《普通高中英語課程標準》明確提出，英語學科核心素養是學生在接受相應學段英語課程教育的過程中，逐步形成和提升的適應終身發展和社會發展需要的正確價值觀念、必備品格和關鍵能力。英語學科的育人目標是培養具有中國情懷、國際視野和跨文化溝通能力的社會主義建設者和接班人。而聽說是培養學生形成優秀文化品格和發散思維方式最直接的途徑。以核心素養確定教學目標進行教學設計，是一個值得反復探討的教學實踐問題。

一、教學內容概要

外研版初中英語七年級下冊第一單元的主題內容是“I was born in a small village”，談論Betty、Tony以及Lingling的past life。要求學生掌握含有動詞be （was/were）的一般過去時的句子，而且能用此談論自己和他人的生活和經歷。本單元出現的一般過去時對學生來說是一個全新內容，但很重要。本單元主要圍繞“出生”這個話題來展開，通過對過去童年或家鄉的描述,激發學生對家鄉和美好生活的熱愛。

二、學生特點分析

初一下學期的學生學習熱情高，思維活躍，經過上學期的學習，已經有了一定的英語基礎，積累了一定的詞匯和一些聽說技能。話題貼近學生生活，容易引起學生學習興趣和參與意識。另外，本節課對話篇幅不長，生詞不多，學生學習的難度不是很大。但學生對動詞be（was/were）的一般過去時的語言知識儲備不足，因此教師在課堂上要充分發揮學生的主體作用，為學生創設良好的聽說氛圍，讓學生敢于展示自己。

三、教學目標設定

（一）語言能力

在多媒體創設情景中會讀、會拼、會靈活運用有關過去生活的英語詞匯：born，strict，primary，primary school，town，friendly，village，good，difficult；在創設free talk、兩人對話中了解Betty's past life，學生給問句（含有be born，first school， first friends，be like）排序的情景中聽懂包含動詞be的過去式（was/were）的對話，能用動詞（was/were）創編自己過去的經歷,并能用它詢問對方過去的生活，并描述自己和他人過去的生活和經歷。

（二）文化意識

通過了解鐘南山院士和蘇炳添兩位時代英雄過去的生活經歷，激勵學生學習英雄無私奉獻的精神，樹立學生積極向上的價值觀。通過對過去童年或家鄉的描述，激發學生對家鄉和美好生活的熱愛，樹立其勤奮努力的堅強意志和永不放棄的精神，為建設美好祖國和家鄉貢獻自己的一份力量。

（三）思維品質

通過創設自我介紹age、be born、job、primary school的真實語境，師生基于談論past life的話題中開展free talk，了解英雄過去的生活資料，有效培養學生的發散思維能力。通過聽對話選擇正確句型、聽對話完成所缺信息等聽力訓練，讀對話查找常用句型表達、習題操練選擇正確答案等方式培養學生分析問題和解決問題的能力。在教師的引導下，以談論過去生活為主題，兩人一組創編對話，在對話交流中培養學生分析、創新思維、邏輯思維等能力。

（四）學習能力

在聽力訓練中養成專注、獲取信息、概括信息的習慣。課堂上采用多媒體手段輔助教學，在輕松愉快的氛圍中,在創設的真實的語境中，聯系生活實際,結合已有的知識和經驗，實現靈活運用（was/were）描述自己和他人過去的生活和經歷等知識遷移和實踐運用。在兩人小組合作中，養成用英語與同伴談論自己真實生活體驗的習慣。

四、教學具體過程

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）關于提問某人是何時出生的用法

（注意：介詞in和on的區別）

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、教學效果及反思

本節課通過文本解讀，有效訓練學生的聽說能力。探索提升學生核心素養的初中英語聽說課教學設計的研究，可有效提升課堂教學質量。本節課基于核心素養確定教學目標，在目標引導下，沿著“導入—聽前—聽中—聽后”的思路進行設計。在Pre-listening階段，創設自我介紹、引導學生開展free talk，接著了解鐘南山院士和蘇炳添兩位時代英雄過去的生活經歷激發學生聽說興趣，為口語交際奠定基礎。巧用媒體資源，問題輸入What's this，What was he like等引導學生根據圖片猜測village、primary school，strict、friendly、difficult、good等詞匯的含義，學生會讀會拼會靈活變形單詞，提升學生的邏輯思維能力、發散思維能力。

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

在Post-listening階段，主要采用任務驅動以讀促說的方法，一是分角色朗讀對話，在對話情境中習得語言知識，鞏固聽力和口語技能。二是從文中查找表達past life的日常問答句型，引導學生剖析文本，深入學習動詞be（was/were）的一般過去時的句子。三是運用be born in/on、be strict with、be friendly to、What was/were sb like等造句、引導學生自主探究、突破本課難點。四是習題操練選擇正確答案（was/wasn't,were/weren't）檢測學生對對話內容是否掌握，最后在問句的支架幫扶下，創編對話，談論自己和他人過去的生活和經歷。引導學生兩兩合作、小組合作，實現綜合運用。最后，總結歸納談論話題的重要詞塊be born， first school，first teacher，first friends，favourite subject。

在Homework環節，作業分類布置，包括必做作業和選做作業。角色扮演對話如何檢測，通過學生和伙伴基于本課所學的重要詞塊be born，first school，first teacher，first friends，favourite subject， students……微信結對語音對話，然后把語音記錄發到班級微信群，達到語用的真實性。選做作業是以past life為主題，通過與父母的交流，做好文字記錄，下一節課把父母的past life講述給同學聽。了解父母親的生平，培養學生愛家人，愛生活的情懷。

本節課總體效果不錯，但依然存在不足。一是本節課對話表演的時間有限，在小組合作學習方面需要增加學生的互動與分享，在課堂上多展示口語交際的機會。二是在創編對話時對“Who was your first teacher in your primary school”的提問改成“Who was your favorite teacher in your primary school”，這樣學生的學習興趣會更濃，語言表達會更豐富。

作者單位 陜西省商洛市鎮安縣初級中學