Unit1CulturalHeritageListeningandSpeaking教案-高中英语人教版

Book2Unit1CulturalHeritageListeningandSpeakingTakepartinayouthproject（教案）I.TeachingObjectives(教学目标)1.LinguisticAbility:Studentscanidentifykeydetails(numbers,places,actions)fromanewsinterviewabouttheMountTaiproject.Studentscanapplythe"IDEAS"strategy(Inference,Definition,Example,Antonym,Synonym)todeducethemeaningofunknownwordslikepreserve,promote,andcypressincontext.2.LearningAbility:Shiftfrom"passivelistening"to"activeguessing"byusingcontextclues.UnderstandthestructureofaNewsLead(4Ws).3.CulturalAwareness:Realizetheroleofyouthandtechnology(Apps)inprotectingculturalheritageII.TeachingProcedures(教学过程)Step1:Leadin&ContextActivation(5mins)(Focus:Activateschematicknowledge)Teacher'sInstructions:past...morning,class.Pleaselookattheopeningpage.Thereisaquote:'Heritageisourlegacyfromthepast...'.Whenyouhear'CulturalHeritage',whatimagesetoyourmind?TheGreatWall?TheForbiddenCity?""Now,turntoPage2.Lookatthephotos.Wherearethesestudents?Aretheyjustsightseeing?Whataretheydoingwiththeirlaptops?"[设计意图]利用图片和名言进行热身。原文档提到的“五岳独尊”可以作为背景补充，但核心是引导学生通过观察图片细节（如笔记本电脑、外国面孔），预测听力话题是“国际青少年合作保护遗产”，为后续听力降低背景知识障碍。Step2:ListeningforGist(5mins)(Focus:Graspthemainideawithoutpanic)Teacher'sInstructions:"Wearegoingtolistentoaninterview.Don'tworryaboutnewwords.Justfocusontherepeatedkeywords.Question:Whatisthemainideaoftheconversation?ChoosefromA,B,orC.(Playthetape)"Whichonedidyouchoose?Yes,OptionB:YouthsfromsevencountriesworkingtoprotectrelicsonMountTai.""Didyouhearwordslike'project','international',or'MountTai'?Theseareyoursignposts."Step3:StrategyTrainingThe"IDEAS"Framework(15mins)(Focus:ContextCluesTheCoreDifficulty)Teacher'sInstructions:"Intheinterview,thereweresomedifficultwords.Howcanweunderstandthemwithoutadictionary?WeuseContextClues."destroyed...Sontheblackboard)"Let'slookattheexampleof'former':'Theformerpalacewasdestroyed...makethenewonelookliketheoldone.'Here,'new'and'old'areantonymshelpingusguess'former'means'past'.""Now,listentoPart2again.Focusonthesethreewords:preserve,promote,andcypress."means...?thespeakersays'preserve',shementions'protectedforover3,000years'.So,preservemeans...?"(Students:Protect/Keepsafe)Synonym.2."Hearthephrase'thatis'after'promote'?Sheexplains:'tellteenagersaboutit'.Sopromotemeanstospreadinformation."Definition.be...?hetalksabout'cypresses'thatwereplanted.Sinceyouplantthem,theymustbe...?"(Students:Trees/Plants)Example.[设计意图&难点突破]这是本课最“硬核”的知识点。原教案反馈指出资料缺少设计，因此这里我强调了“显性教学”：不仅是核对答案，而是要把思维过程（Thinkaloud）展示出来。特别是提示词（Signalwords）如"thatis"（表定义）和逻辑关系（如plantingtree）的点拨，能有效提升学生的猜词能力。Step4:ListeningforDetails(10mins)(Focus:Informationcapture)Teacher'sInstructions:"Now,openyournotebooks.Let'sactasreporters.Weneedspecificfacts.""Listenagainandwritedown:Howmanystudents?Whichcountries?Howmanystonesandtemples?Whatdidtheydo?"(Playtape)"Checkanswers:23studentsfrom7countries.22temples,1,800stones.Theyclimbedover6,000steps."[设计意图]从“猜词”转回到“抓细节”。此处数字较多，建议老师在黑板上通过板书填空的形式呈现，帮助基础薄弱的学生跟上节奏。Step5:IntegrationWritingaNewsLead(8mins)(Focus:StructureofaNewsReport)Teacher'sInstructions:"Greatjob.Now,imagineyouarewritinganewsreportfortheschoolpaperaboutthisproject.""Agoodnewsleadanswersthe4Ws:Who,When,Where,What.""LookatthechartinActivity6.Usethewordswejustlearned—App,promote,temples—topletethereport."[设计意图]实现“以听促写”。通过分析新闻导语结构（LeadStructure），让学生明白听力笔记中的碎片信息（Fragmentedinfo）是如何被整合成连贯文本的。III.BlackboardDesignUnit1Listening:AYouthProjectonMountTaiThe"IDEAS"Strategy(ContextClues)2.KeyFacts(The4Ws)IInferenceWho:23students/7countriesDDefinition(signal:"thatis")Where:MountTai(Tai'an)e.g.Example(e.g.,cypresstree)What:AAntonymClimb6,000stepsSSynonym(preserve=protect)Study1,800stones/22templesCreateanApptopromotecultureIV.TeachingReflection1.Highlights(亮点):The"IDEAS"frameworkworkedwell.WhenIexplained"promote",Ipausedtheaudiorightafterthephrase"thatis".ThishelpedstudentsrealizethatEnglishspeakersoftenexplaindifficultwordsimmediatelyaftersayingthem.Thevisualizationof"cypress"(Idrewasimpletreeontheboard)alsohelpedvisuallearners.2.Issues&Improvements(不足与改进):Pacing:Thebrainstormingparttooktoolong(8mins),leavinglesstimeforthe