外研版英语Book 5 Module 4 Vocabulary and Listening 教学设计

Module
4
BookV
Carnival
一、课程分析
1.学习内容
Vocabulary
and
Listening
本节课是外研版第五册Module
4
Carnival
中Vocabulary
and
Listening部分。这一模块的主要目标是让学生了解世界各国的不同节日，尤其是以狂欢节为代表的西方文化习俗。通过对节日的了解来认识该国的风土人情、节日庆典、饮食习惯以及节日背后所代表的不同文化习惯，增强跨文化交流的意识。通过听了和词汇训练，学习不同的狂欢节和他们的起源来增强学生对异域文化的了解，培养语言技能。
2.
学习重点
训练预测、记忆及捕捉细节信息等听力技巧；运用所学知识完成写作任务。
3.
学习难点
识记有关食品方面的词汇。
二、学情分析
我们学校是重点高中，大多数学生基础比较扎实，有一定的自主学习和探究的能力，具有用英语思考和表达的基本技能。
三、设计理念
首先通过导入环节帮助学生克服文化背景知识的不足，然后向学生进行一定的节日特色的渗透，通过采用PWP的教学模式，训练听力策略，使学生逐步获得掌握文章的结构、主题及细节等方面的技巧。通过设计真实的情景，帮助学生克服词汇量的不足和内心的紧张情绪，要让学生积极参与，提高对听力的兴趣。
四、学习目标
1)
能识别对话和语段中新学词汇和短语，并正确理解其意义。
2）能听懂有关西方风俗或节日的描述，并根据要求完成相关的练习。
3）能从于本模块有关的讨论中提取信息和观点。
五、教学流程
1.
课前准备
Step1创设情景，导入话题
T:
Can
you
describe
one
of
your
favorite
Chinese
traditional
festivals
by
using
the
following
words
and
expressions
atmosphere
costume
crowd
excitement
tradition
origin
special
last
at
the
end
of
organize
a
party
traditional
food
give
up
consist
of
[设计意图]
让学生在熟悉的语言环境中进一步体验已学的课文中的语言知识，做到正确理解，准确表达，同时为后面的听力训练做准备。
点评：教师给学生提供一个情景，让学生从自己的生活、从自己所熟悉的情景去建构相应的知识和能力，尤其是自我表达能力。这是任务教学结合建构主义的理论开展的一种教学过程的设计。而且话题的内容与新授课相关，有利于学生了解中西方文化的差异及各具特色的语言背景，从而扩大语言文化知识面。
2.新课导入
Step
2
Lead-in
Questions
on
reading
and
vocabulary
1.
What
does
“carnival”
mean
It
means
no
more
meat.
2.
What
is
the
origin
of
carnival
It
began
in
Europe.
3.
When
and
how
long
is
carnival
celebrated
in
Venice
today
Today,
it
is
celebrated
for
5
days
in
February.
4.
How
do
people
in
Venice
celebrate
“carnival”
They
wear
masks
and
have
fun
eating,
drinking
and
dressing
up…
Word
presentation
1
T:
What
do
you
think
people
will
have
at
carnivals
S:
Beans,
cabbage,
chicken,
eggs,
flour,
garlic,
onion,
peas,
pork,
and
sausages.
2.T：Ask
the
students
to
classify
the
food:
·two
types
of
meat:
pork
and
chicken
·a
food
that
consists
of
a
tube
of
skin
containing
meat
mixed
with
herbs:
sausages
·five
vegetables：beans,
cabbage,
garlic,
onion,
peas.
·two
ingredients
for
making
a
cake:
flour
and
eggs
3.T：Now
please
tell
me
what
you
would
have
at
Chinese
traditional
festivals,
such
as
the
Spring
Festival,
the
Qing
Ming
Day
and
the
Mid
Autumn
Day
4.T：I’d
like
to
introduce
some
other
kinds
of
food
sauerkraut
(cabbage
and
onions),
Sauerkraut
is
a
traditional
German
food,
made
of
cabbage
and
onions,
usually
served
with
sausages,
etc.
Feijoada
(pork,
beans
and
garlic),
the
Brazilian
national
Dish.
Typically
served
at
noon,
this
hearty
meal
includes
black
beans,
several
types
of
meat,
hot
peppers,
tomatoes
and
garlic.
This
recipe
takes
advantage
of
several
short
cuts
to
make
it
easier
to
prepare.
[设计意图]
通过回答以上问题来激活学生大脑中关于carnival的背景知识,暗示学生听力材料的内容仍然是关于狂欢节庆典活动的，从而对材料的内容进行预测，做到温故知新。
本模块的听力材料中涉及的节日和食物的名称难度较大，所以先给学生看一些直观的图片，再介绍相关的内容。降低了听力的难度，提高了学生的学习积极性，激发了兴趣。学生对不同的节日文化了解的更透彻，能为更好的理解听力材料作铺垫。
点评：以旧带新，让学生熟悉话题，明确听力目的；以直观的手段让学生了解相关词语，激发兴趣和欲望。为新授内容做了充分的准备。
3.
新课呈现
Here
are
4
interviews,
and
four
young
people
will
talk
about
what
carnival
is
like
in
their
towns.
They
are
Caitlin,
Cameron,
Maria
and
Stefan,
from
New
Orleans,
Notting
Hill,
Rio,
Brazil,
and
Germany.
(板书以上黑体字，为后面的练习做准备。)
Task
1:
Please
read
the
headline
of
Interview
1.
Look
through
the
table
and
discuss
the
following
questions.
Name
Where？
When？
How
long？
Origin
Food
Questions:
1.
Who
took
Mardi
Gras
to
the
United
States
2.
What
can
you
find
inside
a
king
Cake
附答案：
Caitlin
New
Orleans,
USA
Jan.---Feb.
2
months
18th
century
King
Cakes
1.
The
French.
2.
A
plastic
baby.
[设计意图]
本模块听力材料的特点是：容量多，信息量大，生词多。考虑到学生的接受能力，认为把Interview
1作为阅读材料比较合适。一是因为教材已给出表格中有关问题的答案；二是有interview
1作铺垫，学生可以对问题（重点预测）和对话的大致内容（通篇预测）进行预测；把倾听的焦点放在语篇的大意和与问题相关的关键信息，而不是个别词语，并随时记下关键词，根据上下文，利用笔记思考分析，剔出冗余信息，最后解决问题。这样可以降低难度，同时也为最后的写作训练做好准备。
Task
2:
A:
Listen
to
Interview
2，and
try
to
complete
the
table.
While
listening,
you
must
pay
attention
to
the
key
words
and
make
notes
if
necessary.
Name
Where？
When？
How
long？
Origin
Food
Cameron
Jamaican
food（
）
B:
Listen
again
and
check
their
answers.
附答案：
Notting
Hill,
London
last
weekend
in
August
weekend
1960s
(chicken,
rice
and
peas)
[设计意图]
由于学生词汇量少，不会的词很多，通过填空的形式，激活学习的问题意识，形成基于问题的学习任务，从而展开提出问题、分析问题、解决问题的学习活动,。听力过程不是一个独立的过程，在这个过程中，要让学生学会耳到、口到、手到、心到。边听边写，记录关键词，重要的数字等，以免忘记。把听到的信息表达出来，边听边猜，猜接下来的信息，预测最后的结果。
Task
3:
Listen
to
Interview
3
and
answer
the
given
questions.
1.
Why
does
Maria
think
carnival
in
Rio
is
special
2.
What
do
people
often
do
after
eating
and
drinking
Discuss
and
check
the
answers.
附答案：
1.
Because
Carnival
is
in
the
Brazilian’s
blood.
2.
They
go
for
a
walk
on
the
beach.
[设计意图]
逐层加大难度，让学生对听力材料有一定的概括能力。因为听力训练是一个言语感知的过程，学习者不仅要掌握基本的语言知识，而且要就听力技巧进行反复训练。按照“刺激-----反应----强化”的原则，使学生大量接触语言信息达到建立语言反射和意识反射的能力。
Task
4：
A:
Listen
to
Interview
4.
Complete
the
table
and
answer
the
given
questions.
Name
Where？
When？
How
long？
Origin
Food
1.
What
food
does
Stefan
like
2.
How
many
glasses
of
beer
are
drunk
at
the
Oktoberfest
every
year
B:
Listen
again
and
check
their
answers.
附答案：
Stefan
Germany
Sept.--Oct.
2
weeks
1810
Sausages
and
sauerkraut
(cabbage
and
onions)
1.
Sausages.
2.
Ten
million.
[设计意图]
层层推进，由浅入深，逐步提高学生的听力理解能力，在听的过程中让学生善于抓住关键词句，重视语篇理解。听时重点要放在实词上，不能盲目地逐字逐句地听。注意问题相关的信息词，如：well,
so.
oh.
but,
I
think等引导词后的内容必须留心。做到在掌握其中重要细节的基础上，经过认真分析加以作答。
点评：教师根据学生的认知水平设计了有层次、有梯度的训练。为了能顺利地进行听力策略的训练，教师把教材中的练习活动进行了合理的修改，降低了难度。
教师把Interview
1作为朗读材料提供给学生，目的是让学生对即将要听材料的内容做出预测；通过信息转换的表格练习，训练学生记忆的技巧――学会做笔记，而且是有选择地做笔记，即把重要的信息以及容易忘记的内容，如时间、地点、数字等关键词记下来。（如果能教给学生用简单符号或缩写来做笔记就更好了。）以问答题形式，训练学生在听较长语篇时要注意整体把握。由开始的单项练习（表格、问答），到最后学生经过多次听练，熟悉了话题并掌握了篇章结构后的多项练习（表格+问答），难度递增，但是学生并没有畏难的情绪，也不感到听练枯燥，大家轻轻松松，舒舒服服地完成了任务。
4.巩固练习
1.
Group
work：Ask
the
students
to
discuss
the
four
pictures
according
to
what
they
have
heard
from
the
four
interviews,
and
tell
where
and
how
the
people
are
celebrating
their
carnivals,
and
give
a
brief
summary
of
the
four
pictures.
Carnival
in
Rio:
What
most
special
in
Rio
is
that
they
perform
samba,
the
typical
Brazilian
dance.
It’s
really
interesting.
Mardi
Gras:
It
lasts
about
2
months
from
the
beginning
of
January
to
the
end
of
February
in
New
Orleans.
The
high
spot
is
the
parade
and
the
music.
Notting
Hill:
The
carnival
is
held
in
summer,
because
the
weather’s
better
in
London.
And
it
lasts
for
two
days.
Oktoberfest:
People
drink
lots
of
beer.
It
is
the
traditional
festival
in
German,
and
the
name
means
October
Festival.
2.
Pair
work:
Ask
students
to
finish
Activity
7
on
page
36.
[设计意图]
根据本班学生的认知需求，把课本中的Activity
4
调整到此处并对这个活动的要求进行了变化，目的就是为了训练学生对语篇的理解能力，能够描述有关狂欢节的情况，能围绕“中外节日”这一话题展开讨论；通过Activity
7，训练学生能从与本模块题材有关的讨论中提取信息和观点的能力。培养学生得体的交际能力，提高他们用英语表达的信心和欲望。
点评：教师通过这项练习一是检验学生是否最终掌握了文章的整体大意，通过复述练习，以发挥学生的语言潜能，培养良好的语感；二是培养学生的概括能力，让学生听后概述，强化识记。借助图片，以强化效果，降低难度。符合学生的认知发展规律。
5.
能力迁移
Task
1：
Instant
revision--
Complete
the
following
sentences
with
the
words
in
the
box,
and
pay
attention
to
their
forms.
make
from
full
of
get
nothing
to
do
with
high
spot
more
than
in
one’s
blood
go
wild
The
_______of
the
festival
is
the
parades,
and
the
music.
At
that
time,
the
street
is
busy
and
lively.
It’s
a
rather
ordinary
cake,
__________flour
and
eggs
with
a
bit
of
sugar
on
top.
People
usually
_______and
cheer
excitedly
when
they
watch
an
exciting
game.
And
Jamaicans
living
here
really
felt
the
need
for
a
carnival.
So
in
the
1960s
they
had
the
first
one.
It
was
very
small
at
first,
but
it
grew,
and
now
there
are
usually
______a
million
people
Brazilians
love
carnival.
Carnival
is___________!
Everybody
takes
part
in
it.
It’s
the
most
beautiful
beach
in
the
world,
and
it’s
always
______people,
day
and
night…
especially
at
Carnival.
The
origin
is
rather
interesting.
It
was
a
horse
race,
so
it’s
__________carnival,
like
the
carnivals
in
Venice
or
in
Rio.
附答案：
high
spot,
made
from,
go
wild,
more
than,
in
their
blood,
full
of,
got
nothing
to
do
with
[设计意图]
在一定的语境中理解并巩固所学词语，在实际的操练中运用所学的语言，为写作做语言准备。
Task
2
Writing
请根据下面的汉语提示,
以The
Spring
Festival为题,
用英语向外国朋友介绍中国春节的习俗。
1.When/where:
春节,
又叫做阴历年,
是中国最重要的传统节日.
2.Origin:
根据中国一个古老的传说,
“年”最初是一个怪兽的名字.
3.What
:
(1)除夕夜全家吃团圆饭，吃饺子,
看电视节目。
(2)人们穿新衣服,
放鞭炮,
贴对联.
(3).走亲访友,
许多孩子可得到“压岁钱”.
（4）春节还有很多传统节目，是最精彩的部分。
生词提示：阴历的
lunar，对联
couplet，
压岁钱
lucky
money
The
Spring
Festival
The
Spring
Festival,
also
known
as
the
lunar
New
Year,
is
the
most
important
traditional
festival
in
China.
According
to
Chinese
legends,
Nian
was
originally
the
name
of
a
monster
beast.
People
put
up
couplets
on
the
doors
on
the
last
day
of
the
old
year.
On
the
eve
of
the
Spring
Festival,
it
is
a
folk
custom
to
stay
up
late
or
even
all
night.
A
get-together
dinner
is
usually
a
must
for
every
Chinese
family.
The
most
popular
food
is
jiaozi,
or
dumplings.
At
the
same
time,
the
families
are
watching
TV
programs
till
midnight.
When
the
sky
is
lit
up
by
fireworks,
and
the
quiet
is
broken
by
firecrackers,
the
Spring
Festival
comes.
All
the
children
go
wild.
Moreover,
people
wear
new
clothes,
go
out
to
visit
relatives
and
friends.
For
many
children,
the
Spring
Festival
offers
them
a
special
chance
to
receive
“lucky
money”.
In
Spring
Festival，you
can
see
a
lot
of
traditional
programs
too，such
as
lion
dancing
or
dragon
dancing.
They
wish
people
a
happy
New
year
and
a
bright
future,
which
is
the
high
spot.
The
Spring
Festival
is
special
in
China
and
it
is
in
everybody’s
blood.
[设计意图]
通过写作练习，训练学生能够交流有关中国传统节日的信息，运用本模块所学词汇和短语进行写作，通过自我评价和他人评价的方式了解自己对本模块知识掌握的情况。并且能在写作中做到文体规范，语句通顺，紧扣主题，最终达到文章的连贯性和紧凑感。
点评：
这项练习是训练学生的综合语言运用能力。首先，教师从词汇入手。这些词语出现在听力材料中，有的可能学生还没有完全理解，有的是在交际中常用的。教师让学生在一定的语境中对这些词语再认识，再体会，加深对听力材料的理解。然后，教师又从文章的布局谋篇出发（知识呈现中的表格练习），创设另一种情境，让学生利用以前和本课所学知识，完成语篇写作任务。整个过程顺序渐进，让学生在生活的体验中学会准确地表达，提高交际水平。
六、课后反思
听力教学是高中英语教学的薄弱环节，我们需要从提高学生的基本能力和良好习惯入手，老师的职责就在于引导和点拨，创设很好的英语听力的氛围和环境。这堂听力训练课是按照由浅入深、由易到难、由慢到快、循序渐进的原则，有目的地通过一定的情景进行单词--短语—短文的训练。向学生输入西方节日的信息，培养学生跨文化意识。并且要始终贯彻运用和交际性的原则，强化学生主体意识，让他们成为课堂的主人，训练学生的综合语言运用能力。
七、总体总评
教师对教材的分析和理解非常到位，教学目标的确定符合课标要求，也符合“和谐高效，思维对话”的理念。教师在知识呈现时，做到以人为本，尊重学生，把知识的传授与能力训练有机的结合在一起。让学生从熟悉的生活开始，到提供真实的情景让学生运用所学知识，从生活中来到生活中去，使学生在体验中对词语的认识和理解又进了一层，对语篇的理解又提高了一步。本节课的听力材料内容多，生词多，教师不仅注意了听力训练和讲解相结合，而且对于教材中的练习，教师能根据教学目标的需要，根据学生的需求，大胆灵活地进行调换删改，非常有创意。如把听力材料1作为阅读材料，让学生在阅读的过程中预测本节课的听力内容，了解有关西方节日庆典习俗，降低了听力难度，既确保了学生信心十足地完成听力任务，又让学生轻松地而顺利地完成了本节课听力技巧的训练：对数字、人名、地名、饮食名称等的摘记技巧。本堂课的各项活动由易到难，逐步深入，过渡自然，衔接紧凑，有逻辑性。比如教材中的Activity
4是让学生听后将节日名称与图片进行匹配。这个练习对于大多数学生而言是比较困难的。如果先完成Activity
5
再做Activity
4,
学生就能较顺利地完成任务。随堂的巩固训练内容与形式有利于教学目标的达成。整个设计保证了教学过程的和谐有效。