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英語口語中的PPP教學(xué)法
英語口語中的PPP教學(xué)法英語口語中的PPP教學(xué)法
吳彩紅 中學(xué)英語教學(xué)著重于對學(xué)生進(jìn)行聽、說、讀、寫的培養(yǎng)。語言是交際的工具，通過語言交際因此就成了語言學(xué)習(xí)的首要目的。進(jìn)行語言交流需要一定的聽說能力，所以口語練習(xí)在中學(xué)英語教學(xué)中的要求也就越來越高。本人在多年的英語口語教學(xué)中嘗到了運(yùn)用PPP方法進(jìn)行教學(xué)的甜頭，自然，非常愿意與大家一起分享這份喜悅。
一、何為PPP方法呢？
那就是Presentation，Practice and Production 三個教學(xué)過程。在Presentation 過程中，教師把要學(xué)的新的語言知識介紹給學(xué)生，教師設(shè)法引起學(xué)生對所學(xué)新句型、新對話或新文章的興趣，激發(fā)學(xué)生的求知欲，并檢查學(xué)生對新授要點(diǎn)的理解。在Practice 那過程中，教師則給學(xué)生很多的操練機(jī)會，鼓勵學(xué)生盡可能運(yùn)用剛介紹的新知識，進(jìn)行反復(fù)的句型練習(xí)并不斷提高語言運(yùn)用的正確率。在Production 過程中，學(xué)生被要求創(chuàng)造性地運(yùn)用所學(xué)知識，做到靈活并自由地運(yùn)用語言，實(shí)現(xiàn)正確并流利地進(jìn)行交際的目標(biāo)。
不同步驟的要求決定了教師角色的不斷轉(zhuǎn)換。
Presentation Practice Production
如上圖所示，在三個不同的階段，教師對學(xué)生的控制力不斷降低，從Presentation→Practice→Production，以教師為中心很快過渡到以學(xué)生為中心，教師的角色先后為演員、觀眾和評論員，最終實(shí)現(xiàn)以學(xué)生為主體、教師為主導(dǎo)的教學(xué)新要求。
口語課不同于聽力、閱讀、寫作等課，它自有它的特點(diǎn)�？谡Z課應(yīng)設(shè)置情景并組織更多的Pair work&Group work 進(jìn)行對話。對話內(nèi)容需要貼近生活，最好是學(xué)生熟悉的話題；聽者與言者不斷轉(zhuǎn)換，轉(zhuǎn)換間隔或長或短；語言簡潔或不完整，但伴作有臉部表情、手勢、體語等非言語信息，并允許猶豫、停頓和語言重復(fù)。因此口語課的教學(xué)安排一定要抓住課本身的特點(diǎn)，精心設(shè)計(jì)不同階段的活動內(nèi)容以取得最佳效果。那么到底如何巧施PPP教學(xué)法于英語口語教學(xué)中呢？
二、PPP方法在不同階段教學(xué)活動的嘗試
1、 Dialogues--Presentation：
人教版初中第二冊有這樣一篇新授對話：
Kate：Hello，7-5-4 double 6-2。
Li Lei：Oh, hello, Could I speak to Jim, lease?
Kate：I'm afraid he's out at the moment .He's at the cinema .Can I take a message?
LiLei：Yes. Could you ask him to call me , please.
Kate：Sure ! What's your name, please?
LiLei：Li Lei.
Kate：Could you spell that, please?
Li Lei：L-I, Li, L-E-I, Lei, My telephone number is 6-7double8-3-4.
Kate：6-7 double 8-3-4. Right.
Li Lei：Thanks a lot . Rye.
Kate ：Bye.
The presentation goes through the following procedures：
1)、The students are told that they are going to work in pairs and make telephone calls.
2）、All student As are told：You call your friend Jim and find that he is not at home. Ask his sister (brother) to take a message, telling Jim to call you. Your number is： 678834。
All student Bs are told：You are at home .Your brother Jim is out. Someone call you looking for Jim. Tell him /her Jim is out and ask if you can take a message .Ask for the caller's name and telephone number .
3）、The students start their telephone conversation after they are ready. Student Bs have to start first.
4）、The students are asked to open their books and asked to compare the dialogue with their bun's.
5）、The students are asked to ask and answer about the dialogue.
6）、The students are asked to read the dialogue in pairs again and the class goes on.
我這樣安排的目的在于讓學(xué)生通過對話自個了解到本課新授內(nèi)容，無需教師的解釋，并且讓學(xué)生通過問答，得出正確的語言知識，使學(xué)生被動為主動，不像我們部分教師直接將新授內(nèi)容介紹給學(xué)生，如他們常這樣開始他們的課，"Today ,we are going to learn……"，這樣的開場白被學(xué)生視為老生常談，這樣不但無法激發(fā)學(xué)生的興趣，而且使學(xué)生學(xué)得很被動，象是一個嬰兒硬是被喂了幾口，這樣的孩子能長得快嗎？試問這兩種方法中哪種方法更受歡迎？
2、Dialogue-Practice
在教師確信學(xué)生已經(jīng)徹底領(lǐng)會了所學(xué)內(nèi)容后，就開始組織學(xué)生積極投入，以諸多方式進(jìn)行操練，例如：split exchanges, gapped dialogues , read and act, scrambled dialogue, information gap prompted dialogues and so on.
1）、Practised by gapped dialogues ：
Practice focus：to ask the way and give directions.
(Two sets of gapped dialogues are prepared as show below)
Dialogue A
A：Excuse me，Where's ,please?
B：Go along ,and take on the right.
Dialogue B
A ： , North street Hospital, ?
B： the street ,and the second turning .
A：
Instructions to the students are like this：Work in pairs. Student A in each pair will have Dialogue A and Student B will have Dialogue B Do not show each other the dialogue . Fill in the missing words by asking each other questions.
自然，準(zhǔn)備好的地圖可以幫助學(xué)生更順利地展開這項(xiàng)活動。
2）、Practised by a flow-chart.
Practice fowls: to invite and persuade your partner to visit the Great Wall with you.
Instructions are like this: In this task ,the student invited refuses at first, with his partner's persuasion ,he accepts the invitation at last. They appoint the time of starting and the place where to get on the bus .
A flow chart seems to be helpful ,as shown below:
A B
3）、Dialogues -Production
在這一階段，學(xué)生對所學(xué)知識已相當(dāng)熟悉，要達(dá)到語言學(xué)習(xí)的首要目的-交際，學(xué)生最好將所學(xué)知識學(xué)以致用。教師可以精心設(shè)計(jì)情景，組織學(xué)生分角色進(jìn)行自由對話并表演。教師最后給予評定或提出某些要求，有利于學(xué)生提高口頭運(yùn)用語言的能力。
例如：The following situation is set up.
Kate's skirt is too short ,so she asks her mother to buy her a new one. In the shop the shop assistant is friendly and she serves them carefully . The first one Kate tries on is yellow, and Kate likes the color ,but it's too large. So they ask for another .The second is green and the size is just all right ,so they want to take it .
Places：At home first ,then in the shop.
Roles：A：Kate
B：Kate's mother
C：the shop assistant
功夫不負(fù)有心人，在多年的努力下，終于從開始試探性地運(yùn)用PPP方法到現(xiàn)在已能熟練地運(yùn)用PPP方法。實(shí)踐證明，運(yùn)用PPP方法，教師教得輕松，學(xué)生學(xué)得自在又靈活，可謂一箭雙雕。比較同年級別的班上學(xué)生，我班的學(xué)生在聽說方面反應(yīng)較快，能對熟悉的話題進(jìn)行自由并流利的對話，為真實(shí)交際打下了很好的基礎(chǔ)。
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