情景对话教学法在初中英语课堂上的使用与思考

刘宏根

《英语课程标准》从2001年进入实验以来，广大的初中英语一线教师积极热情的任务型教学途径，创设语言情境，激发学习兴趣，促进了学生“综合语言能力”的提高和良好人文素养的形成，效果很好。笔者在日常教学中，按“教学有法，教无定法”原则，勇于实践，大胆创新，将交际教学法、任务型教学法、情景教学法和其他行之有效的教学方法融会贯通，使用“情景对话教学法”，不仅使学生掌握了一定的英语基础知识，而且磨砺了学生意志，提高了学生的综合语言运用能力。

Ⅰ情景对话教学法的理论渊源与可行性分析：

这一教学法的渊源有二：一，语用理论认为，任何词语都不是孤立存在的，没有语境的句子是无意义的。二，德国的克林伯格（Klingberg L）认为，在所有的教学中都进行着广义的对话，不管哪一种教学方式占支配地位，相互作用的对话都是优秀教学的一种本质标志。教学就是形形色色的对话，具有对话的性格。笔者认为，课堂教学中的形形色色的对话都是一定语境的对话，具有特定的语境条件。因而，教师在课堂教学中主导的师生之间、生生之间的在一定情景中发生的对话交流称为情景对话教学法，它兼具交际教学法的交际性、任务型教学法的活动性和情景教学法的情景性等特点，符合初中学生的认知发展规律，重视语言教学的实践性和应用性，是对新课改理念的巩固和升华。其次，情景对话教学法适合任何版本教材。笔者在近二十年的初中英语教学中，有幸用过四种版本的教材：1，人民教育出版社和英国郎文出版集团有限公司合编的Junior English For China、2，课程教材研究所、英语课程教材研究开发中心和美国汤姆生学习出版集团合编的英语新目标Go for it、3，北京仁爱教育研究所编著的英语Project English、4，《牛津初中英语》编写组、牛津大学出版社联合编写的《牛津初中英语》FUN WITH ENGLISH。这几套教材水平高、质量好，都以“综合语言运用能力”为核心编写理念，语言素材贴近生活，贴近实际，易于使用情景对话教学法展开课堂，把学生的注意力集中到课堂上，让学生在生动有趣的课堂活动中学习知识。第三，实验稿确定的“综合语言运用能力”的核心理念，经过十多年实验已经把初中英语教学引入了一个新的发展时期，为使用情景对话教学法给学生创造一个积极主动的学习过程，不断提高学生的语言运用能力和人文素养提供了现实条件。

II实际运用：

由于笔者目前使用的教材是《牛津初中英语》FUN WITH ENGLISH，所以以下的几个教学片段都选自于《牛津初中英语》。

教学片段一：使用情景对话教学法教学八年级下册第一单元（8BU1）Reading部分。

Times have changed. Millie wants to write about the changes to Sunshine Town for her history project. Daniels grandpa、Mr chen、knows a lot about Sunshine Town. So Millie is interviewing him to get some information.

情景分析：这篇课文对话发生在这样的情景中，Millie想为她研究的历史课题写一篇有关阳光城的今昔变化的文章，Danniel的爷爷陈大爷对阳光城非常熟悉。于是Millie对他进行了采访，才访过程中陈大爷讲述了他两周岁时随父母来到阳光城，后来又三次搬家，谈到了阳光城的今昔对比，环境变化，以及个人的感想。

重点、难点分析：这一课的语言要点很多，不仅有描述城市变化的常用词语，重点句型，还有一般过去时、一般现在时以及本单元的重点语法现在完成时等。

情景对话教学设计：

You know， I am a teacher，but over ten years ago ，I was a student .But now I am standing in front of you teaching English .So I have worked here for over ten years .I think I have changed a lot.Do

you think so ？

…（学生讨论略）

Our school has changed a lot too，…What are the changes to our school ？ Can you give us some examples ？

…（学生讨论略）

so everything has changed a lot .

Did you hear of Sunshine town ？ Look at some pictures of Sunshine Town .

Do you know Mr chen ？

…（学生讨论略）

Oh， right， he is daniels grandpa . He lives in Sunshine Town . now Millie is inerviewing him .Lets go to see what is happening .

Whatarethedifferencesbetweenthetownspastandpresent？

Have you felt that our own hometown is changing everyday.The old small houses are turning into new high buildings ，the narrow path is turning wider， the broken down area is becoming an enjoyable garden.Now say something about the changes to your partner.

…（学生讨论略）

Please pick up your pen and write down the changes to your hometownas well as your feelings about the changes .

教学片段二：使用情景对话教学法教学法做听力训练。

一般地讲，听力内容的选材源于生活，体现生活，学生能根据情景对话发生的特定的语境和情景做出快速反应和正确的推理判断。例如：

听录音，选择正确答案：

What does the man ask Lily to do ？

A To stay at homeB To visit their teacherC To go to the zoo

2. Whats the matter with Lilys granderma ？

A She is illB She was hurt by a carC She fells off her bike

3.…

录音材料：

M：Lily，tomorrow is Saturday. Shall we go to the zoo together？

W：Sorry，I can not go with you.

M：What is the matter？

W：My grandma is ill ，so I will look after her.

M：Maybe we can go together nex time.

教学片段三：使用情景对话教学法教学法教学语言要点。许多单词的词性和词义是在具体语境中体现出来的，使用情景对话教学法教学法有利于学生正确掌握英语单词的意义和用法，有利于语感的形成和综合语言能力的提高。

（1）、辨析Mustcantmay

A：Someone is knocking at the door. It must be Sandy.

B：It cant be Sandy .She has gone home.It may be her sister.

（2）、辨析bringtake

A：Where is my English book ？ Who has taken my English book home ？

B：Sorry .I will bring it back to you this afternoon.

（3）、辨析wearput ondress

A：Our teacher says that we must wear our school uniforms from Monday to Friday.

B：It is very cold today.Let me put on your coat. A：No .I am no longer a child.I can dress myself.（4）、学习使用Words about computers：keybosrd、menu、mouse、printer、screen

情景设计：Simon has bought a new computer Annie is asking him some questions about it .

Simon： My new computer is much faster than the old one.I can type very easily，and the keyboard is very comfortable.

Annie： How do you know what you should do when you look at the screen？

Simon：With the mouse， you can choose one icon in the menu and click on it for more details.

Annie： Oh.Isee. How can your teacher read your homework on the computer？

Simon： I send him e-mails or print it out . Annie： Do you have a new printer，too？ Simon： Yes，and it prints very quickly.

教学片段四：使用情景对话教学法教学八年级下册第一单元（8BU2）Grammar部分。

1，教师、学生讨论：

T：Where did you go in the Spring Festival holiday ？ S1：I went to Shanghai . S2：I went to Nanjing. S3：…（学生讨论略）

T：Have you ever been to Beijing ？

S4：Yes，I have.I went there with my parents.

T：Do you want to go there again ？

S4：…（学生讨论略）

完成以上的free talk后，教师向学生解释：We use“have/has been”to express the idea that someone went some place and has already come back.再比如，I have been to Bengbu City（蚌埠市）twice.

2，教师抽出一名学生配合教学。

T：Siman ， would you like go to the teachersoffice to bring the exercise books here？

S：Yes.

（The stuent goes out.） T：where is Siman now ？

S1：He is on the way to the office.

S2：she must be in the teachersoffice.

T：.He has gone to the office and he will come back in a few minutes.

教师向学生解释：We use“have/has gone”to express the idea that someone went some place and is still there.

引导学生分析（8BU2 page 31 Millie in Thailand）的情景设计。让学生在这个接近真实的对话中体会时态，理解并掌握have/has been和have/has gone的区别和用法。

情景：Daniel is asking Millie about travelling

Daniel： Have you ever been to Singapore，Millie ？

Millie： No， but I have been to Thailand with my parents.

Daniel：Oh，thats great ！ Did you visited the famous Grand Palace in Bangkok？

Millie： Yes， we have been to the Great Palace .It was wonderful.Look at these photos.

Daniel：Wow！ The palace is really wonderful. and you look great in the photos. Have you visited any other interesting places？

Millie：We have also been to the Pattaya Beach .Look at this one. Isnt it beautiful？

Daniel： Yes ，the beach is beautiful. I see Andy was there too.

Millie： Yes，we went there with his family.

Daniel： Really？I have not see him for some time.It seems he has not come back yet.

Millie： He and his family have gone to Shanghai to visit his grandparaents.They will come back tomorrow morning.

Ⅲ反思：

Lead-in部分使用情景对话教学法。

课前师生几分钟自由会话是英语口语训练的好机会，可以让学生不知不觉地对旧知识进行复习、巩固和强化，提高学生的口语交际能力，还能讨论本节课的重点、难点以及学习目标，让学生在轻松愉快的氛围中从旧知过度到新知。

情景对话教学法不同于课堂提问。

情景对话教学法通过创设接近真实的会话情景和提供大量的语言实践机会，使学生通过自己的体验、感知、实践、参与和交流，“用英语做事”。课堂提问的过程中教师总是委婉地或间接地把学生的思路往一条路上会聚，与新课标倡导的“自主学习”不相符合。

使用情景对话教学法要求建立民主、平等的和谐师生关系。

对话不仅是语言交谈，更是对话双方或多方敞开心胸、彼此接纳的过程。使用情景对话教学法必然要求从以教师为中心的教学模式转变为以学生为中心的教学模式，建立民主、平等的和谐师生关系，从学生的兴趣和生活经验出发，让学生主动思维，大胆实践，“自主学习”。