资源简介

Unit 1 Cultural Heritage
Listening and Speaking 教案
教材分析：
本课时介绍了一段采访制作泰山旅游APP学生的对话。文本指出保护文化遗产的重要性，以及文化遗产保护的历史和现状，并号召学生积极参与文化遗产保护活动。重点表达及句式主要涉及项目介绍、项目参与等话题，如project, we are creating a ...。本文的价值取向在于学生通过学习，了解对话中的青年项目内容与进程并增强学生对于文化的认同以及保护文化遗产的意识。
教学策略与设计说明：
1. 采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入体育活动主题，达成教学步骤设计目的。
2. 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，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，意识到听力过程中辨别相似音的重要性，习得涉及项目介绍、项目参与等话题的重点表达及句式，如project, we are creating a ...能听懂课文对话，了解对话中的青年项目内容与进程；能够针对保护文化遗产主题进行情景口语对话，准备表达自己对于文化遗产的想法。
思维品质上，整理归纳对话的主要思想，梳理对话发展脉络与逻辑；积极思考文化遗产的重要性，辩证看待文化遗产的现状和解决办法。
文化意识上，意识到文化遗产保护的重要性，了解文化遗产保护项目的主要目的与内容。
学习能力上，掌握根据上下文猜测词义技巧，灵活结合精听策略，归纳整理对话大意与细节信息。
教学重点：
指导学生从整体和关键细节两方面理解听力文本；
培养听中猜词义的能力；
与同伴探讨参与文化遗产保护活动的方式。
教学难点：
学生能够自主辩证性的思考文化遗产保护的重要性与现实性。
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 Warm-up for the unit: Ss are asked to appreciate the sentence and think about the meaning of it. T can analyse the sentence from “legacy” “the past” “today” “future generations” for highlight that protecting cultural heritage is important task for people whenever and wherever. Then T introduce the World Heritage Centre to them by which T could lead Ss to read the paragraph loudly together. Ss are asked to discuss the following questions for arousing interests and understanding the definition of cultural heritage more deeply. 导入单元主题，拓展介绍名言及背景知识。创设情境，激活学生已有知识与经验，引起学生兴趣。 10’ CW
Step 2 Lead-in: Ss are asked to look at the pictures to think about the commons among them. T then leads them to find out that all of them are the world’s heritage. 利用图片，创设情境，加深学生对于主题的理解与感知。 3’ CW/IW
Step 3 Listen and predict: Ss are asked to predict what the Ss in the pictures are doing. T could give some hints if necessary. T needs to encourage Ss to observe the items in the pictures for improving their skills of prediction before listening. 根据图片预测听力内容，提高学生预测的学习能力。 2’ CW/IW
Step 4 Listen and choose: Ss are asked to listen to the conversation and choose the main idea. T could give some instruction for listening for the key information when the main purpose is to listen for the main idea. Key words: T explains the key words in the questions for deepen understanding about the topic’s vocabulary. Suggested answer: B 第一遍听力，提取大意。提高学生概括总结的听力学习能力。 5’ CW/IW
Step 5 Listen and fill: Ss are asked to listen again and fill in the blanks. Before listening, T guides Ss to analyse the notes by observing the context and predicting answer’s information. There are three main aspects needed to be focused on, say key words for locating answers, clue words and answer’s information. 引导学生第二遍听，整理细节内容，提高学生对于文本的理解，以及抓取听力细节的语言能力。 5’ IW
Step 6 Discuss in groups: Ss are asked to discuss with their partners about what they would do if they are encountered with some unknown words. Suggested answers: I will check the dictionary immediately/ask some other friends or teachers for help. 引导学生自主讨论思考，提高口语表达能力，为下一环节做准备。 3’ GW
Step 7 Vocabulary strategy: T introduces the skill by dividing the situation into two steps. The first is to check that whether we have to know the meaning of the word. The second step is to check that whether the approximate meaning is enough. If the answer to the second question is yes, Ss are encouraged to think about how we can do to guess the meaning such as we can refer to the immediate context, wider context or other words hints. T gives Ss the “IDEAS” method to find a word’s meaning. Ss are asked to utilized what they have learned in guessing the meaning by practicing. T should lead Ss to guess the meaning of “former” step by step from the clues to the guess 回答上一个问题，引导学生学习总结遇到生词时的办法，总结根据上下文猜测词义的策略，提升学生学习能力。 6’ CW
Step 8 Listen and tick: Ss are asked to listen to the conversation again, use the context to guess the meaning of the words and tick the reason why they were able to guess the words. T could lead Ss to classify the reasons into two kinds. One is about the speaker and the other is about the Ss. Then T leads Ss to summarize that clues for guessing a word may come from one’s prior knowledge or the contextual clues. Next, T could check the meaning of the words with Ss together step by step. 引导学生发现总结听力技能，提升学生学习能力。 8’ IW/CW
Step 9 Complete the passage: Ss are asked to help the reporter to complete the news report based on what they hear and the interview notes. T lead Ss to check the answers together. 总结听力材料，复习所学的技巧以及话题词汇。 5’ IW/CW
Step 10 Read and think: Ss are asked to read the news report again and think about the structure of the news report. T could give some hints for how to discover the structure if necessary. Next, Ss could share their ideas and T introduce the parts and their functions of the report. 根据听力文细节信息，引导学生观察发现新闻报告的主要结构，提升学生思维品质。 8’ GW
Step 11 Discuss in groups: Ss are asked to work in pairs and discuss the questions. 1.Would you like to take part in a project like this Why or why not 2. Could you think of more ways to protect the cultural heritage Suggested answers: -Yes, I would. I think this is a meaningful and helpful project to raise more awareness to the culture heritage protection. - No, I think it is not that interesting it. Sometimes some charities and organization would hold some meeting for students in schools to visit the heritage to let them know more about the place. 引导学生反思活动，辩证思考活动的意义和效果，提高学生思维能力及语言能力。 10’ CW
Step 12 Pronunciation: Ss are asked to listen and tick the word they hear. Check your answers with a partner. Then Ss listen again and repeat. Ss are asked to read the sentence and pay attention to the underlined words. Then they listen and repeat. 提高学生辨别相近音的意识与能力。 10’ IW
Step 16 Homework: Search some information about a cultural heritage you’re interested in, then discuss with your partners. 复习本节课内容，加深学生对于文化遗产的理解，提高查找资料的学习能力。
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本堂课的学习，学生是否能大体听懂对话，了解听力对话的大体意思。
通过本堂课的学习，学生是否能掌握根据上下文猜测词义的听力技巧，是否了解猜测词义的主要思路和方法，是否能熟练运用听力策略。
通过本堂课的学习，学生是否能了解对话中项目介绍的主要构成部分，学生是否能够了解新闻报道的主要构成及其功能。

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