新人教版（2019）英語必修二History and traditions unit Period 5 Listening and Talking & Assessing Your Progress & Project教學設計 課題 Period 5 Listening and Talking & Assessing Your Progress & Project單元History and traditions unit學科English年級Grade 1教材分析Students can understand the connotation of cultural traditions from a broader perspective, and can collect materials about cultural traditions for a specific country, city or village, organize information and conduct classroom demonstrations.教學目標與核心素養(yǎng)Knowledge objectives: Students can synthesize new words by word formation. Learn to express feelings in sentences.Skill objectives: Students can choose the right word according to the part of speech and complete the sentence.Emotional objectives: Students have a certain understanding of some typical historical and cultural traditions at home and abroad.Thinking quality objectives: Students can understand their learning shortcomings and learn to solve problems in time.重點Students can understand the meaning of cultural traditions from a broader perspective.難點Introduce the traditions of a country/city/village. 教學過程教學環(huán)節(jié)教師活動學生活動設計意圖導入新課Part 1 listening and talkingStep 1: The teacher asks questions and knows whether the students have been to pingyao and how familiar they are with pingyao.Have you been to Pingyao?  What is your impression of it?Can you mention some of the places of interest or historic sites there?If you are going to visit it, what do you expect to see or experience there? Do you think you'll like it? Why?學生自由發(fā)言，談論對平遙的印象。學生可以提及平遙著名景點名稱，并且描述瀏覽過程中的感受。教師提問,通過學生的回答,了解學生是否去過平遙及對平遙的熟悉程度。引出課題內容，激發(fā)學生學習興趣。講授新課Step 2 While-listeningPractise listening for gist.Listen to the conversation and tick the places mentioned.Teacher play the tape. Ask students to listen to the tape for the first time and check the names of the places mentioned in the listening material. Step 3 BrainstormAsk the students to recall words about feelings.Guess what the expression on the picture means. Step 4Listen once more. Complete the sentences to describe how the speakers felt. Ask students to read the six sentences in activity 2 and guess how the speaker feels. Judge the emotion of the characters when they speak by combining the situation description in the dialogue with the pronunciation and intonation of the characters, and complete the table. Suggested answers: disappointed; amazed; disappointed; amazed; surprised; surprised Ask the students to read the six sentences aloud to each other. Learn the speaker's emotions, including excitement, surprise and disappointment, from the way the sentences are expressed and the speaker's tone. Step 5Ask students to observe and learn phrases and sentence patterns that express emotions such as excitement, surprise and disappointment in activity 3. Ask students to imagine one of you has just visited Pingyao. Work in pairs and role-play the conversation below. Then continue the conversation using the expressions in the box.Suggested sentences:I had no idea …I didn't know ...I was eager/surprised to see/learn/hear that ...It was so much fun! It was a little disappointing.It wasn't as good/interesting/fun as I'd expected. Show the examples to the students and ask them to role-play and supplement the following sentences Step 6Ask students to complete activity 4 and talk in groups about historical and cultural sites they have visited.Step 1: Choose a place to introduce and list the historical attractions of the place.Step 2: Discuss in pairs, introduce their historical and cultural attractions to each other. Part 2 assessing your progressStep 1 Lead-inGuide the students to summarize some suffixes they have learned before. While reviewing and consolidating vocabulary, master a strategy and method for memorizing vocabulary.Step 2:Give the noun suffixes and ask the students to come up with some examples of words. -able/ible: changeable, visible-al: cultural, personal-ful: useful, hopeful-ic: historic, energetic-ive: attractive, talkative-iess: harmless, hopeless-ly: brotherly, friendly-ous: curious, cautious Step 3Give some suffixes for adjectives and ask the students to come up with some examples of words. -able/ible: changeable, visible-al: cultural, personal-ful: useful, hopeful-ic: historic, energetic-ive: attractive, talkative-iess: harmless, hopeless-ly: brotherly, friendly-ous: curious, cautious Step 4Ask students to observe the common English suffixes in activity 1 and then try to combine these affixes with the words provided above to form new words. Remind students that -ive and - ic are suffixes for adjectives and others are suffixes for nouns. Step 5Use the new vocabulary to complete the four sentences in activity 1.Reminds the students to observe the position of "in the blank of the sentence". Answers:references; negative; achievements; description; kingdom; defences; locations; specific Step 6Ask students to combine each pair of sentences into one using the past participle of the verb in the second sentence.(1) I heard the trip was to visit our sister school in Boston. That excited me.(2) I heard you had been chosen to join a cultural camp in Greece. That pleased me.(3) Dave could not find a seat in the room. It was very crowded.(4) The photo won the first prize in the competition. It was taken at Cardiff Castle.(5) On the lab table, he found a lot of bottles. They were marked "caution". Answers:(1) I was excited to hear the trip was to visit our sister school in Boston.(2) I was pleased to hear you had been chosen to join a cultural camp in Greece.(3) Dave could not find a seat in the very crowded room.(4) The photo taken at Cardiff Castle won the first prize in the competition.(5) On the lab table, he found a lot of bottles marked "caution". Step 7Ask the students to look at the poster about Mexico in the textbook and think about the questions below.“According to the poster, which aspects of Mexican traditions are introduced? Why do you think those aspects are important?”Step 8Ask students to discuss a scenario in pairs: If you are asked to introduce a country, a city, or a village…“What important aspects would you choose to talk about?”Suggested answers: Festivals; Clothing/items; Food and drink; Dances, music, or art; Activities …“Which traditions are you going to include?”Suggested answers: A poster with photos or drawings showing the traditions; A demonstration —like a dance, song, object, or local food/drink …  學生聽第一遍錄音，勾選出聽力材料中所提到的景點名稱  學生跟隨教師引導進行頭腦風暴，回想關于表達情感的單詞。并猜想ppt上的關于情感的單詞。   學生閱讀活動2中的六個句子，并猜測說話者的感受。結合對話中的情景描述和人物的語音語調來判斷人物說話時的情緒，完成表格。      學生觀察和學習在活動3中表達激動、驚訝、失望等情緒的短語和句型。 學生想象剛剛去過平遙。兩人一組表演下面的對話。然后使用方框中的表達繼續(xù)對話。        學生完成活動4，并分組討論他們參觀過的歷史文化景點。   學生跟隨老師一起歸納之前學過的一些后綴   學生根據(jù)老師給出的一些名詞的后綴，列舉出一些對應的名詞        學生根據(jù)老師給出的一些名詞的后綴，列舉出一些對應的名詞          學生觀察活動1中的常見英文后綴,然后嘗試把這些詞綴和前面所提供的詞結合起來構成新的詞匯 學生利用新構成的詞匯完成活動1中的四個句子      學生完成活動2中的練習，回憶過去分詞的用法，將兩個句子改寫成一個句子                    學生觀察書上關于墨西哥的海報,思考可以從哪些方面介紹這個國家   學生兩人討論一個場景,當自己要去介紹一個國家/一個城市/一個鄉(xiāng)鎮(zhèn)，會介紹什么內容  第一遍聽力，通過提取文章細節(jié)信息，概括文章大意。   通過頭腦風暴形式，幫助學生復習關于情感表達的詞匯，為下一步內容做鋪墊      通過閱讀句子，猜測情感意思，檢測學生對英語情感句子的理解           通過角色扮演，讓學生身臨其境，在對話中練習情感表達。                  引導學生將句子應用于生活實際情景中，增加學生的學習興趣和加強應用練習。   通過復習鞏固詞匯，引導學生掌握一種記憶詞匯的策略和方法   讓學生從語言實踐的角度,來理解構詞法的重要性         通過常見的名詞和形容詞的后綴分別列出，幫助學生更好應用詞性的分類知識          通過做練習方式，檢測學生對詞性的分類以及對單詞后綴的相關知識點的掌握程度和應用情況   通過增加練習難度，幫助學生對知識點進行查漏補缺      通過對過去分詞相關語法知識點的練習，幫助學生鞏固知識點，培養(yǎng)學生自我評價、自我反思和自我改進的能力                      通過項目練習，提示學生在反思的過程中，除了要了解語言知識，尤其是習語的文化含義之外,更要意識到學習歷史和文化的重要意義和價值。     課堂小結Step 9 homework(1) Work in groups. Choose a country/city/village and prepare a presentation using a poster. (2) Divide the work among your group members.(3) Present your poster to the class. Try to answer any questions asked.(4) As a group, record and evaluate the other groups' presentations by filling in he form. (page 47)  板書What important aspects would you choose to talk about?Festivals; Clothing/items; Food and drink; Dances, music, or art; Activities …Which traditions are you going to include?A poster with photos or drawings showing the traditions.A demonstration —like a dance, song, object, or local food/drink …          

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