高一英语教案：《The Silver Screen. 搬上银幕》教学设计（二）。
一名优秀的教师就要对每一课堂负责，教师要准备好教案，这是教师需要精心准备的。教案可以让学生能够听懂教师所讲的内容，帮助授课经验少的教师教学。那么，你知道教案要怎么写呢？为满足您的需求，小编特地编辑了“高一英语教案：《The Silver Screen. 搬上银幕》教学设计（二）”，欢迎您参考，希望对您有所助益！
高一英语教案：《The Silver Screen. 搬上银幕》教学设计（二）
Teaching aim and requirements (教学目标和要求)
Goal: In this lesson, students will develop the knowledge of Merly Streep and Keanu Reeves.
In this lesson, students will practise their skills of interviewing.
Objectives:
1.In this lesson, students will be able to retell the life of Merly Streep and Keanu Reeves.
2.In this lesson, students will be able to complete a chart related to the text.
3.In this lesson, students will be able to act out an interview.
Emphases of teaching(教学重难点)
1、 How to make the students be active to express their own ideas.
2、 How to help the students understand the long sentence in the text.
Teaching aids(教学手段) Multimedia in English teaching and learning(多媒体手段教学)
Teaching Procedures(教学过程)
Material/resources: blackboard, tape-recorder, tape, textbook
Procedures
Step 1 Lead in
1. T: In last lesson, we talked a lot about films. Of course those films are very popular and successful. What does the success of the films bring to actors or actresses?
(Ss: money, fame, reputation,…and interview)
2. T: What questions will you ask when interviewing an actor or an actress?
Ask students to discuss in groups and collect as many questions as possible.
Step 2 Listening (on P29)
a. Ask students to look at questions in the listening part, and listen for the general idea and find out the answer to the question: Who are the two speakers?
b. Ask students to listen for the second time and find out the specific information to the following questions and fill in the blanks.
1. What do we know about the city where Malcolm grew up?
It was a small town far from the big city .
2. What did he want to be when he was a student?
He wanted to be a teacher .
3. What was the reason why Malcolm studied law?
The reason his father wanted him to study law .
4. When did Malcolm really start his career in the theatre?
When Malcolm met Fiona, he started his career in the theatre .
5. Why was the film called The Dream Machine important to Malcolm?
It was important because he did not have any experience .
c. Check students’ answers.
Step 3 Speaking
a. T: Awards are very important to those actors and actresses, which show the audience’s or experts’ acceptance and appreciation to their performances.
Q1 Can you tell me some famous awards to the films in the world?
Q2 Can you tell me some famous actors or actresses that have won the Oscar?
T: Today we will look at a famous actor and a famous actress who are very successful in their acting career.
b. Divide the whole class into 2 groups. Students in Group A read the biography of Merllly Streep while students in Group B read the biography of Keanu Reeves. Then fill in the table below respectively.
Name____________________ Schooling______________________
Beginning of the acting career__________________ Films____________________
Achievement________________________________
c. Check the information and explain some words and useful expressions in and below the biographies.
1) While still a student, she played roles in many plays.
While still a student= while she was still a student
Play a role in: play a part in
e.g. Telephones are playing an important role/part in our daily life.
2) Meryl Streep made her first film, called Julia in 1977.
called Julia: past participle phase used as the attribute to modify film
3) Academy Awards (Oscars): the main national film award in the USA. The Awards are granted annually by the Academy of Motion Picture Arts and Sciences. The Awards ceremony takes place in Hollywood every Match.
4) a. Interviewer can use following expressions to interview in good order
You studied/worked/acted at different…
First…, and then… Later on… Finally you found a job as…
b. Interviewer can pose such questions to the interviewee
What did you do next?
What made you decide to…?
What roles did you act?
How long have you been working as…?
c. Interview
Ask students to work in pairs and imitate CCTV’s interview program-----Life of Art, one acting as the host with suggested expressions in the text and questions When and where were you born? How many films have you acted? Which one is your favorite?
One acting as the guest---Merly Streep or Keanu Reeves with information in the short biography and in the Notes in the textbook.
Choose some pairs to act out the interview; while one pair is interviewing, the rest of the class act as the audience and can raise questions to the guest.
Step 4 Lead students to discuss following questions
Why ate they so popular and successful?
What is needed to be an actor or actress?
Would you like to be an actor or actress one day? Why?
Assignment: Look at talking exercise on P109 and have a discussion about the copy right.
Step 5 Homework
Finish off the reading in Unit 5
扩展阅读
高一英语教案：《The Silver Screen. 搬上银幕》教学设计（一）
高一英语教案：《The Silver Screen. 搬上银幕》教学设计（一）
Period 1.Warning –up and Listening
Teaching objectives and demands:
1.The activity is designed to encourage students to Use the activity as a brainstorming session done either in groups or with the whole class and activate relevant vocabulary.
2.Language use: Manipulate listening, speaking practice
3. Interview the headmaster and other teacher about the school rules and the ways to learn all the subjects
Key points:
Goal: In this lesson, students will enhance their listening and speaking abilities through talking about films.
Objectives:1. In this lesson, students will be able to describe the movie pictures
2. In this lesson, students will be able to catch the main idea of the listening material and specific details according to the requirement.
Material/resources: blackboard, tape-recorder, tape, textbook
Teaching procedures:
Step 1 Free talk
1. T: Do you like seeing films?
Do you often go to the cinema to see films or just stay at home to see films on TV?
This summer what films did you see?
(ask students to discuss and answer these questions)
2. T: Good films are always popular all over the world. People from different countries, with different background all like films. In this unit, we’ll focus on the silver screen, talking about successful films, famous actors and actresses, and great directors.
Step 2 Warming up
1. T: There are different kinds of films. What kind of film do you like?
Write students answers on the blackboard. （comedy, action, animation, horror, historical, war, science-fiction…）
2. Ask students to look at the picture of Hero
T: Is this picture quite familiar to you? I believe most of you have seen this film, for it is directed by Zhang Yimou and acted by many movie stars. Can you tell me what kind of film it is based on your knowledge?
Ask students to describe the picture with questions below
Q1: What is happening in the scene?
Q2: What do you think happens before this scene?
Q3: What do you think happens after this scene?
3. Group discussion
Divide the whole class into 3 groups, each group discussing one of the rest three pictures in the text through their observation and imagination.
Step 3 Listening practice (in the workbook)
1.Brief introduction: You will hear three conversations in which some people are talking about their favorite films and film directors. Listen careful and complete the chart below.
2.Ask students to go over the chart, and know what type of information they will listen for and what they should note down. Then listen to the tape for a first time, and try to understand the general meaning of this material, and pay special attention to specific information.
3.Listen for the second time and write down the information according to the requirement of the exercise.
4. Listen for the third time and check the information and the teacher does some explanation if necessary.
Jennifer Alex James
Title of the film AI Spiderman Shower
Director Steven Spielberg Sam Raimi Zhang Yang
What is the film about? A robot that wants love and becomes a real boy. The good fighting against the bad. An old bathhouse where people make friends. When the bath-house close, friendships are lost forever,
His/Her opinion It’s a simple but strong story. It’s very exciting and funny. It’s a sad film.
5. Ask students whether they have seen any of the films Jennifer, Alex and James talk about or other films directed by the film directors they mention. Give opinion about these films.
Step 4 Closure
Lead the whole class to discuss and give opinions about films they have seen.
Assignment
1. Read new words and expressions in Unit5.
2. Cooperate in groups of 3-4, think about a scene if they direct a film, and then write a short dialogue of that film scene and act it out.
Step 5. Homework
(1) Finish off the exercises of Unit 5 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
高一英语教案：《The Silver Screen. 搬上银幕》教学设计（三）
高一英语教案：《The Silver Screen. 搬上银幕》教学设计（三）
period 3. reading
goal: in this lesson, students will develop the knowledge and understanding steven spielberg as a director.
in this lesson, students will improve their speaking and reading abilities.
objectives:
1. in this lesson, students will be able to analyze and give reasons why dvd should be sold expensive or cheap.
2. in this lesson, students will be able to summarize the whole passage.
3. in this lesson, students will be able to identify new words and expressions appeared in the text.
material/resources: textbook, tape-recorder, tape, blackboard, film posters
procedures
step 1 role-play
a. t: yesterday we mainly dealt with those film actors and actresses, and we also act as two hollywood stars---merly streep and keanu reeves. we now have a better understanding of these people, but there is a problem with them. with fast internet connections and computers with dvd player, people download and watch films online. nobody wants to pay high price for a vcd or dvd; instead, they buy discs for five to ten yuan. so what do you think about this problem? do you think the dvd should be sold expensive or cheap?
b. ask students in groups of five to act out a tv talk show discussing this problem according to the requirement of talking exercise1 on p109.
step 2 pre-reading
ask students to act out the scene in their own film which was assigned two days ago and explain their scene.
t: through your personal experience, you see directing is a very interesting but hard job. today we will have a close look at one person who takes up this job. steven spielberg, a quite outstanding and world-renowned director.
step3 while-reading.
a. show five posters of steven spielberg’s films mentioned in the text.
(jaws, et, jurassic park, schindler’s list, saving private ryan) (see posters on next page)
ask students to discuss in groups and guess what the film is mainly talking about and what the theme of the film is.
b. skimming
ask students to read para3-6 quickly and find out the information about these films and compare it to their imagination of the films. then fill in the chart in post-reading. (better use attributive clause)
(saving private ryan is about the cruelty of war/an american captain who led his team to search for a soldier named ryan.)
c. play the tape and ask students to go through the whole passage, then divide it into several parts and summarize the main idea of each part.
para1: spielberg’s childhood
para2: spielberg’s beginning of his career as a film director
para3-6: his famous films
para7: his secret of success- his family
d. explain some important words and difficult language points.
script: n. text of a play, film, broadcast, talk, etc e.g. a script editor
v. write a script for (a film, play etc) e.g. a film scripted by a famous novelist
win a prize e.g. she won first prize in the 100 meters race.
the reason why… is that… e.g. the reason why many people want to buy it is that the price is low.
studio: place where cinema films are acted and photographed
pl studios
take off: 1)suddenly become successful or popular eg. the new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. when he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
i’m afraid…
go wrong: experience trouble eg. the experience went disastrously wrong
make a mistakes eg. if you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
when asked about the secret of his success, steven spielberg said that he owes much of his success and happiness to his wife and children.
when asked about…=when he was asked about…
owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth
eg. he owes his success more to luck than to ability.
2）be in debt to sb eg. i owe ten dollars to my father.
3 ) feel gratitude to sb eg. we owe our parents a lot.
after that it still took seven years before they finally got married.
before:
step 4 post-reading
ask students to answer questions1-4 in post-reading.
1. why did spielberg study english instead of film?
2. why were people who saw the film jaws afraid to swim in the sea?
3. how important is his family to spielberg’s career?
4. what have you learnt from reading about spielberg?
step 5 closure
in this lesson, we focus on the famous director steven spielberg, having some knowledge of his childhood, his films and his family. but what we should do is not to envy him, admiring him about his talent, his achievement, but to learn his spirit, his personality.
lead a class brainstorming of what we can learn from steven spielberg, using following sentence patterns.
i have learnt that…
i think …
i realize …
assignment: 1.do word-study on p12-13 and vocabulary on p110.
2.review the attributive clause we have learned in unit4 and preview the grammar in this unit.
step 6 homework
review the story and get more information for the computer on the director
try to write or digest some information from the internet.
高一英语教案：《The Silver Screen. 搬上银幕》优秀教学设计（一）
高一英语教案：《The Silver Screen. 搬上银幕》优秀教学设计（一）
Period 4. Grammar
Goal: In this lesson, students will improve their knowledge of attributive clause.
Objectives: 1. In this lesson, students will be able to distinguish the attributive clause.
2.In this lesson, students will be able to use the attributive clauses with when, where, why and a relative pronoun with a preposition correctly while making sentences.
Material/resources: textbook, blackboard, a film poster
Procedures
Step1 Homework-checking
a. word study :all the missing words are about films. Can you guess what they are?
1.To most actors and actresses, the Oscar is the most important award.
2.In Speed,Keanu Reeves played the role of the brave policeman who saved the lives of the people on the bus.
3.Who do you think is the best director in China, Zhang Yimou, Chen Kaige or Feng Xiaogang?
4.The script was so well-written that the famous actress accepted the role at once.
5.A film studio is the place where films are made.
6.While watching Titanic, most people couldn’t help crying when it came to the scene in which Jack saves the life of the girl but dies in icy water himself.
7.Film companies often make follow-ups to films that have been very successful, such as Speed , Jurassic Park .
b. Ask students to check exercises in Vocabulary on P110.
Step 2 Lead in
1. Ask students some questions such as What Chinese directors do you know? What are their well-known films? Then write down the key words to these questions. Then ask students to use these words to make a sentence using attributive clause, and review attributive clause with pronouns.For example: Zhang Yimou Hero
Zhang Yimou is the famous director who successfully directed the film Hero.
Zhang Yimou whose film Hero is very successful is a famous director in China.
Hero is a successful film which /that is directed by Zhang Yimou.
2. Ask students to underline the sentences with attributive clause in the reading text and sort them. Then ask them to work in groups to compare the differences between them.
Step 3 Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
2) Show a film poster and ask students what film it is, and who is the main actor. Then ask them to make sentences by using attributive clauses.
For example
Hero is a historical film which Li Lianjie plays the main role in.
Hero is a historical film in which Li Lianjie plays the main role.
3) Ask students to do Exercise3 on P33-34. Then ask them to answer them in the class.
Use a preposition and a relative pronoun, whom/which, to complete the following sentences.
1. The book about which I heard was written twenty years ago.
2. The people to whom the man spoke weren’t listening.
3. The film during which I fell asleep was very boring.
4. The pen with which she wrote that book can now be seen in a museum.
5. The little creature in which scientists are interested is known as ET.
6. The gun with which he was shot was never found.
Step 4 Ask students to choose an actor or an actress or a director they are familiar with and write some information about him or her, encouraging them to use the attributive clause while making sentences.
Assignment: Do Exercise2 on P33 in the exercise book and hand it in.
Do Exercise1, 2, 3 in the Grammar part on P111.
Compose a short passage about an actor or an actress or a director they are familiar with, using the sentences they write in Step6.
Step 5 Homework Write some sentences in text with the attributive clauses
高一英语教案：《No Drugs》教学设计
高一英语教案：《No Drugs》教学设计
一、学生分析
班上的学生刚从初三升入高一的学习时，由于进行全英教学，有些学生还不是很适应，特别是从镇、农村考上来的学生，在听说方面有比较大的困难。由于初高中对学生的要求不同，学生普遍的问题是词汇量比较少，用中文思维，不知如何用英语表达等，但学生对英语学习的热情还是比较高涨，兴趣较浓。学生对本课时的话题No Drugs有所了解，在前一课的Reading and vocabulary中对吸毒及其危害的词汇接触了一些，但还是比较有限。因此在教此课前布置学生通过媒体网络上了解相关的背景信息。在课堂教学中，努力激发学生参与教学活动的热情，积极思考，相互讨论，共同协作。
二、教材分析
本课时所教的是外研版高一上学期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的内容，是本模块的第三课时。要求通过听的活动了解和学习有关吸毒和犯罪的词汇，培养表达结果，作总结逻辑思维能力和获取信息的能力。Speaking讨论抽烟带来的危害，为了与听力部分的内容衔接，我对Speaking中的话题作个修改，把讨论吸烟的危害改编成毒品的危害。在这节听说课之前，学生学习了Reading and vocabulary，通过阅读文章，已经掌握了部分抽烟、吸毒及其危害的词汇，本课时由复习旧课入手，引入新课的新词汇，并以听说为主线，对吸毒这一主题进行延伸和拓展。
三、教学目标
本模块是通过学习表达吸毒及其危害的词语和其它语言形式，养成良好生活习惯，教育学生关爱社会，关爱他人，远离毒品。
语言知识目标：词汇有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment
语言技能目标：听懂有关吸毒及其危害的话语并获取信息，学会抓住关键意见，进行summarizing，并用英语讨论，表达吸毒的危害。
情感目标：提高自我保护意识，养成良好生活习惯，珍爱生命，远离毒品。
学习策略方面：通过组织学生预测问题、听辩问题，培养抓住和辨别信息要点的能力。通过拓展讨论问题，培养学生独立思考，自主学习的能力。以individual work, pair work, group work等形式加强合作学习，从网上或其它媒体了解吸毒危害，学会分析、归纳。
文化意识方面：通过听、说，还有一些补充材料加强学生为毒品危害的认识，提高自我保护意识。
四、教学策略
本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿说、读、写综合技能的培养。针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入、技能的培养，和文化意识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快教学的节奏。课前从网上或其它一些媒体上下载些与毒品以及其危害的图片和资料。
五、教学过程
I Organization for class
II Teaching of the new lesson
Part one： Listening and Vocabulary
Task1：学习新单词，扫除部分听力障碍
Step1：做Activity1，复习Reading and Vocabulary中有关Adam Rouse的内容，从而学习新单词，通过师生的问答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction?
S: He broke into a house to steal.
T: We call it burglary. So was it legal or illegal?
S: Of course it was illegal.
T: Sometimes some other addicts will not only break into people’s houses to steal , but also in small shops or shopping centers we call it shoplifting.
T: Do you think that burglary or shoplifting are good behavior, good for society and people?
S. Of course not.
T: They break the law when they do it. It is a crime and we call those people who break the law criminals.
Step2：通过稍微改编一下练习，巩固听学的新词汇。
领读单词让学生做下列填空练习：
l. ______ are the large places where you can buy things.
2. It is _____ to take drug as it is against the law.
3. ______ are people who break the law.
4. _______ is the crime of stealing from a shop.
5. _______ is the crime of stealing from a house.
6. ______ centers can help people to stop taking drugs.
Task2：听力练习，层层递进，获信息抓关键。
Step3：设疑、导读、预测：
T: According to the given vocabulary, can you guess what the listening material is about?(启发学生的想象思维)
T: Go through the questions in Activity 2 and predict the answers.(让学生讨论，培养学生的预测能力)
Step4：导听、释题、听辩交流：
T：For the 1st time， listen and try to get the answers to the 5 questions in Activity 2. Require that students should write down some related information.
Questions：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?
(在教师的引导下，学生开始听录音)
(针对听力练习的具体任务、目标)
T: For the 2nd time, listen and try to fill in the form below.
name of the interviewee
job of the woman
number of the people who use illegal drugs in Britain
number of the people who break the law to pay for drugs
number of the addicts who go to treatment centers
crimes they commit
After listening, check the answers.
(在教师的指导下，学生边听录音斩作摘记，养成边听边记边理解的良好习惯)
Step 5：浏览原文，检查核对，扫除疑问。
再播放一次录音，把录音材料编成完形填空的形式，让学生复习，核对检查所听内容)(individual work ---- pair work)
I==Interviewer P===Professor
I: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the ___________ between ________ and ________. Good evening, Professor Smith.
P: Good evening.
I: First of all, how many people use _________ drugs in Britain?
P: Possibly four million people.
I: Really? Four million?
P: Yes.
I: How many of them ________________ in order to pay for their drugs?
P: It’s possible that a hundred thousand people ______ in order to pay for their ___________.
I: A hundred thousand?! That’s incredible. And what kinds of __________ do they commit?
P: Mainly _________----- in other words, stealing from shops---- and __________. Stealing from houses.
I: I see.
P: And there’s another problem. Drug users get into trouble with the police for other reasons as well.
I: What kinds of reasons?
P: Well., you often see drug users in public places, ---_______________ , railway stations, for example----- and some of the them behave so badly that members of the public _______________. Some people feel so _______ when they see drug users that they call the police anyway.
I: This is a really bad problem, isn’t it?
P: Absolutely, but the good news is that drug users who go to ______________ usually stop their ______________ activities.
I: How many addicts go to treatment centers?
P: Last year, about 30,000 people went to drug treatment centers.
I: Thirty thousand? That’s amazing.
P: Yes, there are such a lot of people that there isn’t time ________________.
I: What kind of people are they?
P: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.
I: And do all these people live in cities?
P: Oh no. The ___________ of drug users in society is the same in cities and in the countryside. But they all have something in common.
I: What is that?
P: Drug users are more likely to ________________ at school.
I: Professor Marison Smith, thank you very much.
P: Thank you.
(发放录音材料，让学生核对检查所听内容)
Step 6: 给关键词,概括大意
The connection between crime and drug addiction
The illegal drug use-----the result
The public ‘s attitude towards drug users
The way to help drug users
T: Suppose you are the interview ,after you finish your interview with the professor, you realize that you still have got 2-3 minutes to end your program, now you are required to give a summary of your interview and call on the people to say no to drugs.
(Ask students to discuss with his group members first and later check.)
Part II Speaking
在学生完成听力的基础上，适当对听力材料进行拓展，通过提问引出相关的话题，让学生分组的讨论。
Task3：设置话题，组织讨论，交流信息。
Step7：教师根据听力材料，结合Speaking部分的内容略作调整。
给出以下话题：
1. Has anyone been to your school to talk about the danger of drugs? What are the dangers of using drugs?(to the drug addicts themselves, to the family and the society)
2. What do you think of those drug addicts? What is your attitude to those drug users?
3. What do you think are the reasons for those people to become drug addicts? What can the society do to help them?
Step8：学生分组讨论、自由讨谈，由每组的group leader负责记录信息，组织活动。
Step9：由教师主持，由各组代表发言、信息交流，用集体的智慧达到信息交流，解决问题的目的，培养学生口语表达能力。
Step10：Homework：(课后练习，延伸巩固)
1、口语练习(组成一个interview)group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people----a drug addict, a police officer, a clerk in the treatment centre. Give the proper questions to each of them and make them interested in your topic. And of course the interviewee please be co-operative and give the proper answer. The whole team should try to make the interview go smoothly.
The interview A police officer
A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3. Evaluation about your performance in class. Make your marks out of ten
1. How attentive were you?
2. How much did you contribute to the lesson?
3. How much did you learn?
4. How much did you co-operate with your group members?
30---40 very good
20—30 ok
below 20 not very well and need improving
六、课后反思
这堂课所实施的听力教学策略，打破传统“测验式”听力教学模式(即教师放录音、学生听做答案、教师公布答案、学生核对)：遵循“循序渐进”的原则，由单词教学的引入→听力预测→细听找细节→再听扫障碍→口语训练的引导拓展，在潜移默化中培养听力理解和口语表达的策略。以听为主线，兼顾其它技能的培养。在技能训练的同时，输入相关的语言知识，进行情感教育，“珍爱生命，远离毒品”。在课堂教学中，激发学生的兴趣和学习积极性，共同参与，体验并协作完成任务，培养学生的合作学习态度。在听说教学的课堂教学中，需要教师良好的课堂驾驭和调控能力，预测学生可能出现的困难和错误，并对症下药，予以解决。
