视听说教案设计。3-4单元
新视野大学英语视听说教程第三册第4单元教案
新乡医学院教案首页Unit 4 The devil finds work for idle handsⅠ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about career; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1handle resumes and prepare for job interviews;2give advice;3describe requirements;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 do you think people will choose: a low-paid job one likes, or a boring well-paid job?Hint: a sense of achievement and happiness, a job close to one’s heart, in financial difficulty, afford the luxury, dream job, the top priority.Possible answer:I think many people prefer to find a job that they really like. After all, most people want to enjoy themselves rather than have plenty of money without a sense of achievement and happiness.On the other hand, some people may choose a well-paid job instead of a job close to their heart to earn more money. If one is in serious financial difficulty, one can hardly afford the luxury of a dream job. Money is the top priority.2. Do you think one’s character is important in finding a job? Why or why not?Hint: lay emphasis on, candidate, educational background and work experience, career, contemporary society, coordination, professionally skilled, accomplish a large project, assume a leading position, subordinates, EQ (emotional quotient)Possible answer:I think it is. Although many employers lay emphasis on candidates’ education al background and work experience, some believe that candidates’ character is equally important for a successful career.In contemporary society, many projects are so large that they require the coordination of a group of people rather than a sing le person’s effort. Therefore, a good team player is often welcomed. Professionally skilled people may not be able to accomplish a large project if they are easily angered and cannot get along with their colleagues.If you want to assume a leading position, you should be firm of important issues while allowing your subordinates plenty of freedom.In fact it is becoming increasingly common for companies to test candidates’ EQ (emotional quotient) before they decide to hire them.3. Wh at courses are useful for one’s job?Hint: turn out to be, future careers, basic courses, lay a solid foundation for, future development, enhance one’s ability, logical reasoning, literature, with great ease, sense of balance and beauty, of great relevance and value, career development.Possible answer:In fact, all courses may turn out to be useful in our future careers. The basic courses we take in the first two years of university lay a solid foundation for our future development. In the case of computer majors, for example, the math they have learned will enhance their ability for logical reasoning. The English courses they have followed will help them read the literature in their fields with greater ease. Art courses may increase their sense of balance and beauty.However, the courses in their specialties are often of greater relevance and value for their career development. For instance, computer majors may find courses such as programming, computer network, database, and CAD (Computer Aided Design) more closely related to their future work.4. What questions do you think are often asked in an interview? Why are theyasked?Hint: gather information, acquire the basic knowledge, apply for, weaknesses and strengths, show your intelligence level, communicative skills.Possible answer:To start with, the interviewers may ask you about your education. In this way they can gather information to see if you have acquired the basic knowledge required for the job you are applying for.Perhaps most of them will ask you about your work experience in this field to see if you have the necessary skills for the job you have in mind. Usually employers do not like an entirely I experienced employee.They may also ask about your character, weaknesses and strengths to find out what kind of person you are. They may even ask you something that is not directly related to the job in question. Your answers tend to show your intelligence level and communicative skills.Ⅳ.Listening (30 minutes)1. Basic listening practice (Listening for dialogs relevant to job hunting; Ask Ss to listen to the dialogs carefully and choose the best answer).Key: ①C ②D ③A ④C ⑤B2. Listening In (Tasks 1-3)Task 1: Tell me about yourself1) Explain the language and culture tips.2) Ask Ss to listen to the passage and then fill in the blanks.Key: coast, was impressed by, shipping company, existing, cargo, communication skills, knowledge, potential clients, find customers, team spirit, her age, her parents, to learn.Task 2: A Work Qualification Test1) Explain the words and the culture tips.2) Ask Ss to listen to the passage and mark the statements T(true) or F(false).①F ②T ③T ④F ⑤T3) Listen to the passage again and answer the questions.Key for reference:①he made his decision based on the wrong answers to the one question one missed, rather than on the correct answers.②By writing “Neither do I”, it seems that Murphy copied the American’s answer on the test.Task 3: A guide to a Successful Job Interview1) Explain the words and the culture tips.2) Ask Ss to listen to the passage and choose the best answer.Key: ①C ②C ③B ④A ⑤D3) Listen to the passage again and answer the question.Key for reference: “why should we choose you?”, “Tell me about yourself.”, “What are your weaknesses?”, and “What are your strengths?”.Ⅴ. Speaking (45 minutes)1. Speaking Out: Handling resumes and preparing for job interviews, giving advice, describing requirements (Models1-3)1) Explain the words and the culture. Let Ss get familiar with the useful expressions in this part, and learn to express the same meaning in a different way. Then practice speaking with these expressions.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The underlined parts of the models present some useful expressions related to the topic of this unit.)3) Watch the model videos once again and repeat the dialogs sentence by sentence, and role-play them in pairs. 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：1）The useful expressions about job hunting that need explanation:“to submit my resume by E-mail”“to send in my resume vie E-mail”“to fire off my e-mail resume”“t o give me some tips about how to …”“to look for a decent job”“to sue somebody for sexual discrimination”“to take legal action against …”“to take somebody to court for …”“to be qualified for”“to have qualifications for”“to search the Internet for”2）The useful words and expressions for “requirements”:①“you can / you might as well /Certainly/Sure/ Of course, etc.”②“can you…; Could you…; you need to …, be sure to …, don’t …; etc.”③“It’s reasonable to do …/ It makes sense to do …/ It goes without saying that…”2．Let’s Talk1)Ask Ss to listen to the dialog and then complete the table on P55.2)Ask Ss to work in groups of three or four to have the discussion on P56. Walk around the class and give help as needed.3)Ask some groups to report to the class.Ⅵ.Assignment:Further Listening and Speaking (P72)。
新职业英语视听说教案U1-3-4次
周次：第周课次：第次授课时间：年月日Unit 1 Organization教学目标Students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in a company. After studying this unit, students should be able to:Describe and ask a companyDescribe and explain a company structure教学重点、难点重点：Warm-up activity, Language summary, Extensive listening, Extensive watching难点：Intensive watching, Intensive listening课时安排：2 periods教学方法1.Discussing, listening, presenting, and role-playing by the students;2.Explanation and demonstration by the teacher.教具Multimedia, blackboard教学内容和步骤Listening 2Task 2 Company OperationObjective: Ss can understand an explanation of a company’s operation.Procedures:• S tep1: Suppose you are the CEO of a company. Which department will you forward each of the following problems to?• Step2: Ss listen to a conversation between Benjamin and Daphne and tick the correct answer to each question• Step3: Ss listen to the conversation again and complete the related questions.Step4: Sentences review.Watching 2Task 1 Job DutyObjective:Ss can learn the skills of asking about and describing a job and its responsibilities.Procedures:• S tep1: Ss work in pairs. Write down proper department names according to the description.• Step2: Ss watch a video clip and match the people with their title.• Step3: Ss watch a video clip again and decide whether the statements are true or false.• Step4: Ss write a sentence describing responsibilities of a certain job following the examples given.Task 2 Company OperationObjective:Ss can learn the skills of describing and explaining a company’s operation.• S tep1: Ss work in pairs and brainstorm as many words or phrases as possible that can be used to describe positions• Step2: Ss watch a video clip and tick those departments that they’ve mentioned.• Step3: Ss watch a video clip again and decide whether the statements are true or false.• Step4: Ss read aloud sentences in Language Summary.Unit FileIntroduce the Business Notes to students课后作业：Finish the rest part of corresponding exercise课后小结：周次：第周课次：第次授课时间：年月日Unit 1 Organization教学目标Students are introduced to the vocational skills covered in this unit and get a general idea of the typical working situations in a company. After studying this unit, students should be able to:Describe a job and its dutyUnderstand and explain a company’s operation教学重点、难点重点：warm-up activity, language summary, extensive listening, extensive watching难点：Intensive watching, Intensive listening课时安排：2 periods教学方法3.Discussing, listening, reading, presenting, and role-playing by the students;4.Explanation and demonstration by the teacher.教具Multimedia, blackboard教学内容和步骤Speaking 2Objective: This part aims at guiding Ss to practice the skills they’ve learned in Listening 2 and Watching 2. • Step1: Ss work in pairs. Complete and practice conversation.• Step2: Ss work in pairs. Make up a conversation.• Step3: Ss work in pairs. Put each step of the production process into the correct place on the flowchart and describe the whole process to your partner in full sentences.• Step4: Ss work in groups. Work out a flowchart for a company and show its ordering, manufacturing and dispatch system.ProjectTask DescriptionStep 1: Organize a group of 4-6 students in class; Invent a company and work out the basic elements: name, business, headquarters, size, etc..Step 2: Discuss and work out the basic structure of the company. Elect one member as Chairman of the Board of the company; Work out rough job specifications for each position.Step3: Work together to draw a flowchart of the company’s operations; Choose one representative to show the chart to the whole class and describe how the company operates.Unit FileLanguage Focus & Cultural Notes课后作业：Finish the rest part of corresponding exercise课后小结：。
大学英语视听说教案Unit
大学英语视听说教案Unit 1一、教学目标1. 提高学生的英语听说能力，使他们能够用英语进行日常交流。
2. 培养学生的视听技巧，提高他们对英语听说材料的理解能力。
3. 扩展学生的词汇量和语法知识，为他们的英语学习打下坚实基础。
二、教学内容1. 主题：校园生活2. 重点词汇：宿舍、食堂、图书馆、课程、教授等3. 语法点：一般现在时、一般过去时4. 视听材料：校园风光、学生日常生活片段三、教学过程1. 热身活动（5分钟）教师与学生用中文进行简单的交流，了解学生对校园生活的了解程度。
2. 引入（10分钟）教师用英语简要介绍本节课的主题，并展示一些与校园生活相关的图片，引导学生用英语进行描述。
3. 新课内容（20分钟）教师播放校园风光和学生日常生活片段的视听材料，引导学生关注重点词汇和语法点。
在播放过程中，教师适时pause 并解释单词和语法点的用法。
4. 小组活动（15分钟）学生分成小组，用英语讨论他们在校园中的日常生活，鼓励他们使用本节课学到的词汇和语法点。
5. 总结与作业（5分钟）教师简要总结本节课的内容，并布置作业：用英语写一篇关于校园生活的短文。
四、教学评估1. 课堂观察：观察学生在小组活动中的参与程度和语言运用能力。
2. 作业评估：评估学生对课堂所学内容的掌握程度。
五、教学资源1. 校园风光和学生日常生活片段的视听材料。
2. 相关词汇和语法点的PPT或黑板。
大学英语视听说教案Unit 2一、教学目标1. 提高学生的英语听说能力，使他们能够用英语进行日常交流。
2. 培养学生的视听技巧，提高他们对英语听说材料的理解能力。
3. 扩展学生的词汇量和语法知识，为他们的英语学习打下坚实基础。
二、教学内容1. 主题：家庭成员和亲戚2. 重点词汇：家庭成员、亲戚、外貌特征等3. 语法点：一般现在时、一般过去时4. 视听材料：家庭成员和亲戚的照片或视频三、教学过程1. 热身活动（5分钟）教师与学生用中文进行简单的交流，了解学生对家庭成员和亲戚的了解程度。
视听说教案
视听说教案B o o k3-U1(总4页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Teaching PlanLearning to Speak: An English Video Course Book 3Unit Four HealthI Vocabulary Link (5 mins)Task A: Use the words under the pictures to complete the sentences below.II. City Living (40 mins)1. PreviewTask A: In this video, Sun-hee, is feeling a little sick, and her friends soon figure out why.Task B: Look at the pictures on the previous page. Then check Yes or No.Task C:You will hear the underlined words in the video. Study the sentences and write the letter of the correct definition next to each sentence.Task D: Here are some phrases you will hear in the video. Use the phrases to complete the sentences below. Use each phrase only once.2. While you watchTask A: What happens Watch the video and number the pictures from 1 to 6 to put them in order.Task B: What’s the storyWatch the video again and answer the questions. Circle a or b.Task C: What do they say Watch the first episode of the video and fill in the blanks with the words you hear.Task D: What did they sayWatch the second episode of the video and answer the questions.Task E: 1) What did they say Watch the third episode of the video and answer the questions.2) Now watch the third episode of the video again and fill in the blanks with the words you hear.3) Interpret what the speakers say into Chinese, then act it out.3. After you watchTask A: These conversations are from the video. Study the underlined expressions. Then match each expression with the correct definition. Task B: Writing: Write a short summary of the City Living story. You may start with the following sentences.College English Focus Listening and Speaking Book 3I. Comparisons (20 mins)1. Micro-listeningMaking comparisonsExercise 1: You’re going to hear five short conversations. After each conversation a question will be asked about what you’ve heard. Listen carefully and choose the right answer to the question you hear.Exercise 2: You’ll hear a passage. It will be read three times. Listen carefully and supply the missing information in the passage below.2. Macro-listeningConversation 1: This Room Looks a Bit of a MessExercise 1: Listen to the passage and choose the right answer to each question you hearConversation 2: A Room with No Personal ObjectsExercise 1: Listen to the passage and choose the right answer to each question you hearII. Office Work (20 mins)1. Micro-listeningMaking JudgmentsExercise 1: You’re going to hear three conversations. Listen carefully and then choose the right answers to the questions you hear after the conversations. Exercise 2: You are going to hear two humorous conversations about work. Listen and enjoy.2. Macro-listeningConversation 1: I’m Reporting for Work TodayExercise 1: Listen to the conversation and choose the right answer to each question you hear.Conversation 2: A Modern OfficeExercise 1: Listen to the passage and choose the right answer to each question you hear.。
大学英语4视听说教案
教学目标：1. 培养学生英语听、说、读、写四项基本技能。
2. 增强学生对英语实际应用能力的理解，提高实际运用英语进行交流的能力。
3. 拓展学生的国际视野，培养学生的跨文化交际意识。
教学内容：1. Unit 1: How we behave is who we are2. Unit 2: The power of words3. Unit 3: Dreams and reality4. Unit 4: Solving problems & seeking happiness5. Unit 5: Health and wellness6. Unit 6: Technology and its impact on society教学重点：1. 学生能够听懂日常生活中的英语对话和文章。
2. 学生能够运用所学词汇和语法知识进行简单的英语表达。
3. 学生能够参与课堂讨论，表达自己的观点。
教学难点：1. 学生对英语语音、语调的掌握。
2. 学生对复杂语法结构的理解和运用。
3. 学生在实际交流中克服心理障碍，自信地表达。
教学方法：1. 听力教学：通过播放英语音频材料，让学生在听的过程中训练听力技能。
2. 口语教学：通过角色扮演、小组讨论等形式，提高学生的口语表达能力。
3. 阅读教学：通过阅读英语文章，让学生了解不同的文化背景和知识。
4. 写作教学：通过写作练习，提高学生的英语写作能力。
教学过程：Unit 1: How we behave is who we are1. 导入：通过展示一些公共场所的图片，让学生思考不同的行为举止。
2. 听力训练：播放一段关于公共场所行为的英语对话，让学生听懂并复述。
3. 口语练习：分组讨论，让学生表达自己在公共场所的行为举止。
4. 阅读文章：让学生阅读一篇关于行为举止的英语文章，了解不同的文化背景。
5. 写作练习：让学生写一篇关于自己在公共场所的行为举止的短文。
Unit 2: The power of words1. 导入：通过展示一些富有感染力的语言，让学生思考语言的力量。
新编大学英语视听说教案
教学目标：1. 提高学生的英语听说能力，增强口语表达流利度和准确性。
2. 培养学生理解和分析英语语境的能力，提高跨文化交际意识。
3. 培养学生自主学习和合作学习的能力，提高课堂参与度。
教学内容：本教案以新编大学英语视听说教程第二册Unit 3 "Life Is All About Change" 为例，主要包括以下内容：一、教学重点1. 听懂关于人生变化和成长的话题。
2. 学习和运用与人生变化相关的词汇和短语。
3. 提高在英语语境中表达个人观点的能力。
二、教学难点1. 正确理解并运用与人生变化相关的词汇和短语。
2. 在实际语境中灵活运用所学知识进行交流。
三、教学方法与教学手段1. 采用情景教学法，通过观看视频、角色扮演等方式，激发学生的学习兴趣。
2. 采用任务型教学法，引导学生主动参与课堂活动，提高听说能力。
3. 利用多媒体教学手段，如PPT、音频、视频等，丰富课堂内容。
四、教学过程（一）导入1. 教师播放一段关于人生变化的视频，引导学生思考人生中的变化和成长。
2. 学生分享自己的观点和经历。
（二）词汇学习1. 教师带领学生学习与人生变化相关的词汇和短语，如：change, growth, adapt, transition, challenge等。
2. 学生通过小组讨论，运用所学词汇和短语进行句子练习。
（三）听力训练1. 教师播放关于人生变化的听力材料，要求学生认真听并回答问题。
2. 学生分组讨论听力材料中的关键信息，分享自己的观点。
（四）口语练习1. 教师组织学生进行角色扮演，模拟现实生活中的人生变化场景。
2. 学生运用所学知识，表达自己的观点，提高口语表达能力。
（五）总结与反思1. 教师总结本节课的重点内容，强调词汇和短语的应用。
2. 学生分享自己在课堂上的收获和感悟。
五、课后作业1. 学生阅读课文，巩固词汇和短语。
2. 学生观看关于人生变化的视频，思考人生中的变化和成长。
大学英语视听说3教案
教学目标：1. 提高学生的英语听力水平，使其能够理解不同口音的英语口语；2. 培养学生的英语口语表达能力，使其能够进行简单的日常对话；3. 增强学生的英语阅读理解能力，使其能够阅读并理解英语文章；4. 激发学生对英语学习的兴趣，提高其学习英语的积极性。
教学重点：1. 听力：不同口音的英语口语理解；2. 口语：日常对话的表达；3. 阅读：英语文章的理解。
教学难点：1. 听力：快速捕捉关键词汇和句子；2. 口语：运用恰当的词汇和语法进行交流；3. 阅读：理解长篇文章的结构和主旨。
教学内容：一、听力部分1. 播放不同口音的英语口语材料，如美式、英式、加拿大式等；2. 学生跟随录音进行听力练习，并尝试回答问题；3. 教师讲解听力技巧，如如何捕捉关键词汇和句子。
二、口语部分1. 教师与学生进行日常对话，如询问天气、介绍自己等；2. 学生分组进行角色扮演，模拟真实场景下的对话；3. 教师点评学生的口语表达，纠正错误，并给予建议。
三、阅读部分1. 分发英语文章，让学生进行阅读；2. 学生总结文章主旨，并回答相关问题；3. 教师讲解文章结构，分析文章的段落和句子，帮助学生理解文章内容。
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. 学生分享自己对英语视听说的理解和学习经验。
二、听力训练1. 播放不同口音的英语口语材料，学生跟随录音进行听力练习；2. 学生回答问题，教师讲解听力技巧。
三、口语训练1. 教师与学生进行日常对话，学生尝试运用所学词汇和语法进行表达；2. 学生分组进行角色扮演，模拟真实场景下的对话；3. 教师点评学生的口语表达，纠正错误，并给予建议。
四、阅读训练1. 分发英语文章，学生进行阅读；2. 学生总结文章主旨，并回答相关问题；3. 教师讲解文章结构，分析文章的段落和句子，帮助学生理解文章内容。
五、总结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中的收获和体会；3. 教师布置课后作业，巩固所学知识。
大学英语视听说unit-3教案
#### 教学目标：1. 帮助学生理解并掌握与“变化”相关的词汇和短语。
2. 提高学生通过视频理解英语的能力。
3. 培养学生的听说能力和批判性思维。
#### 教学内容：- 单元主题：Life Is All About Change（生活就是变化）- 教学重点：词汇、短语和句型结构- 教学难点：视频理解、听说技能和批判性思维#### 教学方法：- 视频教学- 小组讨论- 互动练习#### 教学步骤：##### 第一课时1. 导入（10分钟）- 教师通过提问引入话题：“What do you think about changes in your life? Can you give some examples?”- 学生分享自己的经历，教师总结并引出本节课的主题。
2. 词汇学习（15分钟）- 教师展示与“变化”相关的词汇，如：change, evolve, transform, adapt, adjust 等。
- 学生通过小组讨论，用这些词汇造句。
3. 视频观看（20分钟）- 教师播放与本节课主题相关的视频片段。
- 学生边看边记下关键词和短语。
4. 视频讨论（15分钟）- 教师提问，引导学生讨论视频内容。
- 学生分组讨论，分享自己的观点。
##### 第二课时1. 复习与总结（10分钟）- 教师带领学生复习上节课学到的词汇和短语。
- 学生通过小组活动，用所学词汇和短语进行对话。
2. 听说练习（20分钟）- 教师提供与“变化”相关的情景，让学生进行角色扮演。
- 学生练习听力和口语表达。
3. 批判性思维（15分钟）- 教师提出与视频内容相关的问题，引导学生进行批判性思考。
- 学生分组讨论，分享自己的观点。
4. 作业布置（5分钟）- 教师布置作业，要求学生完成以下任务：1. 撰写一篇关于自己经历的“变化”的文章。
2. 收集与“变化”相关的图片或视频，分享给班级。
#### 教学反思：本节课通过视频教学、小组讨论和听说练习，帮助学生掌握了与“变化”相关的词汇和短语，提高了学生的听说能力和批判性思维。
新职业英语视听说教案U3 -3-4次
周次：第周课次：第次授课时间：年月日Unit 3 Business Meals教学目标After studying this unit, students should be able to:Talk about office routinesKnow basic meeting procedures教学重点、难点重点：Language summary, Extensive listening, Extensive watching, Intensive watching, Intensive listening 难点：Intensive watching, Intensive listening, Extensive watching, Extensive listening课时安排：2 periods教学方法1.Discussing, listening, reading, presenting by the students;2.Explanation and demonstration by the teacher.教具Multimedia, blackboard教学内容和步骤Watching 2Task 1 Commenting on FoodStep 1 Warming- upLook at the following pictures and write down the country of origin of each food.Step 2 Extensive WatchingNew Words & Expressionsinviting a.吸引人的；诱人的The room looked cozy and inviting. 房间看起来舒适诱人。
water v.流口水The delicious smell from the kitchen made our mouths water. 我们闻到厨房的香味直流口水。
大学视听说课教案模板
一、课程基本信息1. 课程名称：大学英语视听说2. 授课教师：[教师姓名]3. 授课班级：[班级名称]4. 授课时间：[具体时间]5. 授课地点：[具体地点]二、教学目标1. 知识目标：- 掌握基本的英语听说技巧和策略。
- 了解不同语境下的英语表达方式。
- 增强对英语语音、语调、语速的感知能力。
2. 能力目标：- 提高学生的英语口语表达能力和听力理解能力。
- 培养学生的英语思维能力和跨文化交际能力。
3. 情感目标：- 激发学生对英语学习的兴趣和热情。
- 增强学生的自信心和团队合作精神。
三、教学内容1. 教学单元：[具体单元名称]2. 教学内容：- 单元主题背景介绍- 语音、语调、语速训练- 词汇、短语、句型讲解- 听力材料分析- 口语对话练习四、教学过程1. 导入环节（5分钟）：- 简要介绍本节课的主题和目标。
- 激发学生的学习兴趣，引导学生进入学习状态。
2. 新授环节（20分钟）：- 语音、语调、语速训练：通过听、说、读、写等方式，让学生熟悉并掌握正确的发音和语调。
- 词汇、短语、句型讲解：结合听力材料，讲解相关的词汇、短语和句型，帮助学生理解和运用。
3. 听力环节（15分钟）：- 播放听力材料，让学生进行听力训练。
- 针对听力材料进行讲解和分析，帮助学生理解听力内容。
4. 口语环节（15分钟）：- 组织学生进行口语对话练习，提高学生的口语表达能力。
- 鼓励学生积极参与，培养学生的自信心和团队合作精神。
5. 总结环节（5分钟）：- 总结本节课的重点内容，强调学习方法和技巧。
- 鼓励学生在课后进行复习和巩固。
五、教学方法和手段1. 教学方法：- 讲授法：讲解知识点，引导学生理解。
- 演示法：通过演示，让学生直观地掌握技能。
- 讨论法：组织学生进行讨论，培养学生的思维能力。
- 练习法：通过练习，巩固所学知识。
2. 教学手段：- 多媒体课件：展示教学内容，提高教学效果。
- 听力材料：提供听力训练素材。
《商务英语视听说》下册教案
《商务英语视听说》下册教案第一章：商务英语听说基础1.1 教学目标能够使用基本的商务英语词汇和句型进行日常交流。
能够理解和使用商务场景中的常见表达和礼貌用语。
1.2 教学内容商务英语的基本词汇和句型。
商务场景中的常见表达和礼貌用语。
1.3 教学方法通过听力练习和口语练习来提高学生的听说能力。
使用情景模拟和角色扮演来练习商务场景中的交流。
1.4 教学评估通过听力测试和口语测试来评估学生的学习效果。
第二章：商务电话沟通2.1 教学目标能够使用英语进行商务电话沟通，包括拨打电话和接听电话。
能够理解和使用商务电话沟通中的常见表达和技巧。
2.2 教学内容商务电话沟通的基本原则和技巧。
商务电话沟通中的常见表达和礼貌用语。
2.3 教学方法通过听力练习和口语练习来提高学生的电话沟通能力。
使用模拟电话交流情景来进行角色扮演练习。
2.4 教学评估通过模拟电话交流测试来评估学生的学习效果。
第三章：商务会议交流3.1 教学目标能够使用英语进行商务会议交流，包括会议准备和会议进行中的沟通。
能够理解和使用商务会议交流中的常见表达和技巧。
3.2 教学内容商务会议交流的基本流程和技巧。
商务会议交流中的常见表达和礼貌用语。
3.3 教学方法通过听力练习和口语练习来提高学生的会议交流能力。
使用模拟会议情景来进行角色扮演练习。
3.4 教学评估通过模拟会议交流测试来评估学生的学习效果。
第四章：商务谈判技巧4.1 教学目标能够使用英语进行商务谈判，包括谈判准备和谈判过程中的沟通。
能够理解和使用商务谈判中的常见表达和技巧。
4.2 教学内容商务谈判的基本原则和技巧。
商务谈判中的常见表达和礼貌用语。
4.3 教学方法通过听力练习和口语练习来提高学生的谈判能力。
使用模拟谈判情景来进行角色扮演练习。
4.4 教学评估通过模拟谈判测试来评估学生的学习效果。
第五章：商务演讲与报告5.1 教学目标能够使用英语进行商务演讲和报告，包括演讲准备和报告呈现。
能够理解和使用商务演讲和报告中的常见表达和技巧。
视听说教案。3-4单元.pptx
Teaching Steps:
Step1: Opening up
Activity 1: Students work in pairs and discuss the questions What are the positive and negative things about being famous?
reasons.
New words: Rock climbing(攀岩) canoeing(划独木舟)
Answers: omitted
学海无 涯
Step2: Listening to the world
Activity1:Shareing
1. Watch a podcast for its general idea. Reference Answers: The podcast is mainly about what people like doing in their free time and what they are going to do this weekend. 2.Watch Part 1 and fill in the blanks. Reference Answers: 1) concerts 2) a bar 3) band 3. Watch Part 2 and fill in the blanks. Reference Answers: 1 keep fit 2 the theater 3 small children 4 seeing friends 5 eating and drinking 6 houses 7 having friends around 8 a jazz club 9 love to read 10 oil painting 11 playing the guitar 12 watching films 4. Work in pairs and tell your partner what you like doing in your free time and what you’re going to do this weekend. Use the prompts to help. Reference Answers: Omitted
大学英语视听说3_教案
课时：2课时教学目标：1. 提高学生的英语听力和口语表达能力；2. 培养学生的英语思维能力和跨文化交际能力；3. 增强学生的自主学习能力和团队合作精神。
教学内容：1. 听力部分：通过听力材料，使学生能够理解不同场景下的英语口语表达；2. 口语部分：围绕特定话题进行口语练习，提高学生的口语流利度和准确性；3. 文化部分：介绍与主题相关的文化背景知识，拓展学生的文化视野。
教学重点：1. 听力部分：培养学生抓住关键信息、理解主旨大意的能力；2. 口语部分：提高学生的口语表达能力和交际能力；3. 文化部分：使学生了解相关文化背景知识，提高跨文化交际能力。
教学难点：1. 听力部分：学生在听力过程中可能遇到的词汇障碍和语速问题；2. 口语部分：学生在口语表达中可能出现的语法错误和发音问题；3. 文化部分：学生对于某些文化背景知识的理解不足。
教学准备：1. 教师准备：相关听力材料、口语话题、文化背景资料；2. 学生准备：积极参与课堂活动，认真完成课后作业。
教学过程：第一课时一、导入1. 教师简要介绍本节课的主题和教学目标；2. 学生自由交流，分享自己对主题的看法。
二、听力训练1. 学生听录音，回答问题，教师检查答案；2. 教师分析听力材料中的关键词汇和短语，帮助学生理解听力内容；3. 学生复述听力材料，教师点评。
三、口语练习1. 学生分组讨论话题，准备口语表达；2. 每组派代表进行口语表达，其他学生倾听并给予评价；3. 教师点评学生的口语表达，指出优点和不足。
四、文化知识拓展1. 教师介绍与主题相关的文化背景知识；2. 学生提问，教师解答；3. 学生分享自己对相关文化的了解。
第二课时一、复习导入1. 教师简要回顾上一节课的学习内容；2. 学生分享自己的学习心得。
二、听力训练1. 学生听录音，回答问题，教师检查答案；2. 教师分析听力材料中的关键词汇和短语，帮助学生理解听力内容；3. 学生复述听力材料，教师点评。
新世界大学英语视听说教案
教案标题：新世界大学英语视听说教程第1册第3单元一、教学目标1. 知识目标（1）能够掌握并运用本单元所学的日常词汇和表达方式。
（2）能够理解并运用本单元所学的语法知识，如现在进行时态。
（3）能够了解并描述不同国家的文化背景。
2. 能力目标（1）能够听懂并准确回答与本单元相关的问题。
（2）能够用英语进行简单的日常交流，如询问对方的国家、兴趣爱好等。
（3）能够就本单元的主题进行简单的讨论和表达。
3. 情感目标培养学生的跨文化交际意识，提高他们的文化素养和人文关怀。
二、教学内容1. 词汇：本单元主要学习与日常生活相关的词汇，如国家、城市、兴趣爱好等。
2. 语法：现在进行时态的用法。
3. 文化背景：介绍不同国家的文化特点。
三、教学步骤1. 热身（5分钟）教师与学生用英语进行简单的交流，询问学生对本次课的期待和兴趣。
然后引导学生回顾上一课所学的知识，为新课的学习做好铺垫。
2. 引入（10分钟）教师播放一段与本单元主题相关的视频，引导学生关注视频中的文化差异。
视频内容可以包括不同国家的风俗习惯、生活方式等。
观看完毕后，教师提问学生对视频的看法，引导学生讨论并表达自己的观点。
3. 新课内容学习（20分钟）（1）教师讲解本单元的词汇和表达方式，如“What is your major?”、“Ienjoy listening to music.”等。
（2）教师示范并讲解现在进行时态的用法，如“I am watching TV.”、“She is reading a book.”等。
（3）教师引导学生进行小组活动，用英语讨论自己的兴趣爱好和国家文化。
4. 实践环节（15分钟）学生分成小组，根据本单元的主题，设计一个简单的角色扮演活动。
要求学生使用本单元所学的词汇和语法知识进行表演。
表演结束后，教师对学生的表现进行点评和指导。
5. 总结与作业布置（10分钟）教师对本单元的学习内容进行简要回顾，提醒学生注意重点词汇和语法知识的运用。
大学英语视听说教案Unit_4
Unit 4 ChangeI.Teaching AimsIn this unit, students will be able to:1. Listen for the main idea and the key information of every passage;2. A rouse Ss’ interests for the topic of this unit and participate actively;3. Grasp the language points and grammatical structures ;4. Learn to talk about “I need a change”.II.Teaching important points1. Lesson A Speaking, Communication2.Topic understanding and content understanding of each passage3.Improving the students' listening and speaking abilityIII. Teaching difficult points1. Lesson B Video Course2.Speaking with logical thinking3.Vocabulary about the topicIV.Teaching Methods1. Task-based teaching in while-listening procedure2. Listening and practicing3. Speaking and communication4. Media instruction5. Communicative Methods: answering, discussion, presentation, team work...V. Teaching hours10 class periodsVI. Teaching Procedures1. Lead-in / Warming upWhat’s your dream?Have you ever thought about doing something for these children to help them realizetheir dreams?Could you say something about Kofi Annan Ghana , the seventh Secretary-General of the United Nations?2.Lesson A : Vocabulary Link1. Direct Ss’ attention to the pictures. Present the vocabulary. Have them read the sentences and number the pictures. Check answers.2. Have Ss work in pairs. If there is one student left, ask him or her to join a pair to make a group. Tell Ss they will interview one another, asking and answering the questions: What changes do you want to do...? Present the listed situations and people. Answer any questions about vocabulary. Ask Ss to fill in the blanks before practicing the model conversation. Have Ss create more conversations. Invite one or two pairs to give a demonstration to the class.3. Lesson A : Listening1. Familiarize students with the new words in activity one. Have them read the new words aloud. Present the situation. Tell Ss they are going to hear sth about “New Year’s resolutions”. Have Ss read the statements in the box. Ask Ss to listen and check the confirmed statements. Play the recording . Check answers.2. Present the situation. Tell Ss they will hear a conversation between Mike andPaula. Ask Ss to listen and number the objects in the order they hear them. Play the recording . Check answers.Tell Ss to listen again and complete the sentences. They must either circle the correct answers or fill in the blanks. Play the recording. Check answers.3. Present the situation. Tell Ss they will hear a interview about Yeliz’s story. Have them read the questions so they know what information to listen for. Ask Ss to listen and write short answers to the questions. Play the recording. Check answers.Have SS read the short summary. Tell them to listen to the talk again and fill in the blanks with the words they hear. Play the recording. Check answers.4. Introduce the situation. Explain that Ss will listen to a talk about finding your dream. Tell Ss to read the steps as listed in the table. Have them listen to the talk carefully and write their answer. Play the recording. Check answers.Have Ss listen to the talk again. Play the recording. Check answers.5. Present the situation. Tell Ss they will hear a talk about their dreams. Ask Ss to read the questions so they know what to listen for. Have them listen carefully and write short answers to the questions. Play the recording. Students write down their answers, then the teacher checks the answers.Have Ss listen to the passage again and complete the sentences by filling in the blanks. Play the recording. Check answers. The talk again and fill in the blanks withthe words they hear. Play the recording. Check answers.4. Lesson A : Pronunciation1. Remind students when they should reduce want to. Play the recording. Have Ss work in pairs to practice the conversations.2. Have Ss listen and read the sentences. Play the recording. Ask Ss to work in pairs to read the sentences. Check their pronunciation..5. Lesson A : Speaking and communicationActivity One1. Introduce the situation .Explain that When making requests, could is a little more polite than can. If your response to a request is negative, you usually give a reason. Ask Ss to listen and fill in the blanks with the words they hear.Play the recording. Check answers. Elicit or explain that Conversation 1 is informal andConversation 2 is formal.2. Put Ss in groups of three. Present the conversations again. Ask Ss to listen and read along in their groups. Play the recording again.Ask Ss to practice the conversations in groups. Remind Ss to keep eye contact with their group members while speaking.3. Ask Ss to work in groups of three. Ask Ss to read the model conversation. Answer any questions about vocabulary. If necessary, play the recording. Elicit or explain to Ss who the famous celebrities are.4. Have Ss work in groups of three. Each student should role-play a famous person. Have Ss work in their groups to create and practice a new conversation where they introduce each other. When all groupsActivity Two1. Have Ss work individually to write three sentences about themselves, and another three sentences about themselves.2. Collect and redistribute the papers.3. Model the activity for Ss.Have Ss stand up with their papers and walk around asking and answeringquestions.6. Lesson B: Video Course Plans and DreamsGlobal Viewpoints Making change1. Say the list of vocabulary items aloud as Ss repeat for pronunciation practice. If necessary, explain the meaning of the words. Have Ss complete the sentences using the correct words from the New words. Check answers.2. Explain to Ss that they are going to watch several people talking about plans and dreams. Before viewing, have Ss read the statements so they know what to watch and listen for. Ask Ss to watch and circle True if the statement is completely correct. If it is False, they must listen for information to correct for it. Play the video. Check answers.3. Tell Ss they will watch the interviews. Ask Ss to fill in the missing words as they watch the video. Play the video. Check answers.Goals, plans and dreams1.Read the underlined words aloud for pronunciation practice. Ask Ss to complete the sentences using the underlined words. Check answers.Present the situation. Tell Ss they will watch people talking about goals, plans and dreams. Ask Ss to read the text so they know what to watch and listen for. Explain to Ss that they are to fill in the missing words as they watch the video. Play the video.Check answers.7. Lesson B:City Living Mike needs a change1. Have students look at the pictures and read the story line aloud. Check Ss comprehension. You may have Ss predict what they think happens in the video.2. Have Ss use the information from the pictures and captions to complete the sentences. Checks answers.8. Lesson B:City Living Mike needs a change “While You Watch”1. Before viewing, have Ss read the sentences so they know what to watch and listen for. Ask Ss to watch and then match the sentence parts to make true sentences. Play the video. Check answers.2. Give Ss time to study the pictures and sentences. Tell Ss: While you watch, write the number of the picture next to the correct sentence. When the video is finished, you will have time to label the pictures. Play the video and allow time for Ss to answer. Check answers.3. Give Ss time to study the pictures and questions. Ask Ss to pay attention to what people say in the video. Play the first episode of the video. Check answers.4. Give Ss time to study the pictures and questions. Ask Ss to pay attention to what people say in the video. Play the second episode of the video and allow time for Ss tofill in the blanks. Check answers.Class work: Show the script of the second episode of the video on the screen. Explain that some of the words are missing. Play the 2nd episode and ask Ss to act out the lines of the script as a class. Check answers.5. Give Ss time to study the pictures and script. Play the third episode of the video and allow time for Ss to fill in the blanks. Check answers.6. Give Ss time to study the question. Play the whole video once again and allow time for Ss to answer. Check answers.9. Lesson B:City Living Mike needs a change “After You Watch”1. Read the useful expressions dialogues aloud, emphasizing the expressions in blue. Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions. The teacher checks the answers.2. Read the examples given from the video. Have Ss fill in the blanks with the correct forms of the verbs in brackets. Check answers.3. Ask Ss to write a short summery of the City Living story.VII. Assignments1. Oral practice: I need a change (pair work or group work)2. Write a short summary of the City Living story3. Dictation4. Preview & preparation: Unit Five。
英语视听说—第三单元
评估不仅是为了了解学生的学习情况，更重要的是为了给学生提供反馈，帮助他 们改进学习方法，提高学习效率。
培养学生的自主学习能力
学习策略指导
通过教授各种学习策略，如记忆策略、认知策略、元认知策 略等，帮助学生掌握自主学习的技巧。
自主学习平台
我们提供自主学习平台，学生可以在线进行自我测评、学习 计划、拓展阅读等，以培养自主学习的习惯和能力。
找答案。
注意细节
注意听录音中的细节，这些细节 通常是答案的关键所在。
推断答案
通过理解上下文和听力内容，推断 出答案所在的语境和含义。
听力技巧和策略练习
练习预览和预测
01
通过大量练习，熟练掌握在开始听之前预览和预测主题和内容
的方法。
练习抓住关键词
02
练习注意听录音中的关键词，并能够准确把握这些词的含义和
英语视听说—第三单元
xx年xx月xx日
目录
• 单元目标和要求 • 课程内容和特色 • 听力技巧和策略 • 口语表达技巧 • 视听材料和技巧 • 学习方法和资源
01
单元目标和要求
语言技能
听力理解
通过观看英语视频和听英语音频， 学生应能理解其中涉及的日常用语 和表达方式。
口语表达
学生应能在模仿视频和音频资料的 基础上，运用所学语言进行日常会 话和自我表达。
学习策略
通过模仿英语视频和音频资料，学习日常用语和表达 方式。
通过模仿英语文本和自我表达，提高口语和写作技能 。
通过观看英语视频和阅读英语文本，学习英语知识和 文化背景。
通过小组讨论、角色扮演等方式，进行合作学习和交 流。
社会技能
能够在小组讨论、角色扮演等活动中，积极表达 自己的观点和意见。
最新最全大学视听说教案Unit4(完整版)2024新版
写作练习与评估
01
提供与主题相关的写作素材和题目，让学生进行有针对性的 练习。
02
对学生的作业进行及时批改和反馈，指出优点和不足。
03
根据学生表现给予相应的评分和建议，帮助学生进一步提高 写作水平。
06
视听说综合应用
视听说材料选择与处理
选择与主题相关的视听说材料，如电影、纪录片、新闻报道等，确保内容真实、生动，能够引起学生 的兴趣。
教学目标与要求
知识目标
掌握与科技相关的基本词汇和表达方 式，了解科技发展的历史和现状。
能力目标
能够听懂、说出与科技相关的简单对 话和短文，能够就科技对社会生活的
影响进行简单的讨论和交流。
情感目标
培养学生对科技发展的兴趣和好奇心 ，鼓励学生积极思考和探索科技对社
会生活的影响。
课程安排与时间
课程安排
04
阅读理解能力提升
阅读材料选择与处理
选择适当难度的阅读材料
01
根据学生的实际水平，选择难度适中的阅读材料，确保学生能
够在阅读过程中获得成就感，同时提高阅读理解能力。
处理生词和难句
02
在阅读材料中，遇到生词和难句时，教师应给予适当的指导和
解释，帮助学生理解文章意思。
概括文章大意
03
在阅读完成后，要求学生概括文章大意，以检验学生是否理解
最新最U全nit大4(学完视整听版说) 教案
目录
• 课程介绍与教学目标 • 听力技能训练 • 口语表达能力培养 • 阅读理解能力提升 • 写作技能培养 • 视听说综合应用
01
课程介绍与教学目标
本单元主题及背景
主题
探讨现代科技对社会生活的影响
背景
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教案
*教学容与过程设计的主要容包括（供参考，编写教案时自行删除）：
一、根据教学大纲、教学目的以及教材特点选择教学容；
二、根据教学容及学生实际，选择有效的教学方法与手段，突出重点、突破难点；
三、课堂教学环节及各环节的大致时间安排。
*教案字数未做严格要求，一般而言，熟悉本课程教学容的有经验的教师可写简案，简化容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。
*“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分容。
教案
*教学容与过程设计的主要容包括（供参考，编写教案时自行删除）：
一、根据教学大纲、教学目的以及教材特点选择教学容；
二、根据教学容及学生实际，选择有效的教学方法与手段，突出重点、突破难点；
三、课堂教学环节及各环节的大致时间安排。
*教案字数未做严格要求，一般而言，熟悉本课程教学容的有经验的教师可写简案，简化容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。
*“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分容。