2019新人教高中英語必修一Unit5languagesaroundtheworld整單元公開課教案

2019新人教高中英語必修一

Unit5Languagesaroundtheworld整單元公開課教案

2019新人教高中英語必修一

Unit5Listeningandspeaking教案

Teachingaims:

1.Enablestudentstogetfamiliarwithlanguages,especiallythe6officiallanguages

oftheUN.

2.Betterunderstandthepronounsandwhatthepronounsrefertoinlistening.

3.TalkaboutthelanguagesandtellthereasonsinsimpleEnglish.

Teachingkeypoints:

1.Helpstudentsgetfamiliarwiththevocabularyofdifferentcountriesandtheir

languagesthroughlisteningpractice.

2.Trytoarousethestudents'interestinlanguagelearninginthematiccontext.

Teachingdifficultpoints:

1.Enablestudentstobeawareofpronounsindailyconversationandbeableto

understandthecontentofpronounreferencecorrectlyintheprocessofListening.

2.Enablestudentstofullydiscussthereasonsandmotivationoflanguagelearning.

Teachingprocedures:

SteplLead-in

Lookattheopeningpageanddiscussthefollowingquestionswithyourstudents.

T:WhichlanguagesdoyouthinkareofficiallyusedintheUN?

Ss:English,French,Russian,Chinese,Spanish...

T:Howdoyouunderstandthequote:Onelanguagesetsyouinacorridorforlife.Two

languagesopeneverydooralongtheway?

Ss:Masteringmorelanguagescangiveyoumanychancesinyourlifeincludingyour

workopportunities,yourhorizon,yourfullyunderstandingoftheworld.

Step2Listening:Explorelanguagesaroundtheworld

ActivitylWarmingup

Beforeyoulisten,matcheachphotowiththecorrectcountryname.Thendiscuss

whichlanguagesarespokeninthesecountries.(ExIonpage60)

France3FrenchRussia4RussianGermany2German

Spain6SpanishCanada1English,FrenchIndia5Hindi,English

Activity2:Firstlistening

Forthefirstlistening,youarerequiredtotickthetwolanguageswiththemostnative

speakers.CircletheofficiallanguagesoftheUnitedNations.Andthenanswerthe

fourquestionsbelow.

尸一、?"......../

^Russian|^ChineseKoreanJapanese

I.J\

\Spanish^Arabic^EnglishFrench

l.Whatisthemaintopicofthisspeech?

Learningaforeignlanguage.

2.Howmanylanguagesarethereintheworld?

Nearly7000.

3.HowmanypeoplespeaktheUN'sofficiallanguagesastheirnativeorsecond

language?

Around2.8billion.

4.Whatistheattitudeofthespeakertowardsforeignlanguagelearning?

It'sveryusefultolearnoneormoreforeignlanguages.

Activity3Secondlistening

T:Boysandgirls,forthesecondlistening,pleasepayspecialattentiontothe

pronounsinthespeech,especiallyfocusontheitalicizedwordsinthesentences

belowandwhattheyreferto.

l.Theythinkitmeansbetterjobchancesinthefuture.

They:studentswhochoosetostudyaUNlanguage,it:studyingaUNlanguage

2.Theyarespokenbyaround2.8billionpeople.

They:thesixofficialUNlanguages.

Activity4Thirdlistening

Listentothespeechforthelasttimeandfillintheblankswithwordsandphrases

youhear（通過最后一遍聽力的練習(xí)，讓學(xué)生掌握和熟悉表達(dá)態(tài)度以及原因的句

式，從而為說的練習(xí)做好充足的語言支架）

Tosomestudents,itsesmsthattheonlyforeignlanguagetolearnis

English.Thereare,however,nearly7,000languagesintheworld.AfterChinese,the

languagewiththemostnativelanguagespeakersisn'tEnglish—it'sSpanish.Learning

Englishisveryuseful,but,itiswisetoIvarsrtleuitoneotherforeignlanguageif

possible.

Therearrmanyreasonswhypeoplelearnaforeignlanguage.Manystudents

choosetostudyoneofthelanguagesthatarespokenattheUN.Astheythinkit

meansbetterjobchancesinthefuture.TheUNhassixofficial

languages:Arabic,Chinese,FrenchzRussian,andSpanish.Theyarespokenbyaround2.8

billionpeopleastheirnativeorsecondlanguage.

Somestudents,though,choosetostudyalanRuaRnbecauseoffamilyor

friends.OneAmericangirlchosetolearnDanishbecausehergrandparentswerefrom

Denmark.Whenshewaslittle,hergrandpausedtoreadletterstoherinDanishfrom

theirrelativesinDenmark.AnotheryoungladystartedlearningFrenchbecauseshe

hadseveralfriendsfromAfricancountrieswhereFrenchisspoken.

Step3Speaking

1.Reviewthelisteningmaterialandtrytocompletethetablebelow.(紅色部分為學(xué)

生填寫)

WhatlanguagestudentschoosetolearnReason

OneoftheUNofficiallanguages1shouldstudyoneoftheUNofficial

(Manystudents)languages(Russian),becauseitcangive

memanychancesinmylife.

MyfatherisdoingbusinesswithDanish.

Danish(AnAmericangirl)I'dliketolearnDanishso1canhelphim

inthefuture.

1shouldstudyFrench.1thinkitsounds

French(Anotheryounglady)beautiful,and1knowit'susedinmany

countries.

2.Workinpairsorgroups.Discusswhichotherlanguagesyouwanttolearnand

why.(Ex5onPage61)

Example:

A:Whatlanguagedoyouwanttostudy?

B:IreallywanttostudyFrench.IthinkthattheFrenchlanguagesoundsbeautiful.

A:Why?DoyouwanttogotoFrancesomeday?

B:Yes,I'dloveto.Also,Frenchisusedbymanyinternationalorganizationsaround

theworld.DoyouknowthatFIFA'sfullnameisinFrench?

A:oh,Irememberthat.ButIdon'tknowhowtopronounceit.

Step4Homework

1.Reviewthenewwordslearntfromthelisteningmaterial.

2.Tellyourpartnerwhatlanguageyouwouldlovetolearninthefutureandwhy.

2019新人教高中英語必修一

Unit5ReadingandThinking教案

Teachingobjectives:

1.EnablestudentstogetfamiliarwiththedevelopmenthistoryoftheChinese

writingsystem.

2.Applypredictionandscanningstrategiesformainideainreading.

3.Identifythemainstructureofthepassageandtalkaboutatopicthroughthe

timeline.

4.Usesomeimportantwordsandphrasestodescribethedevelopmentof

Chinesewritingsystem.

Teachingkeypoints:

1.Figureoutthemainstructureofthepassageandknowthedevelopmentof

theChinesewritingsystemandincreasetheirculturalconfidence.

2.Understandthenarrativecharacteristicsof〃time-event"intheillustrative

styleandjudgethewritingpurposeandintendedreadersofthepassage.

Teachingdifficultpoints:

1.Applydifferentapproachesofdiscourageanalysistodeepenthe

understandingofthetextandlanguageusages.

2.GuidestudentstoexplorethefunctionandimportanceofChinesecharacter

writingsystem.

3.ExploreandunderstandtherelationshipbetweenChinesecharactersand

theChinesecivilization.

Teachingprocedures:

StepILead-in

PlaythesongChineseCharacterbyChinesefamoussingerYuanYuan,askthem

tosingtogetherandsharewhattheyknowaboutChinesecharacters.

Step團(tuán)Predicting

AskthestudentstolookatthetitleandthepictureonPage62andpredictwhat

thepassagewillbeabout.

Suggestedanswer:

Thetitleis“TheChineseWritingSystem",whichisthetopic,andconnectingthe

pastandthepresentisthefocus,sothepassageisaboutthedevelopmentof

Chinesewritingsystem.

Step團(tuán)Skimmingformainideas

Readthepassagequicklyandfindthetopicsentenceforeachparagraph.

Themainideaofeachparagraph

TopicTheChinesewritingsystem

FocusConnectingthepastandthepresent

Paragraphl

ThemainParagraph2

ideaofeachParagraphs

paragraphParagraph4

Paragraphs

Paragraphs

Suggestedanswers:

Paragraphl:TheChinesewritingsystemisoneofthemainfactorswhyChinese

civilizationhassurvivedintomoderntimes.

Paragraph2:WrittenChinesewasapicture-basedlanguageatthebeginning.

Paragraph3:Thewritingsystembecamewell-developedandlaterdeveloped

intodifferentforms.

Paragraph4:Thewritingsystembegantodevelopinonedirection.

Paragraph5:WrittenChineseconnectsChina'spresentwithitspast,andhas

becomeanartform.

Paragraph6:TheChineselanguageishelpingtospreadChina'scultureand

historytotheworld.

StepIVScanningfordetails

Askthestudentstofindthewordsandphrasesthatdescribeatimeandwhat

happenedtothecharactersateachofthoseimportanttimes.

Activity1Readthepassageandfindoutthewordsshowingthetimeline,and

thenfinishthetimeline.

Question:WhatkindofwordscanshowthedevelopmentoftheChinesewriting

system?Drawatimelinetoshowthenarrativeorder.

Suggestedanswer:

moderntimes(Para.l)玲atthebeginning(Para.2)^datesbackseveralthousand

years(Para.2)->bytheShangDynasty(around1600—1046BCE)(Para.3)foverthe

years(Para.3)->theQinDynasty(221-207BCE)(Para.3,4)feventoday(Para.4)0in

moderntimes(Para.5)^today(Para.6)

Activity2WhathappenedtotheChinesecharactersateachofthose

importanttimes?Fillinthetable.

Time

Moderntimes

Atthebeginning

Datesbackseveral

thousandyears

BytheSharingDynasty

Overtheyears

TheQinDynasty

(221-207BCE)

Eventoday

Inmoderntimes

Today

Suggestedanswers:

1.TheChinesecivilizationstillcontinues.

2.WrittenChinesewasapicture-basedlanguage.

3.Longguappeared.

4.Symbolscarvedonlongguhadbecomeawell-developedwritingsystem.

5.Thewritingsystemdevelopedintodifferentforms,astheChinesepeople

weredividedgeographically,leadingtomanyvarietiesofdialectsandcharacters.

6.TheChinesewritingsystembegantodevelopinoneunifieddirection.

7.Chinesepeoplecanallstillcommunicateinwriting.

8.ChinesepeoplecanreadtheclassicworkswhichwerewrittenbyChinese

inancienttimes.

9.TheChinesewritingsystemisstillanimportantpartofChineseculture.

Step團(tuán)Readingforlanguagesfeatures

Readthepassageagainandfindthesentenceswheretherestrictiverelative

clausesareused.

Suggestedanswers:l.Therearemanyreasonswhythishasbeen

possible...(Restrictiveattributiveclause)

2animalbonesandshellsonwhichsymbolswerecarvedbyancientChinese

people.(Restrictiveattributiveclause)

3itwasatimewhenpeopleweredividedgeographically.(Restrictive

attributiveclause)

4.EmperorQinshihuangunitedthesevenmajorstatesintooneunifiedcountry

wheretheChinesewritingsystembegantodevelopinonedirection.(Restrictive

attributiveclause)

Step團(tuán)Discussion

Encouragestudentstoworkingroups,thinkindependentlyfirstandthendiscuss

withtheirpartners.

1.HowdidwrittenChineseunifyChinesepeopledividedbygeographyand

dialects?

2.HowdoeswrittenChineseconnectChinesepeopletodaywiththoseofthe

past?

3.Accordingtothewriter,theChinesewritingsystemisonefactorthathas

helpedtheChineselanguageandculturesurvive.Whatdoyouthinkaresomeofthe

otherfactors?

Suggestedanswers:

l.ltallowedChinesepeople,nomatterwhereChinesepeopleliveorwhat

dialecttheyspeaktocommunicatewitheachother.

2.Peopleinmoderntimescanreadtheclassicworksinancienttimes.

3.ExceptforthewritingsystemofChineselanguage,thecontinuous

developmentofChina'sagriculture,arelativelypowerfulgovernment,distinguished

philosophicalschools,andanopenmindtoembracedifferentculturesareallpossible

andimportantfactors.Besides,educationisalwaysemphasizedinChina'sfamily

traditions.

Step0VocabularyaboutthedevelopmentofChinesewritingsystem.

Activity1

Readthewordsbelowandlearnthembyheart.

LanguageWordsandphrasesinthetextUsefulexpressions

describing

time

AtthebeginningCivilization/picture-based/symbol/carved...Itdatesback/canstillbe

seen...

TheShangWell-developed/geographicallyItwasatimewhen...

Dynasty

OvertheyearsForm/dialects/varieties...Developinone

direction/...

TheQinDynastyMajor/unified...Developinone

direction/...

EventodayNomatterwhere...

TodayGlobalaffairs/appreciate...Animportantpart

of/playsagreaterrole

in...

Activity2Usethewordsandphrasesabovetointroducethedevelopmentof

theChinesewritingsystemaccordingto"time&event".

Suggestedanswer:

Severalthousandyearsago,Chinesecharactersbeganaspicture-basedsymbols

carvedonlonggu.BytheShangDynasty,thesymbolshadbecomeawell-developed

system.Overtheyears,thesystemdevelopedintodifferentforms.This,however,

changedintheQinDynastywhentheChinesewritingsystembegantodevelopin

onedirectionbecauseEmperorQinshihuangunitedsevenmajorstates.Even

today,notonlycanChinesepeoplecommunicatewellbymeansofitbutalsomany

foreignfriendscometoChinatoappreciateChina'scultureandhistorythroughthis

amazinglanguage.

Step團(tuán)Homework

1.IntroducethedevelopmentoftheChinesewritingsystemaccordingto"time

&event".

2.Trytodescribeyourgrowththroughatimeline.

2019新人教高中英語必修一

Unit5DiscoveringUsefulStructures教案

Teachingaims:

1.Enablestudentstohaveagoodunderstandingofthebasicusagesofrelative

adverbssuchaswhen,where,whyinattributiveclauses;understandthestructure

in/on/atwhichinattributiveclausesisequivalenttowhere/when.

2.Masterthebasicusagesofrelativeadverbsofattributiveclausesinthereal

situationthroughself-studyandpractice.

3.Describefavouritethingsusingtheproperrelativeadverbsofattributive

clauses.

Teachingkeypoints:

l.Helpstudentstoappreciatethefunctionofrelativeadverbsofattributive

clausesinasentence.

2.Enablestudentstomastertheusageofrelativeadverbsofattributiveclauses

flexibly.

Teachingdifficultpoints:

Useattributiveclausestodescribethings.

Teachingprocedures:

StepILead-in

Lookatthesesentencesandunderlinetherestrictiverelativeclauses.

Q:Whatkindofinformationdoeseachclausecommunicate.

1.Itwasatimewhenpeoplewaredividedgeographically.

Information:atimeforanevent.

小結(jié)1先行詞（即被修飾的名詞）在從句中作時間狀語時，連接詞使用

when。

2.EmperorQinshihuangunitedthesevenmajorstatesintooneunifiedcountry

wheretheChinesewritingsystembe^antodevelopinonedirection.

Information:alocationforanevent.

小結(jié)2先行詞（即被修飾的名詞）在從句中作地點(diǎn)狀語時，連接詞使用

whereo

3.TherearemanyreasonswhypeopleleamaforeignlanjuaRe.

Information:areasonforanaction.

小結(jié)3先行詞（即被修飾的名詞）在從句中作原因狀語時，連接詞使用

why。

4.Thesewereanimalbonesandshellsonwhichsymbolswerecarvedby

ancientChinesepeople.

Information:alocationforanaction.

小結(jié)4先行詞指物且在從句中作狀語時，連接詞可以用介詞+which來替

換關(guān)系副詞，其中介詞的選擇和先行詞的搭配有關(guān)。

StepIISelf-directedstudy

Inthisclasswewilllearntograspthebasicusagesofrelativeadverbssuchas

when,where,whyinattributiveclauses;understandthestructurein/on/at+whichin

attributiveclausesisequivalenttowhere/whenandputthemintopractice.First,it's

self-studytime.Pleaseobservetheexamplesentencesinthesheetandtryto

summarizetheirusagesbyreferringtothedictionaryorreferencebooks.Makea

markwhereyoucan'tunderstand.Then,10minuteslater,we'llseewhoisthebest

self-learner.Pleasebeginnow.

StepIHPresentationandspecialattention

(10minuteslater)Timeisup.Let'sseehowyoulearnattributiveclausesoneby

one.

定語從句是在句子中作定語，修飾名詞或代詞的從句，又稱為形容詞性從句。

這種從句由關(guān)系代詞或關(guān)系副詞引導(dǎo)，并作句子成分。

定語從句三步解體法：一、先找出主句；二、確定先行詞；三、判斷先行詞

在從句中作的成分。

who（主語、賓語）whom（賓語）

定語從關(guān)系代that（主語、賓語）whose（定語）

句的引詞Which（主語、賓語）

導(dǎo)詞Where（地點(diǎn)狀語）

關(guān)系副When（時間狀語）

詞Why（原因狀語）

注：先行詞在從句中作狀語時，連接詞有時可以用介詞+which/whom來替

換關(guān)系副詞。

Activity1Fillinthetabletocompleteeachphrasewitharestrictiverelative

clause.Thenusethephrasestomakecompletesentences.

1.

thedaywhentheearthquakehappened/lstartedlearningmysecondforeign

language

Iwasonholidaythedaywhentheearthquakehappened.

IwillalwaysrememberthedaywhenIstartedlearningmysecondforeign

language.

2.

TheplacewhereMyfriendlives/1metthemoviestar

Sheworksneartheplacewheremyfriendlives.

LetmeshowyoutheplacewhereImetthemoviestar.

3.

Thereasonwhy1didn'tgetapay-rise/1wanttolearnSpanish

Idon'tknowthereasonwhyIdidn'tgetapay-rise.

ThereasonwhyIwanttolearnSpanishistotraveltoPeruoneday.

4.

Theplace/time介詞+which1foundGrandma'sglasses/1firstmetyouontheship

ThisisthecupboardinwhichIfoundGrandma'sglasses.

IwillneverforgetthedayonwhichIfirstmetyouontheship.

注意：并非先行詞是表示時間、地點(diǎn)和原因的詞時都用when,where,why,

若先行詞在定語從句中不作狀語?，而作主語或賓語，就必須用which或that。比

較：

Weoftenthinkofthedayswhenweworkedtogetherinthecountryside.

when在定語從句中作時間狀語，相當(dāng)于onthedayso

Weoftenthinkofthedayswhichwespenttogetherinthecountryside.

which在定語從句中作賓語

Activity2Fillintheblankswiththecorrectrelativepronounsoradverbs.Add

aprepositionwherenecessary.(Page96UsingStructuresExercise2)

l.Japaneseusesthreewritingsystemsjncludingkanjioriginated(起源)

inChina.

2.Nineteenfifty-threewastheyearXinhuaZidian,ortheA/ewChinese

Dictionary,firstcameout.

u

3.Bonessymbolswerecarved,knownasoraclebones”zhave

contributedalottoourunderstandingofChina'spast.

4.Therearemanyreasonswidelyusedaroundtheworldinthefieldsof

science,business,andmore.

5.Signlanguageisofgreatimportanceforpeoplearedeaforhave

poorhearing.

Suggestedanswers:

l.that/which2.when/inwhich3.where/onwhich4.why5.who

Activity3Completethepassagewiththecorrectrelativeadverbsorpronouns.

Addaprepositionwherenecessary.

WhenIstartedstudyingGerman,itwasastruggle.Thewordsfeltstrangeonmy

tongue,andthegrammarwouldnotstayinmyhead.ItoldmymumthatIwantedto

giveup,andthatIwouldneverliveinacountryGermanwasspoken.My

mumtoldmethatstudyingalanguagewasnotjustformyfuture.ltwasexercisefor

thebrain;themoreIlearntofalanguage,themoremybrainwouldgrow.AndI

rememberthatdayIsuddenlyfeltlikeGermanwasnolongeraforeign

language.Itfeltlikemybrainhaddoubledinsize.Ihadfinallycometoa

placeIcouldthinkinthisforeignlanguage,andIcouldseetheworldfroma

differentpointofview.IfeltasifIhadreachedthegoalIhadbeenfighting

fordcouldopenabookandseemeanings,notjustaseaofwords.Ifinallyunderstood

thereasonmymumhadencouragedmenottogiveup.Thanks,Mum!

Suggestedanswers:

where/inwhich;when/onwhich;where/atwhich;which/that;why

2019新人教高中英語必修一

Unit5ListeningandTalking教案

Teachingaims:

1.EnablestudentstoexploredifferentkindsofEnglishandunderstandthe

diversityofEnglish.

2.Figureoutthemainfactsandsummarizethemainideaswhenlistening.

3.Mastereffectivecommunicationstrategiesandmethodsofcommunicatingin

English.

Teachingkeypoints:

1.Enablestudentstomasterthewaysofaskingforclarification.

2.Developstudents'differentlisteningskillstosolvedifferentlistening

comprehensiveproblems.

Teachingdifficultpoints:

1.EnablestudentstobeawareofthemajordifferencesbetweenBritishEnglish

andAmericanEnglish.

2.Enablestudentstomastereffectivecommunicationstrategiesandmethodsof

communicatinginEnglish.

Teachingprocedures:

StepILead-in

Askstudentstoreadthewordstoeachotherandseeiftheypronouncethem

differently.Thenjistenandpayattentiontohowthespeakerspronouncethem.Work

inpairs.

schedulehostileaddresseitherdirect

laboratoryadvertisementshone

StepIIListening:ExploredifferentkindsofEnglish

Activity1Theteacherplaysthefirstpartofthetalkforstudentsandasks

studentstolistenandcompleteActivity1.

Q:WhatarethedifferentkindsofEnglishmentioned?

Suggestedanswer:BritishEnglish,AmericanEnglish,andAustralianEnglish.

Activity2Theteacherplaysthesecondpartofthetalkforstudentsandasks

studentstolistenandcomplete

Activity2.Tickthemintheboxes.

Q:Whatarethetwopairsofwordsthatthestudentsareconfusedby?

restroom/toilet4subway/underground

^/semester/termgas/petrol

StepIIITalking:ExploredifferentkindsofEnglish

Activity1Askstudentstolookatthepairsofwords.

Q:WhichwordsareBritishEnglishandwhichareAmericanEnglish?

petrolsweettoilethonourmumflat

gascandyrestroomhonormomapartment

Activity2Askstudentstothinkofmorepairsofwordslikethese.

Q:CanyouthinkofmoreexamplesofdifferentwordsusedinBritishEnglishand

AmericanEnglish?

BritishEnglishAmericanEnglish

trouserspants

lorrytruck

holidayvacation

postmail

mobilephonecellphone

groundfloorfirstfloor

Activity3Askstudentstothinkaboutotherdifferences.

Q:DoyouknowanyotherdifferencesbetweenBritishandAmericanEnglish

besidespronunciationandusagesofdifferentwords?

BritishEnglishAmericanEnglish

civilisationcivilization

centrecenter

honourhonor

travellertraveler

英式和美式英語用詞的一些常見差異及規(guī)律：

有些名詞的詞尾，英式拼寫為-re,美式拼寫為-er,例如：metre/meter,

theatre/theater,centre/center0

有些名詞的詞尾，英式拼寫為-our,美式拼寫為-or,例如：labour/labor,

honour/honor,favour/favor0

有些詞的詞尾變化時，英式雙寫字母I,而美式則單寫I,例如：

quarrelled/quarreled,traveller/traveler0

有些詞的變化無規(guī)律，只是改變其中的某幾個字母，例如grey/gray,

plough/plowo

同一概念在兩種英語中用不同的詞來表示，例如

autumn/falljailway/railroad^waistcoat/vest.

StepIVAskingforclarification

Activity1Askstudentstoreadtheconversationandanswerthefollowing

questions.

Questions:WhatdoesZhouWeiwanttobuy?

WhydoesMartinfeelpuzzledaboutwhatZhouWeiwantstobuy?

Whatmisunderstandinghashappened?

Howdotheyclearupthemisunderstanding?

Suggestedanswer:ZhouWeiwantstobuysomepants.InAmericanEnglish,

“pants“referstotrousers.Buttheword“pants”meansunderwearinBritish

English.Martinexplainsthat“pants”referstounderwearinBritishEnglish.

Activity2Askstudentstorole-playtheconversationandfindoutthe

expressionstoaskforclarification.

Confusion:Youdon't?Really?Whatdoesitmean?

Clarification:That'swhatImeanby...Iknewwhatyoumean.

Otherexpressions:Doyoumean...？l'msorry.Wouldyoumindrepeating?!beg

yourpardon.SoamIrightinsaying..?Sowhatyou'rereallysayingis...

Activity3Askstudentstochooseoneortwopairsofwordsandmakea

conversationaskingforclarificationwiththeexpressionsabove.

StepVSummary

Inthislesson,welistenedtoandtalkedaboutdifferencesbetweenBritish

EnglishandAmericanEnglishandlearnedhowtoaskforclarificationwhenwedo

notunder-standotherpeople.

AlthoughtherearesomecleardifferencesinpronunciationbetweenBritish

EnglishandAmericanEnglishaccents,theydonotleadtocommunicationdifficulties.

Aslearners,wedon'thavetoworryaboutcopyingBritishorAmericanEnglish

accents.Afocusoncorrectintonationandstressismoreimportant.

2019新人教高中英語必修一

Unit5Readingforwriting教案

Teachingaims:

1.EnablestudentstofigureoutandsummarizetheirEnglishlearning

problems.

2.KnowhowtowriteablogaboutEnglishlearningproblems.

3.Mastersomewordsandinformalexpressionsrelatedtowritingablog.

Teachingkeypoints:

1.HelpstudentsidentifyandsummarizetheirEnglishlearningproblems.

2.GuidestudentstomasterhowtowriteablogaboutEnglishlearning

problems.

3.Helpstudentsgraspandusesomewordsandinformalexpressionsrelated

towritingablog.

Teachingdifficultpoints:

1.EnablestudentstofigureoutandsummarizetheirEnglishlearning

problems.

2.HelpstudentswriteablogabouttheEnglishlearningproblemslogically.

Teachingprocedures:

StepILead-in

Showstudentssomepicturesaboutblogsandaskstudentstodescribethem.

StepIIReadingforinformation

Activity1AskstudentstoreadthesepostsonPage66andanswerthe

followingquestions.

Questions:

1.Whostartsthisblog

2.Whorespondstoit?

3.Whatistheblogmainlyabout

Activity2AskstudentstoreadthetextagaintofillinthetableonPage67and

drawamindmaptoshowtheiranswers.

Suggestedanswers

Activity1

1.WangLe

2.LiuWenjiaXinandLiRui.

3.Theblogismainlyaboutthestudents'problemsaboutlearningEnglishand

theiradvice.

ProblemsLiu