人教版必修一Unit 1和Unit 2教学设计[上学期]

Unit 1 Friendship：1st Teaching Period
第一备课合作组
I Warming up
1. Friendship is very important in our life, do you agree
Do you often get in touch with your friend
How do you keep in touch with them ( short messages, cards, qq, )
Don’t you think writing is a good way (people nowadays like something quick)
2 Are you good to you friend Make the following survey. Add up your score and see how many points you can get (students make the survey, add up the score according to page 8)
(The teacher ask some students how many points they get for the survey and assess their values of friendship):
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
3 Group Discussion:
What should a good friend be like
A good friend should: (possible answers)
tell me the truth (honest)
be good to me (friendly)
be willing to consider or accept others’ ideas or opinions (open-minded)
be willing to help others (generous or helpful)
be good-tempered
think about what others need and try to help them (caring)
be loyal to their responsibility (responsible)
not easily upset (easy-going)
be out-going (like to meet and talk to new people)
be tolerant (allow other people to have different opinions or do something in a different way)
be selfless (to name but few)
II Pre-reading
Group work:
List the reasons why friends are important to us. (possible answers)
to cope with stressful situations in life
to share my worries and secrets in my inner world
to show my concern for other people
to let other people share my happiness
to unfold to other people the secrets in my heart (to name but few.)
Does a friend always have to be a person What else can be our friend How about a diary
III Reading
1. Skimming and note making:
When
Where
Characters
Main idea
The time of the story World War II
The place of the story The Netherlands
The girl in the story Anne
The girl’s best friend Her diary
How long did they hide away Nearly 25 months
When did the girl write the diary beside Over 1 year after they hid away, or Thursday 15, June, 1944
2. Listening and reading comprehending
exercise 1 and 2 on page 3 (check the answers and explain)
3 Discussing difficult and long sentences
(group working first with students finding out the sentences and helping each other, and then teachers explaining)
eg.
Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts ( to whom what is like your deepest…)
I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.
(meaning )
I can well remember that there was a time when a deep blue sky….
That dark, rainy evening, the wind, the thundering clouds held me entirely in their power.
It was the first time in a year and a half that I’d see the night face to face….
4 Finding the sentences and phrases you like most and learning them by heart.
eg.
I can well remember…
…in order to have a good look at
the dark raining evening…..
IV post-reading
Pair work: Retell Anne’s story in your own words. Help each other to improve your story.
V Assignment
1. exercises on page 4: learning about language
2. reading task on page 44 and exercises on page 45
3. Introduce one of your best friends and explain why he/she/it is important to you. Give examples. (Group work)
Module 2 : Learning about language of Unit 1, Senior1
2nd Teaching Period 第二备课合作组
Step 1: Reviewing
<1> Ask Ss to give English expressions for the following words and phrases ,and then find out the sentences that contain them in the warming up and reading.
单词:
信任，心烦意乱的，松的，调查，自然界，不理睬，疯狂的，在户外，分享，感情，欺骗．
短语：平静，关心某事/某人，经历，记下，故意，面对面，为了做某事
<2> 替换练习
1.She makes her child calm by giving her some milk.
2.He felt unhappy about the news.
The news made him unhappy.
3.Rick is very interested in football.
4.A true friend is a person whom you can believe in.
5.I have written down everything that happened.
6.They have suffered too many wars during the war.
7.He was worried about his mother’s illness.
8.We use the kitchen together.
Step 2: Discovering useful words and expressions
1. P4 .From warming up and reading , find the words and expressions with the following meaning.
① believe_________
② feeling disturbed__________
③ free, not tied up________
④ make one become calm__________
⑤ very interested in something _________
⑥ write down________
⑦ suffer something____________
⑧ with the purpose of doing something_________________
⑨ staying close to and looking at somebody_____________
⑩ as stated by somebody or something________________
2. Complete this passage with some of the words above and in the Warming up:
Anne’s sister, Margot, was very______ that the family had to move. She found it difficult to settle and _____ in the hiding place because she was_______ whether they would be discovered. She knew she had to _____ her parents and ______ them this was necessary. At first she thought she would go______ but later she realized that it was better to ______ this together.
3. Complete the following sentences, using words from Warming up and Reading.
If you are _______ about somebody, you want to offer help because you are worried about him\her.
Was it an accident or did David do it on______
From the very beginning , Paul make it clear that he would be______ in control.
He used to work_____ even in the middle of winter.
______ is all the animals, plants and other things in the world that are not made by people, and all the events that are not caused by people.
Just the _______ of more food made her feel sick.
4. P41-42 Reading through the vocabulary list on page93, and choose some of the words to complete the following sentences.
①As good friends, we_______ each other and are always_______ about each other. Sometimes we quarrel, but soon we_____ and have a heart-to-heart talk_____ solve our problems.
②Wu Yiming and I get on very well. We_____ a bedroom. We often tell each other about our deepest______. But one thing _____ me. He sometimes hurts my _____ by saying “oh, come on! You mean you didn’t even know that!”
③He doesn’t say that_____. So tell him how you feel when you hear that.
④My friend Tina is a clever girl who is_____ about singing and movie stars. We ______ the same interests, but she doesn’t study hard. She sometimes ______ in the exams by looking at my papers. I hate it. I know if this goes on, I will quarrel with her and break our friendship.
⑤The two old men became good friend s during the war. Their lifetime friendship_____ tests of life and death.
5 Step 3 : Discovering useful structures
1.Direct speech and indirect speech <1> (具体的详见P87-89)
2. Discovering useful structures:P5,Ex. 1
Look at these sentences. Can you find out the difference between direct speech and indirect speech
“I don’t want to set down a series of facts in a diary,” said Anne.---- Anne said that she didn’t want to set down a series of facts in a diary.
“Do you think a diary can become your friend ” the writer asks us.----the writer asks us if we think a diary can become our friend.
Anne’s sister asked her what she called her diary.--- “What do you call your diary ” Anne’s sister asked her.
Father asked Anne when she went to bed the night before.---- “When did you go to bed last night ” Father asked /said to Anne.
Step4. Practice :Ex2,P5
Please change the following direct speech into indirect speech and indirect speech into direct.
①“I’m going to hide from the Germans,” Anne said.
______________________________________
②“I don’t know the address of my new home,” said Anne.
_________________________________________
③“I cannot ask my father because it is not safe to know,” she said.
__________________________________
④“I had to pack up my things very quickly,” the girl said.
___________________________________
⑤“Why did you choose your diary and old letters ” Dad asked her.
_____________________________________
⑥Mum asked her if \whether she was very hot with so many clothes on.
_______________________________________
⑦Margot asked her what else she had got.
_______________________________________
⑧Anne asked her father when they would go back home.
____________________________________
⑨Anne asked her sister how she could see her friends.
____________________________________
⑩Mother asked Anne why she had gone to bed so late the night before.
_____________________________________
Step 5 : Homework assignment
1. Do homework on P42—using structures.
2.Translate the following sentences into English. The words and expressions in brackets may help you.
①他们躲在那里差不多两年,从来不敢出去.(dare)
②我们试图使他平静下来,但他仍不停地叫着(calm down)
③不要嘲笑他,有时候你做得还不如他好.(laugh at)
④在20世纪前期,中国经历了太多的战争.(go through)
⑤孩子们一天没出门,让他们出去玩一会吧.(indoors; outdoors)
⑥请根据所给的情境用这个词造句.(according to)
⑦这套读物非常有趣.(series)
⑧这位男子把那女孩从河里救了出来,女孩的母亲十分感激.(grateful)
⑨琼斯先生单独一人生活,常常感到孤独.(lonely)
⑩我们通过网络互相交流.(communicate)
Unit 1 3rd Teaching Period Using Language
教学设计说明及教案 第三备课合作组
本节课重点处理Unit 1 中Using language 的听和说两个部分。
教学目的：让学生在真实交际活动中训练听和说的能力。
教学目标：让学生能够听懂一般场合的英语广播---电台主持人给听众的交友建议；让学生能根据交友话题与人交流、合作、讨论，并能根据这一熟悉的话题，稍做准备后， 有条理地作简短发言。
Listening
Lead-in
听力材料的第一部分是Lisa写给电台的求助信。这套教材有一个很大的优点就是为教师提供大量的教学素材，我们就利用这封信来完成听力的导入。
Activity 1 在学生阅读之后，要求他们 对Lisa的问题提出自己的建议和看法。这一活动有两个目的：1）训练口头表达能力，特别是表达个人观点态度的能力；2）对听力内容进行预测，完成听力教学的导入。
Activity 2 在进行常规的听力训练前，展示并学习听力材料中的难点，降低难度，提高听力的成功率。本材料多为高频词，但以下对高一新生是有难度的：stupid teenager gossip throw away ignore be grown up
Activity 3 针对学生的实际情况，我们设计了这个活动。也许会使课堂沉闷，但却是严肃的学习过程，目的在于能让学生真正理解听力材料，并让能力差的学生不会无所适从，能积累一些语言知识。
Speaking
Lead-in 我们认为学生对于”situations among friends”理解会有困难，所以，我们利用Warming up 中的 Survey 帮助学生理解。
Activity 1 以brainstorming 的形式让学生列举出各种 situations among friends.目的：1）训练口语；2）为尽可能多的学生提供发言机会：3）为完成问卷调查的设计任务做准备。
Activity 2 在四人小组活动中我们要求每个人都有指定任务要完成，这样可以避免如下问题：有活动无监控；有活动无体验。另外，交换学生是为了增加新鲜感和趣味性，也为做记录的学生提供说的机会。
Activity 3 为了巩固学生说的能力，我们要求学生根据questionnaire 中的一点或几点，口头表达对友谊的看法，达到教学目标。但是，在完成这一任务之前我们会先提供范例，以便让学生进行正确的模仿，获得有效的操练。如果还有时间，可以让个别学生在全班汇报。
Teaching procedures of Listening
Lead-in: Get the Ss to read 1 on Page 6,and answer the 2 questions.
Question 1: What’s Lisa’s trouble
Question 2: Have you ever had a similar trouble, or have you found anybody that has the same trouble
Activity 1:Get the Ss to use English in such a situation: suppose your friend has a similar trouble ,and he or she asks you for help. What advice will you give him or her
Presentation of difficult points :Some difficult words and phrases in the listening material.
Activity 2: Listen and finish Exercises 2 and 3 on Page 6.
Activity 3: Show the listening scripts on the screen and get the Ss to listen once again .At the same time , check the answers.
Teaching procedures of Speaking
Lead-in:Help the Ss to understand what “situations among friends” mean by recalling the survey on Page 1. In that survey, 5 situations come up.
Activity 1: Get the Ss to brainstorm as many situations among friends as possible.At the same time , make a brainstorming map on the Bb.
Activity 2: Get the Ss to work in groups of 4.
Step 1 They can choose any 4 situations from the brainstorming map to put in their questionnaire.
Step 2 Three of the group should each give a possible answer to every situation. And the fourth of the group should write down their answers.
Step 3 Check the questionnaire through and discuss the score of each answer.
Step 4 Exchange the 4th student among each group, and he of she will be the interviewee of each group.
Each group will find out what kind of friend the interviewee is .
Activity 3: Put-out
Get the Ss to tell their group what kind of friend they may be according to the questionnaires they have made.
Before the activity , show a sample on the screen , according to the survey on Page 1.
The sample:
If I want to see a very interesting film with my friend, but my friend can’t go until she finishes cleaning her bike, I will plan to go another time. I won’t be selfish to go without her. But I don’t think I am thoughtful enough to help her clean the bike. So people may think I am not so devoted a friend.
Unit1 friendship (writing) 4th Teaching Period
第四备课合作组
I. Teaching content:
1. (SB) reading and writing
2. (WB) writing
II. Teaching aims and demands:
1. To read and get more knowledge about friendship
2. To train the writing ability by writing in groups.
III.Teaching steps:
Step 1. Lead in
Talk about “The 21st Century” which is a popular paper among teenagers in China and they can write to the editor and ask for advice when they have problems.
Step 2. Reading :
1. Get Ss to read this letter and find out what problem does xiaodong have.
2. After reading, get an individual to tell the answer.
3. Ask “Does any one of you have the same trouble
Step 3.Discussion
1. Discuss in groups “ what advice can you give to xiaodong ”. While discussing, write down the opinions.
2. After discussion, get a reporter of each group to tell their advice, so that they can share their advice together.
3. Go through some more advice in the text.
Step 4. Writing
Ask Ss to write a letter to xiaodong to tell advice as the editor.
1. Discuss what is the solution they can offer in groups of 4, with the help of the points given on the books.
2. Shows the instructions on how to write a proposal letter on the screen.
The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.
3. Give them ten minutes to write the letter.
Step What should be written How do we write
Part I Presenting the problem Introducing the topic and analyzing the problem
Part II Proposing the solution Explaining the proposal in great detail
Part III Conclusion Concluding by reconfirming the proposed solution
Step 5. Assessment
Show their articles on screen and have assessment.
Assessment:
1. What advice do they give Are they practical
2. Do they follow the format of the letter/
3. Do they use some useful expressions
4. How is their handwriting
5. Does this group cooperate well
At last decide the winner.
Then the teacher show the sample writing.
Step 6. (Wb) Writing task
1. Get volunteers to read the proverbs and give their meanings.
2. Have a short discussion. Choose some they agree with and explain why. Then choose some they disagree with and explain why.
3. Teach how to write an argumatative essay.
It includes the title, introduction, body, and conclusion. For the title, choose a proverb and make a good title. For the introduction, explain reasons why you agree and disagree. For the body, think out three arguments to support your idea. In conclusion, write what you should do and why. 2
4. Get all the Ss to write on their own.
5. After finishing, collect their articles and correct them. And make comments next period.
Step 7 Conclusion
Sum up what we learn in this period.
Step 8 .Homework
Work on the project on P47
附：本课教学设计说明
I. 教材的处理：
教材中与writing 相关的部分有：reading and writing , writing for fun, and writing task. 其中，writing for fun打星号，为选择部分。学生没有必要一次性做那么多的写作练习，而且，相比之下reading and writing 写信和writing task写议论文，更具有代表性，任务更适合完成，故舍弃writing for fun.。
II. 教学目标：
1. 语言技能方面：训练写的技能，以friendship为话题，阅读相关材料，在此基础上，运用所学语言表达自己的思想。
2. 情感态度方面：让学生学会如何交朋友，如何真诚对待朋友。
3. 学习策略方面：学会合作学习，通过讨论交流完成任务
4. 培养交际策略。通过评价，形成自己的调控策略。
III. 教学策略：
教法的设计是以围绕教学目的而展开的。同时，考虑教学内容和学生实际水平。
任务型教学在写作课中的运用:
通过课堂教学，学生能积极投入课堂活动，在老师的指导下，开展小组交流活动，提取有效信息，并运用一定的语言知识作出正确表达，完成写作任务，实现基本的交际目的。
本节写作课根据任务型教学的三个阶段，在任务前主要以激发学生对写的内容的兴趣为主，通过学生讨论的结果，引入写作的内容与结构，明确写作目的。任务中，主要通过“由点到面”的“小步子走”写作方式，逐步引导学生“写”的步骤及“写”的思维方式。过程中，对学生“写”的质量进行评价，让学生在体验的过程中发现存在的问题，并通过老师给予的语法结构讲练，加深对问题的认识，融入情景运用中理解与掌握，体现“发现问题-思考问题-解决问题-运用问题”这一思维过程。在写的过程中，学生要完成各项任务，通过大脑风暴，构建写作内容的思维图，并基本完成写作要求的雏形。任务后，通过小组活动的形式，给予最终的写作任务，让学生在讨论、分享信息过程中发展思维，反馈写作效果，提高综合分析、处理信息的能力，进一步在集体行为中发现问题，自我解决问题。
2．小组合作形式在写作课中的运用:
《普通高中英语课程标准（实验）》明确提出：“要培养引导学生开展合作学习、探究式学习、自主性学习。”本课的设计重点是：帮助学生养成“合作学习”的习惯。“学目标”是采取班级授课与小组活动相结合的一种学习组织形式。把一个班级分成若干小组，每个小组由若干学生组成。个体通过小组成员之间的合作、互动及单干，完成指派给自己的一部分工作（掌握一定的学习内容）。每个成员的工作都是整个小组工作的有机组成部分。最后，以小组的活动（成绩）与其它小组进行竞争。所以，合作学习能保证每个学生都积极参与学习活动。学生由于在初中时已习惯了传统的课堂教学模式，习惯教师的单向灌输，所以现在很难适应这种学习方式，也不知如何操作。鉴于此，有必要向学生灌输“合作学习”的思想，并且向学生传授“合作”的技能，直至学生完全具备了“合作”的思想和技能。
基于以上理论，本课采取任务型的教学途径，结合学生实际设计相关的任务链，使学生在以小组合作的形式完成任务的过程中学习到相应的语言知识和获得语言能力。
IV.教学过程
首先，按照教材的顺序和要求，先阅读给编辑的一封信，找出小东的问题，让学生先有语言和信息的输入，也是写前的热身。然后，小组讨论“给小东什么建议”, 通过合作，找出尽可能多的建议。在这个过程中，训练学生的交际能力，开拓思维，也起到训练口语的作用，把说和写结合起来，用说促进写。接着，把讨论的结果以书信的形式表达出来，有书面的成果，有成就感。并通过评价，评出最佳，促进学生的合作与竞争，也享受成功的喜悦，激发其他同学更加努力，争取下次做好。通过评价标准的比较，例如，建议的提出，书信的格式，语言的使用，书写工整，合作情况，让学生对自己的表现有清楚的认识，进而知道如何改进，即培养调控策略。另外，学生作品和教师范文的展出，也是学生学习的好机会。
Writing task 首先，让学生学习有关友谊的谚语，树立交友的审美观，形成正确的价值观。再者，通过讨论，自由表达自己的观点，同意或不同意，并说明理由，发挥学生的创造性思维，调动积极性，也训练表达能力。然后，关键是学会写议论文。教师教给议论文的基本组成部分，每一部分如何构成。让学生套用这一模式，完成简单的议论文写作。这一部分采取每个学生独立完成，教师批改，目的是了解每个学生初次写议论文的情况。讲评时可指出一些普遍性的问题，有助于全面提高。
最后是本节课的回顾，简单复习当堂客的重点和难点。还有，作业的布置，考虑到充分调动学生的兴趣和爱好，搜集故事，诗歌等。同时，巩固提高写作能力。在查找资料的过程中，可以扩大阅读量。
时间的安排比较宽松，开始时，可先对上一节课的内容简单复习，然后才开始writing 的内容。
Unit 2 English Around the World Teaching Design
1st Teaching Period Reading 第五备课合作组
(THE ROAD TO MODERN ENGLISH)
1) Aims
To talk about varieties of English
To read about the history of English language
Procedures
I. Warming up
1）Ask students to name the English-speaking countries according to the national flags.
2). Ask the students to suggest the reasons why they want to learn English as many as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.
3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations.
★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America has contributed to the spread of English.
★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
II. Reading
1. Skimming
Read quickly to get the main idea of the text.
Guide the students to find out key sentences of each paragraph or ask them to summarize the main points for each paragraph in their own words.
Paragraph 1: The spread of the English language in the worldParagraph 2: Native speakers can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is spoken as a foreign language or a second language in Africa and Asia.
2. Scanning
1）Read to locate particular information and complete comprehending Exercise One.
2）
The cause Cultures communicate with one another
Time Things that happened
Between AD 450 and 1150 Based on German
1150 to 1500 Less like German; more like French
In the 1600’s Shakespeare broadened the vocabulary. A big changed in English
Later British people brought English to Australia
3. Following up
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
1). Do you think it matters what kind of English you learn Why
Possible answer:I don’t think so. Here are the reasons:★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★ It is necessary for us to learn the narrow differences between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.(Any persuasive and supporting reason the students give is accepted.)
1) Why do you think people all over the world want to learn English
Possible answer:The reasons why people all over the world want to learn English are as follows★ With economy globalization, English has become the best bridge to serve people’s purpose of communicating with one another around the world.★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.★ Also, people from different parts of the world speak English with various accents and dialects, and people have to learn about the slightest differences between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)
4. Language focus:
2) even if=even though: in spite of the fact; no matter whether:
eg. He likes to help us even if he is very busy.
3) communicate with: exchange information or conversation with other people:
eg. He learnt to use body language to communicate with deaf customers.
4) actually=in fact: used when you are adding new information to what you have just said:
eg. We’ve known each other for years, actually, since we were babies.
5) be based on…
6) make use of: use sth. available
7) Only time will tell: to say that something can only be known in the future:
eg. Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, come up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon , beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
5. Assignment
Do a research on the differences between American English, British English (in spelling, accent etc.), imitate their accents and act out the scene where they happen to meet.
Unit 2 2nd Teaching Period Learning about Language
第六备课合作组
I. Word Study
1 Lead in
(Go over the new words from Warming Up and Reading)
include, role, play a role in, because of, international, native, elevator, flat, apartment, rubber,
petrol, gas, modern, come up, culture, AD, actually, present, rule, vocabulary, usage, identity
government, such as, Singapore, Malaysia, rapidly
2 Whole Class (P11 Ex3) Complete the sentences, using words above.
1 includes 2 cultures 3 present 4 actually 5 usage 6 gas
7 international 8 rapidly 9 However 10 government
3 Pair Work (P11 Ex1) Match the new words and expressions with their meanings.
1 C 2 D 3 E 4 F 5 A 6 B 7 J 8 G 9 I 10 H
4 Whole Class (P 11 Ex2) Complete the passage with some of the words above.
native English speaker; actually; vocabulary; apartment; elevator
II. The differences between British English and American English.
1 Different Preposition
(Teacher can explain the difference by giving quick examples. Make the students listen attentively, and then ask them to finish Ex4 on page 12. See how many of them can get it correct.)
2 Different Vocabulary ( print out list , let the students learn it after class.)
3 Different Spelling (the same as Different Vocabulary)
III. Discovering Useful structures
1 Summarize the difference between commands and requests. Work in pairs.
T: First, listen to me carefully. ( Speak to three students) S1, open the window. S2,
pass on the book to Lucy. S3, will you please close the door
(Write the three sentences on the blackboard.)
T: What is the difference among the sentences I spoke to them just now
S4: The first sentence is not polite, while the last sentence is very polite.
T: Excellent! How did I show my politeness
S5: You use “ Please…Will you please… ”
T: Speaking the first sentence, I give a command. Using “Please… Will you please… ”,
I make requests.
Show the following on the screen.
Direct SpeechCommands: Do/ Don’tRequests:Do…, please.Can you… Could you… Will you… Would you…
T: Please turn to page13. Change the commands into requests.
(Students work in pairs.)
S1: Close the door! S2: Could you please close the door
……
2 Find out the command and request from Warming Up and Reading.
Example: “Look at these examples,” the teacher said to us. (warming up)
“Would you please come up to my flat for a visit ” she said. (reading)
Show the students how to retell the two sentences in indirect speech.
The teacher told us to look at those examples. (command)
She asked me to go up to her flat for a visit. (request)
3 Follow-up Activity
Work in group of three, pretending they are newspaper reporters. Think of a question to ask people.
Role 1: reporter Role 2: a person being interviewed
Role 3: a person who hears the reporter’s translation from direct speech to indirect speech.
Example: Reporter: What do you think about growing more trees in our city
Person 1: I think it’s a very good idea.
Person 2: What did he say
Reporter: He said that he thinks it’s a very good idea.
4 Consolidation
Do Ex2 on WB P50 : Read the replies and write a request or a command.
Students read the exercise to know what they are expected to do, then do it individually.
Go and collect the wood right now. / Will you please collect my shopping
Shut the door at once. / Go and get my coat.
Would you please get that book for me
5 Summary the rules of turning Direct speech into Indirect speech.
Work in pairs.
Show some examples on the screen.
T: Look at the screen, please. Discuss with your partner: What do I want you to learn
“Make sure the door is open.” The teacher said to me.The teacher told me to make sure the door was open.
“Don’t play game sin the classroom.” the monitor said to us.The monitor told us not to play games in the classroom.
“Can you lend me ten yuan ” Tom said.Tom asked me to lend him ten yuan.
“Will you please not smoke here ” she said.She asked me not to smoke here.
After discussion, the correct answer is shown on the blackboard.
Direct SpeechCommands: Do/ Don’t Requests: Do…, please.Can you… Could you… Will you… Would you…
Indirect SpeechCommands: A told/ ordered B (not) to do sthRequests: A asked B (not) to do sth
Ⅳ. Practice
Make dialogues according to the situations on P13. Work in pairs.
T: There are three situations. Would you please make dialogues using commands or requests
with your partner
(Students are encouraged to imagine interesting dialogues.)
After a few minutes.
T: Let’s see which pair completes the task well. Group 1, come here, and play your dialogue.
(Situation 1)
A: Excuse me. Who would do me a favor to close the door
B: Speak louder, please.
A: Will you please close the door
B: OK. I will.
A: Thank you very much.
B: My pleasure.
(Situation 2)
A: Excuse me. It’s time for me to get off. Would you please make way for me
B: Of course. I’ll be happy to make way for you. Go ahead.
A: Thank you.
B: You’re welcome. Oh, my God, I need to loose my weight.
Ⅵ. Homework Page 49 Ex1-3
注：1课本第12页练习5放在听力部分，本课不使用。
2 印给学生的关于英国英语和美国英语的资料在教参第27-28页。
Unit 2 English around the world 3rd Teaching Period
Reading, listening & speaking 第七备课合作组
Aims: 1.to further understand the related knowledge of the language of English, esp.the differences between Am.E and Br.E and some English dialects
2.to integrate reading,listening and speaking
Steps:
Lead in
1.Play a guessing game: T says “同学们好” in one Chinese dialect. Get the Ss to guess the meaning and say it in other Chinese dialects. Ss are encouraged to say some daily Chinese in different dialects.
2.Have a brief introduction to the dialect family in China
3.Questions: Is it easy to communicate with each other if people speak different Chinese dialects What is Standard Chinese Why is Putonghua used in China Is there any standard English and dialects
Reading
1. pre-reading questions
What is standard English Are there many English dialects
2.Fast reading
Ss are required to answer the questions above
3.Careful reading
a.Let the Ss identify the words: standard, dialect, Spanish, recognize, play a part;
midwestern, southeastern, northwestern, eastern…
b.Questions: 1)How many dialects of American English have been listed in the text
2)Why do people from both northeastern and southeastern of U.S. speak with almost the same dialect
3)Why does American English have so many dialects Can Americans recognize each other’s dialects
4. Get the main idea of the passage.
(It tells us that there is no such thing as standard English, and American English has many dialects because people come from all over the world and geography plays a part in it but Americans can recognize each other’s dialects.)
Listening
1.Give the students a brief introduction about the listening material (tell the Ss that the first speaker speaks with one kind of southern dialect and accent).
2.Prediting:
.Get the Ss to observe the picture and answer the questions:
What are the boys doing What does the fish look like
How do you think the little boy feels What about the other two boys
3..Play the first part for the Ss to listen and try to answer the first four questions on Page 14
4.Play the second part and answer questions 5&6
5.Check the answers
1) Work in pairs to explain the following sentences in “standard English”
a. Now, y’all need to understand that we ain’t really a state , but a whole’nother country. Now let me tell ya a story’bout when I was just a pup.
b. We was jumpin’in the water and feelin’good.Then along comes this catfish’bout the size of a house.
c. Little Lester starts to thinkin’it’s goin’to eat him sure’nough. Man, you shoulda seen him. He got outta the water fast as lightning and climbed up a tree.
(y’all- everyone ; ya-you; ain’t-aren’t; nother-northern; ‘bout-about; pup-small boy; swimmin’-swimming; jumpin’-jumping; feelin’-feeling; sure’nough-sure enough; shoulda- should have; outta-out of)
2) Discuss the answers in pairs and then check the answers with the whole class
Speaking
1.Ask the students to read the dialogue in roles and list the different words between Am.E and Br.E.
Amy(American) Lady(British)
subway underground
left left-hand side
keep going straight go straight on
two blocks two streets
right right-hand side
2.Comparision. Match the American expressions and British expressions to learn more about the differences between American English and British English(T may play games or have a competition among the Ss.Ss are encouraged to say more differences between Am.E and Br.E.)
American English British English
fall autumn
eraser rubber
truck lorry
subway underground
movie film
candy sweets
drugstore chemist’s
living room sitting room
apartment flat
the first floor ground floor
elevator lift
vacation holiday…
3.Practice:
Divide the Ss into groups and ask them to make a dilogue about giving directions to a certain place according to the map.They may use the words and expressions above.Ss are required to use indirect and direct speech and requests.(one student plays a speaker of British English and the other plays a speaker of American English.)
If the Ss are not active,T can provide the following situations or ask the Ss to complete the following dialogues.
Situation1: A person from the US is standing outside the underground with his friend.He wants to go to the cinema,but he doesn’t know the way,so he asks directions and tells it to his friend.
A: Excuse me, could you please tell us where the cinema is_ We’d like to see a movie_.
B: Movie
A Yes, that’s a _ film___.
B: Well. Go straight ahead and cross two streets. The cinema is on your left-hand side. There is a fountain in front of it.
A:Thanks.
C: What did she tell us
A: She told us to keep going straight and cross two blocks. The cinema will be on our rignt.
Situation2:A worried man is standing outside the restaurant. He wants to buy some medicine but he doesn’t know the way.So he asks directions.
A: Excuse me. Would you please tell me the way to the nearest drugstore
B: You mean the nearest chemist’s
A:Yeah. My son is _sick____. I want to buy some medicine.
B: Oh ,I’m sorry to hear that. Please follow me. I can take you to the chemist’s. My __flat____ is opposite to it.
APardon What is flat
B: Oh, flat means __apartment______. I moved here last autumn.
A: Do you mean “_last fall__”___
B:Quite right. Well, your English is quite different from what my teacher teaches.
A: Actually, I speak American English. You understand both American English and British English. That’s great.
Summary
Get the Ss to generalize what they have learnt in this period.
Homework
1.Prepare a new dialogue about giving directions to a place in Xiamen.Try to use both American English and British English. Be sure to use direct and indirect speech and request.
2.Recite the new words
3.Make a list of as many direction words as possible.
附：Unit2（Using language）教学设计说明
本课是unit2中的知识运用部分，是在学生对英语这门语言有了一定认识，尤其是了解了美国英语和英国英语的异同，同时又学习了祈使句和间接引语以及如何在不同情境下使用命令和请求等相关的功能和语法项目的基础上进行的。目的是让学生进一步感受英语的特色所在，同时将所学的知识有机地结合起来进行听和说，提高学生的能力。
本课各环节的编排基本不变，只是将Reading的读后部分，即对中国方言的讨论调整为全课的导入。首先进行一个guessing game，即听方言猜意思，由此调动学生的兴趣，在简单介绍中国方言的种类后，引发问题—Is it easy to communicate with others if people speak different Chinese dialects What is standard Chinese Why is putonghua used in China 水到渠成后引发学生思考：Is there any standard English and dialects 从而过渡到文章“standard English and dialects”的阅读。
Reading这一环节重在引导学生归纳全文的中心大意，故在fast reading 和careful reading 中设计了一系列问题，帮助学生完成大意的归纳。程度好的学生可鼓励他们自行组织语言，程度较差的学生则只要安排他们根据提示完成大意填空题。在阅读中，还注重培养学生的猜词能力，重点让学生在上下文中猜出生词的大意。由于学生对所学的生词不可能一步到位，因此在课件设计中，对生词反复呈现加以强调。对于方位词，如eastern, southern, southeastern 等，教师可根据构词法等适当进行点拨，并启发学生对方位词作进一步的归纳和总结（此部分可安排在课后作业中进行巩固）。
Listening部分重在让学生对比两段独白的语音，感受美国方言的特色。由于第一个speaker的口音浓重且用了不少俚语，故一定得对学生进行简明的介绍。为降低难度，听力开始时让学生认真观察课本上的插图并回答问题，进行听前的热身。听力分两部分进行。听完第一段独白后，让学生试着完成课本前四个小题，但老师不予以答案。完成第二部分后，让学生完成后两小题。在学生对两部分的听力对比之后，安排学生以pair work的形式对第一部分的相关文字进行解释，再次感受美国南部方言的特点，并在此基础上对前四个问题的答案进行讨论，得出正确答案。
Speaking 环节重点不在问路，而是主要在问路的情境中让学生通过练习对话再次感悟和体验英国英语和美国英语的差异，并要求学生进行角色表演，以仿真的对话形式熟练掌握如何运用直接英语和间接引语表达请求。此环节是的本课的一处难点，学生在对话中容易陷入一般的问路指路。故在设计过程中，首先让学生分角色操练对话，得出英国英语和美国英语在词语使用的差异，再让学生以竞赛或抢答或连线等方式（应情而定）归纳出美国英语和英国英语在词语（还可适当指出读音等其他方面的区别）使用方面的不同点，在此基础上再安排学生模仿文中对话以pair work 或group work 形式根据所给的地图编排新的对话。为避免学生“偏题”，本环节还适当创设一定的情境，并提醒学生运用本单元所学的知识。为了让程度差的学生有话可说，本环节提供了相关的例子，教师们可灵活选用。
在summary 环节中，可让学生总结归纳本课重点，教师适当予以补充。
在homework部分，教师可将speaking 部分进行延伸，让学生根据厦门的实际情况设定相关情境，利用所学知识按要求编排对话表演，同时在复习本课所学单词基础上，对方位词作进一步的归纳和总结。
本课在设计过程中力求以多种形式启发引导学生共同完成目标，同时考虑到学生程度的差异，在一些环节中对学生做出不同要求，教师们可根据生源情况灵活增删使用。
Unit 2 English around the World
Part IV Writing 第八备课合作组
1 教学内容：
以“Why should I learn English”话题作为导入，指导学生根据写作要求，用brainstorming方式组织材料, 小组合作写一篇书面表达“My Experience of learning English”。
2 教学目标:
(1) 写作技能目标：在学习了reading 之后， 理解掌握文章的基本内容，掌握本单元的词汇和句型，熟悉写作的基本方法，培养写作的基本技能。
(2) 学习策略目标：小组合作通过观察、体验、探究等形式培养写作技能并资源共享。
(3) 情感态度目标：让学生通过倾听、讨论、体验、分享、激励等合作过程，培养合作精神。
3 教学重点、难点
写作过程中指导学生进行小组合作的学习策略；引导学生对写作作品进行评价。
4 教学过程：
Step I Pre-Writing:
Task 1 : learn the way of preparing oneself before writing.
T: In the reading period, we have mentioned the topic “Why do so many people speak English ” You have so many wonderful ideas. Right Now everyone, let’s ask ourselves again “ Why should I learn English ” ( Write “ Why should I learn English ” on the blackboard.)
S1: I learn English to talk to native speakers.
S2: To go to university .
S3…
T: Well, let’s show your ideas on a map.
(Show the map on the screen.)
T: We put your ideas into a map so that we can see the ideas easily. This map can help us write an excellent composition. Now, do you know how to prepare yourself before writing
To use for business To go to university
To talk to native To read English
speakers books
To write to pen To listen to English
friends music and movies
Ss: Yes.
T: Turn to page 15. Read out the writing steps.
（备注：这是写作前的示范与分析，向学生展示语篇建构如何由浅层语言要素过度到深层语境要素，从而达到写作的目的。）
Step II While-Writing:
T: Just now we talk about why you should English. And we all understand that we should learn English well. But as we know, it is not an easy job to learn English well. Why not share our experience of learning English The more we share, the more progress we will make. Firstly, let’s take a look at some famous people’s experience on learning English
Task 2 Group work. Write a passage on “My experience of learning English”
T: Turn to page53, WRITING TASK. Now work in groups and do brainstorming on the topic.. Remember to take notes about the paragraphs for the writing .
Paragraph 1 My problems in learning English.
Paragraph 2 How I can improve my English.
Paragraph 3 What I like about learning English.
Paragraph 4 How I hope to make use of my English.
My problems Ideas for improvement Why I like English My future with English
（备注：根据班级情况分成几个小组，考虑到写作后还要交流汇报，时间有限，以4-6组为宜。小组成员集体酝酿切磋内容要点，列出提纲后，组内各个成员各自先独立写作，然后集体评议修改，组内再整合成一篇较好的书面表达。写作的过程符合新课标的 “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 ”。）
Step Ⅲ Post-Writing:
Task 3: Each group leader comes to show their writing to the class on the projector and gets a score given by the whole class according to the following assessment criteria.
Assessment criteria:
Content/ information 30 points
Fluency 20 points
Planning 20 points
Grammar 20 points
Presentation 10 points
Task 4: Revise the writing in groups.
（备注：同伴评价实际上是合作学习的一种形式，体现学生在评价中的主体地位。学生之间可以取长补短，从而提高学和能力。评价的标准要简单易操作。教师从宏观上把握课堂节奏，随时根据学生点评情况给予指导，指出不足，肯定优点。然后各个小组根据刚才的点评指导把该文重写一遍，收入小组学习记录袋。）
Step Ⅳ Homework
Write a passage on “My experience of learning X”
Unit 1 Friendship Part One: Teaching Design
1st Teaching Period: A sample lesson plan for reading
第九备课合作组
(ANNE’S BEST FRIEND)
Aims
To talk about friendship
To read about friendship
Procedures
I. Warming up
1. I. Watch a short play
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
3. Then have the students do the survey in the textbook.
1) Have the students score their survey according to the scoring sheet on page 8.
2) The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
II. Pre-reading
Work in groups of four. Tell your group mates how you reflect on these questions.
1. Why do you need friends Make a list of reasons why friends are important to you.
2. What do you think a good friend should be like List what a good friend should do and share the list with your partners.
3. Does a friend always have to be a person What else can be a friend
4. Do you think a diary can become your friend Why or why not
Possible answers
Q1: Reasons I need friends:
※ to cope with stressful situations in life
※ to share my worries and secrets in my inner world
※ to show my concern for other people
※ to let other people share my happiness
※ to unfold to other people the secrets in my heart (to name but few.)
Q2: A good friend should:
※ tell me the truth (honest)
※ be good to me (friendly)
※ be willing to consider or accept others’ ideas or opinions (open-minded)
※ be willing to help others (generous or helpful)
※ be good-tempered
※ think about what others need and try to help them (caring)
※ be loyal to their responsibility (responsible)
※ not easily upset (easy-going)
※ be out-going (like to meet and talk to new people)
※ be tolerant (allow other people to have different opinions or do something in a different way)
※ be selfless (to name but few)
5. Q3: What else can be a friend
Answers can be various. (omitted)
Q4: Students’ answers may vary but must include a reason.
Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely.
III.Reading
1. 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
2. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend When did the story happen
3. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Or 3.Careful reading and fill in the form
Time Nature Feeling
Before hiding
After hiding
4.Comprehending
Do the exercises on p2
1.Join the correct parts of the sentence.
2.Choose the correct answers.
5. Intensive reading
Students work in group of four to discuss the following open questions:
1).Why did the windows stay closed
2).How did Anne feel
3).What do you think of Anne
4).Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5).Which sentences attract you in the passage
IV. Assignment
Task1. Task1:Retell the text with the help of the above.
Task2. 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.
2. Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything.
Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
3. Language focus
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
laugh at, go through, make/call + O +Noun (as O.C.), hide away, set down, grow crazy about, do with…, there was a time when…, keep sb. spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that …, face to face
Language chunks from Unit 1 Friendship
add up, get sth. done, calm sb. done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have done, someone else’s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, keep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is) the first time that…, face to face, feel lonely/sit alone, save one’s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along (well) with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on…, make an effort to do sth., join in sth., show one’s interest in, far and wide, pay attention to, look to one’s own concern, share one’s thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one’s feelings, change one’s mind, live in peace, go on a picnic, get away with, feel at home, in need
Unit One Learning and using language
2nd Teaching Period 第十备课合作组
Teaching aims and demands:
1) Review some key words and phrases that we learned in last period.
2) Learn to use these key words and phrases.
3) Learn the grammar---“ direct and indirect speech.”
4) Discover some useful structures of direct and indirect speech.
Teaching method:
Pair or group work to make every student work in class.
Teaching aids:
1) a projector
2) a computer
Teaching procedures:
Step One Revision and Leading in
1 Show them some key sentences that they learned in the last period, for example
1) ignore the bell and go somewhere quiet to calm your friend down.
2) tell your friend that you are concerned about him.
3) can’t understand what you are going through.
4) I stayed awake on purpose until …in order to have a good look at the moon for once by myself.
5) I’d seen the night face to face.
6) I don’t want to set down a series of facts in a diary.
2 Let them do group-work, try to use their own language to explain these words or phrases in English or in Chinese. (teacher may give them an example.)
3 Ash some groups to show their answers in class.
Step Two Exercises
1 Do Exercise 1 on page 4 in class.
2 Discuss the answers by themselves.
3 check the answers in class. (show them the answers on projector).
Step Three Using useful words and expressions
1 Do exercise 2, 3 in class.
2 Discuss the answers in the group.
3 Use the computer to check the answers.
4 Oral translation exercise
Workbook page 42, choose three of them.
5 Make sentences
Give them some key expressions, ask them to use these phrase to make some sentences.
6 Show their sentences in class.
7 Ask them if they can make sentences with “have to” or “have got to”. (explain these two phrases, show them some examples in the book.)
Step Four Grammar “Direct and Indirect Speech”
1 Show them some sentences with “have to” and “have got to”, ask them if they can understand.
1) “I have got to go to class,” said Anne.
2) “Do you have to pay to get it repaired,” the writer asked us.
2 Show them another style of these two sentences on the projector.
1) Anne said that she had got to go to class.
2) The writer asked us if we had to pay to get it repaired.
3 Ask the students to find out the differences between the two styles above by themselves.
4 Ask them to observe more examples on P5.
5 Discuss the question “find out the differences between direct speech and indirect speech” in groups.
6 Ask some of them to show their conclusion in class. (teacher makes the judgment with their answers.)
7 Use the computer to make a conclusion (make a form).
Step Five Exercise in class
1 Ask them to do some exercises about direct and indirect speech in class.
2 Ask some of them to write down their answers on the blackboard.
3 Group-work, ask them if they can find out some mistakes on the blackboard.
4 Check the answers.
Step Six Oral-English Practicing
1 Ask them to turn to P42 and read the passage.
2 Divide them into several groups (four in a group), then play a game “what did he/she say ” carry on the conversation like this,
A: What did they do when they arrived in the hiding place
B: what did he say
C: He asked you what they did when they arrived in the hiding place.
D: They went quickly upstairs and closed the door behind us. (find the answers in the passage)
3 Ask a few groups to show their dialogues if possible.
Step Seven Summary and Homework
1 Make a summary of what we learned today.
2 Homework
1) Exercise 1 on P41.
2) Translation on P42.
3) Look up the dictionary and find out some useful words’ English meanings, like “ ignore, entirely…”
Unit 1 Friendship Period 3 Using Language 处理方案
第十一备课合作组
Teaching aims：
1. Learn the words and useful expressions learnt in this period
2.Talk about friends and friendship
3.Practise giving advice and making decisions
Teaching important points:
1 Train the students’ listening and speaking ability
2.Talk about friends and friendship
3.Practise giving advice and making decisions
Teaching procedures:
Step I Lead-in(Use questions to represent the reading material.)
T: Everyone knows understanding is very imoprtant in our daily life but misunderatandings happen between people now and then. Now think it over: What would you do if you are misunderstood by others
Then ask students to read the letter on P6 and discuss the following questions:
1. What was upsetting Lisa
2. What do you think of friendship between boys and girls Do you believe there exists true friendship between boys and girls
3. What kind of advice will you give to Lisa
Here teacher can instruct students to deal with friendship between boys and girls in a correct way, making them believe that there exists true friendship between boys and girls. This discussion can make students well prepared for the listening task. （这个环节的设计可为学生接下来的听力活动做铺垫，并且也可将教学与德育结合起来，指导学生正确看待男女同学间的友谊。）
Step II Listening
T: Ok, just now each group has provided some advice and help to Lisa. Now let’s listen to what Miss Wang says, comparing yours with hers.
(listening and answering is what students like our school’s afraid of, therefore teacher can make the listening task easier by giving more help.
The first time listening: students just listen, trying to get the main idea without using their pens.
The second time listening: listen and answer. In this step, teacher should make great efforts to encourage students to take an active role in teaching, for example competition, to make the answers more and more complete based on different students’ ideas.
The third time listening: listen and fill in the blank, teacher should stop for a moment when the relevant sentence is read.
Step III: Speaking
Read the instruction. Explain some key words and phrases in the instruction to make sure everyone have made clear what they’re going to do.
Read the four steps in this part and let Ss do that in groups of four.
Have some groups give their own questionnaire in the form of performance.
Step IV Reading and writing
在此可将说与写结合，老师通过简单的问答（Are you good at communicating with people What do you think of communicating with people, easy or difficult Are you afraid of communicating with others ）当堂找出一名不是很擅长于与人交流与沟通的同学，然后请其余同学开展大脑风暴活动尽可能多地给这位同学建议，可以并将自己好的建议说出来与所有的同学分享。听说活动进行完之后可让同学们将刚才所有可行的好的建议用书面的形式写下来，可以作为作业。这样设计教学活动是为力使学生的听、说、写活动更加切合生活的实际，让他们在真实的情景下学习、使用语言。
Step V: Homework
Continue to finish exercises in Unit 1, workbook.
Unit 1 Friendship
4th Teaching Period Writing
第十二备课合作组
This part asks the students to write their advice to Xiao Dong as an editor
Ⅰ.Teaching goals
1. Enable the Ss to know more about Friends , friendship and interpersonal relationship
2. Help the Ss to learn how to write a proposal letter
3. Get the Ss to write a letter
Ⅱ.Teaching methods
1. Demonstration method to show the students how to write
2. Together work to make every student have a clear idea
Ⅲ.Teaching procedures
Step 1. Greetings
Step 2.Lead-in
Ss talk about the importance of friends and making friends
The teacher asks the Ss how they understand the following sentences
1).The better part of one’s life consists of his friendship ------Abraham Lincoln
2)Friendship is the golden ribbon that ties the world together ------Kristina
Step 3. Guided writing
1. Ss read the letter to the editor from Xiao Dong and make sure they know what problem XiaoDong has
2. Ss discuss in groups of four what advice they can give Xiao Dong and after the discussion ,make a list
3. Ss write their advice to Xiao Dong as an editor individually
Step 4. Writing assessment
The teacher chooses one or two of the students’ writing papers to show to the class. Ss discuss:
1. Can the letter give Xiao Dong some good advice
2. Is the letter well developed
3. Are the ideas well organized to the point
4. Dose the writer have a good choice of words and idioms in his writing
5. Dose the writer get a good mastery of complex structures of language
6. What mistakes has the writing made in his writing What can we do to avoid such mistakes
Step 5. Homework
Ss choose either of the tasks to finish
1. Finish off the writing task on p.46 (work book)
2. Write a reply to the letter:
Dear Amy,
I have a problem and I’m writing to ask you for advice .This is secret, so please don’t tell anybody else.
I used to get along very well with my cousin and we used to be very good friends .We were planning to spend part of the winter vacation together, but now I don’t think I want to invite him home.
Recently I’ve discovered that he’s started to tell lies. When I told him that it was wrong to tell lies, he just laughed at me. The problem is, should I tell his parents or his teacher , or should I keep quiet He certainly isn’t going to listen to me.
Unit2 English around the World
1st Teaching Period
第十三备课合作组
Teaching Aims:
1. To get students to have a general view about the historical development of English
2. To get students to know different kinds of English around the world, especially the differences between British English and American English.
3. To improve the students’ reading ability.
Teaching Important Points
1、 How to improve the students’ reading ability
2、 How to make students enlarge their knowledge on English through reading.
Teaching Procedure:
Step One: Warming-Up
1. Greeting
2. Ask the students to listen to a piece of BBC news and a piece of VOA news and tell their differences.( a piece of BBC news and a piece of VOA news)/Ask the students to listen some pieces of English materials, including British, American, Australian, Canadian and so on to make them know clearly that there are different kinds of English around the world .(some pieces of English materials, including British, American, Australian, Canadian and so on.)
3. Pair work: two in a group find the differences between British English and American English(vocabulary, spelling, pronunciation, usage ,etc.) and show some examples to them.(the differences between British English and American English(vocabulary, spelling, pronunciation, usage ,etc.))
Step Two: Pre-reading
1、 Group Discussion:
1 How many countries in the world where the majority of its people speak English
2 How many people speak English in the world today
3 What do you know about the development of English (提高题)
2、 Check the answer:
1 Show the map on Page51 and give the answer
2 Ask students to search the answer through the internet.
3 Give a brief introduction of the development of English to students.
Step Three: Reading
1、 Fast reading
Read the text quickly & tell us the main idea of each paragraph .(Pick out the topic sentence of the paragraph if there is.)
2、 Second reading
1 Read the text carefully and finish the exercise on Page10.
2 Answer the following questions:
A: Which language does modern English sound like
B: How is English used in South Asia
Step Four: Further Reading
Ask students to finish an article about English to further improve their reading ability and enlarge their knowledge about English. (文章可由教师自己依本班学生的实际水平而定)e.g.光明日报出版社P52.（见幻灯片）
Step Five: Group Work
Six in a group to make an investigation on the following questions:
1 Why do so many people speak English
2 Which reason do your group think is the most important one
One of the members of the group will be the reporter to give the class your answer.(可提供几个原因做例子，帮助学生拓展思维，也帮助暂时较落后的学生开口)
Step Six: Summary and homework
In this lesson, we learnt something about English, you can learn more through reading and the internet.
Homework:
1 Listen to the text and read it after the tape.
2 Write an article to tell us why you learn English.
3 Reading material the background knowledge about English.(旧教师用书P29-30)(选择性作业)
NSEC Book 1 Unit 2 Learning about language
2nd Teaching Period
第十四备课合作组
Teaching Aims:
1. Finish off the exercises .
2. Learn some useful structures Direct and indirect speech
Teaching Important Points:
1. compare the differences between British and American English
Teaching Difficulty Points: Direct and indirect speech
Teaching Aids: the multimedia; the blackboard
Teaching Procedures:
Step1.Deal with the exercises in the book
Step2: Listen to these dialogues. Mark the sentence stress and intonation. Then practice reading them in pairs. Find the British and American words which are different but have the same meaning.
Step3 : Discovering useful structures
Please find the following command and request from warming up and reading . Then see how to retell them in indirect speech.
1. Look at these examples
2. Would you please come up to my flat for a visit
Step3: Learning useful structure – III ( 2m )
Find the rules：Ask the students to finish the following exercises, and try to find the rules.
Make sure the door is open.” the teacher said to me.
The teacher told me to make sure the door is open.
“Don’t play games in the classroom.” the monitor said to us.
The monitor told us not to play games in the classroom.
“Will you please not smoke here ” she added.
She asked me not to smoke here.
Step:4祈使句：
直引：主语+动词+“祈使句”
间引：主语+动词+to Verb
e．g． The teacher said to me, “Come in .”
—The teacher told me to go in 。
John said to me , “Please shut the window。”
—John asked me to shut the window。
The teacher said to me, “ Don’t be late again.”
– 1.祈使句变为间接引语，主要使用动词不定式。
– 2.谓语动词要做一定变化。
表示命令，用tell，order，command等。
表示请求，用ask，beg，request等。
表示忠告，用 advise。
Step5: Try to do this
“Write a letter to your parents.”
“Don’t play games in the classroom.”
“Can you pass on the book to Tom ”
“Will you please not smoke here ”
Step6: 高考链接：
1. We won’t give up _______ we should fail 10 times.
A. even if B. since C. whether D. until
2. — I don’t have any change with me. Will you pay the fare for me ( 2000年上海）
---- ________ .
A. That’s fine B. Nothing serious C. Never mind D. No problem
3. ---- Do you mind if I keep pets in this building
---- _______ .(2000上海）
A. I’d rather you didn’t, actually
4. The teacher asked us ____ so much noise.(2003年北京）
A. don’t make B. not make C. not making D. not to make
5. Visitors ____ not to touch the exhibits. (NMET2001)
A. will request B. request C. are requesting D. are requested
Step7: SUMMARY:
Step8: Assignment
1.Finish the exercises in WB p50
2. make some dialogues using the above commands and requests.
Situations:
1. You need to ask someone to close the doo