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摘要:开设英语对话课的最终目的是培养学生语言交际能力。本课例围绕这一目的,提出有针对性的学习策略训练,将任务型教学法和听说教学法有机结合,讲究语言环境的创设,重视交际策略的运用,以提高学生的交际能力。
关键词:课例研究;英语对话课;学习策略
研究主题:高职英语对话课学习策略训练。
教学内容:全国英语等级考试标准教程第二级《Unit 26Hotels》。
教学年级:高职三年级。
执教教师:陈锡
研究教师:赵旦、杨梅青、朱怡、陈烨、刘培霞、刘德云、陈冶彬
指导教师:杨梅青 无锡市卫生高等职业技术学校英语教研室主任。
背景:英语新课程标准倡导知识与技能、过程与方法、情感态度与价值观三位一体的教学理念和任务型教学,要求课堂教学活动化与交际化。这是高职英语课改面临的新课题,对高职英语教学提出了全新的要求。为了更好地在高职英语课堂教学中贯彻落实英语新课标,用科学的态度审视英语课堂教学,加大课改的力度,优化英语课堂教学,促进高职英语教学质量的提高,学校决定由我牵头上课,抽调赵旦、杨梅青、朱怡、陈烨、刘培霞、刘德云、陈冶彬等有经验的英语教师参与课例研究。
一、 原始课例
经过研究教师和执教教师的共同商讨,本课时上的是全国英语等级考试标准教程第二级《Unit 26Hotels》Dialogue1部分,属于“对话课”。学生要学习并掌握在预定宾馆时有关的单词和交际用语,并通过一系列的课堂活动,创造语境,让学生把单词和交际用语运用于对话中,在实际生活中能够顺利完成预定宾馆的任务。
Teaching procedures (教学步骤)
Step One: Lead-in
TaskShow students a question via PPT
T: If you pay a visit to another city, where will you stay? What are the advantages and disadvantages? Give the students 3 minutes to have a free talk then ask some students to speak out their ideas.
Step Two: New words and some related information
Task oneIntroduce the new words of Dialogue 1
① peace
② book/order/reserve → n. reservation
③surname/family name/last namegiven name/first name
④ twin
Task twoMatch Work: How to distinguish different types of rooms?
Show students some pictures of different rooms via PPT
Present different room types: single room, double room, triple room, standard room, suite, garden view room, sea view room, lake view room.
T: Can you match these different rooms with the pictures? Ask some students to do the match work.
Step Three: Dialogue 1
Task onePresent the scene of Dialogue 1 via PPT
T: Can you guess what happened in the dialogue?
S: Ted Williams is booking a hotel room by phone.
Task twoListening and blank-
filling
Listen to the record and fill in the reservation form.
Some necessary information you should offer:
Name: Ted Williams
When: tonight
How many nights: one
Room type: a single room
Some information you should know:
Room type: a double room
The price: ￥360
The time to check in: before 10:00
Transport: an airport bus
Task threeIntroduce some important language points
①make a reservation
②solid
e.g. The stores are packed solid at this time of year.
Step Four: Consolidation and Extension
Task onePresent Supplementary Dialogues
Play two videos of hotel reservation. While watching the videos, ask the students to pay attention to some useful phrases and sentences. Then present some useful sentences in the videos.
Task twoPair work: Role play — make a reservation
According to the provided information, make a similar dialogue about the hotel reservation in pairs.
西郊宾馆单人间标准间套房
￥180 ￥215 ￥386
湖滨饭店标准间套房 湖景房
￥488 ￥765￥810
白鹭酒店标准间双人间海景房
￥398￥498￥780
Ask some pairs to act out.
Step Five: Homework
TaskPractice the dialogue
二、 反思
使用原始课例上课后,参与研究的教师认真听课并详细记录。她们对这一“对话课”课型予以肯定,同时也提出很多修改性意见,摘录如下。
(1)优点。①本课的教学设计遵循了“真实任务型教学”的理念,恰当的对话任务的设计确立了学生在任务型教学中的主体地位。将学习与学生的实际生活结合起来,让学生感到学习英语的实用性。②体现了“教师为主导,学生为主体”的教学原则。引导学生联系本课的话题,通过挖掘话题所反映的生活实际和背景知识来充实和深化对话课,充分发挥了学生的想象力并积极采用激励、指导、反馈等评价功能。③通过一些小组讨论和角色扮演活动,激发了学生充分地参与语言实践活动的动机,使之掌握本课主要内容,并运用所学语言进行模拟交际,促进了知识向能力的转化,同时又利用听说教学法,结合本课话题,发展了他们听、说的能力。
(2)不足。①Lead-in 直接问题导入比较突兀,可以承接上一单元的话题来设计开场白,使单元间自然过渡。导入的任务对学生可能太难,不如直接通过PPT播放三种住宿方式的图片,启发学生说出对应的英文表达方式,然后讨论说出这三种方式的优点和缺点。②Step 4时间太过仓促,考虑到学生的基础和吸收能力,可以删去一个视频,来增加后面学生准备和表演的时间。③在放视频的过程中,可以适当停顿,突出交际用语,引导学生模仿记忆,使学生掌握更多的预定宾馆的用语。④放完视频后,不需要把视频中的交际用语都列出来,可以把对话中要用到的重点用语列出来,强化学生的记忆。
三、 改进课例
在原始课例基础上,根据改进意见,进一步设计课堂教学过程。
Teaching procedures (教学步骤)
Step One: Lead-in
TaskShow students a question via PPT
T: In the last unit, we talked about sightseeing and travel plans. You know, while making travel plans, there are many things you should think about, for example, accommodations. So if you pay a visit to another city, where will you stay? I’ll give you some clues. (Play the pictures via PPT)
Ss: Go camping, rent a house or villa, and stay at hotel.
T: Yes, very good! What are the advantages and disadvantages?
Give the students 3 minutes to have a free talk then ask some students to speak out their ideas.
S1: Camping is very romantic and cheap, but it’s in bad condition, such as mosquitoes and insects.
S2: Renting a house or villa is big and free, but it’s expensive and you should do everything yourself.
S3: Staying at hotel is convenient and comfortable.
T: Great! In general, I think most people will choose hotel to stay at. However, do you know how to make a reservation? Today, we’ll focus on this part.
Step Two: New words and some related information
Task one Introduce the new words of Dialogue 1
① peace
② book/order/reserve → n. reservation
③ surname/family name/last name
given name/first name
④ twin
Task two Match Work: How to distinguish different types of rooms?
Show students some pictures of different rooms via PPT
Present different room types: single room, double room, triple room, standard room, suite, garden view room, sea view room, lake view room.
T: Can you match these different rooms with the pictures?
Ask some students to do the match work.
Step Three: Dialogue 1
Task onePresent the scene of Dialogue 1 via PPT
T: Can you guess what happened in the dialogue?
S: Ted Williams is booking a hotel room by phone.
Task twoListening and blank-filling
Listen to the record and fill in the reservation form.
Some necessary information you should offer:
Name: Ted Williams
When: tonight
How many nights: one
Room type: a single room
Some information you should know:
Room type: a double room
The price: ￥360
The time to check in: before 10:00
Transport: an airport bus
Task threeIntroduce some important language points
①make a reservation
②solid
e.g. The stores are packed solid at this time of year.
Step Four: Consolidation and Extension
Task onePresent a Supplementary Dialogue
Play one more video of hotel reservation. While watching the video, ask the students to pay attention to some useful phrases and sentences. Then present some useful sentences in the dialogues.
* This is room reservations. May I help you?
* I’d like to reserve a … room.
* What kind of room would you prefer?
* For which date?/ For how many nights?
*Your room is reserved. Please check in before …
* Sorry, we’re booked solid.
* Thanks for calling. Goodbye.
Task twoPair work: Role play — make a reservation
According to the provided information, make a similar dialogue about the hotel reservation in pairs.
西郊宾馆单人间标准间套房
￥180￥215￥386
湖滨饭店标准间 套房湖景房
￥488 ￥765￥810
白鹭酒店标准间双人间海景房
￥398 ￥498￥780
Ask some pairs to act out.
Step Five: Homework
TaskPractice the dialogue
四、 再生课例的反思
经过全组教师共同努力,一个比较成功的课例诞生了。在研究教师的共同参与下,再一次实施课堂教学。学生主动参与进来,举手发言,争先恐后,课堂气氛极为活跃。
(1)优点。①合理运用听说教学法。威尼茨(Winitz)和里滋(Reeds)认为:“大量事实说明,儿童学说话的过程是先听懂,然后说话。”所以,“听”应该开始于“说”之前。“听”是一个语言输入和语言储备的过程。学生通过听,大量地接触英语语言后,便可进行口语能力的训练。此时,学生不是被迫说话,而是因为他们已有一定量的语言储备,开口说话表达思想,进行语言交际是他们的愿望,也是听的必然结果。因此,在Step three和Step four中,通过相关的listening and blank-filling 和 watching video使学生做好了充分的语言储备,增强了学生的自信心。②给予了学生足够的操练时间,以保证学生在掌握一定的语言知识和信息后,就课堂中所提供的适量补充性材料(词语、句型、对话等),经过思维,在原有知识及语言的基础上对所获得的内容和语言进行加工和重组,并赋予新的内容,然后输出。通过这样的练习,学生就可以把对话课应掌握的语言知识和信息内化为自己的言语技能,从而提高运用英语进行交际的能力。③运用现代多媒体教学创造了听自然语言的机会,因而保证了教学的语言质量,激起了学生学习的积极性。④根据学生的特点和课堂的时间限制,对教材进行了取舍和处理,打破了传统教学中对教材100%的忠诚。
(2)不足。①在设计各项任务时,应该多提携参与积极性较差的学生(有一部分学生始终没有主动举过手)。在role play时,可以以大组为单位,让每个大组选派一对上来表演。并且可以设置一些奖励,来激发学生的兴趣。②反馈不足,确有助益的反馈不是仅仅给出正确答案,而是指出对话中存在的错误以及采取哪些信息与训练使学习者如何在将来避免犯同样的错误。
五、 启示
对话课是英语教学的重要组成部分,但要上好对话课却很不容易。在平时教学中,一些教师把对话课上成了阅读课,过分重视语言形式而轻视语言功能,忽视了对学生实际运用英语能力的培养。因此,对学习者进行适当的策略训练应该是对话课堂必不可少的内容之一。我们应力求使教学过程交际化,以培养学生用外语交际的真本领。为了更好地上好对话课,培养学生的交际运用能力,我们尝试在对话课教学中逐步确立以培养学生交际能力为目标,以学生为主体,以交际功能和任务为主线,结合相应的语言结构和语言技能的任务型教学基本模式。教师围绕特定的交际目的和语言项目,设计出可操作性强的、任务化的教学活动,学生通过多种语言活动完成任务,始终处于一种积极的、主动的学习心理状态,达到学习语言和掌握语言的目的。总之,在今后的时间里,如何运用先进的教学法,如何利用现有的语音设备和多媒体,组织好对话课堂教学,仍然是我们不断探讨的目标。
(无锡卫生高等职业技术学校)
关键词:课例研究;英语对话课;学习策略
研究主题:高职英语对话课学习策略训练。
教学内容:全国英语等级考试标准教程第二级《Unit 26Hotels》。
教学年级:高职三年级。
执教教师:陈锡
研究教师:赵旦、杨梅青、朱怡、陈烨、刘培霞、刘德云、陈冶彬
指导教师:杨梅青 无锡市卫生高等职业技术学校英语教研室主任。
背景:英语新课程标准倡导知识与技能、过程与方法、情感态度与价值观三位一体的教学理念和任务型教学,要求课堂教学活动化与交际化。这是高职英语课改面临的新课题,对高职英语教学提出了全新的要求。为了更好地在高职英语课堂教学中贯彻落实英语新课标,用科学的态度审视英语课堂教学,加大课改的力度,优化英语课堂教学,促进高职英语教学质量的提高,学校决定由我牵头上课,抽调赵旦、杨梅青、朱怡、陈烨、刘培霞、刘德云、陈冶彬等有经验的英语教师参与课例研究。
一、 原始课例
经过研究教师和执教教师的共同商讨,本课时上的是全国英语等级考试标准教程第二级《Unit 26Hotels》Dialogue1部分,属于“对话课”。学生要学习并掌握在预定宾馆时有关的单词和交际用语,并通过一系列的课堂活动,创造语境,让学生把单词和交际用语运用于对话中,在实际生活中能够顺利完成预定宾馆的任务。
Teaching procedures (教学步骤)
Step One: Lead-in
TaskShow students a question via PPT
T: If you pay a visit to another city, where will you stay? What are the advantages and disadvantages? Give the students 3 minutes to have a free talk then ask some students to speak out their ideas.
Step Two: New words and some related information
Task oneIntroduce the new words of Dialogue 1
① peace
② book/order/reserve → n. reservation
③surname/family name/last namegiven name/first name
④ twin
Task twoMatch Work: How to distinguish different types of rooms?
Show students some pictures of different rooms via PPT
Present different room types: single room, double room, triple room, standard room, suite, garden view room, sea view room, lake view room.
T: Can you match these different rooms with the pictures? Ask some students to do the match work.
Step Three: Dialogue 1
Task onePresent the scene of Dialogue 1 via PPT
T: Can you guess what happened in the dialogue?
S: Ted Williams is booking a hotel room by phone.
Task twoListening and blank-
filling
Listen to the record and fill in the reservation form.
Some necessary information you should offer:
Name: Ted Williams
When: tonight
How many nights: one
Room type: a single room
Some information you should know:
Room type: a double room
The price: ￥360
The time to check in: before 10:00
Transport: an airport bus
Task threeIntroduce some important language points
①make a reservation
②solid
e.g. The stores are packed solid at this time of year.
Step Four: Consolidation and Extension
Task onePresent Supplementary Dialogues
Play two videos of hotel reservation. While watching the videos, ask the students to pay attention to some useful phrases and sentences. Then present some useful sentences in the videos.
Task twoPair work: Role play — make a reservation
According to the provided information, make a similar dialogue about the hotel reservation in pairs.
西郊宾馆单人间标准间套房
￥180 ￥215 ￥386
湖滨饭店标准间套房 湖景房
￥488 ￥765￥810
白鹭酒店标准间双人间海景房
￥398￥498￥780
Ask some pairs to act out.
Step Five: Homework
TaskPractice the dialogue
二、 反思
使用原始课例上课后,参与研究的教师认真听课并详细记录。她们对这一“对话课”课型予以肯定,同时也提出很多修改性意见,摘录如下。
(1)优点。①本课的教学设计遵循了“真实任务型教学”的理念,恰当的对话任务的设计确立了学生在任务型教学中的主体地位。将学习与学生的实际生活结合起来,让学生感到学习英语的实用性。②体现了“教师为主导,学生为主体”的教学原则。引导学生联系本课的话题,通过挖掘话题所反映的生活实际和背景知识来充实和深化对话课,充分发挥了学生的想象力并积极采用激励、指导、反馈等评价功能。③通过一些小组讨论和角色扮演活动,激发了学生充分地参与语言实践活动的动机,使之掌握本课主要内容,并运用所学语言进行模拟交际,促进了知识向能力的转化,同时又利用听说教学法,结合本课话题,发展了他们听、说的能力。
(2)不足。①Lead-in 直接问题导入比较突兀,可以承接上一单元的话题来设计开场白,使单元间自然过渡。导入的任务对学生可能太难,不如直接通过PPT播放三种住宿方式的图片,启发学生说出对应的英文表达方式,然后讨论说出这三种方式的优点和缺点。②Step 4时间太过仓促,考虑到学生的基础和吸收能力,可以删去一个视频,来增加后面学生准备和表演的时间。③在放视频的过程中,可以适当停顿,突出交际用语,引导学生模仿记忆,使学生掌握更多的预定宾馆的用语。④放完视频后,不需要把视频中的交际用语都列出来,可以把对话中要用到的重点用语列出来,强化学生的记忆。
三、 改进课例
在原始课例基础上,根据改进意见,进一步设计课堂教学过程。
Teaching procedures (教学步骤)
Step One: Lead-in
TaskShow students a question via PPT
T: In the last unit, we talked about sightseeing and travel plans. You know, while making travel plans, there are many things you should think about, for example, accommodations. So if you pay a visit to another city, where will you stay? I’ll give you some clues. (Play the pictures via PPT)
Ss: Go camping, rent a house or villa, and stay at hotel.
T: Yes, very good! What are the advantages and disadvantages?
Give the students 3 minutes to have a free talk then ask some students to speak out their ideas.
S1: Camping is very romantic and cheap, but it’s in bad condition, such as mosquitoes and insects.
S2: Renting a house or villa is big and free, but it’s expensive and you should do everything yourself.
S3: Staying at hotel is convenient and comfortable.
T: Great! In general, I think most people will choose hotel to stay at. However, do you know how to make a reservation? Today, we’ll focus on this part.
Step Two: New words and some related information
Task one Introduce the new words of Dialogue 1
① peace
② book/order/reserve → n. reservation
③ surname/family name/last name
given name/first name
④ twin
Task two Match Work: How to distinguish different types of rooms?
Show students some pictures of different rooms via PPT
Present different room types: single room, double room, triple room, standard room, suite, garden view room, sea view room, lake view room.
T: Can you match these different rooms with the pictures?
Ask some students to do the match work.
Step Three: Dialogue 1
Task onePresent the scene of Dialogue 1 via PPT
T: Can you guess what happened in the dialogue?
S: Ted Williams is booking a hotel room by phone.
Task twoListening and blank-filling
Listen to the record and fill in the reservation form.
Some necessary information you should offer:
Name: Ted Williams
When: tonight
How many nights: one
Room type: a single room
Some information you should know:
Room type: a double room
The price: ￥360
The time to check in: before 10:00
Transport: an airport bus
Task threeIntroduce some important language points
①make a reservation
②solid
e.g. The stores are packed solid at this time of year.
Step Four: Consolidation and Extension
Task onePresent a Supplementary Dialogue
Play one more video of hotel reservation. While watching the video, ask the students to pay attention to some useful phrases and sentences. Then present some useful sentences in the dialogues.
* This is room reservations. May I help you?
* I’d like to reserve a … room.
* What kind of room would you prefer?
* For which date?/ For how many nights?
*Your room is reserved. Please check in before …
* Sorry, we’re booked solid.
* Thanks for calling. Goodbye.
Task twoPair work: Role play — make a reservation
According to the provided information, make a similar dialogue about the hotel reservation in pairs.
西郊宾馆单人间标准间套房
￥180￥215￥386
湖滨饭店标准间 套房湖景房
￥488 ￥765￥810
白鹭酒店标准间双人间海景房
￥398 ￥498￥780
Ask some pairs to act out.
Step Five: Homework
TaskPractice the dialogue
四、 再生课例的反思
经过全组教师共同努力,一个比较成功的课例诞生了。在研究教师的共同参与下,再一次实施课堂教学。学生主动参与进来,举手发言,争先恐后,课堂气氛极为活跃。
(1)优点。①合理运用听说教学法。威尼茨(Winitz)和里滋(Reeds)认为:“大量事实说明,儿童学说话的过程是先听懂,然后说话。”所以,“听”应该开始于“说”之前。“听”是一个语言输入和语言储备的过程。学生通过听,大量地接触英语语言后,便可进行口语能力的训练。此时,学生不是被迫说话,而是因为他们已有一定量的语言储备,开口说话表达思想,进行语言交际是他们的愿望,也是听的必然结果。因此,在Step three和Step four中,通过相关的listening and blank-filling 和 watching video使学生做好了充分的语言储备,增强了学生的自信心。②给予了学生足够的操练时间,以保证学生在掌握一定的语言知识和信息后,就课堂中所提供的适量补充性材料(词语、句型、对话等),经过思维,在原有知识及语言的基础上对所获得的内容和语言进行加工和重组,并赋予新的内容,然后输出。通过这样的练习,学生就可以把对话课应掌握的语言知识和信息内化为自己的言语技能,从而提高运用英语进行交际的能力。③运用现代多媒体教学创造了听自然语言的机会,因而保证了教学的语言质量,激起了学生学习的积极性。④根据学生的特点和课堂的时间限制,对教材进行了取舍和处理,打破了传统教学中对教材100%的忠诚。
(2)不足。①在设计各项任务时,应该多提携参与积极性较差的学生(有一部分学生始终没有主动举过手)。在role play时,可以以大组为单位,让每个大组选派一对上来表演。并且可以设置一些奖励,来激发学生的兴趣。②反馈不足,确有助益的反馈不是仅仅给出正确答案,而是指出对话中存在的错误以及采取哪些信息与训练使学习者如何在将来避免犯同样的错误。
五、 启示
对话课是英语教学的重要组成部分,但要上好对话课却很不容易。在平时教学中,一些教师把对话课上成了阅读课,过分重视语言形式而轻视语言功能,忽视了对学生实际运用英语能力的培养。因此,对学习者进行适当的策略训练应该是对话课堂必不可少的内容之一。我们应力求使教学过程交际化,以培养学生用外语交际的真本领。为了更好地上好对话课,培养学生的交际运用能力,我们尝试在对话课教学中逐步确立以培养学生交际能力为目标,以学生为主体,以交际功能和任务为主线,结合相应的语言结构和语言技能的任务型教学基本模式。教师围绕特定的交际目的和语言项目,设计出可操作性强的、任务化的教学活动,学生通过多种语言活动完成任务,始终处于一种积极的、主动的学习心理状态,达到学习语言和掌握语言的目的。总之,在今后的时间里,如何运用先进的教学法,如何利用现有的语音设备和多媒体,组织好对话课堂教学,仍然是我们不断探讨的目标。
(无锡卫生高等职业技术学校)