聽力微技能培養(yǎng)策略在高中英語聽說課中的有效滲透

王青英

《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》中對聽力這種語言技能的教學(xué)目標(biāo)描述為：能聽懂有關(guān)熟悉話題的談話并能抓住要點(diǎn)，能識別語段中的重要信息并進(jìn)行簡單的推斷，能聽懂正常語速聽力材料中對人和物的描寫、情節(jié)發(fā)展和結(jié)果，能聽懂熟悉話題的內(nèi)容、識別不同語氣所表達(dá)的不同態(tài)度。其實(shí)這些都是聽力微技能的體現(xiàn)。所謂“微技能”，實(shí)際上就是人潛在的微妙的心理認(rèn)知能力，它支配人的行動和思維，包括語言學(xué)習(xí)。聽力微觀技能即聽力理解方面的具體技能技巧、聽力理解微技能，主要包括辨音、獲取主要信息、預(yù)測能力、猜詞語意的能力等。研究表明，注重聽力微技能的培養(yǎng)，運(yùn)用各種教學(xué)手段，能夠較好地提高聽力理解的能力。因此，在提高聽力的過程中，應(yīng)注重微技能的訓(xùn)練培養(yǎng)。本文以我的一節(jié)聽說課“Water saving”為例，談?wù)勅绾卧O(shè)計(jì)教學(xué)環(huán)節(jié)和任務(wù)，培養(yǎng)學(xué)生的聽力微技能。

Step 1： Lead- in

1. Appreciate a lot of pictures with colorful flowers， green grass and tall trees and ask students to think about the question： What is the most important for the flowers， grass and trees？

S： Sunshine... soil... water...

T： They are all very important， but the most important is water， because water is the source of everything.

2. Ask the students to appreciate another picture and answer： What can we see in this picture？

S： An eye... a drop of tear... smoke ....

T： What does the picture want to tell us？

S： Protect our environment...

T： Actually， it tells us that if we dont protect our environment from now on， the last drop of water on the earth maybe is our tear.

（設(shè)計(jì)意圖：通過美麗的自然風(fēng)光的圖片來激發(fā)學(xué)生興趣，然后展示一張與之前圖片迥然不同的圖片，構(gòu)成強(qiáng)烈反差，帶來強(qiáng)烈的視覺和心靈震撼，喚醒他們對保護(hù)環(huán)境，尤其是節(jié)約水資源的重視。）

Step 2： Pre-listening

Brainstorming：What can we do to save water in our daily life？

S1：Turn off the tap at once after every use.

S2： Reuse the water. For example， use the water first to wash clothes， and then use it to water flowers.

S3： ...

（設(shè)計(jì)意圖：激活已有知識，也為下一環(huán)節(jié)做鋪墊。）

Step3： While-listening

Task1： Listen and answer the following two questions.

Q1： According to WRA， what is the reason for the waste of water？

Q2： What are the simple ways mentioned to save water in peoples daily life？

Answer keys： Q1： The low price of tap water.

Q2： To turn off the tap after every use； To use a dishwasher instead of hand-washing； To store cold water for later use when taking a shower.

（設(shè)計(jì)意圖：這是global listening，培養(yǎng)學(xué)生聽取主要信息的能力。讓學(xué)生通過回答以上兩個(gè)問題來獲取main idea.因?yàn)槁犃Σ牧鲜钦n外的，通過回答兩個(gè)問題來獲取main idea，可以適當(dāng)降低聽力任務(wù)難度。）

Task2： Listen again and write down the missing words.

The Water Resources Agency （WRA） of Taiwan has called on people to save water as a way to reduce pollution. The WRA pointed out that the low price of tap water in Taiwan， which has not increased in 1 years， has led people to waste the 2 resource. The lack of water has become a

3 of global tension. WRA suggests a water price rise and the 4 proposed a water cap system—might not appeal to the public during such economically difficult time. Before such

5 is made， people can save water through many simple ways in addition to

6 turning off the tap after every use. According to a study by environmental "Friends of earth，" if every family in the UK used a dishwasher instead of hand-washing， more than a

7 liters of water would be saved every day. Another 8 waste of water that can be 9 ： Tons of bathing water run down the drain unused every day as people wait for it to be

10 . Some people are already saving the cold water by storing it for later use. A more effective way to change the

11 is to improve the design of water heaters.

Answer keys： 1. fourteen/14 2. valuable 3. source 4. economist 5. policy 6. mindfully 7. quarter billion 8. typical 9. prevented 10. heated 11. situation

（設(shè)計(jì)意圖：這一環(huán)節(jié)的設(shè)計(jì)為intensive listening，主要培養(yǎng)學(xué)生聽取細(xì)節(jié)和猜測詞義的能力。所設(shè)置的空皆為實(shí)詞，因?yàn)閷?shí)詞傳達(dá)了更為重要的信息?？?和7的設(shè)置是為了提醒學(xué)生在聽力時(shí)一定要注意聽力材料中出現(xiàn)的數(shù)詞?？?、5、6三個(gè)所填入的詞對高一學(xué)生來說是生詞，設(shè)置的目的是提醒學(xué)生在聽力材料中即便聽到了生詞也不要驚慌，可以在聽的過程中快速記下單詞發(fā)音，再根據(jù)所學(xué)的音標(biāo)知識寫出相應(yīng)的單詞，猜測單詞的含義。）

Step4： Discussion

Discuss in groups of four to find out waste phenomena（現(xiàn)象） in our school and give advice on how to prevent them.

（設(shè)計(jì)意圖：這一環(huán)節(jié)是對以上聽力材料的拓展，讓學(xué)生在聽的基礎(chǔ)上能發(fā)散思維，既充實(shí)了聽力材料信息，也能對學(xué)生進(jìn)行情感價(jià)值觀教育的滲透。）

Step5： Listening practice

Listen and fill in the blanks.

Waste can be seen 1 . Some students ask for more food than they

2 . Some students forget to 3 the tap after they finish washing and others often forget to turn off the lights when they leave the classrooms. Waste can bring 4 problems. Though China is

5 resource， it is 6 . It is reported that we will have no 7 to use in 100 years. So if we 8 wasting our resources， what can we use in the future and where can we go？ 9 . I think we should say no to the students who waste things every day. Everybody should stop wasting 10 . If we do our best， waste can be stopped one day and many natural resources can be saved.

Answer keys： 1. everywhere at school 2. can eat 3. turn off 4. a lot of 5. rich in 6. short of others 7. coal or oil 8.go on 9. Think about it 10. as soon as possible

（設(shè)計(jì)意圖：這一材料其實(shí)是對以上所有聽和說的一個(gè)總結(jié)，材料本身難度不大。從所設(shè)置的空答案來看，所填入的詞都存在連讀現(xiàn)象，這一任務(wù)的設(shè)置是培養(yǎng)學(xué)生在聽力過程中的辨音能力，聽完之后根據(jù)錄音進(jìn)行模仿朗讀，也是為了有意識地培養(yǎng)學(xué)生的連讀技能。）

Step 6： Conclusion & Assignment

Task 1： Write a letter about your discussion results to Principal Li.

Task 2： Read the second passage.

（設(shè)計(jì)意圖：激發(fā)學(xué)生校園生活主人翁的意識，同時(shí)使課堂與實(shí)際生活直接相聯(lián)系，讓學(xué)生更有參與熱情。）

這節(jié)課的話題源于課本，但所用材料并不拘泥于課本，而是選自網(wǎng)絡(luò)資源，并根據(jù)高一學(xué)生實(shí)際水平對材料進(jìn)行刪減和處理，使之為課程目標(biāo)服務(wù)。英語教師作為學(xué)生走向世界的領(lǐng)路人，更應(yīng)該有開闊的眼界，不能“唯課本論”，而應(yīng)善于利用一切優(yōu)秀資源為教學(xué)所服務(wù)。這節(jié)課各個(gè)任務(wù)的設(shè)置環(huán)環(huán)相扣，圍繞著一個(gè)話題“說透”，而不是“蜻蜓點(diǎn)水”?！肮?jié)水”這一話題于學(xué)生來說并不新奇，但是選用材料中所提供的信息又給學(xué)生打開了另一個(gè)思路。在任務(wù)設(shè)置上將聽力微技能中培養(yǎng)學(xué)生辨音、獲取主要信息、預(yù)測能力、猜詞語意等滲透在各個(gè)聽力練習(xí)中，做到對學(xué)生聽力微技能的培養(yǎng)“潤物細(xì)無聲”。

當(dāng)然，任何一門語言技能的培養(yǎng)都不可能一蹴而就，需要長期的堅(jiān)持才能初見成效，這就需要我們老師做好長期作戰(zhàn)的準(zhǔn)備，在平時(shí)的教學(xué)中進(jìn)行有效的滲透和堅(jiān)持，終有一天我們會聽到花開的聲音。

責(zé)任編輯 魏文琦