案例五：听说课教学方案（详案，设计者：温州实验中学曹茉莉）

案例五:听说课教学 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 (详案，设计者:温州实验中学 曹茉莉) (PEP Go for it! 8B Unit 9 Section A Listening and speaking) 一、教材分析 本节课选自人教版 Go for it! 8B Unit 9 Have you ever been to an amusement park? Section A～教学内容是1a到2b～以及2a的听力原文。 本节课的核心语言项目是Talk about past experiences～围绕Fun places这个话 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 ～谈学生去过的地方。在八年级上册Unit 8 How was your school trip? 中～学生已经学习了一些有关fun places的表达～同时学会了用过去时态谈论过去的经历,另外～在八年级下册Unit 6 Have long have you been collecting stamps? 中～学生已经初步接触了现在完成,进行,时态。 本节课的核心词汇是amusement 和 neither～四会单词只有neither。 二、学情分析 学生对本课的话题是比较熟悉的～真实生活中也去过不少fun places～这些都为本节课的听说活动提供了很多很好的话题素材。学生已经学过现在完成时的表达～对现在完成时的含义掌握得比较好～但是需要更多的操练。 初二的学生仍然是活泼的、好动的～需要更多体验与感知～死板的、机械的操练对于他们来说不是一种好的教学方式～学生更乐于通过活动、对话等方式进行学习。爱表现自我的他们～更希望有展示自我的机会。 三、教材处理 分析本单元的教学内容发现～island 与neither 这两个学生已经学过的四会词也应该在本课重点。因为部分学生可能在关于fun places的词汇上有所遗忘～复习这两个词也是十分必要的。 调整词汇呈现顺序。根据词汇的难易度不同～词汇的呈现时间应该有所不同～比如有关fun places的单词如 water park～amusement以及aquarium等在课堂开始时复习～通过思维导图～结合图片呈现～因为将单词归类能够帮助学生建立知识体系～更好地回忆和记忆词汇。neither的呈现则是通过创设情境引入。在与学生自由谈论过去游玩经历的时候～将neither以及相关的简单用法导出。借助情境～帮助学生更好的理解单词的用法～避免了单纯教单词。 四、教学目标 1. 语言技能目标 听关键词句～获取大意,听关键细节～获取信息,运用have you ever been to等句型谈论旅行经历。 2. 语言知识目标 灵活运用如下词汇和语汇water park, island and amusement park, aquarium, mountain和me too, me neither等。 3. 情感态度目标 愿意与同伴分享有意义的旅行经历。 四、教学重点难点 使用句型have you ever been 表达过去的经历,学会使用me too, me neither. 五、教学媒体 多媒体教学平台～PPT教学课件～图片。 六、教学 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 情景法～PPP教学模式。 教 学 过 程 Step 1: Leading in Activity 1. Brainstorming Talk about the fun places freely. Some pictures can help review the words such as mountain, museum, zoo and aquarium. T: Do you know all these places? Ss: Yes. T: What are they? S1: Aquarium. S2: Zoo. S3: Museum. S4: Water park. T: Do you know any other fun places? Ss: Finish the mind map. 【设计 说明 关于失联党员情况说明岗位说明总经理岗位说明书会计岗位说明书行政主管岗位说明书 】思维导图的方式教单词能够激发学生的旧有词汇并能以旧带新～帮助学生复习相关词汇。同时～能够调节学生的上课情绪～创造良好的上课气氛。 Step 2: Pre-listening Activity 1. Free-talking Ask and answer freely by using “Have you been to an amusement park?” T: Have you ever been to an amusement park? S5: (Yes, I have. / No I haven’t.) T: Have you ever been to an amusement park? S6: (Yes, I have. / No I haven’t.) T: Ask you tablemate. S6: Have you ever been to an amusement park? S7: (Yes, I have. / No I haven’t.) T: Ask her。 S7: Have you ever been to an amusement park? S8: (Yes, I have. / No I haven’t.) T: Now, ask me. S8: Have you ever been to an amusement park? T: Yes, I have. 【设计说明】在师生对话中渗透新的语言知识～能够让学生在和缓的气氛下对所 学知识潜移默化～师生互动也能带动生生互动～帮助学生及时操练并巩固新句型。 Activity 2. Guessing Guess where the teacher has been to. T: Look at the pictures. Do you know these places? Ss: (Learn the new word amusement.) T: Now, guess. Which place have I been to? Who knows? Ss: ...... T: (Write the sentence structure “Have you ever been to…” T: Now please ask me? S9: (Have you ever been to a space museum?) T: No, I haven’t. S10: (Have you ever been to an amusement park?) T: Yes, I have. T: Have you ever been to an amusement park? S11: (Yes, I have.) T: You can also say “Yes, me too.” Have you ever been to a space museum? S12: (Yes, me too.) T: I haven’t been to a water park. Have you ever been to a water park? S13: No, I haven’t. T: You can also say “No, me neither.” Have you ever been to a space museum? S13: No, me neither. 【设计说明】让学生猜测老师曾经去过的地方能够激发学生的兴趣～要求学生用 目标语言谈论老师去过的地方能够有效的帮助学生操练并掌握句型。在操练过程 中～新知识me too/me neither也能潜移默化的渗透进来并进行了讲解与操练。 Step 3: While-listening Activity 1. Filling in the table Listen and fill in the table on Page 68. Click the places that Claudia and Sarah have been to. T: Listen to the tape and fill in the table. Click the places that Claudia and Sarah have been to. Ss: ...... T: Have Claudia ever been to an amusement park? S14: No, she hasn’t. T: How about Sarah. S15: Yes, she has. T: Have Claudia ever been to the water park? S16: No, she hasn’t. T: How bout Sarah? S17: No, she neither. …... 【设计说明】通过听录音圈地点～获取大意。此活动难度较低～有利于学生获得 成就感的同时降低焦虑～为完成后续听力任务铺平道路。 Activity 2. Circling the places you hear Listen and do the true or false statements on Page 69. T: Listen to the tape and circle the places you hear. Ss: ...... T: Listen to the tape and circle T or F before each statement. Ss: ...... 【设计说明】听录音判读正误～既能 检测 工程第三方检测合同工程防雷检测合同植筋拉拔检测方案传感器技术课后答案检测机构通用要求培训 学生听力理解能力～又能有效地检验学 生对本节课的重点句型和内容是否掌握。 Activity 3. Imitating Imitate the second conversation in listening. T: Turn to Page 93 and read conversation 2. Ss: ...... T: What questions can we ask when we share fun places? S18: (How will we get there?) S19: (Where is the aquarium?) S20: (Have you ever been to…?) T: What else can we ask? S21: (When did you go there?) T: Now, look at the map on Page 69 and make dialogues by imitating conversation 2. Ss: ...... Model: S1: Have you ever been to …? S2: Yes, I have. / No, I haven’t. But I’m going there next week. Would you like yo come? S1: Sure. How…? S2: We can … S1: Where…? S2: It is …. S1: Have you been to …? S2: Yes, I have! I love… S1: When …? S2: I went three… 【设计说明】通过对听力文本的模仿训练～拓展知识～关注地点、方式、时间等 相关信息。 Step 4: Post-listening Activity 1. Talking Make dialogues with your partner according to the situation given. Situation: You just come back from summer vocation. You are discussing some fun places. Tell your partner the fun places you have been to. Sentence structures: Have you ever been to …? Yes, I have. Me too. / So have I . Have you ever been to …? No, I haven’t. Me neither./ Neither have I . Where…? How…? When…? 【设计说明】在听力练习的基础上～学生基本掌握了该如何谈论自己和同伴曾经去过的地方～小组活动能够帮助学生及时巩固～同伴间的交流还能增强生生之间的情感～促进学生互相了解。 Activity 2. Summary Make a summary on how to share fun places with partners. Have you been to …? When…? Where….? How….? 【设计说明】及时小结不仅能帮助学生复习课堂所学知识～还能帮助学生建立知识体系～培养学生自主学习的能力～提高学习效率。 Activity 3. Production Discuss the place you want to go for the weekend in groups of four according to the situation given. Situation: Suppose you often go out to have fun on weekends. Ask each other's favorite places you have been to and other information about their trips. To fulfill the task, you can take the followings for reference. Have you ever been to …? Yes, I have. / I have been to … Me too./ So have I No, I haven’t./ I have never been to … Me neither./Neither have I When did you go …? Where is … What do you think of … How can we … How about …? Let’s go … 【设计说明】学生的英语水平各有不同。小组合作活动有助于增加学生之间的交流～在交流过程中取长补短～互相帮助以提高学习效率。 Homework: 1. Make a survey and fill in the table. Write down the conversation. Wenzhou Amusement Park Wenzhou Museum Jiangxin Island Tom … 1.2. Make a report using the target language ( …has been to…, but she/he has never been to …) according to the survey result. 【设计说明】作业是课堂的延续～本课的作业让学生作调查、记录对话内容并向 班级同学汇报。该作业将听、说和写结合起来～但教师对汇报的长短没有做出明 确要求～学生可以根据自身英语水平完成作业。