优品课件之Chapter3.PlanningfortheperfectWedding-Listening,Speaking,Language,Writing

1、优品课件 Chapter3. Pla nning for the perfect Weddi ng-Liste ning, Speak ing, Lan guage, Writ ing Chapter3. Planning for the perfect Wedding-Listening,Speaking, Language, Writing 、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。 教会学生掌握和运用定语从句。学生学会写段落。 （二）目标 Liste

2、 ning帮助学生学会通过听一段内容很快找到具体信息。 Speaking帮助学生学会在各种情况下，以恰当的语言进行小组讨论， 学会如何引入各类不同话题，并在小组成员各种不同的表现的情况下， 顺利地引导讨论的进行，并最终得出讨论的结论。Language指导学 生掌握由关系代词和关系副词引导的定语从句；限制性和非限制性定 语从句。Writing 1学会写段落。（每个段落写八至十句话。）2学 会一个paragraph应包括：1.主题句（主要观点）；2.进一步说明或 描述观点；（2-4句）3.举例来论证观点。（2-4句）3可以这样写段 落：1叙述性写作（不同的阶段）2议论法（论证观点）3提供信息 法（

3、不同的主题和步骤）4描述法（描述事物，人，地点） （三）重点和难点Listening 确保学生掌握如下词汇：Page 44: economy, atte ndan ce, package, album, sta ndard, superior, receptio n 帮助学生知道： Photographic Studio, Wedd ing Prese nt List, Hon eym oon Holiday, Weddi ng Seati ng Plan, Anni versaries Speaking学会在小组成员表现各异的情况下顺利引导讨论的进行， 并掌握一些有用的句型。Language

4、帮助学生掌握关系代词和关系副 词引导的定语从句；限制性和非限制性定语从句。Writi ng 根据要 求写出段落。叙述法/议论法/描述法/提供信息法。 二、教学设计（Teach ing Desig ns）教学内容教学实施建议 教学 资源参考材料的整合：将课本第43页和课本第56页 上的听力材料整合。两份材料都是培养学生找到具体的信息。 Pre-liste ning在听之前，创设环境，要求学生明确听力任务 (recognize key words ),扫清在听力材料中出现的困难词汇 (economy, atte ndan ce, package, sta ndard, superior ,rece

5、ption )，提高听的效果。Rhile-listening 诱发兴趣，增强听的动力。卩0st-listening要求学生小组活动， 找一份伊丽沙白二世女王登基 50周年庆典的文章，一人给出提纲， 并朗读，其余人进行记录，看是否能很快找到具体信息。具体处理 这部分内容的建议如下。 Elizabeth II becamequeen of the United Kingdom of Great Britain and Norther n Irela nd in 1952. In additi on she is head of the Common wealth. For more tha n 5

6、0 years, duri ng a period of great change in Britain, the queen has carried out her political duties as head of state, the ceremonial responsibilitiesof the sovereign and a large annual programme of visits in the United Kin gdom as well as nu merous foreig n tours .In 2002, Elizabeth celebrated her

7、golde n jubilee (50 years on the thr one) and in 2006 her 80th birthday.牛津英语教学参考Page 44, Page56 Speaking注意语音，语调，升调和降调并操练。Role Play Language A Clauses with who, whom, that, which and whose B Defining and non-defining clauses C Additional activity:Combine the pairs of senten ces, making any n ecessary

8、 cha nges. 1. Tom did not do well at school. He was in terested in films. Tom, who was interestedin films, did not do well at school. (non-defining) 2. The boy felt ill. He had eate n six ice-creams. The boy who had eaten six ice- uliiihelL ill. Sei】i】0 Wrii.i躬 Lsing Earagraphs This section reviews

9、some of the wa.ys in which we use paragraphs. Lse the pas sag e oil pages 40-41 as an example of good paragraphi ng. Most of the paragraphs in that passage start with a topic sentence which tells the reader what thcLt paragraph will be about If a writer has a good plan, he/she will find it easy to u

10、se paragraphs. If a writer has no plan, and just writes without knowing what will come next, it will be more difficult to use paragraphs in an ordered way. Thus paragraphing is closely linked to planningParagraphs are very important in the visual appearanee of a piece of writing. Noone likes to read

11、 a solid page of text without any paragraphs. (This in eludes exam in ers.) Stude nts are un likely to lose marks for having too many paragraphs, but they may lose marks in the composiLion if they have no paragTciphs at all, or very few The task for this chapter is relatively simple. This is deliber

12、ate, so that stude nts can concen trate on paragraph ing skills. Let stude nts discuss their stories, and list uni ucky and lucky in cide nts which could happe n to people. Then each stude nt must make his or her own pla n and write the story.具 体处理这部分内容的建议见链接2。参考教参P54 说明：建议听说结合：在说的基础上，引入听的内容，要求学生掌 握

13、 locate specific information的技巧。 Listening1 Pre-listening(page44) 1) Get familiar with the new words ( economy, atte ndan ce, package, album, sta ndard, superior, reception ). 2) Introduce the task to the students. This exercise provides practice in the type of listening tasks which ofte n occur in

14、exams. 2 While liste ning 1) Accord ing to the outli ne,require stude nts to locate specific in formati on. 2) Play through the recording once, and get students to try to answer the questions after hearing them just once (as in the exam). Then replay the recording as often as is necessary for studen

15、ts to understand it fully. 3) There is another exercise on page56. Do the liste ning. 3 Post-listening After the listening , explain the answers. 说明： 通过这 部分的学习，让学生学会写段落，写二个或以上段 落，打好写作的基础。Writi ng Step One Pre-writi ng - to in troduce structures and the ways of writ ing paragraphs. A typical paragrap

16、h can have this structure:Topic senlence: gives a rain idea 2-4 sentences: explain or describe the idea more 2-4 sentences: give someexamples to support your idea You can use paragraphs in this way: a. In narrative writing: for different stages in a story b. In argumentative writing: for differe nti

17、deas in your argume nt c. In in formative writi ng: for different topics or steps in a process d. In descriptive writi ng: for differe nt items, people or places Step Two While- writing SlLidems can have two ot more paragraphs on the same topic, if necessaryStudents must start a new paragraph for a newspeaker (when they are using direct speech.) If they have a good plan, ll will be easier lor t