Listening and vocabulary教学设计(第二课时)

Teaching Plan of

Module One

Book 1(NSE) Topic: My First Day at Senior High 教学内容、目的和要求

一、

题材内容及任务：

介绍一位高中新生第一天到校观察和接触到的人和事物以及个人的感受，内容紧密结合学生的现实生活。在教学中可以根据学校，班级的情况，布置学生一份简历，做一个小册子，介绍自己的学校。

Listening and Vocabulary---听大意（还有暗中处理讲话中不熟悉的生词）。

听力文段的难度可略高于学生目前水平，但伴随活动适合学生水平词汇词汇本身的进一步的学习，以学会应用阅读文段中出现的新词。词汇的构成方法、对不熟悉的生词的处理方法以及习惯搭配、前缀和后缀、复合名词和形容词等词法知识。

学习生词及其构词法并为听力活动打下词汇基础，通过听力活动巩固所学词汇并加深理解，培养思维能力。

二、

教学目标

1）语言知识目标：

语音

词汇

语法

功能

话题

听

掌握含有-ed结尾的词的发音规则并能准确读出

见113页本模块的Word List 1．

复习一般现在时的三种不同的用法

2．

学习以-ing 和-ed 结尾的形容词

表达态度和感情

介绍学校或班级概况；对比国内外教育体系

听懂有关学校介绍的

并获取信息；听懂其他材料介绍的学校情况并获取信息；识别所学的生词，词语和含有-ing 和-ed 的派生词，听懂它们在句子和段落的意义并获取信息

能说出Everyday English介绍的使对话继续进行的表达方式；熟练地和同学讨论本模块布置的话题；熟练地介绍学校或班级的情况；流利说出含有本模块生词、短语和含有-ing 、-ed的句子和段落

理解所学生词、短语和含有-ing、-ed的句子和段落并获取信息；理解模块及同学提供的介绍学校的材料并获取信息

熟练写出含有一般现在时的句子和段落；熟练完成模块所要求的各种书面表达；比较自如地写出介绍学校情况的文章

利用派生规则的以形释义和按义择形的认知策略；复习一般现在时的用法；用现有知识和经历对材料进行理解，分析和综合加工

根据模块问题锻炼略读和查读技能，加强对思维方向的自觉控制

学习Everyday English and Function 中运用恰当词语使对话继续的交际策略

通过其他资源获取更多介绍中学情况等方面的信息

了解英语交际中如何根据对方的话语作出恰当的反应

了解英语国家中学教育的大致情况；通过对比，思考我国中学教育

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2）语言技能目标：

说

读

写

3）学习策略：

认知策略

调控策略

交际策略

资源策略

交谈技巧

中外对比

4）文化意识：

5）情感态度：

热爱新学校，新班级和新同学，参与各种英语活动，克服困难，在新环境下进一步树立准确的语言学习观

教学设计

教学内容和目标

1.

学习生词及其构词法并为听力活动打下词汇基础，通过听力活动巩固所学词汇并加深理解，培养思维能力. 2.

听懂对话,抓住要点,获取信息. 3. 练习对话，学习使谈话继续进行的表达方式

教学设计

Task 1

Listening

Pre-listening

Activity 1 Words learning from the word formation

Ask Ss to do Ex 1 on page 5---complete the chart ,find the rules of the word formation (–ment,

-ing,

-tion,)

Give Ss more examples to practise Activity 2

Ask Ss to do Ex 2 on page 5 in pairs , discuss how to use the suitable words in the sentences. While-listening Activity 1

Listen for the main idea

Ask Ss to do Ex 3 on page 6 ---answer the questions

Activity 2

Listen for the detail

Ask Ss to do Ex 4 on page 6 ----answer some detailed questions . When T check the answers, encourage Ss to add more information

Activity 3

Dictation

Give Ss the tape script with blanks. Ask them to fill in the blanks according to what they have heard ( Design the paper with some important words and sentences left out)

An Example

R=Rob

D=Diane

R: Hi, Diane!

D: Hi, Rob! ____________________ R: I’m fine. I’ve just been to my first language class.

D: ________________. So have i. R. Really? Which language are you studying? D: Spanish. Which language are you studying? R: Chinese. D:_______________? Cool! How was it? R: It was good. The teacher’s name is Mr. Davies.

D: Mr. Davies? R: Yes, he isn’t Chinese, obviously, but he’s _______ in Chinese. And there’s an assistant teacher called Miss Wang. She is Chinese. We ‘re going to see her once a week.

D: And what do you think? R: Well, learning Chinese isn’t going to be easy---but the first lesson was very _______---I liked it a 第

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lot. Mr Davies gave us a lot of _____________---he made us feel really good about being there. The most __________ thing at the beginning is ___________ , getting the sounds right--- and he was very good at _____________---he said it didn’t matter if we made _______. I think we all made a lot of _________---in just an hour! D: ___________. R: What about Spanish? Did you start yet? D: Yes, we did. The teacher is nice, but I already speak some Spanish and the rest of the class are really beginners. I ___________ the teacher---I thought she said the class was for people who already speak Spanish. I’m not sure if I’m going to make much progress.

R:______________________________. D: Maybe---actually , I was a bit disappointed---she ___________ everything in English. R:____________________. Post-listening Activity 1

After listening, ask Ss to come to Everyday English and Function.

Do Ex 1 on page 8 ---Making conversation

Ask Ss to read the part of the conversation and underline the expressions that they use to keep the conversation going.

How are you doing?

Oh really?

Cool! How was it?

What do you think….?

Activity 2

A game---pair work

Give Ss some cards with the following sentences and ask them to put the cards in the correct order

A: Oh really? That’s great. How do you feel?

B: Hi, David. How are you doing?

C: But Chinese is not easy to learn.

D: I’m now doing Chinese.

E: So am I . I have studied it for three years.

F: Cool!

G.: Is that right?

H: Maybe, at the beginning. But it will change.

I: Pretty well.

J: I’m sure things will improve.

K: And what do you think? Activity 3

Ask Ss to discuss about their language learning. Raise the following questions

Do you think it is easy/ difficult to learn Chinese/ English / other languages?

Why or why not?

Which part is the most interesting / difficult for you? Why?

Do you have any interesting stories about your learning of any language? Would you like to share with us? Activity 4

Role play

Pair work. Suppose one day on the way to school, you and one of your former classmates meet each other and you two start to talk about your study in school. You can begin the conversation like this: 第

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A: Hi, XXX

B: Hi, YYY, how are you doing?

…

Summary of today’s lesson Homework 教学反思

1. Remind the students of the importance of the part of speech of each word. 2. Help the students to know the word suffix is very important, for it can tell us the part of speech of the word. 3. Get the students to find the endings like: -tion / -ion / -ation, -ment,-ing, -able, -sive /ive, -y and help them to know the part of speech of each word according to the ending. 4. As for listening, before listening, I’ll ask the students to predict what the listening material may be about according to the words or the sentences given so as to arouse the students’ interest and offer the students more chances to think in English and practise more.

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