Listening and vocabulary教学教案设计

Module 3: My First Ride on a Train教案

School: No.8 middle school

Senior Section

Class: 8

Grade: 1 Size: 75

Time: 40mins

Date: 2013-10-14

Type of lesson: listening and speaking Objectives:

1. Instructional objectives (language knowledge and

language skills)

1)

2)

…

2. Educational objectives (affect, learning strategy and

cultural awareness)

1)

2)

…

3.

Personal objectives Focal points:

Difficult points: Aids: Blackboard, PPT Procedures and Time Allotment Stage 1: Lead-in T: Good morning class, it’s so great to see you! Do you like travelling? Ss: Yes! T: You know, the National Holiday is over. Did you travel to any places? Ss: No. We had a lot of homework to do. T: Wow, you’re so lucky! Do you know why? Ss: No. T: Look at the pictures and you can see why. (PPT presents pictures of National Holiday). What can you see in these pictures? Ss: (Oh! My God!) A lot of people, and lots of cars. It’s very crowded. T: I agree with you. Lots of cars even caused traffic jam (BB). So it’s difficult to travel. Stage 2: Pre-listening T: A man met this problem, too. Turn to P83. Look at the pictures. Work in pairs. Guess what happened to the man. S1: Maybe the man wanted to fly to someplace, but he missed the plane, so he had to take a taxi to go back home. But he met the traffic jam. At last, he was very unhappy.

T: Well, interesting. Maybe this person met such problem. Nice try. Any other opinions? S2: I think the man wanted to travel by train, but the train broke down, so he had to take a flight, but the weather was bad, so his flight was cancelled. He had to walk home. T: Great. Another different guess! And I think it’s reasonable/ interesting/ sad/ terrible… We had different opinions, but what really happened to the man? We should listen and find out. Let’s listen, and put the pictures in order.

Stage 3: While-listening Step1: Listening for order Ss: (Listen for the order) T: Did you get the answer? S1: …

T: any different opinions? S2: …

T: Now class, which one is correct? Ss: (Different opinions) T: Let’s look at the two answers. The problem lies here…(identify the difference) So let’s look at the pictures. What is the key word for picture b? What can you see on the plane? Ss: I can’t see it clearly.

T: Look at the PPT, what’s on the plane? Ss: Bangkok. T: So we can say, the key word is…? Ss: Bangkok. T: And let’s look at other pictures. What are the key words for them? Ss: wait, miss the plane, tired…

T: Great. Now let’s listen again and focus on the key words. Ss: (Listen again) T: Now, which one is correct? Ss:…

T: So we can see that key words are very important when we’re listening.

Step2: Listen to fill in the blanks T: The man did a lot of things on the way, right? Ss: Yes. T: So let’s listen to the key words and find out what they are. Take out the hand-out I gave you. Go through the passage. Are you ready? Ss: Yes. T: Now, let’s listen and fill in the blanks. Ss: (Say the key words to answer the questions.) Stage 4: Post-listening Step1: Tell the story T: Look, now we have all the key words. So we can use them to tell the man’s story. Work in group of 4, each person uses 2 key words to tell the man’s story.

Ss: (3 minutes to prepare)

T: Now which group would like to show us the story? S: (1 group) T: Others listen carefully. Do they have all the key words? Is it a complete story? What do you think of the man’s experience? Ss: Yes. Yes. And I think it’s a (sad, terrible…) story…

Step 2: Make up a story T: Yes, the man had his (sad, terrible) experience. How about you?

Ss: No, I don’t have any such experience. T: You know, you are the writer of your life. Imagine you and your group member are going to travel. What will happen on the road? Use your imagination and experience to make up a story. Write down the key words your group member said. Join the key words together to make a story. (Choose one person to tell the story.学生编出故事以后再下此指令) Ss: (Discuss in groups with T’s help) (5’) T: OK, time’s up. Now who’d like to show us your story? Ss: … (T对学生的回答进行有效拔高) Others listen carefully, what do you think of the story? S1: We went travel, but we met a lot of problems. Fortunately, many people helped us. And we were very happy. T: So from this we can know that there are always good people around us, right? Ss: Yes. T: So class, next time if others are in trouble, will you help them? Ss: Yes. T: Oh, I’m so happy to hear that. S2: We went to the desert to find treasure. But two of us died. Finally, we watched the stars and we got out of the desert. T: Did you help each other just like the first group did? S2: No.

T: So maybe you should help each other. And besides, you watched the stars and finally got out of the desert. From this we can see that we should know more about nature. Do you agree with me? Ss: Yes. T: (应该点出) and I really think this group is very creative. They went out to find treasure, it’s so brave and creative! Do you think so? Ss: Yes.

T: It’s good to be creative. Any other? Others listen carefully and it’s your turn to say something about their story. S3: …

T: What do you think of the story? S4: I think it’s a sad story, because even though they got to the place, they did nothing.

T: Yes I agree with you. Sometimes it’s not what we get, but what we do that matters. So in your reading comprehension, there’s a sentence: the destination is nothing, the road is all, which means that we should do something not just only get something.

Stage 5: Assigning homework T: Well, I’m so amazed by your story. And I believe you have much more fascinatin stories. So today’s homework is to write down your group’s story in about 100 words. At last, thanks for your listening and cooperation, class is over. 点评可能存在的方面

1. Travelling is a good way to learn/ enrich our experience/ knowledge 2. We should learn to deal with different problems bravely.

3. We can grow up by travelling. 4. You’re so kind/ creative/ considerate. 5. I appreciate your creativity, it’s important to think differently. 6. We shouldn’t litter or spit. We should protect the environment.

Self-evaluation

本堂课始终把握两条主线。一条是话题主线：My First Ride on a Train。整堂课从前期输入到后期输出，始终围绕该话题进行。另一条是技巧主线key words。从听力部分得出听取key words获取信息的技巧，再到说部分运用key words记录故事。正是由于紧紧围绕这两条主线设置教学环节，整堂课最后的生成相当精彩，学生有话可讲，有话想讲，有话能讲。

在教学设计方面有两个亮点。

1.

教材整合

本模块课文听力是Mary Lennon 的采访回忆。材料本身难度小，且内容远离学生生活，以至于不能真正有效的锻炼学生的听力。与之相比，workbook后面的听力材料，以旅行为载体，难度更大，结合学生刚刚放完国庆大假，学生有经历，有共鸣，故学生听起来也更加有趣。这个听力可以锻炼学生的识图能力，预测能力以及听取关键词并做笔记的能力。所以我放弃listening部分的听力材料采用workbook的听力材料。新课程强调教材整合，这也是我在教材整合方面的又一次尝试。

2.

层层铺垫

首先是内容上的层层铺垫。本堂课为听说课，由说到写层层铺垫。首先让学生识图预测听力内容，再引导学生听取关键词，并提出关键词在听力中的重要性，利用关键词将对话材料转译为讲述故事，再结合自身经历并发挥想象力，记录关键词并讲故事。

其次是方法上的层层铺垫。在整个教学过程中，学生有individual work，预测图画时有pair-work，转述故事时有group work，到最后讲述经历时的个人汇报，在方法上层层深入，有效的锻炼了学生的听说能力。

另外，每一个学生活动在PPT上我都用醒目的红体字打出了tips，使学生清楚的知道自己在这个环节应该做什么。

除此之外，在师-生对话的时候，我发出指令让学生注意听对话，并对学生的发言进行评价，有效的杜绝了其他学生开小差，走神的情况发生，并且学生通过听，又再一次锻炼了听的能力，还能对同伴的故事做出有效评价。这种做法能够有效的照顾到全体学生，使每个学生在课堂的各个环节都受益。

当然本堂课还有不足之处。例如教学指令还不是很清晰，对于学生的回答拔高度还不够等。这些都是我日后将要努力提高之处。