教学设计3：Listening and Speaking

Listening and Speaking
Step 1 Lead-in（2mins）
通过欣赏影片, 引入这节课，激发学生的学习兴趣，从而引出主题(化石燃料的燃烧)。

（设计意图：此步骤从视觉、听觉、感觉的角度设计英语课堂教学结构，使学生的学习与感受融于一体，引起学生对主题的思考与关注。

）
Step 2 Pre-reading (1mins)
以下为听力短文中可能遇到的生词：fossil fuels，industrial society，energy，concentrate，radiation，nuclear power，etc.让学生说出意思，并且领读两遍。

（设计意图：该活动能让学生快速进入课堂学习的状态，开始思考学习的主题，激发学生联想与主题相关的信息，开拓学生的思路。

学生会联想到一些相关词汇；还会让学生认识到减少空气中二氧化碳的重要性，从而引入到话题what shall we do in our daily life ?）
Step 3 Listening (20mins)
The listening text is a radio interview about the use of fossil fuels and other sources of energy. It contains two parts and examples of the focus function for this unit:agreeing and disagreeing. Task1 Pair Work（7mins）
Do the following exercise in pairs. Li bin is interviewing Professor Keeling about using different sources of energy. Read the statements below and tick the ones you agree with. Then listen to Part 1, and decide which statements Professor Keeling does NOT agree with.
1.We should stop depending on fossil fuels for our energy. ( )
2.90% of our energy comes from fossil fuels. ( )
3.We can replace fossil fuels with cleaner sources of energy. ( )
4.Nuclear power is a good source of energy. ( )
教师活动：让学生快速浏览题目，猜测教授会否定哪些观点。

学生活动：快速浏览，对对话内容有所了解。

（设计意图：读前活动让学生大致了解听力内容，激发学生的背景知识，引发学生对此话题进行思考。

采用泛听的方法，不必听懂文中的每一个单词和句子，为随后的听力活动做准备。

）
Task2 . Listen to Part 2. Finish the choice.(5mins)
1.According to professor Keeling, what should we do to reduce CO2 ?
A. We must use all kinds of fossil fuels.
B. We must produce products that are economical with energy.
C. We must ask people to increase the energy they use.
2.Who did Li Bin think should be blame?
A. developing countries
B. developed countries
C. both of them
（设计意图：查读是快速获得信息的一种手段。

通过查读，让学生在有限的时间里尽快掌握课堂的内容，获取对课堂的总体印象，训练他们用眼睛捕捉关键词，在最短的时间内获取最重要的信息。

即培养学生查找信息、处理信息的能力，同时也培养了学生的合作和探究能力）。

Task 3. Listen for the key words（7mins）
Play Part 2 for students. And ask them to recall the missing information. Then play the tape right through while students listen for the missing details. Play it twice if necessary and then check answers by playing the tape again and stopping when the missing details are given.
LI BIN:...What about ? They don’t cut down on their use of . KEELING: No, they don’t. However, that is a we must work on as a
community. That means and countries will have to work together.
LI BIN: But it’s not the countries that put most of the carbon dioxide into the air. The developed countries are really the ones to .
(设计意图：本部分是听力训练的重点，以精听的方式为主。

学生听完后马上回答相关问题和填空活动，因此，他们要带着目的去听，寻求所需要的信息。

此步骤考查的是学生对听力材料细节的把握，学生需要针对所听的内容进行信息加工。

）
Step 4 Speaking（20mins）
Task 1. Enjoy a famous song sung by Michael Jackson --“Heal the world” （拯救世界或地球的
意思）for two times, and then fill in the blanks to complete it. After that, sing it out to the class. Lyrics:
There's a place in your _________
And I know that it is ________
And this place could be much_______than tomorrow
And if you really __________ You'll find there's no _________to cry.
In this place you'll feel there's no hurt or ________
There are ways to get there
If you _________ enough for the _________
Make a little space Make a better place...
________ the World. Make it a better place
For you and for me and the_________ human race
There are people _________
If you care enough for the living
Make a better place for you and for me.
(设计意图：学生做了三到四遍的听力重复，倍感枯燥。

课堂的气氛也比较沉闷。

这时穿插唱歌无疑起到了很好的调节作用。

而让学生跟着录音唱，又把听力材料的细节相结合，连明星都呼吁保护地球，我们普通人更义不容辞，更加巩固了学生们对于本材料的认知。

)
Task 2. Debate: Now in groups discuss and have a debate whether we should do something about global warming. Students may have various opinions. Use some of the phrases listed below or any others you know about agreement and disagreement.
A : We shall do something about global warming.
B: We shall do nothing about global warming.
(设计意图：本环节是整节课的升华，听力是口语的活动的示范。

形式多样的口语活动充分打开了学生的思路。

他们发挥自己的创造力，口头抒发各自的思想和感情。

本课最终的落脚点是在保护环境的情感主题上。

)
Step 5 Review and Homework（2mins）
Review what we have learned in the class and write a poster(海报)about this topic.
(设计意图：让学生运用本课所学语言知识参与到写作中，通过实践活动完成输入-输出的过程，去发展英语语言与写作能力。

把所学知识运用到实际生活当中，努力扩大学生的知识面，培养学生在生活中学英语、用英语的语言素质,在生活中提高运用英语的能力。

同时增强学生保护地球、爱护环境、节约能源的意识。

)
Step6课后评价
用激励性语言评价各小组在课堂中的活动，激发学生学习兴趣，使学生获得成就感，增强自信心，充分享受上英语课的乐趣。

Step7 Blackboard Design (板书设计)
1. fossil fuels，industrial society，energy，concentrate，radiation，nuclear power
2. be to blame
3. agreement and disagreement
4. debate/poster。