就初中英语听说课而言.doc

就初中英语听说课而言，学生听说技能的培养，都必须通过大量反复说得实践练习才能获得。在课堂上，教师尽可能给学生提供听力及说英语的机会，鼓励学生大胆地说，大胆地用。让学生在完成任务中主动地学习语言，养成听说英语的好习惯。多听多说是培养学生言语熟练技巧的重要途径，也是学习英语的重要策略。课上采用情景教学法，合作式学习方式等可让学生多练多用，在做中学，学中乐，达到运用语言的目的。教师教学中应遵循任务型教学的理念，以学生为主体，任务为中心，以交际为目的。让学生学会在学习和生活中运用英语。本人观摩了一节较成功的公开课，八年级英语 Unit6 Im going to study computer science.第一课时内容。这是一节听说课，又是一节活动课。本人谈谈自己的听课体会。这节课通过教师的“导、讲”和学生的“练”贯穿整个课堂，学生能真正掌握语法并灵活运用。本节课的中心话题是讨论将要从事的职业。语言结构为be going to的用法。教材的内容相对容易，功能用语简单。教师如果单纯地就教材教，学生觉得无趣。所以，教师经过充分准备，从学生的认知特点和教学实际出发，采用任务型教学途径，借助多媒体等教学手段，让学生在真实的情境中进行有效地学习。在学习和掌握基本要求的基础上，适度地拓展，体现一定的难度和梯度。教学过程始终以学生为主体，；灵活运用多种方法让学生完成任务，学生勇于参与individual work，pair work,和group work。课上教师注重学生的语言知识学习情况的反馈，及时调整和帮助他们。总而言之，整节课以可操性强的活动贯穿课堂，激发学生的学习欲望，从而调动他们的学习主动性。教师在课上合理地利用实物和多媒体，从视角方面引起学生的注意，激发学习兴趣。教师在教学过程中将知识的导入、呈现、操练都置于一定的情景中，为学生创设了轻松、愉快的学习氛围与交际环境，并注意过程中的及时反馈，让学生学得轻松愉快。教学环节设计层层相扣，过渡自然。首先，在课上创设的自然环境的学习氛围中渗透情态动词的用法，目的在于提高学生的语言感知能力；接着，呈现相关实物和运用多媒体，引导学生学习本单元的主题词汇，学生的注意力较为集中，可提高其记忆效率，课堂气氛轻松愉快；随后，在学生讨论之后，加入听力训练，让他们听纯正的英语，那么在说的活动中学生就会自然地模仿地道的语音和语调。这样的设计一方面使学生获取更多与课堂中心话题相关的信息，一方面体现课堂结构的流畅和完整；接下来，设计了两个任务。任务一，分角色表演，遵循听说领先、先易后难的原则，让学生在表演中锻炼和培养听说能力；任务二，“谈论将来的理想”活动为学生创设了既有趣又熟悉的话题情景，营造了有利于学生积极参加和主动求知的学习环境，从学生已有的知识出发，为他们提供更多的交流机会。此环节不仅与中心话题密切相关，同时也为下节课的教学奠定基础。学生自由发言，发展了他们的发散思维，将所学知识转化为自身能力。此外，在情感上自然地引导学生要尊重父母师长的劳动；听说课上虽以听说为主，但读写也要跟上。必要的读写练习，起到了巩固的作用；最后，作业的设计提高了学生的说写能力，将学生的学习和生活联系在一起，延伸课文内容，体现了新课标的基本理论。总之，这节听说课上教师根据教学内容，设计多样化的教学活动，给学生提供针对性、挑战性的任务，让学生发挥更多自由表达观点的空间，在交际中感知英语，运用英语。Unit6 Im going to study computer science.SectionA Period 1(1a-2d)教学目标知识与能力:能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure 能掌握以下句型： What do you want to be when you grow up? I want to be a basketball player. How are you going to do that? Im going to practice basketball every day. Where are you going to work? When are you going to start? Im not sure about that. 2. 过程与方法:掌握一般将来时态的构成形式； 用一般将来时态表达将要做的事情。3.情感态度与价值观:通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。教学重点1) 学习一般将来时态的构成方式。2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。教学难点用一般将来时态表达自己未来的打算。教学方法图片教学法 幻灯片教学 实物法板书设计Section A(1a-2d)What do you want to be when you grow up? I want to be a basketball player. How are you going to do that? Im going to practice basketball every day. 教学过程与内容教法学法与补记 . Lead-in 1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式： teacher, nurse, doctor, basketball player, runner, actor, actress 2. 询问学生们想要从事的职业，从而引出句型： What do you want to be when you grow up? I want to be a basketball player. 3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。 . Presentation1. computer programmer, cook, engineer, violinist, pianist, pilot, scientist, 2. 让学生们看大屏幕来学习记忆这些生词。3. Tell Ss to rank them 1-12. 1 is most interesting, 12 is least interesting. 2. Try to remember the new words. . Game 1. Show some pictures in the big screen. 2. Let Ss guess what he/she does. 3. Let Ss try their best to guess the job. See which group is the best. . Listening 1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences. 2. Play the recording for the Ss to listen and fill in the blanks. 3. Play the recording again. Check the answers with the Ss. 4. Play the recording again. Ss listen and match the jobs with activities. 5. Show the answers on the big screen. . Pair work 1. Let Ss read the model with a partner. 2. Use the information in the chart of 1b. 3. Let some pairs ask and answer about the chart. . Listening Work on 2a: 1. Let Ss look at the pictures below. Explain the activities in the pictures if necessary. 2. Play the recording for the Ss to listen and check () the correct boxes in the picture. 3. Play the recording again to check the answers.Work on 2b: 1. Let Ss read the chart below. Tell Ss that theyll listen to Cheng Hans plan for the future. They should answer the questions:“What” means “What is Cheng Han want to be?”“Where” means “where is Cheng Han going to work?”“How” means “How is he going to do it? ”“When” means “when is he going to start?”2. Play the recording for the Ss to write the correct answers in the chart. 3. Play the recording again to check the answers. . Pair work 1. Tell Ss to ask and answer about Cheng Hans plans using the information in 2b. 2. Give a model to the Ss. 3. Try to ask and answer about Cheng Hans plans. 4. Ask some pairs to act out their conversations. . Role-play 1. Read the conversations and answer the two questions: What does Ken want to be? _ How is he going to do that? _ What does Andy want to be? _ 2. Explain main points in the conversation. lThe Old Man and the Sea by Hemingway. 海明威的老人与海。 此处介词by为“由所著”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高的绘画)等。lThen you can be anything you want! 那么你就能当上你想做的人了。 此句的基本意思是you can be anything，不定代词anything指代未来所从事的某一职业，you want用来修饰anything。3. Let Ss read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. Homework: 1. Recite the conversation in 2d after school. 2. 根据图片提示或自己的实际想法编写一个对话。 -What are you going to be when you grow up?-Im going to be a/an-How are you going to do that? -Im going to 归纳出以前所学过的一些职业的英语表达方式播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词Play the recording for the Ss to listen and fill in the b