英语口语教材的实际(practicality)和实用(practicability)(6)

T: (points to the boy watching TV.)

S: The boy is watching TV.

…

　　根据上图也可做较复杂的操练：

T: (Points to the man outside the door. ) Mr. Wang was standing outside the door of the sitting room. He didn’t go in. (Now ask the students to repeat his last sentence.) If he had gone into the room, he would have seen his wife cleaning the window.

S: If he had gone into the room, he would have seen his wife cleaning the window.

T: (points to the boy watching TV.)

S: If he had gone in, he would have seen his boy watching TV.

…

　　扩展性操练可采用个人依次/老师指定朗读。具体可见样本8：

T: Zhang San was hungry, so he had a bowl of noodle. (Ask any student to repeat the first half of the sentence and suggest other possibilities in the second half.)

S1: Zhan San is hungry, so he had a steamed bread.

S2: Zhan San is hungry, so he had a bowl of porridge.

…

T:  Li Si was thirsty, so she had a cup of tea.( Ask any student to go on with the exercise.)

S1: Li Si was thirsty, so she had a bottle of cola.

S2: Li Si was thirsty, so she had a glass of mineral water.

…

　　另一种更加开放性的操练可见样本9：

T:  I hear that there is going to be a meeting tomorrow. If someone rings me, I’ll say I’m busy. Now make your excuses.

S1: If he asks me, I’ll say I’m ill.

S2: If he rings me, I’ll say I’m not in Shanghai

…

　　创造阶段的目的是使学生相对自由地开口进行交流（to talk）。说实话，目前国内许多口语教材中对该阶段的处理从量上明显不足，形式也很单一，认为既然有了第一和第二阶段的实践，第三阶段有几个问题让学生谈谈就行了。首先应该指出，该阶段应该是教材的主菜，是口语课的性质、目的与结果的集中体现，也是检验全课成败的关键。由于其重要性，笔者将在以下几节中详细说明。

　　四．谈点原则

　　在具体教学中，很多教师早已认识到EFL与ESL的不同，逐渐从意念，情景为中心转为以话题为中心，并且在选择话题时注意到一般话题，热门话题，有争议话题的作用和区别。所以，在不少以话题为结构方式的教材中，编者是很重视话题的选择的。但是，在教学实践中，我们发现要是讨论热烈展开，光有话题是远远不够的。要保证讨论的深入，决非把话题推给学生了事，而必须精心地设计谈点。笔者认为，谈点设计既能体现编辑者的水平，也是一本口语教材成功与否的关键所在。一方面，没有话题只有谈点也可以展开讨论。如一位老师走进课堂，指着自己外衣上划开的口子问大家：“Guess what happened to me?” 学生自然就纷纷猜测，七嘴八舌。另一方面，即使是好的，倍受青年人关注的话题，如“love” 来讲，没有谈点的引导，照样引不起大家热烈的讨论。但如果你用以下的谈点来启发，情况就会不一样，见样本10：

1）  What is the proper age to get married ?

2）What do most people do on a date ?

3）When is it ok to kiss someone ?

4)  Is it better to be single or married ?

5)  Why is love happen between two particular people ?

6)  What is role of good looks in love ?

　　五．非程式化原则：

    有些专家认为,鉴于我国目前多数课堂仍然必须依赖统一教材,对口语教材的题型必须进行非程式化处理,以使其多样化,从而克服单调重复，使学生兴趣降低的顽症 ( 陆明2001) 。换言之，我们一方面要认识到规范的必要性，因为它是课堂教学的一般规律，但同时要充分认识口语课堂的特殊性，即口语课是以学生自主参与为特征，诉诸发散性思维，那么期待感/意外/惊喜等要素就是教材的必须了。规范与变化无疑是口语教材的两难境地。传统教材往往强调前者而牺牲后者。但教学实践却处处提醒我们后者的重要性 。这就需要我们对教材进行非程式化处理。

百度搜索“77cn”或“免费范文网”即可找到本站免费阅读全部范文。收藏本站方便下次阅读，免费范文网，提供经典小说英语论文英语口语教材的实际(practicality)和实用(practicability)(6)在线全文阅读。