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1、高二英语 Dashion 教案高二英语 Dashin 教案Unit3 FashinIntegrated sills, Speaing, riting 教案一、节分析 (Setin Analsis ) (一 ) 综述 本节是语言运用部分。通过听,说,读,写方面的训练,提高学生语言词汇方面的能力,加强他们运用语言知识表达想法的能力。教会学生用英语做问卷调查和信息反馈,训练学生看图作能力。(二)目标Integrated sills 要求学生通过听一段对话获得关键信息并作简要信息记录,然后根据所作笔记完成一封回信,以此对上述信息进行反馈。(可以结合 P3 听力练习强化学生记录信息的能力,要求学生补充每
2、一物品除出现年代以外的其它信息。 )Speaing 在轻松的氛围中帮助学生通过互相提问的形式,完成一份已事先设计好的问卷调查。并引导学生发表他们对问卷结果的看法。riting 1 学会看清各幅图画所要表达的意思以及图画之间的联系。2 学会串词成句,即根据提供的短语组织完整的句子,然后根据图画的含义将这些句子组织成一个完整的故事。3 引导学生使用连词使上下连贯,故事情节流畅。(三)重点和难点Integrated sills 帮助学生掌握以下词汇:(P24)shrin, Shrinprf, lrfast(P3)pregnan, dispsable, peranentl在写信过程中需注意的语法现象:
3、suggest that(shuld)Speaing 鼓励并确保小组成员之间互相提问和回答 P32 的问题,最后对问卷分析进行个人意见反馈。riting 根据图画和所给单词、词组流畅连贯地叙述故事。二、教学设计(Teahing Designs)教学内容教学实施建议教学资参考Integratedsills 听力部分:材料的整合: 将本第 24 页和本第 3 页上的听力材料整合。两份材料都是培养学生作简要信息记录的能力。 (为确保 P24 听力和写信练习的连贯性,可先完成 P3 的听力内容并加以扩展要求学生提供除物品出现年代以外的更多信息。 ) Pre-listening 在听之前,创设环境,要求
4、学生明确听力任务(regnize e rds) ,扫清在听力材料中出现的困难词汇(pregnan, dispsable, peranentl,shrin, Shrinprf, lrfast),提高听的效果。 hile-listening 激发兴趣,增强听的动力。Pst-listening 要求学生小组活动,比较每个人的记录,是否做到既准确又简洁。听力之后的反馈写信练习:引导学生在所作记录的基础上组织语言,完成信的内容。具体处理这部分内容的建议见链接 1。 牛津英语教学参考S2ASpeaing 将学生分成 4人一个小组,任命一位 grup leader, 小组成员之间互相就问卷上的问题进行提问和
5、回答,并对各自以及他人的回答作出汇总。学生汇总分数后参考问卷分析,并讨论对问卷结果的看法。riting 看清各幅图画所要表达的意思以及图画之间的联系。恰当使用提供的短语,完整,连贯地完成一个故事的叙述。注意句子之间的连贯,适当使用连词使故事流畅生动。建议在写作完成后,进行小组交流,鼓励学生之间互相阅读,指出他人的错误之处与出色之处。这样学生可以互相借鉴并取长补短。具体处理这部分内容的建议见链接 2链接 1说明:Integrated sills 整合了听力,笔记以及写作等能力,是一种综合性的训练,科学设计有助于学生提高综合能力。以下是一份教案。Integrated sills Part ne L
6、istening Nte-taingPre-listening1) Get failiar ith the ne rds (P24)shrin , Shrinprf, lrfast(P3)pregnan, dispsable, peranentl2) Intrdue the tas t the students - t regnize the e rds; t learn h t tae ntes in brief (the shuld nt nte dn everthing the speaers sa)hile listening Tas ne Exerise n P31 Students
7、 listen ne, and the are required t ath the lun f fashin ites ith the lun f their first appearing tie2 Students listen again, and the are required t fill in the flling fr designed b the teaher as an additinal tas The ai is t help students find re detailed infratinFirst appearing tieFashin itesDetaile
8、d inf (if an)Paper lthesShulder-bags fr enThe rinled lThe first hp sirtNln stingssneaers3 he the ansersTas T Exerise n P24 1 Students listen ne, and the are required t tae dn as uh infratin as the hear, and fill in the fr2 Students listen again, and the are required t ae sure the dnt iss ut an iprta
9、nt infratin ae the ntes brief but infrativePurple eans Test ResultsNaesrtStrng?Shrinprf?lrfast?entsDais ¥140heap but ver pr qualitRseLilIris3 he the ansersPst-listening Divide students int grups, in hih the disuss abut the results the have btained, and tr t ffer their n pinins n the fur brands f ean
10、s Part T pleting a letter based n the previus listeningThe students are required t plete a letter, the utline f hih has been prvided T ae sure that students rite re than ne sentene in eah blan, the teaher an first rganize a grup disussin ang students befre the get dn t filling in the blanshile the a
11、re giving suggestins, students shuld pa speial attentin t se graar Fr instane, the a be guided t nte that after I suggest that, the shuld use the subuntive d The shuld give reasns h the friend shuld nt bu Dais r Iris eans, and reasns h she shuld bu Rse eans链接 2说明:写作部分要求学生看图写故事。通过这一部分的学习,让学生学会看清各幅图画所
12、要表达的意思以及图画之间的联系,能根据所给的单词和词组组织完整的句子,最后形成连贯流畅的。 以下是一份教案。ritingStep ne Pre-riting - t revie the rules f riting a str(由于学生在高一时已经做过根据图片写故事的练习,此次看图写作不是初学,而是复习、巩固写作技巧)Divide the students int grups and as the t disuss the basi eleents f a str (The a prdue the flling: h, hat, hen, h, here, h, et) As the t an
13、ser the questins f h, hat, hen, h, here, and h, arding t hat the have bserved in eah pitureGuide the students t nte that the str is required t be tld in first persn angle and ainl in the siple past tenseStep T hile-riting Students shuld rite the str ith the useful phrases ffered n page 33 (but the d
14、nt need t use all the phrases prvided)Students shuld pa speial attentin t the nnetin f eah piture Teahers a guide the t use se nnetive rds (and, then, after that, several das later, finall, )Students shuld als pa attentin t the details, eg as appearane (hih is lsel related t the thers attitude tards
15、 hi)Students shuld have the iaginative thining Teahers a enurage the t invent dialgues, espeiall hat the ther sasGuide the students t use paragraphsStep Three Pst-ritingSeveral students are invited t present their ritings t the hle lass, b eans f the ver-head pretr ther students are invited t ent n these ritings Then the teaher a ae se ents n theGet the students t thin abut the str again, and tr t r ut sething eaningful behind the str (the a ell thin f the saing Never udge a b b its ver )