高中英語新課標外研版必修2教案（Module 5　Newspapers and Magazines the 4th　Period）

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1、 Period 4　Listening and Speaking; Writing 整體設計 教材分析 The contents of this period are Listening and Speaking and Writing. In the former part of this period students will practice their listening ability by listening to an interview with an actor and after that they can practice their oral English

2、by discussing the topics related to the interview, using the relevant words they have just learned. Then in the latter part of this period, students are required to write the next paragraph of story. In this period, there will be more group activities, so teachers should encourage students to take p

3、art in group work actively and make sure the work can be carried on smoothly. 三維目標 1. 知識與技能 1)To train their writing skills. 2)To train their listening and speaking skills. 2. 過程與方法 1)Encourage students to speak in class through organizing some practice. 2)Teach students to write following a

4、n example. 3)Individual/pair/group/class work, reporting, reading, discussing & writing. 3. 情感與價值 Through the study of this part not only will the students learn some tips for writing a passage about traveling space, but also they will learn some expressions in an interview. 教學重點 1. Enable stu

5、dents to understand the contents of the listening materials. 2. Get students to learn to write a paragraph according to the information given above. 教學難點 1. How to enable students to discuss actively. 2. How to write next paragraph of a story. 教學過程 →Step 1 Revision 1. Greet students as usua

6、l. 2. Check up their homework. 3. Have a dictation of the new words that they have learned. →Step 2 Listening and speaking 1. Match these words with the definitions 1)Read through the words in the box and have students listen and follow. 2)Read them again and ask students to repeat after you

7、chorally and individually. The only word where the stress is not on the first syllable is director. 3)Elicit the meanings of the words and either gloss the others yourself or ask students to use their dictionaries. 4)They should then do the activity individually, and check with a partner. 5)Colle

8、ct the answers from the whole class, having a student read the definition and another say what the word is. 2 / 12 Suggested answers: 1)actor　2)part　3)dressing room　4）director　5)screen test　6)backstage 2. Listen to an interview with an actor and make a note of the answers to the following que

9、stions. 1)Read through the questions with the students. Make sure they understand them. 2)Ask them to just listen and focus on the questions as you play the tape while having students listen to the tape, do not pause, and just play it through, so that they can concentrate their attention to the ma

10、in idea. 3)Play it again for students to answer. They can then check with a partner. 4)Play it again for them to check and complete. 5)Collect the answers from the whole class, having a student ask the questions and another answer. Tapescript Interviewer: I’m talking to Tom Johnson, who as just

11、 made a film in Hollywood. Welcome, Tom. Tom Johnson: Thank you. It’s very nice to be here. Interviewer: So, you’re an English theatre actor, but you’ve just come back from making a film in Hollywood. Tom Johnson: That’s right. Interviewer: How did you get the part? Tom Johnson: Well, I was wo

12、rking in a play in New York and the director of the film came to see it. Actually, she came to see another actor in the play. Interviewer: I see. And then what happened? Tom Johnson: Well, at the end of the play, she came backstage to talk to the other actor. Interviewer: I see. Tom Johnson: An

13、d my dressing room was next to his, so after she’d talked to him, she talked to me. Interviewer: And what did she say? Tom Johnson: She said, “why don’t you fly to Hollywood and we’ll give you a screen test. ” Interviewer: And what did you say? Tom Johnson: I said, “yes, of course!” so I went

14、to Hollywood and did a screen test. Then I flew back to new York and carried on with the play. Interviewer: What were you doing when you heard that you had got the part? Tom Johnson: I was sleeping!When she rang, I was asleep. Anyway, I stopped doing the play and flew back to Hollywood. Intervie

15、wer: What did you do when you arrived in Hollywood? Tom Johnson: I went to stay in a smart hotel. Interviewer: What did you think when you arrived at the film studio? Tom Johnson: I thought it was great. I was a bit nervous but it was all very exciting. Suggested answers: 1)The director s

16、aw me when she came to see another actor in the play I was in and offered me a screen test. 2)I was sleeping. 3)I went to stay in a smart hotel. 4)I was nervous but excited. 3. Put these events in the order they happened. 1)Read through the sentences with the students and make sure they underst

17、and them. 2)Ask them to order them individually, and then check with a partner. Teachers may walk around and give the students some help. 3)Play the recording again for them to check. Ask the students to focus on the sentences while listening to the tape. 4)Collect the answers from the whole clas

18、s; have a different student read each sentence in order. Suggested answers: 1)Tom went to New York to act in a play. 2)A director from Hollywood came to see the play. 3)The director talked to Tom backstage. 4)Tom went to Hollywood to do a screen test. 5)He flew back to New York and continued a

19、cting in the play. 6)Tom got a phone call while he was sleeping. 7)He went back to Hollywood. 4. Speaking Option 1: discussion 1)Enjoy a few pictures on the screen and ask the students to answer some questions. (Show the following pictures on the screen. ) (1)Do you know who are they?

20、 (2)What do they do? (3)Do you like reading or hearing interviews with film stars or other celebrities? (4)Who are more interesting to listen to or read about? a)pop stars　b)politicians　c)film stars　d)sports stars 2)Get the students get through the questions individually and make sure they ca

21、n understand all of them. 3)Divide the class into several groups and ask them to discuss the questions. While discussing, each group might have one student act as the reporter and recorder and ask him or her to write down the key points in discussion. Teachers must make sure the students in each gr

22、oup speak English and act actively in discussion. 4)Collect some of their ideas in a whole-class setting. Option 2: interview This activity can also be designed as the form of an interview. First divide the class into several groups and each group has 5 or 6 students and respectively act as the p

23、op star, the politicians, the sports stars and the film star. And one students act as the editor of a newspaper or the question-maker in a TV program. The editor or the question-maker will have an interview with the four kinds of celebrities. What will they say? (While discussing, one of the student

24、s may act as the reporter and recorder, and write down the main points about what they said and then represent their group to read it out to the students. Or you may ask the some groups to act out the interview in front of the classroom) →Step 3 Writing Option 1: 1. Pre-writing 1)Ask studen

25、ts to read Aliens Land Spaceship on the Moon on page 45 again. And ask, “if the news is not finished writing, what will follows it? ” 2)Ask students to discuss with their partners and use their imagination to predict the following things that will happen. 2. While-writing 1)Ask students try to wr

26、ite about the following extra information and list them out. They should do this activity individually. 2)Ask some students to stand up and read out the extra information they have make a list of, and teachers might give them some comments on the sentences they formed. 3)Teachers give the sample s

27、entences about the extra information to students and Show them on the screen. (1)David Bates has had a telescope for over 3 years. (2)The first time he saw aliens on the moon was on June 25, 2004. (3)When he went to the police station, the police thought he was mad. (4)Ask the students to connec

28、t the sentences together and make it form a complete passage by adding some extra sentences and phrases among them. （5）Some students stand up and read out their passages. Teachers may point out their weakness in the passages. （6）Teachers show the sample passage on the screen. 　　David Bates has ha

29、d a telescope for over 3 years. During the three years, he kept looking at the space using the telescope every day, and even if it was raining, he didn’t stop. David Bates said that in fact he often saw the aliens on the moon. The first time he saw aliens on the moon was on June 25, 2004, on which h

30、e was about to stop observing the sky, when he saw some creatures walking on the moon. He was astonished at it, so he immediately went to the police and prepared to tell them about the striking news. However, nobody believed him, instead, they thought he was a mad man. 3. Post-writing Task 1: writ

31、ing 1)Divide students into several groups and ask them discuss and sum up the tips for writing the following parts of a story. Teachers may walk around and find out if students have trouble summing up the tips themselves and you may give them a hand. 2)Ask some students stand up and read out the t

32、ips for writing the following parts of a story. 3)Teachers show them the tips on the screen and try to give an explanation using sample version. (Show the following on the screen. ) Tips for writing an email: 1)Make clear of the story. 2)Make clear of the people, the place, and the time. 3)Im

33、agine how it will develop in the following parts. 4)Pay much attention to the following points: A)Use some words used in this unit. B)Use the coherence word properly C)Use the correct tense D)Avoid spelling and other mistakes Task 2 Ask the students to correct their writing. Check if

34、1)it is organized. 2)the coherence words are used properly. 3)there are any spelling, grammatical or other mistakes. 4)you answered all the questions that are mentioned in the letter. →Step 4 Summary and Homework The teacher summarizes the contents of this period. This part is mainly about lis

35、tening and speaking and writing. Students can improve their listening skills by doing the exercises prepared in this unit. And through the activities about speaking, students know how to carry out a talk about some celebrities. Then students learned how to keep a story going on by writing the next p

36、art of a piece of news. Then give students their assignment: read “Chinese Taikonaut Back on Earth” again and mark a “/” when the speaker pause to show the sense groups. 板書設計 Module 4　Newspapers and Magazines Period 4 1. The questions pushing the passage to continue. 1)How long has David Bate

37、s had a telescope? 2)Imagine that he often sees aliens on the moon. When did he first see aliens? 3)Imagine he went to the police when he saw the aliens. What do you think they say to him? 2. New words actor　backstage　director　dressing room　part　screen test 活動與探究 Teachers may give students

38、some explanations about sense groups and illustrate it by using some sample sentences so that they can carry on their work more smoothly. To write the following parts of a story requires students to read. 備課資料 Writing tips 提高英語寫作能力的方法。 （一）通過積累詞匯量，提高英語寫作能力。猶如土木磚石是建筑的材料一樣，詞匯是說話寫作的必需材料，也是制約寫作能力提高

39、的瓶頸?？梢韵胂?，如果要寫一個句子，10個單詞有8個單詞拼寫錯誤或拼寫不出，有2 個單詞用法不當，又怎么能清楚地表達自己的思想呢? 因此，在平時的教學中要強調(diào)學生記憶單詞，記住單詞的拼讀、用法、意思等。記憶單詞的方法有很多，各人有各人的記憶方法和習慣，可因人而異。教師可通過要求學生朗讀單詞、聽寫單詞、默寫單詞、遣詞造句、詞匯競賽等多種方法促進學生記單詞。記憶單詞是一個長期的反復的過程，要長期地堅持下去，才能不斷積累大量的詞匯，為英語寫作打下堅實的基礎。 （二）通過擴大閱讀量，提高英語寫作能力。古人云“熟讀唐詩三百首，不會作詩也會吟”，這是漢語的一種學習方法，同樣可借鑒于英語寫作。多閱

40、讀是學生增加接觸英語語言材料、接受信息、活躍思維、增長智力的一種途徑，同時也是培養(yǎng)學生英語思維能力、提高理解力、增強語感、鞏固和擴大詞匯量的一種好方法，有利于促進英語寫作能力的提高。在閱讀訓練中，教師要注意以下問題: 一是指導閱讀方法，分析文章結(jié)構(gòu)、中心思想、段落中心句、寫作方法等，幫助學生掌握各類文章的結(jié)構(gòu)及寫作方法; 二要精讀與泛讀相結(jié)合，通過推敲優(yōu)秀的文章來學會寫作方法和選詞用詞; 通過大量的泛讀來吸取信息量，擴大詞匯量; 三要擴大閱讀量，提供閱讀的材料涉及面要廣，才能不斷擴大學生的知識面，使學生適應各種題材的寫作。 （三）通過提高聽說能力，提高英語寫作能力。英語聽說讀寫四種能力是相互

41、影響、相互促進的，提高聽說能力必定會促進寫作能力的提高。要提高聽說能力關鍵在于創(chuàng)設一個良好的英語環(huán)境。教師要盡可能地用英語授課，多開展專門的聽說訓練，同時開展豐富多彩的課外英語活動，讓學生沉浸在英語海洋中去領略、去體會、去使用英語，久而久之，學生自然能使用正確的、地道的英語進行交談與寫作。 （四）通過重視寫作過程，提高英語寫作能力。長期以來，英語寫作成果教學法（THE PRODUCT APPROACH）在我國居于主導地位，教師根據(jù)寫作的終成品來判斷寫作的成敗，重視寫作的技術性細節(jié)（如格式、拼寫、語法等），忽視寫作過程的指導。根據(jù)D. Rumechart和J. McClelland提出的連通論

42、（Connectionism)理論，寫作包括寫前階段、具體寫作、文章修改三個基本過程，這三個過程并非是線性排列，而是循環(huán)往復，穿插進行的。教師只有重視加強對寫作三個過程的指導，才能更好地提高英語寫作能力。在寫作前階段，教師重在指導學生如何挖掘題材，訓練發(fā)散性思維，以及如何選擇材料、謀篇布局等。在具體寫作中，教師重在指導學生如何緊扣主題、運用正確的寫作方法等。在文章修改中，教師重在指導學生如何修改語法及用詞的錯誤。 （五）通過多寫英語摘要，提高英語寫作能力。英語摘要是把一篇文章的要點摘錄出來，用自己的語言使之獨立成一篇短文，這不是簡單的摘錄，而是忠于原文意思的再創(chuàng)作。寫英語摘要有利于學生了解原

43、文的文化背景、理解原文的中心意思、弄清原文的篇章結(jié)構(gòu)，從而提高學生的邏輯思維能力和謀篇布局能力。 （六）通過發(fā)展英語語言思維能力，提高英語寫作能力。英語寫作是運用已掌握的內(nèi)在化語言知識和表達方法，通過思維進行外在化輸出的創(chuàng)作，因此英語語言思維能力在英語寫作中作用非凡。對于我國學生而言，在英語寫作中易受漢語語言思維的影響，難以直接用英語語言進行思維，不利于英語寫作能力的提高，因此發(fā)展其英語語言思維能力尤為重要。教師要注意對學生的英語語言思維進行多方位、多角度的訓練: 要采取各種方法訓練學生英語語言思維的廣闊性、深刻性、發(fā)散性和創(chuàng)造性; 要教會學生用英語思考問題、回答問題; 要從訓練形象思維開始，逐步過渡到抽象思維訓練; 在課文講解中要盡可能不用漢語翻譯而用英語解釋，消除漢語思維的影響; 要努力創(chuàng)設良好的英語環(huán)境，在英語交際中發(fā)展英語思維能力。 希望對大家有所幫助，多謝您的瀏覽！