修订版PEP 四（上）对话教学情境设计

俞 林

（接上期）

课例五：Dinner’s ready!

教学内容：四年级上Unit 5 Dinner’s ready!A Let’s talk

教学目标：

1.学生能用本课所学谈论进餐时相关话题。

2.学生能在情境中正确理解学习对话，并能在情境结局中发展语言思维，灵活运用所学。

3.学生能用与录音相似的语音语调朗读表演对话。

4.学生能了解中外饮食和宠物文化的不同。

5.学生能感知体会情境中Mike吃中国菜时感觉到辣的有趣场景，激发学生模仿表演和用英语交流的乐趣。

【情境开端】

PPT呈现Mike做自我介绍：Hello,I’m Mike.I’m from Canada.I have a cute dog.His name is Tom.I like bread and milk.Tom likesbonesand milk.Now I’m going to Chen Jie’s home.We’ll have dinner together.

(PPT呈现Chen Jie的家，两人交谈如下)

Chen Jie:I have a dog,his name is Tao Tao.

Mike:Tao Tao is cute.

（It’s time for dinner.Chen Jie says to Mum.）

Chen Jie: Mum,I’m hungry.

Mum:Whatwouldyou like for dinner?

Chen Jie:I’d like some chicken and fish.

Mum:OK,wait a minute.

(Some time later)

Mum:Dinner’s ready!

T:What’s for dinner?

Ss:Some chicken,some fish,some vegetables and soup.

（此处是师生看图互动对话。）

Mike:Where is Tao Tao?

Chen Jie:It’s under the table.

Chen Jie: Let’s have dinner.Have some chicken.

Mike:Thank you.Ah,it’s hot（辣）.

Chen Jie:Have some fish.

Mike:Thank you.It’s hot too.

Chen Jie: Have some meat.

Mike:Thank you.It’s hot too.Can I have some soup?

Chen Jie:Sure,here you are.

Mike:Chinese food is hot.But it’s delicious.I like it.

（以上让学生熟悉What would you like fordinner?What’s for dinner? 等问答，同时渗透中国饮食文化，与接下来的西方饮食形成对比。）

【情境发展】

Next day,Mike is at his home.It’s dinner time now.

Mike:Mum,I’m hungry.What’s for dinner?

Mum:Whatwouldyou like?

Mum:Whatwouldyou like for dinner?

Dad: Some fish and vegetables,please.

...

Mum:Dinner’s ready!

Dad&Mike:Thanks!

（此处让学生带着问题听读文本，What would Mike like for dinner?What would Dad like for dinner?）

PPT呈现Chen Jie家吃饭和Mike家吃饭时两只小狗的不同状态，一只在桌下，一只在桌旁，稍稍提醒学生中外宠物文化的不同。

深灰色的古城墙向远方无限延伸，以自身厚重的历史感与这个现代化的城市“冲撞”出一种颇有味道的美感，城墙不远处，由红墙灰瓦堆砌的南京国家领军人才创业园中，散布着大大小小的企业，蔓延着浓浓的文化和艺术的气息，我们此次到访的南京东南文化交流公司正在其中。甫一推开东南文化的大门，心中便莫名地升起一种明亮感，不大的空间内被各种以数字印刷方式制作的产品充斥着，那些点缀在各个角落的缤纷，那些让人爱不释手的创意作品，加之总经理孙义的介绍，仿佛让我们随着东南文化，与数字印刷谈了一场恋爱。

PPT回到Mike一家吃饭场景。

Mike:Mum,Dad,Chinese food is very hot,but it’s very delicious.

Mum:Really?Let’s go to the Chinese restaurant and have some Chinese food.

Dad: Great! Let’sgo tomorrow.

【情境结局】

（They are in a Chinese restaurant.）

Waiter:Welcome,what would you like for dinner?

Mike:I’d like some fish.

Mum: I’d like some chicken.

Dad: I’d like some noodles.

Waiter: OK, wait a minute.

Waiter:Dinner’s ready.

Mum：Have some chicken.

Dad: It’s really hot.

...

Mike:Can I have some soup?

Dad: Sure,here you are.

Mum: Chinesefoodis very hot. But it’s very delicious.

【教师提供对话关键句（加粗部分），再让学生根据PPT图片和剧情自编并展示对话。】

课例六：Peter’s love story!

教学内容：四年级上Unit 6 My Family A Let’s talk

教学目标：

1.学生能用本课所学谈论家庭成员的相关话题。

2.学生能在情境中正确理解学习对话，并能在情境结局中发展语言思维，灵活运用所学。

3.学生能用与录音相似的语音语调朗读表演对话。

4.学生能了解国外的宠物文化。

5.学生能感知体会情境中Peter和Annie之间爱情故事的滑稽，进而激发学生模仿表演，体会用英语交流的乐趣。

【情境开端】

PPT呈现Chen Jie的家。This is Chen Jie’s home.

Chen Jie:My family has threepeople.Myparentsandme.

T:How many people are there in my family?Four,my parents,my brother and me.How many people are there in your family?

（此处通过Chen Jie的自我介绍和师生之间互动对话，让学生熟悉How many people are there in your family?及回答和 My family has...people.的表达。）

【情境发展】

（Amy comes. They’re chatting.）

Amy:How many people are there in your family,Chen Jie?

Chen Jie: Three, my parents and me.

Amy:My family has six people.

Chen Jie:Six?

Amy:Yes.My dad,my mum,my sister,my baby brother and me.

Chen Jie:But that’s only five.

Amy:And my little puppy.

（此处让学生带着问题听读文本，How many people are there in Amy’s family?）

【情境结局】

（PPT呈现Peter）

Amy:This is my uncle,Peter.Peter loves a girl.Her name is Annie.

（PPT呈现Annie）

Annie:My family has four people.My parents and me.

T:But that’s only three.

Annie:And my little dog.

T: One day,Peter and Annie meet in the park.Peter wants to know how many people there are in Annie’s family.

Peter: Good morning,Annie.

Annie: Good___morni_ng,Peter.

Peter:How many people are there in your family?

Annie:Four.My parents and me.

Peter: Butthat’s only three.

Annie: And my little puppy.

（教师先用语言支架（下划线部分）引导学生思考对话内容，再让学生根据PPT图片和剧情自编并展示对话。）

T:Next day,Peter goes to Annie’s home.He has some gifts for the family.A shaver is for father.A dress is for mom.A rose is for Annie.A bone is for dog.But Peter mixed the gift boxes up.He gives the shaver to Annie’s mother.He gives the dresstoAnnie’sfather.He gives the rose to the dog.And he gives the bone to Annie.

（以一个有趣的结局结束本课情境。）

课 例 七 ：Helen’s love story

教学内容：四年级上Unit 6BLet’stalk（本课续接上一课）

教学目标：

1.学生能用本课所学谈论家庭成员的相关话题。

2.学生能在情境中正确理解学习对话，并能在情境结局中发展语言思维，灵活运用所学。

3.学生能用与录音相似的语音语调朗读表演对话。

4.学生能感知体会情境中Helen和Bill之间爱情故事的滑稽，进而激发学生模仿表演，体会用英语交流的乐趣。

【情境开端】

（PPT呈现Amy的家）

Amy:Come and meet my family! They’re my parents.This is my uncle.This is my aunt.This is my cousin.This is mysister.This is mybaby brother.And this is me.

(Sarah and ZhangPeng comes.)

Zhang Peng:Is this your uncle?

Amy:Yes,it is.

Sarah:Is this your aunt?

Amy:Yes,it is.

Zhang Peng:Your uncle is cool.What’s his job?

Amy:He’s a policeman.

Sarah: What’s your aunt’s job?

Amy:She’s a nurse.My uncle and aunt’s love story is very funny.

Sarah: My uncle and aunt’s love story is funny too.Come to my home and I’ll tell you.

（此处让学生熟悉Is this your...? 和 What’s your...’s job?及回答。）

【情境发展】

(In Sarah’s home.)

Zhang Peng:Is this your uncle,Sarah?

Sarah:Yes,it is.He’s a football player.

Zhang Peng:What’s your aunt’s job?

Sarah:She’s a nurse.

Zhang Peng:Is this your baby brother?

Sarah:No,it’s me!

（以上文本让学生带着问题看对话视频，回答问题，学习文本。What’sSarah’suncle’s job?What’sSarah’saunt’sjob?）

【情境结局】

Sarah:Let me tell you my uncle and aunt’s love story.My uncle’s name is Bill.My aunt’s name is Helen.

PPT 呈现 a year ago（交代时间）

One day,they met in the park.Helen waned to know how manypeopletherewere in Bill’s family.

Helen:Good morning,Bill.

Bill: Good_____mor___ning,Helen!

Helen:How many people are there in your family?

Bill:Six.My parents,my brother,my sister,my puppy and me.

Bill had a family photo.But Helen has a bad eyesight.And she didn’t wear glasses that day.(Bill拿出了家庭照片，可是Helen是高度近视眼，而且没有戴眼镜。)

Bill: Look,this ismy family.

Helen:Is this your father?

Bill:Yes,it is.

Helen: Is this your brother?

Bill: No.___She’s____my mother.

Helen:Oh,I’m sorry!Is this your sister?

Bill: No.___He’s_____my brother.

Helen:Oh,I’m sorry!Is this your puppy?

Bill:No.It’s me!

（教师先用语言支架（下划线部分）引导学生思考对话内容，再让学生根据PPT图片和剧情自编并展示对话。）

教学中教师在运用以上课例情境时，要特别注意语言支架的引导作用，不能把语言支架呈现告诉给学生。要随着情境的展开，逐步引导启发，逐步拆除支架，让学生自主建构语言，激活语言思维，帮助学生在情境学习中得到语言运用能力的提升。 （全文完）