Unit 1 People of Achievement Using Language Listening and Speaking 教学设计 -2024-2025学年高中英语人教版（2019）选择性必修第一册

【教案】新人教版 选择性必修一 Unit 1 Using Language 课 题 UNIT 1 People of Achievement Period 4 Listening and speaking 学 科 英语 班 级 授课教师 教 学目 标 By the end of this section, students will be able to: 1. Understand the main content about people's achievements in the conversation, while paying attention to conjunctions or phrases that express reasons, such as "because" and "because"; 2. Master some communication skills, such as expressing approval or opposition to elders correctly and using language fillers to give oneself time to think; 3. Share their opinions on the people they admire and provide reasons; 4. By learning from the experiences and contributions of people who have achieved great success both domestically and internationally, we can deeply understand the significance of greatness. 教 学 主 题 本节的教学主题是“探索伟大的意义”。学生将更多地了解这些人物，并将其与对话中提到的信息相匹配，然后讨论他们伟大的原因，表达自己的观点，树立正确的人生观和价值观。同时，要注意表达因果关系的显性和隐性语言。值得注意的是，在听力文本和活动设计中，伟人的范围逐渐从有成就的个人扩展到普通人。 教 学 重 点 1. Guide students to capture key words that express causal relationships in conversations. 2. Guide students to effectively maintain communication using the language function items provided in the textbook. 3. Inspire students to understand the meaning of "greatness" and "success" and express their own opinions. 教 学难 点 1. Understand and comprehend conversations that explore the achievements and qualities of characters. Being able to understand discourse information through language that expresses causal relationships while listening. 2. Be able to use the communication strategy of "using filler language to gain thinking time" in oral expression. 3. Able to systematically narrate the experiences and evaluate the achievements of characters in both oral and written forms. 教 学 内 容 与 过 程 Step 1 Lead-in 教师展示一些关于本课人物的访谈视频或图片，以激发学生的兴趣，为本课的下一节教学内容奠定基础。 Step 2 Pre-listening 1. 学生观察教材第6页中的图片，辨认其中的人物。教师可提问： Do you know these people? Who are they? What are they? 2.学生通过将人物与他们的成就相匹配并了解他们的背景来完成活动1。老师可以读出外国人的名字。 3.学生预测长辈和晚辈在对话中欣赏的人物，并为听对话做好准备。 Step 3 While-listening Task 1 Extensive listening 学生第一次听录音，以验证匹配是否正确，以及他们对说话者欣赏对象的猜测是否准确。 Task 2 Intensive listening 1.学生第二次听录音，完成活动2，并通过填写表格来组织信息。老师提醒同学们要注意王两次出现在桌子上，因为王既是对话的参与者，也是他女儿王琳的受人尊敬的人物之一，所以他和其他名人一起被列出。这可以提醒学生，即使是普通人也有伟大之处，并加深单元主题的意义。 教学提示：教师需要引导学生分析对话的语言逻辑。从逻辑的角度来看，表达意见和陈述理由往往是相邻的。由此，学生可以观察到，这段对话中的表达顺序是：表达观点-思考 考试-表达更详细的观点-提供支持理由-提供额外的解释。 2. 学生先浏览活动3中的三个问题，明确问题所指（说话人的观点和理由），然后听第三遍录音，借助以下表格完成笔记，提取关于理由的关键信息。 Speaker Person admired Reason for admiration Anna Smith Elon Musk His companies are all really _______ and _______. He’s made _______ dollars. Wang Lin Elon Musk He must be a really _______ guy and _______ right now! Anna Smith Bill Gates Jack Ma They are ________ smart, too. _______ money they _______ make! Dr Wang Alexander Fleming Florence Nightingale Zhong Nanshan They _______ made millions of dollars, but their _______ to health care have saved _______. Wang Lin Bill Gates Jack Ma They have _______ millions of dollars to _______. Anna Smith Elon Musk Bill Gates I like those people because they have _______ to achieve their goals and have _______ to society. Wang Lin Jack Ma Dr Wang Without him, I wouldn’t _______ to shop online! You ________ me, Dad ... 3. 学生运用表达因果关系的语言，回答活动3中的三个问题。 Step 4 Post-listening (Speaking) 1.活动4表中的学生普通人、科学家、环保主义者、探险家、发明家、政治家从六个类别中选择一个类别，并列出几个字符。学生还可以添加其他类别进行列表。然后，每个学生从他们中选择一个角色，并思考他们钦佩他们的原因。 2.学生可以配对并介绍他们钦佩的人物，使用活动5中的语言功能项给自己更多的时间思考，使交流更加自然。 3.学生将参加题为“我对伟大的理解”的演讲比赛。学生根据上述问题以及他们所学的内容和语言，描述具体的人物，谈论他们对“伟大”和“成功”的理解，并陈述他们的原因。演讲时要注意观点和理由之间的逻辑关系。 Step 5 Homework Interview a classmate to learn about someone they admire and inquire about the reasons behind it. Next class, present the dialogue in class. 备注 学科网（北京）股份有限公司 $$