(故事关键性词汇,程序性强的) Р• 变更性复述(时态,人称,体裁等) Р4. 合理设计,听说训练要到位。Р目前,各个版本教材都围绕单元或课时核心内容设计了各种听力练习,提供了一定的听力技能训练活动资源。起始阶段侧重于听懂词义和句式的 Listen and say, Listen and do, Listen and color, Listen and draw ;高年级侧重于 Listen and write , Listen and match 等。教师根据自己学生的特点分析和有效地使用好这些练习,对学生听力技能的形成是至关重要的。Р• 听力练习的设计与反馈Р关注听前、听中、听后三个环节;引导学生听前预测,根据图片、文字等信息的提示预测说话对象、场景等;处理好听与看的关系,到了高年级,听前不必将所有的图片或文字信息等内容都进行确认,总是教师帮忙扫清听的障碍无助于学生听力的提高。Р• 利于语言内化的结构训练Р将核心句式编成韵文练习,或通过多种活动练习,如 Speaking chains: РI have a banana. I have a banana and a pear. I have a banana, a pear and an apple. РDavid gets up at 7:00. David gets up at 7:00 and has his breakfast at 7:30. David gets up at 7:00, has his breakfast at 7:30 and goes to school at 7:45. David gets up at 7:00, has his breakfast at 7:30, goes to school at 7:45 and has his English class at 8:00.
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