英语优秀教学案（人版）：必修一Unit4EarthquakesPeriod 4　Listening.docVIP

Unit 4　Earthquakes Period 4　Listening 整体设计 从容说课 This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson. The emphasis of this period should be placed on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen? ”“Can we avoid or at least reduce the loss caused by earthquakes? ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above. Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes. 教学重点 1. Develop the students’ listening ability. 2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about. 教学难点 Get the students to listen and understand different listening materials. 教学方法 1. Task-based listening 2. Cooperative learning 3. Discussing 教具准备 A tape recorder and other normal teaching too