WeleUnitPeriod2ListeningandSpeaking(教学设计)-高中英语单元语篇教学设计(人教版2019)

Teaching&LearningDesign人教社2019年版高中英语新教材Book1WeleUnit单元语篇教学设计单元语篇课时教学设计Period2Teachingandlearningcontents:ListeningandSpeakingprehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)Practiselisteningto3conversationsaboutaninternationalstudent’smakingintroductionsandgreetingsandresponsestocatchthekeyinformationandrevisetheexpressionsaboutmakingintroductions,greetingsandresponses;(Languagepetence+Learningability)2)Practisemakingaconversationusingtheexpressionsaboutmakingintroductions,greetingsandresponses;(Languagepetence+Thinkingquality)3)Knowaboutthebeginninglifeofseniorhighschoolintheprocessoflisteningandspeakingpractice;(Culturalawareness)4)Practisethepronunciationoffivevowelletterstoconsolidatepronunciationknowledgeandimprovepronouncingability.(Languagepetence)Teachingandlearningimportantpoints:1)Listeningprehensionandspeaking;2)Culturalawarenessofthebeginninglifeofseniorhighschool.Teachingandlearningdifficultpoints:Listeningprehensionandspeaking.Teachingandlearningprocedures:Step1LeadinginActivity1Questiontime1.GetthestudentstoraisesomequestionsaboutseniorhighEnglishlearningandtheteachergivesreplies.2.EncouragethestudentstothinkofmorequestionsaboutseniorhighEnglishlearningandexploretheanswerstothesequestions.Activity2IntroductionIntroducetheteachingcontentsandteachingandlearningobjectivesofthisperiod.Step2ListeningActivity3Prelistening1.Matchthepictureswiththesentencesanddescribewhatthepeopleinthepicturesaredoing.Answers:1.B;2.C;3.A.2.Learnaboutthenewwordswiththehelpofthepicturesandtheteacher’sinterpretation.(Justgetthestudentstoknowthemeaningofthewords.)Newwords:exchangen.交换；沟通vt.交换；沟通；交易；兑换lecturen.讲座；讲课；教训vi.(开)讲座；讲课vt.训斥registrationn.登记；注册；挂号registervt.&vi.登记；注册sexn.性别femaleadj.女(性)的；雌的n.雌性动(植)物；女子maleadj.男(性)的；雄的n.雄性动(植)物；男子nationalityn.国籍；民族nationn.国家；民族；国民designern.设计者designn.设计；设计方案vt.设计；筹划campusn.校内；校区formaladj.正式的；正规的3.Listeningstrategiesandskills.1)Guidethestudentstotalkingaboutthelisteningstrategiesthatwillbeusedtopletethefollowinglisteningtasks.Andthentheteachersummarizesthelisteningstrategiesthatthestudentswillusetopletethelisteningtasksasfollows.Makepredictions:(1)Lookatthepicturescarefullytogettheplaceswheretheconversationshappen;(2)Lookatthepicturescarefullytoguesswhatthepeoplemaysay;(3)Lookateachperson’sbodylanguagetoguesswhattheyfeelineachsituation；(4)Readtheformandquestionstogetsomeclues(线索).2)Guidethestudentstotalkingaboutsomebasiclisteningskillsduringthelisteningprocess.(Ifnecessarytheteachermakesasupplement.)(1)Readbeforeyoulisten.(2)Catchthekeywords.(3)Takenotesquickly.(4)Beinagoodmood.4.Getthestudentstoreadthequestionsandthechoices,andthenpredictwhatthecontentoflisteningmaterials.(Possibleanswers:differentkindsofclubs,clubactivities,reasonstochooseaclub,howtochooseaclub…)Activity4Whilelistening(Listeningtextprehensionandreconstruction)1.Listentothefirstconversationandpletethetable.Answers:1REGISTRATION2StudentNo.NameSexNationalityGradeEmail3No.170143AmyFemaleAmericaOneamyj16@pep2.ListentothesecondconversationandtickMax’sfavouritesubjectandAmy’sfavouritesubject.Answers:SubjectChineseMathsEnglishChemistryPhysicsMax’sfavorite√Amy’sfavorite√3.Listentothethirdconversationandanswerthequestionsafterintroducethebackgroundinformation.Backgroundinformation:ManyWesternseniorhighschoolsfollowthesamesystemasWesternUniversities,inwhichstudentscanchoosetheclassestheywishtoattend,andcanchooseschoolschedulestosomeextent.Certaincoresubjects,suchasEnglish,mathsandhistory,arerequiredofallstudents.However,studentsmaychoosewhatclasstotakeinthosesubjects.Forexample,forEnglishtheymaybeabletochooseclassessuchasShakespeare,sciencefiction,ormodernAmericanliterature.Othersubjectsareoptionalandarecalledelectives.Electivescanincludesubjectssuchasputerprogrammingandcarrepair,whichmighthelpastudentfindajobaftergraduation;andguitarandpottery,whicharemeanttobefunandtofostercreativity.Answerstothequestions:1.B2.C.4.Listentothe3conversationsagaintounderstandthembetterandtrytocatchtheusefulexpressionsaboutintroductions,greetingandresponsesintheconversations.Activity5Postlistening:LanguageFocusLearntheusagesofsomelanguageitems:1.I’manexchangestudentfromtheUK.我是名来自英国的交换生。句中的exchange是名词，表示“沟通；交换〞。在此特指不同国家的团体或人(常为青年之间)的互访、沟通。exchangestudents指互派的留同学。学校之间还常常有沟通工程(exchangeprogrammes)和互派的老师(exchangeteachers)。exchangen.交换；沟通vt.交换；沟通；交易；兑换anexchangeof交换inexchangefor

作为……的交换exchangesth.withsb.

与某人交换某物exchangeAforB

以A换取Bexchangeableadj.

可交换的；可兑换的e.g.SheisgoingonanexchangetoParis.她将去巴黎沟通访问。I’mgivingherFrenchlessonsinexchangeforherteachingmeEnglish.我教她法语，作为交换她教我英文。Hegavemeanappleinexchangeforacake.他给我一个苹果，换一块蛋糕。WeexchangegiftsattheNewYear.Attheendofthegame,playersexchangeshirtswitheachother.Attheparty,JohnexchangedgiftswithMary.在聚会上，John与Mary交换了礼物。MayIexchangeseatswithyou?我和你调一个座位好吗？Heexchangedtheblackjacketforablueone.Salegoodsinthisshoparenotexchangeable.本店货物售出概不退换。2.inthelecturehall在演讲厅lecturen.讲座；讲课；教训vi.(开)讲座；讲课vt.训斥e.g.HeregularlygiveslecturesonmodernFrenchliterature.他常常作有关现代法国文学的讲座。Myfathercaughtmeand

gave

mealong

lecture

aboutthedangersofdrink.父亲拉住我，对我长篇说教，讲喝酒的害处。HelecturesonEuropeanartatWuhanUniversity.他在武汉高校讲授欧洲艺术。Iwishyou’dstoplecturingme!我盼望你不要再教训我！3.AmyistalkingtoMsLi,aschooladviser,aboutwhichcoursestochoose.Amy正在和学校参谋李老师争论选什么课。whichcoursestochoose:疑问词+动词不定式，在句中作about的宾语。可改写成有疑问词引导的名词性从句。此结构在句中可作主语、宾语、表语。e.g.Ajudgemustdecidewhicheyewitnesstobelieve.=Ajudgemustdecidewhicheyewitnesshe/sheshouldbelieve.Whentodecoratethehousehasn’tbeendecided.什么时候装修房子还不确定。(作主语)Theydidn’tdecidewheretoholdthedebate.他们没有打算在什么地方进行辩论。(作宾语)Thequestionishowtotakeapartthemachine.问题是如何拆卸这台机器。(作表语)4.designn.设计；设计方案vt.设计；筹划bedesignedtodosth.被设计用来做……bedesignedfor...特地为……而设计bedesignedas...被设计作为……designern.

设计者e.g.Thedesignofthehatisverysimilartothatofearlierones.Sheisanexpertonkitchendesign.Wedon’tknowifitwasdonebyaccidentorbydesign.Thesemeasuresaredesignedtoreducepollution.ThedictionaryisdesignedforEnglishlearners.Thiscourseisdesignedasanintroductiontothesubject.Nicoleisthepany’schieffashiondesigner.5.responsen.答复，答复；反响，反响inresponseto…作为对……的答复makea/noresponseto…对……作出/不作答复respondv.答复，答复；作出反响respondtosb./sth.(withsth.)以……回应……e.g.Carl

made

no

response,andcarriedonwithhismeal.Carl没有答复，连续吃饭。Theexhibitionhasreceivedapositiveresponsefromvisitors.展览得到参观者的好评。IamwritinginresponsetoyourletterofJune12.6月12日来信收悉，答复如下。Herespondedthathedidn’twanttoseeanyone.他答复说不想见任何人。Davedidn’trespondtoanyofheremails.Dave没有回过她一封电子邮件。Step3SpeakingActivity6ReviewoftheusefulexpressionsReviewtheusefulexpressionsaboutintroductions,greetingandresponsesandtheirusages.1)Introductions:Mynameis…/I’m.../Thisis…/Haveyoumet…?/Doyouknow…?/MayIintroduce…/I’dlikeyoutomeet…/Idon’tbelieveyouknow…2)GreetingsHi!/Hello!/Goodmorning!/What’sup?/How’sitgoing?/Howarethingsgoing?/Howareyou?/Howareyoudoing?/Nice/Gladtomeetyou!3)ResponsesHi!/Hey!/Morning!/Notmuch./Great!/I’mfine,andyou?/Verywell,thankyou./Howaboutyou?/Nice/Gladtomeetyou,too.Activity7Pairworkandsharing1.Giveexplanationstothesituationsandgetthestudentstochooseoneofthesituationstomakeaconversation,usingtheexpressions.Showthestudentsthesampleconversationifnecessary.SampleConversation1Mike:Hi.MynameifMike.Jennifer:Hey.I’mJennifer.Mike:Say,aren’tyouinMsSullivan’s10:00Englishclass?Jennifer:Isuream!1alwayssitatthefront.Mike:Ithought1sawyouthere.Oh,classisaboutreadytostart.Catchyoulater!Jennifer:Catchyoulater!Bye!SampleConversation2Sven:Hello,MrJones.MynameSvenErickson.I’minyour2:30mathsclass.MrJones:Oh,yes.YourethenewexchangestudentfromSweden.It’sapleasuretomeetyou,Sven.Howiseverythinggoing?Sven:Well,everythingisgreat,exceptthatIwaswonderingifIcouldchangetoahigherlevelclass.I’velookedthroughthetextbookanditseemsthatI’vealreadystudiedmostofthecontentbackhome.MrJones:Oh,really?Whydon’tyouetomyofficetomorrowatnoon?Wecantalkaboutitthenandyoucantakealookatsomemoreadvancedtextbooks.Sven:Thatwouldbegreat!Thankyou,MrJones.MrJones:You’rewele,Sven.I’llseeyoutomorrow.Sven:Thanksagain,MrJones!Bye!SampleConversation3Binbin:Haveyouseenthemyet?Meiping:No,notyet...Oh,theretheyare!MrHarris!Overhere!MrHarris:Oh,hi!Meiping!It’sgoodtoseeyouagain.Howarethingsgoing?Meiping:Great!Andyou?MrHarris:Couldn’tbebetter.Oh,Meiping,I’dliketointroduceyoutoMsWalker.Meiping:Howdoyoudo,MsWalker?Ihopeyouhadaniceflight.MsWalker:Howdoyoudo?Theflightwaswonderful!Thanks.MrHarris:Andtheseareourstudents.I’msurethatyou’llhavemoretimelatertogettoknoweachofthembyname.Meiping:Hi!Myname’sMeiping,andthisismyfriend,Binbin.We’llshowyouaroundBeijingthisweek!Students:Hi!Binbin:Hi!Nicetomeetyouall.Now,I’msureeveryone’stiredaftersuchalongtrip,butIwaswonderingifyou’reupforsomegoodfoodbeforewetakeyoutoyourhotel.Students:Thatsoundsgreat!Wonderful!Binbin:OK,let’sheadforthebus.It’srightthisway.MsWalker:OK,everyone.Let’sgo!2.Studentsworkinpairsorgroupstomakeuptheirownconversations,usingtheaboveexpressionsandreferringtothesampleconversations.3.Getafewpairstosharetheirconversationsinfrontoftheclass.Step4PronunciationActivity8Pronunciationpractice1.Listenandrepeat.2.Reviewanddifferentiatethepronunciationofthevowellettersinthestressedsyllables.Andthenaddmorewordstoeachgroup.Step5EvaluationandsummaryActivity9SelfevaluationUsetheselfevaluationformtoguidethestudentstoreflecttheirlearningofthisperiod.Learningcontents(Whathaveyoulearned?)WordsandchunksUsefulexpressionsTextorganizationLearningeffect(Howisyourlearning?)Learningimprovement(Whatwil