6/6Unit1聽(tīng)說(shuō)課名師教學(xué)設(shè)計(jì)（一）教學(xué)設(shè)計(jì)中學(xué)英語(yǔ)高中課標(biāo)實(shí)驗(yàn)教科書(shū)人教版選修六Listening教學(xué)設(shè)計(jì)區(qū)縣：碑林區(qū)學(xué)校：西安交大附中姓名：牛國(guó)芳聯(lián)系方式編：710054TeachingDesignforNewSeniorEnglishforChinaStudent’sBook6Unit1ArtI.GeneralideaofthedesignforthislessonListening,speaking,readingandwritingarethefourbasicabilitiesinlanguageleaning.However,owingtomanyreasons,teachersandstudentsinShaanxiprovincegenerallyplacelessemphasisonlistening.Thislessonisdesignedtodevelopthestudents’listeningabilitybyteachingthemsomeskills.Forinstance,thestudentswilllearntotakenotesinshorthand,thatis,takenotesasquicklyaspossiblebyusingsomeabbreviationsandsigns.Meanwhile,intheprocessoflistening,thestudentswillbeguidedtopayspecialattentiontosuchdifficultpointsasliaison(連讀),lossofexplosion(失去爆破)andreduction(弱讀).II.TeachingBackgroundAnalysis1.TheanalysisofteachingcontentsThetopicofthisunitisArt,whichismainlyaboutashorthistoryofwesternpaintingaswellasthebestofManhattan’sartgalleries.Thislessonisthe“l(fā)isteningandspeaking”par.Thelisteningmaterialisaboutthreefriendsdiscussingtheartgalleriestheywouldliketovisit.Thestudentswilllearntotalkaboutlikesandpreferences.Theywillalsoleansomebasiclisteningskills,andtakingnotesinshorthandisoneofthemostimportant.2.TheanalysisofthestudentsHavingstudiedseniorEnglishformorethanoneyear,thestudentshavetheabilityofgettingandprocessinginformationaswellasreadingandwritinginEnglish.Butcomparativelyspeaking,itismoredifficultformanystudentstogettheusefulinformationfromthelisteningmaterialsthanthereadingmaterials.Inthislesson,theteachertriestodevelopthestudents’basicabilitiesonestepbyonestep.Ontheotherhand,accordingtothequalityeducationrequirements,thehighqualitytalentsarenotonlyequippedwithknowledge,butalsothegoodvirtueandcomprehensivemoral.Thestudentsatthisphaseareatapointinformingtheirownoutlook,and,thecorrectwaytocommunicatewithothersisoneimportantpart.Thestudentswillleantocompromisewhilecommunicatingwithothers.III.GoalAnalysis1.Thestudentswillbeabletotalkaboutlikesandpreferences,suchasIwouldliketo,Iprefer…,Iwouldrather…,etc.2.Thestudentswillleansomelisteningskills,especiallywritingdowntheinformationinshorthand.3.Thestudentswillbeabletorealizetheimportanceofcompromiseinateamwork.IV.TypeofthelessonListeningandspeaking.V.ImportantpointEnablethestudentstolistenandunderstandthelisteningmaterials.VI.Difficultpoint：Thestudentscancompletethefivetasksbyusingrelatedskills,especiallythedictationpart,fortherearesomanydifficultpoints,suchasliaison,lossofexplosionandreducedsounds.VII.TeachingAidcomputer,overheadprojectorVIII.TeachingapproachesTask-basedteachingapproachandAudio-visualapproachIX.LearningStrategiesGloballistening,extensivelistening,cooperativeandindividuallearningX.TeachingProcedures:教學(xué)過(guò)程ⅠPre-listeningLeadthestudentstohaveabriefreviewofthefiveManhattan’sgalleries.(1)TheFrickCollectionistheplacewhereHenryFrickoncelivedanditscollectionismainlyaboutpre-twentiethcenturyWesternpaintings.(2)GuggenheimMuseumappealstothosewholoveImpressionistandPost-impressionistpaintings.(3)MetropolitanMuseumofArtcoversmorethan5000yearsofcivilizationfrommanypartsoftheworld,includingAmerica,Europe,China,Egypt,otherAfricancountriesandSouthAmerica.(4)MuseumofModernArthousessomanygreatworksofartfromthelate19thcenturytothe21stcentury.(5)WhitneyMuseumofAmericanArtholdsanexcellentcollectionofcontemporaryAmericanpaintingandsculpture.意圖：復(fù)習(xí)上節(jié)課所學(xué)內(nèi)容，重現(xiàn)五個(gè)博物館的名稱(chēng)，為其后的聽(tīng)力掃清障礙。ⅡListening1.Listentothetapeandanswerthequestion:whichgallerieswilltheyvisit?2.Listentothetapeagainandfillintheform.ThegalleriestheywanttovisitandthereasonsWhoPreferenceReasonJohnSusanGaoYanTheirfinaldecision意圖：將課后問(wèn)答題改為表格，更直觀清楚，便于處理文章信息。同時(shí)在這一環(huán)節(jié)對(duì)學(xué)生進(jìn)行聽(tīng)力技巧（速記）的點(diǎn)撥。Takedownnotesbyusingsignsandabbreviations:→:go←:come√:yes,positive×:no,negativefigures:0-9F:FrickCollectionG：GuggenheimmuseumMA:MetropolitanMuseumofArtMM:MuseumofModernArtW:WhitneyMuseumofAmericanArt3.Retellthematerialsbyusingpreferenceexpressions.wouldliketo……wouldrather……befondof……wantto……意圖：“聽(tīng)”為輸入，“說(shuō)”為輸出，通過(guò)說(shuō)來(lái)操練聽(tīng)力材料中表示“喜好”的句型。4.DictationWe’vegottwodays.ifyou’vehadenoughbydinnertime……JohnandIcanstayatthemuseumtillitcloses.Soundsgoodtome!意圖：挑選的4個(gè)句子是聽(tīng)力材料中出現(xiàn)連讀、失去爆破、弱讀現(xiàn)象的句子，聽(tīng)寫(xiě)中很容易出錯(cuò)，讓學(xué)生通過(guò)犯錯(cuò)去發(fā)現(xiàn)并感受這些語(yǔ)言現(xiàn)象，借此突破聽(tīng)力中的難點(diǎn)。ⅢPost-listeningDifficultpointsinlistening:(1)連讀輔音+元音或輔音+半元音例如：a.IamanEnglishboy.b.Itisanoldbook.c.Icalledyouhalfanhourago.d.Pleasepickitup.e.Whatwouldyoulike?(2)失去爆破爆破+爆破a.Thisisanoldpictureofabigcar.b.Theolddoctorhasacat,too.c.Whatwouldyoulike?Hotteaorblackcoffee?(3)弱讀虛詞即連詞，介詞，助動(dòng)詞等ⅣPracticingG:Perhapswecouldgoto_____________________________________onSaturday.S:Oh,no.It’stoo________and________.Andit’s_________.J:Susan,wouldyouratherdosomethingelseonoursecondday?S:No,no.I’dliketoseesomeartbut_______________________.G:What’stheproblem?S:_________________________.Amonkeycouldpaintbetterpicturesthansomeofthosepaintings.Ifitwasuptome,___________________.J:Really?Idon’tunderstandwhyyoudislikemodernartsomuch.Butyouknowthatmodernart_______________theImpressionists,right?S:Idon’tknowanythingabouttheImpressionists.G:It’sjustshedoesn’tknowenoughaboutit,John.Let’sgoto_____________.They’vewonderfulImpressionistspaintingsthere.J:Iagree,butweshouldn’tmissthe___________________.Wouldyoumind,Susan,ifwewenttheretoo?S:___________________________________________.J:Doyouthinkwe’vetimetogoto___________firstandthen___________?They’re________.G:Let’stry.IsthatOkwithyou,Susan?S:Yes,________________________________.Ⅺ.BlackboardDesignUnit1ListeningWhoPreferenceR