Unit 4 History and Traditions Listening and Speaking 教学设计-2024-2025学年高中英语人教版（2019）必修第二册

Book2 Unit 4 History and traditions listening and speaking 1. 理论依据（Theoretical basis） This lesson takes the teaching philosophy from English curriculum criteria as a guiding principle. Based on the concept of big ideas, it aims to develop students ' core competencies through Activity - based English Learning Approach. 2. 教材解析 (Analysis of the discourse ) The theme of this unit is History and traditions. The listening material is the essential part of this unit , and it can be analyzed from the following 3 aspects : 【What】 The central topic of “listening and speaking” is to “Share views on historic sites”. The listening text is a dialogue between a British student and a Chinese student happening on the way to the temple of Confucius. 【Why】The dialogue aims to deepen students understanding of Confucius culture, Confucius Temple, Confucius mansion, cemetery of Confucius and arouse students’ awareness of protecting and spreading Confucius culture. Pay more attention to historic value behind historic sites. 【How】The dialogue naturally integrates English idioms and mentions Shakespeare, the British playwright, so as to provide language materials and context for students to understand English idioms, as well as compare Chinese and foreign cultures, which is helpful for students to express the language such as history, location, Confucius philosophy and significant value of historic sites. 3．学情分析（ Analysis of the target students ) As for my students, they are all senior one. Most of them are highly - motivated and cheerful; they are socially familiar with the topic, naturally curious and creative, They have mastered the basic reading and listening skills ; they are good at collecting factual information ; they have previewed the key words and expressions ; and they can briefly express their ideas . For the weaknesses , they don’t have a clear and deep thinking about Qufu、Confucius and Chinese philosophy; they lack the ability of targeting information from recording, analyzing, inferring and expressing themselves logically and creatively. Also as they are still young, they may possess some immature worldview. But I should see the opportunities, as my topic is appealing to students and the activities can get students fully involved. 4. 教学目标 (Teaching and learning objectives ) Through this lesson , students will be engaged in several activities and learn to : understand and analyze : 1) find out the main idea of listening material. 2) locate specific information through listening the dialogue. (Confucius’ descendants , Confucius temple, Confucius’ educational ideas) apply and practice : 3) sort out the information about the introduction of Confucius. 4) figure out and guess the meaning of English idioms from the context. (Achilles’ heel, Pull one’s leg, Fish out of water) transfer and create: 5) express opinions on Confucius education ideas. 6) introduce Qufu and Confucius using what have been learnt in class. 5. 教学重点和难点（Key and difficult points） Key points: To enable students to realize the importance of idioms in English learning and cultural understanding, guide them to guess the meaning of idioms through context, and help them form the habit of accumulating idiomatic knowledge in their daily learning; to enable students to understand the profound impact of Confucius and his educational ideas on China's historical tradition, thought culture, etc. in a more in-depth way through association, analogy, and comparison, strengthen students' cultural awareness, and guide them to form a correct historical view. Difficult points: Students are able to express views on traditional Confucius educational ideas and introduce a historic sites. To arouse the students’ awareness of protecting historic sites and spreading Chinese culture. 6. 教学方法：(Teaching and learning methods) Teaching methods: Activity-based approach to English learning Learning methods: Learning through activities; cooperative learning method Inquiry-based learning method 7. 教学资源(Teaching materials) Textbook; PPT; worksheet 8. 教学流程图(Teaching flow chart) 9. 教学过程(Teaching procedures ) 注：T=teacher; Ss=students; Q=question; CW= class work; IW= individual work 教学活动设计 设计意图 评价反馈 核心素养提升点 Step 1: Lead in Greet and lead in: T will ask one Q “ How are you today?” to greet students and arouse students interest. Then, T will share with Ss that she got into a dilemma and then will use one sentence “To be or not to be, that is a question.” To introduce Shakespeare and another big person Confucius. Successfully lead into the topic characters of this class 1. 通过回 答今天过的如何？ 既能回顾 自己的 一 天，放松 心情，又能带动学生气氛，引起学生兴趣。 2.教师表 达最近心情，引出 “To be or not to be, that is a question.” 的笔者莎 士比亚。进而引出这 节课的话题人物莎 士比亚和孔子 学生积极互动回答问 题，情绪 饱满热情。通 过广为人知的哈姆雷特至理名言， 可以被成功的带入到莎士比亚和孔子的学习中 思维品质 联想猜测 文化意识 初 步 感 知孔子和 莎士比 亚两位 伟 人 的 文 化 背 景 Step 2: Pre-listening Activity 1: 1.教师生动 1. 学生通 语言能力 Teacher gets students attention and makes up an interesting travel story to lead to four historic sites: the Great Wall; Terra-Cotta Army; Abu Simbel Temple; Stonehenge. (T：“ Attention please! Just image that one day, you and your American friend Amy were on an airplane to travel around the world. And the airplane flew over four historic sites. Look at the picture, what are they?”) Ss answer the questions together and speak out their names. Activity 2: Then, show pictures of Terra-cotta Army and Abu Simbel Temple and ask Ss “ what do you know about them?”. After that, sentences to express history and location are shown to Ss. Ss read sentences aloud and input English sentences. (T: “You and your friend Amy were impressed by the beautiful scenery. So you decided to land in Xian city and Egypt. What do you know about Terra-cotta Army and Abu Simbel Temple”) Given sentences: 1.It has a long history of 2000 years, dating back to Qin dynasty. 2. Located in Egypt, it is one of the most important temples along the River Nile. Activity 3: T will share pictures of Sankong with Ss and raise one question: 1. How much do you know about Sankong? Meanwhile, Ss will speak out their English names 互动分享，通 过让学生想象自己在飞机上环球旅行，飞过四大历史遗迹，激 发学生关于国内外历史遗迹的背景英文知识。 2.紧接着编造飞机停靠三个站点来 进一步深入了解兵马俑， 阿布辛贝 勒 神庙，通过学 生回答，提供 描述地理位置和历史的 句子表达，进 行英文语料 输入，为课堂 最后的口语展示活动做 铺垫，前后呼 应。 3. 了解学 生对于孔庙 question: 1. How much do you know about Sankong? Meanwhile, Ss will speak out their English names. 孔林，孔府的熟悉程度。并且展 示 一 些 生动的图片，激发学生的背景知识 过 观 察 与 思 考 回 答 老 师 问 题。 2. 输入英 语 表 达 地 理 位 置 ， 历 史 的 常 见 句 型 表 达。 提升观 察表达能力文化意识初步 感知儒 家文化三 孔历 史 遗迹和 儒 家 文 化 的 关 系。联 想 想象能力语言能力 Step 3: while-listening Activity 4: T will play the conversation between a British tourist and a Chinese student in Qufu, and Ss will fill in the chart on page 38. Listen to a conversation and Ss write down what they say about Confucius 1. 旨在让 学生能够运 用听力技巧 抓取文本的 关键信息和 主旨大意。(获取与梳理，内化与运用)。 2. 通过填 空形式，降低学生难度，进一步增强学 生对孔子的 了解。并为后文角色扮演 活动做知识 铺垫。锻炼捕捉关键信息 的能力。 3. 处 理 新 词，提高词汇 语言能力 学 生 通 过 对 原 文 的 把 握， 空 的 认 知 ， 在 老 师 的 指 导 下 听 取 关 键 信 息 ， 补 足 内 容 空 缺 ， 总 结 归 纳 要 点 ， 增 加 对 孔 子 进 一 步 了 解。 语言能力 获 取 和 概括 信 息 能 力 Activity 5: T will paly the recording and Ss listen for a second time and decide whether these statements are true, false or not mentioned. If it is false, Ss will give me the correct answer. One minute for Ss to skim the given information 锻炼学生听力解 并且把握事 实细节的能力。 学 生 浏 览 朗 读 ， 学 生 完 成 判 断正误。 语言能力 获 取 和 概括 信 息 能力思维品质推理联想 学习能力 自主学习 Activity 6: After listening, one Q is offered to Ss. “ Why do you think William said his hometown was similar to Qufu?” If Ss can answer this Q based on the second time listening, then T will check the answer and move on. If not, T will play a clip of recording and listen again. Then, another Q for them “what are the possible reasons to limit building heights around historic sites? Most Ss can answer “show respect”. 旨在锻炼学生捕捉信息，并加工思考的能力。基于 听力文本和自己的推断理解给出正确答案。 学 生 依 据 文 本 所听 ， 在 教 师 的 引 导 下 选 出 恰 当答案 语 言 能 力： 获 取 和 概 括 信 息 能力 思维品质 推理联想 能力： 批 判 性 思维 Activity 7: During the listening, Ss have heard some English idioms. T will play the conversation again, and let Ss guess meaning and Chinese equivalents of the following idioms. The third one is a little bit difficult. T can guide Ss to get the answer. Two minutes are given to Ss to write down their answers and think independently. T will ask Ss to check the answer. 通过教材中关于猜测词义的方法，培养根据上下文猜 测词义的听力技巧。 该环节的设计让学生在听和读的过程中关注分析这些信息和线索 学 生 根 据 上 下 文 锻 炼 自 己 的 猜 测 词 义 能 力 。 在 教 师 的 引 导 下 猜 测 所 给 英 语 俚 语 的 英 语 以 及 汉 语意思 语 言 能 力： 概 括 推 理能力 学 习 能 力 ： 自 主学习 思维品质 推理联想 能力 Activity 8: T will show Confucius sayings to Ss and ask Ss to translate them into Chinese. After translating, one Q for them: “Among these sayings, which one impresses you most? And tell us why? ” . Three minutes for them to discuss in groups. And then, three Ss may show their opinions with us. Then, T will praise Ss for their deep understanding of Confucius ideas on education and philosophy. Meanwhile T calls on Ss to shoulder the responsibility of spread Chinese Confucius culture. T put forward a Q “ Are you a qualified spreader?” Maybe Ss would answer “ No or I am not certain”. At this time, T show them the dialogue practice to give them chance to practice to be a qualified spreader. am not certain”. At this time, T show them the dialogue practice to give them chance to practice to be a qualified spreader 本活动旨在培养学生口 语表达和文 化素养能力。 拓宽学生视 野，加深对孔 子文化的理 解。通过分享 最喜欢的孔子谚语，既能 培养学生的口语表达能 力，又能加深 自 己 对 孔 子 思想的了解， 潜移默化熏陶生做孔子 思想和中国 文化的传播者。提问学生是合格的传播者，引出下边 的 对 话练习，通过练习去成为一个合格的传 播者。 学 生 根 据 老 师 指 令 翻 译 孔 子 的 英 文 谚 语 ， 并 分 享 自 己 最 喜 欢 的 一 则 。 学 生 既 可 以 有 话 可 说 ， 又 加 强 兴 趣 。 切 身 体 会 孔 子 文 化 对 自 身 的 影 响。 学 习 能 力 ： 合 作探究 文 化 意 识：了 解 孔 子教 育 思 想 和哲学。 语 言 能 力： 概括 表达能力 能 力 ： 批判性思维 Activity 9: T will show Ss this dialogue practice, work with their partners to complete the dialogue using what they have learnt in this class. (the location and history of Qufu; the introduction of Confucius; the education ideas of Confucius; the significance of historic sites) Ss can refer to given sentence patterns. Then two groups will be invited to the front to show themselves 本活动旨在提高学生的口语表达，内化这节课所学知识，创新 迁移的能力。 将这节课所学关于孔子简介，孔子思想，曲阜历史，地理位置所有信息，自 己填补完整， 整 合 到 导 游和外国游 客对话中，让学生复习巩 固所学并进 行口语产出，切身体会并 做一个合格传播者 学 生 根 据 所 给 对 话 模 板 ， 按 照 要 求 把 这 节 课 所 学 的 东 西 进 行 口 语 输出 学 习 能 力 ： 合 作探究 文 化 意 识 ： 增 强 文 化 自 信 ； 了 解曲 阜 和 孔子 背 后 的 传 统 文 化。 语 言 能 力： 概括 表达能力 Self-assessment T will ask Ss to fill the assessment and finish the quiz for today. Homework Think about a historic sites that you have visited, and give an introduction to its history and importance 作业：以学生 为主体，模仿 上课对曲阜和孔子的介绍，再介绍一 处 你 喜 欢 的历史遗迹，探索背后文 化底蕴 教学反思(Teaching reflection) 本次授课文本是人教版必修- Unit 2 History and traditions 的听说课。确定课题后，教师认真研读教材，结合新课程标准，拟定了本课教学目标与重难点。在教学流程设计时，教学环节是否科学、顺畅，学生活动是否得体，重难点是否突出，时间安排是否合理，我认真进行了推敲、斟酌,最终确定了本课的教学设计。 在教学过程中，教师努力让学生成为学习主体，听说教学过程即听前、听中、听后所 对应的学习过程践行了学习理解、应用实践、迁移创新的英语学习活动观。本课亮点有以 下几个: 其一，以国内国外历史景点图片导入，创造性地设计乘坐飞机旅游的情景，同时给学生输入表达历史和地点的语料。其二，给学生呈现更多英语版本孔子谚语，并让学生翻 译为汉语。进一步再让学生口语输出表达自己最喜欢的一则并说明原因。侧面反映了学生 深深受到孔子文化的影响，并倡导其宣传推广孔子中国传统文化思想。其三，最后一个导 游和外国游客间的对话练习有助于模拟实际情境介绍宣传孔子中国传统文化，呼吁学生肩负起向世界说中国故事的历史责任。其四，对话练习中进行了挖空练习，学生根据关键词提示能把这节课所学知识放入相应空内，自我整合，最后输出对话。复习所学知识，成功的进行迁移创新应用 学科网（北京）股份有限公司 $$