時(shí)間：2023-03-07 15:15:53
序論：在您撰寫(xiě)初中英語(yǔ)說(shuō)課稿時(shí)，參考他人的優(yōu)秀作品可以開(kāi)闊視野，小編為您整理的7篇范文，希望這些建議能夠激發(fā)您的創(chuàng)作熱情，引導(dǎo)您走向新的創(chuàng)作高度。
Good morning, dear judges, my name is jiangli. It is my great honor to stand here to interpret my lesson. My presentation consists of the following parts: analysis of teaching content, analysis of students, teaching aims, teaching key and difficult points, teaching methods, teaching aids, teaching procedures, summaryand homework and finally blackboarddesign.
1. Analysis of teaching content
Let me start with analysis of teaching content. The topic of this passage is ......After learning this passage, students are able to.....also, students can......
2. Analysis ofstudents
Secondly, let’s talk about the ss. Ss in junior middle school......
(1) Existing knowledge and ability: have already mastered certain words and phrase/ have already learned the grammar
(2) Cognitiveandthinkingcharacteristics:areactive,curiousandinterestedin, but they may havedifficulties
in.....
(3) Life or daily experience: are familiar with this experience/ haveexperienced......
(4) Hobbies and interests: will be excited about this topic, and willing to express themselves/ participate in classroomactivities
3. Teaching aims
According to the new curriculum standard in English, the lesson adopts a three dimensional teaching aim.
(1) Knowledge aim
By the end of the lesson, ss will be able to
A. Master thegrammar...()
B. Expand their vocabularyabout...
C. Express themselves with correctpronunciation....
D. Get familiar with the topic of...
(2) Abilityaim
By the end of the lesson, ss will be able to
A. Improve their listening/speaking/reading/writing skills
B. Use skimming to get the main idea, and scanning to locate specificinformation
C. Use...tocommunicate/useto solveproblems/
(3) Emotionalaim
By the end of the lesson, ss will be able to
A. Improve their interest inEnglish
B. Improve their sense ofcooperation
C. Understand the culture differences in....../get closetotheculture and broaden theirhorizons
4. Teaching key and difficultpoints
Thekeypointistoleadsstofindoutthestructureof/ to form the habit of reading inchunks
The difficult point is to help students use ....to...in their daily life./ have a better understanding of cooperationand loveto share resources withothers(品德方面的)
5. Teaching methods
In this lesson, I will mainly use......
A. communicative languageapproach
B. Situational teachingmethod
C. Audio-lingual teachingmethod
D. Task-based teachingmethod
E. Inductive teachingmethod
I think in this way, students can ......
6. Teaching aids
To interest my ss, i will use ... as my teaching aids.
A. (Realobject)
B. (teaching materials) Pictures, word cards,video
C. (activity) Preview,survey,questionnaire
7. Teachingprocedures
Listening
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-listening, while-listening, post-listening and summary and homework.
Warming-up
In this period, i will....and after..., i will ask ss ...question1..question2, and then tell ss this song is about ....
(1) Thematically: This song/video/ these pictures is closely related to the topic of this lesson. /ss can have a primary understanding of thetopic
(2) Affectively, ...so students would be highly motivated/ be very glad to pay their attentiontothis lesson/ ss’s interests will be aroused and attention can beattracted
(3) Linguistically:thissongalsoincludealotof...sothatsscouldreviewsomerelatedwords
from it
Pre-listening
In the pre-listening stage, there are 2 activities:
Activity 1: is a free talk. I will show a picture...and ask some ss to talk about the questions.questions 123....
This activity can help ss recall some words and expressions.
Activity 2: is predicting. Ask ss to predict what this passage talks about according to the topic they have talked. The purpose of the activity is to develop their predictingability.
While-listening
In the step of while-listening, students will listen to the tape for three times. For the first time of listening, ss should answer some general questions:
-what’s the main idea of this passage/conversation?
-which one is the best title of this passage Then i will check the answers with them.
Through this section, ss could know the main idea of this passage.
Next, i will play the listening material again, and ask them to finish some exercises.
-listen and decide which statement is correct
-fill in the blanks
In this section, ss will develop some basic skills of listening, that is, to grasp the key words. Also, they can deepe
For the last listening, i will play the listening material and ask them to read after it. Ss can check understanding and develop the habit of reflection。
Post-listening
role-play
In the post-reading stage, i set a role-play activity. Ss will be divided into...groups.Imagine one student...theothersactasthey canusethe wordsandexpressions that we’ve learned in the
while-stage. I willgivethemminutes.Theniwillinviteseveralgroupstoperforminfrontofthe
class. During their preparation, i will walk around the classroom to see whether ss have some questions. After their performance, i will give my comment and try to encourage them.
Role-play is an interesting activity. Ss can be highly motivated and take part in actively. The activity can integrate reading with speaking, develop their communicative competence and
promote their cooperative ability.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key words and sentencestructures.
After class, students arerequiredtoThis can help consolidate today’slearning.
Reading
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-reading, while-reading, post-reading and summary and homework.
Warm-up
In this period, i will....and after..., i will ask ss ...question1..question2, and then tell ss these pictures are about ....
(4) Thematically: This song/video/ these pictures is closely related to the topic of this lesson. /ss can have a primary understanding of thetopic
(5) Affectively,sostudentswouldbehighlymotivated/beverygladtopaytheirattentiontothis
lesson/ ss’s interests will be aroused and attention can be attracted
Linguistically: this song/these pictures also include a lot of key words and key structures, so that ss could review some related words fromit
Pre-reading
In the pre-reading stage, there are 2 activities:
Activity 1: is a free talk. I will show a picture...and ask some ss to talk about the questions.questions 123....
This activity can help ss recall some words and expressions.
Activity 2: is predicting. Ask ss to predict what this passage talks about according to thetopic they have talked. The purpose of the activity is to develop their predictingability.
While-reading
For the first time of reading, students should answer some general questions:
-what’s the main idea of this passage/conversation?
-which one is the best title of this passage Then i will check the answers with them.
This step can help them understand the main idea and main structure of this passage, they can also improve their reading speed in this way.
After ss get the general idea, they need to read the passage paragraph by paragraph and find some detailed information. For example, i will askquestionslikei will guide them to answer.all
these questions will be graded from easy to difficult.I will give them several minutes each time. This section can develop ss’ scanning strategies, and also promote their cognitivethinking.
For the third time of reading, i will ask students do some exercises to learn the key words and expressions in the passage to improve students’ linguistic competence.
Post-reading
role-play
In the post-reading stage, i set a role-play activity. Ss will be divided into...groups.Imagine one student...the others act as....they can use the words and expressions that we’ve learned in the while-stage. I will give them ...minutes. Then i will invite several groups to perform in front of the class. During their preparation, i will walk around the classroom to see whether ss have some questions. After their performance, i will give my comment and try to encourage them.
Role-playisaninterestingactivity.Sscanbehighlymotivatedandtakepartinactively.The
activitycan check ss’mastery of thetargetlanguage,integratereadingwith speaking, develop
their communicative competence and promote their cooperative ability.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key wordsand sentencestructures.
After class, students are required to .....This can integrate reading with writing, and promote
students’ ability of creativity and independent thinking.
8. Blackboarddesign
Here are my blackboard design. I set 3 parts to present my contents of this class. The firstpartis, thesecond
part is ....and the finalpartisin this way, ss can see the content we’ve learned today clearly andorderly.
That’s all for my presentation. Thank you for your attention.
說(shuō)課稿寫(xiě)作
Good morning, dear judges, my name is jiangli. It is my great honor to stand here to interpret my lesson. My presentation consists of the following parts: analysis of teaching content, analysis of students, teaching aims, teaching key and difficult points, teaching methods, teaching aids, teaching procedures, summaryand homework and finally blackboarddesign.
1. analysis of teachingmaterial
Let me start with analysis of teaching content. The topic of this lesson is through this lesson, ss will know
how to they can express their views properly and logically.
2. Analysis ofss
Secondly, let’s talk about the ss. Ss in junior middle school......
(1) Existing knowledge and ability: have already mastered certain words andphrase.
(2) Cognitiveandthinkingcharacteristics:areactive,curiousandinterestedin, but they may havedifficulties
in.....
(3) Life or daily experience: are familiar with this experience/ haveexperienced......
(4) Hobbies and interests: will be excited about this topic, and willing to express their opinionsfreely.
what i need to do is to broaden their horizons and inspire them. Of course, we should also pay attention to the accuracy and appropriateness of their language.
3. teachingaims
According to the new curriculum standard in English, the lesson adopts a three dimensional teaching aim.
（1） Knowledgeaim
By the end of the lesson, ss will be able to Master the expression such as ...
（2） Abilityaim
By the end of the lesson, ss will be able to Master the organizing structure of ...
improve their writing skills Be familiar with the topic of
（3） Emotionalaim
By the end of the lesson, ss will be able to Improve their interest in English writing Improve their sense of cooperation
4. Teaching key & difficultpoints
The key point is to lead ss to use the structure of
The difficult point is to help students use ....to...in their daily life.
5. Teaching methods Process approach towriting
Which not pay attention to the product of writing, also but the activities before and after writing
6. Teachingprocedures
Listening
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-listening, while-listening, post-listening and summary and homework.
Warming-up
In this period, i will show ss some pictures. And talk freely.these pictures are closely related to the topic of this lesson. During the free talk, we will review some key words and structure.
The purpose is to prepare ss linguistically, thematically and affectively. so students would be highly motivated/ be very glad to pay their attention to this lesson/ ss’s interests will bearoused and attention can beattracted.
Pre-writing
In the pre-writing stage,i will create a situation and ask ss questions:
---
Then i will encourage ss to brainstorm in their groups. They have 5 minutes to prepare. By a lively discussion, students will have materials in mind and will be interested in writing.
then i will invite several groups to share their ideas with us. I will present the key points on the blackboard, such as...also, i will work out the outline with students together.
This step can lay a good foundation for the writing step, through this activity, ss will be inspired and they can accumulate more information about the topic and alsolearn to
communicate their ideas with others.
While-listening
Based on the above discussion, it will be much easier for them to complete their articles individually within ten minutes. They need to pay attention to the spelling, grammar and punctuation in writing.
The purpose of this step is that ss can focus on writing and promote independent thinking.
Post-listening
Peer editing:
After they finish the writing, i will ask my ss to exchange their articles with their deskmates and check the organization, grammar, spelling, and punctuation of their writings. I will ask my ss to evaluate the writing in detail and point out advantages and disadvantages.
Peer editing is a very useful way for ss to revise their articles, and it also can foster their spirit
of cooperation with others.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key words and sentence structures.
After class, students are required to polish up their articles. By doing this, ss will consolidate
【關(guān)鍵詞】初中聽(tīng)說(shuō)教學(xué) 存在問(wèn)題 解決策略
【Abstract】English is a language，the language cannot leave heard that，the two complement each other，inseparable.This paper analyzes some problems existing in current junior middle school teaching，puts forward the corresponding countermeasure，to enhance the importance of teachers’ understanding of teaching listening，heard that teaching mutual，correct understanding，in order to increase the effectiveness of teaching.
【Key words】junior high school teaching problem； solving strategy
一、前言
英語(yǔ)作為重要的載體之一，已成為人類(lèi)生活各個(gè)領(lǐng)域中使用最廣泛的語(yǔ)言?！队⒄Z(yǔ)課程標(biāo)準(zhǔn)》和《初中英語(yǔ)教學(xué)大綱》對(duì)學(xué)生的口語(yǔ)能力提出了明確的要求，《英語(yǔ)課程標(biāo)準(zhǔn)》和大綱的二級(jí)目標(biāo)與要求指出“學(xué)生能復(fù)述課文大意；講述與本學(xué)段水平相當(dāng)?shù)男」适虏⑴c簡(jiǎn)單的模擬和角色扮演的活動(dòng)；能就熟悉的話題進(jìn)行交流”。
根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》，語(yǔ)言技能包括聽(tīng)、說(shuō)、讀、寫(xiě)技能以及這四種技能綜合運(yùn)用能力。聽(tīng)和說(shuō)是口語(yǔ)，口語(yǔ)是書(shū)面語(yǔ)的有聲形式，口語(yǔ)是第一性的，書(shū)面語(yǔ)是第二性的。聽(tīng)說(shuō)教學(xué)是英語(yǔ)學(xué)習(xí)的先決條件，聽(tīng)說(shuō)水平的高低在一定程度上反映了一個(gè)學(xué)生的英語(yǔ)整體水平。英語(yǔ)聽(tīng)說(shuō)課的教育旨在提高學(xué)生的聽(tīng)力理解能力和口語(yǔ)交際水平，力求促進(jìn)學(xué)生英語(yǔ)素質(zhì)的全面發(fā)展。
二、聽(tīng)說(shuō)教W中存在的主要問(wèn)題
目前英語(yǔ)聽(tīng)說(shuō)教學(xué)雖有很大程度的發(fā)展，但還存在著一些問(wèn)題，主要有以下幾種情況：
1.心理障礙。由于基本功不夠扎實(shí)，語(yǔ)音語(yǔ)調(diào)不夠正確規(guī)范，詞匯、句型、語(yǔ)法訓(xùn)練不夠，朗讀、背誦等基本功不夠火候等因素，學(xué)生很容易產(chǎn)生恐懼和畏難情緒，導(dǎo)致形成心理障礙。
2.聽(tīng)說(shuō)練習(xí)的方式不夠靈活。部分聽(tīng)說(shuō)教學(xué)課，較多的采用聽(tīng)說(shuō)分離，聽(tīng)就只是聽(tīng)，說(shuō)就只是說(shuō)，沒(méi)有很好地理解聽(tīng)與說(shuō)的關(guān)系，沒(méi)有采用生動(dòng)活潑、多樣的方式開(kāi)展聽(tīng)說(shuō)教學(xué)。
3.文化背景知識(shí)的障礙。由于學(xué)生知識(shí)面狹窄，也不具備英美歷史的語(yǔ)言文學(xué)知識(shí)，所以大多數(shù)學(xué)生不了解英美國(guó)家人民的生活習(xí)慣，文化背景，風(fēng)土人情及生活方式，聽(tīng)力理解便產(chǎn)生一定困難。
4.詞匯不足。部分學(xué)生沒(méi)有扎實(shí)的英語(yǔ)基礎(chǔ)，英語(yǔ)的詞匯量明顯不足，掌握的準(zhǔn)確性不夠，直接影響到聽(tīng)說(shuō)水平的提高。
三、聽(tīng)說(shuō)教學(xué)改善的對(duì)策
聽(tīng)說(shuō)是人們進(jìn)行語(yǔ)言交際的重要手段，是學(xué)習(xí)英語(yǔ)的重要途徑之一。針對(duì)上面存在的問(wèn)題，我們可采取以下措施改善聽(tīng)說(shuō)教學(xué)，提高學(xué)生的聽(tīng)說(shuō)能力：
1.鼓勵(lì)學(xué)生開(kāi)口說(shuō)英語(yǔ)。學(xué)生開(kāi)始說(shuō)英語(yǔ)時(shí)，教師應(yīng)熱情鼓勵(lì)和及時(shí)幫助，適當(dāng)引導(dǎo)學(xué)生說(shuō)下去。對(duì)于口語(yǔ)表達(dá)能力有所提高的學(xué)生，教師要及時(shí)表?yè)P(yáng)，要幫助學(xué)生樹(shù)立自信心，使學(xué)生看到自己的進(jìn)步。
2.培養(yǎng)學(xué)生小組合作。教師可以培養(yǎng)學(xué)生小組合作，通過(guò)示范、設(shè)計(jì)多種形式的情景，讓學(xué)生自動(dòng)參與進(jìn)行各種角色的扮演或自由表達(dá)等方式，提供學(xué)生合作學(xué)習(xí)的機(jī)會(huì)，使他們?cè)趯W(xué)習(xí)中互幫互助、充滿(mǎn)自信。
3.培養(yǎng)學(xué)生對(duì)英語(yǔ)文化的了解。教師應(yīng)根據(jù)教材編寫(xiě)的內(nèi)容，引導(dǎo)學(xué)生了解英語(yǔ)國(guó)家文化及中國(guó)文化的異同，拓展學(xué)生的知識(shí)面，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
4.提高學(xué)生的詞匯量。詞匯是構(gòu)成語(yǔ)言最基本的材料，擴(kuò)大詞匯量是提高學(xué)生聽(tīng)、說(shuō)、讀，寫(xiě)能力的前提。提前教會(huì)學(xué)生學(xué)習(xí)英語(yǔ)詞匯的方法。
5.盡量用英語(yǔ)組織課堂教學(xué)，培養(yǎng)聽(tīng)說(shuō)的習(xí)慣。在英語(yǔ)教學(xué)中教師要?jiǎng)?chuàng)設(shè)一定的語(yǔ)言環(huán)境，為學(xué)生營(yíng)造寬松和諧的聽(tīng)說(shuō)氛圍，不知不覺(jué)地產(chǎn)生英語(yǔ)語(yǔ)感和悟性，自然而然地就想用英語(yǔ)表達(dá)出來(lái)。
6.充分利用現(xiàn)代媒體技術(shù)，學(xué)習(xí)模仿。教師要求學(xué)生在理解聽(tīng)力材料的基礎(chǔ)上，模仿錄音帶及多媒體畫(huà)面中人物的語(yǔ)音語(yǔ)調(diào)，大聲朗讀對(duì)話及課文，培養(yǎng)學(xué)生的語(yǔ)感。另外還可以下載一些動(dòng)畫(huà)片配音的視頻軟件，進(jìn)一步激發(fā)學(xué)生學(xué)習(xí)熱情。
7.組織英語(yǔ)課外活動(dòng)。通過(guò)組織課外活動(dòng)如英語(yǔ)演講比賽、英語(yǔ)朗誦比賽、英語(yǔ)海報(bào)設(shè)計(jì)比賽、情景劇比賽、簡(jiǎn)短的辯論賽等活動(dòng)，鼓勵(lì)學(xué)生在課余時(shí)間多用英語(yǔ)，靈活地使用英語(yǔ)，創(chuàng)造寬容、和諧的口語(yǔ)交際環(huán)境。
四、總結(jié)
如今，新課標(biāo)的顯著特點(diǎn)就是重視口語(yǔ)教學(xué)，加大聽(tīng)說(shuō)能力的訓(xùn)練。我們作為教師，應(yīng)提高認(rèn)識(shí)、加強(qiáng)自身素質(zhì)、創(chuàng)造語(yǔ)言環(huán)境、培養(yǎng)聽(tīng)說(shuō)技巧等方面改進(jìn)聽(tīng)說(shuō)教學(xué)方法。初中英語(yǔ)聽(tīng)說(shuō)教學(xué)，要注意培養(yǎng)學(xué)生的自信心，培養(yǎng)他們的興趣，在教學(xué)過(guò)程中，運(yùn)用多種教學(xué)方法，加強(qiáng)學(xué)生聽(tīng)說(shuō)能力的培養(yǎng)，促進(jìn)教學(xué)質(zhì)量的提高。英語(yǔ)聽(tīng)說(shuō)能力的培養(yǎng)是一個(gè)由量變到質(zhì)變的過(guò)程，需要做到循序漸進(jìn)、持之以恒。
參考文獻(xiàn)：
一、貫徹“聽(tīng)說(shuō)領(lǐng)先”教學(xué)法策略
美國(guó)心理語(yǔ)言學(xué)家Wilga M. Rivers認(rèn)為，聽(tīng)的過(guò)程不僅是一個(gè)接收的過(guò)程而且還是一個(gè)建立的過(guò)程。第一階段是感覺(jué)階段，學(xué)習(xí)者能粗略地識(shí)別，根據(jù)自己學(xué)習(xí)第一語(yǔ)言的經(jīng)驗(yàn)對(duì)所聽(tīng)的材料進(jìn)行初步的切分音段，這基本上是一個(gè)被動(dòng)和接收的階段。第二階段是識(shí)別階段，學(xué)習(xí)者把所接收的信號(hào)一個(gè)一個(gè)地加以識(shí)別，把已經(jīng)識(shí)別的與正在識(shí)別的聯(lián)系起來(lái)，這個(gè)識(shí)別過(guò)程是積極的、細(xì)致的。第三階段為領(lǐng)悟和建立階段，學(xué)習(xí)者通過(guò)認(rèn)知系統(tǒng)重復(fù)一遍所聽(tīng)的材料，而且不時(shí)地把已經(jīng)理解的東西與聽(tīng)到的加以對(duì)照和修正，通過(guò)重新理解，使所聽(tīng)材料成為一種比較容易保留的形式被存入記憶里。這樣，理解了的材料得到了改變，被保留下來(lái)的是語(yǔ)義信息。
筆者一直堅(jiān)持在英語(yǔ)課堂教學(xué)中采取課文教學(xué)聽(tīng)說(shuō)領(lǐng)先法。在講授每單元的新課文時(shí)，把聽(tīng)說(shuō)訓(xùn)練同課文教學(xué)緊密地結(jié)合起來(lái)，堅(jiān)持讓學(xué)生先聽(tīng)錄音，根據(jù)所聽(tīng)內(nèi)容回答課文有關(guān)的問(wèn)題。教師提問(wèn)必須有一般問(wèn)句，也有特殊問(wèn)句，內(nèi)容有簡(jiǎn)單的，也有復(fù)雜的。這樣可以讓水平不同的學(xué)生都能參與進(jìn)來(lái)，真正達(dá)到培養(yǎng)訓(xùn)練學(xué)生聽(tīng)、說(shuō)能力的目的。講課文時(shí)筆者不僅堅(jiān)持用英語(yǔ)組織教學(xué)，而且力圖使自己的語(yǔ)音語(yǔ)調(diào)準(zhǔn)確規(guī)范，富有表現(xiàn)力。學(xué)生提問(wèn)或回答問(wèn)題也盡可能地使用英語(yǔ)。新課文講完后，要求學(xué)生背誦該課文，在此基礎(chǔ)上引導(dǎo)學(xué)生學(xué)會(huì)歸納大意進(jìn)行復(fù)述或表演課文內(nèi)容。課文教學(xué)以外還可堅(jiān)持聽(tīng)寫(xiě)訓(xùn)練，聽(tīng)寫(xiě)的內(nèi)容可以是課文中的單詞、短語(yǔ)、句子或課文縮寫(xiě)。這也是強(qiáng)化聽(tīng)力訓(xùn)練的有效方法。
二、以多種形式在課堂教學(xué)中滲透聽(tīng)說(shuō)訓(xùn)練
1. 有效利用課堂教學(xué)資源，加強(qiáng)聽(tīng)力訓(xùn)練，增加語(yǔ)言輸入與儲(chǔ)備。筆者不但堅(jiān)持在課堂上大量聽(tīng)，廣泛聽(tīng)，聽(tīng)電臺(tái)，聽(tīng)電視臺(tái)英語(yǔ)廣播，聽(tīng)英文歌曲等，同時(shí)還要求學(xué)生大量說(shuō)，廣泛說(shuō)英語(yǔ)，幫助他們養(yǎng)成大聲朗誦英語(yǔ)的習(xí)慣，教他們學(xué)唱英文歌曲等。并且落實(shí)每周三、周五早讀的英語(yǔ)聽(tīng)力訓(xùn)練，還針對(duì)普遍的錯(cuò)誤進(jìn)行講評(píng)，要求學(xué)生背誦聽(tīng)力材料中優(yōu)美的段落等。
2. 堅(jiān)持要求學(xué)生課前三分鐘講英語(yǔ)。筆者先編寫(xiě)具代表性的報(bào)告范文，印發(fā)給學(xué)生，選定幾名語(yǔ)音語(yǔ)調(diào)好的學(xué)生先做值日示范，再由全班同學(xué)輪流做值日?qǐng)?bào)告。報(bào)告內(nèi)容可以是學(xué)校生活、小故事和自由談話等。最初可按如下幾個(gè)程序進(jìn)行：“I’m on duty today. Today is Monday. It’s cloudy today. We are all here...”隨著句型、詞匯的增多，學(xué)生還可按當(dāng)天實(shí)際情況增加內(nèi)容，應(yīng)用剛學(xué)的詞匯和句型進(jìn)行操練。筆者還引導(dǎo)鼓勵(lì)學(xué)生有計(jì)劃地進(jìn)行鞏固所學(xué)知識(shí)的口語(yǔ)訓(xùn)練及一些交際性訓(xùn)練。
3. 將讀聽(tīng)教學(xué)結(jié)合起來(lái)，通過(guò)閱讀傳授必要的聽(tīng)力技巧與策略。我國(guó)外語(yǔ)教學(xué)長(zhǎng)期以來(lái)十分重視并強(qiáng)調(diào)讀寫(xiě)之間緊密相聯(lián)，無(wú)論是課程設(shè)置還是客觀學(xué)習(xí)條件，甚至是試題的分值都是向著提高閱讀理解能力傾斜，造成學(xué)生的英語(yǔ)閱讀理解率與其英語(yǔ)聽(tīng)力理解率之間存在顯著差異。其實(shí)適當(dāng)使用配有錄音的語(yǔ)言材料進(jìn)行英語(yǔ)閱讀訓(xùn)練，更有助于提高學(xué)生的閱讀流暢性，也有助于提高閱讀速度與整體的語(yǔ)篇理解率。筆者將英語(yǔ)閱讀和聽(tīng)力視為一個(gè)接受性語(yǔ)言技能整體，并以此來(lái)組織和實(shí)施英語(yǔ)教學(xué)，如充分利用與課文配套的錄音進(jìn)行閱讀教學(xué)，不但讀前聽(tīng)，還要讀后聽(tīng)，增加聽(tīng)力輸入的次數(shù)。將閱讀適時(shí)地引入聽(tīng)力教學(xué)中，營(yíng)造一種“以讀助聽(tīng)、以聽(tīng)助讀”的聽(tīng)力技能訓(xùn)練環(huán)境，使每位學(xué)生能借助自身的英語(yǔ)閱讀優(yōu)勢(shì)，有效提高英語(yǔ)聽(tīng)力水平。同時(shí)，筆者指導(dǎo)學(xué)生聽(tīng)獨(dú)白或短文時(shí)要養(yǎng)成找中心詞與主題句的習(xí)慣， 通過(guò)整體的語(yǔ)篇理解幫助獲取信息。
4. 將聽(tīng)力口語(yǔ)和寫(xiě)作練習(xí)結(jié)合起來(lái)進(jìn)行講解。例如人教版新目標(biāo)八年級(jí)Unit 6 “I am more outgoing than her.” Section B 2a，聽(tīng)力原文如下：
Interviewer： Who is your best friend， Holly？
Holly： Pete.
Interviewer： Why is he a good friend？
Holly： Because he likes to do the same things as I do. He’s good at sports.
Interviewer： Are you good at sports， too？
Holly： Well， I like sports， but Pete’s more athletic than me. I’d say we’re both pretty outgoing， though.
Interviewer： What else do you like about Pete？
Holly： He’s funnier than I am， and he’s wilder，I’m a little quieter.
Interviewer： How about you， Maria？ Who’s your best friend？
Maria： My best friend is Vera.
Interviewer： What do you like about her？
Maria： Well， she’s a good listener， and she can keep a secret- that’s important to me.
Interviewer： Is she a lot like you？
Maria： Some people say that we look alike. We are both tall， and we both have long curly hair. But Vera is much quieter than me， and she’s also smarter. I’m more outgoing.
可針對(duì)這段聽(tīng)力材料先進(jìn)行聽(tīng)力訓(xùn)練，再要求學(xué)生將所聽(tīng)到的信息串聯(lián)起來(lái)，進(jìn)行寫(xiě)作練習(xí)，然后把自己所寫(xiě)的內(nèi)容以口語(yǔ)訓(xùn)練的形式復(fù)述出來(lái)。寫(xiě)作范文如下：Holly’s best friend is Pete. He likes to do the same things as Holly does. Holly is quieter than Pete. Pete is funnier and more athletic. They are both pretty outgoing. Maria’s best friend is Vera. They look alike， but Maria is more outgoing. Vera is much healthier and she is also smarter than Maria.
5. 將聽(tīng)力和語(yǔ)法結(jié)合起來(lái)進(jìn)行講解。如對(duì)人教版新目標(biāo)九年級(jí)Unit 6 “I like music that I can dance to.”語(yǔ)法定語(yǔ)從句的講解，可先聽(tīng)一段幾個(gè)人評(píng)價(jià)喜歡什么樣的音樂(lè)的聽(tīng)力材料，再聽(tīng)填信息，將定語(yǔ)從句的關(guān)系代詞挖空讓學(xué)生填空，同時(shí)加以講解。該聽(tīng)填信息材料如下：
第一節(jié)：
Betty： Oh， look！There’s the new Cool Kids’CD.
Tony： The Cool Kids？ Do you like them？
Betty： Oh， yeah. They’re my favorite band樂(lè)隊(duì). I like music _____ （that/which） I can dance to.
Tony： You’re kidding. I think they’re awful（難聽(tīng)的）. I prefer music____ （that/which）has great lyrics...music ______（that/which） I can sing along with.
Betty： I like songs I can sing along with too. So what’s your favorite band？
Tony： The Lions. Their words are interesting and ...
第二節(jié)：
Xu Fei： Look， Carmen. These T-shirts are great！Look at this one.
Carmen： What a great T-shirt， Xu Fei. I really love Dan Dervish. I like musicians（音樂(lè)家） _______（that/who） play different kinds of music.
Xu Fei： Hmmm...he’s Okay...
Carmen： He’s only Okay？！ You must be joking.
Xu Fei： Well…I like musicians _______（who）write their own songs. Dan Dervish doesn’t write his own music.
Carmen： Hmm， well， I think he’s great.
Xu Fei： The Modern’s T-shirt is interesting.
Carmen： The Modern are really great. I love music ______ （that）is really loud and energetic.
關(guān)鍵詞：英語(yǔ)教學(xué)；說(shuō)話訓(xùn)練；課堂設(shè)計(jì)
中圖分類(lèi)號(hào)：G633.4 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1003-8809(2010)10-0132-02
隨著科技和文化的不斷發(fā)展，人類(lèi)社會(huì)越來(lái)越成為一個(gè)相互依靠的整體，每個(gè)國(guó)家和個(gè)人，為了適應(yīng)這一整體的發(fā)展，需要打破語(yǔ)言界限，以便更快地溝通思想、相互交流、調(diào)整個(gè)體的活動(dòng)。英語(yǔ)，成了一門(mén)世界通用的非常重要的交際語(yǔ)言。現(xiàn)在我們的教學(xué)目標(biāo)就是為了把學(xué)生培養(yǎng)成具有較高的綜合語(yǔ)言能力的人才。
1、利用所學(xué)教材，由教師精心組織教學(xué)內(nèi)容，在學(xué)生預(yù)習(xí)的基礎(chǔ)上，讓他們以主人翁的態(tài)度進(jìn)行半機(jī)械的反饋練習(xí)，通過(guò)這樣的練習(xí)，能進(jìn)一步強(qiáng)化學(xué)生的記憶，活躍思維，為更高層次的說(shuō)話訓(xùn)練打下扎實(shí)的基礎(chǔ)。主要的方法有：
①以提問(wèn)的方式來(lái)檢查學(xué)生對(duì)課文理解的程度
如在《新概念英語(yǔ)》第二冊(cè)的第八十九課“A Slip oftheTongue”中，設(shè)置的有關(guān)課文理解的問(wèn)題有淺層的和深層的兩類(lèi)。淺層問(wèn)題如：What will people do anything for?What gotround inthe to wn according to the text?How did people react to it?等等，關(guān)于以上問(wèn)題的回答，學(xué)生只要理解課文的表層意義就足矣。那么，對(duì)于深層問(wèn)題的回答，學(xué)生懂其內(nèi)涵是非常重要的。
②以True or False Statement要求學(xué)生作出正誤判斷，并當(dāng)答寨是F時(shí)，要求學(xué)生陳述理由。
③教師用已學(xué)過(guò)的詞或詞組替換掉文中的新詞及詞組，要求學(xué)生運(yùn)用新詞及詞組重現(xiàn)教師的句子。
2、以上三點(diǎn)是課堂內(nèi)以課文為依托的說(shuō)話訓(xùn)練的開(kāi)始曲，是半控制階段的操練，教師可以期待學(xué)生的答案，那么在理順了課文的前后關(guān)系以后，應(yīng)該在語(yǔ)言操練的交際活動(dòng)的基礎(chǔ)上，抽出典型的語(yǔ)言結(jié)構(gòu)進(jìn)行操練。這里，語(yǔ)言結(jié)構(gòu)是指值得仿說(shuō)的句型。當(dāng)然，必須先由教師準(zhǔn)確地呈現(xiàn)，然后利用各種方法，充分發(fā)揮學(xué)生的想象力及創(chuàng)造性，進(jìn)一步培養(yǎng)說(shuō)話的能力。
①教師提供情景
在八十九課中，句型People will do anything to…even if…教師呈現(xiàn)的情景是：Beijing Duck is a world famous dish.學(xué)生：Visitorsfrom all parts 0fthe world will do anythingtotryBeijingDuck evenifthey haveto queueforalongtime.
②教師給出幾個(gè)句子，學(xué)生根據(jù)句型連接成句
在八十九課學(xué)到We have hadto…andtheremusthave…一句時(shí)，教師給出的句子是：They had to climbtheHuan Shan-Mountainforfive hoursto get to thetop.Some 0fthemwereexhausted.They gave up halfway.學(xué)生經(jīng)過(guò)分析、整理出：Theyhad toclimb the Huan Shan Mountain for five hours and theremust havebeen some people who gave up halfway.
③教師給出題材
在九十課“Brasilia”一文中的句型：The ideato…，will-have a(great)effecton…
在教師的例句：The idea toimprove English through imitationpractice has proved to havea grea t effect on students’English study之后，給出：importadvanced foreign technology學(xué)生就能仿說(shuō)出：The idea to importadvanced technology wiU have a great effect onthedevelopment ofour country.
④教師給出例句，讓學(xué)生根據(jù)各自不同的經(jīng)歷及學(xué)識(shí)，充分發(fā)揮想象力，積極思維，迅速用英文組織材料，表達(dá)自己。
通過(guò)上述不同的句型在不同的情景中的具體操練，更好地揭示了句型結(jié)構(gòu)的運(yùn)用，學(xué)生更易理解句子的意義，能把注意力集中在語(yǔ)言的意義上，使學(xué)生忘卻句型本身隱含的難度。這樣，達(dá)到了句型操練的意義化，為更高形式的交際活動(dòng)打下基礎(chǔ)。
3、在積累了一定的語(yǔ)言材料和句型結(jié)構(gòu)的基礎(chǔ)上，教師就可以引導(dǎo)學(xué)生進(jìn)入到第三步――也就是小段的操練上，如就文中某一人或物再現(xiàn)文中句子或發(fā)表個(gè)人觀點(diǎn)；課文的復(fù)述；續(xù)寫(xiě)課文；課文中心思想的概括。不同的年級(jí)應(yīng)掌握相應(yīng)的難度。
①就文中某一人或物再現(xiàn)文中句子或發(fā)表個(gè)人觀點(diǎn)
在七十三課“The Record Holder”一文中，圍繞文中的男孩可以說(shuō)很多。如：The boy didn’t like so hool.He played truant，Hehiteh―hiked to many places and travelled 1，600 miles.Hewaspi eked up by apoliceman ontheFrench―Spanish horderandwassent backhome.以上小段的內(nèi)容主要來(lái)自課文，但學(xué)生根據(jù)自己對(duì)課文的理解，重新進(jìn)行了組織。這是一種創(chuàng)造活動(dòng)。學(xué)生也可根據(jù)自己的理解，加入自己的觀點(diǎn)。The boy’s very naughty.He wasnot well--behaved.He made his parents worried.He proba-blydidn’t enjoy schoollife.這一小段的呈現(xiàn)說(shuō)明了學(xué)生不僅徹底理解了課文，更重要的是他已經(jīng)與他的同學(xué)們和老師在交流自己對(duì)于這個(gè)男孩的看法了。是一種更高級(jí)的思維活動(dòng)。
②課文復(fù)述。要求學(xué)生盡量用自己的話、學(xué)過(guò)的詞及詞組重新組織課文內(nèi)容，以期新舊知識(shí)結(jié)合，達(dá)到融會(huì)貫通之目的。
如在七十五課“SOS”中，教師可以根據(jù)學(xué)生的不同英語(yǔ)水平，給出一些詞及詞組以降低難度：alight passengerplane--crashed--awoman and two babymorning--heard--stamp--SOS--a pilot--rescued.學(xué)生很快就能說(shuō)出：A lightpassenger plane crashed in the mountains.A womanand her twobaby--daughters were unhurt fortunately.Snow lav
thick onthe ground.Th e woman turned the suitcase into a bed atnightand put her two babies in it.The next morning
she heard aplane flving over and she stamped out SOS in thesnow.Itwasseen bythe pilot.They were rescued allast by a heli-copter.
③中心思想的概括
低段的高中學(xué)生還不太善于較長(zhǎng)篇幅地連貫表達(dá)自己，這樣給予提示是比較恰當(dāng)?shù)?。如第八十九課中，給出的提示是“概要”中的內(nèi)容：points 1.local cinema――packed，2.P＆u BirdSeed Co.3.Presenting free variety show 4.Many artists should…5.Fatedto turn up 6.Show very dull 7.Funny thing――8.Advertiserintroduced programme saying 9.This……gendemen
【關(guān)鍵詞】 初中英語(yǔ) 聽(tīng)說(shuō)課 策略
初中英語(yǔ)教學(xué)中，教師在課堂教學(xué)里要?jiǎng)?chuàng)造新鮮的英語(yǔ)語(yǔ)境，設(shè)法結(jié)合學(xué)生的實(shí)際生活，讓他們主動(dòng)參加實(shí)踐的語(yǔ)言活動(dòng)，讓語(yǔ)言的意義和語(yǔ)言的形態(tài)相關(guān)聯(lián)，讓學(xué)生的實(shí)際生活及語(yǔ)言的形態(tài)相關(guān)聯(lián)，從中促使學(xué)生語(yǔ)言能力和語(yǔ)言技巧得到更好地提高。
1. 激勵(lì)學(xué)習(xí)興趣，養(yǎng)成良好聽(tīng)說(shuō)習(xí)慣
學(xué)生在接觸新的知識(shí)時(shí)都會(huì)有十分濃厚的好奇心理和新鮮感，對(duì)將要開(kāi)始的英語(yǔ)學(xué)習(xí)也是一樣。教師在進(jìn)行教學(xué)時(shí)要適當(dāng)?shù)恼{(diào)動(dòng)學(xué)生的這個(gè)心理，輔助學(xué)生培養(yǎng)出較好的聽(tīng)說(shuō)習(xí)慣，讓學(xué)生在開(kāi)始學(xué)習(xí)英語(yǔ)時(shí)就養(yǎng)成聽(tīng)和說(shuō)的習(xí)慣，能夠積極的對(duì)問(wèn)題實(shí)行提問(wèn)與回答以及培育出學(xué)生對(duì)錄音進(jìn)行模仿的習(xí)慣。教師可以對(duì)學(xué)生創(chuàng)設(shè)讀、說(shuō)的有利條件來(lái)引導(dǎo)學(xué)生積極開(kāi)始聽(tīng)說(shuō)，例如，給學(xué)生進(jìn)行教學(xué)時(shí)可以利用“Thank you”、“I’m sorry”、“Hello”和“Good morning”等禮貌用語(yǔ)來(lái)進(jìn)行指導(dǎo)，用容易的教學(xué)語(yǔ)言開(kāi)始給學(xué)生進(jìn)行教學(xué)，例如，反復(fù)運(yùn)用一些常用到的詞匯比如：“Read after me” “Look at the blackboard”等等，通過(guò)這些多次重復(fù)練習(xí)，使學(xué)生們聽(tīng)的次數(shù)開(kāi)始增加以后，讓學(xué)生們的腦子里產(chǎn)生一定的記憶，讓他們體會(huì)到自身的成就感取得滿(mǎn)足的同時(shí)也學(xué)到了知識(shí)。
2. 上課前三分鐘講英語(yǔ)
把每次的課前三分鐘留給學(xué)生，安排他們一個(gè)一個(gè)地用英語(yǔ)來(lái)進(jìn)行自我評(píng)價(jià)和值日?qǐng)?bào)告等。開(kāi)始這種活動(dòng)時(shí)，教師首先編寫(xiě)出有相互象征性的報(bào)告用作范文，并且打印出來(lái)發(fā)給學(xué)生，從中選擇出幾個(gè)在語(yǔ)調(diào)及語(yǔ)音方面都顯現(xiàn)比較良好的同學(xué)做代表，讓他們逐個(gè)地在全班同學(xué)面前通過(guò)做類(lèi)似于同學(xué)們?cè)趯W(xué)校里的生活、平常生活中的自由談話以及某些小故事為內(nèi)容的報(bào)告。按照下面“I’m on duty today. It’s Sunny today. Today is Monday. We are all here ...”等形式做為報(bào)告內(nèi)容的開(kāi)始。一直到學(xué)生們可以掌握到的詞匯和句型數(shù)目增多以后，就引導(dǎo)學(xué)生們通過(guò)綜合上節(jié)課里學(xué)到的內(nèi)容再按照現(xiàn)實(shí)情況自己來(lái)添加內(nèi)容。教師聽(tīng)過(guò)學(xué)生們說(shuō)出的內(nèi)容之后，教師必須要對(duì)學(xué)生們進(jìn)行點(diǎn)評(píng)，如果學(xué)生說(shuō)的好的地方需要教師進(jìn)行適當(dāng)?shù)乜洫?jiǎng)，并且對(duì)學(xué)生說(shuō)的有問(wèn)題的內(nèi)容也要及時(shí)告訴他們同時(shí)幫助他們糾正。
3. 鼓勵(lì)用英語(yǔ)相互交談，讓學(xué)生提高英語(yǔ)興趣
促進(jìn)教師開(kāi)展聽(tīng)說(shuō)鍛煉及培養(yǎng)學(xué)生對(duì)學(xué)習(xí)英語(yǔ)產(chǎn)生興趣的基礎(chǔ)在于英語(yǔ)教學(xué)的本身要有好的開(kāi)始。教師在課堂教學(xué)時(shí)，要做到進(jìn)一步地開(kāi)拓教學(xué)內(nèi)容，盡量把學(xué)生們的生活與英語(yǔ)教學(xué)內(nèi)容相融合，引導(dǎo)學(xué)生產(chǎn)生濃厚的求知欲，更好地提升學(xué)生們的學(xué)習(xí)興趣。另外，對(duì)學(xué)生的學(xué)習(xí)心理要進(jìn)行有效的指引，當(dāng)學(xué)生運(yùn)用英語(yǔ)來(lái)進(jìn)行相互交談時(shí)，要予以恰當(dāng)?shù)墓膭?lì)，這樣不但能達(dá)到讓學(xué)生們感受新型的語(yǔ)言在交談時(shí)所帶來(lái)的樂(lè)趣，還能幫助增強(qiáng)學(xué)生在聽(tīng)說(shuō)口語(yǔ)方面的本領(lǐng)。對(duì)于一些剛開(kāi)始接觸英語(yǔ)的學(xué)生，通常在口語(yǔ)方面的能力相對(duì)較差，很容易產(chǎn)生各式各類(lèi)的錯(cuò)誤，對(duì)于這類(lèi)學(xué)生，教師應(yīng)該選擇一些比較合適他們的話題和交談內(nèi)容，并且利用課堂對(duì)這些學(xué)生進(jìn)行正確的引導(dǎo)，課堂里所學(xué)到的范文和練習(xí)冊(cè)上的最簡(jiǎn)單的交流用語(yǔ)和小短文，類(lèi)似于：“NO”、“Yes”、“Good morning.”、Hi.”和“Can I help you？”等做為材料，也可以做為學(xué)生們相互交談的內(nèi)容。
4. 鼓勵(lì)學(xué)生勇敢說(shuō)，細(xì)心聽(tīng)
學(xué)生聽(tīng)的能力和說(shuō)的能力要從初中英語(yǔ)教學(xué)時(shí)就必須緊抓不放，這樣學(xué)生的聽(tīng)說(shuō)能力和知識(shí)積累才能同步提高。通過(guò)長(zhǎng)期進(jìn)行有效的鍛煉后，不但使學(xué)生的聽(tīng)說(shuō)能力提升，而且還能使學(xué)生的閱讀能力及寫(xiě)作能力也有顯著的提高。在進(jìn)行練習(xí)的時(shí)候?qū)毩?xí)的方法以及方式也要更加注重，盡可能地做到簡(jiǎn)單易懂，講清楚次要，比如有的人問(wèn)“Have you had yourbreakfast？”的時(shí)候，不能講“Yes， I have had my breakfast.”我們就應(yīng)當(dāng)答道“Yes， I had.”。另外，在初中英語(yǔ)的教學(xué)中，學(xué)生聽(tīng)說(shuō)能力的高低，并不在于學(xué)生掌握詞匯量的多少，而是學(xué)生在日常生活中是否敢于表達(dá)，不必在乎對(duì)錯(cuò)。像這樣經(jīng)過(guò)創(chuàng)建問(wèn)題情景，學(xué)生會(huì)帶上問(wèn)題去分析、思索、處理。學(xué)生在問(wèn)題和相對(duì)應(yīng)的談話與溝通中思想得以開(kāi)拓，在聽(tīng)說(shuō)的互動(dòng)過(guò)程中使英語(yǔ)交流本領(lǐng)得以提升。從而經(jīng)過(guò)這樣長(zhǎng)期有效的聽(tīng)說(shuō)練習(xí)，使學(xué)生們逐步積累學(xué)習(xí)經(jīng)驗(yàn)，從而使學(xué)生們的聽(tīng)說(shuō)能力得到顯著提升。
5. 結(jié)束語(yǔ)
綜上所述，在初中英語(yǔ)教學(xué)中要想有效帶動(dòng)學(xué)生聽(tīng)、說(shuō)的能力，在教學(xué)過(guò)程中就要對(duì)培養(yǎng)學(xué)生聽(tīng)的能力和說(shuō)的能力采用合理的方式，能夠更大地幫助學(xué)生們提高英語(yǔ)學(xué)習(xí)能力。
參考文獻(xiàn)
隨著大連市EPU教學(xué)模式的深入開(kāi)展，結(jié)合《英語(yǔ)課程標(biāo)準(zhǔn)》的推廣和普及，初中英語(yǔ)聽(tīng)說(shuō)課的課堂千姿百態(tài)，同校老師間差異較大，課堂效率低等問(wèn)題相應(yīng)出現(xiàn)，對(duì)于高質(zhì)量課堂的呼聲就越來(lái)越高了。
本學(xué)期開(kāi)學(xué)初，學(xué)校開(kāi)展了“百師百課”教學(xué)課題研究活動(dòng)。我受到啟發(fā)，想趁此機(jī)會(huì)研究適合我校發(fā)展、適應(yīng)我校學(xué)生學(xué)習(xí)的聽(tīng)說(shuō)課模。三月初開(kāi)始，我自己開(kāi)始收集資料，確立了以力求創(chuàng)新，在高品質(zhì)課堂的大前提下盡力開(kāi)發(fā)亮點(diǎn)課堂。以聽(tīng)說(shuō)課Module6 Unit1 《Could you tell me how to get to the National Stadium？》為研究課例，展開(kāi)了教學(xué)研究，先后通過(guò)個(gè)人備課、集體研討、集體備課、課前修改整合教學(xué)設(shè)計(jì)、教學(xué)實(shí)踐、反思修改、再次教學(xué)實(shí)踐、再次反思修改等若干步驟完成了聽(tīng)說(shuō)課模的建立。從教學(xué)效果來(lái)看，研究成果是喜人的。
二、具體研究的步驟與方法
初中英語(yǔ)聽(tīng)說(shuō)課模研究的具體實(shí)施過(guò)程是這樣的：
Module6 Around town
Unit1 Could you tell me how to get the National Stadium？
學(xué)生年級(jí)：初中一年級(jí)下
教學(xué)內(nèi)容：外研版《英語(yǔ)》（新標(biāo)準(zhǔn)）Module6 Unit1
（一） 教學(xué)內(nèi)容分析
本模塊的主要教學(xué)內(nèi)容是學(xué)習(xí)“指路與問(wèn)路”的各種表達(dá)方式，并能通過(guò)閱讀地圖標(biāo)出路線及具置。“問(wèn)路與指路”是貼近生活的話題，易喚起學(xué)生學(xué)習(xí)的興趣和使用語(yǔ)言表達(dá)的意愿，教師應(yīng)充分利用這個(gè)話題展開(kāi)教學(xué)活動(dòng)。
本模塊中的聽(tīng)、說(shuō)、讀、寫(xiě)等活動(dòng)都圍繞指路、問(wèn)路、地點(diǎn)和方位等展開(kāi)，給學(xué)生提供了充足的體驗(yàn)（Experience）和運(yùn)用（Use）語(yǔ)言的機(jī)會(huì)。
第一單元的課文修訂后變動(dòng)較大，雖然還是圍繞在天安門(mén)廣場(chǎng)進(jìn)行問(wèn)路與指路的話題，但是弱化了使學(xué)生產(chǎn)生為難情緒的專(zhuān)有名詞，將它們改成了一些普通名詞，突出了“問(wèn)路與指路”的表達(dá)方式，也體現(xiàn)了教學(xué)中的“教新句型用簡(jiǎn)單詞匯”這一符合學(xué)生認(rèn)知特點(diǎn)的原則。我將圍繞這一話題積極整合和拓展教學(xué)資源，設(shè)計(jì)豐富的活動(dòng)，創(chuàng)設(shè)生動(dòng)的情境，引導(dǎo)學(xué)生參與教學(xué)實(shí)踐，發(fā)揮主體作用，以便提升其綜合語(yǔ)言運(yùn)用的能力。
本單元的主要教學(xué)重點(diǎn)內(nèi)容是學(xué)習(xí)“問(wèn)路與指路”的各種表達(dá)方式;本單元難點(diǎn)在于“問(wèn)路與指路”的各種表達(dá)方式易混。
（二）教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
能夠熟練使用turn，take，excuse me等動(dòng)詞和動(dòng)詞短語(yǔ);street， bank， museum等名詞;方位介詞along， across， opposite等詞匯。
2.語(yǔ)法目標(biāo)
能夠掌握指路和問(wèn)路的功能句，并對(duì)一區(qū)域進(jìn)行描述;注意地點(diǎn)和方位介詞的準(zhǔn)確使用。
3.技能目標(biāo)
聽(tīng)力目標(biāo)：能夠聽(tīng)懂有關(guān)問(wèn)路和指路的簡(jiǎn)短對(duì)話，并能用英語(yǔ)問(wèn)路和指路。
說(shuō)的目標(biāo)：能夠使用問(wèn)路和指路的功能句描述路線和位置關(guān)系。
4.情感目標(biāo)
樂(lè)于參與運(yùn)用英語(yǔ)的實(shí)踐活動(dòng)，樂(lè)于了解著名景點(diǎn)及其文化，對(duì)家鄉(xiāng)充滿(mǎn)熱愛(ài)。
（三）教學(xué)資源與工具設(shè)計(jì)
1.教師教學(xué)資源
主要包括教材提供的資源，外研通點(diǎn)讀筆，OHP和PPT教學(xué)課件。
2.學(xué)生學(xué)習(xí)資源和工具
多媒體教室、教材、PPT教學(xué)課件。
*注：PPT教學(xué)課件中的聽(tīng)力錄音材料及圖片等內(nèi)容均取自教師用書(shū)配套光盤(pán)。
（四）教學(xué)過(guò)程
略
三、課題研究取得的成果
（一） 學(xué)生方面
1.學(xué)生學(xué)習(xí)積極性大大提升，且?guī)熒P(guān)系十分和諧。創(chuàng)設(shè)的教學(xué)情境符合實(shí)際生活，使得學(xué)習(xí)氣氛較為寬松，學(xué)生心理上不壓抑。自信心得到了提升，自尊心得到了維護(hù)。聽(tīng)說(shuō)訓(xùn)練和語(yǔ)言知識(shí)的學(xué)習(xí)漸漸形成良性循環(huán)。
2.先后在本校和周邊兄弟學(xué)校――濱海學(xué)校的不同班級(jí)講授同一節(jié)聽(tīng)說(shuō)課，在學(xué)情基本一致的兩所學(xué)校中，課上學(xué)生都表現(xiàn)出積極參與的熱情。在調(diào)動(dòng)學(xué)生方面，這一聽(tīng)說(shuō)課模有效地調(diào)動(dòng)了學(xué)生應(yīng)用語(yǔ)言解決實(shí)際問(wèn)題的意愿，感知先行，應(yīng)用在后，這中間充實(shí)的是知識(shí)和能力的學(xué)習(xí)過(guò)程，技能和方法的訓(xùn)練把關(guān)。學(xué)生的主體地位因此凸顯出來(lái)，這些喜人的變化都是符合《英語(yǔ)課程標(biāo)準(zhǔn)》理念的。
（二）教師方面
通過(guò)對(duì)教學(xué)資源的整合，進(jìn)一步提升教師的教學(xué)設(shè)計(jì)能力，達(dá)到運(yùn)用得心應(yīng)手的境界。教師對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)也更加切合實(shí)際，真正做到發(fā)現(xiàn)學(xué)生的問(wèn)題，找到符合學(xué)生認(rèn)知特點(diǎn)的教學(xué)手段，引導(dǎo)學(xué)生在聽(tīng)說(shuō)課上大膽發(fā)言，上臺(tái)展示語(yǔ)言學(xué)習(xí)成果，同伴之間合作互助完成教學(xué)任務(wù)。這樣的教學(xué)研究與實(shí)踐，有以下幾方面的意義：
第一，可實(shí)現(xiàn)在教師指導(dǎo)下，落實(shí)學(xué)生主體地位，為實(shí)現(xiàn)學(xué)生聽(tīng)說(shuō)課主動(dòng)發(fā)展的主觀意愿提供了方法。
第二，可實(shí)現(xiàn)學(xué)生自主學(xué)習(xí)能力的提高，提高起學(xué)生課堂學(xué)習(xí)活動(dòng)參與度與構(gòu)建語(yǔ)言知識(shí)學(xué)習(xí)新模式。
第三，可以在重新整合教材的過(guò)程中，不斷創(chuàng)新，最大化利用現(xiàn)有的教學(xué)資源，在創(chuàng)新課模的過(guò)程中拓展高品質(zhì)課堂的內(nèi)涵。
四、存在的問(wèn)題
1.現(xiàn)代化教學(xué)手段的應(yīng)用能力存在教師間差異，難以做到人人運(yùn)用自如。
2.優(yōu)化課堂教學(xué)模式上還需探索。
3.如何更加合理、整合更多的課程資源，需要更多的同伴加入到這個(gè)聽(tīng)說(shuō)課模的建設(shè)中來(lái)。一己之力始終不足以成就非凡的效果。
五、結(jié)語(yǔ)
在英語(yǔ)課程改革的過(guò)程中，中學(xué)教師在新課程理念下的聽(tīng)說(shuō)教學(xué)中，應(yīng)著力探究聽(tīng)說(shuō)課模建設(shè)，準(zhǔn)確把握聽(tīng)說(shuō)教學(xué)的廣度與深度，不斷探索和研究聽(tīng)說(shuō)教學(xué)的理念和方法。
【參考文獻(xiàn)】
關(guān)鍵詞 初中英語(yǔ) 聽(tīng)說(shuō)課 教學(xué)
中圖分類(lèi)號(hào)：G424 文獻(xiàn)標(biāo)識(shí)碼：A
Improving the Effectiveness of the Teaching of English Listening
and Speaking Lessons in Junior High Schools
――Taking the Teaching of Unit5 Films Reading1 Hollywood's all-time
best-Audrey Hepburn of Oxford English （9A） for Example
ZHANG Jinglu
（Nanjing No. 3 Junior High School， Nanjing， Jiangsu 210001）
Abstract Full-time Junior Middle School English Syllabus of Nine-year Compulsory Education （for Trial） pointed out that “the input of listening and reading should be appropriately expanded in English teaching so as to indeed improve students’ comprehensive abilities in applying English through large numbers of language practical activities. Therefore， enhancing the listening and speaking teaching of middle school English and giving full play to English communication ability is the guarantee of implementing the spirit of The Syllabus and comprehensively improving middle school students’ English quality and also the law of language teaching. Based on the summary on the teaching situations of a district open class in Nanjing， the paper puts forward some thoughts on improving the effectiveness of English listening and speaking lessons.
Key words middle school English； listening and speaking lessons； teaching
筆者在南京市一次區(qū)級(jí)公開(kāi)課上向同行展示了一節(jié)聽(tīng)說(shuō)課，課后對(duì)此次教學(xué)情況進(jìn)行了整理，并結(jié)合此案例，談?wù)勛约簩?duì)英語(yǔ)聽(tīng)說(shuō)課教學(xué)的有效性的一些思考。
1 案例描述與點(diǎn)評(píng)
1.1 教材分析
筆者所在學(xué)校采用的是譯林版《牛津初中英語(yǔ)》教材。本課是Reading的第一課時(shí)，主要介紹好萊塢著名影星奧黛麗?赫本的演藝事業(yè)及成就。
1.2 教學(xué)過(guò)程
Step 1： Warm-up
（1）Ask students： Do you have idols？ Why do you like him or her？（2）Tell students I also have my idol， her name is Audrey Hepburn.（3）Show three pictures of Audrey Hepburn.
（設(shè)計(jì)意圖：用三幅圖片引出話題，學(xué)生通過(guò)自己描述圖片，逐漸熟悉赫本此人。）
點(diǎn)評(píng)：學(xué)生對(duì)于奧黛麗?赫本并不熟悉，因此在warm-up的環(huán)節(jié)需對(duì)其進(jìn)行一個(gè)簡(jiǎn)單介紹。所選的三幅圖片很具代表性。第一幅圖是年輕，美麗，優(yōu)雅的赫本（引出beauty一詞）；第二幅圖是手捧奧斯卡獎(jiǎng)杯的赫本，由此學(xué)生知道赫本是一位出色的女演員（引出actress一詞）；第三幅圖是與來(lái)自不同國(guó)家的貧困孩子一起合影的赫本，經(jīng)教師提示，學(xué)生能推斷出赫本對(duì)慈善事業(yè)有著自己偉大的貢獻(xiàn)（引出humanitarian一詞）。
Step 2： While-reading
（1）First listening： What is the evaluation（評(píng)價(jià)） of Audrey Hepburn around the world？
（設(shè)計(jì)意圖：學(xué)生對(duì)其要聽(tīng)的話題的主旨大意有所了解后，讓學(xué)生快速略讀所給問(wèn)題，帶著問(wèn)題聽(tīng)音，有針對(duì)性地尋找答案，將會(huì)提高準(zhǔn)確率。）
（2）Second listening： Do some “true” and “false” questions.
（設(shè)計(jì)意圖：通過(guò)第一遍的泛聽(tīng)，學(xué)生已經(jīng)大致了解文章主旨。第二遍的聽(tīng)音引導(dǎo)學(xué)生對(duì)文章中的高級(jí)句型，情節(jié)和內(nèi)容作更加深入的認(rèn)知。）
Step 3： Reading： Students finish the exercises in the paper without reading books.
Brief Introduction
?Audrey is one of Hollywood’s all-time greatest _1_.
?When she died， the world _2_ a great lady.
Audrey’s Experiences
?Her _3_ were put into ballet training at first. ?She attracted Colette’s attention， because she is beautiful and _4_. ?Audrey was chosen to play the _5_role of the film Roman Holiday . ?In her TV series， what she acted _6_us that the environment needed our _7_. ?Audrey _8_the Presidential Medal of Freedom. ?In 1993， Audrey’s _9_made all her fans very sad.
Conclusion
?People remember Audrey as a（an）_10_as well as an actress.
（設(shè)計(jì)意圖：在多次的聽(tīng)覺(jué)刺激之后，筆者給學(xué)生設(shè)計(jì)了一道任務(wù)型閱讀。此種類(lèi)型的任務(wù)型閱讀是南京市中考的常見(jiàn)題型，也是極容易失分的題型之一。通過(guò)本題的訓(xùn)練，學(xué)生能夠繼續(xù)鞏固在前面聽(tīng)力中積累的信息，從而對(duì)文章句法結(jié)構(gòu)與內(nèi)容細(xì)節(jié)有更好的理解。）
點(diǎn)評(píng)：在平常的教學(xué)上，筆者認(rèn)為應(yīng)幫助學(xué)生拓寬聽(tīng)力途徑，這包括課堂教學(xué)，聽(tīng)力課和課外泛聽(tīng)；要為學(xué)生提供適合的聽(tīng)力資源，并遵循如下幾個(gè)原則：聽(tīng)力材料真實(shí)，內(nèi)容難度適宜，多使用口語(yǔ)詞匯，語(yǔ)音純真，重視泛聽(tīng)；認(rèn)知學(xué)生聽(tīng)力方面的障礙，這包括語(yǔ)言?xún)?nèi)容上的障礙與心理上的障礙，并幫助學(xué)生矯正疏導(dǎo)各種障礙。學(xué)生在通過(guò)聽(tīng)力理解全文后，筆者給學(xué)生安排的任務(wù)型閱讀能夠較好地檢驗(yàn)之前所聽(tīng)效果。同時(shí)，學(xué)生能夠進(jìn)一步接觸所授新詞，中上層次的學(xué)生通過(guò)改變單詞形式，能夠更好掌握該詞的運(yùn)用。
Step 4： Speaking
Group work： have a discussion
If we want to be successful like Audrey Hepburn， what should we do in our life？
（設(shè)計(jì)意圖：聽(tīng)材料與任務(wù)型閱讀后，學(xué)生可以把所學(xué)內(nèi)容用語(yǔ)言表達(dá)出來(lái)，在鞏固新學(xué)知識(shí)的同時(shí)，學(xué)會(huì)在力所能及的范圍內(nèi)去幫助那些需要幫助的人，達(dá)成了情感與教育的目標(biāo)。）
點(diǎn)評(píng)：《英語(yǔ)課程標(biāo)準(zhǔn)》（2011年版）規(guī)定，義務(wù)教育結(jié)束時(shí)，學(xué)生能就簡(jiǎn)單的話題提供信息，表達(dá)簡(jiǎn)單的觀點(diǎn)和意見(jiàn)，參與討論；能與他人溝通信息，合作完成任務(wù)。教材中描述了奧黛麗?赫本不僅是一位美麗迷人的女演員，而且是一位偉大的親善大使，在全世界受到愛(ài)戴。學(xué)生分組討論如果想像奧黛麗?赫本這樣成功，應(yīng)該怎么做呢？學(xué)生一方面要說(shuō)出只有努力才能獲得成功，一方面能體會(huì)出只有在力所能及的范圍內(nèi)去幫助那些需要幫助的人，才是真正的成功。學(xué)生能運(yùn)用以前學(xué)過(guò)的和本課堂新學(xué)的詞匯與句型說(shuō)出他們的想法與建議，同時(shí)也達(dá)成了本課堂情感與教育的目標(biāo)。
Step 5： Homework
Find some information of a famous person in a book or on the Internet. Show it to us next class.
（設(shè)計(jì)意圖：學(xué)生通過(guò)書(shū)本與網(wǎng)絡(luò)的途徑去尋找信息，其中必定包含各種形式，如文字， 圖片，視頻等。學(xué)生通過(guò)篩選得到有用的信息，整理后以presentation的方式向大家呈現(xiàn)，對(duì)于口語(yǔ)的提高有很大幫助。）
2 課后反思
2.1 聽(tīng)力訓(xùn)練要主次分明
在本節(jié)課中，筆者圍繞聽(tīng)力策略來(lái)設(shè)計(jì)教學(xué)活動(dòng)。首先，將聽(tīng)前預(yù)測(cè)作為教學(xué)重點(diǎn)，通過(guò)展示奧黛麗?赫本的三幅具有代表性的圖片，自然地滲透了預(yù)測(cè)的聽(tīng)力策略。安排學(xué)生通過(guò)泛聽(tīng)來(lái)回答問(wèn)題，使學(xué)生積極主動(dòng)地預(yù)測(cè)將要聽(tīng)到的內(nèi)容，迅速捕捉核心信息，確定聽(tīng)力重點(diǎn)。此外，筆者還設(shè)計(jì)了判斷正誤等題型，讓學(xué)生更深層次了解文章信息。訓(xùn)練從易到難，引導(dǎo)學(xué)生在用中學(xué)，取得了較好的教學(xué)效果。
2.2 設(shè)置語(yǔ)言情境，讓學(xué)生想開(kāi)口
語(yǔ)言是交流的工具。交際必然發(fā)生在一定的場(chǎng)合，使學(xué)生在情真意切的環(huán)境里感知，理解新語(yǔ)言的意義，用法，功能及作用，并通過(guò)操作與練習(xí)使學(xué)生達(dá)到“見(jiàn)景生情”的目的。學(xué)生對(duì)材料所介紹人物并不熟悉，但可以請(qǐng)學(xué)生介紹自己喜歡，熟知的人物，當(dāng)然歡迎使用材料里新學(xué)的詞句。學(xué)生既愿意開(kāi)口說(shuō)，也鞏固了課堂所學(xué)內(nèi)容，可謂一舉兩得。
2.3 重視學(xué)生的情感教育
作為一名教授語(yǔ)言的教師，筆者一直認(rèn)為我們不僅僅在教授語(yǔ)言本身，我們也同樣在教授語(yǔ)言背后更有意義的東西――那就是如何激發(fā)學(xué)生們珍貴的情感。而這節(jié)課的話題――赫本在事業(yè)上的成就和對(duì)慈善事業(yè)的付出，正好提供了這個(gè)機(jī)會(huì)。在教學(xué)中，利用專(zhuān)業(yè)知識(shí)，利用一切可能的機(jī)會(huì)讓學(xué)生在學(xué)習(xí)語(yǔ)言的同時(shí)汲取情感素養(yǎng)的精華，從而接受品德教育，形成美好的心靈品格。
3 結(jié)束語(yǔ)
在本文所探討的課題中，筆者圍繞學(xué)習(xí)介紹一位名人這一教學(xué)目標(biāo)設(shè)計(jì)了一節(jié)聽(tīng)說(shuō)課。本節(jié)課能夠針對(duì)設(shè)定的教學(xué)目標(biāo)，對(duì)教學(xué)內(nèi)容進(jìn)行相應(yīng)的拓展，同時(shí)開(kāi)展了多種教學(xué)活動(dòng)，如回答問(wèn)題，填表格，判斷正誤，任務(wù)型閱讀，分小組討論等。這些活動(dòng)層層鋪墊，由淺入深，環(huán)環(huán)相扣，讓學(xué)生在從聽(tīng)力內(nèi)容中獲取信息的同時(shí)學(xué)會(huì)了使用相關(guān)信息談?wù)撘晃幻?。在?tīng)說(shuō)教學(xué)中，教師應(yīng)做到：突出學(xué)生主體地位，活動(dòng)與主體吻合，先輸入后活動(dòng)，先內(nèi)化后輸出。這樣才能使學(xué)生在真實(shí)的情境中敢于說(shuō)，樂(lè)于說(shuō)，善于說(shuō)。
參考文獻(xiàn)
[1] 何閩娥.如何提高初中英語(yǔ)聽(tīng)說(shuō)課教學(xué)的有效性[J].中學(xué)英語(yǔ)教與學(xué)，2012（3）：38-41.
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[3] 梁承鋒，張丹.初中英語(yǔ)新課堂教學(xué)法[M].北京：首都師范大學(xué)出版社，2010.
[4] 牛津初中英語(yǔ)9A（學(xué)生用書(shū)）[T].南京：譯林出版社.
