./教師資格考試高中英語教學設計語音課TopicTeachingAims:Knowledgeaim:Thestudentswillbeabletoknowhowtopronounce…/whatis…Abilityaim:Thestudentswillbeabletopronounce...Emotionalaim:Thestudentswillbeabletopronounce...moreconfidently.Teachingmethods:3-Pmodel<Presentation,Practice,Production>TeachingAid:blackboard,PowerPoint,somecards,pictureofvocalorganTeachingProcedures:Step1:GreetingandLead-inDailygreetingLead-in:Step2:presentationShowsomecardstothestudentsandaskthemwhatitis.〔AskstudenttoreadthreesentencesStep3:PracticeLetstudentspracticethesound,andexplaintherightwaytopronouncethesound.Step4:ProductionSounddiscriminationandtonguetwisterStep5:Summary<orconsolidation>T:Today,wehavelearned…,pleaseremembertherightwaytopronounce...Youshouldpracticemoreafterclass.Step6:HomeworkPracticethe…withyourpartnerandfindmoreexampleof…Teachingreflection:BlackboardDesign:案例：音標教案Lessenplanforthepronunciationof/i?/Teachingaims:〔1Knowledgeaim:beabletoknowhowtopronouncethediphthong/i?/〔2Abilityaim:Bytheendoftheclass,studentsshouldbeabletopronouncethediphthong/i?/〔3Emotionalaim:beabletopronouncethe/i?/moreconfidentlyTeachingmethods:3-Pmodel<Presentation,Practice,Production>Teachingaids:chock,blackboard,somecardsTeachingprocedure:StepⅠGreetingandLead-inStepⅡPresentationShowsomecardstothestudents.Leadinthediphthong/i?/StepⅢPracticeexplaintherightwaytopronouncethesoundandpracticethestudentsthesound/i?/.StepⅣProductionSounddiscriminationandtonguetwisterStepⅤSummarizeStepⅥHomeworkPracticethediphthong/i?/withyourpartner.稿子：Classbegins.Goodmorning/afternoon,boysandgirls.NicetohavethisEnglishclasswithyou.TodaywearegoingtolearnadiphthonginEnglish.T:first,Iwillshowsomecards.Doyouknow,whatisthisinEnglish?T:yes,verygood.Thisisadeer.Nowreadafterme,deer.T:deerT:OK,verygood.Thenthesecondone,whatisthisinEnglish?T:good.Thisisagirl.Andwhatisshedoingnow?T:Yes,sheiscrying,soinhereyes,thereis…T:excellent!Therearetearsinhereyes.Readafterme.TearT:tearT:Ok.Now,anotherpicture,whatisthisinEnglish?T:youaregreat.Thisisabottleofbeer.Nowreadafterme,beerT:beerT:Ok.Wehavelearnedthesethreewords:deer,tearandbeer.Fromthesewords,canyoufindsomethingincommon？T:yes,verygood.Thesewordsallcontainthesound/i?/.Nowreadafterme,/i?//T:/i?/T:/i?/T:Now,doyouknowtherightwaytopronouncethediphthong/i?/?T:thisisadiphthong.Itbeginswiththefirstsound/i/,<writethe/i/ontheblackboard>andglidetowardsthesecondsound/?/,<writethe/?/ontheblackboard>remember?T:Ok,verygood.Nowwhocanpronouncethesound?Aslan,you,pleaseT:/i?/,readafterme.T:yes,verygood.Lily,canyou?T:OKGood.Candy,pleaseT:yes,verygood.T:Ellen,howaboutyou?T:Good.Butyoushouldchangetheshapeofyourmouthasyoumovefromonesoundtoanother.Now,lookatthepositionofmylipswhenIpronouncethissound./i?/,/i?/,/i?/.Nowreadafterme,/i?/T:OK,excellent.Now,thewholeclassreadafterme./i?/T:/i?/T:/i?/.T:/i?/.T:verygood.Now,Iwilldivideyouintotwogroups.Group1readthesoundthreetimes,andthengroup2.DoImakemyselfclear?S:Yes.T:/i?/.Onetwogo.T:verygood.Nowgroup2T:good.Youallhavedoneagoodjob.Nowlet’sdosomeexerciseofsounddiscrimination.Listentomecarefullyandcirclethewordswhichcontainthesound/i?/fromeachofthefollowingpairs.N.1,peerpearT:excellent.N.2,taretearT:areyousure?T:OK,verygood.N.3deerdareT:great!N.4meremareT:youaresosmart.Now,pleaselookattheblackboard.Thereisatonguetwister.Whocanreaditout?Miky,you,please.T:verygood.Adeerandamaresparemereonesecondtodrinkabottleofbeerwithouttears.Andwhowouldliketotry?cuqi,please.T:excellent!T:today,wehavelearnedthesound/i?/;remembertherightwaytopronouncethissound.Itbeginswiththefirstsound/i/andglidetowardsthesecondsound/?/,youshouldpracticemoreafterclass.Yourhomeworkistopracticethediphthong/i?/withyourpartner.OK.That'sallfortoday'sclass.Seeyou!TopicTeachingAims:Knowledgeaim:Thestudentswillbeabletoknowhowtopronounce…/whatis…Abilityaim:Thestudentswillbeabletopronounce...correctlyEmotionalaim:ThestudentswillbeabletospeakEnglishmoreconfidently.Teachingmethods:3-Pmodel<Presentation,Practice,Production>TeachingAid:blackboard,PowerPoint,somecards,TeachingProcedures:Step1:GreetingandLead-inDailygreetingLead-in:playavideoandaskthestudentstopayattentiontothepronunciationofnativespeakers.Then,asksomequestionaboutthevideo:Whataretheytalkingabout?Doyounoticehowtheypronounce…?…Step2:presentationReadthetextandaskstudentstounderlinethepartswherethepronunciationphenomenonissimilarwiththeoneshowninthevideo.Askstudentstoconcludethecommonpointofthoseparts.Basedonwhatstudentssay,explainthepronunciationphenomenonStep3:PracticeAskstudentstoreadthetextagain.AskstudentstoreadtheexamplesonPPT.Step4:ProductionSounddiscriminationandtonguetwisterAskstudentstodiscuss…withtheirpartners.Step5:SummaryBrieflysummarizetheskilltopronounce…Step6:HomeworkPracticethe…withyourpartnerandfindmoreexampleof…Teachingreflection:BlackboardDesign:語音教學試講真題內容Butshebegantotrusthim,shetoldhimhowshewasoverweightandthismadeherfeelunhappy.alsoshefeltherhomewasn’telegantenoughforsomeonelikelarrywhowantedtoimprovehissocialposition基本要求針對段落長句設計示范連讀重讀的教學步驟閱讀課TeachingPlanTeachingAims：Knowledgeaim:studentswillbeabletounderstandthemainideaandsomedetailsofthepassage.Abilityaim:studentswillbeabletousereadingskillssuchasskimmingandscanning.Emotionalaim:StudentscangetmoreinterestedinEnglishculture.TeachingProcedures:Stepone:warming-uplead-in<1minutes>Greeting.Showthestudentssomepicturesorplayasongabout…andaskthemsomesimplequestions:…Steptwo:pre-reading<2minutes>Commonsenseon…Askstudentstogiveexamplesof…Playthevideoabout….Whileenjoythevideo,studentsthinkoverthefollowingquestions:….Stepthree:while-reading<4minutes>Readthetextforthestudentsandthenaskthemtoconcludethemainideaofthepassage.Mainidea:…Askthestudentstoreadthepassagecarefullyanddecidewhetherthestatementsaretrueorfalseandexplainwhy:…Askthestudentstoworkingroupsandhaveadiscussiononthefollowingquestions:…StepFour:post-reading<2minutes>Askstudentstoretellthepassage.Askstudentstoretellbetweenpartnersfirst,thenasktwostudentstoretellbeforeclass.StepFive:SummaryandHomework<1minutes>Brieflyreviewthecontentlearnedtoday.Letthestudentstowriteacompositionabouttheendingofthisstory.T:Goodmorning,boysandgirls.Howareyoutoday?Great!Today,wearegoingtolearnanewlesson,butbeforetheclass,Iwanttoshowyousomepictures.Well,whatdoyouseeinthepictures?Great!Howdoyoufeelabout…?Doyouhaveanyexperienceabout…?T:Well,…<commonsense>.Canyounamesomeexamplesof…?Ok,Peter,please.T:…,yes,great!Howaboutyou,Lily?T:…and….Welldone.[Now,Iwillplayavideoforyou.Pleasethinkover‘…’whileyouenjoythevideo.]T:Ok,thevideoisover,whowanttosharehisopinionwithus?Aslan,goahead.T:Thanksforsharing.Aswehavetalkedalotaboutthe…,nowopenyourbookandturntopage51.Let’smoveonthelearnthetextabout….Iwillreadthetextforyou.Whilereading,pleasetrytoconcludethemainideaofthepassage.Herewego!〔讀課文T:Ok,doyouunderstandthewholepassage?Great!So,whovolunteertoanswerthequestion:what’sthemainideaofthepassage?Lily,please.T:Goodjob!Thispassageismainlyabout…It’sveryinteresting.Now,pleasereaditcarefullyandthendothetrueorfalseonthePPT.T:Haveyoufinished?Good.Soisthefirststatementtrueorfalse?Helen,what’syouranswer?T:Yes,it’strue.Whataboutthesecondone?…〔句子trueorfalse?OK,Staceyplease.T:Yes!It’sfalse.Butcanyouexplainwhy?T:Excellent!It’sfalsebecause…Now,thelastone.Anyvolunteer?Great,Mike,please.T:Yes,it’strue,too.Now,canyouunderstandthewholetext?Great.Ifwemustunderstandthisreadingmaterialthoroughly,weshouldpaymoreattentiontoeachandveryfactinthisreadingmaterialinordertounderstandingthetext.[Inthefollowingpart,wewilldosomefurtherstudy.Pleaseworkingroupsandhaveadiscussiononthequestionsshownontheppt:…tenminutes.T:Ok,timeisup.Whichgroupwantstoshareyouropinion?Great,please!T:Welldone.Icanfeelthatyouhavethoughtitthoroughly.Isthereanygrouphasdifferentopinions?Well,thisgroup.T:youdidagoodjobtoo.…〔問題答案]T:Well,wehavereadthetextthoroughlyanditseemslikeallofyouhaveunderstoodit.Nowpleaseworkinpairsandtrytoretellthepassage.I’llgiveyoutenminutesandthenI’llasktwostudentstodothepresentation.Let’sstart.T:Timeisup.Whowanttoretellthepassagefirst?Comeon,don’tbeshy!Great,Lily.T:Excellent!Anyoneelse?Mark,please.T:Verygood!T:Ok,somuchfortoday.Aswehavelearned…it’sveryinteresting.Pleasewriteacompositionabouttheendingofthestoryafterclass.That’sall,youcanhaveabreaknow.1.閱讀課的教學方案1.Teachingaims:1.Trainthestudents’readingability.2.Enablethestudentstorealize...3.Stimulate〔激發thestudents’interestand...2.Teachingmethods:1.Fastreadingtogetgeneralideaofthetext.2.Carefulreadingtounderstandthepassagebetter.3.Teachingprocedures〔程序：Step1Lead-inUsesomepicturesof...toleadinthetopic.Step2Pre-reading1.Playaguessgame:...2.Playanotherguessgame:...Step3Predict〔預測1.Askthestudentstopredictwhatthereadingpassagetalksaboutaccordingtothetitleandillustrations〔插圖ofpassage.Theteachercangivesomecluesbytalkingabouttheillustrations:Step4Skimming〔略讀1.Letthestudentsskimthewholepassagetogetthemainidea,thenevaluatetheirpredictions.Duringthisactivity,theteachershouldgivesomeguidance〔指導onreadingskills.Mainideaofthepassage:...2.Letthestudentsskimthepassageanddivideitintodifferentpartstofindoutthemainideaofeverypartanthetopicsentences.Part1<paragraph1...>Step5Carefulreading...〔問題Askthestudentstoscanthesecondpartandcompletethechart〔圖表withinformationfromthepassage.Askthestudentstoreadcarefullyandfinishthefollowingtasks:Readthestatementsanddecidewhetheritistrueorfalseandgivethereason.〔設計一些問題或判斷對錯等高中英語閱讀課<例子>教學設計Ⅰ.Teaching

Contents

教學內容

Module

7

Unit4

Sharing

Reading:

A

Letter

Home

II.Analysis

of

teaching

material

教材分析

本單元的話題是Sharing,主要涉及幫助弱者、志愿服務、合作分享等。通過聽、說、讀、寫等各種活動學習相關的語言知識,使學生了解世界上很多地方依然很落后,從而懂得同情,學會分享。了解一些志愿者工作的信息,培養學生互助合作的精神和社會責任感。結合針對短文話題的探討激發學生的國際意識,通過各種渠道力所能及地為貧困地區的孩子做出自己的貢獻。

本課設計的這篇課文是一個志愿者的一封家書,她在巴布亞新幾內亞XX國的一個小山村教書。信中詳細地描述了她所在學校的情況和她去一個學生家做客的經歷。通過這封信,學生可以了解巴布亞新幾內亞XX國各部落的生活狀況和風俗習慣,同時能夠更好地理解志愿者的工作。

Ⅲ.Analysis

of

students學情分析

1．學生經過高中階段必修1～選修6的學習,具備了一定的閱讀技能,如查找細節信息,抓住段落要點和全文大意等,在閱讀速度方面也有了較大的提高,這有助于學生較好地完成這個課時的課文閱讀。同時,在聽、說、寫等方面也有了一定的基礎。

2．這個單元的話題是分享、幫助與合作。對于高二的學生而言,他們的價值觀人生觀已經基本形成,本課通過閱讀志愿者的家書,了解一些志愿者的工作,小組討論"如果你/你們是志愿者你/你們將做什么工作？為什么？"幫助學生認識這個世界,理解互助合作的意義,即在幫助他人的過程中實現自己的人生價值。

3．學生在這節課的學習過程中需要用到預習策略、搜集分析信息策略、歸納整理策略等。Ⅳ.Design

of

Teaching

Objectives

教學目標

1.Knowledge

objectives

知識目標

<1>學生能夠正確讀寫及運用本課出現的單詞。

<2>學生掌握本課詞組的意思并能在句子中熟練運用。

2.Ability

objective能力目標

<1>強化略讀、查讀等閱讀技能,訓練通過尋找關鍵詞、主題句等方式更快速并準確地確定文章的段落大意,理清文章的總體框架與脈絡的技能。

<2>增強閱讀理解能力；發展借助圖片、表格等非語言信息進行語言輸出的能力。

3.Affective

objectives

情感價值目標

<1>幫助學生理解志愿者工作的意義,培養學生在日常生活中幫助他人、扶貧救困的愛心。

<2>在小組合作互動中,增強學生的團隊合作精神與分享意識。

Ⅴ.Teaching

Important

Points<教學重點>

a.獲取巴布亞新幾內亞獨立國各部落生活狀況和風俗習慣的信息；

b．閱讀能力的培養和閱讀技巧的訓練,如精讀課文完成表格填空等。

Ⅵ.

Teaching

Difficult

Points<教學難點>

a.理解作為志愿者工作的意義,從而樹立正確的價值觀；

b．訓練用英語獲取信息、處理信息、分析問題和解決問題的能力。

Ⅶ.

Teaching

Methods<教學方法>

Task-based

method

to

make

students

interested

in

what

they

will

learn.<任務型教學法>2.

Fast

reading

to

get

the

general

idea

of

the

passage.<略讀法>

3.

Careful

reading

to

get

some

detailed

information.<細讀法>

Ⅷ.

Teaching

Aids:<教學手段>

多媒體教學

Ⅸ.

Teaching

procedures

<教學程序>

Step

I

Warming-up

and

lead

in

1.

幻燈片1

T:

Class,

firstly

let’s

enjoy

a

video

and

a

song.

Ss:

Enjoy

the

song

and

the

video.

T:

What

can

you

see

from

the

video?

Ss:

I

can

see

many

students

are

planting

trees/helping

the

disabled/cleaning

the

street…………

T:

What

can

you

learn

from

the

video

and

the

video?

Ss:

We

should

devote

our

youthful

power

to

the

world.

2.幻燈片2

T:

So

we

should

learn

to

share.Ok,this

is

our

today’s

topic

sharing.

Our

main

task

is

reading.

2.

幻燈片3

T:

Now,

class,

just

have

a

think,

what

do

you

mean

by

"sharing"?

Let’s

look

at

it.

Ss:

Read

the

meanings

together.

3.

幻燈片4

T:

The

people

who

are

helping

others

in

the

video

are

called

volunteers.

Volunteers

are

not

paid

which

means

they

are

not

given

money,

not

because

they

are

not

worthless

but

because

they

are

priceless,

but

because

they

cannot

be

measured

by

money.

Are

you

clear?

Ss:

Yes.

T:

Here

is

the

sign

of

volunteer.

Do

you

know

what

the

sign

stands

for?

A

Hand?

Ss:

Help.

T:A

Heart?

Ss:

Love.

T:

A

Dove?

Ss:

Peace.

T:

A

Letter

"Y"?

Ss:

Youth.

T:

Do

you

want

to

be

a

volunteer?

Ss:

Yes.

T:

You

are

great.

So

you

must

know

what

a

volunteer

usually

does.

4.

幻燈片5-9

T:

You

can

answer

the

question

according

to

the

pictures.

Ss:

<give

their

answers>

T:

<Sum

up>

Yes,

there

are

different

kinds

of

voluntary

work

volunteers

can

do.

[設計說明]

本環節主要是課文導入和熱身環節,利用多媒體播放和本課主題相關的直觀、生動的圖片和音樂,創設輕松和諧的課堂氣氛,激發學生興趣,自然進入本課話題,教師聯系生活實際展開教學。

Step

II.Pre-reading

幻燈片10

T:

Now,

class

look

at

the

title

and

pictures

try

to

guess

"What’s

the

author’s

work?"

Ss:

She

is

a

teacher..

T:

Yes,

she

is

also

a

volunteer,

so

she

is

great.

[設計說明]

通過看幻燈片呈現的題目和圖片,讓學生猜測本文作者的工作,激發學生探究問題的興趣,有利于閱讀活動的展開。

Step

III.

While-reading

Task

1

Fast

reading

1.幻燈片

11

T:

Ok,

class.

Do

you

want

to

know

more

about

her?

Ss:

Yes.

T:

So

you

should

skim

and

scan

the

text

quickly.

Try

to

get

its

main

idea.

Ss:

<skim

and

scan

the

text>

T:

Have

you

finished?

Ok,

I

want

one

student

to

come

to

the

blackboard

to

fill

in

the

blanks.

Then

check

the

answers.

2.幻燈片

12

T：How

many

paragraphs

in

the

text?

Ss:

Nine.

T:

You

can

divide

it

into

4

parts

and

match

each

part

with

its

main

idea.

I’d

like

one

student

to

do

it.

Then

check

the

answers.

3.幻燈片

13

T:

Here

are

some

information.

I’d

like

you

to

read

them

and

tell

"True

or

False"

then

try

to

find

where

the

information

is

in

the

text,

if

false

correct

the

wrong

place.

[設計說明]

快速限時閱讀把閱讀課文作為整體來處理,掌握主旨大意,這一任務過程中為了降低難度設空完成學生比較容易接受。在對課文表層理解的基礎上,要求學生根據每段大意把文章進行劃分部分,進一步理解了文章之后。讓學生做判斷正誤題,鞏固了學生對課文內容信息的掌握。本環節難度不高,學生都能很好地完成任務,不僅訓練和提高了學生略讀、查讀的閱讀技能。而且,提高了學生閱讀的積極性。

Task

2

Detailed

reading

1,幻燈片

14

T:

You’ve

done

a

good

job.

Since

we

know

the

general

idea

of

the

text.

Let’s

come

to

the

customs

and

lives

of

people

in

Tombe’s

villiage.Listen

to

the

text

and

pay

attention

to

the

pronunciation,

meanwhile,

you

can

read

after

the

listening

and

underline

the

detailed

information

in

the

text.

Ss;<listen

to

the

text

and

read>

2.幻燈片

15,16

T:

Ok,

class

let’s

look

at

the

blackboard

and

fill

in

the

blanks.

Who

can

read

for

us?

Ss:<Read

the

answers>

3.

Read

aloud

T:

Do

you

have

any

questions?

Now

read

the

text

aloud

to

find

out

your

difficulties.

Ss

:<

read

the

text

aloud>

[設計說明]

本環節充分發揮多媒體優勢教學先讓學生聽錄音的同時跟讀來完成細節信息填空,這樣不僅可以訓練學生的聽力而且讓學生了解了巴布亞新幾內亞獨立國部落的生活狀況和風俗習慣信息,在此基礎生讓學生通過朗讀訓練學生朗讀能力提高語音語調,鼓勵學生發現文章中的疑難點并解決。

StepⅣ.

Post-reading

1.

幻燈片17

T:

<Solve

the

important

sentences

from

the

text>

Here

is

the

sentence,

try

to

read

and

translate

it

into

Chinese.

It

is

also

about

the

grammar,

analyze

it

.

Ss:

<translate

and

analyze

the

sentence>

2.

幻燈片18

T:

What

do

you

learn

from

the

text?

Ss:

We

know

that

Jo

worked

as

a

volunteer

teacher

in

a

poor

area.

T:

Yes,

What

would

you

do

if

you

were

a

volunteer?

Why?

Now

class,

turn

around

and

you

can

discuss

with

your

members

quickly.

Ss:

<discuss

with

their

members>

T:

OK,stop

please.

Let’s

share

your

wonderful

discussion,

firstly

which

group?

Ss:

<show

their

discussion>

T:

Well

done!

3.

幻燈片19

T:

There

are

many

people

around

us,

in

our

country

or

even

in

the

world

who

need

different

kinds

of

help.

So

voluntary

work

is

an

important

and

great

cause.

Not

only

can

it

make

people

live

better

but

also

it

can

bring

happiness

to

volunteers.

So

we

should

form

a

sense

of

helping

others

and

take

an

active

part

in

any

kind

of

voluntary

activities

from

now

on

and

try

to

make

the

world

more

beautiful

and

harmonious.

Just

stand

up

and

show

me

your

voluntary

gestures,

let’s

sing

together.

Are

you

ready?

Ss:

Yes.<

sing

together>

T:

I

think

you’ve

sung

very

well,

but

I

believe

we

can

do

better

than

sing.

Yes?

Ss:

Yes.

T:

You

are

great!

[設計說明]

本環節屬于讀后活動,首先處理課文中的一個典型的長難句,這也引出了本課的語法項目定語從句。小組討論"如果你/你們是志愿者你/你們將做什么工作？為什么？"使學生更好的了解了這個單元的主題,幫助他人、分享合作。教師可以進一步了解學生對于志愿者工作和幫助他人的看法,有利于進行德育教育,幫助學生樹立正確的價值觀。最后大家共同舉起志愿者手勢,齊唱英文歌曲

Tomorrow

Will

Be

Better,

將課堂活動推向高潮,激發了他們幫助他人、扶貧就困的熱情,達到了本課情感價值教育的目標。

StepⅤ.Homework

幻燈片20

T:Now

your

homework,

do

it

after

class,

so

much

for

this

class.

Thank

you!

[設計說明]

課后閱讀文章找出文章中的定語從句,為下節語法課做準備。聽說課聽力：Pre-listeningWhile-listeningPost-listening明白聽的目的激發興趣和欲望熟悉話題預測大意處理關鍵詞布置任務邊聽邊操作邊聽邊選擇、填空、連線、畫圖、補全信息邊聽邊做筆記判斷真偽討論根據所聽的內容進行口頭或筆頭轉述根據筆記寫出梗概利用聽到的信息,以同一題目為主題,從另一個角度寫出一個文段。Discussarelevantpicture/backgroundWritequestionsaboutthetopicAssociatevocabularywiththetopicWritedownthemain/specificinformationDotheexercisewhilelisteningAnswerorraisequestionsaboutthetapeRoleplay/debateParaphraseRetellthestoryInferring推斷,gistlistening主旨,listeningfordetails,dictationModels：top-downmodel,down-topmodel,interactivemodel教案模板：TopicTeachingAims:Knowledgeaim:Thestudentswillbeabletoknowsomethingabout...;learnsomenewwordsandphrases.Abilityaim:Thestudentswillbeabletodeveloptheirlisteningabilitiessuchaslisteningforthegist,thespecificinformationandpredictingskills...Emotionalaim:Thestudentswillbeabletoknowthattheyshould…/TeachingKeyandDifficultPoints:TeachingAid:CAITeachingProcedures:Step1:lead-inPlaythesong"…"andaskstudentstotalksomethingaboutit.Step2:pre-listeningIntroduce…Gothroughthenewwordsandphrases.Step3:while-listeningAskstudentstolistentothetapeandthenanswerthequestions:Who,When,Where,What.Listentothetapeagain,askstudentstochoosethecorrectanswers.Dothedictation.Step4:post-listeningLetstudentsdiscussthestoryinpairsandthenretellthestory.Step5:Summary<orconsolidation>Step6:HomeworkRecitesthewordsDoanotherexerciseabout…onPage…BlackboardDesign:T:Goodafternoon,boysandgirls.Welcomebacktomyclass.Iamsogladtoseeyouagain.Howareyoutoday?Great!NowIwillplayasongforyou,pleaselistencarefullytothecontent.T:Whatahappysong!Sowhatisthissongabout?T:Exactly,holiday!T:Howdoyoufeelaboutholiday?Asweallknow,winterholidayiscoming.Whatareyougoingtodoonholiday?Sleep,watchTV,ortravelwithparents?Isee.Itseemslikeallofyouhavehadaplan.T:Well,todaywewilllistentoatapeaboutholiday,butbeforethelistening,let’sgothroughthenewwordsandphrasesfirst.….<Whocanmakeasentenceusingthisword?;Lily,canyouguessthemeaningofthisword?Goodjob;Anyoneknowsthemeaningofthisphrases?Chris,haveatry!Great,it’sveryclosetoitsmeaning.;WhocantranslatethissentenceintoChinese?Yeah,Bobplease.>T:Ok,somuchforthenewswordsandphrases.Now,listentothetapecarefully,andthenanswerfollowingquestions:Who?When?Where?Whathappened?T:讀材料T:Thefirstquestion,whocanansweritinvolunteer?Oh,Johnplease.T:Good!It’s…T:Thesecondquestion,whowanttotry?Tom,please.T:Great!….T:Susan,canyouanswerthethirdquestion?T:Goodjob!It’sin….T:Whocananswerthelastquestion?Don’tbeshy,justhaveatry!Victoria?T:It’sadifficultquestionbutyoudidverywell.Buttobemoreprecise,shedidn’t…,instead,she…T:Now,listentothetapeagainanddothedictation.T:Let’scheckyourworkonebyone.Tom,youfirst!T:Perfect!…〔原文第一句話Cindy,next.T:Good,butyoumisstwowords.Itshouldbe….〔原文第二句話Nextone,Stacey.T:Goodjob.Payattentiontotheword"…",it’sx-x-x-x-x.Next,Bob.T:Verygood.…T:Now,whocanbethefirstonetoretellthestory?Great!Peter,please.T:Verygoodjob.Anyoneelse?Lily,please.T:Alsogreat!Thisstoryis…Ithinkallofyouhaveunderstandthisstory.Youguysdidaverygoodjobtoday.Butstillremembertopracticemoreafterclass.SothehomeworkistomakeaplanforyourholidayandIwillasksomestudentstosharetheirplansnextclass.Ok,that'sallfortoday'sclass.Seeyou!口語：Pre-speakingWhile-speakingPost-speaking明確目的激發興趣熟悉話題和語境語言準備分配角色和任務描述人物和事件報告過程和結果角色扮演交換信息討論演講匯報結果講評書面表達活動教案模板：TopicTeachingcontents:TeachingAims:Knowledgeaim:Thestudentswillbeabletoknowsomethingabout...;learnsomewordsandphrasestodescribe...Abilityaim:Thestudentswillbeabletoexpresstheiropinionon…Emotionalaim:ThestudentswillbeabletospeakEnglishmoreconfidentlyTeachingKeyandDifficultPoints:TeachingAid:CAITeachingProcedures:Step1:lead-inShowsomepicturestothestudentsandasksomequestions:…Step2:discussionAskstudentstodiscuss…withtheirpartner,thenasktwostudentstoreporttheresults.Step3:practicePresentsomesentencesof…,thenaskstudentstoreadthem.Dotheroleplayinpairsusingthosesentences,thenaskonepairtodothepresentation.Step4:interviewPlayaninterviewvideoabout...askstudentstointimatetheinterviewpatternthespeakersuseandinterviewtheirpartners,thenaskonepairtodothepresentation.Step5:Summary<orconsolidation>Reviewthesentencesthatwecanusewhenwetalkabout…Step6:homeworkInterviewyourclassmateabout…usingthesentencesandinterviewskillswelearntoday.BlackboardDesign:T：Hi,boysandgirls.Wearenowlivinginahighlydevelopedworld,withadvancedcultureandhighlydevelopedcivilizations.Lookatthispicture,what…?T:yes,youareright,it’s…Sowhatdoyouthinkabout…?Whocansharehis/heridea?Ok,Lily,please.T:Great!…Ifyouare…,whatwouldyou…?Bob,canyoushareyouropinionwithus?T:Goodjob!Forsure,differentpeoplehavedifferentview.Buthaveyoueverthoughtwhatarethebaseofallthecultureandcivilizations?T:Oh,yes,theyarebasedonthosewhichwerecreatedbyourgreat,greatgrandfatherslivedalong,longtimeago.Nooneexactlyknowswhattheylivedon,whatweretheirhousingandhomedecorationconditions,whatkindoftoolstheyusuallyusedintheirproductionactivities,andwhatentertainmenttheyhadintheirsparetime.Anyway,wecanimagine!Sonow,let’sdivideintogroupsoffourand,withthehelpofyourimagination,discusswhatkindsoffoodtheearlymanate,whattheirhousingconditionsandhomedecorationswerelike,whattoolstheymadeandwhatentertainmenttheyhadintheirsparetime.ThenI’llasksomeofyoutoreporttheresultstothewholeclass.T:Timeisup.Whovolunteertoreporttheresult?Comeon,don’tbeshy!Ok,Stacey,verygood!T:nicethought!Whoalsowanttotry?Aslan,please.T:veryinteresting!T:Now,pleaseturntopage72,lookattheSPEAKINGpart.Youshouldreaditwithyourpartner,then,dotherolesplay.<Teacherwritesbb--middle>Makingsuggestionsandgivingadvice:1.Whatcanyousuggest?Maybewe/youcould……2.CanIaskyouforsomeadvice?Isuggest<that>……3.Canyouhelpmedecide?That’sagoodidea.4.Whatdoyouhaveinmind?Well,butwhatabout……Haveyouconsidereddoing……？T:OK,timeisup.Inourdailylife,weoftenasksomeoneforadvicewhenwecan’tmakeadecision.Ontheotherhand,weoftengiveotheradviceiftheycometousforhelp.HowcanweaskforandgiveadviceinEnglish?Let’slookattheblackboard.Thereareseveralsentencesaboutgivingadvice,pleasereaditfollowme.T:Makesureyoucanusethesesentenceswhenyouaremakingsuggestion.Whocangiveusadialogue?Anyvolunteers?T:Susan,youplease,youcanchooseoneofthesituationinspeakingpart.T:ExcellentT:Somuchforpractice,nowIwillplayaninterviewvideoofnativespeakers,pleaselistencarefullyandlearnhowtheyinterview.Ok,videoisover,I’llgiveyouseveralminutestoprepare,thenI’llasksomeonetointimatetheinterviewpatternthespeakersuseandinterviewtheirpartners.Ok,areyouready?Whowanttotry?Kate,please.Whoisyourpartner?Peter?Ok,goahead.T:Verygoodjob!Butbothofyouarealittlenervous,Ithinkyoucandobetteraftermorepractice.Iwillaskanothertwostudents.Anyvolunteers?Lily,yourgroup,please.T:Nice.Now,theclassisalmostover,let’sreviewthesentences…T:Allofyoudidagoodjobtoday.Nextclass,wewilllearnsomethingaboutfriends,soyourhomeworkistointerviewyourclassmateabout…usingthesentencesandinterviewskillswelearntoday.Ok,that'sallfortoday'sclass.Seeyou!2.聽說課的教學方案：Knowledgeaims1.Tolistentoandunderstandthelisteningmaterials.2.Studentscanmasterthefollowingexpressions:...〔一些句型Abilityaims1.Enablestudentstocatchandunderstandthelisteningmaterials.2.Developstudents’abilitytogetspecialinformationandtakenotewhilelistening.3.Getstudentstolearnandusetheexpressionsof...Emotionalaim1.Enablestudentstoknowmoreabout...2.Developstudents’senseof...TeachingproceduresStep1Lead-inPlayagame...1.Putstudentsintopairs.Givethemeachtwominutestothinkof〔游戲過程Step2Pre-listening1.Tellstudentstheywilllistentoadialogueabout...2.Givestudentssomedirectionsandmakethempredictwhatthelisteningtextisabout.Step3While-listening1.Tellstudentslistentothetapefirsttogetthemainideaanddecidewhethertheirpredictiongistrightornot.2.Askstudentstolistentothetapeagain.Letthemlistenandanswersomequestions.<Showthequestionsontheblackboard>3.Studentsexchangetheinformationandlistentothetapeathirdtimeforchecking.Letthemhavethecorrectanswers.Step4Post-listening1.Give2-3minutestostudentstoaskquestionsiftheyhaveany.2.Showstudentsthelisteningtextandletthemreaditalo