摘 要：英语课堂教学中，英语论文题目，语言项目的呈现是非常重要的环节。本文略论了语言项目的呈现与教学内容、教学效果的内在关系，并结合教学实际提出了针对不同教学内容而采用的七种呈现措施。
关键词：语言呈现 情景语境 信息差 交际能力
英语信息输入是英语课堂教学中的一个关键。教材是信息输入的主渠道。如何有效地呈现教材中的新语言项目，是广大英语教师在教学中时常遇到的难题。以下呈现新语言项目的措施是笔者根据自己的教学实践，英语论文范文，结合高职英语新教材的部分对话课、阅读课和语言知识课所作的总结与探究。
一、创设情景
教师在呈现新语言项目时应注意寻找并创设一些真实或半真实的交际情景，使学生置身其中，了解该语言项目在实际生活中是如何应用的。这样不仅易于学生理解，并能使其自觉或不自觉地应用所学的词语进行表达，有利于培养其在特定情景中的交际能力。例如，教授对话课 Computer时，教师可以给学生创设学校教师选购电脑时遇到困难的情景，让学生给老师出谋划策，使新语言内容在交流过程中自然呈现。教师可用下面一段话作为开场白：Although most teachers in our school are not rich, they have decided to buy computers. They don't think it is a waste of money. I agree with them. I think it is necessary to use computers to improve our teaching. I also believe that in the21st century computers will be widely used. So I have also made a decision to buy a computer. I have collected much information about three kinds of computers and I have also found out their prices. But I can't decide which one to buy. Would you please give me some advice? 然后，教师可板书三种电脑品牌，让学生用I think, In my opinion, I believe等来表达自己的观点。教师在对学生的意见做出反应的同时，呈现 I think so, I don't think so, I don't agree, bring down, go up等新语言点。 又如，教授对话课In the Lab时，教师可以把英语课堂变成化学实验室，英语教师扮成化学教师，在这样的情景中顺势引出first of all, allow, once, unless, without, experiment, turn off, shut等语言项目。 可用以上措施呈现新语言项目的对话课还有： Asking the Way, At the Shop, A New Car Factory等。
二、真实交际
交际的基础是学生和学生之间以及教师和学生之间存在的信息差。通过相互交流，沟通信息差，即达到了交际目的。新语言项目就可以在这一交流中自然呈现。例如，教授English Programmes这一单元的对话课时，教师可就课文话题应用以下提建议的措施与学生展开真实的交流： What do you find hardest in English? You just need a lot of practice. The more you practise, the easier it becomes. Why not make a penfriend? Why don't you write a diary every day? You'd better buy some books on writing. 当学生可以模仿以上提建议的方式，并应用you need, you'd better等表达措施时，教师可对他们的建议做出反应，此时可自然地引出That's easier said than done. That's a good idea. I'll try to do that. Thank you.等句子。又如教授Summer Holiday这一单元的对话和阅读内容时，教师可以利用学生之间和师生之间互不相识的情况，呈现"Nice to meet you. So do I. "等句型，以及for the first time, at the beginning of, introduce...to..., go away, partner, in my opinion等词组。 可利用真实交际呈现新语言项目的课文还有 American English, Sports等。
三、直观介绍
利用实物或图片等直观教具呈现新语言项目，显得真实、形象，容易激发学生的求知欲，有利于学生更深刻地感知和准确、牢固地记忆所学的知识。常用的具体措施有： 1．实物和故事相结合。如教授The Necklace一课时，教师可把一个装有首饰的盒子出示给学生，让学生猜测 What's in the box?随之呈现ring, earrings和necklace等单词。教师还可结合课文内容，设置以下情景。教师说：Yesterday I received an invitation from a friend who works for the government. She asked me to attend her wedding on May lst, but I had planned to go to Wenzhou on that day. Finally I decided to go to the wedding. So I bought a ring as a wedding gift for my friend. Look, this is the ring. There is a big diamond on it. Can you guess how much is the ring? Do you think the diamond is a real diamond? Who can tell me? In fact, the stone is made of glass. This ring cost me 1500 yuan, but I think it is worth 400 yuan at most. Should I give my friend this ring? 又如教授对话课 Why do you do that?时，教师可用实物呈现a box, some soil, some seeds, water, young plants, powder等词语。在演示种植过程时以板书和图片形式呈现sow, in the shade, stop...from..., burn等词和词组。 可用实物呈现的课文还有Food, China Daily, Coin, Collecting Stamps等。 2．图片和设问相结合。图片包括挂图、课文插图、照片、课文前面的彩页或与课文内容有关的风景照和简笔画等。如教授The Development of Printing一课时，教师可将图片、实物和设问三者相结合呈现新语言项目。教师可先出示一张刻有长城起点"老龙头"的篆体碑文照片，边问边呈现carve, Chinese characters, from front to back等词语，再出示一些中国著名的碑帖，问学生碑帖的特征（The Chinese characters are white, the rest of the paper is black. ），然后出示印章，让学生辨认汉字，引出from back to front词组。最后设问： Do you know how to print the Chinese characters? 教师演示过程，呈现ink（出示印泥），press, heavily, lightly, come out, a way/method of printing 等词组后再设问：Do you know something about the development of printing in China?进而自然过渡到课文。 又如讲授 Disneyland一课时，教师也可用图片呈现 carriage, cartoon, Mickey Mouse, Donald Duck, streetcar, castle, tower, the magic castle等单词和词组。 适合用图片呈现 |
