【精品】PPT课件 基于课例谈高中英语听说课教学策略39页PPT
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听说课教学策略与设计PPT课件
(anonymous)
Learning a new language is an ACTIVE process.
听力：听说在英语教学中的重要性
Fries: “学生学会说英语的前提首先是听”；
据统计，在语言交流中，听占45%，说占 30% ，读占16%，写占9%；
国内外专家认为，学习母语和外语应遵循“听 说领先，读写跟上”的原则
（参照课程标准的要求）
Jeremy Harmer 的六个听力教学原则
The tape recorder is just as important as the tape. Preparation is vital. Once will not be enough. Students should be encouraged to respond to the content of a listening, not just to the language. Different listening stages demand different listening tasks. Good teachers exploit listening to the full.
听力理解的三个阶段：
感知（perception） 分析（analyzing） 运用（utilization）
--Anderson
影响听力难度的因素：
说话者因素(speaker factors): 听者因素(listener factors) 内容因素(content factors) 辅助因素(supporting factors)
听说课教学策略与设计
提纲
Teaching listening Teaching speaking Designing listening and speaking
Learning a new language is an ACTIVE process.
听力：听说在英语教学中的重要性
Fries: “学生学会说英语的前提首先是听”；
据统计，在语言交流中，听占45%，说占 30% ，读占16%，写占9%；
国内外专家认为，学习母语和外语应遵循“听 说领先，读写跟上”的原则
（参照课程标准的要求）
Jeremy Harmer 的六个听力教学原则
The tape recorder is just as important as the tape. Preparation is vital. Once will not be enough. Students should be encouraged to respond to the content of a listening, not just to the language. Different listening stages demand different listening tasks. Good teachers exploit listening to the full.
听力理解的三个阶段：
感知（perception） 分析（analyzing） 运用（utilization）
--Anderson
影响听力难度的因素：
说话者因素(speaker factors): 听者因素(listener factors) 内容因素(content factors) 辅助因素(supporting factors)
听说课教学策略与设计
提纲
Teaching listening Teaching speaking Designing listening and speaking
高中英语听说公开课(复述)(课堂PPT)
A:_I_w__a_s__t_o_d_a_y____.
B: You were?
A: Yes, I thought _I _m__ig_h__t_l_o_s_e__y_o_u_______.
B: Oh, I guess even kings get scared , huh? A: Mmm – mm. B: But you know what. A: What? B: I think those hyenas (土狼)were even scareder! A: Because nobody messes with your dad!
3
Retell the story with the clues:
Father lion was disappointed in his son for _______________________________________. But the son just wanted to be brave like his dad. His dad told him that he only behave bravely ______________. Being brave doesn’t mean _____________. What’s more, he was scared that day because__________________. His son was surprised to hear his dad’s words and also felt proud of his dad.
differ • po soft and weak ＋eg hard • 父 ？女 want: po or eg • 女 smi ＋lear deter fight back diff.
B: You were?
A: Yes, I thought _I _m__ig_h__t_l_o_s_e__y_o_u_______.
B: Oh, I guess even kings get scared , huh? A: Mmm – mm. B: But you know what. A: What? B: I think those hyenas (土狼)were even scareder! A: Because nobody messes with your dad!
3
Retell the story with the clues:
Father lion was disappointed in his son for _______________________________________. But the son just wanted to be brave like his dad. His dad told him that he only behave bravely ______________. Being brave doesn’t mean _____________. What’s more, he was scared that day because__________________. His son was surprised to hear his dad’s words and also felt proud of his dad.
differ • po soft and weak ＋eg hard • 父 ？女 want: po or eg • 女 smi ＋lear deter fight back diff.
最新新课程高中英语课堂教学设计与评价PPT课件
mistakes • 4. To learn to carry on self-assessment and peer-
assessment • 5. To develop the sense of process-focused writing
Period 1, Intensive Reading ( Unit 2, Module 1, NSEC)
• [Goal] output in language, mainly in writing • [Learning aims] • 1.To learn to write a letter of advice • 2. To master the steps of writing • 3. To train the skills of discovering and correcting
• 读：能理解课文内容和课文结构，在阅读中运用 扫读、判断与推理等技能。
• 写：能用流畅的语言对所讨论的话题写一份书面 报告，阐明业余爱好、体育锻炼与自身学业与发 展的关系。（课外作业）
Period 3, Learning and Using language ( Unit 2, Module 2, NSEC)
新课程与课堂教学
1、高中英语课程标准 2、高中英语教材体系 3、教师对课程与教材的理解 4、教材分析与教学设计 5、 师－生运作的课程（课堂教学（预设与生成）
6、学生实际体验到的课程
教学设计的含义
▪ 运用现代学习与教学心理学、传播学、教 学媒体论、系统论、控制论等相关的理论 与技术，来分析教学中的问题与需求，确 立目标，建立解决问题的步骤，选择相应 的教学策略和教学媒体，分析评价试行结 果，并对方案进行修改，使教学效果最优 化的一个系统过程。
assessment • 5. To develop the sense of process-focused writing
Period 1, Intensive Reading ( Unit 2, Module 1, NSEC)
• [Goal] output in language, mainly in writing • [Learning aims] • 1.To learn to write a letter of advice • 2. To master the steps of writing • 3. To train the skills of discovering and correcting
• 读：能理解课文内容和课文结构，在阅读中运用 扫读、判断与推理等技能。
• 写：能用流畅的语言对所讨论的话题写一份书面 报告，阐明业余爱好、体育锻炼与自身学业与发 展的关系。（课外作业）
Period 3, Learning and Using language ( Unit 2, Module 2, NSEC)
新课程与课堂教学
1、高中英语课程标准 2、高中英语教材体系 3、教师对课程与教材的理解 4、教材分析与教学设计 5、 师－生运作的课程（课堂教学（预设与生成）
6、学生实际体验到的课程
教学设计的含义
▪ 运用现代学习与教学心理学、传播学、教 学媒体论、系统论、控制论等相关的理论 与技术，来分析教学中的问题与需求，确 立目标，建立解决问题的步骤，选择相应 的教学策略和教学媒体，分析评价试行结 果，并对方案进行修改，使教学效果最优 化的一个系统过程。
“高中英语听力课件：提高听力的技巧和方法”
Listening for Specific
Information and Key
Words
1 Scanning
Techniques
2 Note-taking Symbols
Develop a personal
Learn how to quickly
shorthand system to jot
identify specific
高中英语听力课件：提高 听力的技巧和方法
Improve your English listening skills with this comprehensive guide that covers common difficulties, effective strategies, and fun exercises.
Identify interesting podcasts, audiobooks, and online resources to keep you motivated.
3
Create a Listening Schedule
Establish a regular schedule to practice your listening skills and track your progress.
Context Clues
Discover how to use context to derive meaning from the surrounding language.
Note-taking
Explore effective notetaking strategies to impr material.
down key words while
英语听说课教案(精选)ppt
Selection and Use of Listening Materials
Selection of appropriate materials
Materials should be selected based on the student's age, language level, and interests. Materials should also be appropriate for the listening skills being taught.
03
Oral Skills Training
Oral expression skills
Improving students' ability to speak English fluently and accurately.
Developing students' ability to use English to communicate in a variety of situations.
Encouraging students to appreciate and respect different cultural backgrounds and ways of communication.
Helping students develop an awareness of their own cultural lens and how it might influence their communication with others.
03
Post-listening activities
Post-listening activities, such as discussions or retellings of the listening material, can help students process and understand the information they have heard.
基于听说结合策略的高中英语听说课活动模式建构
外语外文课程教育研究32 学法教法研究基于听说结合策略的高中英语听说课活动模式建构朱婷婷（上海市育才中学 上海 201800）一、引言1.高中英语听说课堂教学环境的现状如今，由于听说测试的关系，“听说”课型开始在不少高中校园的课程安排上体现，学生一般会定期进行听说训练。
然而，高中英语听说课堂有两种普遍现象，模式较为单一。
这两种现象忽略了教学中的情感推动因素，而使听说课经常流于训练听力和说话的形式。
第一，英语教师往往把“听”和“说”分为两个独立的部分，即先放听力，再请学生开口说话，而这样分离开的两个部分使学生在听力训练时只关注到听力的选项和信息，并无法从听力中选取相关学习要点帮助自己的口语表达。
而在口语表达时，因为担心出错或是尴尬，逃避开口说话的机会。
第二，英语教师在设计听说课时，将“听”和“说”的占比分配不均。
听力占整堂课的70%-80%时间，大部分时间在听听力，听完20道题目后，对一下答案。
问一下学生哪些题目有问题，然后教师报一遍或者是找到出错较多的对应音频的题目部分，让学生再听一遍，分析一下原因。
剩下10分钟左右的时间，再选取一个在听力材料中出现过的话题，让学生训练口语表达，教师稍作点评。
长此以往，学生会觉得在家也可以做类似的听力训练，口语表达训练占比少会使学生感觉口语可有可无，自然对高中英语听说课提不起兴趣了。
一旦学生对英语听说的兴趣提不起来，他们也就产生了敷衍的态度。
学生应付了之的态度使高中英语听说课堂不免流于形式，如何提高高中生对英语听说课的兴趣，期待听英语、热爱说英语，就需要英语教师去花功夫探究相应听说课教学策略的模式。
2.听说结合策略的研究价值和意义传统的高中英语课堂往往关注应试能力的培养而侧重读写能力，但是听说能力却占比较少。
即使关注听说，也经常忽略了“说”的占比。
而现如今，有不少省市开始重视起了英语听说能力，将口语测试放入了总分中，高中英语听说课堂的教学则开始得到了关注，然而，由于听说方面的关注起步较晚，高中英语听说课堂的相关研究明显少于高中读写能力相关的研究。
英语听说课教案(精选)ppt
Enhanced differentiation
To cater to different learning needs, the teacher could further customize the activities and provide additional support or extension work for students who require more challenge.
More focus on pronunciation
Although the lesson included practice in listening comprehension, more attention could be paid to improving students' pronunciation through specific exercises and feedback.
Confidence
Teaching content
02
引导兴趣
介绍主题相关的背景知识，激发学生对主题的兴趣。
提出与主题相关的问题，引导学生思考和讨论。
播放与主题相关的音频或视频，帮助学生更好地理解主题。
01
02
03
04
积累词汇
通过游戏、竞赛等方式帮助学生记忆关键词汇和短语。
列出与主题相关的关键词汇和短语，并进行解释和举例。
Activities
Practice and homework
05
Dictation Exercise: Provide students with a passage to listen to, and then ask them to write down what they hear. This helps improve their listening comprehension and note-taking skills.
To cater to different learning needs, the teacher could further customize the activities and provide additional support or extension work for students who require more challenge.
More focus on pronunciation
Although the lesson included practice in listening comprehension, more attention could be paid to improving students' pronunciation through specific exercises and feedback.
Confidence
Teaching content
02
引导兴趣
介绍主题相关的背景知识，激发学生对主题的兴趣。
提出与主题相关的问题，引导学生思考和讨论。
播放与主题相关的音频或视频，帮助学生更好地理解主题。
01
02
03
04
积累词汇
通过游戏、竞赛等方式帮助学生记忆关键词汇和短语。
列出与主题相关的关键词汇和短语，并进行解释和举例。
Activities
Practice and homework
05
Dictation Exercise: Provide students with a passage to listen to, and then ask them to write down what they hear. This helps improve their listening comprehension and note-taking skills.
高中英语词汇教学策略课件(39张PPT)
实践篇 How should vocabulary be taught?:
语词汇教学研究者对词汇教学的途径取 得了广泛的共识:
一是直接教学法，即以词汇教学为教学 目标，对词的结构、意义和用法进行分析、 讲解和操练。其优点是效率比较高，不足 之处是学生从语境中猜测词义的机会较少。
二是间接教学法，即通过阅读、听说等 活动，间接地达到扩大词汇量的目的。其 优点是学生可以从多种不同的语境中学习 词汇的意义和用法，缺点是不够集中，效 率较低。
进行词汇教学的实践:
1.实践课例一：用上下文学习和掌握词义
2.实践课例二：幽默联想找单词间规律，自编自用 3.实践课例三：用头脑风暴和思维导图建词汇库 4.实践课例四：外形联想法记忆 5.实践课例五：用多手段加大语言输入，巩固和扩大词汇 6.实践课例六：配情景图片、用真实语境，促词汇活用 7.实践课例七：在任务型教学中促学词汇
高中英语词汇教学策略
语言学家wil s:
“without grammar,very little can be conveyed.
without vocabulary, nothing can be conveyed.”
语言学家LAUFER通过调查发现，外语学习者如拥有5000 词汇量，阅读正确率可达56％，词汇量6400，阅读正确率 63％，5000词汇量是个阅读所需词汇量的下限。美国语言 学家DILLER作过一个统计，如果我们认得25个最常见的 英文单词，那么平均每页纸上的字我们就会认识1/3,如果 我们认识135个常用词，平均每页纸上的字，我们则认得 50％，如果认得2500个单词，则为78％，如果5000个单 词，则为86％，如果10000个单词，则为92％。他同时认
To know which other words you can (or can’t) use with it To use it in the right situation