资源简介

Unit 4 History and Tradition
Listening and Talking教案
文本分析：
本课时主要包含一段对话类听力，主要内容为Xiao Yuan和Paul两人谈论对于平遥这一历史景点的旅游感受。通过Xiao Yan发问，两人共同讨论了平遥当地的多个旅游景点，并表达了对于平遥各旅游景点的感受。文中重点呈现了表达情感态度的词汇。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各个教学步骤的设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握情感态度表达的词汇，对于历史类旅游景点发表自身的看法。
思维品质上，通过小组活动及问题回答，提高学生思维的活力,独立表达自身观点，培养批判性思维。
文化品格上，了解中国古代城市的基本样貌，增进对于中国传统文化的了解，提高文化自信。
学习能力上，学会听前预测，在听的过程采用精准抓取信息的方式，提取相应文本信息。
教学重点：
学生能够用unexpected, amazing, I can’t believe这类词汇表达自身对于景点的感受。
学生能够进行准确的听前预测。
教学难点：
学生能够运用所学口头表达出自身的观点和感受。
学生能够在听力文本中准确抓取需要的信息。
教学资源：黑板、粉笔、多媒体
教学过程：
步骤 教学活动 设计意图 时间
Step 1 Lead-in T displays a photo of a backpacker, and asks students questions: do you know who she is and what’s your impression towards backpackers. T leads students to analyse the main information of the photo and make sense of the topic for the lesson. Then T asks Ss would you like to be a backpacker for visiting somewhere for rousing Ss’ thinking and discussing. 通过询问学生是否知道“背包客”；激活学生已知信息，引发学生思考及兴趣。 5’ CW/IW
Step 2 Listen and tick T introduces the backpacker, international youth hotel and Pingyao to help students know more cultural elements in the questions. Then, T leads Ss to classify these places into natural sites and historical sites. Next, T plays the recording for the first time. Alternatively, T can check the answers, but not repeating the recording. T shows pictures to help students have a better understanding for these places and good preparation for following tasks. 教师通过解释题干关键词，引入听力语篇语境，教授选项分类法为听力做好准备，提高学习能力，训练学生抓取关键信息的能力，提高语言能力。 15’ CW
Step 3 Listen and complete Before doing the second task, T asks Ss to think about how to use words to express feelings that are divided into positive, negative and neutral sentiment. Then T needs to lead Ss to know how to get someone’s feelings according to their speech or sentences contents. Next, T highlights the key information to prepare the task and remind Ss to take care the past perfect tense and adjectives etc. Then, T plays the recording second time and analyse it sentence by sentence. 听第二遍对话，学生自行描述听力中二人的感情变化，深入体会表达情感的不同方式，为后续口语表达提供语言支持，提高学生在不同语境下表达情绪的方式。 20’ CW
Step 4 Language points T explains the key words and expressions in the text with pictures and contexts, especially the expressions that describe people’s feelings. Ss take notes. 运用图片及语境讲解听力文本中出现的重点词汇及表达，通过挑出表达情感的短语及词汇，复习新知。 7’ CW
Step 5 Pair work T asks Ss to make up an identification for the conversation and encourages them to make it vivid and authentic. Then T analyses the structure and contents in sample conversation. And expand Ss’ ideas based on several aspects. Ss work in groups and play roles according to the conversation. Ss further create the conversations with the expressions that provided. T asks Ss to stand on the stage to show their own dialogues. 学生两两分组，以听力文本为基础进行角色扮演，提高合作意识，迅速进入口语环境；通过学生自行拓展对话，对于所学的语言结构进行深入内化；邀请学生上台展示对话，锻炼学生的口头表达能力和心理素质。 12’ GW
Step 6 Discussion Ss need to discuss two questions for linking the topic and personal experience and review the sentence patterns they have learnt. 加深对新知的印象，结合自身经验，提高语用能力。 5’ GW
Step 7 Discussion Ss discuss in group about a place you have been to, talking about the points you feel good and the points that you do not feel good; Ss exchange their ideas with their group members to see whether they have the same feelings towards one place. 学生通过讨论，再次练习对于某地点发表意见的表达，小组内讨论，并记录感情表达，对于上一课程中情感表达内容有一定的复习。 7‘ GW
Step 8 Homework Read some journals written by some travelers to know about one place that you have been to. Make a comparison with the expressions between you and the author. 配合本单元主题，学生阅读游记，并对于作者及自身观点进行比较，提高学生的辩证思考能力 1’ IW
备注：T: Teacher Ss: Students
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练理解及掌握情感表达的相关词汇及句型。
学生通过本课时学习，能否掌握听前预测策略，在听的过程中精听抓取准确信息的能力。
学生通过本课时学习，能否运用所学的词汇、短语和句型，对历史类旅游景点发表自身看法。

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