高一必修1听说课说课稿.doc

高一年级英语必修1听说课教学设计教学年级：高一年级教学内容：Unit 1 Friendship（人教课标版）授课时间：40分钟一、 教材分析(Analysis of teaching material)本单元的中心话题是“友谊”，具体内容涉及“什么是好朋友？”“如何交朋友”等。语言知识和语言技能都围绕“友谊”这一中心话题进行教学设计。通常旧教材在每个单元的warming up后会有listening and speaking 的内容，而新教材把warming up 后面的listening and speaking后移到using Language部分。这要求我们老师要根据教学的实际需要适当调整或整合教学内容。本单元的“Warming up”部分设计了5个问题对学生进行问卷调查。目的是呈现本单元的中心话题“Friendship”，激活学生对“友谊”的认识，建构对“友谊”的理解和思考，帮助学生学会审视自我，引导学生形成正确的价值观，培养高尚的品德。“Reading and listening”部分提供给学生的阅读材料是“Lisa 和同班一个男生相处关系好而被其它同学误以为谈恋爱，Lisa 因此而烦恼，请Miss Wang 给予帮助”，以此引出男女生交往的话题。学生针对这真实而敏感的话题听Miss Wang的建议。对Miss Wang的建议以听力练习的形式呈现，即练习2填词，练习3用间接引语填句，这样的安排充分体现了听力练习难易程度上的层次性。在阅读和听力完成之后，学生头脑中已经储备了一些与话题相关的语料，为Speaking做好了铺垫。教材中还为同学们提供表示同意或不同意的典型句型来表达自己的看法。这样的设计帮助学生用英语思考对“男女生交往问题”的认识，训练学生在真实的情景中的口语表达能力和思维能力，也丰富他们有关描述“朋友”的语言，词汇和句型。二、 学生分析(Analysis of students)高一新生刚到一个新的环境，一方面，他们新鲜好奇、羞涩，但同学之间又非常不熟悉，非常渴望去了解他人，欣赏同学，去建立一种新的友谊。另一方面他们又有恋旧情结，非常思念往日的好朋友，因此，他们也非常渴望知道什么样的朋友才是好朋友，好朋友应该怎么做，同学之间的友谊该如何把握。生活中他们也急需老师的帮助。这一听说课的内容与学生的生活实际紧密联系，本节课的目的是通过开放性的课堂探讨，帮助学生提高思辨能力，构建正确的“友谊观”，形成健康的人生态度。另外，高一年级的学生经过中考的选拔，绝大部分学生都掌握了一定的英语基础知识，在初中学过大部分的功能意念项目，具备了基本的听、说、读、写的能力。但是学生刚从初中英语学习模式和思维中走出来，对高中英语听说教学存在畏惧感，需要老师在和谐的气氛中循序渐进的引导，开启他们的思维，培养他们的实践能力和创新精神。三、教学目标（Teaching objectives）1、知识目标：理解和掌握upset, ignore, calmdown, have got to be concerned about, gossip.等黑体词汇。运用 I agree. Yes, I think . So do I. Me too. Sure. Of course. All right. I think thats a good idea. I disagree. I dont think so.等功能句式进行交际。2、技能目标：通过Survey及Reading部分的内容获取信息，听懂Listening的内容，会运用I agree. Yes, I think . So do I. Me too. Sure. Of course. All right. I think thats a good idea. I disagree. I dont think so等功能用语给对方提建议。3、情感目标：通过对“友谊”这个话题的探讨，正确对待“异性交往”，形成积极的健康的交友观；通过参与小组活动，培养学生与人交流、积极参与、与人合作的意识。四、教学方法（Teaching methods）：交际法（communicative approach）五、教具（Teaching aids）: Multi media, Blackboard六、活动形式：师-生(单个活动)，师-班（全班活动），生-生（小组活动）七、教学过程（Teaching procedures）Step I. Lead-in1. Greetings (T： Good Morning, boys and girls. I am so glad to stay with you and to be your friend. Would you like to be my friends? S：. ) 【设计说明：交际教学理论强调交际能力的培养必须具备“互动”这个性质，而“互动”是指两个或者更多的人相互交流思想感情、传递信息、理解信息并对双方都产生影响的过程。在这个过程中，互动的参与者在一定的自然或非自然语境中，借助文字或非文字手段，对信息进行理解、加工和交流，彼此把自己头脑中的信息传递给对方。高一年级的师生彼此都是新的，师生需要通过问候，传递信息，缩小彼此间的距离，为下一步的互动交流做好铺垫。】2. Brainstorming. T: Can you tell me what kind of friends you like (or your good/ideal friend should be like) and what you want from a friend?S: (Use some adjectives to describe a good friend.)【设计说明：依据图式理论，激活学生原有的相关“朋友”的语言图式（语言图式是指学生原有的词汇、短语、句法等语言方面的知识）。授课教师从生活巧妙地进入主题：亲切、自然地请学生谈自己理想的朋友形象。在短时间内迅速激活学生脑子中相关的描述朋友的词句，并在头脑中迅速进行信息加工，这样有利于师生之间进一步的互动交流。】Step II. Presentation1. Ask the students to guess the meanings of the bold words and expressions from the context. 2. Make the students do the survey on Page1 of the textbook, add up their score and see how many points they get. (Show the score on the PPT .A1. B3. C2. 2. A1. B2. C3. 3. A1. B2. C3. 4. A3. B2. C1. 5. A0. B3. C0.)3. Show the results through PPT.1) 4-7points mean you are not a good friend. 2) 8-12 points mean you are a good friend but you sometimes let your friendship become too important.3) 13 points mean you are an excellent friend who4. Get the students to have a reflection about what kind of person she/he is.【设计说明：建构主义教学观认为：1）学生是教学情境中的主角，情境教学中要尊重学生的主体性，学生才会积极主动地参与教学过程；2）教学是激发学生建构知识的过程，教学就要创设或者利用各种情境，帮助学生利用先前的知识与己有的经验在当前情境中进行学习和认知；3）教师是学生学习的引导者、辅助者、资料提供者。根据这一教学理论，本活动中教师以学生问中心，启发学生根据上下文的意思去猜测调查问卷中的黑体词或短语并理解句子的意思，思考相关“友谊”的问题，建构“友谊”的相关知识，引导学生进行自我反思。】Step III. Asking and answering Get the students to answer the following questions:Q1: What kind of person do you think you are? Q2: Do you think school boys and girls can be real friends? Why?【设计说明：建构主义的教学观认为：教学应该注重过程而不是结果。教师的职责不是给学生提供现成的答案，而是在忍耐、观察中引导学生成长,鼓励学生进行反省和思考。为此，老师启发学生主动开发自己的思维，进行自我审视和自主建构。】Step IV. Reading and listening1. Read aloud the short passage on Page 6 and find out what Lisas problem is.2. Listen to the tape and write down the information that they heard on the blanks in Part2 and Part3. Get them to pay more attention to the ways of giving advice.Part 21) Theres nothing wrong with you and this boy _ friends and_ together.2) _ your friendship with this boy would be a _ thing to do.3) Teenagers like to _, and they often see something that isnt real.4) My advice is to _ your classmates. That way you will _ them that you are more _ than they are.(附答案：1.being,studying 2.Ending,stupid 3. gossip 4.ignore, show, grow-up)Part 31) What does Miss Wang say about their friendship?She says that_ 2) Why does Miss Wang think it would be foolish if they end their friendship?She thinks that_ 3) How does she explain why Lisas classmates gossip(说闲话) about their friendship?She says that_(附答案：1. She says that there is nothing wrong in making friends with a boy. She also thinks that it is possible for a boy and a girl to be good friends.2. She thinks that Lisa would lose a good friend who helps her with her studies.3. She says that teenagers like to gossip and that perhaps they cant understand Lisas friendship with the boy.4. She asks Lisa to ignore her gossiping classmates.)【设计说明：该部分为信息输入，阅读“异性交往的困惑”短文，为后面的听力和口语表达做铺垫，引出话题，引起学生的共鸣。听力内容是Miss Wang的建议，吸引学生的注意力，同时也考查学生捕捉信息的能力。Miss Wang的建议告诉了学生要正确处理异性之间的交往，培养健康的交友意识。通过一系列的读、听活动增加学生的语言储备，便于speaking 部分的输出，增强学生运用语言的能力。】Step V. Speaking1. Ask: How did Miss Wang give her advice to Lisa? Tell the students the other ways of giving advice and write them on the blackboard.2. Discussion. All the students are divided into groups of four. They are asked to discuss whether they agree with Miss Wangs advice and they should give their reasons. One of them must write down the results of their discussion on the paper for reporting.3. The leader in each group is asked to report their results of discussion and suggestions. The teacher lists all the suggestions on the blackboard and get the students give some assessment on the advice.Sample dialogue:S1: What do you think of Miss Wangs advice?S2: I agree with her that Lisa shouldnt finish this friendship. However, I dont agree Lisa should ignore her classmates. I think she should tell the teacher and ask for help.S3: S4: The results of reporting groupEnd the friendshipDont end the friendshipIgnore her classmates.Dont ignore her classmates.1 234Sample Assessment:Number Assessmentscore1 advice is acceptable.52 advice is not clear.33 advice is not acceptable.0【设计说明：语言学习的最终目的是为了交际。通过前面的学习，与生活紧密相连的话题信息输入越来越丰富，学生感知、内化、提炼的异性交往问题越来越清晰，互相想要交流和表达自己的看法和愿望也越来越迫切。因此，适合及时开展小组合作讨论，一方面通过互相的交流，促进彼此之间的认识，增进彼此之间的了解，另一方面也给学生尝试运用语言的机会，培养和锻炼学生的语言表达能力。最后的学生之间的评价在一定意义上培养了学生的合作精神和集体荣誉感，体现了以学生为主体的评价理念。（该部分为本节课的高潮部分）】Step VI. HomeworkRead Xiao Dongs letter on Page7 and write him some advice in the letter in Part 2. 【设计说明：阅读Xiao Dong的信，给他写建议，可以巩固前面所学的表示提建议的功能句子，进一步提升学生的语言表达能力和交际能力。】附：板书设计： Unit 1 Friendship 记录教学内容1. My good/ideal friend should be like.2. The ways of giving ideas:I think should I agree. So do I. Thats a good idea.本部分记录学生课堂生成性的东西The results of reporting groupEnd the friendshipDont end the friendshipIgnore her classmates.Dont ignore her classmates.1 234