高一第一学期牛津英语课件Chapter5.Surprisesatthestudio.doc

牛津英语 高一第一学期课件无精打采001 为你提供Chapter5 Surprises at the studio Reading 一、 章节分析（Chapter Five Reading section ）（一）综述该章节的主阅读部分以电视节目为话题，文章题材为叙事性，以生动、形象的语言来描述故事的情节和人物的心理。本章节侧重学生阅读能力的培养和语言知识的学习。（二）阅读目标1 知识目标 学生能理解文章的大意，故事情节的脉络开端、发展、高潮和结局。掌握一些重点词汇、短语和句型的用法；理解一些较复杂的语法现象。2 能力目标 学生能从上下文理解词义。能从细节的描写来理解人物的心理。能够表达自己的观点和看法。3 情感目标 对电视节目有正确的认识、观点和评价。（三）教学方法1 以多媒体的形式设置情景，引入话题，激活学生的背景知识。2 开展Survey, Role-play的任务型活动，创设真是语言实践的场景和学习机会。（四）阅读重点和难点1. 词汇学习1) 核心词汇 l surprise l gaspl faintl demandl beatl applaudl reall relaxed2) 拓展词汇 l contestantl directorl make-upl studiol desperately3) 词组和短语 l ahead ofl on ones ownl figure outl stand forl belong tol would love to dol hold up(ones hands)l keep doingl boom outl a bag of nerves 2. 句型学习 1) Its (high) time for sth/ sb to do sth. 2) Debbie was so excited (that) she could hardly keep still.二、 教学设计（Teaching Designs）教学内容教学实施建议教学资源参考1 Pre-reading 以Free talk的形式引入话题TV Programs,然后以多媒体的形式播放了各种电视节目的节选，设置各种活动，引起学生的兴趣，激发学生对于话题电视节目的背景知识，引入相关的词汇。同时教师在这一部分可以完成课本中第73页A what do you know about练习。具体处理这部分内容的建议以及相关的背景和课件：TV programs放进链接1。教师教参的相关页码P T72；电视台的网站网址见链接12 While-reading 这是阅读课的主体部分，处理这篇文章的建议如下：l 课文的类型是叙事题材的故事，所以采用整体教学总-分-总的教学策略，先从整体理解文章的框架: 故事的开头发展高潮结尾，然后微观理解故事的细节描写，最后从整体上理解文章的主旨，加深对文章的理解。l 引导学生学会通过skimming 和scanning图片，标题，文章的开头和结尾来获取故事的六要素： 时间、地点、人物、事件、起因、经过、结果。l 让学生概括出文章故事情节的脉络，帮助学生加深对课文的理解，进一步理解掌握文章的篇章结构。l 在提问的过程中，遇到生词和句型，注重引导学生从上下文的语境中来猜测意思，并不具体展开，以免影响阅读教学的整体性。l 课文后第73页,第75-76页所附练习B Skimming, C Scanning, Read and think E1可以经过修改、提炼和完善放到阅读教学中去，Find the meanings D, E2也可以课上解决或作为课后的作业。具体的建议和课件见链接2 教师教参的相关页码P T73-763 Post-reading 课文的拓展部分活动，开展围绕电视为话题的小组讨论和辩论。鼓励学生发表自己的观点和看法，正确地看待电视对人们生活的影响。链接3中提供了一个处理该部分内容的建议。无链接1说明：以生动有趣的多媒体的形式，创设情景，导入话题，旨在激起学生对该话题的兴趣和背景知识。1 以Free-talk的形式引入话题TV Programs。 2 播放了一系列网上录制的各种电视节目的节选 (东方台; 上海卫视; 上海文化广播影视集团; CCTV) ，有动画、新闻、广告、体育节目、天气预报、历史节目、纪录片、音乐MTV、科学与探索、空中英语教室等，(见课件：演示文稿chapter5 About TV programmes ) 让学生判断节目的类型，并引导学生针对不同类型的电视节目的特点，用形容词简要描述感受，并鼓励学生说出更多类型的电视节目。3 组织学生进行Survey活动，调查最喜爱的电视节目类型是什么？提问“愿不愿意成为现场录制节目的观众，或者报名参加现场直播的有奖竞猜的比赛选手”，并阐述理由。4 提供学生当前的流行和热门电视节目英语翻译名称让学生发表看法。CartoonCCTV newsEvening NewsWorlds ReportWeather ReportSoap Opera Sports ShowsSitcom (situation comedy)Game showTalk showEnglish TodaySports NewsHealthy LivingCulture ChinaChinese CookingAnimal WorldNBA GAMES电视台的网站网址：上海可收视的全部电视台 /tv/AreaProgram.asp上海文广新闻传媒集团/上海教育电视台/newsite/index.asp东方卫视 /中国中央电视台/default.shtml上海卫视在线/vouch.asp；/index.asp可以查询到中央电视台和上海电视台的电视节目的英语名称：TV Guide /TV Guide /engchannel/tvguide/chnprg/TV Guide 00/engchannel/tvguide/tvhighlights/中国电视报/engchannel/tvguide/index.htmlEspnstar 电视时空 /English Channel 00/engchannel/tvguide/tvhighlights/链接2说明：设计的阅读任务由浅入深，训练学生的Skimming 和Scanning的阅读技巧，使学生从宏观-微观-宏观层面来把握文章。1 向学生呈现一幅课本上的图片，提问学生，对课文内容进行预测，知道故事的人物、时间、地点、事件。2 让学生快速浏览文章，带着问题阅读文章，对文章有个大致的了解。3 让学生概括出故事的脉络，开端发展高潮结局。4 引导学生进一步的思考深层次的问题，分析细节描写，揣摩人物的思想感情。 5 模拟现场记者招待会，分角色扮演，各大报社和新闻社和电视台的记者采访赢得大奖的外国留学生Angela，提出一些问题。鼓励学生发挥想象多提问。6 讲解词汇、短语操练和句型，语法难点。链接3说明：以开放性的话题使学生投入到英语语言思维训练和语言实践活动中去。1 组织学生小组讨论，人们喜爱看电视的原因，电视给人们究竟带来了什么，该如何的看待和对待电视？电视在广告，家庭生活，政治，教育和暴力等方面的影响。2 让学生对某些观点谈谈自己的看法，如 “电视就好比适合眼睛的口香糖”； “电视有造就英雄和名人的力量”。3 组织学生参加辩论，正方:生活中没有电视,生活会更好.For: Some people think we would be better off without television in our lives.Against: Others think it is one of the most important means of communication we have today.4 布置课外的实践作业：假设你是CCTV或STV某栏目的记者,现在你要采访一下你的家人和朋友、同学对于CCTV或STV电视节目的意见，并写出一份采访报告。教案Step One Pre-Reading Activities1 Free talk Q: Do you often watch TV at the weekend or during the holidays?Do you like watching TV? Whats your favorite channel?TV is often called the machine that brings the world into your home. Why do we say so? 2 QuizStudents are going to watch a series of recordings of different types of TV Programs. Guess what type of TV program is being shown on? (sports program, music videos, documentary, cartoon, historical drama, news, weather forecast, popular science)Express the opinions of the TV program that has been seen.3 SurveyQuestions: What type of TV program is your favourite? Would you like to take part in the recording of a TV program? Why?If you were at the studio, would you like to be the contestant or to be the audience? Why?4 Let students have a look at the English TV guide with the popular and current TV programs on and then talk about the following questions:What kind of TV program do you like best? Why? What kind of TV program dont you like? Why not?Step Two While-reading activities1 Eliciting the new words in the text and predicting the main idea of the text by asking questions with a pictureWhere were the people in the picture?What type of TV program was being made in the television studio? What was the name of the program?What were the people sitting under the banner with the words “Travel Quiz” on?How many contestants took part in the quiz?What were the people sitting on the side doing? What were they?What were the rest people in the picture? Can you define the characters in the story? makeup artist cameraman director host contestants2 Let students scan the passage with these questions in mind.Questions for thoughtWhat happened to one of the woman contestants? How come?What did the director do to solve the problem?Who was chosen?What was the result of the quiz? What was the mystery prize?3 Ask students to work out the brief outline based on their understanding of the passage:I Beginning:_II Development:_III Climax:_IV Ending:_4 Further thinkingWhy could Angela be chosen?How did Mandy feel when watching the quiz? How do you know it?Did Angela do a good job in the contest? Why could she do so well?What did Angela do to win the mystery prize?What are the surprise things?5 Role-play-the press conference Angela was interviewed later by reporters from some newspaper agencies and TV stations. 6 Explaining the key words or phrases or language points Step Three Post-reading1 Group Discussion:Why do people like watching TV?What can TV bring us?What TV programs do you think are harmful to us and what TV programs are good for us?How can we make good use of TV programs?What are the effects of TV on education, politics, advertising, violence and family life?2 Expressing opinionsTV is chewing gun for the eyesTV has the power to make heroes and celebrity.3 Debate : Can you imagine a world without television?For: Some people think we would be better off without television in our lives.Against: Others think it is one of the most important means of communication we have today. Step Four Homework1 Read the text and try to retell the text2 Prepare a role-play based on the text3 Interview task: Suppose you are a reporter from CCTV or STV, you interview your family members, friends or classmates about their views on TV programmes. And then write a report.Chapter5. Surprises at the studio Listening, speaking, using English, writing 一章节分析（一）综述 该章节涉及听,说,写,以及实用英语方面的内容,侧重学生的语言技能的培养。（二）目标Listening 1 识别地图上的各种标示符。2 能分辨方向,听懂地名,方向,方位,地理环境。Speaking 1 通过问卷调查, 学会采访，作小结报告。2 发表自己的观点和看法。Using English 1 学习在理解文字的基础上,通过表格归纳主要信息。2 学会使用不同的表格来传递信息。Writing 学习描述一个操作过程的说明文的写作。（三）重点和难点Listening 分辨方向,识别地图上的标示符, 听懂地图的标志。Speaking 学会用一些征求意见,观点,表达意见和观点的句型。Using English 制定表格时学会提炼一些简洁扼要的题干,题项。Writing 描述过程中恰当的选用动词,名词来清楚的表达含义。三、 教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Listening 该听力达到训练读懂和听懂地图的技巧策略。建议如下:l 有些陌生的单词要在听前处理, 如: cemetery, tram, ferry, route, pond, 扫清听力的障碍。l 识别地图标示符和分辨方向. 听前进行一些操练,让学生熟悉方位,方向和地图标示符的语言,指导学生运用标示符和方向标来看懂地图。l 可以从一些交通网站如8/intro.htm上找到所在学校附近的地图, 让学生彼此提问.学习问路,指路,熟悉地图的标示符。具体处理这部分内容的建议见链接1。牛津英语教学参考P T 77 Speaking 课本中听力部分的材料，可以是选择性的使用，重点放在Speak up Teenagers TV night. 以任务性教学来处理材料， 以分步的具体的情景性的活泼的形式来操练,目的是鼓励学生多说，学生的积极性。具体处理这部分内容的建议见链接2牛津英语教学参考P T 85Using English 该部分的教学目的是使学生认识到表格的实用性,简明和高效性,让学生学会使用表格来归纳和提炼文章的内容。提供给学生不同的文体,比如调查报告,实验报告,通知等,要求学生以表格的形式来提炼主要内容。具体处理这部分内容的建议见链接3牛津英语教学参考P T 86Writing 该部分是属于说明文体的写作学习。要求学生学会描述一个过程。教学关键在于指导学生先把过程的步骤思路理清楚,根据每步的实际需要,罗列出相关的动词和名词术语.然后组成句子, 最后通读全文,检查描述的过程是否清晰,语言是否简洁，扼要，准确。可以适当拓展课本以外但为学生所喜爱或熟知的内容链接4。牛津英语教学参考P T 88链接1说明：在听力练习中，可以设计听和写，听和说相结合的练习。1 交待听力的任务, 听前,处理一些生词.教师提问熟悉地图上的标示符.指导学生根据方向,标示符来读懂地图。2 播放录音,要求学生一边听懂问题并且记住问题,快速作出反应.然后请学生说出答案,全班校对。3在完成听力练习后，让学生学习表达指明方向的一些常用短语，句子。例如 The road goes over the railway. A is to the east of B A is to the north-west of B A is in the south-west corner of the map.让学生互相提问,熟悉听懂方位的表达。4 让学生自己设置场景，编对话：Suppose you have just come out of Horse Hill. You want to visit Seaton. You ask someone working there for help.链接2说明：设计成具有真实语境的学习任务。1 让学生课前从网上， 或者上海的英语报上搜集最新的主要频道的一周节目，挑选一些电视节目，涉及各个类型，制作一张英语版的一周电视节目单（TV Guide）。2 让学生在组内做一个Quiz， 彼此听各种类型的，时兴的英文名的电视节目，猜出相对应的中文名称。3 让每个学生自由的在教室里走动采访自己所在大组的至少三个同学。完成课本第85页练习B1。4 请几个小组的代表汇报调查结果,完成课本第85页练习B25多挑几组，在全班投票选举最吸引人的节目时间单。链接3说明：在学习如何制作表格之后，根据学生的实际水平，设计一些拓展练习。1 请同学通过英语报纸杂志和网络， 分小组寻找一些适合将短文改编成报告形式的文章，并把它们改编成报告。2 各组代表以口头陈述所改编的报告两遍。3 其它小组根据报告内容设计成表格，以表格的形式来呈现报告的内容。4 全班同学评选出设计规划最合理，内容最清晰的表格。链接4说明：写作的活动可设计成具有实用性和趣味性的活动，并拓展成与学生生活实际相关的交际性任务。写作的内容和话题使学生们做感兴趣和渴望了解的。1 搬一台DVD进教室，安装好，教师一边使用，一边提问，并且引出相关的新词汇，一边讲解。1) Push the Power button to switch on the DVD.2) Press the Open/Close button to open the DVD tray.3) Put the DVD into the tray, and close the door.4) Push Play button.5) End the film by pressing the Stop button.2 请同学上台当场边演示，编讲解。3 课后让学生一小组为单位教大家使用一样东西或做一个食品。学生可以自己事先画过程图，边呈现，边讲解，遇到新的词汇通过手势，图示，英语释义等方法教会大家，尽量避免讲中文。学生可以自主选择他们感兴趣的话题。e.g. how to use mp4 how to use a video camera to make a short film.how to use automatic washing machine.how to use break-making machine to make breadhow to use juice extractor to make milk shake.How to make 卡布吉诺 How to make a pizza. 提供一份教案。Step One Pre-writing1 Let students compare a report of a survey and a table of the survey and ask students some questions:Does the table give the same information as the two paragraphs? Which one is shorter and clearer? Why?What is the title of the table?How many columns has it got?What are the titles of the columns?What do you think of using tables to give information?When do we need to use tables to give information?Step Two While-writing1 Let students learn how to design a table.1) Let students read B on P 86 of the textbook.2) Give students an example 3) Read the repot given by Simon on P 87 carefully and change it into a table.4) Ask students to design a survey about their TV viewing habits or evening activities and then carry it out, and eventually change it into table.Step Three Consolidation1 Do C on P87.2 Situations: Christmas and New Years Day are approaching. Ask students to design a table to advertise the New Years evening.Chapter5.Surprises at the studio Language 一、章节分析（language section ） （一）综述直接引语是直接引述别人的原话。间接引语用于转述他人的话，包括转述问题、请求、命令、指示和事实等。间接引语通常用从句来表示。（二）目标掌握用间接引语来陈述事实，或问题或请求和指示。（三）重点和难点直接引语到间接引语的转换时，注意人称，时态，状语，动词和指示代词相应的变化，还要注意引导词以及谓语动词的选择。二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Lead in 通过一个具体的情景引入该语法项目的教学，让学生明白间接英语使用的场合和功能。具体处理这部分内容的建议以及相关的背景见链接1。presentation 这是本课的主体部分，要体现该语法的语用功能,包括l 教师可以设计具体的语境帮助学生理解语法规则。l 教师可以提供具体的例句。 l 通过提供更多的语境来培养学生中加深对该语法的理解，完成课本中的相关练习。l 学生掌握如何用间接引语陈述事实和问题，以及请求和指示。相关的建议和练习见链接2。牛津英语一课一练导学与测试P77-78 牛津英语教学参考PT 78高中英语强化训练P198Production 这是该语法拓展部分活动，目的是让学生学会在交际中和书写中正确的使用间接引语，可以设计成任务型活动。 链接3中提供了一个处理该部分内容的教案或课件。链接1说明：以情景自然的引入该语法现象，让学生不仅理解该语法的形式，并且体会该语法的语用功能。1 让学生先看课本上的两张图片，然后教师提问 “You want to tell the boss what Tim said. What would you say?”，并引出教学内容间接引语。There are two ways of doing this:You can repeat Tims words (direct speech).Tim said “We need another contestant.”Or you can use reported speech.Tim said that they needed another contestant.2 给学生更多富有情境性的例子，让学生体会，比较两种引语的不同，找出规律。学生会得出结论：时态不同，结构不同（使用引号）You met Judy. Here are some of the things she said to you in direct speech:My parents are very well.Im going to learn to drive a car.John has given up his job.I cant come to the party on Friday.I want to go away for a holiday but I dont know where to go.Im going away for a few days. Ill phone you when I get back. Later you tell somebody what Judy said. You use reported speech:Judy said that her parents were very well.She said that she was going to learn to drive a car.She said that John had given up his job.She said that she couldnt come to the party on Friday.She said that she wanted to go away for holiday but (she) didnt know where to go.She said that she was going away for a few days and would phone me when she got back.链接2说明：让学生独立的分析比较，找出语法形式转换的规律。1让学生阅读和分析A1, 归纳出时态变化的规律,注意转述时所用的动词。Am/is -wasarewere will-wouldhave/has-hadcan -could do /does-didMade-had made want/like/knowwanted/liked/knew etc2 师生共同归纳从直接引语到间接引语的时态和人称的变化。直接引语间接引语动词时态一般现在时现在进行时现在完成时一般过去时过去完成时一般将来时can, maymust一般过去时过去进行时过去完成时过去完成时过去完成时（不变）过去将来时could, mighthad to时间状语NowTodayYesterdayLast weekTomorrowNext yearTwo days agoThenThat dayThe day beforeThe week beforeThe next dayThe next yearTwo days before指示代词ThistheseThatThose动词变化ComeBringGotake地点状语herethere3 讲解一些需要注意的语法难点：1) 直接引语如果是客观真理，改为间接引语时，时态不变。如The teacher said: “The earth goes round the sun.”The teacher said (that) the earth goes round the sun.2) 直接引语如果有明确的表示过去的时间状语，时态不变。如：Peter said: “I was born in 1978.”Peter said that he was born in 1978.3) 如果在当时或当天转述，则一些时间状语如yesterday, tomorrow等不变。4） 引导词以及谓语动词的选择直接引语引导词谓语动词例子陈述句that 可省略say, tellIve forgotten his name. Mary said.Mary said that she had forgotten his name.You ve made the same mistake again, Jack, the teacher said.The teacher told Jack (that) he had made the same mistake again.一般疑问句反意疑问句选择疑问句if or whetherif or whetherwhetheraskIs the window open or closed?he said to me.He asked me whether the window was open or closed.特殊疑问句原来的疑问词从句用陈述居语序askWho is the man over there? she asked.She asked who the man over there was.祁使句不定式结构ask/tell/order sb to doask/tell/order sb not to doRaise your hands, please.the teacher said to the students.The teacher asked the students to raise their hands.Dont take off your coat, Tom.Mr. Smith said.Mr. Smith told Tom not to take off his coat.4让学生完成课本第78页的练习A1，第79页的练习A2，A3, 第80页的练习B, 第81页的练习C1,C2,C3 。链接3说明：提供学生的语法练习应该有上下文的语境，并带有语言交际的特点。1 给学生更多的带有上下文语境的语法练习。E.g.Ex A1)-The restaurant is expensive.-Is it? I thought that you said it was cheap.2) Ann is coming to the party tonight. -Is she? I thought you said she _.3) Ann likes Paul. - Does she? I thought _.4) I know lots of people. - Do you? I thought you said you _.5) I ll be here next week. -Will you ? _.6) I can speak a little French. - Can you ? _.7) I havent been to the cinema for ages. - Havent you? _.Ex B The following sentences are direct speech:Dont wait for me if Im late.Will you marry me?Hurry up!Can you open your bag, please?Mind your own business.Please slow down!Could you repeat what you said, please?Dont worry, Sue.Do you think you could give me a hand, Tom?Now choose one of these to complete each sentence below. Use reported speech.1) Bill was taking a long time to get ready, so I told me to hurry up.2) Sarah was driving too fast, so I asked _.3) Sue was very pessimistic about the situation. I told _.4) I couldnt move the piano alone, I told _.5) The customs officer looked at me suspiciously and _.6) I had difficulty understanding him, so I _.7) I didnt want to delay Ann, so I _.8) John was very much in love with Mary, so he _.9) He started asking me personal questions, so _.一份教案Step One Introduction1 Present a picture in the textbook and ask questions to introduce the grammatical item.You want to tell the boss what Tim said. What would you say?There are two ways of doing this:You can repeat Tims words (direct speech).Tim said “We need another contestant.”Or you can use reported speech.Tim said that they needed another contestant.2 Present more situational examplesYou met Judy. Here are some of the things she said to you in direct speech:My parents are very well.Im going to learn to drive a car.John has given up his job.I cant come to the party on Friday.I want to go away for a holiday but I dont know where to go.Im going away for a few days. Ill phone you when I get back. Later you tell somebody what Judy said. You use reported speec