Using langugae-listening and speaking Unit 1 Module 5.doc

Unit 1 Module 5 Teaching Plan Using language-Listening and speaking Designed by Xianfeng QuTeaching goals:1. Develop students listening and speaking ability.2. Learn to solve problems by students themselves.3. Learn to voice the opinions bravely.4. Learn to draw a mindmap while listening.5. Develop the spirit of science and innovation.Teaching importance and difficulties:1. Help students develop listening and speaking ability.2. Encourage students to voice the opinions bravely.3. Guide students to draw a mindmap while listening.Analysis of students:Most of students take less active part in the class and they are afraid to voice their opinions. Only some of them like to interact with the teacher and share their ideas.Teaching aids: Multimedia, BbTeaching methods: Tasked-based teaching, Practice, Teamwork设计说明：本节课以介绍科学家钱学森为切入点，以space和Can human beings live on Mars为话题主线，整合教材，将模块五第一单元Great Scientist 中的Using language-Listening and speaking 部分和本模块第三单元Life in the future中的Using language-Listening部分融合，设计一节专门以听力为主要活动，辅以口语练习的听说教学课，时长为35分钟。本节课突出学生主体，开展以学生为中心的课堂教学活动，共设计了自由讨论、个人思考、合作探究、同伴交流、个人分享等活动形式，积极调动学生参与，给学生充分的展示机会。Teaching procedures:Step 1 Free talkFreely talk about “What do you want to be when you grow up? How will you make it come true?”When practicing, try to use the expressions mentioned in Part 5 on Page 6.（设计意图：借助Using language第五点中的有用表达、句式、词汇等开展口语交流，谈论自己的未来梦想以及如何实现，陶冶学生的品质，激活学生思维，让学生参与口语交流，并快速适应课堂。）Step 2 ListeningQian Xuesen is a great scientist. How did he make his dream cone true? Lets listen to the tape and get more information about it.1. Listen to Part 1 and fill in the blanks with no more than three words.1. Qian Xuesen first studied at university to be an engineer. he went to to study for his doctors degree.2. It was for our space programme that he back to China.3. There was no work on space rockets in China he began his institute and build rockets to go into space.（设计意图：将听力文本的材料改编成句子填空题，训练学生听时获取关键信息的能力和听后填词能力。这三个题可以在听前读题时填写可能答案，培养学生养成听前预测的习惯和听时认真获取关键词的能力。）2. Listen to Part 2 and choose the right answer.1. What are the two speakers probably going to do?A. Travel into space by rockets.B. Put Qian Xuesens picture on Mars.C. Get on with their homework.2. Why does Yuping want to be a rocket scientist?A. He likes rockets.B. Qian Xuesen is his hero.C. Astronauts work is special.3. According to Part 1 and Part 2, what are the two speakers talking about?A. The father of the Chinese space programme.B. The development of space technology.C. The ways to become a rocket scientist.（设计意图：将听力文本的材料改编成选择题，训练学生听时获取信息、加工信息的能力和快速做出反应选出正确选项的能力。）Step 3 DiscussingQian Xuesen is a the father of Chinese space programme. Up till now, China has made great achievements in space. And some scientists are exploring our red planet-Mars to see whether human beings can live on it or not. So, here is a question for you: Would you like to live on Mars? Why?Likes(Advantages) Dislikes(Advantages): problems/difficulties/solutions（设计意图：此环节是团队讨论环节，借助space话题，根据Part 2中提到的land on Mars顺势引出讨论的话题：Would you like to live on Mars? And why? 激活学生思维，训练学生思辨能力，为下一个环节听力训练做铺垫。）Step 4 Listening moreDifferent people have different opinions about living on Mars. Here is an interview about building a new town called “Wonderworld” on Mars. Please listen to the tape and finish the following exercises:1. Who is the interviewee? A. Li Qiang. B. Walker Hiller. 2. Tick those you hear:Space creatures ( ) living on another planet ( ) new discoveries in space ( )Why a space station spins ( ) how to get water on Mars ( ) comets ( )Houses in a town on Mars ( ) Martian creatures ( ) atmosphere and gravity ( )3. Get the main idea of the dialogue. （设计意图：听第一遍材料，完成简单的三个问题，突出训练学生的获取信息能力。这三个问题主要是为基础中等一般的学生服务，充分给他们参与和展示的机会，提升对英语学习的自信与兴趣。）4. Listen again and draw a mindmap: example:（设计意图：听第二遍材料，训练学生获取信息的能力和养成听时记录关键词的习惯，为听后回答问题提供有力证据。同时，学生通过思维导图的构建，能有效帮助解决问题，回答疑问。）5. According to the above notes, please answer the following questions?Q1: How can “Wonderworld” make sure there is enough oxygen?Q2: How can “Wonderworld” make sure there is enough water?Q3: What is the advantage of living in “Wonderworld?Q4: Do you think people will be healthy living in “Wonderworld”? Why?（设计意图：根据听力时做的笔记或自己所划的帮助记关键要点信息的思维导图，回答问题。这样的练习形式坚持一段时间下来，能帮助学生提高听力答问的准确度。）Step 5 SummaryStudents share what they learn from this lesson.（设计意图：通过小结分享环节，检测学生课前提出的学习目标是否有掌握，或达到什么程度，或还需要解决什么疑惑，以求下一步提升改进。）Step 6 Homework1. Please design a type of house for people who will live on Mars.2. Share with your classmates what you design in the next period.（设计意图：该环节主要是激发学生科学精神和创意意识，鼓励学生积极思考，认真思辨，结合听力材料中所出现的困难与问题提出解决方案与措施，设计能适应火星上居住的房子，并和班级同学分享。）Step 7 Teaching feedback本节课以介绍科学家钱学森为切入点，以space和Can human beings live on Mars为话题主线，整合教材，将模块五第一单元Great Scientist 中的Using language-Listening and speaking 部分和本模块第三单元Life in the future中的Using language-Listening部分融合，设计一节专门以听力为主要活动，辅以口语练习的听说教学课，时长为35分钟。本节课突出学生主体，开展以学生为中心的课堂教学活动，共设计了自由讨论、个人思考、合作探究、同伴交流、个人分享等活动形式，积极调动学生参与活动，给学生充分的展示机会。从课堂设计来看，最大的亮点是借助话题大胆的将教材高度融合。第一单元中的听说部分谈到的是科学家钱学森的相关情况，通过听说分享，帮助学生培养科学精神，陶冶学生情操，从而升华至对第三单元中听力部分关于人类是否能居住火星的探索与思考，启发学生的创新意识。从题目设计来看，从句子填空-单项选择-选择所听内容-根据思维导图回答问题，题目设计有梯度，照顾到一般生和优秀生的需求。另外，填空设计参照全国卷语法填空题型设计，单项选择题参照全国卷听力题型设计，主要是考查学生获取信息、作出简单判断和理解主旨要义三个能力，回答问题则是对前三个能力的综合考察以及检测学生是否听力过程中能记录相关信息，构建自己的记忆方式如思维导图，最终以解决问题。从预设效果来看，听前读题、预测，听时记录关键词、构建思维导图，听后勇于发表自己的想法，这三方面的效