小学英语听力教学的中心思想及活动示范.ppt汇编

有效沟通
通过倾听，学生可以更好 地理解他人的情感和需求 ，从而建立更紧密的人际 关系。
培养批判性思维
分析信息
倾听可以帮助学生收集和分析来 自不同来源的信息，评估其准确
性和可靠性。
提出问题
通过倾听，学生可以学会提出有针 对性的问题，进一步探究和理解复 杂的观点和问题。
做出判断
良好的倾听能力有助于学生形成独 立的见解，对不同的观点进行合理 的评估和判断。
注重材料的真实性
优先选择真实场景下的听力材料，如日常生活中的对话、学校通知 等，提高学生的实际应用能力。
听力技巧的训练
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听前准备
指导学生学会在听前浏览问题 、预测答案等技巧，帮助他们
有目的地听。
听中记录
训练学生在听的过程中快速记 录关键信息，如人名、地名、 数字等，以提高记忆效果。
听后总结
写作提供灵感和思路。
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听力训练中的写作模仿
在听力训练中，学生可以模仿听到的表达方式和句型结构，进而提高其
写作的准确性和流畅度。
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听力与写作的互动练习
教师可以设计听力与写作的互动练习，如听录音写摘要、听短文进行续
写等，让学生在运用听力技能的同时提高其写作能力。
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听力技能的评价与反馈
听力测试的设计
听力与阅读的互动练习
教师可以设计听力与阅读的互动练习，如听录音填空、听短文回答问题等，让学生在运用 听力技能的同时提高其阅读理解能力。
阅读材料作为听力训练的素材
教师可以选取适当的阅读材料作为听力训练的素材，让学生在阅读过程中提高其听力技能 。
听力教学与写作教学的结合
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听力输入对写作的启发作用

Vocabulary and Grammar
The knowledge of vocabulary and grammar necessity for understanding English listening materials, including family with common words, phrases, and presence structures
Through various forms of listening exercises, such as dictation, multiple-choice questions, sorting questions, etc., students are trained in listening skills to improve their listening skills.
Train students to quickly capture key information and screen irrelevant information.
Improve students' listening comprehension and reasoning abilities, and be able to infer the speaker's intention and attitude based on the context.
Familiarize oneself with English pronunciation with different
accents and speaking speeds to improve listening and recognition
abilities.

5、saying thank you
A、I’d better be going./ I really must be going now./ I think it’s about time I gotta going./ I really should be on my way.
B、So soon? why don’t you stay a little longer?/ but you just got here. Can’t you stay a little longer?/ What? Already? Won’t you have more coffee?/ not yet. At least have one for the road.
• department store, hardware store, restaurant, cafeteria,
• snack, dessert, appetizer, speciality, menu, waiter/waitress, knives/forks
• reception desk, lobby/lounge, suite, double room, attendant, check in/out
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6、商店与饭店
• daily necessities, pay by installments, be worthy the money, try it for size, go well with, be in season, out of style, household ware, cashier
D、I really don’t know how to thank you./ It’s most kind of you.

帕累托原则:任何一组东西中，重要与次要的比例是 20% : 80%，精听与泛听的比例也可遵循这一原则， 设定为1：4。
Tip 1: If you don't understand something
right away, don't give up. Keep listening. The speaker might say something later that will help you understand the main idea. Tip 2:
二是听抄法：又称四遍法，第一遍听大义；第二 遍利用复读软件尽量听写出每句话，但不要参考听力 原文；第三遍和听力原文比对，找出听不懂的原因； 第四遍翻译或者背诵。
精听后务必趁热打铁，总结知识点：语音强调三点 一是建立单词正确的“听觉形象”； 二是熟悉连读和失爆等变音现象，它们本质上是人们
讲英语语速快时为了方便发音的自然结果，却造成我 们分辨词语的困难； 三是注意重读和语调，它们传递着超出词句本身含义 的内容。 小词习语强调小词搭配，比如多如牛毛的含get的短语， 如同汉字中越是简单的字越难写得漂亮一样，小词搭 配经常造成理解障碍。而句型表达和背景学习重在吃 透听力原文，以阅读促听力。 精听要求注意力高度集中，必须净化练习环境， 否则容易养成三心二意的习惯，但精听比精读更容易 疲劳，时间不宜过长，各类英语考试的时间都在30分 钟左右，所以练习也以这个长度为宜。
Don't worry about hearing every word. Often, English words are linked together or shortened so you cannot hear every word clearly. For example, speakers often use contractions (can't instead of cannot) and reductions (wanna instead of want to). Try to focus on the most important words and you will understand the main idea.

设计二：
在教授完交通工具train, plane, ship, car, What can you see? I can see…时，可以通过电脑设计各种交通 工具发出的声音，让学生先听并猜一猜是什么， 然后呈现图片，教师说：“Yes, it’s a train. Train, train… 再出现单词，这时要求学生重述单词，做到发音 准确．所有单词教完后，可以设计一个游戏，检 测一下学生的掌握情况．将所有交通工具的图片 贴到黑板上，叫男，女学生各一名，教师发出指 令：Point to the train. 比一比男女生谁先找到图片．
பைடு நூலகம். 听音,画画
画画是小学生非常喜爱的活动之一, 将听力 教学与画画结合起来,可以训练学生的听力, 理解 力, 反应力, 也可以做到让学生在”玩中学, 学中玩. 不知不觉中提高学生的听力水平.也可以用这种方 法练习巩固词汇,也可以用于学生对表示方位的介 词的含义的直观认识, 更可以通过这种方式培养学 生的创新能力.
5. 传单词比赛
这是用于讲授新单词之后的听说训练. 教 师传给(耳语)每组的第一位学生每人一个不同 的单词,发布”开始” 的指令后, 该学生小声的单 词传给本组的其他同学,一直传到最后一个学生, 然后由他大声地将听到的单词说出来.
实践证明,这一活动既能有效地锻炼学生 的听说能力,又具有比赛的特点,很容易提高学 生的兴趣,并且易于教师的操作.
更有趣的是老师发指令．学生做动作．如Sit on the
chair. Stand on the desk. 等等．
4. 听音选择,标号
打开书, 老师每说一个词或句子,学生找出 相应的单词或句子, 按顺序标上序号.
(这一教学活动可以在新授课之后进行, 用 来巩固所学的新内容, 从视觉和听觉两个角度 加深印象.)

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大家在听力过程中遇到过什么样头疼 的问题？？
Q1:情绪不稳——听力过程中遇到没听清楚的单 词就容易烦躁，产生畏惧心理，影响听力效果。
Q2:缺少预测——缺少依据生活经历和上下文的 推测，或注意力不集中，不能对对话内容做到心 中有数。
Q3:遗漏主题——没有抓住关键性的主题句子， 不能很快理解听力材料的主要内容，一片茫然。
二是听抄法：又称四遍法，第一遍听大义；第二 遍利用复读软件尽量听写出每句话，但不要参考听力 原文；第三遍和听力原文比对，找出听不懂的原因； 第四遍翻译或者背诵。
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精听后务必趁热打铁，总结知识点：语音强调三点 一是建立单词正确的“听觉形象〞； 二是熟悉连读和失爆等变音现象，它们本质上是人们
How To Improve Our Listening Ability
学习方法与策略
在阅读过程中、从书本例句中、从对话中 看、听到地道、标准、典型、或优美的句 子摘抄下来。
将每一个摘抄的句子分别记在不同卡片或 纸条上随身携带。
随时取出尽量做到大声、快速、清晰地读 几遍。
.经常回忆所记的句子。 Page 11
Pay attention to body language, gestures, and facial expressions. This may give you a better idea about what someone is saying. Tip 5:
Listen with a specific purpose in mind. Ask yourself what you are listening for. Are you listening for general understanding of the whole lecture or conversation? Or are you listening for specific information?

Tip 3: Think about the situation and ask yourself
these questions: Who is speaking? What is the relationship between the speakers? What are they talking about? Where are they? How do they feel? Tip 4:
Don't worry about hearing every word、 Often, English words are linked together or shortened so you cannot hear every word clearly、 For example, speakers often use contractions (can't instead of cannot) and reductions (wanna instead of want to)、 Try to focus on the most important words and you will understand the main idea、
Sing a song(唱歌)、听热门英文歌曲并跟唱。唱歌可 以以轻松得心情学习与使用单词,也可以帮助您学习节 奏与语调,就是寓教于乐得好方法。
Culture shock中英文化差异
在英语文化中“ You and I are equal”(您我平等), 在汉 语文化中“ 自卑而尊人, 贬已而尊人”。一位中国教师 邀请美国教师说:I just got married, and my wife and I would like you to e to our house for dinner、美国 教师答:That’s wonderful! Congratulations! Thank

Recognition of speech intonation
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Guide students to pay attention to phonetic phenomena such as stress, linking, and intonation in listening materials, and improve their speech recognition ability.
Cultural background knowledge
Intervening cultural background knowledge of English speaking countries in listening materials to help students better understand the listening content.
Diversity
Listening materials should cover different themes and topics, such as daily life, school life, tourism, culture, etc., to increase students' knowledge.
Objective Setting
要点三
Preparation
Prepare and organize listening materials that are appropriate for the students' level and aligned with the less objective
Comparison
Students will improve their ability to understand English speaking people

Retelling
Ask students to retell the story or information they have just heard Encourage them to use their own words
Listening
Play the audio and ask students to listen carefully Provide pauses for students to digest the information
They will gain a better
ห้องสมุดไป่ตู้
understanding
of
the
grammar rules used in the
listening material
Ability goals
Comparison
Students will improve their ability to understand and analyze the listening material
By promoting interest and engaging listening materials, students will be more motivated to learn English
Confidence
With regular practice and success in understanding the listening material, students' confidence in their English listening skills will increase
Critical thinking