高一新教材备课资料(U5)(新课标版高一英语教案教学设计)
“baserSZ”通过精心收集，向本站投稿了20篇高一新教材备课资料(U5)(新课标版高一英语教案教学设计)，下面是小编为大家推荐的高一新教材备课资料(U5)(新课标版高一英语教案教学设计)，欢迎大家分享。
篇1：高一新教材备课资料(U5)(新课标版高一英语教案教学设计)
2. While still a student, she played roles in many plays. 还在上小学时．她就在许多戏剧中扮演角色。
(1) While still a student & While she was still a student的省略形式。如果复合句中的状语从句用了“主语十 be十名词（形容词，分词）”结构，且主从句主语一致（或从句主语是it）时，可省略从句主语和动词be，而只保留从句中的其他部分。又：
Water will boil when heated. 水加热就会开。（省略了 it is）
I'11 repeat it several times, if necessary. 如果有必要，我可以重复好几遍。（省略了 it is）
(2) play roles/a role扮演角色，起作用。如：Keanu Reeves played leading roles in many films. 基努’里维斯在许多电影中扮演主角。
He played an important role in the research. 他在研究中起了重要作用。
3.During the 1980s and 1990s she won many more prizes在二十世纪八十年代和九十年代，他获得了更多奖项。
l）年代的表示法：the加上整十位数的复数形式 ( twenties 20s/20's; thirties 30s/30' s; forties 40s/40' s; fifties 50s/50' s :
These books were written in the 1830s( 1830's) . 这些书写于十九世纪三十年代。
某人“几十几岁的表示法：物主代词his，my，her，their等加上整十位数的复数形式。如：
He went to America for further education in his twenties. '他二十几岁时去美国深造。
2) many more和much more的区别
many more修饰复数名词much more修饰不可数名词。如：I have many more books than you. 我的书比你的多得多。
much more用于修饰多音节形容词或副词，还可用于修饰不可数名词。如：
This park is much more beautiful than that one. 这个公园比那个公园漂亮得多。
He has made much more progress this year than last year. 他今年的进步比去年大得多。
4.marry, get married 和 be married表结婚
Dmarry可作及物动词，后面直接接宾语；也可作不及物动词，后面常跟副词。如：
She/He is going to marry a doctor. 她／他将和一个医生结婚。 He married late. 他结婚晚。 She married well. 她嫁给了一个有钱人。
get married 和 be married为系表结构，后要加介词 to才能跟宾语。如：She was married to an English man. 她同一个英国人结了婚。
He got married to a friend of mine last year. 去年他和我的一个朋友结了婚。
2)marry,get married均表瞬时动作，不能与 for…／since等“段时间”连用。 be married表示状态，可与“段时间”连用。
如：他们结婚三十年了。 误: They have married (got married) for thirty years. 正: They have been married for thirty years.
5.This film quickly made him famous. 这部电影使他很快成名。
make在此为使役动词，意为“使（做某事）”；‘驶（成为）”。其宾语后要接补足语。补足语可为：形容词、过去分词、名词、省略to的不定式。
1)make十宾语十形容词。如：We are doing our best to make our country even stronger. 我们在努力使我们国家更加强大。
2)make十宾语十过去分词。如：He spoke slowly in order to make himself understood. 他讲得很慢，以便大家能够听懂。
3)make 十宾语十名词（短语）。如：They made him their team leader. 他们推选他当了队长。
4)make十宾语十动词原形。如：They made me do it. 他们让我做那件事。
注意：如本句型用于被动语态，不定式前必须加to。如上句的被动语态为：I was made to do it.
6.reason后的定语从句和表语从句的引导词。That 's the reason why (that, for which ) she left home.
l）定语从句：引导词在从句中作状语时，用why，that或for which 引导；作主语或宾语时，用that或which引导。如：
That 's the reason that / ( which ) he explained to us. 那就是她离家出走的原因。（作状语）
2)reason 作主语时，其后的表语从句用that引导（不可错用成 because）。如：
His health is getting worse and wore. The reason is that he drinks too much. 他的健康越来越差，原因是他喝酒太多。
7.dream的用法
1）dream是可数名词，意为“梦”时，后跟about短语作定语；意为“梦想，愿望”时，后跟of短语作定语。如：
I had a dream about some elephants last night. 我昨晚梦见了一些大象。
His dream of visiting Beijing has come true. 他去北京的愿望实现了。
2)dream 作动词时，意为“做梦，梦见”，有以下三种用法:后跟同原名词作宾语;后跟of或about引起的介词短语;后跟that从句
He dreamed a bad dream last night. 他昨晚做了场恶梦。 I often dreamed of (about ) you. 我常梦见你。
I dreamed that I could fly. 我梦见我能飞翔。
3) 表示“想到”、“向往；渴望”时，后跟of短语。如：I never dreamt of seeing you here. 我没想到会在这儿见到你。
We dream of peace. 我们渴望和平。
8. “be十不定式”的用法
1）主语为 dream， wish， idea， job，work， duty ，plan等名词时，“be to do”是系表结构，表示主语是什么。不定式表示的动作在渭语动词之后发生。如：His wish was to be a teacher．他的愿望是当一名老师。
Their plan is to finish building the house within a week. 他们的计划是在一周内完成这房子。
2）主语是“人”时，“be to do”表示主语（计划、安排）干什么。如：
I'm to meet him at the station. 我将到火车站接他。 They are to be married. 他们将要结婚。
9. by the sea 和 by sea的区别。
by the sea意为“在海边”; by sea意为“乘船，走海路”。如：
Some children are playing by the sea. 一些孩子在海边玩。 We went to Japan by sea. 我们乘船去日本。
10.take off“脱掉”；“起飞”；“很快上升”
John took off his hat as he entered the room. 约翰一边进屋子，一边脱下帽子。
The plane took off at 9 a.m. this morning. 那架飞机今晨九时起飞。
Sales of home computers have taken off in recent years. 家庭电脑的销售量近年来上升很快。
11.afraid的活用:
1)be afraid of +只作表语（一般不作定语），常用于以下句型：
be afraid of+名词／动名词（常担心不良后果，尤其是用于某事的发生是出乎以外的，或这事的发生不是我们所希望或乐意的，这时只能用 be afraid of doing）。如：I'm afraid of dogs. 我害怕狗。 He was afraid of failing in the exam. 他害怕考试不及格。
I'm afraid of making mistakes when I speak English. 我讲英语时总是怕出错。
2)be afraid to do常指害怕而没胆量去做 He was afraid to go back home alone in the evening. 晚上他害怕独自回家。
3)be afraid for“为……担心”。如：I'm afraid for your health. 我为你的健康担心。
4)be afraid that意为“认为，恐怕”等，用于有礼貌地表达可能令人不愉快的信息。如：I'm afraid that we can't come. 恐怕我们不能来。
12.way的几种后置定语形式。
This is the best way to improve our English. 的后置定语有以下几种形式：
l）以不定式作定语。如：There is only one way of doing the work well. 这是提高我们英语水平的最好方法。
He was pleased with the way she had accepted his gifts. 只有一种能把这件事做好的方法。
13.in the end和 at the end的区别
1) 表示“最终”、“终于”时，两者之间没有明显区别，通常可以互换。如：
In the end/At the end we find out the secret. 我们终于发现了这个秘密。
I hope everything will turn out all right in the end/at the end. 我希望最终一切都会顺利。
2)at the end后面常接 of介词短语，表示“在……的尽头；在……的末端”。In the end 的后面不能跟 Of短语。如：
At the end of the road you will find the hospital.在这条路的尽头，你会找到那家医院的。
I went to Paris at the end of last year. 我去年年底去了巴黎。
8. owe的多重含义
1)owe既可作“欠钱”、“负债”解，又可作“感激”、“感谢
篇2：高一新教材备课资料(U7)(新课标版高一英语教案教学设计)
1. It will be sent into space so that anyone who finds it will understand who we are.
1)这是一个较为复杂的句子。其中在so that引导的目的状语从句中，又含有一个由who引导的定语从句（who finds it）修饰
“anyone”和另一个由 who引导的宾语从句。
2)so that(= in order that)在引导目的状语从句时，意思是“目的为了、以便使得”。在引导结果状语从句时，意思是“结果；因此”。
It rained hard last Sunday so that we had to stay at home all day.
上星期天雨下得很大，因此我们不得不在家呆了一整天。（结果状语从句）．
Please speak clearer so that we can understand you.请说得再清楚些，以便我们能听懂你的话。（目的状语从句）
注意：“so…that…”表示“如此……以致于……”，后跟形容词或副词原级，引导结果状语从句。如：
The problem is so difficult that I can't work it out.这道题太难，我做不出来。
2. selects choose 与pick out 的区别
三者都有“选择”之意，但它们的语意各有侧重。select是“精选”之意，指有目的地、认真地按照一定标准在一些人或东西中选出一些好的，弃掉一些差的；choose使用范围广，通常指在所提供的对象中，凭个人的判断力进行选择，意为 “挑选出来”，而不强调“精选”；pick out比较口语化，指按个人喜好或希望进行挑选，有“仔细挑选”的意思。
You can choose any book you like.你可以选择你喜欢的书。 We must select some for seeds．我们要选一些做种子。
We must select some for seeds.请选出你最喜欢的邮票。
3．represent的用法
represent是动词，有“代表;（画面）描绘; （符号等）表示”之意。如： Our headmaster could not go to the meeting, so Mr Smith represented him.我们的校长不能去参加会议，所以史密斯先生代表他去了。
The sign “&” represents the word “and” .符号＆代表单词“and”之意。
This painting represents a storm of sea.这幅画描绘了海上风暴的景色。
［短语］represent oneself as自称； be representative of代表，表示
4. living, alive, live 与 lively 的区另
它们都可用作形容词，都和“活着”有关，但用法上不尽相同。
1) living主要用作定语，修饰人或物均可，常置于所修饰的名词之前，有时也置其后。它还可用作表语。如：
She is regarded as one of the best living presidents at present.她被看作是当今最好的总统之一。
2）alive是形容词，意思是“活着的；存在的”；为表语形容词，既可指人；也可指物，常和 living互换；作定语时，应放在所修饰的名词之后。如：Who is the greatest man alive?谁是当今活着的最伟大的人？
He died in the accident, but his driver was still alive / living.在车祸中他死了，但他的司机仍然活着。
She must be still alive．她一定还活着。
3）live可用作形容词，表“活的，有生命的”，作定语时常放在所表示物的名词之前，一般不指人。如：
Look ! The cat is playing with a live mouse.瞧！这猫在耍弄一只活老鼠。
注意：live还可以表示“（广播等）现场直播的/地，实况转播的/地”，用作形容词或副词。如：
It wasn't a recorded show; it was live.这不是放录像节目，这是实况转播。
4) lively意思是“活泼；活跃；充满生机的”，用作定语或表语，既可指人，又可指物。
The professor had a strange way of making his classes lively and interesting.那教授有一种奇特的方法使他的课生动有趣。
I feel everything here is very lively.我觉得这儿一切富有生机。
5.include, including ，included和contain的区别
1) include只能用作及物动词，意思是“包括；包含”。它侧重指包含者是整体的一部分。如：
The book includes two chapters on grammar.这本书有两章关于语法的。 The list includes many new names.名单上有许多新名字。
2）including是现在分词，在许多情况下用作介词，后面可直接跟宾语，含有补充说明之意。如：
Thirty passengers were hurt, including 5 children.三十个人受伤，包括五个孩子。
3）included是过去分词，在表示“包括……在内”时常放在被修饰的名词或代词之后，起着“补充说明”的作用。如：
They will send you the book for $ 15, postage included他们将把此书寄给你，单价15美元，包括邮资在内。
4）contain也有“包含；含有”的意思。它指包含者是某物的组成部分（或内容）。如：
Orange juice contains things which help keep you healthy.桔汁里含有有益于健康的东西。Sea water contains salt.海水里含有盐.
6.Where there is a river, there is a city.凡有河流的地方，必有城市。
where在句中用作连词，意为“在（到）……的地方”，用来引导地点状语从句。
We should go where we are most needed by the Party.我们应该到党最需要我们的地方去。
Where there is life, there is hope.留得青山在，不怕没柴烧。（直译：哪儿有生命，哪儿就有希望。）
Make a mark where you have any doubts or questions.在你有疑问的地方做个记号
注意： l）where在用作关系副词时，常用来引导定语从句，并在定语从句中作状语。如：
This is the house where I lived two years ago.这就是我两年前住过的地方。
2）where作连接副词时，常用来引导不定式或名同性从句。如：
I can't decide where to go for our holiday.我决定不了去哪儿度假。 Where they have gone is not known yet.他们去哪儿了尚不清楚。
7. It is true that many of the world's greatest cities have been built on the banks of a river.确实，世界上许多大城市都是建在河畔上。
英语中“It + be + adj. /p.p. + that…”是一个很重要的句型。这里的“it”叫形式主语，真正的主语是“that”引导的从句。如：
Is it true that the scientist will give us a lecture next week? 这位科学家下周来给我们讲课，这是真的吗？
It is said that at least ten buildings will be built soon in our city.据说我市不久要至少建十栋大楼。
8.try to do sth., try doing sth. 与manage to do sth.的区别
try doing sth．是“试着做某事”。try to do sth．是“设法去做”（但不涉及是否成功）。manage to do sib．意思是“设法做成某事”，（强调结果，相当于 succeed in doing sth）。如：The box is very heavy, but I can manage to carry it.箱子很重，但我能扛起它。
I tried to persuade him to go to school again，but he wouldn’t．我尽力说服他重返校园，但他不愿意。
9.lay in pieces on the ground破烂不堪地散落在地上
这里的lay是lie（躺；位于；处于某种状态）的过去式，使用时要注意下面的词形变化：
lie、lied、lied、lying说谎；撒谎 lie、lay、lain、lying躺；平躺；位于 lay、laid、laid、laying摆放；产卵
He lied to his parents, so they didn't like him.他欺骗了父母，所以他们不喜欢他。
She shut the door and left the room with a lot of books lying on the ground.她关上了门，离开了房间，地上摆满了书。
10. do everything (all/ what ) sb. can to + v. 尽力做某事
句型中的动词不定式（to＋v）用作目的状语。使用该句型时，要特别注意不要受情态动词“can”的影响而省去了“to”。如：
I'll do all I can to finish the work. I'll do everything I can to finish the work.
I'll do what I can to finish the work. 我会尽力完成任务。
11. be used to do sth., used to do sth. 与 be (get / become)used to doing sth.的区别
be used to do sth．意思是“被用来做什么”，是 use的被动语态，to do sth作目的状语。used to do sth．表示“过去常常做某事（但现在不做了）”。be（get become）used to doing sth．表示“习惯于干某事”，是系表结构。used是形容词，to用作介词，后跟名词或动名词。The wood is used to make desks and chairs.木头被用来做桌子和椅子。My grandmother used to dance a lot when she was young.我祖母年轻时经常跳舞。He has become used to living in the countryside.他已习惯于生活在农村。
12.missing与lost的区别
这两个词都可以表示“丢失；失去”等意思，但含义和用法不同：missing表示“已不在适当的或所期待的位置”，强调应该有、而缺少。lose表示“丢失”之意，语气较强，一般指某物丢失，不易找回来了。如：On the table there is a book with two pages missing.桌子上有本少了两页的书。They are looking for the missing / lost child who lost his parents when he was a child,他们正在寻找失踪的孩子，这孩子小时候就失去了父母。
13. damage, destroy, harm 及 hurt 的区别
这几个词都有“伤害”的意思，但含义和用法不同：damage“损失＂，主要用于物，表示部分的损失，一般可以修复。destroy“毁灭；消灭”，指通过某种有力的或粗暴的手段使之毁灭或无用，一般不能或很难恢复。Harm“伤害；损害”，常用于口语，指“肉体、精神、健康”等方面均可。 hurt主要指精神上或肉体上的“创伤；伤害”。如：The earthquake destroyed the whole city.地震毁了整个城市。They managed to repair the houses that had been damaged.他们设法修复了受到破坏的房子。Smoking seriously harmed your health.吸烟严重损害了你的健康。His words hurt my feelings.他的话伤了我的感情。
14．“make+宾语+宾补”结构用法小结
make在表示“使得、让”之意时，常用“make+宾语+宾补”的结构；宾补可为：形容词、不带to的不定式。名词、过去分词。如：He tried to make us ho．他设法使我们高兴。 What makes you think so？什么使你这样想呢？ We made her our team leader．我们选她当队长。 He soon made himself understood．他很快使别人懂得了他的意思。
【语法点评］ 现在完成时被动语态的用法
现在完成时被动语态由“has／have＋been+及物动词的过去分词”构成，使用时要注意以下几点：
1) 只带有一个宾语的动词变为被动语态时，将主动语态的宾语变为被动语态的主语。
主动：We have built many house in the past ten years. 被动：Many houses have been built in the past ten years.
注意：有些表示状态的及物动词不能用于被动语态。如： I have had many books．（√）
Many books have been had by me.（x）
2) 带有双宾语的动词，如：give，send，bring，take,，show，tell，make, sing，write，read, sell，buy，ask，pay，horrow，lend，offer，hand，pass，get，promise等，变为被动语态时，可将其中一个宾语变为主语，另一个保留不动。如：
主动： I have given him the book．被动： He has been given the book．被动： The book has been given（to）him．
注意：带有双宾语的动词在由主动语态变为被动语态时，一般都是把表“人”的宾语（间接宾语）变为主语。
3)带有复合宾语（宾语十宾语补足语）的动词变为被动语态时，只能将宾语变为主语，原来的宾语补足语仍留在原处，改称为主语补足语。原来为省略to的不定式作宾补的，主动语态中要用带t。的不定式。如。
主动：I have given him the book. 被动：He has been given the book.
主动：I have asked him to help you. 被动：He has been asked to help you.
4）短语动词变为被动语态时，要注意保持短语动词的完整性，动词后面原有的介词或副词切不可遗漏。如：
主动：I have made him work hard. 被动：He has been made to work hard.
主动：He has referred to the book. 被动：The book has been referred to (by him )
He has thought of a way of doing it. (√ ) A way of doing it has been thought of. (√ ) A way has been thought of of doing it. (√ )
A way has been thought of doing it. (x )
5）由主动语态变为被动语态时，还要注意主谓一致。如：
主动：He has written three novels. 被动： Three novels have been written (by him) .
篇3：新教材高一下unit14教案 (新课标版高一英语教案教学设计)
(Senior 1B)
Part 1 阶段目标卡 Topic : Festivals
I 认知目标（ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II 情感目标 ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目标 ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to ma tch the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the
first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its
symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups”
thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts
Anything (foods, fruits, clothes, drinks…)
Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huip
篇4：新教材Unit 8 sports(新课标版高一英语教案教学设计)
Teaching Goals
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
3. Write a sports star’s profile
Period Arrangements six periods
Students intermediate level
【Teaching Aims】
A. Abilities
1. Be able to use the following sentences
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
2. Be able to say something about sports.
B. Knowledge
1. vocabulary continent well-known athlete gold medal torch badminton tie final dive shooting Greece competitor motto further rank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh title gesture facial stand for because of speed skating track and field take part in preparation for
2. grammar
Passive Voice in the future tense
【Studying method】
Preview-to get the students form the good habit of study first by themselves. To improve their study ability.
【Teaching Methods】
1. Talking method to enable the students to express themselves freely.
2. Listening method to improve the students’ listening ability.
【Teaching Aids】
1. a recorder 2. a computer and some slides
【Teaching procedures】
Teaching Procedures of Period 1:
【Teaching Goals】
1. Improve the students listening ability by listening to some materials.
2. Master the useful expressions by using them in the dialogue, meanwhile educate the students to love sports so that they can be healthier and stronger.
【Teaching Methods】
1. Talking methods to enable the students to express themselves freely.
2. Listening method to improve the students’ listening ability.
【Teaching Aids】
1. a recorder 2. a computer
Step1.Warming up
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, make some complements. At the same time, present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis,
tennis ,golf, badminton, bowling, baseball, American
football, ice hockey etc
Events of sports
track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.
Step 2. Speaking
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to
talk about their interests and hobbies and to practise giving reasons for their
opinions.
Step 3. Listening
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. Teacher will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
【Teaching aims】
1. Improve the students’ reading ability by fast-reading and reading.
2. Enable the students to master the new words and expressions, as well as the language points.
3. Train the students to love and take an active part in the sports.
【Teaching method】
1. Discussion method to make the students understand what they’ve learned better.
2. Pair work or group work to get every students to take an active part in teaching-and-learning activities.
【Teaching Aids】 1. a recorder 2. a computer
【Teaching procedure】
Step1. Lead-in
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
Colour Red Yellow Green Blue
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of Olympics Sydney Australia
Host city of Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
kinds Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics, the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year place China’s gold medals competitors
old Greece no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
【Teaching aims】
1. Review the Future Passive Voice.
2.. Enable the students to be able to use the structures in real situations
【Teaching method】
1. Reading method to improve the students reading ability.
2. Doing-drills to get the students to master what they should master.
3. Pair work and group work may enable them to form the habit of cooperation with others .
【Teaching Aids】 a computer
【Teaching procedure】
Step1. Extensive reading (WB)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, being Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive
voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
【Teaching aims】
1. Review some useful words in the text.
2. Train the students’ writing ability by writing a profile
3. Improve the students’ listening ability.
【Teaching methods】
1. listening to improve the students listening ability
2. Demonstration method to show the students how to write.
3. Discussion method to make every students have a clear idea.
【Teaching Aids】1. a recorder 2. a computer
【Teaching procedure】
Step1.Listening
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing
Step3.Writing
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job. Try to write a profile to introduce themselves.
Teaching procedures of period 5
【Teaching Aims】
1. Enable the students to master the useful expressions by making sentences with them
2. Improve the students listening ability
【Teaching methods】
1. Dictation to improve the students listening ability and consolidate the use of some of the phrases they have learnt.
2. Writing to improve their writing ability and encourage them to use their imagination to think about in the future.
【Teaching Aids】 1. a recorder 2. a computer
【Teaching precedure】
Step1.listening
Give students a dictation about the words , phrases and several important sentences
Purpose: to make Ss get used to listening and consolidate what they have learnt in this unit.
Step2.Speaking
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
…Purpose: to revise the language focus in this unit.
Step3.Reading
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4) Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer Objective: Shoot the ball into the other Team’s goalNumber of players: Two teams of eleven players:ten outfielders and a goalkeepersSports field: Grass playing fieldEquipment: Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Table tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective: Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players: Sports field:Equipment:Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit
Through the whole unit a good many different kinds of assessment have been presented in the form of listening, speaking, reading and writing. But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
篇5：新教材unit1 Good Friends(新课标版高一英语教案教学设计)
Teaching Goals:
1. to talk about friends;
2. to practise talking about likes and dislikes;
3. to learn to make apologies;
4. to be able to use Direct Speech and Indirect Speech(statements and questions);
5. to write an e-mail
Teaching Key points:
1. to grasp some patterns about likes and dislikes;
2. to learn to use Direct Speech and Indirect Speech;
3. to learn to write an e-mail
Teaching difficult points:
1. to grasp some changes when using Indirect Speech;
2. to write an e-mail;
3. to learn to use the following phrases:
1) nor do I like computers
2) enjoy doing/ be into doing
3) so + auxiliary + subject
4) hunt for
5) make fire
6) in order to
7) be fond of
8) go outing
The First Period
Teaching Aims:
1. to talk about friends by using some relevant words;
2. to complete the listening practice and show their own opinions;
3. to discuss who could be good friends to them
Teaching procedures:
Step One Warming up
1. say greetings to the students;
2. introduce myself to the class;
I come from….; I have been working here for….; We are in the same new class and I want to be your good friend.
3. ask questions:
1) Do you have any old classmate or friend in our class?
2) Why do you like him or her?
4. ask the Ss questions:
What should be a good friend be like?
What qualities should a good friend have?
Teach the new words:
honest, brave, loyal, wise, handsome, smart,
modest, polite, open-minded, introverted, outgoing, optimistic, generous, active, aggressive, amiable, careful, confident, cooperative, creative, disciplined, friendly, hard-working, humorous, ……
5. work in pairs. The Ss describe themselves in three words and then describe one of their friends.
I think I am ……../ I think he/she is …….
Step Two Listening
1. If two persons are friends, does that mean they always have the same opinions?
Of course not, sometimes they argue about something, listen to the two friends arguing and write down the contents.
1) Situation 1 _________
2) Situation 2 _________
3) Situation 3 _________
2. ask the Ss to think what they should do to solve their problems.
Step Three Speaking
1. read through the short passages and fill in the form in pairs.
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14
Gender boy boy boy girl girl boy
Likes football, reading skiing
reading, singing, singing, rock music, computers dancing,
computers,
rock music, reading novels, football, singing computers,
rock music,
skiing
Dislikes singing, computers,
rock music hiking,
rock music, football football,
classical music, dancing hiking,
classical music,
reading rock music,
dancing,
computers football,
hiking,
2. Language points:
1) I don’t enjoy singing, I don’t like computers either.
---I don’t enjoy singing, nor do I like computers.
He doesn’t like its size, he doesn’t like its colour either.
---He doesn’t like its size, nor does he like its colour.
David isn’t here, and neither/nor is Sarah.
I can’t swim. Neither/nor can he.
2) Rock music is Ok, and so is skiing.
--- Rock music is Ok, and skiing is Ok too.
He likes singing, and I like dancing too.
--- He likes singing and so do I .
when we say the same things also happens to sb. or sth. Else, we can use such a pattern: So + be/have/do/does/can….+ subject
a) I am a student. He is a student, too. ---- So is he.
b) I study at the school. He studies at the school, too. ---- So does he.
c) I came to school yesterday. He came here yesterday, too. ---- So did he.
Compare:
I asked him to call me again. And so he did.( In fact he did as I asked him to)
3) be fond of ….
He is fond of ice cream/ his father/ playing football
4) be into….=be deeply interested in …
Her brother is deeply into computers.
2. Discussion: decide who could be their good friends and give reasons.
Use the following useful expressions:
1) I’m sure that A could be my friend. / I’m not sure that …./ I think that …./ Perhaps…..
2) He(She) likes/ enjoys/is fond of / is into…/loves…
3) doesn’t like…/dislikes…/hates…./ ….is boring(terrible)
Step Four Workbook
1. do listening practice on page 85
2. ask the students if they have other good solutions.
3. do talking practice on page 85 using the following expressions:
Why did you…/Why didn’t you …? You said you would …./You promised to…
I’m very sorry. /Please forgive me. /It won’t happen again. /I forgot.
4. ask the Ss to act out the situations with their partners.
Step Five Assignments
Write a short passage about your good friend.
1) What qualities does he/she have?
2) What does he like or dislike?
3) What interesting story do you have about your friend?
The Second Period
Teaching Aims:
1. to promote the Ss’ abilities of reading comprehension;
2. to discuss the important meaning of friendship;
3. to learn to use the following phrases:
1) hunt for 2) make fire 3) in order to 4) care about 5) treat …as…
Teaching procedures:
Step One Revision
1. check the answers with the Ss.
2. ask the Ss to report what they wrote about their friends
3. revise the useful expressions:
1) neither/nor/so + auxiliary + subject
2) be fond of…. 3) be into…..
Step Two Pre-reading
1. discussion: Imagine that you are alone on an island and you have to survive without friends and all the things you use in your everyday life.
Teach the new words: matches, mirror, frying pan, hammer, saw, umbrella, rope, compass…
2. ask the Ss to list the three most useful items and explain why they would be useful.
Try to use the following:
I think that ……would be the most useful, because I could use it to…..
Step Three Reading
1. ask the Ss to read through the passage quickly and find the answer to this question:
Who is Chuck’s friend? ----Wilson ( a volleyball)
2. the Ss read the passage again and answer more questions:
1) What things must Chuck learn to survive on the island?
2) What does Chuck learn about himself when he is alone on the island?
3) Why do people think that friends are teachers?
Step Four Key points
1. play a man /play a part(role)/ play football/play the tape
2. send mail
3. when = and then
1) I was working in the garden when suddenly I felt a pain in my stomach.
2) He was about to go out when the telephone rang.
Compare: He was writing when I went home.
4. hunt for food/jobs
Many school-leavers go to the south to hunt for jobs.
5. make fire
He began to make fire to keep the house warm.
6. in order to..
1) In order to make a living, he had to work at an early age.
2) He got up early in order to catch the first bus.
7. be a good friend to sb.
be a servant to sb.
8. treat sb. as…
She treats the boy as her own son.
9. care about/make friends with../share happiness and sorrow
Step Five Discussion
1. if you were alone on an island, what would you do in order to survive?
2. Imagine that four people are in an airplane that is going to crash( a policeman/a doctor/ a teacher/ a scientist), but there is only one parachute. Decide who should get the parachute and explain why.
Step Six Consolidation
1.( Page 4)ask the Ss to do word study.
2. check the answers with the Ss.
Step Seven Workbook
1. (page 87) listen to the tape and do the vocabulary exercises
2. the Ss do Part 2 orally.
Step Eight Assignments
1. read the passage frequently
2. translate part 3 (page 87) into English.
The Third Period
Teaching Aims:
1. to learn the grammar “Direct Speech and Indirect Speech(1)”---statements and questions.
2. to grasp the changing rules about tenses, pronouns ,adverbs and so on.
Teaching procedures:
Step One Revision
1. check the homework.
2. revise the following phrases:
send mail/ hunt for/ in order to/ treat…as…./care about/share happiness and sorrow/ make friends with/learn from/be quick in mind and action
Step Two Presentation
1. ask one Ss to make a sentence with “be fond of”
S: I am fond of playing football.
T: What did he day?
S: He said that he was fond of playing football.
Present the two sentences on the blackboard.
---- He said: “I am fond of playing football.”
---- He said that he was fond of playing football.
2. ask the Ss to compare the two sentences and introduce Direct and Indirect Speech to the Ss. And ask the Ss to find the difference between them.
1) tenses: ________ 2) pronouns: _______ 3) word orders: No (statements)
3. Give the Ss more examples:
1) “I don’t like computers,” Sarah said to her friends.
---- Sarah told her friends that she didn’t like computers
2) He said “I’m using the knife”
---- He said that he was using the knife.
3) She said “I have not heard from him since May”
---- She said that she had not heard from him since May.
4) He said, “ I came to help you.”
---- He said that he had come to help me.
5) Zhou Lan said “I will do it after class.”
---- Zhou Lan said that she would do it after class.
The Ss make the conclusion about the changes of tenses.
Notice:
1) He said that the earth turns around the sun.
4. Direct and Indirect Speech about questions:
1) Examples:
Peter asked: “Ann, have you seen my blue notebook?”
-----Peter asked Ann if/whether she had seen his blue notebook.
Practice:
Steve asked: “Does Kate like football?”
----Steve asked if/whether Kate liked football.
3) Examples:
“How can you do that?” Mary said to Ann.
----Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
----Peter asked Jim what difference it made.
The Ss find out some rules about questions.
Step Three Practice
1. Give the Ss examples:
1) “ I will never forget this interesting lesson,” said Paul.
---- Paul said that he would never forget that interesting lesson.
2) Steve told Joe that he liked skiing.
---- “ I like skiing,” Steve said to Joe.
2. The Ss do the following on page 5 in pairs.
3. Check the answers with the class.
4. The Ss do Part 2 on page 5 in pairs and then check the answers.
Step Four Workbook
1. Do the grammar exercises on page 87 orally.
Step Five Assignments
1. Do the grammar exercises in their exercise books.
The Fourth Period
Teaching Aims:
1. to revise the language points the Ss have learned;
2. to get some feedback from the Ss.
Exercises for Ss:
一. 句型转换:
用neither(nor) 转换下列句子:
1. He doesn’t enjoy singing, and he doesn’t like dancing either.
----He doesn’t enjoy singing, nor _________________________.
2. Sarah didn’t watch TV, and she didn’t listen to music either.
----Sarah didn’t watch TV, ______________________________.
3. He can’t speak French, and he can’t write French either.
----He can’t speak French, __________________________.
4. I can’t speak French. He can’t speak French either.
--- I can’t speak French. __________________________.
5. We haven’t been to Beijing. They haven’t been there either.
---- We haven’t been to Beijing. ________________________.
用so 转换下列句子:
1. Sarah is beautiful. Her sister is beautiful too.
---- Sarah is beautiful. So __________________.
2. I like rock music. He likes music too.
--- I like rock music. ______________________.
3. I came to school yesterday. He came to school yesterday too.
--- I came to school yesterday. __________________.
完成句子:
6. A good friend is _______ _______ _______ me a lot. (教我许多知识的人).
7. I like Italy, _________ _______ _________(尤其在夏天).
8. _______ _________ _______ (我的爱好是) reading and writing.
9. His sister ________ _______ ________(爱好) singing.
10. He doesn’t enjoy ________ ________ ________.(网上冲浪).
11. Joe’s brother _________ __________.(不喜欢徒步旅行).
12. Her two children are _______ _______. (对艺术深感兴趣)
13. I dislike playing football. _______ ______ ________.(他也是这样).
二. Reading comprehension:
On the evening of June 21, 1992, a tall man with brown hair and blue eyes entered the beautiful hall of the Bell Tower Hotel in Xi'an with his bicycle. The hotel workers received him and telephoned the manager, for they had never seen a bicycle in the hotel hall before though they lived in “the kingdom of bicycles”.
Robert Fried Lander, An American, arrived in Xi'an on his bicycle trip across Asia which started last December in New Delhi, India.
When he was 11, he read the book Marco Polo and made up his mind to visit the Silk Road. Now, after 44 years, he was on the Silk Road in Xi'an and his early dreams were coming true.
Robert Fried Lander’s next destinations were Lanzhou, Dunhuang Urumqi, etc. He will complete his trip in Pakistan.
( )1. The best headline for this newspaper article would be ______
A. The kingdom of Bicycles
B. Beautiful Hotel in Xi'an
C. Marco Polo and the Silk Road
D. An American Achieving His Aims
( )2. The hotel workers told the manager about Friedlander coming to the hotel because__________
A. he asked to see the manager.
B. he entered the hall with a bicycle.
C. the manager had to know about all foreign guests.
D. the manager knew about his trip and was expecting him.
( )3. Friedlander is visiting the three countries in the following order;________
A. China, India and Pakistan
B. India, China , and Pakistan
C. Pakistan, China, and India
D. China, Pakistan, and India
( )4. What made Friedlander come to China?
A. The stories about Marco Polo
B. The famous sights in Xi'an
C. His interest in Chinese silk
D. His childhood dreams about bicycles.
( )5. Friedlander can be said to be _________
A. clever B. friendly
C. hard working D. strong-minded
The Fifth Period
Teaching Aims:
1. to go through the checkpoint and revise the language points in this unit.
2. to write an e-mail.
Teaching procedures:
Step One Revision
1. check the homework with the class.
2. go over the changes in Indirect Speech.
this _____ these ______ now ______ today ______
yesterday _______________ tomorrow _____________
here ________ come ________ bring _________
Step Two Checkpoint
1. go through the checkpoint
2. Make some conclusions to the Ss
1) We usually change the verb tenses and pronoun forms
“I broke your CD player.”
---- He told me that __________________________
2) If Direct Speech is a question, we sometimes need to change the word order.
“Are you sure you didn’t do anything to this?”
---- He asked _____________________________.
3) We do not change the tense when reporting things that are always true.
“A friend in need is a friend indeed.”
---- Mother told me that ____________________________.
Step Three Reading & Writing
1. The Ss read through the first part and answer:
What is an e-pal? e-pal =key pal (a pen friend on the internet)
2. the Ss read the following e-pal ads.
1) click it away = send away an e-mail
2) joke around = joke here and there
3) have fun = play
4) drop sb. a line = write sb. a letter
3. give the Ss some tips about writing an e-mail:
1) write the topic of your message on the subject;
2) keep your email as short as possible;
3) check your email for errors;
4) write your name at the end of your message.
4. the Ss write an email to one of them
5. the Ss check their writing in pairs.
Step Four Assignments
1. Do the writing on page 90 in their exercise books
2. Do the reading practice on page 88.
The Sixth Period
Teaching Aims:
1. to revise the words and phrases
2. to revise the grammar item.
3. to get some feedback from the Ss.
Exercises for Unit One
一. 用所学的单词填空:
1. People think that dogs are very _______ to their masters.
2. The boy is very young, but he was so _______ that he jumped into the river and saved the girl.
3. The man is so ________ that he can lift the huge stone.
4. An ________ man is someone who often tells the truth.
5. His brother is very _________. He usually makes us laugh.
6. He is a ______ man and he has a good knowledge.
7. The man is very _______ and he gives money to the poor.
8. The actor in the film is so _______ that the young people like him very much.
二. 句型转换:
1. I think that a good friend should give me help.
---- A good friend is someone _______________________.
2. I think that a good friend should teach me a lot.
----A good friend is ______________________________.
三. 用所给的词或短语正确形式填空:
realize be into hunt for desert lie
match adventure honest brave loyal
1. There are some ________cities in the deep heart of Gebi Desert.
2. To be _______ with you, your problem is that you are thinking too much about yourself.
3. We made fire very easily because I took along a box of ________ with me.
4. He has just given up all games, and now ______ computer games.
5. Would you like to listen to my exciting _________ in the wild forest?
6. The fan is still _____ to the team though they have lost many matches.
7. You should believe in Jenny’s honestly. She never tells ________.
8. I ________ that I am completely wrong.
9. I _______ my sports shoes everywhere, but I can’t find them.
10. Don’t be frightened. You should be _______ next time than this time.
四. 阅读理解:
These people, getting ready to travel across the desert to look for a new place to live in, must water their camels. The camel driver tries to get each camel to drink as much water as possible because the little water that these people take along will be needed by themselves.
A very big camel can hold more water than some cars can hold gasoline. That's why the camel can go for many days without having to drink. It's a good thing that camel can do this, because it may have to in the great , dry desert.
Nomads(游牧民) never keep their homes in one place very long. They're always moving. That's what nomads are - people who wander around instead of living in one place.
Every time the Arab nomads set out across the hot, sandy desert, it is a new adventure. They must find food for the animals, or the animals will die.
( )1. The water the camel has drunk can be enough for _______
A. only one day B. some time C. about a month D. a moment
( )2. People who move their homes here and there are called_________.
A. Arabs B. nomads C. camel drivers D. adventures
( )3. Camels drink as much water as possible before going to another place because _________
A. the drivers will need water B. they are thirsty
C. they will cross great, waterless desert D. they are animals
( )4. To those who travel across the hot and sandy desert, the travel is __________.
A. hard and dangerous B. an interesting thing
C. something new D. pleasant and exciting
( )5. The nomads wander from one place to another because______.
A. they want to train their camels B. they are used to such a way of life
C. they have to feed their camels D. they want to look for better jobs
篇6：高一新教材17单元详细教案(新课标版高一英语教案教学设计)
Teaching Aims and Demands
Words and Phrases
Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with
Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame
Spoken English:
Describe people
She seems tome to be the kind of woman who …
The impression she makes on me is …
I think she is the kind of person who …
She could be … She looks as if …
She might be … You can see that …
People like her… She doesn’t seem …
Grammar:
Subject-verb agreement
(1) The boy’s team has some good players, but the girl’s is a better team.
(2) My dog team weren’t with me to pull the sled.
But changes were just around the corner.
Use of Language:
Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women.
Important points: to get the students to learn something about Subject-Verb Agreement.
Difficult points: The use of Subjective agreement
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Warming Up
First ,say something about women in the world.
Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us.
Step 2 Presentation
Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.
Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.
Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.
Mother Teresa of Calcutta (1910-) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.
Step 3 Listening
Listen to the tape and answer the questions.
Step 4 Speaking
Tell your opinion that you think what women should do ---stay at home or go to work.
Step 5 Homework
Prepare a short passage for tomorrow as an oral report.
Lesson2
Step 1 Revision
Get one or two students to give their reports.
Step 2 Presentation
First show the students some pictures of Antarctica in order to arouse the student’s interest there.
Then ask some questions about the lonely continent.
1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why?
2. Can you name out some typical animals or plants there?
3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole?
Step 3 Reading
Students read the text fast to find the answer to the questions in the part --- Post-Reading.
The answers are: 1. B 2. B 3. B 4. D 5. C
Step 4 Language points
Explain the language points in the text.
Be about to 正要;
Find sb. doing发现某人做某事
Threaten to do sth 威胁要做某事
Somehow 以某种方法
Step 5 Interview
Ask the students to work in pairs --- one plays as the writer, one as the reporter.
The reporter may ask the following questions:
1. why do you plan a trip to Antarctica?
2. what’s the weather like there?
3. how do you celebrate your birthday?
4. have you had any bad accident?
5. what do you think of your trip to Antarctic?
Step 6 Homework
Finish the exercises in the Post-reading part.
Lesson 3
Step 1.Revision
Check the homework.
Step 2 Word Study
Finish the exercise in the Language study part.
The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value
And then finish the similar exercises in their workbook.
Step 3 Grammar
First introduce the content about subject-verb Agreement. Then finish the exercise in the following part.
The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has
Step 4 Practice
Check the answers to exercise 2:
1. They/We are preparing for a party.
2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves.
3. Yes, if they finish the work today.
4. Tell them there will be a meeting this morning.
5. Tell them to phone this number.
Step 5 Workbook
Finish the two exercises in the workbook.
Step 6 Homework
Prepare some information about Oprah Winfrey.
Lesson 4
Step 1 Revision
Get the students to give their reports about Oprah Winfrey.
Step 2 Presentation
First, give an introduction about Oprah Winfrey:
Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars.
Step 3 Reading
Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part.
Step 4 Writing
First give some basic features about a letter to some famous person that you admire very much.
Step 5 Homework
Read the passage in the workbook.
篇7：新教材Unit 11 The sounds of the world(新课标版高一英语教案教学设计)
The sounds of the world
Teaching goals : Talk about different kinds of music .
Practising giving advice and making suggestion
Review the passive voice .
Write a comparison essay .
Time arrangement : Five periods
Students : Intermediate
Teaching Method : Task-based Language Teaching
Period 1
Content : Warming-up, listening, speaking
Moral Focus :
(1): Help students enrich their knowledge about the world-wide music .
(2): Raise students’ interest in music and their love the world-wide music .
Teaching Aims :
(1): Increase students’ oral English by asking them to do some discussion.
(2): Improve students’ listening ability by do some listening .
(3): Improve students’ speaking ability by asking them to make some dialogue ,.
(4) : Improve students’ ability to cooperate with others by making dialogue .
Teaching Methods :
(1): Do some discussion to enable the students to express themselves freely .
(2): Do some listening to improve students’ listening ability .
Teaching Aids : a tape-recorder , a computer
Teaching Steps :
Step 1 : Lead-in & Warming-up .
(1): Ask students a question : “ What is your hobby?”
Some students must say that they like listening to music , then lea the topic in .
(2): Ask students to listen to the music on the tape-recorder and ask them to do some discussion about it and tell their feeling according to their won understanding .
Step 2 : Listening .
Ask students to do the listening part and finish t
exercise on P72. then check the answer with them .
Step 3: Speaking
(1): Explain to the students about the background of the dialogue , then ask them to read the dialogue given on the book .
(2): Tell students some useful expressions related to how to make suggestions and give advice .
(3): Ask students to make their own dialogue with their own dialogues with their deskmates .
(4): Ask some students to present their dialogue in front of the class .
Step 4 : Summary & Homework Assignment .
Summarize what learnt in this period .
Assign the homework .
(1) Preview the reading .
(2) Review the useful expressions learnt today .
Record _______________________________________________________
________________________________________________________
________________________________________________________
Period 2
Teaching Content : Reading
Moral focus : Enrich students’ knowledge about different kinds of music around the world and help them get a better understanding on the idea “ Global Village”
Teaching Aims :
(1) : Improve students’ reading ability .
(2) : Help students’ learn more about the world-wide music .
(3) : Master some useful phrases and expressions .
Teaching Methods :
(1) : Do some discussion to improve students’ oral English .
(2) : Do the fast-reading to get the main idea of the text .
(3) : Do some scanning to better their understanding .
(4) : Do some explanation to help students master some important phrases .
(5) : do some True or False exercise to consolidate their understanding on the text .
Teaching Aids : A tape-recorder and a computer
Teaching Procedures :
Step 1: Greeting and revision :
Greet students as usual , and review the useful expr
learnt last period .
Step 2: Pre-reading
Ask students to do some discussion about the question given on P73.
Ask students to make a dialogue using the questions given and then present to the classmates .
Step 3: Skimming .
Ask students to skim the reading text as fast as they can
with the following question :
“ What kinds of music are mentioned in the text ?”
Step 4 : Listening & Scanning
Ask students to listen to the tape recorder ,
understand the text better .
Explain some important sentences to the students to
help them understand the text better . Help students
master some important phrases .
Step 5 : Post –reading
Ask students to do some discussion to finish Exercise1
Exercise 2 on P74.
Step 6: Summary & Homework
Summarize what learnt in this period and assign
the homework :
(1): Review the reading text.
(2): Finish Exercises on Qidong Homework Book.
(3): Preview the grammar .
Record _____________________________________________
______________________________________________
________________________________________________
Period 3
Content : Word Study and Grammar
Moral Focus : Enrich students’ grammar about passive povice so as to improve their English and make them more confident in English study .
Teaching Aims :
(1) : Enrich students’ vocabulary .
(2) : Review the passive voice we learnt .
(3) : Better their understanding on passive voice .
(4) : make students active in the class .
Teaching Aids : computer
Teaching Procedures :
Step 1 : Greeting & Revision
Greet students as usual , review what learnt yesterday by asking them a few questions related to the text .
Step 2 : Word Study
First give students the idea that just as many Chinese characters , many English words also have different meanings in different situations , so as to lead in this period’s vocabulary study .
Then ask students to finish exercises on P74 and check answers with them .
Step 3: Ask students to finish exercise 1 , exercise 2 on P146 so as to consolidate their vocabulary learnt in this unit .
Step 4: Grammar Learning
(1) Preview the passive Voice learnt before .
Explain to the students the main language points related to the passive voice as well as some special grammar points.
(2) Ask students to finish exercise 1, exercise 2 by themselves . By doing this , students can check their comprehension on passive voice . Also deepen their understanding on this language points.
(3) Ask students to finish exercise 1 on P147.
Step 5: Summary & Homework Assignment .
Summarize what learnt in this period , assign the homework :
Review the grammar point.
Finish exercise 3 on P147 and hand in .
Finish “ Qidong homework” if possible .
Preview Integrating skills .
Record _________________________________________________
__________________________________________________
Period 4
Content : Integrating Skills
Moral Focus : Help students learn more about the music, especially the Pop music and Rock music to broaden their eyesight.
Teaching Aims :
(1) : Improve students’ reading ability .
(2) : Improve students’ listening ability .
(3) : Enrich students’ knowledge about knowledge .
(4) : Make students’ active in class .
Teaching Aids : Computer, Tape-recorder
Teaching Procedures ;
Step 1 : Greeting & Revision
Greet students as usual and review the grammar point and vocabulary learnt in last period by doing some related exercise .
Step 2: Lead-in & Skimming
Ask students what is their favourite kind of music . There must be some students mention Rock Music or Pop music, then lead in this period’s topic .
Also ask students to think over the following question :
“ From which aspects do Pop music differ from the Rock music ?”
Step 3 : Reading
(1) : Ask students to listen to the tape and also underline some difficult language points according to their understanding .
(2) : Do some explanation related to the content of the text to help them understand the text better . also ask students raise some questions if they have .
Step 4 : Ask students to do some discussion and make a comparison between Pop music and Rock music .
Step 5 : Ask students to read the text on P148 and get the main idea of this text .
Then ask them to do some discussion and finish Exercise 1 , exercise 2 on P19 ( first part )
Step 6: Ask students to make a dialogue according to the questions and answers on P149.
Step 7 : Summary & Homework
Summarize what learnt in this period and assign the homework.
(1) : Finish the left exercise on the book.
(2) : Preview the content learnt in this period .
(3) : Finish Qidong homework if possible
Record__________________________________________________
___________________________________________________
Period 5
Content : Writing
Moral Focus : Improve students’ English writing ability so as to raise their interest in learning English .
Teaching Aims :
(1) : Improve students’ writing ability .
(2) : Better students’ ability to make comparison between two things .
(3) : Help students learn how to write a short essay in English .
Teaching Aids : Computer
Teaching Procedures :
Step 1 : Greeting & Revision
Greet students as usual and review the content learnt in last period .
Step 2: Check the answers to the left exercises on workbook .
Step 3: Ask students to read the reading text “American Country Music” again ,then try to do some discussion about the questions related to the difference among American music in different periods , and ask students try to make a comparison by listing the differences on the paper themselves .
Step 4: Give students some instruction about how to write short essay in English to compare different objects .
Step 5 : Ask students to write a short essay on the topic “ American music at different periods” according to the list they just made .
Step 6 : Ask students to do some discussion about the differences between “Traditional Chinese Music “ and “ Modern Chinese Music” from the following aspects : Instruments, Period , Writer , Content .
Step 7 : Summary & Homework Assignment
Summarize what learnt in this period and then assign the homework : Write a short essay on the topic of “ Chinese Traditional Music VS Chinese Modern Music”
Record _____________________________________________
________________________________________
篇8：高一第14单元备课教案 (新课标版高一英语教案教学设计)
Ⅲ.背景知识
1.History of Mother's Day
In the U.S.,Mother's Day is a holiday celebrated on the second Sunday in May.It is a day when children honor their mothers with cards,gifts,and flowers.First observance in Philadelphia,in 1907,it is based on suggestions by Julia Ward Howe in 1872 and by Anna Jarvis in 1907.
Although it wasn't celebrated in the U.S. until 1907,there were days honoring mothers even in the days of ancient Greece.In those days,however,it was Rhea,the Mother of the gods that was given honor.
Later,in the 1600's,in England there was an annual observance called“Mothering Sunday”.It was celebrated during June,on the fourth Sunday.On Mothering Sunday,the servants,who generally lived with their employers,were encouraged to return home and honor their mothers.It was traditional for them to bring a special cake along to celebrate the occasion.
In the U.S.,in 1907 Anna Jarvis from Philadelphia,began a campaign to establish a national Mother's Day.Jarvis persuaded her mother's church in Grafton,West Virgina to celebrate Mother's Day on the second anniversary of her mother's death,the 2nd Sunday of May.The next year Mother's Day was also celebrated in Philadelphia.
Jarvis and others began a letter-writing campaign to ministers,businessmen,and politicians in their quest to establish a national Mother's Day.They were successful.President Woodrow Wilson,in 1914,made the official announcement proclaiming Mother's Day a national observance that was to be held each year on the 2nd Sunday of May.
Many other countries of the world celebrate their own Mother's Day at different times throughout the year.Denmark,Finland,Italy,Turkey,Australia,and Belgium celebrate Mother's Day on the second Sunday in May,as in the U.S.
2.The Origin of Christmas
The name Christmas is short for“Christ's Mass”.A Mass is a kind of Church service.Christmas is a religious festival.It is the day we celebrate as the birthday of Jesus.
There are special Christmas services in Christian churches all over the world.But many of the festivities of Christmas do not have anything to do with religion.Exchanging gifts and sending Christmas cards are the modern ways of celebrating the Christmas in the world.
The birth of Jesus had a story:Mary,a virgin,was betrothed to Joseph.Before they came together,she was found with child of the Holy Spirit.Joseph,her husband,was minded to put her away secretly.While he thought about these things.Gabriel,an angel of the Lord appeared to him in a dream and told him not to be afraid to take Mary as wife.And Mary will bring forth a Son,and he shall call his name.Jesus,for he will save his people from their sins.
Before Jesus births,there went a decree from Caesar Augustus,that all the world should be taxed.And this taxing was first made when Cyrenius was govenor of Syria.So all went to be registered,everyone to his own city.Joseph also went up out of Galilee,out of the city of Nazareth,into Judea,to the city of David,which is called Bethlehem,because he was of the house and of the lineage of David,to be registered with Mary,his betrothed wife,who was with child.So it was that while they were there,the days were completed for her to be delivered.And she brought forth her firstborn Son,and wrapped him in swaddling cloths,and laid him in a manger,because there was no room for them in the inn.And that,Christmas is the feast of the nativity of Jesus,is on 25th,December every year.But nobody knew the actual birthday of Jesus.And the Christmas has become popular when Christmas cards appeared in 1846 and the concept of a jolly Santa Claus was first made popular in nineteenth century.
The First Period
I．Teaching Aims:
1.Learn the following words and phrases:dress up,fighting,crime,argument,destruction
2.Train the students' speaking and listening abilities.
3.Learn to talk about festivals,customs and habits.
II．Teaching Important Point:
Improve the students' speaking and listening skills by talking about and listening to something about festivals.
III．Teaching Difficult Point:
How to further develop the students' speaking and listening skills.
IV．Teaching Methods:
1.Pair work and group work to train the students' speaking ability.
2.Listening-and-chooing activity to train the students' listening ability.
V．Teaching Aids:
1.pictures
2.a projector
3.a tape recorder
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Free Talk and Lead-in
T:The Spring Festival has just gone by.Did you have a good time?
Ss:Yes.
T:We all know that the Spring Festival is the most important and greatest festival to our Chinese people.And we also know that there are some other important festivals in our country.Can you tell me the names of them?
Ss:Yes.There are Lantern Festival, the Dragon Boat Festival, Tomb Sweeping Day,Mid-Autumn Day,New Year's Day,May 1st,National Day…
(Teacher writes them on the blackboard.If possible,teacher can show some pictures to talk about some of them briefly with the students)
T:Well.Thank you.Then how much do you know about foreign festivals?
Ss:Not very much.Just know about Chritmas Day,Thanksgiving Day,Mother's Day,April Fools' Day,Valentine's Day…(Teacher writes them on the Bb.)
T:Oh.You've known many of the foreign festivals.Today we are going to learn Unit 14 Festivals.In this unit,we'll learn about some foreign festivals,such as Mardi Gras,Ramada,Easter,Kwanzaa.First let's learn the new words in listening and speaking.
(Teacher writes the names of the festivals on the Bb.And then deal with the new words with the whole class.)
Step Ⅲ. Warming up
T:Now please open your books at Page 5.Look at the pictures below Warming up.They are all pictures of some festivals.Look at them carefully and discuss these three questions on the screen with your partner.
(Show the screen.)
1.Do you know the names of the festivals?
2.Do you know which countries the festivals come from?
3.What are the people in the pictures doing? Why are they doing this?
(After the students discuss for a while,teacher asks some of them to describe the pictures.One student,one picture)
T:OK.Stop!Who'd like to talk about the first picture?
S1:I think it must be Halloween from America,which is celebrated on October 31.In this picture,we can see the people are dancing at the fancy ball.They are wearing ghost costumes,false faces and witches' hats.Maybe they want to frighten away spirits looking for living bodies to possess.
T:Very good!The second picture?
S2:This picture shows the Day of the Dead in Mexico.In many places in Mexico,the celebration begins as early as October 18 and continues until November 9.In this picture,they are honoring their past lovers before a memorial to memorialize and welcome their departed loved ones and to offer them a brief time of earthly pleasure.One of them holds a toy skull.
T:Well done!Thank you.The last picture?
S3:I think this picture shows Yu Lan Festival from Japan.In most parts of Japan,it is celebrated from August 13 to August 16.In some parts of Japan,it is celebrated between July 13 and July 16.In the picture,we see the lanterns lighting to welcome their past ancestors back home.
T:You all did very well.Next,please think of a Chinese festival and a foreign festival,and then work in pairs to compare them.After that,you can exchange your information with another pair.The following questions on the screen can help you,and you can ask me if you don't know of any festivals from other countries.Begin to work now.(Teacher shows the screen first,and then walks around the class to help them and check their work)
Festival___________ ___________
1.When is the festival celebrated?
2.Who celebrates the festival?
3.How do people celebrate it?
4.Why do people celebrate the festival?
5.What are some important themes,for example,“family”,“peace”?
6.How old is the festival?
One possible sample
Step Ⅳ. Listening
T:Next,let's do a listening-and-choosing exercise about the following three festivals:Mardi Gras,Ramadan and Easter.Turn to Page 6.Look at the listening part.I give you some seconds to look at the pictures and read the exercises for each festival.Then I'll play the tape for you to finish each exercise.At the end,I'll check the answers with the whole class.Are you clear?
Ss:Yes.
T:OK.Now please listen to the tape carefully and finish each exercise.
(Teacher checks the answers after the Ss listen to the tape.Then teacher goes on to deal with the other exercise in Listening.)
T:Well done!Now it's time for you to try it.Work with your partner to describe one of your favourite festivals.I give you three minutes to prepare for it.You can begin now.
(Teacher can walk around to check their work while the Ss are preparing.Three minutes later,teacher says the following.)
T:Well.Time is up.Who'd like to talk about your festival?
S1:My favourite festival is the Spring Festival,which is also known as the Lunar New Year,the greatest festival.It is celebrated in late January or early February.It means rest and relaxation between winter and spring as well as celebration.Before the Spring Festival,people clean their houses,put red couplets on their gates and set off firecrackers,according to fairy tale,for driving a demon,named Nian,away.On the eve of the Spring Festival,a get-together banquet is a must,and the most popular food is Jiaozi,which is supposed to bring good fortune.On the first day of the new year,everybody wears new clothes and greets relatives and friends with bows and congratulations,wishing each other the best during the new year.
S2:My favourite festival is Lantern Festival,which is one of the most important festivals.This traditional festival is celebrated on the fifteenth day of the first lunar month.On that day,various types of lanterns are exhibited,fireworks set off,and acrobatics and dances displayed.Traditionally.Yuanxiao is eaten on the night of the Lantern Festival,because it symbolizes family unity and happiness.Yuanxiao is a dough stuffed with sweet stuffings such as sugar and bean paste.Therefore,the Lantern Festival is also called the Yuanxiao Festival.
S3:…
S4:…
Step Ⅴ. Speaking
T:As we all know,there are many festivals in the world,and most of them have a long history.Would you like a new holiday?
Ss:Yes.
T:OK.Here is a task to decide what a new holiday should be about.I'll show you some information and an example on the screen for you to refer to.
(Teacher shows the screen,goes through it with the whole class and makes brief explanations where necessary.)
Peace Day:No fighting or crimes are allowed.People learn and talk about peace.
Happiness Day:People must only do things that will make others happy.People learn about happiness.
Friendship Day:No arguments or fights are allowed.People learn about friendship.
Nature Day:No pollution or destruction of nature is allowed.People learn and talk about nature.
Example(Student A):I think that the new holiday should be a Peace Day.On this day,no fighting or crimes are allowed.People will use the holiday to learn and talk about peace.The holiday will be celebrated on__________and people will celebrate by__________.I think this is the best idea,because__________.
T:Well.Now please work in groups of four.Prepare a role card and tell the other group members why your holiday is the best one.Remember each student in one group decides a different holiday from the others.Are you clear?
Ss:Yes.
(After the Ss prepare for a while,teacher asks some Ss to talk about their new holiday separately.)
T:I think you must have got ready for it.Who'd like to talk about Peace Day?
SA:I think that the new holiday should be a Peace Day.On this day,no fighting or crimes are allowed.People will use the holiday to learn and talk about peace.The holiday will be celebrated on the same day as National Day and people will celebrate by setting all the pigeons free at the same time all over the world.I think this is the best idea,because an atmosphere of peace will fill all parts of the world at the same time and all the people will feel closer and live together peacefully.
T:Exellent!Next one:Happiness Day?
SB:I think that the new holiday should be a Happiness Day.On this day,no quarrelling and fighting are allowed.People must only do things that will make others happy.The holiday will be used to learn about happiness.It will be celebrated on November 17th and people will celebrate by telling happy stories and talking about the happy past.I think this is the best idea,because this will make people become younger and healthier.
SC:I think that the new holiday should be a Friendship Day.On this day,no arguments or fights are allowed.People will use the holiday to learn about friendship.The holiday will be celebrated on the last day of July and people will celebrate by sending presents and best wishes to each other.I think this is the best idea,because this will help people see the value of friendship much more than before.
SD:I think that the new holiday should be a Nature Day.On this day,no pollution and destruction of nature is allowed.People will use the holiday to learn and talk about nature.The holiday will be celebrated on March the fifth and people will celebrate it by planting trees and flowers.I think this is the best idea,because it can make our country and the world more and more beautiful.
T:All of you did very well.I think your hopes will be realized some day.
Step Ⅵ. Summary and Homework
T:In this class,we've mainly learned something about festivals by speaking and listening,so we've got more information about festivals,and our listening and speaking abilities have been improved.At the same time,we've learnt some words and phrases,such as fighting,crime,argument,destruction,dress up…
(Teacher writes them on the Bb.)You should remember them and learn to use them.After class,try to collect more information about festivals and prepare for next part-reading part.That's all for today.Goodbye,everyone!
Ss:Goodbye,teacher!
Step Ⅶ. The Design of the Writing on the Blackboard
Unit 14 Festivals
The First Period
Ⅰ.Chinese Festivals
Lantern Festival
the Dragon Boat Festival
Tomb Sweeping Day
Mid-Autumn Day
New Year's Day
Double-ninth
National Day
May 1st
Ⅱ.Foreign Festivals
Christmas Day
Thanksgiving Day
Mother's Day
April Fools' Day
Valentine's Day
Mardi Gras
Ramadan
Easter
Ⅲ.Words and Phrases:
dress up,fighting,crime,argument,destruction
The Second Period
I．Teaching Aims:
1.Learn and master the following words:honour,ancestor,nation,self-determination,
purpose,generation,faith,joy,light
2.Train the Ss' reading ability.
3.Let the students learn about the relation between festivals and history and culture.
II．Teaching Important Points:
1.Improve the students' reading ability.
2.Help the students learn about foreign history and culture by reading about festivals.
III．Teaching Difficult Point:
How to help the students understand the passage exactly.
IV．Teaching Methods:
1.Discussions before reading and after reading to make the students interested in what they will read and further understand what they have read.
2.Fast reading and careful reading to understand the passage correctly.
3.Pair or group work to make the students take an active part in the activities in class.
V．Teaching Aids:
1.a TV set and a VCD
2.a projector
3.a recorder
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Discussion and Lead-in
T:Yesterday we learned about festivals by listening and speaking.Are you interested in festivals?
Ss:Yes.Very much.
T:Me too.So,let's watch a program about a festival now.(Teacher turns on the TV set and plays the VCD.After the students watch the TV program for a while,teacher asks them some questions.)
T:Can you tell me which festival the program is about?
Ss:Yes.It's about the Spring Festival.
T:How do you know?
Ss:From what they are wearing and what they are doing.And also from the happy atmosphere.
T:Yes.We are Chinese,so we are very familiar with it.Now look at the questions on the screen and discuss them with your partner.(Teacher shows the screen.)
1.How does your family celebrate the Spring Festival?
2.Why do we celebrate the Spring Festival?
3.Do festivals help us understand our history and culture?
4.Do you think that people are spending too much on gifts and other things during major festivals like Christmas and the Spring Festival?
(After the Ss discuss for a few minutes,teacher begins to ask them to talk about the questions one by one.)
T:OK.Stop!Who'd like to talk about the first question?
S1:Before the Spring Festival,we clean our houses and put red couplets on our gates.On the eve of the Spring Festival,we set off firecrackers and a get-together banquet is a must.The most popular food is Jiaozi.On the first day of the new year,everybody wears new clothes and greets relatives and friends with bows and congratulations wishing each other the best during the new year.
T:How about the second question?
S2:To celebrate the rebirth of Nature;to mark the beginning of the planting season and other outdoor activities;to have a good rest and relaxation between winter and spring after a year's hard work.
T:The third one?
S3:Yes.I think so,because most of the festivals were created a long time ago.
T:Then the last question?
S4:No,I don't think so.People spend much money,but this shows a kind of culture and the closeness between people.
S5:I think it's too much.It causes a waste of money.
S6:…
T:Oh.Your opinions are different.But time is limited in class.After class,you can continue your discussion.OK?
Ss:OK.
T:Well.Today we'll read a passage-The birth of a festival.First,let's learn the new words in the passage.(Teacher deals with the new words with the whole class.)
Step Ⅲ. Reading
T:Now please turn to Page 7 Read the passage silently and quickly to get the general idea.After a while,I'll ask you a few questions about it.(When the Ss are reading the passage,teacher writes the questions on the Bb:
1.Why did Dr. Karenga create Kwanzaa?
2.When is the festival?How do people celebrate it?
3.What are the seven principles of Kwanzaa?
Several minutes later,teacher checks the answers.)
T:Well.Have you finished reading it?
Ss:Yes.
T:OK.Who'd like to answer the first question on the blackboard?
S7:Karenga created Kwanzaa so that Africa-Americans would be able to celebrate their history and culture.
T:The second one?
S8:It begins one day after Christmas and ends on New Year's Day.By lighting a candle each day and discussing one of the seven principles of Kwanzaa.
T:What are the seven principles?
S9:They are unity,self-determination,living together,working together,purpose,creativity and faith.
(Teacher writes the seven principles on the Bb.)
T:Well.Now re-read the passage carefully to further understand it.Then work in groups of four to discuss the following questions on the screen.(Teacher shows the screen.)
1.Many festivals are celebrated at the same time,often at certain times of the year.Why do we celebrate these festivals at these times?
2.Compare Kwanzaa with the Chinese Spring Festival and Christmas.How are they similar or different?
3.Look at the seven principles of Kwanzaa.Which one do you think is the most important?Why?Are there any other festivals which have one or more of the same principles?
(After the Ss discuss for a few minutes,teacher asks some of them to talk about each question.)
T:Who'd like to talk about the first question?Li Hui,can you have a try?
S10:I think it's because their purposes are similar,the themes of them may be the same and the things they celebrate may have something to do with the times.
T:The second question.Liu Chang,please.
S11:They are all the ways to celebrate their history and culture and the ways to get together to greet new year and think about the past.But Kwanzaa is not the same as the Spring Festival and Christmas with commercial activities,and they are celebrated at different times and in different ways.
T:You are careful.Then the last question.Volunteers?
S12:I think“unity”is very important,because“Unity is power.”
S13:I think“creativity”is very important,because no creativity,no happy days and no glorious future.
S14:I think “faith”is very important,because faith is the basis for communication with each other.
S15:…
…
T:Your opinions are all reasonable.Next please tell me if there are any other festivals which have one or more of the same principles.
S16:I think National Day has “unity”and“creativity”.
S17:…
…
T:You all did very well.So much for this part.Now please read aloud the passage and try to understand it better.At the same time,pay attention to the useful phrases in it.(After a while,teacher shows the following on the screen and asks the students to finish it together.)
Fill in the blanks with the right phrases.
in common believe in as well as as…as one can so that so…that
1.The boy over there is bleeding__________badly__________he can not stop it.
2.I__________ __________his good character.
3.I have nothing__________ __________with Jane.
4.He grows flowers__________ __________ __________vegetables.
5.Many more trees should be planted __________ __________the soil can be held in place on the hillside.
6.Try to speak English__________often__________ __________ __________.
Suggested answers:
1.so…that 2.believe in 3.in common 4.as well as 5.so that 6.as…as you can
Step Ⅳ. Listening and Consolidation
T:OK.Now you've been familiar with the passage,so close your books.Listen to the tape and finish the “true”or“false”exercise on the screen.
(Teacher shows the screen and then turns on the recorder.After listening,teacher checks the answers with the whole class.)
The sentences below summarize the reading.Read them and decide if they are true or false.Write the letter“T”if the sentence is true.If it is false,write“F”and correct the error.
1.( )Kwanzaa is a very old festival.
2.( )The word Kwanzaa means first fruit in Swahili.
3.( )Kwanzaa is based on old African festivals.
4.( )Dr Karenga created Kwanzaa to celebrate American culture.
5.( )Kwanzaa is celebrated on the same day as Christmas.
6.( )People who celebrated Kwanzaa light a candle for each of the seven principles.
Suggested answers:
1.F Kwanzaa is a very young festival.
2.T 3.T
4.F Dr Karenga created Kwanzaa to celebrate Africa-American culture and history.
5.F Kwanzaa is celebrated from December 26 to January 1.
6.T
Step Ⅴ. Summary and Homework
T:In this class,we've learned more about festivals,customs and habits by reading“The birth of a festival”.We know festivals are closely related to a country's history and culture.We should also know that they all play important parts in learning a country's language.After class,please further understand its meaning in history and culture.Besides,please preview next part-Language study.That's all for today.Good-bye,everyone!
Ss:Good-bye,teacher!
Step Ⅵ. The Design of the Writing on the Blackboard
The Third Period
I．Teaching Aims:
1.Review the new words appearing in the last two periods.
2.Learn to use the modal verbs-must,have to,have got to.
II．Teaching Important Points:
1.Learn to guess the missing word according to the given sentence.
2.Master the modal verbs correctly.
III．Teaching Difficult Point:
How to use“must”,“have to”and“have got to”properly and how to use their negative forms correctly.
IV．Teaching Methods:
1.Practise and consolidate the words learned in the last two periods.
2.Giving examples to explain the difference between “must”and“have to”and the difference between“mustn't”and“don't have to”.
3.Making sentences to consolidate the usages of the modal verbs.
V．Teaching Aids:
1.a projector 2.some slides
3.some pictures
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Revision
T:In the last class,we read the passage-The birth of a festival.By reading it,we've learnt something about Kwanzaa,such as the birth of it,the purpose of it,the way of celebrating it,and the seven principles of it.Now I want to ask you some questions about it.The first one:Who created this festival?
Ss:Dr Maulana Karenga.
T:The second one:Is it a young or an old festival?When was it born?
Ss:It is a young festival born in 1966.
T:When do people celebrate it?
Ss:From December 26(one day after Christmas)to January 1(New Year's Day).
T:How do people celebrate it?
Ss:By lighting a candle each day and discussing one of the seven principles of Kwanzaa.
T:Why did Dr Karenga create Kwanzaa?
Ss:To celebrate Africa-American culture and history.
T:Quite right.In fact we are all creating new festivals every year-festivals and holidays are always changing and as we celebrate them,we make new history and develop our culture.All the holidays and festivals help us understand who we are,remember where we come from and share our hopes for a happy future.Do you think so?
Ss:Yes.
T:So much for my questions about the passage.Besides,we learned some words in it.Do you still remember the meanings of them?Let's do an exercise on the screen.(Teacher shows the screen.)
Find the right explanation for each word.
1.nation 2.faith 3.determination 4.purpose 5.generation 6.ancestor 7.peace 8.trick
A.a strong wish to succeed in doing something
B.large community of people;country
C.belief in something or someone
D.an action meant to deceive(欺骗)someone
E.a reason for doing something
F.the people born at a certain time
G.a person in your family who lived a long time ago
H.quietness and calm
T:Now please look at the screen.Find the right explanation for each of the words.I read the word,and you find and read aloud the right explanation to it.OK?
Ss:OK.
T:Nation.
Ss:Large community of people;country.
T:…
Ss:…
…
Suggested answers:
1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D
T:Well done.Next,we'll deal with Language study.First,Word study.Then,Grammar.Now open your books at Page….Look at the part-Word study.…Are you ready?
Ss.Yes.
T:Here is an exercise for you to do.Choose the best word to fill in each blank.Change the form of the word where necessary.Three minutes later,I'll check your answers.
Suggested answers:
1.theme,faith,purpose
2.nations,generation,determination
3.joy,ancestors,birth
4.trick,peace,treated
Step Ⅳ. Grammar
T:We all know that Dr Karenga wrote seven principles of Kwanzaa in the reading material“The birth of a festival”.Can you tell me what they are?
Ss:They are unity,self-determination,living together,purpose,working together…
T:What does“purpose”mean?
Ss:We must remember our past and build our future….
T:How about self-determination?
Ss:We have to build our own lives,create for ourselves,and speak for ourselves.
T:Quite right.(Teacher writes these sentences on the Bb.)Now,please look at the blackboard.In these two sentences,“must”and“have to”are both used to talk about obligation.But their meanings are not quite the same.“Must”is most often used to talk about an obligation that depends on the person speaking of listening.“Have to”is generally used to talk about obligations that come from “outside”.Let's look at another two sentences and compare them.(Teacher writes the fallowing sentences on the blackboard:
1.We must be back by ten.
2.We have to be back by ten.)
T:Xiao Yu,can you tell the difference in meaning between them?
S1:Yes.The first sentence means that we think it is necessary for us to be back by ten.The second one means someone else thinks it necessary for us to be back by ten,or means that there seems to be no other choice.
T:(To the whole class.)Do you agree with him?
Ss:Yes.
T:Then when can we use“have got to”?
Ss:In informal English,“have got to”can be used instead of“have to”.
T:Can you give an example?Zhao Ning,you try,please.
S2:It's getting late,so I'm afraid I've got to go.(Teacher writes it on the Bb.)
T:Very good.Thank you.Now,please look at the pictures on the screen and describe what an army man must do or have to do.(Teacher shows the pictures and ask the students to describe each of them one by one.)
Suggested answers:
1.You have to keep your hair short.
2.You must stand to attention.
3.You have to keep your boots clean.
4.You have to get up early.
5.You must keep fit./You must do exercises.
6.You must salute your superiors.
7.You have to learn to use a rifle./You must learn to shoot.
8.You must keep your equipment clean./You have to clean your equipment.
T:Well done.You've known the differences between them in meaning.Besides,we should know that“have to”has more tenses than“must”.“Must”can only be used to express present and future obligation;past obligation is usually expressed by using“had to”.For example,when I was your age,I had to get up at 5 every morning.But in reported speech,“must”can be used.Look at this sentence:I told him he must make a decision.Have you understood my explanations?(Teacher writes the examples on the Bb while explaining.)
Ss:Yes.
T:Very good.Now let's go on with the negative forms of them.Li Hua,can you tell us the negative forms of“must”and“have to”?
S3:…
(Teacher writes the negative forms on the Bb:must not=mustn't;do not have to=don't have to)
T:Do they have the same meaning?
Ss:No.They have quite different meanings.
T:Well.Let's compare another two sentences.
(Bb:You mustn't tell George.You don't have to tell George.)
T:Li Hui,would you like to have a try?
S4:Yes.The first sentence means“don't tell George”.The second sentence means“you can if you like but it isn't necessary”.
T:Quite right.Instead of“don't have to”,needn't is often used in British English,so we also say“You needn't tell George.”It has the same meaning as “You don't have to tell George.”Can you understand?
Ss:Yes.We're quite clear about that.
T:OK.Next,let's do some exercises.
Step Ⅴ. Practice
T:Now,turn to Page 9.Look at the first exercise in Grammar part.Here are some greeting manners in the table.First you have to decide which are necessary and which are not.Then make sentences using“must”,“have to”or their negative forms after studying the given examples below.A few minutes later,I'll ask some of you to read your sentences to the class.Are you clear?
Ss:Yes.
Suggested answers:
1.When you're talking with someone,you must look into his or her eyes.
2.If you meet a friend from China,you don't have to kiss him on the cheek or hug him.
3.When a soldier meets his officer,he must salute him.
4.When you are invited to a formal party,you must wear clean clothes.
5.If you want to show your respect to others,you must take off your hat when you greet them.
(After that,teacher goes on to deal with the second exercise.)
T:Next,let's do the second exercise.Suppose you are spending the Spring Festival at your grandparents' house.Complete the following sentences with“have got to”.First do it by yourself,then exchange your work for comment and correction with your partner.
Suggested answers:
1.Your school starts tomorrow,so you have got to say“Good-bye”to your grandparents.
2.You broke your grandma's favourite vase,so you have got to make an apology to her.
3.Your parents went back to work three days ago,so you have got to stay alone at your grandparents' house.
4.Your grandparents have given you quite a lot of money,so you have got to consider how to spend it.
5.You have done your homework all wrong,so you have got to do it again.
6.You do not know when you should go to school tomorrow,so you have got to make a call to ask your classmate.
7.Your grandma was seriously ill,so you have got to send her to hospital.
8.You have not bought the ticket to return to your home,so you have got to wait to buy it the next day.
Step Ⅵ. Summary and Homework
T:In this class,we've reviewed the new words we learned.And we've also learnt to use the modal verbs“must”,“have to”and“have got to”.After class,review the contents in this class,paying special attention to the differences between“must”and“have to”and the differences between“mustn't”and“don't have to”.You'd better do more exercises to learn to use them properly.That's all for today.See you!
Ss:See you.
Step Ⅶ. The Design of the Writing on the Blackboard
Ⅰ.must,have to,have got to
a.We must remember our past and build our future.
We have to build our own lives,create for ourselves,and speak for ourselves.
b.We must be back by ten.
We have to be back by ten.
c.It's getting late,so I'm afraid I have got to go.
Ⅱ.Forms in Tense
a.When I was your age,I had to get up at 5 every morning.
I told him he must make a decision.
Ⅲ.Negative Form
must-must not(=mustn't)
have to-do not have to(=don't have to=needn't)
e.g.You mustn't tell George.(=Don't tell George.)
You don't have to tell George.(=You needn't tell George.)
The Fourth Period
I．Teaching Aims:
1.Learn the following words and phrases:reminder,care about,respect,cycle,fool,play tricks on,take in,invitation
2.Review the language points and modal verbs in this unit.
3.Train the students' intergating skills,especially writing skill.
II．Teaching Important Points:
1.Useful expressions:care about,play tricks on,take in
2.Practise expressing and supporting an opinion.
3.Write an invitation.
III．Teaching Difficult Points:
1.How to create a festival and describe it.
2.How to write an invitation.
IV．Teaching Methods:
1.Review method to consolidate the language points of this unit.
2.Individual,pair or group work to finish the reading and writing tasks.
V．Teaching Aids:
1.a projector 2.some slides
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Revision
T:Yesterday,we learned to use “must”,“have to” and “have got to”.We know all of them can be used to talk about obligation.Do you remember when we should use “must”,when we should use “have to”and when we should use“have got to”?
Ss:Yes.
T:Very good.Zhao Liang,can you tell“must” from “have to”?
S1:You use“must”when you think it is necessary for someone to do something;you use “have to” when someone else thinks it is necessary or there seems to be no other choice.
T:Quite right.Li Hao,can you tell “have to” from “have got to”?
S2:In informal English,“have got to”is used instead of “have to”.
T:You are right.Do the negative forms of them have the same meaning?
Ss:No,quite different,“Mustn't” means “don't do something”;“dont't have to”means “you can do it if you like,but it is not necessary”.
T:Can you tell any other differences between them?
Ss:Yes.“Have to”has more tenses than“must”.“Must”can only be used to express present and future obligation;past obligation is usually expressed by using “had to”.
T:Very good.So much for revision.Today we are going to read about some other festivals.Besides,you can create a festival and then write an invitation to invite your guests to your festival.First,let's learn the new words.(Teacher deals with the new words with the whole class.)
Step Ⅲ. Reading
T:Now,please turn to Page 9.Read the passage carefully.Try to remember some information about each festival.(The Ss begin to read.After a few minutes,the teacher begins to ask them questions about the passage.)
T:OK.Now I want to ask you some questions about the festivals in the passage.Listen carefully!What is the purpose of Earth Day?Any volunteer?
S1:To celebrate life and our planet;to remind us to care about the world we live in and to respect life and nature.
T:Right.The next question:When is Martin Luther King.Jr Day?
S2:On the third Monday of January.
T:Quite right.Next one:What does the Day of the Dead celebrate in Mexico?
S3:The festival celebrates both the living and the dead.It is not a sad day,but rather a time to celebrate the cycle of life.
T:You are right.The last question:What kind of things may happen on April Fool's Day?
S4:Strange things may happen.People play tricks on each other and try to fool each other.Whatever the trick is,if a person is taken in,he or she is called “April Fool!”
T:Correct.You all did very well!You've understood the passage better.Now let's learn some useful expressions in it.Look at the screen.(Teacher shows the screen and explains the use of them to the Ss.)
1.care about
e.g.He doesn't seem to care about his failure in the exam.
He didn't care about his kingdom or his people.
2.play tricks on/play a trick on
e.g.He plays tricks on others in that way.
Jack planned to play a trick on this giant.
3.take in
e.g.She took me in completely with her story.
You won't take me in that easily
(Bb:care about,play tricks on,take in)
T:(After the useful phrases)OK.Now I give you some more time to re-read the passage and discuss the questions after the passage with your partner.After a while,I'll check your work.
(The Ss begin to carry out the task.Several minutes later,the teacher says the following.)
T:Well.Now I want to know your opinions about these questions.Who'd like to talk about the first one?Volunteers?
S1:We can plant trees.
S2:We can tell stories about the creation of the earth.
S3:We can draw pictures to show our beautiful world or draw pictures to warn people not to do harm to the earth.
S4:…
T:Your ways are all very good.The world we live in must become more and more beautiful so that we can live more comfortably.Are there any similar festivals in China?
S5:Yes.Like Tree-planting Day.
T:Quite right.Next question:Have you heard of an April Fool's Day?What happened?
S6:Yes.People played tricks on each other and a lot of people were taken in.
T:The third question:Why do so many festivals honour our ancestors?
S7:I think it's because our ancestors created and developed our history and culture.This way,we'll remember the history and culture created by them;we'll go on creating new history and developing our culture;we'll understand what we are,remember where we come from and share our hopes for a happy future.
T:Excellent!We all know that some festivals are to celebrate the memory of a great man or woman.How would you celebrate?
S8:We tell stories about them or their deeds.We get together to discuss what we should learn from and what we should do in the future.Besides,we do something useful for the society to honour them.
T:Who are some great men and great women you think we should celebrate?
Ss:Chairman Mao,Zhou Enlai,Deng Xiaoping,Song Qingling,Liu Hulan…
T:The last question:What do you think“A day on,not a day off”mean?
Ss:It means that the holiday is not just a day off from work or school,but a day on and a time to get involved in community service initiatives.
T:Quite right!So much for these questions.
Step Ⅳ. Writing
T:Up to now,we've read a lot about festivals.We've read about the principles of Kwanzaa and how the festival was created.Can you tell me what we should write about to creat a festival?
Ss:First we should give the name of the festival,and then give its date,its meaning,its principles as well as the way of our celebrating it and the symbol of it.
(Teacher writes the contents above on the Bb.)
T:You are right.Now it's your turn to create a festival.First please finish the contents mentioned on the blackboard.Then write a short description of your festival.At the end,tell your classmates about your festival.You can begin now.One possible sample.
Girls' Day
Apart from Women's Day and your birthday celebrated every year,have you ever dreamed of possessing a special day belonging to girls?Yes,I have.I hope there'll be a Girls' Day,and it will be celebrated on July 18.On that day,all the girls will gather at a party to celebrate their being more independent and confident than before.At the party,every girl will tell others one story about herself which she was most proud of.In the end,they will choose one to be the model at the party,from whom they should learn.
The principles of Girls' Day are:
1.Self-esteem.Only when we respect ourselves,can we get respect from others.
2.Self-independence.We have to build our own lives,work for ourselves,study for ourselves.
3.Self-confidence.We have to establish our own faith of overcoming difficulties before us,never easily give up without trying.
I hope people will remember this day,and people will have a renewed opinion about girls and treat them as equally as boys.I hope all the girls will like this day and become more and more independent and confident.
(After a short time,teacher says the following.)
T:OK.Now you've created your festival.Maybe you want to invite some guests to celebrate it with you.How will you invite them?
Ss:Send an invitation letter.
T:A good idea.Then how do you write an invitation letter?What should you tell them about the festival and what should be included in it?Now please read the tips at Page 10,which will tell you how to write an invitation.After that,please write your invitation by yourself.At the end,exchange your papers to comment and correct it.
One possible sample:
Invitation to Girls' Day
Miss…，
We are here honoured to invite you to take part in the party specially held for Girls' Day,which will be celebrated for girls' becoming more independent and confident.At the party,each girl will be asked to tell a story about herself which she is most proud of,and a model will be chosen at the end of the party.I think this will help to further improve the girls' qualities.The party will be held from 2：30 p.m. to 4:30 p.m. on July 18 at the auditorium of Xinhua School.Hope to see you at that time.
Sincerely
×××
July 3,
Step Ⅴ. Checkpoint
T:At the beginning of the class,we've revised the use of the modal verbs“must”“have to”and“have got to”.Now I want you to make some sentences with them or their negative forms.OK?
Ss:OK.
T:Any volunteer?
S1:You don't have to take this medicine,but your head may hurt less if you do so.
S2:You must not smoke in this part of the hospital.
S3:She will have to remain in hospital until she was better.
S4:I have to ask for a day off because my mother is ill.
S5:I have got to leave now,or I'll be late.
T:Excerllent!Besides,we've also learned some useful expressions in this unit.Can you tell me what they are?
Ss:They are dress up,care about,play tricks on,take in…
T:I'd like you to make some sentences with them.Volunteers?
S6:Don't bother to dress up-come as you are.
S7:I don't care much about music.
S8:They played a trick on me.
S9:Don't be taken in by his charming manner;he's completely ruthless.
S10:…
…
T:Perfect!I think the others must have good sentences,too.Please write in your exercise-books and check them each other after class.
Step Ⅵ. Summary and Homework
T:Now let's see what we've learnt in this class and then what we've learnt in this unit.In this class,we mainly did some reading and writing about festivals.After class,you should practise more.In this unit,we've learnt a lot about festivals.We should know that festivals play an important part in learning about a country's history and culture.So it is also very important in learning a nation's language.After class,try to learn more about festivals,customs and habits of foreign countries as well as those of our own country.So much for today.See you next day.
Ss:See you next day.
Step Ⅶ. The Design of the Writing on the Blackboard
Ⅰ.How to create a festival
Name of the festival:
Date:
Meaning:
Principles:
How is the festival celebrated:
What is the symbol of the festival
Ⅱ.How to write an invitation
What:
When:
Where:
Who:
Why:
Ⅲ.Useful Expressions:
dress up,care about,play tricks on,take in
The Fifth-Sixth Period
Modal Verbs(Ⅰ)
I．Teaching Aims:
1.Review the usages of modal verbs which express“obligation”.
2.Sum up some other main usages of these modal verbs.
II．Teaching Important Points:
1.How to correctly use modal verbs which express“obligation”.
2.How do tell the differences between“must”and“have to”and between“mustn't”and “don't have to”.
3.How to understand the meaning of the structure“should/ought to+have+p.p.”.
4.How to correctly use the negative forms of“had better”,“ought to” and “have to”.
III．Teaching difficult Points:
How to correctly choose modal verbs in different situations.
IV．Teaching Methods:
1.Review method and inductive method to enable the students to make clear what they've learned.
2.Practice to make the students master what they've learned correctly.
V．Teaching Aids:
a projector and some slides;a multimedia
VI．Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:In these two units,we learned to use some modal verbs to express“obligation and duty”and to give advice about something.Please tell me what they are?
Ss:They are must,have(got)to,had better,should and ought to.
(Teacher writes them on the Bb.)
T:Yes.Now let's do an exercise.(Teacher shows the screen.)
1.When travelling,you__________take care of your health.
2.In some parts of the world,you__________boil the water before drinking it.
3.If you have a stomach pain,you__________drink hot weak tea.
4.You__________take this medicine,but your head may hurt less if you do so.
5.You__________swim immediatly after a heavy meal.
6.You__________not wake me up when you come in.
Now look at the sentences on the screen and fill in each blank with the modal verbs on the blackboard.Let's finish them together orally.
Suggested answers:
1.should/must 2.must/have to 3.should/ought to 4.don't have to 5.should not/ought not to/must not 6.had better
Step Ⅲ. Revision of the Usages of the Modal Verbs
T:Well done.As we all know,“must,should and ought to”all express obligation and duty.When“must”expresses obligation and duty,it is much more forceful than“should”and“ought to”.It expresses very emphatic advice.For example:The work must be finished before dark.“Must”is only used in affirmative sentence and an interrogative sentence to express obligation and duty.Then what should we use in a negative sentence?
Ss:Don't have to,needn't or don't need to.
T:Why don't we use“mustn't”?
Ss:“Mustn't”expresses“be forbidden”.
(Bb:must,don't have to,needn't,mustn't)
T:Now please look at the exercise on the screen and choose the best answer.(Teacher shows the screen.)
-Must I do it now?
-No,you__________.
A.needn't B.don't have to
C.mustn't D.A or B
Ss:D.
T:Yes.It is D.We can't use “mustn't”to express obligation and duty.Are you clear about that?
Ss:Yes.
T:Do you know the difference between“must”and“have to”?
S1:Yes.“Must”expresses an obligation imposed by the speaker,while“have to”expresses an external obligation.
S2:Besides,“have to”can be used in all tenses,while“must” can only be used to express the present tense and the future tense.
T:Then how about the difference between“have to”and “have got to”?
S3In informal English,“have got to”is used instead of“have to”.
T:Quite right.Now please look at the sentences on the screen.(Teacher uses multimedia to show the sentences on the screen and study them with the students.)
1.That boy has to practise the piano every day.
2.You will have to keep your dog on a lead when you are travelling.
3.He lost all his money and I had to lend him $5.
4.Children must obey their parents.
5.I must go home to look after my mother.
(Bb:has to,will have to,had to,must.)
T:OK.“Must”can also express“guess”when we want to say that we are sure about something.“Must”is only used in this way in affirmative sentences.In questions and negatives,we use“can”and“can't”instead.We can use“must/can't +be+doing”to express the present continuous situation and can use“must/can't +have done”to express the situation which has already happened.Let't look at some sentences on the screen.(Teacher shows the screen and help the Ss understand them.)
He must be ill,for he looks so pale.
It must be raining outside.
It must have rained last night.The ground is wet.
He can't be ill.I saw him playing basketball just now.
What do you think this letter can mean?
(Bb:must/can't+do/be doing have done.)
(After that,teacher goes on to revise the usages of“should”“ought to”and “had better” with the Ss.)
T:Next,let's revise the usages of “had better”“should”and“ought to”.All of them can be used to talk about obligation and duty,but they are much less forceful than“must”.They can be used to give advice or opinion about something,in general to say what we think it is right or good for people to do.We know“had better”is less strong than“should”or “ought to”.Then who can tell me if there is any difference between“should”and“ought to”?
S4:In most cases,both“should”and“ought to”can be used with more or less the same meaning.There is,however,a very slight difference.“Should”generally means“in my opinion,it is your duty.”“Ought to”can be slightly stronger than“should”when it is used to refer to regulations or duties imposed from the outside.
T:Quite right.Do you know the negative forms of them?
Ss:Their negative forms are separately“shouldn't”, “ought not to”and“had better not”.
(Teacher writes the negative forms on the Bb.)
T:Correct.Now let's look at some sentences on the screen.
You should study first aid with a teacher.
You ought not to write so carelessly.
Oughtn't we to give him a chance to try?
You'd better hurry up if you want to get home before dark.
You'd better not look at this.
T:(After the above.)Besides,we use“should”or“ought to”with the perfect infinitive to talk about things which did not happen,although they were supposed to,and we use their negative forms with the perfect infinitive to talk about things which happened,although they were not supposed to.Please look at the sentences on the screen.
I ought to have taken those books back to the library last night.
You should have realized that she was joking.
She ought not to have sold the ring.
You shouldn't have given him the money.
(Bb:should(not)/ought(not)to+have done)
T:Moreover,“should”and“ought to”can also be used to talk about strong probability.Look at the examples on the screen.
It's nice o'clock.He should be at home,I think.
I've bought thirty pints of beer-that ought to be enough.
Note that“should”and“ought to”are used to talk about the present and future,not the past.
Step Ⅳ. Practice
T:OK.Now let's do some exercises to consolidate what we have learned.Please look at the screen.
Ⅰ.Fill in the blanks using have to,must,should,ought to,had better.
1.You__________not get down until the bus has stopped.
2.They__________be encouraged to speak English after class.
3.You often__________ __________wait a long time for a bus.
4.We__________ __________go and see Mary tomorrow,but I don't think we will.
5.I __________ __________ not miss my train.
Suggested answers:
1.must 2.should 3.have to 4.ought to 5.had better
Ⅱ.Correct the mistake in each sentence.
1.You have better hurry up.
2.The taxi should arrive to 8:30,but it didn't turn up.
3.That mustn't be the postman-it's only seven o'clock.
4.People ought vote even if they don't agree with any of the candidates.
Suggested answers:
1.have-had 2.should arrive-should have arrived 3.mustn't-can't 4.ought-ought to
Step Ⅴ. Summary and Homework
T:Today we've revised the usages of modal verbs“must,have to,had better,should and ought to”.All of them can be used to talk about obligation and duty,to give advice or opinion.Also we have revised their other main usages,such as,the difference between“must”and“have to”,the difference between“should”and “ought to”,the usages to express possibility and the structure“should(not)/ought(not)to have done”.You must remember them correctly and practise more.That's all for today.Bye.
Ss:Bye.
Step Ⅵ. The Design of the Writing on the Blackboard
Ⅰ.must,have to,have got to
1.must/will have to/had to/has to
2.mustn't/needn't/don't need to/don't have to
3.must/can't+do/being done/have done
Ⅱ.should,ought to,had better
1.shouldn't/ought not to/had better not
2.should/ought to have done
should not/ought not to have done
Step Ⅶ. Record after Teaching
_____________________________________
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Reference for Teaching
一、异域风情
1. Valentine's Day
Valentine's Day(情人节)is named for Saint Valentine,an early Christian churchman who reportedly helped young lovers.Valentine was killed for his Christian beliefs on February 14 more than 1 700 years ago,but the day that has his name is even earlier than that.
More than 2 000 years ago,the ancient Romans celebrated(庆祝)a holiday for lovers.As part of the celebration,girls wrote their names on pieces of paper and put them in a large container.Boys reached into the container and pulled one out.The girl whose name was written on the paper became his lover or sweetheart for a year.
Lovers still put their names on pieces of paper and they send each other Valentine's Day cards that tell of their love.Sometimes they also send gifts,like flowers or chocolate candy.Americans usually send these gifts and cards through the mail system.But some use another way to send this message.They have it printed in a newspaper.The cost is usually a few dollars.Some of the messages are simple and short,“Jane,I love you very much.”Others say more.This one,for example,“Don,roses are red.Violets(紫罗兰)are blue.I hope you love me as much as I love you.Forever,Mary.”
Most of the newspapers that print such messages are local,but USA Today is sold throughout the United States and 90 other countries as well.This means someone can send a Valentine message to a lover in a far-away city or town almost anywhere in the world.These messages cost 80 dollars and more.An employee(职员)of USA Today says readers can have a small heart or rose printed along with their messages this year.Will this kind of Valentine's Day message reach the one you love?Well,just make sure he or she reads the newspaper.
2. Cluster-of-lights Festival
People travel enormous distances just to be home with their families for this happiest and most important of Hindu holidays.And the homes look inviting,too,throughout the late-autumn week of Diwali,especially at night,as celebrants line window sills,porches,and garden walls with long rows of tiny earthenware oil lamps,whose cotton wicks give off a soft,pulsating glow.Diwali is a sort of New Year,at which time people strive to settle old feuds and quarrels and,if they can afford it,buy brand-new clothes in which to celebrate.In the mountain region,bonfires devour the year's accumulation of combustible garbage;in many cities,fireworks dance across the sky.
The festivities honor the victory of Rama-an avatar of the love-god Vishnu-over the ten-headed demon who had stolen Rama's wife,Sita.Devotional music and lamp-lighting ceremonies give way to vegetarian feasts,games of chance,and the exchanging of gifts,usually fruits or sweets.Some Hindu temples display towers of pastries fifteen feet high.
二、知识归纳
1.春节常用表达归纳
春节 the Spring Festival
正月 the first month of the lunar year
除夕 New Year's Eve
正月初一 the lunar New Year's Day
元宵节 the Lantern Festival
过年 celebrate the Spring Festival
春联 Spring Festival couplets
剪纸 paper-cuts
年画 New Year paintings
买年货 do Spring Festival shopping
敬酒 propose a toast
灯笼 lantern
烟花 fireworks
爆竹 firecrackers
灯谜 riddles written on lanterns
灯会 exhibit of lanterns
守岁 staying-up
拜年 pay New Year call;give New Year's greetings;New Year's visit
压岁钱 gift money
辞旧岁 bid farewell to the old year
扫房 spring cleaning;general house-cleaning
年糕 Nian-gao;rice cake;New Year's cake
团圆饭 family reunion dinner
年夜饭 the dinner on New Year's Eve
饺子 Jiao-zi;dumpling
汤圆 Tang-yuan;dumplings made of sweet rice,rolled into balls and stuffed with either sweet or spicy fillings
金玉满堂 Treasures fill the home.
生意兴隆 Business flourishes.
岁岁平安 Peace all year round.
恭喜发财 Wish you prosperity.
和气生财 Harmoney brings wealth.
心想事成 May all your wishes come true.
吉祥如意 Everything goes well.
招财进宝 Money and treasures will be plentiful.
祝你一帆风顺！ Wish you every success!
事业成功，家庭美满！ Wish you success in your career and happiness of your family!
祝你在新的一年里快乐幸福！
Wish you happiness and prosperity in the coming year!
祝你幸福一年胜似一年！
May each year bring you greater happiness!
祝你新年快乐，万事如意！
Wish you a happy New Year and the best of everything!
祝你新年大吉！
Wish you good luck in the New Year!
祝你在新的一年里百尺竿头，更进一步！
Wish you further progress in the New Year!
愿数不尽的幸福和成功与岁同增！
May each year bring you greater happiness and greater success!
2.表示“目的”的方法归纳
(1)用“介词或介词短语”来表示目的：
A.用介词for表“目的”，因for有“为了”之意。
e.g.go for a walk去散步
run for one's life逃命
read for pleasure读书以求乐趣
-Why do you come?你来干什么？
-For a dictionary.找本字典。
B.用“what…for”句型，表示“为什么，为何目的”？
e.g.What do you study English for?
你为什么学习英语？
What didn't you come for?
你不来的目的是什么？
C.用with/for the purpose of,for the sake of,in the hope of等短语表示目的，因为这些短语本身就是“为了”之意。
e.g.Today's advertisements often start with a question,or a puzzle,with the purpose of attracting the reader's attraction.
今天的广告常常以一个问句或一个谜语开头，目的是引起读者的注意。
He therefore loaded the ship with liters of winegar for the purpose of cleaning the inside of the ship.
因此，他在船上装了好几升的醋，用来清洗船舱内部。
(2)用“不定式或不定式短语”来表示目的：
to/in order to/so as to do sth.均可表目的，但in order to和so as to 比to语气更强烈，目的更明确。in order to可以放在句首，而so as to一 般不放于句首，若否定目的状语时，可在to 前加not。
e.g.We got up early to catch the bus.
为了赶车，我们起得很早。
Soapy broke the window in order to/so as to/to run away.
为了逃跑，苏比打破了窗子。
In order to fetch wood,people had to walk many kilometres.
要打柴，村民们得走好多公里的路程。
(3)用“从句”来表示目的。
so that 和in order that可以引导目的状语从句。从句中常用can,could,may,might等情态动词，两者常可互换，但in order that 可放于句首，so that不行。但so that后面不跟情态动词时，可引导结果状语从句。
e.g.Speak clearly so that/in order that they may/can understand you.
讲清楚些，好让他们听懂。
She learns English so that she may get more knowledge.
她学英语是为了获得更多的知识。
Everybody lent a hand,so that the work was finished on time.
人人动手，结果按时完成了任务。
注：in order to/so as to作目的状语常可和in order that/so that引导的目的状语从句互换，但主语必须一致，如主语不一致，不定式就要用for引出其逻辑主语。
e.g.He has to work hard so that/in order that he'll be able to exam.=He has to work hard to/in order to/so as to pass the exam.
她努力学习，以便能通过考试。
I'll water the plants so that they will grow.=I'll water the plants for them to grow.
我浇灌植物，以便他们生长。
3.dress用法归纳
(1)vt.A.给……穿衣服。表示自己穿衣服这个动作时，接反身代词作宾语或者用作不及物动词；表示替别人穿衣服时，接表示人的名词或代词作宾语。构成dress sb./oneself结构。
e.g.After the bath,he dressed himself.
洗完澡后，他穿上衣服。
She hurriedly dressed her son and took him to the kindergarten.
她匆匆忙忙地给她儿子穿好衣服，然后带他到幼儿园。
B.用过去分词作表语，表示穿着状况。
e.g.He is well dressed. 他穿得很好。
The man is poorly dressed.
那人衣衫褴褛。
C.be/get dressed in表示穿着……的衣服，后面接表示衣服或者颜色的词。
e.g.She was dressed in white.
她穿着白衣服。
The two foreign students were both dressed in Chinese style clothes.
那两个外国学生都穿着中式衣服。
(2)vi.A.穿衣；穿(夜)礼服，后面常接副词或表示目的、场合的介词短语。
e.g.Get up and dress quickly.
快起床穿衣。
I'll be ready in a moment;I'm dressing.
我一会儿就准备好；我正在穿衣服。
Few people dress for dinner now.
现在很少有人穿礼服赴宴了。
They all dressed well(badly).
他们穿得都不错(不好)。
B.dress up穿上盛装，乔装打扮(指欧美人在化装舞会或演戏时穿的特殊服装)。
e.g.Don't bother to dress up-come as you are.
用不着穿讲究衣服--就穿平常的衣服来吧。
(3)n.女服；礼服；服装
dress作“女服”“礼服”解时是可数名词，作“服装”讲时，是不可数名词。
e.g.At the palace ball,all the women wore their smartest dresses.
在宫廷舞会上，所有的妇女都穿着最漂亮的衣(礼)服。
In this old play,the actors wear the dress of 100 years ago.
在这出旧戏中，演员们都穿着一百年前人们穿的服装。
He doesn't care much about dress.
他不太注意衣着。
Exercise: 单句改错(make+复合宾语)
1.He will make me to try again.
答案：把to去掉。当不定式作make的宾语时，一般不能带“to”。
2.I make the distance be about 40 miles.
答案：把be去掉或者在be 前加to。当make作“估计，认为”讲时，宾补中的to be一般省去，有时也不省。但不可只省去“to”。如：What bird do you make that to be?
3.He has been made recite the text.
答案：在recite之前加to。make用于被动语态，其后的不定式不能省去“to”。
4.A heavy rain made the river overflowing its banks.
答案：把overflowing改为overflow。
make后不能用现在分词作宾补。
5.You must try your best to make yourself understand.
答案：把understand改为understood。
在复合宾语中的逻辑谓语应含被动意义，故用过去分词。
6.She made a lot of noise go upstairs.
答案：把go改为going。这里的make意为“发出(声音)”，后不接宾补。
应改为现在分词going。这一分词短语作状语。可见，当make作“使役动词”时，后面才可接复合宾语。
课
后
记
篇9：新教材Unit 10 The world around us(新课标版高一英语教案教学设计)
Teaching plan for Unit 10
The world around us
Goals
1. Talk about ways to protect the environment.
2. Talk about wildlife endangerment.
3. Review Direct and Indirect Speech.
4. Write about causes and effects.
5. Make a poster.
Time arrangement: Six periods
Students: Intermediate
Teaching method: Task-based Language Teaching
The first period
Teaching aims:
1. Make teenagers know the importance of environment protection.
2. Talk about wildlife endangerment and ways to protect the environment.
3. Let students practise speaking and listening skills.
Steps:
Task1
One question for all the students:
What do you think the relationship between human beings and environment should be ? Be friends or enemies? Be harmony or opposite?
Task2
Look at the pictures on the book.
Many of the world’s animals are in danger. Read about the endangered animals and discuss the following questions with your partner.
1. Do you know of any other endangered animals ? Why are they in danger?
2. Why is it important to make sure that animals do not die out ?
3. What can we do to help endangered animals?
Task3
According to the discussion above, it’s easy to know pollution does harm to the environment . What causes pollution? Listen to the tape and answer the questions below.
1. What’s the pollution ?
2. What are the causes?
3. What are the effects?
Homework
1. Finish off workbook exercises “Listening Part”.
2. Prepare for Speaking
Record after teaching:
The second period
Teaching aims:
1. Practise the Ss’ oral English, enabling them to talk about advantages and disadvantages.
2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.
Task
Group Work
Topic: A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.
Possible way to work: 4 or 5 students in a group . One acts as the reporter . And the others act as animals, such as hippo, kangaroo, elephant, wolf , monkey, giraffe, etc.
Let the students take turns to be reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.
The reporter can use the questions below to get started and try to think of more questions.
1. Where did you live before they brought you to the zoo?
2. How long have you lived ion the zoo ?
3. Do you like living in the zoo? Why or why not ?
4. Do you prefer living in the zoo or living in the jungle ? Why ?
5. If you could say something to all humans, what would you tell them ?
After the interviews, the reporter should report what he/she has collected.
Homework
Pre pare for Reading
Record after teaching:
The third period Reading
Teaching aims:
1. Vocabulary: To learn and keep the words and phrases in mind.
2. Reading ability: To get the main idea of the passage and get to know the purpose of the author.
Tasks
1. Preview the words and phrases in the reading material by using their dictionaries.
( Give the English explanations to the following words or phrases.)
a. original ( first or earlier )
b. environment ( surroundings )
c. create ( make something new or original )
d. survive ( continue to live or exist )
e. pollute ( make dirty )
f. endanger ( in danger )
g. tour ( visit )
h. habitant ( of plants/animals) natural place of growth)
i. species ( sort )
j. adapt to ( make suitable for a new need )
2. Collect information as much as possible according to the questions in pre-reading.
1. What do human beings need to survive ?
2. What do plants and animals need to survive ?
3. What do animals do to survive in places where it is very hot or cold, where there isn’t much water, or where it is difficult to find food ?
Step 1
a. Show pictures to see how plants and animals live together naturally.
b. Discuss the questions in pre-reading.
Step2.
Read the first time and say “T” or “F” to the following statements according to the passage.
1. That “We are not alone in the world,” means that humans always have friends to talk with.
2. We often take good care of ourselves and planet according to what Steve Jones said.
3. Since many living things have already died out, we must do something to protect other living things.
4. Comfortable and clean habitat is important for plants and animals while enough food and other resources doesn’t mean anything to them.
5. Plants or animals will be endangered when they can’t adapt to the change of their habitat.
6. Plants or animals don’t have to change when a new species comes.
7. Learning more about animals , plants and environment is helpful to protect the world.
8. Creating more space for humans is more important than for animals and plants.
Step 3
Have a discussion about the following subjects and decide which one is the most important. Why?
A. Many of the earth’s plants and animals are dying out.
B. Animals and their habitat.
C. We the human beings can do something to help.
Step 4
Read a second time and answer the questions in post-reading.
Homework:
1. Review and recite the new words and expressions in this passage.
2. Read about Jennifer’s idea and then write your own list. (P. 67 )
Record after teaching:
The fourth period
Teaching aims:
1. Vocabulary reinforcement.
2. Grammar ( Direct and Indirect Speech ) .
3. Speaking by creating some activities.
Tasks
1. Students are required to take their homework seriously
2. Be prepared for talking in the class freely.
Teaching steps
1. Check homework
a. Check to see how well the students grasp the new words and expressions.
b. Students are encouraged to share the lists they wrote about what they could do to make the world better.
2. Read the passage after the tape and then talk about “Word study”
See the details on PP67-68.
3. Grammar: Students work with their partners.
a. Read the passage and underline the sentences which are indirect speech.
b. Change the sentences into direct speech.
c. Check several pairs to see how they are going.
Homework:
1. Create situations to practise the use of Direct and Indirect Speech.
2. Keep on reading and review the passage.
Record after teaching:
The fifth period
Teaching aims:
1. Understand the article in the part of Reading and Writing. Get the Ss to know the main idea and purpose of it and how it is presented.
2. Strengthen the Ss’ sense of the protection of environment by visiting the Recycle City and finishing the writing on Reduce, Reuse, Recycle and Respond.
Three tasks
A. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.
B. Visit the unusual city--- The Recycle City to know what other people can do to protect our environment.
C. Finish the writing of Reduce, Reuse, Recycle and Respond to get the Ss themselves involved in the environment protection.
Teaching steps:
1. a. Presentation
Suppose a tiger has just killed a deer, what will happen next ?
b. Deal with the main idea of the writing . Write the following three topics on the blackboard .
1. What are ecosystems ?
2. We should learn from nature.
3. What can we do to protect the environment ?
c. Deal with the way the writer presents his ideas
1. How does the writer describe ecosystems?
2. What’s the difference between human beings and a plant or animal about suing things?
3. Why are “human beings” used instead of “people” ?
4. What does the writer mean by saying “nature is much better at recycling than we humans are?
2. Teacher: In fact many people are quite concerned about our environment and have already done something with it. Today we are going to visit a special city called “The Recycle City”. Show the Recycle City on the internet. Show the Ss around the city and ask them some questions about it.
3. Teacher: We have just visited the Recycle City . I hope that we can learn something from it. Now it’s time for us students to think and do something for our earth. Let’s finish the writing about “Reduce, Reuse, Recycle and Respond.” We are going to have a competition. Let’s find out which group can do the best.
Homework:
1. Translation (p141 Ex.4)
2. Grammar( p141 Ex.1 )
Record after teaching:
The sixth period
Teaching aims:
a. Get the Ss to know how to write a poster.
b. Develop the Ss’ observation and thinking.
c. Learn to share things with others, to cooperate and get some ideas from each other.
d. Reinforce the Ss’ sense of the protection of our environment.
Tasks
a. See a poster by the teacher and let the Ss make comments on it according to the tips given on p-70 about making a great poster.
b. Let the Ss design a poster of their own in groups of four and hold a competition to choose the best posters by the standards in the tips.
Teaching steps:
1. Present a poster about “water” designed and drawn by the teacher on the screen.
2. Get the Ss to talk about the poster to get the topic in it and make comments on it according to the standards printed on paper.
3. Let the Ss design a poster of their own in groups of four.
4. Get the Ss to recommend 8 students as judges to mark their scores.
5. Collect the posters and show them on the screen.
6. Let one student read out the judges’ scores and leave out the lowest and highest scores. Two other students work out the total numbers.
7. Decide the prizes:
the first prize: 3 winners
the second prize: 4 winners
the third prize: the remaining posters
Reference:
Standards on judging the posters
Group Number__________ Class_______ Mark_______
Please judge the posters according to the following aspects:
1. interest_________________
2. topic clear_________
simple____________
3. correctness_______________
4. pictures________________________
5. graphs___________________________
6. organization____________________________
7. language easy_________________
or difficult________________
8. Go through Checkpoint 9
Homework:
1. Write a poster.
2. Preview Unit 11.
Record after teaching:
篇10：高一 unit7 reading(新课标版高一英语教案教学设计)
Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
篇11：高一unit13.4 reading2(新课标版高一英语教案教学设计)
一、Teaching Content
Unit 13 Reading (2); Post-reading
二、Teaching Goals
1. Improve the students’ reading ability by catching detailed information.
2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.
三、Teaching Important Points:
1. Master the new words, phrases and useful expressions in the text.
Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for
2. Train the students’ reading ability to develop healthy eating habits.
四、Teaching Difficult Points
1. How to train the students’ reading ability.
2. How to make the students understand the reading material better and answer some questions on the passage.
五、Teaching Methods:
Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Reading
T: We’ve got a general idea about the reading. But I think the passage is very difficult.
T: Ok. Let’s read the passage carefully together.
1unit13.3. (2)
T: We listen to the tape paragraph by paragraph, and then explain the paragraph.
T: Listen to Para 1. and try to answer the questions.
(1)Para 1
1) Listen
T: It’s easier to choose what to eat in the past.
True or False? (T)
T: Why?
Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.
2) Explaining
Our eating habits have changed, as has our way of life.
T: What does the underlined part mean? = and our way of has changed too.
T: As has our way of life 是倒装结构
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.
He’s a doctor, as was his wife before she had children.
3) Understand
T: What does the word “ fuel” mean?
Ss: original meaning:燃料
T: e.g. The machine needs fuels to go on work.
T: But you should pay attention to the word in the text. Here it means 营养物质
T: Listen to Paras. 2 and 3
(2)Paras. 2 and 3
T: Fill in the table.
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
1unit13.3. (3)
Questions
T: Why do some people become vegetarians?
T: What does the word “ green” mean? Does it mean the color of green?
Ss: Green: environment protecting
T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?
T: e.g. environmentally friendly food / eco-food
T: Can you find an example about green food in this paragraph?
Ss: Organic vegetables
(3)Paras 4 and 5
T: Listen to paras 4 and 5
T: You can find the word “diet” several times in para 4.
T: What’s the different meaning of them? Look at the blackboard.
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
T: In order to keep fit, what shall we do and eat?
1) Buy good food and keep a balanced diet.
2) Eat healthy food in the right amount.
3) Eat less fat and sugar and exercise more.
Step3 Post-Reading
T: How have our eating habits changed? Why?
T: Discuss question 4 in pairs.
T: Retell the text according to some topic sentences.
Step4 Summary and homework
T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.
1. Retell the text, try to get a summary of this text
2. Review words we have learnt in this unit
3. Preview grammar of this unit
4. Do the exercises the word study on page 5
1unit13.3. (4)
八．黑板板书设计Blackboard:
(L)
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents
(M)
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
(R)
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
九、Evaluation
篇12：高一unit13.5 grammar(新课标版高一英语教案教学设计)
Period 5
一、Teaching Content
Unit 13 Word study; Grammar
二、Teaching Goals
1. Review the text learnt in the last period including useful words and expressions.
2. Learn how to use “had better”, “should” and “ought to ”while giving advice.
三、Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.
四、Teaching Difficult Points
1. How to help the students to understand the Grammar.
2. How to correctly use “should, ought to , had better and their negative forms” to give advice.
五、Teaching Methods:
1. Review method to consolidate the words and phrases last 4 periods.
2. Explanation methods to make the students master the Grammar.
3. Individual, pair work to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Word study
T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.
T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.
1unit13.5. (2)
Ss: …
T: Nutrient diet vitamin
Mineral fat sugar
Protein calory
Step3 Grammar
T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.
T: We suppose that you are a doctor, and you should give some advice to patients.
T: Ok. Let’s review these useful expressions about suggestions:
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.
我们不应该怎么粗心。
We shouldn’t ought not to be so careless.
你应该尊敬爷爷。
You shouldought to respect your grandfather.
他最好别脱他的衣服。外面很冷。
It’s very cold outside. You had better not take off your coat.
我们最好还是穿上我们的大衣。天气很冷。
It is freeze. We had better put on our coat.
T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.
T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.
T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.
Step4 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we
Unit13.5. (3)
review the Modal Verb by giving some persons advice. After class, more exercises are necessary.
Homework
1. Review the new words and phrases, grammar.
2. Have a dictation about words (2)
3. Preview two Integrating skills on Page 6 and 74
4. Do the exercises the Grammar 1.2 3.on page74
八．黑板板书设计Blackboard:
(L)
Nutrient diet vitamin
Mineral fat sugar
Protein calory
(R)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
“ had better(not)”, “ ought (not) to or should(not)”.
九、Evaluation
篇13：高一unit13.3 reading1(新课标版高一英语教案教学设计)
Period 3
一、Teaching Content
Unit 3 Speaking; Pre-reading; Reading (1)
二、Teaching Goals
1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice
2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.
三、Teaching Important Points:
1. Master the new words and make the student use these words to make sentences.
2. Train the students’ speaking ability to give advice and make suggestions.
四、Teaching Difficult Points
1. How to finish the task of speaking and make the dialogue go on smoothly.
2. How to understand the text
五、Teaching Methods:
1. Individual, pair or group discussion before filling information in the blank.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
Good morning! My boys and girls!
Sit down, please!
Step2 Speaking
(1) Warming up
1unit13.3. (2)
T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?
1. When I have a fever
2. When I have a bad cold
3. When I have a headache
4. When I have a stomachache
5. When I have a toothache
6. When I have a bad cough
7. When my leg is broken.
T: I have some problems these weeks. I need your help. Would you like to give me some advice?
Ss: Yes.
T: I’m not feeling well these days. I can’t sleep well at night.
(Lead the students to use these sentence patterns.)
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
(2). Listening and speaking
1) Listen to the tape and answer the questions
T: Listen to the tape and get a general idea about the dialogue.
T: What’s wrong with Sharon?
Ss: She couldn’t sleep last night. She’s got a pain.
T: What did she eat yesterday?
Ss: Noodles, salad, a green peach
T: What does the doctor tell her to do?
Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.
2) Open your book to page3, and read after the tape, try to imitate its intonation.
New words: ought to = should
be careful with
advise sb to do sth / advise doing
3) Practise the dialogue
(i) T: When you go to see the doctor, what will the doctor say to you
1. What can I do for you?
1unit13.3. (3)
2. What’s the matter?
3. What’s wrong with you?
4. Lie down and let me examine you.
5. Let me have a look
6. Where does it hurt?
7. It’s nothing serious.
8. Take this medicine three times a day.
9. You’ll be all right soon.
(ii) T: Turn to page2. There are 3 situations in the table.
T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?
Symptom:
Doctor’s advice:
Signature:
T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.
Step3 Pre-reading
T: Which of the following gives you the most energy:
A hamburger a bowl of noodles a cup of coffee
T: How do you think what we eat every day?
Step4 Reading
T: Look at the title. What’s the title of this text?
T: What’s the meaning of it? (A.)
A. What we eat makes us the persons we are.
B. We always eat what we like.
T: What is a healthy dieteating?
(1)Fast reading.
T: Read through the text quickly, and find out the topic sentence of each paragraph.
1unit13.3. (4)
T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )
(2)Careful reading
1. What do traditional diets often have?(c)
A. too much water B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?(A)
A. vitamins, fibre and minerals
B. pork and fish C. water D. calcium
3. What contains a lot of protein?(D)
A. vegetables B. fruits C. vitamins D. fish, meat and beans
4. Why do some people become vegetarians?(A)
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food.
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them fat.
D. Because they think meat will make them thin.
5. From the passage we can conclude that it is probably better, if (D)
A. we eat less meat B. we have more fruit
C. we have “ eco-foods”
D. we buy good food and keep a balanced diet.
Step5Summary and Homework
T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.
1.Review the new words and phrases (2) in Unit 13.
2.Rreview the reading and Post-reading on Page5.
3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.
1unit13.3. (3)
八．黑板板书设计Blackboard:
(L)
When I have a fever
When I have a bad cold
When I have a headache
When I have a stomachache
When I have a toothache
When I have a bad cough
When my leg is broken.
(M)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
(R)
ought to = should
be careful with
advise sb to do sth / advise doing
九、Evaluation
篇14：Unit1-5 复习教案(新课标版高一英语教案教学设计)
广州南武中学
朱琼
I. Topics
Unit 1:
Friends and friendship; interpersonal relationships.
Unit 2:
English language and its development; different kinds of English
Unit 3:
Traveling; describing a journey
Unit 4:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
Unit 5:
The qualities of a great person;
The lives of some great people.
II. Words and expressions
Unit 1:
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
Unit 2:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
play a role in, because of, come up, such as, give a command, play a part
Unit 3:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
Unit 4:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
Unit 5:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
III. Functional items
Unit 1:
Agreement and disagreement
I agree. I don’t agree.
I think so. I don’t think so.
Exactly. I’ m afraid not.
Unit 2:
1. Language difficulties in communication
Pardon?
I beg your pardon? I don’t understand.
Could you say that again, please?
Sorry, I can’t follow you.
Could you repeat that, please?
Can you speak more slowly, please?
Unit 3:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
Unit 4:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Unit 5:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
IV. Structures
Unit 1:
Direct speech and indirect speech
Statements:
“I don’t want to set down a series of facts in a diary,” said Anne.
-- Anne said that she didn’t want to set down a series of facts in a diary.
Questions
“ When did you go to bed last night?” Father said to Anne.
-- Father asked Anne when she went to bed the night before.
Unit 2:
Imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door?
He told me to open the door.
Unit 3:
现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?
Unit 4:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Unit 5:
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
篇15：高一英语Unit8教案(新课标版高一英语教案教学设计)
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇 continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
Step1. Lead-in(10 mins)
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of Olympics Sydney Australia
Host city of Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
Sort Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading(10 mins)
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,
the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation(10 mins)
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year Location China’s gold medals competitors
old Greece
no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion(15 mins)
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
Step1. Extensive reading (WB) (15 mins)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking(5 mins)
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus (25 mins)
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice.
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars
Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
Step1.Listening(5 mins)
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking (10 mins)
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins)
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.
Teaching procedures of period 5
Step1.Listening(10 mins)
Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)
Purpose: to make Ss get used to listening to English sports news in daily life.
Step2.Speaking(10 mins)
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
Purpose: to revise the language focus in this unit.
Step3.Reading(10 mins)
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)
Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing(15 mins)
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer
Objective:
Shoot the ball into the other
Team’s goal
Number of players:
Two teams of eleven players:ten outfielders and a goalkeepers
Sports field:
Grass playing field
Equipment:
Football,two goals
Basic rules:
1. Players are not allowed to use their hands.
2. … Sport: Table tennis
Objective:
Number of players:
Sports field:
Equipment:
Basic rules: Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit.
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit.
Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
篇16：unit 11 语法(新课标版高一英语教案教学设计)
Step I Greeting
Step II Grammar
Word formation构词法
按照语言一定的规律创造新词的方法，叫构词法
International = inter + national
Telephone = tele- + phone
Mankind = man + kind
Broadband = broad + band
Extremely = extreme + -ly
Manned = man + -ed
Hi-tech = high + technology
e-school = electronic + school
IT = information technology
CSA = Chinese Space Agency
Study the ways of forming a word and explain their differences
Step III 构词法的分类
1、合成法
把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法
(1)合成名词
Spaceship highway afternoon
(2) 合成形容词
Cold-blooded hand-made hard-working
(3)合成动词
Safe-guard ill-treat
(4)合成副词
However anywhere anyway
(5)合成代词
Some, any, no可以和 -thing, -one, -body合成代词
2、转换法
转换是指由一种词类转化为另一种词类。
(1)动词转化为名词
He visited the Summer Palace yesterday. 动词
He paid a visit to the scientist last week. 名词
英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。
give a a shout take a seat have a swim make a decision
(2)名词转化为动词
They have booked their plane tickets.
(3)形容词转化为动词
The room gradually quieted down.
(4)形容词转化为副词
How long is the line? 形容词
How long have you lived there? 副词
(5)形容词转化为名词
Something has gone wrong with the machine.
形容词
He didn’t know the difference between right and wrong. 名词
3、派生法
派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。
前缀
a- （形容词、副词） asleep
dis- （否定） discourage
in-i-im-ir- （不、非） impossible
en- (使可能) enable
mis- (误) mistake
re- ( 重复、再) return
tele- （远程） telephone
un-on- (不、非) unfair
后缀
名词
-er -ese -ian -ist -ment -ness -or -tion
形容词
-al -an -ern -ful -ble -ish -ive -y -less
动词
-ly -iza
副词
-ly -ward(s)
形容词
-teen -ty -th
4、缩略法
缩略法就是将原词缩短，在读音和写法上成为新的形式。
Bicycle ------- cycle
Examination-------- exam
Refrigeration-------- fridge
U.N------- the United Nations
USA------ the United States of America
Step Ⅳ Finish the exercises in the book.
Step V: Homework
篇17：高一unit13.6 integrating skills(新课标版高一英语教案教学设计)
Period 6
一、Teaching Content
Unit 13 Integrating skills
二、Teaching Goals
1. Review the words and phrases learnt in this unit.
2. Know about the way of cooking snacks through reading, practise writing the recipe.
三、Teaching Important Points:
1. How to master some words according to the given sentences.
Words: Ingredients, chop, peel, slice, dice, stir, mix, etc
2. Cooking is an art; try to enjoy the pleasure of cooking.
3. Let students know how to write recipe for their favourite dishes by reading “ snacks” and two examples of recipes.
四、Teaching Difficult Points
1. How to help the students to master reading about snacks’ writing.
2. How to develop the students’ writing skills.
五、Teaching Methods:
1. Asking-and-answering activity to go through the reading material.
2. Individual, pair and group works to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Warming up
T: We’ve learned something about diets. As I all know, you usually eat the snack at noon. Do you like these snacks?
T: Do you think they are good snacks or bad snacks? Why?
Step3 Reading
T: Ok. Please open your books on page 6. read through the text quickly and try to answer these questions.
1unit13.6. (2)
T: Why do you think fruits are good snacks?
What’s the difference between fruits and other snacks such as dumplings and roll-ups?
Ss: We can eat fruits just the way they are.
All we have to do is clean or peel them. But for other snacks, we should prepare and cook.
Step3 Learn to master the reading’ s writing
T: Do you want to know how to make Shaomai
T: Let’s see the recipe on the textbook. What shall we prepare in order to make shaomai?
Ss: pork, black mushroom, chopped green onions, Green beans, shaomai skin.
T: Who want to be the cook, and show us how to make shaomai?
1. (Invite two students, one reads it and the other acts it out.)T: Ok. Let’s
T: Now let’s see how the make chicken roll-ups. Please underline all the verbs. What’s the meaning of them?.
Step 4 Writing
1.Pre-writing
T: Before we write our recipes, let’s learn some words about cooking.
T:
The way of cooking: boil, steam, fry, stir-fry, bake
The way to put sth together: mix, stir, add
The way of cutting: chop, slice, dice, cut
Other words: peel, spoon, pound…into pieces
2. Writing
T:You can write the recipe foryour favourite dish, or you can write the recipe for corn salad.
Sample:
Corn salad
Ingredients:
Corn, rice, green pepper, chili, tomato, banana, peanut, the leaves of the celery, olive oil, lemon juice
Cook the corn and rice, and cool them down. Dice the green pepper and chili. Peel the tomato and dice it. Peel the banana and chop it small. Pound the peanut into pieces. Chop the leaves of the celery, stir the olive oil and the lemon juice for later use. Mix the corn, rice, and all the other things together in the plate, pour the mixture of the olive oil and the lemon juice on them. Put the chopped leaves of the celery above.
Unit13.6. (3)
3. Post- writing
T: Read your recipe again, correct mistakes in it.
Evaluate the student’s recipe
Evaluating (points) Score
Format (2)
Vocabulary: the correct use of cooking terms (2)
No mistakes in spelling (1)
Grammar: imperative sentence (3)
Content: contain all the steps (2)
Step5 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we’ve learned how to write a recipe.
T: We’ve also learned something about snacks and recipes. After class, go over all the important points learned in this unit and try to write more better recipes.
Homework
1. Copy your recipe into your exercise book.
2. Review unit 13
3. Do exercise on page 75
八．黑板板书设计Blackboard:
(L)
The way of cooking: boil, steam, fry, stir-fry, bake
The way to put sth together: mix, stir, add
The way of cutting: chop, slice, dice, cut
Other words: peel, spoon, pound…into pieces
(M)
Corn salad
Ingredients:
Cook method:
(R)
Evaluate the student’s recipe
九、Evaluation
篇18：高一unit13.1 warming up(新课标版高一英语教案教学设计)
Period 1
一、Teaching Content
Unit 1 Words and phrases; Warming up;
二、Teaching Goals
1. Improve the students’ speaking ability by describing and discussion.
2. Learn and master the new words and phrases
三、Teaching Important Points:
1. Master the new words and make the student use these words to make sentences.
2. Train the students’ speaking ability.
四、Teaching Difficult Points
1. How to finish the task of speaking or discussion.
2. How to master the words
五、Teaching Methods:
1. Individual, pair or group discussion before filling information in the blank.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1
Words study (see Page162)
Greetings and lead- in
Good morning! My boys and girls!
Sit down, please!
T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?
Ss: Western dinner party and Chinese dinner Party.
T: Sure. Last year, we’ve learned Unit6 Good manners.
1unit13.1(2)
1.How is the table laid ?(Western-style food)
2. What are good table manners? (P.P.)
Step2 Warming up
T: Number the follow dishes be served at a Western dinner party with the right order.
dessert drinks main course starter soup
CORRECT: starter soup main course dessert drinks
Step3.
T: Look four kinds of food (Pictures)
T: We found the two kinds of food are Chinese food. And the next are Western food.
T: Tell me some names of Chinese food and Western food.
Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.
Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meat
T: What is a healthy dieteating?
1.Which is the better diet,
the Chinese food or the Western food?
2.What is a healthy diet?
T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.
Western diet: Too much fat meat ,potato crisps/chips, butter,
cream and chocolate)Too much sugar (cakes,soft drinks,sweets and so on)
Step4. Speaking
T: OK, let’s see the two language points.
I think that…. because….
. be rich high low poor in
T: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.
name Breakfast snacks lunch Dinner
1unit13.1(3)
Step5 Listening and dictation
T: Now write down your name, number and date. We’ll have a diction.
T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.
Material: The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.
Step6 Summary and Homework
1.Review the new words and phrases in Unit 13.
2.Preview the Listening and Speaking on Page2.
3.Do the exercise of Listening on Page 71.
八．黑板板书设计Blackboard:
Words and phrases explaining
九、Evaluation
篇19：新高一UNIT16 (新课标版高一英语教案教学设计)
-----By Michelle 李芳芳
Teaching Material :“Franklin’s kite experiment”in Unit 16, Senior English Book 1 B.
Teaching Aims:
1. Learn and master the following:
Words: thunderstorm, string, ribbon, condenser, handkerchief.
2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same.
3. Improve the Ss’reading ability through reading activities.
Teaching Important Points:
1. Learn the words above.
2. Train the Ss to improve their reading comprehension.
Teaching Difficult Point:
How to help the Ss understand the passage better.
Teaching Methods:
1. Question-and –answer method to make Ss interested in what they will learn.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. A tape recorder 2. A computer
Teaching Procedures:
Step 1. Revision and Lead-in.
Ask the Ss whether they know some scientists and their discoveries, and then name who invented the plane?
Step 2. Pre-reading.
Get the Ss know some famous scientists and their discoveries.
Step 3. Presentation.
Tell the Ss that today we’re going to read a passage about Franklin’s famous kite experiment.
Step 4. Reading.
1. Learn the new words.
2. Ask the Ss to skim the passage for:
---- What does this experiment prove?
---- What materials are needed to do this experiment?
3. Get the Ss to scan the passage and finish Exx.1.( True or False ) in Post-reading.
4. Have the Ss read the passage in a low voice after the tape.
5. Get the Ss to finish Exx.3. Pick out the correct pictures.
6. Ask the Ss to make a report of the kite experiment.
Title Experimenter’s name Time
Purpose
Things needed
Process
Results
Conclusion
7. Let the Ss work in groups and discuss two questions on the screen.
----- Do you think Franklin’s experiment was dangerous? Explain.
----- What can you learn from the experiment and also Franklin?
Step 5. Summary and Homework.
1. Retell the experiment in your own words.
2. Write down the report of the kite experiment.
篇20：高一unit 6单元教案(新课标版高一英语教案教学设计)
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2 Talking
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3 Discussion
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Step 4 Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
1. To use the expressions of apologies and possible answers freely through some situations.
2. To distinguish what good manners are and what bad manners are
Ⅰ.Step 1 Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
1 To get to know the western talk manners
2 To compare Chinese table manners with western table manners
3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
Can you speak with your mouth full?
Can you use your hand to take food from the plate?
Is it polite to touch the glasses when you toast?
Is it polite to persuade others to drink up after toasting?
Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
1. Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter soup
summarize the main idea of every paragraph
2. With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4. Reading ⑵
Teaching Aims and Demands:
1. To learn some useful expressions about table manners.
2. To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3 Workbook
1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
2. Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1. Word study
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Grammar
Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 6 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
Homework: Finish the exercise On P41 and grammar on P118.
Period 7. Integrating Skills
Teaching Aims and Demands:
1. Deepen the format of letter
2. To know the structure of a thank-you letter
3. To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of:
I thought of my hometown when I saw the beautiful scenery.
Be busy with…
I am busy with drawing from Monday to Friday.
It is time to…
It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listening
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
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