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全新大英第二册unit1教案waysoflearningTeaching PlanUnit 1 Text A Learning, Chinese-StyleI.Teaching MaterialsText: Learning, Chinese-Style (Para. 1—4)PPTII.Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strikea balance between theChinese and the Western learning styles) and the structure of the text (introduction by an anecdote –elaboration by comparison and contrast- conclusion by a suggestion);2. master the key language points and grammatical structures in Para. 1-4;3. conduct a serious of reading, listening, speaking and writing activities related tothe theme of the text.III.Teaching Emphasis: some new words: attach, tender, neglect. IV.Time: about 20 minutesV.Teaching Steps:Step 1: Warming upQuestion 1: Two children are given two hula hoops, a toy they are unfamiliar with.Ann is given a hula hoop with instructions on how to use it.Mary is given a hula hoop with no instructions.What kind of outcomes do you expect?Ann: Learns to keep the hula hoop in motion by moving her body in certain ways.Mary :( 1) explores the hoop and discovers it's big enough to step through.(2) Balances the hoop between two objects and practices kicking a ballthrough the hoop.How do you comment on these two outcomes? Which one do you think is Chinese style in learning?Question 2: What’s the difference between Chinese and American ways to learn to accomplish a task?Chinese:Show a child how to do sth. or teach by holding his hand.(passive receptor, teacher-based)Americans: Teach children to rely on themselves for solutions to problems. (active learner / creator, student-based) Step 2: Text OrganizationPart 1 (Para. 1-5): The Chinese staff helps Benjamin to place the key.Part 2 (Para.6-13): T he author’s thoughts about different approaches to learningin China and the West.Part 3 (Para. 14): The author gives a suggestion of a more rational approach tofostering creativity and basic skills.Step 3: Text Analysis (Part 1)Task 1: How does the author introduce the topic in Text A?In this text, the author introduces the topic by an incident / anecdote of teaching a child to place a key into a slot. (a key-slot anecdote)There are several ways to introduce a topic (theme).Stating the topic directly.Posing a question.Quoting a famous saying.Relating an anecdote or an incident.Task 2: Scan Part 1 and find answers of the following questions:(1). Where and when did the incident take place?Jinling Hotel in Nanjing, in the spring of 1987.(2).Who are the main characters in this incident?The author/narrator, his wife Ellen, their son Benjamin, and hotel staff.(3).What is the attitude of the author and his wife toward the key-slot anecdote?They let Benjamin explore and enjoy himself.(4).What is the attitude of the hotel staff toward Benjamin’s efforts?They held his hand and taught him how to insert the key into the slot correctly. Step 4: Detailed study of Part 1(Para.1—4)1. attach: fasten or join (one thing to another)attach sth. to sth. be attached toE.g. Make sure that the stamp is firmly attached to the envelope before you mail it.Match English phrases with their Chinese equivalents:adapt…to 使适应于apply to 向(某人)申请confess to 承认，忏悔contribute to 捐献, 捐赠; 有助于correspond to 相当于; 相符, 符合relate to 有关, 涉及subject to 使遭受，使服从yield to 投降, 让步2. tender: a. young; gentle and loving; sensitive; easily damaged or hurt年幼的；温柔的; 敏感的; 易受伤害的Collocation:tender plants / shoots 娇嫩的树木 / 幼芽a tender subject 软心肠a tender heart 敏感的话题tender age 年幼3. not in the least: not at all小男孩似乎一点也不怕狗。
Unit 1 Text A Secrets of A StudentsI. Warm-up Questions:1.B a s e d o n t h e t i t l e,g u e s s w h a t t h e t e x t i s a b o u t.2.L o o k a t t h e s u b h e a d i n g s,1-8,i n t h e t e x t.W h i c h o f t h e s e a c t i v i t i e s d o y o u a l r e a d y d o?I n w h i c h a r e a s d o y o u f e e l y o u n e e d i m p r o v e m e n t?3. Are there any “secrets” to your own success as a student? In other words, do you have any special study techniques, which have been very successful for you?II. New Words:III. Text-related Information1. ----S t u d y h a r d o r h a r d l y s t u d y?S o m e s t u d e n t s p l a y f o o t b a l l,a c t i n p l a y s,p l a y t e n n i s a n d e n g a g e i n m a n y o t h e r a c t i v i t i e s,b u t t h e y s t i l l g e t A’s i n t h e i r s t u d i e s.H o w e v e r,t h e r e a r e s o m e o t h e r s t u d e n t s w h o s t u d y h a r d e n o u g h b u t d o n o t a c h i e v e a s m u c h.W h y?I s i t s i m p l y t h a t t h o s e A s t u d e n t s h a v e b e t t e r b r a i n s?E d u c a t i o n a l s p e c i a l i s t s d o n o t t h i n k s o.T h e y s u g g e s t t h a t t o s u c c e e d i n t h e s t u d i e s,o n e s h o u l d a p p l y a f e w“t e c h n i q u e s”.T h e s e t e c h n i q u e s a r e t h e s e c r e t s o f A s t u d e n t s.I f y o u m a k e u s e o f t h e m,y o u c a n b e a n A s t u d e n t,t o o..S c h o o l s,c o l l e g e s a n d u n i v e r s i t i e s i n G r e a t B r i t a i n a n d t h e U n i t e d S t a t e s c o m m o n l y u s e l e t t e r g r a d e s t o i n d i c a t e t h e q u a l i t y o f a s t u d e n t’s a c a d e m i c p e r f o r m a n c e:A (excellent),B (good),C (average),D (below average), and F (failing). In the United States, work rated C or above is usually required of an undergraduate student to continue his/her studies; work rated B or higher is usually required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.. IV. Language Points:1.m a k e t h e m o s t o f—t o u s e o r e n j o y t o t h e g r e a t e s t a d v a n t a g e;t o u s e i n t h e b e s t w a ye.g.T h e l o c a l g o v e r n m e n t i s d e t e r m i n e d t o m a k e t h e m o s t o f t h e r e g i o n’s n a t u r a l r e s o u r c e s t of u r t h e r p r o m o t e e c o n o m i c a n d s o c i a l p r og r e s s T r a n s l a t e:汤姆打算充分利用学校图书馆完成他的学期论文。
Unit 1 Art is a fundamental topic in the high school English curriculum. As such, it is of utmost importance for teachers to approach the subject with the right teaching methodology. Thisarticle will provide an overview of the teaching approach, methodology, and practical teaching plan for Unit 1 Art in high school English.Teaching ApproachThe teaching approach for Unit 1 Art is focused on student-centered learning. This approach emphasizes the active involvement ofstudents in the learning process. Student-centered learning allows students to take responsibility for their own learning and encourages them to engage in critical thinking, creativity, and problem-solving skills.MethodologyThe methodology used in the teaching of Unit 1 Art is a combination of various instructional strategies designed to cater to thelearning styles of students. The following are some of the teaching strategies that can be used in the teaching of Unit 1 Art:1.Brainstorming SessionsBrainstorming sessions provide an opportunity for students to share and exchange ideas. This strategy encourages students to think creatively, develop their communication skills, and fosters critical thinking. It can also be a great way to introduce new vocabulary to students while also reinforcing previously learned vocabulary.2.Group DiscussionsGroup discussions provide a platform for students to express their opinions and engage with their classmates. This strategy fosters communication, improves critical thinking, encourages active participation, and also helps students to develop their listening skills.3.Role-playRole-play is an excellent teaching strategy that provides arealistic and engaging way for students to learn about various topics. In the case of Unit 1 Art, role-play can be used to allow students to explore different art forms and engage in creative expression.4.Project-based LearningProject-based learning is an inquiry-based approach that provides students with an opportunity to explore a topic in-depth while developing their research and presentation skills. In the context of Unit 1 Art, project-based learning can be used to allow students to explore the different art forms and create their own art pieces.Practical Teaching PlanThe following is a practical teaching plan for Unit 1 Art:Objective:At the end of the lesson, students should be able to:1.Differentiate between various art forms.2.Analyze and interpret various types of art.3.Develop critical thinking, creativity, and problem-solvingskills.e art vocabulary appropriately.5.Apply knowledge of art in real-life situations.Lesson Plan:Introduction:1.The teacher introduces the topic of art and its importance insociety.2.The teacher conducts a brief brainstorming session to allowstudents to share their understanding of art.Main Lesson:1.The teacher introduces different art forms, including visualarts, performing arts, and literary arts.2.The teacher conducts a group discussion to allow students toidentify and differentiate between various art forms.3.The teacher introduces the various elements of art, such as line,color, shape, form, texture, and space.4.The teacher conducts a role-play activity to allow students toengage in creative expression by creating their own art piece.5.The teacher introduces the different art movements, such asimpressionism, modernism, and postmodernism.6.The teacher conducts a project-based learning activity, allowingstudents to research an art movement and present their findings to their classmates.Conclusion:1.The teacher summarizes the lesson and reinforces the key points.2.The teacher conducts a final group discussion to allow studentsto reflect on their learning experience.3.The teacher assigns homework, which could be a writtenreflection of the lesson or a drawing or painting that reflects their understanding of art.ConclusionIn conclusion, Unit 1 Art is a vital part of the high school English curriculum. As such, teachers need to employ the right teachingapproach, methodology, and practical teaching plan to ensure that students get the most out of the lesson. By using student-centered learning and various instructional strategies such as brainstorming sessions, group discussions, role-playing, and project-based learning, teachers can help students to develop critical thinking, creativity, and problem-solving skills. Additionally, using a practical teaching plan that includes an introduction, main lesson, and conclusion can help to reinforce learning and allow students to apply their knowledge of art in real-life situations.。
人教新课标必修１unit1andunit2教参（新课标版高一英语必修一教案教学设计）封面扉页版权页编写人员前言（Foreword）Unit 1 Friendship教学目的和要求（Teaching aims and demands）教学建议（Suggested teaching notes）补充参考资料（Supplementary reference materials）Teaching guide for the Student's Book（学生用书教学指导）Teaching guide for the Workbook （练习册教学指导）Unit 2 English around the world教学目的和要求（Teaching aims and demands）教学建议（Suggested teaching notes）补充参考资料（Supplementary reference materials）Teaching guide for the Student's Book（学生用书教学指导）Teaching guide for the Workbook（练习册教学指导）Unit 3 Travel journal教学目的和要求（Teaching aims and demands）教学建议（Suggested teaching notes）补充参考资料（Supplementary reference materials）Teaching guide for the Student's Book（学生用书教学指导）Teaching guide for the Workbook （练习册教学指导）Unit 4 Earthquakes教学目的和要求（Teaching aims and demands）教学建议（Suggested teaching notes）补充参考资料（Supplementary reference materials）Teaching guide for the Student's Book（学生用书教学指导）Teaching guide for the Workbook （练习册教学指导）Unit 5 Nelson Mandela - a modern hero教学目的和要求（Teaching aims and demands）教学建议（Suggested teaching notes）补充参考资料（Supplementary reference materials）Teaching guide for the Student's Book（学生用书教学指导）Teaching guide for the Workbook（练习册教学指导）Unit 1 Friendship教学目的和要求（Teaching aims and demands）类别课程标准要求掌握的项目话题 Friends and friendship; interpersonal relationships词汇 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide awayset down a series of on purpose in order to face to face according to get along withfall in love join in功能 1．态度（Attitudes）Are you afraid that ...?I've grown so crazy about ....I didn't dare ....2．同意和不同意（Agreement & disagreement）I agree．I think so．Exactly．I don't agree．I don't think so．I'm afraid not．3．肯定程度（Certainty）That's correct．Of course not．语法直接引语和间接引语（I）：陈述句和疑问句1．陈述句“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．2．一般疑问句He asked, “Are you leaving tonight?”→ He asked us whether we were leaving that night．3．特殊疑问句“When did you go to bed last night?” Father said to Anne．→ Father asked Anne when she went to bed the night before．教学建议（Suggested teaching notes）一、教学内容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。
Unit Two (Book ONE)Text AI New WordsConversation:A conversation, which is informal, refers to a free and often lively oral exchange of news, feelings, thoughts, etc. between two or more persons, while a talk, which is either formal or informal, can mean a speech, a lecture, an idle chatter, or an oral expression or exchange of feelings, thoughts,etc.Examples:I had a long telephone conversation with my father.John and I had a very interesting conversation about fishing.If you make conversation, however, you try to think of things to say to someone in order to be polite, rather than because you really have something to say to him.Examples:She has had years of having to make conversation with her husband's colleagues.I hate it when you're left alone at a party with a complete stranger and you've got to make conversation.Ballgame:Note that the word may specifically refer to a baseball match in American English. Besides, in informal English, it is often used to mean a situation or activity.Examples:We are into a whole new ball game.For Chinese college students it's a totally different ball game than it was in the 1960's.Gradually:in a way that happens or develops slowly over a long period of time 逐渐地Examples:Things are gradually improving.Our eating habits are gradually changing towards a healthier diet. Startle:Startle means "surprise" accompanied by a weak feeling of fright and worry that causes one to jump or draw back:Examples:The sound of the machine-gun fire startled the pigeons. Goodness, you startled me. I thought you were in the garden.Halt:Halt is somehow different from "stop" in that it means stop for a time and is usually used with reference to activity, advance, growth, development, etc.Examples:This brought our conversation to a halt.Population growth cannot halt overnight.The policeman halted the speeding car.Handle:deal with 处理；应付Handle basically means touch an object with or hold an object in an hand or hands; in extended use, it can be followed by nouns in the abstract sense such as a problem, situation, etc. or even nouns denoting people, meaning deal with, manage, or control. Examples:Wash your hands before you handle (= touch) food.Fragile -- handle (= move) with care.I was impressed by her handling the affair all alone.An army officer must know how to handle his men.Challenge:Apart from its more common meaning of "invite or cause someone to fight or compete against one", challenge also means "to question the lawfulness or rightness of (someone or something)".Examples:He challenged me to fight.They had challenged and beaten the best teams in the world.I challenged him to a game of tennis.The journalist challenged (= questioned) the justice of the new law. What the Mayor did was never challenged (its lawfulness or rightness was never questioned).Disagree:(with) have or express a different opinion from someone else 有分歧，不同意The verb disagree can be followed by nouns denoting either a person or a particular opinion or proposal.Examples:I disagree completely with John on that issue.I strongly disagree with the decision that has been taken.Few people would disagree that something should be done to reduce the level of crime in this area.Response:Response is often preferred to answer when it refers to the setanswers to set questions.Examples:a stereotyped responseHis answer was a deep, gravely accented "Thank you, I will," as though he were responding in church.This was a question to which she did not know the answer. Original:Original is used to describe the appearance,character, or parts of something when it began to exist, or when it was first made, thought of, etc.Examples:Her original plan was to stay for a month, but she had to leave after three days.They will restore the house to its original state.Is this an original Rembrandt (= Was it painted by him)? Objection:something that one says to show that he/she opposes or disapproves of an action, idea, etc. 反对，异议Compare: objection, oppositionObjection, which often refers to sth. expressed, said or written, indicates a feeling of dislike or disapproval, while opposition, which means strong, angry or violent disapproval, implies a force of resistance.Examples:A lazy person has an objection to working.One of his objections to the plan was that it would cost too much. The government faced formidable opposition in carrying out this policy.There was some opposition to the workers' request for higher wages.Forth:Bring forth: He reached into his briefcase and brought forth a file. Back and forth: Someone was pacing back and forth behind the curtains.Responsible:Examples:A pilot is responsible for his passengers' safety.Everyone is expected to behave like a responsible citizen.He holds a highly responsible position.If someone or something is responsible for a particular event or situation, they are the cause of it.Examples:Who is responsible for this mess?Global warming was one of the many factors responsible for the worst flooding in decades.Relative:having a particular quality when compared with something else 相对的，比较的a member of one's family or relation 亲属；亲戚Examples:The merits of the two plans are relative.The head of the department is a relative newcomer.They are living in relative comfort (i.e. compared with other people or with themselves at an earlier time).His wife had to visit some of her relatives for a few days. Previous:He had children from a previous marriage.Junior:of lower rank or position; younger级别或地位较低的，年资较浅的；年少的，较年幼的Examples:At that time I was one of the most junior members of the school staff. He's been given a company car, even though he is junior to me. When junior means "younger", it is mainly used after a person's name to refer to the younger of two people in a family, especially a father and a son, who both have the same surname (abbrs. Jnr, Jrs, Jun). Examples:John Smith, JuniorRegister:record 记录，登记Cf. recordRegister usually indicates entry of certain facts or particulars into a formal record as an official requirement or process; while record implies the purpose of serving as an aid or a check to memory or as a means of supplying details unlikely to be remembered indefinitely. Examples:It is required by law to register all births.All purchases are registered in our books.The events of each day are recorded in a diary.In all recorded history, nothing like this has happened before.Suitable:Someone or something that is suitable for a particular purpose or occasion is right or acceptable for that purpose or occasion. Example:These flats are not really suitable for families with children. Snatch:get hold of (something) hastily; take in a hurry, esp. forcefully. 抓住；夺，夺得Snatch carries a strong implication of a sudden, hurried movement, often implying stealth or promptness or rudeness or roughness. Examples:The fireman snatched the child from the flames.The thief snatched her bag in the crowd.Parallel:running side by side but never getting nearer to or further away from each other 并列的，平行的Examples:The road runs parallel with the railway.The road and the railway are parallel to each other.The boys were marching in two parallel lines.Switch:change 改变，转移Switch often means change suddenly to something completely different, for example to a different task, subject, position, etc. Examples:He switched his attention back to the book he was reading.The conversation switched to a different topic.He is always switching jobs / switching from one job to another.The hostess skillfully switched the dinner table conversation to a less embarrassing subject.He didn't seem to like any of the programs and kept switching from one channel to another.I'm on duty on Saturday but I'll switch (or change) with one of the other men.II PhrasesJoin in:take part in (an activity) 参加，参与Cf. joinJoin in, which means "take part in", is followed by a word or phrase that refers to an activity, while join, which is used transitively, means "become a member or employee of" or "come into the company of". Examples:He took his coat off and joined in the work.Parents should join in these discussions.They all joined in singing the Christmas carols.Ask him to join us for lunch.He's joined the army.I joined this bank as a trainee in 1998.Come to a halt:The car slowed, and came to a halt opposite a young lady.The group of tourists came to a halt outside the museum.The economic boom came to a sudden halt.Even if / though:Even if I have to walk all the way I'll get there.Even though he left school at 16, he still managed to become a computer engineer.I was always rather afraid of men, even though I had lots of boyfriends.Just as:The expression just as is used to say that one thing happened at exactly the same time as something else.Examples:The telephone rang just as I was about to leave.The children arrived at school just as the bell was ringing.Back and forth:She swayed gently back and forth to the music.The sky became filled with birds flying back and forth.His eyes dart back and forth wildly.Knock down:If a car or other vehicle knocks someone down, it hits them so that they fall to the ground and may be injured or killed; if you knock someone down, you may hit them or push them, deliberately or accidentally, or hit them with a car or other vehicle that you are driving.Examples:A bus nearly knocked him down when he was crossing the street.He knocked his opponent down three times in the first round.He stepped aside to avoid being knocked down by a cyclist on the sidewalk.Fall apart:break; fall to pieces; end in failure 破裂；破碎；以失败告终If an object falls apart, it breaks into pieces mainly because it is weak, old, or badly made; if an organization or system falls apart, it becomes disorganized and unable to work effectively.Examples:The cup just fell apart in my hands.The nation is falling apart.Their marriage seems to be falling apart.Call on / upon:formally ask (someone) to do something 号召；请求If you call on or upon someone for something or to do something, you require, request, or demand them to give it or do it. Examples:The teacher called on his students for answers.The opposition party called on the government to handle the Middle East crisis by peaceful means.The mayor called on the people suffering from an earthquake to remain calm.Refer to:mention; speak about 谈到, 提及Examples:Although the newspaper article named no names, everyone knew it was referring to the bad behavior of the voted World Footballer of the Year.The president referred to the economic crisis in Asia in his TV statement.After all:After all is used when you are saying that something is or might be the case, in spite of things that have happened or that have been said or done.Examples:So you've come after all!Don't be too hard on him -- after all he is a child.III Difficult Sentences:1. to the point (where or of) ----to the extent that; until; up to the time when (something develops or is achieved)Examples:I studied Japanese to the point where I became a fluent speaker.I could not fall asleep unless I exercised to the point of exhaustion.2. ... just as I kept trying ..., so were my English students trying ... When you want to say that two events or situations are alike in some way, you can use the pattern just as ..., so ..., with the first clause beginning with just as, and the second with so. Inversion in the second clause is not necessary.Examples:Just as one word can have two different meanings, so two different words can have the same meaning.Just as we must educate our students for career, so we shall prepare them for life.3. I am just as happy .... = I am just as happy ... as when you agree with me.Just as ... (as) is used to emphasize the similarity between two things, two people, or two situations.Examples:She is just as fat as her mother and just as unattractive.The President said "No comment," and the other officials were just as tight-lippe4. take one's turn--have one's chance to do something after someone else has done itThe phrase often occurs in the form of take turns, meaning that two or more people do something one after the other, esp. because this is fair.Examples:The students take turns answering the teacher's questions.The kids take turns washing dishes.There aren't enough computers available, and the students have to take turns.5. .. you always know your place in line -- ... you always know when it is your turn.6. one's place in line -- one's position in a queue of people waiting7. When your moment comes ... -- When it is your turn .... Moment is used to refer to a suitable time for doing something, or a particular occasion which is very important, or memorable. Examples:If you want a private conversation with her you'll have to choose your moment.I don't intend to do it now; I am waiting for the right moment.8. watch to see -- look closely to find outsee -- vt. find out; discoverExamples:Shall I look and see who's there?I'll phone her up and see if she can come over tonight.9. .. that you are done = ... that you have finishedThe past participle done is often used as an adjective which means "finished", "completed"or"ended".Examples:Just one more question and I'm done.At last the battle was done.The entire project will not be done until next year.10. no wonderIf you say (It is) no wonder, little wonder, small wonder, etc., you mean that you are not surprised by something that happens, or that you expect that it shall happen.Examples:No wonder the Americans are not very good at football. They prefer the kind of football played with hands, the American football.El Nino（厄尔尼诺现象）occurs with increased frequency in recent decades.Little wonder there has been disastrous climate change. 11. get a western style discussion going----cause a western style discussion to be carried onget -- vt. bring (sb. or sth.) to the point at which he or it is doing somethingExamples:Can you really get that old car going again?It's not hard to get him talking; the problem is stopping him.IV Grammar Focus:1. Whoever, whatever, etc. used as conjunctionsWhoever, whatever, etc. can be used as conjunctions in the same way as the expressions no matter who, no matter what, etc. They are used to join two clauses.Examples:Please let us know no matter where (= wherever) you go.Life goes on no matter how (= however) upset you are.He complains no matter when (= whenever) his dad smokes.Please be polite, no matter who (= whoever) it is that you have to deal with.Everyone makes mistakes, no matter how (= however) wise he is. The spoilt child wants to take everything he gets his hands on in the supermarket, no matter how (= however) expensive they might be. 2. Now that used in the meaning of "because of the fact that" Now that or now is used in the meaning of "because of the fact (that)" when you want to say that the effect of something that has happened is that something else takes place, or when you want to give an explanation of a new situation.Examples:Now (that) you mention it, I do remember the incident.Now (that) I've got my own car I don't get as much exercise as I used to.Now (that) I am retired, I can read all the books I've always meant to read.She's enjoying the job more now (that) she's got more responsibility. Text BI New Words:Universal:Examples:a topic of universal interest (in which everyone takes an interest)an actor of universal appeal (liked by everyone)a universal truth (one that applies in any case)a universal joint (one in a machine which allows movement in all directions)Mandarin:Mandarin refers to the spoken language only. The word and its Chinese equivalent are both considered old use. Now it is advisableto use the Chinese term 普通话, which is referred to in English as Putonghua or common spoken Chinese.Widespread:There was widespread belief that the newspapers had not told the truthComputers are in widespread use nowadays.Billion:A billion now generally represents a thousand million (1,000,000,000) in America or elsewhere. Some dictionaries may tell you that a billion also represents a million million (1,000,000,000,000), this use is only found in rather old-fashioned British English now.Exceed:The final cost of the project should not exceed $5 million.The success has exceeded our expectations.She was fined (罚款) for exceeding the speed limit.Supplement:He supplements his income by working in the evening.The computer can supplement what has been taught in a classroom. Secondary:(of education or a school) for children over 11 years old; (to) not as important or urgent as something else 中级的; 次要的，次等的Secondary basically means "next after the first in order, rank, importance, time, etc.", from which other meanings are derived. Examples:Many older people still believe that men's careers come first and women's careers are secondary.Secondary education comes after primary education.Such considerations are secondary to our main aim of improving efficiency.Medium:(pl. media / mi:di? /) （复数）宣传工具，新闻媒介A medium is a means by which something is accomplished. Specifically, it refers to a means of general communication or entertainment in society, as newspapers or television. The plural form media (also mass media) is used to refer to the various ways by which information and news is given to large numbers of people, especially television, radio, newspapers and magazines.Examples:Words are a medium of expression.It seems that the new media are only interested in bad news.The media say(s) that the schools are full of drugs and weapons. Prevail:If something such a custom or way of thinking prevails, it is generally accepted; if something such as a proposal or principle prevails, it gains a position of controlling influence, often after a long struggle against something else.The opinion that he is a loser still prevails.Traffic:Traffic should not be confused with transportation or transport even though they may sometimes use the same Chinese word 交通in translation. Traffic mainly refers to all the cars, buses, trucks and other vehicles that are moving along a road at any one time, or to their movement, especially in towns and cities, while transportation or transport refers to the moving of goods and people from one place to another, or to the system for that purpose. (See transportation) There was heavy traffic (= a lot of vehicles) on the roads this morning.I tried to avoid the rush-hour traffic.Signal:a sound or action intended to warn, command, or give a message (to,for) give a signal （向... ）发信号The signal for a race to start is often the firing of a gun. (a sound) The police officer held up his hand as a signal for us to stop. (an action)The police office held up his hand and signalled (for) us to stop. Vessel:Vessel is used in fairly formal English to mean a ship or boat, especially a large oneCommunicate:They were trying to understand how animals communicate.We have to communicate with the chairman on this problem. School children often communicate colds to each other.Verbal:They have reached a verbal agreement (= an oral agreement)At what age do children start to communicate verbally? (= to use language to express themselves)Potential:You use potential as an adjective to say that something or someone may develop into the particular kind of thing or person mentioned, but has not done so yet. And the potential of someone or something is the range of abilities or talents that the person or thing possesses, although these abilities and talents may not be in full use yet. Examples:The book is a potential best-seller.She is widely regarded as a potential Olympic gold medal winner. Audience:Note that audience is a collective noun and is never used to refer to a single person. The plural form audiences refers to several groups of people rather than to several persons.Telex:Telex is formed by a special word-building process called blending, which accomplished by taking only part of one word and joining it to part of the other word. In the case of telex, it is formed by combining tele from teletype and ex from exchange. Similar examples are found as follows:smog (smoke + fog)chunnel (channel + tunnel)Chinglish (Chinese + English)modem (modulator + demodulator)Cable:When cable means "telegram", it is one sent abroad by means of insulated wires for carrying messages, especially those laid underground or on the bottom of the sea. The word is now mainly used in the sense of "set of electric wires".Negotiation:Negotiations are discussion that take place between people who have different interests, especially in business, politics, or international affairs, in order for them to be able to come to an agreement about something, solve a problem, or make arrangements. Manufacture:Manufacture emphasizes the making of something by labor, originally by hand but now more often by machinery. The term is applied to a making in which raw materials are used and a definite process or series of processes is followed.Indicate:Evidence indicates that the experiments were unsuccessful.The light above the lift indicated that the lift was at the fifteenth floor. As I have indicated, there is now more competition for jobs than there used to be.Origin:The origin or origins of something means the beginning of it, often referring to the causes before the thing comes into being.In-service:he in-service training of teachersThe company has started an extensive in-service training program for all its employees.Aid:Aid suggests the need of help and relief and emphasizes weakenss of the one who is helped and strength of the one who helps.The government has promised more financial aid to the region.An army of volunteers aided the flood victims.lingua francaa languages used between peoples whose native languages are different 通用语A lingua franca is a language which is used as a means of communication between groups of people who speak different languages but which is not used between members of the same group. The course was taught in German, which was the lingua franca of Basal university.Movies arc the lingua franca of the 20th century (= the way of communicating between different cultures).Slang:Slang is the body of words and expressions frequently used and understood by a rather large portion of the general public, but not accepted as good, formal usage by the majority.Most new slang words and usages appear quite naturally: they result from specific situations. New objects, ideas, or happenings, for example, require new words to describe them. Each generation also seems to need new words to describe the same old things.Some slang may eventually pass into standard speech; other slang may be popular for a time and then is forgotten. O.K. and jazz were considered slang, but they are now standard usages.II Phrases:Or so:about; or more 大致；大约You use or so when you are giving an approximateamount or period of time.Examples:There were twenty or so.We arrived an hour or so ago.Take the place of:replace 替代，替换If something takes the place of something else, it begins to exist instead of that thing.Market economy has taken the place of planned economy.Nothing could take the place of the family he had lost.Chances are that: it is likely that 可能The word chances (used in the plural) in the phrase means " possibility that something unpleasant or dangerous will happen". The phrase may also appear with the definite article the.The chances (or Chances) are (that) they'll be late as usual.The chances (or Chances) are (that) the train hasn't left yet.Serve as: be used for a particular purpose 有用，起作用When one thing serves as something else, it is used for that particular purpose, often suggesting that nothing more satisfactory is available, or suggesting that it has the effect or result of that particular thing.In the absence of anything better, the settee will serve as a bed for a couple of nights.The action merely serves as another example of the government's lack of effective measures.Text CKey Sentences:(1) go to warstart fighting a war with another country(2) head up a corporationbe in charge of a corporation(3) Imagine what you're missing!Just think what a large part of the vocabulary that you've been unable to learn!(4) families of wordsgroups of related words(5) The more you expose yourself to new words, ....The more you come across new words, ....(6)..., that's what you thought it meant...., that's the meaning you guessed from the context.(7).., that makes sense. ___... that has a meaning.(8) Take manual .... ____Take the word manual for example ....(9) And manage .... ____And take the word manage for another example ....(10) Get the powerful prefixes under your beltLearn prefixes that have a strong power to form wordsget/have sth. under one's belt -- do, achieve or obtain sth. one intends to do, achieve or obtain(11) in no time at all ....____very soon, very quickly(12) Now, you're one up on him. ?Now, you're one point ahead of him in score.(13) That's all there is to it--you're off on your treasure hunt. Whatever is to be said on it is said -- and then you start your treasure hunt for new words.。
Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。
阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。
青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。
该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。
旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。
教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。
2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。
3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。
4. 能够写一封针对解决青少年问题的建议信。
5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。
教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。
【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。
教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。
高中英语必修一第二单元教案I. Teaching Objectives1. Knowledge Objectives:- Learn about the history and spread of the English language.- Familiarize students with different varieties of English spoken around the world.2. Ability Objectives:- Develop students' reading and listening skills.- Enhance students' ability to express their opinions and thoughts in English.3. Emotional Objectives:- Cultivate students' curiosity and appreciation for different cultures and languages.- Promote students' awareness of the importance of learning English in a global context.II. Teaching Key Points1. Understanding the history and spread of the English language.2. Recognizing and appreciating different varieties of English spoken around the world.3. Developing reading and listening skills through comprehension activities.III. Teaching Difficulties1. Differentiating between varieties of English and understanding their unique characteristics.2. Encouraging students to actively engage in discussions and express their own opinions.IV. Teaching Methods1. Task-based learning: Engaging students in various activities to promote active learning.2. Audio-visual aids: Using multimedia resources to enhance students' understanding and interest.3. Group work: Encouraging students to work collaboratively and interact with their peers.V. Teaching Aids1. Multimedia resources: Videos, audio clips, and images showcasing different varieties of English.2. Handouts: Reading and listening comprehension exercises.VI. Teaching ProceduresStep 1: Warm-up (15 minutes)- Show a world map on the screen and ask students to identify countries where English is spoken as a first language or is widely used.- Introduce the topic by asking students why they think English is considered a global language.- Facilitate a class discussion by encouraging students to share their thoughts and opinions.Step 2: Pre-reading and Vocabulary (10 minutes)- Introduce key vocabulary words related to the topic, such as "lingua franca," "dialect," and "accent."- Provide definitions and examples for each word.- Ask students to use the words in sentences to ensure understanding.Step 3: Reading Comprehension (20 minutes)- Distribute the reading passage about the history and spread of the English language.- Instruct students to read the passage individually and underline any unfamiliar words.- Discuss the passage as a class, focusing on comprehension questions and addressing any difficulties.- Assign additional comprehension exercises for homework.Step 4: Listening Comprehension (20 minutes)- Play an audio clip showcasing different varieties of English spoken around the world.- Discuss the clip as a class, focusing on unique characteristics and variations in pronunciation and vocabulary.- Have students complete a listening comprehension exercise based on the audio clip.Step 5: Group Work (15 minutes)- Divide students into groups and assign each group a different variety of English to research.- Provide guiding questions to help students gather information about the assigned variety.- Instruct groups to present their findings to the class, highlighting unique features and examples of the variety.Step 6: Class Discussion (15 minutes)- Facilitate a class discussion on the importance of learning different varieties of English in a global context.- Encourage students to share their personal experiences or encounters with non-native English speakers and discuss the challenges and benefits of understanding different accents and dialects.Step 7: Summary and Reflection (10 minutes)- Summarize the key points covered in the lesson.- Ask students to reflect on what they have learned and how it has influenced their perspective on English as a global language.- Provide additional resources or activities for further exploration of the topic outside the classroom.VII. Homework- Assign written reflections on the importance of understanding different varieties of English in a global context.- Encourage students to research and find examples of unique features or characteristics of English spoken in different countries.VIII. Assessment- Evaluate students' comprehension through reading and listening comprehension exercises.- Assess students' participation and contribution during group work and class discussions.- Review students' written reflections on the importance of understanding different varieties of English.。
Unit1 SectionA（3a-3c）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Introduce oneself and greet others.(2)Key V ocabulary：name, nice, meet, too, your, Ms, his, her, and, yes, she, he, no, not(3)Target Language：①—What’s your name?—I’m Cindy.②—Wha t’s his name?—He’s Bob.③—Are you Mike?—Yes, I am.(4) Structure：What’s your/his/her name? My/ His/ Her name is …2. Ability Objects：Students can introduce themselves and greet others.3. Moral Objects：Raise learning interest of students，help them introduce themselves and make new friends in English more freely.Teaching Key Points(1) Present tense to “be”(2) What questions(3)Possessive adj. my, your, his, her.Teaching Difficult PointsPossessive adj. my, your, his, her.Teaching MethodsListening and writing methods；Pair work；Group workTeaching AidsA tape recorder.Teaching ProceduresStep 1 Revision (About 13 minutes)1. Revise the words the students have learnt from last class. (About 3 minutes)Ask students to call out the words and spell them.Grammar Focus. (About 5 minutes)Check if they have remembered the possessive adjectives such as his, her, your and my.Role-play the conversation on P2 —2d. (About 5 minutes)Encourage students to practice the dialogue again, and let them create their own dialogues.Step 2 Activity 3a. Put the words in order to conversations. (About 6 minutes)1. Do it by themselves.2. Check the answers.3. Practice the conversations in pairs.Step 3 Pair work 3b (About 6 minutes)1. Complete it by oneself.2. Check the answers.3. Practice the conversation with your partner.Step 4 Name game 3c (About 8 minutes)Rules: Every student should introduce himself or herself, but at the name time he or she should repeat all the above-mentioned classmates’ names. The winners of the game wi ll get some prizes.Step 5 Test in this part (About 8 minutes)Step 6 Homework (About 4 minutes)Now you’ve known something about introductions and greetings. Try to imagine that you are in a new place, how do you introduce yourself and greet others? Please write a short dialogue about it.Blackboard DesignUnit 1 My name’s GinaThe Second Period (Section A 3a—3c)What’s= what is name’s=name is I’m = I amHe’s =he is she’s =she is。
Lesson 2 RelaxingTeaching aims:To practise listening for specific information.To use strategies to predict answers before listening to a text.To practise expressing preferencesTo become aware of hesitation techniques.To learn about ways of dealing with stress in everyday life.Teaching difficulties: To practise expressing preferencesTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT: Today we are going to study lesson 2 relaxing. What’s meaning of relaxing?S:T: Relaxing means to rest while you are doing something enjoyable, especially after work or effort. Do you know what I say?S:T: In our life we often face all kinds of stress and worries. Think about situations in your life. Use the key works to say how relaxing or stressful they are for you. Do the exercise 1.S:T: Too much stress and worries for a long time does harm to our health, we must think of ways to get rid of them, now look at the picture, stressful?S:T: Yes, they are relaxing, these are effective ways of reducing stress.ⅡListeningT: we will listen an interview about relaxing, but before listening we do an exercise to help you understand.Do the exercise 2, You will hear the following words in the interview. Use them to complete the sentences.T: In order to live happily we must think of ways to reduce stress, do you think so? What ways do you have?T: The interview will give you some new ideas, but before you listen , read the questions carefully, try to think of possible answers.Do the excise 3 and 4Do the excise 5T: Now let me test your remembering ability, you read through the questions, answer them if you can remember any of the answers.Students listen to the cassette again and answer the questions.Do the exercise 6.T: We will listen to Mark’s dialogue about relaxing and stress. I guess maybe you will have the same feeling and experience. Pay attention to his stressful actives and relaxing actives to fill the blank.When students have checked their answers, ask them “Before exams and before going to parties what do you do to avoid much too stress?Do the exercise 7Students look at the Function File activity and see if they can remember or can guess any of the missing verbs.Students listen to the cassette again and complete the sentences in the Function File. Remind students of these words’ character: v + ving.Do the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.ⅢPractice- SpeakingIn pairs students act out a role play in which one person is not sure what to say and so uses a lot of hesitation words. For example, You borrow your friend’s favorit e CD last week. Now she ask you for it back you can’ t find it.ⅣHomeworkWrite eight sentences about yourself using the verbs in the Function File.。
Lesson 2 RelaxingTeaching aims:To practise listening for specific information.To use strategies to predict answers before listening to a text.To practise expressing preferencesTo become aware of hesitation techniques.To learn about ways of dealing with stress in everyday life.Teaching difficulties: To practise expressing preferencesTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT: Today we are going to study lesson 2 relaxing. What’s meaning of relaxing?S:T: Relaxing means to rest while you are doing something enjoyable, especially after work or effort. Do you know what I say?S:T: In our life we often face all kinds of stress and worries. Think about situations in your life. Use the key works to say how relaxing or stressful they are for you. Do the exercise 1.S:T: Too much stress and worries for a long time does harm to our health, we must think of ways to get rid of them, now look at the picture, stressful?S:T: Yes, they are relaxing, these are effective ways of reducing stress.ⅡListeningT: we will listen an interview about relaxing, but before listening we do an exercise to help you understand.Do the exercise 2, You will hear the following words in the interview. Use them to complete the sentences.T: In order to live happily we must think of ways to reduce stress, do you think so? What ways do you have?T: The interview will give you some new ideas, but before you listen , read the questions carefully, try to think of possible answers.Do the excise 3 and 4Do the excise 5T: Now let me test your remembering ability, you read through the questions, answer them if you can remember any of the answers.Students listen to the cassette again and answer the questions.Do the exercise 6.T: We will listen to Mark’s dialogue about relaxing and stress. I guess maybe you will have the same feeling and experience. Pay attention to his stressful actives and relaxing actives to fill the blank.When students have checked their answers, ask them “Before exams and before going to parties what do you do to avoid much too stress?Do the exercise 7Students look at the Function File activity and see if they can remember or can guess any of the missing verbs.Students listen to the cassette again and complete the sentences in the Function File.Remind students of these words’ character: v + ving.Do the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.ⅢPractice- SpeakingIn pairs students act out a role play in which one person is not sure what to say and so uses a lot of hesitation words. For example, You borrow your friend’s favorit e CD last week. Now she ask you for it back you can’ t find it.ⅣHomeworkWrite eight sentences about yourself using the verbs in the Function File.。
七上英语Unit1 Section A（1a—2d）全英教案I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions: Introduce yourself/ Greet people3. Target language:What’s your name?----My name’s... I’m ...4. V ocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students’ feed back: discussing in pairsStep II. Activity one (task one): making an introductionI’m Ms. Suo, your new English teacher, welcome to Ms. Suo’s English clas s. Nice to see you. I’m sure we’re going to have a great year and learn a lot of English.Activity two (task two):giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, listen to music. we can speak in English. Listening is more important. If we don’t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.Activity three (task three) giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let’s make an introduction1. Give an example:I’m Tracy, I mean my name is Tracy, and you can call me teacher Tracy.What’s your name, please? What’s his name? And what’s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:...What’s your/h is/her name?----My/his/her name’s… or I’m …...3. Ask some group to show their introduction in the front of the classHomework:1.to recite the words and expressions in starter2. to do some exercise in starterBlackboard design:The rules in English class:Introduction- to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)教学设计I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences ...My name is.../ My first name is.../ My last name is......1. Topic: Making new friends2. Functions: Introduce yourself/ Greet people3. Target language:What’s your name?/ What’s your first name?/ What’s your last name?4. V ocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What’s your name, please./ May I have your name, please?2.What’s your last name? / What’s your first name?3.If you want to show your politeness, what do you usually say when you first meet someone?Students’ feed back: discussing in pairsStep II. Learn and PracticeActivity one (task one) listen the tape and do the exercise: Section A-1b:Play theRecording for the first time. Students only listen. Focus attention on the example: theconversation numbered(1). Point out the boxes where students will write a number foreach conversation. Play the recording a second time. Students number the conversations.Sec.A-2a: Play the recording for the first time. Students only listen. Point to the boxes next to the pictures. (say: listen to the four conversations again. Write the number 1 in the box next to the people who say conversation 1, 2 in the box next to the people who say conversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the conversations. You will hear some of the names, not all of them. circle the names you hear. The first one is done for you.)Activity two (task two)Do the exercise- Sec.B-3a: Read the list of names in the exercise. Ask students to guess which names are first names and which are last names. (Tell students your given name and your family name. Explain that, in English, your given name is referred to as your first name and your family name is referred to as your last name, or surname. The family name is written after one's given name, then point to individual students and say first name or last name, asking them to respond by saying their given name or family name.) Sec.A-3b: Ask the students to choose a first name and a last name that they like from 3a.Activity three (task three) Game: This is a team game. The last student of each team is the leader this time. I’ll ask a question to the first student like this. Then, the first student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I’m Tracy. Tracy is my first name and Xu is my last name. What’s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Suo, and I’m Zhang Meng. My last name is Zhang and my first name is Meng. What’s your name?Student2: Nice to meet you, too. My name is Liu Xing. (turn back to the next student) His name is Li Lei. And her name is Tracy Suo. I’ m Liu Xing. My last name is Liu and my first name is Ying. What’s your name?At the end of the group, the leader who can tell the names as manyas he can is winner.Culture note-English names vs. Chinese names Unlike Chinese names, English names are listed with the given name first and the family name or surname second. Many people have two given names, e.g. Sara Ann Smith. The second name is called the middle name and has no real significance, unlike the Chinese second name which indicates a child’s generation. English family names are inherited from the father, and a woman’s family name changes to the family name of her husband when she marries. Chinese women do not necessarily take their husband’s family name when they marry. Many English names have and old meaning, but the meaning is not usually a consideration when choosing a name, the way the name sounds is more important. In Chinese culture, naming a child often takes five principles into consideration: the name should reflect favorable mathematical calculations, be harmonious with regard to yin and yang, and possess one of the five elements of metal, water, wood, fire, and air.Activity four (task four) Sing an English song ...The More We Get Together... .The more we get together, together, together, the more we get together, the happier we’ll be! For your friends are my friends and my friends are your friends, the more we get together, the happier we’ll be! Step III. ProductionTask one: It’s warmi ng up, the students think the questions thatteacher gives and step in the situation-...Greeting... and ...Introduction....Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting ...nice to meet you..., introduction and the first name, last name.Task four: RelaxingStep IV. Sum-up1. The whole class practices how to greet people and introduce each other.2. Learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework:1.Listen to tape of Unit12.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2; P6-1; P7 Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a; P24-1; P25 SecA-1a; P30-1,2,3.3. Review the Grammar Focus in StarterBlackboard design:。
高一年级第一单元教案全英文(总3页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除School of Foreign Languages ---- Teaching Plan外国语学院辅修英语专业校内试讲教案Course EnglishCourse book高一年级Unit to be covered Unit1 FriendshipTopic Friends and friendshipDuration40minutesInstructor Qian mengtingSchool NO.1 senior middle schoolParticipants Class 168Class size70Date October 26, 2010Teaching objectives1. Focus on language learninga)Vocabularies for describing a person, especially a friendb) Sentences for expressing your ideas2. Focus on language functionsa) Talk about friends and friendship; how to maintain a good friendshipb) Use the following expressions:I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not. In my opinion.3. Focus on language performancea)Being able /trying to use the correct words, especially an adjective word todescribe a personb)Being able /trying to use the sentence structure correctly.Teaching aidsSome chalk, blackboard.，a telephone, a photoTeaching proceduresStep One: Warm-up / Lead-in (3 minutes)T: my dear students, how are you today?S: Fine, thank you .and you?T: I am fine too. My dear students，what is important in your lifeS: money, time ,study…….T: do you want to know what is important in my life for me, I think ,the friendship is very important in my life.(放英文歌曲友谊地久天长)T: my dear students, how’s the music?S: it’s very nice.T: Yes, and does anybody knows the Chinese meaning of this song?S : 友谊地久天长T: Great .after you have listened this beautiful song, what comes to you mind first (用汉语翻译一遍)S: friendsT: Yes, friends. We know, we are human beings, we can’t live without friends. Friends play a very important role in our lives. A friend in need, is a friend indeed.Step Two: presentation (15 minutes)T: today, we will learn a new unit, unit 1 friendship. first, I’d like some of you to introduce one of your friends to us in Chinese .T:…please .（一个学生描述）T: great .can you introduce it in English?S: Yes, I can. (学生用以前初中学过的简单句型介绍完毕)T: ok, very good. But, in my opinion, it’s a little simple. I have a good friend too. let’s me introduce her to you. Please listen to me carefully.（我将呈现一张朋友的照片，并做相关介绍，一边介绍，一边呈现单词，及一些常用句型）Some words:Loyal 忠诚的 honest 诚实的 easygoing 随和的 helpful有用的Calm冷静的optimistic乐观的 pessimistic悲观的beautiful smart 美丽的 pretty 漂亮的 handsome 帅的 cute 可爱的 ugly丑的Sentences: in my opinion ......; I think ......; I believe......;（我认为……我相信……）Step Three: practice (10 minutes)T: ok, now, let us do some practice together. Group of two, and introduce your friend to your partner use the words we have learnt just know.Examples：His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……In my opinion, He /She is very kind/friendly/……T: ok. All of you have your own friends. I want to know what the qualities that good friends should have. Group of four. Please express your ideas to your groupmembers by using the sentences structures and words on the blackboard.Some questions for you to discuss: 1) do you think a good friend should bebeautiful?2) Do you think a good friend should be helpful?3) Describe your ideal friend.Step Four: Consolidation (10 minutes)T: Ok, my dear students, have you ever quarreled with your friends. WhyS: yes.(ask a student to tell his or her story between his or her friends.)T: we know friends are very important .how to maintain a good friendship (ask students to discuss)Some advices:In my opinion what you should do is only to keep your friends in your mind, to share their enjoyment when they tell you a good new, to comfort them by only several words when they experience sorrows, to drink with them, to play with them, to laugh with them, to cry with them…Assignment (2 minutes)Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.。
