高中英语 Unit6 Friend of enemy？-listeningspeking.doc

Chapter6 Friend or Enemy?-Listening, Speaking, Writing一、章节分析 （Section Analysis ） (一) 综述 本章节是语言运用部分。通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。（二）目标Listening 1 培养学生听一段话，从中挑选有用信息。2 听说结合，提高听力教学效果。Speaking 1 帮助学生运用本课关于肢体语言信息，培养他们良好的礼议。2 鼓励学生在此过程中动脑动口，学会推荐自己及如何评价他人。Writing 1 了解书信式“提醒单（reminder ）”和邀请信的写作思路。2 掌握写作方法。3 根据简要提示写出符合要求的reminder as well as 邀请信。（三）重点和难点Listening 培养学生抓关键词汇：adj /adv long and thinn hole, trap-door spider, stick insect, ant lion, flea, leaf-cutter ant, stag beetlev bite, holdSpeaking 小组讨论关于养宠物的看法，并分角色扮演图片中的人物。Writing 看图写作，并能采用生生互评。二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Listening 材料的整合：将课本第98页和课本第109页上的听力材料整合。两份材料都是培养学生抓关键词汇的能力。具体处理这部分内容的建议见链接1。牛津英语教学参考Page 98 Page 109Speaking l 小组讨论：请学生讨论一下关于宠物的看法。调查一下养宠物的情况。l 看图，每小组选代表发言，并回答同学的问题。l 表演对话。l 集体投票：Keep pets or not?牛津英语教学参考Page105Writing 本次写作是看图作文，动词已给出，注意时态。通篇是过去时，但直接引语中是现在时。链接1Step One Listening 说明：1 材料的整合：将page98和page 109上的听力材料整合。两份材料都是培养学生抓关键词汇的能力。2 听说结合，巩固听的效果。Task One Listening on page 981 Pre-listening Get familiar with the pictures and ask students to pay attention to the key points which can show which picture is being talked about.2 While listening Listen to the passage and write down useful information. Ask students to focus on some descriptive words such as adjective and adverbs and important verbs. Then check the order. 3 Post-listening After the listening, help students to make clear of the names of the insects mentioned. Introduce the second listening on page 5Task Two Listening on Page 1091 Pre-listening 1) What do you know about Food Web ? 教师请学生就他们所知的有关Food Web的情况谈谈。教师也可以根据情况作简单的介绍。Introduce the task to students : recognize key words.2 While-listening Listen to the passage for the first time and listen again and check the answers. paragraph with books closed and then repeat the sentences after the tape. Ask students to pick out the key words in it. 3 Post listening 听后活动-说的训练。 请学生复述食物链的构成。通过听的练习，学生对该内容有了一定的了解，便可以在听的基础上围绕听的材料进行说的训练以巩固听的效果。 SpeakingSpeaking-up 1. Do a survey about how many students have pets at home.2. Students work in small groups. Each group study one of the people in the picture. They must help each other to imagine that persons life and views, especially with regard to pets.3.One representative of each group comes out and act the role of that groups chosen character. They must give the characters views, and answer questions from the class.1. Finally the class can discuss the general problems of keeping pets in small flats, and then vote on the proposal.链接2说明： 建议教师采用生生互评的反馈方式，来提高学生的学习积极性。WritingStep One Pre-writing Read the opening paragraph of the story to the students. Ask individuals to describe each picture so that the class builds up and understanding of the story.Step Two While-writing 1 Students are required to write the article individually. The verbs are given to help them, but they will need t to add other words, especially articles. Step Three Post-writing 1 Two students are required to project their writi