Section A 2d—3c教案设计（一等奖）

Instructional Design

Unit 5 Do you want to watch a game show? Section A 2d-3c 富阳区永兴中学 管夏昕

一、

教学目标

通过学习本课，学生将会：

1.语言能力、学习能力目标：

在主题语境中，主动并熟练运用表达意愿的短语want to/expect to/plan to/hope to，以及询问意愿的疑问句；主动并熟练运用表达对电视节目喜好的观点的用语love/like/don’t mind/don’t like/can’t stand/My favorite TV show is...I hope to know what’s going on around the world.等，以及询问喜好的问句What do you think of...?等；

2.文化意识目标：

树立“选择有趣且更有意义的电视节目”的价值观；了解如何礼貌得体地进行discuss the TV shows；

3.思维品质目标：

听取文本大意，概括信息；根据对话中的语言评价人物；根据情景，创造性生成自己的对话。

二、

教学环节活动设计

教学环节

Lead-in 教学活动

1. (a playlist of images with background music) Before class, review different kinds of TV shows. 2. Watch a video. Lead in the topic: Choose a TV show for Yongxing TV Station. Using target Ask and answer in pairs.

language Main questions: 1) What do you think of...? 2) Do you hope to/want to/plan to/expect to watch...? 3) Why do/don’t you...?

Pre-listening Look at the picture and guess what they are talking. 让学生在情景中对话操练、掌握如下交际语言：

1）正确运用love/like/don’t mind/don’t like/can’t stand表达喜好；

2）正确运用plan to/want to/hope to/expect to表达意愿；

3）用why提问用because回答，表明原因。

让学生听前预测，培养预测思维能力。

同时呈现表达：

talk about=discuss sth.=have a discussion about sth.

Listening Reading for information Listen and find out who are having a 1. Read the conversation quickly and find who is talking with Sarah and why they start the conversation. 2. Read and circle the TV shows they are talking about and underline 通过听文本获取文本大意，培养概括思维能discussion and what they are discussing. 力。

阅读文本，获取文本主要信息。

使用目标语言...love/like/don’t mind/don’t like/can’t stand...because...正确表达文本信息。

输入并内化目标语言，体现思维过程。

设计意图

激活学生所学七种电视节目类型，引出情境主线choose a TV show for Yongxing TV Station。

people’s opinions on different TV shows. Reading for analysis Read and talk about how Sarah and Grace discuss TV shows. Then conclude the rules: (1) show if you agree or disagree; (2) give your own opinion; (3) give a reason to your idea. Role-play 1. Listen and imitate the conversation sentence by sentence. 2. Role-play the conversation with partner. 3. Role-play the conversation in class. First Boys read as Grace, and girls read as Sarah, then change the role. Further-thinking Having a discussion Homework Who makes you feel more comfortable to talk to? What can we learn from Sarah? Task: Discuss in pairs to help Yongxing TV Station to choose a TV show from a list of 6. Make a list of two TV shows you hope to watch, ask for your parents’ opinions and their reasons.

Make a report of your interview. 情境迁移，创造生成。

在真实情境中运用目标语言以及交际策略进行对电视节目的讨论，语言内化、迁移输出。

根据对话中的语言评价人物，了解如何礼貌得体地进行discuss。

分角色扮演，培养学生表演能力。教师及时评价，学生得到语音表达上的及时反馈，进一步提升学生目标语言的运用能力。

分析语言，总结discuss的策略，培养逻辑思维能力。

三、

板书设计