外研版必修4Module1LifeintheFuture听力课教学设计.doc

外研版必修4 Module 1 Life in the Future 听力课教学设计 一、学习目标：1听力技能目标：（1）通过课堂活动熟悉并能听懂与话题有关的常用词。（2）通过一系列有关的听力活动后能听懂对话内容，理解文章主旨大意，并能获取具体的细节信息。2 学习策略目标：（1）通过积极参与课堂活动，提高听力能力，促进其它技能的发展。（2）在讨论、交流中培养合作精神。二、学习过程：1. 建构词汇图式：（）观察发现(联系实际生活引入新知识)。观察你周围的建筑，它们都运用了哪些建筑材料？你会用英语表达吗？试着写出来吧。（）生生交流。与周围的同学交换写出的建筑材料，看看是否有自己没注意到或不会写的建筑材料，然后进行补充。（）小组展示。（）单词检测。完成下列句子，检测你是否熟悉以下的建筑材料。 _ is a very light metal. _ is a very strong metal. Both _ and _ come from trees. _ is light, strong, very popular, and man-made. _ are often used to build walls. _ is very strong and used in many modern buildings. _ is wet earth. _ is used to make windows.2. 建构内容图式：（1）看图预测（全班活动）。利用多媒体展示古代、现代及未来不同风格的建筑。 （2）问题预测（个体思考）。阅读听力材料中所提出的问题（P.5 Activity 2），预测你可能会听到哪些内容?（3）归纳预测。用词组或完整的句子把你预测的内容写出来。（4）小组交流。（5）学生代表介绍预测内容。3. 听力过程：（1）检测预测。听录音，勾出预测正确的内容，同时尽可能多地列出刚听到的内容并写在本上。（2）检测准确性。再听录音，完成练习（P.5 Activity 2）。（3）检测关键词。 根据听力内容，在空白处填出你所听到的单词。Fill in the missing parts according to what you hear.I:Good afternoon, everybody. the programme this afternoon is an expert on American ,Mr. Simon Oppenheim whos going to talk to us about the house in the future. So where in twenty years time?G:Twenty years a long time. We underground or in space. We in houses and flats as we do today.I: What will the houses look like?G: I think theyll look they do today, at least from the outside. But they will be different inside.I: ?G:, theyll be more flexible. That means we move the walls to create bigger or smaller rooms when we want to. So the dining room and living room as we know would disappear.I: And the kitchen?G: The kitchen 11the most important room in the house! We12, and well probably be using the kitchen more as a family room. And bathrooms will be bigger.I:So we 13more time in the bath.G: Just as other people have done in the past, like in the days of the ancient Romans, when the bath had an important social function.I: What about furniture?G:Well, a lot of furniture will be the same we 14in chairs and using cupboards to keep things in, but the technology will be different. I think a single computer will 15 most of the functions in the house, and it will have a voice recognition system.I:So will we just have to say “Switch on the light” and the light comes on?G: Yes, thats right. And the technology will be smarter.I: Smarter?G: Yes. For example, if we 16something, like theres 17milk left in the fridge, the computer will tell us. Maybe a shopping list would appear on a screen on the fridge. And the toilet will move higher or lower, 18who uses it a child or an adult.I: Will the houses of the future be 19?G: Yes, 20. Well be using machines which use less energy. An example could be a dishwasher which doesnt need water. I think everyone 21to take care of the environment.I: Does that mean youre 22the future?G: Yes, very definitely.Answers: On domestic architecture shall we be living isnt wont be living will be living much the same as In what way For a start will be able to 11 will become 12 will still be cooking 13 will be spending 14 will still be sitting 15 control 16 run out of 17 no more 18 depending on 19 environment-friendly 20 definitely 21 will be trying hard 22 optimistic（4）实施评价从关键词的获取和拼写的准确性方面进行自我评价。了解自己的长处和短处，及时调整学习策略。在Activity 2 （P.5）中，我答对了_道题。在关键词检测活动中，我填对了_ 道题。4. 说说未来家庭（小组活动）：（1） The following should be included: How big will it be? What will it be made of / from?Which rooms will be most important?What new technology will it have?How environment-friendly will it be?（2） 班级呈现。每小组选一名代表向全班同学描述未来的居所。三、设计意图：听的目的是为了获取信息，以达到交际目的。本学案设计试图通过把建构主义理论特点与听力教学相结合来培养学生的听力技能。在建构性教学中，学习者是认知主体，它要求充分发挥学生学习的自主性，引导学生主动发现问题，主动搜集、分析有关的信息和资料，主动建构良好的认知结构，而教师只是辅导者。将建构主义运用于听力教学中，有利于学生准确地理解听力内容，提高英语学习效率，具有很强的可操作性。1 自主完成知识图的建构，培养独立思考、自主学习能力。（1）学生对词汇的熟练程度直接影响音与义联系的速度，所以学生在教师的指导下经过词汇构建的系列活动，能加深对听力中词汇的理解，加速对听力内容的掌握。（2）能听懂每个单词不一定能听懂整个句子，能听懂每个句子不一定能听懂整个段落，能听懂每个段落并不意味着能理解语篇。所以在词汇构建之后我又安排学生通过对语篇的局部语境（图片、问题）所提供的背景知识的理解，自觉、主动地建构自己的知识框架，迅速把将要听的信息与大脑储存的图式相联系，将听力内容在头脑中不断充实。这个步骤会使学生在听的过程中对所听的内容不感到陌生，起到了脚手架的作用。有研究表明，人在听力活动中的辨音能力和逻辑认知能力与心理上的定向准备状况有关。当能预知将要听到的信息范围时，头脑中该范围的知识储备会在无意中被“激活”。 一般而言，一个人预测信息范围的能力越强，他的听力理解就越好。同时通过互相讨论，可以让学生快速进入情景。2满足不同学业水平和不同性格特征学生的需求。建构主义理论强调学习者的认知主体作用，但每个学生的学业水平和性格特征又不尽相同。尊重每个学生，积极鼓励他们在学习中尝试，保护他们的自尊心和积极性也是听力课堂中需要关注的方面。为了满足不同学生的需求，教师在听力教学中应把复杂的听力内容加以分解，降低听力难度，通过搭支架的方式逐步把问题由易到难转移给学生，让学生从一定的图式范围内获取知识。如对听力内容的建构先从词汇再到语义，使学习有困难的学生对有关背景知识的了解逐步加深；性格内向的学生在相关活动中也可以得到更多与他人交流表达的机会。 3关注学生情感，消除紧张情绪，营造轻松愉快的学习环境。 情感因素与自主学习在学习语言的过程中是相互影响、相互作用的关系。积极的情感、宽松的学习环境和氛围是促使学生建构良好知识结构的前提