2019-2020年高中英語(yǔ) unit3 fashion-listening,speaking and writing教案 牛津上海版S2A.doc

《2019-2020年高中英語(yǔ) unit3 fashion-listening,speaking and writing教案 牛津上海版S2A.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語(yǔ) unit3 fashion-listening,speaking and writing教案 牛津上海版S2A.doc（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年高中英語(yǔ) unit3 fashion-listening,speaking and writing教案 牛津上海版S2A 一、章節(jié)分析 （Section Analysis ） (一) 綜述 本章節(jié)是語(yǔ)言運(yùn)用部分。通過(guò)聽(tīng)，說(shuō)，讀，寫(xiě)方面的訓(xùn)練，提高學(xué)生語(yǔ)言詞匯方面的能力，加強(qiáng)他們運(yùn)用語(yǔ)言知識(shí)來(lái)表達(dá)想法的能力。教會(huì)學(xué)生用英語(yǔ)做問(wèn)卷調(diào)查和信息反饋，訓(xùn)練學(xué)生看圖作文能力。 （二）目標(biāo) Integrated skills 要求學(xué)生通過(guò)聽(tīng)一段對(duì)話獲得關(guān)鍵信息并作簡(jiǎn)要信息記錄，然后根據(jù)所作筆記完成一封回信，以此對(duì)上述信息進(jìn)行反饋。 （可以結(jié)合P35聽(tīng)力練習(xí)強(qiáng)化學(xué)生記錄信息的能力，要求學(xué)生補(bǔ)充每一件物品除出現(xiàn)年代以外的其它信息。） Speaking 在輕松的氛圍中幫助學(xué)生通過(guò)互相提問(wèn)的形式，完成一份已事先設(shè)計(jì)好的問(wèn)卷調(diào)查。并引導(dǎo)學(xué)生發(fā)表他們對(duì)問(wèn)卷結(jié)果的看法。 Writing 1 學(xué)會(huì)看清各幅圖畫(huà)所要表達(dá)的意思以及圖畫(huà)之間的聯(lián)系。 2 學(xué)會(huì)串詞成句，即根據(jù)提供的短語(yǔ)組織完整的句子，然后根據(jù)圖畫(huà)的含義將這些句子組織成一個(gè)完整的故事。 3 引導(dǎo)學(xué)生使用連詞使上下文連貫，故事情節(jié)流暢。 （三）重點(diǎn)和難點(diǎn) Integrated skills 幫助學(xué)生掌握以下詞匯：（P24）shrink， Shrinkproof, colorfast （P35）pregnancy, disposable, permanently 在寫(xiě)信過(guò)程中需注意的語(yǔ)法現(xiàn)象：suggest that…(should) Speaking 鼓勵(lì)并確保小組成員之間互相提問(wèn)和回答P32的問(wèn)題，最后對(duì)問(wèn)卷分析進(jìn)行個(gè)人意見(jiàn)反饋。 Writing 根據(jù)圖畫(huà)和所給單詞、詞組流暢連貫地?cái)⑹龉适隆? 二、教學(xué)設(shè)計(jì)（Teaching Designs） 教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)資源參考 Integrated skills 聽(tīng)力部分： l 材料的整合： 將課本第24頁(yè)和課本第35頁(yè)上的聽(tīng)力材料整合。兩份材料都是培養(yǎng)學(xué)生作簡(jiǎn)要信息記錄的能力。（為確保P24聽(tīng)力和寫(xiě)信練習(xí)的連貫性，可先完成P35的聽(tīng)力內(nèi)容并加以擴(kuò)展——要求學(xué)生提供除物品出現(xiàn)年代以外的更多信息。） l Pre-listening 在聽(tīng)之前，創(chuàng)設(shè)環(huán)境，要求學(xué)生明確聽(tīng)力任務(wù)（recognize key words），掃清在聽(tīng)力材料中出現(xiàn)的困難詞匯(pregnancy, disposable, permanently，shrink， Shrinkproof, colorfast)，提高聽(tīng)的效果。 l While-listening激發(fā)興趣，增強(qiáng)聽(tīng)的動(dòng)力。 l Post-listening 要求學(xué)生小組活動(dòng)，比較每個(gè)人的記錄，是否做到既準(zhǔn)確又簡(jiǎn)潔。 聽(tīng)力之后的反饋——寫(xiě)信練習(xí)： 引導(dǎo)學(xué)生在所作記錄的基礎(chǔ)上組織語(yǔ)言，完成信的內(nèi)容。 具體處理這部分內(nèi)容的建議見(jiàn)[鏈接1]。 《牛津英語(yǔ)教學(xué)參考》S2A Speaking l 將學(xué)生分成4－5人一個(gè)小組，任命一位group leader, 小組成員之間互相就問(wèn)卷上的問(wèn)題進(jìn)行提問(wèn)和回答，并對(duì)各自以及他人的回答作出匯總。 l 學(xué)生匯總分?jǐn)?shù)后參考問(wèn)卷分析，并討論對(duì)問(wèn)卷結(jié)果的看法。 Writing l 看清各幅圖畫(huà)所要表達(dá)的意思以及圖畫(huà)之間的聯(lián)系。 l 恰當(dāng)使用課文提供的短語(yǔ)，完整，連貫地完成一個(gè)故事的敘述。 l 注意句子之間的連貫，適當(dāng)使用連詞使故事流暢生動(dòng)。 l 建議在寫(xiě)作完成后，進(jìn)行小組交流，鼓勵(lì)學(xué)生之間互相閱讀文章，指出他人的錯(cuò)誤之處與出色之處。這樣學(xué)生可以互相借鑒并取長(zhǎng)補(bǔ)短。 具體處理這部分內(nèi)容的建議見(jiàn)[鏈接2] [鏈接1] 說(shuō)明： Integrated skills 整合了聽(tīng)力，筆記以及寫(xiě)作等能力，是一種綜合性的訓(xùn)練，科學(xué)設(shè)計(jì)有助于學(xué)生提高綜合能力。以下是一份教案。 Integrated skills Part one Listening & Note-taking Pre-listening 1) Get familiar with the new words （P24）shrink， Shrinkproof, colorfast （P35）pregnancy, disposable, permanently 2) Introduce the task to the students -- to recognize the key words; to learn how to take notes in brief (they should not note down everything the speakers say.) While listening l Task one Exercise on P35 1. Students listen once, and they are required to match the column of fashion items with the column of their first appearing time. 2. Students listen again, and they are required to fill in the following form designed by the teacher as an additional task. The aim is to help students find more detailed information. First appearing time Fashion items Detailed info. (if any) Paper clothes Shoulder-bags for women The wrinkled look The first hoop skirt Nylon stockings sneakers 3. Check the answers l Task Two Exercise on P24 1. Students listen once, and they are required to take down as much information as they hear, and fill in the form. 2. Students listen again, and they are required to make sure they don’t miss out any important information. Make the notes brief but informative. Purple Jeans Test Results Name sort Strong? Shrinkproof? Colorfast? ments Daisy ￥140 ★ ★ ★★★ Cheap but very poor quality Rose Lily Iris 3． Check the answers Post-listening Divide students into groups, in which they discuss about the results they have obtained, and try to offer their own opinions on the four brands of jeans. Part Two pleting a letter based on the previous listening The students are required to plete a letter, the outline of which has been provided. l To make sure that students write more than one sentence in each blank, the teacher can first organize a group discussion among students before they get down to filling in the blanks. l While they are giving suggestions, students should pay special attention to some grammar. For instance, they may be guided to note that after ‘I suggest that’, they should use the subjunctive mood. l They should give reasons why the friend should not buy Daisy or Iris jeans, and reasons why she should buy Rose jeans. [鏈接2] 說(shuō)明： 寫(xiě)作部分要求學(xué)生看圖寫(xiě)故事。通過(guò)這一部分的學(xué)習(xí)，讓學(xué)生學(xué)會(huì)看清各幅圖畫(huà)所要表達(dá)的意思以及圖畫(huà)之間的聯(lián)系，能根據(jù)課文所給的單詞和詞組組織完整的句子，最后形成連貫流暢的文章。 以下是一份教案。 Writing Step One Pre-writing --- to review the rules of writing a story. （由于學(xué)生在高一時(shí)已經(jīng)做過(guò)根據(jù)圖片寫(xiě)故事的練習(xí)，此次看圖寫(xiě)作不是初學(xué)，而是復(fù)習(xí)、鞏固寫(xiě)作技巧） l Divide the students into groups and ask them to discuss the basic elements of a story. (They may produce the following: who, what, when, why, where, how, etc.) l Ask them to answer the questions of who, what, when, why, where, and how…, according to what they have observed in each picture. l Guide the students to note that the story is required to be told in first person angle and mainly in the simple past tense. Step Two While-writing l Students should write the story with the useful phrases offered on page 33. (but they don’t need to use all the phrases provided.) l Students should pay special attention to the connection of each picture. Teachers may guide them to use some connective words. (and, then, after that, several days later, finally, …) l Students should also pay attention to the details, e.g. Jack’s appearance (which is closely related to the mother’s attitude towards him) l Students should have the imaginative thinking. Teachers may encourage them to invent dialogues, especially what the mother says. l Guide the students to use paragraphs. Step Three Post-writing l Several students are invited to present their writings to the whole class, by means of the over-head projector. Other students are invited to ment on these writings. Then the teacher may make some ments on them. l Get the students to think about the story again, and try to work out something meaningful behind the story. (they may well think of the saying ‘Never judge a book by its cover’ )