人教版（2019)必修第二册Unit 4 History and Tradition Listening and Talking教案（表格式）

Unit 4 History and Tradition Listening and Talking教案 文本分析： 本课时主要包含一段对话类听力，主要内容为Xiao Yuan和Paul两人谈论对于平遥这一历史景点的旅游感受。通过Xiao Yan发问，两人共同讨论了平遥当地的多个旅游景点，并表达了对于平遥各旅游景点的感受。文中重点呈现了表达情感态度的词汇。 教学策略与设计说明： 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各个教学步骤的设计目的。 教学目标： 在本课学习结束时，学生能够： 语言能力上，掌握情感态度表达的词汇，对于历史类旅游景点发表自身的看法。 思维品质上，通过小组活动及问题回答，提高学生思维的活力,独立表达自身观点，培养批判性思维。 文化品格上，了解中国古代城市的基本样貌，增进对于中国传统文化的了解，提高文化自信。 学习能力上，学会听前预测，在听的过程采用精准抓取信息的方式，提取相应文本信息。 教学重点： 学生能够用unexpected, amazing, I can’t believe这类词汇表达自身对于景点的感受。 学生能够进行准确的听前预测。 教学难点： 学生能够运用所学口头表达出自身的观点和感受。 学生能够在听力文本中准确抓取需要的信息。 教学资源：黑板、粉笔、多媒体 教学过程： 步骤 教学活动 设计意图 时间 Step 1 Lead-in T displays a photo of a backpacker, and asks students questions: do you know who she is and what’s your impression towards backpackers. T leads students to analyse the main information of the photo and make sense of the topic for the lesson. Then T asks Ss would you like to be a backpacker for visiting somewhere for rousing Ss’ thinking and discussing. 通过询问学生是否知道“背包客”；激活学生已知信息，引发学生思考及兴趣。 5’ CW/IW Step 2 Listen and tick T introduces the backpacker, international youth hotel and Pingyao to help students know more cultural elements in the questions. Then, T leads Ss to classify these places into natural sites and historical sites. Next, T plays the recording for the first time. Alternatively, T can check the answers, but not repeating the recording. T shows pictures to help students have a better understanding for these places and good preparation for following tasks. 教师通过解释题干关键词，引入听力语篇语境，教授选项分类法为听力做好准备，提高学习能力，训练学生抓取关键信息的能力，提高语言能力。 15’ CW Step 3 Listen and complete Before doing the second task, T asks Ss to think about how to use words to express feelings that are divided into positive, negative and neutral sentiment. Then T needs to lead Ss to know how to get someone’s feelings according to their speech or sentences contents. Next, T highlights the key information to prepare the task and remind Ss to take care the past perfect tense and adjectives etc. Then, T plays the recording second time and analyse it sentence by sentence. 听第二遍对话，学生自行描述听力中二人的感情变化，深入体会表达情感的不同方式，为后续口语表达提供语言支持，提高学生在不同语境下表达情绪的方式。 20’ CW Step 4 Language points T explains the key words and expressions in the text with pictures and contexts, especially the expressions that describe people’s feelings. Ss take notes. 运用图片及语境讲解听 ... ...