Period 4Listening and Speaking; Writing整體設(shè)計(jì)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. 三維目標(biāo)1. 知識(shí)與技能1)To train their writing skills.2)To train their listening and speaking skills.2. 過(guò)程與方法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.3. 情感與價(jià)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. 教學(xué)重點(diǎn)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. 教學(xué)難點(diǎn)1. How to enable students to discuss actively.2. How to write next paragraph of a story. 教學(xué)過(guò)程Step 1 Revision1. 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 speaking1. Match these words with the definitions1)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 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.2 / 12Suggested answers: 1)actor2)part3)dressing room4）director5)screen test6)backstage2. 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.TapescriptInterviewer: Im 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, youre an English theatre actor, but youve just come back from making a film in Hollywood.Tom Johnson: Thats 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 shed talked to him, she talked to me.Interviewer: And what did she say? Tom Johnson: She said, “why dont you fly to Hollywood and well 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 individually, 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. SpeakingOption 1: discussion1)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 starsb)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.4)Collect some of their ideas in a whole-class setting.Option 2: interviewThis 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 WritingOption 1: 1. Pre-writing1)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-writing1)Ask students try to write about the following extra information 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 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-writingTask 1: writing1)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 properlyC)Use the correct tenseD)Avoid spelling and other mistakesTask 2Ask the students to correct their writing.Check if1)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 HomeworkThe 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. 板書(shū)設(shè)計(jì)Module 4Newspapers and MagazinesPeriod 41. 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 wordsactorbackstagedirectordressing roompartscreen test活動(dòng)與探究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. 備課資料Writing tips提高英語(yǔ)寫(xiě)作能力的方法。 （一）通過(guò)積累詞匯量，提高英語(yǔ)寫(xiě)作能力。猶如土木磚石是建筑的材料一樣，詞匯是說(shuō)話寫(xiě)作的必需材料，也是制約寫(xiě)作能力提高的瓶頸?？梢韵胂?，如果要寫(xiě)一個(gè)句子，10個(gè)單詞有8個(gè)單詞拼寫(xiě)錯(cuò)誤或拼寫(xiě)不出，有2 個(gè)單詞用法不當(dāng)，又怎么能清楚地表達(dá)自己的思想呢? 因此，在平時(shí)的教學(xué)中要強(qiáng)調(diào)學(xué)生記憶單詞，記住單詞的拼讀、用法、意思等。記憶單詞的方法有很多，各人有各人的記憶方法和習(xí)慣，可因人而異。教師可通過(guò)要求學(xué)生朗讀單詞、聽(tīng)寫(xiě)單詞、默寫(xiě)單詞、遣詞造句、詞匯競(jìng)賽等多種方法促進(jìn)學(xué)生記單詞。記憶單詞是一個(gè)長(zhǎng)期的反復(fù)的過(guò)程，要長(zhǎng)期地堅(jiān)持下去，才能不斷積累大量的詞匯，為英語(yǔ)寫(xiě)作打下堅(jiān)實(shí)的基礎(chǔ)。（二）通過(guò)擴(kuò)大閱讀量，提高英語(yǔ)寫(xiě)作能力。古人云“熟讀唐詩(shī)三百首，不會(huì)作詩(shī)也會(huì)吟”，這是漢語(yǔ)的一種學(xué)習(xí)方法，同樣可借鑒于英語(yǔ)寫(xiě)作。多閱讀是學(xué)生增加接觸英語(yǔ)語(yǔ)言材料、接受信息、活躍思維、增長(zhǎng)智力的一種途徑，同時(shí)也是培養(yǎng)學(xué)生英語(yǔ)思維能力、提高理解力、增強(qiáng)語(yǔ)感、鞏固和擴(kuò)大詞匯量的一種好方法，有利于促進(jìn)英語(yǔ)寫(xiě)作能力的提高。在閱讀訓(xùn)練中，教師要注意以下問(wèn)題: 一是指導(dǎo)閱讀方法，分析文章結(jié)構(gòu)、中心思想、段落中心句、寫(xiě)作方法等，幫助學(xué)生掌握各類文章的結(jié)構(gòu)及寫(xiě)作方法; 二要精讀與泛讀相結(jié)合，通過(guò)推敲優(yōu)秀的文章來(lái)學(xué)會(huì)寫(xiě)作方法和選詞用詞; 通過(guò)大量的泛讀來(lái)吸取信息量，擴(kuò)大詞匯量; 三要擴(kuò)大閱讀量，提供閱讀的材料涉及面要廣，才能不斷擴(kuò)大學(xué)生的知識(shí)面，使學(xué)生適應(yīng)各種題材的寫(xiě)作。（三）通過(guò)提高聽(tīng)說(shuō)能力，提高英語(yǔ)寫(xiě)作能力。英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)四種能力是相互影響、相互促進(jìn)的，提高聽(tīng)說(shuō)能力必定會(huì)促進(jìn)寫(xiě)作能力的提高。要提高聽(tīng)說(shuō)能力關(guān)鍵在于創(chuàng)設(shè)一個(gè)良好的英語(yǔ)環(huán)境。教師要盡可能地用英語(yǔ)授課，多開(kāi)展專門(mén)的聽(tīng)說(shuō)訓(xùn)練，同時(shí)開(kāi)展豐富多彩的課外英語(yǔ)活動(dòng)，讓學(xué)生沉浸在英語(yǔ)海洋中去領(lǐng)略、去體會(huì)、去使用英語(yǔ)，久而久之，學(xué)生自然能使用正確的、地道的英語(yǔ)進(jìn)行交談與寫(xiě)作。（四）通過(guò)重視寫(xiě)作過(guò)程，提高英語(yǔ)寫(xiě)作能力。長(zhǎng)期以來(lái)，英語(yǔ)寫(xiě)作成果教學(xué)法（THE PRODUCT APPROACH）在我國(guó)居于主導(dǎo)地位，教師根據(jù)寫(xiě)作的終成品來(lái)判斷寫(xiě)作的成敗，重視寫(xiě)作的技術(shù)性細(xì)節(jié)（如格式、拼寫(xiě)、語(yǔ)法等），忽視寫(xiě)作過(guò)程的指導(dǎo)。根據(jù)D. Rumechart和J. McClelland提出的連通論（Connectionism)理論，寫(xiě)作包括寫(xiě)前階段、具體寫(xiě)作、文章修改三個(gè)基本過(guò)程，這三個(gè)過(guò)程并非是線性排列，而是循環(huán)往復(fù)，穿插進(jìn)行的。教師只有重視加強(qiáng)對(duì)寫(xiě)作三個(gè)過(guò)程的指導(dǎo)，才能更好地提高英語(yǔ)寫(xiě)作能力。在寫(xiě)作前階段，教師重在指導(dǎo)學(xué)生如何挖掘題材，訓(xùn)練發(fā)散性思維，以及如何選擇材料、謀篇布局等。在具體寫(xiě)作中，教師重在指導(dǎo)學(xué)生如何緊扣主題、運(yùn)用正確的寫(xiě)作方法等。在文章修改中，教師重在指導(dǎo)學(xué)生如何修改語(yǔ)法及用詞的錯(cuò)誤。（五）通過(guò)多寫(xiě)英語(yǔ)摘要，提高英語(yǔ)寫(xiě)作能力。英語(yǔ)摘要是把一篇文章的要點(diǎn)摘錄出來(lái)，用自己的語(yǔ)言使之獨(dú)立成一篇短文，這不是簡(jiǎn)單的摘錄，而是忠于原文意思的再創(chuàng)作。寫(xiě)英語(yǔ)摘要有利于學(xué)生了解原文的文化背景、理解原文的中心意思、弄清原文的篇章結(jié)構(gòu)，從而提高學(xué)生的邏輯思維能力和謀篇布局能力。（六）通過(guò)發(fā)展英語(yǔ)語(yǔ)言思維能力，提高英語(yǔ)寫(xiě)作能力。英語(yǔ)寫(xiě)作是運(yùn)用已掌握的內(nèi)在化語(yǔ)言知識(shí)和表達(dá)方法，通過(guò)思維進(jìn)行外在化輸出的創(chuàng)作，因此英語(yǔ)語(yǔ)言思維能力在英語(yǔ)寫(xiě)作中作用非凡。對(duì)于我國(guó)學(xué)生而言，在英語(yǔ)寫(xiě)作中易受漢語(yǔ)語(yǔ)言思維的影響，難以直接用英語(yǔ)語(yǔ)言進(jìn)行思維，不利于英語(yǔ)寫(xiě)作能力的提高，因此發(fā)展其英語(yǔ)語(yǔ)言思維能力尤為重要。教師要注意對(duì)學(xué)生的英語(yǔ)語(yǔ)言思維進(jìn)行多方位、多角度的訓(xùn)練: 要采取各種方法訓(xùn)練學(xué)生英語(yǔ)語(yǔ)言思維的廣闊性、深刻性、發(fā)散性和創(chuàng)造性; 要教會(huì)學(xué)生用英語(yǔ)思考問(wèn)題、回答問(wèn)題; 要從訓(xùn)練形象思維開(kāi)始，逐步過(guò)渡到抽象思維訓(xùn)練; 在課文講解中要盡可能不用漢語(yǔ)翻譯而用英語(yǔ)解釋，消除漢語(yǔ)思維的影響; 要努力創(chuàng)設(shè)良好的英語(yǔ)環(huán)境，在英語(yǔ)交際中發(fā)展英語(yǔ)思維能力。 希望對(duì)大家有所幫助，多謝您的瀏覽！