外研版高中英語必修 一Module6 Listening教學設計

【摘要】本設計針對高一英語聽力教學研究，嘗試采用小組合作探究的方式，鍛煉學生聽力技能，以及聽-讀-說的訓練。從課堂效果來看，目標基本達成，但最后討論沒有完成，比較遺憾。教師口語表達也有些欠缺。

【關鍵詞】英語聽力；教學設計

一、教材分析

授課內容為高一階段必修一第六模塊的Listening and Vocabulary部分。本模塊圍繞the Internet and Telecommunications展開。聽力話題是教師、學生以及父母對網(wǎng)絡的看法。網(wǎng)絡是學生較感興趣的話題，已經(jīng)有一定的詞匯儲備，而且在模塊導入部分學習了新的有關網(wǎng)絡的詞匯，所以詞匯不會造成較大的聽力障礙。圍繞本模塊的主題以及聽力材料主要內容，主要鍛煉學生通過聽獲取觀點表達信息的能力，再輔以說以及寫的內容加以鞏固并培養(yǎng)學生的情感價值觀態(tài)度。

（1）教學重點：①通過聽、說、寫學習如何表達自己對網(wǎng)絡的觀點并形成正確的對待網(wǎng)絡的態(tài)度；②學習并練習預測這個聽力技巧；

（2）教學難點：①如何準確獲取聽力中關于觀點表達的信息；②如何保證最后小組討論的有效性。

（3）解決辦法：① 盡可能多聽幾遍加以一定提示停頓；輔以聽力材料；②將任務具體化。

二、教學目標

（1）語言知識目標：討論網(wǎng)絡的優(yōu)缺點并發(fā)表自己的觀點。

（2）語言技能目標：①聽：幫助學生正確理解對話內容并推斷出不同說話者的觀點、態(tài)度；在對話和語段中識別新詞匯、短語并正確理解其意義；根據(jù)要求從電視采訪對話中找出相應的詞匯、短語并完成有關填空練習；引導學生學習練習聽力技能—預測。②說：運用所學詞匯、短語表達自己對網(wǎng)絡的態(tài)度。③寫：練習根據(jù)其他人對網(wǎng)絡的觀點給出不同的觀點并寫出來組織成文。

（3）情感態(tài)度：通過聽、說、寫了解不同的人對網(wǎng)絡的不同的看法，學會客觀、辯證的看待網(wǎng)絡并積極獲取和利用這些資源，避免沉迷于電子游戲而荒廢學業(yè)，虛度光陰。

三、教學方法

采用任務型教學法與活動教學法相結合。開展自主性學習的小組活動，使合作、探究與獨立思考相結合，最大程度地優(yōu)化學生的學習方式，提高課堂效率。

四、教學過程

Step1: Fill in the blanks to review the words that we have learned to prepare for listening:

Nowadays, almost all of us can have a______ to the Internet. I like s______ the Internet after finishing the whole days work. I use my p__________ computer to s______ the important information. Furthermore, I often visit some English w____________ to help my English teaching. If necessary, I will d_________ some good lessons to study. Of course, I also use the computer to chat with my friends and students, listen to some excellent music and watch some good TV shows. Every time I l___ __ to my QQ number, I will be glad to find some old friends and students online. However, I never play computer games on the I_________ because I think it is a waste of time and it does harm(傷害）to my health.

Keys: access; surfing; personal; store; websites; download; log on; Internet

（課堂：學生較感興趣，復習了單詞，并讓學生了解教師對網(wǎng)絡的態(tài)度）。

Step2: Lead-in: After reading, ask: What do you think of my life with the Internet? …I think the Internet is useful for me. But for you, the students, different people have different opinions. According to your reading, you have known my opinions about the Internet. Next, we will listen to three interviews to know the different opinions about the Internet.

(課堂：自然導入，比較流暢)

Step3: Listening and vocabulary

1.Pre-listening: Read the choices first to predict:

How many people are there in the listening? Keys: Four.

Who are the three people? Keys: Ann, the teacher; Tom, the student; Pat, Toms mother.

What are their opinions about the Internet? Students own opinions.

（1）)Ann, the teacher, thinks that _________.

everything on the Internet is useful for students

the Internet is a bad thing

its important to help students find useful sites on the Internet

（2）Tom, the student, thinks that__________.

(a) the Internet is the only place to study

(b) the Internet is a good place to study

(c) its important to use the Internet as much as possible

（3）Pat, Toms mother, thinks that _________.

(a) Tom should only study from books

(b) he spends too much time reading about football on the Internet.

(c) using the Internet is a bad thing

（課堂：由于問題較簡單，學生積極做出了預測，對聽力材料有了一定了解。）

2.While-listening:Listen to the three people answering the interviewer. Choose their opinions from the list in pre-listening.

Keys: c b b

（課堂：學生聽一遍只準確的得出了第一題的答案，根據(jù)課堂反映，再聽一遍并加以停頓，學生得出了2、3的答案，對聽力大意有了一定了解。）

3. While-listening:Listen again to fill in the blanks to get more information.

Interviewer：Hello and welcome to Education Today. Today, were talking about the Internet. Is the Internet a good thing for education? With me in the studio are Ann Baker, whos a teacher, Tom Grant, whos 17 and still at school, and Toms mother Pat. Welcome to the show, everyone. If I can talk to you first, Ann, do you think that the Internet is a good thing or a bad thing?

Ann：Well, there are good and bad things about the Internet, but I think we should concentrate on the good things. The Internet has fantastic information about all kinds of things, and for this reason I think ①___________________________ for students to use it.

Interviewer：Do you allow your students to use the Internet during school time?

Ann：Absolutely! They have Internet classes once a week. Its a chance for them to do some independent work. I ②_______________ they have a reason to use the Internet.

Interviewer：What do you think are the bad things about using the Internet?

Ann：Well, we all know that there are some terrible sites on the Internet. We must make sure that students look for information on ③ ________________________________.

Interviewer：I see. Thank you. Well, I also have Pat and Tom Grant with me. Tom, how often do you use the Internet?

Tom：Every day.

Interviewer：At school or at home?

Tom：At school and at home.

Interviewer：How much time do you spend on the Internet at home?

Tom: ④ ___________________________. About five hours.

Interviewer: Five hours a week?

Tom: No! Five hours a day!

Interviewer: And what do you do on the Internet? Do you study?

Tom: Yes, ⑤__________________________on the Internet.

Interviewer: Is it better than studying at school?

Tom: Well, they''re different. I like studying at school ⑥_______________.

Interviewer: Pat, what do you think about that?

Pat: Well, I''m happy when Tom is studying on the Internet, but he doesn''t always study.

Interviewer: What do you mean?

Pat: Well, there are a lot of music sites that he likes. And he spends a lot of time reading about his⑦______________ football team.

Interviewer: So you would prefer it if he didnt do that.

Pat: No—I want him to study and enjoy himself. But studying is important. And ⑧__________from ⑨ _________ is important.

Interviewer: More important than studying on the Internet?

Pat: Studying is the important thing.

Keys: ①its very good；②make sure；③ on interesting and useful sites；④As much time as I can；⑤its good to study ；⑥as well；⑦favourite ；⑧studying ；⑨books.

Listening skill: Predicting(預測）the information before listening according to the questions or given information will make listening easier. So before listening, try to read the questions or given information quickly to help you get more information while listening. (課堂：大部分學生能完成任務。)

4. While-listening:Listen to the conversation between a headmaster and a parent to practice the listening skill. Before listening, read the sentences to predict: What are they talking about? What happened to Du Juan? (Students own answers.)

(課堂：盡可能讓學生多預測一些。)

Listen to a conversation between Mrs Wu and the headmaster of her daughters school.

Decide if the sentences are true(T) or false(F).

(1)Mrs Wu is worried because Du Juan spends a lot of time chatting with strangers on ICQ.

(2)Du Juan was one of the top students in her class but she isnt any more.

(3)Du Juan only uses the Internet to find information for class work.

(4) Mr Han thinks that all websites are bad.

(5)Mr Han doesnt think children should use the Internet because it is too dangerous.

Keys: T T T F F

（課堂：聽一遍獲取信息不夠準確，再聽一遍達到要求。達到預測技能幫助聽力中獲取信息的目的即可。）

5. Post-listening:Work in pairs to read the first listening material and guess the meaning of the words in BLACK and pay attention to the sentences in the box. (The sentences are expressions about opinions on the Internet.)

Keys: 演播室；集中精力于；極棒的，極好的；完全地，當然；獨立地；糟糕的網(wǎng)站；所以你寧愿他不這樣做吧。

(課堂：小組合作起到一定作用，鍛煉學生猜測詞義，小組合作的目的達到。)

Step4: Writing: (From the listening, you have known many opinions about the Internet, and now read the short passage on page56 to know the students opinions about the Internet and learn how to express your opinions.)

Keys: 1. Agree with/ disagree with 2. On the subject of learning English 3. It would be much better if we spent the time working on a computer. 4. Work independently Work in a group of four and give the opposite view. (Make sure each member in your group has at least one opinion.)

Your groups opinions:

1. ___________ 2.___________3.___________ 4._____________

Step5: Great Debate：

Suppose(假設) the girls are parents and teachers, you dont want your children or students to play the computer. First work in your group to think of as many disadvantages as you can and then try to persuade(說服) your children or students (the boys) not to play the computer.

Suppose the boys are children or students, you want to be allowed to play the computer. First work in your group to think of as many advantages as you can and then try to persuade your parents or teachers (the girls) to allow you to play the computer.

Disadvantages _________________________________________

Advantages: ___________________________________________.

(課堂：學生對此話題比較感興趣，但時間不夠充足，討論不充分，最后展示太短。)

Step6：Attitude to the Internet

The Internet can not be avoided, we should welcome it. Use it to help you study and

live a better life but not to waste time. Use the Internet correctly and you may find your

life with the Internet enjoyable and efficient(高效的).

五、教學反思

第一次真正的嘗試聽力教學設計，感覺設計思路還可以，環(huán)節(jié)與環(huán)節(jié)之間有銜接，比較流暢。但是也暴露了許多問題：①設計時沒有充分考慮時間分配的問題，以致writing環(huán)節(jié)沒有時間進行。②最后活動分組沒有規(guī)劃好，有些學生沒法組成四人小組。③語言不夠簡練，同樣內容重復太多。若能干脆利落一點，后面活動應該完成的比較充分。④課件出錯兩處。

板書設計：

The Internet

My opinions

Ann→the teacherYour opinions

Tom→the student

Pat →the parent

The headmaster; the mother

作者簡介：

盛偉，女，漢族，2004年大學本科畢業(yè)，現(xiàn)為山東省鄒平縣第一中學高一英語教師。