Unit 2 Being a good language learner Listening,Understanding and Communicating 教学设计-2024-2025学年高中英语重大版（2019）必修第一册

( Unit 2 Being a good language learner ： Listening,Understanding and Communicating 教学设计 ) Stage I Pre-reading 课堂活动1 A competition 活动设计： 学生两两分组，在英语词典上查阅老师给出的生词，并将生词位于词典上的页数和英语释义记下，先完成的人获胜。（生词为本课会用到的词） 【设计意图】感知主题，注意话题。 围绕本节课主题创设情景，通过查词典比赛唤起学生好奇心，激发思维，同时让学生自己查阅词典解决了本课的生词问题，一举两得。 Stage II While -reading 课堂活动2 listen for the first time and get some information 活动设计：让学生第一遍，粗略从听力材料中获得一些关键词，对听力文本有大概的理解，构建对该语篇的初步认识。 What information can you get from a dictionary? Tick the items in the box below. Listen to a dialogue to check your findings. 课堂活动3 Listen for the second time and choose the best answer for each question. 活动设计：听第二遍材料，根据给出的题目选择正确答案。 设计意图:引导学生在获取信息的过程中，根据问题理解它的主要内容，建构对听力材料的认识。 1) How does Anna feel at the beginning of the dialogue? A. Sad. B. Excited. C. Uninterested. 2) What is the most probable relationship between the two speakers? A. Classmates. B. Close friends. C. Teacher and students. 3) What does Anna think of the suggestions given to her? A. Reasonable. B. Important. C. Valuable. 4) What are they mainly talking about? A. How useful a dictionary is. B. How to choose a dictionary. C. How to use a dictionary effectively. 课堂活动 4 listen for the third time 活动设计：引导学生进一步固化从文本中获得的信息，并检测他们对特定信息和单词的识别能力。 Listen for a third time and complete the following sentences. 1) Anna and her classmates know that a dictionary is really important __________ for them to learn English well. 2) In a dictionary, you can check the _________, the translation, the pronunciation and the _________ of a word. 3) You can also check the ___________ of a word, the plural _______ of a noun or the _________ tense of a verb. 4) A dictionary can tell you something about the collocation of a word, that is, you can know which other _______ the word is _____ together with. 5) You can ______ your vocabulary by finding a word’s synonym: that is a word with a/an ______ meaning, or antonym, a word with a/ an ________ meaning. 6) When Miss Gao gives suggestions, she often uses the sentence pattern “ you ______ do something.” Stage III Post-listening 课堂活动5 活动设计：学生五六人一组朗读听力材料中给出建议和回应的表达方式，并添加更多的表达方式。 设计意图：在获取，梳理和整合了听力文本材料后，为下一步活动做更充分的准备。 Read the following sentences. Share with your partner some more choices of suggestions and responses you can think of and note them down. Making suggestions Giving responses Positive Negative 1) I think it would be a good idea to use a dictionary often. 2） You may/can look at the English explanation of a word. 3) you’d better read the example sentences carefully. 4) I advise you to make use of a dictionary to check the pronunciation of a word. 1) That’s great. 2) I’d love to. 3) That would be very nice. 4) That’s a good idea. 5) Sorry, I can’t afford the time. 6) I’d like that, but I can’t. 7) No way! 8) No, I don’t think so. 课堂活动 6 presentation 活动设计：学生两两一组在给出的情景中编写对话，并将其表演出来。 设计意图： 调动学生的潜能，组织开放的，具有挑战的创作性学习活动。为学生综合运用语言技能理性表达观点、情感和态度，实现深度学习，促进能力向素养的转化提供平台。同时为学生展现自我，挑战自我、突破自我和相互学习创造最佳的学习环境。 Work in pairs and use some of the expressions to make a dialogue based on the given situation. Assignment Imitate what we’ve learned on how to make suggestions and give responses, make up a situation and write down a dialogue accordingly. 【设计意图】内外结合，知行合一 课后作业的目的是巩固课内所学，帮助学生将所学知识和能力迁移到课外的真实生活情景中，用于解决真实生活情景中的问题。 学科网（北京）股份有限公司 $$