Unit 3 Plants第二课时教学设计

I am a flower听说课教案

上海市复兴高级中学

钱陶然

一、

教学设计说明

1.

语料分析

“Nature is speaking”系列公益影片项目由国际性非盈利环保机构——保护国际基金会发起。该系列公益影片项目在美国发布时便获得了好莱坞最具影响力的演员及公众的持续关注与支持，重量级好莱坞大腕纷纷为其“献声”，通过他们的声音，让人类倾听大自然的所知所见，更重要的是倾听大自然给予人类的建议。

《上海市高中英语学科教学基本要求（试验本）》对“人与自然”中“Plants”这一话题的学习要求为（B），即听懂、读懂与该话题相关的表达，并获取相关信息。“Nature is speaking”系列“Flower”这一短片中精致的画面可以让学生直观地感受到花的美，精炼有深度的内容可以帮助学生了解花对人类的馈赠并思考人类对花应持的态度。作为听力材料，该短片的篇幅适中，语料抽象、感性，语言简洁、精炼，其所涉及的排比和拟人等修辞手法具有模仿价值，有助于打磨学生的语言输出。

2.

学情分析

我校2017届高一年级的英语听说课实施小班化分层教学的形式，每节课教师以话题为单位进行听说活动设计。高一上半学期涉及的话题多为“人与社会”方面，如社会交往、大众传媒、旅游等，此次听说课初次涉及“人与自然”的话题，学生对该话题较为陌生。

学生习惯从自身角度出发思考问题、评价事物，加之在认知、经验与分析能力上的局限性，很难设身处地地体会到大自然对人类的重要性。学生需要在教师的引导下，从“人赏花”先过渡到“花看人”，再由花迁移到自然界的海洋、森林、土壤、山脉，切换视角对人类进行劝诫，化听力输入为口语输出。

二、

教学目标

At the end of this class, students will be able to: 1.

Grasp new words and expressions that are related to nature, especially flowers; 2.

Get the main idea and the details of the listening material; 3.

Give a mini presentation on behalf of the ocean, the forest, the soil and the mountain following the pattern of the listening material; 4.

Use stress, repetition and parallelism appropriately to convey strong emotion in their presentation; 5.

Empathize with nature and foster a respectful attitude towards nature.

三、

教学过程

Procedures Students’ activities 



Lead-in Brainstorm the usage of a flower. Brainstorm what nature provides people with. Purposes 借助实物激活学生关于植物的背景知识，头脑风暴活动调动学生的生活经验，让学生初步意识到花和自然界万物在人类生活中的功用。



Pre-listening Think of a verb or a phrase to complete the sentence “I _____ nature” to show their attitude towards nature or their relation with 思考人对自然的态度和人与自然的关系，为之后帮助学生体会到花和自然的重要性做

nature. 

Shift the perspective and consider how nature sees human beings. 



[1st listening] Identify the main idea –

people’s different attitudes towards a flower. [2nd listening] Grasp the details and sum up the three contributions of a flower to human beings based on the key words they have written down. 

While listening 

Work in pairs to write a conclusion sentence for the video to convey the most important message from the flower. Read the original ending aloud and try to put stress on the right word to convey the strong emotion of the flower. 



[3rd listening] Mark the stressed words while listening and then read the script aloud. Work in pairs to look for some other literary devices used in this video that help emphasize the importance of the flower. 

Work in groups to speak for different part of nature: (1) the ocean; (2) the forest; (3) the soil; and (4) the mountain. Describe their features, state their contributions to human Post-listening beings and comment on people’s attitude towards them. Use stress, repetition and parallelism to convey appropriate emotion. 铺垫。在此过程中隐性地进行词汇教学，扫除可能会影响听力理解的生词障碍，同时也为口语输出补充表达方式。

通过问答、提示、引导、补充的过程，锻炼学生完整且准确抓住听力语段主旨和细节的能力，帮助学生理解花对人类的贡献不止停留在物质层面，还滋养和启发人的精神世界，从而引导学生认识到花的重要性。

通过设计视频结束语，促进学生加深对视频主旨的理解；并通过朗读结束语引出“重读”的概念，启发他们探索语料中“反复”和“排比”两种文学手法的效果，加深学生对花的情感理解。

融合本课所学的词汇、句式、文学手法、语言风格和情感态度，让学生模仿听力语料进行口语输出。学生转换角色，由花迁移到海洋、森林、土壤和山脉，站在自然的角度换位思考，替自然发声，从而强化学生对自然界万物的重要性的认同，巩固本节课的语言点和情感态度教育。



Reflection Homework: Reconsider the answer to the question at the beginning –

“I _____ nature.”

回顾课堂内容，呼应开头，升华情感，引发学生对人与自然的关系进行更深层次的反思。

Watch the original versions of Nature is Speaking to see how the ocean, the forest, the soil and the mountain speak for themselves. Download the App（英语趣配音）

and dub the videos.