Unit2BeingagoodlanguagelearnerListeningUnderstandingandCommunicating教學設計-高中英語重大版

Unit2Beingagoodlanguagelearner：Unit2Beingagoodlanguagelearner：Listening,Understandingandmunicating教學設計StageIPrereading課堂活動1Apetition活動設計：學生兩兩分組，在英語詞典上查閱老師給出的生詞，并將生詞位于詞典上的頁數(shù)和英語釋義記下，先完成的人獲勝。（生詞為本課會用到的詞）【設計意圖】感知主題，注意話題。圍繞本節(jié)課主題創(chuàng)設情景，通過查詞典比賽喚起學生好奇心，激發(fā)思維，同時讓學生自己查閱詞典解決了本課的生詞問題，一舉兩得。StageIIWhilereading課堂活動2listenforthefirsttimeandgetsomeinformation活動設計：讓學生第一遍，粗略從聽力材料中獲得一些關鍵詞，對聽力文本有大概的理解，構建對該語篇的初步認識。Whatinformationcanyougetfromadictionary?Ticktheitemsintheboxbelow.Listentoadialoguetocheckyourfindings.課堂活動3Listenforthesecondtimeandchoosethebestanswerforeachquestion.活動設計：聽第二遍材料，根據(jù)給出的題目選擇正確答案。設計意圖:引導學生在獲取信息的過程中，根據(jù)問題理解它的主要內容，建構對聽力材料的認識。HowdoesAnnafeelatthebeginningofthedialogue?A.Sad.B.Excited.C.Uninterested.2)Whatisthemostprobablerelationshipbetweenthetwospeakers?A.Classmates.B.Closefriends.C.Teacherandstudents.3)WhatdoesAnnathinkofthesuggestionsgiventoher?A.Reasonable.B.Important.C.Valuable.4)Whataretheymainlytalkingabout?A.Howusefuladictionaryis.B.Howtochooseadictionary.C.Howtouseadictionaryeffectively.課堂活動4listenforthethirdtime活動設計：引導學生進一步固化從文本中獲得的信息，并檢測他們對特定信息和單詞的識別能力。Listenforathirdtimeandpletethefollowingsentences.Annaandherclassmatesknowthatadictionaryisreallyimportant__________forthemtolearnEnglishwell.Inadictionary,youcancheckthe_________,thetranslation,thepronunciationandthe_________ofaword.Youcanalsocheckthe___________ofaword,theplural_______ofanounorthe_________tenseofaverb.Adictionarycantellyousomethingaboutthecollocationofaword,thatis,youcanknowwhichother_______thewordis_____togetherwith.Youcan______yourvocabularybyfindingaword’ssynonym:thatisawordwitha/an______meaning,orantonym,awordwitha/an________meaning.WhenMissGaogivessuggestions,sheoftenusesthesentencepattern“you______dosomething.”StageIIIPostlistening課堂活動5活動設計：學生五六人一組朗讀聽力材料中給出建議和回應的表達方式，并添加更多的表達方式。設計意圖：在獲取，梳理和整合了聽力文本材料后，為下一步活動做更充分的準備。Readthefollowingsentences.Sharewithyourpartnersomemorechoicesofsuggestionsandresponsesyoucanthinkofandnotethemdown.MakingsuggestionsGivingresponsesPositiveNegative1)Ithinkitwouldbeagoodideatouseadictionaryoften.2）Youmay/canlookattheEnglishexplanationofaword.3)you’dbetterreadtheexamplesentencescarefully.4)Iadviseyoutomakeuseofadictionarytocheckthepronunciationofaword.That’sgreat.I’dloveto.Thatwouldbeverynice.That’sagoodidea.Sorry,Ican’taffordthetime.I’dlikethat,butIcan’t.Noway!No,Idon’tthinkso.課堂活動6presentation活動設計：學生兩兩一組在給出的情景中編寫對話，并將其表演出來。設計意圖：調動學生的潛能，組織開放的，具有挑戰(zhàn)的創(chuàng)作性學習活動。為學生綜合運用語言技能理性表達觀點、情感和態(tài)度，實現(xiàn)深度學習，促進能力向素養(yǎng)的轉化提供平臺。同時為學生展現(xiàn)自我，挑戰(zhàn)自我、突破自我和相互學習創(chuàng)造最佳的學習環(huán)境。Workinpairsandusesomeoftheexpressionstomakeadialoguebasedonthegivensituation.AssignmentImitatewhatwe’velearnedonhowtomak