还剩4页未读，
继续阅读
所属成套资源：上外版英语选择性必修第一册课件PPT全册+教案
成套系列资料，整套一键下载
英语上外版 (2020)Listening,Viewing and Speaking优秀教案
展开
这是一份英语上外版 (2020)Listening,Viewing and Speaking优秀教案，共7页。教案主要包含了教学设计与说明等内容，欢迎下载使用。
课型：Listening, Viewing and Speaking
一、教学设计与说明
1. 教学目标
本课为本单元的第 4 课时，核心目标为学生能运用符号和缩写记录并还原听 到的信息，领悟探险家精神，梳理纪录片以及视频播客的文本结构特征，向他人 描述个人的探险经历以及表达对探险的观点。
2. 设计思路 本课在导入环节，通过引导学生分享自己想要探索的未知领域，激发学生的
探索。通过听力语篇，学生了解历史上人类已经探索过的领域，获取人类探索历 史的背景知识。然后学生通过运用符号和缩写记录细节信息，获取听力语篇中所 提到的过去和现在人类进行探索实践的原因，并对彼此运用速记策略的能力做出 评价。在获取冒险活动和人类的冒险原因之后，学生讨论探险相关的职业，并通 过观察视频无声片段推测主人公的职业，然后观看完整视频，获取有关主人公经 历的关键信息，并领悟主人公的探险家精神。学生完成视听任务后，回顾纪录片 和视频博客的语篇结构，并提取与冒险有关的表达，整理成话题词汇语义网，为 口语环节的操练做准备。最后，学生在小组内根据谁最具探险精神，推选出小组 代表进行问答比赛。学生在答题时可参考话题词汇语义网和教师给出的句式结构， 答题数量和表达能力综合分最高的小组胜出。最后，学生回顾本课内容，巩固所 学知识。
3. 重点难点 笔记中的符号和缩写策略；探险话题相关表达的运用。
Lessn Plan
By the end f this perid, students will be able t:
present the reasns fr explratin frm the audi clip by taking ntes using symbls and abbreviatins;
list the spirit f the adventure stryteller in the vide clip;
cmprehend the features f a dcumentary’s script and that f a VODcast;
express their ideas clearly using the expressins learned frm the audi and the vide clip.
Prcedures:
Interactive activity 1: Sharing the wish t explre
*T: Get students t discuss with their partners.
*Ss: Wrk in pairs and describe what they want t explre and why.
Purpse: T aruse students’ interest in the tpic and prepare them fr the listening, viewing and speaking sectins.
Guided questin:
If yu were given a chance, what wuld yu want t explre? Why?
Independent activity 2: Listening fr what the explrers have dne
*T: Play the audi clip and have students listen fr key infrmatin.
*Ss: Listen t the clip and tick the items that explrers have dne.
Purpse: T have students practice listening fr detailed infrmatin and get them familiar with the listening material.
Guided questin:
What items have the explrers dne?
Independent activity 3: Listening fr reasns fr explratin
*T: Prepare students fr nte-taking and play the audi clip again. Invite tw students t cme t the blackbard and share their ntes.
*Ss: Practice nte-taking using symbls and abbreviatins. Listen t the audi clip and take ntes f current reasns fr explratin.
Purpse: T have students practice taking ntes using symbls and abbreviatins.
Guided questins:
What wuld yu write dwn when yu hear the fllwing phrases?
What are the reasns fr explratin?
Interactive activity 4: Evaluating the usage f nte-taking skills
*T: Encurage ther students t evaluate the tw student’s wrk accrding t a checklist.
*Ss: Evaluate peers’ usage f nte-taking skills. Reflect n their wn wrk.
Purpse: T guide students t reflect n their cmprehensin f nte-taking skills.
Guided questin:
Culd yu evaluate his/her applicatin f nte-taking skills accrding t the questins?
Interactive activity 5: Analyzing the audi script
*T: Shw the script f the dcumentary and guide students t analyze the text.
*Ss: Analyze the textual pattern and the structure f the text.
Purpse: T help students develp a better understanding f the structure f a dcumentary script.
Guided questins:
What des each paragraph tell us?
What’s the textual pattern f the dcumentary’s script?
Interactive activity 6: Drawing a thinking map f tpic-related vcabulary
*T: Have students wrk in grups t draw a thinking map n the wrksheet.
*Ss: Recall the expressins related t adventure frm the audi clip and draw a thinking map f tpic-related vcabulary.
Purpse: T enlarge students’ vcabulary and prepare them fr the speaking activity.
Guided questin:
What expressins related t adventure can yu recall frm the audi clip?
3 / 6
Independent activity 7: Guessing the man’s jb frm the silent vide clip
*T: Ask students what jbs are related t adventure and have them guess infrmatin frm a silent vide clip.
*Ss: List jbs related t adventures. Watch the silent vide clip and guess the man’s jb.
Purpse: T turn students’ attentin frm the audi clip t the vide clip and have students practice guessing infrmatin frm images f a vide clip.
Guided questins:
What jbs d yu knw that are related t explratin r adventures?
What’s the man’s jb in this vide clip?
Independent activity 8: Getting the main idea f the vide clip
*T: Play the full versin f the vide clip and guide students t check their guess and get the main idea f the vide clip.
*Ss: Watch the vide clip, check the man’s jb and get the main idea f the vide clip by cupling the man’s emtins and his wrds.
Purpse: T guide students t get the main idea f a vide clip thrugh bth images and wrds.
Guided questins:
Can yu sense the emtinal change f the man in the vide clip?
What is he talking abut at the beginning f the vide? What abut then?
Independent activity 9: Appreciating an adventurer’s spirits
*T: Play the full versin f the vide clip again and ask students t listen fr key infrmatin.
*Ss: Watch the vide clip, find key infrmatin abut what the man did and what he vercame t cmplete the table.
*T: Have students appreciate the adventurer’s spirits.
*Ss: Add adventurus spirits t the thinking map f tpic-related vcabulary.
Purpse: T guide students t appreciate the spirits f an adventurer.
Guided questin:
What spirits make the adventure stryteller’s ideas a reality?
Interactive activity 10: Analyzing the vide script
*T: Shw the vide script and guide students t analyze the text.
*Ss: Analyze the textual pattern and the way the text is rganized. Add mre expressins t the tpic-related vcabulary.
Purpse: T help students develp a better understanding f the rganizatin f a VODcast script.
Guided questins:
What’s the textual pattern f the VODcastt?
Hw is the VODcast rganized?
Interactive activity 11: Answering questins related t adventure
*T: Give instructins t rganize the asking and answering cmpetitin amng grups and prvide useful expressins fr reference.
*Ss: Decide the representative f each grup t answer the audience’s questins, using the tpic-related expressins and ther useful expressins prvided by the teacher.
Purpse: T have students describe their persnal adventurus experiences and spirits.
Guided questin:
Are yu clear abut the rules?
Interactive activity 12: Evaluating thers’ perfrmance
*T: Encurage students t evaluate the grup representatives’ perfrmance.
*Ss: Evaluate the grup representatives’ perfrmance.
Purpse: T guide students t reflect n their perfrmance.
Guided questins:
Whse answers were the mst understandable? What merits did he/she have?
Whse answers left yu with the deepest impressin? Why?
Independent activity 13: Reviewing the expressins and reflecting n adventurus spirits
*T: Have students review what has been learnt in class.
*Ss: Review the expressins related t adventure and reflect n adventurus spirits.
Purpse: T cnslidate what has been learned in class.
Guided questin:
What have yu learnt in tday’s lessn?
Assignment:
Decide whether yu want t be a crabber, a wildlife phtgrapher r an astrnaut and recrd a vide (2 min) t apply fr the jb. Yur vide shuld include the reasns yu apply fr the jb and yur qualities related t the jb.
课型：Listening, Viewing and Speaking
一、教学设计与说明
1. 教学目标
本课为本单元的第 4 课时，核心目标为学生能运用符号和缩写记录并还原听 到的信息，领悟探险家精神，梳理纪录片以及视频播客的文本结构特征，向他人 描述个人的探险经历以及表达对探险的观点。
2. 设计思路 本课在导入环节，通过引导学生分享自己想要探索的未知领域，激发学生的
探索。通过听力语篇，学生了解历史上人类已经探索过的领域，获取人类探索历 史的背景知识。然后学生通过运用符号和缩写记录细节信息，获取听力语篇中所 提到的过去和现在人类进行探索实践的原因，并对彼此运用速记策略的能力做出 评价。在获取冒险活动和人类的冒险原因之后，学生讨论探险相关的职业，并通 过观察视频无声片段推测主人公的职业，然后观看完整视频，获取有关主人公经 历的关键信息，并领悟主人公的探险家精神。学生完成视听任务后，回顾纪录片 和视频博客的语篇结构，并提取与冒险有关的表达，整理成话题词汇语义网，为 口语环节的操练做准备。最后，学生在小组内根据谁最具探险精神，推选出小组 代表进行问答比赛。学生在答题时可参考话题词汇语义网和教师给出的句式结构， 答题数量和表达能力综合分最高的小组胜出。最后，学生回顾本课内容，巩固所 学知识。
3. 重点难点 笔记中的符号和缩写策略；探险话题相关表达的运用。
Lessn Plan
By the end f this perid, students will be able t:
present the reasns fr explratin frm the audi clip by taking ntes using symbls and abbreviatins;
list the spirit f the adventure stryteller in the vide clip;
cmprehend the features f a dcumentary’s script and that f a VODcast;
express their ideas clearly using the expressins learned frm the audi and the vide clip.
Prcedures:
Interactive activity 1: Sharing the wish t explre
*T: Get students t discuss with their partners.
*Ss: Wrk in pairs and describe what they want t explre and why.
Purpse: T aruse students’ interest in the tpic and prepare them fr the listening, viewing and speaking sectins.
Guided questin:
If yu were given a chance, what wuld yu want t explre? Why?
Independent activity 2: Listening fr what the explrers have dne
*T: Play the audi clip and have students listen fr key infrmatin.
*Ss: Listen t the clip and tick the items that explrers have dne.
Purpse: T have students practice listening fr detailed infrmatin and get them familiar with the listening material.
Guided questin:
What items have the explrers dne?
Independent activity 3: Listening fr reasns fr explratin
*T: Prepare students fr nte-taking and play the audi clip again. Invite tw students t cme t the blackbard and share their ntes.
*Ss: Practice nte-taking using symbls and abbreviatins. Listen t the audi clip and take ntes f current reasns fr explratin.
Purpse: T have students practice taking ntes using symbls and abbreviatins.
Guided questins:
What wuld yu write dwn when yu hear the fllwing phrases?
What are the reasns fr explratin?
Interactive activity 4: Evaluating the usage f nte-taking skills
*T: Encurage ther students t evaluate the tw student’s wrk accrding t a checklist.
*Ss: Evaluate peers’ usage f nte-taking skills. Reflect n their wn wrk.
Purpse: T guide students t reflect n their cmprehensin f nte-taking skills.
Guided questin:
Culd yu evaluate his/her applicatin f nte-taking skills accrding t the questins?
Interactive activity 5: Analyzing the audi script
*T: Shw the script f the dcumentary and guide students t analyze the text.
*Ss: Analyze the textual pattern and the structure f the text.
Purpse: T help students develp a better understanding f the structure f a dcumentary script.
Guided questins:
What des each paragraph tell us?
What’s the textual pattern f the dcumentary’s script?
Interactive activity 6: Drawing a thinking map f tpic-related vcabulary
*T: Have students wrk in grups t draw a thinking map n the wrksheet.
*Ss: Recall the expressins related t adventure frm the audi clip and draw a thinking map f tpic-related vcabulary.
Purpse: T enlarge students’ vcabulary and prepare them fr the speaking activity.
Guided questin:
What expressins related t adventure can yu recall frm the audi clip?
3 / 6
Independent activity 7: Guessing the man’s jb frm the silent vide clip
*T: Ask students what jbs are related t adventure and have them guess infrmatin frm a silent vide clip.
*Ss: List jbs related t adventures. Watch the silent vide clip and guess the man’s jb.
Purpse: T turn students’ attentin frm the audi clip t the vide clip and have students practice guessing infrmatin frm images f a vide clip.
Guided questins:
What jbs d yu knw that are related t explratin r adventures?
What’s the man’s jb in this vide clip?
Independent activity 8: Getting the main idea f the vide clip
*T: Play the full versin f the vide clip and guide students t check their guess and get the main idea f the vide clip.
*Ss: Watch the vide clip, check the man’s jb and get the main idea f the vide clip by cupling the man’s emtins and his wrds.
Purpse: T guide students t get the main idea f a vide clip thrugh bth images and wrds.
Guided questins:
Can yu sense the emtinal change f the man in the vide clip?
What is he talking abut at the beginning f the vide? What abut then?
Independent activity 9: Appreciating an adventurer’s spirits
*T: Play the full versin f the vide clip again and ask students t listen fr key infrmatin.
*Ss: Watch the vide clip, find key infrmatin abut what the man did and what he vercame t cmplete the table.
*T: Have students appreciate the adventurer’s spirits.
*Ss: Add adventurus spirits t the thinking map f tpic-related vcabulary.
Purpse: T guide students t appreciate the spirits f an adventurer.
Guided questin:
What spirits make the adventure stryteller’s ideas a reality?
Interactive activity 10: Analyzing the vide script
*T: Shw the vide script and guide students t analyze the text.
*Ss: Analyze the textual pattern and the way the text is rganized. Add mre expressins t the tpic-related vcabulary.
Purpse: T help students develp a better understanding f the rganizatin f a VODcast script.
Guided questins:
What’s the textual pattern f the VODcastt?
Hw is the VODcast rganized?
Interactive activity 11: Answering questins related t adventure
*T: Give instructins t rganize the asking and answering cmpetitin amng grups and prvide useful expressins fr reference.
*Ss: Decide the representative f each grup t answer the audience’s questins, using the tpic-related expressins and ther useful expressins prvided by the teacher.
Purpse: T have students describe their persnal adventurus experiences and spirits.
Guided questin:
Are yu clear abut the rules?
Interactive activity 12: Evaluating thers’ perfrmance
*T: Encurage students t evaluate the grup representatives’ perfrmance.
*Ss: Evaluate the grup representatives’ perfrmance.
Purpse: T guide students t reflect n their perfrmance.
Guided questins:
Whse answers were the mst understandable? What merits did he/she have?
Whse answers left yu with the deepest impressin? Why?
Independent activity 13: Reviewing the expressins and reflecting n adventurus spirits
*T: Have students review what has been learnt in class.
*Ss: Review the expressins related t adventure and reflect n adventurus spirits.
Purpse: T cnslidate what has been learned in class.
Guided questin:
What have yu learnt in tday’s lessn?
Assignment:
Decide whether yu want t be a crabber, a wildlife phtgrapher r an astrnaut and recrd a vide (2 min) t apply fr the jb. Yur vide shuld include the reasns yu apply fr the jb and yur qualities related t the jb.
相关教案
上外版（2020）必修 第二册Unit 4 Sports教案： 这是一份上外版（2020）必修 第二册Unit 4 Sports教案，共12页。
2020-2021学年Unit 3 Food教学设计： 这是一份2020-2021学年Unit 3 Food教学设计，共10页。
上外版（2020）必修 第二册Unit 3 Food教学设计： 这是一份上外版（2020）必修 第二册Unit 3 Food教学设计，共11页。
