高中英语必修1全册教案 363页

.高中英语必修1全册教案Teachingaims:1.能力目标：a.Listening:getinformationandviewsfromthelisteningmaterial;b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.c.Reading:enabletheSstogetthemainidead.Writing:writesomeadviceaboutmakingfriendasaneditor2.知识目标：a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendshipb.Usethefollowingexpressions:Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.c.toenabletheSstocontroldirectspeechandindirectspeechd.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin3.情感目标:a.ToaroseSs’interestinlearningEnglish;b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;c.Todeveloptheabilitytocooperatewithothers.4.策略目标：a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;b.Todevelop..\n.Ss’communicativestrategies.5.文化目标：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.Teachingsteps:PeriodoneStep1.Warm-up1.SslistentoanEnglishsongAULDLANGSYNE.2.Brainstorming:letSssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….Step2.Talkaboutyouroldfriends1.SstalkabouttheiroldfriendsinJuniorMiddleSchool,talkabouttheirappearance,personality,hobbies,etc.2.Self-introductionStep3.Makenewfriends1.SsgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingformNameAge/hobbies/favoritesports,books,…2.Reporttotheclass:whowillprobablybeyourfriendwhy.Step4.DoasurveySsdothesurveyinthetext,P1Sep5.ListeningandtalkingDoWbP41(Talking).WhileSslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.WhenSsmaketheirconversation,askthemtotrytousethefollowingexpressions...\n.Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.Step6.DiscussionDivideSsfourinonegroupandeachgroupchooseatopictodiscuss.Therearefourtopics.Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.Topic2:Thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.Step7.Summary1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.Whatisfriendship?3.TellSs:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.Step8.EvaluationSsfinishthefollowingevaluationform.Standard:A,B,CContents自评他评1.I’mactiveintalkingwithothers.2.I’mactiveincooperatingwithothers.3.Icanexpressmyselffluently,accuratelyandappropriately.4.Iknowmoreaboutfriendshipafterthislesson..5.Doyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?Homework:..\n.1.Lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.2.Writeashortpassageaboutyourbestfriend.PeriodtwoReadingStep1.WarmingupActivity1:Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTvathome.Howwouldyoufeel?Whatwouldyoudo?Fourstudentsagroupdiscusswitheachotherfor2minutes.Activity2:PlayashortpartofthemoviesSchindler’sListStep2.PredictingStudentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:WhoisAnne’sbestfriend?Whatwillhappeninthepassage?Step3.SkimmingStudentsskimthepassagein2minutestogetthemainidea:WhoisAnne’sbestfriend?Whendidthestoryhappen?Step4.ScanningStudentsworkinpairstofindtheinformationrequiredbelow:AnneWhat?Why?Howtoenjoyherself?inWorldWarⅡ..\n.Step5.IntensivereadingStudentsworkingroupoffourtodiscussthefollowingopenquestions:1.Whydidthewindowsstayclosed?2.HowdidAnnefeel?3.WhatdoyouthinkofAnne?4.Guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(语篇,上下文).5.Whichsentencesattractyouinthepassage?Step6.ActivityFourstudentsagrouptodiscussthesituation:Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.Whatwillyoutake?Why?Howwillyouspendthe3months?Howwillyoutreateachotherandmakefriends?Step7.AssignmentTask1.SurftheinternettofindAnne’sDiaryandreadsomeofit.Printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.Wewillsharethepiecesandyourfeelingswiththewholeclass.Task2.Ex2.3onPage3..\n.PeriodthreeStep1.WarmingupChecktheSs’assignment:task2Step2.Languagepoints:Step3.Learningaboutlanguage1.FinishEx.1,2and3.onPage4.2.Directspeechandindirectspeech:SsdoEx.1and2onPage5.ThenlettheSsthemselvesdiscoverthestructures.Step4.PracticeUsingstructuresonPage42:asktheSstouseindirectspeechtoretellthestory.Step5.AssignmentFinishWb.Ex,1and2onpage41and42.PeriodfourStep1.RevisionChecktheSs’assignment.Step2.ReadingSsreadtheletteronpage6Notes:1.getalongwith2.fallinloveStep3.ListeningSsshouldtakenoteswhiletheyarelistning.1.firstlistening:Sslistenandanswerthequestionsofpart2onpage6.2.secondlistening:Sslistenagainandfinishpart3onpage6.Step4.ListeningSslistentoastoryaboutAnneandtrytofinishWb.Ex1and2onpage43andpage44.Step5.SpeakingSsworkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.TheycanusethequizintheWarminguptohelpthem.Step6.Assignment1.Sspreparethereadingtaskonpage44.2.Surftheinternetandfindsomematerialaboutfriendshipindifferentcountries...\n.PeriodfiveStep1.WarmingupSssaysomethingaboutmakingfriendsandhowtomaintainfriendship.Step2.ListeningSslistentoashortpassageandfillintheblanksonpage41(listening).Step3.Reading1.firstreading:SsreadthepassageaboutfriendshipinHawaiiandfinishWb.Ex1.onpage45.2.secondreading:Ssreadagainanddiscussthequestionsonpage45.3.Sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.Step4.DiscussionWhatdoyouandyourfriendsthinkiscool?Sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.AskSstousethefollowingsentenceswhiletheytalk:Ithinkthat…iscool/isn’tcoolbecause….Ithinkso.Idon’tthinkso.Iagreewithyou.Idon’tagreewithyou.Step5.assignmentSscollectsomeproverbsaboutfriendship.PeriodsixStep1.Pre-writing1.ReadaletterfromastudentcalledXiaodong.2.Goovertheadviceonpage7andbereadyforwriting.Step2.While-writingAsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.1.Ssmakealistabouttheimportantinformationthattheyneed.2.SsbegintowritethelettertoXiaodong.3.Ssrevisetheirlettersbythemselves.4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)5.Ssgetbacktheirownwritingpaperandwritetheletteragain...\n.Step3.Post-writingChoosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.Step4.Writingforfun1.Ssreadthepassageonpage7bythemselves.2.Sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.3.ShowsomeSs’writingsinclass.Step5.AssignmentDoWbwritingtaskonpage46.PeriodsevenTeacherscanusethisperiodfreely.Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage47.Itisveryimportanttoimprovetheirlearning.Unit3GoingPlaces（说课稿）高一上教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。Warming-up..\n.由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。Speaking提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。Reading分为三部分：pre-reading,reading,post-reading.pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading是一篇关于探险旅游的材料，其中介绍了hiking与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。Languagestudy分wordstudy和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对wordstudy的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与writing里学，道理也同上。Integratingskills部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。Writing..\n.本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。Tips告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。Checkpoint简要地总结了本单元的语法重点，并提供了一些例句。从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking,rafting,eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook,简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。教学重点难点：（一）重点1．本单元的生词、短语2．有关旅游的一些表达法3．掌握游记与来往书信的写法4．复习动词的用法以及现在进行时用于将来的表达法（二）难点1．动词时态的综合运用2．语法操练与语言交际活动的有机结合3．一些开放性话题的实现4．课外查阅资料的能力培养教学目标1．语言知识与技能1）熟练掌握与话题相关的常用词汇与表达法2）培养学生听、说、读、写四技能的综合运用能力..\n.1）使学生能就giventopics较好地完成一些开放性话题2）培养学生使用图书馆、网络查阅资料的能力2．情感态度与文化意识1）在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣2）在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势3）在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识4）带领学生领略世界风光之美的同时，增强他们的环保意识3．学习策略1）兴趣教学策略,其中包括对话、讨论、表演等2）开放式教学策略，如：brainstorm,roleplay,givensituations等活动3）任务型活动策略，在做中学，在交际中进行真实运用为了有效地达到以上教学目的，我设计了以下六个任务：1）Thestudentsaretodiscussthemeansoftransportation2）Thestudentsaretodescribeaplacetheyknow3）Thestudentsareexpectedtoknowwhatanadventuretravelislike4）Thestudentsaresupposedtotakeavirtualtravel5）Thestudentsaretowriteatraveldiary/letter6）Thestudentsaretofinishaproposalletter/makeasurveyreport我把本单元计划为六课时，Warming-up&Listening(1课时)，Speaking(1课时)，Reading(一)(1课时)，Reading(二)(1课时)，Grammar&Writing(1课时)，Integratingskills(1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。..\n.***本单元的预习作业是：1.Prepareforthedictation(words&expressions)2.Topics:Supposeyourpen-palcomestoNingbofromAmerica,wouldyoudesignatourprogram(3-daytripinNingbo)forhim?3.Whatdoyouknowaboutanadventuretravel?Howaboutaneco-travel?(byreadingthetext&surfingtheinternetwww.ask.com)第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂课的DailyReport(每次课前五分钟的freetalk,有时教师规定话题，多数时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Dailyreport等。第一课时(Listening)中心任务：Thestudentsaretodiscussthemeansoftransportationwarming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。1．听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。2．Dailyreport两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。3．Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。4．引入课文上的问题：Whatdoyouhavetoconsiderbeforeyoudecidewhichmeansoftransportationyouwill..\n.use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。1．简述课文warming-up第三部分：Howwouldyouliketogotothefollowingplaces?Why?Situation1:fromShanghaitoLondon……2．（图表）文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1）第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力；听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。3．接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢！——乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山；在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称BENDI）四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点……我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车—BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路——原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之（但正式上课时我会考虑用英文）。当我问道：Doyouenjoysuchkindoftraveling..\n.?Why?我就会得到水到渠成的回答:当然。（因为varieties,fun,imaginative,curious,exciting）。听的表现形式：学生与学生的对话；听录音；听老师的口头材料1．建议：Workbook里的listening是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料；也可用于早上的听力课。第二课时(Speaking)中心任务：Thestudentsaretodescribeaplacetheyknow这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。1Dailyreport学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。2（图片）过渡到文中要介绍的ATimeMachine(时光机器)——人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：（一）makeasimilarconversationaccordingtothedialogueinthetext（二）describeaplaceyouwere，分组进行。学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。3（图片）Awordgame,为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested,treeless,crowded,hilly,cold,industrial,noisy,peaceful,picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。4其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“Iknowaplace”完成步骤：..\n.1）教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。2）每人在组里展示在旅游地拍摄的风景照/明信片（想象景中有你）（事先准备好），带着以下问题，先让同伴guess:--Whereareyou?--Whatareyoudoing?–Whatcanyousee,hear,orsmell?–Howareyoufeeling?；本人再作补充，即取长补短。3）互相讨论并由对方记录所描述的内容。4）口头汇报应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能力尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。5.Homework:1.ReadthroughthematerialonP98inWB2.Toknowwhatanadventuretravelis其实是两个软性作业，巩固今天刚学的，预习明天要学的。Unit3GoingplacesTeachingaimsanddemandsTopics1.Makeaplanforatrip2.Tipontrip3.Designaneco-travelforthelocaltourism4.TravelonholidayandwritepostcardsFunction1.IntentionsandplansWherewouldprefergoing…?Whenareyougoingoffto…?Howwouldyouliketogoto…?Howareyougoingto…?..\n.1.WishesHaveagoodtrip.Haveanice/pleasanttripWordsandphrasesconsidermeanstransportationboardexperiencesimplyvacationnaturebasicequipmentsimpletippoisonouspaddlestreamnormalexcitementadventuroushandlesimilarityparticularpoisonseparatecombinetaskgetawayfromwatchoutprotect…fromseesb.offontheotherhandaswellasGrammarPresentcontinuoustense1.描述或表达目前正在发生的事情或出现的情况。Adventuretravelisbecomingmoreandmorepopular.Look!Heiswaitingatthegate.2.描述或表达他人或自己的计划、打算。Bobiscomingwithmetotheairport.Howareyougettingthere?HowlongareyoustayinginXi’an.ArrangementsPeriod1:Warmingupandspeaking2/3:Reading4:Languagestudyandgrammar5:Integratingskills-Reading6:writingandtipsTitlePeriod1Warmingupandspeaking..\n.Teachingobjectives·Studentswilllearnaboutmeansoftransportation.·Studentswilllearnsomeusefulsentencestructures:Wherewouldyouprefergoing…?Inwhichyearwouldyouliketogo?TeachingKeysandDifficulties·Theusageofsomewords,suchasconsider,means,transportation.·Sentencestructure:Nosmoking.·Difficulties:theusageof“consider”and“prefer”...\n.TeachingProcedureStep1WarmingupI.Questionsandanswers:1)Doyouliketraveling?2)Whichplaceshaveyoutraveledbefore?3)Whichmeansoftransportationhaveyouusedwhentraveling?4)Whathaveyouconsideredtakingbeforetraveling?(passport,money,raincoat,MP3,CD-players,maps,compass,backpack,clothes,slippers,creditcard,camera…)II.TalkaboutthepicturesAretheydoinganythingwrong?Writedownwhatwrongaretheydoing.1)Heisdrivingtoofast.2)Heislittering./Heisthrowingrubbishontheground.3)Themanissmokingwhereheshouldnotsmoke./Thesignsaysthesmokingisnotallowed,butthemanissmokinganyway.4)Thecarisparkedwherenoparingisallowed./Theisparkedinawrongplace.III.Workinpairsandreporttothewholeclass.Howwouldyouliketogototheplaces,byplane,bytrain,byair,bybus?Why?Situation1:fromShanghaitoLondonSituation2:fromChongqingtoChengduSituation3:fromBeijingtoGuangzhouSituation4:fromDaliantoQingdao..\n.TeachingProcedureStep2SpeakingI.Talkfreelyaboutwheretogowithatimemachineandgivethereasons.II.Trytomakeupanewdialoguewithyourpartner,usingthestructure.1)Wherewouldyouprefergoing?2)Inwhichyearwouldyouliketogo…?3)Iwouldliketotraveltotheyear…/toknow….III.Choosesomepairstoactout.Step3HomeworkI.Haveadiscussioningroup:Howwouldyouliketogotosomeplacesforholidays?Why?II.Previewthewordsandexpressionsinthenextperiod.Evaluation（三）（四）两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。第三课时Reading（一）中心任务：Thestudentsareexpectedtoknowwhatanadventuretravelislike1Dailyreport2师生互动教师问：--Doyoulikeanadventuretravel?Why/Whynot?--Whydomanypeoplepreferadventuretravelnowadays?Whatisanadventuretravel?(Brainstorming)..\n.学生可能会有许多发散性的回答：想与众不同；挑战自我；追求刺激；满足好奇心；探索奥秘等等；教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。3（图表）填写文中表格，或者利用下面图示，通过careful-reading，了解、比较Hiking和Rafting两种冒险旅游的异同，使学生获取的信息条理化，有助于正确理解课文的基本大意。DSD4在阅读过程中，引导学生根据上下文或词缀知识，猜测词义（e.g.hiking,whitewaterrafting,backpack,poisonousetc.）；理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。5设置开放性话题，深化阅读内容。先是讨论：—Whatotheradventuretravelsdoyouknow?(e.g:rockclimbing,camping,spacetravel,etc.)—Istheadventuretravelworthwhileornot?Anyexample?我希望他们不仅谈论太空旅游的惊险刺激，更要诱导他们意识到人类在探索太空奥秘的过程中所付出的巨大牺牲与代价，如“挑战者”号，“哥伦比亚”号灾难性的坠毁，等等。6角色扮演（role-play），分组进行，让学生在表演中活化所得的知识与信息，实现交际活动。任务是：Supposeyouaregoingtogorafting/hiking,makepossibleconversations.GroupA:Saygood-byetoyourfriends(byusingthepresentcontinuoustenseandtheexpressionsofgoodwishes)GroupB:Asparents,offersomesuggestionsaboutwhattocarrywhilerafting/hiking(byusingtheexpressionsofgoodwishes)GroupC:You’reinterviewedbyCCTV4reportersafterrafting/hikingGroupD:Inordertoenjoyyouradventuretravel,whatpreparationsshouldyou..\n.make?(Supposeyou’reaskingforsomeadvicefromatravelagent)这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧，促进下一步活动的开展。7.Homework:1)FinishoffEx.1onP18完成post-reading的练习2)DoEx.1(Vocabulary);Ex1,2(Grammar)onP99,100第四课时Reading（二）中心任务：Thestudentsaresupposedtotakeavirtualtravell上节课我们对探险旅游有所了解，接下来我们来模拟组织一次类似的探险，由教师提供课外补充材料（配图）。阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入模拟真实的交际语境，在解决实际问题中加强口头表达能力。1先是作Dailyreport，两位学生谈论有关冒险的话题，以承上启下，照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。2（图片）看图预测阅读内容教师展示四幅不同地方的地形地貌图，让学生描述：Whatplaceisitlike?并猜测：Whereisit?最后才被告知，这四地方是：“theAntarctica”,“theSaharaDesert”,“theAmazonJungle”,“aLighthouseonasmallisland”.这样做可以增设悬念，增加趣味性。也是在做一种无字的阅读。3教师先问：Wherewouldyouliketogo?接着投票，四（图）选一，按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下，使参与者更有目的性。现在发给每人带有解说词的纸条——与手中图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨论，取长补短，由其中一人（担任secretary）记录讨论结果。讨论的话题是（板书）：--Whydoyougothere?--Whatisitlike?--Whatnecessarythingsdoyouneedtocarry?Why?--Whatcanyoudothere?--Whatwillbeyourchallengingaboutyourtrip?4整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式有二：一、表格填写，利用幻灯打出并讲解；二、口头报告。..\n.5最后，教师提问，组与组之间交叉回答：Whatdoyoulearnfromtheirreport?班级评价：Whichgroupisthebestone?应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。第二个阅读任务也结束。TitlePeriod2&3ReadingTeachingobjectives·Studentswillimprovetheirreadingskills(skimmingandscanning)·Studentswilllearnsomeusefulsentencestructure:Therearereasonswhy…/Raftingisagoodwayto…/Aswithhiking…/Hikingisagreatwaytotravel.TeachingKeysandDifficulties·Theusageofsomewordslikeexperience,imagine,basic,equipment,watchout,getawayfrom,poison,poisonous,normal,similarity.·Difficulties:theusageofwordslikereason,imagine,protect…from...\n.TeachingProcedureStep1Lead-inI.Haveadiscussionwithyourpartner:1)Doyouliketraveling?Whyorwhynot?2)Wherewouldyoumostliketotravel?Why?3)Whatdoyouthinkadventureis?Haveyouevertriedanyadventuretravels?Step2PresentationI.Talkaboutthepicturesbyusingonesentencetodescribethem.II.Askthestudentsiftheyknowsomethingabouthikingandrafting.Step3ReadingI.FastreadingQuestion:Whataresomesafetytipswhenyougohiking?II.CarefulreadingTrytofilltheformsbelow:1)Whydopeopletravel?1.tosee2.tomeet3.to4.o5.to6.to7.to2)Whatcanyoutellabouthikingfromthepassage?1.thebasicequipment2.theplacestotravel3.activities..\n.TeachingProcedure3)Whatcanyoutellaboutraftingfromthepassage?1.thebasicequipment2.theplacestotravel3.activitiesIII.ReadaloudthetextIV.Retellthetextaccordingtothechart.V.Gothroughthetextanddealwithsomelanguagepoints.Step4Post-readingI.DomultiplechoiceonPage18II.Fillinthechartandcomparehikingandrafting.Step5ConsolidationPutthefollowingintoEnglish:1)冒险行为正变得越来越流行。Adventuretravelisbecomingmoreandmorepopular.2)散步是锻炼身体的一种好的方式。Walkingisagoodwaytotakeexercise.3)接近自然getclosetonature4)提防危险watchoutfordangers5)保护自己免受太阳照射protectoneselffromthesun6)小心别碰在岩石上becarefulnottohitrocksStep6PractiseFinishPart1invocabularyonPage99.Step7Homework..\n.I.Reviewthetext.II.Previewthepartofgrammar.Evaluation(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合，侧重练习同步写作，难度不大；后者是阅读与写作，往解决实际问题的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的完成过程中不仅含有一些小小的写作练习，如：makenotes,completesentences,fillintheform等，而且许多的讨论、对话都是很好的口头写作练习，而正是这些活动为后面游记与书信的高质量完成作好了准备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写作作为语言教学课的中心之一，使其成为一种对语言的总体学习有重要作用的创造性活动。第五课时(grammar&writing)中心任务：Thestudentsaretowriteatraveldiary/letter1Grammar部分文中设有一个简单的对话，我不准备做语篇处理，只把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人物的语音语调；再分角色（Jane和Betty）朗读文章;接下去分组讨论不同的任务。GroupA:Trytofindouttheexpressionsofgoodwishes.Canyouaddmore?GroupB:TrytofindoutallthesentenceswithverbtensesGroupC:FindouthowmanysentenceswiththepresentcontinuoustensesGroupD:Trytoexplainandconcludetheuseofthepresentcontinuoustenses..\n.2教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语法现象，再次在高中课文中出现，并要求学生掌握要求时（如本单元的多种时态混用与现在进行时表将来的用法），教师不必太费口舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以让学生明白这一用法：--Whatareyoudoing?(现在进行表某动作正在进行)--Whatareyoudoingtonight?(现在进行表将来)重要的是在语境中的反复运用，在用中学。3完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。4把后面的writing部分提前，原来是毫不相干的内容，我用下面一段话把他们做了链接，这段话是：YouknowBettyisgoingofftoGuangzhou.SupposeontheplaneshechattedwithSuepleasantlyandatlasttheybecamegoodfriends.Theydecidedtomakejourneystogether.Theyhadawonderfultime.NowSueiswritingtoherparentsabouttheirtravel.LookatthescheduleforSue’strip.ImagineyouareSue,writeonediaryandoneletterinwhichyoudescribewhatyouaredoing,whatyouwilldo,andwhatyouhavedone.ThelettershouldbewrittenonSaturdayandthediaryshouldbewrittenonSunday.（theclassintothehalves）显而易见，文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成atravelletter,具体任务是：一信写于周六，另一信写于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种文体的练习，不仅同样完成要求的写作任务，还跳一跳，摘到了桃子——学习了日记的书写。5文章的修改。步骤为：a)每人在规定时间内独立完成b)与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文章要写，更要改，让学生自己改，更能充分调动他们参与的主体性与创造性。6挑选不同文体的各有特色的几篇优秀习作，点评；同时可以比较一下日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以方便更多同学的参与评改和激励他们写作的积极性。..\n.7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。第六课时(reading&writing)中心任务：Thestudentsaretofinishaproposalletter/makeasurveyreport前面的巩固性写作（同步写作）与评改使本课的交际性写作蓄势待发，但还是要先作好阅读。1Dailyreport我框定的范围是想象Sue在讲述（也可与人对话形式）旅游中发现的一些不文明现象。由此引入课文。2做warming-up部分的练习1：作picture-talking,看图完成句子，说出人们的不文明行为。3转入Integratingskills提供的关于eco-travel的阅读，先是完成eco-travel这一概念的理解。1)作为阅读材料，我先设置悬念，问：Whatisaneco-travel/tourism?在此提供两个词汇（Hints:ecology生态学ecologist生态学家）帮助学生运用词缀知识猜测大概意思，接下去快速找读（scanning）得到答案。(a.awaytoprotecttheenvironment;b.awaytotravelresponsibly;c.awaytofindoutwhatcanbedonetohelpanimalsandplantsaswellaspeople)2)再细读（careful-reading），通过走访两处生态旅游区，使学生对“什么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学生也可以毫不费劲地回答：What’sthedifferencebetweennormaltravelandeco-travel?4换位思考（roleplay），让学生从另一角度去熟悉课文材料。Suppose:A.Aguideisintroducingtosometravelersaboutwhatyoucan/shoulddoinRedRiverVillage/SnowMountainB.“RedRiverVillage”grouptriestopersuade“SnowMountain”grouptogotraveling.Viseversa.到此，学生应该已经很熟悉文中的材料，为下文的furtherdiscussion与课题（project）的完成埋下伏笔5survey&project..\n.教师趁热打铁随即点道：生态旅游是门新兴事业，国外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建议书，内容包括以下三点：1）某旅游区现状如何2）目前存在的问题3）提出一些建设性的意见这个课题有一定的挑战性，也需要时间，可以作为周记课外去完成。有条件的班级，程度好的学生应该能够接受并努力去完成；在三个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的单页报告（leaflet）（如图）。这一活动主要培养学生利用图书馆、网络等渠道查找所需信息，解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英语教学延伸到课外，使之与学生实际生活结合起来。教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价手段：听写，默写检测学生词汇量的掌握程度；小组活动比赛评优，作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设计了如下一份口头表达评估表AssessmentofOralPresentationsSpeechValueScoresVolume2Pronunciation3Intonation2Fluency2Eyecontact2Interesting2Mainplots5Otheraids1Timing1..\n.Total20单元结束将设一个单元自查测试，检查学生对知识的掌握程度。TitlePeriod4LanguagestudyTeachingobjectives·Studentswilllearnhowtoexpresswishes.Haveagood/nicetrip.·Studentswilllearnthegrammar:thepresentcontinuoustenseforfutureaction.TeachingKeysandDifficulties·SentenceStructure:Whenareyougoingoffto…?·Grammar:thepresentcontinuoustenseforfutureaction...\n.TeachingProcedureStep1RevisionMakeupsentenceswiththefollowingwordsorexpressions:getawayfrom,insteadof,getcloseto,atthesametime,watchoutfor,protect…from…Step2WordstudyMatchthewordsandphraseswiththerightexpressions.Step3GrammarI.Readaloudthedialogue.II.Underlinealltheverbsthatexpress“future”III.Talkaboutthegrammar:thepresentcontinuoustenseforfutureaction.IV.Gothroughthedialogueanddealwithsomepoints.Step4ConsolidationRevisethetenseoftheverbbydoingPart2.Step5PractiseFinishPart2invocabularyonPage99.Step6HomeworkI.Talkaboutyourtravelexperience.II.Previewthewordsandexpressionsinthenextperiod.EvaluationTitlePeriod5Integratingskills..\n.Teachingobjectives·Studentswillreadandunderstandeco-travel·StudentswillproducetheirplanfortravelTeachingKeysandDifficulties·Theusageof“sothat”and“aswellas”·by+doingUnit4Unforgettableexperiences学习目标和要求1．学习和掌握以下单词和习惯用语1)单词seismograph;Howard;king;KingTut;HankStram;Anna;Kathy;receptionist;Hilton;disaster;finally;rescue;Flora;roar;mass;advance;upon;seize;swallow;drag;struggle;fight;flow;shake;stair;crack;tower;national;deadline;fear;opportunity;Kevin;article;publish;Buddha;agent;toothbrush;book;temple;touch;naughty;note;2)习惯用语onfire;pullsb.up;getonone’sfeet;travelagent;2.功能意念项目学会用英语谈论过去的经历（包括人、物及事件等等）。3．语法1）复习定语从句，学会使用关系代词who,whom,whose,whichandthat的用法。2）复习形容词和副词的用法。4．语言运用..\n.运用所学语言，围绕难忘的经历这一题材，完成教科书和练习册中所规定的听、说、写的任务；阅读课文“Unforgettableexperience”,确切理解并完成有关课文内容和练习；并练习写一篇有关难忘的经历为题材的文章。LessonplanpresentationSEFCB1AUnit4Period1Goodafternoon,ladiesandgentlemen.I’mgladtointerpretmylessonhere.ThelessonplanI’mgoingtotalkaboutisfromSEFCbook1A,the1stlessonofUnit4,unforgettableexperiences.I’llexplaininthefollowing5parts:thetheoreticalbasis,understandingoftheteachingmaterial,teachingmethodsandstudyingways,teachingprocedure,blackboardwork.1.ThetheoreticalbasisFirst,mytheoreticalbasisisschematheory.Accordingtoit,theprocessoflisteningisaninteractivemovementbetweenthelisteningmaterialandthestudents.Formycourseisalisteningandspeakinglesson,sometimes,studentsmayfeelhardinunderstandingtheforeignbackgroundsduringthecourseoftheirlistening.Soatthebeginningofthelesson,Igiveoutsomeinformationofthebackgroundaswellassomedifferencesbetweentwolanguages.Ihopetoactivatetheirschemaintheirmindsbydoingso.Forexample,IintroduceHowardCarterbeforethewarmingup,andIask“whereisthemandriving”togivethemathoughtofbackgroundinlisteningpart.2.UnderstandingoftheteachingmaterialMyunderstandingoftheteachingmaterialincludes3parts:thekeypoints,thedifficultiesandteachingobjectives.TheimportanceinthelessonistoteachSstoexpressthemselvesinsomeaccidentswithsomespecialverbs.Anotherkeypointistotrainthemtouseattributiveclauseswiththerelativepronounslike,who,that,whom,whose.Thedifficultiesinthelessonarehowtobettergrasptheattributiveclausetoexpresssomespecialconditions.Andnow,I’dliketointerpretmyteachingobjectives.I)Knowledgeobjectives..\n.Ssshouldfullyunderstandtheusefulexpressionsinthetexttoexpresstheirdifficultiesortocomfortothersincertainsituation.Thenstudentsshouldmastertheverbsandverbphraseslike,advance,seize,sweep;getonone’sfeet,pulloneself.II)AbilityobjectivesStudentsshouldapplytheattributiveclauseintheirdialoguesaccordingtocertainsituation.SoIencourageandhelpthemtousethissentencestructure,soastoimprovetheirspeakingability.Besides,listeningisadifficultpart.Inthispart,I’lltrainthemtopredictthecontextofthelisteningmaterialbeforeitstart.III)MoralobjectivesThisunitconcernssomeunexpectedaccidentsordisasters.Whenlearningthis,Ssarerequiredtodevelopanoptimisticemotionandreadinesstohelpothers,andtobuilduparelationofhelpingeachotherbetweenclassmates.3.TeachingmethodsandstudyingwaysAsforteachingmethods,Imainlyadoptcommunicativeapproachinmyclass.I’llorganizethemtoperformvariousdialoguesinpairsorgroups.Whilefortheirlearning,theywillstudythrough“listeningandquestionanswering”.I’lluseataperecorderandslidesasmyteachingaids.4.teachingprocedureHereismymostimportantpartofmyteachingplan,teachingprocedure.Itincludesfivesteps:greetingandwarmingup,pre-listening,listening,speaking,andsummaryandhomework.Step(1)greetingandwarmingup(5minutes)Thestepwillcost5minutes.Firstly,I’llaskSssomequestionsaboutZhangHengaccordingtopicture1,whichwillleadtothe4picturesformakingdialoguesinpartofWarmingup.Andthen4dialogueswillbemadeseparatelyusingtheattributiveclause.Step(2)pre-listening(3minutes)I’llaskSstoreadtherequirementsatthebeginningoflisteningpart.Then,they’llbegiven3minutestohaveadiscussiononwhathashappenedaccordingtothepictures.ThisstepisnecessaryforSstohaveabetterunderstandingofthe..\n.backgroundofthelisteningcontext.Andalsotheycanbeactivatedbyguessingwhathashappenedandwillhappen.Step(3)listening(15minutes)Then,comesthelisteningpart.I’llplaythetaperecorderfor3times.Whileitisplayingforthefirsttime,Ssarerequiredtogetthegeneralideaofthestory.I’llaskonestudenttogiveitout.Then,thesecondtimeisforthemtofilloutblanksinpart1inlisteningsection.Whenthisisfinished,I’llcheckthemwiththestoryplayedforanothertime.Andthepart2willbedonefollowingthewayaspart1,andexplainthemindetails.Allthesewillcost15minutes.Step(4)speaking(20minutes)The4thstepisalsoanimportantpartinmylesson.I’lladopt3pmodelinmyspeakingteaching,thatis,Presentation,PracticeandProduction.Inthetext,thereare4picturesdesignedfordialoguessoastoattainknowledgethroughpractices.Exactly,Iwillfirstlytakepicture1forexample.Imakesomesentenceswiththeusefulexpressionslistedafterbelowthepictures,explainingthewaystoexpressone’stroubleandtocomfortotherswhoareintrouble.Then,apairofstudentswillfollowtoactoutthedialogue.Imayremindthemthatitishappenedafteranearthquake.Bydoingthis,Ihopetheywillgoonwiththedialogueeasilyandnotgofarawayfromthetopics.Afterallpairsactingoutdialogues,I’llexpoundfurthertheknowledgeandrulesofcommunicationwithinthesedialogues,hopingthey’llfreelyapplytheknowledgeandrulesintheirdailysituations.Therest5minutesforthepartthenwillbegiventoconsolidatetheknowledgeinthelesson.Inotherwords,sentenceswiththestructureofattributivesclausewillbemadeaccordingtothepictures.AtlastI’llgivethemthesuggestedsentences.Step(5)summaryandhomework(2minutes)Intheleft2minutes,I’llrecallwhathavebeenlearnedinthisperiod,andremindtheSstodomoreexercisestoconsolidatethemafterclass.Andbelowisthehomework:(1)DotheexercisesinP104andexercises1&2inP105(2)Previewthenextlesson..\n.(1)TelloneofyourpastexperiencesinEnglishbyyourself.5.BlackboardworkOnthelefttherearetheanswerstotheexercisesinlisteningpart;inthemiddle,answerstosentencemakinginthespeakingpart;andtheright,thehomework.Answerstolisteningpart:suggestedanswerstospeakingparthomework(1)5:15p.m.(1)Thegirlwhoselegwasbrokenintheearthquakewastakentohospital.(Omitted)(2)Tohisdaughter’sschool(2)thelittleboywhoseeyesareblueisholdingadog(3)Thecarsinfrontstartedtomovefromsidetoside(3)theoldmanwhosehouseisonfireisshoutingforhelp(4)Hehadbeenalongahighroadonhiswaytoschool(5)Hewasgoingtofetchhisdaughterfromherschool高一上Unit5theSilverScreen一、教学内容分析(一)、知识背景及新课程、新教材本单元围绕theSilverScreen(影视)这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。本单元所选的语言素材涉及中外名片、著名演员、著名导演，具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”..\n.；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。（二）、教学重点难点1.语言知识重点与难点（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句（2）与影视相关的词汇（3）有关发表个人观点的句型、结构2.综合知识重点与难点（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的MerylStreep，KeanuReeves，SteveSpielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。（3）.对影视界名人及电影的评价（comments）如何写影评（review）。二、教学目标（一）.知识技能1.学习、掌握关系副词when，where.，why引导的定语从句及介词+关系代词引导的定语从句。2.学习掌握一些有关影视的词汇：如：career,director,script,playarolein,Oscar,award,studio,scene,follow-ups等。掌握其他一些课文中涉及的词汇：如：graduate,attack,creature,owe…to…,takeoff等。3.学习掌握一些用于讨论、评价电影的结构句式：如：What’sthefilmabout?Whatdoyouthinkaboutthestoryofthefilm?Howdoyoufeelaboutthefilm?Ilike/don’tlikethefilmbecause…Thefilmisabout…Ithinktheendingofthefilmis…4...\n.提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。（二）.情感态度1.学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。2.从KeanuReeves艰辛的成功途中（Inthebegindidmanysmalljobs,thenplayedinmanycheapfilms.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。3.通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。4.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。（三）.学习策略1.认知策略能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。2.调控策略利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。3.交际策略充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。4.资源策略通过了解影视知识，获得更广泛的英语信息，拓展所学知识。（四）.文化意识1.了解英语国家影视界艺术家的成长经历、成就和贡献。2.通过学习，了解世界著名影视文化，培养世界意识。3.通过中外影视文化对比，加深对中国影视文化的理解。三、教学步骤(一)Warmingup..\n.这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。活动步骤：1．师生互动：教师提一些问题如Doyoulikeseeingfilms?Howoften?Favoriteactor?Actress?Film?在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论Whatishappeninginthisscene?Whathappensbefore/afterthescene?要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。（二）listening本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task:Todiscusswhatquestionsthereporterswillaskwheninterviewingfamousdirectors.活动形式：1．师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Ofcoursethesefilmsnowareverypopularandsuccessful,andwhatdoesthesuccessofthefilmsbringtotheactors?学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题Theyreceivedalotofinterviews。2．小组活动：教师引出问题Whatquestionswillyouaskwheninterviewinganactor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。3．班级活动：完成听力练习（三）Speaking本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提..\n.高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对演员的职业有所了解并增加学习趣味。Task:Tointerviewfamousactorsanddirectorsindifferentways.活动形式：1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Canyoutellmesomefamousawardstothefilmsintheworld?Trytotellthefamousactors,actressesandthefilmsyouknowthathavewontheOscar.1．班级活动：教师可为学生播放分别由Merylstreep和KeanuReeves主演的电影OutofAfrica《走出非洲》和speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。2．个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。Birth(time/place)schoolingBeginningoftheactingcareerfilmsfamily3．小组活动：选两位学生，一位当主持人，一位当Merylstreep/KeanuReeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。4．师生互动：教师可引导学生讨论下列问题：1）Whyaretheysopopularandsuccessful?2）Whatisneededtobeanactor/actress?3）Wouldyouliketobeanactor/actressoneday?Why(not)?6.小组活动：教师播放电影“homealone”《..\n.小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。(四)WordStudy(提前)：本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。教学形式：师生互动在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出TheMatrix和TheMatrixReloaded的电影海报，学生很容易得出：TheMatrixReloadedisthefollow-upofTheMatrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索SpeedII,JurassicParkIII就可以轻而易举的得出follow-ups。（五）Pre-reading此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。Task:Toexperiencebeingadirector(writeonesceneofthefilmandactitout).活动形式1．师生互动：教师提问Ifyouwanttomakeafilm,whodoyouneedtoinvite?通过此问题引出电影制作过程中所需的各种角色，如photographer,actor/actress,editor,director等等2．小组活动：1）教师可设置这样的讨论题：Whatpartwouldyouliketoplayinmakingafilm?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。2）根据所选的各种角色交叉分组，发挥各自的作用。Thinkofonesceneyouarequitefamiliarwithandactitout.a.Whatwouldthescenebelikeandwhathappensinit?..\n.b.Whoarethemainactorsinthatsceneandwhatdotheydo?c.Writeashortdialogueandactitout（六）reading本篇阅读材料是人物传记，介绍了著名导演StevenSpielberg的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导StevenSpielberg的那种对自己的事业坚持不懈、孜孜以求的精神。活动形式：1．小组活动分别给出阅读材料中提到的五幅电影（Jaws,E.T.,JurassicPark,Schindler’sList,SavingPrivateRyan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。2．个人活动快速阅读课文的Para3—5,查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。3．个人活动阅读并查找有关Spielberg的信息：1）Whenandwherewasheborn?2）Whendidhestartmakingfilms?3）Whatdidheusetomakefilmsatfirst?andlater?4）Whatwashisdream?5）Whatdidhestudy?6）Whenandwithwhatdidhiscareertakeoff?7）WhatdoesSpielbergowehissuccessto?（七）Post-reading该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五..\n.部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性2）、不懈努力、持之以恒3）、成功需要家人的支持，合作、互助精神。（八）Languagestudy这部分的重点是学习掌握关系副词when，where，why引导的定语从句及介词+关系代词引导的定语从句。Task:TotalkaboutsomefamousdirectorsinChinaandsomeoftheirmostfamousandpopularfilms,usingattributiveclause.活动步骤：1．师生互动：教师提一些问题如WhatChinesedirectorsdoyouknow?Whataretheirwell-knownfilms?在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。如ZhangYimouisthefamousdirectorwhosuccessfullydirectedthefilmHero.2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（mainactor/actress）分别是谁。然后用定语从句知识来谈论。如：ShaolinSoccerisafunnyfilminwhichZhouXingchiplaysthemainrole.3．班级活动：给出几副图片及几个关键词（keywords），用所学定语从句来描述图片。如：北京申奥成功图Beijingthecity2008Beijingisthecitywhere/inwhichthe2008OlympicGameswillbeheld.4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。（九）IntegratingSkills该部分主要阅读张艺谋的影片NotOneLess并学习如何评价电影及写影评。Task:Makecommentsonfilmsandwritereviewsaboutthem.1.师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，..\n.为接下来阅读NotOneLess作铺垫。问题可为Whatdoeshedo?Whatisfamousfor?Whatfilmshashedirected?Whatishisrecentfilm?Whatelsedoyouknowabouthim?同时呈现张的有关信息表格，为后面的Survey作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。1．个人活动：阅读NotOneLess；回答问题，填写信息表。2．班级活动：学习写review的有关建议。并以NotOneLess作为例子写影评一篇。4．个人活动：Survey——Yourfavoritedirectorandhisfilminchina5．小组活动：讨论关于YourfavoritefilmWhat’sitabout?Whatkindofstorydoyouthinkitis?Howdoyouthinkoftheactors/actresses?...6．个人活动：模仿前面所学，写一篇影评MyFavoriteFilm7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。8．班级活动：推荐一名学生在班上交流所写影评。高一英语(上)UNIT5IntegratingSkills“NotOneLess”说课稿一．教材分析我授课的内容属于人教版高一英语(上)第五单元，是这一单元的第五课时。本单元围绕影视这一主题开展听、说、读、写多种教学活动，涉及“电影明星”、“著名导演”、“介绍热门电影”、“初学写影评”等。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性的教学主题。正如新课标中所提：学习中外影视文化有利于“拓展学生的文化视野，提高他们的中外文化修养。”同时本单元的教学对教师本身的影视广阔的知识面及文化修养等方面有非常高的要求，体现了师生共同更新知识结构、适应现代社会发展对英语课程要求的“与时俱进”的理念和思想。二．了解学生1．在学完阅读部分的传记体文章后，要求学生课外搜集张艺谋个人信息，作为这节课的每日报告。..\n.2．学生刚从初中升入中专一年级，口头表达能力不强，知识面不够广泛，因此要多鼓励他们用英语大胆地说，大胆地写出自己的观点。三．教学目标由于这一节课的主要任务是在阅读的基础上写一篇影评，因此我确立了以下几点教学目标：知识技能方面1．学习掌握一些用于讨论、评价电影的结构句式。Whatisthefilmabout?Doesthefilmhaveahappyending?Howdoyoufeelaboutthefilm?Thefilm…isabout…Ilike/don’tlikethisfilmbecause…2．提高学生语言听、说、读、写能力以及写影评的综合语言运用能力。情感意识方面3．通过小组活动，指导学生积极于人合作，积极与人交流，培养他们的团队合作精神。4．通过学习影片，增强学生的爱心与同情心，培养学生关心他人，关心教育，关心社会的意识，引导他们珍惜时间，珍惜生活这节课的教学重点是训练学生的写作能力，学会写影评，对影视界名人及电影发表自己的观点。这堂课的教学难点在于通过学习，提高学生的听说读写综合能力。四．教学方法1．任务型教学法这篇文章内容易懂，我设计了一些任务，通过感知、体验、参与和合作等活动方式，使学生的主体地位得到充分体现。例如，要求学生阅读文章，填写信息表。2．多媒体教学法这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣...\n.3.问答式教学法学生通读全文填写表格后,采用问答教学,让学生抓住文章主要内容,同时训练他们的口语.五.教学步骤1每日报告根据课前布置任务，要求学生课外搜集有关张艺谋个人信息，填写表格，在本节课上介绍。2新课导入结合每日报告，引出所学课文。了解学生对这部影片的熟悉程度，设置如下问题：What’shisrecentfilm?(展示新片<<十面埋伏>>图片)Haveyouseen“NotOneLess”?(展示<<一个也不能少>>图片)What’sitabout?形成师生互动，训练学生说的能力，为下面阅读作铺垫。3阅读部分第一步，听磁带，回答问题要求学生合上课本听磁带，然后回答：Whatarethemaincharactersinthefilm?(展示两张图片)目的：让学生了解课文大致意思，同时进行听力训练。第二步，阅读课文，填写课后表格并展开讨论。Title:Director:What’sthefilmabout?Doesthefilmhaveahappyending?How?Whatdoyouthinkaboutthestoryofthefilm?Howdoyoufeelabouttheendingofthefilm?Why?..\n.通过填写表格，让学生抓住文章的主要内容，鼓励学生用英语大胆地讨论,发表个人观点.第三步：对课文的语法难点进行必要的讲解.1.takesb’splace/taketheplaceofsb(sth.)代替,取代2.keepsb./sth.+adj./prep.phrase3.can/could/beabletoafford+todo4.appearliveontheair4写作部分1.请学生分析课文结构，引导出写影评的一般方法.这一教学任务采用启发式教学,让学生自己总结出写影评方法,最后老师作总结.这样可以提高学生的学习主动性,充分发挥学生的主体性.Howtomakecommentsonafilm(怎样写影评):1.Tellthestoryinyourownwords.2.Makecommentsondifferentthingsaboutthefilm,forexample:Howdoyoufeelaboutthefilm?Aretheactors/actressesverygoodornot?Whatdoyouthinkoftheendingofthefilm?3.Giveyouropinionaboutthewholeofthefilm.2.小组活动：讨论关于你所喜爱的电影及你对这一影片的看法。我认为要学会写,首先要学会说.因此我设计了这一活动,让学生把这节课所学的运用到实际问题中去.3.最后布置任务：写一篇影评，题目是“MyFavoriteFilm”。六板书设计..\n.UNIT5IntegratingSkillsNotOneLessLanguagepoints:1.takesb’splacetaketheplaceofsb(sth)2.keepsb./sth.+adj./prep.phrase3.can/could/beabletoafford+todo4.appearliveontheairHowtomakecommentsonafilm:1.Tellthestoryinyourownwords.2.Makecommentsondifferentthingsaboutthefilm,forexample:Howdoyoufeelaboutthefilm?Whatisthefilmabout?Aretheactors/actressesverygoodornot?Whatdoyouthinkoftheendingofthefilm?Doesthefilmhaveahappyending?Ilike/don’tlikethisfilmbecause…3.Giveyouropinionaboutthewholeofthefilm.Writing:MyFavoriteFilm四、教学评价..\n.根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。形成性评价的思考学生自评→反思过程1.评价途径生生互评→合作过程师生互评学会学习,学会合作,学会反思。认知→知识知识目标2.评价内容情感→态度素质目标技能→能力能力目标具体内容:口头回答,书面作业,讨论,演讲,朗诵;学习能力,学习态度,参与程度,合作精神等。口头的3.评价形式书面的表格形式学生个人学习档案（学生作业夹）表格一书面表达评价表日期题目内容篇幅内容时态拼写词汇行文得分自评互评教师评价说明：1.自评（反思自己作文的过程）..\n.2.不是每篇书面表达都要三个层次评价。3.改变以往教师给最后一个得分的评价方式。表格二小组活动记录表（A.积极B.尚积极C.一般D.不参与）日期内容姓名等级：评语：等级：评语：新编高一（上）英语新教材说课材料SEFCBookIUnit7CulturalRelics一、教材分析（一）单元背景分析　随着人们物质文化生活水平的提高，曾经一度被忽视的环境已日益为人们所关注，从某种程度上说，环境的优劣已成为衡量生活质量高低、社会进步程度的标志。相对文物而言，其环境的优劣同样影响文物存在的质量。然而，在环保意识不断提升的今天，文物环境并没有得到应有的关注。文物保存环境是指文物所在的空间及可以直接或间接影响文物保存的各种自然因素和人为因素。在我国，由于受经济条件的制约，自然环境质量的恶化，加上人文环境的影响，文物劣化速度不断加剧，由于环境造成对文物毁坏的例子屡见不鲜，如石质文物风化、金属文物腐蚀、纸张酸度增加、壁（彩）画褪色等等。..\n.　　文物是祖先留给我们的无价之宝，是金钱买不到的。日用品坏了，可以再生产制造，文物却不同，它不能再生产，再生产出的东西不是文物，是仿制品或赝品，是没有任何文物价值的。文物一旦损坏，就永远不能复原。没有众多的文物史迹，文明古国也就名存实亡，失去其传统的风采和内涵。文物受损后再修复是被动性的保护措施，而主动性的保护就是创造良好的文物保存环境，防治文物受损才是上策。保护文物环境，实际上就是保护文物古迹本身。整治环境不是一件小事，保护文物环境更不是一件容易的事，惟其艰难，需要文物部门付出更多的努力，同时也需要政府和社会的更多支持。所以，我们要好好爱护文物。（二）教材内容分析本单元话题——文物古迹（Culturalrelics）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Listening开门见山向我们介绍三个culturalsites，并要求根据所听内容熟悉各自的重要性，以及人们为保护这些文物古迹所采取的措施；Speaking则要求我们制作一个即将被送入太空的、内含能代表中国文化的五件物品的“culturalcapsule”，让学生成为主体，充分发挥他们的思维、展示他们无限的想象力；Reading通过对俄罗斯著名城市——圣·彼得堡有关史实的介绍，以“ACityofHeroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切；Writing进一步要求学生以主人翁的姿态致信报社编辑，反映当地文物古迹遭损受毁的情况，呼吁全社会行动起来，为保护人类文明遗产尽一份力。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。（三）教学重点、难点1.FunctionalItems：Waysofgivingadviceormakingsuggestions.2.Topic：Talkingaboutculturalrelics,includingwaysofprotectingthem.3.Word-formation：“re+V.”（eg.rebuild,replaced,recreate）.4.Keywordsandexpressions：select,represent,inhistory,bekeptas,givein(up),inruins,inpieces,bring…backtolife,etc5.Structure(Grammar)：ThePassiveVoice(I)—ThePresentPerfectPassiveVoice..\n.6.Writing：Writealettertotheeditoronacertainculturalsite,suggestingwaysofprotectingtheculturalrelics.【“现在完成时”是中学阶段英语语法教学的重点，也是难点，不过学生在初中阶段已学过现在完成时和被动语态，本单元可以作为一个语法复习巩固来处理。】总之，本单元通过语法、功能项目与新话题的有机结合，充分体现《新课程标准》“以学生为本，以学生的发展为本”之要求。二、教学目标（一）语言知识目标本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。（二）语言技能目标通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。（三）情感目标　1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。　2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。　3）培养学生具有良好的文明习惯，具有文物保护意识。（四）教学策略　　1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。　　2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。　　3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。..\n.　　4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。（五）学习策略　　1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。　　2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。　　3）注意学习方法，及时提问并注意倾听他人意见。　　4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人看法、提出独到的见解等。（六）文化意识　　1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。　　２）培养学生良好的社会公德意识，树立文物保护意识。三、教学原则（一）以任务型教学(Task-basedLanguageTeaching)作为课堂教学设计之理念，具体采用情景教学法（SituationalApproach），交际教学法（CommunicativeApproach），整体语言教学法（WholeLanguageTeaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。（二）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。（四）贯彻“教中学，学中用”策略，真正使学生学以致用。四、教学总体设计（一）创设情景，营造氛围，体现语言教学的真实性..\n.语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕３P（Presentation—Practice—Production）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。（二）采用“任务型”教学，培养学生综合运用英语能力本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。（三）面向全体学生，关注学生的全面发展　　经常性地开展pairwork、groupwork、classperformance，培养学生的团体合作精神。五、评价手段与操作方式我国外语教学的评价方式过多地依赖于终结性评价，无论是学生、教师还是家长，更多地是以学生的外语考试成绩评判学生外语学习能力的高低。这种不科学的评价方式使相当多的学生丧失了学习外语的自信心和积极性，极大地降低了外语学习的效率；同时也造成了课堂教学几乎完全围绕考试内容来进行，语法教学、题海战术充斥外语课堂等不正常的现象。《课程标准》则强调“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”同时“建立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多种渠道获得信息，不断提高教学水平。”因此，教学评价既要关注效果，又要关注过程，应是两者的结合，既行为评价（也称非测试性评价）与终结性评价（也称测试性评价）相结合。..\n.（一）行为评价（非测试性评价）：本单元通过对学生课堂回答教师提问情况、对话表演的参与程度及学生反应、话题表达（如讨论利弊）的创新性及针对性、与他人的合作协作精神及学生个体的书面作业等行为，对学生的学习能力、学习态度、团体合作精神及创新意识等做出过程性评价。这种评价有助于老师发现每位学生的闪光点，及时肯定、表扬，也可让更多的学生体验成功的喜悦，体现英语课堂教学的“全员”意识，利于培养学生的可持续发展。具体操作时，老师设计如下表格，对学生进行评定。表一：课堂活动配合及对话表演反馈表日期课堂活动内容姓名评价等第评语StudentAS-BS-C【注：评价等第为（优秀、良好、一般、需努力）】表二：小组活动记录反馈表组员姓名日期活动内容评价内容1．参与程度2．与组员配合3．动作表演4．课堂效果反应5．语音语调6．语言表述个人自我评价小组评价教师评价【注：评价等第为（积极/优秀、尚积极/良好、一般、不参与/需努力）】（二）终结性评价（测试性评价）：通过单元检测形式来了解学生在本单元中学习的实际程度，通过整体效果和个体效果的综合分析，利于教师在下一单元教学中及时调整教学策略。（终结性评价：略）六、单元教学设计（课时计划及操作步骤）　　依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD 、..\n.投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：　　　　　　　TeachingProceduresforthe1stPeriodSteponeWarming-up1.Greeting.2.Watching&Chatting：WatchavideowhichintroducessomefamousculturalsitesacrossShaoxing,havingafreechatwiththeSs.3.Questions&Answers：ShowtotheSsthreepictures,askingthem:①Whatdoyouknowabouttheplacesinthepictures?②Wherearethey?③Whichonewouldyouliketoseemost?Why?SteptwoPre-listening1.Ticking：ListentothetapeandtickthethingsSshear.2.Questions&Answers：Listenagainanddiscussthequestionsingroups①Whyisitimportanttoprotectculturalrelics?②Whyisitdifficulttofindouthowpeoplelivedinancienttimes?③WhatdoweknowaboutlifeinancientEgypt?④WhydoweknowsomuchaboutthewaytheancientEgyptianslived?⑤Whatdoyouthinkwecandotoprotectourculturalrelics?StepthreeListening1.LanguageInput：Well,nowwe'regoingtolistentoadescriptionofthreeculturalsites.Please①Listentothetapeandwritedownthenameofthesiteintheformbelow.②Listentothetapeagainandwritedownaboutitsimportance.NameofthesiteWhyisitimportant?Whatisbeingdonetoprotectit?..\n.Site1Site2Site3③Listentothetapeagainandwritedownabout“What'sbeingdonetoprotectit”.Ssdiscusstheiranswersingroupsandthencheckinclass.StepfourPost-listening1.Listentoapieceofnews(Thaspreviouslytakenfromanewsreport)andaskSstohaveadiscussionaboutthefollowingtopics：①Whydoourcitygovernmentmakesuchgreatefforttoprotectculturalsites?②Doyouthinkitnecessarytospendsomuchmoneyontheproject?StepfiveError-finding1.LanguageInput：Nowwe'regoingtolistentothedescriptionofthethreemaps.Please①Listentothetapeandputthestatuesintherightplace.②Listentothetapeandputthetempleandthemuseumintherightplace.③ListentothetapeandputtheMoonTowerandtheBlueWaterfallintherightplace.StepsixGame1.LanguageInput：Asisknowntousall,Chinaisacountrywithahistoryofmorethan5,0000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofwhichareworld-famous.Nowpleaselookatthescreencarefullyandlet'shaveagame![Tdividetheclassintofourgroups,askingtheSstosaywhatthenameoftheculturalsiteisandwhereitisaccordingtothegivenpicture.Thegroupwhichmakesthemostchoiceswinthegame.]..\n.GroupResultGroupAGroupBGroupCGroupDScoreHomework1.PrepareabriefdescriptionofSs’favoriteculturalsiteinChina.Thereportmustincludethefollowing：①Thenameofthesite②Itssizeaswellasitshistory③Itsimportanceandwhatisbeingdonetoprotectit.(BettersurfontheInternet!)2.Preview“Speaking”.TeachingProceduresforthe2ndPeriodSteponeWarming-up1.Greeting.2.Checkthehomework,askingindividualSstocometothefronttoactouttheirreport.Theteachermayasktheotherssomequestionsabouttheirreports.SteptwoPre-speaking1.BrainstormingAsktheSsonequestion：WhatdoyouthinkcanrepresentChineseculture?[Tcollecttheanswersandwritethemontheblackboard.]StepthreeSpeaking1.LanguageInput：Well,everybodyisnowaskedtomakeaculturecapsulewithasizeof2×2metres,whichwillbesentintospacesothatanyonewhofindsitwillunderstandwhoweare.YoucanselectfivethingsthatrepresentChineseculture,butdorememberthatyoucannotputanylivingthingsinit.Alsoyoumayincludeinthecapsuleashortmessageofabouttwosentencesinanylanguage,butrememberthatthosewhofinditmaynotunderstandthelanguage.Meanwhilepleasegivethereasonsforyourchoices.Thefollowingexpressionsmaybehelpfultoyou...\n.AskingforsuggestionsMakingsuggestions●Whatshallweputininyouropinion?●Can'tweputin…?●Shouldweputin…?●Whichdoyouthinkisthemoresuitablethingweputin?●……●Let'sputin….●Maybewecouldputin….●Ithinkwe'dbetterputin….●I'dliketochoose….●What/Howabout…?●Whynotputin…?●Whydon'tyouputin…?●……[Tdividetheclassintopairs,lettingthemdiscussandcollecttheinformation,andaskeachpairtomakeadialogue.]ThingsyouwanttoputinReasonsforyourchoices12345【Model】SA：Inmyopinionwecouldputin….SB：Thatsoundsagreatidea.AndI'dliketochoose….SA：Sorry,Idon'tthinkthat'sthebestchoice.SB：Thenwhatabout…?2.Nowdividetheclassintogroups,eachgroupdiscusstheproject,tryingtoagreeonthesamefivethings.Eachgroupselectonestudenttofinishareportandthenasksomegroupstoreportinfrontoftheclass..StepfourUsefulExpressions---Makingsuggestions1.LanguageInput：Inoureverydaylife,wequiteoftenaskourfriendsorrelativesforadviceorsuggestionsonwhattodoorwhatnottodo.AndinEnglishthere're..\n.severalwaysofgivingadviceormakingsuggestions.WaysofgivingadviceormakingsuggestionsWaysofreplyingtoothers'adviceorsuggestionsAcceptanceRefuse1.ShallI/we…?2.Let's…,shallwe?1.Allright./OK.2.That'sallright.1.I'mafraidthat….2.I'msorry,but…StepfiveDialogueProduction[Twillprovidecertainsituations,askingtheSstoworkinpairstomakedialogues.]SituationA：Twofriendsarediscussingwhattodointhecomingweekends.B:Sure.SituationB：JessicaispoorinEnglish.Sheisaskingherfriend,Susanforadvice.StepsixPost-speakingWorkbookp.121“Talking”：Dividethewholeclassintofourgroups,eachgrouptakingthepartofanexpert,abusinessman,villagerAandvillagerB,whilethemonitortakestheroleofthevillageleader.AsktheSstodiscusstheproblem.Eachgroupleaderandthemonitorprepareareportwhichisaskedtoreporttothewholeclass.Homework1.Writeareportabouttheculturecapsule.2.Practisewaysofmakingsuggestions.3.Preview“Reading”.TeachingProceduresforthe3rdPeriodStepOneWarming-up1.Greeting.2.CommentontheSs’reportabouttheculturecapsule...\n.3.Gooverthewaysofgivingadviceormakingsuggestions.StepTwoPre-reading1.LanguageInput：Throughouttheworld,there'remanywell-knowncities,andquiteafewofthemareparticularlygreat.Someofthecitiesarewellreceivedbythepeople,andsomeothershaveinoraroundthemanumberoffamousculturalrelics.Nowlet'shaveafreediscussionaboutthefollowingquestions:①Somecities,likeParisandBeijing,arecalledgreatcitiesoftheworld.Inyouropinion,whatmakesacitygreat?②Whatareyourfavoritecities?③Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?StepThreeReading1.ScanningAsktheSstoreadthepassagequickly,findingoutwheretheyhavetheproblemunderstandingthewholestory.Discusstheproblemsinpairsfirstandingroupslater.Dealwithsomecommonproblemsinclass.2.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)3.TrueorFalseAsktheSstolistentothetapewhilelookingatthesentencesonthescreen,makingadecisionaboutwhetherthefollowingstatementsaretrueorfalse.StatementsTrueorfalse1.ThecityofStPetersburghwasbuiltandrebuiltbyPetertheGreat.2.Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter'sdeath.3.TheGermansattackedStPetersburghahundredyearsago.4.Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.5.AportraitofPetertheGreatwasdestroyedbytheGermans...\n.6.Itwasdifficultforpeopletorebuildtheoldpalaces.7.Workersandpaintersusedoldphotographstohelpthemrebuildthecity.8.StPetersburghwillneverbeasbeautifulasitwasbefore.4.SkimmingAsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.Questions：①Wheredopeopleusuallybuildacity?Why?②Whatwerethepalaceslike?③WhatwerethepalacesusedforaftertheCzars'ruleoverthecityended?④WhatdidtheGermansdoastheyleftthecity?⑤WasiteasyforthepeopleofStPetersburghtorebuildthecity?Andwhy?⑥Whatdidthepeopledotobringthecitybacktolife?5.ReadingaloudPlaythetapeandasktheSstoreadalonginaloudvoice.StepfourPost-reading1.AsktheSstodiscussthefollowingquestionsingroups:①WhydopeoplethinkStPetersburghisagreatcity?②Whywasitsodifficultforpeopletorebuildtheoldpalaces?③Whatdidpeopleusetohelpthemrebuildthecity?④WhyarethepeopleofStPetersburghheroes?StepfiveInterviewAsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburghandfinallyinvitesomepairstoactouttheirinterviewinthefront.【Model】R--reporterC--citizenofStPetersburghStepsixDebateDividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic)...\n.DiscussionWiththefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?StepsevenSummaryandhomework1.SummarizethepassageandasktheSstoretellthestory.2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.the4thPeriodSteponeWarming-up1.Greeting.2.AskindividualSstoretellthestory.3.Checkthehomework,givingsomeexplanationifnecessary.SteptwoLead-in1.AsktheSstofindoutthesentencesfromthepassagethattheythinkreadmostbeautifulorsoundsweetest.2.EnjoythesentencesSspickout,especiallythesentence：“Wewillnotletourhistoryandculturebedestroyed,andwewilldoeverythingwecantosaveourcity!”StepthreeReading1.ScanningAsktheSstoreadthepassageonpage124andfinishthefollowingtwoexercisesshownonthescreen.▲Fillintheblankswiththewordsfromthepassage1.Thewordwhichhassimilarmeaningto“finish”is________.2.________meanstogoorrunquickly.▲Fillintheblankswithproperwords.1.Adamwasbuilt.________aresult,thewaterlevelofthelakerose________63..\n.meters.2.SkimmingAsktheSstoreadthepassagemorecarefullyandtrytoanswerthefollowings:1.Whataretheonlythreeman-madeprojectsthatcanbeseenfromtheearth?Wherearethey?2.WhenwastheAswanHighDamcompleted?3.WhatwastheHighDambuiltfor?4.WhatproblemswerecausedbybuildingtheHighDam?5.WhatdoyouknowaboutthetempleatAbuSimbel?6.Howdidtheengineersdecidetomovethewholetemple?7.Howlongdidtheprojectlast?8.Howmuchdidtheprojectcost?9.Whenwastheprojectcompleted?10.HowcanyougettothetempleatAbuSimbel?StepfourPost-reading1.DiscussionDividetheclassintogroupsandaskeachgrouptodiscussthequestion:①Doyouthinkitnecessarytospendsomuchmoneyonrescuingthistemple?②DoyouthinkthattheEgyptianengineerssolvedtheprobleminthebestwaypossible?③Arethereothertemplesorbuildingsthatwecouldnotmove?④WhatabouttheGreatWallortheTempleofHeaven?⑤Woulditberighttomovethemifwehadtobuildsomethingwheretheystandtoday?Whyorwhynot?2.Fillintheblankswithproperwords.TheGreatWallofChinaisoneoftheeightwondersoftheworld.ItliesacrossNorthChina________ahugedragon(巨龙).Itisoneofthefewman-madeprojectsonearth________canbeseenfromthemoon.1.Languageinput：Intheworldthere’remanyculturalrelics.Sometimespeople..\n.havetochoosebetweenprotectingtherelicsofthepastandbuildingtheroadsandhousesofthefuture.Whatdoyouthinkweneedtothinkaboutwhenwemakedecisionsaboutculturalrelics?[Dividetheclassintogroupsandaskthemtodiscussforawhile,andthencollectideasorsuggestionsfromeachgroup.]StepsixSummaryandHomework1.ReadthepassagesandfinishoffWorkbookEx4onp.126.2.Writeareportaboutthediscussion.Tthe5thPeriodSteponeWarming-up1.Greeting.2.Checkthehomework.3.AskindividualSstoactouttheirreports,makingsomecommentsifnecessary.SteptwoLanguagestudy1.GroupworkDividetheclassintogroups,askingeachgrouptofindtheverbsbeginningwiththeletters“re-”anddiscussingthesimilaritiesamongthem.restore;rebuild;replace;recreate;2.Analyzethestructureofthediscussedwords：prefix“re”+V.→meaning“dosth.onceagain”.3.BrainstormingAsktheSstothinkofotherexamplesorlookupthedictionaryforwordswiththeprefix“re-”andgetthemeaningofthewords.【Model】⑴reappearvi.appearagain(esp.afterdisappearing)4.Structure(Grammar)Ⅰ.AsktheSstoputsomesentencesintoEnglish,goingoverthePresentPerfectTense.①在过去的三个月里学生们已经收集了二千节旧电池(n.battery)。②园林工人已完成寺庙百分之八十的重建任务。③他已将那台旧电视机送给邻居了。④中国已向太空发射了几十颗人造卫星。..\n.⑤史密斯先生已把词典和杂志归还给了图书馆。Ⅱ.Askthemtochangethesentencesintopassivevoice,payingattentiontothestructureofthesentences.ActiveVoicePassiveVoiceⅢ.PairworkAskpairsofSstodiscussandfindoutthedifferencesbetweentheabovetwocolumns,thentheteachergivessomeexplanationifnecessary.StepthreePractice1.AsktheSstofindthesentencesinthepassagewhichincludethePresentPerfectTenseandthenchangethemintotheActiveVoice.2.DrillsAskSstofinishexercisesonpage47and48,askingsomequestionsaboutthetwonewsstories.①Whatisthefirstnewsstoryabout?②Whyaresomeoftheculturalsitesnotwellprotected?StepfourSummariseandHomework1.Summarisewhat’sbeenstudied,esp.word-formationandstructureofthePresentPerfectTense.2.Finishoffworkbookexercisesonpage128.3.Preview“Intergratingskills”.the6thPeriodSteponeWarming-up1.Greeting.2.Checkthehomework,givingsomeexplanationifnecessary.SteptwoReading1.LanguageInput：Quiteofteninourdailylifewemayseeorhearorreadsomethingthatmakesusfellhappy,sadorevenveryangry.Andweusuallywanttotellothersaboutourownfeelings.Wehaveseveralwaysofshowinghowwefeel,forexample,wecanhaveatalkwithourclosefriendsorrelatives;wecangetapenfriend;wecanmakeaphonecalltothelocalradioorTVstation;andwecanalsowritetoanewspaper,amagazineandsoon.Nowpleasereadaletterandtrytofind..\n.whatisgoingon.Questions：①Wheredoesthewriterlive?②Whatisthewriterworriedabout?③Howdoestheairpollutioncomeabout?④Whatsuggestionsdoesthewritermake?StepthreePre-writing1.FillintheformAsktheSstoworkinpairs,answeringthequestionsbyfillingintheform.Whoareyou?Whatproblemdoyouwanttotalkabout?Howdoyoufeelaboutit?Whatsuggestionsdoyouhaveaboutit?Iliveinasmallvillage.Somepeopleinmyvillagewantto…Iam…StepfourWriting1.QuestionsandAnswersAskindividualSstoanswerthequestionsaccordingtheaboveform.2.SentencewritingAskSstowritedowntheanswerstothequestionsintheformofsentences.3.SentencecombiningAskSstocombinethesentencesoneafteranother,usingand,but,or,so,unless,although,because,etc.4.RefiningAskSstoreadwhattheyhavedone,makingsomenecessarychangesbyusingsomemoredifficultconjunctionslikewhich,that,when,what,when,where,etc.5.ExchangingAskpairsorgroupsofstudentstoexchangewhattheyhavewrittenanddiscusseachother’swriting.AftertheSshavedoneit,askseveralstudentstoreadouttheirletters.StepfiveProofReading..\n.TshowtheSsapreviously-preparedletter,askingthemtocorrectthemistakesinit.Homework1.AsktheSstogooverthewholeunit.2.Writealettertotheeditoraboutanyproblemtheycomeacross.高一上Unit8SportsTeachingaimsanddemands类别课程标准要求掌握的项目话题1．Talkaboutsports2．Talkaboutinterestsandhobbies3．TalkabouttheOlympics4．Writeasportsstar’sprofile功能InterestsandhobbiesWhichdoyoulike…or…?What’syourfavoritesport?Whichsportdoyoulikebest?Whichdoyouprefer…or…?Whatabout…?Areyouinterestedin…?..\n.词汇continentwell-knownathletegoldmedaltorchbadmintontiefinaldiveshootingGreececompetitormottofurtherrankgymnasticspreparepreparationeffectflamecompeteflagweightpositionsuperstarpointskillweightitlegesturefacialstandforbecauseofspeedskatingtrackandfieldtakepartinpreparationfor语法FuturePassiveVoiceThepeopleofBeijingwillplantmoretreesandbuildnewroads.(陈述句)MoretreeswillbeplantedandnewroadswillbebuiltbythepeopleofBeijing.Beijingwillholdthe29thOlympicGamesintheyear2008.（疑问句）Whenwillthe29thOlympicGamesbeheldinBeijing.PeriodArrangements:warmingupreadingmaterialsPeriod1listeningPeriod2,3speakinglanguagefocuslistening(WB)complementarylisteningmaterialspeakingPeriod4speakingPeriod5complementaryreadingmaterialwriting(WB)integratingskill(writing)assessment..\n.Period1:Step1.Warmingup(15mins)Ssknowalotaboutsportsfromeverydaylifeandmedia,soIarrangesuchatask-discussion(groupof4):Q:Whatdoyouknowaboutsports?Duringthisprocess,ifSscan’texpressthemselvesinEnglish,Chineseisalsoallright.Besides,itisagoodchancetopresentnewwords.Ifnecessary,Iwillmakesomecomplements.Atthesametime,Iwillpresentthemasmanypicturesaboutsportsaspossible.Possibleresponse:schoolsportsmeetSportsmeettheNationalGamestheAsianGamestheOlympicGamestheWorldCupetcballgames:volleyball,basketball,football,tabletennis,tennis,,golfbadminton,bowling,baseball,Americanfootball,icehockeyetcEventsofsportstrackandfield:relayrace,longjump,highjump,polejump,discus,shot,javelinetcgymnastic:rings,doublebars,highandlowbars,horse,freeexerciseswimming/shooting/skiing/icesports/diving/aquaticsportsetcSportstars:Beckham,MikeOwen,MichaelJordanetcPurpose:Thisactivityisdesignedtoencouragestudentstothinkaboutsportsand..\n.activaterelevantvocabulary.Step2.Speaking(15mins)Task1(pairwork):Talkabouttheirfavouritesports,favouritesportsstars,andthereasonwhytheylikethem,withthefollowingexpressionsasaguide.(SeeSBp52)Task2(pairwork):Asurveyaboutphysicalfitness(Seepostscript1)Task3(groupwork):Adduptheirtotalscoresanddividebythenumberofpeople.Thengettheirgroup’saveragescores.Discusstheirsurveyanswers.1).Doyouthinkyourgroupisdoingwellornot?Why?2).Howcanyoubecomefitter?Purpose:Thestudentswillusetheinformationfromtheabovesteptotalkabouttheirinterestsandhobbiesandtopractisegivingreasonsfortheiropinions.Step3.Listening(15mins)Task1:Brainstorming(encourageSstotellmeasmanywordsaboutthataspossible)tabletennisbasketballfootballPurpose:toworkasaguideoflisteningpart.Task2:ListentothreesportsreportsandfillinthemissinginformationPurpose:Inthisactivity,thestudentswillhearthreesportsreportsaboutbasketball,footballtabletennis.Itiswhattheyareinterestedinandtolearnto..\n.understandsportsnewsreport.Step4.HomeworkAssignmentTask:FindoutsomebackgroundinformationabouttheOlympics.Twillofferthemsomewebsitesaswell:www.olympic.orgwww.specialolympics.org/www.athens.olympics.org/www.beijing-2008.orgPurpose:Thisactivityisrelatedtothereadingmaterialofnextperiod.ToencourageSstofindouttheinformationbythemselves.period2Step1.Lead-in(10mins)Task1.CollecttheinformationSshavefound,andthisisagoodchancetopresentnewwords.Ifnecessary,warmingupExcanworkasaguide.AtthesametimeTwilldisplaysomerelevantpictures.FiveringsAisaEuropeAfricaAmericaOceaniaIOCInternationalOlympiccommitteeHeadquaterLausanneSwitzerlandMottoswifterhigherstrongerPresentPresidentJacquesRoggeOfficiallanguageEnglishFrenchSpanishRussianGermanHostcityof2000OlympicsSydneyAustraliaHostcityof2004OlympicsAthensGreeceHostcityof2008BeijingChina..\n.OlympicsHostcityofthefirstOlympicsAthensGreeceSortWinterOlympicsSummerOlympicsPurpose:tohelpSsgetasmuchbackgroundknowledgeabouttheOlympicsaspossibleTask2.Groupworktodiscussanyoffollowingquestions:1).WhydosomanyathleteswanttotakepartintheOlympicGames?2).AretheOlympicGamesimportanttooursociety?Whyorwhynot?Purpose:theactivityisdesignedtogetSstothinkabouttheOlympicsasapreliminaryactivityrelatedtothereadingmaterial.Step2.Reading(10mins)Task1.Skimmingtofindoutwhatisthereadingmaterialgoingtotalkabout.Possibleanswer:theOlympicsTask2.ScanningtofindthetopicwordsPossibleanswer:theWinterOlympics,theSummerOlympics,theancientOlympics,themodernOlympics,theOlympicmotto,the2008OlympicsPurpose:totrainSstoglancethroughthepassagequicklytogetageneralidea.Task3.Carefulreadingtofindoutthemainideaofeachparagraph.Purpose:totrainSshowtofindoutthemainideaofaparagraph.Step3.Consolidation(10mins)Task1.PlaythepassagethroughonceandaskSstounderlinesomewordsandphrasestheythinkuseful.Task2.Matchthenewwordsandtheirmeanings(SeeWBEx)Task3.FillinaformaboutthepassageOlympicsYearLocationChina’sgoldcompetitors..\n.medalsoldGreecenofemalecompetitors1stinmoderntimes23rd20002008??Purpose:tohaveabetterunderstandingofthepassageandnotesomeusefulwordsandphrases.Step4.Discussion(15mins)Task1:Groupwork(groupof4)todiscussthefollowingtopicsandtheycanchoosewhichevertheyareinterestedintalkingabout.Topic1.WhatisthespiritoftheOlympicGames?Whatcanyoulearnfromit?Topic2.Doyouagreethat”faster,higher,stronger”isagoodmottonotonlyforsportsbutalsoforlifeingeneral?Why?Topic3.Isitimportanttowininasportsmatch?Whyorwhynot?Topic4.DiscussthecausesandeffectsofsomeseriousproblemsoftheOlympicsandthinkofthepossiblesolutions.Task2:DebateHostingtheOlympicgamesisagreathonourandagreatresponsibility.Sincechinahaswonthebiddingofhostingthe2008Olympics,whatwilltheOlympicsbringtoChina,goodeffectsorbadeffects.goodeffectsbadeffectspromotetheeconomycostingalargeamountofmoneymakechinabetterknowntotheworldcausedisordertooursociety..\n.……Purpose:tohaveafurtherunderstandingabouttheOlympics.Step5.HomeworkassignmentWriteareportbasedonthedebatecarriedoutinclassaboutthegoodeffectsandbadeffectsoftheOlympics.AndencourageSstoexpresstheirownideainthereport.Purpose:tocultivatethemhowtowritediscussedtopicsperiod3Step1.Extensivereading(WB)(15mins)Task1.Readthepassageandhaveadiscussionaboutsomerelatedquestions.1).Whataresomeproblemsthatunknownathleteshavetodealwith?2).WhyaretheOlympicGamessoimportanttomanyathletes?3).WhydostarslikeMichaelJordanmakemoremoneythanotherathletes?Task2.PairworkComparethesportslisted.Aretheypopularinchina?Whyorwhynot?SportsPopular/notverypopularReasonsTennisSoccerTabletennisBadmintonPurpose:toknowmoreaboutsportsandtheOlympics.Step2.Speaking(5mins)Task1.Chinaisgoingtohostthe2008OlympicGames.Tomakeitthemostwonderfulandsuccessfulone,whatwillbedone?Ifnecessary,Tcandisplaytwopicturesforcontrast.Task2.AsforSs,Chinese,whatwilltheydoforthe2008Olympics?..\n.Purpose:tomakeSsnotetheuseofFuturePassiveVoiceandFutureActiveVoice.Step3.Languagefocus(25mins)Task1.GroupworktogetaconclusionoftheFuturePassiveVoiceandgiveTmoreexamples.Structure:Subject+willbedoneTask2.ShowSsapassageabouttheOlympics,andaskthemtochangeitintopassivevoice.(Seepostscript2)Task3.Pairworktoaskquestionsaboutthepassagewithwhat,when,where,howetc.Task4.Thasleftanotetoyou,askingyoutowriteanoticeforthestudentsinFuturePassiveVoice.Workwiththeirpartnersandwritedownthenotice.Thenreportittoclassorally.Nextweekwearegoingtocleartheschoolasfollows:Monday---ClassroomBuildingNo.1Tuesday---ClassroomBuildingNo.2Wednesday---thecomputercenterandlanguagelabThursday---thesciencelabsFriday---thelibraryPurpose:toconsolidatetheirunderstandingabouttheFuturePassiveVoice.Step4.HomeworkassignmentTask1.FinishsomeconsolidationExoftheFuturePassiveVoiceTask2.FindoutasmuchinformationaspossibleabouttheirfavouritesportsstarsPurpose:toencourageSstodowhattheyareinterestedinTeachingproceduresofperiod4Step1.Listening(5mins)Sswillhearsomethingaboutsomesportsstarsandmaketheirowndecision..\n.accordingtowhattheyhaveheard.Step2.Speaking(10mins)GuessingGame.CheckwhatSshavegotabouttheirfavouritesportsstar..AsksomeSstocomeuptothefronttotellwhattheyhavefoundwhileothersguessthenamesofthesportsstars.Purpose:toworkasapreliminarystepofwriting.Step3.Writing(30mins)Task1.Brainstorming.AskSstothinkoutinformationaboutYaomingasmuchaspossible.YaomingTask2.ReadtheprofileaboutYaomingandfindoutwhataretheusefulinformationforwritingaprofile.Purpose:ThisactivityistoletSsfindouthowtowriteaprofilebythemselves.Task3.Writesimilarprofilesabouttheirfavouritesportsstarsandchecksometypicalonesinclass.Step4.HomeworkassigmentSupposetheChineseOlympicCommitteeisinvitingapplicationsforvolunteerjobsforthe2008OlympicGamesandSswanttoapplyforthejob.Trytowriteaprofiletointroducethemselves.period5Step1.Listening(10mins)..\n.Complementarylisteningmaterial:ItisimportanttobeabletorecognizeandunderstandnumbersquicklywhenlisteningtospokenEnglish.Manysportslisteningtasksinvolvenumbers.Listentothespeakersandextractthenumberswhichareneededtocompletethesetables.(Seepostscript3)Purpose:tomakeSsgetusedtolisteningtoEnglishsportsnewsindailylife.Step2.Speaking(10mins)Imaginetheworldintheyear5,000.Whatwillourlifebelikethen?Makealistofthethingsthatyouthinkwillbedonedifferently.TrytousethePassiveVoiceasmuchaspossible.Examplesentences:EatingfoodIthinkallfoodwillbeturnedintojuiceandchopstickswon’tbeused.DrinkingwaterWearingclothesBuildinghousesDrivingcarsReadingbooks…Purpose:torevisethelanguagefocusinthisunit.Step3.Reading(10mins)ReadacomplementaryreadingmaterialaboutsportsandfinishtherelevantEx.(Seepostscript4)Purpose:toofferSsfurtherinformationaboutsportssothattheywillhavebetterunderstanding.Step4.Writing(15mins)Task1:Groupworktotalkaboutthesportsasthesample.Onememberofthegroupwritedownwhattheyhavegotduringtheirdiscussionandanotherreportwhattheyhavewrittendown.Sport:SoccerObjective:ShoottheballintotheotherTeam’sgoalSport:TabletennisObjective:Sport:Objective:Sport:Objective:..\n.Numberofplayers:Twoteamsofelevenplayers:tenoutfieldersandagoalkeepersSportsfield:GrassplayingfieldEquipment:Football,twogoalsBasicrules:1.Playersarenotallowedtousetheirhands.2.…Numberofplayers:Sportsfield:Equipment:Basicrules:Numberofplayers:Sportsfield:Equipment:Basicrules:Numberofplayers:Sportsfield:Equipment:Basicrules:Task2:WriteashortessayinwhichyoucomparetwosportsStep5.HomeworkAssignmentTask1:SinceSshavelearnedthewholeunit,theymustknowmoreaboutsports.Afterclass,askSstofindsomesceneswhichhavemakethemmovedandtellusthereasons.Purpose:ThisactivityisdesignedtocheckwhatSshavelearnedfromthisunit.Task2:AssessmentPurpose:tohelpSstoreflectonhowandwhattheyhavelearnedfromthisunit.Throughthewholeunitagoodmanydifferentkindsofassessmenthavebeenpresentedintheformoflistening,speaking,readingandwriting.Butasawholeunit,IdesignsuchtwoformstoletSsclearlyknowtheirownperformances.Form1:(totalscore5)listeningspeakingreadingwritingSelfassessmentPeerassessment..\n.TeacherassessmentForm2:setimprovementgoalYournameDatea.Whatwereyourgoalsforthisunit?b.Didyoureachyourgoal?c.Whatdifferentwaysoflearningdidyouuse?d.Whichdidyoulikebest?e.Whatyourgoalsforthenextunit?f.Howdoyouplantoreachthem?g.Willyouasksomeofyourclassmatesforideasandtrynewwaysoflearning?..\n.Unit8SportsTeachingaimsanddemandsGoals·Talkaboutsports·TalkabouttheOlympicGames·TalkaboutsportsstarsFunctionWhichdoyoulike,…or…?Ilikewatchingit.What’syourfavoritesport?Shooting.Ithink.Whichsportdoyoulikebest?Ilike…best.Whichdoyouprefer,…or…?Iprefer…to…Whatabout…?I’dratherwatchitthanplayit.Areyouinterestedin…?Yes,verymuch./No,notreally.Sure.Ilovesports.WordsandphrasesBCADcontinentwell-knownathletegoldmedaltorchtorchbadmintonspeedskatingtrackandfieldtiefinaldiveshootingGreececompetitormottofurtherrankgymnasticsprepareeffectflamecompeteflagweightpositionsuperstarskillweightitlegesturefacialstandforbecauseofwouldrathertakepartinpreparationGrammar被动语态（2）1.能够用英语描述事物将受到某种影响或某种处理---使用将来时被动语态。例如：Moretreeswillbeplantedandnewroadswillbebuilt.2.能够用英语描述人物将受到某种影响或某种处理---使用将来时被动语态。例如：AgreatnumberofreporterswillbeinvitedtoBeijingtoreportthe29thOlympicGames...\n.ArrangementsPeriod1:Warmingupandspeaking2/3:Reading4:Languagestudyandgrammar5:Reading,writingandtipsTitlePeriod1WarmingupandspeakingTeachingobjectives·Talkaboutsports·TalkaboutinterestsandhobbiesTeachingKeysandDifficulties·Somenewwordsaboutsport.·Theusefulexpressionsabouttalkinginterestsandhobbies...\n.TeachingProcedureStep1Lead-inT:What’stheEnglishfor“运动会”S:It’sSportsmeeting.T:Therearemanykindssportsmeeting.Suchasschoolsportsmeeting,citysportsmeeting,andtheOlympicGames.Amongthesesportsmeetings,whichdoyouthinkisthegreatestone.S:It’stheOlympicGames.T:Good.Howmuchdoyouknowaboutit.Let’shaveaquiztotestyourknowledgeoftheOlympicGames.OpenyourbooksonPage50.I’llgive2minutestofinishit.Step2WarmingupI.Checktheanswers.II.AsksomeSstoreporttheiranswers.Step3RevisionI.Reviewsomewordsaboutsportsbyplayingagame.II.DividetheSsinto2groups,oneisgirls’,theotherisboy’s.Andletthemwritedownasmanywordsastheycanaboutsportsontheblackboard.Step4PresentationI.ShowthepictureandletSsspeakoutthewords.II.Leadthemtoread.III.Writethewordsontheblackboard.Step5SpeakingI.LetSsmakeupanewdialoguebyusingtheusefulexpressions.Aftershowingthemthesampledialogue.II.ActitoutStep6ConclusionStep7AssignmentPreviewthereadingofunit8...\n.EvaluationTitlePeriod2&3ReadingcomprehensionTeachingobjectives·GettingtoknowtheOlympicgames,readwordsandexpressionsbyheart.TeachingKeysand·everyfouryears/everyfourthyear/everysecondday/everytwodays/everyotherdDifficultiesay·doone’sbest/tryone’sbest..\n.TeachingProcedureStep1RevisionReviewsomewordsaboutsportsbyshowingtheSspictures.Step2Pre-readingDiscussthefollowingquestionswithyourpartner.1)Whichsportevendoyouliketowatchmost?Why?2)Isitimportanttowininasportsmatch?Whyorwhynot?3)AretheOlympicGamesimportanttooursociety?Whyorwhynot?4)WhydoathletesfromsomanycountrieswanttotakepartintheOlympicGames?Step3ReadingI.Skinning1)WhatistheOlympicmotto?2)HowmanygoldmedalsdidCarlLewiswininthe1984OlympicGames?II.Scanning1)AskSstoreadthetextagainandcheckwhattheyknowaboutthefollowingnumbers:776BC393AD31113200010,000200300428320082)Discussthemeaningofthesenumberfirstingroupandtheminclass.III.CarefulreadingReadthetextagainandtrytofindthekeywordsofeachparagraph.1)theevery-fourth-yearOlympicGames2)theoldOlympicGames3)themodernOlympicGames4)theOlympicmotto5)thepreparationforthe29thOlympicGamesIV.IntensivereadingGothroughthetextanddealwiththelanguagepoints...\n.TeachingProcedureStep4DiscussionDiscussthegoodandbadeffectsonhostingtheOlympicGames.Step5HomeworkReviewthetextandrecitethelastparagraph.Previewnextpart.EvaluationTitlePeriod4LanguagestudyTeachingobjectivesUnderstandandremembernewwordsandexpressions.Grammar:thefuturepassivevoice.TeachingKeysandDifficultiesToformthefuturepassive,usewillbedonewhichgivestheideathatsomethingwillhappeninthefuture.Usethefuturepassivevoicetomakesentences:MoretreeswillbeplantedandnewroadswillbebuiltbythepeopleofBeijing...\n.TeachingProcedureStep1RevisionTalkaboutsomethingabouttheOlympicgames.Step2Wordstudy.Firstreadthewholesentence,thenguessthewordsabouttheOlympicgames.thefirstletterhasbeengiven.Step3Grammar:Thestructureofthefuturepassivevoice:will/shallbedone.Itgivestheideathatsomethingwillhappeninthefuture.Step4PractiseinclassPracticingofWBexercise“grammar”usingthepassivevoicetomakesentences.Step5HomeworkReviewandpreviewEvaluationTitlePeriod5IntegratingskillsTeachingobjectives1.LetSsfindouthowtowriteaprofilebythemselves.2.Improvethestudentslisteningabilityandconsolidatetheuseofsomeofthephrasestheyhavelearntbydictating.TeachingKeysandDifficultiesReadingthepassageandwriteaprofileofasportsstar.Grammar:thefuturepassivevoice...\n.TeachingProcedureStep1ListeningGivestudentsadictationaboutthewords,phrasesandseveralimportantsentencesPurpose:tomakeSsgetusedtolisteningandconsolidatewhattheyhavelearntinthisunit.Step2SpeakingImaginetheworldintheyear5,000.Whatwillourlifebelikethen?Makealistofthethingsthatyouthinkwillbedonedifferently.TrytousethePassiveVoiceasmuchaspossible.Examplesentences:EatingfoodIthinkallfoodwillbeturnedintojuiceandchopstickswon’tbeused.DrinkingwaterWearingclothesBuildinghousesDrivingcarsReadingbooks….Purpose:torevisethelanguagefocusinthisunit.Step3WritingTask1.Brainstorming.AskSstothinkoutinformationaboutYaoMingasmuchaspossible.Task2.ReadtheprofileaboutYaoMingandfindoutwhataretheusefulinformationforwritingaprofile.Task3.Writesimilarprofilesabouttheirfavouritesportsstarsandchecksometypicalonesinclass.Step4HomeworkSupposetheChineseOlympicCommitteeisinvitingapplicationsforvolunteerjobsforthe2008OlympicGamesandSswanttoapplyforthejob.Trytowriteaprofiletointroducethemselves.Evaluation..\n.高一上Unit9Technology一．教材解读（MaterialInterpretation）通常人们忌讳“只见树木，不见森林”，然而这里我们姑且就一个单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说，这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写依然以单元为单位，但每个单元打破了呆板的块状设计，换之于流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。整个教材体现了CommunicativeCurriculum的指导思想。每个单元以功能为主题，话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。本单元的主题是Technology，中心话题为Hi-tech,话题本身具有强烈的时代气息，贴近学生的实际生活，符合学生的认知水平，在学生中有较强的认同感。这一单元的交际功能项目（FunctionalItem）有两个：1.Describingthings2.Expressingagreement&disagreement。结构项目（Structure）为ThePresentContinuousPassiveVoice；主要能力项目为Reading和Writing，其中一个阅读正篇，两个LanguageInput,要求学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能力，同时学会写信并在信中阐述问题的症结，发表自己的观点。拓展项目为如何运用高科技获取更多英语信息，提升英语学习，并探究科技为人类带来便利的同时可能存在的负面影响以及消除这些影响的解决办法。二教学目标(InstructionalObjectives)通过教学，学生能描绘一些日常用品（如第一课时的AGuessingGame和DescribingandDrawing），发现一些问题，发表个人观点，努力解决问题（如第二课时的ProblemsandSolutions，RolePlay和ATVChitchatProgram:HelpisontheWay）；能学会与他人交流和合作（如第三课时中的DesigningandadvertisinganewmodelofcellphoneforChinesehighschoolstudents）；能学会寻找适当渠道解决实际问题（如第四课时中的ALetterofComplainttotheHeadmaster..\n.）；能自己学会学习，在学习中建立输入假设，在实践中验证假设，并最后修正假设(如第四课时的对ThePresentContinuousPassiveVoice的学习)；能懂得基本的一些学习策略，并运用这些策略提高在一定的context中对一些较难词义的推断能力（如第五课时中的WordandStrategy）；能运用高科技获取更多英语信息，提升自己的英语学习(如第三课时中的StorySharing和第六课时的EssayWriting)；能探究高科技为人类带来文明和便利的同时可能存在的负面影响以及消除这些影响的解决办法（如第五课时中的Talkabouttheadvantagesanddisadvantagesofcellphones,robots,computersetc.）；能在研究性的学习中进行自我反思，培养公民意识、社会责任感和全球观念（如第五课时中的AProbeintotheCauseofTeenagers’AddictiontoCyberCafé和第六课时中的ToBeaTechnology-drivenHumanornottoBe）；能在不断的反思中领悟并懂得人类追求高科技的根本目的，倡导人与人之间的友爱和真情（如第六课时中的写给未来控制了人类的巨能电脑Q12的题为LoveistheEverlastingTopicoftheWorld的信）。Unit9(SEFC1A)NotionTechnologyTopicHi-techFunctionalItems1.Describethings2.Expressingagreement&disagreementStructureThePassiveVoice(3)ThePresentContinuousPassiveVoice..\n.Tasks1.AGuessingGameDescribingthingsandhowtheywork2.DescribingandDrawingTopicTouch2.RoleplaySolvingproblemsbygivingopinions1.ATVChitchatProgramHelpisontheWay2.AProjectDesigningandadvertisinganewmodelofcellphoneforChinesehighschoolstudents3.AnInvestigationTeachingandLivingFacilitiesoftheSchool4.ADiscussionDamageThatIsBeingDonetotheEarth5.AnInterviewVoiceofStudents6.ALetterofComplaint7.AHi-techShow8.ASurveyAProbeintotheCauseofTeenagers’AddictiontoCyberCafé9.ADebateToBeaTechnology-drivenHumanorNottoBe10.ALettertoQ12LoveistheEverlastingTopicoftheWorldAnEssayBigThing..\n.MoralGoals1.CreativeThinking2.CommunicationandCooperation3.LoveandCaring4.EnvironmentalProtection5.SocialAwareness6.GlobalSense三．教学设想（TeachingAssumptions）在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。在教学方法上坚持以CommunicativeApproach为主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情,使精心设定的MoralGoal的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力；激发学生对事物深入了解的探究心理，逐步养成研究性学习意识;通过自主学习和社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责任感（(SocialResponsibility)，强化祖国意识(NationalAwareness)，培养全球观念(GlobalSense)。1．话题拓展（ExtendedTopics）以Technology为主题，由中心话题衍生出六个SubTopics,分别是NewUsesofThings,ProblemsandSolutions,LifeinaTechnologicalEra,Teaching&LivingFacilitiesoftheSchool,ControversyaboutTechnology和AttitudetowardsTechnology。根据每一个SubTopic精心设计相应的任务，突出交际功能，通过完成任务使学生达到交流的目的，完成语言的运用，能力要求涵盖听、说、读、写及综合运用，人文因素涉及学生的情感态度、学习策略、文化意识、价值取向和评判标准。所有的SubTopics均指向中心话题，在单元的结束提升主题：LoveistheEverlastingTopicoftheWorld。2．课时设计(TimeAllocation)和阶段教学目标(PhaseTeachingDemands)整个单元拟用五个课时完成,每个课时由一个SubTopic展开，功能项目明确，任务真实具体，能力取向明朗。第一课时..\n.SubTopicNewUsesofThingsFocusListeningFunctionDescribingthingshowtheyworkStructureItisusedfor…Theyaremadeof…Thisthingcanbeput………Tasks1.AGuessingGame2.DescribingandDrawingMoralFocusCreativethinking第二课时SubTopicProblemsandSolutionsFocusSpeakingFunctionExpressingagreementanddisagreementStructureAbsolutely.That’sexactlywhatIwasthinking.That’sagoodpoint.That’sjusthowIseeit.That’sworththinkingabout.Idisagree.I’mafraidIdon’tagree.Well,itdepends.Well,Idon’tknow.Well,Iamnotsureaboutthat…Tasks1.RolePlayGiveadviceandmakesuggestions2.ATVChitchatProgramHelpisontheWayMoralFocusCommunicationandCooperation第三课时SubTopicLifeinaTechnologicalEra..\n.FocusReadingFunctionDesigninganddescribinganewmodelofcellphoneStructureItismadeof…Itwillbeimprovedin…Newfunctionsisbeingaddedto…Varioussoundscanbeproduced…Tasks1.StorySharing2.AnActivityFindouthowmanyclassmateshavecellphones,describetheircellphonesindetailandexplainthereasonswhytheyneedthemtothewholeclass3.DesigningandadvertisinganewmodelofcellphoneforChinesehighschoolstudentsMoralFocusLove&Caring第四课时SubTopicTeachingandLivingFacilitiesoftheSchoolFocusWritingFunctionDescribingproblemsandgivingopinionsStructureThePresentContinuousPassiveVoice:Iambeinggiventoomuch..\n.homework.WearealwaysbeinghighlycontrolledbytheteachersNotenoughopportunitiesarebeingofferedtousstudentsAtnight,Iamfrequentlybeingdisturbedbythenoisefromthenearbyconstructionsite.…GreatdamageisbeingdonetotheEarth.Toomanytreesarebeingcut.Animalsarebeinghunted….Tasks1.ADiscussionDamageThatIsBeingDonetotheEarth2.AnInterviewVoiceofStudents3.ALetterofComplaintMoralFocusCommunication&Cooperation第五课时SubTopicControversyaboutTechnologyFocusUsingEnglishFunction1.Talkingabouttheadvantagesanddisadvantagesofthecellphones,robotsandcomputersetc.2.UsingthewordsandphrasestodescribethingsStructurepress\teenager\remind\dare\emergency\dial\obey\throughout\calendarthroughouttheworld,stayintouchwithsb.,callforhelp,incaseofemergency,havefun,becool….Tasks1.AHi-techShow2.ASurveyAProbeintotheCauseofTeenagers’Addiction..\n.toCyberCaféMoralFocusSocialAwareness第六课时SubTopicAttitudetowardTechnologyFocusUsingEnglishFunction1.Persuadingbygivingvariousopinionsandexpressingagreementanddisagreement2.UsingtheproperexpressionsStructureAbsolutely.That’sexactlywhatIwasthinking.That’sagoodpoint.That’sjusthowIseeit.That’sworththinkingabout.Idisagree.I’mafraidIdon’tagree.Well,itdepends.Well,Idon’tknow.Well,IamnotsureaboutthatOh,Idosoagree.Absolutelyright.Definitely.Iguessso.Ican’tagreewithyouthere.Notreally.Notexactly.Noway……Tasks1.Adebate:ToBeaTechnology-drivenHumanornottoBe2.ALetterLoveistheEverlastingTopicoftheWorldMoralFocusGlobalSense3．教学思路(TeachingPlanning)和任务设计(TaskDesigning)整个单元分成六个次话题：NewUsesofThings,ProblemsandSolutions,LifeinaTechnologicalEra,TeachingandLivingFacilities,Controversyabout..\n.Technology和AttitudetowardsTechnology，根据难点重点设计任务，注意任务的连贯性、剃度性。第一课时话题为NewUsesofThings,能力重点为Listening。在设计任务时特地设计了Describethethingsandhowtheywork,突出Listening外，巧妙地融进了Speaking,为下一课时作好了铺垫。在做DescribingandDrawing任务时，老师有意识地用一些如CD机，遥控器之类的东西，让一组学生进行Description，另一组学生进行DrawingandGuessing,这样成功地创造了一个InformationGap,使学生兴致盎然，并在完成任务的同时悄悄地接近了单元中心主题。教学者就这样不露痕迹地完成点题这一细节。结束任务是除了本节课探讨的这些东西的NewUses以外，思考一下使用这些东西带来的问题。这样巧妙地过渡到了第二课时的话题ProblemsandSolutions。第二课时话题为ProblemsandSolutions，能力重点是Speaking。通过Warmingup和对上一节课布置的问题的思考，轻松引入Speaking。通过帮助老师解决难题这一任务,预演怎么Giveopinions,如何expressagreementanddisagreement。接着，进入RolePlay这一任务。通过观看FamilyAlbum,USA,和MrBean中的几组镜头，学会更多表示同意和反对的方法，拓展语汇，丰满语言。此后学生开始由外及里，进入每人的内心世界，审视自身的问题，寻求解决的途径。最后通过模拟电视台主持人主持的一档题为PuppyLove的ChitchatProgram，让学生模拟老师、家长、校长、专家、教育部门领导等角色，畅所欲言，以进一步巩固已学语言，达到真实交流的目的。结束时一个WhatMakesSuchServicePossible?又将学生引入中心话题Technology的思索.。要求学生在思索之后通过上网阅读，准备一个能体现Technology优越性的爱心故事，在下一节课与其他同学分享。这以环节不仅与下一节课的主题LifeinaTechnologicalEra联系了起来，为下一节阅读课作了准备，更为本单元最后主题的升华即LoveistheEverlastingTopicoftheWorld埋下了伏笔。第三课时为Reading,SubTopic为LifeinaTechnologicalEra。通过StorySharing这一“读中带说”的任务，感悟Technology，畅谈由此带来的便利和文明的提高。接着转入阅读，依次完成阅读的各级任务，同时初步领略语言项目ThePresentContinuousPassiveVoice..\n.，为下一节课作好铺垫。最后，从感受高科技进入体验高科技，完成一个CellPhone新款的设计任务，并用恰当语言表述其性能、款式，完成产品的宣传策划，接着根据市场反馈，修正设计任务。这节课的Assignment是一个关于学校教学和学生生活设施的一个调查。学生五、六人不等，组成一个小组，完成对学校现有教学和生活设施的调查，明确在这方面还应该有哪些投入，紧扣下一节的话题，并为在下一节课模拟和校长的Interview中和写给校长的ALetterofComplaint中准备好真实的材料。第四课时的话题为TeachingandLivingFacilities。通过Warmingup中的WordPuzzle(或WordGame)，自然导入WordStudy和Grammar。在Grammar中，根据Krashen的InputHypothesis(输入假设理论),由学生通过对课文中一些相同结构句子的分析，形成自己的假设，通过两人小组活动的句型转换练习，验证假设，获得反馈，最后在题为TalkabouttheDamagethatisBeingDonetotheWorld的讨论中提纯语言，修正假设，完成良好的自主学习习惯。利用上一节课课后所做调查中的材料，模拟和校长的一个Interview，在Interview中学生反映学校学习和生活中的问题。反映问题时学生会不可避免地用到刚学的语法结构，如Iambeinggiventoomuchhomework.Wearealwaysbeinghighlycontrolledbytheteachers.Notenoughopportunitiesarebeingofferedtousstudents.Atnight,Iamfrequentlybeingdisturbedbythenoisefromthenearbyconstructionsite.…等等，重新复习怎么提出观点，扮演校长的学生也不可避免地会对学生的观点、建议要表示同意或反对，这样，又一次凸现了本单元Expressingagreementanddisagreement的功能项目。最后给校长写一封抱怨信，将在学习和生活遇到的问题和自己的观点、建议写进信内，投入校长信箱，等待校长答复。由于在学习Unit9时，学生在新学校已生活了约一两个月，这样的任务设计应该是非常真实，也容易操作。本课的Assignment是准备一个Hi-techShow,学生五、六人不等，组成一个小组,确定主题，上网搜索，充分展示高科技的成果和给人类带来的文明，要求配上解说词。每一小组时间不超过2分钟。第五课时话题为ControversyaboutTechnology,音乐MTV欣赏作为Warmingup，接着从MTV的制作，直接进入各小组的Hi-techShow,..\n.因为高科技的成就和给人类生活带来的文明是本单元的中心主题，因此在这里进一步进行渲染、烘托。同时话锋一转，对比鲜明地转入本课话题ControversyaboutTechnology。通过对手机、机器人和电脑等物advantages和disadvantages的讨论，进行反思，最后完成对于青少年进网吧玩游戏问题的调查，写出调查报告。第六课时是终结性课时，集中体现各种能力，重点突出语言的使用，课时话题为AttitudestowardTechnology。Warmingup是一个师生之间的chatting。在chatting中谈中国与西方国家在科技发展上的差别，中国青少年与中国未来的关系，中国青少年该如何处理个人与民族的关系等，自然切入主题。紧接着的是调查报告反馈。每个小组用两分钟时间陈述报告，交换意见，最后以班级名义将整合的调查报告呈交有关部门。通过调查，学生开始接触世界，了解社会，以此增强公民意识和社会责任感。讨论出青少年进入游戏网吧的有关规定，交给各个社区，用于宣传教育。完成一个题为ToBeaTechnology-drivenHumanornottoBe的Debate。在Debate中，进一步点明本单元的中心主题和体现本单元的交际功能项目。在Debate之后用一些伊拉克战争、原子弹爆炸、核武器竞赛和心脏移植手术、南极探险等图片的鲜明对比使学生对该如何使用高科技进行深刻的反思，想象abusing高科技可能带来的恶果。紧接着是LanguageInput，讲述的是2374年人类被巨能电脑Q12控制后的世界模样。最后以一封写给巨能电脑Q12的题为LoveistheEverlastingTopicoftheWorld的信作为本单元的结束，使主题得到了升华。总之，在进行单元教学设计时，努力做到板块清晰，思路流畅，条块结合，经纬贯通。主题鲜明，反复烘托，功能项目体现到位；能力结构分配合理，梯度适中；任务设计环环相扣，逐步升级。板块之间既个性鲜明，重点突出，又首尾相接，前呼后应；整个单元主题明朗，任务多样；教学思路流畅，前后呼应，一气呵成。主题线：浅尝----接触----了解----深入----问题----对策----反思---升华任务线：AGuessingGameDescribingthingsandhowtheywork----DescribingandDrawingTopicTouch----RoleplaySolvingproblemsbygivingopinions----ATVChitchatProgramHelpisontheWay----AProjectDesigningandadvertisinganewmodelofcellphoneforChinesehighschoolstudents..\n.----AnInvestigationTeachingandLivingFacilitiesoftheSchool----ADiscussionDamageDonetotheEarth----AnInterviewVoiceoftheStudents----ALetterofComplaint----AHi-techShow----ASurveyAProbeintotheCauseofTeenagers’AddictiontoCyberCafé----ALettertoQ12LoveistheEverlastingTopicoftheWorld----ADebateToBeaTechnology-drivenHumanorNottoBe----AnEssayBigThingNewUsesofThings---AGuessingGame----Role4．教学方法在教学方法上追求轻松自然，强调教学方法的多样化、艺术性。具体采用的教学方法有情景教学法（SituationalApproach）、交际法（CommunicativeApproach）、整体语言教学法（WholeLanguageTeaching）、情感激励法(AffectiveMotivation)等。在重视语言内涵的前提下不拒绝语言形式上的韵味和美感，适时配以音乐、时尚、艺术等，追求人与语言内容、语言形式的和谐。在强调语言实际功能的基础上，注意呈现语言的人文光辉，使语言学习既受用无穷，又多姿多彩。1）教学方法的多样性例如在本单元中，我们非常重视Warmingup，通过Warmingup，激活学生已有的知识和经验，调动各种学习机智如情绪、态度、心理等，链接即将开始的ClassroomActivity。使整个单元的Warmingup形式多样，景趣交融。l激情联想（如第一课时）l直观图片（如第三课时）l问题解决（如第二课时）l自由谈话（如第六课时）l音乐（如第五课时）l游戏（如第四课时）2)教学方法的独特性在教学中和任务设计中不经意却是有意识地将多媒体、电脑等揉入在其中，并特别注意这些东西在课堂上的有效使用，体现其辅助作用(如在本单元的授课中，第一和第四课时为使用多媒体)；同时让学生也实践操作(..\n.如第五课时中的Hi-techShow)，使中心主题与课堂实践，学生意识与教师意图融为一体，凸现主题。3)教学方法的艺术性l注重语言功能性和语言人文性的结合l重视学生内在需求的形成l注意发挥教学者人格力量作用l强化期待教育和情感激励法l营造人与语言、人与文化和谐自然、人景相趣的语言学习环境四．教学理念（ConceptualBases）以任务型教学（Task-basedLanguageTeaching）为设计理念，正确定位学生在语言学习中的主体地位，以任务为载体，使学生通过体验、感悟、完成任务，达到意义协商、真实交流的目的；强调语言的内容含义优于语言的形式结构；注重语言的功能性，但不忽视语言的人文性；注意教师的人格力量在语言学习中的积极作用；提高学生获取信息、处理信息和分析、解决问题的能力，强化学生的文化意识，激发学生的探究心理，促使学生研究性学习习惯的逐步形成；全面提高学生的人文素养，增强学生的社会责任感。语言首先是一种交际的工具，因为各种交流的需要才赋予语言鲜活的生命和经久不衰的美丽。各种源自真实生活的真实任务激发了学生各种语言交流的需求，为语言的运用搭建了一个广阔的舞台。由于学生的注意力集中在任务的完成上，语言交流的过程变得真实、自然，近乎母语的悄然习得。而完成任务之后的成就感是学生信心倍增，为语言的进一步学习作好了心理准备。在任务型教学中，我们从学生的认知水平、知识结构出发，尊重学生的意愿和情感的需要，从学生“学”的角度来设计出贴近学生真实生活，包括学校生活、社会生活、内心世界、情绪变化等各种教学任务，其中有单个任务、任务环、任务链等形式，以此激发学生的求知欲，促使学生产生学习的内驱力，主动自觉的融入语言活动，使语言学习成为像喝咖啡、欣赏音乐一样变成一种时尚，一种源自内心需要的自觉追求。在教学中，根据ELT顶尖级专家Krashen的ComprehensibleInput和InputHypothesis..\n.理论，有效组织语言教学，促进学生构建自己的学习模式，尽早养成自主学习的习惯。总之，在整个教学理念设计中，贯彻了“以人为本”（Learners-Centered）、“任务为重”的原则,使原来的“教学者带着知识走向学生”变成了“教学者带着学生走向知识甚至共同走向知识”。同时也不露痕迹表达了“以人为本”的另一层含义，那就是关注学生情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进文化理解和跨文化交际的能力，树立正确的人生观，加强公民意识，增强社会责任感，着眼未来，培养全球观念。五．教学手段与评价工具在教学中充分利用好与教材配套的录音带、VCD、练习册、阅读训练、多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。在信息时代飞速发展的今天，我们应重视使用一些先进的现代技术教学手段，提高学生学习英语的兴趣。主要以多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。在使用多媒体时，应提倡适当使用，为了提高教学效率，创设更好的学习情境而使用，而不是为了哗众取宠。注重课件风格和教师教学风格的一致性，避免把英语课变成多媒体课件展示课，在多媒体辅助教学的过程中，教师仍应发挥其主导作用，注意多媒体运用的频度，注重各类媒体的结合应用，避免只重多媒体而忽视常规教学媒体和手段，避免把投景屏幕当成黑板，注重“以人为本”，发挥学生的主体性。在制作课件时，我们不妨进行一番“换位思考”。其一，把老师置于学生的感知角度，体会他们的学习情绪和学习心理，去感知教材和训练语言交际能力，以此来找准教学的切入点和突破点，从而落实教学目标和重点；其二，把学生置于课件主人地位，使学生在不断的语言训练中理解并掌握教材，进而运用，达到用英语思考和表达的境界。根据《课程标准》，强调建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。评价应对学生在学习过程中所表现的情感、态度和学习策略，掌握基础知识、基本技能和使用英语的能力，以及表现出的发展潜能等，进行全面综合性的评价。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心，评价要有利于促进学生综合语言运用能力和健康人格的发展。该评价体系既关注结果，又关注过程，使对学习过程和对学习结果的评价达到和谐统一。..\n.有很多课堂情形需要教师对学生行为进行观察和分析，单纯的笔头考试不能全面反映学生的学习成就。尤其像英语课，对于学生的评价，除了单纯的笔头考试外，还应注重对学生的口语，朗读与听说，阅读等种种需要。老师在课堂上通过观察学生的实际行为，对学生作出相应的评价，进行适时的反馈。坚持以表扬、鼓励为主，给学生足够的成就感，保持他们学习英语的驱动力。这种形成性的评价要求学生能够展示他们能做什么而不只是说他们要做什么，而且也能使学生有机会把在课堂中学到的知识运用到实际生活中去。无论是哪种评价方法，都需要使用一定的评价工具，即要有一定的评价技术。常用的评价工具有：（1）教师自制的单元测验；（2）各类标准测验；（3）行为观察的现场反馈或记录；（4）问卷调查；（5）交谈法；（6）作业（任务报告）分析；（7）表演；（8）个案分析；（9）学习效果自评；（10）家长反馈；（11）各类奖惩。在教学评价的具体实施中，评价组织形式也是至关重要的，它从一个方面反映出教师的教学指导思想。只有民主的教学环境才能促使学生充分、自由地发展，这应该体现在教学的民主化方面。因此，教学评价的组织形式也要体现出这个思想。在总体安排上，可提出教师——学生——家长评价相互结合，充分依靠这些评价主体的力量，尤其是学生的力量，使评价真正发挥其应有的作用。因此，在评价时，可以“他评”和“自评”相结合，其中“他评”中“教师评”“学生评”和“家长评”三种形式可结合起来。在通常的情况下，以教师对学生的评价占居多数。但是，学生评价不仅仅是教师的责任，从一定意义上来说，学生应该成为评价的主人，我们尽力创造条件，让学生也担负起评价的责任。学生参与评价可分为学生的自我评价和学生的相互评价。自我评价与相互评价的活动能引起学生强烈的兴趣，调动他们的学习积极性，也能促进学生的自我教育。当然，在学生的自我评价与相互评价中应强调发现自己的长处和发现别人的优点。在主人的组织形式中应强调教师——学生——家长系统的共同评价。家长参与评价需要作好动员及明确评价的要求与方法，注意评价的客观性和鼓励性。1．对学生口头汇报的评价1）PhysicalExpression..\n.随时关注学生的身体语言，主要观察姿势，棉布表情，是否保持良好的目光交流等，并注意适时的反馈来吸引学生、提醒学生。2）VocalExpression对学生的声音表现，如发音是否正确清晰、声调变化、音量、停顿等3）VerbalExpression语言表现。如用词是否准确、达意，是否避免不必要的重复，意义表达是否完整，信息组织是否有逻辑性，结论是否能切中等。但要注意的是教师的评价要因人而异，客观的评价每位学生，帮助每位学生获得成功；注意纠错的方式和艺术，进行有效监控，但不过分挑剔学生表演过程中所犯的语言性错误，大胆放手让学生自由发挥。2.对学生英语听说课的评价教师可以通过以下问题对雪糁进行调查，以便于我们了解或掌握学生在听说客商的情况。Whichspeaking,listeningactivitiesdidyouparticipateinthisweek?Whichdidyouenjoy/dislike?Why?Inwhichspeakingactivitydoyouthinkyoudidbest?Whatmakesyouthinkso?Whattypeofspeakingactivitywouldyouliketodobetter?…1.对于学生阅读的评价对于学生的阅读，我们不妨经常用下列问题的调查来了解学生的阅读情况。Howdidyoufeelaboutthepassageyouread?Wereyouexcitedorbored?Canyouunderstandthepassageeasily?Howlongdidyouspendfinishingit?Didyoumeetwithanydifficulties?Whatdidyoulearnfromthepassage?Doyouhavethehabitofreadingmorerelatedinformation?…2.对于学生写作的评价Howdidyougoabutwritingthispiece?Whatproblemsdidyouencounter?Haveyousolvedtheproblemsnow?Whatgoalsdidyousetforyourselfinthispiece?Howwelldidyouaccomplishthem?Whatareyourgoalsforyournextpiece?..\n.Whatdidyoudowithyournotebook?提倡学生作文形式的多样化，如写周记、调查报告、给编辑写信、发e-mail等，鼓励学生交换阅读，互相取长补短，鼓励学生多写，并将好的文章展示、广播、投稿等，展示时尽可能多给获得成功的机会，如可设最佳主题、最佳描述、最佳创意、最佳组织等。5.通过一单元的学习，教师还可以对学生进行一次测试性评价，并在做一些定性评价，以求评价的全面性。如：Teacher’sComments:Youdoagoodjobof/__________________.Thisstudentcan______________________.Youcanimprovein______________________.Thisstudentneed__________________.Students’Comments:Ididwellin__________________________.Iplantoimproveby_________________________.Parents’Comments:________________________________________________.6.学完Unit9,SEFC1A之后的几种评价1）对于学生小组活动中的合作表现评价教师用小活动中的合作表现评价表观察学生在小组活动中的表现，主要观察学生在小组活动中的积极性、主动性、参与精神、是否注意倾听和尊重他人意见、是否给予他人机会发表意见、是否按时完成任务等。在完成整个单元之后，可用下表进行评价3）对学习态度、学习习惯的自我评价Writeasummary1stPeriodSubTopicNewUsesofThingsFocusListeningTasks1.Describethingsandhowtheywork2.AGuessingGameTeachingAims:1.ToreviewtheSimplePresentPassiveVoiceItisusedfor…..\n.Theyaremadeof(from)…Thisthingcanbeput….2.Todevelopthestudents’listeningskillbycreatinganinformationgapandstimulatingtheirdesiretodiscoverthingsMoralFocus:CreativeThinkingTeachingAids:Ataperecorder,thelisteningcassette,atoothpick,asock,aplasticbag,picturesorobjectsofsomedailythingslikechopsticks,acellphone,aremotecontroller,aCDplayer,awalkman,acomputer,arefrigerator,amirror,asatellitereceiveretc.TeachingProcedures:StepOneWarmingup1.Greetings2.AtmosphereStirringlTalkaboutsomethingthatisseeminglycommonandtriggerthestudentstodiscoversomethinguniquebyobservingcarefullyandthinkinglively.Example:Observetheteachercarefullyandidentifysomethinguniquelikeacertainscar,thesmokinghabit,theleft-handednessetc,andthentalkaboutthepossiblecauses.lCreateaproperlearningenvironmentandgetthestudentsgearedfortheoncomingclassroomactivities3.BrainstorminglPresentobjects:atoothpick,asockandaplasticbaglProvokethestudents’thinkingbyencouragingthemtothinkofthenewusesoftheaboveobjectslBereadytoacceptanyofferedanswerslTrytoinvolveasmanystudentsaspossibleStepTwoPre-listening..\n.1.Showpicturesofsomedailythingsincludingoneortwobutnotalloftheobjectsthataretobedescribed2.PreparethestudentsforthelisteningbyencouragingthemtodiscoverwhatarebeingdescribedStepThreeListeningandIdentifying3.Listentothetapeandidentifywhatisbeingdescribed.4.Talkaboutthepossibleusesofthedescribedthings.5.RingabelltotheSimplePresentPassiveVoiceStepFourTalkingandGuessing6.GroupworklDividethewholeclassintoseveralgroupslThinkabouttheobjectsweuseinourdailylife.lDescribetwoorthreeoftheobjectstotheothergroupsandseeiftheycanguesswhatyouaredescribing.lRemembernottomakeittooeasytoguesslTaketurnstodothedescribingandguessingl.UsethefollowingstructuresandquestionstohelpwiththedescriptionandguessingItisusedfor….Itcanbefound….Itisoftenseen….Theyaremadeof(from)…Thisthingcanbeput….Whatdoesitlooklike?Whatisitusedfor?Whatisitmadeof?Whousuallyusesit?Howdopeopleuseit?Howdoesitwork?Whenisitused?Wheredoyouusuallyseeit?StepFiveTopicTouch9.DescribingandDrawinglDividethewholeclassintotwogroups.:Adescribinggroup..\n.andaguessinggroup.lTheteacherletthestudentsinthedescribinggroupseesomecertainobjectsorpictureslikearemotecontroller,aTVset,aCDplayer,awalkman,asatelliteetc.Thenoneofthestudentsbeginstodescribewhatisbeingpresentedbytheteacher.Othersarereadytoaddsomethingtothedescription.Remembernottomakeittooeasytoguess.lStudentsintheguessinggrouparesupposedtodrawandthenguesswhatisbeingdescribed.lEachgrouphasthreedescriptionsandthreeguesseslThegroupwhichgetsmorerightanswerswins.lThisgameisalsoservedasaslighttouchoftheUnitTopicStepSixADiscussion10.Workingroupsofsix11.Discussaboutthegoodimpactofoneofthesethings.12.Eachgroupmembercontributessomenotestothereporterofthegroup13.ReporttothewholeclassStepSevenListeninginWB14.Listentothetapeandfillintheinformationchartbelow.15.ComparetheinformationwiththepartnerStepEightPairwork16.Workinpairs.lLookatthespaceprojectsbelowanddecidewhichoneisthemostuseful.lPut“1”infrontofthemostusefulprojectand“5”infrontoftheleastuseful.lCompareanswerswiththeotherpairsandexplainyourchoicesStepNineSummary17.Summarizethegoodimpactofallthethingsdescribedandmentioned.18..Thinkaboutthepotentialproblemswiththethingsdescribedand..\n.mentioned19.Suggestsolutionstotheproblems2ndPeriodSubTopic:ProblemsandSolutionsFocusSpeakingTasks1.RolePlay2.ATVChitchatProgramTeachingAims:Tolearnphrasesandsentencesofexpressingagreementanddisagreement(Absolutely.That’sexactlywhatIwasthinking.That’sagoodpoint.That’sjusthowIseeit.That’sworththinkingabout.Idisagree.I’mafraidIdon’tagree.Well,itdepends.Well,Idon’tknow.Well,Iamnotsureaboutthat…)MoralFocus:CommunicationandCooperationTeachingAids:asetofmulti-mediateachingsystem,someepisodesfromFamilyAlbum,USAandMrBean,somerolecards…atoothpick,asock,aplasticbag,chopsticks,acellphoneetc.…SteponeWarmingup1.Greetings2.QuickWitsDrawthestudents’attentionbyidentifyingthefollowingstatements.lTheword“boat”canbespelledusingfourlettersfromtheword“automobile”.l11minutespast5o’clockis48minutesbefore6o’clock.lIfyouturnaleft-handedgloveinsideout,itwillfitonarighthand?StepTwo..ProblemSolving3..DiscussingroupsofthreeaboutthepossibleproblemswiththingsmentionedthepreviousdayExamples:chopsticks,car,air-conditioneretc.4.Providesolutionstoalltheseproblemsandshareopinionswithothergroups5.Toleratedifferentopinionsfromothergroups..\n.StepThreeListeningandSpeaking6.Describeoneortwooftheteacher’sstressfulsituations7.Encouragestudentstogivesolutions8.ExchangeideaswithotherstudentsStepFourSpeakingandActing9DiscussaboutJane’sproblemandexpressopinions1)Janewantstobuyacellphone.Beforeshebuysone,sheasksherparentsandherbestfriendwhattheythink.2).Workingroupsoffour3).Decidewhichroleeachgroupmembershouldplay4)Takeafewminutestopreparetherolecards5)ReportyourdecisiontotheclasswhenyouhavefinishedthediscussionStepFiveLookingandLearning10.WatchsomeepisodesfromFamilyAlbum,USAandMrBean(《走遍美国》和《憨豆先生》的几组镜头)11.Recognizemorewaysofexpressingopinions(Oh,Idosoagree.Absolutelyright.Definitely.Iguessso.Ican’tagreewithyouthere.Notreally.Notexactly.Noway….)StepSixDescribingandDeciding12.EncouragethestudentstodisclosetheirproblemsbyaskinglWhattroublesyoumost?lWhatisyourproblem?lWhatisyourworry?lWhatupsetsyou?…13.GetthemtoknowwheretofindhelpbyaskinglTowhomdoyouusuallyturnforhelp?lWherecanyourproblemsbepossiblysolved?lWhocanmostprobablyserveasahelper?(Possibleanswers:PsychologyCenter,HotlineService,ChattingRoom,ARadioorTVChitchatPrograms…)StepSevenParticipatingandProducing..\n.14.ClassWorkATVChitchatProgram:HelpisontheWaylSupposeyouareahostorhostessofapopularTVchitchatprogram.lTheTopicofthisprogramisPuppyLovelOnestudentactasthehostorhostess.Twostudentsastheintervieweessufferingfromsuchproblemsandtrytoseekhelpfromthehostorhostess.Othersasaudiencepresentattheprogram.Theymayberepresentativesofheadmasters,teachers,parents,experts,administrators,policy-makersandstudentsetc.,whoaresupposedtoexpressdifferentopinionslDeciderolesandprepareitforfourminuteslPresenttheChitchatProgramStepEightThinkingandJudging15.LeadthestudentsgraduallytotheUnitTopicTechnologybyaskinglWhatisthevalueofsuchprograms?Namesomeothersimilarservice-centers.lIssuchserviceimportant?lWhatmakesitpossible?lWhatdoyouknowabouttechnology?lWhydoesthegovernmentpaysomuchattentiontothedevelopmentoftechnology?lWhyistechnologysoimportanttopeople’slife?lInwhatwayhasitchangedorpromotedpeople’slife?…StepNineTopicHunt16.HomeworklProfoundunderstandingthepositiveeffectoftechnologyonindividuals,nationsandeventhewholeglobebysurfingtheinternetandcollectingrelatedinformationlHuntforcaringstorieshailedbytechnologyandsharethestories..\n.withotherstudentsinthenextclass.3rdPeriodSubTopic:LifeinaTechnologicalEraFocusReadingTasks1.StorySharing2.AProjectDesignaNewModelofCellPhoneTeachingAims:1.Tohaveageneralunderstandingofhowtechnologyhaschangedthewaypeoplelive2.TogetaroughideaofthePresentContinuousPassiveVoiceWordsandimagesarebeingsentthroughouttheworld.Theyarebeingusedascamerasandradios,andtosente-mailorsurftheinternet.Newfunctionsarebeingaddedtothephones….MoralFocus:Love&CaringTeachingAids:ataperecorder,areadingcassette,themultimediateachingsystemetc.TeachingProcedures:StepOneWarmingup1.Greetings2.Students’descriptionofsomenewinventionsaccompaniedwithphotosdownloadedfromtheinternetStepTwoStorySharing3.Sharethecaringstorieshailedbytechnology4.CommentonsuchstoriesStepThreePresentation5.Commentsonthegreatimpactbroughtbytechnologyandlifeinatechnologicaltime6.DiscussthesequestionswithapartnerbeforereadinglHaveyoueverusedacellphone?Doanyofyourclassmateshavecellphones?..\n.lHowisthewaywelivetodaydifferentfromlifeinthepast?lHowhaveinventionsandnewtechnologychangedourwayoflife?lWhyarethingslikecellphones,computersandTVsopopular?lWhatinventiondoyouthinkisthemostimportantinthehumanhistory?StepFourPre-reading7.PredictinglReadtheheadlineandguessthemeaningof“LifeontheGo”.lWhatinformationdoyouexpecttofindinthetext?8.ScanninglWhichcountrydoesthegirlinthepassagecomefrom?Howdoyouknow?lWhatistheotherexamplethatisbeingusedtosupporttheidea?StepFiveReading9.ReadthefirstparagraphandanswerthefollowingquestionslWhatnewinventionisbeingdiscussed?lWhatkindofpeoplearebeingtalkedaboutinthispassage?10.ReadthewholetextforthroughunderstandingandfillouttheoutlineofthetextAnOutlineoftheTextlWangMeiisanexampleofChineseteenagerswhohavecellphones.lCellphonescanbeusedformanythings.ForExample:__________________________________________lCellphonesalsocauseproblems.i.Inschool___________________________________ii.Athome____________________________________lThereareseveralreasonswhyteenagerslikecellphones...\n.1)__________________________________________2)__________________________________________3)__________________________________________lWangMeiexplainswhyshelikeshercellphoneandwhatsheusesitfor.StepSixPost-reading10.Answerthefollowingquestions.lWhydosomeschoolsnotletstudentsusecellphones?Doyouagree?lWhydoteenagerslikecellphonessomuch?lWangMeisaysthatcellphonesarethemostusefulinventionsever.Doyouagree?lWhichinventiondoyouthinkisthemostuseful?Why?lWhatdoesthetitle“Lifeonthego”mean?lWhatisthewriter’sattitudetowardthisproblem?Howdoyouknow?StepSevenAnActivity12.Findouthowmanystudentshavephonesintheclass13.Interviewoneofthemandfindoutwhathisorherphoneislike.ThesequestionsmayhelpyoudotheinterviewWhattypeofphonedoyouhave?Whenandwheredidyoubuyit?Whogaveyouthefinancialsupport?Whydoyouwanttohaveaphone?Whatisyourparents’attitude?…..14.DescribethephoneandexplainthereasonstothewholeclassStepEightAProject15.Designyourowncellphone.Youworkforacompanythatmakescellphones.YourmanagerwantsyoutodesignanewmodeltoincreasethesalesamongChinesehighschoolstudents.Workingroupsanddraw..\n.yourmodelintheboxbelow.ANewModel16.AdvertiseyourmodelThesequestionsmayhelpyoudothejoblWhatcolourisit?lWhatsizeisit?lWhatshapeisit?lWhatmaterialisitmadefrom?lWhatfeaturesdoesithave?lHowmuchwillitcost?17.Findoutthemarket’sreactionandrevisethedesign.18.Letthestudentsmaketheirownchoiceswithreasonsavailable19.Revisethedesignandsubmitittoyourmanager.StepNineAnInvestigation(Homework)20.Investigatetheteachingandlivingfacilitiesprovidedbytheschool21.ListthingsthatarealreadyprovidedandstillneededClassroomFacilitiesItemsProvidedItemsNeeded..\n.DormitoryFacilitiesItemsProvidedItemsNeeded22.Dwellonthegreatfunctionofthefacilitiesprovided23Giveacceptablereasonswhymorenewitemsareneeded4thPeriodSubTopic:TeachingandLivingFacilitiesoftheSchoolFocusWritingTasks1.DescribethedamagethatisbeingdonetotheEarth1.WritealetterofcomplaintTeachingAims:1.Toencouragethestudentstopickouttheusefulphrasesontheirownlikethroughouttheworld,stayintouchwithsb.,callforhelp,incaseofemergency,havefun,becooletc..2.TofulfillWordStudyintheformofaMemoryCompetitionpress\teenager\remind\dare\emergencydial\obey\throughout\calendar3.ToenablethestudentstoformulatetherulesofthePresentContinuousPassiveVoice,testouttherulesandfinallyrefine..\n.theirinterlanguageIambeinggiventoomuchhomework.WearealwaysbeinghighlycontrolledbytheteachersNotenoughopportunitiesarebeingofferedtousstudentsAtnight,Iamfrequentlybeingdisturbedbythenoisefromthenearbyconstructionsite.…GreatdamageisbeingdonetotheEarth.Toomanytreesarebeingcut.Animalsarebeinghunted……..MoralFocus:EnvironmentalProtectionTeachingAids:Ataperecorder,acassetteetc.TeachingProcedures:StepOneWarmingup1.Greetings2.WordGameWorkinpairsandmakenewwordsHowmanywordscanyoumakebymovingthesidesofthebox?SIDRCOATATOEPREMExamples:STOPROOMSOAPDATEetcStepTwoPresentation.4.Listentothetextagainandenablethestudentstopickoutontheirownsomeusefulwords,phrasesandsentencesUsefulWordsUsefulPhrasesUsefulSentencesemergencystayintouchwithsbNewfunctionsarebeingaddedtothephones..\n.………5.Talkaboutthereasonswhythesewords,phrasesandsentencesareworththeirattentionStepThreeWordStudy6.Matchthewordsandphraseswiththemeaningontheright(SeeWordStudy,page61)7.AMemoryCompetitionlBooksclosed.lTwoGroupsGroup1:GirlsGroup2:BoyslTwoboysandtwogirlsactassecretarieslThegroupwhichgetsmoreguesseswins.StepFourGrammar8.ReadthetextagainandtrytoidentifythesentencesthathavethesimilarstructurelWordsandimagesarebeingsentthroughouttheworld.lTheyarebeingusedascamerasandradios,andtosente-mailorsurftheinternet.lNewfunctionsarebeingaddedtothephones….9.LetthestudentsformulatetherulesofthePresentContinuousPassiveVoicethroughcarefulobservationStepFivePairWork10.TestouttherulesandgetfeedbackthroughpeerinteractionbyputtingthefollowingintothePresentContinuousPassiveVoiceandchangethefollowingsentencesintoquestions,usingthePresentContinuousPassiveVoice(seepage61)StepSixLanguageInput..\n.11..ListentoapassagefocusingonthePresentContinuousPassiveVoiceandhelpimpressthestudentswiththeinformationandfossilizetheirhypothesesStepSevenADiscussion12.Refinetheinterlanguagebyworkingingroupsoffouranddescribingthedamagethatisbeingdonetotheearth.HopefullythestudentswillusesuchstructuresasGreatdamageisbeingdonetotheEarth.Toomanytreesarebeingcut.Animalsarebeinghunted.Richfarmlandarebeingbuilton.Theairandwaterarebeingseriouslypolluted.Thewholeenvironmentisbeingdestroyed.Humanbeingsarebeingcompelledtoconfinetotheirhomes.Asaresultalotoffunhasbeenspoiled.…13.FossilizetheirhypothesesofthePresentContinuousPassiveVoiceStepNineAnInterview14.Afterstudyinginthenewschoolforacoupleofmonths,youcomeacrosssomeproblemswithbothyourstudyandyourlife.Inyouropinion,theschoolshouldputmoremoneyinimprovingboththeclassroomfacilitiesanddormitoryfacilities.Therefore,yougotoseetheheadmasterandtalkaboutyourpersonalproblemsorevencomplaints.1.AnInterview10.Onestudentactastheheadmasterandtheotherasthestudentsufferingfromtheproblems.TheinterviewtakesplaceintheHeadmaster’soffice.11.HopefullythestudentcanusesuchstructuresasIambeinggiventoomuchhomework.WearealwaysbeinghighlycontrolledbytheteachersNotenoughopportunitiesarebeingofferedtousstudentsAtnight,Iamfrequentlybeingdisturbedbythenoisefromthenearbyconstructionsite.…..\n.lPersonalopinionsaretobeconcluded:MoreteachingfacilitiesarebeingneededAirconditionersshouldbeaddedtothedormincaseofhotandhumidweather.Atelephoneandacomputerarealsoneeded…l.ReviewtheexpressionsofagreementanddisagreementStepTenWriting1.WritealettertotheHeadmasterdescribingtheheavyburdengivenbytheschoolandcomplainingaboutthepoorstudyingandlivingconditions.Personalopinionsandsuggestedsolutionsaresupposedtobeincluded2.PutyourletterintheHeadmaster’sLetterBoxStepElevenHomework3.FinishPart1&2,p136,WB4.PrepareAHi-techShowlTheHi-techShowistoimpressthestudentswiththegreatimpactoftechnologybydisplayingthetechnologicalachievements.DividethewholeclassintoseveralgroupsanddotheshowlWorkingroupsofsixlDecidethethemelProduceacoursewarelPreparetheintroduction5thPeriodSubTopic:ControversyaboutTechnologyFocusUsingEnglishTasks1.AHi-techShow2.TalkabouttheAdvantagesandDisadvantagesoftheCellphones,RobotsandComputersetc.3.ASurveyAProbeintotheCauseofTeenagers’AddictiontoCyberCaféTeachingAims:1.Toimpressthestudentswiththegreatimpactoftechnology..\n.2.Tousethewordsandphrasestodescribethings(press\teenager\remind\dare\emergency\dial\obey\throughout\calendarthroughouttheworld,stayintouchwithsb.,callforhelp,incaseofemergency,havefun,becool….)TothinkabouttheproblemscausedbytechnologyTeachingAids:Acellphone,picturesofarobotandcomputer,themulti-mediateachingsystem,etc.MoralFocus:SocialAwarenessTeachingProcedures:StepOneWarmingup1.Enjoysomewell-selectedMTVs2.CommentsontheproducingoftheseMTVsandtheuseofnewtechnologyStepTwoAHi-techShow3.ImpressthestudentswiththegreatimpactoftechnologybydisplayingHi-techachievementsandthegreatimaginationwhichwillbringaboutnewinventionsinthefuture.lGetthegroupstoshowtheirworklIntroducetheHi-techachievementslDescriptionsmustcomealongwiththeshowlFourminutesaregivenforeachgroup4.ImaginethefutureinventionsStepThreeLanguageInputFutureTravel:Teleportation5.ReadthepassageandanswerthefollowingquestionslWhatdoesteleportationmean?lHowisteleportationdifferentfromnormaltransportation?lWhyisitsodifficulttoteleporthumanbeings?..\n.lDoyouthinkteleportationwillberealized?Giveyourreasons.6.FulfilltheexamtasksLearnthestrategyofguessingthemeaningofthewordsinthecontext.Matcheachwordwiththebeststrategy.WordStrategyTeleportationSomewordsaremadeupofparts.WecanusethemeaningofeachparttoguessthemeaningofthewordPhotonsWecanusewordswealreadyknowtoguessthemeaningofwordsthatmeanthesameorthathavetheoppositemeaningApartSomewordsareexplainedinthesentence.Theexplanationisoftenbetweencommas(,),dashes(----),orbrackets().StepFourMoreTipsforreading1.LearntobecomeasmartreaderSeepage63StepFiveAScienceReport7.ListentoasciencereportfromtheVOA8.Impressthestudentswiththelatestdiscoveriesintechnology9.CommentsonthepossiblenegativeaspectsoftechnologyStepSixTalking10.Moderntechnologyhelpsusdomanyofthethingswewanttodo.Buttechnologycanalsocauseproblems.Whataretheadvantagesanddisadvantagesofmoderntechnology?lWorktogetherwithyourpartner.Writedowntheadvantagesanddisadvantagesofthefollowinginventions.ItemsAdvantagesDisadvantagesCellphones1.Cellphoneshelpuskeepintouch1.Usingacellphoneis..\n.withfriendsandfamily.…expensive.2.Overusingitmaydisturbourwork.…Robots……Computers……lDiscussabouttheadvantagesanddisadvantagesofmoderntechnologywiththehelpofthelists.StepSevenTopicProbe(Homework)11.ASurveyAProbeintotheCauseofTeenagers’AddictiontoCyberCafélPayattentiontothepercentageofboysandgirlsrespectivelylOrganizeareportlShareopinionswiththewholeclassASurveyNONameAgeSexNameoftheCyberCaféReasonParents’AttitudeSchool’sReaction12345678910StepEightWriting..\n.12.Writeaninvestigationreportinformingontheresultoftheinvestigation.12.Statethepresentsituationandlistalltheproblems13.AppealforattentiontoproperuseofCyberCafébyteenagers14.Suggestsolutionsandexpressyourownideasclearly15.OneortwosentencesareexpectedtobeusedinPresentContinuousPassiveVoice6thPeriodSubTopic:AttitudetowardsTechnologyFocusUsingEnglishTasks1.ADebateToBeaTechnology-drivenHumanornottoBe2.ALetterLoveistheEverlastingTopicoftheWorld3.AShortEssayTeachingAims:1.Tousethefollowingsentencestocontinuethedebate(Absolutely.That’sexactlywhatIwasthinking.That’sagoodpoint.That’sjusthowIseeit.That’sworththinkingabout.Idisagree.I’mafraidIdon’tagree.Well,itdepends.Well,Idon’tknow.Well,IamnotsureaboutthatOh,Idosoagree.Absolutelyright.Definitely.Iguessso.Ican’tagreewithyouthere.Notreally.Notexactly.Noway……)Toexpressopinionsinrealsituations2.TolearntowriteanessayMoralFocus:GlobalSenseTeachingAids:ataperecorder,asetofmulti-mediateachingsystemTeachingProcedures:StepOneWarmingup1.Greetings2.Chatting..\n.lCompareChinaandthewesterncountriesintermsoftechnologywiththehelpofthemulti-mediateachingsystem.lTalkabouttherelationshipbetweentheyounggenerationandthefutureofChinalWorkoutthequalitiesthatthenewgenerationshouldhaveinordertomakethenationmorepowerfulStepTwoInvestigationReport3.Announcetheresultsoftheinvestigation4.Personalcommentsontheresultsoftheinvestigation5.Shareopinionswithothergroups6.Readandrefinethelanguageofthereport7.SubmitthereporttotherelateddepartmentofthelocalgovernmentStepThreeADesign8.Workingroupsoffive.9.WorkoutsomeregulationsforthecommunitiestokeeptheteenagersawayfromtheCyberCafe.10.ContributetheregulationstothecommunitiesStepFourThinkingandjudging11..Preparethestudentsfortheon-comingdebatebyaskingthemthefollowingquestions.lWhathelpsusalotinourteachingandlearning?lDidIusethemulti-mediateachingsystemineveryclass?lShouldweusethemulti-mediateachingsystemineveryclass?Whyyesorno?lHowshouldwemakegooduseoftheadvancedfacilities?StepFiveADebate12.ADebate:Tobetechnology-drivenhumanornottobe13.DividethewholeclassintotwoanddebatewhetherhumansshouldbecontrolledbytechnologyornotlExplainwhyhumansshouldbetechnology-drivenandwhynot..\n.lCiteexamplestosupporttheidealPersuasiveLanguageisstronglysuggestedlAfinalspeechfromeachisexpectedStepSixDiscussing14.Discussabouttheresultoftheilluseoftechnology15.Impressthestudentswiththesharpcontrastbetweentheabusinguseandhailingpromotionoftechnologybyshowingsomeofthepictureslike中国移动拯救海难主人翁照片，Heart-transplantingOperation,AntarcticaExpedition,theIraqWar,theatomicbombing,thenuclearweaponcompetitionetc.StepSevenReflectivethinking16.Whatwouldhappenifwegoonabusingtechnology?17.Imagineaworldthatiscontrolledbyrobots?StepEightLanguageInput18.ReadthepassageandthinkwhatismissinginthisfutureworldStepNineImagination19.Imaginethatyouareoneofthestudentschosentosolvetheproblem.WritealettertoQ12inwhichyouexplainloveandfriendship.RememberthatQ12isacomputerthatdoesnotunderstandhowhumanbeingsfeelandwhathumanlifeislike.TellQ12abouthowwethink,howwefeelabouteachother,andtrytogiveexamplesofloveandfriendship20.Tellyourclassmatesabouttheexamplesthatyouaregoingtouse21.ALettertoQ12LoveistheEverlastingTopicoftheWorld.ThefollowingmayhelpyouwiththewritinglTellQ12whoyouareandwhyyouarewritingthisletterlTellQ12aboutloveandfriendshipandexplainhowloveandfriendshipwillmaketheworldbetterlTellQ12whattheworldwillbelikewithloveandfriendship22.Exhibitthewritings..\n.StepTenTipsforLife23.Giveremarkstocultivatesomevirtuesthatwillbeofpracticalvaluetothestudentsatschool,forsubsequentcareersandintheirpersonallives.e.g.lGodhelpsthosewhohelpthemselves.lEverythinghastwosides.lLoveandfriendshipistheeverlastingtopicofthisworld….StepElevenWriting(Homework)24.Findouthowtowriteaneasyontheinternet25.Writeanessayinwhichyouexplainwhatthenext“BigThing”willbe,andwhyyouthinkitwillbeimportant26.PostertheessaysonthebackwalloftheclassroomTeachingobjectives1.Maketeenagersknowtheimportanceofenvironmentprotection.2.Talkaboutwildlifeendangermentandwaystoprotecttheenvironment.3.Letstudentspractisespeakingandlisteningskills.TeachingKeysandDifficultiesindangernolonger&nomoresomewordsaboutanimals..\n.TeachingProcedureStep1Lead-inT:Weknowtherearefarfewerkindsofanimalsintheworldthanbefore.Theyhavediedoutfordifferentreasons.AskseveralSstotellthereasons.GettheSstoknowthefactthatmanyanimalshavediedoutbecauseofhumanbeings.Step2WarmingupLookatthepicturesonthebook.(tigers,Tibetanantelopesandpandas)Manyoftheworld’sanimalsareindanger.Readabouttheendangeredanimalsaboveanddiscussthefollowingquestionswithyourpartner.1.Doyouknowofanyotherendangeredanimals?Whyaretheyindanger?2.Whyisitimportanttomakesurethatanimalsdonotdieout?3.Whatcanwedotohelpendangeredanimals?&Ifnecessary,reviewsomeexpressionsfortalkingaboutgivingreasons.AsIknow/Thereasonisthat/That’swhy&Havestudentsdiscussthequestionswithpartners.Whentheyarefinished,askseveralpairstoactitout.Step3ListeningAccordingtothediscussionabove,it’seasytoknowpollutiondoesharmtotheenvironment.Whatcausespollution?Listentothetapeandanswerthequestionsbelow.What’sthepollution?Whatarethecauses?Whataretheeffects?Lookatthecausesandeffectsabove.Whatcanwedotosolvetheseproblems?Workwithyourpartnerandtrytothinkofsomegoodsolutionstotheproblems.Asksomepairstopresenttheiropinions.Step4HomeworkPreviewspeakingpart...\n.EvaluationTitlePeriod2SpeakingTeachingobjectives1.PracticetheSs’oralEnglish,enablingthemtotalkaboutadvantagesanddisadvantages.2.MaketheSsknowmoreabouttherelationshipbetweenmanandanimalsfromthepointofviewoftheanimalsnotman.TeachingKeysandDifficultiespractise“questionandanswer”..\n.TeachingProcedureStep1RevisionLetsomeSstellabouttheendangeredanimals.Step2SpeakingTopic:AreporterforthemagazineNationalWildlifeiswritinganarticleaboutanimalsinzoosandisgoingtointerviewsomeanimalstofindoutmoreabouttheadvantagesanddisadvantagesoflivinginazoo.Possiblewaytowork:4or5studentsinagroup.Oneactsasthereporter.Andtheothersactasanimals,suchashippo,kangaroo,elephant,wolf,monkey,giraffeetc.Letstudentstaketurnstobethereporterandaskanimalsquestions.Andthereporterissupposedtocollecttheadvantagesanddisadvantagesduringaskingandanswering.Thereportercanusethequestionsbelowtogetstartedandtrytothinkofmorequestions.&Wheredidyoulivebeforetheybroughtyoutothezoo?&Howlonghaveyoulivedinthezoo?&Doyoulikelivinginthezoo?Whyorwhynot?&Doyoupreferlivinginthezooorlivinginthejungle?Why?&Ifyoucouldsaysomethingtoallhumans,whatwouldyoutellthem?Aftertheinterviews,thereportershouldreportwhathe/shehascollectedStep3TeacherTipsHowtoputstudentsintogroups:1.Location.Putthosestudentssittingneareachothertogether.2.Random.Countstudentsoffwithagroupnumber(1-2-3-4)andthensay,“Allnumber1ssithere.Allnumber2ssitthere.”3.Similarability.Putstrongerstudentstogether,andweakerstudentstogether.Helpthosewhoneeditmost.4.Mixedability.Putstrongerandweakerstudentsinthesamegroup.Thestrongercanhelptheweaker.Step4HomeworkMakeupadialogueaboutthispart...\n.日TitlePeriod3&4ReadingcomprehensionTeachingobjectives1.Getthestudentstoknowaboutwhywehumanbeingsneedtokeepanimalsandplantsfrombecomingendangered.2.Thestudentsaretrainedtoimprovetheirreadingabilityandcomprehension.TeachingKeysandDifficultiesTounderstandthenewwordsinthecontextandusethenewwordsindifferentsituations.Togetthemainideaofthepassageandgettoknowthepurposeoftheauthor...\n.TeachingProcedureStep1RevisionCheckupthehomework.Getsomepairsofstudentstoactouttheirdialoguesassignedinthelastlesson.Step2Pre-readingT:Todaywe’regoingtoaboutanimalsandplantsaswellasushumanbeings.Herearesomequestionsbeforereadingthetextanddiscussthemwithyourpartner.1)Howdoplantsandanimalslivetogether?2)Howdohumanbeingsneedtosurvive?3)Whatdoplantsandanimalsneedtosurvive?4)Whatdoanimalsdotosurviveinplaceswhereitisveryhotorcold,wherethereisn’tmuchwater,orwhereitisdifferenttofindfood?Writethekeywordsortheimportantpointssuggestedbythestudentsontheblackboard.Step3ReadingI.Skimming1)WhoisSteveJones?2)Thearticleisprobablyabout_____.3)Whatisoneofthethingsthatyoucandotohelpthemaccordingtotheexpert.Weshouldcreatemorespaceforanimalsandplants.Weshouldstoppollution.II.ScanningFillinthechart.Mainreasonsforendangeredspecies1.Destructionofhumanbeings2.Introductionofanewspecies3.Overuseofaplantandover-huntofanimals4.Lackoffood5.Pollution..\n.TeachingProcedureIII.CarefulreadingTrytogetthemainideaofeachparagraph.Paragraphone：Manyanimalsandplantshavediedoutandsomeothersareindanger.Paragraphtwo:Whydoanimalsandplantsbecomeendangered?Paragraphthree:Whatcanwedotokeepanimalsandplantsfrombeingendangered?Step4ListeningPlaythetapeofthetextforthestudentstolistentolistento.Getthemtopaymuchattentiontothepronunciation,stressandintonation.Getthestudentstoreadthetextaloud.Step5Post-readingI.Answerthequestions.II.Workingroups.ReadaboutJennifer’sideaandthenwriteyourownlist.Step6LanguagestudyLettheSspayattentiontothefollowingusefulexpressions:1.Theexperttriestokeepanimalsandplantsfrombecomingendangered.2.Wecouldnotsurvivewithoutalltheanimalsandplantsaroundus.3.Manyoftheearth’splantsandanimalshavediedout.4.Wemaybeabletotakemeasuresbeforeitistoolate.5.Theyareallusedtotheirenvironment.6.Theanimalorplanthastoeitheradapttothechangeorfindanewhome.7.AspecialmaydieoutIfhumansorotheranimalsusetoomuchofaplantorkilltoomanyanimals...\n.1.Thegoodnewsisthatthereisalotwecandotohelp.2.Wecanhelpbycreatingmorespaceforanimalsandplants.Step7DiscussionDiscusstheendangeredanimalsanddifferentwaystoprotectthem.PreserveHabitats/Makespaceforourwildlife/Plantnativeplantsthatarelocaltothearea./Controlintroducedplantsandanimals./JoinanorganizationStep8HomeworkReviewthetextandtrytoretellit.Previewnextpart.EvaluationTitlePeriod5languagestudyTeachingobjectives1.Letthestudentslearnmoreabouttheprotectionofenvironmentbyreadingandwriting.2.ReviewDirectandIndirectspeechTeachingKeysandDifficultiestheprefixre-DirectandIndirectspeech..\n.TeachingProcedureStep1RevisionAsksomeSstosaysomethingaboutwildlifeendangerment.Step2WordstudyI.GetSstoknowsomethingaboutwordformationandgoovertheuseoftheprefix”re-”II.WorkinpairsIII.Reporttheanswers.Step3GrammarI.RevisetherulesfortheDirectandIndirectSpeech.II.Practice.1)GiveSsseveralminutestodotheexerciseinpairsorally.FirstpickoutthesentencesandthenturnthemintoDirectSpeech.2)Reporttheanswers.Step4SpeakingInterview:OnestudentactasProfessorStevenson,andtheotheractsasoneofthestudents.Step5ConclusionGrammar:DirectandIndirectspeech.Step6HomeworkI.Gooverallthewordsandexpressions.II.Previewnextpart.Evaluation..\n.TitlePeriod6IntegratingskillsTeachingobjectives*UnderstandthearticleinthepartofReadingandwriting.Getthestudentstoknowthemainideaandpurposeofitandhowitispresented.*StrengthenthewritingonReduce,Reuse,RecycleandRespond.*Learntocooperateandshareideaswitheachother.TeachingKeysandDifficultiesWritanarticle.Itisimportanttodo…...\n.TeachingProcedureStep1RevisionCheckupthehomework,gettingthestudentstoknowhowtomakecorrectsentences.Step2ReadingReadtheshortpassagecarefullyandtrytogetthemainidea.Recallingisveryimportantforlivingthings.Step3DiscussionWorkingroupsoffourandtalkabouthowtorecycleenergyandwater.Step4PracticeDealwiththepracticeatpage69.Encouragethestudentstousetheirhead,workingatthepractice.Step5WritingReadtheinformationatpage70anddoasfollows.1.Goovertherequirementsforwritingatpage70andmakesurethestudentsknowwhattodo.2.Tellthestudentswhattheyshoulddobeforewriting.3.Getthestudentstowriteaposterwiththegiveninformation.Step6Checkpoint10Grammar:ReviewDirectandIndirectspeechStep7HomeworkReviewthewholeunitandpreviewnextunit.Evaluation..\n.高一上Unit11ThesoundsoftheworldThisunitmainlytalksaboutdifferentkindsofmusicwiththetitleThesoundsoftheworld.1.Teachingaimsanddemands类别课程标准要求掌握的项目话题1)Talkaboutdifferentkindsofmusic2)Discusscharacteristicsofdifferentkindsofmusicanddifferencesbetweenthem3)Writeacomparisonessay功能GivingadviceandmakingsuggestionsYou’dbetter(not)…Youshould/oughtto…Youneed(to)…Shallwe…?Let’s…What/Howabout…?Whynot…?Whydon’tyou…?Ithink…Iamsure(that)…Maybeyoucould…词汇suggestionmusicalinstrumentperformperformerbluescharacteristicslavejazzcontaintraditionalspreadvarietyuniversalfolkguitarrecordsatisfyinnerdesireemotionprocessmusiciantotallyexpressintelligencechant..\n.incommonturninto语法Thepassivevoiceindifferenttenses1)一般现在时（am\is\aredone）Ourmonitorkeepsthekeytotheclassroom.→Thekeytotheclassroomiskeptbyourmonitor.2)一般过去时（was\weredone）RickyMartinperformedthesongofthe1998WorldCup.→Thesongofthe1998WorldCupwasperformedbyRickyMartin.3)现在进行时（am\is\arebeingdone）Everyoneinthecountryissingingthebeautifulsong.→Thebeautifulsongisbeingsungbyeveryoneinthecountry.4)过去进行时（was\werebeingdone）Smithwasweighingthebabyelephant.→ThebabyelephantwasbeingweighedbySmith.5)一般将来时（willbedone）ThefamousbandwillgiveaperformanceintheCapitalConcertHall.→AperformancewillbegivenbythefamousbandintheCapitalConcertHall.6)过去将来时（wouldbedone）HeknewthattheywouldinvitehimtoperformintheNewYear’sConcert.→HeknewthathewouldbeinvitedtoperformintheNewYear’sConcert.7)现在完成时（have\hasbeendone）Theyhavepickedoutthetoptenpopsongs→Thetoptenpopsongshavebeenpickedout.8)过去完成时（hadbeendone）Theheadmasterhadgiventheboyagoldenpen.→Theboyhadbeengivenagoldenpenbytheheadmaster.2.教学内容分析本单元的中心话题是“音乐”。语言技能和语言知识几乎都围绕“音乐”..\n.这一中心话题设计的。由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。“热身”(Warmingup)部分提供了地图，然后听音乐，要求学生明白所听音乐来自哪里，并展开讨论。这部分的目的是呈现本单元的中心话题——音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，并复习或学习有关音乐的词和句型。“听力”(Listening)部分提供了三首歌曲，要求学生通过听弄清歌名，歌词大意并对这些歌曲谈感受。“口语”(Speaking)部分提供了Joe和Susan之间的对话。Peter的生日就要到了，Joe想送Peter生日礼物，于是征求Susan的意见，从而引出了askingandgivingadvice.整个活动以说为主，同时涉及了听、读、写的技能。这一设计训练学生在比较真实情景中口头表达的能力和丰富他们askingandgivingadvice的句型。“读前”(Pre-reading)提供了有关“音乐”话题的四个问题。引导学生为下一不“阅读”作好思想准备。“阅读”(Reading)部分介绍了一些有趣的音乐风格，如blues\hip-hop\rap\Latinmusic等。“读后”(Post-reading)部分分两块。第一块要求学生在小组里讨论四个问题，其中前两个问题是针对文章的理解，评价学生对文章理解的程度；第三个问题要求学生结合文章谈论自己的看法；第四个问题是开发性的，目的在于培养学生的思辩能力。第二块要求学生根据课文对所设计的六个句子先判断正误，然后加以改正。“语言学习”(Languagestudy)分词汇和语法两部分。判断一个人词汇量的大小，应该看两个方面，一个是外在数量，即单词的个数；另一个是内在数量，即单词词义的个数。本教材与旧教材相比，大大重视单词词义的个数，本单元讲解了四个词汇：beat\pick\rock\style,每个词都讲解了三个用法。语法部分是各种时态的主动语态和被动语态的转换。“综合技能”(Integratingskills)提供了一篇北京师范大学2001级学生曹向前同学写的文章（经过改写）PopVersusRock。文中着重阐述了Popsongs和Rocksongs之间的区别。通过对这篇文章的学习，要求学生写一篇题为Traditional..\n.ChinesemusicvsModernChinesemusic的文章。“学习建议”（Tips）部分提供了有关话题“音乐”的总结性语言。“复习要点”(Checkpoint)部分简要地总结了本单元的语法要点——ThePassiveVoiceinDifferentTenses,并且设计了练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。3.Teachingprocedures:Thisunitconsistsof10parts:warmingup\listening\speaking\pre-reading\reading\post-reading\languagestudy\integratingskills\tips\andcheckpoints.Iplantocoverthisunitin6periods.PeriodOne:WarmingupandListening\PeriodTwo:Speaking\PeriodThree:Pre-readingReadingandPost-reading\PeriodFour:Post-readingandWord-study\PeriodFive:Grammar\PeriodSix:Integratingskills4.教学评估(Assessment)1)自我评估(Self-assessment)（了解学生对本单元的学习情况）要求学生自我评估可以提高学生学习的主动性和积极性，促进学生对自己的学习进行反思，并能帮助学生掌握评估技术，增加教师的评估信息。通过自我评估，学生可设定目标，并更清楚地认识到自己的优势与不足。设计本单元的自我评价：根据自己的实际情况回答下列问题，并存入个人学习档案：(1)Whatisthemostimportantthingyoulearnedinthisunit?(2)Whatdoyouthinkyoudidbestinthisunit?(3)Whatdoyoufindthemostdifficultinthisunit?(4)Wheredoyouseethemostimprovement?(5)Wheredoyouneedtoworkharder?2)同伴评估(Peer-assessment)（了解学生的学习情感、策略）..\n.沟通技能和合作技能在同伴评估中十分重要。同学间彼此信任和真诚的互相评估需要长时间来培养。但是同伴评估可以通过简单的活动来实施。例如：如果一个小组要完成一项任务，组中每个成员都要做出贡献，共同完成任务。每个成员都要评估自己和他人的贡献。也可以由一组或几组同学在班上演示他们完成的任务，有其他同学根据制定好的表格对他们做出评价。设计本单元的同伴评估：由组长或指定学生负责，组织小组反思，填写下表，并存入小组学习档案：Peer-assessmentongroupworkListeningseldomsometimesoftenalwaysHe\Shelistenstotheirpartnerscarefully.He\Sheunderstandstheirpartnerswell.He\Sheunderstandthereporterswell.He\Shefollowstheteacher’soralinstructions.SpeakingHe\Shepronounceswordscorrectly.He\Shespeaksclearlyandfluently.He\Sheusesbodylanguageproperlywhilespeaking.He\Sheuseslinkingwordswhilespeaking.He\Shestatesthetopic\theiropinionbrieflybutclearlyandcompletely.ParticipationHe\Sheinvolveshimselfingroupworkwillingly.He\Sheworkswiththeirpartnershappily.He\Shemakesgoodpreparationsforgroupworkinadvance.He\Shegivestheirreasonablesuggestions.He\Shefollowstheirreasonablesuggestions...\n.Commentsandsuggestionsforimprovement:3)自我检验(Self-testing)FinishWorkbookvocabularyandgrammarexercises.Afterfinishingtheseexercises,studentscarryoutself-assessment:Ithinktheseexerciseseasy\moderate\difficult1.TitlePeriod1Warmingup&listening..\n.Teachingobjectives1.Increasestudents’oralEnglishbyaskingthemtodosomediscussion.2.Improvestudents’listeningabilitybydosomelistening.TeachingKeysandDifficultiesHelpstudentsenrichtheirknowledgeabouttheworld-widemusic.Raisestudents’interestinmusicandtheirlovetheworld-widemusic.TeachingProcedureStep1Lead-in&Warming-up.I.Askstudentsaquestion:“Whatisyourhobby?”Somestudentsmustsaythattheylikelisteningtomusic,thenleadtothetopicin.II.Askstudentstolistentothemusiconthetape-recorderandaskthemtodosomediscussionaboutitandtelltheirfeelingaccordingtotheirownunderstanding.Step2Listening.AskstudentstodothelisteningpartandfinishtheexerciseonP72.thenchecktheanswerwiththem.Step3ExerciseI.Findtherightwordsfromunit11forthephrasesonPage146.II.Completethesentenceswiththephrasesintheircorrectverbforms.Step4HomeworkPreviewthespeakingpart.Evaluation..\n.TitlePeriod2SpeakingTeachingobjectivesImprovestudents’speakingabilitybyaskingthemtomakesomedialogue.Improvestudents’abilitytocooperatewithothersbymakingdialogue.TeachingKeysandDifficultiesMakingsuggestionsandgivingadvice.makeadecisionhaveinminddanceto..\n.TeachingProcedureStep1RevisionDictatesomewordsaboutmusicStep2SpeakingI.Explaintothestudentsaboutthebackgroundofthedialogue.thenaskthemtoreadthedialoguegivenonthebook.II.ListentothetapeandgiveSsseveralminutestopractisethedialogue.III.Tellstudentssomeusefulexpressionsrelatedtohowtomakesuggestionsandgiveadvice.IV.Askstudentstomaketheirowndialoguewiththeirclassmatesbyusingtheusefulexpressionsinthebox.V.Choosesomegrouptoactoutthedialogue.Step3LanguagepointsDealwithsomeusefulphrases.makeadecisionWhatdoyouhaveinmind?dancetothesongIsuggestthat…Step4HomeworkI.Makeupanewdialogueaboutmakingsuggestionsandgivingopinions.II.Previewnewwordsandphrasesinnextpart.Evaluation..\n.TitlePeriod3&4ReadingTeachingobjectivesImprovestudents’readingability.Helpstudents’learnmoreabouttheworld-widemusic.Mastersomeusefulphrasesandexpressions.TeachingKeysandDifficultiesEnrichstudents’knowledgeaboutdifferentkindsofmusicaroundtheworldandhelpthemgetabetterunderstandingontheidea“GlobalVillage”TeachingMethodsDosomediscussiontoimprovestudents’oralEnglish.Dothefast-readingtogetthemainideaofthetext.DosomescanningtobettertheirunderstandingDosomeexplanationtohelpstudentsmastersomeimportantphrases.DosomeTrueorFalseexercisetoconsolidatetheirunderstandingonthetext...\n.TeachingProcedureStep1RevisionI.TeacherasksSsforsuggestionsII.Actouttheirdialogue.Step2PresentationInlastperiodweenjoyedsomemusic.Todaywewilllearnsomethingmoreaboutmusic.Step3Pre-readingDiscussthefollowingquestionswithyourpartner.1)Whatkindofmusicdoyoulike?2)Whenyoulistentoasong,doyoulistentothewordsorthemusic.3)Doyouplayanymusicalinstrument?Whatisyourfavoriteinstrument?4)Doyouliketolistentomusicfromothercountries?Step4ReadingI.Fastreading---analyzethetitle1)Whatdoestheword“sound”meanhere?2)Whydoestheauthoruse“sounds”?3)Howmanystylesofmusicdoestheauthorwriteaboutinthetext?4)Whatarethey?II.CarefulreadingFindthetopicsentencesofeachparagraph.1)Thereisaworldofmusicoutthere.2)Bluesmusichasalonghistory..\n.TeachingProcedure1)Today’sAmericanmusicculturecontainsmanydifferentstyles.2)Latinmusichasspreadallovertheworld.3)Thereisawidevarietyofnewmusictobediscoveredineverycorneroftheworld.Step4Post–readingDotheExe1&2onpage74.Step5Languagepoints1)aworldof2)asmallpartof3)Hereisabrieflookat…4)Peoplehavebeenplayingthebluesformanyyears…人们演奏布鲁斯音乐已有很多年了。5）have…incommon有共同点Ihaven’tathingincommonwithmyfather.我没有一点和我父亲相同。6）openyourearstothesoundsoftheworldStep6HomeworkReviewthetextandtrytoretellthetext.Previewnextperiod.Evaluation..\n.TitlePeriod5LanguagestudyTeachingobjectivesStudentswilllearntheusageofsomeusefulwords,likebeat,pick,rockandstyle.StudentswilllearnmoreaboutthePassiveVoiceindifferenttenses.TeachingKeysandDifficultiesGrammar----thepassiveVoicewhile,when,&asStartdoingVsstarttodo..\n.TeachingProcedureStep1RevisionI.ChecktheirhomeworkII.AskseveralSstosaysomethingaboutmusic.Step2WordstudyReadthesentencesandguessthemeaningofthewordsinitalicsineachsentences.Step3GrammarI.RewritethesentencesusingthePassiveVoiceII.Readthepassageandthenrewritethephrasesinbold,usingtheActiveVoice.III.Dealwithsomeusefulphrasesmakerecords录制唱片makeafilmturnintochangeinto/translateintoPleaseturnitintoChinese.thenextyearthousandsof数以千记的Step4HomeworkDotheexercises1&2onpage147Previewnextpart.Evaluation..\n.TitlePeriod6IntegratingskillsTeachingobjectivesStudentswilllearnmoreaboutpopandrockmusic.Studentswillimprovetheirreadingabilities.TeachingKeysandDifficultiesononehand,ontheotherhandwith短语..\n.TeachingProcedureStep1RevisionI.ChecktheirhomeworkII.makesentenceswiththefollowingwordsandexpressions:Suggest,as…aspossible,incommon,ontheradio,havebeendoing,usedtodo,thenexttime,record.Step2Lead-inTherearedifferentstylesofmusic,suchasrockmusic,folknusic,popmusic,andclassicalmusic.Butasteenagersyouaremoreinterestedinpopmusicandrockmusic.Sointhisperiodwewilltrytofindthedifferencesbetweenthem.Step3PresentationI.Ssreadthepassagequicklyandtrytogetthemainideaforeachparagraph.P1:Differentpurposefortheirsingers.P2:Theirsongsarewrittenindifferentways.P3:theirsongstelldifferentstories.II.Exercises1)readthetextaboutpopandrockmusicandcompletetheoutline.2)ComparetraditionalChinesemusicandmodernChinesemusic.Completethechart.Step4TipsandcheckpointFinishtheexercisesintheseparts.Step5HomeworkReviewthewholeunit.Previewnextunit.Evaluation..\n.PeriodOne(WarmingupandListening)Step1Warming-upBeforeclass,TplaysasongSsarefamiliarwithtillthebellforclassrings.ThenTasksSssomequestions:(1)Doyouknowthenameofthesong?(You’llbeinmyheartfromthefilmnamedTarzan,《人猿泰山》)(2)Wheredoyouthinkthesongcomesfrom?(3)Doyoulikethesong?Whyorwhynot?etc.Ssanswerallthesequestions.Step2BrainstormingDoyouknowanyothersongs?Inthisway,Ssthinkaboutasmanysongsaspossible.Step3DiscussionSsworkingroupsof4.Theytalkaboutthesongstheyareinterestedin.Step4DemonstrationAfterdiscussion,chooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.Step5FindingaplaceTshowsthemapoftheworld.Whilethestudentisreportingtheresult,othersshouldlistencarefully.Askastudenttofindtheplaceinthemapwherethesong..\n.comesfrom.Step6ListeningAskSstolistentothemusiconthetapetofindwherethemusiccomesfrom.Song1二泉映月(folkmusic)Song2BeatitbyMichaelJacksonfromAmerica(rockmusic)Song2Takemehome,CountryroadsbyJohnDenverfromEurope(Americancountrymusic)Step7ListeninganddiscussionListentothemusicseveraltimesandthendiscussthefollowingquestionswithgroupmembers.(1)Whichpieceofmusicdoyoulikebest?Why?(2)Whatmakesyouthinkthismusiccomesfrom…(3)Whatarethedifferencesbetweenthesongsyouhaveheard?(4)Canyouguesswhatthesongsareabout?Step8DemonstrationAfterdiscussion,Sschooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.Step9ListeningListentothethreesongsonthetapeandthenfillouttheformbelow.123Whatwouldbeagoodtitleforthesong?Whatisthesongabout?Howdoesthesongmakeyoufeel?Doyoulikethesong?(1=notatall,10=verymuchHowwouldyoudescribethesong?PlaythetapeseveraltimessothatSscanfullyunderstandthem.Song1:Edelweiss..\n.Song2:I’mrightherewaitingSong3:LovemetenderStep10Group-workWhenSsfillouttheformabove,theydiscusseachquestionandthenreporttheresulteachother.Step11DemonstrationChooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.Step12ListeningIftimepermits,finishtheWorkbooklisteningexercisesinclass.Ifthereisnotimeleftinclass,leavethemashomework.Homework:1.Finishofftheworkbookexercises.2.Findasmanykindsofmusicalinstrumentaspossible.(Consultthewebsite:www.villa123.com)PeriodTwo(Speaking)Step1ListeningHaveSslistentoapieceofmusicandtellwhatkindofmusicalinstrumentthemusicisplayedwith.Step2BrainstormingHaveSstellasmanykindsofmusicalinstrumentaspossiblebyaskingthequestion:Whatotherkindsofmusicalinstrumentdoyouknow?Tcollectskindsofmusicalinstrument:organ,harp,piano,maracas,violin,saxophone,gone,cymbals,castanets,flute,timpani,tambourine,triangle,drum,xylophone,etc.Step3Creatingasituation(textualauthenticity)HaveSsworktogetherwithhis\herpartner.Taketurnsaskingforandgivingadvice.StudentAStudentBYouwanttobuyaCDforyourfriend’sbirthday,butyouarenotsurewhattoYourpartnerneedsyouradvice.Pleasehelphimorhertomakeadecision...\n.buy.Askyourpartnertogivesomesuggestions.Step4ListeningListentothesampledialogueandmakesurewhatthedialogueisabout.Step5PracticePracticereadingthedialogue,usingoneofthenamesofmusicalinstrumentmentionedabovetoreplaceCDandpayingattentiontosentencesofaskingforandgivingadvice.Step6DialogueHaveSschooseonefromthefollowingsituationstocreatetheirowndialogue.StudentAStudentBYourpartnerneedsyouradvice.Pleasehelphimorhertodecidewhattodo.Youwanttofindagoodsongtodanceto.Youlikedancing,butyouarenotsurewhatsongyoushouldplay.StudentAStudentBYourpartnerneedsyouradvice.Pleasehelphimorhertodecidewhattodo.Yourclassmateshaveaskedyoutopickaspecialsongthatwillrepresentyourclass.Itshouldbeasongthateverybodylikesandthatshowsthespiritofyourclass.Askyourpartnertohelpyou.Step7DemonstrationHaveseveralpairstodemonstratetheirdialogues.Step8Sum-upHaveSsthinkhardandsummarizehowtomakesuggestionsandgiveadviceandpossibleresponses.(SeeSlide)Step9ConsolidationWorkinpairsorgroups.Useoneormoreofthesituationsbelowtopractisegivingandaskingforadvice.1.Youwanttolearntoplaythepiano,butyoudon’tknowhow...\n.1.Youwouldliketowriteasongaboutyourmother,butyouarenotsurewhatyoushouldwrite.2.YouwanttolearnanEnglishsong,butyoudon’tknowwhichone.Homework:1.Finishofftheworkbookexercises.2.Trytomemorizenamesofdifferentkindsofmusicalinstrument.3.Findasmuchinformationaboutmusicaspossible.(Consultthewebsite:PeriodThree(Pre-reading\Reading\Post-reading)Step1Pre-reading1.Checkinghomework1)Tasksthequestion:Doyouplayanymusicalinstrument?Whatisyourfavouriteinstrument?Inthisway,Ssreviewnamesofkindsofmusicalinstrument.1)Tasksanotherquestion:Hasanybodygotanyinformationaboutmusicalstyles?Sstelldifferentkindsofmusic,suchasblues\hip-hop\rap\Latinmusicetc.Hereissomeinformationaboutmusic:Musicisalanguagethatisspokentoeveryone—fromthedaywearebornwehearmusicofsomekindofourlives.Butthereareasmanydifferentkindsofmusicasdifferentlanguages,anditisimpossibletodescribethemall.Herearejustafewwell-knowntypes.ClassicalmusicisseriousWesternEuropeanmusicfromtheMiddleAges(1500)tothepresentanditwasoftenwrittenforalargeorchestra,orforasmallgroupofplayers.Manyinstrumentscanbeused.Alotofmusicwasalsowrittentobesungasopera.Classicalmusicisverypopularandschoolsoftenteachthistypeofmusic.JazzdevelopedintheSouthernStatesofNorthAmericaatthebeginningoflastcentury.Theblackpeopleofthesestates,whowereoriginallyslavesfromAfrica,hadtheirownrhythms.JazzbroughtclassicalmusicandAfricanrhythmstogether.BlueswasoriginallyBlackCountrymusic,whichalsocamefromtheSouthernStatesoflastcentury.Itisslow,usuallysadmusic,whichisoftensungbyoneperson..\n.withaguitar.RhythmandbluesdevelopedfromtheBluesinAmericainthe1940s.Itbecamefasterandmorecomplexandusedmoreinstruments,e.g.saxophone,guitar,piano,drums.Themusicwasoftenaboutcitylifeandwhitemusiciansstartedplayingitaswell.Musiciansinthe1950sdevelopedRockfromRhythmandBluesanditbecamepopularwithyoungpeople.ItspreadtoEuropeinthe1960sandisnowknowninmostcountries.AlotofpopmusiccomesfromRockandRoll.PopmusicdevelopedfromRockandRollinAmerica,BritainandEuropeinthe1960sandisnowineverycountry.Thenameisusedformostcommercialmusic,i.e.musicwecanbuyonrecordsandhearon“popradio”.Itisusuallyplayedbygroupswhooftenuseelectricinstrumentsandmakevideostogowiththeirrecords.2.Pair-workHaveSsdiscussthesequestionsinpairs.1)Whatkindofmusicdoyoulike?2)Whenyoulistentoasong,doyoulistentowordsorthemusic?1)Doyouliketolistentomusicformothercountries?3.AgamePlaysomemusicplayedbydifferentmusicalinstruments,asktheSstoguesswhatmakesthesong.(piano/guitar/trumpet/drum)TeachtheEnglishnamesofdifferentmusicalinstrumentsontheslide:violin,trumpet,guitar,jazzdrum,mouth-organ,huqin(Chineseviolin)etc.Step2Reading1.FastingreadingHaveSsreadthepassageasquicklyaspossibletofindtheanswertothequestion:Howmanykindsofmusicarementionedinthepassageandwhatarethey?2.CarefulreadingHaveSsreadthepassagecarefullyandfillintheformbelowaccordingtothepassage...\n.musicalstylecharacteristicsStep3.Post-reading1.Answerthefollowingquestions:1)Wheredoesbluesmusiccomefrom?2)Whatdoestheword“rap”mean?2.Thesentencesbelowsummarisethearticle.Readthemanddecideiftheyaretrueorfalse.Writetheletter“T”ifthesentenceistrue.Write“F”ifitisfalse,andthencorrecttheerrorandgivetherightinformation.1)Thereareonlyafewstylesofmusicintheworld.2)Bluesisanewstyleofmusic.3)Hip-hopandraparecompletelydifferentfrombluesandrock.4)Santanaisawell-knownLatinmusicartist.5)Rapperssingthewordstotheirmusic.6)TherearemanySpanish-speakingpeopleinbothNorthandSouthAmerica.3.DiscussionDiscussthefollowingingroupsof4.1)WhyisLatinmusicsopopularintheUS?IsitpopularinChina?(GivesomebackgroundofLatinmusic—ThecupoflifebyRickyMartin)2)Ismusicauniversallanguage?Canyouenjoymusicfromotherpartsoftheworldevenifyoudon’tunderstandthewords?Arethereanyotheruniversallanguages?Whataboutdancing,paintingsandphotographs?4.DemonstrationHavesomestudentsreporttheresulttotherestofthestudents.Homework:1.Readthearticleagainandmakealistofunknownwordsandexpressions.2.WritedowntheresultofDiscussion2...\n.PeriodFour(Post-readingandWordstudy)Step1RevisionHaveSstalkaboutdifferentmusicalstylesandtheircharacteristics.Step2Student-centeredvocabularylearning1.GiveSsafewminutestomakealistofwordsandexpressionsfromthetextthattheywanttolearn.2.AskSstoshowtheirlisttoapartnerandexplainwhytheychosethesewordsorexpressions.3.Guessingmeaningfromcontext.4.Worktogetherinpairsoringroups,makingclearthewordsandexpressions.5.Useadictionary.Step3Consolidation1.HaveSsguessthemeaningofthefollowingwordsineachsentence.beat1.Myheartisbeatingfaster.(跳动)2.ThemusicissofastthatIcan’tfollowthebeat.(拍子)3.TheGermanteambeattheJapaneseteam3-1inthevolleyballmatch.(击败)pick1.Autumnistheseasontopickapples.(摘)2.I’llpickyouupafterwork.(接)3.Thetoptenpopsongsforthisyearhavebeenpickedout.(选出)rock1.ThedeathofJohnLennon,theleadsingeroftheBeatles,rockedthenation.(使震惊)2.CuiJianisoneofthemostfamousrockstarsinChina.(摇滚)3.Theshiphitsomerocksandsank.Luckilyallthepassengerswererescued.(岩石)style1.Thedresssheboughtyesterdayisinthelateststyle.(式样)2.Ilikedifferentstylesofmusic,suchasrockmusic,folkmusic,popmusicandclassicalmusic.(类型)3.Thestyleistheman.(文如其人)..\n.1.MakingsentencesHaveSsmakeasmanysentencesastheycan,usingthewordsinhis\herwordlist.2.MakingupstoriesHaveSsmakeupstories,usingthewordsinhis\herwordlist.Step4DiscussionAsisknowntoall,musicisauniversallanguage.Supposethereisnomusicinthisworld,whatwilltheworldbelike?Step5DemonstrationHavesomestudentsreporttheresultoftheirdiscussiontotherestoftheclass.Homework:1.Finishtheworkbookvocabularyexercises.2.Makeupanotherstory,usingatleast5newwordsandexpressions.3.Consultthewebsite:www.rockhall.comtogetdetailedinformationaboutElvisPresley.PeriodFive(Grammar)Step1Warming-upFirstshowaepisodebyElvisPresleyandlettheStudentsguesswhosangthesong.T:Whoistheman?S:(Ssprobablyanswer)ElvisPresley.ThenasktheSstoreportsomeinformationaboutElvisPresley.DetailedinformationaboutElvisPresley:ElvisPresleyistheundisputedKingofRockandRoll.Herosefromhumblecircumstancestolaunchtherockandrollrevolutionwithhiscommandingvoiceandcharismaticstagepresence.Inthewordsofthehistoricalmarkerthatstandsoutsidethehousewherehewasborn:"Presley'scareerasasingerandentertainerredefinedpopularmusic."T:Howdidhesingthesong?..\n.S:(Ssprobablyanswer)ElvisPresleysangthesongwonderfully.T:Yes,canyousaythesentenceinanotherwaybeginningwiththesongasthesubject.S:(Ssprobablyanswer)ThesongwassungbyElvisPresley.Showtheslide:ElvisPresleysangthesongwonderfully.ThesongwassungbyElvisPresleywonderfully.ThentheteachergivesmoreexamplesandletSsthemselvesdiscoverhowtheActiveVoiceandPassiveVoiceisformed.Ifnecessary,Tbrieflyexplainsthegrammariteminthisunit.Step2ReadingHavetheSsreadthepassageatPage75andthenrewritethephrasesinbold,usingtheActiveVoice.Step3Practice1.DogrammarexercisesatPage75.2.DoCheckpoint11grammarexercisesatPage77.3.DoworkbookexercisesatPage147and148.4.Covertheworkbookintegratingskillsreading:AmericanCountryMusic.1)Firsttime:readingforinformation2)Secondtime:readtofindsentenceswiththegrammarpatterns:theActiveVoiceandthePassiveVoice,thendothechangesHomework:1.Writeanarticleaboutmusictryingtouseasmanysentencescontainingthegrammarpointsaspossible;2.Previewtheintegratingskillsreading:PopvsRock3.Consultthewebsitewww.rockstreet.comtogetmoreinformationaboutpopmusicandrockmusic..\n.PeriodSix(Integratingskills)Step1HomeworkcheckingHavetheSstalkaboutpopmusicandrockmusic.Step2ReadingReadthetextpopandrockmusicandcompletetheoutlinebelow:ComparisonPopmusicRockmusicWhyismusicimportanttothemusicians?Musicistheircareer.TheyuseMusictobecomerichandfamous.Howaresomewritten?Onepersonhasastrongfeelingandexpressesitwithmusic,andothershelpbuildthesong.Whatarethesongsabout?MostpopsongsaresimplestoriesAboutlovethatmakepeoplefeeleasyandforgetabouttherealworld.Step3DiscussionComparetraditionalChinesemusicandmodernChinesemusic.Startbycompletingthechartbelow,andthenwriteashortessayinwhichyoucomparethetwostylesofmusic.TraditionalChinesemusicvsModernChinesemusicComparisonTraditionalChinesemusicModernChinesemusic..\n.Whatinstrumentsareused?Whenisthemusicplayed?Whowritesthesongs?Whatarethesongsabout?Step4WritingInEnglish,listening,speaking,readingandwritingarethefourbasicskills.AsktheSstowriteanessayentitledTraditionalChinesemusicvsModernChinesemusicwithPopvsRockasaguide.Step5PracticeAllowtheSsenoughtimetowritetheessaythenshowoneoftheStudents’onthescreen.Dosomeadjustments.Step6ConsolidationReadthepassageatPage148andfinishtheformatPage149.Homework:1.WriteacomparisonessayaccordingtothefinishedformatPage149withthetitleAmericanmusicinthepastvstoday’sAmericanmusic.1.Reviewthewholeunit.高一Unit13healthyeating学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。单元话题..\n.本单元的材料编排以健康饮食为核心话题，围绕这一话题主要谈论了4个次话题。各个话题之间衔接十分符合认知规律。如图所示：首先定性什么是健康食品，什么是垃圾食品，接着谈论不当的饮食对身体的影响，身体不佳就得看医生，那么看病的时候如何用英语与医生交流。大家都不想因为不良饮食而生病，于是接着从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱，自己动手制作来解谗。语言技能分布当我们沉浸在第一单元五颜六色的美味佳中的时候，我们除了流口水之外，英语语言的各项技能----听说读写也不知不觉的被品味被消化。教学理念本单元在授课模式上尝试采用TBL任务型教学模式，其实用step1.2..也没什么两样，问题是无论是那种形式，都要围绕所要达成的既定目标而设置任务或步骤，在实质上力争达到形散而神不散。在课堂教学中倡导多层次多形式的对话，根据教育心理学家Kolb的体验式学习理论，高中学生的逻辑思维能力日益增强，同时具有了一定的社会阅历和知识基础。体验式学习更能达成有效的知识迁移。在课堂教学中尝试进行对话的时候，尝试着关注以下三方面：师生对话中关注班级中最薄弱的那个学生。生生对话中关注团队协作互助的精神。通过这两点，试图促进知识的落实。书本与生活的对话关注激发学生的学习兴趣，实现知识和技能的提升。注重学习的绩效分享，以增强学生的自信心和社会责任感，分享形式可以是多角度的。如学生之间，师生之间，学生与家庭之间，朋友之间等。以上所涉及的教学理念并非非用不可，或是最先进的。本人觉得在这个话题下可以尝试着渗透一些。操作理念在具体操作过程中重视学生个性和创新意识，给予学生充分表达的机会。例如在warming-up部分，让学生界定healthyfoodandjunkfood的概念，完全允许他们有不同的界定标准，我们英语课的主要目的还是想着招数，骗学生开口说话。我们是英语教师，毕竟不是营养学家。类似情况如在阅读模块中的问题讨论部分。..\n.大部分学校外语教学，不，英语教学是大班教学，学生层次不齐，因此任务的设置要有层次性，难问题碰到薄弱生，老师学生一起生气，容易题碰到好学生，老师学生都不过瘾。最后只好说，这书没法教了，不过想想一家老少。当然更要给不同的学生搭建达成目标的平台。每一个任务的展开都设法先给予足够但不过量的输入，力争环环相扣，用我们在座的一位学长的话说：打假，不自己骗自己。第三方面：在资料搜集时，不让可怜的英语老师一人都挑，学生老师一起动手，开学初，将各个单元的资料搜集分配到各个学习小组，在相应单元开工前上交。开展一些评比活动以激励学生的积极性。教学任务教学任务请大家自己看，限时20秒。教材上没有课外学习任务，但我觉得这个内容可以尝试。Warming-up由于昨天有些老师没有教材，特提一下教材内容：1）教材给出了一些食物图片，要求界定垃圾食品还是健康食品2）给出一个空白饮食调查表教学建议：1。由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm是方法之一。2。在回味美食的同时，引出话题healthyfood,junkfood，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。3。课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。Listening1.教材分析：听力材料分为两部分：1）母亲与Mike关于Mike胃痛与他一天饮食情况的对话2）Mike前去就医与医生的对话2。教学建议：..\n.1。建议在听力开始前做pre-listening.针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。2。针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。3。1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。4。听力任务完成后建议复听，尝试再现听力中的情景（多种形式，如表演，单句复述，takenotes然后完整复述或spotdictation等），为下一步的speaking做好务实而有效的准备。Speaking1.教材分析：教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。2。教学建议：1．前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医情景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。2。然后分别罗列病人和医生的常用的表达方式。3。在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇（无意识的在情景中接受了词汇扩充）。4。对基础薄弱的学生可以尝试：A.:听力再现。B:范例复述或表演5。时间允许，还可将对话落实到笔头。（供选择）Reading阅读部分1.教材分析：教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议论文体的文章，读后给出了5个拓展性的问题。..\n.2。教学建议：1。建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读技能。利用本文可突出学生3个方面的能力：A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测C:生词猜测。Eg.organic,eco-foods,supplement为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。2.也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。3。读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。4。其它的语言难点可随机处理，若时间来不及，也可放到languagestudy模块中处理。LanguagestudyLanguagestudy1.教材分析：这一部分包括单词释意，hadbetter,shouldandoughtto表示给出建议的用法。教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语法点。2。教学建议：1。在学生掌握情况比较好的情况下，可将wordstudy大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。..\n.2。如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。3。澄清这些ModalVerbs的否定形式。可以将SEFCII中firstaid一课中提及的各种急救场景做为情景，训练学生运用这些ModalVerbs给建议。（供程度较好学生）分成dosanddon’ts呈现给学生，要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。4．根据所给情景写出可能性的建议这一任务中，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。IntegratingSkills1.教材分析：提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写recipe.教材也给出了4条writingtips.2。教学建议：1)。建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列的小吃进行判断（bad---good---better---best）简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并且作了优劣判断，那么可以利用这一素材培养学生的归类，推理能力，这也是学生在考试中主要的失分点。例如：文章信息：orange>bread>chocolate,我们可推出strawberry>dumpling>icecream2)。建议不同小组写不同的recipe,在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。例如：A学生做一个动作，B学生说出对应的单词。或者表演一种SNACK的制作过程，有另一学生描述。..\n.3)最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评课后整理配上图片更佳，全班展示分享。高一下Unit14Festivals学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。I、教学内容分析本单元的中心话题是“Festivals”。它具有浓厚的生活气息，学生很感兴趣。通过学习可以丰富学生关于节日的知识；加深对外国节日文化、风土人情的了解；弘扬中华民族文化的精髓；拓展学生的文化视野，增强学生跨文化交际的意识和能力。Warmingup分两部分。第一部分提供三幅不同节日的图画引出本单元的中心话题，同时提供了三个有针对性的问题。第二部分设计了Pairwork。通过图表填写让学生区分中国的传统节日与别国节日的异同。目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。Listening分两部分。第一部分设计了“MardiGras”、“Ramadan”以及“Easter”这三个节日的听力材料，这部分的“听”为下第二部分Pairwork中语言的输出起着引航作用。Speaking提供给学生“PeaceDay”（和平日）、“HappinessDay”（幸福日）、“FriendshipDay”（友谊日）以及“NatureDay”（自然日）四份材料。整个活动以说为主，既训练学生的口头表达能力，也培养学生的领悟能力和创造力。Pre-reading围绕我国传统节日——春节，设计了四个问题让学生比较我国的春节与西方圣诞节的不同之处，调动学生已有的知识和经验，主动参与到主题教学活动中，激发起学生想了解更多节日的好奇心，为下面的学习“Reading”作铺垫。Reading..\n.是一篇介绍Kwanzaa（宽札节）的说明文。介绍了Kwanzaa产生的背景、庆祝的方式及创办的宗旨。全文分四个部分：①介绍Kwanzaa的产生背景。②列举Kwanzaa的七条原则。③交代Kwanzaa的庆祝时间及方式。④揭示节日产生的宗旨。学生们不仅了解了Kwanzaa（宽札节），而且也领会了举办各种节日的意义。Post-reading分两部分。第一部分设置了四个问题。问题的设计由表到里、由浅入深，帮助学生了解节日文化的意义，激发他们探究节日的真正内含。第二部分正误判断题帮助学生进一步理解和领悟文章。Languagestudy分词汇和语法两部分。词汇部分的四个句子要求学生在一定的情境中掌握所学单词的正确用法。第二部分让学生在真实的情景中掌握情态动词“must”,“haveto”以及“havegotto”的用法。IntegratingSkills部分包括以下几个内容：①阅读训练。通过阅读和回答5个问题，学生们更好地了解“EarthDay”,“MartinLatherKing,JrDay”,“DayoftheDead”以及“AprilFool’sDay”的有关信息。②创建自己的节日。让学生进行联想和想象，创建出自己的节日，从而培养学生的创新思维。③描述自己的节日。目的是培养学生语言应用能力和逻辑思维能力。④写一封邀请书。既培养学生的写作能力，又锻炼学生的组织活动能力。Tips就如何写邀请书作了详尽的说明。提醒学生要带着这些问题来写，指导学生更好地运用读写策略优化写作方式，掌握写作技巧。Checkpoint14分两部分。简要地总结了本单元的语法重点并鼓励学生自己归纳总结本单元的词组，以提高学生自主学习的意识。▲教学重点和难点一、重点1、本单元的生词和短语。2、情态动词用法。3、了解国内外节日；学写邀请信。二、难点4、国内外节日知识。5、学会使用表达自己看法和观点的句式。6、开放性话题的讨论。▲教学目标一、知识与技能1、学习并掌握情态动词must,haveto,havegotto。2、..\n.熟练掌握与节日相关的单词和常用表达法。3、学习并掌握一些表达自己看法和观点的句式:Ithink…,No(fighting)or(crimes)areallowed.Peoplewilluse…4、培养学生听、说、读、写的综合运用能力。二、情感与态度：1、通过开展同桌活动、小组活动，增强学生的合作意识和团体精神。2、通过师生互动，加强教师的亲和力，增进师生间的了解和沟通。3、开展形式多样的活动，诱导学生积极参与，调动学生的学习积极性。三、文化意识1、了解外国节日，认识到节日是一种文化，增强学生的文化意识。2、通过中外节日的比较，加深对中国文化和世界文化的了解。四、学习策略（一）认知策略1、观察、发现、归纳所学语言材料中的语言规律并加以应用。2、在听和读的过程中，借助情景和上下文猜测词义、概括段落大意。3、借助图表等非语言信息进行理解或表达。（二）调控策略1、借助多种媒体拓宽学习英语的渠道。2、做好预习作业，制订学习计划。3、自我评价并根据需要调整自己的学习目标，完善学习方法。五、交际策略1、利用讨论、辩论、对话等形式，创建真实的情景，在真实的交际活动中提高英语交际的能力。2、借助手势、表情等非语言手段提高交际效果，克服交际时的语言障碍。六、资源策略借助广播电视、英语报刊、图书馆、因特网等多种媒体，获取更广泛的信息，拓宽所学知识。七、任务型策略1、在自然、真实或模拟真实的情景中体验和学习语言。2、通过完成特定的交际任务获得和积累相应的语言学习经验。3、完成探究性、开发性和实践性的任务，使所学知识和现实生活相结合。..\n.▲教学计划：本单元分六课时：第一课时：Warmingup；第二课时：Speaking；第三、四课时：Pre-reading，Reading，Post-reading；第五课时：Languagestudy；第六课时：Integratingskills▲教学步骤：第一课时：Warmingup这节课的重点是引出本单元的话题——节日。中心任务：TheStudentsaretotalkabouttheirfamiliarfestivals.1、呈现1）（图片或录像带）观看2004年春季联欢晚会，从视觉上激活学生的思维，让学生重温刚过的春节，捕捉春节的信息，回答老师提出的问题后，学生对春节有了更深的体会（问题：Whydopeoplegatherinthehall?What’sthethemeofthisfestival?Whenisthefestivalsheld?Howdothepeoplecelebrateit?WhydotheChinesecelebrateit?Doyoulikeit?Whyorwhynot?）2）（图片或VCD）展示更多的节日图片，让学生猜测，从而调动学生学习本单元的兴趣。2、了解节日。1）看图讨论。看书上的三幅图片，让学生小组讨论下列问题：DoyouknowtheChinesenamesofthefestivals?Doyouknowwhichcountriesthefestivalscomefrom?Whatarethepeopleinthepicturesdoing?Whyaretheydoingthis?2）复述图片。目的加深对三个“鬼”..\n.节的了解。3、比赛。小组比赛。看哪一小组能说出最多的节日。提示：1）中国传统的节日。2）国外节日。3）中国现代节日。这一活动既能反馈出学生的节日知识，也活跃了课堂气氛。4、完成图表。小组活动。书上第二部分，比较中国传统节日和外国节日，目的是使学生获取更多节日的信息。5、听力训练。听三份国外节日材料。听前先让学生看三张图片、浏览听力材料，以抓住有关节日的主要特征并预测所听信息。1)Pre-listening。WhataretheChinesenamesofthethreefestivals?作为听力训练的热身运动。2)While-listening。学生根据图表填写所缺内容。目的锻炼学生抓关键词和提取信息的能力。3)Posting-listening。问题：Whichofthethreefestivalsdoyoulikebest?Why?加深了解所听的三个节日，比较不同国家和地区的节日文化。6、描述节日。学生自由组合。寻找一位同学说说自己所最喜欢的节日。最后选个别学生向全班描述。此活动使学生在轻松愉快的课堂氛围中体验语言习得的快乐。7、开放性问题讨论。随着时代的进步、社会的发展，人们的观念在发生变化，有人认为应改革我国春节传统的模式。请学生用例证加以阐明。问题：WhatchangeswillyoumaketotheSpringFestival?目的培养学生的创新意识，使我们的春节过得更有意义。建议：第一课容量较大，为了更好地完成各个任务，教师可布置预习作业或事先发放有关节日的材料。Usefulwebsites:?www.holidays.net?www.njwebworks.com?www.english.peopledaily.com.cn?www.dfcnews.com?www.holidays.net/mardigras?www.holidays.net/ramadan?www.holidays.net/easter第二节课Speaking这节课的侧重点是“说”。在“说”..\n.的过程中正确使用表达自己观点和看法的句式，强化语言知识的操练。中心任务：Thestudentsaretodescribetheircreativeholidays.1、热身运动。1)记者采访。某报记者来校采访有关学生过春节的情况。这一话题使他们有话可说，充分调动起学生“说”的欲望，让学生在无拘无束的氛围中进入学习状态。教师可设计以下问题供他们活动所用。?DoyouliketheSpringFestival?Why??WhyistheSpringFestivalsoimportanttous??Howdidyoucelebrateyourfestival??Howmuchluckymoneydidyouget??Whatwillyoudowiththemoney??DoyouthinkitnecessarytoholdtheSpringFestivalvarietyShow?Why??Whatperformancesdoyouthinkimpressedmost?2)比赛。让学生做有关节日的配对练习，为下一步的活动创设条件。2、Speaking1)Pre-speaking。小组活动。描述配对练习中的节日。2)While-speaking。学习课文中的四个节日：PeaceDay,HappinessDay,FriendshipDay,NatureDay.从四个关键词“Peace”,“Happiness”,“Friendship”,“Nature”着手，挖掘它们的内涵。教师可提问Whatshouldyoudoonsuchaholiday?继而教师示范，然后学生用表示自己态度的句式完成书上第二部分的任务。这一活动激活学生思维，培养他们在真实的语言环境中运用语言的能力。Model:IthinkthatthenewholidayshouldbeaPeaceDay.Onthisdaynofightingorcrimesareallowed.Peoplewillusetheholidaytolearnandtalkaboutpeace.TheholidaywillbecelebratedonSeptember11thandpeoplewillcelebratebysettingallthepigeonsfree.Ithinkthisisthebestideabecausepigeonsstandforpeace...\n.3)Post-speaking。模仿前一部分的活动来创建自己的节日，既强化了所学句式又培养了学生的创造性思维。3、延伸性问题。个人活动。教师列出以下问题：Q1:Supposeyouarethemanagerofasupermarket,whatholidaydoyoulikebest?Why?Q2:Supposeyouaretheheadmasterofaschool,whatholidaydoyoulikebest?Why?Q3:SupposeyouarethemanagerofaTravelAgency,whatholidaydoyoulikebest?Why?目的培养学生表达个人见解和意愿的能力，增强他们的社会责任感。4、探究性任务。“五一”将近，学生小组活动给旅游公司设计一份调查表，调查表可包括“黄金周”人们最向往的地方、需要提供哪些服务等等。这一活动强化学生团体合作意识，培养他们发现问题和解决问题的能力。建议：最后一个任务有一定的难度和挑战性，要完成的话需要时间，教师可以让学生在课后完成，最后张贴并评出最佳调查表。第三、四节课Pre-reading,Reading,Post-reading这两节课的侧重点是语篇阅读。语篇教学采用整体教学的方法，让学生获取文章的主要信息，激发学生学习英语的主动性和积极性，在真实的语言情景中，进行交际并习得语言知识。中心任务：ThestudentsareexpectedtoknowwhatKwanzaais.1、热身运动。节日比较。根据提供的表格，比较我国的春节和西方的圣诞节。发现异同，了解异国风俗，培养世界文化意识。2、Pre-reading1）解决难题。将“Pre-reading”部分的第四个问题提前。替朋友参谋买圣诞或春节礼物，以了解不同国家的风土人情。难题：YourAmericanfriendwillspendtheSpringFestivalinChina.Whatkindsofgiftsorthingswillyouadvisehimtobuy?YourfriendwillspendChristmasinanAmericanfamily.Whatkindsofgiftsorthingswillyouadvisehimtobuy?2）回答问题。回答“Pre-reading”部分的问题。Whichdoyouprefer,theChineseSpringFestivalorChristmas?Why?HowdoesyourfamilycelebratetheyearlySpringFestival?WhydowecelebratetheSpringFestival?Doyouthinkfestivalshelp..\n.usunderstandourcultureandhistory?3、Reading1）看图预测。回答问题。WhoisthemaninPicture1?WhatcanyouseeinPicture2?Howmanycandlescanyousee?Whatdotheyrepresent?2)While-reading。本篇阅读文章是一篇有关Kwanzaa“宽札节”的说明文。文章的学习不仅使学生知道了宽札节，同时使他们更多地了解了西方的节日文化和举办节日的真实意义。①Skimming。快速阅读，提取主要信息。找出所包含的内容。A.TheoriginofKwanzaa.B.ThepurposeofcelebratingKwanzaaC.ThecharacteristicsoftheAfricanfirstfruitfestivals.D.ThecommercialactivitiesonKwanzaa.E.Thecontentsofthesevenprinciples.F.ThesafetymeasurestocelebrateKwanzaa.G.ThedifferencesbetweentheChineseSpringFestivalandKwanzaa.②Scanning。整体理解，划出课文段落，归纳大意。图表显示。③TrueorFalse。将Post-reading第二部分提前。正误判断，加深对文章的理解。④Listening&talking。先播发录音，回答有关课文内容的更多问题，加深对文章理解。问题：WhocreatedKwanzaa?Whydidhecreateit?WhatcharacteristicsdidtheAfricanfirstfruitfestivalshave?Whatarethesevenprinciples?WhydidDrKarengadecidethedatesonedayafterChristmas?HowdoAfricanAmericanscelebrateKwanzaa?⑤Readingaloud。全班分为四大组。每一组朗读其中一段落并找出重要的语言知识点，然后归纳。目的培养学生自主学习与探究能力。⑥..\n.Consolidation。教师提供一篇完型填空短文，以巩固所学内容和语言知识。4、Post-reading.1）回答问题。这些问题的设计由表到内、由里到外，活化所学知识，使学生对世界各地的节日文化有更多的了解。Q1:Manyfestivalsarecelebratedatthesametime,oftenatcertaintimesoftheyear.Whydowecelebratethesefestivalsatthesetimes?Q2:CompareKwanzaawiththeChineseSpringFestivalandChristmas.Howaretheysimilarordifferent?Q3:LookatthesevenprinciplesofKwanzaa.Whichonedoyouthinkisthemostimportant?Why?Arethereanyotherfestivals,whichhaveoneormoreofthesevenprinciples?Q4.Doyouthinkholdingfestivalsistheonlywaytohelpunderstandculture?Inwhatotherways?2）对话操练。一位学生采访一位African-American，采访内容涉及宽札节。5、拓展性话题。小组活动。讨论如何看待越来越多的年轻人喜欢过圣诞节这一现象？(WhatdoyouthinkofthephenomenonthatmoreandmoreyoungpeoplelikeChristmas?)组长总结性发言。6、讨论。举办各种各样的文化节对主办城市带来哪些好处和坏处？讨论并举例说明。这一讨论意在使学生对举办各种节日进行一些理性思考，对节日的认识由感性上升到理性。建议：布置预习作业，查询有关Kwanzaa的情况。Usefulwebsites:?www.greatwalltour.com?www.historychannel.com/Kwanzaa?www.tike.com/cele-Kw.htm?www.melanet.com/Kwanzaa第五课时Languagestudy这节课的重点是情态动词must,haveto,havegotto的用法。中心任务：Thestudentsaresupposedtotalkabouttheirschoolbehaviours,usingmust,haveto&havegottofreely...\n.1、词汇操练。1)学生做单词配对练习。2）做书上练习。两部分练习旨在巩固所学词汇。2、语法教学。教学原则：在真实的情景中，学会情态动词的用法。1）导入。读对话，理解并归纳情态动词的用法。2）操练。根据所给的句子，填出适当的情态动词。3）巩固。①完成书本第一部分任务：用适当的情态动词填空，熟悉不同国家、不同场合的文明礼节。②做一篇完型填空，让学生在语篇中巩固情态动词的用法，提高语言的综合运用能力。③完成书上第二部分的任务，学会havegotto的用法。在贴近生活的真实情景中学习语法，使枯燥的语法学习更有趣味性。3、讨论。小组讨论学校的规章制度。用情态动词完成图表中的dos和don’ts内容。目的结合实际生活强化语法知识的运用，同时对学生进行思想教育。4、延伸性话题。同桌编对话。暑假里你要出门远行，编一段出发前与妈妈的对话，对话必须包括有关情态动词。在模拟情景中强化语言知识的运用。建议：布置预习作业，查询EarthDay,MartinLutherKingJr.Day,DayOftheDead,AprilFool’sDay或教师事先提供有关材料。第六课时Integratingskills这一节课的重点是通过阅读四个节日进行写作训练。中心任务：Thestudentsareexpectedtowriteaninvitationletter.1、热身运动。1）学生猜测四个与“Day”有关的谚语。①EverydayisnotSunday.②.Romewasnotbuiltinaday.③.It’sadayafterthefair.④.Everydoghashisday.2）智力测试。回答两个与“Day”有关的智力题，①.Inoneyear,somemonthshave31days,andsomehave30days.Sohowmonthshave28daysinayear?②.Whatdaydopeoplelikebest?..\n.3）猜谜比赛。教师课前准备卡片并写上以下节日名，Children’sDay,LabourDay,Teachers’Day,AprilFool’sDay,NationalDay,Nurses’Day,TreePlantingDay,Anti-AidsDay,No-TobaccoDay,ConsumerRightsDay,Halloween,Easter,Kwanzaa。由学生抽签描述然后让另一位学生猜。描述时不准提到该节日的词。三个活动目的是开发智力，活跃思维，调动课堂气氛。2、Integratingskills1）快速阅读，回答问题。WhenisEarthDaycelebratedthroughouttheworld?WhatwasMartinLutherKing’sbestknownspeech?WhatgiftsdoMexicansgivetoeachother?WhatdopeopledoonAprilFool’sDay?这些问题为下一环节作铺垫。2）听磁带，讨论并回答书本上的问题。接着回答两个深化性问题：Whatdoyoudotoprotectourearthinyourdailylife?InAmericantherewereanothertwogreatpersonslikeAbrahamLincolnandJohnF.Kennedy,whydoAmericanscelebrateMartinLutherKing,JrDayasanationalholiday?WhydoMexicanscelebratethelivingontheDayoftheDead?WhatdoyouthinkisthemostcleverjokeonAprilFool’sDay?这些问题的设计，使学生对四个节日的表层理解上升到深层理解。3、创建节日。小组活动，创建一个节日。节日包括name?when?why?how?whatsymbol?etc.目的培养学生的创造性思维和想象力。教师可提供示范。4、写邀请信。1）范文理解。学生先读老师所提供的两篇范文，让学生找出存在的错误，然后由他们归纳总结写邀请信的要领。2）写作训练。提醒学生写信时必须带着这些建议：whenandwheretheeventstakeplace;howtocelebrateit;whatshe\hedoesattheevent.以解决写作时的困难，掌握写作技巧。5、小组讨论。直至今日，我国还没有一个以某位杰出人物而命名的节日，试问：谁该获此殊荣？为什么？whodeservessuchaholidayasMartinLutherKing,JrDay?AndWhy?这个问题的讨论教育学生发扬先辈们的光荣传统，激发起他们的爱国热情。6、辩论赛。辩论题：Isholdingfestivalsisamusttodevelopthelocaleconomy?..\n.教师将全班分为两大组，一组为正方，另一组为反方。先集体讨论，然后各方派四位辩手，进行辩论，最后由教师总结。此活动将整个单元话题推向高潮。Usefulwebsites:?www.earthday.envirotink.org?www.holiday.net?www.public.iastate.edu?www.usis.usembs.sewilstar.com/aprilfool高一下Unit15Thenecklace一、教材分析学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。1、教材内容分析本单元的中心话题是“dramaandtheatre”(戏剧)，整个单元中各个板块有关话题的设计及语言材料的选编都是紧扣这个中心话题的，看图想象戏剧——听戏剧——根据情景编戏剧——学习和欣赏戏剧——编写和表演戏剧，环环相扣，中心突出，而且戏剧又是当今人们生活的娱乐方式之一，戏剧的素材来源于生活；它是当时人们生活和思想的反映，这样可以让我们学到生活中的真正语言。同时戏剧又是艺术的一种形式，具有丰富的想象性和创造性，通过学习戏剧，引导学生编写戏剧再到让学生表演戏剧，整个过程也是促使学生“拓展思维，开阔视野、发展心智”的过程，看图想象、根据情景编戏剧等活动给学生独立思考、大胆想象、发挥其创造性提供了大量的空间，有利于培养学生的创新能力和想象能力。本单元的内容贴近现代生活，富有较强的时代气息，是生活和艺术的高度结合和统一，这也是本套新教材的重要特征。Warmingup部分设计了三幅图画让学生编演一个故事或戏剧。这样的练习是旧教材所不具备的。这一设计主要是为了启发学生思考，提倡创新，给学生提供思维和想象的空间。教师可以通过一系列..\n.问题的设置来引导学生想象和猜测图画中的内容，诱发学生打开话匣子，引出本单元的中心话题“dramaandtheatre”。在师生交谈的过程中“学生必然会用到以前所学的一些情态动词。这样自然就把本单元的语法教学也渗透其中。listening部分提供了一个生活短剧（共三幕），每一幕都设计了一个“clue”来引导学生解决“mystery”，戏剧情节层层推进，引人入胜，为下面戏剧的编演奠定了基础；Speaking则提供了三个Situation:1).TheSecretoftheBlackTower;2).TheMysteriousBox;3).AFunnyThingHappenedontheWaytoSchool并要求学生编演戏剧，让学生成为主体，充分拓展学生的思维、展示他们无限的想象力；Reading的内容是节选于法国著名作家莫泊桑的作品《项链》，整个故事围绕着Mathilde从她朋友Jeanne那里借项链、丢项链和还项链而展开的，故事的内容引人入胜，故事的结尾耐人寻味，给读者提供了充分的想象空间。它是19世纪法国人们思想和生活的反映。作者采用了倒叙手法更能引起读者的注意力。老师可以通过引导学生学习戏剧的形式特征、总结和归纳戏剧的中心内容、分析和挖掘戏剧中人物的思想感情，从而帮助和指导学生掌握戏剧的表演艺术，有利于学生创造出丰富多彩、形式多样的戏剧体裁。Writing部分通过老师和学生之间的课堂交流，自然过渡到写作部分。阅读材料中的师生交谈提供了两个戏剧素材，学生可以根据这两个故事来编写戏剧，也可以想象出类似或不同的戏剧。戏剧的内容丰富多彩，戏剧的形式多种多样，真正体现了戏剧“百家争鸣，百花争放”的特点。老师可以结合课文后面的问题进行讨论，充分调动学生的积极性，帮助学生寻找生活中的素材来编写各种各样的戏剧，从而培养和提高学生的综合能力。2、教学重点、难点重点：1).本单元的重要词汇：tire,dormitory,recognize,diamond,ball,jewelry,franc,continue,lovely,debt,precious,positive,besides,outline,quality,callon,bringback,payoff2).本单元的语言功能项目(Function):Askforpermission&Askaboutpossibilities。3).本单元的语法项目：情态动词表示对现在的推测的用法。TheuseofModalVerbs—must,can/could/may/might..\n.难点：1、学会分析和挖掘戏剧中人物的思想感情。2、学习编写戏剧和表演戏剧。二、教学目标1、知识目标：1).学习并掌握本单元的单词、词组和句型，同时学会掌握一些表达“请求允许和表示可能性”的交际功能用语，以及情态动词must,can/could,may/might等表示对现在的推测的用法。2).学习掌握一些与戏剧有关的词汇：如:plot,costume,setting,stagedirections,stageproperties,comedy,tragedy,mask,rehearse等。2.能力目标：1）听：学会听戏剧，抓住戏剧中的时间、地点、人物和线索的关键词。2）说：学会根据情景或图片用英语编演一个简单的短剧，并能用戏剧的形式自如地进行角色对白和表演3）读：学习掌握跳读、略读、细读、概括和分析等阅读技能，掌握戏剧的基本特征，分析和挖掘戏剧中人物的思想感情。4）写：通过戏剧的学习、讨论以及收集材料，让学生根据情景或图片并结合他们来编写戏剧。3.情感目标：1).通过设计一些情景或提供各种图片，激发学生的学习兴趣，在英语情景学习和讨论中使学生的情感得到充分的体现；在课堂教学中突出了以学生为主体的学习地位，充分发挥学生的个性，培养了学生的创造力和想象力。2).通过阅读课文，分析和挖掘课文中人物的思想感情，让学生了解当时资本主义虚伪的一面以及Mathilde为自己的行为所付出的沉重代价，使学生树立起正确的审美观、人生观和价值观。3).通过戏剧的编写和表演，培养学生相互合作的团队精神；同时学生要善于观察、收集生活中的戏剧素材，使其情感在戏剧中更加真实地得到体现。4.教学策略：1).开放式教学策略。以有限的课堂为载体，给学生提供足够的空间，充分发挥学生的想象力，培养学生的创新能力.如:brainstorm,roleplaying,givensituation,acting等活动。2).任务型活动策略。在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。3).循序渐进和梯度分明的教学策略。教学活动由易到难，由简到繁，给有困难的学生搭建一个平台，让学习有能力的学生“跳一跳”..\n.摘到果子。5.学习策略：1).在学习中借助联想，根据情景等非语言信息进行理解和表达。2).在听、读过程中，能根据情景和上下文猜测词义或推测每一幕的大意。3).能根据所接触语言材料中的语言规律加以总结和归纳。4).利用图书馆和网络上的学习资源，尝试阅读英文戏剧；结合所学知识，改编课本剧及编写反映自己学习、生活的小短剧，扩展所学的知识。6.文化意识：1).学习和了解中外一些有名戏剧家的成长经历、成就和贡献。2).通过学习、分析世界著名的戏剧作品，培养学生的世界意识。3).通过中外戏剧作品的对比，加深对中国戏剧艺术的理解。三、教学原则1.以任务型教学作为课堂教学的设计理念，强调教学方法的灵活性和多样性。具体采用情景教学法(SituationalApproach)、整体语言教学法(WholeLanguageTeaching)和交际法(CommunicativeApproach)等教学方法，学习者通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习既富有成效，又多姿多彩。2.在教学中坚持以“教师为主导，学生为主体，任务为基础”的教学原则，教师可以通过实物投影、图片展示、自由交谈、游戏竟猜和戏剧欣赏等多种教学手段来激活学生的学习兴趣，充分发挥学生的主体作用。3.贯彻“教中学，学中用”的教学策略，通过戏剧的表演使学生学到生活中真正的语言。四、教学设计与安排..\n.整个单元拟用五个课时来完成，每个课时目的明确，任务具体，能力取向明朗。第一课时是Warmingupandlistening.能力重点是Listeningtoashortplay.在设计任务时有意引导学生利用warmingup中的三幅图编一个短剧，让学生了解有关戏剧的大致框架。首先老师可以设置一些问题来引导学生谈论这三幅图画：e.g..What’stheoldman/thetwoyoungpeople?etc.学生在回答这些问题时自然会用上一些初中时所学的情态动词，这样就巧妙地把本单元的语法（情态动词表示对现在的猜测）也融入其中；然后把学生分成三组进行讨论，并在小卡片上写出每幅图的背景、时间、地点和人物，每组根据刚才所谈论的图画各编一幕小短剧，在完成戏剧的编写和表演的同时悄悄地接近了本单元的中心话题dramaandtheatre。当学生表演完之后老师自然会问“Whatdoyouthinkoftheirplays?Wouldyouliketolistentoamysteriousplay?”这样就自然过渡到listening。教师可以设计下列表格帮助学生理解听力内容：SceneTimePlaceCharactersClue123最后让学生根据表格内容复述这三幕短剧，使语言知识由输入再到输出，进一步提高学生的语言运用能力。第二课时是Talkingandspeaking，能力重点是Speaking。通过呈现一些有关Shakespeare’stheatre的图片或播放几幕沙剧的镜头，使学生对戏剧的形式有了进一步的了解，拓展词汇，丰满语言，掌握一些必要的戏剧知识，为下面戏剧的排演作好铺垫。然后把学生分成四组，每组根据所给的Situation进行讨论并编一个小短剧，接着便进入Roleplay这一任务。老师指导学生使用必要的舞台道具，配上恰当的舞台说明，使学生兴趣盎然，灵活自如地运用所学的语言，最后通过问题Doyouagreelifeisliketheatre?的讨论，把学生引入中心话题dramaandtheatre的思索，要求学生在思索之后上网阅读一些优秀的戏剧作品，查阅一些著名的中外戏剧家，为下一节阅读课作好准备。..\n.第三课时是Reading,能力重点是教学生如何欣赏戏剧(Howtoenjoyadrama).通过两个问题的讨论及Aquiz，把学生引到课文Thenecklace上来。通过Skim让学生找出戏剧中Howmanycharactersandscenes,然后再进行Careful-reading,并概括出每一幕的大意，接着让学生分组讨论并完成下列表格的填写，SceneThreefeaturesofaplayAnoutlineoftheplot1Time:oneafternoon,1870Place:inaparkinParisCharacters:MathildeandJeanne●…remindMofthenecklace.2Time:onedaytenyearsagoPlace:inthehomeofMathildeCharacters:MathildeandherhusbandPierre●…decidetoborrowthenecklace.3Time:oneafternoon,1870Place:inaparkinParisCharacters:MathildeandJeanne●…borrowthenecklace.●…losethenecklace.●…returnthenecklace...\n.使学生进一步掌握戏剧的特征，捕获戏剧的主要故事情节，老师通过引导学生分析和挖掘戏剧的人物思想，使学生学会如何欣赏戏剧，把情感教育融入英语课文的教学中，帮助学生树立正确的审美观、人生观和价值观。在对Mathilde,JeanneandPierre的人物分析时学生畅所欲言，各抒己见，进一步巩固所学语言知识，达到真正运用语言的目的。接着让学生模拟戏剧中的人物进行Acting,把语言知识真正应用到实际交流中去，在表演中，学生自然会用上一些Askingforpermissionandaskaboutpossibilities的交际功能话语，然后通过以下四个问题的讨论,(1).WhatcanMathildedonext?2).WhatcanMathildesaytoherhusbandwhenshegetshome?3).WhatcanJeannedonext?4).Whatdoyouthinkoftheending?)进一步拓展学生的想象力和创造力，使课文的学习得到升华,课后再让学生把对ending的讨论编成一个戏剧。第四课时是Post-reading,Vocabulary&Grammar,能力重点是Grammar的情景教学。通过ending的表演及讨论，自然将语法教学融入情景当中。由于本单元从第一课时起学生已经在情景中自然用到了情态动词表猜测，而且这一语法始终贯穿在整个Unit的教学中，在此是让学生进一步运用和总结这一用法。在情景和语篇中学习新单词是词汇教学的重要法，通过WordGame这一活动让学生进一步运用和掌握本单元所学的词汇，同时也能复习定语从句这一语法项目。课后让学生根据图片，运用所学的情态动词编一个小故事。为了巩固所学的戏剧知识，教师可以引导学生把所学课文(SEFC1A,Unit4---Flood)改成课本剧，在学校艺术节之际开展课本剧评比活动，使语言知识活学活用。第五课时是Integratingskills,集中体现各种能力，重点突出语言的使用能力。首先让学生讲故事和进行课本剧的表演—Therescue，戏剧的表演需要同学们之间的互助和合作，能增进同学之间的感情，学生因为学过这篇课文，因此能更好把握人物的思想感情和心理活动。学生可以运用这个单元所学的戏剧知识，结合自己的想象来编写戏剧，通过让学生把戏剧和现实生活进行对比，帮助学生寻找生活中的素材，进一步培养学生的观察力和想象力。最后建议学生向报社提供自己的戏剧故事，真正把所学知识用到实际生活中去，使得本单元主题得到升华。总之，在进行本单元教学设计时，紧紧围绕dramaandtheatre..\n.这一主题，语法功能渗透在每一个情景教学中，思路清晰，条块结合，经纬连贯，主题突出；由听、说戏剧到欣赏和编写戏剧，能力结构分配合理，梯度适中，任务设计紧凑，教学难度循序渐进。Unit16ScientistsatworkUnit16ScientistsatworkUnit16ScientistsatworkUnit16Scientistsatworknu\Unit高一下Unit16Scientistsatwork一.教学背景分析1．学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。2.单元背景分析随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。二．教学目标分析1．语言知识词汇：学习并使用一些与science和scientists有关的词汇。语法：进一步了解一词多义现象与合成词的构成。功能：学习如何就某一事物给予别人指导与说明。话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。2．语言技能听..\n.：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。1．情感态度与文化意识（1）.进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。（2）.引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。（3）.指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。（4）.意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。2．学习策略指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。三.教学内容分析本单元的中心话题是scienceandscientists..\n.。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。Warmingup设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglevtrain,cloning,nuclearenergy,computer与spaceflight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lightingandelectricityarethesame的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。LanguageStudy是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。Integratingskills通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。四.教学重点与难点1.重点（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用Don’tdo…/Don’tforgetto…/Makesure…/Rememberthat…/Dobecarefulof…等结构进行讨论、对话与表演。..\n.（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“It’sgood/bad/harmfulfor…/It’sdangerous/expensive/important/unnecessary/Itbringspeople…/Itcanhelppeople…（3）.能继续运用各种阅读微技能进行有效的阅读，同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentativeessay的写作。2．难点（1）.如何有效的让学生就giventopic进行合作，分析问题的利弊，并掌握相关的词汇。（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。（3）.如何更加有效的掌握并运用一些keywordsandexpressions,suchasmake/doanexperimenton…,comfort,conduct,charge,agreatof,prove,tear,sharp,explain,pickout,teston,doubt,conclusionandsoon.（4）.如何能使议论性作文表达的更加完整与流畅。（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。五、教学原则（1）以任务型教学(Task-basedLanguageTeaching)作为课堂教学设计之理念，具体采用情景教学法（SituationalApproach），交际教学法（CommunicativeApproach），整体语言教学法（WholeLanguageTeaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。（3）坚持“教师为主导，学生为主体，任务为基础”..\n.的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。（4）贯彻“教中学，学中用”策略，真正使学生学以致用。六.教材与任务安排本单元计划为六课时：Warmingup&Listening（1课时），Speaking(1课时)，Reading(2课时)，Grammar(1课时)，Integratingskills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。TeachingPlanPeriod1Warmingup&ListeningLearningAims1.Toencouragethestudentstothinkandtalkabouttheirsciencesubjectsandactivatetheirrelevantvocabularyatthesametime.2.Tolearnwhatshouldbepaidattentiontowhendoinganexperimentinalabandhowtogiveinstructionstoothers.3.Totrainthestudents’abilityoflisteningforinformation.LearningProceduresStep1WarmingupToday,wearegoingtotalksomethingaboutthesubjectsyouarelearning.Q1:Howmanysubjectsareyoulearningnow?Q2:Whatarethesubjectsinwhichyoulearnscience?Isiteasyforyoutolearn..\n.them?1).GroupworkDividethewholeclassintotwogroups,onegroupisgoingtotalkaboutthequestion“Whatdoyoulearnaboutforeachfieldofscience?”,andtheother“Howareyoulearningthesesubjects?”Writedowntheresultofthediscussioninacard,andchoosethebestmembertodothereport.2).ClassworkEnjoysomepicturesaboutthefacilitiesinlabsandstudentsdoingexperimentsinlabs.Q:Whichsubjectsareconnectedwiththesepictures?Doyouoftendoexperimentsinthelab?Step2Pre-listening1).GroupworkIsitnecessaryforyoutodoexperimentsinthelab?Listthereasonsinthecardandseewhichgroupcanfindmore.2).ClassworkDoyoustillrememberwhatyourteacheroftenremindyoubefore,whenandafteryoudoanexperiment?Dividethewholeintoseveralgroupstohaveacompetitioninclassandseewhichgroupwillwinthegame.Step3Listening1).ListentowhatMr.Zhuistalkingtohisstudentsforthefirsttime,focusingonthesubjectsmentionedinthepassage.2).Listentothetapeforthesecondtimetowritedownsomekeywordstothequestionsandcheckwiththepartners.3).Listentothetapeforthethirdtime.Understandthewholepassagefullyandcheckiftheanswersarecomplete,especiallypayattentiontodifferentstructuresofgivinginstructions...\n.DOSDON’TSFollow/teacher’s/instructionsDon’tcomeinto/without…Becarefulabout/when…Don’ttouch…/unless…Alwayslistencarefullyto…Don’tthrow…/unless…Clean…awayandleave…cleanandneatDon’tforgetto…Youshouldtie…upNeverput/nosedirectlyinto…Rememberthat…Neverput/fingersinto/andtaste…Makesurethat…Step4Post-listening1).GroupworkListwhatyoucandoandcan’tdoinalabasmuchaspossibleingroups.2).IndividualworkKnowingtherulesinalabisverynecessaryforthesakeofoursafety.Supposeyouareachemistryteacher,andyouaregoingtomakeanannouncementtoyourstudentstogivethemsomeinstructionsbeforeanexperiment.3).GroupworkDesigntherulesforthechemistrylabofyourschoolingroupsandputitonthewallintheclassroom.Homework:Task1.Haveadiscussiontofindoutthebestrulesforthelabandrecommendittotheschoolleader.Task2.PreviewSpeakingandtrytosearchforsomeinformationaboutthenewinventionsanddiscoveries...\n.Period2SpeakingLearningAims1.Tolearntocooperatewithpartnerstoanalysisaproblemindifferentviews.2.Enablestudentstodescribetheadvantagesanddisadvantagesofsomethinginspecificwords.LearningProceduresStep1Warming-upDailyreport1).ClassworkWatchavideoaboutthesuccessfullaunchofShenZhouVmannedspaceflightinChina.Nowadays,moreandmorenewinventionsanddiscoveriesaremadeallovertheworld.2).BrainstormingListthewordsthey’velearnedaboutthenewscientificinventionsanddiscoveries.ThenhaveashortintroductiontoMaglevtrain.Step2Pre-speaking1).PairworkReadthedialoguealoudtofinishthefollowingform:inventionsadvantagesdisadvantagesMaglevtrain2).GroupworkDiscusshowyoucantalkabouttheadvantagesanddisadvantagesaboutsomenewinventionsandlisttherelevantwordsandphrasesanmanyaspossible...\n.AdvantagesDisadvantagesIt’sgoodfor…ItistooexpensiveItcanhelp…Itisdangerousto…Itisimportantfor…Itisunnecessaryto..Itbringspeople…Somepeoplewilluseitfor…Itdoesn’tpollute…Itisbad/orharmfulfor…Step3Whilespeaking1).GroupworkEnjoysomepicturesaboutsomenewinventions.(Cloning,Nuclearenergy,ComputersandSpaceflight)Eachgroupistochooseoneofthemtohaveadiscussionandlisttheadvantagesanddisadvantages.Exchangetheideaswiththewholeclass.2).PairworkMakeadialogueinpairtotalkaboutoneoftheinventions,usingthestructurestoshowyouragreementanddisagreement,suchasI’mafraid…/Ican’tagreewithyou./Idon’tthinkso./Inmyopinion…Andthenactitout.Step4Post-speaking1).DebateThescientifictechnologiesareimprovingveryfast.Someofthemarewidelyacceptedandapplied,whilesomearestillbeingarguedaboutbypeople.Cloninghumansisstilloneofthem.Inyouropinion,doyouthinkitgoodtodosoallovertheworld?Dividethewholeclassintotwogroupstohaveadebateandseewhichgroupwillperformbetter.2).ImaginationIfyouwereascientistmanyyearslaterafteryougraduatedfromuniversities.Doyouthinkwhatyouwouldtrytoinventordiscover?Andwhydoyouthinkso?Homework:..\n.Task1.Readthefollowingpoem,andthentrytoimitateitandwritedownasimilarone,ofcourse,aboutotherinventions.ComputeAcomputeisamachine.Acomputerisinteresting.Amachineisuseful.Icanstudyacomputer.Icanuseit.Whomadeit?Humansbeingmadeit.Iamahumanbeing.amwarm.Iamwise.Ihaveempathiesforanimalsandpeople.Iconductoracomputer.Acomputerdoesnotconductorme.Task2Findoutoneinterestingstoryaboutsomefamousscientistsandretellitinyourownwords.Period3&4ReadingLearningAims1.Togettoknowsomethingaboutthestoryoffamousscientists.2.Enablestudentstounderstandthegivenmaterialbetterusingdifferentreadingskills.3.Tohaveabetterunderstandingabouttheimportanceofexperimentsinscience.LearningProceduresStep1WarmingupDailyreport:Shareyourpoemswiththeotherstudents.1).GroupcompetitionInthe18thand19thcentury,scientistsallovertheworldmademanyimportantdiscoveriesandinventionsindifferentfieldsofphysics,chemistry,medicine,biologyandsoon.Dividethewholeclassintofourgroupstonamesomeofthem.Physicschemistrymedicinebiology..\n.2).GroupworkAmatchcompetition.MatchColumnBwithColumnAcorrectly.ColumnAColumnBAlexanderBelltheTheoryofRelativityThomasEdisonthefirsttelephoneWrightBrotherstheelectriclampMadameCurieblackholesinUniverseHeinrichDreserelectricityFranklinthefirstplaneStevenHawkingtheTheoryofGravityElbertEinsteinRadiumIsaacNewtonaspirin3)ClassworkQ1.Isiteasyforthescientiststomaketheseinventionsanddiscoveries?Q2.Howcouldtheysucceedintheirresearch?Itisreallydifficultforthescientiststoachievetheirgoal,andonlyaftertensofthousandsofattempts,experiments,thinkingandfailurecantheybesuccessfulintheirresearch.Today,wearegoingtolearnoneexampleofthem:Franklin’sfamouskiteexperiment.Step2Reading1).IndividualworkSkimming:ReadthematerialfasttofindouttherightpictureaboutFranklin’sexperiment.2).IndividualworkScanning:Listentothetapepartbyparttofindoutthetopicforeachone.Para1-3thedescriptionoftheexperimentPara4theequipmentoftheexperiment..\n.Para5-6thestepsoftheexperimentListenwiththequestionsbelow:(1).WhydidFranklindothisexperiment?(2).Wastheexperimentsuccessful?(3).Whatwereneededwhenitwasbeingdone?(4).Howmanystepswerementioned?(5).Whatshouldbepaidgreatattentionstowhenitwasbeingdone?Step3Acting1).ClassworkWithalltheequipmentready(ahandkerchiefmadeofsilk,twopiecesoflightwood,strings,asharppieceofmetal,akey,asilkribbon),onestudentactsasthehosttoconducttwostudentshowtomakeakiteastheonemadebyFranklin.2).IndividualworkAfterthat,allthestudentstrytotellhowtomakesuchakiteintheirownwordswiththehelpofthepicturesonthescreen.Step4Furtherunderstanding1).PairworkReadthroughthepassagetofillintheblanksintheforminpairs.equipmentusageakiteakeyacondenserasharpmetalstringsasilkribbon2).ClassworkListentosomesentencestojudgewhethertheyaretrueorfalse...\n.(1).In1752scientistsalreadyknewwhatelectricityis.(2).Franklinwashelpedbyafriendtodotheexperiment.(3).Franklinmadethekiteofsilkbecausewetsilkdoesnotconductelectricity.(4).Acondenserwasusedintheexperimenttostoreelectricity.(5).Thekeytiedtothestringwasputintothedoortostopthekitefromflyingaway.(6).Theexperimentcanbedoneatanytime.(7).Youcanfeelclearelectricshockifyoutouchthestringwithyourfingersafterthekiteisflyinginthesky.Step5Post-reading1).PairworkFranklinwasdoingtheexperimentwithhislittleson,andhewasabitcuriousaboutwhathisfatherwasdoing.Ontheotherhand,manypeoplewerewatchingFranklindoingtheexperiment.Dividetheclassintotwogroupstomakeadialogueinpairs,oneisbetweenFranklinandhisson,theotherFranklinandapersonwatchingtheexperiment.2).GroupworkDiscussthefollowingquestionsingroups:(1).WhydidFranklindohisexperimentwithakite?(2).Whythekitemadeofsilkisbetterthantheonemadeofpaper?(3).IsitdangerousforFranklintodotheexperiment?Whydothinkso?(4).WhatcanyoulearnfromtheexperimentandalsoFranklin?Step6Oralpractice1).IndividualworkAfteryoureadtheinterestingexperimentofFranklin,doyouthinkofoneofyourownexperiments?Isitaverysuccessfulone?Andwhatdoyoulearnafteryoudotheexperiment?Tellthestorytoyourgroupmembers,andthenchoosethebestonetoshareitwiththewholeclass.2).Classwork..\n.Duringthelifetimeofmanyfamousscientists,therearealotofinterestingandinstructivestoriesforustoenjoy.Then,wearegoingtoholdastorytellingcompetitioninclass.Havesomejudgesamongthestudentsfirst,andtheneachgroupchooseonestudenttopresentthestoryinfrontoftheclassroom.Seewhocangetthefirstprizeinthecompetition.Step7Watching,readingandthinking1).ClassworkTheteacherisdingsuchanexperimentandshowingittoallthestudents:Preparefourglassesonthetable.Oneisfilledwithoil,onevinegar,andonespirit.Poursomeoftheliquidintoonebigglassandthenmixthemup.Diponefingerintothemixture,takeitoutthenandputitintothemouthtosuck.Thengiveasmiletothestudentstoshowthatittastesverydelicious.Showtheglassaroundtheclassandaskthestudentstodoeverythingastheteacherdoes.Q:Doesthemixturetastegood?Whydoyouhaveadifferenttastefrommine?2).IndividualworkReadthepassagetitled“LookcarefullyandLearn”tofindoutthereason.Q1:Whatdoyoulearnafteryoureadsuchastory?Q2:Doyouthinkwhatisthemostimportantwhenyouaredoinganexperimentinthelab?Q3:Ifyouwanttobeascientist,whatdoyouthinkarethemostimportantqualities?Homework:Readthefollowingpassagewiththequestionsbelow.Period5LanguagestudyLearningAimsEnablestudentstohaveabetterknowledgeoftherulesofword-formation...\n.LearningProceduresStep1WarmingupDailyreport:Showyouropinionsaboutthetwoproblemsmentionedinthereadingpassage.IndividualworkShowatonguetwistertostudents:Ifonedoctordoctorsanotherdoctor,doesthedoctorwhodoctorsthedoctordoctorthedoctorthewaythedoctorheisdoctoring?Ordoeshedoctorthedoctorthewaythedoctorwhodoctorsdoctors?Practisethetonguetwisterforsometimesandseewhocansayitcorrectlyandfast.Q:Doall“doctors”inthissentencehavethesamemeaning?Conclusion:Themeaningofthesamewordvariesindifferentsentencesandsodoesthegender.Step2Readingandthinking1).PairworkReadthefollowingsentencestodistinguishthedifferentmeaningsofthesameword.HowmuchdoyouchargeforrepairingmyCDplayer?Thefrightenedanimalchargedintothetoyshop.Itusuallytakesonehourtogetmycallphonefullycharged.Themanwaschargedforbeingirresponsibleforthejobinthecourt.Wegaveherthechargeofthehousewhenwewereawayforholiday.Whatisthechargeforusingthehall?Theguideconductedthetouristsaroundthemuseum.Howwelldoesthismaterialconductelectricityorheat?TheconcertonthisSaturdayeveningwillbeconductedbyaworldfamousconductor...\n.Theteacherscoldedhimbecauseofhisbadconduct.Themanagerconductedthebusinesscarefully.HewassurprisetoseesomanycrossesmarkedinhisMathshomework.Thisfruitisacrossbetweenanappleandappear.Theriverwastoodeeptocross.Thetwomainroadscrossinthecenterofthetown.Hecrossedhisnameoffthelist.2).GroupworkDiscussingroupstothinkaboutmorewordsofthiskindandmakesentencesaccordingtothedifferentmeanings.Thenreaditoutandtheotherstudentstrytoguessthemeaningofthesamewordindifferentsituations.Step3ImaginationGroupworkShowsomewordsonthescreen(suchasbank,tie,sharp,tear).Discussingroupstomakeashortstory,payinggreatattentiontothedifferentmeaningsandgenderofthesameword.Writeitdownonacardandshareitwiththewholeclass.Seewhichgroupdoesthebestjob.Step4CompoundwordsSometimesifweputtwodifferentwordstogether,wecanmakeanewone.Thesewordsarecalled“Compoundwords”.Showsomeexamples:Blackboardiscompoundedwithtwowords:Part1=akindofdeepcolorPart2=apieceofthinwoodShowthestudentstheformulation:Part1+Part2=?1).ClassworkTheteacherprovideexplanationstotwosinglewords.Askthestudentstocombinethemtogetherandthenguesswhatthenewwordis.Repeatitforseveral..\n.groups.Part1=partofthebodyusedwhenwetalkPart2=aroundthingtoplaywithPart1=wateroftendegreesbelowzeroPart2=medicinetoputonyourskinPart1=aliquidyouneedtomaketeaPart2=movinginsnowwithwoodenthingtiedtoyourshoes2).GroupworkDiscusstothinkofsomesomecompoundwordsingroupsandthendothesamegamewiththepartners.3)ClassworkHaveacompetitionaboutwordguessingandseewhichteamcangivethemostwonderfulperformance.Twostudentstomakeateamwithonefacingtheblackboardandtheotherfacingallthestudents.Theteacherlistssomecompoundwordsonthescreen.ThestudentsfacingtheBbexplainsthetwopartsofthecompoundwordasquicklyandexactlyaspossible,sothattheotheronecanjointhetwopartstogethertoguesswhichwordismentioned.Thegameislimitedintwominutesandthentheycanfindoutwhichteamhaveguessedmorewordsthantheothers.Step5Post-learningReadthestoryabout“Franklin’sfamouskiteexperiment”again,andtrytofindoutallthesimilarwordsasthoselearnedinthisclass.Homework:Task1.DesignanexercisetomatchthewordsinColumnAwiththoseinColumnBtomakesomecompoundwords.Exchangetheexercisesinclass.Task2.Preparetomakeupastoryabouttherelationshipofhumansandanimalsingroupsandthenacttheshortplayout.Period6Integratingskills..\n.LearningAims1.Getthestudentstohavereadingextensionforscientificexperiments.2.Enablestudentstowriteanargumentativeessaybydiscussion.LearningProceduresStep1warming-up(1).ClassworkDailyreport:Ashortplayabouttherelationshipbetweenhumansandanimals.Q:Whatdoyoulearnfromit?(2).ClassworkEnjoysomepicturesaboutanimalskilledbyhumans:Q:Whydopeoplekillsomanyanimals?Canitbeavoided?(3).ClassworkQ:Whydoscientistsdoexperimentsonanimals?Whatwouldoftenbetheresult?Canitbeavoided?Step2Reading(1).IndividualworkCanscientistsmakeexperimentsonanimalstotestnewproducts?Peoplehavedifferentopinionsabouttheproblem.Let’sreadsuchapassagenow.Q:Howmanyquestionsarementioned?(Doesanimalstestingwork?Dopeoplehavetherighttouseanimals?)(2).IndividualworkPeoplearehavingaheatargumentabouttheproblem.Andifyouwereananimal,whatdoyouthinkwouldsaytohumansbeings?Preparetomakeashortspeechandspeakitout.(3).GroupworkAsahumanbeing,doyouagreewithwhichside?Areporterisveryinterestedinthisargument,andheishavinganinterviewwithsomepeople.Discusstheproblem..\n.ingroups,oneasthereportertoholdtheinterview,oneasascientistwhostickstotestingonanimals,oneasanactivistwhoisagainsttheideaandtheotheronetriestomakesomesuggestionsandnotes.Exchangeideaswitheachotherwiththeinformationinthereadingmaterialaswellasyourownopinions.Dothereportandshareyourconclusionswiththewholeclass.(4).GroupworkIt’sreallydifficultforustojudgewhoisrightorwrong.Soinordertoavoidsuchanargument,doyouhavesomebettersmethodstosolveproblem,especiallyinthefuture?Discusstheproblemingroupsandreachanconclusion.Step3Writing(1).PairworkNowit’stimeforyoutowriteaboutanargumentativeessayonthisproblem.Sowhatdoyouthinkyouaregoingtowriteaboutinyouressay?Discussinpairsandshowtheideastotheclass.(2).IndividualworkReadthetipscarefullytocheckifyouhavethesameidea.TitleChooseaclearProorContraanimaltestingtitleIntroductionExplainforwhatreasonsanimalsareusedinexperimentsandmakeclearonwhichsideyouare:IsanimaltestingOKorareyouananimalrightsactivist?SecondParagraph:ArgumentsProChoosetwoorthreeargumentsfromthereadingtosupportyourview,Explaintheminyourownwords:2—3pros.ThirdParagraph:ArgumentsContraChooseoneortwoargumentsfromthereadingthatdoagainstyourview.Explaintheminyourownwordsandshowthattheyarenottrue:1—2consConclusionWritewhatweshoulddowithanimalsexperimentsinthefutureandwhy.(3).Individualwork..\n.ThenWritedownyouranswerstothequestionslistedintheformonebyone.Whyareanimalsusedintheexperiments?Areyouonwhichsideofthem?Whichviewsdoyouagreewith?Why?Whichviewsdon’tyouagreewith?Why?Whatotherwayscanyouthinkoftosolvetheprobleminthefuture?(4).IndividualworkJoinyouranswerstogethertomakeashortpassage.Dividethemintoseveraldifferentparagraphsaccordingtowhatyouwriteaboutineachone.Readitthroughwithyourpartnerstomakesurewhatshouldbecorrectedandimproved.(5).ClassworkTomakeyouressayreadwell,someusefulwordswillhelpyoualotwhenyourarewritinganargumentativeone.Readthesewordscarefully,andchoosetousesomeoftheminyouressayandthenreaditagaintoseewhathaschanged.比较说明常用词语：similarly,thesameas,similarto,equalto,appearthesame,bothseemto,inthesameway,inasimilarway,incomparisonwithshare…incommon/have….incommon,compare…with…,becomparedwith,makeacomparisonbetweenwith…therearesomesimilaritiesbetween…对比说明常用词语：nevertheless/nonethelessotherwise,whereasincontrast,onthecontraryoppositeto…,differentfrom,ontheotherhand,havelittle/nothingincommontherearesomedifferencebetween…举例常用词语：forexample/instance,asfollows,suchas,inparticularinthiscase,oneexampleis…andanotherexampleis…take….asanexample,thefollowingexampleswillshowthat…therearemanyexamplestoshowthat….表示总结的常用词语：inaword,generallyspeaking,inmyopinion,tosumup,onthewhole,Homework:..\n.Task1.Experiencethelifeinyourhometownwithheart,andfindoutwhatpeoplearetalkingaboutheatedly.Writethemdownandchooseonetowriteabout.Beforewriting,interviewsomepeople’sviewsaboutit,andthenjudgewhichsideyouareon.Writealettertothelocalgovernmenttoshowyouropinions.Task2.Fillintheassessmentformbelow:Self-assessmentLearnerlogforunit16ClassNameNo:Inthisunit,you’velearnedaboutscientistsandexperiments.Howcomfortabledoyoufeellikepracticingeachoftheskillsbelow?1=Notcomfortable2=Needmorepractice3=Comfortable4=VerycomfortableSkillsComfortlevelTalkaboutscienceandscientists1234GeneralassessmentLearnhowtogiveinstructions1234Studysomerulesofwordformation1234Usenewwordsandexpressions1234Learntowriteanargumentativeessay1234ReflectionWhatisthemostimportantthingyouhavelearnedinthisunit?Whatdoyouthinkyoudidbestinthisunit?Whatdoyoufindthemostdifficultinthisunit?Wheredoyouseethebestimprovement?Wheredoyouneedtoworkhard?Groupassessment姓名小组发言次数..\n.全班发言次数提出问题个数解决问题个数查找资料个数与人合作次数总体评价高一下Unit17FamousWomen一、本单元课时安排：The1stperiod:WarmingupandlisteningThe2ndperiod:SpeakingThe3rdperiod:ReadingThe4thperiod:ReadingThe5thperiod:LanguagestudyThe6thperiod:Integratingskills二、本单元知识要览：1、重点单词:inspirevt.admirevt.regret.increasevaluethreatenbothergenerouscheerfulmeanwarm-heartedcold-heartedtensemiserabledishonestdulloptimisticextremestormy的；多风暴的；2、重点词组：beabouttodo.即将，正要做某事aroundthecorner.很近strugglethrough.艰难地渡过find…doing.发现---处于（状态）increaseto.增加到noneof毫无，一个也没有liedown躺下；（风）渐息atthetopofone’svoice以最大的嗓音tieto系在，栓在(be)ingoodhealth身体状况好，健康putupatent搭起，架起帐蓬makeadecision作为决定giveup放弃thinkof考虑、想起、记起cometo..\n.termswith甘心忍受（不愉快的处境）risetofame出名lead…to…通向，导致3、词汇拓展：4、句型结构（1）Ithasoftenbeensaidthatlifeisdifficultasitis.（2）…duringthenextweekthewindgrewstrongerandIfoundmyselfspendingawholedayinmytent.（3）Iwasmovingforwardoveraslopethatseemedsafewhensuddenlywithoutwarningmyworlddroppedoutfromundermyskis.（4）Inhertelevisionshowsshemakesitpossibletotalkaboutgreatmomentsanddifficultiesinpeople’lives.（5）IhadtravelledonlytwohoursonedaywhenthewindsincreasedsomuchthatIhadtoputmytentupbeforethewindsbecametoostrong.5.语法项目：主谓一致三、本单元教材内容分析和处理。本单元中心话题是famouswomen——“著名女性”。介绍了世界上不同民族、不同领域中的非凡女性及其成就的取得，各部分的内容都是围绕这一中心话题而进行设计的。Warmingup部分呈现四幅著名女性的照片，它们分别是SongQingling,MadameCurie,PearlS.BuckandMotherTeresa。引出著名女性这一话题。在这个阶段的语言实践中着重培养学生概述人物特征的能力。课前预先设计一个任务（Task）：Collectinformationaboutthefamouswomen。发动学生通过各种渠道（杂志、图书、因特网等）收集有关这四位女性的资料。这个任务的目的是使学生主动学习，扩展和利用学习资源，从多渠道获取信息,为Warmingup作铺垫，是热身的预热。它的完成便于在后面的小组活动中有话可说。小组活动要求学生分别说出她们的姓名、简要经历及主要成就。小组活动结束后由小组长汇总报告。这样，学生通过参与、合作与交流的学习方式使这一任务得以完成，对这四位著名女性有比较深入的了解，并明白伟大女性取得辉煌的成就必须付出艰辛这个道理，以此激励自己。..\n.人们都说：每个成功的男人后面都站着一位女性，那成功的女性后面是什么呢？也有人曾说：做人难，做女人更难，做名女人难上加难。由此揭开锅盖，让学生讨论这一话题导入另一个活动。这一活动由学生自己主持并展开讨论，讨论结束后由组长汇总陈述。在这一语言实践过程中，使学生形成积极的情感态度，主动思维，大胆表述，提高语言实际运用能力，同时，又使他们陶冶情操、拓展视野，开发思维能力，发展个性，提高人文素养，形成健康的人生观。Listening部分的内容是一则对话，谈论oldschoolphotos中的人物及其过去和现状。用pre-listening导入听力内容，然后要求学生根据听力材料，正确记录所谈及人物的特征、专长及现状，并对陈述的句子进行正误判断。让学生通过“听”学习描述人物的形容词，并在Post-listening中结合实际运用，在这过程中发展学生的实践能力和语言运用能力，让他们活学活用，感受成功。Speaking由两部分组成。一是小组活动。一学生想出一个著名女性人物，其他学生轮流提问并通过对方Yes/No的回答判断该著名女性人物是谁，这一活动旨在激发学生的兴趣，激活他们的思维。二是看图描述人物。呈现了三幅不同身份普通女性的照片，要求学生根据照片对人物进行描述，训练学生恰当使用形容词描述人物的能力。前一节课课外的一个任务是要求学生查找尽可能多的描述人物的形容词，学生从描述著名女性到普通女性，学习使用各种描述不同人物品质的形容词，满足不同类型和不同层次学生的需求，提供机会让学生大胆、充分表现自我。针对Speaking部分设计了一个课堂任务：谈话节目（talkshow）。小组成员分别担任主持人、著名女性、普通女性和一名男士，就“Women,theirachievementsandtheirdifficulties”这一话题展开讨论，各自抒发自己的观点意见等。目的是让学生通过讨论交流，发展语言技能，提高语言实际运用能力。另一个是课外任务：收集有关两极知识信息，包括地理位置、气候特征，两极的动物以及两极的探险等。目的是开发和利用广播电视、英语报刊、图书馆和网络等多种资源，拓宽学习渠道，改进单一被动接受知识的学习方式，让学生自主学习，主动获取信息、处理信息和使用信息，提高学习效果，为下一课阅读奠定基础。这一任务溶入了其他学科的一些相关知识，涉及地理、生物等学科。它的完成可以通过pre-reading中的提问来检测。目的是扩大学生的知识面，促进英语与其他学科间的相互渗透和联系，发展学生的综合素质。Reading本单元的阅读部分是一位60岁的女性独自一人在南极探险的故事，是一篇以第一人称来叙述的记叙文。叙述“我”..\n.独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志和高超的自救技能战胜困难，脱离险境。表现了“我”乐观和大无畏的精神。文章一开始就表明作者是个不畏艰险的探险者，把南北极探险作为自己生日的礼物，说明“我”乐于挑战自我，征服自然。第二、三自然段，描写了南极恶劣的气候条件。突出描写“风”，以“我”只能呆在帐蓬里反衬风力的强大和环境的恶劣。第四自然段写在恶劣的环境中高唱着《生日快乐》给自己过生日，充分表现了主人公乐观的性格特点。第五、六、七自然段，写了两次遇险的经过。一次是不慎吊挂在一个几百英尺深的洞穴，“我”凭着平时掌握的自救常识，成功地脱离险境。掉下的冰块听不到声音描写了洞深不可测，而一句“感谢平时的训练”更是说明了求生的能力是平时刻苦练就的。第二次是写我滑雪时腿部受伤，且伤势不轻，最后还是以顽强的意志，忍着伤痛搭好帐逢，躲过了冻伤冻死这一大难。前一险突出了我的沉着冷静，临危不惧。第二险则突出了“我”有坚忍不拔这一顽强的意志。最后一段写“我”脱险后的心理感受，有议论，有抒情。在困境面前，“我”有过犹豫，也想念家人亲情，但很快作出了抉择——向既定目标冲刺，永不言弃。这里虽然没有豪言壮语，但充分表现了作者乐观的情绪和生命不息奋斗不止的精神。这种积极向上的人生态度确是世界上所有人学习的榜样，更是学生应该树立的人生态度。这是一段自传体的文章，属记叙文，写作者的一段人生经历，表达方式是叙述，最后点睛之笔是议论和抒情。全篇文章以生动具体的事例表现人物性格、道德品质和中心思想。作者以第一人称自叙，仿佛把读者带入冰天雪地的南极探险，随她一同面临危险和挑战，显得真实可信，有很强的说服力和感染力。通过一学期的阅读教学，学生已初步建立了阅读的基本技能—Skimming(略读)和Scanning(查读)，教师引导学生结合语境，采用推测、查阅或询问等方法进行学习。1、SkimmingA）先通过让学生看标题，猜一猜独自一人在南极探险的人会是怎样一个人。然后快速阅读，找出文章中是怎样的一个人。B）给出6个statements,让学生听录音，根据文章内容判断正误。..\n.2、ScanningA）根据课文设计了5个问题让学生查找答案。B）归纳文章的各个段落，并就每个段落的具体细节设计问题，找出答案。TitleAloneinAntarcticaParOutlineDetail1Thejourneyofchallengeanddangerbegan1.Whatdidshedoat50?2.Whatwouldshedoat60?3.Whendidshebeginherjourney?2Thefirstdaysofthejourney1.Whatwastheweatherlike?2.Howwasthewindlater?3.Howmanyhoursdidshetravelwhenthewindsincreased?3HerbirthdayinAntarctica1.Whenwasit?2.Howdidshespendherbirthday?4Selfrescue1.Whathappenedwhenshewasmovingforwardoveraslope?2.Howdidsherescueherself?5Abadaccident1.Howdidshehurtherself?2.What’stheresultoftheaccident?6MakingadecisionHowdidshemakeadecision?Post-reading部分里有两种练习。第一部分是针对文章的理解，设计了五个选择题，检测学生对文章理解的程度。第二部分是学生评价文中的人物，旨在培养学生的概括能力，有条理地描述人物，并表达个人的见解，与此同时，可不失时机地渗透德育教育。阅读课教学中可以安排的活动：1、就探险期间某一日写一篇日记。Nov.12,1997/Nov.22,19972、“FamousWomen”杂志社记者采访HelenThayer，并为此刊写一篇报道。Languagestudy分词汇和语法两部分。为配合这部分的词汇教学，在这部分的Warmingup..\n.中设计了小组猜词汇竞赛。词汇部分设计了10个语境，帮助学生加深对新词汇的理解和记忆，训练学生在语境中理解词汇的能力，指导学生养成通过语境记忆词语的方法。本单元的语法项目是主谓一致。主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式；如果指个体成员时，谓语动词用复数形式。首先提供主谓一致的语法规律和例子，供学生自主学习并探究群体名词主谓一致的变化规律。引导学生运用观察、发现，归纳和实践等方法，学习语言知识，感悟语言功能。然后是机械性操练（Mechanicdrill）。用动词的适当形式填空，检验学生自主学习的结果，强化群体名词一致规律的掌握。让学生自己发现、得出这一单元的语法规律，并提供其他类似的群体名词供拓展使用。最后一部分是根据示范做不定代词的人称指代的练习。为引导学生对本单元语法进行有意义的操练（Meaningfuldrill）设计了一个学生会的通知。通知校园文化周即将来临，请各相关部门做好准备工作。请合唱团、舞蹈队、文学社成员做好彩排，届时为全校师生奉献出一台高品质的晚会。请摄影俱乐部与书画俱乐部组织好各自成员参加摄影展与书画展。请足球队、篮球队积极训练，为文化周期间的比赛做好准备。学生会×年×月×日Integratingskills部分包括读、说、写三种。其中读说结合，要求学生阅读文章，找出OprahWinfrey是怎样步入成功的，用台阶的图表说明她从出生到步入辉煌的成就，以及取得这一切的坚实基础。asuccessfulTVpersonalityawomanwhohasinspiredmillions..\n.workfortelevision·talkabout/greatmoments/difficulties·help/cometotermswith·programaboutliterature/popular·winmanyprizesgotouniversityHostatalkshowAMChicago→TheOprahWinfreyShowforover20years.abrightgirl6—14hard·wonacollegescholarship·part-timejobonaradioprogramblackborninapoorfamilyskipsecondgradeshardworkdisciplineself-improvementsuccess完成阅读后，做一个roleplay—OprahWinfrey的现场工作实况。学生遇到麻烦（与同学的相处，与父母的相处，如何成名等）请求现场解答帮助。这一活动以学生的生活为出发点，所遇到的都是发生在学生身边的事，贴近学生的生活，具有真实性，可以发展学生用英语解决实际问题的能力，同时培养学生综合语言运用能力。通过阅读和讨论，掌握用典型事例刻画人物性格特征的写作手法，了解成功女性应具备的条件和品质，进一步培养概括能力和描写能力。强调叙述人物时做到观点与材料相统一，善于用具体生动的事例去表现人物。随后提供范文，要求学生会写fanletters（慕名信），旨在让学生运用写作方法。Tips部分向学生提供了如何描写人物的一些建议。旨在帮助学生了解描写人物的框架及文体特点。学会用生动具体的实例去表现人物，刻画人物的性格特点，从而培养学生的英语写作能力。Checkpoint简要总结了本单元的语法重点——主谓一致。并罗列了一些常用的群体名词供学生拓展使用。最后两个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。四、背景资料（略）..\n.五、相关网址①http://www.goals.com/thayer/expfrm.htm②www.galegroup.com/free-resources/bhm/bio/winfrey-o.htm③www.achievement.org④www.oprah.com⑤www.nobel.se/peace⑥www.ewtn.com/motherteresa⑦www.ceemast.csupomona.edu/nova/curie.html⑧www.english.upenn.edu/⑨www.orlok.com/pearl/pbph7.html/Unit17GreatWomen说课稿浙江省象山中学:沈静娜教材分析1．单元背景分析：从时间安排，本单元放在国际妇女节左右的时间，可以引起学生对妇女问题的关注。传统上女性作为贤妻良母，作为一名成功的男性背后的伟大女性而称颂。但“把女性还给历史，把历史还给女性”时，我们不难看出在社会发展过程中女性所做的不仅是生儿育女，操持家务等。她们也在政治，经济，科学文化，教育，军事等领域中熠熠生辉，彪炳史册。现今，妇女在取得进步的同时，无论中外都尚存在不少值得深思的女性问题，如妇女参政议政比率问题，妇女职业趋向问题，及美国黑人妇女现象等。2。本单元内容分析：本单元中心话题为“伟大的女性”，并围绕此中心展开Warmup,Listening,Pre-reading,Post-reading,Languagestudy,Integratingskills,Tips,和Checkpoint等系列活动。Warmingup:此部分为两部分。第一部分，看图说话。针对四位著名女性谈论她们生平及在此展开心目中伟大女性的形象及产生的原因。第二部分，深层讨论针对女性在社会高层中成名或取得工作较难的问题，展开男女平等性的研讨。Listening:这部分是一则对话，两个人对旧照片中朋友展开介绍要求能正确抓住人物关系及人物特征的信息词：Workbook中是对世界妇女大会组织的介绍并探讨听力材料中人物及获奖的原因。Speaking:..\n.该部分分为两部分。第一部分看图说话。呈现出日常女性三个生活场景：工作，休闲，育儿。要求能正确使用有关形容词及句型谈论人物品质。第二部分分为小游戏“Guessingthename”。一位同学想着一名著名女性,其他同学以提问方式猜出人名。Workbook部分是对新中国成立后女性受到良好的教育及较多的工作机会,但为何她们接受高层工作机会较少展开讨论。Pre-reading：该部分是Reading的前奏曲。针对去南极探险展开提问.问题涉及探险用具，极圈附近地理环境，生态及动物等。Reading:该部分描述了一位60岁HelenThayer女士独立探险南极的记述，刻画了一位勇于冒险,探索自然，不怕困难，冷静处事,意志坚强的女性形象。该文从Helen的日记中改编截取而来，共8段三个部分。第一段写开始探险，第二段到第七段说探险过程，第八段结束--由于身体缘故不得不放弃的心理描写。Post-reading:该部分分为两部分。第一部分对于课文的理解。第二部分要求描述Helen的品质及由此展开对女性品质的称赞。LanguageStudy：分为两个部分。第一部分词汇，采用选词填空的方式。第二部分语法是涉及主谓一致的情况。采用先提供语法知识，后用选词填空的方式和改写句子来巩固.Workbook词汇部分要求用正确形式填空及课文改编短文填词及翻译练习，语法中仍做主谓一致练习及一篇关于居里夫人的短文填空。IntegratingSkill：本文介绍了一位著名美国黑人妇女OprahWinfrey的介绍。要求掌握刻画人物品质的介绍性说明文的写法，初步了解黑人妇女的状况及巩固书信的格式--该部分用了fanletter的方式来强调。Tips：掌握正确的方式描写人物。Checkpoint：语法检查---对主谓一致的掌握及总结群体性名词。本单元结束要求作一个简要的自评。3。教学重点及难点重点：1.词汇，词组及句型结构。2.正确描述人物品质。3.按照时间为序有层次的刻画人物写作手法的掌握。..\n.4.了解掌握主谓一致。5.巩固fan-letter.难点：1.形象准确描述人物。2.讨论：男女平等性开放性话题。3.了解男女平等,美国黑人问题及黑人妇女状况等问题。4。课时计划Period1:warmingup&listeningPeriod2:speakingPeriod3&4:pre-reading,reading,post-reading.Period5:languagestudy.Period6:integratingskill.5.TeachingplanPeriod1Warmingup&ListeningGoals:1.Toknowbrieflysomefamouswomen2.Toknowthereasonwhyweadmirethem3.TocatchthekeywordstodescribepersonsStepone:Warmingup1.Dailyreport2.Lead-inthisunitbyaskingquestionsasfollowsThismonthisMarch.Canyoutellmethefestivalsofthismonthintheworld?Canyoutellmesomedaysaboutwomen?Intheworld,doyouknowawomanwhoreallyinspiresyou?Canyouexplainthereason?Canyoutellmeotherfamouswomen?Lookatthepictures,whoarethey?3.Listening..\n.Now,I’dlikeyoulistentosomeinformationaboutthesefourpersons.Afterlistening,tellmewhoIjustdescribe.ShewasborninWarsawonNov,7,1867.Whenshewas24yearsold,shewenttoParistocontinueherstudiesinPhysicsandMathematicalsciences.There,shegotmarriedtoPierre.Afterthedeathofherhusband,shetooktheplaceasProfessorofPhysics.Shediscoveredpoloniumandradium.ShereceivedtheNobelPrizetwice.—MadameCurie.ShewasborninWestVirginia,butshespentmostofherlifeinChina.In1920sshebegantopublishstoriesandessaysinmagazines.Herfirstnovel,EastWind,WestWindwaspublishin1930.TheGoodEarth,her2ndnovelwonherthePulitzerPrize.ShewontheNobelPrizeinliterature.Shepublishedover70booksinherlifetime.---PearlS.BuckShewasbornonAugust27,1910.Whenshewas12,shedeterminedtohelpthepoorandIndiawasherdestination.At18,shewenttoIndiaandtookherinitialvowsasanun.Shedevotedherselftothisplace.ShereceivedtheNobelPeacePrizein1979.Shediedin1997—MotherTeresa.(Tokeepalumpburning,wehavetokeepputtingoilinit–MotherTeresa)Shewasbornintoarichfamily.AsthewidowofSunYatsen,shebecameanimportantmemberoftheeliteofP.R.C.Shewasthevice-chairpersonoftheP.R.C.anddevotedherselftothewelfareactivitiesforwomenandchildren.—SongQinglin1.DiscussionIthasbeensaidlifeisdifficultasitis.Forwomenitseemstwiceasdifficult.Isitmoredifficultforwomentobecomefamousorgetjobsinhighpositions.Whatdoyouthink?Steptwo:Pre-listeningNow,wehavefewchancestotalkwiththefamouswomenface-to–face.Withthehelpofmodernmachines,weknowofthem.Yetinourdailylife,wehavemorepicturesofourdearfriends.NowAliceandLucyaretalkingabouttheoldfriends.Listencarefully...\n.Stepthree:Listening(Extensivelistening)1.Firsttimelistening.Finishtheblanks.Atfirst,Alicedidn’tlikelilybecauseshethoughtshewasvery____SandraandLilywerelike___and____JaneandRosecould_______well.Sandra______alot.Shehasherown___togetherwitha____ofhers.2.Secondandthirdtimeslistening.FinishtheformWhatwashername?LilyRoseJaneSandraWhatwasshelike?Whatwasshegoodat?Whathasbecameofher?3.Groupwork:everygroupjustchoosesoneroleUseyouownwordstodescribeLily.Rose,JaneandSandra.Stepfour:Post-listening(P95—Intensivelistening)1.FirsttimelisteningListenitquicklyandknowthemainideaofthematerial2.SecondtimelisteningListenitsentencebysentenceandwritedownthepassagesentencebysentence.3.ThirdtimelisteningCheckthematerialcarefully.Stepfive:Homework1.FinishtheexercisesinP952.Findoutotherwomenorganizationsintheworld.Period2:SpeakingGoals:ToknowhowtodescribethequalitiesofpersonsStepone:Warmingup..\n.1.Dailyreport2.Checkthewomenorganizationsintheworld3.TellthestoryaboutafamousnativewomansuchasZhuYingtaiorZhaoWuniang…Steptwo:Pre-speaking1.WhatkindofpersonwasZhuYingtaiorZhaoWuniang…PositiveNegativestrongsmarthonestfriendlywarmkindcheerfulpopulargeneroushard-workingweakstupidlazydishonestmeantensecoldunkindunfriendlymiserabledull2.Whydopeoplelikeheroradmireher?UsefulexpressionsSheseemstometobeakindwomanwho……Theimpressionshemakesonmeis…Ithinksheisthekindofpersonwhois…Shecouldbe…Shemightbe…Peoplelikeher…Shelooksasif…Youcanseethat…Shedoesn’tseem…Stepthree:Speaking1.Pictures-talkinginP30Wherearethey?Whataretheydoing?Whatkindofwomanisshe?2.DiscussionNowwomenareaskedtoservethesocietyandatthesametimetocookinthekitchen.Howdoyouthinkofit?3.GroupworkinP30Part24.GroupworkinP96A.Isitdifficultforwomentogetagoodjob?Doyouthinktherearesomejobsthatwomencannotdo?Whatarethey?..\n.Isitevenmoredifficultforwomentobecomeleadersormanagers?Doyouthinkthatwomenarelessablethanmen?B.Role-play:Fourpersonsagroup.Oneisbossofthecompany,onemanagerwhoisleaving,oneiscolleagueandanotherisworker.Makeadecisionwhetherthewomencantakethejobornot.Stepfour:Post-speaking1.Discussion:onegroupjustchoosesonetopicA.NowinChina,onefamilyhastheonlychild.theparentsgivethedifferenteducationtothechild.Ifthegirl,sheisaskedtolearnplayingthepiano,violinorlearndancing.Iftheboys,heisaskedtostudyhard.Howdoyouthinkofit?B.Now,inChinathereisaprogrammecalledHopeProjectwhichhelpsthestudentswhowouldlosetheeducationbecauseofthepoorcondition.AndthereisanotherprogrammecalledSpringBudProgrammewhichhelpsthegirlswhowilllosetheeducation.Howdoyouthinktheprojects?C.Canyoudescribethedevelopmenttrendofwomeninthefutureandwhy?D.IntheChinesehistory,therewerefourfamousbeauties:XiShi,DiaoChan,WangZhoujunandYangYuxuan.Somepeoplejustsaiditwastheythatburiedsomedynasty.Howdoyouthinktherelationshipbetweenbeautyandhistory.2.DebatebetweenboysandgirlsMen/Womenaremoreimportanttothedevelopmentofthesociety.3.Appreciation:Butterfliesinlove(ZhuYingtaiactedinaplaycalledGodRiver..\n.Marriedwifes)Period3&4ReadingGoals:1.ToknowthefamouswomannamedHelenThayer1.Toknowhowtowriteavividjourneydiary2.TogetmoraleducationtothestudentsStepone:Warmingup1.Dailyreport2.BriefintroductionofPolesA.ShowthepictureoftheworldCanyoutellmewherethesouthpoleandnorthpoleare?DoyouknowthenamesofthethreecountriesthatarepartoftheNorthPole?HowabouttheSouth道Pole?WhichanimalsliveontheNorthPole?AndwhichontheSouthPole?DoyouknowotherinformationaboutAntarctic?B.ShowasmallfilmfragmentaryfromAntarctic.C.Imagination:YouaretravelingtotheSouthPole.Whenwillyougo?Whatwillyoutakewith?..\n.Doyouliketravelingaloneortravelingwithmanypeople?Andwhy?Iftravelingalone,whichtroublewillyoumeetwith?HowbigistheAntarctic?IsitbiggerthanChina?HowmanyhoursofsunlightwillHelenhaveeachdaywhilewalkingacrosstheAntarctic?Howdoesthesummerclimatedifferfromthewinterclimate?HowistheAntarctic(SouthPole)differentfromtheArctic(NorthPole)intermsofweatherandanimallife?Now,wewillseeafamouswomannamedHelenThayerwhotraveledalonetotheSouthPole.Steptwo:Pre–readingAgeisnobarriertoyourdreamsandgoals._______HelenThayerBriefintroductionofHelenThayerHelenThayerWorldAdventurer,FirstWomantoSolotheNorthPole.WrotetheNationalBestsellerPolarDreamaboutherjourney.BornandeducatedinNewZealand,HelenThayerwalkedandskiedalonetothemagneticNorthPolein1988attheageof50.Shewastotallyunsupported,pullinga160-poundsledfilledwithsupplies.HeronlycompanionwasCharlie,ablackCanadianEskimoHusky.Hisjobwastowalkathersidetoprotectherfrompolarbears.Hesavedherlifeatleastonce.Helen,herhusband,andCharlieliveintheCascadefoothills.In1997,shetraveledalonetotheSouthPole,yetitfailedatlastbecauseofherinjuriesStepthree:Reading.1.Skimming:MakeadecisionwhetherthestatementTrueorFalse1)Shespenther50thand60thbirthdayinAntarctica...\n.(F)2)DuringherexpeditioninAntarctica,theweatherwasverygoodthoughthewindwasveryicy(F)3)EveryNovembertherewasbrightsunshine24hoursaday.(T)4)Herbirthdayfallonthe22thdaywhenherbeganherjourneytotheSouthPole.(F)5)Shehadgotself-rescuetrainingbeforetheexpedition.(T)6)ShewillneverforgetthesolotravelinthesouthPole.(T)1.Scanning:morequestionsabouttextcomprehension.1)Whatabouttheweatherinthesouthpole2)Howdidshecelebrateherbirthday?3)Howdidsheself-rescueaftershehadfallenintoahole?4)Whatwasherbiggesttroubleshehadmetatlast?5)Didshecontinuethejourneyatlast?6)Whatkindofjourneydidshedescribeit?7)WhydidHelenwanttowanttotraveltheSouthPole?8)WhatkindofwomanisHelen?3.Analysethejourney:1)AskthestudentstodividethetextintoseveralpartsBeginning;Paragraph1Process:Paragraph2-7Ending:Paragraph82)GivethetimeandaskthestudentstofinishtheeventsTimeEvent..\n.Time:1997/11/1Event:beginningthetravelingTime:11/23━━━━Event;giveupthetravelThefirstdayThethirddayThenextweekGoodweatherStormyweatherStrongerwind1997/11/12BirthdaypartyAfewdayslaterSelf-rescuefromahole1997/11/22Continueexpedition1997/11/23Hurtleg3)Canyoutellaboutthefeelingofheratlast?1.ExplainthelanguagepointsStepfour:postreading1.Interview:YouareahostandyourpartnerisHelen.NowgiveachatwithHelenSuchas:Q.Whatskillsdoyouthinkyoungpeopleneedtosucceedinlife?A.SetGoals,planforsuccess,andbelieveinthemselves.Q.Inthishigh-techworld,what’sthemostimportantaspectofeducation?A.Awell-roundededucationwithabroadviewoftheworld.Q.Whowasthebiggestinfluenceinyourlife?Why?A.Myparents,SirEdmundHillaryQ.What’sthetoughestpartofyourjob?A.FindingtimetodoallthatIwant.Q.Howdidyoudealwithtemptationsfacingteensandyoungpeoplewhenyouwerethatage?A.Iwasveryfocusedongoals,forexample,IwantedtorepresentNewZealandontheNationaltrackandfieldteam,becomeahighaltitudeclimber,andagoodstudent.Idedicatedmylifetothesegoalsandsucceededinreachingeachgoal.Tosetgoals,Isawmyselfasasuccess,anditkeptmefarfromtrouble,thereforemy..\n.teenyearswerefun.Q.Ifyoucouldhavedinnerwithanyone,pastorpresent,whowoulditbeandwhy?A.Myhusband,parentsandSirEdmundHillary.Theyallshapedmylife.Q.Whenyouwereateenager,whatplaceintheworlddidyoumostwanttovisit,andhaveyoutraveledthereyet?Wasitaswonderfulasyouthoughtitwouldbe?Whyorwhynot?A.ThemagneticNorthPolewasmydream.Iamthefirstwomantowalktherealonewithoutsupport.IwroteabestsellingbookaboutmyjourneywithmypolarbeardogCharliewhosavedmylifefrompolarbears.WhenIfinallyarrivedafterhavingsurvivedstorms,atentfire,frozenfingers,brokenseaiceandpolarbearsIhadatremendousfeelingofachievement.Ididn’tmatterthatIwasfirst.ItmatteredthatIhadagoal,aplanandthereforeIstoodatthePole.2.Groupwork:Role-play---Familytogether.NowHelenisjustathomefromthejourney.Helen’sMama,Helen’shusbandandthechildrenarearoundher.Makeashortdialogueamongthem.3.Discussion:Inaconference,somepeoplejustgaveaproposal:Inthe21thcentury,letwomenreturntothefamilies.HowdoyouthinkofitStepfive:Homework1.FinishtheexerciseinP322.Lecture:Myidolwomen3.Findsomefamouswomeninthe20thcenturyintheinternet.Period5:LanguagestudyGoals;Tomastersubject–verbAgreementStepone:WarmingupDailyreport-Lecture:MyidolwomenSteptwo:Wordstudy1.Playagame:Twostudentsfromeachgrouparestandingfacetoface.Somewordsareshown..\n.onthescreen.Oneofthemexplainsthemonebyone,theothertriestosaythewordbyguessingitsmeaning.Theonewhoguessesthemostinthegiventimewillwin.(dishonest,solo,challenge,generous,value,slope,shelter,optimistic,inspire,threatenmiserable,mean,cheerful)1.FillintheblanksofWordStudyinP32Stepthree:Grammar:Subject–verbAgreement1.LearntherulesSingularnounsareusedwithsingularverbs.PluralnounsareusedwithpluralverbsCollectivenounscanhaveasingularorpluralverb.Ifthenounreferstotheunitasawhole,theverbissingular.Ifitreferstotheindividualmembersofaunit,theunitisplural.2.ExerciseinP33Part13.Groupcompetition:Fillintheblanks1)You,heandIarestudents.Bothcoffeeandbeerareonsaleintheshop.Theteacherandwriterisherfriend.Noboyandnogirllikesit.NotyoubutIamtoanswerforit.2)Eithertheteacherorthestudentsaretoblame.Theboywithhisdogishere.Tom,togetherwithMaryandAlice,isgoingtoseetheSmiths.Neitherofthesewordsiscorrect.3)Alotofstudentsarewaitingoutside.Morethan30percentsofthesurfaceiscoveredbywater.Anewtypeofmachineisonshow.Thereisanapple,twoorangesandsomebananasontheplate.4)SheisoneoftheengineerswhoareexpertsinGerman.Ourfootballteamisplayingwell.Thepoliceareafteracheat...\n.Yourglassesareonyournose.ThispairofcompassesismadeinBeijing.5)Clotheskeeppeoplewarm.Manyawayhasbeentired.Drivingcarsiseasy.Threetimesfiveisfifteen.Oneandahalfbananasisleftonthetable.6)Everymanandeverywomanisatwork.Largequantitiesoffoodwerewasted.Theoldaretakengoodcareofhere.Aflockofsheeparenearthetree.1.Whatarecollectivenouns:bandsclubcompanyminoritypolicepartypublicaudience2.DoexerciseinP33Part2Stepthree:Agame:developastoryProvidethestudentsonesentenceandaskthemdevelopthestory.Onestudentonlysayonesentence.Andinthestory,trytousethenewwordsasfollowsI–agirl-waswalkinginastreet,suddenly…..Iamplayingthepiano.IfindMotherisshoutingbecause…..Steepfour:Homework1.ExerciseinP97-P99:Practising2.Reading:AmericanWomenAmericahasbeencalledademocracysinceitsindependencemorethan200yearsago.However,atthattime,onlymenwerepermittedtovote.Onlymencouldownlandandpracticemostprofessions.Womencouldnotgetahighereducationorholdpublicoffice.Thewoman’splacewasconsideredtobethehome.Workingwomenwerenotcommon.Theyusuallyhadpoorjobsandlittlerespect.Throughthehistoryofourcountry,manyAmericanswomenhaveworkedtoreducetherestrictionsthatsocietyplacedonthem.Theyhaveincreased.Collegesanduniversitieswereestablishedforwomen.Laterwomenwereadmittedtoschools..\n.originallyestablishedonlyformen.Intheearlypartofcentury,Americanwomenwerefinallyallowedtovote.DuringandsinceWorldWarIIAmericanwomenhavebecomeaconsiderablepartoftheAmericanworkforce.Today,manywomeninAmericanholdimportantpositionsorarepursuingcareersthattheycouldnotpursueinthepast.butmanywomenareoftenpaidlessthanmenforthesameworktheydo.Thetoppositionsinnearlyallfieldsarestilloverwhelmingheldbymen.Inmanyways,awomen’slifeisstilldominatedbyherfatherorherhusband.RecentlywomenworkedtogetanamendmenttheUSConstitutionguaranteeingtheirrights.Theequalrightsamendment,asitwascalled,wassupportoftwo-thirdsofthestatswhichisnecessaryforaconstitutionalamendment.Nevertheless,theroleandtherightsofAmericanwomenisanimportantconcernintheUStoday..Exercise1.HowwereAmericanwomenrestrictedbythesociety?2.Whataresomeofthethingswhichwomenaredissatisfiedwith?3.Arewomen’srightsguaranteedintheUSConstitution?4.Whyisitsaidthatopportunitiesforwomenhaveincreased?5.WhatisnecessaryifAmericanswomenwanttogetanamendmenttotheConstitution?Period6IntegratingSkillsGoals:1.Tolearnhowtointroduceafamousperson2.TolearnhowtowriteafanletterStepone:Warmingup1.Dailyreport2.Checkthehomework..\n.3.SeeafilmfragmentaryfromTheColourPurple4.Discussion:Howdoyouthinkofblackwomen.HowdoyouthinkofasuccessfulblackwomanSteptwo:Pre-readingAsweknowtherearemanyfamouswomeninallfields.Theyhavegotmanyprizesandachievementfameandfortune.Fans,flowersandapplauseareallaroundthem.Whatwehaveseenistheirsuccessandtheirfame.Butdoyouknowabouthowtheycanbesuccessful.Now,wewillseeawomanactedinTheColourPurpleaboutherreallifeexperience.Stepthree:Reading1ReadthetextandfindouthowOprahWinfreycanachievesuccess.AsuccessfulTVpersonalityawomanwhohasinspiredmillionsworkfortelevision·talkabout/greatmoments/difficulties·help/cometotermswith·programaboutliterature/popular·winmanyprizesgotouniversityHostatalkshowAMChicago→TheOprahWinfreyShowforover20years.Abrightgirl6—14hard·wonacollegescholarship·part-timejobonaradioprogramblackborninapoorfamilyskipsecondgradeshardworkdisciplineself-improvementsuccess..\n.1.Discussion1)Whatdoyouthinkisneededinordertobeasuccessfulwoman?2)Fromthistext,howwillyouwriteafamousperson?Beginning:BrieflyintroducewhysheisfamousProcess:Introduceherlifeexperience,givesomeexampleswhichshowherqualities.Ending:Whatcanwelearnfromthisperson?2.Oralpractice.:IntroduceYangLan杨澜，1968年生于北京。1986年至1990年就读于北京外国语大学。　　1990年，杨澜成为中国中央电视台《正大综艺》女主持人1990年至1994年初，主持《正大综艺》节目，创造了收视之冠的佳绩。1994年获得中国首届主持人“金话筒奖”。1996年初，杨澜被美国媒体广泛报道。在《纽约时报》头版报道后，《新闻周刊》又大幅报道。1996年，杨澜还被选入英国《大英百科全书世界名人录》。同年，她与上海东方电视台联合制作的《杨澜视线》节目成功发行全国52个省市电视台，收视率在各地文艺节目中均获得不俗成绩。1997年4月，她应联合国副秘书长之邀，作为东亚唯一代表，出席了联合国世界媒体圆桌会议，11月又应邀出席联合国“97世界电视论坛”。1997年1月，杨澜散文集《凭海临风》出版，销量超过50万册。1997年7月，加盟凤凰卫视中文台，并于1998年1月推出访谈节目《杨澜工作室》，自己既是制片也担任主持人，采访了多名著名时事人物，节目大受评论欢迎和赞赏。1998年4月，开播的《百年吒咤风云录》，杨澜担任主持，引领观众走入过去时光，重温100年来影响历史进程人和事。杨澜说：“电视是我一生的追求，不在乎这一、二年的辉煌，我认为我将来的事业还有20年”。杨澜已从单纯的主持人走向一名具有真正国际性的电视制片人。1999年10月离开凤凰卫视中文台。担任阳光文化影视公司董事局主席。StepFour:WritingFamouspeoplegetmanyfanletter.Theyenjoyitandoftensendtheirfansan..\n.answer.Writeashortlettertoafamouspersonyouadmire.Ifyouwanttoaskanautographyoraskaquestion,youshouldmakesuretoknowquitelotabouthimorherbeforeyoustartwriting.Readthesampleandgoontoreadtipsonwritingandtrytofindouthowtowriteafanletter.WritealettertoYangLanStepfive:Self-assessmentUnit17ClassNameNo:Inthisunit,you’velearnedaboutgreatwomen.Howcomfortabledoyoufeellikepracticingeachoftheskillsbelow?1=Notcomfortable2=Needmorepractice3=Comfortable4=VerycomfortableSkillsComfortlevelTalkaboutthereasonwhyweadmiregreatwomen1234GeneralassessmentLearnhowtodescribethepeople1234StudysomerulesofSubject-VerbAgreement1234Usenewwordsandexpressions1234Learntowriteafanletter1234ReflectionIlearn____________________________________________Iwouldliketoknowmoreabout______________________Iamstillnosureabout_______________________________Groupassessment姓名小组发言次数..\n.全班发言次数提出问题个数解决问题个数查找资料个数与人合作次数总体评价补充材料InternationalWomen'sDay------March8InternationalWomen'sDayisanoccasionmarkedbywomen'sgroupsaroundtheworld.ThisdateisalsocommemoratedattheUnitedNationsandisdesignatedinmanycountriesasanationalholiday.Whenwomenonallcontinents,oftendividedbynationalboundariesandbyethnic,linguistic,cultural,economicandpoliticaldifferences,cometogethertocelebratetheirDay,theycanlookbacktoatraditionthatrepresentsatleastninedecadesofstruggleforequality,justice,peaceanddevelopment.InternationalWomen'sDayisthestoryofordinarywomenasmakersofhistory;itisrootedinthecenturies-oldstruggleofwomentoparticipateinsocietyonanequalfootingwithmen.InancientGreece,Lysistratainitiatedasexualstrikeagainstmeninordertoendwar;duringtheFrenchRevolution,Parisianwomencallingfor"liberty,equality,fraternity"marchedonVersaillestodemandwomen'ssuffrage.TheideaofanInternationalWomen'sDayfirstaroseattheturnofthecentury,whichintheindustrializedworldwasaperiodofexpansionandturbulence,booming..\n.populationgrowthandradicalideologies.Intheyearsbefore1910,fromtheturnofthe20thcentury,womeninindustriallydevelopingcountrieswereenteringpaidworkinsomenumbers.Theirjobsweresexsegregated,mainlyintextiles,manufacturinganddomesticserviceswhereconditionswerewretchedandwagesworsethandepressed.Tradeunionsweredevelopingandindustrialdisputesbrokeout,includingamongsectionsofnon-unionisedwomenworkers.InEurope,theflamesofrevolutionwerebeingkindled.Manyofthechangestakingplaceinwomen'slivespushedagainstthepoliticalrestrictionssurroundingthem.ThroughoutEurope,Britain,Americaand,toalesserextent,Australia,womenfromallsocialstratabegantocampaignfortherighttovote.IntheUnitedStatesin1903,womentradeunionistsandliberalprofessionalwomenwhowerealsocampaigningforwomen'svotingrightssetuptheWomen'sTradeUnionLeaguetohelporganisewomeninpaidworkaroundtheirpoliticalandeconomicwelfare.Theseweredismalandbitteryearsformanywomenwithterribleworkingconditionsandhomelivesrivenbypovertyandoftenviolence.In1908,onthelastSundayinFebruary,socialistwomenintheUnitedStatesinitiatedthefirstWomen'sDaywhenlargedemonstrationstookplacecallingforthevoteandthepoliticalandeconomicrightsofwomen.Thefollowingyear,2,000peopleattendedaWomen'sDayrallyinManhattan.In1910Women'sDaywastakenupbysocialistsandfeministsthroughoutthecountry.LaterthatyeardelegateswenttothesecondInternationalConferenceofSocialistWomeninCopenhagenwiththeintentionofproposingthatWomen'sDaybecomeaninternationalevent.Thenotionofinternationalsolidaritybetweentheexploitedworkersoftheworldhadlongbeenestablishedasasocialistprinciple,thoughlargelyanunrealisedone.Theideaofwomenorganisingpoliticallyaswomenwasmuchmorecontroversialwithinthesocialistmovement.Atthattime,however,theGermanSocialistPartyhadastronginfluenceontheinternationalsocialistmovementandthatpartyhadmanyadvocatesfortherightsofwomen,,includingleaderssuchasClaraZetkin.InspiredbytheactionsofUSwomenworkersandtheirsocialistsisters,Clara..\n.Zetkin;hadalreadyframedaproposaltoputtotheconferenceofsocialistwomenthatwomenthroughouttheworldshouldfocusonaparticulardayeachyeartopressfortheirdemands.Theconferenceofover100womenfrom17countries,representingunions,socialistparties,workingwomen'sclubs,andincludingthefirstthreewomenelectedtotheFinnishparliament,greetedZetkin'ssuggestionwithunanimousapprovalandInternationalWomen'sDaywastheresult.Thatconferencealsoreassertedtheimportanceofwomen'srighttovote,dissociateditselffromvotingsystemsbasedonpropertyrightsandcalledforuniversalsuffrage-therighttovoteforalladultwomenandmenThevoiceofdissentonthisdecisioncamefromtheEnglishgroupledbyMrs.DespardoftheWomen'sFreedomLeague,agroupactivelyengagedinthesuffragettemovement.Conferencealsocalledformaternitybenefitswhich,despiteaninterventionbyAlexandraKollontaionbehalfofunmarriedmothers,weretobeformarriedwomenonly.Italsodecidedtoopposenightworkasbeingdetrimentaltothehealthofmostworkingwomen,thoughSwedishandDanishworkingwomenwhowerepresentassertedthatnightworkwasessentialtotheirlivelihood.联合国妇女地位委员(UnitedNationsCommissionontheStatusofWomen)联合国自1945年诞生之日起就将提高妇女地位、促进男女平等视为自己神圣的职责。《联合国宪章》序言明确写了：“重申基本人权，人格尊严与价值，以及男女与大小各国平等权利之信念。”1946年，联合国经济及社会理事会设立了一个由15个成员国组成的妇女地位委员会，专门研究有关妇女权利的紧迫问题，审议妇女在政治、经济、社会、教育等方面权利与地位的状况，提出建议并制定促进提高妇女地位的措施。1975年以来，联合国又创办了“提高妇女地位国际研究训练所”、“妇女发展基金会”、“消除对妇女歧视委员会”，这些机构的建立，表明了国际社会对男女平等问题的关注。在长达半个世纪的岁月里，联合国在促使妇女的事业成为全人类的事业方面做出了卓越贡献。正是在联合国的倡导、推动及不懈的努力之下，才有当代迅猛发展的国际妇女运动。..\n.世界妇女大会世界妇女大会(WorldConferenceonWomen)是专门讨论妇女问题的政府间的世界性大会，世界妇女大会期间同时举办“非政府组织妇女论坛”简称“论坛”，它是世界妇女大会的辅助性会议，先于大会一周召开并与大会有一二天交叉。它涉及面广，参加人数众多，是民间组织讨论妇女问题的主要场所，人数往往超过大会本身。召开非政府组织妇女论坛是联合国类似会议的习惯作法，论坛的形式为规模不等的讨论会和专题讨论会。论坛没有正式议程，不透过决议和宣言，建议可透过出席会议的代表转交给大会。　　历次世界妇女大会　　第一次世界妇女大会：１９７５年６月１９日－７月２日在墨西哥首都墨西哥城为记念该年为“国际妇女年”，召开了联合国成立以来第一次专门讨论妇女问题的政府间的世界大会，名为“联合国国际妇女年世界会议”。来自１３３个国家和地区的代表团，联合国各专门人大常委会副委员长李素文率中国代表团参加了这次大会。会议一个重要成就是透过了《关于妇女的平等地位和她们对发展与和平的贡献的宣言》（简称《墨西哥宣言》）和《实现妇女年目标而制定的世界行动计划》（简称《世界行动计划》）。《墨西哥宣言》特别对男女平等下了定义，即：男女平等是指男女的人的尊严和价值的平等以及男女权利、机会和责任的平等。　　第二次世界妇女大会：１９８０年７月１４日－３１日在丹麦首都哥本哈根召开，名为“联合国妇女十年中期会议”。来自１４５个国家及联合国系统有关组织和专门机构的代表２０００多人与会。当时的中国政协副主席、全国妇联主席康克清率中国代表团出席大会。大会拟定并透过了《联合国妇女十年后半期行动纲领》，特别强调就业、保健和教育是发展的重要组成部分，以期早日实现平等、发展与和平的目标。大会还举行了《消除对妇女一切形式歧视公约》的签字仪式，康克清代表中国在公约上签了字。..\n.　　第三次世界妇女大会：１９８５年７月１３日－２６日在肯尼亚首都内罗毕召开，名为“审查和评价联合国妇女十年成就世界会议”，１５７个国家和地区的代表，５６个联合国系统专门机构和各有关组织以及享有联合国经社理事会咨询地位的非政府组织的观察员等６０００多人与会。当时的中共中央政治局候补委员、国务委员陈慕华率中国代表团出席了大会。大会最后透过了《到２０００年提高妇女地位内罗毕前瞻性战略》，简称《内罗毕战略》。同年１２月，第４０届联大核准了《内罗毕战略》。　　第四次世界妇女大会：１９９５年９月４日－１５日在中国北京召开。会议主题为：以行动谋求平等、发展与和平；次主题为：健康、教育和就业。１８９个国家的政府代表团，机构和有关组织的１０００多名代表出席了会议。代表中的７０％是妇女。当时的中国全国联合国系统各组织和专门机构，政府间组织及非政府组织的代表１５０００多人出席了会议。以全国人大常委会副委员长、全国妇联主席陈慕华为团长的中国政府代表团出席了会议。大会制定并透过进一步加速执行《内罗毕战略》的《北京宣言》和《行动纲领》，指出了提高全球妇女地位的主要障碍，制定了今后的战略目标和具体行动。　　历次非政府组织论坛情况　　１９８０年在丹麦哥本哈根召开的第二次世界妇女大会期间，有１００多个国家和地区的８０００多名代表参加论坛，进行了５０多场讨论会、协商会。　　１９８５年在内罗毕召开的第三次世界妇女大会期间，论坛围绕大会“平等、发展与和平”的主题和“健康、教育和就业”的次主题，展开了广泛的讨论与交流，就妇女的法律和经济地位、营养、农村发展、城市化、难民、家庭暴力、人口和计划生育、参与决策、裁军与和平等问题，共举办了１０００多场讨论会，同时还举办了手工品展览会、文艺演出、组织与会者参观农村发展项目等活动。　　１９９５年在北京召开的第四次世界妇女大会期间，来自世界各地非政府组织的３１５４９人参加了非政府组织妇女９５论坛（其中境外与会者２６５４９人，我国与会者５０００人）。论坛围绕“平等、发展、和平”这一主题，讨论了全球妇女关注的问题及涉及妇女的各类问题。共进行了３９００场讨论、协商会，举办了５０００多场图片、书籍、展览、表演等活动，同时还举办了工艺品展销、妇女实用技术、电影论坛等项目活动。亚太妇女领导人网络亚太妇女领导人网络(WomenLeaders..\n.Network，以下简称WLN)是第四次世界妇女大会后形成的与APEC相关的组织。它无领导机构和常设机构，不是一般意义上的组织，它的存在更多地表现在每年一次的由亚太地区官、学、商妇女参加的亚太妇女领导人会议，简称WLN会议。WLN会议一般由当年APEC会议东道主主办。自1996年起，WLN会议每年举行一次，先后在菲律宾、加拿大、马来西亚、新西兰和文莱举行。会议议题一般与政府会议主题密切相连。妇女领导人会议主要是为亚太地区妇女提供进行交流的论坛，重点为各国中、小企业的女企业家开展经贸合作提供机会，并向APEC提出意见和建议。　自1998年以来，WLN会议积极推动APEC制定《将妇女融入APEC框架文件》(以下简称《框架文件》)。1998年底，APEC成立了社会性别融入特别工作小组(以下简称特别工作小组)，WLN的骨干成员与各自政府合作派专家参与了上述文件的制定。1999年，《框架文件》完成，该文件作为推动妇女参与APEC活动的指导纲要和战略，强调三个相互联系的内容：1　运用性别分析方法；2收集并使用性别分列统计数据；3增加妇女对APEC所有论坛的参与。之后，APEC成立了高官会社会性别融入特设咨询小组，在APEC中继续承担有关妇女问题的联络和协调机构，并推动框架文件的落实。All-ChinaWomen'sFederation中华全国妇女联合会FoundedonApril3,1949,theAll-ChinaWomen'sFederation(ACWF)isamassgroupunitedbywomenfromvariousethnicitiesandcirclesforthefurtherliberationofwomen.ItisthelargestNGOforimprovingwomen'sstatusinChina,anditsbasicfunctionistostandforwomen,protectwomen'srightsandinterests,andpromoteequalitybetweenmenandwomen.   TheACWFpracticesanorganizationalsystemoflocalwomen'sfederationsandgroupmembers.Thelocalwomen'sfederationsatvariouslevelsaresetupaccordingtothestateadministrativedivisions.Womenworkers'committeesoftradeunionsinfactories,minesandenterprises,andthoseatupperlevelsareallgroupmembersoftheACWF.Atpresentthereareabout60,000federationsatorabovethetownshipandneighborhoodlevel,980,000women'srepresentatives'committeesandwomen'scommitteesatthegrassroots-level,andabout5,800localgroupmembersatvariouslevels...\n.    ThehighestpowerorganoftheACWFistheNationalWomen'sCongressheldeveryfiveyears.TheStandingCommitteeistheleadingorganwhentheExecutiveCommitteeisnotinsession.UnderitthereistheSecretariat,madeupoftheFirstMemberandseveralMemberswhoareelectedbytheStandingCommitteeandinchargeofthedailywork.TheACWFhastheHumanResourcesDepartment,WomenDevelopmentDepartment,RightsandInterestsDepartment,PublicityDepartment,ChildrenDepartmentandInternationalLiaisonDepartment.TheColorPurpleisa1982novelbyAliceWalkerandthe1983PulitzerPrizeforfiction.Thebookiswritteninletterform,thecentralcharacterbeingCelie,ayoungwomanwhoissexuallyabusedbyherfather(who,shelaterdiscovers,isherstepfather)andisforcedtomarryawidowerwithseveralchildren,whoisphysicallyabusivetowardsher.Whenherhusband'smistress,singer"Sug"Avery,comesonthescene,lifechangesforCelieandshelearnshowtostandupforherself.Thewomengoawaytogetherandstartasuccessfulbusiness.Celieisreunitedwiththesistershebelieveddead.ThisbookisoftenarguedtoaddressmanyissueswhichareimportanttounderstandingAfricanAmericanlifeduringtheearly-mid20thCentury.Itsmainthemeisthepositionoftheblackwomaninsociety,asthelowestofthelow,putuponbothbecauseofhergenderandhercolour.Thebookwasmadeintoa1985filmbyStevenSpielberg,starringDannyGlover,WhoopiGoldberg,MargaretAvery,andOprahWinfrey.MusicbyQuincyJones.Greatwomen(slide)各位老师，下午好。（早上好。）谢谢大家给予我这个露面机会.我是来自于象山中学的一位普通英语女教师沈静娜.2000年毕业东北师大.从业时间不长,各位都是我的前辈,望能给予我多多支持.(我很高兴:第一,前几位教师留给我充裕的时间.第二,我是最后一个,结束后大家就可以开饭.我希望这是一道开胃菜.)(slide)吴老师给我的任务是第十七单元GreatWomen..\n..本人女性,对于本话题的认识.也是深有感触.从古至今，这世界上只有两种人：男人和女人。是这两种人的共同合作创造了人类社会。经过历史长河的淘洗，女性的地位已经有相当程度的提高。三八国际妇女节的诞生，世界妇女代表大会的召开，所有女性在“20世纪最美的女性”评选……都是充分的体现。然而不可否认的是，在很多方面，女性仍然不能获得与男性同等的对待和机会。女性仍然要面对许许多多来自自然和非自然的阻碍。当代社会，在提供了更为广阔的生活空间的同时，也对女性提出了更大的挑战。为了生存，为了适应时代变迁，女性所要面对的压力、竞争、阻力绝不亚于男性。女性在一生中要扮演许多角色，是别人的女儿，别人的妻子，别人的母亲，也是别人的同事，别人的朋友……女性的一生也要比男性经历更多的生命转折。现代女性即要经营事业，还要经营家庭。女性是半边天我所要讲得是对半边天的伟大女性授课过程中的一些不成熟的想法，权当给各位抛砖引玉。我讲的内容从教材背景分析,教学目标,单元教材内容分析,课时计划与步骤,评价手段等方面来陈述(slide)(slide)1．单元背景分析：从时间安排，本单元在国际妇女节左右的时间，可以引起学生对妇女问题的关注。传统上女性作为贤妻良母，作为一名成功的男性背后的伟大女性而称颂。但“把女性还给历史，把历史还给女性”时，我们不难看出在社会发展过程中女性所做的不仅是生儿育女，操持家，她们同时也在政治，经济，科学文化，教育，军事等领域中熠熠生辉，彪炳史册。现今，妇女在取得进步的同时，无论中外尚存在不少值得深思的女性问题，如妇女参政议政比率问题，妇女职业趋向问题，及美国黑人妇女现象等。(slide)2．教学目标:分为语言技能//语言知识//文化意识//情感态度//学习策略具体如表(slide)3．本单元内容分析：本单元中心话题为“伟大的女性”，并围绕此中心展开warmup,listening,pre-reading,post-reading,languagestudy,integratingskills,tips,和checkpoint等系列活动。Warmingup:..\n.此部分为两部分。第一部分是看图说话。针对四位著名女性谈论她们生平及由此开展心目中伟大女性的形象及产生的原因。第二部分是深层讨论问题针对女性在社会高层中成名或取得工作较难的问题，展开男女平等性的研讨。Listening:这部分是一则对话，两个人对旧照片中的朋友展开介绍，要求能正确抓住人物关系及人物特征的信息词：workbook中是对世界妇女大会组织的介绍并探讨听力材料中的人物及获奖的原因。(slide)Speaking:该部分分为两部分。第一部分看图说话。呈现出日常女性三个生活场景：工作，休闲，育儿。要求能正确使用有关形容词及句型谈论人物品质。第二部分分为小游戏“Guessingthename”。一位同学想着一名著名女性,其他同学以提问方式猜出人名。Workbook部分是新中国成立后女性受到良好的教育及较多的工作机会,但为何她们接受高层工作机会较少展开讨论。(slide)Pre-reading：该部分是reading的前奏曲。针对去南极探险展开提问.问题涉及探险用具，极圈附近地理环境，生态气候及动物等。Reading:该部分描述了一位60岁HelenThayer女士独立探险南极的记述，刻画了一位勇于冒险,探索自然，不怕困难，冷静处事,意志坚强的女性形象。该文从Helen的日记中改编截取而来，共8段三个部分。第一段写开始探险，第二段到第七段说探险过程，第八段结束--由于身体缘故，Helen冷静分析后放弃的心理描写。Post-reading:该部分分为两部分。第一部分检查对于课文的理解。第二部分要求描述Helen的品质及由此展开对女性品质的称赞。引导学生建立健康崇敬心理与探索精神(slide)LanguageStudy：分为两个部分。第一部分词汇，采用选词填空的方式。第二部分语法是涉及主谓一致的情况。采用先提供语法知识，后用选词填空的方式和改写句子来巩固.workbook词汇部分要求用正确形式填空及有课文改编的一篇短文填空及翻译练习，语法中仍做主谓一致练习及一篇关于居里夫人的短文填空。IntegratingSkill：本文介绍了一位著名美国黑人妇女OprahWinfrey的介绍。要求掌握刻画人物品质的介绍性说明文的写法，初步了解黑人妇女的状况及巩固书信的格式--该部分用了fanletter的方式来强调。..\n.Tips：掌握正确的方式描写人物。Checkpoint：语法检查---对主谓一致的掌握及总结群体性名词。本单元结束要求作一个简要的自评。(slide)教学重点及难点重点：1.词汇，词组及句型结构。2.正确描述人物品质。3.按照时间为序有层次的刻画人物写作手法的掌握。4.了解掌握主谓一致。5.巩固fan-letter.难点：1.形象准确描述人物。2.讨论：男女平等性的开放性话题。3.了解男女平等,美国黑人及黑人妇女状况等问题。(slide)4。课时计划第一课时:warmingup&listening第二课时:speaking第三四课时:pre-reading,reading,post-reading.第五课时:languagestudy.第六课时:integratingskills.(slide)5.教学计划第一课.热身与听力第一步:热身每日的值日报告后，针对三八国际妇女节提问,当学生提到著名女性后看图（见幻灯）猜出人名..学生可能会猜出几个.但对于她们的生平事迹,知道的会寥寥无几.所以设计一个听事迹猜人物的活动环节（目的是提前展开听力训练）.有位名人讲:做人难,,做名女人更难.让学生展开讨论怎样看待的问题.(slide)第二步:听力(采用泛听的手段)快速听不停顿.要求能抓住主要内容,完成课本练习..\n.步骤是听完第一遍后,完成第二题单词填空补缺（目的是培养抓关键词）.听完第二遍与第三遍后,填完第一题表格（目的是抓主要内容）训练学生通过铺捉描写人物特征性格等信息的能力听后分组分角色描述提到的四位好朋友希望她们今后成什么样的人第三步:workbook的听力(采用精听的手段)要求能听出每个句子步骤是第一遍快速听,知道大致内容.第二遍慢听,一句一句听.能陈述或写出每句内容.第三遍.快速听,用于检查.第四步:作业:找出世界上妇女组织（目的是了解妇女地位）(slide)第二课时:说第一步:复习值日报道后检查作业:世界上妇女组织第二步:热身由教师讲一位当地著名女性的故事如象山赵五娘<<琵琶记>>或其他地方的如妈祖祝英台的故事可以吸引学生兴趣引入到说的部分.让学生总结这位女性的品质.及人们为何喜欢的原因.给出本课重点第三步:说先看图说话:她在哪?她正在干啥?她是何样人物?因为有工作家务活动的场景引入到女性被要求能上得厅堂,下得厨房的观点的讨论.接下来游戏:猜人名有一位同学想着一名著名女性,其他同学以提问方式猜出人名.激发学生思维，训练学生口语完成后做课后workbook练习.第一部分提问第二部分小组活动:角色表演:（培养合做精神）(slide)第四步:说后1.分组选话题讨论:A家庭教育中分性别教育如男孩重成绩女孩重艺术的看法B对春蕾行动的看法即对失学女童的关注又意味如何C未来女性的发展趋势家庭与事业的选择D.中国古典四大美女与历史的关系（目的拓展思维能力与想象力）..\n.1.辩论:男性还是女性对社会的发展更重要3.欣赏:动画片梁祝中(河伯娶妻段)祝英台对女性的认识。(slide)第三四课时阅读第一步:热身值日报道后，简介极圈步骤A.看世界地图提问极圈附近地理环境，诱发学生探索精神与想象力B有电影南极的片段导入.让学生对南极有初步的认识（为下文服务）第二步:读前简介作者HelenThayer的生平（幻灯）第三步:阅读1.快速阅读后进行是非判断共6小题2.扫读后关于细节提问共8小题3.(slide)再细读后，对于旅程分析。先让学生给课文分段落共三大段,再用列表给学生提供时间让他们把具体的事件补充,并用自白手法描述最后的心理，培养学生概括能力。(slide)第四步:读后1.访谈:住持人与Helen的聊天2.家庭聚会中的聊天（父母。丈夫，子女与自己）3.讨论:有人提出；在21世纪,让妇女回归家庭对此谈论的看法作业P32页post-reading中练习与准备演讲:我崇拜的女性(slide)第五课时:语言学习第一步:热身值日报道:我崇拜的女性第二步:单词学习先做个游戏;采用幸运五十二的模式提供意思猜单词，单词源于课本中wordstudy的练习..\n.语法的学习是主谓一致;让学生先看课文中的规则再做练习.巩固时采用小组竞赛活动.有六组练习共27小题涉及主谓一致的较难的问题.而后让学生总结集体性名词及其特点(slide)接下来放松一下搞个奇思妙想的活动由老师起个头让学生编故事Iagirlwaswalkinginastreet.Suddenly…///Iamplayingthepiano.IfindMotherisshoutingbecause….每个同学接一句,编一个女性话题的故事既提高了想象力也提高的口语水平.作业是workbook中的练习及一篇关于美国女性的小短文为了初步了解integratingskills中介绍美国黑人女主播的背景做伏笔.(slide)第六课时:综合技能热身中可以欣赏电影片段紫色,讨论对黑人女性及成功的女性的看法.阅读课文分析OprahWinfrey的经历与个性讨论;成功女性必备的要求及如何写人物介绍（slide）讨论完毕模仿课文结构提供中文让学生口头介绍杨谰写作让学生看范文总结fanletter的写法再做现场作文.给杨谰的一份信(slide)本单元结束后做简单的自我评价总之在我看来妇女是伟大的，没有母亲，就没有人类，就没有社会。伟大的女性能对自我价值进行清醒判断。女性能保持自己的独立意识。女性能有勇气面对人生，全心全意去努力，创造展现自我价值。生命是一个过程，追求成功的过程注定曲折。然而正是有喜怒哀乐、酸甜苦辣的汇合，生命才会有美。不要说什么男权主义、女权主义。不要说谁压倒谁，谁占了上风。要知道，和谐的事物总是美的。真正美好的生活，在于事业与家庭的和谐统一，在于男性和女性的交流沟通，平等相待，和平共处，相濡以沫，荣辱与共，水乳交融。.准备中不足之处，望各位老师谅解，同时欢迎大家到天然氧吧呼吸新鲜空气吃吃海鲜看看海景走走星光大道谢谢。..\n.高一下Unit18NewZealand¤SEFCIUnit18NewZealand本文将从教材分析、教学方法与教材处理、教学程序、教学评价等四个方面对高中英语新教材高一（下）第十八单元NewZealand进行说明。一．教材分析1．教材内容分析本单元的中心话题—NewZealand(新西兰)学习新西兰人文地理状况的相关主题。教材以“看地图，说地图”为切入点展开听力、对话、阅读、写作、综合运用的教学，以“新西兰的地理，气候，历史，资源，畜牧业，毛利人及风土人情等”为载体使学生接受语言知识及训练。新西兰是另一说英语的重要国家，可就相关内容做深层次挖掘和整理，拓宽其文化视野，增强对两中地域及文化的差异的敏感性。Warmingup部分展现在学生面前一幅祖国地图，图中标明邻国、邻海、邻岛，要求学生运用英语中方位的表达方式来谈论不同位置。让学生在情景中进行语言操练。为了激活学生已有的相关知识，可加入“畅所欲言话祖国”（动嘴）；“描画五洲四洋”（动手），以此达到较好的热身之效。Listening部分是一篇听力材料，涉及“鲸鱼岛”（离斐济岛仅10分种）。300字左右的材料的信息零散繁多，共呈现了：鲸鱼岛的位置，地貌，气候，城市，交通，农业及旅游。为了降低听辩的难度，听前设计了一份列表，以增加学生听力信息的汲取量，提高信息的准确率。Speaking部分旨在通过有关出生地的方位的对话来巩固“Expressinglocationanddirection”的语言功能。该部分在设计上留有空间，因此在课堂上举行了一场“家乡旅游资源推介会”，训练学生在真实的情景中饶有兴趣地进行口头表达的能力和丰富学生有关描述“方位”“景点介绍”等的语言。Reading是一篇介绍太平洋岛国---新西兰的文章。文章共分四部分，即新西兰的地理位置及城市，新西兰的气候特征，新西兰的旅游及鸟类资源，居住者及毛利人的历史。通过Pre-reading,Reading&Post-reading..\n.三个步骤，循序渐进地培养学生略读与查读等阅读技能。同时结合新西兰风土人情、社交礼仪、生活习惯等方面的知识，并用竞赛的方式，激发学生的合作和竞争意识。又有利于培养学生之间的合作意识，促进学科之间的渗透和交融。Languagestudy分词汇和语法两部分。词汇部分设计了六组描述“land”的名词与+容词的配对练习，并在此基础上造句。旨在要求学生注意名词转化成形容词加词根（后缀）的构词法；培养学生准确使用修饰语的习惯及能力。语法项目是有关“It”的使用，掌握“It”(1)指代时间、地点、气候、距离；(2)作形式主语。在语法训练中，即要注意加强学生的合作学习，又须使机械操练带有一定的情景性和生活化。Integratingskills分为读、写两部分。学生通过阅读另一篇有关新西兰人文生活的资料，要求通读全文找出段落大意即文章框架。旨在让学生根据此框架进行写作，即所居住地或省的描述文章。该操练旨在提高学生写作结构多样，信息内容密集的介绍地点的文章的水平。Checkpoint通过学生自评方式，帮助他们简要总结本单元语法重点—It的用法。该部分还鼓励学生自己去总结本单元的重点词组及表达。2．教学重点和难点重点：1.掌握英语中方位的表达方式,2.“It”用作主语(指代时间、地点、距离及用做形式主语)3.学习及拓展与新西兰相关的词汇和知识难点:依照框架恰当写作描述国家或地区的介绍性文章一．教学目标理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的具体描述，结合高一学生实际和教材内容，分语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标。1．语言知识单词：理解、内化、运用以下生词--surround,settle,sign,,relation,landscape,cattle,region,agreement,export,agricultural,subtropical,ethnic,mainly;词组：liein/to/on/off,takepossessionof,signanagreement,referto,makeup,bemarkedwith,turntodoing,beshippedto,beofhighquality..\n.功能：学习掌握一些用于描述地点和方位的结构句式，如：1)HeisfromWeihai,acityinnortheastShandong.2)Weihailiesabout88kilometerseastofYantai.3)SheisfromShentong,asmallvillage,30kilometerssouthofJinan.4)Itissome3,500kilometersfromPolynesiatoNewZealand,whichtheytraveledinnarrowboats.语法：复习、掌握：It用做主语(指代时间、地点、距离及用做形式主语)1．语言技能听：捕捉特定信息、抓关键词（如：地理、气候、城市、河流、历史等），听懂一篇地区或国家的介绍性文章。说：学生能熟练掌握与话题相关的常用词汇与表达，如：如何在现实生活中就地点和方位进行准确的全方位的表述，同时使学生能就话题较好地完成一些开放性话题，以提高在真实语境中的英语交际能力。读：获取关于NewZealand的相关信息,且进行skimming,scanning,carefulreading,generalization;inference等阅读微技能训练。写：能分层次、分段落地描写一篇国家或地区的介绍性文章。2．学习策略：学生能在一定程度上形成自主学习、有效交际、信息处理和英语思维的能力。如：培养学生使用图书馆、网络查阅资料的能力。3．情感态度：(1)在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。(2)学习新西兰人文地理状况，拓宽学生的文化视野；同时鼓励学生以满腔的热忱在语言情景中激发爱国主义热情。(3)在共同完成设计“温州旅游资源推介会”、“畅所欲言话祖国”、“描画五洲七洋”等任务的过程中，加强团体协作意识。4．文化意识：增强对中新两国地域及文化差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。一．教学方法与教材处理教学方法：..\n.根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践，同时渗透当前教学改革，课程改革等的先进理念。为达成上述教学目标，本人运用任务型教学途径，英语课堂设计采用“P—T—P”自主学习立体模式。（Pre-task---Task-cycle---Post-task）1．Pre-task:引入话题，激活学生下网络和扫清词汇障碍，明确学习任务和任务完成的步骤，激发学习英语兴趣。学生：认知处于主动状态，有完成任务的强烈愿望。教师：学习的组织者、促进者；善导、激趣的过程。2．Task-cycle:任务的完成过程。学生：用英语做事，运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程，发展听、说、读、写综合英语技能。教师：指导者、帮助者、参与者、合作者的角色；引思的过程。3．Post-task:展示成果，交流成果的过程。学生：体验成功和喜悦，自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。教师：评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题和不足；精讲过程。总体：学生愿学—乐学—惯学—论学过程。师生真正学习共同体形成过程；教与学的交往、互动，师生双方交流，相互沟通、相互启发、相互补充。教材处理：综上所述，我把本单元的任务确定为：学生能根据框架,运用所学词汇和短语,围绕国家的地理位置人文历史、能源等话题，得体而有逻辑地介绍一个国家或地区。其三个环节如下：Pre-task:学生回忆已有的地理知识，畅所欲言祖国的地大物博；以激活背景知识，使课堂倍感亲切。Task-cycle:学生完成围绕国家人文这一话题，展开听、说、读、写的各项任务，学会听、说、读、写的各项技能，强化“介绍国家和地区”..\n.的表达能力，为完成任务作好铺垫。Post-task:达成任务，展示成果，反馈学习情况。四．教材安排根据学生学习英语的特点和规律，学习阶段的侧重以及高一学生的发展，我把本单元划分为6课时：听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。同时安排一些单元教学前和单元教学后的活动任务。Period1Warmingup&ListeningStep1Pre-taskGoal:这部分的重点是激活学生已有的相关背景知识，引出本单元的话题—地理人文，了解学生对其的熟练程度，同时让学生操练位置的表达方式，并在口头上加以操练；充分表达学生对祖国的热爱之情。1.Putthenamesoftheoceansandcontinentsintherightplaceofthemap(Classwork)BackgroundtoChina▲Fullcountryname______________________▲Location____________________________▲Area_______________________________sqkm□thelargestcountry□the2ndlargestcountry□the3rdlargestcountry▲Population___________________________▲Capitalcity__________________________▲Languages__________________________▲Religion____________________________▲Minorities__________________________..\n.▲Majorproducts/industries_____________2.Talkabouttheinformationinthecardfirstandthenfillitashomework:(GroupworkGoal:激发鼓励学生以满腔的热忱就所列出的表格对祖国的地大物博畅所欲言；为引入本单元的主话题NewZealand作好铺垫；同时亦能使学生在描述的过程中表达对自己的祖国的热爱。3.SsaredemandedtolookatthemapofChinaandthenamesofcountries,islandsandseasbeyondChina.SaywhatthepositionsareofthedifferentplacesandwatersinrelationtoChina.(Groupswork)Ssaredividedinto2groups:Topic1----countriesandislandsinrelationtoChinaTopic2----seasandoceansinrelationtoChina*Goal:充分调动学生参与教学的积极性通过地图—这一直观的教具的刺激，使学生对掌握的地理知识进行回忆；同时运用已学的方位（位置）表达词组：liesin,lieon,lieto加以操练巩固。并引入本课的重点—..\n.--中国的邻国、邻海和临近岛屿。Step2Task–cycle（Listening）1.Pre-listening:ShowtheSsfivepicturesofwell-knownbeautifulislandsworldwide:(1)HainanIsland(China)(2)PhuketIsland(Thailand)(3)DongtouIsland(Wenzhou)(4)SouthIsland(NewZealand)(5)DolphinIsland(Fiji)然后让学生小组讨论以下问题，各组派一人回答。1)Doyouknowtheislands?What’stheirlocation?2)Whichcountrydotheybelongto?3)Whatdoyouthinktheyattractivesomanytouristshomeandabroad?(Long,whiteandattractivebay;namedparadise.etc.)Goal:教师展示五幅著名岛屿的画面，并设置开放性问题，进一步启发学生进行口头描述，旨在从视觉和听觉上激发学生对本听力话题—鲸鱼岛的兴趣。2.While-listening1)FirstlisteningforinformationGettheSstolistentothetapeandgettheinformationneededintheformbelow:LocationLengthWidthMadeupofCapitalCities..\n.Goal:提醒学生在首听的过程中尤其注意捕捉该岛的以上特定信息，以养成在进行有关介绍国家、城市、地点的听力训练中准确、及时、第一时间地汲取这一首要信息的良好习惯。2）.SecondlisteningandmarkingonthemapListentothetapeasecondtime,writedownandmarkother3cities,beach,rock,etc.onthemapasquicklyaspossible.Checkingroup.Goal:成功获取相关信息后，并在地图上标出是进行地理性文章的听力训练的另一重要环节。3）.ThirdlisteningandanswertheQsinthetext(P37)andtalkabouttheisland(Groupwork)Goal:说&写在听力训练中是两个不可缺少的环节，起着相辅相成的重要作用。3.Post-listening:（Suggestion:Timenotpermitting,leaveitashomework.）Task:DIYListeningmaterial.Ssareaskedto:First—findafavoriteislandinChinaorabroad(QiandaohuIsland/DongtouIsland/TaiwanIslandetc.)Next—writedownthelocationanddirectionandotherinformationtheylikeFinally—recordthematerialinthetapeGoal:学生在DIY自制听力材料的“三步曲中”，即能体验“采，编，播”的乐趣，又可感受合作带来的快乐。该任务可作为学生的课后作业。Period2SpeakingStep1Pre-task1.Revision:Competitioninaskingandanswering（Pairwork）展示中国地图，学生进行提问和回答，多者胜。如：(1)Sa:WhereisThailand?..\n.Sb:ItliesonthesoutheastofChina.(1)Sa:What’sthepositionofSeaofJapan?Sb:ItliestothesoutheastofHelongjiang.(2)Sa:WhereisQinhailocated?Sb:It’sinthewesternpartofourmotherland.Goal:(1)激活学生思维。(2)重温并引出本课的重点—如何用英语表达方位与位置，注意使用一些词组，如：liein/to/onthesouthof…inthenorthern/westernpartof…southeastern/northeasternZhejiang..Central/EastChina2.Makeupadialogue(Groupwork)展示新建成的甬台温高速公路(直至福建省厦门)的道路图，根据图所示的方向，距离进行口语操练。Situationgiven:MyfamilyplanstohaveanautomobiletourfromWenzhouto….。Themembersarediscussingwhichcitytobechosenasthedestinationalongthehighway.A—Dad.B—OnememberinthefamilyGoal:活跃课堂气氛；鼓励学生将本课中有关方位距离的表达运用于现实生活中；同时培养合作精神。Step2Task-cycle1.Mechanicalpractice(Classwork)(1)Learnthedialoguea.Readthedialogueb.Findoutalltheusefulexpressionsaboutdescribinglocationanddirection.(GettheSstofocusonthewordformation:-ern/south+east=southeast)..\n.(2)Practice(Pairwork)Actitout.Goal:通过对话的学习和操练，学生能进一步熟悉和了解此项语言功能的日常交际用语，为下一步的应用、掌握奠定基础。2.Situationalpractice(Groupwork)ShowfivetypicalseasidecitiesinZhejianganddescribewheretheyare.HowcanyougettothesecitiesfromWenzhou?NamesofthecityDescribewhereitis:tothenorth,south,east,westof…;Thenearestcity/countyis…;totheriver,sea,oceanGoal:通过句型操练，学生能进一步巩固此项语言功能的日常交际用语。Step3Post-task“WelcometoWenzhou!”(Aninterviewatthetravelconference)Design:SupposeyouwereamanagerofaTravelServiceinWenzhou,youareintroducingtheknownplacesofinteresttothetravelagenciesorthetravelreportersinothercitiesinChina.IndividualworkEachthinksoftheknownplacesofinterestinWenzhouanddescribetheirlocations.Forexample:●MountYandangliesabout100kilometersnorthofWenzhou.●DongSpringliesinTaishun,avillagecounty,300kilometersnorthwestofFuzhou.●DongtouIsland,about80kilometresofftheeastcoastofWenzhou,isfamousfor..\n.beachandwaters.GroupworkDividetheclassintotwogroups.TalkabouttheplacesofinterestinWenzhouatthenationaltourismconference.Twosuggestedsituationsareforthemtochooseoneastheylike.Situation1----WelcometovisitthesceneriesofWenzhou!(SpeechbyamanageofWenzhouAbroadTravelService)Situation2----InterviewbetweenamanagerofWenzhoutravelserviceandthetravelreportersnationwide.Askthemnottoforgettoputtheproperfeelingintothespeechorinterview,addingsomeproperfacialexpressionsandbodylanguage.Goal:1.培养学生善于利用各种机会用英语进行真实交际。2.增强学生的自信心，丰富的想象力和独到的见解。3.提高学生“说”—即语言运用技能。Homework:DrawamapofWenzhou,includingcities,sevencounties,rivers,islandsandtravelingspots,andmarkthemoutinthemap.Showitinslidethenextlesson.(Betteringroup)学生以小组为单位，通过各种途径如Internet等搜集有关温州的组成、地理、河流、岛屿和景点，并将它们标在地图上，在用简单的语言描述。要求以图片或powerpoint的形式由每组的groupspeaker展示.Goal:1.充分利用现代网络资源进行探究性学习，激发学生的自主学习，同时团体合作精神。2.抒发学生对家乡的热爱。..\n.Period3&4ReadingStep1Pre-task1.Talkaboutsomeislandcountries.(Pairwork)(Ssmasay:Australia,Japan,thePhilippines,etc.andgetonetoreporttheresult.)Goal:学生和partner交换信息，可包括位置、气候、语言、时区等。教师提示学生：准确使用方位的英语表达。通过该环节的语言训练，为引出本课的话题—太平洋岛国NewZealand作铺垫，同时使学生事先获取相关信息。2.LookandguessPresentfivepicturesofNewZealand.GettheSstolistensomecluesofNewZealand:(1)nearestcountrytoAustralia(3)almostasthesamesizeasJapan(2)cattlefarming(4)oneofthefirstcountriestoseeanewday(5)12hoursaheadofGMT(GreenwichMeanTime)Goal:通过展示图片与给出线索，使学生在视觉和听觉上的刺激，自然地导入—新西兰，再者激发了学生获取更多信息的欲望。Step2Task-cycle1.Pre-readingMakeachoice:Supposewe’regoingtopayavisittoNewZealand,pleasemakeachoiceasyoulikebeforestartingoff.Whatwouldyouliketogo?Howlongisyourstay?□AllNewZealand□3-7days□NorthIsland□8-13days□SouthIsland□14+daysGoal:通过两个的问题的回答，使学生置身于“新西兰之旅”..\n.中，增添了实效性与可操作性。接着提问：Canyoutellusthereasonwhyyouchoose…?引出本文的具体内容,如：geographyfeatures,climate,population,landscapes,etc.2.While-reading(1)Skimming:Lookatthemap,readthefirstparagraphandthenputtheeightparts(madeasboards):(1)NorthIsland,(2)SouthIsland,(3)thePacific,(4)Wellington,(5)Auckland,(6)Christchurch,(7)Queenstown,(8)theTasmanSea.onthemapofNewZealandcorrectly.Goal:直观教具使学生更易于知晓该国的地理位置与城市，增加文章的亲切感。(2)Scanninga.Firstscanning.Dividethewholepassageintofourparts.Para1:Geographicalfeatureandcities.Para2:ClimatePara3:LandscapesPara4:Earliestsettlers—MaoriGoal:Scanning使学生对文章的脉络更清晰，为下一步找出细节作好铺垫。b.Readthepassageagainandfinishansweringquestionsinthefollowingform.Par.MainIdeaDetailedInformation1Geographicalfeatureandcities(1)What’sthelocation?(2)What’rethewatersinrelationtoNZ?(3)(Markingthemaincities,capital,two..\n.parts—north/southislands,seas,oceanonthemap.)2Climate(1)What’sthemaintypeofclimate?(2)Whataretheseasonslike?3WhatlandscapescanweseeinNZ?(1)Whatcanweseenearthecoastline?(2)Wherecanweseevolcanoesandhotsprings?(3)What’sNZ’snationalbird?4Theearliestsettlers—Maori(1)WhatwasNZcalled100yearsago?(2)WhatdidtheybringintoNZwhentheysettled?(3)WhohaseverrelatedtoNZbesidesChineseCaptain..\n.Zhou?(1)Whenisconsideredasanationalholiday?Goal:此类文章信息多，经过梳理后并不杂，易于学生掌握关键词，为下步的Retell打好伏笔。(3)Practiceforunderstandingandwordstudy在帮助学生理清文章的线索的过程中，仍须处理以下问题：1.WhichofthefollowingreferstoNewZealand?(C)A.Itismadeupoffourparts—Wales,England,ScotlandandNorthernIreland.B.Itconsistsoffourparts—Hokkaido,Kyushu,HonshuandShikoku.C.Therearetwopartsinit—NorthIslandandSouthIsland.D.Itismadeupofthreeislands,includingBaliIsland.2.Whatdoesthewords“thesesettlers”inPara4refersto?(B)A.EnglishmenB.EuropeansC.AmericansD.Polynesians3.What’stheChinesefortheword“hotspring”inthetext?(C)A.暖春B.加热了的弹簧C.温泉D.受人崇拜的年轻人4.WhichofthestatementsareNOTTRUE?(B)A.MaldivesliesofftheeastcoastoftheIndianOcean.B.GuangdongliestothesoutheastofHunan.C.EastTibetliesSichuangProvince.D.TheEastChinaSealiestotheeastofZhejiangProvince.5.Whichofthefollowingwordsisofthesamerootas“surround”?A.discoverB.naturalC.possessionD.landscapeGoal:帮助学生更好地猜测词义，巩固构词法，及准确理解文章，并在课文的基础上适当地延伸。..\n.(4)ConsolidationRetellthepassagewiththehelpoftheform.(LettheSstoretelldifferentpartsofthetext)Goal:通过复述使学生注意抓住中心关键词句，提高英语思维能力和表达能力。3.Post-reading(1)Roleplay:Situation—Roles:aguide(withasmallflag);threetourists(withtravelcaponhead)Destination:NewZealandDemands:Eachofthetouristsshouldasktheguideatleasttwoquestionsaboutanyofthemaintopicsinthereadingmaterial要求表演的学生适当加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评价：评价内容自评互评LanguageEyeContactSmileBodyMovementOtherFacialExpression满分：20各项均4分Goal:1.将“复述”进行包装,使学生在原有的Retell基础上完成得更好。..\n.2.在真实的体验中，即充当导游和游客，渗透了情感因素，激励学生正确使用地道迫切愿望；让阅读和交际相辅相成。(2)Open-mindedquestionSupposeyouwereateenagerbroughtupinaMaorivillage.Inthenearfuture,wouldyouprefertoremaininthevillageandcontinueyourownwayoflife,ortoliveinbigmoderncities?Why?“原住民的生活方式是留还是去？”将这个引起大家争议的话题引入课堂中，是对本课话题的进一步的延伸；通过引导学生积极关注身边发生的事，拓展视野。Step3Post-task1.MoreinformationinputaboutNewZealand.(Pairwork)StudentsareaskedtofindmoreinformationrelatedtoNewZealand(culture,language,sportsandsparetime,agriculture,CaptainCook,themovieTheLordoftheRings)byInternet,Englishbooksandnewspaper.Thenshowthemtotheclassthenextlessoninformofdialogue,speech,shortplay,etc.Goal:培养学生课外探究学习的能力，和合作精神；让学生以演讲、短剧等多种形式展示成果，有利于发挥自主学习语言的能动性。2.Writingabout:Topic--SimilaritiesbetweenNewZealandand…(Sscanchooseanyislandcountrytheyliketomakeacomparison.Besuretomakealistbeforewriting.120-150words)(TwodaysisgiventoSsinpurposeofmakinggoodpreparationandofferingperfectanswers.)Goal:该阅读为IntegratingSkills的写作打下基础。板书设计：Para.MainIdeaDetailedInformation1GeographicalfeatureandcitiesLocation_________Consists_________Watersinrelationto..\n.NZ___________Cities______Capital______2ClimateClimate_________Coldestseason_______Warmestseason_______3WhatlandscapescanweseeinNZ?Sights_________Nationalbird_______4EarliestsettlersMaori/EuropeansPersonsdiscoveringNZ:___________Period5Languagestudy&grammarStep1Pre-taskMatchcompetitionMatchColumnBwithColumnAcorrectly(within1.5minutes)ABsunnyprofessorkind-heartedforestssandyboywoodedseasonknowledgeableskyscrapernaughtlawyerexcitingmovie23-storydesertGoal:1.巩固复习已有的词汇（形容词和名词），并进行准确的搭配。2.复习形容词的构词法：-y/-ed/-ing/-ous/Num.-n.3.限时竞赛的形式，可激发学生的兴奋点和好胜心。..\n.Step2Task-cycle1.Expansionofword.Ssaredividedinto4groupsandchooseoneofthefollowing:GettheSstofindoutNounsandAdjectivesdescribing…andcombinethem.Thentalkaboutthem.1:weatherandtime(Suggestedcombination:sunnymorning/snowyevening/windyseason)2:peopleindifferentprofessionswithdifferentcharacters.(Suggestedcombination:kind-heartedlawyer/grumpymanager/timidtaxi-driver/shyactor/gracioushouse-keeper/knowledgeableprofessor/cold-bloodedboss,etc.)3:buildings4:movie*EncourageSstospeakoutasmanyNounsandAdjectivesaspossible.Praisethosewhocanfindoutmorewords.Goal:1.学生通过brainstorm活动，快速激活学生的词汇，提高识记能力。2.为下一环节的语法训练打下伏笔。2.FinishExonPage40.3.Grammarstudy:Tellwhat“it”inthefollowingrefersto:Teachersays:LastnightwhenIwasaloneathome,Iheardaknockatmydefensedoor.IwassofrightenedthatIdiddaretoopenthedoor,forIwonderedwhoitwasoutsidethedoor.Whatdoesitstandfor?(Itstandsforanunknownpersonwhosegenderonedoesn’tknow.)Goal:以情景导入本单元语法的学习,即：“It”的用法。1．Classwork(1)Judgewhattheimpersonal“it”canbeusedtotalkabout.●Thesmokeisnotawarm-bloodedanimal.Itisacold-bloodedone.●–Whoisknockingatthedoor?--It’sme.●---Whattimeisit?--It’s3o’clock.●It’salongwayoutside.Putonmoreclothes...\n.●It’snearly80kilometerstothesouthofthePhilippines.Summary:Impersonal“it”canbeusedtotalkaboutsomething/somebodymentionedabove,time,date,weather,season,distance,environment,etc.(2)FindouttheproperAdj.andmakeupsentencesusing“It”asinthesubjectpositiontostandfortheinfinitiveoraclause.(Pairwork)Eg.It’snicetobewithyou.(代不定式)It’sratherexcitingthatonemakessomethingimpossiblepossible.（代that-clause）Itdoesn’tinterestmewhetherhecomesornot.（代whether-clause）一人找出评价的形容词，partner则说出一个词组或完整的句子，然后将两部分连成一句，要求(1)It用做形式主语(2)句子意思适当。Goal:1.检测学生正确使用“It”做形式主语的的能力。2.培养学生在交际中灵活运用词汇的意识。3.开放式的练习，激发学生的创造性思维。Step3Post-taskExpandedreading.Readthefollowingpassageandfillintheblankswith“itis”or“it”andexplainwhateach“it”isusedfor.MyfavoritetimeoftheyearinBeijingisthespring.Rightnow,___May,andyoucanseegreentreesandbeautifulflowerseverywhere.Although____coolerinthemorningandeveningthanintheafternoon,____stillwarmenoughtowearskirtsorshorts.Therearemanyinterestingplacesyoumaywanttovisit.Withbusesandunderground,___easytogettoanyplacesyouwanttogo.___onlyhalfakilometerfromtheundergroundstationtoTian’anmenSquare.Fromthere,youcantakeacoachtotheGreatWallandgetbackbefore___getsdark.Goal:学生在语篇中进一步体会“it”做主语的各种用法。Period6IntegratingSkills(Readingandwriting)Step1Pre-task..\n.1.Warming-upReviewwhat’sbeenlearnedaboutNewZealandinthetext.ClassworkWhathasbeenmentionedinthetext?GettheSstokickthemout.△geography△history△language△sportsandsparetime△agriculture△industry△buildings△politics△naturalbeauty△wildlife△marae△resourceQ:WhatfurtherknowledgeaboutNewZealandwouldyouliketoget?Goal:承上启下，为下一步的阅读做铺垫。2.Readingthepassage:LifeinNewZealand(1)SkimmingWhatgeneralinformationcanyougetafterreading?(Population;culture;language;sports,etc.)(2)Scanninga.Findoutthemainideaofeachparagraphandcompletetheform.MainTopicsPara.1Population,ethnicgroupsandthelanguagesspokenbythemPara.2Cultureofoneethnicgroup—MaorithatarenativetoNZPara.3Agriculturalproducts(famous)Para.4Sportsandsparetimeb.Secondscanning.Readthepassageasecondtimeandwritedownthewordsneededintheblanks.(Groupwork)Whatcanbewritteninadescription?(NewZealand)Population______million,____(14%)Language_______(majority);MaorilanguageCultureofnatives1.commonmeetingplace:_____________2.wedding,burialorconference:________Agriculture1.main..\n.agriculture:_____________2.products:_____,lamb,______,______,forestsproducts,____________,wineSports&freetimesailing,_______,___________,rock-climbing,______,seasidetripSightsCapeReinge,____________,WaimanguVolcanicValley,Getgroupsleaderstoreport.Goal:学生通过以上两项活动，从粗到细，即从基本框架到细节信息把握住了范文，知晓“该写什么？”和“怎么写？”一篇国家或地区的介绍性文章。Step2Task-cycle1.Pre-writingShowpicturesofWenzhou—thecityinwhichwelive.PossibletopicsaboutWenzhouaresuppliedtotheSs:(1)Geographicfeatureandculture(2)Populationandlanguage(3)Economy(trade,industry,agriculture);whatitisfamousfor(4)LifeofWenzhouneseinsparelifeandsightsEachgroupchoosetwoofthetopicsabovefortheirwriting.Discusswhattomentioninthewritingaccordingtotheaboveformandfindoutsomeusefulwordsandphrasesinthetext.Goal:讨论后各小组可集思广益，选出合适的词或词组，为写作做词汇上的准备。2.WritingSswriteabout15sentenceswiththehelpoftheform,andputtheminorder.GettheSstofocusonthedivisionofparagraphs.Step3.EvaluationPairwork:各自先读自己的作文，以发现不妥之处；交换，从时态、单词拼写、所用词汇及内容方面进行修改。Classwork:展示1-2篇优秀作文（幻灯机）；推荐1位学生评讲。然后教师总结。..\n.Homework:任务型活动：要求：根据地图和提示，写一篇介绍台湾的短文。词数：120左右。1．台湾的地理位置。2．台湾是我过最大的岛屿，面积36,000平方公里，人口两千多万。主要城市有台北、台中、台南和基隆。3．自然资源丰富，香蕉、稻米、茶叶等弄产品驰名中外。4．风景优美，气候宜人，世界各地的游客纷至沓来。5．台湾自古以就是我国的一部分。岛内绝大多数居民来自福建、广东。海峡两岸人民都有统一祖国的强烈愿望。Newwords:古代ancienttime南海SouthChinaSea台湾海峡theTaiwanStrait统一unite高一下Unit19Unit19　ModernagricultureⅠ.TeachingGoals:1.Talkaboutmodernagricultureandtheeffectsithasonpeople'slife.2.Practisegivingadviceandmakingdecisions.3.Use“It”foremphasis.4.Readstatisticalgraphs.5.Writeaplanforavegetablegarden.Ⅱ.TeachingTime:FiveperiodsⅢ.BackgroundInformation:TheFirstPeriodTeachingAims:1.Improvethestudents'speakingabilitybypractisinggivingadviceandmakingdecisions.2.Enablethestudentstomastertheexpressionsofgivingadviceandmakingdecisions.3.Getthestudentstolearnmoreaboutagriculture.TeachingImportantPoints:1.Howtoexpressoneself,usingwhatislearnedorgiven...\n.2.Howtoadvisesb.todosomethingandhowtomakedecisions.TeachingDifficultPoints:1.Theusageofsomeexpressions.2.Howtoimprovethestudents'listeningability.TeachingMethods:1.Listeningsomematerialstoimprovethestudents'listeningability.2.Discussiontoletthestudentsexpressthemselvesfreely.3.Groupworkorpairworktogiveeverystudentachancetoexpressthemselves.TeachingAids:1.ataperecorder2.aprojectorandsomeslides3.acomputerTeachingProcedures:stepⅠ.GreetingsandRevisionT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Sitdown,please.Inthisclass,I'llcheckyourhomeworkfirst,WangPing,readyourhomeworktous,…(Theteacherchecksthestudents'homeworkandhaveadiscussionwiththestudentsaboutthemistakeWangPingmade.Letthestudentshaveaclearunderstandingandcorrectit.)stepⅡ.PreparationforlisteningandspeakingT:Today,we'regoingtolearnanewunit,Unit19,ModernAgriculture(Teacherwritesthefollowingontheblackboard:Unit19Modernagriculture,theFirstPeriod).First,let'slearnthenewwordsofthisperiod.Lookatthescreen:Newwords:producen.产量、产物、农产品effectn.结果、影响、作用diken.堤坝；排水沟..\n.droughtn.干旱leadern.领导者　leadv.领导、带领canen.细长的茎、藤条sugar-canen.甘蔗tobaccon.(烟草)制品；抽烟localadj.地方的、当地的(Teacherasksonestudenttoreadthenewwords,thencorrectsthemistakesthestudentmade.)StepⅢ.WarmingupT:PleaseturntoPage32.Let'sdoWarmingup.(TeachershowsthegraphsonPage32onthescreen.)LookatthetwographsanddiscussthequestionsonPage32.Youcandoitinpairsorgroups.Inafewminutes,I'llasksomestudentstotalkaboutthem.(Studentsbegintodiscussthequestions.Andteachergoesandjoinsthem.Afewminuteslater,teachersaysthefollowing.)T:Areyouready?Whocangiveusatalkaboutthefirsttopic?SA,howarepeople'seatinghabbitschangingovertheyears?SA:Fromthefirstgraph,wecanseethattheeatinghabitsofthepeopleinourcountryhavechangedgreatly.Before1949,theyhadnotenoughtoeatandoftenwenthungry.Oncenaturaldisastershappened,agreatnumberofpeoplewoulddieofhunger.Beforethereformingandopeningtotheworld,grainwasstillabigproblem.Peoplemainlylivedoncornandfewkindsofvegetables.Sincethe1980s,especiallythe1990s,people'seatinghabitshavegreatlyimproved.Peoplecaneatwhatevertheywant.Moreandmorepeopleeatlessgrain,moremeatandeggsandsoon.Moreandmorepeopleturntheireyestomeat,eggs,milkandallkindsofgreenvegetables.T:Whydoyouthinkthishappens,SB?SB:ItisallbecauseoftheParty'sgoodpolicies.T:Verygood.Itistrueandeveryonecanseethat.Howhasagriculturalproduce..\n.changedduringthefirsthalfofthe1990s?Andwhatdoyouthinkcausedthesechanges?SC:Fromthefirsthalfofthe1990s,scientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutcausingdamagetotheenvironment.Especiallythenewtechnique,“GM”,hasmadeagriculturalproductionincreasecontinuously.Scientistsdevelopnewkindsofseeds,bettercows,pigs,sheepaswellasfish.Itisthenewtechniquesthatmakeallthispossible.T:Doyouagreewithhim,SD?SD:Yes,Ido.AndIwanttogiveananswertothethreequestion.T:Good,pleasesaythat.SD:Withthechangesinpeople'seatinghabits,agricultureaswellasnaturewillhavetochange,too.Peopleareeatingmoremeatandmilk.Thatistosay,theyneedmorefish,pigs,sheepandcattleaswellaspoultry.Tofeedtheseanimals,weneedmoregrain,especiallymoregrass.Toprotectourenvironment,thewaystoraiseanimalshavechanged.Withthedevelopmentofmodernscienceandtechniques,someofthefieldsarenotneededtoproducemorefood.Wecangrowgrass,flowersetc.onthem.Lessfarmersareneededandtheycandootherkindsofwork.StepⅣ.ListeningT:Somuchforthediscussion.Nextwe'lldolistening.Thepassageyou'lllistentoisaboutfarming.Ittellsusaboutfarmingofallcountriesinearlytimesandprotectionofnatureandenvironment.Listentothetapecarefullyanddotheexercisesconcerned.Now,readtherequirements,please.(Studentsreadtherequirements.)Nowdoyouknowwhatyou'llhavetodoafterlisteningtothepassage?(Ss:Yes.)Duringlistening,I'llplaythetapethreetimes.Afterlisteningforthefirsttime,youcanleaveovertheonesyouarenotsureabout.YoucandothemwhenIplaythetapeforthesecondorthethirdtime.Checkyouranswerswithyourpartnerafterlistening.Areyouclear?(Ss:Yes.)(Atlast,teachershowstheanswersonthescreen.)StepⅤ.SpeakingT:Nowlet'sdospeaking.Thispartsaysthatagroupoffarmersinyourareahavebeengivenalargepieceofland.Thevillagerstogetherwiththevillageleaderhaveto..\n.decidehowtousetheland.Workingroupsoffivestudents.Eachgroupmemberwillplayoneoftheroles.Preparerolecards,discusstheproblemandtrytomakeadecision.Beforediscussion,whocangiveussomeusefulexpressionsaboutgivingadviceandmakingdecisions?Givingadvice:SE:Myadvicewouldbe….Iadviseyoutodo….SF:Ithinkyououghtto….You.dbetter….SG:IfIwereyou,Iwould….Iwouldadviseyou.SH:Idon'tthinkyououghtto….Makingadecision:SI:Inmyopinion,weshould…Ithink/believeyoushould…SJ:Idon'tthinkitisnecessarytodosth.….Wemustdecide….SK:Ihopewecanmakeadecision.(TeacherwritesalltheexpressionsaboveontheBb.)T:Nowlet'shaveadiscussion,usingtheexpressionsontheblackboardlater,I'llasksomestudentstoactitout.Samplediaolgue:Sa—villagerA;Sb—villagerB;Sc—villagerC;Sd—villagerDSe—thevillageleaderSe:Asweallknow,wearegivenalargepieceofland.I'vegotallofusheretohaveadiscussionanddecidehowtousetheland.Pleasegiveusyouradvice.Sa:Iadviseweshouldgrowcornonthispieceofland.It'slargeandflatandmachinescangoupanddownit,sowecanspendlesstimeandgetmorecorn.Alotofmoneycanbemadeaftersellingthecorn.Sb:Ithinkweoughttobuildafarmthereandraisepigsorcowswiththegrainweharvest.Sowecanmakemoremoney.Sc:Myadviceisthatweshouldturnitintoagarden,andgrowflowersthere.Then..\n.wecanselltheflowers.Thereisnobodyheresellingflowers.SoIthinkourbusinesswillsurelybegood.Besides,sometimessellinggrainormeatishard,forthepricecouldbetoolow.Sd:Ithinkwe'dbetterdesignitlikethis:Webuildabuildingofafewfloors.Ineachfloor,wecanraiseonekindofanimals.Withtheirwastes,wecanraisefishorgrowvegetablesonthetoporinthespacewhichfacesthesun.Wecanalsogrowmushroomsinthedarkplaces.Wecanuseonequarterofittodothisandbuildagardenononequartersothatpeoplecanenjoythemselveshere.Halfoftherestgrowflowerstosellandfortheotherhalfwecangrowgrassonitsothatourenvironmentwillbebetter.Sa:That'sagoodidea.Butitwillneedalotofmoneytodothis.Ihopewecanmakeadecisiontoday.Se:Wemustmakeadecision.MyopinionisthatwedoasSDsaid.Anyotheropinions?SbandSc:Iagreewithyou.StepⅥ.SummaryandHomeworkT:Inthisclass,we'vetalkedabouttwostatisticalgraphsandlistenedtoapassage.Wehavealsotalkedabouthowtousealargepieceofland,usingsomeexpressionsofgivingadviceandmakingdeicisions.Theseexpressionsare:“…”(Pointingtotheblackboard.)Afterclass,chooseasubjectasyoulikewithyourpratnerandhaveadiscussion,usingtheexpressionsontheblackboard.That'sallfortoday.Classisover.StepⅦ.TheDesignoftheWritingontheBlackboardUnit19　ModernagricultureTheFirstPeriodGivingadvice:Myadvicewouldbe….Iadviseyoutodo….Ithinkyououghtto….You'dbetter…...\n.IfIwereyou,Iwould….Iwouldadviseyou….Idon'tthinkyououghtto….Makeadecision:Inmyopinion,weshould….Ithink/believeweshould….Idon'tthinkitisnecessarytodosth.Wemustdecide….Ihopewecanmakeadecision.StepⅧ.RecordafterTeaching____________________________________________________________________________________________________________________________________________________TheSecondPeriodTeachingAims:1.Enablethestudentstolearnsomethingaboutmodernagriculturefromthetext.2.Enablethestudenttomasterthenewwordsandexpressionsinthetext.3.Getthestudentstohavetheabilitytograspthegeneralideaofanpassageasfastaspossible.TeachingImportantPoints:1.Howtoimprovethestudents'readingability.2.Howtogetthestudentstomasterthenewwordsandexpressionsofthetext.TeachingDifficultPoint:Howtoimprovethestudents'readingandwritingability.TeachingMethods:1.Discussiontoraisethestudents'interestinagriculture.2.Ask-and-answermethodtohelpthestudentsunderstandthetextbetter.3.Freetalktoimprovethestudents'speakingability.TeachingAids:..\n.1.ataperecorder2.aprojectorandsomeslides3.acomputerformultimediauseTeachingProcedures:stepⅠ.GreetingsandRevisionGreetthewholeclassasusualT:Attheendofthelastperiod,Iaskedeveryoneofustojoininadiscussion.NowI'llaskagrouptorepeatthediscussion.Whowillactitoutforus?WangHong,actitforuswithyourgroup,willyou?Wang:Yes.…(Teacheraskstwogroupstorepeattheirdiscussionbeforetheclass.)stepⅡ.PreparationforReadingT:Somuchforrevision.PleaseturntoPage113.Let'slearnthenewwordsandexpressionstogether.LiMing,readthenewwordsandexpressionsofthisperiod,please.Beginwiththeword“arable”andendwiththeword“soil”.(Teacherandthestudentslearnthenewwordsandexpressionstogether.Teachercorrectsstudents'mistakesinpronunciationandgivessimpleexplanationsofsomewordsifnecessary.)T:Arethereanystudentscomingfromthecountrysideinourclass?Ss:Yes.Alotofusstudentsarefrompeasantfamily.T:Haveyoueverworkedinthefields,WangFei?Wang:Yes.Ioftenworkinthefieldwithmyparents.Icandoalotoffarmwork.T:Haveyoueverheardofanythingaboutfarminginthepast?Ss:Yes,Ihave.T:NowturntoPage34.Let'sdopre-reading.Discussthequestions.Groupwork.Writeyouranswersonapieceofpaper.(Afterafewminutes.)T:Areyouready?(Ss:Yes.)Whowouldtellussomethingabouttraditionalandmodernfarming?SA:Inthepast,farmersgrowcropsinthetraditionalway:Usecattletoploughthe..\n.field;farmersworkinthefieldmostofthedayallyearround,buttheycouldnotproduceenoughfoodforthewholepopulation.Nowtheygrowcropsinthemodernway.Theyusemoderntechniquesintheirfields,suchaschemicalfertilizers,greenhousesandsoon.T:Whowouldanswerthesecondquestion?SB:I'lltry.Theadvantagesare:chemicalfertilizers,electronicpumpsandotheradvancedtechnologyareused.Farmerscanspendlesstimeonfarmsandmuchmoregrainisproduced.Thedisadvantagesare:theair,thewaterandthesoilroundusaremoreorlesspolluted.Sc:I'llsaysomethingaboutotherchangesthathavetakenplaceonfarmsinthelast100years.Inthepast,wedependedonheavenandwecoulddolittlewhennaturaldisastershappened.Now,wecandoartificialrainfall.GMmakesbetterseedspossible.Inthesamefields,betterseedscangiveusmuchmoregrain.Besides,allkindsofscientificwaysoffarmingareusedinfarming.Farmersinourcountryarebecomingricherandricherdaybyday.T:Verygood.StepⅢ.FastReadingT:Nowreadthetextfastandthenanswerthequestionsonthescreen.1.Whenwasmoreadvancedtechnicalinformationwasbroughtinfromabroad?2.Whatisimportantforfutureagriculture?Whatshouldfutureagriculturedependon?3.Whatdoes“which”refertointhelasttwolines?(Afterafewminutes.)T:Areyouready?Ss:Yes.T:Pleasegiveustheanswerstothequestions.SD:Inthe1980s,moreadvancedtechnicalinformationwasbroughtinfromabroad.SE:Bothfoodproductionandtakingcareoftheenvironmentareimportant.And..\n.futureagricultureshoulddependonhightechnologyaswellastraditionalmethods.SF:Ithinktakingcareoftheenvironmentismoreimportant.Becausewehaveonlyoneearth.Sa:Inthelasttwolines,“which”refersto“goldenrice”.T:Whatistheothernameof“goldenrice”inthetext?Sa:GMrice.StepⅣ.ReadingT:NowreadthetextagainandanswerthequestionsinPostReading.Ifyouarenotsureaboutyouranswers,haveadiscussionwithyourclassmates.(Afterthestudents'discussion)T:PleaseturntoPage35.Let'sanswerthequestions.SH,giveyouranswerstothefirstfivequestions.SH:Theyare:1.D　2.A　3.C　4.C　5.CT:Isheright?Ss:Yes,heisright.T:Nowlet'sdoPart2.SI:Iwanttochangeapples.Iwantthemnotonlytogrowbiggerandmoredelicious,butalsoofthesamesize.Becausesomeoftheapplesnowaresmallerandnotdeliciousandtheapplesofthesamesizearepopularinthemarket.SJ:Iwanttochangefruittrees.Iwantthemtogrowshortersothatthefruitsonthemareeasytopickup.Andtheymustgiveusmorefruitssothatthefarmerscanmakemoremoneyandbecomericher.T:That'sagoodidea!Ihavethesameopinionasyou.SK:Iwanttochangecarrots.Iwantthemtogrowmuchbigger.Becausethecarrotsourvillagersgrowaresmaller.SL:Iwanttochangethevegetablespeopleusuallyeat.Iwantthemtobebetterforpeople'shealth.Sotheywillspendlessmoneyonmedicine.SM:Iwanttochangecows.Iwantthemtohavemorebabies.Sotheywillnotbeexpensivetobuy.Ifso,morefarmerscanbuythemandbecomerich.SN:Iwanttochangefruittrees.Iwanttoplantthetreesgrowinginthesouth.So..\n.wewillhavemorekindsoffruitsthaneverbefore.T:You'vedonewell.Afterclass,continuetothinkaboutmoregoodideas.NowI'llexplainsomeexpressionsandlanguagepointsofthetexttoyou.Pleaselookatthescreen.modernizev.tomake(sth.)suitableformodernuseorfortheneedsofthepresenttime.e.g.Hespentalotofmoneymodernizinghishouse.dependon:Healthdependsongoodfood,freshairandenoughsleep.shortof:Hedidn'tbuyanythingbecausehewasshortofmoney.controlv.havepowerover(sb.orsth.),rule,directThemachineiscontrolledbythisbutton.controlone'sangerstandfor:USAstandsfortheUnitedStatesofAmerica.modify:tochange(sth,suchasaplan,anopinion,acondition,…)Tomodifyanythingistochangeitalittle.T:(Afterexplainingthewordsandexpressionsonthescreen.)Nowreadthetextandseeifyoustillhavesomethingyoufinddifficulttounderstand.(Teachergoesamongthestudentstoexplainanyquestionsraisedbythestudents.)StepⅤ.ListeningandReadingAloudT:Let'slistentothetape.I'llplayittwice.ThefirsttimeIplayit,justlisten.WhenIplayforthesecondtime,youcanreadthetextafterit.ThenpleasereadthetextaloudafterIplaythetape.(Whilethestudentsreadthetext,teachergoesamongthestudentsandcorrectsanymistakesthestudentsmakeinpronunciationandintonation.)StepⅥ.SummaryandHomeworkT:Inthisclass,we'velearntthetext“Modernagriculture”.Ittellsusaboutagricultureofourcountry,forexample,itspastandpresent,especiallyitsfuture.Haveyouhadaclearunderstandingaboutfutureagriculture?Fromnowon,weshouldstudy..\n.hardandbereadytomakegreatercontributionstoouragricultureandfarmers.Afterclass,pleasereadthetextagainandmastertheusagesofthenewwordsandexpressionsofthetext,especiallythefollowing:modernize….Youcanmakesentenceswiththeminpairsorgroups.That'sallfortoday.Classisover.StepⅦ.TheDesignoftheWritingontheBlackboardUnit19　ModernagricultureTheSecondPeriodNewwords:modernize,control,modify.Usefulexpressions:dependon:Healthdependsongoodfood,freshairandenoughsheep.shortof:Hedidn'tbuyanythingbecausehewasshortofmoney.standfor:USAstandsfortheUnitedStatesofAmerica.StepⅧ.RecordafterTeaching________________________________________________________________________________________________________________________________________________TheThirdPeriodTeachingAims:1.Getthestudentstomasterthestructure:Itis…that….2.Getthestudentstoobtainsomeknowledgeaboutwordformationsothattheycanenlargetheirvocabulary.TeachingImportantPoints:1.Theusageofthestructure:Itis…that…2.Thebasicrulesofwordformation.TeachingDifficultPoint:Howtousethesentencepattern:“Itis…that…”whenweemphasizethenouns..\n.whichmeanplacesortime.TeachingMethods:1.Pairworkorgroupworktogeteverystudenttobecomeactive.2.Drillsingrammartogetthestudentstohaveaclearconcept.3.Repetitiontomakethestudentmasterwhattheylearn.TeachingAids:1.ataperecorder.2.aprojectorandsomeslides.3.acomputerformultimediause.TeachingProcedures:stepⅠ.GreetingsandRevision(Greetthewholeclassasusual.Thenteacheraskssomestudentstoreadthetextaloud.)T:Nowlookatthescreen,please.Matchthewordsontheleftwiththeirmeaningsontheright.Pairwork.Writeyouransweronapieceofpaper.Laterwe'llchecktheanswers.1.drought　A.(ofland)suitableorusedforgrowingcrops2.arableB.hangupon,bedependentof3.fertilizationC.alongperiodofdryweather,whenthereisnotenoughwater4.dependon　D.nothavingenough5.shortage　E.puttingfertilizeronland6.shortof　F.use;putinuse;takeadvantageof7.irrigation　G.aconditionofhavinglessthanneeded8.makeuseof　H.supplyingwatertodrylandbyman-madestreams9.delegationI.agroupofpersonsactingforoneormoreothers(Afewminuteslater.)T:Areyouready?Ss:Yes.T:I'llshowtheanswersonthescreen.Pleasecheckyouranswerswiththem...\n.Suggestedanswers:1.C　2.A　3.E　4.B　5.G　6.D7.H8.F　9.IstepⅡ.WordStudyT:Let'sgoontodoLanguagestudy.Firstwe'lldothefirstpart:Wordstudy.Asweallknow,wordformationisausefultoolinlearningEnglish.Itcanhelpusenlargeourvocabulary.Wecangetanounbyaddingsomesufixestoaverb,forexample,form→formation,Generallyaverb+-tion=anoun.Butthereissomethingyoushouldpayspecialattentionto.Nowlet'sdothefollowingexercise.Writethenounformofthegivenverbsandtheverbformofthegivennouns.Ifyouarenotsureaboutthem,pleaseturntoadictionary.Thenmakesentenceswitheachword.Ifyouhaveanythingyoudon'tunderstand,haveadiscussionwithyourclassmates.(Teachergoesamongthestudentsandhelpthemtodotheexercise.)T:Haveyoufinished?(Ss:Yes.)Let'schecktheanswers.SA.Writeyouranswersontheblackboard,please.AnswersVerbNounirrigateirrigationmodernizemodernizationpopulatepopulationproduceproductionfertilize/fertilisefertilizationinforminformationprotectprotectionmodifymodificationT:Nowmakesentenceswitheachgroupwords.Onestudent,onegroup.SB:irrigate:Theyirrigatetheircropswithwaterfromthisriver.irrigation:Weoftenseeirrigationcanalsontheland.SC:modernize:Theyhavefailedtomodernizethefactories.modernization:Wewillrealizethefourmodernizations.SD:populate:AmericawaspopulatedmostlybyEuropeans...\n.population:Chinahasapopulationofmorethan1200000000.SE:produce:Australiaproduceswoolandmeat.production:Thiscountryisfamousfortheproductionofcars.SF:fertilize:Ricegrowersfertilizetheirfieldsbyfloodingthemwithwater.fertilization:Properfertilizationisimportantforfarming.SG:inform:Heinformedthemofhisarrival.information:Theinformationmightbefalse.SH:protect:Itisourdutytoprotectourcountry.protection:Theprotectionofourcountryisthedutyofusall.SI:modify:Adjectivesmodifynouns.modification:Thearticleneedssomemodification.StepⅢ.Grammar:Theuseof“It”(2)T:(Teachershowssomesentencesonthescreen.)Lookatthetwogroupsofsentencesonthescreen:T:Aresentenceaandbineachgrouphavethesamemeaning?Ss:Yes.Bothofthetwosentencesineachgrouphavethesamemeaning.T:Arethereanydifference?Sa,canyoutellme?Sa:Yes.Sentenceaistheemphaticform,whilesentencebisnormal.AmIright?T:Yes,youareright.“Itis/was…that…”istheemphaticconstruction.Thisstructurecanbeusedtoemphasizealmostanypartofthesentence(exceptemphasizingtheverb).Besides,ifweemphasizethesubject,“who”(referringtoaperson)ispossibleinsteadof“that”.Ifanobjectisemphasized,“whom”(referringtoaperson)ispossible.Lookatthescreen.Readthissentencesandrewritethem,emphasizingthepartsunderlined,using“Itis/was…that…”.Pleaseprepare..\n.theminpairs.Rewritethesentences:1.Thechildrenoftenhelpthefatherandmotherdothefarmwork.2.In1993,atomatowasdevelopedthatwasverydifferentfromanygrownbefore.3.ThebiggestproblemofChinesefarmersistheshortageofarableland.4.Theplantsgrowningreenhousesareprotectedfromthewind,rainandinsects.5.Futureagricultureshoulddependonhightechnologyaswellastraditionalmethods.(Afterafewminutes.)T:Areyouready?(Ss:Yes.)Pleasechangethesesentences.Onestudent,onesentence.Whowillbethefirst?Sb:I'lltry.Sentence2:Itisthechildrenwho/thatoftenhelpthefatherandmotherdothefarmwork.Sc:Iwanttorewritethesecondsentence,butI'mnotsurewhetherIshoulduse“is”or“was”.T:Hereyoushoulduse“was”.Sc:SentenceI:Itwasin1993whenatomatowasdevelopedthatwasverydifferentfromanygrownbefore.T:Isheright,Sd?Sd:Yes.T:You'rebothwrong.Weshouldpayspecialattentionto“that”whenweemphasizetheadverbialoftimeandplace.Inbothsituations,weshoulduse“that”insteadof“when”or“where”.Areyouclearaboutthat?Ss:Yes.T:Let'sgoonwiththeothersentences.Se:Sentence3:ItistheshortageofarablelandthatthebiggestproblemofChinesefarmersis.SF:Sentence4:Itistheplantsgrowningreenhousesthatareprotectedfromthe..\n.wind,rainandinsects.SG:Sentence5:Itishightechnologyaswellastraditionalmethodsthatfutureagricultureshoulddependon.T:Aretheyright?Ss:Yes,theyareallright.StepⅣ.PracticeT:Nowlet'sdothesecondpartofGrammar.Rewritethesentences,emphasizingasmanypartsaspossible.FirstlookatExample.Readitcarefullyandthendotheexercise.Youcanhaveadiscussionwithyourclassmatesifyouhaveanyquestions.Afewminuteslater,we'llchecktheanswers.(Whenstudentsfinish,teachershowstheanswersonthescreenandgetthestudentstochecktheiranswers.Thenteacheranswersthequestionsraisedbythestudents.)Answerstotheexercise:1.ItwasHerrywho/thatgaveGeorgeanewtieforhisbirthdaylastyear.ItwasGeorgewhom/thatHerrygaveanewtieforhisbirthdaylastyear.ItwasanewtiethatHerrygaveGeorgeforhisbirthdaylastyear.ItwaslastyearthatHerrygaveGeorgeanewtieforhisbirthday.2.Itwasduringthatperiodoftimethattheymadethreeimportantdiscoveries.Itwastheywho/thatmadethreeimportantdiscoveriesduringthatperiodoftime.Itwasthreeimportantdiscoveriesthatduringthatperiodoftimetheymade.3.ItissomepeopleinSouthAmericawho/thatstillpractisethiskindoffarming.ItisthiskindoffarmingthatsomepeopleinSouthAmericastillpractise.StepⅤ.SummaryandHomeworkT:Inthisclass,we'vedonesomeexercisesaboutWordFormation.Pleaserememberthesewordsontheblackboard(Pointingtotheblackboard).Weshouldalsoremembertheemphaticconstruction:Itis…that(who,whom)…Whatshouldwepayspecialattentionto?Whocantellus?Sh:1.Theverbcannotbeemphasized...\n.2.Whenweemphasizetheadverbial,weshouldrememberthatwecant'tusewhenorwhere.T:(Writewhatthestudentsaidontheblackboard.)That'sright.Afterclass,weshoulddomoreexercisessothatwecanmasterit.Today'shomework:Dotheexercisesconcernedintheworkbook.That'sall.Classisover.StepⅥ.TheDesignoftheWritingontheBlackboard.Unit19　ModernagricultureTheThirdPeriodWordFormation:VerbNounirrigateirrigationmodernizemodernizationpopulatepopulationproduceproductionfortilize/fertilise　fertilizationinforminformationprotectprotectionmodifymodificationTheemphaticstructure:Itis…that(who)…Notes:1.Theverbcannotbeemphasized2.Whenweemphasizetheadverbial,weshouldrememberthatwecan'tusewhenorwhere.StepⅦ.RecordafterTeaching____________________________________________________________________________________________________________________________________________________..\n.TheFourthPeriodTeachingAims:1.Havethestudentslearnandmasterthenewwordsandexpressionsinthetext.2.Improvethestudents'readingabilitybylearningthetext.3.Getthestudentstoknowsomethingaboutfarming,learnfromJiaSixieanddedicatethemselvestoscience.TeachingImportantPoints:1.Howtogetthestudentstomasterthenewwordsandexpressions.2.Howtoimprovethestudents'readingandwritingabilities.TeachingDifficultPoint:Howtogetaclearideaofanarticleasfastaspossible.TeachingMethods:1.Pairworkorgroupworkmakeeverystudenttakepartintheclassactivities.2.Writingsummarytohelpthestudentsunderstandthemainidea.3.Ask-and-answermethodtohelpthestudentstograspthemainideafaster.TeachingAids:1.arecorder2.aprojectorandsomeslides3.acomputerformultimediauseTeachingProcedures:StepⅠ.GreetingsandRevisionGreetthewholeclassasusual.Teacherchecksthestudents'homework.StepⅡ.PreparationforReadingT:Nowlet'sgooverthenewwordsandexpressionsappearinginthetexttogether.PleaseturntoPage113.…(Teacherandstudentslearnthenewwordsandexpressionsofthisperiodtogether.Teachergivesbriefexplanationswhennecessary.)StepⅢ.Fast-reading..\n.T:(ShowthepictureofJiaSixieandhisbook“QiMinYaoShu”.)Doyouknowtheoldmanandthebook“QiMinYaoShu”?SA:Yes.HewasJiasixie,agreatscientistofancientChina,livinginNorthernWeiDynasty.Andhewasfamousforthebook.Thebookisaboutthescienceoffarming.T:Verygood.Nowpleasereadthetextfastandanswerthetwoquestionsonthescreen.Writeyouranswersonapieceofpaper.I'llcollectthefirstfivepiecesofanswers.Let'sbegin.(Teachershowsthescreen.)Answerthefollowingquestions:1.WherewasJiaSixiebornandwhendidhelive?2.WhatadvicedidJiaSixiegiveaboutploughingthefield?(Teachercollectstheanswerswhenthefirstfivestudentshavefinished)T:(Afterallthestudentsfinish.)Haveyoufinished?Ss:Yes.T:SBandSC,giveusthetwoanswers,please.SB:HewasborninYidu,ShandongProvince.SC:Hesaidthatwhenyouploughthesoil,ploughdeeplythefirsttimeandlessdeeplythesecondtime,andtheautumnploughingshouldbedeeperthanthespringploughing.StepⅢ.ReadingT:Quiteright.Nowlet'sreadthetextagainanddiscussthequestionsonthe..\n.screen.Pairworkorgroupwork.1.WhatadvicedidQiMinYaoShuinclude?2.Whatshouldyoudofirstasafarmer?3.Whatmustbedonebeforesowingorplantingcrops?4.WhydidJiaSixieletsheeporcowswalkontheland?5.Whatshouldwedoifwewanttoreachthebestharvest?6.Shouldwheatbeplantedclosetogetherorwithspace?(Afewminuteslater.)T:Areyouready?(Ss:Yes.)Whowillgiveusthefirstanswer?SD:Itincludesthefollowingadvice:growinggreenvegetablesandfruittrees,keepingcows,sheepandfishinlakes.Therearealsoinstructionsformakingwine.T:Pleasegoonwiththequestions.Vo-lunteers!SE:2.Firstlyasafarmer,youshouldremembertodothingsattherighttimeoftheyear,Ifso,yourworkwillbelessandtheresultwillbebetter.SF:3.Beforeyousoworplantcrops,youmustcleanroughgroundandremoveweeds.SG:4.Becausehewantedtheanimalstodestroytheweedsoreatthem.T:Dothefarmersgetridofweedsinthiswaynow?SG:No,theypulluptheweedsordestroythemwithahoe.T:Yes,theyhoeuptheweedsoruseweedkiller.Pleasegoon.SH:5.Ifyouwanttoreachthebestharvest,youshouldchangethecropsinyourfields.T:Whatdoesthatmean?SH:Forexample,ifyouplantriceinafieldoneyearandwheatinthefieldthenextyear,youwillharvestgoodcrops.Thatistosay,donotplantthesamecropyearafteryearinthesamefield.SI:6.Wheatshouldbeplantedclosetogetherinsteadofwithspace.BecauseJiaSixiedidexperimentsandshowenthat...\n.T:Youranswersareright.Thatisbecauseyouhaveafullunderstandingaboutthetext.Thankyou.Next,I'llexplainsomelanguagepointstoyou.Pleaselookatthescreen.Notestothetext:a.JiaSixiewasanimportantagriculturalpioneeroftheNorthernWeiDynasty(386~534AD).b.spenthistimeonresearchintoagriculture:Notethepreposition“spendtimeonsomething/doingsomething”andalso“researchintosomething”.c.goagainstnature=dothingsthataretheoppositeofthenaturalway.d.dothingsatthewrongtimeofyear=dothingsatatimeofyearwhentheweatherconditionsareunsuitable.e.yearafteryear=everyyearf.Growdifferentplantsnexttoeachotherinsamefield:“nexttoeachother”refersto“differentplants”.T:(Afterexplainingthelanguagepoints.)Doyouhaveanythingyoudon'tunderstand?Pleasereadthetextagainandseeifyouhaveany.(Teachergoesamongthestudentsandanswersthequestionsraisedbythestudents.Thenteacherplaysthetapeandletthestudentslistenandfollow.)StepⅤ.DiscussionT:Thistextiswritteninthreeparagraphsandeachparagraphhasitstopic.Nowreadthetextagainandmakenotesaboutthetopicsonthescreen.Youcandoitinpairsorgroups,thenwe'llchecktheanswers.(Teachershowsthescreen.)FarmingandGardening1.AboutJiaSixie(Paragraph1)2.AboutQiMinYaoShu(Paragraph2)3.AboutJiaSixie'sadvice..\n.(Paragraph3)T:(Afterafewminutes.)Haveyoufi-nished?NowI'llshowtheanswersonthescreen.Pleasecheckyouranswerswiththem.FarmingandGardening1.AboutJiaSixie2.AboutQiMinYaoShu(aboutfarmingandgardening)T:Nowlet'sdothesecondexerciseonPage37.Readtheinstructionsandwriteitonapieceofpaper.Youcanhaveadiscussionwithyourclassmatesifyouarenotsureaboutit.Possibleversion:November:It'sinNovemberthatwehavetoploughthelandforthefirsttime.The..\n.ploughinghastobedonedeeply.March:It'sinMarchthatweshouldremovetheweedandploughthelandforthesecondtime.Theploughinghastobedonelessdeeply.Thenwecleantheroughground.April:It'sinAprilthatweshouldsowtheseeds.Weshouldremembertogrowdifferentplantsnexttoeachother.May~September:Itisinthistimethatweshouldwatertheplants,putfertilizeronthesoilandremoveweedsregularly.July~October:Itisinthistimethatweshouldharvestthem.StepⅥ.CheckpointT:PleaseturntoPage38.Let'sgoovercheckpointofthisunit.Readtheexamplesoftheuseof“It”foremphasisandfindusefulexpressionsfromthisunit.Thenmakesentenceswiththem.Youcanturntoyourdictionaryifne-cessary.Samplesentences:suchas:Astudentsuchashewillsurelysucceed.makeuseof:OnyourtriptoMexicoyouwillbeabletomakegooduseofyourknowledgeofFrench.as…aspossible:Beaskindtoheraspossible.bringin:Hisworkbroughthimin$50000ayear.dependon:Idependonyoutodoit.shortageof:Shortageofskilledworkersisourmaindifficulty.standfor:Ourflagstandsforourcountry.inotherwords:Hebecame,inotherwords,agreathero.avarietyof:Thisshophasavarietyoftoys.beusefulfor:ThisbookisusefulforEnglishstudy.spendtimeon:Everyspareminutehegetsisspentonthecar.goagainst:Theyaregoingagainstourwishes.yearafteryear:Wehavebeentothatplaceforaholidayyearafteryear.nexeto:ThemannexttoBillwastalkingtohiminSpanish...\n.StepⅦ.SummaryandHomeworkT:Inthisclass,we'velearnedatext.It'saboutFarmingandGardeningandithasthreeparagraphs,describingabout…(Writeontheblackboard.)We'velearnedsomeusefulexpressionsinthisunit,suchas“Suchas,makeuseof…”(Writeontheblackboard.)Afterclass,readthetextandsaythesentencesyoumakeingroups.That'sallforthisclass.Goodbye!StepⅧ.TheDesignoftheWritingontheBlackboardUnit19　ModernagricultureTheFourthPeriodFarmingandGardeningUsefulexpressions:suchas　makeuseof　as…aspossible　bringin　dependon　shortageof　standfor　inotherwords　avarietyof　beusefulfor　spendtimeon　goagainst　yearafteryear　nexttoStepⅨ.RecordafterTeaching________________________________________________________________________________________________________________________________________________TheFifthPeriodTheuseofitTeachingAims:..\n.1.Reviewthedifferentusagesof“it”.2.Getthestudentstoremembersomeusefulsentencepatterns.3.Getthestudentstodomoreexercisessothattheycanmasterthegrammaritem.TeachingImportantPoints:Masterthedifferentusesof“it”,esp,theemphaticuseandtheuseasapreparatorysubjectorapreparatoryobject.TeachingDifficultPoint:Howtomasteranduse“it”correctly.TeachingMethods:1.Reviewmethodtorevisethecommonuseof“it”.2.Inductivemethodtogothroughsomesentencepatternswith“it”.3.Practicetoconsolidatetheuseof“it”.TeachingAids:1.aprojectorandsomeslides2.acomputerformultimediauseTeachingProcedures:stepⅠ.GreetingsandRevision(Teachergreetsthewholeclassasusualandshowsthescreen.)T:Sofarwe'velearnedseveralusesof“it”.Nowpleaselookatthescreen.Discussthesentenceswithyourpartnerandtellwhattheword“it”ineachsentencereferstoanditsfunction.WriteyouranswersonapieceofpaperandlaterI'llasksomestudentstosaytheanswers.Discussthefollowingsentencesandtellthefunctionof“it”.1.It'sdifficulttorememberalltheirnames.2.It'sveryquietinthecafe.3.Itrainedforthreedays.4.Hemadeitclearthathedidn'twanttospeaktome.5.Itwasniceseeingyou...\n.6.ItwasonTuesdaythatMrs.Smithcame.7.It'sthreemilesfromheretothenearestgarage.8.Atallmanstoodupandshookhands.ItwascaptainLawrie.9.Ihearyouboughtanewbike.Canyoushowittome?10.Itwasfiveo'clockwhenwegotbackhomeyesterday.11.Itwasdirtyandwetbelowtheshipwheretheslaveswerekept.12.Itwasonthiscoastthatlotsofhispeopledisappeared.13.Itwasmostlikelythatonethirdofthemhadlosttheirlives.(Afterafewminutes.)T:Areyouready?Ss:Yes.T:Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?SA:“It”isusedasaformalsubjectinthefirstsentence.Itsrealsubjectistheinfinitive“torememberalltheirnames.”SB：2.“It”referstopresentsituation.SC:3.“It”refersto“weather”.SD:4.“It”isusedasaformalobject.SE:5.“It”isusedasaformalsubject.SF:6.Thissentenceisanemphaticstructure,emphasizingtheadverbialoftime.SG:7.“It”isusedhereasanimpersonalpronoun,referringtodistance.SH:8.“It”hereisusedtopointoutdefinitelyaperson.SI:9.“It”hereisappliedtoanewbike.SJ:10.“It”referstotime.SK:11.“It”isusedasthesubject,expressingstateofthingsingeneral.SL:12.Thissentenceisalsoanemphaticconstruction,emphasizingadverbialofplace“onthiscoast”.SM:13.Theword“it”hereisusedasaformalsubject.T:Quiteright.Asweallknow,theword“it”canbeusedasapersonalpronoun.Inthiscase,“it”isnotgenerallyappliedtoaperson,buttoathingoran..\n.animaljustmentioned,suchas“Sentence9”.Secondly,“it”isusedasasubjectinexpressionsoftime,weather,distance,etc,suchas,inSentence2,3,7,10,11.Thirdly,“it”canbeusedasaformalsubjectorobject.(Therealsubjectisaninfinitiveorgerundialphraseoraclause.)Suchas,insentences1,4,5,13.Fourthly,inSentence8,“it”pointstoapersonandiscalledtheDemonstrativeit.Itcanalsobeusedintheemphaticstructure,suchasinsentence6,12.StepⅡ.PracticeT:Fromtheexercisewe'vedonejustnow,wecanseethatyouareallfamiliarwiththecommonuseof“it”.Next,let'sseesomeimportantsentencepatterns.Now,I'llgiveyouanexerciseonthescreen.(Showthescreen.)Pairworkorgroupwork.Someofthepatternsareperhapsnotfamiliartoyou.Ifso,lookattheanswerssomeminuteslaterandrememberthem.Completethesentences,payingattentiontothestructuresofthemandtheuseof“it”.1.__________(据报道)thatdozensofchildrendiedintheaccident.2.__________(真遗憾)thathecan'tswimathisage.3.__________(很可能)thattheywillbeatustonight.4.__________(看来)thatheenjoyspopsongsverymuch.5.__________(还是一个问题)whenweshallhaveoursportsmeet.6.__________(还不确定)whetherhecanattendthisconferenceornot.7.__________(不要紧，没关系)whetherwegotogetherorseparetely.8.Itisuptoyou__________(决定是否接受这项工作).9.Itisimportant__________(我们学英语).10.Itiskind__________(你帮助我).11.Ittookmefivedays__________(解决这问题).12.It'snouse__________(与她争论).(Someminuteslater,teachershowstheanswersonthescreentoletthestudentscheck.)Suggestedanswers:..\n.1.Itwasreported…Itbe+p.pknown,thought,told,believed,hoped…)thatclause.2.It'sapity…It+be+n.(anhonour,agoodthing,afact,asurprise…)+thatclause.3.Itislikely…Itbe+adj.(wonderful,ture,important,surprising,clear,…)+thatclause4.ItseemsItseem/appear/happen+thatclause.5.Itisstillaquestion…Itbe+n.+whether/when/whereclause6.Itisuncertain…Itbe+adj.(notdecided,uncertain)+whether/when/howclause7.Itdoesn'tmatter…Itdoesn'tmatter(It'snowonder.Itdoesn'tmaketoomuchdifference…)+wh-/howclasue8.todecidewhethertotakethejobornotIt'suptosb.todosth.9.forustolearnEnglishItbe+adj.(difficult,easy,hard,important)forsb.todosth.10.ofyoutohelpmeItbe+adj.(kind,nice,brave,clever,stupid…)+ofsb.todosth.11.tosolvetheproblemIttooksb.+time+todosth.12.arguingwithherIt'snouse/nogood/uselessdoingsth.StepⅢ.PracticeT:(Teachershowsthescreen.)Therearesomeotherusefulsentencepatternsforyou.Pleasedotheexerciseonthescreen.Haveadiscussionwithyourclassmates.Completethesentences:..\n.1.__________(已经有三年了)sincehisfatherpassedaway.2.__________(不久)thepolicearrived.3.__________(已经八点了)whenwegothome.4.__________(该……)shewrotealettertoherboyfriend.5.__________(这是第一次)theseEuropeanshavevisitedtheGreatWall.6.__________(我们该……)togotoschool.T:(Someminuteslater.)Haveyoufi-nishedit?Nowlookatthescreen.(Teachershowsthescreen.)Pleaserememberthesesentencepatterns.Suggestedanswers:1.Itis/hasbeenthreeyears2.Itwasnotlongbefore3.Itwasalready8o'clock4.Itishightimethat5.Itisthefirsttimethat6.ItistimeforusUsefulsentencepatterns:1.Itbe+aperiodoftime+since-clause.2.Itbe+aperiodoftime+before-clause.3.Itbe+adefinitetime+when-clause.4.Itbe(high)time+that-clause.5.Itbe+thefirst(second,third)time+that-clause.6.Itbe+timeforsb.todosth.StepⅣ.TestT:Nowlet'shaveaquiz.Pleaselookatthescreenanddotheexerciseonit.Choosetherightanswers:1.Does__________matterifhecan'tfinishthejobontime?A.thisB.thatC.heD.it2.Itwasnot__________shetookoffherdarkglasses__________Irealizedshe..\n.wasafamousfilmstar.A.when;thatB.until;thatC.until;whenD.when;then3.Tom'smotherkepttellinghimthatheshouldworkharder,but__________didn'thelp.A.heB.whichC.sheD.it4.__________isafactthatEnglishisbeingacceptedasaninternationallanguage.A.ThereB.ThisC.ThatD.It5.Itwasabout600yearsago__________thefirstclockwithafaceandanhourhandwasmade.A.thatB.untilC.beforeD.when6.Was__________thatIsawlastnightattheconcert?A.ityouB.notyouC.yourD.thatyourself7.__________wasin1979__________Igraduatedfromtheuniversity.A.that;thatB.It;thatC.That;whenD.It;whenSuggestedanswers:1.D　2.B　3.D　4.D　5.A　6.A　7.BStepⅤ.SummaryandHomeworkT:Inthisclass,we'vegoneovertheuseof“it”.Canyourememberit?Let'srecallittogether.“It”canbeusedasapersonalpronoun…(TheDesignoftheWritingontheBlackboard.)Therearesomeusefulsentencepatterns.Theyare….Afterclass,makesentenceswiththem.Nextclass,I'llcallsomestudentstosaytheirsentencestous.That'sallfortoday.Classisover...\n.StepⅥ.TheDesignoftheWritingontheBlackboardGrammar:TheUseof“it”TheFifthPeriod1.ThePersonal“It”:appliedtoathingorananimalmentioned2.TheImpersonal“It”:referringtotime,weather,distance,thestateofthingsingeneral3.TheDemonstrative“It”:pointingtoapersonorathingorthethingspokenof;4.TheExpletive“It”:A:aformalsubjectoraformalobject;B:theEmphatic“It”:Itis…that(who)…Someusefulsentencepatterns:Itisreportedthat…:Itis/hasbeenthreeyearssince…Itisapitythat…:Itisnotlongbefore……StepⅦ.RecordafterTeaching____________________________________________________________________________________________________________________________________________________高一下Unit20Humour“幽默”是英语国家文化的一个重要内核，也是这一文化的一个显著标识。中国学生从开始学习英语时起（小学或初中），就在接受“幽默”..\n.的潜移默化的影响。这一话题能够激发学生的学习兴趣，同时也符合他们的年龄特征，这是因为：1、这个年龄段的学生渴望了解世界，他们对异国文化具有强烈的好奇心，乐意学习和了解关于异国文化的内容；2、通过几年的英语学习、阅读报纸杂志等等，学生对英语国家文化中的“幽默”已有一些认识；3、中国文化博大精深，其中包含着丰富的幽默元素，学生从本国文化中叶汲取了一些幽默的营养。可以肯定地说，这个单元的话题是“老师愿意教，学生乐意学”。下面我分为六个课时讲讲本单元的教学。第一课时听力一、教材简析“热身”（Warming-up）部分提供了三个绕口令，并要求学生在熟读的基础上快速、准确地说出来。这部分的“热身”有两个目的，一是通过一个趣味性强、参与面广的活动（说绕口令）来快速、充分地调动学生的学习积极性、活跃课堂气氛；二是为课文的学习活动（如观看相关影片等）埋下伏笔，作出铺垫。“听力”（Listening）部分通过让学生听一则幸福往事，训练学生理解叙述类材料的大意和主要细节的听力理解技能。二、教学目标（1）语言知识：tonguetwister,bitter,couple,minister,marry(twopossiblemeanings)（2）语言技能：训练学生的下列口语技能：1）正确、清楚、响亮地发好单词的元音；2）按意群、有节奏地说句子。同时训练学生下列听力理解能力：1）注意力分配能力：眼耳并用，同时观察图片信息和听懂文字信息；2）信息预测能力：能根据所提供的图片信息预测故事的发展并在听的过程中不断证实、修改预测和作出新的预测；3）抓故事主要线索的能力：能将注意力始终放在故事的主线上、理解大意；4）捕捉特定信息的能力：能有选择性地将注意力指向特定信息；5）准确地听写相关词语的能力：能听懂并写下特定的词语（如交待故事发展的动词等）。三、教学重点、难点本节课的教学重点是训练学生的听力理解能力。难点是在听力理解的基础上，如何比较流畅地说和写。四、课时结构（按45分钟计）..\n.为达成上述教学目标、教学重点和难点，根据材料特点和学生实际，本课时时间分配如下：热身10分钟，听力20分钟，说7分钟，写8分钟。五、教学方法和手段采取听说法、听写法、竞赛法、交际法、合作学习法等。多媒体教学（录音机，幻灯片）。六、教学流程1、新课导入：为引起学生注意，激发学习兴趣，先呈现中文绕口令“四是四，十是十，十四是十四，四十是四十”（幻灯片1）。在让学生齐读两遍的基础上，呈现并学习生词tonguetwister，进入新课。2、学说英语绕口令：根据可理解性输入的原则，师生通读三个绕口令，扫除语言障碍（bitter,witch,chalk(v.)）。读好英语单词的重要技巧是正确、清楚、响亮地发好元音音素，而这三个较长的绕口令需要按意群、有节奏地读方能流畅。所以，老师先进行明确的指导和示范。之后学生先单独练习，然后同桌练习（你说我听，我说你听），以提高练习的实效性和趣味性。3、竞说英语绕口令：为提高学生说好英语绕口令的积极性，增强他们说英语的信心，举行一个小型的竞赛活动。老师充当组织者、评价者的角色。通过“竞说英语绕口令”这项活动，检验和评价了学生“学说英语绕口令”的学习活动，提高了他们的学习兴趣和口语水平，同时浓厚了课堂气氛。4、听力理解：为有效地进行听前信息预测、建立信息差，同时增加一个梯度、适当降低第一个听力练习的难度，在听之前，让学生先观察六幅插图、思考三个问题（who,where,what）。在做第二个听力练习时，为培养学生作听力笔记的习惯，要求学生写下关键词。根据《新课程标准》（实验稿）和高考对听力理解的要求，在进行下一步学习之前，我提出以下两个问题：1.Wherearethechildandhis/hergrandmothertalking?2.Howdidthegrandmotherfeelwhiletellingthestory?以训练学生的推理、判断能力。产出性语言活动“在听的基础上说和写”是本节课的难点，为降低难度，同时也为在听、说和写之间有一个合理的过渡和衔接，我设计了“听写关键词”这一环节。5、讲述故事：为增强兴趣性，增加参与面，采取了自讲、互讲、竞讲等多种形式。..\n.6、看图写作：学生快速、流畅地写下该故事，注意两点：1）动词时态；2）交待时间的短语。把语言输出性的写和语言输入性的听有机地结合，以写的形式对听力学习进行巩固和反馈，可以促使学生积极、专注地参与到听力活动中来，增强学习的成就感，提高学习实效。第二课时说一、教材简析：“口语”（Speaking）部分要求学生学习一些常见的表达意愿和谈论计划的用语，并在此基础上，通过自编对话以培养学生正确、熟练地运用相关表达法，提高说的能力。二、教学目标：1、语言知识；表明意向、谈论计划的表达法。2、语言技能：听的技能：1）能听懂对话的主旨大意；2）能听辨出相关的细节；3）能听写出文章中特定的句子；说的技能：1）能熟练运用所学表达法来表明意愿、谈论计划；2）能用简单的英语采访马戏团小丑、戏剧演员等；3）能就本单元相关话题表达看法。三、教学重点、难点：本节课的教学重点是熟练掌握表达意愿和谈论计划的表达法，并且在此基础上，正确、合理地使用它们来谈论相关的话题。由于中国学生对马戏团小丑的角色了解得不多，学生对本部分的六个问题的回答可能有些困难。为解决此一教学难点，可以在上本单元（本节课）之前，组织学生观看有关马戏团小丑表演的影片，或者提供一些相关的阅读材料。四、课时结构为达成上述教学目标、教学重点和难点，根据材料特点和学生实际，本课时时间分配如下：听8分钟，语言学习5分钟，机械性操练10分钟，有意义操练12分钟，交际性操练10分钟。五、教学方法和手段采用听说法、交际法、活动法、归纳法、合作学习法等。多媒体辅助教学（录音机和幻灯片）六、教学流程..\n.1、听力理解：本节课对应于原教材的对话课。听说是对话课的主旋律。虽然本节课定位为语言输出性的说，但是说是离不开作为语言输入性的听的，这是因为：1）通过听，学生可以提高和改进他们的语音语调；2）通过听，学生可以感知新语言知识的用法。这个用法既包括意义层面、结构层面，也包括语音语调层面。唯有通过听，学生才能感知外国人是如何说这些句型和结构的。听力练习活动的设计遵循了自上而下（Topdown）的理解原则，即先让学生理解大意（让他们回答：Whatisthepossiblerelationshipbetweenthetwo?Whataretheytalkingabout?两个问题），再回答细节性问题（如：Whatisthemostimportantthinginthejobofacomedian?），最后听写下记者所提的四个问题。2、语言学习：掌握语言知识是训练预言技能的前提和条件。归纳总结表达意愿和谈论计划的句型和结构。3、机械性操练：外语学习中，任何语言技能的获得都离不开机械性操练。为激发学生兴趣，我设置了一个虚拟的情境：一位著名的喜剧艺术表演家来我市演出，在演出前召开了一个新闻发布会，记者们争先恐后地向这位艺术家提问。这样一来，把原先记者和艺术家一对一的对话变成了四对一的对话，增强了情景的真实性，增加了学生的参与面，活跃了课堂气氛。4、有意义操练：有意义操练是在特定的情境中，为完成特定的语言学习任务，综合运用所学语言知识的一种语言输出性活动。为增强操练的真实性，我设置了一个情境：中央电视台文艺节目“艺术人生”主持人朱军现场采访了美国一位著名的马戏团小丑演员。整个操练过程由说明（2分钟）、准备（5分钟）和展示（5分钟）三个部分组成。5、交际性操练：语言学习的目的是为了交际。如果说机械性操练是假设性的（pseudo），有意义操练是准性质的（quasi），那么交际性操练便是真实性的（authentic）。操练内容要根据当时班内、校内的实际情况确定。如班里某位同学近期获了某个奖项，便可让学生当堂采访其今后打算等等。第三、四课时读一、教材简析：这是一篇介绍文化娱乐（entertainment）典型说明文（exposition..\n.）。其典型性表现在：1）篇章结构典型：全文围绕一个话题，该话题由若干个子话题支撑，更多的事实、细节等又支撑着这些子话题，从而形成一个金字塔形的语篇结构（幻灯片2）。同时，每段紧紧围绕一个由主题句引出的子话题展开。2）说明方法典型：使用了举例子、说细节、作比较等三种常见的说明方法。作为承载英语国家文化的一门语言，学生在学习英语时势必要大量接触介绍外国文化的语言材料，帮助学生掌握说明性文章的阅读技能是高中英语阅读教学的重要内容。在高一（上）的十二个单元中，说明类文章就有九篇之多（其余三篇为记叙类文章），占3/4。所以，在学习本单元之前，学生已经积累了足够的有关说明文的阅读经验。在本单元对说明文进行比较详细的阅读指导，既可以作为阶段性的概括和总结，也可以为后期相关文章的阅读作指导。二、教学目标：1、了解说明文的文体特点并以此指导阅读；2、训练skimming,scanning,carefulreading等阅读微技能；3、了解中外幽默文化及它们之间的异同；4、掌握相关语言知识。三、教学重点、难点：教学重点是：1、了解说明文的文体特点并以此指导阅读；2、训练skimming,scanning,carefulreading等阅读微技能。教学难点是如何在阅读的基础上综合运用所学内容和已知的知识完成读后任务二。四、课时结构：第三课时：读前活动15分钟；略读20分钟；扫读10分钟。第四课时：扫读15分钟；读后活动30分钟。五、教学方法和手段：略读法、扫读法、讨论法、欣赏影片法等。多媒体辅助。六、教学流程：1、读前活动：根据图式理论，影响学生阅读理解的图式包括语言图式、内容图式和修辞图式。进行读前活动，可以充分地调动学生大脑中已有的内容图式，为后续的阅读活动作出铺垫。为吸引学生的注意力、增加趣味性、活跃课堂气氛，选取了DustinHoffman和马季的表演片断组织学生观赏。2、略读：修辞图式指的是有关各类文章篇章结构的知识。对不同文体进行阅读指导、帮助学生建立相应的修辞图式是提高阅读教学效率的有效途径。为使学生对说明文的修辞图式有更明确的认识，使用幻灯片呈现说明文的结构特点（幻灯片3..\n.）。在此基础上，要求学生略读文章，找出段落主题句、归纳子话题，理清文章结构（幻灯片4）。在此过程中，学生对文章第四、第五两段和第三段的关系理解上可能有困难。为使学生注意并且正确地理解这个教学难点，设置了下列问题：Howmanydifferenttypesoflaughingmattersarementionedinthepassage?学生对此问题的回答可能集中在两种答案上：1）Four:comedies;theshowofaclown;theshowofacomedian;thecrosstalkshow.2）Three:comedies;theshowofaclown;theshowofacomedian.在讨论、解答该问题的过程中解决该教学难点。3、扫读：定位、理解事实细节是一个重要的阅读微技能，是进行归纳、推理、判断等高级阅读技能理解的基础。在学生通过略读了解了文章的大意和篇章结构之后，指导学生进行扫读来获取文章的细节信息，并在此基础上，总结本文中使用的说明方法。为使教学过程更趋合理，把读后活动（一）中的问题1、2、3（均为事实细节问题）、问题5、6（根据细节作比较）在本部分处理掉。4、读后活动：由读而说、由读而演、由读而做等读后活动是学生实现从语言输入转化为语言输出的必由途径。学生在说他们印象中的马戏小丑、模仿典型喜剧演员的表演和合作讨论提建议等活动中，创造性地使用了所学语言，提高了的语言的综合运用能力。第五课时语言学习一、教材简析“语言学习”（Languagestudy）的词汇部分在帮助学生加深对新词汇的理解和记忆的同时，指导学生掌握构词法（派生）以增强词汇学习的可持续发展力。语法部分通过总结和练习（如翻译、造句、转换和单句填空等），帮助学生掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。二、教学目标1、掌握词汇练习所要求的单词。2、掌握常见的单词后缀，增强学习词汇的能力。3、掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。三、教学重点、难点本节课的教学重点是：1、掌握常见的单词后缀，增强学习词汇的能力；2、掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。由于汉语中没有后置定语一说，中国学生对于英语中后置定语的概念比较模糊，所以--ing..\n.分词作后置定语的用法是本节课的教学难点。学生在学习本单元之前，已经比较熟练地掌握了定语从句的知识，而且--ing分词作后置定语时，和定语从句在与被修饰的名词或代词的位置关系是一致的（即都是后置的），将练习二加以扩展，设计了--ing分词作后置定语与定语从句相互转换的练习。四、课时结构词汇学习10分钟，语法学习35分钟。五、教学方法和手段采用讨论法、归纳法、演绎法、比较法、练习法等。六、教学流程1、词汇学习：语言学家博林格曾说过：任何一个掌握一门外语的人都清楚地知道，他的大部分时间都是化在掌握这门语言的词汇上面的。一个人的词汇量越大，其阅读正确率就高，其听力水平和写作水平也随之提高。高中英语教学在教给学生一定量的词汇的同时，必须切实帮助学生掌握一些学习、记忆英语词汇的方法。构词法知识（包括合成、转化、派生）可以大大减轻学生词汇学习的负担、提高词汇学习的效率。在学生练习的基础上总结归纳出七种常见的派生构词法（幻灯片5），并循着这些构词法去回忆所学的相关词汇，以达到巩固的目的。2、语法学习：学生在积累了一定的感性语言经验之后，需要有意识地及时进行归纳、总结以发现和掌握语言的一些规律，为后续的语言学习打下基础。在高一前十九个单元的英语学习中，学生已经积累了不少--ing分词用作定语（前置和后置）和宾语补足语的直接语言经验，甚至早在初中便有所接触。所以，语法学习的第一步便是开门见山地与学生一起归纳、总结--ing分词用作定语（前置和后置）和宾语补足语的用法，让学生有一个比较明确的概念。在此基础上，通过翻译、造句、转换和单句填空等练习分别巩固所学内容。可以预见的是，上述练习从趣味性的角度来说是有欠缺的，但练习法在语法学习中是一个常见的和有效的方法。第六课时写一、教材简析..\n.本部分教材的设计体现了以读导写、以写促读、读写有机结合的教学指导思想。读对写的指导作用体现三个方面：1、激活了写作的内容图式；2、示范了写作的修辞图式；3、丰富了写作的语言图式。写反过来又促使学生在读的过程中领会、掌握所读语篇的内容、修辞和语言图式，促进了阅读质量的提高。同时，写作的成品还是评价读的效果的一个极好依据。二、教学目标1、本节课相关的语言知识。2、用正确的时态、合理的时间顺序和适当的语言表达写一个有趣的故事或笑话。三、教学重点、难点本节课的教学重点是用正确的时态、合理的时间顺序和适当的语言表达写一个有趣的故事或笑话。教学难点是写作时语言的准确性和得体性。四、课时结构读15分钟，链接5分钟，写25分钟。五、教学方法和手段比较法、讨论法、多媒体辅助教学。六、教学流程1、读：根据自上而下（Top-down）的阅读理论，先让学生研读标题，预测文章的体裁。然后细读文章，理清内容和结构，完成相关表格（幻灯片6）。帮助学生理解文章中有隐含意义的两句话（幻灯片7）。这一步的主要目的是示范写作的修辞图式和丰富写作的语言图式。2、链接：本部分时间虽短，但通过两个假设性的提问和一个触发式提问（幻灯片8），活跃了学生思维，激活了写作的内容图式，起到了承上启下的作用。3、写：弗劳尔和黑斯的写作认知过程理论认为，写作是一个循环往复的过程，而不是一个线性的过程，教师应采用过程教学法，将教学重点放在学生的写作过程上，而不仅仅着眼于最终的写作成品。所以，在给学生营造一个轻松、自由、支持性的写作氛围的同时，通过多样化的写作活动，如写前准备（包括快速写作和写提纲）、写初稿、小组讨论和修改、改写初稿、教师评改、最后定稿等，在写作的不同阶段指导学生]练习写作，让他们在反复的写作与修改中开拓思路、完善文章内容。教师的指导贯穿整个写作过程。补充•“热身”(warming-up)部分提供了三个绕口令，并要求学生能够注意绕口令的一些要点，熟练准确地说出来。主要目的是为了引发学生对本单元学习的兴趣。..\n.•“听力”(listening)部分是关于一个老奶奶向她的孙子讲述她自己当年的lovestory。这是个有趣的故事，她当年跟一个牧师在聊天，然后她问“Canyoumarryme”?她的意思是能不能为她主持婚礼而牧师误解为是问他能不能娶她。结果富有戏剧性。他们真的走到了一起。•要求学生能用自己的话复述这个故事“口语”(speaking)部分提供了一段一个记者采访一个喜剧演员的对话，让学生了解如何表达意愿和打算并对记者如何采访的形式有所了解。•“读前”(pre-reading)部分。提供了四幅国内外著名喜剧演员的照片，让学生对他们进行辨认，讨论他们的一些作品，激活学生原有的一些知识，并激发学生对阅读材料的强烈兴趣。•“阅读”(reading)部分是一篇介绍性的说明文，它介绍了laughingmatter的三种常见的幽默的艺术形式，即“comedies”、“theshowofaclown”和“theshowofacomedian”.通过比较分析这三者的异同点，使学生对其有更深入的了解。•“读后”(post-reading)部分设计了两种练习。一是根据课文内容回答问题，二是设计了一个小组活动，目的是培养学生合作学习的习惯和运用语言的解决实际问题的能力。•“语言学习”(languagestudy)部分有两个部分组成。第一部分是词汇，主要是通过查找在文中出现的与所给句子同词根的词，从而指导学生利用词缀来学习记忆新单词。第二部分是语法-----ing分词用作定语和宾语补足语的用法•“综合技能”(integratingskills)部分的设计包括了读和写的活动。该部分讲述了一个日常生活中一件有趣的事情，要学生就这个故事回答几个问题，目的是让学生更好的理解课文，并通过语言输出，提高学生的口头表述能力。另外一个要求是让学生写一段自己生活中的趣事，目的是让学生用简单的英语描述一件简单的事情，提高学生的书面表达能力•教学重点和难点•（一）重点•（1）本单元的重点词汇。如：bitter,humor,humorous,typical,appreciateetc.•（2）表达意愿和计划的句型、结构。•（3）-ing分词用作定语和宾语补足语。•（4）使用正确的时态、合理的叙述顺序来讲述有趣的故事和笑话。..\n.•（二）难点：•（1）难点词（组）：mostly,tear,marry,dateback.（2）-ing作后置定语•教学目标•（1)语言知识•词汇：•语法：学习和运用-ing分词用作定语和宾语补足语。•交际功能用语：表明意愿和计划的举行结构：Iwill…,I’mgoingto…,Iintendto…,Ihopeto…,Iplan/wantto…,Iwishto….I’vedecidedto…,Ihopenot…•(2)语言技能•(3)学习策略:认知策略、调控策略、交际策略•（4）情感目标       •能在多种英语学习轻重感受用英语进行交流的成功的喜悦；积极参与多种形式的合作学习，有较强的合作精神和互助精神。•（5）文化意识•  通过学习，了解中外部分幽默艺术大使；通过中外幽默艺术的比较，加深对中国幽默艺术的了解。•课时安排•Period1Listening(warming-up,listening)•Period2Speaking•Period3&4(pre-reading,ReadingandPost-reading)•Period5LanguageStudy•Period6IntegratingSkills•Period1Listening•Step1Warming-up•教学目标：激发学生对学习本单元主题“幽默”的兴趣。•comedy•合理地运用这些绕口令和幽默能使学习过程变得有趣，从而达到事半功倍的效果。•2.让学生操练书本中的三个绕口令,培养学生大胆大声说英语的习惯.在操练应给于学生就如何说好绕口令注意问题进行知道。并在学生中展开竞赛，激发学生的好胜心。..\n.•Step2Pre-listening•1.看图猜测事情发生的地点人物等。快速阅读听后五个问题，尽可能多的寻找信息。•Q2InEnglandwhocanmarrycouplesinchurch?•Q4Wheredidthewomanasktheministertomarryher?•从这两个问题可以很明显的猜测出画中主要人物是woman和minister,minister可以在教堂marry新婚夫妇，minister便是牧师而marry不是结婚而是给…主婚•2.让学生发挥想象力,就所给图片编故事.•Step3Whilelistening•1.听一遍,把这些图按照顺序排列,让学生在第一遍听时抓住材料的中心.•2.第二遍,听后回答问题,培养正确迅速地排除干扰信息,获取想要的信息的能力.•3.最后一遍,让学生完整地掌握主要信息,边听边在图边做记录,以便接下来复述.•Step4Post-listening•让学生复述课文,从听到说,再从说到写.最后让学生把这个故事完整地用自己的话写下来.•Period2Speaking•1.听对话录音，回答两个问题，让学生把注意力集中在说话者的关系上。•2.读对话,更好地理解这段对话,注意如何谈论意图和打算和记者如何采访，让学生找出这些句子结构.•Iplanto….Iwill….Iintendto…•3.让学生跟读,分角色朗读,然后离开书本进行表演.•4.根据六个问题和在对话中所学的句式仿造对话，采访一个马戏团小丑。•5.Task:让学生去查阅自己感兴趣的喜剧演员的近况和最近打算，与partner准备好一个对话，从这样的一个活动可以巩固对所学句子结构的掌握，提高口语表达的能力，并达到愉快学习的目的。•Period3&4ReadingStep1Pre-reading1.讨论四个图片中出现的四个喜剧演员及他们的作品和特色•Step2Reading..\n.•1.Skimming:理清文章的脉络.•本文属于description(描述性文章),narration(记叙性文章),exposition(说明性文章)orargument(议论性文章)?•讨论说明性文章的结构.•2.Scanning.让学生讨论课后的问题1-5.•3.Activity.让学生分组讨论,为CCTVChannel9设计一个以外国人为对象的节目.目的在于激发学生的能动性和想象力.•Task•让学生通过在课后观看中外幽默的一些节目,并借助于网络查阅一些有关资料,发现中外幽默的不同点.此任务可以在3-5天内完成.目的在于使学生学会利用一些辅助手段自觉地去探究学习.然后各活动小组汇报自己的发现.Topic:LaughingmatterTopicsentence1:Comediesaretheatreplaysthatmakepeoplelaugh.(Subtopic1:comedies)Topicsentence2:Clownsalsomakepeoplelaugh.(Subtopic2:theshowofaclown)Topicsentence3:Anothertypeofpeoplewhosejobistomakepeoplelaugharecomedians.(Subtopic3:theshowofacomedian)Typicalstructureofanexposition:TopicIntroduction(notalwaysnecessary)Topicsentence1(Subtopic1).Supportinginformation:examples,facts,details,etc.Topicsentence2(Subtopic2).Supportinginformation:examples,facts,details,etc.Topicsentence3(Subtopic3).Supportinginformation:examples,facts,details,etc.End(notalwaysnecessary)•Period5LanguageStudy•1.WordStudy.•主要学习几个常见的后缀.•1)一些词是在一定的情境(即句子)中呈现的,..\n.目的是为了使学生更好地理解这些词汇,并让学生养成把单词放在上下文中进行学习记忆的习惯.•2)让学生在所学课文中找到与该词有相同词根的词.•3)让学生总结在某些词汇后加上某个词缀而改变词性的规律.•2.语法部分.主要是学习-ing分词做定语(包括前置定语和后置定语)和宾语补足语的用法.•建议通过图片来体现这些-ing分词.先让学生用-ing分词来描述这幅图,然后找到它们的不同点.这样比较形象,给学生留下深刻的印象.••.让学生完成三个练习。学生可以四个人为一小组进行讨论。让学生学会合作学习。然后学生汇报合作成果。教师指出存在问题和注意要点。••Period6IntegratingSkills•1.阅读课文,回答短文后问题.•2.比较前后两次见面.让学生学习如何用正确的时态、合理的顺序和恰当的英语来讲述一个有趣故事或笑话。•Readingcomprehension:•学生讲述自己亲身经历或是看到过听到过的有趣的一件小事。相互讲述，相互评价。老师选择几位同学在全班同学面前讲述。目的是锻炼学生大胆发言，熟练地运用口语。•最后从说到写，让学生把自己的故事写在本子上。如果时间允许，教师可以挑选几篇典型的文章当堂批阅，效果一定更佳高一下Unit21BodyLanguage一、教材分析（一）教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。“热身”(Warmingup)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。“听力”(Listening)..\n.部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。“阅读”(Reading)部分是一篇说明文，它介绍了Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople./Wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage。全文可分为三大部分，各部分的意思是：Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5):Somegesturesseemtobeuniversal.“读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。“语言学习”(Languagestudy)包括以下两部分：词汇部分设计了两块内容：1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1）学会区分动词-ing形式在句中的所担任的成分功能；2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；4）按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。“综合技能”(Integratingskills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。..\n.“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引导学生对本单元所学的词汇作一次小结。（二）教学重点与难点I.动词-ing形式在句子充当主语、宾语、表语或定语II.交际功能句型:如何提议和请求及其答语的句型III.重点、难点词汇词组confused,avoid,goahead,crazy,getthrough,teardown,occurIV.常用句型Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Thereisnothingbetterthansth./doingsth./todosth.二、语篇分析：BodyTalk(P59-P.60)（一）课文图解1.Readthetext“BodyTalk”andthencompletenotesaboutbodylanguage.1)Generally,wecandividethewholetextintothreeparts:Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5):Somegesturesseemtobeuniversal.2)Fillinthetableaboutgestures,countriesandtheirmeaningsinthesecountries.(Wordsinitalicscanbeblank.)GESTURESCOUNTRIESMEANINGSeyecontactsomecountriesawaytoshowthatoneisinterestedothercountriesrudeordisrespectfulacirclewithone’sthumbandindexfingermostcountriesOKJapanmoneyFrancezeroBrazil..\n.rudeGermanythumbsuptheUSgreatorgoodjobNigeriarudeGermanythenumberoneJapanmovingtheindexfingerinacircleinfrontoftheearsomecountriescrazyBrazilYouhaveaphonecall.（二）课文复述Retellthetextusingabout100words.Notes:1.Trytousethe–ingformtoretellthetext.2.Makeuseofthenotesandtableabovewhileretelling.3.Thepossibleversionbelowcanbeusedasmaterialforbothretellinganddictation.Onepossibleversion:Wecancommunicatewithotherpeoplebywatchinghisbodylanguagebesideswords.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.TakethegestureforOKasanexample.ThegesturemeansmoneyinJapanandinFranceitmeanszero,whileinBrazilandGermanydoingsoisrude.Peopleindifferentcountriesshowthesameideaindifferentways.Forexample,inmanycountries,shakingone’sheadmeans“no”,andnoddingmeans“yes”.However,inBulgaria,partsofGreece,andIran,thegestureshavetheoppositemeaning.Althoughtherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.Perhapsthesmileisthebestexample.Asmilecanhelpuswellcommunicatewithothers.（三）德育渗透?DoinRomeasRomedoes[astheRomansdo].[谚]入国问禁,入乡随俗。?Mannersmaketheman.礼貌造就人。?Goodmannersaretheartofmakingthosepeopleeasywithwhomweconverse...\n.---JonathanSwift礼貌周到是使同我们谈话的那些人感到自在的艺术。——（英作家）斯威夫特（四）写作技巧1、写作线索：Raisingthetopic:communicatinginbodylanguage(Paragraph1)?Interpretationsofbodylanguageindifferentcountries(Paragraphs2-3)?Universalbodylanguage(Paragraphs4-5)2、趣味说教课文以教人们认识最基本的肢体语言“BodyTalk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。（五）优美句式Thereisnothingbetterthansth./doingsth./todosth.没有比做某事更好的了。原句：Andifwearefeelingdownorlonely,thereisnothingbetterthantoseethesmilingfaceofagoodfriend.e.g.Thereisnothingbetterthanserving/toservethisgreatnationofours.Thereisnothingbetterthantheencouragementofagoodfriend.三、课时安排WarmingupListening(WB)Period1Period2ListeningSpeakingPre-readingLanguagestudyPeriods3-4ReadingPeriod5Post-readingGrammarReadingPeriod6Writing..\n.TeachingProcedure:Period1Warmingup&ListeningStep1Warmingup1.Brainstorm:thewordsofemotions/feelingsofhumanbeingsAsweknow,sorrowandhappinessmakealife.We,humanbeings,haveallkindsofemotions.Let’sbrainstormemotionswe’velearnedsofar.happy,sad,angry,confused,tired,puzzled,hateful,excited,frightened,embarrassed,depressed,uneasy,thrilled,easy,confident,delighted,kind,curious,etc.2.Nowlet’slookatpictureswithdifferentemotionsandmatcheachpicturewiththecorrectemotionandthecorrectsentence.Meanwhile,askstudentswhatmakeshe/shethinksthatthepersoninthepictureisfeelingacertainway.Possibleanswers:Picture1:Confused;Idon’tknowwhattodo.Picture2:Angry;Ican’tbelieveshesaidthat!Thatissounfair!Picture3:Sad;I’velostmywallet!Picture4:Happy;IgotanAinmyexam!Picture5:Tired;It’sbeenalongday.Ican’tkeepmyeyesopen.3.Fromone’sfacialexpression,wecanknowhowhe/sheisfeeling.Besides,wecanknowhowhe/sheisfeelingfromhis/hergesture,thatistosay,thewayhe/shestandsorsitscanalsotellushowhe/sheisfeeling.Nowlookatyourclassmatesandtellhowtheyarefeelingtodaybythewaytheysitorstand.Step2Listening1.Pre-listeningJustnowweseewecanlearnhowoneisfeelingfrombothhis/herfacialexpressionsandgestures.Lookatme.Canyouguesswhatthesegesturesmean?1)shakethehead2)wavethearms3)standwitharmsfolded4)……(Studentsmaynotguessallthemeaningsofthesegestures,andthenteacherscansay..\n.“Let’slistentotwoshortpassagesandfindoutwhatone’sbodymovements/gesturescantellus.”)2.Listening1)ListentoPart1forthefirsttimeandgetthestudentstodothefirstquestionofPart1.2)ListentoPart1againanddotheresttwoquestionsofPart1.3)ListentoPart2anddoquestionsofPart2.Ifstudentscan’tfollowit,listenagain.3.Post-listeningBasedonwhatyouheardjustnowandyourownexperience,discusswithyourpartner:Howcanyouuseyourbodylanguagetocommunicatethefollowingideas?Homework1.Makealistoffacialexpressionsandgesturesandtheirmeaningswe’velearnedtoday.2.Previewthefollowinglesson.Period2Listening(WB)&SpeakingStep1ListeningDothelisteningpracticeintheworkbookstepbystep.Ifthematerialistoodifficult,teacherscangivestudentssomedifficultsentencesfirstorevengivethelisteningmaterialtostudentsaftertheylistentothetapetwice.Step2Pre-speakingMakesomerequestsandask/helpstudentstoanswerandmakeoffers,forexample:T:Couldyougivemeahand?S:Yes,ofcourse.WhatcanIdoforyou?T:Couldyoupleasecleantheblackboardforme?S:Withpleasure.T:That’sveryniceofyou.(Teacherscanalsoaskstudentstoopen/closethewindow,turnontheprojectorandso..\n.on.)Step3Speaking1.LanguageInputJustnowIaskedsomestudentstohelpmecleantheblackboard(open/closethewindow,turnontheprojectorandsoon.).Infactwe’repracticingmakingrequests,offersandresponses.Nowlet’slookatsomeusefulexpressionsonpage58.UsefulexpressionsofmakingoffersandrequestsCan/ShallIhelpyouwiththat?Wouldyoulikemeto…?No,thankyou.Thanksforallyourhelp.Couldyouplease…?Wouldyoulikesomehelp?Couldyougivemeahandwiththis?No,thanks.Icanmanageitmyself.IsthereanythingelseIcandoforyou?Couldyouhelpmewith…?That’sveryniceofyou.Doyouneedsomehelpwiththat?Notes:IsthereanythingelseIcandoforyou?=WhatelsecanIdoforyou?Weusethesetwosentencesofferhelpagainwhenwe’vealreadyofferedhelp.2.PracticeNowusetheseexpressionsandfollowtheexampletomakeupsomedialoguesinthefollowingsituationsinpairs.Thengetsomepairstoactoutthedialoguesinfrontoftheclass.Step4UsefulExpressions---Makingoffers/requestsandresponsesInoureverydaylife,wequiteoftenmeetdifficultiesandhavetoaskourfriendsorrelativesforhelp.Ofcourse,sometimeswe’lloffertohelpothers.AndinEnglishthere'reseveralwaysofmakingoffers/requestsandresponses.Pleaselookatthescreen.WaysofmakingoffersorrequestsWaysofreplyingtoothers'offersorrequestsAcceptance..\n.Refuse1.Can/Could/ShallIhelpyou?2.Wouldyoulikemeto…?3.Isthereanything(else)Icandoforyou?4.Doyouwantmeto…?5.What(else)canIdoforyou?6.Letmedo/carry/help…(foryou)?7.Wouldyoulikesome…?8.Doyouneedsomehelpwith…?1.Thanks.Thatwouldbenice/fine.2.That’sverykindofyou.3.Thankyouforyourhelp.4.Yes,please.5.Here,takethis/my…1.No,thanks/thankyou.Icanmanageitmyself.2.Thankyouallthesame.3.That’sverykindofyou,but….1.Couldyouplease…?2.Couldyougivemeahandwith…?3.Couldyouhelpmewith…?1.Withpleasure.2.Yes,ofcourse.1.I’msorry,but…2.I’dliketo…,but….Step5MakingupdialoguesJustnowwehavegotthroughseveralwaysofmakingoffers/requestsandresponses.Let’susethesesentencestructurestomakeupsomedialogues.(Getthestudentstoworkinpairsandoffertodothefollowingthingsforeachother.)helpyouwithhomeworkhelpyouwithcookingamealshowyouhowtousethetypewritergoandbuysomemedicinedotheshoppingshowyoutothedining..\n.roomExample:A:Wouldyoulikesomehelp?B:Yes,please.A:ShallIshowyouhowtousethiselectrictypewriter?B:Thanks.Ihaven’tusedthisonebefore.A:Wouldyoulikemetotypeyourcompositionforyou?B:No,thanks.Icanmanageitmyself.Step6Post-speakingIftimepermits,getstudentstofinishthetaskoftalkingintheworkbook.HomeworkPreparethetaskoftalkingintheworkbook.Previewthefollowinglesson:Bodytalk.Periods3-4ReadingStep1RevisionCheckthehomeworkofmakingupadialogueintheworkbook.Gooverthewaysofmakingoffers/requestsandresponses.Step2Pre-readingInthefirstperiodofthisunit,we’velearnedthatwecanuseourfacialexpressionsandgesturestoexpressourselvesortellwhatsomeoneisthinkingorfeelingbylookingattheirfacialexpressionsandgestures.1.Whocantellussomewaysoftellingwhatoneisthinkingorfeeling?2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?3.Howdoyoucommunicatethefollowingwithbodylanguage?Thankyou!No.Yes.Idon’tknow.Comehere!Step3Reading1.ScanningAskstudentstoreadthetextquicklyandfindoutthemainidea/keysentenceofeachparagraphinpairs.Para1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople...\n.Para2:Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.(Thesamegesturehasdifferentmeaningsindifferentcountries.)Para3:Peopleindifferentcountriesshowthesameideaindifferentways.Para4:Somegesturesseemtobeuniversal.Para5:Perhapsthebestexampleofuniversallyunderstoodbodylanguageisthesmile.*Teacherscanalsoaskstudentshowmanypartswecandividethewholetextintoandwhatthemainideaofeachpartis.Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5):Somegesturesseemtobeuniversal.2.ReadingThispartisdesignedtohelpstudentstogetmoredetailedinformationofthetext.1)Readthesecondpart(Para2-3)morecarefullyandthenfillinthetable,usingaprojectortoshowthetable.(Wordsinitalicscanbeblank.)GESTURESCOUNTRIESMEANINGSeyecontactsomecountriesawaytoshowthatoneisinterestedothercountriesrudeordisrespectfulacirclewithone’sthumbandindexfingermostcountriesOKJapanMoneyFranceZeroBrazilRudeGermanythumbsuptheUSgreatorgoodjobNigeriarudeGermanyThenumberoneJapanmovingtheindexfingerinacircleinfrontoftheearsomecountriescrazyBrazilYouhaveaphone..\n.call.2)Readthelastpart(Para4-5)againandthentrytoanswersomequestions:1.Howcanwecommunicate“Iamtired”withthebodylanguage?Andpleaseactitout?2.Whatdoes“rubbingone’sstomach”mean?3.Whydowesay“thesmileisauniversallyunderstoodbodylanguage”?3.ReadingaloudListentothetapeofthetextandmakemarkswheretheydon’tunderstand.4.SomelanguagepointsDiscusssomethingthatstudentsdon’tunderstand.Possiblenotes:Step4Post-readingGetthestudentstodiscussthefollowingquestionsinpairsorgroupsoffour.Thengetoneofthemtoreporttheirresultsoftheirdiscussiontothewholeclass.1.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?2.Howisbodylanguagedifferentfromspokenlanguage?Whatdotheyhaveincommon?3.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyexamples?4.Worktogetherinpairsorgroups.Completethechartbelow.Step5Discussion/AssessmentIfyougoforajobinterview,youshouldbewellpreparedforwhattosayandhowtoanswertheinterviewer’spossiblequestions.Besides,whatyoucandooractduringtheinterviewisalsoveryimportant.Inthefirstthreeperiodsofthisunitwehavelearnedsomethingaboutbodylanguage.Nowsupposeyouaregoingforaninterview,whatshallyoupayspecialattentionto?Homework1.Previewthefollowinglesson.2.Retellthetext...\n.Period5Languagestudy&GrammarStep1RevisionGetsomestudentstoretellthetext.Step2Languagestudy1.DoExercise2onpage61first,matchingthefollowingwordsaboutbodymovementswithcorrectdefinition.2.GothroughtheinstructionofExercise1onpage61andmakesurethatstudentsknowwhattodoandthengetstudentstodiscussthesewordsingroupsoffour.Theninvitesomestudentstotellandactoutthesegestures.Step3GrammarThe–ingform(2):usedasanoun1.LanguageinputJustnowwe’vemadeclearhowthesepartsofourbodycanbeusedto“talk”tosomeone.Forexample,shakingyourfistatsomeoneisawayofsayingthatyouareveryangry.(Copythissentenceontheblackboard.)Nowpleaselookatthesentence.Doyouknowwhatthe–ingform“shaking”and“saying”hereareusedas?Theyareusedasnouns.Asweknow,asanoun,usuallyitcanbethesubject,objectorpredicativeinasentence.Whocantellmewhat“shaking”and“saying”playinthesentence?(shaking---subject;saying---object)Thengothroughthethreesentencesinthestudents’books.SubjectInmanycountries,shakingone’sheadmeans“no”andnoddingmeans“yes”.ObjectWecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage.PredicativeAgoodwayofsaying“Iamfull”isrubbingthestomachafterameal.AttributiveThepriceofbuildingmaterialshasgoneupagain.2.PracticeFindthe–ingforminthetext“BodyTalk”andanalyzetheirfunctionsinthesentences.3...\n.DrillsDoExx.1-3onpage61-62onebyone.1)The–ingforminthisexerciseisusedasSubject.2)The–ingforminthisexerciseisusedasAttributive.3)The–ingforminthisexerciseisusedasObject/Predicative.4.ConsolidationGetthestudentstomakeoutalistofverbsorverbphraseswhichcanbefollowedbythe–ingformoronlybythe–ingform.只能用动名词作宾语的动词和词组：advise,allow,resist,admit,escape,dislike,risk,avoid,forgive,suggest,consider,imagine,understand,delay,mind,appreciate,enjoy,keep,can’thelpdoingsth.,excuse,miss,putoff,finish,practise,giveup,deny,prevent,v.+prep.词组,etc.动名词和不定式均可作宾语的动词：continue,begin,prefer,like,hate,learn,remember,forget,regret,try,mean,etc.(Thispartcanalsobeleftashomework.)HomeworkMakeoutalistofverbsorverbphraseswhichcanbefollowedbythe–ingformoronlybythe–ingform.Period6Reading&WritingStep1WarmingupThematerialgiveninthestudents’bookisquitedifficult.Teacherscanfirstprovidestudentssomethingeasytohelpstudentsmakesurewhattheyshoulddointhispart(integratingskills).Lookatthefollowingthreepicturesonthescreen.Theyareindisorder.Sopleaseputthesepicturesinorderfirst,andthensaysomethingabouteachpicture.Atlast,usethesepicturestocreateastory.Possibleorder:1,3,2Possibleversion:Oneday,anoldmaninragsstoodatastreetcorner,playingtheviolintopassers-by.Heputacaponthegroundinfrontofhim,sothatpeoplewholikedthemusiccould..\n.dropcoinsintoit.Justthen,awell-dressedgentlemancameovertohim.Theoldmanfeltveryhappywhenhesawthegentlemanputhishandintohispocket.Buttotheoldman’sdisappointment,thegentlemantookoutafluteinsteadofsomemoneyandbeganplayingtheflutetogetherwithhim.Step2Pre-writingJustnowwe’vedescribedthreepicturesandcreatedastory.Doyouknowhowtowriteastory?Let’sgetsometipsforwritingastory.Turntopage63.Step3While-writingWorkingroups.Lookatthesixpicturesonpage62.Yourtaskistousethepicturestocreateastory.Youmustuseallofthepicturesinonlyonestory.Thendoasfollows.1Putthepicturesinorderbasedonyourstory.Thereisnocorrectanswertothisquestion,soyoumustmakeupyourownstory.Whenyouhavecreatedthestory,makesurethatallgroupmembersknowthestory.2Nowyouwillactoutthestory.Thereareseveralrules.Firstofall,eachmemberwillhavetoactatleastonepart,andyoumustactoutallthepicturesinyourstory.Second,youCANNOTspeakwhenyouactoutyourstory.Youcanonlyusebodylanguagetoactoutthestory.Youmaymakesoundsornoises,butyoumaynotsayanywords.3Actoutthestoryinfrontoftheclass.Rememberthatyoumaynotspeak.Theothergroupswillwatchyouandtrytoguessthestory.Theothergroupsmaynotsayanythingwhenyouareactingoutyourstory,butwhenyouhavefinishedtheywilltrytoretellyourstory.Youwillalsowatchtheothergroupsandtrytoguesstheirstories.Step5Post-writing1Writeastorybasedonthestoriesyouandyourclassmateshaveactedout.Youmayuseyourownstoryorthatofanothergroup.2Whenstudentshavefinishedwriting,letstudentscheckthestorywitheachother.Ifpossible,choosesomestudents’storiesandcorrectthemtogetherwiththewholeclass,usinga..\n.projector.HomeworkWriteyourstoryinyourexercisebooks.Findsomemoreinformationaboutbodylanguage,andyoumaysurftheInternetasfollows:http://www.wadsworth.com/http://www.ivillage.co.uk/workcareer/survive/prodskills/articles/0,9545,156472_176844,00.htmlhttp://www.uwm.edu/~ceil/career/jobs/body.htmhttp://www.exp.ie/advice/bodylanguage.htmlhttp://www.factmonster.com/ipka/A0769348.htmlhttp://www.asperger-marriage.info/survguide/chapter5.htmlhttp://www.scpzyz.net/unstu/sec.asp?o=1038http://www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htmhttp://www.google.com*补充材料Interviewtechniques/Bodysignals高一下Unit22Aworldoffun一、教材分析1、教材内容分析在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元围绕aworldoffun这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。Warmingup以图片形式引入本单元的话题之一：amusementparks；并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容。Listening提供一个会议事例：在我城市建一个主题公园的招标大会上，FunFunProductionsandMerryRides..\n.Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。这一话题很具有社会化特点，可适当对发展性观点画龙点睛。Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，描述theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia等主题公园；同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力。Languagestudy要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。Integratingskills阅读部分以rides为主题内容，鼓励学生创造、现象。写作部分主要引导学生写好对事物的描述材料。学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。2、教学重点、难点1）重点：话题:Talkingaboutamusementparks.功能:Waysofgivingdirections.Designingnewthings.词汇:themecreateattractattractionsleadtohavesth.incommonthrillsandentertainmentbebasedonmoreadvancedstepintoexperiencesth.riskinjurygivesb.athrillscreamone’sway…raceagainstimaginationdesignlivetoride表达用语:Excuseme.AmIgoingintherightdirection?Excuseme.Doesthisroadleadto…?Gotit.Thankyou...\n.句型:ThereistheFunFunPark,wherewewillhaveridesandentertainment.Whatreasondoeshegiveforchoosinghispark?EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavouritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Youcanfeelwhatitisliketoliveinspace…语法:The–ingformusedasanadverbial.2)难点：a.针对Reading的语篇分析。b.动词-ing结构作状语的运用。c.针对事物特点描述的写作。二、语篇分析单元Reading的ThemeParks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。1、编者意图引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。2、文章结构思路如下：1）Whatisathemepark?→2）Knowabout3greatthemeparks:TheWorldpark---Peoplecanhavefunandexperiencesthdifferent.TheOceanParkinHongKong---Peoplecomeforthrillsandentertainmentandknowmoreabouttheideabehindthepark.DisneylandinCalifornia---ThethemeistheworldofWaltDisneyandhischaracters.→3）Newthemeparksarebeingbuilt...\n.3、篇章结构图示：Whatisathemepark?Examples:ThemeParksThreeparksWhatdopeopleThemes,attractionsexperienceandlearn?Themeparksinthefuture4、课文线索内容复述如下：Whenyoucometoawonderfulthemepark,youaresuretoenjoyyourself.Youcanfindacollectionofrides,exhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehand,peoplecanhavefun,thrillsandentertainment.Ontheother,themeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubject,suchaslifeintheocean,thediscoveryoftheancientworld,andlifeinthefuture.What’smore,youmayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesigns,andnewthemeparkswillbecoming.5、德育渗透：*AllworkandnoplaymakesJackadullboy.工作而无娱乐使人愚钝。*Nevershouldamanstayinaclosed-doorroom.Youshouldexploretheuniversetoseehowmenarecopingwiththeeventsofchanging.任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。*Nevergototheforestifyouareafraidofthewolf.(Lenin)大胆的探索和体验源自你的勇气。（列宁）6、写作技巧..\n.如何描写事物？关键：抓住事物特征Askourselvesquestionsasfollows:Whatisit?Whatistheuseofit?Whatdoesitlooklike?Howlargeisit?Whatdoesitsound/feel/smell/tastelike?Howdoesitwork?Whatdopeopledotoit?Whatdopeoplethinkofit?Whydosomepeopleloveit?Whatisyouropiniontowardsit?三、课时安排Period1Warmingup、ListeningPeriod2SpeakingPeriod3Reading、Post-readingPeriod4LanguageStudyPeriod5IntegratingSkills四、教学计划Period1Warming-up&ListeningGoals:1.Talkaboutamusementparksandourexperiences.2.Learntoexpresslikesanddislikesabouttheamusingactivities.3.Beabletolistenforinformationandunderstanding.TeachingProcedures:Step1Warming-upTaskoneListenandguessStudentslistentothetape-recorderwhichisaboutarollercoastercomingdownsharply.Question1.Wherearethepeople?2.Whatishappening?Usingthesentencestructure:Theyareonarollercoasteradvancingfast.3.Howdidtheyfeel?TaskTwoTalkaboutourownexperiences1.Makealistofatleastfourthingsingroups.Reporttotheclass.Questions:Haveyoueverbeentoanamusementpark?Whatdidyousee?..\n.Haveyouevertriedsittinginarollercoaster?Howdidyoufeel?Doyoulikeit?Why?TaskThreeWatchpicturesandpractice1.Lookatthepicturesandfillintheblanks.(Individualwork)Doyouliketheseactivities?Why/Whynot?2.Doaninterviewtofindothers’ideas.Studentsmaygoaround(Pairwork):Thedialoguecanbelikethis:StudentA:Hello,....Haveyoueverbeentoanamusementpark?StudentB:Oh,yes.Ihavetried…StudentA:Doyoulikeit?StudentB:Sure.Ilikeitbecauseit’sreallyexcitingand…3.Somestudentstellabouttheirinterviews.(Individualwork)TaskFourTalkaboutotheramusementactivitiesfoundinfunfairs.Studentstellaboutotheractivities,suchasrock-climbing,rafting,skiing,surfing,skydivingandsoon.Theycandrawsimplepicturestodescribetheactivities.(Classwork)Summary:Everyonemayexperiencethethingsinthepicturesinourdailylife.Ihopeallofyoucandowhatyoulike!Step2ListeningPre-TaskTalkaboutathemeparkLead-in:Athemeparkmusthaveaspecialtheme.Pre-listening:GooverthequestionsorsentencesthathavesomethingtodowiththelisteningmaterialsatP.64andP65andguessinpairsifpossible.While-listening:1.Listenforthefirsttimewiththebookclosed2.ListenagainwiththebookopenandindividuallyanswerthequestionsandcompletethesentencesatP.64andP.65.3.Checktheanswersinpairs...\n.4.Fillinthefollowingform.Whichoftheparksdoyouthinkisbetter?NameThemeYourreasonandideasPost-listeningquestions:Hasanythingsimilarthathappenedtoyou?Whatwasthesituation?Howdidyoudealwithit?Inwhatway?Step3Summary1.Summary:T:Inthisperiod,wehavetalkedandheardalotaboutamusementparks.Youmayrealizewhatamusingactivitiesmeantopeople.Talksofamusementparksshouldaccompanyyouallthewayinlife,notjustlimitedinclass.Doyouthinkso?2.Homeworka.Recallallthenewwordsandexpressionsthatoccurinthisperiod.b.FinishtheexerciseTalkontheworkbook.c.Writeaboutyourownexperiencesinathemepark.Period2SpeakingGoals:1.Practisegivingdirections.2.Enlargeexpressionsofaskingthewayandanswering.Step1Revision&Warming-upTaskReportaboutexperiencesActivityOneTelltheexperiences(IndividualandClasswork)Whichamusementparkhaveyoueverbeento?Howdidyoufeel?/Whatmakesitunforgettable?ActivityTwoTellabouthowtogettothepark(Individualwork)Howcanwegetthere?..\n.Step2ListeningTaskListenandanswerListento2dialoguesandanswerthefollowing:Whereisshe/hegoing?Howtogetthere?(Thispartistakenfromatesttape).Suchas:A:Excuseme,butcanyoutellmehowtogettothezoo?B:Sorry,I’mastrangerhere.Question:Whatdoestheconversationmean?A:Excuseme,howcanIgettotherailwaystation?B:JustwalkonemoreblockandyouwillseeaNo.15busstop.Waitthereforthebustotakeyouover.Questions:Whereisshegoing?Howtogetthere?Step3SpeakingTaskWatchthemapandfindthewayPre-speakingT:Supposeweareatthemainentranceofthisthemeparkandwewanttogotosomeplaces:theOceanworld,theHistoryLand,theBungeeJumping…Pleasewriteabouthowwecangetthere,accordingtopage65.While-speakingActivityOneOnetellstheclasshowtogettotheplaces.ActivityTwoMakeupdialogues,usingtheinformationabove.ActivityThreeMakeupdialogues,talkingabouttheirowndestinations.T:Talkaboutwhereyouplantogoandthereason,abouthowtogetthere…Post-speakingTaskHaveaFreeDiscussionT:SupposeyouareatthemainentranceandyouwanttogototheBigTowerforafreefallrideinthemorning.Whichwaywillyouprefertochoose:TakethedirectionoftheAnimalParkandtheRollerCoaster;..\n.TakethedirectionoftheDinosaurParkandtheTomorrowLand.Whydoyoupreferthat?Discussthesituationsingroup.(Groupwork)Step4PracticeTaskWatchthemapandsay设计意图：贴近生活，充满幻想T:SupposeyouareattheOceanParkofHongKongnow.Whichpartwillyoutry?Tellaboutyourreasonandtheway.（Teachersdesignamapforthetalkorcopyasimilaronefromtheinternet）Step5HomeworkT:SurftheInternetandfindsomeinformationaboutthemeparks,theOceanParkofHongKong,WaltDisneyandDisneyland,andsoon.Thenwriteafewsentencesaboutwhatyou’vegot.Makeacopyof10wonderfulpicturesthatyoufindaboutthemeparks,andyourcopieswillbeshowntoothersbeforethefollowinglesson.Period3ReadingPeriod3ReadingGoals:1.Learnsomeexpressionsaboutthemeparks.2.Readthroughthematerialandhaveagoodunderstandingofthemeparks.Step1Pre-readingTaskWatchanddiscussActivities:Checkthestudents’homeworkandshowthefinestcopiesoftheirstothewholeclass.Aftertheclasswatchthenicepicturesonthescreen,theteachergetsstudentstodiscussthefollowing:1.Whatdoyouthinkyoucanseeinathemepark?..\n.1.Whatdoyouthinkaboutadventuresports?2.Doyourtownorcityhaveanamusementpark?Whatcanyoudothere?3.Isathemeparkdifferentfromatraditionalpark?Why?Step2ReadingTheMainTaskStudentslearnaboutthemeparks.Lead-in:T:Whatisathemepark?Ss:Asweallknow,athemeparkisawonderfulpark.Ithasitsowntheme.Ithasacollectionofrides,exhibitionsandotherattractions.T:Whataretheactivitiesbasedon?Ss:Theactivitiesarebasedonacommontheme.Task1SkimmingQuestion1.Howmanythemeparksdoesthewritertellus?Whatarethey?Wherearethey?Question2.Whatarethethemesabout?Task2ScanningQuestion:Whatattractpeopleinthesethemeparks?IndividualWorkReadthroughthefirstthreeparagraphs.Thenfillintheformbelow.TitlePar.ParksThemesAttractions1234GroupWorkT:Exchangeyourideasandpreparetoreport.Suggestedanswers:..\n.TitleThemeParks(Peoplecanhavefunandexperiencesth.different.)Par.ParksThemesAttractions1TheWorldParkToteachvisitorssth…tohelpexperiencesthBuildings,castles,statues,customsofChineseminorities,cartooncharacters,animals2TheOceanParkTogetvisitorstoknowmoreabouttheidea..tohelppeopletoexplorethepast.Thrillsandentertainment;Rides,opportunitiestolearnaboutlifeintheocean,aconversationcenter,thedinosaurexhibition,thetwogiantpandas…3DisneylandWaltDisneyandhischaracters.Cartooncharacters,rides,games,exhibitions;Universal4Newthemeparksarebeingbuilt.Notes:Aboutthenewphrases,wordsandsentences.EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavoritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Theparksarebecomingmoreadvancedandnewtechnologyallowustoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury.Askcertainquestionstocheckstudents’understandingtothesesentences.Task3Discussing(Think,writeandthendiscuss.)1.Whichofthethemeparksmentionedinthetextwillyouvisit?Why?..\n.1.Whyarethemeparkssopopularthroughouttheworld?这是一个大话题，可集思广益。Step3DesigningTaskDesignathemeparkandexchangeideasinclassbyinterviewing.Activity:Studentsthinkupideasaboutbuildingacertainthemepark,writeandreportthedesign,theplace,thebuildingtime,thereason,hope...NameThemeAttractionsOthers’IdeasForThisPark(Attention:Oneformisforyourideaswhiletherestisforothers’.)Step4Homework1.Finishthereadingpartoftheworkbook.2.Getonlinetosearchtheinformationofacertainthemeparkthatoneisinterestedinandwriteashortdescriptionaboutthat.3.Listideasforan“English-SpeakingWorldPark”,usingtheformofPage67.Period4LanguageStudyGoals:1.Revisethewords.2.Learntousethe–ingform:usedasanadverbial.Step1RevisionActivity1:SupposeyouarethemanageroftheWorldParkofBeijing,theOceanParkofHongKong,orDisneylandinCalifornia.Pleasetellaboutyourattractionstothevisitors.Activity2:Checkthehomework.Studentsformgroupstodiscusstheirideasforan“English-SpeakingWorldPark”,thengetseveralstudentstoreporttheirs.Step2WordStudyActivity1...\n.Writethefollowingwordsontheblackboard:statueentertainmentminoritycollectionattractionadvancedrocketamusementancientexploreAskthestudentstowriteabouttheirmeaningsandthenonetellstheclass.Activity2.T:Fillintheblankswiththecorrectformofthewords.FinishthepartofPage68.Checking:1.statue2.explore3.collection4.rocket5.amusement6.advanced7.attractions8.ancient9.entertainment10.minoritiesActivity3.Fillintheblanksofthefollowing(suggestedanswers):Whenyoucometoawonderfulthemepark,youaresuretoenjoyyourself.Youcanfindacollectionofrides,exhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehand,peoplecanhavefun/thrillsandentertainment.Ontheother,themeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubject,suchaslifeintheocean,thediscoveryoftheancientworld,andlifeinthefuture.What’smore,youmayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesigns,andnewthemeparkswillbecoming.Step3GrammarTaskLearntheuseof–ingformasanadverbial.Activity1.Studytheexample:Hewasillanddidn’tattendthemeeting.→Beingill,hedidn’tattendthemeeting.Activity2.Comparewithanotherexample:AftertheyenjoytheridesattheHeadland,visitorscantakeacablecartotheLowland.→HavingenjoyedtheridesattheHeadland,visitorscantakeacablecartothe..\n.Lowland.Summary:ThisHavingenjoyed…meansthesubjecthasfinishedanactionbeforehedoesanother.Theformisusedtoemphasizetwoactionsthathappenindifferenttimes.Suggestedanswersforpart2:Notes:The–ingformisusedtotellabouttheresultoraimofthemaincharacter.Step4HomeworkFinishthewordstudyandgrammarpartontheworkbook.Readmorepassagesaboutthemeparks.Period5IntegratingSkillsGoals:1.Readthroughthetextlivetoride.2.Understand“livetoride”.3.Learntowriteadescription.Step1WarmingupTask1Reportaboutthepassagesfoundthedaybefore.T:Yesterdaywehavethework---tofindandreadafewpassagesaboutthemeparks.Sonowpleasedescribethethingyouhavegotinhand.Studentsmaytalkmoreaboutrides,skiing,rafting,surfing,skydiving,adventuretravelsorotheradventureactivities.Task2Readtheinformationbelowandmakeupadialogue.Notice:ThisistakenfromawebsiteoftheU.S.It’saboutakindofrollercoaster.Studentswillfindmuchdetailinit.设计意图：以生活实际例子为引导，可操作性强。AntFarmExpressType: Steel-MineTrainHeight: 41FeetTrainType: 30Passengers..\n.Designer: ArrowDynamicsDrop: 32Feet#ofTrains: 3YearBuilt: 1971TopSpeed: 37MPHElements:  RideTime: 3MinutesLength: 2,350Feet#ofInversions:  0Color:  yellowG-Force:  Other: Comments: OperatedatDollywood1989-1998astheThunderExpress.AlsooperatedasoneoftwominetraintrackscalledtheRiverKingMineTrainatSixFlagsSt.Louisfrom1971to1988.Relocatedherein2002.Photos: ……Studentsmayraisequestionsasfollows:What’sthename?Whenwasitbuilt?Howmanypassengerscanittakeatatime?Whatisthelength?Howhighcanitgo?Whataboutthetopspeed?Arethereanycommentsaboutit?……Step2ReadingTask1SkimmingQuestion:Whatattractioncanbefoundimportantinthemeparks?→Rides,the“thrillride”…Task2ScanningQuestions:1.Howdopeopleriderollercoastersnowadays?2.Whatisathrillridelike?Answers:..\n.1.Ridesarewiderandscarierthanever.Thecarsrunfaster,thetracksarehigher,andpeoplegothroughtwists,loops,anddrops.Someletpeopleraceagainsttheirfriends.Someridethroughdarknessinsideamountainandabuilding.2.Veryexcitingandscary.Thrillridesusespeed,motion,andspecialeffectstogiveyouathrill.Someletyoufeelwhatitisliketofallthroughtheair.Someridessendyouthroughcavesandevenrivers.Thrillridescanalsosendyouintospaceordeepdownintheocean.Task3DiscussingGroupWorkQuestion:Whatelsecanwedoinathrillride?S1:Wecandashthroughthesnowduringtheride.S2:Wewillridetogetherwithsomeanimals.S3:Thecarridesinadesert.……Summary:Wecanimaginesomanyways,butit’sstillnotenough.Theonlylimittothefunistheimaginationofthedesignersofthethrillrides.Itseemstobeendless.Quote:Thegreatprogressinsciencerootsincompletelynewandbraveimaginationsofthehumanbeings.-----Dewey“科学的伟大进步源自于崭新与大胆的想象力。”-----杜威Step3DesigningActivity1:Designthescariestandmostexcitingrideintheworld.Tips:Whatshouldyourridelooklike?Howlargeisit?Whatisthelength?Howmanypeoplecanittake?..\n.Howfastshoulditbe?Howwouldyoudesigntheloops,corkscrewsandotherfeatures?Howmuchshoulditcost?Whatabouttheticketforeach?…Activity2:Designanewthemepark.Whatisthenameofyourpark?Whatisthethemeofthepark?Anyattractions?Whatdoyouwanttoshowvisitors,givevisitors,andteachvisitors?Howmuchwillitcosttovisitthepark?T:Writedownyourideasandthentalkwithyourpartners.Activity3:Somestudentsdescribetheirsandthenothersmayraisequestionsafterthat.Thereporterstrytogettheirdesignsmuchmorewonderful.Step4TipsTaskLearnhowtodescribethethingoneiswritingabout.Usethequestionswhenthinking.1.Whatdoesitlooklike?Howbigisit?Whatcolorisit?2.Whatdoesitsoundlike?3.Whatdoesitfeellike?4.Whatdoesitsmelllike?5.Whatdoesittastelike?6.Howdoesitwork?Step5CheckpointActivity:StudentsgothroughtheCheckpointanddotheexercise.The–ingformcanbeusedtomodifyverbs.Exercises:1.Theoldmansmokesagreatdeal,onlyhishealthworse.2.thehostintothemeetingroom,wefoundmanynewfaces.3.theFilmJurassicParkIII,wewalkedoutofthecinema.4.intheheavyrain,thepupilsgotallwetthrough.5.Visitorsleavethemuseummoreaboutnature.6.DrWurepliedtotheinvitation,...\n.Step6AssessmentStudentsdoindividualworkforself-assessment.Step7HomeworkWriteaboutanunforgettableplace.Gooverthewholeunitandrevisethewordsandexpressions…五、补充材料(Referenceforteaching)1、BungeejumpingThePhysicsofBungeeJumpingBungeejumpingisasportwherepeopleattachthemselvestoalongstrongcord,andjumpoffofhighplacessuchasbridges. Therearemanyphysicsconceptsinthissport. Thephysicsofbungeejumpinginvolvesprimarilytheconversionofgravitationalpotentialenergyintotheelasticenergyofastretchedcord.Sinceit'sinceptioninthelate1980's,bungeehasbeenandremainsthebiggestrushontheplanet!Itisstillkingoftheadrenalineparticipatorysports.2、Apassageforreading:3."SwimminginClouds"Iarrivedat"SkydiveChicago"rightonschedule.Therewereabout8or9otherpeoplethereinthehanger.Isatdownonapicnicbenchandwatchedthevideothatwasplaying.Acrossfrommesataguyalone.Iaskedhimifhewasnervousandhesaidno.IbelievedhimasIwasn'tfeelingnervousandheseemedcalm,andtiredreally.IsuspecthewasfeelingthesamethingIwas……By:RobertD.ConnII七、相关教学资源1、香港海洋公园香港海洋公园是世界最大的海洋公园之一，占地170英亩。公园建筑分布于南朗山上及黄竹坑谷地。山上以海洋馆、海洋剧场、海涛馆、机动游戏为主。山下则有水上乐园、花园剧场、金鱼馆及仿照历代文物所建的集古村，仿中国宫廷建筑，村内有亭台楼阁、庙宇街景，反映中国历史风貌，使中国古代街景重现，并有民间艺术表演。由中央政府赠送的大熊猫安安和佳佳，于1999年首次公开免费让市民参观。往来于园内各地，可乘架空吊车或电动扶梯。..\n.　　游海洋公园的必到热点是海洋馆，饲有超过2600条分属200多种类的热带鱼。馆分四层，全部玻璃屏帐，令游客仿佛置身海底，观看印度太平洋珊瑚礁的瑰丽景色。疯狂过山车是全香港最长的过山车。它的极速与刺激的双环回旋设计，保证给你一个惊心动魄的旅程。　　利用登山缆车往返山上山下，偷得浮生，静心欣赏南中国海的宜人景色。千万不要忘了去海洋剧场，海豚和海狮的聪明才智，会令您赞叹不已。仿照北京故宫建成的金鱼大观园，展出过百条金鱼，当中不乏海洋公园独有的稀有品种。公园内还有各项小丑以及街头表演。在星期六、日以及公众假日更有不同主题的乐队表演。为了增加对市民和游客的吸引力，并应付迪斯尼乐园的挑战，香港海洋公园耗资2900万元建成的速降机7月21日正式面世。该座速降机时速高达45英里，是世界上首座双塔式“跳楼机”(freefallride)。“跳楼机”高60米，相当于20层楼高，每次可搭载12人，游客首先缓缓被拉上塔顶，在高空逗留数秒钟后，“跳楼机”突然堕下，以极高速度急降地面，整个旅程约需1分钟。2、北京世界公园北京世界公园通过世界五大洲近百个名胜古迹的微缩景观和多采的活动内容，向游客展示了世界各国的建筑、雕塑、绘画、音乐、舞蹈、服饰和餐饮文化。游客在轻松愉快的参观游览过程中能得到丰富的文化享受。北京世界公园自建园以来，受到了党和国家领导人的亲切关怀。江泽民、李鹏同志亲临公园视察，并参加建园的劳动。3、有关信息网站Unit22AWorldofFun说课稿作者：宁波中学刘晓君邬旭芬一、教材分析..\n.主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景，围绕aworldoffun这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色，具有很强的时代气息，贴近学生生活，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。本单元的Warmingup部分以图片形式引入本单元的话题之一：amusementparks；并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusementparks和themeparks,为听力部分和阅读部分作必要的铺垫。Listening提供一个会议事例：在我市建一个主题公园的招标大会上，FunFunProductionsandMerryRidesLimited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。文章结构思路如下：1）Whatisathemepark?→2）Knowabout3greatthemeparks:TheWorldpark---Peoplecanhavefunandexperiencesthdifferent.TheOceanParkinHongKong---Peoplecomeforthrillsandentertainmentandknowmoreabouttheideabehindthepark...\n.DisneylandinCalifornia---ThethemeistheworldofWaltDisneyandhischaracters.→3）Newthemeparksarebeingbuilt.篇章结构图示：Whatisathemepark?Examples:ThemeParksThreeparksWhatdopeopleThemes,attractionsexperienceandlearn?Themeparksinthefuture课文线索内容复述如下：Whenyoucometoawonderfulthemepark,youaresuretoenjoyyourself.Youcanfindacollectionofrides,exhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehand,peoplecanhavefun,thrillsandentertainment.Ontheother,themeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubject,suchaslifeintheocean,thediscoveryoftheancientworld,andlifeinthefuture.What’smore,youmayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesigns,andnewthemeparkswillbecoming.德育渗透：*AllworkandnoplaymakesJackadullboy.工作而无娱乐使人愚钝。*Nevershouldamanstayinaclosed-doorroom.Youshouldexploretheuniversetoseehowmenarecopingwiththeeventsofchanging...\n.任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。*Nevergototheforestifyouareafraidofthewolf.(Lenin)大胆的探索和体验源自你的勇气。（列宁）Languagestudy要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。Integratingskills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides,要求读后以课文为基础，鼓励学生创造、想象，以小组活动形式设计并描述thescarestandmostexcitingrideintheword。学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。二、教学目标知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。文化意识：拓展文化视野，发展跨文化交际的意识和能力。三、教学重点、难点1．重点：话题:Talkingaboutamusementparks...\n.功能:Waysofgivingdirections.Designingnewthings.词汇:themecreateattractattractionsleadtohavesth.incommonthrillsandentertainmentbebasedonmoreadvancedstepintoexperiencesth.riskinjurygivesb.athrillscreamone’sway…raceagainstimaginationdesignlivetoride表达用语:Excuseme.AmIgoingintherightdirection?Excuseme.Doesthisroadleadto…?Gotit.Thankyou.句型:ThereistheFunFunPark,wherewewillhaveridesandentertainment.Whatreasondoeshegiveforchoosinghispark?EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavouritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Youcanfeelwhatitisliketoliveinspace…语法:The–ingformusedasanadverbial.eg.Manypeoplecometothethemeparkslookingforthrillsandentertainment.Visitorsleaveknowingmoreabouttheideabehindthepark.HavingenjoyedtheridesattheHeadland,visitorscantaketheshuttletotheLowland.2．难点：a.动词-ing结构作状语的运用。b.针对事物特点描述的写作。写作技巧(如何描写事物？TipsP70)关键：抓住事物特征Askourselvesquestionsasfollows:Whatisit?Whatistheuseofit?..\n.Whatdoesitlooklike?Howlargeisit?Whatdoesitsound/feel/smell/tastelike?Howdoesitwork?Whatdopeopledotoit?Whatdopeoplethinkofit?Whydosomepeopleloveit?Whatisyouropiniontowardsit?四、课时安排Period1WarmingupandListeningPeriod2ReadingPeriod3SpeakingPeriod4IntegratingSkillsPeriod5LanguageStudy五、教学计划Period1Warming-up&ListeningGoals:1.Talkaboutamusementparksandourexperiences.2.Learntoexpresslikesanddislikesabouttheamusingactivities.3.Beabletolistenforinformationandunderstanding.TeachingProcedures:Step1Warming-upTask1TalkaboutthetopicandthewordFUNStudentstalkaboutfunthingsuseAdjstodescribefunthingsQuestion1.Whatisfun?(snowing,sailing,hiking,rafting---)2.Whatdofunthingshaveincommon?..\n.Cookingisfunbecauseitischallenging(interesting,relaxing---).3.Wherecanwehavefun?(cinemas,amusementparks,themeparks---Funiseverywhereifwecanenjoyit.)Task2TalkaboutourownexperiencesQuestions:1.Haveyoueverbeentoanamusementpark?Whatdidyousee?2.Haveyouevertriedsittinginarollercoaster?3.Howdidyoufeel?4.Doyoulikeit?Why?Task3Watchpicturesandtalkaboutlikesanddislikes1.LookatthepicturesandnametheactivitesQuestion:Doyouliketheseactivities?Why/Whynot?2.Doaninterviewtofindothers’ideas(makeupadialogue).Thedialoguecanbelikethis:StudentA:Hello,....Haveyoueverbeentoanamusementpark?StudentB:Oh,yes.Ihavetried…StudentA:Doyoulikeit?StudentB:Sure.Ilikeitbecauseit’sreallyexcitingand…Step2ListeningPre-listeningTalkaboutthethemeofthethemeparksAthemeparkmusthaveaspecialtheme.Questions:Ifyouaretobuildathemepark,whatthemewillyouhave?Why?While-listening:Listenandfinishtheexercises1and2Post-listening:1.Fillinthefollowingform.Whichoftheparksdoyouthinkisbetter?NameThemeYourreasonandideas..\n.2.ActoutandmakedecisionsSituation:TwopresidentsofdifferentcollegesinEnglandcometoChinatotrytopersuadeChinesestudentstostudyinhiscollegeinEngland.Havetwostudentsprepareinadvanceandmakeareportinclass.Otherstudentslistentothereportandmaketheirowndecisions.StudentscanalsothinkuptheirownsituationsHomeworka.Recallallthenewwordsandexpressionsthatoccurinthisperiod.b.FinishtheexerciseTalkontheworkbook.c.PreviewReadingPeriod2ReadingGoals:1.Learnsomeexpressionsaboutthemeparks.1.Readthroughthematerialandhaveagoodunderstandingofthemeparks.Step1Pre-readingTask1.Watchsomepicturesofsomeparksandhavefun2.Lead-inquestions:a.Whatdoyouthinkyoucanseeinathemepark?b.Doyoulikescaryrides?Why?c.Whatdoyouthinkofadventuresports?Step2ReadingTask1Studentsreadthetextandfindnecessaryinformation...\n.Q:Whatisathemepark?A:Asweallknow,athemeparkisawonderfulpark.Ithasitsowntheme.Ithasacollectionofrides,exhibitionsandotherattractions.T:Whataretheactivitiesbasedon?Ss:Theactivitiesarebasedonacommontheme.Task2SkimmingQuestion1.Howmanythemeparksdoesthewritertellus?Whatarethey?Wherearethey?Task3ScanningQuestion:Whatarethethemesabout?Whatattractpeopleinthesethemeparks?Readthroughthepassage,thenfillintheformbelow.ParParksThemesAttractions1234Notes:PayattentiontothenewphrasesandsentencesEnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavoritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Theparksarebecomingmoreadvancedandnewtechnologyallowustoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury.Askcertainquestionstocheckstudents’understandingtothesesentences.Task4Discussing1.Whichofthethemeparksmentionedinthetextwillyouvisit?Why?2.Whyarethemeparkssopopularthroughouttheworld?..\n.这是一个大话题，可集思广益。Step3DesigningTask1.Designathemeparkandexchangeideasinclassbyinterviewing.2.DrawamapforyourparkActivity:Studentsthinkupideasaboutbuildingacertainthemepark,writeandreportthedesign,theplace,thebuildingtime,thereason,hope...(refertoP70)NamelocationthemeAttractionsactivities(workingroupsof4)Homework1.Readsomearticles(teacherprovided)tofacilitatethedesigningofstudents’themeparks.2.Designathemeparkanddrawamap.Period3SpeakingGoals:1.Practisegivingdirections.2.Enlargeexpressionsofaskingthewayandanswering.Step1CheckthehomeworkHavestudentstalkabouttheirthemeparksStep2ListeningTaskListenandanswer..\n.Listento2dialoguesandanswerthefollowing:Whereisshe/hegoing?Howtogetthere?(Thispartistakenfromatesttape).Suchas:A:Excuseme,butcanyoutellmehowtogettothezoo?B:Sorry,I’mastrangerhere.Question:Whatdoestheconversationmean?A:Excuseme,howcanIgettotherailwaystation?B:JustwalkonemoreblockandyouwillseeaNo.15busstop.Waitthereforthebustotakeyouover.Questions:Whereisshegoing?Howtogetthere?Step3SpeakingTaskWatchthemapandfindthewayPre-speakingT:Supposeweareatthemainentranceofthisthemeparkandwewanttogotosomeplaces:theOceanworld,theHistoryLand,theBungeeJumping…Pleasewriteabouthowwecangetthere,accordingtopage65.While-speakingMakeupdialoguesofaskingforandgivingdirections.Post-speakingGivedirectionsSituation:Supposeyouareatthemainentranceofyourthemeparkandyouareintroducingsomeattractionsandthewaytothemtoagroupoftourists.Usethemapyouhavedrawnandshowthewayaround.Step4UsefulExpressionsWorkingroupsandconcludesomeusefulexpressionsofaskingthewayandgivingdirections...\n.Homework1.FinishtheWorkbookTalking2.LookfornecessaryinformationandwriteseveralsentencesaboutthemeparksPeriod4IntegratingSkillsGoals:1.ReadthroughthetextsintheIntergratingPartofthetext.2.Learntowriteadescription.Step1WarmingupTask1Reportonthewritingofthemeparks.StudentssharetheirwritingsinclassusingtheProjectandteachermakesnecessarycomments.Task21.ReadmoreaboutthemeparksHavestudentsreadReadinginIntergratingSkillsintheWorkbook.Havestudentsfinishthefollowingtable.Parksthemeattractions123452.Readtheinformationbelowandmakeupadialogue.Notice:ThisistakenfromawebsiteoftheU.S.It’saboutakindofrollercoaster.Studentswillfindmuchdetailinit.设计意图：以生活实际例子为引导，可操作性强。..\n.AntFarmExpressType: Steel-MineTrainHeight: 41FeetTrainType: 30PassengersDesigner: ArrowDynamicsDrop: 32Feet#ofTrains: 3YearBuilt: 1971TopSpeed: 37MPHElements:  RideTime: 3MinutesLength: 2,350Feet#ofInversions:  0Color:  yellowG-Force:  Other: Comments: OperatedatDollywood1989-1998astheThunderExpress.AlsooperatedasoneoftwominetraintrackscalledtheRiverKingMineTrainatSixFlagsSt.Louisfrom1971to1988.Relocatedherein2002.Photos: ……Studentsmayraisequestionsasfollows:What’sthename?Whenwasitbuilt?Howmanypassengerscanittakeatatime?Whatisthelength?Howhighcanitgo?Whataboutthetopspeed?Arethereanycommentsaboutit?……Step2ReadingHavestudentsreadthepassageonP69.Task1SkimmingQuestion:Whatattractioncanbefoundimportantinthemeparks?..\n.→Rides,the“thrillride”…Task2ScanningQuestions:1.Howdopeopleriderollercoastersnowadays?2.Whatisathrillridelike?Answers:1.Ridesarewiderandscarierthanever.Thecarsrunfaster,thetracksarehigher,andpeoplegothroughtwists,loops,anddrops.Someletpeopleraceagainsttheirfriends.Someridethroughdarknessinsideamountainandabuilding.2.Veryexcitingandscary.Thrillridesusespeed,motion,andspecialeffectstogiveyouathrill.Someletyoufeelwhatitisliketofallthroughtheair.Someridessendyouthroughcavesandevenrivers.Thrillridescanalsosendyouintospaceordeepdownintheocean.Task3DiscussingQuestion:Whatelsecanwedoinathrillride?S1:Wecandashthroughthesnowduringtheride.S2:Wewillridetogetherwithsomeanimals.S3:Thecarridesinadesert.……Summary:Wecanimaginesomanyways,butit’sstillnotenough.Theonlylimittothefunistheimaginationofthedesignersofthethrillrides.Itseemstobeendless.Quote:Thegreatprogressinsciencerootsincompletelynewandbraveimaginationsofthehumanbeings.-----Dewey..\n.“科学的伟大进步源自于崭新与大胆的想象力。”-----杜威Step3DesigningActivity:1.Designthescariestandmostexcitingrideintheworld.2.Describeyourride.Tips:Whatshouldyourridelooklike?Howlargeisit?Whatisthelength?Whatcolorisit?Howmanypeoplecanittake?Howdoesitwork?Howfastshoulditbe?Whatdoesitsoundlike?Whatdoesitfeellike?Howwouldyoudesigntheloops,corkscrewsandotherfeatures?Howmuchshoulditcost?Whatabouttheticketforeach?…Homework:1.Finishthedesignanddescriptionoftheride2.PreviewLanguageStudy.Period5LanguageStudyGoals:1.Revisethewords.2.Learntousethe–ingform:usedasanadverbial.Step1checkthehomework1.Exhibitthedesignofstudents.2.Projectsomedescriptionsandmakecomments...\n.Step2WordStudyActivity1.Writethefollowingwordsontheblackboard:statueentertainmentminoritycollectionattractionadvancedrocketamusementancientexploreAskthestudentstoexplainthewordonebyoneinEnglish.Activity2.T:Fillintheblankswiththecorrectformofthewords.FinishthepartofPage68.Checking:1.statue2.explore3.collection4.rocket5.amusement6.advanced7.attractions8.ancient9.entertainment10.minoritiesActivity3.Fillintheblanksofthefollowing(suggestedanswers):Whenyoucometoawonderfulthemepark,youaresuretoenjoyyourself.Youcanfindacollectionofrides,exhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehand,peoplecanhavefun/thrillsandentertainment.Ontheother,themeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubject,suchaslifeintheocean,thediscoveryoftheancientworld,andlifeinthefuture.What’smore,youmayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesigns,andnewthemeparkswillbecoming.Step3GrammarTaskLearntheuseof–ingformasanadverbial.Activity1.Studytheexample:Hewasillanddidn’tattendthemeeting.→Beingill,hedidn’tattendthemeeting...\n.Activity2.Comparewithanotherexample:AftertheyenjoytheridesattheHeadland,visitorscantakeacablecartotheLowland.→HavingenjoyedtheridesattheHeadland,visitorscantakeacablecartotheLowland.Summary:ThisHavingenjoyed…meansthesubjecthasfinishedanactionbeforehedoesanother.Theformisusedtoemphasizetwoactionsthathappenindifferenttimes.Activity3:Showonthescreensomeexercisesof–ingforms.Havestudentsdotheexercises,andexplainiftherearequestionsStep4CheckpointActivity:StudentsgothroughtheCheckpointanddotheexercise.Drawaconclusionoftheuseof–ingform.HomeworkFinishthewordstudyandgrammarpartontheworkbook.Readmorepassagesaboutthemeparks.六、补充材料(Referenceforteaching)1、BungeejumpingThePhysicsofBungeeJumpingBungeejumpingisasportwherepeopleattachthemselvestoalongstrongcord,andjumpoffofhighplacessuchasbridges. Therearemanyphysicsconceptsinthissport. Thephysicsofbungeejumpinginvolvesprimarilytheconversionofgravitationalpotentialenergyintotheelasticenergyofastretchedcord.Sinceit'sinceptioninthelate1980's,bungeehasbeenandremainsthebiggestrushontheplanet!Itisstillkingoftheadrenalineparticipatorysports.2、Apassageforreading:..\n.3."SwimminginClouds"By:RobertD.ConnIIIarrivedat"SkydiveChicago"rightonschedule.Therewereabout8or9otherpeoplethereinthehanger.Isatdownonapicnicbenchandwatchedthevideothatwasplaying.Acrossfrommesataguyalone.Iaskedhimifhewasnervousandhesaidno.IbelievedhimasIwasn'tfeelingnervousandheseemedcalm,andtiredreally.IsuspecthewasfeelingthesamethingIwas……Willyoupleaseanswerthefollowingquestions!1.Howdidthewriterfeelbeforetheskydiving?2.Howdidtheothersfeelbeforetheskydiving?3.Whatdidthelearnersdobeforetheirtry?4.Howdidthewriterfeelwhenhedidtheskydiving?5.Howdidthewriterfeelaftertheskydiving?Why?..