資源簡介

Unit 5 Working the land Using Language 聽說課 教學設計
教材分析
Explore the world hunger problem
主題語境：人與自然
主題群：自然生態
子主題：人類生存、社會發展與環境的關系
語篇類型：聽力、對話、圖片
文本分析：
［What］本節課為聽說課，學習語篇為一段關于世界饑餓問題的采訪。文本設置為首先是看圖討論導致世界饑餓問題的一些主要因素；然后聽錄音采訪做筆記，回答問題并了解講話者是通過哪些證據來支持自己的觀點的，著討論并根據提示列表整理自己的觀點：最后用恰當的
［Why］了解中國對世界饑餓問題做出的貢獻和努力，加強人類命運共同體的意識。
［How］將英語語用目標和本單元的主題語境結合起來，設置聽說活動，讓學生在主題語境的探索中提高英語運用能力，深入對主題的探究
學情分析
生活在物資充足的和平年代，學生對饑餓問題的感受可能是來自于長輩或者身邊人的回憶述說。在了解本單元的閱讀文本之后，學生對袁隆平的農業貢獻已經比較熟悉，可借助圖片網絡資源了解當今世界現存的糧食危機情況喚醒學生學生對糧食問題的重視，聚焦聽力訓練的主題，而后進行思考中國對世界饑餓問題所做的努力與貢獻以及如何面對糧食危機。
教學目標
1．感知和注意世界饑餓問題，獲取和梳理出聯合國糧食及農業組織的作用和任務、導致世界饑餓問題的主要原因，以及 FAO 采取的行動和提出的倡議等信息。
2．分析和判斷引起世界饑餓問題的所有可能原因，并提出可能的解決辦法。
3．描述和闡述慶祝“世界糧食日”的活動，提高學生珍惜糧食的意識。
4．發揮想象，給出解決世界饑餓問題的建議。
教學重難點
重點：概括、整合聯合國糧食及農業組織的相關信息。
難點：
1．描述和闡述慶祝“世界糧食日”的活動，提高學生珍惜糧食的意識。
2．分析和判斷引起世界饑餓問題的所有可能原因，并提出可能的解決辦法。
教學資源 多媒體
教學活動設計
教學過程 活動形式及步驟 活動意圖
Part1 Lead-in 1. By the end of the class, we’ll be able to Know about the problem of world hunger and understand the content of listening text ; Talk with our peers about the causes of world hunger Voice our opinions on possible solutions to hunger; 2. Watch the video to tell your feelings。 What can you see in the photos What’s the problem behind those photos What’s the common problem they may cause What is China’s solution to this problem What is world’s solution to this problem 了解教學目標 通過一個世界饑餓指數的視頻開始課堂教學,引出世界饑餓問題這一話題。同時讓學生對饑餓問題的嚴重性有了視覺上的認識，引導學生思考造成饑餓問題的原因 通過對三張照片的觀察，引發學生思考這些現象與饑餓問題發生的聯系，該活動設計調動了學生“看”和“說”的技能，并通過學生的視覺沖擊力激發學生的同理心，通過討論訓練學生的分析、比較、推理等思維技能。同時，圖片的觀察是對接下來聽力訓練中內容的一個背景鋪墊。之后配上文字描述創造語境，學生通過識圖、看句子，能夠激活頭腦中drought、famine、victim等詞匯
Activity 1 Listen to a radio interview and get the main idea. A host of a radio show is interviewing ____(whom)from____________(organization) about __________ of world hunger and ______ to alleviate world hunger. 本次聽力訓練的內容是電臺的一段訪談節目。旨在培養學生對訪談對象和主旨大意的掌握,對世界糧農組織有一個初步的認知,同時對造成饑餓問題的原因和應對方式有初步了解。
Activity 2 Listen to section 1 of the interview and figure out the full name and goals of FAO. Full name________________________ 聽訪談錄音，獲取細節信息，了解聯合國及農業組織及其做出的貢獻
Goals of FAO_________________________ Activity 3 Listen to section 2 of the interview and figure out the causes of world hunger. __________ Cause __________ They can affect ___________ __________ people cannot ______ or have access to enough _________ _______ people cannot ________ or have access to enough 此活動需要學生認真復聽，對造成饑餓問題的原因有詳細地了解。通過聽和記筆記把握細節。同時在于幫助學生拓寬視野，思考世界饑餓問題。培養學生能夠在聽的過程中，借助對話的訪談技巧（提問及追問）理解語篇信息。
Activity 4 Listen again and identify how the speaker supports his facts. Match the supporting evidence with the facts Identify supporting evidence When people present important facts, they usually give some evidence to support their claims. The evidence is usually mentioned at the start of a sentence. Listen out for key words like report, research, studies, figures, findings, etc. 1. According to our latest figures,..... 2. There is strong evidence to suggest that.... 3. Our research indicates that .... A. wars can heavily affect food production and transportation B. (food hunger) stands at around 11% of the world’s population C. many people just can’t afford to eat well 活動4旨在訓練學生的聽力策略。通過識別支撐性證據，了解在訪談或對話中對觀點的有力闡述方式，即運用數據和研究成果等來展現思維的邏輯性。
Activity 5 Listen to section 3 of the interview and try to answer: 1 What is the FAO doing to alleviate world hunger The FAO runs a project called__________, which helps countries to______. 2 What does the FAO suggest countries do Every country needs to focus on ________ in agriculture too, which can often _______ the whole world. 3 What can individuals do to make a difference Individuals should buy food that___________ and ______________ to make a difference 此活動需要學生認真復聽，對造成饑餓問題的應對方式有詳細地了解。通過聽和記筆記把握細節。同時在于幫助學生 拓寬視野，思考世界饑餓問題。培養學生能夠在聽的過程中，借助對話的訪談技巧（提問及追問）理解語篇信息。
Part3 Group Discussion Work in pairs. Discuss the following questions and then share your answers in class. Use a table like the one below to help you organize your thoughts. (Part 4,P54) What are all the possible cause of world hunger that you can think of What can people and countries do to help alleviate these cause Possible cause Possible solution Language Learning Read the following expressions about sharing your opinions over and over again until you can speak fluently. Sharing your opinions I'd rather... In my opinion... The advantages are... It's a pity that... My impression is that... From my point of view,... My view/opinion/belief is that... In my eyes... Without a doubt... I have a feeling that... I'd prefer...because... I think/guess/believe... World Food Day(WFD) was created by the FAO in 1979.It is celebrated in more than 150 countries, raising awareness and knowledge of the problems and cases behind world hunger and poverty. Work in groups to brainstorm ideas for some school activities that celebrate World Food Day. Use the expressions above to help you communicate with your group members. 在口語對話之前，教師幫助學生收集一些表達自己觀點的結構和語句，學生通過思考和積累，獲取這些語用知識，為口語活動提供語言結構，使得有話可說，然后通過小組討論為學校慶祝“世界糧食日”提出建議。在這個過程中，教師引導學生圍繞主題和新知識結構開展描述、闡釋等交流活動，學生使用恰當的語言表達自己的想法，逐步實現對語言知識和文化知識的內化，鞏固新的知識結構，促進語言運用的自動化，有助于學生將知識轉化為能力。
Homework 1. the basic： Recite new words and phrases in the listening text. 2. the improved： Read more books about “empty plate campaign” and accumulate materials. 3. the creative： Prepare a speech for the coming WFD, calling on people to help alleviate the problem of world hunger. Your speech is supposed to include: the causes of world hunger; what countries and individuals can do. 通過前期的聽力訓練和口語表達，學生已經基本形成了對世界饑餓問題的認識，具有了一定的儲備知識和思辨能力。在討論的基礎上，結合自身的認識和語言能力，學生可以完善自己的演講并和同伴分享。

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