文/宿倩周军
一、教材分析
本课内容是牛津初中英语8A第一单元第七板块——综合技能。Millie和Sandy谈论了他们的未来计划,进而巩固所学知识。此部分作为本单元的综合技能课,在前面语言学习和技能训练的基础上将听、说、读、写糅合在一起培养学生综合运用语言的能力。课文首先展示了一张关于Millie未来计划的表格,由学生熟悉的人入手,抓住了学生的兴趣,为下面的听力作好了准备。其次,课文展示了一封由Millie写给Mr.Zhou的信,信中需要学生根据上面的听力材料填出关键词,这是一个难度上升的环节。然后,课文展现的听力材料则要求学生在听力材料中听取细节,提炼信息。这是本环节最高的层次,语速加快,难度加大,内容复杂。课文后半部分则以说为主,鼓励学生运用形容词原级、比较级或最高级来表达和朋友相关的内容。
二、教学目标
1.Toidentifytheinformationpresentedinthelisteningmaterials.
2.Todiscussthefutureplansandimprovetheabilityofexpressingthemcorrectly.
三、教学重难点
1.Trytogetmoreinformationordetailsfromthelisteningmaterials.
2.Studentscandiscusstheirfutureplansintheirownwords.
四、教学内容(四会内容)
词汇:solve,editor,social,future,become,famous,sporty,agree,runner
词组:solveproblems,makefriends,trytobekindtopeople,nextto
句型:IwanttobeaspopularassheiswhenIgrowup.
Ihopetobecomeafamoussingerandtravelaroundtheworldinthefuture.
五、预习要求
1.Trytorememberalldifferentkindsofoutdooractivities.
2.Trytoreadtwolettersasfluentlyasyoucan.
3.Gettoknowaboutthenewwords:solve,editor,social,future,become,famous,sporty,agree,runner.
【教学设计依据】
1.任务要与听力材料的话题密切相关,并贴近学生的生活实际。教师应考虑所设计的任务在日常生活中是否存在,以及如何使任务更有意义和操作性。
2.听力任务的设计要有目的性,要明确听主要是培养学生获取信息的能力。因此,在设计听力活动时要考虑让学生获取表层信息还是深层信息,培养学生推理的能力还是归纳的能力。
3.设计互动性强、形式多样的任务,激发学生的参与热情,调动其学习积极性,提高学生的语言运用能力以及分析和解决问题的能力。
4.任务应由浅入深,注意任务之间的衔接和层次,以保证课堂教学的整体性和流畅性。
【教学用具】PPT课件图片录像录音机
【教学过程】
Pre?listeningtasks
StepⅠLead?in
Teacher?swords:Wehavelearntalotaboutdifferentoutdooractivities.Whatarethey?Whichdoyoulike?Whatwouldyouliketobewhenyougrowup?
Students?words:Theyareswimming,hiking,camping,ping,cycling,skiing...
Teacher?sactivities:Asktwopairsofstudentstotalkaboutwhattheylearnt.Theotherstudentswilllistentothemandtrytowritedowntheiranswersintheproperboxes.
Iftheycan?t,theteachercangivethemanexample:
IlikehikingbestbecauseIthinkitisveryinterestingandit?sgoodforourhealth.Ialsolikeswimmingandping.ButIamnotgoodatswimming.SoIdarenotswimorpeinthewater.Inthefuture,Iwouldliketohaveaswimminglessonandtrytopeinthesea.Idon?tlikecyclingatall.ButImustrideabikeeveryday,orIwillhavetospendtoomuchtimeonbuses.IwouldliketodriveacarinthefutureifIcan.
Students?activities:Someofthestudentsexpresstheirownideasandplans.Theyaretalkingabouttheirfavouriteactivitiesandwhattheylearntinthelastlesson.Theotherscantakesomenotesandwritedowntheiranswersintheproperboxes.Trytotakeasmanynotesasyoucan.Whenotherstalk,youshouldlistentohim/hercarefully.
【听前任务设计依据】
兴趣导入,通过无意识习得与有意学习两种方式获得语言信息,并经熟悉的话题切入。
学生对听力材料相关背景知识的熟悉程度是决定其能否顺利获取信息的重要因素之一。教师在听力活动开始前进行铺垫,让学生想听、会听。想听就是有兴趣听,要从学生的生活实际出发,认真分析听力材料的中心话题,找出话题与学生兴趣的契合点,激发学生头脑中的相关背景信息,促使学生积极思考,为之后的听力活动作好准备。
While?鄄listeningtasks
StepⅡTeachingprocedures
—Minitaskone:Millie?sfutureplans
Teacher?swords:Justnow,wetalkedaboutourhobbiesandfutureplans.It?sreallyinteresting.OurfriendMillieisalsotalkingtoAmyaboutherfutureplans.Canyoufindoutwhatshewouldliketodointhefuture?Youcanlistentotheirconversationandputatickinthecorrectboxesinthetable.
Students?activities:Trytogetasmuchinformationastheycan.
Students?words:OK.Weareready.
Teacher?sactivities:pidethestudentsintosmallgroups,maybethreeorfourstudentsinonegroup.
Students?activities:Haveadiscussionwiththegroupmembersaboutsomeproblemswhilelistening.
Teacher?swords:Ithinkit?snotsodifficultforyoutounderstandit,right?Now,doyouwanttolistentoitagain?Listentothetapeagainandcheckoutyouranswers.
Students?words:Yes,it?sreallynotdifficultforus.Let?strytocheckouttheanswers.
【听中任务1——设计依据】
要让学生能听,就要符合学生的认知水平。听的内容太容易,学生听一遍就可以得出所有答案,听力活动就失去了挑战性,不能帮助学生提高听力水平。所以在这个环节中一般听两遍。听的内容也不能太难,不要让学生产生畏惧心理,要形成阶梯递进,形成有效的听力任务链。小组合作是新课程改革过程中课堂模式探究的最新研究成果。小组成员在团队的互相合作、合力共赢的模式下寻找合作者,共同探究解决问题的最佳方案。
—Minitasktwo:AninterviewwithMillie
Teacher?swords:SupposeyouareMillie.AreporterfromWuxiEducationTelevisionStationisinterviewingyou.Pleasemakeadialoguewithyourpartneraboutyourfutureplans.OneisMillie,theotheroneisthereporter.
Students?activities:Inpidualwork.Listentothetapeagainandtrytofinishtheirinterviewwithsomemissingwords.
Teacher?swords:NowyouarequitefamiliarwithMillie?sfutureplans.Pleasehelphercompletealetter.
Students?activities:Fillintheblankswiththerightwords.
【听中任务2——设计依据】
这段材料符合学生的听力发展水平,对于能力较强的学生可要求句句听懂,对于能力较差的学生可要求其听懂大意。还要让他们关注发音在句子中的变化。这个环节主要是培养学生听主题大意、捕捉关键信息、合理进行推理及听具体细节信息的能力。因此,听中活动的设计要充分考虑这些要求,使学生会听并听懂。
—Minitaskthree:Sandy?sfutureplans
Teacher?swords:SoMilliewouldliketobeasocialworkerwhenshegrowsup.Sheisreallykindandhelpful.WhataboutSandy?WhatwouldSandyliketobewhenshegrowsup?Doesshealsowanttobeasocialworker?Ifnot,what?sherplan?Pleaselistentothetapeandfinditout.
Teacher?swords:ListentoitagainandhelpSandycompleteherletter.
Teacher?swords:Ireallyknowit?salittlehardforyouandIamsureyouneedtolistentoitforthesecondtime.So,let?slistentoitagainandfillinthemissingwordsandfindoutmoredetailsandinformation.
Students?activities:Trytogetasmuchinformationaspossible.Getreadytolistentothetapeagain.Trytofindoutmoredetailsaboutit.
Students?activities:Listentoitagainandcheckouttheanswers.Theanswers:sing,happy,singer,popular,travel.(未完待续)
作者地址:江苏省无锡市后宅中学