牛津译林版高中英语必修二Unit 2《Wish you were here》(Task)教学设计.docVIP

单 元：Unit 2 Wish you were here 板 块：Task Thoughts on the design: 本节课是以听、说、读为主的技能训练课。技能训练课应当从学生的实际水平出发，灵活运用教材所提供的资源，遵循学生的认知规律，逐步、分层进行教学。同时也要兼顾师生间的情感互动、学生的情感融入与兴趣的激发。在获得学生认可的同时，不仅要使学生有话可说，而且有话想说，从而实现以学生参与为主、教师协助为辅的技能训练目标。 Teaching aims: After having this period, students will be able to get information about dates and places through listening. Meanwhile they are supposed to improve their speaking skills by using what, where, when, who, why and how to form questions and dialogues. Teaching procedures: Step 1 Lead-in Ask students the following questions to have them focus on dates. One example is given for the students to know better what to do. Great Day(s) Date / Time Period What to do Tomb Sweeping Day April 5th / 5th April To honour the dead … … … … What are great days to you? On what day do they fall? （The table is from PPT） [Explanation] 这个环节从“great days”入手，充分调动学生的参与热情，大量地谈论日期以及当时的活动，实现了对于日期的复习，也较好地进行了“说”的热身，并自然地导入本课主题—travel。 Step 2 Listening for dates and names of places Let students listen to the tape and fill in the table. (refer to PPT) [Explanation] 通过播放听力，使学生不仅能对上一步骤中所接触的单词和日期在听觉上得到巩固与强化，而且还能用正确的形式笔头呈现，完成听力任务。 Step 3 Reading and listening for more details A: Allow students two minutes to read the two leaflets and mark wherever there appears a place. B: Brainstorming Get students to think what else is necessary besides the names of the places if one plans to travel. Collect answers from the students. (suggested answers: departure time, cost, activities, duration, means of travelling, etc. ) C: Let students read the two leaflets once again and fill in the blanks in Part B on P34. Tell them they won’t be able to finish the task once in all. D: Ask students to summarize what information is left unsolved. Have them listen to the tape and fill in all the details. [Explanation] 在简单的在“找地名”环节后，通过问题设计从学生中获得更多与旅游（travel）有关的内容，如旅游花费、旅游方式、持续时间等，并就其中的内容要求学生对宣传单进行再阅读，完成部分信息填充题。剩余不多的缺失信息能使学生在听的环节更有目标与重点，这也能减低听力的难度。环环相扣的教学设计不仅让学生能明确地完成好老师布置的各