大学英语听说2教案

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大学英语二听说课教案

大学英语二听说课教案滁州学院外国语学院大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 1“International Clock Talk”学时4 periods教学目的1.Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the different attitudes toward time held in variouscountries;3.Familiarize students with expressions about maximum and minimum quantities,comparison and contrast.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding different concepts of time.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). Do you have any communicative problems when dealing with people who have different concepts of time? If yes, describe them.2). Do you agree that Chinese people are very relaxed about time? Give your reasons.2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the movie The Sixth Day3). Ask students to play the roles in the movie3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about maximum and minimum quantities, comparisons and contrasts by heart and practice them in pair work. (8 minutes)(1) What’s the maximum speed I can drive on this highway?(2) What’s the highest temperature in this region?(3) What’s the per-person minimum expense for the dinner?(4) What do you think of rock music in contrast to opera?2. Assignments for the first two periods (2 minutes)1). Situational conversation: ask students to choose one topic from the textbook and make their own dialogue. (15 minutes)2). Oral report: ask some students to research how people in different countries feel about time and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a story and fill in the blanks while listening.2. Train students to take notes of what they hear.3. Ask some students to retell the story in class.5. Homework (20 minutes)1. Listen to the two conversations about culture shock and do exercises on the textbook.2. Ask students to talk about how to solve the culture shock according to conversation two.6. Cultural talk (10 minutes)Ask students to watch the video and try to understand the different attitudes toward time in differentcultures.7. Assignment (5 minutes): ask students to prepare for the oral report大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 2“All that Glitters Is Olympic Gold”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the spirit of sports;3.Familiarize students with expressions for talking about one’s happiness,unhappiness and worry.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding what sportsmanship is.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). Who do you think is the greatest athlete in China? And why?2). Could you think about any virtues or qualities that can make a person a great Olympian hero?2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the movie Million Dollar Baby3). Ask students to play the roles in the movie3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about happiness, unhappiness and worry by heart and practice them in pair work. (8 minutes)(1) I’ve never felt so good. I’m going to get married next month!(2) The very idea of having to work on weekends makes me annoyed/crazy/depressed/mad…(3) I was scared out of my wits when I saw you falling from the roof.2. Assignments for the first two periods (2 minutes)1). Situational conversation: ask students to choose one topic from the textbook and make their own dialogue. (15 minutes)2). Group discussion: ask some students to discuss great Olympic athletes and how they influence the lives of others and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a story and answer some questions after listening.2. Train students to take notes of what they hear.3. Ask some students to discuss the following question according to what they hear.What, in your opinion, is sportsmanship?5. Homework (20 minutes)1. Listen to the two listening materials about sports and do exercises on the textbook.2. Ask students to talk about the advantages of doing sports.6. Oral report (12 minutes)Ask students to present their oral report of unit one in class.7. Assignment (3 minutes): ask students to prepare for the oral report of unit two.大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 3“Pros and Cons of Mixed Marriages”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the joys and sorrows of mixed marriages;3.Familiarize students with expressions for talking about volume, distance andtemperature.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding what mixed marriages will bring.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). Have you ever thought about marrying a foreigner? Can it be an exciting experience or an awful one? Give your reasons.2). In your opinion, what is the biggest problem in marrying a foreigner, the differences in languages, cultures or religions?2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the movie The Bachelor3). Ask students to play the roles in the movie3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about volume, distance and temperature by heart and practice them in pair work. (8 minutes)(1) How much water do you think it can hold?(2) How far is it from your home to your school?(3) What’s the average temperature in winter?2. Assignments for the first two periods (2 minutes)1). Conversation activity: ask students to work with a partner and plan an imaginary trip to somewhere you’d like to visit and make their own dialogue. (15 minutes)2). Group discussion: ask some students to discuss the pros and cons of mixed marriages and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a story and fill in the blanks while listening.2. Train students to take notes of what they hear.3. Ask some students to retell the story with the help of their notes.5. Homework (20 minutes)1. Listen to the two listening materials about marriages and do exercises on the textbook.2. Ask students to discuss the following question: why is the divorce rate in America today so high?6. Oral report (12 minutes)Ask students to present their oral report of unit two in class.7. Assignment (3 minutes): ask students to prepare for the oral report of unit three.大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 4“A Hunk of Burning Love”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the meaning of love;3.Familiarize students with expressions for talking about how to do something.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding what the true love is.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). What kind of qualities can attract you most when falling in love with someone?2). How do you make the person you desire understand how you feel?2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the movie Chariots of Fire3). Ask students to play the roles in the movie3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about how to do something by heart and practice them in pair work. (8 minutes)(1) Could you tell me how to use the e-library?(2) Can you give me an example of a perfect example?(3) First of all, to start with, after that, such as, for instance, etc.2. Assignments for the first two periods (2 minutes)1). Conversation activity: ask students to choose one topic from the textbook and make their own dialogue.(15 minutes)2). Group discussion: ask some students to discuss the pros and cons of teacher-student love relationship and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a story and fill in the blanks while listening.2. Train students to take notes of what they hear.3. Ask some students to retell the story with the help of their notes.5. Homework (20 minutes)1. Listen to the two listening materials and do exercises on the textbook.2. Ask students to describe the best way to express your love for someone?6. Oral report (12 minutes)Ask students to present their oral report of unit three in class.7. Assignment (3 minutes): ask students to prepare for the oral report of unit four.大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 5“Enough of Worries and Tears”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the difficulties and pains of parenthood;3.Familiarize students with expressions for talking about likes, dislikes andpreferences.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding parents’ love for their children.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). Do you agree that it’s a natural tendency for parents to be generous to their child? Will parents’generosity spoil their child? Give your reasons.2). When you are in trouble, do you often seek your parents’advice? Do you always benefit from their years of wisdom? If yes, give examples.2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the movie The Lion King3). Ask students to play the roles in the movie3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about likes, dislikes and preference by heart and practice them in pair work. (8 minutes)(1) Do you have a fondness for Beijing opera?(2) I enjoy pop music very much. / I don’t like pop music at all.(3) Do you like classical music more than pop music?2. Assignments for the first two periods (2 minutes)1). Conversation activity: ask students to design a chart asking about likes, dislikes and preference and make their own dialogue. (15 minutes)2). Group discussion: ask some students to discuss how to improve the relationship between parents and children and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a story and answer some questions after listening.2. Train students to take notes of what they hear.3. Ask some students to discuss the following question according to what they hear:What do you learn from your parents in daily life?5. Homework (20 minutes)1. Listen to the two listening materials and do exercises on the textbook.2. Ask students to talk about the right way to bring up a child.6. Oral report (12 minutes)Ask students to present their oral report of unit four in class.7. Assignment (3 minutes): ask students to prepare for the oral report of unit five.大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 6“What’s in a Name”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the importance of names;3.Familiarize students with expressions for talking about approximations, averages,proportions and ratios.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding the functions of names.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). How did your parents name you? Share the meaning of your name with your classmates.2). Do you like the name your parents gave you? If not, would you like to change it? Give your reasons.2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the popular sitcom Friends3). Ask students to play the roles in the sitcom3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about approximations, averages, proportions and ratios by heart and practice them in pair work. (8 minutes)(1) Can you give me a ballpark figure for the number of people who have seen our movie?(2) What’s the average height of people in your country?(3) What’s the teacher-student ratio in your university?2. Assignments for the first two periods (2 minutes)1). Conversation activity: ask students to conduct a survey about students’ interest in English learning and make their own dialogue based on the results. (15 minutes)2). Group work: ask students to conduct a survey about students’ satisfaction with their current names and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a passage and answer some questions after listening.2. Train students to take notes of what they hear.3. Ask some students to discuss whether the translation of some dishes is appropriate or not.5. Homework (20 minutes)1. Listen to the two listening materials and do exercises on the textbook.2. Ask students to talk about how a name influences one’s life.6. Oral report (12 minutes)Ask students to present their oral report of unit five in class.7. Assignment (3 minutes): ask students to prepare for the oral report of unit six.大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 7“Relax or Die”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the stress and the ways to reduce stress;3.Familiarize students with expressions for talking about assumptions andsupposition.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding the disadvantage of stress.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)3. Speaking (40 minute)4. Listening and Speaking (25 minutes)5. Homework (20 minutes)6. Oral Report (12 minutes)7. Assignment (3 minutes)II．Teaching Steps1. Warming up (30 minutes)Explain some new and important words and phrases in the listening material;Ask students to listen to the programme and do the exercises on the textbook;Ask students to discuss the following questions:1). What’s the most stressful experience you have ever had?2). How do you fight against stress in your daily life?2. Listening (50 minutes)1. Understanding short conversations. (20 minutes)1). Introduce some listening skills for short conversations;2). Explain some important words and phrases in the conversations;3). Ask students to listen to them and explain some in detail.2. Understanding a long conversation (10 minutes)1). Introduce some listening skills for long conversations;2). Explain some important words and phrases in the conversation;3). Ask students to listen to the long conversation and explain it in detail if necessary.3. Understanding a passage (10 minutes)1). Introduce some listening skills for passages;2). Explain some important words and phrases in the passage;3). Ask students to listen to the passage and explain it in detail.4. Understanding a movie dialog (10 minutes)1). Introduce the background of the movie2). Watch the extract taken from the movie The Family Man3). Ask students to play the roles in the movie3. Speaking (40 minutes)1. Ask students to learn some useful expressions for talking about assumptions, supposition, elimination and restrictions by heart and practice them in pair work. (8 minutes)(1) What assumption about the type of film can you make from the title?(2) What can be left out of our discussion if we don’t have enough time?(3) What is our imagination bound by?2. Assignments for the first two periods (2 minutes)1). Situational conversations: ask students to choose one topic from the textbook and make their own dialogue. (15 minutes)2). Group work: ask students to conduct the questionnaire on the textbook and report to the class. (15 minutes)4. Listening and Speaking (25 minutes)1. Ask students to listen to a passage and answer some questions after listening.2. Train students to take notes of what they hear.3. Ask some students to discuss what the root of stress is and how we can reduce it.5. Homework (20 minutes)1. Listen to the two listening materials and do exercises on the textbook.2. Ask students to talk about how we can live a stress-free life.6. Oral report (12 minutes)Ask students to present their oral report of unit six in class.7. Assignment (3 minutes): ask students to prepare for the oral report of unit seven.大学英语(二)听说课教案授课教师授课班级授课地点教材《新视野大学英语听说教程2》（第二版）. 郑树棠. 2011. 外语教学与研究出版社.授课内容Unit 8“Life Outside of Work”学时4 periods教学目的1. Enable students to grasp some listening skills and understand the listeningmaterials;2.Enable students to talk about the meaning of life;3.Familiarize students with expressions for talking about size, color, shape andmaterials.教学重点与难点Teaching emphasis: Grasp some listening skills and understand the listeningmaterials; Talking about the related topics in this unit. Teaching difficulties: Understanding what the meaningful life is.教学方法与手段Teaching method:heuristic teachingCommunicativeteachingTeaching aids:multi-mediaCD-ROM教学参考书1．《新视野大学英语听说教程教师用书2》. 郑树棠.2011. 外语教学与研究出版社.教学进程I．Teaching Plan (180 minutes)1. Warming Up (30 minutes)2. Listening (50 minutes)。

新编大学英语视听说教程2第二版教学设计

新编大学英语视听说教程2第二版教学设计引言新编大学英语视听说教程2第二版是国内常见的一本英语教材，其教学内容涵盖了听力、口语、阅读、写作四项技能训练。

作为一名英语教师，我结合教材的特点和自己的实际教学经验，设计了以下教学方案。

教学目标通过本课程的学习，学生应该能够：•掌握本单元的重点单词和短语•培养听力和口语技能，并提高对于英语的理解和运用能力•了解英美文化差异，增加跨文化意识•能够运用所学知识进行书面表达教学时间本课程计划为两周，每周分别安排以下内容：第一周：•第一课时：了解学生的英语水平，介绍教材和教学内容•第二～三课时：学习Unit 1，包括听力、口语和阅读（建议在课堂上完成练习）•第四课时：进行文化交流，介绍英美文化差异•第五～六课时：讲解Unit 2的重点单词和短语，进行互动练习第二周：•第七～八课时：学习Unit 2，包括听力、口语和阅读•第九课时：进行文化交流，介绍与美国文化相关的话题•第十～十一课时：讲解Unit 3的重点单词和短语，进行互动练习•第十二课时：进行书面表达训练，布置作业并进行答疑教学方法本课程采用多种教学方法，包括但不限于：•讲授法：介绍教材和内容，讲解文化差异、重点单词和短语•互动练习：使用教材中的练习题或者设计个人或小组练习•视听教学：使用教材中的音频和视频素材进行学习和口语练习•书面表达：进行书面表达训练，布置作业教学评价本课程采用多种评价方式，包括但不限于：•平时表现：包括语言表达、参与度、作业完成情况等•硬件考核：实行口语考核和阅读理解、写作能力的考核•课堂测试：考试形式灵活，可参考教材出自练习或进行教师根据实际情况设计的题型教学体会本次教学让我更好地理解了学生学习英语的实际情况和需求，进一步掌握了运用多种教学方法的技能和注意事项。

在教学过程中，我还发现需要加强学生的口语训练，并注意与学生的互动和沟通，促进学生的积极性和学习成效。

针对不同学生的个性和英语水平，采用不同的教学方式，能够更好地促进他们的学习效果。

大学英语2试听说教案

一、教学目标1. 知识目标：- 熟悉并掌握与日常生活相关的英语口语表达。

- 理解并运用常用的听力技巧，提高听力理解能力。

2. 能力目标：- 培养学生的英语听说能力，提高学生的口语流利度和准确性。

- 增强学生的跨文化交流意识和实际应用能力。

3. 情感目标：- 激发学生对英语学习的兴趣，提高学生的自信心。

- 培养学生的团队合作精神和自主学习能力。

二、教学内容1. 口语部分：- 主题：日常问候与自我介绍。

- 内容：如何用英语进行日常问候、自我介绍，以及如何进行简单的交流。

2. 听力部分：- 主题：日常生活场景对话。

- 内容：涉及购物、餐厅点餐、交通出行、天气等场景的对话。

三、教学过程第一课时1. 导入：- 利用多媒体展示不同场景的图片，引导学生进入英语学习氛围。

2. 口语训练：- 教师带领学生进行日常问候与自我介绍的练习。

- 学生分组进行角色扮演，模拟真实场景进行交流。

3. 听力训练：- 播放日常生活场景对话录音，学生听后回答相关问题。

- 教师讲解听力技巧，如预测、抓关键词等。

第二课时1. 复习：- 复习上一节课的内容，巩固所学知识。

2. 口语训练：- 学生分组进行日常问候与自我介绍的练习，互相纠正发音和语法错误。

3. 听力训练：- 播放不同场景的对话录音，学生分组讨论并回答相关问题。

- 教师讲解听力技巧，如如何捕捉关键信息等。

四、教学手段1. 多媒体课件：展示图片、视频等，丰富教学内容。

2. 录音设备：播放听力材料，提高学生的听力水平。

3. 角色扮演：模拟真实场景，提高学生的口语表达能力。

五、教学评价1. 课堂表现：观察学生的参与度和积极性。

2. 口语表达：评估学生的口语流利度和准确性。

3. 听力理解：通过测试或提问，评估学生的听力水平。

六、教学反思1. 注重学生的个体差异，因材施教。

2. 创设真实、有趣的英语学习环境，激发学生的学习兴趣。

3. 注重培养学生的听说能力，提高学生的英语综合运用能力。

大学英语听说2教师版教案

教学目标：1. 培养学生的英语听说能力，提高他们的口语流利度和准确性。

2. 增强学生的自主学习能力，提高他们的综合文化素养。

3. 引导学生了解不同文化背景，拓宽国际视野。

教学重点：1. 听力理解能力：培养学生从听力材料中获取信息的能力。

2. 口语表达能力：通过口语练习，提高学生的口语流利度和准确性。

3. 文化背景知识：引导学生了解不同文化，增强跨文化交际能力。

教学难点：1. 学生在听力过程中对词汇和语法的理解。

2. 学生在口语表达时遇到的语法和词汇问题。

3. 学生对文化背景知识的掌握。

教学准备：1. 教材：《大学英语听说2》2. 多媒体设备：电脑、投影仪等3. 录音材料：MP3光盘、网络音频资源等4. 课堂活动道具：卡片、图片等教学过程：一、导入1. 利用多媒体播放一段与课程主题相关的英文视频，激发学生的兴趣。

2. 引导学生回顾上节课的学习内容，复习相关词汇和语法。

二、听力训练1. 学生听录音，回答问题，教师讲解答案，分析听力材料中的难点。

2. 学生分小组讨论听力材料，分享自己的理解和感受。

三、口语训练1. 教师设置情景，引导学生进行口语对话。

2. 学生分小组进行角色扮演，练习口语表达。

3. 教师巡回指导，纠正学生的发音和语法错误。

四、文化背景知识1. 教师介绍与课程主题相关的文化背景知识。

2. 学生讨论文化差异，分享自己的观点。

五、小结1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生回顾本节课的学习成果，提出自己的疑问。

六、作业布置1. 完成教材中的相关练习。

2. 收集与课程主题相关的英文资料，进行自主学习。

教学反思：1. 教师应根据学生的实际情况调整教学内容和进度。

2. 注重培养学生的自主学习能力，引导学生主动参与课堂活动。

3. 运用多种教学手段，激发学生的学习兴趣，提高他们的英语听说能力。

4. 关注学生的文化背景知识，增强他们的跨文化交际能力。

全新版外语听说教程2教学设计

全新版外语听说教程2教学设计一、课程概述《全新版外语听说教程2》是针对大学英语二级学习者的一门课程。

本课程主要侧重于口语及听力训练。

本次教学设计是基于《全新版外语听说教程2》教材，旨在通过探讨教学目的、评估标准、教学策略等方面，体现针对性、知识性、探究性和实践性的教学思路。

二、教学目的本课程的主要教学目的是提高学生英语口语和听力的能力。

在本次教学中，我们将探讨如何让学生尽可能地去表达自己的想法，拓展口语表达技能，同时进行一些听力小测试，让学生通过听力训练，能够习得自然、流畅、准确、标准的语音语调，并培养学生有效的听力策略，促进学生的跨文化交流能力。

三、教学内容1. 教学时长•课时：40学时（每周2学时，共20周）2. 课程教材•《全新版外语听说教程2》3.教学内容1）口语篇1.会话表达能力2.句型模仿和组合3.情感表达与交际技巧2）听力篇1.英语各种语言形式的运用2.声音的不同特征3.声音的表达能力3）阅读篇1.不同场合下的交际技巧2.口语表达的语感4. 教学策略1）活动设计本课程将采用小组活动形式，其中小组数量（4-5名学生）与小组组合根据本班具体人数与情况而定。

对于活动内容的安排，本课程将充分考虑有针对性、探究性和实践性三个方面，以激发学生的兴趣与思考，提高掌握基本知识的能力。

2）教学评估为了能够更好地评估学生掌握的情况，将采用以小组为单位的形式，由组员相互评价，教师最终评估的方式进行。

具体体现在：1.分组活动表现（40分）2.讨论参与度与表达（30分）3.个人演讲（30分）我们主要通过口语篇、听力篇、阅读篇等各个方面来实现此次课程的教学目标。

通过出色的教学策略来激励学生的好奇心和发散性思维，我们相信，在教师和学生的共同努力下，必将取得预期的教学效果。

大学英语视听2的教案

课程名称：大学英语视听说教程教学目标：1. 培养学生听、说、读、写四项技能的协调发展。

2. 提高学生的英语听力水平，增强对英语口语表达的信心。

3. 帮助学生了解不同主题的英语文化背景，拓宽国际视野。

教学重点：1. 学生能够听懂英语日常对话和短文。

2. 学生能够进行简单的英语口语表达。

3. 学生能够掌握与主题相关的词汇和短语。

教学难点：1. 学生在听力过程中遇到生词或短语时，能够通过上下文理解其含义。

2. 学生在口语表达时，能够正确运用语法和词汇。

教学准备：1. 教学课件2. 录音材料3. 白板或投影仪4. 学生教材教学过程：一、导入1. 教师简要介绍本节课的主题，激发学生的学习兴趣。

2. 学生自由讨论，分享自己对主题的了解和看法。

二、听力训练1. 学生独立完成听力练习，教师播放录音，要求学生认真听并记录关键信息。

2. 学生根据录音内容回答问题，教师点评并讲解答案。

三、口语表达1. 教师引导学生围绕主题进行口语表达，如讲述自己的经历、看法等。

2. 学生分组进行口语练习，教师巡回指导，纠正发音和语法错误。

四、词汇学习1. 教师讲解与主题相关的词汇和短语，要求学生跟读并模仿。

2. 学生通过小组讨论，找出自己感兴趣的词汇，并尝试造句。

五、总结与反思1. 教师对本节课的内容进行总结，强调重点和难点。

2. 学生分享自己在课堂上的收获，提出改进意见。

教学评价：1. 学生对听力练习的完成情况。

2. 学生在口语表达中的表现。

3. 学生对词汇掌握程度。

课后作业：1. 完成教材中的相关练习题。

2. 搜集与主题相关的英语资料，进行阅读和整理。

3. 准备下一节课的口语表达内容。

教学反思：1. 教师在课堂教学中，要关注学生的个体差异，因材施教。

2. 鼓励学生积极参与课堂活动，提高学生的英语学习兴趣。

3. 注重培养学生的英语实际应用能力，为学生的未来发展奠定基础。

大学英语视听说2教案

教学目标：1. 培养学生听、说、读、写四项技能的协调运用，提高学生的英语实际应用能力。

2. 帮助学生掌握英语语音、语调、语速等基本技巧，提高英语口语表达能力。

3. 拓宽学生的英语词汇量，提高英语阅读理解能力。

4. 培养学生的跨文化交际意识，提高学生在不同文化背景下的沟通能力。

教学重点：1. 英语语音、语调、语速等基本技巧的掌握。

2. 英语词汇的积累与运用。

3. 听、说、读、写四项技能的协调运用。

教学难点：1. 英语语音、语调、语速等基本技巧的提高。

2. 英语词汇的积累与运用。

3. 跨文化交际能力的培养。

教学准备：1. 教师准备相关教学材料，如课件、音频、视频等。

2. 学生准备英语词典、笔记本等学习工具。

教学过程：一、导入1. 教师简要介绍本节课的教学目标、重点和难点。

2. 学生分享自己对于英语视听说学习的认识和体会。

二、听力训练1. 教师播放一段英语听力材料，要求学生认真听并记录关键信息。

2. 教师提问，检查学生对听力材料的理解程度。

3. 教师总结听力技巧，如如何抓住关键词、如何理解语境等。

三、口语训练1. 教师组织学生进行口语对话，如角色扮演、小组讨论等。

2. 学生在教师指导下，运用所学词汇和语法知识进行口语表达。

3. 教师对学生的口语表达进行点评，指出优点和不足。

四、阅读训练1. 教师发放阅读材料，要求学生认真阅读并总结文章大意。

2. 教师提问，检查学生对阅读材料的理解程度。

3. 教师讲解阅读技巧，如如何快速获取文章主旨、如何分析文章结构等。

五、写作训练1. 教师布置写作任务，要求学生根据所给话题进行写作。

2. 学生在教师指导下，运用所学词汇和语法知识进行写作。

3. 教师对学生的写作进行点评，指出优点和不足。

六、总结与反馈1. 教师对本节课的教学内容进行总结，强调重点和难点。

2. 学生分享自己在本节课的学习收获和体会。

3. 教师对学生的学习情况进行反馈，提出改进建议。

教学反思：本节课通过听力、口语、阅读、写作等环节，帮助学生提高了英语视听说能力。

大学视听说2电子教案

课程名称：大学视听说2授课对象：大学英语专业二年级学生教学目标：1. 提高学生的英语听力理解能力，掌握一定的听力技巧。

2. 培养学生的英语口语表达能力，学会用英语进行日常交流。

3. 增强学生的英语视听说综合运用能力，提高跨文化交际能力。

4. 培养学生的自主学习能力，养成良好的学习习惯。

教学内容：本课程以视听说相结合的方式进行教学，主要包括以下内容：1. 视听材料：选取具有代表性的英语电影、电视剧、纪录片等，涵盖不同场景和话题。

2. 听力训练：通过听写、填空、选择题等形式，提高学生的听力理解能力。

3. 口语练习：组织学生进行角色扮演、小组讨论等活动，锻炼学生的口语表达能力。

4. 文化知识：介绍与所学内容相关的文化背景知识，拓宽学生的视野。

教学过程：一、导入（5分钟）1. 播放一段与课程内容相关的英语电影或电视剧片段，激发学生的学习兴趣。

2. 提问：学生对该片段的理解和感受。

二、听力训练（20分钟）1. 播放听力材料，学生认真聆听。

2. 进行听力练习，如听写、填空、选择题等。

3. 解答听力练习，讲解答案及听力技巧。

三、口语练习（20分钟）1. 分组进行角色扮演，模拟实际场景进行口语交流。

2. 组织小组讨论，让学生就某一话题发表自己的观点。

3. 鼓励学生用英语表达自己的思想，提高口语表达能力。

四、文化知识介绍（10分钟）1. 介绍与所学内容相关的文化背景知识，如风俗习惯、历史地理等。

2. 引导学生思考文化差异，提高跨文化交际能力。

五、总结（5分钟）1. 回顾本节课的学习内容，总结重点难点。

2. 鼓励学生在课后继续学习，巩固所学知识。

教学手段：1. 多媒体教学：利用PPT、视频、音频等教学资源，丰富教学内容。

2. 小组合作学习：组织学生进行小组讨论、角色扮演等活动，提高学生的参与度。

3. 翻译练习：通过翻译练习，提高学生的英语翻译能力。

课后作业：1. 复习本节课所学内容，巩固知识点。

2. 完成课后听力练习和口语练习。

大学英语视听说2电子教案

课程名称：大学英语视听说2课程目标：1. 培养学生听、说、读、写四项英语技能的综合运用能力。

2. 提高学生的英语实际应用能力，增强跨文化交际能力。

3. 培养学生良好的学习习惯和自主学习能力。

教学对象：大学英语专业二年级学生教学内容：1. 单元1：校园生活2. 单元2：社会热点话题3. 单元3：文化差异4. 单元4：职业规划5. 单元5：环境保护教学重点：1. 听力理解：掌握不同场景下的英语听力技巧，提高听力理解能力。

2. 口语表达：提高口语表达能力，能够进行简单的日常对话和讨论。

3. 视频观看：培养学生观看英语视频的兴趣，提高对英语文化的了解。

教学难点：1. 口语表达：如何正确运用语法、词汇和语调进行口语交流。

2. 视频观看：如何从视频中获取信息，并进行有效的分析和讨论。

教学过程：一、单元1：校园生活1. 导入：教师简要介绍校园生活的相关词汇和表达方式。

2. 听力练习：播放一段关于校园生活的英语听力材料，学生进行听力训练。

3. 口语练习：学生分组进行角色扮演，模拟校园生活场景，进行口语交流。

4. 视频观看：播放一段关于校园生活的英语视频，学生观看并讨论。

二、单元2：社会热点话题1. 导入：教师简要介绍社会热点话题的相关词汇和表达方式。

2. 听力练习：播放一段关于社会热点话题的英语听力材料，学生进行听力训练。

3. 口语练习：学生分组进行角色扮演，模拟社会热点话题场景，进行口语交流。

4. 视频观看：播放一段关于社会热点话题的英语视频，学生观看并讨论。

三、单元3：文化差异1. 导入：教师简要介绍文化差异的相关词汇和表达方式。

2. 听力练习：播放一段关于文化差异的英语听力材料，学生进行听力训练。

3. 口语练习：学生分组进行角色扮演，模拟文化差异场景，进行口语交流。

4. 视频观看：播放一段关于文化差异的英语视频，学生观看并讨论。

四、单元4：职业规划1. 导入：教师简要介绍职业规划的相关词汇和表达方式。

2. 听力练习：播放一段关于职业规划的英语听力材料，学生进行听力训练。

大学英语2听说教案

课程名称：大学英语2听说课时：2课时教学目标：1. 学生能够听懂并理解日常生活中的对话和短文。

2. 学生能够运用所学词汇和语法进行简单的口语交流。

3. 培养学生的听说能力和跨文化交际能力。

教学内容：1. 听力材料：日常生活中的对话和短文。

2. 口语练习：运用所学词汇和语法进行简单的口语交流。

教学步骤：一、导入1. 教师简要介绍本节课的学习内容，让学生对课程有一个初步的了解。

2. 通过一些简单的日常对话，让学生熟悉英语口语的表达方式。

二、听力训练1. 教师播放听力材料，让学生认真聆听并回答问题。

2. 教师带领学生分析听力材料中的关键词汇和语法结构。

3. 学生复述听力材料，巩固所学知识。

三、口语练习1. 教师设置一个情景，让学生运用所学词汇和语法进行口语交流。

2. 学生分组进行角色扮演，模拟真实场景进行对话。

3. 教师巡回指导，纠正学生的发音和语法错误。

四、课堂小结1. 教师对本节课的学习内容进行总结，强调重点和难点。

2. 学生回顾本节课所学知识，提出疑问和心得体会。

五、课后作业1. 复习本节课所学词汇和语法。

2. 完成课后练习题，巩固所学知识。

教学评价：1. 学生在听力训练中的表现，如回答问题的准确性和完整性。

2. 学生在口语练习中的表现，如发音的准确性、语法结构的运用和跨文化交际能力的体现。

3. 学生对课后作业的完成情况。

教学反思：1. 教师根据学生的学习情况，调整教学策略，提高教学效果。

2. 关注学生的个体差异，因材施教，激发学生的学习兴趣。

3. 创设真实的语言环境，提高学生的听说能力。

大学视听说英语2电子版教案

教学目标：1. 提高学生的英语听说能力，使学生能够运用所学词汇和语法知识进行交流。

2. 培养学生的观察能力和思辨能力，提高学生的英语思维水平。

3. 增强学生的文化意识，了解西方国家的风土人情。

教学重点：1. 词汇和语法知识的应用。

2. 听说技能的训练。

3. 文化知识的拓展。

教学难点：1. 词汇和语法知识的灵活运用。

2. 听说技能的提高。

3. 文化知识的吸收和运用。

教学准备：1. 电子教案PPT。

2. 音频资料。

3. 教学视频。

教学过程：一、导入1. 利用PPT展示与教学内容相关的图片或视频，激发学生的学习兴趣。

2. 提问：同学们，你们对今天的学习内容有什么期待？二、词汇和语法学习1. 引导学生回顾上节课所学内容，复习相关词汇和语法。

2. 介绍本节课的新词汇和语法知识，通过PPT展示。

3. 通过例句和练习，让学生掌握新词汇和语法知识。

三、听力训练1. 播放听力材料，让学生听并回答问题。

2. 分析听力材料，讲解重点词汇和语法。

3. 学生分组讨论，分享听力感受。

四、口语训练1. 学生根据所学内容，进行角色扮演或情景对话。

2. 教师巡回指导，纠正发音和语法错误。

3. 学生展示对话，互相评价。

五、文化知识拓展1. 介绍与教学内容相关的文化背景知识。

2. 学生分享自己对相关文化的了解和看法。

3. 教师总结，引导学生将文化知识融入实际生活。

六、总结与作业1. 总结本节课所学内容，强调重点。

2. 布置作业，巩固所学知识。

3. 提醒学生按时完成作业，为下节课做好准备。

教学反思：1. 本节课是否达到了教学目标？2. 学生的学习效果如何？3. 教学过程中存在哪些问题，如何改进？教学评价：1. 学生对教学内容的掌握程度。

2. 学生在课堂上的参与度。

3. 学生的听说能力提升情况。

注意事项：1. 教师要注意激发学生的学习兴趣，创造轻松愉快的课堂氛围。

2. 教师要关注学生的学习需求，适时调整教学内容和方法。

3. 教师要鼓励学生积极参与课堂活动，提高他们的英语听说能力。

大学生英语听说二教案001

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新视野大学英语听说教程第二册教案

新视野大学英语听说教程第二册教案Unit 1 Roll over, Beethoven!Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about music; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. making inferences in listening;2. know the ways of expressing likes and dislikes; making suggestions;3. understand and talk about music;4. conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. What kind of music do most people prefer, slow or fast music? Can you guess why? Useful expressions: pop music, classical music, western music, folk music.2. What kind of music do you prefer, classical music or pop music?Useful expressions: relaxing, exciting, soothing.3. Do you think music can affect people’s lives, for examp le, to calm people, to cheer th em up, or to increase efficiency?hint: background music in the supermarket, on the bus and in the restaurant.4. Do you like singing karaoke? Why?Useful expressions: party, noisy, excitement, practise singing.Ⅳ.Listening (30 minutes)1. Listening skills (Listening to make inferences)Ask Ss to listen to the dialogs carefully and do the exercises.Key: ①B ②B ③D ④C ⑤A2. Listening In (Tasks 1-4)Task 1: Encore!1) Explain the words and the culture related to the live performances.2) Ask Ss to listen to the passage and then mark the statements T (True) or F (False). Key: ①F ②T ③F ④T ⑤F Task 2: The Carpenters1) Explain the words and the Carpenters.2) Ask Ss to listen to the dialog and then fill in the blanks with the information you hear. Key for reference:①beautiful and clear②blend well③sister④worry too much⑤more importantTask 3: Mozart1) Explain the words and Mozart.2) Ask Ss to listen to the speaker carefully and choose the best answer to each question you hear..Key:1. Which of the following is true of Mozart? (D)2. How long has Mozart’s fame lasted? (A)3. Which of the following is true of the four-year-old Mozart?(B)4. What could Mozart do at the age of six? (C)5.Which of the following is not mentioned as one ofMozart’s accomplishments while he was in his early teens? (C)Ⅴ. Speaking (45 minutes)1. Speaking Out: Expressing likes and Dislikes; making suggestions (Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions used for expressing likes and dislikes; making suggestions. The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” aft er each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Teaching Tips1) If many of your students are not familiar with the classification of music types, you can simplify the task like this: Are you interested in old, classical music or contemporary, pop music? Do you like instrumental music or vocal music (singing)? To give them more ideas, you can write down this table on the board. If some students hesitate about how to start, you can suggest the first sentence by A( and the first sentence by B if necessary) in the sample dialog.2) Useful information:Classical music: requiring education to appreciate, requiring close attention, dignified, complex combinations of notes, etc.Pop music: easy, often simple themes, simple and clear rhythm, accessible, relaxing or exciting, etc.Instrumental music: a wide range of sounds, variety, etc.V ocal music: closer to huam feeling of life, etc.3) Many Chinese university students prefer to air their views freely rather than follow mechanical drills. If this is the case with your students, you might as well start with the following questions and give them the opportunity to talk freely. Then introduce them to the sample dialogs which contain many idiomatic expressions.Do your parents like your music or not? Can you explain why?Do you prefer Chinese music or foreign music? Why?Who id your favorite singer or group? Why?Describe one of your favorite songs.How does music make you feel?2. Let’s Talk1) Ask Ss to listen to the model dialog and then act out the situation.2) Divide the class into pairs to create dialogs with their partners for each of the situations given on P12. Walk around the class and give help as needed.3) Ask volunteer pairs to act out the dialogs in front of the class.Ⅵ.Assignment: Further Listening and Speaking (P14)Unit2 What’s on the Th eate r?Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about movies; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. making inferences in listening;2. know the ways of making comments ,giving and acceptinginvitations3. understand and talk about movies;4. Conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. Do you prefer to watch movies at home or at the theater? Why?Useful expressions: advantages, good atmosphere, good sound effects, relaxed, replay.2. Which do you prefer, contemporary movies or classic movies? Why?Useful expressions:Good memories, excited, educational value, actors, skills3. Which do you prefer, Chinese movies or foreign movies? Why?Useful expressions:Enjoy outlandish setting, historical background, difficult to understand4. If a book has been made into a movie, do you prefer to see the movie or to read the book first? Why?Useful expressions: educational function, entertainment function, appeal think about the deeper meaningⅣ.Listening (30 minutes)1. Listening skills (Listening to make inferences)Ask Ss to listen to the dialogs carefully and do the exercises.①A ②D ③B ④C ⑤B2. Listening In (Tasks 1-3)Task 1: Waiting for the new Harry Potter movie!1) Explain the words and the culture related to the live performances.3) Ask Ss to listen to the passage and then complete the paragraph.Key: excited/ crazy, book, Seven, Book Five, the trailer, scary, the writing , in bloodTask 2: A Great Actor1) Explain the words and the culture related to the live performances2) Ask Ss to listen to the passage and choose the best answer to each question they hear Key:1. What was the problem with the great actor?(D)2. What job did the director offer him?(C)3. What was he expected to do with the rose?(D)4. What did the actor do after he walked onto the stage?(A)5. Why was the director extremely angry?(B)3) Ask Ss listen to the passage again and answer the questionKey for refe rence: When he was looking at the audience and saying “Ah, the sweet smell of my love” without the rose, he suggested that he had his hands on his love, a human love.Task 3: Movie reviews1) Explain the words and the culture related to the live performances2) Ask Ss listen to the passage and answer the questionsKey:1. He likes to see movies and comment on them.2. Four3. Three4. One3) Ask Ss listen to the passage again and complete the tablewith the information they hearKey: Monsoon Wedding: wedding, love and a past rape, customs, family and love Adaptation: fast, on DVDThe Pianist: concentration camps, safe. Luck, the kindnessRabbit-Proof Fence: native girls, from their families, special centers, integrate, ran away, 1,500 miles, mothersⅤ. Speaking (45 minutes)1. Speaking Out: making comments ;giving and accepting invitations (Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions used for. making comments; giving and accepting invitations) The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” after each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Teaching Tips:Many Chinese university students prefer to air their views freely rather than follow mechanical drills. If this is the case with your students, you might as well start with the following questions and give them the opportunity to talk freely. Then introduce them to the sample dialogs which contain many idiomatic expressions.Which do you like best , action movies, comedies, horror movies , o r cartoons? Explain why? What’s the best / worst movie you’ve ever seen? Describe it.Should movies be rated to show what audience they are suited for? Explain why?Who are your favorite actors or actresses in china?How often do you rent VCDs or DVDs?2. Let’s Talk1) Ask Ss to listen to the passage and choose the best answer to each question they hearKey:1. Which of the following is Not a characteristic of Hitchcock and his movies? (A)2. When Hitchcck told the customs official he produced “Gooseflesh”, what did he mean? (C)3. How did Hitchcock manage to make an appearance in the movie Lifeboat?(D)2) Ask Ss to listen to the passage again and try to retell the main ideas, referring to the key words given on P293）Divide the class into groups for discussion. Walk around the class and give help as needed. 4) Ask volunteers to present the result of discussionⅥ.Assignment: Further Listening and Speaking (P30)Unit 3 Every Jack Has His Jill!Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about romance and relationships; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. identify people’s professions;2. know the ways of comforting people, expressing worries and conceding a point;3. understand and talk about romance, relationships and marriage etc.4. conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. Do you think marriages based on love are more successful than arranged marriages? Useful expressions: witness, tragic events, arise, go to extremes, survive, go out on dates, divorce rate, drawbacks, in conformity with, etc.2. Do you think a girl should marry someone who is much older or younger than she is? Useful expressions: incompatible, physically, spiritually, differ, a wide age gap, perfect matches, socially acceptable, prejudice, follow nature, spouse, etc.3. Do you think a girl should share the expenses or let the boy pay the bill?Possible answer: In the past, the normal pattern was that men worked, while women did not. Thus, it was natural for men to pay. Things have changed. After the fou nding of the People’s Republic of China, many females, if not all, went out to work. The women’s liberation movement in the United States in the 1960s also achieved a certain level of equality between men and women. So, it is natural that some girls no longer want men to pick up the check. Instead, they prefer to share or “go Dutch” to show that they are equal to males.4. What do you know about wedding ceremonies in China?Possible answer: Wedding ceremonies vary from family to family, but a typical Chinese wedding is an elaborate affair. Many Chinese believe that marriage is a major event in life, and theychoose to spend a lot of money to celebrate it. Usually, the couple invites a large number of guests, who are seated at ten or more dining tables. The bride and the groom toast each other and the guests cheer. In the past the food itself was the main part of the wedding ceremony and some hungry guests made pigs of themselves. But with economic development, people’s living standards have improved a great deal. Food is no longer so important. Now the essential element is a happy atmosphere. The parents of the couple may give speeches to express thanks to each other for bringing up such a nice couple. Also, they wish the couple would love each other for life. The groom and the bride may also thank their parents. After the feast, guests may visit the couple’s new apartment, where they tend to make a lot of noise to increase the jubilant atmosphere.Ⅳ.Listening (30 minutes)1. Listening skills (ident ify ing people’s professions)1) Ask Ss to listen to the dialogs carefully and choose the best answer to each questions they hear.Key: ①B②C③D5④A5⑤A2) Write down some other professions and ask the students to tell the equivalence in Chinese.2. Listening In (Tasks 1-3)Task 1: Don’t be a chicken!1) Explain the words and the culture related to dialog.2) Ask Ss to listen to the dialog and then fill in the blanks with the information they hear. Key: ①go out ②flaming red③hasa crush on ④a chicken ⑤likes = 6 \* G B3 ⑥the guts = 7 \* GB3⑦turn him down = 8 \* GB3 ⑧know = 9 \* GB3 ⑨keeping everything to himself= 10 \* GB3 ⑩how to tell herTask 2: Wedding Vows1) Explain the words and the culture.2) Ask Ss to listen to the passage and then mark the statements T or F.Key for reference: ①F ②F ③T ④T ⑤F3) Listen to the passage again and answer the question.Possible answer: Because the bride made him an offer much better than 100 dollars.Task 3: An American Wedding1) Explain the words and the culture.2) Ask Ss to listen to the passage and choose the best answer to each questions they hear. Key: ①A②B③C④D3) Listen to the passage again and arrange the following events in the order they happened.Key: ①③= 7 \* GB3 ⑦= 5 \* GB3 ⑤④②= 6 \* GB3 ⑥Ⅴ. Speaking (45 minutes)1. Speaking Out: Comforting people; Expressing worries; conceding a point(Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions used for Comforting people, expressing worries and conceding a point. The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” after each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Teaching tips:1) When students listen to the dialog for the first time, they may have difficulty understanding the words missing from the blanks. In this case, they can refer to the first phrase of sentence in each box of useful expressions. They may or may not fill in the blanks.2) When the dialog is played the second time, students repeat it one sentence at a time, thus becoming more confident with the expressions. It will be more challenging if students repeat the sentences with some expressions missing, but this may help them remember the expressions better. Then they can role-play the dialog in pairs.3) Here are more tips on using this type of mechanical exercise:You can write down the missing words on the blackboard or the screen in a multimedia room. Then have the students go through these steps.①They listen to the dia log and repeat it sentence by sentence.②You erase part of the underlined expressions, and students repeat after the recording.③You erase all underlined expressions, and students, without listening to the tape, read out the whole dialog by supplying the missing words on their own.④After they are familiar with the underlined expressions, they can look at the boxes of alternative expressions.= 5 \* GB3 ⑤They can work in pairs to role-play the dialog, using expressions they have learned. As for other parts of the dialog, they can use or change them as they like.(4) The speaking exercises in this book have been organized along this line: from controlledexercises to semi-controlled exercises, and finally to free discussion. Although this arrangement sounds reasonable theoretically, many Chinese university students prefer to air their views freely rather than follow mechanical drills. If this is the case with your students, you might as well start with the following questions and give your students the opportunity to talk freely. Then introduce them to the sample dialogs, which contain many idiomatic expressions.2. Let’s Talk1) Ask Ss to listen to the passage and complete the table with the information they hear.2) Listen to the passage again and try to retell the main ideas, referring to the above table. Possible retelling for the teacher’s reference:Dating is popular in America, and it is necessary for us to note the various forms of dating. Casual dating often starts even in the early teens. Late teens may develop a steady relationship called steady dating. It is interesting to see that younger Americans often have more than one partner. They may go to a dance with one partner, to a football match with another, and to a party with a third. Another form of dating is called double dating, which means two couples go out together. In the case of group dating, large groups of young men and girls go out together. When young people go out together for a long time, it indicates their intention to get married. Adults also date each other. They may ski together or dine together. Generally speaking, the American dating system is quite casual. Those who hardly know each other may go out together. Strangely, they may even have a “blind date”. In other words, those who ha ve never met before go out on dates.3) Divide the class into groups and discuss “Is the American casual dating system suitable for Chinese young people?” Walk around the class and give help as needed.Suggested points for discussion:l Examples in the passage show the American dating system is quite casual.l Is the American dating system completely or partially suitable for Chinese young people? Or is it completely unsuitable?l What may young and old people in China think about the American causal dating?l Will the American dating system become suitable for Chinese young people in the future?4) Ask volunteer groups to present their discussion in front of the class.Ⅵ.Assignment: Further Listening and Speaking (P43-45)Unit 4 Beware of ads!Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about ads; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1) Identifying the associative meaning of ads2) Asking for clarification and clarifyingⅢ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. What’s your opinion of the large amount of money spent on ads for two competing products?2. Should people buy things according to what ads say?3. What are the negative social effects of ads?4. Should young people buy the clothes advertised by movie stars?Ⅳ.Listening (30 minutes)1. Listening skills (identifying the associative meaning of ads)Ask Ss to listen to the ad carefully and match the slogan with the product or company.Keys:1---I 2---a 3---f 4---b 5---c 6---d 7---h 8---g 9---e2. Listening in(Tasks 1-4)Task 1: The influence of advertising1) Explain the words and the culture related to advertising2) Ask Ss to listen to the dialog twice and then fill in the blanks.Keys: shoes, look kind of funny, there is still a lot of life left, ad, give him extra spring, as much money, need extra spring, millions of dollars, wearing the shoes, wear, for nothing, reach the top, because of, something else, hard work and dedication, focus/concentrate on his studies, forget Task 2: I’ll get a camera Listen to the passage and mark the statements T(true) or F(false)Keys: T F F T FTask3: Don’t even think about it!1) Explain the words and the culture.2)Listen to the passage and choose the best answer to each question you hear.Keys: A D B C CⅤ. Speaking (45 minutes)1.Speaking Out: Asking for clarification and clarifying (Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions. The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” after each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Useful Expressions:I think the Pepsi commercial is just as attractive….The ads create a favorable/positive image of a product.Ads make the product attractive.What do you mean by consumer brand loyalty?It means….3. Let’s Talk1) Ask Ss to listen to the passage and retell its main contents.2) DiscussionIn many western countries, laws and regulations prohibit employment discrimination basing on race, age, gender or disability. But well-educated young people complain it is difficult to get a job in the government or big companies unless you are a 70-year-old black woman in a wheelchair. In China we can se e many job ads seeking only young people under 35 or younger. What’s your opinion of the situation in China?Suggested points for discussion:- Describe job ads in China. Give examples if you can.- What are the possible reasons for such ads?- Is it necessary to conform to the international standards?- Suggest possible anti-discriminatory rules, e.g. some jobsare open to young people only, while others open to both old and young.Unit 5 Does your best friend have four legs?Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about pets; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. identify special quantities;2. give short responses; praising; making recommendations;3. understand and talk about pets;4. conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. Why do people have pets?Useful expressions: company, security, in fashion, love, pity2. Which do you think are better pets, dogs or cats? Why?Possible answer: Most people prefer dogs to cats. Dogs are more loyal to their owners than cats are. Also, dogs are more intelligent than cats. Moreover, with its strength and agility, the dog is capable of protecting the house and its master.How ever, I wouldn’t go as far as to claim that cats are worthless. Thanks to their soft fur, meek tempers and cute faces, they are often ladies’ favorites.3. Is it cruel to keep pets inside an apartment all daya? Explain why?Possible answer: It’s ha rd to arrive at a conclusion on thisquestion. It is obvious that if a pet like a cat is kept in the apartment without much chance of going out, it looks sad and inactive.。

新目标大学英语系列教材视听说教程第2册教学设计

新目标大学英语系列教材视听说教程第2册教学设计课程名称视听说教程第2册教学目标1.提高学生口语表达能力，让学生在真实场景中应用所学语言知识。

2.培养学生对于英语语言听力的理解和理解能力，能听懂外国人在常见情境下的日常交流。

3.学习语调、语音、语法及词汇，从而顺畅与外国人沟通。

教学内容1.四篇听力材料，主要涉及采访和简短故事的听力练习，同时贴近学生的日常生活。

2.两个口语训练任务，分别是根据听力材料写一篇短文以及在小组内进行小组讨论。

3.一个视频材料和一个音频材料，旨在通过演示学生能够正确地使用特定语法结构和词汇。

教学步骤第一步：预习学生自己独立完成第2册的听力和课文内容。

第二步：听力训练在课堂上，播放四个材料，并根据教材中提供的问题激发学生的兴趣和参与度。

#### 思考问题 1. 此材料的主题是什么？ 2. 学生是否理解人物、时间、地点和事件？ 3. 学生是否理解语音和语气？第三步：口语练习以下两个任务需要在课堂上完成。

1. 根据听力材料写短文要求学生根据听力材料的内容，以自己的方式撰写一篇短文。

可根据下列问题整理撰写的练习：1.材料的主题是什么？2.人物是谁？他们在干什么？3.材料中的事件是什么？2. 小组讨论把学生分成小组，让学生在小组内互相讨论他们听到的内容。

课堂上教师可以给他们一些问题，指导学生自己的表达和对别人表达的理解。

问题如下：1.你认为材料的主题是什么？为什么？2.你是否认为此材料反映了现实生活中的某些情况？3.你同意或不同意材料的某个观点或某些言论？为什么？第四步：视频材料和音频材料演示一段视频材料和音频材料，让学生从中学习一些有关于语法和词汇的知识。

教师可以根据教材中提供的问题和例子，与学生进行互动式的交流。

第五步：总结在本节课的末尾，向学生总结教学的主要内容和重点，巩固他们所学知识。

教学评价1.在听力训练过程中，教师可以通过听取学生的回答来测验学生的听力水平。

2.在口语训练任务中，教师可以根据学生在撰写短文和小组讨论的表现来评估学生的口语表达和分析能力。

全新版大学英语听说教程2

全新版大学英语听说教程21. 课程目标本教程旨在帮助学生提高英语听力和口语能力，并使其能够应对现实生活中的交流任务。

2. 课程介绍本课程共分为十二个单元。

每个单元围绕不同的主题展开，包括日常生活、学习、工作、旅行、文化等。

每个单元包含多个听力和口语练习，以全面提升学生的语言能力。

3. 单元一：日常生活本单元将帮助学生掌握一些日常生活中常用的交流表达方式，包括问候、告别、询问问题等。

通过丰富的听力材料和角色扮演练习，培养学生在日常生活中流利、准确地表达自己的需求和观点。

4. 单元二：学习本单元将帮助学生提高学术英语听说能力。

学生将学习如何听取学术演讲、参与学术讨论，并能够清晰、有条理地陈述自己的研究成果。

5. 单元三：工作本单元旨在帮助学生掌握工作场景中常用的听力和口语技巧。

学生将学习如何与同事进行有效的沟通，包括开会、电话交流等。

6. 单元四：旅行本单元将帮助学生提高在旅行中的听力和口语能力。

学生将学习如何预定机票、酒店，并能够流利地向当地人询问路线和景点。

7. 单元五：文化本单元将引导学生了解不同文化背景下的交流方式。

学生将通过学习其他国家的文化差异，提高跨文化交际的能力。

8. 单元六至十二：其他主题这些单元将涵盖其他具有代表性的主题，包括健康、环境、媒体等。

通过多样化的听力材料和口语练习，学生将进一步提高听说能力。

9. 课程设计本教材采用任务型教学方法，通过真实场景和角色扮演，激发学生学习的兴趣。

每个单元包括听力理解、口语表达和互动练习三部分，全方位地培养学生的听说能力。

10. 教学资源除了教材中的听力材料，学生还可以使用配套的录音软件和练习题，进行自主学习。

同时，教师可根据教学需要进行适当的补充材料和实践活动。

11. 教学评估本课程将定期进行听力和口语的评估，以了解学生的进步和难点，并提供相应的辅导和反馈。

12. 总结通过本教程的学习，学生将能够在各种真实情景中流利地听懂和表达自己的观点，提高英语交流的效果和自信心。

新视野大学英语听说教程第2册教学设计

新视野大学英语听说教程第2册教学设计1. 简介《新视野大学英语》是一套由外研社出版的大学英语教材系列，分为四个级别：入门、基础、提高和达标。

本文旨在介绍《新视野大学英语》听说教程第2册的教学设计。

2. 教学目标本教材旨在帮助学生提高听力和口语技能，使其能够自信地与外国人对话，达到与英语母语人士交流的水平。

教学目标如下：•听力：能听懂日常用语和简短的对话，听懂英语演讲和电影中的简单对话。

•口语：能进行社交交往，能够描述个人经历、兴趣爱好和旅行经历。

3. 教学内容本教材共包含14个单元，每个单元包括听力和口语部分。

整个教学过程涵盖了以下主题：1.个人经历2.社交礼仪3.意见交流4.家庭和朋友5.旅游和文化6.祝贺和感谢7.过去和未来8.身体和健康9.职业和工作10.文化差异11.大学生活和课外活动12.环境和可持续发展13.城市生活和交通14.烹饪和饮食文化4. 教学方法本教材的教学方法主要包括听力练习、口语练习、角色扮演和小组讨论。

具体实施方式如下：4.1 听力练习教师将音频材料播放给学生听，同时提供听力题，帮助学生提高听力理解和积累语言知识。

教师应该提醒学生，听力练习需要多次反复，掌握每个单元的语音、语调和语速是非常重要的。

4.2 口语练习教师可以在课堂上让学生进行口语练习，以便更好地理解听力材料，并能够流利地进行英语交流。

教师可以提供话题和问题，让学生自由表达观点和想法。

此外，教师还可以赋予学生角色，例如在一个场景中扮演旅游助理和游客，以此锻炼学生的英语应用能力。

4.3 角色扮演角色扮演是一种有效的练习口语的方法。

在角色扮演中，学生需要扮演一个特定的角色，在模拟的情境中进行英语交流。

这种方法能够帮助学生提高英语应用能力，理解语言交流中的背景和上下文。

4.4 小组讨论小组讨论是一种非常有效的交流和合作学习的方式。

在这种活动中，学生被分成小组，讨论特定的话题。

教师可以将活动限制时间，以帮助学生更好地沟通和组织语言。

大学英语视听说2_教案

课时：2课时教学目标：1. 培养学生听、说、读、写英语的综合能力。

2. 帮助学生掌握大学英语视听说的基本技巧和方法。

3. 提高学生用英语进行日常交流的能力。

教学内容：1. 单元主题：Unit 1：Hobbies2. 教学重点：听力理解、口语表达、词汇积累3. 教学难点：快速反应、准确理解、地道表达教学过程：一、导入（5分钟）1. 老师与学生进行简单的英语问候，营造轻松的学习氛围。

2. 提问：What are your hobbies? 引导学生思考并回答。

二、听力训练（20分钟）1. 播放听力材料，让学生听并完成相关题目。

2. 针对听力材料，进行解析和讲解，帮助学生理解听力内容。

3. 让学生复述听力材料，提高口语表达能力。

三、口语训练（20分钟）1. 老师给出话题，如：“My favorite hobby is reading. I like it because...”2. 学生分组讨论，并用英语表达自己的观点。

3. 邀请部分学生上台展示，老师给予评价和指导。

四、词汇积累（10分钟）1. 列出本单元的生词，让学生朗读并拼写。

2. 解释生词的用法和例句，帮助学生记忆。

五、小结（5分钟）1. 回顾本节课的学习内容，强调重点和难点。

2. 鼓励学生在课后进行自主学习和练习。

教学评价：1. 学生对听力材料的理解程度。

2. 学生口语表达的能力。

3. 学生对词汇的掌握情况。

课后作业：1. 复习本节课的听力材料，完成相关练习。

2. 搜集有关自己爱好的英语文章，进行阅读和翻译。

3. 准备一个关于自己爱好的英语演讲，下节课进行展示。

教学反思：1. 本节课通过听力、口语、词汇等环节，提高了学生的英语综合能力。

2. 在教学过程中，注重培养学生的自主学习能力和团队合作精神。

3. 针对学生的个体差异，给予个性化的指导和帮助。

新视野大学英语听说2U4教案

教学目标：1. 理解课文内容，提高学生的英语听力理解能力。

2. 培养学生运用英语进行日常交际的能力。

3. 拓展学生的词汇量和语法知识。

教学内容：1. 课文内容：本课讲述了一位年轻人在面试过程中的经历，以及面试官对求职者的评价。

2. 词汇：interview, resume, qualification, impressive, etc.3. 语法：过去时、现在完成时、条件句。

教学重点：1. 学生能够理解课文内容，掌握课文中的关键信息。

2. 学生能够运用所学词汇和语法进行日常交际。

教学难点：1. 学生能够理解课文中的复杂句型和条件句。

2. 学生能够熟练运用所学词汇和语法进行日常交际。

教学过程：一、导入1. 教师简要介绍课文内容，引起学生的兴趣。

2. 学生听课文录音，初步了解课文大意。

二、听力训练1. 学生听课文录音，回答以下问题：（1）What is the main purpose of the interview?（2）What are the qualifications required for the job?（3）What are the interviewee's strengths and weaknesses?2. 教师讲解听力技巧，帮助学生提高听力水平。

三、词汇学习1. 教师讲解课文中的重点词汇，如interview, resume, qualification, impressive等。

2. 学生练习使用这些词汇进行句子构造。

四、语法讲解1. 教师讲解过去时、现在完成时、条件句的用法。

2. 学生进行语法练习，巩固所学知识。

五、课堂活动1. 学生分组进行角色扮演，模拟面试场景。

2. 学生运用所学词汇和语法进行对话，提高实际应用能力。

六、总结与作业1. 教师对本节课的内容进行总结，强调重点和难点。

2. 布置作业：（1）翻译课文中的关键句子。

（2）用所学词汇和语法写一篇短文。