高一(必修一)第二单元教案

1、PingxiangUniversityTeachingPlanMajor:EnglishEducationUndergraduateClass：22011Number：11431067Name：Instructor：TitleUnit2EnglisharoundtheworldTeachingObjectClass2,SenioroneTeaching.Lesson4，dperiodSpan6periodsDuration45minsSubjectEnglishTextbookTitleNewseniorEnglishforchinastudent'sbook1PublishingHo

2、usePeopleseducationpressTeachingObjectivesKnowledgeObjectives1. Studentsareabletomastersomekeywordswhichisappearedinthetext.2. StudentsareabletorecognizethediffereneeusageofsomewordsindifferentcountriesandknowwhichisAmericanEnglishandwhichisBritishEnglish.AbilityObjectives1. Studentsareabletorecogni

3、zethediffereneeofrequesttoneandcommandtone.2. Studentsareabletomasterthegrammarofindirectspeechanddirectspeech.3. Studentsareabletofilluptheblankintextbookandgraspthemainideaoftheshortpassage.EmotionObjectives1. Studentsareabletoacquirethequalityofbeingpoliteandknowhowtotalktopeoplepolitely.2. Stude

4、ntscanfeelthedifferentculturebetweendifferentcountriesandimprovetheircross-culturecommunicationcapacity.MainContent1. DifferentusagebetweenAmericanEnglishandBritishEnglish2. Requesttoneandcommandtone3. Directspeechandindirectspeech.KeyTeachingPoints1. DifferentusagebetweenAmericanEnglishandBritishEn

5、glish.2. Requesttoneandcommandtone.TeachingDifficultiesDirectspeechandindirectspeechTeachingMethods1. Communicationmethodology2. Task-basedmethodology.3. Thedeductivemethod4. Theinductivemethod5. TheguideddiscoverymethodTeachingAidsBlackboard,PPT,chalk,slideprojectorTeachingProceduresStepsSpecificTe

6、achingActivitiesPurpose&TimeAllocationLeadinginTask1:Leading-inGuesswhichofthefollowingwordsisBritishEnglishandwhichisAmericanEnglish.elevator/liftinateam/onateamrubber/eraserpetrol/gasTask2:AccordingtotheReadingandWarmingUpthatwehavelearntinlastclass,filltheblankof2atpage11.Task3:Payattentionto

7、thewordUsagd'Task4:ExplainsomedifferentusagebetweenBritishpeopleandAmericanpeople.andgivesometimetoletthemfinishtask4inpage11.10minutesDesignpurpose:1. Toactivestudents'interestofinvolvingtotheclasswhichisrelatetotheunitcontent.2. Helpthemreviewwhattheylearntinlastclass.3. Exposethemtothedif

8、ferentculturalbackground.DetailedstudyofthegrammarTask1:Explainwhatiscommandtoneandwhatisrequesttone.Incommunicationcommandisatonewhichisnotpolitewhilerequestisatonewhichindicateverypolite.Task2:Givesomeexamplesofcommandtoneandrequesttonetostudentsandaskthemtofindoutwhichicommandtoneandwhichisreques

9、ttone.Commandtoneisalwayslikethis:imperativesentencewithstrongtone.Whilerequesttoneisalwayslikethis:wouldyouplease/like.?itisamildtone.Task3:Lookatthefollowingsentenceanddecidewhichiscommandtoneandwhichisrequesttone.1. Lookatthisexample”heteachersaidtous.2. Wouldyouliketoseemyflat?'sheasked.3. O

10、penthewindow'hesaid.4. Wouldyoupleasespeakmoreslowly?5. Can1sithereandwaitforthedoctor?6. “Dthatnow!”hismothersaid.Task4:Askstudentswritesomecommandtoneandrequesttonesentence,theycandiscusseachother,andfinally,choosesomerepresentativestudentstostanduptospeakitout.10minutesDesignpurpose:Becauseth

11、isgrammarisveryseasy,justgivetheconceptofthegrammarandtheycouldmasterthestructure.thepurposeisjusttraintheirspeakingabilityandcooperationability.ContinuelearnofthegrammarofindirectspeechTask1:Askastudenttostandupandsayasentence.ThenaskotherstudentsstandupandretellwhathesaidAskthewholestudentsthinkab

12、outhowtoexpressitfluently.Task2:Givetheexampleofhowtochangeadirectspeechintoindirectspeech.1. Directspeech:Lookatthisexample”theteachersaidtous.Indirectspeech:Theteachertoldustolookatthatexample.2. Directspeech:Wouldyouliketoseemyflat?'sheasked.Indirectspeech:Sheaskedmetoseeherflat.Task3:Letstud

13、entsfindthediffereneeofdirectspeechand10minutesDesignpurpose:1. Tocultivatestudents'observationabilitywhenlettingthemfindoutthediffereneeofindirectspeechanddirectspeech.2. InordertoimprovetheircompeteneeoftransferringIanguage.3. Togivethechaneetostudentsofmasterthemainindirectspeech;paymoreatten

14、tiontohowtheunderlinewordsarechanged.Task4:Explaintherulesofchangingwordwhenturningdirectspeechintoindirectspeechorturningindirectspeechintodirectspeech.Andtoldthemwhereshouldbechangedandhowtochange.grammarandimprovecommunicationabilitywhentheytalktopeople.PracticeofthegrammarstructureandconclusionT

15、ask1:Askstudentstofinishtaskof3inpage12.Studentsareallowedtodiscusseachother,andstudentsneedtocomtothefrontandwritedowntheiranswerontheblackbored.Task2:15minutesDesignpurpose:1.ItcaneconsolidatewhattheyhavelearntandhaveabetterunderstandiAccordingthecontentof4inpage12,andmakesomedialoguesusingcommand

16、sandrequestsandretelltheminindirectspeech.1. Abearismovingtowardsaboy.Whatdoyousaytotheboytomakesurethatheisnothurt?2. AnEnglishteacheristellingherstudentswhattheymustdoforhomework.Astudentcannotheartheteacherveryclearly.whatshouldhesaytohisclassmatetofindoutwhattodo.Task3:Iwilldividetheminto4groups

17、andtheyshoulddiscussthetwoquestionscarefully.AndIwillarrangethemaperformaneeaboutthecontext.theywillbepreparedtomakeashortplayinfront.ngofthegrammarstructures.2. Itcanimprovestudents'oralspeakingabilitygreatly.3. Itcanaffluentlyimprovetheiractandperformaneeability.4. Itcanactivatestudents'pa

18、ssionandjointheclassquickly.TeachingReflectionThelessonwentonwell.Studentswerequiteexcitedandmotivated.Butnotenoughtimewasgivenatthepracticestagesosomestudents(e.g.Lisa,Tom,David),stillhavedifficultygivingdirections.Morepracticeandcheckingareneededforthesestudentsinthenextlesson.HomeworkAssignment1. Finishthetaskof1and3inpage11.2. Ifyouarelostinforeigncountry,howdoyouaskthewaytothenativepeople?Andwritedownwhatthepeo