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.