沪教版三下-Module 3 My colourful life-Revision 3-ppt课件-(含教案+视频+素材)-公开课-(编号：21579).zip

听听 力力 材材 料料 Hi,Im Elva.Im eight.Im tall and thin.I have long hair.Im beautiful. I can play the piano.I can dance.Because they can make me happy.I like reading and skating ,because theyre interesting.I like playing football too.Its exciting. But I dont like running.Its boring.This is me.What about you?Lets be friends.Bye Bye! Task1 For the first time,just listen,students get the main ideas about the recording.Make notes about the key words. Task2 1. What does Elva like? 2. What doesnt Elva like? Task3 1. What does she feel when shes reading and skating? 2. What does she feel when shes running? Task4 Read afer the recording.Read together. Task5 Make mind map and try to retell the recording. NaNa meme Do a survey Whats my hobbies? Task1 Stuends listen and get the main ideas. Task2 1.What does Elva like? 2.What doesnt Elva like? Task3 1.What does she feel when shes reading? 2.What does she feel when shes running? Task5 Make mind map and try to retell. Task4 Read afer the recording.Read together. 听 力 材 料 Hi,Im Elva.Im eight.Im tall and thin.Ihave long hair.Im beautiful.I can play the piano.I can dance.Because they can make me happy. I like reading and skating ,because theyre interesting.I like playing football too.Its exciting. But I dont like running.Its boring.This is me.What about you?Lets be friends.Bye Bye! Talk about yourself in your group. Rationale A relatively standard format for the listening lesson developed from the late 1960s:Pre-listening,pre-teaching of all important new vocabulary in the passage.Listening,extensive listening(followed by general questions establishing context).Intensive listening(followed by detailed comprehension questions.)Post- listening,analysis of the language in the text(Why did the speaker use the present perfect?) Listen and repeat:teacher pauses the tape,learners repeat words. Actually,some kind of pre-listening activity is now usual,involving brainstorming vocabulary,reviewing areas of grammar,or discussing the topic of the listening text.More effective than traditional comprehension questions is the current practice of providing a task where learners do something with the information they extracted from the text.Tasks can involve labelling,from filling,and comleting a grid. In real life,learners cannot expect unknown words to be explained in advaned;instead,they have to learn to cope with situations where part of where part of what is heard will not be familiar.Granted,it may be necessary for the teacher to present three or four critical words at the beginning of the listening lesson but criticalimplies absolutely indispensable key words without which any understanding of the text would be impossible. Furthermore,in real life,listening to a foreign language is a strategic activity.Nonnative listeners recognise only part of what they hear and have to make guesses which link these fragmented pieces of text.This is a process in which our learners need practice and guidance. As an English teacher,we should obey the principles for teaching listening: 1. Expose students to different ways of processing information:bottom-up vs.top-down. With bottom-up processing,students start with the component parts:words,grammar,and the like.Top-down processing is the opposite.Learners start from their background knowledge,either content schema or textual achema. 2. Expose students to different types of listening. Theres an adage in teaching listening that says:Its not just they are listening to.Its what they are listening for.Listeners need to consider their purpose.They also need to experience listening for different reasons. 3. Teach a variety of tasks. At times,students need experience with production tasks.Our students need exposure to a wide range of tasks in order for them to deal with different types of texts and respond in different ways.Incorporating different tasks also increases the studentsinterest. 4. Consider text,diffculty,and authenticity. 5. Teach listening strategies Predicting:Effective listeners think about what they will hear.This fits into the ideas about prelistening mentioned earlier. Inferring:It is useful for learners to “listen between lines.” Monitoring:Good listeners notice what they do what they do and dont understand. Clarifying:Efficient learners ask question(What does mean?You mean ?)and give feedback(I dont understand yet.)to the speaker. Responding:Learners react to what they hear. Evaluating:They check on how well they have understood. Time:40 mins Students:55 students in grade 3 Material:My daughter(开放式听力课，教师结合学情自行整合教学内容) Teaching Aims Language abilities 1.Students can use appropriate adjectives to decribe others. 2.Students enable to talk and ask hobbies in their daily life and decribe their own hobbies. 3.Students enable to improve their listening strategics,to get the main ideas first,and learn the details gradually. Cutural awareness1.Encourage students to find and keep their own hobbies,be confident and enjoyable in the real life. 2.Students keep healthy and positive attitude to others advantage. Thinking Quality Guiding divergent thinking,inspiring association,imagination,and exploring. Learning ablities Students enable to get the key information while listening.Understand the recording by mind map. Teaching Focus and Difficulties 1. Students enable to ask and decribe othershobbies appropriately and accurately according to the recording. 2. Students understand the recording as a whole. Teaching Procedures Steps Objectives Ti me 1. Warm up 1.Greeting. 2.Play a game.(Guess Teacher gets familiar with students.Arouse 2 teachers hobbies.)studentsinterests 1. Teacher shows the picture of her daughter Elva to students.Teacher encourage students to guess and describe her as much as possible.Shes tall./beautiful/ kind/thin. She can sing/dance. 10 2.Then students listen to the recording for the first time.Students take notes about key words,and try to get the main idea of the recording. 3 3. Students listen to the recording again,and try to get more information,and answer the questions,What does she like?/What doesnt she like? And share in groups. 2 4.Students listen for the third time.Pay attention to the details of the recording.Teacher encourage them to share more details about the recording.Such as “What does she feel when shes swimming?”etc. 2 2. Presentation 5.Teacher hands out the recording paper.Students read it by themselves. Encourage students to have a brainstorm.And teach them listening strategics.Listening tasks should be given clearly.It should go from the easy start to the difficult points.Students can receive and improve easily.Cultivate students creative thinking by guiding Imagination. 16 3. Practice 1.Students read after the recording. 2.Students try to make a thinking map with the key words. 3.Students make dialogue Listening and reading help each other. 5 with partners. Improve students thinking skill. 4. Consolidation 1.Students talk about Elva in groups. 2.Students retell the whole recording according to the mind map. 3.Describe yourselves in groups. Encourage students to use English in the real life. 5 5.SummaryStudents share their improvements in this class. Share and improve. 3 6.Homework 1. Talk about your hobbies with your friends. 2. A short writing.(This is me!) Create a larger English world they like. 2 7. Blackboard Design Elva Improve their thinking and speaking. 8. Teaching Reflection A small number of shy students should be given more opportunities for oral practice.Tasks should involve labelling,from filling,and comleting a grid. Develop the strong points and avoid the weak points. tall and thin beautiful can why ? likes doesnt like 听听 力力 材材 料料 Hi,Im Elva.Im eight.Im tall and thin.I have long hair.Im beautiful. I can play the piano.I can dance.Because they can make me happy.I like reading and skating ,because theyre interesting.I like playing football too.Its exciting. But I dont like running.Its boring.This is me.What about you?Lets be friends.Bye Bye! Task1 For the first time,just listen,students get the main ideas about the recording.Make notes about the key words. Task2 1. What does Elva like? 2. What doesnt Elva like? Task3 1. What does she feel when shes reading and skating? 2. What does she feel when shes running? Task4 Read afer the recording.Read together. Task5 Make mind map and try to retell the recording. NaNa meme Do a survey