资源简介

U3 The Internet
Listening and Speaking 教案
教材分析：
本课时的主题是“ask about online habits”询问上网习惯，以听说课的形式呈现。听前活动通过看图匹配，使学生初步了解线上活动如 chat online, write a blog post, use a search engine等，为接下来的听对话在语言和认知上作好铺垫。听力文本是一段对话，Sam正在做一项调查，询问Anna, Paul和Joe的上网习惯。学生需要采取听力策略提取细节信息，利用上下文推断生词定义。对话重点呈现了询问上网习惯的语言结构，如“How much time do you spend online every day ” “What do you usually do online ”等。
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，掌握各种线上活动的动词短语，如chat online, write a blog post, use a search engine, steam movies and music；熟练运用相关句型询问上网习惯，如How much time do you spend online every day 等；正确识别句子中的重音。
思维品质上，分析语境中的逻辑关系，利用关键词推断词义，辩证看待网络在我们生活中的运用。
文化意识上，了解互联网的作用及影响，并养成健康的上网习惯。
学习能力上，形成听力策略：利用上下文推断生词含义；习得网络的偶用
教学重点：
学生能够准确理解听力文本内容，利用上下文推断词义；
学生能询问他人的上网习惯并表达自己的习惯。
教学难点：
学生根据上下文推断词义；
学生难以准确地识别句子的重音位置。
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 think about the meaning of the sentence “The internet is becoming the town square for the global village of tomorrow——Bill Gates”. T highlights key words from the sentence and shows implied meaning for helping student understand the saying. T introduces Bill gates and asks Ss to express their attitude. 学习主题相关名言，了解名言背景知识，拓宽视野，导入主题。 5’ CW
Step 2 Warm-up for unit (Activity 2): Combining the proverb, T asks Ss “how can we use Internet in our life” for making the saying specific. T can display some topic to help Ss stretch their idea and encourage them use examples to support each topic. 创设问题情境，引发学生积极思考，激活学生已有的知识背景。 10’ GW/IW
Step 3 Look and match: 1. Ss look at the pictures in the book and match them with the names of the online activities. 2. Ss tick the pictures of the activities that they like to do when they are online T can collect how many people like each online activity and pick some Ss to express their thinking, alternatively, T displays some ideas for each category. 利用图片匹配，初步掌握线上活动的动词短语。鼓励学生自主表达观点，提供细节信息。 10’ IW
Step 4 Listen and complete: Ss listen to the conversation and complete the survey on time Anna, Paul and Joe spent online, online activities they do and reasons for using the Internet. Firstly, T needs to explain what survey is and asks Ss to think about how we can use survey. Next, T asks Ss to pay attention to the details: time (number + time unit(s)), activities (verb phrases (v. + n.)) and reasons (adj. + n.) After listening, T should repeat recording sentence by sentence and catch main idea according to sentence stress. 引导学生利用关键词听细节信息。讲解听力内容，提高学生语言和学习能力。利用句子重音判断重点信息，为后续发音讲解做铺垫。 20’ IW
Step 5 Listen and fill: Ss listen and fill in the blanks with signal words that are used to define the new words. (T leads Ss to guess the words according to the surrounding contexts.) Then, T can display three sentences and highlight each part to discuss their functions. 听信号词，初步了解其功能。引发学生思考其功能，引出后续教授内容。 10’ IW
Step 6 Strategy: T teaches the strategy “listen for definitions”: When you hear a word you don't know, pay attention to the next sentence or two to see if there is a definition. Definitions often begin with words like “it's like”, “that is” or “for example”. Then, T leads Ss to give more signal words. Suggested answers: “is”, “means”, “refers to”, “are called”, “in other words”, “such as” 讲解听力策略，利用语境中的信号词推断词义，为下面学生总结归纳定义词汇的方法作铺垫。 5’ IW
Step 7 Look and write: Ss look at the three sentences in Activity 3 and figure out how words in italics are defined. (T explains them through providing examples firstly.) Next, T provides three kinds of activities and asks Ss to define them by using methods they learnt. Finally, T asks a question “What’s website you use frequently Give your answers and definitions by using the methods above” for connecting knowledge with their real life. 总结归纳定义生词的不同方法。学生更加直观理解定义方法，并引导学生进行实践，将知识转化为能力。 10’ CW
Step 8 Key words: T leads Ss to learn the new words such as “blog, stream, search engine, chat” by presenting the pictures, collocations and example sentences. Ss listen carefully and take notes (Ss could be asked to make out their own sentences based on the key words.). 利用图片，激发学生学习的兴趣，提供语境巩固词汇。 10’ CW
Step 9 Pair work: T leads Ss to think about what kinds of things can be discuss. Then Ss read the conversation aloud firstly, T invites volunteers to read the conversation. Ss take turns to ask each other about their online habits (T provides some possible patterns: A: How much time do you spend online every day B: I spend ... A: What do you usually do online B: I like/prefer ... A: What's your favorite app B: My favorite app is ...). Show time: Ss work with their partners and present their conversation to the class. 小组合作，用相关句型询问他人的上网习惯，并清楚表达自己的习惯。 20’ CW/IW/GW
Step 10 Pronunciation: 1. Ss read the example sentence and notice which words are stressed. e.g. “The internet is becoming the town square for the global village of tomorrow.” Ss think about the features of content words and function words. Then, T explains content words and function words and gives examples. Content words refer to words that have specific meaning. Function words include articles, conjunctions, modals, pronoun prepositions and auxiliary verbs. (content words are stressed in the sentence, rather than function words.) T asks Ss the question “Why are content words stressed but function words not ” Suggested answers: Content words give us the contents of our story ..., so we make the content words easier to hear by bringing attention to them with added stress. Since function words don't give us the main information, we don't usually need to do anything to give them added attention and the words remain unstressed. Ss read the poem about online safety marked the words that should be stressed. Finally, T presents the poem where stressed words are in bold and asks Ss read the poem aloud. T asks Ss the questions “What is the author's attitude toward the Internet What are the advantages and disadvantages of the Internet ” Suggested answers: Cautious. Because the author keeps things secret when going online. Advantages: make our lives convenient and colorful, promote the development of economy, ... Disadvantages: information loss, virus attacks, cyber-bully, ... 掌握实词和虚词的定义；利用实词找到句子的重音位置；通过读诗，在语境中感受句子的重音位置。 15’ CW/IW
Step 11 Homework: Brainstorming and mind map What are the effects of people's online habits on their lives 发散思维，思考上网习惯对生活造成的影响。 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，学生是否掌握和运用线上活动的动词短语，熟练运用询问上网习惯的句型结构；识别句子的重音位置；
通过本节内容学习，学生能否利用信号词，通过上下文推断词义；
通过本节内容学习，学生能否顺畅地询问他人的上网习惯，清晰表达自己的上网习惯；
深入探讨和反思互联网的作用和影响，形成健康的上网习惯。

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