| 教学背景分析 | ||||||||||
| 教学内容：本节课是一节听说课，教学内容为初三英语上册（外研社）第 9 模块、第 1 课时， 本模块的话题是“卡通人物”，本课通过帮助 Tony 解决问题展开卡通人物的话题。本课对教材进行了以下补充和调整： 1. 通过电影加菲猫片段创设情境，激发学生的好奇心和继续学习的动力。 2. 补充了相应的习题，以练习和巩固本课所学的听力策略；拓展活动有助于学生接触更多的卡通人物的信息。 学生情况： 1. 起点水平分析：学生们已经学习了 hero, Superman, Batman, character 等词汇及简单了解了定语从句的用法。学生对流行的卡通人物有一定的了解。因此，学生已有的知识储备， 能够为本节课话题的展开提供所需词汇、句型和语法等知识方面的帮助。 2. 认知发展特征、学习风格和学习动机分析：本班学生年龄主要在 13—14 岁之间，已经初步具备抽象思维能力，喜欢教学游戏、角色表演，具有在同龄人面前展现自我的学习动机。 3. 学习需要：卡通人物、文化渗透等话题在日常生活中发生的概率较高，交际需要和学生知识储备缺乏以及综合运用能力较弱的矛盾构成了本课的学习需要。 | ||||||||||
| 教学目标 | ||||||||||
| • 大多数学生能够正确使用与卡通人物话题相关的词汇如 character, hero 等。 • 学生能够通过听，获取 Tony 伙伴们谈话的相关信息，并记获取和记录帮助 Tony 解决问题的关键信息。 • 学生能够口头询问并简单使用定语从句描述卡通信息。 • 学生能够了解并欣赏卡通动画带给生活的乐趣。 【重点】 • 学生能够通过听，获取和记录帮助 Tony 解决问题的关键信息。 【难点】 • 学生能够根据教材中听力材料以及教师提供的拓展信息，口头询问和描述卡通信息。 | ||||||||||
| 教学过程 | ||||||||||
| 教学阶段 | 教师活动 | 学生活动 | 设置意图 | 技术应用 | 时间安排 | |||||
| • Lead-in | Show a video aboutGarfield and encourage Ss to answer questions. | Watch the video and answer questions. | 通过视频激活学生关于动画片的背景知识，并且导入课题。 | 视频 | 2' | |||||
| 2. Pre-listening | Show some pictures of different cartoon characters and encourage Ss to review the words and sentence structure. | Look at the pictures and answer questions. | 结合图片和语境复习和使用有关卡通话题的词汇及句型结构。 为听力环节做铺垫。 | PPT | 3' | |||||
| 3. While-listening | 1. Listen for the gist. Encourage Ss to listen to the dialogue and find out the main idea. Then let Ss discuss their answers in groups and call back answers. | Listen to the tape and finish Activity1. Discuss their answers in groups. | 通过听力策略 —Listen for the key words 的渗透，引导学生快速获取对话主旨信息。 | PPT 音频 | 20' | |||||
| 2. Listen for the details. Play the tape again and ask Ss to choose the best answer. Then call back answers.
|
Listen to the tape and finish Activity 2. Discuss their answers and correct them. | 继续深化听力策略 —Listen for the key words 。 使用第二小题引导学生理解和感知听力策略—— Listen between lines, 并推断说话人的真正意图。 | PPT 音频 | |||||||
| 3. Listen selectively. Play the last part of the dialogue and ask Ss to finish Activity 3. Ask them to discuss their answers together. Then call back answers. | Listen to the tape and finish Activity 3. Discuss their answers in groups. | 播放部分听力内容，培养学生在细节中获取并记录关键信息的能力。 | PPT 音频 | |||||||
| 4. Listen and read . Encourage Ss to read aloud while listening. Ask Ss to pay attention to the intonation. Ask Ss to read in pairs and act it out.
| Listen and repeat while listening.
Read in pairs and act it out.
| 听读练习，培养学生的语感并校正个别读音。 内化语言和信息，为口述卡通人物作铺垫。 | PPT 音频 | |||||||
| 4. Post-listening | • Show information about the survey and encourage Ss to finish it. • Make an example for Ss. • Encourage Ss to work in groups and do the presentation. 4. Ask Ss to evaluate others' presentation. | Listen to the rules and make a survey.
Listen to the example carefully. Work in groups and act it out.
Evaluate others' presentation. | 通过完成调查问卷的形式使学生了解更多卡通人物的信息，以此拓展学生的文化视野，并培养学生根据所提供的材料进行综合性口头表达的能力。 其次，通过学生之间的互评，引导学生学会关注同伴的发言，并借鉴其长处。 | 拓展 材料 | 13' | |||||
| 5.Summary | Make a summary. | Sum up what they have learned today. | 小结本课重点内容，为学生呈现整体的、可持续的学习过程，有助于学生学习策略的养成。 | 板书 PPT | 1' | |||||
| 6. Homework | Write an introduction to your favorite cartoon.
| Finish homework. | 对所学内容进行进一步的巩固练习、提高。 | PPT | 1' | |||||
| 板书设计： M9U1 We need someone like Superman who can save Tony.
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| 教学流程示意 | ||||||||||
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| 学习效果评价设计 | ||||||||||
| 1. 过程性语言评价 对学生参与教学活动过程中的表现，教师运用了丰富的评价语言及时进行了跟进式评价，如 wow, great, exactly, good job, nice try, well-done, I'm very proud of you, you're doing beautifully. 等简洁、丰富，然而又易于理解的评价语言。这样既能使学生感受到老师的真诚，也能激发学生继续学习的积极性，树立学习英语的自信心 , 使学生以更加饱满的精神状态完成整节课的学习。 2. 学习效果的形成性量化评价 采用学生之间互评的形式对不同学生的卡通人物介绍进行星级评比，突出学生的课堂主体地位，进而发挥学生在评价过程中的积极作用。这样的评价有利于学生不断体验英语学习的快感，有利于保持英语学习的兴趣。
| Student 1 | Student 2 | Student 3 | Student 4 | Student 5 | |||||
| Creation | ||||||||||
| Voice | ||||||||||
| Language in use | ||||||||||
附录一：
Module 9 Unit 1 We need someone like Superman who can save Tony.
Activity 1 Listen and choose the main idea.
1. What's the dialogue mainly talking about?
| A. Heroes like Superman and Batman. |
| B. Betty and Daming's favourite cartoon characters. |
| C. Tony's friends are looking for his camera. |
2. Why is the situation no laughing matter?
| A. Tony's dad will be angry when he know the truth. |
| B. Tony has lost his father's camera. |
| C. Both A and B. |
| • 2 | • 3 | • 4 |
| • Mr. Smith | • Daming | • Mr. Jackson |
5. Who does Mr. Jackson give the camera to? _________________________________________
6. Where was the camera found? _________________________________________
7. When will Tony possibly know that his friends have got the camera?
______________________________________________________
Activity 4 Make a survey and do a presentation.
The new program, My Favourite Cartoons ( 那些年我们一起追的动画片 )is coming to our English Club. You are a member of English Club and please help to make a survey about it.
Questionnaire
| The kind of cartoon you like | ||
| Favourite cartoon | ||
| Favourtie character | ||
| Ending | ||
| The reason | ||
| … |
