小学英语教师课堂教学技能探讨

.,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,Monosyllabicwordsareconsideredasstressedsyllablescut,good,etc.Thestressoftwo-syllabicwordsusuallyfallontherootsmistake,translate,teacher,childlike,etc.Thestressofpolysyllabicwordsisusuallyonthethirdsyllablefromthebottomfamily,economy,synonymy,etc.,.,WordStress,Generalrulesforwordstress:Monosyllabicwordsareconsideredasstressedsyllablescut,good,etc.Thestressoftwo-syllabicwordsusuallyfallontherootsmistake,translate,teacher,childlike,etc.Thestressofpolysyllabicwordsisusuallyonthethirdsyllablefromthebottomfamily,economy,synonymy,etc.,.,SentenceStress（句重读）,Sentencestressreferstotherelativeforcegiventothecomponentsofasentence.Sentencestressdiffersfromthewordstressintwoways:(1)Monosyllabicwordsmaytakesentencestress;(2)Polysyllabicwordsmayhavethestressonadifferentsyllablefromwhereitis,ortheymayloseitcompletely.,.,Generalrulesforsentencestress,Therelativelyimportantwordsshouldbestressed,suchasnouns,adjectives,mainverbs,andadverbsinEnglish.Theresnothingwecandonow.Rhythmicconsiderationsinfluencetheplacementofstress.Sheisfifteenyearsold.Sheisonlyfifteen.Thesyntacticstructureofasentencehasabearingonthestresspattern.Howdoyoudo,Mr.Smith?,.,Stressmayfallonanywordorsyllableinasentencetodistinguishmeaning:IcantspeakEnglish.(Notwillingtospeak.)IcantspeakEnglish.(Maybetheotherscan.)IcantspeakEnglish.(MaybeIcanwrite.)IcantspeakEnglish.(MaybeIcanspeakFrench.)Upstairs,notdownstairs.,.,连读和失去爆破,Atfouroclock.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.StatementfallingtoneQuestionrisingtone（2）Sometimesitmayindicateconnotativemeaning.Icanteatanything.Icanteatanything.,.,（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。Theboxissoheavythathecantcarryit.Hegotupearlysothathecouldcatchthefirstbus.Idontunderstand,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.Dontcallouttheanswer,waituntilIaskyou.Now,payattention,everybody.Nowpracticethedialogueinpairs.Readthetextsilently.,.,Whenyouhavefinished,raiseyourhand.Nowlisten.Imgoingtoreadthetexttoyou.Pleasereadafterme.Nowlistentothetapecarefully.Doexercise2forhomework,please.Ok,letsplayagame.,.,Theregoesthebell.Nowclassbegins.Nowitstimeforustohaveclass.Letsgetdowntosomework.Wearegoingtotakeupanewlessontoday.Tobeginwith,Iwantyoutolookatthedialogue