人教版（2019）必修第二册 Unit4 History and traditions Listening and Talking名师教学设计
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-09 22:46:38 | ||
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Unit4 Listening and Talking名师教学设计
课时内容
Talk about a visit to a historic tourist destination
主题语境：人与社会
主题群：历史、社会与文化
子主题：不同民族文化与传统节日
语篇类型：录音、文本、图片
文本分析：
[What]本节课为听说课，语篇为一段谈论著名历史名胜古迹——平遥古城的对话。对话听两遍，每次都设置一个问题，第一次听是找出对话中提到的地名；第二次听是完成句子，感受人物情感的变化。
[Why]学习平遥古城的历史文化知识。
[How]设置不同形式的习题，让学生在语境中认识和理解平遥古城的历史与文化知识，并体会对话中人物的情感变化。
课时目标
1. 能够听懂对话录音中平遥古城的背景文化介绍。
2. 能够根据实际情况使用恰当的语言表达个人情感的变化。
重点难点
重点：
了解和谈论平遥古城的相关景点以及所见所闻。
难点：
根据实际情况阐述个人的想法。
教学准备
教师准备：
教学录音、平遥古城景点和其他一些历史名胜古迹的相关英文资料或是相关网站。
http;//www. docin. com (平遥古城景点英文介绍、西安景点英文介绍、南京景点英文介绍、北京景点英文介绍）
学生准备：
1. 利用互联网学习平遥古城的景点介绍，为本节课作准备。
2. 几张自己去过的历史名胜古迹的景点照片，根据照片讲述自己旅游时的所见所闻。
教学过程
Step I 学习理解
活动一: 感知与注意
Show students the following pictures about Pingyao and let students tell the names of the places, giving a brief introduction of them if necessary.
【设计意图】在学习之前，呈现一些平遥古城的景点图片，让学生先说出景点名称，并做简单介绍，这相当于检查了学生的课前准备，同时也为本节课作准备。另外，图片也能激发学生想要了解平遥的愿望和兴趣。
活动二: 获取与梳理
1. First listening for gist. ( SB，P43，Part 1)
(1)First go through the question with students and make sure they understand their tasks.
(2)Play the tape for students to listen and get what the speakers are talking about, then tick the places mentioned in the conversation in Part 1.
(3)Check the answers with students.
Suggested answers：
(略）
2. Second listening for specific information. ( SB, P43, Part 2)
(1)Listen to the conversation again and complete the sentences.
I had expected something different Paul sounded ________
It was like walking into history. Paul sounded ________
It wasn’t as big as I had expected. Paul sounded ________
Some of the snacks there are amazing. Xiao Yan sounded ________
I had no idea there would be so many tourists. Paul sounded ________
Wow, I can’t believe you didn’t see the wall. Xiao Yan sounded ________
(2)Lead students to pay more attention to the words describing how the speakers felt. Ask students to read the words together.
(3)Let students check the answers in pairs. Play the tape again for students to check the answers.
Suggested answers：
(略）
【设计意图】通过第一次听，获得对话大意和平遥古城的相关景点地名；通过第二次听，完成句子并让学生重点注意表示人物情感的单词并学习这些单词，为练习三作准备。
Step II 应用实践（Role play)
活动三: 描述与阐释(SB，P43，Part 3)
1. Get ready for role play. Help students deal with necessary vocabulary and sentence patterns.
2. Let students look at the pictures in Activity 1 on the screen and use the background knowledge about Pingyao they prepared before class to continue the conversation by using the expressions in the box.
Expressing excitement, surprise, and disappointment
I had no idea. . .
I didn’t know. . .
I was eager/surprised to see/learn/hear that. . .
It was so much fun!
It was a little disappointing.
It wasn’t as good/interesting/fun as I’d expected.
3. Let students read and role-play the conversation with their desk mate. Then ask some of them to show their conversation in class.
EXAMPLE
A: Wow, I’ve just come back from Pingyao. It was amazing!
B: Oh, I loved Pingyao! So did you see the Ming-Qing Street
A: Of course, but I didn’t expect to see so many tourists.
B: Yeah, I know what you mean, but there are some great snacks there. How about the. . .
【设计意图】让学生参照教师在活动一里面提供的景点图片及巳经准备好的背景知识去准备对话。活动一已经做过一些准备，再次深入谈论平遥古城对于学生不再是一个难点。
Step III 迁移与创新
活动四：Tell your travelling story
Take turns telling each other about a historic place that you have been.
(1)Ask students to read on the websites and get some information about the historic sites. Let them prepare for their stories for several minutes.
http: //www. docin. com (平遥古城景点英文介绍、西安景点英文介绍、南京景点英文介绍、北京景点英文介绍）
(2)Use a small ball as a tool for the activity,like ping-pong. Teacher can use a stick to knock the blackboard without looking at students. Ask students to pass the ball one by one. When teacher says stop,the student who holds the ball should tell his story to the class according to his photos.
【设计意图】用“击鼓传球”的方法进行活动，增加了学生对活动的兴趣，也增添了随机性，让所有学生都认为很有可能会轮到自己而去认真准备。学生在愉悦又有点紧张兴奋的气氛中去学习，会加深对本节课的记忆和吸收。
板书设计
Unit 4 History and Traditions
Period IV Listening and Talking
I. 学习理解
活动一：感知与注意
活动二：获取与梳理
II. 应用实践
活动三：描述与阐释
III. 迁移创新
活动四：Tell your travelling story
课时内容
Talk about a visit to a historic tourist destination
主题语境：人与社会
主题群：历史、社会与文化
子主题：不同民族文化与传统节日
语篇类型：录音、文本、图片
文本分析：
[What]本节课为听说课，语篇为一段谈论著名历史名胜古迹——平遥古城的对话。对话听两遍，每次都设置一个问题，第一次听是找出对话中提到的地名；第二次听是完成句子，感受人物情感的变化。
[Why]学习平遥古城的历史文化知识。
[How]设置不同形式的习题，让学生在语境中认识和理解平遥古城的历史与文化知识，并体会对话中人物的情感变化。
课时目标
1. 能够听懂对话录音中平遥古城的背景文化介绍。
2. 能够根据实际情况使用恰当的语言表达个人情感的变化。
重点难点
重点：
了解和谈论平遥古城的相关景点以及所见所闻。
难点：
根据实际情况阐述个人的想法。
教学准备
教师准备：
教学录音、平遥古城景点和其他一些历史名胜古迹的相关英文资料或是相关网站。
http;//www. docin. com (平遥古城景点英文介绍、西安景点英文介绍、南京景点英文介绍、北京景点英文介绍）
学生准备：
1. 利用互联网学习平遥古城的景点介绍，为本节课作准备。
2. 几张自己去过的历史名胜古迹的景点照片，根据照片讲述自己旅游时的所见所闻。
教学过程
Step I 学习理解
活动一: 感知与注意
Show students the following pictures about Pingyao and let students tell the names of the places, giving a brief introduction of them if necessary.
【设计意图】在学习之前，呈现一些平遥古城的景点图片，让学生先说出景点名称，并做简单介绍，这相当于检查了学生的课前准备，同时也为本节课作准备。另外，图片也能激发学生想要了解平遥的愿望和兴趣。
活动二: 获取与梳理
1. First listening for gist. ( SB，P43，Part 1)
(1)First go through the question with students and make sure they understand their tasks.
(2)Play the tape for students to listen and get what the speakers are talking about, then tick the places mentioned in the conversation in Part 1.
(3)Check the answers with students.
Suggested answers：
(略）
2. Second listening for specific information. ( SB, P43, Part 2)
(1)Listen to the conversation again and complete the sentences.
I had expected something different Paul sounded ________
It was like walking into history. Paul sounded ________
It wasn’t as big as I had expected. Paul sounded ________
Some of the snacks there are amazing. Xiao Yan sounded ________
I had no idea there would be so many tourists. Paul sounded ________
Wow, I can’t believe you didn’t see the wall. Xiao Yan sounded ________
(2)Lead students to pay more attention to the words describing how the speakers felt. Ask students to read the words together.
(3)Let students check the answers in pairs. Play the tape again for students to check the answers.
Suggested answers：
(略）
【设计意图】通过第一次听，获得对话大意和平遥古城的相关景点地名；通过第二次听，完成句子并让学生重点注意表示人物情感的单词并学习这些单词，为练习三作准备。
Step II 应用实践（Role play)
活动三: 描述与阐释(SB，P43，Part 3)
1. Get ready for role play. Help students deal with necessary vocabulary and sentence patterns.
2. Let students look at the pictures in Activity 1 on the screen and use the background knowledge about Pingyao they prepared before class to continue the conversation by using the expressions in the box.
Expressing excitement, surprise, and disappointment
I had no idea. . .
I didn’t know. . .
I was eager/surprised to see/learn/hear that. . .
It was so much fun!
It was a little disappointing.
It wasn’t as good/interesting/fun as I’d expected.
3. Let students read and role-play the conversation with their desk mate. Then ask some of them to show their conversation in class.
EXAMPLE
A: Wow, I’ve just come back from Pingyao. It was amazing!
B: Oh, I loved Pingyao! So did you see the Ming-Qing Street
A: Of course, but I didn’t expect to see so many tourists.
B: Yeah, I know what you mean, but there are some great snacks there. How about the. . .
【设计意图】让学生参照教师在活动一里面提供的景点图片及巳经准备好的背景知识去准备对话。活动一已经做过一些准备，再次深入谈论平遥古城对于学生不再是一个难点。
Step III 迁移与创新
活动四：Tell your travelling story
Take turns telling each other about a historic place that you have been.
(1)Ask students to read on the websites and get some information about the historic sites. Let them prepare for their stories for several minutes.
http: //www. docin. com (平遥古城景点英文介绍、西安景点英文介绍、南京景点英文介绍、北京景点英文介绍）
(2)Use a small ball as a tool for the activity,like ping-pong. Teacher can use a stick to knock the blackboard without looking at students. Ask students to pass the ball one by one. When teacher says stop,the student who holds the ball should tell his story to the class according to his photos.
【设计意图】用“击鼓传球”的方法进行活动，增加了学生对活动的兴趣，也增添了随机性，让所有学生都认为很有可能会轮到自己而去认真准备。学生在愉悦又有点紧张兴奋的气氛中去学习，会加深对本节课的记忆和吸收。
板书设计
Unit 4 History and Traditions
Period IV Listening and Talking
I. 学习理解
活动一：感知与注意
活动二：获取与梳理
II. 应用实践
活动三：描述与阐释
III. 迁移创新
活动四：Tell your travelling story