初中英语听说课型的设计与.ppt

1、初中英语听说课型的设计与实施,长顺县马路中学 英语组二级培训 蒋良英 2014秋,课程标准在10年课改中的主要突破给了我们什么启示？,课程标准（2011年版）首次明确提出了外语课程“具有工具性和人文性的双重性质”的理念，指出：“工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础”。 2001年颁布的课程标准（实验稿）最终宣告“知识+技能”时期的终结，把英语的整体课程建立在“人与意义”的理论概念。,What do we learn English for?,Have you ever used English in your daily life?,English,communicati

2、on,business,cultural exchange,education,What do we learn English for?,English,explore the world,speak to the world,What can it inspire on you?,What can it inspire on you?,What can it inspire on you?,What can it inspire on you?,What can it inspire on you?,What can it inspire on you?,What can it inspi

3、re on you?,课程标准对听说技能的要求,课程标准对听说技能的要求,课程标准对听说技能的要求,三到五级标准,你如何理解课程标准对听说技能的要求？,小时候你最喜欢读什么? 现在呢? 儿童- -成年人,图画书、故事、童话,描述、叙事（人物、情节）,小说、新闻、评论,事件因果、讨论（评论和个人观点）、辩论,青少年,新课标的实施任务型教学,活动设计要运用听、说、读、写的技能做事情，教师要为学生创设运用所学语言获取、处理和传递信息的机会，还要为他们运用所学英语表达个人观点和感受创造条件。,新课标的实施任务型教学,任务前阶段(Pre-task Stage) 目的在于激活学生已有的语言知识与技能，就任

4、务完成所需的语言知识、语言技能、情感态度、文化意识进行准备，激发学生实施任务的兴趣。 要求教师在任务准备阶段为学生搭建必要的支架，尤其是语言知识的运用能力支架，从而保证学生可以顺利地完成后面的任务。,新课标的实施任务型教学,任务前阶段(Pre-task Stage) 激活模式，扫清障碍,“头脑风暴”,“思维导图”,新课标的实施任务型教学,Pre-listening,听前准备,词汇（温故知新）,背景知识（文化、习俗、社会）,听哪些信息（读题）,新课标的实施任务型教学,任务中阶段(While-task Stage) 运用听力说读写的技能做事,新课标的实施任务型教学,While-listening,

5、完成听的任务,获取信息,口头汇报,语言输入、听,语言输出、写、说,新课标的实施任务型教学,任务后阶段(Post-task Stage) 任务展示、修正、评价 能力拓展（再做任务）,课例设计与实施（七年级上）,Pre-listening,七年级上Unit 1 My names Gina.,a new day at school,What to listen to?,in the classroom,What to say?,boy, girl, clock,One, two, three,name Gina， Alan ,Hello! Whats your name? ,question, an

6、swer,Who?,What ?,听那些信息（读题）,Where ?,新课标的实施任务型教学,While-listening,完成听的任务,获取信息,口头汇报,1b2a,check the answer, role play,新课标的实施任务型教学,Post-listening 2c 接龙游戏,讲台,新课标的实施任务型教学,Post-listening Grammar Focus 总结归纳：学生探讨总结 使用情景 初次见面，结识和自我介绍， 同时复习已学的问候语，如：Hello! Nice to meet you. 主要语法点，通过例句找出异同，归纳出关键结构，同时探讨和解决难点。 Whats

7、 your name? My names/ Im Whats his/her name? His/Her names.,新课标的实施任务型教学,任务后阶段(Post-task Stage) 单元重点:见面问候语，姓名。 Write a pen friend letter and make a name card to introduce yourself. Letters from abroad. Pen friend letters. Name cards.,Magic Stick,课例设计与实施（九年级）,Pre-listening,Tell from the title?,What to

8、 listen to?,a person,Friendly,outgoing, patient,tall, straight hair,used to be/do, no longer,dark, insect,spider death, headmaster,afraid of,2a:Personalities (adj.)?,2b:Missing words?,听那些信息（读题）,Picture: Who? Where? What?,adj.,adj.,adj.,n.,新课标的实施任务型教学,While-listening,完成听的任务,获取信息,口头汇报,1b2a,check the a

9、nswer, role play,新课标的实施任务型教学,Post-listening 2c Half-control speaking game. 适用于句型操练结合单词、短语复习。 A(to B): You used to be fat. B(to C): You used to be fat, too. And you also used to be friendly. C(to D):You used to be fat and friendly, too. And you also used to be patient. ,新课标的实施任务型教学,Post-listening Hal

10、f-control speaking game. A(to B): You used to like swimming. B(to C): You used to like swimming, too. And you also used to play soccer. C(to D):You used to like swimming and play soccer, too. And you also used to enjoy playing the piano. ,新课标的实施任务型教学,Post-listening Grammar Focus 总结归纳：学生探讨总结 使用语景 过去发

11、生，长期做或经常做的事情，现在可能已经不再做。,关键句型： You used to be short, didnt you? Did you use to play the piano? Yes, I did. / No, I didnt. I didnt use to like tests. 难点:used to be 和used to do 的区别 used to do：过去经常做某事 used to be：过去长期保持某种状态 I didnt use to like tests.过去不经常？过去经常不？ (下一节交际课作为巩固可对比be used to doing),新课标的实施任务型教

12、学,任务后阶段(Post-task Stage) 重点:used to be/do Have an interview with your friend/ someone special：,What did you used to be like/ to do? E.g.: A: Mr Bush, you used to be President of the U.S., what did you use to do?. B: A:I know you used to be busy. Did you use to have time to stay with your family ever

13、yday? B:,实战演练：八年级上U1How often do you exercise？,Pre-listening,话题,What to listen to?,同类别新旧词汇,其他,八上U1How often do you exercise？,语境新旧词汇/ 语法关键结构,2a: Activities?,2b:How often?,听哪些信息（读题）,Picture: Who? Where? What?,新课标的实施任务型教学,While-listening,完成听的任务,获取信息,口头汇报,1b2a,check the answer, role play,新课标的实施任务型教学,Pos

14、t-listening 2c (结合难点：一般现在时第三人称单数) Role play and get a third student to report: T: Can you tell me about XXX? S: He watches TV every day. Animal World is his favorite program.And he watches it once a week.,新课标的实施任务型教学,Post-listening Grammar Focus 总结归纳：学生探讨总结 使用语景 语法重难点： ,新课标的实施任务型教学,任务后阶段(Post-task S

15、tage) 重点:频率副词，课余活动 难点：一般现在时第三人称单数 E.g.；,You are an exchange student. Now you are studying in the USA and stay with a family of parents, two boys and one girl. Talk about the life of you and their family.,听说读写结合建议,Story time: Read to your reading buddy.,Write your own story book!,其他听说活动建议,听英文歌，填歌词。 电

16、影配音。 戏剧表演。 采访（问卷调查） 辩论。E.g.:How often do you exercise? 主题Health- How should we spend our spare time, surfing the internet or doing exercise? 演讲。,语音语调,元音音位,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,口型相

17、同的清、浊辅音,辅音口腔图,口型相同的清、浊辅音,辅音口腔图,辅音口腔图,辅音口腔图,TTS技术,语音合成（Text To Speech），就是一个将文本转化为语音输出 . TTS语音合成技术体现的比较好的是一款叫TTSUU(Text-to-Speech Universal Utility)的文本朗读软件. 方正畅听,Talking Tom,Tongue twister,/zh-hans/category/topics/tongue-twister If two witches were watching two

18、 watches, which witch would watch which watch?Fuzzy wuzzy was a bear. Fuzzy wuzzy had no hair. Fuzzy wuzzy wasnt very fuzzy, was he?,语调(intonation),降调(包括高降调和低降调)的主要含义：“肯定”(definite)和“完整”(complete)，常用于陈述句和疑问句中。 升调(包括高升调和低升调)的主要含义：“不肯定”(uncertain)，“不明确”(not definite)和“不完整”(incomplete)，因此它常用于一般疑问句中。,降升

19、调的主要含义：表示说话人对某事有极深的印象(greatly impressed)。如： A：The flight only took half an hour.B：Very quick.A：Do you like my dictionary?B：Very much.,停顿技巧,1. 同一个意群中的词与词之间并无停顿。如First of all。 2. 意群结束的地方一般都需要停顿，也就没有连读发生。如They live in that large house / on the other side of the bridge 3. 前一个词的词尾和后一个词的词首都是元音时中间不能停顿，要力求平

20、滑地过渡，使得听起来像一个词。如how old / hurry up。,停顿技巧,4. 气群之间的停顿比意群之间的停顿稍长，气群指能不费力地一口气说完的一组词，它可以是一个意群，也可是几个意群。 5. 每个较简短的从句可以划为一个意群，应当停顿。,从句的停顿,1主语从句的停顿。如： What he said / is true.Why he was absent yesterday / is unknown.It is certain / that he will come here in a few days. 2表语从句的停顿。如： This is / how he studies English.The question is / whether well finish the work tomorrow.,3宾语从句的停顿。如： He told me / how he studied Engl