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Book6 Unit3 A Healthy Life Listening and Speaking 【Analysis of teaching material】

本课定位为听说课。选自人教版Book6 Unit3 Workbook的听力材料，医生与高三一位学生之间的对话，谈论压力问题，贴近生活。由于课堂时间有限，本人将教材听力材料加以改编，将题型设计贴近高考听说考试题型PartII Role-play，为学生以后的听说考试做好铺垫。在听完之后设计相关话题的讨论，让学生理解生活中压力大时如何解压并掌握一些给他人提建议的表达方法。

【Analysis of the students】

本课的教学对象为高二年级的学生，因为异地教学，对学生的现有英语水平不了解。基于此，调动学生的参与热情和积极性很重要。

【Teaching aims】

1). Knowledge aims：

A. Let the students get the skills to do well in listening.

B. Enable the students to learn how to give advice to people by using the target language.

It would be a good idea to ... You’d better…. Why not…. If I were you, I would…..

2). Ability aims:

A. To get the main information in the listening part.

B. To develop the students’ listening abilities and speaking skills.

3). Emotional aims:

A.Let the students have a better understanding of stress in daily life and try to deal with stress

properly.

B.Develop the students’ sense of group co-operation and teamwork.

【Teaching important points】

1). Enable the students to focus on key words while listening

2). Enable the students to use expressions to give advice about how to reduce stress.

【Teaching difficult points】

How to develop the students’ listening and speaking abilities.

【Teaching methods】

Task-oriented and task-based teaching and learning

【Teaching aids】

A computer, a projector and a tape recorder.

【Teaching Procedures】

Step 1: lead-in:

Introduce the topic by showing the students some pictures and then put forward two questions:

1. What may cause stress?

2. How can stress affect a person’s health?

Ask the students to answer the questions. If possible, give them some help. And point out that not all situations leading to stress are negative experiences, but if people are under great stress, their health will be affected.

Purpose:Students’ background knowledge about the topic is activated.

Step2: Pre-listening

Teach students some listening strategies(skills) before listening

Listening Skills

?Go through the questions before you listen and try to predict what will be talked about.

?Take notes when necessary.

?Try to think of possible answers.

?Use your general knowledge to help you.

Before playing the tape, ask students to study the medical chart and know clearly what they are supposed to write down.

Purpose: Make sure the students know the meanings of all the items in the chart and know what information they should focus their attention on.

Step3：Listening

Ask the students to listen to the tape for the first time and fill in the blank.

Task1. Blank-filling

Purpose: Enable the students to focus on the key words while listening.

Task2: Role play

角色：你是医生。

任务：（1）为学生Li Yue看病；

（2）为Li Yue的健康提出建议。

Doctor’s questions:

1.我能为你做些什么？

2.你睡得好吗？

3.你每天学习多长时间？休息多长时间？

Answers: 1.What can I do for you?

2. Are you sleeping well?

3. How much time do you study each day？And how much time do

you take to rest？

Ask the students to translate the three questions and then try to answer the questions after listening to the tape for the second time.

Purpose: Practice the students’ listening skills

Step4：Post-listening

Show the students a picture and ask them to tell their feelings after looking at the picture and then do a stress level test.

A Stress Level Test:

1. You go to the toilet frequently before an exam.(10)

2.You don’t want to eat or eat too much.(10)

3.You feel guilty when you watch TV or go out to play.(10)

4.You easily get annoyed.(10)

5.You often suffer from headaches.(10)

6. You find it hard to fall asleep.(10)

7. You lose interest in the things that you enjoyed in the past.(20)

8. You often forget where you put things.(20)

How many points do you get?

Ask the students if they feel they are under too much stress and what they do to release their stress.

Purpose: Let the students test whether they are under great stress and prepare for the next task.

Step5：Discussion

Supposing one of your group members is under great stress, have a discussion in groups to tell him/her how to release stress and then make a dialogue.

Useful expressions:

Tom (a student under great stress):

I am really worried about…

I feel bad when I…

I find it hard to…

…made me upset and frustrated.

I have trouble in doing sth.

How can I stop…

Peter(a teacher/doctor offering help) :

You look…Can I help you?

Don’t think too much of…

Have a (an) good /active attitude to/towards…

You’d better balance…with …

Why not make time for fun such as…

If I were you, I would take regular exercise…

It would be a good idea to…

...is an efficient way to release stress.

…is very helpful.

Speaking Skills: Group work

◆Always try to speak in English.

◆Don’t interrupt other people.

◆Respect other people’s ideas.

Ask the students to have a discussion and make a dialogue between Peter and Tom using the useful expressions.

Purpose: Practice the students’ speaking ability and let them master the

expressions to express themselves.

Step6：Summary

Today, we have learned...

Listening/speaking skills:__________________

Useful expressions:_______________________

Others:________________________________

Summarize the lesson and let the students reflect on the lesson.

Purpose: Students are able to review what they have learned in class and develop the right attitude to stress.

Step7：Homework

Write a composition about how to release stress in our daily life（use the expressions above）.

Purpose: Students are able to give suggestions with the knowledge they have learned.

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Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn

高中英语教学设计案例

高中英语教学设计案例 一、教案背景 1、教学对象：高一年级学生 2、教师：张世钰 3、学科：英语 4、单位：郑州十九中 5、课时：第一学时 6、教学准备：多媒体教学课件、复印好的课堂活动纸（学案） 7、指导思想与理论依据：《高中英语新课程标准》指出，英语教学首先要培养学生的学习兴趣、信心、策略和习惯；强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力；突出“以人为本的教育思想”，以学生为主体，注重学生全面发展与个性差异的统一。教师应关注每一位学生，尊重他们的需要和个体差异，使他们都能在各自不同的基础上获得身心的健康发展，发展终身学习的能力。 二、教学课题 高一（上） Module2, Unit2 The Olympic Games Reading: An Interview（第1课时） 三、教材分析 1、教材内容：本节课所学教材选自必修二第二单元第一课时，它以世界性的体育盛会——The Olympic Games为中心话题，旨在通过本课的教学，培养学生的阅读策略；使学生了解奥运会的起源、宗旨、比赛项目以及古、现代奥运会的异同；让学生了解采访对话文体的基本特点；同时，培养学生对体育运动的爱好。 2、学情分析：本节课的授课对象是我校高一（26）班，是一个尖子班，期中考试（试题难度0.5~0.6）成绩全班61人的平均分为104分，其中优秀以上9人，及格以上50人。该班学生来有一半来自农村。学生虽然有求知欲望，但缺乏自信心，不敢在课堂上淋漓尽致的展示自己的能力。优点是他们学习比较刻苦，英语的基本功相对来说比较扎实，具有一定的自主合作和探究的能力，具备了用英语思考和表达的基本技能。要恰当运用英语词汇表达已有的奥运知识和看法，以及通过英语文章的阅读获取相关信息对于高一的学生来说仍有一定难度。 3、教学目标： 【知识与技能】通过本课时的学习，学生能够：①能读懂课文大意。②以词与词之间的语义联系为线索，建立自己的奥运会话题词汇库；③正确运用与奥运会话题有关的新学词汇，说出古、现代奥运会的异同。④了解采访对话文体的基本特点。 【过程与方法】①通过阅读课文、回答问题，培养归纳和推理能力；②通过阅读文章，

高中英语优质课说课稿

Introduce a place From Module2 Unit4 Communication Workshop 各位评委，大家好！ 今天我说课的内容是写作课“Introduce a place”。本节内容来自于第二模块第四单元的Communication Workshop。 对于这节课的设计，我力求突出重点，条理清晰。学生活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性和主动性。 下面我就说说本课的教学过程, 具体分为7个步骤，分别为， 1、Discuss the topic（引入并讨论话题）（3—5分钟） 2、Sample presentation（范文展示）（10分钟） 3、Drafting（写出初稿）（15分钟） 4、Self－response and making revisions（自查自改）（3分钟） 5、Getting response and revising again(互查互改）（3分钟）（亮点和创新点） 6、Giving feedback（给出回馈）（3分钟） 7，Homework （1分钟） 下面我详细说说每一个步骤， 1、Discuss the topic（引入并讨论话题）（3—5分钟） 首先，我从刚学过的奥克兰导入话题，问学生，我们已经学过了奥克兰这一课，那么我们回忆一下，介绍一个地方，需要考虑什么因素哪？学生们进行头脑风暴，得出相关的要素。比如人口, 历史, 地理位置等。然后我问学生，我们的首都北京已经成为国际化的大都市，越来越多的外国友人来北京旅游，你能否用英语把北京介绍给他们吗？我以此来激发学生运用发散性思维思考北京的相关要素，在学生思考完毕后，我在大屏幕上展示若干北京的图片，作为补充。然后让学生分成两人一组, 彼此向对方描述这些图片。同时，我走到学生中间聆听他们的描述。