除了录音材料,教师的课堂用语是学生模仿的另一重要来源。教师既应注意自身课堂用语的准确性,又应注意自身语音语调的地道性。如果教师为了强化语言操练的效果,随意改编、删减语言,可能导致对话情境不完整、语言使用不地道。如,七年级上Unit 5 Do you have a soccer ball?Section A 2a,2b中两个听力的录音原文为:
Conversation 2
A:Hi,Mike.
B:Hi,Ed.
A:I want to play basketball.Do you have a basketball?
B:Yes,I do.
A:Great!
Conversation 3
A:Hi,Sally.
B:Hi,Jane.
A:Sally,this is my friend,June.
B:Hi,June.Nice to meet you.
C:Nice to meet you,Sally.
B:Let's play tennis.Do you have a tennis racket,Jane?(www.xing528.com)
A:Sorry,I don't.
一老师从导入的师生对话到听力训练后的课堂操练中,在Yes,I do/No,I don't后分别加了I have a basketball和I don't have a ping-pong bat。教师想以此强化这两个句型的操练,但经过改编后的语言不符合真实交际的习惯。另外,教师只关注了听力原文中的目标语言,对对话中其他语言不够关注,直接导致听后学生的语言输出单调乏味。听力原文是得体运用语言最好的示范,在Do you have...?之前,都有一个真实的情境导入对话。如,见面打招呼Hi,Hello,表达打球的打算或欲望I want to play...等,简单的词句却为下文Do you have...?句型的运用做了铺垫,在创设完整的对话情境中起着重要作用,不可或缺。教师在解读录音文本时,应该引导学生关注这些词句,同时在自己的课堂用语中循环复现,才能达到较好的教学效果。
此外,语音教学也需要我们在每堂课中不断渗透。《义务教育英语课程标准(2011年版)》指出:“语音教学应注重语义与语境、语调与语流相结合,不要单纯追求单音的准确性。”[1]学生的语音语调要经过模仿和不断训练才能掌握好,所以,我们要充分利用磁带,加强模仿训练,根据文本特征,正确把握语音、语调在交际中对语义的作用,从而有计划、有针对、有侧重地训练重读、语调、停顿、连读等朗读技巧。如,一老师在语音训练时着重于重音训练,以下是对话文本:
A:Excuse me.Is there aˈlibrary around here?
B:Yes,there is.Just go alongˈBridgeˈStreet andˈturnˈleft when you see the library.Go along Long Street and it's on theˈright.It's next to theˈsupermarket and across from theˈbank.
A:Thanks!
教师分步进行指导:先让学生听并模仿重音进行朗读,然后让学生标出重读单词,最后让学生即时操练,给出类似对话,让学生尝试朗读并标注重音。
A:And is there a restaurant near the hotel?
B:Yes,go along New Street.Turn right at the first crossing and the restaurant is on your left.Across from the pay phone.
A:Thank you very much.
B:You're welcome.
虽然教师只让学生关注单词的重读,但其实关注单词的重读也就关注了句子的意群、节奏和语调。正如点评专家说:Read aloud the dialogue with attention paid to the sentence stress,the rhythm,and intonation,and sentence groups.
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