资源简介

U3 The Internet
Listening and Talking 教案
教材分析：
本课时的主题是“choose the best app”选择最佳应用程序。听力语篇是一段对话，Laura和Xiao Bo谈论各自想要下载的应用程序，并对各种应用程序的作用进行了预测，猜想，发表了自己的看法。对话中重点呈现了表达预测、猜想和看法的结构，如“I guess..., I believe..., I suppose..., It might ...”等。学生需要听细节信心并判断正误。听完对话后，通过角色扮演，用过互动选择一个最佳的应用程序。
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，掌握和运用“I guess...，I believe..., I suppose..., It might ...”等表达自己的猜想，预测和看法。
思维品质上，分析文本内容，判断信息正误；辩证看待问题，比较不同应用程序的优缺点。
文化意识上，了解各种类型的应用程序，并根据自己的需求选择最佳的应用程序。
学习能力上，听细节信息，判断正误；清晰连贯的表达自己的看法，预测和猜想。
教学重点：
学生能够掌握表达预测、猜想和看法的结构；
学生能够清晰流畅地表达自己的猜想、预测和看法。
教学难点：
学生分析综合信息的能力相对缺乏；
学生表达自己的预测、猜想和看法。
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: 1. Ss watch a video and think about what the video is about. Suggested answers: A promotion of 3D Transformation App. Then, T should show the definition of app. T asks the question “After watching the video, do you want to use the app What advantages does it have ”. The task can make Ss think about why people use app in their life. 3. T raises the question “Do you have any good app to recommend to your classmates Why ”. The key is to help Ss organise their answers and expand their thinking. Suggested answers: (1) Travel app (name). It is helpful in looking for nice hotels and restaurants (advantage). (2) Music app (name). It teaches you some instruments wherever you are (advantage). 通过视频，激发学生学习兴趣，引入主题：app；创设问题情境，激活学生背景知识。 3’ CW
Step 2 Listen and fill: Before Ss listen to the tape, T leads Ss to predict the answer words according to the context. Ss listen to the conversation and fill in the blanks. Suggested answer: Xiao Bo is looking for a(n) exercise app to help him get in shape. Laura would like an app for getting richer and another that will make her grades better. 3.After listening, T need to repeat the recording for helping Ss grasp key information. 听细节信息。提高做题效率以及自主学习能力。 10’ IW
Step 3 Listen and choose: Ss listen to the conversation and decide whether the following sentences are true or not. T needs to define the two words, then offer some detailed phrases to help Ss have a deeper understanding. Then, T shows the steps of determining the answers. Step 1 find key words for locating answer Step 2 predict possible importance Step 3 follow the key words and listen the information carefully surrounding them Step 4 determine the sentence TRUE or FALSE. Next, T leads Ss to analyse each question and grasp key words and possible importance. Suggested answers: FTFT After listening, T could repeat the recording sentence by sentence and highlight speakers’ tone and dialogue details. 提升学生获取特定信息的能力。引导学生正确辨别T/F，深度理解判断题考查重点，教授做题方法，提高学习能力。 15’ IW
Step 4 Listen and tick: Ss listen once more and tick the sentences you hear. Underline the words used to express predictions, guesses and beliefs. Firstly, T can define the three words and show several sentences to support them. Then, Ss complete the task 初步认知表达猜测，预测和想象的结构，理解所要表达的含义及区别。为后续表达做准备。 10’ IW/CW
Step 5 Language points: T leads Ss to conclude the structures for expressing guesses, predictions and beliefs and present example phrases. 总结归纳表达猜测，预测和看法的结构，为学生下面口语表达做好铺垫。 10’ CW
Step 6 Question: T asks Ss the question “which one would you like to download ” Use the structures we've learned to express your opinions and guesses. T shows a sample answer to stretch Ss’ thinking and present how to use these phrases. 继续课堂开头的交流，增强情境，运用所学结构表达观点和猜测。 15’ GW/IW
Step 7 Key words: T teaches key words through pictures and examples. Discount Account 利用例句，提高词汇学习效率。 5’ CW
Step 8 Role play: 1.T leads Ss to think about how to define an app is popular or useful. T could show three possible aspects for leading Ss to consider. (target market, functions or features and scenarios of using) for each key point, T could offer one or two examples. 2.T asks Ss to underline the functions of apps and think about what benefits they bring to us, and highlight the key information into function and target. 3. Ss look at the description of the apps and role play the conversation by using the structures for expressing guesses, predictions and beliefs. 通过角色扮演，巩固猜想、预测和看法的结构。创造性的提出对于app的看法。 15’ GW
Step 9 Discussion: T raise the question “Both WeChat and QQ are popular social network apps. Which one would be your favorite Why ” (T leads Ss to think about the questions through table, and Ss consider the question from the aspects of layout, function, advertisement, etc.) T gives possible expressions. I guess/imagine ... I think/believe/suppose ... 在表达个人喜好的基础上，通过讨论，激发学生积极思考，从社会和世界的角度辩证地看待问题。综合运用语言能力和思维能力。 15’ CW
Step 10 Homework: Make a presentation about your favorite app. 加深对app的了解。 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，学生是否掌握猜测、预测和看法的结构；
通过本节内容学习，学生能否获取对话中的细节信息，判断信息正误；
通过本节内容学习，学生能否发散思维，积极思考不同应用程序的优缺点；
深入探讨和反思不同应用软件的优缺点，选择最佳应用程序。

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