英语教学设计 Period3　ListeningandSpeaking.docx

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1、Period 3 Listening and SpeakingThe General Idea of This PeriodThis is the third period of this unit. At the beginning of this period, the teacher should design some exercises to review what the students learned in the last period. The second period centers on the understanding of the passage First I

2、mpression. The teacher can begin with asking some questions or having a competition to make some sentences with ufirst impressions” according to the passage.This period mainly deals with listening and speaking. At the beginning, teachers focus on training the Ss listening. This listening content is

3、about living in Wonderworld“ and a new kind of quilt, which Xiao Feng has invented. It can “think” for itself and become warmer or cooler according to the weather.When training the Ss listening ability, teachers should start with pre-listening, that is lead-in. If it is necessary, teachers had bette

4、r introduce some background knowledge about the listening material. After that, ask the students to predict what the following listening material may be about according to the given information. Teaching students to 1 isten in a proper way is the aim of this activity. A good listener should be able

5、to predict according to some hints such as the topic, the questions listed, etc., to listen with the purpose of finding useful information and to summarize. Later, let the Ss listen to it. At the same time, teachers should design some simple questions. After that, the Ss have known some about the li

6、stening material, and then teachers can ask them to listen to it again to be ready for more difficult questions. If necessary, the Ss can be given another time to listen. While practicing, teachers had better give students some advice on how to do it well. Certainly, suppose there are many new words

7、 and expressions, teachers deal with them firstly.After practicing listening, the Ss are expected to learn some expressions about imagination. The topic is about what life will be like what life will be like in your hometown in 1000 years time. Later let the students work in pairs. Imagine you are t

8、wo inventors and you have designed a new product, which you want to sell. First, you need to decide on your product. It can be anything that people might find useful in the future. It might save them time, make work easier or help in communication. Second, you will have to explain to the class exact

9、ly how your product works. It can use any branch of science. Third, you need to show that people will be willing to use it.During the course, teachers should rank class activities from the easy to the difficult. First, ask them to learn the expressions. Then, ask them to imitate it to have a dialogu

10、e. Final ly, the students are expected to create a dialogue or discuss the given topic, using the expressions about imagination.This period lays emphasis on speaking and 1 istening. The teacher should try his or her best to encourage the students to say something. Don t always correct the mistakes t

11、hat the students would make while speaking. Otherwise, the students would feel reluctant to speak out their opinions.Teaching Important PointsTrain the students, speaking ability by describing, talking and discussion.Help the students improve their listening ability.Teaching DifficultiesTrain the st

12、udents listening ability. Especially listen and understand the key words and understand the speakers, intention and attitude.Teaching Aidsa tape recorder, a projector, the blackboardThree Dimensional Teaching AimsKnowledge AimsLet the Ss know about some wonderful imagination.Get the Ss to learn how

13、to express imagination.Ability AimsTrain the students, speaking ability by describing, talking and discussion.Train the students listening ability.Develop the students* imagination abi1i ty.Emotional AimsTrain the students* ability to cooperate wi th others.Develop the students* imagination ability.

14、Teaching ProcedureStep 1 GreetingT: Hello, boys and girls.Ss: Hello, Miss Wang.Step 2 RevisionT: Today we wi 11 begin our lesson with a competition between groups. In the last period, we learnt about an e-mail written by Li Qiang. Now, please say something that you know about it. If you offer a comp

15、lete sentence, you will be given ten marks. Your group will be given twenty marks when your expression is especially beautiful.S: Li Qiang paid a visit to the future in AD3005.S: He felt very nervous at first, but he felt much better after eating green tablets.S: He arrived on the earth in one thous

16、and years by capsule.Ss:(The teacher should encourage more students to join in the competition. At the end of the competition, the teacher should announce the result of this competition. Praise the winner and encourage the losers.)Step 3 Listening(on Page 23)Task 1 Pre-listeningT: Let s read the fol

17、 lowing phrases together.space creatures, living on another planet, new discoveries in space, why a space station spins, how to get water on Mars, comets, houses in a town on Mars, Martian creatures, atmosphere and gravityT: Can you understand those phrases?Please predict what you are going to liste

18、n may be about according to the phrases.Ss: It may be about life on the other planet.Task 2 First ListeningT: Now let s listen to the tape to see whether what you predict is right or not. At the same time, you are asked to tick the things that you hear on the tape?Do Exercise One on Page 23.(After l

19、istening, let them check the answers.)Task 3 Second ListeningT: This time. You d write down the answers to the four questions. Boys and girls, how can we write the answers fast and correctly?S: We should go through the questions first and keep them in mind. When we are 1 istening, we just need to pa

20、y much attention to the sentences related to the answers.T: We necdn, t write down each word of the answers. We just write down some key words. Later we can write down the complete answers with the help of these key words.U: You are clever. Now please get ready. First, look through the introduction

21、to the listening material. Then, scan the questions.(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences.)T: Let, s check the answers one by one.(If students make some common mistcikes or they seem to have difficulty in finding out answers, teachers can give

22、them some hints and let them listen to it again. After that, check the answers. If the students feel it difficult to make sense about the key words and understand the speakers* intention and attitude, the teacher should gi ve them some help.)Task 4 Post-listeningT: After listening, would you please

23、answer some questions?1. What did you hear on the tape?2. Do you think people in the future will be able to live in “Wondcrworld” ?Why do you think so?(At this part the teacher may have the students present what they have heard on the tape and show their own opinion on I iving in “WonderworId” . If

24、possible, the teacher may have some of the students do the presentation work in class. By doing this, the students can get full understanding of what the tape is talking about.)Step 4 Post-listening(on Page 55)Task 1 Pre-readingT: Now let s learn about a magic quilt. Xiao Feng has invented this new

25、kind of quilt.It can “think“ for itself and become warmer or cooler according to the weather. Let * s read the fo 11 ow i ng words and phrases on Page 55. Try to pronounce them correctly.Task 2 First ListeningT: Now, let s listen to the tape and tick the things you hear on the tape.(Later ask the st

26、udents to chock the answers.)Task 3 Second ListeningT: Just now we have listened to it and know some advantages of this special quilt. Suppose you are marketing manager in the company that makes the quilts. So you have been asked to find areas in the world to sell the quilt. Listen to the tape again

27、 and think of the places where the quilt wi 11 work best. You will be asked to finish Exercise Two. It will work best inwinters and summers.(After listening, let the students check the answers.)Task 4 Post-listeningT: You did a very good job just now. LetJ s go on to fill in the form. Use your atlas

28、 if you need more information. Add two other places you think will be the right places to sell the quilt.CountrySuitable climatePossible area to sell quilts?Why?London, UKHumid all year roundToronto, CanadaVery cold, dry wintersCape Town, South AfricaHot, dry summersMombasa, KenyaHot, humid summersY

29、akutat, North USAVery cold, humid winters(If the students have some difficulty, let them listen to the tape a third time. Then give them about three minutes to consider and discuss with their partners. Final Iy check the answers and exchange thei r opinion.)Step 5 SpeakingTask 1 Lead-inT: Boys and g

30、irls, are you sure what will happen to you tomorrow?S: No. No one knows what will happen tomorrow.T: I agree with you. When we express what will happen, what expressions do we often use?S: Is it possible that. ?S: Suppose that.T: Good. We often use them to express our imagination. Besides those, we

31、also use the following:I wonder if. Do you imagine that. ?I wonder if. Is it likely/unlikely that. ?Doyousupposethat. ?Perhaps/Maybe/Possibly.Mostlylikely. Probably.Task 2 PracticeT: Now please use these expressions to list some questions about what 1 i fe wi 11 be like in your hometown in 1000 year

32、s f time. Then exchange your questions with your partner. After that, get together with another pair and answer their questions and ask them your questions. Four students make up a group. By asking and answering, you four choose the best questions and answers. Finally each group will choose a repres

33、entative to give a talk to the class.Task 3 TalkingT: Now let s work in pairs. Imagine you are two inventors and you have designed a new product, which you want to sell. First, you need to decide on your product. 11 can be anything that people might find useful in the future. It might save them time

34、, make people* s work easier or help in communication. Second, you will have to explain to the class exactly how your product works. It can use any branch of science. Third, you need to show that people will be willing to use it. These descriptions of some imaginary products may help you.1. These “f

35、lying boots“ are operated by a small computer chip. They will rise straight up from the ground and hover or move quickly forwards or backwards. Press the switch in your hand once to start and twice to stop.2. Another time-saving invention. This is a shirt that cleans itself as you wear it. Heat from

36、 your body warms the shirt and it attracts water vapor from the air. When there is enough water the shirt releases chemical, which cleans itself as you wear it.3. Never pay for electricity againIThis light bulb absorbs light from the sun and stores it. When you turn it on al night, the 1 ight is rel

37、eased so the bulb gives off “free” light.(As usual, the teacher wonJ t forget to give comments on what the students do, including the teacherJ s words praising what they are doing in the first few stages. Only in this way arc the students encouraged to talk freely about what they want to say and why

38、 they think so.)Step 6 SummaryT: In this period, we mainly focus on the speaking and listening abilities. If you feel listening or speaking poor, you had better practice more. Practice makes perfect. After class, wou 1 d you please do so?Today* s homework is to invent what you want to own in the fut

39、ure. Then prepare for description of how it will work and what advantages of using it.The Design of the Writing on the BlackboardUnit 3 Life in the futurePeriod 3 Listening and Speaking Useful expressions on discussing imagination Is it possible that. ?Suppose that.I wonder if.Do you imagine that. ?

40、I wonder if.Is it likely/unlikely that. ? Do you suppose that. ? Perhaps/Maybe/Possibly. Mostly likely. Probably.Research and ActivitiesRead the following material about Mars, and then write a passage about whether people in the future will be able to live on the Mars. In the passage, you will be as

41、ked to present your opinion and try to persuade others to believe in your imagination.Basic atmospheric dataThe Martian atmosphere is composed mainly of carbon dioxide (C02).It is very thin (less than 1 percent of the Earth s atmospheric pressure). Evidence suggests that the atmosphere was much dens

42、er in the remote past and that water was once much more abundant at the surface. Only small amounts of water are found in the lower atmosphere today, occasionally forming thin ice clouds at high altitudes and, in several localities, morning ice fogs. Nitrogen, oxygen, carbon monoxide, and the rare g

43、ases (neon, argon, krypton, and xenon) also are present in smal1 quantities.The characteristic temperature in the lower atmosphere is about 200 K, which is generally colder than the average daytime surface temperature (250 K). It decreases upward from the surface at about 1. 5 K per vertical kilomet

44、er.Unlike that of the Earth, the total mass (and pressure) of the atmosphere experiences large seasonal variations, as carbon dioxide asnows out,“ at the winter pole. The annual variation of surface pressure was measured to be about 26 percent of the mean atmospheric pressure (7-8 millibars) at the

45、lander sites, equivalent to some 7. 9X1012 metric tons of carbon dioxide . Although the Martian atmosphere is thin, it supports a variety of clouds. White clouds are water ice, while the “yellow“ ones are dust storms that throw dust into the atmosphere to heights of 10 km (6 miles) or more. Even in

46、the absence of storms, the atmosphere is never clear of dust, which greatly affects atmospheric structure.Reference for TeachingExploring the planet MarsPeople on Earth have always been interested in the planet Mars. Recently, that interest has increased because several successful spacecraft have be

47、en placed in orbit around Mars. These include the American space agency? s Mars Global Surveyor and Mars Odyssey and the European Space Agency, s Mars Express.Perhaps the most exciting event took place on January third. That is when the first of two Mars exploration vehicles successfully landed on t

48、he Red Planet. The first lander is named “Spirit” . It came to rest in an area of Mars named Gusev Crater. Millions of people used their computers to link with NASA* s Internet Web site to see photographs sent back by Spirit.On January fifteenth, NASA scientists told Spirit to use its six wheels to move off the binding device. It did this successfully and rolled on to the surface of Mars. Excited NASA officials said Spirit was now ready to begin its task of exploring the surface of the Red Planet.On January twentieth, scientists told the exploration rover to use one of its