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在学习场景中凸显英语的文化性

语言有丰富的文化内涵.在英语学习中,接触和了解英语国家文化有益于学生对英语的理解和使用,有益于其加深对中国文化的认识与热爱,有益于接受属于全人类的先进文化的熏陶,有益于世界意识的培养.那么,如何在英语教学中凸显文化性呢?

一、创设真实场景,引发思维开放

所谓思维的开放,是指突破思维定式和狭隘眼界,多视角、全方位地看事物.教学中,我们可以在有意义的场景下呈现新的学习内容,建立新旧知识的联系,同时用开放性的问题,引导学生发散思维,打开思路.

例如,译林版《牛津小学英语》5B Unit 1 A new term Part A的教学片段:

T: Su Hai and Su Yang he eight subjects this term. What about you? What subjects do you he?

T(出示本班课程表):Look, this is our timetable. How many English lessons do you he in a week?How many Maths lessons do you he in a week?

T: Lisa is an English girl. She is a student of Grade Two in a primary school . Let’s look at her timetable. Discuss her timetable.

教师提供了一个英国小学二年级学生的课程表,并介绍英国小学的基本情况.学生对此感到很新奇,在小组讨论中,他们积极参与,乐于表达.在这个过程中,教师渗透了英语国家的文化,创造机会让学生在创设的场景中感受异国文化,培养学生的跨文化意识.

二、链接学习场景,促进思维发散

发散性思维是创造性的重要保证.教学时,教师要引导学生抓住问题的实质,借助发散性思维,寻找解决问题的突破口,并提高学生思维的应变性和灵活性,最终解决问题.

例如:译林新版《英语》六上 Unit 4 Holiday fun的教学

Step 1 Free talk

T: First, let’s sing a song——Month Song.

T: There are many pictures about holidays in the song. Today we are going to learn how to make a newspaper on holidays. What holiday do you know ?

学生谈论节日以及相关习俗,教师进行补充说明,提与节日相关的问题,并收集学生准备好的图片和文字,为后面制作报纸做准备.

Step 2 Introduce Thanksgiving.

T: Do you want to know more about Thanksgiving?

Here’s a short video.(播放视频)

T:Now, can you say something about Thanksgiving?

S: People usually eat turkeys , pumpkin pies and apple pies .They usually watch the Thanksgiving parades and football games.

Step 3 Make a newspaper

T:OK, Thanksgiving is very important in USA, just like Mid-Autumn Festival in China.People usually he a big dinner with their families and friends . I want to make a newspaper about Thanksgiving. Who can come and help me?(请3个学生上来一起做报纸)

T:First ,take a piece of paper . Then write down the name of the holiday. Next, paste some pictures and short passages about the holiday. At last. decorate it. It makes it beautiful. (边讲边贴, 询问学生的意见,为其他学生示范)

T:OK, this is my newspaper. Would you like to make a newspaper like this ?

T:Let’s choose a holiday. Look, here are six Easter Bunnies, everyone has an Easter Egg. There is a puzzle about holiday in it. You can choose one. Which one would you like ?

Ghos(Halloween) Santa Claus (Christmas) Eggs(Easter) Rice dumplings(Dragon Boat Festival)Turkey(Thanksgiving) Dumplings(Spring Festival)

T:Now, discuss with your group members about this holiday and make a newspaper like this.

学生6人一组做海报,教师现场指导,交流.

小组讨论后把所有组的海报贴在黑板上,让每一组上台介绍自己的报纸.

T: Thanksgiving is a day for giving thanks.

T:Let’s give thanks.I want to be the first one. I’d like to give thanks to my job, so I can be here with you , my lovely students . And I’d like to give thanks to my parents...Now,who wants to try ?

Step 4 Assign homework

本节课体现了如何在英语课堂上落实“文化意识”的目标.教师引导学生熟悉中外的节日,在此基础上制作“节日报纸”,使学生有意识地归纳整理所学知识,培养学生获取、整合信息的能力并扩大他们的文化视野.在制作报纸这个真实的场景中,学生发散思维,互相交流,增进了对中外文化的了解.

三、开发场景资源,激活思维生成

对话能够促进生成,学生在同他人的对话中,会发现同自己完全不同的见解,而这往往会促成新的创造,此时,学生不再只是知识的接受者,更是主动的建构者.

以译林新版《英语》六上 Unit 5 Signs(Checkout time)为例:

T: Look at this girl. She’s Eape. Let’s know more about her.(观看卡通,了解人物的生存环境,为之后的环节做铺垫与过渡)

T: After the earthquake, they come to a modern city! They he troubles in the city. Let’s he a look.

T: What’s wrong with them? Let’s discuss. Think for a while, and check the answer.

S: They ...

T: So they should learn more about signs. Today let’s help them know some public signs. Use “mean” to ask and answer questions. And know how to use signs. Let’s help them, Ok?

T: Here is a sign(见图1). I can see a kangaroo, what can you see?What does this sign mean?

S: ...

T: Look, we learnt this sign(见图2), but where can we put it?

S: ...

T: So, signs should be...?

S: ...

T: Share your ideas. Clear, meaningful and helpful.

T: Eape designs a sign here(见图3). What does this sign mean? Where can we put it?

S:This is “No cutting down trees”. It means we shouldn’t cut down trees here. I can put it in the forest. Please be good to our forest!

T: Now, let’s design your signs!

本节课是关于公共标志的复习课,教师以穿越了的疯狂原始人Eape为主线,建构了真实、高效的学习场景,引导学生了解生活中常见的标志,并学习国外的标志,同时将语言知识置于不同的场景中,让学生消化吸收,内化为自己的知识.■

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