资源简介
U3 Getting along with others
Integrated skills 第一课时 教案
教材分析:
本课时通过一段对话,介绍了Tim遇到的问题与好友Patrick所提供的建议。重点表达与表达主要涉及事件描述、建议询问与提出等话题。本文的价值取向在于学生通过学习,学习朋友与友谊的意义与内涵,能描述并学习朋友优秀品质。
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、建议询问与提出等话题的重点词组与句式,如respect, opinion。
思维品质上,梳理听力内容事件发展时间与脉络,归纳对话涉及的主要信息;梳理阅读文章主要结构与各部分意义与功能。
文化品格上,体会朋友与友情的意义与内涵,学习成为一名好友的重要品质,学会与朋友沟通交流,学会如何发展友谊。
学习能力上,归纳与学习完成听力任务的策略与技巧;学会以表格或思维导图形式,有逻辑的归纳听力与阅读材料。
教学重点:
学生听懂听力文本,了解Tim的困惑,理解Patrick提供的建议的意义。
学生读懂阅读文本,了解成为一名好友和发展友情的要素。
教学难点:
学生能有逻辑的归纳总结听力与阅读训练主要内容。
学生能对优质好友与友情有自己的理解与观点。
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 think about the question “Do you have a good friend Tell us more about it.” and share their answers. 听前设问,导入主题。 3’ IW
Step 2 Lead-in: Ss are asked to think about the question “What good qualities do you think a friend need to have ” Then Ss are asked to circle the most wanted three traits of a good friend and think about the positive impacts that friends bring to them. 加深上一步活动,引导学生学前思考成为一名好友所需要的素质。 5’ IW/CW
Step 3 Listen and tick: Ss are asked to listen and tick the problems they hear. Before listening, T leads Ss to go through the key strategy when listening for the information needed in the task. T and Ss check the answers together. 引导学生进行听力任务总结听力技巧,提升学生学习能力。 7’ CW/IW
Step 4 Listen and complete: Ss are asked to listen to Patrick and Tim’s conversation again and complete the notes. Before the task, T leads Ss to learn the skills for completing the notes. T and Ss check the answers together. 引导学生完成听力任务,总结做题技巧,提高学生学习能力。 5’ CW/IW
Step 5 Discuss with a partner: Ss are asked to discuss the following questions. What do you think of the suggestions Patrick offered What suggestions would you offer if you were Patrick Suggested answers: If I were Patrick, I would say that ... I think what Patrick said was ... 结合输入内容,引导学生结合实际逻辑清晰的思考问题,提升学生思维品质。 8’ GW
Step 6 Discuss with a partner: Ss are asked to recall the things happened between you and your friends and describe an impressive conversation they talked with their friends when they or friends stuck with troubles. 从Patrick的行为过渡到学生自身行为,引导学生回顾自己的故事进行主题共感,提升学生文化品质。 10’ CW/IW
Step 7 Think about the question: Ss are asked to think about the question “How can we make effective conversation to solve the problems ”. Then, T leads Ss to go through the tips on making effective conversation when friends are in trouble. 巩固所学语言与内容,应用所学内容,引导学生了解高效沟通的技巧,提升学生文化品质。 10’ CW/IW
Step 8 Enhance your reading: Ss are asked to read through the passage, divide it into several parts and name their meaning and functions. Then T and Ss read the passage and check the answers together. Lastly, Ss are asked to fill in the blanks to review the content and structure of the passage. Ss and T check the answers together. 引导学生进行有目的的阅读,引导学生分析总结文章逻辑与思维框架,提升学生思维品质。 15’ CW/GW
Step 9 Discuss in groups: Ss are asked to discuss the question. T could offer some hints if necessary. Do you agree with Patrick opinions on the good qualities a friend needs Why or why not Suggested answers: I can’t agree more with what Patrick thought. I also think that a good friend could bring out the best in person as something like these happened to me before. I was not a very confident girl when I was in junior high school... 引导学生针对所读内容进行辩证性思维,提升学生思维品质。 8’ CW/GW
Step 10 Homework: Ss are asked to discuss the following quest8ions in pairs. Who is your best friend Why do you like to be friend with him or her What is the most precious value in him or her as you see What have you learnt from him or her so far
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,能否理解听力与阅读文本主要内容,并能逻辑清晰地梳理出Tim所面临的问题与Patrick提出的解决建议和Patrick认为的发展友谊的要素。
学生通过本课时学习,能否加深对朋友与友谊的理解,了解一名好友所具备的素养,了解发展友情的重要因素。
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