2022年高中英语同步教案Module6FilmsandTVPrograms听说课 .pdf

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1、2014-2015学年高中英语同步教案：Module 6: Films and TV Programs（外研版必修 2）听说课课题： Book Module 6: Films and TV Programs-Listening and Function 授课年级： 高一课程类型 ：听说课一、整体设计思路：1. 听前准备：通过图片学习词汇进行话题引入引入话题后让学生设身处地的思考作为采访者希望问什么问题并预测问题，变被动听为主动听2. 听力输入：第一步获取采访者所问问题第二步获取受访者的回答第三步通过做笔记的方式将整篇听力内容补充完整（其中会对速记的技巧进行指导，所填内容为“how often”

2、句型和频度副词, 为口语练习输出做准备）3. 听后输出：运用“how often ”句型和频度副词进行简短对话, 对小伙伴的休闲时光的一些活动内容进行访问. 4. 总结课堂学习内容. 5. 作业 . 二、 指导依据：普通高中英语课程标准第五级为9 年级结束时应达到的基本要求；第八级为高中毕业的基本要求。第六级过渡级。但由于本校学生英语水平参差不齐, 尤其听说能力薄弱, 故对其听说技能的目标暂时定在第五级的一些方面: 听： 1、能根据语调和重音理解说话者的意图；2、能听懂有关熟悉话题的谈话，并能从中提取信息和观点；3、能借助语境克服生词障碍、理解大意；4、能听懂接近正常语速的故事和记叙文，理解故

3、事的因果关系；6、能针对所听语段的内容记录简单信息。说： 4、能有效地询问信息和请求帮助；5、能根据话题进行情景对话；7、能在以上口语活动中语音、语调自然，语气恰当。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 11 页三、教学背景分析本课以听、说为主的听说课。听说课旨在培养学生根据不同的听力材料使用不同的听力策略的能力 , 从听力材料中获取和处理主要信息的能力，通过听力材料的重复输入达到口语表达输出的目的。四、教学目标分析本课听力材料是一则采访对话。采访对象是一位和学生年龄相仿的男孩, 采访内容是小男孩以及其家庭平日看电视的频率以及

4、习惯等。本科的学习目标包括：1、知识目标（1）学习本课重点的词汇relax，channel，program，advertisement 等。（2）掌握“ how often ”句型和频度副词; 2、能力目标（1）在语言输入的过程中培养学生的主动学习能力。（2）在听力输入的过程中帮助学生学习相应的听力技巧。（3）在语言输出的过程中鼓励学生开口运用英语交流。3、情感目标（1）通过听学生熟悉的生日常生活内容的访谈，以及听前对听力材料的处理降低难度，提高学生对听力的兴趣；（2）通过对听力材料的加工降低口语练习的难度，提高学生开口说英语的兴趣, 也让学生明白 , 语言学习的目的是为了将英语作为交流工具使

5、用. 五、学情分析本节课的教学对象是高一年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有进一步发展，逐渐能用英语来获取信息、处理信息题。本班学生英语基础相对而言较好，他们对听力和口语训练比较感兴趣，但是同时听力和口语表达能力相对薄弱。六、教学重点1.掌握本篇课文的重要词汇relax， channel， program ， advertisement 等； 重要句型“how often ” ; 频度副词 ; 2. 通过听说课让学生掌握访谈类节目的听力技巧和听力中速记及方法; 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 11 页

6、3. 通过语言输入运用句型和频度副词进行交谈输出。七、教学难点1. 如何在听力过程中进行速记; 2. 如何能使学生积极地运用所学句型和单词进行交谈；八、教学流程1、 Pre-listening: 用图片导入听力材料和词汇; 2、While-listening: 1) first-listening: 找出主持人问的问题; 2) second-listening:找出受访者回答; 3) third-listening: 补全录音原文(语言点的填空和速记技巧指导) 3、Post-listening:1) 总结访谈类听力策略. 2) Function: 学习“how often” 句型和频度副词.

7、3) Speaking: 给出图片创设情景让学生选择不同的情景运用“how often ” 句型和频度副词做小访谈,谈谈日常休闲方式4、Summary: 总结今日所学5、Homework: 用“how often” 句型和频度副词造句, 将所学落实到笔头. 九、教学设计评价本课亮点 : 1. 本节课通过设置形式多样由浅入深的任务类型，满足不同层次学生对课堂的需求. 2. 通过听力技巧的学习和指导, 让学生主动学习加工听力内容, 将课堂还给学生. 3. 通过听力输入口语输出的方式告诉学生英语是语言交流工具, 应当将所学运用于语言交流中 , 而不是作为知识点死记硬背. 本课不足之处：1. 在课堂中

8、 , 教师语言还是多了, 应该增加学生的开口说英语的比例. 2. 开头引入使用的时间稍微长, 导致后面的练习和总结时间仓促. 3. 任务之间教师语言和情景衔接稍显生硬, 使得教学流程不够流畅.教学过程设计1、Pre-listening: introduce the topic and some new words of the interview (3 minutes) New words: relax channel program advertisement 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 11 页T: Hello,

9、 boys and girls! Nice to meet you today! This is the first time we have lesson together, so first let me introduce myself! My name is Mao Huiyu, you can call me Ms Mao. I am a senior 3 teacher! You know, senior 3 students are very tired! We teachers are very tired, too! So in the evening, I like lis

10、tening to music and watching television to relax! Do you know “ relax” in Chinese? Ss: (Students say the meaning in Chinese)T: Good! 放松 ! Please read after me “ relax” . What about you? What do you do to relax in the evening? Ss: Listening to music/ sleep/ watch movies/ watch TVT: Watch television?

11、I like it very much? And I like channel 6, the film channel, and channel 5, the sport channel. Do you like channel 6 and channel 5? Ss: T: I often change the channel because I don t like advertisement. Do you like advertisement? Ss: T: Me, too. And my favorite program is cartoon. What about you? Wha

12、t s your favorite program?Ss: T: Please look at these programs, which one do you like? Ss: T: Do you like chat show? (Show pictures of chat show) Ss: T: Please look at the picture, this is a chat show, we could also call it an interview. Please read after me “ interview” . We call Li Yuchun intervie

13、wee, and Lu Yu interviewer. Please read after me, interviewee, interviewer.Ss: 【设计意图】首先通过自由交流的方式，老师提问学生回答的方式，进行导入和热身活动，减轻学生精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 11 页上课伊始的紧张感，快速地融入课堂，成为课堂教学活动的主体, 同时通过相关词汇和话题的预备，降低听力中的难度。2、While-listening (22 minutes) （1） First-listening: listen and tic

14、k the questions you hear. (6 minutes)Exercise 1: listen and tick the questions you hear. 1) Do you have a television in your home? _ 2) Do you like changing channels? _ 3) How often do you watch it? _ 4) Do you watch a lot of films on television? _ 5) Do you like cartoon? _ 6) How often do you chang

15、e channels in an evening? _ 7) How long do you watch TV a day? _ 8) Do you enjoy advertisements? _9) What s your favorite TV program? _10) Do you watch TV with your parents? _T: Today we are going to listen to a chat show. It is about the boy s TV viewing habit. If you are the interviewer, what ques

16、tions will you ask? Ss: T: Well, now let s read these 10 questions together.Ss: T: What questions do you want to ask if you are the interviewer? Ss: (Ask some students to talk about questions they want to ask) T: Now listen to the chat show, if you hear the question, tick it, ok? Ss: (Students liste

17、n to the chat show and do Exercise 1). T: Well, let s check the answers together. Have you heard the questions you want? Ss: (Ask some students to answer the questions)【设计意图】通过让学生根据预测问题变被动听为主动听，摆正学生作为学习主体的位置。访谈类是一问一答，学生通过对听力中语音语调和课本中图片的观察，可以很快知道女声为主持人，精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5

18、 页，共 11 页男声为受访者小男孩，所以本题的难度就降低了。通过比较简单的题目入门，学生容易获得成就感，对下面的听力才会充满信心。同时，听前预测，也是听力技巧的一种学习。（2） Second-listening: Listen again, and explore more details. (5 minutes) Exercise 2: Listen again, and choose the right answer. (1) The boy s family has _B_. A. one television B. two televisions (2) The boy watche

19、s TV _A_. A. every night for about two hours B. all evening (3) The boy thinks films are _A_. A. relaxing B. tiring (4) The boy prefers _B_ programs. A. serious B. comedy (5) The boy thinks advertisements are _B. A. boring B. interesting (6) The boy enjoys Neighbors because_B_. A. the program is rel

20、axingB. the act is so brilliant.T: Well, boys and girls, do you have a television in your home? How often do you watch it? Do you watch a lot of films on television? Ss: (Ask several students to answer these questions)T: Can you guess the boy s answers to these questions?Ss: T: Let s listen again, a

21、nd this time, please look at exercise 2, try to choose the right answers to the questions. Ss: (Ss listen and do Exercise 2)T: Check answers, and ask ss to read the whole sentences together. 【设计意图】将第一题中的部分问题作为过渡，对学生进行提问，让他们根据自己的情况回答，让学生对听力材料产生熟悉感，因为这是和他们的日常生活相近的材料。同时通过这样的问答，让学生预测听力中小男孩的回答。再者，精听的要求就是

22、对听力材料的主要信息进行反复听和加工，先对材料进行加工再二次听力，有助于学生熟悉材料，降低难度，培养信心。（3） Third- listening: listen and complete the tape script. (10 minutes) Exercise 3: Listen carefully and finish the tape script. Interviewer：Do you have a television in your home? Boy：Sure! We ve got two，one in the sitting room and a small one in

23、the kitchenWe _always_精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 11 页watch telly in the morning in the kitchen as we eat our breakfastInterviewer：Really! _How_ _often_ do you watch it? Boy：Watch the box? I watch it _every_ night for about two hoursAnd sometimes，when my parents are out，I wa

24、tch it nonstop all evening，I m afraid to sayI love it，it s the way I relax My mum says I watch too much，but I disagreeI think you can learn a lot from televisionThere was a program about homeless people last weekend that was really interestingInterviewer：Do you watch a lot of films on television? Bo

25、y：1 watch films all the time at the weekendIt s one of the most relaxing things you can do when you re tired or boredInterviewer：I see! _How_ _often_ do you change channels in an evening? Boy：Quite _a_ _lot_If we re all watching，we _often_ argue about which program we want to watchMy parents like se

26、rious programs like the news，but I prefer comedy programsInterviewer：Do you enjoy _advertisements_? Boy：Yes，I do，I think they can be very interestingI saw an excellent one yesterdayWhen I leave school，1 want to work in advertisingInterviewer：_Good_ _for_ you ! What s your favorite TV program?Boy：I l

27、ove watching TV programEveryone in it acts so brilliantlyI have to find out what s happening to the characters. They seem so real! Interviewer：So what s on TV tonight? Anything good?Boy：Absolutely! Neighbors!T: Very good! Now class, please look at exercise 3, this is the whole chat show, but there a

28、re some missing words. This time, when you are listening, try to fill in the blanks. If the words are long, for example, program, you can just take down “ pro ” , and then finish it after your listening. And if you hear “ how often ” , you can take down “ ho” and “ oft ” and then finish it after you

29、r listening, understand? Ss: T: Let s go ahead!Ss: T: let s check the answers together. (During this step, if students can t get the right answer, we will 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 11 页listen to the details again). Ss: T: Good! Now let s read the whole text together. Group

30、 1&2 read the interviewer s questions, and Group 3&4 read the boy s answers. 【设计意图】通过填空的方式补全听力录音原文，让学生在此复习他们所听过的内容，是学生对自己之前听力的检测，也通过此方法达到精听的目的；听力过程中速记技巧的指导，帮助学生学会在以后的听力中记录重要信息；填空内容是我们关注的语言点“how often ”句型和频度副词,也让他们对语言点高度关注, 为后面的语言知识重点学习和口语练习做铺垫. 3、Post-listening (15 minutes) （1） To summarize strategi

31、es for listening to interviews. (4 minutes) T: I think all of you have done a very good job! Now do you know how to listen to an interview? Before listening, what should we do? While listening, how to choose the right answers to the questions? How to make notes in listening? Ss: How to listen to an

32、interview? 1)To think about what do I want to know before listening. 2)Try to predict the questions and answers. 3)While making notes, just take down one or two letters instead of the whole words, and then finish the whole word after listening. 4) (If students have better answers, write them down on

33、 the blackboard.)【设计意图】总结听力技巧, 让他们在以后的听力中有意识的运用. （2） Function: focus on “how often” sentence pattern and adverbs of frequency. (3 minutes)Read a part of the interview and focus on “ how often ” sentence pattern and adverbs of frequency. Interviewer：Really! _How_ _often_ do you watch it? Boy：Watch th

34、e box? I watch it _every_ night for about two hours精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 11 页Interviewer：I see! _How_ _often_ do you change channels in an evening? Boy：Quite _a_ _lot_If we re all watching，we _often_argue about which program we want to watch（1） How often用来提问某动作或状态发生的频率

35、（2） seldom, rarely, occasionally, now and then, often, sometimes, once a week, every day, (four) times a week, from time to time, every two days, twice a week 等表示频度的副词或短语回答T: Great! Let s read a part of the interview together?Ss: T: Attention, please! Do you know “ how often”?Ss: T: We use it to ask

36、 about frequency, right? Which words can be used to answer “ how often ” questions? Ss: (often, usually, now and then)T: Very good! Now please turn to page 57, let s read the words together.Ss: 【设计意图】学习 “How often”句型和频度副词, 为下面的口语运用练习做准备. （3） Speaking (6 minutes) Show pictures of different activities

37、 on PPT, and students try to do mini interview with “ how often ” sentence pattern and adverbs of frequency.T: Excellent! (Call a student to make a dialogue) What do you usually do in your free time? How often do you do it? Ss: Example: A: What do you usually do in your free time? How often do you d

38、o it? B: I usually watch movies in my spare time. I watch movies twice a week. T: Boys and girls, look at the pictures, work in pairs and talk about what you usually do in your free time and how often you do it. (Three minutes later, ask some students to present their interviews.) 精选学习资料 - - - - - -

39、 - - - 名师归纳总结 - - - - - - -第 9 页，共 11 页【设计意图】给出模版做口头练习, 对于一些程度太弱的学生, 能够把模版完整的熟读, 也是一种收获和进步; 开口运用句型进行练习, 是语言输出 , 巩固学过的语言点, 也让学生明白, 我们学习语言点是为了将英语作为交流工具使用. 给出图片创设情景让学生选择练习4、Summary (1minutes) T: Now time is up. Well stop now. Let s review what we have learnt today. Let s read them together.(1) How to l

40、isten to an interview. To think about what do I want to know before listening.Try to predict the questions and answers.While making notes, just take down one or two letters instead of the whole words, and then finish the whole word after listening. (2) Some new words: television relax program channe

41、l advertisement (3) Some adverbs of frequency: seldom, rarely, occasionally, now and then, often, sometimes, once a week, every day, (four) times a week, from time to time, every twodays, twice a week 【设计意图】复习今天学过的内容, 对课堂进行总结. 5、Homework Use “ how often” sentence pattern to make sentences and answer the questions with adverbs of frequency 【设计意图】精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 10 页，共 11 页巩固学过的语言点, 将其落实到笔. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 11 页，共 11 页