高中英语 unit3 fashionlisteningspeaking and writing教案 牛津上海版S2A.docx

1、高中英语 unit3 fashionlisteningspeaking and writing教案 牛津上海版S2A2019-2020年高中英语 unit3 fashion-listening,speaking and writing教案 牛津上海版S2A一、章节分析 （Section Analysis ） (一) 综述 本章节是语言运用部分。通过听，说，读，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达想法的能力。教会学生用英语做问卷调查和信息反馈，训练学生看图作文能力。（二）目标Integrated skills 要求学生通过听一段对话获得关键信息并作简要信息记录，然

2、后根据所作笔记完成一封回信，以此对上述信息进行反馈。（可以结合P35听力练习强化学生记录信息的能力，要求学生补充每一件物品除出现年代以外的其它信息。）Speaking 在轻松的氛围中帮助学生通过互相提问的形式，完成一份已事先设计好的问卷调查。并引导学生发表他们对问卷结果的看法。Writing 1 学会看清各幅图画所要表达的意思以及图画之间的联系。2 学会串词成句，即根据提供的短语组织完整的句子，然后根据图画的含义将这些句子组织成一个完整的故事。3 引导学生使用连词使上下文连贯，故事情节流畅。（三）重点和难点Integrated skills 帮助学生掌握以下词汇：（P24）shrink， Sh

3、rinkproof, colorfast （P35）pregnancy, disposable, permanently在写信过程中需注意的语法现象：suggest that(should)Speaking 鼓励并确保小组成员之间互相提问和回答P32的问题，最后对问卷分析进行个人意见反馈。Writing 根据图画和所给单词、词组流畅连贯地叙述故事。二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Integratedskills 听力部分： 材料的整合： 将课本第24页和课本第35页上的听力材料整合。两份材料都是培养学生作简要信息记录的能力。（为确保P24听力和写

4、信练习的连贯性，可先完成P35的听力内容并加以扩展要求学生提供除物品出现年代以外的更多信息。） Pre-listening 在听之前，创设环境，要求学生明确听力任务（recognize key words），扫清在听力材料中出现的困难词汇(pregnancy, disposable, permanently，shrink， Shrinkproof, colorfast)，提高听的效果。 While-listening激发兴趣，增强听的动力。 Post-listening 要求学生小组活动，比较每个人的记录，是否做到既准确又简洁。听力之后的反馈写信练习：引导学生在所作记录的基础上组织语言，完成信

5、的内容。具体处理这部分内容的建议见链接1。牛津英语教学参考S2ASpeaking 将学生分成45人一个小组，任命一位group leader, 小组成员之间互相就问卷上的问题进行提问和回答，并对各自以及他人的回答作出汇总。 学生汇总分数后参考问卷分析，并讨论对问卷结果的看法。Writing 看清各幅图画所要表达的意思以及图画之间的联系。 恰当使用课文提供的短语，完整，连贯地完成一个故事的叙述。 注意句子之间的连贯，适当使用连词使故事流畅生动。 建议在写作完成后，进行小组交流，鼓励学生之间互相阅读文章，指出他人的错误之处与出色之处。这样学生可以互相借鉴并取长补短。具体处理这部分内容的建议见链接2

6、链接1说明： Integrated skills 整合了听力，笔记以及写作等能力，是一种综合性的训练，科学设计有助于学生提高综合能力。以下是一份教案。Integrated skills Part one Listening & Note-takingPre-listening1) Get familiar with the new words （P24）shrink， Shrinkproof, colorfast（P35）pregnancy, disposable, permanently2) Introduce the task to the students - to recognize

7、the key words; to learn how to take notes in brief (they should not note down everything the speakers say.)While listening Task one Exercise on P351. Students listen once, and they are required to match the column of fashion items with the column of their first appearing time.2. Students listen agai

8、n, and they are required to fill in the following form designed by the teacher as an additional task. The aim is to help students find more detailed information.First appearing timeFashion itemsDetailed info. (if any)Paper clothesShoulder-bags for womenThe wrinkled lookThe first hoop skirtNylon stoc

9、kingssneakers3. Check the answers Task Two Exercise on P24 1. Students listen once, and they are required to take down as much information as they hear, and fill in the form.2. Students listen again, and they are required to make sure they dont miss out any important information. Make the notes brie

10、f but informative.Purple Jeans Test ResultsNamesortStrong?Shrinkproof?Colorfast?mentsDaisy￥140Cheap but very poor qualityRoseLilyIris3 Check the answersPost-listening Divide students into groups, in which they discuss about the results they have obtained, and try to offer their own opinions on the f

11、our brands of jeans. Part Two pleting a letter based on the previous listeningThe students are required to plete a letter, the outline of which has been provided. To make sure that students write more than one sentence in each blank, the teacher can first organize a group discussion among students b

12、efore they get down to filling in the blanks. While they are giving suggestions, students should pay special attention to some grammar. For instance, they may be guided to note that after I suggest that, they should use the subjunctive mood. They should give reasons why the friend should not buy Dai

13、sy or Iris jeans, and reasons why she should buy Rose jeans.链接2说明： 写作部分要求学生看图写故事。通过这一部分的学习，让学生学会看清各幅图画所要表达的意思以及图画之间的联系，能根据课文所给的单词和词组组织完整的句子，最后形成连贯流畅的文章。 以下是一份教案。WritingStep One Pre-writing - to review the rules of writing a story.（由于学生在高一时已经做过根据图片写故事的练习，此次看图写作不是初学，而是复习、巩固写作技巧） Divide the students in

14、to groups and ask them to discuss the basic elements of a story. (They may produce the following: who, what, when, why, where, how, etc.) Ask them to answer the questions of who, what, when, why, where, and how, according to what they have observed in each picture. Guide the students to note that th

15、e story is required to be told in first person angle and mainly in the simple past tense.Step Two While-writing Students should write the story with the useful phrases offered on page 33. (but they dont need to use all the phrases provided.) Students should pay special attention to the connection of

16、 each picture. Teachers may guide them to use some connective words. (and, then, after that, several days later, finally, ) Students should also pay attention to the details, e.g. Jacks appearance (which is closely related to the mothers attitude towards him) Students should have the imaginative thi

17、nking. Teachers may encourage them to invent dialogues, especially what the mother says. Guide the students to use paragraphs.Step Three Post-writing Several students are invited to present their writings to the whole class, by means of the over-head projector. Other students are invited to ment on

18、these writings. Then the teacher may make some ments on them. Get the students to think about the story again, and try to work out something meaningful behind the story. (they may well think of the saying Never judge a book by its cover ) 2019-2020年高中英语 unit3 fashion-more reading教案 上海牛津版S2A一、 章节分析（一

19、）综述本章节是补充阅读材料，对于学生校服从主观和客观的角度作了评价，主要表达了对这一现象的积极观点。本课的任务有两个：1 学生通过对课文的学习。掌握一些核心词汇，例如：promote，ment, affect, drop, academic performance, plain, positive等。2 通过学习课文，引导学生思考与他们密切相关的物品校服。使学生对校服有一个全面的认识，从而进一步熟悉议论文的技巧。（二）阅读目标1 知识目标学习课文中重点词、词组、句型和语法。2 能力目标进一步提高学生的阅读理解能力和培养学生的阅读技巧。3 情感目标就学生所熟悉的话题校服展开讨论，容易引起学生的共

20、鸣。老师可鼓励学生发表更多对于校服的看法，丰富这一主题。（三）教学方法采用任务型教学法组织教学，通过听说，讨论等具体活动，达到教学效果。（四）重点和难点词汇学习1) 核心词汇 uniform promote ment affect plain positive2) 拓展词汇 discipline drop elementary dramatically characteristics monotonous plus3) 词组和短语 public schools the first to do so drop by 40% academic performance inner character

21、istics rather than二、 教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Pre-reading 征求学生意见，鼓励学生发表对校服的看法。可将学生分成两个组喜欢穿校服的和不喜欢的。要求每一大组的学生讨论以下几个方面的问题: 喜欢校服的理由 或不喜欢校服的理由（要求尽可能详尽） 提出对自己现有校服的改进建议（学生可参考互联网上各种学生校服的设计，选择适合自己的款式）图片网址请见链接1牛津英语教学参考S2AWhile-reading 这是本课的主体部分，也是老师要处理的重点，既要引导学生学习重点词汇和句型，又要提高学生的阅读理解能力，培养学生的阅读技巧。

22、 要求学生带着教师事先所给问题快速通读全文，了解文章大意。 培养学生理解能力。在阅读的过程中，要求学生根据上下文，推测新单词的词意。完成课本P3435 练习A1和A2。Post-reading 这是课文的拓展部分。要求学生结合自己的观点和课文的观点，综合全面地分析学生穿校服这一校规的利弊。然后写一篇文章：The Advantages and Disadvantages of School Uniform 关于补充阅读部分的教案请见链接2链接1说明： 各种校服款式的图片网址。fotosearch/photos-images/school-uniform.html链接2说明： 阅读部分建议采用任务

23、型阅读教学的方法，提高学生阅读理解能力，培养学生的阅读技巧。以下是一份教案。Teaching proceduresI. Pre-readingThe teacher divides the students into 2 groups according to their attitude towards the school uniforms they wear. Students are asked to answer the following questions:1. The reasons why they like/dislike their school uniforms.2.

24、If there is an opportunity for them to improve the design of the uniform, what suggestions might they provide? (They may refer to the website: fotosearch/photos-images/school-uniform.html ) Students choose their group leaders and present their ideas.II. While-readingAfter they have given their own i

25、deas, students are required to find out information about school uniform in the text.While reading the passage, they should pay special attention to details and plete the following task. Fill in the form according to the content:NamesJobsPositive opinionsNegative opinionsMr. ClintonMs. Linda MooreNi

26、ck DuranSomestudents True or False exercise:1) It was not until Mr Clinton praised student uniforms that students at Rogers Middle School started wearing them.2) All the students in Long Beach district are wearing school uniforms.3) The uniform of Rogers school includes black trousers, white coats,

27、and red jackets or sweaters.4) This passage is most probably taken from a magazine.5) School uniforms have proved quite effective in helping reducing school violence. Word study1. Replace the underlined parts by using the words or phrases from the text.1) Mr Clinton thought highly of student uniform

28、s.2) Most students wear uniform fashion nowadays.3) The Long Beach district is doing something that is effective.4) Violence and discipline problems have decreased rapidly since the policy was introduced.5) Some students plain that the uniform dress is dull and uninteresting, but many see a good sid

29、e.6) “People judge you on your inner quality, not what you wear.” said Nick Duran, “Furthermore,” he said, “its easier to choose what to put on in the morning.7) Since students started wearing uniforms, their marks at most subjects have improved.Key for reference: 1. praised 2. dress in 3. working 4. dramatically 5. monotonous; positive 6. characteristics; rather than; plus 7. academic performance2. plete Exercise A1 & A2III. Post-readingBased on their own experience and the content of the text, students are required to write an essay: The advantages and disadvantages of school uniform.