牛津译林版（2019）必修 第二册Unit 2 Be sporty,be healthy Integrated Skills听说课教学设计
文档属性
| 名称 | 牛津译林版（2019）必修 第二册Unit 2 Be sporty,be healthy Integrated Skills听说课教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 94.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-14 20:22:25 | ||
图片预览
文档简介
B2U2 “integrated skills(I)” 教学设计
基本信息
课题名称：encouraging a friend to work out regularly
课 型：听说课
授课年级：高一年级（上）
授课时长：45 min
Part I. 文本分析
基于课标
主题语境 人与社会——养成良好生活习惯，积极寻求他人帮助
语篇类型 视频对话
语言知识 如何提建议
文化知识 \
语言技能 通过听说看等活动发展学生理解性技能和表达性技能。
学习策略 元认知策略、认知策略、交际策略、情感策略
基于语料
此次授课内容是必修二第二单元integrated skills里面的第一节，即视听说部分，主题背景为鼓励一位朋友经常锻炼。教材文本分为两部分，分别是两个视听说视频。视频一中，Leo 正在跟陈医生描述他的健康问题，并给出几个选项让学生选择。视频二则是陈医生给出的建议，需要学生填空完成表格。基于此语料，学生应该树立养成良好生活习惯的意识，积极寻求他人帮助的意识，并且能够根据视频中的语言输入，了解并熟练运用如何用英语给他人提出建议。
Part II. 学情分析
此次授课对象是XX高中高一年级某班新生，班级人数48，英语语言基础较好，大多数学生能在教师的指导下提取文本信息并进行相关话题的表达。其次本文主题紧贴学生生活，对话中提到的问题可能也是学生们在实际生活中的困扰，他们同样期望着从文章中寻得解决途径，因此会对视频内容保持注意力和兴趣。
Part III. 教学目标
语言能力目标：学生能够掌握关于health problems，healthy habits和giving suggestions的相关表达；
文化意识目标：通过情境设置，学生能够侦测自己存在的健康问题，并知道如何去寻求帮助，尽快解决问题，保护学生的身心健康；
思维品质目标：通过观察分析，学生们能够总结发现如何提出建议，以及如何让自己的建议更加具有说服力；通过小组讨论，将情境中某些信息与自身生活链接进行思考，培养他们的发散性思维和解决问题的能力；
学习能力目标：通过教师提示和观察，学生能够学会自己从所给示例中总结提建议的句型，发展其认知策略；学生能够主动积极参加课堂活动，能与他人交流合作，情感策略得到培养。
Part IV. 教学重难点
教学重点
关注视频内容，帮助学生理解文本大意；
帮助学生总结掌握提建议的相关句型；
引导学生建立良好的生活习惯。
教学难点
学生能熟练掌握提建议的相关句型并在语言输出中尝试使用加以巩固；
补充一些课外视频，让学生意识到养成良好生活习惯的重要性并在现实生活中加以实践。
Part V. 教学流程（45 min）
Stage I. Pre-watching
Activity 1: lead-in （6 min）
The teacher will play a video about type II diabetes and some of its causes. Then teacher and ss will discuss what is mainly talked in the video.
[justification] this video is an interesting and lovely song about diabetes. And it is mentioned in the video that some bad living habits will cause type II diabetes, then some suggestions are given. By watching the video, a relaxing classroom atmosphere can be set, the topic today can be perfectly introduced and students’ awareness of forming healthy habits can be established.
Activity 2: making predictions (3 min)
The teacher tells ss that they are going to watch a video about Leo’s health problems, and asks ss to watch the following phrases to predict what items will be mentioned by Leo.
[justification] making predictions is an important skill that ss need to command. Through this activity, ss can improve their predicting skill and can be familiar with the text.
Stage II. While-watching
Activity3: watching A1 (5 min)
The teacher will play the video A1without scripts, and ss listen and watch what health problems are mentioned and check their predictions.
[justification] video A1 is kind of short and not difficult, finish the exercise A1 and check their predictions.
Activity 4: watching A2 for the first time (5 min)
The teacher will play the video A2 and ask ss to fill in the blanks in exercise A2.
Activity 5: watching A2 for the second time (4 min)
The teacher will play the video A2 again and ask ss to pay special attention to the expressions about giving suggestions. And then the teacher will conclude it.
[justification] the first listening can help ss to get the main idea of the listening material and finish the exercise A2. The second listening can help ss to learn the expression about how to give suggestions.
Stage III. Post-watching
Activity 6: individual oral work: giving other suggestions about developing a healthy habit (6 min)
the teacher will ask ss to brainstorm what other suggestions can be given and share it in the class.
[justification] this activity can help ss to expand their thinking and consolidate the relative expressions.
Activity 7: watch a supplementary video about healthy habits and discuss. (5 min)
The teacher will paly a supplementary video about healthy habits and discuss it with ss.
[justification] this video lists some healthy habits that ss can make references to. It can also supplement students’ answer in activity 6.
Activity 8: role play (8 min)
Ss will work in pairs and role play. One is the patient, talking about his health problems; the other is a doctor or a friend, and try to give some useful suggestions, listing some benefits to make their suggestions more convinced.
[justification] this activity can help ss to voice their opinion and practice the target expressions in a conversation. Gradually ss can know when they have some health problems, they can come to their friends or professionals like doctors for help.
Assignment (3 min)
Supposing you are doctor or friends of your partner, try to write an email to him/her and give your suggestions, using the structures we have learned today.
Blackboard design
Reflections: to be written immediately after class.
基本信息
课题名称：encouraging a friend to work out regularly
课 型：听说课
授课年级：高一年级（上）
授课时长：45 min
Part I. 文本分析
基于课标
主题语境 人与社会——养成良好生活习惯，积极寻求他人帮助
语篇类型 视频对话
语言知识 如何提建议
文化知识 \
语言技能 通过听说看等活动发展学生理解性技能和表达性技能。
学习策略 元认知策略、认知策略、交际策略、情感策略
基于语料
此次授课内容是必修二第二单元integrated skills里面的第一节，即视听说部分，主题背景为鼓励一位朋友经常锻炼。教材文本分为两部分，分别是两个视听说视频。视频一中，Leo 正在跟陈医生描述他的健康问题，并给出几个选项让学生选择。视频二则是陈医生给出的建议，需要学生填空完成表格。基于此语料，学生应该树立养成良好生活习惯的意识，积极寻求他人帮助的意识，并且能够根据视频中的语言输入，了解并熟练运用如何用英语给他人提出建议。
Part II. 学情分析
此次授课对象是XX高中高一年级某班新生，班级人数48，英语语言基础较好，大多数学生能在教师的指导下提取文本信息并进行相关话题的表达。其次本文主题紧贴学生生活，对话中提到的问题可能也是学生们在实际生活中的困扰，他们同样期望着从文章中寻得解决途径，因此会对视频内容保持注意力和兴趣。
Part III. 教学目标
语言能力目标：学生能够掌握关于health problems，healthy habits和giving suggestions的相关表达；
文化意识目标：通过情境设置，学生能够侦测自己存在的健康问题，并知道如何去寻求帮助，尽快解决问题，保护学生的身心健康；
思维品质目标：通过观察分析，学生们能够总结发现如何提出建议，以及如何让自己的建议更加具有说服力；通过小组讨论，将情境中某些信息与自身生活链接进行思考，培养他们的发散性思维和解决问题的能力；
学习能力目标：通过教师提示和观察，学生能够学会自己从所给示例中总结提建议的句型，发展其认知策略；学生能够主动积极参加课堂活动，能与他人交流合作，情感策略得到培养。
Part IV. 教学重难点
教学重点
关注视频内容，帮助学生理解文本大意；
帮助学生总结掌握提建议的相关句型；
引导学生建立良好的生活习惯。
教学难点
学生能熟练掌握提建议的相关句型并在语言输出中尝试使用加以巩固；
补充一些课外视频，让学生意识到养成良好生活习惯的重要性并在现实生活中加以实践。
Part V. 教学流程（45 min）
Stage I. Pre-watching
Activity 1: lead-in （6 min）
The teacher will play a video about type II diabetes and some of its causes. Then teacher and ss will discuss what is mainly talked in the video.
[justification] this video is an interesting and lovely song about diabetes. And it is mentioned in the video that some bad living habits will cause type II diabetes, then some suggestions are given. By watching the video, a relaxing classroom atmosphere can be set, the topic today can be perfectly introduced and students’ awareness of forming healthy habits can be established.
Activity 2: making predictions (3 min)
The teacher tells ss that they are going to watch a video about Leo’s health problems, and asks ss to watch the following phrases to predict what items will be mentioned by Leo.
[justification] making predictions is an important skill that ss need to command. Through this activity, ss can improve their predicting skill and can be familiar with the text.
Stage II. While-watching
Activity3: watching A1 (5 min)
The teacher will play the video A1without scripts, and ss listen and watch what health problems are mentioned and check their predictions.
[justification] video A1 is kind of short and not difficult, finish the exercise A1 and check their predictions.
Activity 4: watching A2 for the first time (5 min)
The teacher will play the video A2 and ask ss to fill in the blanks in exercise A2.
Activity 5: watching A2 for the second time (4 min)
The teacher will play the video A2 again and ask ss to pay special attention to the expressions about giving suggestions. And then the teacher will conclude it.
[justification] the first listening can help ss to get the main idea of the listening material and finish the exercise A2. The second listening can help ss to learn the expression about how to give suggestions.
Stage III. Post-watching
Activity 6: individual oral work: giving other suggestions about developing a healthy habit (6 min)
the teacher will ask ss to brainstorm what other suggestions can be given and share it in the class.
[justification] this activity can help ss to expand their thinking and consolidate the relative expressions.
Activity 7: watch a supplementary video about healthy habits and discuss. (5 min)
The teacher will paly a supplementary video about healthy habits and discuss it with ss.
[justification] this video lists some healthy habits that ss can make references to. It can also supplement students’ answer in activity 6.
Activity 8: role play (8 min)
Ss will work in pairs and role play. One is the patient, talking about his health problems; the other is a doctor or a friend, and try to give some useful suggestions, listing some benefits to make their suggestions more convinced.
[justification] this activity can help ss to voice their opinion and practice the target expressions in a conversation. Gradually ss can know when they have some health problems, they can come to their friends or professionals like doctors for help.
Assignment (3 min)
Supposing you are doctor or friends of your partner, try to write an email to him/her and give your suggestions, using the structures we have learned today.
Blackboard design
Reflections: to be written immediately after class.