雾里看花—我眼中的小学英语语篇教学
镇海应行久外语实验学校 梅妙聪
一、语篇教学的背景：
语篇是小学生听说读写英语的好材料,是学生获取语言信息和综合运用语言的重要途径。PEP教材进入高年级后语篇变长，容量变大，语篇中涉及一定量的生词、句型和文化背景知识。心理学家格式塔曾言：“部分相加不等于整体，整体比部分的总和大，整体优于部分并决定部分的性质和意义。”因此，外语教学中的语篇教学尤显重要。我们进行语篇教学整体性研究能够促使我们深入改革英语教学，从根本上改变以往教学中过分注重语法和词汇知识的讲解和传授，却忽视对学生实际语言能力运用的培养的倾向。语篇教学将是解决语言技能和阅读能力培养的最好途径，将是提高教学效率的行之有效的方法。同时，进行语篇教学整体性研究也是学校和教师发展的需要。2008年12月，我校与宁波市部分学校共同举办了青年教师研讨活动，既然是“研讨”，我个人认为，就应该选择一些最近研究的热点的话题来提升自己的教育理念。一直受上海福山路外国语小学吴绯霞老师潜移默化的影响，我对“语篇教学”的追求可谓是“执迷不悟”。在再三权衡下，我选择了ck辅音字母的发音,并上网搜索了许多相应的材料,根据语篇教学“词不离句，句不离篇”这样的教学理念，设计了如下教学思路： 二、语篇整体教学的案例及步骤：
Part 1 Pre-reading 1.Do and say:
Open your book. Tick, tick, tick
Pick up the flowers. Pick up the ruler. Pick up the book. Kick the ball. 2.Show Ss PPT: Show a boy named Jack. T: Who is he? He is Jack. T: Where is he? He is near the rock.
T: What is he doing? He is looking for a backpack.
Guide Ss to say: Jack is looking for a backpack near the rock.
T: Looking, looking, here’s the backpack. 3. Guess what’s in the bag.
a.Get ready for a backpack. And put some things into the bag. Let Ss guess and say.
b.Show Ss PPT and let Ss read these words: (backpack, duck, clock, sock) 4.Tell Ss that CK is pronounced /k/. Then Show Ss PPT and have Ss try to read these words according to the pronunciation rules.
5.After Ss read these words, Have Ss play games so as to consolidate them. Show Ss PPT: Try to read!tickbackpackpicktruckquackchickclickbucket （游戏规则：按照箭头所指的方向指单词。如果老师说tick，学生双手往上举，如果老师说click，学生右手侧平举，如果老师说chick，学生右手往右上方举。为了增加游戏难度，教师还可以同时说两个单词。
（设计意图：导入是语篇教学的重要阶段。有效的导入可以激发学生的兴趣，提高学生的学习积极性，丰富和激活学生的背景知识，加深学生对语篇的理解。在本课中，教师通过让学生做TPR，让学生看图说一说，猜一猜的游戏，使学生在轻松愉快、和谐的氛围中感知ck的发音，并为下一步的句型教学作了很好的铺垫。）
Part 2 While-reading
Show Ss a picture of Jack and make a context:
T: Oh, Where are Jack’s things? I can’t find them. Can you help me? Show Ss PPT:
Let’s do together: Look here, Look there. Everywhere! 1. Tell the first part of the story.
a. Let Ss listen to the sound of the clock and guide them guess what it is. Then present the structure: Jack found a clock. Tick, tick, tick goes the clock. b.Show Ss the below PPT and ask them to read and choose where Jack put the clock.
c.After Ss found the answer, T presented the structure:
T: Jack put the clock in his sock. Tick, tick, tick goes the clock.
Jackfound a clock.Tick,tick,tick,goes the clock.Jackput the clockin hissock. Tick, tick, tick, goes the clock.Where did Jack put the clock? d. Have Ss practise the structure in twos. 2. Tell the second part of the story:
a. Present the chick using the shapes part by part. Then guide Ss to say: lock chick sock clockJackfound a chick.Pick, pick, pick, goes the chick. Jack found a chick. Pick pick, pick, goes the chick. b. Ss read and guess: Where did Jack put the chick?
Jack put the chick in his backpack. Pick, pick, pick goes the chick. Read and answerQ: Where did Jack put the chick?A:Hello,Jack! What a nice chick!Jack:Where did you put it?A: Did you put it in your pocket?Jack: No, it’s too big.A:Did you put it in your sock?Jack: No, I didn’t.A:How about putting in your backpack?Jack: Yes,I did. Jackfound the chick.Pick, pick, pick, goes the chick.Jackput the chickin his backpack.Pick, pick, pick, goes the chick. c. Have Ss practice in the way of PK.
3. Tell the third part of the story:
a. Present the structures by having Ss guess with the picture covered. Jack found a duck. Quack, quack, quack goes the duck.
Jack put the duck in his bucket. Quack, quack, quack, goes the duck. Jackfound the duck.Quack, quack, quack, goes the duck.Jackput the duckin his bucket.Quack, quack, quack, goes the duck. b.Let Ss practise in groups. 4. Tell the fourth part of the story.
a. Let Ss make a story by themselves according to what they have learned
provided with the picture.
Jackfound a lock.Click,click,clickgoes the lock.clickclickclick Jack found a . Click, click, click, goes the lock. He put his in his . Click, click, click, goes the lock.
(设计意图:在这一环节,教师别巨匠心的设计为学生理解新知扫清障碍。教师通过声音、图片等资源调动学生的感官，更为有趣的是，教师在每个片段呈现之前，都采用自编的“Look here, look there, everywhere!”音、形结合、琅琅上口的歌谣激发学生学习英语的欲望。最后在学生有一定语量的基础上，让学生学会独立使用语言。)
5．Play a game. (游戏规则，在PPT设置两个选择图标：difficult easy。如果学生选择difficult，点击difficult就会出现一些与ck发音的难句供学生读，教师可以通过学生的读的情况得到反馈。同样，一些学困生可以选择一些easy的题目以增强学习自信心。同时学生每完成一个任务,都有相应的奖励)
Jackput the lockon histruck.Click,click,click,goes the lock.