听力微技能培养策略在高中英语听说课中的有效渗透

王青英

《普通高中英语课程标准（实验）》中对听力这种语言技能的教学目标描述为：能听懂有关熟悉话题的谈话并能抓住要点，能识别语段中的重要信息并进行简单的推断，能听懂正常语速听力材料中对人和物的描写、情节发展和结果，能听懂熟悉话题的内容、识别不同语气所表达的不同态度。其实这些都是听力微技能的体现。所谓“微技能”，实际上就是人潜在的微妙的心理认知能力，它支配人的行动和思维，包括语言学习。听力微观技能即听力理解方面的具体技能技巧、听力理解微技能，主要包括辨音、获取主要信息、预测能力、猜词语意的能力等。研究表明，注重听力微技能的培养，运用各种教学手段，能够较好地提高听力理解的能力。因此，在提高听力的过程中，应注重微技能的训练培养。本文以我的一节听说课“Water saving”为例，谈谈如何设计教学环节和任务，培养学生的听力微技能。

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.

（设计意图：通过美丽的自然风光的图片来激发学生兴趣，然后展示一张与之前图片迥然不同的图片，构成强烈反差，带来强烈的视觉和心灵震撼，唤醒他们对保护环境，尤其是节约水资源的重视。）

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： ...

（设计意图：激活已有知识，也为下一环节做铺垫。）

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.

（设计意图：这是global listening，培养学生听取主要信息的能力。让学生通过回答以上两个问题来获取main idea.因为听力材料是课外的，通过回答两个问题来获取main idea，可以适当降低听力任务难度。）

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

（设计意图：这一环节的设计为intensive listening，主要培养学生听取细节和猜测词义的能力。所设置的空皆为实词，因为实词传达了更为重要的信息。空1和7的设置是为了提醒学生在听力时一定要注意听力材料中出现的数词。空4、5、6三个所填入的词对高一学生来说是生词，设置的目的是提醒学生在听力材料中即便听到了生词也不要惊慌，可以在听的过程中快速记下单词发音，再根据所学的音标知识写出相应的单词，猜测单词的含义。）

Step4： Discussion

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

（设计意图：这一环节是对以上听力材料的拓展，让学生在听的基础上能发散思维，既充实了听力材料信息，也能对学生进行情感价值观教育的渗透。）

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

（设计意图：这一材料其实是对以上所有听和说的一个总结，材料本身难度不大。从所设置的空答案来看，所填入的词都存在连读现象，这一任务的设置是培养学生在听力过程中的辨音能力，听完之后根据录音进行模仿朗读，也是为了有意识地培养学生的连读技能。）

Step 6： Conclusion & Assignment

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

Task 2： Read the second passage.

（设计意图：激发学生校园生活主人翁的意识，同时使课堂与实际生活直接相联系，让学生更有参与热情。）

这节课的话题源于课本，但所用材料并不拘泥于课本，而是选自网络资源，并根据高一学生实际水平对材料进行删减和处理，使之为课程目标服务。英语教师作为学生走向世界的领路人，更应该有开阔的眼界，不能“唯课本论”，而应善于利用一切优秀资源为教学所服务。这节课各个任务的设置环环相扣，围绕着一个话题“说透”，而不是“蜻蜓点水”。“节水”这一话题于学生来说并不新奇，但是选用材料中所提供的信息又给学生打开了另一个思路。在任务设置上将听力微技能中培养学生辨音、获取主要信息、预测能力、猜词语意等渗透在各个听力练习中，做到对学生听力微技能的培养“润物细无声”。

当然，任何一门语言技能的培养都不可能一蹴而就，需要长期的坚持才能初见成效，这就需要我们老师做好长期作战的准备，在平时的教学中进行有效的渗透和坚持，终有一天我们会听到花开的声音。

责任编辑 魏文琦