幼儿阶段到底该不该学语法?学什么?怎么学?
相信这些问题一定困扰着不少老师和家长。孩子最初的英语启蒙是从听力输入开始的,这种输入并非全部以词汇为单元,而往往是语块的形式来呈现的。
传递教育张敏培训英语教师
这里先简单普及一下语块教学的概念:传统的英语教学把语言知识归纳为词汇和语法两大部分,认为语言就是把词汇按照语法规则进行组合;而语块教学(Lexical approach)则认为,语言的基本单元不仅仅是词汇,还包括大量具有语法特征的语块,比如:词组、习语、搭配词、固定表达等等。感兴趣的老师可以观看张敏老师这段视频讲解:「英语教学知识」语块教学:语法化的词汇教学
随着英语学习的逐渐深入,这些语法化的“词汇”帮助孩子潜移默化地建立了一定的语言“模式”,渐渐地被转移到新语境中,并能创造性地使用。最重要的是这个学习过程并没有超出了幼儿阶段的语言与认知水平。
下面一起来看一个幼儿园大班的英语课例Daily Routines,看看幼儿阶段的语法教学是怎样设计的:
Ferris Wheel 幼儿英语课程
【语言目标】
● Main vocabulary:
brush my hair, brush my teeth, get dressed, get up, have breakfast, have lunch, have dinner, take a shower, wash my face, wash my hands
● Key language:
What do you do every day? I (have lunch).
Do you (wash your hands)?
What do you do at (home)?
I (have breakfast) at (home).
Do you (have lunch) at (school)?
Yes, I do. / No, I don .
I don (have dinner) at (school).
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Part 1:目标词汇
第一节词汇课先通过简单的录音跟读有关日常活动的这些目标词汇,这个过程按照Listen-Point-Repeat的顺序依次完成。
Mimi: Look Dylan! I ... get up ... get dressed ... brush my teeth ... brush my hair ... and wash my hands! Repeat, Dylan!
Dylan: Yes, Mimi. I ... get up ... get dressed ... brush my teeth ... brush my hair ... and wash my hands!
Mimi: Very good, Dylan! Lets name the daily routines together!
Both: I get up ... get dressed ... brush my teeth ... brush my hair ... and wash my hands! Fantastic!
然后在活动用书上通过连线-描图-涂色的活动来巩固单词,同时锻炼孩子的精细运动技能。
02
Part 2:目标句型
第二节课学习句型的过程主要围绕歌曲按照Listen-Point-Sing的顺序逐渐展开:
1. 首先将上节课的单词闪卡贴在黑板上(或者直接用互动白板课件呈现),孩子在听歌曲的同时指向对应的闪卡。
What do you do everyday?
What do you do every day? (Shrug)
I get up. I get up. (Mime getting out of bed)
I get dressed. I get dressed. (Mime putting on a T-shirt)
And I play! (Jump up and down in place)
What do you do every day? (Shrug)
I wash my face. I wash my face. (Mime washing your face)
I brush my hair. I brush my hair. (Mime brushing your hair)
And I play! (Jump up and down in place)
What do you do every day? (Shrug)
I have breakfast. I have breakfast. (Mime eating cereal)
I brush my teeth. I brush my teeth. (Mime brushing your teeth)
And I play! (Jump up and down in place)
What do you do every day? (Shrug)
I wash my hands. I wash my hands. (Mime washing your hands)
I have lunch. I have lunch. (Mime cutting food and eating it)
And I play! (Jump up and down in place)
What do you do every day? (Shrug)
I have dinner. I have dinner. (Mime cutting food and eating it)
I have a shower. I have a shower. (Mime washing your arms)
And I play! (Jump up and down in place)
2. 第二遍播放歌曲的时候,带领孩子们一起做编排好的歌曲动作,帮助孩子理解歌词内容的同时训练粗大运动技能,这个过程可能会时间比较长,主要取决于孩子的掌握程度。
3. 在孩子们基本掌握后可以换卡拉OK版本重复上一步活动,检验孩子是否已经掌握。
4. 播放/暂停歌曲,让孩子们在自己的学生用书上完成听力任务。
5. 通过活动用书上的游戏训练巩固词汇,并尝试输出基本句型。
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Part 3:故事教学
第三、四节课要把前两节课掌握的词汇和句式融入故事情境中,进一步强化语言知识,同时提供语言运用的场景。
1. 在第一遍播放视频的时候,可以先让孩子们考虑比较宽泛的问题:
What do Mimi and Dylan want Grandpa to do?
05:01
2. 引导孩子们讨论故事梗概后,通过播放/暂停分解故事情节,让孩子们根据学生用书上的故事卡回答细节:
Picture 1
●Are Mimi and Dylan excited to stay with Grandma and Grandpa?
●Is it time for breakfast now?
Picture 2
●Where are Grandma and Grandpa?
●Do Mimi and Dylan get dressed?
Picture 3
●Does Grandpa tell them a story?
●Is it time for breakfast now?
Picture 4
●Does Mimi like her breakfast?
●Does Grandpa tell them a story?
Picture 5
●What does Giant Joe wash?
●Is it time for dinner?
Picture 6
●Who is tired?
●Who isn tired?
3. 当孩子对整个故事和其中的语言知识基本掌握后,先完成活动用书涂色锻炼精细运动技能,然后根据图片扮演Mimi或Dylan进行场景对话,不仅训练了语言,而且培养孩子的想象力。
4. 故事之后的歌曲学习与第二节课的原理类似,在训练粗大运动技能的同时巩固内化语言知识与运用。
Giant Joes day
Fee, fi, fum, fo (March in place)
Im a giant. My name is Joe. (Point to self)
Fee, fi, fo, fum (March in place)
Now Im hungry, yum, yum, yum! (Rub tummy)
I get up. I get dressed. (Mime getting out of bed and putting on a T-shirt)
I do this every day. (Point around you)
I wash my face. I wash my hands. (Mime washing face and hands)
And this is what I say: (Cup hands around mouth)
I brush my hair. I brush my teeth. (Mime brushing hair and teeth)
I do this every day. (Point around you)
I have breakfast. I have dinner. (Mime eating)
And this is what I say: (Cup hands around mouth)
5. 学完歌曲后,孩子们根据歌曲内容在学生用书上圈出Giant Joe每天做的事情。并把自己当成Giant Joe做简单问答:
-Do you wash your hands?
-Yes, I do. (No, I don )
6. 最后完成活动用书游戏的过程中再次巩固并输出单词和句型。
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Part 4:情境对话
语言输出训练通常设计在现实场景中,场景尽可能贴近孩子的家庭和校园生活。由于有了前面四节课的基础,所以第五节Speaking教起来其实并不难,关键是学以致用。
由于孩子们的生活基本是家校两个场景,所以在播放视频前先布置给孩子们需要思考的问题:
What does Lucy do (at home)?
Alex: Lets play the game. What do you at school? What do you do at home?
Lucy: Yeah!
Alex: Do you wash your hands at school?
Lucy: Yes, I do. I wash my hands at school. And I wash my hands at home.
Alex: Do you wash your face at school?
Lucy: No, I don . I wash my face at home.
Alex: Do you brush your teeth at school?
Lucy: No, I don . I brush my teeth at home.
Alex: What about your hair?
Lucy: I brush my hair at home. I take a shower at home too.
Alex: Do you have breakfast at school?
Lucy: No, I don . I have breakfast at home.
Alex: Do you have lunch at school?
Lucy: Yes, I do. I have lunch at school.But I don have dinner at school. I have dinner at home.
Auntie Vicky: And its time for dinner now!
Lucy: Great.
Alex: Im hungry!
1. 在播放视频的过程中可以依次展示相关词汇闪卡以加深印象
2. 使用学生用书讨论话题:
Are Lucys daily routines the same or different to yours?
帮助孩子识别生活与学习场景下日常活动的异同。
3. 播放视频或音频,孩子们在图片上指出对应的日常活动。
4. 让孩子们参考学生用书示例,在活动用书上画出自己在家校的Daily routines,然后进行交流。
看完上面的课例,想必老师们都已经体会到了,虽然没有专门去讲解一般现在时的语法知识,但在每个课时的教学设计中,由浅入深,通过故事、歌曲、动作、场景对话、游戏活动等一系列环节,完成了语言知识的学习、操练、巩固和输出。在Speaking之后的Values, Content和Culture三个课时,则是把语言学习与情感态度、价值观、CLIL等多元目标相融合,进一步促进语法知识的巩固和运用,在此就不一一列举了。
虽然上面介绍的课程结构简单清晰,教学设计轻松活泼,但其语法知识完全覆盖了剑桥少儿英语考试的全部知识点,达到欧洲语言框架大纲CEFR Pre A1的水平。
回到文章开头那个话题,其实只要学习语言就离不开语法,幼儿英语也不例外,语法不存在该不该学、该不该教的问题,关键是怎么教。采用适合孩子们“上手”的方式,在潜移默化中习得,无疑是最有效的语法教学。