人教版高中英语必修1全册~5全册教案

新课标高中英语1（必修）教学设计与案例

Unit 1

(1)课题：Friendship

(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中

心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间

发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友

谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人

们的朋友；Reading部分Anne‘s Best Friend以日记形式讲述了犹太女孩安妮的故事；

Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更

深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading

The second period：Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教学目标：

①知识与技能：Talk about friends and friendship; Practise talking about

agreement and disagreement, giving advice and making decisions; Use direct

speech and indirect speech; Learn to write an essay to express and support

an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才

能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的

日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本

单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交

朋友; 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元

中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生

加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list

series crazy nature purpose dare thunder entirely power

according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through

hide away set down on purpose in order to face to face

according to get along with fall in love join in

重点语法项目：直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair

work, teach grammar in real situation

(7) 教学煤体设计： A projector and a tape recorder.

(8) 教学过程：详见以下分课时教学设计。

(9) 课堂练习与课外作业设计：穿插于分课时教学设计中

（10）教学反思或值得改进的地方：见每个课时最后部分。

Period One：Speaking（Warming Up and Pre-Reading）Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?找教案d9d41115227916888486d71f

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree.I don't agree

That's correct. Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right.I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do

homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Scoring sheet

1 AO B

2 C6 2 Al B6 C2

3 A2 BO C3

4 A6 Bl C2

Instructions:

2-5 A fair-weather friend找教案d9d41115227916888486d71f

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long. 6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help.

You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

The second period: Reading

Aims:

1. to master the new words and some useful expressions.

2. to understand the text and finish the exercises in Comprehending.

Step 1. Looking and guessing

Work in pairs. Look at the pictures and the heading and guess what the text might be about.

1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?

2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

Step 2

Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

Para. One: Anne made her diary her best friend whom she could tell everything.

找教案d9d41115227916888486d71f

Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.

Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.

Step 3 Language points

1.add (to) v. 1) to put together with something else so as to increase the number, size, or

importance; 2) to join (numbers or amounts ) so as to find the total.

eg: The fire is going out; will you add some wood?

The snowstorm added to our difficulties.

Add up these figures for me, please.

2. ignore v. to take no notice of; refuse to pay attention to

eg: His letters were ignored.

Even the best of men ignored that simple rule.

My advice was completely ignored.

3. concern v. 使担心;使不安(+about/for);涉及,关系到;影响到

eg: The boy's poor health concerned his parents.

He is concerned for her safety.

The news concerns your brother.

He was very concerned about her.

4. loose adj. not firmly or tightly fixed.

She wore loose garments in the summer.

I have got a loose tooth.

Some loose pages fell out of the book.

5. purpose n. [C] an intention or plan; a person‘s reason for an action.

What is the purpose of his visit?

The purpose of a trap is to catch and hold animals.

Did you come to London to see your family, or for business purpose?

6. series n. (of) a group of things of the same kind or related in some way, coming

one after another or in order.

Then began a series of wet days that spoiled our vacation.

This publishing firm is planning a new series of school textbooks.

They carried out a series of experiments to test the new drug.

7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;

2) n. a person who cheats; dishonest persons

They cheated the old woman of her house and money.

The salesman cheated me into buying a fake.

He never cheated in exams.

I see you drop that card, you cheat!

I never thought that Sam is a cheat.

8. share 1) vt.&vi. (in\with\ amount\between) to have, use or take part in something

with others or among a group.

2) n. (in\of) the part belongs to, owed to or done by a particular person.

The money was shared out between them.

Sam and I share a room.

We shared in his joy.

They always share their happiness and sorrow.

I have done my share of the work.

9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested

You're crazy to go out in this stormy weather.

John's crazy about that girl.

She is just crazy about dancing.

10. dare v.& v.aux.. 1) + to do; 2) + v

to be brave enough or rude enough (to do sth. dangerous, difficult or

unpleasant).

How dare you accuse me of lying!

How dare you ask me such a question?

My younger sister dare not go out alone.

He did not dare to leave his car there.

11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of

someone or something

2) v. to believe in the honesty and worth of someone or something;

have confidence in

I have no trust in him.

I don’t place any trust in the government’s promises.

Why do you trust a guy like him?

I trust your wife will soon get well.

12. suffer v. (for) to experience pain, difficulty or loss

I cannot suffer such rudeness.

He suffered from poverty all his life.

My father suffers from high blood pressure.

They suffered a great deal in those days.

13. advice n. [U] opinion given to someone about what they should do in a

particular situation找教案d9d41115227916888486d71f

→v. advise to give advice to

I want your advice, sir. I don't know what to do.

I asked the doctor for her advice.

I f you take my advice, you won’t tell anyone about this.

He gave them some good\ sound advice.

14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or

understood by others. e.g. by speech, writing or body

movements;

2) (with) to share or exchange opinions, feelings, information etc.

Our teacher communicates his idea very clearly.

He had no way to communicate with his brother.

Did she communicate my wishes to you?

We learn a language in order to communicate.

Deaf people use sign language to communicate.

15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet

2) n. [U] peace and quiet

3) v. to make calm

You must try to be calm.

The high wind passed and the sea was calm again.

The police chief advised his men to stay \ keep calm and not lose their tempers.

There was a calm on the sea.

She calmed the baby by giving him some milk.

We calmed the old lady down.

Useful expressions:

1.add up

to join (numbers or amounts ) so as to find the total.

Add up 3, 4 and 5 and you'll get 12.

Add up your score and see how many points you can get.

If we add these marks up, we'll get a total of 90.

2. calm down

to make or become calm

Calm down, sir. What's the trouble?

Just calm down, there’s nothing to worry about!

We tried to calm him down, but he keep shouting.

3. be concerned about \with

to worry or interest

My parents are concerned about my studies.

Don’t concern yourself about \ with other people’s affairs.

She’s concerned about his son’s future.

4. go through

1) to suffer or experience; 2) to look at or examine carefully;

3) to pass through or be accepted

The country has gone through too many wars.

The new law did not go through.

Let’s go through it again, this time with the music.

5. set down

1) to make a written record of; write down 2) put down

I have set down everything that happened.

I will set down the story as it was told to me.

Please set me down at the next corner.

6. a series of + pl. & n 做主语时，谓语动词用单数

一连串的，一系列的，连续的

There has been a series of car accidents at the crossing.

These days I have read a series of articles on reading.

A series of TV play is on Channel 1 these days.

7. on purpose

intentionally; with a particular stated intention

He did it on purpose.

―I am sorry I stepped on your toe; it was an accident.‖―It wasn’t! You do it on purpose.‖

I came here on purpose to see you.

8. according to

as stated by sb. or sth.

They pided themselves into three groups according to age.

Please arrange the books according to size.

According to the Bible, Adam was the first man.

According to her, grandfather called at noon.

9. fall in love

begin to be in love (with sb.)

They fell in love at once; it was love at first sight.

What will he do if his daughter falls in love with a poor man?

They fell in love with each other for years.

10. join in

to take part in (an activity)

They are going to join in the singing.

She started dancing and we all joined in.

Would you like to join in my birthday party?

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

Period 3：Grammar

Step I Revision

Check students' homework.

Step II Word study

This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently.

T: Now please open your books and turn to Page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.

Step III Preparation

Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, in-cluding statements and questions.

Step IV Grammar找教案d9d41115227916888486d71f

The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).

T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?

Step V Practice

For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.

For Ex 2, ask the students to do it by themselves, then check.

Step VI Homework

1. Practice of WB (P4

2.1 &P 4

3.2)

2. Ask the students to think out different ways to solve the problems about making friends, preparing the materials about the debate. Get the students to know the problem was that Anne had made a friend in the hiding place

课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。

Period 4: Listening

Step I Revision

After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.

T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please.

Try to find out what was upsetting her with your partners, using the indirect speech.

S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.

Step II Listening (Using language) The students will hear what Miss Wang says,

then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.

T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.

Write down the key words as quickly as possible.

Listen again and check the answers with the whole class.

T: Now let's listen to it again and try to spell out the words and fill in the blanks.

Step III Listening (WB P41)

The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to complete the passage according to the tape.

T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks.

Listen to it again and check the answers with the whole class.

Step IV Listening Task(WB P43)

The task can be pided into three parts. First, the students will hear a story about an

argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better

solution to solve Anne and her father's problem. The activity should be prepared

carefully beforehand. During the class, the two teams just do the final preparations. StepV Assignment

1. Today we have learnt how to solve the problems on making friends. For the

homework, describe one of the problems between friends and how it is solved. 2. What does cool mean?

What do you think should do with your friends?

课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。

Period 5: WRITING

Step I Revision

Check the homework, asking them to read out their ideas for the class.

T: Let's check the homework. I'd like some of you to read out their ideas.

For the class. Volunteer!

Step II Warming up找教案d9d41115227916888486d71f

T: Have you ever read The 21st Century ?

S: Yes, I have. It's a popular paper among teenagers in China.

T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.

Step lII Writing (B P7)

This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third,ask the students to read the letter on Page 7. Ask them to discuss what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments.

T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking about how to write a proposal letter.

T: Who'd like to answer this question?

S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.

T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. I'll give you some instructions about how to write the body part of a proposal letter as follows.

T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books.

Step What should be written How do we write

part I Presenting the problem Introducing the topic and

analyzing the problem

Part II Proposing the solution Explaining the proposal in

great detail

Part III Conclusion Concluding by

reconfirming the

proposed solution

The students are discussing Xiao Dong's letter.找教案d9d41115227916888486d71f

T: OK, who can tell me what Xiao Dong's problem is?

S: He is not very good at communicating with people. He wants to know how to make friends with others.

T: Quite right. Now please write your advice to Xiao Dong as an editor with the help

of the points given on the books. I'll ask some of the students to read their letters

for the class in ten minutes. The students are writing the letters.

T: Have you finished? I'll ask some of the students to read their letters for the class.

课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些优秀的范文。

Book 1 Unit 2 教学设计

(1) 课题：English around the world

(2) 教材分析与学生分析：Warming Up部分简要介绍了世界英语的分支以及英语语言在不

同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解；Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动；Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目（祈使句及其间接引语）；Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。

(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading

The second period: Reading The Road to modern English

The third period: Reading (Language points)

The forth Period：Learning about Language

The fifth period:Using Language

The sixth period: Listening

(4)教学目标：

①知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的

英语；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt

和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词

汇、短语的用法；学会语言交际困难的表达法，如pardon, I beg your pardon?;

掌握祈使句及其间接引语的表达法。

②过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言

的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国

英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提

防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和

语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握

尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。

③情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不

好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同

之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。

(5) 教学重点和难点：

词汇： include role international native elevator flat apartment

rubber petrol gas modern culture actually present rule

vocabulary usage identity government rapidly candy lorry

command request retell polite boss standard Midwestern

Spanish eastern southeastern northwestern recognize accent

lightning direction subway block

短语： play a role (in) because of come up such as play a part (in)

重点语法项目：祈使句及其间接引语

难点：Expressing one’s idea on which kind of English one should learn;

guess the name of speaker’s country by listening; how to tell the

differences between a command and a request; how to change the pronoun

when turning the direct speech into indirect speech.

(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair

work, teach grammar in real situation

(7) 教学煤体设计： A projector and a tape recorder.

(8) 教学过程：详见以下分课时教学设计。

(9) 课堂练习与课外作业设计：穿插于分课时教学设计中

(10) 教学反思或值得改进的地方：见每个课时最后部分。

Period 1: Speaking Warming Up and Pre-Reading

Aims

To talk about varieties of English

To discuss why do so many people speak English

Procedures

I. Warming up 找教案d9d41115227916888486d71f

1. Warming up by answering a questionnaire

1). Tell the students they are going to answer a questionnaire about why they

are learning English.

2). Write the words: Reasons for learning a foreign language on the center of

the board:

3). Ask the students to suggest as many reasons as they can think of, for example,

for work, as a hobby, to learn about other people, to travel, to read literature

in the original, to read research papers, to meet foreigners, to surf the Internet,

to pass exams, etc. Write their suggestions on the board as they make them.

4). Divide the class into pairs.

5). Give out each student one questionnaire paper.

6). Explain the task. The students must question each other about their language

learning needs (or motivations). Tell them that you are going to take in the

questionnaires at the end, and that you’d like them to make clear notes. It works

better if the two partners swap tasks (questions and answers) after each section

of the questionnaire. If they wait till the end to swap, one student may use up all

the time available.

7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).

8). The students write five sentences on their feeling about learning English.

9). Collect the questionnaires. Needs Analysis Questionnaire

Interviewer_______________

Interviewee_______________

Present use: situations and skills

Reading (faxes, letters & reports)

Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)

Writing (faxes, letters & reports)

Future use: expectations & ambitions

课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区别。同时使学生感受到学习英语的重要性。由于学生的口语水平有限，所以探讨的时候不是很深入。

Period 2 Reading：The Road to modern English

Aims

To talk about English

To read about the history of English language

Step 1 Skimming

Read quickly to get the main idea of the text.

Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.

Paragraph 3: All languages change when cultures communicate with one another.

Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.

Step 2 Scanning

Read to locate particular information and complete the comprehending Exercise One.

Step 3 Comprehending

1. Check the answers to exercise 1 (page 10

2. Answer these questions (Page 11)

Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.

1). Do you think it matters what kind of English you learn? Why?

Possible answer:

I don’t think so. Here are the reasons:

★ Native speakers from different parts of the world have no difficulty in

understanding each other despite the fact that they speak a bit differently.

★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.

★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.

(Any persuasive and supporting reason the students give can be accepted.)

2) Why do you think people all over the world want to learn English?

Possible answer:

The reasons why people all over the world want to learn English:

★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.

★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.

★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.

课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。

Period 3: Reading (Language points)

Aim 找教案d9d41115227916888486d71f

to master some words and phrases

1.include v.

a) contain

eg. The price includes both house and furniture.

b) embrace thing as part of whole

eg. I include him among my friends.

2.present

a) adj: being at hand; being now出席的, 在场的;现在的, 当前的该词可做前置定语也可

做后置定语，当它做前置定语其义为“现在的”，做后置定语其义为“出席的”

eg. The present members 现在的成员

The members present 在场的成员

b) n: gift

eg. He often gave his neighbor's kids little presents.

C)vt: to offer赠送,呈献[(+to/with)]

eg. They presented him with a bunch of flowers.

3.culture

n: [C][U] understanding of literature, art, music, etc

eg. He has studied the cultures of many western countries.

4．identity n: who or what a person or thing is

eg. You should show your identity card before you enter it.

5．rule

a) n:custom or statement about what must not be done

eg. He‘s made it a rule to rise early.

It‘s against the rules of the school to smoke.

b)vt: to govern or control

c) eg. The queen ruled her country for 20 years.

6．R equest

vt: to ask for

eg.They requested financial support.

注意：这个词所接的宾语从句要用虚拟语气

I requested that he (should) come an hour earlier.

B )n: asking or being asked

eg. Mr. Paine made a request that I should help him.

d9d41115227916888486d71fmand

a)vt: give orders to

eg. I command you to start at once.

注意：这个词所接的宾语从句要用虚拟语气

I command that you (should) start at once.

b) n: order

eg. The army received the command to fire.

8．Actually adv

eg.She looks young, but she's actually 50.

Did you actually see him break the window?

9．International adj: of relating to or involving two or more countries in the world 国际的eg.They are dealing with the international affairs.

Many African countries received international help.

10.modern adj: recent

eg. This is a book of modern history.

There is a modern hospital.

11. vocabulary n: all the words of language

eg. Wide reading will increase your vocabulary.

My English vocabulary is limited.

12.rapidly adv: quickly

eg. Our country develops rapidly.

The number of learning English is increasing rapidly.

13.retell v: tell something once more

eg. Can you retell the story in your own word?

The teacher asked you to retell it.

14.recognize v: to identify from previous experience

eg. He looked at the envelope and recognized Jenny's handwriting immediately.

The policeman recognized her as a thief.

d9d41115227916888486d71fernment n: group which govern a country or a certain area

eg. The government will decide the matter.

The government is discussing the problem.找教案d9d41115227916888486d71f

Useful expressions

1.play a part/ role in: to act or to be involved in an activity

eg. He has played an important part in carrying out the whole plan.

English plays an important role in international communication.

2. because of：by reason of sb or sth

eg. Because of the storm he didn't go there.

because of 与because 的区别，前者后接名词或代词，后者接句子

eg. He didn‘t go to school because he was ill.

He didn‘t go to school because of his illness.

3．come up

eg. She came up and said, "Glad to meet you."

The moon came up gradually.

I'll let him know if anything comes up.

4.such as: like; for example

eg. I like drinks such as tea and coffee.

such as 与for example 的区别，前者用来罗列事物或人后者用来举例说明

eg. English is also spoken in many places, such as Africa and Asia.

For example, Tom has the same opinion.

课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，教学设计任务比较单一，练习不多。

Period 4 : Learning about Language

(Indirect Speech (II) requests & commands)

Aims

To discover useful words and expressions

To discover useful structures

Procedures

I. Direct and Indirect Speech

Direct Speech Indirect Speech

simple present

He said, “I go to school every day.”

simple past

He said (that) he went to school every day.

simple past

He said, “I went to school every day.”

past perfect

He said (that) he had gone to school every day.

present perfect

He said, “I have gone to school every day.”

past perfect

He said (that) he had gone to school every day.

present progressive

He said, “I am going to sc hool every day.”

past progressive

He said (that) he was going to school every day.

past progressive

He said, “I was going to school every day.”

perfect progressive

He said (that) he had been going to school every day,

future (will)

He said, “I will g o to school every day.”

would + verb name

He said (that) he would go to school every day.

future (going to)

He said, “I am going to school every day.”

present progressive

He said (that) he is going to school every day.

past progressive

He said (that) he was going to school every day

Direct Speech Indirect Speech

auxiliary + verb name

He said, “Do you go to school every day?”

He said, “Where do you go to school?”

simple past

He asked me if I went to school every day.* He asked me where I went to school.

imperative

He said, “Go to school every day.”

infinitive

He said to go to school every day.

Direct Speech Indirect Speech

simple present + simple present

He says, “I go to school every day.”

simple present + simple present

He says (that) he goes to school every day.

present perfect + simple present

He has said, “I go to school every day.”

present perfect + simple present

He has said (that) he goes to school every day.

past progressive + simple past

He was saying, “I went to school every day.”

past progressive + simple past He was saying (that) he went to school every day.

past progressive + past perfect He was saying (that) he had gone to school every day.

Direct Speech Indirect Speech

can

He said, “I can go to school ever y day.”

could

He said (that) he could go to school every day.

may

He said, “I may go to school every day.”

might

He said (that) he might go to school every day.

might

He said, “I might go to school every day.”

must

He said, “I must go to school e very day.”

had to

He said (that) he had to go to school every day.

have to

He said, “I have to go to school every day.”

should

He said, “I should go to school every day.”

should

He said (that) he should go to school every day.

ought to

He said, “I ought to go to school every day.”

ought to

He said (that) he ought to go to school every day.

Discovering useful words and expressions

1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.

2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.

(The teacher brings the students’ attention to the British and American wo rds that are different but have the same meaning.)

III. Discovering useful structures

(Making commands and requests using indirect speech)

1. In groups of four, think of at least three commands your teachers and parents

usually give.

You may follow these steps.

1) Choose one who is to give the first command.

2) Ask another person in your group to tell somebody what you said.

3) The third person will change the request or command from direct into indirect speech.

4) Change role so that each person gets the chance to give commands and turn them into indirect speech.

Example:

T: Please don’t talk in class.

S1: What did our teacher tell us? / What did our teacher say?

S2: He told/asked us not to talk in class. / She said not to talk in class.

2. Get the students thinking about the difference between the request and command.

Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.

★ A: _______________________________________

B: I’ll go and collect some w ood right now, master.

★ A: _______________________________________

B: O f course I’ll be happy to collect your shopping for you.

★ A:__________________________________________

B: Yes. I’ll shut the door at once, Mr. Zhang.

★ A:_________________________________________

B: No, I won’t get your coat if you talk to me like that.

★ A:_________________________________________

B: Sorry. I’ll get that book for you right now.

课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据《新课程标准理念》设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，掌握好直接引语和间接引语的相互转换。

Period 5: Using Language

(STANDARD ENGLISH AND DIALECTS)

Aims

To read out and talk about STANDARD ENGLISH AND DIALECTS

To write about learning English by brainstorming

Procedures

I. Warming up

1. Introduction: In China there’re so many dialects t hat the government

encourages the whole nation to speak Putonghua, which is regarded as standard

Chinese.

2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.

II. Reading

1. Get the students thinking about the topic of the text to predict what it says.

2. Skimming:

Read quickly to find the topic sentence for each paragraph.

Para. 1: There is no such a thing as Standard English.

Para. 2: American English has many dialects whose words and expressions are different from “standard English”.

Para. 3: Geography plays a part in making dialects.

3. Scanning: Work in pairs. Read the text to locate particular information.

1). Do you know what Standard English is from the text?

2). What is a dialect? Why does American English have so many dialects?

4. Language focus:

1)believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.

2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.

3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people

4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language

5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.

III. Listening

To introduce the students to a dialect and a form of standard “English”.

You may follow these steps:

1). Set the context for the students by describing the situation;

2). Tell the class: you are going to listen to a boy named Buford. He speaks

a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)

3). Play the tape for the students to listen.

4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.

Dialectic words

from Buford’s story Standard English equivalents

hey y’all ain’t hello everyone aren’t

yer

ya

pup swimmin’jumpin’feelin’

‘bout

‘nough shoulda seen got outta your

you

child

swimming

jumping

feeling

about

enough

should have seen got out of

6). Play the tape again and let the students answer the questions in pairs after listening.

7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)

IV. Speaking

1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students: Amy (American) Lady (British)

subway underground

left left-hand side

keep going straight go straight on

two blocks two streets

right right-hand side

Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.

Performance: Ask two pairs to perform their dialogue in class.

Sample version:

S1: Excuse me, sir. But I can’t find the drugstore?

S2: Pardon?

S1: I said I couldn’t find the chemist’s shop.

S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.

S1: Thank you very much.

S3: What did he say?

S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.

Self-assessment criteria:

Did you cooperate well with your partner(s) while practicing?

Can you ask for directions and give directions clearly?

Can you express your ideas fluently? If not, what’s your main problem?

Did you go naturally between American English and British English while talking to each other.

V. Writing

本文来源：https://www.bwwdw.com/article/70al.html