Unit 5 Working the land Using Language 教学设计（表格式）-2024-2025学年人教版（2019）高中英语选择性必修一
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| 名称 | Unit 5 Working the land Using Language 教学设计（表格式）-2024-2025学年人教版（2019）高中英语选择性必修一 |  | |
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| 文件大小 | 25.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-08 22:55:11 | ||
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Unit 5 Working the land Using Language 听说课 教学设计
教材分析
Explore the world hunger problem
主题语境：人与自然
主题群：自然生态
子主题：人类生存、社会发展与环境的关系
语篇类型：听力、对话、图片
文本分析：
［What］本节课为听说课，学习语篇为一段关于世界饥饿问题的采访。文本设置为首先是看图讨论导致世界饥饿问题的一些主要因素；然后听录音采访做笔记，回答问题并了解讲话者是通过哪些证据来支持自己的观点的，着讨论并根据提示列表整理自己的观点：最后用恰当的
［Why］了解中国对世界饥饿问题做出的贡献和努力，加强人类命运共同体的意识。
［How］将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究
学情分析
生活在物资充足的和平年代，学生对饥饿问题的感受可能是来自于长辈或者身边人的回忆述说。在了解本单元的阅读文本之后，学生对袁隆平的农业贡献已经比较熟悉，可借助图片网络资源了解当今世界现存的粮食危机情况唤醒学生学生对粮食问题的重视，聚焦听力训练的主题，而后进行思考中国对世界饥饿问题所做的努力与贡献以及如何面对粮食危机。
教学目标
1．感知和注意世界饥饿问题，获取和梳理出联合国粮食及农业组织的作用和任务、导致世界饥饿问题的主要原因，以及 FAO 采取的行动和提出的倡议等信息。
2．分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
3．描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
4．发挥想象，给出解决世界饥饿问题的建议。
教学重难点
重点：概括、整合联合国粮食及农业组织的相关信息。
难点：
1．描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
2．分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
教学资源 多媒体
教学活动设计
教学过程 活动形式及步骤 活动意图
Part1 Lead-in 1. By the end of the class, we’ll be able to Know about the problem of world hunger and understand the content of listening text ; Talk with our peers about the causes of world hunger Voice our opinions on possible solutions to hunger; 2. Watch the video to tell your feelings。 What can you see in the photos What’s the problem behind those photos What’s the common problem they may cause What is China’s solution to this problem What is world’s solution to this problem 了解教学目标 通过一个世界饥饿指数的视频开始课堂教学,引出世界饥饿问题这一话题。同时让学生对饥饿问题的严重性有了视觉上的认识，引导学生思考造成饥饿问题的原因 通过对三张照片的观察，引发学生思考这些现象与饥饿问题发生的联系，该活动设计调动了学生“看”和“说”的技能，并通过学生的视觉冲击力激发学生的同理心，通过讨论训练学生的分析、比较、推理等思维技能。同时，图片的观察是对接下来听力训练中内容的一个背景铺垫。之后配上文字描述创造语境，学生通过识图、看句子，能够激活头脑中drought、famine、victim等词汇
Activity 1 Listen to a radio interview and get the main idea. A host of a radio show is interviewing ____(whom)from____________(organization) about __________ of world hunger and ______ to alleviate world hunger. 本次听力训练的内容是电台的一段访谈节目。旨在培养学生对访谈对象和主旨大意的掌握,对世界粮农组织有一个初步的认知,同时对造成饥饿问题的原因和应对方式有初步了解。
Activity 2 Listen to section 1 of the interview and figure out the full name and goals of FAO. Full name________________________ 听访谈录音，获取细节信息，了解联合国及农业组织及其做出的贡献
Goals of FAO_________________________ Activity 3 Listen to section 2 of the interview and figure out the causes of world hunger. __________ Cause __________ They can affect ___________ __________ people cannot ______ or have access to enough _________ _______ people cannot ________ or have access to enough 此活动需要学生认真复听，对造成饥饿问题的原因有详细地了解。通过听和记笔记把握细节。同时在于帮助学生拓宽视野，思考世界饥饿问题。培养学生能够在听的过程中，借助对话的访谈技巧（提问及追问）理解语篇信息。
Activity 4 Listen again and identify how the speaker supports his facts. Match the supporting evidence with the facts Identify supporting evidence When people present important facts, they usually give some evidence to support their claims. The evidence is usually mentioned at the start of a sentence. Listen out for key words like report, research, studies, figures, findings, etc. 1. According to our latest figures,..... 2. There is strong evidence to suggest that.... 3. Our research indicates that .... A. wars can heavily affect food production and transportation B. (food hunger) stands at around 11% of the world’s population C. many people just can’t afford to eat well 活动4旨在训练学生的听力策略。通过识别支撑性证据，了解在访谈或对话中对观点的有力阐述方式，即运用数据和研究成果等来展现思维的逻辑性。
Activity 5 Listen to section 3 of the interview and try to answer: 1 What is the FAO doing to alleviate world hunger The FAO runs a project called__________, which helps countries to______. 2 What does the FAO suggest countries do Every country needs to focus on ________ in agriculture too, which can often _______ the whole world. 3 What can individuals do to make a difference Individuals should buy food that___________ and ______________ to make a difference 此活动需要学生认真复听，对造成饥饿问题的应对方式有详细地了解。通过听和记笔记把握细节。同时在于帮助学生 拓宽视野，思考世界饥饿问题。培养学生能够在听的过程中，借助对话的访谈技巧（提问及追问）理解语篇信息。
Part3 Group Discussion Work in pairs. Discuss the following questions and then share your answers in class. Use a table like the one below to help you organize your thoughts. (Part 4,P54) What are all the possible cause of world hunger that you can think of What can people and countries do to help alleviate these cause Possible cause Possible solution Language Learning Read the following expressions about sharing your opinions over and over again until you can speak fluently. Sharing your opinions I'd rather... In my opinion... The advantages are... It's a pity that... My impression is that... From my point of view,... My view/opinion/belief is that... In my eyes... Without a doubt... I have a feeling that... I'd prefer...because... I think/guess/believe... World Food Day(WFD) was created by the FAO in 1979.It is celebrated in more than 150 countries, raising awareness and knowledge of the problems and cases behind world hunger and poverty. Work in groups to brainstorm ideas for some school activities that celebrate World Food Day. Use the expressions above to help you communicate with your group members. 在口语对话之前，教师帮助学生收集一些表达自己观点的结构和语句，学生通过思考和积累，获取这些语用知识，为口语活动提供语言结构，使得有话可说，然后通过小组讨论为学校庆祝“世界粮食日”提出建议。在这个过程中，教师引导学生围绕主题和新知识结构开展描述、阐释等交流活动，学生使用恰当的语言表达自己的想法，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，有助于学生将知识转化为能力。
Homework 1. the basic： Recite new words and phrases in the listening text. 2. the improved： Read more books about “empty plate campaign” and accumulate materials. 3. the creative： Prepare a speech for the coming WFD, calling on people to help alleviate the problem of world hunger. Your speech is supposed to include: the causes of world hunger; what countries and individuals can do. 通过前期的听力训练和口语表达，学生已经基本形成了对世界饥饿问题的认识，具有了一定的储备知识和思辨能力。在讨论的基础上，结合自身的认识和语言能力，学生可以完善自己的演讲并和同伴分享。
教材分析
Explore the world hunger problem
主题语境：人与自然
主题群：自然生态
子主题：人类生存、社会发展与环境的关系
语篇类型：听力、对话、图片
文本分析：
［What］本节课为听说课，学习语篇为一段关于世界饥饿问题的采访。文本设置为首先是看图讨论导致世界饥饿问题的一些主要因素；然后听录音采访做笔记，回答问题并了解讲话者是通过哪些证据来支持自己的观点的，着讨论并根据提示列表整理自己的观点：最后用恰当的
［Why］了解中国对世界饥饿问题做出的贡献和努力，加强人类命运共同体的意识。
［How］将英语语用目标和本单元的主题语境结合起来，设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究
学情分析
生活在物资充足的和平年代，学生对饥饿问题的感受可能是来自于长辈或者身边人的回忆述说。在了解本单元的阅读文本之后，学生对袁隆平的农业贡献已经比较熟悉，可借助图片网络资源了解当今世界现存的粮食危机情况唤醒学生学生对粮食问题的重视，聚焦听力训练的主题，而后进行思考中国对世界饥饿问题所做的努力与贡献以及如何面对粮食危机。
教学目标
1．感知和注意世界饥饿问题，获取和梳理出联合国粮食及农业组织的作用和任务、导致世界饥饿问题的主要原因，以及 FAO 采取的行动和提出的倡议等信息。
2．分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
3．描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
4．发挥想象，给出解决世界饥饿问题的建议。
教学重难点
重点：概括、整合联合国粮食及农业组织的相关信息。
难点：
1．描述和阐述庆祝“世界粮食日”的活动，提高学生珍惜粮食的意识。
2．分析和判断引起世界饥饿问题的所有可能原因，并提出可能的解决办法。
教学资源 多媒体
教学活动设计
教学过程 活动形式及步骤 活动意图
Part1 Lead-in 1. By the end of the class, we’ll be able to Know about the problem of world hunger and understand the content of listening text ; Talk with our peers about the causes of world hunger Voice our opinions on possible solutions to hunger; 2. Watch the video to tell your feelings。 What can you see in the photos What’s the problem behind those photos What’s the common problem they may cause What is China’s solution to this problem What is world’s solution to this problem 了解教学目标 通过一个世界饥饿指数的视频开始课堂教学,引出世界饥饿问题这一话题。同时让学生对饥饿问题的严重性有了视觉上的认识，引导学生思考造成饥饿问题的原因 通过对三张照片的观察，引发学生思考这些现象与饥饿问题发生的联系，该活动设计调动了学生“看”和“说”的技能，并通过学生的视觉冲击力激发学生的同理心，通过讨论训练学生的分析、比较、推理等思维技能。同时，图片的观察是对接下来听力训练中内容的一个背景铺垫。之后配上文字描述创造语境，学生通过识图、看句子，能够激活头脑中drought、famine、victim等词汇
Activity 1 Listen to a radio interview and get the main idea. A host of a radio show is interviewing ____(whom)from____________(organization) about __________ of world hunger and ______ to alleviate world hunger. 本次听力训练的内容是电台的一段访谈节目。旨在培养学生对访谈对象和主旨大意的掌握,对世界粮农组织有一个初步的认知,同时对造成饥饿问题的原因和应对方式有初步了解。
Activity 2 Listen to section 1 of the interview and figure out the full name and goals of FAO. Full name________________________ 听访谈录音，获取细节信息，了解联合国及农业组织及其做出的贡献
Goals of FAO_________________________ Activity 3 Listen to section 2 of the interview and figure out the causes of world hunger. __________ Cause __________ They can affect ___________ __________ people cannot ______ or have access to enough _________ _______ people cannot ________ or have access to enough 此活动需要学生认真复听，对造成饥饿问题的原因有详细地了解。通过听和记笔记把握细节。同时在于帮助学生拓宽视野，思考世界饥饿问题。培养学生能够在听的过程中，借助对话的访谈技巧（提问及追问）理解语篇信息。
Activity 4 Listen again and identify how the speaker supports his facts. Match the supporting evidence with the facts Identify supporting evidence When people present important facts, they usually give some evidence to support their claims. The evidence is usually mentioned at the start of a sentence. Listen out for key words like report, research, studies, figures, findings, etc. 1. According to our latest figures,..... 2. There is strong evidence to suggest that.... 3. Our research indicates that .... A. wars can heavily affect food production and transportation B. (food hunger) stands at around 11% of the world’s population C. many people just can’t afford to eat well 活动4旨在训练学生的听力策略。通过识别支撑性证据，了解在访谈或对话中对观点的有力阐述方式，即运用数据和研究成果等来展现思维的逻辑性。
Activity 5 Listen to section 3 of the interview and try to answer: 1 What is the FAO doing to alleviate world hunger The FAO runs a project called__________, which helps countries to______. 2 What does the FAO suggest countries do Every country needs to focus on ________ in agriculture too, which can often _______ the whole world. 3 What can individuals do to make a difference Individuals should buy food that___________ and ______________ to make a difference 此活动需要学生认真复听，对造成饥饿问题的应对方式有详细地了解。通过听和记笔记把握细节。同时在于帮助学生 拓宽视野，思考世界饥饿问题。培养学生能够在听的过程中，借助对话的访谈技巧（提问及追问）理解语篇信息。
Part3 Group Discussion Work in pairs. Discuss the following questions and then share your answers in class. Use a table like the one below to help you organize your thoughts. (Part 4,P54) What are all the possible cause of world hunger that you can think of What can people and countries do to help alleviate these cause Possible cause Possible solution Language Learning Read the following expressions about sharing your opinions over and over again until you can speak fluently. Sharing your opinions I'd rather... In my opinion... The advantages are... It's a pity that... My impression is that... From my point of view,... My view/opinion/belief is that... In my eyes... Without a doubt... I have a feeling that... I'd prefer...because... I think/guess/believe... World Food Day(WFD) was created by the FAO in 1979.It is celebrated in more than 150 countries, raising awareness and knowledge of the problems and cases behind world hunger and poverty. Work in groups to brainstorm ideas for some school activities that celebrate World Food Day. Use the expressions above to help you communicate with your group members. 在口语对话之前，教师帮助学生收集一些表达自己观点的结构和语句，学生通过思考和积累，获取这些语用知识，为口语活动提供语言结构，使得有话可说，然后通过小组讨论为学校庆祝“世界粮食日”提出建议。在这个过程中，教师引导学生围绕主题和新知识结构开展描述、阐释等交流活动，学生使用恰当的语言表达自己的想法，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，有助于学生将知识转化为能力。
Homework 1. the basic： Recite new words and phrases in the listening text. 2. the improved： Read more books about “empty plate campaign” and accumulate materials. 3. the creative： Prepare a speech for the coming WFD, calling on people to help alleviate the problem of world hunger. Your speech is supposed to include: the causes of world hunger; what countries and individuals can do. 通过前期的听力训练和口语表达，学生已经基本形成了对世界饥饿问题的认识，具有了一定的储备知识和思辨能力。在讨论的基础上，结合自身的认识和语言能力，学生可以完善自己的演讲并和同伴分享。