小学英语教师课堂教学技能探讨PPT课件

小学英语教师课堂教学语言技能探讨 太原师范学院胡明珠2007 08 课堂教学语言的含义 课堂教学语言是指英语教师在课堂上组织教学所用的语言 它是一种以口头形式为主 书面语与形体语等配合和综合运用的语言系统 教师既通过它来叙述 讲解知识 组织指挥教学活动 又用它来开发智力 感染情绪 对学生进行思想教育 它既是一种工作手段 也是对学生进行听力和口语训练的内容和方法 课堂教学语言的原则 1 尽量多用英语组织教学 2 尽量用浅显 明白 学生能听懂的英语 3 注意课堂用语表达的规范性 4 注意观察学生表情 调整语速 重复重点与难点 5 配合与眼神 表情和形体语言 形象生动地描述和讲解 6 对于讲解中的生词 难点 重点 应配合与板书 7 与其他教学手段如直观教具 简笔画 电教等密切结合 8 注意语言的启发性 激发学生的学习兴趣 求知欲和应答主动性 9 注意语言的韵律和节奏感 快 慢 高 低符合教学内容需要 10 注意发音用嗓的技巧 音量以后排学生听清为度 音质优美 圆润 悦耳 具有穿透力 课堂教学语言基本要求 1 语音清楚规范在学生学习初级阶段讲英语时 要注意每个字母 每个音节 每个意群 每个句子都应该读清楚 正确 对于音标的理解 辅音 Consonants 发音时气流受阻发音位置 placesofarticulation Bilabial 双唇音 p b m w Labiodental 唇齿音 f v Dental 齿音 Alveolar 齿龈音 t d n l s z Palato alveolar 颚齿龈音 Retroflex 卷舌音 r Palatal 颚音 j Velar 软颚音 k g Glottal 喉音 h 发音方式 mannersofarticulation Stops 爆破音 p b t d k g Nasals 鼻音 m n Fricatives 摩擦音 f v s z h Affricates 破擦音 Approximants 近似音 w j r l Bobgoeshomeatfiveeveryday andbringshiswifearose Hiswifeishappywashingclothesandcookingforhim butshehasaheadacheabouttheirson ShetellshimthatJimmysingssongsbeautifullyanddoesnotlikelearningEnglishandoftenfailsintheexaminations TheteachercomplainsaboutJimmymanytimes 元音 Vowels 发音时气流不受阻 基本元音 i e a o u 从舌的前后位置判断 前元音 front i i e 中元音 central 后元音 back u u 从舌的高低位置判断 高元音 High i i u u 中元音 Mid e 低元音 Low 从唇的形状判断 圆唇音 Rounded u u 不圆唇音 Unrounded i i e Compare sheep shipleave liveteach tickbed badguess gashead handbath busheart hutpart butport potdoor dotshort shotcookgoodlookwoodbookwoolgooseschoolroomnoodlefood 双元音 Diphthong glide Closing ai au ei i u Centering i e u kitelightbikehousenowcloudloudsoundmakelakeboytoyoilcoincoatboatearairpoor STRESS 重读 Stressreferstothedegreeofforceusedinproducingasyllable Itisafeatureforwhichthesmallestunitofapplicationisthesyllable ThelocationofstressinEnglishdistinguishesmeaning Wordstress 词重读 Sentencestress 句重读 Generalrulesforwordstress Monosyllabicwordsareconsideredasstressedsyllables cut good etc Thestressoftwo syllabicwordsusuallyfallontheroots mis take trans late teacher childlike etc Thestressofpolysyllabicwordsisusuallyonthethirdsyllablefromthebottom family e conomy sy nonymy etc WordStress Generalrulesforwordstress Monosyllabicwordsareconsideredasstressedsyllables cut good etc Thestressoftwo syllabicwordsusuallyfallontheroots mis take trans late teacher childlike etc Thestressofpolysyllabicwordsisusuallyonthethirdsyllablefromthebottom family e conomy sy nonymy etc SentenceStress 句重读 Sentencestressreferstotherelativeforcegiventothecomponentsofasentence Sentencestressdiffersfromthewordstressintwoways 1 Monosyllabicwordsmaytakesentencestress 2 Polysyllabicwordsmayhavethestressonadifferentsyllablefromwhereitis ortheymayloseitcompletely Generalrulesforsentencestress Therelativelyimportantwordsshouldbestressed suchasnouns adjectives mainverbs andadverbsinEnglish There s nothingwecan donow Rhythmicconsiderationsinfluencetheplacementofstress Sheis fifteen yearsold Sheis onlyfif teen Thesyntacticstructureofasentencehasabearingonthestresspattern Howdoyou do Mr Smith Stressmayfallonanywordorsyllableinasentencetodistinguishmeaning I can tspeakEnglish Notwillingtospeak Ican tspeakEnglish Maybetheotherscan Ican t speakEnglish MaybeIcanwrite Ican tspeak English MaybeIcanspeakFrench Upstairs not downstairs 连读和失去爆破 Atfouro clock Thereisapairofshoes Havealookatit Sitdown please 2 语调正确 根据教学内容的不同运用不同的语调 Whenstress pitch andlengthvariationsaretiedtothesentenceratherthantotheword theyarecollectivelyknownasintonation Intonationplaysanimportantroleinconveyingmeaninginalmosteverylanguage Englishhasfourbasictypesofintonation knownasfourtones falling rising fall rise andrise fall Whenspokenindifferenttones thesamesentencemayhavedifferentmeanings Distinctivefunctionsofintonation 语调的功能 1 Itmayindicatedifferentsentencetypesbypitchdirection Statement fallingtoneQuestion risingtone 2 Sometimesitmayindicateconnotativemeaning Ican teatanything Ican teatanything 3 Itmayimposedifferentstructuresonthesentencebydividingitintodifferentintonationunits Thosewhoboughtquicklymadeaprofit Thosewhoboughtquicklymadeaprofit 4 Itmaybringpartofasentenceintoprominencebyplacingthenucleusonthesyllableconcernedtoemphasizethatpart Ithoughtperhapsyoumighthelpme 3 语速适当 课堂教学语言的语速一般要比生活用语慢 待学生完全理解和掌握教师所讲解内容时 才可以用正常的语速 讲解过程中还应该有适当的停顿和重复 意群和停顿 朗读较长句子时 教师应该按意群读 使意义表达清晰 适当的位置要有停顿 Theboxissoheavythathecan tcarryit Hegotupearlysothathecouldcatchthefirstbus Idon tunderstand Sam Sevenplustwotimestwoequalseighteen Sevenplustwotimestwoequalseleven 4 音量悦耳 使每个位置上的学生都毫不费力地听清楚教师的每句话和每个音节 音量过高 对学生太刺激 影响学生思维 产生疲劳的感觉 音量过低 学生听不清 容易分散注意力 产生昏昏欲睡的感觉 声带的保护和鼻腔的共鸣作用很重要 5 与书面语 形体语相互配合 书面语在这里主要指板书 形体语言主要是指教态 教师只有根据教学内容和学生交际能力的实际情况 恰当地使用书面语和形体语 才能使课堂教学语言生动 形象 有声有色 表演式的语言给学生的印象才深刻 课堂用语示例 Comehere please Cometothefront Bequiet please Don tcallouttheanswer waituntilIaskyou Now payattention everybody Nowpracticethedialogueinpairs Readthetextsilently Whenyouhavefinished raiseyourhand Nowlisten I mgoingtoreadthetexttoyou Pleasereadafterme Nowlistentothetapecarefully Doexercise2forhomework please Ok let splayagame Theregoesthebell Nowclassbegins Nowit stimeforustohaveclass Let sgetdowntosomework Wearegoingtotakeupanewlessontoday Tobeginwith IwantyoutolookatthedialogueonPage7 Wewillhaveashortquiz Canyouspel