Unit3 Listening and Speaking 名师教学设计-吴翔

TeachingPlanDateFeb.5th,2022NameWuXiangUnitUnit3,Book1TitleSayingsorrytofamilymembersGradeShenzhenExperimentalSchoolGuangmingDepartment--Grade1TypeListening&speakingObjectives:Bytheendofthelesson,thestudentswill…学生能够听懂与家庭生活相关的对话，并学会在与家人的交流中表达歉意；学生能够思考家庭成员间的关系，关爱家庭成员，共同营造和谐的家庭氛围。DiscourseAnalysis听说部分的内容是母女间的一段对话，表现母女间的情感交流，引导学生注重与家庭成员的积极交流。通过真实的语境，加深学生对单元主题的理解，提高学生的综合语言运用能力和交际能力，引导学生关爱家人、珍视亲情，正确处理与家人的关系，形成正确的家庭观。【what】这组对话发生在一对母女之间：女儿向母亲电话抱怨其失信，未前来观看自己参加的校园剧演出。母亲为此做出解释、真诚道歉并给出补救措施，最终获得女儿原谅。【why】本单元充分利用话题内容（跟家人道歉），凸显人与自我主题，通过母女间的诚恳道歉，引发学生对家庭关系的思考，最终找到合理解决家庭矛盾的有效途径，形成“珍视亲情，真诚沟通”的良好品格，帮助学生形成正确的人生观、价值观，实现立德树人的根本任务。【how】第一部分旨在激活图示。通过引导学生观察微表情，展开头脑风暴，并进行小组讨论和分享，为后续听说活动做好准备。第二部分是听力的热身环节，学生带着问题有意识地听取对话中的有效信息，从而初步掌握对话的主旨大意，并将相应人物的情感态度与微表情进行配对。第三部分是听力的重点部分，引导学生梳理对话的关键信息，并基于听力文本展开分析，总结出道歉的范式。口语输出部分鼓励学生结合生活实际，根据所给问题链展开讨论，进行反思、分享，启发学生找到解决家庭矛盾的有效途径，从而实现知识和能力的迁移。Procedures教学环节Steps活动形式与步骤Activities活动意图ActivitygoalsPre-listening【教师活动】①Leadstudentstoobservesixpicturesofmicro-expressionandaskthemtolistthecorrespondingadjectives(Brainstorming);②Thinkaboutthefollowingquestionaccordingtomicro-expressioninterpretation;Question1:Chooseonemicro-expressiontodescribeoneofyourfamily,andanalyzethereason.【学生活动】①Listtherelatedadjectivesasmanyaspossible;②Chooseamicro-expressiontodescribehis/herfamilyaccordingtotheirreallifeexperience.①Toarousethestudents’interestinthetopic;②Toactivatethestudents’existingschema;③Tolayasolidfoundationtothewhile-listeningpart.While-listening【教师活动】①Askthestudentstolistenforthefirsttimeandthenchoosethefeelingsthatthespeakersexpress;②Checktheanswersandexplainthereasons;③LeadthestudentstolistencarefullyagainandthencompleteAlice’sjournalentry;④Checktheanswersbylisteningwiththetapescriptandlearnthelanguagepoints;.【学生活动】①Matchthefeelingswiththecorrespondingexpressionsandgivehis/herreason;②Completethejournalentry;③Learnthelanguagepoints.①Tolearntoanalyzethechangeoffeelingsaccordingtothecontentoftheconversationandtheirtoneofvoice;②Tolearntoextractrequiredinformationwhilelistening.Post-listening【教师活动】①Askthestudentstothinkaboutastringofquestions(basedonthetext):②Checktheanswers;③Askthestudentstothinkaboutthreemorequestionsandpointoutthatmakingasincereapologymatters.④Leadthestudentstosummarizetheruleof“SAFE”whenapologizingbyfourquestionsonthebasisofthetextstructure:⑤Summarizethetopicbyachainofquestionsanddeepenthethemethat“FamilyMatters”atlast.【学生活动】①Ponderthequestionsandthinkaboutthequestionsindependently.①Toanalyzethekeyinformationinthetextandsummarizeamodeltomakeasincereapologyindailylife;②Toutilizetheruletoeasetensioninfamilies;③Torealizethat“Familymatters”andeffectivecommunicationisessential.OptionalHomeworkAssignment【教师活动】①Askthestudentstowriteanapologylettertotheirfamilymembersorrecordavideoofyousayingsorrytofamilymemberswiththe“SAFE”rule,withthefirstandlastsentencegiven.【学生活动】①Writeanapologyletteraccordingtotheirlifeexperienceorrecordavideoofyousayingsorrytofamilymembers①Toencouragethestudentstomakeuseofwhattheyhavelearnedtostartwritinganapologyletterorrecordingarelatedvideowithacertainformat;②Toleadthestudentstothinktheirfamilyrelationdeeplyandrationally;Typescript(Page31)Alice:[sadly]Mum,it'sme...Mum:Alice?What'swrong?Yousoundupset.Alice:[sadly]Iknewit...Mum:Oh,no!Iforgot,didn'tI?Yourconcertwastoday,andImissedit!Alice:Itwasn'taconcert.Itwastheschoolplay.Andyes,youmissedit.Mum:Alice,I'msosorry!Iwasreallybusywithwork.Someonewasoffsick,soIhadtodohiswork,too.Alice:Couldn'tyouhaveaskedsomeoneelsetodoit?Iknowworkisveryimportanttoyou,it'sjust...EveryonesaidIwasreallygoodintheplay.Iwantedyoutoseeit,too.Mum:I'msosorryIdidn'tmakeit,dear.Youworkedsohardonyourpart,andI'msoproudofyou.Ishouldhavebeenthere.IpromiseI'llneverdoitagain!Canyouforgiveme?Alice:It'sallright.Iunderstandyou'reverybusy.Butyou'veworkedsomuchrecently.Youneedsometimeofftorelax.Idon'tlikeseeingyousotiredandpale.Mum:Iknow,dear.PerhapsnextweekIcouldtakeadayoff,andwewecouldgotothecountry