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聽說課How can we become good learners?

來源:中公教師網  時間:2020-12-18 17:40:18

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【參考設計】

Teaching aims:

Knowledge aims:

(1) Students can master the target languages of talking about how to study with the sentence patterns “How do you learn English?” “I learn by doing sth”.

(2) Students will be familiar with the topic of how to be good learners.

Ability aim:

Students can fluently express their opinions about how to be good learners.

Emotional aims:

(1) Students will get more interested and confident in learning English.

(2) Through group work, students can know each other better and their cooperation spirit can be strengthened.

Key points and difficult points:

Key point:

Students can master the target languages of talking about how to study.

Difficult points:

(1) Students can fluently express their opinions about how to be good learners.

(2) Students can cultivate confidence and interest in learning English.

Teaching procedures:

Step 1 Warming-up

1. Daily greeting.

2. Ask students what their favourite subjects are. Invite several students to answer. Then ask them how they do thems well.

(設計意圖:通過師生問答交流的方式,可以讓學生更加直觀清晰得了解本節課要去學的內容,而且能夠創設一個良好的英語學習氛圍。同時,也為學生融入英語課程做好準備。)

Step 2 Pre-listening

1. Ask students “What do you usually do when you study English?”

2. Encourage students to brainstorm in order to give more studying ways. The teacher can give some hints by using some teaching aids or even Chinese.

3. Tell students they will listen to a conversation and let them guess the content of it.

(設計意圖:通過師生問答和頭腦風暴的方式,可以讓學生對學習方法有更多的了解,激發相關的背景知識,為學生后續的聽力過程做好鋪墊。同時,對聽力材料的預測能進一步吸引學生對于聽力活動的興趣。)

Step 3 While-listening

1. Ask students to listen to the tape for the first time and answer the following questions:

a. How many people do you think there are in the conversation?

b. What are their names?

2. Ask students to listen to the tape again and find out how the students study for a test in the conversation.

3. Ask students to read after the tape loudly and pay attention to their pronunciation and intonation.

(設計意圖:通過第一遍泛聽,可以讓學生對聽力材料有初步的了解,第二遍的精聽可以讓學生掌握相關聽力材料的相關細節。同時,對聽力材料的跟讀能提升學生的口語表達能力。)

Step 4 Post-listening

Students will be asked to do a survey about how they study for a test in groups of 4. They can use the sentence pattern in 1c. 7 minutes will be given to them, and then 2 reporters will be chosen from each group to present their reports in front of the class. During this activity, if students have difficulty in presenting, teacher can give a hand in time to encourage them to continue.

(設計意圖:通過跟組內同學交流,學生能夠在真實的語境中對課上所學進行應用,增強了表達應用能力。同時,跟同學合作可以增強學生的協作探究能力。)

Step5 Summary and Homework

1. Summary

Ask some students to review what they’ve learned in this class, and make a summary together.

(設計意圖:請學生進行總結不僅可以體現學生的主體地位,同時讓學生在體驗中,得到收獲知識的喜悅感和滿足感。)

2. Homework

Try to make a plan for further study, and share what they have learned with their parents.

(設計意圖:作業的布置可以讓學生在課后進一步鞏固所學,體驗英語學習所帶來的樂趣。)

Blackboard design:

(責任編輯:何英芳)

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