师德规范

教育情怀

学科素养

教学能力

班级指导

综合育人

学会反思

沟通合作

1-2

1-3

2-1

2-2

3-1

3-2

4-1

4-2

5-1

5-3

6-1

6-2

7-1

7-2

8-1

8-2

课程目标1

H

课程目标2

L　

课程目标3

M　

M　

Unit 1 The Earth at Risk

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教学目标3

Tell the students to focus on the speaker’s line of thought while listening. They may have a quick look at the outlines in the exercises beforehand so as to obtain some cues about what to come, where to pinpoint the answers, and how to organize the information. The students should also be advised to pay attention to the special value of some key words in the outlines, such as problems, effects, reasons and actions. These key words help single out and group the most important pieces of information in the utterances.

4

Unit 2 Wildlife Conservation

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Teachers can organize some brief pre-listening discussions based on the theme of conversation and the topic of “Let Birds Fly”. Encourage the students to imagine and associate and then to offer ideas or vocabulary that they think might appear in the listening materials.

4

Unit 3 Reports on Disasters and Accidents

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Ask the students to remember that in reports of this kind, the information telling who, what, where, when, why and how always deserves special attention. Many factors contribute to the understanding of such items. Knowledge about nature and geography, familiarity with the general features of some common disasters and accidents, a good command of related vocabulary, quick response to numbers, to name but a few. Encourage the students to develop their abilities in an all-round manner.

4

Unit 4 Have A Nice Trip

教学目标1

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教学目标3

Having gained some experience in doing some outline exercises in the previous lessons, the students now have come to the point where they should start the practice of working out outlines on their own. As a first step, a careful study of the form is necessary.

4

Unit 5 Meet people from around the World

教学目标1

教学目标2

教学目标3

Having gained some experience in doing some outline exercises in the previous lessons, the students now have come to the point where they should start the practice of working out outlines on their own. As a first step, a careful study of the form is necessary.

4

Unit 6 Find the right words

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Organize class discussions, both before and after listening, to check what the students already know, what they are most interested in  and what their own experiences and viewpoints are in the related sub-topics.

4

Unit 7A Kaleidoscope of Culture

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Since language reflects the culture of its speakers, and since authentic materials frequently involve details of customs, behavior and attitudes typical of the foreign culture, students should be given insights into the habits, customs and values which are similar to or different from their own. They should also study the features of some landmark events in world history.

4

Unit 8 The Sound of Music

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Tell the students that while listening to the success stories of others and accomplishing all the language tasks set in the exercises, it is very important for them to develop their own thinking power — for the purpose of finding the “real key” to all successes in the world, and at the same time, for achieving the perfection of themselves as professionals and also, as pioneers.

4

总计

32

3-1：具有扎实的英语专业基础知识、技能，能用专业的思想方法理解英语知识；具有一定的跨学科知识结构，能综合运用人文社会科学知识和现代信息技术等进行英语学习。

教学目标1

教学目标2

教学目标3

课堂讲授和实践：以课堂教学为主导，结合其他辅助材料（包括文字、图片、电影片段和其他多媒体材料收听观看等），指导学生在学习知识点的基础上加深对英语听力课程的理解，培养英语语言技能。

4-1：掌握中学英语听力课程标准的内涵和要点，能根据学生身心发展规律和英语认知特点，科学确立教学目标，合理选择教学方法，掌握重难点解决的策略，掌握信息技术辅助手段，独立进行中学英语听力教学设计。

教学目标1

教学目标2

教学目标3

教师结合英语听力教学活动设计原则及教学实践经验综合指导学生，组织师范生分析英语听力教材，获得英语听力的认知发展特征、学习风格与学习方式，进行教学活动设计及展示等教学实践活动，培养和提高师范生科学合理开展分析、设计、评价和反思，进行中学英语听力教学设计的能力。

6-1：具有全员育人、全程育人、全方位育人的“三全育人”意识，了解中学生身心发展和养成教育规律、育人理念与知识、理解英语等学科独特的情感、态度和价值观，自觉在学科教学中进行育人活动，能培养中学生正确的“三观”，增强学生科学精神、民族自尊感与爱国情怀，开展“课程思政”工作。

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教学目标2

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讨论与实践：教师根据英语听力课程的内容和要求，指导师范生在进行教学实践活动中，通过分组讨论分析，探寻在英语教学中开展思想道德教育和文化意识传递的方法和途径，树立德育目标，培养师范生“三全育人”的教育意识，将思政教育与英语教学有效结合。

7-1：要求学生对所学专业知识进行综合、分析并能融会贯通，发展自主学习和终身学习的良好习惯，积极进行合作与探究，旨在培养学生独立思考，发现问题和解决问题的能力以及严谨的治学态度，旨在培养和检验学生综合运用所学理论知识研究并解决问题的能力和创新能力。

教学目标1

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讨论与实践：教师分析学生的认知发展特征、学习风格与学习方式，进行教学活动设计及展示等教学实践活动，培养和提高师范生科学合理开展分析、设计、评价和反思，进行中学英语教学设计的能力。通过鼓励学生结对讨论、发言、辩论，以及撰写针对课文内容展开评述的作文的方法，引导学生自主学习、相互学习，并引导学生结合现实进行思辨性和批判性学习。

平时表现(40%)

作业成绩（20%）

教学设计

实践

20

主要考核学生对章节知识点的理解和掌握程度(包含基本的英语教学设计理论、各教学内容的设计原则和实践方法以及理论应用于教学设计实践的能力) 以及做作业(做人做事)的态度。计算全部作业的平均成绩再按20%计入总评成绩。

教学目标1

教学目标2

教学目标3

课堂表现（20%）

课堂讨论

20

主要考核学生课堂活动参与度计算平均成绩，再按20%计入总评成绩。

教学目标1

教学目标2

教学目标3

期末成绩

（60%）

期末考试

60

主要考核学生对课程关键核心知识点的理解和掌握程度，计算卷面成绩再按60%计入总评成绩。

教学目标1

教学目标2

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总评成绩

平时+期末

100

平时成绩（40%）+期末成绩（60%）

教学目标1

教学目标2

教学目标3

课程目标

1

期末成绩，作业成绩和课堂表现

30

30

课程目标

2

期末成绩，作业成绩和课堂表现

40

40

课程目标

3

期末成绩，作业成绩和课堂表现

30

20