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UnitOneListeningandSpeaking主讲教师:孔彬特级教师北京市第一七一中学TeachingBackground《普通高中英语课程标准(2017年版)》以培养和发展学生的学科核心素养为总目标。英语学科的核心素养包括语言能力、文化意识、思维品质和学习能力。学科核心素养的发展过程既是语言知识与技能整合发展的实践活动,也是文化感知与理解不断加深、优秀文化品格不断形成的过程,同时还是思维品格和语言学习能力逐步提升的过程。Decidewhatcontentsneedtobeincludedinchoosingaschoolclub;Identifytheusefulsentencepatterns&expressionsfromthelisteningtextandusethemtoexpressthemselves;Improvetheirlisteningandspeakingabilitiesintermsofstructure,contentandlanguagethroughselfandpeerassessment.3214TeachingObjectivesWorkoutanoutlineofthelisteningtextbasedonthestructuralanalysisofthelisteningtext;Howtounderstandandexpressthetopicofchoosingaschoolclub;Howtocatchthekeypointswhilelistening;Howtoexpresssuggestionsandreasons.3214TeachingEmphasisHowtocatchthespecialpronunciation;Studentsmayhavebarrierstodecidewhatexperiencesandeventstheyuseinlisteningandspeakingwiththetargetlanguagetoshowhowtosolvetheproblems.Studentsmayhavebarrierstocatchwhattheyneedtouseinspeakingtoexpresstheirideas.21TeachingDifficultiesTeachingMethodsTeachingTime共45分钟高中英语新课标:英语学习活动观。感知、预测、获取、比较、分析、推断、创新英语学习活动观迁移创新推理与论证批判与评价想象与创造应用实践描述与阐释分析与判断内化与运用学习理解感知与注意获取与梳理概括与整合迁移创新类活动是超越语篇的学习活动,通过推理论证价值取向或作者态度,赏析文体特征与修辞等,综合运用语言,进而创造性地解决问题,理性表达观点、情感和态度,促进能力向素养的转化。应用实践类活动是在学习理解类活动的基础上,通过描述、阐释、分析、判断等,实现内化,巩固新知,助力学生将知识转化为能力。学习理解类活动是基于语篇的活动,学生从语篇中获得新知,通过梳理、概括、整合信息,建立信息间的联系,形成新的知识结构。TeachingProcess教学流程图Leadin情境导入ListenandfindouttheirproblemsListenandgettoknowtheirexpectationsDiscusstheculturaldifferences获取关键信息,学习目标语言,做好语言铺垫根据已有思考,小组讨论体会不同文化,做好文化铺垫获取关键信息,激发得体有效建议,做好思维的铺垫小组合作,完成输出任务Roleplay:HelpAdamtochooseaschoolclub围绕一个挑战性的学习任务,以语篇为载体,在探究主题意义的语言实践活动中,通过感知、预测、获取、比较、分析、推断、创新的思维活动,建构语言知识,渗透文化意识,在分析问题和解决问题中达成学习目标,促进学习能力的提升。教学设计整体框架Roleplay:HelpeachothertochooseaschoolclubSchoolclubpreferencesExpectationsCulturaldifferencesHowtochooseaschoolclub?教学设计整体框架分析问题解决问题提出问题创设情境引出问题基于情境分析问题基于分析解决问题TeachingProcess提出问题创设情境Howdoyouchooseaschoolclubandhelpotherstochooseone?Supposeyouareanadviserinaschool,thestudentinyourschoolasksyoutohelphimchooseaschoolclub.教学设计整体框架提出问题创设情境•通过情境的创设,提出本节课要解决的问题,使学习活动更具有目的性和意义性。•通过情境的创设,使学生学习知识的过程变成解决问题的过程;在这个过程中去学习语言知识,培养语言技能,促进思维发展,塑造文化品格,发展学习能力。教学设计整体框架ObserveInferPracticeListen语思言维能品力质WhichclubwouldAdamliketojoinin?分析问题Whatkindofschoolclubdothestudentsliketochoose?WhatkindofschoolclubmayAdamlike?Why?Whatschoolclubwouldyoulike?DoyouhavethesametasteasAdam?Aboutschoolclubpreferences关注语言学习关注思维活动教学设计整体框架Whatkindofclubswouldtheyliketochoose?分析问题Whataspectsshouldbeconsidered?(studentsinChina)教学设计整体框架分析问题Aboutexpectations语言学习思维拓展文化渗透Pre-listening:PredictwhichschoolclubstudentswouldliketochooseinChina.While-listening:WhatwouldAdamliketochoose?Post-listening:Whatschoolclubsdoyourecommend?Why?教学设计整体框架分析问题Aboutschoolclubpreferences语言知识学习的情境化使“听”和“练”的活动更有目的和意义。通过观察图片,了解Adam面对的选择,预测Adam可能会选的社团,学习有关学校社团的目标词汇和wouldlike句型;通过听力活动,学习选择社团的功能句,并获取社团的名称和活动类型,巩固目标词汇和enjoy,prefer,love等。教学设计整体框架Aboutculturaldifferences关注学校社团特色学会尊重选择关注学校社团文化的不同1.Comparetheclubsinthepictures.3.Gettoknowsometipsonchoosingaschoolclub.2.Discuss:WhatschoolclubwouldAdamlike?Why?分析问题教学设计整体框架•听力材料的情境化打破了多个对话的碎片化,赋予对话一定的意义性,将语言学习与“听”的活动有机结合,有助于语言能力的培养。•针对听中获取的信息,进行推断和讨论的过程是分析关键问题的过程,有助于学生思维品质的发展。分析问题教学设计整体框架•通过听取关于Adam面对选择学校社团的困惑,并期待进一步落实目标语言,我们设置了角色扮演的听后活动,激活了学生的文化图式,并为后续讨论自我兴趣的活动进行了铺垫。•结合情境,针对学校社团的特色和不同,讨论Adam可能会选择以及不太可能选择的学校社团,这样既拓展了学生的思维,又培养了学生的文化意识。分析问题教学设计整体框架解决问题角色扮演•Clubpreferences•Expectations•Tips(culturaldifferences)•Areal-lifeinterestInformation综合考虑到各个方面,发挥想象,创造性地进行短剧表演,得体地为同伴提出建议。教学设计整体框架•Aretheclubssuitabletoyourclassmates?•Dotheyuseproperlanguage?•Dotheyhaveagoodcommunication?评价量规指向学习目标评价方面文化与思维语言能力语言与思维学习能力评价方式小组自评同伴互评TeachingProcessMatchthephotoswiththenamesoftheclubs.Whatdoyouthinkstudentsdointheseclubs?BalletClub______NatureClub______VolunteerClub______DebateClub______Pleaselookatthepicturesonthetextbook,andputthenumbersinthepicturesintheblanks.BeforelisteningWhilelisteningListentothefirsttwoconversationsandchoosethecorrectanswers.1)WhataretheylearningaboutinConversation1?A.Hearing.B.Sounds.C.Dogs.2)WhatarethestudentsdiscussinginConversation2?A.Schoolwork.B.Relationships.C.Dating.3)Circlethetwoclubswherethesetwoconversationshappened.A.ScienceClub.B.BalletClub.C.NatureClub.D.DebateClub.WhilelisteningListentoConversation3.ThenhelpAdamchooseaclub.Activities:1.Ticktheactivitiesthathappenineachclub.Whilelistening2.Adamsaysthathelikes____butisnotsointerestedin____.A.stories,cartoonsB.animals,plantsC.makingfriends,cleaningup3.WhichclubdoyouthinkissuitableforAdam?Why?IthinkAdamshouldjointhe____Clubbecausehesaysthathe____.TextCheckingReadthetextsofConversation1-3andfindouttheusefulsentences.Answerthefollowingquestions:1)WhatsentencesdoyouthinkcanmakeyouknowthemainideasofConversation1-3?2)Whichsentencesdoyouthinkcanexpressyourreasons?3)Whichsentencesdoyouthinkcanexpressyoursuggestions?SpeakingActivity:Workinpairs.Helpeachotherchooseaschoolclub.(Roleplay)Thestudentsshouldfindtheirsuitablepairs,sothattheycanhelpeachother.SpeakingSample:A:Hi,Sam!I’vedecidedtojointheMusicClub.B:Gooddecision!A:Howaboutyou?Areyoug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