中学英语听说课教学常见新授方法汇总
漆家佳
在面试课的授课过程中，我发现很多考生对于初中英语听说课的单词和句型的新授存在问题，在这里对中学英语单词和句型的新授方法结合课例进行总结分析，希望对各位考生的面试备考有所帮助。
(一)单词新授
和小学听说课类似，初中英语的听说课也存在一些单词的教授及复习，那么如何处理初中听说课的单词新授便成为了很多刚入门的考生纠结的一个点。下面，华图教师以人教版七年级下册第五单元why do you like pandas这一课的听说课为例，为大家解读如何进行初中英语如何进行单词新授。课文如下：
由课文可知本节课主要单词为tiger, elephant, koala, panda, lion, giraffe等动物名称的相关单词。
方式一：图片呈现
老师依次呈现相关动物图片，学习动物名称，输入目标词汇。如：
T：Look at these pictures, what are they?
Ss: animals
T: yes, very good! They are animals. Look at the first picture, what’s this?
Ss: …
T: it’s a tiger. Pay attention to the pronunciation, tiger, tiger, tiger.
方式二：视频呈现
老师播放相关视频，如《动物世界》的片段，在视频中出现相关事物的时候进行单词教学。
T：How many kind of animals can you see in the video?
Ss: tiger, panda, snake…
T: yes, very good! Please pay attention to the pronunciation, tiger, tiger, tiger.
方式三：游戏呈现
老师播放tiger, elephant, lion, dog, cat, panda等的叫声，让学生猜出动物的名称。也可呈现动物半身图片辅助教学。如：
T：Boys and girls, now I’ll play the sound of animals, and you should say the animal’s name as quickly as possible. Listen carefully. what’s this?
Ss: tiger!
T: yes, good job! The 1st one is tiger. Pay attention to the pronunciation, tiger, tiger, tiger.
方式四：主题情景图呈现
可以利用课文上的主题图片进行直观教学。这种方式直观且能够充分挖掘教材上的信息。如：
(present the map in the theme picture on the screen)
T: boys and girls, please look at the map of the zoo, what’s this animal?
Ss: it’s tiger!
T: yes, it’s so interesting! Tiger, tiger, tiger is interesting.
方式五：简笔画呈现
教师利用一些简单的简笔画呈现相应词汇，不仅能够增加课堂趣味性，调动学生积极性，而且能够让学生直观的理解词汇。如：
T：Boys and girls, now I draw a picture for you, and you should speak out the name of it as soon as possible, ok?
Ss: ok!
T draw a tiger.
Ss: it’s tiger!
T: it’s tiger! Pay attention to the pronunciation, please, tiger, tiger, tiger.
(二)句型新授
初中听说课涉及句型常见的新授方式为在充分理解运用相应词句之后教师设置相应情境引出句子，或者播放录音让学生在听的过程中感知相应句子并随后进行相关操练。
如：人教版初中英语八年级下册 Unit 1 what’s the matter? 听说课1a-1c 课文如下：
从编排上看，1a旨在介绍身体各部位的词汇，1b和1c通过简单的听说活动想学生输入并操练有关询问及表述基本及不适的基本词汇和表达方式。因此，由课文内容不难看出本课主要句型为“what’s the matter?” “I have…/ she/he has…”. 在充分理解1A的身体部位单词之后，老师可利用几个问题引导学生观察主题图中的人物。
How many people can you see in the picture?
How many of them are students?
How many students are not feeling well?
What are their names? And how did you get their names?
老师带着学生口头叙述五位学生的不适：Now let’s look at the big picture once again. We know Sarah has a cold. And a boy has a stomachache. Maybe this boy is David, or maybe this boy is Ben. We don’t know yet. If Ben has a stomachache, then David has a sore back. For the other two girls, one has a bad toothache, and one has a very sore throat. But who has a stomachache? Who has a sore back? Who has a bad toothache? And who has a very sore throat?Let’s listen to the tape to find out the answers.
播放录音。之后老师用“what’s the matter?”来询问学生的答案，引导学生用
Nancy: has… Sarah: has… Ben: hurt…等进行回答，这样本节课的主要句型就自然而然的引出来了。
此外，初中英语的句型呈现还可以通过设置相应的情景进行呈现，让学生在情景中学会相应句型。
以上是初中英语听说课教学的单词和句型呈现的方法总结，当然我们的教学方法可以有很多，针对不同的学生可以进行不同方法的听说课教学，大家可以灵活运用以上方法。
最后，华图教师祝各位考生乘华图翅膀，圆教师梦想!
华图教育英语教研室编辑
