高中英语人教版 (2019)选择性必修 第一册Unit 3 Fascinating Parks第1课时教学设计

Unit 3 Fascinating Parks

Using Language

Period 1 教学设计                                       

教材分析

听说板块围绕“游览城市公园”（Visit a city park）展开，学生需要听一段发生在城市森林公园的对话，并结合公园地图，明确听力中人物所处的位置，以及计划游玩的路线。该部分不仅为单元“公园”主题增添了城市公园这一类别，更能激发学生思考城市公园对人们生活的意义。

教学目标 

1. 能够听懂并理解谈论游记路线的场景及其相关对话。

2. 能够根据方位关键词，听取并理解相关信息，并结合地图提示，快速确定游玩路线。

3. 能够准确分析人物语言表达，从中揣摩人物特点和交流技巧。

4. 能够在口头交流中准确表达方位和地点。

5. 能够明白城市公园在保护水土和湿地方面的意义。

教学重难点

【教学重点】

引导学生有条理地表达方位和路线，并能利用地图，结合自身情况，确定合理的游览路线。

【教学难点】

培养学生看地图的基本生活技能，提升学生对行动的统筹能力。

教学过程

Step 1 Warming-up

Look at the pictures and think of the questions.

1. If you are to visit Xixi National Wetland Park, what activities would you like to take part in?

2. How do you organise your visit to all these places in the park?

设计意图：让学生回顾前面语法探究部分中对西溪湿地公园的介绍，激发学生的背景知识。

Step 2 Pre-listening

1. Work on Activity 1. Look at the photos taken in Beijing Olympic Forest Park. Match them with the activities below. Write the correct letter in each circle.

设计意图：引导学生观察图片，了解公园中的一些主要景点和活动内容。

Step 3 While-listening

1. Work on Activity 2. Linlin and Yuhui are taking Jake to Beijing Olympic Forest Park. Listen to their conversation. Tick which activities they are going to do.

2. Work on Activity 3. Look at the map. Listen to the conversation again and finish the activities below.

(1) Read “Listen for directions”.

(2) Draw the route that Jake, Linlin, and Yuhui will take.

(3) Mark the places they will visit on the map below.

设计意图：引导学生重点关注三名年轻人决定参与的活动以及路线的安排。

Step 4 Post-listening

1. Work on Activity 4. Work in pairs. Role-play visiting the park. Take turns giving directions to different places in the park. Use the words and phrases below to help you.

         Excuse/Pardon me.

         How do I get to ...?

         Is ... nearby?

         Is ... far from ...?

         It’s about ... metres north of ...

         Walk/Go along the river/path ...

         When you see the ...，you are close to ...

         Go straight ahead (until you come to ...).

         Do you happen to know where ... is?

         How far is ...?

         Is ... close to ...?

         It’s on the north/south/east/west side of the park.

         Go through ...

         Follow the (main) path to ...

         It’s ... metres from here.

2. Sample Dialogue

A: Excuse me.

B: Yes, how can I help you?

A: I hear that this park has a very nice flower meadow. I was wondering if you could tell me how to find it?

B: Oh, you mean Flower Land? It’s in the northwest corner of the North Park.

A: It sounds pretty far from here.

B: Yes, it is. It’s about two and a half kilometres from here on foot. But it’s a lovely walk if you have the time.

...

设计意图：通过让学生结对交流，根据园区地图，设想如果自己去公园游玩，将会如何安排路线的活动，帮助学生练习方位和路线的表达，提升对行动的统筹能力。

Step 5 Assignment

In pairs, draw a map of your school campus. Imagine that a foreign student has come to your school. Take turns giving directions to the following places in your school, starting from your classroom.

设计意图：将自己所学运用到实际情境中，练习和巩固语言和文化知识。