资源简介

Unit3 Listening and Speaking
课时内容
Ask about online habits
主题语境：人与社会 主题群：科学与技术
子主题：科技发展与信息技术创新，科学精神，信息安全 语篇类型：听力文本、调查访谈
文本分析：听力文本是关于“上网习惯调查”的访谈，以一段对话的形式呈现。Sam 通过同 样的问题采访特定人群来获取信息，从而了解他们对该问题的看法、做法或者态度等，有利 于增进彼此的了解，提升学生对互联网的认识，同时可以反思自己的上网行为，借鉴他人良 好的上网习惯，戒除自己不良的上网行为。
课时目标
学完本课后，学生能够：
1. 听懂听力文本中关于“上网习惯调查”的内容，并归纳出对话大意。
2. 了解并学会在听力中使用速记策略，掌握听取生词定义的策略。 3.能够结合实际询问和谈论自己与他人的上网习惯和上网经验。
4.区分实义词和功能词，了解句子的重读。 5.通过一首小诗，反思如何才能安全上网。
重点难点 重点
1. 学会准确理解和归纳整理调查访谈类的听力文本内容。
2. 培养在听力中获取并记录关键信息以及听取生词定义的能力。
3. 辨别实义词和功能词，掌握句子的重读。
4.调查、了解同伴的上网习惯，用英语讲述自己的上网经验。 难点
了解中外青少年使用互联网的现状，了解互联网的利弊，提高网络安全意识。
教学准备
1.了解互联网的相关知识。
2.准备与互联网相关的图片、视频以及有关互联网安全方面的名言警句。
3. 准备好相关教学设备。 学生准备
预习与互联网相关的词汇，了解与互联网相关的知识。
精彩课堂
Step1学习理解
活动一：感知与注意 1.Background.
Ask students to read the title and the quote on the Opening Page.Then have them work in pairs
and discuss the following questions. ·What can you see in the picture
·What do you think about the sentence by Bil Gates Suggested answers:
·There are people connected with each other.It is the Internet that makes them connected.
·It means that the Internet has made the world closer together and that we can interact on the Internet just like meeting at a town square.
【设计意图】通过简单直观的主题图和比尔 ·盖茨的名言导入本课，激活学生的背景知识， 帮助学生形成关于互联网对世界的影响的初步认识。
2.Brainstorm
·What online activities do you like to do
(
surf
the Internet
③
Online activities
write a
blog post
④
send and receive
emails
②
①
)
Suggested answers:
①do some shopping②take online classes ③chat online ④use apps
【设计意图】利用思维导图梳理自己经常上网进行的活动，激活学生的已有认知，为听力做 铺垫。
3.Match.
Ask students to match the online activities in the box with the pictures.(Activity 1)
【设计意图】通过完成听前任务，将图片和活动进行配对，培养看图和获取信息的能力。
活动二：获取与梳理
1.Listen for the main idea.
Ask students to listen to the conversation and fillin the blanks.
【设计意图】彼任务弊助学生初步了解听力内容，假炼学生在听力活动中抓住主旨大意的
2.Listen for key information.
(1)Ask students to go through the listening tips and make sure students understand their meanings
Listening tips
Use abbreviations( 缩 写 )and symbols.
Use Arabic numbers to takedown data,time,etc. Use keywords instead of complete sentences.
(2)Ask students to listen to the conversation again and try to complete the table. (Activity 2)
Name Time spent online every day Online activities Reasons for using the Internet
Anna two or three hours stream videos and music;look up information;chat with friends cheap and easy
Paul two hours or more use a search engine to find information,videos,and pictures to do homework; helpful
Joe At least an hour write blog posts to write something interesting
【设计意图】进一步熟悉听力文本，获取调查的具体内容，加强在听的过程中记录关键信和
捕捉细节的速记能力。 3.Listen for definitions.
(1)Ask students to listen for the third time and fill in the blanks to complete the sentences.(Activity3)
Suggested answers:
①is like;For example ②That is③is a tool
(2)Learn the strategy.
Ask students to go through the listening strategy and make sure they understand its meaning.
(3)Ask students to review the listening strategy.Then have them look at Activity 3again and tell how the words in italics are defined.(Activity 4)
Suggested answers:
A:stream B:blog- C:search engine
【设计意图】学习听力策略，培养学生处理听力材料中出现的生词的能力，并通过识别说话 者如何对新词进行定义来进一步巩固该策略。
活动三：概括与整合
Ask students to summarise the expressions used for definitions.
Suggested answer:
下定义解释法一般通过同位语从句、定语从句或由or 、that is 、thatis to say 、namely,in other words 、that means等表达形式导出词义。有时候也会用举例的方式，如用for example 、such as等引出具体例子来说明或阐述。
【设计意图】总结、梳理和概括下定义解释法的具体应用，为后面的活动打好语言基础。 Stepll 应用实践
活动四：描述与阐释
1.Ask students to listen to the conversation and write down the expressions about online
habits/activities in the listening text. Suggested answer:
How much time do you spend online... I spend...
It depends. I'd say...
What do you usually do online look up information
chat with my friends stream videos and music
2.Ask students to work in pairs to role-play a dialogue.Have them take turns to ask each other about their online habits.
【设计意图】听力之后抓取关键句型，学生在之后“说”的环节也可以利用谈论上网习惯和行 为的表达和同伴对自己的上网习惯进行描述和阐释。
活动五：内化与运用 Pronunciation.
(1)Most sentences have two basic types of words:content words and function words.Content words are usually stressed.Ask students to read the sentence and notice which words are stressed.
EXAMPLE
The Internet is becoming the town square for the global village of tomorrow.
(2)Ask students to read the poem about online safety and mark the words that should be stressed.
(3)Ask students to listen to the poem and see if they got the stressed words right.
【设计意图】通过自己读诗歌感知和自行判断哪些词需要重读，并根据录音进行核对，从而
内化如何通过重读和非重读表达情感。 StepllI 迁移创新
活动六：推理与论证
Ask students to discuss the definitions and differences of function words and content words.
Suggested answer: Definitions
Function words are used to create a structure into which the content words will fit and show the relationships between them.These are“small”words,such as pronouns,prepositions,and conjunctions.
Content words are nouns,verbs,adjectives,and adverbs which give a sentence meaning. Differences
实义词传递文本内容中的重要信息， 一般需要重读，但并不是句子中所有的实义词都需要重 读，而需要视语境和说话者的交际目的而定；功能词表达的是词与词之间、句与句之间的关 系，是用来把文本中的重要信息连接起来，不用重读。
【设计意图】启迪学生讨论实义词和功能词的定义和区别，进一步掌握相关知识。 活动七：批判与评价
Ask students to work in groups and discuss about how to keep safe online.
【设计意图】对“上网习惯”这个话题进行延伸和拓展，并和实际生活紧密相连。
活动八：想象与创造 Be a critical thinker.
Ask students to write a suggestion letter to a friend who has some unhealthy online habits. 【设计意图】培养学生的发散思维和批判性思维。
板书设计
Unit 3 The Internet
Period /Listening and Speaking Ask about online habits
Listen for definitions
Function words &content words

展开更多......

收起↑