Unit4AdversityandCourageListeningandspeaking教學設(shè)計-高中英語人教版選擇性

教學設(shè)計

課程基本信息學科英語年級高二學期春季課題Unit4AdversityandCourageUsingLanguage(1):ListeningandSpeaking教科書書名：普通高中英語教材選擇性必修三出版社：人民教育出版社教學目標學生能夠抓住因果關(guān)系詞，理解人物行動或決策的意義；能夠基于形勢需要對人物的背景資料進行綜合分析和考量，作出合理的決策；學生能夠有條不紊地探討不同的決策方案或選擇，使討論有序展開；培養(yǎng)自己堅毅的品質(zhì)和樂觀的態(tài)度，用于面對挑戰(zhàn)、挫折與逆境。教學內(nèi)容教學重點：引導(dǎo)學生根據(jù)圖片分析背景信息并對后續(xù)情節(jié)進行預(yù)測；

2.聽力策略：因果關(guān)系詞、關(guān)鍵詞和速記；啟發(fā)或指導(dǎo)學生對救援隊候選人的資質(zhì)和特點進行分析，作出合理的決策。

教學難點：訓(xùn)練學生邊聽邊快速記錄重要信息。運用相關(guān)表達有條不紊地探討不同的決策方案或選擇。教學過程Step1Revision:Haveabriefreviewofwhatthestudentshavelearntinthepreviousreadingclass.Step2PrelisteningActivity1:Shackletonandateamtriedtosailtoanotherislandtofindhelp.Lookatthepicturebelowanddiscussthechallengesyouthinktheyfaced.(學生根據(jù)圖片預(yù)測Shackleton和他的救援隊可能遇到的困難和挑戰(zhàn)，為后續(xù)聽力做鋪墊。)Itwasverycold,andtheislandwascoveredwithheavysnowandice.Thesteepmountainsalsoaddedtotheirdifficultyinclimbing.Itwasalsoveryhardtoknowwheretheyweregoingbecausetheplacewasverylargeandlookedalmostthesame.Ontopofthephysicalchallenges,theywerementallychallengedfacingthoseconditionsandnotknowingwhattoexpect.Step3WhilelisteningActivity2:Listentooneoftheteammemberstalkabouttherescueplanandtheirjourney.Completethesummary.Theteamconsistedof_________members.Theysailedonroughseasfordaysbeforetheylandedonthe___________sideofSouthGeorgiaIsland.Latertheyclimbedoverthemountainsand_________thewhalingstation.Later,Shackletonarrangedforarescueboattoreturnto_________Island.Luckily,everyonewas_________.Activity3:Listenagainandanswerthesequestions.WhywasitnecessaryforShackletontotraveltoSouthGeorgiaIsland?Whywasitimportanttoincludeanavigatorintheteam?WhydidShackletonchoosethemostdifficultandunfriendlymantojointherescuemission?WhydidShackletonlookextremelyold?聽力策略指導(dǎo)：比較四個文句的共同點，引導(dǎo)學生在聽的過程中關(guān)注因果關(guān)系詞；指導(dǎo)學生圈劃關(guān)鍵詞，關(guān)注重點信息。邊聽邊速記，聽后再將捕捉到的信息整合成一個完整的句子。Step4AfterlisteningActivity4:WhichtwosailorsdoyouthinkShackletonchosetojointherescueteam?Lookatthelistbelowanddiscussingroupswhoyouthinkshouldjointheteam.(教師首先帶領(lǐng)學生讀一遍表格中的人物以及他們的能力和品質(zhì)，讓學生對這些救援隊候選人有一定的了解。)Theexpressionsintheboxbelowmayhelpyouwithyourdiscussion.(教師為學生提供討論所需的相關(guān)表達，使討論得以有序進行。)AskingforinputWhatdoyouthink(about)...?Howdoyoufeel(about)...?Anyideas?Whatarethealternatives?ExploringoptionsLet’slookat...What/Howabout...?MovingonLet’smoveontothenextcandidate.Shouldwemoveontothenextone?EXAMPLE(教師給出示范)A:WehavetodecideonwhichtwosailorsShackletonchoseforhisrescueteam.Let’slookatFrankWild.B:HeisagoodleaderandisexperiencedinexploringtheAntarctic.So,Ithinkhe’ssuitabletojointherescueteam.C:Hmm,Ithinkweshouldmoveontothenextsailor.AccordingtoPerce’sdiaryentries,FrankWildwasleftwiththeothercrewmembersonElephantIsland.A:Iagree.Let’smoveontothenextcandidate.WhatdoyouthinkaboutFrankWorseley?B:Well,heis...Activity5:Presentyourselectionstotheclass.MygroupchoosesFrankWorsleyandTomCreanasthetwomembersfortherescueteam.FrankWorsleywasanexcellentnavigator,sohecouldusehisskillstoguidethe