英语教学设计 Uni Poems教学设计 一教学.docx

《英语教学设计 Uni Poems教学设计 一教学.docx》由会员分享，可在线阅读，更多相关《英语教学设计 Uni Poems教学设计 一教学.docx（7页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、Unit 2 Poems教学设计第4课时一、教学内容分析The emphasis of this period will be placed on listening and speaking. There are altogether three texts for the students to listen to in this period: one is in the Students Book and the other two are in the Workbook. The first one （on Page 15, Listening and speaking） is a

2、conversation between a teacher and three of her students, Lucy, Pitt and Jack. They are talking about a poetry competition. The students talk about when they are going to write their poems and how they become inspired to write poetry. Their discussion illustrates the function of intention. While lis

3、tening to Part I of the dialogue for the first time the students are asked to get some specific information about it and answer four whquestions. After listening to the second part of the dialogue for the first time the students are asked to get more detailed information and fill in the chart. At la

4、st the students are asked to listen to the whole passage again and note down the expressions about intention and plans.The second one （on Page 48, Listening） is a conversation between a teacher and three of his students, Wu Zhe, Lily and Chelsea. They are discussing how they feel about listening to

5、poetry and writing it. They also discuss how they go about writing poetry. The teachers opening question is an example of the third conditional. And the third onc（on Page 53, Listening Task）is a conversation between three students about their poetry homework. They are talking about the kind of poem

6、each is going to write. In their discussion, the students use expressions of intention, the focus function of the unit.二、三维目标设计Knowledge and skills1. To understand the meanings of the following key words and expressions while hearing them in the tape: deadline （最后期限，截止时间）,go for a hike （去徒步旅行）, atmo

7、sphere （气氛）,create （创造，造成）,spill out （溢出，流）,horrible （可怕的，令 人讨厌的）.2. To enable the students to understand the listening texts.3. To help the students learn how to express their intention and plans.Process and methods1. Smoothing away language problems if any before listening.Before asking the studen

8、ts to listen to the tape, help them to smooth away any language problems such as new words and expressions that they may not understand while listening.2. Listening for needed information.Before asking the students to listen to the tape for the first time, give them one or two questions about the ge

9、neral idea of the text so as to lead the students to concentrate only on the needed information. Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.3. Speaking freely and making conversations.At last th

10、e students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.Emotion, attitude and value1. To arouse the students curiosity about poems.2. To develop the students* sense of exploring.3. To cultivate the students1 sense of cooperative learning i

11、n a group.三、教学重、难点1. The understanding of the listening texts.2. The expressing of intention and plans.四、教学过程Step 1 Revision1. Retell the text on Page 10-Page 11.2. Check the answers of the exercises in Learning about Language and explain the difficulties.Step 2 Listening1. Listen to Text 1 (Page 15

12、)and do the following exercises.(l )Listen to the tape and write down the main idea of the listening material.(2) Listen to the tape again then choose the best answers. Whats the deadline for the poetry competition?A. 20th.B. 22nd.C. 24th. How is Pitt going with his poem?A. He has already written so

13、mething.B. He is not going to enter a poem this year.C. He is going to write one this weekend. What is Jack going to do?A. He will go on a hike into the countryside.B. He will catch insects in the grass.C. He will pick wild flowers.What is Lucy going to do?A. She will be surrounded by familiar thing

14、s.B. She will stay in her house.C. She will try out Jacks way some time.How can Pitt work best?A. When he is going on a hike.B. When he is listening to his favorite music.C. When he is watching beautiful flowers.(3) Listen to the tape and fill in the blanks.Well, Ia lot more-maybe an insect in the g

15、rasssomething, theshapes andof the flowers, how the wind sounds, or thesmells in theair., I find that as I look around me all sorts of interestingand wordscome into my head.I write best when Imby familiar things, so Ito be in my house.And it needs to be very. But now Ive to Jack, I think Ill alsohis

16、 way some time.(4) Use one sentence to tell how each one of them is getting on with his or hertask.task.JackLucyPittSuggested answers:(1 )The teacher tells Lucy, Pitt and Jack how to become inspired to write poetry.(2)CBACB(3)notice, carrying, colors, different, Anyway, thoughts； surrounded, need, q

17、uiet, listened, try out.(4)Jack will go on a hike to get some inspiration.Lucy has written something.Pitt is going to try one out tonight.2. Listen to Text 2(Page 48)and do lhe following exercises.(I)Listcn to the conversation and answer the following two questions. Who enjoys listening to poetry?Wh

18、o enjoys writing poetry?(2)Listen to the conversation again and match each student with the reason he orshe enjoys or doesnt enjoy poetry. There are two reasons for each person.WU ZHEPoetry is like music.LILYCHELSEAIts rubbish.I like playing with words.The language in poetry is strange.Poetry takes

19、you to a different world.You dont have to follow grammar rules.(3)Listen to the tape again and match each student with the words they said and note the different feelings of the Ihree students about poetry when they say thefollowing words.LILYMy heart sinks! Poetry, yuck!WU ZHEit.I love listening to

20、 it too.But Id much rather be writingCHELSEASometimes I feel inspired and the right words justcome spilling out.Suggested answers:(1)Lily and Chelsea. Lily and Chelsea.(2)WU ZHEIts rubbish.The language in poetry is strange.LILYPoetry is like music.Poetry takes you to a different world.CHELSEAI like

21、playing with words.You dont have to follow grammar rules.(3)LILY Sometimes I feel inspired and the right words just come spillingout.(enthusiastic)WU ZHEMy heart sinks! Poetry, yuck!(resentful)CHELSEAit.(cheerful)I love listening to it too.But Id much rather be writing3. Listening task on Page 53.Be

22、fore listening, ask the students to read Exercise 1 so that they know the pieces of information they have to listen for.(1 )Listen to the conversation and judge whether the following statements are true(T)or false(F).The students have to give their poetry homework to the teacher today. Sam is going

23、to write his poem on the weekend. Sam doesnt like the poetry homework. Sally doesnt want to do her poetry homework.Sam doesnt remember what a haiku is.Ben is going to the park on Saturday. Sam is going to write a poem about himself. Sally, Ben and Sam are all present at the beginning of the conversa

24、tion.(2)Listen to the tape again and fill in lhe chart below.QuestionsSamBenSallyWhat kind of poem is the student going to write?What topic is the student going to write about?Suggested answers:(1)FTTFT TFFQuestionsSamBenSallyWhat kind of poem is the student goingto write?cinquainhaikulist poemWhat

25、topic is the student going to writeabout?Bennaturethe students in herclassStep 3 SpeakingSince the students have learned much knowledge about poetry by both reading and listening. Its necessary for them to talk about it now. Teach them how to express intention and plans by showing lhem lhe following

26、 sentences on the screen.(Slide show)Im(not)going to.How arc you going to.?I plan to.FH.Im looking forward to.Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)Talking Topics1. Do

27、 you enjoy listening to poetry or reading it? Why or why not?2. Do you enjoy writing it? Why or why not?3. Is your experience of writing poetry like Wu Zhes, Lilys or Chelseas? Or is it different? How is it different?Give the students three minutes to prepare and practice, and then ask two groups to demonstrate their dialogues in front of the whole class.Step 4 HomeworkWrite a passage to introduce a kind of poem you like best.Step 5 Reflection after teaching