back to the past教案5

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1、牛津高中英语教学设计单元：Unit3Theworldonline板块：Task2Thoughtsonthedesign:本节课是以说、写技能为主的语言输出课，说的部分旨在帮助和指导学生如何提问专业性的问题，所以在该部分的设计上主要创设语境，鼓励和指导学生如何对图表和曲线图提出详细问题并讲解图表所示的事实和数据,以及帮助学生梳理课本第二部分的内容和获取相关信息回答上述问题。学生学会通过网上调查“人们观看和收听新闻”的不同途径并写出此报告。通过这些活动，提高与上述内容相关话题的口头表达能力和写作能力。Teachingaims:Afterlearningth

2、isperiod,thestudentswillbeableto1．asktechnicalquestionsformoredetailedinformation;2．writeareportonhowpeoplegetnewsfromtheInternet;3．toapplytheseskillspracticallybydoingresearchontheInternetandtofinishareportaboutaspeechondifferentlywayspeoplewatchorlistentothenews.Teachingproced

3、ures:Step1Skillsbuilding2:formingmorespecificquestions(PPT4-7)Readtheguidelines1.Startwithinformationthatyouknowandbuildonit.Ifyouknoworhavejustlearnedthat60%ofpeoplepreferfootballtotabletennis,youcanthenask:(1)Doesaperson’sageaffecttheiranswer?(2)Domenandwomenanswerinthesameway

4、?(3)Isfootballbecomingmorepopular,oristabletennisbecominglesspopular?2.Donotjustaskaboutwhatpeoplelike,preferorchoosetodo.Alsoaskwhattheydonotlikeordonotprefer.Forexample:(1)Otherthantabletennis,whatsportdopeoplenotliketoplay?(2)Whatsportdopeopleprefertabletennisto?3.Findoutwhy.

5、Onceyouhavethefacts,youcantrytofindoutwhytheyaretrue.Thiskindofinformationwillbehelpfulifyouneedtosupportorexplainthefactyouhavelearned,e.g.Whyisfootballmorepopular?[Explanation]帮助学生设计科学提出问题的方式及内容，训练口语表达能力。Step2askingmorespecificquestions(PPT8-15)Student1:Formquestionsusingthein

6、formationontheleft.Writedownyourquestionsbeforeyouaskyourpartnerforhis/heropinions.Student2:Answeryourpartner’squestions.Formyouropinionsusingtheinformationontheright.1.Whatisthemostpopularwaytogetnewsforpeopleunder18yearsold,peoplefrom18to50orpeople50andolder?(Forpeopleunder18,

7、themostpopularwaytogetnewsisfromtelevision.Peoplefrom18to50wouldmostliketogetnewsfromnewspapersaswellastelevisionwhilepeopleover50prefergettingnewsbylisteningtotheradio.)2.Whatnewssourcedoyouthinkisfastestgrowing?(IthinkthatInternetnewsisfastestgrowing.)3.WhoistheInternetmostlyu

8、sedby?(Thepeoplebetween15and40yearsold,especial