Using LanguageⅠ教学设计方案

Unit1 听说课名师教学设计

Book2 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）

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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”。

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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：

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：

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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。

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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

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

【本课时教学设计】

预备与激活先期知识

Step2 Pre-

对信息进行简单分类，激发学生的学步骤

Step 1

T: Hi, everyone. What is the most heated even now on TV? (World Cup) Where is it held? (Russia) We have learned about a wonderful cultural relic of Russia, Amber Room, however, as for where it is now, it is 过程

措施（教师活动与学生活动）

目的

1.利用现在热点话题世界杯来一出话题，简单有效的激活学生与此话题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

Greeting still a mystery, but I have got some information. and Leading in ( 5mins )

Let’s start our journey of searching for it.

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.

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获listening

2.T: T introduces some of the stories about the 对信息进行简单判断，为后面的输出任务铺垫

检查预习情况, 制造悬念引出听力部分

让学生进行听前预测，通过要填的内（听前）

clues of Amber Room

(5 mins)

Step 3 While- listening S: judge whether the stories are reliable 3.

t: checks the information of the reading passage by giving a table to fill in. S: fill in the table. T: Do you think Jan Hasek’s story is believable? Actually, there are two more stories waiting for us to 容猜测可能的答案，为后续听力活动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 ：

Hans Braun was a__________who worked in Konigsberg (哥尼斯堡）. Question：

Where the Amber Room was lost.

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中做铺垫。

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。

取新（听中）1.

T : plays the mp3 again (15 S: listen and fill in the table with more detailed information

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 _

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。

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mins)

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1.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

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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。

深度加工知识

深度

Step 4 Post- listening3.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;

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，和教师示范下，学生可以阐述自己的观点和依赖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…

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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能力

加工知识

…give the strongest evidence …

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

。

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