英语组汤姣老师“Happiness”教学设计及评课稿

Teaching Content:

Happiness (Unit 16 Book 3)

Teaching Aims:

To train students’ listening ability

Encourage students to use the target language to express their opinions on happiness

Help students to have a deeper understanding of ‘happiness’ and have a moral education of ‘happiness’

Teaching key points:

To train student’s listening ability

Have students use the target language to talk about ‘happiness’

I. Warm up & Lead in

Free Talk: Teacher asks ‘Are you happy today?’

Brainstorm: What does happiness mean for you?

Teacher’s summary:Everyone has their own definition of happiness. Life is not what other people's thinking, but is your inside feeling.

II. Listening

1. First listening

What does happiness for them?

Two students from a British school are doing a survey about happiness. Listen to their interviews. Number the pictures in the order that you hear them. Write 1-6 in the boxes.

2. Second listening

Listen again and complete what the people said about happiness.

(Ask students to write their answers on the blackboard. For the difficult parts, listen it once or twice more)

Ⅲ. Group Work : Role- Play the interview

(Hand out the tape scripts and ask students to read and practice, then role play the interview)

III. Presentation

Lead-in: Teacher shows a picture of a teacher and asks ‘what does she do? What does happiness for a teacher?

(Thanks for their understanding and shows that being with them is the resource of my great happiness.)

Requirements:

Work in groups. Everyone can choose an identity and gives your statement on happiness. When you make the presentation, the others listen carefully and guess what his/her job might be.

(You could be anyone… such as a doctor, a president, a teacher and so on. Encourage students to say different kinds of jobs as many as possible.)

Ⅳ.Reading: famous sayings about happiness

Happiness is a perfume you cannot pour on others without getting a few drops on yourself----Emerson

幸福是香水,你洒在别人身上时,自己也会沾上一两滴. -------爱默森

The most important thing is to enjoy your life---to be happy, it’s all that matters。无论发生什么，最重要的是享受生活。----奥黛丽·赫本

( Ask students about their understanding of the sentences and then complete a poem ‘On Happiness’)

On happiness

Happiness is______,With joy, sweetness, and excitement as its fruits.

Happiness is_______,With gentleness, comfort and love as its furniture.

Happiness is ________,Who teaches us to love, to sacrifice and own…

Happiness is a hope plus the faith of You and me.

Happiness is Spring's wind, Summer’s flowers ,

Autumn's fruits , and Winter's snow.

Happiness is shapeless and invisible at all,

We need to touch it with full hearts.

V Writing

• Write a short poem or an article about happiness.

• What does happiness mean for you?

• Useful expressions:

• For me, happiness means…

• Also, I think … is part of being happy.

• Finally I think happiness is …

Feedback课后反思:

本节课选自《English In Mind》第三级Unit 16中的一篇听力材料，本单元是围绕‘Happiness’而展开的课题。本节听力材料是一段采访，是关于两位英国学生为给学校杂志供稿而对各种不同职业和年龄对于‘幸福’理解的采访。文章以“What does happiness for …”?（对…来说幸福是什么）为主线，贯穿始终。导入部分以‘对你来说幸福是什么？’为索引，鼓励学生说出自己的真实幸福感受，在接下来的听力材料中主要听对各种不同职业和年龄的人来说幸福意味着什么；然后抛出问题对老师来说什么是幸福，此部分用意也在于让学生感受、理解老师的良苦用心，最后小组合作每人选取不同职业、身份来阐述幸福是什么，让大家对幸福有更深层次的理解。本堂课还设置了名人对于幸福的阐释以及一首关于幸福的小诗供学生赏析，以及最后的输出写作一篇关于幸福的诗歌或者短文，由于时间关系赏析部分没有做完，只有留到下一节课。但课堂上教师还是尽量留够充足的时间让学生们各抒己见把每一步走扎实。

初中学生对于模仿、表现自己还是很热衷的，对此本堂课特设置一个Role-play的环节，让同学们充分展示，有几位同学惟妙惟肖的模仿表演赢得了同学们的掌声，也更加激励了他们的自信。

由于水平有限，还有很多不足之处，反思在课堂上需要更多考虑中等偏下程度的学生让他们有更多的机会发言，听说课要能让学生扎实听充分说，对于“生命课堂”一直在思考、探索，还需要博采众长，不断学习。

评汤姣老师的课

评课人：刘巧卫

汤娇老师的这节课是一节主题是《Happiness》听说课，整节课由“What does happiness mean for you ?”开场，自然过度到听一段关于“happiness”的采访，加深了学生对“happiness”的解读和理解，直至最后学会理解不同社会角色的喜怒哀乐，赋予和升华了“happiness”更高的理解。整节课的亮点也体现在如下方面：

1.老师问题设计的真实，开放且不空洞；如Warm Up环节的“幸福之于你意味着什么？”问题一出就能直戳学生的心里，让他们有被关注或在意的感受，所以他们的答案均出自真实的想法，也让课堂一下就活络了起来；而在学生表演是后，老师要学生换位思考“幸福之与老师又意味着什么？”时，由于和老师的日日相处，已经非常熟悉，所以他们也学会站在老师的立场来思考，并能给予理解。

2.文本内容处理扎实，灵活。学生听力训练层层深入，扎实透彻。无论是大概信息还是细节的内容均由学生反复听来获取，这样的听力训练对学生听力的提高是非常重要的。而在听力完成后的表演环节，则是对文本的再次学习，同时，也是深入学习。由于，前面有效的训练，所以学生演起来也惟妙惟肖。

整节课，学生参与程度高，气氛热切，老师对学生语言能力的培养在无痕迹，有目的中缓缓展开。学生的思维场，兴趣场，情感场，生态场均在本节课得到了很好的体现。