人教课标版必修5听说课教学设计
人教版高中英语必修5 Unit4 听说课名师教学设计
教学流程
（详见相应教学设计）
Please, can you tell me…?
BHale Waihona Puke I shall be busy at… and … but I can be free at…
Maybe we can meet at…
Perhaps we could …
I would like to arrange…
I suggest that we meet…
I may be able to see you at…
That will/ won’t be convenient because…
I can/can’t do that because…
I look forward to seeing you.
2．语义目标：
（1）学生能知晓头条新闻的制作程序；
（2）学生能了解怎样进行预约。
教
学
目
标
1.语言目标：
（1）能够正确读写及运用以下单词及短语：
journalist, editor, photographer, admirable, unusual, assistant, submit, profession, colleague, eager, amateur, update, deadline, meanwhile, case, deliberately, skeptical, guilty, dilemma, publish, section, technical, thorough, gifted, housewife, crime, department, accurate, senior, polish, chief, appointment, involve delighted, assist, concentrate…(on), acquire, assess, inform, accuse…（of）, demand ,approve, so as to, ahead of, depend on, process,
高中英语人教新课标必修五 Unit5 Warming up and Speaking 课程教学设计
Unit5 听说课公开课教学设计（二）Teaching Plan for First Aid , Unit 5, M5（Period 1）--- By Wu YingWarming up and SpeakingOne. Teaching materialFirst Aid, Unit 5 of New Senior English for China Student’s Book 5 (Period 1) Two. Design Strategy1. Guiding ideologyThe new concept of “students-centered” teaching.2. Design intentTo enable the students to play an active role in their learning process with the teacher’s help, to discover for themselves, to analyze for themselves and to find solutions for themselves, the teaching principle of “combining the theory with the practice”is always focused on and also some useful teaching methods such as “task-based method, brainstorming, discussion, group work, etc.” are adopted.3. About the teaching materialThis is the first period of unit 5, of which the purpose is to increase students’awareness of the importance of knowing about first aid and improve their speaking ability. Besides, period 1 is to focus on the Ss’abilities to gather information, deal with information, solve problems and think and express in English by listening, discussing and speaking. It is very important for the Ss because it serves as a preparation part for the next few parts.4. About the studentsAs Senior 2 Ss, they are at different levels of English fluency. Some of them have lost interest in English. So during the lesson, a variety of activities are purposely arranged to let all of them join in to attract their interest and let them be confident and taste the joy of success.Three. Teaching Goals:1. Enable the Ss to get some first aid knowledge and learn how to give the basic firstaid treatment correctly.2. Improve the Ss’ speaking ability.3. Strengthen the co-operation spirit of the Ss.Four. Important Points:How to improve the Ss’ speaking ability.Five. Difficult points:How to help the Ss use what they’ve learnt to give first aid treatment correctly.Six. Teaching methods and aids:Methods:1. Group work;2. Discussion;3. Speaking activities.Aid:The multi-mediaSeven. Teaching procedures:Step 1. Lead-inLead-in by telling the Ss a story about an accident, meanwhile, brainstorm some accidents frequently happening in our daily life.(PPT will be used here to present some pictures for help the students.)Step 2. Warming up1. Ask students to go through the short paragraph in the part of Warming Up on page 33 and then answer the following questions:1) What is first aid?2) Why is first aid so important?Answering the questions by filling in the blanks will be much easier for students who are poor in English.First aid is the ____________ given to someone who suddenly _______ or _________ before a doctor can be found. Often the _____ or ______ is not_______, but there are other times when giving ______________will save _____.2. Get the Ss to do a quiz on first aid according to what they have already know.(1). The best way to treat a hurt ankle is to __________.A. put an ice pack on your ankleB. put a heating pad(垫子)around your ankleC. keep on walking and jumping …Step 3. SpeakingDivide the whole class into two groups and get different groups involved indifferent situations.Let the Ss discuss with their partners the first aid treatment and then ask them to report to the whole class. Help the Ss with their discussion by giving them some useful and necessary hints.Situation 1: A little girl gets cut. How to help her stop bleeding?Some expressions that may be useful for the students’ discussion:• first you have to … then …next…• lay …down•raise…• apply pressure to ….• put bandage on…Situation 2: A boy has his ankle sprained. How to help him?Some expressions that may be useful for the students’ discussion:• sit down…• raise …• reduce swelling• put bandage around…• apply ice pack to reduce…Step 4. Summary1. First aid is very useful and necessary in our daily life.2. Giving first aid quickly will save lives.3. You don’t have to be a doctor to give first aid.Through the discussion, the Ss will have a clear idea about some basic knowledge about first aid and they can do first aid treatment for some injuries correctly. In this way, they will not only increase the awareness of the importance of knowing about first aid, but also have the courage to speak out and improve their speaking ability. Step5. HomeworkThis period, and even the reading passage, doesn’t contain enough information for the Ss to do first aid for others, so they are asked to search as much information as they can about first aid on the Internet or from other learning resources.1. Memorize the new words in the first piece of reading by reading it aloud.2. Try to find out as much information as possible from books, magazines, newspapers or the Internet on how to give first aid for burns.Eight. After teachingGenerally speaking, the teaching goals have been achieved: the students get some first aid knowledge and learn how to give the basic first aid treatment correctly; and through the discussion, their speaking ability is improved and the co-operation spirit is strengthened.However, some students still find that the discussion part is difficult, and they lack confidence and dare not speak in front of the whole class. For this reason, the tasks should be a little easier so as to be suitable for those who are less confident and to arouse their interest in learning English.。
人教版必修5英语Unit1_听说课 教学设计(1)
Unit1 听说课公开课教学设计（二）1教学目标一、通过完成短文填空及观察图片猜词, 全班学生能够准确的记忆有关航空航天事业的词汇。
二、借助视频片段的播放及教师所提供的相关语言支持, 全班学生能够完全掌握本节课的全部描述人物性格特点的词汇及相关句型。
三、通过完成本节课所设置的各项听说任务, 全班学生学会运用听前预测, 快速记录有效信息并加工信息, 在说的过程中, 培养学生形成良好的语感和正确的语音语调。
四、在辅助信息和语言支持下, 全班学生能够准确获取听力有效信息并流畅连贯地用英语输出。
五、鼓励学生向钱学森学习, 学习他探索、钻研、无畏的科研精神。
未来工作的话题使学生认真思考自己的未来, 增强学习动力。
在活动的过程中培养学生相互配合的团队合作精神。
2学情分析学生情况分析: 全班学生的基础知识扎实, 学习能力强。
大部分同学学习英语的兴趣较高。
高二学生思维活跃, 敢于提出不同见解, 两年的高中英语学习使学生储备了相当数量的词汇和英语知识, 能较好地展开话题讨论, 各抒己见。
学生对科学家人物介绍类的文章已经了解和熟悉, 而且这个话题也是学生所感兴趣的, 特别是对于理科班的学生来说, 谈论他们未来想要从事的科学工作, 学生会有比较高的积极性。
学生语音是否准确, 语言是否流畅, 是否能听懂信息进行问答, 能否及时记录关键信息点并完成相关听力任务等等这些都是教师在设计听说课活动时要考虑的问题。
一些学生会在Speaking语言输出时, 缺乏自信心, 总是怕出错误, 所以教师所设计的活动应当符合学生的认知规律, 以学生的生活体验和所感兴趣的事物为出发点, 由浅入深, 层层递进, 逐步培养和提高学生运用英语进行表达的能力。
教师采取多媒体教学, 运用多种教学方法和手段激发学生交流和学习的兴趣, 希望学生始终处于积极、主动的思考、探究和创造的状态中, 创造充满活力的课堂气氛。
教学内容分析: 本节听说课是围绕人教版《普通高中课程标准实验教科书-英语必修五》第一单元第三课时Using language 部分的主要内容展开的。
人教课标版高中英语必修5 Unit4_听说课名师教学设计
Unit4 听说课名师教学设计Book 5 Unit 4: Making the news Section 4听说课框架单1/ 92/ 9Section 4听说课教学设计3/ 91. Read the three possible summarizes of the interview and predict the main idea of the listening.T: Before listening, read the three possible summarizes of the interview and guess which one is the summary of the interview?S: Answers may vary.2. First listeningTask 1T: Please listen to the tape recording and check your prediction.4/ 9T: The correct answer is B.Task 2T: Now let’s listen to the tape (Page 31) and finish the following exercises.Ⅰ.Choose the best answer to each question.1．What is Liu Ming?A．He is a football player.B．He is a basketball player.C．He is a tennis player.2．Where does Zhou Yang work?A．In the department of China Daily.B．Abroad.C．In the department of a local newspaper.3．When is Liu Ming leaving Beijing?A．Tomorrow afternoon.B．At the end of this week.C．On Wednesday morning.4．Why does Liu Ming go abroad?A．To receive the offer.B．To develop his skills.C．To stay abroad.5．When will the interview take place?A．At 10 o’clock.B．At 11 o’clock.C．At 12 o’clock.3. Second listening5/ 9T: This time, listen to the tape again and fill in the blanks. Boys and girls, how can we write the answers fast and correctly?S: We should go through the questions first and keep them in mind. When we are listening, we just need to pay much attention to the sentences related to the answers.S: We needn’t write down each word of the answers. We just write down some key words. Later we can write down the complete answers with the help of these key words.T: You are clever. Now please get ready. First, look through the introduction to the listening material. Then, scan the questions.(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences.)T: Let’s check the answers one by one.(If students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check the answers. If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher should give them some help.)1.Well,_____________tomorrow afternoon and_________of Wednesday.2. Then at _______o’clock he’ll go to a _______-party ______by the leaders of our city.6/ 93．Hmm ...I know that he’s very______ about going abroad and hopes__________to China in a few years.4. Many of his fans will be sorry________ him play __________.5．I think you’ll have to _____ that _______him yourself. (After listening, let them check the answers.)7/ 98/ 99/ 9。
课例人教版高中英语 必修五第一单元听说语言技能课的教学设计
课例人教版高中英语必修五第一单元听说语言技能课的教学设计人教版高中英语必修五第一单元听说语言技能课的教学设计广东北江中学英语科组王锦霞1.整体设计思路、指导依据说明本篇教学设计是综合的语言技能的训练，融合听说读写，重点突出听说能力。
根据广东省英语高考听说的题型，有针对性地设计相应的训练，采取“听前读，听后说，说后写”的教学方式。
在以往的英语教学中，很多老师倾向于将听、说、读、写四项语言技能分项进展训练，而对其融合运用的能力的培养却有所欠缺。
而在现实日常的语言交际中，我们对语言技能的使用并非孤立开来，而是一个综合运用的过程。
因此，在教学过程中作为教师有必要将多项语言技能的训练进展适当的整合，使其相互渗透促进，但也有所侧重，突出重点。
四项技能中，读和听是输入，说和写是输出，只有将语言的输入和语言输出有效地联系起来，才能更好地培养学生运用英语进展交际的能力。
2.教学背景分析教学内容分析：本教学设计是人教版《普通高中课程标准实验教科书.英语必修五》第一单元第三课时using language 局部。
这一单元的话题是围绕“科学家如何以探索、钻研、无畏的科研精神验证的科学道理”而展开的。
其中本课时是单元教学中的语言运用（using language）局部，它涵盖听说读写的综合运用。
但因课堂时间只有短短45分钟的限制，这节课的设计重点在听和说这两方面。
听的局部是通过两个学生谈论科学家故事，使学生了解科学家的生活经历，并通过答复下列问题训练学生的分析，解决问题的能力。
说的局部是通过学生讨论将来选择什么科学工作，需要什么样的教育，品格以及经历来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。
学生情况分析：作为高二的学生，对科学家这类人物介绍的文章应该已经有所了解和熟悉，也具备些相关的词汇和表达，而且这个话题也是学生所较感兴趣的，特别是对于理科班的学生来说，因此，我想学生会有比拟高的学习积极性和主动性。
人教课标版必修5 Unit4 听说课公开课教学设计
Unit4听说课公开课教学设计Module 5 Unit 4 Using LanguageListening and Speaking by 宁海中学张馨尹一、教学分析1. 教材内容分析本课教学文本为人教版新课标Module 5 Unit 4 Making the News中的Using Language部分的Listening and Speaking。
听力部分材料为记者周扬为约定采访时间而与王丽丽进行的一段对话，学生通过这一听力任务一方面可以训练相应的听力技巧，另一方面为后面的教学环节设计进行铺垫。
语言输出部分则要求学生根据听力部分内容进行一段类似情景的对话。
因此，本节课定位为听说课。
2. 学生学情分析本课的教学对象是宁海中学高二学生。
由于本节课为最后一个课时，同时学生对于该话题有一定的认知程度，听力技巧也在之前得到过一定课时的训练，因此，整体而言本课的听力任务难度不大。
但是，说的技巧在教学过程中常被忽略，因此要根据学生的能力适当引导学生表达的兴趣，并且需要设置恰当难度的教学任务。
3. 教学目标通过本节课的学习，学生能够：1) 在听的过程中，捕捉细节信息，排除干扰项，同时能够同义转化所听到的内容；2) 研读文本，分析讨论并归纳出“进行约定”的注意点；3) 根据具体创设的情境，输出一段完整且符合“约定”要求的对话。
4. 教学重难点本节课的教学重点在于学生通过听力材料的输入，以及讨论活动能够概括出“约定”的注意点；而教学的难点在于学生能够根据文本进行改写，完成模拟的交际任务。
二、教学过程Step 1: Lead-inQuestion: Have you have ever made appointments with someone else?本环节教师对话如下：T：Today we are going to learn how to make an appointment. Have you ever tried to make an appointment with someone?Ss: No.T: OK. I’ll offer you a good chance to learn how to make an appointment.[设计意图] 在教学活动正式展开之前，采用直接问答的方式，引起学生对于本堂课教学任务重点的注意，并且在教学进行之前可以设想到绝大部分学生很少有进行过正式“约会”的经历，因此在得到否定答案之后，可以更好地激发学生的学习兴趣，并为后面的输出部分做好铺垫。
人教版英语必修五Unit 2( Listening and speaking)课堂教学设计教案
模块五Unit1 Great scientists Listening课堂教学设计教案课题：人教版模块五Unit1 Great scientists学情分析：经过warming-up与Reading这两节课后，学生对不同领域科学家的生活经历有一定了解，并通过对英国著名医生John Snow是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的故事，对科学家的话题、故事产生兴趣。
尽管高中生对于本课要讲述的钱学森的故事已有一定的背景知识的了解，但是由于对相关航空领域的话题不熟悉，相关专业词汇不熟悉，本课时听力对学生来说，是有点难度的。
所以，在本课前给了学生一个作业，让学生熟读航空领域相关的词块。
课型、时间：45分钟的听说课教学内容：Unit 1 Using Language Listening and speaking教材分析：本节课所使用的材料为Unit1 Great scientists中的Using Language 部分，内容包括听的部分即两位学生谈论科学家钱学森的故事和说的部分即学生分组讨论将来选择做什么工作。
本节课旨在通过词块的应用记忆来训练学生的听说的能力和技巧。
教学目标：1)知识：Get the students to learn some useful words and expression about scientific research.Get the students to know about something about Qianxvesen.2)技能：Enable the students to catch and understand the listening materials.Develop the students’ ability to get special information and take notes while listening.3)情感：Get the students to learn something about Qianxvesen, and something about Chinesespace industry.教学重点：Develop the students’ listening abilityGet the students to learn some useful words and expression about space industry教学难点：To get special information and take notes while listening.教学方法: Task-based listeningCooperative learningDiscussing听看听力文本PS：由于表格制作起来排版会比较不美观，下面附录详细的教学步骤和过程：教学过程Step 1 Leading-in1、复习相关词块Step 2 ListeningBefore listening1、引入相关词块：听力素材是关于航空领域的，让学生朗读预先提供相关的词块航天领域相关词块：design and build rockets 设计建造火箭travel into space 到太空旅行space flight 太空飞行space programme航天计划astronomer天文学家space industry 航天领域Chinese astronaut 中国宇航员sent satellites into space 发射卫星land on Mars 登上火星as a rocket scientist 火箭科学家visit Mars去火星Mars, Saturn(土星)，Venus（金星）职业类相关词块：•to be a famous doctor?•to be a physics teacher?•to be a rocket scientist?•to be an engineer?•to be a lawyer ?•to be a politician ?•to be a reformer ?•to be a businessman?to be an educator?2、Predict the content of the listening according to the questions on page6（1）What do you know about Qian xuesen?~~~Make a great contribution to Chinese space industry~~~set up chinses space institute~~~Known as a rocket scientistspace industry 航天领域space institute 太空研究所a rocket scientist 火箭科学家as a rocket scientist 火箭科学家（2）What did Qian xuesen study first?Did Qian xuesen study …•to be a famous doctor?•to be a physics teacher?•to be a rocket scientist?•to be an engineer?•to be a lawyer ?•to be a politician ?•to be a reformer ?•to be a businessman?•to be an educator?（3）What experience did he get in America that useful for China?①What did he experience …went to America for further study?studied in the university for …degree?worked in space industryStudied for space industry?②What did America stop Qian xuesen go back china?because they believed that Qian can help China develop…space programme航天计划design and build rockets 设计建造火箭③What was Qian xuesen’s main achievement when he returned to China?•Sent Chinese satellites into space?•Educated some space scientists?•Built rocket?•Train astronaut?•Set up a space institute ?（4）China’s achievements in space•Land on the moon•Chinese astronaut went into the space•More and more satellites were sent into space• more and more space program•（5）Steve’s ambition•To be a scientist that study space•To be an astronomer to find a new star•To be a astronaut to land on the some special star, such as moon, Mars, Saturn(土星)，Venus（金星）While-listeningPart11、listen carefully and take notes to answer each questionQ2It’s about the role of Qian in the development of space technology in China.Q3(1) to be an engineer(2) he worked on space rockets. Because this experience made it possible for him to develop a space programme in China(3)set up a space institute to begin train people how to design and build rocket.Q4(1)chinese astronauts in spacechinese satellites in space(2) Be a rocket scientistbe the first man to land on Mars and put Q’s picture therePart22、看听力文本，注意划线词块（listen and pay attention to the underline words）Part1YP: what do you want to be when you growup, Steve?SS: I want to be astronomer and visits stars. I wish to visit Mars one day.YP: I think I’d like to work in the space industry too. I’d like to be a rocket scientist like Qian xuesen.SS: What did he have to do become a rocket scientist?YP: Well, he first studied at university to be an engineer. Later he went to America to study for his doctor’s degree. It was then he began to work on rockets.SS: So it was lucky for our space programme that he came back to China.YP: Very much so. There was no work on space rockets in China before he began his institute to design and build rockets to go into space.Part2SS: Do you think he wanted to travel into space in one of his rockets?YP: I have no idea but I believe he looked forward to the first space flight by a Chinese astronaut.SS: Yes. Now that China has sent satellites into space. I hope we’ll be the first to land on Mars. That would really be something special and if I were that astronaut I would put Qian xuesen’s picture on Mars to show how much we admire his work.YP: Indeed. He is rightfully called the father of the Chinese space programme. He is my hero and he is why I want to be a rocket scientist.SS: Well, we’d better get on with our homework. We need good grades to get into university.YP: Right you are. See you, then.SS: See.After listening1、remember some useful phrasesdesign and build rockets 设计建造火箭travel into space 到太空旅行space flight 太空飞行space programme航天计划astronomer天文学家space industry 航天领域studied at university 在大学学习be an engineer 成为一名工程师Chinese astronaut 中国宇航员sent satellites into space 发射卫星land on Mars 登上火星as a rocket scientist 火箭科学家visit Mars去火星Step3 HomeworkFinish off the Work exercises.Read the listening texts again and try to retell them.。
人教版必修5英语Unit3听说课公开课教学设计
Unit3听说课公开课教学设计授课内容：Listening & Reading—Life in the future (M5, U3 Life in the future)教师：广州市第六中学邓静燕任教班级：高二（1）班教学目标：知识目标1. Students will be able to acquire the listening strategies for understanding the authentic listening material.2. Students will be able to acquire the reading strategies for understanding the reading material from the website.能力目标Students will be able to read the passage aloud correctly and fluently. Students will be able to listen and read authentic materials.情感目标1. Students will be able to be confident in designing a better future.2. Develop students’ sense of group cooperation.教学方法：1. Task-based teaching and learning.2. Cooperative learning and practice.教学过程：Step 1: Lead-in1. Enjoy a poem “Believe in the Future”.2. Revision: Read part of the text “First impression”.Step 2: Listening (P55)1. Pre-listeningAsk the students to choose one thing in the list and make a guess on its specialty, advantage and limitation.2. While-listening1. Listen to the tape and tick those that were mentioned as the future products. Answers: flying boots; thinking quilt with a sensor2. Listen again and fill in the information about the inventions. Answers:3. Discuss in groups of four and prepare to present the answers.Step3: Reading and speaking1. Pre-reading1. What's the title of the passage? Guess what's the passage about?( What if you could design a city?)2. Find out the names in the passage.Group A: Lily Wakefield - age 6Group B: Guru Banavar - IBM's chief technology officer.2. ReadingStudents are divided into two groups: Group A will read the part about “Lily Wakefield” and Group B will read about “Guru Banavar”. Each group will have two tasks.Group A-- What if you could design a city?As part of its project on the cities of the future, the BBC asked some people to explain their vision of where they would like to live in the future.Lily Wakefield - age 6Lily: If I could design a city I would have a swimming pool on trees filled with sweets and chocolate.I would have schools that you play in all day and you would have offices that grown-ups can take their children into to watch TV all day.Task 1: Prepare to present Lily’s vision on the specialty and advantages and think of the possible limitations and solutions.Answers:Name Specialty AdvantagesLily Wakefield (Open answers.) Task 2: Prepare to challenge Group B:Group B--What if you could design a city?As part of its project on the cities of the future, the BBC asked some people to explain their vision of where they would like to live in the future.Guru Banavar - IBM's chief technology officerIf I were to build a city, I would build in the digital infrastructure of sensors, networks and data analytics as carefully as the physical infrastructure of buildings, roads, and utilities such as gas, electricity and phones.In a modern city, a digital infrastructure is essential to manage the physical resources and ensure that the city will be livable and sustainable over the long term.A well-designed digital infrastructure will support decision-making by public managers as well as private citizens.By understanding the large volumes of data emitted by a city, it is possible to not only sense and respond to the current demands of citizens, but also be proactive in anticipating the needs and issues that citizens may face in the future.Task 1: Prepare to present Guru’s vision on the specialty and advantages and think of the possible limitations and solutions.Answers:Name Specialty AdvantagesGuru Banavar 1.manage the physical resources2. the city will be livable and sustainable over the long term.3. If well-designed, it will support decision-making.4. sense and respond to the demands of citizensTask 2: Prepare to challenge Group A:3. SpeakingGroup A will come out to present the specialty and advantages while Group B will challenge Group A.Group B will come out to present the specialty and advantages while Group A will challenge Group B.AssignmentStudents are required to discuss in groups of four and share their ideas “What if...you could design Guangzhou?” with classmates.Specialty Advantage Limitation。
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人教课标版必修5 Unit 4 Making the news 听说课教学设计宁晋五中李建云一、教学内容分析和设计思想1.这节课上的是人教课标版必修5 Unit 4第三课时Using language中的Listening and speaking部分，要求学生听一段来自中国日报社的记者周阳和网球明星刘明助理王小姐的电话录音，做听力练习；然后要求学生通过两人对话复习巩固有关交际功能“约会”的用语并进行话题对话；最后，要求学生将他们的对话内容以E-mail的形式写出，进行写作训练。
2.该课以学习听前预测、泛听、精听和口语技能为目标，鼓励学生以小组合作的方式完成任务。
针对学生的能力差异现象，教师对课文的听力题目进行了改编。
3.教师利用新课表理念，在教学中帮助学生把所学知识和语言运用到实际生活中，提高学生用英语获取和处理信息的能力，培养学生的听力，训练学生的口语，发展与人沟通和合作的能力。
同时，为了激发学生参与课堂活动的兴趣和热情，鼓励更多的学生参与课堂活动，教师引进了竞争机制。
二、学生情况分析听说是许多学生英语学习中的一大障碍。
他们在进行听说训练时不能进入良好的状态，甚至因为担心出错而不愿参加课堂活动。
因此，教师设计了多个环节，降低教学难度，充分创造机会，以此扩大学生的参与面，并充分调动其积极性。
三、教学目标1.Enable the students to master all the useful expressions.2.Help the students learn how to make appointments according to the given expressions.3.Enable the students to write an E-mail according to their dialogues.四、教学重难点1.Guide the students to learn how to make appointments.2.Cultivate the students’listening skills: prediction before listening, extensive listening andintensive listening.五、教学过程Step I Lead-in and Warming-upT: Are you ready for class? In the last class two periods, we talked about the qualities needed to be a good journalist. Now please tell me what qualities a good journalist needs to have.Ss:Higher –level of education / work experience / good communication skills / curious, active personality / hard-working / enthusiasm for the job…T: As a journalist, if you have a chance to interview Yao Ming, what questions will you ask him?S1: When did you play basketball in NBA?S2: How long do you practice playing every day?S3: Which brand of sport equipment do you like best?S4: What do you do when you are not playing basketball?S5: What about the injury on the leg?…T: Just now you asked some good questions, I think you still have many questions to ask. But today let’s follow a journalist Zhou Yang from China Daily to meet another player Liu Ming and let’s see what questions he will ask.【设计意图】让学生以记者的身份设计问题来采访姚明，激发学生对本课学习的热情，引起学生学习的兴趣。
在这一环节中，鼓励学生积极主动提问，教师可以适当地帮助学生表述，自然过渡到下一个教学环节。
Step II Pre-listeningT: Please read through the following sentences on the screen and predict the contents of Listening.(1)Zhou Yang made an appointment with Lily Wang.(2)Liu Ming is a tennis player.(3)Liu Ming is a basketball player.(4)Liu Ming was free.(5)Liu Ming won’t stay abroad forever.(6)Liu Ming wants to develop his skills.(7)Zhou Yang failed in making an appointment with Liu Ming.【设计意图】听前教师引导学生预测听力内容，通过学生的讨论和参与，使他们在接下来的听力中有目的地捕捉信息，降低对听力的畏惧感。
Step III Listening1. Extensive listeningT: (after prediction) Ok, now listening to the tape and tick what you hear.Ss: The correct answers are number one , two, five and six.T: Please read the above correct answers together and choose the correct summary.A. This is about a young man who is refused an interview with Liu Ming.B. This is about a young man who is trying to arrange an interview with Liu Ming.C. This is about a young man who wants to ask Liu Ming about how to work abroad.2. Intensive listeningPart 1T: After listening to the tape, you know something about Liu Ming. This time let’s listen carefully to Part 1 and choose the correct answers. Before listening, please go through the exercise and make sure what to do while listening.(1) Liu Ming is leaving Beijing _____________.A.on Wednesday morning of this weekB.on Wednesday afternoon of this weekC.at the end of this week(2) Liu Ming is going to ________ tomorrow.A.see his familyB.talk to some studentsC.go to a special party(3) Why does Liu Ming want to go abroad?A.Because he wants to earn more money.B.Because he likes living in foreign countries.C.Because he wants to develop his skills and improve Chinese tennis when he returns.(4) Liu Ming is a _________.A.tennis coachB.tennis playerC.journalistPart 2T: Look at the chart below, listen carefully to Part 2 twice and fill it in. And answer when and where Zhou Yang will meet Liu Ming at last.【设计意图】本课的听力内容较长，特别是第二部分较第一部分难。
为了降低听力难度，尊重学生个体差异，满足学生的不同要求，教师对课本原有的题目进行了适当改造，题目设计由易到难，此环节Part 1听一遍，Part 2听两遍。
由于填表格的环节有一定的难度，要求学生在听第一遍后小组讨论答案，然后再听第二遍，这样，可以培养学生的信心及合作能力。
T: (after checking the answers ) Now I’ll show you the listening text and listen to the tape again, and you’ll find some underlined sentences or phrases, which are the answers to the exercises. I’d like you to pay attention to the pronunciation and intonation, and repeat in a low voice. At the same time, I hope you can find out the polite expressions about making appointments in the listening text.T: (after that) Please tell me some polite expressions in the listening text.Ss: I would like …? / Can I help you? / I’m sorry but …? / what about …? / Why not …? /Thank you so much!【设计意图】最后一遍给学生呈现了听力原文，并且将练习的答案划线，是为了让基础较弱的学生对本课的听力有个整体理解。