外研版（2019）必修第一册 Unit5 Into the wild Listening and Speaking 名师教学设计
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| 名称 | 外研版（2019）必修第一册 Unit5 Into the wild Listening and Speaking 名师教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 44.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 12:26:49 | ||
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文档简介
Teaching Plan
Date February 20, 2022 Name
Unit Unit 5, Book 1 Title Listening and speaking-Debating about animals
Class, Grade School Type Listening and speaking
Objectives: By the end of the lesson, the students will …
get the main idea of the TV debate and choose the correct topic;
note down specific information and complete the mind map;
act out the debate on whether we should keep animals as pets, using expressions to express agreement and disagreement;
voice your opinions on whether people should keep animals in zoos.
Key points and / or difficult points
grasp strategies to obtain effective information in listening training.
Methodology & Strategies
The communicative approach, task-based language teaching
Aids and / or Materials
Power points, audio, etc.
Procedures
教学环节Steps 教学目标Objectives 活动形式与步骤Activities
1.Reviewing Help students better consolidate the usage of relatives in the attributive clause. T checks students’ homework last class and analyzes difficult point.
2.warm-up Arouse students’ interest and get them prepared for the class. T asks Ss to read “Did you know” to answer two questions:1. When were dogs first kept by people 2. When was the first zoo opened
3.Pre-listeing Make students get the purpose of listening, arouse their interest, get familiar with the topic, predict the main idea and help them clear the obstacles of some difficult words and long sentences. T asks Ss to learn some new words and expressions;T asks Ss to analyze some long and difficult sentences.
4.While-listening Instruct Ss to listen out for some detailed information and summarise the skills in acquiring necessary information. Listen for main information T asks students to listen to the debate for the first time to get the main idea of the debate while offering some listening tips to them.Listen for specific information T asks Ss to listen to the debate for the second time to complete the mind map.
5. Post-listening Improve students’ listening ability. Help Ss develop critical thinking skills. Encourage Ss to share what they have learnt confidently. T asks Ss to listen to the debate again and note down the expressions of showing agreement and disagreement.T asks Ss to read the transcript aloud and check their notes.T asks Ss to make preparations for the debate.T asks Ss to debate on whether people should keep animals as pets with the help of the words and expressions they have learnt.
6.Critical thinking Improve students’ ability of critical thinking T offers some background information about a fact that in some countries, people have stopped animal performances in the circuses and use advanced technology such as holographic images to replace animal performances.T asks Ss’s to do a debate on this issue.T offers Ss some help by summarizing the structure of a debate and showing some useful expressions to them.T asks Ss to evaluate their performance.
7. Reflection Help students have a general idea about the class. T helps Ss to reflect the whole class.
8. Homework Consolidate what students have learned in this class. 1: Sort out notes of debating about animals.2: Write down your idea of whether we should keep animals as pets.
PAGE
Date February 20, 2022 Name
Unit Unit 5, Book 1 Title Listening and speaking-Debating about animals
Class, Grade School Type Listening and speaking
Objectives: By the end of the lesson, the students will …
get the main idea of the TV debate and choose the correct topic;
note down specific information and complete the mind map;
act out the debate on whether we should keep animals as pets, using expressions to express agreement and disagreement;
voice your opinions on whether people should keep animals in zoos.
Key points and / or difficult points
grasp strategies to obtain effective information in listening training.
Methodology & Strategies
The communicative approach, task-based language teaching
Aids and / or Materials
Power points, audio, etc.
Procedures
教学环节Steps 教学目标Objectives 活动形式与步骤Activities
1.Reviewing Help students better consolidate the usage of relatives in the attributive clause. T checks students’ homework last class and analyzes difficult point.
2.warm-up Arouse students’ interest and get them prepared for the class. T asks Ss to read “Did you know” to answer two questions:1. When were dogs first kept by people 2. When was the first zoo opened
3.Pre-listeing Make students get the purpose of listening, arouse their interest, get familiar with the topic, predict the main idea and help them clear the obstacles of some difficult words and long sentences. T asks Ss to learn some new words and expressions;T asks Ss to analyze some long and difficult sentences.
4.While-listening Instruct Ss to listen out for some detailed information and summarise the skills in acquiring necessary information. Listen for main information T asks students to listen to the debate for the first time to get the main idea of the debate while offering some listening tips to them.Listen for specific information T asks Ss to listen to the debate for the second time to complete the mind map.
5. Post-listening Improve students’ listening ability. Help Ss develop critical thinking skills. Encourage Ss to share what they have learnt confidently. T asks Ss to listen to the debate again and note down the expressions of showing agreement and disagreement.T asks Ss to read the transcript aloud and check their notes.T asks Ss to make preparations for the debate.T asks Ss to debate on whether people should keep animals as pets with the help of the words and expressions they have learnt.
6.Critical thinking Improve students’ ability of critical thinking T offers some background information about a fact that in some countries, people have stopped animal performances in the circuses and use advanced technology such as holographic images to replace animal performances.T asks Ss’s to do a debate on this issue.T offers Ss some help by summarizing the structure of a debate and showing some useful expressions to them.T asks Ss to evaluate their performance.
7. Reflection Help students have a general idea about the class. T helps Ss to reflect the whole class.
8. Homework Consolidate what students have learned in this class. 1: Sort out notes of debating about animals.2: Write down your idea of whether we should keep animals as pets.
PAGE