人教新课标高中英语必修一全套教案

10

）教学反思或值得改进的地方：

见每个课时最后部分。

Period One

：

Speaking

（

Warming Up and Pre- Reading

）

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask

some

of

the

students

to

read

his

/

her

composition

for

the

class,

describing

one

of

the

problems

between

friends

and

how

it

is

solved.

Then give some comments.

T:

Now, let's check up your homework for last class. I'd like some of

you

to

read

his

/

her

composition

for

the

class,

describe

one

of

the

problems between friends and how it is solved.

3

Step II Warming up

T: /

think most of us have some good friends. Do you know why people

make friends with one another?

Step III Talking(WB P41)

First

get

the

students

to

listen

to

what

a

Canadian

say

about

making

friends. Then ask them to discuss the two questions.

T:

Now we're going to listen to what Leslie Clark, a Canadian has got to

say

about

making

friends.

After

listening,

please

talk

about

the

two

questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

找教案

2 What do you think of people from foreign countries?

Agreement

Disagreement

I think so,

I don't think so.

I agree.

I don't agree

That's correct.

Of course not.

That's exactly my opinion.

I'm afraid not.

You're quite right.

I don't think you are right.

Step

IV

Speaking(B P6)

First, get the students to think of four situations among friends in groups

of

4

and

design

a

questionnaire

to

find

out

what

kind

of

friends

their

classmates

are.

Second,

try

it

out

on

their

own

group,

checking

the

questionnaire through and adding up their score and see how many points

they can get. Ask them to fill in the form prepared before class. Show the

instructions and decide what kind of friends their classmates are. Third,

ask

each student to stand up

and

walk around

the

classroom

to

make

a

survey on four of other classmates. Show the instructions and decide what

4

kind of friends other classmates are. They can share your questionnaire

with one or two other groups and try each other's questionnaires.

At

last,

show

the

instructions

to

help

your

classmates

to

know

how

to

improve his or her skills of making good friends with others if necessary.

T:

Friends come in many flavors. There are best friends, school friends,

fair-weather

friends,

forever

friends

and

many

more.

Do

you

want

to

know what kind of friends your classmates are? Now let's make a survey.

First,

please

think

of

four

situations

among

friends

and

design

a

questionnaire to find out what kind of friends your classmates are.

1.

Your

friend

borrowed

100

Yuan

from

you

last

week

and

hasn't

returned it. You will

A.

ask

him

/

her

to

pay

back

as

soon

as

possible;

or

you'll

end

the

friendship.

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

C. tell him / her not to return it.

2.

Your friend said your bad words behind you. You will

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

B. excuse him / her and forget it.

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

3.

You promised to meet your friend at five o'clock but your parents ask

you to do homework at home. You will

榆林教学资源网

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

5

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

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

4.

You

borrowed

a

bike

from

your

friend,

but

you

had

it

stolen.

You

will

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

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

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

After

they

finish

choosing

the

answers,

show

the

scoring

sheet

on

the

screen.

Scorin

shee

g

1

AO

B2

C

6

3

A2

BO

C

3

Instructions:

2-5 A fair- weather friend

找教案

Only like them when they are happy and popular. If they are feeling down,

or if they are having a problem, you don't want to spend time or talk with

them.

You

don't

help

your

friends

when

they

have

problems.

You

are

always thinking about yourself.

You

should

care

more

about

your

friends.

If

you

continue

to

be

self-centered

and

don't

consider

others'

feelings,

you

won't

make

more

6

t

2 Al

B6

C2

4

A6

Bl

C2

friends and keep friendship for long.

6-11

A school friend

You see each other in school. You just study and play with them together

in

school.

You

may

not

know

everything

about

each

other.

You

take

things

smoothly.

You

seldom

hurt

your

friends

with

your

benefit

considered. You'd better add more affection to your friends. Friendship is

about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf

the Internet, play sports and listen to music. If either one has a problem,

the

other

is

there

to

help.

You

know

your

friends

very

well.

You

understand and yield to each other. You help with each other and improve

together. You have a lot of common benefit. Your friendship is good to

both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you

disagree

or

if

you

are

having

a

problem.

Whenever

they

have

any

difficulty, you'll try your best to do what you can to help them without

hesitation. You devote yourself to your best friends. You are willing to

lose what you have, even your life.

课后反思：

本课教学设计容量和密度较大，但难度适中，

大部分学生

都能接受。

体现全面照顾大部分学生的教学理念。

注意培养学生开口

说英语的的信心。

The second period: Reading

7

Aims:

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

2.

to

understand

the

text

and

finish

the

exercises

in

Comprehending.

Step 1. Looking and guessing

Work in pairs. Look at the pictures and the heading and

guess what the text might be about.

1).

Imagine

what

it

might

be

like

if

you

had

to

stay

in

your

bedroom for a whole year. You could not leave it even to go to

the WC or to get a cup of tea. How would you feel?

2). What would you choose if you are only allowed to have

five

things

with you

in

the

hiding

place

because

there is

very

little room?

Step 2

Reading to summarise the main idea of each paragraph.

Skim

the

text

and

summarise

the

main

idea

of

each

paragraph

in one sentence.

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

could tell everything.

Para. Two: Anne’s diary acted as her true friend during

the time she and her family had to hide away for a long time.

8

Para.

Three:

Having

been

kept

indoors

for

so

long,

Anne

grew

so crazy about everything to do with nature.

Step 3 Language points

1.

add

(to)

v. 1) to put together with something else so as to increase

the number, size, or importance;

2) to join (numbers or amounts ) so

as to find the total.

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

The snowstorm added to our difficulties.

Add up these figures for me, please.

2.

ignore

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

eg: His letters were ignored.

Even the best of men ignored that simple rule.

My advice was completely ignored.

3. concern

v.

使担心

;

使不安

(+about/for);

涉及

,

关系到

;

影响到

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

He is concerned for her safety.

The news concerns your brother.

He was very concerned about her.

4. loose

adj. not firmly or tightly fixed.

She wore loose garments in the summer.

9

I have got a loose tooth.

Some loose pages fell out of the book.

5. purpose

n. [C] an intention or plan; a person

’

s reason for an action.

What is the purpose of his visit?

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

Did

you

come

to

London

to

see

your

family,

or

for

business

purpose?

6. series

n. (of)

a group of things of the same kind or related in some

way, coming one after another or in order.

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

This

publishing

firm

is

planning

a

new

series

of

school

textbooks.

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

7.

cheat.

1)

v.

to

behave

in

a

dishonest

way

in

order

to

win

an

advantage;

2) n. a person who cheats; dishonest persons

They cheated the old woman of her house and money.

The salesman cheated me into buying a fake.

He never cheated in exams.

I see you drop that card, you cheat!

I never thought that Sam is a cheat.

8. share

1) vt.&vi. (inwith amountbetween) to have, use or take part

10

in something with others or among a group.

2) n. (inof) the part belongs to, owed to or done by a particular

person.

The money was shared out between them.

Sam and I share a room.

We shared in his joy.

They always share their happiness and sorrow.

I have done my share of the work.

9. crazy

adj.

1) mad foolish

2) [+about] wildly excited; very

interested

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

John's crazy about that girl.

She is just crazy about dancing.

10. dare

v.& .. 1) + to do; 2) + v

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

difficult or unpleasant).

How dare you accuse me of lying!

How dare you ask me such a question?

My younger sister dare not go out alone.

He did not dare to leave his car there.

11. trust

1) n. [U] (in)

form believe in the honesty, goodness or

worth etc, of someone or something

11

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

something; have confidence in

I have no trust in him.

I don

’

t place any trust in the government

’

s promises.

Why do you trust a guy like him?

I trust your wife will soon get well.

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

I cannot suffer such rudeness.

He suffered from poverty all his life.

My father suffers from high blood pressure.

They suffered a great deal in those days.

n. [U] opinion given to someone about what they

should do in a particular situation

找教案

→

v. advise to give advice to

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

I asked the doctor for her advice.

I f you take my advice, you won

’

t tell anyone about this.

He gave them some good sound advice.

v. 1) (to) to make (opinions, feelings,

information etc. ) known or understood by

others.

e.g. by speech, writing or body

movements;

12. suffer

13. advice

14. communicate

12

2) (with) to share or exchange opinions,

feelings, information etc.

Our teacher communicates his idea very clearly.

He had no way to communicate with his brother.

Did she communicate my wishes to you?

We learn a language in order to communicate.

Deaf people use sign language to communicate.

15. calm

1) adj. free from excitement, nervous activity or strong

feelings; quiet

2) n. [U] peace and quiet

3) v. to make calm

You must try to be calm.

The high wind passed and the sea was calm again.

The police chief advised his men to stay keep calm and

not lose their tempers.

There was a calm on the sea.

She calmed the baby by giving him some milk.

We calmed the old lady down.

Useful expressions:

1.

add up

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

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

13

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

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

2.

calm down

to make or become calm

Calm down, sir. What's the trouble?

Just calm down, there

’

s nothing to worry about!

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

3.

be concerned about with

to worry or interest

My parents are concerned about my studies.

Don

’

t concern yourself about with other people

’

s affairs.

She

’

s concerned about his son

’

s future.

4.

go through

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

3) to pass through or be accepted

The country has gone through too many wars.

The new law did not go through.

Let

’

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

5.

set down

1) to make a written record of; write down

2) put down

I have set down everything that happened.

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

14

Please set me down at the next corner.

6.

a series of + pl. & n

做主语时，谓语动词用单数

一连串的，一系列的，连续的

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

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

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

7.

on purpose

intentionally; with a particular stated intention

He did it on purpose.

“

I am sorry I stepped on your toe; it was an accident.

”

“

It

wasn

’

t! You do it on purpose.

”

I came here on purpose to see you.

8.

according to

as stated by sb. or sth.

They divided themselves into three groups according to

age.

Please arrange the books according to size.

According to the Bible, Adam was the first man.

According to her, grandfather called at noon.

9.

fall in love

begin to be in love (with sb.)

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

15

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

They fell in love with each other for years.

10.

join in

to take part in (an activity)

They are going to join in the singing.

She started dancing and we all joined in.

Would you like to join in my birthday party?

课后反思：

本节课分 层教学，

在阅读课文，理解课文的基础上进行课

文知识点的细致 处理。需要改进的地方：单词短语部分讲解过多，占

了很多时间，

可以将其改为课后练习的形式。

在以后的教学中要注意

改进。

Period 3

：

Grammar

Step I

Revision

Check students' homework.

Step II

Word study

This

part

is

a

consolidation

of

the

words

learnt

in

this

unit.

Ask

the

students to do the exercise independently.

T:

Now

please

open

your

books

and

turn

to

Page

4.

First

let's

learn

about

language.

Use

the

word

they've

learnt

in

this

unit

to

fill

in

the

blanks. Complete the sentences with suitable words in correct forms.

Step

III Preparation

Get a pair of students to stand up and act as Anne and Kitty. It's time for

the teacher to be the interpreter between them. Encourage both sides to

16

give different sentences, including statements and questions.

Step IV Grammar

找教案

The

students

will

learn

the

use

of

Direct

Speech

and

Indirect

Speech

(statements

and

questions).

First

try

to

make clear to

the students

what

direct and indirect speech is,

with the help of the practice in Step III.

Then give them some examples. At last get them to summarize the rules

of Direct Speech and Indirect Speech (statements and questions).

T:

In this part, we are to learn the use of Direct Speech and Indirect

Speech

(statements and questions).

When do we use Direct Speech

and when do we use Indirect Speech?

Step V Practice

For Ex 1, get the students to look at the sentences carefully in pairs in

order to find out the difference between direct speech and indirect speech.

Guide the students to find out the changes in pronoun forms, word order,

adverbials and so on, especially the verb tenses, the underline parts. Ask

the students to pay attention to the reporting clause.

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

Step VI Homework

1. Practice of WB (P42.1 &P 43.2)

2.

Ask

the

students

to

think

out

different

ways

to

solve

the

problems

about making friends,

preparing the materials about the debate.

Get

the students to know the problem was that Anne had made a friend in the

hiding

place

the son of another family hiding with them,

but her

father

was

not

happy

about

this.

The

topic

is:

how

do

you

help

to

solve

the

problem

between

Anne

and

her

father.

Do

you

agree

with

Anne or her father?

Use specific reasons to support your solutions.

课后反 思：

本节课是语法课，能以学生为主体，通过指导学生观察、

体 验探究、

合作等积极主动的学习方式，

发现语言的规律并运用到 各

种语言实践活动中。

做到精讲多练，

使学生掌握直接引语和间接引语

（祈使句和疑问句）的相互转化。

Period 4:

Listening

Step I

Revision

After

checking

the

WB

Exx,

the

teacher

asks

the

students

to

read

the

17

letter

on Page 6

first, and then ask them

to discuss what was upsetting

Lisa.

T:

Here

is

a

letter

written

to

Miss

Wang

of

radio

by

Lisa.

Read

the

letter,

please.

Try

to

find

out

what

was

upsetting

her

with

your

partners, using the indirect speech.

S:

Lisa made a friend with a boy in her class. But her

classmates said

they fell in love. Lisa said she didn't want to end the friendship. Lisa

asked what she should do.

Step II

Listening

(Using language) The students will hear what Miss

Wang

says,

then

ask

the

students

to

answer

the

questions,

using

the

indirect

speech.

At

last,

get

them

to

spell

out

the

words

and

fill

in

the

blanks.

T:

OK, we've already known the Lisa's problems on making friends. Miss

Wang has suggested some possible solutions. Please look at page 6. We

're

going

to

listen

to

what

Miss

Wang

says,

and

then

answer

the

questions of Ex 2

. Go through the questions quickly.

Write down the key words as quickly as possible.

Listen again and check the answers with the whole class.

T:

Now let's listen to it again and try to spell out the words and fill in the

blanks.

Step III Listening (WB P41)

The students will hear a passage about Anne's best friend, her diary Kitty.

They are asked to complete the passage according to the tape.

T:

In the following part, we are going to listen to a

passage about Anne's

18

diary. Listen to the tape carefully

and fill in the blanks.

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

Step IV

Listening Task(WB P43)

The

task

can

be

divided

into

three

parts.

First,

the

students

will

hear

a

story

about

an

argument

between

Anne

and

her

father

about

her

boyfriend. After listening, they just write down their different thoughts.

Then they can have a debate to find out a better solution to solve Anne

and

her

father's

problem.

The

activity

should

be

prepared

carefully

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

StepV

Assignment

1.

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

For the homework, describe one of the problems between friends and

how it is solved.

2. What does cool mean?

What do you think should do with your friends?

课后反思：

本节 是听力课，

从帮助学生形成有效学习策略的角度出发，

培养学生 如何去获取信息，

处理信息的能力。

通过训练逐步提高学生

的听力能力。

Period 5:

WRITING

Step I

Revision

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

T:

Let's

check

the

homework.

I'd

like

some

of

you

to

read

out

their

ideas.

For the class. Volunteer!

Step II

Warming up

找教案

T:

Have you ever read The 21st Century ?

S:

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

China.

T:

If you have any problem, you can write to the editor and ask for advice.

19

Here is a letter from a student.

Step lII

Writing (B P7)

This part asks the students to write their advice to Xiao Dong as an editor.

First,

let the students to discuss how to write a letter to offer some advice

with their partners.

Second

,

teacher shows the instructions on how to

write a proposal letter on the screen.

Third,

ask the students to read

the letter

on Page 7

.

Ask them to discuss what Xiao Dong's problem is

and what is the solution they can offer in groups of 4, with the help of the

points

given

on

the

books.

Fourth,

give

them

ten

minutes

to

write

the

letter.

At

last,

ask

some

of

the

students

to

read

their

letters

for

the

class while the teacher gives some comments.

T:

Today we're going to write your advice to Xiao Dong as an editor.

Do you know how to write a proposal letter? Now, let's have a discussion

on

it

with

your

partners.

Students

are

talking

about

how

to

write

a

proposal letter.

T:

Who'd like to answer this question?

S:

The problem should be presented first. Then we must analyze the

reasons to cause the problem. Proposing the solution must be the main,

which should be well explained.

T:

Exactly. The discussion of the solution itself, based on the analysis

of

the

problem,

is

the

core

of

a

proposal.

I'll

give

you

some

instructions

about

how

to

write

the

body

part

of

a

proposal

letter

as

follows.

T:

AH right, let's read the letter on Page 7. And try to find out what

Xiao Dong's problem is and what is the solution they can offer in groups

of 4, with the help of the points given on the books.

20

Step

part I

What should be written

How do we write

Presenting the problem

Introducing

the

topic

and

analyzing the problem

Part II

Proposing the solution

Explaining

the

proposal in great detail

Part III

Conclusion

Concluding

by

reconfirming

the

proposed solution

The students are discussing Xiao Dong's letter.

找教案

T:

OK, who can tell me what Xiao Dong's problem is?

S:

He is not very good at communicating with people. He

wants to know

how to make friends with others.

T:

Quite right. Now please write your advice to Xiao Dong

as an editor

with

the

help

of

the

points

given

on

the

books.

I'll

ask

some

of

the

students to read their letters

for the class in ten minutes.

The students are writing the letters.

T:

Have you finished? I'll ask some of the students to read

their letters for

the class.

21

课后反思：

< br>本课为写作课，写作一向是学生英语学习的薄弱环节。

英

语的写作与语文不同，

语文写作注重篇章构思和文采，

而英语的 写作

前提是把句子写对，

避免出现重大的语法错误，

句子润色得漂亮一些，

这是更 高层次的要求。

大部分的学生如果能保

证把句子写对，那就是很 不错的事情了。所以在训练写作时，应该让

注重理清句子成分和结构，

< br>关键要把谓语的形式写对。

平时应该让学

生多看别人优秀 的文章，有可能的话可以多背一些优秀的范文。

Book 1

Unit 2

教学设计

(1)

课题：

English around the world

(2)

教材分析与学生分析：

Warming Up

部分简要介绍了世界英语的

分支以及英语语言在不同国家产生的差异，使学生感受英语语言

的多文化、多 层次、多元性，对英国英语和美国英语的不同有个

粗浅的了解；

Pre-Reading

部分的两个问题引发学生对课文主题的

思考，以便参加课堂活动；

Reading

部分

The

Road

to

Modern

English

简要说明了英语语言的起源、

发展变化、

形成原因，

以及

它 的发展趋势。

Comprehending

部分旨在检查学生对 课文基本内

容的理解程度

;

Learning

about

Language

部分主要通过各种练习

帮助学生重温本单元前几个部分的所学习的新单词和短语，同时

也通过新的例子展现 了美国英语、英国英语的差异，并着重介绍

了半单元的语法项目

（祈使句及其间接引语）

；

Using Language

部

22

分中的

Reading

and

talking

主要介绍了当今世界各国各地说英语

都有自己的特色，即便是美国东西部、南北部说话均有所不同。

(3)

课时安排：

The first period: Speaking: Warming Up and

Pre-Reading

The

second

period:

Reading The Road to modern

English

The third period:

Reading (Language points)

The forth Period

：

Learning about Language

The fifth period:

Using Language

The sixth period:

Listening

(4)

教学目标：

①

知识与技能：了解英语在世界上的 发展状况，认识各种各样带

有民族、地域特色的英语；对英国英语和美国英语的差异有所

了解，

尤其是一些常用词汇，

比如

falt

和

apartment,

lift

和

elevator, rubber

和

eraser

等

;

掌握本单元中出现的词汇、

短语的用法 ；

学会语言交际困难的表达法，如

pardon,

I

beg

your pardon?;

掌握祈使句及其间接引语的表达法。

②

过程与方法：本单元通过对“世界 英语”这一话题的探讨，以

加强学生对英语语言的了解，对当代语言特别是英语的发展趋

势的了解。

在教授本单元时必须强调美国英语、

澳大利亚英语、

印度英语、新加坡英语等都有各自的规律和和惯用法。要提防< /p>

学生认为可以滥用英语词汇，随意违反英语语法规则或惯用

23

法，不顾正常的发音、语调等。在学生用书中的听力部分 ，原

文真实的反映了灭国南部地区英语的方言和语音，旨在让学生

感受一下将英语作为母语的本国人说话的一个侧面。

要注意掌

握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性

模仿。

③

情感态度与价值观：了解英 国英语和美国英语的区别，两种英

语不存在那种好与不好的问题。可以给学生布置以下任 务：通

过对话形式，将所学过的英美说法的不同之处，按实际生活和

想象编一段对话。尽可能运用语言功能中表达语言困难的说

法。

(5)

教学重点和难点：

词汇：

include role international native elevator

flat apartment rubber petrol gas modern

culture

actually

present

rule

vocabulary

usage

identity

government

rapidly

candy

lorry command request retell polite boss

standard

Midwestern

Spanish

eastern

southeastern northwestern recognize accent

lightning direction subway block

短语：

play a

role (in) because of come

up such

as

play a part (in)

重点语法项目：祈使句及其间接引语

24

难点：

Expressing one

’

s idea on which kind of English

one

should

learn;

guess

the

name

of

speaker

’

s

country by listening; how to tell the differences

between

a command

and

a

request; how to change

the

pronoun

when

turning

the

direct

speech

into

indirect speech.

(6)

教

学

策

略

：

Discussion,

Student-centered

vocabulary,

learning,

listening,

pair

work, teach grammar in real situation

(7)

教学煤体设计：

A projector and a tape recorder.

(8)

教学过程：详见以下分课时教学设计。

(9)

课堂练习与课外作业设计：

穿插于分课时教学设计中

(10)

教学反思或值得改进的地方：

见每个课时最后部分。

Period 1: Speaking

Warming Up and Pre-Reading

Aims

To talk about varieties of English

To discuss why do so many people speak English

Procedures

I. Warming up

找教案

1. Warming up by answering a questionnaire

1).

Tell

the

students

they

are

going

to

answer

a

questionnaire about why they are learning English.

25

2).

Write

the

words:

Reasons

for

learning

a

foreign

language on the center of the board:

3).

Ask

the

students

to

suggest

as

many

reasons

as

they

can

think

of,

for

example,

for

work,

as

a

hobby,

to

learn

about

other

people,

to

travel,

to

read

literature

in

the

original,

to

read

research papers, to meet foreigners, to surf the Internet, to

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

make them.

4). Divide the class into pairs.

5). Give out each student one questionnaire paper.

6).

Explain

the

task.

The

students

must

question

each

other

about

their

language

learning

needs

(or

motivations).

Tell

them

that you are going to take in the questionnaires at the end,

and that

you’d

like

them to make

clear notes. It works

better

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

each section of the questionnaire. If they wait till the end

to swap, one student may use up all the time available.

7). When

the

task

is

finished,

ask a couple of students

to

summarize their partners’ answers. (This may develop into a

class discussion about language needs).

8). The students write five sentences on their feeling

about learning English.

26

9).

Collect

the

questionnaires.

Needs

Analysis

Questionnaire

Interviewer_______________

Interviewee_______________

Present use: situations and skills

Reading (faxes, letters & reports)

Listening

&

speaking

(telephoning,

meetings,

negotiations,

public speaking, socializing)

Writing (faxes, letters & reports)

Future use: expectations & ambitions

课后反思：

本课 能比较好地完成教学目标，训练了学生说的能力，

懂

得如何表达 自己的思想和意见。

使学生了解了世界各地的英语是有所

不同的 ，特别是了解英国英语和美国英语的区别。

同时使学生感受< /p>

到学习英语的重要性。

由于学生的口语水平有限，

所以探讨的时候不

是很深入。

Period 2 Reading

：

The Road to modern English

Aims

To talk about English

To read about the history of English language

Step 1 Skimming

Read quickly to get the main idea of the text.

Let the students find out key sentence of each paragraph

27

or ask them to summarize the main point for each paragraph in

their own words.

Paragraph

1:

The

spread

of

the

English

language

in

the

world

Paragraph 2: Native speaker can understand each other but

they may not be able to understand everything.

Paragraph

3:

All

languages

change

when

cultures

communicate with one another.

Paragraph 4: English is spoken as a foreign language or

second language in Africa and Asia.

Step 2 Scanning

Read to locate particular information and complete the

comprehending Exercise One.

Step 3 Comprehending

1. Check the answers to exercise 1 (page 10

2. Answer these questions (Page 11)

Work

in

groups.

Discuss

the

two

questions

and

then

ask

two

groups to report their answers to the class.

1).

Do

you

think

it

matters

what

kind

of

English

you

learn?

Why?

Possible answer:

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

★

Native speakers from different parts of the world have

28

no

difficulty

in

understanding

each

other

despite

the

fact

that

they speak a bit differently.

★

It is necessary for us to learn the narrow difference

between different kinds of English if we hope to communicate

fluently with native speakers of English from all over the

world.

★

Different

kinds

of

English

have

the

same

language

core.

If

you

have

got

a

good

command

of

one

kind,

you

will

almost

have

no difficulty understanding another kind of English.

(Any

persuasive

and

supporting

reason

the

students

give

can

be accepted.)

2)

Why

do

you

think

people

all

over

the

world

want

to

learn

English?

Possible answer:

The reasons why people all over the world want to learn

English:

★

With

economy

globalization,

English

has

become

the

best

bridge

to

serve

the

purpose

of

people

all

over

the

world

communicating with one another.

★

However,

like

all

major

languages

in

the

world,

English

is

always

changing.

In

order

to

adjust

to

native

speakers

from

different parts of the world, it is a must for people all over

29

the

world

to

learn

English,

whether

in

English

speaking

countries or in non-English speaking countries.

★

Also, people from different parts of the world speak

English with various accent and dialects, and people have to

learn about the difference between different kinds of English

in order to avoid misunderstanding while communicating.

课 后反思：

本课是阅读课。英语阅读教学是高中教学的重中之重。

许

多英语教师对阅读训练也给予了足够的重视，

但是在训练方式 上却存

在较多的问题。

多数教师过分注重语法结构的分析和句子 的机械翻译

而忽视技巧培养。

只有在阅读教学中教给学生一些学 习策略，

培养阅

读技巧，

才能让学生有 可能通过课外自学来扩大知识的摄取量，

从而

弥补课堂英语阅读 教学的不足。

由于时间仓促以及学生口语水平的局

限，本课时在 学生让学生讨论的环节上，气氛不够热烈，讨论时间不

足，今后应尽量鼓励学生多开口说 英语，以弥补这方面的缺陷。

Period 3: Reading (Language points)

Aim

找教案

to master some words and phrases

1.

include v.

a)

contain

eg.

The price includes both house and furniture.

b) embrace thing as part of whole

eg. I include him among my friends.

30

2.

present

a) adj:

being

at

hand;

being

now

出席的

,

在场的

;

现在的

,

当前的

该词可做前置定语也可做后置 定语，当它做前置定语其义为“现

在的”，

做后置定语其义为“出席的”

eg.

The present members

现在的成员

The members present

在场的成员

b) n: gift

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

C)vt: to offer

< br>赠送

,

呈献

[(+to/wit h)]

eg.

They presented him with a bunch of flowers.

3.

culture

n: [C][U]

understanding of literature, art, music, etc

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

4

．

identity n: who or what a person or thing is

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

5

．

rule

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

eg.

He’s made it a rule to rise early.

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

b)

vt:

to govern or control

c)

eg. The queen ruled her country for 20 years.

6

．

Request

31

vt: to ask for

eg

.

They requested financial support.

注意：这个词所接的宾语从句要用虚拟语气

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

B )n

:

asking or being asked

eg.

Mr. Paine made a request that I should help him

.

d

a)

vt: give orders to

eg.

I command you to start at once.

注意：这个词所接的宾语从句要用虚拟语气

I command that you (should) start at once.

b) n:

order

eg.

The army received the command to fire.

8

．

Actually adv

eg.

She looks young, but she's actually 50.

Did you actually see him break the window?

9

．

International adj: of relating to or involving two or more countries

in the world

国际的

eg.

They are dealing with the international affairs.

Many African countries received international help.

adj: recent

eg.

This is a book of modern history.

32

There is a modern hospital.

11. vocabulary n: all the words of language

eg.

Wide reading will increase your vocabulary.