牛津译林版（2019）选择性必修 第一册Unit 2 The universal language Integrated skills (I) 教学设计

Unit 2 The universal language
Integrated skills (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
learn how to listen for key words in a talk;
learn about the structure of an article about their favourite singer or band.
II. Key competence focus
1. Get the correct information while listening.
2. Listen for key words.
3. Figure out the structure of an article.
III. Predicted area of difficulty
Appreciate the language of the article.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss to talk about the following questions about their favourite singer or band:
Q1: Who is your favorite singer or band
Q2: What are your favourite songs by the singer or band
Q3: What are the features of your favourite singer’s or band’s music
【设计意图：通过询问学生最喜欢的歌手或乐队引出听力材料的话题，为后续听力内容的预测做铺垫。】
Step 2 Listening
1. T asks Ss to listen and decide whether the statements are true or false.
T: We will listen to a school radio programme about music. Read the following sentences quickly and carefully. Then, listen and decide whether they are true or false.
(1) Hot Hits and Super Sounds is being broadcast for the first time.
S: True.
(2) The programme lasts for an hour every day.
S: False. Every Friday.
T: We should pay special attention to the time while listening.
(3) Listeners can choose songs to be played for their friends.
S: True.
T: This sentence has been paraphrased. The original one is “Or is there something you want someone to hear Just give us a shout on the school forum, and Hot Hits and Super Sounds will do the job for you.”
(4) Listeners’ stories will be shared on the radio every other week.
S: False. Every month.
【设计意图：指导学生根据主题语境先仔细阅读题干，然后听录音辨析正误。尤其要关注录音中的句子和练习所给句子的同义替换；另外要辨清时间。】
2. T asks Ss to listen for the detail.
T: Why does the radio programme bring students the first broadcast of the brand new show
S: To help the students take a break from their busy studies and relax themselves in the world of music.
【设计意图：培养学生在听力过程中抓住重要细节的能力。】
3. T asks Ss to listen for keywords and complete the notes.
T: Now please listen to the radio programme again and complete the notes.
T: Pay attention to No. 5. There is a paraphrase: “give us a shout” is replaced by “get in touch”.
【设计意图：指导学生关注短语的同义替换。】
Step 3 Reading an article
T asks Ss to explain the title.
T: What does the title mean
S: The “Fab Four” stands for the Beatles, which had four members.
2. T asks Ss to give an introduction to the Beatles. (Group discussion)
T: What do you know about the Beatles Please talk about the Beatles in terms of brief introduction, members and songs.
3. T asks Ss to share their ideas about the following question:
Is there a song by the Beatles that impresses you most
【设计意图：老师引导学生了解、分享甲壳虫乐队的信息，不仅激发学生的兴趣，还能自然地导入到文章的阅读。】
4. T asks Ss to read and learn about the structure.
T asks Ss to read the article and figure out the main idea of each paragraph.
Paras. 1–2:
Para. 3:
Para. 4:
【设计意图：通过梳理段落大意, 弄清文章的结构。】
5. T guides Ss to appreciate the language.
Para. 1:
I rushed down the stairs as fast as I could to get nearer to the radio.
I turned up the volume and stood staring at the radio, holding my breath and waiting for the first notes of the song.
Emotions:
eager to listen to the song
interested in the song
Para. 2:
When the song had finished, I stood not knowing whether I liked it or not.
… I couldn’t wait to hear this song again and again until it became my favourite song from my favourite band.
Emotions:
confused about the different sound
fascinated by the song
Para. 4:
I can picture my bedroom decorated with posters of the Fab Four smiling down at me and I can see myself riding my bicycle through country lanes singing “yeah, yeah, yeah” at the top of my voice.
Emotions:
fond of music
T: What is the feature of the language
T: The author expresses his love for the Beatle’s music by using action words.
【设计意图：教师通过和学生分析段落中含动作的句子，引导学生从动作描写的句子中领悟作者的情感。】
V. Homework
Search more information about the Beatles.