今天跟大家分享24年重庆赛新人教版七上U3 My school Section A 1a-1d 听说课。
按我听课习惯，先根据文本简单写下教学预设，自己思考下教学重难点，会怎么上课。再带着问题进行听课，然后结合点评视频进行对比反思。
几年操作下来，老师们都反馈这样听课效果更佳。
01
教学预设
教学文本如下：
展开剩余96%本单元话题是My school，属于人与社会范畴。
我看过完全不涉及单词讲解的听说课，也有把重点放在听力策略和对话结构上的听说课 ，但似乎都和常规课堂教学有一定距离。
我的教学设计是
1.听前导入环节:教师用猜测活动介绍教师学校，用ppt图片磁铁教具分步骤呈现gym.school hall.library等地点，并且用介词描述地点，在黑板上摆出一个完整的教师学校图案。
然后用"Is there a library in your school？等询问学生他们学校的情况，也邀请学生简单描述地点。
最后关注课本1a，描述课文地点。
2.听力环节：完成排序和完成句子，用think-pair-share模式。
3.听后环节：跟读对话，练习对话。
教学重点主要落在学习学校地点类名词和用方位介词描述学校地点，介绍学校。
教学难点是导入环节如何更好破冰？如何与学生自身经历链接，激发学生表达欲望？如何处理听说课中词汇教授以及听说环节比重？还有教学内容简单，如何合理扩容来提升教学层次？
02
课堂实录
本节课授课老师是重庆育才中学谭喻华老师。
Step 1 Warming up& lead in
1.课堂问候后，师生齐唱 chant
School, school, school, we learn and grows. Friends, friends, friends, we come to know. Books, books, books, we read and show.Dream, dream, dream, they start to grow.
T:Now,let's chant together. Everybody, just clap your hand like this.
T：Do you like your school? S: Yes.
T：Yes, so do I. When I was a boy in the school, my dream was to be a teacher. Today, my dream has come true. Look, this is a school. Where is the school? It's in ...
S: China.
T: Look, what are the people doing on the sports field? They are ...doing sports. Do you like doing sports in your school?
S: Yes.
T: Yes, good for you. Sotoday we are going to learn something about our schools. We should know school places, describe locations and introduce school places.
如果没有特别不一样的方式，chant导入还是很适合初一学生的。教师课程包里还有一个热身操视频，应该是课前就放了，互动性很强。课前明确了本节课教学目标，帮助学生自我监控学习过程。
2.确认课堂教学方式。
So boys and girls, in today's class, I need you to be active, and if you can answer my question correctly, you can get a star for your group, let's see which group can be the winner, OK?
很多优质课里都用了这个方式，需要赛前和学生迅速熟悉并分好任务，平时上课也可以用，方便教师快速了解学生习得情况。
Step 2:Pre-listening
T：Thank you. It is my friend, Harry, from the UK. He also has a dream, he wants to be a teacher in China, and he sent me a video about his dream school. Let's watch it. (watch a video)
创设情境:帮助Harry了解梦想学校，利用本校视频，巧妙搭建话题明线,链接了学生生活。感觉这里用Ai生成外国人说英语视频，会比图片效果更好。
Activity 1 Guess school places.
T：What's the school? Our school.
T：And he wants some school guides to show him around our school, do you want to be his guides?
S: Yes.
T：Thank you, you are so kind. So, if we want to be school guides, what should we do? We can ask AI for help, Let's listen.
AI: School guide should have sharp eyes,sharp ears and good communicative skills.
利用Ai的建议串联任务:How to be a school guide，和课程结合起来，一步步推进，主线明确，点睛之笔。
【To know school places】
Activity 1:Guess school places
T：Boys and girls, now I need you to listen and guess what the school places are.It's a place where we have meals.
T：OK, you please.
1: Dining hall.
T:It's a dining hall, everybody, repeat. Dining hall.
S: Dining hall. Dining hall.
S: Dining hall.
T：There is a dining hall in this school. Go. S: There is a dining hall in this school.
T：Do you like the place? S: Yes.
T：Why do you like it? Why do you like it? Please! S2: Because we can eat delicious food there.
T：Very good, me too, I am a foodie. Now, next one. It's a place where there are many classrooms.
T：OK. You please. S3: Classroom.
T：Classroom building, there are many classrooms in this building, every one.
T：There is... go!
S: There is a classroom building in the school. T：Very good.It's a place where our teachers get ready for class. T：You, please.
S: There is a teachers’ building in our school. T: Well, thank you very much. Everybody.Teachers building,
T：And there are many offices in the teachers building. Follow me, office, office.
S: Office, office.
It's a place where there are many student clubs.
T： Student clubs in this place... have a try, everybody. Student center.
S: Student center. Student . T：There is... go!
S: There is a student center in this school. It's a place where we do sports.
S: There is a sports and ...
T: This is a sports field, that's right. Thank you, everybody.
Sports field.
S: Sports field. T：There is... go!
It's a place where we do sports when it rains. T: OK, please.
S: Er...a gym.
T: There is a gym in this school.Let's see. Gym.
S: Gym. Gym.Gym.
T: There is... go!
S: There is a gym in this school.
教师呈现描述六个不同地点的音频，让学生猜测是什么地点。此活动不仅给学生增加了一个听力环节，又丰富了描述地点的知识，操练了句式there be和目标词汇。词汇的呈现有音标有重音，会让学生复述和跟读，很真实。
Activity 2 Say more school places.
教师用类似方式呈现更多学校相关地点名词，描述的句式和继续运用there be 句式。
Activity 3 Play a guessing game
T: Very good. So now there are many school places in our school, so boys and girls, now let's play a game. On your desks, they are many l breaks. Just like this, many of them and they are school places. So now I will pick out some school places and I will not show you. I need you to use this center structure to ask me the question. Are you clear? If you can guess it's correctly, you can get a star for your group. Who wants to try? Very good, you’re so active.
S: Is there a library in this school?
T: No, there isn't. The next chance, you please. S: Is there a sports field in this school?
T: No, there isn't.
S: There is a classroom building in this school?
T: Yes, there is. You can get a star for a girl. Go on, you, please.S:...
T: No, there isn't. Now, it's your time to play the game with your friends. OK, go. 1 minute for you.（学生小组练习）
教师综合前面两个活动里的句式，用乐高代表学校地点，猜测是否有哪个地方？这个创造信息差的活动有创意，一下子就吸引了学生。
我很喜欢这个部分老师做的课件，单词有图片有中文有分类，对话有示范，给了学生充分的脚手架，学生很容易脱口而出。
不过可能是因为赶进度的原因，学生在这里只有自己练习，没有呈现对话，其实可以呈现下，把学生氛围更调动起来。
【To describe the locations】
Activity 1 Talk about the locations of school places.
T: OK, so now, look at the map. Where is dining hall? That boy, please.
S:...
T: It is behind the art building? OK, I want some other students to help him, you can try it again, maybe?
S: ...
T: OK. Who can help him? Sit down, please. OK, that boy, please.
S: It's in front of the art building. T: Very good, everybody.
In front of.
S: In front of.
T: Let’s ask and answer. Where is... go!
S: Where is the dining hall? It’s in front of the art building.
T: Now everybody, please find out the two places. Find out two places, find out the dining hall and the art building. Find them. Yes, two places.
And now please put them on the board correctly, put them on the board. Yes, put them, OK? (Ss practice.)
T: OK, boys and girls. Go on, where is art building? Can you? Please.
S: ...
T:Very good. Everybody together! Where is... go! S: Where is art building? It’s ...
T: OK, find the place places and put them on the board. Places, that's the same? Go on. Where is the sports field? OK, you please!
S: ...
T: That's right, everybody, where is... go! S: ...
T: Now find the places and put them on the board. Quickly, quickly.
（学生小组合作）
T: OK, next one, Boys and girls, look. Where is the garden? Where is the garden? OK, that boy, please.
S: Garden is be... between the school hall and...the science building.
T: That's right, everybody together, where is... go! S: Where is...
T: The last one, where is the school? OK, you please. S: It’s ...
T: That's it. Everybody.Now, please find the two places and... Now everybody, please go on finishing the school model, go on finishing the school model. （学生小组合作）
这部分，教师非常聪明地做了放大镜式的设计，每次都只呈现了部分区域，引导学生用方位介词回答，重点练习了 in front of, behind, next to, between, across from 等词汇。同时还让学生找到相应地点的乐高，在乐高板上搭建，然后进行小组内部四人对话，同样给出示范。
Activity 2 Practice
T： Boys and girls, now, let's practice. For example. You ask A, A ask B, B,ask C, Cask D, and D ask A. Like this practice, the conversation according to your school model, are you clear? OK?（学生小组合作）
3.Pre-listening 1b
T：School guide should have sharp ears and good communicative skills.That means we need to improve our listening and making skills. Look, there are some listening tasks for you. Let's read the question together.
呈现听力技巧Listening tip 1:
Focus on the key words before listening.听前注意关键词。
Step2：Listening
1.播放听力，完成1b，集体核对答案。
2.完成1c完成句子之前，根据图片进行预测，呈现第二个听力技巧：听前预测。
3。引导学生进行速记。
T：Before we listen, we should learn to predict. So now, it's time for us to check your answer, but before it one more listen to for you, we should learn to write in shorthand. For example, if the answer is the sports field, we can just write on some letters, “sp” and “fi” ,that's enough. Understand?
请TA和TL帮助核对答案。
Step3 :Post-listening.
Activity1:Listen and imitate.
Pay attention to pronunciation, intonation and stressed syllables.
T: All right? Boys and girls, if we want to improve our listening and speaking skill, it's good for us to listen and imitate, so now everybody, let's listen and imitate. (逐句播放听力，学生跟读）
第二个对话跟读时，增加对话交际的指导：
We should be kind to start the conversation and be polite to end the conversation, that means we can use expressions like this ： Can I help you? Thanks. Understand? Understand?
T: And the second conversation skill is: we should use our body language and eye contact.
For example, look at this sentence, we just read: Oh, it's in that building behind the sports field.Everybody, please show me your hand, show me your hand, show me your hand. Now, show me your hand. Yes, now, let's read the sentence and use our body language.
教师引导学生加上手势进行对话。
Activity 2: Introduce your school as guides.
Look, there is a map of your school. Now, everybody. I need you to finish the map, and make the conversation. now everybody, everybody, please, finish the school model like this. Five minutes for you, go. OK, you can use your map on the desk.
左边example是情境支架，右边的wordbank和expression bank是语言支架，确保学生有话想说、有话能说。整堂课语言学习设计遵循了三个原则，一是遵循词不离句，句不离篇的原则。
但这个环节呈现稍微差了点，应该增加老师和TA的优秀对话示范，让其他学生了解评价标准再开始练习。其他组还没有完成搭建的时候，就开始对话练习，进行了一组小组示范，有点赶，而且学生不太清楚评价标准该怎么使用，最后有些走流程，感觉练习不够。
T:（播放优秀校友升华视频） I hope you can study hard, care for each other, help each other, open your heart, overcome the difficulties and love it.
S：A school is a place to star our dream.
T: That's all for today. this is a board, please finish it after the class. Now, boys and girls, class is over, stand up, please. Goodbye, boys and girls.
S：Goodbye, Peter.
听课反思
评课老师点评到,双线设计:明线任务串联+按语言学习做得非常棒，又结合了四类真实的情境，包括生活、AI、问题和表演情境。还可以让教学指令更加的明确，要增加对对话结构的分析，比如greeting building direction和thanks.
对比我前面的教学预设，谭老师增加的任务主线和情境串联非常丰富，非常值得我学习。
活动也很真实落地，很少看到优质课比赛中听说课会标注音标，让学生一句一句跟读，其实这才是一线老师上听说课的常规操作，课程扩展非常到位。
唯一可惜的是可能是初一的孩子水平有限，然后教师示范也不太够，导致输出有一些不够充分。后面的藏头诗和升华环节也不自然，像走流程，但还是不失为一节非常棒的好课。
我在想，什么时候开始，优质课就一定要出现藏头诗了？不过我之前比赛的时候也这样搞过😂，跟谭老师后面的情况很类似，仿佛看到曾经的我。
其实我们很多所谓的高大上的点，学生不一定get到。
如果是现在的我，考虑到学情，我会摆脱结尾模式，删减环节，宁愿把时间放在让他们更好练习和呈现，关注学生有更好的习得体验，而不是走流程。
有小伙伴们马上谈到，“我很喜欢马瑾辰老师的课，那种掌控力，不赶不急的状态，润物细无声输入。文本解读能力太强了。而且不花哨。”
是啊，马老师的课非常自然，能做到她那种程度，需要极强的英语能力和教学水平。
做不成马瑾辰，我们就做更多不被束缚，把课堂还给学生的自己吧！
来源 | Rose Luo 教学追光记
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