新课改下中小学英语口语教学

1、新课改下中小学英语口语教学新课改的目的l我国此次新课改改革过去过分重视语法和词汇的讲解与传授,忽视队学生实践语言运用能力的培养,强调课程丛学生的学习兴趣.生活经验和认识水平出发,倡导体验,实践,合作,参与于交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习的过程.l语用学(pragmatics)是研究语言在交际当中使用的一门科学(the study of the use of language in communication, particularly the relation betwe

2、en sentences and the contexts and situation in which they are used). l语用学理论认为：语言是用来表达理念的（language is used to express ideas).语言就是要用的，他不是孤立的语音，孤立的语法，语言要在用中学，学中用，为用而学（learning in doing, doing in learning, and learning for doing).教师要教会学生如何使用语言，利用语言来做事。l李阳认为“英语是说出来的”.英语口语教学可以丛李阳的 “疯狂英语”理论中得到几点启示:l1培养学生兴趣

3、,增强自信心,l2想方设法运用各种形式,提高学生的英语交 际能力.l3加强训练,运用各种手段,强化学生的英语口语能力.下面我们共同探索:l 一, 培养学生兴趣,鼓励学生大胆开口说英语,增强学生的英语自信心和主动性. 许多学生进行英语交际时有畏惧心里,久而久之就产生自卑心里,这是语言学习的天敌.教师首先要排除学生的心里障碍,调动他们说英语的积极性,主动性,变“惧言”为“乐言”,变“要我说”为“我要说”。李阳有句名言：“I like losing my face”.就是鼓励学生不要怕丢脸，要大胆，清楚的说出来。调动“我能行”的内驱力。l授课过程中,教师努力创造宽松的气氛,给学生仪敢说”的环境.教师

4、指导时,注意学生能力水平的不同,使口语具有层次性.及时的鼓励,赞美,使学生产生自信心和成就感.成激励-提高-再激励-再提高的循环过程.二,想方设法,运用各种形式,创设请经境,提高学生英语交际能力l1,把好语音教学关.交际的基础是语音教学,标准的英语发音,发音不准确,会影响交流.抓好口语第一关l2,把好朗读关.朗读是英语教学的常用法宝,对口语表达帮助很大.可以有齐声朗读,角色朗读,个别朗读等.教师合理利用,引导学生朗读,攻下口语第二关.l3同时创设语境,让学生在实际情况下运用英语,增强趣味性.例如:教师运用实物,或画一些东西来让小学生展开口语练习. (“ T” for “ teacher”, “

5、 S” for “ students” ) T: whats this?(画一椅子） S: Its a chair. T: Wheres her bag?(画一书包） S: Its on the chair.l4,做小游戏，寓教于乐。 l英语口语教学的方法 l1. Volunteer形式，即自由发言的形式。教师提出一些问题，要求学生自由讨论、发言。学生讨论过程中，教师应仔细聆听，并给出客观、诚恳的评价，当然要以鼓励为主。这样可以使学生产生自信心，同时也活跃了课堂气氛。不过，教师应尽量照顾到每一个学生，争取使其练习的机会均等 l 2. Group Work形式，即小组讨论的形式。课堂时间非常有限

6、，尤其是对于学生人数较多的班级而言，让每位学生都开口说上几分钟不太现实。为了给学生提供更多的练习机会，采用Group Work的形式是最佳的选择。教师可以将班级分为几个小组，所分的小组都要围绕着某一话题展开讨论。与此同时，教师应在各小组间走动，以便随时提供帮助。讨论完毕，要求各小组选一名代表汇报讨论结果，教师也应就结果做出合理的评析。 l3.Role Play形式。教学过程中，经常要求学生以此种形式表演课文情节。采用此种形式，可以极大地提高学生的表演积极性和表达思想的激情，从而获得良好的效果。例如，在讲到“The Emperors New Clothes”这一课时，可以让学生们分担不同的角色，

7、有人当皇帝，有人当大臣，还有人当骗子。大家热情高涨，借来了道具积极准备，精彩的演出给人留下了深刻的印象，真可谓寓学于乐。 l4. Say-to-oneself形式，即自述的形式。l自我交际，亦称自言自语。独自表达自己的所思所想。教师应鼓励学生经常采用此方法练习口语，定能有很大的效果的。l l国家著名的两岸公认的英语教学大师，常春藤英语杂志社社长赖世雄教授在口语教学讲座中多次强调，口语练习随时随地都可以进行，无论你在哪里，公园，街道，医院等地，你都可以张开口用英语来描述你眼中的景物。长期下去，必定受益匪浅。 中学英语教师课堂用语中学英语教师课堂用语 l口语是基本的语言表达形式。语言教学的中心任务

8、就是培养学生通过听读获得信息，通过说、写表情达意、交流信息。而交际法教学为实现这一任务提供了可能。交际法教学的核心思想是培养学生的交际能力，即培养学生在实际生活中运用英语的能力。这一核心思想在英语教学中具体体现为重视语言的使用，如何恰当、得体地使用课堂用语，对学生交际能力的培养有着十分重要 l 首先，教师在使用课堂用语时，应充分考虑到学生的生理、心理及英语能力的特点，使用语言应简单易懂。要达到交际的目的，教师首先要将信息传递给受话者，而不在于语言是多么华丽。启发诱导学生时，针对不同年龄的学生，我们应采用不同的课堂用语。其次,教师在使用课堂用语时，应注意设置情景，使用副语言课堂用语，尽量避免使用

9、汉语。这些非语言课堂用语的使用，为教学提供了各种情景和真实的交际场面，有利于创造英语环境，促使学生真接用英语进行思维，增加学生使用英语的机会。 l在不同场合，教师应选用不同的课堂用语。教师的课堂用语亲切幽默能使学生精神放松、热情高昂，课堂气氛也随之融洽。在使用课堂用语时，教师应特别注意口气要婉转，以创设轻松和谐的气氛，消除或减少学生的紧张情绪。在课堂交流时，教师应避免对学生挖苦讽刺 英语教学课堂用语的误区l误区之一贬义词的使用过于随意。随意使用foolish, stupid, stubborn, idiot等贬义词容易刺伤学生的自尊心，使学生对教师产生抵触情绪，大大降低了学生英语课堂学习的积极

10、性和进取 l误区之二否定词的使用简单生硬。英语课堂教学的双边活动较多，教师应有科学、准确的判断，但使用否定词时不宜过于简单生硬。l误区之三概括词的使用以偏概全。有的教师发现学生经常迟到,就说“You are always late.”;发现学生拼写错误多,就评论说“You are always careless.”这样的概括用语过于肯定、以偏概全。l误区之四命令词的使用事与愿违。课堂教学中教师的主导作用并不等同于要扮演发号施令者，相反，命令口气词语的过多使用会带给学生一种教师居高临下、粗暴专断、不可冒犯 课堂用语常见错误课堂用语常见错误 / 易混淆的易混淆的 用法用法 l Teacher 不能

11、用于称呼。在中小学称呼老师一般用Mr. / Miss /Ms等。称呼大学老师一般用Professor。 l “今天的作业是什么？”地道的英文表达为：What are todays assignments？l 3Revise for the examination.（温书迎考。）注意这里的revise是不及物动词。“复习当天的功课”可译为 “Review the days lessons.”lOut of question 毫无问题 lOut of the question 不可能课堂教学用语举例 ll. 上课 (Beginning a class) (1) Lets start now./Le

12、ts begin our class/lesson. (2) Stand up, please. (3) Sit down, please.)l2. 问候 (Greeting) (4) Hello, boys and girls/children. (5) Good morning, class everyone /everybody /children/boys and girls. (6) Good afternoon, class /everyone /everybody /children /boys and girls. (7) How are you today?l 3. 考勤 (

13、Checking attendance) (8) Whos on duty today?/Whos helping this morning/today? (9) Is everyone/everybody here/present? (10) Is anyone away?/Is anybody away? (11) Is anyone absent?/Is anybody absent? (12) Whos absent?/Whos away? (13) Where is he/she? (14) Try to be on time./Dont be late next time. (15

14、) Go back to your seat, please. (16) What day is it today? (17) Whats the date today? (18) Whats the weather like today? (19) Whats it like outside?l 4. 宣布 (Announcing) (20) Lets start working./Lets begin/start a new lesson./Lets begin/start our lesson. (21) First, lets review/do some review. (22) W

15、hat did we learn in the last lesson? (23) Who can tell/remember what we did in the last lesson/yesterday? (24) Now were going to do something new/ different./Now lets learn something new. (25) We have some new words/sentences.l 5. 提起注意 (Directing attention) (26) Ready?/Are you ready? (27) Did you ge

16、t there?/Do you understand? (28) Is that dear? (29) Any volunteers? (30) Do you know what to do? (31) Be quiet, please./Quiet, please. (32) Listen, please. (33) Listen carefully, please. (34) Listen to the tape recorder/the recording. (35) Look carefully, please. (36) Look over here. (37) Watch care

17、fully. (38) Are your watching? (39) Please look at the blackboard/picture/map. (40) Pay attention to your spelling/pronunciation.l 6. 课堂活动 (Classroom activities) (41) Start!/Start now. (42) Everybody together./All together. (43) Practice in a group./Practice in groups./In groups, please. (44) Get in

18、to groups of three/four. (45) Everybody find a partner/friend. (46) In pairs, please. (47) One at a time./Lets do it one by one. (48) Now you, please./Your turn (Students name). (49) Next, please. Now you do the same, please. (50) Lets act./Lets act out/do the dialogue. (51) Who wants to be A? (52)

19、Practice the dialogue, please.l (53) Now Tom will be A, and the other half will be B. (54) Please take (play) the part of . (55) Whose turn is it? (56) Its your turn. (57) Wait your turn, please. (58) Stand in line./Line up. (59) One by one./One at a time, please. (60) In twos./In pairs. (61) Dont s

20、peak out. (62) Turn around.l7. 请求 (Request) (63) Could you please try it again? (64) Could you please try the next one? (65) Will you please help me?l8. 鼓励 (Encouraging) (66) Can you try? (67) Try, please. (68) Try your best./Do your best. (69) Think it over and try again. (70) Dont be afraid/shy.l

21、9. 指令 (Issuing a command) (71) Say/Read after me, please. (72) Follow me, please. (73) Do what I do. (74) Repeat, please./Repeat after me. (75) Once more, please./One more time, please. (76) Come here, please. (77) Please come to the front./Come up and write on the blackboard/chalkboard. (78) Come a

22、nd write it on the blackboard. (79) Please go back to your seat. (80) In English, please. (81) Put your hand up, please. Raise your hand, please. (82) Put your hands down, please./Hands down, please.l (83) Say it/Write it in Chinese/English. (84) Please take out your books. (85) Please open your boo

23、ks at page . ?/Find page ./Turn to page . (86) Please answer the question/questions./Please answer my question (s). (87) Please read this letter/word/sentence out loud./Please read out this letter/word/sentence. (88) Please stop now./Stop now, please./Stop here, please. (89) Clean up your desk/the c

24、lassroom, please. (90) Its clean-up time./Tidy up your desk/the classroom. (91) Put your things away./Clean off your desk./Pick up the scraps.l (92) Clean the blackboard. (93) Plug in the tape-recorder, please. (94) Put the tape-recorder away. (95) Put the tape in its box/cassette. (96) Listen and r

25、epeat. (97) Look and listen. (98) Repeat after me. (99) Follow the words. (100) Fast./Quickly!/Be quick, please. (101) Hurry!/Hurry up, please. (102) Slow down, please. (103) Slowly. (104) Bring me some chalk, please.l10. 禁止和警告 (Prohibition and warning) (105) Stop talking./Stop talking now, please. (106) Dont talk./Everybody quiet, please. (107) Dont be silly. (108) Settle down.l 1l. 评价 (109) Good, thank you. (110)Good!/Very good./Good job./Good work./Good example. (111) A good answer./Nice work. (112) Excellent./Great!/Well done./Very good./I like the way you . (113) Thats interesting! (114