Unit1-Listening-and-Speaking-名师教学设计

Unit1ListeningandSpeaking名师教学设计课时内容Takepartinayouthproject主题语境：人与社会主题群：历史、社会与文化子主题：物质与非物质文化遗产语篇类型：音频、文字课时目标1.听懂国际青少年项目的具体细节内容，并归纳出对话大意。2.学会在听力中猜测词意的策略。3使用目标语言谈论自已是否参与这个国际青少年项目，并提出一些文化遗产保护的办法。4.学习并掌握一些语音知识。重点难点重点：1.听懂国际青少年项目的内容。2.在听的过程中，获取描述文化遗产保护的相关词汇和句型。3.学会词义猜测策略。难点：用所学的语言并联系实际提出文化遗产保护的方法。教学准备教师准备：文化遗产保护的相关背景知识及网站。学生准备：1.了解文化遗产保护的现状。2.预习本节课的新词汇。教学过程StepI学习理解活动一：感知与注意（Lookanddescribe)(Pairwork)(SB，P2，Part1)1.Firstaskstudentstoworkinpairs.2.Askstudentstolookatthepicturesbelowcarefully.3.Discusswhatthestudentsaredoinginthepictures.活动二：归纳与概括（Mainidea)(SB,P2,Part2)1.AskstudentstogothroughthechoicesonSBPage2Part2andmakesurethattheyunderstandtheirmeanings.2.Play thetapeforstudents.Letstudentslistenandchoose,andsharetheanswersinpairs.3.Ifnecessary,playthetapeagainandletstudentschecktheiranswers.Suggestedanswers：(略）活动三:获取与梳理(Listenandcomplete)(SB,P2,Part3)1.AskstudentstogothroughthesentencesonSBPage2Part3，andmakesuretheyunderstandtheirmeanings.2.Before listening,askstudentstotrytopredicttheanswers.3.Play thetapeforstudents.Andletthestudentslistenandtrytocompletetheblanks.Internationalyouthproject,highschoolstudentsfrom7countriesMountTai,oneofthemostmountainsinChinaIthasbeenformorethan3，000years.22temples,around1，800withwritingonthemDaiTempleon；over6，0004.Checktheanswers.Ifnecessary,playthetapeagainandletstudentschecktheiranswers.Suggestedanswers：(略)【设计意图】通过观察图片，让学生描述图片上人物的活动，激活背景知识。通过两次听，让学生梳理出对话大意并获取对话相关细节，为谈论文化遗产保护奠定基础。活动四：词义猜测策略学习（SB，P2,Part4)1.策略介绍Usecontextcluestoguesswords：Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.2.策略示范Thepalacewasdestroyedyearsago.Bystudyingoldphotosoftheformerpalace,theyhavemadethenewonelookexactlyliketheoldone.Clues：destroyedyearsago；studyingoldphotos；madethenewpalaceliketheoldoneGuess：Theformerpalacemeans“thepalacethat”.3.策略练习（SB，P3，Part5)(1) Askstudentstogothroughthesentencesintheformandmakesuretheyunderstandtheirmeanings.(2) Listentotheconversationagain,andusethecontexttoguessthemeaningofthewordsbelow.ReasonPreservePromoteCypressThewordisanexampleofagroup/typeIknow.Thewordisexplainedbythespeaker.ThewordmeanstheoppositeofawordIknow.ThewordmeansthesameasawordIknow.Iknowthegeneralmeaningoftheword.Thespeakergivesanexampleoftheword.(3)Tickthereasonwhytheywereabletoguessthewords.(4)Sharetheanswers.Suggestedanswers：(略）【设计意图】通过策略介绍、策略示范和策略练习三个环节，学生初步学会使用语境猜测生词词义。StepII应用实践活动五：内化与应用（Complete)(SB，P3，Part6)1.AskstudentstogothroughthepassageonSBPage3Part6，andmakesuretheyunderstandtheirmeanings.2.Askstudentstohelpthereportertocompletethenewsreportbasedonwhatyouhearandtheinterviewnotes.3.Check theanswers.Suggestedanswers：(略）【设计意图】在听完对话相关细节、归纳对话大意、学会利用语境猜测词义之后，学生根据自己的理解和记录，完成报告。该活动围绕主题和所形成的新知识结构开展描述、分析等活动，促进语言运用的自动化。StepI迁移创新活动六：想象与创造(Waystoprotecttheculturalheritage)(SB，P3，Part7)1.AskstudentstogothroughthequestionsonSBPage3Part7，andmakesuretheyunderstandtheirmeanings.(1) Wouldyouliketotakepartinaprojectlikethis?Whyorwhynot?(2) Couldyouthinkofmorewaystoprotecttheculturalheritage?2.Askstudentstothinkforawhileandgettheirownideas.3.Askstudentstoworkinpairsanddiscussthetwoquestions.4.Askstudentstowritedowntheirwaystoprotecttheculturalheritage.5.Sharetheanswerswiththewholeclass.【设计意图】通过对子讨论，让学生表达自己是否愿意参加文化遗产保护项目，并给出原因。同时讨论保护文化遗产的方法，加深对本单元主题意义的理解。学生利用多元思维创造性地在新语境中理性表达个人观点、态度，体现正确的价值观，实现深度学习，促进能力向素养转化。活动七：Pronunciation(SB，P3)1.Play thetapeforstudentstolisten,andtickthewordthattheyhearonActivity1.2.ReadthesentencesandaskthestudentstopayattentiontotheunderlinedwordsonActivity2.3.Playthetapeagain,andaskthestudentstolistenandrepeatthesentencesonActivity2.【设计意图】通过语音知识训练，促进学生发音的同时，无形中也提高了他们的听力水平。板书设计Unit1CulturalHeritagePeri