人教版（2019）必修第二册Unit 3 The internet Listening and speaking导学案
文档属性
| 名称 | 人教版（2019）必修第二册Unit 3 The internet Listening and speaking导学案 |  | |
| 格式 | zip | ||
| 文件大小 | 67.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-18 00:26:39 | ||
图片预览
文档简介
Unit3 The Internet Listening and speaking导学案
课前导读
Content analysis
Activity theme:
The theme of this section is "Ask about online habits". Let students investigate their peers' Internet use, which is conducive to their mutual understanding and understanding of the Internet. At the same time, it can help them reflect on their own Internet behavior, learn from others' good Internet habits, and get rid of their bad Internet behavior.
Text analysis:
The listening text of this section is a survey interview. Investigators interview specific people with the same questions to obtain information, so as to understand their views, practices or attitudes on this issue. The oral discourse structure of the survey interview generally includes greeting and explaining the purpose of the interview, presenting the interview questions and the respondents' answers. The text gives three ways to define new words and listening skills to obtain new word definitions in listening, so as to develop students' listening strategies.
Activity design:
From the perspective of listening process, the activity includes three links: before listening, during listening and after listening. Activity 1 is a pre- listening activity.It aims to activate students' life experience and language knowledge about online activities and habits; At the same time, deal with the new words in the listening, and remove the obstacles for the following listening activities. Activity 2 is a listening comprehension activity. Students are required to classify and summarize the information they hear and fill it in the form. This activity mainly trains students' ability to obtain and sort out information. Activity 3 Let students listen to specific information and record it to prepare for the learning of listening strategies. Activity 4 aims to develop students' listening strategies - three ways to define them, and to understand and apply them in combination with the examples in activity 3. Activity 5 is an expanding oral expression activity. Students ask each other about their Internet use in pairs and exchange their Internet use habits to broaden theirUnit3 The Internet Listening and speaking导学案
课前导读
Content analysis
Activity theme:
The theme of this section is "Ask about online habits". Let students investigate their peers' Internet use, which is conducive to their mutual understanding and understanding of the Internet. At the same time, it can help them reflect on their own Internet behavior, learn from others' good Internet habits, and get rid of their bad Internet behavior.
Text analysis:
The listening text of this section is a survey interview. Investigators interview specific people with the same questions to obtain information, so as to understand their views, practices or attitudes on this issue. The oral discourse structure of the survey interview generally includes greeting and explaining the purpose of the interview, presenting the interview questions and the respondents' answers. The text gives three ways to define new words and listening skills to obtain new word definitions in listening, so as to develop students' listening strategies.
Activity design:
From the perspective of listening process, the activity includes three links: before listening, during listening and after listening. Activity 1 is a pre- listening activity.It aims to activate students' life experience and language knowledge about online activities and habits; At the same time, deal with the new words in the listening, and remove the obstacles for the following listening activities. Activity 2 is a listening comprehension activity. Students are required to classify and summarize the information they hear and fill it in the form. This activity mainly trains students' ability to obtain and sort out information. Activity 3 Let students listen to specific information and record it to prepare for the learning of listening strategies. Activity 4 aims to develop students' listening strategies - three ways to define them, and to understand and apply them in combination with the examples in activity 3. Activity 5 is an expanding oral expression activity. Students ask each other about their Internet use in pairs and exchange their Internet use habits to broaden their horizons.
Teaching focus:
Guide students to master the strategy of listening to the definition of new words, accurately understand the content of listening text, investigate their online habits in English, and answer their peers' questions about their online habits.
Teaching process
Step I Learning and Understanding
Lead in
Ask students to talk with the meaning of the sentence in the opening page
Boys and girls, before our listening, let’s work in pairs and discuss:
The internet is becoming the town square for the global village of tomorrow.
How do you understand the sentence
It means the Internet has made the world closer together; we can interact on the Internet just like meeting at the square.
Preparations
Preview the new vocabulary of this lesson
blog n.博客 vi. 写博客 blog post 博文;博客帖子
blogger n.博客作者;博主 engine n.引擎;发动机;火车头
search engine搜索引擎 chat vi.聊天;闲聊
stream vt.流播;流出;小河;溪流 identity n.身份;个性
identity card 身份证 convenient adj.方便的;近便的
cash n.现金;金钱 update vt.更新;向……提供最新信息n.更新;最新消息
database n.数据库;资料库 software n.软件 network n.(互联)网络;网状系统
stuck adj.卡住;陷(入);困(于) keep sb company 陪伴某人
surf vt.& vi.浏览;冲浪 benefit n.益处vt. 使受益 vi.得益于
distance n.距离 inspire vt.鼓舞;激励;启发思考
now that 既然;由于 access n.通道;机会 vt.进入;使用;获取
charity n.慈善;慈善机构 go through 经历;度过;通读
Activity 1. Match and Tick
Ask about online habits
Ask students to look at the four pictures and guess what they are.
Suggested answers:
Picture A:stream movies and music
Picture B:write a blog post Picture
C:use a search engine Picture
D:chat online
2.Ask students to look at the online activities in the box and match them with the pictures.
_____B______write a blog post ___C____use a search engine _____D______chat online ____A___stream movies and music
Activity 2.Practise listening for detailed information
Sam is doing a survey on online habits. He is now talking to his schoolmates Anna Paul, and Joe. Listen to the conversation and complete the following tasks.
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
Activity 3.Practise listening for detailed information
Then, play the tape again. And after finishing listening, the students need to solve the following tasks.
Fill in the blanks to complete the sentences.
A blog an online diary where you write about something you're interested ___________, I like
basketball, so I write a lot on my blog about my favorite team.
2. I stream videos and music_________, I watch videos and listen to music online.
3. A search engine _______________that helps you find what you're looking for.
Suggested answers : 1.is like For example 2.That is 3.is a tool
Listening tip Listen for definitions When you hear a word you don't know, pay attention to the next sentence or two to see if there is a definition. Definitions often begin with words like “ it's like; that is”, or “for example.”
Activity 4.Practising Classification Definitions
Look at Activity 3 again. How are the words in italics defined Write them in the correct brackets.
1. A blog is like an online diary where you write about something you're interested. For example, I like basketball, so I write a lot on my blog about my favorite team.
2. I stream videos and music. That is, I watch videos and listen to music online.
3. A search engine is a tool that helps you find what you're looking for.
A Use simpler words. ( stream )
B Use an example. ( blog )
C Compare to something. ( search engine )
Step II. Migration and Innovation（practice）
Activity 5. Practise speaking with a conversation about Internet habits.
Work in pairs or groups and role play a conversation.
Take turns to ask each other about your online habits.
A: How much time do you spend online every day
B: Oh, it's hard to say. Sometimes I'm too busy to go online. Sometimes I spend more than four hours online. How about you
A: It depends. I'd say from half an hour to three hours.
B: What do you usually do online
A: I listen to music, stream videos, or look up information. And you
B: Lots of things. I especially like to chat with my friends and family. By the way, what's your favorite app
A: Well, English fun dubbing.
B: why do you like it
A: There are lots of streams and I can dub interesting English movie clips so I can learn English in a fun way.
B: sounds amazing. I certainly will try it.
A: ok, let me teach you how to download the app.
B: Thanks a lot.
Step III. Pronunciation
Identify stressed content words and understand function words.
Content words are nouns, verbs, adjectives, and adverbs which give a sentence meaning. They are important, and therefore tend to be stressed.
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. As they perform this function they are usually not stressed.
The stressed words in a sentence show what the speaker considers important and wants to emphasise. This can change significantly depending on the meaning the speaker wants to communicate（北京）股份有限公司
课前导读
Content analysis
Activity theme:
The theme of this section is "Ask about online habits". Let students investigate their peers' Internet use, which is conducive to their mutual understanding and understanding of the Internet. At the same time, it can help them reflect on their own Internet behavior, learn from others' good Internet habits, and get rid of their bad Internet behavior.
Text analysis:
The listening text of this section is a survey interview. Investigators interview specific people with the same questions to obtain information, so as to understand their views, practices or attitudes on this issue. The oral discourse structure of the survey interview generally includes greeting and explaining the purpose of the interview, presenting the interview questions and the respondents' answers. The text gives three ways to define new words and listening skills to obtain new word definitions in listening, so as to develop students' listening strategies.
Activity design:
From the perspective of listening process, the activity includes three links: before listening, during listening and after listening. Activity 1 is a pre- listening activity.It aims to activate students' life experience and language knowledge about online activities and habits; At the same time, deal with the new words in the listening, and remove the obstacles for the following listening activities. Activity 2 is a listening comprehension activity. Students are required to classify and summarize the information they hear and fill it in the form. This activity mainly trains students' ability to obtain and sort out information. Activity 3 Let students listen to specific information and record it to prepare for the learning of listening strategies. Activity 4 aims to develop students' listening strategies - three ways to define them, and to understand and apply them in combination with the examples in activity 3. Activity 5 is an expanding oral expression activity. Students ask each other about their Internet use in pairs and exchange their Internet use habits to broaden theirUnit3 The Internet Listening and speaking导学案
课前导读
Content analysis
Activity theme:
The theme of this section is "Ask about online habits". Let students investigate their peers' Internet use, which is conducive to their mutual understanding and understanding of the Internet. At the same time, it can help them reflect on their own Internet behavior, learn from others' good Internet habits, and get rid of their bad Internet behavior.
Text analysis:
The listening text of this section is a survey interview. Investigators interview specific people with the same questions to obtain information, so as to understand their views, practices or attitudes on this issue. The oral discourse structure of the survey interview generally includes greeting and explaining the purpose of the interview, presenting the interview questions and the respondents' answers. The text gives three ways to define new words and listening skills to obtain new word definitions in listening, so as to develop students' listening strategies.
Activity design:
From the perspective of listening process, the activity includes three links: before listening, during listening and after listening. Activity 1 is a pre- listening activity.It aims to activate students' life experience and language knowledge about online activities and habits; At the same time, deal with the new words in the listening, and remove the obstacles for the following listening activities. Activity 2 is a listening comprehension activity. Students are required to classify and summarize the information they hear and fill it in the form. This activity mainly trains students' ability to obtain and sort out information. Activity 3 Let students listen to specific information and record it to prepare for the learning of listening strategies. Activity 4 aims to develop students' listening strategies - three ways to define them, and to understand and apply them in combination with the examples in activity 3. Activity 5 is an expanding oral expression activity. Students ask each other about their Internet use in pairs and exchange their Internet use habits to broaden their horizons.
Teaching focus:
Guide students to master the strategy of listening to the definition of new words, accurately understand the content of listening text, investigate their online habits in English, and answer their peers' questions about their online habits.
Teaching process
Step I Learning and Understanding
Lead in
Ask students to talk with the meaning of the sentence in the opening page
Boys and girls, before our listening, let’s work in pairs and discuss:
The internet is becoming the town square for the global village of tomorrow.
How do you understand the sentence
It means the Internet has made the world closer together; we can interact on the Internet just like meeting at the square.
Preparations
Preview the new vocabulary of this lesson
blog n.博客 vi. 写博客 blog post 博文;博客帖子
blogger n.博客作者;博主 engine n.引擎;发动机;火车头
search engine搜索引擎 chat vi.聊天;闲聊
stream vt.流播;流出;小河;溪流 identity n.身份;个性
identity card 身份证 convenient adj.方便的;近便的
cash n.现金;金钱 update vt.更新;向……提供最新信息n.更新;最新消息
database n.数据库;资料库 software n.软件 network n.(互联)网络;网状系统
stuck adj.卡住;陷(入);困(于) keep sb company 陪伴某人
surf vt.& vi.浏览;冲浪 benefit n.益处vt. 使受益 vi.得益于
distance n.距离 inspire vt.鼓舞;激励;启发思考
now that 既然;由于 access n.通道;机会 vt.进入;使用;获取
charity n.慈善;慈善机构 go through 经历;度过;通读
Activity 1. Match and Tick
Ask about online habits
Ask students to look at the four pictures and guess what they are.
Suggested answers:
Picture A:stream movies and music
Picture B:write a blog post Picture
C:use a search engine Picture
D:chat online
2.Ask students to look at the online activities in the box and match them with the pictures.
_____B______write a blog post ___C____use a search engine _____D______chat online ____A___stream movies and music
Activity 2.Practise listening for detailed information
Sam is doing a survey on online habits. He is now talking to his schoolmates Anna Paul, and Joe. Listen to the conversation and complete the following tasks.
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
Activity 3.Practise listening for detailed information
Then, play the tape again. And after finishing listening, the students need to solve the following tasks.
Fill in the blanks to complete the sentences.
A blog an online diary where you write about something you're interested ___________, I like
basketball, so I write a lot on my blog about my favorite team.
2. I stream videos and music_________, I watch videos and listen to music online.
3. A search engine _______________that helps you find what you're looking for.
Suggested answers : 1.is like For example 2.That is 3.is a tool
Listening tip Listen for definitions When you hear a word you don't know, pay attention to the next sentence or two to see if there is a definition. Definitions often begin with words like “ it's like; that is”, or “for example.”
Activity 4.Practising Classification Definitions
Look at Activity 3 again. How are the words in italics defined Write them in the correct brackets.
1. A blog is like an online diary where you write about something you're interested. For example, I like basketball, so I write a lot on my blog about my favorite team.
2. I stream videos and music. That is, I watch videos and listen to music online.
3. A search engine is a tool that helps you find what you're looking for.
A Use simpler words. ( stream )
B Use an example. ( blog )
C Compare to something. ( search engine )
Step II. Migration and Innovation（practice）
Activity 5. Practise speaking with a conversation about Internet habits.
Work in pairs or groups and role play a conversation.
Take turns to ask each other about your online habits.
A: How much time do you spend online every day
B: Oh, it's hard to say. Sometimes I'm too busy to go online. Sometimes I spend more than four hours online. How about you
A: It depends. I'd say from half an hour to three hours.
B: What do you usually do online
A: I listen to music, stream videos, or look up information. And you
B: Lots of things. I especially like to chat with my friends and family. By the way, what's your favorite app
A: Well, English fun dubbing.
B: why do you like it
A: There are lots of streams and I can dub interesting English movie clips so I can learn English in a fun way.
B: sounds amazing. I certainly will try it.
A: ok, let me teach you how to download the app.
B: Thanks a lot.
Step III. Pronunciation
Identify stressed content words and understand function words.
Content words are nouns, verbs, adjectives, and adverbs which give a sentence meaning. They are important, and therefore tend to be stressed.
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. As they perform this function they are usually not stressed.
The stressed words in a sentence show what the speaker considers important and wants to emphasise. This can change significantly depending on the meaning the speaker wants to communicate（北京）股份有限公司