高一上 Unit one good friends

Teaching aims:

1. 能力目標(biāo)：

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. 知識(shí)目標(biāo)：

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. 情感目標(biāo):

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. 策略目標(biāo)：

a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.

5. 文化目標(biāo)：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps: Period one

Step1. 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.

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 自評(píng) 他評(píng)

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?

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

Step1.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

Step2. 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?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. 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(語(yǔ)篇,上下文).

5.Which sentences attract you in the passage?

Step6. 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 ?

Step7.Assignment

Task1.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.

Task2.Ex2.3on 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.Ex1.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.

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（說(shuō)課稿） 高一上

教學(xué)內(nèi)容分析

本單元的中心話題是“旅游”，可以說(shuō)這是一個(gè)世界性的時(shí)尚話題，隨著經(jīng)濟(jì)發(fā)展、社會(huì)進(jìn)步、人們生活水平的提高，旅游作為現(xiàn)代人的一種生活方式，越來(lái)越被更多的人們所接受與喜愛(ài)。文中涵蓋了有關(guān)這一話題的許多內(nèi)容，如：“人們?cè)诼糜沃械慕煌ǚ绞健薄奥糜吸c(diǎn)的選擇”，還有新興的旅游方式----“探險(xiǎn)旅游”、“生態(tài)旅游”等等。而所有的語(yǔ)言知識(shí)和語(yǔ)言技能幾乎都是圍饒這一中心話題而設(shè)計(jì)的。而在上這一單元時(shí)，正趕上“十一”長(zhǎng)假到哪去的話題，學(xué)生應(yīng)該比較感興趣。

Warming-up 由三部分組成：第一部分通過(guò)圖例可以看出人們旅游過(guò)程中發(fā)生的不文明行為；第二、三部分要求討論有哪些交通方式。主要目的在于激活學(xué)生已有的相關(guān)背景知識(shí)，引出話題，為后面幾堂課的討論做好熱身準(zhǔn)備，是本單元的總動(dòng)員。比如：第一部分的圖例內(nèi)容與eco-travel聯(lián)系比較緊密，我就把它作為這一課（第六課時(shí)）的導(dǎo)入。

Listening提供了兩部分聽(tīng)力資料。前面為三則飛機(jī)起飛前的廣播通知；后面是寫(xiě)在五張明信片上的旅游者的自敘。目的在于通過(guò)輸入語(yǔ)言，掌握一些旅游中會(huì)碰到的常用表達(dá)法。

Speaking 提供的是關(guān)于“時(shí)光機(jī)器”的資料，幻想人們可以借助于這一神奇的交通工具，在過(guò)去、未來(lái)的時(shí)間長(zhǎng)河里隨心所欲地暢游，文后設(shè)計(jì)了表格。這是一個(gè)比較開(kāi)放性的話題，學(xué)生可以展開(kāi)想象，結(jié)合學(xué)過(guò)的歷史、地理知識(shí)暢所欲言，能充分調(diào)動(dòng)他們“說(shuō)”的興趣。整個(gè)活動(dòng)涉及了“聽(tīng)、說(shuō)、寫(xiě)”多個(gè)技能，按要求完成一定的表格，使之“說(shuō)”的時(shí)候更言之有物。

Reading 分為三部分：pre-reading, reading, post-reading. pre-reading提供了與閱讀材料相關(guān)的三個(gè)問(wèn)題，啟發(fā)學(xué)生預(yù)測(cè)課文內(nèi)容；reading 是一篇關(guān)于探險(xiǎn)旅游的材料，其中介紹了hiking 與rafting，話題較新穎；post-reading設(shè)計(jì)了一些幫助學(xué)生檢測(cè)對(duì)課文作淺層、深層理解的鞏固練習(xí)。

Language study 分word study和Grammar兩部分。詞匯配對(duì)練習(xí)引導(dǎo)學(xué)生加深對(duì)新詞匯的理解與記憶；語(yǔ)法項(xiàng)目是讓學(xué)生進(jìn)一步學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法。同時(shí)要求學(xué)生掌握有關(guān)送行與表達(dá)美好祝愿的話語(yǔ)。我對(duì)word study的處理，除了聽(tīng)寫(xiě)、默寫(xiě)等機(jī)械性記憶外，更多的是有意地把他們分散在每堂課的指令用語(yǔ)與話題里，讓學(xué)生在語(yǔ)境中學(xué)，在運(yùn)用中學(xué)。而Grammar則滲透在reading與 writing里學(xué)，道理也同上。

Integrating skills 部分可以說(shuō)是閱讀部分的延續(xù)，寫(xiě)作部分的前奏。文中提到了“生態(tài)旅游”這一越來(lái)越時(shí)尚的熱門(mén)話題。以列表形式提供了兩個(gè)生態(tài)旅游區(qū)的資料，讓學(xué)生稍作了解這一新名詞的內(nèi)涵后，完成文中的表格填寫(xiě)，算是一種mini-writing。

Writing本單元的要求是寫(xiě)信。以Sue的口吻給父母寫(xiě)兩封信（分別寫(xiě)于周六、周日），對(duì)旅游中已做的，正在做的，將要做的事情進(jìn)行如實(shí)描述。考慮到學(xué)完第三單元，已經(jīng)完成了本冊(cè)教學(xué)任務(wù)的四分之一，我在此安排了一大一小兩作文。

Tips 告訴學(xué)生寫(xiě)作前要多作思考，不要急于動(dòng)手。不失為一劑寫(xiě)作良方。

Checkpoint 簡(jiǎn)要地總結(jié)了本單元的語(yǔ)法重點(diǎn)，并提供了一些例句。

從內(nèi)容的編排上可以看出，編者打破了原有教材每單元分課而設(shè)的框框，代之以聽(tīng)、說(shuō)、讀、寫(xiě)四技能為側(cè)重點(diǎn)的幾大板塊。因此新教材旨在讓學(xué)生掌握一定的語(yǔ)言基礎(chǔ)知識(shí)，在分別完成四技能的基礎(chǔ)上，形成較好的綜合運(yùn)用語(yǔ)言、解決問(wèn)題的能力的導(dǎo)向，由此可見(jiàn)一斑。

我們教師明確了這一意圖后，在引導(dǎo)學(xué)生進(jìn)行四技能操練時(shí)就會(huì)有的放矢，做到內(nèi)容、形式、技巧三者的有機(jī)結(jié)合。當(dāng)然新教材對(duì)我們教師的自身素質(zhì)、備課深廣度的挖掘以及學(xué)生想象力的激發(fā)都是一場(chǎng)不小的挑戰(zhàn)。還有詞匯，如本單元新增了hiking, rafting, eco-travel等新詞，相應(yīng)地詞匯要求的級(jí)別高了，語(yǔ)言的地道性也有了提升。還有workbook, 簡(jiǎn)直是又一本教材，里面提供了許多關(guān)于聽(tīng)、說(shuō)、讀、寫(xiě)的材料與練習(xí)，一方面為我們提供了豐富翔實(shí)的資料庫(kù)，另一方面也許也增加了我們的負(fù)荷。這是我對(duì)新教材與本單元的一點(diǎn)理解。

教學(xué)重點(diǎn)難點(diǎn)：

（一）重點(diǎn)

1． 本單元的生詞、短語(yǔ)

2． 有關(guān)旅游的一些表達(dá)法

3． 掌握游記與來(lái)往書(shū)信的寫(xiě)法

4． 復(fù)習(xí)動(dòng)詞的用法以及現(xiàn)在進(jìn)行時(shí)用于將來(lái)的表達(dá)法

（二）難點(diǎn)

1． 動(dòng)詞時(shí)態(tài)的綜合運(yùn)用

2． 語(yǔ)法操練與語(yǔ)言交際活動(dòng)的有機(jī)結(jié)合

3． 一些開(kāi)放性話題的實(shí)現(xiàn)

4． 課外查閱資料的能力培養(yǎng)

教學(xué)目標(biāo)

1． 語(yǔ)言知識(shí)與技能

1） 熟練掌握與話題相關(guān)的常用詞匯與表達(dá)法

2） 培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四技能的綜合運(yùn)用能力

3） 使學(xué)生能就given topics較好地完成一些開(kāi)放性話題

4） 培養(yǎng)學(xué)生使用圖書(shū)館、網(wǎng)絡(luò)查閱資料的能力

2． 情感態(tài)度與文化意識(shí)

1） 在有趣的話題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣

2） 在師生互動(dòng)的活動(dòng)中，加強(qiáng)教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢(shì)

3） 在共同完成一些調(diào)查、采訪、取長(zhǎng)補(bǔ)短等任務(wù)的過(guò)程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)

4） 帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時(shí)，增強(qiáng)他們的環(huán)保意識(shí)

3． 學(xué)習(xí)策略

1） 興趣教學(xué)策略,其中包括對(duì)話、討論、表演等

2） 開(kāi)放式教學(xué)策略，如：brainstorm, role play, given situations 等活動(dòng)

3） 任務(wù)型活動(dòng)策略，在做中學(xué)，在交際中進(jìn)行真實(shí)運(yùn)用

為了有效地達(dá)到以上教學(xué)目的，我設(shè)計(jì)了以下六個(gè)任務(wù)：

1）The students are to discuss the means of transportation

2）The students are to describe a place they know

3）The students are expected to know what an adventure travel is like

4） The students are supposed to take a virtual travel

5） The students are to write a travel diary/letter

6） The students are to finish a proposal letter/make a survey report

我把本單元計(jì)劃為六課時(shí)，Warming-up & Listening(1課時(shí))，Speaking(1課時(shí))， Reading(一)(1課時(shí))，Reading( 二) (1課時(shí))，Grammar & Writing(1課時(shí)) ，Integrating skills (1課時(shí))，以任務(wù)為依托，分別對(duì)聽(tīng)、說(shuō)、讀、寫(xiě)四技能進(jìn)行訓(xùn)練，各有側(cè)重，但又互相結(jié)合。注重指導(dǎo)語(yǔ)篇閱讀，逐步提高口頭表達(dá)，筆頭寫(xiě)作能力。

任務(wù)型語(yǔ)言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語(yǔ)言的最佳途徑是讓學(xué)生做事情，即完成各種任務(wù)。當(dāng)學(xué)習(xí)者積極地參與用目的語(yǔ)進(jìn)行交際的嘗試時(shí)，語(yǔ)言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行的任務(wù)使他們當(dāng)前的語(yǔ)言能力發(fā)揮至極點(diǎn)時(shí)，習(xí)得也擴(kuò)展到最佳狀態(tài)。

*** 本單元的預(yù)習(xí)作業(yè)是：

1. Prepare for the dictation (words & expressions)

2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him?

3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)

第一個(gè)作業(yè)迫使學(xué)生主動(dòng)去掃除字詞障礙；第二個(gè)作業(yè)是第一堂課的Daily Report(每次課前五分鐘的free talk,有時(shí)教師規(guī)定話題，多數(shù)時(shí)候不限；學(xué)生自己找資料；一般一次一人，也可多人合作)；第三個(gè)作業(yè)是本單元會(huì)陸續(xù)出現(xiàn)的一些話題，預(yù)先讓學(xué)生有個(gè)認(rèn)識(shí)，而且通過(guò)看書(shū)都可以基本解決。因此預(yù)習(xí)工作做得充分與否直接影響著上課效果，我也準(zhǔn)備了一些檢測(cè)手段，如：聽(tīng)寫(xiě)、默寫(xiě)，Daily report等。

第一課時(shí)(Listening) 中心任務(wù)：The students are to discuss the means of transportation

warming-up的二、三部分與listening合在一起，側(cè)重對(duì)聽(tīng)力的訓(xùn)練，聽(tīng)說(shuō)結(jié)合。

1． 聽(tīng)寫(xiě)單詞，挑選的都是在后面話題中出現(xiàn)頻率較高的關(guān)鍵詞，其實(shí)是過(guò)詞匯關(guān)，檢查預(yù)習(xí)手段之一。

2． Daily report 兩人對(duì)話，給國(guó)外來(lái)的筆友聊聊“寧波三日游”的安排，熟悉的話題，隨意的對(duì)話，學(xué)生會(huì)很樂(lè)意。對(duì)話中會(huì)涉及旅游景點(diǎn)、交通方式等內(nèi)容，學(xué)生運(yùn)用不多的已有語(yǔ)匯就可完成。教師指令其他的學(xué)生就相關(guān)話題提問(wèn)或建議，如：從市區(qū)到河姆渡不僅可以乘汽車，還可輪渡。這是一種學(xué)生間的互動(dòng)，由學(xué)生來(lái)啟動(dòng)課堂，有時(shí)更能活躍氣氛。也是檢查預(yù)習(xí)手段之二。

3． Brainstorming，學(xué)生列舉種種交通方式。教師在黑板上畫(huà)出一字開(kāi)花圖形。

4． 引入課文上的問(wèn)題：What do you have to consider before you decide which means of transportation you will use?學(xué)生七嘴八舌會(huì)答：根據(jù)路途的遠(yuǎn)近，價(jià)格，時(shí)間，速度，安全，興趣愛(ài)好，身體狀況，舒適程度等。教師總結(jié)：就象剛才有同學(xué)談到，到達(dá)河姆渡可以有多種途徑，考慮時(shí)間因素，可以選擇中巴，約需一小時(shí)，甚至可以打的，當(dāng)然前者經(jīng)濟(jì)。而從舒適的角度出發(fā)，尤其是象我這樣會(huì)暈車的旅客，可以乘船游覽，一邊觀賞姚江兩岸風(fēng)光，還可中途上岸游玩梁祝公園，約需三個(gè)小時(shí)，但一路上非常休閑、享受。學(xué)生由此明白話題可以說(shuō)得豐富多彩。

5． 簡(jiǎn)述課文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……

6． （圖表）文中的聽(tīng)力材料，由兩種不同的練習(xí)構(gòu)成，我采用了不同的方式。1）第一部分是三則登機(jī)前的廣播通知，較簡(jiǎn)單。先聽(tīng)磁帶，同時(shí)填寫(xiě)表格，鍛煉他們抓關(guān)鍵詞的快速反應(yīng)與提取信息的能力；聽(tīng)第二遍，要求復(fù)述內(nèi)容，熟悉口頭通知的格式。2）第二部分資料較長(zhǎng)，內(nèi)涵也豐富些，是五段游客的敘述。也是播放兩遍錄音，但要求上有了點(diǎn)提高。學(xué)生先帶著問(wèn)題聽(tīng)，完成相關(guān)練習(xí)；在聽(tīng)懂原文基礎(chǔ)上，會(huì)作某些深層次的猜測(cè)與判斷，即理解句子之間的邏輯關(guān)系。當(dāng)然聽(tīng)之前都留一點(diǎn)時(shí)間讓他們看題。

7． 接下去我設(shè)計(jì)了一個(gè)比較輕松的練習(xí)，是一種鞏固性練習(xí)。先聽(tīng)教師念一段中文材料：坐在泰國(guó)大象的背上慢吞吞地探索山區(qū)的部落村莊；破舊的人力車?yán)�著你穿梭于加爾各答的大街；勉�?qiáng)地把自己塞進(jìn)在印尼當(dāng)?shù)乇环Q為“BEMO”的小貨車?yán)铮辉谌A麗的奧斯汀牌大出租車?yán)锷煺怪�四肢，目的地是歷史悠久設(shè)施豪華的內(nèi)羅畢諾富克大酒店。還有呢！--乘坐只有五個(gè)乘客的小飛機(jī)飛到奧克旺格三角洲的腹地，再坐獨(dú)木舟順流而下，不遠(yuǎn)處有看熱鬧的鄂魚(yú)；踉蹌地爬進(jìn)過(guò)路的牛車上，然后舒服地躺在裝滿稻谷的麻袋中間，一邊慢悠悠地行進(jìn)在顛簸的高原路上，一邊觀賞不遠(yuǎn)處的喜馬拉雅山；在印尼的山區(qū)小鎮(zhèn)彤莫虹，坐上兩輪篷式馬車（當(dāng)?shù)赜址QBENDI）四處游覽，耳邊是馬蹄踏在鵝卵石路上的得得之聲；坐在裝有舷外支架的獨(dú)木舟中，沿著馬那多河漂流十英里，就可以到達(dá)世界上最好的潛水地點(diǎn)……

我們可以看到文中多姿多彩的交通工具,如:泰國(guó)大象,人力車,以及一種小貨車-BEMO等。讓學(xué)生記錄下來(lái),并找到相應(yīng)的英文。讓他們?cè)诓恢�覺(jué)中再次鞏固、拓展話題中的某些用語(yǔ)，也開(kāi)啟他們的思路--原來(lái)還可以這樣旅游！激發(fā)他們探索的興趣與想象力。中文素材在這里雖有些不協(xié)調(diào)，但目的只有一個(gè)：讓學(xué)生熱起來(lái)。手段是為目的服務(wù)的嘛，允許偶一為之（但正式上課時(shí)我會(huì)考慮用英文）。當(dāng)我問(wèn)道：Do you enjoy such kind of traveling? Why? 我就會(huì)得到水到渠成的回答: 當(dāng)然。（因?yàn)関arieties, fun, imaginative, curious, exciting）。

聽(tīng)的表現(xiàn)形式：學(xué)生與學(xué)生的對(duì)話；聽(tīng)錄音；聽(tīng)老師的口頭材料

8． 建議：Workbook里的listening 是前面課文的延續(xù)，是一則很好的聽(tīng)力鞏固練習(xí)。如有時(shí)間，可以放在課堂上，或者替換剛才的中文材料；也可用于早上的聽(tīng)力課。

第二課時(shí)(Speaking) 中心任務(wù)：The students are to describe a place they know

這堂課可以說(shuō)是前一課時(shí)的延續(xù)，側(cè)重于“說(shuō)”，聽(tīng)與說(shuō)的結(jié)合。聽(tīng)與說(shuō)始終是一對(duì)孿生姊妹，沒(méi)有說(shuō)就談不上聽(tīng)，沒(méi)有聽(tīng)就不會(huì)有說(shuō)。

1 Daily report 學(xué)生將會(huì)描述一次印象深刻的旅游經(jīng)歷。對(duì)于自己熟悉的東西，尤其是經(jīng)歷過(guò)的事情，他們?nèi)菀籽灾�有物，且語(yǔ)言會(huì)生動(dòng)。

2 （圖片）過(guò)渡到文中要介紹的A Time Machine(時(shí)光機(jī)器)--人們想象中一種神奇的能夠穿越時(shí)空的交通工具，借助它，人們可以回到過(guò)去，飛向未來(lái)。讓學(xué)生簡(jiǎn)單了解“時(shí)光機(jī)器”的性能后，我設(shè)計(jì)的一個(gè)小任務(wù)是：想象中你乘著“時(shí)光機(jī)器”來(lái)到了某地，請(qǐng)描述你看見(jiàn)的情景。有兩種形式呈現(xiàn)：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分組進(jìn)行。

學(xué)生在所學(xué)的歷史、地理知識(shí)幫助下，展開(kāi)聯(lián)想。描述中，也許來(lái)到中世紀(jì)時(shí)斗牛士曾角逐其間的羅馬圓形劇場(chǎng)，也可能出現(xiàn)去探訪未來(lái)太空加油站的情景。分別選取一組作匯報(bào)。

3 （圖片）A word game, 為了幫助學(xué)生更準(zhǔn)確、生動(dòng)地進(jìn)行描景狀物，帶動(dòng)他們先做一個(gè)看圖找詞的輔助練習(xí)，以豐富他們的詞匯量。是關(guān)于各種地貌形態(tài)與氣候現(xiàn)象的一些常用詞。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列詞不是一一對(duì)應(yīng)，剩下的詞讓學(xué)生想象會(huì)是怎樣的畫(huà)面。

4 其實(shí)，以上每個(gè)任務(wù)的設(shè)計(jì)都是為接下來(lái)的中心任務(wù)服務(wù)，現(xiàn)在進(jìn)入實(shí)戰(zhàn)練習(xí)。請(qǐng)描述一個(gè)你曾經(jīng)到過(guò)的/你熟悉的地方。“I know a place”

完成步驟：

1）教師首先描述自己的一張照片。這樣把自己放在與學(xué)生平等體系里，更能調(diào)動(dòng)學(xué)生參與的積極性。

2）每人在組里展示在旅游地拍攝的風(fēng)景照/明信片（想象景中有你）（事先準(zhǔn)備好），帶著以下問(wèn)題，先讓同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作補(bǔ)充，即取長(zhǎng)補(bǔ)短。

3）互相討論并由對(duì)方記錄所描述的內(nèi)容。

4）口頭匯報(bào) 應(yīng)該是一堂比較精彩的匯報(bào)活動(dòng)課，整個(gè)過(guò)程聽(tīng)、說(shuō)、讀、寫(xiě)結(jié)合。再次強(qiáng)化合作意識(shí)。

本堂課的目的是：培養(yǎng)學(xué)生有條理地描述個(gè)人體驗(yàn)和表達(dá)個(gè)人的見(jiàn)解和意愿的能力；培養(yǎng)他們傳遞信息并就熟悉的話題表達(dá)看法的能力

盡最大可能讓學(xué)生開(kāi)口，說(shuō)錯(cuò)了有機(jī)會(huì)改正，說(shuō)得粗糙可以完善，重要的是誘發(fā)出他們那股初生牛犢不怕虎的沖勁。我們做教師的難點(diǎn)之一也許在于把握時(shí)機(jī)，以免一不留神壓制了他們說(shuō)的渴望與積極性。我想這也是我們現(xiàn)在大力提倡形成性評(píng)價(jià)的原因，多棱面地激發(fā)學(xué)生的學(xué)習(xí)興趣。

5. Homework: 1.Read through the material on P98 in WB

2.To know what an adventure travel is

其實(shí)是兩個(gè)軟性作業(yè)，鞏固今天剛學(xué)的，預(yù)習(xí)明天要學(xué)的。

Unit 3 Going places

Teaching aims and demands

Topics 1. Make a plan for a trip

2. Tip on trip

3. Design an eco-travel for the local tourism

4. Travel on holiday and write postcards

Function 1. Intentions and plans

Where would prefer going…? When are you going off to…?

How would you like to go to …? How are you going to…?

2. Wishes

Have a good trip. Have a nice/pleasant trip

Words

and

phrases consider means transportation board experience simply vacation nature basic equipment simple tip poisonous paddle stream

normal excitement adventurous handle similarity particular poison

separate combine task

get away from watch out protect…from see sb. off on the other hand

as well as

Grammar Present continuous tense

1. 描述或表達(dá)目前正在發(fā)生的事情或出現(xiàn)的情況。

Adventure travel is becoming more and more popular.

Look! He is waiting at the gate.

2. 描述或表達(dá)他人或自己的計(jì)劃、打算。

Bob is coming with me to the airport.

How are you getting there?

How long are you staying in Xi’an.

Arrangements Period 1:Warming up and speaking

2/3:Reading

4:Language study and grammar

5:Integrating skills-Reading

6:writing and tips

Title

Period 1 Warming up and speaking

Teaching objectives

Students will learn about means of transportation.

Students will learn some useful sentence structures: Where would you prefer going…? In which year would you like to go?

Teaching

Keys and

Difficulties

The usage of some words, such as consider, means, transportation.

Sentence structure: No smoking.

Difficulties: the usage of “consider” and “prefer”.

Teaching

Procedure

Step 1 Warming up

I. Questions and answers:

1) Do you like traveling?

2) Which places have you traveled before?

3) Which means of transportation have you used when traveling?

4) What have you considered taking before traveling?

(passport, money, raincoat, MP3, CD-players, maps, compass, backpack, clothes, slippers, credit card, camera…)

II. Talk about the pictures

Are they doing anything wrong? Write down what wrong are they doing.

1) He is driving too fast.

2) He is littering. / He is throwing rubbish on the ground.

3) The man is smoking where he should not smoke. / The sign says the smoking is not allowed, but the man is smoking anyway.

4) The car is parked where no paring is allowed. / The is parked in a wrong place.

III. Work in pairs and report to the whole class.

How would you like to go to the places, by plane, by train, by air, by bus? Why?

Situation1: from Shanghai to London

Situation2: from Chongqing to Chengdu

Situation3: from Beijing to Guangzhou

Situation4: from Dalian to Qingdao

Teaching

Procedure

Step 2 Speaking

I. Talk freely about where to go with a time machine and give the reasons.

II. Try to make up a new dialogue with your partner, using the structure.

1) Where would you prefer going?

2) In which year would you like to go…?

3) I would like to travel to the year…/ to know….

III. Choose some pairs to act out.

Step 3 Homework

I. Have a discussion in group: How would you like to go to some places for holidays? Why?

II. Preview the words and expressions in the next period.

Evaluation

（三）（四）兩課時(shí)主要側(cè)重于閱讀能力的培養(yǎng)，教給學(xué)生多種靈活多變的閱讀方法。引導(dǎo)學(xué)生開(kāi)展任務(wù)型閱讀，以任務(wù)為依托，激發(fā)學(xué)生參與主體，從篇章中準(zhǔn)確、高效地獲取知識(shí)與信息。

第三課時(shí)Reading（一） 中心任務(wù)： The students are expected to know what an adventure travel is like

1 Daily report

2 師生互動(dòng) 教師問(wèn)：-- Do you like an adventure travel? Why/Why not?

--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)

學(xué)生可能會(huì)有許多發(fā)散性的回答：想與眾不同；挑戰(zhàn)自我；追求刺激；滿足好奇心；探索奧秘等等；

教師不必忙著下結(jié)論，誘導(dǎo)他們從書(shū)中去尋找答案，激發(fā)他們探究的興趣。

3 （圖表）填寫(xiě)文中表格，或者利用下面圖示，通過(guò)careful-reading，了解、比較Hiking和Rafting兩種冒險(xiǎn)旅游的異同，使學(xué)生獲取的信息條理化，有助于正確理解課文的基本大意。

4 在閱讀過(guò)程中，引導(dǎo)學(xué)生根據(jù)上下文或詞綴知識(shí)，猜測(cè)詞義（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解進(jìn)行時(shí)表將來(lái)用法，再舉例說(shuō)明，加以鞏固。在這里我只要求學(xué)生能辨別、歸納這一語(yǔ)法現(xiàn)象。記得有位語(yǔ)法大家這樣說(shuō)：閱讀是語(yǔ)法習(xí)得非常重要甚至一個(gè)必須的手段，在具體語(yǔ)境中才能把語(yǔ)法學(xué)好。

5 設(shè)置開(kāi)放性話題，深化閱讀內(nèi)容。先是討論：

-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)

-Is the adventure travel worthwhile or not? Any example?

我希望他們不僅談?wù)撎�空旅游的驚險(xiǎn)刺激，更要誘導(dǎo)他們意識(shí)到人類在探索太空奧秘的過(guò)程中所付出的巨大犧牲與代價(jià)，如“挑戰(zhàn)者”號(hào)，“哥倫比亞”號(hào)災(zāi)難性的墜毀，等等。

6 角色扮演（role-play），分組進(jìn)行，讓學(xué)生在表演中活化所得的知識(shí)與信息，實(shí)現(xiàn)交際活動(dòng)。任務(wù)是：

Suppose you are going to go rafting/hiking, make possible conversations.

Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes )

Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes)

Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking

Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent)

這是第一個(gè)閱讀任務(wù)，在于加深對(duì)詞匯的理解以及掌握一些閱讀技巧，促進(jìn)下一步活動(dòng)的開(kāi)展。

7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的練習(xí)

2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100

第四課時(shí)Reading（二） 中心任務(wù)：The students are supposed to take a virtual travel l

上節(jié)課我們對(duì)探險(xiǎn)旅游有所了解，接下來(lái)我們來(lái)模擬組織一次類似的探險(xiǎn)，由教師提供課外補(bǔ)充材料（配圖）。

閱讀方法有所變化，而且要在閱讀的基礎(chǔ)上進(jìn)一步交際活動(dòng)，進(jìn)入模擬真實(shí)的交際語(yǔ)境，在解決實(shí)際問(wèn)題中加強(qiáng)口頭表達(dá)能力。

1 先是作Daily report，兩位學(xué)生談?wù)撚嘘P(guān)冒險(xiǎn)的話題，以承上啟下，照例由下面學(xué)生自由發(fā)問(wèn)，兩位學(xué)生主答，使討論的話題更充分。

2 （圖片）看圖預(yù)測(cè)閱讀內(nèi)容 教師展示四幅不同地方的地形地貌圖，讓學(xué)生描述：What place is it like? 并猜測(cè)：Where is it? 最后才被告知，這四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.這樣做可以增設(shè)懸念，增加趣味性。也是在做一種無(wú)字的閱讀。

3 教師先問(wèn)：Where would you like to go? 接著投票，四（圖）選一，按興趣重新分組，當(dāng)然人數(shù)太懸殊的話，動(dòng)用教師的權(quán)威平衡一下，使參與者更有目的性。現(xiàn)在發(fā)給每人帶有解說(shuō)詞的紙條--與手中圖片相匹配，同組內(nèi)容相同。學(xué)生先個(gè)人通讀資料，再加入小組討論，取長(zhǎng)補(bǔ)短，由其中一人（擔(dān)任secretary）記錄討論結(jié)果。討論的話題是（板書(shū)）：

--Why do you go there?

--What is it like?

--What necessary things do you need to carry ? Why?

--What can you do there?

--What will be your challenging about your trip?

4 整合閱讀與討論獲得的信息，內(nèi)化成口頭表達(dá)的能力。展示的形式有二：一、表格填寫(xiě)，利用幻燈打出并講解；二、口頭報(bào)告。

5 最后，教師提問(wèn)，組與組之間交叉回答：What do you learn from their report?

班級(jí)評(píng)價(jià)：Which group is the best one?

應(yīng)該是一堂比較精彩的匯報(bào)活動(dòng)課，整個(gè)過(guò)程聽(tīng)、說(shuō)、讀、寫(xiě)結(jié)合。再次強(qiáng)化合作意識(shí)。

第二個(gè)閱讀任務(wù)也結(jié)束。

Title

Period 2&3 Reading

Teaching objectives

Students will improve their reading skills (skimming and scanning)

Students will learn some useful sentence structure: There are reasons why… /Rafting is a good way to… /As with hiking…/Hiking is a great way to travel.

Teaching

Keys and

Difficulties

The usage of some words like experience, imagine, basic, equipment, watch out, get away from, poison, poisonous, normal, similarity.

Difficulties: the usage of words like reason, imagine , protect…from.

Teaching

Procedure

Step 1 Lead-in

I. Have a discussion with your partner:

1) Do you like traveling? Why or why not?

2) Where would you most like to travel? Why?

3) What do you think adventure is? Have you ever tried any adventure travels?

Step 2 Presentation

I. Talk about the pictures by using one sentence to describe them.

II. Ask the students if they know something about hiking and rafting.

Step 3 Reading

I. Fast reading

Question: What are some safety tips when you go hiking?

II. Careful reading

Try to fill the forms below:

1)

Why do people travel?

1. to see

2. to meet

3. to

4. o

5. to

6. to

7. to

2)

What can you tell about hiking from the passage?

1. the basic equipment

2. the places to travel

3. activities

Teaching

Procedure

3)

What can you tell about rafting from the passage?

1. the basic equipment

2. the places to travel

3. activities

III. Read aloud the text

IV. Retell the text according to the chart.

V. Go through the text and deal with some language points.

Step 4 Post-reading

I. Do multiple choice on Page 18

II. Fill in the chart and compare hiking and rafting.

Step 5 Consolidation

Put the following into English:

1) 冒險(xiǎn)行為正變得越來(lái)越流行。

Adventure travel is becoming more and more popular.

2) 散步是鍛煉身體的一種好的方式。

Walking is a good way to take exercise.

3) 接近自然

get close to nature

4) 提防危險(xiǎn)

watch out for dangers

5) 保護(hù)自己免受太陽(yáng)照射

protect oneself from the sun

6) 小心別碰在巖石上

be careful not to hit rocks

Step 6 Practise

Finish Part 1 in vocabulary on Page 99.

Step 7 Homework

I. Review the text.

II. Preview the part of grammar.

Evaluation

(五)(六)兩個(gè)課時(shí),其實(shí)都是寫(xiě)作課。前者是語(yǔ)法與寫(xiě)作的結(jié)合，側(cè)重練習(xí)同步寫(xiě)作，難度不大；后者是閱讀與寫(xiě)作，往解決實(shí)際問(wèn)題的交際性寫(xiě)作方向努力，要求較高。還有每堂課的聽(tīng)、說(shuō)、讀任務(wù)的完成過(guò)程中不僅含有一些小小的寫(xiě)作練習(xí)，如：make notes, complete sentences, fill in the form等，而且許多的討論、對(duì)話都是很好的口頭寫(xiě)作練習(xí)，而正是這些活動(dòng)為后面游記與書(shū)信的高質(zhì)量完成作好了準(zhǔn)備。使寫(xiě)作成了言之有物、有章可循的環(huán)節(jié)，而不是放任學(xué)生。把寫(xiě)作作為語(yǔ)言教學(xué)課的中心之一，使其成為一種對(duì)語(yǔ)言的總體學(xué)習(xí)有重要作用的創(chuàng)造性活動(dòng)。

第五課時(shí)(grammar & writing) 中心任務(wù)：The students are to write a travel diary/letter

1 Grammar 部分文中設(shè)有一個(gè)簡(jiǎn)單的對(duì)話，我不準(zhǔn)備做語(yǔ)篇處理，只把它作為學(xué)習(xí)語(yǔ)法的媒介與引子。先播放錄音，讓學(xué)生把握文中人物的語(yǔ)音語(yǔ)調(diào)；再分角色（Jane 和Betty）朗讀文章; 接下去分組討論不同的任務(wù)。

Group A: Try to find out the expressions of good wishes. Can you add more?

Group B: Try to find out all the sentences with verb tenses

Group C: Find out how many sentences with the present continuous tenses

Group D: Try to explain and conclude the use of the present continuous tenses

2 教師作補(bǔ)充，落實(shí)任務(wù)要求。我覺(jué)得在初中階段學(xué)過(guò)的一些簡(jiǎn)單語(yǔ)法現(xiàn)象，再次在高中課文中出現(xiàn)，并要求學(xué)生掌握要求時(shí)（如本單元的多種時(shí)態(tài)混用與現(xiàn)在進(jìn)行時(shí)表將來(lái)的用法），教師不必太費(fèi)口舌，只需引導(dǎo)學(xué)生作好辨別、歸納工作。而且讓學(xué)生自己歸納，培養(yǎng)他們自主學(xué)習(xí)與探究的能力。其實(shí)在此老師僅舉兩個(gè)句子就可以讓學(xué)生明白這一用法：

--What are you doing?(現(xiàn)在進(jìn)行表某動(dòng)作正在進(jìn)行)

--What are you doing tonight?(現(xiàn)在進(jìn)行表將來(lái))

重要的是在語(yǔ)境中的反復(fù)運(yùn)用，在用中學(xué)。

3完成書(shū)中第二個(gè)練習(xí)的造句，讓學(xué)生在比較中了解動(dòng)詞的過(guò)去時(shí)、現(xiàn)在時(shí)與將來(lái)時(shí)的用法。為接下來(lái)要寫(xiě)的游記與旅游書(shū)信打下基礎(chǔ)。

4把后面的writing部分提前，原來(lái)是毫不相干的內(nèi)容，我用下面一段話把他們做了鏈接，這段話是：

You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.

Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.（the class into the halves）

顯而易見(jiàn)，文中會(huì)大量地用到剛才操練過(guò)的幾種時(shí)態(tài)。本單元的寫(xiě)作要求是完成a travel letter, 具體任務(wù)是：一信寫(xiě)于周六，另一信寫(xiě)于周日。為求變化，我做了一點(diǎn)小小的更動(dòng)。考慮到日記與書(shū)信的時(shí)態(tài)要求差不多，我把兩封信換成一信、一日記。這樣學(xué)生可以多一種文體的練習(xí)，不僅同樣完成要求的寫(xiě)作任務(wù)，還跳一跳，摘到了桃子 -- 學(xué)習(xí)了日記的書(shū)寫(xiě)。

5文章的修改。步驟為：a) 每人在規(guī)定時(shí)間內(nèi)獨(dú)立完成 b) 與同伴交換習(xí)作，互相評(píng)改，取長(zhǎng)補(bǔ)短。學(xué)生在進(jìn)行討論、寫(xiě)作與互相評(píng)改的過(guò)程中，教師可在課堂上來(lái)回走動(dòng)，以提供必要的幫助。我想文章要寫(xiě)，更要改，讓學(xué)生自己改，更能充分調(diào)動(dòng)他們參與的主體性與創(chuàng)造性。

6挑選不同文體的各有特色的幾篇優(yōu)秀習(xí)作，點(diǎn)評(píng)；同時(shí)可以比較一下日記與書(shū)信兩種文體的異同，最后張貼在教室后的優(yōu)秀習(xí)作欄，以方便更多同學(xué)的參與評(píng)改和激勵(lì)他們寫(xiě)作的積極性。

7課后完成Wb里的跟課練習(xí)，對(duì)一些重要句型與語(yǔ)法的操練。

第六課時(shí)(reading& writing) 中心任務(wù)：The students are to finish a proposal letter/make a survey report

前面的鞏固性寫(xiě)作（同步寫(xiě)作）與評(píng)改使本課的交際性寫(xiě)作蓄勢(shì)待發(fā)，但還是要先作好閱讀。

1 Daily report 我框定的范圍是想象Sue 在講述（也可與人對(duì)話形式）旅游中發(fā)現(xiàn)的一些不文明現(xiàn)象。由此引入課文。

2 做warming-up部分的練習(xí)1：作picture-talking, 看圖完成句子，說(shuō)出人們的不文明行為。

3 轉(zhuǎn)入Integrating skills提供的關(guān)于eco-travel 的閱讀，先是完成eco-travel 這一概念的理解。

1) 作為閱讀材料，我先設(shè)置懸念，問(wèn)：What is an eco-travel/tourism?在此提供兩個(gè)詞匯（Hints: ecology 生態(tài)學(xué) ecologist生態(tài)學(xué)家）幫助學(xué)生運(yùn)用詞綴知識(shí)猜測(cè)大概意思，接下去快速找讀（scanning）得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)

2) 再細(xì)讀（careful-reading），通過(guò)走訪兩處生態(tài)旅游區(qū)，使學(xué)生對(duì)“什么是生態(tài)旅游”有了形象的認(rèn)識(shí)，為后面的調(diào)查報(bào)告作鋪墊。因而學(xué)生也可以毫不費(fèi)勁地回答：What’s the difference between normal travel and eco-travel?

4 換位思考（role play），讓學(xué)生從另一角度去熟悉課文材料。

Suppose:

A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain

B. “Red River Village” group tries to persuade “Snow Mountain” group to go traveling. Vise versa .

到此，學(xué)生應(yīng)該已經(jīng)很熟悉文中的材料，為下文的further discussion與課題（project）的完成埋下伏筆

5 survey& project 教師趁熱打鐵隨即點(diǎn)道：生態(tài)旅游是門(mén)新興事業(yè)，國(guó)外開(kāi)發(fā)較早較成熟。相對(duì)來(lái)說(shuō)，我們只算得上剛剛起步，因此，許多所謂的生態(tài)旅游區(qū)只是吸引游客的一個(gè)賣點(diǎn)，沒(méi)有實(shí)際內(nèi)容。鑒于以上事實(shí)，請(qǐng)你選定當(dāng)?shù)鼗蚰愀信d趣的某旅游點(diǎn)，進(jìn)行調(diào)查，可以參閱報(bào)刊雜志、國(guó)外網(wǎng)站的相關(guān)鏈接，向有關(guān)政府部門(mén)寫(xiě)一封建議書(shū)，內(nèi)容包括以下三點(diǎn)：

1） 某旅游區(qū)現(xiàn)狀如何

2） 目前存在的問(wèn)題

3） 提出一些建設(shè)性的意見(jiàn)

這個(gè)課題有一定的挑戰(zhàn)性，也需要時(shí)間，可以作為周記課外去完成。有條件的班級(jí)，程度好的學(xué)生應(yīng)該能夠接受并努力去完成；在三個(gè)問(wèn)題的幫助下，程度稍差些的學(xué)生不妨由小組共同制作一份簡(jiǎn)單的單頁(yè)報(bào)告（leaflet）（如圖）。

這一活動(dòng)主要培養(yǎng)學(xué)生利用圖書(shū)館、網(wǎng)絡(luò)等渠道查找所需信息，解決實(shí)際問(wèn)題的應(yīng)用能力，也可以再度加強(qiáng)群體合作意識(shí)。把課堂英語(yǔ)教學(xué)延伸到課外，使之與學(xué)生實(shí)際生活結(jié)合起來(lái)。

教學(xué)評(píng)價(jià)：為了更好地督促與改進(jìn)教學(xué)活動(dòng)，我用了多種形成性評(píng)價(jià)手段：聽(tīng)寫(xiě)，默寫(xiě)檢測(cè)學(xué)生詞匯量的掌握程度；小組活動(dòng)比賽評(píng)優(yōu)，作文張貼，教師的點(diǎn)評(píng)等。我參考了南山外國(guó)語(yǔ)學(xué)校的評(píng)估測(cè)試，設(shè)計(jì)了如下一份口頭表達(dá)評(píng)估表

Assessment of Oral Presentations

Speech Value Scores

Volume 2

Pronunciation 3

Intonation 2

Fluency 2

Eye contact 2

Interesting 2

Main plots 5

Other aids 1

Timing 1

Total 20

單元結(jié)束將設(shè)一個(gè)單元自查測(cè)試，檢查學(xué)生對(duì)知識(shí)的掌握程度。

Title

Period 4 Language study

Teaching objectives

Students will learn how to express wishes. Have a good/nice trip.

Students will learn the grammar: the present continuous tense for future action.

Teaching

Keys and

Difficulties

Sentence Structure: When are you going off to…?

Grammar: the present continuous tense for future action.

Teaching

Procedure

Step 1 Revision

Make up sentences with the following words or expressions:

get away from, instead of, get close to, at the same time, watch out for, protect…from…

Step 2 Word study

Match the words and phrases with the right expressions.

Step 3 Grammar

I. Read aloud the dialogue.

II. Underline all the verbs that express “future ”

III. Talk about the grammar: the present continuous tense for future action.

IV. Go through the dialogue and deal with some points.

Step 4 Consolidation

Revise the tense of the verb by doing Part 2.

Step 5 Practise

Finish Part 2 in vocabulary on Page99.

Step 6 Homework

I. Talk about your travel experience.

II. Preview the words and expressions in the next period.

Evaluation

Title

Period 5 Integrating skills

Teaching objectives

Students will read and understand eco-travel

Students will produce their plan for travel

Teaching

Keys and

Difficulties

The usage of “so that” and “as well as”

by + doing

Unit 4 Unforgettable experiences

學(xué)習(xí)目標(biāo)和要求

1． 學(xué)習(xí)和掌握以下單詞和習(xí)慣用語(yǔ)

1) 單詞

seismograph; Howard; king; King Tut; Hank Stram; 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) 習(xí)慣用語(yǔ)

on fire; pull sb. up; get on one’s feet; travel agent;

2.功能意念項(xiàng)目

學(xué)會(huì)用英語(yǔ)談?wù)撨^(guò)去的經(jīng)歷（包括人、物及事件等等）。

3．語(yǔ)法

1）復(fù)習(xí)定語(yǔ)從句，學(xué)會(huì)使用關(guān)系代詞who, whom, whose, which and that 的用法。

2）復(fù)習(xí)形容詞和副詞的用法。

4．語(yǔ)言運(yùn)用

運(yùn)用所學(xué)語(yǔ)言，圍繞難忘的經(jīng)歷這一題材，完成教科書(shū)和練習(xí)冊(cè)中所規(guī)定的聽(tīng)、說(shuō)、寫(xiě)的任務(wù)；閱讀課文“Unforgettable experience”, 確切理解并完成有關(guān)課文內(nèi)容和練習(xí)；并練習(xí)寫(xiě)一篇有關(guān)難忘的經(jīng)歷為題材的文章。

Lesson plan presentation

SEFC B1A Unit 4 Period1

Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5 parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work.

1. The theoretical basis

First, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask “where is the man driving” to give them a thought of background in listening part.

2. Understanding of the teaching material

My understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives.

The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose.

The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions.

And now, I’d like to interpret my teaching objectives.

I) Knowledge objectives

Ss should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself.

II) Ability objectives

Students should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start.

III) Moral objectives

This unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates.

3. Teaching methods and studying ways

As for teaching methods, I mainly adopt communicative approach in my class. I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “l(fā)istening and question answering”.

I’ll use a tape recorder and slides as my teaching aids.

4.teaching procedure

Here is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework.

Step (1) greeting and warming up (5 minutes)

The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause.

Step (2) pre-listening (3 minutes)

I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a better understanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen.

Step (3) listening (15 minutes)

Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be done following the way as part 1, and explain them in details. All these will cost 15 minutes.

Step (4) speaking (20minutes)

The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations.

The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences.

Step (5) summary and homework (2 minutes)

In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class.

And below is the homework:

(1) Do the exercises in P104 and exercises 1&2 in P105

(2) Preview the next lesson

(3) Tell one of your past experiences in English by yourself.

5. Blackboard work

On the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework.

Answers to listening part: suggested answers to speaking part homework

(1) 5:15 p.m. (1) The girl whose leg was broken in the earthquake was taken to hospital. (Omitted)

(2) To his daughter’s school (2) the little boy whose eyes are blue is holding a dog

(3) The cars in front started to move from side to side (3) the old man whose house is on fire is shouting for help

(4) He had been along a high road on his way to school

(5) He was going to fetch his daughter from her school

高一上 Unit 5 the Silver Screen

一、教學(xué)內(nèi)容分析

(一)、知識(shí)背景及新課程、新教材

本單元圍繞the Silver Screen(影視) 這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。影視作為人類文明的一大體現(xiàn)，作為當(dāng)今社會(huì)人們主要休閑、娛樂(lè)方式之一，是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。

本單元所選的語(yǔ)言素材涉及中外名片、著名演員、著名導(dǎo)演， 具有典型的時(shí)代氣息，有利于學(xué)生了解外國(guó)文化，增強(qiáng)世界意識(shí)。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)中文影視文化有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識(shí)和能力”；在利用現(xiàn)代教育技術(shù)觀看影視片斷、影視海報(bào)的教學(xué)過(guò)程中，“拓寬了學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道”；同時(shí)本單元的教學(xué)對(duì)教師本身的中外文化修養(yǎng)、廣闊的知識(shí)面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識(shí)結(jié)構(gòu)以適應(yīng)現(xiàn)代社會(huì)發(fā)展對(duì)英語(yǔ)課程的要求的“與時(shí)俱進(jìn)”的理念和思想。

（二）、教學(xué)重點(diǎn)難點(diǎn)

1. 語(yǔ)言知識(shí)重點(diǎn)與難點(diǎn)

（1）.關(guān)系副詞引導(dǎo)的定語(yǔ)從句和介詞+關(guān)系代詞引導(dǎo)的定語(yǔ)從句

（2）與影視相關(guān)的詞匯

（3）有關(guān)發(fā)表個(gè)人觀點(diǎn)的句型、結(jié)構(gòu)

2. 綜合知識(shí)重點(diǎn)與難點(diǎn)

（1）.對(duì)國(guó)外著名影星、導(dǎo)演及他們作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以擴(kuò)大學(xué)生知識(shí)面、文化視野。如何填補(bǔ)學(xué)生這方面知識(shí)缺乏的信息溝。

（2）.對(duì)國(guó)內(nèi)著名影視導(dǎo)演及他們代表作品的了解。如何設(shè)計(jì)任務(wù)讓學(xué)生從課內(nèi)知識(shí)到課外知識(shí)的鏈接。

（3）.對(duì)影視界名人及電影的評(píng)價(jià)（comments）如何寫(xiě)影評(píng)（review）。

二、教學(xué)目標(biāo)

（一）.知識(shí)技能

1. 學(xué)習(xí)、掌握關(guān)系副詞when，where.，why 引導(dǎo)的定語(yǔ)從句及介詞+關(guān)系代詞引導(dǎo)的定語(yǔ)從句。

2. 學(xué)習(xí)掌握一些有關(guān)影視的詞匯：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些課文中涉及的詞匯：

如：graduate, attack, creature, owe…to…, take off等。

3. 學(xué)習(xí)掌握一些用于討論、評(píng)價(jià)電影的結(jié)構(gòu)句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高學(xué)生語(yǔ)言聽(tīng)、說(shuō)、讀、寫(xiě)的能力及扮演角色、編寫(xiě)劇本、撰寫(xiě)影評(píng)等的綜合語(yǔ)言運(yùn)用能力。

（二）. 情感態(tài)度

1. 學(xué)習(xí)幾位著名影星、導(dǎo)演執(zhí)著于藝術(shù)、獻(xiàn)身于藝術(shù)的敬業(yè)精神和對(duì)人類藝術(shù)的巨大貢獻(xiàn)。

2. 從Keanu Reeves 艱辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我們可以學(xué)習(xí)到：要成就事業(yè)需付出辛勤勞動(dòng)，要有持之以恒、堅(jiān)持不懈的恒心與毅力。

3. 通過(guò)學(xué)習(xí)國(guó)外著名影視界人物，培養(yǎng)學(xué)生了解、尊重異國(guó)文化，體現(xiàn)國(guó)際合作精神。

4. 通過(guò)開(kāi)展小組活動(dòng)，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。

（三）.學(xué)習(xí)策略

1. 認(rèn)知策略

能總結(jié)定語(yǔ)從句的結(jié)構(gòu)規(guī)律，并加以應(yīng)用；在學(xué)習(xí)中借助電影海報(bào)圖畫(huà)、圖表等非語(yǔ)言信息進(jìn)行理解或表達(dá)。

2. 調(diào)控策略

利用影視資源，主動(dòng)拓寬英語(yǔ)學(xué)習(xí)渠道，創(chuàng)造和把握學(xué)習(xí)英語(yǔ)的機(jī)會(huì)；積極參與采訪、表演、調(diào)查等英語(yǔ)學(xué)習(xí)活動(dòng)。

3. 交際策略

充分利用采訪、表演等真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力，在其過(guò)程中能借助手勢(shì)、表情等非語(yǔ)言手段提高交際效果，能克服語(yǔ)言障礙，維持交際。

4. 資源策略

通過(guò)了解影視知識(shí)，獲得更廣泛的英語(yǔ)信息，拓展所學(xué)知識(shí)。

（四）.文化意識(shí)

1. 了解英語(yǔ)國(guó)家影視界藝術(shù)家的成長(zhǎng)經(jīng)歷、成就和貢獻(xiàn)。

2. 通過(guò)學(xué)習(xí)，了解世界著名影視文化，培養(yǎng)世界意識(shí)。

3. 通過(guò)中外影視文化對(duì)比，加深對(duì)中國(guó)影視文化的理解。

三、教學(xué)步驟

(一) Warming up

這部分的重點(diǎn)是引出本單元的話題---電影，了解學(xué)生對(duì)電影的熟悉程度并充分發(fā)揮學(xué)生的想象力。同時(shí)訓(xùn)練學(xué)生說(shuō)的能力。

活動(dòng)步驟：

1．師生互動(dòng)：教師提一些問(wèn)題如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此過(guò)程中教師可展示一些學(xué)生熟悉并喜歡的名演員、名片的海報(bào)，從視覺(jué)上激發(fā)學(xué)生對(duì)本話題的興趣。

2．小組活動(dòng)：教師選取幾副不同題材的電影畫(huà)面（可選取教材外的其它畫(huà)面），要求學(xué)生進(jìn)行小組合作，每小組選一幅畫(huà)面進(jìn)行討論What is happening in this scene? What happens before/after the scene? 要求學(xué)生不拘泥于已知的電影內(nèi)容，發(fā)揮自己的想象力，給出各種不同的觀點(diǎn)。

3．班級(jí)活動(dòng)：向班級(jí)其它同學(xué)描述本小組所選圖片，其他同學(xué)可給出不同意見(jiàn)。

（二）listening

本單元的聽(tīng)力是培養(yǎng)學(xué)生捕捉特定信息的能力，并讓學(xué)生熟悉interview這種形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活動(dòng)形式：

1． 師生互動(dòng)：教師設(shè)置開(kāi)放性的問(wèn)題，進(jìn)一步啟發(fā)學(xué)生思考，并為過(guò)渡到聽(tīng)力部分做準(zhǔn)備。問(wèn)題可設(shè)置為：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 學(xué)生各抒己見(jiàn)，金錢(qián)、榮譽(yù)、名氣，成為公眾人物后帶來(lái)一個(gè)問(wèn)題They received a lot of interviews。

2． 小組活動(dòng)：教師引出問(wèn)題What questions will you ask when interviewing an actor?通過(guò)小組討論，收集盡可能多的問(wèn)題，一方面讓學(xué)生預(yù)測(cè)聽(tīng)力中可能會(huì)出現(xiàn)的問(wèn)題，同時(shí)也對(duì)interview這種形式有所了解。

3． 班級(jí)活動(dòng)：完成聽(tīng)力練習(xí)

（三）Speaking

本單元說(shuō)的任務(wù)是利用閱讀所得信息開(kāi)展對(duì)名演員的interview,從而提

高學(xué)生在真實(shí)語(yǔ)境中的交際能力。教師還可讓學(xué)生嘗試當(dāng)演員，從而對(duì)

演員的職業(yè)有所了解并增加學(xué)習(xí)趣味。

Task: To interview famous actors and directors in different ways.

活動(dòng)形式：

1、 師生互動(dòng)：教師可設(shè)置問(wèn)題了解學(xué)生對(duì)電影大獎(jiǎng)及獲獎(jiǎng)演員的了解程度，為接下來(lái)的兩位演員的介紹作好鋪墊。問(wèn)題可為Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1． 班級(jí)活動(dòng)：教師可為學(xué)生播放分別由Meryl streep和Keanu Reeves主演的電影Out of Africa《走出非洲》和 speed《生死時(shí)速》片段，并可展現(xiàn)他們主演的其它電影的海報(bào)，讓學(xué)生在視覺(jué)上對(duì)這兩位演員及他們的表演有所了解。

2． 個(gè)人活動(dòng)，但先把學(xué)生分成兩組，分組閱讀，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3． 小組活動(dòng)：選兩位學(xué)生，一位當(dāng)主持人，一位當(dāng)Meryl streep/Keanu Reeves，其他同學(xué)充當(dāng)觀眾，模仿央視“藝術(shù)人生”的形式作一訪談，要求主持人留一些時(shí)間給觀眾提問(wèn)。

4． 師生互動(dòng)：教師可引導(dǎo)學(xué)生討論下列問(wèn)題：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小組活動(dòng)：教師播放電影“home alone”《小鬼當(dāng)家》片段，將原聲消去，讓學(xué)生分組給出對(duì)白及表演，最后可讓學(xué)生互評(píng)哪一組做得最好。

(四) Word Study(提前)：

本單元詞匯學(xué)習(xí)的目的主要是讓學(xué)生掌握一些與電影有關(guān)的詞語(yǔ)如studio、follow-ups、award、script等，對(duì)學(xué)生而言，有些生疏，因此教師可給出一些視覺(jué)上的幫助。

教學(xué)形式：

師生互動(dòng)

在教學(xué)過(guò)程中，先利用圖片，實(shí)物等教具對(duì)學(xué)生進(jìn)行直觀的教學(xué)，使之有更清晰的認(rèn)識(shí)后，再輔之以語(yǔ)境，利用語(yǔ)境來(lái)推測(cè)詞義，達(dá)到猜詞的效果。如給出The Matrix和The Matrix Reloaded的電影海報(bào)，學(xué)生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通過(guò)這樣的鋪墊，學(xué)生在做第七小題時(shí)，只要利用好文中的線索Speed II, Jurassic Park III就可以輕而易舉的得出follow-ups。

（五）Pre-reading

此部分的關(guān)鍵在于讓學(xué)生了解如何制作電影，尤其是通過(guò)了解電影的制

作而突出導(dǎo)演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活動(dòng)形式

1．師生互動(dòng)：教師提問(wèn)If you want to make a film, who do you

need to invite?通過(guò)此問(wèn)題引出電影制作過(guò)程中所需的各種角色，如photographer, actor/actress, editor, director等等

2．小組活動(dòng)：

1）教師可設(shè)置這樣的討論題：What part would you like to play in making a film?根據(jù)選擇分組，讓他們討論選擇各角色的理由。同時(shí)討論各角色在電影制作中所做的不同工作。通過(guò)討論，學(xué)生不難發(fā)現(xiàn)，在電影的制作過(guò)程中，導(dǎo)演起了非常關(guān)鍵的作用。

2）根據(jù)所選的各種角色交叉分組，發(fā)揮各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇閱讀材料是人物傳記，介紹了著名導(dǎo)演Steven Spielberg 的成長(zhǎng)經(jīng)歷以及他的主要成就和作品。通過(guò)文章的學(xué)習(xí)，旨在了解西方的電影文化背景以及學(xué)習(xí)名導(dǎo)Steven Spielberg的那種對(duì)自己的事業(yè)堅(jiān)持不懈、孜孜以求的精神。

活動(dòng)形式：

1．小組活動(dòng)

分別給出閱讀材料中提到的五幅電影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的圖片，把學(xué)生分成不同的小組，對(duì)圖片進(jìn)行預(yù)測(cè)，各個(gè)小組根據(jù)不同的圖片猜想影片的大概內(nèi)容及主題。

2．個(gè)人活動(dòng)

快速閱讀課文的Para3-5 , 查找出有關(guān)這5部電影內(nèi)容和主題的信

息，并核對(duì)與自己猜想是否相符。

3．個(gè)人活動(dòng)

閱讀并查找有關(guān)Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

該部分可分成兩塊，其中第二塊內(nèi)容可以提前到閱讀中去完成，也可在讀后總結(jié)，當(dāng)學(xué)生讀完影片內(nèi)容時(shí)，可以根據(jù)自己的理解寫(xiě)出五部影片的內(nèi)容是什么（寫(xiě)嘗試應(yīng)用定語(yǔ)從句，體驗(yàn)定語(yǔ)從句的結(jié)構(gòu)）。第一塊（Questions）中第1，3，5三個(gè)問(wèn)題比較難，從文中直接找不到答案，也是學(xué)生理解上需要升華的部分。可以通過(guò)分組，讓學(xué)生討論來(lái)理解這幾個(gè)問(wèn)題。讓學(xué)生領(lǐng)會(huì)以下幾點(diǎn)：1）、英語(yǔ)作為工具的重要性 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）Language study

這部分的重點(diǎn)是學(xué)習(xí)掌握關(guān)系副詞when，where，why 引導(dǎo)的定語(yǔ)從句及介詞+關(guān)系代詞引導(dǎo)的定語(yǔ)從句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活動(dòng)步驟：

1． 師生互動(dòng)：教師提一些問(wèn)題如What Chinese directors do you know?

What are their well-known films? 在此過(guò)程中教師可展示一些學(xué)生熟悉的國(guó)內(nèi)知名導(dǎo)演的海報(bào)，從視覺(jué)上激發(fā)學(xué)生的興趣。然后談?wù)撃硞�(gè)導(dǎo)演及他的代表作品，引出定語(yǔ)從句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小組活動(dòng)：教師選取幾副大家熟悉的國(guó)產(chǎn)大片的電影畫(huà)面，要求學(xué)生進(jìn)行小組討論，分別來(lái)自什么電影，他們的男、女主角（main actor/actress）分別是誰(shuí)。然后用定語(yǔ)從句知識(shí)來(lái)談?wù)摗Ｈ纾篠haolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班級(jí)活動(dòng)：給出幾副圖片及幾個(gè)關(guān)鍵詞（key words），用所學(xué)定語(yǔ)從句來(lái)描述圖片。如：

北京申奧成功圖 Beijing the city 2008 Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大組活動(dòng)：全班以座位為單位分4大組，開(kāi)展競(jìng)賽。1）小組討論，兩人一組，一學(xué)生創(chuàng)設(shè)一個(gè)情景并給出2-3個(gè)關(guān)鍵詞，另一名同學(xué)用定語(yǔ)從句進(jìn)行描述。2）班級(jí)活動(dòng)；結(jié)果匯報(bào)，教師記錄，看哪個(gè)大組能正確描述的情景最多。教師給出評(píng)價(jià)。

（九）Integrating Skills

該部分主要閱讀張藝謀的影片Not One Less并學(xué)習(xí)如何評(píng)價(jià)電影及寫(xiě)影評(píng)。Task: Make comments on films and write reviews about them.

1. 師生互動(dòng)：教師可設(shè)置問(wèn)題了解學(xué)生對(duì)張藝謀及其主要作品的熟悉情況，為接下來(lái)閱讀Not One Less 作鋪墊。問(wèn)題可為 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同時(shí)呈現(xiàn)張的有關(guān)信息表格，為后面的Survey 作鋪墊。通過(guò)提問(wèn)談?wù)摗兑粋�(gè)也不能少》有關(guān)情節(jié)，為閱讀作鋪墊。

2． 個(gè)人活動(dòng)：閱讀Not One Less ；回答問(wèn)題，填寫(xiě)信息表。

3． 班級(jí)活動(dòng)：學(xué)習(xí)寫(xiě)review 的有關(guān)建議。并以Not One Less 作為例子寫(xiě)影評(píng)一篇。

4．個(gè)人活動(dòng)：Survey--Your favorite director and his film in china

5．小組活動(dòng)：討論關(guān)于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．個(gè)人活動(dòng)：模仿前面所學(xué)，寫(xiě)一篇影評(píng) My Favorite Film

7．兩人活動(dòng)：交換作文，從影評(píng)內(nèi)容、時(shí)態(tài)、單詞拼寫(xiě)、所用詞匯等方面相互交流、修改。

8．班級(jí)活動(dòng)：推薦一名學(xué)生在班上交流所寫(xiě)影評(píng)。

高一英語(yǔ)(上) UNIT 5 Integrating Skills “Not One Less” 說(shuō)課稿

一．教材分析

我授課的內(nèi)容屬于人教版高一英語(yǔ)(上)第五單元，是這一單元的第五課時(shí)。本單元圍繞影視這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)，涉及“電影明星”、“著名導(dǎo)演”、“介紹熱門(mén)電影”、“初學(xué)寫(xiě)影評(píng)”等。影視作為人類文明的一大體現(xiàn)，作為當(dāng)今社會(huì)人們主要休閑、娛樂(lè)方式之一，是一個(gè)非常貼近生活、具有時(shí)代性的教學(xué)主題。

正如新課標(biāo)中所提：學(xué)習(xí)中外影視文化有利于“拓展學(xué)生的文化視野，提高他們的中外文化修養(yǎng)。”同時(shí)本單元的教學(xué)對(duì)教師本身的影視廣闊的知識(shí)面及文化修養(yǎng)等方面有非常高的要求，體現(xiàn)了師生共同更新知識(shí)結(jié)構(gòu)、適應(yīng)現(xiàn)代社會(huì)發(fā)展對(duì)英語(yǔ)課程要求的“與時(shí)俱進(jìn)”的理念和思想。

二．了解學(xué)生

1．在學(xué)完閱讀部分的傳記體文章后，要求學(xué)生課外搜集張藝謀個(gè)人信息，作為這節(jié)課的每日?qǐng)?bào)告。

2．學(xué)生剛從初中升入中專一年級(jí)，口頭表達(dá)能力不強(qiáng)，知識(shí)面不夠廣泛，因此要多鼓勵(lì)他們用英語(yǔ)大膽地說(shuō)，大膽地寫(xiě)出自己的觀點(diǎn)。

三．教學(xué)目標(biāo)

由于這一節(jié)課的主要任務(wù)是在閱讀的基礎(chǔ)上寫(xiě)一篇影評(píng)，因此我確立了以下幾點(diǎn)教學(xué)目標(biāo)：

知識(shí)技能方面

1．學(xué)習(xí)掌握一些用于討論、評(píng)價(jià)電影的結(jié)構(gòu)句式。

What is the film about?

Does the film have a happy ending?

How do you feel about the film?

The film … is about …

I like /don’t like this film because …

2．提高學(xué)生語(yǔ)言聽(tīng)、說(shuō)、讀、寫(xiě)能力以及寫(xiě)影評(píng)的綜合語(yǔ)言運(yùn)用能力。

情感意識(shí)方面

3．通過(guò)小組活動(dòng)，指導(dǎo)學(xué)生積極于人合作，積極與人交流，培養(yǎng)他們的團(tuán)隊(duì)合作精神。

4．通過(guò)學(xué)習(xí)影片，增強(qiáng)學(xué)生的愛(ài)心與同情心，培養(yǎng)學(xué)生關(guān)心他人，關(guān)心教育，關(guān)心社會(huì)的意識(shí)，引導(dǎo)他們珍惜時(shí)間，珍惜生活

這節(jié)課的教學(xué)重點(diǎn)是訓(xùn)練學(xué)生的寫(xiě)作能力，學(xué)會(huì)寫(xiě)影評(píng)，對(duì)影視界名人及電影發(fā)表自己的觀點(diǎn)。

這堂課的教學(xué)難點(diǎn)在于通過(guò)學(xué)習(xí)，提高學(xué)生的聽(tīng)說(shuō)讀寫(xiě)綜合能力。

四．教學(xué)方法

1．任務(wù)型教學(xué)法

這篇文章內(nèi)容易懂，我設(shè)計(jì)了一些任務(wù)，通過(guò)感知、體驗(yàn)、參與和合作等活動(dòng)方式，使學(xué)生的主體地位得到充分體現(xiàn)。例如，要求學(xué)生閱讀文章，填寫(xiě)信息表。

2．多媒體教學(xué)法

這一單元以影視為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣.

3. 問(wèn)答式教學(xué)法

學(xué)生通讀全文填寫(xiě)表格后,采用問(wèn)答教學(xué),讓學(xué)生抓住文章主要內(nèi)容,同時(shí)訓(xùn)練他們的口語(yǔ).

五. 教學(xué)步驟

1 每日?qǐng)?bào)告

根據(jù)課前布置任務(wù)，要求學(xué)生課外搜集有關(guān)張藝謀個(gè)人信息，填寫(xiě)表格，在本節(jié)課上介紹。

2 新課導(dǎo)入

結(jié)合每日?qǐng)?bào)告，引出所學(xué)課文。了解學(xué)生對(duì)這部影片的熟悉程度，設(shè)置如下問(wèn)題：

What’s his recent film? (展示新片<<十面埋伏>>圖片)

Have you seen “Not One Less”? (展示<<一個(gè)也不能少>>圖片)

What’s it about?

形成師生互動(dòng)，訓(xùn)練學(xué)生說(shuō)的能力，為下面閱讀作鋪墊。

3 閱讀部分

第一步，聽(tīng)磁帶，回答問(wèn)題

要求學(xué)生合上課本聽(tīng)磁帶，然后回答：

What are the main characters in the film? (展示兩張圖片)

目的：讓學(xué)生了解課文大致意思，同時(shí)進(jìn)行聽(tīng)力訓(xùn)練。

第二步，閱讀課文，填寫(xiě)課后表格并展開(kāi)討論。

Title: Director:

What’s the film about?

Does the film have a happy ending? How?

What do you think about the story of the film?

How do you feel about the ending of the film? Why?

通過(guò)填寫(xiě)表格，讓學(xué)生抓住文章的主要內(nèi)容，鼓勵(lì)學(xué)生用英語(yǔ)大膽地討論,發(fā)表個(gè)人觀點(diǎn).

第三步：對(duì)課文的語(yǔ)法難點(diǎn)進(jìn)行必要的講解.

1.take sb’s place/take the place of sb(sth.) 代替,取代

2. keep sb./sth. +adj./prep. phrase

3.can/could/be able to afford + to do

4.appear live on the air

4 寫(xiě)作部分

1. 請(qǐng)學(xué)生分析課文結(jié)構(gòu)，引導(dǎo)出寫(xiě)影評(píng)的一般方法.

這一教學(xué)任務(wù)采用啟發(fā)式教學(xué),讓學(xué)生自己總結(jié)出寫(xiě)影評(píng)方法,最后老師作總結(jié).這樣可以提高學(xué)生的學(xué)習(xí)主動(dòng)性,充分發(fā)揮學(xué)生的主體性.

How to make comments on a film(怎樣寫(xiě)影評(píng)):

1.Tell the story in your own words.

2.Make comments on different things about the film, for example:

How do you feel about the film?

Are the actors/actresses very good or not?

What do you think of the ending of the film?

3.Give your opinion about the whole of the film.

2. 小組活動(dòng)：討論關(guān)于你所喜愛(ài)的電影及你對(duì)這一影片的看法。

我認(rèn)為要學(xué)會(huì)寫(xiě),首先要學(xué)會(huì)說(shuō).因此我設(shè)計(jì)了這一活動(dòng),讓學(xué)生把這節(jié)課所學(xué)的運(yùn)用到實(shí)際問(wèn)題中去.

3. 最后布置任務(wù)：寫(xiě)一篇影評(píng)，題目是“My Favorite Film”。

六 板書(shū)設(shè)計(jì)

UNIT 5 Integrating Skills

Not One Less

Language points:

1.take sb’s place

take the place of sb (sth)

2. keep sb./sth. +adj./prep. phrase

3.can/could/be able to afford + to do

4.appear live on the air

How to make comments on a film:

1.Tell the story in your own words.

2.Make comments on different things about the film, for example:

How do you feel about the film?

What is the film about?

Are the actors/actresses very good or not?

What do you think of the ending of the film?

Does the film have a happy ending?

I like /don’t like this film because …

3.Give your opinion about the whole of the film.

Writing: My Favorite Film

四、教學(xué)評(píng)價(jià)

根據(jù)《國(guó)家英語(yǔ)新課程標(biāo)準(zhǔn)》對(duì)外語(yǔ)教學(xué)評(píng)價(jià)的原則，對(duì)學(xué)生的評(píng)價(jià)應(yīng)堅(jiān)持形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)并重的原則，既關(guān)注結(jié)果(教學(xué)過(guò)程中忘記考試)，更關(guān)注過(guò)程。在英語(yǔ)教學(xué)過(guò)程中更多地關(guān)注學(xué)生英語(yǔ)學(xué)習(xí)的過(guò)程、關(guān)注形成性評(píng)價(jià)，應(yīng)重視形成性評(píng)價(jià)對(duì)學(xué)生英語(yǔ)學(xué)習(xí)的交流，對(duì)學(xué)生的書(shū)面作業(yè)、口頭回答、演講、朗誦等課外學(xué)習(xí)行為和學(xué)生的學(xué)習(xí)能力、學(xué)習(xí)態(tài)度、參與程度、合作精神等做出評(píng)價(jià)。形成性評(píng)價(jià)包括學(xué)生相互評(píng)價(jià)和學(xué)生自我評(píng)價(jià)等方式，應(yīng)對(duì)學(xué)生的認(rèn)知、情感、技能等方面給予綜合評(píng)價(jià)，以幫助學(xué)生樹(shù)立自信心、培養(yǎng)學(xué)生的學(xué)習(xí)能力和幫助學(xué)生確定合理的學(xué)習(xí)目標(biāo)和使用恰當(dāng)?shù)膶W(xué)習(xí)策略。

形成性評(píng)價(jià)應(yīng)采取多種評(píng)價(jià)方式，包括口頭的、書(shū)面的、表格形式的，還可以建立學(xué)生個(gè)人學(xué)習(xí)檔案。

形成性評(píng)價(jià)的思考

學(xué)生自評(píng)→反思過(guò)程

1.評(píng)價(jià)途徑 生生互評(píng)