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Book 4 Unit 10 Connections教学设计
Lesson 2 Community Spirit板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与社会—— 社区精神
内容分析 本部分包括两篇听力文本。第一篇是节目访谈，通过访问的形式向听众介绍了一个叫做Roseto 的小镇子在20世纪50年代和20世纪60年代邻里关系和社区精神方面发生的变化和变化带来的结果。反映出传统的尊老爱幼的社区精神和对保持人们身心健康的重要性。第二篇是一则关于祖孙之间的对话。说话双方通过交流回忆母亲的家乡，向听众展示了一个关系紧密和谐的社区。
教学目标 1.获取听力文本中关于Roseto小镇社区生活变化和变化带来的结果的信息完成表格。 2. 整合分析听力文本中描写社区精神的信息，概括总结良好的社区精神的重要性。 3. 介绍自己居住地或家乡社区精神，并提出自己对如何传承优良的社区精神的观点。
教学重点 1. 整合分析听力文本信息，概括总结社区精神的重要性。 2. 介绍自己居住地区的社区精神，并发表自己对社区精神的看法。
教学难点 提出如何传承优良社区精神的观点。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents pictures depicting a big family and asks some questions. ① What are the relationships among the people in the picture ② How is their relationship T leads to the topic word “community” and asks Ss to talk about what people do in a community. T gives another question and asks Ss to think about is. ① What is community spirit and how does it affect people’s health. 1. Ss look at the pictures and answer the questions. 2. Ss talk with desk mates about the question. 3. Ss listen to the question to keep it in mind and prepare for listening. 1. Activate Ss’ previous knowledge. 2. Arouse Ss’s interest in the topic. Prepare for the listening.
Activity 2 1. T plays the recording for Ss to write down the surprising facts of Roseto. 2. T plays the recording for Ss to write down the details of community life of Roseto in the 1950s and 1960s. 3. T guides Ss to read the details of community life of Roseto in the 1950s and conclude the community spirit then. 4. T plays the recording for Ss to write down the details of consequences. 5. T leads Ss to compare the consequences and tell the influence community spirit has on people’s health. 1. Ss listen to the first part of the program and answer the question. ① What surprising facts did doctors discover about Roseto in the 1950s. 2. Ss listen to the second part of the interview and fill in the form. 3. Ss work in pairs to conclude the community spirit of Roseto in the 1950s and 1960s and to find out the changes. 4. Ss listen to the second part of the interview again and fill in the form. 5. Ss work in pairs to compare the consequences and tell the influence community spirit has on people’s health. 1. Understand the details of the listening text. 2. Acquire basic information about community and community spirit. 3. Conclude what is community spirit. 4. Tell the influence of community spirit.
Activity 3 T enables Ss to work in groups to discuss about the influence or importance of community spirit in different ways. Ss work in groups and talk about the questions. Besides health, in what other ways community spirit affect people’s life Explore further about the importance of community spirit.
Activity 4 T presents several options and enables students to choose one of them to discuss about its community spirit. Ss make a choice and have a group discussion to talk about the community spirit of their class, dormitory, family, team etc. Consolidate and apply what’ve been learnt in a situation.
Activity 5 T asks Ss to evaluate how well they’ve learnt. Ss complete the table of self-evaluation. Reflect on the learning

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