人教版 (2019)Unit 3 The internet教学设计

这是一份人教版 (2019)Unit 3 The internet教学设计，共5页。
B2U3 Listening&Talking 教学设计         教学目标：In this lesson, students willlisten to get the main purpose and details of the conversation about choosing apps;master expressions to show your predictions/ guesses/ beliefs;choose suitable apps based on purposes/ apps’ functions/ expectations;recommend suitable apps to others in need.          教学重点：Improve students’ listening skills to better understand the main purpose and details of the conversation;Lead students to focus on expressions used to show predictions/ guesses/ beliefs.
教学难点：Encourage students to naturally show their predictions/guesses/beliefs in daily conversations;Lead students to choose or recommend suitable apps logically.          教学过程：Step1: Warming upAsk students to look at commonly used apps on the slide, and answer questions below together.Q1: What apps will you use if you want to chat online? Any other apps for social networking?Q2: How about online shopping? And online payment?Q3: What if you want to stream the movies or music?Q4: If you want to ask questions or improve your study, you may use ________ ?【设计意图：建立真实情境，引出话题“应用程序”，激发学生学习兴趣；师生一起回忆日常生活中应用程序的使用习惯，引出选择应用程序需要考虑的因素之一——“个人目的”。】Step2: Listening Activity1Set up Listening - Activity1. Ask students to listen to the conversation and find out personal purposes when choosing apps. Then elicit answers from the class.What apps does Xiao Bo/Laura want? Why?Activity2
Set up Listening - Activity2. Ask students to listen again and focus on functions of each app mentioned in the conversation. Invite a group of students to share answers.What apps are found for Xiao Bo/Laura? What functions do these apps have?Activity3Show statements about predictions/guesses/beliefs to students. Ask students to underline key expressions used to express predictions, guesses, and beliefs. Then ask students to read statements together, stressing the underlined parts.Listen once more. Ask students to put the sentence they hear into the form. Find out expectations of those mentioned apps. Then invite volunteers to share their answers.What does Xiao Bo/Laura think of these apps?Make a brief summaryAfter finishing listening tasks, invite students to summarize key factors when choosing apps.When choosing apps, we should consider: ___________, ______________, and ________________.【设计意图：第一遍听力活动重点训练学生获取主旨的能力，同时引导学生关注对话双方选择应用程序时各自的目的;第二遍听力活动重点训练学生获取细节信息的能力，同时引导学生关注不同应用程序的功能；第三遍听力活动重点引导学生学习对话中表示“预测、猜测及相信”的功能意念项目，同时引导学生关注选择应用程序时个人的预期；最后基于对话内容引领学生小结选择应用程序时应考虑的因素，为后面的对话输出搭建语言及内容结构支架。】Step3: Talking Activity1Ask students to discuss in pairs: Which app would Xiao Bo/Laura probably choose? Why? Give the sentence pattern to students in advance. And remind students to refer to their expectations of those mentioned apps.Xiao Bo/Laura would probably choose App_________, because _______________.Activity 2Share a post from Susan with students.Ask students to discuss in groups：Which app would you like to recommend to her? Why? Remind students to consider Susan’s purposes/Apps’ functions/Your expectations in their discussion. And encourage students to use expressions like “I believe .../ I imagine ...”.Demonstrate an example first. After the discussion, ask volunteers to share their recommendations with the class.【设计意图：输出活动一中学生们需要基于听力对话中“预测、猜测及相信”的细节推断对话主人公最终选择的应用程序，强化了学生们对于“预测、猜测及相信”功能意念项目的认知，提升了其推理判断能力；输出活动二中学生们需要向外国交流生推荐好用的应用程序。该活动再次回归真实情境，鼓励学生将课堂所学知识进行迁移创新，从“目的”、“功能”、“个人预期”三个方面出发，推荐合适的应用程序，并在此过程中再次强化表示“预测、猜测及相信”的功能意念项目口头训练。】 Step4: Homework & SummaryHomework:Write down your recommendations to Susan;Recommend an English learning app to your deskmate;Discussion: Should we control the use of apps? (Reference: Video Time* in Unit 3)Summary: Remind students to choose apps carefully and use them wisely in the future.