人教版（2019）必修一 Unit 1 Teenage life听说课课件（34张无音频）
文档属性
| 名称 | 人教版（2019）必修一 Unit 1 Teenage life听说课课件（34张无音频） |  | |
| 格式 | zip | ||
| 文件大小 | 1.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-09-11 08:12:02 | ||
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文档简介
(共34张PPT)
Unit One
Listening and Speaking
Teaching Background
《普通高中英语课程标准（2017年版）》以培养和发展学生的学科核心素养为总目标。英语学科的核心素养包括语言能力、文化意识、思维品质和学习能力。学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。
Decide what contents need to be included in choosing a school club;
Identify the useful sentence patterns & expressions from the listening text and use them to express themselves;
Improve their listening and speaking abilities in terms of structure, content and language through self and peer assessment.
3
2
1
4
Teaching Objectives
Work out an outline of the listening text based on the structural analysis of the listening text;
How to understand and express the topic of choosing a school club;
How to catch the key points while listening;
How to express suggestions and reasons.
3
2
1
4
Teaching Emphasis
How to catch the special pronunciation;
Students may have barriers to decide what experiences and events they use in listening and speaking with the target language to show how to solve the problems.
Students may have barriers to catch what they need to use in speaking to express their ideas.
2
1
Teaching Difficulties
Teaching Methods
Teaching Time
共45分钟
高中英语新课标：英语学习活动观。
感知、预测、获取、比较、分析、推断、创新
英语学习活动观
迁移创新 推理与论证 批判与评价 想象与创造
应用实践 描述与阐释 分析与判断 内化与运用
学习理解 感知与注意 获取与梳理 概括与整合
迁移创新类活动是超越语篇的学习活动，通过推理论证价值取向或作者态度，赏析文体特征与修辞等，综合运用语言，进而创造性地解决问题，理性表达观点、情感和态度，促进能力向素养的转化。
应用实践类活动是在学习理解类活动的基础上，通过描述、阐释、分析、判断等，实现内化，巩固新知，助力学生将知识转化为能力。
学习理解类活动是基于语篇的活动，学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息间的联系，形成新的知识结构。
Teaching Process
教学流程图
Lead in
情境导入
Listen and find out their problems
Listen and get to know their expectations
Discuss the cultural differences
获取关键信息，学习目标语言，做好语言铺垫
根据已有思考，小组讨论体会不同文化，做好文化铺垫
获取关键信息，激发得体有效建议，做好思维的铺垫
小组合作，完成输出任务
Role play: Help Adam to choose a school club
围绕一个挑战性的学习任务，以语篇为载体，在探究主题意义的语言实践活动中，通过感知、预测、获取、比较、分析、推断、创新的思维活动，建构语言知识，渗透文化意识，在分析问题和解决问题中达成学习目标，促进学习能力的提升。
教学设计整体框架
Role play:
Help each other to choose a
school club
School club preferences
Expectations
Cultural differences
How to choose
a school club?
教学设计整体框架
分析问题
解决问题
提出问题
创设情境
引出问题
基于情境
分析问题
基于分析
解决问题
Teaching Process
提出问题
创设情境
How do you choose a school club and help others to choose one?
Suppose you are an adviser in a school, the student in your school asks you to help him choose a school club.
教学设计整体框架
提出问题
创设情境
通过情境的创设，提出本节课要解决的问题，使学习活动更具有目的性和意义性。
通过情境的创设，使学生学习知识的过程变成解决问题的过程；在这个过程中去学习语言知识，培养语言技能，促进思维发展，塑造文化品格，发展学习能力。
教学设计整体框架
Observe
Infer
Practice
Listen
语思
言维
能品
力质
Which club would Adam like to join in?
分析问题
What kind of school club do the students like to choose?
What kind of school club may Adam like? Why?
What school club would you like? Do you have the same taste as Adam?
About school club preferences
关注语言学习
关注思维活动
教学设计整体框架
What don’t they choose?
What clubs may they like?
What kind of clubs would they like to choose?
分析问题
What aspects should be considered?
School club preferences
(students in China)
Cultural differences
教学设计整体框架
分析问题
About expectations
语言学习
思维拓展
文化渗透
Pre-listening:
Predict which school
club students would
like to choose in China.
While-listening:
What would Adam like to choose?
Post-listening:
What school clubs do you recommend? Why?
教学设计整体框架
分析问题
About school club preferences
语言知识学习的情境化使“听”和“练”的活动更有目的和意义。
通过观察图片，了解Adam面对的选择，预测Adam可能会选的社团，学习有关学校社团的目标词汇和 would like 句型；
通过听力活动，学习选择社团的功能句，并获取社团的名称和活动类型，巩固目标词汇和 enjoy, prefer, love 等。
教学设计整体框架
About cultural differences
关注学校社团特色
学会尊重选择
关注学校社团文化的不同
1. Compare the clubs in the pictures.
3. Get to know some tips on choosing a school club.
2. Discuss: What school club would Adam like? Why?
分析问题
教学设计整体框架
听力材料的情境化打破了多个对话的碎片化，赋予对话一定的意义性，将语言学习与“听”的活动有机结合，有助于语言能力的培养。
针对听中获取的信息，进行推断和讨论的过程是分析关键问题的过程，有助于学生思维品质的发展。
分析问题
教学设计整体框架
通过听取关于Adam面对选择学校社团的困惑，并期待进一步落实目标语言，我们设置了角色扮演的听后活动，激活了学生的文化图式，并为后续讨论自我兴趣的活动进行了铺垫。
结合情境，针对学校社团的特色和不同，讨论Adam可能会选择以及不太可能选择的学校社团，这样既拓展了学生的思维，又培养了学生的文化意识。
分析问题
教学设计整体框架
解决问题
角色扮演
? Club preferences
? Expectations
? Tips (cultural differences)
? A real-life interest
Information
综合考虑到各个方面，发挥想象，创造性地进行短剧表演，得体地为同伴提出建议。
教学设计整体框架
? Are the clubs suitable to your classmates?
? Do they use proper language?
? Do they have a good communication?
评价量规指向学习目标
评价方面
文化与思维
语言能力
语言与思维
学习能力
评价方式
小组自评
同伴互评
Teaching Process
Match the photos with the names of the clubs.
What do you think students do in these clubs?
Ballet Club ______ Nature Club ______
Volunteer Club ______ Debate Club ______
Please look at the pictures on the textbook, and put the numbers in the pictures in the blanks.
Before listening
While listening
Listen to the first two conversations and choose the correct answers.
1）What are they learning about in Conversation 1?
A. Hearing. B. Sounds. C. Dogs.
2）What are the students discussing in Conversation 2?
A. Schoolwork. B. Relationships. C. Dating.
3）Circle the two clubs where these two conversations happened.
A. Science Club. B. Ballet Club.
C. Nature Club. D. Debate Club.
While listening
Listen to Conversation 3. Then help Adam choose a club.
Activities:
1. Tick the activities that happen in each club.
While listening
2.Adam says that he likes ____ but is not so interested in ____.
A. stories, cartoons
B. animals, plants
C. making friends, cleaning up
3. Which club do you think is suitable for Adam? Why?
I think Adam should join the ____ Club because he says that he ____.
Text Checking
Read the texts of Conversation 1-3 and find out the useful sentences.
Answer the following questions:
1) What sentences do you think can make you know the main ideas of Conversation 1-3?
2) Which sentences do you think can express your reasons?
3) Which sentences do you think can express your suggestions?
Speaking
Activity:
Work in pairs. Help each other choose a school club.(Role play)
The students should find their suitable pairs, so that they can help each other.
Speaking
Sample:
A: Hi, Sam! I’ve decided to join the Music Club.
B: Good decision!
A: How about you? Are you going to join a club?
B: Yes. I’m wondering which one I should choose: the Acting Club or the Ballet Club?
A: I guess the question is… Do you like dancing better than acting?
B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.
A: Hmm… If you ask me, I think you should choose what you like.
Speaking
First, each pair should draft their conversation.
Second, they should discuss the conversation.
Third, they should revise their draft conversation.
Pronunciation
Listen and repeat.
a) The early bird catches the worm.
b) Always prepare for a rainy day.
c) Actions speak louder than words.
al ay ai are ar er ir or or ur
talk pay paint care bar her bird horse word burn
听说一体教学符合新课标的理念，符合英语学习的规律。
Conclusion
Assignment
Please write some suggestions to Adam to help him to choose a school club.
Teaching Reflection
本节课是高中英语新教材必修一第一单元的听说课，依据了2017版高中新课标的设计理念，突出了听力获取信息的能力培养，强调了语音知识和发音模仿对听力理解的重要性，建立了听说一体的课堂教学思路，充分体现了新教材的编写理念和英语教学改革的方向。
在教学中，学生基本适应听说一体的教学方法，表现出了很强的学习和表达的兴趣和愿望，能积极参与听力获取信息，回答问题，提取文本中的关键功能句，并用于自己的思维表达中。通过学生的表现，我们对新教材的听说教学编写思路有了信心，今后的教学中只要坚持，就一定会取得好成绩。
同时，这也暴露出了学生们对口语表达不够重视。在初中阶段，学生们听说练习量不够，导致熟练程度不高，对听力中的语音同化和弱化等发音现象，较为陌生，导致理解不准确。今后一段时间，学生们需坚持语音知识的学习。在任务表达中，很多学生不能准确地集中重点，对功能句的认识不足，说了很多废话，导致表达不清。今后还需加强文本结构分析和思维的训练。
谢谢
Unit One
Listening and Speaking
Teaching Background
《普通高中英语课程标准（2017年版）》以培养和发展学生的学科核心素养为总目标。英语学科的核心素养包括语言能力、文化意识、思维品质和学习能力。学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。
Decide what contents need to be included in choosing a school club;
Identify the useful sentence patterns & expressions from the listening text and use them to express themselves;
Improve their listening and speaking abilities in terms of structure, content and language through self and peer assessment.
3
2
1
4
Teaching Objectives
Work out an outline of the listening text based on the structural analysis of the listening text;
How to understand and express the topic of choosing a school club;
How to catch the key points while listening;
How to express suggestions and reasons.
3
2
1
4
Teaching Emphasis
How to catch the special pronunciation;
Students may have barriers to decide what experiences and events they use in listening and speaking with the target language to show how to solve the problems.
Students may have barriers to catch what they need to use in speaking to express their ideas.
2
1
Teaching Difficulties
Teaching Methods
Teaching Time
共45分钟
高中英语新课标：英语学习活动观。
感知、预测、获取、比较、分析、推断、创新
英语学习活动观
迁移创新 推理与论证 批判与评价 想象与创造
应用实践 描述与阐释 分析与判断 内化与运用
学习理解 感知与注意 获取与梳理 概括与整合
迁移创新类活动是超越语篇的学习活动，通过推理论证价值取向或作者态度，赏析文体特征与修辞等，综合运用语言，进而创造性地解决问题，理性表达观点、情感和态度，促进能力向素养的转化。
应用实践类活动是在学习理解类活动的基础上，通过描述、阐释、分析、判断等，实现内化，巩固新知，助力学生将知识转化为能力。
学习理解类活动是基于语篇的活动，学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息间的联系，形成新的知识结构。
Teaching Process
教学流程图
Lead in
情境导入
Listen and find out their problems
Listen and get to know their expectations
Discuss the cultural differences
获取关键信息，学习目标语言，做好语言铺垫
根据已有思考，小组讨论体会不同文化，做好文化铺垫
获取关键信息，激发得体有效建议，做好思维的铺垫
小组合作，完成输出任务
Role play: Help Adam to choose a school club
围绕一个挑战性的学习任务，以语篇为载体，在探究主题意义的语言实践活动中，通过感知、预测、获取、比较、分析、推断、创新的思维活动，建构语言知识，渗透文化意识，在分析问题和解决问题中达成学习目标，促进学习能力的提升。
教学设计整体框架
Role play:
Help each other to choose a
school club
School club preferences
Expectations
Cultural differences
How to choose
a school club?
教学设计整体框架
分析问题
解决问题
提出问题
创设情境
引出问题
基于情境
分析问题
基于分析
解决问题
Teaching Process
提出问题
创设情境
How do you choose a school club and help others to choose one?
Suppose you are an adviser in a school, the student in your school asks you to help him choose a school club.
教学设计整体框架
提出问题
创设情境
通过情境的创设，提出本节课要解决的问题，使学习活动更具有目的性和意义性。
通过情境的创设，使学生学习知识的过程变成解决问题的过程；在这个过程中去学习语言知识，培养语言技能，促进思维发展，塑造文化品格，发展学习能力。
教学设计整体框架
Observe
Infer
Practice
Listen
语思
言维
能品
力质
Which club would Adam like to join in?
分析问题
What kind of school club do the students like to choose?
What kind of school club may Adam like? Why?
What school club would you like? Do you have the same taste as Adam?
About school club preferences
关注语言学习
关注思维活动
教学设计整体框架
What don’t they choose?
What clubs may they like?
What kind of clubs would they like to choose?
分析问题
What aspects should be considered?
School club preferences
(students in China)
Cultural differences
教学设计整体框架
分析问题
About expectations
语言学习
思维拓展
文化渗透
Pre-listening:
Predict which school
club students would
like to choose in China.
While-listening:
What would Adam like to choose?
Post-listening:
What school clubs do you recommend? Why?
教学设计整体框架
分析问题
About school club preferences
语言知识学习的情境化使“听”和“练”的活动更有目的和意义。
通过观察图片，了解Adam面对的选择，预测Adam可能会选的社团，学习有关学校社团的目标词汇和 would like 句型；
通过听力活动，学习选择社团的功能句，并获取社团的名称和活动类型，巩固目标词汇和 enjoy, prefer, love 等。
教学设计整体框架
About cultural differences
关注学校社团特色
学会尊重选择
关注学校社团文化的不同
1. Compare the clubs in the pictures.
3. Get to know some tips on choosing a school club.
2. Discuss: What school club would Adam like? Why?
分析问题
教学设计整体框架
听力材料的情境化打破了多个对话的碎片化，赋予对话一定的意义性，将语言学习与“听”的活动有机结合，有助于语言能力的培养。
针对听中获取的信息，进行推断和讨论的过程是分析关键问题的过程，有助于学生思维品质的发展。
分析问题
教学设计整体框架
通过听取关于Adam面对选择学校社团的困惑，并期待进一步落实目标语言，我们设置了角色扮演的听后活动，激活了学生的文化图式，并为后续讨论自我兴趣的活动进行了铺垫。
结合情境，针对学校社团的特色和不同，讨论Adam可能会选择以及不太可能选择的学校社团，这样既拓展了学生的思维，又培养了学生的文化意识。
分析问题
教学设计整体框架
解决问题
角色扮演
? Club preferences
? Expectations
? Tips (cultural differences)
? A real-life interest
Information
综合考虑到各个方面，发挥想象，创造性地进行短剧表演，得体地为同伴提出建议。
教学设计整体框架
? Are the clubs suitable to your classmates?
? Do they use proper language?
? Do they have a good communication?
评价量规指向学习目标
评价方面
文化与思维
语言能力
语言与思维
学习能力
评价方式
小组自评
同伴互评
Teaching Process
Match the photos with the names of the clubs.
What do you think students do in these clubs?
Ballet Club ______ Nature Club ______
Volunteer Club ______ Debate Club ______
Please look at the pictures on the textbook, and put the numbers in the pictures in the blanks.
Before listening
While listening
Listen to the first two conversations and choose the correct answers.
1）What are they learning about in Conversation 1?
A. Hearing. B. Sounds. C. Dogs.
2）What are the students discussing in Conversation 2?
A. Schoolwork. B. Relationships. C. Dating.
3）Circle the two clubs where these two conversations happened.
A. Science Club. B. Ballet Club.
C. Nature Club. D. Debate Club.
While listening
Listen to Conversation 3. Then help Adam choose a club.
Activities:
1. Tick the activities that happen in each club.
While listening
2.Adam says that he likes ____ but is not so interested in ____.
A. stories, cartoons
B. animals, plants
C. making friends, cleaning up
3. Which club do you think is suitable for Adam? Why?
I think Adam should join the ____ Club because he says that he ____.
Text Checking
Read the texts of Conversation 1-3 and find out the useful sentences.
Answer the following questions:
1) What sentences do you think can make you know the main ideas of Conversation 1-3?
2) Which sentences do you think can express your reasons?
3) Which sentences do you think can express your suggestions?
Speaking
Activity:
Work in pairs. Help each other choose a school club.(Role play)
The students should find their suitable pairs, so that they can help each other.
Speaking
Sample:
A: Hi, Sam! I’ve decided to join the Music Club.
B: Good decision!
A: How about you? Are you going to join a club?
B: Yes. I’m wondering which one I should choose: the Acting Club or the Ballet Club?
A: I guess the question is… Do you like dancing better than acting?
B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.
A: Hmm… If you ask me, I think you should choose what you like.
Speaking
First, each pair should draft their conversation.
Second, they should discuss the conversation.
Third, they should revise their draft conversation.
Pronunciation
Listen and repeat.
a) The early bird catches the worm.
b) Always prepare for a rainy day.
c) Actions speak louder than words.
al ay ai are ar er ir or or ur
talk pay paint care bar her bird horse word burn
听说一体教学符合新课标的理念，符合英语学习的规律。
Conclusion
Assignment
Please write some suggestions to Adam to help him to choose a school club.
Teaching Reflection
本节课是高中英语新教材必修一第一单元的听说课，依据了2017版高中新课标的设计理念，突出了听力获取信息的能力培养，强调了语音知识和发音模仿对听力理解的重要性，建立了听说一体的课堂教学思路，充分体现了新教材的编写理念和英语教学改革的方向。
在教学中，学生基本适应听说一体的教学方法，表现出了很强的学习和表达的兴趣和愿望，能积极参与听力获取信息，回答问题，提取文本中的关键功能句，并用于自己的思维表达中。通过学生的表现，我们对新教材的听说教学编写思路有了信心，今后的教学中只要坚持，就一定会取得好成绩。
同时，这也暴露出了学生们对口语表达不够重视。在初中阶段，学生们听说练习量不够，导致熟练程度不高，对听力中的语音同化和弱化等发音现象，较为陌生，导致理解不准确。今后一段时间，学生们需坚持语音知识的学习。在任务表达中，很多学生不能准确地集中重点，对功能句的认识不足，说了很多废话，导致表达不清。今后还需加强文本结构分析和思维的训练。
谢谢