Using LanguageⅠppt课件教学实录

Unit1: Cultural relics

【教材版本与册数】人教版高中英语必修二

【单元名称】Unit1 Cultural relics 【课时】Using language (第4节）

【课型】Listening and Speaking（听说课）

教材版本：人教版

册数：高中必修二

单元：Unit1

课型（课时）：听说课（第4课时）

教

材

分

析

本单元以Cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源、发展和保护等方面的情况，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点。

Using language部分介绍了什么是事实，什么是观点。在接下来的听力练习中的出现了一些事实和观点。通过本节课的学习，能够使学生更好地掌握事实和观点的差异，提高辩论能力。听说课主要是介绍两个琥珀屋线索的两个故事，按照“阅读输入—听力训练—口头输出”

的过程逐层递进。通过本单元的学习能够使学生学会：1.初步掌握听力的技巧（预测、关键词、速记）2.阅读文章时能找到关键细节，以判断事实和想法3.语言表达部分是最重要的输出环节，也是检验学生是否真正在这堂课有所收获的板块，通过事实和想法来判断两个故事的真实可信度，通过教材中提供的表达来证明自己的判断，不仅考察了高中英语核心素养中的“语言能力”，还考察了“思维品质”和“学习能力”。

教

学

1.

语言知识目标：

通过本节课的学习，学生能熟练使用以下词汇、短语和句型：

目

标

fact, prove, opinion, true information, evidence, by the light of , the entrance to, bury, full of treasure, search for, castle, explode, on fire, could have done, 2.

语言能力目标：

学生能够根据听力材料给出自己的看法。用到以下句型：

Do/Don’t you think that..?

Would you consider...? Why/Why not...?

Do you have any idea about...? How do you know that?

Are you sure that he/she was telling the truth? What do you think?

What do you think of...? What’s your idea/opinion of...?

What would you say...? How do you feel about?

Who do you think was ...? What are your reasons for saying that? I think/don’t think that...

Sorry, I agree/don’t agree with you. In my opinion...

It can be proved

That can’t be true. I don’t believe...because...

I think.... is telling the truth because... 3. 思维目标: 通过本节课的学习，培养学生发现问题，解决问题，在证据基础上给出自己的判断。

教

学

教学重点：

1)

区分事实和想法

2) 在听力练习中，抓住关键词和关键信息

重

难

点

教学难点：

1) 辨别事实和想法

2）如何用事实和想法去分析，以及论证自己的判断

建

议

教

法

1.情景交际法，任务型教学法，听说课的“3P”教学模式

： P--呈现（语言输入）

P--操练（1.机械操练2. 听力训练）

P--运用（语言输出）

设置情景意义操练 设计听后活动任务，先模仿再迁移

总结，听后设置任务提升学生语言运用能力

2.任务教学法：，在任务的履行过程中，以参与、体验、互

动、交流、合作的学习方式，充分发挥学习者自身的认知能力，调动他们已有的目的语

资源，在实践中感知、认识、应用目的语，在“干”中学，“用”中学，

教学流程

教

学

评

1. 教师能完成预计的教学目的.学生也掌握本节课的教学目标；

2. 通过学习，掌握事实，观点，证据。再通过听力，更深入理解什么是事实，观点。

3.学生能积极参与，认真理解，集中精力做听力练习。

4..听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。

5. 最后的输出活动，不仅考察了学生对事实和想法的辨别能力，还.体现了对学生逻辑思维能力的训练与培养。

（详见相应教学设计）

价

【本课时教学设计】

步骤

预备与激活先期知识

Step 1

T: Hi, everyone. Still remember the Amber Room we learned a few days ago. Who’ like to recall something about it?

T:leads in the topic of searching for the Amber

1.利用复习来建立起本堂课的话题

1.课前要预习，培养过程

措施（教师活动与学生活动）

目的

持续性评价

词汇，简单有效的激活学生与此话题学生的自主学习策略

相关的背景知识激活学生的前期知识。

2. 通过设置悬念激发学生兴趣

2.保持学生持续思考的习惯

Greeting Room.

and Leading in

S: Ss learn some new words by answering the questions .

S: it is made of tons of amber and decorated with ( 5mins ) gold and jewels.

T: What else ?

S: It was a gift sent to Peter the Great in 1716.

T: And ?

S: In 1941, 100,000 pieces from it were put inside wooden boxes on a train for Konisberg.

S:... T: however, as for where it is now, it is still a

mystery,but I have got some information. Let’s start our journey of searching for it.

Step2 Pre- listening

对信息进行简单分类，激发学生的学1.学生对陈述进行事实和想法的区分

2.检查学生的预习，

1.T: classifies the information into facts and 习兴趣

opinions based on ss’ answers and more information.

S: judge and tell fact from opinions.

对信息进行简单判断，为后面的输出给出反馈

任务铺垫

检查预习情况, 制造悬念引出听力部分

（听前）

(5 mins)

2.T: T introduces some of the stories about the clues of Amber Room S: judge whether the stories are reliable

3.

t: checks the information of the reading passage by giving a table to fill in. 让学生进行听前预测，通过要填的内

容猜测可能的答案，为后续听力活动

获取新知识

Step 3 While- listening S: fill in the table. T: Do you think Jan Hasek’s story is believable? 中做铺垫。

部分学生应该能利用此策略获取有效信息. Actually, there are two more stories waiting for us to

judge.

4. T: guides the class to predict the blanks in the rest two tables

1.T: plays the mp3 once S: listen to passage A and fill in the table with the general information Hans Braun’s story ：

1.培养学生听前预测和聚焦关键

信息和关注细节问题的听力策略。

2.能逐步掌握利用听中聚焦关键信息和速记的策略，容易地完成听力任务。

（听中）Hans Braun was a__________who worked in (15 mins)

Konigsberg (哥尼斯堡）. Question：

Where the Amber Room was lost.

1.

T : plays the mp3 again S: listen and fill in the table with more detailed information He was told to ___________________ put some

________________ onto the ship.

The soldiers said that the heavy boxes _________________________________________. The ship ______________. On the voyage, the ship ____________ and sank. Almost _____________. He had to swim three kilometres before ___________________________.

2.

T: plays the mp 3 of passage B once S: listen and fill in the table

Anna Petrov’s job and place: When did the story happen?

3.

T: plays the mp3 of passage B again S: listen and fill in the table _________ came to the castle with __________. __________________ took the boxes into the castle. She heard that a special ___________in the castle was shown to________________. She heard _________________, and she saw __________________. She found some melted (熔化的）pieces of something that looked like _______

The soldiers told her that the melted pieces could have come from _______________.

深度加工知

Step 4 Post- listening1.T: T leads Ss to think more . What listening strategies can you get from previous listening practice?

S:.......

2.T:T briefly introduces other useful listening strategies

1.进一步巩固听力内容，拓展学生思

维。

2.通过询问学生几个问题，逐步引导

学生思考并总结，培养学生良好的听

力习惯。

部分学生能在老师的引导下进行回答，应该有少部分学生能给发现速记的规律。

大部分学生轻松地进行现场对话并自信地3.T：sets examples to show how to judge reliability

of

the

statement

Which person/eyewitness gave the best evidence？

Jan Hasek ,Hans Braun or Anna Petrov?

（听后）

Tips ：

(10mins) The person should give the information that can be

checked or proved;

识

深度加工知识

The best evidence should be factual (of fact) and is

given by someone who is believable.

在足够量的听力材料，和教师示范展示出来。

下，学生可以阐述自己的观点和依赖小组合作完成减少了竞争，最后老师加以点评并对表现好的小4. T: gives some useful expressions in speaking. 的事实，

Finally makes a summary. I tend to （倾向于）think / don’t think that…

In my opinion…He didn’t tell the truth. His ideas can be proved. That can’t be true. I think he told a lie. It is quite clear that …

I don’t believe…because…

I hold the view that …is telling the truth because…

We don’t know for sure …

We can’t be sure…

…give the strongest evidence …

This makes his story more believable. S: work in groups to judge.

很好的锻炼学生组内的组织协调能力，分辨事实和想法能力和逻辑判断组或学生进行表扬，能力

。

也能提高不少学生的积极性。

2.要求学生背诵和摘录好的句型短语

评价学生学习

Step 5 Reflection（5 mins）

1. T: T asks Ss to make reflection on the lesson

引导学生做出自我评价.

逐步引导学生思考,回顾学习目标，养成自测学习效果和对自己的学习策略做出评价和调整

S: check whether they have reached the objectives as

well as the expressions

2. write down your own judgement of the Amber Room.

答案：