陆丽萍
摘 要：本文以一堂高中英语阅读课——A Goodbye Kiss为例，试图探讨情景教学法在高中英语课堂教学中的运用，通过利用图片、表格、文本、情景迁移和仿写等各种手段体现情景教学“形”真、“情”切、“意”远的特点，引导学生在教学情景里进行自主探究、合作学习，从根本上提高英语教学的科学性和艺术性。
关键词：高中英语 情景教学 案例研究
情景教学，是指教师根据教学目标、教学内容，结合实际，利用多种手段创设贴近学生、贴近生活的动态环境，让学生在动态过程中，通过观察发现、理解和运用知识，使之符合人类由感性认识到理性认识的认知规律。笔者以一堂英语阅读课——A Goodbye Kiss为例，试图探讨情景教学法在高中英语课堂教学中的运用。
利用图片，导入文本情景
在本堂课的热身活动环节中，笔者创设了这样一个情景：
StepⅠ：Lead－in and pre－reading（individual work and group work）
What are they doing？
Why did the father send his daughter away？
What are their feelings when they are looking into each other’s eyes？What did the father say to his daughter before she got into the train？
设计意图：在阅读前，教师利用多媒体创设生动、活泼的教学情景，采用主题词汇教学法将主题知识和词汇学习共同推进，能够调动学生的学习热情，激发学生对亲情的感动和珍惜。
S1：Judging from the clumsy feather coat，it maybe happens during the Spring Festival．Father has to make his living by working far away from his hometown．After spending the festival with the father，the daughter must go home．Now they are in the train station．The daughter leans over to the windshield to say goodbye to her father，smiling，while the father are likely to tear up，frowning．He must be unwilling to let her daughter go．
利用一幅父女在火车站告别的照片，导入本课的新单词，发挥学生的想象力，创设一个可能的情景。我还给学生几个预设的问题作为提示，让学生有了更清晰的思路。
利用表格寻读，还原整体情景
StepⅡ：While－reading
Scanning：（individual work）
设计意图：训练学生根据五个W寻读获取文章的最主要信息，高度概括文本信息能力。
Find the main elements of Frank’s story and then combine them into the main idea for the story．
让学生直接归纳课文的主要内容是比较困难的，因此我把它编制成表格，让学生先进行细节查找，然后再将所有的细节组合成文章的大意。
利用课文原句，发挥联想，挖掘情景寓意
StepⅢ：Scanning（individual work）
设计意图：培养学生的细节查找能力、理解词汇和文意的能力，感受Frank所经历的辛酸。
T：Now，look at the sentence“When you got close to him，he smelled like the ocean”in paragraph 4．What does this phrase mean？
S1：He had a smell of fish．
S2：He looked tough because of the sea wind．
S3：He went through a hard life．
S4：He made his living by fishing．
T：Oh，so many answers．Good．But I want some evidence to prove your point of view．
S5：I find it．“No matter how much my Mother washed them，they would still smell of the sea and of fish．”So the answer is that he has a smell of fish and sea．
T：Exactly．You are so clever．
这句话的字面意思是当你靠近他时，他闻起来像海洋。许多学生联想到了海洋，比如海洋的味道、打鱼为生、海风等，直到有同学注意到文章后面的一句话：妈妈无论多用力洗父亲的衣服，还是有一股鱼腥味和咸的海水味。大家这才恍然大悟，要更深地理解文意一定要联系上下文的情景才能得出正确的答案。
利用生活经历，迁移情景
StepⅣ：Post reading（group work）
设计意图：第一个问题让学生对故事有一个更深的理解，学会爱和尊重自己的父母。第二个问题是让学生有机会与同学分享自己现实中的父爱，升华课文。
T：According to the story，we can conclude that Frank’s father．
A．was quite confident in his skills in fishing
B．loved his children but hardly expressed it
C．seldom gave up faced with challenges
D．was full of devotion to his family
S1：B
S2：I think the answer is not B．because his father kissed his son usually．It proves he often expressed his love．The answer is D．In paragraph 3，there is a sentence：He worked hard and would stay out until he caught enough to feed the family．Not just enough for our family，but also for his Mom and Dad and the other kids that were still at home．
T：Do you agree？
Ss：Yes．
学生一开始会想当然地认为父亲是爱孩子的，但很少表达他的爱，但马上有学生发现父亲会常常和孩子吻别，这就是一种很直接的表达，立刻得知答案并非B，而是D，从第三段中他会一直在海上抓鱼，直到足够养活家人甚至他的父母和兄弟姐妹，可见他对家人充满了爱。
T：What can you learn from this story？
S1：Cherish and respect our parents．
S2：Communicate with them as often as possible．
S3：Show out our love bravely and kiss them if we want．
S4：Love our parents more than before．
…
T：What’s your father look like？What does he do to show his love to you？Discuss in groups of 6．Please use the newly－learnt words as many as possible．
这篇文章蕴含了成年后儿子才理解父亲深沉的爱的人生哲理。那么怎样使学生感知作者想要表达的情感呢？笔者通过利用生活经历，迁移情景，唤起同学们的情感共鸣，通过对自己父亲的描述和父亲如何爱自己思考人性。笔者看到有些孩子皱起了眉头，有的在轻轻擦拭泪水。这时不由自主地抱住了那位哭泣的同学，我告诉她：I know．I know．We are all here with you．这时，我们再回头去让学生感受Frank和父亲之间的情感，相对容易多了。这样不仅教了学生知识，也带着同学们学会了如何为人子女。
利用课后仿写，巩固词汇，再现情景
StepⅤ：Consolidation（individual work）
设计意图：培养学生将已学知识运用于现实情景的能力。
1．Bob started to stand up and jostled the table，spilling his coffee over his notes．
（仿写）陆老师走进教室，撞到了李青，她手上的牛奶洒到了李青身上。
2．He was a big man，and he was strong from pulling the nets and fighting the seas for his catch．
（仿写）诸增楠虽然个子小，但是他很强壮，能单手举起4本重达5公斤的英汉字典。
3．It was the first time I had ever talked to him that way，and he had this surprised look on his face．
（仿写）那已是陆老师第二次如此严肃地找高宇明谈话，他脸上有一种尴尬羞愧的表情。
源于文本，又高于文本的课后仿写活动，是学生学会运用语言创造情景的一次很好的机会。其一，当学生看到平时的自己跃然于纸上时，语言变得鲜活起来，激发了学生表达自己，表现自己的需要；其二，仿写后的学生练笔可以作为下堂课的教学素材，在分析错误的过程中唇枪舌剑，这时的学生不再是记录员，不再是倾听者，在情景中自然地内化知识。
综上所述，情景教学针对学生思维的特点和认识规律，以“形”为手段，以“情”为纽带，以“意”为精髓，变被动学习为自我需要，变单一的“听分析”为多侧面的感受教材，变复现式的记忆为灵活运用知识。所以，教师如果能善于创设教学活动情景，引导学生在教学情景里进行自主探究、合作学习，有利于教师向科研型、反思型教师转轨，有利于改变学生的学习方式，有利于激发学生的学习兴趣，培养学生的英语综合能力。
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