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1、教学方案设计日照职业技术学院外文系公共英语教研室孙德常 2005年5月大学 听说教程(A级)英英语语课时安排第一课时听力训练第二课时口语训练课前储备阶段教学模式网上课堂多媒体自学课件合理地安排自学了解传统教学 内容中的大部 分信息为课堂 教学提 供基础课上拓展、应用阶段内容及语言重点的检查和突显课堂活动形式多变、灵活、具备启发性从不同角度、深度挖掘语言资料启发学生自觉地利用英语学习英语课后巩固、发散、升华阶段教学特点注重 充分利用网络等先进的技术提供的便利条件,让学生接触真实环境下的语言，在“学中用”，在“用中学”注重 调动学生自主学习、互动学习的积极性注重 在基础阶段对学生应用能力和实用能力
2、的培养注重 在课前、课上、课下三个环节中突出以学生为主导的教学指导方针考核办法课前自学成绩基于学生提供的作业和网上学习 记录（占总成绩的5%）课上参与成绩基于学生的个人表现及小组总体表现（占总成绩的10%）课下巩固及完成课后作业的成绩基于学生提供 的二次作业和对课后作业的完成情况（占总成绩的 5%）期末考试占总成绩的80%Direct: lpatterns lwords and expressionsIndirect: lquestions for ponderinglpicturesTips for students to produce output are given in the fo
3、llowing forms:听说 课堂 总体 脉络 介绍Native-like fluencyNative-like selection让知识和技能合二为一team work 动活形式pair workall-by-your-own workMajor icons used and their meaningsoutput+whole class activityIndividual activitygrammarinstructions听说 课堂 脉络 介绍tipssimulationoutput操作形式Individual activityThe whole class taskPair
4、workTeam work (team racing)Listen and TalkInputlContent awareness (general-detailed)lLanguage awareness (词-句-语篇结构)Outputl实用（脱离开文章主题的语言技能训练）Sentence levelDiscourse levell应用（不脱离文章主题 的语言技能训练 ）Sentence levelDiscourse level听说 课堂 总体 脉络 介绍大学英语听说教程某单元教学方案Why do we study English?To experience lifeTo experien
5、ce lifeTo experience languageTo experience languageWarming-up: Mixed-tense Questions1 What did you do last night?2 What are you doing now?3 Are you going home after this lesson?4 What were you doing at 3:00am today?5 What will you do tonight?6 What are you going to do at the weekend?8 What will you
6、be doing at 10am tomorrow?10 What time do you get up?11 What time did you get up today?whole class activitylisten教学 脉络 介绍Listen 1focus on general information ( monologue)Content awareness (in class)-through pondering on three basic questionsQuestion 1Question 2Question 3Pre-listeningWhat is calamity
7、output+Things To Do: picture descriptionWhere was I ?outputFigure 1Figure 3Figure 4Figure 2outputFigure 1Forbidden Word: earthquakeGeneral: impaired lost dangerous awfulvulnerable helpless scaredSight: crusheddestroyed ruinedclean the wreckedSound: bang CrashCryinggroaningoutput+Forbidden words:drou
8、ghtFigure 2General:Sight: Weather: scarcity Harsh dreadful Water Deforestation Over-cultivationarid abandoned desolate splits on the ground Horrible view Crops losses food/water shortagesextremely hotbroilingoutput+, Forbidden words: rainstormfloodFigure 3General:Sound: sight: powerless terrified bl
9、ow strong wind horribledeafening thunder thunderclapblinding lightning reach the waist downpour overwhelmedoutput+Forbidden words:polluted river (water)Figure 4General:Smell: Sight: terrible desertedrotten chokingdirtysticky filthy disgusting garbagewastesoutput+What is the typicalclassification of
10、calamities? Whats the typicaloutput+Is there anything positive about the tragic happenings? Keep the question in your mind and lets listen to the report. Try to figure out:some of the examples of disastersthe two categories of calamitiesWhile-listening: predictoutput+Language awarenessTo look for wo
11、rdsTo combine these words into sentencesTo combine these sentences into passage教学 脉络 介绍Listen 1focus on general information ( monologue)What names are there for different kinds of calamities?What adjectives are used to describe the tragedies and people suffering How many negative verbs are used and
12、whats for? How many positive verbs are used and whats for?Listen to paragraph for three times, each time you have one task to fulfillThings To Do: Look for wordsWithout referring to the text, can you match the nouns with the verbs and adjectives? Write as many sentences as possible .outputListen to
13、the text again, can you see the difference between your using certain words and those wordings in the text. Try to locate one or two different wordings and have a close look at them and discuss with your partner about what makes the difference.outputoutputHave a group of six and try to reproduce the
14、 general introduction to disasters in your own words on the base of our previous activities. Each of you will take turns to tell the group your version of the introduction. Possible mistakes should be noted by the listeners and discussed and corrected within the group.教学 脉络 介绍Listen 2focus on detail
15、ed information ( monologue)Listen to the passage (information gathering)Form WH-questionsReproduce the report with the help of those questionsHave a group of two, listen to the later part of the passage twice , take notes about all the information you can grasp in words while you listen.After listen
16、ing, compare your notes and try to make as many WH-questions as possible with the help of your notes. And then take turns to ask and answer these WH-questionsWH-questions practicereferenceoutputFind another two groups, take turns to ask these questions, see if they can answer them. Then you should listen to their WH-questions and see if you can answer them.Things To Do:outputWhich plane was
