Unit 1 Culture Heritage Period 2 Listening and Talking教学设计-高中英语人教版(2019)必修第二册单元整体教学设计（视频 课件 教案).docx

1、高中英语人教版(2019)必修第二册 Unit 1 Cultural Heritage教学设计第2课时教学设计授课教师冯旭霞学校、年级高一课型听说课时长40 mins教学设计理念1、 依据新课标（2017）提出的基于六要素整合、指向学科核心素养发展的英语学习活动观。活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力的主要途径。本节课基于六要素整合、指向学科核心素养发展的英语学习活动观，设计了学习理解，应用实践，迁移创新等不同层次的思维活动，旨在帮助学生获取文本信息，引导学生加深对主题意义的理解，帮助学生在活动中习得语言知识、文化知识，发

2、展运用语言技能，提升思维品质，进而尝试在新的语境中运用所学语言和文化知识，创造性地表达个人观点、情感和态度，最终达到提高学生英语学科能力，落实核心素养。2、依据新课标提出的处理好教学评的关系以达到以评促教、以评促学的目的。在实际教学中，教师应处理好评价与教和学之间的关系，推动教、学、评一体化实施。教学评价是英语课程的重要组成部分，其目的是促进英语学习， 改善英语教学，完善课程设计，监控学业质量。本节课中教学评价贯穿在教学实践的各个环节，综合运用问答、课堂观察、作品分析等方式收集学生学习和发展的数据信息做出评价，通过评价使学生在英语学习过程中不断体验进步与成功，认识自我，建立自信，调整学习策略，

3、以此促进学生英语学科核心素养的全面发展。文本解读What本节课为听说课，听力文本是两名游客和导游在游览克里姆林宫、红场及周边建筑时进行的对话，内容涉及克里姆林宫的组成部分和历史、圣瓦西里大教堂的外观和重要地位，以及人们现在在红场的日常休闲活动。Why本板块继续以具体的世界文化遗产为例探讨文化遗产的历史与文化。很多文化遗产都是旅游胜地，旅游是了解文化遗产的历史和现状的一种重要方式，本版块旨在引导学生在旅游时或从他人的旅游经历中了解中外文化遗产的历史与现状，探究其中的历史文化内涵。How听力文本语篇为对话，对话重点呈现了“启动对话”（Starting a conversation）的功能项目，用以

4、礼貌得体地引起对方注意，从而顺利启动交谈或展开新话题。学情分析经过上节课的学习，学生对于文化遗产的内涵有了较深的认识，积累了相关的表达，也能运用相关词汇或语句描述事物特征，经过必修一听力的训练，大多数学生对听力材料有获取有用信息的基本能力，能够获取文本的基本大意，但因为对某些词的发音、词义以及某些术语不熟悉，可能会错过部分关键信息，对于启动对话的功能性语句关注并不多，还需要在听前通过创设语境扫清一些词汇和背景知识的障碍，听中进行精听训练增强对文本信息的处理能力，听后分析对话文本，在新语境中得体地启动对话。教学目标At the end of the lesson, students will b

5、e able to1.listen for information about history and culture as well as present situation of the Kremlin and Red Square.2.analyze the similarities and differences of the Kremlin and the Palace of Museum in Beijing.3.use functional sentences of the conversation such as “I beg your pardon, but” “Forgiv

6、e me for asking, but” and so on to start the conversation about a new cultural site more politely and appropriately.教学重难点Main learning focus:1. Use listening strategy to get the content of the listening materials2. Pay attention to the functional sentences to start a conversationPotential difficulti

7、es:How to analyze the similarities and differences of the Kremlin and the Palace of Museum in Beijing How to effectively use the functional sentences to start a conversation about a new cultural site教学资源课件PPT，黑板、白板。教学目标活动形式与步骤活动意图活动层次学习效果评价时间通过听前、听中活动获取克里姆林宫及红场的有关历史文化和现状的信息。获取部分启动对话的功能性语句分析克里姆林宫和北京故

8、宫的异同Step 1 Lead inShow some pictures about world cultural heritage sites mentioned in last class and show a picture of guide to remind students to get ready for a tour of history and cultureGuessing game： Fun game: what am I?Some sentences are given to describe the world cultural heritage sites. e.g

9、.A web link is given to let students know more about the Palace MuseumStep 2 Pre-listeningEnjoy a videoBefore watching it, ask some questions to arouse students further curiosity about the Kremlin and Red Square Q1.What can you see in the video?Q2.What do you think of the Kremlin? Use some adjective

10、s to describe it?Q3. What is the feature of Saint Basils Cathedral?Q4. What will people do in winter in the Red Square?Then enjoy a video After watching it, give simple answers to the above-mentioned questions.Step 3 While listeningFirst listeningListen to the conversation and choose the correct ans

11、wers.1.Where are the speakers?A. On a street B. On a plane C. On a bus.2.What are they doing?A. Drawing a map. B. Sightseeing. C. Studying culture.3.What is the probable relationship between the speakers?A. Tourists and a tour guide. B. Classmates. C. Colleagues.Second listeningListen again and comp

12、lete the fact sheet.World Cultural Heritage Site Fact SheetTHE KREMLIN AND RED SQUARE, MOSCOWBuilt between the _ and _ centuriesThe palace where _ livesThe Saint Basils Cathedral looks like _.The _ part of MoscowPlace for parades, concerts and even _Third listeningListen for detailed information and

13、 sentences to start a conversation Functional sentencesExcuse me, but what is ?Forgive me for asking, butThen students have a discussionWhat are the similarities and differences of the Kremlin and the Palace Museum of BeijingEnjoy a video通过图片复习上节课提到的文化遗产及其分类的表达，同时通过给出的特定信息进行文化遗产名称猜谜游戏，激发学生兴趣复习旧知并引出新

14、知，即克里姆林宫和红场及北京故宫的简介，从而引出主题。听前播放有关克里姆林宫及红场的视频片段，让学生进一步熟悉克里姆林宫及红场以及圣瓦西里大教堂的发音以及一些相关的背景知识。初听音频，聚焦关键词，获取文本大意，通过三个问题，让学生关注对话发生的地点和任务的行为以及他们之间的关系，这有助于整体理解对话的主要内容。让学生再听音频，按照提示，记录关键信息，完成信息表，引导他们关注克里姆林宫、红场及周边建筑群的历史文化内涵等关键信息，如克里姆林宫的组成部分和历史以及现状、圣瓦西里大教堂的外观和重要地位、人们在红场的日常休闲活动。旨在让学生再次获取细节信息，并且获取启动对话的功能性语句Excuse me

15、, but what is ?Forgive me for asking, but，同时关注一下回应的表达旨在让学生通过讨论比较文化异同，理解文化内涵，汲取文化精华，坚定文化自信。感知与注意获取与梳理描述与阐释概括和整合分析与判断获取与梳理分析与判断内化与运用猜谜游戏可以让学生能更直观地加深对于所学文化遗产相关信息的理解和内化，并增加对新知的学习兴趣。动态的视频文本可以调动学生的感官，加深对文化背景知识的理解。能够通过读问题和选项预测大概的内容。学生能够在听前认真读信息表，在老师的带领下分析空格可能需要填写的内容，例如，可能是数字、名词、adj 等，然后边听边记笔记，完成信息表内容的填写。能够

16、有意注意，并获取启动对话的功能性语句。能够进行克里姆林宫和故宫异同对比。2mins2mins3mins4mins9mins运用开启对话的功能性语句Excuse me, but what is ?Forgive me for asking, but得体地开启对新的文化遗产的相关信息的对话Step 4 TalkingActivity 1:Finish the following relative clauses according to the given information.The Kremlina special government area/built between the 14th

17、 and 17th centuries/the Russian president lives here and other officials work here/ 5 palaces and 4 cathedrals(教堂)The Saint Basils Cathedrallooks like a flame/a symbol of the country/colorful round towers Red Squarethe centre of Moscow/used to be a marketplace/a place for music concerts, parades and

18、 even ice hockey games/children skate in winterActivity 2: Role-play to start a conversation First, look through the examples and summarize more functional sentences to start a conversationSecond, role-play a conversation between a tourist and a guideTake the Palace Museum and the Imperial Tombs of

19、the Ming and Qing Dynasties as a example to start a conversationActivity 3: DiscussionAt the beginning of the class, I mentioned that there are many historical and cultural sites both in China and the rest of the world and they are also famous tourist attractions, such as the Kremlin and Red Square

20、and the Palace Museum.Question: Do you agree the cultural sites like the Kremlin and Red Square and the Palace Museum only have tourism value? What other values do the cultural heritage have?Possible answer： No, I do not. It is true that cultural heritage can promote tourism and develop economy. How

21、ever, I think cultural heritage also represents the best history and culture of human beings. It also have aesthetic value and reminds us what we can achieve at our finest, and inspires us to live up to our great past in the future. In other words, it is also the source of life and inspiration.旨在让学生

22、使用限定性定语从句再次具体的描述克里姆林宫、圣瓦西里大教堂和红场的相关信息，并未后面的对话做好铺垫首先通过对话的例子旨在引导学生继续关注总结启动对话的语句，进而为后续的角色扮演启动对话提供支撑,同时重点输出的是中国文化遗产的讨论。旨在让学生通过运用学过的短语和句子表达再次认识文化遗产的内涵和文化遗产的价值遗迹保护文化遗产的重要性概括与整合描述与阐释分析与判断内化与运用想象与创造推断与论证能够有意识的概括整合信息，借助思维导图，使用合适的关系词描述克里姆林宫、圣瓦西里大教堂和红场学生能够准确描述、阐释文化遗产相关事实，实现对语言知识和文化知识的内化，巩固新的知识结构，合理使用定语从句作为辅助能够

23、运用前一节课结构化积累表积累的短语句型表达个人的观点6 mins13minsStep 5: Homework1. Create and remember chunks of vocabulary about history and present situations of the Kremlin and Red Square. 2. Continue to finish project writing3.Role-play a conversation to talk about the Imperial Tombs of the Ming and Qing Dynasties(refer

24、to table in the last class for detailed information)基于第一个学习目标设置第一个作业，目的是考查学生对于克里姆林宫和红场背景知识的内化程度基于第三个目标设置第三个作业，考查学生在新语境中如何运用功能性语句启动对话，同时复习了旧知。概括与整合内化与运用想象与创造能够根据思维导图概括整合克里姆林宫和红场的历史与现状并借鉴游客和导游关于克里姆林宫、红场及周围建筑的对话文本开启口头的对话。1min板书设计 Listening and talkingThe Kremlin whereThe Red square is a special place T

25、he Saint Basils Cathedral which/thatFunctional sentences:1.Excuse me, but what is ?2.Forgive me for asking, but教学困惑在最后一个discussion 活动，设计了下面的问题“Do you agree the cultural sites like the Kremlin and Red Square and the Palace Museum only have tourism value? What other values do the cultural heritage have?”，目的是想要引起学生对于文化遗产内涵和价值的再度关注，这样的设问方式可不可行？同时也用汉语补充了相关的背景知识，因为个人觉得对于英语基础较弱的学生而言，英语句子传达的内容不足以引起他们的共鸣，但这样会不会显得老师补充的过多？怎么样把握好这个补充的度？