牛津上海版高中三年级第一册英语 Unit 3 Travel Teaching Plan

Teaching Plan
Teaching objectives:
By the end of the lesson, the students are expected to
gain some information about the Sahara desert and the plot of a travel story through listening;
develop efficient predicting and note-taking skills;
talk about experiences and feelings;
cultivate a proper attitude towards difficulties in life.
Teaching procedure:
Stages
Learning activities
Teaching purposes
Pre-task
Share the impression of the Sahara desert.
To elicit the topic and activate the students’ prior knowledge
While-task
Clip1 Dialogue
1.Predict the elements about the Sahara desert the dialogue may cover.
2.Listen for the specific information about the Sahara desert by taking notes.
3.Introduce the specific information according to notes taken.
To help the students gain specific information about the Sahara desert by noting down key words, especially numbers
To encourage the students to introduce the Sahara desert
Clip 2
Monologue
1. Predict the troubles Mike might
meet with in the desert
according to the background
information.
2. Listen and list the troubles.
3. Listen for Mike’s reactions to
the troubles.
4.Talk about Mike’s experience and feelings through questions and answers.
To guide the students to get to know the plot of Mike’s travel story by predicting, listening and taking down notes, especially key content words
To lead the students to talk about Mike’s troubles and reactions, and better understand his emotions
Post-task
1. Have an interview with Mike about his experience in the Sahara desert.
2. Talk about the students’ own experiences according to the title “Surviving in the ______”. (optional)
To guide the students to talk about Mike’s experience
To encourage the students to talk about their own experiences
Assignments
Summarize the introduction of the Sahara desert in about 5 sentences according to the dialogue and the notes taken.
Write a composition in 120-150 words on the topic “Surviving in the ___________”.
Key points: troubles, feelings and reactions.
教学设计说明
教学材料及学情分析
本堂课为听说课，是对牛津教材高三第一学期Unit3Travel的补充资料，听说素材在《英语听说(牛津上海版)》S3U10 Surviving in the desert的基础上进行了调整和提炼，分别为一段说明性的对话和一段叙事性的独白。前者介绍了撒哈拉沙漠的概况，后者描述主人公Mike在撒哈拉沙漠中遇到麻烦、理智应对、最终被救的故事。本堂课注重听说结合：听前谈论话题、预测内容，听后根据笔记反馈信息、理清情节，最终再以采访的形式复现故事的发展和主人公情绪的变化。
这堂课的授课对象是高三文科班学生，对撒哈拉沙漠只有粗略的了解和印象。这节课旨在强化学生通过听获取具体信息并表达的能力。
设计理念及意图说明
（1）利用听前预测，提高听时关注度
在本课的教学中采用了预测的方法引导学生做好听前准备，基于文本的特征预测的内容有所不同。第一段对话是说明性材料，预测围绕“对话将涵盖撒哈拉沙漠哪些背景信息”展开；第二段独白是叙事性材料，预测则围绕“故事的情节”进行，引导学生借助标题及获取的背景信息进行预测，边听边检验预测的正确性，提高听时的关注度和思辨力。
（2）把握笔记重点，提高听记效率
对于说明性材料，笔记侧重数据等事实信息；对于叙事性材料，笔记侧重动词等说明情节发展的重要信息。加强听记时记录相关词块而非整句的技巧，并鼓励学生尽量用完整的句子转述所记录的重要信息。
（3）创设说的机会，培养说的能力
激发学生说的欲望，通过师生对话、生生对话及叙述等方式鼓励学生敢于表达、丰富表达；借助提问、追问等手段，让学生思维有所延伸，有所碰撞，实现有意义的交际。
（4）注重情感体验，感受情节变化
鼓励学生朗读文本相关句子，体会人物情感变化，并讲述故事情节、表达人物情感。同时鼓励学生勇敢冷静面对困难和挑战。