小學(xué)英語教師

課堂教學(xué)語言技能探討太原師范學(xué)院胡明珠2007.08課堂教學(xué)語言的含義

課堂教學(xué)語言是指英語教師在課堂上組織教學(xué)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合運(yùn)用的語言系統(tǒng)。教師既通過它來敘述、講解知識(shí)，組織指揮教學(xué)活動(dòng)，又用它來開發(fā)智力、感染情緒，對(duì)學(xué)生進(jìn)行思想教育。它既是一種工作手段，也是對(duì)學(xué)生進(jìn)行聽力和口語訓(xùn)練的內(nèi)容和方法。課堂教學(xué)語言的原則1、盡量多用英語組織教學(xué)；2、盡量用淺顯、明白、學(xué)生能聽懂的英語；3、注意課堂用語表達(dá)的規(guī)范性；4、注意觀察學(xué)生表情，調(diào)整語速、重復(fù)重點(diǎn)與難點(diǎn)；5、配合與眼神、表情和形體語言，形象生動(dòng)地描述和講解；6、對(duì)于講解中的生詞、難點(diǎn)、重點(diǎn)，應(yīng)配合與板書；課堂教學(xué)語言基本要求1.語音清楚規(guī)范在學(xué)生學(xué)習(xí)初級(jí)階段講英語時(shí)，要注意每個(gè)字母、每個(gè)音節(jié)、每個(gè)意群、每個(gè)句子都應(yīng)該讀清楚、正確。對(duì)于音標(biāo)的理解輔音（Consonants):發(fā)音時(shí)氣流受阻發(fā)音位置(placesofarticulation)Bilabial(雙唇音）:/p//b//m//w/Labiodental（唇齒音）:/f//v/Dental（齒音）:/θ//e/Alveolar（齒齦音）:/t//d//n//l//s//z/Palato-alveolar:（顎齒齦音）/?//?//?//?/Retroflex（卷舌音）:/r/

Palatal（顎音）:/j/Velar（軟顎音）:/k//g//?/Glottal:（喉音）/h/發(fā)音方式(mannersofarticulation)Stops（爆破音）:/p//b//t//d//k//g/Nasals（鼻音）:/m//n//?/Fricatives（摩擦音）:/f//v//θ//e//s//z//?//?//h/Affricates（破擦音）:/?//?/Approximants（近似音）:/w//j//r//l/元音（Vowels）：發(fā)音時(shí)氣流不受阻?；驹簦?i//e//?//a//α//?//o//u/從舌的前后位置判斷：前元音（front）：/i://i//e//?/中元音（central）：/?://?/后元音（back）：/α://?//?://?//u://u/Compare:sheep-shipleave-liveteach-tickbed-badguess-gashead-handbath-busheart-hutpart-butport-potdoor-dotshort-shotcookgoodlookwoodbookwoolgooseschoolroomnoodlefoodSTRESS（重讀）Stressreferstothedegreeofforceusedinproducingasyllable.Itisafeatureforwhichthesmallestunitofapplicationisthesyllable.ThelocationofstressinEnglishdistinguishesmeaning.Wordstress（詞重讀）Sentencestress（句重讀）GeneralrulesforwordstressMonosyllabicwordsareconsideredasstressedsyllables—cut,good,etc.Thestressoftwo-syllabicwordsusuallyfallontheroots—mis'take,trans'late,'teacher,'childlike,etc.Thestressofpolysyllabicwordsisusuallyonthethirdsyllablefromthebottom—'family,e'conomy,sy'nonymy,etc.WordStressGeneralrulesforwordstress:Monosyllabicwordsareconsideredasstressedsyllables—cut,good,etc.Thestressoftwo-syllabicwordsusuallyfallontheroots—mis'take,trans'late,'teacher,'childlike,etc.Thestressofpolysyllabicwordsisusuallyonthethirdsyllablefromthebottom—'family,e'conomy,sy'nonymy,etc.SentenceStress（句重讀）

Sentencestressreferstotherelativeforcegiventothecomponentsofasentence.Sentencestressdiffersfromthewordstressintwoways:(1)Monosyllabicwordsmaytakesentencestress;(2)Polysyllabicwordsmayhavethestressonadifferentsyllablefromwhereitis,ortheymayloseitcompletely.GeneralrulesforsentencestressTherelativelyimportantwordsshouldbestressed,suchasnouns,adjectives,mainverbs,andadverbsinEnglish.There’s'nothingwecan'donow.Rhythmicconsiderationsinfluencetheplacementofstress.Sheis'fifteen'yearsold.Sheis'onlyfif'teen.Thesyntacticstructureofasentencehasabearingonthestresspattern.

'Howdoyou'do,Mr.Smith?

連讀和失去爆破

Atfouro’clock.Thereisapairofshoes.Havealookatit.Sitdown,please.2.語調(diào)正確：根據(jù)教學(xué)內(nèi)容的不同運(yùn)用不同的語調(diào)。Whenstress,pitch,andlengthvariationsaretiedtothesentenceratherthantotheword,theyarecollectivelyknownasintonation.Intonationplaysanimportantroleinconveyingmeaninginalmosteverylanguage.Englishhasfourbasictypesofintonation,knownasfourtones:falling,rising,fall-rise,andrise-fall.Whenspokenindifferenttones,thesamesentencemayhavedifferentmeanings.（3）Itmayimposedifferentstructuresonthesentencebydividingitintodifferentintonationunits.Thosewhoboughtquicklymadeaprofit.Thosewhoboughtquicklymadeaprofit.（4）Itmaybringpartofasentenceintoprominencebyplacingthenucleusonthesyllableconcernedtoemphasizethatpart.Ithoughtperhapsyoumighthelpme3.語速適當(dāng)：課堂教學(xué)語言的語速一般要比生活用語慢，待學(xué)生完全理解和掌握教師所講解內(nèi)容時(shí)，才可以用正常的語速。講解過程中還應(yīng)該有適當(dāng)?shù)耐ｎD和重復(fù)。4.音量悅耳：使每個(gè)位置上的學(xué)生都毫不費(fèi)力地聽清楚教師的每句話和每個(gè)音節(jié)。音量過高，對(duì)學(xué)生太刺激，影響學(xué)生思維，產(chǎn)生疲勞的感覺；音量過低，學(xué)生聽不清，容易分散注意力，產(chǎn)生昏昏欲睡的感覺。聲帶的保護(hù)和鼻腔的共鳴作用很重要。5.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態(tài)。教師只有根據(jù)教學(xué)內(nèi)容和學(xué)生交際能力的實(shí)際情況，恰當(dāng)?shù)厥褂脮嬲Z和形體語，才能使課堂教學(xué)語言生動(dòng)、形象、有聲有色。表演式的語言給學(xué)生的印象才深刻。課堂用語示例Comehere,please.Cometothefront.Bequiet,please.Don’tcallouttheanswer,waituntilIaskyou.Now,payattention,everybody.Nowpracticethedialogueinpairs.Readthetextsilently.Theregoesthebell.Nowclassbegins.Nowit’stimeforustohaveclass.Let’sgetdowntosomework.Wearegoingtotakeupanewlessontoday.Tobeginwith,IwantyoutolookatthedialogueonPage7.Wewillhaveashortquiz.Canyouspelltheword…?Whatdoestheword