Unit 4 Period 1 Listening and speaking（表格式教学设计）英语人教版必修第三册

学科网（北京）股份有限公司 Unit 4 Space Exploration Period 1 Listening & Speaking教学设计 教学基本信息 单元名称 必修第三册Unit 4 Space Exploration 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语选择性必修第三册 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(40min) 课型 听说课 教学设计理念 主题语境引领下的听说课教学，英语学习活动观。 以学生为主体，注重参与性学习：本课设计围绕学生兴趣和需求，通过小组讨论、结对对话、展示反馈等多样活动，让学生主动参与听力预判、细节提取、观点表达的全过程，打破“教师讲授、学生被动接受”的模式，凸显学生的主体地位，激发学生自主学习的积极性。 2. 输入与输出结合，注重实践性学习：以杨利伟访谈听力为“输入”载体，积累核心词汇和句型，再通过口语讨论、短文写作等“输出”活动，实现“听—学—用”的闭环，体现“语言学习源于实践、用于实践”的观念，着力提升学生的语言运用能力。 3.素养导向，注重综合性学习：本课设计不仅关注语言知识（词汇、句型）和技能（听说）的落实，更将文化意识、思维品质、学习能力的培养融入教学全过程，兼顾知识学习、技能提升和价值引领，体现“全面发展、素养为重”的学习观念，助力学生实现语言学习与综合素养的共同提升。 教材分析 【What】本节课的教学内容围绕“宇航员选拔与太空探索”展开，核心分为三大模块。一是语言知识，重点落实与宇航员选拔相关的核心词汇（astronaut, selection procedure, mental/physical training等）和表达观点、说明要求的基础句型，为听说活动奠定基础。二是听力技能，以杨利伟访谈音频为载体，设计“听大意、听数字、听细节”的分层任务，培养学生捕捉关键信息、区分易混数字发音的能力。三是口语表达，结合听力素材，围绕“是否想成为宇航员”展开结对讨论，引导学生运用所学知识表达观点、阐述理由，实现听说结合。整体内容紧扣教材，贴合高一学生英语水平，兼顾基础性与实用性。 【Why】选择上述教学内容，既符合课标要求，也贴合学生发展与单元教学需求。从课标角度，必修阶段需重点培养学生的听说技能，积累主题词汇，本节课的内容精准落实这一要求。从学生角度，高一学生对太空探索、宇航员话题充满兴趣，杨利伟的事迹贴近学生认知，能激发学习积极性，同时解决学生“听得懂、说不出”的痛点。从单元教学角度，本节课作为单元第一课时，是后续阅读、写作的基础，通过听说活动铺垫主题词汇和话题认知，为单元整体教学筑牢根基。此外，通过中国宇航员事迹的渗透，能增强学生民族自豪感，落实文化自信的育人目标，实现语言学习与价值引领的统一。 【How】本节课结合教学内容特点，采用“分层递进、听说结合”的实施方式，确保教学内容落地。课前通过图片、简短讨论激活学生已有知识，铺垫核心词汇，降低听力难度；课中分层开展听力活动，三次播放音频，逐步引导学生从捕捉大意到提取细节，同时渗透听力技巧；听力结束后衔接口语活动，从句型模仿到结对讨论，为学生提供表达支架，鼓励学生大胆开口。课后通过分层作业，巩固所学知识，延伸听说练习。整个实施过程以学生为主体，设计多样互动活动，兼顾不同层次学生需求，实现“输入—内化—输出”的闭环，让学生在实践中掌握语言知识、提升听说技能，同时落实核心素养的培养。 学情分析 1. What I know（已有基础） 词汇方面，学生已掌握space、moon、star等基础太空相关词汇，具备简单的话题词汇储备，但对astronaut、selection procedure等宇航员选拔相关的专业词汇接触较少。语法方面，学生已掌握一般现在时、情态动词等基础语法，能理解简单对话和短句，具备基本的听力和口语表达能力。背景知识方面，学生通过媒体了解杨利伟等中国宇航员的基本事迹，对太空探索有初步认知，具备一定的话题兴趣。 2. What I want to know（学习需求） 学生渴望了解成为宇航员的具体选拔要求，想掌握相关英语词汇和句型，提升听说表达能力；同时对宇航员的太空工作、中国航天成就有浓厚兴趣，希望通过课堂学习丰富相关背景知识，能运用英语表达对太空探索和职业选择的观点，解决“听得懂、说不出”的实际问题。 3. What I learned（预期收获） 主题内容方面，学生将了解杨利伟的访谈核心内容、宇航员的选拔要求，进一步熟悉中国航天相关知识，增强民族自豪感。语言知识方面，学生将掌握宇航员选拔相关的核心词汇和表达观点、说明要求的基础句型，提升听力捕捉关键信息的能力，能运用所学语言知识开展简单的口语讨论，实现听说技能的初步提升。 教学目标 1.语言能力 掌握宇航员选拔相关核心词汇和表达观点、说明要求的基础句型；能听懂杨利伟访谈的大意和关键细节，准确捕捉数字信息；能运用所学语言知识，开展简单口语讨论，清晰表达自身观点，提升听说运用能力。 2. 学习能力 通过听力预判、细节提取等活动，掌握听数字、抓关键信息的听力技巧；在口语讨论、小组互动中，培养自主探究、合作交流的能力；能主动积累主题词汇，养成“输入—输出”的语言学习习惯。 3. 文化意识 通过学习杨利伟等中国宇航员的事迹，了解中国航天成就，增强民族自豪感和文化自信；初步认识太空探索的共同价值，拓宽国际视野，树立尊重科学、勇于探索的文化观念。 4. 思维品质 在听力活动中，培养逻辑分析、细节提炼的能力；在口语讨论中，能结合宇航员选拔要求理性表达观点，培养条理性和批判性思维；通过主题探究，激发探索欲和创新思维。 教学重难点 教学重点 1. 语言知识重点：掌握宇航员选拔相关核心词汇（astronaut, selection procedure等）和表达观点、说明要求的基础句型，能熟练运用其开展听说活动。 2. 技能重点：能听懂杨利伟访谈的大意和关键细节（尤其是数字信息），掌握听数字、抓关键信息的基本技巧；能运用所学知识，清晰表达对“成为宇航员”的观点及理由。 3. 素养重点：了解中国航天相关事迹，增强民族自豪感，落实文化自信的育人目标。 教学难点 1. 听力难点：准确区分thirteen/thirty、fourteen/forty等易混数字的发音，快速捕捉访谈中的数字和细节信息，避免遗漏关键内容。 2. 口语难点：能灵活运用所学词汇和句型，连贯、有条理地表达个人观点，解决“听得懂、说不出”的问题，做到表达准确、逻辑清晰。 3. 应用难点：将所学语言知识与航天主题结合，灵活运用到口语讨论中，实现语言知识与实际应用的衔接。 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 1. Lead in ① Ask the question "Have you ever heard of legendary stories about space?" and show pictures of Chinese traditional space stories (e.g., Chang'e Flying to the Moon, Kuafu Chasing the Sun). ② Show pictures of spacecraft, the moon and astronauts, ask "What can you see in the photo?" and guide students to speak out basic words. ③ Present pictures of famous astronauts at home and abroad (Yuri Gagarin, Neil Armstrong, Yang Liwei, etc.), ask "Can you name any famous astronauts from China or abroad?" and let students learn their English names and achievements. ④ Raise the question "Do you know about the selection procedure for astronauts?" and show pictures about height, weight, education background to guide students to guess the requirements. ③ Show the four while-listening tasks and guide students to predict the main content of the interview. 1. Connect traditional Chinese culture with space exploration to arouse students' interest, enrich their background knowledge and naturally introduce the core topic. 7mins 2. Pre-listening ① Write core words and phrases (astronaut, selection procedure, mental training) on the blackboard, lead students to read them and explain with pictures and simple sentences. ② Teach the listening strategy "Listen for numbers", explain how to distinguish similar number pronunciations and catch number-related information (age, height, weight). 2. Remove vocabulary barriers for listening, teach practical listening strategies and guide students to predict content, helping them listen with clear goals. 5 mins 3. While-listening ① Play the audio for the first time, ask students to finish Task 1 (True/False) and then check the answers. Guide students to summarize the main idea in 1-2 simple sentences. ② Play the audio for the second time, let students complete Task 2 (number blank-filling) and check answers. Replay the difficult parts for key number training. ③ Play the audio for the third time, ask students to finish Task 3 (multiple choice) and find out the key listening information for each question. ④ Play the audio for the fourth time, let students finish Task 4 (fill in the astronaut selection requirements form) and discuss in groups to summarize the qualities an astronaut needs. 3. Design layered listening tasks from gist comprehension to detailed extraction, in line with students' cognitive rules. Strengthen number listening skills and help students internalize listening content through information sorting. 12mins 应用实践 1. Post-listening Consolidation ① Ask students to retell Yang Liwei's space experience and astronaut selection requirements in 3-5 sentences with their deskmates. ② Summarize key sentence patterns (To be an astronaut, you have to... / I would like to be... because...) on the blackboard, lead students to read and do simple imitation exercises. 1. Help students consolidate listening content through retelling and build a language scaffold for oral expression with sentence pattern imitation, solving the problem of "can listen but can't speak". 6mins 2. Group Oral Practice (Task 5) ① Divide students into groups of 4, assign the "Interview" task and the topic "Would you like to be an astronaut in the future?". ② Let students play the roles of interviewer and interviewees, discuss and make dialogues according to the template on the courseware. Teacher walks around to offer vocabulary and sentence pattern hints and correct mistakes. ③ Invite 2-3 groups to present their dialogues in class, and ask other students to listen carefully. 2. Provide a real oral communication situation through group interview, realize the transformation from language input to output, improve students' oral fluency and logical thinking, and cultivate their cooperative learning ability. 10 mins 1. Summary and Emotional Elevation ① Review the core content of the lesson with students together, including key words, number listening skills and useful sentence patterns, and write key points on the blackboard. ② Guide students to talk about "Inspiration From Yang Liwei", let them understand the spirit of perseverance and courage in space exploration and enhance their national pride. 1. Help students construct a systematic knowledge framework and consolidate learning results. Combine language learning with value guidance to cultivate students' cultural awareness and thinking quality. 2 mins 迁移创新 2. Homework Arrangement ① Basic homework (required): Listen to and read after the audio 3 times; Make one sentence for each of the 5 core words related to space exploration. ② Advanced homework (optional): Write an 80-word short passage "My dream job" with reasons based on astronaut selection requirements; Look up information about Wang Yaping/Zhai Zhigang and prepare a 120-word English introduction for the next class. 2. Design hierarchical homework to meet the needs of different students. Basic homework focuses on consolidation, while advanced homework realizes knowledge transfer and expansion, extending classroom learning to after-class and laying a foundation for subsequent learning. After class My Dream Job My dream job is to become an astronaut. I am deeply interested in space exploration and eager to learn more about the universe. To achieve this dream, I know there are strict requirements. First, I must get a good college education in science or aviation. Second, I need to stay in excellent physical and mental health. Besides, I must receive hard training, including survival skills and spacecraft operation. I understand that only by working hard, keeping confident and never giving up can I realize my dream. I will try my best to prepare for it and make my dream come true. 板书设计 Unit 4 Space Exploration Period 1 Listening & Speaking Nouns & Phrases astronaut, spacecraft, selection procedure mental training, physical training, aviation college degree, flight experience, space equipment Adjectives (Astronaut Qualities) intelligent, healthy, experienced knowledgeable, strong-willed, brave Sentences To be an astronaut, you have to... I would like to be an astronaut because... I don’t want to be an astronaut because... The most difficult part is... Inspiration Work hard → Meet high standards Keep trying → Realize dreams Bravery & perseverance → Space exploration 教学反思 一、教学亮点 以中国传统航天故事结合中外宇航员事迹导入，自然渗透文化自信，快速激发学生学习兴趣；听说环节衔接紧密，听前铺垫词汇与数字听力技巧，听中分层设计判断、填空等任务，听后通过复述、句型提炼衔接小组访谈，实现 “输入 — 内化 — 输出” 的语言学习闭环，精准突破数字听力、口语表达等重难点；将核心素养培养融入各环节，在语言学习中提炼航天品质、感悟航天精神，兼顾技能训练与价值引领。 二、教学不足 时间分配稍失衡，听中环节耗时偏长，导致口语展示时间紧张，参与展示的学生较少；对基础薄弱学生关注不够，缺乏一对一针对性指导，部分学生口语表达仍有词汇、句型运用问题；口语实践开放性不足，对话模板限制了学生的个性化表达；评价方式单一，以教师即时评价为主，缺少学生自评、互评，评价的反馈激励作用未充分发挥。 三、改进方向 后续将优化课堂时间分配，精简听中核对流程，预留充足展示时间；关注个体差异，设计分层任务，重点指导基础薄弱学生；丰富口语活动，增加开放性问题，鼓励学生灵活表达；引入自评、互评，完善多元评价体系，强化评价反馈。 1 学科网（北京）股份有限公司zxxk.com 学科网（北京）股份有限公司 $