2019-2020年高中英語 Unit1 my favorite sport-listening ,speaking and writing教案 上海牛津版S2A.doc

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2019-2020年高中英語 Unit1 my favorite sport-listening ,speaking and writing教案 上海牛津版S2A 一、 章節(jié)分析 （Section Analysis ） (一) 綜述 本部分是培養(yǎng)學(xué)生語言運用能力，通過聽，說，寫方面的訓(xùn)練，不僅能提高學(xué)生語言詞匯方面的能力，而且通過教師有意識的知識輸入，使他們運用語言知識來表達思想感情的能力得到加強。 （二）目標 Listening 本章節(jié)Understanding numbers側(cè)重鍛煉學(xué)生對聽數(shù)字的快速反應(yīng)和準確性。 Speaking 1. 學(xué)會在口語中使用簡略形式 2. 學(xué)會在調(diào)查一項任務(wù)中運用英語語言，并且如何運用所知的數(shù)據(jù)表達觀點。 Writing 1 學(xué)會看清各幅圖畫所要表達的意思以及圖畫之間的聯(lián)系。 2 學(xué)會列出具有連貫性寫作的計劃。 3 能夠完整，連貫，生動地敘述一個故事。 （三）重點和難點 Listening 準確地獲取相關(guān)體育運動開展的時間，地點，參加人數(shù)，分組等細節(jié)信息。 Speaking 在小組成員表現(xiàn)各異的情況下，學(xué)會引導(dǎo)討論順利進行，并能夠根據(jù)調(diào)查所得的數(shù)據(jù)來組織有效的語言，清晰的表達觀點。 Writing 根據(jù)提示寫出一項計劃。 二、教學(xué)設(shè)計（Teaching Designs） 教學(xué)內(nèi)容 教學(xué)實施建議 教學(xué)資源參考 Listening l 材料的整合：將課本第7頁和課本第17頁上的聽力材料整合。兩份材料都是培養(yǎng)學(xué)生快速聽清數(shù)字的能力。 l Pre-listening 在聽之前，創(chuàng)設(shè)環(huán)境，明確聽力任務(wù)（recognize key words），教師可事先設(shè)計一些number dictation 的練習(xí)來熱身。在進入主體任務(wù)之前，教師還應(yīng)該掃清學(xué)生在聽力材料中出現(xiàn)的困難詞匯(tournament, entry, approximate, schedule, query, artistic gymnastics, judo等)，以提高聽的效果。 l While-listening 提高學(xué)生對數(shù)字的反應(yīng)速度，學(xué)會對一些基本信息的順序整合。 具體處理這部分內(nèi)容的建議見[鏈接1] l Post -listening 讓學(xué)生通過聽說結(jié)合進一步鍛煉聽數(shù)字的能力。 《牛津英語教學(xué)參考》Page 7， Page 17 Speaking l 在本章體育運動的主題下，對中學(xué)生目前的身體健康狀況，分成小組進行調(diào)查，設(shè)計一些問題做小型的問卷，并從數(shù)據(jù)中得出結(jié)論，小組之間進行比較，并由小組長做總結(jié)，繼而展開主題討論- What are our health status and how can we bee fitter? 《牛津英語教學(xué)參考》Page 14 Writing l 幫助養(yǎng)成學(xué)生寫作之前列計劃的習(xí)慣。課本已經(jīng)列出寫作的plan，學(xué)生要養(yǎng)成在寫作前列plan的習(xí)慣。要求學(xué)生閱讀A1， 理解全篇，并掃清單詞障礙， 找出關(guān)鍵層次的ideas。 l 分組或單獨將整理出來的幾個ideas按順序?qū)懭胍蟮木毩?xí)中，從而使學(xué)生在將來的寫作中更有邏輯性。 具體處理這部分內(nèi)容的建議見[鏈接2] [鏈接1] 說明： 建議聽說結(jié)合：在說的基礎(chǔ)上，引入聽的內(nèi)容，要求學(xué)生掌握note-taking的技巧。 Listening 1 Pre-listening (page 7, page 17) 1) Warm up activity (Design a dictation of numbers so as to make the students respond quickly to different numbers.) # In the last year, The consumption of fast food in KFC reaches 6759,00 tons, according to one food expert. # At dawn on September 5th , 1972 a band of “Black September” Arab terrorists broke into the Israeli building in the Olympic village near Munich where 12,850 athletes were staying. # The shop owner charged me 1263.5 RMB for that motorbike. # There were 179 volunteers for this campaign against smoking including 29 teenagers, 78 college students and 72 senior citizens. 2) Introduce the task to the students, and ask students to recognize the key words; 2. While listening 1) According to the table, predict a possible order. 2) Listen to the passage, and fill in the blanks. 3. Post-listening After listening , ask students to write a short piece of story, try to include as many numbers as possible. Speaking Step one: (saying contracted forms) Read words in Exercise A1 and demonstrate the correct sounds. Students practice repeating the sounds individually, in groups of and chorally. Listen to some individual students to check their pronunciation. Step two: (A survey about physical fitness) (1) Ask students to work in pairs. S1 reads out the questions, S2 must not look at his/her book at this time. S2 must listen carefully to S1`s words. S2 must give honest answers. (2) The pairs then split up, and form new pairs, but with different roles. Now the original S1 must bee S2, and give the answers. (3) Exercise B2, students should form into groups of about four to six, and calculate the group`s average score. They should then discuss their score, and suggest ways in which they could bee fitter. Finally, for Exercise B3, one person from each group can report to the whole class. A model is given in their books. [鏈接2] 說明： 通過這一部分的學(xué)習(xí)，讓學(xué)生學(xué)會看清各文章的層次，整理出大概要點，能列出寫作的plan，養(yǎng)成寫作前列plan的習(xí)慣。 Writing Step One Pre-writing --- to introduce the importance of making a plan l Students should first be informed that it is necessary to plan the writing before you actually write an article. l To skim the passage on Page15 Badminton to extract the main lists of ideas. Step Two While-writing l Students should follow the plan and put the extracted ideas in the right order. l Students should discuss the above plan, and show how the same plan can be used for other pieces of writing. l Discuss Exercise A2 orally. Fast students can attempt an original piece of writing. Others can use the notes provided and the model in Exercise A1. Step Three Post-writing l Each of the students should make a written plan about A2 and then discuss them in their groups next time.