摘要:英語聽力教學的最終目的應該是使學習者能與目標語言的本國說話者相互交際。英語聽力教學向來是職業(yè)學校英語教學的薄弱環(huán)節(jié)。本課例圍繞英語聽力課程應使學習者得以與英語說話者相互交際這一最終目的，從分析L2學習者聽力理解困難入手，提出有針對性的學習策略訓練，進而證明學習策略應該成為聽力課堂必不可少的一部分。

關鍵詞:課例研究;英語聽力課;學習策略;交際

研究主題:高職英語聽力課學習策略訓練

教學內容:高職英語教材第一冊Unit 16 Listening《What’s the weather like today?》

教學年級:高職一年級

執(zhí)教教師:楊梅青

研究教師:趙旦、朱怡、陳燁、陳錫、蔣超、劉德云、陳冶彬

指導教師:薛群穎(蘇州市教育科學研究院研究員)

背景:《英語新課程標準》倡導知識與技能、過程與方法、情感態(tài)度與價值觀三位一體的教學理念和任務型教學，要求課堂教學活動化與交際化。這是高職英語課改面臨的新課題，對高職英語教學提出了全新的要求。為了更好地在高職英語課堂教學中貫徹落實英語新課標，用科學的態(tài)度審視英語課堂教學，加大課改的力度， 優(yōu)化英語課堂教學，促進高職英語教學質量的提高，學校決定由我牽頭上課，抽調趙旦、朱怡、陳燁、陳錫、蔣超、劉德云等有經驗的英語教師參與課例研究，并聘請?zhí)K州市教育科學研究院研究員薛群穎進行指導。

一、 原始課例

經過研究教師和執(zhí)教教師的共同商討，本課時上的是高職英語第一冊Unit 16 Listening《Whas the weather like today?》部分，屬于“聽力課”。

學生要學習并掌握季節(jié)和天氣的單詞，并通過一系列的課堂活動，創(chuàng)造語境，讓學生把單詞運用于句子中，用句子詢問和描述季節(jié)，并介紹在該季節(jié)中適合進行的活動。

Teaching procedures (教學步驟)

Step One:lead-in

Task oneShow students a cartoon picture via PPT

T:What’s the weather like in picture one?

S:It’s s___.It’s very h___.It’s in s____.

Task twoShow students a video about the changeable weather in Britain.

T:What’s the weather like in Britain from the video?

S:It’s ch__able.It changes suddenly.

Step two:Listen to Part A

Task oneListen to the tape and check the right answers

Task twoListen again and ask students to imitate and repeat the missing words and new words， play more times if necessary

Task threeStudents are asked to read each question with the right answer one by one

Step Three:Consolidation of part A by match work

Step Four:Step 4 Pre-listening to Part C

Task Ask students to do the match work according to their daily life

Springvery hot especially in July

Summerneither cold nor hot

Autumnnot mentioned

Winterusually not very pleasing

Step Five:While-listening to Part C

Task Ask students to fill in the blanks according to what they’ve heard

(1)I was told that spring in Beijing wasn’t very __.

(2)Spring never______long in Beijing.

(3)What’s the_____like in summer in Beijing?

(4)It’s _____hot nor cold.

Step six:Post-listening to Part C

Task oneSelect out some confusing sentences for students to listen and make some explanation of listening skills

What a lovely spring day!

But this spring it hasn’t been too bad so far.

I am afraid I can’t say much for summer.

You should have come in autumn.

Task twoAsk students to drill the sentence patterns provided

What is the weather like in Beijing in summer?

How is the weather in Beijing in spring?

What’s the weather like in Beijing in autumn?

What’s the weather like in Beijing in winter?

It’s neither cold nor hot.

It’s pleasing.

It’s dry/humid.

It’s very cold， always below zero.

What’s the climate like in your hometown/city?

Task threeShow four picture about four seasons in Beijing and ask which season is the best one to visit Beijing and why?

Task four Present the following picture and ask students to do weather report of the cities with replacement of the italicized

——What’s weather like in Beijing on August 3，2009?

——It’s sunny.The maximum temperature is 34℃.It’s very hot.

Step Seven Homework

Task oneDo part B

Task twoPresent a weather report next class

Task threePaint the four seasons.。

二、 反思

使用原始課例上課以后，參與研究的教師和指導教師認真聽課并作詳細記錄。他們對這一“聽說課”的課型予以肯定，同時也提出了很多修改性意見，摘錄如下。

優(yōu)點:(1)本課的教學設計遵循了“真實任務性教學”的理念，恰當的聽力任務的設計確立了學生在任務型教學中的主體地位。同時將學習與學生的實際生活結合起來，讓學生感到學過的英語并不是用不著的。(2)體現了“教師為主導，學生為主體”的教學原則和激勵、指導、反饋等的評價功能。根據學生的特點和課堂的時間限制，對教材進行了取舍和處理，打破了傳統教學中對教材100%的忠誠。(3)打破了傳統聽力和口語課的分界線，在聽懂的基礎上，加入了說的部分。幫助和引導學生在語境中理解語言的結構和意義，注重對語音語調的模仿，并運用所學語言進行模擬交際，促進了知識向能力的轉化，從而達到培養(yǎng)學生的語言交際能力的目的。

不足:(1)Lead-in圖片導入不夠自然流暢，不如讓學生欣賞四季的卡通短片，瀏覽一年當中四個季節(jié)的變換，復習和回憶所學過的有關季節(jié)和天氣的單詞: spring，summer，autumn，winter，warm，hot，cool，cold等。導入的任務2不要太具體，可能會因為changeable一詞難住學生，換種問法:Can you say something about British weather?One word or one sentence will be OK.(2)Pre-listening preparation 太過倉促，應設置word power 和相關的sentence drills，幫助學生克服聽力理解過程中的緊張的心理障礙。因此，第二步應使學生做好心理準備，對后續(xù)的課堂學習做好預測和推斷，以便學生培養(yǎng)這兩種能力，這也是非常重要的理解技巧。(3)Step 3 應歸為word power，Step 4 應為while-listening 部分。(4)Step 7 Feedback 的任務與課后作業(yè)重復，可否讓學生配合圖片討論話題: What’s your favorite season?why and what would you like to do best in each season?這樣為后面的家庭作業(yè)打好基礎，實現了由易到難的轉化，把繪畫作業(yè)變得更具體。(5)在While-listening過程中，強化語音語調，引導學生模仿教材中的語音語調并加以復述，使學生逐漸熟悉英美等國人說話的語音語調特征。

三、 改進課例

在原始課例的基礎上，根據研究教師和指導教師的改進意見，進一步設計課堂教學過程。

Teaching procedures (教學步驟)

Step One:lead-in

Task oneShow students a cartoon video about four seasons via PPT

T:What’s the weather like in spring/summer/autumn/winter?

S:It’s ___.I like/hate it because I can/can’t______.

Task twoShow students a video about the changeable weather in Britain.

T:Can you say something about British Weather? One word or one sentence will be all right.

Step two:Pre-listening

Task oneword power

Ask students to do the match work according to their daily life

Spring very hot especially in July

Summerneither cold nor hot

Autumn not mentioned

Winter usually not very pleasing

Task twosentence drills

Step three:while-listening

While-listening to Part A

Task oneListen to part A and check the right answers

Task twoListen again and ask students to imitate and repeat the missing words and new words， play more times if necessary

Task threeStudents are asked to read each question with the right answer one by one

While-listening to Part C

Task oneAsk students to fill in the blanks according to what they’ve heard

I was told that spring in Beijing wasn’t very ___________.

Spring never _____________ long in Beijing.

What’s the _____________ like in summer in Beijing?

It’s _____________ hot nor cold.

Task twoAsk students to imitate the sentences they’ve heard.

Step four:Post-listening to Part C

Task oneSelect out some confusing sentences for students to listen and make some explanation of listening skills

What a lovely spring day!

But this spring it hasn’t been too bad so far.

I am afraid I can’t say much for summer.

You should have come in autumn.

Task twoAsk students to drill the sentence patterns provided

What is the weather like in Beijing in summer?

How is the weather in Beijing in spring?

What’s the weather like in Beijing in autumn?

What’s the weather like in Beijing in winter?

It’s neither cold nor hot.

It’s pleasing.

It’s dry/humid.

It’s very cold， always below zero.

What’s the climate like in your hometown/city?

Task threeShow four picture about four seasons in Beijing and ask which season is the best one to visit Beijing and why?

Step five:Feedback

What’s your favorite season ? why and what would you like to do best in each season?

Step six:Homework

Task oneDo part B

Task twoPresent a weather report next class

Task threeWriting:My favorite season (around 50 words)

四、 再生課例的反思

經過全組教師的共同努力，一個比較成功的課例誕生了。在指導教師和研究教師的共同參與下，再一次實施課堂教學。學生主動參與進來，舉手發(fā)言，爭先恐后，課堂氣氛極為活躍。

優(yōu)點:(1)Boyle認為L2學習者在聽音理解過程中對詞匯有較大的依賴性。這不是偶然的問題，而是L2學習者基于詞匯的聽力理解認知策略的必然。Sheerin提出聽力教學程序包括聽前準備prepare listeners to listen.因此，在Pre-listening中通過相關的word power 和 sentence drills使學生做好了充分的心理準備，增強了學生的自信心。(2)開展語音語調的仿讀評價。通過評價，加強學生對語音語調的重視。一句一句跟機仿讀，幫助學生強化對語音語調及內容的記憶。(3)不僅打破了傳統聽力和口語課的分界線，還做到了聽說、聽讀、聽寫的有機結合，增強了學生的記憶能力和寫作能力。(4)運用現代多媒體教學，創(chuàng)造了聽自然語言的機會，保證了教學的語言質量。(5)課堂設計始終圍繞英語聽力課程應使學習者得以與英語說話者相互交際這一最終目的。

不足:(1)在設計各項任務時，應該多提攜學習能力稍次的學生(靠教師右手邊角落的一組學生始終沒有主動舉過手)。(2)反饋不足，確有助益的反饋不是僅僅給出正確答案，而是分析聽力理解錯誤的原因以及采取哪些信息與訓練，使學習者在將來能避免犯同樣的錯誤。(3)多媒體使用的時效性要進一步把握好。

五、 啟示

盡管許多聽力理解課程都聲稱要注重訓練聽力技巧和學習策略，然而大多數教材實際上是在進行聽力測試而不是在教聽力理解。因此，對學習者進行適當的策略訓練應該是聽力課堂必不可少的內容之一。在聽力教學中，要以學生為主體，研究他們在聽力理解中的心理過程和障礙，幫助學生克服這些障礙。此外，必須選擇高質量的教材，變傳統聽力課為聽說課，加強學生與學生、學生與教師之間的交流。總之，在今后的時間里，如何運用先進的教學方法，如何利用現有的語音設備和多媒體組織好聽力課堂教學，仍需要我們不斷去探索。

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(無錫衛(wèi)生高等職業(yè)技術學校)