小學英語教師課堂教學技能探討

1、編輯ppt小學英語教師小學英語教師課堂教學語言技能探討課堂教學語言技能探討2007.08編輯ppt課堂教學語言的含義課堂教學語言的含義 課堂教學語言是指英語教師在課堂上課堂教學語言是指英語教師在課堂上組織教學所用的語言。它是一種以口頭組織教學所用的語言。它是一種以口頭形式為主，書面語與形體語等配合和綜形式為主，書面語與形體語等配合和綜合運用的語言系統(tǒng)。教師既通過它來敘合運用的語言系統(tǒng)。教師既通過它來敘述、講解知識，組織指揮教學活動，又述、講解知識，組織指揮教學活動，又用它來開發(fā)智力、感染情緒，對學生進用它來開發(fā)智力、感染情緒，對學生進行思想教育。它既是一種工作手段，也行思想教育。它既是一種工作

2、手段，也是對學生進行聽力和口語訓練的內(nèi)容和是對學生進行聽力和口語訓練的內(nèi)容和方法。方法。編輯ppt課堂教學語言的原則課堂教學語言的原則1、盡量多用英語組織教學；、盡量多用英語組織教學；2、盡量用淺顯、明白、學生能聽懂的英語；、盡量用淺顯、明白、學生能聽懂的英語；3、注意課堂用語表達的規(guī)范性；、注意課堂用語表達的規(guī)范性；4、注意觀察學生表情，調(diào)整語速、重復重、注意觀察學生表情，調(diào)整語速、重復重 點與點與難點；難點；5、配合與眼神、表情和形體語言，形象生動地、配合與眼神、表情和形體語言，形象生動地描述和講解；描述和講解；6、對于講解中的生詞、難點、重點，應配合與、對于講解中的生詞、難點、重點，應配

3、合與板書；板書；編輯ppt7、與其他教學手段如直觀教具、簡筆畫、電教、與其他教學手段如直觀教具、簡筆畫、電教等密切結(jié)合；等密切結(jié)合；8、注意語言的啟發(fā)性，激發(fā)學生的學習興趣、注意語言的啟發(fā)性，激發(fā)學生的學習興趣、求知欲和應答主動性；求知欲和應答主動性；9、注意語言的韻律和節(jié)奏感，快、慢、高、低、注意語言的韻律和節(jié)奏感，快、慢、高、低符合教學內(nèi)容需要；符合教學內(nèi)容需要；10、注意發(fā)音用嗓的技巧，音量以后排學生聽、注意發(fā)音用嗓的技巧，音量以后排學生聽清為度，音質(zhì)優(yōu)美、圓潤、悅耳，具有穿透力。清為度，音質(zhì)優(yōu)美、圓潤、悅耳，具有穿透力。 編輯ppt課堂教學語言基本要求課堂教學語言基本要求1.語音清楚規(guī)

4、范語音清楚規(guī)范 在學生學習初級階段講英語時，要注在學生學習初級階段講英語時，要注意每個字母、每個音節(jié)、每個意群、每意每個字母、每個音節(jié)、每個意群、每個句子都應該讀清楚、正確。個句子都應該讀清楚、正確。編輯ppt對于音標的理解對于音標的理解輔音（輔音（Consonants): 發(fā)音時氣流受阻發(fā)音時氣流受阻發(fā)音位置發(fā)音位置(places of articulation)Bilabial (雙唇音）雙唇音）: /p/ /b/ /m/ /w/Labiodental（唇齒音）（唇齒音）: /f/ /v/Dental（齒音）（齒音）: / / Alveolar（齒齦音）（齒齦音）: /t/ /d/ /n/

5、 /l/ /s/ /z/Palato-alveolar: （顎齒齦音）（顎齒齦音）/ / / /編輯pptRetroflex（卷舌音）（卷舌音）: /r/ Palatal（顎音）（顎音）: /j/Velar（軟顎音）（軟顎音）: /k/ /g/ /Glottal: （喉音）（喉音）/h/編輯ppt發(fā)音方式發(fā)音方式(manners of articulation)Stops（爆破音）（爆破音）: /p/b/t/d/k/g/Nasals（鼻音）（鼻音）: /m/n/Fricatives（摩擦音）（摩擦音）: /f/v/ / /s/z/ / / /h/Affricates（破擦音）（破擦音）: /

6、/Approximants（近似音）（近似音）: /w/j/r/l/編輯ppt Bob goes home at five every day. and brings his wife a rose. His wife is happy washing clothes and cooking for him, but she has a headache about their son. She tells him that Jimmy sings songs beautifully and does not like learning English and often fails in t

7、he examinations. The teacher complains about Jimmy many times. 編輯ppt元音（元音（Vowels）：發(fā)音時氣流不受阻。）：發(fā)音時氣流不受阻。基本元音：基本元音：/i/e/a/ /?/o/u/從舌的前后位置判斷：從舌的前后位置判斷：前元音（前元音（front）：）：/i:/i/e/中元音（中元音（central）：）：/:/后元音（后元音（back）：）：/:/?:/ ?/u:/u/編輯ppt從舌的高低位置判斷：從舌的高低位置判斷：高元音（高元音（High）：）：/i:/i/u:/u/中元音（中元音（Mid）：）：/e/ /:/ ?

8、:/低元音（低元音（Low）：）： / /:/?/從唇的形狀判斷：從唇的形狀判斷：圓唇音（圓唇音（Rounded）：）：/?:/ ?/u:/u/不圓唇音（不圓唇音（Unrounded）：）：/i:/i/ /e/ / /:/ /:/編輯pptCompare:sheep-ship leave-live teach-tickbed-bad guess-gas head-handbath-bus heart-hut part-butport-pot door-dot short-shotcook good look wood book woolgoose school room noodle food

9、編輯ppt雙元音雙元音(Diphthong/glide)Closing: /ai/au/ei/?i/u/Centering: /i/e/u/kite light bikehouse now cloud loud soundmake lake boy toy oil coincoat boat ear air poor編輯pptSTRESS（重讀）（重讀） Stress refers to the degree of force used in producing a syllable. It is a feature for which the smallest unit of applica

10、tion is the syllable. The location of stress in English distinguishes meaning. Word stress（詞重讀）（詞重讀） Sentence stress（句重讀）（句重讀）編輯pptGeneral rules for word stressMonosyllabic words are considered as stressed syllables cut, good,etc.The stress of two-syllabic words usually fall on the roots mistake, tr

11、anslate, teacher, childlike, etc.The stress of polysyllabic words is usually on the third syllable from the bottom family, economy, synonymy, etc. 編輯pptWord StressGeneral rules for word stress:nMonosyllabic words are considered as stressed syllables cut, good,etc.nThe stress of two-syllabic words us

12、ually fall on the roots mistake, translate, teacher, childlike, etc.nThe stress of polysyllabic words is usually on the third syllable from the bottom family, economy, synonymy, etc. 編輯pptSentence Stress（句重讀）（句重讀） Sentence stress refers to the relative force given to the components of a sentence. Se

13、ntence stress differs from the word stress in two ways: (1)Monosyllabic words may take sentence stress; (2)Polysyllabic words may have the stress on a different syllable from where it is, or they may lose it completely. 編輯pptGeneral rules for sentence stressnThe relatively important words should be

14、stressed,such as nouns, adjectives, main verbs, and adverbs in English. Theres nothing we can do now.nRhythmic considerations influence the placement of stress. She is fifteen years old. She is only fifteen.nThe syntactic structure of a sentence has a bearing on the stress pattern. How do you do, Mr

15、. Smith?編輯ppt Stress may fall on any word or syllable in a sentence to distinguish meaning: I cant speak English. (Not willing to speak.) I cant speak English. (Maybe the others can.) I cant speak English. (Maybe I can write.) I cant speak English. (Maybe I can speak French.) Up stairs, not down sta

16、irs.編輯ppt 連讀和失去爆破連讀和失去爆破 nAt four o clock.nThere is a pair of shoes.nHave a look at it.nSit down, please.編輯ppt2. 語調(diào)正確：根據(jù)教學內(nèi)容的不同運用不同的語調(diào)正確：根據(jù)教學內(nèi)容的不同運用不同的語調(diào)。語調(diào)。When stress, pitch, and length variations are tied to the sentence rather than to the word, they are collectively known as intonation. Intonati

17、on plays an important role in conveying meaning in almost every language. English has four basic types of intonation, known as four tones: falling, rising, fall-rise, and rise-fall. When spoken in different tones, the same sentence may have different meanings.編輯pptDistinctive functions of intonation

18、（語調(diào)的功能）（語調(diào)的功能）（1）It may indicate different sentence types by pitch direction. Statement falling tone Question rising tone（2）Sometimes it may indicate connotative meaning. I cant eat anything. I cant eat anything.編輯ppt（3）It may impose different structures on the sentence by dividing it into different

19、 intonation units. Those who bought quickly made a profit. Those who bought quickly made a profit. （4）It may bring part of a sentence into prominence by placing the nucleus on the syllable concerned to emphasize that part. I thought perhaps you might help me編輯ppt3.語速適當：課堂教學語言的語速一般要語速適當：課堂教學語言的語速一般要比

20、生活用語慢，待學生完全理解和掌握比生活用語慢，待學生完全理解和掌握教師所講解內(nèi)容時，才可以用正常的語教師所講解內(nèi)容時，才可以用正常的語速。講解過程中還應該有適當?shù)耐ｎD和速。講解過程中還應該有適當?shù)耐ｎD和重復。重復。編輯ppt意群和停頓意群和停頓 朗讀較長句子時，教師應該按意群讀，使朗讀較長句子時，教師應該按意群讀，使意義表達清晰。適當?shù)奈恢靡型ｎD。意義表達清晰。適當?shù)奈恢靡型ｎD。The box is so heavy that he cant carry it.He got up early so that he could catch the first bus.I dont under

21、stand, Sam.Seven plus two times two equals eighteen.Seven plus two times two equals eleven. 編輯ppt4. 音量悅耳：使每個位置上的學生都毫不音量悅耳：使每個位置上的學生都毫不費力地聽清楚教師的每句話和每個音節(jié)。費力地聽清楚教師的每句話和每個音節(jié)。音量過高，對學生太刺激，影響學生思音量過高，對學生太刺激，影響學生思維，產(chǎn)生疲勞的感覺；音量過低，學生維，產(chǎn)生疲勞的感覺；音量過低，學生聽不清，容易分散注意力，產(chǎn)生昏昏欲聽不清，容易分散注意力，產(chǎn)生昏昏欲睡的感覺。睡的感覺。 聲帶的保護和鼻腔的共鳴作用很重要。

22、聲帶的保護和鼻腔的共鳴作用很重要。編輯ppt5.與書面語、形體語相互配合：書面語在與書面語、形體語相互配合：書面語在這里主要指板書，形體語言主要是指教這里主要指板書，形體語言主要是指教態(tài)。教師只有根據(jù)教學內(nèi)容和學生交際態(tài)。教師只有根據(jù)教學內(nèi)容和學生交際能力的實際情況，恰當?shù)厥褂脮嬲Z和能力的實際情況，恰當?shù)厥褂脮嬲Z和形體語，才能使課堂教學語言生動、形形體語，才能使課堂教學語言生動、形象、有聲有色。表演式的語言給學生的象、有聲有色。表演式的語言給學生的印象才深刻。印象才深刻。編輯ppt課堂用語示例課堂用語示例nCome here, please.nCome to the front.nBe quiet, please.nDont call out the answer, wait until I ask you.nNow, pay attention, everybody.nNow practice the dialogue in pairs.nRead the text silently.編輯pptnWhen you have fini