Unit4HistoryandTraditionsListeningandSpeaking教学设计-高中英语人教版

Book2Unit4Historyandtraditionslisteningandspeaking1.理论依据（Theoreticalbasis）ThislessontakestheteachingphilosophyfromEnglishcurriculumcriteriaasaguidingprinciple.Basedontheconceptofbigideas,itaimstodevelopstudents'corepetenciesthroughActivitybasedEnglishLearningApproach.2.教材解析(Analysisofthediscourse)ThethemeofthisunitisHistoryandtraditions.Thelisteningmaterialistheessentialpartofthisunit,anditcanbeanalyzedfromthefollowing3aspects:【What】Thecentraltopicof“listeningandspeaking”isto“Shareviewsonhistoricsites”.ThelisteningtextisadialoguebetweenaBritishstudentandaChinesestudenthappeningonthewaytothetempleofConfucius.【Why】ThedialogueaimstodeepenstudentsunderstandingofConfuciusculture,ConfuciusTemple,Confuciusmansion,cemeteryofConfuciusandarousestudents’awarenessofprotectingandspreadingConfuciusculture.Paymoreattentiontohistoricvaluebehindhistoricsites.【How】ThedialoguenaturallyintegratesEnglishidiomsandmentionsShakespeare,theBritishplaywright,soastoprovidelanguagematerialsandcontextforstudentstounderstandEnglishidioms,aswellaspareChineseandforeigncultures,whichishelpfulforstudentstoexpressthelanguagesuchashistory,location,Confuciusphilosophyandsignificantvalueofhistoricsites.3．学情分析（Analysisofthetargetstudents)Asformystudents,theyareallseniorone.Mostofthemarehighlymotivatedandcheerful;theyaresociallyfamiliarwiththetopic,naturallycuriousandcreative,Theyhavemasteredthebasicreadingandlisteningskills;theyaregoodatcollectingfactualinformation;theyhavepreviewedthekeywordsandexpressions;andtheycanbrieflyexpresstheirideas.Fortheweaknesses,theydon’thaveaclearanddeepthinkingaboutQufu、ConfuciusandChinesephilosophy;theylacktheabilityoftargetinginformationfromrecording,analyzing,inferringandexpressingthemselveslogicallyandcreatively.Alsoastheyarestillyoung,theymaypossesssomeimmatureworldview.ButIshouldseetheopportunities,asmytopicisappealingtostudentsandtheactivitiescangetstudentsfullyinvolved.4.教学目标(Teachingandlearningobjectives)Throughthislesson,studentswillbeengagedinseveralactivitiesandlearnto:understandandanalyze:1)findoutthemainideaoflisteningmaterial.2)locatespecificinformationthroughlisteningthedialogue.(Confucius’descendants,Confuciustemple,Confucius’educationalideas)applyandpractice:3)sortouttheinformationabouttheintroductionofConfucius.4)figureoutandguessthemeaningofEnglishidiomsfromthecontext.(Achilles’heel,Pullone’sleg,Fishoutofwater)transferandcreate:5)expressopinionsonConfuciuseducationideas.6)introduceQufuandConfuciususingwhathavebeenlearntinclass.5.教学重点和难点（Keyanddifficultpoints）Keypoints:ToenablestudentstorealizetheimportanceofidiomsinEnglishlearningandculturalunderstanding,guidethemtoguessthemeaningofidiomsthroughcontext,andhelpthemformthehabitofaccumulatingidiomaticknowledgeintheirdailylearning;toenablestudentstounderstandtheprofoundimpactofConfuciusandhiseducationalideasonChina'shistoricaltradition,thoughtculture,etc.inamoreindepthwaythroughassociation,analogy,andparison,strengthenstudents'culturalawareness,andguidethemtoformacorrecthistoricalview.Difficultpoints:StudentsareabletoexpressviewsontraditionalConfuciuseducationalideasandintroduceahistoricsites.Toarousethestudents’awarenessofprotectinghistoricsitesandspreadingChineseculture.6.教学方法：(Teachingandlearningmethods)Teachingmethods:ActivitybasedapproachtoEnglishlearningLearningmethods:Learningthroughactivities;cooperativelearningmethodInquirybasedlearningmethod7.教学资源(Teachingmaterials)Textbook;PPT;worksheet8.教学流程图(Teachingflowchart)9.教学过程(Teachingprocedures)注：T=teacher;Ss=students;Q=question;CW=classwork;IW=individualwork教学活动设计设计意图评价反馈核心素养提升点Step1:LeadinGreetandleadin:TwillaskoneQ“Howareyoutoday?”togreetstudentsandarousestudentsinterest.Then,TwillsharewithSsthatshegotintoadilemmaandthenwilluseonesentence“Tobeornottobe,thatisaquestion.”TointroduceShakespeareandanotherbigpersonConfucius.Successfullyleadintothetopiccharactersofthisclass1.通过回答今天过的如何？既能回顾自己的一天，放松心情，又能带动学生气氛，引起学生兴趣。2.教师表达最近心情，引出“Tobeornottobe,thatisaquestion.”的笔者莎士比亚。进而引出这节课的话题人物莎士比亚和孔子学生积极互动回答问题，情绪饱满热情。通过广为人知的哈姆雷特至理名言，可以被成功的带入到莎士比亚和孔子的学习中思维品质联想猜测文化意识初步感知孔子和莎士比亚两位伟人的文化背景Step2:PrelisteningActivity1:1.教师生动1.学生通语言能力Teachergetsstudentsattentionandmakesupaninterestingtravelstorytoleadtofourhistoricsites:theGreatWall;TerraCottaArmy;AbuSimbelTemple;Stonehenge.(T：“Attentionplease!Justimagethatoneday,youandyourAmericanfriendAmywereonanairplanetotravelaroundtheworld.Andtheairplaneflewoverfourhistoricsites.Lookatthepicture,whatarethey?”)Ssanswerthequestionstogetherandspeakouttheirnames.Activity2:Then,showpicturesofTerracottaArmyandAbuSimbelTempleandaskSs“whatdoyouknowaboutthem?”.Afterthat,sentencestoexpresshistoryandlocationareshowntoSs.SsreadsentencesaloudandinputEnglishsentences.(T:“YouandyourfriendAmywereimpressedbythebeautifulscenery.SoyoudecidedtolandinXiancityandEgypt.WhatdoyouknowaboutTerracottaArmyandAbuSimbelTemple”)Givensentences:1.Ithasalonghistoryof2000years,datingbacktoQindynasty.2.LocatedinEgypt,itisoneofthemostimportanttemplesalongtheRiverNile.Activity3:TwillsharepicturesofSankongwithSsandraiseonequestion:1.HowmuchdoyouknowaboutSankong?Meanwhile,SswillspeakouttheirEnglishnames互动分享，通过让学生想象自己在飞机上环球旅行，飞过四大历史遗迹，激发学生关于国内外历史遗迹的背景英文知识。2.紧接着编造飞机停靠三个站点来进一步深入了解兵马俑，阿布辛贝勒神庙，通过学生回答，提供描述地理位置和历史的句子表达，进行英文语料输入，为课堂最后的口语展示活动做铺垫，前后呼应。3.了解学生对于孔庙question:1.HowmuchdoyouknowaboutSankong?Meanwhile,SswillspeakouttheirEnglishnames.孔林，孔府的熟悉程度。并且展示一些生动的图片，激发学生的背景知识过观察与思考回答老师问题。2.输入英语表达地理位置，历史的常见句型表达。提升观察表达能力文化意识初步感知儒家文化三孔历史遗迹和儒家文化的关系。联想想象能力语言能力Step3:whilelisteningActivity4:TwillplaytheconversationbetweenaBritishtouristandaChinesestudentinQufu,andSswillfillinthechartonpage38.ListentoaconversationandSswritedownwhattheysayaboutConfucius1.旨在让学生能够运用听力技巧抓取文本的关键信息和主旨大意。(获取与梳理，内化与运用)。2.通过填空形式，降低学生难度，进一步增强学生对孔子的了解。并为后文角色扮演活动做知识铺垫。锻炼捕捉关键信息的能力。3.处理新词，提高词汇语言能力学生通过对原文的把握，空的认知，在老师的指导下听取关键信息，补足内容空缺，总结归纳要点，增加对孔子进一步了解。语言能力获取和概括信息能力Activity5:TwillpalytherecordingandSslistenforasecondtimeanddecidewhetherthesestatementsaretrue,falseornotmentioned.Ifitisfalse,Sswillgivemethecorrectanswer.OneminuteforSstoskimthegiveninformation锻炼学生听力解并且把握事实细节的能力。学生浏览朗读，学生完成判断正误。语言能力获取和概括信息能力思维品质推理联想学习能力自主学习Activity6:Afterlistening,oneQisofferedtoSs.“WhydoyouthinkWilliamsaidhishometownwassimilartoQufu?”IfSscananswerthisQbasedonthesecondtimelistening,thenTwillchecktheanswerandmoveon.Ifnot,Twillplayaclipofrecordingandlistenagain.Then,anotherQforthem“whatarethepossiblereasonstolimitbuildingheightsaroundhistoricsites?MostSscananswer“showrespect”.旨在锻炼学生捕捉信息，并加工思考的能力。基于听力文本和自己的推断理解给出正确答案。学生依据文本所听，在教师的引导下选出恰当答案语言能力：获取和概括信息能力思维品质推理联想能力：批判性思维Activity7:Duringthelistening,SshaveheardsomeEnglishidioms.Twillplaytheconversationagain,andletSsguessmeaningandChineseequivalentsofthefollowingidioms.Thethirdoneisalittlebitdifficult.TcanguideSstogettheanswer.TwominutesaregiventoSstowritedowntheiranswersandthinkindependently.TwillaskSstochecktheanswer.通过教材中关于猜测词义的方法，培养根据上下文猜测词义的听力技巧。该环节的设计让学生在听和读的过程中关注分析这些信息和线索学生根据上下文锻炼自己的猜测词义能力。在教师的引导下猜测所给英语俚语的英语以及汉语意思语言能力：概括推理能力学习能力：自主学习思维品质推理联想能力Activity8:TwillshowConfuciussayingstoSsandaskSstotranslatethemintoChinese.Aftertranslating,oneQforthem:“Amongthesesayings,whichoneimpressesyoumost?Andtelluswhy?”.Threeminutesforthemtodiscussingroups.Andthen,threeSsmayshowtheiropinionswithus.Then,TwillpraiseSsfortheirdeepunderstandingofConfuciusideasoneducationandphilosophy.MeanwhileTcallsonSstoshouldertheresponsibilityofspreadChineseConfuciusculture.TputforwardaQ“Areyouaqualifiedspreader?”MaybeSswouldanswer“NoorIamnotcertain”.Atthistime,Tshowthemthedialoguepracticetogivethemchancetopracticetobeaqualifiedspreader.amnotcertain”.Atthistime,Tshowthemthedialoguepracticetogivethemchancetopracticetobeaqualifiedspreader本活动旨在培养学生口语表达和文化素养能力。拓宽学生视野，加深对孔子文化的理解。通过分享最喜欢的孔子谚语，既能培养学生的口语表达能力，又能加深自己对孔子思想的了解，潜移默化熏陶生做孔子思想和中国文化的传播者。提问学生是合格的传播者，引出下边的对话练习，通过练习去成为一个合格的传播者。学生根据老师指令翻译孔子的英文谚语，并分享自己最喜欢的一则。学生既可以有话可说，又加强兴趣。切身体会孔子文化对自身的影响。学习能力：合作探究文化意识：了解孔子教育思想和哲学。语言能力：概括表达能力能力：批判性思维Activity9:TwillshowSsthisdialoguepractice,workwiththeirpartnerstopletethedialogueusingwhattheyhavelearntinthisclass.(thelocationandhistoryofQufu;theintroductionofConfucius;theeducationideasofConfucius;thesignificanceofhistoricsites)Sscanrefertogivensentencepatterns.Thentwogroupswill