高教版（2021）Unit 5 Natural Wonders in the World公开课教学设计及反思

Unit 5 Natural Wonders in the World

  教学设计（一）

第一、第二课时 Warming up and Listening and Speaking

一、教材分析

本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3 基础模块》中Unit 5 Natural Wonders in the World的Warming up和Listening and Speaking部分，语料是一名外国记者对珠峰大本营的工作人员采访咨询，内容是关于喜马拉雅自然景观的介绍。要求学生能根据问题和选项预测听力内容，在听的过程中提取具体信息，能以记者的身份询问问题，并以受访者的身份回应并对景观进行介绍，在对话中体现应有的职业素养和职场礼仪，培养思维差异感知能力，提升职业素养。

二、学情分析

学生已经具备一定的听说基础，能够在特定的情景下围绕某主题进行英文交流。但由于知识面有限，学生对景观采访的主题和内容不够熟悉，在进行景观采访的听力和口语练习时理解和表达有困难，需要教师及时补充背景知识，尤其是图片等视觉信息，辅助学生进行理解。

三、教学目标

After leaning this lesson，students can

通过本课的学习，学生能够

1. inquire and answer the information about natural wonders.

询问和回应有关自然景观的问题；

2. interview as a reporter, ask the interviewee further questions and his attitude. 

以记者身份进行采访，并根据受访者的回答进一步提出问题，能询问对方是否赞成自己的观点；

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观特色之间的关系；

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.

明确采访前的工作准备和采访时的礼仪规范，学习工作人员的认真态度和礼貌行为，在职场中能展示自己的职业素养。

5. treasure and protect the nature. 

珍惜自然景观，保护大自然。

四、教学重点、难点分析

教学重点：学生能听懂有关自然景观的问题的询问和回应，学生能够以记者身份进行采访，针对自然景观的具体情况询问受访者并回应。

教学难点：学生以记者身份采访受访者，根据回答进一步提出问题。

五、教学过程

Step 1 Warming Up

*1. 铺垫活动： Brainstorm.

（1）激活词汇储备：学生说出已知的自然景观名称及相关的英文表达，教师可适当提供图片作为提示以激活学生思维。                                                        Possible answer: the Yellow River, the Yangtze River, Mount Tai, Mount Hua, West Lake, River Thames等等。学生可能会说出the Great Wall, Summer Palace等非自然景观，教师要引导和纠正，强调所问是自然景观。

（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.

处理教材活动1。Kevin is going to travel for an interview. Please help him match the pictures and names of the scenic spots.

3. Think and tick.

（1）处理教材活动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） 教师在活动完成后播放有关喜马拉雅山的采访视频，补充景观信息和采访对话。视频可以在课前由学生自行检索或教师准备，上课时呈现。

（设计意图：本环节旨在引出自然景观和与描述自然景观相关的词汇和句型，为之后的听说活动做准备。如果学生对呈现的语言比较熟悉，教师应注意语音的练习。如果学生对呈现的语言不熟悉，教师可以教授生词。）

Step 2 Listening

补充新词：

呈现情境： Travel reporter Kevin is having an interview. Please finish the listening task according to the dialogue.

1. Listen and choose.

处理教材活动3。学生在听前读选项，预测听力主题，并结合选项对主题做出选择。听后教师检查并反馈。提醒学生注意四个选项都和喜马拉雅山相关，但侧重点不同。选项A侧重喜马拉雅的旅行经历。选项B侧重喜马拉雅的美丽景色。选项C侧重喜马拉雅的旅行建议。选项D侧重喜马拉雅的登山者。

2. Listen and decide.

处理教材活动4。学生首先阅读选项，进行初步判断。然后听录音，抓关键词，即重点关注“旗云”和“天气”，判断正误并更正错误信息。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.听后教师检查并反馈。

3. Listen and complete.

处理教材活动5，可分三步：

（1）学生个人活动，通读短文，理清记者报道的文章脉络（self-introduction - interview background - introduction to scenic spots - attractive wonders - influence of scenic spots - provoke interest），先对填空处的词性进行预判。

（2）全班活动，播放录音，学生听后重新组织语言，以记者的叙述角度，将对话内容转述成一篇文字报道。

（3）全班活动，教师点名检查，让学生通读报道给出答案，并给予反馈。修正答案后，全班齐读本篇报道。教师呈现录音原文，解读文本。

（设计意图：本环节旨在训练学生根据已有的信息预测听力内容，在听的过程中获取和归纳关键信息，能够通过改变叙述角度，重新组织语言，培养提前熟悉本单元语法结构，培养学生交流沟通能力和逻辑表达能力。）

Step 3 Speaking

1. Listen, read and underline.

处理教材活动6，可分四步：

（1）全班活动：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. 教师也可邀请两位学生进行对话展示。

（2）学生用下画线标出有关信息咨询的重点交际语句。教师就对话中的重点词句进行讲解。•   It is also said that there is a story about “tablecloth”. 关于“桌布”，还有一个故事。本句中包含一个主语从句，“it”为先行词，作形式主语，代指从句“there is a story about ‘tablecloth’”。“It’s said that…”可翻译为据说。

•   It’s a flat-topped mountain that looks like a table. 因为山顶是平的，看上去像一张桌子。本句包含关系代词“that”所引导的定语从句，“look  like”为看起来 像……；“flat-topped”是平顶的、顶端扁平的意思。

•   Many travelers say as a famous tourist destination in South Africa, it has many great wonders, right? 很多游客都说桌山作为南非的著名景点，有很多自然奇观，对吧？本句中的宾语从句省略了“that”，从句中主语前增加了状语，“right?”是附 加疑问，在口语中很常见。

（3）全班活动，教师播放情景动画，学生跟读模仿对话。

（4）全班活动，教师播放微课视频，让学生总结交际用语。

- 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.

处理教材活动7。可分两步：

（1）全班活动，教师介绍背景、呈现情境：旅行记者在对景区经理进行采访。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.引导学生结合活动6的交际句型，熟悉本活动的对话模版和景观信息。

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）学生两人一组，参照所给景观信息，根据交际框架，进行替换关键词的模仿对话练习。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）教师可让程度好的一组同学在班上示范，教师点评。全班活动，教师点名检查并给予反馈。

（设计意图：本环节是控制性口语训练活动，要求学生通过与同伴合作，根据相关的句子结构和图片信息提示，参照活动6的形式，进行对话练习。帮助学生进一步操练句型，巩固对交际框架的掌握。）

2. Role play.

处理教材活动8，教师介绍背景、呈现情境：旅行记者Jane Smith在对景区工作人员Mr Jones进行采访。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）个人活动，识别对话场景，阅读相关信息（包括景观名称、景观信息和特色），思考可能用到的语句。

（2）全班活动，教师选择学生，与其进行对话示范。

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）双人活动，学生选择角色，编排对话。

（4）全班活动，教师选出部分学生进行展示，然后引导学生互评并给予反馈。

（发音是否正确，升调或降调的使用是否正确，语法是否正确，句式表达是否恰当。）

（设计意图：本环节是实用对话练习。通过活动6语料范本的操练和活动7的模仿练习，学生已经掌握了关于景观信息询问和回应的基本语言表达。本活动在此基础上，要求学生将语言知识和口语表达技能迁移到真实的语境中，以角色扮演的形式进行自主练习。在活动中可互换记者和景区工作人员的角色进行练习，培养职场语言沟通能力，促进跨文化理解能力、思维差异感知素养和综合职业素养的提升。）

Step 4 Conclusion

引导学生围绕以下三个问题，结合第五单元教材听说部分的配套微课，总结本课所学：

How do we interview about natural wonders?

How do we recommend travel destinations to tourists?

How do we introduce natural wonders?

Step 5 Homework

1.呈现情景：旅游记者对喜马拉雅山景区人员进行采访。两人合作共同完成采访任务。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. 拓展作业：请你录制一段介绍某处自然景观的视频，播放给全班，确定该景观的基本信息和特点。