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2019-2020年高中英語 Unit2 tutorial centres-listening,speaking and writing教案 上海牛津版S2A 一、章節(jié)分析 （Section Analysis ） (一) 綜述 此三部分是培養(yǎng)學(xué)生的語言運(yùn)用能力，不論是聽力部分中方向和位置的辨認(rèn)還是議論文的寫作都旨在提高學(xué)生運(yùn)用語言能力，加強(qiáng)他們使用語言知識(shí)來表達(dá)思想觀點(diǎn)的能力。 （二）目標(biāo) Listening 幫助學(xué)生學(xué)會(huì)在地圖上找到特定的方向和位置，并能夠運(yùn)用到實(shí)際生活中去。 Speaking “oo”的發(fā)音規(guī)則。 Writing 在理解議論文的定義與基本結(jié)構(gòu)的基礎(chǔ)上，明確此篇議論文的命題與要求，從”For”與”Against”列表中各選一個(gè)觀點(diǎn)，學(xué)習(xí)范文的格式，運(yùn)用課文中所學(xué)到的詞匯，句型完成兩段短文的寫作。根據(jù)學(xué)生的情況，教師可進(jìn)一步要求學(xué)生將這兩段文章中的觀點(diǎn)整合，寫出一篇完整的作文。 （三）重點(diǎn)和難點(diǎn) Listening 確保學(xué)生掌握如下詞匯在方向與位置上的含義：Page 81: a crossroad, behind, opposite, diagonally opposite, near, next to, between, is located, take the second right turning, etc. Speaking “oo”不同發(fā)音的歸類。 Writing 議論文的基本結(jié)構(gòu)應(yīng)在本章打下堅(jiān)實(shí)的基礎(chǔ)。 學(xué)生在寫作中的語言表達(dá)要基本做到完整，連貫。 二、教學(xué)設(shè)計(jì)（Teaching Designs） 教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)資源參考 Listening l Pre-listening：要求學(xué)生明確聽力任務(wù)（recognize key words）；確保學(xué)生掌握一些詞匯在方向與位置上的含義（見上頁）；可先利用P82的Part A地圖上已標(biāo)出的地點(diǎn)做一些簡單的方向表達(dá)練習(xí)，幫助學(xué)生理解在判斷地圖上的方向時(shí)，一定要使自己“身臨其境”。 l While-listening： Part A可要求學(xué)生在地圖上圈出材料中所給出的參照物；Part B可在地圖上畫出材料中所描述的具體線路。如有需要，可重復(fù)播放材料，幫助學(xué)生更好地理解地圖的使用。 l Post-listening：要求每個(gè)學(xué)生繪制一張地圖，畫有學(xué)校與自己家的位置；組織小組活動(dòng)，讓每個(gè)學(xué)生把自己家的位置和從家到學(xué)校的線路向小組同學(xué)們做介紹，了解學(xué)生對(duì)方向表達(dá)的掌握情況。 《牛津英語教學(xué)參考》Page 81 Speaking l “oo”發(fā)音的歸類：大多數(shù)情況下為/U：/；以ood和ook結(jié)尾的單詞大部分發(fā)/U/；其它例外如課本所列。 l 跟讀課本上的單詞與句子。 l 補(bǔ)充練習(xí)。[鏈接1] 《牛津英語教學(xué)參考》Page 88 Writing l 理解議論文的基本結(jié)構(gòu)。 l 明確此篇議論文的寫作要求。 l 從“For”與“Against”列表中各選一個(gè)觀點(diǎn)，學(xué)習(xí)范文的格式，運(yùn)用課文中所學(xué)到的詞匯，句型完成兩段短文的寫作。根據(jù)學(xué)生的情況，教師可進(jìn)一步要求學(xué)生將這兩段文章中的觀點(diǎn)整合，寫出一篇完整的作文。 l 作文交流，取長補(bǔ)短。 具體處理這部分內(nèi)容的建議見[鏈接2] 《牛津英語教學(xué)參考》Page 89 [鏈接1] 說明： 教師讀出詞組或句子，學(xué)生必須從P88 Part A 找出相應(yīng)的單詞與之相配，注意字母”oo”的發(fā)音。 Speaking 1. a type of shoes (boot) 2. a robber or thief (crook) 3. twelve o’clock (noon) 4. an Australian animal (kangaroo) 5. the noise a cow makes (moo) 6. a big fat water-bird (goose) 7. a part of a tree (root) 8. too much water (flood) 9. a tall, useful plant with hollow stems (bamboo) 10. a silly person (fool) 11. It’s under your foot. (floor) 12. the hair of a sheep (wool) 13. the past form of shake (shook) 14. a feeling or emotion (mood) 15. a liquid we need for life (blood) 16. a big round ring, a toy (hoop) 17. black particles, made by fires (soot) 18. the noise of a car horn (hoot) 19. sad, unhappy (gloomy) 20. the opposite of tight (loose) [鏈接2] 說明： 教材提供的話題：穿校服，是受到普遍關(guān)注的話題。通過這一部分的學(xué)習(xí)，使學(xué)生基本掌握議論文的框架與結(jié)構(gòu)，語言表達(dá)要求完整，連貫，為高中階段議論文的寫作打下堅(jiān)實(shí)的基礎(chǔ)。 Writing Pre-writing Definition: An argumentative letter is one in which the writer puts forward a clear point of view. These letters are usually more effective if the writer can support the general argument with special facts or examples. Structure: Start your main argument Give a definite example (which can be real or invented, but try to make it interesting. State your conclusion Topic: What do you think of school uniforms? Have you ever been to a school which do not offer school uniforms? Write and tell us about your experiences and opinions. The given example is based on the first argument “Students look neat and tidy”. Now select just one other argument from the For list, and one from the Against list, and write two short letters. While-writing l Students should follow the structure and style which the given example is arranged in. l Students should try to use some connective words and phrases that have been learned in the reading part. l Students should also pay attention to the correctness of spelling and grammar, especially the tense . Post-writing For: Point 2 Dear “Chatback” I think school uniforms are a good thing because they tell everyone which school you e form. We should all be proud of our school. One day last month, I was walking home with some friends after school, when an old woman fell down onto the pavement. We went to help her. We looked after her and picked her up her shopping. Later we helped her to get home safely. A few days later, she wrote to a newspaper about us. She didn’t know our names but she recognized our school uniforms. There was a story in the newspaper, and our headmistress was very proud of us. We should wear our school uniforms proudly, and help to increase the reputation of our school. Patience Wang (about 120 words) Against: Point 1 Dear “Chatback” I saw your article about school uniforms, and I am writing as a mother to say that I think school uniforms are much too expensive. For I have two sons at a government school. Every year the school sends me a long list of all the clothes I have to buy. If you add up to the total cost, it is more than $1000 for each boy. And this is on top of the school fees, books, transport, etc. I have also noticed that the clothes for school uniforms seem more expensive than normal clothes. For these reasons, I think that school uniforms are an unnecessary expense for many poor parents like me. Ms S W Li (about 115 words)