外研版（2019）高中英语必修第一册 Unit1 A new start Listening and Speaking 名师教学设计
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| 名称 | 外研版（2019）高中英语必修第一册 Unit1 A new start Listening and Speaking 名师教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 155.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-25 21:13:44 | ||
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Teaching Plan
Date January 23, 2022 Name
Unit Unit 1, Book 1 Title Listening & Speaking: making a plan
Class, Grade School Type Listening and speaking (40 mins)
Objectives: By the end of the lesson, the students will …
grasp the factual information about listening material (relationship between the speakers, and the problems and solutions of time management.) through multiple choice and gap-filling activities.
analyse the listening text structure from macro level (introduction-challenge-solution) and micro level (problems: The one problem is that...; I find .....; suggestions: I should ....,How about.... Number one/two; feedback: What do you think/opinion , It's a good idea; Great idea; Nice idea!)
perform the listening dialogue through role play with the guidance of text structure.
share views on the significance and suggestions of time management by free discussion .
design a listening dialogue based on the text structure and classmates’ challenges in time management.
learn to manage time well by adopting the suggestion from the listening.
Key points and / or difficult points
grasp the structural information of the listening material by structure analysis;
analyse the stylistic features of listening material from macro and micro level;
share students’ views on the significance and ways to manage time well.
Methodology & Strategies
Six Elements Integrated English Learning Activity Approach, Cooperative Learning and Inquiry Learning
Aids and / or Materials
PPT, Pictures, Chalk，Listening Record
Discourse Analysis
主题语境(Theme)：人与自我——学校生活、积极的生活态度 语篇类型(Genre)：对话 文本分析(Discourse analysis)：[What] 听力文本主要讲述了两位对话者Maisie和Bruno关于高中时间不够用的问题，同时提出了各自关于时间管理的意见。[How] 听力文本是一则对话，语篇模式为“A提出问题-B提出问题-A给出建议-A寻求反馈-B提供反馈-B给出建议”。其中，提出问题用到了“The one problem is that...”和“I find...”等句型；给出建议用到了“I should...”,“How about... ”“Number one/two”等句型；寻求反馈用到了“What do you think ”和“What’s your opinion ”等句型；提供反馈用到了“Its’ a good idea.”,“Great idea”和“Nice idea！”等句型。语轮衔接简洁易懂，结构清晰明了。[Why] 听力文本旨在引导学生合理进行时间管理，制定有关学习计划, 养成良好的自我管理的能力。
Analysis of Students
【已知】本次授课为深圳市高中所有学生。与其他地区相比，深圳学生的英语语言能力整体偏高，表达欲较强，具备较好的听说读写能力。课前，学生已经学习了“Starting out”和“Understanding ideas”的全部内容以及“Using language”部分内容，掌握了描述经历和感受的主题词汇，七大基本句子结构和学校俱乐部的相关内容。这些背景信息有利于为“时间管理”为主题的听说教学铺垫充足的背景信息。【想知】多彩但忙碌的高中生活挑战学生的时间管理，学生急于了解和学习如何科学规划时间，平衡学习和课外活动，提高学习生活质量。【需知】学生讲通过听力活动理解听力文本中关于时间管理的挑战（challenges）和解决办法（solutions）。在此基础上，分析听力文本的结构，学习“引出主题-提出问题-给出解决办法-寻求反馈-给予反馈”的结构；同时，学生基于所学的结构化知识，基于自我时间管理的难题，设计一个听力活动，提高学生学以致用的能力。
Blackboard Design
Procedures
教学环节Steps 活动形式与步骤Activities 活动意图Activity goals 活动层次Activity Level 学习效果评价Assessment
1 Watch and talk Students watch the video clip and answer the following questions:What is the video clip about Do you have puzzles in balancing study and after-class activities How do you keep a balance between study and after-class activities To activate students’ background information of their puzzles ans solutions at senior high. Perceiving and noticing Every student can engage in brainstorming activity to share their puzzles and solutions of time managements at senior high.
2 Listen for the gistStudents listen the record for the first time to finish the multiple choice and answer the following questions:Who are the speakers What is the possible relationship between the two speakers To practice students’ ability in getting the gist of the listening material. Retrieving and summarizing Almost each student can choose the correct answer of the multiple choice and infer the relationship of the two speakers.
3 Listen for the detailsStudents listen the record for the second time to take some notes. Teacher reminds them to make notes of key information such as name, numbers, facts and instructions.Students listen the record for the third time to complete the plan below. To develop students’ strategy of making notes and catch the detailed information of the listening material. Generalizing and synthesizing Every student proactively learn to make notes and most of the students can get the correct answers by filling in blanks.
4 Read and analyseStudents read the listening scripts and teacher guides students to analyse the structure of the passage by answering the following questions:What are the function of the first sentence What is the Bruno’s problem What is the Maisie’s problem How did Bruno’s solve the problem How did Maisie solve the problem How did they give feedback to each other To practice students’ ability in analyzing the text structure and generate the text structure. Reasoning and arguing 90% of the students can understand the structure of the text by answering the questions.
5 Listen for appreciationStudents listen the record for the forth time to appreciate how the text structure has been used to convey the problems and solutions of time management. To motivate students to appreciate how the text structure conveys the main information of the listening. Criticizing and evaluating Almost every student can carefully listen the tape again to appreciate how the text structure convey the thematic meaning of time management.
6 Role playBased on the text structure and key information, students work in pairs and act as Bruno and Maisie to have a dialogue on the platform. Teacher reminds the students to pay attention to their intonation, stress and emotions. To practice students’ ability in describing and interpreting the text. Describing and interpreting Almost every group of 4 can perform the role play with the help of what they have learned in the passage.
7 Think and discussBased on what we have learned in this listening, think of the following questions:What is your understanding of time management How do you strike a balance between study and after-class activities To motivate students to share their views on the necessity and significance of time management. Internalizing and utilizing 90% of the students participate in the discussion and share their views on the the necessity and significance of time management.
8 Design and shareAccording to the classmates’ top 3 puzzles in time management and on the basis of the text structure, design a dialogue to give some tips on time management. To practice students’ ability in analyzing the stylistic features of the passage. Imagining and creating With teacher’s guidance, most of the students appreciate the stylistic features of the passage.
Home-work [Individual Work]You need to choose one of the three optional projects and work in groups to conduct a project learning.[Optional One] Videotape a min-speech: according to what you have learned, please videotape a mini-lecture on your puzzles of time management and put forward your suggestions to keep a balance between study and entertainment at senior high within 3 minutes.[Optional Two] make a presentation: make a survey to collect data of students’ puzzles and tips on time management and present your findings within 5 minutes next class.[Group Work][Must] Design a listening activity: based on the structure learned in the passage, work in group of 4 and design a listening record on the net link. Two teammates are speakers and the others are listeners. To consolidate what the students have learned, motivate students to participate in cooperative learning and meet students’ requirements with different language proficiency level. Each students can choose one of the two optional individual work and take part in group work to finish their tasks.
PAGE
Date January 23, 2022 Name
Unit Unit 1, Book 1 Title Listening & Speaking: making a plan
Class, Grade School Type Listening and speaking (40 mins)
Objectives: By the end of the lesson, the students will …
grasp the factual information about listening material (relationship between the speakers, and the problems and solutions of time management.) through multiple choice and gap-filling activities.
analyse the listening text structure from macro level (introduction-challenge-solution) and micro level (problems: The one problem is that...; I find .....; suggestions: I should ....,How about.... Number one/two; feedback: What do you think/opinion , It's a good idea; Great idea; Nice idea!)
perform the listening dialogue through role play with the guidance of text structure.
share views on the significance and suggestions of time management by free discussion .
design a listening dialogue based on the text structure and classmates’ challenges in time management.
learn to manage time well by adopting the suggestion from the listening.
Key points and / or difficult points
grasp the structural information of the listening material by structure analysis;
analyse the stylistic features of listening material from macro and micro level;
share students’ views on the significance and ways to manage time well.
Methodology & Strategies
Six Elements Integrated English Learning Activity Approach, Cooperative Learning and Inquiry Learning
Aids and / or Materials
PPT, Pictures, Chalk，Listening Record
Discourse Analysis
主题语境(Theme)：人与自我——学校生活、积极的生活态度 语篇类型(Genre)：对话 文本分析(Discourse analysis)：[What] 听力文本主要讲述了两位对话者Maisie和Bruno关于高中时间不够用的问题，同时提出了各自关于时间管理的意见。[How] 听力文本是一则对话，语篇模式为“A提出问题-B提出问题-A给出建议-A寻求反馈-B提供反馈-B给出建议”。其中，提出问题用到了“The one problem is that...”和“I find...”等句型；给出建议用到了“I should...”,“How about... ”“Number one/two”等句型；寻求反馈用到了“What do you think ”和“What’s your opinion ”等句型；提供反馈用到了“Its’ a good idea.”,“Great idea”和“Nice idea！”等句型。语轮衔接简洁易懂，结构清晰明了。[Why] 听力文本旨在引导学生合理进行时间管理，制定有关学习计划, 养成良好的自我管理的能力。
Analysis of Students
【已知】本次授课为深圳市高中所有学生。与其他地区相比，深圳学生的英语语言能力整体偏高，表达欲较强，具备较好的听说读写能力。课前，学生已经学习了“Starting out”和“Understanding ideas”的全部内容以及“Using language”部分内容，掌握了描述经历和感受的主题词汇，七大基本句子结构和学校俱乐部的相关内容。这些背景信息有利于为“时间管理”为主题的听说教学铺垫充足的背景信息。【想知】多彩但忙碌的高中生活挑战学生的时间管理，学生急于了解和学习如何科学规划时间，平衡学习和课外活动，提高学习生活质量。【需知】学生讲通过听力活动理解听力文本中关于时间管理的挑战（challenges）和解决办法（solutions）。在此基础上，分析听力文本的结构，学习“引出主题-提出问题-给出解决办法-寻求反馈-给予反馈”的结构；同时，学生基于所学的结构化知识，基于自我时间管理的难题，设计一个听力活动，提高学生学以致用的能力。
Blackboard Design
Procedures
教学环节Steps 活动形式与步骤Activities 活动意图Activity goals 活动层次Activity Level 学习效果评价Assessment
1 Watch and talk Students watch the video clip and answer the following questions:What is the video clip about Do you have puzzles in balancing study and after-class activities How do you keep a balance between study and after-class activities To activate students’ background information of their puzzles ans solutions at senior high. Perceiving and noticing Every student can engage in brainstorming activity to share their puzzles and solutions of time managements at senior high.
2 Listen for the gistStudents listen the record for the first time to finish the multiple choice and answer the following questions:Who are the speakers What is the possible relationship between the two speakers To practice students’ ability in getting the gist of the listening material. Retrieving and summarizing Almost each student can choose the correct answer of the multiple choice and infer the relationship of the two speakers.
3 Listen for the detailsStudents listen the record for the second time to take some notes. Teacher reminds them to make notes of key information such as name, numbers, facts and instructions.Students listen the record for the third time to complete the plan below. To develop students’ strategy of making notes and catch the detailed information of the listening material. Generalizing and synthesizing Every student proactively learn to make notes and most of the students can get the correct answers by filling in blanks.
4 Read and analyseStudents read the listening scripts and teacher guides students to analyse the structure of the passage by answering the following questions:What are the function of the first sentence What is the Bruno’s problem What is the Maisie’s problem How did Bruno’s solve the problem How did Maisie solve the problem How did they give feedback to each other To practice students’ ability in analyzing the text structure and generate the text structure. Reasoning and arguing 90% of the students can understand the structure of the text by answering the questions.
5 Listen for appreciationStudents listen the record for the forth time to appreciate how the text structure has been used to convey the problems and solutions of time management. To motivate students to appreciate how the text structure conveys the main information of the listening. Criticizing and evaluating Almost every student can carefully listen the tape again to appreciate how the text structure convey the thematic meaning of time management.
6 Role playBased on the text structure and key information, students work in pairs and act as Bruno and Maisie to have a dialogue on the platform. Teacher reminds the students to pay attention to their intonation, stress and emotions. To practice students’ ability in describing and interpreting the text. Describing and interpreting Almost every group of 4 can perform the role play with the help of what they have learned in the passage.
7 Think and discussBased on what we have learned in this listening, think of the following questions:What is your understanding of time management How do you strike a balance between study and after-class activities To motivate students to share their views on the necessity and significance of time management. Internalizing and utilizing 90% of the students participate in the discussion and share their views on the the necessity and significance of time management.
8 Design and shareAccording to the classmates’ top 3 puzzles in time management and on the basis of the text structure, design a dialogue to give some tips on time management. To practice students’ ability in analyzing the stylistic features of the passage. Imagining and creating With teacher’s guidance, most of the students appreciate the stylistic features of the passage.
Home-work [Individual Work]You need to choose one of the three optional projects and work in groups to conduct a project learning.[Optional One] Videotape a min-speech: according to what you have learned, please videotape a mini-lecture on your puzzles of time management and put forward your suggestions to keep a balance between study and entertainment at senior high within 3 minutes.[Optional Two] make a presentation: make a survey to collect data of students’ puzzles and tips on time management and present your findings within 5 minutes next class.[Group Work][Must] Design a listening activity: based on the structure learned in the passage, work in group of 4 and design a listening record on the net link. Two teammates are speakers and the others are listeners. To consolidate what the students have learned, motivate students to participate in cooperative learning and meet students’ requirements with different language proficiency level. Each students can choose one of the two optional individual work and take part in group work to finish their tasks.
PAGE