高中英语必修一教案

高中英语必修一教案

Unit1Friendship

1.Teachingaimsanddemands

类别课程标准要求掌握的项目

话题Friendsandfriendship;interpersonalrelationships

词汇addpointupsetignorecalmconcernloosecheatreasonlistsharefeeling

NetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypower

accordingtrustindoorssufferteenageradvicequestionnairequizsituationeditor

communicatehabit

addupcalmdownhavegottobeconcernedaboutwalkthedoggo

throughhideawaysetdownaseriesofonpurpose

inordertofacetofaceaccordingtogetalongwithfallinlove

joinin

功能态度(attitudes)

Areyouafraidthat?

I'vegrownsocrazyabout

Ididn'tdare-

2.同意和不同意(agreementanddisagreement)

Iagree.Ithinkso.Exactly.

Idon'tagree.Idon'tthinkso.I'mafraidnot.

3.肯定程度(certainty)

Thafscorrect.Ofcoursenot.

语法直接引语和间接引语(1):陈述句和疑问句

陈述句

"Idon'twanttosetdownaseriesoffactsinadiary."SaidAnne.

Annesaidthatshsdidn'twaettosetdownaseriesoffactsinadiary.

一般疑问句

Heasked,“Areyouleavingtonight?”

-Heaskeduswhetherwewereleavingthatnight.

特殊疑问句

“Whendidyougotobedlastnight?"fathersaidtoAnne.

—FatheraskedAnnewhenshewenttobedthenightbefore.

1.Suggestedteachingnotes

1).Analysesoftheteachingcontents

Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.

Warmingup-Thequestionnaireleadsstudentstothinkandtalkabout

friendship,gettoknowtheproblemsbetweenfriends

andseeksolutions,whichmakespreparationsforthe

furtherteachingintopics,backgroundandvocabulary.

Pre-reading—Thequestionspromptstudentstothinkcriticallyabout

friendsandfriendshipinreality,alertingthemtothefact

thatbesidespeople,adiarycanbeafriend,too.

ReadingThediarybytheJewishgirlAnnegaveaglimpseofherlife

duringherfamily'sshelterinAmsterdamfromtheGerman

Nazis9killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsher

longingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthe

days.

Comprehending—Ithelpsstudentsfurtherunderstandthetextbydoing

multiplechoices,questionsandanswers,and

matching.

Learningaboutlanguage-Itteachestheimportantexpressionsand

structuresandgrammar:directandindirect

speeches.

UsinglanguageThetwoletters,listening,questionnairedesign,letter

writingandfunwritingpreparesstudentstofurther

talkaboutfriendship,especiallytheproblemswith

misunderstanding,andunfriendliness,thus

strengtheningstudents9abilitiestopractice

language,discover,andsolveproblems.

Summingup—Itsummarizesthewholecontentsofthisunitfromthe

aspectsoftopics,vocabularyandgrammar.

LearningtipThispartencouragesstudentstoformthehabitofwriting

adiary.

IntegratingskillsThetextintroducesthewayHawaiiansexpress

friendship,togetstudentstorealizethecultural

differencesinthevaluesoffriendshipinaddition

itsimportanceinallcultures.

2)Makingoftheteachingplan

Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendship

withparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortand

supportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetruly

awareofthequalitiesandconductsthatmakeagoodfriend,displayanddevelopthe

abilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,

andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshould

breakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,the

comparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweenthe

EastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns9

eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelps

studentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,

contentsandteachingobjectives,thewholeteachingprocedurescanfallintofive

periodsasfollows:

3.Teachingplansforeachperiod

Period1Warming-upandSpeaking

1.Teachingobjectives:

1)Targetlanguage

I(don't)thinkI(don't)thinkso.I(don't)agree.

IbelieveThafscorrect.Inmyopinion,

2)Abilitygoals

a.DescribeyourfriendsinEnglish

b.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.

3)Learningabilitygoals

a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesand

structures.

b.Tolearntosolveproblemsthatmayoccurbetweenfriends.

c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.

2.Teachingimportantpoints:

a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.

b.Learntoevaluatefriendsandfriendship.

3.Teachingdifficultpoints:

a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.

b.Discusswithpartnersandfindoutwaystosolvetheproblems.

4.Teachingmethods

a.Task-basedteachingandlearning

b.Cooperativelearning

c.Discussion

5.Teachingaids:

CAI

6.Teachingproceduresandways:

Step1Lead-inandWarming-up

Beforethelesson,theteachercanarousethestudents9interestsbyshowingavideoofAuldLang

Syne.

Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.

Thestudentscantalkfreelyastheylike.

1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoin

yoursummerholidays?Whatdidyoudoinyoursparetime?

2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingabout

it?

3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhave

manyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Have

youmadeanynewfriendsinourclass?

Step2Thinkitover

1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybe

helpful:

His/Hernameis

He/Sheisyearsold.

He/Shelikesanddislikes

He/Sheenjoysandhates

He/Sheisverykind/friendly/

When/Wherewegottoknoweachother.

2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.

girlfriendsboyfriendspenfriends

long-distancefriendsfriendsofthesameage

e-friends(friendsovertheinternet)friendsacrossgenerations

unusualfriendslikeanimals,books

1).is/aremostimportanttoyou.

2).Youspendmostofyourfreetimewith.

3).Youwillshareyoursecretswith.

4).Whenintrouble,youwillfirstturnto.

Step3Makeasurvey

1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsof

fourtofindoutwhateachhaslisted.

Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:

Ithinkagoodfriendshould(not)be

Inmyopinion,agoodfriendissomeonewho

1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemonthe

board.

2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.

3.Thenhavethestudentsdothesurveyinthetextbook.

4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.

5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesof

friendship:

Step4Talkingandsharing(workinpairs)

1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?

Trytousethefollowingphrases:

I(don't)thinkI(don't)thinkso.

I(don't)agree.Ibelieve

Thafscorrect.Inmyopinion,

Whattodoreasons

2.Whatisafriend?

ABritishnewspaperonceofferedaprizeforthebestde自nition(定义)ofafriend.Ifyouwerethe

editor,choosethebestonefromthefollowingentries(条目),andexplainwhy.

Onewhounderstandsmysilence.

Afriendinneedisafriendindeed.

Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat

4am,butstillknowyoucancallthemandwakethemup,andthey'llstillwanttotalkto

you,that'sfriendship.Tohaveafriend,youneedtobeagoodfriend.

Step5Groupwork(output)

Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclass

sharetheirideas.It'sbettertostimulatethestudentstoexpresstheirownopinionsaboutthese

questions.

1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?

WhyandWhynot?

2.Whatfactorsmaycausethebreakdownofagoodfriendship?

3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?

Step6Homework

1.Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.

2.Prepareforthenewlesson.

Period2Reading"Anne'sBestFriend”

1.Teachingobjectives:

1)Todevelopthestudents9readingability,learntousesomereadingstrategiessuchasguessing,

keysentences,skimmingandsoon;

2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriends

fromfalsefriends;

3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazy

aboutetc.;

4).Tolearnthewritingstyleofthispassage.

2.Teachingmethod:Task-basedteaching

3).Teachingprocedure:

Step1.Pre-reading

1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.

2.Whydoyouthinkfriendsareimportanttoyou?

3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshould

have.

4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhy

not?

Step2.Reading

1.TrytoguesswhatAnne'sfriendisandwhatthepassageisaboutbyreadingthetitleandhaving

aquickatthepicturesinthispassagewithoutreadingit.

2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.

1)WhatwasAnne'sbestfriend?Whydidshemakefriendswithit?

2)Didshehaveanyothertruefriendsthen?Why?

3)WhatisthedifferencebetweenAnne'sdiaryandthoseofmostpeople?

4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?

5)WearegoingtoreadoneofAnne'sdiaries.butbeforereading,canyoutellmewhatthediaryis

aboutwiththehelpofonekeysentenceinthe2ndparagraph?

3.ReadingofAnne'sdiary

Howshefeltinthehidingplace

Twoexamplestoshowherfeelingsthen

Step3.Post-reading

1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.

2.Groupwork

Workingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecause

theydidsomethingtheEmperordidnotlike.

Wherewouldyouplantohide?

Howwouldyouarrangetogetfoodgiventoyoueveryday?

Whatwouldyoudotopassthetime?

3.Discoveringusefulwordsandexpressions

Step4.Talkingaboutfriendsandfriendship

1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithand

explainwhy,thenchooseoneyoudisagreewithandexplainwhy.

2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencesto

expressyourunderstandingoffriendsandfriendship.

Step5.Homework:

1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindout

theiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.

2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.

Ending:Lefssingthissongaboutfriendstogether

Period3Grammar

1.Teachingobjectives

Learntousedirectspeechandindirectspeech

2.Teachingimportantpoint

SummarizetherulesofDirectSpeechandIndirectSpeech.

3.Teachingdifficultpoint

Learnaboutthespecialcasesinwhichthetensesshouldn'tbechanged.

4.Teachingmethods

Discussing,summarizingandpracticing.

5.Teachingprocedures

SteplLeadin

T:Inthelastlesson,welearnedAnneFrank'sstory.Sheistellingherstoriestotwoofher

friends一youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne's

sentences,usingindirectspeech.SometimesyouexplainTom'ssentencestoAnne.

“Ihavetostayinthehidingplace."saidAnne.一

Annesaidshehadtostayinthehidingplace.

“Doyoufeelsadwhenyouarenotabletogooutdoors?"TomaskedAnne.—

TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.

"Idon'twanttosetdownaseriesoffactsinadiary,“saidAnne.—

Annesaidthatshedidn'twanttosetdownaseriesoffactsinadiary.

“Whatdoyoucallyourdiary?^^Tomasked.一

Tomaskedwhatshecalledherdiary.

Ssgoonthistopicbythemselves.

Step2Grammar

T:Nowlet'slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,

whatshouldbechanged?

Ssdiscussbythemselves.

Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.

T:Quiteright.Lookattheformonthescreen.Thesearetherules...

Step3practice

1.T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectinto

direct...

Step4Correctingmistakes

TanalysesthecommonmistakesSshavemadeduringthepractice.

T:Nowlet'slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtell

mewhytheotheroneiswrong.

Step5Agame

Playaguessinggame“whoismysecretfriend?"Onestudentcomestothefrontwithhispartner.

Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,the

personwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.So

thegamegoeson.

Suggestedsentences:

Canyourfriendspeak?

Whatdoeshe/sheweartoday?

Ishe/shetallorshort?

Whatdoyouandyourfrienddoinyourfreetime?

Doyouquarrelwitheachother?...

Step6Homework

DoExercise1onPage42.HereisanotherpageofAnne'sdiary.Readitthroughandthenuseindirect

speechtoretellthestory.

Period4Integratingskills

^FriendshipinHawaii"

1.Teachingobjectives:

TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.

Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.

2.Teachingprocedures:

SteplLead-in

1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.

2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisa

bigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.

3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslive

sidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore

Hawaii.

Step2Fastreading

1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.Considerhowpeopleshow

theirfriendshipinHawaii.

Showapictureandfindtheinformationfromthetextbook.(bygiving"leis"tooneanother.)

Explainwhatisa"lei”.

2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.

3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.

Step3Carefulreading

1.Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheir

home?”

(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.It

meansHawaiihasarichculturaldiversity.)

Step4Writingtask

1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesomethey

agreewithandsometheydisagreewithandexplainwhy.

2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionson

friendship.

Step5Homework

SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwith

yourfriends.

Period5Listening&Writing

1.Teachingobjectives

Topractisestudents9listeningability.

Topractisestudents9writingskillsofhowtoofferadvice.

Toimprovestudents9abilitytohelpotherssolveproblems.

2.Teachingprocedure

(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa's

problemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,

studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkaboutthe

problemofboy9smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudents

togiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Allof

theselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformation

toputout.Andwritingmakesfortheimprovementofstudents9writingability,strengtheningtheir

comprehensionoffriendship.)

Step1Lead-in

DoyourememberwhatAnn'sbestfriendis?

Isitamanorathing?

HaveyouseenthefilmCastAway?

WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)

Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)

Soyouseeamancanmakefriendswithanyoneandanything.

Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswith

boys?

Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketo

makefriendswith?

Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?

(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)

Ifyouarethatboy/girl,wouldyouliketobegossipedabout?

ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyou

give?Youaregiven2minutestodiscussingroupsandthenoffergroup'sopinions.

Step2Listening

BesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMiss

WanggivetoLisa?Lefslistentowhatshesays.

Listenfor3timesanddolisteningexercises.

Step3Post-listening

DoyouthinkMissWang'sadviceishelpful?

NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutooffer

advice.

(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)

1.Idon'thaveenoughpocketmoney.

2.I'mnotsatisfiedwithmyappearance.

3.Mydeskmatehaslostareferencebook,she/hethinksthatFmathief.

4.IworkhardbutIhardlymakeprogress.

5.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon'tallowmeto

go.

6.Idon'tlikethewayMr.LiteachesusEnglish,soI'mnotinterestedinEnglishanylonger.

7.Mymotherhasjustgivenbirthtomylittlebrother.I'mworriedthatthebabywillrobmeofmy

parents9loveandeveneverything.

8.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven'tsaidawordtoeachother.

9.rdliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.

10.I'moftenlateforschool.TheteacherissoangrythathethreatensthatifI'mlateagain,Iwillbe

dismissed.

Step4Writing

Youradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfrom

alonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.

Step5Homework

Writeastoryaboutyouandyourfriend.

Unit2EnglishAroundtheWorld

I单元教学目标

技能目标Goals

TalkaboutEnglishanditsdevelopment,DifferentkindsofEnglish

Talkaboutdifficultiesinlanguagecommunication

Learntomakedialogueusingrequest&commands

Learntotransferfromdirectintoindirectspeech

Learntogiveopinionsandorganizeideasbywayofbrainstorming

Learntomakeapostershowingyourideasclearly

II目标语言

功能句式

TalkaboutEnglishanditsdevelopment

RefertoIntroductionintheteachers'book

Talkaboutdifficultiesinlanguagecommunication

Differentspeakermaycomefromdifferentplace,sotheymayusedifferentwordsanddialect,suchas

subway-underground>left-left-hand-side、twoblockstwostreets.

Makedialoguesusingrequestorcommand:

Pardon?Couldyourepeatthat,please?

Ibegyourpardon?Canyouspeakmoreslowly,please?

Idon'tunderstand.Sorry.Ican'tfollowyou.

Couldyousaythatagain,please?Howdoyouspellit,please?

词汇

1.四会词汇

includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactually

present(adj.)rule(v.)vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrasecandy

lorrycommandrequestretellpolitebossstandardmid-westernsouthernSpanisheasternnorthern

recognizeaccentlightningdirectionma'amsubwayblock

2.认读词汇

ShakespeareNoahWebsterLoridialectHoustonTexasBufordLestercatfish

3.固定词组

playarole(in)becauseofcomeupsuchasplayapart(in)

语法

Command&request

Openthedoor.Pleaseopenthedoor.

Wouldyoupleaseopenthedoor?

IndirectSpeech

Hetold(asked)metoopenthedoor.

in.教材分析和教材重组：

i.教材分析

本单元的中心话题是"Englishlanguageanditsdevelopment,differentkindsofEnglish^^.

通过对世界英语这一话题的探讨,加强学生对英语语言的了解，对当代语言特别是英语发展趋势

的了解.世界在发展，时代在前进，语言作为交流的工具，也随着时代的发展而变化.由于英语在世界

上的广泛使用，它不断地吸收、交融、容纳、创新，这就形成了各种各样带有国家、民族、地区

特色的英语.

没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受

、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同

的发音规律。

1.1Warming

Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多

文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。

1.2Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1.3Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。

1.4Comprehending主要是检测学生对课文基本内容的理解程度。

1.5LearningAboutthe

Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过

新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目(Request&

CommandandIndirectSpeech)。

1.6UsingLanguage其中的readingand

talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话

均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到

本国的文化差异。

2.教材重组

2.1导入把WarmingUp作为一堂课。

2.2精读把Pre-reading、Reading和Comprehending整合在一起作为一堂课精读课。

2.3语言学习把LearningAboutLanguage和Workbook中的UsingWords,UsingStructures

结合在一起。

2.4写作

2.5听和说把课文中的听和说整合成一堂课。

2.6练习课workbookexercises&otherExx.

3.课型设计与课时分配

1stperiodWarmingUp

2ndperiodReading&LanguageStudy

3rdperiodLearningAboutLanguager&grammar

4thperiodWriting

5thperiodListening&Speaking

6thperiodExercises

Period1Warmingup

教学目标(teachingaims)studenfsbook;warmingup

1、能力目标(abilityaim)

a.EnablestudentstotalkabouttheworldEnglishes

b.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English

2、语言目标(languageaim)

morethan;include;playanimportantrole;becauseof;international;native;elevator;flat;apartment;

rubber;petrol;gas;

教学重难点(Teachingimportantpoints)

a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English,

b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.

教学方法(Teachingmethod)

a.Individual,pairorgroupworktofinisheachtask.

b.Listening

c.Discussion

教具准备(Teachingaids)

acomputer;atape-recorder;aprojector

教学步骤(Teachingprocedure)

StepI.Leading-in

Funtime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,

leadthestudentstothinkaboutthetopicofthisunit—“language”.

StepII.Warmingup.

1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthe

studentstothetopic"EnglishAroundtheworld".

2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.

StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween"AmericanEnglish"and

“BritishEnglish"

1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthe

misunderstandingbetweenthem.

2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabulary

andspelling)

StepIV.SpeakingTask.

Studentsmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween"American

English"and"BritishEnglish99likethedialoguetheylistenedto.

Period2Reading

教学目标(Teachingaims)

GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthrough

thispassage.

教学内容(Teachingcontents)

GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.

能力目标(Abilityaim)

GetsomeknowledgeofdifferentkindsofEnglish

语言目标(Languageaim)

Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearn

thegrammar—theindirectspeechoftheimperativeclause

教学重难点(Teachingimportantpoints)

Theindirectspeechoftheimperativeclause

教学方法(Teachingmethods)

task-basedapproach

教具准备(Teachingaids)

multi-mediacomputer

教学步骤(Teachingprocedure)

Step1Warmingup.

WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.

Step2Pre-reading.

Askthestudentstodiscusssomequestionsabout“English“inpairs.

1.Howmanypeop