Unit1 Listening and Speaking 名师教学设计
课时内容
Take part in a youth project
主题语境:人与社会
主题群:历史、社会与文化
子主题:物质与非物质文化遗产
语篇类型:音频、文字
课时目标
1.听懂国际青少年项目的具体细节内容,并归纳出对话大意。
2.学会在听力中猜测词意的策略。
3使用目标语言谈论自已是否参与这个国际青少年项目,并提出一些文化遗产保护的办法。
4.学习并掌握一些语音知识。
重点难点
重点:
1.听懂国际青少年项目的内容。
2.在听的过程中,获取描述文化遗产保护的相关词汇和句型。
3.学会词义猜测策略。
难点:
用所学的语言并联系实际提出文化遗产保护的方法。
教学准备
教师准备:
文化遗产保护的相关背景知识及网站。
学生准备:
1.了解文化遗产保护的现状。
2.预习本节课的新词汇。
教学过程
Step I 学习理解
活动一:感知与注意(Look and describe) (Pair work) (SB,P2,Part 1)
1.First ask students to work in pairs.
2.Ask students to look at the pictures below carefully.
3.Discuss what the students are doing in the pictures.
活动二:归纳与概括(Main idea)(SB,P2,Part 2)
1.Ask students to go through the choices on SB Page 2 Part 2 and make sure that they understand their meanings.
2.Play the tape for students. Let students listen and choose, and share the answers in pairs.
3.If necessary, play the tape again and let students check their answers. Suggested answers :
(略)
活动三:获取与梳理(Listen and complete) (SB,P2,Part 3)
1.Ask students to go through the sentences on SB Page 2 Part 3,and make sure they understand their meanings.
2.Before listening, ask students to try to predict the answers.
3.Play the tape for students. And let the students listen and try to complete the blanks.
International youth project , high school students from 7 countries
Mount Tai, one of the most mountains in China
It has been for more than 3,000 years.
22 temples, around 1,800 with writing on them
Dai Temple on ;over 6,000
4.Check the answers. If necessary, play the tape again and let students check their answers.
Suggested answers:
(略)
【设计意图】通过观察图片,让学生描述图片上人物的活动,激活背景知识。通过两次听,让学生梳理出对话大意并获取对话相关细节,为谈论文化遗产保护奠定基础。
活动四:词义猜测策略学习(SB,P2,Part 4)
1.策略介绍
Use context clues to guess words:To guess the meaning of new words, look at the other words and use what you know about the topic.
2.策略示范
The palace was destroyed years ago. By studying old photos of the former palace, they have made the new one look exactly like the old one.
Clues:destroyed years ago; studying old photos; made the new palace like the old one
Guess:The former palace means “the palace that ”.
3.策略练习(SB,P3,Part 5)
(1) Ask students to go through the sentences in the form and make sure they understand their meanings.
(2) Listen to the conversation again, and use the context to guess the meaning of the words below.
Reason Preserve Promote Cypress
The word is an example of a group/ type I know.
The word is explained by the speaker.
The word means the opposite of a word I know.
The word means the same as a word I know.
I know the general meaning of the word.
The speaker gives an example of the word.
(3)Tick the reason why they were able to guess the words.
(4)Share the answers.
Suggested answers:
(略)
【设计意图】通过策略介绍、策略示范和策略练习三个环节,学生初步学会使用语境猜测生词词义。
Step II 应用实践
活动五:内化与应用(Complete) (SB,P3,Part 6)
1.Ask students to go through the passage on SB Page 3 Part 6,and make sure they understand their meanings.
2.Ask students to help the reporter to complete the news report based on what you hear and the interview notes.
3.Check the answers.
Suggested answers :
(略)
【设计意图】在听完对话相关细节、归纳对话大意、学会利用语境猜测词义之后,学生根据自己的理解和记录,完成报告。该活动围绕主题和所形成的新知识结构开展 描述、分析等活动,促进语言运用的自动化。
Step I 迁移创新
活动六:想象与创造(Ways to protect the cultural heritage) ( SB,P3,Part 7 )
1.Ask students to go through the questions on SB Page 3 Part 7,and make sure they understand their meanings.
(1) Would you like to take part in a project like this Why or why not
(2) Could you think of more ways to protect the cultural heritage
2.Ask students to think for a while and get their own ideas.
3.Ask students to work in pairs and discuss the two questions.
4.Ask students to write down their ways to protect the cultural heritage.
5.Share the answers with the whole class.
【设计意图】通过对子讨论,让学生表达自己是否愿意参加文化遗产保护项目,并给出原因。同时讨论保护文化遗产的方法,加深对本单元主题意义的理解。学生利用多元思维创造性地在新语境中理性表达个人观点、态度,体现正确的价值观,实现深度学习,促进能力向素养转化。
活动七:Pronunciation (SB,P3 )
1.Play the tape for students to listen, and tick the word that they hear on Activity 1.
2.Read the sentences and ask the students to pay attention to the underlined words on Activity 2.
3.Play the tape again, and ask the students to listen and repeat the sentences on Activity 2.
【设计意图】通过语音知识训练,促进学生发音的同时,无形中也提高了他们的听力水平。
板书设计
Unit 1 Cultural Heritage
Period I Listening and Speaking
I.学习理解
活动一:感知与注意(Look and describe)
活动二:归纳与概括(Main idea)
活动三:获取与梳理(Listen and complete)
活动四:词义猜测策略学习
II.应用实践
活动五:内化与应用(Complete)
III.迁移创新
活动六:想象与创造(Ways to protect the cultural heritage)
活动七:Pronunciation