《小学英语听力.docVIP

关于小学生英语听力培养的几个问题 江苏省扬州市广陵区教育局教研室　龚海平 ? ?这里，本文就此问题作以下探讨。 ? 一、听什么 ? “听什么”是培养小学生的英语听力必须首先要解决的问题。“听什么”的问题，实际上是一个语料呈现的问题。它不仅指教师应该向学生提供什么样的语料，还指教师所提供的语料以什么样的程序和方式进行呈现。这个问题如果处理不好，势必影响小学生听英语的兴趣，并且会因违反教学规律而挫伤小学生练习英语听力的积极性和自信心。 ? 1. 立足教材内容，组织听力语料。 ? 听力语料立足于教材内容并不意味着完全机械地照搬教材，它可以是教师对教材处理后的听力语料（如例1），也可以是教师选取的与教材语言知识和词汇量相当的语料（如例2）。这里以《新儿童英语》（English Steps）第四册Lesson One中的课文为例，设计了如前所说的两种呈现方式。 ? 原文：Its Saturday today. Tom and Jack dont go to school. They are walking in the street. In front of a big store they meet Mike. Mike is Toms friend. But Jack doesnt know him. Tom and Jack want to play cards with Mike. But Mike is not free. His grandmother is ill in hospital. He has to go to see her. ? 例1：Look at the tall boy, please. His name is Jack. The boy beside him is Tom. Tom and Jack are classmates. Today is Saturday. They are free. They are walking in the street. There is a big store in the street. In front of it, they meet Toms friend Mike. They ask Mike to play cards with them. But Mike has to go to see his grandmother, for she is ill in hospital. ? 例2：Look at the picture, please. There is a boy in the picture. He is David. David likes swimming very much. He often goes swimming with his classmates when they are free. Today is Sunday. But David is very busy. He doesnt go swimming. He gets up early in the morning and stays at home, for he has to finish his homework today. Davids mother sits in a sofa beside him and reads a magazine. Davids father is out. He plays chess with his workmates. ? 不难看出，“例1”中的听力语料实际上是根据课文的内容、在不改变课文原来意思的基础上改写、加工而成的，语言的难度系数与原文完全对等，只是在语言表达方式上作了一些分解或合成处理。“例2”的听力语料则是在遵循语言知识、语言结构和词汇量基本对等原则的基础上由教师自行编写而成的。如果说“例1”侧重于考查学生听懂与课文内容难度一致的语料的能力，那么“例2”则对学生英语听力水平的提高更有意义，因为它不仅通过有机组合以前已经学过的语言知识和词汇使其语言信息量明显地超过了“例1”，而且要求学生在听力训练的过程中利用已有语言知识，推测出其他生词（如：学生已经学过“work”一词，也已经学过“classmate”一词，要求学生根据“classmate”一词的词义推断生词“workmate”的词义）。可以认为，“例2”比“例1”更有利于培养和提高学生对所听语料的理解能力。当然，这并不是说“例2”就比“例1”更优越，在教学实践上，“例1”的模式可用于基础性训练，而“例2”的模式则可较多地用于能力提高训练。 ? 2. 满足学生兴趣，选编听力语料。 ? 实践证明，机械的、单纯的重复性的听力训练或不加选择地运用听力语料对