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0w.net 给一个语言支点，展一片语言天空 ——“课堂剧”在小学英语教学中的有效运用 大岭山镇中心小学 何婉玲 [摘 要] 本文采用课堂片段剧组织Let’s learn教学，活用Let’s try 的插图和 Let’s talk的对话创编课堂短剧，巧用 Let’s read & Story创编课堂剧,善用单元目标创编课堂剧,从而更有效地提高了 英语课堂教学质量。 [关键词] 情境 创编 课堂剧 英语新课程标准要求教师为学生创设良好的语言环境和增加大量的语言实践机会，使学生通过体验、感知、实践、参与和交流学习语言，能用所学的英语做事情，并在做事情的过程中发展语言能力、思维能力以及交流与合作的能力。近年，笔者与同校的英语老师积极尝试运用 “课堂剧”组织英语课堂教学，在课堂实践过程中取得了较好的效果，以下是我在课堂教学中的一些感悟。 一．采用课堂片段剧组织Let’s learn教学，加深对英语词义的理解 众所周知，孤立的东西不容易记忆。吕叔湘曾说过，“词语要嵌在上下文里才有生命”。针对英语学习的特点，落实“词不离句，句不离文”的教学理念。因为学习词汇的目的是要掌握词义、词的搭配和用法，用词造句及表达思想，所以从使用词汇的角度看，词语只有组成句子或联成话语，才能实现其表达思想产生交际的功能。在词汇教学中，笔者尝试采用简单的句式将词汇部分的几个新单词创编成课堂片段剧，把抽象的语言文字符号转化为形象的表情身姿运动，让学生在相对真实的语境中学习和运用语言，就能促进儿童对词义进行全身心感受，就能很好地加深对英语词义的理解，使学习更显成效。 如笔者教PEP Book 8 Unit 1 How Tall Are You? Part B “Let’s learn”这课时，这是一节词汇教学课，要掌握的单词有bigger, longer, smaller, heavier, thinner。围绕这五个新词与A部分的重点句型,笔者设计了以下的一个片段剧, 此片段剧是根据《小蝌蚪找妈妈》的故事改编的。课前，笔者准备以下词汇图像卡：a big mouth、a long leg和以下几张动物图片:鸭、鱼、乌龟、鳄鱼、鹅、青蛙妈妈、小蝌蚪，图片随剧情而逐一贴到黑板上。 剧背景介入(background)Teacher says: It’s a sunny day. In a small village, there is a long river. Some tadpoles are swimming in it. They swim here and there. They are looking for their mother. Suddenly, they meet some other animals in the river. They become excited. So the tadpoles swim to them.(The teacher acts the mother frog, the students act the duck, fish, turtle, crocodile, goose. And teach the new words like this.) 片段剧剧本 (Tadpoles swim to the duck and ask) Tadpoles: Mummy, mummy. Are you my mummy? Duck: Sorry, I am not your mummy. Your mummy’s mouth is bigger than mine. (The tadpoles swim away.) (Tadpoles swim to the fish and ask) Tadpoles: Mummy, mummy. Are you my mummy? Fish: Sorry, I am not your mummy. Your mummy’s leg is longer. (The tadpoles swim away.) (Tadpoles swim to the turtle and ask) Tadpoles: Mummy, mummy. Are you my mummy? Turtle: Sorry, I am not your mummy. Your mummy is smaller than me. (The tadpoles swim away.) (Tadpoles swim to the crocodile and ask) Tadpoles: Mummy, mummy. Are you my mummy? Crocodile: Sorry, I am not your mummy. I am heavier than your mummy. (The tadpoles swim away.) (Tadpoles swim to the goose and ask) Tadpoles: Mummy, mummy. Are you my mummy? Goose: Sorry, I am not your mummy. She is thinner than me. (The tadpoles swim away.) 以上片段剧语言简单精练，朗朗上口，能“凸现”新词，在第一组Tadpoles和Duck的对话表演中老师充分发挥主导作用，使学生在接下来的几个新词教学对话中，都能不同程度地自主仿照创编此片段剧。这样既培养学生在语境中运用语言的能力，又能激发学生学习英语的兴趣。 二、活用Let’s try 的插图和 Let’s talk 的对话创编课堂短剧，发展学生英语会话的能力 PEP教材从五年级开始，除了新增“Let’s try”,原先“Let’s talk”都编写得非常精练，更加突出单元重点。但另一方面，这样的编排也减少了学生接触英语会话的机会。在实际教学中，笔者经常试着整理教材或改编教材，将Let’s try中的插图和Let’s talk中的对话经过加工处理成简单生动又有童趣的短剧，而且在短剧中反复出现会话内容，使学生在无意间加深印象并逐渐自然地习得语言，达到了培养学生用英语进行会话的能力的目的。 1) 根据Let’s try 的插图创编课堂短剧，发展学生英语会话的能力 以PEP Book6 Unit 5 Look At The Monkeys Part B Let’s try为例来谈谈我的做法: （本图为Let’s try的画面）
笔者把此部分设计为模拟旅游活动，让全班学生当旅游团成员，请一位同学当导游，教师给“导游”戴上一顶旅游帽，一个无线话筒，和一面三角小红旗，并要“导游”和“游客”把插图的意思改为导游辞，指着投影屏幕上依次出现的画面，进行对话。同学们还可以以旅游团成员的身份向 “导游”提问题, 由 “导游”解答。这样的课堂表演，不仅可以训练学生在内化课文语言的同时，根据表演的需要，创造性地组织语言的表达，而且可以充分体现学生对交际言语的学习和运用。如下是“导游”与“游客”的短剧表演：S1: guide Ss: visitors Guide: Dear friends. Please follow me . Let’s go to the zoo. Visitors: OK! Guide: ( 指向动物生活区 ) What do you see? Visitors: We see some animals. ( 指向猴子 ) What are the monkeys doing? Guide: They are fighting. Visitors: ( 指向大象 ) What are the elephants doing? Guide: They are drinking water. Visitors: ( 指向老虎 )What are the tigers doing? Guide: They are running. Visitors: - - - - - - - Guide: - - - - - - 2) 根据Let’s talk的对话创编课堂短剧，发展学生英语会话的能力 以PEP Book 7 Unit 4 I Have A Pen Pal Part B Let’s talk为例来谈谈我的做法: 本课时的教学内容是（如下图） 道具准备（课前）：青蛙妈妈和三只青蛙BB的头饰 荷塘 荷叶作为背景； 角色扮演： 老师演青蛙妈妈 全班同学分成三个组为三只青蛙宝宝。 剧的主题为：Mother Frog Finds Her Baby ； 剧背景介入：( background )Three years ago, Mother Frog was away to Beijing for work. Now, she is coming. Mother Frog wants to find her baby. But there are so many babies here. Who is her baby? She doesn’t know. But her baby knows something about her. Such as: What does she do? How does she go to work? What does she do at night? What does she often do every day? Where does she live? So she decides to make some questions to find her baby. 短剧剧本 Scene One ( Mother Frog swims to the Baby Frog 1 and asks ) （group 1） M: Baby, baby. What does your mother do? B: My mother is a teacher. M: Does she teach “ A B C ”？ ( teach English ) B: No, she teaches Chinese. M: Oh! Sorry. You are not my baby. Scene Two ( Mother Frog swims to the Baby Frog 2 and asks ) （group 2） M: Baby, baby. What does your mother do? B: My mother is a teacher. M: Does she teach English? B: No, she doesn’t. She teaches math. M: Does she go to work by subway? B: Yes, she goes to work by subway. M: Baby, baby. Does your mother read newspapers in the evening? B: Yes, she usually reads newspapers in the evening. M: Baby, baby. Does your mother live in the city? B: No, she doesn’t. M: Oh! Sorry. You are not my baby. Scene Three ( Mother Frog swims to the Baby Frog 3 and asks ) （group 3） M: Baby, baby. What does your mother do? B: My mother is a teacher. M: Does she teach English? B: No, she doesn’t. She teaches math. M: Does she go to work by subway? B: Yes, she goes to work by subway. M: Baby, baby. Does your mother read newspapers in the evening? B: Yes, she usually reads newspapers in the evening. M: Baby, baby. Does your mother live in the city? B: Yes, she does. M: Does she live in Beijing? B: Yes, she lives in Beijing. M: Oh, baby. You are my dear baby! （ 妈妈拥抱并吻一吻宝宝） 以上课堂短剧，我从不同的角度设置一些存在“信息沟”的情境，把课文内容中的疑难问题，化繁为简，化难为易，化枯燥为生动的短剧表演。让学生能用所学语言进行交际，促使学生通过大量的句型练习逐步获得交际能力。活用绘声绘色的短剧表演，使句型学习变成真正有意义的语言交流，从而使学生在英语课堂中充分展示自己的才华，体会到学习英语的乐趣。 三．巧用 Let’s read & Story创编课堂剧，培养学生用英语思维的习惯 英语的学习毕竟不同于汉语，它有自己的语言逻辑及语言习惯。笔者在教学过程中发现许多学生在运用英语时，是先用汉语来思维、组织材料、构思文句，然后用英语表达出来，这就是所谓的“汉英语”。这样说出来或写出来的句子不是语序颠倒，就是词不达意，有时还会产生歧义。长期保持这种思维习惯，学生会觉得英语难学，丧失信心，教师也常常束手无策。这就要求我们在培养学生听、说、读、写四会能力的同时，要注意培养学生用英语思维的习惯。笔者在英语课堂中充分运用眼神、手势、动作、表情等形式，培养学生直接学习和直接运用英语思维的习惯。 以 PEP Book 6 Unit 2 My Favourite Season Story time 为例, 在此故事教学的延伸阶段，教师扮演季节season、让学生扮演春spring、夏summer、秋fall、冬winter，说一说自己的特征。以下是师生自编对话表演情景：
Season says: “ Hello, I have four children. They are spring, summer, fall, and winter. They are not the same. They like different things and weather. Spring is warm. She likes grass and flowers. Summer is hot. He likes swimming. Fall is cool. She likes fruits. Winter is cold. He is a naughty boy. He likes playing with snow. They are good children. I love them. Spring says: “I am warm. I am nice and warm. The bees love me, because I give them the flowers.” Summer says: “ I am very hot. I am sunny and hot. The sea loves me, because many friends swim in the sea.” Fall says: “I am cool. I’m windy and cool. The trees love me, because the leaves are colourful.” Winter says: “I’m very, very cold. I am snowy and cold. The children love me, because they can play with snow.” 由此可见，针对新课标理念，强调让学生主动参与到教学过程中，因为强调过程就是要给学生进行探索和体验留出时间和空间，如上面的课堂剧语篇中，教师先扮演season角色，目的让学生在探索和体验中有效地提高感悟能力，在引导他们感悟语言同时，还需要引发学生用英语思考的习惯，所以巧用 Let’s read & Story创编课堂剧，培养学生用英语思维的习惯将达到良好的效果。 四．善用单元目标创编课堂剧，提高学生综合语言运用能力 创编剧本是一个比较好的锻炼学生综合语言运用能力的机会。一千个观众会有一千个哈姆雷特；一个相同的素材，同样会诞生出一千个莎士比亚。只要教师给学生一个比较适合的引子，学生创编课堂剧的才能就会得到充分发挥。以 PEP Book 8 Unit 3 & Unit 4为例, 这两个单元的单元目标是What did you do? Did you ---? Where did you go? How did you go there?四个问句及其相应的答句。笔者设计了以下一个课堂剧，假设我们班的同学Ben 和John昨天到超市做了不光彩的事——偷东西，要求其两人到教室外“串通口供”（提示围绕3-4单元的单元目标进行准备），向警方描述相关的事情。教室内的其他学生则扮演“警察”，对他们进行“审讯”，先让Ben进来“受审”，然后是John，看他们的“口供”是否吻合。在笔者的引导下，同学们用了如下问题来“审讯”Ben 和John：Where did you go last night? Did you go-----? How did you go there? Did you take a bus there? Which bus did you take? What did you do there? Did you (do)---? 这样的“审讯”充分发挥了学生的想象力，并促使他们积极开动脑筋，组织语言进行“提审”。这些问题没有标准答案，回答只要合乎逻辑就行。这能很好地锻炼学生综合语言运用能力。 如笔者在教授PEP Book 5 Unit 4后，教师就可以鼓励学生利用重点句型 “What can you do? I can ---- “及短语do the dishes/ sweep the floor/ put away the clothes/make the bed等改编《白雪公主和七个小矮人》《老鼠开会》的剧情，以锻炼学生综合语言运用能力。 综上所述，采用课堂片段剧组织Let’s learn教学，活用Let’s try 的插图和 Let’s talk 的对话创编课堂短剧，巧用 Let’s read & Story创编课堂剧，善用单元目标创编课堂剧，从而让课堂教学变成自然的语言情境，使语言教学和语言运用相辅相成，既实用且有效地提高学生创造性语言的运用能力，又激发学生学习英语的兴趣，提高了课堂教学质量的有效性。 参考文献： 1．教育部.2001.全日制义务教育普通高级中学英语课程标准（实验稿）[M].北京：北京师范大学出版社. 2． 北京师范大学外文学院课题组“设计有效的小学英语课堂教学活动”（上）（下），《中小学外语教学》2003年第9-10期 3． 程哓堂.2005.基于语篇的语言教学途径[J].国外外语教学，（1） 来
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