Teaching Period Using Language

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.