Unit15-Lesson2-名師教學(xué)設(shè)計(jì)

7/7Unit15Lesson2DifferentSchoolslistening名師教學(xué)設(shè)計(jì)Unit15LearningLesson2DifferentSchools潘婷婷安徽省天長(zhǎng)中學(xué)School:TianchangHighSchool______Size:50students___________________Grade:Senior2_____________________Material:Module5TextbookofBeijingNormalUniversityEdition_____Typeoflesson:listening,skillfocus___Time:45minutes____________________AnalysisofTeachingMaterialThelessoncomesfromLesson2DifferentSchools,Unit15Learning,Module5.Thisperiodfocusesonlisteningskills.ThecontentofthelisteningmaterialisthattwoexchangestudentsfromtheUKaretalkingabouttheirownschools,includingteachersandclassroomlearning.Studentscanexperiencetwodifferentschoolsthroughthisclass.AnalysisofStudentsThestudentsofthisclasscomefromsenior2,whohavebasicEnglishlearningabilityaftertheirone-yearlearning.AccordingtoNewEnglishCurriculum:Forlisteningskill,studentsinsenior2shouldbeabletoreachsixgradelevel:cangetkeywordsinlistening;canunderstandthelogicalrelationshipbetweensentences;canextractinformationandopinionsfromlistening.However,becausetheylackthemicro-skillsoflistening,theycannotunderstandthelisteningeffectively.Atthesametime,likeallChinesestudents,theyhavelittlechancetoexpressthemselvesinEnglish.Contents:Vocabulary:wordsandphrasesaboutschoolsListeningStrategy:PredictionFunction:DescribingschoolsTeachingObjectives:(1)KnowledgeandSkill:Attheendoftheclass,studentsareable1.toreadsomenewwordsaboutschool,suchasmotto,assignment...2.tousesomeexpressionstodescribeschool,suchasgivelectures,beinvolvedin...(2)ProcessandMethod:1.DuringPre-listening,toknowsomevocabularytoprepareforlistening2.InWhile-listening,tounderstandthelisteningbypredictionandnote-taking3.ForPost-listening,todescribeaschoolbyusingwhattheylearned(3)Emotion,AttitudeandValue:1.tounderstandthedifferencebetweenJack'sandNicholas'schoolandrespecttheirownschool2.toimprovetheabilityofthinkingindependentlyandcooperatingwithclassmatesFocalPoints:1.Togetinformationthroughlisteningbytakingnotesandfillinginsomeblanks.2.Tosummarizethetwoschool’sinformationanddescribetheteacherandclassroomlearninginavideo.DifficultPoints：1.LanguageKnowledge:Althoughtheyhavegotenoughinformationofthetwoschools,itmaybedifficultforthemtodescribeanotherschoolwiththenewwordsandphrases.2.LanguageSkill:Studentsmayhaveproblemsusingthepredictionstrategyindifferentwayswhilelistening.TeachingLayout:Theteachingprocedurescanbeshownasthefollowing:TeachingMethods1.Task-basedLanguageTeaching:Ataskisanactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage.Task-basedLanguageTeachingreferstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.2.Audio-visualTeachingMethod:Itisateachingapproachinwhichthefeelingsofvisualsenseandsenseofhearingarecombined.Theaudio-visualapproachisbasedonthebeliefthat:a.languageislearnedthroughcommunication;b.translationcanbeavoidedifnewlanguageitemsaretaughtinsituation;c.choiceofitemsforteachingshouldbebasedonacarefulanalysisofthelanguagebeingtaught.TeachingProceduresStep1Lead-inStudentswatchavideoaboutfiveChineseteacherscametoaBritishschool.Thepurposeistoleadinthetopicdirectly.T:Goodmorning,class.Ss:Goodmorning,MissPan.(standup)T:Doallschoolsaroundtheworldgreetinthesameway?Ss:No,schoolsaredifferent.T:Nowadays,avideoaboutschoolisverypopular.Doyouwanttowatchit?Step2Pre-listening1)VocabularyStudentslearnsomenewwordsaboutschoolwiththehelpofpictures.ThepurposeistopreparethemforthelisteningT:Inthevideo,someChineseteacherscameto...Ss:Britishschool.T:Herearesomepicturesoftheirclassroomlearning.Lookatthepictures.What’stheteacherdoing?...2)PredictionStudentspredictthemainideaofthelisteningaccordingtothetopicandtheirbackgroundknowledge.Thepurposeistohelpthempreparebetteranduselisteningstrategy.Step3While-listening1)Jack’sschoolStudentslistentoJack’sschoolforthefirsttimeandgetthetypeofhisschoolandmainidea.Questions1.WhatkindofeducationdoesJackhave?2.WhichisnotmentionedinJack'stalking?A.teachersB.classroomlearningC.learningstressStudentslistentoJack’sschoolagainandfillintheblanks,whicharepredictedbyanalyzingthepartofspeechbeforelistening.Afterlistening,theteachershouldputthedetailsonblackboard.ThepurposeistogetthedetailsofJack’sschool.Note-takingTeachers:1.Theteacherswerealways________ustodosomething.2.Ithinkwehad_________teachers.ClassroomLearning:1.Teacherswouldgive__________andwetookalotof_______.2.Wehadto________thenotesafterclassandremembertexts.3.Wehadto_____________andstandupstraighttoanswerquestions.4.Wehadalotof__________todo.5.Everythingwestudiedwouldbe________2)Nicholas’schoolStudentsguessNicholas’schoolafterwatchavideoandmakeapredictionaccordingtoJack’sschool.ThenlistenforthefirsttimetogetNicholas’words.Listenandtickoff(√)sentencesbelongingtoNicholas’school.1.Theschoolmottois"makingourschoolfitforeverychild".2.Wewereinvolvedinalotofreading.3.Weseldomhaveprojectwork.4.Teachersnevertellwhattodoandwehaveourownpace.Whenlistenagain,studentscompletethenote-taking.ThepurposeistogetthedetailsofNicholas’school.Note-takingTeachers:1.Ourteacherswereallverymild,kind-hearted,patientandnotvery_____.2.Theydidn'tliketohandout(給與)____________atall.Classroomlearning:1.Wetookanactivepartandwere___________inlearning.2.Wewereallowedto_______atourownpace.3.Teachersencouragedustodolotsof_________workandinteresting____________.4.Myschooltooka__________________approachtoteaching.Step4Post-listening1)DescriptionStudentswatchavideoaboutTianchangHighSchoolandthendescribeitsteacherandclassroomlearningbyusingthewordsandphrasestheylearnedtoday.Thepurposeistoleadthemtooutputaftertheinputoflistening.2)EmotionalEducationStudentsshouldunderstandthatschoolsarealwaysdifferentandtheyshouldrespecttheirownschoolandmakefulluseoftheteachersandclassroomlearningtoachievetheirdreams.Thepurposeistorealizeemotionaleducationandhelpstudentsbuilduprightattitudetowardsschools.3)ListeningstrategyStudentssummarizethelisteningstrategyofthislessonwiththeteacher’shelp.Thepurposeistomakethempayattentiontolisteningstrategyduringlistening.Prediction1.predict