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 3 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
掌握cycle, pedal, fountain, corridor, route, ahead等公园出行类词汇，熟记问路指路固定句型，能听懂公园路线听力材料，抓取方位、顺序关键信息。
掌握听力定位技巧：识别顺序词、方位词，借助公园地图梳理行走路线，完成路线绘制、正误判断、单项选择配套习题。
能两人一组角色扮演，围绕奥林匹克森林公园景点模拟问路、指路真实情景，流畅进行口语交际。
了解北京奥林匹克森林公园城市生态公园文化，树立绿色休闲、生态保护意识，拓宽国内城市公园认知视野。
学会借助地图、表格梳理听力信息，小组合作完成听力、对话任务，养成听前预判、听时标记的听力学习习惯。
二、教学设计依据
（一）教材分析
本课为Unit 3核心听说课时，承接本单元Reading and Thinking萨勒克国家公园游记阅读文本，围绕城市与自然公园、生态休闲设置游园访谈听力与指路口语输出任务，完整实现“读自然游记—听公园游览对话—说游园指路交际”语言闭环。
听力板块：以三名学生游览奥林匹克森林公园对话为听力素材，配套图片活动匹配、听音勾选游玩项目、听力技巧讲解、地图绘路线、多轮听力单选、正误判断、路线填空多层梯度任务，依托园区平面地图辅助学生建立空间认知，核心听力技能为抓取顺序、方位词汇；
口语输出板块：提炼问路指路全套交际句型，提供两组完整示范对话，设置结对角色扮演任务，实现听力输入向真实口语交际转化；
前后关联：承接本单元Sarek、东北虎豹、西溪湿地自然公园阅读文本，拓展城市生态公园话题，方位、游览类词汇与交际句型为本单元公园主题书面写作积累足量语料。
（二）学情分析
知识基础：学生掌握基础方位词汇，但缺少公园游玩专属词汇；只会简单指路短句，缺少完整交际句型储备；听材料时难以区分先后顺序信息。
能力短板：听录音时容易遗漏路线关键数字、方位词；看地图梳理路线空间逻辑薄弱；角色扮演对话句式单一，交际表达不完整。
兴趣特点：城市公园实景图片、公园游玩情景贴近学生日常生活，听力绘图、双人角色扮演等活动参与积极性更高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 熟记 ahead, pedal, fountain, corridor, route 等核心词汇，掌握各类问路指路标准句型；
② 能抓取听力方位、先后顺序信息，完成匹配、选择、判断、路线填空全套听力习题；
③ 依托公园地图，两人结对创编问路指路对话，清晰介绍园区各景点行走路线。
2. 思维品质
① 通过图片匹配、地图绘图训练空间逻辑思维；
② 借助顺序词、方位词梳理听力叙事脉络，提炼听力核心线索；
③ 辩证思考城市生态公园休闲价值，区分不同出行游览方式优缺点。
3. 文化意识
① 了解北京奥林匹克森林公园的生态功能与市民休闲功能，感知国内城市公园建设成果；
② 树立低碳出游、爱护自然景观的生态文明观念。
4. 学习能力
① 掌握“听前预判—听中标记—听后梳理”三步听力学习法；
② 小组合作完成听力习题、角色扮演活动，课后自主整理方位类话题句型。
（二）教学重难点
教学重点
掌握公园出行核心词汇与问路指路交际句型；听懂听力对话，完成全部配套习题；依托地图完整模拟问路指路情景对话。
教学难点
快速抓取听力顺序、方位线索，精准梳理完整游览路线；在角色扮演中灵活切换各类指路句型，对话逻辑连贯自然。
四、教学准备
多媒体素材：北京城市文化宣传视频、奥林匹克森林公园图片、公园六大活动场景配图、园区平面地图、听力配套习题、问路指路句型模板、公园对话完整听力录音；
纸质学习资料：景点图片匹配题、听力单选题、正误判断题、路线填空空白地图、问路指路句型汇总、角色扮演空白对话框架；
前置任务：预习cycle, pedal, fountain, corridor, route, ahead生词；回忆3句简单问路英文句子。
五、教学过程设计
Step 1 Lead-in
1. The teacher presents the video of Beijing city and the stone carving sign of Beijing Olympic Forest Park.
2. The teacher asks students the leading question: Have you ever been to Beijing And what do you know about Beijing Olympic Forest Park
Step 2 Pre-listening
Match park photos with activity descriptions
1. The teacher displays six park scene pictures and six activity options A-F.
2. The teacher asks students to match each picture with the corresponding park activity letter.
A. rent a cycle ________ B. walk through an underwater corridor ________
C. rent a pedal boat ________ D. watch a fountain performance ________
E. go on a children’s ride ________ F. look at flowers ________
Step 3 While-listening
Task 1 Listen and tick the activities they plan to do
The teacher plays the conversation audio for the first time and asks students to listen carefully and tick the activities that Jake, Linlin and Yuhui decide to visit in the park.
A. rent a cycle √ B. walk through an underwater corridor √
C. rent a pedal boat √ D. watch a fountain performance ________
E. go on a children’s ride ________ F. look at flowers ________
Task 2 Learn listening skill: Listen for directions
The teacher displays the listening skill explanation:
Listen for directions
Listening for directions can be difficult, as often a lot of information is given in a short time. You could listen for sequence words and direction words. You can also try to form a mental map of where you are going while the other person is talking.
2. The teacher tells students the listening strategy: we can catch sequence words and direction words, and build a mental map while listening to get clear route information.
Task 3 Listen and draw the visiting route on the park map
1. The teacher shows the complete map of Beijing Olympic Forest Park and distributes blank map worksheets.
2. The teacher plays the audio again, asks students to draw the travel route of the three teenagers and mark all scenic spots they will visit on the map.
Task 4 Listen again and choose the best answers
1. The teacher displays eight multiple-choice questions about directions, transport and scenic spots.
2. The teacher plays the audio for the third time and asks students to read each question and choose the correct option while listening.
① Who brings up the idea of visiting the underwater corridor （B）
A. Jake B. Yuhui C. Linlin
② How many kinds of attractions does Yuhui mention before talking about the underwater corridor （B）
A. Two B. Three C. Four
③ What direction should they go first to walk to the corridor （C）
A. South B. West C. North
④ Where is the washroom located （A）
A. At an intersection B. Next to Flower Land C. Beside Wali Lake
⑤ What kind of transport can visitors rent in the park （B）
A. Ordinary bikes B. Four-wheel cycles C. Pedal bikes for one person
⑥ Why won’t the four-wheel cycles work for going straight to the corridor （B）
A. They are too expensive
B. They can only run on fixed routes
C. All cycles have been rented
⑦ How does Linlin feel about the walking route to the corridor （A）
A. She thinks it’s quite far
B. She thinks it’s very short
C. She doesn’t care about the distance
⑧ What activity does Linlin look forward to doing after the corridor （C）
A. Watching fountain performances
B. Riding children’s rides
C. Boating on Wali Lake
Task 5 Listen again and judge True or False
1. The teacher shows seven True/False judgment statements about the conversation plot.
2. The teacher asks students to listen once more and mark T or F beside each sentence according to the audio content.
The teacher checks answers one by one and points out the mistaken details in false sentences.
The three characters are talking as they have just entered the park. T
Jake already knows all the fun things in the park at the very beginning. F
The underwater corridor’s full name is underwater wetland corridor. T
They need to turn right once and left twice on foot to reach the corridor. T
Tourists can ride four-wheel cycles on any road in the park. F
Yuhui says they are close to the cycle rental shop now. T
Linlin plans to ride the pedal boat before visiting the underwater corridor. F
Task 6 Complete the park walking route with words & numbers
The teacher displays the blank route-filling exercise and asks students to extract direction words and distance numbers from the conversation to fill in each blank.
① Start here and go north.
② Turn left and follow the main road.
③ Choose the second path on the right.
④ Turn right on the path and follow it about 300 metres to an intersection with a washroom.
⑤ Turn left and walk another 150 metres to reach the underwater wetland corridor.
Step 4 Post-listening
Work in pairs and role-play a park-visiting dialogue
1. The teacher shows the table of asking for & giving directions sentence patterns.
2. The teacher divides students into pairs, requires them to pick different park scenic spots and take turns making up direction conversations with given sentence frames.
3. The teacher walks around each group to offer guidance, then invites several pairs to perform their dialogues in front of the class.
Step 5 Language Points
The teacher focuses on the key word “ahead” and its collocations: go ahead; straight ahead; ahead of…
Step 6 Exercise
1. The teacher asks students to fill in the blanks based on the meaning of Chinese words, paying attention to word forms.
When the children are walking or cycling (骑自行车) to school on dark mornings, car drivers can easily see them.
With the man guiding us ahead (在前面), we had no trouble finding the village.
However, we did not mark the route (路线) so we ended up almost missing the sunset entirely.
The children played happily around the fountain (喷泉) in the park, enjoying the cool water on a hot summer day.
Seeing an attractive poster on the wall, she pressed her foot down sharply on the brake pedal (踏板).
I found him in the corridor (走廊) nervously pacing up and down.
2. The teacher checks all answers with the whole class and explains confusing points.
Step 7 Summary
Learn to match park activities with pictures and identify scenic spots on the park map.
Learn to listen for directional clues and sequence words to draw travel routes and mark visiting places.
Practice using fixed asking-and-giving-directions expressions to role-play conversations about finding locations in the park.
Step 8 Homework
1. Copy all park activity words and direction sentence patterns into notebooks and recite them fluently.
2. Search for photos and an introduction of one urban ecological park in China, collect 8 related English words and write them down.
六、板书设计
Unit 3 Fascinating Parks (Using Language（1）)
1. Park Activities
A. rent a cycle B. walk through an underwater corridor
C. rent a pedal boat D. watch a fountain performance
E. go on a children's ride F. look at flowers
2. Key Direction Expressions
go north → turn left/right → follow the main road
the second path on the right → about 300 metres
intersection with a washroom → another 150 metres
3. Listening Strategy
Listen for sequence words & direction words
Form a mental map while listening
七、教学评价与反思
（一）教学评价
1. 过程性评价
① 课堂互动观测：记录学生图片匹配、听力任务完成参与度、方向词辨识准确度、角色扮演口语表达流畅度；
② 任务成果评价：依据路线绘制质量、地点标注准确度、路线填空完成情况，判断学生听力信息抓取与空间逻辑构建能力；
③ 展示分享评价：针对pair work角色扮演环节，分层评价学生方向表达准确性、语言流畅度与合作互动水平。
2. 终结性评价
依托当堂词汇拼写练习检测词汇掌握程度；结合课后作业完成情况综合评判课堂整体学习效果。
（二）教学反思
1. 课堂优势
教学环节严格按照“导入—听力策略—听力训练”的流程设计，完整覆盖全部教学任务、语言点、配套习题；话题导入以北京奥林匹克森林公园为情境载体，贴合学生认知，借助图片、地图、音频、角色扮演等多元活动降低听力课堂枯燥感；听说结合同步落实语言训练与文化育人目标。
2. 常见课堂问题
多层听力任务耗时偏长，压缩双人角色扮演上台展示时间，多数小组仅能完成草稿，缺少全班展示机会；部分学生无法快速抓取听力顺序、方位关键词，绘制路线时空间逻辑混乱；学生角色扮演对话句型重复，不会灵活切换多样指路表达。
3. 优化改进方案
课前发放公园方位词汇预习清单，课堂仅集中讲解听力共性错题，节省听力做题时长；板书简化公园简易路线示意图，标注典型顺序词，帮助学生建立空间听力思维；板书汇总多样指路万能句型，给学生对话创编提供充足素材。

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