资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 1 Using Language（1）
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
能听懂关于杰出名人的对话，抓取对话关键信息，掌握口语停顿填充词、观点表达句型，与同伴探讨“伟大”的定义并完成课堂展示汇报；
了解中外杰出人物的卓越贡献，感知不同文化对“伟大”的多元理解，拓宽跨文化视野；
通过分析伟人共有的品质，辩证思考成就伟大的核心要素，形成自身对“伟大”的独立评判视角，发展批判性思维；
能够小组协作开展主题讨论，自主梳理话题信息，独立完成听力、口语输出类课堂任务，提升自主学习与合作学习能力。
二、教学设计依据
（一）教材分析
本课为本单元Using Language板块听说课，单元总主题为“杰出人物”。
文本素材：听力对话围绕钟南山、屠呦呦、南丁格尔、弗莱明、吴孟超五位中外杰出医者、科学家展开，对话围绕“敬佩的伟人及其理由”展开，包含大量观点表达句式、口语缓冲填充词；
语言价值：核心词汇found, founder, foundation, infer, inference；大量表达观点、停顿思考的口语句式，为学生介绍伟人、发表看法提供语言模板；
文化与育人价值：融合中外医学、科研杰出人物，对比国内外伟人的奉献精神，引导学生理解“伟大不分国界，坚守与奉献是共通内核”；
前后关联：承接阅读课屠呦呦人物素材，为本单元后续写作“介绍杰出人物”积累口语素材与表达框架。
（二）学情分析
知识基础：学生已通过阅读课掌握屠呦呦相关词汇、描述人物品质的形容词；具备基础听力抓取细节能力，但口语表达观点句式单一，缺少自然停顿缓冲用语；
能力短板：听辨对话中人物与对应事迹易混淆；难以有条理、多角度输出自身对“伟大”的看法，口语表达连贯性弱；长句口头输出存在卡顿；
兴趣特点：学生对钟南山、屠呦呦等国内知名科学家、医者熟悉，对中外名人故事有探索兴趣，适合图片、短视频、小组讨论、配对任务等互动型课堂活动。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 掌握核心词汇found, founder, foundation, infer, inference及相关搭配；
② 熟练运用观点表达句型、口语停顿缓冲填充词；
③ 听懂人物主题对话，抓取人物、事迹、敬佩理由三类关键信息，能和同伴合作完成课堂人物主题汇报。
2. 思维品质
① 归纳不同领域伟人共有的优秀品质；
② 辩证探讨“伟大的标准”，结合实例形成逻辑清晰的个人观点。
3. 文化意识
知晓中外杰出人物的突出成就，对比中外文化中对“伟大人物”的不同诠释，树立尊重多元文化、崇尚奉献坚守的价值观。
4. 学习能力
主动参与小组合作讨论，自主梳理听力文本关键信息，借助句式模板完成口语输出，课后自主巩固词汇句型。
（二）教学重难点
教学重点
从名人主题对话中快速提取关键信息，掌握表达观点、思考停顿的口语句型；
结合人物事例总结伟人共同品质，借助模板和同伴合作完成课堂主题汇报。
教学难点
灵活运用缓冲填充词，流畅、自然地口头阐述个人对“伟大”的理解；
结合多个人物实例，有理有据地输出批判性观点，完成完整连贯的英文展示。
四、教学准备
多媒体素材：钟南山、屠呦呦、弗莱明、吴孟超人物短视频与图片；
纸质学习资料：人物事迹匹配练习单、听力信息填空表格、课堂补全对话练习单；
前置任务：回顾Reading and Thinking中屠呦呦的事迹，提前回忆一位自己敬佩的伟人。
五、教学过程设计
Step 1 Lead-in
1. Teacher presents five pictures of Zhong Nanshan, Florence Nightingale, Tu Youyou, Alexander Fleming and Wu Mengchao, and asks students to look at the pictures and answer the question: who are they
2. Show brief introduction videos of Zhong Nanshan, Florence Nightingale, Tu Youyou, Alexander Fleming and Wu Mengchao, and introduce their life background simply.
Step 2 Pre-listening
Match the people with their achievements. Students finish the matching task individually, then share answers with partners and talk about what they know about the people and their achievements.
Alexander Fleming→B. discovered penicillin
Florence Nightingale→C. founded modern nursing
Wu Mengchao→D. performed operations well into his 90s
→Zhong Nanshan→E. managed the SARS outbreak
Tu Youyou→A. contributed to a new treatment for malaria
Step 3 While-listening
1. First listening task: Listen to the whole conversation once, and tick the admired person of each speaker in the table.
Name Dr Wang Wang Le Anna Smith
Alexander Fleming √ √
Zhong Nanshan √
Florence Nightingale √ √
Wu Mengchao √
Tu Youyou √ √
Dr Wang √
2. Second listening task: Listen again, fill in the table about admired figures and reasons for admiration.
Speaker Person admired Reason for admiration
Dr Wang Zhong Nanshan Wu Mengchao He managed the SARS outbreak back in 2003. He performed liver operations well into his 90s.
Wang Le Tu Youyou Her research led to the discovery of artemisinin.
Anna Smith Alexander Fleming Florence Nightingale He discovered penicillin. She is the founder of modern nursing. Countless lives were saved due to their amazing work.
Wang Le Dr Wang He does great things and helps people.
3. Third listening task: Listen to the conversation again and answer the four comprehension questions, discuss answers with desk mates.
① Why did Anna meet Wang Le at her home
Because they’re doing a career-planning project together.
②Why did Dr Wang decide to become a doctor
Because he has always wanted to do great things and help people.
③ What kind of person does Wang Le admire Why
She really admires people like Tu Youyou because her research led to the discovery of artemisinin.
④ What advice did Dr Wang give Do you agree with him Give your reasons.
Dr Wang advises that when you are young, it is very important to find out what really interests you. Also, never lose interest in it when it seems a bit too hard for you.
I agree with him because great people challenge themselves to solve difficult problems. It helps them reach their goals and achieve great things.
Language mining: Find out useful expressions for expressing opinions from the dialogue, then supplement more related sentence patterns for students to take notes.
4. Fourth listening task: Listen to the conversation again and write down the expressions that are helpful to express opinions.
Well, long story short, I’ve always wanted to do ...
I would say...
Yes, exactly. I admired them because...
Yes, that’s right.
My personal heroes are...
I think...
Step 4 Post-listening
1. Add more expressions that are helpful to express opinions.
As far as I am concerned, … 就我而言……
From my point of view, … 在我看来……
Personally, I hold the view that… 我个人认为……
In my opinion, … 在我看来……
I am in favour of the idea that… 我赞同……的观点
I totally agree with the view that… 我完全同意……
I approve of this opinion. 我赞成该看法。
I’m opposed to the view that… 我反对……的观点
I disagree with the opinion that… 我不认同……
From my perspective, it is unreasonable to… 在我看来……不合理。
It’s generally accepted that… 人们普遍认为……
2. Play the People’s Daily short video, and think about the meaning of greatness.
After watching the video, teacher raises the core discussion question: What do you think of the meaning of greatness Students share initial ideas with their deskmates.
3. Divide students into groups of 4, brainstorm great people in different categories (Scientists, Environmentalists, Explorers, Inventors, Politicians, Ordinary people) and write down their names on the worksheet.
4. Discuss the core question: What makes these people great Students must use the learnt hesitation fillers and opinion sentences during discussion.
5. Each group selects one representative to report their group’s ideas to the whole class with following expressions:
Step 5 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
found; infer
Step 6 Exercise
1. Complete the sentences with proper words according to tips.
①不断挑战自我有助于我们实现人生目标。
Challenging ourselves continuously helps us to reach our life goals.
②想要成就伟业的人总要鞭策自己攻克难题。
People hoping to achieve great things always to push themselves to overcome tough problems.
③钟南山和吴孟超是无数医学生的榜样。
Zhong Nanshan and Wu Mengchao serve as their role models among thousands of medical students.
④别因一时困难就对科研工作丧失兴致。
Never allow yourself to lose interest in scientific research due to temporary difficulties.
2. Dialogue matching: Match five sentences to make a complete conversation about outstanding figures.
A: Who else do you know who has made great achievements in the world
B: I know Qian Xuesen first. He is the father of China’s aerospace. B
A: That’s amazing. What about scientists in medicine
B: Tu Youyou is a fantastic scientist. E
A: A
B: Yes. Marie Curie discovered new chemical elements and won two Nobel Prizes in different fields. C
A: D
B: Persistence, devotion and a strong love for their career. They always stick to their dreams no matter how hard the work is.
3. Teacher checks all answers with the whole class and explains confusing points.
Step 7 Summary
Extract key expressions about great medical figures, identify core phrases and sentence patterns from the dialogue.
Retell the life achievements of the five role models and answer detailed questions based on the given conversation.
Discuss essential qualities of great people in groups; apply learnt expressions to introduce other outstanding figures.
Step 8 Homework
1. Draw a mind map independently to show the whole process of artemisinin discovery, with key time points and experimental steps marked clearly.
2. Search for related materials and write down 5 short English notes about the practical effects of artemisinin on malaria treatment in Africa.
六、板书设计
Unit 1 People of Achievement (Using Language（1）)
1. Great Figures & Achievements
Tu Youyou — artemisinin
Zhong Nanshan — SARS control
Wu Mengchao — liver surgery
Fleming — penicillin
Nightingale — modern nursing
2. Opinion expressions
In my opinion... / From my point of view... / I hold the view that...
3. Hesitation fillers
Well, er... / Let me see... / How can I put it
七、教学评价与反思
（一）教学评价
1. 过程性评价
记录学生小组讨论参与度、听力任务信息提取准确率、口语汇报句型运用熟练度；依据匹配、填空、对话练习完成质量，判断学生听力理解与词汇掌握情况。
2. 展示评价
针对课堂小组汇报，分层评价学生逻辑、词汇丰富度、口语流畅度；重点观察学生是否主动使用课堂中学到的观点表达句式。
3. 终结性评价
结合当堂课堂练习、课后预习任务完成情况综合评判学习效果。
（二）教学反思
1. 课堂优势
教学环节严格遵循“导入—听力输入—观点句型积累—短视频思辨—口语输出”完整流程；素材贴合学生认知，人物图片、人民日报主题短视频深化学生对“伟大”内涵的理解；听说结合，同步落实语言知识、思维训练与文化育人目标。
2. 常见课堂问题
小组讨论环节部分基础薄弱学生不敢开口，不会灵活运用观点句型与缓冲填充词；听力多任务连续进行，基础薄弱学生记录信息速度跟不上；短视频观看后自由发言环节，学生观点表达句式单一。
3. 优化改进方案
课前提前发放人物词汇、观点句型预习单，提前扫清生词障碍；听力任务拆分分段播放，增加停顿记录时间；在短视频思辨环节设置分层引导问题，给基础薄弱学生固定发言模板；预留2分钟熟读PPT全部观点表达，强化背诵运用。

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