陳樺

肇慶是一個歷史悠久、文化底蘊深厚的城市，其豐富的旅游資源、良好的城市規(guī)劃及近年來致力打造的廣府文化氛圍，對于英語課堂教學是一種不可多得的語言素材資源。所以，探索本土信息在英語教學中的實際應用，對鍛煉學生的語言實際應用能力有著重要的意義，也符合新課程標準中“形成跨文化知識，培養(yǎng)愛國主義”的要求，符合核心素養(yǎng)中“民族意識”的形成。

一、 本土素材與教材的交叉點

肇慶市歷史文化傳統(tǒng)悠久，在春節(jié)、中秋節(jié)、端午節(jié)等傳統(tǒng)節(jié)日，市區(qū)內(nèi)均有慶?；顒?，與人教版“Go For It”七年級下冊Unit 6 “Im watching TV”中的“端午節(jié)”元素相匹配，可作口頭、筆頭擴展訓練。肇慶城區(qū)內(nèi)景點分布眾多，可利用Unit 8 “Is there a post office near here？”主題，引導學生簡單介紹歷史文化建筑或地標性景點。Unit 11“How was your trip？”則為旅游主題，更能利用本土素材，進行口頭、書面訓練。宋城墻、七星巖景區(qū)、鼎湖山景區(qū)、閱江樓等均是學生們熟悉的書面寫作素材。另外，肇慶正在創(chuàng)建全國文明城市，對市民遵守社會公約、維護良好社會秩序方面有比較高的要求，與Unit 4 “Dont eat in class”的遵守規(guī)則主題相吻合。結合本土素材整合教材進行教學，是對教材的一種再開發(fā)使用。

二、教學實例

1. 描述地點地理位置

以Unit 8 “Is there a post office near here？”為例。Section A 2D Role-play Conversation為問路的對話，在實際教學中筆者將對話內(nèi)容改成針對七星巖景區(qū)的問路情況，讓學生通過模仿課文素材進行實際口語交流，熟悉對某一地點的描述，激發(fā)學生熱愛家鄉(xiāng)的感情，培養(yǎng)他們的民族自豪感和歸屬感。教學設計如下：

Step 1 Getting Familiar with the material of 2D

（1）Teacher shows up the conversation on screen， then highlight the sentences of asking and answering the way.

（2）Listen to the tape to clarify the pronunciation of the high-lighted sentences.

（3）Read 2D together， especially the high-lighted sentences.

Step 2 Modeling

（1）Teacher shows up a picture of our school and its location， then ask students a question：“Is there a school on Heping Road？” The students should answer：“ Yes， there is.”Then teacher asks another question：“ If I am in Hua-tuo Hospital， how can I get to Duanzhou Middle School？” Students answer by the message showing on the map.

（2）Show maps of Seven Star Lake in different directions. Ask students to make a conversation with their partners by modeling the conversation of 2D.

Step 3 Summary

If there is a foreign friend asking you to show the way to the Seven Star Lake， can you try your best to help him？

2. 旅游主題

以Unit 11“How was your trip？”為例，學生結合肇慶著名景點鼎湖山，回憶、提煉成一篇介紹文章“A trip to Dinghu Mountain”。本課例旨在通過寫作練習提升學生對主題寫作的歸納、分析能力，并以此感受本土文化的特點。筆者通過對教材的適度處理，設計能適應本土實際情況的訓練素材，這也是一種民族情懷教育。教學設計如下：

Step 1 Warming up and setting a situation of the writing

（1）Greeting the students

（2）Show some pictures of Zhaoqings places of interesting to raise students interest.

（3）Show a picture of Dinghu Mountain to let students guess where it is.

（4）Give out the situation： suppose you went to the Dinghu Mountain with some foreign friends last Sunday， you want to write a letter to newspaper to introduce Dinghu Mountain， what will you write？

Step 2 Gaining information and analyze

（1）Questioning：What should we

know if we want to write a letter？

Teacher guides students to think about what they should write on their passage： transportation， visiting places， activities and feelings after this trip. Then ask students list their writing elements on their paper.

（2）Forming sentences

Teacher showing some models to give advice on how to write a sentence in general past tense.

I was went to Guangzhou yesterday.→ I went to Guangzhou yesterday.

I with my parents went Guangzhou yesterday.→ I went to Guangzhou with my parents yesterday.

Lily by taxi is went to work last Friday.→Lily went to work by taxi last Friday.

We see many tree there.→ We saw many trees there.

Dinghu Mountain is tall.→ Dinghu Mountain is high.

（3）Self analyze

Students prepare alone for their passage on what words they may use and write them down， then show them to the whole class to check if he or she write correctly.

Step 3 Writing alone

Students write the passage under their idea alone in 15 minutes. Then self check the spellings of words.

Step 4 Share and Sum up

（1）Share students own passage to the whole class and sum up how to write a passage about introducing places.

（2）The key elements are： places location， its features and advantages， own feeling about this place after visiting it and so on.

Step 5 Homework

Find another place of interest in Zhaoqing， have a trip there and write down your trip.

三、思考

課例要貼合學生的心理特征。每個地方都有其獨特的地理環(huán)境、人文特征及社會風氣，學生接觸這些本土素材的時間遠比接觸教材的時間長，對本土素材的思考遠比書本知識要深層次，也更為多元。筆者認為，本土素材與教材相結合，目的是使學生進一步理解知識點。而一些比較深刻的社會現(xiàn)象及問題，未必適合當下年齡段的學生進行思考。比如七年級的學生尚未接觸比較深刻的政治、歷史素養(yǎng)教育，教師在選取額外的教學素材時，要注意選擇適合學生當前思維特征的素材，據(jù)筆者觀察，生活化的素材更適合幫助開展七年級課堂教育。

課例要考慮任課班級學生的實際水平。人教版七年級下冊Unit 9 “What does he look like？”以描述人為主題，教師在選取練習時應盡量選取書本中的人物進行口語訓練。再者，教師可選取學生普遍知曉的人物進行拓展訓練，比如公眾人物和周邊同學，并注意描述應向正面、積極的方向發(fā)展。該單元并不適合選取本土人物中知曉度較低的人物進行描述訓練。因此，練習內(nèi)容的選取應以學生為主要考慮因素，應充分考慮練習內(nèi)容能否讓學生在當節(jié)課學有所得。

由于本土素材未必適合所有課型進行全體學生授課，所以對本土素材的合理利用可以轉(zhuǎn)移至課后興趣小組。比如，肇慶市城區(qū)內(nèi)街道名的英文講法是否規(guī)范，景區(qū)中提示語的英文用語是否得當，等等。學生參加興趣小組，利用課后時間，把書本知識應用于實際場景，培養(yǎng)自主學習的能力，也培養(yǎng)了語言思維能力，是發(fā)展學生核心素養(yǎng)的一種良好手段。

責任編輯 魏文琦