Listening and Speaking
英语人教版高中必修一(新课标)教案Unit2 Listening and Speaking 教案
Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。
听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。
这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。
该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。
语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。
教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。
2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。
4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。
5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。
6.能了解一些国家的风景名胜。
7.复习一些辅音字母的发音及其组合的发音规律。
教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。
【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。
Unit 5 Listening and Speaking高中英语(人教版2019)(必修第一册)
One American girl chose to learn Danish because her grandparents were from Denmark. When she was little, her grandpa used to read letters to her in Danish from their relatives in Denmark.
Task2
Listen to the speech again and choose the right answers.
1. How many languages are there in the world?
A. over 700 B.less than 6700 C. nearly 7000
A. studying English B.studying abroad
C. Studying a UN language
3.They are spoken by around 2.8 billion people
A. Chinese and English
B. the six official UN languages
〇 Russian 〇 Korean 〇 Spanish 〇 English
〇 Chinese 〇 Japanese 〇 Arabic 〇 French
To some students, it seems that the only foreign language to learn is English. There are, however, nearly 7,000 languages in the world. After Chinese, the language with the most native language speakers isn’t English—it’s Spanish! Learning English is very useful, but it is wise to learn at least one other foreign language, if possible. There are many reasons why people learn a foreign language.
课时作业12：Listening and Speaking
Listening and SpeakingⅠ.阅读理解ASingapore is a city－state in Southeast Asia.Thanks to a program, we got a chance to explore the Garden City for one day.First, we headed to the Gardens by the Bay.We were attracted by the Supertrees at once.They are high－rise gardens, which produce electricity using energy from the sun, collect rainwater, and more.From there, we headed to the Cloud Forest, which I found most amazing in this Garden City.In hot and wet Singapore, this is a great place to cool off.Inside, a large waterfall comes down the side of the “cloud mountain”．This intricate structure (错综复杂的建筑) is divided into three levels and contains plants from different places.Visitors are free to walk around and learn more about all of the plants.Our journey then led us to a theater inside the Cloud Forest where we watched a ten－minute film.I was totally taken aback by what I saw.I had never realized that our planet would change so greatly when the temperature increased by just five degrees. Then we headed back outside and continued on our walk.Between two of the larger Supertrees, you’ll find the Skyway.Visitors can head to the top to enjoy a fantastic bird’s eye view of the city.Next, we made our way to the Singapore River, where we saw a boat going by.In search of food, we headed into the Marina Bay Sands.It has what has to be the best food court I’ve ever eaten in, with delicious food from all over the world.We ordered different kinds of dishes, which were all tasty.Needing to walk off that huge lunch, we walked from one side of the river to the other.On the other side, we found Merlion, the symbol (象征) of Singapore.Water flows out of the mouth of this amazing creation all day long.While walking along the riverside and enjoying the beautiful view, I couldn’t help but wish we had more time to explore this Garden City.【语篇解读】本文是记叙文。
Unit3ListeningandSpeaking教案-高中英语人教版
5.Listen to Conversation 2 and gain the main purpose.
6.Listen and answer the questions on P37.
7.Listen to Conversation 2 again and fill in the blanks.
教学过程预设（分课时写）
课时
环节
教师活动
（引导问题及线索呈现）
学生活动
（学习活动的设计）
设计意图
第
1
课
时
导入
5min
1.Present several quotes of sports, help students know the importance of sports.
2. Brainstorming:
4.根据信息提取，充分发挥学生的想象力。通过相关句式表达的拓展，提高学生的创作能力，扩充学生进一步表达的语用材料。
学
习
过
程
30min
Step1:Pre-listening (2min)
Show another picture of e-sport and make predictions.
Q1: Do you know something about e-sport ?
板书设计
Unit 3 Sports and Fitness
Listening and Speaking
教学反思
特色与创新
问题与不足
Self-assessment
评价内容
Excellent
Unit1 Listening and Speaking课件-高一英语(人教版2019必修第一册)
Which club is suitable for you? Why?
Match the photos with the names of the clubs. Ballet Club_2_ Nature Club_4_ Volunteer Club_3_ Debate Club_1_
Predicting
人教版必修一
Unit1 Teenage Life
Listening and Speaking
Learning objectives
In this class, you will 1. get the hang of the famous saying from Aristotle; 2. practice predicting and listening through natural
Team A: We say no, they shouldn’t. One reason is that teenagers are too young. They should think about schoolwork and spend more time studying.
2nd Listening
A. stories, cartoons ✔B. animals, plants C. making friends, cleaning up 3. Which club do you think is suitable for Adam? Why? I think Adam should join the V__o_lu_n_t_e_e_r Club because he says he w__o_u_ld__li_k_e_t_o_d_o__s_o_m_e_t_h_in_g__o_u_td_o_o_r_s.
【教案】Unit+5Listening+and+speaking+教学设计人教版高中英语必修第一册
主题单元分课时教学设计课题指向学科核心素养的高中英语主题式教学 （第1 课时）课时类型Listening and Speaking学时40分钟教学素材PPT, 视频资料；黑板；指导思想和理论依据1.主题为语言学习提供主题范围或主题语境。
学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。
语言技能是语言运用能力的重要组成部分。
学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。
2.设计理念重点在于从传统的讲解式的被动式学习转变成语法知识的积极主动的体验式学习，突出语篇和主题的功能性，培养学生积极探索的学习意识内容分析/语篇研读/文本分析本课内容的主题语境属于：人与社会—探索世界上的语言，主题活动为一段关于“learn a foreign language”的演讲。
要求学生通过听一段介绍语言和语言学习的演讲，了解联合国的工作语言，并和同伴探What听力文本是一段演讲，信息量较大，介绍了世界上的语言数量、母语使用人数最多的语言，以及当代年轻人学习外语的动机和理由等内容。
作为演讲文体，文本语言注重节奏，讲究对转折、欲扬先抑等技巧的运用，以制造兴奋点、吸引注意力，引起青年听众的共鸣，并逐步引导听众随着演讲者的陈述，分析和思考相关的内容。
文本从学生把英语学习视作唯一的外语学习说起，首段运用了表示转折和表达观点的多种句式，例如:“it seems that the only ...""There ar...”"However ...”“But it is very wise to learn ...”，等等。
这些带有转折意味的句子环环相扣，能有效地吸引听众跟随演讲者的思路，关注演讲内容。
接下来文本通过将介绍联合国的六种工作语言与语言学习相结合，启发学生从国际视野的角度思考自身的语言学习。
新人教版Book2Unit1 listening and speaking(定稿版)
Module2 Unit1 Cultural HeritageListening and Speaking一、主题语境：人与社会——文化遗产二、课程类型（课型）：Listening and Speaking三、内容分析：本单元的话题内容是“文化遗产”，它属于“人与社会”这一主题语境下的“历史、社会与文化”。
听力文本是关于一个国际青少年文化遗产保护项目的采访。
采访围绕三个主要内容展开：国际青少年文化保护项目介绍，选择泰山作为项目开展地点的原因，以及他们保护泰山文化遗产的具体做法。
文本指出了保护文化遗产的重要性，以及文化遗产保护的历史和现状，并号召学生积极参与文化遗产保护活动。
学生通过听力文本中对青少年参与文化遗产保护的描述，了解文化遗产保护的意义，以及青少年可以运用所学知识、结合自身兴趣和优势等，参与文化遗产保护中的行动中。
这些内容与学生的社会生活有关，有助于学生在语言知识、文化意识、思维品质等方面能力的提高。
四、学情分析及目标设定本节授课对象为高一学生。
经过新教材必修一的学习，学生们已对新教材单元整体学习的意识已初步形成。
但学生在听说环节还是比较薄弱，未能很熟悉掌握相关的听力策略，如预测听力文本，根据听力内容猜测重要的词汇等，需老师层层引导，才能更好理解听力文本，为后面口头输出就文化遗产保护进行探讨、发表自己想法做铺垫。
基于以上学情，围绕单元主题，依据新课程理念，确定本节教学目标为：通过本课学习，学生能够1）根据图片发散思维，预测听力文本的内容并能够从整体和关键细节两方面理解听力文本内容。
2）获得根据上下文猜测词汇的能力。
3）利用教材新闻材料模仿朗读，能够正确发好辅音连缀词汇(gr, cr, pr etc.)。
4）通过听力文本内容学习，提升文化遗产保护意识和增强民族自豪感，并能与同伴探讨参与文化遗产保护活动的方式。
五、教学设计理念：听力活动设计第一环节，通过图片引入，引导学生从不同角度思考预测听力文本内容，是相关知识体验的激活和准备阶段，梳理思维，帮助学生降低听力难度，为后面更好从整体和关键细节两方面理解听力文本内容做好铺垫。
高中教育英语必修第一册人教版《2.1 Listening and Speaking》教学课件
读词辩音
1．朗读以下五组单词，注意每个单词的重读音节
(1)creative
former
alarming
recommend
(2)contribution vocabulary
volunteer
investigate
(3)adapt
concerned
competition
literary
(4)average
Section Ⅰ Listening and Speaking
预学案
研学案
预学案
听力词汇·清障 1．design a __p_os_te_r ___ 设计一个海报 2．stop _il_le_ga_l h_u_nt_in_g_im_m_e_di_at_el_y _____ 立即停止非法狩猎 3．wildlife __sp_e_ci_es___ 野生生物物种 4．__d_ie_ou_t___ at an _al_ar_m_in_g_ra_te___ 以惊人的速度灭绝 5．_m_as_s_ex_ti_nc_ti_on____ 大量的灭绝 6．the panda's natural __h_ab_it_at___
Text 3 W: I'll see you at the theatre. M: Better still, let's meet in the Red Lion bar to have a little nice talk. W: Good idea, and I'd love to have a drink there. Text 4 M: Hello, my name is John Arber. And I'm calling to ask about the position advertised in Friday's Daily Mail. W: Yes，the position is still open. You could come over and have a talk with us.
2019人教版高中英语必修一Unit4 Listening and Speaking 教学设计
Unit4 Listening and Speaking 名师教学设计一内容分析本单元的主题语境是natural disasters. Listening and speaking是本模块的第一个课时。
本课通过视频引入课堂主题：自然灾害，帮助学生积累主题词汇。
通过让学生听新闻报道，引导学生了解自然灾害新闻报道的基本特征，掌握这类新闻的写作方法，建立语言输出的基本框架，之后要求学生选择一个自然灾害，进行新闻报道。
二学情分析本课授课对象为高一年级新生。
学生对自然灾害这个话题比较熟悉，但是如何用英语表述自然灾害以及如何对自然灾害进行报道，学生知之甚少。
三教学目标1 了解关于自然灾害的相关词汇。
2 掌握自然灾害新闻英语内容要求和语言特征。
四教学过程Activity 1 (Students make a good preparation for the activity. )教学目的：通过提前查找相关资料，激发学生已有的认知；通过分享汇报，学生自然地进入本课的主题。
Activity 2If you were a news reporter, what do you want to tell in the report?教学目的：通过讨论学生总结出新闻报道的六大要素。
Activity 3 Listen and fill in the blanks.News report 1Good morning, it's ________________. A strong _______________ hit Ecuador yesterday. The ____________magnitude earthquake damaged many _____________, and early reports said that about 230 people were killed and more than _____________ were injured. V olunteers and rescue workers___________________ the survivors.News report 2Good evening. Today is ________________. More news about the ______________ in central China. The government is helping more than 12,000 people in Hunan and Jiangxi get away from ___________________. Homes and land have been destroyed, but no one has been killed. ______________ workers and soldiers are working day and night to make sure that people are safe. They are also bringing _____________ and water to those whose homes were lost in the disaster.News report 3Breaking news, ______________ 12 August. A _____________ was just seen in southern Memphis, the USA. Eyewitnesses said that at ______________ am, the tornado destroyed ______________ homes. A police officer tells us that at least one person has died. More tornados are possible, and the police advise avoiding the area.News report 4And in Seoul, ________________ damaged a library and a supermarket in a southern __________________. The landslide was caused by _________________ that has fallen in Seoul over the past week. According to the police, no one was injured in the landslide, but several cars were damaged. Those are the top news for today, Wednesday__________________.教学目的：通过听力训练，要求学生获得新闻报道的六大要素，同时训练学生的听力能力。
人教必修一Unit4_Listening_and_Speaking_名师教学设计
Unit 4 Listening and Speaking 名师教学设计●课时内容Report natural disasters Pronunciation本节课为听说课，主要意图是引出本单元的主题：自然灾害。
首先通过观看一段视频，直观认识五种不同的自然灾害，然后听一段关于自然灾害的新闻报道，获取常见自然灾害的基本信息，如级别、发生时间、毁坏程度、伤亡情况以及起因等，最后提供了地震、野火、水灾的简要信息，让学生去使用自己的语言完成一个简短的新闻报道。
最后复习一些发音规律。
●课时目标1.认识常见的几种自然灾害，如地震、森林火灾等。
2.听懂几种常见自然灾害的新闻报道的介绍，并归纳要点。
3.正确使用自然灾害话题相关词语，报道一次自然灾害。
●重点难点重点：1.在听的过程中，获取描述自然灾害相关词汇和句型。
2获取几种常见自然灾害的相关信息。
难点：正确使用自然灾害话题相关词语，报道一次自然灾害。
●教学准备教师准备：1.了解常见自然灾害的常识。
2准备一段关于五种常见自然灾害的视频和相关图片。
学生准备：1.预习本节课的新词汇和内容2利用互联网等资源获取一些自然灾害的相关信息并做好记录，为开展口语活动提供素材。
●教学过程Step I 学习理解活动一：感知与注意（Get to know some natural disasters）1.Watch and lookAsk students to watch the video Natural Disaster and look at the photos first.2.Write.After watching and looking，ask students to write down the names of the natural disasters.3.Check.Ask students to check the answers first in pairs or groups and then with whole class.Suggested answers①tornado②landslide③earthquake④wildfire⑤flood【设计意图】通过播放和观看一段关于五种常见自然灾害的视频，使学生有身临其境的感觉，调动身体多种感觉器官参与学习活动，能够大大提高学习效率。
人教版高中英语必修第一册 WELCOME UNIT Ⅰ Listening and Speaking
(3)He is well up to his new work. 他完全胜任他的新工作。 (4)It’s up to me to help them with maths. 帮他们学数学是我的责任。
学以致用 完成句子 (1)他无法胜任这项工作。
学以致用 单句语法填空
(1)The house is registered (register) in her name,not her husband’s.
完成句子 (2)数千选民排队登记投票。 Thousands of people lined up to register to vote .
He is not up to the job. (2)咱们是到外面吃饭还是待在家里?你决定吧。 Shall we eat out or stay in? It’s up to (3)丹尼丝怎么了?
What’s up with Denise?
you .
元音字母的发音规律 以发音的元音字母结尾,或以辅音字母(r除外)加不发音的元 音字母e结尾的音节叫开音节。 以一个或几个辅音字母(r除外)结尾而中间只有一个元音字 母的音节叫闭音节。 在重读开音节中,元音字母一般读它们的字母名称音,即a读 作/eI/,e读作/iː/,i读作/aI/,o读作/əʊ/,u读作/juː/。 在重读闭音节中,元音字母一般读它们的短音,即a读作/æ/,e 读作/e/,i读作/I/,o读作/ɒ/,u读作/ʌ/。
在你设定目标之后,你应该考虑一下可能会有什么阻碍。 (3)I wonder how you lost your way. 我纳闷你是怎么迷路的。
(4)By the way,what do you think about this team? 顺便问一下,你感觉这个队怎么样?
《Listening and Speaking 》高中英语教案
Listening and Speaking 教案【Learning aims 】(学习目标)Knowledge aim (知识目标):To learn words, phrases and sentence patterns about the means of transportation.(学习有关交通方面的单词，词组和句型）Ability aim (能力目标):To decrible the transportation of someplace and give some simple comments about the transportation.(能描述某地的交通状况和出行方式并发表简单评论。
)Emotion aim(情感目标):To choose the proper transportation when going out.(在实际出行时选择合适的交通工具。
)【Important points】(重点):To learn words, phrases and sentence patterns about the means of transportation.【Difficult points】（难点）:To describe the transportation of someplace and give some simplecomments about the transportation.【Teaching procedures】:【学习任务一】Just look at the pictures and talk about the following questions.1.How do they get to school every day?2.Can you say more English words about the transportation? Pleasewrite them down【学习任务二】Look at some pictures about the means of transportation and say your opinion about it.1、Look at the pictures and make some mini dialogues .For example:A: Have you ever taken the light rail in Beijing?B: Yes, I have .The light rail in Beijing is comfortable.No, I haven’t.2、Listen to the dialogue, then fill in the blank.Tang Hua：Hi, sara！How was your holiday?Sara：Great! I have just come back from my trip to Shanghai.Tang Hua: Did you go there ?Sara: Oh no, I went there .Tang Hua: Have you ever been to Shanghai before?Sara：Yes, I have been there three times.Tang Hua: is the transportation in Shanghai?Sara: It has changed a lot since 1999.Shanghai has built moreand .Tang Hua: Really? Did you the subway?Sara: Of course, the subway there was very . I also tried the light rail. It was very fastTang Hua: Did you go to Pudong?Sara: Yeah! I went there .. It was a bit , but the service was very good.【学习任务四】Doing exercisesⅠ.根据汉语提示补全句子。
Section Ⅰ Listening and Speaking
主题语境——人与自我之学校生活【语境概说】本单元的主题语境为人与自我之学校生活，该主题语境主要包括个人、家庭、社区及学校生活；健康的生活方式、积极的生活态度；认识自我，丰富自我，完善自我；乐于学习，善于学习，终身学习等。
本单元主要涉及学校生活、认识自我，丰富自我，完善自我以及乐于学习，善于学习，终身学习等。
该主题与高一新生学习、生活密切相关，在此主题语境下，引导学生正确认识自己，完善自己的学习方法，促进学生语言能力、学习能力、交际能力等全面发展。
Tomorrow never comes.我生待明日，万事成蹉跎。
There is no royal road to learning.学习没有捷径。
The morning hour has gold in its mouth.一日之计在于晨。
Every man is the architect of his own fortune.自己的命运自己掌握。
Section ⅠListening and Speaking1.Translate the following words and phrases.①exchange v.交换；交流②lecture n.讲座，讲课③register v. 登记，注册④sex n. 性别⑤female adj. 女(性)的⑥male adj. 男(性)的⑦nationality n. 国籍，民族⑧nation n. 国家，民族⑨design n.&v t. 设计⑩campus n. 校园，校区⑪formal adj. 正式的，正规的⑫an exchange student 交换生⑬in the future 在未来⑭on campus 在校园2.Brainstorming：What do you want to know about your new classmates?age，sex，nationality，grade，student No.，birthday，height，phone number，email，etc.3.Look at the pictures on Page 2 and tell your classmates what they are doing?They are preparing for their senior high school.4.Finish Ex.1 on Page 2.5.Try to translate the sentences in possible ways.(1)我是汤姆。
《Listening and Speaking》 导学案
《Listening and Speaking》导学案《Listening and speaking》导学案一、学习目标1、提高学生的听力理解能力，能够准确捕捉关键信息，理解不同语境下的语言表达。
2、增强学生的口语表达能力，包括发音准确、流利表达、运用恰当的词汇和语法结构。
3、培养学生在实际交流中运用听力和口语技能的能力，提升沟通效果。
二、学习重难点1、重点（1）掌握常见的听力技巧，如预测、抓关键词、理解主旨等。
（2）学会运用正确的语音、语调、重音和连读，进行清晰、流畅的口语表达。
2、难点（1）在复杂的听力材料中快速分辨重要信息，并进行有效的理解和记忆。
（2）克服口语表达中的紧张情绪，能够自然、自信地与他人交流。
三、学习方法1、多听多模仿通过听英语原声材料，如英语电影、歌曲、广播等，模仿语音语调，提高听力敏感度和口语的准确性。
2、情境练习创设各种真实或模拟的情境，进行口语交流练习，增强语言的实际运用能力。
3、小组合作与同学组成小组，进行对话、讨论、角色扮演等活动，互相学习和纠正错误。
四、学习过程（一）听力部分1、听力技巧讲解（1）预测在听材料之前，先根据题目或选项预测可能听到的内容，这样在听的过程中能够更有针对性。
例如，如果题目是关于一次旅行的经历，那么可以预测会听到关于目的地、行程安排、感受等方面的信息。
（2）抓关键词在听力过程中，注意捕捉关键词，这些关键词往往能够帮助理解主要内容。
比如，时间、地点、人物、数字、动作等。
（3）理解主旨不要被个别细节所迷惑，要从整体上把握听力材料的主旨大意。
2、听力练习（1）基础练习选择一些语速较慢、内容较简单的听力材料，如英语教材中的听力部分，进行基础练习，熟悉听力技巧的应用。
（2）进阶练习逐渐增加听力材料的难度，如英语新闻、演讲等，提高听力水平。
（3）听力反馈听完一段材料后，及时核对答案，分析错误原因，总结经验教训。
（二）口语部分1、发音训练（1）音标学习系统学习英语音标，掌握正确的发音方法。
人教版高中英语必修三 Part 1 Listening and Speaking
Part 1 Listening and Speaking & Reading and Thinking
Ⅰ.核心单词 1. diverse adj.不同的;多种多样的→ diversity n.差异(性);不同(点);多样性 2. fortune n.机会;运气→ fortunate adj.幸运的→ fortunately adv.幸运 地 3.chip n. (英)炸土豆条;(美)炸薯片;芯片;碎片 4.cheese n. 干酪;奶酪 5.spicy adj. 加有香料的;辛辣的 6.ethnic adj. 具有民族特色的;异国风味的;民族的;种族的 7. admit vi. & vt.承认 vt.准许进入(或加入) → admission n.承认;入场费;进 入许可
2-3 (2018北京,七选五, ★★☆ )Also, sometimes pre-anger does not have to do with a lasting condition, but rather a temporary state before a triggering event has occurred (occur). 解析 句意:此外,有时生气前兆与持续的状态无关,而是在触发事件发生前的一种 暂时状态。分析句子可知,此处应用现在完成时,故填过去分词occurred。 2-4 (2015广东,语法填空, ★★☆ )Now it occurred to him that his farm had much potential and that the death of the cow was a bit of luck. 解析 根据句型it occurs to sb. that...可知填that。
《Listening and Speaking》 教学设计
《Listening and Speaking》教学设计《Listening and speaking》教学设计一、教学目标1、知识与技能目标学生能够听懂常见的日常对话和简单的英语广播、影视片段。
学生能够准确、流利地用英语进行日常交流，表达自己的想法和观点。
2、过程与方法目标通过多种听力训练活动，培养学生捕捉关键信息、推理判断和理解主旨大意的能力。
创设真实的语言环境，让学生在实践中提高口语表达的准确性和流畅性。
3、情感态度与价值观目标激发学生学习英语的兴趣，增强自信心。
培养学生的跨文化意识，提高其对不同文化的理解和包容。
二、教学重难点1、教学重点掌握常见的听力技巧，如预测、抓关键词等。
熟练运用常用的口语表达句型和交际用语。
2、教学难点听懂较长且复杂的听力材料，并准确理解其含义。
在口语表达中避免语法错误，灵活运用词汇和句型。
三、教学方法1、任务驱动法设计一系列与听力和口语相关的任务，让学生在完成任务的过程中提高语言能力。
2、情景教学法创设真实的语言情景，使学生在具体的情境中感受和运用语言。
3、合作学习法组织学生进行小组合作学习，共同完成听力和口语练习，培养学生的合作精神和交流能力。
四、教学过程1、导入（5 分钟）通过播放一段简单的英语视频或歌曲，引起学生的兴趣，然后提出一些与视频或歌曲内容相关的问题，引导学生用英语回答，从而导入本节课的主题——Listening and speaking。
2、听力训练（20 分钟）预听：在播放听力材料之前，先向学生介绍听力的主题和相关背景知识，让学生预测可能听到的内容，并提出一些引导性问题。
听中：播放听力材料，要求学生认真听，并记录关键信息。
可以根据听力材料的难度，适当播放多次。
听后：让学生回答之前提出的问题，然后进行小组讨论，交流自己所听到的内容。
教师对学生的回答进行点评和总结，重点讲解听力中的重点词汇、句型和语法点。
3、口语训练（20 分钟）示范：教师先进行口语示范，展示正确的发音、语调、语速和表达方式。
人教版必修第二册Unit1Listening_and_Speaking教学设计
Unit1 Listening and Speaking 教学设计
旧教材中必修二一单元也是关于文化遗产的保护，足见新教材对于建立民族自信心和提高中学生保护文化意识培养的重视，必修二比起必修一，语言难度的层面有所提高，从听力难度入手，开始注意影响听力难度的不同层面，除此之外，仍然注重语篇，注重从上下文获取信息。
1.文化意识培养
文化意识的培育有助于学生增强国家认同和家国情怀,坚定文化自信,树立人类命运共同体意识,学会做人做事,成长为有文明素养和社会责任感的人。
中华文明不仅需要后人的敬仰和传承，更需要我们的保护和爱护。
2. 思维品质培养
核心素养指出，思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。
本文听力让学生从不同角度来获取信息，是对学生个性逻辑的培养。
让学生体会到成就感的同时，肯定自己的学习方法，学习更多更好的角度。
1. 重点
（1） 通过对上下文的题解来猜测词义； （2）抓住关键信息。
2. 难点
（1） 通过不同提示、不同的上下文来猜测词义； （2）听和读的有机统一有利于提高听力水平。
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old fisherman’s journey, his long and lonely struggle with a fish and the sea and
victory in defeat In 1954, he won the his _______________.
___________ Nobel Prize for literature.
4 Look at the following two portraits of
Hemingway.
Work in pairs to describe what old
Hemingway looks like. You may refer
back to Task 3 for help. ___________________________________ ___________________________________ ___________________________________
3. James, a news reporter from VOA, is interviewing Mike Stack, winner of this year’s Hemingway-look-alike contest. Listen to a part of the interview twice and finish their talk below.
On the morning of July 2,1961,
Hemingway, shot himself dead in the head
with a shotgun.
Homework
Read some more articles about Hemingway, and try to understand his writing style.
Hemingway started his career in a
_______________ newspaper office in Kansas City at the age
of seventeen. In ____________, World War I He joined
a volunteer ambulance unit in the Italian
2. Listen to the news again and decide which
of the following events are going to be held
in Oak Park or Key West. writing workshops a sailing race
a five-kilometer run a literary conference a look-alike contest a fishing tournament a short story contest
Ernest Hemingway--Biography Ernest Hemingway, born on July 21,
1899 in __________, Oak Park Illinois, was one of the
20th century’s major literary figures.
James: Congratulations, Mike! It’s not the first time for you to win this contest, right? I won it last year, too Mike Stack: No. ___________________. James: Fascinating! What first attracted you to it, the Hemingway-look-alike ___________________ contest? Mike Stack: My wife and I were in ________ Key west
Tips
Biography is an accoue written, composed, or produced by
another.
5 All the contestants in the Hemingwaylook-alike contest are required to finish a biography of Hemingway. Contestants A is given the incomplete biography below, while Contestant B is given another one on the leaflet on Page 98. Suppose you and your partner are the two contestants. Ask each other for the information to complete the biography.
statements are true (T) or false (F).
F ______1) The events held are to honour the anniversary of Hemingway’s death. ______2) Ernest Hemingway was born in T Oak Park, America. ______3) The Hemingway Day Festival will F be held on June 21. ______4) Ernest Hemingway left America T and moved to Key West in 1928. T _______5) In Key West Ernest Hemingway spent 13 years of his life.
be, because I looked like a young
Hemingway. James: So you were hooked and _______ entered the contest? What was the result of that year?
Mike Stack: You said it—I was hooked and
Finally I tried old Hemingway look, for
which I won the prize! I grew my beard gained longer and dyed it white, and I ______ weight to look heavy. I almost suffocated _______ in a __________ turtle neck sweater in July, see! James: Unbelievable! But it has really changed your life a lot, Mike? ...
____________________ writing workshops
a sailing race __________________ a fishing tournament __________________ a five-kilometer run __________________
on our honeymoon eight years ago. At a
bar I met a guy from the news media
covering the event. He asked if I was in the
contest and I said no, and he said I should
重庆大学版 高二 (6) Unit 6
Listening and Speaking
1. Some events are going to be held in Key West to celebrate the coming Hemingway Day Festival. Listen to the news and decide whether the following
kept coming back for it in the years since,
although I failed the first year.
James: That must have to do with your young Hemingway look! Have you tried other looks? Mike Stack: I’ve gone for the ____________, African look the Pamplona look, and the ________________! fisherman look
a tour of the birth place an exhibition of Hemingway works
a literary conference Oak Park _________________________ a tour of the birth place __________________________ a look-alike contest Key West ____________________
Hemingway wrote a number of worldfamous short stories and novels, such as ______________ Sun Also Rises (1926) and For Whom the Bell Tolls (1940). In 1952 he wrote The Old Man and the Sea, a story of an
army. After his return to the United States, he became a reporter for _______________________ Canadian and American newspapers to cover the war events.