Unit 5 Problems and advice评课稿

听说语篇教学设计Math Anxiety

主题语境：人与自我—乐于学习，善于学习，终身学习

课型：听说课

授课时长：40分钟

授课教师：同济大学第二附属中学朱晓彦

授课班级：高二（3）班

文本分析：

本次的听力素材来自于Ted Education上的一段视频，内容贴近学生生活，生动有趣，结构清晰，短小精悍。教师经过相应的剪辑，去掉了一些冗余成分，使结构更清晰，语言更简练。

本课从个人到家长和教师再到文化环境原因入手，阐述了math anxiety产生的原因以及导致的结果；在阐述math anxiety产生的原因时，也针对math anxiety的原因给出了对应的策略，最后对正确看待math anxiety提出了相应的期许。

本材料符合问题-解决式（problem-solution pattern）语篇模式，以what it is, why it happens, how to deal with it和make a conclusion作为线索逐步展开。为了达到表达意图，文本运用了相关的一些词汇来帮助学习者把握文本的主题和主要内容，并形成一定的逻辑链。如：

描述原因:

decrease, struggle, challenging and unfamiliar, internalize, spread, a sign of being smart, feel unconfident and lose interest 解决策略:

a brisk talk, prevent from building, free up, help grow and improve, approach with confidence, complete false 综合评价:

not a reflection of ability, conquer with time and awareness 学情分析：

授课对象是上海市晋元高级中学高二（3）班的学生，为借班上课；他们已积累了一定的词汇与语法结构，也具有一定的英语口语交流能力，但高阶逻辑思维与思辨思维接触较少，缺乏对语料转换、推理、归纳、赏析的能力，学习风格

偏“场依存型”。本课旨在让学生通过听取信息获取语篇模式，了解说清一个问题的方法，启发思辨思维，表达自己的观点，对问题-解决型的叙述模式、叙述意图等做出适当的评价。同时，该课在期终考试前夕上，希望促进学习者的心理健康，对考试所产生的焦虑有正确的认识。

教学目标：

本课学习结束时，学生能够: 1.

推断语篇模式

2.

获取梳理文中有关math anxiety的原因，概括、整合如何应对math anxiety的策略

3.

分析math anxiety的解决策略的功能并能迁移创新产出自己对一些策略的功能推断。

4.

评价排序讲座者提供的策略并阐述自己的理由

5.

推断总结讲座者的表达意图，即the anxiety is not a reflection of your ability, but it is something you can conquer with time and awareness，树立积极态度应对焦虑。

6.

迁移使用语篇模式，对语料梳理，写课后summary 教学重难点：

学生通过整体听说活动，推测语篇模式；并通过不同层次深度的听说活动，培养假定—推断—核实—捕捉—完善的能力，获取梳理分析math anxiety的原因与应对策略，发展微技能；推断评价表达意图，培养思辨思维，采取积极态度应对考试焦虑。

教学资源：

录音语料、多媒体课件、学案、白板与笔（板书）

教学过程：

步骤

教学活动

设计意图

互动模式与时间

Pre-Listening Step 1 Ss answer the guided questions and get interested in the topic. 1

to direct 2’

students’ attention to today’s topic and provide a scenario

While-Listening Step 2 The teacher will play the whole listening and guide students to make a prediction on listening material and Ss guess what to listen to today and figure out part /all of the frame.

to make students aware of frame and develop logical thinking.

Step 3 1st Listening *The teacher plays clip 1 and guides students to take notes ( key words and abbreviation); Ss fill in the blanks on the worksheet part 1 *The teacher plays clip 1again and Ss pay attention to the details (taking notes), learning the new word internalize. *Ss find out what these causes of math anxiety will lead to. to develop students’ listening skill of getting specific information and express 5’

IW

CW 4’

CW CW *Ss find out the way to internalize math anxiety when teachers their own spread it to them. (Interval speaking activity)

feelings with logical thinking

Step 4 2nd Listening *The teacher

plays clip 2 and Ss find out the strategies the lecturer provides in order.

*The teacher plays clip 2 again and guides Ss to understand the functions vividly by finding them out, analyzing them and giving out some functions for the strategies for parents and teachers.

*Ss talk about other possible strategies in the interval speaking 2

to develop students’ listening skill 10’

IW GW of summarizing CW ASAP and imitation

activity.

Post-listening Step 5 *Ss choose top 3 strategies and tell reasons clearly. When listening to classmates’ report, they check if they are good listeners by using the checklist

to cultivate students’ 9’

GW critical thinking CW and develop students speaking skill of giving own opinions by convincing reasons.

Step 6 *The teacher guides the Ss to analyze some lexis or structures Dr. Bruno uses to express his attitudes and Ss find out Dr. Bruno’s intention of giving the lecture.

*Ss have a discussion, deciding if she convinced the audience and telling the reasons. *Ss discuss the discourse pattern again and make the full frame out, especially on the evaluation to show the positive or negative attitudes towards the math anxiety.

to develop students’ 10’

GW critical thinking CW strategies

Assignment Write on the topic “Math Anxiety” within 120 words.

Try to use the frame you’ve learnt today to make it clear and convincing enough.

Introduction—Description of problem—Solution—Conclusion/Evaluation The better you pay attention to the topic’s accuracy, precision, or fairness more, the more convincing your writing will be.

板书设计：

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听力原What is math anxiety？

Why does it happen? 学生生成部分

学生生成部分

How to deal with?

the same thing as you; 学生生成部分

reflection;

conquer with time and awareness 文

When French mathematician Laurent Schwartz was in high school, he started to worry that he wasn’t smart enough to solve math problems. Maybe you know a similar feeling. You sit down to take a math test, and you feel your heart beat faster, and your palms start to sweat. You get butterflies in your stomach, and you can’t concentrate. This phenomenon is called math anxiety.

Researchers think about 20% of the population suffers from it. Why would that be? Some psychologists think math anxiety decreases working memory. That’s the short-term memory system that helps you organize the information you need to complete a task. Worrying about being able to solve math problems, or not doing well in a test eats up working memory. People can suddenly struggle with even basic math skills they’ve mastered.

Researchers suggest the way children are exposed to math by their parents and teachers play a large part. If parents talk about math like something challenging and unfamiliar, children can internalize that. Teachers with math anxiety are also likely to spread it to their students.

And in some cultures, being good at math is a sign of being smart in general. Even Maryam Mirzakhani, who was the first woman to win the Fields Medal, felt unconfident and lost interest in mathematics because her math teacher in middle school didn’t think she was talented.

So if you experience mathematical anxiety, what can you do?



If you have the chance, physical activity like a brisk walk deepens breathing and helps relieve muscle tension, preventing anxiety from building.



Writing down your worries can also help. This strategy may give you a chance to

reevaluate a stressful experience, freeing up working memory. 

You can also change your mindset. Thinking of yourself as someone who can grow and improve can actually help you grow and improve. 

If you’re teacher or parent of young children, try being playful with math and focusing on the creative aspects. That can build the skills that help students approach math with confidence later on. Importantly, you should give children the time and space to work through their answers. 

Also don’t let anyone spread the myth that boys are innately better than girls at math. That is completely false.

If you experience math anxiety, and if you take a look around yourself, you’ll see someone experiencing the same thing as you. Just remember that the anxiety is not a reflection of your ability, but it is something you can conquer with time and awareness.

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While Listening Activities Listen 1: Why does it happen? Cause Our brain

Parents and teachers Worksheet Description Results *Math anxiety ________ People can _________ basic working memory math skills *Parents talk about math like *Children can ________ it. sth. _________ and unfamiliar

*Teachers are also likely

to_________ it to students ________________ *Being good at math is a *They ______________ in it. ______________ in general

Listen 2: How do you deal with it? 1)

Rearrange the order: Write 1-6 to what you have heard. ______A. Write down your worries. ______B. Change your mind-set. ______C. Do physical activities. ______D. Give children time and space to work through their answers. ______E. Be playful with math and focus on creative aspects. ______F. Don't spread the myth that boys are better than girls at math.

2)

Find out the strategies’ functions

Yourself Strategies By physical activities like a brisk walk…..

By writing down your worries By changing your mind-set Functions To _______________________________ To _______________________________

To _______________________________ Parents and By being playful with math and To _______________________________ teachers focus on the creative aspects By giving children time and space

to work through their answers

By not spreading that boys are

better at math.

Post Listen-Speaking Activities: Speaking 1 Choose the top 3 strategies you think most useful and important and tell your reasons 5

Structure for reference In all the strategies above, we think… are the most important/useful/impressive…because…

Use the checklist below to evaluate the presenters

Checklist of presentation products (when you are listening, please check the following points) □The speaker lists the top 3 strategies in a clear manner.

□The speaker provide enough supporting details clearly. □The reasons the speaker tells convince you successfully.

Observers’ List:

The 3 strategies the speaker mentioned: ______________________________________________________________________________________________________________________________________________________________ Supporting Details: ______________________________________________________________________________________________________________________________________________________________

Speaking 2：

What’s Dr. Bruno’s intention of this lecture? Has it convinced you successfully? Why?

Assignment Write on the topic math anxiety within 120 words. Try to use the frame you’ve learnt today to make it clear and convincing enough. Introduction—Description of problem—Solution—Conclusion/Evaluation The better you pay attention to the topic’s accuracy, precision, or fairness more, the more convincing your writing will be.

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