外研版必修1 Module2 My New Teachers Listening and Vocabulary 公开课教学设计
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Module2 Listening and Vocabulary 公开课教学设计
Book I Module 2 My New Teachers
一、课程分析
1、学习内容
本节课所授内容是本模块的阅读部分。重点谈了“我”升入高中年级后，对三位新教师的个性以及教师执教风格的描述。旨在让学生运用本模块所学词汇及表达“偏爱”的短语来描述自己的课堂感受，描述喜爱的老师，最终让学生提高表达“学校生活”的综合能力。
2、学习重点
学生在能准确地识读单词，记住释义及主要用法的基础上，能运用本模块所学词汇及短语表达偏爱；会用恰当的词汇描述自己的课堂感受和自己喜爱的老师；能听懂对教师特征及其风格的描述并获取信息。
3、学习难点
学生掌握描述教师特征及其风格的词汇或表达方式。
二、学情分析
高一学生具备一定的听说能力，但掌握的词汇量较少，阅读能力还有待提高，但学生的表现热情较高。本篇文章“My New Teachers”，是学生非常熟悉的话题，因为每年学生升入高一时，总会接触一些新教师。
三、设计理念
引导学生总结、运用新学词汇及短语，并以课外作业的形式，让学生通过其它资源获取更多介绍师生关系等方面的信息。本节教学过程由Lead-in, Skimming, Scanning, Discussion and Acting and Homework组成。
四、学习目标
本节侧重训练学生的阅读技能，在保证学生理解课文的前提下，引导学生从自己的角度描述不同教师的执教风格，同学之间谈论对教师不同教学风格的偏爱，围绕“我最喜爱的教师”和“师生关系”等话题内容，展开讨论，让学生学会更好地理解别人，实现感情交流。
五、教学流程
1.课前准备
Step 1: Lead-in
1. Ask some students to introduce their former teachers to the class, including their teachers’ teaching subject, personal characters, teaching style, etc.
2. Show three teachers’ pictures(younger, middle-aged, older)to the students. Supposing they are the students’ teachers, ask some students to say a few words about them. Students can make full use of their rich imagination and ability of prediction.
3. There are two questions for the students to answer.
Q: Which subject do you like most Why Is there any reason for teachers What are your criteria for a good teacher
A: Students' opinions.
Step 2: Skimming
T: Today we are going to learn a text about the description of three different teachers, Mrs. Li, Mrs. Chen and Mr. Wu. Read the part quickly and find out the answers to the questions.
Q1: What was your first impression of Mrs. Li
Q2: What kind of person is she
Q3: Mrs. Chen is strict, but some students even admit liking her. Please give your reasons.
Q4: What do you think of Mrs. Chen
Q5: Will you fall asleep in Mr. Wu’s class Why
Q6: What is the main idea of the passage
待学生回答后用课件展示以下答案：
A1: My first impression of Mrs. Li was that she was nervous and shy.
A2: She is kind and patient, respecting every student.
A3: Though Mrs. Chen is strict, she is admired for her well organized and clear teaching. So a few students even admit liking her.
A4: Mrs. Chen is serious and strict but a very good teacher. I’ll do well in the exam with Mrs.
Chen teaching me.
A5: No. His teaching style is interesting.
When we are getting bored, he’ll think of ways, such as telling jokes to have us get rid of it.
A6: The passage tells of my three teachers with different teaching styles.
点评：让学生带着问题，快速阅读文章，培养学生在短时间内获取有用信息的能力，并初步了解课文的内容。通过问题检测学生对文章的表层理解，侧重检查学生对课文中的事实、情节是否清楚。
Step 3: Scanning
1. Read the passage again and finish the filling of the table.
Teacher Mrs. Li Mrs. Chen Mr. Wu
Age
Character
Teaching subject
Whether students like her/him
2. Get the students to discuss the questions in groups and then ask them to answer the questions.
① Paragraph 1 suggests that＿
A: Mrs. Li was too young for the students to like.
B: I used to make mistakes and pronounce a word incorrectly, so I didn’t like English at all.
C: Mrs. Li wanted to have me catch up with others, so she went a bit too slowly for the faster students.
②From paragraph 2,we can infer＿
A: Mrs. Chen was so strict as to be hated by some students.
B: If you don’t do what Mrs. Chen asks you to, you will be punished for sure.
C: Though Mrs. Chen is strict and serious, she is still considered to be a good teacher. ③Which of the following is not true according to the passage
A: There are a few students in our class who keep coming to class late because they don’t like the teacher or her subject.
B:I am not good at English, but I’m making progress with Mrs. Li teaching me. C: Mr. Wu, full of energy, is probably popular with all the students.
④Do you agree with the summaries
A: Mrs. Li, though new at work, is kind and patient. Her clear explanation makes English grammar understood.
B: Mrs. Chen, my physics teacher, who is serious and strict, is appreciated by most students for her well organized teaching and clear explanation of the happenings during scientific experiments. With her teaching me, my work is surely improving.
C: A good teacher must like his students, enjoy teaching and especially love her subject. Such is Mr. Wu. So he is popular with his students.
点评：引导学生细读课文，捕捉关键信息，使学生在了解文章基本结构的前提下，学会利用细节重组信息，逐渐对文章进行深层理解。要求学生从字里行间分析情况，培养学生推理判断，分析作者意图以及对文章的概括能力。 Step 4: Discussion and Acting
1. Group work: the students choose three or four of their favourite teachers. Then they give their descriptions to other students. The students can refer to the contents of the table.
Criteria of a good teacher tick cross
friendly
strict and not smiling
give us a lot of tests
play games
tell jokes
know what we need
give advice
funny
make meaning clear
try to be one of us
know much about other subjects
let the students do themselves
explain what we don’t understand clearly
kind and patient
smile to encourage us
use many questions
give us notes
give us other materials
ask students for suggestions
always let us listen
amusing and interesting
well organized
always give marks
say it doesn’t matter when we make mistakes
2. Make use of these criteria to organize the students to give comments on the teaching of their present teachers.
点评：话题讨论是阅读课上的亮点，也是一种重要的语言输出形式。学生从小学、初中再到现在的高中，已经接触了相当多的教师，其中的一些优秀教师给学生留下了深刻印象。结合“Criteria of a good teacher”,确保了学生有话可说。这就为学生交流提供了一个平台，小组内的交流活动也锻炼了学生的合作交流能力。
Step: Homework
1. Try to retell the whole passage.
2. With the progress of society and the development of education, criteria of a good teacher are changing as well. Go to the library or online to find out the different criteria of a good teacher between 20 years ago, 10 years ago and now. Then write the similarities and differences.
点评：课外作业是课堂教学的补充和延伸，以阅读→讨论→交流→写作这样一个过程，就比较圆满地完成了从语言输入到输出的任务。让学生通过不同的途径，了解了一个优秀教师的标准。学生通过这样的教学活动，加深了对教师的了解和热爱，既发挥了学习主动性也配合了教师的教学工作，使师生关系更加融洽，实现“和谐、高效课堂”的双赢。
六、课后反思
教学实施过程中的精彩片段就是Discussion and Acting,待学生熟练掌握了课文内容、对课文达到了一定的深层理解后，进行了“Criteria of a good teacher"这一话题讨论，并且设计得新颖别致，既唤起了学生共鸣的问题，又让学生从同一来源的信息中探求不同的答案，培养了学生积极求异的思维对话能力。在这一过程中，教师从“幕前”到“幕后”，学生完全变为实际参与的主体，他们熟练地运用课文知识并转化为己用，加大了英语信息输入量，使学生的英语语言知识更具交际性。也激发了学生学习英语的浓厚兴趣，营造出了一种“和谐、高效”的快乐教育氛围。但是我在实施过程中也发现了一些存在的问题：阅读后的那部分设计的问题大多是Wh-问题，对阅读能力稍差的学生没有完全照顾到，有一些学生并未能在短时间内回答完所有问题；课文复述对能力稍差的学生难度大了些；有的学生在交流的过程中过多地使用母语。
针对实施过程中存在的问题，我课后了解到：有些学生英语基础差点，回答问题或讨论时，怕出错，怕同学笑话，所以就说汉语或者不积极参与；个别学生思维跟不上节奏，原因是课后没有很好地预习。根据这些原因，我在今后的工作中应该对学生更宽容一些，让学生敢于出错，告诉学生学习语言的过程中必然要经历一个不断犯错误的阶段，多一些鼓励、赞美的话语，让一些自卑的学生重新找回自信，让他们体验参与的乐趣和成功的快乐，多设计几个Yes/No的简单问题，多给与他们参与的机会。另外，我应该更好地指导学生认真预习，高中阅读课文长，难度大，抽象的东西多，预习就显得尤其重要。做好充分预习的基础上，可以适当地调整时间，兼顾各个层次的学生，使他们更好地跟上课堂节奏，融入到课堂气氛中来。
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Book I Module 2 My New Teachers
一、课程分析
1、学习内容
本节课所授内容是本模块的阅读部分。重点谈了“我”升入高中年级后，对三位新教师的个性以及教师执教风格的描述。旨在让学生运用本模块所学词汇及表达“偏爱”的短语来描述自己的课堂感受，描述喜爱的老师，最终让学生提高表达“学校生活”的综合能力。
2、学习重点
学生在能准确地识读单词，记住释义及主要用法的基础上，能运用本模块所学词汇及短语表达偏爱；会用恰当的词汇描述自己的课堂感受和自己喜爱的老师；能听懂对教师特征及其风格的描述并获取信息。
3、学习难点
学生掌握描述教师特征及其风格的词汇或表达方式。
二、学情分析
高一学生具备一定的听说能力，但掌握的词汇量较少，阅读能力还有待提高，但学生的表现热情较高。本篇文章“My New Teachers”，是学生非常熟悉的话题，因为每年学生升入高一时，总会接触一些新教师。
三、设计理念
引导学生总结、运用新学词汇及短语，并以课外作业的形式，让学生通过其它资源获取更多介绍师生关系等方面的信息。本节教学过程由Lead-in, Skimming, Scanning, Discussion and Acting and Homework组成。
四、学习目标
本节侧重训练学生的阅读技能，在保证学生理解课文的前提下，引导学生从自己的角度描述不同教师的执教风格，同学之间谈论对教师不同教学风格的偏爱，围绕“我最喜爱的教师”和“师生关系”等话题内容，展开讨论，让学生学会更好地理解别人，实现感情交流。
五、教学流程
1.课前准备
Step 1: Lead-in
1. Ask some students to introduce their former teachers to the class, including their teachers’ teaching subject, personal characters, teaching style, etc.
2. Show three teachers’ pictures(younger, middle-aged, older)to the students. Supposing they are the students’ teachers, ask some students to say a few words about them. Students can make full use of their rich imagination and ability of prediction.
3. There are two questions for the students to answer.
Q: Which subject do you like most Why Is there any reason for teachers What are your criteria for a good teacher
A: Students' opinions.
Step 2: Skimming
T: Today we are going to learn a text about the description of three different teachers, Mrs. Li, Mrs. Chen and Mr. Wu. Read the part quickly and find out the answers to the questions.
Q1: What was your first impression of Mrs. Li
Q2: What kind of person is she
Q3: Mrs. Chen is strict, but some students even admit liking her. Please give your reasons.
Q4: What do you think of Mrs. Chen
Q5: Will you fall asleep in Mr. Wu’s class Why
Q6: What is the main idea of the passage
待学生回答后用课件展示以下答案：
A1: My first impression of Mrs. Li was that she was nervous and shy.
A2: She is kind and patient, respecting every student.
A3: Though Mrs. Chen is strict, she is admired for her well organized and clear teaching. So a few students even admit liking her.
A4: Mrs. Chen is serious and strict but a very good teacher. I’ll do well in the exam with Mrs.
Chen teaching me.
A5: No. His teaching style is interesting.
When we are getting bored, he’ll think of ways, such as telling jokes to have us get rid of it.
A6: The passage tells of my three teachers with different teaching styles.
点评：让学生带着问题，快速阅读文章，培养学生在短时间内获取有用信息的能力，并初步了解课文的内容。通过问题检测学生对文章的表层理解，侧重检查学生对课文中的事实、情节是否清楚。
Step 3: Scanning
1. Read the passage again and finish the filling of the table.
Teacher Mrs. Li Mrs. Chen Mr. Wu
Age
Character
Teaching subject
Whether students like her/him
2. Get the students to discuss the questions in groups and then ask them to answer the questions.
① Paragraph 1 suggests that＿
A: Mrs. Li was too young for the students to like.
B: I used to make mistakes and pronounce a word incorrectly, so I didn’t like English at all.
C: Mrs. Li wanted to have me catch up with others, so she went a bit too slowly for the faster students.
②From paragraph 2,we can infer＿
A: Mrs. Chen was so strict as to be hated by some students.
B: If you don’t do what Mrs. Chen asks you to, you will be punished for sure.
C: Though Mrs. Chen is strict and serious, she is still considered to be a good teacher. ③Which of the following is not true according to the passage
A: There are a few students in our class who keep coming to class late because they don’t like the teacher or her subject.
B:I am not good at English, but I’m making progress with Mrs. Li teaching me. C: Mr. Wu, full of energy, is probably popular with all the students.
④Do you agree with the summaries
A: Mrs. Li, though new at work, is kind and patient. Her clear explanation makes English grammar understood.
B: Mrs. Chen, my physics teacher, who is serious and strict, is appreciated by most students for her well organized teaching and clear explanation of the happenings during scientific experiments. With her teaching me, my work is surely improving.
C: A good teacher must like his students, enjoy teaching and especially love her subject. Such is Mr. Wu. So he is popular with his students.
点评：引导学生细读课文，捕捉关键信息，使学生在了解文章基本结构的前提下，学会利用细节重组信息，逐渐对文章进行深层理解。要求学生从字里行间分析情况，培养学生推理判断，分析作者意图以及对文章的概括能力。 Step 4: Discussion and Acting
1. Group work: the students choose three or four of their favourite teachers. Then they give their descriptions to other students. The students can refer to the contents of the table.
Criteria of a good teacher tick cross
friendly
strict and not smiling
give us a lot of tests
play games
tell jokes
know what we need
give advice
funny
make meaning clear
try to be one of us
know much about other subjects
let the students do themselves
explain what we don’t understand clearly
kind and patient
smile to encourage us
use many questions
give us notes
give us other materials
ask students for suggestions
always let us listen
amusing and interesting
well organized
always give marks
say it doesn’t matter when we make mistakes
2. Make use of these criteria to organize the students to give comments on the teaching of their present teachers.
点评：话题讨论是阅读课上的亮点，也是一种重要的语言输出形式。学生从小学、初中再到现在的高中，已经接触了相当多的教师，其中的一些优秀教师给学生留下了深刻印象。结合“Criteria of a good teacher”,确保了学生有话可说。这就为学生交流提供了一个平台，小组内的交流活动也锻炼了学生的合作交流能力。
Step: Homework
1. Try to retell the whole passage.
2. With the progress of society and the development of education, criteria of a good teacher are changing as well. Go to the library or online to find out the different criteria of a good teacher between 20 years ago, 10 years ago and now. Then write the similarities and differences.
点评：课外作业是课堂教学的补充和延伸，以阅读→讨论→交流→写作这样一个过程，就比较圆满地完成了从语言输入到输出的任务。让学生通过不同的途径，了解了一个优秀教师的标准。学生通过这样的教学活动，加深了对教师的了解和热爱，既发挥了学习主动性也配合了教师的教学工作，使师生关系更加融洽，实现“和谐、高效课堂”的双赢。
六、课后反思
教学实施过程中的精彩片段就是Discussion and Acting,待学生熟练掌握了课文内容、对课文达到了一定的深层理解后，进行了“Criteria of a good teacher"这一话题讨论，并且设计得新颖别致，既唤起了学生共鸣的问题，又让学生从同一来源的信息中探求不同的答案，培养了学生积极求异的思维对话能力。在这一过程中，教师从“幕前”到“幕后”，学生完全变为实际参与的主体，他们熟练地运用课文知识并转化为己用，加大了英语信息输入量，使学生的英语语言知识更具交际性。也激发了学生学习英语的浓厚兴趣，营造出了一种“和谐、高效”的快乐教育氛围。但是我在实施过程中也发现了一些存在的问题：阅读后的那部分设计的问题大多是Wh-问题，对阅读能力稍差的学生没有完全照顾到，有一些学生并未能在短时间内回答完所有问题；课文复述对能力稍差的学生难度大了些；有的学生在交流的过程中过多地使用母语。
针对实施过程中存在的问题，我课后了解到：有些学生英语基础差点，回答问题或讨论时，怕出错，怕同学笑话，所以就说汉语或者不积极参与；个别学生思维跟不上节奏，原因是课后没有很好地预习。根据这些原因，我在今后的工作中应该对学生更宽容一些，让学生敢于出错，告诉学生学习语言的过程中必然要经历一个不断犯错误的阶段，多一些鼓励、赞美的话语，让一些自卑的学生重新找回自信，让他们体验参与的乐趣和成功的快乐，多设计几个Yes/No的简单问题，多给与他们参与的机会。另外，我应该更好地指导学生认真预习，高中阅读课文长，难度大，抽象的东西多，预习就显得尤其重要。做好充分预习的基础上，可以适当地调整时间，兼顾各个层次的学生，使他们更好地跟上课堂节奏，融入到课堂气氛中来。
6 / 6