Unit 5 Languages Around the World Listening and Speaking 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

Unit5 Listening and Speaking 课时内容 Explore languages around the world 主题语境：人与自我 主题群：生活与学习 子主题：语言发展和语言学习 语篇类型：演讲 文本分析：该板块要求学生通过听一段介绍语言和语言学习的演讲，了解联合国的工作语言，并和同伴探讨自己希望学习的外语及学习的动机和理由。作为演讲文体，文本语言注重节奏，讲究对转折、欲扬先抑等技巧的运用，以制造兴奋点，吸引注意力，引起青年听众的共鸣，并逐步引导听众随着演讲者的陈述，分析和思考相关的内容。 课时目标 学完本课后，学生能够： 1．获取与梳理演讲者对语言学习的基本态度、关于世界上的语言的事实性信息和人们学习外语的原因。 2．通过概括与整合，结合自己的实际情况，谈论自己希望学习的外语及学习的动机。 3．引导学生从跨文化的视角观察和认识世界，对外语学习做出正确的价值判断。 重点难点 重点：获取与梳理演讲者对语言学习的基本态度、关于世界上的语言的事实性信息和学习外语的原因。 难点：通过概括与整合，结合自己的实际情况，谈论自己希望学习的外语及学习的动机。 教学准备 教师准备：选取导入部分所使用的视频和图片。 学生准备：预习本节课的新词汇和内容。 Step I 学习理解 活动一：感知与注意 1.Watch and answer. Ask students to watch a video about using different languages to say “Happy New Year!" from Foreign Ministry spokesman and answer the questions. ·What languages does he speak? ·Do you want to be a Foreign Ministry spokesman in the future? Why? Suggested answers: ·English, French, Russian, Arabic, Spanish, Korean, Japanese, Hindi, Urdu,German, Portuguese. ·（略） 【设计意图】通过观看视频，激发学生的学习兴趣，让学生对外语学习有憧憬和期待，从而引发学生了解世界语言的内驱力，引导学生从跨文化的视角观察和认识世界，对外语学习做出正确的价值判断。 2. Look and answer. Ask students to look at the picture and answer the questions. ·Do you know where the photo was taken? ·Which languages do you think are officially used here? Suggested answers: ·The photo was taken at a United Nations General Assembly meeting. ·English, Chinese, French, Spanish, Arabic, and Russian are officially used here. 【设计意图】通过图片，让学生了解学习语言的背景知识，以解决实际问题为目标，积极、主动地，批判性地学习新的知识，也为深度学习奠定了基础。 3. Look and match. Before listening, ask students to look at the photos and match each photo with the correct country name. Then have them discuss which languages are spoken in these countries.(Activity 1) Suggested answers: France ③ Russia ④ Germany ② Spain ⑥ Canada ① India⑤ France: French Russia: Russian Germany:German Spain: Spanish (Castilian); there are several regional languages, such as Catalan and Basque Canada: English, French India: Hindi, English; there are 22 major languages 【设计意图】激活学生关于世界上的语言的已有知识，尤其是关于联合国官方语言的知识，构建自己的知识结构，将已有的知识进行迁移与应用，从而引入本课时的主题--世界上的语言，同时初步引出以下新词汇，如Arabic、native language、second language、official language、the UN等，引发学生初步关注话题，为听说活动做好准备。 活动二：获取与梳理 1.Listen and tick. Ask studentsto listen to a speech and tick the two languages with the most native speakers. Then let them circle the official languages of the United Nations(UN). (Activity 2) Suggested answers: Two languages with the most native speakers: Chinese; Spanish Official languages of the UN: Arabic; Chinese; English; French; Russian; Spanish 【设计意图】通过第一遍听录音，让学生了解两种母语使用者最多的语言以及联合国的官方语言，从而将学习内容进行有机整合，进一步促进本课的深度学习。 2.Learn the strategy. (1)Ask students to go through the learning strategy and make sure they understand its meaning. (2)Ask students to listen to the speech again and answer the questions. (Activity 3) ·What is the main topic of this speech? ·How many languages are there in the world? ·How many billion people speak the UN's official languages as their native or second language? ·What is the attitude of the speaker towards foreign language learning? 【设计意图】该环节的主要目的是获取和梳理演讲者对语言学习的基本态度、关于世界语言的事实性信息和学习外语的原因，并且在这个过程渗透了听力学习策略的训练，有助于提高学生听力理解的能力。 Step II 应用实践 活动三：内化与应用 1. Ask students to listen to the speech again and fill in the blans below. To some students, it seems that the only foreign language to learn is English.There are, however,nearly ① languages in the world. After Chinese,the language with the most ② isn't English-it's ③ Learning English is very ④ ,but ⑤ at least one other foreign language, if possible. Suggested answers: ①7,000 ②native language speakers ③Spanish ④useful ⑤it is wise to learn 【设计意图】通过听录音补全短文，让学生进一步感知和理解世界上的语言，从而培养学生搜集和处理信息、获取新知、分析和解决问题的能力。 偶有所得2. Ask students to read the reference below. Then have them listen to the speech again and answer the question. (Activity 4) ·What do the italicised words refer to in the sentences? ①They think it means better job chances in the future. ②They are spoken by around 2.8 billion people... 【设计意图】本次听力活动，解决代词指代问题，建立信息之间的联系，培养学生的高阶思维。 活动四：描述与阐释 Ask students to work in pairs or groups and discuss which other language(s) they wvant to learn and why. Have them follow the example and the listening material. (Activity 5) 【设计意图】通过概括与整合，让学生结合自己的实际情况，谈论自己对所学外语的选择和原因。通过描述与阐释，创设促进深度学习的真实情景，逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，有助于学生将知识转化为能力，进一步完成深度学习。 Step III 迁移创新 活动五：想象与创造 Ask students to work in groups and discuss the benefits of learning foreign languages. 【设计意图】迁移主题，学以致用-学生利用所学的语言、语篇和文化知识，发散思维，表达自己认为学习外语的好处，从而实现深度学习，促进能力向素养的转化。 Step IV 语音学习（Pronunciation） 1. Ask students to read the words to each other and see if they pronounce them differently. 2. Ask students to listen to the words and pay attention to how the speakers pronounce them. 3. Ask students to listen to the paragraph read by two different speakers. Have them answer the question. ·Which speaker has a British accent and which has an American accent? Suggested answer: ·British accent (woman),American accent (man). 【设计意图】本环节学习了英式发音和关式发音的区别。语音教学是英语教学的一个重要组成部分，既能增强学生学习英语的信心，又能提高他们学习英语的积极性。 板书设计 Unit 5 Languages Around the World Period | Listening and Speaking Details: ·What is the main topic of this speech? ·How many languages are there in the world? ·How many billion people speak the UN's official languages as their native or second language? ·What is the attitude of the speaker towards foreign language learning? 学科网（北京）股份有限公司 $$