在世界全球化的大战略格局下,雅思等国际化考试得到了迅猛发展。然而,传统的雅思教学以应试教育和填鸭式教学为主流,致力于帮助学生短期高效提分,但是却忽略了学生语言实际应用水平的提升。如何帮助学生走出应试类教学的盲区,实现成绩提分、语言提能双路径发展是近年来雅思教学领域一直在探索和研究的方向。本文通过对雅思培训教材更迭的角度,反观雅思教学的转型趋势,旨在为广大雅思教师激发教学灵感、优化教学提供参考和借鉴。<br/>International examinations such as IELTS have developed rapidly under the grand strategic pattern of world globalization. Traditional IELTS teaching takes test-oriented education and duck-filling teaching as the mainstream, and is committed to helping students to achieve higher scores in the exam during a short period, however, it ignores the improvement of students' practical language application level. How to help students get out of the dilemma of test-oriented teaching and achieve the dual improvement of score and language is the direction of exploration in the field of IELTS teaching in recent years. From the perspective of IELTS textbooks transformations, this article aims to provide reference for the majority of IELTS teachers to stimulate teaching inspiration and optimize teaching.
在世界全球化的大战略格局下,雅思等国际化考试得到了迅猛发展。然而,传统的雅思教学以应试教育和填鸭式教学为主流,致力于帮助学生短期高效提分,但是却忽略了学生语言实际应用水平的提升。如何帮助学生走出应试类教学的盲区,实现成绩提分、语言提能双路径发展是近年来雅思教学领域一直在探索和研究的方向。本文通过对雅思培训教材更迭的角度,反观雅思教学的转型趋势,旨在为广大雅思教师激发教学灵感、优化教学提供参考和借鉴。
雅思,英语教学,教学转型
Yingjiao Shao
International Education and Training Department, New Oriental Education & Technology Group, Beijing
Received: Feb. 8th, 2021; accepted: Mar. 16th, 2021; published: Mar. 23rd, 2021
International examinations such as IELTS have developed rapidly under the grand strategic pattern of world globalization. Traditional IELTS teaching takes test-oriented education and duck-filling teaching as the mainstream, and is committed to helping students to achieve higher scores in the exam during a short period, however, it ignores the improvement of students' practical language application level. How to help students get out of the dilemma of test-oriented teaching and achieve the dual improvement of score and language is the direction of exploration in the field of IELTS teaching in recent years. From the perspective of IELTS textbooks transformations, this article aims to provide reference for the majority of IELTS teachers to stimulate teaching inspiration and optimize teaching.
Keywords:IELTS, English Teaching, Teaching Transformation
Copyright © 2021 by author(s) and Hans Publishers Inc.
This work is licensed under the Creative Commons Attribution International License (CC BY 4.0).
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如今,高考已经不再是接受优质高等教育的唯一途径,越来越多的学生选择在高考后申请出国留学,以增加名校的录取率、获取更加优质的教育资源 [
本研究选取了新东方学校旧版和新版的雅思教材Complete IELTS [
两本教材同话题单元框架梳理:
在教材的设计思路上,虽然两者均是以习题作为主要的呈现形式,但是MS更注重思维引导,将学习目标和任务进行拆解,由浅入深,循循善诱。而CI教材相对来讲更注重题目呈现的完整性,如Unit 8阅读部分,同样是填空题型,CI教材直接以完整题目的形式给出(第4题),而后给出句子填空题的做题步骤(第5题);
“4.Read Questions 1-8 below.
1 Underline the key ideas.
2 Decide what type of information you need for each gap.
Questions 1-8
1 Bee-eaters’ prey are bees and other …
2 Bee-eaters need to remove the … from bees before eating them.
…
5. Now complete Questions 1-8 in Exercise 4. Write NO MORE THAN TWO WORDS from the passage for each answer.
Exam advice for Sentence completion
· Underline the key idea in each question.
· Decide what type of information you need to complete the sentence.
· Read the section of the passage which deals with the key idea and choose your answer.
· Read the completed sentence to make sure it is grammatically correct”
(Guy Brook-Hart and Vanessa Jakeman (2016) Complete IELTS B1 P49)
而MS教材首先拆解做题的详细步骤并给出样例辅助理解(第3题),
“3.One question type in the Reading paper is ‘notes completion’.
Read the advice in the box and study the example below.
· Read the instructions carefully. Check how many words you can use. Do the words need to come from the passage or from a box of words that you are given?
· Read the notes carefully.
· Think of similar words to the key words in the notes.
· Decide what kind of word is needed in the gap. Use clues like prepositions (in, from)and articles (a, an, the).
…
Example
Look at the gapped sentence and read paragraph F.
Stories of
The answer is Ancient Greece.”
(摘自:剑桥雅思综合教程:初级[M]群言出版社, 2018(7) P148)
再练习词词对应,帮助学生形成同义替换的思维理念(第4题),
“4. Read paragraph B in detail, Then match the words and phrases 1-5 from paragraph B with words and phrases a-e which have similar meanings.
1 filming a saved the life of
2 came to his rescue b famous
3 well-known c videoing
4 against the killing of d group (of dolphins)
…”
(摘自:剑桥雅思综合教程:初级[M]群言出版社,2018(7) P148)
进而过渡到句子填空(第5题),
“5. Complete the notes below. Write NO MORE THAN TWO WORDS from the passage.
A pod of dolphins saved the life of a man called 1, while he was videoing them.
The man was a famous 2 for the protection of dolphins.”
(摘自:剑桥雅思综合教程:初级[M]群言出版社,2018(7) P148)
最后才是篇章填空(第6题),
“6. Complete the notes below. Write NO MORE THAN THREE WORDS from the passage.
Orcas were trying to catch and hurt a group of 1 who were travelling from one place to another. The migrating whales were helped by 2. The whole incident lasted more than 3. Beluga whales helped a diver who couldn’t get to the surface. Because of the icy waters she was unable to 4. One of the whales saved her life by taking hold of her 5 and giving her a push forwards.”
(摘自:剑桥雅思综合教程:初级[M]群言出版社,2018(7) P148)
一步步搭建脚手架,有利于帮助学生找准新旧知识的连结点,唤起与形成新知识相关的旧知 [
两本教材设计思路的差异决定了讲解方式的不同:MS教材循序渐进,由浅入深将任务一步步拆解,最终引导学生达成学习目标,适用于启发式,探究式,互动式教学,即教师主导,学生主体,“以学生为中心”的教育理念,符合新东方现行的6~8人小班班型(即控制班级人数在8人以下,实现师生高效互动从而有效把控课堂质量)设计,通过设置任务及采用提问策略的方式有效地激发学生的学习动机和主动性,让学生通过合作学习,自主探究规律等方式领悟知识内涵,符合学生认知发展规律,达到主动高效学习的目的,全面培养学生综合语言应用能力的同时,也注重了学生跨文化交际能力和团队合作精神的培养。相比而言,CI教材以完整习题呈现为主,任务虽然有时会有分解但不够细致,规律总结不够全面,这就需要更多地依靠教师的力量,参透习题背后的设计意图,通过系统的方式给学生一步步搭建脚手架完成能力的升级和跃迁,主要以讲授法、归纳法为主,对教师能力的要求较高。
两本教材都是按照话题为主线进行展开,涵盖了诸如建筑、生活、旅游、动物、自然等雅思考试中常见场景话题。虽然话题较为类似,但是内容编排逻辑大相径庭。MS教材目录设置清晰明了,分成听、说、读、写四个模块,每个模块内部均会列出每个单项子技能的学习目标,
“LISTENING
IN THIS UNIT YOU WILL LEARN HOW TO
· Listen to people talking about a topic related to work or study
· Complete notes in a task
· Use headings in the notes to guide you through what the speaker is saying
· Use the speaker’s ‘signposting’ words to help you follow notes.”
(摘自:剑桥雅思综合教程:初级[M]群言出版社,2018(7) P156)
学生可以明确知晓本章需要重点掌握的知识点及内容框架,同时也提供了一个自查清单,方便学生学习完一个单元后按照技能目标自查知识点的掌握情况。与此同时,MS教材的设计也更符合学生的逻辑认知规律,每一个听说读写子技能内部都是按照背景知识引入-重要考点知识细分拆解讲解-考试技能扩展的设计思路进行展开,循序渐进,既兼顾交际功能同时又紧贴语言知识结构和雅思考试本身,集探究性,趣味性,功能性,应用型于一体 [
“1 Work in pairs. Look at the Writing task below and say whether the sentences in the next column are true (T) or false (F).if a sentence is false, correct.
1 The charts give information about the number of zebras and buffalos and the amount of rain at the Nboro Nature Reserve between 2005 and 2011. T
2 In 2005, there were fewer zebras than buffalos, with 40 zebras and 50 buffalos.
F (There were 50 zebras and 40 buffalos.)
…
2 Read the corrected sentences in Exercise 1 again and group them so that they form paragraphs with these topics.
a an introduction to the information in the charts
b a summary and comparison of information about the animals.
…
3 Find words and phrases in the sentences in Exercise 1 which mean rose and fell.
4 Look at the prepositions in bold in the sentences in Exercise 1. Then choose the correct preposition in italics in each of the sentences below.
1 They started the research in/on 2002.
2 The number of animals increased from/between 2004 and 2008.
…”
(Guy Brook-Hart and Vanessa Jakeman (2016) Complete IELTS B1 P54)
第1题让学生判断所给细节信息与图表是否吻合,第2题让学生将上述细节信息按照段落主题进行分类,考察学生信息整合和统筹的能力,第3题又回归第1题文本让学生找到表示上升和下降的词语,第4题依旧回归第1题文本让学生选出正确的时间介词,题目内部之间的逻辑衔接有些跳跃,对于新教师或者授课经验尚浅的教师如果按照教材照本宣科讲解,不做任何顺序调整、改编或者搭建合适脚手架的话,环节之间会显得有些生涩、过渡不够自然,有机械之嫌,对于学生而言也会思路不清影响听课体验。
两套教材的另一个很明显的区别点体现在输出项科目(口语和写作)上,MS教材更加注重实际场景的有效运用,而CI 教材则更多停留在认知或是理解层面,未能很好地过度到应用层面。比如CI教材第五单元口语部分,其中一个教学目标是让学生学会expressing feelings and opinions [
“4 Complete these phrase by writing one or two words in each gap. Then listen to Such in again to check your answers.
1 I … my cat …
2 I’m not sure … you say this, but …
3 I’m quite … on birds …
…”
(Guy Brook-Hart and Vanessa Jakeman (2016) Complete IELTS B1 P51)
听力填空题形式给学生可供使用的语料,接着第5题
“5 Which phrases from Exercise 4 does Such in use:
a when she doesn’t know a word?
b when she’s not sure of the answer?
c to express strong feelings?
d to express feelings which are not so strong?”
(Guy Brook-Hart and Vanessa Jakeman (2016) Complete IELTS B1 P51)
选用了一个分类的题型让学生区分哪些句子传达的是strong feelings,哪些句子中传达的是not strong feelings,缺少让学生实际操练的步骤,学生的学习仅仅停留在认知而非应用的层面上。相比较而言,MS教材则有着更好的体现,如同样的口语部分,本单元的教学目标之一是talk at length about animals and pets for speaking part 2 and 3 [
CI和MS两本教材的受众均是要参加雅思考试或者为雅思考试做准备的学生。因此,与雅思考试的贴合度以及匹配性是衡量教材优秀与否的重要指标之一。就内容的充实度而言,CI教材每单元内容平均页数不足10页,与MS教材相比少了将近一半(MS教材平均每单元20页左右),除去图片版式等因素的影响,CI教材有限的篇幅设计制约了其很难全方位呈现足够多且有价值的习题,帮助学生去适应雅思。就难度系数而言,CI教材第五单元听说读写四个单项习题难度均略低于或持平于实际雅思考试,比如听力部分本单元的目标在于讲解表格题和地图题,但是两种题型涉及的题目数量过少:表格题出现在听力部分的第2、3道练习题:第2题让学生提前预测空格信息、但并未给出预测的范围和方法等提示信息;第3题让学生完成相关题目,虽然给到了两条考试技巧,但是由于并没做实际方法的细致拆解如预测何种信息等,很难让学生清楚明晰考试重点,教师自己需要总结归纳表格题的方法技巧并额外补充相关习题帮助学生做针对性巩固提升。无独有偶,本单元听力的目标题型之一地图题,也是本书中出现的唯一一次地图题,仅用了两个练习进行讲解,第一个练习通过若干问题让学生熟悉地图,第二道练习让学生完成地图上标识字母和给出地点的匹配练习。但是对于地图中的核心知识点如方位词、移动句型等并没有做额外补充,学生相关知识储备不足就很难应对雅思考试中的地图题。对比而言,MS教材就较为细致详实、难度系数也贴近雅思考试难度。MS教材遵循学生认知规律,每一个单项都按照引入–重点知识讲解-考试技能拓展的思路编排,每一个单项均是以考试所需技能即exam skills的形式收尾,难度设计梯度科学合理,让学生能够有的放矢,在一步步技能提升的过程中体验学习的成就感,最终回归考试相关题目,检测自己距离目标的差距从而调整学习策略。
CI和MS两套教材都立足学生能力的养成和发展,体现的方式略有不同。MS教材更多注重学习和考试策略的指导,给予更多方法论和规律的总结和提炼,如在每一个需要重点掌握的习题旁边都会人性化地标出考试建议,从而使学生更直观地了解考试重点,测试点以及相应的解答方法,如MS教材第八单元写作模块中在考试技能(exam skills )旁边人性化标识了读者在行文过程中需要引起重视的几个方面,
“Write the essay in full, following the advice in the box
· Give examples to support your ideas.
· Use linking expressions.
· Refer back to the main points of the essay in the conclusion.
· Use phrases such as ‘in conclusion’ or ‘to conclude’ for the final paragh.
· Don’t introduce any new points in the conclusion.
· In your last sentence, suggest what should happen in the future.”
(摘自:剑桥雅思综合教程:初级[M]群言出版社,2018(7)P155)
暗合了前面几个部分的内容重点,起到了画龙点睛和升华的作用;相比而言,CI教材主要是以习题的方式呈现,需要借助教师总结或者学生自己归纳规律。
综上不难看出,虽然两本教材都是按照“话题–功能–结构–任务”相结合的思想编排,以话题为主线,任务为目标,辅助以功能和结构项目 [
邵潆娇. 从新东方雅思教材迭代看其教学转型之路 Reflection on IELTS Teaching Transformation from the Iteration of New Oriental IELTS Textbook[J]. 国外英语考试教学与研究, 2021, 03(01): 22-29. https://doi.org/10.12677/OETPR.2021.31004