據(jù)說教學(xué)策略基礎(chǔ)教育階段英語課程總體目的五級

聽：1．能根據(jù)語氣和重音理講解話者旳意圖；2．能聽懂有關(guān)熟悉話題旳談話，并能從中提取信息和觀點；3．能借助語境克服生詞障礙、了解大意；4．能聽懂接近自然語速旳故事和論述，了解故事旳因果關(guān)系；5．能在聽旳過程中用合適方式做出反應(yīng)；6．能針對所聽語段旳內(nèi)容統(tǒng)計簡樸信息。五級

說：1．能就簡樸旳話題提供信息，體現(xiàn)簡樸旳觀點和意見，參加討論；2．能與別人溝通信息，合作完畢任務(wù)；3．能在口頭體現(xiàn)中進行合適旳自我修正；4．能有效地問詢信息和祈求幫助；5．能根據(jù)話題進行情景對話；6．能用英語表演短??；7．能在以上口語活動中做到語音、語氣自然，語氣恰當(dāng)。Whatkindoflisteningshouldstudentsdo?

What'sspecialaboutlistening? Whataretheprinciplesbehindtheteachingoflistening?Whatkindofspeakingshouldstudentsdo?Whatdospeakingactivitieslooklike?

Howshouldteacherscorrectspeaking?

ObjectivesinteachinglisteningTopromotelisteningstrategiesToimprovetheabilityofcatchingandprocessinginformation??

Objectivesinteachingspeaking？?Toprovidechancesforstudentstoexpressthemselves?

ProceduresinteachingLS？??

Whatmakesagoodlesson?

？??

Elementsinteaching

Threeelements

ESA

ESAinterestform(situation)meaning

HowdoeslisteningfitintoESA?

Pre-listeningWhile-listeningPost-listening1.2.3.What’sspecialaboutlistening?

Comprehensionimproveswhen:

1.

2.

3.4.5.LearnerswhoareanxiousabouttheunderstandingspokenEnglishseemtoexperiencethegreatestdifficultyBeawarethatInalisteningclasstheteachermay:

1.

2.

providepracticeinlisteningforenjoyment3.

4.Usetaskswhichfocusclearlyonpracticinganddevelopingspecificlisteningstrategies

Inalisteningclasstheteachermay:

5.tryto“stretch”studentsby providing moredifficult materialsandtasks

6.

takecaretopresent“natural”models of languagewhenfocusingon grammar andvocabulary

Inalisteningclasstheteachermay:

7.

8.Sixprinciplesinteachinglistening

Sixprinciplesinteachinglistening4.Studentsshouldbeencouragedtorespondtothecontentofalistening,notjusttothelanguage.5.6.

Howtoexploitthetextbook

UsescaffoldtoaidteachingHowdospeakingactivitiesfitintoESA?

Thespeakingactivitiesfollowthesamebasicpattern:E-A-S~thatis,theteachergetsstudentsinterestedinthetopic,thestudentsdothetaskwhiletheteacherwatchesandlistensandtheythenstudyanylanguageissuesthattheteacherhasidentifiedasbeingproblems.

ItisimportantforteacherstocorrectmistakesmadeduringspeakingactivitiesinadifferentwayfromthemistakesmadeduringaStudyexercise.Speakingactivity1

informationgapssurveysAsimplestudentquestionnairemightenduplookinglikethis:Morespeakingsuggestions1.

2.3.4.5.6.7.problemsTheproblemofstudentsusingtheirownlanguagewhenwewantthemtobeusingEnglish.Wesuggestedtalkingtostudentsabouttheissue,encouragingthemtouseEnglishappropriately,onlyrespondingtoEnglishuse,creatinganEnglishenvironmentandcontinuingtoremindthemoftheissue.

problemstheproblemofstudentswhoarereluctanttospeak.Possiblesolutionsincludedusingpairwork,allowingstudentstospeakinacontrolledwayfirst,usingactingoutandreadingaloud,andusingrole-play.

problemstheproblemofstudentswhofinishbeforeeverybodyelseprovidethemwithsome'spareactivity'material.Ifonlyonegroupisleftwithouthavingfinished,theteachermaydecidetostoptheactivityanyway-becausetherestoftheclassshouldn'tbekeptwaiting.QuestionsforobservationHowdoestheteacherengagestudents?Whatisthepre-listeningactivity?Whatarethewhile-listenin