资源简介

Unit 5 Languages Around the World
Listening and Speaking教案
教材分析：
本课时的主题语境围绕联合国语言展开，通过联合国大会的情景，帮助学生了解语言学习的规律方法，掌握一系列与语言和国家有关的词汇与句型，如 pronounce, native, attitude等。并且能够辨别英式口音与美式口音的区别。本文的价值取向在于通过了解不同的语言，尊重文化和语言的多样性，激发学生学习语言的兴趣，积极地参与世界文化的对话交流。
教学策略与设计说明：
采用听说法(audio lingual teaching)，在不断的重复和操练中，让学生熟悉单词用法，尽量多的让学生开口说。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入情境，在情境中完成教学。
教学目标：
在本节课学习结束时，学生能够：
语言能力上，学习掌握与语言文化国家相关的一系列表达方式，如 native, attitude, symbol, be of great importance等。基本能够区分英式英语和美式英语。能关注听力中代词的指代意义。
思维品质上，拓宽学生视野，在学习过程中尊重文化和语言的多样性，激发学生学习语言的兴趣，积极地参与世界文化的对话交流。
文化意识上，通过了解语言和文化多样性，坚定文化自信，学会尊重每一种文化，提高对文化和语言的鉴赏能力，学生思考学习语言的意义和动力。
学习能力上，学会读题时进行预测，充分利用题干和选项，预先猜测对话或独白 的内容，根据标题、关键词、图片等信息，预测和理解篇章的主要内容。
教学重点：
学习掌握与语言文化国家相关的一系列表达方式，如 native, attitude, symbol, be of great importance等。
了解英式英语和美式英语的区别，并且能够进行区分。
教学难点：
学会在读题时进行预测，充分利用题干和选项，预先猜测对话或独白 的内容，根据标题、关键词、图片等信息，预测和理解篇章的主要内容。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T briefly introduce Frank Smith, as a contemporary psycholinguist. Ss read the saying from Frank Smith together and talk about the lessons from this saying. Suggested answers: It reminds us that language is an effective tool for us. 学习主题相关名言，了解名言背景知识，拓宽视野，导入主题。 2’ CW
Step 2 Warm-up for unit (Activity 1): T introduces Francis Bacon to Ss. 介绍著名作家培根，拓宽学生知识面，帮助学生更好进入情境。 1’ CW
Step 3: Look and discuss: Ss look at the picture on the right and discuss the following questions: Do you know where the photo was taken Which languages do you think are officially used here Suggested answers: This photo was taken in the General Assembly of the United Nations. There are six official languages in UN: Chinese; English; French; Russian; Spanish; Arabic. 观察图片，创设情境，引出主题，激活学生已有知识与经验，调动学生的好奇心与学习热情，进一步深入主题。 2’ GW
Step 4 Lead in: T asks Ss whether they know how to speak Hello in other languages. And then show six sentences in different languages. 引导学生思考，检测预习成果，为下一步活动做铺垫。 5’ CW/IW
Step 5 Match and discuss: There are some symbol buildings in the picture, please match them with the names of countries. Ss match pictures with the correct country names. Then discuss which languages are spoken in these countries. Ss can talk about: What languages are spoken in these countries. How do you think of them Are you interested in them 利用课本上的第一个活动，加深学生对语言和国家的理解。 5’ GW/CW
Step 6 Listen and tick: T asks Ss listen to a speech and tick the two languages with the most native speakers. Circle the official languages of the United Nations (UN). 承接导入，让学生再次从听力中获取信息。 5’ GW/CW
Step 7 Brainstorming: Before listening, T gives Ss two questions to think about: 1. Which language attracts you most Why Why do you learn foreign language Suggested answers: English; It is widely used in the world. For traveling/ passing exams/ studying abroad. 通过主观问题提高学生学习兴趣，通过要求学生表达自己观点，提高描述与叙述能力。 5’ IW
Step 8 Listen and answer: Ss listen to a speech again and answer the questions. 1.What is the main topic of this speech 2. How many languages are there in the world 3. How many billion people speak the UN’s official languages as their native or second language 4.What is the attitude of the speaker towards foreign language learning Suggested answers: It is mainly about languages around the world. Nearly 7,000. 2.8 billion. He believes learning foreign languages is very useful. Key words: Billion: billions of. Attitude: attitude to/towards… Refer to 提高学生对于听力材料的概括与分析能力。题目讲解帮助学生进行信息提取，提高识别与提取能力。 5’ IW
Step 9 Listen and answer: Ss are asked to listen to speech again. What do the italicized words refer to in the sentences 1.They think it means better job chances in the future. 2. They are spoken by around 2.8 billion people… Suggested answer: They: many students. It: Study one language that are spoken in the UN They: Six official languages: Arabic; Chinese; English; French; Russian; Spanish. 结合听力材料中的句子，在语境中引导学生学习代词的指代用法。 2’ IW
Step 10 Discuss and learn： Ss are asked to Work in pairs or groups. Discuss which other languages you want to learn and why. T presents some motivations as examples. Example: A: What language do you want to study B: I really want to study French. I think that the French language sounds beautiful. A: Why Do you want to go to France some day B: Yes, I’d love 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. 让学生进行分组讨论，深入探讨，思考语言学习的动机和原因。 2’ GW
Step 11 Brainstorming T helps Ss to think about how to organise answers. First, T can ask Ss what kinds of subjects should be involved in the topic, then gives two examples (traveling and studying). T directs Ss to stretch their idea by using example and details. 活跃学生思维，帮助学生组织答案。能够有逻辑性的表达观点。
Step 12 Think and discuss： T ask Ss：How much do you know about American English and British English Can you tell some differences between them 通过表格，简单介绍英式英语和美式英语发音的区别。 3’ CW
Step 13 Pronunciation: Ss work in pairs. Read the words to each other and see if you pronounce them differently. Listen and pay attention to how the speakers pronounce them. 充分利用多媒体资源进行语音知识的拓展，提升学生的语音能力。 5’ CW
Step 14 Pronunciation: Ss are asked to work to the paragraph read by two different speakers. Which speaker has a British accent and which has an American accent 通过英式英语和美式英语的朗诵，让学生更清楚两种发音的区别。 2’ CW
Step 15 homework: Looking for a video (speech, TV series, movie, interview etc.) which shows your favourite accent. 学生主动搜索喜欢喜欢的口音，下节课带到课上与大家分享。增加学生的积极性。也更加了解学生喜好。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否理解和掌握一系列关于语言和国家的表达方式；
通过本节内容学习，学生能否掌握基本的预测能力，根据题干和关键词对对话或独白进行预测；
通过本节内容学习，学生能否基本区分英式发音和美式发音。

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