高一英语人教版必修二Unit 5 Listening and Talking 教案
Period 4Listening and Talking整体设计从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this period is plac ed on developing students’ listening ability. The purpose of the listening text on Page 38 in the Textbook is to explain more of the issues in South African politics. The students need to know why people were so unhappy that they were prepared to struggle in order to bring about positive changes. Remember to tell the students that it does not matter if they do not understand every word. The important thing is to understand the main information. For that purpose the exercises test literal comprehension. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right and write down the main idea. Second, ask them to listen for the second time to compare the life and work of white and black people at that time and fill in the chart in Exercise 3. Third, let them listen again to have a further discussion on the questions in Exercise 4. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.As to Listening on Page 69 in the Workbook, its purpose is to help the students to understand more about one of the great men in this unit. William Tyndale is not well known in Britain, but his translation of the Bible is very widely known and very much loved. Since the sixteenth century it has had a very important influence on the English language because many poor people learned to read and understand the Bible from it. Its poetry and expressions have become part of British speech. Let the students listen to the text and get the gist of the information. This is considered so important that the exercises after the text all concentrate on general understanding and literal comprehension. Listening task on Page 72 in the Workbook is designed for students to get information from a listening text and write it down in note form. After listening, students also have to decide on the accuracy of the evidence and make a choice. They have to decide who caused the accident. It does not really matter who they choose. The most important thing is that studentsshould give a reason for their choice. The teaching procedure can be approximately the same as the part Listening on Page 38.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.At the end of the class, we come to the part Talking on Page 69. This is an opportunity for students to talk about somebody that they admire. They should practice using the expressions on giving opinions and making comments so that they become familiar with them. Do this exercise in pairs and try to make sure that everybody is getting an opportunity to talk. After the talk let some people tell the rest of the class about their heros or heroines.教学重点1. Develop the students’ listening and speaking ability.2. Let the students know how to give opinions and make comments.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Cooperative learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to learn the patterns on giving opinions and making comments:Why do you think so? What do you think of. . . ? What’s your opinion? I agree/don’t agree. I think/don’t think. . . I prefer. . . In my opinion. . . I’m afraid. . . Good idea! That’s an excellent idea.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students’ ability to get special information and take notes while listening.3. Get the students to learn how to give opinions and make comments.Emotional aims:Get the students to talk about their hero/heroine using the patterns on giving opinions and making comments, know noble qualities they have and learn from them.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to make sentences with attributive clauses.→Step 2 Warming up1. Ask some students to retell the reading passage Elias’ Story. Discuss the following questions:Did Elias join the ANC Youth League? Why do you think Elias join the ANC Youth League?2. Tell the students:we know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict the following questions?What is a passbook?Is it important?Is it easy to get for Elias?What job did Elias want to do?Who worked underground?Who worked on the surface?Where did Elias live?→Step 3 Listening (on Page 38)1. Before listening, let the students discuss the question:What things do you think were unfair in South Africa?2. Listen to the tape and write down the main idea.3. Listen again and choose the right answers.1)What is a passbook?A. A book to help you pass exams.B. A book to show your identity.C. A book to tell you where to live.D. A book to tell you how to live.2)Why is it important?A. For traveling outside South Africa.B. For showing where you were born.C. For traveling inside South Africa.D. For getting a job.3)What job did Elias want to do?A. To work with other black workers.B. To work as a cleaner.C. To teach in a primary school.D. To work in the mines.4)Who worked underground?A. The white workers.B. The black and white workers.C. The black workers.D. Foreign workers.5)Who worked on the surface?A. The black workers.B. The black and white workers.C. The white workers.D. Foreign workers.6)Where did Elias live?A. In a classroom.B. In a home of his own.C. In a large room with beds.D. With his family.4. Check the answers with the whole class. Answers:BCDCCC5. Listen a third time and compare the life and work of white and black people at that time. Fill in the chart.6. In pairs discuss these questions.1)Do you think Elias was right to join the ANC Youth League?2)Imagine you are Elias. What would you do? Why?7. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the reason why Elias joined the ANC Youth League.Listening text:WHY ELIAS JOINED THE ANC YOUTH LEAGUEI know you wonder why I could not get a job I liked, and why I had to have a passbook at all. The passbook had your name, age, address and birthplace. Without this passbook I was not allowed to travel in South Africa at all, and if the police found me without it or if I was living in the wrong town, I could be put in prison or sent back to the countryside where I was born. I did not want that so I went to see Nelson Mandela.I could not do many jobs because of my poor education. At that time, most black children did not use their school years well. Most had to leave school without finishing primary school. When I left school, I wanted to work in a gold mine, where black people are well paid. But I was not old enough so I had to wait till I was older to become a real miner. The mines used black workers to dig gold from the ground. The white workers sat in offices but black South Africans worked hard underground digging for the gold. And we could not live with our families like the white people did. We had to live in large rooms with beds placed like the desks in a classroom. I had no wife or children but I still did not want to live with my workmates. I hoped to live in a home of my own, but that was not allowed for black workers.I joined the ANC Youth League because it wanted the same rights for black and white people in South Africa. The white people could live where they liked. They owned almost all the land in South Africa though they were fewer in numbers than black people. They had the best schools. They had the best doctors. They could make the laws. We wanted to be the same and equal to the white people in our own land.→Step 4 Listening (on Page 69)1. Ask students to talk about the information on William Tyndale mentioned in the part Pre-reading. Then tell them they are going to listen more about William Tyndale.2. Go through the sentences in Ex. 1, then listen to the tape for the first time, and dicide whether the sentences are true or false. Correct the wrong information.3. Students discuss their answers in pairs.4. Play the tape again for students to complete the passage in Ex. 2.5. Play the tape a third time for students to answer these questions in Ex. 3.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.6. Reading and retellingShow the students the listening text and let them read it. Then ask them to tell something about William Tyndale.Listening text:A:Do you know who William Tyndale was?B:His name sounds as if he came from England.A:Yes, you are right. He was born in London a long time ago. Do you know when he lived?B:He lived from 1494 to 1536. So he was only 42 years old when he died.A:But why is he remembered?B:For two reasons. He wrote the Bible in English so that everybody could read it. He wrote so beautifully that people still use some of his words and expressions today.A:Why did he need to write the Bible in English?B:Because some of it was written in the Greek language and some in the Hebrew language and most people could not read them.A:So people liked his Bible in English.B:But the English king didn’t like it.A:Why not?B:At that time the English king was King Henry VIII. He was not happy with William Tyndale because he did not want the people to read the Bible in English.A:So what did William Tyndale do?B:He went to another country called Belgium where the king could not find him and he wrote his English Bible there.A:Did the king find him?B:No, but other people found him in Belgium.A:What happened?B:He was put in prison and later he was killed. But writing the Bible in English was a good idea, wasn’t it?A:Yes. His Bible was the first one written in English that was used in churches in England.B:Do people still read this Bible today?A:Yes, people in England still love his words today. It is still the most popular Bible written in English.B:He was a great man to be so brave.→Step 5 Listening task (on Page 72)1. Ask students to read these sentences in Ex. 1 and listen to the tape. Choose the one that describes the main idea. Explain why the other two are wrong.The teacher plays the tape for the students to listen and finish the task. After finishing, the teacher checks the answers with the class.2. Ask students to listen to Part 1 and answer the questions in Ex. 2.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.3. Ask students to listen to Part 2 and complete the tables in Ex. 3. Then ask them to give their own opinion and reason.Suggested answers:Now let students decide who they think caused the accident. A possible answer is:I think the boy caused the accident because he should not have been walking in the road. He should have been on the pavement.4. Reading and retellingShow the students the listening text and let them read it. Then ask them to tell their own opinions.Listening text:Do you know what a point of view is? It means that there may be more than one way of looking at things. For example, if an accident happens the police will ask all those who were nearby what happened. They will not just ask one person because that person may not have seen everything that happened. They will ask everybody. The stories that people tell will often be different. This is because they each have a different idea of the accident. All these ideas are different points of view.Let us look closer at this accident. A boy is walking in the road when a car comes behind him and hurts him. There are two people who see what happens. Let us listen to their stories.A:I was walking along the road when I saw the boy coming towards me. He was walking in the bicycle lane of the road. A car came very fast up the road in the bicycle lane. The driver did not see the boy and knocked him over and hurt him. It was the car driver who caused the accident.B:I saw the boy walking in the road. He was not doing what he should and he moved farther into the road as the car came up behind him. The car tried to stop but it was too close to him. So the car hurt the boy. But it was the boy who caused the accident.When you hear two points of view, it is up to you to decide who was correct. So who do you think caused the accident?→Step 6 Talking (on Page 69)Let the students in groups talk about their hero/heroine. Tell them to try to use the following words and phrases in their discussion.Good idea!That’s an excellent idea!I agree/don’t agree.I prefer. . .In my opinion. . .I think/don’t think. . .I’m afraid. . .Why do you think so?What do you think of. . . ?What’s your opinion?Sample dialogue 1:S1:My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.S2:What did he do?S1:He led the movement for civil rights in America.S2:I suppose he encouraged fighting white people!S1:No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.S2:But black people have the vote in America, don’t they?S1:But the law said black people must eat and go to school in different places from white people. King stopped that.S2:Where did this happen?S1:The first place he stopped it was Montgomery, a town in Alabama State in 1955-1956. He did it peacefully but he made a lot of white people upset.S2:What happened?S1:When he went to Birmingham Alabama to do the same thing a few years later, he was put in prison.S2:Was that the end?S1:No. He wrote a letter from prison telling people that they must break the law peacefully if the law is wrong.S2:Is that he is most famous for?S1:No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks of a future when black and white people can live together peacefully and happily.S2:In that case I will make him my hero too. I really like people who fight for what they believe in but in a way that is peaceful and non-violent.Sample dialogue 2:S1:My hero is David Beckham. He is the best footballer in the world.S2:How can you say that? I’m afraid that I think Ronaldo is better and he won a prize this year as the best footballer.S1:I don’t agree. David Beckham is not just a good footballer. He is a good man with a happy family and he cares about other people.S2:Well, I’m afraid I don’t agree. Anybody can be nice with so much money.S1:Maybe．But in my opinion he is my hero because he is modest and does not show off about his football or his money.S2:That is good, of course. I’m afraid that you have this idea because he is so popular in Britain.S1:Well, it’s true he is very popular. Th ey call him and his wife the second royal family. People like them because they seem so natural and ordinary. But I like the way he worked to be good at football and he does not pretend to be clever. I also like the way he looks after his son, Brooklyn.S2:Of course that’s good. But what has he done for others?S1:I don’t think he has much free time. He’s always playing or practicing football or going on tour to play matches in Europe. I hope he’ll do more for others when he has time.S2:If he does then he will be my hero too. There are not many rich men who care about others.→Step 7 Homework1. Finish off the Workbook exercises.2. Preview the part Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74.板书设计Unit 5Nelson Mandela—a modern heroListening and Talking活动与探究Do you have any trouble in English listening? Perhaps some of you will find it hard to listen to and understand listening materials. Hold a discussion on how we can improve our English listening and make your own practical listening plan. Remember:The more you listen to English, the easier it becomes.。
人教版高中英语必修二Unit5 Music-Listening and Speaking教案
2019新人教高中英语必修二Unit5Music-Listening and Speaking 公开课教案Analysis of the materials:The theme of this class is music(listening and speaking part). In order to arouse students’ interest in this class, teacher chooses this topic to connect with the students. The listening skill-paraphrase and the reasons for liking music should be emphasized. Except those key points, students should understand the basic knowledge of music and know to enjoy the Chinese music-Peking opera to enhance their patriotism.Analysis of the students:The students of Grade One haven’t got a good listening ability, which still needs to practise and improve. Compared to listening ability, their speaking ability is worse and they don’t dare to speak English. They don’t have chances to talk in English. Also, students are of different levels. However, this topic is related to our daily life. Students may be easy to get themselves involved in the class.Teaching aims:1.Core values(核心价值):Comprehend the profoundly musical culture especially Chinese music-- Peking opera and enhance students’ love for national culture.2.Subject quality(学科素养):(1) Theme: Music( listening and speaking part )(2) Expression: Know how to express music preferences and reasons for liking music.3. Key competency(关键能力):Use the listening skill -predicting, paraphrasing - to process specific information and answer the relevant listening questions.Insist accurate and fluent principles to express reasons for liking music.4.Essential knowledge(必备知识):After the class, the students are supposed to⑴know the common types of music.⑴grasp one listening skill --- Paraphrase.⑴express music preferences and reasons for liking music⑴polish your reasons for liking Peking Opera simplyTeaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.Listen to the interviews again and complete the sentences with the words you hear.1.A:Country music touches my heart.B:So you like music that’s of ?2.A:When I listen to hip-hop,I just have to move!B:So it makes you want to ?3.A:Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B:So to you,it’s and ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played on instruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the pictures below for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1. After the class, write a short essay on your feelings of Peking opera and try to polish it.2.Do more practices to consolidate the important listening skill-paraphrase.板书设计Unit 5 Music1.Listening skill--ParaphraseReasons for liking music课后反思通过学习：1.学生学习英语的信心增强；2.学生学会抓住听力中的答案；3.锻炼学生的口语能力！通过本节内容学习，理解并讨论主题图，预测单元的主题和内容，通过问题链引导学生谈论单元内容，该板块以听为本，学生通过听取信息和选择依据来学习语言知识，同时内化所学关于本单元的内容。
英语人教必修第二册Unit5Period 1 Listening and Speaking课件
Talk in pairs
Interview each other about music. Use the pictures below for ideas.
These expressions may help you.
11
Example: A: What kind of music do you like? B: I like music played by saxophone. A: What makes it so special to you? B: Because it sounds peaceful and it often reminds me of someone I love.
Question 1: They are performing classical music. Question 2: Piano, violin, flute, drum, bagpipes, saxophone, etc.
4
Warming up
Before listening，match the pictures with the correct types of music. A Chinese traditional B classical C country music D hip-hop
1. get familiar with different kinds of music. 2. better understand the functions of paraphrase in listening. 3.talk about their music preferences in simple English.
1. B 2. A 3. C 4. D
Listening+and+talking+教案 高中英语人教版(2019)必修第二册 (1)
Unit5口语课教案Plan a Music Festival: An English Oral PresentationI. Introduction (5 minutes)Purpose: To introduce the topic of planning a music festival and to provide an overview of the discussion to come.Materials Needed: A PowerPoint presentation showcasing different types of music festivals.Instructions: Begin with a brief discussion about personal experiences with music festivals, followed by a presentation on various types of music festivals.II. Understanding Music Festival Planning (10 minutes)Purpose: To understand the basic elements involved in planning a music festival. Materials Needed: A whiteboard and markers.Instructions: Discuss the key elements of planning a successful music festival, such as selecting the appropriate venue, securing sponsorships, and marketing the event. Use examples from well-known music festivals to illustrate these points.III. The Importance of Music Festivals (10 minutes)Purpose: To discuss the importance of music festivals in society and their impact on the music industry.Materials Needed: A laptop with internet access.Instructions: Research articles and statistics that highlight the economic impact of music festivals and their role in promoting new artists and genres. Discuss how these events contribute to cultural diversity and community engagement.IV. Planning a Music Festival (20 minutes)Purpose: To apply the knowledge gained in the previous sections to plan a hypothetical music festival.Materials Needed: A laptop with internet access and a group of classmates.Instructions: Divide the class into small groups and assign each group a specific task related to planning a music festival (e.g., venue selection, sponsorship negotiation,marketing strategy). Each group should present their plan to the class and receive feedback from the rest of the class.V. Conclusion (5 minutes)Purpose: To summarize the key points of the lesson and encourage students to continue exploring the topic.Materials Needed: None.Instructions: End the lesson by summarizing the main points covered in the presentation and encouraging students to think about how they might apply this knowledge in their own lives or future careers.。
Unit+5+Listening+and+talking+教案 高中英语人教版(2019)必修第二册
Unit5口语课教案Plan a Music FestivalTeaching Points:1. Understanding the basics of planning a music festival.2. Analyzing the challenges faced by organizers in planning a music festival.3. Thinking creatively and critically about how to overcome these challenges.4. Applying the knowledge gained to other aspects of life, such as problem-solving, teamwork, and communication skills.Teaching Strategies:1. Active learning: Encourage students to participate in discussions and activities related to the lesson.2. Group work: Assign group projects to encourage collaboration and peer feedback.3. Real-life examples: Use real-life examples to illustrate complex concepts and make the lesson more engaging and relevant.4. Homework assignments: Use homework assignments to reinforce the concepts learned in the class and provide opportunities for students to apply their knowledge in practical ways.Teaching procedureI. Introduction (10 minutes)A. Opening activity: Ask students to share their favorite music festivals and why they like them.B. Briefly introduce the concept of planning a music festival and its importance in the entertainment industry.II. Understanding Music Festivals (20 minutes)A. Discuss the key elements of a music festival, such as the location, date, lineup of artists, ticket sales, marketing strategies, etc.B. Use real-life examples to illustrate these elements and their impact on the success of a music festival.C. Analyze the challenges faced by organizers in planning a music festival, such as funding, logistics, safety, and audience satisfaction.III. Planning a Music Festival (30 minutes)A. Break into small groups and assign each group a specific aspect of planning a music festival (e.g. location selection, artist booking, marketing strategy).B. Each group will present their plan to the class and discuss the pros and cons oftheir approach.C. Encourage students to think creatively and critically about how to overcome the challenges of planning a music festival.IV. Conclusion (10 minutes)A. Review the key points covered in the lesson.B. Ask students to reflect on what they have learned and how it can be applied to other aspects of life, such as problem-solving, teamwork, and communication skills.C. Assign homework: Students will design their own music festival plan and present it to the class next week.。
Unit 5 Listening and talking 知识点课件-高中英语人教版必修第一册
respected by us all.
(2)The hospital that/which the government built has
been modernised.
(3) If it rains tomorrow,we won’t go to the seaside.
必修一 Unit5
Listening and talking
知识点
1.【教材原文】Hey,everybody,what are your biggest
problems with learning English?(page 66)
嗨,大家好,请问你们在学习英语时遇到的最大问题是什么?
考点
...problems with...在某方面有……问题
equal sb in sth 在某方面与某人匹敌
be equal with sb和某人平等
equally adv.平等地;同样地
equality n.平等;均等;相等
学以致用
完成句子
(1)这租金相当于他半个月的收入。
The rent is
equal
to half his monthly
income.
学以致用
单句语法填空
(1)The manager demanded that all the task (should) be
finished (finish) before Friday.
(2)Good teachers are in demand badly in the countryside.
if
Listening+and+talking+教学设计 高一上学期英语人教版(2019)必修
Unit5口语课教案Explore Different Kinds of EnglishDuration: 45 minutesTeaching Objectives:1. To help students understand the different aspects of the English language.2. To enhance their speaking and listening skills in English.3. To broaden their vocabulary and grammar knowledge.Teaching Points:1. Different forms of English (oral, written, academic)2. Common English accents and dialects3. V ocabulary building exercises4. Grammar rules and usage5. Role-playing activities6. Group discussions and presentationsTeaching Difficulties:1. Overcoming the fear of making mistakes when speaking English.2. Engaging students with diverse learning styles and preferences.3. Balancing the need for accuracy and fluency in spoken English.Student Analysis:The students are high school juniors who have a basic understanding of English grammar and vocabulary. They are eager to improve their speaking and listening skills and explore different aspects of the English language. However, they may struggle with overcoming the fear of making mistakes and expressing themselves confidently in English.Teaching Process:1. Introduction (5 minutes)- Greet students and introduce the topic of the lesson.- Ask students about their previous experiences with English and what they hope to achieve through this lesson.2. Oral English (15 minutes)-Introduce common English accents and dialects by playing audio clips and having students identify them.-Discuss the importance of understanding different accents in communication across different regions and cultures.-Provide vocabulary building exercises related to different accents, such as synonyms or antonyms for certain words.-Have students practice speaking in pairs or small groups, focusing on using correct pronunciation and intonation.3. Academic English (10 minutes)- Introduce academic English vocabulary and phrases commonly used in academic writing or presentations.- Discuss the importance of clarity, precision, and coherence in academic writing.- Have students practice writing short paragraphs on a given topic using academic English vocabulary and structure.- Provide feedback on their writing samples and discuss areas for improvement.4. Grammar Rules (10 minutes)-Review basic grammar rules, such as subject-verb agreement, tenses, and sentence structure.-Use role-playing activities to apply these rules in real-life scenarios, such as ordering food at a restaurant or giving directions to a friend.- Encourage students to ask questions and clarify any doubts they may have about the grammar rules.5. Role-playing Activities (10 minutes)-Divide students into pairs or small groups based on a given scenario or topic (e.g., job interviews, travel conversations).- Instruct each group to prepare a short dialogue or monologue in different forms of English (oral, written, academic).-Facilitate the role-play activity, encouraging students to use the vocabulary, grammar rules, and accent variations discussed earlier.- Afterward, have each group present their dialogue or monologue to the class and provide constructive feedback.6. Group Discussions and Presentations (5 minutes)- Invite one student from each group to share their insights and observations about the different forms of English presented during the lesson.- Encourage other students to ask questions or offer additional perspectives based on their own experiences learning English.- Conclude the lesson by summarizing the key takeaways and reminding studentsof the importance of exploring different aspects of the English language.Homework:1. Write a short essay about a personal experience where you had to adapt your English speaking style to suit a specific situation (oral).2. Review the vocabulary and grammar rules covered in the lesson (written).3. Watch a video or listen to an audio clip in a different English accent (academic). Listen carefully and identify any differences in pronunciation or vocabulary usage.。
Unit+5+Listening+and+Talking+教案 高中英语人教版(2019)必修第一册
Unit5口语课教案Explore Different Kinds of EnglishTeaching Objective:By the end of this lesson, students will be able to identify and discuss different types of English language usage, such as formal and informal language, academic and conversational English, and regional dialects. They will also be able to analyze the context in which these types of English are used and provide examples from their own experiences.Teaching Points & Emphasis:1. Differentiate between formal and informal language2. Identify academic and conversational English3. Discuss regional dialects and their characteristics4. Analyze the context in which different types of English are used5. Use real-life examples to illustrate the concepts coveredTeaching Strategies:1. Begin with a discussion on the importance of understanding different types of English in today's globalized world.2. Use visual aids, such as charts or videos, to help students visualize and understand the differences between formal, informal, academic, and conversational English.3. Encourage students to share their own experiences with different types of English in their daily lives, both in school and at home.4. Incorporate role-play activities that require students to use different types of English in different situations (formal vs. informal, academic vs. conversational).5. Conclude the lesson by reviewing the key points covered and assigning homework that requires students to reflect on how they can improve their understanding of different types of English in their future interactions.Teaching Procedure:1. Warm-up activity (5 minutes): Start the class by asking students to share their thoughts on the importance of learning different types of English in today's world. Write their responses on the board for everyone to see.2. Presentation (10 minutes): Use visual aids to present the main points of the lesson, including a chart that shows the differences between formal, informal, academic, and conversational English. Show videos or examples of each type of English being used in real-life situations.3. Group work (10 minutes): Divide students into small groups and ask them todiscuss their own experiences with different types of English in their daily lives. Encourage them to share their findings with the rest of the class.4. Role-play activity (10 minutes): Assign roles to students and have them participate in two different scenarios, one using formal English and another using informal English. Ask them to reflect on how the choice of language affected the tone and meaning of their interactions.5. Closing activity (5 minutes): Review the key points covered in the lesson and ask students to think about how they can improve their understanding of different types of English in their future interactions. Assign homework that requires students to reflect on their own experiences with different types of English and write a short essay sharing their thoughts with the class.Homework:1. Write a reflection paper on your own experiences with different types of English in your daily life (formal, informal, academic, conversational). Include specific examples and explain how these different types of English affected your interactions with others.2. Research a region or country where different types of English are commonly used and write a short presentation explaining the differences between those dialects and how they are used in everyday life.。
高一英语人教版必修第二册Unit5 listening and speaking 课件
because I also find it peaceful and beautiful. 2. What type of music does it make you feel?
I don't like heavy metal music at all.
24
How many roads must a man wal(k) down
Before you call him a man?
How many seas must a whi(te) dove sail
Before she sleeps in the sand?
Yes, and how many times mus(t) the cannon balls fly
likes to
2. The second listen to
songs.
student likes to 3. The third student likes to
play sing
classical music. hip-hop music. country music.
16
While Listening
19
Post Listening
Summary
How to express reasons for liking music?
Useful Expressions:
touches my heart /soul makes me happy/want to dance gives me energy/hope helps me exercise/study sounds peaceful/beautiful reminds me of home/people I love
【公开课课件】Unit5Listening+speaking+and+talking人教版必修第二册
will become．
• ② He is such a man full ___o_f___ energy, for which I admire him very
much．
3．soul
n．
灵魂；心灵→ souls 复数
① He dedicated himself body and soul to the education of young men.
Classic music
Blues
Chinese
traditional
Rock music
Country Pop music music
Jazz music
Classic music
Blues Rock music Pop music
Chinese traditional
Hip-hop Country music
他全身心地投入到年轻人的教育中。
② She went to pray for the soul of her late husband.
她去为亡夫的灵魂祈祷。
【话题句式】 1. Listening to music is a wonderful way for people to relax themselves when feeling stressed. 当人们感觉压力大的时候, 听音乐是一种放松自我的很棒的方式。 2. Inspired, he came up with an idea that he joined the videos together into one performance. 受到启发后, 他想到一个点子, 就是把这些视频合成为一个表演。 3. Music is playing an important part in our study and daily life. 音乐在我们的学习和日常生活中起着重要的作用。 4. I fell in love with rap music when I was a teenager. 我十几岁的时候就喜欢上了说唱音乐。
2019-2020版高中英语新教材人教必修第一册Unit 2：Section Ⅴ Listening and Talking
Section ⅤListening and Talking1.Translate the following words and phrases.①economy n.经济②credit n. 借款；信用；称赞；学分③detail n. 细节；详情；细微之处④check in (在旅馆、机场等)登记⑤check out 结账离开(旅馆等)⑥request n. (正式或礼貌的)要求；请求v t.(正式或礼貌地)要求；请求⑦view n. 视野；景色；看法⑧economic adj. 经济(上)的；经济学的⑨credit card 信用卡2.Brainstorming：Can you list the phrases about travel?①prepare for the trip为旅行做准备②apply for a visa申请签证③book a hotel room 预订宾馆房间④on foot 步行⑤the coming holiday 即将到来的假期⑥rent a car 租车⑦get around 四处走动(旅行) ⑧pack some clothes 收拾衣服⑨by sea/air/train 乘船/飞机/火车⑩look forward to 期盼⑪a travel destination 旅游目的地⑫go sightseeing 观光⑬get ready for 为……做准备⑭pay a visit to 参观⑮a guided tour 有导游的旅行⑯tourist attraction 旅游景点⑰in rush hour 在高峰时刻⑱a place of interest 名胜Finish Ex.1 & Ex.2 on Page 29.Talking—Finish Ex.3 on Page 29 by following the example.语言知识积累1.有关航班的词汇积累①book a plane ticket 订机票②business class 商务舱③economy class 经济舱④first class 头等舱2.相关句式积累①How can I help you？/What can I help you?我能帮你什么忙吗？②I’d like to buy a plane ticket from London to Paris.我想买一张从伦敦到巴黎的机票。