PAGE1/4Module4第2課時教學設計第二課時：Listeningandvocabulary,EverydayEnglish,Speaking多維教學目標：Languageobjectives:Toenablethestudentstograspthenewwordsinthelisteningmaterial.ToenablethestudentstocomprehendandputtousetheeverydayEnglishinthelisteningmaterial.Skillobjectives:Toenablethestudentstofollowthelisteningmaterialaboutartistsandartworks,whichhassimilardifficultytothereadingmaterial,andidentifyopinions.Toenablethestudentstopayattentiontotheweaksoundandreadcorrectly.ToenablethestudentstogiveopinionsaboutcertainpaintingsCultureawareness,emotionsandattitudesobjectives:ToenablethestudentstohaveabilitytoenjoyandevaluatevariouspaintingsanddrawingsToenablethestudentstobeabletofindthebeautifulscenesaroundus,loveartandlovelifeTodevelopthestudents’

capabilityandawarenessofco-operationandcompetitionintheirstudybypairworkorgroupwork.教學重點：Toenablethestudentstofollowthelisteningmaterialaboutartistsandartworks,whichhassimilardifficultytothereadingmaterial,andidentifyopinions.Toenablethestudentstopayattentiontotheweaksoundandreadcorrectly.ToenablethestudentstogiveopinionsaboutcertainpaintingsTeachingprocedures:PWPTeachingModelStep1.

RevisionI’llletsomestudentsdisplaytheirfavoritepaintingsorartistsandgivetheiropinionsabouttheirfavoritepaintingsorartists.Step2.Pre-listening=1\*GB2⑴I’llshowsomepicturesonthescreen;thatis,awatercolor,anoilpainting,aportrait,alandscape,anartgallery.Throughshowingthepictures,I,togetherwiththestudentsstudythenewwords,(watercolor,oilpainting,portrait,landscape,artgallery),lettingthempayattentiontothepronunciationandtheweaksounds/unstressedsyllablesofthewords.=2\*GB2⑵ThenI’llletthestudentsinpairslearnthemeaningofthenewwordsinthecontexts,intheformofcompletingthesentenceswiththem(Part1,Page36),afterreadingafterme.Step3.While-listening=1\*GB2⑴Beforelistening,askthestudentstolookatthetwopicturesonPage36andfindoutsomesimilaritiesanddifferences.Listenforthefirsttime,andanswerthefollowingquestions:=1\*GB3①Whataretheboyandgirlarediscussing?=2\*GB3②Whichpictureistheboypainting,Picture1orPicture2?Sayhowyouknowthis.=3\*GB3③Whydoesthegirlsaysorryattheendoftheconversation?=2\*GB2⑵Detailedlistening/PairworkListentotheconversationagain,andcompletethefollowingsentences.(Part3,Page37)Firstletthestudentschecktheiranswerswiththeirpartners;thenI’llplaytherecordingagainforthemtocheck;andthenI’llchecktheanswerswiththeclass.ThenI’llshowthefollowingsentencesonthescreen:=1\*GB3①You’vegotitright.=2\*GB3②Don’tchangeathing.=3\*GB3③I’mnothalfasgoodasyou.=4\*GB3④Whatdoyoumakeofit?=5\*GB3⑤There’s(anexhibition)on.=6\*GB3⑥Thanksforthecompliment.ThistimeIaskthestudentstothinkaboutthemeaningofthesentencesafterlisteningtotherecordingagain,andthendotheexerciseonPage38(Part1)inpairs.Thencollecttheanswersfromthewholeclass.Step4.Post-listening=1\*GB2⑴LetthestudentsdescribethePicture2onPage36inpairs.=2\*GB2⑵Actthedialogueoutinpairs.=3\*GB2⑶MakeupdialoguesusingtheeverydayEnglishlearnedfromthelisteningmaterial.Step5.Homework=1\*GB2⑴LookthroughtheCulturalCornerandcollectsomeworksofPabloPicassoorinformationabouthimontheInternet.=2\*GB2⑵LookthroughtheCulturalCornerandtellwhichpicturebelowbelongstothe“pinkperiod”,Whichonedoyoulikebest?Whichdoyoulikeleast?Andgiveyouropinionsaboutthepictures.1 23GuernicaThedaystudentsareassignedtothefirsttask;andtherestofthestudentstothesecondtask.實施效果與反思:Atthestartoftheperiod,usingthepicturestointroducethesomeofthenewwordsinthelisteningmaterialcanarousestudents’interestandreducethedifficultystudentshaveinlisteningtothematerial.Similarly,lettingstudentslookatthetwopicturesonPage36andfindoutsomesimilaritiesanddifferencescanarousetheircuriosityandreducethedifficultyofQuestion--Whichpictureistheboypainting,Picture1orPicture2?Sayhowyouknowthis.Intheprocessofwhile-listening,Aftershowingthesixsentencestakenfromtherecordingonthescreen,thenletstudentslistentotherecordingwhilelisteningtotherecording,whichhelpsstudentscomprehendtheeverydayEnglishaccordingtothecontext.Intheprocessofpost-listening,thetaskofmakingupdialoguesinpairsstrengthenstudents’cooperationinoneaspect;meanwhile,studentscangrasptheusageofthe