教学设计：初二Unit5Listeningandspeaking

八年级上册Unit 5单元整体教学设计1.单元主题确定本单元的话题是娱乐活动 (Entertainment)属于新课标中“人与社会”范畴内“文学、艺术与体育”主题群中的“中外影视、戏剧、音乐等艺术形式中的文化价值和作品赏析，优秀的艺术家及其艺术成就”子主题内容。

2.单元内容分析本单元在语言知识上侧重动词不定式做宾语用法的学习及训练。

A部分主围绕电视节目(TV shows)展开，呈现了不同电视类型的表达方式和表达对电视节目偏好的句型,还呈现了谈论计划和安排的句型主要学习动词不定式做宾语的语法结构。

通过听说读写推进语言学习。

3.单元课时内容Part1:Section A 1a-2d听说课Part2:Grammar focus-3c语法课Part3:Section B 1a-1d听说课Part4:Section B 2a-2e阅读课Part5:3a-self check写作课4.单元教学目标本单元学习结束时，学生能够（1）语音：在朗读中正确把握句子的节奏和重音。

（2）词汇短语句型：正确使用新词汇和短语表达。

（3）语法：正确使用比较级结构谈论人物品质和特性。

（4）能力：提高听说能力；掌握基本的阅读技巧：预测、精读、泛读；结合本单元的语言表达完成基本的写作训练。

第1课时教学设计一、教学内容：Section A 1a-2d二、课型：听说课三、语篇研读What: 本课时围绕“电视节目”话题展开。

在谈论对不同类型电视节目的语境下学习相关名称词汇激发学生的英语学习兴趣。

Why: 学习从多角度、辩证地看待事物，知道电视节目可以帮助其开阔视野、了解外界、打开思路，但同时要注意保护视力，不能过度沉迷，并引导学生能够根据自身兴趣爱好和需要选择合适的电视节目培养其积极向上的生活情绪。

How: 对话涵盖三个听力和两个对话，以谈论喜欢的电视节目为主，表达原因，突出动词不定式做宾语的语法结构。

四、教学目标通过本课时学习，学生能够：1. 掌握本课时的新词和句型表达。

Unit 5 The Value of MoneyListening and Speaking教材分析开篇页主题图展现的是电影《百万英镑》中发生在酒店的一幕。

在这幅剧照中，主人公亨利高高举起百万英镑大钞给债主们看，剧照的背景就是这张在故事发展中起重要作用的巨额钞票。

开篇页的名言警句为英国哲学家弗朗西斯·培根的语句“Money is a good servant and a bad master.”名言所揭示的金钱作用的双重性与本单元的“金钱的价值”主题相呼应，本单元的主题意义由此引出：探讨对金钱的正确态度，培养树立健康的金钱观。

听说板块的主题为“讨论拾金不昧的善举”（Discuss the good deed of returning lost money）。

该板块通过一则“清洁工拾金不昧”的新闻报道开启本单元关于金钱价值的主题讨论，为后面探究《百万英镑》戏剧的主题意义做铺垫。

同时，新闻体裁的引入也体现了语言学习的实用性，旨在帮助学生熟悉新闻报道的文体特点，培养听英语新闻的技能。

发音板块提供了《百万英镑》的几个剧本音频片段用作语音练习素材，旨在引导学生关注语调和语流节奏。

一方面，学生可通过模仿学习掌握正确的语音语调，体会句子的重读、弱读和节奏；另一方面，学生可模仿学习剧中角色如何运用语流节奏来表达情感，增加语言感染力。

教学目标1. 能正确理解和使用下列单词/词块：basis, on the basis of, loan, take out a loan, plastic, apologise, ignore, in return, judge。

2. 能通过听说模仿掌握正确的语音语调，体会句子的重读、弱读和节奏。

3. 能通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

4. 能通过听新闻报道获取具体信息，梳理事件的来龙去脉。

5. 能通过运用听力材料中所提取的语言信息，谈论“金钱的价值”这一主题。

Unit 5 What were you doing when the rainstorm came.听说课教学设计Teaching aims:Knowledge aims:Students can master some useful words and phrases in this class.Students can master the usage of the sentence pattern “what were you doing when…”.Ability aims:Students can get some listening skills through different listening activities.Students can use the useful sentence patterns to describe things happened in the past.Emotional aims:Students would like to share their stories with their classmates.Students will be interested in speaking English.Teaching key points and difficult points:Key points:Students can master the usage of the sentence pattern “what were you doing when…”.Students can get some listening skills through different listening activities.Difficult Points:Students can use the useful sentence patterns to describe things happened in the past.Teaching procedures:Step 1 Lead-inGreet students and show some pictures about a short story happened in thepast. And then ask students what happened and guide them to describe the story in their own words. In this way, the teacher will lead the topic of “What were you doing when the rainstorm came.”.(Justification: It can also arouse students’ interest and enlighten their mind, students will have a preparation for the new class.)Step 2 Pre-listeningAsk students to predict what happened according to the pictures in the textbook, and show them some new words and phrases such as go off, take a shower and umbrella. Use pictures and actions to guide them to understand the meaning of those words and phrases.(Justification: Students’ prediction ability will be cultivated. Learning the new words before listening can clean the obstacles of listening) Step 3 While-listening1.extensive listeningListen to the radio of 2a for the first time and answer the following questions:1).What’s the main idea of this dialogue?(Justification: Students’ extensive listening skills can be trained. Students can get the main idea of the dialogue through grasping some key words.)2.intensive listening1).Listen to the radio of 2a for the second time and number the pictures.2).Listen to the radio of 2a for the third time and fill in the blanks in the sentences in 2a.(Justification: These tasks can help students to understand this dialogue much better. This activity can also develop students’ listening skills about getting detailed information and prepare well for their following speaking) Step 4 Post-listening1)Retelling: Use the information in 2a to retell the story in a boy anda TV reporter.2)Role play: First, ask students to read the dialogue in 2d and give them 6 minutes to practice this dialogue, then invite some students to role play the conversation in the front of the classroom.(Justification: Retell this dialogue can practice students’ summarizing ability and apply the sentence patterns we have learned. Also, speaking in the front of the classroom can cultivate students courage of speaking English and their spoken English will be trained.)Step 5 Summary and homeworkSummary: Teacher will guide students to summarize what we have learned today together.Homework: Ask students to practice the conversation we’ve learned in this class with their partners after class..Blackboard design:Unit 5 What were you doing when the rainstorm came.----What were you doing when…?---- I was doing…。

主题单元分课时教学设计课题指向学科核心素养的高中英语主题式教学 （第1 课时）课时类型Listening and Speaking学时40分钟教学素材PPT, 视频资料；黑板；指导思想和理论依据1.主题为语言学习提供主题范围或主题语境。

学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。

语言技能是语言运用能力的重要组成部分。

学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。

2.设计理念重点在于从传统的讲解式的被动式学习转变成语法知识的积极主动的体验式学习，突出语篇和主题的功能性，培养学生积极探索的学习意识内容分析/语篇研读/文本分析本课内容的主题语境属于：人与社会—探索世界上的语言，主题活动为一段关于“learn a foreign language”的演讲。

要求学生通过听一段介绍语言和语言学习的演讲，了解联合国的工作语言，并和同伴探What听力文本是一段演讲，信息量较大，介绍了世界上的语言数量、母语使用人数最多的语言，以及当代年轻人学习外语的动机和理由等内容。

作为演讲文体，文本语言注重节奏，讲究对转折、欲扬先抑等技巧的运用，以制造兴奋点、吸引注意力，引起青年听众的共鸣，并逐步引导听众随着演讲者的陈述，分析和思考相关的内容。

文本从学生把英语学习视作唯一的外语学习说起，首段运用了表示转折和表达观点的多种句式，例如:“it seems that the only ...""There ar...”"However ...”“But it is very wise to learn ...”，等等。

这些带有转折意味的句子环环相扣，能有效地吸引听众跟随演讲者的思路，关注演讲内容。

接下来文本通过将介绍联合国的六种工作语言与语言学习相结合，启发学生从国际视野的角度思考自身的语言学习。

Listening and Speaking 教学设计基本信息科目英语年级册次高一年级必修一版本单元人教版Unit 5 姓名学校教学内容分析【What】本单元的中心话题是“世界上的语言”，通过对这一话题的探讨加强学生对不同语言文化的了解。

本节课的话题是谈论人们学外语的原因（Talk about reasons why people study a foreign language）。

该话题属于主题语境——人与自我。

子话题为生活与学习-乐于学习，善于学习，终身学习。

通过本课的学习，学生获取、了解世界语言概况，并谈论自己语言学习的选择和理由。

本段听力材料是一篇演讲，围绕languages around the world分两部分展开，第一部分简要介绍了世界上的不同语言，第二部分谈到了两个学习外语的理由:学习外语有利于就业和与家人、友人交流的需要。

【Why】世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化。

教材听力文本不仅呈现了世界语言发展概况，而且还对语言学习的必要性进行了深入分析。

学生通过听取事实性的信息、梳理文中学习外语的原因，能够对当今社会背景下外语学习的重要性进行深入思考。

这有助于提升学生分析问题的能力，引导学生从跨文化的视角观察和认识世界，对外语学习做出正确的价值判断。

基于语篇，学生进一步联系自身外语学习实际，分析自己的学习动机，调动激发自己的外语学习内驱力。

同时，学生在学习中通过听和说的活动，提高语言运用能力，为本单元其他部分的学习打下语言基础。

【How】从内容上讲，本段演讲的中心论点是It’s wise to learn at least one other foreign language。

演讲者从两个层次进行论证：一、世界上不同语言的发展现状。

二、分析阐述人们学习外语的两点理由：未来获得更好的就业机会，或是满足家人、友人的交流需要。

并以One American girl chose to learn Danish和Another young lady started learning French举例证明。

B2U5 Music Listening and Speaking 教学设计Talk about music preferencesⅠ.Learning objectives：1.Identify different types of music.2.Listen and get information about students’ music preferences.3.Talk about my music preference and give reasons.4.Conduct an interview about music preferences of my classmates.Ⅲ.Teaching proceduresWele to Rickey ’s music studio!To be an interviewer of my studio!Step 1: Know something about teacher and music.Training Activity 1:Decide whether these statements are T or F.1.Classical music is Rickey’s favorite type of music.2.I much prefer country music to Chinese traditional music.3.I am also fond of hiphop and when I listen to it, I get carried away.4.“Love story〞by Taylor Swift always touches my heart, and it remains me of people I deeply love.Step 2: Listen to an interview about students’music preference.Training Activity 2:Listen and write down what kinds of music they like.Training Activity 3:Listen again for the reasons or feelings for music. Step 3: Express my music preferences and give reasons.Training Activity4:Talk about music preferences and reasons or feelings.Step 4: Listen to an interview about students’ music preference.Training Activity 5:Listen once more and paraphrase the answers from the sentences.Step 5: Conduct an interview about music preferences of my classmates.Training Activity 6:Interview three students about music and make a report in front of the class.Interviewer: What kind/type of music do you like/prefer?What kind/type of music are you fond of?Do you like/prefer...?Interviewee: I like/prefer.../ I’m fond of...Interviewer: What makes it special to you?/what do you like about it?/... Interviewee: When I listen to..., I feel....。

牛津英语八年级下Chapter 5 Listening听力教学设计预案教案设计理念本节课本着激发学生兴趣，突破听力障碍，掌握“听”的基本技能；借助语境克服生词障碍，理清事件因果关系；根据英语新课程标准英语听力的教学要求设计听力教学环节与其他环节，特别是读、说、写紧密结合,为学生说和写能力的提高在语言和内容方面奠定基础，使学生能在听力教学中产生愉快感和自豪感。

变“要我听”为“我要听”。

教学目标1、根据“TelephoneMessages”提些启发性问题：“ynameis…”、“Mytelephonenumberis…”。

2、给学生提供必要的语境:“Hello，Thisis…speaking.essages”，找准切入点让学生学会有礼貌地向他人询问信息，帮助别人做好电话记录而转告，学习学会如何有礼貌地与人交流相处。

2、激活相关背景知识与信息，促使学生积极思考，为随后的听力活动做好铺垫。

教学难点1、集中注意力听到呼叫方的人名的拼写，能写出电话号码。

2、注意对话的背景声音和说话人的语气、语调和重音记录重要信息。

3、学会捕捉对话者的意群，判断对话信息的意思。

教法视听法、问答法、情境教学法。

教学过程一、创设情景多媒体展示打电话图片：边打电话边做电话记录的秘书，忙碌但很开心的表情，激发学生学习气氛。

复习电话用语：Hello,thisis…speaking?MayIspeakto…?MayItakethemessageforyou?Yournameplease?Yourtelephonenumber?创设电话情景：需要直接通话的人不在现场，而要别人捎带口信或记录转告。

学习记录信息的技巧：只写有必要的信息，简略记录人名、电话号码、信息的简单词汇。

二、呈现知识，展现教法学生先学与听力材料很有关系的单词与短语，复习单词与短语:(英译汉) an:MayI____________toMarinaZheng,Please?an:Yes,please.Myname’sAndyStearinaZheng,please.arinaZheng’s_______________________.MayIhelpyou?Man:Oh,yes.ThisisDr.an:Yes.Her_______________.tomorroessage”语言材料,提高听力水平，落实教学目标。

《Unit 5 Music Listening and Speaking》教案【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’sense of cooperative learning and individual thinking capability.3. Develop students’different listening skills to solve different listening comprehensive problems.4. Help students to understand how to us e the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/p unk…I like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words andgive some examples.News words: classical, energy, soul…Talking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢Listen to/play/sing…《Unit 5 Music Listening and Speaking》导学案【学习目标】1. To understand the content of listening texts in terms of the whole and key details.2. To guess the meaning of words in listening; discuss with their peers about music, the types of music, and how the music makes them feel.3. To use functional sentences of the dialogue such as “I like to…when….”, “When I listen to …., it makes/reminds/helps/gives me…”and so on to start the conversation more politely and appropriately.【学习重难点】1. To guess the meaning of words in listening; discuss with their peers about music, the types of music, and how the music makes them feel.2. To use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【学习过程】Step 1 Lead inWhat type of music do you know? Which type is your favorite, and how does it make you feel?_____________________________________________________________________ _____________________________________________________________________ ________________________Step 2: PredictionSee the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?III: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. And tell the reasons why you guess so.Classical_________________________________________________________________ _________________________________________________________________Energy_________________________________________________________________ _________________________________________________________________ Soul_________________________________________________________________ _________________________________________________________________ Talking projectI. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢listen to/play/sing…。