鉴于此课程的听说特点，我们采用新的教学模式，充分利用我校技术教育中心的多媒体教室优势，利用学校的网络平台，扩大教育资源，力求改进原来的以教师讲授为主的单一课堂教学模式。我们的教法历经了三个阶段的改进：1）过去的填鸭式、一言堂的模式。教师是主体，重点讲授语法知识和语言难点，重点听力段落让学生反复听，随堂练习。2）教师指导式。 教师“有指导的听说练习”方法。这种方法仍以教师为教学主体，教师根据学生的接受能力，因材施教，提供听力段落和技巧、背景知识、语言重点和难点方面的指导，课后以学生自己听练习和做练习为主。由于我们的教材配有MP3互动光盘，这使得学生可以根据自己的情况掌握节奏，多听多练。3）师生互动式。基于计算机和课堂的英语多媒体教学模式，教师充分发挥学生的主观能动性，以学生为主体，大量采取启发式的教学方法，让学生回去预听和预读，准备课堂内容，课上采用提问法，讨论法，总结法、展示法等，让学生在短时间内掌握某一专题的听力材料的基础上力求反复盘练、举一反三、展示成果。第三种教学法要求学生充分利用学校的电教和网络设施，查找资料，对某专题进行深入细致的研究。学生还要利用多媒体设施做PowerPoint, 以便以小组的形式课上对所学专题进行综述或展示自己的观点。具体的课程教学模式以下面表格的步骤为例：
Stage |
Procedure |
Expected Strategy learned |
1 |
Teacher chats with students in L2 for several minutes about their study and course—how things are going, what they did in their spare time-music, sports. |
Motivational management |
2 |
Teacher introduces the topic of the listening task “Management Gurus” and asks students to think about former GE CEO Jack Welch and Microsoft present CEO Ballmer. Then ask them to write down any words they can think of related to great corporate leaders and the topic. |
Advanced organization
Background association
Self-management |
3 |
Teacher announces that he/she will play the videodisc through once. The students should listen for the general ideas about both CEOs - Jack Welch and Ballmer and then tell teacher if he or she likes them or not. |
Directed attention
Lowering anxiety |
4 |
Teacher writes some difficult vocabulary and useful expressions on the computer screen so as to draw their attention to these words. The teacher then plays the disc the second time and asks students to listen for the new words and try to guess the meaning from their understanding of the whole text.
The teacher can also ask students to note down all the vocabulary describing both CEOs. |
Such as “legacy, visionary, empower, accountable”
Linguistic inferencing
Voice inferencing
Grouping
Repetition
|
5 |
After some general feedback about what kind of person Jack Welch and Ballmer are, the teacher announces that he/she will play the disc a third time. This time students are directed to the basic facts of the two people — leading style,? work achievement, personality, changes management etc. Students will do the first exercise—matching column A and column B. Give students time to read the questions. |
Selective attention
Inferencing between parts
Extrolinguistic inferencing
Story-telling techniques (Time-sequences, personality-traits, mile-stone inventions etc) |
6 |
This time, the teacher asks the students to work in groups of 3 or 4. They should first compare their answers for listening tasks and make necessary changes, and then use the information in the listening to give a brief introduction to the two famous leaders. |
Cooperation
Performance evaluation
Problem identification
Personal elaboration
Academic elaboration
World elaboration
Transfer |
7 |
Teacher distributes a skeleton handout of the scripts segment or the teacher asks students to complete the second table in the textbook exercise. Students listen to the disc once more to complete the notes. |
Note-taking
Academic elaboration
World elaboration
|
8 |
Teacher pairs up students and asks them to practice, either giving an oral summary of the two great CEOs, or briefing the major achievements made by the two CEOs. |
Summarization
Performance evaluation |