高一英語(yǔ)備課《Module 2 No Drugs》the 4th　Period教案 外研版必修2

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111 Period 4　Listening and Vocabulary; Pronunciation;Everyday English整體設(shè)計(jì) 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. 三維目標(biāo) 1. 知識(shí)與技能 1)Improve the students’ listening skills: 2)Learn to identify intonation of mood and feelings. 3)Learn to show agreement and disagreement. 2. 過(guò)程與方法 1)Teach the students some listening strategies. 2)Consolidate knowledge in everyday use. 3. 情感與價(jià)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. 教學(xué)重點(diǎn) 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. 教學(xué)難點(diǎn) 1. How to improve their listening comprehension. 2. How to arouse their interest in taking part in classroom activities. 教學(xué)過(guò)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 individually 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 individually 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. 板書(shū)設(shè)計(jì) Module 2　No drugs Period 4 Listening: burglary estimate illegal ratio shoplifting Intonation: The music is so loud! agreement/disagreement 活動(dòng)與探究 Ask the students to make up a conversation where agreement and disagreement can be used. 備課資料 Listening Tips: 關(guān)于提高聽(tīng)力的幾點(diǎn)建議 聽(tīng)力在高考中分值為30分，占的總分是五分之一，可見(jiàn)它的重要性。掌握一定的聽(tīng)力技巧會(huì)起到事半功倍的效果。 利用聽(tīng)錄音前的時(shí)間，迅速地捕捉每個(gè)小題題干選項(xiàng)所提供的信息，預(yù)測(cè)短文或?qū)υ捒赡苌婕暗膬?nèi)容，這樣聽(tīng)錄音材料時(shí)就有的放矢，有所側(cè)重，提高答題的準(zhǔn)確率。 注意捕捉文中所涉及的人物(who)、事件(what)、時(shí)間(when)、地點(diǎn)(where)、原因(why)、方式(how)、程度(how long，how soon，how much)、數(shù)字(how many／how much)、選擇(which. . . )等，有效地抓住關(guān)鍵詞，抓有效信息。 克服猶豫不決的毛病，對(duì)自己有把握的試題應(yīng)快速作答，對(duì)無(wú)把握的試題也要在所聽(tīng)信息的基礎(chǔ)上排除錯(cuò)誤選項(xiàng)，進(jìn)行優(yōu)化處理。不會(huì)作答的，立即暫時(shí)擱置，準(zhǔn)備聽(tīng)新的題目。 注意聽(tīng)短文的首句和首段，文章的開(kāi)首和開(kāi)首段，往往是對(duì)短文內(nèi)容的概括，如講話目的、主要內(nèi)容、作者、論點(diǎn)、故事發(fā)生的時(shí)間、地點(diǎn)及事由等。 不管聽(tīng)什么材料，注意力一定要集中在整體內(nèi)容的理解上，千萬(wàn)不能只停留在個(gè)別單詞或單句上，聽(tīng)不清時(shí)馬上放棄，不要強(qiáng)迫聽(tīng)清每一個(gè)詞，要把重點(diǎn)放在聽(tīng)關(guān)鍵詞即實(shí)詞上，一邊聽(tīng)一邊把要點(diǎn)及與問(wèn)題相關(guān)的關(guān)鍵詞記下來(lái)。 保持良好的心態(tài)。千萬(wàn)不要因?yàn)槁?tīng)力設(shè)備，磁帶有噪音等客觀原因，或某些地方聽(tīng)不懂而心煩意亂，糾纏不休，一定要平靜地聽(tīng)下去。否則會(huì)導(dǎo)致既丟“芝麻”，又丟“西瓜”的被動(dòng)局面。 111