中职英语Unit 6 Living History of Culture精品教学设计及反思

Unit6 Living History of Culture

教学设计（一）

第一、          二课时 Listening and Speaking

一、教材分析

1.总体分析

本课教学内容选自高等教育出版社的“十四五”职业教育国家规划教材，《英语3基础模块》中Unit6 Living History of Culture 中的Warming up和Listening and Speaking部分，单元主题是“人与社会”主题范围下关于“历史与文化”的主题。听说部分要求学生提取历史文明的细节信息，分享旅游经历和介绍历史文明，以及能为外国游客介绍我国的历史文明和传统工艺。

２.语篇分析

二、学情分析

1.  知识基础

学生可以运用一些简单的带有形容词的句子对景点进行描述，通过情景的设置和图片的帮助有能力进行词义的猜测和辨析。学生对于旅游名胜也有足够的兴趣和好奇心，具有强烈的学习愿望。但是学生听力水平有限，在提取细节信息时会有疏漏，对于涉及到的定语从句掌握能力还不够。

2. 认知能力

学生对于名胜古迹有一定的了解，但是在将对话转化为自述时和对传统工艺进行推销时，缺乏相应的语言储备和迁移能力。

3. 学习特点

学生学习态度端正，思维积极活跃，在“真实的情景”中愿意进行各种方式的学习尝试。因此教师对教学活动的设计要本着从易到难，从模仿到替换，再到语言实践的梯度，合理铺设台阶，让学生自然过度到相应难度的活动，尽可能避免挫败感。

三．教学目标

After learning this lesson, students can

    通过本课的学习，学生能够

1.       predict the listening content according to the questions and option. Elicit cultural information.

通过问题和选项预测听力内容.引出文化信息。

2.       extract more detailed information about history and civilization of xi’an during listening, share travel experience and introduce history and civilization to others.

学生能够在听的过程中提取西安历史文明的细节信息，分享旅游经历和向他人介绍历史文明

3.       exchange cultural information， introduce historical civilization and traditional craft to foreigner. Express confidence in and love of Chinese culture.

学生能够交流文化信息，能够为外国游客介绍我国的历史文明和传统工艺.能够表达对中国的文化自信和热爱。

4.       cultivate the ability to perceive difference in thinking and cross-cultural understanding, improve professionalism and strengthen cultural self-confidence.

通过培养思维差异感知能力和跨文化理解能力，提升职业素养，坚定文化自信 。

四．教学重点.、难点分析

 教学重点：能够正确提取听力中间关于历史文明的关键信息和正确介绍名胜古迹。

 教学难点：正确的为外国游客介绍我国的文化产品

五．教学过程

Step 1. Warming up

1. Look and match

(1)    Lead in

Situation：Our school provided a free opportunity to study abroad. The sponsor provides four scenic spots to choose from. Show the Terracotta Army, Egyptian pyramid in Egypt, Stonehenge in Britain and Leaning Tower of Pisa in Italy. Ask students to match the pictures with their English names. 

2. Think and Tick

Teacher: Our school requires students who sign up for introduction on scenic spots.

老师提问：What do you know about these places?

老师播放有关这4个地方的介绍。

学生小组讨论,完成下表

教师提问：Now, you’ve got some information about these places, can you use your own words to introduce one of them?

学生可以但不限制于使用活动二中的句型。

例如：Pyramid is in Egypt，it has a history of more than 4600 years, it is the start point of Ancient Egypt, it’s the right place to learn about Ancient Egypt civilization and it’s the cemetery of Pharaoh.

教师总结: All of you made a good try, but the boy called ChenJie gets the chance, because he makes a better introduction. Would you like to know how he introduces the place?

（设计意图：通过引导学生来介绍一个历史古迹,让他们意识到自己还无法良好的介绍一个文化古迹，铺垫听力部分的人物陈杰最终获得这个机会，激发学生对听力部分陈杰如何介绍名胜古迹的好奇心）

Step 2. Listening

1. Listen and tick

处理教材活动3（对话主题选择what are they talking about?）学生在听前阅读选项，预测听力内容，然后听录音，结合选型做出选择，并对听力材料从整体上进行把握和判断，听后教师检查并反馈

2. Listen and tick

处理教材活动4，先熟悉所给信息：Xi’an City Wall, Huaqing Pool, Shaanxi History Museum, The Terracotta Army,然后听录音，抓关键词，听后教师检查并反馈。

3. Listen and complete.

处理教材活动5.

（1）学生先浏览文本信息，初步预测和判断空格里面需要填写的词和词性，关注所填单词所在句子的关键信息。e.g.: ...years of history，... ancient dynasties(重点听年份数字)，start point of ...(重点听地名)， the most... place(重点听形容词)，you are...the Tang Dynasty(重点听are引导的一个短语。)

在听力结束后，教师检查并核对答案，呈现听力文本，并简要解析其中的关键习性。

（2）拓展活动：

展示了听力文本后，引导学生转述ChenJie 的旅游信息再拓展讲述他们自己如果去西安首选的景点是哪里，并阐述原因。

(设计意图： 旨在训练学生根据已有信息预测听力内容，在听的过程中提取关键信息，并通过改变叙述角度，重新组织语言，培养学生的沟通交流能力和逻辑表达能力)

Step 3. Speaking

1. Listen read and underline.

(1)    Lead in

Situation：LinFang，a good friend of ChenJie, didn’t make it to the study tour, but he also visited Beijing during the vacation, Now he is chatting with his friend Mary in WeChat.

处理活动6的材料。

（2）听活动6的录音，跟读对话，并标出有关询问和描述历史名胜的重点交际语句，   请两位同学进行对话展示。

（3）讲解重点句型

①it’s the place which I have, visited twice. “which”引导定语从句，在从句中做 “visit”的宾语， “the place” 后常可接“where”引导的定语从句。

②it’s …and one of the most attractive places around the world. One of+形容词的最高级+名词复数 意思为：“最...之一”

③Sound great! Sound +形容词 是口语中的常见的省略主语it的表达，类似的表达有： “Seems right!” “Taste good!”

It must be the Great Wall. 用must表示说话者的判断，如果用is，则是代表事实，这里代表说话人非常肯定的看法

（4）播放动画微课，分角色配音。

（设计意图；让听说部分有一定的故事性，激发学生的学习热情）

2. Imitate and practice

铺垫活动，学生以小组为单位讨论关于布达拉宫和紫禁城的信息, 老师通过提问适当补充完一些必要信息。

两人一组，根据活动7所给信息，根据活动6的交际框架，完成对话练习。

参考答案：

A： Hi，Jessica, where did you go during the holiday?

B:  I went to Tibet. It’s the place which I’ve visited twice.

A: I have never been to Tibet. Why are you so interested in this place?

B: Well, I think Tibet is one of the most attractive places around the world.

A: Sounds great! Where did you go in Tibet?

B: I visited its provincial capital Lhasa.

A: Where is the most attractive place in Lhasa?

B:  It must be The Potala Palace, it was proposed to build by the leader SongZanganbu, it’s a 5A Scenery Site.

A: I’m interested in the Potala Palace, Could you tell me more about it?

B: No problem.

3. Role play.

（1）Situation：You are a salesperson of traditional Chinese products. A foreigner likes the paper-cutting very much and now she is asking about it. Please introduce Chinese paper-cutting to her.

Discussion.

学生围绕主题，思考，讨论paper-cutting 的基本信息

（2）分小组组织对话，小组代表展示，小组间评价。.

e.g.:

Salesperson: Good morning, Madam /sir. Can I help you?

Foreigner: Yes. It’s my first time to China. I’d like to buy some souvenirs to my friends. I heard that paper-cutting is very famous.

S: Wow. Welcome to China. Yeah, paper-cutting has a history of more than 1500 years, dating back to West Han dynasty. We always use paper-cutting to celebrate our Spring Festival and some important event, because it always brings us good luck.  F: Sounds great! There are so many kinds of paper-cutting, can you give me some suggestions?

S: Well, all of these paper-cuttings are really amazing, but this year is The Year of Tiger in lunar calendar, you’d better choose those about tiger to your friends.

F: Ok! I will take 3,can you wrap them separately、

S：Of course. This way, please.

...

   （Note: 0=Not achieved; 1= poorly achieved; 2=well achieved）

(设计意图：本环节通过跟读和替换关键词的练习，使学生掌握介绍和回应历史名胜古迹的基本语言表达，在此基础上，将语言知识和口语表达技能迁移到真实的语境中，巩固对交际框架的掌握，推广文化产品，树立文化自豪感。)

Step 4 Homework

以小组为单位，收集关于北京故宫的相关信息，以对话表演的形式，向你的外国朋友Henry推荐。