在英语听说课中巧用情境升华情感及渗透技巧指导.doc

在英语听说课中巧用情境升华情感及渗透技巧指导 【摘要】本文结合外研版英语八年级下册Module 9 Unit 1 Could I ask if youve mentioned this to her？教学设计，论述教师应创设贴近学生生活的情境，将生词、词组以及重点语法等融入情境；在听说课教学中，教师应注重对学生进行听力技巧的指导；在学生表演中，教师可让学生互评，培养学生的自主意识及思考意识。 【关键词】初中英语 听说课 情境 听力技巧 【中图分类号】G 【文献标识码】A 【文章编号】0450-9889（2018）01A-0084-04 【设计理念】 新课标要求初中英语教学不仅要培养学生基本英语素养和发展学生思维能力，还要提高学生综合人文素养。具体来说，初中英语教学应该让学生通过英语学习，掌握基本的英语语言知识，发展基本的听、说、读、写技能，逐步形成用英语与他人交流的能力，进一步促进思维能力的发展；同时帮助学生开阔视野、丰富生活经历、形成跨文化意识、增强爱国主义精神、形成良好的品格和正确的人生观与价值观。教师在教学的过程中要尽可能多地为学生创造真实的语境，鼓励学生通过实践体验探究和合作，逐步掌握语言知识和技能、不断调整情感态度、发展自主学习能力；提供贴近学生、贴近生活、贴近时代的英语学习资源，创造性地开发和利用现实生活中鲜活的英语学习资源，拓展学生学习和运用英语的渠道。 一、教材分析 本模块以友谊为话题，探讨学生在友谊问题上的困惑及解决办法，让学生意识到友谊的重要性，并积极探索与人友好相处的方法。第一单元的两个对话相互衔接，在小对话中，玲玲遇到友谊方面的问题，想找好友贝蒂倾诉，但贝蒂不在家，于是贝蒂的妈妈向玲玲推荐了帮助热线。在大对话中，玲玲向帮助热线求助，帮助热线的专家引导玲玲描述自己的问题并给出建议，专家的引导思路清晰、逻辑性强。教师要引导学生关注对话的逻辑顺序，培养学生逻辑理解与表达能力。 二、学情分析 友谊是青少年生活的重要组成部分。友谊对青少年的影响很大。在友谊问题上，他们常常会遇到一些困惑或麻烦，甚至不知如何解决这些问题或麻烦，需要师长的引导及建议。在知识储备上，学生在上一个模块已经学习了that引导的宾语从句，对宾语从句语境有了初步的学习与掌握。 【教学目标】 语言知识目标： （1）词汇：separate，explain，mention，refuse，introduce，encourage，join in，treat，herself，whether，lonely，regret，patient； （2）语法：if、whether及疑问词引导的宾语从句。 语言技能目标： （1）听：能听懂有关友谊的对话，能理解对话的逻辑顺序； （2）说：能提供个人信息、询问他人信息并提出建议。 情感态度目标： 通过对友谊这个话题的探讨，学生学会宽容他人，明白友谊的真谛。 学习策略目标： 学会合作学习及自主学习。 【教学实录赏析】 Step 1 Warming-up 1.Greeting. 2.Talk about best friends.（As shown in Figure 1） T：Today well talk about friendship. I have a best friend. She is Shirley. She is so nice and kind. What about you？Could you tell us something about your friend？Who is your best friend？What is he/she like？ S1：My best friend is.She is funny and friendly. S2：. T：So，in our daily life，friendship is very important. It can make us happy. But every coin has two sides. Sometimes we may have problems with our friends，just like Lingling. ?O计意图： 教师谈论自己的好朋友以及好朋友的品格，为学生提供模板，思维导图则归纳了好朋友所应具备的一些品质，为学生谈论自己的经历提供便利，从而很自然地总结友谊在我们的日常生活中很重要，但朋友间也存在烦恼，就像下面听力中的主人公Lingling。 Step 2 Lead-in 1.Listen and choose the correct answer.（As shown in Figure 2） T：Now lets listen to a short dialogue and choose the correct answer. Ready？Go！ T：Now lets check the answer together. Lingling wants to speak to . But Betty is . 设计意图： 本阶段的活动是为下面的大对话进行准备：一是让学生熟悉打电话的用语，二是导入与大对话相关的内容玲玲给贝蒂打电话诉说她的问题，贝蒂不在家，贝蒂的妈妈推荐了帮助热线，这样才有了下面的对话。 Step 3 Presentation 1.Sweet house T：Look！This is Doctor Wang in our school. She works in the Sweet Room in our school. Students often ask her for help when they have problems with their friends. Here comes the first message. Now lets go and see. Message 1：I had an argument with my friend，I wanted to explain to him，but he didnt listen. Suggestion：Be patient with him and treat him as before. （As shown in Figure 3） Message 2：My friend Tony is very shy. He refused to make friends. Suggestion：Try to encourage him to join in more activities. （As shown in Figure 4） Message 3：Im not happy because I got separated with my best friend. Suggestion：Try to find out whether she feels lonely and try to introduce new friends to her. （As shown in Figure 5） 设计意图： 教师设置真实的情境帮助学生在情境中感知和学习新词、重点词组以及宾语从句；情境贴近学生生活，更能激发学生的情感共鸣，引起学生的注意以及提高他们参与课堂的热情。 2.Bubble game T：Life is not easy.But we should always smile！Now lets play a game！Bubble game！Do you like games？If you know the words，please stand up quickly and speak loudly！Ready？Go！ 设计意图： 在轻松愉悦的游戏中检测学生掌握新词的情况。 3.Work in pairs（As shown in Figure 6） T：The game is so exciting！But time is limited！Now its time for your pair-work. Talk with your deskmate. For example，I am A and you are B. Hello，Dr. Li. I have a problem. Could you help me？ B：Please tell me your problem. T：I got separated with my best friend and I felt lonely. B：Maybe you should join in more activities. T：I see. Thanks. ?O计意图： 结对练习不仅帮助学生运用单词，还为后面的输出环节进行充足铺垫。 4.Challenge Questions（As shown in Figure 7） T：This time I will give you more difficult tasks！Challenge questions！Are you ready？Lets go！Please combine two sentences into one object clause. T：Now lets do more exercises. 1.Does she come from China？（Can you tell me.） Can you tell me if/whether she comes from China？ 2.Does she solve her problem？（I want to know.） I want to know if/whether she solves her problem. 设计意图： 本部分为宾语从句的检测练习，旨在让学生理解宾语从句用法、句式变化的规则，进而突破教学重点。 Step 4 Listening 1.Listen and answer the questions. T：This time I really want to know whether Lingling solves her problem. Lets listen and answer questions. Before listening，lets read these two questions together.（As shown in Figure 8） 2.Listen and check the true sentences. T：This time listen again and check the true sentences. Ready？Go！（As shown in Figure 9） T：Now lets check the answer together. . T：Dont forget Miss Lis tip：Listen carefully and pay attention to the differences between sentences here and those in the text. 设计意图： 第一遍听力设置了两个问题，旨在引导学生回答问题，让学生掌握文本的主旨大意，为学生对细节的把握进行铺垫。第二遍让学生认真聆听对话，判断句子的正误并修改错误之处，旨在让学生通过比较现有信息与自己捕捉到的信息的不同之处，提高学生辨认信息的能力。教师在最后点拨听力策略，指导学生注重听力材料与课本的差别并以此来提升判别的正确率，体现对学生的学法指导。 Step 5 Reading T：Please open your text book. Lets read the text together. Please try to read loudly and clearly. 设计意图： 通过齐读，加深学生对文本的理解与印象。 Step 6 Role play T：If we have problems with our friends，we can ask helpline for help. Maybe we can also ask our families or teachers for help. Four students in a group， you are a family，father，mother，sister and brother. Please make a dialogue like this. I will give you three minutes to practise and then I will invite some of you to give performance here.Clear？Lets go！（As shown in Figure 10） T：Have you finished？Which group wants to show your performance？This group，please. （Group 1 gives performance） T：What do you think of their performance？Good，very good or wonderful？ Ss：Wonderful！ T：I agree with you！Because they can speak loudly and clearly. Clap for them！Next group. （Group 2 gives performance） T：What do you think about their performance？Good，very good or wonderful？ Ss：Wonderful！ T：I think they are wonderful. Because they can perform very well. Give them a big hand！The last group. （Group 3 gives performance） T：What about their performance？ Ss：Wonderful！ T：Why？ Ss：Because they are funny！ T：Yes！Pretty good！Give some applause to them！ ?O计意图： 本活动是一个生成性的口语活动，学生要能在情境中谈论友谊方面存在的问题并通过询问事实来提供帮助。这一活动旨在帮助学生巩固本节课的重点词汇、短语以及whether/if和特殊疑问词引导的宾语从句，激发学生之间互助互爱的情感。 Step 7 Summary T：You did a very good job today. I love you. But time is limited. Now lets make a summary. What have you learned today？New words？Key structure？We also know that a life without a friend is a life without a sun. 设计意图： 巩固复习本节课所学核心内容。 Step 8 Homework 1.Recite all these new words. 2.Talk about a personal experience with your friends. Blackboard design 【课后反思】 一、巧用情境，升华情感 本课以友谊为话题，探讨学生在友谊问题上的困惑及解决办法，这一话题贴近学生生活，易激发学生的情感共鸣。教师通过创设情境：王医生在我校的Sweet Room工作，学生遇到友谊问题时常常发信息向她求助，本