范文Newspapers and Magazines教案1.docx

范文Newspapers and Magazines教案1.docx

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范文NewspapersandMagazines教案1

NewspapersandMagazines教案

　　Newspapersandmagazines教案

　　Period4　ListeningandSpeaking;writing

　　整体设计

　　教材分析

　　ThecontentsofthisperiodareListeningandSpeakingandwriting.IntheformerpartofthisperiodstudentswillpracticetheirlisteningabilitybylisteningtoaninterviewwithanactorandafterthattheycanpracticetheiroralEnglishbydiscussingthetopicsrelatedtotheinterview,usingtherelevantwordstheyhavejustlearned.Theninthelatterpartofthisperiod,studentsarerequiredtowritethenextparagraphofstory.Inthisperiod,therewillbemoregroupactivities,soteachersshouldencouragestudentstotakepartingroupworkactivelyandmakesuretheworkcanbecarriedonsmoothly.

　　三维目标

　　.知识与技能

　　）Totraintheirwritingskills.

　　2）Totraintheirlisteningandspeakingskills.

　　2.过程与方法

　　）Encouragestudentstospeakinclassthroughorganizingsomepractice.

　　2）Teachstudentstowritefollowinganexample.

　　3）Individual/pair/group/classwork,reporting,reading,discussing&writing.

　　3.情感与价值

　　Throughthestudyofthispartnotonlywillthestudentslearnsometipsforwritingapassageabouttravelingspace,butalsotheywilllearnsomeexpressionsinaninterview.

　　教学重点

　　.Enablestudentstounderstandthecontentsofthelisteningmaterials.

　　2.Getstudentstolearntowriteaparagraphaccordingtotheinformationgivenabove.

　　教学难点

　　.Howtoenablestudentstodiscussactively.

　　2.Howtowritenextparagraphofastory.

　　教学过程

　　→Step1Revision

　　.Greetstudentsasusual.

　　2.checkuptheirhomework.

　　3.Haveadictationofthenewwordsthattheyhavelearned.

　　→Step2Listeningandspeaking

　　.matchthesewordswiththedefinitions

　　）Readthroughthewordsintheboxandhavestudentslistenandfollow.

　　2）Readthemagainandaskstudentstorepeatafteryouchorallyandindividually.Theonlywordwherethestressisnotonthefirstsyllableisdirector.

　　3）Elicitthemeaningsofthewordsandeitherglosstheothersyourselforaskstudentstousetheirdictionaries.

　　4）Theyshouldthendotheactivityindividually,andcheckwithapartner.

　　5）collecttheanswersfromthewholeclass,havingastudentreadthedefinitionandanothersaywhatthewordis.

　　Suggestedanswers:

　　）actor　2）part　3）dressingroom　4）director　5）screentest　6）backstage

　　2.Listentoaninterviewwithanactorandmakeanoteoftheanswerstothefollowingquestions.

　　）Readthroughthequestionswiththestudents.makesuretheyunderstandthem.

　　2）Askthemtojustlistenandfocusonthequestionsasyouplaythetapewhilehavingstudentslistentothetape,donotpause,andjustplayitthrough,sothattheycanconcentratetheirattentiontothemainidea.

　　3）Playitagainforstudentstoanswer.Theycanthencheckwithapartner.

　　4）Playitagainforthemtocheckandcomplete.

　　5）collecttheanswersfromthewholeclass,havingastudentaskthequestionsandanotheranswer.

　　Tapescript

　　Interviewer:

I’mtalkingtoTomjohnson,whoasjustmadeafilminHollywood.welcome,Tom.

　　Tomjohnson:

Thankyou.It’sverynicetobehere.

　　Interviewer:

So,you’reanEnglishtheatreactor,butyou’vejustcomebackfrommakingafilminHollywood.

　　Tomjohnson:

That’sright.

　　Interviewer:

Howdidyougetthepart?

　　Tomjohnson:

well,IwasworkinginaplayinNewyorkandthedirectorofthefilmcametoseeit.Actually,shecametoseeanotheractorintheplay.

　　Interviewer:

Isee.Andthenwhathappened?

　　Tomjohnson:

well,attheendoftheplay,shecamebackstagetotalktotheotheractor.

　　Interviewer:

Isee.

　　Tomjohnson:

Andmydressingroomwasnexttohis,soaftershe’dtalkedtohim,shetalkedtome.

　　Interviewer:

Andwhatdidshesay?

　　Tomjohnson:

Shesaid,“whydon’tyouflytoHollywoodandwe’llgiveyouascreentest.”

　　Interviewer:

Andwhatdidyousay?

　　Tomjohnson:

Isaid,“yes,ofcourse!

”soIwenttoHollywoodanddidascreentest.ThenIflewbacktonewyorkandcarriedonwiththeplay.

　　Interviewer:

whatwereyoudoingwhenyouheardthatyouhadgotthepart?

　　Tomjohnson:

Iwassleeping!

whensherang,Iwasasleep.Anyway,IstoppeddoingtheplayandflewbacktoHollywood.

　　Interviewer:

whatdidyoudowhenyouarrivedinHollywood?

　　Tomjohnson:

Iwenttostayinasmarthotel.

　　Interviewer:

whatdidyouthinkwhenyouarrivedatthefilmstudio?

　　Tomjohnson:

Ithoughtitwasgreat.Iwasabitnervousbutitwasallveryexciting.

　　Suggestedanswers:

　　）ThedirectorsawmewhenshecametoseeanotheractorintheplayIwasinandofferedmeascreentest.

　　2）Iwassleeping.

　　3）Iwenttostayinasmarthotel.

　　4）Iwasnervousbutexcited.

　　3.Puttheseeventsintheordertheyhappened.

　　）Readthroughthesentenceswiththestudentsandmakesuretheyunderstandthem.

　　2）Askthemtoorderthemindividually,andthencheckwithapartner.Teachersmaywalkaroundandgivethestudentssomehelp.

　　3）Playtherecordingagainforthemtocheck.Askthestudentstofocusonthesentenceswhilelisteningtothetape.

　　4）collecttheanswersfromthewholeclass;haveadifferentstudentreadeachsentenceinorder.

　　Suggestedanswers:

　　）TomwenttoNewyorktoactinaplay.

　　2）AdirectorfromHollywoodcametoseetheplay.

　　3）ThedirectortalkedtoTombackstage.

　　4）TomwenttoHollywoodtodoascreentest.

　　5）HeflewbacktoNewyorkandcontinuedactingintheplay.

　　6）Tomgotaphonecallwhilehewassleeping.

　　7）HewentbacktoHollywood.

　　4.Speaking

　　option1:

discussion

　　）Enjoyafewpicturesonthescreenandaskthestudentstoanswersomequestions.

　　Doyouknowwhoarethey?

　　whatdotheydo?

　　Doyoulikereadingorhearinginterviewswithfilmstarsorothercelebrities?

　　whoaremoreinterestingtolistentoorreadabout?

　　a）popstars　b）politicians　c）filmstars　d）sportsstars

　　2）Getthestudentsgetthroughthequestionsindividuallyandmakesuretheycanunderstandallofthem.

　　3）Dividetheclassintoseveralgroupsandaskthemtodiscussthequestions.whilediscussing,eachgroupmighthaveonestudentactasthereporterandrecorderandaskhimorhertowritedownthekeypointsindiscussion.TeachersmustmakesurethestudentsineachgroupspeakEnglishandactactivelyindiscussion.

　　4）collectsomeoftheirideasinawhole-classsetting.

　　option2:

interview

　　Thisactivitycanalsobedesignedastheformofaninterview.Firstdividetheclassintoseveralgroupsandeachgrouphas5or6studentsandrespectivelyactasthepopstar,thepoliticians,thesportsstarsandthefilmstar.Andonestudentsactastheeditorofanewspaperorthequestion-makerinaTVprogram.Theeditororthequestion-makerwillhaveaninterviewwiththefourkindsofcelebrities.whatwilltheysay?

　　→Step3writing

　　option1:

　　.Pre-writing

　　）AskstudentstoreadAliensLandSpaceshiponthemoononpage45again.Andask,“ifthenewsisnotfinishedwriting,whatwillfollowsit?

”

　　2）Askstudentstodiscusswiththeirpartnersandusetheirimaginationtopredictthefollowingthingsthatwillhappen.

　　2.while-writing

　　）Askstudentstrytowriteaboutthefollowingextrainformationandlistthemout.Theyshoulddothisactivityindividually.

　　2）Asksomestudentstostandupandreadouttheextrainformationtheyhavemakealistof,andteachersmightgivethemsomecommentsonthesentencestheyformed.

　　3）TeachersgivethesamplesentencesabouttheextrainformationtostudentsandShowthemonthescreen.

　　DavidBateshashadatelescopeforover3years.

　　Thefirsttimehesawaliensonthemoonwasonjune25,XX.

　　whenhewenttothepolicestation,thepolicethoughthewasmad.

　　Askthestudentstoconnectthesentencestogetherandmakeitformacompletepassagebyaddingsomeextrasentencesandphrasesamongthem.

　　（5）Somestudentsstandupandreadouttheirpassages.Teachersmaypointouttheirweaknessinthepassages.

　　（6）Teachersshowthesamplepassageonthescreen.

　　DavidBateshashadatelescopeforover3years.Duringthethreeyears,hekeptlookingatthespaceusingthetelescopeeveryday,andevenifitwasraining,hedidn’tstop.DavidBatessaidthatinfactheoftensawthealiensonthemoon.Thefirsttimehesawaliensonthemoonwasonjune25,XX,onwhichhewasabouttostopobservingthesky,whenhesawsomecreatureswalkingonthemoon.Hewasastonishedatit,soheimmediatelywenttothepoliceandpreparedtotellthemaboutthestrikingnews.However,nobodybelievedhim,instead,theythoughthewasamadman.

　　3.Post-writing

　　Task1:

writing

　　）Dividestudentsintoseveralgroupsandaskthemdiscussandsumupthetipsforwritingthefollowingpartsofastory.Teachersmaywalkaroundandfindoutifstudentshavetroublesummingupthetipsthemselvesandyoumaygivethemahand.

　　2）Asksomestudentsstandupandreadoutthetipsforwritingthefollowingpartsofastory.

　　3）Teachersshowthemthetipsonthescreenandtrytogiveanexplanationusingsampleversion.

　　Tipsforwritinganemail:

　　）makeclearofthestory.

　　2）makeclearofthepeople,theplace,andthetime.

　　3）Imaginehowitwilldevelopinthefollowingparts.

　　4）Paymuchattentiontothefollowingpoints:

　　A）Usesomewordsusedinthisunit.

　　B）Usethecoherencewordproperly

　　c）Usethecorrecttense

　　D）Avoidspellingandothermistakes

　　Task2

　　Askthestudentstocorrecttheirwriting.

　　checkif

　　）itisorganized.

　　2）thecoherencewordsareusedproperly.

　　3）thereareanyspelling,grammaticalorothermistakes.

　　4）youansweredallthequestionsthatarementionedintheletter.

　　→Step4SummaryandHomework

　　Theteachersummarizesthecontentsofthisperiod.Thispartismainlyaboutlisteningandspeakingandwriting.Studentscanimprovetheirlisteningskillsbydoingtheexercisespreparedinthisunit.Andthroughtheactivitiesaboutspeaking,studentsknowhowtocarryoutatalkaboutsomecelebrities.Thenstudentslearnedhowtokeepastorygoingonbywritingthenextpartofapieceofnews.Thengivestudentstheirassignment:

read“chineseTaikonautBackonEarth”againandmarka“/”whenthespeakerpausetoshowthesensegroups.

　　板书设计

　　module4　Newspapersandmagazines

　　Period4

　　.Thequestionspushingthepassagetocontinue.

　　）HowlonghasDavidBateshadatelescope?

　　2）Imaginethatheoftenseesaliensonthemoon.whendidhefirstseealiens?

　　3）Imaginehewenttothepolicewhenhesawthealiens.whatdoyouthinktheysaytohim?

　　2.Newwords

　　actor　backstage　director　dressingroom　part　screentest

　　活动与探究

　　Teachersmaygivestudentssomeexplanationsaboutsensegroupsandillustrateitbyusingsomesamplesentencessothattheycancarryontheirworkmoresmoothly.Towritethefollowingpartsofastoryrequiresstudentstoread.

　　备课资料

　　writingtips

　　提高英语写作能力的方法。

（一）通过积累词汇量，提高英语写作能力。

犹如土木砖石是建筑的材料一样，词汇是说话写作的必需材料，也是制约写作能力提高的瓶颈。

可以想象，如果要写一个句子，10个单词有8个单词拼写错误或拼写不出，有2个单词用法不当，又怎么能清楚地表达自己的思想呢?

因此，在平时的教学中要强调学生记忆单词，记住单词的拼读、用法、意思等。

记忆单词的方法有很多，各人有各人的记忆方法和习惯，可因人而异。

教师可通过要求学生朗读单词、听写单词、默写单词、遣词造句、词汇竞赛等多种方法促进学生记单词。

记忆单词是一个长期的反复的过程，要长期地坚持下去，才能不断积累大量的词汇，为英语写作打下坚实的基础。

（二）通过扩大阅读量，提高英语写作能力。

古人云“熟读唐诗三百首，不会作诗也会吟”，这是汉语的一种学习方法，同样可借鉴于英语写作。

多阅读是学生增加接触英语语言材料、接受信息、活跃思维、增长智力的一种途径，同时也是培养学生英语思维能力、提高理解力、增强语感、巩固和扩大词汇量的一种好方法，有利于促进英语写作能力的提高。

在阅读训练中，教师要注意以下问题:

一是指