高教版（2021）Unit 5 Natural Wonders in the World公開課教學設計及反思

這是一份高教版（2021）Unit 5 Natural Wonders in the World公開課教學設計及反思，共7頁。教案主要包含了學情分析，教學目標，教學重點，教學過程等內(nèi)容，歡迎下載使用。
Unit 5 Natural Wonders in the World  教學設計（一） 第一、第二課時 Warming up and Listening and Speaking 一、教材分析本課教學內(nèi)容選自高等教育出版社出版的“十四五”職業(yè)教育國家規(guī)劃教材，《英語3 基礎模塊》中Unit 5 Natural Wonders in the World的Warming up和Listening and Speaking部分，語料是一名外國記者對珠峰大本營的工作人員采訪咨詢，內(nèi)容是關于喜馬拉雅自然景觀的介紹。要求學生能根據(jù)問題和選項預測聽力內(nèi)容，在聽的過程中提取具體信息，能以記者的身份詢問問題，并以受訪者的身份回應并對景觀進行介紹，在對話中體現(xiàn)應有的職業(yè)素養(yǎng)和職場禮儀，培養(yǎng)思維差異感知能力，提升職業(yè)素養(yǎng)。 二、學情分析學生已經(jīng)具備一定的聽說基礎，能夠在特定的情景下圍繞某主題進行英文交流。但由于知識面有限，學生對景觀采訪的主題和內(nèi)容不夠熟悉，在進行景觀采訪的聽力和口語練習時理解和表達有困難，需要教師及時補充背景知識，尤其是圖片等視覺信息，輔助學生進行理解。 三、教學目標After leaning this lesson，students can通過本課的學習，學生能夠1. inquire and answer the information about natural wonders. 詢問和回應有關自然景觀的問題；2. interview as a reporter, ask the interviewee further questions and his attitude.  以記者身份進行采訪，并根據(jù)受訪者的回答進一步提出問題，能詢問對方是否贊成自己的觀點；3. find out the relationship between the taste of the visitors and character of the natural wonders.能找到游客的喜好和自然景觀特色之間的關系；4. know the preparation and the good manners for an interview，learn about the serious attitude and courtesy from the staff and show their own professional quality.明確采訪前的工作準備和采訪時的禮儀規(guī)范，學習工作人員的認真態(tài)度和禮貌行為，在職場中能展示自己的職業(yè)素養(yǎng)。5. treasure and protect the nature.  珍惜自然景觀，保護大自然。 四、教學重點、難點分析教學重點：學生能聽懂有關自然景觀的問題的詢問和回應，學生能夠以記者身份進行采訪，針對自然景觀的具體情況詢問受訪者并回應。教學難點：學生以記者身份采訪受訪者，根據(jù)回答進一步提出問題。 五、教學過程Step 1 Warming Up*1. 鋪墊活動： Brainstorm.（1）激活詞匯儲備：學生說出已知的自然景觀名稱及相關的英文表達，教師可適當提供圖片作為提示以激活學生思維。                                                        Possible answer: the Yellow River, the Yangtze River, Mount Tai, Mount Hua, West Lake, River Thames等等。學生可能會說出the Great Wall, Summer Palace等非自然景觀，教師要引導和糾正，強調(diào)所問是自然景觀。（2）Situation：Kevin, a travel reporter, likes traveling, photographing and interviewing, whose job is to interview and report when traveling all around the world. Kevin is going on a trip again. What tourist attractions would you recommend him to visit? 2. Look and match.處理教材活動1。Kevin is going to travel for an interview. Please help him match the pictures and names of the scenic spots. 自然景觀名稱自然景觀圖片     Stone Forest    Amazon River     Himalayas    Chaka Salt Lake     Great Rift Valley    Iguassu Falls3. Think and tick.（1）處理教材活動2。As a travel reporter, Kevin travels all over the world. Tick out the sentences when Kevin introduces a natural wonder. Give reasons for your judgment.?A. It’s located in China.□B. I will go to the wonders myself someday.□C. I went to the Himalayas this summer holiday.?D. “Qiyun” is a unique scenery in Mount Qomolangma.  （2） 教師在活動完成后播放有關喜馬拉雅山的采訪視頻，補充景觀信息和采訪對話。視頻可以在課前由學生自行檢索或教師準備，上課時呈現(xiàn)。（設計意圖：本環(huán)節(jié)旨在引出自然景觀和與描述自然景觀相關的詞匯和句型，為之后的聽說活動做準備。如果學生對呈現(xiàn)的語言比較熟悉，教師應注意語音的練習。如果學生對呈現(xiàn)的語言不熟悉，教師可以教授生詞。） Step 2 Listening 補充新詞：Wordunique獨特的flag-shaped旗形的forecast預測Picture   呈現(xiàn)情境： Travel reporter Kevin is having an interview. Please finish the listening task according to the dialogue.1. Listen and choose. 處理教材活動3。學生在聽前讀選項，預測聽力主題，并結(jié)合選項對主題做出選擇。聽后教師檢查并反饋。提醒學生注意四個選項都和喜馬拉雅山相關，但側(cè)重點不同。選項A側(cè)重喜馬拉雅的旅行經(jīng)歷。選項B側(cè)重喜馬拉雅的美麗景色。選項C側(cè)重喜馬拉雅的旅行建議。選項D側(cè)重喜馬拉雅的登山者。2. Listen and decide. 處理教材活動4。學生首先閱讀選項，進行初步判斷。然后聽錄音，抓關鍵詞，即重點關注“旗云”和“天氣”，判斷正誤并更正錯誤信息。Students first read the options and make a preliminary judgment. Then listen to the tape and grasp the key words, focus on "Qiyun" and "weather", judge the options and correct the wrong information.聽后教師檢查并反饋。3. Listen and complete. 處理教材活動5，可分三步：（1）學生個人活動，通讀短文，理清記者報道的文章脈絡（self-introduction - interview background - introduction to scenic spots - attractive wonders - influence of scenic spots - provoke interest），先對填空處的詞性進行預判。（2）全班活動，播放錄音，學生聽后重新組織語言，以記者的敘述角度，將對話內(nèi)容轉(zhuǎn)述成一篇文字報道。文字報道對話內(nèi)容①Good afternoon, everyone. This is Kevin James from International Newspaper. ②Early this morning, I interviewed Mr Li, the manager of north side base camp of the Himalayas. ③Himalayas, with the world’s highest mountain, have many great 1)wonders. ④The cloud on the top of the mountain is called Qiyun and it’s a 2)unique scenery in the Himalayas. ⑤With this piece of cloud, people can 3)forecast the weather. ⑥Isn’t it 4)amazing?⑦As one of the top natural wonders in the world, the Himalayas 5)attract thousands of travelers from all over the world every year.⑧Do you want to climb to the top to see the wonders yourself someday?②Mr Li, a manager from the north side base camp of the Himalayas.Reporter: ①Good morning, Mr Li. I’m the reporter from International Newspaper. Can I ask you some questions about the Himalayas?Mr Li: Sure, it’s my pleasure.Reporter:③Many travelers say as the world’s highest mountain, the Himalayas have many great wonders, right?Mr Li: Yes.④Can you see the cloud on the top of the mountain?  It is called Qiyun, a unique scenery in Mount Qomolangma.Reporter: Wow, it’s beautiful. Why do you call it Qiyun?Mr Li:⑤In Chinese, Qiyun means flag-shaped clouds. It is also said this piece of cloud can forecast the weather.Reporter: Forecast the weather? How could we possibly do that?Mr Li: Well, the local people say if Qiyun is pointing to the east, heavy snow is on the way. If it is going directly upwards, we will probably have bad weather.Reporter:⑥ That’s amazing. Many travelers say the Himalayas have the most beautiful mountain they have ever seen.Mr Li: Yes, it really is.⑦As one of the top natural wonders in the world, the Himalayas attract thousands of travelers from all over the world every year.Reporter: Great! ⑧I’ll climb to the top to see the wonders myself someday.（3）全班活動，教師點名檢查，讓學生通讀報道給出答案，并給予反饋。修正答案后，全班齊讀本篇報道。教師呈現(xiàn)錄音原文，解讀文本。（設計意圖：本環(huán)節(jié)旨在訓練學生根據(jù)已有的信息預測聽力內(nèi)容，在聽的過程中獲取和歸納關鍵信息，能夠通過改變敘述角度，重新組織語言，培養(yǎng)提前熟悉本單元語法結(jié)構(gòu)，培養(yǎng)學生交流溝通能力和邏輯表達能力。） Step 3 Speaking1. Listen, read and underline. 處理教材活動6，可分四步：（1）全班活動：Travel reporter Kevin is interviewing Mr Brown, manager of a scenic spot. Please listen to the dialogue and read after it, paying attention to the intonation and pronunciation. 教師也可邀請兩位學生進行對話展示。（2）學生用下畫線標出有關信息咨詢的重點交際語句。教師就對話中的重點詞句進行講解。?   It is also said that there is a story about “tablecloth”. 關于“桌布”，還有一個故事。本句中包含一個主語從句，“it”為先行詞，作形式主語，代指從句“there is a story about ‘tablecloth’”。“It’s said that…”可翻譯為據(jù)說。?   It’s a flat-topped mountain that looks like a table. 因為山頂是平的，看上去像一張桌子。本句包含關系代詞“that”所引導的定語從句，“look  like”為看起來 像……；“flat-topped”是平頂?shù)摹㈨敹吮馄降囊馑肌?/span>?   Many travelers say as a famous tourist destination in South Africa, it has many great wonders, right? 很多游客都說桌山作為南非的著名景點，有很多自然奇觀，對吧？本句中的賓語從句省略了“that”，從句中主語前增加了狀語，“right?”是附 加疑問，在口語中很常見。（3）全班活動，教師播放情景動畫，學生跟讀模仿對話。（4）全班活動，教師播放微課視頻，讓學生總結(jié)交際用語。- Can I ask you some questions about …?  - Sure. It’s my pleasure.- It has many great wonders, right?  - Yes. It really is.- That sounds interesting! Oh, what is it?- As one of the famous natural wonders in the world, it attracts many travelers every year.  - Great! I’ll climb to the top to see the wonders myself someday.2. Imitate and talk.處理教材活動7。可分兩步：（1）全班活動，教師介紹背景、呈現(xiàn)情境：旅行記者在對景區(qū)經(jīng)理進行采訪。Travel reporter Kevin is interviewing manager of a tourist destination. Please imitate and practice the dialogue with your partner, according to the picture and sentences.引導學生結(jié)合活動6的交際句型，熟悉本活動的對話模版和景觀信息。A: Good morning. Can I ask...?B: Sure. It's my pleasure.A: Many travelers say as a famous tourist destination in ..., it has many great wonders, right?B: Yes. It really is. Can you see...?A: That's amazing! Many visitors say this is the most special wonder they have ever seen.B: Yes. As one of ..., it attracts many travelers every year.A: I'll see the wonder myself someday. （2）學生兩人一組，參照所給景觀信息，根據(jù)交際框架，進行替換關鍵詞的模仿對話練習。A: Good morning. Can I ask you some questions about Mount Hua?B: Sure. It's my pleasure.A: Many travelers say as a famous tourist destination in China, it has many great wonders, right?B: Yes. It really is. Can you see the five peaks of the mountain? They form the shape of a large flower.A: That's amazing! Many visitors say this is the most special wonder they have ever seen.B: Yes. As one of the five famous mountains in China, it attracts many travelers every year.A: I'll see the wonder myself someday.（3）教師可讓程度好的一組同學在班上示范，教師點評。全班活動，教師點名檢查并給予反饋。（設計意圖：本環(huán)節(jié)是控制性口語訓練活動，要求學生通過與同伴合作，根據(jù)相關的句子結(jié)構(gòu)和圖片信息提示，參照活動6的形式，進行對話練習。幫助學生進一步操練句型，鞏固對交際框架的掌握。） 2. Role play. 處理教材活動8，教師介紹背景、呈現(xiàn)情境：旅行記者Jane Smith在對景區(qū)工作人員Mr Jones進行采訪。Jane Smith, a reporter from International Newspaper, is interviewing Mr Jones, the staff working in PP Underground River in Philippines.可分四步：（1）個人活動，識別對話場景，閱讀相關信息（包括景觀名稱、景觀信息和特色），思考可能用到的語句。（2）全班活動，教師選擇學生，與其進行對話示范。A: Good morning. Can I ask you some questions about Puerto Princess Underground River?B: Sure. It's my pleasure.A: Many travelers say as a famous tourist destination in Philippines, it has many great wonders, right?B: Yes. It really is. Can you see the two layers? There are small waterfalls inside the cave.A: That's amazing! Many visitors say this is the most special wonder they have ever seen.B: Yes. As one of the New Seven Natural Wonders in the world, it attracts many travelers every year.A: I'll see the wonder myself someday.（3）雙人活動，學生選擇角色，編排對話。（4）全班活動，教師選出部分學生進行展示，然后引導學生互評并給予反饋。（發(fā)音是否正確，升調(diào)或降調(diào)的使用是否正確，語法是否正確，句式表達是否恰當。） Checklist for the reporter：Checklist for the interviewee：1)       Greeted the interviewee properly.2)       Introduced yourself.3)       Expressed purpose first.4)       Demonstrated good attitude.5)       Got prepared for the interview.6)       Asked question based on the interviewee’s answer.7)       Listened to the interviewee patiently. 1) Listened to the reporter patiently.2) Answered the questions properly.3) Demonstrated good attitude.  （設計意圖：本環(huán)節(jié)是實用對話練習。通過活動6語料范本的操練和活動7的模仿練習，學生已經(jīng)掌握了關于景觀信息詢問和回應的基本語言表達。本活動在此基礎上，要求學生將語言知識和口語表達技能遷移到真實的語境中，以角色扮演的形式進行自主練習。在活動中可互換記者和景區(qū)工作人員的角色進行練習，培養(yǎng)職場語言溝通能力，促進跨文化理解能力、思維差異感知素養(yǎng)和綜合職業(yè)素養(yǎng)的提升。） Step 4 Conclusion引導學生圍繞以下三個問題，結(jié)合第五單元教材聽說部分的配套微課，總結(jié)本課所學：How do we interview about natural wonders? How do we recommend travel destinations to tourists?How do we introduce natural wonders? Step 5 Homework1.呈現(xiàn)情景：旅游記者對喜馬拉雅山景區(qū)人員進行采訪。兩人合作共同完成采訪任務。Finish an interview task in pairs. One student plays the travel reporter, the other plays the staff working in Himalayan scenic spot. Role play in class.*2. 拓展作業(yè)：請你錄制一段介紹某處自然景觀的視頻，播放給全班，確定該景觀的基本信息和特點。