课题：Unit Three Listening Color idioms in English
学科：英语
年级：
执教：
教学目标
Knowledge:
1. to learn the basic meaning of idioms and how they are different
from other phrases or expressions
2. to learn some color idioms commonly used in English
Skill
1 to learn to capture details of information in the listening practice
2. to learn to guess the meaning of idioms from the context through
listening practice.
3. to be able to use the color idioms correctly in different situations.
Emotion
to arouse students’ interest in the color idioms and stimulate them to
find more in the Internet.
教学重点:
1. to practice students’ ability to get relevant information in the
listening practice
2. to make sure students learn the exact meaning of the color idioms
taught in the lesson and can use it properly in different situations.
资源运用：computer and projector
教学过程
I Pre-listening
1. The basic meaning of idioms
Give some examples of idioms so that students understand what the
term “idiom” means. Emphasize that idioms have a specific meaning
that is different from the normal meaning of the individual words.
2. remind students of some tips while doing the listening practice.
pay attention to the words that come directly before and after the
phrase.
listening carefully for explanation words, such as this means….
and for example
be aware of sudden changes in an argument, as introduced by
words such as however.
II While – listening
Exercise A---- watch a short chip of video about some common
color idioms
Students are supposed to make predications about the idioms in
the worksheet before they watch the video and then check their
predications with the meanings of idioms they get from the video.
Exercise B -----listen to a clip of audio from VOA special English
about Color-based Expressions and fill in the missing
information in a chart.
Exercise C ----- listen to a dialogue between a man and a woman about
the woman’s job interview. A lot of color idioms are used in the
dialogue.
Step 1
do a spot dictation exercise to learn the meaning of several idioms
used in the dialogue which will otherwise hinder their understanding
of the dialogue.
Step 2
listen to a dialogue containing a lot of color idioms on the topic of
a job interview. Students should finish two exercises based on what
they hear. The dialogue will be played twice.
Step 3
do listening exercise to consolidate the expressions . Students are
supposed to replace part of the sentence they hear with the color
idioms they have learned in the dialogue. Each sentence will be read
twice, and then they should change the sentence with proper idioms.
III post-listening
1. Exercise D
More than 20 color idioms are learned in the lesson. These English
idioms are commonly used in different situations in western culture.
Students are supposed to classify these idioms into the following
categories: idioms used to describe people , mood, situation, activity,
frequency and finance.
2. Compare the similarities and differences in color idioms between
Chinese and English
IV Homework
1. find more color idioms by surfing the net.
2. Translation
3 . write a short story or a dialogue by using at least eight color idioms
leaned in today’s lesson
公开课反思
本次我开的公开课的主题是通过听力练习来学习英语中和色彩有关的
习语，从教十多年，以前开的公开课多为阅读课型，对于听力课是首次尝试，
课后和同事们以及请来的专家进行了研讨，对我的课提出了许多宝贵的建
议。
本课的亮点如下：１。课题的内容紧扣牛津课文第三课的主题――Ｍany
meanings of the color 通过本课时的学习，能够加深学生对于主题的理解，
增加与主题相关的词汇。 2。听力资料形式丰富，有视频的单句理解，VOA
的特殊英语中截取的语段，和原汁原味的英语对话。为了准备这堂课，我花
了大量的时间在网络上搜索于课题相关的音频资料，并且根据学生的学习情
况将音频反复修剪，压缩，重新编辑，使之能适合高二学生学习所用。3。
在练习的设计中能够不仅考虑到听力练习的难度逐渐增加，也能将听前活动
和听后活动设计到位。
本课需改进的方面：１。本课设计中让学生通过不同的听力练习学会２
４个英语色彩成语，但在实际的上课过程中，发现学生要在本课中消化这些
词语有困难，必须在课后进行复习才能掌握这些词。所以可以将成语数量减
少，做到在课内就让学生掌握词的含义及能灵活运用的程度。２。本课的听
力练习秉着从难到易的原则进行，前两个练习是观看短视频和ＶＯＡ
Special English 的练习，学生之前就有进行过相关的训练，所以对于美国之
音的语速是很适应的。第三个对话练习难度增加了，虽然我对于这个练习设
置了一个铺垫练习来扫除词汇障碍，但是学生在做到第三步抓听细节还是感
觉很吃力。所以，下次再上这堂课的话，我会将这对场对话剪辑成短对话的
练习形式，这样难度就能降下来，听力障碍逐步扫清，最后再来听完整的长
对话，学生在理解上就应该没什么问题，练习就能轻松地做出。3。 最后一
项的作业难度可以降低一些，我原本设计是让学生用课堂上学到的八个成语
编写一个故事或者对话，专家认为我设计的作业难度太大，是不可能完成的
任务。 后来我将学生作业收上来看了之后，我们班中能够按要求完成的学
生有 10 位，其中有两篇写得非常好，其余同学虽然不能用上 8 个词语，但
也能用上 5 个以上的成语来编写故事，所以我的作业应该将要求降低至能用
4—5 个成语来编写一段短故事， 这样作业的难度就能兼顾到整个班级。
首次尝试开听力课型，我认为自己还是勇气可嘉，从教十多年，在校内
校外听到的基本都是阅读课，写作课，语法课等，所以当时在选择课型时还
是大胆尝试了一下。虽然准备一堂公开课花费了不少的时间和精力，无论成
功与否，在准备的过程和研讨反思的过程中都对自己的教学教研的能力是一
种促进，让我获益良多。
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