高中英語(yǔ)必修一教案

高中英語(yǔ)必修一教案

Unit1Friendship

1.Teachingaimsanddemands

類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目

話題Friendsandfriendship;interpersonalrelationships

詞匯addpointupsetignorecalmconcernloosecheatreasonlistsharefeeling

NetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypower

accordingtrustindoorssufferteenageradvicequestionnairequizsituationeditor

communicatehabit

addupcalmdownhavegottobeconcernedaboutwalkthedoggo

throughhideawaysetdownaseriesofonpurpose

inordertofacetofaceaccordingtogetalongwithfallinlove

joinin

功能態(tài)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.

語(yǔ)法直接引語(yǔ)和間接引語(yǔ)(1):陳述句和疑問(wèn)句

陳述句

"Idon'twanttosetdownaseriesoffactsinadiary."SaidAnne.

Annesaidthatshsdidn'twaettosetdownaseriesoffactsinadiary.

一般疑問(wèn)句

Heasked,“Areyouleavingtonight?”

-Heaskeduswhetherwewereleavingthatnight.

特殊疑問(wèn)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(定義)ofafriend.Ifyouwerethe

editor,choosethebestonefromthefollowingentries(條目),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單元教學(xué)目標(biāo)

技能目標(biāo)Goals

TalkaboutEnglishanditsdevelopment,DifferentkindsofEnglish

Talkaboutdifficultiesinlanguagecommunication

Learntomakedialogueusingrequest&commands

Learntotransferfromdirectintoindirectspeech

Learntogiveopinionsandorganizeideasbywayofbrainstorming

Learntomakeapostershowingyourideasclearly

II目標(biāo)語(yǔ)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?

詞匯

1.四會(huì)詞匯

includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactually

present(adj.)rule(v.)vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrasecandy

lorrycommandrequestretellpolitebossstandardmid-westernsouthernSpanisheasternnorthern

recognizeaccentlightningdirectionma'amsubwayblock

2.認(rèn)讀詞匯

ShakespeareNoahWebsterLoridialectHoustonTexasBufordLestercatfish

3.固定詞組

playarole(in)becauseofcomeupsuchasplayapart(in)

語(yǔ)法

Command&request

Openthedoor.Pleaseopenthedoor.

Wouldyoupleaseopenthedoor?

IndirectSpeech

Hetold(asked)metoopenthedoor.

in.教材分析和教材重組：

i.教材分析

本單元的中心話題是"Englishlanguageanditsdevelopment,differentkindsofEnglish^^.

通過(guò)對(duì)世界英語(yǔ)這一話題的探討,加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)發(fā)展趨勢(shì)

的了解.世界在發(fā)展，時(shí)代在前進(jìn)，語(yǔ)言作為交流的工具，也隨著時(shí)代的發(fā)展而變化.由于英語(yǔ)在世界

上的廣泛使用，它不斷地吸收、交融、容納、創(chuàng)新，這就形成了各種各樣帶有國(guó)家、民族、地區(qū)

特色的英語(yǔ).

沒(méi)有人們認(rèn)為的那種唯一的標(biāo)準(zhǔn)英語(yǔ)。盡管如此，我們還是要通過(guò)本課文的學(xué)習(xí)讓同學(xué)們感受

、了解美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、新加坡英語(yǔ)等都有自己的規(guī)律和慣用法，和不同

的發(fā)音規(guī)律。

1.1Warming

Up簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多

文化、多層次、多元性，對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有一個(gè)粗淺的了解。

1.2Pre-reading通過(guò)兩個(gè)問(wèn)題引發(fā)學(xué)生對(duì)課文主題的思考，以便參與課堂活動(dòng)。

1.3Reading簡(jiǎn)要地說(shuō)明英語(yǔ)語(yǔ)言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢(shì)。

1.4Comprehending主要是檢測(cè)學(xué)生對(duì)課文基本內(nèi)容的理解程度。

1.5LearningAboutthe

Language主要通過(guò)各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分所學(xué)的新單詞和短語(yǔ)，同時(shí)也通過(guò)

新的例子展現(xiàn)了美國(guó)英語(yǔ)、英國(guó)英語(yǔ)的差異，并著重介紹了本單元的語(yǔ)法項(xiàng)目(Request&

CommandandIndirectSpeech)。

1.6UsingLanguage其中的readingand

talking主要介紹了當(dāng)今世界各地各國(guó)說(shuō)英語(yǔ)有自己的特色，即便是美國(guó)東西部、南北部，說(shuō)話

均有所不同。為幫助培養(yǎng)跨文化意識(shí)，可以讓學(xué)生學(xué)完課文后討論中國(guó)的方言，使他們感受到

本國(guó)的文化差異。

2.教材重組

2.1導(dǎo)入把WarmingUp作為一堂課。

2.2精讀把Pre-reading、Reading和Comprehending整合在一起作為一堂課精讀課。

2.3語(yǔ)言學(xué)習(xí)把LearningAboutLanguage和Workbook中的UsingWords,UsingStructures

結(jié)合在一起。

2.4寫(xiě)作

2.5聽(tīng)和說(shuō)把課文中的聽(tīng)和說(shuō)整合成一堂課。

2.6練習(xí)課workbookexercises&otherExx.

3.課型設(shè)計(jì)與課時(shí)分配

1stperiodWarmingUp

2ndperiodReading&LanguageStudy

3rdperiodLearningAboutLanguager&grammar

4thperiodWriting

5thperiodListening&Speaking

6thperiodExercises

Period1Warmingup

教學(xué)目標(biāo)(teachingaims)studenfsbook;warmingup

1、能力目標(biāo)(abilityaim)

a.EnablestudentstotalkabouttheworldEnglishes

b.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English

2、語(yǔ)言目標(biāo)(languageaim)

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

rubber;petrol;gas;

教學(xué)重難點(diǎn)(Teachingimportantpoints)

a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English,

b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.

教學(xué)方法(Teachingmethod)

a.Individual,pairorgroupworktofinisheachtask.

b.Listening

c.Discussion

教具準(zhǔn)備(Teachingaids)

acomputer;atape-recorder;aprojector

教學(xué)步驟(Teachingprocedure)

StepI.Leading-in

Funtime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,

leadthestudentstothinkaboutthetopicofthisunit—“l(fā)anguage”.

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

教學(xué)目標(biāo)(Teachingaims)

GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthrough

thispassage.

教學(xué)內(nèi)容(Teachingcontents)

GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.

能力目標(biāo)(Abilityaim)

GetsomeknowledgeofdifferentkindsofEnglish

語(yǔ)言目標(biāo)(Languageaim)

Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearn

thegrammar—theindirectspeechoftheimperativeclause

教學(xué)重難點(diǎn)(Teachingimportantpoints)

Theindirectspeechoftheimperativeclause

教學(xué)方法(Teachingmethods)

task-basedapproach

教具準(zhǔn)備(Teachingaids)

multi-mediacomputer

教學(xué)步驟(Teachingprocedure)

Step1Warmingup.

WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.

Step2Pre-reading.

Askthestudentstodiscusssomequestionsabout“English“inpairs.

1.Howmanypeop