Unit 2 Making a Difference Using language 1 教学设计-高中英语外研版（2019）必修第三册.docx

新外研版必修Book 3, Unit 2 Making a Difference第4-5课时教学设计内 容Using languagevocabulary+listening1. 课程标准分析本课时为Using language的词汇和听力部分，听力语篇类型为电话录音。学生通过“读、听、说”等活动，在语境中理解与人物品质相关的词汇含义并能运用词汇描述他人的人物品质，给出个人理由。通过听，初步掌握电话咨询的文体特点，学习运用得体的语言在电话中进行沟通，理解语言背后的文化背景知识，了解国内外慈善机构和志愿者组织，加深学生对慈善事业的认识，激发他们投身慈善事业的愿望。本课时需使用整理归纳的元认知策略、含解释等方式的交际策略和听力中记录笔记的认知策略。2. 教学内容分析词汇部分呈现四人简介的语段，融入个人品质相关词汇，为听力部分做好铺垫；听说材料为一段咨询志愿者工作的电话录音，要求学生听懂电话录音，填写志愿者登记表缺失信息，在语境中准确的理解他人和得体与他人进行沟通和交流，表达自己，认识国内外慈善事业，激发他们投身慈善事业的愿望。 3. 学生学情分析学生对于描述个人品质的词汇认知有限，对国内外慈善组织了解较少，对电话咨询志愿者服务这一听力语篇体裁不熟悉，需要掌握该类型语篇的听力技巧，形成听前对听力内容和结构的推理能力；4. 学习目标叙写(1) 通过阅读四人的性格介绍，能从语境中识别出描述人物品质的词语，对其褒贬进行划分，发展语言能力和学习能力；(2) 通过了解中外慈善组织中的志愿者服务，思考如何通过电话咨询获得志愿工作，针对电话咨询的对话特点准备相应问题，发展文化意识、思维品质和学习能力；(3) 通过听力材料，听出电话问询的大意内容，提炼出电话问询的内容要点，并模仿对话，发展语言能力、思维品质和学习能力。5. 评价任务设计(1) 阅读语段，划出描述个人品质的词汇，并能分类，运用词汇两人一组进行对话，表达对他人品质的个人看法，完成活动1、2、3，检测目标1；(2) 结合图片认识了解国内外志愿者工作情况，思考申请志愿服务的途径，并在电话咨询前准备问题，完成活动4，检测目标2；(3) 听听力，根据内容选择出电话问询中三人的相关信息，完成志愿者登记表，讨论总结登记表的涵盖内容，完成任务5、6，检测目标3；(4) 根据电话问询材料的内容结构，两人合作对模拟对话，完成任务7，检测目标3。6. 学习活动设计教师活动学生活动环节一：Small talk教师活动1Teacher asks: Can you introduce someone you know by describing their personal qualities?学生活动1Students think about words about personal qualities.活动意图说明：思考人物品质相关的话题词汇，激活已知。环节二：Read and categorize教师活动21. Teacher asks Ss to read four descriptions and underline words that describe personal qualities.2. Teacher asks Ss to categorize words and put in the table.学生活动21. Students read descriptions and underline the words.2. Students put the words in the table and add more.活动意图说明:锻炼学生在简短人物描述中查找相关描述词汇的能力，让学生在合作中发挥个人基础词汇优势，带动薄弱学生，扩展词汇学习。环节三：Pair work教师活动3Teacher leads Ss to make a conversation to describe peoples qualities by using the new words and give their reasons.学生活动3Students make up a conversation to describe someones personality and give reasons.活动意图说明在理解的基础上，运用所学语言知识对话，实现语言迁移，锻炼学生的思维能力。环节四：Pre - Listening教师活动41. Teacher asks: What qualities are needed if we want to be a volunteer?2. Teacher asks Ss to read “Did you know” on the book and provide more information of charities with the question: Do you know any charities?3. Teacher asks: As a senior high students, would you like to be a volunteer in your spare time? How do we apply for volunteer work?4. Teacher leads to the phone enquiry and asks Ss to read “learning to learn”, then asks Ss to prepare corresponding questions before listening.学生活动41. Students think about the qualities needed in a volunteer;2. Students read “Did you know”, and share any charities they know;3. Students think about the ways to apply for volunteer work;4. Students read “learning to learn” and prepare some questions before a phone enquiry.活动意图说明:听前对志愿者品质和慈善事业有所了解，补充背景知识，从意识到个人的社会意义过渡到了解加入慈善组织的基本要求，学习电话咨询的听力技巧，为听力做准备。环节五：Listening教师活动51. Teacher plays the tape for the first time;2. Teacher plays the tape for the second time;学生活动51. Students listen for the first time and find out the figures and complete the sentences;2. Students listen for the second time and complete the registration form. 活动意图说明在听的过程中，通过泛听、精听，培养学生获取主要事实信息和细节信息的能力，学习如何在打电话的过程中一步一步获取相关信息。环节六：Discussion教师活动6Teacher asks: How does Sarah make a phone enquiry?教师活动6Students work in groups and summarize the elements of a phone enquiry.活动意图说明:小组合作分析电话咨询的特点，同时归纳申请志愿者的方法，学习如何运用得体的语言申请志愿者。环节七：Pair work教师活动7Teacher gives a situation from page 81 and page 84, and asks students to act out a telephone enquiry.学生活动7Students work in pairs to act out a phone enquiry.活动意图说明:创设接近真实世界的交际语境，模仿电话咨询申请志愿者，让学生明确交际场合和申请志愿者的构成要素，迁移运用，从而有效实现与他人的沟通与合作。7. 板书设计Unit 2 Making a DifferenceVocabulary and ListeningApplicant: (want to know) Staff: (recommend the work)What kind of work: responsibilities: Responsibilities: requirements:Requirements: contact:Person to contact:More information (working hours, previous experience) Phone enquiryPersonal quality Positive Neutral Negative 8. 作业与拓展学习设计详见第4，5课时课后作业9. 教学反思与改进 学科网（北京）股份有限公司