Unit 5 Languages Around Listening & Speaking教案教学设计

Listening & Speaking教学设计

课时：1课时（40min） 授课班级：高一2班 授课老师：罗美泳 指导老师：李达飞

一、基本理念和标准

以学生为主体，培养学生英语学科核心素养，践行英语学习活动观。在人与自我——生活与学习的主题语境下，学生基于以演讲为主的口头语篇所开展对应的听说学习活动；帮助学生形成跨文化意识，坚定文化自信的知识源泉；在练习和活动的选择和设计上，根据学生实际需求，以既有层次又强调整合的多种学习活动来引导学生发展英语听说能力。 二、文本分析

教学内容：人教版高中英语必修一

Unit 5 Languages Around the World Listening & Speaking

主题语境：人与自我——生活与学习 语篇类型：讲座 文本分析：

A1为六国的著名建筑物图片以及对应的问候语介绍，学生需要将图片和国名匹配上并说出这些国家的对应语言。活动以图片的形式导入课程话题：explore languages around the world，学生结合自身对外国文化的背景知识进行matching和discussion。

A2是以Learning a foreign language为主题的speech，学生通过quickly listening快速选择题目要求的内容并口头回应。

A3听力材料与A2相同，学生进行detailed listening完成问答题。学生读题

充分预测听力内容，听后自行总结听力内容进行口头回答。

A4听力材料与A2相同，学生需要找出代词的指代对象。学生需要注意上下文语境，以更好地理解听力材料。

A5为听后产出部分，学生结合实际，自行讨论自己最想学习的语言以及原因。

三、学情分析

总体情况：本次授课对象是湛江一中高一2班的51位学生。多数学生的英语

基础良好，个别学生基础较弱。

已有认知：本课主要话题是foreign language，学生们比较感兴趣，也可以联系自己的实际对这个话题进行一定的讨论。

可能障碍：

1、部分学生对自己的口语不够自信，在回答问题或者speaking部分可能不敢说出自己的答案或观点。

2、学生对数字前的修饰限定词如nearly，around等不够敏感，回答时可能会错过。

解决办法：

1、在语境中引导学生进行听说训练。

2、在课堂内外尽可能多地给学生创造口语表达的机会，帮助学生更好地内化与输出。

四、教学目标及重难点

At the end of this lesson, students will be able to：

1. talk about some countries and the languages spoken in these countries 2. practice to listen for main idea, details and infer what pronouns refer to

(difficult point)

3. talk about which other foreign languages they want to learn and why (key point)

4. talk about their feelings about learning a foreign language and the problems they met, then try to give some advice on these problems(key point) 五、教学过程 步骤 学习活动 Stage 1: Lead-in 问题导入，创greeting: 设情境，在真实语境下引出话题，激 1. How do we greet our friends 活图式。 usually? 2. How do people greet in other countries? Ss watch a video about greeting 视频用以吸ways in different countries. 引学生兴趣，活跃课堂气氛。 Stage 2: Pre-listening Ss match each photo with the 图片导入情correct country name. 景，学生根据背景知识参与匹配及Then discuss which languages 讨论，熟悉话题，are spoken in these countries. 为听力内容做准 Stage 3: While-listening T：If you have the chance to 情景导入，学travel around the world, which 生对听力内容进Listening for language do you want to Activity 4 3min 备。 Ss answer some questions about 设计意图 时间 Activity 1 Question Time 2min Activity 2 Video Time 1min Activity 3 Matching and Discussion 5min the first time learn?English? Does English have 行预测。 the most native speakers? 第一次听音，Ss listen to a speech and tick the 培养学生抓关键two languages with the most native 信息的能力。 speakers and circle the official languages of the UN. Ss listen to the speech and 第二次听音，answer the questions. 问题设置可提升学生:①对主题的1.What is the main topic of this 概括能力；②细speech? 节信息的获取能2. How many languages are 力；③对说话人态度的判断能力。 there in the world? Activity 5 Listening for the second 3. How many billion people time speak the UN’s official languages as their native or second language? 4. What is the attitude of the speaker towards foreign language learning? 5min Ss listen to one part of the 第三次听音，speech again. 学生通过找出代 词的指代内容，以Find out what the italicized 便更好理解听力words refer to in the sentences. 材料，提高听力理Activity 6 Sentence 1: They think it means 解水平。 Listening for better job chances in the future. the third time Sentence 2: They are spoken by around 2.8 billion people… T: Guide Ss to find out what the pronouns refer to in the listening material. Stage 4 Post-listening 3min Ss talk about the reasons why people learn a foreign language. 学生结合已Activity 6 Further Thinking 有知识以及自身实际进行深度思Then read the speech, find out 考，并口头分享自the reasons why people learn a 己的观点,为下个foreign language in this text and 输出活动搭建语conclude them. 言支架。 学生通过跟读听力材料，找出文中的原因并总结，加深对听力材料的理解以及提升概括总结能力。 Ss share what other language(s) 选取学生感they want to learn and the reasons. 兴趣的话题，让学生有话可说，锻炼学生口语表达能力。 Ss discuss these questions: 1. What’s your feeling about learning a foreign language (English)? 2. What problems have you met? And try to give some advise on learning English. 学生结合自己的学习实际，分享和讨论有关外语学习的感想和困难，并分享可能的解决办法，掌握一些外语（英语）学习的策略和方法，促进英语学习。 7min Activity 7 Speak out 6min Activity 8 Discussion 6min Conclusion and Homework(1min) Conclusion: Learning another language is not only learning different words for the same things, but learning another way to think about things. Homework: To prepare the passage in Reading and Thinking 备注：Ss: Students T: Teacher