资源简介

U1 Teenage Life
Listening and Talking 教案
教材分析：
本课时的主题是“plan a camp for teenagers”为青少年策划一个营地活动。听力语篇是一段对话，Max和Cao Jing谈论周末各自参加冒险营和国际青年营的计划。两人分别介绍了营地的活动内容，表达了对营地生活的期待。对话中重点呈现了“be going to+动词原形”及“will+动词原形”两种结构，用以表达将来要做的事情或对将来情况的预见。听完对话后，通过小组活动，用上述结构策划一个青少年营地计划。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握和正确运用表达将来计划活动的结构，如“be going to, will, hope to, plan to, there will be”，并能流畅连贯的运用到语篇当中。
思维品质上，积极思考营地活动的内容，通过团队合作，问题导向策划一个青少年营地活动，进而做口头上的陈述报告。
文化意识上，了解不同青少年营地活动的内容，开阔视野；通过计划营地活动丰富自己的课外生活。
学习能力上，形成听前预测意识，利用图片，问题选项预测听力内容；在听力过程中识别说话人的语气和态度。
教学重点：
学生能够掌握并区分表达将来计划的不同结构；
学生能够以语篇形式用表达将来计划的结构策划一项营地活动。
教学难点：
学生清晰地区分并运用表达将来计划的不同结构；
学生在问题导向下梳理营地活动计划的内容并进行口头陈述。
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 Lead-in: T presents some pictures about the camp and raises the question “Have join a summer camp or a winter camp What activities did you do ” Suggested answers: played games went hiking sang songs and danced made a fire went rock climbing ......(T encourages Ss to express their own experiences.) 呈现相关图片，提出与学生生活实际相关的问题，激发学生兴趣，促使学生积极思考，进而引入主题。 2’ CW
Step 2 Prediction: Ss look at the pictures of adventure camp and international youth camp in the book and predict what activities Cao Jing and Max are going to do at the camps. Suggested answers: Adventure camp: make a fire, live in the wild... International youth camp: make some friends, learn with students from different places, give a speech... 听前通过图片和答案预测听力内容，为接下来正式听作铺垫。 2’ CW
Step 3 Listen and tick: Ss listen to the conversation and tick what Cao Jing and Max are going to do at the camps (T asks Ss to pay attention to the activities Cao Jing and Max are going to do rather than whatever they will talk about. Ss could recognize possible activities before listening.). 边听边选出将要进行的营地活动，训练学生抓取细节信息的能力。 4’ IW
Step 4 Listen and answer: Ss listen to the conversation again and answer the following questions: What content will Cao Jing talk about in her speech How does Cao Jing fell about her international youth camp Suggested answers: Teenage life: study, relationships, dreams and plans. Excited, hopeful, confident, ... (As for the second question, Ss need to infer according to the conversation. So, T can give the script to help Ss analyze: “Max: Good for you. I hope you have a lot of fun here, too. Cao Jing: Oh, definitely. I think it will be very interesting, and I hope to make some friends.”) 进一步提升学生的听力技能，训练听说话者语气和态度的能力。 5’ IW/CW
Step 5 Listen and underline: Ss listen to the conversation and underline the expressions Cao Jing and Max use to talk about the future. Suggested answers: We’ll, I’ll, it’s going to be, I plan to, there’ll be, I’m going to, I hope to. 引导学生关注语言形式，学习如何用恰当的语言表达将来的事情和计划，为后续口语表达提供语言支持。 2’ IW/CW
Step 6 Language points: T explains some structures used to talk about the future activities and give some examples. (“will + 动词原形”, I will stay in Paris for a week. 我将在巴黎呆一个星期。 “be going to + 动词原形”, We are going to buy a house when we save enough money.我们打算攒够钱后买房子。 “plan to + 动词原形”, Our school plans to build a new office.我们学校打算修建一个新办公室。 “hope to + 动词原形”, She hopes to win the gold medal.她希望赢得金牌。 “there will be”, There will be many interesting activities in the club.俱乐部里将会有许多有趣的活动。) T leads Ss to differentiate “will” and “be going to” and give some examples respectively. (be going to: to talk about plans made before the time of speaking 计划已经提前安排好；when we have evidence or a sign that something is going to happen 有证据确信某事将会发生。 Will: spontaneous decisions and plans made at the time of speaking 说话时瞬间的决定；to express yourself when thinking or considering plans 思考计划时的打算；to predict when we guess or believe something about the future 预测可能发生，但不确定。) Ss tell the difference between “will” “be going to” in the following sentences a) I think it will be really hot tomorrow. b) It's going to be really hot tomorrow. Suggested answers: In a), I'm not completely sure. I'm making a guess about the future. In b), I have some evidence. I can see the weather outside and I am quite certain about this prediction. 分别解释表达将来计划、打算的不同表达并提供例句，帮助学生更进一步掌握这些结构的用法。 10’ CW
Step 7 Watch a video: T plays a video to help Ss know the camp better (T could ask Ss to think about what name the camp is, who are in the camp, what activities people do and how they fell like the camp in the video). 通过视频激发学生学习兴趣，形成对camp的初步认知。 4’ CW
Step 8 Group work: Ss work in groups and plan a youth camp. T give some questions to help Ss start. A. What kind of camp is it B. Who will be there C. What will they do D. What will they learn Suggested answers: A. Adventure camp, dance camp, international youth camp, basketball camp, English camp, music camp, drama camp... B. Students and a guide C. Fishing, rock climbing, swimming ... D. Problem solving (T presents a mind map to integrate the four questions and leads Ss to answer the questions.) Ss write down the plan of a youth camp according to the example “Do you want to have fun and learn at the same time Then come to our camp. In our camp, you can learn about ...” (T gives an example) 3. Each group invite a volunteer to give a speech about their plans of a youth camp to the class (Other groups could give their evaluation and select a best group). 通过问题导向，为学生提供语言和内容支架，降低学生口语表达的难度；小组合作并讨论营地计划，训练学生团队合作意识。 15’ GW/CW
Step 9 Decide on a city you want to study for college. Make a detailed list that includes stuff you need to pack. 鼓励学生积极思考，通过制作生活物品清单，培养学生分析、评估的能力。 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，学生是否掌握并能区分表达将来计划活动的不同结构；
通过本节内容学习，学生能否根据图片，题干和选项预测听力内容，根据关键词获取细节信息；
通过本节内容学习，学生能否根据问题导向，从上到下思考营地活动的计划内容；
深入探讨和反思计划营地活动的步骤和内容，训练分析和评估的批判性思维，加强团队合作意识。

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