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高二——人教版——英語——選擇性必修二
Unit 4 JOURNEY ACROSS A VAST LAND
Using Language: Listening and Speaking教學設計
主題語境：人與自然——加拿大地理概況
語篇類型：對話
授課時長：25分鐘
文本分析：
本單元主題是人與自然，圍繞加拿大的地理概況展開，介紹一對表姐妹在火車旅行中的所見所聞。本課是本單元的第四課時，屬于Listening and Speaking板塊，活動主題是“在旅行中談論風景與文化”（Talk about scenery and culture along a journey）。主要由聽和說兩個大的活動組成。通過聽說活動學生可以進一步了解加拿大的自然地理和社會風貌，并融入文化對比，提及北京——莫斯科長途火車旅行路線。聽力文本是一段發(fā)生在Li Daiyu、Liu Qian和火車上的一位加拿大旅行者Anna之間的對話。在對話中，他們邊欣賞窗外的美景，邊交流感受。作為加拿大人，Anna對沿途城市、景色、地貌、風俗習慣等作了細致的介紹，對此兩姐妹表現(xiàn)出極大興趣，并進一步追問感興趣的信息。此外，對話中還自然融入了很多習語，包括words fail me、as hot as an oven、as flat as a pancake、as far as the eye can see、dead center、kill time、you name it等，這對于豐富學生的口語表達很有幫助。在說的部分，教材中給出了續(xù)編對話的框架，旨在為學生順利完成口語表達提供支架，并融入一項重要的交際策略——自然地結束對話。同時要求學生具備一定的旅行經(jīng)歷和用于介紹地理概況的語言儲備，才能順利完成對話。
學情分析：
本節(jié)課面向廣州市高二學生。在之前的學習中，學生涉獵了聽力的基本技巧，如預測、聽取主旨大意、聽取細節(jié)信息、猜測詞義等。但技巧并不等于實際的聽力能力，因此基于語篇特點，這些技能仍需要在本節(jié)課進行訓練和復現(xiàn)。其中，聽力材料涉及大量習語（idioms），是多數(shù)學生比較陌生的內(nèi)容，需要重點訓練學生基于上下文理解習語的意思的理解技巧。此外，學生雖然具備了一定的口語表達能力，且有支架輔助，但部分學生缺乏旅行經(jīng)歷，或者缺乏詞匯儲備來準確達成介紹自然概況和風土人情的目的。因此，還需通過頭腦風暴（brainstorming）等活動為學生拓展表達的內(nèi)容，同時提供關鍵的話題詞匯，讓學生有話可說、會說。
教學目標
通過本節(jié)課的學習，學生能夠：
預測對話內(nèi)容，理解其大意和關鍵細節(jié)；
通過圖片預測對話的主要內(nèi)容；
結合自身經(jīng)歷，運用適當?shù)脑~匯和表達方式完成對話續(xù)編，介紹中國地域廣袤的地區(qū)，并得體地表達情感。
教學重難點
幫助學生在語境中理解和掌握常見英語習語，并體會英語中習語的表達效果；
指導學生把握聽力語境中不同人物的身份，并圍繞旅行話題，結合自身經(jīng)歷，順利完成對話續(xù)編，在對話中恰當使用表達驚奇與好奇、談論空間和位置的語言，并掌握自然地結束對話的口語策略。
教學資源
教材、課件、音頻、圖片
教學過程
步驟 教學活動 設計意圖 時長
Lead in
Step 1 Ss look at pictures about the rail journey in reading. Ss review what they have learnt in the previous lesson and complete the K-W-L Chart. To activate Ss’ previous knowledge, stimulate their anticipation for the new lesson, and encourage Ss to summarize what they have learnt after the lesson. 2 min
Pre-listening
Step 1 Ss look at the pictures on P42 and predict what they are going to hear by discussing the following two questions: Which lake does the large photo remind you of What do you think the speakers will talk about How can you tell T provides more information and necessary vocabulary about the pictures. To help Ss predict the content by using visuals, and prepare them with vocabulary used in the listening material. 3 min
While-listening
Step 1 Ss listen to the conversation for the first time, and note down key words of the conversation. T minds Ss’ attention to the listening skill of focusing on the general idea and guides Ss to summarize the main idea of the conversation To help Ss gain a full picture of the material. 5 min
Step 2 Ss listen to the conversation again and answer the following questions. What do people do when Lake Louise freezes over in winter What does Anna say about Canadian summers How far is it from Edmonton to Winnipeg What kinds of things do people do in Winnipeg What other long rail journey have Li Daiyu and Liu Qian take (T attracts Ss’ attention to the key words in the items before listening.) To drill Ss to listen for important details. 5 min
Step 3 Ss listen again and match the following idioms and similes with their meanings based on the context. Ss paraphrase the sentences with definitions of the idioms, and compare the different impressions they make. T leads Ss to summarize the functions and figures of speech used in idioms. To help Ss get familiar with some commonly-used idioms and encourage Ss to learn more about and even use idioms in the conversation. 5 min
Post-listening (Speaking)
Step 1 Ss read the beginning and ending part of a continued conversation, and think about the two questions below. How does Anna start to talk about China How do they end the conversation and say goodbye What will be talked about in the middle of the conversation Ss make an outline of a journey across a vast land in China, and supplement the information with their group members. Ss share their outlines with classmates. Ss brainstorm useful sentence patterns and phrases to show surprise, introduce locations, and end a conversation naturally. T provides criteria to decide whether the conversation is good or not. To make the speaking task easier by providing more information and useful expressions, and by giving examples. 5 min
Summary and homework
Ss summarize what they have learnt in the lesson. To summarize what the Ss have learnt. 1 min
T assigns homework. To facilitate Ss to consolidate what they have learnt, and enrich their knowledge. 1 min

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