《大学体验英语》(听说课)课堂教学模式设计课件.ppt

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,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力的考试。（占总成绩的30%）,Direct: patterns words and expressionsIndirect: questions for ponderingpictures,Tips for students to produce output are given in the following forms:,Native-like fluency,Native-like selection,让知识和技能合二为一,team work,动,活,形,式,pair work,all-by-your-own work,Major icons used and their meanings,whole class activity,Individual activity,tips,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 level应用（不脱离文章主题的语言技能训练 ）Sentence levelDiscourse level,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 levelDiscourse level,Write and ProduceInputGrammatical rulesTips and formats for practical writingOutputApplied writing(applying grammatical rules)Practical writing(following samples),操作形式Individual activityPair work,Why do we study English?,To experience life,To experience language,Warming-up: Mixed-tense Questions,1 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 What time did you get up today?,whole class activity,Calamities and Rescues,listen,Listen 1,focus on general information ( monologue),Content awareness (in class)-through pondering on three basic questionsQuestion 1Question 2Question 3,Pre-listening,What is calamity,Things To Do: picture description,Where was I ?,Figure 1,Figure 3,Figure 4,Figure 2,Figure 1,Forbidden Word: earthquake,Forbidden words: drought,Figure 2,Forbidden words: rainstorm flood,Figure 3,Forbidden words:polluted river (water),Figure 4,What is the typicalclassification of calamities?,Whats the typical,Twister,Action/Adventure and Thriller,The Lawnmower Man,Science Fiction/Fantasy,The 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 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 twister,Action/Adventure and ThrillerTwister,whole class activity,A simpleton gardener is transformed by a scientist using virtual reality software into a malevolent mega-genius. Excellent computer graphic animation by Angel Studios,Science Fiction/FantasyThe Lawnmower Man,whole class activity,Is there anything 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 calamities,While-listening: predict,Pause after the words “as tragic as calamities are and ask the learners to predict 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.”,instructions,whole class activity,Pause and Predict,Language awarenessTo look for wordsTo combine these words into sentencesTo combine these sentences into passage,Listen 1,focus 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 positive verbs are used and whats for?,Listen to paragraph for three times, each time you have one task to fulfill,Without referring to the text, can you match the nouns with the verbs and adjectives? Write as many sentences as possible .,Listen to the text again, can you 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.,Have a group of six and try to reproduce the general introduction to 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.,Listen 2,focus on detailed information ( monologue),Listen to the passage (information gathering)Form WH-questionsReproduce the report with the help of those questions,Have 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 and 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-questions,WH-questions practice,reference,Find another two groups, take turns to ask these questions, see if they can answer them. Then you should listen to their WH-questions and see if you can answer them.,Which 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?,Focus on monologue: detailed information,reference,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 corrected within the group.,talk,Talk 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,Input 2grammar awareness (in class)drill 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),Input 3Grammar awareness (in class)Simple past tenseOutput 3PracticalWords (pair work)Sentences (pair work)Discourse-describe things happened one after another (pair work)Recreation,How to talk about an accident,Now with the help of the following expressions, and the structure hints, work with your partner, try to reproduce the dialogue of discussing a bus accident on the street.,1,Topic: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 bus. George is now talking with Micheal about the accident.,Backgroundinformation,You 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 cornercrash right intoslow downpractically fulltake sb to a hospitalgo see him(her),Usable Expressions,Usable Sentence Patterns,1,Native-like fluency,THINK ABOUT HOW TO,talk about a traffic accident,The first turn :,A: Open a dialogue about sth you saw that was awfulB:Ask about itA:Give the general description,Focus on dialogue,The 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,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 the communicative task 1 on page 75 with more tips for talking about a traffic accident.,Record your dialogue on the net and hand it in through the website: www.CFLO www.englishXP,:,whole class activity,You wouldnt believe,Drilling,You wouldnt believe,You wouldnt believe,You wouldnt believe,2,how,what,that,who,when,where,“You would nt believe ”,2,in the text,Would 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.,Id like,I would like,typical usage,is less polite and inappropriate here.,Watch out!,Native-like selection,Examples:Would you like a drink? How many eggs would you like?,restaurant,grammar,Would 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,2,Topic: ask a girl outRoles: a boy and a girlCommunicative tasks:,Example:He woke up, took a shower and dressed. Then he had a cup of tea and.,Simple past tense,in stories,things,completely finished actions,happened one after another,3,What did you do this morning?Look through the following words and expressions, arrange them according to their order of happening.Develop sentences with “I”as the subject and use simple past tense since these things happened one after another.Describe your activities this morning in a coherent discourse to your partner, using linking words: first, after that,next,then, finally / at last,4,instruction,get uphear the alarm wake up at a.m.wash ones facelook at the clock yawn and stretchgo to the bathroomturn off the alarmsoap get in ones eyes,content words and expressions,head downstairs for breakfast go to the classroom to have Englishput some toothpaste on ones toothbrusheat a Chinese style breakfastdry ones face with a towelput on ones make-upcut oneself shaving brush ones teeth,linking words: first, after that,next,then, finally / at last,4,自救求生,20 道题，涉及人在各种紧急、突发事件下的应对方法、要诀。形式：分组抢答：每组每次的答题人应不一样全部都是yes and no question or 选择题每题一分，答对了加一分，答错了扣半分抢到答题权的组三秒钟之内不能给出答案就由别的组再次抢答，答错的题也可以再次抢答。,FAQ,CHECKING,Go to page 91,