First, improve students' sense of language by listening and reading.
In listening teaching, English reading activity is a key link that teachers need to pay attention to. Teachers need to help students reread listening tapes purposefully and pertinently after completing listening tasks. In the process of repeated reading, students can pay attention to the authentic English pronunciation and intonation in listening materials, learn to imitate the way people in English-speaking countries speak, and also improve their personal perception of the English language. In addition, teachers need to guide and train students to master English reading skills, so as to deepen students' understanding of listening materials and effectively improve students' English listening level.
In the listening teaching process of inquiry poetry in compulsory four, teachers can combine the listening content of poetry in this lesson and let students follow the content of poetry after listening to the listening materials. At the same time, teachers also need to guide students to master sentence stress, intonation and English pronunciation knowledge in the process of follow-up. In order to promote students to master various reading skills, teachers can guide students to mark pronunciation with various symbols in listening materials, such as different tones can be represented by different arrows. With the help of these reading markers, students can consciously pay attention to English reading skills. In addition, teachers can also encourage students to substitute roles, imitate the tone and intonation of relevant characters, and experience the emotions conveyed in poems.
Second, practice speaking through listening, and exercise students' English expression ability
If students only listen to English listening materials and don't express them in time, their English expression ability will not be improved. After students finish listening training, teachers need to carry out "post-listening" activities to help students transform their input English knowledge into output English expressions. In this process of expression, students can further explore and extend English knowledge in listening textbooks, deepen their understanding, and train and improve their English expression ability in various post-listening activities such as role-playing and dialogue retelling.
In the process of listening teaching in Compulsory Unit 2, natural disasters, teachers need to lead students to complete listening activities and effectively integrate the information of listening materials. At the same time, in order to further improve students' English expression ability, teachers can first design dialogue retelling activities, so that students can retell the listening materials in their own words after sorting out the listening content. Teachers can guide students to take the retelling method of table prompts to describe the characteristics of disasters such as typhoons, rainstorms and snowstorms. In addition, teachers can also hold role-playing activities, requiring students to act as reporters in groups, and others to act as witnesses to natural disasters.
At this time, the person who plays the witness needs to tell the relevant characteristics of natural disasters, such as "it is very dangerous" and "it does harm to people's lives", while the person who plays the reporter needs to summarize the characteristics of natural disasters and tell their specific names. In role-playing activities, students have deepened their memory of the characteristics and names of natural disasters, and can also appreciate the great harm that disasters bring to people, thus effectively exercising their oral English ability.
Thirdly, listening can promote writing and improve students' writing ability.
Influenced by the traditional concept of exam-oriented education, some teachers only pay attention to whether students can master listening skills and ignore the development of students' other abilities in the process of designing post-listening activities. Teachers can design English writing activities according to the content of listening texts to help students improve their English writing level on the basis of applying listening materials.
In the process of listening teaching of compulsory unit 2, physical culture, students have initially mastered the contents of listening textbooks and obtained information related to "physical culture" in the process of listening. Teachers can design "after listening" writing activities, so that students can complete "Please choose a sport that interests you" and complete the introduction of sports culture. When you write, please pay attention to your description. At this time, students can introduce a sport in writing in groups or in the form of independent inquiry. For example, some students chose the sport of "football" and introduced it from the aspects of "culture", "rules" and "competitions". In the process of students trying to write, teachers also need to guide students to pay attention to lexical chunks or cohesive words appearing in listening materials, and guide students to use cohesive words such as "and", "but" and "what's more" to connect different sentences in series, and pay attention to the coherence of English writing content.
In short, teachers need to enhance the effectiveness of post-listening activity design, design different listening activities flexibly and effectively according to the content of listening materials, so that students can improve their oral English in reading, develop their English expression ability in expression, improve their English writing ability in writing practice, and finally develop their comprehensive English language ability.