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y.The fol-lowing reading and listening are preparations for the survey.①First let students read about different people“talking aboutleisure time or activities”.②Then hand out the reference questions for“talking aboutdaily routine and leisure time”，ask students to listen and catchwhat the interviewee responded.3.Group work：do a leisure time survey and make a report.①Ask students to revise the survey according to what theyread and listened.②Recommend two members to do the survey around theclass in 20 minutes.③Groups work together to make a survey report.第一次课（2课时）的热身活动主要与主题有关，第一步所列主要是与leisure有关的简单词汇，如leisure，vacation，recre-ation，hike，balance，club，ambition，concert等，活动的主要目的在于让学生尽快融入到小组合作式学习当中。第二阶段的阅读和听的材料都是真实材料，目的不是“灌输”，而是用来“刺激”学习的。通过阅读和听别人如何谈论休闲活动，能引起学生的兴趣，引发学生的思考活动，从而为接下来的采访和回答做准备。最后的小组合作活动———调查则是听后和阅读后的信息差活动，学生利用差异和欲望进行交流。在此阶段学习活动是多样化的、有听觉又有视觉的学习活动，有独立完成的被采访又有集体完成的采访活动，更是追求交际经历的活动。采访报告则可以作为课外活动来完成，是课堂效益的课外延伸。The Second Two Periods1.Discussing the survey report.Teacher arouses students’interests in their survey result byasking following questions：①What’s the most frequently mentioned word in your sur-vey?②What kind of leisure activities is most popular in our class?③What did most of us do at weekend?（pass the time）④After investigating，what kind of words do your classmatesuse to describe leisure?⑤Is there anything else you find interesting in your survey?2.Reading Tasks.After discussing the survey result，try to motivate students totalk about clubs and societies in our college，and let students dofirst reading task.Note：Teacher could ask students to think about how to spendleisure time as a college student.Or think about how to make ourleisure time count（valuable）.①Pre-reading questions：a.What kind of club or society do you join in this college?b.To what kind of degree do you want to get involved in soci-eties or clubs：totally immerse in and rise to become a leader of theorganization；prefer to be eclectic，just being a member；or com-pletely ignore societies or clubs?c.What are the advantages and disadvantages（downsides）ofjoining clubs?（When talking about the downsides，teacher could guide stu-dents to get familiar with the word hack.）Tips：Link the topic to the students’lives.It’s important that the students think about the topic be-fore reading；It’ll help them to understand.②Students read the whole passage and consider the followingquestions.a.Where can we learn the bewilderingly large array of clubs atOxford?（at the OUSU Freshers’Fair or Oxford Directory）b.How many registered societies are there at Oxford?Can youmake a list?3.Post-reading Tasks———making a club investigation plan.Try to make an investigation plan within a group includingthe following aspects：the number of clubs and societies in our college；which isyour most interested club；to whom you are going to investigate；what information you want to inquire and so on.笔者对第二次（2课时）课堂设计的体会是：通过提问，让学生参与讨论小组完成的采访报告，让学生置身于发现性和总结性的情境活动中，采访报告就成为师生、生生交流互动的一个载体。随着采访报告的讨论教师有意将采访中的社团俱乐部活动引入学生讨论的视野，参加社团活动是学生的亲身体会，也是作为新生进入大学后独有的体会。学生的课余社团生活自然就成为课堂教学的源泉，讨论和分享社团活动经验就成为学生乐于参与的活动。在整个讨论过程中，教师充分利用课文内容作为“刺激引发物”，引导学生结合实际经历应用新词句。而讨论后的阅读，则成为学生比较自己和课文中牛津大学学生社团活动的一项富有信息差和观点差的阅读活动。通过设置“牛津大学有多少学生社团”这样的问题来引出真实的交际任务：设计调查某学生社团的计划，学生通过设计计划会主动结合已有的语言知识和该单元所听所读的内容和词汇。 四、结语 以上课堂设计从目标的设定，到学前热身，到课内听读活动，再到课外延伸任务，都充分结合了学生的实际生活和学习经历，利用课文做“刺激引发物”，设计课外休闲社团活动调查这一情境引导学生应用所学所读的内容和词句。在这里，无论是哪种活动形式，目标只有一个，就是创设情境提供机会让学生应用语言做事。课堂成为教师和学生、学生与学生、学生与社会之间真实的交流场所。这些就是情境教学所提倡的教学原则。情境英语课堂教学模式体现了“做中学”（learning by do-ing）的学习理念，符合高职生使用英语能力的培养要求本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。