Unit 1 People of achievement Using language 听说 教学设计 -2024-2025学年高中英语人教版（2019）选择性必修第一册

《选必一U1听说》教学设计 1、 教学目标 After this class, students should 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. 二、教材分析 【in the whole textbooks for seniors 】 This English textbook is the first book of the optional compulsory course by People's Education Press for high school students, which emphasizes activities and using language to do things. With themes as guidance and discourses as support, the textbook highlights the exploration of themes. Besides, the textbook stresses the integration of language learning and the development of thinking quality, and pays attention to the guidance of learning strategies and the cultivation of students' independent learning ability. In addition, the textbook makes full use of video resources, focuses on stimulating students' interest in learning, and develops students' audio-visual ability. 【in the optional textbooks for seniors 】 After learning three required books in Grade one, students are able to understand multi-modal discourses like listening materials and videos, which is required in the curriculum standard for required coursebooks. As for comprehension skills required for the optional compulsory courses, the ability of identifying main points and supporting evidence is required in the curriculum standard. As for the expressive skills required for the optional compulsory courses, the abilities of conveying information, demonstrating ideas, and expressing emotions are required in the curriculum standard. 【in this unit】 The title of this unit is “People of Achievement”, with the opening page of Tu Youyou being awarded the Nobel Prize as the theme picture. The photo content echoes with the main reading material and the topic of this unit. The quote of this unit "Try to become not a man of success, but try rather to become a man of value" is from the world famous scientist Albert Einstein, which expresses Einstein's understanding of the value of life: to work hard is not to achieve success, but to become a valuable person. A person's understanding of the value and meaning of life determines his or her definition of success. In the period of value formation, high school students need examples to guide them to establish a correct outlook of life and values, and to plan their own life paths. This listening and speaking class is the third lesson of this unit. In the first lesson, students learned about the news report about Tu Youyou winning the Nobel Prize, and in the second lesson, they learned non-restrictive attributive clauses and their pragmatic functions. The theme of this class is "Exploring the meaning of greatness". By learning more about great Chinese and foreign people, students should be able to discuss the reasons for their greatness, and express their own views, and then establish a correct world and life outlook. Besides, this class guides students to pay attention to the explicit and implicit languages that express causality, and the scope of great people in the listening text is gradually expanded from highly accomplished people to ordinary people, which encourages students to think about the direction of future efforts, and to make a proper life plan. In addition, this lesson is a good preparation for the next reading for writing lesson, "Introducing Someone you admire". 【in this listening and speaking part】 The listening text includes an interview about career choice, which starts with Anna going to Wang Le's home for an appointment. Anna and Wang Le have to complete an investigation task of a "career planning project" assigned by the school together, and they choose to interview Dr Wang, Wang Le's father. The listening material focuses on five figures in the medical field: Zhong Nanshan, Wu Mengchao, Tu Youyou, Fleming and Nightingale, who have made outstanding achievements and contributions in the field of medical research at home and abroad. The logic of the dialogue starts from the influence of great people on the career choice of common people, and expands to the discussion and evaluation of the great qualities of the characters, and finally, Wang Le expresses the greatness of his father to inspire students to think: Great people are not only those who have made great contributions to human society, but also those who have valuable qualities. Great people can be found around us. Considering that only a little information of the five great Chinese and foreign figures in the listening materials are introduced, we think it necessary and important to add some more information about them. The results of the pre-class questionnaire survey shows that students are very familiar with Tu Youyou and Zhong Nanshan, but some of them lack knowledge of Wu Mengchao, and more than half students lack knowledge of Nightingale and Fleming. Students want to learn more about their family background, work experiences, qualities and anecdotes, so the teacher can supplement some listening materials based on the theme and students requirements to help them develop a better understanding of the theme: greatness. 三、学情分析 The students are Grade two students of Shijiazhuang Foreign Language School, a provincial demonstration high school and a "Double New" demonstration school. They have certain background knowledge on the theme "People of Achievement", and are also capable of acquiring basic information of listening texts, combing and integrating them, and then generate new ideas. However,students are not sensitive enough to the summary of gist during listening, they haven’t developed the habit of taking notes while listening and they are not sensitive to the non-restrictive attributive clause showing reasons in the listening text, so teachers should guide them to summarize the main idea and enrich their expressions for reasons. Besides, students still lack deep information extracting ability in listening materials, and they lack a deep understanding of the connotation of greatness, so relevant materials based on the topic should be supplemented to help students to not only developed listening skills but also explore the profound connotation of greatness. Continuous interaction between students and the teacher is needed and the teacher also needs to give positive guidance to the values of life based on the actual situation of students, and encourage them to work hard for the future with great people as examples. 四、教学重难点 【Key points in teaching】 Guiding students to capture supporting evidence of the key information in the monologue; Facilitating students’ recognition of discourse markers of reasons for admiration of the speakers in the interview; Enlightening students to analyze and interpret the meaning of greatness. 【Difficult points in teaching】 Increasing students’ awareness of the greatness of ordinary people and analyzing and expressing the greatness of different people by supporting evidence to motivate their future actions. 五、教学过程 教师活动 学生活动 设计意图 I. What Students know (3 minutes) 1. Teacher explains the questionnaire results about students’ understanding of the five great people and students’ understanding of greatness. teacher points out what students want to know according to the questionnaire done before class. I.What Students know (3 minutes) 1. Students listen to the teachers’ feedback about the questionnaire done before class and recall information about the 5 great people and recollect their understanding of greatness based on their previous knowledge. I.What Students know (3 minutes) 1. To share with students what they already know about the great people and what they want to know to lead in the topic. 2.To arouse students’ interest and activate their background information by telling them this class will focus on what they want to know. II.What Students want to know (22 minutes) 1. Teacher invites Students to choose a mysterious box about listening for gist. 2.Teacher invites students to listen to the chosen dialogue about Wu Mengchao or Fleming and summarize the main idea and state reasons. Teacher reminds students to pay attention to repeated key information for main idea. 3.Teacher invites students to listen to the other dialogue about Fleming or Wu Mengchao and summarize the main idea and state reasons. 4.Teacher invites students to choose a mysterious box about listening for supporting evidence. 5.Teacher invites students to listen to the chosen monologue about Nightingale or Fleming and take notes on their handouts. Then teacher invites students to exchange ideas with his or her deskmate, and then invites students to check answers.(each in charge of the supporting evidence of one quality ) 6.Teacher asks students: What do you know about greatness from this material? 7.Teacher invites students to recall their memory about discourse markers for reasons and add some others for students’ reference. Then teacher invites students to listen to an interview and find out the speakers’ admiration and reasons. 8.Teacher reminds students when speakers show their admiration, they may say it directly, or agree with someone else’ ideas when students met difficulties during checking answers. 9.Teacher invites students to listen to the relevant parts again and share answers. Then teacher asks students 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. 10. Teacher invites students to think about Wang Le’s words in the end and encourages students to have a general impression about the greatness of ordinary people. 1. Students choose a mysterious box about what they want to know and get a task of listening for gist. 2. Students listen to a dialogue about Wu Mengchao or Fleming and summarize the main idea and state reasons. 3.Students listen to the other dialogue about Fleming or Wu Mengchao and summarize the main idea and state reasons. 4.Students choose a mysterious box about listening for supporting evidence. 5.Students listen to the chosen monologue about Nightingale or Fleming and take notes on their handouts. Then students exchange ideas with his or her deskmate, and then share answers. (each in charge of the supporting evidence of one quality ) 6.Students share their understanding of greatness learned from Nightingale: Great people possess good qualities. 7.Students recall their memory about discourse markers for reasons and pay attention to more of them under the teacher’s instruction. Then students listen to an interview and tick the speakers’ admiration and state reasons for Dr. Wang’s career choice. 8. Students bear in mind the teachers tip (when speakers show their admiration, they may say it directly, or agree with someone else’ idea) and re-listen to some clips related to the questions they are not sure to answer. 9.Students think about the relationships between Dr Wang’s job and these great people and get the conclusion that great people have positive influences on others. 10. Students think about Wang Le’s words in the end to have a general impression about the greatness of ordinary people. 1. To further arouse students’ interest and class participation by choosing a mysterious box. 2. To enable students to better grasp the strategy of listening for main idea with dialogues related to the people they want to know. 3.To further arouse students’ interest and class participation by choosing a mysterious box again. 4.To enable students to better grasp the strategy of listening for supporting evidence with monologues related to the people they want to know. 5.To enable students to increase note-taking and sharing ability. 6. To enable students to have a better understanding of Nightingale’s quality and have a better understanding of greatness:Great people possess good qualities. 7. Students enhance the strategy of listening for reasons by recalling discourse markers for reasons and paying attention to them while listening. Enable students to have a better understanding of reason expressions to prepare for the speaking part. 8.Re-listening of clips that students have problems help strengthens their listening strategy for admiration and for reasons. 9.To enable students to understand the influences of great people on ordinary people’s choices. 10.To guide students to infer the meaning of greatness of the ordinary people generally based on the listening material. III. What students had learned (15 minutes) 1.Teacher invites students to watch a video about the people around them and think about their greatness. Then teacher invites each group to choose one photo from the video clip that impresses you most and describe the chosen photo and express greatness in it within five sentences. 2.Teacher invites students to work in groups, share opinions with each other and finish one mind map each group using a red pen with what you have learned about greatness. At the same time, teacher invites a volunteer group for a special task.(investigate their classmates’ opinion about greatness and draw a conclusion) Then teacher invites three groups to share, including the volunteer group. 3.Teacher invites students to finish a checklist about what they have learned today and asks them to hand it in after class. 4. Teacher assigns required and optional assignments. 1.Students watch a video about the people around them and think about their greatness. Then each group choose one photo from the video clip that impresses them most and describe the chosen photo and express greatness in it within five sentences. 2. Students 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, a volunteer group do a special task.(investigate their classmates’ opinion about greatness and draw a conclusion) Then three groups, including the volunteer group, share their opinions about greatness with their mind maps. 3.Students finish a checklist about what they have learned today and remember to hand it in after class. 4. Students listen to teacher’s instructions of the required and optional assignments. 1. To enable students to generate better understanding of the meaning of greatness based on the photos in the video. 2.To help students practice the usage of expressions related to greatness and reasons through their group collaboration and expression. To enable students to make use of what they have learned today to generate a comprehensive understanding of the meaning of greatness. Students enhance their teamwork ability by making a mind map and sharing ideas together. The special task for the volunteer group can motivate students to think and express actively, and help students know their peer’s ideas. The report with a mind map is a highlight, which set examples for their peers and encourage them for active future action. 3.To help students to reflect the key points of this class. Bearing the meaning of greatness in mind, students will do a better job in the future and try to be a great person with active action. 4.Required and optional choices of assignments meet the needs of different students. Movies with the theme of great people and common people help further deepen students’ understanding of greatness. The listening material of Einstein and the summary of reasons help consolidate what we have learned today, and is a preparation for next class. 六、作业设计（适应“双减”要求的分层作业） 1. Required assignment: Watch movies: OPPENHEIMER or Pay it Forward. Share your feelings with your classmates with supporting evidence and reasons. 2. Optional assignment: Listen to the article The professor and the Yo-yo and orally summarize why Einstein is a great person. 七、教学反思 【objectives of listening and speaking strategies】 Overall, the teaching objectives have been achieved. Students knew that they should focus on repeated key words when summarizing the gist of the dialogues, they are able to capture supporting evidence of the key information in the monologue, and they can recognize reasons for admiration of the speakers in the interview. By analyzing the qualities and influences of great as well as ordinary people, they had a better and deeper understanding of greatness, and they can collaborate with each other to express their ideas about greatness with the help of a mind map drawn by themselves. The class atmosphere is harmonious as the teacher follow the pattern of what they know-what they want to know-what they have learnt--what they still want to know. The mind map drawn by each group is a highlight, which shows their comprehensively understanding of the meaning of greatness. 【class activities】 The class is student-centred as they are invited to exchange opinions and express themselves several times. Besides, the use of mysterious boxes is attractive and novel, which motivates them for more class participation and active action. The video made by the teacher effectively arouse students’ resonance, and the language support is integrated into every step of the class. 【further improvement】 However, there are still some points that need to be improved. For instance, during the presentation of their mind map, there is no chance for more groups to share during the limitation of time. The teacher can simplify some instruction languages to save some time for students presentation. Besides, the voice of some students who answer questions is not loud enough, which may need more reminders from the teacher. 学科网（北京）股份有限公司 $$