16.-听说课或听力课教学设计模板

听说课或听力课
【教学设计】
Teaching content: This passage is about…..
Class Type: Listening and speaking class/Listening class.
)
Class period: 20 minutes Teaching aims Knowledge aims: \
(1)Students can learn some expressions about….. They can also learn the sentence pattern “” and how to answer it
such as “ ”. (注意:当材料是对话文本的时候，可以采纳该种表达，如果不是对话文本，可以从文章中摘取出现频率最高的句型)
(2)Students’ listening ability can be improved such as how to listen to the specific information when listening. In this
passage, they need to …
Ability aims:
(1)Students can learn how to talk about ….with the sentence patterns and master how to describe…… after today’s
class.
;
(2)Students can get some detailed information through careful listening and improve their oral English by practice and
cooperation.
Emotional aims:
Students can realize the importance of ….
Teaching Key points and Difficult points
/
Key points: The phrases about ….and the sentence pattern “….”
Cultivating students’ listening ability such as how to listen to the specific information when listening.
Difficult points：How to tell the difference between …. and how to talk about….. fluently.
Teaching Aids: some pictures, blackboard, PPT, the computer. (视情况而定，活动设计中用到什么就要写什么)
]
Teaching procedures
Step 1 Lead in (2 minutes)
(1)Greetings The teacher greets students as usual.
(2)Showing pictures / guessing /brainstorming
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Before class, the teacher shows students some pictures about ….Next, the teacher covers some of them and invites them to guess one by one.
(Justification：By doing this, the teacher wants to create a better English learning atmosphere, and guessing game can motivate students to participant in class activities actively.)
Step 2 Pre-listening/Presentation (3 minutes)
With the help of another group of pictures, the teacher asks students the following question: …. Then the teacher guides students the new phrases to learn in today’s class and writes them down on the blackboard to guide them to learn. Such as “” “” “”.
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(Justification：The purpose of this step is to create a situation relevant to students’ real life and guide them to learn the new phrases about…. This step can lay a foundation for the next listening.)
Step 3 While-listening/Practice (8 minutes)
Task 1 Fast listening
Listen to the tape for the first time and choose the best title for the listening material. A. .B.(注意：选择一：或者活动仅仅是 Task 1, 然后让同学们听第一段内容，完成第一段的任务:
》
Task 1 Listen to the first paragraph and ask students to fill in the blanks.
再从材料中摘抄两句左右的话，并挖空填写。

选择二：听完一整篇内容后，引导同学们做简单的表面能听出来的任务。

如判正误
Listen to the tape for the first time and guide students to make the True or False task）
、
(1)……( )(2)……( )(3) ….. ( )
And then guide the whole class to check the answers one by one.)
Task 2 Careful listening
Listen to the tape again and ask students to write the activities next to the correct frequency words: （该类题目可以是深层次的填空，比如表格，排序，听写）
And then check answers together.
^
After finishing listening task, the teacher will guide students to practice the sentence pattern …. in this passage. (该部分就是老师针对其中一部分涉及到的语言知识进行练习讲解,或者依据情况，该部分可以省略不写，或者放到post-lisening 的部分)
(Justification：In this section, students can not only get some information through listening but also understand the sentence pattern in the context. Besides, listening tasks of different levels can help students to improve their ability of acquiring information through listening.)
Step 4 Post-listening/Consolidation (5 minutes)
Task 1 Pair work
#
The teacher invites students to do a pair work to ask and answer about… by using …. words abov e. The teacher can set an example first with one student. After five minutes preparation, invite some students to show their work and give a comment or correction.
Task 2 Do a survey
Divide students into groups of four and invite students to make a surve y on …. Students can ask and answer in their groups and then make a chart. Then the teacher will invite some of them to report their survey result.
(注意：以上活动可以视情况选择其一或都写上)
]
(Justification：This two steps can give students a chance to better apply what they have learn in a real situation. what's more, learning in a team can foster students' team spirit.)
Step 5 Summary and homework (2 minutes)
（1）Summary Invite students to draw a summary tree with the teacher. With the help of the tree, students can summarize general language points of the lesson. Besides, the teacher will also …..（该点主要是结合本堂课的情感目标。

）.
（2）Homework First, go over what they have learnt in today’s , …..Next time they can share with the class.(Justification：This summary can cheer the whole class up to learn positively and can evaluate the study effect while this kind of home work can help students consolidate what they have learn today and encourage to apply the language in daily life.)
Step 6 Blackboard design
Title 或者没有的话不写或自己起一个根据时间，Post-listening 的活动可以做一个，写两个是为了给大家参考。

而且，每一个步骤的justification 写的比较多一点，目的是给大家一些参考，考试时大家可以写其中重要的一两句。

）。