译林版（2019）必修 第一册Unit 2 Let’s talk teens Integrated skills (I)教学设计
文档属性
| 名称 | 译林版（2019）必修 第一册Unit 2 Let’s talk teens Integrated skills (I)教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 36.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-14 14:34:42 | ||
图片预览
文档简介
Unit 2 Let’s talk teens
Integrated skills (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
read for the key information of an email and describe it in one sentence;
predict based on the given information and listen for the key information;
master some useful expressions about giving advice on parent-child relationships.
II. Key competence focus
1. Find the key information of an email.
2. Learn to predict before listening.
III. Predicted area of difficulty
1. Find the key information of a given passage.
2. Accumulate some useful expressions about problems of parent-child relationship and giving advice
IV. Teaching procedures
Step 1 Free talk
T asks Ss to talk about the following two questions:
Q1: Did you ever have problems with your parents How did you deal with them
Q2: Did your friends ever complain about their relationship with their parents What advice did you give to them
【设计意图：让学生自由表达生活中的问题及解决方法，引出下一环节的内容，并对听力料
内容的预测做铺垫。】
Step 2 Understand the way to summarize an email
T asks Ss to read the first email of part A and try to summarize its main idea in one sentence.
T asks Ss to think about the way to summarize a short passage in one sentence by asking the following questions:
Q1: How did you get your sentence
Q2: How can we get the key information correctly and efficiently
T shows Ss the procedures of summarizing.
Step 1: Read the paragraph once without highlighting or circling any of its text. This will give you a general idea of the subject and the author’s purpose without getting too caught up in details and descriptions. Pay attention to the author’s purpose for writing the paragraph.
Step 2: Re-read the paragraph while looking for key words and phrases, usually the words or phrases the author repeats.
Step 3: Underline the paragraph’s first sentence, which often contains the paragraph’s main idea.
Step 4: Write one sentence in your words by connecting the key words you have circled. Avoid adding information or opinions that are not in the original paragraph.
【设计意图：引导学生阅读文章并尝试概括大意, 并给出具体的概括方法。让学生初步了解概括这一重要技能。】
Step 3 Practise and discuss
T divides Ss into two groups. Then T asks the Ss to read the following two emails and try to
summarize them in one sentence.
T asks Ss to discuss their summary and exchange ideas.
【设计意图：通过另外两篇文章的概括训练，巩固概括技巧。同时通过组内的讨论让学生进
一步体会如何进行概括。】
Step 4 Discuss and share
T asks Ss the following two questions:
Q1: Which problem is the most difficult one to deal with Why
Q2: Did you have any suggestions to Rebecca
【设计意图：总结三个问题，并引导学生思考如何解决，培养学生分析问题解决问题的能力，并为下一阶段的听力做好准备。】
Step 5 Predict and listen
T asks Ss to underline the key words and predict.
T: We can predict by underlining some key words. For example, in B1, from “because” we may get to know that Cynthia will talk about the reason why Rebecca feels unhappy. In part B2, we can predict that Cynthia will give two pieces of advice and support them with examples. Can you guess what probably the advice is
T: Your guess is very reasonable. The first piece of advice may be talking with your mother, from “start the conversation politely” and “let your mother know ... and ask for more free time”. The second piece of advice may be thinking from the point of view from your mother, from “try to understand what she does” and “think about why she does so”.
T asks Ss to listen to Cynthia’s reply to Rebecca’s email for the first time and finish part B1 on page 23. Then Ss check the answers.
3. T asks Ss to listen to Cynthia’s reply to Rebecca’s email for the second time and finish part B2 on page 23. Then Ss check the answers.
【设计意图：通过问题以及之前关于解决Rebecca问题的讨论，带领学生对听力材料进一步进行预测，养成听前预测的习惯，并认真听文章完成习题。】
Step 6 Group work
T divides Ss into several groups (four Ss a group) and asks them to circle some useful expressions on pages 22 and 23 about the problems and advice about parent-child relationships.
T asks Ss to look up the dictionary for more expressions.
Ss share their findings in front of the whole class;
T shows some other expressions for reference.
Problems Advice
【设计意图：通过让学生自己寻找有关词组，丰富他们关于亲子关系的问题和建议的词汇，为下一阶段的输出阶段做储备。】
V. Homework
Search on the Internet for more expressions of asking advice and giving advice.
press sb too much
push sb too far
be hard on sb
be strict with sb
make yourself understood
talk to them
communicate with them
exchange ideas
show no concern
neglect/ignore
be indifferent to sb
not care for
understand your parents
try to meet in the middle
put yourself in your parents’ shoes
be independent of sb
do sth on your own
protect sb against sth
spoil sb
be overprotective
Integrated skills (I)（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
read for the key information of an email and describe it in one sentence;
predict based on the given information and listen for the key information;
master some useful expressions about giving advice on parent-child relationships.
II. Key competence focus
1. Find the key information of an email.
2. Learn to predict before listening.
III. Predicted area of difficulty
1. Find the key information of a given passage.
2. Accumulate some useful expressions about problems of parent-child relationship and giving advice
IV. Teaching procedures
Step 1 Free talk
T asks Ss to talk about the following two questions:
Q1: Did you ever have problems with your parents How did you deal with them
Q2: Did your friends ever complain about their relationship with their parents What advice did you give to them
【设计意图：让学生自由表达生活中的问题及解决方法，引出下一环节的内容，并对听力料
内容的预测做铺垫。】
Step 2 Understand the way to summarize an email
T asks Ss to read the first email of part A and try to summarize its main idea in one sentence.
T asks Ss to think about the way to summarize a short passage in one sentence by asking the following questions:
Q1: How did you get your sentence
Q2: How can we get the key information correctly and efficiently
T shows Ss the procedures of summarizing.
Step 1: Read the paragraph once without highlighting or circling any of its text. This will give you a general idea of the subject and the author’s purpose without getting too caught up in details and descriptions. Pay attention to the author’s purpose for writing the paragraph.
Step 2: Re-read the paragraph while looking for key words and phrases, usually the words or phrases the author repeats.
Step 3: Underline the paragraph’s first sentence, which often contains the paragraph’s main idea.
Step 4: Write one sentence in your words by connecting the key words you have circled. Avoid adding information or opinions that are not in the original paragraph.
【设计意图：引导学生阅读文章并尝试概括大意, 并给出具体的概括方法。让学生初步了解概括这一重要技能。】
Step 3 Practise and discuss
T divides Ss into two groups. Then T asks the Ss to read the following two emails and try to
summarize them in one sentence.
T asks Ss to discuss their summary and exchange ideas.
【设计意图：通过另外两篇文章的概括训练，巩固概括技巧。同时通过组内的讨论让学生进
一步体会如何进行概括。】
Step 4 Discuss and share
T asks Ss the following two questions:
Q1: Which problem is the most difficult one to deal with Why
Q2: Did you have any suggestions to Rebecca
【设计意图：总结三个问题，并引导学生思考如何解决，培养学生分析问题解决问题的能力，并为下一阶段的听力做好准备。】
Step 5 Predict and listen
T asks Ss to underline the key words and predict.
T: We can predict by underlining some key words. For example, in B1, from “because” we may get to know that Cynthia will talk about the reason why Rebecca feels unhappy. In part B2, we can predict that Cynthia will give two pieces of advice and support them with examples. Can you guess what probably the advice is
T: Your guess is very reasonable. The first piece of advice may be talking with your mother, from “start the conversation politely” and “let your mother know ... and ask for more free time”. The second piece of advice may be thinking from the point of view from your mother, from “try to understand what she does” and “think about why she does so”.
T asks Ss to listen to Cynthia’s reply to Rebecca’s email for the first time and finish part B1 on page 23. Then Ss check the answers.
3. T asks Ss to listen to Cynthia’s reply to Rebecca’s email for the second time and finish part B2 on page 23. Then Ss check the answers.
【设计意图：通过问题以及之前关于解决Rebecca问题的讨论，带领学生对听力材料进一步进行预测，养成听前预测的习惯，并认真听文章完成习题。】
Step 6 Group work
T divides Ss into several groups (four Ss a group) and asks them to circle some useful expressions on pages 22 and 23 about the problems and advice about parent-child relationships.
T asks Ss to look up the dictionary for more expressions.
Ss share their findings in front of the whole class;
T shows some other expressions for reference.
Problems Advice
【设计意图：通过让学生自己寻找有关词组，丰富他们关于亲子关系的问题和建议的词汇，为下一阶段的输出阶段做储备。】
V. Homework
Search on the Internet for more expressions of asking advice and giving advice.
press sb too much
push sb too far
be hard on sb
be strict with sb
make yourself understood
talk to them
communicate with them
exchange ideas
show no concern
neglect/ignore
be indifferent to sb
not care for
understand your parents
try to meet in the middle
put yourself in your parents’ shoes
be independent of sb
do sth on your own
protect sb against sth
spoil sb
be overprotective