高中英语听说课教学设计

必修五unit3 life in the future听说课教学设计

教学目标：通过听对话，掌握对话大意，并能获得部分细节信息。教学重点：听对话时，既要注意大意，又要注意细节。通过练习，训练学生的基本语言技能。

教学方法：

work

教具准备：多媒体

教学流程：

第一步：作业检查及引入话题（分组辩论）

1.Ask Ss to have a debate on whether people can live on Mars.

2.Teacher gives comments on both sides,saying : both of you have given sound reasons to support your arguments. And now let’s listen to an interview between Li Qiang and Walker Hiller, who is to build a town on Mars.

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第二步：听力训练（一）（双人活动）

Listening and speaking(page23)

1.Get the Ss to get through Exercise1.

2.First, listen for the Ss to finish Exercise1

3.Second,listen for the Ss to finish Exercise2

4.Third,listen for the Ss to put down the question in it that are used to make predictions.

Can you imagine how that’ll be achieved

Is it likely that you can find and use water

I wonder if...

How health will the people be, I wonder

5.}

6.Get the Ss to exchange their information to correct their answers

第三步：口语活动

1.（pair work）Ask Ss to list some questions about what life will be like in you hometown in 1000 years’time, using the expressions above to help them.

2.(pair work) Interview

Situation : Suppose you’re in a newly-elected major, and now is being interviewed on TV. The host is raising some questions on your plan for the coming five years.

Have the Ss to make up the interview in pairs, trying to use the expressions above.

第四步：听力训练（二）（双人活动）

Listening task(page55)

1.Ss read the phrases before listening to the tape.

2.Listen to the tape and finish Exercise1

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第五步：口语训练（二）广告词设计大赛

1.Ask the Ss to have a look at the require ments in the “taking part”

2.Let them choose of the three as they like and work in groups of four

and design the text of an ad for the product.

3.Ask Ss to read their texts to the class, and Ss vote for their favorite.

4.Count the result to see which group get the most votes.

5.Teacher may give an award to the winners.

第六步：布置作业

Ask the Ss to go over what they learned in the class according to the “Summing up” on page 24.

教学反思：这节听说课的教学设计，从听前的问题预测，到听后的问题回答，都与利于学生的听力培养和口语表达，是学生在听说过程中逐步提高英语运用能力。但仍有不足的地方，需要改进。话题的设置应符合学生的兴趣特点，给学生充分展示自己的时间。

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