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在广东省2011年高考新方案中,原来的听力试题变成了听说测试,出现了一种新的题型——模仿朗读,这在一定程度上强调了朗读的重要性,也提醒我们在平时的教学中要加强对学生的朗读训练。朗读对学生理解课文、培养语感、提高口语表达等起到了重要作用。
笔者所在学校的教研组上了一节朗读示范课,研讨如何训练学生朗读。教学内容与步骤简介:指导学生朗读时要注意连读、停顿、重弱读及升降调。以视频片段为介体引导学生。由于不同的语言体裁有其语言特点,因此让学生观看这些不同语言体裁的视频,模仿朗读并掌握其中的朗读要点。教学过程如下。
Step I Introduction
教师简单介绍朗读要注意linking(连读),pause(停顿),stress or non-stress(重弱读)和rising or falling(升降调)。
Step II Linking (a part of song)
Listen to a part of a song “Heal the World”(Michael Jackson), then ask students what should we pay attention to when we hear the song.
Heal the world
Make it a better place
For you and for me and the entire human race
There are people dying
If you care enough for the living
Make a better place for you and for me
让学生一起唱这首歌并注意歌词的连接。随后让学生再做一些有关连接的朗读练习。
StepIII Rising or falling (a film clip)
Let the students watch a clip of film “The Ugly Duckling And Me”, then ask the students what is the language style of this video. List the sentences from the film and ask them whether we should read it in a rising tone or a falling tone.
What’s a carnival?
Your cousin would do that for us?
Wow, he sounds like a true friend.
Did I teach you to talk?
My mom was a dancer?
呈现电影片断里的几个典型的句子,问学生朗读句子是用升调或是降调。然后回放电影片断一次,让学生注意里面的句子的升降调。第三遍只播放声音和出现的句子,让学生模仿朗读。
Step IV Stress and non stress (a piece of news)
Listen to a piece of news and try to be a news reporter, paying attention to the stress.Then do another stress practice.
Where will you lay the stress?
My mother.
I love you.
Step V Pause (documentary)
Watch a clip of documentary and ask the students to be a narrator, paying attention to where we should pause.
Step VI Conclusion (paragraphs in the textbook)
Two paragraphs in the textbook for students to practice how to read aloud, according to what we have learned this class.
传统的朗读课都是教师播放课文的录音材料、按暂停键,学生跟读,比较单调乏味。本节课教师充分利用现代教育技术,开发英语的教学资源,拓宽学生学习渠道,改进学生的学习方式,提高学生的学习效率。教师充分利用了各种听觉与视觉手段,丰富教学内容和形式,促进学生课堂学习,采用新的教学模式,促进学生的个性化学习,实现了现代信息技术与英语教学的整合。
教师在教学语言知识时,不能为传授知识而传授知识,始终受制于某个知识点,这种教学会把对学生情感态度的培养边缘化。本节课通过开展各种有意义的课堂活动,各种形式的多媒体教辅教学,调动了学生学习的积极性。本节课恰当地运用了一些视频素材,使课堂教学更加愉悦。
从教书育人的机制来看,情感、态度与价值观的教育应是“随风潜入夜,润物细无声”,教师在本节课并没有特意强调,而是以学生为主体地位,让学生在娱乐中获取朗读技能的信息。可见,只要教师更新观念,灵活采用多媒体手段,创造良好氛围,激发学生兴趣,学生是愿意积极主动参与教学的。
责任编辑 魏文琦
笔者所在学校的教研组上了一节朗读示范课,研讨如何训练学生朗读。教学内容与步骤简介:指导学生朗读时要注意连读、停顿、重弱读及升降调。以视频片段为介体引导学生。由于不同的语言体裁有其语言特点,因此让学生观看这些不同语言体裁的视频,模仿朗读并掌握其中的朗读要点。教学过程如下。
Step I Introduction
教师简单介绍朗读要注意linking(连读),pause(停顿),stress or non-stress(重弱读)和rising or falling(升降调)。
Step II Linking (a part of song)
Listen to a part of a song “Heal the World”(Michael Jackson), then ask students what should we pay attention to when we hear the song.
Heal the world
Make it a better place
For you and for me and the entire human race
There are people dying
If you care enough for the living
Make a better place for you and for me
让学生一起唱这首歌并注意歌词的连接。随后让学生再做一些有关连接的朗读练习。
StepIII Rising or falling (a film clip)
Let the students watch a clip of film “The Ugly Duckling And Me”, then ask the students what is the language style of this video. List the sentences from the film and ask them whether we should read it in a rising tone or a falling tone.
What’s a carnival?
Your cousin would do that for us?
Wow, he sounds like a true friend.
Did I teach you to talk?
My mom was a dancer?
呈现电影片断里的几个典型的句子,问学生朗读句子是用升调或是降调。然后回放电影片断一次,让学生注意里面的句子的升降调。第三遍只播放声音和出现的句子,让学生模仿朗读。
Step IV Stress and non stress (a piece of news)
Listen to a piece of news and try to be a news reporter, paying attention to the stress.Then do another stress practice.
Where will you lay the stress?
My mother.
I love you.
Step V Pause (documentary)
Watch a clip of documentary and ask the students to be a narrator, paying attention to where we should pause.
Step VI Conclusion (paragraphs in the textbook)
Two paragraphs in the textbook for students to practice how to read aloud, according to what we have learned this class.
传统的朗读课都是教师播放课文的录音材料、按暂停键,学生跟读,比较单调乏味。本节课教师充分利用现代教育技术,开发英语的教学资源,拓宽学生学习渠道,改进学生的学习方式,提高学生的学习效率。教师充分利用了各种听觉与视觉手段,丰富教学内容和形式,促进学生课堂学习,采用新的教学模式,促进学生的个性化学习,实现了现代信息技术与英语教学的整合。
教师在教学语言知识时,不能为传授知识而传授知识,始终受制于某个知识点,这种教学会把对学生情感态度的培养边缘化。本节课通过开展各种有意义的课堂活动,各种形式的多媒体教辅教学,调动了学生学习的积极性。本节课恰当地运用了一些视频素材,使课堂教学更加愉悦。
从教书育人的机制来看,情感、态度与价值观的教育应是“随风潜入夜,润物细无声”,教师在本节课并没有特意强调,而是以学生为主体地位,让学生在娱乐中获取朗读技能的信息。可见,只要教师更新观念,灵活采用多媒体手段,创造良好氛围,激发学生兴趣,学生是愿意积极主动参与教学的。
责任编辑 魏文琦