英语口语中的PPP教学法

中学英语教学着重于对学生进行听、说、读、写的培养。语言是交际的工具，通过语言交际因此就成了语言学习的首要目的。进行语言交流需要一定的听说能力，所以口语练习在中学英语教学中的要求也就越来越高。本人在多年的英语口语教学中尝到了运用PPP方法进行教学的甜头，自然，非常愿意与大家一起分享这份喜悦。
一、何为PPP方法呢？
那就是Presentation，Practice and Production 三个教学过程。在Presentation 过程中，教师把要学的新的语言知识介绍给学生，教师设法引起学生对所学新句型、新对话或新文章的兴趣，激发学生的求知欲，并检查学生对新授要点的理解。在Practice 那过程中，教师则给学生很多的操练机会，鼓励学生尽可能运用刚介绍的新知识，进行反复的句型练习并不断提高语言运用的正确率。在Production 过程中，学生被要求创造性地运用所学知识，做到灵活并自由地运用语言，实现正确并流利地进行交际的目标。
不同步骤的要求决定了教师角色的不断转换。
Presentation Practice Production
如上图所示，在三个不同的阶段，教师对学生的控制力不断降低，从Presentation→Practice→Production，以教师为中心很快过渡到以学生为中心，教师的角色先后为演员、观众和评论员，最终实现以学生为主体、教师为主导的教学新要求。
口语课不同于听力、阅读、写作等课，它自有它的特点。口语课应设置情景并组织更多的Pair work&Group work 进行对话。对话内容需要贴近生活，最好是学生熟悉的话题；听者与言者不断转换，转换间隔或长或短；语言简洁或不完整，但伴作有脸部表情、手势、体语等非言语信息，并允许犹豫、停顿和语言重复。因此口语课的教学安排一定要抓住课本身的特点，精心设计不同阶段的活动内容以取得最佳效果。那么到底如何巧施PPP教学法于英语口语教学中呢？
二、PPP方法在不同阶段教学活动的尝试
1、 Dialogues--Presentation：
人教版初中第二册有这样一篇新授对话：
Kate：Hello，7-5-4 double 6-2。
Li Lei：Oh, hello, Could I speak to Jim, lease?
Kate：I'm afraid he's out at the moment .He's at the cinema .Can I take a message?
LiLei：Yes. Could you ask him to call me , please.
Kate：Sure ! What's your name, please?
LiLei：Li Lei.
Kate：Could you spell that, please?
Li Lei：L-I, Li, L-E-I, Lei, My telephone number is 6-7double8-3-4.
Kate：6-7 double 8-3-4. Right.
Li Lei：Thanks a lot . Rye.
Kate ：Bye.
The presentation goes through the following procedures：
1)、The students are told that they are going to work in pairs and make telephone calls.
2）、All student As are told：You call your friend Jim and find that he is not at home. Ask his sister (brother) to take a message, telling Jim to call you. Your number is： 678834。
All student Bs are told：You are at home .Your brother Jim is out. Someone call you looking for Jim. Tell him /her Jim is out and ask if you can take a message .Ask for the caller's name and telephone number .
3）、The students start their telephone conversation after they are ready. Student Bs have to start first.
4）、The students are asked to open their books and asked to compare the dialogue with their bun's.
5）、The students are asked to ask and answer about the dialogue.
6）、The students are asked to read the dialogue in pairs again and the class goes on.
我这样安排的目的在于让学生通过对话自个了解到本课新授内容，无需教师的解释，并且让学生通过问答，得出正确的语言知识，使学生被动为主动，不像我们部分教师直接将新授内容介绍给学生，如他们常这样开始他们的课，"Today ,we are going to learn……"，这样的开场白被学生视为老生常谈，这样不但无法激发学生的兴趣，而且使学生学得很被动，象是一个婴儿硬是被喂了几口，这样的孩子能长得快吗？试问这两种方法中哪种方法更受欢迎？
2、Dialogue-Practice
在教师确信学生已经彻底领会了所学内容后，就开始组织学生积极投入，以诸多方式进行操练，例如：split exchanges, gapped dialogues , read and act, scrambled dialogue, information gap prompted dialogues and so on.
1）、Practised by gapped dialogues ：
Practice focus：to ask the way and give directions.
(Two sets of gapped dialogues are prepared as show below)
Dialogue A
A：Excuse me，Where's ,please?
B：Go along ,and take on the right.
Dialogue B
A ： , North street Hospital, ?
B： the street ,and the second turning .
A：
Instructions to the students are like this：Work in pairs. Student A in each pair will have Dialogue A and Student B will have Dialogue B Do not show each other the dialogue . Fill in the missing words by asking each other questions.
自然，准备好的地图可以帮助学生更顺利地展开这项活动。
2）、Practised by a flow-chart.
Practice fowls: to invite and persuade your partner to visit the Great Wall with you.
Instructions are like this: In this task ,the student invited refuses at first, with his partner's persuasion ,he accepts the invitation at last. They appoint the time of starting and the place where to get on the bus .
A flow chart seems to be helpful ,as shown below:
A B
3）、Dialogues -Production
在这一阶段，学生对所学知识已相当熟悉，要达到语言学习的首要目的-交际，学生最好将所学知识学以致用。教师可以精心设计情景，组织学生分角色进行自由对话并表演。教师最后给予评定或提出某些要求，有利于学生提高口头运用语言的能力。
例如：The following situation is set up.
Kate's skirt is too short ,so she asks her mother to buy her a new one. In the shop the shop assistant is friendly and she serves them carefully . The first one Kate tries on is yellow, and Kate likes the color ,but it's too large. So they ask for another .The second is green and the size is just all right ,so they want to take it .
Places：At home first ,then in the shop.
Roles：A：Kate
B：Kate's mother
C：the shop assistant
功夫不负有心人，在多年的努力下，终于从开始试探性地运用PPP方法到现在已能熟练地运用PPP方法。实践证明，运用PPP方法，教师教得轻松，学生学得自在又灵活，可谓一箭双雕。比较同年级别的班上学生，我班的学生在听说方面反应较快，能对熟悉的话题进行自由并流利的对话，为真实交际打下了很好的基础。