高二英语选修六《Unit+3+A+healthy+life》说课课件.pptVIP

灵活安排，提高语言应用能力 ——对高二选修6 Unit 3 A healthy life 听说课的构想和设计;一、教材分析;（一）、本课的地位及作用;（二）教学重点和难点;二、教学目标分析;2． 能力目标： 引导学生关注青少年中存在的不健康生活方式,帮助学生实现角色扮演，使用本单元一些表示建议的句型结构。;三、教法、学法分析;四．学情分析;五、教学过程分析; Activity 1. Create the situation to lead in the topic of this unit. T: Listen to the song, judge what is the topic of this Unit? S: A healthy life. 设计意图：创设问题情景，引出新课题A healthy life;Activity 2.;;;7; Do all of the people live a healthy life? ;; Listen to the symptoms of four adolescents , finish the following tasks (three tasks) 设计意图：细节听力训练，推断能力训练听力主旨大意题及判断说话人态度的训练。 ;Diagnoses;;What problems does Bai Jie face?;1. What was James’ granddad addicted to? 2. What are the symptoms(症状) of his grandfather? 3. Why did he tell his experience to James?; ;Reference structures:; Activity 7 Group work 设计意图：通过分层次的speaking任务形式，再练重点词汇和表示建议的句型，顺利过渡到写作的引导，为写作任务提供scaffolding。 ;;Activity 8 Doctor’s diary;;Homework;六、 教学评价设计 ;七、教学效果预测; 课堂上观察到大部分学生掌握了阅读中学过的四会词汇和短语并能熟练得应用表示建议的句型进行对话。由听到说、由说到写的方式降低了写作的难度。 缺点：部分优等学生表现欲望强烈，造成 有些学生口语练习机会减少。;Thank you!;灵活安排，提高语言应用能力 ——对高二选修6 Unit 3 A healthy life 听说课的构想和设计;一、教材分析;（一）、本课的地位及作用;（二）教学重点和难点;二、教学目标分析;2． 能力目标： 引导学生关注青少年中存在的不健康生活方式,帮助学生实现角色扮演，使用本单元一些表示建议的句型结构。;三、教法、学法分析;四．学情分析;五、教学过程分析; Activity 1. Create the situation to lead in the topic of this unit. T: Listen to the song, judge what is the topic of this Unit? S: A healthy life. 设计意图：创设问题情景，引出新课题A healthy life;Activity 2.;;;7; Do all of the people live a healthy life? ;; Listen to the symptoms of four adolescents , finish the following tasks (three tasks) 设计意图：细节听力训练，推断能力训练听力主旨大意题及判断说话人态度的训练。 ;Diagnoses;;What problems does Bai Jie face?;1. What was James’ granddad addicted to? 2. What are the symptoms(症状) of his grandfather? 3. Why did he tell his experience to James?; ;Reference structures:; Activity 7 Group work 设计意图：通过分层次的speaking任务形式，再练重点词汇和表示建议的句型，顺利过渡到写作的引导，为写作任务提供scaffolding。 ;;Activity 8 Doctor’s diary;;Homework;六、