《大学体验英语》(听说课)课堂教学模式设计课件

1、课堂教学模式设计北京交通大学（原北方交通大学）人文学院大学英语部讲师 安娜大学 英语体验课时安排第一、二课时听说课内容是由综合教程的听说部分拓展而成第三、四课时Passage A综合教程第五、六课时听说课听说教程第七、八课时Passage B&写作课综合教程 课前储备阶段教学模式网上课堂多媒体自学课件合理地安排自学了解传统教学内容中的大部分信息为课堂教学提供基础课上拓展、应用阶段内容及语言重点的检查和突显课堂活动形式多变、灵活、具备启发性从不同角度、深度挖掘语言资料启发学生自觉地利用英语学习英语课后巩固、发散、升华阶段教学特点注重 利用大学体验英语的立体化教材提供便 利条件注重 调动学生自主学

2、习、互动学习的积极性注重 在基础阶段对学生应用能力和实用能力的培养注重 在课前、课上、课下三个环节中突出以学生为主导的教学指导方针注重 利用网络资源的优势，让学生接触真实环境下的语言，在“学中用”，在“用中学”考核办法课前自学成绩基于学生在网上提供的作业 （占总成绩的10%）课上参与成绩基于学生的个人表现及小组 总体表现（占总成绩的20%）课下巩固及完成课后作业的成绩基于学生在网 上提供的二次作业和对课后作业 的完成情况（占总成绩的10%）期末考试传统试卷（对基本语言点和听力、阅读、写作能力的考察）（占总成绩的30%）口语考试根据综合教程中的听说部分和听说教程中的内容设计的考察学生实用及应用能

3、力的考试。（占总成绩的30%）Direct: patterns words and expressionsIndirect: questions for ponderingpicturesTips for students to produce output are given in the following forms:听说课堂总体脉络介绍Native-like fluencyNative-like selection让知识和技能合二为一team work动活形式pair workall-by-your-own workMajor icons used and their meanings

4、output+whole class activityIndividual activitygrammarinstructions读写课堂脉络介绍tipssimulationoutput操作形式Individual activityThe whole class taskPair workTeam work (team racing)Listen and TalkInputContent awareness (general-detailed)Language awareness (词-句-语篇结构)Output实用（脱离开文章主题的语言技能训练）Sentence levelDiscourse

5、 level应用（不脱离文章主题的语言技能训练 ）Sentence levelDiscourse level听说课堂总体脉络介绍大学体验英语综合教程第四单元教学方案操作形式Individual activityThe whole class taskPair workTeam work (team racing)Read and ExploreContent Awareness and ProduceWhoWhatFrom what angleLanguage Awareness and ProduceInputGrammarWordsOutputWords levelSentence lev

6、elDiscourse level读写课堂总体脉络介绍Write and ProduceInputGrammatical rulesTips and formats for practical writingOutputApplied writing(applying grammatical rules)Practical writing(following samples)操作形式Individual activityPair work读写课堂总体脉络介绍Why do we study English?To experience lifeTo experience languageWarmi

7、ng-up: Mixed-tense Questions1 What did you do last night?2 What are you doing now?3 Are you going home after this lesson?4 What were you doing at 3am today?5 What will you do tonight?6 What are you going to do at the weekend?8 What will you be doing at 10am tomorrow?10 What time do you get up?11 Wha

8、t time did you get up today?whole class activityCalamities and Rescueslisten教学脉络介绍Listen 1focus on general information ( monologue)Content awareness (in class)through pondering on three basic questionsQuestion 1Question 2Question 3Pre-listeningWhat is calamityoutput+Things To Do: picture description

9、Where was I ?outputFigure 1Figure 3Figure 4Figure 2outputFigure 1Forbidden Word: earthquakeGeneral: impaired lost dangerous awfulvulnerable helpless scaredSight: crusheddestroyed ruinedclean the wreckedSound: bang CrashCryinggroaningoutput+Forbidden words: droughtFigure 2General:Sight: Weather: scar

10、cityHarshdreadfulWaterDeforestationOver-cultivationaridabandoneddesolatesplits on the groundHorrible viewCrops lossesfood/water shortagesextremely hotbroilingoutput+, Forbidden words: rainstorm floodFigure 3General:Sound: sight: powerless terrifiedblowstrong wind horribledeafeningthunderthunderclapb

11、lindinglightningreach the waistdownpour overwhelmedoutput+Forbidden words:polluted river (water)Figure 4General:Smell: Sight: terribledesertedrotten chokingdirtysticky filthy disgusting garbagewastesoutput+What is the typicalclassification of calamities? Whats the typicaloutput+Twisteroutput+Action/

12、Adventure and ThrillerThe Lawnmower Manoutput+Science Fiction/FantasyThe largest storm to hit Oklahoma in more than half a century is brewing, and it promises to drop multiple twisters into Tornado Alley. Its the storm that two rival groups of scientists have been waiting for to earn their place in

13、meteorological history. Each team wants to be the first to launch their own equipment pack inside a twister to transmit valuable scientific data about tornado behavior. But to do so, they must put themselves directly in the path of the tornado and stay always just ahead of the swirling twisterAction

14、/Adventure and ThrillerTwisteroutput+whole class activityA simpleton gardener is transformed by a scientist using virtual reality software into a malevolent mega-genius. Excellent computer graphic animation by Angel StudiosScience Fiction/FantasyThe Lawnmower Manoutput+whole class activityIs there a

15、nything positive about the tragic happenings? Keep the question in your mind and lets listen to the report. Try to figure out:some of the examples of disastersthe two categories of calamitiesWhile-listening: predictoutput+Pause after the words “as tragic as calamities are and ask the learners to pre

16、dict what follows.Pause after “these selfless acts of people make our world a better place. and ask the class to predict the subject in the ending sentence “_ eases the wounds of calamities.”instructionsoutputwhole class activityPause and PredictLanguage awarenessTo look for wordsTo combine these wo

17、rds into sentencesTo combine these sentences into passage教学脉络介绍Listen 1focus on general information ( monologue)What names are there for different kinds of calamities?What adjectives are used to describe the tragedies and people suffering How many negative verbs are used and whats for? How many posi

18、tive verbs are used and whats for?Listen to paragraph for three times, each time you have one task to fulfillThings To Do: Look for wordsWithout referring to the text, can you match the nouns with the verbs and adjectives? Write as many sentences as possible .outputListen to the text again, can you

19、see the difference between your using certain words and those wordings in the text. Try to locate one or two different wordings and have a close look at them and discuss with your partner about what makes the difference.outputoutputHave a group of six and try to reproduce the general introduction to

20、 disasters in your own words on the base of our previous activities. Each of you will take turns to tell the group your version of the introduction. Possible mistakes should be noted by the listeners and discussed and corrected within the group.教学脉络介绍Listen 2focus on detailed information ( monologue

21、)Listen to the passage (information gathering)Form WH-questionsReproduce the report with the help of those questionsHave a group of two, listen to the later part of the passage twice , take notes about all the information you can grasp in words while you listen.After listening, compare your notes an

22、d try to make as many WH-questions as possible with the help of your notes. And then take turns to ask and answer these WH-questionsWH-questions practicereferenceoutputFind another two groups, take turns to ask these questions, see if they can answer them. Then you should listen to their WH-question

23、s and see if you can answer them.Things To Do:outputWhich plane was THE plane?What happened to the plane? When and where did the crash take place? What seemed to have caused the crash? What was the result of the crash?How many people were killed in the crash?What did the residents do to give help?Fo

24、cus on monologue: detailed informationreferenceoutput图示意识Try to retell the story in your own words with the help of the answers to your WH-questions. Each of you will take turns to tell the group your version of the story. Possible mistakes should be noted by the listeners and discussed and correcte

25、d within the group.Things To Do:outputtalkTalk 1 -focus on how to describe a traffic accident (dialogue)Input 1Language awareness(in class)Words and patternsstructureOutput1AppliedTo reproduce the dialogue(pair work)To check and discuss (pair work)Assignment教学脉络介绍Input 2grammar awareness (in class)d

26、rill You wouldnt believe what (that, who, when)(the whole class)patternsId like, Id like to, Would you like, Would you like toOutput 2Applieddrill You wouldnt believe what (that, who, when)(the whole class)PracticalMake sentences(the whole class)Role play(pair work)教学脉络介绍Input 3Grammar awareness (in

27、 class)Simple past tenseOutput 3PracticalWords (pair work)Sentences (pair work)Discourse-describe things happened one after another (pair work)Recreation 教学脉络介绍How to talk about an accidentNow with the help of the following expressions, and the structure hints, work with your partner, try to reprodu

28、ce the dialogue of discussing a bus accident on the street.Focus on dialogueoutput1Topic:talking about a traffic accidentRoles:George and MichaelSituation:George saw a bus accident in the street. A van came around the corner and crashed into the side of the bus. One of his friends Jimmy was on that

29、bus. George is now talking with Micheal about the accident.BackgroundinformationYou wouldnt believeTell me about it.It was as if never saw the bus.Many were injured.From what I could seeIt looks likeSb will(not) make it.Sb will be OK.awfulbus accidentcarry sb into the ambulancecame around the corner

30、crash right intoslow downpractically fulltake sb to a hospitalgo see him(her)Usable ExpressionsUsable Sentence Patterns1Native-like fluencyTHINK ABOUT HOW TOtalk about a traffic accidentThe first turn : A: Open a dialogue about sth you saw that was awfulB:Ask about itA:Give the general description F

31、ocus on dialogueThe second turn : three aspects of detailed information about the accident B:Ask about whether the van slowed down A:(respond)B:Ask about how many there were on the bus A:(respond)B:Ask about the injury A:(respond)The third turn : ask about the hospital to which the injured were send

32、Compare your dialogue with the sample dialogue 1 in our textbook.Mark one difference in wording.Discuss with your partner, whether your wording is a possible alternative, or an inappropriate or incorrect usage.You can ask your teacher to help you. Work with your partner after class. Try to fulfill t

33、he communicative task 1 on page 75 with more tips for talking about a traffic accident.Assignment Record your dialogue on the net and hand it in through the website: www.CFLO. www.englishXP.:whole class activityYou wouldnt believeDrillingYou wouldnt believeYou wouldnt believeYou wouldnt believeoutpu

34、t2howwhatthatwhowhenwhere“You would nt believe ”grammar2in the textWould is used in polite statements, for example, in invitations and in situations where we need to make a question less direct, in a restaurant, for instance.Examples:Id like a one way ticket, please. Id like a window seat please.I w

35、antId likeI would liketypical usageis less polite and inappropriate here.Watch out!Native-like selectionExamples:Would you like a drink? How many eggs would you like?restaurantgrammarWould you like.Example(s):Would you like to go to a movie with me?Would you like to.?invitations周末有什么安排吗？愿意跟我去看场电影吗？你

36、想喝点儿什么？咱们去吃点东西吧。下周再一起出去好吗?1. You encounter the girl who is a total babe on the campus, ask if she has some plans for the weekend.2.Ask her out for a movie, Twister, for instance.3.(at a bar) ask the girl what she likes to drink.4. the girls reply.5.(after the movie) say youre hungry, suggest to go to a snack bar together. Role-play output2Topic: ask a girl outRoles: a boy and a girlCommunicative tasks:Example:He