趣味教学法在英语课堂听力教学中的应用.docVIP

趣味教学法在英语课堂听力教学中的应用 ??? 现行的中学英语课堂听力训练,大都还停留在传统的教学法上,课堂教学往往是先让学生听录音,听完后学生根据要求答题,然后师生核对答案,教学形式过于单一,学生经常是在答题的压力下来上听力课,紧长和疲劳始终伴随着听力训练,使学生感到只有压力没有趣味,长此以往学生会产生畏惧和厌烦情绪,这种状况远不能适应英语教学和社会对英语人才的要求,因此,在课堂教学中多采??? 用一些趣味性强,学生喜爱的教学形式能激发起学生的学习兴趣,对培养和提高学生的听力具有积极而深远的意义,针对以上不利因素,笔者在教学中做了一些尝试和实践。??? 一、轻松自然 合理导入??? 为了能让学生更好地听懂和理解听力材料,很重要的一点是在听力训练前的导入上。导入得法,不但能激发学生的学习兴趣和动机,而且降低了听力理解的难度。导入旨在帮助学生对所要听的材料有个粗浅的了解,给学生创造出一个有形的想象或猜测的空间,让学生在不知不觉中进入听的状态。为此,应尽量避免课堂教学的老套路,如开场白往往是: Today we are going to listen to a short passage. It’s about……? Please pay attention to …….? First let’s listen, then finish the following exercises . 导入要尽量做到形式多样、生动有趣、让学生身临其境,例如:在听机场的boarding calls 之前先让学生做个Brainstorming让学生说出在机场候机大厅的所见所闻,一下子就把学生的注意力和兴趣引到与听力内容相关的话题上,学生们给出了许多相关的单词、词组:passengers,? flight,? control tower,? the green channel,? plane tickets,? boarding gate,? free store,? will take off,? will arrive in ten minutes. 然后再提出一些问题 Where would you like to go?? How would you go to Nanjing, by bus or by train??? Have you ever heard boarding calls when you are waiting for your plane? 这样一是调动学生的积极性,二是把相关的背景知识很自然的呈现给学生,让大家开动脑筋,积极思维,在这基础上再做听力就能做到学生感兴趣,教学效果好。??? 另外,在帮助学生排除听力方面的障碍,如生词、习语等时,从降低难度的角度出发,有些影响正常理解的词或短语,必须要让学生搞懂,只有这样在听力中学生才了做到“跳一跳,够得到”教师的讲解尽量做到浅显而风趣。如有一段听力材料中出现了height, male, female, antler, weigh, grey 等生词。最好的解决办法是,设计情景,复现这些生词,让学生了解它们的正确发音和大意。如教师说,??? Here I have two pictures. They were taken in the zoo yesterday. ??? (1)—Who can tell me which deer is Mother and Which is Father???? —The mother deer is female while the father deer is male. ??? (2)—Who can tell me how you can separate the male deer from ??? the female one????? ??? —The answer is: ①A male deer has antlers on the head while a female doesnt. ②A male is taller than a female. That is, they?? have different heights.??? (3)—What differences are there between those two deer in the?? ??? picture???? —The fur of this deer is bright but this small one is not bright.?????? ??? This small one is grey. ??? 二、形式多样 寓教于乐??? 首先,要正确认识课堂听力游戏教学的可行性和重要性,必须克服思想