教 案 一
Teaching Explanation 1
Teaching Content |
Module4 Watch for Fun——Listening&speaking |
Time Allotment |
2 periods |
Lesson type |
Listening&speaking |
Target participants |
Grade 1 |
Analysis of Teaching Background |
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1.About Teaching Material |
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These are two periods of Unit 6 from Book 2. It consists of two parts: listening and speaking1 and sentence stress. Listening& speaking 1 is about how to talk about films and express personal opinions on films, meanwhile, stress helps to strengthen a specific meaning, attitude, or emotion in an utterance. All the activities are centered on developing students’ listening and speaking ability and help students be more aware of the stress. The topic is movies, which is an interesting topic and close to students’ daily life, so it’s a great opportunity to motivate students to open up and prepare them for the whole unit. |
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2.About Students |
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The target students are in Grade one, majoring in Digital Media Design. Students are found to lack confidence in learning English and have problems with reading sentences. However, the topic we are going to talk about is movies, they will surely show more enthusiasm and motivation in class. Besides, relevant practical pronunciation drills will be added to address these problems. With the joint efforts of teachers and students, students can not only speak English, they can also speak it in a standard and elegant way. At last, it’s necessary to assign some tasks beforehand for them to get them intrigued and prepared for the coming lessons. |
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3. Teaching Objectives |
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Linguistic Competence: |
Key expressions of asking about movies and giving responses will be grasped. They are able to identify the terms stress and read sentences that change meaning depending upon stress. |
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Cultural Awareness: |
Students are able to appreciate the target language and its culture in an immersive manner, this will in turn arouse their interest to learn English. |
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Thinking Quality: |
Critical thinking will be enhanced during the process of movie clip reviews. Students will develop an overall view towards movies. Students’ analytical skills will be promoted by means of comparison and summary on their own. |
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Learning Ability |
Listening strategies including prediction and locating key words will be further developed. Speaking ability will be improved by role-play. |
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4.Key points &difficult points |
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Key points |
key expressions of asking about movies in the conversation and give responses; Sentence stress——Content words and Function words |
Difficult points |
Sentences patterns and descriptive words used to give comments on movies; Content words and Function words. |
5.Teaching Aids & Preparations |
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Teaching Aids |
multimedia/ picture/video |
Preparations |
Students’ preparation: Watch their favorite movies Discuss about the details of the movies in group |
Teacher’s preparation: Make a PPT Edit audio materials and video materials Provide useful sentence patterns for students’ movie reviews |
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6.Teaching Methods & Learning Strategies |
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Teaching Methods |
Situational approach Communicative approach Audio-visual teaching approach Task-based approach Scaffolding Teaching approach |
Learning strategies |
Autonomous study Cooperative study |
Teaching Reflection |
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Strength |
The lessons that I develop follow a specific format that includes challenging, measurable objectives, appropriate pacing for each component of the lesson, appropriate student engagement strategies, activities, materials, pre-assigned groupings, and helpful resources. For example, I implement strategies and activities within lessons in order to provide students with an exciting experience while learning. |
Weakness |
It is important for teachers to talk face to face about their listening and speaking, pointing out their strength and weakness. Since it’s a large class, it is quite difficult to guide every student. |
学科 |
English |
授课班级 |
21数媒 |
授课课时 |
2 |
授课章节 名称 |
Module 4 Watch for Fun!—Listening&Speaking |
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使用教具 |
Smart Classroom, Platform, Laptops, Cellphones and Blackboard. |
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教学目的 |
1. Linguistic Competence Key expressions of asking about movies and giving responses will be grasped. They are able to identify the terms stress and read sentences that change meaning depending upon stress. 2. Cultural Awareness Students are able to appreciate the target language and its culture in an immersive manner, this will in turn arouse their interest to learn English. 3. Thinking Quality Critical thinking will be enhanced during the process of movie clip reviews. Students will develop an overall view towards movies. Students’ analytical skills will be promoted by means of comparison and summary on their own. 4. Learning Ability Listening strategies including prediction and locating key words will be further developed. Speaking ability will be improved by role-play. |
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教学重点 |
key expressions of asking about movies in the conversation and give responses; Sentence stress——Content words and Function words |
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教学难点 |
Sentences patterns and descriptive words used to give comments on movies. Content words and Function words. |
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更新、补充、删节内 容 |
Listening material B“Do You Often Go to the Cinema?”is removed. |
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课外作业 |
n Homework for listening : Must-do Recommend a must-see film
Optional-Make a vlog or a short film about “MY DREAM”
n Homework for phonetics: Dubbing Competition, shown below Movies have become one of the powerful and international forms of entertainment, thanks to the innovation of dubbing. Dubbing has become a necessary option to make the content available to the mass audience all over the world. Note: Pay attention to your stress, rhythm, and intonation. Besides, fluency and expression of emotions are of great significance.
ü App: 趣配音 ü Two poets and Four movies for you to choose from ü Third prize winner 3 students Second prize winner 2 students First prize winner 1 student |
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教学反思 |
Bright spot: The lessons that I develop follow a specific format that includes challenging, measurable objectives, appropriate pacing for each component of the lesson, appropriate student engagement strategies, activities, materials, pre-assigned groupings, and helpful resources. For example, I implement strategies and activities within lessons in order to provide students with an exciting experience while learning. To be improved: It is important for teachers to talk face to face about their listening and speaking, pointing out their strength and weakness. Since it’s a large class, it is quite difficult to guide every student. |
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授课主要内容或板书设计
Module4 Watch for Fun! ——Listening&Speaking Listening ‘What Do You Like to Watch’ n Movie types n Asking about movies: ü What do you think of …? ü How do you like …? ü Do you think it’s …? n Giving responses: ü It rocked. ü It’s one of the...I’ve ever seen. ü It’s so…. ü It’s real/kind of fun to watch….
Phonetics ‘Sentence Stress’ n Stress——Content words and Function words
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课 堂 教 学 安 排
教学过程 |
主 要 教 学 内 容 及 步 骤 |
教学活动 |
Part1
Part2
Part 3
Part 4
Part 5
Part 6
Part 7
Part 8
Part 9
Part 10 |
Before class ü Memorize new vocabulary and finish relevant exercises. ü Choose to watch “The Battle at Changjin Lake” or “Transformers”, and write a comment of 50-100 words. Lead-in n Ask questions ü Do you want to have various life experiences? If you do, please stand up and say “Yes, I want to be…” ü Do you want to be a Kungfu Master? Do you want to be a hero who can protect people from the bad? Do you want to be a talent who is able to use magic? Do you want to be a genius who can pass all the exams with full marks? ü Actually, movies can make it come true for you!
Pre-task (Listening A) n Listen, ring and tell the movie types
n Ask their opinions on the movie Transformer Give them some pre-knowledge and help them predict what’ll be discussed in the dialogue. Main task (Listening A) Listening A ‘What Do You Like to Watch’ n Listen and answer questions ü 1st listening, answer a general question: What are they talking about? ü 2nd listening, answer 3 detailed questions? Q1 Who has seen the movie Transformers? Q2 What did she or he think of Transformers? Q3 When is Sandy going to watch the movies? ü 3rd listening, read after the recording
n More presentation and practice of key points ü Q: Have you seen this war movie The Battle at Lake Changjin? A: Yes, …./No, …. ü Q: What do you think of the movie? How do you like the movie? Do you think the movie is very interesting/boring/…? A: Useful expressions: Ø It rocked. Ø …is one of the...I’ve ever seen. Ø It’s so… Ø It’s real/kind of fun to watch… ü Game: to put the words in the correct categories
n Activity 1 Make up a dialogue with your partners
Post-task (Listening A) n More listening exercises Have you ever wondered why we watch films? ü Watch a video and fill the blanks according to what you hear
ü Can you empathize with these movie clips? Let’s watch and have a general oral movie clip review from the following three aspects: Ø What do you think of the movie? Ø Which line is your favorite? Ø What can you learn from it? ü Teachers’ Comments: When a people have ideals, their country will have strength, and their nation will have a bright future. n Summary ü Movie types ü What do you think of the movies? ü Why do we watch movies? ü What can we learn from movies? Teachers’ comment: You are also a director of a film. That’s your life. So seize the opportunity and make it fantastic! Self-reflection
Homework (Listening A) n Must-do Recommend a must-see film Resources：Click the following website to get to know more. How to Write a Good Movie Review: Detailed Guideline
n Optional-Make a vlog or a short film about “MY DREAM”
Pre task (Phonetics) n Try and read the following 3 sentences ü ‘1 2 3 4’ ü ‘1 and 2 and 3 and 4’ (/ən/) ü ‘1 and a 2 and a 3 and a 4’ (/ənə/) n Sentence stress means that you pronounce some syllables more strongly than others. More strongly: more loudly, more clearly, more slowly
Main task common rules of sentence stress n How to read this sentence, what to stress? ü I want a cup of tea. ü I want a cup of tea.
n Students do research on Content words and Function words by themselves, and share their results
ü Content words: Give the meaning of the sentence. Stressed ü Grammar words: Grammatically necessary; they connect the content words together. Unstressed ü When practicing sentence stress, we should pay equal attention to the unstressed. Unstressed words have a weak pronunciation, lower volume and higher speed. ü EXAMPLE: I want a cup of tea. Pronoun verb article noun preposition noun
Post task n ACTIVITY1: Practice classic film clips. Follow the four steps listed below. At the end of the practice. Let’s play a game. Ring the bell and read the classic lines on the slide as long as you’re ready. ü Step 1: Underline the stressed words. ü Step 2: Think about the “music” of English by clapping your hands to emphasize the stress beats in sentences. And read on your own. ü Step 3: Listen to the recording. Check again. ü Step 4: Read after the recording. Practice with your partners.
“Tomorrow is another day.” ——Gone with the Wind “Momma always said, ‘Life is like a box of chocolates, Forrest. You never know what you’re going get.’” ——Forrest Gump “There’s no place like home.” ——The Wizard of OZ “The end, is only the beginning.” ——What Dreams May Come “Will you love me for the rest of my life? ” “No, I’ll love you for the rest of mine.” ——Phenomenon “You must do me this honor… promise me you will survive…that you will never give up…no matter what happens…no matter how hopeless…promise me now, and never let go of that promise.” ——Titanic
n ACTIVITY 2 Read the poem after the video clip “Dead Poets Society” Practice it with your partner and act it out like a real poet. “O me, O life of the questions of the recurring.” “Of the endless trains of the faithless.” “Of cities filled with the foolish.” “What good amid these, O me, O life?” “Answer: That you are here.” “That life exists and identity.” “That the powerful play goes on,” “and you may contribute a verse.” “That the powerful play goes on,” “and you may contribute a verse.”
Homework n Dubbing Competition, shown below Movies have become one of the powerful and intern |