对学生听说策略的培养

摘要:听说是英语教学的目标之一。本文旨在通过一个教学案例,探讨学生英语听说策略的培养,为今后的听说训练指明方向,从而有利于学生听说水平的提高。

关键词:听说;策略;训练方法

中图分类号:G633文献标识码:A文章编号:1003-2851(2009)09-0114-01

本文通过一个教学案例来探讨提高学生英语听力理解水平的学习策略。

【教学实录】教材:全日制普通高级中学教科书(必修)高中一年级下册(人民教育出版社)

UNIT 20Humor (幽默)Humor是高中新教材人教版高一下册第20单元。本单元以Humor为话题,让学生了解喜剧、喜剧家、小丑、相声表演艺术家之间的联系和区别以及他们表演的节目,同时让学生学会表达目的、打算及动词-ing形式的使用;让学生运用本单元的知识讲一段有趣的故事或笑话。

根据教材结构与内容分析,立足学生的认知水平,以一节课为课时量,重组教材,制定如下教学目标。

1. 教学目标:知识技能目标:1.1 Warming up属于朗读训练,要求达到正确发音。三段绕口令,目的是让学生体味英语语言的幽默诙谐,激起学生学习英语的兴趣。1.1.1 Listening属于听力训练,讲述了祖母是如何认识、嫁给祖父的。让学生通过有趣的画面及听力材料理解英语语言的幽默性。完成听力练习,然后让学生根据图画讲故事。

2. 教学重、难点重点:Understand the listening text and retell the listening story.难点:Talk about humor and comedians in English.

3.学法、教法与教学手段: 学法:以学生合作学习与自主学习为主,引导学生合作交流,发挥主观能动性,积极参与英语活动。

教法:整堂课以教师引导为主,学生自主探索、积极参与思考为辅。突出动――师生互动、共同探讨;导――教师指导、循序渐进。

教学手段:多媒体课件、录音机。

4.教学过程设计

(1)、课前准备。朗读本节词汇,补充并学习本节所涉及的新词。熟练朗读新词。

(2)、导入新课

Step1. lead-in

T: Hello, everybody. Today we’ll study the topic ---humor.

T:Questions: 1)Do you like them or their performance? Why?

2) What’s humour?

3) In what performances do we often enjoy humour?

S1: I like them because they are funny. They make people laugh.

S2: I also like them just because the words they said are very interesting.

T: Yes, I also agree. Sometimes the words that they said in a play are very popular.

T: Do you think they are funny?

T: How do these comedians make people laugh?

S1: I think the ways they are dressed are very funny.

Ss: Their actions are funny, making people laugh. (该部分学生发言讨论。)

Step2. Warming-up

T: One of the basic skills as a crosstalk artist is to say tongue twisters fast and fluently. Try your best to read them as fast as possible.

Step3: Listening

T: Now, we’ll listen to a funny story. First, look at the pictures.

What can you see in the pictures?

(学生集体回答) --- a young man and a young woman; have dinner; church; wedding; minister

(教师解释:)A minister―a priest in some church

T: Listen carefully. Number the pictures in the right order.

( Play the tape. Then check the answer.)

T: Listen again. Get the details and answer the questions on page 51 and “true or false”.

在这一环节,教师主要目的是要让学生对听力材料进行深入理解。所以该步骤是听力教学的核心。听力技巧的培养是为理解服务的,除了语音和技巧的训练外,听力教学更多的是训练学生对句子和语篇的理解能力,使学生的理解由字面到隐含再到应用,步步加深理解。在这篇材料里,它的含义又多了一层,是“主持婚礼”的意思。本文的趣味性就在此处。

提高学生听说水平是一项长期而艰难的工程,这就要求我们在新课程理念的指导下,进一步转变观念,从提高学生全面素质的高度出发,强化训练,形成策略,使听、说、读、写有机地结合起来,为提高学生整体水平全面发展开辟一方新天地。

参考文献

[1]王笃勤.英语教学策略论[M]外语教学与研究出版社1986,(5).

[2]薛 娇.“新课程理念下英语听力的学习策略探微”.www.省略.