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情景教学是利用情景来呈现语言的教学方法。这种教学方法能否独立成为一法仍尚无定论,但在情景中掌握语言知识从而理解和表情达意,培养交际能力已是外语教学中卓有成效的做法。情景在交际教学中显得更具优势。微型情景就是微型化了的情景。一个句子,一个词,一个短语,一句话,一个动作,一篇文章,一幅图画都可以构成微型情景。如Fire! A great idea! I'm making a telephone call. Sao Paulo Fire等构成一个微型情景。这些微型情景在新教材词汇、句型、语法及语篇交际学习上,有着独特的功能。下面总结几种微型情景交际教学法。
一、微型情景词汇教学。
在具体的实际生活情景、模拟交际情景、直观教具情景、表演情景、想象情景、图画情景进行词汇教学。实践表明,在英语学习中,利用某种具体环境有助于人记忆与此相关·的某些内容。在具体情景中讲解单词,以引发学生的兴趣,使他们容易记住所学的东西而且还有助于学生把所学的单词在交际中恰当地使用。这体现了外语教学的主要目的,培养学生的交际能力。在使用情景法时,教师要根据所教的词的不同词义及不同特点,事先设计好不同的情景。如:
1.单句情景法教词汇:用一个或两个层递连续的句子展示情景,含有词汇和短语。选句时尽量使情景具有完整性,意义丰富。
SBI L62学习control,escape
Sao Paulo fire was controlled at last,but only a few people escaped.既符合事实意义也丰富。
2.语段情景法教词汇:用连续的有意义、逻辑性强的几个句子展示情景。 (科教论文网 lw.nSeAc.com编辑发布)
如SBIL74学习remove,to my surprise,refuse,lie,pretend创设如下情景。
I'm a doctor. One afternoon, a patient was brought to my room. He was
seriously hurt in his legs. I asked hime to remove his trousers. To my
surprise, he refused. At last he told me that he was a woman. She had to
lie to the company and pretended to be a man in order to get a job.
3.对话情景法。
在学习engineer和design时,可根据课文情景创设下列对话情景。
A:——Are you Mr King?
B:——No,I’m Ms king.
A:——You used to be an engineer,usedn't you?
B:——Yes,I used to design machines in Notco Company.
这样学生通过对话身临其境,很容易学会这两个单词。
4.语篇微型情景教词汇。
为了把重点积极词汇进行集中学习,可以把这些词汇根据要求融入一个具体的具有意义丰富的微型情景中去,要求情节完整。如L85 SBI
SEFC is our English textbook. It stands for "Senior English for China" and
it is made up of many separate parts, such as the students' book, the
teacher's book, tapes, pictures. When we have our English classes, the
teacher usually divides us into small groups and asks us to do all sorts
of exercises, especially oral ones. And very often, we practise listening.
Our teacher says that listening plays a very important part in learning a (转载自中国科教评价网www.nseac.com )
foreign language. Most of us are very fond of learning English.
这样便可把本来孤立的词短语融入到意义完整、信息性强的微型情景中去,既介绍了SEFC,又形象生动地向学生展示了词汇,易于掌握,便于记忆。
二、微型情景教语法:交际式语法教学。
语法在新教材中很不集中,并且战线太长,不易于形成清晰的脉络,在学习过程中不利于掌握,而微型情景可以把语法项目生动形象地展示出来,易理解,且教会学生如何用。
1.创设微型情景,教g下有计划有目的地把学生的语法学习引导到·交际和实用方面,使学生在学习过程中有尽可能多的机会运用所学语法规则。教师应充分发挥自己的想象力,设计出近似乎真实生活的各种交际情景。比如在学完现在完成时后,就可设计这样一个情景,一个小学生早晨出门去上学时,妈妈可能对他进行哪些提醒。让学生根据自己的实际情况,进行造句:
Have you got your key?
Have you taken your homework with you?
Have you got all your textbooks ready?
Have you taken your lunch-box?
Have you shut the window in your room?
Have you taken your raincoat with you? It's going to rain.
在教“过去进行时”时,可假设昨晚你邻居失窃,你被嫌疑,今天警察提留你询问,What were you doing last night
at8 o'clock.你可根据情景回答: (科教作文网 zw.nseac.com整理)
I was cooking at that time.
I was having supper then.
I was watching TV with my family.
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