Unit 1 Culture Heritage Period 5 Listening and Speaking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5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 听力文本是关于一个国际青少年文化遗产保护项目的采访。访谈围绕三个主要内容展开：Stephanie和Liu Bin所参与的国际青年文物保护项目简介（来自七个国家的二十多为高中生共同参与了这个项目，记者采访了其中的两位参与者Stephanie和Liu Bin）、选择泰山作为项目开展地点的原因、以及他们保护泰山文化遗产的具体做法（他们所在的项目小组正在泰山上收集庙宇和碑刻的照片和资料，并最终完成一个有关泰山文化遗产介绍的英应用软件）。Why 文本指出了保护文化遗产的重要性、以及文化遗产保护的历史和现状，并号召学生积极参与文化遗产保护活动。Ho

4、w 听力文本为访谈，听后对应的活动中有和听力文本相关的新闻报道的学习，旨在通过对新闻报道的要素、结构、语言特点的学习，再次恰当表达主题意义。学情分析经过前面几节课的学习，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，也能运用相关词汇和定语从句语句描述事物特征，同时也能简单描述文化遗产保护的问题，提出一些文化遗产保护的方法；经过必修一听力的训练以及本单元第二课时的听力训练，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。但学生的听力仍存在发音、词义障碍，语境猜词的意识和能力都较弱，仍会错过部分关键信息，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，听中根据

5、书中笔记提示，做好关键信息记录，增强对关键句信息的获取能力，听后分析对话文本，获取新闻报道的语篇结构和语言特点。教学目标At the end of the lesson, students will be able to1.acquire more knowledge about Chinese cultural heritage Mount Tai by listening for the main idea and details;2. practise using context to guess the meaning of new words3. finish a news repo

6、rt and learn its structure and language features4. put forward methods to protect cultural heritage by using information collected from previous listening activities教学重难点Main learning focus:1. Use listening strategy to get more knowledge about Mount Tai2. finish a news report and learn its structure

7、 and language featuresPotential difficulties:How to improve the ability to use context to guess the meaning of new wordsHow to put forward methods to protect cultural heritage like Mount Tai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时间通过听主旨大意和细节信息，获得更多关于中国文化遗产泰山的知识。练习语境猜词能力。Step 1 Lead inLead-in Memory Chal

8、lengeQuickly show some pictures about world cultural heritage sites mentioned in previous classes and ask a question What cultural heritage do you see?Step 2 Pre-listeningTake part in a youth projectShow two pictures in the bookAsk some questions to draw students attention to Mount Tai Q1. Who are i

9、n the pictures?Q2.Where are they? How do you know?Q3.What are boys doing?Q4. What are girls doing？Q5.Who are in the pictures?Q6.Where are they? How do you know?Q7.What are they doing?Prediction:From the title “Take part in a youth project” and the information in pictures, what do you think the proje

10、ct is about?Some international students are taking part in a project that/which aims to protect Mount TaiBackground knowledgeStep 3 While listeningFirst listeningListen to the conversation and choose the main idea.A. Students from different countries are working creatively to protect a temple in Chi

11、na.B. Youths from seven countries are working together to protect cultural relics on Mount Tai.C. Doing a project on cultural heritage protection in China is interesting and exciting.Second listeningListen again and help the reporter to complete the interview notes.1. Were part of _.2. There are _ s

12、enior high school students from _countries.3. Mount Tai is one of the most _mountains in China.4. The mountain and the temples have been_ for over 3,000years, so its a great example of how people _their cultural heritage. We feel so_ to have a chance to do something.5. We want to _Mount Tai;_, we wa

13、nt to tell teenagers in other countries about the mountain and Chinese culture.6. For example, this game is about the six cypresses that were planted on Mount Tai during the Han Dynasty. You learn about _ and also the life in China over 2,000 years ago.7. There are 22_ and some 1,800 _with writing o

14、n them.Well take photos of them all, and then visit the Dai Temple on _, since it has so many important paintings and relics.Then students finish a mind map according to the information aboveThe final mind map is as followsThen students answer question chains based on the mind mapThird listeningList

15、en to the conversation again and use the context to guess the meaning of the words below. Tick the reason why you were able to guess the words.More examples are given1. It will be very hard but also be very brittle-that is, it will break easily. ( 易碎的 )2. The consequences of epochal events such as w

16、ars and great scientific discoveries are not confined to a small geographical area as they were in the past. ( 重大事件 )3. Our maths teacher claims that all the problems he gives us are simple ones, but we feel that they are intricate. ( 难理解的 )4. Children often try to emulate or copy the behavior that

17、they see on TV. ( 模仿 )通过快速展示之前几节课提到的中外文化遗产图片以及本节课提到的文化遗产泰山，激发学生兴趣，复习旧知，并引出主题。让学生看两幅关于泰山的图片和相关文字信息，并提出问题，让学生预测即将听到的对话的内容，通过对问题的讨论，培养学生听前看图和文字的进行听力预测的习惯，同时通过背景知识的补充也可以了解中国的壮美河山，增强民族自豪感。初听音频，聚焦关键词，获取文本大意。让学生再听音频，按照提示，记录关键信息，完成信息表，引导他们关注国际青年文物保护项目简介选择泰山作为项目开展地点的原因、以及他们保护泰山文化遗产的具体做法。 通过绘制思维导图，让学生进一步梳理概括信

18、息，同时为后面的活动做好铺垫。通过问题链加深对听力文本的深度理解。播放录音前，展示如何猜词的案例，让学生找出生词former有哪些线索，并进行分析，接着提示学生参考书上表格里列出的猜词方法然后模仿示例猜测preserve promote 和cypress的含义，最后进一步运用语境猜词策略猜测例子当中的生词。感知与注意描述与阐释分析与判断概括和整合分析与判断内化与运用分析与判断内化与运用分析与判断推理与论证2mins3mins3mins4mins7mins完成新闻报道，学习其结构和语言特点。运用之前的听力活动收集的信息提出保护文化遗产的方法。板书设计Step 4 Post-listeningAc

19、tivity 1:Finish the news report.International Youth Camp Members Create Mount Tai AppTaian, 18 June 2019. A group of high school students who are taking part in an international youth camp at Mount Tai are creating a(n) _app_ about Chinas most famous mountain. The purpose of the camp is to _promote_

20、 Mount Tai by introducing it to young people in a fun and easy way. The students are making an app about Mount Tai and taking photos of the _temples_ and stones. The volunteers also visit middle schools in the area in order to talk to local teenagers. Liu Bin, a member of the camp, says that he is _

21、proud_ to help Mount Tai as people have done for more than 3,000 years. Activity 2: Talk about the features of news report A short text from the reading and thinking part is shown to let students identify the structure and language featuresActivity 3: Discussion 1. Would you like to take part in a p

22、roject like this? why or why not？2. Could you think of more ways to protect the cultural heritage? write them downStep 5: Homework旨在通过完成新闻报道中的一些信息，进一步加深低于听力文本的理解，同时总结新闻报道的主要结构和语言特点。旨在通过学生小组讨论、探究学习，进一步让学生思考如何参与文化遗产的保护，并鼓励他们积极参与文虎遗产保护。旨在让学生运用所学词汇和句型用书面的形式总结文化遗产保护的方式；同时需要完成练习册词汇练习，加强语境猜词的能力；此外还要收集和长城相关的句子，为下面一节课铺垫。概括与整分析与判断内化与运用想象与创造内化与运用6 mins14mins1min教学困惑 在“Second listening ：Listen again and help the reporter to complete the interview notes.”这一环节设置了较多的空格，需要学生边听听力文本，边做好笔记，难度相对较大，在听前怎样给学生有效指导记笔记？