高一第六單元教學設計
新教材聽說課的教學設計
(SEFC)Book1A Unit6 Good Manners
江蘇省天一中學 丁丹
目標設計：1） 按新課程標準，課堂以學生為主體。在課堂上，采取啟發式、創新式的教學方式，運用多樣化的教學媒體，開展生動活潑的教學活動，鼓勵學生主動思考、大膽想象、積極參與，以培養學生的聽說能力。
2） 運用“語言的輸入 語言的輔助輸出 語言的輸出”這一語言規律，提高學生的聽說能力，尤其是說的能力。
重點和難點設計： １）幫助學生復習使用表示道歉的用語。
２）教育學生如何做到行為規范，爭做一個有良好行為舉止的中學生。
過程設計：
一、 導入(Presentation):
一首英文歌曲：(Thank you /You’re welcome.-----摘自《新概念英語》)
設計問題：1)What can we learn from the song?
2) Why do we always use these expressions?
（歌曲抓住學生的注意力；問題的回答，巧妙地引出話題：Good Manners）
二、 熱身(Warming up):
1．展現圖片，利用所給短語完整對話。
設計學生活動：１）Pair Work
２）集體校對：一問一答式
（學生在完整對話時，既有了開口說的機會，又復習了表示道歉的用語。）
２．對話內容提升：
設計問題：What can we learn from the dialogues?
設計填空：
When we want to enter a room, we should say: Excuse me. May/can I come in?
When we want to interrupt other’s conversation, we should say: Excuse me. May I interrupt you for a moment?
When we have troubled others, we should say: I’m sorry. Or: I’m terribly/really sorry.
（根據問題設計的填空，不僅提升了對話內容，而且使學生對使用道歉用語的場合有了一定的了解。）
三、 聽力(Listening):
１． 聽前導入：
步驟一：問題設計：What are the three words that we often use if we want to be polite to others in our daily life?（Answer: Please, Thanks, and Sorry.）
（從問題答案引出“表示道歉”的重點。）
步驟二：看圖片，聽故事。（圖片及故事的聽力材料附后）
問題設計：What’s it talking about?
What do you think of the young man?
What can we learn from the story?
（這一步驟，不僅使學生了解了在公眾場合打擾了別人要道歉，從而引導學生思考“如何運用道歉用語”來引出課本聽力部分，而且為后面討論部分“如何做一個具有良好行為舉止的中學生”作了鋪墊。）
附聽力材料：
On the afternoon of July 2nd， I was traveling from Shanghai back to Shenyang by train. In front of me were sitting two men and a woman. A young man was sitting between the man and the woman. The man was reading a newspaper and the woman looking out of the window. Later the young man brought out his tape – player and played some very loud music. What was worse, he was singing along and drinking. The people around looked at him angrily. When the train stopped at a station, he got off in a hurry. Suddenly, a man in the train called him as he hurried away. “Young man, you have lost something.” The young man stopped and returned, wondering what it might be. The man in the train said:” You have lost good manners, you should mind your manners next time.”
2 ． 聽力訓練：
第一遍：整體理解，完成問題：
第二遍：了解細節，完成填空：
1. What does Bill say to apologise for taking the bike without telling Cliff?
Oh, _I’m sorry. I only used it to get to school because I was late.
2.What does Cliff say?
_That’s Ok. Just ask me next time, will you?
3.What does Bill say to apologise for losing the bike?
I really have to apologise . It’s about your bike.
4. What does cliff say?
Oh, that’s all right . I guess it wasn’t really your fault, wasn’t it?
That’s OK _. Forget it_ . It was an old bike anyway.
5.Bill took Cliff’s bike without asking him. He also lost Cliff’s bike.
He apologises for losing it by saying :
I’m really sorry about the bike.
第三遍：（視班級及學生實際能力情況而定。）
（分別設計聽的任務，有利于學生聽的任務的完成。）
3． 聽后活動：
a) 根據聽力內容，編對話。（抓住機會，趁熱打鐵，這是一個語言輔助輸出的過程。）
b) 總結道歉用語及回答。（總結所聽的內容，為下面的口語訓練作準備。）
Ways of Making Apologies
(Please )Forgive me. I’m very sorry.
I apologise for…
I’m sorry. I didn’t mean to …
Oops. Sorry about …
Possible Answers
Oh, that’s all right.
Oh, well, that’s life.
It’s OK.
No problem.
四、 口語訓練(Speaking):
第一部分：任務一：Pair Work用所總結的道歉用語編對話，一兩句即可。
任務二：Pair Work用所給場景（附后）編對話，并注意運用道歉用語。
（語言的輸出，遵循“循序漸進”的原則。）
Situation 1
You are at a school party. Your friend tells you that the man you are going to work with tomorrow has also come to the party. You have never met the man before, but your friend does not know. You ask him to introduce you to the man.
Situation 2 :
Many students and teachers come to the party. You are looking for two seats to sit down with your friend, but there are none. You see two seats, but there are bags on them. You go over to ask the girl sitting beside the bags.
Situation 3
Many people are drinking at the party and there are many glasses on the table. You take the wrong one. What will you say and what will you do?
Or: you can use your own situation.
第二部分：Discussion: What should we do if we want to be a student with good manners?
1) At school…（圖片附后）
2) At home…（圖片附后）
3) In public places…（圖片附后）
（這一話題的討論，完全是一個語言自由輸出的過程。這一貼近生活的話題，不僅發散了學生的思維，而且讓學生有話可說，讓學生感受到了成功的喜悅。通過這一討論，還促使學生注意自己的行為舉止，做一個文明的學生。把德育教育融入了英語課堂教育中。）
1.At school….
2. At home…
3. In public places…
五、 課堂內容總結(Summary):
問題設計：What have we learned today?(a:…how to make apologies;
b:…how to be a person with good manners.)
(這一總結使學生對一堂課的內容一清二楚、一目了然，也達到了讓學生自我檢查的目的。)
六、寫的訓練(Writing):
１． 觀察圖片，口頭描述。（圖片附后）
２． 寫短文。（課上時間有限，可作為 Homework.）
(這一過程既鍛煉了學生語言的口頭輸出能力，又鍛煉了學生語言筆頭輸出能力；而且，圖片內容與課堂話題緊密聯系，起到了復習的作用。)