聽力微技能培養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準（實驗）》中對聽力這種語言技能的教學目標描述為：能聽懂有關熟悉話題的談話并能抓住要點，能識別語段中的重要信息并進行簡單的推斷，能聽懂正常語速聽力材料中對人和物的描寫、情節發展和結果，能聽懂熟悉話題的內容、識別不同語氣所表達的不同態度。其實這些都是聽力微技能的體現。所謂“微技能”，實際上就是人潛在的微妙的心理認知能力，它支配人的行動和思維，包括語言學習。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，運用各種教學手段，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，應注重微技能的訓練培養。本文以我的一節聽說課“Water saving”為例，談談如何設計教學環節和任務，培養學生的聽力微技能。

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.

（設計意圖：通過美麗的自然風光的圖片來激發學生興趣，然后展示一張與之前圖片迥然不同的圖片，構成強烈反差，帶來強烈的視覺和心靈震撼，喚醒他們對保護環境，尤其是節約水資源的重視。）

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： ...

（設計意圖：激活已有知識，也為下一環節做鋪墊。）

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.

（設計意圖：這是global listening，培養學生聽取主要信息的能力。讓學生通過回答以上兩個問題來獲取main idea.因為聽力材料是課外的，通過回答兩個問題來獲取main idea，可以適當降低聽力任務難度。）

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

（設計意圖：這一環節的設計為intensive listening，主要培養學生聽取細節和猜測詞義的能力。所設置的空皆為實詞，因為實詞傳達了更為重要的信息?？?和7的設置是為了提醒學生在聽力時一定要注意聽力材料中出現的數詞?？?、5、6三個所填入的詞對高一學生來說是生詞，設置的目的是提醒學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音，再根據所學的音標知識寫出相應的單詞，猜測單詞的含義。）

Step4： Discussion

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

（設計意圖：這一環節是對以上聽力材料的拓展，讓學生在聽的基礎上能發散思維，既充實了聽力材料信息，也能對學生進行情感價值觀教育的滲透。）

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

（設計意圖：這一材料其實是對以上所有聽和說的一個總結，材料本身難度不大。從所設置的空答案來看，所填入的詞都存在連讀現象，這一任務的設置是培養學生在聽力過程中的辨音能力，聽完之后根據錄音進行模仿朗讀，也是為了有意識地培養學生的連讀技能。）

Step 6： Conclusion & Assignment

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

Task 2： Read the second passage.

（設計意圖：激發學生校園生活主人翁的意識，同時使課堂與實際生活直接相聯系，讓學生更有參與熱情。）

這節課的話題源于課本，但所用材料并不拘泥于課本，而是選自網絡資源，并根據高一學生實際水平對材料進行刪減和處理，使之為課程目標服務。英語教師作為學生走向世界的領路人，更應該有開闊的眼界，不能“唯課本論”，而應善于利用一切優秀資源為教學所服務。這節課各個任務的設置環環相扣，圍繞著一個話題“說透”，而不是“蜻蜓點水”?！肮澦边@一話題于學生來說并不新奇，但是選用材料中所提供的信息又給學生打開了另一個思路。在任務設置上將聽力微技能中培養學生辨音、獲取主要信息、預測能力、猜詞語意等滲透在各個聽力練習中，做到對學生聽力微技能的培養“潤物細無聲”。

當然，任何一門語言技能的培養都不可能一蹴而就，需要長期的堅持才能初見成效，這就需要我們老師做好長期作戰的準備，在平時的教學中進行有效的滲透和堅持，終有一天我們會聽到花開的聲音。

責任編輯 魏文琦