“情境”是语法课堂的催化剂 ——英语语法课“情境创设”的探索

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 深圳市龙岗区龙城天成学校/盛超

【摘要】 情境创设应用于语法课堂已经不是新鲜的事情，尤其在最近几年提倡强化语用功能的前提下，情境已经是语法课堂中最有效地“催化剂”，让学生在真实而恰当的情境下能非常容易突显语法的功能性，尤其在真实交流的过程中学生能内化语法的应用功能而不仅仅的是规则。

【关键词】 情境 语法 话题 语用功能

情境创设的过程比较顺意，可能有些老师在一节课中创设多个情境导入语法，就显得比较混乱，那么如何研究一套行之有效的标准是非常重要的，简单说如果一位新老师能按照一定的参考标准和步骤指引，能够创设真实有效的情境，并且能够达到较好的课堂效果，那么这套标准意义就非常重大了，它可以帮助老师们更快捷有效的掌握情境创设的一些技巧。

一、研究背景

根据《义务教育英语课程标准》 (2011年版)，七年级(三级)学生的语言技能应该能就熟悉的话题经行简单的交流。七年级是培养学生英语学习兴趣最重要的阶段，如何让学生们在兴趣的指引下学习语法是非常重要的，单纯的英法规则太过乏味，激发学生自主学习的兴趣才是有效课堂的关键，英语语法教学过程中，通过创设贴近生活、有意义、有趣味的情境可以吸引学生们的注意力，并激发学习兴趣，从而实现由学习语法到培养语言思维能力的转变。

“情境创设”是语法语用功能学习的基础，语法教学决不能停留在语法规则的阶段，在真实情境中应用才是语言学习的核心，对于语法学习的检验，最好的输出方式是写作和演讲汇报，那么真实的情境可以激发学生学习的兴趣，促使学生渴望表达和主动写作才是课堂语法教学的成功。

二、“情境创设”的标准表述

1.通过创设贴近生活的情境，让学生体验语法的语用功能。情境不要脱离生活，最好用学生身边的例子或生活经历，常用的情境如：假期、季节、旅游、朋友、校园、爱好、运动等等。

2.通过Free talk的方式导入，创设真实的话题。导入是一节课的关键，正所谓好的开始时成功的一半，一节好课导入是非常重要的。现在比较流行微视频、音乐、活动导入比较容易分散学生注意力，其实最简单有效的话题自由讨论(Freetalk)往往被忽视。 Free talk就是我们常说的“聊天”，通过和学生轻松自然的闲谈引入要开始的话题，从而顺理成章的轻松创设出了情境，也潜移默化的引入了语法内容或句型，简单而行之有效。

3.语法结构或规则要融入在词块和句子中，在语境中体验，到情境中练习。多数语法规则都是可以让学生自己总结，当学生能够在语境中应用一些句型或能够进行交流的时候，语法规则很自然让学生理解并深刻记忆。切记不要去翻来覆去讲单词，词块和句子才是语言交流的最小单位。

4.课堂中语法活动的过度要真实自然、水到渠成。一节课一般只要求创设一个情景就足够，老师们要在这一情景下设置不同活动，并且每项活动都要层层递进有联系，过度自然、水到聚成。多个情境会让学生感到混乱，不利于学生思维的过度。

5.通过搭建知识的“脚手架”，层层递进，环环相扣，为语言输出做准备。输出决定输入，如果你希望学生在最后能用所学语法进行演讲，你一定要在前面的环节帮他搭建“脚手架”，输入的词块、句型都要为最后一个环节做准备，如果多数学生通过本节课所学习的内容就能完成最难的任务，那么本节课一定是非常成功的。老师输入的每一个词块和句型都可以在最后的环节应用，这样才有意义。

三、“情境创设”语法课常用流程

1.导入：通过Free talk的方式引入话题，为情境创设做好准备。

2.创设情境：通过师生真实自然的交流，创设有趣的话题，使话题转变为真实的语言交流的情境，让学生表达一些阐述观点的词块或句子，并引出要讲述的语法内容。

3.总结规律：通过大量例句和句型，学生观察规律，自行总结出语法规则。

4.词块输入：在情境中创设活动，通过真实的场景给学生输入大量词块。

5.句型输入：通过同一情境话题下的不同活动，逐步扩大输入量，由词块转化为句型输入。

6.输出环节：通过演讲、作文、报告、小话剧等活动形式，检验学生语法的运用能力和交流能力。

四、课型简例教案(八年级上册 Unit3 Computers 形容词比较级和最高级)

The Teaching Design of Unit 3

Comparative and Superlative Adjectives

1. Learning Aims:

By the end of this lesson, students will be able to...

(1)use comparative adjectives to compare yourself with yourgroup members.

(2)use comparative and superlative adjectives to introduceyour friends.

(3)remember how to change the words completely, such asgood, bad and far.

2. Produce:

I. Free-talk

(1)How many family member are there in your family? Who are they?

(2)How old is your sister/brother?(older,younger)(3)Is your sister/brother taller/shorter than you?

(4)Who is the tallest person in your family?

Writer down the sentences with comparative and superlativeadjectives, ask students to find out the rules.

II. Individual work:

Students are going to introduce their classmates in theclassroom. Firstly, try to make some sentences about theirclassmates. Re-arrange the words to form correct sentences orquestions in part A.

III. Pair work:

Try to find out more information about their classmates.

Form questions to ask your classmate about the followinginformation.

IV. Group work:

Compare yourself with your group members. Compare 3-5things. Present your findings to the class.

V. Short-writing:

We want to know more about your friends and familymembers. Use comparative and superlative adjectives to introduceyour friends and family members to us. Write about 80 words inyour worksheet.

五、课型学案设计：Worksheet

Name: _______________Date in full:_________________Grammar: Comparative and Superlative AdjectivesPart A) Individual work. Make sentences about yourclassmates.

Re-arrange these words to form correct sentences orquestions.

1. shorter /Jim /./Tom /than/is

___________________________________________

2. student/ in the class/ the Linda/ is / newest/.

__________________________________________

3. is/than /Harry/Frank/taller/?

___________________________________________

4.Anna/Linda/./longer/has/than/hair

___________________________________________

5.Jimmy/./ has/Nick/than/longer hair

__________________________________________

Remember!

For some adjectives, we have to change the word completely.

Here are some examples.

Adjective Comparative Superlative

good better(than)

bad The worst

far further/father (than)

Part B) Pair work. Find out more about your classmates!

Form questions to ask your classmates about the followinginformation. Write down their answers in the boxes.

Answers:

1.Do you have an older sister?

2.Who has smaller feet than you in your family?

3.Who has bigger hands than you in your family?

4.Who is taller than your mum?

5.Do you think learning English is easier than learning Chinese?

6.Do you think playing sports is more exciting than going shopping?

7.Do you think watching horror films is more exciting than watching cartoons?

8.Do you think money is more important than friends?

Part C) Group work. Compare yourself with your groupmembers. Compare 3-5 things. Present your findings to the class.

e.g.

1. I have longer hair than Gordon but Lucy has the longesthair of us all.

2. Gordon has bigger feet than me but Lucy has the biggestfeet of us all.

3. Lucy is shorter than Tom but I am the shortest of us all.

4....

Your name:____ Your group members’ names:____and ____1.

2.

3.

4.

Part D) we want to know more about your friends and familymembers. Use comparative and superlative adjectives to introduceyour friends and family members to us.

You may use the following example for your reference.

Remember to highlight your adjectives.

Presentation

Focus: comparative and superlative adjectivesHey everybody,

I’m ….. I would like to tell you about my friends and family.

Firstly , let me tell you about my two friends. They areGordon and Lucy. Lucy is shorter than Gordon but I am theshortest of us all.

Secondly, let me tell you about my family….

I like my friends and my family very much.

That’s all I want to say today.

Your student,

Sandy

Useful vocabulary: mother, father, brother, sister,grandfather, grandmother, uncle, aunt, cousinfunnier than…lazier than…more handsome than …prettier than…thinner than… more hard-working than…busier than… naughtier than…more beautiful than…the noisiestthe quietestthe most interesting

the loudestthe fastest the most creative