Using LanguageⅡ课堂实录【1】

高中英语教学设计

设计教师：李燕燕 任教学校：宁夏西吉中学

人教版必修四Unit3 A taste of English humour 教学课题

Using language部分Listening and speaking

Listening 课程类型

年

级

高二

课

时

and speaking

1 一、Analysis of teaching material and students

1. This period lays emphasis on listening and speaking about a humorous story. The students can feel a taste of English humour from this part. 2. Although the students have some skills about listening and speaking, they can’t clearly understand how to practice listening and speaking. Some students don’t know how to predict before listening. Some students are not active in the class, because they are afraid of making mistakes. So during the lesson, I arrange a variety of activities to let all of them take part in to attract their interest and let them be confident about listening and speaking. 二、Teaching objectives

Knowledge objectives :

a.

To learn some new words and expressions. b. To grasp some key words and understand the funny story. Ability objectives：

a. To predict the listening material. b. To master some listening skills.

Emotional objectives：

a. The students will be able to communicate and cooperate with each other. b. To develop their sense of humour and keep smiling every day. 三、Important and difficult points

Important points: To listen to a humorous story and practice speaking.

Difficult points: To predict the listening material and master some listening skills.

四、Teaching methods and learning strategies

Task-based teaching and learning. Cooperative learning. Discussion.

五、Teaching aids

Multi-media, blackboard 六、Teaching procedures

The purpose of the Teaching steps Activities design Play a game: 1. Teacher: I need two groups and each group has 5 students. Then I will give each group a card. The rules are as follows. a. The first student reads the card silently

and remembers some key words in one minute. b. Then tell what you have remembered to the second one secretly. The second one tells the next student. c. The last one writes what you have heard on the blackboard quickly. 2. Show the content of the card which is a joke. 3. Check the key words that students wrote on the blackboard and lead in the topic of this lesson---Listening and speaking.

Step1

Lead-in

The game can attract the students’

curiosity and draw their attention to the lesson. Though writing some key words they heard, let students experience the importance of listening and speaking.

Step2 Pre-listening

Let students finish the following exercises before listening.

(1). Look up the new words in the dictionary. jam

plum

a plum-stone

mess

react

chicken yard

porridge

drunk

(2). Read the exercises and guess what has happened. Who ?

Where?

When?

What? (1). To lower the level of difficulty and prepare for listening.

(2). To let students know that prediction is so important that they can grasp some useful information by glancing over the exercises.

Step3 Listening

1. Listen to Part 1 and fill in the blanks of the main idea.

Mary made some _____ but left some in the ____________ for a few days as she had to go to _________ her sick mother. Some days later, John, The first exercise is to let knowing ________ about the jam, students listen to Part1 and came home and _______ it into the understand the main idea. By filling _______ yard.

the blanks, the students know they 2. Choose the right answer. should take notes and remember (1). What is the relationship between some key words while listening. Mary and John?

The second exercise is to let A.

Friends

B. Wife and husband

students listen to some detailed C. Relatives information. The first multiple (2). What was Mary going to do with choice is easy. The second and the the cooked plums in the pan? third one may be difficult for some A. Put them in the fridge B. Pour them students. So I cut out key sentences into the chicken yard

C. Take them and let them listen to them clearly. to her mother (3). What did John think Mary should have done with the mess in the pan? A. Keep them

B. Throw them to chickens to eat

C. Ignore them

1. Let students predict and discuss

the following two questions. Then play the role of Mary and John’s reaction. (1). What do you think Mary is going to say when she finds out what has happened? (2). How do you think John will react 1. To practice students’ ability of to her? prediction and role play. 2.

Listen to Part2 and try to put these To practice their speaking by Step4 sentences in order.

playing the role of Mary and John’s ____ ____ Mary got angry with reaction. Prediction and John. 2. To check whether the students’

________ Mary saw the chickens prediction is right or wrong. The role play

behaving strangely. students can understand what

____ ____ John was sorry. happened at last.

____ ____ The chickens enjoyed the jam.

____ ____ John said he thought the jam was porridge.

____ ____ Mary looked at the red mess on the ground.

____ ____ John said the chickens were drunk.

____ ____ Mary came home.

To let students practice expressing Group activity:

Discuss with your partner whether their own opinions about the story you think the story you listened to is after listening. By discussing and funny. Give your reasons. making conversations with each The following expressions may help other, they can learn how to express Step5 you: their ideas clearly. How wonderful!

Post-listening

It surprises me that…

I’m pleased we both like …

I (don’t) laugh at that kind of thing because …

It is (not) very amusing/funny that …

I (don’t) enjoy this very much

because…

What fun!

I felt happy because…

Step6 Summary

Step7 Homework 1. By filling the blanks, let students 1. Enable them to remember the summarize what they have learned listening skills. today. 2. Let students enjoy humour and

life and face our life positively.

2. Life is humorous, enjoy it.

1. Think of a funny English story and Prepare for the writing section of tell it to your partner. the next class. 2. Try to write down the story. 七、Blackboard design

A taste of English humour

----- Listening and speaking

Pre-listening：read，predict Listening: key words, take notes Post-listening: summary, express

Groups

G1

G2

G3

G4

G5

G6

G7

(p.s. I divide my students into 7 groups. If the group can take part in our class actively, I will give them a smile to encourage them. ) 八、Reflection after teaching The design of this lesson is based on the Task-based Learning Approach. The students play the leading part in every activity while the teacher is the guide and organizer. Listening and speaking are difficult for my students, so I designed the exercises which suit students’

actual situation. During this class, I found my students can take an active part in every activity and become more confident.

In the following teaching, I will continue to make full use of multi-media to improve my teaching efficiency. What’s more, I will spare no efforts to seek good teaching methods to make my class better.