Unit 6 Surprising Plants Listening, Understanding and Communicating 教学设计-2024-2025学年高中英语重大版（2019）必修第一册

Unit 6 Surprising Plants：Listening, Understanding and Communicating （教学设计） 【教学年级】 高一 【教材版本】 重大版 【课题名称】 必修一 Unit 6 【课 型】 Listening I. 教学背景 主题语境 人与社会（社会交往） 语篇类型 听力材料，对话 语言知识 1. 语音知识。 (1)注意听力过程中的连读和吞音现象。(2)语音的表意功能 2. 词汇知识。 symbolic ，rose, lily, carnations, sunflower, daisy, dozen，hint，proposal，in particular，discount，wrap，splendid ， pretty，personal，dozen 3. 语法知识: 注意对话中情态动词表请求和委婉。 4. 语篇知识。 What: flowers as presents Why: flowers in different countries have different meanings How: different mindset in different peoples 5. 语用知识： 注意对话人中因为关系的差异，说话人的语气有所不同，直接或者委婉不同。根据人物角色，表达称赞，请求，礼貌等态度和目的。 文化知识 不同种的花的不同意义。 语言技能 主要需要学生的听说看的能力，辅助读写能力 学习策略 学生的认知策略，交际策略 基于六要素的语篇分析 II. 教学目标 By the end of this lesson, I will be able to: 1. describe some surprising plants from various aspects(eg. size, value, color, growing environment, meanings in different cultural contexts, etc.) . 2. listen for the key words in the listening materials . 3. use diagrams to collect and organize information. 4. improve the sensibility of listening by speaking . 5. be aware of flowers’ different connotations in different cultural backgrounds . III. 教学方法 brainstorming，情景教学法 IV. 教学重、难点 ￭ 教学重点 1.学生学会听取听力过程中重要信息，抓住关键词及实词 2.通过口语促进听力 3.听力中的词汇和语法情态动词的功能 ￭ 教学难点 1.学生将所学的句型学以致用 2.学生借助情态动词表达自己的情绪，语用功能 V. 教学过程 Stage I Pre-listening(Brain-storming) Look at the pictures and answer questions. 1) What flowers are they? What is the symbolic meaning of each flower? (reference answers)Rose, lily, carnations, sunflower, daisy ,etc. 2) When and for whom do we usually buy it? (reference answers) When we show our appreciation to someone, we will buy carnations for mums, we will buy roses especially for the ones we love,etc. 【设计意图】通过brain-storming，让学生进入课堂，让学生表达他们对鲜花和鲜花的物语的理解，并逐渐引导文化层面对这些花的理解。整个过程达到warming-up的作用。 Stage II: While-listening Step 1 Listen to two conversations and match multiple choices with corresponding conversation(s). 【设计意图】 通过听力过程，抓取原文两段对话的主题，学会把握对话中人物关系，对话目的等。 Step 2 : Listening again and answer questions. 1) What is the strong hint of two roses? 2) What kind of “homework” did the man do? 3) What kind of flowers did the first student want choose for his teacher and why? 4）What did his friend choose and why？ 【设计意图】 通过设计这些问题，达到提高学生听取听力过程关键词的能力。 Step 3 : showing the tape script. 【设计意图】通过展示听力原文，让学生查找刚才练习过程中的发音，词汇，语法问题。 Stage III Post-listening Make up a conversation between a salesman and a customer\customers based on the following situations. The sentence structures in the table below will help a lot. Situation 1 An international student is leaving. Situation 2 Your grandpa’s birthday is coming. Situation 3 A friend’s mother is in hospital. 【设计意图】 通过输入句型，让学生灵活运用，在情景中操练，已达到对句型的合理运用。 Stage IV Self-assessing 学生完成对学习目标、学习过程以及学习策略的反思评价表。 Tick the options that you think you can do well. · □ I can tell some flowers’ names. · □ I know some cultural meanings of some flowers when giving these to others as presents. □ I can listen for some key words much easier. · □I can make a similar dialogue by using what I have learnt from the listening(through sentence patterns,etc) · □ I can be more active in group discussion. 【设计意图】通过反思评价表帮助学生认识自我，引导他们学会监控和调整自己的英语学习过程及学习方式，通过自我评估，达到以评促学的目的 Stage V Assigning homework · Review the words and practise the sentence patterns in our daily life. 【设计意图】培养复习的习惯。课后作业的目的是巩固课内所学，帮助学生将所学知识和能力迁移到课外的生活情景中，用于解决真实生活情景中的问题。 VI. 教学反思 1 / 4 学科网（北京）股份有限公司 $$