識，使舊知的復現更有量。

片段1：

T: Hello, boys and girls. What's the weather like today?

S: It's sunny.

T: Is it warm today?

S: Yes, it is.

T: So it's ...

S: It's sunny and warm today.

T: Thanks, how about this picture?(CAI呈現一些天氣圖片)What's the weather like it?

S1: It's sunny and hot.

S2: It's rainy and cool.

S3: It's snowy and cold.

片段2：

T: When it's sunny and warm, what do you wear?(CAI呈現一些服飾圖片)

S: I wear my sweater.

T: What colour is your sweater?

S: They are white, blue and yellow.

T: Which one is your favourite?

S: I like yellow.

T: So yellow is your favourite colour?

S: Yes, I like yellow.

T: It is a warm colour.

T: So when it's sunny and warm, she usually wears her yellow sweater.

S1: It's sunny and warm, I usually wear my brown boots.

S2: It's snowy and cold. I usually wear my coat. Sometimes I wear my jacket.

片段3：

T: It's sunny and warm. I usually wear my shirt. And I usually go hiking with my friends. How about you?

S1: It's windy and cool. I usually wear my shirt and jeans. I usually fly kites with my friend.

S2: It's sunny and warm. I usually wear my blue shirt. I usually go hiking and climb mountains with my parents.

S3: It's snowy and cold. I usually wear my coat and boots. I usually play with snow.

S4: ...

在熱身複習到導入新授的過程中，教師以圖片創設的情境，與學生一起交流，建立本課的基本語篇，喚醒學生頭腦中的舊知，實現了語言輸出量的最大化，從而為能順利運用這些語言素材描繪和感受新知奠定基礎。

二、口語篇，新知學習更有效

詞彙教學的一條行之有效的途徑就是要讓詞彙教學貫穿語篇教學的全過程，把詞彙的內涵、外延和學生的情感認知相融合，讓學生在具體的語言環境中感受其意思，獲得深刻的印象，達到積累和正確運用的目的，使語言新知的學習更加有效。

片段1：

① What's the weather like in spring?

It's usually _______. Sometimes it's ________.

② What do you wear in spring?

I usually wear ______. Sometimes I wear ______.

③ What do you do in spring?

I usually ________. Sometimes I __________.

④ What can you see in spring?

I can see _______.

在這一階段的教學中，教師組織學生以上述片段中四個問題進行討論新授單詞：spring。因為有了熱身階段大量的語言輸出，學生對每個問題的回答都侃侃而談，各抒己見。接着，筆者及時將片段中的'問題隱去，要求學生以剛剛討論的四個方面為基礎來整體描述spring，組織學生與同伴相互繼續討論，各抒己見，在相互的傾聽和傾述中，豐富和完善自己關於spring的描述。

片段2：

S: Spring is fine.

It's usually sunny and warm. Sometimes it's windy and rainy.

Spring is beautiful.

I usually wear my yellow sweater. Sometimes I wear my black jacket.

Spring is happy.

I usually go hiking and fly kites. Sometimes I climb mountains with my parents.

Spring is colourful.

I can see many colourful flowers and colourful clothes.

I like spring very much.

S2: Spring is nice.

It's usually warm. Sometimes it's cool.

I usually wear my pink shirt and my pink skirt. Sometimes I wear my red sweater.

I usually draw pictures in the park with my dad. Sometimes I have a picnic with my parents.

I can see many beautiful flowers and sweet strawberries.

S3: Spring is busy.

It's often rainy and wet.

I usually help my mom wash the clothes.

The bees and butterflies are busy too.

They fly in the flowers.

The farmers are busy.

They plant in the field.

詞彙之所以具有豐富的語言意義，除了它本身所含有的基本意思之外，更豐富的詞彙意義主要通過一定的語篇來表達。

三、口語篇，新知鞏固更有“味”

語言學習最好的鞏固方式就是運用。詞彙因為語篇才能更好地體現出其豐富的詞彙意義，詞彙一旦離開具體的語言載體，就是一個個抽象的符號，缺失了豐富的意義，更無神韻可言;語篇，作為詞彙賴以生存的主要沃土，它滋潤着其中一個個詞彙，使它們變得鮮活有“味”。

片段1：

S1: When it's rainy and warm, spring is here.

When it's sunny and hot, summer is here.

When it's windy and cool, fall is here.

When it's snowy and cold, winter is here.

S2: Spring is a sweet season. I can eat sweet strawberries.

Summer is a sweet season. I can eat sweet ice-cream.

Fall is a sweet season. I can eat sweet apples.

Winter is a sweet season. I can eat sweet candies.

S3: Spring is happy. In spring, the fish run with the water. The clouds play with the kites. The trees dance with the wind.

Summer is happy too. In summer, the kids swim in the lake. The kids play football in the playground. The kids eat ice watermelons.

在課堂教學中，基於語篇的單詞教學中，通過語篇帶動語境的創設，通過語篇帶動語量的輸出，通過語篇帶動語用的實踐。在整理和傾訴語篇中，學生的舊知被激活，新授單詞密切依託生成於語境中，通過理解、仿説、記憶、鞏固新授單詞，最終完成“語量”的積累，同時新語篇也自然地形成，讓學生帶着濃濃的情感進行“語用”的體驗。

基於語篇的單詞教學需要注意語言支架的構建，應該從有到無，再從無到有，在平時的語篇教學過程中應該有這樣的意識，循序漸進，由易到難，由少到多，逐步培養和提高學生的語篇輸出能力。同時，基於語篇的單詞教學還需要遵循幾點原則：

1. 整體性原則

單詞教學中的語篇必須作為一個完整的整體出現，具有相對完整的語意和語境，也有相對完整的語用目的和語意功能。因此，在教學中應把單詞構建的語篇材料作為一個整體來處理，隨着文本的展開，把相應的詞彙知識滲透在整個的教學過程中，做到字不離句，句不離篇。

2. 整合性原則

單詞教學既是一個獨立的整體，又是單元教學的一部分，在教學過程中，把握教材間的聯繫，合理整合成相應的語篇後再進行教學。除教學內容的整合外，根據每個主題自身的特點，採用多種教學方法，進行有效整合，以達到教與學效果的最優化。

3. 發展性原則

單詞教學作為英語教學的基礎內容，教師應時刻樹立發展的教學理念，確立為學生髮展的目標，根據教學的實際和學生髮展的需要，有的放矢地對知識點和教學內容整合相應的語篇內容，提高學生語篇輸出的質與量，從而為學生今後的學習打下紮實的基礎。

總之，基於語篇的單詞教學的目的不僅要讓學生學習詞彙內容，還要幫助學生完成簡單語篇的積累，並進一步提高學生輸出語篇的能力和語篇閲讀的能力，從而享受到語言學習和語言交流的快樂。