Unit 6 At one with nature Listening&Speaking 教学设计-2024-2025学年高中英语外研版（2019）必修第一册

Book1 Unit6 At one with nature Listening&Speaking教学设计 基本信息 主备人 主持人 集备组 成员 课型 听说课(Listening&Speaking) 板块名称 Using language 课文标题 外研版Book1 Unit 6 At one with nature 授课时长 40 mins 教学分析 教学内容分析 Content Analysis 本节内容是外研版必修一Unit 6 At one with nature, Using language-Listening and speaking部分。本单元的主题语境是“人与自然”，涉及的主题是人与自然和谐相处。听说部分的材料是一位因纽特人的独白，介绍因纽特人的生活方式及其优缺点，引导学生辩证地思考人与环境的关系，自然环境影响人类生活，人类可以充分利用大自然提供的生存环境并对大自然进行适当改造。 学情分析 Students Analysis 本节课的授课对象是高一的学生。从进入高一以来我们班也一直坚持小组教学，经常鼓励学生课堂积极发言，所以学生是有勇气大胆表达自己观点的，只是在口语的表达过程中需要老师进行帮助。但是学生才从初中进入高中，还没有进行过系统的听力能力的训练，高中听力文本和题型相对于初中学生都难许多，学生在听力词汇和技巧上都还比较欠缺，尤其是本单元的听力材料是关于北极因纽特人的生活与习俗的，这是一个学生比较陌生的话题。需要老师在正式进入听力任务之前引导学生对“Did you know?”部分的背景知识进行了解，位听力部分做好准备。 教学目标 Teaching Aims 1. 语言能力(Language Competence)：学生理解听力的主要内容、核心观点和作者的写作意图，掌握文本中的关键词汇和短语，能够用自己的语言总结阅读文章。 2. 文化意识(Cultural Awareness)：培养学生对自然环境保护的意识，同时提高学生对自身环境意识培养的重要性的认识。 3. 思维品质(Thinking Quality)：能够正确判断文章作者的观点和态度，辩证地理解人类生活与自然环境的关系，实现知识与思维能力的迁移。 4. 学习能力(Learning Ability)：学生通过理解、分析和总结课文内容，能够准确表述课文中的观点和论据，培养学生的阅读理解能力和口语表达能力。 教学重点 Teaching Important Points 听懂教材的听力内容，并且应用听力文本中优缺点的表达谈论旅游给我们带来的好处与坏处。 教学难点 Teaching Difficult Points 引导学生思考人与自然的关系，认识到人尊重自然、合理利用与改造自然、与自然和谐相处的重要性。 教学方法 Teaching Methods 1. 教师讲授法：教师向学生介绍课文主题、核心观点和关键词汇，通过解读课文内容，引导学生理解课文，并展示对应的语言点和句子结构。 2. 小组讨论法：教师组织学生进行小组讨论，鼓励学生互相合作、分享观点和总结观点。 3. 视听法：教师使用多媒体资源，如图片、音频和短视频等，帮助学生更直观地理解和感受课文内容。 4. 任务型教学法：通过课堂练习、阅读后的综合训练等形式，提高学生对词汇和句子结构的理解和运用能力。 教学准备 Teaching Preparation 教材，多媒体PPT课件，视频，图片，白板，白板笔。 教学过程 教学步骤 教学活动 设计意图 教学时间 Step1 Lead-in Teacher invites students to talk about the following questions: How many climate zones are there on the earth? What are they? To prepare students for listening. 3mins Step 2 Pre-listening 1. Teacher gets students talk about the 5 pictures in Activity7 on Page 67 and tell which climate zone it is? 2. Students read “Did you know?”individually on Page 67 to get some information of “the Arctic”. 3. Teacher invites students to talk what else they know about the topic and add more relevant information. 4. Students try to predict what the listening script is about. To train students to predict and grasp the main idea and key information of the listening materials. 5mins Step3 While-listening Activity 4 Listening for the main idea 1. Teacher plays the recording. 2. Students check the predictions and identify the pictures mentioned in the Activity7. Activity 5 Listening for detailed information 1. Students go through the table individually before listening. 2. Teacher plays the recording.Students listen and complete the table in Activity8. 3. Students listen again to check the answers. 4. Teacher invites students to read “Learning to learn” to have a better understanding what to do hearing the new words. Activity 6 Listening for speaking 1. Teacher plays the recording and shows the script on screen. 2. Students follow the recording and read aloud and identify the language the girl used to discuss advantages and disadvantages. To train students to predict and grasp the main idea and key information of the listening materials. To help students understand the details of the listening materials. To help students learn the general expression of evaluation and how to discuss advantages and disadvantages. 20mins Step 4 Post-listening Activity 7 1. Teacher gets students to work in pairs to talk about the advantages and disadvantages of the Inuit life with the help of the table. 2. Students work in pairs and act out another conversation to talk about life in the tropics and the Arctic by referring to clues on Page 83 and 86. 3. Teacher shows students the criteria and students watch the performance from different groups,grade and give comments. 4. Teacher has students work in pairs and carry out a conversation to talk about the differences between life in southern and northern China in another situation. Provide help to students when necessary. To help students learn more about the factual information about life in extreme climate zones. 10mins Activity 8 1. Learn more about the Arctic region. 2. Listen to a girl talking about Inuit life.Identify what are mentioned and complete the table. 3. Talk about life in the tropics and the Arctic. 4. Make a new conversation about the differences between life in southern China and northern China. To train students to transfer what they’ve learn in class to discover and express what they’re experiencing in their lives. 2mins Step 5 Homework 1. Compulsory homework: 假如你是Lily,，你的朋友Tom想了解因纽特生活，请你写信告知他。词数80左右。内容包括以下要点： (1) 从housing,food,polar night,tourism,四个方面介绍因纽特生活； (2) 说明因纽特生活方式的优缺点。 (3) 自己对于因纽特生活方式的看法 2.Optional homework: 1. 根据本课所学词汇和句型，从饮食，住宿，服饰等方面，描述藏族地区人们的生活方式及其优缺点。 To help students consolidate what they have learned by providing exercise and enable students to have an organized outline of the knowledge of word formation by asking them to draw a mind map. 1min 板书设计 Inuit life Self-introduction Aspects of life Advantages/ Disadvantages Traditional matter Relationship:closely connected to each other 教学反思 1. 优点：本节听说课教师采纳了多样的教学方法，激发了学生的兴趣，学生发言积极，课堂气氛活泼，教师帮助学生建立了学生的自信心，使他们找到了自身的价值，尝到了胜利的喜悦。 2. 不足：教师应逐步培养学生的学习习惯，要求记笔记会使用工具书，增加自学力量，让学生先记再理解。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$