1、 Unit OneListening and Speaking主讲教师：孔彬 特级教师北京市第一七一中学Teaching Background普通高中英语课程标准（2017年版）以培养和发展学生的学科核心素养为总目标。英语学科的核心素养包括语言能力、文化意识、思维品质和学习能力。学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。Decide what contents need to be included in choosing a school club;Identify the
2、 useful sentence patterns&expressions from the listening text and use them to express themselves;Improve their listening and speaking abilities in terms of structure,content and language through self and peer assessment.3214Teaching ObjectivesWork out an outline of the listening text based on the st
3、ructural analysis of the listening text;How to understand and express the topic of choosing a school club;How to catch the key points while listening;How to express suggestions and reasons.3214Teaching EmphasisHow to catch the special pronunciation;Students may have barriers to decide what experienc
4、es and events they use in listening and speaking with the target language to show how to solve the problems.Students may have barriers to catch what they need to use in speaking to express their ideas.21Teaching DifficultiesTeaching MethodsTeaching Time 共45分钟高中英语新课标：英语学习活动观。感知、预测、获取、比较、分析、推断、创新英语学习活
5、动观迁移创新迁移创新推理与论证批判与评价想象与创造应用实践应用实践描述与阐释分析与判断内化与运用学习理解学习理解感知与注意获取与梳理概括与整合迁移创新类迁移创新类活动是超越语篇超越语篇的学习活动，通过推理论证价值取向或作者态度，赏析文体特征与修辞等，综合运用语言，进而创造性地解决问题，理性表达观点、情感和态度，促进能力向能力向素养的转化素养的转化。应用实践类应用实践类活动是在学习理解类活动的基础上，通过描述、阐释、分析、判断等，实现内化，巩固新知，助力学生将知识转将知识转化为能力化为能力。学习理解类学习理解类活动是基于语篇基于语篇的活动，学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息
6、间的联系，形成新的知形成新的知识结构识结构。Teaching Process教学流程图Lead in情情境境导导入入Listen and find out their problemsListen and get to know their expectationsDiscuss the cultural differences获取关键信息，获取关键信息，学习目标语言，学习目标语言，做好语言铺垫做好语言铺垫根据已有思根据已有思考，小组讨考，小组讨论体会不同论体会不同文化，做好文化，做好文化铺垫文化铺垫获取关键信息，获取关键信息，激发得体有效激发得体有效建议，做好思建议，做好思维的铺垫维的铺垫小
7、组合小组合作，完作，完成输出成输出任务任务Role play:Help Adam to choose a school club围绕一个挑战性的学习任务，以语篇为载体，在探究主题意义的语言实践活动中，通过感知、预测、获取、比较、分析、推断、创新的思维活动，建构语言知识，渗透文化意识，在分析问题和解决问题中达成学习目标，促进学习能力的提升。教学设计整体框架Role play:Help each other to choose a school clubSchool club preferencesExpectationsCultural differencesHow to choose a sc
8、hool club?教学设计整体框架分析问题分析问题解决问题解决问题提出问题提出问题创设情境创设情境引出问题引出问题基于情境基于情境分析问题分析问题基于分析基于分析解决问题解决问题Teaching Process提出问题提出问题创设情境创设情境How do you choose a school club and help others to choose one?Suppose you are an adviser in a school,the student in your school asks you to help him choose a school club.教学设计整体框架
9、提出问题提出问题创设情境创设情境 通过情境的创设，提出本节课要解决的问题，使学习活动更具有目的性和意义性。通过情境的创设，使学生学习知识的过程变成解决问题的过程；在这个过程中去学习语言知识，培养语言技能，促进思维发展，塑造文化品格，发展学习能力。教学设计整体框架ObserveInferPractice Listen语思语思言维言维能能品品力力质质Whic h c l ub would Adam like to join in?分析问题分析问题What kind of school club do the students like to choose?What kind of school c
10、lub may A d a m l i k e?Why?What school club would you like?Do you have the same taste as Adam?About school club preferences关注语言学习关注语言学习关注思维活动关注思维活动教学设计整体框架What dont they choose?What clubs may they like?What kind of clubs would they like to choose?分析问题分析问题What aspects should be considered?School clu
11、b preferences(students in China)Cultural differences 教学设计整体框架分析问题分析问题About expectations语言学习语言学习思维拓展思维拓展文化渗透文化渗透Pre-listening:Predict which school club students would like to choose in China.While-listening:What would Adam like to choose?Post-listening:What school clubs do you recommend?Why?教学设计整体框架分
12、析问题分析问题About school club preferences语言知识学习的情语言知识学习的情境化使境化使“听听”和和“练练”的活动更有的活动更有目的和意义。目的和意义。通过观察图片，了解通过观察图片，了解Adam面对的选择，面对的选择，预测预测Adam可能会选的社团，学习有关可能会选的社团，学习有关学校社团的目标词汇和学校社团的目标词汇和 would like 句型；句型；通过听力活动，学习选择社团的功能句，通过听力活动，学习选择社团的功能句，并获取并获取社团的社团的名称名称和活动类型，和活动类型，巩固目巩固目标词汇和标词汇和 enjoy,prefer,love 等等。教学设计整体
13、框架About cultural differences关注学校社团特色关注学校社团特色学会尊重选择学会尊重选择关注学校社团文化的不同关注学校社团文化的不同1.Compare the clubs in the pictures.3.Get to know some tips on choosing a school club.2.Discuss:What school club would Adam like?Why?分析问题分析问题教学设计整体框架听力材料的情境化打破了多个对话的碎片化，赋听力材料的情境化打破了多个对话的碎片化，赋予对话一定的意义性，将语言学习与予对话一定的意义性，将语言学习
14、与“听听”的活的活动有机结合，有助于语言能力的培养。动有机结合，有助于语言能力的培养。针对听中获取的信息，进行推断和讨论的过程是针对听中获取的信息，进行推断和讨论的过程是分析关键问题的过程，有助于学生思维品质的发分析关键问题的过程，有助于学生思维品质的发展。展。分析问题教学设计整体框架通过听取关于通过听取关于Adam面对选择学校社团的困惑，并期面对选择学校社团的困惑，并期待进一步落实目标语言，我们设置待进一步落实目标语言，我们设置了了角色扮演的听后角色扮演的听后活动，激活了学生的文化图式，并为后续讨论自我兴活动，激活了学生的文化图式，并为后续讨论自我兴趣的活动进行了铺垫。趣的活动进行了铺垫。结
15、合结合情境，情境，针对学校社团的特色和不同，讨论针对学校社团的特色和不同，讨论Adam可能会选择以及不太可能选择的学校社团，这样既拓可能会选择以及不太可能选择的学校社团，这样既拓展了学生的思维，又培养了学生的文化意识。展了学生的思维，又培养了学生的文化意识。分析问题教学设计整体框架解决问题解决问题角色扮演角色扮演 Club preferences Expectations Tips(cultural differences)A real-life interestInformation综合考虑到综合考虑到各个各个方方面，发挥想象，创面，发挥想象，创造性地进行短剧表造性地进行短剧表演，得体地为同
16、伴演，得体地为同伴提出建议提出建议。教学设计整体框架 Are the clubs suitable to your classmates?Do they use proper language?Do they have a good communication?评价量规指向学习目标评价方面评价方面文化与思维文化与思维语言能力语言能力语言与思维语言与思维学学习习能能力力评价方式评价方式小组自评小组自评同伴同伴互评互评Teaching ProcessMatch the photos with the names of the clubs.What do you think students do
17、in these clubs?Ballet Club _ Nature Club _Volunteer Club _ Debate Club _Please look at the pictures on the textbook,and put the numbers in the pictures in the blanks.Before listeningWhile listening Listen to the first two conversations and choose the correct answers.1）What are they learning about in
18、 Conversation 1?A.Hearing.B.Sounds.C.Dogs.2）What are the students discussing in Conversation 2?A.Schoolwork.B.Relationships.C.Dating.3）Circle the two clubs where these two conversations happened.A.Science Club.B.Ballet Club.C.Nature Club.D.Debate Club.While listeningListen to Conversation 3.Then hel
19、p Adam choose a club.Activities:1.Tick the activities that happen in each club.While listening2.Adam says that he likes _ but is not so interested in _.A.stories,cartoons B.animals,plants C.making friends,cleaning up3.Which club do you think is suitable for Adam?Why?I think Adam should join the _ Cl
20、ub because he says that he _.Text CheckingRead the texts of Conversation 1-3 and find out the useful sentences.Answer the following questions:1)What sentences do you think can make you know the main ideas of Conversation 1-3?2)Which sentences do you think can express your reasons?3)Which sentences d
21、o you think can express your suggestions?SpeakingActivity:Work in pairs.Help each other choose a school club.(Role play)The students should find their suitable pairs,so that they can help each other.SpeakingSample:A:Hi,Sam!Ive decided to join the Music Club.B:Good decision!A:How about you?Are you go
22、ing to join a club?B:Yes.Im wondering which one I should choose:the Acting Club or the Ballet Club?A:I guess the question is Do you like dancing better than acting?B:Actually,I like acting better,but my friends go to the Ballet Club and I want to be with them.A:Hmm If you ask me,I think you should c
23、hoose what you like.SpeakingFirst,each pair should draft their conversation.Second,they should discuss the conversation.Third,they should revise their draft conversation.PronunciationListen and repeat.a)The early bird catches the worm.b)Always prepare for a rainy day.c)Actions speak louder than word
24、s.alayaiarearer iroror urtalkpaypaintcarebarherbirdhorsewordburn听说一体教学符合新课标的理念，符合英语学习的规律。ConclusionAssignmentPlease write some suggestions to Adam to help him to choose a school club.Teaching Reflection本节课是高中英语新教材必修一第一单元的听说课，依据了2017版高中新课标的设计理念，突出了听力获取信息的能力培养，强调了语音知识和发音模仿对听力理解的重要性，建立了听说一体的课堂教学思路，充分体现
25、了新教材的编写理念和英语教学改革的方向。在教学中，学生基本适应听说一体的教学方法，表现出了很强的学习和表达的兴趣和愿望，能积极参与听力获取信息，回答问题，提取文本中的关键功能句，并用于自己的思维表达中。通过学生的表现，我们对新教材的听说教学编写思路有了信心，今后的教学中只要坚持，就一定会取得好成绩。同时，这也暴露出了学生们对口语表达不够重视。在初中阶段，学生们听说练习量不够，导致熟练程度不高，对听力中的语音同化和弱化等发音现象，较为陌生，导致理解不准确。今后一段时间，学生们需坚持语音知识的学习。在任务表达中，很多学生不能准确地集中重点，对功能句的认识不足，说了很多废话，导致表达不清。今后还需加强文本结构分析和思维的训练。谢谢
