the_general_idea_of_this教案9(高一英语)AUnlPK
高一知识点精析（Unit9）（人教版高一英语下册教案教学设计）
高一知识点精析（Unit9）（人教版高一英语下册教案教学设计）基本知识1 单词和词组：although waste a waste of believe necessarygo up bring downpassenger record keep a record at one timemake a plan for greatlycorrect formrepair completeinformation improve decision make a decisionthanks toJennytitle CAAC aeroplanesummary take up2 日常交际用语：In my opinion,we should…What‘s your opinion?I believe we should…I don’t think it‘s necessary to buy…We must decide…I hope we can make a decision.3 语法：学习现在完成时的被动语态。
知识点精析与应用1.单词和词组(1)waste v.-make no use of;use without a good purpose 浪费n.-wasting or being wasted 浪费e.g.①We mustn’t waste any more time.我们千万别再浪费时间了。
②That would be a waste of money.那会浪费钱的。
③What a waste of en ergy!多么浪费精力!note:“在…方面(浪费)”应用on或in doing sth.Dont‘t waste time and money on the house (in building the house)also:waste adj.-no longer of use 费的，无法利用的e.g.When the waste water from factories is made clean and reused,a lot of money is saved.（当来自工厂的废水被净化后，重新利用，很多钱就会省下。
Unit9LearningLesson3TheSecretsofYourMemory教学设计高一英语
普通高中新课程新教材优质课评选暨优秀课例汇集[What]北师大版高中英语教材必修三第九单元的主题为学习与发展。
学生在学完本单元后能够认识学习的原理，了解影响学习的因素，从而树立积极主动的学习观，践行相应的学习策略，寻找高效学习的规律，选择合适自己的学习方法，倡导善学乐学的学习态度。
本课是本单元的第三课，为了让学生在本课学习中形成大单元的观念，本课关注记忆中存在误区的解答和记忆有效策略的分享，最终为学生发现适合自己的记忆策略提供参考和指导，同时形成本课课时所期达到的学习成果：探讨并分享有效的记忆策略，成为一名积极的学习者。
本课属于三大主题语境之一“人与自我”下主题群“生活与学习”中“记忆的规律与策略”子话题，学生通过获取有效的记忆策略，思考自己在记忆中存在的误区并同时加以探讨和反思，寻找记忆规律，获取适合自己的记忆策略。
本课为阅读课，文章介绍了记忆专家Jemima Gryaznov，针对我们对记忆中存在的四个最常见的问题做出相应的解答。
解答完这些问题后，专家又分别针对这四个问题给出了自己的意见和记忆策略，为学生找到适合自己的记忆方法提供了科学的理论依据。
[How]文章是说明文，结构清晰，共四部分，每部分都呈现出了主旨大意和支撑观点的证据，均采用“问题—分析—建议”这一结构模式。
在语言形式上，语篇运用了“try to do..., we need to do..., one of the golden rules is to... ”等提建议的功能句。
语篇中专家还运用了“for example, according to ”等举例、引用、列数字和图表的方式更清楚地表达建议，同时在功能上也使得解释记忆策略更具体，更具有说服力。
[Why]本课通过对我们在记忆中存在的四个最常见的问题和解决策略的分析，帮助学生了解有效的记忆策略，从而促进自己的学习，探索更多改善记忆的方法，激发学习兴趣。
做到乐于学习、善于学习和终身学习。
高一英语必修一unit1教案
高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
高一英语教案：《Unit 9 科技》教学设计
高一英语教案：《Unit 9 科技》教学设计高一英语教案：《Unit 9 科技》教学设计Teaching Planning for Unit 91st PeriodSub Topic New Uses of ThingsFocus ListeningTasks 1.Describe things and how they work2.A Guessing GameTeaching Aims:1.To review the Simple Present Passive VoiceIt is used for…They are made of(from)…This thing can be put ….2. To develop the students’ listening skill by creating an information gap and stimulating their desire to discover thingsMoral Focus: Creative ThinkingTeaching Aids:A tape recorder, the listening cassette, a toothpick, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a remote controller, a CD player, a walkman, a computer, a refrigerator, amirror, a satellite receiver etc.Teaching Procedures:Step One Warming up1. Greetings2. Atmosphere Stirring? Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively.Example: Observe the teacher carefully and identify something unique like a certain scar, the smoking habit, the left-handedness etc, and then talk about the possible causes.? Create a proper learning environment and get the students geared for the oncoming classroom activities3. Brainstorming? Present objects: a toothpick, a sock and a plastic bag? Provoke the students’ thinking by encouraging them to think of the new uses of the above objects? Be ready to accept any offered answers? Try to involve as many students as possibleStep Two Pre-listening3. Show pictures of some daily things including one or two but not allof the objects that are to be described4. Prepare the students for the listening by encouraging them to discover what are being describedStep Three Listening and Identifying5. Listen to the tape and identify what is being described.6. Talk about the possible uses of the described things.7. Ring a bell to the Simple Present Passive VoiceStep Four Talking and Guessing8. Group work? Divide the whole class into several groups? Think about the objects we use in our daily life.? Describe two or three of the objects to the other groups and see if they can guess what you are describing.? Remember not to make it too easy to guess? Take turns to do the describing and guessing? Use the following structures and questions to help with the description and guessingIt is used for….It can be fo und….It is often seen….They are made of(from)…This thing can be put ….What does it look like? What is it used for?What is it made of? Who usually uses it?How do people use it? How does it work?When is it used? Where do you usually see it ?Step Five Topic Touch9. Describing and Drawing? Divide the whole class into two groups.: A describing group and a guessing group.? The teacher let the students in the describing group see some certain objects or pictures like a remote controller, a TV set, a CD player, a walkman , a satellite etc. Then one of the students begins to describe what is being presented by the teacher. Others are ready to add something to the description. Remember not to make it too easy to guess.? Students in the guessing group are supposed to draw and then guess what is being described.? Each group has three descriptions and three guesses? The group which gets more right answers wins.? This game is also served as a slight touch of the Unit TopicStep Six A Discussion10. Work in groups of six11.Discuss about the good impact of one of these things.12.Each group member contributes some notes to the reporter of the group13.Report to the whole classStep Seven Listening in WB14.Listen to the tape and fill in the information chart below.pare the information with the partnerStep Eight Pair work16.Work in pairs.? Look at the space projects below and decide which one is the most useful.? Put “1” in front of the most useful project and “5” in front of the least useful.? Compare answers with the other pairs and explain your choicesStep Nine Summary17. Summarize the good impact of all the things described and mentioned.18..Think about the potential problems with the things described and mentioned19.Suggest solutions to the problems。
高一英语必修1_Unit_1《friendship》教案11
高一英语必修1_Unit_1《friendship》教案11第一篇：高一英语必修1_Unit_1《friendship》教案11 Unit 1 friendship Period 2Reading “Anne’s Best Friend” 1.Teaching objectives: 1)To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2).To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3).To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4).T o learn the writing style of this passage.2.Teaching method: Task-based teaching 3).Teaching procedure: Step 1.Pre-reading 1.Please enjoy three pieces of music and find out what they are about.2.Why do you think friends are important to you? 3.What do you think a good friend should be like? List the good qualities a good friend should have.4.Have you ever considered making friends with animals, plants or even an object? Why or why not? Step 2.Reading 1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1)What was Anne’s best fr iend? Why did she make friends with it? 2)Did she have any other true friends then? Why? 3)What is the difference between Anne’s diary and those of most people?4)Do you keep a diary? What do you think most people set down in their diaries? 5)We are going to read one of Anne’s diaries.but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3.Reading of Anne’s diaryHow she felt in the hiding place Two examples to show her feelings then Step 3.Post-reading 1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group work Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3.Discovering useful words and expressions Complete the following sentences, using words and expressions from Reading 1)She has grown _______ about computer games.2)Was it an accident or did David do it on _______? 3)From the beginning ,Paul made it clear that he would be ______(完全地)in control.4)He used to work _______ even in the middle of winter.5)Just the _______ of more food made her feel sick.6)You had better have a _________ talk with him.7)Born in a poor family, the manager _________ lots of hardships in his childhood.8)A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship 1.There are many proverbs about friends and friendship.Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine;the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework: 1.Interview a high school student,a businessman, a police officer and a housewife to find out their opinions about friends and friendship.Write a report to share it with the whole class.2.Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends together第二篇：高一英语必修高一英语必修②Unit 1期末复习题一.单词拼写1.These small animals must store plenty of food if they are to s_________ the winter.2.There is a beautiful garden over there.Do you know whom it b__________ to.3.She took a ________ candle into the room, and the dark room lit up at once.4.This coat is of the latest s________.5.In my o_________, he is not the right person for the job.6.Do you have enough e_________ to prove that you are right?7.Don’t _________ not to know me, actually you know me very well.8.We couldn’t go for a walk because I have no time, b_________, it rains heavily.9.He s___________ all the street, but could not find his dear parents.10.As is known, the Great wall is one of the w___________ of the world.11.In the accident, only two people s__________ at last.12.The building is specially d__________ for the homeless people.13.T om has bought a new house, he needs to buy some f___________ before he moves into it.14.His father works on a ship, he is a s________.15.This is a r_______ coin, so it’s very valuable.二．翻译下列单词或短语1.作为对……的报答2.处理3.充当，担任4.与……处于战争状态5.寻找6.属于7.调查，朝……里面看 8.而不是，而非9.迷路，丢失 10.同意（某人的看法）11.高度评价 12.拆开13.毫无疑问问题的答案三．定语从句专练习: 用恰当的关系词填空。
外研版高一英语必修第三册(19版)_Unit1_Understanding_ideas_板块教学设计
任务型教学法、P–W–P阅读模式
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
T guidesSsto talk aboutwhat problems they would face in their daily life andto whom they can turntofor help when facing a certain kind ofproblem and why.dhelp Ss review thetopic-related words.
Activity 2
1. T asks Ss to read through the passage, focusing on the pictures, addresses, signatures and compare the two letters.
For example:
When you have conflictswith classmates, you would like to turn to( )for help.
A.Parents.
B.Online forums.
Ssshare with each other the problems they face at school.
教学目标
1.理解求助信和回信的主要内容，并形成处理人际关系问题和情绪管理问题的一个基本态度——Think before we speak；
2.学生能够在使用本单元所学语言的基础上，描述自己在成长过程中遇到的人际关系问题，能够表达自己情绪的变化和对情绪管理的认识。
高一英语教案范文三篇
高一英语教案范文三篇我们最孤独的，不是缺少知己，而是在心途中迷失了自己，忘了来时的方向与去时的路;我们最痛苦的，不是失去了曾经的珍爱，而是灵魂中少了一方宁静的空间，慢慢在浮躁中遗弃了那些宝贵的精神;我们最需要的，不是别人的怜悯或关怀，而是一种顽强不屈的自助。
你若不爱自己，没谁可以帮你。
下面是为大家整理的高一英语教案范文，希望可以帮到你!高一英语教案一1. 能力目标：① Listening: gain useful information and clear views from the listening material;② Speaking: express one’s attitude or views about friends and friendship in appropriate words.③ Reading: let Ss summarize the main idea④ Writing: write a letter about how to make friends2. 知识目标：① Talk about friends an d friendship; how to BE friends; how to gain friendship② Use the following expression:so do I / neither do II think it is a good ideaAll rightYes，but…③ to get the Ss to master direct speech and indirect speech④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once3. 情感目标:① To arise Ss’ interest in learning English;② To encourage Ss to ta ke part in the activities and make Ss confident;③ To develop the ability to cooperate and communicate with others.4. 策略目标：① To develop Ss’ cognitive strategy: making notes when listening carefully;② To develop and improve Ss’ communicative stra tegies.5. 文化目标：To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标① To make Ss respect each other and friendship② To make them get well with one another in societyTeaching steps:Period oneStep 1. warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….3. To let Ss make a correct choice about their questions that they meet in warming up.Step 2. practice speaking1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introduction or work in pairs3. Ss can ask some questions about life or learningStep 3. Make new friends1. 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 surveySs do the survey in the text on P1Step 5. Listening and talkingDo Workbook on 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 am afraid not exactly I agree I think that is a good idea of course notStep 6. DiscussionDivide 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. Summary1. 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.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B, CContents 自评他评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 the lesson…5. Do you think you need to improve yourself in some ways? Which ways?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 twoStep 1. Warming upActivity 1: 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.Activity 2: Play a short part of the moviesStep 2. PredictingStudents 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. SkimmingStudents skim the passage in 2 minutes to get the main idea: Who is Anne’s bes t friend?When did the story happen?Step 4. ScanningStudents work in pairs to find the information required below: Anne in World War ⅡStep 5. Intensive readingStudents work in groups 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. ActivityFour 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. AssignmentTask 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.Task 2.Ex 2.3 on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加The bad whether added to our difficultiesadd up to总计、加起来共是Having a big breakfast adds up to 112add…to…把…加到…Please add the names to your list2. Cheat v.1). To act in a dishonest way in order to win 欺骗;作弊2). (of, out of) to take from (someone) in a dishonest way 骗取The boss has cheated out of his money1). an act of cheating 作弊行为2). one who cheats 骗子3. Go through1).To examine carefully 仔细阅读或研究I went through the students’ papers last night.2).To experience 经历，遭受They went through the terrible earthquake at night4. Crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about music5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.Lonely/alonealone1). without or separated from others单独的She lives alone.2). only 仅仅，只有。
【高一】高一英语上册课堂导学复习教案9
【高一】高一英语上册课堂导学复习教案9periodthreeusinglanguage目标：1帮助学生了解并学习有用的词汇和表达2.tohelpstudentsdiscoverandlearntousesomeusefulstructures内容：1.thetimewhenifirstmetnelsonmandelawasaverydifficultperiodofmylife.[指导意见]（1）在此期间let’sfinishthisperiodandhaveabreak.*轮换期（2）thetimewhen其中when引起定语从句这是你去哈佛大学读书的时候。
doyoustillrememberthetimewhenwefirstmet?时间可以用来构成时间状语从句。
此时通常不添加时间。
eg.irecognizedhimthetimeisawhim.类似的短语包括第一次/每一次/每一次/下一次/最后一次/那一刻/那一分钟/那一秒。
i’lltellhimthenewsthemomentiseehim.我会告诉他新闻的。
2.itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.建议的使用1.advicevt1）建议。
周日。
给某人提建议ihaveadvisedyouonthatsubject.2）建议某人。
今天。
劝告某人。
做ourmonitoradvisesmetopracticemorespokenenglish.3）建议+（应该）做iadvisethatyou(should)noteatfruitthatisn’tripe.2.忠告。
[u]【知识拓展】(选学)1.建议与建议的用法差异；2.advice与suggestion的区别及与之连用的从句虚拟问题。
3.因为他们没有出生，也担心自己是否会离开工作岗位，所以我没有存折。
高一英语教案：上学期Unit9 Pre-reading
课时计划 课时2 课题 Unit 9 Technology Listening, speaking & pre-reading 课型 New
教学目标 1. To know the expressions used to describe an object and try to express one’s opinion. 2. To guess the objects described in the listening material. 3. Try to find the main idea of each paragraph; 4. Try to guess new words from the context; 重点 1. Improve the students’ reading ability by fast-reading and reading. 2. Enable the students to master the new words and expressions, as well as the language points. 难点 Train the students to love and take an active part in the sports.
学情分析 The Ss can finish the task. But there may be a little difficulty in listening. 教具课件 1. A recorder 2. A projector 3. A computer 教法 Communication---get information---use attributive clause to talk about 教学程序 教学内容（引入、例题、练习题、检测题等） 师生 活动 时间分配 Step 1 Step 2 Listening 1. Pre-listening Show pictures of some daily things including one or two but not all of the objects that are to be described Prepare the students for the listening by encouraging them to discover what are being described 2. Listening and Identifying 1) Listen to the tape and identify what is being described. Talk about the possible uses of the described things. Ring a bell to the Simple Present Passive Voice Object described Possible uses chopsticks Eating Opening a bottle Cellphone make a telephone call send messages send pictures refrigeraor keeping food fresh keep drinks cool 2) Fill in the blanks (1) These are very simple. Two sticks about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be difficult to use at first, but you will soon learn how to pick up even small pieces of food. (2) This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away. (3) This is a large box with a big door, a light comes on and you can see what’s in side. You’d better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box in the kitchen Speaking 1. Talking and Guessing Group work: Divide the whole class into several groups. Think about the objects we use in our daily life. Describe two or three of the objects to the other groups and see if they can guess what you are describing. Remember not to make it too easy to guess. Take turns to do the describing and guessing. Use the following structures and questions to help with the description and guessing It is used for…. It can be found…. It is often seen…. They are made of(from)… Listen & do exx 10’
高一英语教案：上学期unit1教案9
1 self introduction第一章第1节self introduction1、学生了解老师，让学生相互了解。
2、养成主动开口的习惯，能积极的参加到班级活动中来。
一体化设让学生明白教学要求和教学计划计：let ss open their mouths教学重点、难点：教学过程：1、组织教学（导言）Hello, everyone. Nice to meet you .Although it’s the first time we have met ,Ithink I like you. I ‘ll be your English teacher this year.As I ’ve said I was graduatedfrom Jingxi Normal University as an English major,I have passed English Grand Test8. From the experience I think there is no easy way to learn English. So I will bestrict with you .Don’t be afraid.With your hard work, you are certain to improveyour speaking,listening. Reading, and writing.3、讲授新课：After I introduce myself I am anxious to know you. Will you please give someintroduction to me? Are there any volunteers? (6-7 SS)4、课堂练习：T gives some requirements to SS.eg: .plans of this term: 1.handwriting contests:2.English songs contest. maybe a partyPreview – while at class- revison - go over the language pointsFinish homework5、布置作业：I.copy the new words twice.II. preview the warming up6、课堂总结：In the next days we will have a hard time but I hope you can have fun from the study. Doing a lot of reading will enlarge your knowledge and your view of theword.Let’s improve hand in hand.。
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教学设计Period 5 Speaking and Writing The General Idea of This Period This period aims at getting the students to express themselves and acting out some body language.They are also encouraged to understand the meanings by watching the body language and give their own opinions. Teaching Important Points Teach the students how to use body language in the most appropriate occasions. How to understand the unusual or funny or difficult body language used in different cultures. Teaching Difficult Points Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. How to write a short description of body language used in daily communication. Teaching Methods Group work to practise speaking. Task-based activity before writing composition. Teaching Aids A projector,some slides and a multiple-media computer Three Dimensional Teaching Aims Knowledge and Skills Help the students learn how to express themselves in body language when needed. Help the students understand others when body language is being used. Help the students to write a short passage about what hey have seen or experienced,in which body language has been used properly in communication to reach the understanding or body language has been used so inappropriately as to cause misunderstanding.Process and Strategies Create a light atmosphere to get the students involved in class actively. Give instructions for the students to follow.Feelings and Value This part provide a situation to the students in which they apply body language indaily life,which helps the students to deepen their understanding of body language and thus avoid misunderstanding with people.Teaching Procedures Step 1 RevisionCheck the students’ homework.And ask some students to say out the kinds of body language and the examples they have got or what they have observed in the body language of others. Step 2 Speaking T:We have learnt so much about body language.Now it’s time for us to practise.Here there are two situations.For each situation,prepare a role play with your e both spoken words and body language to express your ideas.Then explain to the class what the differences are in Western and Chinese body language,and what they mean.I will give you 5 minutes to talk with your partner to make a dialogue. Situation one:You fall and hurt your foot while you are hiking on a lonely path.You need help,and see someone in the distance. YOU:Help!Help!Please come over here! PERSON:What do you want?I can’t hear you!(hand behind ear) Situation two:You are visiting a strange city and need to buy some tea and oranges.You only know a little English and want to know where you can get them and how much they cost. YOU:Can you help me please?I need some tea and some oranges.(smiling and leaning forward) SHOPKEEPER:No problem.How much tea do you need?And how many oranges?... After 5 minutes,ask some pairs to act out their dialogues. Possible version: Situation one: A:Help!Help!Please come over here!(waving and crooking your hand toward the place where you are lying) B:What do you want?I can’t hear you!(hand behind ear) A:Can you see me?Please come here!(waving and crooking your hand toward the place where you are lying) B:Why?I can’t understand you.(with a forefinger on the right side of the head) A:I hurt my foot when I fell.(pointing to your injured foot) B:All right.I am coming!(running) Situation two: A:Can you help me please?I need some tea and some oranges.(smiling and leaning forward) B:Pardon?What do you need? A:Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape).Where can I get some?(miming the question) B:Oh,this is tea.And some oranges,right? A:(Nodding your head) Yes.Where can I buy some?(repeating the mime) B:(Showing the way) This way,please! A:Thanks.(acting out the Chinese way to show thanks) B:Here you are.(They are entering the grocery store.) C:Can I help you? B:He wants to buy some tea and oranges. C:No problem.(To SA)How much tea do you need?And how many oranges? A:(Sticking out five fingers to show half kilo of tea,and two hands to show ten oranges) C:Here you are. A:How much are they?(drawing the sign of the US dollar $)C:(Working on the calculator) $9 in all including taxes. A:Here is ten dollars.(handing the ten-dollar note) C:Here is the change. A:Thanks.(nodding your thanks)Bye! Step 3 Oral composition T:Good job!You all have given the excellent performance.Now there is one more problem for you to settle.Lin Pei is your classmate.You are worried about her.She is not friendly any more,and does not want to talk to you or her other friends.She seems to be sad.She stays alone.She is not doing her homework and the teacher is not pleased with her.She does not seem to care about how she looks.You discuss Lin Pei’s behaviour with your partner.Think about the problems she might have.Describe her “body language” or the behaviour that shows how she feels.Be ready to report to the class.Time is limited to 8 minutes. After 8 minutes,ask some students to air their view. S:I think there is something wrong with her.When I saw her recently,she would turn away from me and would not speak to me. S:When I saw her in class,she looked as if she had been crying.And she would not even look at me.She just looked straight out of the window.She seemed as if she could see nobody in her eyes. S:I agree with you.When I met her at the school gate and tried to have a word with her,she just bent down her head and passed me as if she hadn’t noticed me. S:I couldn’t agree with you more!This morning,when I went close to her,trying to start a conversation between us,she crossed her arms in front of her and didn’t look at me.And then she turned away immediately. Step 4 Writing Give the students 8 minutes to collect their ideas and begin to write their composition. T:Now write some advice for Lin Pei.Describe her body language and explain why it worries you.Ask her if she can tell you why she is acting in this way.Encourage her to understand that body language shows how you are feeling and is important for goodcommunication. Possible version:Lin Pei,these days you stay alone and look sad.When you saw me today,you even turned away from me and would not talk.I know you are not happy about your grades at school and you are afraid of being laughed at by others.In actual fact,I am still your friend and will always be.You need not be so worried about your lessons you have missed.Just try to be more concentrated and attentive in class.Also you should tell me how I can help you with your lessons.I think we can work together to improve our grades little by little.So why not cheer up and be happy?I hope to see your smiling face again very soon.Lin Pei,these days you are not doing your homework and the teacher is not pleased with you.When the teacher asks you for the homework,you will just shake your head and roll your eyes.When I see you in class,you are even having a daydream.You are not listening to the teacher but looking out of the window.You seem not have lost interest in the subjects.Is it because you could not understand the teacher?If not,why don’t you raise your hand and ask the teacher to explain once more the problems you are not clear about.Or why don’t you turn to me for help?I am still your good friend and as long as you want to make up for the lessons you have missed,I will try to help you and so will your other friends!I am sure you will soon become a really happy student again. Step 5 Homework Finish the composition.The Design of the Writing on the Blackboard Unit 4 Body language Period 5 Speaking and Writing 1.Revision 2.Speaking Situation one:You fall and hurt your foot while you are hiking on a lonely path.You need help,and see someone in the distance.YOU:Help!Help!Please come over here! PERSON:What do you want?I can’t hear you!(hand behind ear) ... Situation two:You are visiting a strange city and need to buy some tea and oranges.You only know a little English and want to know where you can get them and how much they cost. YOU:Can you help me please?I need some tea and some oranges.(smiling and leaning forward) SHOPKEEPER:No problem.How much tea do you need?And how many oranges? ... 3.Oral composition 4.WritingRecord after TeachingActivities and Research The students may prepare a short dialogue in which they discuss the behaviour of his classmate Lin Pei and then act it out in a class-setting.Reference for Teaching Additional InformationA letter to Lin Pei Dear Lin Pei,I’m really worried about you.I know that your mum is really ill and you have been doing all the work at home.You are worried about your mum and your dad has a new job so he is not at home very much.The problem is that you seem angry with everybody.You won’t talk to us.You just shake your head when we ask if we can help and nod when we ask if you are OK.You just turn away and leave,or stand looking atthe floor with your arms crossed if we try to talk to you.Although you haven’t said anything to us,we understand your body language.I know you are not angry.You are just worried and sad.Let us help you with the problems because we are friends.Please tell us what we can do for you and your family.Yours, Xiao Ming。