Unit1GettingalongwithothersTask1教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit1Gettingalongwithothers板块：TaskThoughtsonthedesign:本节课是以听、说为主的训练课，为下一节写作课收集资料。听力虽被视为被动的接受，但老师可以将学生的已知与未知联系起来。通过reading的学习，学生知道当遇到困难时，可以向媒体求助。运用学生这一已知信息们，可以将他们的注意力转移到向热线求助。本课对于建议类的用语有所涉及。Teachingaims:Afterlisteningandtalking,thestudentswillbeableto1.haveadeepandclearunderstandingoffriendsandfriendship.2.knowclearlywhattheproblemisandwhatsuggestionsTeenTalkgivesthem.3.talksomethingaboutfriendsandhavetheirownopinions.4.knowhowtomakenotesandgivesuggestions.5.haveabetterfriendshipwithothers.Teachingprocedures:Step1Leadin(PPT1-7)1.Saysomethingabouttheteacherhimself/herself.2.Showsomepicturesaboutmystudents,includingLiDong.3.Talkabouthisproblem.Goodmorning,everyone.I’mHeMei,fromBeijiaoMiddleSchoolinChangzhou.Myschoolisaboardingschool.Sorelativelyspeaking,studentshavemoretimeinschool.Theystudy,rest,eatandsleepunderthesameroof.Someofthemcanbecomegoodfriends.Butsometimes,theymayalsomeetwithsomethingunhappy.LiDongisanexample.Recently,hehashadsomeproblemswithtwoofhisfriends.Sowhodoyouthinkhecanturntoforhelp?(teachers,parents,otherclassmates,agonyaunt,…).Fromreading,wecanseestudentscanalsoturntoagonyauntforhelp.Besidesalltheseways,thereisstillapopularone,called“hotlines”,especiallythroughradio.Sodoyouwanttolearnmoreabouthotlines?Openyourbookstopage13,Hereisanintroductiontoahotline:TeenTalk.Beforereading,guesssomeanswers.[Explanation]由于是借班上课，教师通过自我介绍这一环节帮助学生逐步适应教师的语速和语言风格。通过聊自己的学生，拉近与听课学生间的情感距离。通过帮助李东，学生可以很自然想到它可以求助的人，从而导入热线帮助这一方式。Step2Pre-listening(PPT8)1.AskthestudentstogothroughthissmallpassageaboutTeenTalk.2.Findtheanswerstothesefivequestionsandchecktheanswers.Answers:1phone;2true;3false;4yourproblems;5practicaladvice.3.Guidestudentstomakesimplenotes.Withmyhelp,LiDonghasturnedtoTeenTalkforhelp.Sonext,wewillhearthattelephonetalkandgettoknowwhatLiDong’sproblemis.Whilelistening,pleasewritedownkeywordstothesefivequestionsonp13.Refertoquestion1onp12.Youneedn’twritedownthewholesentencesandcananswerthequestionsinyourownwords.Step3Whilelistening(PPT9)Listentotheconversationtwice.Forthefirsttime,gettoknowthemainideaofthepassageandtakesomesimplenotes.Forthesecondtime,completeyournotes.Step4Postlistening(PPT10-11)Checkanswerstoquestions[Explanation]听力让学生对李东的问题有所了解，并熟悉了热线求助这种方式。步骤2为步骤3的进行打下了良好的基础，能让学生养成听力记录的良好习惯和技能。整个听力部分是task的核心，是写作背景，为写作打下了好的基础，便于学生收集信息。Step5Discussion1.Discussthetopic“Friendship”withstudents.(PPT12)AcceptingTeenTalk’sadvice,LiDongwantstowritealettertoeachofthem.ButithappensthatLiDongisn’tgoodatexpressinghimself.Heaskedmewhatheshouldsayintheletterbesidesthathefelttrappedanddivided.Iwastoobusytoanswerhimthen.Socanyougivehimsomesuggestions?(thequalitiesofagoodfriend;feelingsaboutbestfriends;whatmakesagoodfriendshiplast)2.Informthestudentstomakeupadialogueinagroupoffour.(PPT13)IthinkthesesuggestionsaretoomuchforLiDong.Maybehewantstolistentoyouropinionsaboutfriendsandfriendship.Sohaveadiscussionaroundfriends:①Whatdoesfriendshipmeantoyou?②Wh...
