Listening and vocabularyppt配用优秀教学设计

B1M4 A Social Survey – My Neighbourhood Period 1 Introduction & Listening and Vocabulary教学设计

课题

B1 M4

Introduction

& Listening and Vocabulary 课型

listening and speaking 主题语境

人与社会 ---- 社会服务与人际沟通

Analysis of Teaching Material (What?) The introduction part is made up of some words and two paragraphs which show how to describe a home and its position. The listening part is made up of some words and a dialogue divided into two parts which tell us the work of a neighbourhood committee and a survey about the neighbourhood. Ss are expected to complete the chart with figures in the dialogue. (Why?)Through 教材分析

these two parts, students know how to describe their homes and neighbourhood, and understand the work of a neighbourhood committee so that they will value the work of the people who are contributing to the society. (How?) In the form of a dialogue,the first part of listening gives general information of a neighbourhood committee. The second part introduces the result of a survey made by the committee with a chart designed to complete, which requires Ss to pay attention to figures when listening.

The students in this class, who are in the first semester of Senior One, are expected to enlarge their vocabulary. Their listening skills remain to be 学情分析

improved. Besides, the students’ knowledge of the neighbourhood and committee is not enough. Through this class, they can enlarge vocabulary, improve their listening skills and learn more about the society.

语言Students master some words and expressions about the neighbourhood. 知识

语言Students can describe their homes by speaking and master some 技能

listening skills. 语言教学目标

运用

文化意识

Students can describe their homes and neighbourhood to others and also master the listening skill of figures needed for their regular practice.

Students know more about the neighbourhood they live in and learn what the people from different committees do for our society. Through this class, students will understand that no matter which 情感committee people work for, whether brain workers or manual workers, 态度

they all contribute to our society and make the world better. 1

1.

Teaching focus: 1) the vocabulary in introduction and listening; 2) describe our homes and neighbourhood by speaking; 3) listening skills: look through 教学重难点

questions before listening to help predict what we’ll hear; listening practice for figures. 2.

Difficult point: how to help Ss do listening practice smoothly.

教具准备

Learners’ sheets, the blackboard, chalk and the multimedia

教学过程

Step1 Lead-in 教师活动：Introduce my neighbourhood to students with the picture of it as well as the suburb and countryside. 学生活动：The students look at the three pictures and learn the new words as well as how to describe my home.

设计意图：To help Ss know the new words and learn how to describe a home. 核心素养聚焦：语言能力--感知注意，通过looking and listening获取信息

互动时间与模式：approximately 2 minutes; Individual work Step2 Reading to Complete the chart

教师活动：Ask Ss to read about the homes of the two students in A2. Then complete the chart with the words they learned in Step 1. 学生活动：The students read about the homes of the two students in A2. Then complete the chart with the words they learned in Step 1.

area specific location Zhang Hua’s home

Lin Xiaoyun’s home

in the downtown / suburb / countryside in __________ Liaoning, about in the northeast of ___________, in _______ _______ away from the _________ of China Dalian an __________ on the _____ _____ in a ________________ house the house a five-storey _________ ______ made of ________ ________

设计意图：Through reading the two paragraphs in A2, .Ss will know better how to introduce a home which will contribute to next step--speaking. Besides, through completing the chart, Ss can use the words they learned in Step 1 so that they can grasp them better.

核心素养聚焦：语言能力--通过reading提取信息，运用所学词汇；思维品质--分类概括信息。

互动时间与模式：approximately 4 minutes; Individual work Step3 Speaking

教师活动：Ask Ss to describe their homes to their partners according to the chart. Then invite some to speak.

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name area specific location the house xxx in the downtown / suburb / countryside in the east/... of __________, in in eastern/... Sichuan, about _____ the ______ of China miles away from Deyang an __________ on the _____ floor a _____ --storey house made of stone / in a _____- storey apartment block brick

学生活动：Pairwork -- Describe their homes to each other with the help of the chart. 设计意图：To help Ss describe their homes without difficulty. 核心素养聚焦：语言能力—综合运用知识

互动时间与模式：approximately 3 minutes; pair work Step4 Listening— Listen to the teacher and choose correct answers. 教师活动：Introduce the general information about my neighbourhood committee, by presenting the pictures of it and Mrs. Li who has worked there for five years. Ask Ss to look through the questions and options before listening to predict what I’ll talk about.

1.

How many years has Mrs. Li worked for the committee? A.

Three

B. Four

C. Five 2.

What’s the committee’s job?

A.

To serve the neighbourhood B.

To help parents look after their children. C.

To help unemployed adults find jobs. 3.

What have they done for parents and their children? A.

They’ve organised some activities.

B.

They’ve employed some teachers. C.

They’ve provided some interesting information.

4.

What have they provided for unemployed adults? A.

Some jobs

B. Some employment information

C. Some training During the introduction, write the new words –

organization, neighbourhood committee, unemployed and occupation on the blackboard.

学生活动：After learning how to introduce our homes, learn more about our neighbourhood committee. Listen to the teacher carefully and choose correct answers.

设计意图：To lead Ss to learn new words in Listening Part. Besides, to train Ss to predict what they’ll hear according to given information before listening and try to catch the key information, which will help them get ready for listening practice next step. 核心素养聚焦：语言能力--感知注意，通过listening获取信息;思维品质--分析推断；

互动时间与模式：approximately 6 minutes; Individual work Step5 Listening— Listen to the dialogue in Activity 2.

教师活动：After knowing about my neighbourhood committee, let’s get to know another one. Before listening, ask Ss to look through the similar four questions to predict what they’ll hear.

Then answer the four questions after listening.

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1. How many years has Mr. Yang worked for the committee? 2. What’s the committee’s job?

3. What have they done for children? 4. Why are the streets safer?

学生活动：Look through the questions and then listen to the dialogue carefully to answer them. 设计意图：To train Ss to focus on what they hear and catch the key information to answer questions. 核心素养聚焦：语言能力--感知注意，通过listening获取信息；思维品质--分析推断；学习能力--明确目标，通过听前览题预测听力内容并明确关键信息。

互动时间与模式：approximately 5 minutes; Individual work Step6 Listening— Listen to the teacher about the result of a survey made by Mrs. Li.

教师活动：The teacher presents the result of a survey Mrs. Li has done about the employment information in their neighbourhood. Ask Ss to fill in the blanks when listening to me . 学生活动：Listen to the dialogue carefully and fill in the blanks.

professional people manual workers office workers (engineer, doctor, lawyer,etc.) number 568

______

231 work time 8:00am-- _______pm ______am -- 5:00pm 8:30am -- 6:00pm income about 3000 yuan/month about 4000 yuan/month

more than ____ yuan/month 设计意图：To train Ss to focus on numbers/figures when asked about number, time, money, population, etc. in listening, which will help them get ready for next step. 核心素养聚焦：语言能力--感知注意，通过listening获取信息. 互动时间与模式：approximately 5 minutes; Individual work Number of households Total population Number of professional people Number of office workers 850

322

Number of manual workers Number of shop workers Number of adults in employment Number of students

183

280

Step7 Listening— Listen to the dialogue in Activity 3.

教师活动：Play the dialogue in Activity 3 which is the result of a survey made by Mr. Yang.

学生活动：Listen to Part 2 of the dialogue and complete the chart with figures.

设计意图：To train Ss to focus on figures when listening. 核心素养聚焦：语言能力--感知注意，通过listening获取信息；思维品质--分析推断；学习能力--明确目标，通过听前览题预测听力内容并明确关键信息。

互动时间与模式：approximately 5 minutes; Individual work Step8Oral Practice

教师活动: The teacher prepares the information of three new friends’

home and neighbourhood/village committee. First ask Ss to read the example of Wang Ping while filling in the blanks. Then they make a dialogue supposing they’re Li Hua and Zhang Yao.

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Li Hua (downtown) Home 成都的东南边，一栋15层公寓楼的7楼公寓

Zhang Yao (suburb) 上海的西边，离市中心约50英里，一栋6层公寓楼的5楼公寓

为体力劳动者提供技能Wang Ping (countryside) 云南的中部，离昆明约80英里，一栋三层自建房屋

Neighbourhood/ village committee 为失业居民提供就业信息；在社区开办各种俱乐部供孩子们加入等

进行社会调查以更好地了解村民的想培训；为办公室工作者法；提供更多的机会组织活动来锻炼身体等

给专业人士（如医生、律师等）为128户村民服务等

设计意图：To help Ss apply what they’ve learned in this class to oral practice, and help them realize people from all walks of like all work hard to create a more beautiful and harmonious society, so that they should be well-prepared to contribute to the society as well. 核心素养聚焦：语言能力--综合运用，通过speaking将所学加以运用；文化意识--引导学生形成正确的价值观和良好品格。

互动时间与模式：approximately 9 minutes; pair work Step9Homework 学生活动：Use what Ss have learned today to write a short passage describing their homes and neighbourhood. 设计意图：To help Ss apply what they’ve learned to writing. 核心素养聚焦：语言能力--综合运用，通过writing将所学加以运用；文化意识--引导学生关注社会，形成正确的价值观和良好品格。

互动时间与模式：approximately 1 minutes; Individual work

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