Listening and vocabulary教案设计（一等奖）

Module 2

Book I Listening and Vocabulary & Everyday English

一、课程分析

1. 学习内容

本节课的学习内容是Module Two中的Vocabulary and Listening以及Everyday English部分。听力内容是关于一位英语老师和学生之间在课堂上进行的对话,涉及到有关课堂学习的新词汇以及表达偏爱的句型。Everyday English来自听力材料中的一些习语。

2. 学习重点

通过本段材料的听力训练使学生能够在对话和语段中识别新学词汇和短语，在听懂原文的基础上获取信息并能运用它们。

3. 学习难点

运用所学所听词汇和句型谈论课堂学习。

二、学情分析

教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，但是还没有很好地形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此本节课特别注重提高学生用英语进行思维和表达的能力。本模块的话题是学生非常熟悉和感兴趣的，在这个前提下通过适当的引导，使他们在提高听力能力的基础上，能够运用所学知识用英语就他们所熟悉的课堂学习和课程项目展开讨论，使他们的学习自主性得到加强，能够主动参与到活动中去，成为课堂的主体，同时也加强与他人交流合作的能力。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

三、设计理念

本着以培养学生的综合语言运用能力而不仅仅局限于听力训练为目标,鼓励学生通过体验、讨论、和探究等方式进行学习，从而激发学生学习本课的兴趣。改变以往教师在课堂教学中“穿新鞋、走老路”的教学方式，发展学生自主学习和合作学习的能力，使学生有机会提高联想、思维和归纳等思维活动，用英语思考问题、分析问题和解决问题，获得深刻的、真实的、有效的语言体验。做到知识能力和语言应用能力的整体统一，构建出和谐高效的课堂模式。教学流程由Pre-class, Lead-in, Listen for the general idea, Listen for detailed information, Listen for Everyday English, Group work and Homework组成。

四、学习目标

1、知识和能力目标：学生能根据语境学习新单词，在听懂对话的基础上获取信息并运用所学所听词汇和句型谈论课堂学习。

2、情感目标：加深对老师的热爱和对课堂学习的兴趣，使课堂教学更加高效和谐。

五、教学流程

1.课前准备

Step 1: Pre-class Ask the students to collect as many words about school life and classroom study as possible and then exchange in groups. 点评：学生在学习了本模块的Reading and Vocabulary之后已经掌握了一些描写学校生活和老师的表达,让学生课前搜集关于学校和课堂学习的相关词汇可以为下面的课堂学习作好准备。同时可以培养学生自主学习的习惯，激发学习的积极性。

2.新课导入

Step 2: Lead-in 1. Present some new words (revision, translation, headmaster, headmistress, period, timetable)on the screen. Then let the students listen to what the teacher says carefully and find the meanings of the words according to the context. For example: Usually, when we finish a module, we do some revision, then we start a new module. And we also do revision before an exam. Can you guess the meaning of the word “revision”?

2. Ask the students to discuss the following questions in English in pairs. (1) How much revision do you do before an exam? (2) Do you do a lot of translation in your language classes? (3) Do you have any free periods in your timetable? (4) Is the head of your school a headmaster or a headmistress? (5) How much time do you spend in the school library? (6) Do you do different topics in your language classes? (7) Do you have a choice about which language to study? (8) How much vacation do you have? （The answers depend on their own.）

点评：这是任务前阶段,目的是激发兴趣与导入主题。通过给出学生英语语境来学习新单词,不仅加强了听的实践,为下面的听力练习作一些理解上的准备,而且可以培养学生用英语进行思维的习惯,培养学生的猜词能力。随后的问题讨论让学生进一步巩固了对新学词汇的理解,为理解好听力对话扫清了认知障碍。

Step 3: Listen for the general idea 1. Tell the students they are going to hear a conversation and before listening, just predict what the conversation is about. 2. Ask some students to give their predictions. 3. Play the tape and ask the students to listen to the conversation between an English teacher and his students carefully and get the general idea to test their predictions. Then call back the answer from the class. 点评：让学生在听前先预测对话内容(因为有了之前的导入部分这个预测应该不会很难),然后带着问题听录音,捕捉文章大意,提高了学生整体理解文章的能力。

Step 4: Listen for detailed information 1. Get the students to listen to the conversation again. This time they have to catch the detailed information. Tell them to take notes while listening. After listening, they should finish the following exercises. Exercise I. Complete the sentences with the words they have heard. (1)This afternoon I’m going to give you a ________. (2)We can either do some ________or we can do some___________. (3)Firstly, have you all got your new__________? (4)At present, you have a free ________ on Tuesday afternoons. (5)The ________ wants to see everyone in the school_________. Exercise II. Choose the right answers. (1)What will students have soon? A. A vacation.

B. Exams.

C. A test. (2)What do most of the class want to do?

A. Revision.

B. Translation.

C. Comprehension. (3)What is the topic that most students want to study? A. Life in the Future.

B. Travel.

C. Life in the Past. (4)What are students going to have on Tuesday afternoons?

A. Geography.

B. History.

C. French. (5)When does the headmaster want to see the students? A. At three o’clock.

B. At two o’clock.

C. At one o’clock.

2. Get the students to discuss the answers and check with their partners. 3. Play the tape again for a final check and meantime let them prepare themselves for retelling the conversation. 4. Divide the students into several groups to practise retelling the conversation. 5. Ask some students to come to the front to act out the conversation. 点评：学生先浏览了问题,然后带着问题认真听对话,抓住信息才能得到准确答案,通过问题检测学生对材料的细节理解，训练学生获取信息和运用词汇的能力。让学生以小组形式进行对话复述并表演锻炼了他们的表达能力并对表达偏爱的句型和课堂学习词汇有了进一步的巩固和加深。

Step 5: Listen for Everyday English Play the tape a fourth time. This time, the students have to complete the conversations with the proper expressions that they hear in the conversation (1)—Shall I go to the meeting?

—You decide—__________________. (2)— ______________at this picture. Isn’t it beautiful?

—Yes, it’s lovely.

(3)—There are _____________ I need to do.

—Do you need help with them? (4)—

Your history classes are now on Monday at eleven, Tuesday at three and Friday at 9:30._____________________?

—No, could you repeat it please? (5)—So _______________, we’ll start at nine tomorrow.

—Fine, nine tomorrow. (6)—Come on _________, let’s go.

—Wait for me! 点评：Everyday English中所呈现的习语来自听力对话中，经过前面的听力训练学生对对话内容已经熟悉，如何在没有选择范围的情况下把听到的习语表达正确地运用到另一个新的语境中是学生面临的一个新挑战。学生喜欢挑战，在这样的挑战训练中他们的语言运用能力会得到提高和锻炼，真正做到学以致用。

Step 6: Group work

The students discuss in groups about what they think the most difficult area and the easiest area of English and give their reasons, then complete the charts. The most difficult area

Language area Grammar Vocabulary Numbers of persons

Main reasons

Conversation Translation Reading Listening Writing The easiest area Language area Grammar Vocabulary Conversation Translation Reading Listening Writing

点评：在进行了有关课堂学习的听力训练后让学生通过讨论写出英语学习中最困难和最容易的项目,对于讨论的结果，教师不作肯定或否定的评价，让学生在讨论中自己发现问题解决问题。

Step 7: Homework Get the students to think out the words and phrases to describe Mr. Stanton’s teaching style based on what they have heard. Then write sentences with these words and phrases. According to the sentences, the students write and discuss whether they would like to have Mr. Stanton as their teacher and why. 点评：课后作业是课堂学习的有效延伸和补充，通过设置这样的作业可以帮助学生理解和分析听到的内容，在此基础上进行写作训练，可以达到很好的效果。同时可以帮助学生了解外国教师的教学风格，培养学生的文化意识。学生可以加深对老师和其教学风格的了解和认识，改进自己的学习风格，从而建立更加融洽的师生关系。

六、课后反思

教学实施过程中成功之处是引导学生由浅到深、由难到易、循序渐进地从根据情境猜测生词—预测听力内容—听录音获取对话大意—听录音捕捉对话具体信息—日常用语运用—讨论交流—写作训练，使学生的能力逐渐提高。在这个过程中，学生进行小组讨论和展示表演，都能够积极地参与，表现出了很高的学习热情。最具创新的部分应该是Everyday English，没有像课本上那样先呈现所选习语然后填写的方式,而是学生根据所听对话，用听到的合适的词句完成6个对话，这样增加了语言运用的灵活性。不足之处是听力材料的复述对于某些英语基础较差的学生难度有些大，不能很好地把对话内容表达出来；一些学生在讨论的过程中没有尽可能多地用英语讨论；给学生提供的上台展示机会不够多，致使有的学生做了充分准备却没有一试身手。