NoampnbspDrugs教案

　　no drugs教案
　　period 4　listening and vocabulary; pronunciation;
　　everyday english
　　整体设计
　　教材分析
　　this period consists of three sections, that is, listening and vocabulary, pronunciation and everyday english. for listening and vocabulary, first, guess the meaning of the words in activity 1 and answer the five questions after them. then listen to the tape and answer the questions given in activity 2. next, listen again and complete sentences in activity 5. the purpose of this activity is not only to train the students’ listening ability but also to go over the infinitive and adverbial clause of result. the pronunciation in this module is to train the students’ recognition of intonations and the speaker’s different mood and feelings. this part will show the students how to express agreement or disagreement and how strong the agreement or disagreement is. following the example, the students have nine sentences to have a try. complete the conversation in activity 2 with expression from activity 1. after finishing it, compare answers and if necessary, the students can exchange roles and read it aloud again.
　　三维目标
　　1. 知识与技能
　　1)improve the students’ listening skills:
　　2)learn to identify intonation of mood and feelings.
　　3)learn to show agreement and disagreement.
　　2. 过程与方法
　　1)teach the students some listening strategies.
　　2)consolidate knowledge in everyday use.
　　3. 情感与价值
　　through the study of this period, make sure that the students know how to express their mood or feeling by using different intonation and use everyday english to show their opinions freely.
　　教学重点
　　1. to train their listening skills.
　　2. learn to express their feeling with different intonations.
　　3. to make sure they know how to show their agreement and disagreement.
　　教学难点
　　1. how to improve their listening comprehension.
　　2. how to arouse their interest in taking part in classroom activities.
　　教学过程
　　step 1 revision
　　1. greet the students as usual.
　　2. check up their homework.
　　step 2 listening and vocabulary
　　1. activity 1
　　read the following words, check the meaning of them and answer the questions.
　　this activity presents to the students several words appearing in the listening material. make sure there is no obstacle while listening.
　　(show the following on the screen. )
　　activity　break the law　burglary　connection　crime　criminal
　　estimate　illegal　ratio shoplifting　shopping center　treatment
　　read through the words, paying attention to the multi-syllable words where the stress is not on the first syllable, such as, activity, connection, illegal. the teacher can use the english definition or a sentence to ask the students to guess the meaning of the new words. for example: burglary—the crime of entering a building in order to steal.
　　then ask the students to finish the following five questions inpidually and check the answers in a whole class setting.
　　(show the following on the screen. )
　　1 which word refers to somewhere that you can buy things?
　　2 which one means that something is against the law?
　　3 which word describes someone who breaks the law?
　　4 which one is the crime of stealing from a shop?
　　5 which one is the crime of stealing from a house?
　　suggested answers:
　　1 shopping center　2 illegal　3 criminal　4 shoplifting　5 burglary
　　2. activity 2
　　now it’s time for listening. first, ask the students to read through the five questions in activity 2 and keep the key information in mind. after listening, answer the questions.
　　(show the following on the screen. )
　　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?
　　after the students get the answers to the questions, play the tape again for them to check the answers. then the teacher can ask some of them to give their answers and explain their answers.
　　suggested answers:
　　1 no, she is a professor. (she’s an expert on the connection between crime and drugs. )
　　2 no, she isn’t. (she says ＂it’s possible. ＂)
　　3 no, they don’t. (she says ＂mainly shoplifting and burglary＂. )
　　4 no, they don’t. (she says that last year ＂about 30 000 people went to＂. )
　　5 yes, they are. (she says that 75% of the young people are men. )
　　3. activity 3
　　listen to the tape for the third time and complete these sentences.
　　(show the following on the screen. )
　　1 it’s possible that a hundred thousand people steal in order to ____________.
　　2 some of them behave so badly that members of the public ____________.
　　3 some people feel so nervous when they see drug users that they ____________.
　　4 there are such a lot of people that there isn’t time ____________.
　　5 drug users are more likely to ____________.
　　have the students finish the sentences inpidually while listening. then check their answers with partners. after that, collect the answers from the whole class.
　　suggested answers:
　　1 pay for their drug addiction
　　2 call the police
　　3 call the police anyway
　　4 to help them all
　　5 get into trouble at school
　　tapescript
　　interviewer: good evening, and welcome to the show. with me in the studio is professor marion smith, who is an expert on the connection between crime and drug addiction. good evening, professor smith.
　　professor: good evening.
　　interviewer: first of all, how many people use illegal drugs in britain?
　　professor: possibly four million people.
　　interviewer: really? four million?
　　professor: yes.
　　interviewer: how many of them break the law in order to pay for their drugs?
　　professor: we estimate that a hundred thousand people steal in order to pay for their drug addiction.
　　interviewer: a hundred thousand? !that’s incredible!and what kind of crimes do they commit?
　　professor: mainly shoplifting—in other words, stealing from shops—and burglary, stealing from houses.
　　interviewer: i see.
　　professor: and there’s another problem. drug users get into trouble with the police for other reasons as well.
　　interviewer: what kind of reasons?
　　professor: well, you often see drug users in public places—shopping centers, railway stations, for example—and some of them behave so badly that members of the public call the police. some people feel so nervous when they see drug users that they call the police anyway.
　　interviewer: this is a really bad problem, isn’t it?
　　professor: absolutely, but the good news is that drug users who go to treatment centers usually stop their criminal activities.
　　interviewer: how many addicts go to treatment centers?
　　professor: last year, about 30 000 people went to drug treatment centers.
　　interviewer: thirty thousand? that’s amazing.
　　professor: yes, there are such a lot of people that there isn’t time to help them all.
　　interviewer: what kind of people are they?
　　professor: well, the majority are young people in their twenties. and about 75 percent of the young people are men.
　　interviewer: and do all these people live in cities?
　　professor: oh no. the ratio of drug users in society is the same in cities and in the countryside. but they all have something in common.
　　interviewer: what’s that?
　　professor: drug users are more likely to get into trouble at school.
　　interviewer: professor marion smith, thank you very much.
　　professor: thank you.
　　step 3　pronunciation
　　listen to this sentence with different intonation and decide if the speaker is:
　　(show the following sentence patterns on the screen. )
　　(a)surprised (b)angry (c)happy (d)sad
　　the music is so loud!
　　make sure the students know the four feelings. then play the recording while they listen.
　　collect the answers, having the students say the sentences in the correct way. and ask them to create a situation where the speaker feels this way.
　　tape script:
　　1 the music is so loud!(happy)
　　2 the music is so loud!(surprised)
　　3 the music is so loud!(sad)
　　4 the music is so loud!(angry)
　　step 4 everyday english
　　1. activity 1
　　read the expressions you can use when you agree or disagree with someone. write numbers to indicate how strong the agreement or disagreement is.
　　(show the following on the screen. )
　　1= strong agreement 2= agreement 3= disagreement 4= strong agreement
　　here are examples:
　　(show the following on the screen. )
　　example: i agree with you. (2)
　　absolutely! (1)
　　(show the following on the screen. )
　　1 i don’t agree with you. (　　)
　　2 i totally agree with you. (　　)
　　3 i couldn’t agree more. (　　)
　　4 i’m not sure i agree with that. (　　)
　　5 that’s right. (　　)
　　6 that’s a good point. (　　)
　　7 i’m not sure about that. (　　)
　　8 you can’t be serious. (　　)
　　9 i completely disagree. (　　)
　　discuss the sentences with the partner and decide the level of agreement and disagreement. then collect answers from the whole class.
　　(show the following on the screen. )
　　1 3　2 1　3 1　4 3　5 2　6 2　7 3　8 3　9 4
　　ask the students to read all the sentences again and try to memorize them.
　　2. activity 2
　　here is a conversation. complete the sentences with expressions from activity 1. it can be done in a group of two.
　　(show the following on the screen. )
　　girl:
　　the government is thinking about banning smoking on public transport. i think it’s a good idea.
　　boy:
　　(1)_________ . i think it’s a very good idea.
　　girl:
　　buses and trains will be much nicer places as a result, i think.
　　boy:
　　(2) _________. travelling by bus will be a more pleasant experience.
　　girl:
　　i think it would be good if they banned smoking in restaurants and cafes as well.
　　boy: (3) _________!that would be an excellent idea.
　　girl: it isn’t very nice if someone is smoking at the next table.
　　boy: (4) _________. it’s horrible!
　　girl: in fact, i think it would be a good idea to ban smoking in parks as well.
　　boy: (5) _________. it isn’t so bad when people smoke in parks.
　　girls: no, you’re wrong. on a bus or in a park—it’s all the same.
　　boy: (6) _________. smoking in a park doesn’t affect other people in the same way.
　　girl: i’m sorry, i think it does. in fact, i think smoking should be banned in people’s homes as well.
　　boy: (7) _________!
　　operate with the partner. ask some pairs to read through the conversation. (their answers can vary, as long as they choose expressions of agreement/strong agreement/disagreement/strong disagreement in the correct places. )
　　suggested/possible answers:
　　(1)i agree with you.
　　(2)i couldn’t agree more.
　　(3)absolutely!
　　(4)i totally agree with you.
　　(5)well, i’m not sure about that.
　　(6)i’m not sure i agree with that.
　　(7)you can’t be serious!
　　3. activity 3
　　listen and compare your answers. don’t worry if you choose different answers.
　　tapescript
　　girl: the government is thinking about banning smoking on public transport. i think it’s a good idea.
　　boy: (1)i agree with you. i think it’s a very good idea.
　　girl: buses and trains will be much nicer places as a result, i think.
　　boy: (2)i couldn’t agree more. traveling by bus will be a more pleasant experience.
　　girl: i think it would be good if they banned smoking in restaurants and cafes as well.
　　boy: (3)absolutely! that would be an excellent idea.
　　girl: it isn’t very nice if someone is smoking at the next table.
　　boy: (4)i totally agree with you. it’s horrible!
　　girl: in fact, i think it would be a good idea to ban smoking in parks as well.
　　boy: (5)well, i’m not sure about that. it isn’t so bad when people smoke in parks.
　　girls: no, you’re wrong. on a bus or in a park—it’s all the same.
　　boy: (6)i’m not sure i agree with that. smoking in a park doesn’t affect other people in the same way.
　　girl: i’m sorry. i think it does. in fact, i think smoking should be banned in people’s homes as well.
　　boy: (7)you can’t be serious!
　　step 5 summary and homework
　　in this period, we practice listening and use different intonations to express different feelings. we also learn to show different level of agreement and disagreement by using different expressions. today’s homework is to finish exercises on workbook.
　　板书设计
　　module 2　no drugs
　　period 4
　　listening: burglary estimate illegal ratio shoplifting
　　intonation: the music is so loud!
　　agreement/disagreement
　　活动与探究
　　ask the students to make up a conversation where agreement and disagreement can be used.
　　备课资料
　　listening tips:
　　关于提高听力的几点建议
　　听力在高考中分值为30分，占的总分是五分之一，可见它的重要性。掌握一定的听力技巧会起到事半功倍的效果。
　　利用听录音前的时间，迅速地捕捉每个小题题干选项所提供的信息，预测短文或对话可能涉及的内容，这样听录音材料时就有的放矢，有所侧重，提高答题的准确率。
　　注意捕捉文中所涉及的人物(who)、事件(what)、时间(when)、地点(where)、原因(why)、方式(how)、程度(how long，how soon，how much)、数字(how many／how much)、选择(which. . . )等，有效地抓住关键词，抓有效信息。
　　克服犹豫不决的毛病，对自己有把握的试题应快速作答，对无把握的试题也要在所听信息的基础上排除错误选项，进行优化处理。不会作答的，立即暂时搁置，准备听新的题目。
　　注意听短文的首句和首段，文章的开首和开首段，往往是对短文内容的概括，如讲话目的、主要内容、作者、论点、故事发生的时间、地点及事由等。
　　不管听什么材料，注意力一定要集中在整体内容的理解上，千万不能只停留在个别单词或单句上，听不清时马上放弃，不要强迫听清每一个词，要把重点放在听关键词即实词上，一边听一边把要点及与问题相关的关键词记下来。
　　保持良好的心态。千万不要因为听力设备，磁带有噪音等客观原因，或某些地方听不懂而心烦意乱，纠缠不休，一定要平静地听下去。否则会导致既丢＂芝麻＂，又丢＂西瓜＂的被动局面。