Using LanguageⅡ第二课时教学设计

所用教科书名：人教版

普通高中课程标准实验教科书英语必修4 所教年级：高一

授课教师：郎田雪

设计主题：Book 4 Unit 3 Using Language Ⅱ

一、整体设计思路、指导依据说明

依据《普通高中英语课程标准》精神，在培养学生语言能力、思维品质、文化意识、学习能力等核心素养的基础上，针对高中英语必修四unit3 “语言运用”（Using language）教学内容设计本堂“listening，speaking & writing”课。“听”属于语言的接受技能，

是一种“输入”过程，而“说和写”属于语言生成技能，是一种“输出”过程。本节课之最重要目标就在于培养学生运用语言的能力，在课上实现由“输入”至“输出”的转化过程。在教学设计中设计“任务型”活动（Task-based class activities）, 并且使用形成性评价以达成教学目标，并引导学生在学习英语的过程中培养兴趣，增强自信，与人合作，并认真进行自我评价、自我反思，不断调整学习策略提高学习效率。

二、教学背景分析

“语言运用” (Using language)部分主要是让学生运用本科所学的语言知识与课文内容进行听说读写的训练。本节课设计重点放在“听力”（listening），“说”（speaking）与“写作”(writing)上。

“听力”（listening）部分是关于李子果酱的一个有趣的小故事。分为两部分，共设计四个练习，要求学生在听前预测故事内容，在听的过程中理解听力内容，完成相应练习。“说”（speaking）的部分要求学生对故事发表自己的观点。“说”在教学过程中还起到承上启下的过渡作用，自然过渡到观点表达类文章的写作上来。“写作”(writing)部分提供两个可以套用的模板（一个模板是表达相同看法，另一个是表达不同看法）。然后引导学生当堂用英语写一篇短文，实现学生由“输入”到“输出”的转化过程。

三、学生情况分析

高一年级的学生处在高中的基础年级阶段，应注重英语基本能力培养，且教师所面对的教学对象是西北农村普通高中的学生，不能很好地适应全英语课堂，而且考虑到学生的写作能力仍相对薄弱，教师会充分给予铺垫，降低写作难度，注重培养学生对写作的兴趣，成功达成当堂完成写作任务的教学目标。

四、教学目标

1.

Enable the students to predict what will happen according to the questions before listening. 2.

Enable the students to summarize the main idea of the listening material, get some detailed information and do some discussions about it. 3.

Enable the students to express their likes and dislikes.

4.

Enable the student to write a short passage to express their opinions. 5.

Enable the students to face problems with positive and optimistic attitude. 五、教学重难点

重点：listen to the listening material and finish the related exercises; learn to write a short passage to express their opinions. 难点：summarize the main idea of the listening material; express their likes and dislikes and give the reasons. 六、教学方法

Listening, Speaking and Writing 七、教学过程

（准备工作：用PPT展示本课的学习目标，使学生明确学习目标，了解授课流程，以便更好地参与课堂活动，达成学习目标。拿几个李子实物教学，引入新课，激发学生兴趣，还可以充当奖品，激发学生参与课堂的积极性。）

StepⅠPrediction Ask the student to underline the names and key words mentioned in exercise 2 and predict the story. 设计意图：训练学生的听前预测技巧。（7mins）

Step ⅡListening (Part 1) 1.

Listen to Part 1 for two times and write down the main idea.（5mins）

2.

Listen to Part 1 again and answer the following questions. (1)

What was Mary going to do with the cooked plums in the pan? (2)

What did John think Mary should have done with the mess in the pan?

设计意图：听力题目设计由易到难，由抓主旨大意到细节信息。考察学生归

纳大意的能力以及对细节的把握。（3.5mins）

3.

Discussion Let the students discuss with a partner what Mary is going to say when she finds out what has happened and how John will react to her? 设计意图：通过讨论Mary 和John的反应，预测故事的发展动向，发散学生的思维，训练学生的预测能力。（5mins）

Possible answers: Mary’s reaction

1 Mary will laugh John’s reaction to her

1 John will apologize 2 He will tell her she should not have left the jam on the kitchen table. 2 Mary will get angry and tell John he 1 John will get angry too and say that she should have put the jam in the dustbin. should have told him she was making jam. 2 He will laugh and say it is not important. 3 He will apologize. 3 Mary will say that the problems with 1 John will deny this saying that she the chickens are John’s responsibility.

should not have left the jam on the kitchen table. 2 He will say that Mary did not tell him what she had been doing in the kitchen. 3 He did not know the chickens would get sick. Step Ⅲ Listening (Part 2) 1.

Before listen to Part 2, let the students try to put these sentences in order. Then listen again and check if they were right. Guess

Check

_____

_____

Mary got angry with John.

_____

_____

Mary saw the chicken behaving strangely. _____

_____

John was sorry. _____

_____

The chickens enjoyed the jam. _____

_____

John said he thought the jam was porridge. _____

_____

Mary looked at the red mess on the ground. _____

_____

John said the chickens were drunk. _____

_____

Mary came home. 设计意图：先根据已有信息排序，预测故事发展脉络，再听故事，检查培养学生的逻辑思维能力。（6mins）

2.

Fill in the blanks while listening to Part 2 a second time. “You ______________ my jam,” she shouted. “Oh, ________ what it was,” he said. “I’m ________ but I thought it was ________ which had gone bad in the hot weather. The chickens have __________ the jam, but it’s made them _________.”

设计意图：让学生猜测听到的单词，并且想象单词的拼写。训练学生根据音节拼写单词的能力。（4.5mins）

Step Ⅳ Pair work Let the students discuss with a partner whether he/she think the story we listened to is funny. Give their reasons. Use these words and expressions below to help them. Then write down their dialogues. How wonderful! I’m pleased we both like…

I felt happy because…

What fun! It surprises me that…

I (don’t) laugh at that kind of thing because…

It is (not) very amusing/funny that…

I (don’t) enjoy this very much because…

Dialogue: A:___________________________________________________________________ B:___________________________________________________________________ A:___________________________________________________________________ B:___________________________________________________________________

…

设计意图：这个活动承担着承上启下的衔接作用，一方面它既是对听力活动的总结，又为引起下一步写作活动做好铺垫，以便课堂活动由“听”向“写”自然过渡。（6mins）

Step Ⅴ Writing Let the students sum up their ideas and write a short passage. Use the following models to help them. Model A Today we had a heated discussion about a joke we heard in class. The joke tell us _________________________________________________. My partner and I have the same opinion on the joke. We both think _________________________________. First and foremost, _____________________________________________________. Additionally, __________________________________________________________. Last but certainly not least, ______________________________________________. Model B Today, we had a heated discussion about whether or not the joke we heard in class is funny. __________(is/am) in favour of the joke. For one thing, _____________________________________________________________________. For another,__________________________________________________________. On the contrary, ______ hold an opposite opinion. To begin with, _____________________________________________________________________. What’s more, ______________________________________________________. Most importantly, _____________________________________________________. 设计意图：根据“说”的对话，将其总结成一段话。写作练习先进行了讨论，再给出了模板，这充分降低了写作难度，保证学生能在老师给定的时间内完成写作任务。（7mins）

Step Ⅵ Homework 1. Finish off the passage after class and correct it with your partner. 2. Review the words and expressions we have learned in this unit. 3. Preview the words and expressions in unit 4.

设计意图：课后作业的设计与课堂内容息息相关，可以引导学生在课下理解、巩固所学内容。（1min）

Step Ⅶ Blackboard design Model A Model B Today we had a heated discussion

Today, we had a heated discussion about a joke we heard in class. The joke about whether or not the joke we heard in tell us _______________________. My class is funny. __________(is/am) in partner and I have the same opinion on favour of the joke. For one thing, the joke. We both think ___________. _________________________________. First and foremost, _________________. For another,_______________________. Additionally, ______________________. On the contrary, ______ hold an opposite Last but certainly not least, __________. opinion. To begin with, ______________. What’s more, _____________________. Most importantly, __________________. Step Ⅷ Reflection __________________________________________________________________________________________________________________________________________ 八、教学评价设计

评价内容：

(1)

学生对于听力材料的预设能力，理解能力，筛选信息的能力，归纳能力，如文章大意，细节信息等。

(2)

学生对于听力材料中词汇、短语、句型的识记、理解、掌握及应用。 (3)

学生使用所学内容在英语口语表达中的流利程度与精准度。

(4)

学生使用所学词汇、短语、句型写一篇表达观点的英语短文。

评价方法： 在形成性评价方法的指导之下，利用导学案辅助教学，利用导学案上所设计练习对学生进行过程性评价。在课堂活动中，关注并提倡小组合作学习方法，利用访谈法，观察法考查学生对听力材料的理解能力，筛选信息的能力，归纳能力等。在“说”的练习结束后，以小组为单位，让部分学生上讲台展示对话。至于写作，

则限定时间让学生完成，抽取部分学生作文，利用班内投影设备，进行全班赏析鉴定。