基于口語篇的少兒英語學(xué)習(xí)
一、口語篇，讓舊知復(fù)現(xiàn)更有量
基于語篇的單詞教學(xué)，要求教師在教學(xué)中要時(shí)刻重視已學(xué)過的各種單詞和句型，讓學(xué)生運(yùn)用有關(guān)舊知對新知進(jìn)行感悟理解和描述表達(dá)，以此既達(dá)到降低新知難度的目的，又拓展了新知運(yùn)用的平臺。在本節(jié)課中筆者在課堂的熱身階段，將相關(guān)已學(xué)的單詞和句型進(jìn)行了相應(yīng)的整合，幫助學(xué)生能以篇輸出相關(guān)的知識，使舊知的復(fù)現(xiàn)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(xiàn)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(xiàn)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: ...
在熱身復(fù)習(xí)到導(dǎo)入新授的過程中，教師以圖片創(chuàng)設(shè)的情境，與學(xué)生一起交流，建立本課的基本語篇，喚醒學(xué)生頭腦中的舊知，實(shí)現(xiàn)了語言輸出量的最大化，從而為能順利運(yùn)用這些語言素材描繪和感受新知奠定基礎(chǔ)。
二、口語篇，新知學(xué)習(xí)更有效
詞匯教學(xué)的一條行之有效的途徑就是要讓詞匯教學(xué)貫穿語篇教學(xué)的全過程，把詞匯的內(nèi)涵、外延和學(xué)生的情感認(rèn)知相融合，讓學(xué)生在具體的語言環(huán)境中感受其意思，獲得深刻的印象，達(dá)到積累和正確運(yùn)用的目的，使語言新知的學(xué)習(xí)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(xué)中，教師組織學(xué)生以上述片段中四個(gè)問題進(jìn)行討論新授單詞：spring。因?yàn)橛辛藷嵘黼A段大量的語言輸出，學(xué)生對每個(gè)問題的回答都侃侃而談，各抒己見。接著，筆者及時(shí)將片段中的問題隱去，要求學(xué)生以剛剛討論的四個(gè)方面為基礎(chǔ)來整體描述spring，組織學(xué)生與同伴相互繼續(xù)討論，各抒己見，在相互的傾聽和傾述中，豐富和完善自己關(guān)于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.
詞匯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，更豐富的詞匯意義主要通過一定的語篇來表達(dá)。
三、口語篇，新知鞏固更有“味”
語言學(xué)習(xí)最好的鞏固方式就是運(yùn)用。詞匯因?yàn)檎Z篇才能更好地體現(xiàn)出其豐富的詞匯意義，詞匯一旦離開具體的語言載體，就是一個(gè)個(gè)抽象的符號，缺失了豐富的意義，更無神韻可言;語篇，作為詞匯賴以生存的主要沃土，它滋潤著其中一個(gè)個(gè)詞匯，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(xué)中，基于語篇的單詞教學(xué)中，通過語篇帶動語境的創(chuàng)設(shè)，通過語篇帶動語量的'輸出，通過語篇帶動語用的實(shí)踐。在整理和傾訴語篇中，學(xué)生的舊知被激活，新授單詞密切依托生成于語境中，通過理解、仿說、記憶、鞏固新授單詞，最終完成“語量”的積累，同時(shí)新語篇也自然地形成，讓學(xué)生帶著濃濃的情感進(jìn)行“語用”的體驗(yàn)。
基于語篇的單詞教學(xué)需要注意語言支架的構(gòu)建，應(yīng)該從有到無，再從無到有，在平時(shí)的語篇教學(xué)過程中應(yīng)該有這樣的意識，循序漸進(jìn)，由易到難，由少到多，逐步培養(yǎng)和提高學(xué)生的語篇輸出能力。同時(shí)，基于語篇的單詞教學(xué)還需要遵循幾點(diǎn)原則：
1. 整體性原則
單詞教學(xué)中的語篇必須作為一個(gè)完整的整體出現(xiàn)，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(xué)中應(yīng)把單詞構(gòu)建的語篇材料作為一個(gè)整體來處理，隨著文本的展開，把相應(yīng)的詞匯知識滲透在整個(gè)的教學(xué)過程中，做到字不離句，句不離篇。
2. 整合性原則
單詞教學(xué)既是一個(gè)獨(dú)立的整體，又是單元教學(xué)的一部分，在教學(xué)過程中，把握教材間的聯(lián)系，合理整合成相應(yīng)的語篇后再進(jìn)行教學(xué)。除教學(xué)內(nèi)容的整合外，根據(jù)每個(gè)主題自身的特點(diǎn)，采用多種教學(xué)方法，進(jìn)行有效整合，以達(dá)到教與學(xué)效果的最優(yōu)化。
3. 發(fā)展性原則
單詞教學(xué)作為英語教學(xué)的基礎(chǔ)內(nèi)容，教師應(yīng)時(shí)刻樹立發(fā)展的教學(xué)理念，確立為學(xué)生發(fā)展的目標(biāo)，根據(jù)教學(xué)的實(shí)際和學(xué)生發(fā)展的需要，有的放矢地對知識點(diǎn)和教學(xué)內(nèi)容整合相應(yīng)的語篇內(nèi)容，提高學(xué)生語篇輸出的質(zhì)與量，從而為學(xué)生今后的學(xué)習(xí)打下扎實(shí)的基礎(chǔ)。
總之，基于語篇的單詞教學(xué)的目的不僅要讓學(xué)生學(xué)習(xí)詞匯內(nèi)容，還要幫助學(xué)生完成簡單語篇的積累，并進(jìn)一步提高學(xué)生輸出語篇的能力和語篇閱讀的能力，從而享受到語言學(xué)習(xí)和語言交流的快樂。
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