资源简介

Welcome Unit
Listening and Speaking教案
教材分析：
本课时的主题语境围绕入校后相关情景展开，通过创设入校的情景，帮助学生掌握介绍自我，与新同学打招呼，了解学校信息的词汇与句型，与学生的学习生活息息相关。本文的价值取向在于学生通过学习新学校的第一天，提高学生见面时问候语的运用以及彼此之间的对话能力；感受中外国家高一新生的思想、行为、交际等方面的差异，正确引导学生适应新的学习环境。
教学策略与设计说明：
采用听说法(audio lingual teaching)，在不断的重复和操练中，让学生熟悉单词用法，尽量多的让学生开口说。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入情境，在情境中完成教学。
教学目标：
在本节课学习结束时，学生能够：
语言能力上，学习掌握5个元音的发音技巧及常见字母组合，习得涉及打招呼、介绍自我等话题的交际用语，如 may I introduce… I don’t believe you know… 习得涉及校园生活以及自我介绍的一系列主题词汇及表达，如profile, nationality, campus。能听懂课文中的对话，简单介绍自己，描述自己在新学校的第一天生活。
思维品质上，简单描述校园生活、介绍自己、了解同伴，通过听和交谈，提高对问候语的运用以及对话能力，意识到交际的重要性。
文化意识上，了解高一学生从初中到高中过渡的思想动态，感受中外国家高一新生的思想、行为、交际等方面的差异，正确引导学生适应新的学习环境。
学习能力上，学会在听前预测听力材料的主旨，通过阅读文章标题和所配插图预测阅读文章的内容，理解文章大意。
教学重点：
掌握介绍自己与打招呼等基本交际用语，能够获取同伴的相关信息，如最喜欢的科目，以后的梦想等。
教学难点：
对比中外国家高一新生的思想、行为、交际等方面的差异，了解到交际的重要性。
学会在听前做预测，迅速把握题干。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for unit (Activity 1): Ss read the saying from Laozi together talk about the lessons from this saying. 2): T uses example to example the saying and encourages Ss to talk about their ideas according to the deeper meaning of the saying. If Ss have no idea, T can show cue words. And pick Ss to make them into sentences. Suggested Answer: The saying reminds people to do things step by step rather than in rush. 学习主题相关名言，了解名言背景知识，拓宽视野，导入主题。 2’ CW
Step 2: Warm-up for unit (Activity 2): Ss look at the picture and discuss the following questions: Where do you think these students are How do you think they feel How do you feel on the first day of school *Encourage Ss to think about reason to support their statements. Suggested answers: They are new comers in the high school, because they seem so excited. Some of them are exchange students. They feel happy and excited, because everyone is smiling. On my first day of school, I felt so nervous that I didn’t talk to anyone. 观察图片，创设情境，引出主题，激活学生已有知识与经验，调动学生的好奇心与学习热情。 3’ GW
Step 3 Lead in: Ss discuss about something interesting happened on the first day in high school. Ss can think about: The interesting people they met The special things happened Their feelings Suggested answers: One interesting thing happened on my first day in high school is that I met my old friend, and we haven’t seen each other for 5 years. We were surprised to see each other in this school. It is such a blessing for me to meet him. 引导学生思考开学第一天相关话题，引导学生个性化思考。 5’ CW/IW
Step 4 Match and describe: Ss match pictures with sentences and describe these pictures one by one. Suggested answers: A: Amy is asking for a student ID card in the registration office. B: Max Jackson, an exchange student from the UK, is introducing himself in the classroom. C: The headmaster was making a speech in the lecture hall. 利用课本上的第一个活动，加深学生对于开学一系列活动的理解，创设情景，为后续的听力练习做准备。 5’ GW/CW
Step 5 Think and answer: T asks Ss a question: Which one do you enjoy most, and why T guides Ss to think about each situation’s features. Also, help them make words into sentences and show reasons. Suggested answers: I quite enjoy meeting new friends in the classroom because I’m a welcoming and enthusiastic person. I’m fond of enlarging my social circle. 承接活动一，让学生联系自身经验，描述自己的开学第一天，引导学生个性化思考。 5’ GW/CW
Step 6 Listen and choose: Ss are asked to read the table quickly and think about what they should listen for during listening. T guides Ss to predict blanks, and tells them each blank’s written norms. Student No – number Name – capitalized, and spelling checking Nationality – may be name of country or people words (-ese, ian, an..) Grade – number Email - @ at; . dot After listening, T checks answers. Suggested answers: I should focus on the nationality, grade and email of Amy. 形成听前预测意识，提高学生策略意识。 5’ IW
Step 7 Listen and tick: Ss are asked to listen to the tape and tick the correct answer for each question. T guide Ss to check the answer of the questions one by one. 3’ IW
Step 8 Listen and answer: Ss are asked to listen to the tape and choose the correct answer for each question when listening. Key words: 1.exchange: make an exchange; in exchange for… 2.lecture: give/deliver a lecture; attend a lecture. 引导学生总结提取关键词策略，结合文本题目，讲解重点单词。 2’ IW
Step 9 Make conversations： Ss are asked to choose one of the situations and make a conversation. Ss should try to use the expressions below. In this process, T can tell Ss the differences of casual expressions and formal expressions. T can tell students that People speak in a more polite way in formal situations, such as conferences, balls, interviews. Suggested answers: Scene: A boy meets a girl during a break. Boy: Hi, I’m Mike. Girl: Hello, my name is Amy. Boy: Say, are you in Ms Tang’s 10 English class Girl: Yes, I am. I always sit at the front. Boy: I thought I saw you there. The class is about ready to start. See you later. Girl: OK, see you later. Key words: campus: campus life; on campus. Formal: formal education; formal announcement. 通过对前几个环节的总结，复习打招呼与回答的表达方式，引导学生区分正式与非正式的区别。并让学生多加操练，熟悉用法。 3’ GW
Step 10 Listen and repeat： T ask Ss to notice the pronunciation of the vowels (A, E, I, O, U), then add more words to each group. 使学生初步熟悉五个元音以及含有五个元音单词的发音。 2’ CW
Step 11 Pronunciation: Ss watch the videos of five vowels, and repeat after the video. Then think of more words containing vowels. 充分利用多媒体资源进行语音知识的拓展，提升学生的语音能力。 10’ CW
Step 12 Homework： Ss are asked to talk about their first school day in primary school, junior high school and senior high school with their partner. If possible, they can also write serval sentences about those. 锻炼学生发散思维，思考并与同伴谈论小学，初中，高中的第一天，结合今天所学内容，描述自己不同阶段的心路历程。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否理解和掌握听力文本中的新词汇与词组以及一系列交际用语的意义与用法，并能够区分其使用场合；
通过本节内容学习，学生能否根据对话发展深入理解彼此的兴趣爱好，未来打算等内容；
通过本节内容学习，学生能否熟练掌握五个元音的读音，以及区分其在不同单词之中的发音。

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