看图说话,以图促说

插图，作为一种直观的视觉信息和教学媒体，是教材内容的有机组成部分，它传递着与教材内容相关的丰富信息，并提供了相关的背景。新目标英语（GO FOR IT！）教材图文并茂，几乎每个语篇都配有色彩鲜明、生动活泼的插图，比较符合中学生的生理、心理特点和学习语言的规律。外语教学插图的功能：一个是它对教科书的装饰作用；另一个是它对课外提供语境作用；第三是在课堂上的操练作用。”

一、抛砖引玉， 导入语篇话题

新目标英语九年级Unit 1 How can we become good learners？ Section A 1a 图中呈现The girl says： “ I study by making word cards.”让学生照样画葫芦，通过对图片的解读，很快能回答出： The boy in green says： “I study by listening to the tapes.” 学生还能各抒己见，快乐地与其他同学分享自己的学习经验，培养学生用英语思维的能力，给学生提供用英语交流的平台。

二、激活思维， 预测语篇内容

培养学生的观察、记忆、思维、想象能力和创新精神是基础教育阶段英语课程的重要任务之一。在语篇教学中，大多数教师通常采用视听动画、阅读文本等方式直截了当地感知、理解和体验文本。其实在进入语篇文本学习前，不妨适时地指导学生观察插图，利用插图能对课文提供直观线索的作用，让学生结合自身的知识和生活经验，对文本内容进行大胆地推测或预测，从而培养学生的观察、思考和想象力。新目标英语九年级Unit13 We’re trying to save the earth！ Section B 2a Look at the title and the pictures in 2b. Can you guess what the passage is about？ 我把它分解成两个问题.1.What can you see in the pictures？ An unusual house， two handbags and a small art piece. 2.What may the passage talk about？ It may talk about recycling and the protection of the environment. 或者It’s about how people can think of creative ways to use things that are no longer used（wanted）. 学生能用英语表达自己的想法，并能灵活使用所学知识，这是作为一线教师最愿意看到的。Who made them？ What are they made of /from？ 通过师生间的讨论，可以绘制出思维导图，即板书雏形.

三、训练技能， 辅助语篇复述

复述是英语语篇教学中必要环节之一。它是指学生在理解和记忆的基础上，把文本内容加以整理，有重点，有条理地进行叙述，对提高他们的口头表达能力有独特的作用。由于复述不是简单的、机械的背诵，而是经过自己大脑言语中枢的加工，创造性地再现已知语言材料的内容。教师在让学生复述前，给予他们足够的信息提示。

新目标英语九年级Unit 12 Life is full of the unexpected. Section A 1c --2a.

Tell a story about Mary’s morning.

Mary overslept yesterday. By the time she got up， her brother had already gotten in the shower. After he got out of the shower， she took a quick shower and got dressed. But by the time she went outside， the bus had already left. So she had to run all the way to school. When she got to school， she realized that she had left her backpack at home.Then she ran home to get her backpack. What was worse， when she got home， she realized she had left her keys in the backpack. So she had to run back to school without her keys or her backpack. By the time she got back to school， the bell had rung. By the time she walked into class， the teacher had already started teaching. 在课文9幅图片的帮助下，大部分学生能流利地讲述这个故事。然后把它作为当堂作文。学生觉得简单，从心理上就容易接受，乐于动笔写。

教材是学生接触最多，最熟悉的学习资料，对于学生来说是最亲切的，作为教师有责任把教材提供的各种（素材）信息进行最大限度的挖掘。

作者简介：

陶益菲（1981～），女，汉族，浙江绍兴人，本科，中教一级，浙江华维外国语学校，主要研究方向：初中英语教育。