浅谈高中英语课前演讲

浅谈高中英语课前演讲

摘要：课前演讲是现阶段高中英语课堂教学中一种行之有效的课前热身活动,其内容涵盖面较广，形式多种多样。不仅起到了丰富课堂文化，将学生目光聚焦到课堂的积极作用，也从思维角度、心理角度和语言习得角度促进了学生能力的全面提高，是新课标精神引领下培养学生英语综合素质的积极探索。

关键词: 课前演讲功能内容形式语言习得

英语素质教育的教学中，优化课堂教学模式是重点，也是实施素质教育主渠道。然而，要实现优化课堂教学，这就要求我们教师应做到优化教学目标的制定，优化课堂教学的设计，优化教学方法的组合等，通过优化课堂教学模式，以达到实施素质教育的目的。课前演讲就是其中一例。课前演讲是现阶段高中英语课堂教学中被普遍采用的一种课前热身活动，是集中学生注意力，激发学生学习兴趣，提高学生听说能力，发挥学生主观能动性，使其积极参与课堂活动的重要途径。也是当前以教师为主导，学生为主体的新型教育教学理念在常规课堂教学当中的有力体现。

一、课前演讲的功能

1.从思维角度看

根据美国著名认知教育心理学家布鲁纳的认知—发现学习说，以培养探究性思维方法为目标，学生利用教材或教师提供的条件自己独立思考，自行发现知识，掌握原理和学习规律，在求知过程中逐步获取自己的知识。课前演讲的过程就是学生积极参与，自主学

习的过程。前期选材中，学生在其所阅读过的报刊或杂志当中有针对性地选出一篇难度适中，文本内容健康向上的英语文章。这不仅要求学生平时养成良好的阅读习惯，勤记笔记，勤写读书心得；善于利用英汉或英英词典等工具书来查阅一些文章中出现的生词或

比较陌生的表达。很好得做到“有疑必查，有查必记，有记必用”，在循序渐进的学习过程中不断积累英文单词的读音、释义以及用法，为日后提高阅读技能水平奠定基础。此外，学生准备课前演讲材料的有意识行为活动也能在一定程度上激发学生的想象思维和

联想能力。让学生透过无生命的文本，去深层次感受文章的血肉和灵魂，从而与作者产生思想和感情上的共鸣。

2.从心理角度看

中学阶段的学生一般处于青春发育期，生理发育同时，心理也在不断变化与发展。笔者发现在平时的课堂教学过程中，大多数高中学生已经抛弃了初中生的鲁莽和冒失，他们在思想上存在过多的顾虑，高傲和自卑并存，不喜欢踊跃回答老师提出的问题，而是选择保持沉默，用眼神和动作来回应老师，这无疑会对学生自身的心理健康成长产生不良影响。根据人本主义心理学家马斯洛的自我实现论，他认为人类行为的心理驱动不是性本能，而是人的需要。课堂演讲的出现让班上每一位学生都有机会在班上其他同学和老师

面前展示自己，赢得成功的喜悦和更多的自信，从而在某种程度上克服和改正自己平时因各方面原因而导致的胆怯心理和“非暴力不合作”陋习，真正意义上达到自我价值实现。

3.从语言习得的角度看

通过做课前演讲，学生会有意识得记忆一定量的文本信息。这本身就是一个语言输入的过程；当其将这一定量的文本信息讲给班里同学和老师听时，这又是一个在特定情境下语言输出的过程。在这语言输入和输出地过程中，学生不仅锻炼了自己的语言习得能力，学会建构自己的知识系统，而且从侧面增强了听演讲的其他同学的语言习得意识，让其对外部刺激做出反应，并一定程度上形成自我对信息的理解，达到了教学上的双赢。

二、课前演讲的形式

在具体的教学过程中，笔者主要引导学生做以下几个方面的探索：

1.播报新闻型

这种课前演讲主要是让学生从报刊或网络上（如china daily, crazy english, put english）搜集整理近期国内外要闻，从其中选出一则时效性强，影响力大的新闻，以一个新闻播报员的身份给全班同学和老师播报英语新闻。之后再借助多媒体设备将事先编辑好的英文原稿和相关图片展示给听众。比如播报金砖国家领导人在海南三亚召开峰会的新闻时，笔者就建议负责那次课前演讲的学生在相关的英语文稿下方再粘贴了一张金砖国家的标志图（brics）。目的是一方面让听众借助文稿内容来回顾并检查刚才所听新闻概要，及时了解当前国内外大事，紧跟时代步伐，填充常识性知识储备；另一方面播报新闻的同学通过给大家讲解新闻中出现的生单词

或词组，让同学们在更好地理解新闻大意的前提下，为日后写新闻报道类的文章积累了第一手资料。

2.讲故事型

课前演讲者将事先从英文杂志上摘抄的英文故事声情并茂得讲给同学们和老师听，讲完之后利用随机点名系统软件，请班上一名同学来回答讲故事者根据故事大意所设置的一个问题，以检查在座同学们有没有认真倾听和思考。这种形式打破了常规的“你说我听”课堂格局，使班上每位同学都处于“人人有题答，人人要答题”的高度警备状态，非常有助于提高课堂效率。另外也让学生接触了一些英语国家有代表性的历史文化知识，比如英联邦国家，英国的殖民帝国时代概况；美国历史上西进运动的前因后果；以及一些名人轶事和英文谚语的由来。

3.朗诵诗歌型

以学生为中心，创设自由、宽松的学习氛围，配以优美动听的音乐，做演讲的学生将其钟爱的诗歌极富韵律美得朗诵下来。这不仅能够使听的同学从多媒体大屏幕上所出现的诗歌内容中获取有

用的文字信息，强化学习动机，不失时机得在特定语言环境下解读文字符号下的跨文化常识，扫清在第二语言习得上的障碍；也能在诗歌流淌的抑扬顿挫中感受这种极具张力的文学体裁之美，掌握相关诗歌基本知识，进而达到陶冶情操的功效。

4.演唱英文歌曲型

为了满足学生个性化和多样性的成长需求，笔者也提倡爱好音

乐的学生选择演唱自己比较拿手的英文歌曲，以此作为自己的课前演讲内容。比如学生多数会选择一些当红歌星lady gaga,tailor swift,justin bieber等人的主打歌曲。我们姑且将其看做是“一种特殊形式的演讲”，就像是古人唱着“大风起兮云飞扬，壮士一去兮不复还”，这也符合我们所提倡的“课前英文全体验”宗旨。因为寄宿制学校的缘故，笔者也会给学生大开方便之门，让他们利用课余时间在网上下载一些带英文字幕的相关歌曲视频，从而让歌曲的演唱更具震撼力。当然，通过演唱英文歌曲，不仅歌唱者本人展示了自我风采，班上在座同学也从歌曲歌词里学到了一些地道的英文表达，在老师的指导下挖掘了更多英语国家当代物质文化含义，了解了目的语的相关文化背景；同时也放飞了心情，为轻松愉悦的课堂气氛奠定基础。

以上四种课前演讲形式是笔者现阶段采用较多的几种。随着学生学习热情的不断升温，我们也可以尝试诸如话剧表演这样的集体性课前演讲，开创课前演讲的新局面，真正做到让每一个学生都融入课堂，爱上课堂。

三、课前演讲的内容

根据当前高考阅读理解命题的选材思路，结合本班具体学情，我建议学生多准备一些说明文、记叙文、描写文和议论文，注重解决因文化差异触发的学生理解困难。其内容应涉及面广，除科普、经济、人文等高频话题外，也涵盖了相当一部分的背景知识，例如作者生平、写作背景、作品背景。让学生在充分感知和理解目标材

料的同时，有意无意间掌握一些阅读微技能（如猜词、快速阅读）。摆脱对教师和教材的依赖，从单纯的词汇和句子中走出来，转而根据文章体裁、目标材料信息来分析、判断、解码和加工，最终总结出语篇大意，提高阅读速度，进而加强阅读理解能力。此外，每一次不同选材的课前演讲都可看作是除必修模块外的一次微型的口

语表达能力和听力能力检测。如果能将其坚持下去，会对相当比重的学生产生不小的影响。此活动不但能够帮助他们在高考听力或口语加试部分拿到不错的分数，而且对他们今后的学习、工作和生活也会产生潜移默化的作用。

课前演讲的形式与内容多种多样，可操作性强，是笔者定位于课堂实践教学对新课标理论要求的个性解读。在具体教学过程中可充分调动学生思维，不断优化和改良，鼓励学生创新和独立思考，将新时期的英语课堂教学推向新的高度。

参考文献：

[1]教育部.普通高中英语课程标准[m].北京：人民教育出版社，2003:6.

[2]johnson,keith.2001.an introduction to foreign language learning and teaching. harlow:pearson education limited.

[3]王媛. 有效阅读教学设计实例解析[j]. 中学外语教与学，2010（1）

[4]皮连生. 教学设计—心理学的理论与技术[m]. 北京：高等

教育出版社，2000:106.

作者简介：李宁现就职于石家庄二中南校区，担任中学英语教学工作。2007年毕业于陕西师范大学英语系。自参加工作以来，本人认真备课，用心钻研，曾荣获校青年教师评优课“最佳新人奖”，校“优秀教案奖”，年终班主任评语评比一等奖等。

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