資源簡介

Unit 3 Fit for life
Integrated skills (I)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the problem of short-sightedness by listening to a report;
2. list some measures to protect students’ eyes by reading a feature article;
3. predict before listening by identifying keywords;
4. develop awareness of protecting eyes.
II. Key competence focus
1. Predict before listening.
2. Get the right information while listening.
3. Make a list of measures to protect students’ eyes.
III. Predicted area of difficulty
1. Finish part A1 and A2 correctly.
2. List measures to protect students’ eyes concisely.
IV. Teaching procedures
Step 1 Lead-in
1. T arranges a student to act out a short play: a boy with short-sightedness got up late and hurried to school, forgetting to take his glasses. In class he failed to follow his math teacher because he couldn’t see the blackboard clearly without glasses. When asked to solve a math problem, he had no idea and could say nothing. He felt very embarrassed about his behaviour.
2. T asks Ss to watch the play carefully and answer some questions.
T: How did the boy feel
S1: He must felt embarrassed and upset.
T: Why
S2: Because he failed to answer the teacher’s question in class.
T: Did he listen to the teacher carefully
S3: Yes, but he couldn’t see the blackboard clearly without glasses.
T: That is to say, he is suffering from short-sightedness, which refers to the inability to see objects at a distance clearly. Do you have any inconvenience caused by it
S4: Yes. Sometimes I mistake my friends for others.
T: What a pity! Actually short-sightedness has become a common problem among Chinese students. Let’s talk about it today. First let’s listen to a report and finish some exercises.
【設計意圖：用表演的形式引入話題，有代入感，互動性強，吸引學生的注意力，喚起對本堂課話題的興趣。】
Step 2 Listening
1. Pre-listening
T encourages Ss to make a prediction before they listen to the report.
T: As we can see, an increasing number of Chinese students are affected by short-sightedness. It has raised much concern. Here is a report about it. Before listening, please find out the keywords from the questions and notes. Then you can predict what the speaker will talk about.
S1: I think the keywords of the questions in A1 are as follows: special, sports, give rise to, a key factor.
T: Well done. What about the notes in A2
S2: Percentages, causes, signs.
T: Exactly. As you listen, pay attention to these words and you are more likely to get the right answers.
【設計意圖：鼓勵學生閱讀所給材料，判斷和標記關鍵詞，猜測聽力材料中涉及的話題和答案，進行聽前預熱。】
2. While-listening
1) T asks Ss to listen to the report for the first time and finish A1.
T: Please listen to the report and answer the questions of A1. After that, we will check the answers.
2) T asks Ss to listen to the report again and finish A2.
T: How many students are suffering from short-sightedness What are the causes and signs Let’s listen to the report again and complete the notes of A2.
【設計意圖：第一遍聽完，完成A1, 讓學生把自己的預測和聽到的正確答案進行對比；第二遍聽完，完成A2，全面了解近視問題的現狀、原因等。】
3. Post-listening
T helps Ss to summarize the useful listening strategies they employed while listening.
T: Boys and girls, before listening to a report, it is helpful to identify keywords. For example, from the notes, you might identify “percentages”, “causes”, and “signs” as keywords. Then you can predict what the speaker will talk about, and look out for these words as you listen.
【設計意圖：聽后幫助學生總結聽力方法，增強學習策略。】
Step 3 Reading a feature article
1. Pre-reading
T requires Ss to brainstorm some ways to protect eyes, leading to the topic of the article.
T: By listening to a report, we have learned the current situation and causes of short-sightedness. Do you have any good ways to protect eyes
T: I am glad that you have so many suggestions. Now let’s read a feature article to learn more effective ways to protect eyes. Please turn to page 37.
【設計意圖：采用頭腦風暴的方式讓學生列舉各種保護視力的方法，為閱讀做鋪墊。】
2. While-reading
1) T puts paragraph 1 on the screen and asks Ss to explain the meaning of the underlined words in English.
T: A recent national survey has revealed (shown) that roughly three out of four (about 75%) high school students wear glasses, fuelling (raising) concerns about eyesight problems among China’s youth. The figures disturb (worry) the school authorities, who have decided to tackle (deal with) this problem head-on (in a direct way). No. 9 High School is one of those that have gone to great lengths (have tried their best) to protect students’ eyes, coming up with effective solutions.
2) T asks Ss to read the following three paragraphs and make a list of ways to protect eyes.
T: Please read paragraphs 2—4 carefully and make a list of measures taken by No. 9 High School.
You may fill in the form on page 37 or draw mind maps you like.
3) T asks one student to give his or her answer orally and check it with the whole class. Then T requires all the students to fill in the following form as feedback. Besides, Ss are encouraged to give two more suggestions of their own.
Measures taken by No. 9 High School to protect students’ eyes
Ensure (1) breaks stop for a few minutes in the middle of their (2) look at (3) objects go (4) and enjoy themselves in the sun
Provide an (5) environment (6) school facilities: (7) lights to make sure the classrooms are well lit place computers at least fifty (8) away from students equip the library with new chairs that can be adjusted to ensure the best (9) position
(10) awareness of protecting eyes (11) parents of advice on how to protect their children’s eyes train students to recognize (12) of eyesight problems
More suggestions
4) T gets Ss to read the last paragraph and answer some questions.
T: Please read the last paragraph and answer the following question: What is the author’s attitude towards the measures taken by No. 9 High School
S: Positive.
T: How do you know that
S: From the phrases such as “help reduce eyesight problems”, “lead the way”, “impressive forward thinking”, etc.
T: Exactly. By the way, what does the phrase “impressive forward thinking” mean
S: 令人印象深刻的前瞻性思考.
T: Yes. The positive phrase shows the author thinks highly of these measures.
【設計意圖：學生閱讀文章第一段，了解寫作背景, 根據語境猜測新單詞（用英語解釋），培養用英語思考的習慣；學生閱讀第二、三、四段，用思維導圖列出第九中學為保護視力采取的有效措施，培養歸納能力；教師利用表格填詞題完成反饋，并為讀后活動做準備；學生閱讀最后一段，推測作者的觀點態度并說明理由，培養深層思維。】
3. Post-reading
T asks Ss to act out an interview about the measures taken by their school to protect eyes.
T: Please work in pairs to act out an interview about the present situation of short-sightedness in your school. You are required to exchange your roles and interview each other, using the information from the article to help you.
【設計意圖：要求學生通過采訪的形式介紹本校在保護視力方面采取的措施，既鞏固所學內容，又達到交際目的。】
Step 4 Self-assessment
T asks Ss to answer the following three questions to have a self-assessment.
T: Before we end our class, please answer some questions. You can choose from the three answers according to your own situation.
( ) Q1: Have you got a clear idea of how to protect eyes
( ) Q2: Can you predict before listening by identifying keywords？
( ) Q3: Do you have any difficulty with words and expressions on pages 36－37
A. Absolutely yes. B. Not really. C. I am not sure.
【設計意圖：通過三個問題的回答，讓學生進行自我評價和反思。】
V. Homework
1. Collect more information about short-sightedness.
2. Underline important expressions on pages 36－37 and review them.

展開更多......

收起↑