俗话说,凡事预则立,不预则废。作为教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来,帮助教师掌握上课时的教学节奏。那么一篇好的教案要怎么才能写好呢?为满足您的需求,小编特地编辑了“新课标高一必修1 英语教案Unit 3 Travel Journal (略案)”,大家不妨来参考。希望您能喜欢!
教学内容
教材分析4periodsfortextbookand3forexercise
教学目标1、知识目标:Traveling,Describingajourney
2、能力目标:Writeajournal
3、德育情感目标:Itisnoteasytomakealiving
教学重点Thepresentprogressivetenseexpressingfuturity
教学难点Thepresentprogressivetenseexpressingfuturity
课型.warming-up教学媒体multi-mediacomputer
教学方法:task-basedapproach
Teachingprocedures:
Step1.leadingin
Brainstormingquestions:
1)Withthedevelopmentofsociety,wearechangingourwayoflife.TheNationalDay’sjustpassed,whathaveyoubeendingallthe7days?
2)Iguesssomeofyoumusthavegonetosomeplacetotravel.Yes,moreandmorepeopleenjoytravelingnowadays.
3)Doyouliketoexploresomewildplaces?
4).wheredoyouwanttogo?
2.Letmedoasurveyamongyou.
Nowyouaregoingtoanisolatedisland.Thereare10thingsforyoutotake.
Makealistfromthemostimportanttotheleast.tellmethereasons.(theyareonthepowerpoint.
Step2Dotheworkinwarmingup
Step3chooseaplaceintheboxtodothepairwork.
Whenareyouleaving?
Howareyougoing?
Whenareyouarriving?
Whereareyoustaying?
Howlingareyoustaying?
Whenareyoucomingback?
Step4.Explainthegrammar(theyareonthepowerpointofunit3P1)
Period2Reading
Teachingprocedures:
Step1.Freetalkaboutrivers.
Whatwillhappenifthereisnowater?
Wherecanyoufindwater?
Doyouknowthe4riversintheworld?
TheYangtzeRiver
TheNile
TheAmazon
TheMississippi
Step2Questions
Whatotherriversdoyouknow?
Whatriverdoyouwanttotravelto?Why?
Whattheuseofrivers?
Howdopeoplewholivealongariveruseit?
Theworldhasmanyrivers,ifucouldtraveldownoneofthem,whichonewouldyouchoose?Why?
Step3.Listeningtothetapeofthepassage
Step4skimming
Answerthefollowingquestions
1)WhoareWangKunandWangwei?
2)Whataretheirdream?
3)WhoareDaoWeiandYuhang?
4)WhereisthesourceoftheMekong?
5)WhatcanyouseewhereyoutravelalongtheMekong?
6)IsitadifficultjourneytocyclealongtheMekong?Why?
Step5scanning
Fillintheblanksofthebox.
Step6Whodoyouthinkwasrightaboutthetrip?Why?
Step7dealingwiththelanguagepoints
1.theriver
2.dream
3.takeatrip
4.graduatefrom
5.Itwas…that
6.persuade
7.insiston/insistthatclause
8.details
9.determine
10.altitude
11.experience
12.givein/giveup/giveout/giveaway
13.keepondoingsth.
14.enter
Period3grammarandlistening
Step1.ImagineitisOctober1stagain,youhave7days’holidays.Youaregoingtoaplacetotravel.dothepairwork.
Whenareyouleaving?
Howareyougoing?
Whenareyouarriving?
Whereareyoustaying?
Howlingareyoustaying?
Whenareyoucomingback?
Step2Grammar:Thepresentprogressivetenseexpressingfuturity
Step3practicetheexerciseontextbookpage21.
Step4explaintheexerciseontheexercisebookaboutthegrammar.
Period4Writing
Step1Readingthepassageonpage24
Step2answerthefollowingquestions:
Whatisatraveljournal?
Whatisthedifferencebetweenadiaryandatraveljournal?
Howtowriteatraveljournal?
Step3homework
Designatravelplan
Supposeyouaregoingtoaplacetotravel.youwanttogotherewithoneortwopartners.Soyouwoulddesignitasbeautifullyasyoucan.Thefollowingshouldbeincluded:
Place
When
Howlong
Step4Feedback
Throughthelearningofthetext,studentsaremoreinterestedintravelingandhowtoplanfortheirtravel.
一名优秀的教师就要对每一课堂负责,作为教师就要在上课前做好适合自己的教案。教案可以让学生能够听懂教师所讲的内容,使教师有一个简单易懂的教学思路。那么,你知道教案要怎么写呢?下面是小编为大家整理的“新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)”,相信您能找到对自己有用的内容。
Unit4Earthquakes
PartOne:TeachingDesign(第一部分:教学设计)
Period1:Asamplelessonplanforreading
(ANIGHTTHEEARTHDIDN’TSLEEP)
Aims
Tolistenandtalkaboutnaturaldisasters
Toreadaboutearthquakes
Procedures
I.Warmingup
Warmingupbylooking
Goodmorningclass.Haveyoueverexperiencedanynaturaldisasters?Lookatthepictures,canyounameallthedisasters?
volcanofiresandstorm
typhoonhailstonethunderstorm
floodhurricaneearthquake
Haveyoueverexperiencedanearthquake?Canyoudescribehowterribleanearthquakeis?
(Theearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbecomeorphans.)
Warmingupbydiscussing
Now,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.(beautifulcities;broadroads;tallbuilding;largepopulation.)
Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?
Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?Canweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.
II.Pre-reading
1.Talkingandsharing
Whatarethesignsofanearthquake?(e.g.Cows,pigsanddogsbecometoonervoustooeat.Themicewillrunoutofthefieldslookingforplacestohide.Thewaterinthewellswillriseandfall.Wallsofthewellsinvillagewillhavedeepcracks.Therewillbebrightlightinthesky….)
2.Imagingandsharing
Imaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?
III.Reading
1.Listeningandfastreading
Nowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.
Pleaselistentothetextandgetthegeneralideaofthepassage.Youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten?(Thetextiswrittenintimeorder.Thegeneralideaisthemixtureofthefirstsentencesofeachparagraph,thatis,thetexttellsussomethingthathappenedbeforetheearthquake,duringtheearthquakeandaftertheearthquake.)
2.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copytheminyournotebookafterclassashomework.
CollocationsfromANIGHTTHEEARTHDIDN’TSLEEP
asmellygas,comeoutof,inthefarmyards,toonervoustoeat,runoutof,look
forplacetohide,waterpipes,thinklittleofsth.,asusual,itseemedthat,atan
end,onehundredkilometersaway,one-third,eightkilometerslong,thirtymeters
wide,cutacross,inruins,beinjury,thenumberof,reachmorethan400,000,
everywhere,everythingwasdestroyed,begone,blowaway,sth.benotsafefor,tensofthousandsof,givemilk,halfamillion,insteadof,beshocked,laterthatafternoon,
betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,
digout,thedead,tothenorthof,coalmines,builtshelters,freshwater
3.Readingaloudandtranslating
NextwearegoingtoreadaloudthetextandtranslateitintoChinese.
4.Readingandtransforminginformation
Readthetextagainandanswerthefollowingquestions.
1.Whatnaturalsignsofcomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Canyoudescribethedisastercausedbytheearthquake?
4.Whateventsandsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorshelped?
6.Couldanythingmorehavebeendonetohelpthesurvivors?Whyorwhynot?
Answers:1,3,4,5areeasytoanswer.
2.Maybeatthattimepeopledidn’thaveknowledgeofanearthquake.
6.Thestudentshavetheirownanswers.
4.Discussingwritingstyle
Asyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.
1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?(Awriter
whodidn’tseethequakeusesthethirdperson“they”whenhewrites.)
2.Whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened?(AlthoughthewriterwasnottherehefeltsadforthepeopleofTangShan.Heknowsthatgivingsomefeelingswillmakethereadingmoreinteresting.)
3.Whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?(Asusual,nightisthetimetosleep,andnightshouldbequietandsafe.Butthatnighteverythingchanged.Thewriteruseditasatitletoshowhowterribleandhowunusualthatnightis.)
5.Readingandunderstandingdifficultsentences.
Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.
IV.Closingdown
Closingdownbydoingexercises
NowpleasedothecomprehendingExercises1,2and3onpage27.
Closingdownbydiscussing
Bynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatChinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake?Lookatthegivensituationanddiscussinpairs.
(1)IfyouareOUTDOORS,…
(2)IfyouareinaHIGHBUILDING,…
(3)IfyouareDRIVING,…
(4)IfyouareHAVINGCLASS,…
(5)IfyouareinaCINEMA,…
Whatshouldyoudoduringtheearthquake?
Situation:
(1)howtorescuethosestilltrappedintheruins;
(2)howtotakecareofthesurvivors;
(3)howtorepairbuildingsthatsurvivedtheearthquake;
(4)whattodowiththebuildingsthatsurvivedtheearthquake;
(5)wheretofindpeopletohelpbuildanewcity;
(6)howtoteachchildrenaboutearthquakesafety;
(7)wheretoputinformationforsurvivorsandtheirfamilies;
(8)howtoplanforfurtherdisasters.
Period2:AsamplelessonplanforLearningaboutLanguage
(TheAttributiveClause:that,which,who,whose)
Aims
Tolearnabouttheusageofwho,which,thatandwhoseintheAttributiveClause
Todiscoverusefulwordsandexpressions
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthem.Ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.
II.Learningaboutlanguage
1.Readingandfinding
Turntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
2.DoingExercises2onpage28
Turntopage28anddoExercise2inpairs.
III.ReadyusedmaterialsforRelativePronouns:which,that,whowhomwhose
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandthe
attributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Here
aresomeimportantdifferences:
1.which/that:referringtothings,canbeusedasasubjectoranobjectinthe
attributiveclause;whentheyareusedasanobject,theycanbeomitted:
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectinthe
attributiveclause;whomcanbeusedasanobject:
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathsteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeinthe
attributiveclause:
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n,the
fifth+n,weusethatinsteadofwhich:
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinaNon-DefiningAttributiveClause:
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
IV.Closingdownbydoingaquiz
NowyouaregoingtotakeaquizonRelativePronouns.
Fillintheblanks,usingwhich,that,who,whom,whose.
(1)Theforce()causeseverythingtofalltowardsthegroundiscalledgravity.
(2)Afriend()helpsyouintimeofneedisafriendindeed.
(3)Doyouknowthegirl()parentsareteachersinourschool?
(4)Thewoman()IspoketojustnowismyEnglishteacher.
(5)Hesawahouse()windowswereallbroken.
(6)Everything()canbedonetodaymustn’tbedonetomorrow.
(7)Canyouthinkofanyone()couldlookafterhim?
(8)Thisisthebesthotel()Iknow.
(9)Theman()Isawtoldmetocomebacktoday.
(10)Those()wanttogototheGreatWallwritedownyournameshere.
(11)Hetalkedalotabouttheteachersandtheschools()hehadvisited.
(12)Theninthlesson()wearelearningisthemostdifficultinBookOne.
(13)MountBlanc(勃朗峰),()theyvisitedlastmonth,isthehighestmountaininEurope.
(14)Weknowalltheteacher()workinourschool.
(15)Thehousein()LuXunoncelivedisamuseumnow.
(16)Thehouse()LuXunoncelivedisamuseumnow.
(17)Thehouse()LuXunoncelivedinisamuseumnow.
(18)Youcantakeanyroom()youlike.
(19)Heshowedamachine()partsaretoosmalltobeseen.
(20)Thesportsmeetwasputoff,()wasexactlywhatwewanted.
Answerstotheexercises:(1)which/that(2)who/that(3)whose(4)whom/that/who(5)whose(6)that(7)that(8)that(9)that/whom/who(10)who(11)that(12)that(13)which(14)that(15)which(16)inwhich/where(17)which/that(18)that(19)whose(20)which
Period3:AsamplelessonplanforUsingLanguage
(AletterfromZhangSha)
Aims
Toreadandspeakabouttraveling
Towritealetterdescribingfeelingabouttraveling
Procedures
I.Warmingup
Warmingupbydiscussing
Haveyoueverwrittenaspeech?Whatisaspeech?Speechmeansanactofspeakingformallytoagroupoflisteners.Whatdoyouhavetoconsiderwhenyouarewritingaspeech?Pleasediscussitinpairs.(1.Whoistheaudience?2.Howcanweexpressourselvesclearly?)
Warmingupbyreading
Whatshouldyouincludeinyourspeechwhenyoutrytowriteone?Readtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeech,inwhichyoushouldfollowthepointsinexercise3onpage29.
II.Readingandunderlining
Readtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.Copytheminyournotebookafterclassashomework.
Collocationsfromtheletter
congratulations,bepleasedtodosth.,winthehighschoolspeakingcompetition,a
groupoffivejudges,allofwhom,agree,beproudof,openanewpark,honourthosewhodiedintheterribledisaster,wouldliketodo,haveyoudosth.,asyouknow,invitesb.
todosth.,onthatspecialday,atthebeginningof,thanksb,fordoingsth.,
honoursb.forsth.,beknownas,encouragesb.todosth.,behappytodosth.,
collectstamps,loseone’slife
III.Listening
Turnonyourbooksatpage30.We’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.
IV.Guidedwriting(SB.page31)
1.Makingaintroduction
Haveyoueverreadanewspaperstory?Nowturnonyourbookstopage31andlookatWriting.Readthebriefdescriptionabouthowtowriteanewspaperstory.Compareanewspaperstorytoashortstoryandanswerthefollowingquestions.
1)Whatshouldyouwritebeforewritinganewspaperstory?(outline)
2)Whatshouldanewspaperoutlinehave?(aheadline;alistofmainideas;alistofimportantdetails)
3)Whyaheadlineisneeded?(Itcantellthereaderswhatthetopicis;itcanalsoattractthereaders’attention)
4)Howcanyoufinishanewspaperstory?(First,youshouldwriteaheadline,thenorganizeyourmainideasintoparagraphs,andthenputsomedetailsintoeachparagraph.)
5)Haveyoufoundoutthedifferencebetweenanewspaperstoryandashortstory?
(Usuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstorydoesjusttheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Inagoodnewspaperstory,thepoint-of-viewisobjective(i.e.ithasnopoint-of-view)whileashortstoryissubjective(i.e.ithasapoint-of-view).Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.)
NowI’llshowyouanewspaperstorytofindouttheheadline,mainideaanddetailsofeachparagraph.
THEWASHINGTONPOST
SEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitWashingtonStatelastweek.Thequake,thebiggestin50years,causedbillionsofdollarsindamage.Butmiraculously,onlyonepersondiedandmorethan100peoplewereinjuredinthequake.
Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildings,schoolsandhomes.
Earthquakeexpertsaidtheeventillustrated(说明)thegrowinggapbetweenrichandpoornationsintheabilitytomitigate(减轻)naturaldisasters.Onlyahandfulofpeoplewereseriouslyinjuredhere,aslightnumbercomparedwiththedevastation(破坏)incountrieslikeTurkey,IndiaandElSalvador,wherequakeshaveburiedthousandsunderpoorlyconstructedbuildings.
2.Writing
NowpreparetheoutlineforashortnewspaperstoryforChinaDaily.Youcanusetheexampleinexercise1tohelpyouorganizeyouroutline.
3.Underling
ReadtheoutlineandthenewspaperstoryinWritingandunderlinealltheusefulexpressionsorcollocationsinthem.Copythemtoyournotebookafterclassashomework.
CollocationsfromWriting
alistof,putsomedetailsintoeachparagraph,ateamof,raisemoney,thousandsof,
plantodosth.,inearlyJune,hopetodosth.,beinterestedtodosth.
IV.ClosingDown
Closingdownbysummary
Wehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollowingquestions.
(1)Haveyoueverexperiencedanearthquake?
(2)CanyoudescribeanearthquakeinEnglish?
(3)Whatdoyouknowaboutthecauseofanearthquake?
(4)Whatnewinformationaboutearthquakeshaveyoulearnednow?
(5)Whatwordsandexpressionscanyouusetodescribeanearthquake?
Closingdownbyfindinginformation
Gotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutnaturaldisasters.
PartTwo:TeachingResources(第二部分:教学资源)
Section1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEP
I.Typeofwritingandsummaryofthemainidea
TypeofwritingThisisapieceofdescriptivewriting
MainideaofthepassageThearticledescribesthecause,thecourseandthe
resultofTangShanearthquakein1976.It
showsustheterribleimageofearthquake.Atthe
sametimeithitsusthatwemustrealizethat
wecandosomethingtominimizethedamage
causedbyearthquake.
Topicsentenceof1stparagraphStrangethingswerehappeninginthecountrysidein
northeastHebei.
Topicsentenceof2ndparagraphEverythingbegantoshakeanditseemedthatthe
worldwasatanend.
Topicsentenceof3rdparagraphEverywheretheylookednearlyeverythingwas
destroyed.
Topicsentenceof4thparagraphAllhopewasnotlost.
II.Atextstructureanalysis
Readthetext“ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.
Time/orderWhathappenedResult
threedaysbeforetheearthquake
atabout3:00amSaw:cracks
waterinthewells---roseandfell,
animals---toonervous,hide
fishjumpedoutofbowls&ponds
brightlightinthesky
waterpipes---crackedandburst
heard:soundofplanes
smelt:smellygasinthecracksofthewellsPeoplethoughtlittleofthe
eventsandwenttobed
asusual
at3:42am
felt:everythingshook
one-thirdnationfeltit
heardinBeijing100kilometersaway
ahugecrackcutacrosshouses,
roads…
saw:steamburstfromholesintheground
hardhillsofrock-riversofdirt
citylayinruins
4400,000people
killed/injured
75
新课标高一必修1英语教案
Unit2Englisharoundtheworld(综合教案)
Unit2;EnglishAroundtheWorld
Ⅰ单元教学目标
技能目标Goals
TalkaboutEnglishanditsdevelopment,DifferentkindsofEnglish
Talkaboutdifficultiesinlanguagecommunication
Learntomakedialogueusingrequestwarmingup
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;
二、教学重难点(Teachingimportantpoints)
a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.
b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.
三、教学方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Listening
c.Discussion
四、教具准备(Teachingaids)
acomputer;atape-recorder;aprojector
五、教学步骤(Teachingprocedure)
StepI.Leading-in
Funtime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit---“language”.
StepII.Warmingup.
1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.
2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.
StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”
1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.
2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)
StepIV.SpeakingTask.
Studentmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.
Unit2EnglishAroundtheWorld
PeriodTwoReading
教学目标(Teachingaims)
GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.
教学内容(Teachingcontents)
GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.
能力目标(Abilityaim)
GetsomeknowledgeofdifferentkindsofEnglish
语言目标(Languageaim)
Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar-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)
Step1.Warmingup.
WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.
Step2.Pre-reading.
Askthestudentstodiscusssomequestionsabout“English”inpairs.
1.HowmanypeoplespeakEnglishintheworldtoday?2.WhydosomanypeoplespeakEnglish?3.WhathashelpedtospreadEnglisharoundtheworld?4.DoyouthinkitimportantforChinesetolearnEnglish?Why?
Step3.Reading.
1)Thefirst-reading.
Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.
2)Thesecond-reading.
Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.
a.Forthefirstandsecondparagraph,studentsanswersomequestions
b.Forthethirdparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.
c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.
Step4discussions:
1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?
2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?
3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?
Step5.Extension
GivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish..
TheformationofBritishEnglish
From17thcentury----19thcentury
TheUKcolonizedIrelandandjoinedwithScotlandlongago
Colonized;NorthAmerica,theCaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,HongKong,SingaporeandthePacificIslands
TheformationofAmericanEnglish
AmericancolonialrulersalsobroughttheirEnglishto:
Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcentury
IntroducethesituationofEnglishspeakinginChina.
Tellthemsomeproperitems.
Nativespeaker:ApersonwhospeaksEnglishsincebirthbutwhomaynotspeakastandardformofit.
L1speaker:AnativespeakerofEnglishwhousesitashisorhermothertongueoranimmigranttoanEnglish-speakingcountrywhoalwaysprefertouseit
ESL:EnglishasaSecondLanguage
L2speaker:AsecondlanguagespeakerofEnglish
EFL:EnglishasaForeignLanguage
Step6Homework
1.Finishtheexerciseonpage11.
2.Readpassageonpage51TheOxfordEnglishDictionaryandmakenotesaboutMurray’slife.
Unit2Englisharoundtheworld
PeriodThreeLearningaboutLanguage
一、教学目标(teachingaims)student’sbook;Discoveringusefulstructures
1、能力目标(abilityaim)
a.Enablestudentstotellthedifferencesbetweenarequestandacommand.
b.EnablestudentstolearnabouttheIndirectSpeech(requestsrequest;retell;polite;boss
IndirectSpeech(requestsandCommands)
二、教学重难点(Teachingimportantpoints)
a.Studentslearnaboutthedifferencesbetweenarequestandacommand.
b.StudentslearnabouttheIndirectSpeech(requestsandcommands)
c.Studentscanusetheindirectspeech.
三、教学方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Discoveringthestructurethroughexamples
c.Practice
四、教具准备(Teachingaids)
acomputer;aprojector
五、教学步骤(Teachingprocedure
Step1.Warming-up(Revision)
WarmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech..
Dosomeexercises:changeastatementoraquestionintoIndirectSpeech.
Step2.TalkaboutRequestandCommand.
1)TalkaboutthepoliteandImpolitetune.
2)ChangethecommandsintoRequests.
3)Learntogiverequestsorcommandsaccordingtothesituations.
Step3.TalkabouthowtochangearequestandacommandintoIndirectSpeech.
ask(ed)sb(not)todosth
tell/toldsb(not)todosth
Step4.PractisechangingarequestoracommandintoIndirectSpeech.
Step5.usingthestructure.
Agame:choosetwostudentsactastworobots.Onelistenstotherequests,theotherlistenstothecommands.Otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.
Unit2;EnglishAroundtheWorld
(PeriodFour)writing
教学目标(Teachingaims)
a.Letstudentsgettoknowhowtowriteastatementbyusingbrainstorming
b.Trytouseconnectingwordsorsentencestomakeitasanessayorpassagenotjustseveralsentences.
教学内容(Teachingcontents)
Writeastatement
能力目标(Abilityaim)
Usingthebrainstormingwaytocollectsentencesandthenarrangethemproperly
语言目标(Languageaim)
Ithink,
Ibelieve,
Inmyopinion…
WelearnEnglishtodo…
教学重难点(Teachingimportantpoints)
Howtoarrangesentencecorrectly.
Trytouseconnectingwords.
教学方法(Teachingmethods)
Brainstormingway
教具准备(Teachingaids)
multi-mediacomputer
教学步骤(Teachingprocedure)
Step1leadingin
Usethebrainstormingwaytoaskstudents“Whyshouldwelive?”whichisasimplequestion,atthesametimetheremightbevariousanswerstothequestion,whichwillstimulatetheirinterest.
Step2presentation
Alsousethebrainstormingwaytoask“WhyshouldwelearnEnglish?”and“howcanlearningEnglishhelpChina?”
Step3Aposter
Writeapostertocollectalltheirideas.trytousecompletelysentences,suchas:
IliketostudyEnglishanduseitforbusinessinthefuture.
IwanttostudyEnglishwellsothatIcanreadEnglishbooks.
Say,cometotheblackboardandwritedownyourideas,tryingtousecompletesentences,suchas:
IfIlearnEnglishwell,IcanbringintheadvancedforeigntechnologytoChina.SoChinawillbecomestronger.
IdecidetolearnEnglishwell,inthiscaseIcanreadmanyEnglishnovels,soIcantranslatethemintoChinese,thenmoreChinesecanknowmorethingsabouttheworld.
Step4writeanessay
Thetitleis“DoweneedtolearnEnglish?”
Step5displaythestructureonhowtowritetheessay.
1.Stateyourpointsofview.
2.Showthesupportingreasons.
3.Getaconclusion
Step6showthemtheconnectingwordswhichcanhelpthemtojointhesentencesandparagraphs.
Illustration:Ithink,Ibelieve,Inmyopinion,AsfarasIamconcerned…
Addition:firstly,secondly,then,besides,atlast…
Contrast:however,but,ontheotherhand…
Summary:inshort,inaword,therefore,so…
Step7givethemasimpleexamplewhichisnotcomplete
DoweneedtolearnEnglish?
IstronglythinkwenotonlyneedlearnEnglishbutalsolearnitwell…Whyshouldwelearnit…HowcanlearningEnglishhelpChinainthefuture?…So…
Step8HomeworkMyExperienceofLearningEnglish
Para1.MyproblemsinlearningEnglish.
Para2.HowIcanimprovemyEnglish.
Para.3.WhatIlikeaboutlearningEnglish.Para
Para4.HowIhopetomakeuseofmyEnglish.
Unit2:EnglishAroundtheWorld
PeriodFiveListeningsnotinthisafternoon.Who’sspeaking,please?
W:JennyCraig.Haveyougotanyideawhenhe’llbeback?
M:I’mafraidheprobablywon’tbebackuntiltomorrow.CanIgivehimamassage/
W:Wouldyoumindspellingyourname,please?
W:JennyCraig,that’sC-R-A-I-G.
M:Andyourtelephonenumber?
W:Myhomenumberis764-512
M:Andwhat’sthemessage?
W:Well,Iwaswonderingifhecouldsendarepairmantofixmydishwasher.It’sstillunderwarrant.
M:Whenwouldyouliketohaveitfixed?
W:Well,anytimenextweekThat’sconvenientfortherepairman.
M:OK,I’lltellhimthatassoonashecomesbacktomorrow.
Text8
M:Idon’tknowwhyIcan’tgetridofmycold.IhavetakenthemedicineforthreedaysandI’mstillcoughingbadlydayandnight.
W:Howcanyoustayinbedalldaylong?Getupanddosomeexercise,suchsrunning,walkingorsomeothersports.I’msureyouwillgetwellsoon.
M:WillIgetridofmycoldthatway?
W:I’msureyouwill.Sportscandoyoualotofgoodifyouhaveacold.
M:I’mtootiredtodoanythinginbed.
Test9
W:Ah!AnotherwordIdon’tknow.Ispendhalfmylifelookingupwordsinthedictionary.Comein.Oh,hi,Carrie.
M:Hi.Doyouknowwhattimeitis?
W:Sure.It’s3o’clock.
M:Butit’sSaturday.Doyouknowwhatthatmeans?
W:Forme,itmeanseightmorehoursofstudybeforebedtime.
M:Aroundhere,Jenny,Saturdayisforrelaxingandhavingfun.Comeon,let’sgotodosomething.There’sagoodmovieshowattheMultiplex.
W:I’dlovetogowithyou,Carrie.ButIcan’t.
M:Whynot?
W:LookatthispileofbooksIhavetoread.
M:Whysomany?
W:That’swhatI’dliketoknow.Eachprofessormustthinkstudentsaretakingonlyhisorhercourse.
Text10
ManypeoplesaythatoneisbetterthantheotherwhenitcomestoEnglish.However,thefactisnoonestyleofEnglishismorecorrectthantheotherbutyoumustchooseone.TherearereallyveryfewdifferencesbetweenBritishEnglishandAmericanEnglish.However,thelargestdifferencesarethechoicesofvocabularyandpronunciation.Spellingalsodifferwitheachstyle>Americanwordsendingin“o-r”and“o-u-r”inBritishEnglish.Forexample,inAmericanEnglishyouwouldspellcolor“c-o-l-o-r”and“f-l-a-v-o-r”.InBritishEnglishyouwouldSpell“c-o-l-o-u-r’and“f-l-a-v-o-u-r”.Alsotheword“t-h-e-a-t-e-r”inAmericanEnglishisspelled“t-h-e-a-t-r-e”inBritishEnglish.AmericanEnglishsays“truck’,WHILEBritishEnglishcallsit“lorry”.AmericanEnglishSAYS“twoweeks”whileBritishEnglishsays“fortnight”.InnamesofAmericanriver,theword“river”usuallycomesafterthename,forexample,ColoradoRiver.However,Britishriverhavetheword“river”beforethenamelikeRiverThames.
UnitTwo:EnglishAroundtheWorld
TheSixthperiodExercises
一.教学目标:(Teachingaims)
Finishtheexercisesontheworkbook
1.能力目标:(abilityaim)
a)Enablethestudentstocommand“commandsandrequests”
b)Throughcooperativeworkfindoutcorrectanswersthemselves
2.语言目标:(languageaim)
Fullunderstandingofthereadings
二.教学重难点(Teachingimportantpoints)
Understandingthemainideasofthepassages
三.教学方法(Teachingmethod)
a.Fastandcarefulreading
b.Individual,pairorgroupworktofinisheachtask
c.Discussion
四.教具准备(Teachingaids)
acomputer
五.教学步骤(teachingprocedure)
Step1.warmingup
Step2:speakingtask(Reviewcommandsandrequests)
Offerthemsituationsandtrytomakedialogueswithcommandsandrequests
Step3:Dothe“Reading”onP13andanswerquestionsonitbriefly.
Step4:Finishthe“ReadingTask”atp.51andcompletetheformafterit.
Step5:Groupwork:
Askthemtosumupwhatcodesandshortformsofwordstheyoftenusewhentheyoftenchatonthenetwithothers.
Step6:checkuptheirresearchingresult.
Step7:homework.
作为杰出的教学工作者,能够保证教课的顺利开展,教师要准备好教案,这是每个教师都不可缺少的。教案可以让上课时的教学氛围非常活跃,帮助教师在教学期间更好的掌握节奏。怎么才能让教案写的更加全面呢?下面是小编为大家整理的“新课标高一必修1 英语教案Unit 2 English around the world (综合教案)”,仅供参考,欢迎大家阅读。
Unit2;EnglishAroundtheWorld
Ⅰ单元教学目标
技能目标Goals
TalkaboutEnglishanditsdevelopment,DifferentkindsofEnglish
Talkaboutdifficultiesinlanguagecommunication
Learntomakedialogueusingrequestwarmingup
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;
二、教学重难点(Teachingimportantpoints)
a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.
b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.
三、教学方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Listening
c.Discussion
四、教具准备(Teachingaids)
acomputer;atape-recorder;aprojector
五、教学步骤(Teachingprocedure)
StepI.Leading-in
Funtime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit---“language”.
StepII.Warmingup.
1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.
2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.
StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”
1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.
2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)
StepIV.SpeakingTask.
Studentmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheylistenedto.
Unit2EnglishAroundtheWorld
PeriodTwoReading
教学目标(Teachingaims)
GetthestudentstoknowEnglishlanguageanditsdevelopmentanddifferentkindsofEnglishthroughthispassage.
教学内容(Teachingcontents)
GettheknowledgeofEnglishlanguageanditsdevelopmentanddifferentkindsofEnglish.
能力目标(Abilityaim)
GetsomeknowledgeofdifferentkindsofEnglish
语言目标(Languageaim)
Graspsomewordsandexpressionssuchas,playarolein/becauseof/comeup/playapartinandlearnthegrammar-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)
Step1.Warmingup.
WarmthestudentsupbyaskthemtotellthedifferencesbetweenAmericanEnglishandBritishEnglish.
Step2.Pre-reading.
Askthestudentstodiscusssomequestionsabout“English”inpairs.
1.HowmanypeoplespeakEnglishintheworldtoday?2.WhydosomanypeoplespeakEnglish?3.WhathashelpedtospreadEnglisharoundtheworld?4.DoyouthinkitimportantforChinesetolearnEnglish?Why?
Step3.Reading.
1)Thefirst-reading.
Askthestudentstoscanthetextandchoosethecorrectanswerinthebook.
2)Thesecond-reading.
Askthestudentstoreadthetextparagraphbyparagraph,andgetsomedetailinformation.
a.Forthefirstandsecondparagraph,studentsanswersomequestions
b.Forthethirdparagraph,studentsfindouttheinformationtofillinthetableofthedevelopmentofEnglish.
c.Forthelastparagraph,studentsfindoutthereasonwhyIndiaspeaksEnglish.
Step4discussions:
1.DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?
2,WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?
3,DoyouthinkChinesewillbecomethemostpopularlanguageintheworldinsteadofEnglishinthefuture?
Step5.Extension
GivethestudentssomeinformationoforiginofBritishEnglishandAmericanEnglish..
TheformationofBritishEnglish
From17thcentury----19thcentury
TheUKcolonizedIrelandandjoinedwithScotlandlongago
Colonized;NorthAmerica,theCaribbeanIndia,includingPakistan,Bangladesh,Australia,NewZealand,Palestine,partsofsub-SaharaAfrica,HongKong,SingaporeandthePacificIslands
TheformationofAmericanEnglish
AmericancolonialrulersalsobroughttheirEnglishto:
Hawaii,PuertoRico,thePhilippinesandotherPacificislandinthelate19thcentury
IntroducethesituationofEnglishspeakinginChina.
Tellthemsomeproperitems.
Nativespeaker:ApersonwhospeaksEnglishsincebirthbutwhomaynotspeakastandardformofit.
L1speaker:AnativespeakerofEnglishwhousesitashisorhermothertongueoranimmigranttoanEnglish-speakingcountrywhoalwaysprefertouseit
ESL:EnglishasaSecondLanguage
L2speaker:AsecondlanguagespeakerofEnglish
EFL:EnglishasaForeignLanguage
Step6Homework
1.Finishtheexerciseonpage11.
2.Readpassageonpage51TheOxfordEnglishDictionaryandmakenotesaboutMurray’slife.
Unit2Englisharoundtheworld
PeriodThreeLearningaboutLanguage
一、教学目标(teachingaims)student’sbook;Discoveringusefulstructures
1、能力目标(abilityaim)
a.Enablestudentstotellthedifferencesbetweenarequestandacommand.
b.EnablestudentstolearnabouttheIndirectSpeech(requestsrequest;retell;polite;boss
IndirectSpeech(requestsandCommands)
二、教学重难点(Teachingimportantpoints)
a.Studentslearnaboutthedifferencesbetweenarequestandacommand.
b.StudentslearnabouttheIndirectSpeech(requestsandcommands)
c.Studentscanusetheindirectspeech.
三、教学方法(Teachingmethod)
a.Individual,pairorgroupworktofinisheachtask.
b.Discoveringthestructurethroughexamples
c.Practice
四、教具准备(Teachingaids)
acomputer;aprojector
五、教学步骤(Teachingprocedure
Step1.Warming-up(Revision)
WarmthestudentsupbyaskingthemtogoovertheDirectSpeechandIndirectSpeech..
Dosomeexercises:changeastatementoraquestionintoIndirectSpeech.
Step2.TalkaboutRequestandCommand.
1)TalkaboutthepoliteandImpolitetune.
2)ChangethecommandsintoRequests.
3)Learntogiverequestsorcommandsaccordingtothesituations.
Step3.TalkabouthowtochangearequestandacommandintoIndirectSpeech.
ask(ed)sb(not)todosth
tell/toldsb(not)todosth
Step4.PractisechangingarequestoracommandintoIndirectSpeech.
Step5.usingthestructure.
Agame:choosetwostudentsactastworobots.Onelistenstotherequests,theotherlistenstothecommands.Otherstudentsgiveeitherrequestsorcommands,andtherobotsdowhatthestudentsaskedthemtodo.
Unit2;EnglishAroundtheWorld
(PeriodFour)writing
教学目标(Teachingaims)
a.Letstudentsgettoknowhowtowriteastatementbyusingbrainstorming
b.Trytouseconnectingwordsorsentencestomakeitasanessayorpassagenotjustseveralsentences.
教学内容(Teachingcontents)
Writeastatement
能力目标(Abilityaim)
Usingthebrainstormingwaytocollectsentencesandthenarrangethemproperly
语言目标(Languageaim)
Ithink,
Ibelieve,
Inmyopinion…
WelearnEnglishtodo…
教学重难点(Teachingimportantpoints)
Howtoarrangesentencecorrectly.
Trytouseconnectingwords.
教学方法(Teachingmethods)
Brainstormingway
教具准备(Teachingaids)
multi-mediacomputer
教学步骤(Teachingprocedure)
Step1leadingin
Usethebrainstormingwaytoaskstudents“Whyshouldwelive?”whichisasimplequestion,atthesametimetheremightbevariousanswerstothequestion,whichwillstimulatetheirinterest.
Step2presentation
Alsousethebrainstormingwaytoask“WhyshouldwelearnEnglish?”and“howcanlearningEnglishhelpChina?”
Step3Aposter
Writeapostertocollectalltheirideas.trytousecompletelysentences,suchas:
IliketostudyEnglishanduseitforbusinessinthefuture.
IwanttostudyEnglishwellsothatIcanreadEnglishbooks.
Say,cometotheblackboardandwritedownyourideas,tryingtousecompletesentences,suchas:
IfIlearnEnglishwell,IcanbringintheadvancedforeigntechnologytoChina.SoChinawillbecomestronger.
IdecidetolearnEnglishwell,inthiscaseIcanreadmanyEnglishnovels,soIcantranslatethemintoChinese,thenmoreChinesecanknowmorethingsabouttheworld.
Step4writeanessay
Thetitleis“DoweneedtolearnEnglish?”
Step5displaythestructureonhowtowritetheessay.
1.Stateyourpointsofview.
2.Showthesupportingreasons.
3.Getaconclusion
Step6showthemtheconnectingwordswhichcanhelpthemtojointhesentencesandparagraphs.
Illustration:Ithink,Ibelieve,Inmyopinion,AsfarasIamconcerned…
Addition:firstly,secondly,then,besides,atlast…
Contrast:however,but,ontheotherhand…
Summary:inshort,inaword,therefore,so…
Step7givethemasimpleexamplewhichisnotcomplete
DoweneedtolearnEnglish?
IstronglythinkwenotonlyneedlearnEnglishbutalsolearnitwell…Whyshouldwelearnit…HowcanlearningEnglishhelpChinainthefuture?…So…
Step8HomeworkMyExperienceofLearningEnglish
Para1.MyproblemsinlearningEnglish.
Para2.HowIcanimprovemyEnglish.
Para.3.WhatIlikeaboutlearningEnglish.Para
Para4.HowIhopetomakeuseofmyEnglish.
Unit2:EnglishAroundtheWorld
PeriodFiveListeningsnotinthisafternoon.Who’sspeaking,please?
W:JennyCraig.Haveyougotanyideawhenhe’llbeback?
M:I’mafraidheprobablywon’tbebackuntiltomorrow.CanIgivehimamassage/
W:Wouldyoumindspellingyourname,please?
W:JennyCraig,that’sC-R-A-I-G.
M:Andyourtelephonenumber?
W:Myhomenumberis764-512
M:Andwhat’sthemessage?
W:Well,Iwaswonderingifhecouldsendarepairmantofixmydishwasher.It’sstillunderwarrant.
M:Whenwouldyouliketohaveitfixed?
W:Well,anytimenextweekThat’sconvenientfortherepairman.
M:OK,I’lltellhimthatassoonashecomesbacktomorrow.
Text8
M:Idon’tknowwhyIcan’tgetridofmycold.IhavetakenthemedicineforthreedaysandI’mstillcoughingbadlydayandnight.
W:Howcanyoustayinbedalldaylong?Getupanddosomeexercise,suchsrunning,walkingorsomeothersports.I’msureyouwillgetwellsoon.
M:WillIgetridofmycoldthatway?
W:I’msureyouwill.Sportscandoyoualotofgoodifyouhaveacold.
M:I’mtootiredtodoanythinginbed.
Test9
W:Ah!AnotherwordIdon’tknow.Ispendhalfmylifelookingupwordsinthedictionary.Comein.Oh,hi,Carrie.
M:Hi.Doyouknowwhattimeitis?
W:Sure.It’s3o’clock.
M:Butit’sSaturday.Doyouknowwhatthatmeans?
W:Forme,itmeanseightmorehoursofstudybeforebedtime.
M:Aroundhere,Jenny,Saturdayisforrelaxingandhavingfun.Comeon,let’sgotodosomething.There’sagoodmovieshowattheMultiplex.
W:I’dlovetogowithyou,Carrie.ButIcan’t.
M:Whynot?
W:LookatthispileofbooksIhavetoread.
M:Whysomany?
W:That’swhatI’dliketoknow.Eachprofessormustthinkstudentsaretakingonlyhisorhercourse.
Text10
ManypeoplesaythatoneisbetterthantheotherwhenitcomestoEnglish.However,thefactisnoonestyleofEnglishismorecorrectthantheotherbutyoumustchooseone.TherearereallyveryfewdifferencesbetweenBritishEnglishandAmericanEnglish.However,thelargestdifferencesarethechoicesofvocabularyandpronunciation.Spellingalsodifferwitheachstyle>Americanwordsendingin“o-r”and“o-u-r”inBritishEnglish.Forexample,inAmericanEnglishyouwouldspellcolor“c-o-l-o-r”and“f-l-a-v-o-r”.InBritishEnglishyouwouldSpell“c-o-l-o-u-r’and“f-l-a-v-o-u-r”.Alsotheword“t-h-e-a-t-e-r”inAmericanEnglishisspelled“t-h-e-a-t-r-e”inBritishEnglish.AmericanEnglishsays“truck’,WHILEBritishEnglishcallsit“lorry”.AmericanEnglishSAYS“twoweeks”whileBritishEnglishsays“fortnight”.InnamesofAmericanriver,theword“river”usuallycomesafterthename,forexample,ColoradoRiver.However,Britishriverhavetheword“river”beforethenamelikeRiverThames.
UnitTwo:EnglishAroundtheWorld
TheSixthperiodExercises
一.教学目标:(Teachingaims)
Finishtheexercisesontheworkbook
1.能力目标:(abilityaim)
a)Enablethestudentstocommand“commandsandrequests”
b)Throughcooperativeworkfindoutcorrectanswersthemselves
2.语言目标:(languageaim)
Fullunderstandingofthereadings
二.教学重难点(Teachingimportantpoints)
Understandingthemainideasofthepassages
三.教学方法(Teachingmethod)
a.Fastandcarefulreading
b.Individual,pairorgroupworktofinisheachtask
c.Discussion
四.教具准备(Teachingaids)
acomputer
五.教学步骤(teachingprocedure)
Step1.warmingup
Step2:speakingtask(Reviewcommandsandrequests)
Offerthemsituationsandtrytomakedialogueswithcommandsandrequests
Step3:Dothe“Reading”onP13andanswerquestionsonitbriefly.
Step4:Finishthe“ReadingTask”atp.51andcompletetheformafterit.
Step5:Groupwork:
Askthemtosumupwhatcodesandshortformsofwordstheyoftenusewhentheyoftenchatonthenetwithothers.
Step6:checkuptheirresearchingresult.
Step7:homework.
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