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新外研版高中英语必修3 Book 3 Unit 2
课时教学设计
课时名称 Book 3 Unit 2 Listening and Speaking
主题语境 人与自我---做人与做事
语篇类型 Listening+Speaking
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 听说教学是高中英语教学中非常重要的一个内容版块，听主要是语言的输入，信息的获取，主动理解和吸收信息的过程；听是说的前提，说主要是语言的输出，是主动表达和传达信息的过程，是语言的输出和外化落实的表现。二者相辅相成，相互促进与提高。 听力能力不仅仅是学生分辨声音的能力，更是分辨和理解语言的能力。因此，语言背后的文化背景知识的介绍，成为听力教学不可分割的一部分。Did You Know是背景知识介绍类板块，提供了一篇介绍国内外志愿者活动的短文，有利于学生更多地了解国内外志愿者活动的开展情况。在课文教学的基础上，教师可以为学生补充有关国内外志愿者组织的信息。同时，教师也可以鼓励学生利用网络，在课前收集有关国内外慈善机构和志愿者组织的信息，加深学生对慈善事业的认识，激发他们投身慈善事业的愿望。 Learning to learn是学习策略指导类板块，指导学生如何打电话进行问询，特别是当没有听清楚时需要再次询问，确保获取准确的信息。A7中学生通过听对话获取基本信息。A8中学生通过再次听对话获取详细信息并填写登记表，同时学生要根据所听，学会如何进行电话问询。A9中学生开展pair work，借助书后Communication bank 中的提示进行对话练习，旨在运用所学进行电话问询。A10中学生开展pair work，思考可能从事的志愿者服务，并进行电话问询，通过在真实语境下的综合技能训练，加深学生对单元主题意义的理解，提高其综合语言运用能力。
学情分析 通过前两个课时学习，学生已对“乐于助人，热心公益，积极参加志愿者”这一主题意义有了一定理解并储备了一定的话题词汇，为本节课继续拓宽加深奠定了基础。但通过听来获取信息和学习运用“电话询问”的表达方式了解如何从事志愿者服务相关事宜，仍会成为学习中的困难，需要教师的帮助与指导。
课时教学目标 通过本课的学习，学生能够： （1）学习并总结更多描述个人品质的话题词汇。 （2）从听力内容中准确捕捉特定信息。 （3）掌握电话咨询的相关内容和用语并加以运用。 （4）形成的实际交际策略，并迁移运用于真实情景讨论。
教学重点、难点 （1）在听的过程中，获取并归纳关于志愿者活动的相关信息。 （2）捕捉并归纳“电话咨询”的表达，并迁移运用于相似情景的交流中。 （3）通过发散性思维，拓展主题内容。
教学策略 PWP听力教学模式、3P口语教学模式
教学手段 PPT; multimedia; online resources
Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment
Step 1 Iw/Gw 1. Read “Did You Know” and learn more information about how to be a volunteer. Before listening, read the short passage and answer some questions about it. (1) What's Ryan's charity work like (2) What's voluntary work like in the UK Name some charity groups. (3). What about voluntary work in China Name some charity groups. 2. T gets Ss to work in pairs to discuss: (1) Do you know any charities in our neighbourhood (2) If you want to be a volunteer, what do you need to think about or prepare before you apply for the job 1. Ss read “Did You Know” and find the answer to the questions It’s better for T to guide Ss to underline the answers in their books. 2. T guides Ss to get to know some charities nearby. If not any, let Ss to focus on the question: If you want to be a volunteer, what do you need to think about or prepare before you apply for the job Ss can think over the following questions: 1. What kind of voluntary work do you want to help with 2. How can you help them 3. What information do they need about you 4. Do you need some training before the work 5. On what days will you work Ss are supposed to get to know some background knowledge relevant to charities or volunteering to have a better understanding of charity, so that they may have the desire to devote themselves to charity.
设计意图 让学生首先回顾之前对Ryan的志愿者工作的评价，再了解英国和中国有关慈善的情况和相关的慈善组织等背景知识，再进一步深入了解当地慈善的情况，加深学生对国内外慈善事业的了解与认识，潜意识地激发他们投身慈善事业的愿望。
Step 2 Before listening Iw 1. T lets Ss to get to know some listening tips before listening: (1) Read and guess. (2) Listen for key words or information. (3) Take notes in shorthand. 2. Look at the “Learning to learn” and get some skills. Ss learn the listening skills carefully, and it’s better for them to write them down into their notebooks. Ss are supposed to learn some basic tips of listening to make some preparations for the listening coming up.
设计意图 让学生在进行听力前，学习一些实用的听力技巧，如，认真阅读题目和选项、听取关键词、用速记做好笔记等。同时，学习Learning to learn中与话题相关的听力技能，这些都为下一步的听做好准备。
Step 3 While listening Iw/Gw 1. Listen for main idea: Listen to the phone enquiry and complete the sentences with the correct ending. 2. Listen for details. Listen again and complete the form. 3. Talk about how Sarah makes a phone enquiry on becoming a volunteer. Listen again if necessary. 1. Ss listen to the key words or information to understand the topic. 2. Ss listen to get to know the details of the listening material. 3. Ss talk about how Sarah makes a phone enquiry on becoming a volunteer. For listening, Ss have got to master two basic information, namely, the main idea and details.
设计意图 本环节旨在指导学生在听力过程中通过获取关键词对全文内容做出推断，从而帮助理解听力内容。同时，让学生根据已知信息有的放矢也获取所需要的具体信息点，并根据已知措施通过讨论来拓展思维，获取更多如何进行电话咨询志愿服务方面的知识。
Step 4 After listening Gw T asks Ss to act out a telephone enquiry with the help of communication bank in this book. Useful expressions 1: 1. I'm interested in... 2. Could you tell me how to become a volunteer 3. I enjoy... 4. Can you tell me a bit more 5. What should I do to get the work 6. Is there anything else I need to know Useful expressions 2 1. First of all, you need to... 2. Well, they do... 3. The most important thing is... 4. You can contact.. 5. Well, once you've contacted... 6. And then, you should think about... Ss act out a telephone enquiry with the help of communication bank in this book. Useful expressions 1: 1. I'm interested in... 2. Could you tell me how to become a volunteer 3. I enjoy... 4. Can you tell me a bit more 5. What should I do to get the work 6. Is there anything else I need to know Useful expressions 2 1. First of all, you need to... 2. Well, they do... 3. The most important thing is... 4. You can contact.. 5. Well, once you've contacted... 6. And then, you should think about... Ss can apply what they have learned about to how to make phone enquiry according to the topic.
设计意图 本环节旨在引导学生对输人的信息进行二次加工，并在和组员的思维碰撞后进行更好的语言输出，同时评价本堂课教学目标的达成情况。
Step 5 Iw/Cw T encourages Ss to think about other voluntary work that Ss would like to be involved in, and have a similar conversation. Ss think about other voluntary work that they would like to be involved in, and have a similar conversation. Ss can apply what Ss have learned to practice and are ready to be volunteers.
设计意图 学生从自己感兴趣的志愿者活动选取一个问题或话题，并基于话题准备一个对话，活学活用，学以致用，真正让语言活起来。
板书设计 To be a volunteer
案例解析 本课型定位为听说课，学生将通过话题讨论、听力练习、信息获取归纳、情景创设、对话活动，借助本单元学习的话题、词汇和语法知识，运用批判性思维，深入思考和表达自己对于单元“乐于助人，热心公益，积极参加志愿者活动”主题的理解，同时，反思评价单元学习表现。教师在备课阶段根据听力的文本和话题，把课堂重点放在听取文本中重要信息上，并以归纳为基础，让学生借助听的方式继续了解、理解、深化主题。在听的同时，教师要求学生理解、归纳并运用听力文本中的表达功能的语块（本课为电话咨询志愿者服务工作事宜的用语)进行能力迁移，并利用已知信息创设相似的情景，提升思维，最终达成培养学生的听力能力以及用英语准确、得体地口头表达特定主题内容的能力。本节课主要设计了听前、听中和听后三个环节，所设计的任务由浅人深，从整体到细节，紧紧围绕如何获取志愿者服务工作事宜的措施，同时渗透如何“进行电话咨询前的问题准备和做笔记”的技巧学习，最终实现学生自主创设情境、运用所学的语言知识进行语言输出，达成听说双落实的教学目标。

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