第五章 第七节人教版选择性必修一Unit 1 People of Achievement大单元整体教学设计；听说课-高中英语单元教学设计

　第五章 基于主题语境的高中英语大单元整体教学设计课例　 099 << 第七节  人教版选择性必修一Unit 1 People of  Achievement 大单元整体教学设计：听说课 一、语篇材料 本节听说课的语篇材料选自人教版选择性必修一 Unit 1 People of Achievement Using Language 部分的访谈对话及作者选编的话题相关课外补充材料。 Listening Text Dr. Wang: Hi, Anna, please come in. Anna Smith: Hi, Dr. Wang! Long time no see! Dr. Wang: Yes, so you’re here to see Wang Le? Anna: Yes, we’re doing a careerplanning project together. Wang Le: Hi, Anna! Dr. Wang: So I’ll leave you two alone. Anna Smith: Please don’t go, Dr. Wang. Actually, we were planning to interview you. Do you have time now? Dr. Wang: Me? Wang Le: Yes, Dad. We want to know what made you choose your career as a doctor. Dr. Wang: That’s a good question. Well, long story short, I’ve always wanted to do great things and help people, which might explain why I entered this line of work. Anna Smith: So were there any people who influenced you? Dr. Wang: Oh, for sure. I would say people like Dr. Zhong Nanshan, who managed the SARS outbreak back in 2003, and Dr. Wu Mengchao, who performed liver operations well into his 90s. Anna Smith: So they were like your role models? Dr. Wang: Yes, exactly. I admired them because I saw the greatness in them. You two must have role models too, right? Wang Le: Yes, that’s right. One of mine is Tu Youyou, whose research led to the discovery of artemisinin. I really admire people like her. >> 100 　高中英语单元教学设计　 Anna Smith: My personal heroes are Alexander Fleming, who discovered penicillin, and Florence Nightingale, the founder of modern nursing. Countless lives were saved due to their amazing work. Dr. Wang: Those are certainly some great people. I admire them too. Anna Smith: So, Dr. Wang, what advice do you have for us, the younger generation? Dr. Wang: I think when you are young, it is very important to find out what really interests you. Also, never lose interest in it when it seems a bit too hard for you. Anna Smith: Thanks, Dr. Wang, that’s really good advice! Successful people always push themselves to do difficult things. Dr. Wang: That’s right, Anna. They challenge themselves to solve difficult problems. It helps them reach their goals and achieve great things. Anna Smith: Yes, exactly! Thank you very much for your time, Dr Wang. You’ve been so helpful! Wang Le: And by the way, if we’re talking about people who do good things and inspire people for me, It’s you, Dad. Supplementary Listening Material (Dialogue) Dialogue 1: Mrs Wang: Morning Adrain, you are reading Nightingale! Tell me something about her schooling. Adrain: All right! Florence Nightingale was educated in St. Peter’s School, a prestigious boarding school from the age of six to seventeen. She later studied nursing in Westminster College from 1851 to 1854. Florence Nightingale’s education was diverse and included both formal academic training in nursing and exposure to broader social and political issues. Dialogue 2: Mrs Wang: Hi, Adrain. You are watching a video about Wu Mengchao? Adrain: Yeah, I am really impressed by his working experience. In 1950, He started his career as a surgery intern at Shanghai Children’s Hospital. In 1955, he moved to Beijing and joined the department of Neurosurgery at Beijing People’s Hospital. In 1985, he established the Department of Neurosurgery at Huashan Hospital, which became one of the most influential centers for neurosurgery in China. He was ceaseless! 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 101 << Mrs Wang: Yes, Dr Wu is known for his significant contributions to the field of neurosurgery by performing numerous complex surgeries and advancing the techniques and practices of neurosurgery in China and beyond. Supplementary Listening Material 2 (Monologue) Monologue 1: Nightingale was known for her many qualities including: Compassion-Nightingale showed great empathy and compassion towards the sick and wounded, often working tirelessly to care for them. Perseverance-despite facing numerous challenges and obstacles, nightingale remained committed to her mission and worked tirelessly to improve health care practices. Innovation-Nightingale was a pioneer in nursing education and introduced many innovative techniques and practices that revolutionized the field of nursing. Monologue 2: Fleming is a down-to-earth person, working silently, without bragging about himself. At first, people didn’t pay much attention to him. When he worked in the laboratory at St. Mary’s Hospital in London, many people called him Little Flem to his face, laughed at him behind his back, and nicknamed him “Old Scottish Antique”. One day, Sir Wright, director of the laboratory, organized a regular business seminar where some of the experimental staff were always talking nonstop and being sensational, but Little Flem remained silent. Sir Wright turned to him and asked, “Little Flem, what do you think?” “Do it.” Little Flem said only two words. What he meant was that instead of continuing such impractical conversation, it was better to do the experiment immediately. At five o’clock in the afternoon, Sir Wright asked him again: “Little Flem, do you have any comments to make now?” “Tea.” It turns out that it’s time for tea. On this day, little Flem only said these three words in the laboratory. 二、教学设计 课题 Explore the meaning of greatness 课型 高二听说课 上课教师 石家庄外国语学校 高 ×× 背景 主题语境 人与社会、人与自我 语篇类型 访谈对话 授课时长 40 分钟 >> 102 　高中英语单元教学设计　 文本分析 【What】本部分的活动主题是听说结合，学生在听的基础上，逐步探寻伟大的含义。 听力中的访谈对话从 Anna 去 Wang Le 家赴约开始，Anna 和 Wang Le 要共同完成 学校布置的“职业计划项目”，并选择了 Wang Le 的父亲 Dr.Wang 作为采访对象。 三人的对话聚焦五位在中外医学包括医药研究领域具有杰出成就和贡献的人物 ：钟 南山、吴孟超、屠呦呦、Fleming 及 Nightingale，从职业选择受行业模范人物的影 响开始，拓展到对人物伟大品质的讨论，最后 Wang Le 表达了父亲带给自己的激励。 【Why】访谈对话选取了医学领域的五位伟人，他们不仅具有卓越的贡献，更具有 勇于挑战、不畏困难、持之以恒等许多优良品质，这些都是他们深受崇拜的原因。 此外，Dr. Wang 也具备许多可贵品质，如乐于助人、认真，并热爱自己的事业， 平凡而伟大。通过分析访谈对话中的人物受崇拜的原因，引导学生探索这些人物 的共同品质，深刻理解伟大的内涵 ：伟大的人物并不仅指那些为人类社会作出巨 大贡献的人，还指人们身边存在的具有可贵品质的人，从而激励学生树立正确的 人生观和价值观。 【How】作者通过一段访谈对话介绍了几位中外医学领域具有杰出成就和贡献的人 物，并对伟大人物深受崇拜的原因进行了分析，最后 Wang Le 表达了对父亲的崇拜， 启发学生思考伟大的深刻含义。对话中使用了很多表示原因的语言，可以引导学 生在听中关注原因的表达，并在听后总结，为后面阐释伟大的含义作铺垫。 学情分析 高二学生对“卓有成就的人”这一主题有一定背景知识，能获取听力文本中的基本 信息，并对其进行梳理和整合。但是学生没有养成边听边记笔记的习惯，对听力 文本中表示原因的一些表达方式不敏感，教师应引导学生总结大意，丰富原因表 达方式。此外，学生缺乏对深度信息的提取能力，对“伟大”的内涵缺乏深刻理解， 教师需要补充主题相关的材料，以帮助学生在培养听力技能的同时，探索“伟大” 的深刻内涵，树立正确的人生价值观，以伟人为榜样，在平凡中实现伟大。 教学目标 By the end of the class, the students will be able to: （1） summarize the gist of the dialogues. （2）capture supporting evidence of the key information in the monologue. （3）recognize reasons for personal admiration for the great people in the interview. （4）analyze and interpret the meaning of greatness. 教学 重难点 重点 ： （1）引导学生捕捉独白中关键信息的支持性证据。 （2）指导学生在访谈中识别原因话语标记，总结原因的表达方式。 （3）启发学生分析和诠释伟大的含义。 难点 ： 提升学生对平凡之伟大的认识，引导学生通过支持性证据分析和表达不同人的伟 大之处，进而激励自己的行动。 续　表 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 103 << 三、教学过程 【What students know】 Lead-in Teacher (T) explains the questionnaire results about students’ understanding of the five great people (Zhong Nanshan, Wu Mengchao, Tu Youyou, Fleming and Nightingale) and students’ understanding of greatness. T points out what students (Ss) want to know according to the questionnaire done before class. Ss listen to the teachers’ feedback about the questionnaire done before class and recall information about the five great people and recollect their understanding of greatness based on their previous knowledge. （图 5-15） 图 5-15  课前问卷调查结果 【设计意图】 通过分析课前学生对伟大含义的理解及本课涉及的五位在医 学领域作出巨大贡献的伟大人物的问卷调查，明确学生的已知，激活学生的背 景知识。通过告知学生本课将关注他们想要了解的人物及内容来激发学生的兴 趣，导入话题。 【What students want to know】 Task 1： Listen for gist （1）T invites Ss to choose a mysterious box about listening for gist. Ss choose a >> 104 　高中英语单元教学设计　 mysterious box about what they want to know and get a task of listening for gist. （2）T invites Ss to listen to the chosen dialogue about Wu Mengchao or Fleming and summarize the main idea and state reasons. T reminds Ss to pay attention to repeated key information for main idea. Ss listen to a dialogue about Wu Mengchao or Fleming and summarize the main idea and state reasons. （3）T invites Ss to listen to the other dialogue about Fleming or Wu Mengchao and summarize the main idea and state reasons. Ss listen to the dialogue and summarize the main idea and state reasons. 【设计意图】通过拆盲盒的方式进一步激发学生的兴趣；通过听学生想要 了解的人的相关对话，加深对相关人物的了解；通过引导学生关注对话中重复 出现的信息提升学生听取大意的能力。 Task 2 Listen for supporting evidence （1） T invites Ss to choose a mysterious box about listening for supporting evidence. Ss choose accordingly. （2）T invites Ss to listen to the chosen monologue about qualities of Nightingale or Fleming and take notes for supporting evidence on their handouts. Then T invites Ss to exchange ideas with his or her deskmate, and then invites Ss to check answers. Ss listen to the chosen monologue about qualities of Nightingale or Fleming and take notes on their handouts. Then Ss exchange ideas with his or her deskmate, and share answers. （3） T asks Ss: What do you know about greatness from this material? Ss share their understanding of greatness learned from Nightingale: Great people possess good qualities. 【设计意图】再次通过抽取盲盒的方式，进一步激发学生的兴趣和课堂 参与度。通过在听的过程中记笔记的方式获取想知人物的相关品质的支撑证 据，提升学生的听力技能，同时通过同伴分享笔记互相补充，更好地理解 Nightingale 的品质。通过追问，学生分享他们从 Nightingale 身上学到的对伟 大的理解：伟大的人都有一些优秀品质。 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 105 << Task 3 Listen for reasons （1）T invites Ss to recall their memory about discourse markers for reasons and add some others for Ss’ reference. Then T invites Ss to listen to an interview and find out the speakers’ admiration and reasons. Ss recall their memory about discourse markers for reasons and add more of them under the T’s instruction. Then Ss listen to an interview and tick the speakers’ admiration and state reasons for Dr. Wang’s career choice. （2）T reminds Ss when speakers show their admiration, they may say it directly, or agree with someone else’ ideas. T invites Ss to listen to the relevant parts again if Ss met difficulties during checking answers. Ss bear in mind the teacher’s tip and re-listen to some clips related to the questions they are not sure to answer. Then T asks Ss to think about the relationship between Dr. Wang’s job and these great people and leads them to get the conclusion: great people have positive influences on others. （3）T invites Ss to think about Wang Le’s words in the end and leads Ss to have a general impression about the greatness of ordinary people. 【设计意图】 学生通过回忆表示原因的话语标记，并在听的过程中注意这 些标记，来掌握听力策略，更好地理解表示原因的相关表达。通过复听有问题 的片段进一步加强听取原因的策略，为后面的口语输出做准备。通过听力材料 中人物及其选择之间的内在关联，引导学生了解伟大人物对普通人选择的积极 影响，并通过听力材料最后部分 Wang Le 的话初步感知平凡人的伟大。 【What students have learned】 Task 4 View and speak T invites Ss to watch a video about the people around them and think about their greatness. Then T invites each group to choose one photo from the video clip that impresses them most and describe the chosen photo and express greatness in it within five sentences. 【设计意图】引导学生通过视频展现的身边人，包括校园里默默奉献的清 洁工、为班级服务的同学、谆谆教诲的教师、努力拼搏的青少年，加深对伟大 含义的深刻理解：伟大距离每个人并不遥远，伟大就在身边。 >> 106 　高中英语单元教学设计　 Task 5 Draw a mind map T invites Ss to work in groups, share opinions with each other and finish one mind map each group using a red pen with what they have learned about greatness. At the same time, T invites a volunteer group for a special task:Investigate their classmates’ opinions about greatness and draw a conclusion. Then T invites 3 groups, including the volunteer group, to share their opinions about greatness with their mind maps. 【设计意图】学生通过小组合作制作思维导图和分享想法，在提升团队合 作能力的同时，进一步内化与“伟大”“原因”相关的表达方式，综合本课所 学对伟大的含义形成全面、深刻的理解，深化主题意义。志愿组的特殊任务可 以激发学生积极思考和表达的欲望，并帮助学生更全面地了解彼此的想法。各 小组通过自己绘制的思维导图展示自己对伟大的理解，并互相借鉴，积极学习 和内化伟人的优良品质，实现平凡的伟大。 Task 6 Self-evaluation and homework （1）T invites Ss to finish a checklist about what they have learned today and asks them to hand it in after class. Ss finish a checklist about what they have learned today and get ready to hand it in after class.（图 5-16） 图 5-16  学生自评表 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 107 << （2）T assigns required and optional assignments. Ss take down teacher’s instructions of assignments. Required assignment: Watch movies: Oppenheimer or Pay it Forward. Share your feelings with your classmates. Optional assignment: Listen to the article “The Professor and the Yo-yo” and orally summarize why Einstein is a great person. 【设计意图】帮助学生反思并总结本节课的要点及收获，激励学生努力成 为一个积极行动的人。必做和选做的作业满足了不同学生的需求，以伟人和普 通人为主题的电影有助于进一步加深学生对伟大含义的深刻理解。爱因斯坦相 关的听力材料和原因总结有助于学生巩固本节课所学，并为下节课作铺垫。 四、教学反思 本节课整体进展顺利，基本达成了教学目标。学生能意识到在总结对话要点时 需要关注重复出现的关键词，能够在独白中捕捉关键信息的支持性证据，能够识别 访谈对话中对话者对伟人钦佩的原因。通过分析伟人和普通人的品质，学生对伟大 的含义有了更全面、深刻的理解，他们可以借助自己绘制的思维导图相互协作，表 达他们对伟大的想法。整节课教师基于学生已知出发，引领学生探索他们想知，并 通过输出检验学生所学，课堂氛围和谐。整节课以学生为中心，学生被多次邀请交 换意见并表达自己的观点。此外，盲盒形式的引入进一步激发了学生课堂参与的积 极性。教师对学生的语言支持融入课堂的每一步，亲自制作的视频有效地引起了学 生的共鸣。小组合作绘制思维导图是本节课的一个亮点，学生的表现出乎意料，充 分证明了他们经过本节课的探索加深了对伟大含义的理解。本节课仍有一些地方可 改进，如展示思维导图的时间有限，没有让更多的小组分享，教师可以简化一些教 学语言，以匀出更多学生展示的时间。此外，一些学生回答问题的声音不够洪亮， 需要教师的友情提醒。 五、板书设计 本节课的板书设计如图 5-17 所示。 >> 108 　高中英语单元教学设计　 图 5-17  板书设计 选做作业听力文本（选自上海外语出版社大学英语二 Unit 4 The Professor and the Yo-yo） The Professor and the Yo-yo My father was a close friend of Albert Einstein. As a shy young visitor to Einstein’s home, I was made to feel at ease when Einstein said, “I have something to show you.” He went to his desk and returned with a Yo-Yo. He tried to show me how it worked but he couldn’t make it roll back up the string. When my turn came, I displayed my few tricks and pointed out to him that the incorrectly looped string had thrown the toy off balance. Einstein nodded, properly impressed by my skill and knowledge. Later, I bought a new Yo-Yo and mailed it to the professor as a Christmas present, and received a poem of thanks. As a boy and then as an adult, I never lost my wonder at the personality that was Einstein. He was the only person I knew who had come to terms with himself and the world around him. He knew what he wanted and he wanted only this: to understand within his limits as a human being the nature of the universe and the logic and simplicity in its functioning. He knew there were answers beyond his intellectual reach. But this did not frustrate him. He was content to go as far as he could. In the 23 years of our friendship, I never saw him show jealousy, vanity, bitterness, anger, resentment, or personal ambition. He seemed immune to these emotions. He was beyond any pretension. Although he corresponded with many of the world’s most important people, his stationery carried only a watermark -W- for Woolworth’s. To do his work he needed only a pencil and a pad of paper. Material things meant nothing to him. I never knew him to carry money because he never had any use for it. He believed in simplicity, so much so that he used only a safety razor and water to shave. 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 109 << When I suggested that he try shaving cream, he said, “The razor and water do the job.” “But Professor, why don’t you try the cream just once?” I argued. “It makes shaving smoother and less painful.” He shrugged. Finally, I presented him with a tube of shaving cream. The next morning when he came down to breakfast, he was beaming with the pleasure of a new, great discovery. “You know, that cream really works,” he announced. “It doesn’t pull the beard. It feels wonderful.” Thereafter, he used the shaving cream every morning until the tube was empty. Then he reverted to using plain water. Einstein was purely and exclusively a theorist. He didn’t have the slightest interest in the practical application of his ideas and theories. His E=mc2 is probably the most famous equation in history - yet Einstein wouldn’t walk down the street to see a reactor create atomic energy. He won the Nobel Prize for his Photoelectric Theory, a series of equations that he considered relatively minor in importance, but he didn’t have any curiosity in observing how his theory made TV possible. My brother once gave the Professor a toy, a bird that balanced on the edge of a bowl of water and repeatedly dunked its head in the water. Einstein watched it in delight, trying to deduce the operating principle. But he couldn’t. The next morning he announced, “I had thought about that bird for a long time before I went to bed and it must work this way…” He began a long explanation. Then he stopped, realizing a flaw in his reasoning. “No, I guess that’s not it,” he said. He pursued various theories for several days until I suggested we take the toy apart to see how it did work. His quick expression of disapproval told me he did not agree with this practical approach. He never did work out the solution. Another puzzle that Einstein could never understand was his own fame. He had developed theories that were profound and capable of exciting relatively few scientists. Yet his name was a household word across the civilized world. “I’ve had good ideas, and so have other men,” he once said. “But it’s been my good fortune that my ideas have been accepted.” He was bewildered by his fame: people wanted to meet him; strangers stared at him on the street; scientists, statesmen, students, and housewives wrote him letters. He never could understand why he received this attention, why he was singled out as something special.