Unit2-Listening-and-Talking-名师教学设计

Unit2ListeningandTalking名师教学设计课时内容Talkabouttheimportantofkindness主题语境：人与自我主题群：做人与做事子主题：优秀的品格、正确的人生态度、公民义务与社会责任语篇类型：录音、文本、图片文本分析：[What]本节课为听说课，通过听力语篇获取歌曲Chainoflove”的背景故事，感受小小善举的重大意义。在口语活动中，讨论并讲述自己遇到的或者听说的关于给予或收到善举的故事。[Why]通过听说活动，理解日常生活中的善举行为，学会描述和表达对善举行为的感受，提高学生对美德的认识，帮助探究主题意义。[How]设置听说活动，加深学生对主题语境的理解和强化对生活中美德的认识，通过口头描述，深入对主题的探究。课时目标1.能够听懂录音中歌曲“Chainoflove”的背景故事信息。2.能够使用恰当的语言描述自己经历过的或者听说过的善举故事。重点难点重点：获取歌曲“Chainoflove”的背景故事信息。难点：使用恰当的语言描述自己经历过的或者听说过的善举故事。教学准备教师准备：教学录音，扶不扶的相关图片等。学生准备：选择自己经历过的或者听说过的善举故事，为口语活动做好准备。教学过程StepI学习理解活动一:感知与注意(DiscussandListen)1.Beforelistening，askstudentstodiscussthequestionsingroups.Q1：Doyouthinkwecantrustthekindnessofstrangerswhenweneedhelp？Q2Doyoubelieveasmallactofkindnesscanmakeabigdifference？Suggestedanswers：（略）2.Listentoaradioshowandanswerthesequestions.Whatisthenameoftheradioshow？Whatdoes“payingitforward”mean？Whatdoestheguestwantthelistenerstodo？Suggestedanswers:Thenameoftheradioshowis“Rushhourshow”.“Payingitforward”meanswhenyoureceivekindnessfromsomeone，yougooutandshowkindnesstoanotherperson.Theguestwantstheaudiencetojointhechainkindnessand“payitforward”.【设计意图】在听力之前，设置两个问题让学生讨论，引发学生对善举的思考，激起学生的思维意识。通过听录音回答问题，了解相关背景知识，有利于下一个活动的开展与完成。活动二：获取与梳理（Listenandcheck）1.Listenforspecificinformation.Firstgothroughthepassagewithstudents，andthenplaythetapeforstudentstolistenandfillintheblankstocompletethestory2.Listenandcheck.Askstudentstolistentotheradioshowforsecondtimeandchecktheanswers.Ifnecessary，playthetapeagainforstudentstocheck.Suggestedanswers:hasbrokendown，showkindness，tired，hundreddollarbill，leaving，surprise，husband，started【设计意图】通过两至三次听力活动，学生获取歌曲“Chainoflove”的背景故事，完成练习，不仅可让学生感受到小小善举的重大意义，同时提高学生获取信息的能力。StepⅡ应用实践（Roleplay)活动三:获取相关背景信息（ThestoryofHenryNormanBethune）Bethune-amodelofself-sacrifice.BornonMarch4,1890,HenryNormanBethunecamefromafamilywithdeepCanadianroots.YounghenryNormanwasdeeplyaffectedbyhisfamily'swanderings,developingarestlessnessofspiritalongwithkeenintelligenceandcuriosityInspiredbytheexampleofhisgrandfather,aTorontosurgeonandeducator,hewasstronglyattractedtoamedicalcareer.BethuneenrolledintheFacultyofMedicinein1912andcompletedhismedicaldegreeinDecember1916.ThenhebecameamemberoftheroyalcollegeofSurgeonsofEdinburghin1922.Atage36hecontractedtuberculosisandwashospitalizedinNewYorkState.Thisexperiencechangedhislife:NormanBethunedeterminedtobattletuberculosisbybecomingathoracicspecialist.From1928to1933,heintroducednewprocedures,inventedorimprovedseveralsurgicalinstruments,trainedsurgeonsandmadeaseriesofcontributionstotheCanadianandinternationalmedicalliteratureAtthesametimeBethunebecameinvolvedinmontreal’svibrantculturalscene.Inadditiontotakinguppaintingandcreativewriting,hebecameincreasinglyconsciousthatsocialinequitiesweretherootcauseoftuberculosis.WiththeoutbreakoftheSpanishCivilWar,heresolvedtohelptherepublicanforcesintheirstruggleagainstFrancoandhisFascistallies.Bethune'smajorcontributioninSpainwastheestablishmentofthefirstmobiletransfusionservicetobringbloodtofront-linebattleunits,anapproachwhichbecamethemodelforbloodservicesduringWorldWarⅡandsubsequentconflicts.WhentheJapaneseinvadedChinain1937,hewasdeterminedtocontinuethewaronfascismbyaidingtheChinese.InFebruary1938,Bethune'sCanadian-AmericanMobilemedicalUnitflewtoHankou,whereaftermeetingwithCommunistleaderZhouEnlai,theymadethelonganddangeroustrektoYan'aninnorthernChinatosupportMaoZedong’s8thRouteArmy.WhileinYanan,Bethuneworkedbrieflyattheprimitiveregionalhospitalthere.HehelpedtrainChinesesurgeonsinbasicsurgicalandnursingtechniquesandsavednumerouslivesoftheChinesesoldiersonthebattlefields.Hecontinuedtoworkrelentlessly,sleepingverylittleandsharinghisfoodandclothingwithpatients.DuringabattleinApril,BethuneandhisChineseassistantsperformed115operationsin69straighthours.Buttheseceaselesseffortsweretakingagreattollonhishealth,andbyAugusthisteethandeyeswereaashapeandhewasdeafinoneear.InNovember,1939,Bethunediedofbloodpoisoningcontractedduringsurgery.OnDecember21,1939,MaoZedongpublishedaeulogy,inmemoryoformanBethunepraisinghis“utterdevotiontootherswithoutanythoughtofsell”andhis“boundlesssenseofresponsibilityinhiswork.”WhenthePeople'sRepublicofChinawasfoundedin1949,Bethunewasenshrinedasamartyredherooftherevolution.HistombwasmovedtoShijiazhuang,alargecitysouthofBeijing.活动四：语言学习（Tellingastory）1.Providesomeimportantwords，phrasesandexpressionsforstudentstolearn.（1）Wordsandphrases.onceuponatime，longago，firstofall，then，afterthat，later，finally，so，however，although，but（2）Expressions.IrememberthishappenedwhenIwas...Iwasonmywayto…Iwassitting…when…Itwasa…day/morning.Therewere…onthestreet…【设计意图】在口语活动之前，教师提供给学生典型的、人人皆知的助人为乐的故事和一些叙述故事时需要的词汇和句型，为口语活动提供背景常识和语言结构。2.Showthestrategyoftellingastorywithstudents.Whentellingastory,youcanstartbysayingwhatthestoryisabout.Givethebackgroundtothelisteners,includingwhenandwhereittookplace.Saywhathappenedstepbystepandbesuretousecorrecttenses.Donotforgettousesequencingwordsorlinkingwords.Finally，finishyourstorybysayingwhyitisimportanttoyouorwhyyourememberit.【设计意图】教师提供给学生讲故事的策略，帮助学生理清思路，知道故事从那哪个方面讲以及怎么去讲，策略的学习有助于提高学习效率。活动五：描述与阐释（ThinkandShare）1.Askstudentstothinkofastoryofshowingorreceivingkindness，eithertheirownstoryoronethattheyhaveheardof.Thenshareitwiththeirgroups.2.Remindthemtousethesequencingwords，linkingwords，phrasesandexpressionsandthest