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高一上 Unit one
good friends
Teaching aims:
  1. 能力目标: 能力目标: a. Listening: get information and views from the listening material; b. Speaking: express one’s attitude or views about friends and friendship in appropriate words. c. Reading: enable the Ss to get the main idea d. Writing: write some advice about making friend as an editor
  2. 知识目标: 知识目标: a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not. c. to enable the Ss to control direct speech and indirect speech d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
  3. 情感目标 情感目标: a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.
  4. 策略目标: 策略目标: a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.
  5. 文化目标:to enable the Ss to get to know different opinions about making friends from different countries. 文化目标: Period one Teaching steps: Step
  1. Warm-up
  1. Ss listen to an English song AULD LANG SYNE.
  2. Brainstorming: let Ss say some words about friendship ? honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful…. Step
  2. Talk about your old friends
  1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
  2. Self-introduction Step
  3. Make new friends
  1. Ss go around and ask their new friends some information and fill in the following form Name Age/hobbies/favorite sports, books, …

  2. Report to the class: who will probably be your friend why. Step
  4. Do a survey Ss do the survey in the text ,P1 Sep
  5. Listening and talking Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends. When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. Step
  6. Discussion Divide Ss four in one group and each group choose a topic to discuss. There are four topics. Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily. Step
  7. Summary
  1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
  2. T shows more information about friendship and a poem about friendship. 高一上 1
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What is friendship?
  3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step
  8. Evaluation Ss finish the following evaluation form. Standard: A, B,C Contents 自评
  1. I’m active in talking with others.
  2. I’m active in cooperating with others.
  3.I can express myself fluently, accurately and appropriately.
  4. I know more about friendship after this lesson..
  5. Do you think you need to improve yourself in some aspects? Which aspects?
他评
Homework:
  1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
  2. Write a short passage about your best friend.
Period two
Reading
Step
  1.Warming up Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home. How would you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movies Schindler’s List Step
  2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend? What will happen in the passage? Step
  3. Skimming Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend? When did the story happen? Step
  4. Scanning Students work in pairs to find the information required below: Anne in World War Ⅱ
What ? How to enjoy herself? Why
Step
  5. Intensive reading Students work in group of four to discuss the following open questions:
  1.Why did the windows stay closed?
  2.How did Anne feel?
  3.What do you think of Anne?
  4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
  5.Which sentences attract you in the passage? Step
  6. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ? Step
  7.Assignment Task
  1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class. 高一上 2
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Task
  2.Ex
  2.3on Page3
Period three
Step
  1. Warming up Check the Ss’ assignment: task 2 Step
  2. Language points: Step
  3. Learning about language
  1. Finish Ex.1, 2 and
  3. on Page
  4.
  2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page
  5. Then let the Ss themselves discover the structures. Step
  4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step
  5. Assignment Finish Wb. Ex, 1 and2 on page 41 and
  42.
Period four
Step
  1. Revision Check the Ss’ assignment. Step
  2. Reading Ss read the letter on page 6 Notes:
  1. get along with
  2. fall in love Step
  3. Listening Ss should take notes while they are listning.
  1. first listening: Ss listen and answer the questions of part 2 on page
  6.
  2. second listening: Ss listen again and finish part 3 on page
  6. Step
  4. Listening Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page
  44. Step
  5. Speaking Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Step
  6. Assignment
  1. Ss prepare the reading task on page
  44.
  2. Surf the internet and find some material about friendship in different countries.
Period five
Step
  1. Warming up Ss say something about making friends and how to maintain friendship. Step
  2. Listening Ss listen to a short passage and fill in the blanks on page 41 (listening). Step
  3. Reading
  1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex
  1.on page
  45.
  2. second reading: Ss read again and discuss the questions on page
  45.
  3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class. Step
  4. Discussion What do you and your friends think is cool? Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not . Ask Ss to use the following sentences while they talk: I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you. I don’t agree with you. Step
  5. assignment Ss collect some proverbs about friendship.
Period six
Step
  1. Pre-writing
  1. Read a letter from a student called Xiaodong.
  2. Go over the advice on page 7 and be ready for writing. Step
  2. While-writing Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
  1. Ss make a list about the important information that they need.
  2. Ss begin to write the letter to Xiaodong.
  3. Ss revise their letters by themselves.
  4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
  5. Ss get back their own writing paper and write the letter again. 高一上 3
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Step
  3. Post-writing Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Step
  4. Writing for fun
  1. Ss read the passage on page 7 by themselves.
  2. Ss try to write a few lines to describe their best friends or a person they know.
  3. Show some Ss’ writings in class. Step
  5.Assignment Do Wb writing task on page
  46.
Period seven
Teachers can use this period freely. Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page
  47. It is very important to improve their learning.
Unit 3 Going Places(说课稿) (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 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。 Language study 分 word study 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 word study 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。 Integrating skills 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 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
 

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