引論：我們?yōu)槟砹?3篇初中英語(yǔ)說(shuō)課稿范文，供您借鑒以豐富您的創(chuàng)作。它們是您寫作時(shí)的寶貴資源，期望它們能夠激發(fā)您的創(chuàng)作靈感，讓您的文章更具深度。
篇1
Let me start with analysis of teaching content. The topic of this passage is ......After learning this passage, students are able to.....also, students can......
2. Analysis ofstudents
Secondly, let’s talk about the ss. Ss in junior middle school......
(1) Existing knowledge and ability: have already mastered certain words and phrase/ have already learned the grammar
(2) Cognitiveandthinkingcharacteristics:areactive,curiousandinterestedin, but they may havedifficulties
in.....
(3) Life or daily experience: are familiar with this experience/ haveexperienced......
(4) Hobbies and interests: will be excited about this topic, and willing to express themselves/ participate in classroomactivities
3. Teaching aims
According to the new curriculum standard in English, the lesson adopts a three dimensional teaching aim.
(1) Knowledge aim
By the end of the lesson, ss will be able to
A. Master thegrammar...()
B. Expand their vocabularyabout...
C. Express themselves with correctpronunciation....
D. Get familiar with the topic of...
(2) Abilityaim
By the end of the lesson, ss will be able to
A. Improve their listening/speaking/reading/writing skills
B. Use skimming to get the main idea, and scanning to locate specificinformation
C. Use...tocommunicate/useto solveproblems/
(3) Emotionalaim
By the end of the lesson, ss will be able to
A. Improve their interest inEnglish
B. Improve their sense ofcooperation
C. Understand the culture differences in....../get closetotheculture and broaden theirhorizons
4. Teaching key and difficultpoints
Thekeypointistoleadsstofindoutthestructureof/ to form the habit of reading inchunks
The difficult point is to help students use ....to...in their daily life./ have a better understanding of cooperationand loveto share resources withothers(品德方面的)
5. Teaching methods
In this lesson, I will mainly use......
A. communicative languageapproach
B. Situational teachingmethod
C. Audio-lingual teachingmethod
D. Task-based teachingmethod
E. Inductive teachingmethod
I think in this way, students can ......
6. Teaching aids
To interest my ss, i will use ... as my teaching aids.
A. (Realobject)
B. (teaching materials) Pictures, word cards,video
C. (activity) Preview,survey,questionnaire
7. Teachingprocedures
Listening
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-listening, while-listening, post-listening and summary and homework.
Warming-up
In this period, i will....and after..., i will ask ss ...question1..question2, and then tell ss this song is about ....
(1) Thematically: This song/video/ these pictures is closely related to the topic of this lesson. /ss can have a primary understanding of thetopic
(2) Affectively, ...so students would be highly motivated/ be very glad to pay their attentiontothis lesson/ ss’s interests will be aroused and attention can beattracted
(3) Linguistically:thissongalsoincludealotof...sothatsscouldreviewsomerelatedwords
from it
Pre-listening
In the pre-listening stage, there are 2 activities:
Activity 1: is a free talk. I will show a picture...and ask some ss to talk about the questions.questions 123....
This activity can help ss recall some words and expressions.
Activity 2: is predicting. Ask ss to predict what this passage talks about according to the topic they have talked. The purpose of the activity is to develop their predictingability.
While-listening
In the step of while-listening, students will listen to the tape for three times. For the first time of listening, ss should answer some general questions:
-what’s the main idea of this passage/conversation?
-which one is the best title of this passage Then i will check the answers with them.
Through this section, ss could know the main idea of this passage.
Next, i will play the listening material again, and ask them to finish some exercises.
-listen and decide which statement is correct
-fill in the blanks
In this section, ss will develop some basic skills of listening, that is, to grasp the key words. Also, they can deepe
For the last listening, i will play the listening material and ask them to read after it. Ss can check understanding and develop the habit of reflection。
Post-listening
role-play
In the post-reading stage, i set a role-play activity. Ss will be divided into...groups.Imagine one student...theothersactasthey canusethe wordsandexpressions that we’ve learned in the
while-stage. I willgivethemminutes.Theniwillinviteseveralgroupstoperforminfrontofthe
class. During their preparation, i will walk around the classroom to see whether ss have some questions. After their performance, i will give my comment and try to encourage them.
Role-play is an interesting activity. Ss can be highly motivated and take part in actively. The activity can integrate reading with speaking, develop their communicative competence and
promote their cooperative ability.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key words and sentencestructures.
After class, students arerequiredtoThis can help consolidate today’slearning.
Reading
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-reading, while-reading, post-reading and summary and homework.
Warm-up
In this period, i will....and after..., i will ask ss ...question1..question2, and then tell ss these pictures are about ....
(4) Thematically: This song/video/ these pictures is closely related to the topic of this lesson. /ss can have a primary understanding of thetopic
(5) Affectively,sostudentswouldbehighlymotivated/beverygladtopaytheirattentiontothis
lesson/ ss’s interests will be aroused and attention can be attracted
Linguistically: this song/these pictures also include a lot of key words and key structures, so that ss could review some related words fromit
Pre-reading
In the pre-reading stage, there are 2 activities:
Activity 1: is a free talk. I will show a picture...and ask some ss to talk about the questions.questions 123....
This activity can help ss recall some words and expressions.
Activity 2: is predicting. Ask ss to predict what this passage talks about according to thetopic they have talked. The purpose of the activity is to develop their predictingability.
While-reading
For the first time of reading, students should answer some general questions:
-what’s the main idea of this passage/conversation?
-which one is the best title of this passage Then i will check the answers with them.
This step can help them understand the main idea and main structure of this passage, they can also improve their reading speed in this way.
After ss get the general idea, they need to read the passage paragraph by paragraph and find some detailed information. For example, i will askquestionslikei will guide them to answer.all
these questions will be graded from easy to difficult.I will give them several minutes each time. This section can develop ss’ scanning strategies, and also promote their cognitivethinking.
For the third time of reading, i will ask students do some exercises to learn the key words and expressions in the passage to improve students’ linguistic competence.
Post-reading
role-play
In the post-reading stage, i set a role-play activity. Ss will be divided into...groups.Imagine one student...the others act as....they can use the words and expressions that we’ve learned in the while-stage. I will give them ...minutes. Then i will invite several groups to perform in front of the class. During their preparation, i will walk around the classroom to see whether ss have some questions. After their performance, i will give my comment and try to encourage them.
Role-playisaninterestingactivity.Sscanbehighlymotivatedandtakepartinactively.The
activitycan check ss’mastery of thetargetlanguage,integratereadingwith speaking, develop
their communicative competence and promote their cooperative ability.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key wordsand sentencestructures.
After class, students are required to .....This can integrate reading with writing, and promote
students’ ability of creativity and independent thinking.
8. Blackboarddesign
Here are my blackboard design. I set 3 parts to present my contents of this class. The firstpartis, thesecond
part is ....and the finalpartisin this way, ss can see the content we’ve learned today clearly andorderly.
That’s all for my presentation. Thank you for your attention.
Good morning, dear judges, my name is jiangli. It is my great honor to stand here to interpret my lesson. My presentation consists of the following parts: analysis of teaching content, analysis of students, teaching aims, teaching key and difficult points, teaching methods, teaching aids, teaching procedures, summaryand homework and finally blackboarddesign.
1. analysis of teachingmaterial
Let me start with analysis of teaching content. The topic of this lesson is through this lesson, ss will know
how to they can express their views properly and logically.
2. Analysis ofss
Secondly, let’s talk about the ss. Ss in junior middle school......
(1) Existing knowledge and ability: have already mastered certain words andphrase.
(2) Cognitiveandthinkingcharacteristics:areactive,curiousandinterestedin, but they may havedifficulties
in.....
(3) Life or daily experience: are familiar with this experience/ haveexperienced......
(4) Hobbies and interests: will be excited about this topic, and willing to express their opinionsfreely.
what i need to do is to broaden their horizons and inspire them. Of course, we should also pay attention to the accuracy and appropriateness of their language.
3. teachingaims
According to the new curriculum standard in English, the lesson adopts a three dimensional teaching aim.
（1） Knowledgeaim
By the end of the lesson, ss will be able to Master the expression such as ...
（2） Abilityaim
By the end of the lesson, ss will be able to Master the organizing structure of ...
improve their writing skills Be familiar with the topic of
（3） Emotionalaim
By the end of the lesson, ss will be able to Improve their interest in English writing Improve their sense of cooperation
4. Teaching key & difficultpoints
The key point is to lead ss to use the structure of
The difficult point is to help students use ....to...in their daily life.
5. Teaching methods Process approach towriting
Which not pay attention to the product of writing, also but the activities before and after writing
6. Teachingprocedures
Listening
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-listening, while-listening, post-listening and summary and homework.
Warming-up
In this period, i will show ss some pictures. And talk freely.these pictures are closely related to the topic of this lesson. During the free talk, we will review some key words and structure.
The purpose is to prepare ss linguistically, thematically and affectively. so students would be highly motivated/ be very glad to pay their attention to this lesson/ ss’s interests will bearoused and attention can beattracted.
Pre-writing
In the pre-writing stage,i will create a situation and ask ss questions:
---
Then i will encourage ss to brainstorm in their groups. They have 5 minutes to prepare. By a lively discussion, students will have materials in mind and will be interested in writing.
then i will invite several groups to share their ideas with us. I will present the key points on the blackboard, such as...also, i will work out the outline with students together.
This step can lay a good foundation for the writing step, through this activity, ss will be inspired and they can accumulate more information about the topic and alsolearn to
communicate their ideas with others.
While-listening
Based on the above discussion, it will be much easier for them to complete their articles individually within ten minutes. They need to pay attention to the spelling, grammar and punctuation in writing.
The purpose of this step is that ss can focus on writing and promote independent thinking.
Post-listening
Peer editing:
After they finish the writing, i will ask my ss to exchange their articles with their deskmates and check the organization, grammar, spelling, and punctuation of their writings. I will ask my ss to evaluate the writing in detail and point out advantages and disadvantages.
Peer editing is a very useful way for ss to revise their articles, and it also can foster their spirit
of cooperation with others.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key words and sentence structures.
篇2
隨著科技和文化的不斷發(fā)展，人類社會(huì)越來(lái)越成為一個(gè)相互依靠的整體，每個(gè)國(guó)家和個(gè)人，為了適應(yīng)這一整體的發(fā)展，需要打破語(yǔ)言界限，以便更快地溝通思想、相互交流、調(diào)整個(gè)體的活動(dòng)。英語(yǔ)，成了一門世界通用的非常重要的交際語(yǔ)言?，F(xiàn)在我們的教學(xué)目標(biāo)就是為了把學(xué)生培養(yǎng)成具有較高的綜合語(yǔ)言能力的人才。
1、利用所學(xué)教材，由教師精心組織教學(xué)內(nèi)容，在學(xué)生預(yù)習(xí)的基礎(chǔ)上，讓他們以主人翁的態(tài)度進(jìn)行半機(jī)械的反饋練習(xí)，通過(guò)這樣的練習(xí)，能進(jìn)一步強(qiáng)化學(xué)生的記憶，活躍思維，為更高層次的說(shuō)話訓(xùn)練打下扎實(shí)的基礎(chǔ)。主要的方法有：
①以提問(wèn)的方式來(lái)檢查學(xué)生對(duì)課文理解的程度
如在《新概念英語(yǔ)》第二冊(cè)的第八十九課“A Slip oftheTongue”中，設(shè)置的有關(guān)課文理解的問(wèn)題有淺層的和深層的兩類。淺層問(wèn)題如：What will people do anything for?What gotround inthe to wn according to the text?How did people react to it?等等，關(guān)于以上問(wèn)題的回答，學(xué)生只要理解課文的表層意義就足矣。那么，對(duì)于深層問(wèn)題的回答，學(xué)生懂其內(nèi)涵是非常重要的。
②以True or False Statement要求學(xué)生作出正誤判斷，并當(dāng)答寨是F時(shí)，要求學(xué)生陳述理由。
③教師用已學(xué)過(guò)的詞或詞組替換掉文中的新詞及詞組，要求學(xué)生運(yùn)用新詞及詞組重現(xiàn)教師的句子。
2、以上三點(diǎn)是課堂內(nèi)以課文為依托的說(shuō)話訓(xùn)練的開始曲，是半控制階段的操練，教師可以期待學(xué)生的答案，那么在理順了課文的前后關(guān)系以后，應(yīng)該在語(yǔ)言操練的交際活動(dòng)的基礎(chǔ)上，抽出典型的語(yǔ)言結(jié)構(gòu)進(jìn)行操練。這里，語(yǔ)言結(jié)構(gòu)是指值得仿說(shuō)的句型。當(dāng)然，必須先由教師準(zhǔn)確地呈現(xiàn)，然后利用各種方法，充分發(fā)揮學(xué)生的想象力及創(chuàng)造性，進(jìn)一步培養(yǎng)說(shuō)話的能力。
①教師提供情景
在八十九課中，句型People will do anything to…even if…教師呈現(xiàn)的情景是：Beijing Duck is a world famous dish.學(xué)生：Visitorsfrom all parts 0fthe world will do anythingtotryBeijingDuck evenifthey haveto queueforalongtime.
②教師給出幾個(gè)句子，學(xué)生根據(jù)句型連接成句
在八十九課學(xué)到We have hadto…andtheremusthave…一句時(shí)，教師給出的句子是：They had to climbtheHuan Shan-Mountainforfive hoursto get to thetop.Some 0fthemwereexhausted.They gave up halfway.學(xué)生經(jīng)過(guò)分析、整理出：Theyhad toclimb the Huan Shan Mountain for five hours and theremust havebeen some people who gave up halfway.
③教師給出題材
在九十課“Brasilia”一文中的句型：The ideato…，will-have a(great)effecton…
在教師的例句：The idea toimprove English through imitationpractice has proved to havea grea t effect on students’English study之后，給出：importadvanced foreign technology學(xué)生就能仿說(shuō)出：The idea to importadvanced technology wiU have a great effect onthedevelopment ofour country.
④教師給出例句，讓學(xué)生根據(jù)各自不同的經(jīng)歷及學(xué)識(shí)，充分發(fā)揮想象力，積極思維，迅速用英文組織材料，表達(dá)自己。
通過(guò)上述不同的句型在不同的情景中的具體操練，更好地揭示了句型結(jié)構(gòu)的運(yùn)用，學(xué)生更易理解句子的意義，能把注意力集中在語(yǔ)言的意義上，使學(xué)生忘卻句型本身隱含的難度。這樣，達(dá)到了句型操練的意義化，為更高形式的交際活動(dòng)打下基礎(chǔ)。
3、在積累了一定的語(yǔ)言材料和句型結(jié)構(gòu)的基礎(chǔ)上，教師就可以引導(dǎo)學(xué)生進(jìn)入到第三步――也就是小段的操練上，如就文中某一人或物再現(xiàn)文中句子或發(fā)表個(gè)人觀點(diǎn)；課文的復(fù)述；續(xù)寫課文；課文中心思想的概括。不同的年級(jí)應(yīng)掌握相應(yīng)的難度。
①就文中某一人或物再現(xiàn)文中句子或發(fā)表個(gè)人觀點(diǎn)
在七十三課“The Record Holder”一文中，圍繞文中的男孩可以說(shuō)很多。如：The boy didn’t like so hool.He played truant，Hehiteh―hiked to many places and travelled 1，600 miles.Hewaspi eked up by apoliceman ontheFrench―Spanish horderandwassent backhome.以上小段的內(nèi)容主要來(lái)自課文，但學(xué)生根據(jù)自己對(duì)課文的理解，重新進(jìn)行了組織。這是一種創(chuàng)造活動(dòng)。學(xué)生也可根據(jù)自己的理解，加入自己的觀點(diǎn)。The boy’s very naughty.He wasnot well--behaved.He made his parents worried.He proba-blydidn’t enjoy schoollife.這一小段的呈現(xiàn)說(shuō)明了學(xué)生不僅徹底理解了課文，更重要的是他已經(jīng)與他的同學(xué)們和老師在交流自己對(duì)于這個(gè)男孩的看法了。是一種更高級(jí)的思維活動(dòng)。
②課文復(fù)述。要求學(xué)生盡量用自己的話、學(xué)過(guò)的詞及詞組重新組織課文內(nèi)容，以期新舊知識(shí)結(jié)合，達(dá)到融會(huì)貫通之目的。
如在七十五課“SOS”中，教師可以根據(jù)學(xué)生的不同英語(yǔ)水平，給出一些詞及詞組以降低難度：alight passengerplane--crashed--awoman and two babymorning--heard--stamp--SOS--a pilot--rescued.學(xué)生很快就能說(shuō)出：A lightpassenger plane crashed in the mountains.A womanand her twobaby--daughters were unhurt fortunately.Snow lav
thick onthe ground.Th e woman turned the suitcase into a bed atnightand put her two babies in it.The next morning
she heard aplane flving over and she stamped out SOS in thesnow.Itwasseen bythe pilot.They were rescued allast by a heli-copter.
③中心思想的概括
篇3
一、注重新課導(dǎo)入
新課的導(dǎo)入一般都會(huì)以學(xué)生已經(jīng)掌握的“舊知識(shí)點(diǎn)”為依據(jù)，以一定的課堂情境為載體，逐漸地引領(lǐng)學(xué)生接觸、學(xué)習(xí)、掌握新知識(shí)。教師在課程設(shè)計(jì)中要注意，新課的導(dǎo)入要盡量激發(fā)學(xué)生的學(xué)習(xí)興趣，極大地調(diào)動(dòng)初中生的英語(yǔ)學(xué)習(xí)求知欲望。
例如，教師可以借助相關(guān)小組任務(wù)的設(shè)定實(shí)現(xiàn)新課知識(shí)點(diǎn)的導(dǎo)入。任務(wù)的設(shè)定要以學(xué)生為中心，教學(xué)要根據(jù)本班學(xué)生的實(shí)際情況，更要結(jié)合新課英語(yǔ)知識(shí)點(diǎn)的重點(diǎn)和難點(diǎn)，設(shè)置出由易到難、層層遞進(jìn)的任務(wù)鏈。整個(gè)任務(wù)的設(shè)置明確學(xué)生所需要掌握的重要的語(yǔ)音、詞匯、主題句、語(yǔ)法，另外還要設(shè)計(jì)好功能和交際相結(jié)合的對(duì)話練習(xí)，在練習(xí)過(guò)程中教師要認(rèn)真地聽學(xué)生的對(duì)話，及時(shí)糾正學(xué)生語(yǔ)音、語(yǔ)法的錯(cuò)誤，幫助學(xué)生對(duì)知識(shí)點(diǎn)進(jìn)行進(jìn)一步的鞏固提高。
除了課程的導(dǎo)入，如何更好地向?qū)W生傳授新的知識(shí)點(diǎn)，幫助學(xué)生更好地掌握知識(shí)點(diǎn)，提高自己的英語(yǔ)綜合能力更是高效聽說(shuō)課的重中之重。在新課的學(xué)習(xí)過(guò)程中，教師要積極利用各種現(xiàn)代教學(xué)手段，創(chuàng)設(shè)一定的情境教學(xué)，有計(jì)劃、有層次、由淺入深地向?qū)W生傳授新知識(shí)點(diǎn)。課堂教學(xué)，不僅是幫助學(xué)生學(xué)到新的知識(shí)點(diǎn)，更重要的是在教學(xué)過(guò)程中，引導(dǎo)并幫助學(xué)生利用學(xué)過(guò)的知識(shí)進(jìn)行積極思維、分析和類比，在實(shí)際的應(yīng)用過(guò)程中不斷地強(qiáng)化自己的英語(yǔ)聽說(shuō)讀寫等綜合運(yùn)用能力。
二、創(chuàng)造愉悅的課堂英語(yǔ)環(huán)境
在初中英語(yǔ)教學(xué)活動(dòng)中，聽說(shuō)課是最為常見(jiàn)的一種課型。在英語(yǔ)教材中，每個(gè)單元都有相應(yīng)的聽說(shuō)訓(xùn)練板塊，訓(xùn)練內(nèi)容也大都圍繞著學(xué)生日常生活中相關(guān)的話題展開。因此，我們教師在具體的課堂教學(xué)實(shí)踐中，更要注重教材與學(xué)生生活相聯(lián)系，營(yíng)造輕松愉悅的課堂英語(yǔ)氛圍，加強(qiáng)師生之間、學(xué)生之間的英語(yǔ)口語(yǔ)交流。
例如，在進(jìn)行難度較大的聽力訓(xùn)練時(shí)，教師可以先利用PPT等直觀的表現(xiàn)方式，幫助學(xué)生對(duì)聽力的內(nèi)容有一個(gè)大致的預(yù)測(cè)，這樣有引導(dǎo)、有目標(biāo)的聽材料能大大降低聽力的難度。或者，教師也可以先給出一個(gè)相關(guān)的主題，讓學(xué)生展開3～5分鐘相關(guān)的Free talk，借此擴(kuò)大學(xué)生相關(guān)的知識(shí)面，幫助學(xué)生進(jìn)一步理解聽力材料中的相關(guān)知識(shí)背景，降低聽力難度。在聽力訓(xùn)練結(jié)束后，教師還可以組織學(xué)生展開相關(guān)的口語(yǔ)訓(xùn)練，讓他們結(jié)合聽力材料的內(nèi)容和自己的生活經(jīng)歷自由表達(dá)自己的觀點(diǎn)，這樣，既可以鞏固聽力材料中遇到的重點(diǎn)單詞、語(yǔ)法，還可以有效地提高學(xué)生的英語(yǔ)表達(dá)能力。
篇4
一、影響農(nóng)村中學(xué)生聽說(shuō)能力的因素
1.農(nóng)村英語(yǔ)學(xué)習(xí)觀念落后
農(nóng)村學(xué)生的父母文化程度普遍較低，基本上都是英盲，根本認(rèn)識(shí)不到學(xué)習(xí)英語(yǔ)的重要性，更談不上給孩子提供英語(yǔ)聽說(shuō)的空間和環(huán)境。他們認(rèn)為學(xué)“洋話”不如學(xué)“數(shù)理化”，英語(yǔ)在社會(huì)生活中沒(méi)有實(shí)際用途。同時(shí)農(nóng)村地區(qū)普遍缺乏英語(yǔ)語(yǔ)言環(huán)境，學(xué)生在學(xué)校沒(méi)有時(shí)間使用英語(yǔ)，在社會(huì)上沒(méi)有機(jī)會(huì)實(shí)踐，回到家里更談不上用英語(yǔ)交談了，這嚴(yán)重阻礙了英語(yǔ)語(yǔ)言的交流，在很大程度上影響了學(xué)生學(xué)習(xí)英語(yǔ)的積極性。
2.教學(xué)設(shè)施落后，語(yǔ)言環(huán)境缺乏
農(nóng)村初中的英語(yǔ)教學(xué)在很大范圍內(nèi)仍舊是“一名教師一支粉筆，夾著課本進(jìn)教室”的局面。教室里沒(méi)有電腦、幻燈機(jī)等基本教學(xué)設(shè)備，更談不上語(yǔ)音室、語(yǔ)言實(shí)驗(yàn)室等。部分學(xué)校只配備了錄音機(jī)，少數(shù)學(xué)校有錄音機(jī)和幻燈機(jī)等教學(xué)設(shè)備。并且學(xué)生大都居住在偏遠(yuǎn)的山區(qū)，交通閉塞，缺乏與外國(guó)人直接接觸交流的機(jī)會(huì)，沒(méi)有較好的學(xué)習(xí)外語(yǔ)的語(yǔ)言環(huán)境，也沒(méi)法創(chuàng)造好的英語(yǔ)語(yǔ)言交際環(huán)境。
二、提高農(nóng)村中學(xué)生聽說(shuō)能力的策略
1.切實(shí)抓好英語(yǔ)入門教學(xué)，培養(yǎng)學(xué)生良好的聽說(shuō)習(xí)慣
（1）教師在思想上要充分認(rèn)識(shí)英語(yǔ)聽說(shuō)能力在教學(xué)中的重要性，要重視聽說(shuō)的訓(xùn)練
在入門階段可采用聽說(shuō)領(lǐng)先，錄音同步，邊聽錄音邊模仿說(shuō)的方法，給學(xué)生形象生動(dòng)的感性認(rèn)識(shí)。一開始入門階段老師就要培養(yǎng)學(xué)生聽說(shuō)的好習(xí)慣。在課堂上教師要為學(xué)生創(chuàng)造多聽多說(shuō)的條件，結(jié)合青少年活潑好動(dòng)的特點(diǎn)，創(chuàng)設(shè)一些情景，如對(duì)話、小品、唱歌、游戲等，讓學(xué)生用生活實(shí)際進(jìn)行交際，使他們感到仿佛置身于真實(shí)的交際情景中。只有這樣，學(xué)生才會(huì)逐步養(yǎng)成聽說(shuō)英語(yǔ)的習(xí)慣。
（2）消除怕羞情緒，培養(yǎng)敢聽說(shuō)的習(xí)慣
由于農(nóng)村學(xué)生對(duì)外界的接觸少，膽子小，所以在聽、說(shuō)教學(xué)過(guò)程中首先要消除他們害羞、怕說(shuō)錯(cuò)、怕挨老師批評(píng)、怕同學(xué)嘲笑等心理障礙。為排除這些心理障礙，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，要設(shè)法減輕學(xué)生的緊張心情和壓力，可以讓學(xué)生坐著回答問(wèn)題或敘說(shuō)，以鼓勵(lì)為主，及時(shí)肯定每一點(diǎn)微小的進(jìn)步，對(duì)錯(cuò)誤只做正面糾正，絕不責(zé)備，態(tài)度要和藹可親，以樹立學(xué)生學(xué)好的信心。教學(xué)中以幽默、富于感情的面部表情和手勢(shì)以及游戲、直觀教具等手段，消除學(xué)生的緊張感，從而讓其輕松愉快、大膽地參與談話。
（3）注意聽說(shuō)的語(yǔ)速和質(zhì)量
在起始階段就要注意培養(yǎng)學(xué)生按正常語(yǔ)速聽說(shuō)英語(yǔ)的習(xí)慣。學(xué)生一旦在入門階段就養(yǎng)成快速反應(yīng)的習(xí)慣，對(duì)英語(yǔ)語(yǔ)言有較高的敏感度，以后在提高階段就不會(huì)感到困難了，甚至有些同學(xué)會(huì)很快駕馭這種聽說(shuō)能力的訓(xùn)練。聽說(shuō)速度太慢，語(yǔ)言就不能實(shí)現(xiàn)其交際性；聽說(shuō)速度太快，學(xué)生難于聽懂，就會(huì)導(dǎo)致學(xué)生對(duì)聽說(shuō)失去信心。因此入門階段聽說(shuō)訓(xùn)練的語(yǔ)速要適中，這樣才有利于培養(yǎng)學(xué)生的聽說(shuō)能力。
2.結(jié)合情景教學(xué)，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高聽說(shuō)能力
聽說(shuō)訓(xùn)練是綜合性訓(xùn)練，它能使學(xué)生處于高度的興奮狀態(tài)，思維活躍。在理論性知識(shí)比重較大的，相對(duì)容易枯燥的詞匯課、語(yǔ)法課上，教師更要?jiǎng)?chuàng)造性地按交際性原則組織教學(xué)活動(dòng)，在進(jìn)行交際性的聽說(shuō)活動(dòng)時(shí)，要充分考慮準(zhǔn)備和利用情景，“創(chuàng)設(shè)情景”，激發(fā)學(xué)生聽說(shuō)興趣，使學(xué)生置身交際情景中，了解該語(yǔ)言在實(shí)際生活中是如何運(yùn)用的。這樣不僅易于學(xué)生理解，并能使其自覺(jué)或不自覺(jué)地運(yùn)用所學(xué)的詞語(yǔ)進(jìn)行表達(dá)，有利于培養(yǎng)其在特定的情景中的交際能力。
3.積極運(yùn)用英語(yǔ)聽說(shuō)技能的技巧和方法
（1）創(chuàng)造聽說(shuō)條件
有人說(shuō)過(guò)，教好外語(yǔ)的首要條件是要盡可能地讓學(xué)生接觸外語(yǔ)和使用外語(yǔ)。所以，英語(yǔ)教師必須給學(xué)生創(chuàng)造練習(xí)聽說(shuō)的機(jī)會(huì)，讓他們多聽多說(shuō)。例如，可以利用早讀時(shí)間進(jìn)行聽說(shuō)訓(xùn)練，上課時(shí)給學(xué)生多一點(diǎn)空間進(jìn)行free talk，定期組織英語(yǔ)第二課堂活動(dòng)，如，英語(yǔ)角，學(xué)校、年級(jí)、班可以舉行英語(yǔ)朗誦比賽，英文歌曲比賽，英語(yǔ)辯論賽等。
（2）采用適當(dāng)?shù)慕虒W(xué)法
英語(yǔ)交際法強(qiáng)調(diào)教學(xué)應(yīng)以學(xué)生為中心，教師應(yīng)設(shè)法創(chuàng)造一個(gè)語(yǔ)言交際環(huán)境，讓學(xué)生盡可能多說(shuō)多練。所以在教學(xué)過(guò)程中，教師必須根據(jù)不同的課文內(nèi)容采用不同的教學(xué)手段。例如，教conversation時(shí)，教師首先創(chuàng)設(shè)情景，然后師生對(duì)話，其他學(xué)生模仿，最后全班集體free talk. 當(dāng)教到有關(guān)Seeing a doctor 時(shí)，可以采用表演的形式，這樣能使學(xué)生時(shí)刻保持新鮮感，對(duì)學(xué)習(xí)語(yǔ)言也不會(huì)有厭煩的心態(tài)。
4.積極開展英語(yǔ)課外活動(dòng)，加強(qiáng)語(yǔ)言實(shí)踐
課外活動(dòng)是英語(yǔ)教學(xué)不可缺少的輔助形式，是整個(gè)英語(yǔ)教學(xué)過(guò)程的有機(jī)組成部分，是課堂教學(xué)的必要補(bǔ)充。由于英語(yǔ)課上受時(shí)間、空間的限制，加上我國(guó)學(xué)生是在非英語(yǔ)環(huán)境中學(xué)習(xí)英語(yǔ)，聽說(shuō)的時(shí)間有限，聽說(shuō)的實(shí)踐較少，語(yǔ)言實(shí)踐和言語(yǔ)活動(dòng)無(wú)法滿足初步用英語(yǔ)交際的需要。為了使學(xué)生有更多的機(jī)會(huì)接觸英語(yǔ)和使用英語(yǔ)，打破英語(yǔ)課堂的局限，教師應(yīng)大力挖掘“英語(yǔ)第二課堂”，如教唱英文歌曲，創(chuàng)設(shè)特定的情景對(duì)話、演示，舉辦英語(yǔ)角，開展英語(yǔ)廣播等。
三、提高農(nóng)村中學(xué)生聽說(shuō)能力應(yīng)注意的問(wèn)題
篇5
一、應(yīng)該注意的幾個(gè)問(wèn)題
1.專業(yè)素養(yǎng)有待進(jìn)一步提高
部分參賽老師的突出問(wèn)題就是語(yǔ)音、語(yǔ)調(diào)不準(zhǔn)，往往會(huì)遭到評(píng)委們的一票否決。作為英語(yǔ)老師，首先要解決好這個(gè)問(wèn)題，正確的語(yǔ)音語(yǔ)調(diào)是英語(yǔ)老師必備的教學(xué)基本功。往往，單詞中雙元音的發(fā)音不到位；沒(méi)有正確掌握輔音發(fā)音技巧，拖音現(xiàn)象比較常見(jiàn)；應(yīng)該有的連讀讀不出來(lái)，不完全爆破也顧及不到，句子的意群劃分不正確……上述問(wèn)題的出現(xiàn)致使失去了語(yǔ)言的美感。嚴(yán)格意義上講，語(yǔ)音不準(zhǔn)，就犯了知識(shí)性錯(cuò)誤。盡管有些老師的設(shè)計(jì)思路和駕馭課堂的能力很不錯(cuò)，但就因?yàn)榘l(fā)音不準(zhǔn)、生硬影響了整體效果。參賽的教師多為年輕教師，思維活躍，發(fā)展空間大，只要下功夫解決好語(yǔ)音問(wèn)題，就能彌補(bǔ)不足。
2.教學(xué)設(shè)計(jì)和說(shuō)課稿的規(guī)范程度不夠
在評(píng)優(yōu)課活動(dòng)中，發(fā)現(xiàn)有的老師對(duì)三維教學(xué)目標(biāo)定位不準(zhǔn)，其中一個(gè)老師的《說(shuō)課稿》中這樣表述教學(xué)目標(biāo)中的文化意識(shí)：“……了解英、美國(guó)家中小學(xué)生的業(yè)余生活，培養(yǎng)世界意識(shí)?！蹦繕?biāo)確定得太大，不具體，在短短的一節(jié)課時(shí)間內(nèi)不可能達(dá)成目標(biāo)，不切合實(shí)際。我們知道教學(xué)目標(biāo)是實(shí)施教學(xué)的行動(dòng)指南，若教學(xué)目標(biāo)定位不準(zhǔn)，教學(xué)過(guò)程就會(huì)混亂無(wú)序。
在正式比賽前給定的準(zhǔn)備時(shí)間有限，部分老師在網(wǎng)上下載電子文稿的痕跡明顯，雷同的多，且不假思索地搬用，往往授課教師被他人的東西所束縛，迷失了自己的教學(xué)風(fēng)格。建議授課教師根據(jù)自己對(duì)教材的理解和課程標(biāo)準(zhǔn)的要求，按照教學(xué)設(shè)計(jì)和說(shuō)課稿的基本框架及模式去完善自己的教學(xué)思路、設(shè)計(jì)意圖等內(nèi)容。
3.評(píng)價(jià)方式單一
部分課堂有華而不實(shí)之嫌，教學(xué)設(shè)計(jì)停留在淺層認(rèn)識(shí)上，評(píng)價(jià)方式不符合授課年級(jí)學(xué)生的年齡特征。如在一節(jié)八年級(jí)的英語(yǔ)課上，老師多次帶領(lǐng)學(xué)生為大多數(shù)同學(xué)都能說(shuō)上的某一動(dòng)詞的過(guò)去式鼓掌，這種適于小學(xué)低年級(jí)的做法不僅擠占了操練時(shí)間，而且影響了課堂進(jìn)度，顯得前緊后松，沒(méi)有抓住課堂的本真，更談不上有效、高效課堂。建議把掌聲激勵(lì)穿插在一節(jié)課的之處，或者把陽(yáng)光普照在弱勢(shì)群體的身上，當(dāng)學(xué)生表現(xiàn)的確相當(dāng)不錯(cuò)的時(shí)候，應(yīng)該點(diǎn)評(píng)他的精彩之處在哪里，目的在于放大亮點(diǎn)和引領(lǐng)學(xué)生深入思考。
二、上好英語(yǔ)評(píng)優(yōu)課的幾點(diǎn)建議
1.吃透和把握好教材
義務(wù)教育階段人教版英語(yǔ)教材的基本編寫思路是：以話題為主線，采用任務(wù)型語(yǔ)言教學(xué)模式，兼顧交際功能和語(yǔ)言知識(shí)結(jié)構(gòu)的學(xué)習(xí)，以一種循序漸進(jìn)的生活化的學(xué)習(xí)程序，引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用英語(yǔ)有目的地做事情。我們認(rèn)識(shí)到：教材既是學(xué)生學(xué)習(xí)的資源，又是教師施教的方法暗示。要充分考慮學(xué)情，大膽整合教材，活化教材，真正使教材服務(wù)于學(xué)生和課堂。
2.創(chuàng)設(shè)真實(shí)情境，讓學(xué)生運(yùn)用英語(yǔ)
課堂設(shè)計(jì)要精巧、新穎。新課導(dǎo)入要充分利用電子白板功能齊全的優(yōu)勢(shì)，運(yùn)用游戲、歌曲、對(duì)話復(fù)習(xí)等活動(dòng)，使學(xué)生饒有興趣地進(jìn)入課堂學(xué)習(xí)，輕松愉悅地導(dǎo)入新課，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和能動(dòng)性，完成新授內(nèi)容順理成章。課堂新授內(nèi)容由易到難，循序漸進(jìn)，符合學(xué)生的認(rèn)知規(guī)律。用真人、實(shí)物、圖片、動(dòng)畫表演和簡(jiǎn)筆畫等進(jìn)行情境演練，使學(xué)生能夠在學(xué)中玩、玩中學(xué)，達(dá)到了寓教于樂(lè)的效果。創(chuàng)設(shè)貼近學(xué)生生活實(shí)際的語(yǔ)言情境，學(xué)生感到不陌生，很快地投入到學(xué)習(xí)任務(wù)中來(lái)用英語(yǔ)，印證學(xué)習(xí)英語(yǔ)的終極目標(biāo)就是把它作為交際的工具來(lái)使用。
篇6
一、創(chuàng)優(yōu)輪訓(xùn)機(jī)制，扎實(shí)開展教師崗位培訓(xùn)
直面教師需求是落實(shí)有效培訓(xùn)的基礎(chǔ)。針對(duì)農(nóng)村基層學(xué)校教師素質(zhì)偏低和學(xué)校、人數(shù)眾多的現(xiàn)實(shí)，東海進(jìn)修學(xué)校決定建立教師崗位輪訓(xùn)機(jī)制，面向基層學(xué)校薄弱學(xué)科教師，按年度有計(jì)劃地分批分期搞好小學(xué)、初中英語(yǔ)、數(shù)學(xué)、語(yǔ)文三門學(xué)科，高中英語(yǔ)、數(shù)學(xué)、語(yǔ)文、物理、歷史五門學(xué)科教師的輪訓(xùn)工作；面向農(nóng)村學(xué)校班主任，分期分批組織培訓(xùn)班，并逐步形成資格培訓(xùn)、提高培訓(xùn)和研修培訓(xùn)層次培訓(xùn)形式，構(gòu)建基本課程合格、實(shí)踐能力提高和理論研修系列培訓(xùn)框架，有效提升農(nóng)村學(xué)校班級(jí)管理規(guī)范化水平。
擁有優(yōu)質(zhì)師資是提高培訓(xùn)質(zhì)量的保證。東海進(jìn)修學(xué)校充分整合全縣優(yōu)質(zhì)教育資源，選拔理論功底深厚、教學(xué)經(jīng)驗(yàn)豐富、多次參加過(guò)國(guó)家和省市培訓(xùn)工作的優(yōu)秀教師，組建一支由特級(jí)教師、學(xué)科帶頭人、骨干教師組成的兼職培訓(xùn)隊(duì)伍，成立“東?？h名師工作組”，建立“師資信息庫(kù)”，組織實(shí)施對(duì)鄉(xiāng)鎮(zhèn)薄弱學(xué)校、薄弱學(xué)科教師進(jìn)行獨(dú)創(chuàng)性的二級(jí)培訓(xùn)。授課教師用各具特色的風(fēng)格、智慧詮釋教學(xué)理論和實(shí)踐，用自己的實(shí)際經(jīng)驗(yàn)深入淺出地解讀教材，以學(xué)員為中心探究教學(xué)過(guò)程。學(xué)員普遍反映：這種把新課標(biāo)理念具體化，示范課與教材解讀相結(jié)合的培訓(xùn)方式很有實(shí)效，易于理解和運(yùn)用；與一線教學(xué)骨干面對(duì)面交流更能解決實(shí)際教學(xué)中的困惑，利于提高教材駕馭能力，提高教育教學(xué)水平。
提高針對(duì)性才是抓住培訓(xùn)內(nèi)容的關(guān)鍵。東海教師進(jìn)修學(xué)校從受訓(xùn)教師實(shí)際出發(fā)，確定新課程標(biāo)準(zhǔn)培訓(xùn)、教材培訓(xùn)、教學(xué)方法等重點(diǎn)內(nèi)容，突出解決教什么、如何教的問(wèn)題。分學(xué)科組織優(yōu)秀教師示范課、集體備課指導(dǎo)，用貼近教師崗位直接需求的培訓(xùn)形式，確保學(xué)員參訓(xùn)的效果。采取制度化的培訓(xùn)管理模式，紀(jì)律規(guī)定細(xì)致全面、過(guò)程管理嚴(yán)肅到位，對(duì)參訓(xùn)學(xué)員和授課教師的雙向考試、考核嚴(yán)謹(jǐn)認(rèn)真，真正做到管理出效益。
二、創(chuàng)建層級(jí)研訓(xùn)平臺(tái)，構(gòu)建教師成長(zhǎng)立交橋
創(chuàng)建“一基地兩論壇”，豐富專業(yè)發(fā)展載體，助推名師團(tuán)隊(duì)建設(shè)。東海教師進(jìn)修學(xué)校搭建“中國(guó)教育學(xué)會(huì)東海教師發(fā)展基地”、“晶都校長(zhǎng)論壇”等研訓(xùn)平臺(tái)，依托“教師發(fā)展基地”，先后舉辦“教師幸福發(fā)展報(bào)告會(huì)”、“名師成長(zhǎng)與名校打造”培訓(xùn)班、“教育系統(tǒng)干部培訓(xùn)班”、“青年干部培訓(xùn)班”等17場(chǎng)次，選拔培訓(xùn)骨干教師3000多人次，同時(shí)組織300多名優(yōu)秀教師、教干赴北師大、華師大基地封閉集中培訓(xùn)；顧明遠(yuǎn)、錢源偉、鄭金洲、李炳亭等30多位名家來(lái)東海面對(duì)面輔導(dǎo)教師，杜金山、張志敏等全國(guó)知名校長(zhǎng)應(yīng)邀作論壇主講。實(shí)施“晶都名師培養(yǎng)工程”，遴選省、市、縣不同層次培養(yǎng)對(duì)象1000余名，與“市333”人才工程同步推進(jìn)，通過(guò)名家指導(dǎo)、項(xiàng)目資助、課題研究、專題研修等形式，建設(shè)不同層次教師發(fā)展梯隊(duì)。
創(chuàng)建農(nóng)村教師發(fā)展中心，打造學(xué)習(xí)培訓(xùn)載體，助推農(nóng)村教師成長(zhǎng)。在全市首家“農(nóng)村教師培訓(xùn)中心”基礎(chǔ)上，積極建設(shè)省級(jí)示范性縣教師發(fā)展中心基地，以“提升農(nóng)村教師整體素質(zhì)”為目標(biāo)，按照“面向全員、突出骨干、傾斜農(nóng)村”要求，投入5000萬(wàn)元建成占地210余畝的縣級(jí)教師發(fā)展中心，整合教師進(jìn)修學(xué)校、教研室、教科室、電教中心等培訓(xùn)資源，發(fā)揮崗位輪訓(xùn)、教師學(xué)歷提升、高校合作辦學(xué)等系列功能，構(gòu)建“研修合一、四位一體”培訓(xùn)新模式，形成“省-市-縣-校”四級(jí)師訓(xùn)網(wǎng)絡(luò)的可靠載體，年培訓(xùn)教師達(dá)3萬(wàn)人次，其中集中培訓(xùn)超萬(wàn)人次。先后與全國(guó)名校共同體聯(lián)合舉辦“高效課堂走進(jìn)東海全國(guó)教學(xué)觀摩會(huì)”，與中國(guó)教育學(xué)會(huì)共同舉辦“全國(guó)傳統(tǒng)美德教育說(shuō)課大賽”，與蘇魯豫皖創(chuàng)新教育聯(lián)盟共同舉辦“全國(guó)多種風(fēng)格語(yǔ)文教學(xué)展示會(huì)”，為全縣教師展示才能、體驗(yàn)成功搭建舞臺(tái)。
創(chuàng)建系列學(xué)科競(jìng)賽項(xiàng)目，提供展示交流載體，助推農(nóng)村教師成功。組織兩年一屆全縣“教師專業(yè)素養(yǎng)大賽”，安排高效課堂、主題班隊(duì)會(huì)、現(xiàn)代教育技術(shù)、教師才藝等8個(gè)項(xiàng)目，涉及所有教師，覆蓋所有學(xué)科，催生了一大批“全能教師”和后起新秀，發(fā)現(xiàn)和培養(yǎng)了大批年輕優(yōu)秀教師。2013年的萬(wàn)名教師“走進(jìn)新課改、展示新風(fēng)采”教師專業(yè)素養(yǎng)大賽各項(xiàng)比賽正在進(jìn)行中。全市首創(chuàng)了具有農(nóng)村特色的教師全員培訓(xùn)與校本培訓(xùn)相結(jié)合的“以考代訓(xùn)”項(xiàng)目，并形成了完善的管理機(jī)制，每年暑期組織萬(wàn)名教師專業(yè)素質(zhì)測(cè)試、兩千名骨干教師綜合素質(zhì)考核、700多名教干任職資格理論考試，集中培訓(xùn)和自主學(xué)習(xí)相結(jié)合，在加強(qiáng)教師業(yè)務(wù)學(xué)習(xí)引導(dǎo)和檢測(cè)中發(fā)揮了很大作用。堅(jiān)持“教書先讀書、立業(yè)先立說(shuō)”理念，創(chuàng)辦“教師書屋”，創(chuàng)建“書香校園”，舉辦系列讀書活動(dòng)，引導(dǎo)教師讀書學(xué)習(xí)。各類競(jìng)賽項(xiàng)目的創(chuàng)設(shè)，充分搭建教師展示才能、體驗(yàn)成功的寬廣舞臺(tái)，構(gòu)建起骨干教師成長(zhǎng)成才“立交橋”。
三、創(chuàng)建教研網(wǎng)絡(luò)平臺(tái)，助推教師提高專業(yè)素養(yǎng)
全面建成縣級(jí)教育網(wǎng)絡(luò)平臺(tái)。借助教育現(xiàn)代化契機(jī)，全方位地推出網(wǎng)絡(luò)教研活動(dòng)，利用校園網(wǎng)和教育網(wǎng)的無(wú)縫銜接，有效提供擴(kuò)大交流與資源共享載體，搭建中小學(xué)教師相互學(xué)習(xí)交流的平臺(tái)。使用網(wǎng)絡(luò)資源實(shí)施教師全員培訓(xùn)，建設(shè)有效的個(gè)人教學(xué)網(wǎng)絡(luò)資源庫(kù)，幫助中青年教師找到提高教學(xué)水平和研究能力的切入點(diǎn)，受到廣大基層教師的歡迎，一批網(wǎng)絡(luò)學(xué)習(xí)型教師在網(wǎng)絡(luò)教研實(shí)踐鍛煉中脫穎而出，為中小學(xué)教育教學(xué)質(zhì)量的進(jìn)一步提高奠定了良好的基礎(chǔ)。
精心打造學(xué)科教研資源網(wǎng)站。2009年創(chuàng)建“東海數(shù)學(xué)教研網(wǎng)”，按一至九年級(jí)分別安排內(nèi)容，分優(yōu)秀教案、優(yōu)秀課件、教研通訊等欄目，有針對(duì)性地選登經(jīng)典試題、優(yōu)秀說(shuō)課稿等內(nèi)容，并有計(jì)劃分章節(jié)組織網(wǎng)上集體備課活動(dòng)。經(jīng)過(guò)科技的洗禮，網(wǎng)絡(luò)教研實(shí)踐的鍛煉，相當(dāng)一部分教師在教研工作中脫穎而出，2012年經(jīng)個(gè)人申報(bào)和專家評(píng)審，評(píng)選出優(yōu)秀版主和會(huì)員52名。目前“東海數(shù)學(xué)教研網(wǎng)”點(diǎn)擊量已達(dá)50萬(wàn)次，有注冊(cè)主站會(huì)員5000余人，論壇人員3000人。學(xué)科網(wǎng)站有力地幫助教師找到提高教學(xué)水平和研究能力的切入點(diǎn)，促進(jìn)理論與實(shí)踐的結(jié)合，強(qiáng)化研訓(xùn)效果，受到廣大教師的歡迎。
四、支持學(xué)歷進(jìn)修，全面提高教師專業(yè)素質(zhì)
