新标准听力第一册unit3教案

大学英语1课程授课教案课程号：BB109313学院外国语学院任课教师司艳辉授课题目Unit3InsideView&OutsideView授课时间长度90分钟授课进度第9周，总第节授课对象城市13-4；秘书13-4，5教学目标知识与技能目标：熟悉所听内容，完成教材相关理解题目；学习如何表达学习中遇到的困难和不同的学习风格；理解思维导图的概念和作用。过程与方法目标：教学过程以学生为中心，加强学生小组配合和合作学习能力。情感态度与价值观目标：了解中西方学习风格的差异，培养跨文化交际意识。教学重点知识内容重点：如何谈论学习上遇到的困难。能力和素质拓展重点：学习运用思维导图，提高学习效率。教学难点1.中西方学习风格的差异；2.思维导图的理解和应用；3.识别不同问句中的升调和降调。教学方法分析根据本课及学生实际情况，在交互式教学模式下采用以体验式，启发式的教学方法，启发学生思维，注重鼓励参与，通过合作学习的方式引导学生进行会话和讨论，熟练运用所学表达进行日常交际。教学方式：讲授eq\o\ac(□,√)探究eq\o\ac(□,√)问答eq\o\ac(□,√)实验□演示eq\o\ac(□,√)练习□其他□教学手段分析利用多媒体及板书相结合的方式展示本课重点及与本单元相关的扩充材料。教学手段：板书eq\o\ac(□,√)多媒体eq\o\ac(□,√)模型□实物□标本□挂图□音像□其他□过程设计复习与引导5分钟；口语活动10分钟；听力讨论70分钟；总结与布置作业5分钟授课类型理论课eq\o\ac(□,√)讨论课□实验课□练习课□其他□教学步骤设计步骤时间主要任务教师活动学生活动目的意图第一步〔5分钟〕复习上节内容，引入新授内容。提问与引导答复老师问题，随老师陈述回忆上节课讲述内容。复习前次内容，引入新的授课内容，保持授课的连贯性和便于学生整体掌握。第二步〔10分钟〕Startingpoint活动：组织学生以小组开展有关记忆单词和记忆方法的游戏，最后汇报游戏结果，检测各自的记忆方法是否有效。针对问题，进行小组内口语活动，在交流中应用语言，同时增强相互了解。通过游戏和同学交流了解各自的记忆单词的方法，为听力内容做好充分准备。第三步〔70分钟〕观看视频，完成理解任务，就相关话题进行对话和讨论。播放对话前引导学生预测内容，明确每次播放的任务；播放后以师生问答或学生对话形式检查任务完成情况；引导学生总结发现学习重点，积累常用口语表达。每段对话听两到三遍，小组讨论完成听力任务；以对话形式呈现问题答案；总结话题相关的常用句式和口语表达方法；应用所学表达模仿会话及讨论。通过问题帮助学生充分理解听力材料；总结发现常用表达方法并通过运用熟练掌握。第四步〔5分钟〕总结与布置作业口头总结本次课程内容；布置作业内容；介绍下节课所讲内容。随老师总结快速记忆和复习，记录作业内容。总结复习，布置作业，为下次课准备。内容讲解第一步〔5分钟〕复习上节内容，引入新授内容：Goodmorning,everyone.Lastclasswediscussedaboutfood,tablemannersandhowtoraiseawarenessofjunkfood.Nextyourgroupwork:demonstratehowtomakesdish.Today,wearegoingtoknowaboutmemory,learningstyleandhowtocreatemindmaps.第二步〔10分钟〕Startingpoint活动：Playamemorygame.Whoisthekingofthememory?Lookatthewordsandexpressiononpage26andmemorizeasmanyasyoucanin30secondsCloseyourbookandwritedownasmanywordsandexpressionasyoucan.Asktwostudentstowriteontheboard.Checkyouranswers.Howmanydidyougetright?Workingroupsanddiscussthemethodsyouusedtomemorizethesewordsandexpressions.II.Asksomestudentstoreporttheirmethods.RecommendsomeefficientmethodstomemorizeEnglishwords.PossiblemethodsformemorizingEnglishwords:AccordingtopronunciationsWiththehelpofvisualaidslikepictures.Bywordformation(prefix,suffix,compound,etc.)Byassociatingwithotherfamiliarexperiences;第三步〔60分钟〕讲授新内容：=1\*ROMANI.InsideViewInthispart,we’lldoaquiztodiscusstheuseofmemorywithMarkandJanet,andtalkaboutthedifficultiesofstudyinginthewestanddifferencesbetweenChineseandwesternteachingandlearningstyles.1.Conversation1Inthisconversation,MarkandJanetaredoingaquizoftheuseofmemory.Judgeanddiscussinpairswhetherthestatementsaretrueorfalseaccordingtoyourownexperiences.

YouMarkTrueFalseTrueFalse1Physicalexerciseimprovesyourmemory.2Thirtypercentofpeoplehaveavisualmemory.3Whenyou’retired,it’smoredifficulttorememberthings.4Ifyoudooneactivityforalongtime,yourmemorywillimprove.5Eatingfruitandvegetablescanimproveyourmemory.NowwatchConversation1andcheck(√)Mark’sanswersinthetable.WatchConversation1againandanswerthequestions.1.Whatisthetitleofthequiz?2.WhatdoesMarksayabouthismemory?3.WhatdoesMarksayhecan'tdo?4.WhatdoesMarksayaboutTheTimesnewspaper?5.WhatdoesJanetsayattheendoftheconversation?6.WhydoesJanetlaugh?5minutesforyoutoaskyourpartnersthesequestionsandseeifyou’vegotthesameanswer.Languageandculture(1):TheTimesisadailynationalnewspaperintheUK.Itisaseriousnewspaperanditsreadersaremostlywell-educated.Languageandculture(2):Atutorialisalessoninwhichastudentorasmallgroupofstudentsdiscussasubjectwithatutor,especiallyatauniversityorcollege.AttheUniversityofConversation2Prediction:Workinpairs.ReadthefiveitemsandpredicttheonesthatyouthinkmaybedifficultforJanet.1.askingquestionsduringtutorials2.memorizinginformation3.criticalthinking4.havingdiscussionswithhertutorduringtutorials5.havingalargeamountofworktodoWatchConversation2andfindouttheanswerstothequestions.1.What’sup?2.Youhavetomemorizealot,don’tyou?3.Whatdoyoumeanbycriticalthinking?4.Whydoyousaythat?5.Canyougiveanexampleofsomeresearch?b.WatchConversation2againandcompletethesentenceswithsinglewordsorbriefphrases.Performtheconversationwithyourpartners.Trytoimitatethepronunciationandstress.Onepairofstudentsperformsthedialogueinpublic.Otherstudentschecktheiranswers.Summarya.Decidethemeaningofthefollowingexpressions:Doyouwanttohaveago?mightaswellRight.You’relookingabitdown.What’sup?Hey!b.Summarizetheusefulexpressionsinthispart.UsethemtomakeconversationsfollowingthedirectionsinPart8.CorrectingActually,…/Infact,…Wrong,I’mafraid.TalkingaboutabilityIfinditdifficult.I’mgoodat…Ihavedifficulty…I’mgettingbetterat…Everyoneiscapableof…GeneralizingMostly/Generally,…If/Whenyou(do)…,you(do/will)…Physicalexercisesimproves…GivinginstructionsYourtaskisto…andthen…Now…/Youhaveto…/I’ll…=2\*ROMANII.OutsideView1.Languageandculture:Mindmapsa.Definition:Amindmapisadiagramusedtorepresentwords,ideas,tasks,orotheritemslinkedtoandarrangedaroundacentralkeywordoridea.Mindmapsaretogenerate,visualize,structure,andclassifyideas.b.Uses:Mindmapsareusedasanaidinstudy(revision),note-taking,problemsolving,decisionmaking,andwriting.c.Advantages:GiveaquicksummaryEnablecreativethinkingHaveavisualmap2.Workinpairs.Fromwhatyoulearnabout“mindmap”in“Languageandculture”,trythefollowingquestions.1Whatisamindmap?2Haveyoueverusedone?3Whydoweusethem?4Whataretheadvantagesofusingmindmapsoverwritingnotes?NowwatchPartIofthevideoclipandcheckyouranswers3.WatchPart1againandcorrectthesentencesaccordingtowhatyouhearfromtheclip.4.NowwatchPart2ofthevideoclipandwritedownthestudents’responsestothesentencesspokenbytheteacher.5.WatchPart2againandchoosethebestwaytocompletethesentences.第四步〔5分钟〕总结及布置作业:Ok,nowlet’ssumupwhatwehavelearnedtoday.TodaywetalkaboutsomeefficientmethodstomemorizeEnglishwords;learnedaboutthesentencepatternsaboutabilityand