Teaching Period Using Language
Unit 1 3rd Teaching Period Using Language
教学设计说明及教案 第三备课合作组
本节课重点处理Unit 1 中Using language 的听和说两个部分。
教学目的:让学生在真实交际活动中训练听和说的能力。
教学目标:让学生能够听懂一般场合的英语广播---电台主持人给听众的交友建议;让学生能根据交友话题与人交流、合作、讨论,并能根据这一熟悉的话题,稍做准备后, 有条理地作简短发言。
Listening
Lead-in
听力材料的第一部分是Lisa写给电台的求助信。这套教材有一个很大的优点就是为教师提供大量的教学素材,我们就利用这封信来完成听力的导入。
Activity 1 在学生阅读之后,要求他们 对Lisa的问题提出自己的建议和看法。这一活动有两个目的:1)训练口头表达能力,特别是表达个人观点态度的能力;2)对听力内容进行预测,完成听力教学的导入。
Activity 2 在进行常规的听力训练前,展示并学习听力材料中的难点,降低难度,提高听力的成功率。本材料多为高频词,但以下对高一新生是有难度的:stupid teenager gossip throw away ignore be grown up
Activity 3 针对学生的实际情况,我们设计了这个活动。也许会使课堂沉闷,但却是严肃的学习过程,目的在于能让学生真正理解听力材料,并让能力差的学生不会无所适从,能积累一些语言知识。
Speaking
Lead-in 我们认为学生对于”situations among friends”理解会有困难,所以,我们利用Warming up 中的 Survey 帮助学生理解。
Activity 1 以brainstorming 的形式让学生列举出各种 situations among friends.目的:1)训练口语;2)为尽可能多的学生提供发言机会:3)为完成问卷调查的设计任务做准备。
Activity 2 在四人小组活动中我们要求每个人都有指定任务要完成,这样可以避免如下问题:有活动无监控;有活动无体验。另外,交换学生是为了增加新鲜感和趣味性,也为做记录的学生提供说的机会。
Activity 3 为了巩固学生说的能力,我们要求学生根据questionnaire 中的一点或几点,口头表达对友谊的看法,达到教学目标。但是,在完成这一任务之前我们会先提供范例,以便让学生进行正确的模仿,获得有效的操练。如果还有时间,可以让个别学生在全班汇报。
? Teaching procedures of Listening
Lead-in: Get the Ss to read 1 on Page 6,and answer the 2 questions.
Question 1: What’s Lisa’s trouble?
Question 2: Have you ever had a similar trouble, or have you found anybody that has the same trouble?
Activity 1:Get the Ss to use English in such a situation: suppose your friend has a similar trouble ,and he or she asks you for help. What advice will you give him or her?
Presentation of difficult points :Some difficult words and phrases in the listening material.
Activity 2: Listen and finish Exercises 2 and 3 on Page 6.
Activity 3: Show the listening scripts on the screen and get the Ss to listen once again .At the same time , check the answers.
? Teaching procedures of Speaking
Lead-in:Help the Ss to understand what “situations among friends” mean by recalling the survey on Page 1. In that survey, 5 situations come up.
Activity 1: Get the Ss to brainstorm as many situations among friends as possible.At the same time , make a brainstorming map on the Bb.
Activity 2: Get the Ss to work in groups of 4.
Step 1 They can choose any 4 situations from the brainstorming map to put in their questionnaire.
Step 2 Three of the group should each give a possible answer to every situation. And the fourth of the group should write down their answers.
Step 3 Check the questionnaire through and discuss the score of each answer.
Step 4 Exchange the 4th student among each group, and he of she will be the interviewee of each group.
Each group will find out what kind of friend the interviewee is .
Activity 3: Put-out
Get the Ss to tell their group what kind of friend they may be according to the questionnaires they have made.
Before the activity , show a sample on the screen , according to the survey on Page 1.
The sample:
If I want to see a very interesting film with my friend, but my friend can’t go until she finishes cleaning her bike, I will plan to go another time. I won’t be selfish to go without her. But I don’t think I am thoughtful enough to help her clean the bike. So people may think I am not so devoted a friend.
