《普通高中英語課程標(biāo)準(zhǔn)》明確提出，英語學(xué)科核心素養(yǎng)是學(xué)生在接受相應(yīng)學(xué)段英語課程教育的過程中，逐步形成和提升的適應(yīng)終身發(fā)展和社會(huì)發(fā)展需要的正確價(jià)值觀念、必備品格和關(guān)鍵能力。英語學(xué)科的育人目標(biāo)是培養(yǎng)具有中國情懷、國際視野和跨文化溝通能力的社會(huì)主義建設(shè)者和接班人。而聽說是培養(yǎng)學(xué)生形成優(yōu)秀文化品格和發(fā)散思維方式最直接的途徑。以核心素養(yǎng)確定教學(xué)目標(biāo)進(jìn)行教學(xué)設(shè)計(jì)，是一個(gè)值得反復(fù)探討的教學(xué)實(shí)踐問題。

一、教學(xué)內(nèi)容概要

外研版初中英語七年級(jí)下冊第一單元的主題內(nèi)容是“I was born in a small village”，談?wù)揃etty、Tony以及Lingling的past life。要求學(xué)生掌握含有動(dòng)詞be （was/were）的一般過去時(shí)的句子，而且能用此談?wù)撟约汉退说纳詈徒?jīng)歷。本單元出現(xiàn)的一般過去時(shí)對(duì)學(xué)生來說是一個(gè)全新內(nèi)容，但很重要。本單元主要圍繞“出生”這個(gè)話題來展開，通過對(duì)過去童年或家鄉(xiāng)的描述,激發(fā)學(xué)生對(duì)家鄉(xiāng)和美好生活的熱愛。

二、學(xué)生特點(diǎn)分析

初一下學(xué)期的學(xué)生學(xué)習(xí)熱情高，思維活躍，經(jīng)過上學(xué)期的學(xué)習(xí)，已經(jīng)有了一定的英語基礎(chǔ)，積累了一定的詞匯和一些聽說技能。話題貼近學(xué)生生活，容易引起學(xué)生學(xué)習(xí)興趣和參與意識(shí)。另外，本節(jié)課對(duì)話篇幅不長，生詞不多，學(xué)生學(xué)習(xí)的難度不是很大。但學(xué)生對(duì)動(dòng)詞be（was/were）的一般過去時(shí)的語言知識(shí)儲(chǔ)備不足，因此教師在課堂上要充分發(fā)揮學(xué)生的主體作用，為學(xué)生創(chuàng)設(shè)良好的聽說氛圍，讓學(xué)生敢于展示自己。

三、教學(xué)目標(biāo)設(shè)定

（一）語言能力

在多媒體創(chuàng)設(shè)情景中會(huì)讀、會(huì)拼、會(huì)靈活運(yùn)用有關(guān)過去生活的英語詞匯：born，strict，primary，primary school，town，friendly，village，good，difficult；在創(chuàng)設(shè)free talk、兩人對(duì)話中了解Betty's past life，學(xué)生給問句（含有be born，first school， first friends，be like）排序的情景中聽懂包含動(dòng)詞be的過去式（was/were）的對(duì)話，能用動(dòng)詞（was/were）創(chuàng)編自己過去的經(jīng)歷,并能用它詢問對(duì)方過去的生活，并描述自己和他人過去的生活和經(jīng)歷。

（二）文化意識(shí)

通過了解鐘南山院士和蘇炳添兩位時(shí)代英雄過去的生活經(jīng)歷，激勵(lì)學(xué)生學(xué)習(xí)英雄無私奉獻(xiàn)的精神，樹立學(xué)生積極向上的價(jià)值觀。通過對(duì)過去童年或家鄉(xiāng)的描述，激發(fā)學(xué)生對(duì)家鄉(xiāng)和美好生活的熱愛，樹立其勤奮努力的堅(jiān)強(qiáng)意志和永不放棄的精神，為建設(shè)美好祖國和家鄉(xiāng)貢獻(xiàn)自己的一份力量。

（三）思維品質(zhì)

通過創(chuàng)設(shè)自我介紹age、be born、job、primary school的真實(shí)語境，師生基于談?wù)損ast life的話題中開展free talk，了解英雄過去的生活資料，有效培養(yǎng)學(xué)生的發(fā)散思維能力。通過聽對(duì)話選擇正確句型、聽對(duì)話完成所缺信息等聽力訓(xùn)練，讀對(duì)話查找常用句型表達(dá)、習(xí)題操練選擇正確答案等方式培養(yǎng)學(xué)生分析問題和解決問題的能力。在教師的引導(dǎo)下，以談?wù)撨^去生活為主題，兩人一組創(chuàng)編對(duì)話，在對(duì)話交流中培養(yǎng)學(xué)生分析、創(chuàng)新思維、邏輯思維等能力。

（四）學(xué)習(xí)能力

在聽力訓(xùn)練中養(yǎng)成專注、獲取信息、概括信息的習(xí)慣。課堂上采用多媒體手段輔助教學(xué)，在輕松愉快的氛圍中,在創(chuàng)設(shè)的真實(shí)的語境中，聯(lián)系生活實(shí)際,結(jié)合已有的知識(shí)和經(jīng)驗(yàn)，實(shí)現(xiàn)靈活運(yùn)用（was/were）描述自己和他人過去的生活和經(jīng)歷等知識(shí)遷移和實(shí)踐運(yùn)用。在兩人小組合作中，養(yǎng)成用英語與同伴談?wù)撟约赫鎸?shí)生活體驗(yàn)的習(xí)慣。

四、教學(xué)具體過程

Step1:Warming–up

1.Greetings.

2.Introduction：show some pictures to lead in.

T says:I'm 41 years old.

I was born in 1980/ Zhen'an.

I'm a teacher in Zhen'an Middle school.

My daugther is 14 years old.

She was born in 2007.

She was born in Zhen'an, too.

3.Make a free talk with some students.

A:How old are you?

B:I am...years old.

A:When were you born?

B:I was born in...

A:Where were you born?

B:I was born in...

A:What was the name of your primary school?

B:The name of my primary was...

Step2:Pre–listening

1.Show pictures to teach new words.

T: I was born in a small village.

She(My daugther) was a student in Chengguan Primary School two years ago.

2.Free talk.

A:How old are you?

B:I am...years old.

A:When were you born?

B:I was born in...

A:Where were you born?

B:I was born in...

A:What was the name of your primary school?

B:It was...

3.Pictures: ask the questions to distinguish the use of in and on.

（1）What does he do?

Zhong Nanshan is a doctor.

Where was he born?

He was born in Jiangsu.

When was he born?

He was born on October 20th,1936.

（2）What does he do?

Su Bingtian is a runner.

Where was he born?

He was born in Guangdong.

When was he born?

He was born on August 29th, 1989.

（3）When were they born?

They were born in 2009.

Where were they born?

They were born in Beijing.

（4）關(guān)于提問某人是何時(shí)出生的用法

（注意：介詞in和on的區(qū)別）

I was born ____ 1992.

I was born____ Oct.11th,1992.

4.Show pictures to teach new words:

Q:What was he/she like？

What were they like？

She/He was friendly/good/nice.

They were strict/difficult.

Step3:While-listening

1.Listen and number the questions as you hear them.(Act1)

2.Listen again and check true sentences.(Act2)

3.Listen to the dialogue and complete this map.(Act3)

Step4:Post-listening

1.Read this dialogue in different roles. (Read in pairs/in groups,other Ss listen and correct their pronunciation.)

2.Find out these important expressions.

3.Use these phrases to make sentences.

be born, be strict with, be like, be friendly to.

4.Doing exercise.

5.Work in pairs.

（1）Where were you born ?

I was born in...

（2）What was the name of your Primary school?

The name of my primary school was...

（3）Who was your first teacher?

My first teacher was...

（4）What was he/ she like ?

He/She was...

（5）Who were your first friends?

My first friends were...

（6） What were they like ?

They were...

（7）What was your favourite subject?

My favorite subject was...

（8）How many students were there in your class?

There were...students in our class.

6.Summary: Introduce your past life according to tips:

be born, first school, first teacher, first friends, favourite subject, students.

Step5:Home-work

LevelA.(Must do)

1.Listen and read the dialogue, then try to remember the new words and expressions.

2.Pair-work:Talk with your friend about your past life by weichat,then send your conversation to our wechat group.

LevelB.(Choose to do)Talk with your mother or father, learn to know his/her past life, then tell us his/her past life in the next lesson.

五、教學(xué)效果及反思

本節(jié)課通過文本解讀，有效訓(xùn)練學(xué)生的聽說能力。探索提升學(xué)生核心素養(yǎng)的初中英語聽說課教學(xué)設(shè)計(jì)的研究，可有效提升課堂教學(xué)質(zhì)量。本節(jié)課基于核心素養(yǎng)確定教學(xué)目標(biāo)，在目標(biāo)引導(dǎo)下，沿著“導(dǎo)入—聽前—聽中—聽后”的思路進(jìn)行設(shè)計(jì)。在Pre-listening階段，創(chuàng)設(shè)自我介紹、引導(dǎo)學(xué)生開展free talk，接著了解鐘南山院士和蘇炳添兩位時(shí)代英雄過去的生活經(jīng)歷激發(fā)學(xué)生聽說興趣，為口語交際奠定基礎(chǔ)。巧用媒體資源，問題輸入What's this，What was he like等引導(dǎo)學(xué)生根據(jù)圖片猜測village、primary school，strict、friendly、difficult、good等詞匯的含義，學(xué)生會(huì)讀會(huì)拼會(huì)靈活變形單詞，提升學(xué)生的邏輯思維能力、發(fā)散思維能力。

在While-listening階段，第一遍聽對(duì)話給所聽問句排序；第二遍聽對(duì)話選出表達(dá)正確的句子；第三遍聽對(duì)話，填充單詞使信息完整。通過三種不同方式練習(xí)聽力，有效提高學(xué)生的聽力技能，為學(xué)生的語言輸出奠定良好基礎(chǔ)。

在Post-listening階段，主要采用任務(wù)驅(qū)動(dòng)以讀促說的方法，一是分角色朗讀對(duì)話，在對(duì)話情境中習(xí)得語言知識(shí)，鞏固聽力和口語技能。二是從文中查找表達(dá)past life的日常問答句型，引導(dǎo)學(xué)生剖析文本，深入學(xué)習(xí)動(dòng)詞be（was/were）的一般過去時(shí)的句子。三是運(yùn)用be born in/on、be strict with、be friendly to、What was/were sb like等造句、引導(dǎo)學(xué)生自主探究、突破本課難點(diǎn)。四是習(xí)題操練選擇正確答案（was/wasn't,were/weren't）檢測學(xué)生對(duì)對(duì)話內(nèi)容是否掌握，最后在問句的支架幫扶下，創(chuàng)編對(duì)話，談?wù)撟约汉退诉^去的生活和經(jīng)歷。引導(dǎo)學(xué)生兩兩合作、小組合作，實(shí)現(xiàn)綜合運(yùn)用。最后，總結(jié)歸納談?wù)撛掝}的重要詞塊be born， first school，first teacher，first friends，favourite subject。

在Homework環(huán)節(jié)，作業(yè)分類布置，包括必做作業(yè)和選做作業(yè)。角色扮演對(duì)話如何檢測，通過學(xué)生和伙伴基于本課所學(xué)的重要詞塊be born，first school，first teacher，first friends，favourite subject， students……微信結(jié)對(duì)語音對(duì)話，然后把語音記錄發(fā)到班級(jí)微信群，達(dá)到語用的真實(shí)性。選做作業(yè)是以past life為主題，通過與父母的交流，做好文字記錄，下一節(jié)課把父母的past life講述給同學(xué)聽。了解父母親的生平，培養(yǎng)學(xué)生愛家人，愛生活的情懷。

本節(jié)課總體效果不錯(cuò)，但依然存在不足。一是本節(jié)課對(duì)話表演的時(shí)間有限，在小組合作學(xué)習(xí)方面需要增加學(xué)生的互動(dòng)與分享，在課堂上多展示口語交際的機(jī)會(huì)。二是在創(chuàng)編對(duì)話時(shí)對(duì)“Who was your first teacher in your primary school”的提問改成“Who was your favorite teacher in your primary school”，這樣學(xué)生的學(xué)習(xí)興趣會(huì)更濃，語言表達(dá)會(huì)更豐富。

作者單位 陜西省商洛市鎮(zhèn)安縣初級(jí)中學(xué)

責(zé)任編輯：張 言