1、1b创设了“打电话”的真实情境,在电话中,人们就各自所在城市的天气进行问答。在四个电话片段所谈到的世界各大城市的天气状况在1a中都有相应的图片,并且图片中巧妙地呈现了1b所涉及的五大城市的标志性建筑,这样将城市与当地天气的对应有助于更好地理解听力材料,也为1c的操练提供了简易的素材。2a-2c部分的听力输入比1b输入更加丰富,并增加了“正在做某事”的内容。2c是基于2a-2d的口语结对活动。2d的示范对话通过打电话的情景融入了Hows it going? Its great.等常用的“打招呼”交际用语,同时还谈论天气和人们正在从事的活动,呈现了small talks中如何就天气话题进行交谈的技
2、巧。教学目标(一) 语言知识目标:1.语音、词汇:通过课前自主预习和图片观察,能够认读并使用下列词汇和相关话题的常用表达。rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, him, could, back, problem, take a message, call ( sb.) back2.语法:2.1 能正确使用现在进行时态A:What are you doing?B:Im playing basketball with some friends at the park.Whats he doing?H
3、es studying at his friends home. 2.2能用how引导的问句表达问候。 A:Hows the weather in Boston? B: Its windy. Hows it going? Not bad, thanks.3.功能:能用所学语言谈论天气,简单的描述人们正在进行的活动,用更丰富的语言问候。Hows it going?Great!/Not bad./Terrible!A:Hows the weather in Beijing? Its sunny/rainy/windy/cloudy/cool/cold/warm/hot/dry.4.话题:能谈论天气
4、情况以及在这个话题牵引下的人们的即时活动。(二)语言技能目标:1.听:通过1a及1b,2a,2b的听力输入,学生能简单处理信息到对信息的多层次的处理。2.说:学生能模仿听力内容进行控制性的口语输出。3.读:学生能分角色朗读对话2d。4.写:学生能够完成书上1a,1b,2a,2b的空格填写。(3)学习策略目标:1.能利用句子重音捕捉关键信息,把握所听内容的大意。2.能通过词义的积极性或消极性判断、理解文章中人物的感受。3.能利用话题思维导图对词语归类整理,提高词语识记效率。(4)情感态度目标:能以积极的情感态度,有克服学习中的一些困难的勇气及有合作学习精神去主动学习。(5)文化意识目标:初步了解
5、“闲谈”是让交际顺利进行的一个重要策略。同时了解世界各地不同天气及人们进行的不同活动,感受地域差异。教学重难点教学重点:掌握how引导的询问天气的特殊疑问句,描述天气状况的形容词及与天气相关的人们相应的即时活动的询问与表达。教学难点:现在进行时中助动词be和动词-ing的正确使用。建议法情景交际法,任务型教学法,听说课的“3P”教学模式 : P-呈现(语言输入)P-操练(1.机械操练2. 听力训练)P-运用(语言输出)设置情景意义操练 设计听后活动任务,先模仿再迁移总结,听后设置任务提升学生语言运用能力教学流程(详见相应教学设计)评价1.本课时的目标设计清晰可操作,活动的设计紧扣目标要求并与目
6、标达成一致。2.听中的活动设计遵循语言规律,由易到难逐层递进,充分体现语言输入到语言输出的完整过程。3.听后的活动设计体现对文本内容的深度挖掘和文本再构,体现了对学生思维品格文化品格的训练与培养。附:教学活动设计步骤过程措施 (教师活动与学生活动) 目的持续性评价1预备与激活先期知识Step 1Greeting andLeading in ( 5mins )1.Show the goals of this lesson.2.T: T Lets watch a video about the weather. S:Ss Enjoy it. T:T says and asks:”Whats the
7、 video about?” S:It is about the weather.Hows the weather? It is cloudy/rainy/.3.T: T check the answers that Ss have done through the “IIQEE strategies”. Ss prepare and review and finish something.让学生明确目标地去听课。真实情景式导入话题,与生活经验产生共鸣,激发学生的学习兴趣。利用IQEE策略和用旧的词汇与本堂课的话题词汇建立起记忆连接。简单有效地激活学生与此话题相关的背景知识和前期知识。通过课前
8、的预习,培养学生的“IIQEE”学习策略,培养学生良好的预习习惯,扫清部分听力阅读词汇障碍。大部分学生是否明确目标。大部分学生是否对视频感兴趣。大部分学生是否能举手主动谈论话题内容。大部分学生是否能根据幻灯片提示准确回答出词义及分析变音字母或组合。2 获取新知识2新知识 3深度加工知识Step 2Pre-listening (3 mins)Step 3While-listening(15 mins)Step 4Post-listening) (12mins)1.T: T let Ss look at the screen, and ask Ss “ Hows the weather?/What
9、s the weather like?” Ss answer according to the pictures. It is rainy/sunny/cloudy.2.Finish 1a and check the answers.答案:1.a, 2.b, 3.e, 4.c, 5.d T lets Ss pay attention to the contents of the title and the main questions, and then do the listening practice 1b.S: Ss do the listening part 1b.a. Toronto
10、 b. Boston c. Beijing d. Moscow e. Shanghai2.T:T shows the listening materials to Ss to observe the target language. And give Ss examples to make conversations about the weather in pairs like this: Hows the weather in Beijing?Its sunny.And T practice with some top Ss first. Then check. Ss imitate an
11、d practice, and then show the conversation in pairs. T lets Ss pay attention to the details such as the key words and phrases, and then do the listening practice in 2a. And check the answers. Ss do the listening part 2a.2,3,4,14.T.: T lets Ss pay attention to the details such as the key words and ph
12、rases, and then plays the listening practice 2b. And check the answers. Ss do the listening part 2b.1.c, 2.a, 3.d, 4.b 5.T:T asks Ss role play conversations between uncle Joe, Jeff, Merry and Aunt Sally in pairs like this: What is Uncle Joe doing? He is playing basketball.And T practices with some top Ss first. Then check. Let Ss. read the dialogue in 2d with questions. Ss read the dialog and answer the questions in groups. Lets read carefully again to fill the blanks. If you finish you can check with your group first. Then we check together.Ss: Read and find the answers. And check in groups.
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