英语听说课教学案例.doc

英语听说课教学案例一、教学内容分析：本节课的话题是围绕“提建议，同意与不同意”而展开的。通过对本节课的学习，让学生能熟练地用英语向别人发出邀请或建议，并给出同意或不同意的应答。二、教学目标分析（一）语言知识目标： 掌握提建议，同意和不同意回答的基本句型：Ask for suggestions: What shall we do? Where shall we go?Making suggestions: Couldnt we go somewhere outside Edinburgh?What/How about going up into the Pentland Hills?We could do a bit of climbing.Why dont we go for a long walk?Lets find out about the coach times.Agreeing:Thats not a bad idea! Thats a good idea!Disagreeing:I dont know. Im not very keen on climbing.Walkings not really my thing, either.No way!（二）语言技能目标：在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。同时，在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。（三）情感目标：积极参加有意义的户外集体活动对青少年的身心发展很有帮助。在活动中发展友谊，互相帮助。三、教学重点、难点分析教学重点：1.在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。2.在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。教学难点：1.在教学过程中如何更好地创设场景，让学生有话可说，乐于表达。2.在听的过程中如何指导学生更快地记录更多的有效信息。四、教学过程设计Step 1：Pre-listeningGood morning, everyone! Tomorrow is Saturday. What shall we do and where shall we go? Where are you going? Lets have a discussion.Step 2：While-listeningNow class,we are going to listen to a text. Listen carefully and put the following sentences into the right order.（）A. What about going up into the Pentland Hills?（）B. Dont forget weve got the dress rehearsal on Sunday evening.（）C. Why dont we go for a long walk?（）D. What shall we do on Sunday?（）E.Im not very keen on climbing.设计意图：本节课中是提建议，这一练习可以降低学生对听力的焦虑程度，同时这也是任务型听力活动设计的一个重要环节。（二）Listen a second time and fill in blanksaccording to the listening dialogue.Zoe:What shall we do on Sunday,Jack?Jack:I could_. Couldnt we go somewhere outside_?Zoe:Like where? Dont forget weve got the dress rehearsal on Sunday evening. They cant do without us. Weve both_.Jack:I know, but the rehearsals not until six. What about going up into the Pentland Hills? I think they _there from the citycentre. Perhaps we could_.Lan:I dont know. Im not very keen _.Jack:Well, we dont have to go climbing. Why dont we_?Kelly: Yes, thats not a bad idea.Lan:Walkings not really my thing, either.Zoe:Oh, come on! We could _with us.Jack:Thats a good idea! What about it, Lan?Lan:No way! Im going to catch up on some sleep.Jack:Oh, all right. How about asking Sarah?Zoe:No, her parents are _for the day.Jack:OK, well, lets find out about the coach times.设计意图：通过听录音，完成空格，让学生进一步理解对话。Step3：Post- Listening(一) Listen and try to answer the questions:1、What are they talking about ?2、What are they going to do on Sunday ?3、Where are they going ?设计意图:指导学生在听的过程中集中注意力，并进行记录。（三）Listen and pay attention to pronunciation and intonation.设计意图：进行小组活动，学生分角色表演对话内容，让学生从模仿入手，在训练时要求学生学会利用相应的符号做好意群停顿，重音，升降调，以把握好朗读节奏，这样也有助于培养学生的自信，和加强一些重要句式结构的运用。（三）Speaking -Role PlayingT: Now we have learned about some great sentences about asking for and making suggestions and agreeing and disagreeing. Can you make your own conversations in groups? Ask your friends if they can do something with you.这一活动通过运用所学的句子，回归到现实生活中邀请朋友参加某一活动，有礼貌的拒绝（说明原因）和接受。Step 5：Summary & Homework让同学总结本节课的收获，重新朗读重点句子，写出提建议，回答建议的基本句型。作业:编一个生活小对话，使用提建议的方法句型。设计意图:Summary使学生对这节课的内容有个整体的了解和巩固。Homework课后的延续，以巩固所学的各项知识技能目标。教学反思：教师应该对教材进行科学合理的整合与取舍。教师的课上训练形式要侧重于学生的交际能力培养。笔头练习活动要与口头活动结合起来。设计不同层次的活动与问题。进行有针对性的教学.