英语口语教材的实际(practicality)和实用(practicability)(7)

    例如，我们可以把讨论材料非程式化。如在上一节中对爱情，婚姻的讨论可以在讨论过每一个问题后再引入儿童的答案，这既给一个常规话题增加了趣味和悬念，又可使儿童的答案成为新的讨论内容，见样本11：

   Tips on Love (by American kids, 5-10 years of age):

1）  What is the proper age to get married ?

"Eighty-four, Because at that age, you don't have to work anymore, and you can spend all your time loving each other in your bedroom."(Judy, 8)

"Once I'm done with kindergarten, I'm going to find me a wife."(Tom, 5)

2． What do most people do on a date ?

“On the first date, they just tell each other lies, and that usually gets them interested enough to go for a second date.”(Mike, 10)

3． When is it ok to kiss someone ?

 "Never kiss in front of other people. It's a big embarrassing thing if anybody sees you. But if nobody sees you, I might be willing to try it with a handsome boy, but just for a few hours." (Kally, 9)

4． Is it better to be single or married ?

"It's better for girls to be single but not for boys. Boys need somebody to clean up after them"(Lynette, 9)

"It gives me a headache to think about that stuff. I'm just a kid. I don't need that kind of trouble."(Kenny, 7)

5． Why is love happen between two particular people ?

 "I think you're supposed to get shot with an arrow or something, but the rest of it isn't supposed to be so painful."(Harlen, 8)

6．What is role of good looks in love ?

 "It isn't always just how you look. Look at me. I'm handsome like anything and I haven't got anybody to marry me yet."(Gary, 7)

　　另外，小组活动的形式也可以作非程式化处理。比如可以先看图进行分组讨论，再将讨论内容汇总后拿到班级讨论程序可以是先小组讨论，若有不同进行辩论则效果更佳。

　　游戏原则

　　游戏非儿戏。一般认为，语言的习得只有在真实的交际环境中才能最终完成，而外语学习往往因过于依赖课堂教学而缺乏真实的交际环境和学习者的真情投入。为了弥补这一不足，人们想到了游戏。一个成功的游戏可以一扫课堂中的沉闷气氛，使学生自觉自愿地进行语言交流活动，其作用不可低估。但在教学实际中，又很少看见教师有计划地将游戏安排到教材中去，原因无非有二：一，游戏从内容到形式千差万别，难以系统地编排分类，更不好与教学内容相结合；二，游戏需要游戏者的自主参与，效果有时很难控制。

　　要引进游戏活动，笔者感到以下定义很有启发性:“（在语言教学中）游戏是一种有组织的活动，往往具有以下特点：有特定的任务和目标，有一系列规则，对参与者而言具有竞争性，通过参与者之间的口/笔语交流来进行。”（Richards, 1995）具体说来，在教材的编写中一要体现教师对于游戏活动的引导和监控，二要体现学生的自主参与。作为教材的一部分，每次的游戏都应有明确的教学任务和目标，都应该与教学总体内容一致起来。为了更好地确定教学目标，可以先将游戏进行分类（注2），再按教材进度进行编排。在教材编写中，要制订明确的规则，既发扬游戏的娱乐性又要缩小其不可控性。应该说，以提高口语能力为目的的游戏，无论其是否以竞赛为形式，都具有很强的竞争性。这也是口语游戏的魅力所在。

　　最后，教材中要求用英语给出（开始阶段可配汉语翻译）可帮助教师用英语交代游戏规则。 教材中更应提供必要的英语表达方式以避免学生在活动中回到母语。先请看样本12：

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