Unit 3 Listening and speaking 公开课教学设计-2023新上教版（2020）《高中英语》选择性必修第一册.docx

1、单元名称 及课文标题（上教版）选择性必修一Unit 3 Paying the Price -Does Smell Sell?学校洋泾中学授课年级高二执教者XX教研主题新教材 新学法 以学定教新模态 新教法 全面提高单元主题人与社会-社会热点单元标题Paying the Price单元内容分析本 单 元 由 六篇 多 模 态 语 篇 组成 ， 包 含 “ 人 与 社 会” 主 题 范 畴 下 的 “社 会 热 点 问 题”、“不同 民族文化习俗 和传统节日”子主 题。语篇内容 涉及“营销与消 费”，话 题 围 绕 现 代社 会 商 业活 动 与 消 费 行 为 展 开。 通过 归 纳 、整 合

2、语 篇内 容 ， 并 结 合 学 生 的 认 知发展规律， 尝试将单元语 篇的教学顺序调整 如下（见下表）。调整 顺序后，力求 实现单元整体教学设计重点突出，安排合理，逻辑严谨、生成自然。多模态语篇语篇类型语篇主题主题意义Does smell sell?新闻采访（视听说课）气味在超市营销中的作 用。初步感知生活中“无形的”商业 营销行为。The influencers说明文（阅读课）隐形营销的定义及对人们 消费行为的影响。意识到隐形营销对消费行为带来 的强大影响力。A letter of complaint投诉信（写作课）有关劣质智能手表的投诉 信。学会通过书面信件恰当解决消费 时遇到的问题。

3、Fair trade说明文（语法课）介绍公平贸易及其在经济 全球化中的作用。了解到可以惠及发展中国家生产 商的公平贸易。Traditions for sale议论文（阅读课）三个传统节日在商业化背 景下受到的影响。辩证思考传统节日在当前商业化 浪潮冲击下所发生的改变。Teenagers purchasehabits in the UK对话访谈（听说课）介绍英国青少年消费习 惯。比较、对比不同文化环境中青少 年的消费方式。本 课 时 教 学 内 容分析本 视 频 主 要介 绍 了 美 国 一 家名 为 布 鲁 克 林 的 超 市 引进 了 能 散 发 出 不 同 香 味 的 空 气 芳香 机 ，

4、 超 市将 其 安 置 在 不 同货 架 旁 来 吸 引 顾 客 ， 目的 是 为 了 促 进 消 费 ， 提 升 销 量 。视 频 中 谈 话者 身 份 涉 及 顾 客、 新 闻 记 者 、 超 市 商 品协 调 员 、 医 学 专 家 。 人 物 访 谈 内容 可 以 概 括为 ： 顾 客 对 气 味的 感 受 、 安 装 空 气 芳 香机 的 目 的 、 气 味 对 人 脑 产 生 的 作用 。 旁 白 内容 主 要 涉 及 ： 空气 芳 香 机 的 位 置 、 数 量、 对 部 分 人 物 身 份 的 介 绍 、 安 装 空气芳香机的效果。学情分析已 有 基 础 和知 识 ：学 生 能

5、 较 好 的 根 据 视 频 画 面 和语 言 获 取 视 频 基 本 信 息 ； 能 较好的运用交际策略进行小组活动。对生活中常见的商业促销活动有一定的了解。存在问题： 对于商业活动给消费行为和人们生活带来的影响，学生不够了解。在话题深入时，教师需设置好问题链，层层递进，引导学生学习和理解语篇所表达 的主题意义 。A 班思维活跃、 乐于发言、反应迅速，但往往思维深度不够、准确性稍微欠缺。 B 班较为沉闷，羞涩保守，回答问题时谨慎小心，但往往具有一定的思维深度。教师 在 教 授 A 班 时 ，需 要 多 增设 脚 手 架 ， 为 学 生的反 馈 做 好 铺 垫 。 同时 ， 要 及时 纠 正

6、出 现 的 不 当 反 馈 。 而 在 教授 B 班时 ， 需 要 调 动 学 生 的积极 性 ， 引 发 学 生 好 奇 心。 同 时，对学生的回答应及时予以积极地肯定。本 课 时 教 学 目 标1. 通过视听活动获取空气芳香机的信息。2. 阐述气味是如何被当作营销工具来吸引消费者的。本 课 时 教 学 重 难点本节课重点在于让学生将语篇信息进行结构化输出,用英语描述本课提及的隐形营销方式。本视频是一段新闻采访，画面切换频繁、人物角色多样，对话多由采访片段剪辑而成，因而略显零散。需教师将看似零散的片段有机整合出语篇结构，从而理清语篇脉络，形成相关的语篇知识。此外，专家在描述气味对人脑产生的作

7、用时语速较快，且涉及陌生词汇及熟词僻义现象。学生极有可能会在理解过程中受阻。因此在设计此环节时，教师提前教授相关词汇和表达，可以最大程度地为学生 减轻语言对内容理解的障碍。T eaching PlanU nit 3 Paying the Price -Does Smell Sell?1. Teaching ObjectivesBy the end of this class, students will be able to(1) acquire the basic information of the scent air machine by viewing the clips;(2) ex

8、plain how smell is used as a marketing tool to attract customers to buy things. 2. Teaching ProceduresStagesLearning activitiesPurposesPreviewingPicture Talk1. Students predict the location and peoples identities according to the given screenshots.2. Students learn the relevant expressions of differ

9、ent sections or items in a supermarket.to elicit students interest and activate students priorknowledge of the topicto provide students withnecessary vocabulary orexpressionsWhile-viewingClip 1: (-43)l First viewingStudents watch the video clip with sound off and predict what the topic is about.l Se

10、cond viewingStudents watch the video clip again and tell the name and number of the machines.l Third viewingStudents try to describe the machine. Clip 2: (44-104)l First viewingStudents watch the second video clip and complete the information in column “Section ” and “Smell”.l Second viewingStudents

11、 watch the video clip again and write down customers feelings about the smells.Students act out a dialogue about the scent air machine between a reporter and a customer.(scent air machine ：name, number, section, smell, feeling)to arouse students curiosity about the topic of the videoto enable studen

12、ts to grasp the topic and understand theimportant details of the videoby filling the key wordsto create real contexts, assign communication roles, andguide students to chooseappropriate language foreffective communicationClip 3: (105-203)l First viewing1. Students take down the purpose of installing

13、 the machines.2. Students discuss about the reason why the small size of the machine can be good for the supermarket.l Second viewing1. Students take down the data mentioned in the clip and note down what they stand for with the help of group members.2. Students exchange their answers within groups.

14、3. Students summarize the purposes and advantages of installing the scent air machine.Clip 4: (204-220)Students note down key words (primal, register,) and try to figure out their meanings from the context given by the teacher.l First viewingStudents note down some key words.l Second viewing1. Stude

15、nts try to fill in the blanks.2. Students try to explain the impact of sense of smell on the brain in their own words.Clip 5:(220-252)l First viewingStudents tell where the customer is and What her feeling is.l Second viewingStudents choose the proper word to complete the sentence.to encourage stude

16、nts toanalyze the implication ofliteral meaning by discussingwithin groupsto help students establishconnection between scatteredinformation by sorting andsummarizingto help students overcomelanguage barriersto help students establishconnection between old andnew information byreorganizing and analyz

17、ing thescattered informationPost-viewingStudents work in pairs with one acting as the reporter and the other one of her/his friends. Make a dialogue about the reporter s experience in Brooklyn supermarket and their opinions about the scent air machine.to consolidate what studentshave learned through

18、 theirinteraction based on thestructured knowledge mapHomeworkl Finish Exercises 3 on P57 in the textbook;l Write an E-mail to make suggestions to the managerabout where to put the last scent air machine and givethe reasons.to create real context to help students consolidate what they have learned i

19、n written formVideo scriptsDoes smell sell?Interviewer: What does it smell like in the produce section here?Man 1: Hmm.Kind of fruity.Girl: Yeah.Narrator: The aromas in the aisles at this Brooklyn supermarket are intense, but the smellsarent just coming from the products on the shelves.Interviewer:

20、So, do you think the smell here is coming from these grapefruits?Man 1: Thats an interesting question. I know with modern technology it could comefrom a lot of sources.Narrator: This savvy shopper just might be on to something.Interviewer: See that little black machine behind you?Man 1: Wow. What is

21、 that thing?Interviewer (overlapping): Do you have any idea what that is?Man 1: lts blowing a breeze so .its . its kind of funky. Dont tell me its a grapefruitscent a . airer, what do they call the .aerator?Narrator: Actually, theyre called scent air machines, and this supermarket has five of them,e

22、ach piping out a different smell, including grapefruit in the produce section .Man 1: I think its a grapefruit, isnt it? Or is it not a grapefruit?Girl: Yeah, it is.Narrator: . chocolate in the candy aisle .Woman 1: lt, uh, improves our mood you know.Interviewer: It makes you happy?Woman 1: Yeah.Wom

23、an 2: Yes.Narrator: . and rosemary focaccia by the bakery.M an 2: lts a smell like at home.N arrator: What looks like part of a typical ventilation system is part of a marketing campaignthat targets a shoppers sense of smell.Merchandise coordinator: The machine is really small so its good for us. No

24、 . nobody can see that. Narrator: The stores merchandise coordinator says she installed the machines two monthsago, after hearing about them overseas. Merchandise coordinator: I think because of these machines, it makes customer more, like,hungrier.Narrator: The goal is simple: make customers hungry

25、 and, in turn, open up their wallets. Interviewer: Does the smell make you hungry?Man 2: Yeah.Woman 3: Yeah!Narrator: In fact, sales in the produce department have gone up at least 7%, and with eachmachine costing 99 dollars a month, this market thinks its made a good investment. Interviewer: And so

26、 far so good.Merchandise coordinator: Yes, so far so good, everybodys enjoying it, everybody loves it. Narrator: In the US. consumers spend an estimated 500 billion dollars a year on food, andwith smell accounting for 75% of what we taste, theres no denying a psychological effect.Expert: The sense o

27、f smell is so primal, it goes into an odour part of the brain before it canall register, and its an unconscious, wonderful thing that happens to you. So that sense of smell actually translates later into: Oh! I wasnt even hungry but now I want popcorn!Narrator: But it isnt the smell of fresh popcorn

28、 thats overwhelming these shoppers. Interviewer: Where were standing, what are you smelling?Woman 4: Uhm . I smell some . I guess smoked meat.Interviewer: What if l told you that smell was actually being pumped out of that little black machine over there?Woman 4: That would be great! I understand .

29、it . its working!Interviewer: lts working?Woman 4: Yeah.Interviewer: Yeah.Woman 4: lts working.Narrator: So it seems in this store the machines are bringing in dollars and making scents. Interviewer: Are you gonna buy a grapefruit today?Man 1: Um . l know theyre good for me. We didnt come for grapefruits but, uh, its a . Interviewer: Possibility?Man 1: Yeah.Girl: Yeah.Man 1: lts . its a good fruit.Interviewer (overlapping): You can have this one.Man 1: Oh, thank you!板书设计： 学科网（北京）股份有限公司