Unit 5 Period 1 Listening and Speaking（教学设计）英语人教版2019必修第一册

Unit 5 Languages Around The World Period 1 Listening and Speaking教学设计 教学基本信息 单元名称 必修第一册Unit5 Languages Around The World 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 1课时(45mins) 课型 听说课 教学设计理念 1. 主题引领：围绕新课程标准“人与社会”主题语境下的"世界语言多样性"展开，通过探究语言学习的意义，培养学生的国际视野和跨文化意识，培养新课标所说的具有全球性视野的人才。 2. KWL模式：运用“已知(K)-想知(W)-学知(L)”的教学路径对学生学情进行分析，了解学生已有知识，激活学生未知，引导学生进行自主探究。 3. 能力进阶：践行“学习理解-应用实践-迁移创新”的英语学习活动观，设计环环相扣的教学活动，实现从语言输入到输出的完整闭环。 4. 思维可视化：运用思维导图、KWL表格等思维可视化工具，帮助学生梳理知识结构，培养学生思维品质级，让核心素养落地。 教材分析 【What】该听力文本是一篇关于语言学习的演讲，话题围绕两部分展开： 1. 世界语言概况：介绍全球语言数量、母语使用人数最多的语言及联合国官方语言； 2. 学习外语的原因：有利于就业和与家人朋友交流的需求，并举了两个具体例子进行说明。 【Why】通过对该听力文本的学习，帮助学生认识语言多样性，培养国际视野和文化包容态度；反思个人语言学习动机，激发内在学习驱动力；理解语言作为交流工具和文化载体的双重价值。 【How】文本结构清晰，为总分式论证结构，有明确主题句It’s wise to learn at least one other foreign language；在语言使用上，使用一般现在时说明客观事实，并使用语言学习相关语块，如native speakers、official languages等；句式多样化且信息丰富，如运用定语从句languages that are spoken at the UN等来限定名词。同时文本涉及演讲技巧：使用设问（最后一段两个问题）、转折词（however, but）和例证法增强说服力。 学情分析 1. What I know 学生对英语的重要性有基本了解且知道几种常见国家语言（如法语、西班牙语）；有一定的外语学习体验，并对英语学习持积极态度；了解相关语言语块及语言知识，如official language等。 2. What I want to know 在主题方面，学生想要进一步了解全球语言分布情况；联合国官方语言有哪些及学习其他外语的实际价值与如何有效学习外语。在学习策略方面，想要了解获取听力主旨和细节信息的策略及演讲文本的组织方式；在语言能力方面，想要了解更多语块及句式表达个人想要学习的语言及选择原因。 3. What I learned 通过对该文本的学习，学生能够熟悉演讲文体，关注语篇逻辑连接词和代词指代，并通过该策略获取重点信息；捕捉听力中的数字信息（如语言数量等）和例证细节；运用多样词汇、语块表达个人观点，进行有效输出，运用积极态度看待语言学习。 教学目标 1.语言能力 ①听懂世界上语言种类总数、联合国官方语言，本土语言使用最多的语言、第二语言、外语等相关内容；理解并运用语言学习相关词汇（native, attitude, official language等）； ②使用目标语言谈论个人想学外语类型和学习原因。 2.学习能力 ①能够在听力中获取主旨大意，细节信息，运用预测、关键词捕捉等听力策略； ②能够关注听力中重要代词的指代作用以及转折连词起到的先抑后扬的语用功能。 3.文化意识 ①能够了解联合国的工作语言以及其他国家的官方语言，开阔学生的国际视野，能从多 角度思考外语学习的动机； ②能从国家和自身的需要出发，了解语言学习的重要性,意识到一门外语能为他们的未来提供更多的可能。 4.思维品质 学生通过听取事实性的信息、梳理文中学习外语的原因，分析演讲者的论证方法（例证、数据），评估不同语言学习动机的合理性能够对当今社会背景下外语学习的重要性进行深入思考，提升分析问题的能力。 教学重难点 教学重点 1. 获取听力文本的主旨、细节和推断信息 2. 理解并运用语言学习相关表达 教学难点 1. 分析演讲文本的组织结构和论证方法 2. 用恰当语言表达语言学习选择和原因 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Step 1 Lead in 以AI数字人高中学生视频导入，提出问题 How to say HELLO in different languages？ 并在学生讨论后播放视频为学生呈现HELLO的多语言形式。 ●激活学生已有知识，激发学生对多语言学习的学习兴趣，同时为接下来的学习做好铺垫。 3min Step 2 Pre-Listening Activity: Match each photo with the correct country name and discuss their official languages. ●帮助学生了解世界不同国家说什么语言以及每个国家官方语言是什么，为后续听力做好铺垫。 5min Step 3 While-Listening 1. Listening for details Listen to a speech and tick the two languages with the most native speakers. Circle the official languages of the United Nations (UN). 答案：Chinese and Spanish are two languages with the most native speakers. Russian、Chinese、Spanish、Arabic、English and French are six official languages of the UN. 2. Listening for numbers Listen again and choose the right answer ①How many languages are there in the world? A. Nearly 7000. B. Nearly 700. C. Nearly 6000. ②How many billion people speak the UN’s official languages as their native or second languages? A. Around 28. B. Around 2.8. C. Around 2.7. 答案：A B (Tip 1 for listening: Pay attention to numbers when answering questions starting with “How many” is given here.) 3. Listening for attitude Listen to figure out speaker’s attitude ①What is the attitude of the speaker towards foreign language learning? 答案：Supportive. It’s very useful to learn one or more foreign languages. （Tip 2 for listening: pay attention to the logical words like but, however, so, because and so on while listening is given here.) 4. Listening for reasons Listen to figure out reasons for foreign language learning and fill in the chart What language(s) students choose to learn Why one of the UN official languages (many students ) Danish (an American girl) French (another young lady) Tip 3 for listening: Pronouns (it, they, she, etc.) refer to something or somebody mentioned earlier. Pay attention to the context of words to help you understand what the pronouns refer to is given here 5. Listen to the whole speech and fill the blanks To some students, it seems that the only foreign language to learn is English. There are, however, nearly languages in the world. After Chinese, the language with the most native language speakers isn’t English, it’s ! Learning English is very useful, but it is wise to learn at least one other foreign language, if possible. There are many reasons why people learn a foreign language. Many students choose to study one of the languages that are spoken at the UN. As they think it means in the future. The UN has six official languages: . They are spoken by around 2.8 billion people as their native or second languages. Some students, though, choose to study a language because of . One American girl chose to learn Danish because her grandparents were from Denmark. When she was little, her grandpa used to read letters to her in Danish from their relatives in Denmark. Another young lady started learning French because she had several friends from African countries where French is spoken. 答案：7000; Spanish; better job chances; Arabic, Chinese, English, French, Russian, and Spanish; family or friends. ●采用环环相扣的教学活动，从听细节到听数字，再到听态度，以及最后的听原因。帮助学生掌握不同的听力策略和技巧。如在回答以how many开头的句子时关注文中的数字;基于重点的逻辑衔接词来关注重点信息;以及注重听力音频中的代词指代问题。最后通过探讨听力音频中提到的学习外语的原因，帮助学生梳理表格信息，使学生进一步思考自身学习外语的原因为后续的听后活动做好铺垫。 活动5对听力文本中的重点知识进行挖空，再帮助学生进一步巩固复习。 25min 应用实践 Step4 Post-Listening Activity1: Figure out more reasons based on the dialogue in the textbook and work in groups to discuss which other language(s) you want to learn and why. Example: A: What language do you want to study? B: I really want to study French. I think it sounds beautiful A: Why? Do you want to go to France some day? B: Of course/Yes, I’d like to. Also, French is used by many international organisations around the world. Do you know that FIFA’s full name is in French? A: Oh, I remember that. But I don’t know how to pronounce it. Activity2: Proverbs sharing To have another language is to possess a second soul. — Charlemagne 掌握另一门语言，就是拥有第二个灵魂。 The limits of my language mean the limits of my world. — Ludwig Wittgenstein 语言的限制就是世界的限制。 Learning another language is not only learning different words for the same things, but learning another way to think about things. — Flora Lewis 学习另一种语言不仅是学习用不同的词表达相同的事物，更是学习另一种思考方式。 A different language is a different vision of life. — Federico Fellini 不同的语言代表不同的生活视角。 ●通过小组活动，讨论和分享自己想学的外国语言及其原因，达到学以致用，提高英语表达能力的目的。 同时分享谚语让学生知道外语学习的重要性，鼓励学生成为具有全球视野及国际情怀的新时代高中生。 10min 迁移创新 作业内容 作业设计意图 2min 本节课作业分为必做作业和选做作业，为分层作业。 Must do: Prepare a speech to talk about the desired language to learn and the reasons. Choose to do: Search more information about the benefits and importance of studying foreign language and the ways to promote Chinese learning around the word. 参考范文： Good morning, everyone! The language I want to learn is French. There are several reasons for my choice. First, French is widely spoken around the world, and learning it can broaden my horizons. It is the official language of many international organizations, such as the UN. Second, France has a rich culture, including art, literature, and fashion. By learning French, I can better appreciate its cultural treasures. Finally, mastering French may provide more opportunities for travel, study, or work in the future. In short, learning French will help me communicate with more people and explore a fascinating culture. Thank you！ ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit5 Languages Around The World Listening and Speaking 教学反思 七、教学反思 1. 成功之处： 导入有效地激活了背景知识，问题导向使听力活动更具目的性； 环环相扣的教学活动帮助学生深入理解听力文本，掌握听力策略。 2. 改进空间： 可增加分层任务； 可以让学生来试着出听力题，培养学生的逆向思维； 听力活动趣味性可以更强一些。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$