高中英语-Under the sea 听说课教学设计学情分析教材分析课后反思

课标分析

《英语课程标准》中对高中阶段听、说能力的教学提出了较高的要求，归纳起来有五个方面的指标：“听”要能够识别不同语气所表达的不同情感；听懂有关熟悉话题的讨论和谈话并记住要点；抓住一般语段中的观点；基本听懂广播或电视英语新闻的主题或大意；听懂委婉的建议或劝告等。“说”要能在交流中使用恰当的语调、语气和节奏表达个人的意图和情感等。《课标》尤其指出，听力教学的目的是培养听的策略，培养语感，并特别强调培养学生在听的过程中获取和处理信息的能力；口语技能教学的目的是提高说的准确性、得体性、流利性和连贯性，增强语感。

本课努力将新课程标准的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的语言情景之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。通过启发和创设情境，让学生发挥主观能动性，改变原有的教师解说、说教的形式，重视知识和结论形成过程。利用两两合作的方式，激发学生参与教学的热情。根据学生的认知能力和接受程度，设计了听力选择、填空和编写对话等任务，使任务具有可操作性，让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继续学习的动力。

总之，本次设计的宗旨是努力提高听说课堂教学的实效性，使学生能够提高语言的实际运用能力，最终达到教学目标的实现。

学情分析

高二学生已经积累了较多词汇和句型，并对海洋世界这个话题普遍很感兴趣，但大部分学生对新学的单词还是比较生疏，用英语进行交际的能力还是比较薄弱，因此教师可以利用丰富多彩的图片资源，设置有趣的情景，激发学生用英语表达自己想法的愿望。另外，班级里的学生英语水平参差不齐，有些差距还是比较大的，因此，在实际教学过程中，教师设置的任务要有梯度，要循序渐进，兼顾各个层次的学生。ListeningChoosethebestansweraccordingtothedialogues.Dialogue1Whatwastheweatherprobablylikethatday?A.Itwassunny. B.Itwasrainy. C.Itwassnowy.(2)Didthewomanseewhales?A.Yes,shedid. B.No,shedidn’t. C.Itisnotmentioned.(3)Whatdidthewomanwanttodoattheendoftheconversation?A.Shewantedtochargethetourguide.B.Shewantedafullrefund.C.Shewantedtotalktothemanager.Dialogue2(4)Whatcausedtheboattobelateback?A.Aterriblestorm. B.Aproblemwiththeboat. C.Ashark.(5)Whatresultdidthetouristwant?A.Hewouldlikeafullrefund.B.Hewantedtorepeatthetour.C.Hewantedtoseethemanagerinperson.(6)Wasthetouristsatisfiedwiththefinalresult?A.Yes,hewas. B.No,hewasn’t . C.Itisnotmentioned.Dialogue3(7)Whatdidthewomanseeonthetour?A.Ashark. B.Onewhale. C.Ajellyfish.(8)Whatwouldhappentothewomanatlast?A.Shewouldgetafullrefund.B.Shewouldgetahalfrefund.C.Shewouldtakethetouragainfreeofcharge.2.Completethesentencesaccordingtothedialogues.Dialogue1I’msorrybut____________________________________withthetour.Well,itwas____________________________________outside…Mytwokids_________________________.Well,I’mafraidthat’snot_______________________.I’dliketo_______________________________.Dialogue3Excuseme,thetourwasn’t________________________________________andwe’dlikearefundplease.I’mafraid____________________________aswe’revisitorstothisareaandwe’releavingtomorrowmorning.Well,actually,______________________________.ExpressionswecanusetomakecomplaintsCanyoulistsomeexpressionsthatwecanusetomakecomplaints?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Makingupdialogues(PairWork)Situation1:Thefishyouorderedtastesterrible.Complaintothewaiterorthemanager.Situation2:Theskirtthetailormadeforyouistoolong.Complaintothetailor.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________观评记录教研组长王崇好老师:这是一节扎实的课。环节设置非常合理，层层推进，任务设计的难度也有梯度。知识的输入非常的扎实，所以最后的输出环节就水到渠成。学生学到了新的知识，进一步锻炼了他的语言运用能力，并在这个过程中有良好的、积极的情感体验，产生进一步学习的强烈要求。这样的教与学，学生才会学到新东西，语言的综合运用能力才会得到提高。不足是:听力训练中，教师应该有意识地引导学生捕捉听力材料中出现的某些关键词和一些中心句,不要只是听完就完成任务了。教研组长李敏老师：这是一节有效率的课。所谓效率是一节课下来，对全班学生中的多少学生是有效的，包括好的、中间的、学习困难的。在这个意义上，这节课应该是充实有效的课。整个过程中，大家都有事情干，通过教师的教学，学生都发生了一些变化，整个课堂的容量很大。另外，一节课不应该是完全预先设计好的，在课堂中应有教师和学生情感、智慧、思维和精力的投入和碰撞，这节课在师生互动中显得气氛相当和谐和活跃。在听课过程中，上课老师的教学过程流畅，语言得体、恰当，对学生回答的评价语言丰富（激励性语言和描述性语言），使大多数学生都有提高，学生的语言生成量大，不时有老师和学生的机智妙语。备课组长：刘月英老师：课堂上采用任务型教学方式，给每一部分都设有一定的任务，能够引导学生自主或者合作完成。在课堂教学中，以学生为主体、为中心进行教学，教师在教学中起主导作用。听说活动由整体入手，由易到难，步步推进，层层深入。整个教学活动以教材为载体，以学生为中心。在整个教学活动中，教师引导学生充分调动其各个感官进行听、说、读、写，积极主动的学习；教师对教材进行了合理又有创造性的整合，发掘出教材内容之间的内在逻辑联系及育人作用。教材分析本单元以大自然中的海底世界为话题,以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻轶事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。语言功能方面是学会用英语进行礼貌地投诉或抱怨。本单元用梯次递进的方式让学生运用已有的知识，亲身体验所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编对话出等多项语言功能运用的过程中，深入学习，了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。其中，UsingLanguage是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、“说话与写作”。本课是将UsingLanguage部分的Reading，discussingandlistening整合成一节听说课。承接泛读课文的话题观看海洋生物，由读船上观鲸的旅游广告开始，听三段旅客抱怨投诉的听力，再进入到礼貌抱怨用语的学习和运用这些用语到设置的情境中。要求学生运用所学的语言素材先进行对话练习，然后课后把对话内容写下来。Book7Unit3Underthesea听说课教学设计Teachingobjectives:Bytheendofthelesson,studentswillbeableto:recognizesomecommonseacreaturesandknowtheirEnglishnames.identitythewritingstyleafterglancingthroughthereadingmaterial.getsomespecificinformationafterreadingthereadingmaterial.getthegistofthethreedialogues.listenforandtakedowndetailedinformationwhilelistening.memorizesomeexpressionspeopleusetocomplaininthelisteningtext.usepoliteexpressionstomakecomplaintsincertainsituations.Teachingfocusanddifficulties:ListeningforgistofthethreedialoguesTakingdownsomespecificinformationwhilelistening.Usingsomeexpressionsandsentencepatternstomakecomplaintsinacertainsituation.Teachingmethod:Task-basedlanguageteachingTeachingaids:Multi-media;blackboard;chalkTeachingprocedures:Step1:WarmingupGetthestudentstorecognizeasmanyseacreaturesaspossibleinthepicture.Theteacherwillwritedownsomenamesontheblackboardifnecessary.T:Seenfromouterspace,theplanetweliveonissobeautifulandblue.Wecallittheblueplanetbecauseabout70%ofitiscoveredbywater.Andunderthewater,thereisawonderfulworld,inwhichmanyamazingseacreatureslivehappilyandfreely.Pleaselookatthepicture,canyourecognizeasmanyseacreaturesaspossible?Step2:LeadinginLeadthestudentstoreadareadingmaterial.T:Soyoucanseetwowhalesinthepicture,right?Class,haveyoueverseenwhalesfacetoface?Itdoesn’tmatterifnot.Thegoodnewsisthatatravelagencyisnoworganizingawhalewatchingtour.Let’stakealook.Step3:ReadingGetthestudentstoglancethroughthereadingmaterialforthewritingstyleandthenreadmorecarefullytogetsomedetailedinformation.Task1:Thereadingmaterialisa/an____.A.shortstoryB.poemC.advertisementD.bookreviewTask2:Whatcanyouexperienceonthistour?Canyouseewhaleseverytimeyougoonawhalewatchingtour?Step4:ListeningGetthestudentstolistentothethreedialoguesandcompletethefollowingtwotasks.T:Itseemsthatthewhalewatchingtourisveryexciting.Actuallymanypeopledidtakethetour,butthreeofthemwerenotsatisfiedwithit.Theycomplainedaboutthetourinthreedialogues.Pleaselistentothedialoguescarefullyandchoosethebestanswertothequestions.Youhave5secondstoreadeachquestionbeforelistening.Task1:Listentothethreedialoguesandchoosethebestanswer.Dialogue1Whatwastheweatherprobablylikethatday?A.Itwassunny. B.Itwasrainy. C.Itwassnowy.(2)Didthewomanseewhales?A.Yes,shedid. B.No,shedidn’t. C.Itisnotmentioned.(3)Whatdidthewomanwanttodoattheendoftheconversation?A.Shewantedtochargethetourguide.B.Shewantedafullrefund.C.Shewantedtotalktothemanager.Dialogue2(4)Whatcausedtheboattobelateback?A.Aterriblestorm. B.Aproblemwiththeboat. C.Ashark.(5)Whatresultdidthetouristwant?A.Hewouldlikeafullrefund.B.Hewantedtorepeatthetour.C.Hewantedtoseethemanagerinperson.(6)Wasthetouristsatisfiedwiththefinalresult?A.Yes,hewas. B.No,hewasn’t . C.Itisnotmentioned.Dialogue3(7)Whatdidthewomanseeonthetour?A.Ashark. B.Onewhale. C.Ajellyfish.(8)Whatwouldhappentothewomanatlast?A.Shewouldgetafullrefund.B.Shewouldgetahalfrefund.C.Shewouldtakethetouragainfreeofcharge.Task2:CompletethesentencesaccordingtothedialoguesT:Thefirsttaskseemseasyforyou,right?Whynottrysomethingchallenging?Pleaselistentodialogue1and3again,andthentryyourbesttocompletethesentencesaccordingtowhatyouhear.Dialogue1I’msorrybutweweren’t________________withthetour.Well,itwas_____________outside…Mytwokidsare___________________.Well,I’mafraidthat’snot__________________.I’dliketo_____________________________.Dialogue3Excuseme,thetourwasn’twhatmy_______andI_________________andwe’dlikearefundplease.I’mafraidthat’s______________forusaswe’revisitorstothisareaandwe’releavingtomorrowmorning.Well,actually,we’dlike_____________________.Step5:ConsolidationGetthestudentstorereadthe6sentencestheyhavejustcompletedandfindsomeexpressionspeopleoftenusetomakecomplaints.Studentsaresupposedtowritedowntheexpressionsonthelearningsheets.ThenchecktheanswersbytranslatingsomesentencesintoEnglishT:Class,inthethreedialogues,thetouristsusedmanyexpressionsandsentencepatternstomakecomplaints.Pleasereadtheabove6sentencesyouhavejustcompleted,findsomeexpressionswecanusetomakecomplaintsandwritethemdownonyourlearningsheet.Step6:Makingupdialogues(Pairwork)Getthestudentstochooseasituationandmakeupadialoguewiththeirpartnersusingtheexpressionstheyhavelearnt.T:Sofarwehavelearntsomanyusefulexpressionsthatwecanusetomakecomplaints,sowhynotusethemtosolverealproblem?Herearetwosituations:Situation1:Thefishyouorderedtastesterrible.Complaintothewaiterorthemanager.Situation2:Theskirtthetailormadeforyouistoolong.Complaintothetailor.Pleaseworkwithyourpartnertochooseasituationandmakeupadialogue.Trytousetheexpressionswehavelearntwhenmakingyourdialogue.Step7:HomeworkPolishyourdialoguewithyourpartnerandwritedownyourdialogueonyournotebook.效果分析Bytheendofthelesson,studentswillbeableto:recognizesomecommonseacreaturesandknowtheirEnglishnames.identitythewritingstyleafterglancingthroughthereadingmaterial.getsomespecificinformationafterreadingthereadingmaterial.getthegistofthethreedialogues.listenforandtakedowndetailedinformationwhilelistening.memorizesomeexpressionspeopleusetocomplaininthelisteningtext.usepoliteexpressionstomakecomplaintsincertainsituations.以上是本节课的教学目标，从整节课来看，这节课比较好的完成了教学目标，实现了不错的教学效果。具体说来：学生在卡通图片中发现了不少可爱的海洋动物，并说出了他们的英文名称，课堂气氛顿时热烈了起来，热身的目的很好的达成了。听前的活动是让学生阅读一篇广告来引出听力的话题，广告的文体特征比较明显，学生很容易发现，增强了学生学