《牛津初中英语》Integrated skills模块教学方法探索

秦亚凤

一、问题的提出

牛津初中英语每一单元中的Integrated skills是综合技能训练部分，围绕与单元主题密切相关的一个教学任务，按照任务型教学的原则来设计语言实践活动，其目的是以听说为主，辅以简单的阅读和少量写的练习，从听、说、读、写四个方面全方位地对学生加以训练，以提高学生综合应用语言的能力，是每一单元必不可少的重要组成部分。但笔者在教学过程中发现，由于教师对教学内容的把握程度和对学生知识水平了解不够，往往不能准确定位，把听说两项内容有机结合起来，使教与学的活动浮于表面，导致教学目标不能落实到位。

二、案例呈现

在每一单元的Integrated skills模块中，Part A是听力部分，着重培养学生从听力原文中获取、处理和使用信息的能力；Part B则以对话形式呈现一些有用的句式或地道的表达方法，供学生模仿练习，口头训练部分着重提高学生口头表达能力。笔者以牛津初中英语7B Unit 2 的Integrated skills为例，通过观察其他教师的教学过程，结合自身教学实践，试图找出本模块教学中存在的问题，并通过研究分析找出解决问题的方案。

Teaching aims：

1. To listen for and identify specific information to complete a table.

2. To interpret information and obtain a general un？鄄derstanding of the Palace Museum.

3. To learn to introduce a specific place.

4. To learn to make a plan.

Teaching procedures：

Step 1. Warming？鄄up.

1. Show Ss some pictures of places of interest around the world： Sydney Opera House， Leaning Tower， Pyramids， etc.

2. Presentation： My language teacher Kathy wants to visit China. Which city would you like to take her to？ Why？

利用图片展现世界各地的名胜，并用Kathy的旅游计划引出本课的话题。

Step 2. The Palace Museum.

Task 1. Present Ss some pictures of the Palace Muse？鄄um and teach the new words.

Task 2. Use pictures to introduce three main palaces in the Palace Museum.

Task 3. Say something about the three palaces.

A： What can you see in Palace？

B： We can see in Palace.

运用图片介绍故宫三大殿的具体用途及场景，并用固定句型进行操练，为书本练习做好铺垫。

Task 4. Read the poster and complete part of the table in Part A2.

Task 5. Listen to the tape and complete the missing information in Part A2.

Task 6. Correct the mistakes in Part A4.

通过这三个任务按部就班完成书上练习。

Task 7. Visit the Palace Museum.

Show Ss a map of the Palace Museum， and lead Ss to visit it. At each palace， encourage Ss to say something about it.

利用有趣的影片，引导学生现场游览故宫，并复习所学内容。

Step 3. Make a plan to go out.

Task 1. Listen to the tape and answer： What time shall we leave in the morning？

Task 2. Pair work.

Have Ss choose a place in Beijing and ask their part？鄄ners to go there. Use the useful expressions to help them.

Step 4. Homework.

三、案例分析

1. 问题。

以上是某位教师在教学Integrated skills模块时所采用的教学程序和步骤。乍一看，该教师采用了任务型的教学模式，试图由浅入深地完成教学任务，但仔细观察分析，虽然她灌输完了整堂课的教学内容，但从学生的表现来看效果差强人意，并没有达到教学目标。新课标要求能通过听力训练，培养学生良好的听力习惯以及获取信息的能力，并能通过集体、自由等形式的讨论，促使学生积极思维，吸收并创造性地使用所学知识。笔者认为该堂课主要存在以下两个方面的问题。

（1）听力部分的设计没有遵循由浅入深的规律。本课前半部分，教师花了大量时间和精力用图片详细介绍了故宫，并进行了大量的机械操练，使学生对故宫有了全面详细的了解。而后又回到课本，听取学生对故宫的简单介绍，这似乎有点多余。新课标在“语言技能教学建议”部分对听前活动的建议是：明确听的目的，激发兴趣和欲望，熟悉话题，预测大意，处理关键词，布置任务。在本课教学中教师只把听力环节当作听力训练以完成任务，把教学目标和重点定位在完成教材的听力练习上，缺乏有效的听说活动，既不能激发学生的兴趣，也无益于提高学生的能力。

（2）对话部分的设计没有达到语言输出的要求。在本课的教学过程中，对话的话题范围没有跳出课本固定的范围，没有以学生为中心，联系学生生活实际，进行知识迁移和拓展，自然也就激发不了学生的热情，达不到语言输出的要求。

2.对策。

通过上述案例分析，笔者认为，在进行本课时教学时，首先要考虑：这节课要教会学生什么，仅是完成听力题中的几个空格，还是让学生获取听说的方法？是授人以鱼还是授人以渔？因此在教学实践中，笔者将上述案例进行了补充与调整。

Teaching procedures：

Step 1. Warming？鄄up.

T： A few days ago， we visited a town. What is its name？

Ss： Sunshine Town.

T： What kind of town is it？

Ss： Its a new town. /Its a modern town.

T： What can we do there？

Ss： We can do some shopping there. /We can have Chinese food there. /We can have Beijing roast duck. /We can enjoy Beijing Opera.

T： Do you like traveling？ What places did you go to beside Sunshine Town？ Did you go to Wuxi？ Did you go to Shanghai？ Do you know something about some famous cities in China？ Lets play a game called “Hot chair” to see who knows the most.

（Show students some information about some famous places and let students tell Yes or No.）

通过师生互动，引导学生复习Reading部分内容，同时巧妙运用游戏吸引学生注意力，引入新课。

Step 2. Presentation.

T： Today， we are going to Beijing. There are a lot of interesting places in Beijing. Do you know some？

Ss： Tiananmen Square/the Summer Palace/the Palace Museum...

T： There are too many interesting places in Beijing. Its impossible for us to visit all of them in one day. So today， we will go to the Palace Museum. What do you know about it？ （Show Ss some pictures of the Palace Museum and present the new words.）

通过展示图片，介绍北京名胜，呈现新单词，为后面话题的展开做好铺垫。

Step 3. A day at the Palace Museum.

Task 1. Show the poster of Part A， and ask Ss to read it and answer：What can we see at the Palace Museum to？鄄day？

Ss： The golden throne/Works of art/Chinese paintings.

T： Simon and Will want to visit the Palace Museum too. They are taking some notes. Can you help them？

（Have Ss read the poster and try to complete part of the table in A2.）

通过阅读听力材料前的一张海报，设计几个问题，为完成下面的听力任务做好铺垫。

Task 2. Listen to the tape and complete the whole table in A2.

Task 3. A4.

T： Simon made some notes， too. But there are some mistakes in his notes. Can you read the table in A2 and help him correct them？

本环节进入主题：听一段材料，完成听力练习。利用第一环节的铺垫，完成部分空格，然后听材料两遍，完成剩余空格，并通过阅读表格，改正错误。

Task 4. Say something about the Palace Museum.

The Palace Museum is a wonderful place to . Every day， lots of people come to see it. There are a lot of beautiful things in the Palace Museum. In Taihe Palace， we can see . Today we will see many at the Palace Museum. We can see beautiful in Zhonghe Palace and Baohe Palace. In Huangji Palace， we can see many Chinese paintings. In Fengxian Palace， we can see a lot of beautiful . Do you want to see these beautiful things？ Come to the Palace Museum. You will have ！

（Encourage Ss to discuss with partners and then re？鄄port their answers.）

根据以上听力内容，完成一篇短文，加深对故宫的整体理解。

Step 4. Speak up： making plans to go out.

Task 1. Read the dialogue and answer some ques？鄄tions：

When and where will they meet？

When will they arrive there？

How long will they stay there？

通过朗读对话，了解计划内容，为编写对话做好铺垫。

Task 2. Make a plan to go out.

T： There are many beautiful and interesting places to visit in Beijing. Dont you want to ask your friend to go there？ Choose an interesting place and ask your partner to go there. You may use these useful expressions to help you...

（Have Ss practice their dialogue with their partners and then act out their dialogues.）

仿照对话，练习制订外出计划。 本环节属于半机械练习，为下面环节的语言输出做准备。

Task 3. Make a plan for Eddie and Hobo.

T： Beijing is a little bit too far， but we can surely go to this place. Watch this film and tell me what place it is and what we can do there.

（Have Ss watch a short film and tell what place it is.）

T： You all live in Jiangyin， so you must know a lot about Jiangyin. Lets have a competition and see who knows the most.

通过玩游戏，帮助学生拓展了解江阴的名胜，通过影片，从视听、美感各方面调动学生积极性，活跃课堂气氛，创设良好的语言氛围，为下面的自由发挥提供铺垫。

T： Eddie and Hobo want to have a day in Jiangyin. But they dont know where they can go and what they can do. Can you help them？

（Have Ss work with their partners and discuss in small groups. Try to make a plan for Eddie and Hobo. While they are discussing their plan， encourage them to use the useful expressions to help themselves.）

本环节通过“给Eddie和Hobo制订一个出游计划”来实现语言输出。

Step 5. How to be a good traveler？

T： While we are traveling， can we leave litter any？鄄where？ Can we talk very loudly？ Can we be rude？

本环节通过提问方式教授学生旅游时的注意事项，融入德育教育，让学生争做文明游客。

四、方法探究

Integrated skills 的教学虽然没有固定的模式，但却有其内在的规律。只有通过对听力材料的处理，精心设计教学环节，并结合“Sample conversation”，完成听说两项技能训练，才能达到语言输出的目的。笔者认为在教学中应注意以下两点。

1. 遵循以学生为主体、教师为主导的教学思想设计教学各环节。

教师应从学生学习兴趣、生活经验和实际能力出发，针对学生不同的学情进行适当引导，通过创设生动有趣的情境，在轻松、和谐的氛围中，鼓励学生积极参与、主动思维、大胆实践。只有在教师的有效引导和学生的积极参与下才能使Integrated skills的教学行之有效。

2.处理好听与说的关系。

两者相辅相成，听为说的铺垫，说为听的反馈。在教学中应注意细致地处理听力材料，从听力材料中提取有利于学生思维发展的内容，为语言输出做好铺垫。精心设计听力教学的各个环节，有效地开展听前、听中、听后的各项活动，才能帮助学生把通过听所获得的知识转化为听、说、读、写的综合技能。

（责任编辑 周侯辰）