1、课堂教学模式设计北京交通大学北京交通大学（原北方交通大学）（原北方交通大学）人文学院大学英语部人文学院大学英语部讲师讲师 安娜安娜大学大学 英语英语课时安排课时安排第一、二课时第一、二课时听说课听说课内容是由综合教程内容是由综合教程的听说部分拓展而成的听说部分拓展而成第三、四课时第三、四课时Passage A综合教程综合教程第五、六课时第五、六课时听说课听说课听说教程听说教程第七、八课时第七、八课时Passage B&写作课写作课综合教程综合教程 课前课前储备阶段储备阶段教学模式教学模式网上课堂网上课堂多媒体自学课件多媒体自学课件合理地安排自学合理地安排自学了解传统教学了解传统教学内容中的大部
2、内容中的大部分信息分信息为课堂为课堂教学提教学提供基础供基础课上课上拓展、应用阶段拓展、应用阶段内容及语言重点的检查和突显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启发学生自觉地利用英语学习英语课后课后巩固、发散、升华阶段巩固、发散、升华阶段教学特点教学特点注重注重 利用利用大学体验英语大学体验英语的立体化教材提供便的立体化教材提供便 利条件利条件注重注重 调动学生自主学习、互动学习的积极性调动学生自主学习、互动学习的积极性注重注重 在基础阶段对学生应用能力
3、和实用能力的培在基础阶段对学生应用能力和实用能力的培养养注重注重 在课前、课上、课下三个环节中突出以学生在课前、课上、课下三个环节中突出以学生为主导的教学指导方针为主导的教学指导方针注重注重 利用网络资源的优势，让学生接触真实环境利用网络资源的优势，让学生接触真实环境下的语言，在下的语言，在“学中用学中用”，在，在“用中学用中学”考核办法考核办法课前自学成绩课前自学成绩基于学生在网上提供的作业基于学生在网上提供的作业 （占总成绩的（占总成绩的10%10%）课上参与成绩课上参与成绩基于学生的个人表现及小组基于学生的个人表现及小组 总体表现（占总成绩的总体表现（占总成绩的20%20%）课下巩固及完
4、成课后作业的成绩课下巩固及完成课后作业的成绩基于学生在网基于学生在网 上提供的二次作业和对课后作业上提供的二次作业和对课后作业 的完成情况（占总成绩的的完成情况（占总成绩的10%10%）期末考试期末考试传统试卷（对基本语言点和听力、阅传统试卷（对基本语言点和听力、阅读、写作能力的考察）（占总成绩的读、写作能力的考察）（占总成绩的30%30%）口语考试口语考试根据根据综合教程综合教程中的听说部分和中的听说部分和听说教程听说教程中的内容设计的考察学中的内容设计的考察学生实用及应用能力的考试。（占总成生实用及应用能力的考试。（占总成绩的绩的30%30%）Direct: lpatterns lword
5、s and expressionsIndirect: lquestions for ponderinglpicturesTips for students to produce output are given in the following forms:听说听说课堂课堂总体总体脉络脉络介绍介绍Native-like fluencyNative-like selection让知识和技能合二为一让知识和技能合二为一team work动动活活形形式式pair workall-by-your-own workMajor icons used and their meaningsoutoutputp
6、ut+whole class activityIndividual activitygrammarinstructions读写读写课堂课堂脉络脉络介绍介绍tipssimulationoutoutputput操作形式操作形式Individual activityThe whole class taskPair workTeam work (team racing)Listen and TalkInputlContent awareness (general-detailed)lLanguage awareness (词词-句句-语篇结构语篇结构)Outputl实用（脱离开文章主题的语言技能训练）
7、实用（脱离开文章主题的语言技能训练）Sentence levelDiscourse levell应用（不脱离文章主题应用（不脱离文章主题的语言技能训练的语言技能训练 ）Sentence levelDiscourse level听说听说课堂课堂总体总体脉络脉络介绍介绍大学体验英语大学体验英语综合教程综合教程第四单元教学方案第四单元教学方案操作形式操作形式Individual activityThe whole class taskPair workTeam work (team racing)Read and ExploreContent Awareness and ProducelWholWh
8、atlFrom what angleLanguage Awareness and ProducelInputGrammarWordslOutputWords levelSentence levelDiscourse level读写读写课堂课堂总体总体脉络脉络介绍介绍Write and ProduceInputlGrammatical ruleslTips and formats for practical writingOutputlApplied writing(applying grammatical rules)lPractical writing(following samples)操
9、作形式操作形式Individual activityPair work读写读写课堂课堂总体总体脉络脉络介绍介绍Why do we study English?Warming-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
10、 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 activityCalamities and Rescueslisten教学教学脉络脉络介绍介绍Listen 1focus on general information ( monologue)Content awareness (in class)-through pondering on three basic questionsQuestion
11、 1Question 2Question 3Pre-listeningWhat is calamityoutoutputput+Things To Do: picture descriptionWhere was I ?outoutputputFigure 1Figure 3Figure 4Figure 2outoutputputFigure 1Forbidden Word: earthquakeGeneral: impaired lost dangerous awfulvulnerable helpless scaredSight: crusheddestroyed ruinedclean
12、the wreckedSound: bang CrashCryinggroaningoutoutputput+Forbidden words: droughtFigure 2General:Sight: Weather: scarcityHarshdreadfulWaterDeforestationOver-cultivationaridabandoneddesolatesplits on the groundHorrible viewCrops lossesfood/water shortagesextremely hotbroilingoutoutputput+, Forbidden wo
13、rds: rainstorm floodFigure 3General:Sound: sight: powerless terrifiedblowstrong wind horribledeafeningthunderthunderclapblindinglightningreach the waistdownpour overwhelmedoutoutputput+Forbidden words:polluted river (water)Figure 4General:Smell: Sight: terribledesertedrotten chokingdirtysticky filth
14、y disgusting garbagewastesoutoutputput+What is the typicalclassification of calamities? Whats the typicaloutoutputput+Twisteroutoutputput+Action/Adventure and ThrillerThe Lawnmower Manoutoutputput+Science Fiction/FantasyThe largest storm to hit Oklahoma in more than half a century is brewing, and it
15、 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 abou
16、t 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/Adventure and ThrillerTwisteroutoutputput+whole class activityA s i m p l e t o n g a r d e n e r i s transformed by a scientist using virtual reali
17、ty software into a malevolent mega-genius. Excellent computer graphic animation by Angel StudiosScience Fiction/FantasyThe Lawnmower Manoutoutputput+whole class activityIs there anything positive about the tragic happenings? Keep the question in your mind and lets listen to the report. Try to figure
18、 out:some of the examples of disastersthe two categories of calamitiesWhile-listening: predictoutoutputput+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 pr
19、edict the subject in the ending sentence “_ eases the wounds of calamities.”instructionsoutoutputputwhole class activityPause and PredictLanguage awarenessTo look for wordsTo combine these words into sentencesTo combine these sentences into passage教学教学脉络脉络介绍介绍Listen 1focus on general information ( m
20、onologue)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 f
21、ulfillThings 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 .outoutputputListen to the text again, can you see the difference between your using certain words and those wordings in the text. Try to locate
22、 one or two different wordings and have a close look at them and discuss with your partner about what makes the difference.outoutputputoutoutputputHave 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
23、 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.教学教学脉络脉络介绍介绍Listen 2focus on detailed information ( monologue)Listen to the passage (information gathering)Form WH-questionsReproduce the re
24、port 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 and try to make as many WH-questions as possible with the help of your notes. And
25、 then take turns to ask and answer these WH-questionsWH-questions practicereferenceoutoutputputFind 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.Things To Do:outoutputputWhich plane was
26、 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 informationreferenceoutoutputput图示意识图示意识
27、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.Things To Do:outoutputputtalkTalk 1 -f
28、ocus on how to describe a traffic accident (dialogue)lInput 1Language awareness(in class)lWords and patternslstructurelOutput1AppliedlTo reproduce the dialogue(pair work)lTo check and discuss (pair work)lAssignment教学教学脉络脉络介绍介绍lInput 2grammar awareness (in class)ldrill You wouldnt believe what (that,
29、 who, when)(the whole class)lpatternsId like, Id like to, Would you like, Would you like tolOutput 2Appliedldrill You wouldnt believe what (that, who, when)(the whole class)PracticallMake sentences(the whole class)lRole play(pair work)教学教学脉络脉络介绍介绍lInput 3Grammar awareness (in class)lSimple past tens
30、elOutput 3PracticallWords (pair work)lSentences (pair work)lDiscourse-describe things happened one after another (pair work)lRecreation 教学教学脉络脉络介绍介绍How to talk about an accidentNow with the help of the following expressions, and the structure hints, work with your partner, try to reproduce the dialo
31、gue of discussing a bus accident on the street.Focus on dialogueoutoutputput1 1Topic: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.
32、 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 cornercras
33、h right intoslow downpractically fulltake sb to a hospitalgo see him(her)Usable ExpressionsUsable Sentence Patterns1 1Native-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 Foc
34、us 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 sendlC
35、ompare your dialogue with the sample dialogue 1 in our textbook.lMark one difference in wording.lDiscuss with your partner, whether your wording is a possible alternative, or an inappropriate or incorrect usage.lYou can ask your teacher to help you. Work with your partner after class. Try to fulfill
36、 the 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 believeoutou
37、tputput2 2howwhatthatwhowhenwhere“You would nt believe ”grammar2 2in 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
38、please.I wantId 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周末有什么周末有什么安
39、排吗？安排吗？愿意跟我去看愿意跟我去看场电影吗？场电影吗？你想喝点儿你想喝点儿什么？什么？咱们去吃点咱们去吃点东西吧。东西吧。下周再一起下周再一起出去好吗出去好吗?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 rep
40、ly.5.(after the movie) say youre hungry, suggest to go to a snack bar together. Role-play outoutputput2 2Topic: 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 tensein storiesthingscompletely finished ac
41、tionshappened one after another3 3grammarWhat did you do this morning?(1) Look through the following words and expressions, arrange them according to their order of happening.(2) Develop sentences with “I”as the subject and use simple past tense since these things happened one after another.(3) Desc
42、ribe your activities this morning in a coherent discourse to your partner, using linking words: first, after that,next,then, finally / at lastoutoutputput4 4instructionget 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
43、ones eyescontent words and expressionsh e a d d o w n s t a i r s f o r 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 teethlinking words: first, after that,ne
44、xt,then, finally / at lastoutoutputput4 4自救求生自救求生20 道题，涉及人在各种紧急、突发事件下的应对方法、要诀。道题，涉及人在各种紧急、突发事件下的应对方法、要诀。形式：形式：分组抢答：分组抢答：每组每次的答题人应不一样每组每次的答题人应不一样全部都是全部都是yes and no question or 选择题选择题每题一分，答对了加一分，答错了扣半分每题一分，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，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。答错的题也可以再次抢答。Recreation FAQescaping disastersCHECHEC CKINGKINGGo to page 91
