一节听说课的教学设计

一节听说课的教学设计

刘小明

课题：初三英语Unit 15 We’re trying to save the manatees！（Section A）

本单元以Protecting the animals and the environment为主题，共设计四个环节来进行授课：

一、导入环节

教师通过提问的方式引入动物这一话题，并通过展示各种动物的照片引导学生谈论喜欢的动物以及各种动物的特征。

1.教师首先给出话题任务

Have you ever been to a zoo？What kind of animals can you see in it？

很多学生将会回答：S1：In the zoo of our city we can see tigers，lions，elephants，and monkeys.

　　　　　　　　　S2：I can see deer，sheep，birds，camels and horses in our Zoo.

2.接着教师再出示一些本课将要学到的有关动物的照片并提出问题

教师问：Have you ever seen cheetahs，or manatees in our zoo？

学生回答：No，we haven’t.

教师问：Do you know why we can’t see these animals in our zoo？

学生回答：I think they are rare.

教师说：Some animals can’t be seen because they are endangered.So we should protect them.并在屏幕打出：We’re trying to save wild animals！

再提出问题：Can you tell me which animal you like best and why you like it？学生们踊跃回答问题，调动了他们已有的生活体验，积极参与讨论。

之后教师利用多媒体逐一展示有关动物的图片，引导学生操练目标词语和功能词组，如save，gentle，furry，enormous，playful，aggressive，gray，spotted，manatee，cheetah，chimpanzee，kangaroo，mangrove，swamp，habitat，aquatic，feed，underwater，vegetation，care for等，并利用简笔画的形式重点操练以上功能词组，具体情景如下：

（1）S1：I like kangaroos best because they are playful.

The teacher write the word“playful”on the blackboard and ask for more ideas from other students.

（2）S2：I like tigers best because they are the kings of the animals.They are very aggressive.

The teacher write the word“aggressive”down on the blackboard.

（3）Then write down more useful words on the blackboard.

二、听力与口语操练环节

1.听录音。教师要求学生听一段描述动物的对话，找出话中的主题思想，并在听的过程中记录对话中用来描写动物的词汇，使学生完成听力内容的表层理解。

2.让学生两人一组根据录音内容进行对话。如：

S1：I am like this animal because I am strong and live in the forest.

S2：You are like a lion.

S1：No.

S2：You are like a tiger.

S1：No.Because I don’t eat meat.

S2：You are like an elephant.

S1：Yes.You are right.

3.学生对动物有了初步的了解后，教师引导学生对动物进行更深层的描述。如：

T：OK.We all know that manatees are gentle and very shy.They live in water and like eating vegetables.But do you want to know more about them？First let’s look at the picture on page 119.Can you say more about manatees？

S1：I think they are living in the water.

S2：I believe that they eat aquatic food.

S3：I feel that there aren’t many of them.

S4：I know that they live in a place where trees grow in water.

S5：I think they are endangered.

4.让学生再听一遍对话，做完成表格的练习，并检查答案。

三、巩固提高环节

1.从自己来到森林的所见所闻引入，让学生看一个关于捕杀和偷猎动物的Flash动画，并引导学生设想如果世界上的动物都被杀光，将会怎样？

What will happen if all animals are killed？再次让学生体会到保护动物和保持生态平衡刻不容缓。

T：You know somebody will do some harmful things to animals.Once I went to the forest and I really had some special experiences.Do you want to know？Now close your eyes.Once I went to the forest，I felt the green trees，I breathed the clean air and I heard the birds singing happily besides me，but suddenly I heard animals crying.Do you know what happened？Open your eyes and look at the Flash.Yeah！ Somebody is killing the animals.Somebody is cutting down the trees.At that time I was full of anger and sadness.I think about a question：What would happen if we killed all the animals？

教师的讲述使学生们陷入了沉思，一位同学回答道：Humans can’t live without animals.Animals are our friends.So animals should be treated well and we must protect the environment.

教师继续启发学生的思路：How can we protect the environment？Anyone has good ideas？一位女同学说：We should plant more and more trees.We mustn’t destroy forest.We should tell other people to protect animals and leave a home for animals.

教师引导道：But how can we tell other people to protect animals and environment？I have an idea.We can make some TV programs and radio programs to tell people the importance of protecting animals and environment.自然过渡到下一环节。

2.引导学生四人一组做一期类似实话实说的电视节目。节目名称为：保护生态平衡（Keep Balance of Nature）。

节目分为三部分：主持人和嘉宾的对话（The TV host asks the special guests some questions.）；主持人向其他观众提问（The TV host asks all the guests some questions.）；其他观众向嘉宾自由提问（All of you can ask the special guests any question you like）。

在此将为各位展示精彩的第一部分——主持人与嘉宾的对话，看看两位同学是如何出色地完成老师所设计的这项富有创意的任务的。

Host：Good morning，ladies and gentlemen.Welcome to our program.Almost everyone knows that the environment problem is very important nowadays.Our life become more wonderful，but our environment become worse.Many forests are cut down.Many animals have lost their homes.They are endangered.We are very interested in this topic，so today we specially invite Mr.Zhang Lin and his partner to our program.We will talk about the importance of protecting animals and the environment.Firstly，please introduce yourself.

Zhang Lin：My name is Zhang Lin and I’m from Wolong in Sichuan Province.I have worked on protecting wild endangered animals for many years.I love my work very much.

Wang Hua：My name is Wang Hua.I am Zhang Lin’s partner.Nice to meet you.（beckoning to the spectators）

Host：He is very humorous.I have a question to ask you.Did Zhang Lin work hard？

Wang Hua：Yes，he did a very good job.

Host：Do you think it’s hard to work there？Do you regret going there？

Wang Hua：No，although the work is very hard，we love this job.We will do our best to protect animals and keep the balance of nature.

五、教学反思

这节课老师力求面向学生，创设积极互动的语言活动氛围，以保护动物和保持生态平衡为主题贯穿始终，设计了诸多形式的任务，包括听、说、小组对话、表格填写、观看录像、做电视专题节目等，让学生们在练中学，在学中用，学会用英语表达自己的思想，将新课程的教学理念贯穿于整堂课，任务层层推进，由易到难。能够从学生经历与认知水平出发，以学生为主体，达到了充分运用目标语言的效果。最后所设计的采访环节是对课本内容的巩固和延伸，通过互动使学生真正成为主体。

本节课在几个环节上的原始设计与最终设计有很大变化，充分体现了我们逐步深入理解新课程和新教材之后在教学理念和教学行为上发生的变化。

例：词汇处理

［原始设计］

最初的设计是先将本单元的新单词用图片表示出来，让学生根据图片猜单词，学生只需将正确的单词写在相应的图片下面即可。

［最终设计］

教师将所学的新单词用图片和对话的方式引出来，板书在黑板上，并使用简笔画来描绘特征。

［分析］

在最初的设计中，让学生直接猜单词，这样的任务使学生感到记单词枯燥无味，很容易让学生产生畏难情绪。相比之下，修改后的教学设计有了语境，使生词有了合理的依托，学生在老师的提问当中很容易联想到生词，并结合图片加深对生词的理解和记忆，即使学生不能准确地说出生词，也可以根据语境猜出生词的意思，从而顺利地进入对话的语境当中。

教师在授课过程中不仅要关注自己讲了什么，还要特别注意学生的学习过程和效果，并给予适当的指导。在本节课中，教师在这方面的关注不够到位。在巩固提高环节，由于做电视采访小组成员英语水平参差不齐，小组分配不够合理，因此有些小组的水平没有充分发挥出来。

在备课和上课的过程中，我最大的收获有两方面：

1.在备课时更多考虑的应该是学生，而不是自己。如果教师违背学生的认知水平和生活经验、按照自己的意愿设计的课堂，学生大都不能积极参与，教师只能僵硬地执行课堂教学。教师应从学生的实际出发，认真考虑课堂活动的可能性。使课堂活动更加接近学生的认知水平，从而改善教学效果。

2.深入了解教材。任何一本教材都有它的特点和普遍适用性。教师应在遵循教材基本思路的基础上，对教材的各部分进行精心设计，并在课堂上灵活运用，把握教学机会。