高中英语人教版 (2019)选择性必修 第四册Unit 2 Iconic Attractions表格教学设计

这是一份高中英语人教版 (2019)选择性必修 第四册Unit 2 Iconic Attractions表格教学设计，共3页。教案主要包含了设计意图等内容，欢迎下载使用。
课程基本信息
学科
高中英语
年级
高三
学期
春季
课题
Unit 2 Icnic Attractins—Using Language (1) : Listening and speaking
教科书
书 名：选择性必修第四册（人教版）
出版社：人民教育出版社 8月
教学目标
By the end f the lessn, students will be able t：
1. grasp the gist f the listening material and cmplete the listening activities.
2. develp divergent and critical thinking by analyzing what has affected the interviewee’s chice n “what best represents New Zealand” frm different perspectives.
3. intrduce “What best represents China” fluently by using summative discurse markers.
教学内容
教学重点：
通过听力训练，了解新西兰的代表性事物，并把握听力材料主旨大意。
2.通过从不同角度分析影响受访者选择“什么最能代表新西兰”的因素，培养发散性和批判性思维。
教学难点：
引导学生使用总结性语篇标记词流利地介绍中国特色事物。
教学过程
Step 1 Befre-listening: Activity 1
Lk at the pictures given and talk abut the questin.
Q: Which picture wuld yu like t knw mre abut? Why?
Click n the image t jump t the intrductin f these icnic attractins.
【设计意图】该活动为听前活动，教师在幻灯片上展示一组关于新西兰的特色照片，通过图片，学生专注度得到提升并开始思考新西兰给自己留下印象最深的事物。通过点击超链接进入该事物的详细介绍，深化学生记忆的同时为听力活动的开展进行文化背景方面的铺垫。
Step 2 While-listening: Activities 2-4
Listen t a radi prgramme called Amazing New Zealand. Three speakers are talking abut what they believe t best represent New Zealand. Match the speakers with their jbs and their chices.
Listen again and and find ut mre detailed infrmatin abut the listening material. Finish the listening activities abut the three speakers’ chices, pay attentin t hw the interviewees present their idea and then answer the tw questins. (Play the audi twice if needed.)
Q1：Are they talking abut New Zealand frm the same perspective?
Q2：Discussin: Hw d ur careers affect ur thinking and talking? Any ther factrs?
Listen fr the third time and find ut hw d the speakers sum up their pinins.
【设计意图】此处设置连线基础信息、填补细节后寻找不同职业发言人的语言特色及积累三位受访者的总结性语篇标记词三个听中活动，旨在通过难度的循序渐进、对材料分析的由浅入深操练学生听中抓取关键信息、记笔记及进行深入思考的能力，最后一个活动得出成果——总结性语篇标记词，以待后用。
Step 3. Pst-listening: Activity 5
Discussin: What best represents China?
Yur cmmunity is hlding cultural activities fr freign friends, as prfessinal representatives f the cmmunity, yu need t intrduce China thrugh delivering a speech. There are fur types f ccupatin given, each grup shuld chse ne and make a speech n “What best represents China”. Pay attentin t the language and chice features f each ccupatin. Pssible chices, expressins and structure are prvided.
Invite a few grups t share their wrk.
Appreciate the sample speech.
【设计意图】该活动是基于听力文本的迁移创新，让学生扮演不同职业的人向外国人推荐中国的代表事物，学生在进行批判思考的同时转化本课内容，为中国文化对外传播增添新生代力量。表格中提供了句式结构、总结性语篇标记词及框架结构，为学生搭好脚手架，便于学生将听力输入转化成语言输出，锻炼其口语能力。
Assignment
Savr the listening materials again.
Plish yur speech, and try t meet the language characteristics f each prfessin.
Pay attentin t hw peple f different prfessins use language in daily life.
【设计意图】任务一为加强学生对本课时听力材料的内化；任务二为进一步细化学生作品，使其完善；任务三为进一步深化学生的发散思维与批判思维。