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1、教学方案设计20052005年年5 5月月大学大学 听说教程听说教程(A级级)英英语语1课时安排课时安排第一课时第一课时听力训练听力训练第二课时第二课时口语训练口语训练2课前课前储备阶段储备阶段教学模式教学模式网上课堂网上课堂多媒体自学课件多媒体自学课件合理地安排自学合理地安排自学了解传统教学了解传统教学内容中的大部内容中的大部分信息分信息为课堂为课堂教学提教学提供基础供基础课上课上拓展、应用阶段拓展、应用阶段内容及语言重点的检查和突显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、深度挖掘语言资料从不同角度、深度挖掘语言资料启发学生自
2、觉地利用英语学习英语启发学生自觉地利用英语学习英语课后课后巩固、发散、升华阶段巩固、发散、升华阶段3教学特点教学特点注重注重 充分利用网络等先进的技术提供的便利条件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，在让学生接触真实环境下的语言，在“学中用学中用”，在，在“用中学用中学”注重注重 调动学生自主学习、互动学习的积极性调动学生自主学习、互动学习的积极性注重注重 在基础阶段对学生应用能力和实用能力的培在基础阶段对学生应用能力和实用能力的培养养注重注重 在课前、课上、课下三个环节中突出以学生在课前、课上、课下三个环节中突出以学生为主导的教学指导方针为主导的教学指导方
3、针4考核办法考核办法课前自学成绩课前自学成绩基于学生提供的作业和网上学习基于学生提供的作业和网上学习记录（占总成绩的记录（占总成绩的5%5%）课上参与成绩课上参与成绩基于学生的个人表现及小组基于学生的个人表现及小组 总体表现（占总成绩的总体表现（占总成绩的10%10%）课课下下巩巩固固及及完完成成课课后后作作业业的的成成绩绩基基于于学学生生提提供供的的二二次次作作业业和和对对课课后后作作业业的的完完成成情情况况（占占总总成成绩绩的的5%5%）期末考试期末考试占总成绩的占总成绩的80%80%5Direct: lpatterns lwords and expressionsIndirect: lq
4、uestions for ponderinglpicturesTips for students to produce output are given in the following forms:听说听说课堂课堂总体总体脉络脉络介绍介绍Native-like fluencyNative-like selection让知识和技能合二为一让知识和技能合二为一6team work动动活活形形式式pair workall-by-your-own work7Major icons used and their meaningsoutput+whole class activityIndividual
5、 activitygrammarinstructions听说听说课堂课堂脉络脉络介绍介绍tipssimulationoutput8操作形式操作形式Individual activityThe whole class taskPair workTeam work (team racing)Listen and TalkInputlContent awareness (general-detailed)lLanguage awareness (词词-句句-语篇结构语篇结构)Outputl实用（脱离开文章主题的语言技能训练）实用（脱离开文章主题的语言技能训练）Sentence levelDiscou
6、rse levell应用（不脱离文章主题应用（不脱离文章主题的语言技能训练的语言技能训练 ）Sentence levelDiscourse level听说听说课堂课堂总体总体脉络脉络介绍介绍大学英语大学英语听说教程某单元教学方案听说教程某单元教学方案9Why do we study English?To experience lifeTo experience language10Warming-up: Mixed-tense Questions1 What did you do last night?2 What are you doing now?3 Are you going home
7、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 be doing at 10am tomorrow?10 What time do you get up?11 What time did you get up today?whole class activity11listen12教学教学脉络脉络介绍介绍Listen 1focus on general infor
8、mation ( monologue)Content awareness (in class)-through pondering on three basic questionsQuestion 1Question 2Question 313Pre-listeningWhat is calamityoutput+14Things To Do: picture descriptionWhere was I ?output15Figure 1Figure 3Figure 4Figure 2output16Figure 1Forbidden Word: earthquakeGeneral: imp
9、aired lost dangerous awfulvulnerable helpless scaredSight: crusheddestroyed ruinedclean the wreckedSound: bang CrashCryinggroaningoutput+17Forbidden words: droughtFigure 2General:Sight: Weather: scarcityHarshdreadfulWaterDeforestationOver-cultivationaridabandoneddesolatesplits on the groundHorrible
10、viewCrops lossesfood/water shortagesextremely hotbroilingoutput+18, Forbidden words: rainstorm floodFigure 3General:Sound: sight: powerless terrifiedblowstrong wind horribledeafeningthunderthunderclapblindinglightningreach the waistdownpour overwhelmedoutput+19Forbidden words:polluted river (water)F
11、igure 4General:Smell: Sight: terribledesertedrotten chokingdirtysticky filthy disgusting garbagewastesoutput+20What is the typicalclassification of calamities? Whats the typicaloutput+21Is there anything positive about the tragic happenings? Keep the question in your mind and lets listen to the repo
12、rt. Try to figure out:some of the examples of disastersthe two categories of calamitiesWhile-listening: predictoutput+22Language awarenessTo look for wordsTo combine these words into sentencesTo combine these sentences into passage教学教学脉络脉络介绍介绍Listen 1focus on general information ( monologue)23What n
13、ames 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 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
14、 Do: Look for words24Without referring to the text, can you match the nouns with the verbs and adjectives? Write as many sentences as possible .output25Listen to 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 diffe
15、rent wordings and have a close look at them and discuss with your partner about what makes the difference.output26outputHave a group of six and try to reproduce the general introduction to disasters in your own words on the base of our previous activities. Each of you will take turns to tell the gro
16、up your version of the introduction. Possible mistakes should be noted by the listeners and discussed and corrected within the group.27教学教学脉络脉络介绍介绍Listen 2focus on detailed information ( monologue)Listen to the passage (information gathering)Form WH-questionsReproduce the report with the help of tho
17、se questions28Have 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.29After listening, compare your notes and try to make as many WH-questions as possible with the help of your notes. And then take turns to a
18、sk and answer these WH-questionsWH-questions practicereferenceoutput30Find 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:output31Which plane was THE plane?What happened to t
19、he plane? When and where did the crash take place? What seemed to have caused the crash? What was the result of the crash?How many people were killed in the crash?What did the residents do to give help?Focus on monologue: detailed informationreferenceoutput图示意识图示意识32Try to retell the story in your o
20、wn words with the help of the answers to your WH-questions. Each of you will take turns to tell the group your version of the story. Possible mistakes should be noted by the listeners and discussed and corrected within the group.Things To Do:output33talk34Talk 1 -focus on how to describe a traffic a
21、ccident (dialogue)lInput 1Language awareness(in class)lWords and patternslstructurelOutput1AppliedlTo reproduce the dialogue(pair work)lTo check and discuss (pair work)lAssignment听说听说教学教学脉络脉络介绍介绍35lInput 2grammar awareness (in class)ldrill You wouldnt believe what (that, who, when)(the whole class)l
22、patternsId like, Id like to, Would you like, Would you like tolOutput 2Appliedldrill You wouldnt believe what (that, who, when)(the whole class)PracticallMake sentences(the whole class)lRole play(pair work)教学教学脉络脉络介绍介绍36lInput 3Grammar awareness (in class)lSimple past tenselOutput 3PracticallWords (
23、pair work)lSentences (pair work)lDiscourse-describe things happened one after another (pair work)lRecreation 教学教学脉络脉络介绍介绍37How to talk about an accident38Now with the help of the following expressions, and the structure hints, work with your partner, try to reproduce the dialogue of discussing a bus
24、 accident on the street.Focus on dialogueoutput139Topic:talking about a traffic accidentRoles:George and MichaelSituation:George saw a bus accident in the street. A van came around the corner and crashed into the side of the bus. One of his friends Jimmy was on that bus. George is now talking with M
25、icheal about the accident.Backgroundinformation40You wouldnt believeTell me about it.It was as if never saw the bus.Many were injured.From what I could seeIt looks likeSb will(not) make it.Sb will be OK.awfulbus accidentcarry sb into the ambulancecame around the cornercrash right intoslow downpracti
26、cally fulltake sb to a hospitalgo see him(her)Usable ExpressionsUsable Sentence Patterns1Native-like fluency41THINK ABOUT HOW TOtalk about a traffic accidentThe first turn : A: Open a dialogue about sth you saw that was awfulB:Ask about itA:Give the general descriptionFocus on dialogue42The second t
27、urn : three aspects of detailed information about the accident B:Ask about whether the van slowed down A:(respond)B:Ask about how many there were on the bus A:(respond)B:Ask about the injury A:(respond)The third turn : ask about the hospital to which the injured were send43lCompare your dialogue wit
28、h the sample dialogue 1 in our textbook.lMark one difference in wording.lDiscuss with your partner, whether your wording is a possible alternative, or an inappropriate or incorrect usage.lYou can ask your teacher to help you.44 Work with your partner after class. Try to fulfill the communicative tas
29、k 1 on page 75 with more tips for talking about a traffic accident.Assignment Record your dialogue on the net and hand it in through the website: www.englishXP45:whole class activityYou wouldnt believeDrillingYou wouldnt believeYou wouldnt believeYou wouldnt believeoutput2howwhatthatwhowhenwhere46E
30、xamples:Would you like a drink? How many eggs would you like?restaurantgrammarWould you like.47Example(s):Would you like to go to a movie with me?Would you like to.?invitations周末有什么周末有什么安排吗？安排吗？愿意跟我去看愿意跟我去看场电影吗？场电影吗？你想喝点儿你想喝点儿什么？什么？咱们去吃点咱们去吃点东西吧。东西吧。下周再一起下周再一起出去好吗出去好吗?481. You encounter the girl who
31、 is a total babe on the campus, ask if she has some plans for the weekend.2.Ask her out for a movie, Twister, for instance.3.(at a bar) ask the girl what she likes to drink.4. the girls reply.5.(after the movie) say youre hungry, suggest to go to a snack bar together. Role-play output2Topic: ask a g
32、irl outRoles: a boy and a girlCommunicative tasks:49What did you do this morning?(1)Look through the following words and expressions, arrange them according to their order of happening.(2)Develop sentences with “I”as the subject and use simple past tense since these things happened one after another.(3)Describe your activities this morning in a coherent discourse to your partner, using linking words: first, after that,next,then, finally / at lastoutput4instruction50
