时间：2023-03-07 15:15:53
序论：在您撰写初中英语说课稿时，参考他人的优秀作品可以开阔视野，小编为您整理的7篇范文，希望这些建议能够激发您的创作热情，引导您走向新的创作高度。
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 teaching content
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.
说课稿写作
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.
After class, students are required to polish up their articles. By doing this, ss will consolidate
【关键词】初中听说教学 存在问题 解决策略
【Abstract】English is a language，the language cannot leave heard that，the two complement each other，inseparable.This paper analyzes some problems existing in current junior middle school teaching，puts forward the corresponding countermeasure，to enhance the importance of teachers’ understanding of teaching listening，heard that teaching mutual，correct understanding，in order to increase the effectiveness of teaching.
【Key words】junior high school teaching problem； solving strategy
一、前言
英语作为重要的载体之一，已成为人类生活各个领域中使用最广泛的语言。《英语课程标准》和《初中英语教学大纲》对学生的口语能力提出了明确的要求，《英语课程标准》和大纲的二级目标与要求指出“学生能复述课文大意；讲述与本学段水平相当的小故事并参与简单的模拟和角色扮演的活动；能就熟悉的话题进行交流”。
根据《英语课程标准》，语言技能包括听、说、读、写技能以及这四种技能综合运用能力。听和说是口语，口语是书面语的有声形式，口语是第一性的，书面语是第二性的。听说教学是英语学习的先决条件，听说水平的高低在一定程度上反映了一个学生的英语整体水平。英语听说课的教育旨在提高学生的听力理解能力和口语交际水平，力求促进学生英语素质的全面发展。
二、听说教W中存在的主要问题
目前英语听说教学虽有很大程度的发展，但还存在着一些问题，主要有以下几种情况：
1.心理障碍。由于基本功不够扎实，语音语调不够正确规范，词汇、句型、语法训练不够，朗读、背诵等基本功不够火候等因素，学生很容易产生恐惧和畏难情绪，导致形成心理障碍。
2.听说练习的方式不够灵活。部分听说教学课，较多的采用听说分离，听就只是听，说就只是说，没有很好地理解听与说的关系，没有采用生动活泼、多样的方式开展听说教学。
3.文化背景知识的障碍。由于学生知识面狭窄，也不具备英美历史的语言文学知识，所以大多数学生不了解英美国家人民的生活习惯，文化背景，风土人情及生活方式，听力理解便产生一定困难。
4.词汇不足。部分学生没有扎实的英语基础，英语的词汇量明显不足，掌握的准确性不够，直接影响到听说水平的提高。
三、听说教学改善的对策
听说是人们进行语言交际的重要手段，是学习英语的重要途径之一。针对上面存在的问题，我们可采取以下措施改善听说教学，提高学生的听说能力：
1.鼓励学生开口说英语。学生开始说英语时，教师应热情鼓励和及时帮助，适当引导学生说下去。对于口语表达能力有所提高的学生，教师要及时表扬，要帮助学生树立自信心，使学生看到自己的进步。
2.培养学生小组合作。教师可以培养学生小组合作，通过示范、设计多种形式的情景，让学生自动参与进行各种角色的扮演或自由表达等方式，提供学生合作学习的机会，使他们在学习中互帮互助、充满自信。
3.培养学生对英语文化的了解。教师应根据教材编写的内容，引导学生了解英语国家文化及中国文化的异同，拓展学生的知识面，激发学生学习英语的兴趣。
4.提高学生的词汇量。词汇是构成语言最基本的材料，扩大词汇量是提高学生听、说、读，写能力的前提。提前教会学生学习英语词汇的方法。
5.尽量用英语组织课堂教学，培养听说的习惯。在英语教学中教师要创设一定的语言环境，为学生营造宽松和谐的听说氛围，不知不觉地产生英语语感和悟性，自然而然地就想用英语表达出来。
6.充分利用现代媒体技术，学习模仿。教师要求学生在理解听力材料的基础上，模仿录音带及多媒体画面中人物的语音语调，大声朗读对话及课文，培养学生的语感。另外还可以下载一些动画片配音的视频软件，进一步激发学生学习热情。
7.组织英语课外活动。通过组织课外活动如英语演讲比赛、英语朗诵比赛、英语海报设计比赛、情景剧比赛、简短的辩论赛等活动，鼓励学生在课余时间多用英语，灵活地使用英语，创造宽容、和谐的口语交际环境。
四、总结
如今，新课标的显著特点就是重视口语教学，加大听说能力的训练。我们作为教师，应提高认识、加强自身素质、创造语言环境、培养听说技巧等方面改进听说教学方法。初中英语听说教学，要注意培养学生的自信心，培养他们的兴趣，在教学过程中，运用多种教学方法，加强学生听说能力的培养，促进教学质量的提高。英语听说能力的培养是一个由量变到质变的过程，需要做到循序渐进、持之以恒。
参考文献：
一、贯彻“听说领先”教学法策略
美国心理语言学家Wilga M. Rivers认为，听的过程不仅是一个接收的过程而且还是一个建立的过程。第一阶段是感觉阶段，学习者能粗略地识别，根据自己学习第一语言的经验对所听的材料进行初步的切分音段，这基本上是一个被动和接收的阶段。第二阶段是识别阶段，学习者把所接收的信号一个一个地加以识别，把已经识别的与正在识别的联系起来，这个识别过程是积极的、细致的。第三阶段为领悟和建立阶段，学习者通过认知系统重复一遍所听的材料，而且不时地把已经理解的东西与听到的加以对照和修正，通过重新理解，使所听材料成为一种比较容易保留的形式被存入记忆里。这样，理解了的材料得到了改变，被保留下来的是语义信息。
笔者一直坚持在英语课堂教学中采取课文教学听说领先法。在讲授每单元的新课文时，把听说训练同课文教学紧密地结合起来，坚持让学生先听录音，根据所听内容回答课文有关的问题。教师提问必须有一般问句，也有特殊问句，内容有简单的，也有复杂的。这样可以让水平不同的学生都能参与进来，真正达到培养训练学生听、说能力的目的。讲课文时笔者不仅坚持用英语组织教学，而且力图使自己的语音语调准确规范，富有表现力。学生提问或回答问题也尽可能地使用英语。新课文讲完后，要求学生背诵该课文，在此基础上引导学生学会归纳大意进行复述或表演课文内容。课文教学以外还可坚持听写训练，听写的内容可以是课文中的单词、短语、句子或课文缩写。这也是强化听力训练的有效方法。
二、以多种形式在课堂教学中渗透听说训练
1. 有效利用课堂教学资源，加强听力训练，增加语言输入与储备。笔者不但坚持在课堂上大量听，广泛听，听电台，听电视台英语广播，听英文歌曲等，同时还要求学生大量说，广泛说英语，帮助他们养成大声朗诵英语的习惯，教他们学唱英文歌曲等。并且落实每周三、周五早读的英语听力训练，还针对普遍的错误进行讲评，要求学生背诵听力材料中优美的段落等。
2. 坚持要求学生课前三分钟讲英语。笔者先编写具代表性的报告范文，印发给学生，选定几名语音语调好的学生先做值日示范，再由全班同学轮流做值日报告。报告内容可以是学校生活、小故事和自由谈话等。最初可按如下几个程序进行：“I’m on duty today. Today is Monday. It’s cloudy today. We are all here...”随着句型、词汇的增多，学生还可按当天实际情况增加内容，应用刚学的词汇和句型进行操练。笔者还引导鼓励学生有计划地进行巩固所学知识的口语训练及一些交际性训练。
3. 将读听教学结合起来，通过阅读传授必要的听力技巧与策略。我国外语教学长期以来十分重视并强调读写之间紧密相联，无论是课程设置还是客观学习条件，甚至是试题的分值都是向着提高阅读理解能力倾斜，造成学生的英语阅读理解率与其英语听力理解率之间存在显著差异。其实适当使用配有录音的语言材料进行英语阅读训练，更有助于提高学生的阅读流畅性，也有助于提高阅读速度与整体的语篇理解率。笔者将英语阅读和听力视为一个接受性语言技能整体，并以此来组织和实施英语教学，如充分利用与课文配套的录音进行阅读教学，不但读前听，还要读后听，增加听力输入的次数。将阅读适时地引入听力教学中，营造一种“以读助听、以听助读”的听力技能训练环境，使每位学生能借助自身的英语阅读优势，有效提高英语听力水平。同时，笔者指导学生听独白或短文时要养成找中心词与主题句的习惯， 通过整体的语篇理解帮助获取信息。
4. 将听力口语和写作练习结合起来进行讲解。例如人教版新目标八年级Unit 6 “I am more outgoing than her.” Section B 2a，听力原文如下：
Interviewer： Who is your best friend， Holly？
Holly： Pete.
Interviewer： Why is he a good friend？
Holly： Because he likes to do the same things as I do. He’s good at sports.
Interviewer： Are you good at sports， too？
Holly： Well， I like sports， but Pete’s more athletic than me. I’d say we’re both pretty outgoing， though.
Interviewer： What else do you like about Pete？
Holly： He’s funnier than I am， and he’s wilder，I’m a little quieter.
Interviewer： How about you， Maria？ Who’s your best friend？
Maria： My best friend is Vera.
Interviewer： What do you like about her？
Maria： Well， she’s a good listener， and she can keep a secret- that’s important to me.
Interviewer： Is she a lot like you？
Maria： Some people say that we look alike. We are both tall， and we both have long curly hair. But Vera is much quieter than me， and she’s also smarter. I’m more outgoing.
可针对这段听力材料先进行听力训练，再要求学生将所听到的信息串联起来，进行写作练习，然后把自己所写的内容以口语训练的形式复述出来。写作范文如下：Holly’s best friend is Pete. He likes to do the same things as Holly does. Holly is quieter than Pete. Pete is funnier and more athletic. They are both pretty outgoing. Maria’s best friend is Vera. They look alike， but Maria is more outgoing. Vera is much healthier and she is also smarter than Maria.
5. 将听力和语法结合起来进行讲解。如对人教版新目标九年级Unit 6 “I like music that I can dance to.”语法定语从句的讲解，可先听一段几个人评价喜欢什么样的音乐的听力材料，再听填信息，将定语从句的关系代词挖空让学生填空，同时加以讲解。该听填信息材料如下：
第一节：
Betty： Oh， look！There’s the new Cool Kids’CD.
Tony： The Cool Kids？ Do you like them？
Betty： Oh， yeah. They’re my favorite band乐队. I like music _____ （that/which） I can dance to.
Tony： You’re kidding. I think they’re awful（难听的）. I prefer music____ （that/which）has great lyrics...music ______（that/which） I can sing along with.
Betty： I like songs I can sing along with too. So what’s your favorite band？
Tony： The Lions. Their words are interesting and ...
第二节：
Xu Fei： Look， Carmen. These T-shirts are great！Look at this one.
Carmen： What a great T-shirt， Xu Fei. I really love Dan Dervish. I like musicians（音乐家） _______（that/who） play different kinds of music.
Xu Fei： Hmmm...he’s Okay...
Carmen： He’s only Okay？！ You must be joking.
Xu Fei： Well…I like musicians _______（who）write their own songs. Dan Dervish doesn’t write his own music.
Carmen： Hmm， well， I think he’s great.
Xu Fei： The Modern’s T-shirt is interesting.
Carmen： The Modern are really great. I love music ______ （that）is really loud and energetic.
【关键词】 初中英语 听说课 策略
初中英语教学中，教师在课堂教学里要创造新鲜的英语语境，设法结合学生的实际生活，让他们主动参加实践的语言活动，让语言的意义和语言的形态相关联，让学生的实际生活及语言的形态相关联，从中促使学生语言能力和语言技巧得到更好地提高。
1. 激励学习兴趣，养成良好听说习惯
学生在接触新的知识时都会有十分浓厚的好奇心理和新鲜感，对将要开始的英语学习也是一样。教师在进行教学时要适当的调动学生的这个心理，辅助学生培养出较好的听说习惯，让学生在开始学习英语时就养成听和说的习惯，能够积极的对问题实行提问与回答以及培育出学生对录音进行模仿的习惯。教师可以对学生创设读、说的有利条件来引导学生积极开始听说，例如，给学生进行教学时可以利用“Thank you”、“I’m sorry”、“Hello”和“Good morning”等礼貌用语来进行指导，用容易的教学语言开始给学生进行教学，例如，反复运用一些常用到的词汇比如：“Read after me” “Look at the blackboard”等等，通过这些多次重复练习，使学生们听的次数开始增加以后，让学生们的脑子里产生一定的记忆，让他们体会到自身的成就感取得满足的同时也学到了知识。
2. 上课前三分钟讲英语
把每次的课前三分钟留给学生，安排他们一个一个地用英语来进行自我评价和值日报告等。开始这种活动时，教师首先编写出有相互象征性的报告用作范文，并且打印出来发给学生，从中选择出几个在语调及语音方面都显现比较良好的同学做代表，让他们逐个地在全班同学面前通过做类似于同学们在学校里的生活、平常生活中的自由谈话以及某些小故事为内容的报告。按照下面“I’m on duty today. It’s Sunny today. Today is Monday. We are all here ...”等形式做为报告内容的开始。一直到学生们可以掌握到的词汇和句型数目增多以后，就引导学生们通过综合上节课里学到的内容再按照现实情况自己来添加内容。教师听过学生们说出的内容之后，教师必须要对学生们进行点评，如果学生说的好的地方需要教师进行适当地夸奖，并且对学生说的有问题的内容也要及时告诉他们同时帮助他们纠正。
3. 鼓励用英语相互交谈，让学生提高英语兴趣
促进教师开展听说锻炼及培养学生对学习英语产生兴趣的基础在于英语教学的本身要有好的开始。教师在课堂教学时，要做到进一步地开拓教学内容，尽量把学生们的生活与英语教学内容相融合，引导学生产生浓厚的求知欲，更好地提升学生们的学习兴趣。另外，对学生的学习心理要进行有效的指引，当学生运用英语来进行相互交谈时，要予以恰当的鼓励，这样不但能达到让学生们感受新型的语言在交谈时所带来的乐趣，还能帮助增强学生在听说口语方面的本领。对于一些刚开始接触英语的学生，通常在口语方面的能力相对较差，很容易产生各式各类的错误，对于这类学生，教师应该选择一些比较合适他们的话题和交谈内容，并且利用课堂对这些学生进行正确的引导，课堂里所学到的范文和练习册上的最简单的交流用语和小短文，类似于：“NO”、“Yes”、“Good morning.”、Hi.”和“Can I help you？”等做为材料，也可以做为学生们相互交谈的内容。
4. 鼓励学生勇敢说，细心听
学生听的能力和说的能力要从初中英语教学时就必须紧抓不放，这样学生的听说能力和知识积累才能同步提高。通过长期进行有效的锻炼后，不但使学生的听说能力提升，而且还能使学生的阅读能力及写作能力也有显著的提高。在进行练习的时候对练习的方法以及方式也要更加注重，尽可能地做到简单易懂，讲清楚次要，比如有的人问“Have you had yourbreakfast？”的时候，不能讲“Yes， I have had my breakfast.”我们就应当答道“Yes， I had.”。另外，在初中英语的教学中，学生听说能力的高低，并不在于学生掌握词汇量的多少，而是学生在日常生活中是否敢于表达，不必在乎对错。像这样经过创建问题情景，学生会带上问题去分析、思索、处理。学生在问题和相对应的谈话与沟通中思想得以开拓，在听说的互动过程中使英语交流本领得以提升。从而经过这样长期有效的听说练习，使学生们逐步积累学习经验，从而使学生们的听说能力得到显著提升。
5. 结束语
综上所述，在初中英语教学中要想有效带动学生听、说的能力，在教学过程中就要对培养学生听的能力和说的能力采用合理的方式，能够更大地帮助学生们提高英语学习能力。
参考文献
关键词：英语教学；说话训练；课堂设计
中图分类号：G633.4 文献标识码：A 文章编号：1003-8809(2010)10-0132-02
随着科技和文化的不断发展，人类社会越来越成为一个相互依靠的整体，每个国家和个人，为了适应这一整体的发展，需要打破语言界限，以便更快地沟通思想、相互交流、调整个体的活动。英语，成了一门世界通用的非常重要的交际语言。现在我们的教学目标就是为了把学生培养成具有较高的综合语言能力的人才。
1、利用所学教材，由教师精心组织教学内容，在学生预习的基础上，让他们以主人翁的态度进行半机械的反馈练习，通过这样的练习，能进一步强化学生的记忆，活跃思维，为更高层次的说话训练打下扎实的基础。主要的方法有：
①以提问的方式来检查学生对课文理解的程度
如在《新概念英语》第二册的第八十九课“A Slip oftheTongue”中，设置的有关课文理解的问题有浅层的和深层的两类。浅层问题如：What will people do anything for?What gotround inthe to wn according to the text?How did people react to it?等等，关于以上问题的回答，学生只要理解课文的表层意义就足矣。那么，对于深层问题的回答，学生懂其内涵是非常重要的。
②以True or False Statement要求学生作出正误判断，并当答寨是F时，要求学生陈述理由。
③教师用已学过的词或词组替换掉文中的新词及词组，要求学生运用新词及词组重现教师的句子。
2、以上三点是课堂内以课文为依托的说话训练的开始曲，是半控制阶段的操练，教师可以期待学生的答案，那么在理顺了课文的前后关系以后，应该在语言操练的交际活动的基础上，抽出典型的语言结构进行操练。这里，语言结构是指值得仿说的句型。当然，必须先由教师准确地呈现，然后利用各种方法，充分发挥学生的想象力及创造性，进一步培养说话的能力。
①教师提供情景
在八十九课中，句型People will do anything to…even if…教师呈现的情景是：Beijing Duck is a world famous dish.学生：Visitorsfrom all parts 0fthe world will do anythingtotryBeijingDuck evenifthey haveto queueforalongtime.
②教师给出几个句子，学生根据句型连接成句
在八十九课学到We have hadto…andtheremusthave…一句时，教师给出的句子是：They had to climbtheHuan Shan-Mountainforfive hoursto get to thetop.Some 0fthemwereexhausted.They gave up halfway.学生经过分析、整理出：Theyhad toclimb the Huan Shan Mountain for five hours and theremust havebeen some people who gave up halfway.
③教师给出题材
在九十课“Brasilia”一文中的句型：The ideato…，will-have a(great)effecton…
在教师的例句：The idea toimprove English through imitationpractice has proved to havea grea t effect on students’English study之后，给出：importadvanced foreign technology学生就能仿说出：The idea to importadvanced technology wiU have a great effect onthedevelopment ofour country.
④教师给出例句，让学生根据各自不同的经历及学识，充分发挥想象力，积极思维，迅速用英文组织材料，表达自己。
通过上述不同的句型在不同的情景中的具体操练，更好地揭示了句型结构的运用，学生更易理解句子的意义，能把注意力集中在语言的意义上，使学生忘却句型本身隐含的难度。这样，达到了句型操练的意义化，为更高形式的交际活动打下基础。
3、在积累了一定的语言材料和句型结构的基础上，教师就可以引导学生进入到第三步――也就是小段的操练上，如就文中某一人或物再现文中句子或发表个人观点；课文的复述；续写课文；课文中心思想的概括。不同的年级应掌握相应的难度。
①就文中某一人或物再现文中句子或发表个人观点
在七十三课“The Record Holder”一文中，围绕文中的男孩可以说很多。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.以上小段的内容主要来自课文，但学生根据自己对课文的理解，重新进行了组织。这是一种创造活动。学生也可根据自己的理解，加入自己的观点。The boy’s very naughty.He wasnot well--behaved.He made his parents worried.He proba-blydidn’t enjoy schoollife.这一小段的呈现说明了学生不仅彻底理解了课文，更重要的是他已经与他的同学们和老师在交流自己对于这个男孩的看法了。是一种更高级的思维活动。
②课文复述。要求学生尽量用自己的话、学过的词及词组重新组织课文内容，以期新旧知识结合，达到融会贯通之目的。
如在七十五课“SOS”中，教师可以根据学生的不同英语水平，给出一些词及词组以降低难度：alight passengerplane--crashed--awoman and two babymorning--heard--stamp--SOS--a pilot--rescued.学生很快就能说出：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
低段的高中学生还不太善于较长篇幅地连贯表达自己，这样给予提示是比较恰当的。如第八十九课中，给出的提示是“概要”中的内容：points 1.local cinema――packed，2.P＆u BirdSeed Co.3.Presenting free variety show 4.Many artists should…5.Fatedto turn up 6.Show very dull 7.Funny thing――8.Advertiserintroduced programme saying 9.This……gendemen
随着大连市EPU教学模式的深入开展，结合《英语课程标准》的推广和普及，初中英语听说课的课堂千姿百态，同校老师间差异较大，课堂效率低等问题相应出现，对于高质量课堂的呼声就越来越高了。
本学期开学初，学校开展了“百师百课”教学课题研究活动。我受到启发，想趁此机会研究适合我校发展、适应我校学生学习的听说课模。三月初开始，我自己开始收集资料，确立了以力求创新，在高品质课堂的大前提下尽力开发亮点课堂。以听说课Module6 Unit1 《Could you tell me how to get to the National Stadium？》为研究课例，展开了教学研究，先后通过个人备课、集体研讨、集体备课、课前修改整合教学设计、教学实践、反思修改、再次教学实践、再次反思修改等若干步骤完成了听说课模的建立。从教学效果来看，研究成果是喜人的。
二、具体研究的步骤与方法
初中英语听说课模研究的具体实施过程是这样的：
Module6 Around town
Unit1 Could you tell me how to get the National Stadium？
学生年级：初中一年级下
教学内容：外研版《英语》（新标准）Module6 Unit1
（一） 教学内容分析
本模块的主要教学内容是学习“指路与问路”的各种表达方式，并能通过阅读地图标出路线及具置。“问路与指路”是贴近生活的话题，易唤起学生学习的兴趣和使用语言表达的意愿，教师应充分利用这个话题展开教学活动。
本模块中的听、说、读、写等活动都围绕指路、问路、地点和方位等展开，给学生提供了充足的体验（Experience）和运用（Use）语言的机会。
第一单元的课文修订后变动较大，虽然还是围绕在天安门广场进行问路与指路的话题，但是弱化了使学生产生为难情绪的专有名词，将它们改成了一些普通名词，突出了“问路与指路”的表达方式，也体现了教学中的“教新句型用简单词汇”这一符合学生认知特点的原则。我将围绕这一话题积极整合和拓展教学资源，设计丰富的活动，创设生动的情境，引导学生参与教学实践，发挥主体作用，以便提升其综合语言运用的能力。
本单元的主要教学重点内容是学习“问路与指路”的各种表达方式;本单元难点在于“问路与指路”的各种表达方式易混。
（二）教学目标
1.知识目标
能够熟练使用turn，take，excuse me等动词和动词短语;street， bank， museum等名词;方位介词along， across， opposite等词汇。
2.语法目标
能够掌握指路和问路的功能句，并对一区域进行描述;注意地点和方位介词的准确使用。
3.技能目标
听力目标：能够听懂有关问路和指路的简短对话，并能用英语问路和指路。
说的目标：能够使用问路和指路的功能句描述路线和位置关系。
4.情感目标
乐于参与运用英语的实践活动，乐于了解著名景点及其文化，对家乡充满热爱。
（三）教学资源与工具设计
1.教师教学资源
主要包括教材提供的资源，外研通点读笔，OHP和PPT教学课件。
2.学生学习资源和工具
多媒体教室、教材、PPT教学课件。
*注：PPT教学课件中的听力录音材料及图片等内容均取自教师用书配套光盘。
（四）教学过程
略
三、课题研究取得的成果
（一） 学生方面
1.学生学习积极性大大提升，且师生关系十分和谐。创设的教学情境符合实际生活，使得学习气氛较为宽松，学生心理上不压抑。自信心得到了提升，自尊心得到了维护。听说训练和语言知识的学习渐渐形成良性循环。
2.先后在本校和周边兄弟学校――滨海学校的不同班级讲授同一节听说课，在学情基本一致的两所学校中，课上学生都表现出积极参与的热情。在调动学生方面，这一听说课模有效地调动了学生应用语言解决实际问题的意愿，感知先行，应用在后，这中间充实的是知识和能力的学习过程，技能和方法的训练把关。学生的主体地位因此凸显出来，这些喜人的变化都是符合《英语课程标准》理念的。
（二）教师方面
通过对教学资源的整合，进一步提升教师的教学设计能力，达到运用得心应手的境界。教师对学生学习策略的指导也更加切合实际，真正做到发现学生的问题，找到符合学生认知特点的教学手段，引导学生在听说课上大胆发言，上台展示语言学习成果，同伴之间合作互助完成教学任务。这样的教学研究与实践，有以下几方面的意义：
第一，可实现在教师指导下，落实学生主体地位，为实现学生听说课主动发展的主观意愿提供了方法。
第二，可实现学生自主学习能力的提高，提高起学生课堂学习活动参与度与构建语言知识学习新模式。
第三，可以在重新整合教材的过程中，不断创新，最大化利用现有的教学资源，在创新课模的过程中拓展高品质课堂的内涵。
四、存在的问题
1.现代化教学手段的应用能力存在教师间差异，难以做到人人运用自如。
2.优化课堂教学模式上还需探索。
3.如何更加合理、整合更多的课程资源，需要更多的同伴加入到这个听说课模的建设中来。一己之力始终不足以成就非凡的效果。
五、结语
在英语课程改革的过程中，中学教师在新课程理念下的听说教学中，应着力探究听说课模建设，准确把握听说教学的广度与深度，不断探索和研究听说教学的理念和方法。
【参考文献】
关键词 初中英语 听说课 教学
中图分类号：G424 文献标识码：A
Improving the Effectiveness of the Teaching of English Listening
and Speaking Lessons in Junior High Schools
――Taking the Teaching of Unit5 Films Reading1 Hollywood's all-time
best-Audrey Hepburn of Oxford English （9A） for Example
ZHANG Jinglu
（Nanjing No. 3 Junior High School， Nanjing， Jiangsu 210001）
Abstract Full-time Junior Middle School English Syllabus of Nine-year Compulsory Education （for Trial） pointed out that “the input of listening and reading should be appropriately expanded in English teaching so as to indeed improve students’ comprehensive abilities in applying English through large numbers of language practical activities. Therefore， enhancing the listening and speaking teaching of middle school English and giving full play to English communication ability is the guarantee of implementing the spirit of The Syllabus and comprehensively improving middle school students’ English quality and also the law of language teaching. Based on the summary on the teaching situations of a district open class in Nanjing， the paper puts forward some thoughts on improving the effectiveness of English listening and speaking lessons.
Key words middle school English； listening and speaking lessons； teaching
笔者在南京市一次区级公开课上向同行展示了一节听说课，课后对此次教学情况进行了整理，并结合此案例，谈谈自己对英语听说课教学的有效性的一些思考。
1 案例描述与点评
1.1 教材分析
笔者所在学校采用的是译林版《牛津初中英语》教材。本课是Reading的第一课时，主要介绍好莱坞著名影星奥黛丽・赫本的演艺事业及成就。
1.2 教学过程
Step 1： Warm-up
（1）Ask students： Do you have idols？ Why do you like him or her？（2）Tell students I also have my idol， her name is Audrey Hepburn.（3）Show three pictures of Audrey Hepburn.
（设计意图：用三幅图片引出话题，学生通过自己描述图片，逐渐熟悉赫本此人。）
点评：学生对于奥黛丽・赫本并不熟悉，因此在warm-up的环节需对其进行一个简单介绍。所选的三幅图片很具代表性。第一幅图是年轻，美丽，优雅的赫本（引出beauty一词）；第二幅图是手捧奥斯卡奖杯的赫本，由此学生知道赫本是一位出色的女演员（引出actress一词）；第三幅图是与来自不同国家的贫困孩子一起合影的赫本，经教师提示，学生能推断出赫本对慈善事业有着自己伟大的贡献（引出humanitarian一词）。
Step 2： While-reading
（1）First listening： What is the evaluation（评价） of Audrey Hepburn around the world？
（设计意图：学生对其要听的话题的主旨大意有所了解后，让学生快速略读所给问题，带着问题听音，有针对性地寻找答案，将会提高准确率。）
（2）Second listening： Do some “true” and “false” questions.
（设计意图：通过第一遍的泛听，学生已经大致了解文章主旨。第二遍的听音引导学生对文章中的高级句型，情节和内容作更加深入的认知。）
Step 3： Reading： Students finish the exercises in the paper without reading books.
Brief Introduction
・Audrey is one of Hollywood’s all-time greatest _1_.
・When she died， the world _2_ a great lady.
Audrey’s Experiences
・Her _3_ were put into ballet training at first. ・She attracted Colette’s attention， because she is beautiful and _4_. ・Audrey was chosen to play the _5_role of the film Roman Holiday . ・In her TV series， what she acted _6_us that the environment needed our _7_. ・Audrey _8_the Presidential Medal of Freedom. ・In 1993， Audrey’s _9_made all her fans very sad.
Conclusion
・People remember Audrey as a（an）_10_as well as an actress.
（设计意图：在多次的听觉刺激之后，笔者给学生设计了一道任务型阅读。此种类型的任务型阅读是南京市中考的常见题型，也是极容易失分的题型之一。通过本题的训练，学生能够继续巩固在前面听力中积累的信息，从而对文章句法结构与内容细节有更好的理解。）
点评：在平常的教学上，笔者认为应帮助学生拓宽听力途径，这包括课堂教学，听力课和课外泛听；要为学生提供适合的听力资源，并遵循如下几个原则：听力材料真实，内容难度适宜，多使用口语词汇，语音纯真，重视泛听；认知学生听力方面的障碍，这包括语言内容上的障碍与心理上的障碍，并帮助学生矫正疏导各种障碍。学生在通过听力理解全文后，笔者给学生安排的任务型阅读能够较好地检验之前所听效果。同时，学生能够进一步接触所授新词，中上层次的学生通过改变单词形式，能够更好掌握该词的运用。
Step 4： Speaking
Group work： have a discussion
If we want to be successful like Audrey Hepburn， what should we do in our life？
（设计意图：听材料与任务型阅读后，学生可以把所学内容用语言表达出来，在巩固新学知识的同时，学会在力所能及的范围内去帮助那些需要帮助的人，达成了情感与教育的目标。）
点评：《英语课程标准》（2011年版）规定，义务教育结束时，学生能就简单的话题提供信息，表达简单的观点和意见，参与讨论；能与他人沟通信息，合作完成任务。教材中描述了奥黛丽・赫本不仅是一位美丽迷人的女演员，而且是一位伟大的亲善大使，在全世界受到爱戴。学生分组讨论如果想像奥黛丽・赫本这样成功，应该怎么做呢？学生一方面要说出只有努力才能获得成功，一方面能体会出只有在力所能及的范围内去帮助那些需要帮助的人，才是真正的成功。学生能运用以前学过的和本课堂新学的词汇与句型说出他们的想法与建议，同时也达成了本课堂情感与教育的目标。
Step 5： Homework
Find some information of a famous person in a book or on the Internet. Show it to us next class.
（设计意图：学生通过书本与网络的途径去寻找信息，其中必定包含各种形式，如文字， 图片，视频等。学生通过筛选得到有用的信息，整理后以presentation的方式向大家呈现，对于口语的提高有很大帮助。）
2 课后反思
2.1 听力训练要主次分明
在本节课中，笔者围绕听力策略来设计教学活动。首先，将听前预测作为教学重点，通过展示奥黛丽・赫本的三幅具有代表性的图片，自然地渗透了预测的听力策略。安排学生通过泛听来回答问题，使学生积极主动地预测将要听到的内容，迅速捕捉核心信息，确定听力重点。此外，笔者还设计了判断正误等题型，让学生更深层次了解文章信息。训练从易到难，引导学生在用中学，取得了较好的教学效果。
2.2 设置语言情境，让学生想开口
语言是交流的工具。交际必然发生在一定的场合，使学生在情真意切的环境里感知，理解新语言的意义，用法，功能及作用，并通过操作与练习使学生达到“见景生情”的目的。学生对材料所介绍人物并不熟悉，但可以请学生介绍自己喜欢，熟知的人物，当然欢迎使用材料里新学的词句。学生既愿意开口说，也巩固了课堂所学内容，可谓一举两得。
2.3 重视学生的情感教育
作为一名教授语言的教师，笔者一直认为我们不仅仅在教授语言本身，我们也同样在教授语言背后更有意义的东西――那就是如何激发学生们珍贵的情感。而这节课的话题――赫本在事业上的成就和对慈善事业的付出，正好提供了这个机会。在教学中，利用专业知识，利用一切可能的机会让学生在学习语言的同时汲取情感素养的精华，从而接受品德教育，形成美好的心灵品格。
3 结束语
在本文所探讨的课题中，笔者围绕学习介绍一位名人这一教学目标设计了一节听说课。本节课能够针对设定的教学目标，对教学内容进行相应的拓展，同时开展了多种教学活动，如回答问题，填表格，判断正误，任务型阅读，分小组讨论等。这些活动层层铺垫，由浅入深，环环相扣，让学生在从听力内容中获取信息的同时学会了使用相关信息谈论一位名人。在听说教学中，教师应做到：突出学生主体地位，活动与主体吻合，先输入后活动，先内化后输出。这样才能使学生在真实的情境中敢于说，乐于说，善于说。
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