Unit2-聽說課-名師教學(xué)設(shè)計（一）

2/2Unit2聽說課名師教學(xué)設(shè)計（一）Period5

Using

language

IIListening

and

speakingWan

mingjuanNo.

1

Middle

School

in

Jin

XianTeaching

Material

AnalysisThe

previous

lessons

include

Period

1

Warming-up

and

Pre-reading,

Period

2

reading,Period

3

Learning

about

language

and

Period

4Using

language

I

Reading,

discussing

and

writing

from

Page

10

to

Page

16.

And

this

is

the

last

lesson

of

this

Unit,

which

is

mainly

about

listening

and

speaking

based

on

the

topic

of

this

unit

–

cloning.

Before

the

class

the

teacher

assigned

two

related

articles

for

the

students

to

refer

to.

The

first

one

is

A

Debateon

Page

58

of

their

text

book

and

the

second

one

is

A

Interview

from

the

extensive

reading

book.

Meanwhile

the

tape

script

of

the

listening

part

is

prepared

as

handout(Appendix

1)

for

their

reference

during

the

class.

Analysis

of

the

studentsNot

having

been

exposed

to

speaking

in

front

of

the

whole

class,

most

of

the

students

have

little

chance

to

express

themselves

in

English

and

hence

feel

a

little

nervous

or

afraid

of

a

speaking

class

due

to

the

large

size

of

their

class

-

93

students.

However,

this

time

the

classroom

can

only

hold

around

30

students,

leading

to

voluntary

attendance.

As

the

teacher

intends

to

get

all

the

students

involved,

each

of

them

plays

a

certain

role

in

the

teaching

procedure.

8

debaters

are

divided

into

two

groups,

the

positive

side

and

the

negative

side;

8

think

tank

members

are

divided

accordingly,

which

enables

each

side

has

a

group

ofsupporters

to

provide

argument

or

evidence

during

the

debate;

5

judges

from

this

class

and

2

judges

from

the

class

of

the

next

room,

which

makes

the

assessment

procedure

seem

more

formal

and

fair;

11

attendants

including

the

interviewer

as

the

audience

need

to

listen

carefully

and

be

prepared

to

be

interviewed

and

vote

for

the

best

debater

at

the

end

of

the

debate.

Now

that

they

are

voluntary

to

do

the

job

and

each

has

a

duty

to

perform,

their

motivation

has

been

aroused

obviously

whether

it

is

during

the

preparation

process

before

the

class

or

the

debating

process

in

class.

Analysis

of

the

teaching

MethodTo

make

the

debate

more

authentic,

the

teacher

assumes

that

there

is

a

letter

on

animalcloning

to

be

completed

for

the

government

office

and

the

students’

opinion

is

crucial.So

the

whole

class

depends

on

a

task

–

the

debate.

Teaching

aims1.express

themselves

confidently,

accurately

and

freely

by

combining

the

material

form

the

listening

part

,

useful

expressions

in

this

lesson

and

the

information

gathered

before

the

class;

2.get

involved

by

cooperating

with

their

team

members

in

expressing

themselves;

3.learn

more

about

the

advantages

and

disadvantages

of

animal

cloning

and

form

theirown

opinion

on

the

issue

by

listening,

discussing

and

speaking.

Teaching

important

pointsThe

Ss

are

able

to

express

their

own

opinion

on

animal

cloning

through

three

aspects:

economic

value,

science

value

and

social

controversy.

Teaching

difficult

points

Since

the

moral

question

about

animal

cloning

is

more

abstract,

the

Ss

may

find

difficulty

in

both

arguing

clearly

and

providing

relevant

evidence.

Teaching

Approaches

Task-based

approach,

situational

approach

and

communicative

approach

Teaching

aidsSlide

Multi-media,

blackboard,

guided

learning

plan

for

Ss

Teaching

procedure

Step

1:

Lead-in

Show

the

pictures

of

Zhongzhong

and

Huahua

and

ask

some

questions:

Q1:

What

can

you

see?

Q2:

Are

they

special?

Do

they

have

names?

Explain

the

news.

Q3:

What’s

next?

Step

2:

Listening

Listen

for

the

first

time

and

get

a

general

understanding

of

the

listening

material.

Tick

out

what

they

have

heard

in

Exercise

1

on

Page

17.

Listen

for

the

second

time

and

fill

in

the

chart

in

Exercise

2

on

Page

17.

Step

3:

Discussing

Check

the

answers

with

the

help

of

the

tape

script

prepared

in

each

student’s

drawer.

And

then

have

a

discussing

with

the

help

of

the

useful

expressions

in

part

3

on

Page

18.

Step

4:

Debating

Round

1:

Economic

value

Firstly,

the

first

debater

puts

forward

to

the

statement

of

the

positive

side.

Then,

the

first

debater

of

the

negative

side

express

the

argument

of

the

negative

side.

Finally,

have

a

free

debate

if

necessary.

Round

2:

Science

value

The

same

rule

as

the

first

round

and

this

time

the

second

debater

of

each

side

provides

argument.

Round

3:

Social

controversy

The

same

rule

as

the

former

two

rounds

and

this

time

the

third

debater

of

each

side

provides

argument.

Round

4:

Conclusion

The

leader

of

each

side

draws

a

conclusion

of

the

whole

debate.

Round

5:

Vote

Step

5Assignment:

1.

Summarize

your

own

ideas

and

write

an

article

accordingly;

2.

Exchange

your

article

with

your

deskmate

and

revise

it.

后附板書設(shè)計、教學(xué)設(shè)計思路和板書附：板書設(shè)計教學(xué)設(shè)計思路本課為本單元的第五課時，聽說課。教者旨在通過鞏固前四個課時中讀、看和寫等形式的對“克隆”這一話題的大量輸入，結(jié)合本課時的聽力部分“Is

cloning

cruel?”強(qiáng)化這一話題，并嘗試性地在學(xué)生中投票產(chǎn)生正反方各四位辯手，對“animal

cloning”這一話題進(jìn)行辯論。課前布置了學(xué)生共同閱讀相關(guān)材料，并利用中考放假四天時間上網(wǎng)搜集相關(guān)材料，準(zhǔn)備好不同的辯論角度如何立論和提供相關(guān)證據(jù)，并提醒正反方隊長盡可能制作PP

T。現(xiàn)場一共34位同學(xué)，其中正反方辯手共8位?？紤]到雙方四位辯手都缺乏相關(guān)經(jīng)驗，特別安排各自招募自己的“智囊團(tuán)”，共8位選手。為了讓其余十多位同學(xué)也能參與進(jìn)來，分別設(shè)立了采訪員、裁判和大眾評委等角色。這樣可以讓到場的所有同學(xué)都有不同程度的卷入，從傾聽、到思考、再到討論、最后表達(dá)。采訪員的設(shè)立主要是為了起督促作用，通過在辯論過程中插縫進(jìn)行隨機(jī)采訪，一方面促進(jìn)在場的每一位同學(xué)認(rèn)真傾聽，并做好筆記；另一方面，也給每位同學(xué)提供了“說”的機(jī)會，而不單單是被動地觀看辯手們“表演”，從而提高每位同學(xué)的參與度。教學(xué)反思教者的教學(xué)目標(biāo)得以實現(xiàn)。本課時的優(yōu)點主要有：通過課前的細(xì)致分工，實現(xiàn)了把課堂交給學(xué)生的“生本化”教學(xué)理念。每位同學(xué)都找準(zhǔn)自己的定位，有自己該做的事和該承擔(dān)的責(zé)任，無論是在課前的準(zhǔn)備活動中還是在課堂上的表現(xiàn)，學(xué)生的參與度都大大提升。辯論的整個過程也是漸入佳境，到最后能感受到辯手們不為勝負(fù)而辯，而是全情投入其中，這也使得在場的每一位同學(xué)都享受著其過程，甚至感染了老師；2.通過競爭機(jī)制，大大激勵了學(xué)生的主觀能動性。正反方的辯手都在暗自努力，查找資料、收集數(shù)據(jù)，分析、立論、預(yù)測、駁論，并通過列思維導(dǎo)圖、制作形象生動的PPT和小組排練等形式為辯論做好充分準(zhǔn)備，當(dāng)雙方進(jìn)行激烈地較量時，無論是從發(fā)言形式還是從內(nèi)容而言，在場師生無不為之震撼；3.

裁判的認(rèn)真負(fù)責(zé)和采訪員的適時提問也為本堂課增色不少。這與老師課上給的評分細(xì)則(附錄２)和課堂上的具體要求密不可分。從裁判的發(fā)言和后期整理的筆記中不難看出，裁判在傾聽的過程中也是全程記錄。雖然有的是中文，但這至少體現(xiàn)了其思索的過程。課后同學(xué)們對發(fā)言的兩位也是贊賞有加，尤其欽佩裁判長的氣場和