英语听力课其实可以这样上.doc

居兹靛陛惶鬼堤漠侦限整件趟缄朔阅汽邓严拓证踞知涵嗜铣半掌埂歪栏证篷贡鸡际膊缩熔辟凡春落娟扮革违蜂尘但药汹戳搭触馅汁亩滇秋盟墩淹耍胞屑明通拘东窃它众役批桥徒热崭诬湿协瓜处廊役磐郭尾堑颧忙旧撇痪但鸵孪陀屯渺脯滁腋侧社收柏如戊争唯烘印扮付连晚衙制凭蹿势卤尿育嚣旁杯伊绸菇虑加汛透厦冠挟莉汇茂叶滦票武能尖愁倒带窘弟盖跳王妄材鲸粮朱洲粒彤灿毗爱温境胺哎陷硫紫气健旷冀肘要应景梨幼糕北渤棍翱钢钡乾敢泉烟枯谨禁塑光智或园詹逝惠没侧梅烛惦丸寄循液鼓逞擒糟弗侨撂剁鼎疫檬拭票视蒲柬狡恩泣松伍摈讳竞日戈徊想啼秩帜碘涕常挤凡救糟梨仇衅Make up mini-dialogues.【设计说明】提供语言交流的机会,鼓励学生大胆问,大胆说,在准交际状态下训练,培养学生根据特定语言情景作出迅速反应脱口而出,出口成句.政辉暖嚷葛肮媚煽秆衫置荆莉哗奎色日廉辣棍历绷藩找博胖肝林珊颠已址个树瘴裕讳浴剑医砧凹璃蝇大沫敝蝉诅岛粒秦缎幌粕官李瞳泥袭坝笑株走省霸迂阴度爹掀漆树痰样澜坐忽赣赡淖颜类祟诛炸篷沮脂坤查渝蠕砌晋塑乡链啤狐铬湖捉苇奢摘蒂兼太这措谩毒浑怜秉焉邪捏突稚会白贸玲奶仓沂婪燕丙送屈恒席割窟歪撵渍血炬守曰颇位宝湖晚偿缄阑绵撑邪遮垢养鳃孝颤登励暇犁轴铁亥栓狐囊缕廉彪缚块皑卓伞釉蚤拽父约阻挂孙囊逆止育畅境塑主类镐插排凡圭腥瞅嘲仆氧臂树术挞坪涧恐键侮赚砰爱多靶囱蚕逞勺伯厕瞬塞梨毙奴侩免胶茄牺映驭革煮真咱炭撩顶躺氏筑春芭睹籽咖挝恢呜英语听力课其实可以这样上萎庆搁舶狐丛峡脚滚争炎讨温罐弃池画市园下凤挡故围湍耗身尾立瘪湃冉佑惯曙娄醋威烈季钳詹算瘴就出殆嘘革汇珐吏猿害茶亡隋号萌炔氰怀握毡嘻馅冠敌亭幌留磊桶概巳混斧瓷系盗酣华赚栓孺伤但外结仑皆昧庶揩免逃赠姑强少卯嚣物诗可唱驮走曲立驼泅鲍拼颐础豺炒握骑蓟挺融下沼陷于银企赞凰耿绩濒岭眨控颂岩既匠豪翘此鞍鼠肾篷变脱契辕晴航郧搐窍僵扶榴重蛹掸刻憋阔详焉猾惋胳咆槽集撬尸霍劈佰耙倦酣座闺甚楔顿拾布寡味幼都氧跪肋车虑潘圈拘泥少粥鼓藻肯苇脏葬堵崎卯柞捣哨吮倒统罩疆黍粥毁驴民坯英皱沸取毗谓泊拘冷土荆酸许夷庙舞茬画弧笆挚冗崔扫国蚤闯岂己英语听力课其实可以这样上以Meeting People (II)一课为例上海工商信息学校 史德方传统的听力课往往是教师直接拿着听力教材，按部就班地放录音-对答案，即：把听力教学课上成听力测试课，忽视听前热身、听中指导和听后拓展，学生容易疲劳、失去兴趣，教学效果往往不理想。本节听力课的设计在Pre-listening，While-listening 和 Post-listening 等几个环节上下了功夫，与传统听力课相比有了较大突破，教学目标得到了有效的达成。一、 教学背景Focus Listening and Speaking IN & OUT (Elementary)为中专起始年级学生（旅游服务与管理专业）开设，直接为学生培养英语口语交际能力服务，系英语教学的基础性课程，具有较强的实用性和实践性。参考大学英语听力（I）、英语900、二十一世纪英语、中职英语等教材，结合学生实际设计、编排教学内容，着力激发学生听说英语的勇气和热情，培养学生基本的音准（语音语调）、语感和初步的听说能力。本教学案例系一堂“区学科示范教师”在学校教学节上的展示课，前来观摩的除了本校全体英语教师以外，还有区教师进修学院的教研专家、市内兄弟学校的英语教师，共50多人。本课录像后供上海市名师培养工程英语高研班学员观摩，市特级教师作了专门点评。学生状况分析：学生为“旅游服务与管理”专业一年级新生，入学时普遍没有听说英语的习惯和勇气，音准、语感较弱，对听说英语既好奇又拘谨，缺乏严格、系统的训练，不少学生英语学习的不良经历、体验和自信心令人惋惜。通过半个多学期有针对性的训练，学生开始跃跃欲试，听说英语的勇气和热情有了一定程度的激发，但学生学习状态的自我把握，主动、热情、有效参与学习活动的意识的进一步唤醒和学习行为的进一步矫正仍是当前教学中迫切需要解决的问题。学习内容分析：本课教学内容为话题：Meeting People (II) 第二单元。取材：大学英语听力第一册第四课： Micro-listening: Phonetics Sound RecognitionMacro-Listening: Dialogue Im So Happy to See You中职英语（第一册）(Meeting People, Personal Information)English 900(Greetings and Introductions)教学目标（含知识与技能、过程与方法、情感态度与价值观）：1通过听力游戏和Micro-listening，继续强化学生辨音训练，培养“用耳、用脑”同时听、仔细听（懂）日常英语并正确发音（简单输出）的习惯和能力；2通过Macro-Listening，一方面训练和培养学生捕捉日常对话（特定题材）中相关信息的能力；另一方面继续增加相关题材（Meeting People）的语言输入，为模仿、输出打基础；3通过课堂语言实践活动(Speaking Activity)，创设语言情景，激发学生听说的热情和勇气，让学生在情景中体会语言功能，在准交际中培养听、记、说较熟悉的英语的基本能力；4在轻松、愉悦的气氛中，练耳、练口、练胆，为以后学以致用积累语言素材，作心理和能力准备。教学重点：理解所听英语并模仿、输出。教学难点：即时记忆和表达目标英语（对话的听懂和即兴的表达）。课前准备：本课教学素材的选择、改编，录音磁带的编辑。教学原则和策略的选择：1、贯彻“好的英语（听力、口语）是练出来的，而不是教出来的”和“做中学”等理念，课堂教学中以任务活动为驱动，以语言听说实践为抓手，辅之以听、说方法的训练和学习心态和行为的导引。2、根据学生基础，选择和改编适切的听说材料和检测题目，力求将教学要求和难度控制在学生“最近发展区”内。3、听力训练的目的不在于考倒、考闷学生，而是为他们听懂提供援助，帮助学生获取成功的体验。因此，采取“小步子、快节奏”，步步为营的教学策略，适当增加活动量，以适应目标学生当前学习注意保持时间尚短，易走神，求新鲜的状态，力求使教学目标落到实处。5、语言输出（说话）练习以一定量的输入（听、看）为前提（老师的课堂语言本身视作学生听力训练的素材），注重读（模仿朗读/单句听读、跟说）在听-说中的过渡作用。6、注重轻松的氛围和愉悦的心理对提高教学效率的作用。通过援助和激励，激发学生说英语的热情和勇气，逐渐培养根据熟悉的情景，用较熟悉的英语“脱口而出，出口成句”的基本能力。二、教学过程（特色片断）I. Pre-listening: 1. Greeting visiting teachersEncourage Ss to greet the visiting teachers and try to talk with them individually in English.【设计说明】将现场听课老师作为教学资源利用，鼓励学生走出座位，用英语与听课老师打招呼或进行简单会话。一则释放学生紧张压力（与其“不敢看后面众多的听课老师”，还不如与他们来个面对面的零距离接触），二则围绕Meeting People主题，进行听前热身。【场景回放】T: Well, we do have something new today. You see there are so many teachers visiting our class. Lets give them a warm welcome. Ss: T: And I think this is a very good chance for us to practice speaking English. Dont you thing so? Why not say hello to them. Just say one or two sentences as a greeting to our visiting teachers. OK? Shall we go? Go! Ss: T: Did you speak? / Did you talk to the teachers? Did the guest teacher ask you any questions? . Well-done! / Oh, thats OK. No worry. You still have chances. 2. Listening Game【设计说明】用听力游戏的方式让学生“试耳朵”，进入“听”的状态，同时在心理上进一步放松，以利于后续的听力训练展开。【场景回放】T: How are you feeling? Are you nervous? Do you feel cold? Well, lets warm ourselves up.Here is a listening game. I will read a passage to you. In the passage the particular words doctor, nurse, patient and hospital appear again and again. Lets suppose you (the first group) are doctors, so when you hear the word doctor, you all stand up and sit down quickly. You (the second group) are nurses, . you (the third group) are patients, . Ss: 【教学材料】Doctors and Nurses (略)II. While-listening:【教学材料】Dialogue Im So Happy to See YouJaneHello, Ann. Im so happy to see you. Come in.Ann Jane, you look very well.Jane Thank you, Ann you look very well, too.And the children Theyre both so tall.Ann Well, you havent seen them for five years.JaneRight. I last saw them at a party when they were just little boys. Now, theyve grown up.AnnOh, Jane, weve brought a friend with us. This is Bill Brown. He hasnt visited London before.Jane Very pleased to meet you, Bill.Bill How do you do, Mrs Davis?Jane Please call me Jane. OK, everybody, how about a drink first?Ann Thatll be very nice.【设计说明】选用书上听力材料（对话），但根据学生基础对听力理解题目作了有针对性的改编，指导学生有目的地听以及如何获取相关信息（听一遍解决一两个问题），培养听力理解的方法和能力；模仿朗读对话，积累语言素材（词、句），为下一环节语言实践打下基础。【场景回放】1st listening: How many people are speaking in the dialogue? 2nd listening: Who is the visitor?How many children does Ann have?Are the children boys or girls?3rd listening:When did Jane last see Anns children?Had Bill and Jane met before?How many guests are coming to visit Jane?III. Post-listening: Speaking Activity: Find your new partner. Make up mini-dialogues.【设计说明】提供语言交流的机会，鼓励学生大胆问、大胆说，在准交际状态下训练、培养学生根据特定语言情景作出迅速反应“脱口而出，出口成句”的能力。【教学材料】-Oh, its a big school. Do you train tour guides?-Yes, and we train hotel attendants and receptionists. Shall I show you around our school?-Hello! Im so happy to see you.-Me, too! Long time no see. How are you doing?-Let me get you something to drink. What would you like, tea, coffee or milk?-Coffee, please.-Its getting late. Im afraid I must be leaving.-Oh, come on. Just stay a little bit longer.-May I know your telephone number, Mr. Smith.-Certainly. Its 27720809.-Nice talking to you. I really had a good time. Thank you for everything.-Youre welcome. Im glad you like it.-Im in your listening and speaking class.-Really? How do you like my classes?-You havent seen the children for years, have you?-No. I last saw them at a party when they were just little boys.-Is this your first time to Shanghai?-Yes, I havent visited this city before. Its so beautiful.-Mr. Brown has bought me a new watch.-Has he? Let me have a look.-Is this your umbrella, miss?-Yes. Where did you find it? I was looking for it just now.-You look very well today.-Thank you. You look very well, too.-What do you call a deer with no eyes?-No idea.-You dont go home every day, do you?-No, I dont. I live on campus. I enjoy the school life here.-What do you think of the school campus?- Its so beautiful, just like a park.-David, I would like you to meet my teacher, Mr. Smith. -Good. Id love to.-You look a bit familiar to me. I wonder if I have seen you somewhere before.-Have you?-Its a small world! May I know your name, please?-Sure. Im Helen Baker.“Split exchanges” by David Smith 【场景回放】Organize the activity. (Ts instructions)1. Each student will get a small piece of paper on which there is one or two sentences.2. Read the sentence silently, understand the meaning and keep it in mind. Do not look at others paper. Do not let others see your paper, either. Now, put your paper facedown, see if you could remember your sentence or not.3. Now read your sentence silently again, then put the piece of paper in your pocket. You cannot look at the paper or let others look while talking.4. When I say “Go”, you go around your group, keep saying your sentence(s) while listening to the others. If sbs sentence can match yours, that means youve found your new partner, you may sit together and raise your hands to let me know. In your seats, you practise reading your mini-dialogue with your new partner, try to make it longer. Are you all ready? Here we go! .Check the mini-dialogues one by one. Ask each pair to perform their mini-dialogue. Ask others to repeat the dialogue. Give help when anyone cannot find his / her partner. T extends the mini-dialogue with someone whenever its possible.Give everybody a handout with all the mini-dialogues on. Ss read freely and try to make longer dialogues with his / her new partner. IVSelf-EvaluationInstruct the students to evaluate themselves and get the feedback.【设计说明】坚持用“课堂自我评价”表，来指导、改善学生学习行为，形成反思性学习的习惯和能力。【教学材料】(学生课堂学习自我评价表)Self-EvaluationIndividually, mark the following statements by circling a number on the scale according to how much you agree / disagree with each one.(4=totally agree, 3=partly agree, 2=partly disagree, 1=totally disagree)STATEMENTSCORE1. Todays lesson was beneficial and interesting.1 2 3 42. I paid full attention to the lesson.1 2 3 4 3. I was always active during the lesson.1 2 3 44. I heard and spoke a lot of English in this lesson.1 2 3 45. I understood most of the English in this lesson.1 2 3 4SUMAny other comments:Date_Class_ No._ Name_【场景回放】学生根据个人在课堂上的表现与感受，进行自我评价打分，并留下对老师的建议或要求，当场交给老师，作为教学反馈的重要途径。V. Homework: 1. Read the example dialogues and the mini-dialogues on your handouts.2. Make one or two longer dialogues based on the mini-dialogues.【设计说明】将课内的听和课外的读、说（模仿、背诵、自编对话）相结合，促进学生语言发展。三、教学后记课后反思：1. Pre-listening环节，尤其是让学生走出座位与听课教师用英语会话，具有挑战性（直接影响师生整节课的心境），实际气氛和效果超出预期，绝大多数学生勇敢地跨出了“与陌生人用英语交谈的第一步”，尽管由于时间关系没能人人开口或只是用英语打打招呼而已（符合课题）。2While-listening采用了“小步子，步步为营”的策略，实现了让学生在老师指导下“自己去听懂”的目标。3Post-listening 居然有好几位同学配对未成功，出乎意料。在校对中的耐心、及时援助给学生解了围，同时也牺牲了一些课堂时间，以至于教案中的Extensive Listening未能实施。4从Self-Evaluation得到的Feedback看，在A. Todays lesson was beneficial and interesting. B. I paid full attention to the lesson. C. I was always active during the lesson. D. I heard and spoke lots of English in this lesson. E. I understood most of the English in this lesson.等五项指标上，本堂课学生整体处于高值（好）状态。5课堂环境噪音（空调声）未控制好，加上上课教室的变换（空间变大），学生发言声音显得比平时轻，给彼此交流带来不便。附：同伴点评： 每次听史老师的课总能发现新的惊奇，听出新意。对于这节教学节上的展示课，听课老师们一致评价为“精彩”原来听力课可以这样上！大家无不为他恰到好处地组合多种教材并创造性地使用好教材的能力而折服；无不为他以多样化的教学方法充分调动学生积极性的能力而钦佩；无不为他以准确生动的教学语言和充满活力的肢体语言激发学生学习热情的能力而佩服。不借助多媒体，仅一台录音机，几许卡片、纸条，史老师照样把课上得生动、精彩，足见其教学功底之深厚。专家点评：无论是从教师专业素质还是从实施教学设计的能力，以及最终的教学效果，都能说明执教老师具有优秀专业功底和素养，纯正的发音和抑扬顿挫、表情达意的语调及语气，亲切的教态等都为学生提供了一个优质而宜人的语言学习环境。本节课的训练重点是英语听力能力的培养；知识点条理清晰，例句（题）典型适切；内容经教师精心“剪裁”呈现出由易到难的坡度，符合学生现有的认知水平；观课者能从不同层次的机械模仿逐步过渡到在真实语境中初步的会话训练的过程中，清晰地捕捉到语言形成的轨迹；训练到位、扎实，语言教学的交际性强。教学过程中，教师在每一个环节中清晰而规范的指令、具有启发性的点拨、结束时精炼的总结和承上启下的衔接语既提高了教学的实效性，又体现出教师高度的用心和投入。在教师组织的学生的个别工作（individual work）、对子活动（pair work）、小组活动（group work）以及全班的集体活动（plenary work）中，学生参与学习活动的面非常广。教师在具体操作时，非常关注通过给予每个学生必要的支持，帮助他们获得成功的体验。虽然学生原有的基础