人教版新课标高中英语必修1全套教案（PDF版）

Unit 1 Friendship
(1) 课题：Friendship
(2) 教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中
心话题展开的。Warming Up 部分以调查问卷的形式引导学生了解日常生活中朋友之间
发生的真实问题以及解决这些问题的方法；Pre-Reading 部分的几个问题启发学生对“友
谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人
们的朋友；Reading 部分 Anne’s Best Friend 以日记形式讲述了犹太女孩安妮的故事；
Comprehending 部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更
深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading
The second period： Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教学目标：
① 知识与技能：Talk about friends and friendship; Practise talking about
agreement and disagreement, giving advice and making decisions; Use direct
speech and indirect speech; Learn to write an essay to express and support
an opinion.
② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才
能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的
日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本
单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交
朋友; 5. 朋友的重要性。
③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元
中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生
加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。
(5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list
series crazy nature purpose dare thunder entirely power
according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through
hide away set down on purpose in order to face to face
according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair
work, teach grammar in real situation
(7) 教学煤体设计： A projector and a tape recorder.
(8) 教学过程：详见以下分课时教学设计。
(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
（10）教学反思或值得改进的地方： 见每个课时最后部分。

Period One：Speaking （Warming Up and Pre-Reading）
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the
problems between friends and how it is solved. Then give some comments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her
composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one
another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to
discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making
friends. After listening, please talk about the two questions in groups of 4. Try to use the following
expressions.
1 Do you agree with her? 找教案 http://www.zhaojiaoan.com
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree. I don't agree
That's correct. Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four situations among friends in groups of 4 and design a
questionnaire to find out what kind of friends their classmates are. Second, try it out on their own
group, checking the questionnaire through and adding up their score and see how many points
they can get. Ask them to fill in the form prepared before class. Show the instructions and decide
what kind of friends their classmates are. Third, ask each student to stand up and walk around the
classroom to make a survey on four of other classmates. Show the instructions and decide what
kind of friends other classmates are. They can share your questionnaire with one or two other
groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of
making good friends with others if necessary.
T: Friends come in many flavors. There are best friends, school friends, fair-weather friends,
forever friends and many more. Do you want to know what kind of friends your classmates are?
Now let's make a survey. First, please think of four situations among friends and design a
questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at
home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
Scoring sheet
1 AO B2 C6 2 Al B6 C2
3 A2 BO C3 4 A6 Bl C2
Instructions:
2-5 A fair-weather friend 找教案 http://www.zhaojiaoan.com
Only like them when they are happy and popular. If they are feeling down, or if they are having a
problem, you don't want to spend time or talk with them. You don't help your friends when they
have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider
others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not
know everything about each other. You take things smoothly. You seldom hurt your friends with
your benefit considered. You'd better add more affection to your friends. Friendship is about
feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports
and listen to music. If either one has a problem, the other is there to help. You know your friends
very well. You understand and yield to each other. You help with each other and improve together.
You have a lot of common benefit. Your friendship is good to both of you. You are mutually
beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are
having a problem. Whenever they have any difficulty, you'll try your best to do what you can to
help them without hesitation. You devote yourself to your best friends. You are willing to lose
what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照
顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
The second period: Reading
Aims:
1. to master the new words and some useful expressions.
2. to understand the text and finish the exercises in Comprehending.
Step 1. Looking and guessing
Work in pairs. Look at the pictures and the heading and guess what the text might
be about.
1). Imagine what it might be like if you had to stay in your bedroom for a whole
year. You could not leave it even to go to the WC or to get a cup of tea. How would
you feel?
2). What would you choose if you are only allowed to have five things with you
in the hiding place because there is very little room?
Step 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.
找教案 http://www.zhaojiaoan.com
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.

Step 3 Language points
1. add (to) v. 1) to put together with something else so as to increase the number, size, or
importance; 2) to join (numbers or amounts ) so as to find the total.
eg: The fire is going out; will you add some wood?
The snowstorm added to our difficulties.
Add up these figures for me, please.
2. ignore v. to take no notice of; refuse to pay attention to
eg: His letters were ignored.
Even the best of men ignored that simple rule.
My advice was completely ignored.
3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到
eg: The boy's poor health concerned his parents.
He is concerned for her safety.
The news concerns your brother.
He was very concerned about her.
4. loose adj. not firmly or tightly fixed.
She wore loose garments in the summer.
I have got a loose tooth.
Some loose pages fell out of the book.
5. purpose n. [C] an intention or plan; a person’s reason for an action.
What is the purpose of his visit?
The purpose of a trap is to catch and hold animals.
Did you come to London to see your family, or for business purpose?
6. series n. (of) a group of things of the same kind or related in some way, coming one after
another or in order.
Then began a series of wet days that spoiled our vacation.
This publishing firm is planning a new series of school textbooks.
They carried out a series of experiments to test the new drug.
7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;
2) n. a person who cheats; dishonest persons
They cheated the old woman of her house and money.
The salesman cheated me into buying a fake.
He never cheated in exams.
I see you drop that card, you cheat!
I never thought that Sam is a cheat.
8. share 1) vt.&vi. (in\with\ amount\between) to have, use or take part in something with others
or among a group.
2) n. (in\of) the part belongs to, owed to or done by a particular person.
The money was shared out between them.
Sam and I share a room.
We shared in his joy.
They always share their happiness and sorrow.
I have done my share of the work.
9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested
You're crazy to go out in this stormy weather.
John's crazy about that girl.
She is just crazy about dancing.
10. dare v.& v.aux.. 1) + to do; 2) + v
to be brave enough or rude enough (to do sth. dangerous, difficult or
unpleasant).
How dare you accuse me of lying!
How dare you ask me such a question?
My younger sister dare not go out alone.
He did not dare to leave his car there.
11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone
or something
2) v. to believe in the honesty and worth of someone or something; have
confidence in
I have no trust in him.
I don’t place any trust in the government’s promises.
Why do you trust a guy like him?
I trust your wife will soon get well.
12. suffer v. (for) to experience pain, difficulty or loss
I cannot suffer such rudeness.
He suffered from poverty all his life.
My father suffers from high blood pressure.
They suffered a great deal in those days.
13. advice n. [U] opinion given to someone about what they should do in a particular
situation 找教案 http://www.zhaojiaoan.com
→v. advise to give advice to
I want your advice, sir. I don't know what to do.
I asked the doctor for her advice.
I f you take my advice, you won’t tell anyone about this.
He gave them some good\ sound advice.
14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or
understood by others. e.g. by speech, writing or body
movements;
2) (with) to share or exchange opinions, feelings, information etc.
Our teacher communicates his idea very clearly.
He had no way to communicate with his brother.
Did she communicate my wishes to you?
We learn a language in order to communicate.
Deaf people use sign language to communicate.
15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet
2) n. [U] peace and quiet
3) v. to make calm
You must try to be calm.
The high wind passed and the sea was calm again.
The police chief advised his men to stay \ keep calm and not lose their tempers.
There was a calm on the sea.
She calmed the baby by giving him some milk.
We calmed the old lady down.
Useful expressions:
1. add up
to join (numbers or amounts ) so as to find the total.
Add up 3, 4 and 5 and you'll get 12.
Add up your score and see how many points you can get.
If we add these marks up, we'll get a total of 90.
2. calm down
to make or become calm
Calm down, sir. What's the trouble?
Just calm down, there’s nothing to worry about!
We tried to calm him down, but he keep shouting.
3. be concerned about \with
to worry or interest
My parents are concerned about my studies.
Don’t concern yourself about \ with other people’s affairs.
She’s concerned about his son’s future.
4. go through
1) to suffer or experience; 2) to look at or examine carefully;
3) to pass through or be accepted
The country has gone through too many wars.
The new law did not go through.
Let’s go through it again, this time with the music.
5. set down
1) to make a written record of; write down 2) put down
I have set down everything that happened.
I will set down the story as it was told to me.
Please set me down at the next corner.
6. a series of + pl. & n 做主语时，谓语动词用单数
一连串的，一系列的，连续的
There has been a series of car accidents at the crossing.
These days I have read a series of articles on reading.
A series of TV play is on Channel 1 these days.
7. on purpose
intentionally; with a particular stated intention
He did it on purpose.
“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on
purpose.”
I came here on purpose to see you.
8. according to
as stated by sb. or sth.
They divided themselves into three groups according to age.
Please arrange the books according to size.
According to the Bible, Adam was the first man.
According to her, grandfather called at noon.
9. fall in love
begin to be in love (with sb.)
They fell in love at once; it was love at first sight.
What will he do if his daughter falls in love with a poor man?
They fell in love with each other for years.
10. join in
to take part in (an activity)
They are going to join in the singing.
She started dancing and we all joined in.
Would you like to join in my birthday party?
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。
需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。
在以后的教学中要注意改进。
Period 3： Grammar
Step I Revision
Check students' homework.
Step II Word study
This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise
independently.
T: Now please open your books and turn to Page 4. First let's learn about language. Use the
word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in
correct forms.
Step III Preparation
Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the
interpreter between them. Encourage both sides to give different sentences, including statements
and questions.
Step IV Grammar 找教案 http://www.zhaojiaoan.com
The students will learn the use of Direct Speech and Indirect Speech (statements and questions).
First try to make clear to the students what direct and indirect speech is, with the help of the
practice in Step III. Then give them some examples. At last get them to summarize the rules of
Direct Speech and Indirect Speech (statements and questions).
T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements
and questions). When do we use Direct Speech and when do we use Indirect Speech?
Step V Practice
For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the
difference between direct speech and indirect speech. Guide the students to find out the
changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the
underline parts. Ask the students to pay attention to the reporting clause.
For Ex 2, ask the students to do it by themselves, then check.
Step VI Homework
1. Practice of WB (P42.1 &P 43.2)
2. Ask the students to think out different ways to solve the problems about making friends,
preparing the materials about the debate. Get the students to know the problem was that Anne
had made a friend in the hiding place the son of another family hiding with them, but her
father was not happy about this. The topic is: how do you help to solve the problem between
Anne and her father. Do you agree with Anne or her father? Use specific reasons to support
your solutions.

课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极
主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌
握直接引语和间接引语（祈使句和疑问句）的相互转化。
Period 4: Listening
Step I Revision
After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and
then ask them to discuss what was upsetting Lisa.
T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out
what was upsetting her with your partners, using the indirect speech.
S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa
said she didn't want to end the friendship. Lisa asked what she should do.
Step II Listening (Using language) The students will hear what Miss Wang says, then ask
the students to answer the questions, using the indirect speech. At last, get them to spell out the
words and fill in the blanks.
T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested
some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and
then answer the questions of Ex 2. Go through the questions quickly.
Write down the key words as quickly as possible.
Listen again and check the answers with the whole class.
T: Now let's listen to it again and try to spell out the words and fill in the blanks.
Step III Listening (WB P41)
The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to
complete the passage according to the tape.
T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape
carefully and fill in the blanks.
Listen to it again and check the answers with the whole class.
Step IV Listening Task(WB P43)
The task can be divided into three parts. First, the students will hear a story about an argument
between Anne and her father about her boyfriend. After listening, they just write down their
different thoughts. Then they can have a debate to find out a better solution to solve Anne and her
father's problem. The activity should be prepared carefully beforehand. During the class, the two
teams just do the final preparations.
StepV Assignment
1. Today we have learnt how to solve the problems on making friends. For the homework,
describe one of the problems between friends and how it is solved.
2. What does cool mean?
What do you think should do with your friends?

课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取
信息，处理信息的能力。通过训练逐步提高学生的听力能力。
Period 5: WRITING
Step I Revision
Check the homework, asking them to read out their ideas for the class.
T: Let's check the homework. I'd like some of you to read out their ideas.
For the class. Volunteer!
Step II Warming up 找教案 http://www.zhaojiaoan.com
T: Have you ever read The 21st Century ?
S: Yes, I have. It's a popular paper among teenagers in China.
T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a
student.
Step lII Writing (B P7)
This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to
discuss how to write a letter to offer some advice with their partners. Second, teacher shows
the instructions on how to write a proposal letter on the screen. Third, ask the students to
read the letter on Page 7. Ask them to discuss what Xiao Dong's problem is and what is the
solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give
them ten minutes to write the letter. At last, ask some of the students to read their letters for the
class while the teacher gives some comments.
T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to
write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking
about how to write a proposal letter.
T: Who'd like to answer this question?
S: 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.
T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the
core of a proposal. I'll give you some instructions about how to write the body part of a proposal
letter as follows.
T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is
and what is the solution they can offer in groups of 4, with the help of the points given on the
books.


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
The students are discussing Xiao Dong's letter. 找教案 http://www.zhaojiaoan.com
T: OK, who can tell me what Xiao Dong's problem is?
S: He is not very good at communicating with people. He wants to know how to make friends with
others.
T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points
given on the books. I'll ask some of the students to read their letters
for the class in ten minutes. The students are writing the letters.
T: Have you finished? I'll ask some of the students to read their letters for the class.

课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，
语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，
在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证
把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，
关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些
优秀的范文。

Book 1 Unit 2 教学设计
(1) 课题：English around the world
(2) 教材分析与学生分析： Warming Up 部分简要介绍了世界英语的分支以及英语语言在不
同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美
国英语的不同有个粗浅的了解；Pre-Reading 部分的两个问题引发学生对课文主题的思
考，以便参加课堂活动； Reading 部分 The Road to Modern English 简要说明了英语语言
的起源、发展变化、形成原因，以及它的发展趋势。Comprehending 部分旨在检查学生
对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生
重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、
英国英语的差异，并着重介绍了半单元的语法项目（祈使句及其间接引语）；Using
Language 部分中的 Reading and talking 主要介绍了当今世界各国各地说英语都有自己的
特色，即便是美国东西部、南北部说话均有所不同。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading
The second period: Reading The Road to modern English
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教学目标：
① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的
英语；对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如 falt
和 apartment, lift 和 elevator, rubber 和 eraser 等; 掌握本单元中出现的词
汇、短语的用法； 学会语言交际困难的表达法，如 pardon, I beg your pardon?;
掌握祈使句及其间接引语的表达法。
② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言
的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国
英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提
防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、
语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和
语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握
尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。
③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不
好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同
之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。
(5) 教学重点和难点：
词汇： include role international native elevator flat apartment
rubber petrol gas modern culture actually present rule
vocabulary usage identity government rapidly candy lorry
command request retell polite boss standard Midwestern
Spanish eastern southeastern northwestern recognize accent
lightning direction subway block
短语： play a role (in) because of come up such as play a part (in)
重点语法项目：祈使句及其间接引语
难点：Expressing one’s idea on which kind of English one should learn;
guess the name of speaker’s country by listening; how to tell the
differences between a command and a request; how to change the pronoun
when turning the direct speech into indirect speech.
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair
work, teach grammar in real situation
(7) 教学煤体设计： A projector and a tape recorder.
(8) 教学过程：详见以下分课时教学设计。
(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
(10) 教学反思或值得改进的地方： 见每个课时最后部分。
Period 1: Speaking Warming Up and Pre-Reading
Aims
To talk about varieties of English
To discuss why do so many people speak English
Procedures
I. Warming up 找教案 http://www.zhaojiaoan.com
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they
are learning English.
2). Write the words: Reasons for learning a foreign language on the center of
the board:
3). Ask the students to suggest as many reasons 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. Write their suggestions on the board as they make them.
4). Divide the class into pairs.
5). Give out each student one questionnaire paper.
6). Explain the task. The students must question each other about their language
learning needs (or motivations). Tell them that you are going to take in the
questionnaires at the end, and that you’d like them to make clear notes. It works
better if the two partners swap tasks (questions and answers) after each section
of the questionnaire. If they wait till the end to swap, one student may use up all
the time available.
7). When the task is finished, ask a couple of students to summarize their
partners’ answers. (This may develop into a class discussion about language needs).
8). The students write five sentences on their feeling about learning English.
9). Collect the questionnaires. Needs Analysis Questionnaire
Interviewer_______________
Interviewee_______________
Present use: situations and skills
Reading (faxes, letters & reports)
Listening & speaking (telephoning, meetings, negotiations, public speaking,
socializing)
Writing (faxes, letters & reports)
Future use: expectations & ambitions
课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想
和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区
别。 同时使学生感受到学习英语的重要性。由于学生的口语水平有限，所以探讨的时候不
是很深入。
Period 2 Reading：The Road to modern English
Aims
To talk about English
To read about the history of English language
Step 1 Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize
the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker 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 second language in Africa
and Asia.
Step 2 Scanning
Read to locate particular information and complete the comprehending Exercise
One.
Step 3 Comprehending
1. Check the answers to exercise 1 (page 10
2. Answer these questions (Page 11)
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 difference 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 can be accepted.)
2) 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:
★ With economy globalization, English has become the best bridge to serve the
purpose of people all over the world communicating with one another.
★ 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
accent and dialects, and people have to learn about the difference between different
kinds of English in order to avoid misunderstanding while communicating.
课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练
也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的
分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅
读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学
的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛
不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。
Period 3: Reading (Language points)
Aim 找教案 http://www.zhaojiaoan.com
to master some words and phrases
1. include v.
a) contain
eg. The price includes both house and furniture.
b) embrace thing as part of whole
eg. I include him among my friends.
2. present
a) adj: being at hand; being now 出席的, 在场的;现在的, 当前的 该词可做前置定语也可
做后置定语，当它做前置定语其义为“现在的”， 做后置定语其义为“出席的”
eg. The present members 现在的成员
The members present 在场的成员
b) n: gift
eg. He often gave his neighbor's kids little presents.
C)vt: to offer 赠送,呈献[(+to/with)]
eg. They presented him with a bunch of flowers.
3. culture
n: [C][U] understanding of literature, art, music, etc
eg. He has studied the cultures of many western countries.
4．identity n: who or what a person or thing is
eg. You should show your identity card before you enter it.
5．rule
a) n:custom or statement about what must not be done
eg. He’s made it a rule to rise early.
It’s against the rules of the school to smoke.
b) vt: to govern or control
c) eg. The queen ruled her country for 20 years.
6． Request
vt: to ask for
eg. They requested financial support.
注意：这个词所接的宾语从句要用虚拟语气
I requested that he (should) come an hour earlier.
B )n: asking or being asked
eg. Mr. Paine made a request that I should help him.
7.command
a) vt: give orders to
eg. I command you to start at once.
注意：这个词所接的宾语从句要用虚拟语气
I command that you (should) start at once.
b) n: order
eg. The army received the command to fire.
8．Actually adv
eg. She looks young, but she's actually 50.
Did you actually see him break the window?
9．International adj: of relating to or involving two or more countries in the world 国际的
eg. They are dealing with the international affairs.
Many African countries received international help.
10.modern adj: recent
eg. This is a book of modern history.
There is a modern hospital.
11. vocabulary n: all the words of language
eg. Wide reading will increase your vocabulary.
My English vocabulary is limited.
12.rapidly adv: quickly
eg. Our country develops rapidly.
The number of learning English is increasing rapidly.
13.retell v: tell something once more
eg. Can you retell the story in your own word?
The teacher asked you to retell it.
14.recognize v: to identify from previous experience
eg. He looked at the envelope and recognized Jenny's handwriting immediately.
The policeman recognized her as a thief.
15. government n: group which govern a country or a certain area
eg. The government will decide the matter.
The government is discussing the problem. 找教案 http://www.zhaojiaoan.com
Useful expressions
1.play a part/ role in: to act or to be involved in an activity
eg. He has played an important part in carrying out the whole plan.
English plays an important role in international communication.
2. because of：by reason of sb or sth
eg. Because of the storm he didn't go there.
because of 与 because 的区别，前者后接名词或代词，后者接句子
eg. He didn’t go to school because he was ill.
He didn’t go to school because of his illness.
3．come up
eg. She came up and said, "Glad to meet you."
The moon came up gradually.
I'll let him know if anything comes up.
4. such as: like; for example
eg. I like drinks such as tea and coffee.
such as 与 for example 的区别，前者用来罗列事物或人后者用来举例说明
eg. English is also spoken in many places, such as Africa and Asia.
For example, Tom has the same opinion.
课后反思：本节课是课文知识点的传授。着重讲解课文中重要单词和短语的运用。不足之处，
教学设计任务比较单一，练习不多。

Period 4 : Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.”
simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every
day.”
past perfect
He said (that) he had gone to school every
day.
present perfect
He said, “I have gone to school every
day.”
past perfect
He said (that) he had gone to school every
day.
present progressive
He said, “I am going to school every
day.”
past progressive
He said (that) he was going to school every
day.
past progressive
He said, “I was going to school every
day.”
perfect progressive
He said (that) he had been going to school
every day,
future (will)
He said, “I will go to school every
day.”
would + verb name
He said (that) he would go to school every
day.
future (going to)
He said, “I am going to school every
day.”
present progressive
He said (that) he is going to school every
day.
past progressive
He said (that) he was going to school every
day
Direct Speech Indirect Speech
auxiliary + verb name simple past
He said, “Do you go to school every
day?”
He said, “Where do you go to school?”
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.”
infinitive
He said to go to school every day.

Direct Speech Indirect Speech
simple present + simple
present
He says, “I go to school every
day.”
simple present + simple present
He says (that) he goes to school every day.
present perfect + simple
present
He has said, “I go to school
every day.”
present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.”
past progressive + simple past
He was saying (that) he went to school
every day.
past progressive + past perfect
He was saying (that) he had gone to
school every day.

Direct Speech Indirect Speech
can
He said, “I can go to school every
day.”
could
He said (that) he could go to school every
day.
may
He said, “I may go to school every
day.”
might
He said (that) he might go to school every
day.
might
He said, “I might go to school every
day.”

must
He said, “I must go to school every
day.”
had to
He said (that) he had to go to school every
day.
have to
He said, “I have to go to school every

day.”
should
He said, “I should go to school every
day.”
should
He said (that) he should go to school every
day.
ought to
He said, “I ought to go to school every
day.”
ought to
He said (that) he ought to go to school
every day.
Discovering useful words and expressions
1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your
classmates. The teacher helps the students discover the difference in prepositions.
2. Play the tape for the students to listen and ask them to mark the sentence
stress and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words
that are different but have the same meaning.)
III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents
usually give.
You may follow these steps.
1) Choose one who is to give the first command.
2) Ask another person in your group to tell somebody what you said.
3) The third person will change the request or command from direct into indirect
speech.
4) Change role so that each person gets the chance to give commands and turn
them into indirect speech.
Example:
T: Please don’t talk in class.
S1: What did our teacher tell us? / What did our teacher say?
S2: He told/asked us not to talk in class. / She said not to talk in class.
2. Get the students thinking about the difference between the request and
command.
Then read the replies and decide whether they are in answer to a request or a
command. Write the sentence down.
★ A: _______________________________________
B: I’ll go and collect some wood right now, master.
★ A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
★ A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
★ A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
★ A:_________________________________________
B: Sorry. I’ll get that book for you right now.
课后反思：本节为语法课，主要讲述直接引语和间接引语的相互转换。教学设计依据《新课
程标准理念》设计各种任务，使学生在完成这些任务的过程中理解、体验实际语言的运用，
掌握好直接引语和间接引语的相互转换。
Period 5: Using Language
(STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
I. Warming up
1. Introduction: In China there’re so many dialects that the government
encourages the whole nation to speak Putonghua, which is regarded as standard
Chinese.
2. Role-play: Get students to work in pairs. Let one student be a Chinese and
the other a foreigner. Role-play a conversation about the Chinese language to have
them discuss why Putonghua has to be used in China.
II. Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming:
Read quickly to find the topic sentence for each paragraph.
Para. 1: There is no such a thing as Standard English.
Para. 2: American English has many dialects whose words and expressions are
different from “standard English”.
Para. 3: Geography plays a part in making dialects.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text?
2). What is a dialect? Why does American English have so many dialects?
4. Language focus:
1)believe it or not: used when you are going to say something that is true but
surprising: Believe it or not, John cheated in the exam.
2). there is no such a …as: used to say that a particular person or thing does
not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and
that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words,
or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides
dieting, exercising plays an important part in losing weight.
III. Listening
To introduce the students to a dialect and a form of standard “English”.
You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks
a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is
determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard
BrE. (i.e. what is heard on the BBC.)
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic
words from Buford’s story, using the context.
Dialectic words
from Buford’s
story
Standard English
equivalents
hey
y’all
ain’t
yer
ya
pup
swimmin’
jumpin’
feelin’
‘bout
‘nough
shoulda seen
got outta
hello
everyone
aren’t
your
you
child
swimming
jumping
feeling
about
enough
should have seen
got out of
6). Play the tape again and let the students answer the questions in pairs after
listening.
7). Check the answers. (Variant: you may also ask the students to retell
Buford’s story in Standard English in pairs.)
IV. Speaking
1. Make sure the students know that the word used for directions often vary
depending on what kind of English the speaker uses. Present the list to the students:
Amy (American) Lady (British)
subway underground
left left-hand side
keep going straight go straight on
two blocks two streets
right right-hand side
Prepare their role-play in pairs: Be sure that one plays a speaker of British
English and the other a speaker of American English. Ask students to select actual
streets and location in their hometown for giving directions.
Performance: Ask two pairs to perform their dialogue in class.
Sample version:
S1: Excuse me, sir. But I can’t find the drugstore?
S2: Pardon?
S1: I said I couldn’t find the chemist’s shop.
S2: Well, go round the corner on your right-hand side, straight on and cross
the flyover. You will find it ahead.
S1: Thank you very much.
S3: What did he say?
S1: He told us to go round the corner on the right, go straight on and then
cross the overpass. The drugstore will be ahead.
Self-assessment criteria:
Did you cooperate well with your partner(s) while practicing?
Can you ask for directions and give directions clearly?
Can you express your ideas fluently? If not, what’s your main problem?
Did you go naturally between American English and British English while
talking to each other.
V. Writing
1. Making a poster
First ask the students to make educated guesses about how English can help some
aspect of Chinese life, in particular its economy.
Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment.
A Sample poster
CHINA’S FUTURE LIES WITH LEARNING ENGLISH
Reasons for learning English:
World trade is done in English;
International organization (such as the UN) use English;
We need contact with the developed Western world to build our country;
The developed world uses English in its dealings.
Why the Chinese language will not do?
Very few people in the West speak Chinese;
Chinese is a difficult language to learn;
Most businessmen do not have time to learn new languages every time they enter
a new international market.
SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH
2.Writing Assessment
Can you give persuasive reasons for the topic on your poster?
Can you verbalize your ideas fluently?
Can you put your own English learning experiences into a broader perspective?
Can you organize your ideas in a logical way?
Have you made a brainstorming map before you set out to design your poster? Do
you think it helps your writing?
What kind of mistakes have you made in your writing? What can you do to avoid
such mistakes?
Further Applying
The teacher may also guide the students to do the writhing task in the Workbook
on page 53. You may take the following steps:
Step 1: Students divided into groups of four share their own learning experiences
and ideas about English learning.
Step 2: Students make a list as follows:
My problems Ideas for
improvement
Why I like
English
My future
with
English




Step 3: Make notes about the paragraphs for the writing.
Step 4: The teacher helps develop ideas in a positive and encouraging way.
Step 5: Students write about the topic after class as homework.
Sample version:
My experience of learning English
Many people all over the world speak English as their second language. It is
not too much to say that it has become an international language.
Studying English can make life fun. It enables you to watch American movies,
read English books and listen to English songs. Moreover, as English is an
international language, you will be able to communicate with foreigners when you
are on a trip abroad. Traveling will be more interesting that way.
It is a good idea to make friends with foreigners. In my opinion, it is the
best way to improve your English. In addition, it will be fun and it will expand
your view of the world. If you make friends with a native speaker, you can practice
your spoken English more often and then you can communicate with people around the
world. You can also become familiar with the customs and habits of different
cultures.
There are some people who are afraid to make friends with foreigners because
they are not confident of their English. However, many foreigners do not care about
grammar. They will get your key words in the sentence and figure out the whole
meanings. Therefore, it is unnecessary to be afraid to make friends with them; just
go head!
Learning English helps us meet different people and learn more about their
culture, thus facilitating mutual understanding and harmony. Briefly said, English
is so useful to us that we should all learn it.

课后反思：本节为泛读课，能体现新课程标准的精神，帮助学生“进一步明确学习英语的目
的，发展自主学习和合作学习的能力，形成有效的英语策略”。教学过程中注意师生互动：
教师有效讲授引导，学生有效倾听并适时反应，注重学生阅读能力的培养。

Period 6: Listening
Step I Describe the picture and the boys.
T: Any volunteers to describe the picture?
S1: There is a river in the picture. At the bank, there is a tall tree. We can see a very big fish in the
river.
S2: The two boys laughing are Buford and Big Billy Bob. A boy was frightened and fleeing. He is
Little Lester.
T: Could you find the answers to the four questions?
Ss: Yes.
T: Good. What does Buford think of Texas? How do you know it?
S: He believes it’s almost a different country from the US. The text tells us so.
T: How large was the catfish?
S: The catfish was almost the size of a house.
T: Why did Lester get out of the water very quickly?
S: He thought the catfish would eat him.
T: Why did Buford and Big Billy Bob laugh?
S: Because the fish is harmless but Lester was so frightened and fled so fast.
找教案 http://www.zhaojiaoan.com
Step II Listening and writing (P14)
Task Listen and answer questions.
T: Another two persons will describe this story. One is Buford, who is from Texas and believes
bigger is always better. He is speaking with one kind of Southern dialects. The other is his
teacher, Jane, who speaks standard British English. First, listen and know of standard British
English and Southern dialects.
Students listen to the tape and try to understand.
T: Now listen for a second time and answer the last two questions. Make notes while listening.
A few minutes later, check their answers.
T: A, Can you answer question5?
S: Yes. Jane, Buford’s teacher, is the second speaker. She is from Britain.
T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet
you?
S: She says “Hello”.

Step III Listening
Task 1 Listen and write the AE words.
T: Last lesson we separate some AE words from BE words. Today, let’s go on listening and write
down the AE words which have the same meanings as the BE words. Turn to page 48
LISTENING. The BE words have been written down. Read it. Then listen to the dialogue. In
the conversation, “rush hour” is the name of a popular Hollywood film.
After listening.
T: Please read your answers together. ( Write down the answers.)
Ss: pictures-movies, lorry- truck, underground-subway, sweets-candy, autumn-fall.
Task 2 Listen and write down answers to questions.
Students read the questions to find out the listening point first, and then listen to the tape to get the
answers.
T: Now the recorder will introduce a new way of English learning. Before listen to the tape, please
read the questions to find out the listening point. Make notes of the answers while listening.
Play the tape for the first time so that the students can get a general idea. The second and third
time, the students write and check their answers. Pause and repeat the key sentences.
T: Can you answer questions now?
Ss: Yes.
T: Good. What TV programme is Zhao Li listening?
S1: CCTV-9 World Wide Watch.
T: Excellent! Who would like to answer the next questions?
S2: 2. Zhao Li thinks that listening to TV programs will improve her English.
3. She thinks that Cao Ri is a good speaker. He uses American English.
4. The more listening practice you have, the better your listening skills will get, especially if
you hear variety of speakers.
5. You should be patient and keep trying. Soon you will understand more and more.
Teacher checks the answers and explains some difficult listening points if necessary.

Step IV Listening task
Task 1 Read the map and listen and find where the students come from.
T: Please turn to page 51 and read the map. What does it tell us?
S: It marks the places where English is spoken an a first or second language. Maube it is about
world English.
T: Very clever! Now six foreign students come to our class to learn Chinese, and they are
introducing themselves. Please listen carefully, and then write their names on the proper places
on the map.
It is a little difficult to finish the task individually. Teacher may do the first one with the students.
While listening, repeat the key sentences.
T: Let’s guess the first one together.
Play the tape.
T: From the first sentences and “British rulers”, we know S1 comes from India. Go on listening
and write down your answer on the map.
Students listen to the tape and write down their answers.
Teacher plays the tape twice. A few minutes later.
T: Check your answers with your partner. Listen to the tape again.
T: OK. Where is S2 from?
S: S2 is from Louisiana in the US.
T: What about the others?
Ss: S3 is from Jamaica, S4 Ireland, S5 Philippines, and S6 Singapore.
T: Very good.

Step V Homework
1. Make a short list of reasons why English is spoken in so many places around the world. 找教案
http://www.zhaojiaoan.com
Sample
Why is English spoken in so many places around the world?
English is the language most widely spoken and used in the world. Why? Industrial revolution
impelled the development of England and it colonized much of the world. English began to be
spoken in many other countries. America’s development also contributes to the extension of
English. With the development of economy, countries communicate with each other more
frequently. English is widely used and is one of the official languages of the Olympic Games and
the United Nations. People realize the importance of English learning. Everywhere in the world
children go to school to learn English. More people speak English as their first, second or foreign
language.
2. Preview page 15 Speaking. List the words that were confusing to Amy.

课后反思：本课为听力课，能依据新课程标准进行教学设计，训练和提高学生的听力水平的
能力，比较好地完成教学目标。

Book 1 Unit 3 教学设计
(1) 课题：Travel journal
(2) 教材分析与学生分析： 本单元的中心话题是旅游，通过旅游日记的方法描述旅行见闻。
Warming Up 部分让学生想象自己住在青海，要去东南亚旅游。要求他们选择三个不同的
地方并查出不同交通方式及所需费用。然后与同学讨论六个话题，使学生了解旅游的必
要手段和必须备的费用。Pre-Reading 部分的两个问题主要是引导学生向阅读部分过度；
Reading 部分“湄公河旅行日记（Journey Down the Mekong）”的第一部分讲述了王昆和
王薇梦想往湄公河做自行车旅行，并为之做准备的过程；文章的第二部分 A Night in the
Mountain 放在“语言运用部分”中，主要讲述了他们在西藏山中度过的一宿，爬山路的
艰苦和乐趣；Comprehending 部分通过回答问题、让学生填写表格在课文中找到王薇和
王昆对旅行的相同和不同看法，加强学生对课文细节的进一步理解; Learning about
Language 部分讲述了主要词汇及其运用和主要语法项目（用现在进行时表示将来）。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading
The second period: Reading: Journey down the Mekong
The third period: Learning about Language
The forth Period：Using Language (A NIGHT IN THE MOUNTAINS)
The fifth period: Listening and writing
(4)教学目标：
④ 知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、
景点、路线、交通工具（火车、汽车、轮船、飞机、自行车等）; 掌握旅游常识，
学会解决旅游中出现的一些问题; 掌握和运用本单元出现的新词汇和短语；学会向
别人告别和祝愿；掌握用现在进行时表示将来时的用法。
⑤ 过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagine you are
planning a trip. 1. What are you planning for the trip? 2. Where are you
going and what are you planning to do each day? 3. How are you getting there?
4. When you leave home, what will your family and your friends say to you?
布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅
游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。
⑥ 情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选
择旅游方式。学会写旅游日志。
(5) 教学重点和难点：
词汇： journal fare transport Vietnam finally cycle persuade
stubborn insist proper properly determine determined
altitude valley attitude shorts camp record topic
familiar brave
短语： change one’s mind give in
重点语法项目：现在进行时表将来 When are you leaving? How are you going
there? Where are you staying? How long are you staying there?
When are you coming back?
难点：1. How to grasp the main idea of the text and how to tell the host’s
attitude. 2. How to use the words and the Present Continuous Tense
expressing futurity. 3. How describe what they see and hear. 4. How
to write a short letter and how to give best wishes to sb.
(6) 教 学 策 略 ： Reading and discussion, speaking and listening, pair
work, explaining and practising
(7) 教学煤体设计： A projector and a tape recorder.
(8) 教学过程：详见以下分课时教学设计。
(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
(10) 教学反思或值得改进的地方： 见每个课时最后部分。

The first period: Speaking: Warming Up and Pre-Reading
Aims
To talk about traveling
Procedures
I. Warming up
1. Warming up by discussing
Good morning, class. Do you like traveling? Why do you like traveling? And why not?
Where have you ever been before? How did you get there? If you are given a chance
to travel around the world, what kind of transportations will you use and why? Now
look at the following pictures and discuss it in pairs.
Name of the transportations Means of transportation Reasons
by car (in a car); by bike; by plane (by air;) by train ( on a train); by bus ( on
a bus); by ship (by water or by boat);in a hot balloon; by motorbike (on a motorbike);
by jeep; by truck; in a plate

2. Warming up by looking and speaking
Now boys and girls, what do you need to take with you if you are preparing for a
bike trip along the Changjiang River? Look at the pictures and tell the whole class
which object you think is the most useful and which one is the least useful. Give
a reason why you think so.

3. Warming up by asking and answering
Now suppose you live in Qinghai. You plan to spend a holiday with a friend somewhere
in Southeast Asia. You have been given a chance to choose three places to visit.
Please find out the one-way fare to get there for different kinds of transportation.
Perhaps you may not know the exact fare, but you can guess how much the fare is.
Please have a short discussion with your partners and then decide where to go.
Ok, now I’d like you to ask your partner the following questions.

II. Pre-reading
1. Imaging and sharing
Do you like traveling along a river, a great river? What role does a river play in
people’s life? In other words, how do people who live along a river use it?
The suggested answers:
People can drink the water in a river or wash their clothes.
People can swim in a river in summer.
People can use a river to irrigate their fields.
People can use a river to produce electricity.
People can travel along a river.
2. Talking and sharing
As we all know, there are a lot of rivers in the world and also there are many great
rivers. Now look at the chart. In the left column are names of some great rivers.
In the right column are locations where the rivers lie. Please match them.
match answer
Names of River Location Names of River Location
Mekong India Mekong China，SE Asia
Rhine France Rhine Germany
Ganges Russia Ganges India
Seine England Seine France
Nile Central Africa Nile Egypt
Thames Germany Thames England
Congo Brazil Congo Central Africa
Niger China, SE Asia Niger West Africa
Volga US Volga Russia
Danube Egypt Danube Central Europe
Amazon West Africa Amazon Brazil
Mississippi Central Europe Mississippi US
课后反思：此节为口语课，教学设计的任务能较地完成，学生积极参与，分工合作。教学过
程很自然，鼓励学生开口说英语，帮助他们建立使用英语的自信。对于错误，采用跟进一个
正确表达方式的办法，既提点了学生，有保护了他们的积极性。找教案
http://www.zhaojiaoan.com

The second period: Reading: Journey down the Mekong
Aim: To read about traveling
To understand the text
Step 1. Reading aloud to the recording
Do you know what countries the Mekong River flows through? Now look at the map of
the Mekong River and point out the countries it flows through.
(China, Laos, Thailand, Cambodia, Burma Vietnam)
Ok, today we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen
and read aloud about the recording of the text JOURNEY DOWN THE MEKONG. Pay attention
to the pronunciation of each word and the pauses within each sentence. I will play the tape twice
and you shall read aloud twice, too.
Step 2. Reading and underlining
Now please read and underline all the useful expressions or collocations in the passage. Copy
them to your notebook after class as homework.
Collocations from JOURNEY DOWN THE MEKONG
dream about, take a great bike trip, graduate from, got the chance to do sth., cycle along the river,
go for long bike rides, mountain bike, persuade sb. to do sth., grow up, get sb. interested in sth., be
stubborn, know the best way of getting to places, the source of the river, care about, give sb. a
determined look, change one’s mind, at an altitude of, seem to do, the air be hard to breathe, an
interesting experience, make up ones mind, give in, a large atlas with good maps, keep doing sth.,
at first, pass through, be surprised to do sth., half of, at last, the South China Sea
Step 3. Reading aloud and understanding
Next we are going to read aloud the text and then answer some questions.
1) Who are Wang Kun and Wang Wei? (They are brother and sister, and both are college students.)
2) What was their dream? (Their dream was to take a great bike trip.)
3) Who are Dao Wei and Yu Hang? (They are Wang Kun’s cousins who are at a college in
Kunming.)
4) Where is the source of the Mekong River and which sea does it enter?(The source of the river is
in Qinghai Province and it enters the South China Sea.)
5) What can you see when you travel along the Mekong?(You can see glacier, rapids, hill, valleys,
waterfalls and plains.)
6) Is it a difficult journey to cycle along the Mekong? Why? (Yes. The journey begins at an
altitude of more than 5,000 meters, where it is hard to breathe and very cold.)
step 4. Discussing
We have got the general meaning of the passage, and we know Wang Wei and Wang Kun have
some similar and different attitudes about the trip. You may have a short discussion with your
partners and then fill in the chart.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun thinks:
1). taking this trip is a dream that comes true.
2). that they will enjoy this trip a lot.
3). they should see a lot of the Mekong.
4). that most of the Mekong will be found in Southeast Asia. Wang Wei believes:
1). they must start in Qinghai where the river begins/see all of the Mekong.
2). that they don’t need to prepare much.
Wang Kun believes:
1). it is too cold and high to start in Qinghai.
2). that using an atlas is very important.
step 5. Closing down
Closing down by answering questions
What should you do before traveling? (Before traveling, we should make good preparations, that
is, to make a plan, decide the place to visit and get enough information about the place. With full
preparations we’ll have a good time during the trip.)
What will your family and your fiends say when you leave home to travel? (When we leave home,
my family and my friends will say, “Have a good trip. /Have a good journey. /Have a good time.”)
Closing down by translating
In the last few minutes you are asked to translate some difficulty sentences in the passage.
Step 6. Assignment
Revise the contents of the passage
Complete the passage on Page 56 in Workbook
Do exercise 2 on page 57 in you exercise books.

课后反思：本节课