1 |
Warming-up (2-3 mins) |
Class activity |
Greet and play a video of a part of Cats. T: Boys and girls, before we have our class, let’s enjoy a part of the opera. … T: Do you like it? Ss: Yes, it’s amazing. T: It’s very famous throughout the world. Do you want to know where it is from? Ss: America. |
Greet and enjoy a video about Cats. … Ss: Yes, it’s amazing. … Ss: America. |
《猫》是纽约百老汇非常著名的音乐剧之一，让学生欣赏其中的片段，感受西方文化。如果条件不具备，可以播放音乐Memory或者其它具有代表性的歌曲。 |
2 |
Lead-in (2-3 mins) |
Class activity |
Present some pictures of New York’s streets, famous museums etc., and get the Ss to talk about their feelings after watching. T: Right. It’s from Broadway in New York. Now, look at the pictures of New York. How do you like it?. |
Watch the pictures of New York’s streets, famous museums etc., and talk about their feelings. S1: The street is clean. S2: How beautiful the park is! S3… |
教师先出示具有纽约特色的图片，引起学生的兴趣，为学习1a打下基础。 |
3 |
Pre-listening (5 mins) |
Class activity |
Present the new words and difficult sentences on the Bb. Ask the Ss to take notes and try to remember them. T: Yes, it’s a wonderful place to live. As a matter of fact, it used to be terrible. Bob has been in New York for a long time. He has seen the changes himself. The city has improved a lot since he came there. He has already got used to the life there. Ss… (Teach other new words and phrases in the same way.) |
Try to understand the new words and difficult sentences, and take notes according to the teacher’s descriptions. Ss… |
1a部分内容简单，教师在课前可以处理的话，听后活动中就不用再做另外的处理。 教师在呈现新知时，应注意短语的辨析。如果学生基础较差，可补充与实际生活贴近的例句，创设新的语境感知语言点的用法。 |
4 |
While-listening (8 mins) |
Class activity Pair work |
Step 1: Let the Ss scan 1b before listening. Listen to 1a twice and tick what was mentioned about New York. Finish 1b. T：Do you want to know how terrible New York used to be? Now let’s listen to a dialog and tick what was mentioned about New York. … T: Now, let’s check the answer. Step2: Listen to 1a again, pay attention to the pronunciation and intonation and then act 1a out. T: You are right, let’s listen to the tape, and then try to act out the dialog. … T: Any volunteers? Ss: |
Scan the materials of 1b. Then listen and tick the right answers. Finish 1b. … … S1:terrible traffic S2:dirty street Listen to 1a again, pay attention to the pronunciation and intonation and then role play 1a. Ss… |
经过听前的新知呈现，该部分听力练习的难度大大降低，因此，不用再另外给时间让学生作听前准备。 分角色朗读课文时，教师应根据从班级到小组，再到结对练习的顺序，逐渐让学生把握对话角色，更好的理解课文，增强展示环节的自信心。 |
5 |
Post-listening (20 mins) |
Group work Group work Individual work |
Step 1: Guide the Ss to talk about New York based on 1b and 1c. Then retell 1a in groups. T: We’ve learnt about the changes about New York’s traffic, streets, life and so on. Now, let’s ask and answer with your group members. Then retell 1a in your own words. The information of 1b can help you. S1: How much do you know about the traffic in New York? S2: I heard that the traffic there was terrible. Do you have any idea about the street? S3… T: OK, who can report what you discussed in your group just now? Have a try, please. S4: New York is a big city in the USA. The traffic there used to be terrible. And the streets there were dirty, but they are clean now…. Step 2: Get the Ss to underline the sentences in Present Perfect tense in 1a and present three sentences of 4 in Section B, paying attention to the stress, weak form, liaison and pause. Then discuss the usage of “for” and “since” in groups according to the examples. Finish 3. T: Excellent! Now go through 1a again and underline the sentences with “for” and “since” in them. … T: OK, who can? S1: You have been in New York for a long time. Ss: But the city has improved a lot since I came here a few days ago. (Present three sentences of 4 in Section B) T: Now, look at these sentences. Let’s read the five sentences together and pay attention to the intonation. Ss… (Draw a time axis like the one in 3) T: OK, look at the sentences and this time axis carefully; think about the differences between “since”and”for”. Then discuss with your group members. Ss… T: Who can try, please? Group 1, please. Listen carefully and you can add your ideas. S1: “for”… S2: “since”… T: Well done! Now, try to fill in the blanks with “since” and “for”, and then listen to the tape to check your answer. … Step 3: Get the Ss to fill in the blanks in 2 before listening. Then listen and check the answer. Finish 2. T: First，try to fill in the blanks before listening, and pay attention to “since” and “for”. Then listen and check the answer by yourselves. |
Talk about New York based on 1b and 1c. Then retell 1a in groups. S1: How much do you know about the traffic in New York? S2:I heard that the traffic there was terrible. Do you have any idea about the street? S3… S4: New York is a big city in the USA. The traffic there used to be terrible. And the streets there were dirty, but they are clean now…. Underline the sentences which have “have/has done” in 1a. Read the three sentences of 4 in Section B, paying attention to the stress, weak form, liaison and pause. Then discuss the usage of “for” and “since” in groups according to the examples and teacher’s explanations. Finish 3. … S1: You have been in New York for a long time. Ss: But the city has improved a lot since I came here a few days ago. … Ss… Ss… S1: “for”… S2: “since”… Try to fill in the blanks in 2, and then check the answer while listening. |
如果学生的综合语用能力较差，可以按课文要求完成1c，只进行简单的对话问答；如果可以，教师根据实际情况调整成对话后的复述环节。 适当整合教材，运用教材资源，提升教学效果。 讨论过程中，教师应给予适当的点拨，帮助学生突破重难点，如关注“时间状语”的特点等。另外，简笔画，图表，时间轴也是提高课堂教学有效性的重要手段。 将第二部分放在最后，可以提升学生的综合语言运用能力。 |
6 |
Summarizing and assigning homework (5 mins) |
Class activity |
Step 1: Sum up the main content of this class and repeat the new words, expressions and grammar. Step 2: HMK 1.Get the Ss to work in groups to compare the differences of the places where they live. Finish 4. 2.Collect more information about New York. |
Go over what you have learned with your group members. Work in groups to talk about the differences of the place they live. Finish 4. |
课堂总结，也可以分工合作，如：单数组归纳单词短语；双数组总结句型和语法等，但要注意经常轮换。 布置开放性作业时，要采用不同方式进行评价，如：可以通过下节课的课前展示，或小组长调控等方式实现。 |
