高中必修一英語教案
發(fā)表時間：2021-08-19高一英語教案：《The Silver Screen. 搬上銀幕》教學(xué)設(shè)計（二）。
高一英語教案：《The Silver Screen. 搬上銀幕》教學(xué)設(shè)計（二）
Teaching aim and requirements (教學(xué)目標(biāo)和要求)
Goal: In this lesson, students will develop the knowledge of Merly Streep and Keanu Reeves.
In this lesson, students will practise their skills of interviewing.
Objectives:
1.In this lesson, students will be able to retell the life of Merly Streep and Keanu Reeves.
2.In this lesson, students will be able to complete a chart related to the text.
3.In this lesson, students will be able to act out an interview.
Emphases of teaching(教學(xué)重難點)
1、 How to make the students be active to express their own ideas.
2、 How to help the students understand the long sentence in the text.
Teaching aids(教學(xué)手段) Multimedia in English teaching and learning(多媒體手段教學(xué))
Teaching Procedures(教學(xué)過程)
Material/resources: blackboard, tape-recorder, tape, textbook
Procedures
Step 1 Lead in
1. T: In last lesson, we talked a lot about films. Of course those films are very popular and successful. What does the success of the films bring to actors or actresses?
(Ss: money, fame, reputation,…and interview)
2. T: What questions will you ask when interviewing an actor or an actress?
Ask students to discuss in groups and collect as many questions as possible.
Step 2 Listening (on P29)
a. Ask students to look at questions in the listening part, and listen for the general idea and find out the answer to the question: Who are the two speakers?
b. Ask students to listen for the second time and find out the specific information to the following questions and fill in the blanks.
1. What do we know about the city where Malcolm grew up?
It was a small town far from the big city .
2. What did he want to be when he was a student?
He wanted to be a teacher .
3. What was the reason why Malcolm studied law?
The reason his father wanted him to study law .
4. When did Malcolm really start his career in the theatre?
When Malcolm met Fiona, he started his career in the theatre .
5. Why was the film called The Dream Machine important to Malcolm?
It was important because he did not have any experience .
c. Check students’ answers.
Step 3 Speaking
a. T: Awards are very important to those actors and actresses, which show the audience’s or experts’ acceptance and appreciation to their performances.
Q1 Can you tell me some famous awards to the films in the world?
Q2 Can you tell me some famous actors or actresses that have won the Oscar?
T: Today we will look at a famous actor and a famous actress who are very successful in their acting career.
b. Divide the whole class into 2 groups. Students in Group A read the biography of Merllly Streep while students in Group B read the biography of Keanu Reeves. Then fill in the table below respectively.
Name____________________ Schooling______________________
Beginning of the acting career__________________ Films____________________
Achievement________________________________
c. Check the information and explain some words and useful expressions in and below the biographies.
1) While still a student, she played roles in many plays.
While still a student= while she was still a student
Play a role in: play a part in
e.g. Telephones are playing an important role/part in our daily life.
2) Meryl Streep made her first film, called Julia in 1977.
called Julia: past participle phase used as the attribute to modify film
3) Academy Awards (Oscars): the main national film award in the USA. The Awards are granted annually by the Academy of Motion Picture Arts and Sciences. The Awards ceremony takes place in Hollywood every Match.
4) a. Interviewer can use following expressions to interview in good order
You studied/worked/acted at different…
First…, and then… Later on… Finally you found a job as…
b. Interviewer can pose such questions to the interviewee
What did you do next?
What made you decide to…?
What roles did you act?
How long have you been working as…?
c. Interview
Ask students to work in pairs and imitate CCTV’s interview program-----Life of Art, one acting as the host with suggested expressions in the text and questions When and where were you born? How many films have you acted? Which one is your favorite?
One acting as the guest---Merly Streep or Keanu Reeves with information in the short biography and in the Notes in the textbook.
Choose some pairs to act out the interview; while one pair is interviewing, the rest of the class act as the audience and can raise questions to the guest.
Step 4 Lead students to discuss following questions
Why ate they so popular and successful?
What is needed to be an actor or actress?
Would you like to be an actor or actress one day? Why?
Assignment: Look at talking exercise on P109 and have a discussion about the copy right.
Step 5 Homework
Finish off the reading in Unit 5
擴(kuò)展閱讀
高一英語教案：《The Silver Screen. 搬上銀幕》教學(xué)設(shè)計（一）
高一英語教案：《The Silver Screen. 搬上銀幕》教學(xué)設(shè)計（一）
Period 1.Warning –up and Listening
Teaching objectives and demands:
1.The activity is designed to encourage students to Use the activity as a brainstorming session done either in groups or with the whole class and activate relevant vocabulary.
2.Language use: Manipulate listening, speaking practice
3. Interview the headmaster and other teacher about the school rules and the ways to learn all the subjects
Key points:
Goal: In this lesson, students will enhance their listening and speaking abilities through talking about films.
Objectives:1. In this lesson, students will be able to describe the movie pictures
2. In this lesson, students will be able to catch the main idea of the listening material and specific details according to the requirement.
Material/resources: blackboard, tape-recorder, tape, textbook
Teaching procedures:
Step 1 Free talk
1. T: Do you like seeing films?
Do you often go to the cinema to see films or just stay at home to see films on TV?
This summer what films did you see?
(ask students to discuss and answer these questions)
2. T: Good films are always popular all over the world. People from different countries, with different background all like films. In this unit, we’ll focus on the silver screen, talking about successful films, famous actors and actresses, and great directors.
Step 2 Warming up
1. T: There are different kinds of films. What kind of film do you like?
Write students answers on the blackboard. （comedy, action, animation, horror, historical, war, science-fiction…）
2. Ask students to look at the picture of Hero
T: Is this picture quite familiar to you? I believe most of you have seen this film, for it is directed by Zhang Yimou and acted by many movie stars. Can you tell me what kind of film it is based on your knowledge?
Ask students to describe the picture with questions below
Q1: What is happening in the scene?
Q2: What do you think happens before this scene?
Q3: What do you think happens after this scene?
3. Group discussion
Divide the whole class into 3 groups, each group discussing one of the rest three pictures in the text through their observation and imagination.
Step 3 Listening practice (in the workbook)
1.Brief introduction: You will hear three conversations in which some people are talking about their favorite films and film directors. Listen careful and complete the chart below.
2.Ask students to go over the chart, and know what type of information they will listen for and what they should note down. Then listen to the tape for a first time, and try to understand the general meaning of this material, and pay special attention to specific information.
3.Listen for the second time and write down the information according to the requirement of the exercise.
4. Listen for the third time and check the information and the teacher does some explanation if necessary.
Jennifer Alex James
Title of the film AI Spiderman Shower
Director Steven Spielberg Sam Raimi Zhang Yang
What is the film about? A robot that wants love and becomes a real boy. The good fighting against the bad. An old bathhouse where people make friends. When the bath-house close, friendships are lost forever,
His/Her opinion It’s a simple but strong story. It’s very exciting and funny. It’s a sad film.
5. Ask students whether they have seen any of the films Jennifer, Alex and James talk about or other films directed by the film directors they mention. Give opinion about these films.
Step 4 Closure
Lead the whole class to discuss and give opinions about films they have seen.
Assignment
1. Read new words and expressions in Unit5.
2. Cooperate in groups of 3-4, think about a scene if they direct a film, and then write a short dialogue of that film scene and act it out.
Step 5. Homework
(1) Finish off the exercises of Unit 5 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
高一英語教案：《The Silver Screen. 搬上銀幕》教學(xué)設(shè)計（三）
高一英語教案：《The Silver Screen. 搬上銀幕》教學(xué)設(shè)計（三）
period 3. reading
goal: in this lesson, students will develop the knowledge and understanding steven spielberg as a director.
in this lesson, students will improve their speaking and reading abilities.
objectives:
1. in this lesson, students will be able to analyze and give reasons why dvd should be sold expensive or cheap.
2. in this lesson, students will be able to summarize the whole passage.
3. in this lesson, students will be able to identify new words and expressions appeared in the text.
material/resources: textbook, tape-recorder, tape, blackboard, film posters
procedures
step 1 role-play
a. t: yesterday we mainly dealt with those film actors and actresses, and we also act as two hollywood stars---merly streep and keanu reeves. we now have a better understanding of these people, but there is a problem with them. with fast internet connections and computers with dvd player, people download and watch films online. nobody wants to pay high price for a vcd or dvd; instead, they buy discs for five to ten yuan. so what do you think about this problem? do you think the dvd should be sold expensive or cheap?
b. ask students in groups of five to act out a tv talk show discussing this problem according to the requirement of talking exercise1 on p109.
step 2 pre-reading
ask students to act out the scene in their own film which was assigned two days ago and explain their scene.
t: through your personal experience, you see directing is a very interesting but hard job. today we will have a close look at one person who takes up this job. steven spielberg, a quite outstanding and world-renowned director.
step3 while-reading.
a. show five posters of steven spielberg’s films mentioned in the text.
(jaws, et, jurassic park, schindler’s list, saving private ryan) (see posters on next page)
ask students to discuss in groups and guess what the film is mainly talking about and what the theme of the film is.
b. skimming
ask students to read para3-6 quickly and find out the information about these films and compare it to their imagination of the films. then fill in the chart in post-reading. (better use attributive clause)
(saving private ryan is about the cruelty of war/an american captain who led his team to search for a soldier named ryan.)
c. play the tape and ask students to go through the whole passage, then divide it into several parts and summarize the main idea of each part.
para1: spielberg’s childhood
para2: spielberg’s beginning of his career as a film director
para3-6: his famous films
para7: his secret of success- his family
d. explain some important words and difficult language points.
script: n. text of a play, film, broadcast, talk, etc e.g. a script editor
v. write a script for (a film, play etc) e.g. a film scripted by a famous novelist
win a prize e.g. she won first prize in the 100 meters race.
the reason why… is that… e.g. the reason why many people want to buy it is that the price is low.
studio: place where cinema films are acted and photographed
pl studios
take off: 1)suddenly become successful or popular eg. the new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. when he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
i’m afraid…
go wrong: experience trouble eg. the experience went disastrously wrong
make a mistakes eg. if you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
when asked about the secret of his success, steven spielberg said that he owes much of his success and happiness to his wife and children.
when asked about…=when he was asked about…
owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth
eg. he owes his success more to luck than to ability.
2）be in debt to sb eg. i owe ten dollars to my father.
3 ) feel gratitude to sb eg. we owe our parents a lot.
after that it still took seven years before they finally got married.
before:
step 4 post-reading
ask students to answer questions1-4 in post-reading.
1. why did spielberg study english instead of film?
2. why were people who saw the film jaws afraid to swim in the sea?
3. how important is his family to spielberg’s career?
4. what have you learnt from reading about spielberg?
step 5 closure
in this lesson, we focus on the famous director steven spielberg, having some knowledge of his childhood, his films and his family. but what we should do is not to envy him, admiring him about his talent, his achievement, but to learn his spirit, his personality.
lead a class brainstorming of what we can learn from steven spielberg, using following sentence patterns.
i have learnt that…
i think …
i realize …
assignment: 1.do word-study on p12-13 and vocabulary on p110.
2.review the attributive clause we have learned in unit4 and preview the grammar in this unit.
step 6 homework
review the story and get more information for the computer on the director
try to write or digest some information from the internet.
高一英語教案：《The Silver Screen. 搬上銀幕》優(yōu)秀教學(xué)設(shè)計（一）
高一英語教案：《The Silver Screen. 搬上銀幕》優(yōu)秀教學(xué)設(shè)計（一）
Period 4. Grammar
Goal: In this lesson, students will improve their knowledge of attributive clause.
Objectives: 1. In this lesson, students will be able to distinguish the attributive clause.
2.In this lesson, students will be able to use the attributive clauses with when, where, why and a relative pronoun with a preposition correctly while making sentences.
Material/resources: textbook, blackboard, a film poster
Procedures
Step1 Homework-checking
a. word study :all the missing words are about films. Can you guess what they are?
1.To most actors and actresses, the Oscar is the most important award.
2.In Speed,Keanu Reeves played the role of the brave policeman who saved the lives of the people on the bus.
3.Who do you think is the best director in China, Zhang Yimou, Chen Kaige or Feng Xiaogang?
4.The script was so well-written that the famous actress accepted the role at once.
5.A film studio is the place where films are made.
6.While watching Titanic, most people couldn’t help crying when it came to the scene in which Jack saves the life of the girl but dies in icy water himself.
7.Film companies often make follow-ups to films that have been very successful, such as Speed , Jurassic Park .
b. Ask students to check exercises in Vocabulary on P110.
Step 2 Lead in
1. Ask students some questions such as What Chinese directors do you know? What are their well-known films? Then write down the key words to these questions. Then ask students to use these words to make a sentence using attributive clause, and review attributive clause with pronouns.For example: Zhang Yimou Hero
Zhang Yimou is the famous director who successfully directed the film Hero.
Zhang Yimou whose film Hero is very successful is a famous director in China.
Hero is a successful film which /that is directed by Zhang Yimou.
2. Ask students to underline the sentences with attributive clause in the reading text and sort them. Then ask them to work in groups to compare the differences between them.
Step 3 Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
2) Show a film poster and ask students what film it is, and who is the main actor. Then ask them to make sentences by using attributive clauses.
For example
Hero is a historical film which Li Lianjie plays the main role in.
Hero is a historical film in which Li Lianjie plays the main role.
3) Ask students to do Exercise3 on P33-34. Then ask them to answer them in the class.
Use a preposition and a relative pronoun, whom/which, to complete the following sentences.
1. The book about which I heard was written twenty years ago.
2. The people to whom the man spoke weren’t listening.
3. The film during which I fell asleep was very boring.
4. The pen with which she wrote that book can now be seen in a museum.
5. The little creature in which scientists are interested is known as ET.
6. The gun with which he was shot was never found.
Step 4 Ask students to choose an actor or an actress or a director they are familiar with and write some information about him or her, encouraging them to use the attributive clause while making sentences.
Assignment: Do Exercise2 on P33 in the exercise book and hand it in.
Do Exercise1, 2, 3 in the Grammar part on P111.
Compose a short passage about an actor or an actress or a director they are familiar with, using the sentences they write in Step6.
Step 5 Homework Write some sentences in text with the attributive clauses
高一英語教案：《No Drugs》教學(xué)設(shè)計
高一英語教案：《No Drugs》教學(xué)設(shè)計
一、學(xué)生分析
班上的學(xué)生剛從初三升入高一的學(xué)習(xí)時，由于進(jìn)行全英教學(xué)，有些學(xué)生還不是很適應(yīng)，特別是從鎮(zhèn)、農(nóng)村考上來的學(xué)生，在聽說方面有比較大的困難。由于初高中對學(xué)生的要求不同，學(xué)生普遍的問題是詞匯量比較少，用中文思維，不知如何用英語表達(dá)等，但學(xué)生對英語學(xué)習(xí)的熱情還是比較高漲，興趣較濃。學(xué)生對本課時的話題No Drugs有所了解，在前一課的Reading and vocabulary中對吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學(xué)生通過媒體網(wǎng)絡(luò)上了解相關(guān)的背景信息。在課堂教學(xué)中，努力激發(fā)學(xué)生參與教學(xué)活動的熱情，積極思考，相互討論，共同協(xié)作。
二、教材分析
本課時所教的是外研版高一上學(xué)期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時。要求通過聽的活動了解和學(xué)習(xí)有關(guān)吸毒和犯罪的詞匯，培養(yǎng)表達(dá)結(jié)果，作總結(jié)邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來的危害，為了與聽力部分的內(nèi)容銜接，我對Speaking中的話題作個修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽說課之前，學(xué)生學(xué)習(xí)了Reading and vocabulary，通過閱讀文章，已經(jīng)掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽說為主線，對吸毒這一主題進(jìn)行延伸和拓展。
三、教學(xué)目標(biāo)
本模塊是通過學(xué)習(xí)表達(dá)吸毒及其危害的詞語和其它語言形式，養(yǎng)成良好生活習(xí)慣，教育學(xué)生關(guān)愛社會，關(guān)愛他人，遠(yuǎn)離毒品。
語言知識目標(biāo)：詞匯有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment
語言技能目標(biāo)：聽懂有關(guān)吸毒及其危害的話語并獲取信息，學(xué)會抓住關(guān)鍵意見，進(jìn)行summarizing，并用英語討論，表達(dá)吸毒的危害。
情感目標(biāo)：提高自我保護(hù)意識，養(yǎng)成良好生活習(xí)慣，珍愛生命，遠(yuǎn)離毒品。
學(xué)習(xí)策略方面：通過組織學(xué)生預(yù)測問題、聽辯問題，培養(yǎng)抓住和辨別信息要點的能力。通過拓展討論問題，培養(yǎng)學(xué)生獨立思考，自主學(xué)習(xí)的能力。以individual work, pair work, group work等形式加強(qiáng)合作學(xué)習(xí)，從網(wǎng)上或其它媒體了解吸毒危害，學(xué)會分析、歸納。
文化意識方面：通過聽、說，還有一些補(bǔ)充材料加強(qiáng)學(xué)生為毒品危害的認(rèn)識，提高自我保護(hù)意識。
四、教學(xué)策略
本課時主要以聽說教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽力理解策略。以聽力技能訓(xùn)練和口語表達(dá)訓(xùn)練為主線，貫穿說、讀、寫綜合技能的培養(yǎng)。針對學(xué)生聽力理解障礙，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識的輸入、技能的培養(yǎng)，和文化意識的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快教學(xué)的節(jié)奏。課前從網(wǎng)上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。
五、教學(xué)過程
I Organization for class
II Teaching of the new lesson
Part one： Listening and Vocabulary
Task1：學(xué)習(xí)新單詞，掃除部分聽力障礙
Step1：做Activity1，復(fù)習(xí)Reading and Vocabulary中有關(guān)Adam Rouse的內(nèi)容，從而學(xué)習(xí)新單詞，通過師生的問答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction?
S: He broke into a house to steal.
T: We call it burglary. So was it legal or illegal?
S: Of course it was illegal.
T: Sometimes some other addicts will not only break into people’s houses to steal , but also in small shops or shopping centers we call it shoplifting.
T: Do you think that burglary or shoplifting are good behavior, good for society and people?
S. Of course not.
T: They break the law when they do it. It is a crime and we call those people who break the law criminals.
Step2：通過稍微改編一下練習(xí)，鞏固聽學(xué)的新詞匯。
領(lǐng)讀單詞讓學(xué)生做下列填空練習(xí)：
l. ______ are the large places where you can buy things.
2. It is _____ to take drug as it is against the law.
3. ______ are people who break the law.
4. _______ is the crime of stealing from a shop.
5. _______ is the crime of stealing from a house.
6. ______ centers can help people to stop taking drugs.
Task2：聽力練習(xí)，層層遞進(jìn)，獲信息抓關(guān)鍵。
Step3：設(shè)疑、導(dǎo)讀、預(yù)測：
T: According to the given vocabulary, can you guess what the listening material is about?(啟發(fā)學(xué)生的想象思維)
T: Go through the questions in Activity 2 and predict the answers.(讓學(xué)生討論，培養(yǎng)學(xué)生的預(yù)測能力)
Step4：導(dǎo)聽、釋題、聽辯交流：
T：For the 1st time， listen and try to get the answers to the 5 questions in Activity 2. Require that students should write down some related information.
Questions：1. Is the woman in the studio a police officer?
2. Is she sure about the number of people who steal to pay for drugs?
3. Do drug users only steal from shops?
4. Do all drug users attend treatment centers?
5. Are most drug users young men?
(在教師的引導(dǎo)下，學(xué)生開始聽錄音)
(針對聽力練習(xí)的具體任務(wù)、目標(biāo))
T: For the 2nd time, listen and try to fill in the form below.
name of the interviewee
job of the woman
number of the people who use illegal drugs in Britain
number of the people who break the law to pay for drugs
number of the addicts who go to treatment centers
crimes they commit
After listening, check the answers.
(在教師的指導(dǎo)下，學(xué)生邊聽錄音斬作摘記，養(yǎng)成邊聽邊記邊理解的良好習(xí)慣)
Step 5：瀏覽原文，檢查核對，掃除疑問。
再播放一次錄音，把錄音材料編成完形填空的形式，讓學(xué)生復(fù)習(xí)，核對檢查所聽內(nèi)容)(individual work ---- pair work)
I==Interviewer P===Professor
I: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the ___________ between ________ and ________. Good evening, Professor Smith.
P: Good evening.
I: First of all, how many people use _________ drugs in Britain?
P: Possibly four million people.
I: Really? Four million?
P: Yes.
I: How many of them ________________ in order to pay for their drugs?
P: It’s possible that a hundred thousand people ______ in order to pay for their ___________.
I: A hundred thousand?! That’s incredible. And what kinds of __________ do they commit?
P: Mainly _________----- in other words, stealing from shops---- and __________. Stealing from houses.
I: I see.
P: And there’s another problem. Drug users get into trouble with the police for other reasons as well.
I: What kinds of reasons?
P: Well., you often see drug users in public places, ---_______________ , railway stations, for example----- and some of the them behave so badly that members of the public _______________. Some people feel so _______ when they see drug users that they call the police anyway.
I: This is a really bad problem, isn’t it?
P: Absolutely, but the good news is that drug users who go to ______________ usually stop their ______________ activities.
I: How many addicts go to treatment centers?
P: Last year, about 30,000 people went to drug treatment centers.
I: Thirty thousand? That’s amazing.
P: Yes, there are such a lot of people that there isn’t time ________________.
I: What kind of people are they?
P: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.
I: And do all these people live in cities?
P: Oh no. The ___________ of drug users in society is the same in cities and in the countryside. But they all have something in common.
I: What is that?
P: Drug users are more likely to ________________ at school.
I: Professor Marison Smith, thank you very much.
P: Thank you.
(發(fā)放錄音材料，讓學(xué)生核對檢查所聽內(nèi)容)
Step 6: 給關(guān)鍵詞,概括大意
The connection between crime and drug addiction
The illegal drug use-----the result
The public ‘s attitude towards drug users
The way to help drug users
T: Suppose you are the interview ,after you finish your interview with the professor, you realize that you still have got 2-3 minutes to end your program, now you are required to give a summary of your interview and call on the people to say no to drugs.
(Ask students to discuss with his group members first and later check.)
Part II Speaking
在學(xué)生完成聽力的基礎(chǔ)上，適當(dāng)對聽力材料進(jìn)行拓展，通過提問引出相關(guān)的話題，讓學(xué)生分組的討論。
Task3：設(shè)置話題，組織討論，交流信息。
Step7：教師根據(jù)聽力材料，結(jié)合Speaking部分的內(nèi)容略作調(diào)整。
給出以下話題：
1. Has anyone been to your school to talk about the danger of drugs? What are the dangers of using drugs?(to the drug addicts themselves, to the family and the society)
2. What do you think of those drug addicts? What is your attitude to those drug users?
3. What do you think are the reasons for those people to become drug addicts? What can the society do to help them?
Step8：學(xué)生分組討論、自由討談，由每組的group leader負(fù)責(zé)記錄信息，組織活動。
Step9：由教師主持，由各組代表發(fā)言、信息交流，用集體的智慧達(dá)到信息交流，解決問題的目的，培養(yǎng)學(xué)生口語表達(dá)能力。
Step10：Homework：(課后練習(xí)，延伸鞏固)
1、口語練習(xí)(組成一個interview)group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people----a drug addict, a police officer, a clerk in the treatment centre. Give the proper questions to each of them and make them interested in your topic. And of course the interviewee please be co-operative and give the proper answer. The whole team should try to make the interview go smoothly.
The interview A police officer
A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3. Evaluation about your performance in class. Make your marks out of ten
1. How attentive were you?
2. How much did you contribute to the lesson?
3. How much did you learn?
4. How much did you co-operate with your group members?
30---40 very good
20—30 ok
below 20 not very well and need improving
六、課后反思
這堂課所實施的聽力教學(xué)策略，打破傳統(tǒng)“測驗式”聽力教學(xué)模式(即教師放錄音、學(xué)生聽做答案、教師公布答案、學(xué)生核對)：遵循“循序漸進(jìn)”的原則，由單詞教學(xué)的引入→聽力預(yù)測→細(xì)聽找細(xì)節(jié)→再聽掃障礙→口語訓(xùn)練的引導(dǎo)拓展，在潛移默化中培養(yǎng)聽力理解和口語表達(dá)的策略。以聽為主線，兼顧其它技能的培養(yǎng)。在技能訓(xùn)練的同時，輸入相關(guān)的語言知識，進(jìn)行情感教育，“珍愛生命，遠(yuǎn)離毒品”。在課堂教學(xué)中，激發(fā)學(xué)生的興趣和學(xué)習(xí)積極性，共同參與，體驗并協(xié)作完成任務(wù)，培養(yǎng)學(xué)生的合作學(xué)習(xí)態(tài)度。在聽說教學(xué)的課堂教學(xué)中，需要教師良好的課堂駕馭和調(diào)控能力，預(yù)測學(xué)生可能出現(xiàn)的困難和錯誤，并對癥下藥，予以解決。
