人教版（2019）必修第二册Unit 3 The internet Listening and Talking 教学设计
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| 名称 | 人教版（2019）必修第二册Unit 3 The internet Listening and Talking 教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-28 09:25:08 | ||
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Unit 3 The Internet
Period 4 Listening and Talking
教材分析
该板块的主题是“挑选最佳应用软件”(Choose the best app)。应用软件赋予智能设备各种各样的功能，让设备能够满足人们的各种需求。在该板块的听力部分学生将听到Xiao Bo在寻找自己想要的应用软件，还推荐给Laura想要的应用软件。该板块虽然没有交代具体的情景和人物身份，但话题具有普遍性，真实地存在于当前的社会语境中，贴近学生生活。旨在帮助学生掌握表示“预测、猜测和相信”的功能意念项目以表达对应用软件使用效果的预期和评价。
教学目标
1. 能正确理解使用下列词汇：discount, account。
2. 能够在谈话中得体恰当地表达预测、猜想和看法。
教学重难点
【教学重点】
引导学生正确运用表示“预测、猜测和相信”的功能意念项目来口头表达预期和评价。
【教学难点】
理解并正确运用情态动词表示推测。
教学过程
Step 1 Warm up
Students discuss their preference for the apps. Then answer the following questions:
What apps do you usually use in your daily life
What do you use them for
设计意图：结合学生实际生活，激发学生对本课话题的兴趣。
Step 2 Pre-listening
Teacher helps students to understand the meanings of the new words in the first two activities.
设计意图：输入生词，为接下来的活动做好铺垫。
Step 3 While-listening
1. Work on Activity 1. Listen to the conversation and find out what apps they want.
Work on Activity 2. Listen to the conversation again. Tick “true(T)” or “false(F)” to the following sentences.
Listen again and check the answers. Then students highlight phrases that are used to describe functions of apps. Then write them on the blackboard.
设计意图：学生通过活动1和2，初步理解说话者在做什么以及这么做的原因，有助于从整体上理解对话的内容。
Work on Activity 3. Students underline the words used to express predictions, guesses, and beliefs.
Some useful expressions about prediction.
Step 4 Talking
1. Work in pairs on Activity 4. Students look at the descriptions of the two apps. Then discuss the following questions:
(1) Who is your favourite star
(2) Do you often keep yourself updated on him/her
(3) Where can you get relevant information
2. Students role-play the conversation and then discuss which one would be more popular or useful.
设计意图：该环节旨在创设综合运用语言的情境，让学生在实际运用中内化所学语言。
Step 5 Assignment
Search for more information about apps which they think are useful and helpful. Then introduce the apps in their own words to the class.
设计意图：开放性的作业，给学生创造机会把所学语言运用到自己熟悉的日常生活中。展示给全班同学的机会，可以使学生对此次作业更加认真投入。
Period 4 Listening and Talking
教材分析
该板块的主题是“挑选最佳应用软件”(Choose the best app)。应用软件赋予智能设备各种各样的功能，让设备能够满足人们的各种需求。在该板块的听力部分学生将听到Xiao Bo在寻找自己想要的应用软件，还推荐给Laura想要的应用软件。该板块虽然没有交代具体的情景和人物身份，但话题具有普遍性，真实地存在于当前的社会语境中，贴近学生生活。旨在帮助学生掌握表示“预测、猜测和相信”的功能意念项目以表达对应用软件使用效果的预期和评价。
教学目标
1. 能正确理解使用下列词汇：discount, account。
2. 能够在谈话中得体恰当地表达预测、猜想和看法。
教学重难点
【教学重点】
引导学生正确运用表示“预测、猜测和相信”的功能意念项目来口头表达预期和评价。
【教学难点】
理解并正确运用情态动词表示推测。
教学过程
Step 1 Warm up
Students discuss their preference for the apps. Then answer the following questions:
What apps do you usually use in your daily life
What do you use them for
设计意图：结合学生实际生活，激发学生对本课话题的兴趣。
Step 2 Pre-listening
Teacher helps students to understand the meanings of the new words in the first two activities.
设计意图：输入生词，为接下来的活动做好铺垫。
Step 3 While-listening
1. Work on Activity 1. Listen to the conversation and find out what apps they want.
Work on Activity 2. Listen to the conversation again. Tick “true(T)” or “false(F)” to the following sentences.
Listen again and check the answers. Then students highlight phrases that are used to describe functions of apps. Then write them on the blackboard.
设计意图：学生通过活动1和2，初步理解说话者在做什么以及这么做的原因，有助于从整体上理解对话的内容。
Work on Activity 3. Students underline the words used to express predictions, guesses, and beliefs.
Some useful expressions about prediction.
Step 4 Talking
1. Work in pairs on Activity 4. Students look at the descriptions of the two apps. Then discuss the following questions:
(1) Who is your favourite star
(2) Do you often keep yourself updated on him/her
(3) Where can you get relevant information
2. Students role-play the conversation and then discuss which one would be more popular or useful.
设计意图：该环节旨在创设综合运用语言的情境，让学生在实际运用中内化所学语言。
Step 5 Assignment
Search for more information about apps which they think are useful and helpful. Then introduce the apps in their own words to the class.
设计意图：开放性的作业，给学生创造机会把所学语言运用到自己熟悉的日常生活中。展示给全班同学的机会，可以使学生对此次作业更加认真投入。