人教-高一英语必修三-Unit4-听说课-名师教学设计

5/5Unit4听说课名师教学设计（一）M3U4

Using

languageWorkbook

listening,

speaking

and

writing河北武邑中学

李淑玮一、教学内容：

人教版高一英语必修三，是一堂听说写结合的语言综合实践课。

二、学情分析

经过将近一年的高中英语学习和积累，学生具备了一定的英语基础和运用英语表达的能力。本单元的主题是天文学，学生渴望去太空旅行，因此学习兴趣浓厚。但是学生在平常上课时对口语不自信，写作对学生来说，也是比较头疼的弱点。

三、设计思想

《高中英语课程标准》指出,“高中英语课程的设计与实施要有利于学生优化英语学习方式,使他们通过观察、体验、探究等积极主动的学习方法,充分发挥自己的学习潜能,形成有效的学习策略,提高自主学习能力。”基于这一指导思想,本节课重新整合教材内容，以Workbook中的听力材料，

Using

language中的Speaking中的关于提建议的表达，以及高中阶段常见的建议信为形式载体,以了解太空之旅为知识内容的主线,以“学生为主体、教师为主导”为基本原则,以合作学习为主要教学方法,以提高学生英语的表达能力为主要目的,重新整合成为一节以听为输入、以说和写为输出的活动课。

这节课主要以听的形式，利用Workbook的听力素材引导学生认识当宇航员需具备的资格以及了解宇航员杨利伟到太空中为看到的美景而兴奋，并从中渗透听力技巧：听前审题，划出关键词。

Speaking先让学生讨论外出游玩需要带什么，激发兴趣，然后再讨论去太空会遇到什么困难，那么带些什么来克服这些困难？小组展示后欣赏宇航员在太空中的生活视频，让学生了解在太空中宇航员的衣食住行真正是什么样子，同时看看是不是正好和自己想的一致。这也为写作作铺垫。

目前，高考作文要求具有“交际性”和“实用性”，本堂课教师创造情境，让学生结合日常生活的经验和听力环节中所学知识给即将去太空旅行的朋友提建议。四、教学目标

五、1.

语言知识:

1)

通过教师的引导提示和学生获取的听力中的内容，学生能了解宇航员应具备什么资格。

重要句型:

Please

pay

attention

to

Please

check

that..

You

need...

Don't

forget

to...

Make

sure

that..

Watch

out

for

You'd

better...

2.

语言技能:

本课着重培养学生:

1)在听力过程中获取细节信息的能力。

2)能够用恰当的句型给别人提建议。

3)学会写建议信,以及了解作文评分的标准。

3.情感态度:

培养学生自主、合作和探究的精神;通过课堂的活动,激发学生对英语的浓厚兴趣;

同时，学生对太空之旅产生了浓厚的兴趣。

4.学习策略:

小组讨论训练学生学以致用和合作学习的学习策略。六、教学重点难点

1.

教学重点：Listening,

speaking,

writing的能力培养。

2.

教学难点：训练学生利用已有信息的输入整合顺利输出Speaking和Writing。七、教学方法

任务型教学法,合作学习法等。

八、教学过程：

Step1：Lead-in

First,

let

students

know

what

we’re

going

to

learn

today.

(Show

class

content

on

the

screen)

Free

talk(I

have

a

dream).Practise

listening

and

develop

some

skills.

Make

somesuggestions.

Write

a

composition

of

advice.【设计意图】

通过呈现本堂课要学的内容，让学生带着目的听课，提高学习效率。

Step

2:

Warming

up

Before

class,

as

usual

we

have

a

free

talk.

The

topic

is

that

I

have

a

dream.

After

the

student’s

free

talk,

the

teacher

make

a

summary.

All

of

us

have

our

own

dream.

No

matter

what

dream

we

have,

as

long

as

we

work

hard,

we

will

achieve

it

one

day.

Then

the

teacher

will

show

the

student

a

picture

on

the

screen,

asking

“Do

you

dream

of

being

as

astronaut

and

travelling

into

space?”

And

then

a

picture

of

Yang

Liwei

comes

into

the

the

students’

eyes.【设计意图】

通过学生做free

talk,不仅锻炼了学生的口语表达能力，而且同时，由梦想引入宇航员这个话题，自然而然过渡到宇航员杨利伟，从而引出下一环节听有关杨利伟和记者的谈话的听力

。

Step

3:

Workbook

listening

1.

Part

One

T:

Listen

to

Part

1

carefully

and

finish

the

following

exercises.

Here

is

a

tip

for

you.

Before

listening,

what

should

we

do？

Yes,

read

the

questions

first

and

also

underline

the

key

words.

Now

read

the

questions

by

yourselves.

..

Are

you

ready?

Let’s

go.

(1)

.

What’s

the

relationship

between

the

two

people?

A.

Teacher

and

student.

B.

Boss

and

worker.

C.

Interviewer

and

interviewee

(2).

What

was

the

most

exciting

moment?

When

the

spaceship

began

to____

____

___

______,he

knew

he

was

__________(3).

What

made

him

surprised?

______________

【设计意图】

听前先进行听力技巧的提示：听前先熟悉问题，划出关键词，

让学生懂得有侧重点地听取信息。第一个问题是理清任务关系，这是高考中常见的题型，为整体理解对话内容做好准备。第二问题让学生了解杨利伟在太空中最令人兴奋的时刻。第三个问题是让杨利伟惊讶的事情。

Part

Two

(1)

T:

Part

2

is

about

the

information

on

Yang

Liwei.

From

his

talk,we

know

some

conditions

to

be

astronauts.

Now

listen

to

part

2

carefully

and

fill

in

the

blanks.

Information

on

Yang

LiweiEducationTrainingPhysical

qualitiesPersonal

qualities

【设计意图】

听前激发学生的兴趣；这是第二部分听力材料的重点，主要是让学生通过听来了解一些成为宇航员必备的条件。这对那些想当宇航员的学生来说是很有帮助的，同时培养了学生边听边做笔记的习惯。（做笔记不能逐词记录而是要记关键部分）

(2)T:

Listen

to

Part2

again

and

fill

in

the

blanks,

paying

attention

to

the

spell

of

the

words.

【设计意图】

这一环节不仅要求学生要听得准确而且要写得又快又对。Step

4:

Speaking

T:

Q1:

If

you

go

on

holiday

this

summer

vacation,

what

will

you

take?

Q2:

If

you

can

only

take

three

things,

what

are

they?Make

a

list

of

them

and

tell

us

your

solution.

Oh,

most

groups

think

money,

ID

card

and

cellphones

are

the

most

important.

Q3:

If

one

of

your

friends

wants

to

go

on

a

trip

into

space,

are

the

things

above

are

suitable?

No.

What

problems

might

he

have

and

what

should

he

take

to

solve

the

problems?

In

groups,

have

a

discussion

about

it.Each

group

discusses

one

problem

at

a

time.

After

discussion,

report

your

ideas

to

the

rest

of

the

class.

Useful

expressions:Please

pay

attention

to

Please

check

that..

You

need...

Don't

forget

to...

Make

sure

that..

Watch

out

for

You'd

better

After

the

students’

presentation,

the

teacher

will

show

them

a

video

about

the

space

life

of

astronauts.

【设计意图】通过前两个问题“外出度假带什么东西”引申到第三个问题“去太空又会带什么东西？”

所提供的句型起到支架作用，让学生有话可说。同时，也为接下的写作作铺垫

。后面让学生欣赏视频来了解更多关于宇航员的真实生活，同时也可以让学生看看自己的解决方案是不是切合实际。

Step5:

Writing

(1)

Before

writhing

T:

Now

write

a

composition

explaining

one

of

the

difficulties

your

friend

might

have

in

space

and

how

to

overcome

the

difficulty.

First,

think

about

the

question:

How

to

organize

your

composition.

【设计意图】在写作前，让学生先了解建议信的框架以及一些逻辑词,减轻写作难度。

(2)

Writing

time

(the

teacher

reminds

the

students

to

pay

attention

to

their

handwriting)

Step

6: