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Book 2 Unit 4 Stage and screen教学设计
Using language板块教学设计 （Period 3）
课型 Reading+Listening+Speaking
主题语境 人与社会——影视、戏剧艺术
内容分析 本板块包括语法部分-ing as adverbial、词汇部分Types of TV programme和听说部分Watching a performance。语法部分在本单元的主题语境下进行学习，掌握现在分词作状语的形式；词汇部分六个小段落用生动的描述介绍了六种电视节目类型；听说部分包含一篇关于“Glastonbury音乐艺术节”的简介以及对话形式的听力材料，听力材料内容涉及观看音乐节的一系列事项安排，如出行方式、食宿等。
教学目标 1.掌握现在分词作状语的基本形式，并能在主题语境下灵活使用； 2.掌握描述电视节目类型以及特点的词汇，并能谈论自己喜爱的电视节目； 3. 听懂听力内容，获取信息并完成相关练习； 4. 模仿听力材料，使用相关表达展开关于制订出行计划的对话； 5. 正确朗读句中应该重读或弱读的单词。
教学重点 1. 掌握现在分词作状语的形式，并能熟练运用； 2.通过听力材料，掌握安排出行事项的表达。
教学难点 准确熟练地使用现在分词作状语的结构；准确表达出行事宜的各项安排。
教学策略 交际教学法、任务型教学法
Using language
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read sentences (a) and (b)in Activity 1 and answer questions 1 and 2. 2. T asks Ss to read sentences (c) and (d) in Activity 1 and answer questions 3 and 4. 3. T asks Ss to look for more sentences with this structure in the reading passage. 1. Ss observe the four sentences in Activity 1 and answer four relevant questions. 2. Ss look for more sentences with this structure in the reading passage. By inquiry-based learning, to find the rules of -ing used as adverbial.
Activity 2 T asks Ss to complete the journal entry in Activity 2. Ss complete the journal entry with the correct form of the verbs in brackets. To use language in the real situation.
Activity 3 T asks Ss to rewrite the paragraph using the -ing form in Activity 3. Ss rewrite the paragraph using the-ing form in Activity 3. To consolidate what Ss have learnt in the topic-related paragraph.
Activity 4 1. T asks Ss to look at the pictures and answer the questions. 1. What do you know about these types of TV programme 2. Can you think of some examples of each type Ss talk about what they know about these types of TV programme. To activate backgroundknowledge and learn types of TV programme.
Activity 5 T asks Ss toread the descriptions in Activity 5, match themto the types of TV programme in Activity 4,and underline the words and expressions describing them. Ss finish Activity 5. To learn new expressions describing features of each type of TV programme in Activity 4 and lay foundation for Activity 6.
Activity 6 T asks Ss to talk about their favourite TV programme using the words and expressions they have learnt. Ss work in pairs to talk about their favourite TV programme. To practise oral English according to the theme of this unit.
Did you know T asks Ss toread the short passage in “Did You Know ” to get some basic information about Glastonbury Festival. Ss read the brief introduction about Glastonbury Festival. To get background informationabout Glastonbury Festival to have a better understanding of the listening material.
Activity 7 T plays the recording for the first time and asks Ss to finish Activity 7. Ss listen for the first time to get some key informationabout the arrangements. To train the skills of getting key information.
Activity 8 1. T plays the recording again for Ss to complete the flyer in Activity 8. 2. T asks Ss to talk about how Josh makes arrangementsby referring to the memo and the flyer. 3. T asks Ss to summarise basicelements involved when making arrangements. 1. Ss listen again and complete the flyer, taking notes if necessary. 2. Ss work in pairs to talk about how Josh makes arrangements by referring to the memo and the flyer. 3. Ss summarise basic elements involved when making arrangements. To get detailed information and get to know what aspects might be included when making arrangements.
Activity 9 1. T asks Ss to read “Learning to learn” to know why and when to stress the pronunciation of a word. 2. T asks Ss to turn to Page 82 and 86 and read the information. 3. T asks Ss to work in pairs to act out the conversation, using the pronunciation strategy in “Learning to learn”. 4. T asks some pairs to act out the conservation to the class. 1. Ss read “Learning to learn” to know the pronunciation strategy. 2.Ss read the information on the corresponding pages. 3. Ss work in pairs to act out the conversation, using the pronunciation strategy in “Learning to learn”. 4. Act out the conversationto the class. To learn a pronunciation strategy and apply it to the conversation. To use useful expressions of making arrangements to act out a conversation.
Activity 10 T asks Ss to make similar arrangements to attend a concert in another city. Ss make similar arrangements to attend a concert in another city. To further practise exchanging ideas.

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