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北师大版高中英语必修4


Unit 10 Money Lesson 1 A Material World 教案
Teaching Aims: 1. To read a text to find out specific facts 2. To review and practice using countable and uncountable nouns and the use of determiners: all, none, both, neither, another, other. 3. to practice students‘ expressing ability Teaching difficulties: To review and practice using countable and uncountable nouns and the use of determiners: all, none, both, neither, another, other. Teaching Aids: computer Teaching procedures: Ⅰ. Warming up: T: Would you like to be a millionaire? Why or why not (show some pictures) S: T: What can money buy? S: T: What can‘t money buy? S: T: money can make you get something you need. In material world, money is important but remember money is not everything many evils come from greed for money. Not all people care about money for example “Who wants to be a Millionaire? I don’t” says Charles Gray Why does he say so? Ⅱ Listening T: Now listen to the cassette you will know why there are such people that don‘t want to be a millionaire. Then ask the students to answer the question.

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Ⅲ Reading Do the exercise2 Read the article. Decide if the statements below are true (T), false (F) or there is no information (NI) Read the text aloud then answer the questions 1. What was Charles‘ life like in the past? 2. Why didn‘t Charles want to be a rich man? 3. How did he deal with his money? 4 How about his life now? 5. How does he feel now? good or bad? Discussion How do you treat the thing? Ⅳ Correct mistakes 1. Becoming a millionaire seem to be a lot of people’s dreams. 2. Have a little money makes you free and happy. 3. The mean man turns back on his old friends as soon as he is successful. 4. There are certainly no signs that Charles used to a rich man. 5. I bought a three – bedroom house in New York at last year. 6. I would not go back to be poor for anything. 7. How I wish I would own a fortune $3 one day. Answers: 1. seem 改为 seems 3.turn 后面加 his 后面加 of Ⅴ language points and vocabulary 1. turn one‘s back on 不理睬 拒绝 2.have 改为 having 6.be 改为 being 7.fortune

4 to 后面加 be 5. 去掉 at

Did you really turn your back on his invitation? 你真的拒绝了他的邀请吗? turn one‘s back to 转身 The teacher turned his back to his students and found a boy making face.

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教师转过身,发现一个男孩正在做鬼脸。 2. give away 分发, 出卖, 送给人 He is a man who can give away friends for money. 他是一个能为钱出卖朋友的人。 Look through your old clothes and see if you have anything to give away. 把你的旧衣服翻一翻,看看有没有可以送人的。 3. feel like 想要 I was so angry that I felt like throwing something at him. 我很生气,以至于想用什么东西砸他。 I feel like going to bed, I‘m tired. 我想上床休息,我累了。 4. drop out 退出 Ten runners started, but three soon dropped out. 开始的时候有十名选手,很快就有三人退出了。 Do the exercise 3 Match the verbs from the text with the correct meaning. Ⅵ Voice your opinion Do you think money makes you happy? Are there more important things in life? Ⅶ Grammar Do the exercises 5, 6, 7 Best choice to consolidate the grammar 1. I don‘t think we‘ve met before. You ?re taking me for ______ A. some other B. someone else D. one other

C. other person

2. We‘ve been looking at house but haven‘t found ____we like yet. A. one B. ones C. it D. them

3. We ask John and Jerry, but ___of them could offer a satisfactory explanation. A. either B. none C. both D. neither

4. Playing tricks on others is ____we should never do. A. anything B. something C. everything D. nothing

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5. She doesn‘t know anyone here, She has got ____to talk to. A. anyone B. someone C. everyone D. no one

6. I will never know what was on his mind at the time, nor will______. A. anyone B. anyone else C. no one D. no one else

7. There‘s ____cooking oil in the house. Would you go to the corner and get ____? A. little; some B. little; any C. a little; some D. a little; any

8. Many people have helped with canned food, however, the food bank needs ____ for the poor. A. more B. much C. many D. most

9. Some of the wheat is from Canada. What about_____? A. another B. the other C. others D. the rest

10. --What kind of food would you like to eat? -- ____ but Japanese. --How about Korean, then? A. Anything B. Something C. Everything D. Nothing

Answers: A A D B D B A A D A Ⅷ Homework Imagine what was in Charles Gray‘s previous home and is in his caravan, using the vocation above to help you

Lesson 2 The Right Price
Teaching Aims: 1. To practice intensive listening skills 2. To practice the language of shopping and bargaining. 3. To recognize and practice the polite rise in intonation. Teaching difficulties: To practice the language of shopping and bargaining. Teaching Aids: computer and cassette

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Teaching procedures: Ⅰ. Warming up Teacher ask some questions to lead students to discuss the problem of price and bargain. The purpose of the exercise is to practise spoken English. 1. Generally speaking do you think the prices marked on the goods are reasonable? 2. Can you judge the value of daily goods 3. Do you often regret having bought something for price? 4. Are you good at bargaining? 5. How do you reduce the price? What do you say? Ⅱ Listening Do the exercise 4. Now let‘s listen to an interview about where you can bargain Do the exercise 5 Now let‘s listen to the part you will learn some skills about bargaining. Do the exercise 6 We can bargain in the market in Chinese freely. If one day you go abroad do you know how to bargain? Now let‘s listen to the cassette you will learn how to bargain in English. Do the exercise 7 Intonation can express a people‘s manners. Being polite is very important in communication especially in business. Now listen to the first part of the dialogue again. The underlined expressions have a rising intonation. This sounds polite Ⅲ speaking Practise your spoken English Make up a new dialogue about buying a leather jacket (£90) Salesgirl: Is there anything I can do for you? Customer: I‘d like a. a leather jacket Salesgirl: What kind would you like? Customer: The red leather jacket maybe fits me .Ah, that will do nice. Can I try it on? Salesgirl: Certainly Customer: How do I look?

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Salesgirl: It looks nice on you. Customer: How much is it? Salesgirl: £90 Customer: Oh, it is a bit expensive, though I like it, It is at most worth70 pounds. Salesgirl: It is the most popular style and good quality. The color suits you well. Customer: But it seems to be bigger, besides I haven‘t much more money on me. Salesgirl: I‘ll take £85 Customer: Ok, one last offer, 75 pounds. That‘s fair, or else I have to try somewhere. Salesgirl: 77 pounds, cash, And that‘s it Customer: Ok , I‘ll take it . Ask students to make up dialogue about bargain with their partners ⅣDiscussion Is the customer always right?

Unit 10《Money》Lesson 3《Your Money》教学指导
Objectives ■ To predict the co ntent of the text using the title and the pictures. ■ To practise understanding the specific information while reading. [:] ■ To practise working out the meaning of important words from the context. ■ To learn to remember and use the topic vocabulary. ■ To practise using the Infinitives. Resources used Grammar Summary 4.

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Possible problems Students may have problems with the use of infinitives with question words and its negative form. They can refer to Grammar Summary 4. Routes through the material . If you are short of time, set some of the exercise for homework. [:] . If you have time, do one or both of the activities in the Options. . If you have two lessons for a unit, a natural break is after Exercise 5. Language Power: pages 58-59. Mini-grammar: 10, 13. Reading Before you start [:学|科|网] Exercise 1 ■ Look at the title of the unit with the students. Ask them if they and their friends often talk about money. Tell them that in Britain, most older people don‘t discuss their own money with others (e.g. how much they earn, how much they paid for their house or their car). Younger people in the UK talk about their finances more freely. ■ Ask students to discuss in pairs how much pocket money they get each month and during the Spring Festival. Exercise 2

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■ Ask students whether they spend or save their monthly pocket money and their money for the Spring Festival. ■ Students discuss in pairs what things they spend their money on. Ask them to add things to the Key Words if there are any. ■ Ask some students to report about their partners. But before that, they had better ask for permission from their partners. ■ Elicit as many things as possible from students that they would like to add to the Key Words. Language Power: the Word Corner on page 59 practises [:ZXXK] vocabulary from the text. Read to learn Exercise 3 ■ Encourage students to predict what the article is about by skimming the pictures above the article, the title of the lesson “Your Money‖ and the title of the article ―When Less is More‖. ■ Ask them to read the paragraph in italics to check whether their predictions are true or not. ■ Students scan the newspaper article and try to work out the meaning of the words. ■ Check their answers by asking students to tell in which line the word is found and how they can work out the meaning of the words. Give one or two examples before starting.

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For example: The man made a great fortune from the stock market. People are firmly convinced that they will ultimately win the war. Answers 1 approximately 2 ecological 3 erosion 4 massive 5 view 6 fortune 7 precious 8 fertile 9 convinced 10 paradise. Exercise 4 ■ Students read the article again and in pairs, ask and answer the questions. ■ After checking the answers, ask students to work in pairs and discuss the meaning of the title ―W hen Less is More‖. Answers 1 the Yellow River 2 Fugu County in Shaanxi Province [:] 3 Planting trees. 4 Because it can buy a precious tree. 5 The Jiuchegong Valley in Inner Mongolia. Exercise 5 ■ Students work in pairs working on the question. Ask them to take notes if necessary. ■ Ask some pairs to report their result of the discussion. Have a class discussion if possible.

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■ Encourage students to put their ideas into action. Language Study INFINITIVES Exercise 6 ■ Students work on the sentences individually. ■ When checking the answers, ask students to translate the sentences. ■ Encourage students to make their own sentences with some of the words. Answers 1 Approxima tely 2 erosion 3 fortune 4 fertile 5 convinced 6 paradise 7 precious 8 point of view Exercise 7 [:] ■ Ask students to underline the infinitives while reading the sentences. S tudents discuss in pairs how the Infinitives are used. ■ Refer students to Grammar Summary 4 and ask them to understand the use of infinitives. ■ Check the answers and provide more examples of the Infinitives for students. Answers 1 to keep used as Attributive of the sentence 2 to move used as Object Complement of the sentence 3 to control used as Subject of the sentence

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4 to develop used as Object of ―help‖ 5 how to use used as Object of the phrasal verb ―think about‖ 6 to make a living used as Adverbial of purpose of the sentence 7 fertile is an infinitive without ―to‖, used as Object completed of the sentence. Exercise 8 [:学,科,网] ■ Students work on the sentences individually and then check their answers in pairs. Note that one word is not used. Answers 1 to stay 2 to make 3 to take 4 to learn 5 to persuade 6 to damage 7 to show 8 to create 9 to deal with Exercise 9 [:Z。xx。k.Com] ■ Students complete the dialogues choosing the Infinitive. ■ After checking the answers, students roleplay the dialogue to further understand them. ■ Ask students whether they know such a person a s Pete and what they think of him/her. Answers to buy to choose to buy spent save borrow to lend to give Language in Use Exercise 10 ■ Students write on their own and then ask two or three students to

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present their writing. ■ Tell students that they may use some presentation skills, for instance, drawing a rough pie chart to show the propor tion. Options Practice Ask students to think of the money they have spent in the last week and what they have spent it on. Each student then writes sentences using some of the expressions they have pra cticed in the unit. If you wish, give them an example: “Last week, I spent quite a lot of money and I only saved a little.[:Z。xx。k.Com] I bought a lot of food with most of the money because I had a party at t he weekend. All my friends came to the party. Some of them sat in the garden, talking and others were dancing in the sitting room.‖ Extension In groups, students prepare another questionnaire. Give them a choice of topics. They can continue the questi onnaire in the book (?How careful are you with money?‘) and add more questions, or they can choo se a new topic e.g. ?How careful are you with your health? How generous are you with your money? How good a friend are you?‘ Remind students to do an Answer Key for their questionnaire so that the results can be interpreted. When the groups have written their questionnaires they can exchange them for other students to complete.

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英语:Unit10《Money》Lesson 4 Advertisements 教案(北师大 版必修 4)
一、 教学内容分析 (Analysis of Position and content)

1、本课是阅读课, 重点培养学生的阅读能力,是本单元中的重点。 2、在理解本课的基础上,可以更好的接受下一课对语言知识点的学习。 二、学生学习情况分析 《高中英语新课程标准》明确指出:―高中英语课程要有利于学生优化英语学习方法,使 他们通过观察、体验、探究等积极主动的学习方法,充分发挥自己的学习潜能,形成有效的 学习策略,提高自主学习的能力。‖ 根据《高中英语新课程标准》要求,结合我班学生英语基础与能力较弱的实际,本课时我 把阅读课文作为整体处理的同时, 把每个教学环节所设计的问题和任务区分出高低不同的层 次,由浅入深,循序渐进,使每个教学环节尽量符合多数学生的认知水平,力争全班绝大多 数同学都能积极参与课堂活动。通过―任务型‖活动培养学生 ―跳读‖、―寻读‖、―定位‖、―推 理归纳‖等阅读方法以及描述、讨论等组织语言、运用语言的能力。 三.设计思想 课堂教学方法的选择是课堂教学效率高低的关键。 科学的学法指导是智能发展目标得以实施 的重要途径。 现根据教师本人的自身特点和泉州现代中学高一年段的实际教学条件, 结合本 课的教学内容:advertisements,概述教学过程中拟实践的教育理念、教学原则、教学方法。 在本课教学中,我突出以阅读为主线,兼顾结构,适当拓展。从以下几方面体现了英语新课 程的理念。 1、演示法: 把制作的课件、 图片等显示给学生看, 便于学生对微观知识的把握, 并从旧知识中获得启迪,

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从而达到解决问题的目的。 2、任务驱动教学法: 将所要学习的新知识隐含在一个或几个问题之中,学生通过对所提的任务进行分析、讨论, 并在老师的指导和帮助下找出解决问题的方法, 最后通过任务的完成而实现对所学知识的意 义建构。以―任务型‖教学作为课堂教学设计之理念,具体采用分层次教学法和交际教学法。 学生通过表演、听说等各种语言形式来学习和掌握语言,实现目标,感受成功。 3、英语教学和情感教育的有机结合。 在本节课中,教师除了营造宽松气氛,给予学生展示成功的平台外,处处鼓励学生运用自主 学习、合作学习和探究学习等新的学习方式,以形成积极的学习态度,促进语言实际运用能 力的提高。这是实施新课程最为核心和关键的环节。 4、利用现代教育技术,拓宽学生学习和运用英语的渠道。对于―广告‖这一主题的挖掘,让 学生在课外通过多种渠道获得更多有关非语言交际手段的知识,激发学生自主探究的兴趣。 而运用多媒体辅助教学,更体现了课堂教学的大容量、多信息、高效率的优越性,进而达到 启发学生的英语思维,发展交际能力的理想教学效果。 四、教学目标 新课标提出:英语课程的学习,既是学生通过英语学习和实践活动,逐步掌握英语知识和技 能,提高语言实际运用能力的过程;又是他们陶冶情操、拓展视野、丰富社会经历、开发思 维能力和提高人文素养的过程。 本课所有的语言知识和语言技能都是围饶―广告‖这一中心主 题而设计的。因此,我把本课的教学目标确定为: 1. 语言知识与技能目标:

1)熟练掌握与―广告‖话题相关的常用词汇及主要语言表达形式。

2) 帮助学生了解不同时期的广告,对广告有不同的理解.

3) 通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节,

提高学生的阅读能力。

4)学生之间能交流、合作,共同就 given topics 较好地完成一些开放性话题。

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2. 情感态度与文化意识目标

1) 在有趣的主题激励下,师生互动,生生互动,调动学生的学习兴趣,加强教师的亲和力, 增进彼此的了解与沟通,充分发挥情感教学的优势。

2)让学生在共同完成一些交流、表演等任务的过程中,加强团体协作意识。

3. 过程与方法

自上而下的阅读模式;发现式的语法学习;小组合作的体验式,探究式的写作学习;

五、教学重点和难点 说明教学过程中的重点和难点内容。

1、培养学生的阅读策略,使其形成预测,略读和跳读的能力。但学生有可能在深层理解的 问题上有困难。

2、掌握与课文有关的词汇,表达法和句型,并运用到口头和书面表达中去。

3、如何提高学生的阅读能力,并帮助学生解决本课的一些困难句型,以便让他们很好的理解 文章。如:

1)A lot of money is spent on applying modern techniques of design to make these advertisements as visually attractive as possible.

2) Modern advertisements must stand out in a world of full of competition by combing the highest standards of design with ideas linked to the products to make them more attractive.

六、教学过程设计

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1、总体思路 本课的教学设计围绕培养学生初步读写文章的能力和发展学生的语言运用能力展开, 采用多 媒体辅助教学, 以此来创设良好的教学情境, 优化教学过程, 促进学生思考, 采用教师指导, 学生观察、体验、探索的方式,启发学生自主理解文本内容,探究和领悟所学文章的语言特 点与篇章结构。 利用小组收集材料的方式形成对关注广告的兴奋点, 展开有信息沟的讨论介 绍。自然过渡到写作,把总结出的语言知识和语言结构运用到口语和写作中去。 2、教学过程。 《新课标》提出:根据高中生的认知特点和学习发展的需要,在进一步发展学生基本语言 运用能力的同时,着重提高学生用英语获取信息、处理信息和分析、解决问题的能力,为他 们进一步学习和发展创造必要的条件。 依据教材内容的编排, 我把本课的教学过程分为五大 部分,九个小步骤来完成

The Analysis of Teaching Process

Before class, let students listen to a song : 王力宏-i‘m lovin‘it (全球麦当劳广告主题曲).mp3

[设计说明]

本环节以上课听歌的形式让学生在听觉上受广告的魅力, 为学生随后接确广告这一主题做一 个很自然的铺垫。

Step 1 - - - Organization

1.

Exchange greetings with the Ss.

2.

Duty report: It is between two students. They are having a dialogue.

[设计说明]

I think duty report is a long-term and essential part of daily teaching. It is a good opportunity for

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Ss to practice their listening and spoken English.

Pre-reading

[设计说明]

Since the students are familiar with this topic, the teacher will arouse their interest about the topic by free talk with some key words given. Also some background information of the topic are provided in the form of pictures and passage

Step 2 - - - Warming up Pair work: Work in pairs and discuss the following questions

1) Can you think of some advertisements you have seen?

2) Where have you seen advertising?

3) What do you think of the design of the advertisements?

4) When you buy something, will you be affected by advertisements?

Provide the students with some key words for help:

A) cheap, convenient, easy, expensive, practical, reliable, useful, useless

B) Ads on the bus, ads in the newspaper, ads in a magazine,

Ads on the billboards, ads in the shop windows, ads on the radio…

Step 3 - - - Leading in:

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[设计说明] The step of leading in is to let the students know the ads visually

Show the students various kinds of advertisements and ask the students to make comment on them with an example given

1.

Ask: Before class, you listened to a song, who can tell me where you can

often hear the song? ( McDonald‘s )

As you can see, songs can make us enjoy the life, they also can help to advertise for the products.

2.

Ask: Where can you see the advertisements?

Sow different answers in the screen.

3. Let students enjoy some advertisements and a TV advertisement

Step 4 Discussing and Talking ( Task 1 )

Task 1 : What do you think of these products?

1.

Show the picture of electric toothbrush, laptop computer, mobile phone, MP3,

e-dictionary, radio alarm clock

2.

Give them an example to help them discuss the topic

Example: I think electric toothbrushes are not very practical, but it is helpful.

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3.

Ask some students to talk about the pictures shown on the screen.

While-reading

Step 5 Skimming ( Task 2 )

[设计说明] This step is intended to train the students’ ability to read for general idea, and

the students should go over the text quickly to get a general idea ) name of the product 1 2 3 4 Remote headphones Mini camera Earplug earrings feline floor cleaners price

Step 6 Scanning (Task 3 )

Remote Headphones

(1) no wires;

(2) can listen to ______/TV up to _____ metres away;

(3) go through glass,_____________and_______;

(4) __________sound;

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(5) __________value. Read the text and note down the advantages(优点)of each product.

Mini Camera

1) no ______ than a credit card;

(2) It is __________ and very _______;

(3) easy to _____ ;

(4) has an automatic _____ and _____;

(5) made from an ________ and _______ material.

(6) not __________.

Special Jewellery For Your Ears:

(1) They are gold and ________;

(2) also ______ in many_________________;

(3)a _______ at ? 19.50

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Step 7 Form a Layout (Task 4 ) ??????????? Material: ? ? be made from

??????????? The ?? advantages

??????????? The ?? Price / How you can get it

Give students several minutes to read the advertisements about Feline Floor Cleaners. Then ask them to fill in the layout of the advertisement. Post – Reading

Step 8 Writing (Task 5 )

1. Give a model advertisement to help students to write an advertisement. Give some useful words and phrases to help them

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??????????? Material: ? ? be made from

an attractive and strong material, good quality material glass, gold, silver, plastic, wood, nylon, metal

??????????? The ?? advantages

Convenient, reliable, attractive, useful, practical, amazing, brilliant satisfying, perfect, modern , relaxing, exciting, automatic, cheap

??????????? The ?? Price / How you can get it

It is a bargain at only …, special offer for only…

It is excellent value at…

2. An Model advertisement about an alarm clock

Are you often late for school? Now, never! Here is the perfect solution.

The alarm clock is reliable, it is easy to use. Just set the time and the alarm, you don’t worry about a thing. Just go to sleep! It is made from attractive and strong material, it is not expensive. It is a bargain at only ?9,88

3. Let students work in groups of four, discussing how to write an advertisement about a second-hand Mp3. They could use the words and phrases provided on the screen. If one group finishes writing their advertisement, they can walk around the classroom to advertise their

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second-hand MP3

4.

Ask some groups to come to the front, advertise their second-hand MP3 to the class. Then

ask them which group is the best advertiser.

Step 8 Homework

Design an advertisement.

Think over a question “What is the necessary information of an advertisement”

and design an advertisement with the answer.

options:

1. Pair work: ideas sharing

2. Group work: differences; similarities; passage presentation

3. Individual work: outline; draft; editing; final writing Assessment

?

Do you have a general idea of the four advertisements now?

?

Are you familiar with the new words now?

?

Do you know the necessary information of an advert?

?

Are you active in the class?

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?

What problems did you have in reading ?

?

What help do you need from the teacher?

第十一单元 The Media 教学设计 Lesson 1 World News 教材分析[:Z+xx+k.Com] 本课是第11单元的第1课。 本课的语篇是两条新闻。 学生将在本课了解媒体的各种形式, 解读世界要点新闻。 学习有关媒体形式的词汇, 理解文章大意, 使用略读、 细读等阅读策略。 学生要能运用阅读策略skimming,通过图 片、新闻标题获取文章内容信息,把握主旨大意。 本课的语法是复习被动语态。学生在初中阶段已经学过被动语态的基本用法,本课的 重点是体验和归纳各个主要时态的被动语态形式。 学生要能够在语篇中识别、 在语境中运用 被动语态。 本课计划按两课时完成: 第一课时重点是阅读第一篇文章 (Africa on G8 Agenda) : 1. 让 学生了解八国集团(G8),了解他们的主要议题,使用略读和细读等阅读策略,从文章中 提取信息,处理信息;2. 利用文章中的语句,复习被动语态的几种形式,并在语境中恰当 使用。第二课时阅读第二篇文章(London Wins),从文章语句中归纳出被动语态在其它几 个时态中的形式、并在语境中恰当地使用被动语态。 教学内容 话题: 1. 非洲问题摆上八国首脑峰会议题;2. 伦敦赢了 (阅读) 词汇: 重点词汇: be made up of, demand, cancel, es cape, host, cheer, delight, prevent … from, announce 相 关 词 汇 : wealthy, political, major, historical, painful, powerful, widespread, poverty, electricity, health care administration, reform, belief, debt, Olympic Games, International Olympic Committee, crowd, the rush hour, evidence, incident, attack, explanation 语法:被动语态

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第一课时
First Period 教学目标 在本课学习结束时,学生能够: 1. 了解媒体的各种形式; 2. 通过略读理解文章大意; 3. 提取、整理新闻中关于G8的相关信息; 4. 练习使用被动语态; 教学过程
注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Wo rk; GW=Group Work

步骤 Steps Warm-up Step 1

教学活动 Activities

设计意图 Intentions

互动模式和时间 IP & Time

T introduces his or her daily life related to the media, e.g. In the morning on my way to school, I often listen to the CRI news on the radio. i seldom watch TV because I have to help my son go over his lessons. But my favorite TV programme is sports.

教师通过介绍自己的 日常生活,可以吸引 学生的注意力,引起 他们的兴趣。

CW 1‘

Step 2

T asks Ss to tell their partners about themselves according to the questions

帮助学生创设语境并 在语境中回忆与媒体

PW 2‘

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on the screen. (PPT 3) Step 3 Ss brainstorm as many words related to the media as possible. (PPT 4-6) Lead-in Step 1 T shows some pictures and asks, ―Where do we get news from?‖ and ―What areas of the world are often in the news at the moment? Why?‖ (PPT 7-8) Pre-reading Step 2 T asks Ss to predict what will be talked about in the news based on the title, the picture.(PPT 9-10)

有关的词汇。 归纳、 总结媒体词汇, GW -- CW 为后面的话题做铺 垫。 2‘

引出话题,激活学生 的背景知识。

CW 2‘

根据标题、图片和已 获得信息预测阅读内 容,帮助学生理解课 文,培养学生利用背 景知识进行阅读的策 略。

IW 2‘

While-reading[:学,科,网 Z,X,X,K] Step 3 First reading: Ss skim the news and check their prediction. ( The topic on the agenda this week in ____ among the G8 leaders is how to 核对预测信息,了解 新闻大意。 IW – PW[:学&科 &网] 3‘

_________. ) (PPT 11) Step 4 Second reading: Ss read the news once again with the questions 3 – 5 in Ex. 2. Ss work in pairs and check the information they get from the news. Then T gets the feedback from the 提取和整理课文细节 信息。 IW – PW – CW 6‘[: 学 * 科 * 网 Z*X*X*K]

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whole class. (PPT 12-13) Step 5 Third reading: Ss read the news in detail and find some specification information about G8 and then fill in the blanks. (PPT 14-16) Step 6 Ss read the news once again to find out the problems and try to deal with them in groups. T walks around and then gives instructions to the whole class. (PPT 17-19) 1. 讲解语言点,以便 更好地理解课文内 容。 2. 先让学生自己找问 题,然后在小组中解 决,培养学生自主学 习的意识和习惯。 Post-reading Step 7 Grammar review:[:学.科.网 Z.X.X.K] T takes the first sentence in the news as an example to review the P assive Voice. Then Ss pick out all the sentences with the Passive Voice and put them into the suitable places in the table. (PPT 20) T summarizes the structure and the usage of the Passive Voice. Step 8 Ss listen to the tape and read aloud after the tape. 有声输入, 整体感知, CW 培养学生语感。[:学& 科&网] Step 9 Ss make up their own sentences with 仿照例句自己造句, IW – CW 8‘ 1‘[:ZXXK] 被动语态在初中已学 IW – PW – CW IW – GW – CW 6‘ 提取和整理课文细节 信息。 IW – GW – CW [:] 6‘

过, 让学生自己总结、 6‘ 归纳,培养他们的自 主学习能力。

the Passive of different tenses. (PPT 帮助学生掌握被动语 21) 态的用法。

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T collects several Ss‘ handout and shows them to the whole class. Ss evaluate the writing. Homework[:] Ss listen to a piece of news and note it down. 附:
On e of the biggest issues on the agenda this week in Germany among the G8 leaders is how to tackle climate change. groups involved with the G8 on thi s issue is the Intern ational Energy Agency.[:学*科*网] And one of the

第二课时
Second period 教学目标[:学_科_网Z_X_X_K] 在本课学习结束时,学生能够: 1. 提取、整理新闻London Wins中的信息; 2. 了解新闻结构; 3. 谈论新闻内容; 4. 练习使用被动语态。[:Z#xx#k.Com] 教学过程
注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pa ir Work; GW=Group Work

步骤 Ste ps Review Step 1

教学活动 Activities

设计意图 Intentions

互动模式和时间 IP & Time

T provides a short paragraph with some blanks for the Ss to go over what they learned in the first period.

帮助学生使用上节课 所学词汇和获得的信 息,以及被动语态,

CW 4‘

T checks the answers after the Ss‘ 完成段落。 discussion. (PPT 3-4)

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Lead-in St ep 2 T says to Ss, ―The news about Africa on G8 agenda was reported on July 5, 2005. On the following day, July 6, do you know what happened?‖ Then T shows a picture and asks Ss what they can get from the picture. (PPT 5) Pre-reading Step 3 T shows some pictures and elicits from Ss the following words: crowds, 在语境中呈现单词, 帮助学生理解、记忆 生词, 为阅读做好准 备。[:] 在语境中再现生词, 强化学生的瞬时记 CW 3‘ 引出话题,激活学生 的背景知识,为后面 的阅读做准备。 CW 3‘

announce,

celebrate,

cheering people, look forward to. If necessary, T gives hints to help Ss guess the words. (PPT 6-8)

While eliciting the expressions, T 忆。 demonstrate s the pronunciations and Ss practice reading them aloud after T. T goes over the pictures again and asks Ss to say the words from their memory. While-reading Step 4 First reading: Ss read the news ―London wins‖ and match headings with the paragraphs. T shows the structure of th e news. (PPT 9-13) Step 5 Second reading: T asks Ss to read 提取和整理课文信 IW – PW – CW th e 了解段落大意以及新 闻的结构。 IW – CW 5‘ 渗透词汇学习策略: 根据图片、按照动词 短语或搭配学习、记 忆词汇。

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the news quickly with the questions 6, 7 & 8 in Ex. 2. Ss find out the answers and check the information they get from the news. (PPT 14-16) T checks the answers with the whole class. Step 6 Third reading: Ss read the news to find out the prob lems and try to deal with them in groups. T walks around and then gives instructions to the whole class. (PPT 17-20)[:学,科,网 Z,X,X,K][:] Post-reading Step 7 Grammar review: T asks Ss to pick out all the sentences with the Passive Voice and put them into the suitable place in the table. (PPT 21) Step 8 Ss listen to the tape and read aloud after the tape. Step 9 Practice: Ss rewrite the newspaper report using the Pas si ve where possible. (Ex. 6) (PPT 22-23)[:学.科.网 Z.X.X.K] Or: Ss write the news they have prepared in English. Then each of them exchanges the news with the partner and rewrites the sentences

息。

5‘

1. 在 语 境 中 学 习 词 汇。 2. 先让学生自己找问 题,然后在小组中解 决,培养学生自主学 习的意识和习惯。

IW – GW – CW 8‘

让学生自己总结、归 纳被动语态在各个时 态中的结构,培养他 们的自主学习能力。

IW – PW – CW 5‘

有声输入, 整体感知, CW[:ZXXK] 培养学生语感。 尝试在语境中正确使 用被动语态。 2‘ IW – CW 10‘[:学|科|网]

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using the Passive where possible. T collects several Ss‘ handouts and shows them to the whole class. Ss evaluate the writing. Homework Do Ex. 5 on p. 23.

第十一单元 The Media 教学设计
Lesson 2 The Paparazzi
教材分析[:学.科.网Z.X.X.K] 本课是第11单元的第2课, 是一节听力技能课。 本课的话题是 The Paparazzi (狗仔队) , 与第一课有一定的联系,都与媒体有关,而且“狗仔队”也是当今社会上热议的话题,学生 非常感兴趣,因此,本课可以从明星或知名人士入手,引起学生的兴趣,激活他们的背景知 识。[:学.科.网Z.X.X.K] 本课是听力技能课,教师要引导学生运用听力策略 Listening for specific information, 听 懂并理解有关狗仔队对名人隐私的追踪报道的谈话, 并能抓住谈话要点。 同时引导学生关注 表达观点的功能用语,发展学生的语言交际能力。 本课计划按两课时完成:第一课时听第一段材料,理解有关狗仔队追踪报道名人隐私 的谈话,学会听信息点、找关键词。第二课时听第二段材料,关注功能用语和句子重音,学 会使用功能用语表达观点。 教学内容 话题: The Paparazzi 听力技能:1)预测回答;2)抓关键词,理解细节;3)记录时,用关键词,不用完整句。 词汇: 重点词汇: analyse, arise, blame, defend, rent, risk, agreement, disa greement, argument, legal, unfortunate 相关词汇: analysis, encouragement, roof, process, willing, self-employed, attempt

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词语搭配:turn to, turn over, turn up, make a profit, in favour of

第一课时
First Period 教学目标 在本课学习结束时,学生能够: 1. 听懂、提取、处理有关狗仔队追踪报道名人隐私的谈话中的主要信息; 2. 用相关词汇发表意见。 教学过程
注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; P W= Pair Work; GW=Group Work

步骤 Steps [:] Lead-in Step 1

教学活动 Activities

设计意图 Intentions

互动模式和时间 IP & Time

T asks Ss how much they know about t he paparazzi.

引起学生兴趣,激活 学生的背景知识。

CW 3’ CW 5’

Step 2

T

shows

some

pictures

of

扩展学生的背景知 识,并引出听力材料 中的相关词汇,为听 力做准备。

Princess Diana and tells Ss about her death. (PPT 4)

Pre-listening Step 3 T presents vocabulary in conte xt and help Ss match the words with their definitions. (PPT 5-9) (学案 I) Step 4 Ss read through the listening strategies (Listening for specific information) and guess the words 运用所学策略推测即 听内容,为后面的听 力活动做准备。 IW[:Z#xx#k.Com] 2’ 在语境中呈现词汇, 帮助学生理解词汇。 CW -- IW 6’

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they are going to fill in the blanks. (PPT 10) While-listening Step 5 First l istening: Ss listen t o the radio programme and check their predi ction. (PPT 11-12) Step 6 Second listening: T divides the listening material into three parts and plays them separately. Ss complete the sentences with information. T gets feedback from individual student and then checks answers as a whole class. (PPT 13-14) (学案 II) Step 7 Third listening: Ss listen to the recording again from the 学生再次听整体录音 CW the 练习 抓关键词的技 能,并检测推测是否 正确。 分段播放听力内容, 降低难度,同时给学 生留有充分时间完成 句子 。 训练学生获取细节信 息的能力,同时关注 词语的形式与搭配。 CW – IW 6’ IW 3’

内容, 形成整体理解。 2’[:学*科*网]

beginning to the end to gain an overa ll understanding.

Step 8

Ss discuss the question in pairs and then T checks answers as a class. (PPT 15-16) (学案 II)[:学§科 §网 Z§X§X§K]

帮助学生进一步理解 谈话内容,为下一步 的语言输出活动做准 备。

CW 5’

Post-listening[:ZXXK][:ZXXK][:] Step 9 Ss watch a section of video about Diana’s funeral and enjoy the song ―Candle in the wind‖. 学生看一段戴安娜王 妃葬礼的录像,为后 面的讨论做准备。 IW – PW – CW 5’

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(PPT 17) Step 10 Ss express different opinions 学生用自己的语言重 组信息,表达观点, 培养学生的口语表达 能力,同时为下一节 课的功能用语做铺 垫。 Homework Do E. 1 and 3 on page 68 and Ex. 3 on page 69. (PPT 19) IW – PW – CW 8’

about the argument that taking photographs of famous people is part of news reporting? (PPT 1 8) (学案 III)

第二课时
Second period 教学目标 在本课学习结束时,学生能够: 5. 运用 已学词汇和功能用语表达个人的观点和看法; 6. 在新的语境中运用所学词汇和功能用语进行表达。[:ZXXK] 教学过程
注: IP=Interactive Pattern; T=Teache r; Ss=Students; CW=Class Work; IW=Individual Work; PW = Pair Work; GW=Group Work

步骤 Steps

教学活动 Activities

设计意图 Intentions

互动模式和时间 IP & Time

Review[:ZXXK] Step 1 T shows pictures and the 帮助学生回忆第一课 时所学的内容,复习 相关词汇。 CW 3’

paragraphs to review the words learned in the first period.[:][:学。 科。网] T checks the answers after the Ss’ discussion. (PPT 3-5) Pre-listening

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Step 2

T

asks

Ss

to

express

their

复习和巩固已学内 容,激活背景知识, 熟悉话题。布置听力 任务。

IW -- CW 5’

opinions about the paparazzi. T gives the listening task to Ss. (P.25 Ex. 6) While-listening Step 3 First listening: Ss listen to the discussion bet ween Katy and James and Ss decide which of them expresses the

第一遍听,运用听力 策略,听主旨大意, 关注两个人的不同意 见。

IW – PW 4’

opinions.[:Z,xx,k.Com] T checks the answers. (PPT 6-7) Step 4 Ss try to complete the expressions in the Function File individually. Second listening: T asks Ss to check the functional phrases that have been filled in the blanks and finish the r est. (PPT 8-10) T checks the answers with the whole class. Step 5 Ss discuss which expressions show strong agre ement or 结合听力材料,在语 境中呈现并理解关键 词汇,渗透词汇学习 策略。 PW – CW 6’ 学生第一遍听的基础 上,利用已有知识先 试填,然后再听第二 遍,有意识地关注功 能用 语。 IW – PW – CW 5’

disagreement?‖ in pairs. T walks around and gives the instructions: focusing on the words like ―completely‖, ―totally‖, etc. (PPT 11) Post-listening Step 6 T shows an example sentence

帮助学生培养边听边

CW – IW – CW

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with the class and demonstrates how the contraction counts as t wo words. (PPT 12)[:学§科§网 Z§X §X§K] T plays the four sentences,

记的能力,并理解和 使用“缩约形式” ,为 语言输出做准备。

5’

pausing for Ss to count the words in each sentence. T plays again, while checking the answers, and has individual

students write the sentences on Bb, using contracted forms. (PPT 12) Step 7 Ss listen again and underline the stressed words in each sentence. (PPT 12) 实践听力策略: Listening for IW 2’

important words[:学# 科#网 Z#X#X#K]

Speaking Step 8 Ss read the opinions in Ex. 6 individually an d decide if they agree or disagree with 结合本课功能用 语和 听力策略,为学生创 设语言环境,培养学 生用英语进行思维和 Ss express 表达的能力。 IW – GW 10’

the m.[:ZXXK] Ss work in groups.

their opinions about the things in Ex. 10, with the notes (important words) written and the expression phrases. (PPT 13-14) Step 9 Presentation 展示学习成果,集体 评价。 Homework CW 5’

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1. Ss write down their opinions about the things in Ex. 10. 2. Do Ex. 12 & 13 on page 25. 3. Do Ex. 2 on page 68 and Ex. 1 & 2 on page 69. [:ZXXK] [:Z*xx*k.Com]

第十一单元 The Media 教学设计 Lesson 3 The Advertising Game 教材分析 本课是第11单元的第3课。本课的语篇是一篇关于广告的文章The Advertising Game。 学生将在本课了解西方广告的构思、 设计、 影响及作用, 并讨论广告对人们日常生活的影响。 学习有关广告的词汇,理解文章大意,使用略读、细读等阅读策略。通过图片、录像等手段 提高学生学习语言的兴趣,丰富课外知识,有助于获取文章内容信息,把握主旨大意。 本课的语法是动名词Gerunds。 学生对这一语法现象比较模糊, 虽然经常在文章中见到, 但对于动名词的用法不太熟悉。要帮助学生能够在文章中辨别出动名词并且知道如何使用。 本课计划按两课时完成:第一课时重点是阅读文章(The Advertis ing Game):1. 学 生通过录像和广告语的图片了解广告的特点;2. 使用略读和细读等阅读策略,从文章中提 取信息,处理信息;3 . 利用文章中信息和掌握的 知识谈论广告对人们日常生活的影响。第 二课时讲解语法Gerunds,在文章语找出动名词,并在语境中恰当地使用。 教学内容 话题: The Advertising Game (广告游戏) 词汇: 重点词汇: likely, general, suitable, visual, fascinating, advertise, link, apply, aim, combine, attract, educate, 相关词汇: contemporary, location brand, competition, budget, technique, approach, concept, citizen, purpose, society, decade 短语:hold the attention of the public, make contributions to, participate in, protect the

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environment, 语法:Gerunds (动名词)

第一课时
First Period 教学目标 在本课学习结束时,学生能够: 1. 通过阅读,对广告的特点、设计、创意等有一些了解;[:] 2. 通过略读理解文章大意,概括段意; 3. 提取、整理关于广告的相关信息; 4. 谈论广告对人们日常生活的影响。 教学过程
注 : IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work

步骤[:] Steps Warm-up Lead-in Step 1

教学活动 Activities

设计意图 Intentions

互动模式和时间 IP & Time

T plays a section of video and has Ss guess, ―what product is the advertisement for?‖ (PPT 3)

通过一段广告的录

CW

像, 引起学生的兴趣, 2’ 同时引出话题。

Step 2

T demonstrates some advertising slogans and lets Ss give Chinese

通过图片和广告语, 帮助学生感知广告世

CW 2’

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for them. (PPT 4-11)

界,体会广告语的含 义,为阅读课文做准 备。[:ZXXK]

Pre-reading Step 3 T encourages Ss to speak out the advertisements they have seen and where they hav e seen them. (PPT 12) T explains the words, “advertise, advertisement, advertiser” paragraph. (PPT 13) Step 4 T asks Ss to predict the general idea of the text. While-readi ng Step 5 First reading: Ss read the text quickly and choose the best one from the given general ideas. (PPT 14) Step 6 [:学 &科&网] Second reading: Ss read the text again and give a heading for each paragraph. T gives the main idea of each paragraph in a random order and has Ss r e-arrange them. (PPT 15) Step 7 Third reading: Ss read the whole text carefully to answer the 培养学生获取信息和 处理信息的能力。 [: IW – PW – CW 10’ 培养学生概括段落的 能力。 IW – CW 5’ 核对预测信息,了解 文章大意。 IW – CW[:Z。 xx。 k.Com] 3’ 渗透预测的阅读策 略。 IW 1’ by advertising, showing a 1) 帮助学生熟悉话 题。 2) 帮助学生理解对 应汉语 “广告” 的 不同英文词语的 含义。 CW 3’

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questions in Ex . 3 on page 26.[:] Ss work in pairs and check the information they get from the text. Then T gets the feedback from the whole class. (PPT 16-20) Step 8 T shows some pictures of ads and asks Ss to read the paragraphs one by one. Ss choose the right picture which can tell the meaning of the paragraph and chiefly talk about each paragraph with the key words. (PPT 21-23) Step 9 Ss listen to t he recording of the whole text. Post-reading Step 10 Ss work in groups and talk about how the advertisement affects our daily life, e.g. ―Have you ever because you

学_科_网 Z_X_X_K]

锻炼学生归纳、概括 全文的能力。

IW – PW -- CW[: 学#科#网] 5’

有声输入,加强学生 对课文的整体感知。

IW 2’

帮助学生内化阅读材 料所提供的信息,并 结合自己的生活体验 和知识,锻炼口头表 达能力。

GW 7’

bought anything

liked the idea promoted in the advertisement?‖ Ss may tell st ories of their own to support their opinions. (PPT 24) Step 11 One student in each group, as a repr esentative, gives the result of the group discussion.

鼓励学生大胆发言, 培养学生总结概括、 组织语言的能力。

CW 5’

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Homework Each of Ss chooses one advertis ement from newspapers, magazines or on TV and describes it.

第二课时
Second pe riod 教学目标 在本课学习结束时,学生能够:[:] 7. 在语境中理解词汇; 8. 学习并练习使用动名词Gerunds; 9. 谈论广告,对 广告进行评价。 教学过程
注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work

步骤 Steps

教学活动 Activities

设计意图 Intentions

互动模式和时间 IP & Time

Review[:ZXXK] Step 1 T plays a section of video of an advertisement about cosmetics 激发学生兴趣,回忆 课文内容。 CW 4’

an d has Ss give it a slogan. (PPT 3) Step 2 [:学 _ 科 _ 网 Z_X_X_K] Ss first read the text quickly and then complete the paragraph 熟悉课文,复习巩固 所学知识。 IW -- CW 3’

about the text. (PP T 4)[:学.科.网 Z.X.X.K]

Step 3

Ss find the words in Ex. 5 while reading the text again and then

帮助学生在语境中理 解词汇, 渗透词汇学

IW – PW – CW 6’

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match the words with the most suitable definitions. [:ZXXK] T checks the answers aft er the Ss’ discussion. (PPT 5-7) Speaking Step 4 T describes an advertisement as a model. Ss work in groups and describe the ads they have prepared and then demonstrate in front of the class. (PPT 8) Grammar Step 5 Ss read four sentences with the Gerunds chosen by T and discuss their functions, the and then of T the

习策略—猜词。

运用所学知识锻炼口 头表达能力。

CW – GW – CW 10’

通过语篇中的句子, 对比动名词的四种用 法,并举例说明,帮 助学生更好地理解动 名词的作用。

GW -- CW 8’

explains Gerunds. T

usages

shows

another

four

学生在教师讲解之前 讨论,培养学生自主 学习,独立思考的能 力。

exa mples.[:Z&xx&k.Com] (PPT 9-12)

Step 6[:学 |科|网]

Ss find in the text the fo ur other sentences with the Gerunds of different functions.

进一步了解动名词的 功能。

IW -- PW 4’

Practice Step 7 Ss complete the sentences with the verbs in their correct forms. (Ex. 8 on page 27) 练习使用动名词。 IW – PW – CW 5’

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(PPT 13-15) Step 8 Ss rewrite the sentences using the Gerunds. (PPT 16-18) Homework Do Ex. 10 on p. 27. 学生在语境中练习使 用动名词, IW – PW – CW 5’

Unit 11 Lesson 4 What‘s in the Papers? 教学内容: 阅读三篇英国报纸的新闻报道。 教学目标:在本课时结束时,学生能够: 1. 了解文章出自何种类型的报纸。 2. 运用阅读策略,理解文章所传递的文化内涵。

教学重难点:文化内涵 教学过程 教学活动 Activities 设计意图 Intentions 互动模式 &时间 IP & time[:学+ 科+网 Z+X+X+K] Pre-reading

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Step 1

T shows students some newspapers and asks Ss 活跃思维, 导入话题。 what type of newspapers they are. 集体参与

Step 2

T asks questions what is 激发阅读动机,关注 集体参与 reported in a newspaper 阅读目的。

Step 3

Lead Ss to read a piece 预教词汇,[:ZXXK] of news ,te ach three words . 集体参与

While-reading Step 4 Fast reading:Read the newspaper art icles A, B and C ,match them with the headline and tell what type of newspapers they are from. (Textbook P28--2) Read the articles again and tell true of false for Text A Answer questions about Text B Listen and answer two questions about Text C While reading, deal with the cultural reference 让学生快速阅读课 文,了解课文大意。 个人练习 两人核对

Step 5

让学生了解文章细 节。 理解文化内涵。

个人练习 [:ZXXK]

Post- reading: reading strategy

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Step 6[:学。 科。 网 Z。X。X。 K] Step 7

Practise cultural reference P72 2 Cultural shock: compare Chinese culture with British and American culture in reading newspapers.

学习并实践阅读策 略。 实践阅读策略。[:Z。 xx。k.Com][:]

两人合作

两人合作

Homework[:学*科*网 Z*X*X*K] 1. : P72—1, 2 (cultural reference) 2. P32 1, 2 ( the types of British newspaper) 3. Read the text and pick out useful expressions. [:] [:]

第十二单元教学设计 Lesson 1 Visiting Britain—Period 1

Teaching Aim:
At the end of the lesson, students will be able to ? ? ? know more about Britain; identify paragraph topics; get some detailed information from Xiaojin‘s letter; retell the advice for visiting Britain.

Teaching procedure:
Activities Intentions IP & time Step0 Warm-up 熟悉话题 IW GW 10‘ Lead-in Step1 T invites Ss to think about life in 通过讨论, 让学生尽快进入课堂 CW Britain, and asks what they want 角色。 3‘

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to know about Britain.

激活单元和已学词汇, 激发学生

If Ss‘ response is limited, T can 的兴趣和背景知识。 use the prepared pictures. Pre-reading Step2 Look at the title and picture, scan 预测文章, 激发阅读兴趣, 明确 IW the whole passage to predict. 阅读目标。 PW 2‘ While-reading Step3 Ss read the text, and try to 整体理解课文,总结段落大意, PW understand the structure of the 为下面按部分提取信息做准备。 CW text and then try to give a heading for each part in pairs Step4 Ss learn the new words from the 在阅读中学习词汇 passage Step5 Ss read the text again, and find 提取细节信息 out the details about visiting Britain. Post-reading Step6 Ss work in pairs and give the 两人合作,复述课文信息 advice of visiting Britain and use the words learned from the text. Homework 1. P79 E5 2. A passage about advice of visiting Britain. (50-100 words) GW 10‘ IW 5‘ GW 4‘ 5‘

Unit 12 Lesson 1 Visiting Britain (period 2)
Teaching Aim:

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At the end of the lesson, students will be able to ? ? Practise using verbs + -ing form or infinitives Classify the verbs to remember better

Teaching Procedure: Activities Intentions IP & time Review Step1 T helps Ss to recall topic 回顾上节课所学内容。 导入语法 CW 5‘

according to the Quiz. Lead in the grammar: to do & doing Grammar learning Step2 Look at the blue verbs in the text.

在语境中体会 to do 和 doing

IW PW 5‘

Step3 T asks Ss to classify the verbs. Let Ss do exercise on P78

学习分类技能

IW CW 7‘

Step4 Read grammar summary 7 on P93

使用分类技能

IW CW 7‘

Step5 Do exercise E4&7

在 不 同 语 境 中 使 用 to do 和 IW doing,感受用法 CW 6‘

Language in use Step6 Ss work in groups to write at least 在真实的语境中, 用本课词汇和 GW 4 pieces of advice for a foreigner 10‘ visiting Beijing, and use the 语法进行表达。 following verbs: expect, risk, refuse, avoid, advise, suggest, need, enjoy, consider, afford. for

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each part in pairs Homework 3. E3&4 on page 78 4. A passage about advice of visiting Beijing. (50-100 words)

Unit12 Culture Shock Lesson 2 Mind Your Manners 教案
Teaching aims: To practise using polite expressions To practise inferring speaker‘s mood from tone of voice and intonation To practise using phrasal verbs Teaching difficulties: To practise inferring speaker‘s mood from tone of voice and intonation Teaching Aids: computer and cassette Teaching procedures: Ⅰ. Warming up T: Different countries have different manners, but people use different ways to show their feelings,( teachers can guide student do the exercise 1.)

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Have students look at the scale of ―degrees of showing emotion‖ and as a class discuss where they would place people from Italy, Japan, Britain and the USA. Encourage students to give reasons for their opinions and to comment on the stereo-types that these nationalities have in China. ⅡListening Listen to Part 1 of the interview about communication in different cultures. Compare what the expert says with your answers from Ex 1. Students listen to part 1of the interview and compare what the expert says with their answers from exercise 1 The expert classifies Italians as affective people from Japan and Britain as ―neutral‖ (with the Japanese being more reserved than the British) and Americans as mixed- neutral/affective. Do the exercise 3 Give students time to look at the table and the entries for show anger in formal situations Play part 2 of the interview for students to complete the table if necessary, play the cassette twice. Do the exercise 5 Play the cassette again, pausing after each dialogue, for students to complete the Function File. Ⅲ Pronunciation: Intonation Do the exercise 6 Students work in pairs, making a list of the expressions for the functions a-f Check students‘ answers by having them say the expressions politely Students listen and repeat the expressions Do the exercise 7 Tell students that the speaker, Christina, sounds rude on the cassette .Read through the four ways( a-d)of being impolite and rude Play the cassette of the first item and look at the answer (b) with the class Continue playing the cassette for students to match the other reasons for sounding rude with the dialogues. Ⅳ Speaking Do the exercise 8, Read the Strategies with the class. Tell students to think of these things before they start the

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roleplays Encourage students act out their roleplays in pairs. Asking other students to point out their impolite manners Ⅴ Homework 1. Write a short report to describe Chinese people. Are they open or reserved? Is formal language very different from informal language? (Some

information may be available on the Internet). 2. Finish Ex 9 on Page 39.

Unit 12

Lesson 3 Living abroad

Task-based reading: Find the right writers for culture shock. a. Talk aloud in a New York restaurant. b. As soon as a guest leaves, the host closes the door behind. c. You don‘t get more food if you don‘t ask for more. d. Insist on walking somebody to the station to see him/her off. e. When praised, Chinese people are very embarrassed. Fill in the blanks Item American culture Chinese culture

When the guest is After saying goodbye, the The host will _____ the leaving host goes back and closes guest. the door_______.

Table manners

Speak ______ in a restaurant. It is ______ to speak If you don’t ask for more loudly in a restaurant. food, you don’t ________. The host keeps on __________ _____in the guest’s bowl.

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When praised

Feel happy and_________.

Some may feel ___________.

Important words and expressions: Underline these words in your text and then fill in the blanks get ready to,say good-bye to, be cautious, stare at, sound like, be invited to, have a good appetite, keep on, seem to do, insist on, see sb off, suit, familiar 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. I don‘t think the shoes_____ me. The train is putting out and I have no time to __________ my parents. ________ others is impolite. Though it‘s not allowed to stay up , many students ________ study till mid-night. It‘s my honor to_______ your home to take part in your party. He _______ have had a good time. We‘re not _______ with the movie. How can I talk about it? The teacher asked the student sit down, when the student _______ to answer the question. You should _______ not to make any mistakes in spelling. When I‘m happy, I have a good________. That ___________ a good idea. The man _________ saying he was right. Do you want to ____ me _____ tomorrow?

Language points: 1. familiar (adj.) 熟悉的 — strange 我很高兴再次见到你们这些熟悉的面孔。 I am happy to see your familiar faces again. sb. be familiar with … 熟悉…… … be familiar to sb. …为某人所熟悉 e.g I‘m familiar with the song. The song is familiar to me. 2. arrival (u.c.n.) 到达 — arrive (v.) + at / in on one‘s arrival = as soon as sb. arrive 你一到达旅馆,就给我打个电话吧。 e.g On your arrival at the hotel, give me a call. 3. have a difficult time / difficulty / trouble / problem (in) doing sth. Jeff 找工作的时候有些吃力。 e.g Jeff had a difficult time/difficulty (in) finding a job. 4. cautious (adj.) = careful —— caution (n.) be cautious about / of …… 对…小心、谨慎 e.g You should be cautious about your behaviors. 5. sound like 听起来像

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听起来像是一个好主意。 E.g It sounds like a good idea It sounds like he has been promoted to manager. 6. whisper (v.) = say sth. in a low voice whisper to sb. 对某人耳语 e.g 他对她耳语,以避免被听见. He whispered to her to avoid being heard. whisper sth. to sb. 对某人悄悄说了… 我对我朋友悄悄说了一个秘密。 I whispered a secret to my friend. 7. stare at = fix one‘s eyes on/upon 盯着;凝视着 glare at 怒目而视 glance at 扫视 8.appetite have a good appetite 胃口很好 have a poor appetite 胃口不好 have an appetite for 爱好 on one‘s appetite 合某人的口味 lose one‘s appetite 没有食欲 9.keep on doing sth 反复不断做某事 Keep sb doing sth 使某人一直做某事 Keep sb from doing sth 阻止某人做某事 10. insist on + doing 坚持要做…… e.g 她坚持要邀请她所有朋友来参加 party. She insisted on inviting all her friends to the party. insist (v.) + that e.g 我父亲坚持认为我对他撒了谎. My father insisted that I had lied to him. 我坚持要求他马上离开. I insisted that he leave at once. Translation 1. 我们应该从各个方面考虑这个问题。 2. 他长时间盯着我看,这使我很尴尬。 3. 我生病时候,一点食欲都没有。 4. 一路上,他不停地讲话。 Present Participles Choose the best answer. 1. ______ that she was going off to sleep, I asked if she‘d like that little doll on her bed. (08 北 京卷) A. Seeing B. To see C. See D. Seen 2. We had an anxious couple of weeks _____ for the results of the experiment. (08 四川卷) A. wait B. to be waiting C. waited D. waiting 3. If we have illegal immigrants ______in, many local workers will lose their jobs. (08 上海春卷)

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A. came B. coming C. to come D. having come 4. My sister, an inexpensive rider, was found sitting on the bicycle ____ to balance it. (08 上海卷) A. having tried B. trying C. to try D. tried 5. _____ their hats into the air, the fans of the winning team let out loud shouts of victory. (08 天 津卷) A. To throw B. Thrown C. Throwing D. Being thrown 6. He was busy writing a story, only ______ once in a while to smoke a cigarette. (08 辽宁卷) A. to stop B. stopping C. to have stopped D. having stopped 7. ____ in the fields on a March afternoon, he could feel the warmth of spring. (08 安徽卷) A. To walk. B. Walking C. Walked D. Having walked 8. ______that he was in great danger, Eric walked deeper into the forest. (08 浙江卷) A. Not realized B. Not to realize C. Not realizing D. Not to have realized

英语:Unit 10 Lesson 4 Advertisements 教案(北师大版必修模块 4) 一、 教学内容分析 (Analysis of Position and content)

1、本课是阅读课, 重点培养学生的阅读能力,是本单元中的重点。 2、在理解本课的基础上,可以更好的接受下一课对语言知识点的学习。 二、学生学习情况分析 《高中英语新课程标准》明确指出:“高中英语课程要有利于学生优化英语学习方法,使 他们通过观察、体验、探究等积极主动的学习方法,充分发挥自己的学习潜能,形成有效 的学习策略,提高自主学习的能力。” 根据《高中英语新课程标准》要求,结合我班学生英语基础与能力较弱的实际,本课时我 把阅读课文作为整体处理的同时,把每个教学环节所设计的问题和任务区分出高低不同的 层次,由浅入深,循序渐进,使每个教学环节尽量符合多数学生的认知水平,力争全班绝 大多数同学都能积极参与课堂活动。通过“任务型”活动培养学生 “跳读”、“ 寻读”、

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“定位”、“推理归纳”等阅读方法以及描述、讨论等组织语言、运用语言的能力。 三.设计思想 课堂教学方法的选择是课堂教学效率高低的关键。科学的学法指导是智能发展目标得以实 施的重要途径。现根据教师本人的自身特点和泉州现代中学高一年段的实际教学条件,结 合本课的教学内容:advertisements,概述教学过程中拟实践的教育理念、教学原则、教 学方法。在本课教学中,我突出以阅读为主线,兼顾结构,适当拓展 。从以下几方面体现 了英语新课程的理念。 1、演示法: 把制作的课件、图片等显示给学生看,便于学生对微观知识的把握,并从旧知识中获得启 迪,从而达到解决问题的目的。 2、任务驱动教学法: 将所要学习的新知识隐含在一个或几个问题之中,学生通过对所提的任务进行分析、讨论, 并在老师的指导和帮助下找出解决问题的方法,最后通过任务的完成而实现对所学知识的 意义建构。以“任务型”教学作为课堂教学设计之理念,具体采用分层次教学法和交际教 学法。学生通过表演、听说等各种语言形式来学习和掌握语言,实现目标,感受成功。 3、英语教学和情感教育的有机结合。 在本节课中,教师除了营造宽松气氛,给予学生展示成功的平台外,处处鼓励学生运用自 主学习、合作学习和探究学习等新的学习方式,以形成积极的学习态度,促进语言实际运 用能力的提高。这是实施新课程最为核心和关键的环节。 4、利用现代教育技术,拓宽学生学习和运用英语的渠道。对于“广告”这一主题的挖掘, 让学生在课外通过多种渠道获得更多有关非语言交际手段的知识,激发学生自主探究的兴 趣。而运用多媒体辅助教学,更体现了课堂教学的大容量、多信息、高效率的优越性,进 而达到启发学生的英语思维,发展交际能力的理想教学效果。 四、教学目标 新课标提出:英语课程的学习,既是学生通过英语学习和实践活动,逐步掌握英语知识和 技能, 提高语言实际运用能力的过程;又是他们陶冶情操、拓展视野、丰富社会经历、开 发思维能力和提高人文素养的过程。本课所有的语言知识和语言技能都是围饶“广告”这 一中心主题而设计的。因此,我把本课的教学目标确定为: 1. 语言知识与技能目标: 1)熟练掌握与“广告”话题相关的常用词汇及主要语言表达形式。 2) 帮助学生了解不同时期的广告,对广告有不同的理解.

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3) 通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节, 提高学生的阅读能力。 4)学生之间能交流、合作,共同就 given topics 较好地完成一些开放性话题。 2. 情感态度与文化意识目标 1) 在有趣的主题激励下,师生互动,生生互动,调动学生的学习兴趣,加强教师的亲和力, 增进彼此的了解与沟通,充分发挥情感教学的优势。 2)让学生在共同完成一些交流、表演等任务的过程中,加强团体协作意识。 3. 过程与方法 自上而下的阅读模式;发现式的语法学习;小组合作的体验式,探究式的写作学习; 五、教学重点和难点 说明教学过程中的重点和难点内容。 1、培养学生的阅读策略,使其形成预测,略读和跳读的能力。但学生有可能在深层理解的 问题上有困难。 2、掌握与课文有关的词汇,表达法和句型,并运用到口头和书面表达中去。 3、如何提高学生的阅读能力,并帮助学生解决本课的一些困难句型,以便让他们很好的理 解文章。如: 1)A lot of money is spent on applying modern techniques of design to make these a dvertisements as visually attractive as possible. 2) Modern advertisements must stand out in a world of full of competition by combi ng the highest standards of design with i deas linked to the products to make them more attractive. 六、教学过程设计 1、总体思路 本课的教学设计围绕培养学生 初步读写文章的能力和发展学生的语言运用能力展开,采用 多媒体辅助教学,以此来创设良好的教学情境,优化教学过程,促进学生思考,采用教师 指导,学生观察、体验、探索的方式,启发学生自主理解文本内容,探究和领悟所学文章 的语言特点与篇章结构。利用小组收集材料的方式形成对关注广告的兴奋点,展开有信息 沟的讨论介绍。自然过渡到写作,把总结出的语言知识和语言结构运用到口语和写作中去。

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2、教学过程。 《新课标》提出:根据高中生的认知特点和学习发展的需要,在进一步发展学生基本语言 运用能力的同时,着重提高学生用英语获取信息、处理信息和分析、解决问题的能力,为 他们进一步学习和发 展创造必要的条件。依据教材内容的编排,我把本课的教学过程分为 五大部分,九个小步骤来完成 The Analysis of Teaching Process Before class, let students listen to a song : 王力宏-i‘m lovin‘it (全球麦当劳广告主题曲). mp3 [设计说明] 本环节以上课听歌的形式让学生在听觉上受广告的魅力,为学生随后接确广告这一主题做 一个很自然的铺垫。 Step 1 - - - Organization 1. 2. Exchange greetings with the Ss. Duty report: It is between two students. They are having a dialogue.

[设计说明] I think duty report is a long-term and essential part of daily teaching. It is a good opport unity for Ss to practice their listening and spoken English. Pre-reading [设计说明] Since the students are familiar with this topic, the teacher will arouse their interest about the topic by free talk with some key words given. Also some backgr ound information of the topic are provided in the form of pictures and passage Step 2 - - - Warming up Pair work: Work in pairs and discuss the following questions 1) Can you think of some ad vertisements you have seen? 2) Where have you seen adver tising?

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3) What do you think of the design of the advertisements? 4) When you buy something, will you be affected by advertisements? Provide the students with some key words for help: A) cheap, convenient, easy, expensive, practical, reliable, useful, useless B) Ads on the bus, ads in the newspaper, ads in a magazine, Ads on the billboards, ads in the shop windows, ads on the radio… Step 3 - - - Leading in: [设计说明] The step of leading in is to let the students know the ads visually Show the students various kinds of advertisements and ask the students to make com ment on them with an example given 1. Ask: Before class, you listened to a song, who can tell me where you can

often hear the song? ( McDonald’s ) As you can see, songs can make us enjoy the life, they also can help to advertise for the products. 2. Ask: Where can you see the advertisements? Sow different answers in the screen. 3. Let students enjoy some advertisements and a TV advertisement Step 4 Discussing and Talking ( Task 1 ) Task 1 : What do you think of these products? 1. Show the picture of electric toothbrush, laptop computer, mobile phone, MP3,

e-dictionary, radio alarm clock 2. Give them an example to help them discuss the topic Example: I think electric toothbrushes are not very practical, but it is helpful.

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3.

Ask some students to talk about the pictures shown on the screen.

While-reading Step 5 Skimming ( Task 2 ) [设计说明] This step is intended to train the students’ ability to read for general ide

a, and
the students should go over the text quickly to get a general idea ) name of the product[来源:学#科#网 Z#X#X#K] 1 Remote headphones price [来源:Z§xx§k.Com]

2[来 源:Z §xx Mini camera[来源:学科网] §k.C om] 3 4 Earplug earrings [来源:学科网]

feline floor cleaners[来源:学_科_网 Z_X_X_K][来源:学#科#网] [来源:学科网 ZXXK]

Step 6 Scanning (Task 3 ) [来源:学科网] Remote Headphones (1) no wires; (2) can listen to ______/TV up to _____ metres away; (3) go through glass,_____________and_______; (4) __________sound; (5) __________value. Read the text and note down the advantages(优点)of each product.

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Mini Camera 1) no ______ than a credi t card; (2) It is __________ and very _______; (3) easy to _____ ; (4) has an automatic _____ and _____; (5) made from an ________ an d _______ material. (6) not __________. Special Jewellery For Your Ears: (1) They are gold and ________; (2) also ______ in many_________________; (3)a _______ at ?19.50 [来源:学.科.网 Z.X.X.K] [来源:学科网][来源:Zxxk.Com] [来源:Zxxk.Com] [来源:Z|xx|k.Com] [来源:学科网 ZXXK] [来源:学科网] Step 7 Form a Layout (Task 4 )[来源:学§科§网 Z§X§X§K] ?????????????Material: be made from ?????????????The advantages ?????????????The Price / How you can get it

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[来源:Zxxk.Com] Give students several minutes to read the advertisements about Feline Floor Cleaners. The n ask them to fill in the layout of the advertisement. Post – Reading Step 8 Writing (Task 5 ) 1. Give a model advertis ement to help students to write an advertisement. Give some usef ul words and phrases to help them ?????????????Material: be made from an attractive and strong material, good quality material glass, gold, silver, plastic, wood, nylon, metal ?????????????The advantages Convenient, reliable, attractive, useful, practical, amazing, brilliant satisfying, perfect, modern , relaxing, exciting, automatic, cheap ?????????????The Price / How you can get it It is a bargain at only …, special offer for only… It is excellent valu e at …

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2. An Model advertisement about an alarm clock Are you often late for school? Now, never! Here is the perfect solution. The alarm clock is reliable, it is easy to use. Just set the time and the alarm, you don’t worry about a thing. Just go to sleep! It is made from attractive and strong material, it is not expensive. It is a bargain at only ?9,88 3. Let students work in groups of four, discussing how to write an advertisement about a second-hand Mp3. They could use the words and phrases provided on the screen. If one group finishes writing their advertisement, they can walk around the classroom to advertise their secon d-hand MP3 4. Ask some groups to come to the front, advertise their second-hand MP3 to the class. Then ask them which group is the best advertiser. Step 8 Hom ework Design an advertisement. Think over a question “What is the necessary information of an advertisement” and design an advertisement with the answer. options: 1. Pair work: ideas s haring 2. Group work: differences; similarities; passage presentation 3. Individual work: outline; draft; edit ing; final writing

Assessment

? ? ? ?

Do you have a general idea of the four advertisements now? Are you familiar with the new words now? Do you know the necessary information of an advert? Are you active in the class?

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? ?

What problems did you have in reading ? What help do you need from the teacher?

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