人教版（2019)必修第二册Unit 1 Cultural Heritage Listening and Talking 教案 （表格式）

Unit 1 Cultural Heritage Listening and Talking 教案 教材分析： 本课时通过一段在克里姆林宫与红场的旅游介绍对话，引导学生谈论文化与历史。重点表达主要涉及景点介绍、历史文化解读等话题。重点句式为有关开展对话的句型。本文的价值取向在于学生通过学习，学习如何礼貌得体的开展对话，清晰自主的聆听与表达历史文化主题相关内容。 教学策略与设计说明： 采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入体育活动主题，达成教学步骤设计目的。 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，达成各教学步骤设计目的。 教学目标： 在本课学习结束时，学生能够： 语言能力上，习得景点介绍、历史文化解读等话题的重点词组，习得涉及有关开展对话的句型重点句式。提高听力捕捉具体信息的能力与口语主动开启对话能力。 思维品质上，梳理对话发展脉络，多角度理解导游的特质与工作能力。 文化品格上，了解俄罗斯历史与文化，感受世界文化多样性与魅力。 学习能力上，学会如何得体大方的开展对话，从而进行交流。 教学重点： 学生通过听力练习，获取关于听力对话的主要信息，了解导游工作的主要内容与要求。 教学难点： 学生根据所学内容，角色扮演导游，向游客介绍景点文化历史信息。 教学资源： 教材、多媒体课件、黑板与粉笔。 教学过程： 步骤 教学活动 设计意图 时间与模式 Step 1 Lead-in: Ss are asked to look at two pictures to tell the place. Also, Ss needs to answer the question “Would you like to visit Russia for travelling ” for introducing the lesson’s main topic. T leads Ss to answer it by thinking about climate, tourist attraction… 利用图片，导入主题，激活学生已有知识，引出主题。 5’ CW Step 2 Listen: Ss are asked to listen to the conversation and choose the correct answers. Before listening, T leads Ss to analyse questions and gives some tips to locate answers. Then T leads the Ss to check answers by repeating the recording sentence by sentence. Remember to focus on the oral sentences which can represent identification and situation. Second time, T needs to remind Ss to focus on data and detailed information through predicting answers. 通过两遍听力练习，了解对话场景与内容，提高学生听力语言能力。 15’ IW Step 3 Watch and answer: Watch a video, tell us your first impression of Kremlin. Ss need to combine recording and video to conclude their first impression towards Kremlin. T can ask more questions like: would you like to visit there What does attract you most 通过观看节目视频，加深学生对于Kremlin的理解，并从主持人的讲解中，感受俄罗斯的文化，提高学习热情及文化认知。 6’ IW Step 4 Watch and think: Ss are asked to watch the video and find the “guides” in the video. Then T leads Ss to check the answers together. T needs to remind Ss that “guide” is not just a vocation, but also machine, tool and so on. 观看视频，引导学生思考导游的形式与功能。 6’ CW Step 5 Discuss: Ss are asked to discuss the question “What should a good guide do ” Then T should lead Ss to summarize the key points for a good guide. T also needs to ask Ss provide examples to support their ideas. 引导学生总结导游的功能，多角度思考工作的要求，提高学生思维能力。 8’ GW/C ... ...