Unit 3 Diverse CulturesListening and Talking示范课教案【英语人教必修第三册】.docx

Unit 3 Diverse Cultures子主题2：中国的多民族文化Period 2 Listening and Talking一、教学内容分析本部分是子主题2的第二课时。从谈论美国的多元文化过渡到谈论中国文化的多样性。 少数民族文化是中国文化多样性的重要体现。贵州是中国民族文化多样性的代表省份之 一，其苗族和侗族的少数民族文化更是多民族文化的突出代表。苗族和侗族是我国古老的 少数民族，分布在贵州、湖南、湖北、广西等地。他们不仅有各自特有的风俗习惯，还有 自己的语言。民族文化是民族身份的重要标志，了解中国文化的多样性有助于培养文化自 信，弘扬和传承中国文化。了解中国异彩纷呈的少数民族文化也助于学生形成尊重、包容 的心态，为维护和谐社会做出贡献。二、语篇分析What该听力文本为外国友人Justin在贵州旅行途中与当地朋友Wu Yue之间的对话。作为 Justin的向导，Wu Yue为他介绍了当地的民族特色和旅游景点。听力文本的第一部分Wu Yue为Justin介绍了苗族乐器芦笙以及苗族手工制作的银饰；第二部分Wu Yue带领Justin 去参观贵州肇兴的侗寨，为他介绍了那里的景点，还提到了侗族大歌表演。Why苗族和侗族拥有贵州乃至全中国最具特色的民族文化和卡富的民族文化元素;芦笙为 西南地区苗、瑶、侗族等民族的管簧乐器，历史悠久。贵州各地少数民族居住的村寨素有 “芦笙之乡”、“歌舞之乡”的美誉，每逢佳节，当地民众都要吹芦笙、跳舞庆祝。苗族银 饰是特有的少数民族文化现象，以多样的品种和精美的工艺向世人展示了瑰丽多彩的艺术 世界。肇兴侗寨是中国最大的侗族村寨之一，拥有鼓楼群、风雨桥等著名景点。侗族大歌 是多人分声部无伴奏大合唱，是侗族独有的一种民间艺术形式。演唱者未经专业训练，只 凭天生对音乐的敏感，表达生活中的各种情感。2009年，侗族大歌被列入“世界非物质文 化遗产”。学生通过听，了解中国异彩纷呈的少数民族文化的同时，从像Justin这样的外 国友人对中国多元文化的浓厚兴趣感知到中国少数民族文化的巨大魅力，进而产生民族自 豪感。How 该听力文本突出体现了 Justin作为外国人对中国苗族和少数民族文化的兴趣。对话中 聚焦表达关注和兴趣的功能项目。如：对话中有这样的表达：It sounds beautiful!n 4<This is great!” "Great, I can't wait.” 44 Wow, I'm really looking forward to it now"。此夕卜，他还不断 提问(如：Is this made of bamboo?),并主动表达自己的看法(如:There must be beautiful songs. )o三、学情分析多样的少数民族文化这一话题对于中国高中学生并不陌生，他们通过历史、地理、美 术、音乐等学科的学习和十几年的生活经验，都具备一定的少数民族文化基本常识，有的 学生本身就是少数民族，对少数民族的了解就更多。语法课上，学生也通过Justin和Linlin 之间的对话了解了一些如何用英语介绍贵州的表达。但是，学生用英语谈论和介绍中国的 少数民族文化所需要的知识的精准度有待提升，尤其是关于民族文化介绍的语言表达储备 不够。四、教学目标通过本课时学习，学生能够：1 .获取关于贵州少数民族文化的相关信息和语言表达；2 .梳理总结表达对少数民族文化的关注和兴趣的语言；3 .介绍中国的少数民族文化，增强文化自豪感，培养向世界介绍中国民族文化的能力。五、教学重难点【重点】用英语介绍中国的少数民族文化。【难点】在交流中恰当地表达关注和兴趣。六、教学活动设计环节一：创设情境，导入话题，激活己知。(2 mins)教师呈现贵州的黄果树瀑布和少数民族的图片，导入本课话题。然后引导学生谈论他们所 了解的贵州少数民族文化。教学活动1. Ss look at the photos and share what they've learnt about Guizhou and the ethnic minority cultures there. Which province in China do the photos remind you of? What do you know about this province?活动层次学习理解之感知与注意效果评价通过提问及观察学生 反馈，了解其关于贵州 少数民族文化的已有 知识。环节设计意图：导入话题，激活学生关于贵州少数民族文化的已有知识。环节二：初步了解即将谈论的少数民族。(3 mins)学生对图片中的少数民族的服饰、乐器和建筑进行初步描述，教师进行必要的补充。教学活动2. Ss look at the photos and describe the costumes, the musical instruments and the constructions in them.Picture 1: Which ethnic group do you think these people are from? What musical instrument are they playing? Picture 2: Which ethnic group do you think these women are from? What kind of clothes are the people wearing? Picture 3: What const ructions can you see?3. Ss guess what ethnic minority groups might be talked about.（教材第31页活动1）活动层次学习理解之感知与注意效果评价通过根据学生描述图 中的少数民族文化元 素的情况，了解学生通 过读图获取信息的能 力。环节设计意图：输入听力材料中可能会遇到的生词，为听力任务做准备，降低听力难度。环节三：听对话，获取、梳理和整合信息。(15 mins)第一遍播放录音，引导学生获取大意，随后再次播放录音，引导学生完善细节信息，第三 次播放录音，引导学生记录对话中提到的关于苗族和侗族的相关信息，为后面的语言输出 活动积累素材。教学活动4. Ss listen to the conversation to find out the main idea. What does part / of the conversation mainly talk about? What does part 2 of the conversation mainly talk about?5. Ss listen to the conversation again and fill in the blanks.（教材第31页活动2）6. Ss listen to the conversation again and take notes of the information about Miao and Dong ethnic groups.活动层次学习理解之感 知与注意、获 取与梳理效果评价通过提问及观察学生 在听力过程中记录信 息的情况，了解学生概 括主旨和获取细节信 息的能力。环节设计意图：引导学生获取、梳理和整合贵州少数民族文化的信息，并总结其主要文化元素。环节四：再听力文本，获取语言。(5 mins)教师再次播放录音，并引导学生关注说话人的态度。教学活动7. Ss listen to the conversation again and answer the following questions.How does Wu Yue feel about Chinese culture? What does Justin think of the Miao and Dong cultures? How do you know that?活动层次学习理解之获取与梳理效果评价通过提问及观察学生 在听力过程中记录信 息的情况，了解学生体 会说话人态度的能力。环节五：阅读听力文本，获取语言(3 mins)教师呈现听力文本，引导学生画出表达关注的用语，并帮助学生积累更多表达关注的句式， 为后面的输出活动做语言上的准备。教学活动8. Ss read the text and highlight the expressions used to express “you arc listening''.9. Ss read the expressions in the box and put them into the right categories.活动层次学习理解之获取与梳理效果评价通过观察学生笔记，倾 听学生作答，了解学生 梳理语言的能力。环节设计意图：通过提取和梳理表达倾听状态的词句，为下一环节的口语活动做好铺垫。环节六：发挥想想，迁移创新，谈论少数民族文化。（12 mins）教师创设新语境，鼓励学生结合听到的信息和自身背景知识，介绍Jusiin的贵州少数民族 文化之旅和其它地方的少数民族文化之旅。教学活动10. Ss make a conversation between Justin and his friends talking about his trip to Guizhou, using （he expressions to show they are listening to each other.（教材第31页活动3）11. Introduce a trip of their own to another place with rich ethnic minority cultures in China.活动层次迁移创新之想象与创造效果评价通过观察与倾听，了解 学生迁移创新的能力。环节设计意图：帮助学生通过谈论贵州文化之旅，和其他少数民族文化之旅，实现迁移与创新。作业与拓展学习设计1. Write down the conversation between Justin and his friends and practice it orally.2. Collect more information about the Miao and Dong minorities and exchange it in your groups.WorksheetUnit 3 Listening and TalkingActivity 1: Look and answer> Which province in China do (he photos remind you of?> What do you know about this province?Activity 2: Observe and discussObserve the pictures and discuss the questions in pairs.Picture I:> Which ethnic group do you think these people are from?> What musical instrument are they playing?Picture 2:> Which ethnic group do you think these women are from?> What kind of clothes are the people wearing?Picture 3:> What constructions can you see?Activity 3: Try to predict> What ethnic groups might be talked about?Activity 4: Listen and answer> What does part 1 of the conversation mainly talk about?> What does part 2 of the conversation mainly talk about?Activity 5: Listen and fillListen to the conversation again and fill in the blanks.(教材第 31 页活动 2)Activity 6: Listen and take notes> Miao:> Dong (Zhaoxing village):Activity 7: Listen and answer> How does Wu Yue feel about Chinese culture?> What does Justin think of the Miao and Dong cultures? How do you know that?Activity 8: Read and highlightRead the text and highlight the expressions used to express "you are listening,.Activity 9: Put the expressions in the box into different categories> Expressions of agreement:> Expression of disbelief:> Expressions (hat show feelings:> Encouragement to say more:Activity 10: Make a conversation in groupsMake a conversation between Justin and his friends about his trip to Guizhou.ItemPeer-evaluationTeacher-evaluationContents about ethnic minority cultures in Guizhou: the costumes, the musical instruments, the constructions and so on. Language accuracy Expressions to show attentive listening Fluency Logic and coherence Activity 11: Make an introductionIntroduce a trip of your own to another place with rich ethnic minority cultures in China.ItemPeer-evaluationTeacher-evaluationContents about ethnic minority cultures in the place: the costumes, the musical instruments, the constructions and so on.Language accuracy Fluency Logic and coherence Homework:1. Write down the conversation between Justin and his friends and practice it orally.2. Collect more information about the Miao and Dong minorities and exchange it in your groups.