Revision 3公开课教案（教学设计）

Rationale A relatively standard format for the listening lesson developed from the late 1960s:Pre-listening,pre-teaching of all important new vocabulary in the passage.Listening,extensive listening(followed by general questions establishing context).Intensive listening(followed by detailed comprehension questions.)Post-listening,analysis of the language in the text(Why did the speaker use the present perfect?) Listen and repeat:teacher pauses the tape,learners repeat words. Actually,some kind of pre-listening activity is now usual,involving brainstorming vocabulary,reviewing areas of grammar,or discussing the topic of the listening text.More effective than traditional comprehension questions is the current practice of providing a task where learners do something with the information they extracted from the text.Tasks can involve labelling,from filling,and comleting a grid. In real life,learners cannot expect unknown words to be explained in advaned;instead,they have to learn to cope with situations where part of where part of what is heard will not be familiar.Granted,it may be necessary for the teacher to present three or four critical words at the beginning of the listening lesson but ‘critical’implies absolutely indispensable key words without which any understanding of the text would be impossible.

Furthermore,in real life,listening to a foreign language is a strategic activity.Nonnative listeners recognise only part of what they hear and have to make guesses which link these fragmented pieces of text.This is a process in which our learners need practice and guidance.

As an English teacher,we should obey the principles for teaching listening: 1. Expose students to different ways of processing information:bottom-up vs.top-down.

With bottom-up processing,students start with the component parts:words,grammar,and the like.Top-down processing is the opposite.Learners start from their background knowledge,either content schema or textual achema. 2. Expose students to different types of listening.

There’s an adage in teaching listening that says:It’s not just they are listening to.It’s what they are listening for.Listeners need to consider their purpose.They also need to experience listening for different reasons. 3. Teach a variety of tasks.

At times,students need experience with production tasks.Our students need exposure to a wide range of tasks in order for them to deal with different types of texts and respond in different

ways.Incorporating students’interest. different tasks also increases the 4. Consider text,diffculty,and authenticity. 5. Teach listening strategies Predicting:Effective listeners think about what they will hear.This fits into the ideas about

prelistening mentioned earlier. Inferring:It is useful for learners to “listen between lines.”

Monitoring:Good listeners notice what they do what they do and don’t understand.

Clarifying:Efficient learners ask question(What does

mean?You mean

?)and give feedback(I don’t understand yet.)to the speaker. Responding:Learners react to what they hear. Evaluating:They check on how well they have understood. Time:40 mins Students:55 students in grade 3 Material:My daughter(开放式听力课，教师结合学情自行整合教学内容)

Teaching Aims

Language abilities 1.Students can use appropriate adjectives to decribe others. 2.Students enable to talk and ask hobbies in their daily life and decribe their own hobbies. 3.Students enable to improve their listening strategics,to get the main ideas first,and learn the details gradually. Cutural awareness 1.Encourage students to find and keep their own hobbies,be confident and enjoyable in the real life. 2.Students keep healthy and positive attitude to others’ advantage.

Thinking Quality

Learning ablities

Guiding divergent thinking,inspiring association,imagination,and exploring.

Students enable to get the key information while listening.Understand the recording by mind map.

Teaching Focus and Difficulties

1. Students enable to ask and decribe others’hobbies appropriately and accurately according to the recording. 2. Students understand the recording as a whole. Teaching Procedures

Steps

Objectives

Time

1.

Warm up

1.Greeting. 2.Play a Teacher gets familiar 2’

game.(Guess with students.Arouse

teacher’s hobbies.)

1. Teacher shows the picture of her daughter Elva to students.Teacher encourage students to guess and describe her as much as possible.She’s tall./beautiful/ kind/thin... She can sing/dance... students’interests

2. Presentation Encourage students 10’

to have a brainstorm.And teach them listening strategics.Listening 2.Then students listen to the 3’

recording for the first tasks should be time.Students take notes about key words,and try to get given clearly.It the main idea of the recording.

3. Students listen to the should go from the 2’

recording again,and try to get more information,and answer easy start to the the questions,What does she like?/What doesn’t she like? difficult And share in groups. 4.Students listen for the third points.Students can 2’

time.Pay attention to the details of the receive and improve recording.Teacher encourage them to share more details easily.Cultivate about the recording.Such as “What does she feel when students’

she’s swimming?”etc.

creative thinking by guiding Imagination. 5.Teacher hands out the recording paper.Students read

it by themselves.

16’

3. Practice 1.Students read after the Listening and 5’

recording. 2.Students try to make a reading help each thinking map with the key words. other. 3.Students make dialogue with

partners. Improve

students’

thinking skill.

1.Students talk about Elva in groups. 2.Students retell the whole Consolidation recording according to the mind map. 3.Describe yourselves in groups. 4. Encourage students 5’

to use English in the real life.

5.Summary

6.Homework

Students share their Share and 3’

improvements in this class.

improve. 1. Talk about your hobbies Create a larger 2’

with your friends. 2. A short writing.(This is me!) English world they like.

7. Blackboard

Design

8. Teaching Reflection

Elva can

Improve whytheir

and tall and thin beautiful likes doesn’t like thinking speaking.

A small number of shy Develop the strong

students should be given more

opportunities for oral points and avoid the practice.Tasks should involve labelling,from filling,and weak points.

comleting a grid.

听

力

材

料

Hi,I’m Elva.I’m eight.I’m tall and thin.I have long hair.I’m beautiful.

I can play the piano.I can dance.Because they can make me happy.I like reading and skating ,because they’re interesting.I like playing football too.It’s exciting.

But I don’t like running.It’s boring.This is me.What about you?Let’s be friends.Bye Bye!

Task1 For the first time,just listen,students get the main ideas about the recording.Make notes about the key words. Task2 1. What does Elva like? 2. What doesn’t Elva like? Task3 1. What does she feel when she’s reading and skating? 2. What does she feel when she’s running? Task4

Read afer the recording.Read together. Task5 Make mind map and try to retell the recording.

Do a survey

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