幼兒英語啟蒙要不要學語法?幼兒英語語法怎麼教?

幼兒階段到底該不該學語法？學什麼？怎麼學？

相信這些問題一定困擾著不少老師和家長。孩子最初的英語啟蒙是從聽力輸入開始的，這種輸入並非全部以詞彙為單元，而往往是語塊的形式來呈現的。

傳遞教育張敏培訓英語教師

這裡先簡單普及一下語塊教學的概念：傳統的英語教學把語言知識歸納為詞彙和語法兩大部分，認為語言就是把詞彙按照語法規則進行組合；而語塊教學（Lexical approach）則認為，語言的基本單元不僅僅是詞彙，還包括大量具有語法特徵的語塊，比如：詞組、習語、搭配詞、固定表達等等。感興趣的老師可以觀看張敏老師這段視頻講解：「英語教學知識」語塊教學：語法化的詞彙教學

隨著英語學習的逐漸深入，這些語法化的「詞彙」幫助孩子潛移默化地建立了一定的語言「模式」，漸漸地被轉移到新語境中，並能創造性地使用。最重要的是這個學習過程並沒有超出了幼兒階段的語言與認知水平。

下面一起來看一個幼兒園大班的英語課例Daily Routines，看看幼兒階段的語法教學是怎樣設計的：

Ferris Wheel 幼兒英語課程

【語言目標】

● Main vocabulary:

brush my hair, brush my teeth, get dressed, get up, have breakfast, have lunch, have dinner, take a shower, wash my face, wash my hands

● Key language:

What do you do every day? I (have lunch).

Do you (wash your hands)?

What do you do at (home)?

I (have breakfast) at (home).

Do you (have lunch) at (school)?

Yes, I do. / No, I don't.

I don't (have dinner) at (school).

01Part 1：目標詞彙

第一節詞彙課先通過簡單的錄音跟讀有關日常活動的這些目標詞彙，這個過程按照Listen-Point-Repeat的順序依次完成。

Mimi: Look Dylan! I ... get up ... get dressed ... brush my teeth ... brush my hair ... and wash my hands! Repeat, Dylan!

Dylan: Yes, Mimi. I ... get up ... get dressed ... brush my teeth ... brush my hair ... and wash my hands!

Mimi: Very good, Dylan! Let's name the daily routines together!

Both: I get up ... get dressed ... brush my teeth ... brush my hair ... and wash my hands! Fantastic!

然後在活動用書上通過連線-描圖-塗色的活動來鞏固單詞，同時鍛鍊孩子的精細運動技能。

02Part 2：目標句型

第二節課學習句型的過程主要圍繞歌曲按照Listen-Point-Sing的順序逐漸展開：

1. 首先將上節課的單詞閃卡貼在黑板上（或者直接用互動白板課件呈現），孩子在聽歌曲的同時指向對應的閃卡。

What do you do everyday?

What do you do every day? (Shrug)

I get up. I get up. (Mime getting out of bed)

I get dressed. I get dressed. (Mime putting on a T-shirt)

And I play! (Jump up and down in place)

What do you do every day? (Shrug)

I wash my face. I wash my face. (Mime washing your face)

I brush my hair. I brush my hair. (Mime brushing your hair)

And I play! (Jump up and down in place)

What do you do every day? (Shrug)

I have breakfast. I have breakfast. (Mime eating cereal)

I brush my teeth. I brush my teeth. (Mime brushing your teeth)

And I play! (Jump up and down in place)

What do you do every day? (Shrug)

I wash my hands. I wash my hands. (Mime washing your hands)

I have lunch. I have lunch. (Mime cutting food and eating it)

And I play! (Jump up and down in place)

What do you do every day? (Shrug)

I have dinner. I have dinner. (Mime cutting food and eating it)

I have a shower. I have a shower. (Mime washing your arms)

And I play! (Jump up and down in place)

2. 第二遍播放歌曲的時候，帶領孩子們一起做編排好的歌曲動作，幫助孩子理解歌詞內容的同時訓練粗大運動技能，這個過程可能會時間比較長，主要取決於孩子的掌握程度。

3. 在孩子們基本掌握後可以換卡拉OK版本重複上一步活動，檢驗孩子是否已經掌握。

4. 播放/暫停歌曲，讓孩子們在自己的學生用書上完成聽力任務。

5. 通過活動用書上的遊戲訓練鞏固詞彙，並嘗試輸出基本句型。

03Part 3：故事教學

第三、四節課要把前兩節課掌握的詞彙和句式融入故事情境中，進一步強化語言知識，同時提供語言運用的場景。

1. 在第一遍播放視頻的時候，可以先讓孩子們考慮比較寬泛的問題：

What do Mimi and Dylan want Grandpa to do?

2. 引導孩子們討論故事梗概後，通過播放/暫停分解故事情節，讓孩子們根據學生用書上的故事卡回答細節：

Picture 1

●Are Mimi and Dylan excited to stay with Grandma and Grandpa?

●Is it time for breakfast now?

Picture 2

●Where are Grandma and Grandpa?

●Do Mimi and Dylan get dressed?

Picture 3

●Does Grandpa tell them a story?

●Is it time for breakfast now?

Picture 4

●Does Mimi like her breakfast?

●Does Grandpa tell them a story?

Picture 5

●What does Giant Joe wash?

●Is it time for dinner?

Picture 6

●Who is tired?

●Who isn't tired?

3. 當孩子對整個故事和其中的語言知識基本掌握後，先完成活動用書塗色鍛鍊精細運動技能，然後根據圖片扮演Mimi或Dylan進行場景對話，不僅訓練了語言，而且培養孩子的想像力。

4. 故事之後的歌曲學習與第二節課的原理類似，在訓練粗大運動技能的同時鞏固內化語言知識與運用。

Giant Joe's day

Fee, fi, fum, fo (March in place)

I'm a giant. My name is Joe. (Point to self)

Fee, fi, fo, fum (March in place)

Now I'm hungry, yum, yum, yum! (Rub tummy)

I get up. I get dressed. (Mime getting out of bed and putting on a T-shirt)

I do this every day. (Point around you)

I wash my face. I wash my hands. (Mime washing face and hands)

And this is what I say: (Cup hands around mouth)

I brush my hair. I brush my teeth. (Mime brushing hair and teeth)

I do this every day. (Point around you)

I have breakfast. I have dinner. (Mime eating)

And this is what I say: (Cup hands around mouth)

5. 學完歌曲後，孩子們根據歌曲內容在學生用書上圈出Giant Joe每天做的事情。並把自己當成Giant Joe做簡單問答：

-Do you wash your hands?

-Yes, I do. （No, I don't）

6. 最後完成活動用書遊戲的過程中再次鞏固並輸出單詞和句型。

04Part 4：情境對話

語言輸出訓練通常設計在現實場景中，場景儘可能貼近孩子的家庭和校園生活。由於有了前面四節課的基礎，所以第五節Speaking教起來其實並不難，關鍵是學以致用。

由於孩子們的生活基本是家校兩個場景，所以在播放視頻前先布置給孩子們需要思考的問題：

What does Lucy do (at home)?

Alex: Let's play the game. What do you at school? What do you do at home?

Lucy: Yeah!

Alex: Do you wash your hands at school?

Lucy: Yes, I do. I wash my hands at school. And I wash my hands at home.

Alex: Do you wash your face at school?

Lucy: No, I don't. I wash my face at home.

Alex: Do you brush your teeth at school?

Lucy: No, I don't. I brush my teeth at home.

Alex: What about your hair?

Lucy: I brush my hair at home. I take a shower at home too.

Alex: Do you have breakfast at school?

Lucy: No, I don't. I have breakfast at home.

Alex: Do you have lunch at school?

Lucy: Yes, I do. I have lunch at school.But I don't have dinner at school. I have dinner at home.

Auntie Vicky: And it's time for dinner now!

Lucy: Great.

Alex: I'm hungry!

1. 在播放視頻的過程中可以依次展示相關詞彙閃卡以加深印象

2. 使用學生用書討論話題：

Are Lucy's daily routines the same or different to yours?

幫助孩子識別生活與學習場景下日常活動的異同。

3. 播放視頻或音頻，孩子們在圖片上指出對應的日常活動。

4. 讓孩子們參考學生用書示例，在活動用書上畫出自己在家校的Daily routines，然後進行交流。

看完上面的課例，想必老師們都已經體會到了，雖然沒有專門去講解一般現在時的語法知識，但在每個課時的教學設計中，由淺入深，通過故事、歌曲、動作、場景對話、遊戲活動等一系列環節，完成了語言知識的學習、操練、鞏固和輸出。在Speaking之後的Values, Content和Culture三個課時，則是把語言學習與情感態度、價值觀、CLIL等多元目標相融合，進一步促進語法知識的鞏固和運用，在此就不一一列舉了。

雖然上面介紹的課程結構簡單清晰，教學設計輕鬆活潑，但其語法知識完全覆蓋了劍橋少兒英語考試的全部知識點，達到歐洲語言框架大綱CEFR Pre A1的水平。

回到文章開頭那個話題，其實只要學習語言就離不開語法，幼兒英語也不例外，語法不存在該不該學、該不該教的問題，關鍵是怎麼教。採用適合孩子們「上手」的方式，在潛移默化中習得，無疑是最有效的語法教學。