结合教材分析谈高中听力、口语语言技能教学

1,结合教材分析谈高中听力、口语语言技能教学,2,1. 教材听说部分的内容分析2. 听说课堂的教学实例3. 听说教学的体会和策略,3,听力（全方位训练）,训练过程完整，合理。听、说、写结合。,每个听力部分的训练包括： 1.引入 2.生词准备 3.听 4.说或写,4,Listening,provides opportunities to : - develop communicative competence -practice new grammar and vocabulary -develop varied listening skills (e.g. gist vs. details),Includes:1. Pre-listening activity 2. Listening for main ideas activity 3. Listening for details activity,Topics & passages are used in following Grammar 2, Everyday English, Pronunciation, andSpeaking activities,5,Sample Listening Activity- B1M1, p. 6,context for following grammar, speaking & pronunciation activities,pre-listening activity- sets the scene,listening for details:find specific information,6,Sample Listening Activity-,Pre-listening -Vocabulary and prediction,listening for details:find specific information,7,NSE听力教学,结合听力训练，学习词汇明确教学目标，侧重训练某项微技能结合说的训练，促进听的效率一般步骤： A：处理词汇，扫除语言障碍；激活背景图式 B：完成相关的听力微技能训练练习 C: 开展活动，输出语言，提高听的效率,8,说（全方位训练）,说的内容包括： Pronunciation（基础）(Book1 P7 ) Everyday English （交际用语）(Book1 P8 ) Speaking （谈论不同话题）(Book1 P7 ),9,10,11,Speaking,Personalised topics (Students own experiences, opinions, ideas),Structured to include:1. controlled activities2. guided activities3. open speaking activities,Always in pair/group activities,provides relevance, meaning and motivation,helps achieve a balance of accuracy and fluency,maximized speaking opportunities,develops collaborative learning,12,Sample Speaking Activity- B1M1, ” p. 7,links to Module Task- write brochure,Qs relate directly to students own lives,input provided in previous listening activity,13,NSE说的教学,说的教学紧密结合模块题材，有机地融合在教学活动的 各个步骤之中。教师应鼓励学生大胆开口，勇于实践, 兼顾准确性和流利性，逐步提高口头表达水平。,14,Activity 2 -Listen and get the details,Marion Smith,professor,4 million,A hundred thousand,About 30,000,Shoplifting,burglary,Purpose: 听力微技能：理解细节并做文字摘录；口头重述,15,Listen again and check,Taking drugs is illegal and it will be punished by the law,16,高中听力教学的课堂实践,1.要注重培养高中学生在听的过程中获取和处理信息的能力。2.使学生形成良好的语感是高中英语教学的重要内容。3.要认真筛选听力语言材料。听力材料要选择真实语境中的话语，所涉及的话题要贴近学生的生活体验，语言的难度要与学生的水平相当。要避免简单的将课文的朗读材料作为听力材料，不宜将阅读理解题目作为对听力的评价手段。4.要逐步培养学生的各项英语听力微技能。对各项微技能,既重视单项训练更重视综合训练注意听的策略的培训（如：猜测、听言外之意,17,高中说的教学课堂实践,1.鼓励参与增强信心 ；改变学生只是被动应答的情况（speak only when spoken to)；2. 帮助学生克服母语负迁移提高口头表达质量；从语言形式的准确到语言意义的流利表达、从微技能的进步到综合创造性的表达观点、上下文语境的合理设置到双方融洽关系的恰当利用) 既要适时适度的操练，更要不同类型的灵活运用；3. 语境中学会真实表达，获得语用能力，提高流利性；4. 话题或任务为主的两人或小组活动；听和说的结合和互相促进.,18,听说教学中的问题,新课程强调交际和运用，但中国学生缺少 交际和运用环境，怎样解决？ 高中英语是否要全部用英语授课？听力材料有些太难太长,如果学生听不懂怎么办？ 高中英语新教材中关于speaking部分学生中很难开展，如受学生语言表达能力及知识面的限制，加上英语课时的限制，如何处理这个问题？,19,对策1-课堂上要制造语言环境,课堂英语是不可忽视的英语环境之一，要有计划地、适度地进行。要开展讨论、质疑和专题辩论活动，使学生感受口语交际的真实性。话题的设计要具体、明确，具有一定的趣味性和真实性。学生不会积极参与他们认为不真实的，对之不感兴趣的话题讨论。于是他们就会采取一种敷衍态度。,20,对策2-创设不同的活动方式,Pre-listeningBackground knowledge exercises 1) Set the context: Ss predict content. 2) What do you know about? 3) Predict content or language form pictures2. Word Study (Vocabulary presentation) 1) Word list : guess which words will be used 2) Vocabulary checklist: check with partner and /or dictionary,21,While-listening,1.Gap Exercises-Fill in the gaps in a transcription of a passage2. Key questions-What, when, where, who, why and how3. Jumble-jumble words in key sentences4. Note down-write down details such as dates, measurements, statistics.5. Matching Exercises-Match questions and answers from a dialogue6. Correction Exercises-Provide plausible but erroneous information and ask Ss to correct it from their listening.,22,Post listening (speaking),Interpretation-What is meant by? Why did X say?Information-gap activitiesRanking activitiesProblem-Solving activitiesRole playGroup discussionProject-based activitiesPrepared monologues,23,对策3-要为学生创造条件,要特别关注为学生提供必要的语言支持。高中学生对很多事件具备条理清楚的表达能力，对问题具有自己的看法和思考，但是由于缺乏英语的语言支持，他们很难用英语自如准确的进行表达，由于高中学生很爱面子，这就影响了他们参与的热情。要做好口语活动的组织工作，保证人人参与，人人有位，人人有为。,24,Food for Reflective Teaching,What do I want my students to learn from this lesson?Why should I teach this lesson?How well do I understand the content of the lesson?What activities will be included in the lesson?How will the lesson connect to what students already know?How much time will I need for each activity?,25,7. How will I organize the lesson into stages or sections?8. How will I begin and conclude the lesson?9. Is the lesson going to be too easy/difficult for the class?10. How will I deal with different student ability levels in the class?11. What attention do I need to give the other students while Im working with this small group?12. What students have special needs that should be attended to during the lesson?,26,13. How will I check on student understanding?14. What role will I take on during this lesson?15. What discipline and management techniques will I incorporate? 16. How will I handle interruptions to limit interference in this less