Learning about Language教学设计及教案分析

2018年河源市高中英语录像课

教学设计

Name Topic T e a c h i n g

a i m s

蓝纪红

Subject English Time 2018.6.10 Book 4 Unit 3 Speaking and listening

Humorous stories 1. To help students learn to tell a (humorous) story by using some Knowledge useful sentence patterns

and Ability

2. To motivate the students to take an effective structure to tell a (humorous) story Process and Method

Questioning-and-answering, Talking, Predicting, Listening, Discussing, Reading Task-based teaching approach, Communicative teaching approach By putting the words together to make an interesting sentence, talking about some humorous pictures and listening to a funny story, students can improve their ability to tell a story and build up their confidence in telling stories. Emotional

Attitudes

and Values

Teaching 1. To help students use the helpful sentence patterns

important 2. To improve the students’ ability to tell a (humorous) story Points

Teaching difficult Points Teaching aids 1. To enable the students to understand and use the right sentence patterns 2. To get the students to tell a (humorous) story better Multi-media computer; Software: PowerPoint The students in Senior1 have learned some simple sentence patterns, but most of Analysis them don’t know how to put them into use. Besides, v-ing form used as the object of complement is an important grammar point for them to learn in this period. What’s the students more important is that they need some strategies to deal with telling a (humorous) story in their oral exams.

1

Teaching contents Purposes 【设计意图】句子结构是语言的载体，是培养听说等能力的重要环节。通过组合语句的练习，让学生复习一项重点语法内容，同时，也为讲述故事时运用这样的常用句子结构做铺垫。

T e a c h i n g

P r o c e d u r e s

Step 1: Put the words in order.

1. Can you put the following words in order？

2. Fill in the blanks.

Step 2: Speaking（根据提示看图说话）

【设计意图】1.利用图片

创设情景，引导学生谈论1. Talk about the humorous pictures. 图片，从而巩固运用以上T: Last night I was surfing the Internet, do you know what I saw? 句子结构。

2.通过讲述四张有趣

图片的组合故事，使学生2. Tell the story. You can begin it like this. 学会层次分明、条理清楚Last night, I came across several humorous pictures while surfing 地讲述一个（有趣的）故the Internet. At first, I saw…. Then, I also saw…. Next, I found…. 事。给学生一个复述的段Finally, I noticed….

落模板，让学生在运用时

懂得有序地组合材料，突

出主题。

Step 3: A funny story 【设计意图】1.让学生预

测故事内容，运用已学语1. Before listening, predict the story according to a picture. 言结构，培养学生养成捕

捉关键信息的良好听力习

惯。

2. While listening, listen to the story and fill in the form.

2.让学生带着填空的Who: A teacher and _____ boys 任务倾听幽默故事，提取Topic: To choose _____

_____

_____

_____

_____ 听到的信息。

Cause: The teacher _____ the boys _____ around a dog. They

were deciding the one who _____

_____

_____

_____

3.让学生复述故事，

_____

_____ him.

引导学生把原文中的语言

Process: The teacher became very _____ and _____ to them 转化成自己的语言，加深about _____ and _____. Also, he said he never _____

_____ 学生对故事内容的理解。_____ when he was their age. 给学生提示复述要素，引

End: The boys decided to let _____

_____

_____ the dog. 导学生利用记叙文体裁特3. Listen again and retell the story. Who：A teacher and _____ boys Topic：To choose_____

_____

_____

_____

_____

Cause

At first, the teacher

（find）….

Process

Then, he

______（become）very angry….

End

At last, they _____

（decide）….

2 点组织语言。提供复述故事常用的连接词，帮助学生梳理线索。同时，以填空的形式突出时态的正确运用形式。

T e a c h i n g

P r o c e d u r e s

4. What do you think would happen next? Please continue the story, including the key points: Who?

A teacher and _____ boys Topic? To choose _____

_____

_____

_____

_____ What?

What do you think would happen next? Please continue the story, including the key points: Who?

A teacher and ____boys Topic? To choose _____

_____

_____

_____

_____ What?

Cause:

At first, the teacher__ _ _(感到)_ …._ Process:

Then, he

(告诉)_them the best way to choose_…._ End:

At last, they

（决定）…._

Step 4: Summary 1. What have we learned today? You can begin it like this. Let me tell you what we learned in today’s English class. At first, we tried to….Then, we _______（talk）about …. Next, we listened to…. Before listening,…. At last, we _______（discuss）about…, which _______ (be) full of fun. In this way, we _______ (learn) how to tell a story.

2. Read the passage aloud.

Step 5: Homework 1. Read and retell the stories. Story 1

4.在原文复述的基础上，引导学生发挥想象力，续说故事，进一步组织运用已学的句子结构和语言结构。

【设计意图】1.请学生讲述这一节课的内容，让学生再一次运用已学的语言结构支架，在练习运用中提升。

2.运用意群、连读和升降调等朗读技巧，学习如何正确朗读。

【设计意图】1.将课堂向课外延伸，要求朗读并分析两则幽默故事，进一步

Once there was a boy named Jon Scott. His mother wanted to go to 领会记叙文的体裁特点，town. She asked Jon to guard the door while she was away. 使学生养成良好的语言学

Jon’s mother left early in the morning. After a very long time, Jon got 习习惯。

worried, and decided to look for his mother. But he remembered that his

mother asked him to guard the door. Jon thought hard and got a good idea.

He took the door off and carried it on his back. Then he went to look for his

mother.

On the way, Jon saw some robbers (强盗) coming along the road. Jon was scared (害怕的). He climbed up a tree with the door to wait for the robbers to go by. But the robbers stopped under the tree!

The robbers sat down and opened their bag. It was all money! One robber began to count out the money for each man, saying, “This is for you, and this is for you, and this is for you.”

“And that one’s for me!” Jon cried.

The robbers were surprised. They looked around, but they couldn’t see anyone.

The robber began counting again. “This is for you, and this is for you,

3

”

一、在听力教学中，我们教师应该在课前认真的备学生，备听力内容，在备课的同

and this is for you.T

e

a

时，可通过对课本上“听”的活动进行改编，减少学生听的难度，不同层次的学生都可

Again, Jon cried,” And that one’s for me!”

以轻松地找到答案，可以激发不同学生的积极性。

“Who is that?” called one of the robbers.” I’ll break his neck!”

Jon was scared and he began to shake. The door fell off his back and

二、教学设计中每个环节的时间安排与使用效率要处理得当。而自己在进行听说课down onto the robbers.

中时间分配方面有时存在着前松后紧的情况。为了能最大限度的利用好课堂时间，需要

我们课前周密的思考、严密、合理的对各个环节所需时间做出设计。

“Ghosts(鬼) are throwing doors at us !”

shouted one of the robbers.

Without their money, they ran away as quickly as possible.

听说课的时间分配设计要合理。一节课的时间极其宝贵、有限。教学设计中每个环节

的时间安排与使用效率是值得教师重视的。教师对各个环节时间的设计和把握是教学技

_______________

When?

________________ 教

Who?

能的一个方面。为提高时间的把握能力，课前周密的思考、严密、合理的对各个环节所Topic?___________________________________________ c

需时间做出设计。

What?

Cause________________________________________________

三、听说课设计的活动要形式多样、互动性强，调动学生参与活动的积极性，激发h

学生的认知兴趣和探究欲望。听说课设计的活动要以学生的生活经验和兴趣为出发点，

Process_______________________________________________

创设贴近学生生活的情境，使活动具有可操作性。 End__________________________________________________ 学

i

四、教师的课上训练形式要侧重于学生的交际能力培养。笔头练习活动要与口头活Story 2

One day, Mr. Smith drove his car to meet his friends at the station.

动结合起来。应充分设计不同层次活动，设计不同层次的问题，以此来迎合不同层次学n

生的需求，让不同层次的学生都能开口。要实现每一位学生的有效学习，进行有针对性

When he found there was still quite some time before the train arrived, he decided to take a short sleep.

的教学，对那些每上课已能完成作业的学生或上了课却完全听不懂、听不懂、看不明白

新课内容的学生也有事可做，也能在课堂上学到新东西。

He was about to fall asleep when a young lady came and asked him the

反

time. Mr. Smith opened his eyes and answered “half past eight”

with a

五、听说课作业设计。学生听说能力的提高只靠课上有限的时间是不够的。教师要

“Thank you”. The woman left. After a short while this happened again, so

调动学生的学习积极性，采用多种作业形式和监控方法，使学生能够在课下进行听说练

Mr. Smith wrote “I don’t know the time!” on a piece of paper and put it on

习。教师可以就听力留作业：跟读录音、做部分听写等。教师还要拓展作业的范围，使

the window of his car.

学生能接触更广泛、更丰富的听力材料。如电视、电影、讲座、采访、歌曲、故事、讲

笑话等。

But only a few minutes later, an old man came and woke him up, “Hi,

P young man, I can tell you the time, its nine o’clock now.”

思

今后的工作中，我会努力改进自己听说课方面的不足，要让学生明确听力学习的目g

r

o

c

e

标任务，对听力材料的内容引起注意，提起兴趣，以最佳状态进入听力活动。准确把握Who?

_______________

When?

________________

听前活动的设计，结合学生实际，设计既贴近学生生活实际，又满足听力准备的需求，Topic?___________________________________________

准确定位听力材料的教学重点和难点，引起学生的学习兴趣、调动学生的学习积极性。What?

让学生为高三英语听说考试夯实基础。 Cause________________________________________________

Process_______________________________________________

End__________________________________________________

2. Have you ever come across an interesting story? Write a funny story in about 100 words and share it with your classmates

d tomorrow.

u

r e s

2.让学生在阅读之后动笔写一写自己所听所闻或所见的幽默故事，从语言的输入转化为语言的输出，既是对课堂已学内容的复习巩固，更是对语言的运用和提高。

4

5