人教版（2019） 必修第三册 Unit5The Value of Money Listening and Speaking 名师教学设计
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| 名称 | 人教版（2019） 必修第三册 Unit5The Value of Money Listening and Speaking 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-10 23:00:56 | ||
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文档简介
Unit5 Listening and Speaking 名师教学设计
课时内容
Discuss the good deed of returning lost money
主题语境：人与社会
主题群：做人与做事
子主题：优秀品行
语篇类型：听力、文字
文本分析：本节课为听说课，主要意图是引出本单元的主题——金钱的价值。首先讨论想要过上好生活人们需要买什么，人们用钱买不到什么，金钱是否是幸福生活的基础；然后听一段对话，获取一名清洁工拾金不昧的故事情节和相关信息；最后让学生匹配、排序、判断正误和讨论问题。
课时目标
1.通过听材料，获取整个故事的人物身份、情节、细节等信息。
2.谈论自己对事情及人物的看法。
重点难点
重点：
1.在听的过程中，获取整个故事的来龙去脉。
2.获取描述一个新闻报道所需的语言和句子。
难点：
正确使用与报道话题相关的词语，谈论自己对报道中的人物行为、事件本身、报道舆论导向等的看法。
教学准备
教师准备：
PPT、听力技巧等。
学生准备：
预习本节课的新词汇和内容。
教学过程
Step I 学习理解
活动一：感知与注意（Discussion）（Part 1，P50）
Before listening，ask students to discuss the questions in pairs.
（1）What do people have to buy in order to lead a good life？
（2）What can people not buy with money
（3）Is money the basis of a happy life？Why or why not？
【设计意图】通过三个关于金钱话题的讨论，激活学生对于金钱价值的已有认知，让学生为接下来发表对报道中的人物及事件的看法做好准备。
活动二：获取与梳理
1.Listen to the news report and match the people with the correct information.（Part 2，P50）
（1）Chen Liyan A. the owner of the lost money
B. a cleaner at Taiyuan railway
（2）Wang Zheng station C. a police officer living in.
（3）Ma Dongbao Chens apartment building.
（4）Liu Xia D. Chens 16-year-old daughter.
Suggested answers：
（1）~（4）BACD
2.Listen again and put these events in the correct order.（Part 3，P50）
Chen Liyan found Wang Zheng’s money and returned it to him.
Chen gave an interview to the local newspaper.
Wang built a website to help raise funds for Liu Xia.
Ma Dongbao shared Chen’s story with Wang.
Chen spent all her savings and took out a large loan.
Wang offered Chen 5,000 yuan.
Suggested answers:
2-6-5-4-1-3
3. Listen again and decide if the following statements are true (T) or false(F). (Part 4, P50)
(1) It was the first time Chen Liyan’s story was reported.
(2) Chen found 10, 000 yuan in a small plastic bag in Taiyuan railway station.
(3) Wang Zheng apologised to Chen because he couldn’t offer her more money.
(4) Chen took out a large loan to cure her daughter.
(5) Wang set up fundraising website for Chens daughter after Chen told him about her situation.
Suggested answers：
(1)-(5) FFFTF
【设计意图】该环节主要目的是获取和梳理信息，设计了三个关联活动。首先听对话通过人物身份匹配明确故事主人公之间的关系；然后再次听对话对事件进行排序，获取整个事件发展的来龙去脉；最后第三次听对话判断正误，巩固相关细节信息。这个过程渗透了听并且使用关键词获取细节信息的学习策略的训练，有助于提高听力理解的能力。
Step Ⅱ 应用实践
活动三：描述与阐释（Express yourself）
1.Ask students to discuss their answers to the questions with their partner and explain their reasoning（Part 5，P50）
（1）What kind of person do you think Chen Liyan is？
（2）Did Chen return the money because she didn’t need it？
（3）Is it common for people to do what Chen did？
（4）How did Wang Zheng feel about the return of his money.
（5）Why did Ma Dongbao tell Wang about Chens family？
（6）How did the news reporter feel about Chens actions.
Example：
A：What kind of person do you think Chen Liyan is？
B：I think she must be an honest person because…
A：I bet she’s really determined too. You can tell this by how …
2.Work in groups of four. Discuss the following questions.（Part 6，P51）
（1）Do you agree with Chen Liyan？What would you do if you were in her situation？
（2）When we help someone，should we expect to get something in return？
（3）What do you think is the best way to get money？
（4）Should we judge people based on how much money they have？
Example：
A：I think that Chen Liyan did the right thing by returning the money and refusing to take a single cent from wang Zheng.
B：Well，I think that Chen Liyan was correct in returning the money，but she should have accepted the money Wand offered.
【设计意图】这些问题让学生深入思考人物性格、品质、态度、观点，最后过渡到学生自己的观点以及对道德层面的思考。学生使用恰当的语言描述了本单元的话题金钱，通过描述与阐释，逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，有助于学生将知识转化为能力。
Step Ⅲ 迁移创新
活动四：想象与创造（Interview）
Ask students to work in pairs and suppose one is a reporter of China Daily and make an interview to the cleaner. They can ask some questions like this.
Example：
A：What’s your first reaction after finding such a large sum of money？
B：…
A：Why did you refuse to take a single cent from Wang Zheng since you desperately need money？
B：…
【设计意图】通过学生编写一段采访，让学生在新语境中表达自己的观点、情感等，实现深度学习，促进能力向素养转化。
活动五：批判与评价
Ask students to work in groups and discuss the following sayings and give their own opinion about money.
（1）Money makes the mare to go.
（2）Money is the root of evil.
（3）Money is not everything，but without money, everything is nothing.
（4）Money is a good servant and a bad master.
（5）The chief aim of man is not to get money.
【设计意图】通过讨论关于金钱的名人名言或谚语，学生阐释自己对金钱的观点，有助于学生对单元主题的认识，加深对单元主题金钱的价值的理解。
活动六：Pronunciation
1.Part 1.
（1）Listen to the short conversation and mark the intonation with↑，yor、↑.
Owner：You know what？It’s a million-pound bank note.
Waiter 1：Really？
Waiter 2：Really！
Waiter 3：Really？！
Suggested answers：
Owner：You know ↑ what？It’s a million-pound bank ↓ note.
Waiter 1：↑ Really？？
Waiter 2：↓ Really！
Waiter3：↓↑ Really？！
（2）Discuss with a partner what they intend to convey by using different intonation.
2.Part2.
（1）Listen to the conversations. Underline the parts that are stressed and mark the intonation.
（2）Talk about the implied meanings of the responses with different intonations.
（3）Listen again and repeat.
【设计意图】在特定的语境中恰当使用升调和降调，可以表达说话人的特殊含义、态度或感情等。学好英语升调和降调，有助于学习西方思维方式，从而有助于我们对英语的进一步理解。
板书设计
Unit 5 The Value of Money
Period I Listening and Speaking
I. 学习理解
活动一：感知与注意（Discussion）
活动二：获取与梳理
Ⅱ.应用实践
活动三：描述与阐释（Express yourself）
Ⅲ.迁移创新
活动四：想象与创造（Interview）
活动五：批判与评价
活动六：Pronunciation
课时内容
Discuss the good deed of returning lost money
主题语境：人与社会
主题群：做人与做事
子主题：优秀品行
语篇类型：听力、文字
文本分析：本节课为听说课，主要意图是引出本单元的主题——金钱的价值。首先讨论想要过上好生活人们需要买什么，人们用钱买不到什么，金钱是否是幸福生活的基础；然后听一段对话，获取一名清洁工拾金不昧的故事情节和相关信息；最后让学生匹配、排序、判断正误和讨论问题。
课时目标
1.通过听材料，获取整个故事的人物身份、情节、细节等信息。
2.谈论自己对事情及人物的看法。
重点难点
重点：
1.在听的过程中，获取整个故事的来龙去脉。
2.获取描述一个新闻报道所需的语言和句子。
难点：
正确使用与报道话题相关的词语，谈论自己对报道中的人物行为、事件本身、报道舆论导向等的看法。
教学准备
教师准备：
PPT、听力技巧等。
学生准备：
预习本节课的新词汇和内容。
教学过程
Step I 学习理解
活动一：感知与注意（Discussion）（Part 1，P50）
Before listening，ask students to discuss the questions in pairs.
（1）What do people have to buy in order to lead a good life？
（2）What can people not buy with money
（3）Is money the basis of a happy life？Why or why not？
【设计意图】通过三个关于金钱话题的讨论，激活学生对于金钱价值的已有认知，让学生为接下来发表对报道中的人物及事件的看法做好准备。
活动二：获取与梳理
1.Listen to the news report and match the people with the correct information.（Part 2，P50）
（1）Chen Liyan A. the owner of the lost money
B. a cleaner at Taiyuan railway
（2）Wang Zheng station C. a police officer living in.
（3）Ma Dongbao Chens apartment building.
（4）Liu Xia D. Chens 16-year-old daughter.
Suggested answers：
（1）~（4）BACD
2.Listen again and put these events in the correct order.（Part 3，P50）
Chen Liyan found Wang Zheng’s money and returned it to him.
Chen gave an interview to the local newspaper.
Wang built a website to help raise funds for Liu Xia.
Ma Dongbao shared Chen’s story with Wang.
Chen spent all her savings and took out a large loan.
Wang offered Chen 5,000 yuan.
Suggested answers:
2-6-5-4-1-3
3. Listen again and decide if the following statements are true (T) or false(F). (Part 4, P50)
(1) It was the first time Chen Liyan’s story was reported.
(2) Chen found 10, 000 yuan in a small plastic bag in Taiyuan railway station.
(3) Wang Zheng apologised to Chen because he couldn’t offer her more money.
(4) Chen took out a large loan to cure her daughter.
(5) Wang set up fundraising website for Chens daughter after Chen told him about her situation.
Suggested answers：
(1)-(5) FFFTF
【设计意图】该环节主要目的是获取和梳理信息，设计了三个关联活动。首先听对话通过人物身份匹配明确故事主人公之间的关系；然后再次听对话对事件进行排序，获取整个事件发展的来龙去脉；最后第三次听对话判断正误，巩固相关细节信息。这个过程渗透了听并且使用关键词获取细节信息的学习策略的训练，有助于提高听力理解的能力。
Step Ⅱ 应用实践
活动三：描述与阐释（Express yourself）
1.Ask students to discuss their answers to the questions with their partner and explain their reasoning（Part 5，P50）
（1）What kind of person do you think Chen Liyan is？
（2）Did Chen return the money because she didn’t need it？
（3）Is it common for people to do what Chen did？
（4）How did Wang Zheng feel about the return of his money.
（5）Why did Ma Dongbao tell Wang about Chens family？
（6）How did the news reporter feel about Chens actions.
Example：
A：What kind of person do you think Chen Liyan is？
B：I think she must be an honest person because…
A：I bet she’s really determined too. You can tell this by how …
2.Work in groups of four. Discuss the following questions.（Part 6，P51）
（1）Do you agree with Chen Liyan？What would you do if you were in her situation？
（2）When we help someone，should we expect to get something in return？
（3）What do you think is the best way to get money？
（4）Should we judge people based on how much money they have？
Example：
A：I think that Chen Liyan did the right thing by returning the money and refusing to take a single cent from wang Zheng.
B：Well，I think that Chen Liyan was correct in returning the money，but she should have accepted the money Wand offered.
【设计意图】这些问题让学生深入思考人物性格、品质、态度、观点，最后过渡到学生自己的观点以及对道德层面的思考。学生使用恰当的语言描述了本单元的话题金钱，通过描述与阐释，逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，有助于学生将知识转化为能力。
Step Ⅲ 迁移创新
活动四：想象与创造（Interview）
Ask students to work in pairs and suppose one is a reporter of China Daily and make an interview to the cleaner. They can ask some questions like this.
Example：
A：What’s your first reaction after finding such a large sum of money？
B：…
A：Why did you refuse to take a single cent from Wang Zheng since you desperately need money？
B：…
【设计意图】通过学生编写一段采访，让学生在新语境中表达自己的观点、情感等，实现深度学习，促进能力向素养转化。
活动五：批判与评价
Ask students to work in groups and discuss the following sayings and give their own opinion about money.
（1）Money makes the mare to go.
（2）Money is the root of evil.
（3）Money is not everything，but without money, everything is nothing.
（4）Money is a good servant and a bad master.
（5）The chief aim of man is not to get money.
【设计意图】通过讨论关于金钱的名人名言或谚语，学生阐释自己对金钱的观点，有助于学生对单元主题的认识，加深对单元主题金钱的价值的理解。
活动六：Pronunciation
1.Part 1.
（1）Listen to the short conversation and mark the intonation with↑，yor、↑.
Owner：You know what？It’s a million-pound bank note.
Waiter 1：Really？
Waiter 2：Really！
Waiter 3：Really？！
Suggested answers：
Owner：You know ↑ what？It’s a million-pound bank ↓ note.
Waiter 1：↑ Really？？
Waiter 2：↓ Really！
Waiter3：↓↑ Really？！
（2）Discuss with a partner what they intend to convey by using different intonation.
2.Part2.
（1）Listen to the conversations. Underline the parts that are stressed and mark the intonation.
（2）Talk about the implied meanings of the responses with different intonations.
（3）Listen again and repeat.
【设计意图】在特定的语境中恰当使用升调和降调，可以表达说话人的特殊含义、态度或感情等。学好英语升调和降调，有助于学习西方思维方式，从而有助于我们对英语的进一步理解。
板书设计
Unit 5 The Value of Money
Period I Listening and Speaking
I. 学习理解
活动一：感知与注意（Discussion）
活动二：获取与梳理
Ⅱ.应用实践
活动三：描述与阐释（Express yourself）
Ⅲ.迁移创新
活动四：想象与创造（Interview）
活动五：批判与评价
活动六：Pronunciation