修訂版PEP 四（上）對話教學情境設計

俞 林

（接上期）

課例五：Dinner’s ready!

教學內容：四年級上Unit 5 Dinner’s ready!A Let’s talk

教學目標：

1.學生能用本課所學談論進餐時相關話題。

2.學生能在情境中正確理解學習對話，并能在情境結局中發展語言思維，靈活運用所學。

3.學生能用與錄音相似的語音語調朗讀表演對話。

4.學生能了解中外飲食和寵物文化的不同。

5.學生能感知體會情境中Mike吃中國菜時感覺到辣的有趣場景，激發學生模仿表演和用英語交流的樂趣。

【情境開端】

PPT呈現Mike做自我介紹：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呈現Chen Jie的家，兩人交談如下)

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.

（此處是師生看圖互動對話。）

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.

（以上讓學生熟悉What would you like fordinner?What’s for dinner? 等問答，同時滲透中國飲食文化，與接下來的西方飲食形成對比。）

【情境發展】

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!

（此處讓學生帶著問題聽讀文本，What would Mike like for dinner?What would Dad like for dinner?）

PPT呈現Chen Jie家吃飯和Mike家吃飯時兩只小狗的不同狀態，一只在桌下，一只在桌旁，稍稍提醒學生中外寵物文化的不同。

深灰色的古城墻向遠方無限延伸，以自身厚重的歷史感與這個現代化的城市“沖撞”出一種頗有味道的美感，城墻不遠處，由紅墻灰瓦堆砌的南京國家領軍人才創業園中，散布著大大小小的企業，蔓延著濃濃的文化和藝術的氣息，我們此次到訪的南京東南文化交流公司正在其中。甫一推開東南文化的大門，心中便莫名地升起一種明亮感，不大的空間內被各種以數字印刷方式制作的產品充斥著，那些點綴在各個角落的繽紛，那些讓人愛不釋手的創意作品，加之總經理孫義的介紹，仿佛讓我們隨著東南文化，與數字印刷談了一場戀愛。

PPT回到Mike一家吃飯場景。

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.

【情境結局】

（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.

【教師提供對話關鍵句（加粗部分），再讓學生根據PPT圖片和劇情自編并展示對話。】

課例六：Peter’s love story!

教學內容：四年級上Unit 6 My Family A Let’s talk

教學目標：

1.學生能用本課所學談論家庭成員的相關話題。

2.學生能在情境中正確理解學習對話，并能在情境結局中發展語言思維，靈活運用所學。

3.學生能用與錄音相似的語音語調朗讀表演對話。

4.學生能了解國外的寵物文化。

5.學生能感知體會情境中Peter和Annie之間愛情故事的滑稽，進而激發學生模仿表演，體會用英語交流的樂趣。

【情境開端】

PPT呈現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?

（此處通過Chen Jie的自我介紹和師生之間互動對話，讓學生熟悉How many people are there in your family?及回答和 My family has...people.的表達。）

【情境發展】

（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.

（此處讓學生帶著問題聽讀文本，How many people are there in Amy’s family?）

【情境結局】

（PPT呈現Peter）

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

（PPT呈現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.

（教師先用語言支架（下劃線部分）引導學生思考對話內容，再讓學生根據PPT圖片和劇情自編并展示對話。）

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.

（以一個有趣的結局結束本課情境。）

課 例 七 ：Helen’s love story

教學內容：四年級上Unit 6BLet’stalk（本課續接上一課）

教學目標：

1.學生能用本課所學談論家庭成員的相關話題。

2.學生能在情境中正確理解學習對話，并能在情境結局中發展語言思維，靈活運用所學。

3.學生能用與錄音相似的語音語調朗讀表演對話。

4.學生能感知體會情境中Helen和Bill之間愛情故事的滑稽，進而激發學生模仿表演，體會用英語交流的樂趣。

【情境開端】

（PPT呈現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.

（此處讓學生熟悉Is this your...? 和 What’s your...’s job?及回答。）

【情境發展】

(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!

（以上文本讓學生帶著問題看對話視頻，回答問題，學習文本。What’sSarah’suncle’s job?What’sSarah’saunt’sjob?）

【情境結局】

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 呈現 a year ago（交代時間）

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是高度近視眼，而且沒有戴眼鏡。)

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!

（教師先用語言支架（下劃線部分）引導學生思考對話內容，再讓學生根據PPT圖片和劇情自編并展示對話。）

教學中教師在運用以上課例情境時，要特別注意語言支架的引導作用，不能把語言支架呈現告訴給學生。要隨著情境的展開，逐步引導啟發，逐步拆除支架，讓學生自主建構語言，激活語言思維，幫助學生在情境學習中得到語言運用能力的提升。 （全文完）