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高中英语人教版必修一Unit5 Languages Around the World
Listening and Speaking教学设计
教学设计理念
《普通高中英语课程标准（2017年版）》强调培养学生的英语学科核心素养，即语言能力、文化意识、思维品质和学习能力。在英语教学的过程中，通过创设主题语境，设计各种英语学习活动，将学生的主体地位凸显，促进学生的终生学习和全面发展。
本节课定位于高一年第一学期，学生通过本节课学习，在听说活动中了解世界语言概况，掌握听力基本技能，理解语言的功能和内涵，表达语言学习的倾向和目的，学会应对跨文化交际背景下的积极和负面情境的基本表达。进一步坚定文化自信，提高跨文化沟通能力。
教学内容分析
本节课包含Opening Page和Listening & Speaking两个部分，话题是“世界语言”。 Opening Page介绍了语言的意义以及语言在联合国的重要性，Listening & Speaking的内介绍了各国语言有关“你好”的说法，listening文本中介绍了世界语言种类和使用概况，表达了作者的积极态度和不同学生语言学习的意图。Speaking是有关学生谈论学习语言的动机的短对话，本课增加了有关跨文化交际中积极和负面情境的应对常识和基本表达, 帮助学生更为深入地理解学习语言的意义。
教学目标
在本课学习结束时，学生们将会
1.获取、梳理听力文本中世界语言及语言学习的事实性信息，并概括其意义；
2.归纳、总结听力文本的结构化信息，形成表达意图的结构化知识及对话；
3.体验真实语境，通过小组活动创设真实对话，培养批判性思维和跨文化交际意识。
教学重难点
理解学习一门新的语言的意义。
学会捕捉听力文本的关键信息。
3. 学会如何表达学习一门新语言的意图。
4. 学会在不同跨文化交际场景中如何表达态度。
教学过程
用时(time) 教学流程 (Stages) 问题设计 (Questions) 设计意图 (Purposes) 理论依据 (English activity philosophy) 脚手架（Scaffold）
5 mins Leading in Show the students the picture of the meeting hall of UN and ask them some questions Play a short video or the interpreter to make the students deepen their understanding of learning new languages In what language do we communicate in China But what about going abroad With so many languages spoken，how can people communicate？ (以上问题作为开场白导入主题） 1.Can you guess what the place is？ 2. Which languages are officially used here？ 3.Who can help them communicate without difficulty 激发学生已有知识，唤起学生兴趣，了解一门外语在沟通中的重要性。 Evoke (唤起) 感知与注意 联合国的作用和英国政府首席中文翻译林超伦所说的加强中英交流的话为学生的输出搭建思维脚手架
5 mins Pre-listening Activity1 Ask the students to match each photo with each country. Then discuss which languages are spoken in these countries. 1. What countries do the pictures stand for 2. What official languages are spoken in these countries 3. Can you say hello in these languages？ 让学生获取图片信息，激发对已有知识的回忆。用不同语言表达“你好”,增强学生的好奇心和对不同语言的感性认识。为听力做好铺垫。 此处练习中印度的图片被替换成丹麦目的是为了听力做铺垫，听力中有提到丹麦。
5 mins While-listening Activity2 Listen to the speech and answer the questions Before listening offer the students tips and ask the students to focus on the key words of each question to make prediction of what they will hear. What does native speakers mean？ 1. What is the main topic of the speech 2. What are the two languages with the most native speakers？ 3. How many languages are there in the world 4. How many billion people speak the UN’s official languages as their native or second language 5. What is the attitude of the speaker towards foreign language learning 处理生词native speaker为听力做好铺垫。 让学生关注每个问题的关键词为听力做适当的预测。 Enrich (丰富) 获取与梳理 通过听力活动，为学生输入必要的信息，学会运用所学丰富口语活动的内容。
5 mins While-listening Activity3 Listen to the passage and fill in the blanks with missing words. Help the students to analyze the structure of the second part of the listening passage。 1. What structure of the second part of the listening passage can you see (Topic sentence Many students --Who Language they choose --What As... --Why 解构听力文本，帮助学生作听中预测和判断。 解构听力材料料里有关表示学习新语言的原因的段落，帮助学生搭建口语表达层次脚手架
3 mins Post- listening Ask the students the question： What do you think of learning more languages What do you think of learning more languages 处理获取的听力信息，形成自己的理解和看法进一步了解学习语言对于自身和社会发展的意义。 Enlighten (启迪) 分析与判断 让学生积极思考学习语言对于自身和社会发展的意义，为口语表达做铺垫。
10 mins Speaking Activity4 Ss work in pairs to make a short dialogue about which new language you want to learn and why. T asks the students to write a dialogue referring to the sample. Then ask the students to act out their dialogues. Play the clip of video of Meryl Streep and deepen the students understanding of learning a new language. 1. Which other language(s) do you want to learn and why 1. What do you think of Meryl Streep’s reading of the Chinese ancient poems 2. But she made a mistake, why do you still think her reading is beautiful 通过pair work表达自己的理解和看法运用语言理解与表达意义培养文化意识，发展多元思维。 再通过播放美国女星Meryl Streep中英双语朗诵中国古诗的视频启发学生对于语言之美的欣赏 Enable (赋能) 描述与阐释 内化与运用 让学生通过范例搭建的脚手架组织有效表达。
1min Assessment Evaluate (评价) 批判与评价
11mins Speaking Activity5 Ask the students “ But when you are speaking or listening to the world, do you always hear “Hello” ” Briefly introduce some racial discrimination that students may meet with on social occasions Ask the students to look at the two pictures and discuss in groups and make two dialogues to express their attitude or kindness. Then ask students to act out their dialogues. Summary: Learning a new language will open the doors to the world , which is full of hope and hostility. But I still believe kindness will enable us to go further to embrace the beauty. Please be kind and have courage. 1. But when you are speaking or listening to the world, do you always get a “Hello” 2. Do you know some racial expressions against the Chinese or Asians 3. What can we do in reaction to racism 通过激发学生思考贴近现实的问题，学会简单表达善意和立场与态度。不仅仅是停留在只会说“Hello“的简单层次。培养跨文化交际力。 Encourage (鼓励) 描述与阐释 内化与运用 批判与评价 想象与创造 通过介绍如何应对种族歧视的表达法搭建口语表达脚手架以及在之前听力理解中所构建的表达观点和原因的脚手架开展口语活动
1 min Assessment Evaluate (评价) 批判与评价
Assignment 1.Polish your dialogues and get prepared for the next presentation. 2.Write a short speech with the title “Why should we learn new languages ” 3.Preview “Reading and Thinking” Enhance (夯实)
Assessment checklist (pair work) performance (A、B、C、D)
1.Do they clearly express the reason why they want to learn the language
2.Are the sentence structures used correct and proper
3.Are they communicating in a natural and real way
4.Are they speaking fluently
Assessment checklist (group work) performance (A、B、C、D)
Do they clearly express their attitudes in each situation
2.Are they expressing it properly
3.Are the sentence structures used correct and proper
4.Are they speaking fluently
板书设计
板书设计意图：介绍联合国的时候在白板两侧分别写上UN，说明是联合国的简写。在问及联合国工作语言时，板书六个工作语言在“U”两旁，在介绍种族歧视言论时，在“N”周围写上应对的表达法。在本课结束，说到：People speaking different languages should get “United”, 教师在“U”上做个手势，表示“团结”，然后说：“And say ‘No’ to racism.”教师在“N”上做一个手势，表示“不”。
Unit 5 Language around the world English Spanish Chinese French Russian Arabic 电子白板 Are you a racist？ Watch your mouth！ Shame on you You’d better take that back! You are disgusting! We are all humans!

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