我们文成地处山区,缺乏英语学习氛围,学生英语口头表达能力较差。近年来,我综合运用电教媒体,发挥学生多种感观的功能,有效地提高了学生的听说能力。一、运用录像功能,激发听说训练的兴趣。培养学生听说能力要从培养学生的听说兴趣着手,而兴趣又与情境有关。利用录像功能,在听说训练中创设相应的情境气氛,能使学生产生身临其境的感觉,获取视觉听觉等多方面信息,有利于对语言的理解和记忆。我利用这一手段有效地引导学生开展听说活动。例如,在教《At The Tailor’s Shop》一课时,我组织学生观看这一小说的录像,作为训练听说能力的导引。 (1)学生初看录像,了解课文大意。然后教师以讲故事的形式与学生一起讲述这一故事,帮助学生理解 We Wencheng is located in the mountains, the lack of English learning atmosphere, poor oral English students ability. In recent years, I have integrated the use of audio-visual media to give play to students’ multiple senses of functions and effectively improve their listening and speaking abilities. First, the use of video features, stimulate listening and speaking interest in training. To develop students ’listening and speaking abilities should start with the students’ interest in listening and speaking, and their interests are related to situations. The use of video capabilities, listening and speaking training to create the appropriate atmosphere in the atmosphere, enabling students to feel immersive, access to visual and audio and other information, is conducive to language understanding and memory. I use this method to effectively guide students to carry out listening and speaking activities. For example, when I was teaching “At The Tailor’s Shop,” I organized students to watch the video of this novel as a guide to training listening and speaking skills. (1) students first look at the video to understand the effect of the text. The teacher then teaches the story with the student in the form of a storytelling to help students understand it