不同的英语学习者具有不同的听力水平，导致这种差异的根本.doc

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1、不同的英语学习者具有不同的听力水平，导致这种差异的根本原由是：不同听力成绩的学习者采取了不同的学习策略。因此，教师的策略指导对提高学生的听力水平是非常重要的。策略指导应有针性，要与学生的具体情况相结合。Unit2WhatshouldIdo?Teachinggoals:1.Words&phrases:keepout,loud,argue,What’swrong?football,either,except,themselves,include,etc.2.情态动词could/should的用法。3.Whydon’tyou…?结构表建议的运用。4.如何谈论问题及提出建议。5.在处理问题中

2、学会自省与人际交往。Importantanddifficultpoints:1.should/could情态动词的用法。2.如何提出建议。Teachingaids:ataperecorder5,cards.Period1Teachingprocedures:Step1Leadingin1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-taskT:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?Ssthinkitover,andtrytogivehis/heradv

3、ice.WritetheiradviceontheBb.1.Borrowone.2.Buyasecond-handguitar.3.Getapart-timejob.1.Don’tbuyaguitar.2.Waituntilnextyear.PracticereadingtheadvicebytheSs.导入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvice–totellpeoplewhatwethinktheyshoulddo.Step3While-taskSBPa

4、ge10,1a.1.ReadtheinstructionstotheSs.2.ReadtheproblemsbytheSs.3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.4.Explain.5.Talkabouttheanswerswiththeclass.Practicereading.SBPage10,1b.MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathi

5、rdtime.Checktheanswers.Step4Post-taskSBPage10,1c.Lookattheproblemsinactivity1aandmakeconversations.Step5While-taskSBPage11,2a.1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.2.Pointtothesentencesbelow.3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.4.Pla

6、ythetapeagain.Sscircle“could”or“should”.5.Correcttheanswers.SBPage11,2b.Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.Step7Post-taskMakeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocusReviewthegrammarbox.Sssaythequestionsandtheresponses.

7、Explainthedifferencesbetweencould/should.Homework:1.Gooverthewords.2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.教学设计反思及调整方向英语听力教学中的策略指导：听力教学中教师的策略指导对提高学生的听力水平具有重大的意义。本文旨在探讨教师在预测、作笔记、听说读写结合三种策略方面如何给学生进行指导。本节课上下来，学生的总体