听力课听前、中、后设计.docx

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1、Step 1 : Lead in Show a picture, and ask Ss to answer the following questions: Why does the girls give her mom some flowers. When is Mothers Day? What will you do for your mom on Mothers Day?When is Fathers Day? What will you do for father on Fathers Day?观察图片，回答问题：借助即将来临的母亲节进行导入，使学生在生活当中感受本节课的话题，引起学

2、生的关注，情感上激发学生感恩父母的意识。Step 2:While-Listening 1. Pre-listening Words study:Show some pictures to teach Ss the following new words. article n. 文章 pronounce v. 发音 pronunciation n. 发音appoint v. 预约 appointment n. 预约根据图片内容，猜测词义。通过图片，解释词义，解决听力中的词汇难点。2.While-listening (1)1st time for listening Listen to the t

3、ape and answer the following question: What are they talking about?听对话，回答问题. 训练学生获取听力内容大意的能力。(2)2nd time for listening Listen to the tape again and tick true or false.(见学案)第二次听对话，判断正误. 训练学生运用听力技巧获取儿子为感谢母亲，在母亲节约母亲看电影的相关信息。3.1).Pre-listening lead-in T: If you want to appoint someone to do something, w

4、hat should you say? 小组形式谈论问题，根据第一个听力材料和自己以往知识的积累，总结出向他人发出预约的语句。承上启下，也进一步为语言输入和输出做语境方面的准备。2).While-listening (1)1st time for listening Listen to three dialogues and complete the following table. （见学案）听对话，完成表格,提升学生捕捉细节信息的能力。(2)2nd time for listening Listen to the tape again and choose the best answer.

5、 听对话，选择正确答案。整体把握三段听力内容，增大听力难度，训练优生的听力技巧，提升听力能力。(3)3rd time for listening Read after the tape.跟读录音机, 照顾学困生，加强对听力内容的理解，为后面语言输出做准备。3).Post-listening (1). Present the listening materials, and ask Ss to find out the sentences for appointment. (2). Summarize the target language. 向他人发出预约Will you be free ?

6、Can you and your father come to our Fathers Day party?Do you have time this afternoon?How about tomorrow morning? Could we meet at 8:30 in the park? 肯定回答： Yes, Ill be free. Sounds great.All right. See you then.No problem.否定回答： Im afraid not.Im afraid I have no time then. Sorry, I wont be free tonight.找出表示向他人发出预约和肯定及否定回答的语句。找出表示“预约”相关的功能句，加深印象，为语言输出搭建台阶。Step 5：Practise1. Show Ss some pictures and ask them to make dialogues using the target language in pairs. 2. Ask some Ss to practice their dialogues.谈论图片，两人一组运用目标语言编对话,并在班里呈现对话，与他人分享其成果。为学生提供贴近生活的素材，通过口头练习，巩固所学语言知识， 发展运用所学语言的能力，进一步落实教学目标。