Using LanguageⅡ获奖说课稿

人教版高一级Module 4 Unit 3教学设计

(Using Language II)

主题语境：人与生活

一、教学目标：

语言能力目标：在听的过程中理解和获取故事的大意和关键信息，并组织信息口头复述故事。关键信息包括：plum, make lovely jam, in the pan, the telephone rang, in hospital, a car accident, ran out of the house, her husband, smelled bad, pour all the jam into the chicken yard等。

文化意识目标：理解幽默故事的内涵和笑点，重视生活常识的积累。

思维品质目标：分析并评价故事中husband的做法，养成不以经验行事，三思而后行的习惯。

学习能力目标：学会自主学习与小组合作学习。

二、学情分析：

本课的教学对象是高一学生，学生经过对之前Reading和Using Language I的学习，对英式幽默的内涵已经有了很好的了解，对英式幽默的英文表达方式也有初步的了解，本节课是在之前阅读课的基础上，利用一篇幽默故事，通过听与说的方式，帮助学生掌握故事复述的步骤和技巧。但是，学生的基础比较薄弱，在听与记的时候，能听取的有效信息并不多，这是他们复述故事的最大障碍。

三、教学内容分析：

本课选用一篇幽默故事，讲述了女主人Mary 忘了把李子酱放进冰箱就赶去医院，几天后，她的丈夫回家，把发臭的李子酱喂给鸡吃。故事内容贴近生活，情节紧凑，幽默有趣，语言相对简单，表达了三思而后行的生活道理。

四、重点难点：

重点：训练学生准确听取信息的能力和口述故事的能力。

难点：通过听取的关键信息，整理成完整的英文书面表达能力，以及互评能力。

五、教学策略与手段：

本节课主要采用“任务型”的教学模式，分三个任务完成，“略听”任务要求学

生回答两个问题，并画出思维导图，梳理并理解故事的大意；“听写”任务，根据故

事情节的发展，设计了10道填空题；其次，安排学生开展“合作型”学习，包括互

读和互评两个环节。教学手段主要有多媒体平台教学和学生自学与讨论。

六、课前准备：

学生的学习准备：预习课文，复习思维导图制作。

教师的教学准备：根据课本内容设计成高考听说题型备课，制作课件；与有资深教师讨论，进行备课调整。

教学环境的设计与布置：调整多媒体平台的视听效果。

教学用具的设计与准备：制作课件，整理教案和学案。

七、教学环节与活动：

步骤

教学活动

设计意图

Task1：Ss listen to the story twice and then 引导学生带着问题去听故draw a mindmap according to the following 事，边听边记录关键细节，two questions.

Step 1

1. How many characters are mentioned in the 事的线索和脉络。

story? Who are they? 2. List at least three things that they each did.

Task 2：Ss listen to the story again and then fill 让学生展示听力的结果，了Step 2

in the blanks.

After the task, Ss show their answers.

Step 3

解学生获取关键信息的情况。

并联结成思维导图，理清故Task 3：Ss write down the story, read them to 通过复写故事，帮助学生

their partners and ask for advice.

进一步了解故事的发展和笑点所在，培养学生的逻辑思维能力。

通过学生之间互读互评，提高学生的口头表达能力，培养学生分析解决问题的能力和批判性思维能力。

Homework: Step 4

into a class collection of funny story.

促使学生对完善书面表达Ss are required to rewrite their story and put it 的重视，深化学生对幽默故事的理解，形成班级幽默故事集。

八、教学资源

（板书）

Listening: 复述故事：你将听到一段独白，独白播两遍。听完独白后，用自己的话复述独白的内容。

梗概：Mary 忘了把李子酱放进冰箱就赶去医院，几天后，她的丈夫回家，把发臭的李子酱喂给鸡吃。

关键词：jam

pan

smell

pour Step 1：Listen to the story twice and then draw a mindmap according to the following two questions.

1. How many characters are mentioned in the story? Who are they? 2. List at least three things that they each did. Step 2：Listen to the story again and then fill in the blanks.

The Plum Jam

1. Mary Smith looked at the beautiful

. They would

. 2. When she had finished the cooking, she

all her empty jam jars and

the rest of the jam

. She would

when it was cooler.

3. But just then the telephone rang, her mother

after

. Mary picked up her bag and

. 4. Some days later, her husband, John,

from

.

5. He had been travelling all day and felt like

and a piece of cake.

6. As he

he saw a pan with

inside it.

7. He lifted it up and smelled it. It

.

8. Mary must have forgotten to

, he thought. 9.

So he

into

and cleaned the pan.

10. Then

, he began to

. Speaking and writing: Step 3：Write down the story, read it to your partners and ask for advice.

Discuss with your partner whether you think the story is funny. Give your reasons. Use these words and expressions below to help you. 1. How wonderful! 2. What fun! 3. I'm pleased we both like... 4. I felt happy bacause... 5. It surprises me that... 6. I (don't) laugh at that kind of thing because... 7. It is (not) very amusing/funny that... 8. I (don't) enjoy this very much because...

The original version:

Mary Smith looked at the beautiful ripe plums. They would make lovely jam. When she had finished the cooking, she filed all her empty jam jars and left the rest of the jam in the pan.

She would put it in the fridge when it was cooler. But just then the telephone rang, her mother was in hospital after a car accident. Mary picked up her bag and ran out of the house.

Some days later, her husband, John, came home from a business trip. He had been travelling all day and felt like having a drink and a piece of cake. As he came into the kitchen he saw a pan with a dark red mess inside it. He lifted it up and smelled it. It smelled bad. Mary must have forgotten to clean this pan, he thought. So he poured all the jam into the chicken yard and cleaned the pan. Then feeling comfortable, he began to eat a piece of cake. Step 4：Homework Rewrite your story and put it into a class collection of funny story.

九、教学评价

学生自评表

评价项目

语言

能力

标准描述

1. 能够获取Step 1中第一问题的答案

2. 能够获取Step 1中第二个问题的答案

3. 能够听取Step 2中填空题的答案

5

4

3

2

1 4. 能够结合关键信息，将故事整理成书面文章

5. 能够流利地口头复述故事

6. 能够用结合所给的句型，有效评估同学的作

品

文化

意识

思维

品质

学习

能力

总分：

课堂建议/课后反思：

1. 能够理解故事的基本内容

2. 能够理解故事的幽默笑点

1. 能够评估Mary的丈夫的行为

2. 能够掌握故事蕴含的生活道理

1. 能够自主画出思维导图

2. 能够与同学进行小组合作学习