必修3 Unit 2 Healthy eating课件.pptVIP

在平时的常规教学中渗透学生听力能力培养的尝试 黄岩中学 张小华 一、今年三月PETS听力考查大致体现了以下特点 （一）题目设问灵活 1. Who joined the company recently? 5. What will Lisa do after work? Text 5 M: Hi, Lisa. Shirley and I are going for a drink after work at the usual place. Would you like to come along? W: My car is in the repair shop, and I have to pick it up. You go ahead and I’ll meet you there. （二）推断类题目数量增加 Text 2 M: Excuse me, where can I find the manager in this building? I need to speak to him right now. W: Sorry, I can’t help you. I’m not familiar with this building. My friend lives here. Q: What does the woman mean? A. She is a visitor. B. She just moved in here. C. She knows the manager. （三）选项干扰性增强 Text 1: W: I saw your company photograph in the paper, Martin. You’ve got a lot of people. M: Yes, our art director has just hired four new designers. Q：Who joined the company recently? A. Some photographer. B. An art director. C. Some designers. （一）题目设问灵活 （二）推断类题目数量增加 （三）选项干扰性增强 二、常规教学中的培养听力能力的尝试 1. 跟读朗读 读的量和面 读的方式: 边听边看不读，边听边看边读等 2. 背 基本准确，尽量地道，力求动听 二、常规教学中的培养听力能力的尝试 3. 听 1）听带中英字幕的英文歌曲 2）听写 a. 词汇或者词块词组坚持英文听写 b. 报英文释义进行听写 c. 听新概念，复述故事 d. 课文段落听写 4. 说 鼓励学生尽量使用英语，多使用英语 教师尽量英文教学，使用英语释义解释新词汇 以促进学生语言表达能力为指向的单元话题备课尝试 尝试缘起 一、高考和高三复习的思考: 词汇-语境、语义、语用、语篇 书面表达-高开放，高思维 以单元话题为基础的复习 二、教材编撰的启示 以Book1 Unit 4 目录为例 三、语言学习的规律 在用中学，在话题语境中复现 理想的单元教学模式 Reading（12） Learning about language Discovering useful structures Using language: listening, speaking, writing 教学片段 利用阅读文本，渗透输出话题知识和/或写作技巧 融语言学习于话题语境，指向输出话题 还语法学习和运用于文本，指向输出话题 整合听力与口语训练，指向输出话题 Book 1 Unit 4 Earthquakes 课例尝试 News writing – an earthquake Before the quake( para 1) During the quake (para 2-3) After the quake (para 4) What? When? Where? Who? Why? How? (5W1H) News reading Is it always calm before a storm? News writing – an earthquake It seemed as if the world was at an end! News writing – an earthquake All hope was not lost. Strange things were happening on the night of July 28, 1976. But the one million peo