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1、嘉兴听力教学点评,王笃勤 ,观测点,整体效果,教师的语言基本功,课堂中师生互动,课堂气氛,课堂的丰富、变化性,课堂组织、学生不能回答时教师的处理能力,学生的表现,语音语调，语言准确性,What do you feel about it? How can Tony and Betty do to make him comfortable?,观测点：目标达成,教学目标,课堂操作,目标达成,输入因素,情景 学生 教材 语言认知,目标是否合适？,听力教学的目标,Teaching aims/Knowledge aims/ability aims/learning objectives Students
2、will be able to understand sentences involving the verb “can, could”. Students are able to use the comparatives to express opinions about sports. Students will be able to know how to give first aid to someone who is in desperate need of medical help. Students will be able to share information about
3、how to deal with an accident.,Other objectives,Students will be able to use listening strategies to complete listening tasks. Students will be able to focus their attention on first aid ways. It is important to prevent ourselves from getting hurt and cherish ourselves. The students will be able to u
4、se the key words and expressions learned in this lesson to talk about the proper first aids to accidents (Product).,目标是否达成,米志东 Use the comparative to express opinions about sports. 肖奇 Share information about how to deal with an accident. 徐薇 Know how to give first aid to someone who is in desperate n
5、eed of medical help.,教学设计及实施情况,教学过程设计,学习准备： warming up/lead in,多层次听力理解,听的拓展：口头交际,Procedure （王杉）,Step 1 Watching video to lead in Step 2 Listen and answer Step 3 Pronunciation Step 4 True of false Step 5 Cloze (completion according to the dialogue) Step 6 Make a survey,Procedure (米志东),Step 1Video + c
6、hant to lead in Step 2 Learn new words with the help of pictures Step 3 Action to reinforce newly learned words Step 4 Listen and choose Step 5 Listen and match,Step 6 instruction in comparative degree of adjectives Step 7 practice of comparative degree of adjectives( individual words) Step 8 read a
7、nd decide right or wrong (text book activities) Step 9 reading of letters from a Spanish girl.,Procedure （肖奇）,Step 1 单词教学（借助图片） Step 2 Listen and answer what accident is mentioned. Step 3 Listen and decide which is mentioned.（细节听力，how to offer first aid) Step 4 Read and answer Step 5 Discuss (应该是同伴训
8、练） Step 6 Discuss what to do(小组） Step 7 Vocabulary (为step 8做准备） Step 8 Complete the passage,Procedure (徐薇),Step 1 Share one Chinese saying福祸相依 呈现accidents Step 2 呈现课文的三幅图片，引出话题;要求学生ask and answer in pairs（与教材中的work in pairs要求是不同的） Step 3 Listen and complete (micro-listening) Step 3 导入新课 Step 4 Free
9、talk (what first aid to give) Step 5 Listen and complete a table,Step6 Read after the tape and tell why Step 7 Read and decide Step 8 Complete the passage Step 9 How to report an accident or ask or aid （为Step 10中学生的问答做准备。不过内容太难） Step 10 Pair work,关注过程、注重细节,反馈时（米老师）不能只是关注学生的回答是否正确，应该关注如何获取信息，比如关注信息的出
10、处。 听前活动应该能facilitate listening(肖老师听前的处理),活动的组织,小组讨论还是同伴训练 如何给学生提供应有的训练机会 Led in/warming up中什么时候用同伴活小组活动,Unit 1 That could be harmful!徐薇,Step 1 Share one Chinese saying福祸相依 呈现accidents Step 2 呈现课文的三幅图片，引出话题 Where could accidents happen? 要求学生ask and answer in pairs，活动组织不当,听力前，词汇教学阶段学生还不能应用，无法问答。,接着老师听
11、写。要注意听力前的微听力目的是什么,Step6 Read after the tape and tell why,学生逐句跟读 集体朗读,跟读是必要的。是否可以考虑与语音结合 集体朗读不利于语音语调的形成 能针对学生把握不好的地方再次领读是可以的,Step 5 Discuss,1:25 Discuss What could happen? He could cut/hurt/fall 两幅图片 What must you do if hes hurt? Wrap the wound/lift up the hand/call,活动处理不到位，提示很清楚，布置任务不够明确，没有真正的学生讨论或者
12、训练,Step 3 Talk and listen,1:14给出图片（摔倒）if he hurts, what can we do to help them? 学生讨论，然后lets share your ideas. 提问几个学生后，教师给出可以参考的几个选项，让学生听判断。,到这里才引出first aid的话题。,听前能够激活图式，提示语言信息，facilitate listening.,Step 6 Nip in the bud防患于未然,1：29 What should we do when were On the stairs To/In the dining room? On th
13、e way home/to school? In the classroom?,介绍任务后能够给学生时间由学生讨论,反馈时应该以小组为单位,尊重认知规律,Step 1 图片呈现运动词汇（如何呈现，信息提供的时机） Step 2 表演猜测运动项目 Step 3 再次呈现图片，学生集体回忆呈现、训练的词汇,听力活动的设计,活动的适切性： 活动的变化性： 活动的参与性： 活动的关联性： 反馈的得体性：,难易适中、兴趣匹配,输入、输出、组织形式多样,个体活动、同伴活动、小组活动,形成序列、认知递进,语言、非语言（图片、行为、汉语）,教材的处理,增加： 听前的视频、图片；听选择、匹配等 舍弃： 教材中的
14、用所给单词完成句子（Mi)、短文填空(Mi)，读前的词汇教学(示范课） 调整： 听前词汇教学(Mi)， talk about he picture with the words given改为看图认识单词(肖） 替换： 短文填空（示范课）,如何处理教材中的语言现象,听前 听中 听后,Step 4 Free talk,2:06 p.m. Step 1 What first aid or basic medical help can you give? Step 2提问学生后，教师给出答案 呈现答案时还要讲单词，领读单词。 Have trouble in, ambulance等。,如何处理听力中的
15、语言现象,听力课还是综合课,听力课中是否可以有口语教学 听力课中是否可以有阅读 听力课中是否可以有语法教学 听力课中是否可以有写作教学 如何处理不同,Step 4 Read and answer,1. 1:20 老师领读 为什么不让学生模仿录音呢？ 2. 领读后让学生自己读。小组的必要性。 3. Answer the questions. Who knows first aid better, Tony or Betty? Can you explain what “first aid” is? Is an imagined accident a real one or not?,信息应该是通
16、过听获取，而不是阅读，也不是朗读。,Do you like watching games at home or at the stadium?,10：07 首先教师呈现图片，说一下自己的感受。 讲述过渡到 Sports + good diet = healthy 虚拟Meggie, from Spain的来信，学生一小组为单位阅读read the letter, 屏幕上教师给出提示meggie信中都提到什么信息。5分钟后呈现四个问题，要求学生写回信。由于时间不够，作为作业布置。,那么，课堂上阅读的目的又是什么？,How to involve the students?,给学生一个参与的理由 让学生对活动感兴趣 给学生角色 让学生动起来 增加活动的变化性,