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摘要:英语听力教学的最终目的应该是使学习者能与目标语言的本国说话者相互交际。英语听力教学向来是职业学校英语教学的薄弱环节。本课例围绕英语听力课程应使学习者得以与英语说话者相互交际这一最终目的,从分析L2学习者听力理解困难入手,提出有针对性的学习策略训练,进而证明学习策略应该成为听力课堂必不可少的一部分。
关键词:课例研究;英语听力课;学习策略;交际
研究主题:高职英语听力课学习策略训练
教学内容:高职英语教材第一册Unit 16 Listening《What’s the weather like today?》
教学年级:高职一年级
执教教师:杨梅青
研究教师:赵旦、朱怡、陈烨、陈锡、蒋超、刘德云、陈冶彬
指导教师:薛群颖(苏州市教育科学研究院研究员)
背景:《英语新课程标准》倡导知识与技能、过程与方法、情感态度与价值观三位一体的教学理念和任务型教学,要求课堂教学活动化与交际化。这是高职英语课改面临的新课题,对高职英语教学提出了全新的要求。为了更好地在高职英语课堂教学中贯彻落实英语新课标,用科学的态度审视英语课堂教学,加大课改的力度, 优化英语课堂教学,促进高职英语教学质量的提高,学校决定由我牵头上课,抽调赵旦、朱怡、陈烨、陈锡、蒋超、刘德云等有经验的英语教师参与课例研究,并聘请苏州市教育科学研究院研究员薛群颖进行指导。
一、 原始课例
经过研究教师和执教教师的共同商讨,本课时上的是高职英语第一册Unit 16 Listening《Whas the weather like today?》部分,属于“听力课”。
学生要学习并掌握季节和天气的单词,并通过一系列的课堂活动,创造语境,让学生把单词运用于句子中,用句子询问和描述季节,并介绍在该季节中适合进行的活动。
Teaching procedures (教学步骤)
Step One:lead-in
Task oneShow students a cartoon picture via PPT
T:What’s the weather like in picture one?
S:It’s s___.It’s very h___.It’s in s____.
Task twoShow students a video about the changeable weather in Britain.
T:What’s the weather like in Britain from the video?
S:It’s ch__able.It changes suddenly.
Step two:Listen to Part A
Task oneListen to the tape and check the right answers
Task twoListen again and ask students to imitate and repeat the missing words and new words, play more times if necessary
Task threeStudents are asked to read each question with the right answer one by one
Step Three:Consolidation of part A by match work
Step Four:Step 4 Pre-listening to Part C
Task Ask students to do the match work according to their daily life
Springvery hot especially in July
Summerneither cold nor hot
Autumnnot mentioned
Winterusually not very pleasing
Step Five:While-listening to Part C
Task Ask students to fill in the blanks according to what they’ve heard
(1)I was told that spring in Beijing wasn’t very __.
(2)Spring never______long in Beijing.
(3)What’s the_____like in summer in Beijing?
(4)It’s _____hot nor cold.
Step six:Post-listening to Part C
Task oneSelect out some confusing sentences for students to listen and make some explanation of listening skills
What a lovely spring day!
But this spring it hasn’t been too bad so far.
I am afraid I can’t say much for summer.
You should have come in autumn.
Task twoAsk students to drill the sentence patterns provided
What is the weather like in Beijing in summer?
How is the weather in Beijing in spring?
What’s the weather like in Beijing in autumn?
What’s the weather like in Beijing in winter?
It’s neither cold nor hot.
It’s pleasing.
It’s dry/humid.
It’s very cold, always below zero.
What’s the climate like in your hometown/city?
Task threeShow four picture about four seasons in Beijing and ask which season is the best one to visit Beijing and why?
Task four Present the following picture and ask students to do weather report of the cities with replacement of the italicized
——What’s weather like in Beijing on August 3,2009?
——It’s sunny.The maximum temperature is 34℃.It’s very hot.
Step Seven Homework
Task oneDo part B
Task twoPresent a weather report next class
Task threePaint the four seasons.。
二、 反思
使用原始课例上课以后,参与研究的教师和指导教师认真听课并作详细记录。他们对这一“听说课”的课型予以肯定,同时也提出了很多修改性意见,摘录如下。
优点:(1)本课的教学设计遵循了“真实任务性教学”的理念,恰当的听力任务的设计确立了学生在任务型教学中的主体地位。同时将学习与学生的实际生活结合起来,让学生感到学过的英语并不是用不着的。(2)体现了“教师为主导,学生为主体”的教学原则和激励、指导、反馈等的评价功能。根据学生的特点和课堂的时间限制,对教材进行了取舍和处理,打破了传统教学中对教材100%的忠诚。(3)打破了传统听力和口语课的分界线,在听懂的基础上,加入了说的部分。帮助和引导学生在语境中理解语言的结构和意义,注重对语音语调的模仿,并运用所学语言进行模拟交际,促进了知识向能力的转化,从而达到培养学生的语言交际能力的目的。
不足:(1)Lead-in图片导入不够自然流畅,不如让学生欣赏四季的卡通短片,浏览一年当中四个季节的变换,复习和回忆所学过的有关季节和天气的单词: spring,summer,autumn,winter,warm,hot,cool,cold等。导入的任务2不要太具体,可能会因为changeable一词难住学生,换种问法:Can you say something about British weather?One word or one sentence will be OK.(2)Pre-listening preparation 太过仓促,应设置word power 和相关的sentence drills,帮助学生克服听力理解过程中的紧张的心理障碍。因此,第二步应使学生做好心理准备,对后续的课堂学习做好预测和推断,以便学生培养这两种能力,这也是非常重要的理解技巧。(3)Step 3 应归为word power,Step 4 应为while-listening 部分。(4)Step 7 Feedback 的任务与课后作业重复,可否让学生配合图片讨论话题: What’s your favorite season?why and what would you like to do best in each season?这样为后面的家庭作业打好基础,实现了由易到难的转化,把绘画作业变得更具体。(5)在While-listening过程中,强化语音语调,引导学生模仿教材中的语音语调并加以复述,使学生逐渐熟悉英美等国人说话的语音语调特征。
三、 改进课例
在原始课例的基础上,根据研究教师和指导教师的改进意见,进一步设计课堂教学过程。
Teaching procedures (教学步骤)
Step One:lead-in
Task oneShow students a cartoon video about four seasons via PPT
T:What’s the weather like in spring/summer/autumn/winter?
S:It’s ___.I like/hate it because I can/can’t______.
Task twoShow students a video about the changeable weather in Britain.
T:Can you say something about British Weather? One word or one sentence will be all right.
Step two:Pre-listening
Task oneword power
Ask students to do the match work according to their daily life
Spring very hot especially in July
Summerneither cold nor hot
Autumn not mentioned
Winter usually not very pleasing
Task twosentence drills
Step three:while-listening
While-listening to Part A
Task oneListen to part A and check the right answers
Task twoListen again and ask students to imitate and repeat the missing words and new words, play more times if necessary
Task threeStudents are asked to read each question with the right answer one by one
While-listening to Part C
Task oneAsk students to fill in the blanks according to what they’ve heard
I was told that spring in Beijing wasn’t very ___________.
Spring never _____________ long in Beijing.
What’s the _____________ like in summer in Beijing?
It’s _____________ hot nor cold.
Task twoAsk students to imitate the sentences they’ve heard.
Step four:Post-listening to Part C
Task oneSelect out some confusing sentences for students to listen and make some explanation of listening skills
What a lovely spring day!
But this spring it hasn’t been too bad so far.
I am afraid I can’t say much for summer.
You should have come in autumn.
Task twoAsk students to drill the sentence patterns provided
What is the weather like in Beijing in summer?
How is the weather in Beijing in spring?
What’s the weather like in Beijing in autumn?
What’s the weather like in Beijing in winter?
It’s neither cold nor hot.
It’s pleasing.
It’s dry/humid.
It’s very cold, always below zero.
What’s the climate like in your hometown/city?
Task threeShow four picture about four seasons in Beijing and ask which season is the best one to visit Beijing and why?
Step five:Feedback
What’s your favorite season ? why and what would you like to do best in each season?
Step six:Homework
Task oneDo part B
Task twoPresent a weather report next class
Task threeWriting:My favorite season (around 50 words)
四、 再生课例的反思
经过全组教师的共同努力,一个比较成功的课例诞生了。在指导教师和研究教师的共同参与下,再一次实施课堂教学。学生主动参与进来,举手发言,争先恐后,课堂气氛极为活跃。
优点:(1)Boyle认为L2学习者在听音理解过程中对词汇有较大的依赖性。这不是偶然的问题,而是L2学习者基于词汇的听力理解认知策略的必然。Sheerin提出听力教学程序包括听前准备prepare listeners to listen.因此,在Pre-listening中通过相关的word power 和 sentence drills使学生做好了充分的心理准备,增强了学生的自信心。(2)开展语音语调的仿读评价。通过评价,加强学生对语音语调的重视。一句一句跟机仿读,帮助学生强化对语音语调及内容的记忆。(3)不仅打破了传统听力和口语课的分界线,还做到了听说、听读、听写的有机结合,增强了学生的记忆能力和写作能力。(4)运用现代多媒体教学,创造了听自然语言的机会,保证了教学的语言质量。(5)课堂设计始终围绕英语听力课程应使学习者得以与英语说话者相互交际这一最终目的。
不足:(1)在设计各项任务时,应该多提携学习能力稍次的学生(靠教师右手边角落的一组学生始终没有主动举过手)。(2)反馈不足,确有助益的反馈不是仅仅给出正确答案,而是分析听力理解错误的原因以及采取哪些信息与训练,使学习者在将来能避免犯同样的错误。(3)多媒体使用的时效性要进一步把握好。
五、 启示
尽管许多听力理解课程都声称要注重训练听力技巧和学习策略,然而大多数教材实际上是在进行听力测试而不是在教听力理解。因此,对学习者进行适当的策略训练应该是听力课堂必不可少的内容之一。在听力教学中,要以学生为主体,研究他们在听力理解中的心理过程和障碍,帮助学生克服这些障碍。此外,必须选择高质量的教材,变传统听力课为听说课,加强学生与学生、学生与教师之间的交流。总之,在今后的时间里,如何运用先进的教学方法,如何利用现有的语音设备和多媒体组织好听力课堂教学,仍需要我们不断去探索。
参考文献:
[1]皮连生.教学设计[M].北京:高等教育出
版社,2000.
[2]沈钟钟.听力训练中的策略[J].外语电化
教学,1996(4)
[3]黄源深,虞苏美.Integrated Skills of
English[M].北京:高等教育出版社,1998.
(无锡卫生高等职业技术学校)
关键词:课例研究;英语听力课;学习策略;交际
研究主题:高职英语听力课学习策略训练
教学内容:高职英语教材第一册Unit 16 Listening《What’s the weather like today?》
教学年级:高职一年级
执教教师:杨梅青
研究教师:赵旦、朱怡、陈烨、陈锡、蒋超、刘德云、陈冶彬
指导教师:薛群颖(苏州市教育科学研究院研究员)
背景:《英语新课程标准》倡导知识与技能、过程与方法、情感态度与价值观三位一体的教学理念和任务型教学,要求课堂教学活动化与交际化。这是高职英语课改面临的新课题,对高职英语教学提出了全新的要求。为了更好地在高职英语课堂教学中贯彻落实英语新课标,用科学的态度审视英语课堂教学,加大课改的力度, 优化英语课堂教学,促进高职英语教学质量的提高,学校决定由我牵头上课,抽调赵旦、朱怡、陈烨、陈锡、蒋超、刘德云等有经验的英语教师参与课例研究,并聘请苏州市教育科学研究院研究员薛群颖进行指导。
一、 原始课例
经过研究教师和执教教师的共同商讨,本课时上的是高职英语第一册Unit 16 Listening《Whas the weather like today?》部分,属于“听力课”。
学生要学习并掌握季节和天气的单词,并通过一系列的课堂活动,创造语境,让学生把单词运用于句子中,用句子询问和描述季节,并介绍在该季节中适合进行的活动。
Teaching procedures (教学步骤)
Step One:lead-in
Task oneShow students a cartoon picture via PPT
T:What’s the weather like in picture one?
S:It’s s___.It’s very h___.It’s in s____.
Task twoShow students a video about the changeable weather in Britain.
T:What’s the weather like in Britain from the video?
S:It’s ch__able.It changes suddenly.
Step two:Listen to Part A
Task oneListen to the tape and check the right answers
Task twoListen again and ask students to imitate and repeat the missing words and new words, play more times if necessary
Task threeStudents are asked to read each question with the right answer one by one
Step Three:Consolidation of part A by match work
Step Four:Step 4 Pre-listening to Part C
Task Ask students to do the match work according to their daily life
Springvery hot especially in July
Summerneither cold nor hot
Autumnnot mentioned
Winterusually not very pleasing
Step Five:While-listening to Part C
Task Ask students to fill in the blanks according to what they’ve heard
(1)I was told that spring in Beijing wasn’t very __.
(2)Spring never______long in Beijing.
(3)What’s the_____like in summer in Beijing?
(4)It’s _____hot nor cold.
Step six:Post-listening to Part C
Task oneSelect out some confusing sentences for students to listen and make some explanation of listening skills
What a lovely spring day!
But this spring it hasn’t been too bad so far.
I am afraid I can’t say much for summer.
You should have come in autumn.
Task twoAsk students to drill the sentence patterns provided
What is the weather like in Beijing in summer?
How is the weather in Beijing in spring?
What’s the weather like in Beijing in autumn?
What’s the weather like in Beijing in winter?
It’s neither cold nor hot.
It’s pleasing.
It’s dry/humid.
It’s very cold, always below zero.
What’s the climate like in your hometown/city?
Task threeShow four picture about four seasons in Beijing and ask which season is the best one to visit Beijing and why?
Task four Present the following picture and ask students to do weather report of the cities with replacement of the italicized
——What’s weather like in Beijing on August 3,2009?
——It’s sunny.The maximum temperature is 34℃.It’s very hot.
Step Seven Homework
Task oneDo part B
Task twoPresent a weather report next class
Task threePaint the four seasons.。
二、 反思
使用原始课例上课以后,参与研究的教师和指导教师认真听课并作详细记录。他们对这一“听说课”的课型予以肯定,同时也提出了很多修改性意见,摘录如下。
优点:(1)本课的教学设计遵循了“真实任务性教学”的理念,恰当的听力任务的设计确立了学生在任务型教学中的主体地位。同时将学习与学生的实际生活结合起来,让学生感到学过的英语并不是用不着的。(2)体现了“教师为主导,学生为主体”的教学原则和激励、指导、反馈等的评价功能。根据学生的特点和课堂的时间限制,对教材进行了取舍和处理,打破了传统教学中对教材100%的忠诚。(3)打破了传统听力和口语课的分界线,在听懂的基础上,加入了说的部分。帮助和引导学生在语境中理解语言的结构和意义,注重对语音语调的模仿,并运用所学语言进行模拟交际,促进了知识向能力的转化,从而达到培养学生的语言交际能力的目的。
不足:(1)Lead-in图片导入不够自然流畅,不如让学生欣赏四季的卡通短片,浏览一年当中四个季节的变换,复习和回忆所学过的有关季节和天气的单词: spring,summer,autumn,winter,warm,hot,cool,cold等。导入的任务2不要太具体,可能会因为changeable一词难住学生,换种问法:Can you say something about British weather?One word or one sentence will be OK.(2)Pre-listening preparation 太过仓促,应设置word power 和相关的sentence drills,帮助学生克服听力理解过程中的紧张的心理障碍。因此,第二步应使学生做好心理准备,对后续的课堂学习做好预测和推断,以便学生培养这两种能力,这也是非常重要的理解技巧。(3)Step 3 应归为word power,Step 4 应为while-listening 部分。(4)Step 7 Feedback 的任务与课后作业重复,可否让学生配合图片讨论话题: What’s your favorite season?why and what would you like to do best in each season?这样为后面的家庭作业打好基础,实现了由易到难的转化,把绘画作业变得更具体。(5)在While-listening过程中,强化语音语调,引导学生模仿教材中的语音语调并加以复述,使学生逐渐熟悉英美等国人说话的语音语调特征。
三、 改进课例
在原始课例的基础上,根据研究教师和指导教师的改进意见,进一步设计课堂教学过程。
Teaching procedures (教学步骤)
Step One:lead-in
Task oneShow students a cartoon video about four seasons via PPT
T:What’s the weather like in spring/summer/autumn/winter?
S:It’s ___.I like/hate it because I can/can’t______.
Task twoShow students a video about the changeable weather in Britain.
T:Can you say something about British Weather? One word or one sentence will be all right.
Step two:Pre-listening
Task oneword power
Ask students to do the match work according to their daily life
Spring very hot especially in July
Summerneither cold nor hot
Autumn not mentioned
Winter usually not very pleasing
Task twosentence drills
Step three:while-listening
While-listening to Part A
Task oneListen to part A and check the right answers
Task twoListen again and ask students to imitate and repeat the missing words and new words, play more times if necessary
Task threeStudents are asked to read each question with the right answer one by one
While-listening to Part C
Task oneAsk students to fill in the blanks according to what they’ve heard
I was told that spring in Beijing wasn’t very ___________.
Spring never _____________ long in Beijing.
What’s the _____________ like in summer in Beijing?
It’s _____________ hot nor cold.
Task twoAsk students to imitate the sentences they’ve heard.
Step four:Post-listening to Part C
Task oneSelect out some confusing sentences for students to listen and make some explanation of listening skills
What a lovely spring day!
But this spring it hasn’t been too bad so far.
I am afraid I can’t say much for summer.
You should have come in autumn.
Task twoAsk students to drill the sentence patterns provided
What is the weather like in Beijing in summer?
How is the weather in Beijing in spring?
What’s the weather like in Beijing in autumn?
What’s the weather like in Beijing in winter?
It’s neither cold nor hot.
It’s pleasing.
It’s dry/humid.
It’s very cold, always below zero.
What’s the climate like in your hometown/city?
Task threeShow four picture about four seasons in Beijing and ask which season is the best one to visit Beijing and why?
Step five:Feedback
What’s your favorite season ? why and what would you like to do best in each season?
Step six:Homework
Task oneDo part B
Task twoPresent a weather report next class
Task threeWriting:My favorite season (around 50 words)
四、 再生课例的反思
经过全组教师的共同努力,一个比较成功的课例诞生了。在指导教师和研究教师的共同参与下,再一次实施课堂教学。学生主动参与进来,举手发言,争先恐后,课堂气氛极为活跃。
优点:(1)Boyle认为L2学习者在听音理解过程中对词汇有较大的依赖性。这不是偶然的问题,而是L2学习者基于词汇的听力理解认知策略的必然。Sheerin提出听力教学程序包括听前准备prepare listeners to listen.因此,在Pre-listening中通过相关的word power 和 sentence drills使学生做好了充分的心理准备,增强了学生的自信心。(2)开展语音语调的仿读评价。通过评价,加强学生对语音语调的重视。一句一句跟机仿读,帮助学生强化对语音语调及内容的记忆。(3)不仅打破了传统听力和口语课的分界线,还做到了听说、听读、听写的有机结合,增强了学生的记忆能力和写作能力。(4)运用现代多媒体教学,创造了听自然语言的机会,保证了教学的语言质量。(5)课堂设计始终围绕英语听力课程应使学习者得以与英语说话者相互交际这一最终目的。
不足:(1)在设计各项任务时,应该多提携学习能力稍次的学生(靠教师右手边角落的一组学生始终没有主动举过手)。(2)反馈不足,确有助益的反馈不是仅仅给出正确答案,而是分析听力理解错误的原因以及采取哪些信息与训练,使学习者在将来能避免犯同样的错误。(3)多媒体使用的时效性要进一步把握好。
五、 启示
尽管许多听力理解课程都声称要注重训练听力技巧和学习策略,然而大多数教材实际上是在进行听力测试而不是在教听力理解。因此,对学习者进行适当的策略训练应该是听力课堂必不可少的内容之一。在听力教学中,要以学生为主体,研究他们在听力理解中的心理过程和障碍,帮助学生克服这些障碍。此外,必须选择高质量的教材,变传统听力课为听说课,加强学生与学生、学生与教师之间的交流。总之,在今后的时间里,如何运用先进的教学方法,如何利用现有的语音设备和多媒体组织好听力课堂教学,仍需要我们不断去探索。
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