资源简介

U3 Sports and Fitness
Listening and Talking 教案
教材分析：
本课时通过一段Cao Ling、Lily和Max之间关于体育精神的讨论，引导学生进行有关体育精神理解的发言。重点表达主要涉及事件描述、观点表达、理由陈述等话题。重点句式主要为对话中有关表认同或不认同的句式。本文的价值取向在于学生通过学习，学习如何礼貌得体的进行沟通交谈，清晰自主的表达并探讨有关体育精神的观点。
教学策略与设计说明：
1. 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，习得涉及事件描述、观点表达、理由陈述等话题的重点词组，如compete, cheat, pretend，习得涉及表示认同或不认同等话题的重点句式，如I agree, I’m sorry, but I disagree/don’t agree。
思维品质上，梳理对话发展脉络，归纳对话者的主要观点，整理观点表达的几个内容要素；学会辩证性的看待问题，提高思辨能力。
文化品格上，梳理交流沟通的正确方法，学会聆听并尊重他人观点，学会如何进行得体、礼貌与高效的进行交谈。
学习能力上，在听取他人观点与表达自己观点时，学会抓取关键词，提高关键词意识。
教学重点：
学生通过听力练习，获取关于表达认同或不认同的重要句式与表达。
教学难点：
学生能应用本课时句型与单词，熟练顺畅表达有关体育精神的个人观点。
学生能辩证性的看待问题，提高思辨能力。
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: Ss are asked to watch the video and answer the questions according to the video. Suggested answers: I am deeply touched. He succeeded after trying so many times. I believe his success came because he never gave up in chasing his dream. 利用视频,导入主题，激活学生已有知识，引出主题。 3’ CW
Step 2 Listen for their ideas: Ss are asked to listen to the conversation and match each opinion with the right speaker. T should point out the key point and attitude in each statement to help Ss to accomplish the task. Then T lead Ss to check the answers one by one. T could introduce some key words in the texts. Key words: compete: competent(adj.)-competence(n.); competitive(adj.)-competition(n.) -competitor(n.); 区别complete 引导学生第一遍听取大意；对于重点词汇进行讲解，并拓展介绍衍生词与易混词汇。 6’ CW
Step 3 Listen for their ideas: Ss are asked to think about their attitudes on the statements and state their reasons accordingly. T could give an example if necessary. 根据听力原文观点引导学生树立个人观点，提高学生思维品质。 4’ IW
Step 4 Listen and circle: Ss are asked to listen again and circle the expressions that they hear in the conversation. T could also guide Ss to read the expressions aloud and to think that when we should use these expressions. T could give some explanation of these expressions. For instance, “exactly” is often used to emphasize and we often put some strong intonation to it in order to stress. 第二遍引导学生听取具体表达，引导学生总结有关认同或不认同的重点句式及其功能，提升学生文化意识。 5’ CW
Practice: Ss are asked to respond to the opinions and express their attitude. They are encouraged to use the words and phrases 引导学生进行既时操练，同时为之后辩论作准备。 5’ GW/IW
Step 5 What else can we do to build a conversation : Ss are asked to watch the video and think about the question. What makes an effective conversation even they are not extremely competent in a foreign language Suggested answers: It is because they are warm-hearted/ trying to communicate ... 通过视频里的真实案例，引导学生思考对话的现实意义，总结如何进行高效对话。 5’ CW/IW
Step 6 What else can we do to build a conversation : Ss are asked to make a conclusion about what makes a good conversation according to the hints in the pictures. 5’ CW/IW
Step 7 Organize your own idea: Ss are asked to stand for their own idea, discuss with their teammates and have a debate. T could be the host in the debate. Before the debate, T could give some suggestions for a more clear and powerful statement. After the debate, T should not forget to make a summary of the debate. 巩固所学语言与内容，应用所学内容进行辩论活动，全方位训练语言技能。 15’ GW/IW
Step 8 Discuss in groups: Ss are asked to read the text and choose one of the situations to make a conversation. Before discussion, T could offer some examples or resources for their conversations. After the instruction, Ss are invited to give some of their critical views on the issue and T could collect them and organize them on the blackboard. T could give some formulas for making a conversation before discussion. T could also introduce some key words. Key words: pretend million: hundred – thousand – million - billion; millionaire 巩固所学语言与内容，应用所学内容，拓宽讨论话题与思维范围，全方位训练语言技能。 10’ GW
Step 9 Homework: Watch the documentary Life on the Limit (2013) to feel the charm and power of the sport F1 car racing.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握有关体育精神的重点单词词组，能否熟练掌握有关表达认同与不认同的句型。
学生通过本课时学习，能否对于体育精神形成个人观点，清晰独立的梳理原因，并依据场合得体正确的进行观点表达。

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