2022年高中英语新课标外研版必修教案57.docx

精选学习资料 - - - - - - - - - Period 4 Listening and Speaking; Writing 整体设计教材分析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 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 part in group work actively and make sure the work can be carried on smoothly. 三维目标1. 学问与技能 1>To train their writing skills. 2>To train their listening and speaking skills. 2. 过程与方法 1>Encourage students to speak in class through organizing some practice.2>Teach students to write following an example. 3>Individual/pair/group/class work, reporting, reading, discussing & writing.1 / 15 名师归纳总结 - - - - - - -第 1 页,共 15 页精选学习资料 - - - - - - - - - 3. 情感与价值 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. 教学重点 1. Enable students to understand the contents of the listening materials.2. Get students to learn to write a paragraph according to the information given above. 教学难点 1. How to enable students to discuss actively. 2. How to write next paragraph of a story. 教学过程Step 1 Revision 1. Greet students as usual. 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 chorally and 2 / 15 名师归纳总结 - - - - - - -第 2 页,共 15 页精选学习资料 - - - - - - - - - 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>Collect the answers from the whole class, having a student read the definition and another say what the word is.Suggested answers: 1>actor2>part3>dressing room4） director5>screen test6>backstage 2. Listen to an interview with an actor and make a note of the answers to the following questions.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 main 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 3 / 15 名师归纳总结 - - - - - - -第 3 页,共 15 页精选学习资料 - - - - - - - - - questions and another answer.Tapescript Interviewer: I m talking to Tom Johnson, who as just made a film in Hollywood. Welcome, Tom.Tom Johnson: Thank you. Its 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 working 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: And 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 dont you fly to Hollywood and we ll give you a screen test. ”Interviewer: And what did you say. 4 / 15 名师归纳总结 - - - - - - -第 4 页,共 15 页精选学习资料 - - - - - - - - - Tom Johnson: I said, “ yes, of course.”so I went 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.Interviewer: 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 saw 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 understand them.2>Ask them to order them individually, and then check with a 5 / 15 名师归纳总结 - - - - - - -第 5 页,共 15 页精选学习资料 - - - - - - - - - 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 class; 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 acting 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. > 6 / 15 名师归纳总结 - - - - - - -第 6 页,共 15 页精选学习资料 - - - - - - - - - 1>Do you know who are they. 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>politiciansc>film starsd>sports stars2>Get the students get through the questions individually and make sure they can 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 group speak English and act actively in discussion.7 / 15 名师归纳总结 - - - - - - -第 7 页,共 15 页精选学习资料 - - - - - - - - - 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 pop 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 students 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 students 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 write about the following extra information 8 / 15 名师归纳总结 - - - - - - -第 8 页,共 15 页精选学习资料 - - - - - - - - - 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 sentences 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 connect 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 had 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 didnt 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 he was about to stop observing the sky, when he saw some creatures walking on the moon. He was 9 / 15 名师归纳总结 - - - - - - -第 9 页,共 15 页精选学习资料 - - - - - - - - - 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: writing 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 tips 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>Imagine 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 tense10 / 15 名师归纳总结 - - - - - - -第 10 页,共 15 页精选学习资料 - - - - - - - - - D>Avoid spelling and other mistakes Task 2 Ask the students to correct their writing. Check if 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 listening 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 part 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. 板书设计 Module 4 Newspapers and Magazines Period 4 1. The questions pushing the passage to continue.1>How long has David Bates 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. 11 / 15 名师归纳总结 - - - - - - -第 11 页,共 15 页精选学习资料 - - - - - - - - - actorbackstage directordressing room2. New words part screen test活动与探究 Teachers may give students 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. 备课资料 Writing tips 提高英语写作才能的方法； <一）通过积存词汇量,提高英语写作才能；如同土木砖石是 建筑的材料一样,词汇是说话写作的必需材料,也是制约写作才能提高的瓶颈；可以想象,假如要写一个句子,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,又怎么能清晰地表达自己的思想呢 . 因此,在平常的教学中要强调同学记忆单词,记住 单词的拼读、用法、意思等；记忆单词的方法有许多,各人有各人 的记忆方法和习惯,可因人而异；老师可通过要求同学朗读单词、听写单词、默写单词、遣词造句、词汇竞赛等多种方法促进同学记 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 能不断积存大量的词汇,为英语写作打下坚实的基础；<二）通过扩大阅读量,提高英语写作才能；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；多阅读是同学增加接触英语语言材料、接受信息、12 / 15 名师归纳总结 - - - - - - -第 12 页,共 15 页精选学习资料 - - - - - - - - - 活跃思维、增长智力的一种途径,同时也是培育同学英语思维能力、提高懂得力、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才能的提高；在阅读训练中,老师要留意以下问题: 一是指导阅读方法,分析文章结构、中心思想、段落中心句、写作方法等,帮忙同学把握各类文章的结构及写作方法 ; 二要精读与泛读相结合,通过推敲优秀的文章来学会写作方法和选词用词 ; 通过大量的泛读来吸取信息量,扩大词汇量; 三要扩大阅读量,供应阅读的材料涉及面要广,才能不断扩高校生的学问面,使同学适应各种题 材的写作；<三）通过提高听说才能,提高英语写作才能；英语听说读写四 种才能是相互影响、相互促进的,提高听说才能必定会促进写作能 力的提高；要提高听说才能关键在于创设一个良好的英语环境；教 师要尽可能地用英语授课,多开展特地的听说训练,同时开展丰富 多彩的课外英语活动,让同学沉迷在英语海洋中去领会、去体会、去使用英语,久而久之,同学自然能使用正确的、地道的英语进行 交谈与写作；<四）通过重视写作过程,提高英语写作才能；长期以来,英语 写作成果教学法 <THE PRODUCT APPROACH）在我国居于主导地 位,老师依据写作的终成品来判定写作的成败,重视写作的技术性 细节 <如格式、拼写、语法等）,忽视写作过程的指导；依据 D. Rumechart 和 J. McClelland 提出的连通论 <Connectionism>理论,写 作包括写前阶段、详细写作、文章修改三个基本过程,这三个过程13 / 15 名师归纳总结 - - - - - - -第 13 页,共 15 页精选学习资料 - - - - - - - - - 并非是线性排列,而是循环往复,穿插进行的；老师只有重视加强 对写作三个过程的指导,才能更好地提高英语写作才能；在写作前 阶段,老师重在指导同学如何挖掘题材,训练发散性思维,以及如 何挑选材料、谋篇布局等；在详细写作中,老师重在指导同学如何 紧扣主题、运用正确的写作方法等；在文章修改中,老师重在指导 同学如何修改语法及用词的错误；<五）通过多写英语摘要,提高英语写作才能；英语摘要是把一 篇文章的要点摘录出来,用自己的语言使之独立成一篇短文,这不 是简洁的摘录,而是忠于原文意思的再创作；写英语摘要有利于学 生明白原文的文化背景、懂得原文的中心愿思、弄清原文的篇章结 构,从而提高同学的规律思维才能和谋篇布局才能；<六）通过进展英语语言思维才能,提高英语写作才能；英语写 作是运用已把握的内在化语言学问和表达方法,通过思维进行外在 化输出的创作,因此英语语言思维才能在英语写作中作用特殊；对 于我国同学而言,在英语写作中易受汉语语言思维的影响,难以直 接用英语语言进行思维,不利于英语写作才能的提高,因此进展其 英语语言思维才能尤为重要；老师要留意对同学的英语语言思维进行多方位、多角度的训练: 要实行各种方法训练同学英语语言思维的宽阔性、深刻性、发散性和制造性 ; 要教会同学用英语摸索问题、回答问题 ; 要从训练形象思维开头,逐步过渡到抽象思维训练 ; 在课文讲解中要尽可能不用汉语翻译而用英语说明,排除汉语思维的影响 ; 要努力创设良好的英语环境,在英语交际中进展英语思维才能；14 / 15 名师归纳总结 - - - - - - -第 14 页,共 15 页精选学习资料 - - - - - - - - - 申明：全部资料为本人收集整理,仅限个人学习使用,勿做商业用途；15 / 15 名师归纳总结 - - - - - - -第 15 页,共 15 页