NewspapersampnbspandampnbspMagazines教案

　　newspapers and magazines教案
　　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. 知识与技能
　　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)inpidual/pair/group/class work, reporting, reading, discussing & writing.
　　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 inpidually. 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 inpidually, 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)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 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 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. 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 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 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 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 inpidually, 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 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. )
　　(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)politicians　c)film stars　d)sports stars
　　2)get the students get through the questions inpidually and make sure they can understand all of them.
　　3)pide 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.
　　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 pide 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 and list them out. they should do this activity inpidually.
　　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, XX.
　　(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 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, XX, on which he 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: writing
　　1)pide 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 tense
　　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?
　　2. new words
　　actor　backstage　director　dressing room　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，帮助学生掌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，提供阅读的材料涉及面要广，才能不断扩大学生的知识面，使学生适应各种题材的写作。
　　（三）通过提高听说能力，提高英语写作能力。英语听说读写四种能力是相互影响、相互促进的，提高听说能力必定会促进写作能力的提高。要提高听说能力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，多开展专门的听说训练，同时开展丰富多彩的课外英语活动，让学生沉浸在英语海洋中去领略、去体会、去使用英语，久而久之，学生自然能使用正确的、地道的英语进行交谈与写作。
　　（四）通过重视写作过程，提高英语写作能力。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，教师根据写作的终成品来判断写作的成败，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。根据d. rumechart和j. mcclelland提出的连通论（connectionism)理论，写作包括写前阶段、具体写作、文章修改三个基本过程，这三个过程并非是线性排列，而是循环往复，穿插进行的。教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能力。在写作前阶段，教师重在指导学生如何挖掘题材，训练发散性思维，以及如何选择材料、谋篇布局等。在具体写作中，教师重在指导学生如何紧扣主题、运用正确的写作方法等。在文章修改中，教师重在指导学生如何修改语法及用词的错误。
　　（五）通过多写英语摘要，提高英语写作能力。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，这不是简单的摘录，而是忠于原文意思的再创作。写英语摘要有利于学生了解原文的文化背景、理解原文的中心意思、弄清原文的篇章结构，从而提高学生的逻辑思维能力和谋篇布局能力。
　　（六）通过发展英语语言思维能力，提高英语写作能力。英语写作是运用已掌握的内在化语言知识和表达方法，通过思维进行外在化输出的创作，因此英语语言思维能力在英语写作中作用非凡。对于我国学生而言，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，不利于英语写作能力的提高，因此发展其英语语言思维能力尤为重要。教师要注意对学生的英语语言思维进行多方位、多角度的训练: 要采取各种方法训练学生英语语言思维的广阔性、深刻性、发散性和创造性; 要教会学生用英语思考问题、回答问题; 要从训练形象思维开始，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解释，消除汉语思维的影响; 要努力创设良好的英语环境，在英语交际中发展英语思维能力。