高一英語說課全套(人教版高一英語說課)

高一上 Unit one good friends

Teaching aims:

1. 能力目標：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知識目標：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so. I agree. / I don’t ’s course tly.I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3. 情感目標:

a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

4. 策略目標：

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

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

Teaching steps: Period one

Step1. Warm-up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form

Name Age/hobbies/favorite sports, books, …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct. Of course not. Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B,C

Contents 自評 他評

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3.I can express myself fluently, accurately and appropriately.

4. I know more about friendship after this lesson..

5. Do you think you need to improve yourself in some aspects? Which aspects?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two Reading

ing up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.

How would you feel? What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Schindler’s List

Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

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

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

did the windows stay closed? did Anne feel? do you think of Anne?

s the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).

h sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ?

gnment

the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

2.3on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision Check the Ss’ assignment.

Step 2. Reading Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listning.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up Ss say something about making friends and how to maintain friendship.

Step 2. Listening Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you. I don’t agree with you.

Step 5. assignment Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiaodong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.

1. Ss make a list about the important information that they need.

2. Ss begin to write the letter to Xiaodong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step gnment

Do Wb writing task on page 46.

Period seven

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.

Unit 3 Going Places（說課稿） 高一上

教學內容分析

本單元的中心話題是“旅遊”，可以說這是一個世界性的時尚話題，隨着經濟發展、社會進步、人們生活水平的提高，旅遊作爲現代人的一種生活方式，越來越被更多的人們所接受與喜愛。文中涵蓋了有關這一話題的許多內容，如：“人們在旅遊中的交通方式”“旅遊點的選擇”，還有新興的旅遊方式----“探險旅遊”、“生態旅遊”等等。而所有的語言知識和語言技能幾乎都是圍饒這一中心話題而設計的。而在上這一單元時，正趕上“十一”長假到哪去的話題，學生應該比較感興趣。

Warming-up 由三部分組成：第一部分透過圖例可以看出人們旅遊過程中發生的不文明行爲；第二、三部分要求討論有哪些交通方式。主要目的在於激活學生已有的相關背景知識，引出話題，爲後面幾堂課的討論做好熱身準備，是本單元的總動員。比如：第一部分的圖例內容與eco-travel聯繫比較緊密，我就把它作爲這一課（第六課時）的匯入。

Listening提供了兩部分聽力資料。前面爲三則飛機起飛前的廣播通知；後面是寫在五張明信片上的旅遊者的自敘。目的在於透過輸入語言，掌握一些旅遊中會碰到的常用表達法。

Speaking 提供的是關於“時光機器”的資料，幻想人們可以藉助於這一神奇的交通工具，在過去、未來的時間長河裏隨心所欲地暢遊，文後設計了表格。這是一個比較開放性的話題，學生可以展開想象，結合學過的歷史、地理知識暢所欲言，能充分調動他們“說”的興趣。整個活動涉及了“聽、說、寫”多個技能，按要求完成一定的表格，使之“說”的時候更言之有物。

Reading 分爲三部分：pre-reading, reading, post-reading. pre-reading提供了與閱讀材料相關的三個問題，啓發學生預測課文內容；reading 是一篇關於探險旅遊的材料，其中介紹了hiking 與rafting，話題較新穎；post-reading設計了一些幫助學生檢測對課文作淺層、深層理解的鞏固練習。

Language study 分word study和Grammar兩部分。詞彙配對練習引導學生加深對新詞彙的理解與記憶；語法項目是讓學生進一步學習現在進行時表示將來的用法。同時要求學生掌握有關送行與表達美好祝願的話語。我對word study的處理，除了聽寫、默寫等機械性記憶外，更多的是有意地把他們分散在每堂課的指令用語與話題裏，讓學生在語境中學，在運用中學。而Grammar則滲透在reading與 writing裏學，道理也同上。

Integrating skills 部分可以說是閱讀部分的延續，寫作部分的前奏。文中提到了“生態旅遊”這一越來越時尚的熱門話題。以列表形式提供了兩個生態旅遊區的資料，讓學生稍作了解這一新名詞的內涵後，完成文中的表格填寫，算是一種mini-writing。

Writing本單元的要求是寫信。以Sue的口吻給父母寫兩封信（分別寫於週六、週日），對旅遊中已做的，正在做的，將要做的事情進行如實描述。考慮到學完第三單元，已經完成了本冊教學任務的四分之一，我在此安排了一大一小兩作文。

Tips 告訴學生寫作前要多作思考，不要急於動手。不失爲一劑寫作良方。

Checkpoint 簡要地總結了本單元的語法重點，並提供了一些例句。

從內容的編排上可以看出，編者打破了原有教材每單元分課而設的框框，代之以聽、說、讀、寫四技能爲側重點的幾大板塊。因此新教材旨在讓學生掌握一定的語言基礎知識，在分別完成四技能的基礎上，形成較好的綜合運用語言、解決問題的能力的導向，由此可見一斑。

我們教師明確了這一意圖後，在引導學生進行四技能操練時就會有的放矢，做到內容、形式、技巧三者的有機結合。當然新教材對我們教師的自身素質、備課深廣度的挖掘以及學生想象力的激發都是一場不小的挑戰。還有詞彙，如本單元新增了hiking, rafting, eco-travel等新詞，相應地詞彙要求的級別高了，語言的地道性也有了提升。還有workbook, 簡直是又一本教材，裏面提供了許多關於聽、說、讀、寫的材料與練習，一方面爲我們提供了豐富翔實的資料庫，另一方面也許也增加了我們的負荷。這是我對新教材與本單元的一點理解。

教學重點難點：

（一）重點

1． 本單元的生詞、短語

2． 有關旅遊的一些表達法

3． 掌握遊記與來往書信的寫法

4． 複習動詞的用法以及現在進行時用於將來的表達法

（二）難點

1． 動詞時態的綜合運用

2． 語法操練與語言交際活動的有機結合

3． 一些開放性話題的實現

4． 課外查閱資料的能力培養

教學目標

1． 語言知識與技能

1） 熟練掌握與話題相關的常用詞彙與表達法

2） 培養學生聽、說、讀、寫四技能的綜合運用能力

3） 使學生能就given topics較好地完成一些開放性話題

4） 培養學生使用圖書館、網絡查閱資料的能力

2． 情感態度與文化意識

1） 在有趣的話題激勵下，誘導學生積極參與，充分調動他們學習的興趣

2） 在師生互動的活動中，加強教師的親和力，增進彼此的瞭解與溝通，充分發揮情感教學的優勢

3） 在共同完成一些調查、採訪、取長補短等任務的過程中，加強團體協作意識

4） 帶領學生領略世界風光之美的同時，增強他們的環保意識

3． 學習策略

1） 興趣教學策略,其中包括對話、討論、表演等

2） 開放式教學策略，如：brainstorm, role play, given situations 等活動

3） 任務型活動策略，在做中學，在交際中進行真實運用

爲了有效地達到以上教學目的，我設計了以下六個任務：

1）The students are to discuss the means of transportation

2）The students are to describe a place they know

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

4） The students are supposed to take a virtual travel

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

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

我把本單元計劃爲六課時，Warming-up & Listening(1課時)，Speaking(1課時)， Reading(一)(1課時)，Reading( 二) (1課時)，Grammar & Writing(1課時) ，Integrating skills (1課時)，以任務爲依託，分別對聽、說、讀、寫四技能進行訓練，各有側重，但又互相結合。注重指導語篇閱讀，逐步提高口頭表達，筆頭寫作能力。

任務型語言教學的倡導者認爲，掌握語言的最佳途徑是讓學生做事情，即完成各種任務。當學習者積極地參與用目的語進行交際的嘗試時，語言也被掌握了。當學習者所進行的任務使他們當前的語言能力發揮至極點時，習得也擴展到最佳狀態。

*** 本單元的預習作業是：

1. Prepare for the dictation (words & expressions)

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

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

第一個作業迫使學生主動去掃除字詞障礙；第二個作業是第一堂課的Daily Report(每次課前五分鐘的free talk,有時教師規定話題，多數時候不限；學生自己找資料；一般一次一人，也可多人合作)；第三個作業是本單元會陸續出現的一些話題，預先讓學生有個認識，而且透過看書都可以基本解決。因此預習工作做得充分與否直接影響着上課效果，我也準備了一些檢測手段，如：聽寫、默寫，Daily report等。

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

warming-up的二、三部分與listening合在一起，側重對聽力的訓練，聽說結合。

1． 聽寫單詞，挑選的都是在後面話題中出現頻率較高的關鍵詞，其實是過詞彙關，檢查預習手段之一。

2． Daily report 兩人對話，給國外來的筆友聊聊“寧波三日遊”的安排，熟悉的話題，隨意的對話，學生會很樂意。對話中會涉及旅遊景點、交通方式等內容，學生運用不多的已有語彙就可完成。教師指令其他的學生就相關話題提問或建議，如：從市區到河姆渡不僅可以乘汽車，還可輪渡。這是一種學生間的互動，由學生來啓動課堂，有時更能活躍氣氛。也是檢查預習手段之二。

3． Brainstorming，學生列舉種種交通方式。教師在黑板上畫出一字開花圖形。

4． 引入課文上的問題：What do you have to consider before you decide which means of transportation you will use?學生七嘴八舌會答：根據路途的遠近，價格，時間，速度，安全，興趣愛好，身體狀況，舒適程度等。教師總結：就象剛纔有同學談到，到達河姆渡可以有多種途徑，考慮時間因素，可以選擇中巴，約需一小時，甚至可以打的，當然前者經濟。而從舒適的角度出發，尤其是象我這樣會暈車的旅客，可以乘船遊覽，一邊觀賞姚江兩岸風光，還可中途上岸遊玩梁祝公園，約需三個小時，但一路上非常休閒、享受。學生由此明白話題可以說得豐富多彩。

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

6． （圖表）文中的聽力材料，由兩種不同的練習構成，我採用了不同的方式。1）第一部分是三則登機前的廣播通知，較簡單。先聽磁帶，同時填寫表格，鍛鍊他們抓關鍵詞的快速反應與提取資訊的能力；聽第二遍，要求複述內容，熟悉口頭通知的格式。2）第二部分資料較長，內涵也豐富些，是五段遊客的敘述。也是播放兩遍錄音，但要求上有了點提高。學生先帶着問題聽，完成相關練習；在聽懂原文基礎上，會作某些深層次的猜測與判斷，即理解句子之間的邏輯關係。當然聽之前都留一點時間讓他們看題。

7． 接下去我設計了一個比較輕鬆的練習，是一種鞏固性練習。先聽教師念一段中文材料：坐在泰國大象的背上慢吞吞地探索山區的部落村莊；破舊的人力車拉着你穿梭於加爾各答的大街；勉強地把自己塞進在印尼當地被稱爲“BEMO”的小貨車裏；在華麗的奧斯汀牌大出租車裏伸展着四肢，目的地是歷史悠久設施豪華的內羅畢諾富克大酒店。還有呢！--乘坐只有五個乘客的小飛機飛到奧克旺格三角洲的腹地，再坐獨木舟順流而下，不遠處有看熱鬧的鄂魚；踉蹌地爬進過路的牛車上，然後舒服地躺在裝滿稻穀的麻袋中間，一邊慢悠悠地行進在顛簸的高原路上，一邊觀賞不遠處的喜馬拉雅山；在印尼的山區小鎮彤莫虹，坐上兩輪篷式馬車（當地又稱BENDI）四處遊覽，耳邊是馬蹄踏在鵝卵石路上的得得之聲；坐在裝有舷外支架的獨木舟中，沿着馬那多河漂流十英里，就可以到達世界上最好的潛水地點……

我們可以看到文中多姿多彩的交通工具,如:泰國大象,人力車,以及一種小貨車-BEMO等。讓學生記錄下來,並找到相應的英文。讓他們在不知覺中再次鞏固、拓展話題中的某些用語，也開啓他們的思路--原來還可以這樣旅遊！激發他們探索的興趣與想象力。中文素材在這裏雖有些不協調，但目的只有一個：讓學生熱起來。手段是爲目的服務的嘛，允許偶一爲之（但正式上課時我會考慮用英文）。當我問道：Do you enjoy such kind of traveling? Why? 我就會得到水到渠成的回答: 當然。（因爲varieties, fun, imaginative, curious, exciting）。

聽的表現形式：學生與學生的對話；聽錄音；聽老師的口頭材料

8． 建議：Workbook裏的listening 是前面課文的延續，是一則很好的聽力鞏固練習。如有時間，可以放在課堂上，或者替換剛纔的中文材料；也可用於早上的聽力課。

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

這堂課可以說是前一課時的延續，側重於“說”，聽與說的結合。聽與說始終是一對孿生姊妹，沒有說就談不上聽，沒有聽就不會有說。

1 Daily report 學生將會描述一次印象深刻的旅遊經歷。對於自己熟悉的東西，尤其是經歷過的事情，他們容易言之有物，且語言會生動。

2 （圖片）過渡到文中要介紹的A Time Machine(時光機器)--人們想象中一種神奇的能夠穿越時空的交通工具，藉助它，人們可以回到過去，飛向未來。讓學生簡單瞭解“時光機器”的性能後，我設計的一個小任務是：想象中你乘着“時光機器”來到了某地，請描述你看見的情景。有兩種形式呈現：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分組進行。

學生在所學的歷史、地理知識幫助下，展開聯想。描述中，也許來到中世紀時鬥牛士曾角逐其間的羅馬圓形劇場，也可能出現去探訪未來太空加油站的情景。分別選取一組作彙報。

3 （圖片）A word game, 爲了幫助學生更準確、生動地進行描景狀物，帶動他們先做一個看圖找詞的輔助練習，以豐富他們的詞彙量。是關於各種地貌形態與氣候現象的一些常用詞。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列詞不是一一對應，剩下的詞讓學生想象會是怎樣的畫面。

4 其實，以上每個任務的設計都是爲接下來的中心任務服務，現在進入實戰練習。請描述一個你曾經到過的/你熟悉的地方。“I know a place”

完成步驟：

1）教師首先描述自己的一張照片。這樣把自己放在與學生平等體系裏，更能調動學生參與的積極性。

2）每人在組裏展示在旅遊地拍攝的風景照/明信片（想象景中有你）（事先準備好），帶着以下問題，先讓同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作補充，即取長補短。

3）互相討論並由對方記錄所描述的內容。

4）口頭彙報 應該是一堂比較精彩的彙報活動課，整個過程聽、說、讀、寫結合。再次強化合作意識。

本堂課的目的是：培養學生有條理地描述個人體驗和表達個人的見解和意願的能力；培養他們傳遞資訊並就熟悉的話題表達看法的能力

盡最大可能讓學生開口，說錯了有機會改正，說得粗糙可以完善，重要的是誘發出他們那股初生牛犢不怕虎的衝勁。我們做教師的難點之一也許在於把握時機，以免一不留神壓制了他們說的渴望與積極性。我想這也是我們現在大力提倡形成性評價的原因，多棱面地激發學生的學習興趣。

5. Homework: through the material on P98 in WB

know what an adventure travel is

其實是兩個軟性作業，鞏固今天剛學的，預習明天要學的。

Unit 3 Going places

Teaching aims and demands

Topics 1. Make a plan for a trip

2. Tip on trip

3. Design an eco-travel for the local tourism

4. Travel on holiday and write postcards

Function 1. Intentions and plans

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

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

2. Wishes

Have a good trip. Have a nice/pleasant trip

Words

and

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

normal excitement adventurous handle similarity particular poison

separate combine task

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

as well as

Grammar Present continuous tense

1. 描述或表達目前正在發生的事情或出現的情況。

Adventure travel is becoming more and more popular.

Look! He is waiting at the gate.

2. 描述或表達他人或自己的計劃、打算。

Bob is coming with me to the airport.

How are you getting there?

How long are you staying in Xi’an.

Arrangements Period 1:Warming up and speaking

2/3:Reading

4:Language study and grammar

5:Integrating skills-Reading

6:writing and tips

Title

Period 1 Warming up and speaking

Teaching objectives

Students will learn about means of transportation.

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

Teaching

Keys and

Difficulties

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

Sentence structure: No smoking.

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

Teaching

Procedure

Step 1 Warming up

I. Questions and answers:

1) Do you like traveling?

2) Which places have you traveled before?

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

4) What have you considered taking before traveling?

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

II. Talk about the pictures

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

1) He is driving too fast.

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

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

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

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

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

Situation1: from Shanghai to London

Situation2: from Chongqing to Chengdu

Situation3: from Beijing to Guangzhou

Situation4: from Dalian to Qingdao

Teaching

Procedure

Step 2 Speaking

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

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

1) Where would you prefer going?

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

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

III. Choose some pairs to act out.

Step 3 Homework

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

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

Evaluation

（三）（四）兩課時主要側重於閱讀能力的培養，教給學生多種靈活多變的閱讀方法。引導學生開展任務型閱讀，以任務爲依託，激發學生參與主體，從篇章中準確、高效地獲取知識與資訊。

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

1 Daily report

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

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

學生可能會有許多發散性的回答：想與衆不同；挑戰自我；追求刺激；滿足好奇心；探索奧祕等等；

教師不必忙着下結論，誘導他們從書中去尋找答案，激發他們探究的興趣。

3 （圖表）填寫文中表格，或者利用下面圖示，透過careful-reading，瞭解、比較Hiking和Rafting兩種冒險旅遊的異同，使學生獲取的資訊條理化，有助於正確理解課文的基本大意。

4 在閱讀過程中，引導學生根據上下文或詞綴知識，猜測詞義（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解進行時表將來用法，再舉例說明，加以鞏固。在這裏我只要求學生能辨別、歸納這一語法現象。記得有位語法大家這樣說：閱讀是語法習得非常重要甚至一個必須的手段，在具體語境中才能把語法學好。

5 設定開放性話題，深化閱讀內容。先是討論：

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

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

我希望他們不僅談論太空旅遊的驚險刺激，更要誘導他們意識到人類在探索太空奧祕的過程中所付出的巨大犧牲與代價，如“挑戰者”號，“哥倫比亞”號災難性的墜毀，等等。

6 角色扮演（role-play），分組進行，讓學生在表演中活化所得的知識與資訊，實現交際活動。任務是：

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

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

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

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

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

這是第一個閱讀任務，在於加深對詞彙的理解以及掌握一些閱讀技巧，促進下一步活動的開展。

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

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

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

上節課我們對探險旅遊有所瞭解，接下來我們來模擬組織一次類似的探險，由教師提供課外補充材料（配圖）。

閱讀方法有所變化，而且要在閱讀的基礎上進一步交際活動，進入模擬真實的交際語境，在解決實際問題中加強口頭表達能力。

1 先是作Daily report，兩位學生談論有關冒險的話題，以承上啓下，照例由下面學生自由發問，兩位學生主答，使討論的話題更充分。

2 （圖片）看圖預測閱讀內容 教師展示四幅不同地方的地形地貌圖，讓學生描述：What place is it like? 並猜測：Where is it? 最後才被告知，這四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.這樣做可以增設懸念，增加趣味性。也是在做一種無字的閱讀。

3 教師先問：Where would you like to go? 接着投票，四（圖）選一，按興趣重新分組，當然人數太懸殊的話，動用教師的權威平衡一下，使參與者更有目的性。現在發給每人帶有解說詞的紙條--與手中圖片相匹配，同組內容相同。學生先個人通讀資料，再加入小組討論，取長補短，由其中一人（擔任secretary）記錄討論結果。討論的話題是（板書）：

--Why do you go there?

--What is it like?

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

--What can you do there?

--What will be your challenging about your trip?

4 整合閱讀與討論獲得的資訊，內化成口頭表達的能力。展示的形式有二：一、表格填寫，利用幻燈打出並講解；二、口頭報告。

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

班級評價：Which group is the best one?

應該是一堂比較精彩的彙報活動課，整個過程聽、說、讀、寫結合。再次強化合作意識。

第二個閱讀任務也結束。

Title

Period 2&3 Reading

Teaching objectives

Students will improve their reading skills (skimming and scanning)

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

Teaching

Keys and

Difficulties

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

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

Teaching

Procedure

Step 1 Lead-in

I. Have a discussion with your partner:

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

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

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

Step 2 Presentation

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

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

Step 3 Reading

I. Fast reading

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

II. Careful reading

Try to fill the forms below:

1)

Why do people travel?

1. to see

2. to meet

3. to

4. o

5. to

6. to

7. to

2)

What can you tell about hiking from the passage?

1. the basic equipment

2. the places to travel

3. activities

Teaching

Procedure

3)

What can you tell about rafting from the passage?

1. the basic equipment

2. the places to travel

3. activities

III. Read aloud the text

IV. Retell the text according to the chart.

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

Step 4 Post-reading

I. Do multiple choice on Page 18

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

Step 5 Consolidation

Put the following into English:

1) 冒險行爲正變得越來越流行。

Adventure travel is becoming more and more popular.

2) 散步是鍛鍊身體的一種好的方式。

Walking is a good way to take exercise.

3) 接近自然

get close to nature

4) 提防危險

watch out for dangers

5) 保護自己免受太陽照射

protect oneself from the sun

6) 小心別碰在岩石上

be careful not to hit rocks

Step 6 Practise

Finish Part 1 in vocabulary on Page 99.

Step 7 Homework

I. Review the text.

II. Preview the part of grammar.

Evaluation

(五)(六)兩個課時,其實都是寫作課。前者是語法與寫作的結合，側重練習同步寫作，難度不大；後者是閱讀與寫作，往解決實際問題的交際性寫作方向努力，要求較高。還有每堂課的聽、說、讀任務的完成過程中不僅含有一些小小的寫作練習，如：make notes, complete sentences, fill in the form等，而且許多的討論、對話都是很好的口頭寫作練習，而正是這些活動爲後面遊記與書信的高質量完成作好了準備。使寫作成了言之有物、有章可循的環節，而不是放任學生。把寫作作爲語言教學課的中心之一，使其成爲一種對語言的總體學習有重要作用的創造性活動。

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

1 Grammar 部分文中設有一個簡單的對話，我不準備做語篇處理，只把它作爲學習語法的媒介與引子。先播放錄音，讓學生把握文中人物的語音語調；再分角色（Jane 和Betty）朗讀文章; 接下去分組討論不同的任務。

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

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

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

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

2 教師作補充，落實任務要求。我覺得在初中階段學過的一些簡單語法現象，再次在高中課文中出現，並要求學生掌握要求時（如本單元的多種時態混用與現在進行時表將來的用法），教師不必太費口舌，只需引導學生作好辨別、歸納工作。而且讓學生自己歸納，培養他們自主學習與探究的能力。其實在此老師僅舉兩個句子就可以讓學生明白這一用法：

--What are you doing?(現在進行表某動作正在進行)

--What are you doing tonight?(現在進行表將來)

重要的是在語境中的反覆運用，在用中學。

3完成書中第二個練習的造句，讓學生在比較中瞭解動詞的過去時、現在時與將來時的用法。爲接下來要寫的遊記與旅遊書信打下基礎。

4把後面的writing部分提前，原來是毫不相干的內容，我用下面一段話把他們做了連結，這段話是：

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

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

顯而易見，文中會大量地用到剛纔操練過的幾種時態。本單元的寫作要求是完成a travel letter, 具體任務是：一信寫於週六，另一信寫於週日。爲求變化，我做了一點小小的更動。考慮到日記與書信的時態要求差不多，我把兩封信換成一信、一日記。這樣學生可以多一種文體的練習，不僅同樣完成要求的寫作任務，還跳一跳，摘到了桃子 -- 學習了日記的書寫。

5文章的修改。步驟爲：a) 每人在規定時間內獨立完成 b) 與同伴交換習作，互相評改，取長補短。學生在進行討論、寫作與互相評改的過程中，教師可在課堂上來回走動，以提供必要的幫助。我想文章要寫，更要改，讓學生自己改，更能充分調動他們參與的主體性與創造性。

6挑選不同文體的各有特色的幾篇優秀習作，點評；同時可以比較一下日記與書信兩種文體的異同，最後張貼在教室後的優秀習作欄，以方便更多同學的參與評改和激勵他們寫作的積極性。

7課後完成Wb裏的跟課練習，對一些重要句型與語法的操練。

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

前面的鞏固性寫作（同步寫作）與評改使本課的交際性寫作蓄勢待發，但還是要先作好閱讀。

1 Daily report 我框定的範圍是想象Sue 在講述（也可與人對話形式）旅遊中發現的一些不文明現象。由此引入課文。

2 做warming-up部分的練習1：作picture-talking, 看圖完成句子，說出人們的不文明行爲。

3 轉入Integrating skills提供的關於eco-travel 的閱讀，先是完成eco-travel 這一概念的理解。

1) 作爲閱讀材料，我先設定懸念，問：What is an eco-travel/tourism?在此提供兩個詞彙（Hints: ecology 生態學 ecologist生態學家）幫助學生運用詞綴知識猜測大概意思，接下去快速找讀（scanning）得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)

2) 再細讀（careful-reading），透過走訪兩處生態旅遊區，使學生對“什麼是生態旅遊”有了形象的認識，爲後面的調查報告作鋪墊。因而學生也可以毫不費勁地回答：What’s the difference between normal travel and eco-travel?

4 換位思考（role play），讓學生從另一角度去熟悉課文材料。

Suppose:

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

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

到此，學生應該已經很熟悉文中的材料，爲下文的further discussion與課題（project）的完成埋下伏筆

5 survey& project 教師趁熱打鐵隨即點道：生態旅遊是門新興事業，國外開發較早較成熟。相對來說，我們只算得上剛剛起步，因此，許多所謂的生態旅遊區只是吸引遊客的一個賣點，沒有實際內容。鑑於以上事實，請你選定當地或你感興趣的某旅遊點，進行調查，可以參閱報刊雜誌、國外網站的相關連結，向有關政府部門寫一封建議書，內容包括以下三點：

1） 某旅遊區現狀如何

2） 目前存在的問題

3） 提出一些建設性的意見

這個課題有一定的挑戰性，也需要時間，可以作爲週記課外去完成。有條件的班級，程度好的學生應該能夠接受並努力去完成；在三個問題的幫助下，程度稍差些的學生不妨由小組共同製作一份簡單的單頁報告（leaflet）（如圖）。

這一活動主要培養學生利用圖書館、網絡等渠道查找所需資訊，解決實際問題的應用能力，也可以再度加強羣體合作意識。把課堂英語教學延伸到課外，使之與學生實際生活結合起來。

教學評價：爲了更好地督促與改進教學活動，我用了多種形成性評價手段：聽寫，默寫檢測學生詞彙量的掌握程度；小組活動比賽評優，作文張貼，教師的點評等。我參考了南山外國語學校的評估測試，設計瞭如下一份口頭表達評估表

Assessment of Oral Presentations

Speech Value Scores

Volume 2

Pronunciation 3

Intonation 2

Fluency 2

Eye contact 2

Interesting 2

Main plots 5

Other aids 1

Timing 1

Total 20

單元結束將設一個單元自查測試，檢查學生對知識的掌握程度。

Title

Period 4 Language study

Teaching objectives

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

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

Teaching

Keys and

Difficulties

Sentence Structure: When are you going off to…?

Grammar: the present continuous tense for future action.

Teaching

Procedure

Step 1 Revision

Make up sentences with the following words or expressions:

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

Step 2 Word study

Match the words and phrases with the right expressions.

Step 3 Grammar

I. Read aloud the dialogue.

II. Underline all the verbs that express “future ”

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

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

Step 4 Consolidation

Revise the tense of the verb by doing Part 2.

Step 5 Practise

Finish Part 2 in vocabulary on Page99.

Step 6 Homework

I. Talk about your travel experience.

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

Evaluation

Title

Period 5 Integrating skills

Teaching objectives

Students will read and understand eco-travel

Students will produce their plan for travel

Teaching

Keys and

Difficulties

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

by + doing

Unit 4 Unforgettable experiences

學習目標和要求

1． 學習和掌握以下單詞和習慣用語

1) 單詞

seismograph; Howard; king; King Tut; Hank Stram; Anna; Kathy; receptionist; Hilton; disaster; finally; rescue; Flora; roar; mass; advance; upon; seize; swallow; drag; struggle; fight; flow; shake; stair; crack; tower; national; deadline; fear; opportunity; Kevin; article; publish; Buddha; agent; toothbrush; book; temple; touch; naughty; note;

2) 習慣用語

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

2.功能意念項目

學會用英語談論過去的經歷（包括人、物及事件等等）。

3．語法

1）複習定語從句，學會使用關係代詞who, whom, whose, which and that 的用法。

2）複習形容詞和副詞的用法。

4．語言運用

運用所學語言，圍繞難忘的經歷這一題材，完成教科書和練習冊中所規定的聽、說、寫的任務；閱讀課文“Unforgettable experience”, 確切理解並完成有關課文內容和練習；並練習寫一篇有關難忘的經歷爲題材的文章。

Lesson plan presentation

SEFC B1A Unit 4 Period1

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

1. The theoretical basis

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

2. Understanding of the teaching material

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

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

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

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

I) Knowledge objectives

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

II) Ability objectives

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

III) Moral objectives

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

3. Teaching methods and studying ways

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

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

hing procedure

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

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

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

Step (2) pre-listening (3 minutes)

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

Step (3) listening (15 minutes)

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

Step (4) speaking (20minutes)

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

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

Step (5) summary and homework (2 minutes)

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

And below is the homework:

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

(2) Preview the next lesson

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

5. Blackboard work

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

Answers to listening part: suggested answers to speaking part homework

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

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

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

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

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

高一上 Unit 5 the Silver Screen

一、教學內容分析

(一)、知識背景及新課程、新教材

本單元圍繞the Silver Screen(影視) 這一主題開展聽、說、讀、寫多種教學活動。影視作爲人類文明的一大體現，作爲當今社會人們主要休閒、娛樂方式之一，是一個非常貼近生活、具有時代性、可挖掘性的教學主題。

本單元所選的語言素材涉及中外名片、著名演員、著名導演， 具有典型的時代氣息，有利於學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習中文影視文化有利於“拓展學生的文化視野，發展他們跨文化交際的意識和能力”；在利用現代教育技術觀看影視片斷、影視海報的教學過程中，“拓寬了學生學習和運用英語的渠道”；同時本單元的教學對教師本身的中外文化修養、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發展對英語課程的要求的“與時俱進”的理念和思想。

（二）、教學重點難點

1. 語言知識重點與難點

（1）.關係副詞引導的定語從句和介詞+關係代詞引導的定語從句

（2）與影視相關的詞彙

（3）有關發表個人觀點的句型、結構

2. 綜合知識重點與難點

（1）.對國外著名影星、導演及他們作品的瞭解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以擴大學生知識面、文化視野。如何填補學生這方面知識缺乏的資訊溝。

（2）.對國內著名影視導演及他們代表作品的瞭解。如何設計任務讓學生從課內知識到課外知識的連結。

（3）.對影視界名人及電影的評價（comments）如何寫影評（review）。

二、教學目標

（一）.知識技能

1. 學習、掌握關係副詞when，where.，why 引導的定語從句及介詞+關係代詞引導的定語從句。

2. 學習掌握一些有關影視的詞彙：

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

掌握其他一些課文中涉及的詞彙：

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

3. 學習掌握一些用於討論、評價電影的結構句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

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

4. 提高學生語言聽、說、讀、寫的能力及扮演角色、編寫劇本、撰寫影評等的綜合語言運用能力。

（二）. 情感態度

1. 學習幾位著名影星、導演執著於藝術、獻身於藝術的敬業精神和對人類藝術的巨大貢獻。

2. 從Keanu Reeves 艱辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我們可以學習到：要成就事業需付出辛勤勞動，要有持之以恆、堅持不懈的恆心與毅力。

3. 透過學習國外著名影視界人物，培養學生了解、尊重異國文化，體現國際合作精神。

4. 透過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。

（三）.學習策略

1. 認知策略

能總結定語從句的結構規律，並加以應用；在學習中藉助電影海報圖畫、圖表等非語言資訊進行理解或表達。

2. 調控策略

利用影視資源，主動拓寬英語學習渠道，創造和把握學習英語的機會；積極參與採訪、表演、調查等英語學習活動。

3. 交際策略

充分利用採訪、表演等真實交際活動提高用英語交際的能力，在其過程中能借助手勢、表情等非語言手段提高交際效果，能克服語言障礙，維持交際。

4. 資源策略

透過瞭解影視知識，獲得更廣泛的英語資訊，拓展所學知識。

（四）.文化意識

1. 瞭解英語國家影視界藝術家的成長經歷、成就和貢獻。

2. 透過學習，瞭解世界著名影視文化，培養世界意識。

3. 透過中外影視文化對比，加深對中國影視文化的理解。

三、教學步驟

(一) Warming up

這部分的重點是引出本單元的話題---電影，瞭解學生對電影的熟悉程度並充分發揮學生的想象力。同時訓練學生說的能力。

活動步驟：

1．師生互動：教師提一些問題如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此過程中教師可展示一些學生熟悉並喜歡的名演員、名片的海報，從視覺上激發學生對本話題的興趣。

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

3．班級活動：向班級其它同學描述本小組所選圖片，其他同學可給出不同意見。

（二）listening

本單元的聽力是培養學生捕捉特定資訊的能力，並讓學生熟悉interview這種形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活動形式：

1． 師生互動：教師設定開放性的問題，進一步啓發學生思考，併爲過渡到聽力部分做準備。問題可設定爲：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 學生各抒己見，金錢、榮譽、名氣，成爲公衆人物後帶來一個問題They received a lot of interviews。

2． 小組活動：教師引出問題What questions will you ask when interviewing an actor?透過小組討論，收集儘可能多的問題，一方面讓學生預測聽力中可能會出現的問題，同時也對interview這種形式有所瞭解。

3． 班級活動：完成聽力練習

（三）Speaking

本單元說的任務是利用閱讀所得資訊開展對名演員的interview,從而提

高學生在真實語境中的交際能力。教師還可讓學生嘗試當演員，從而對

演員的職業有所瞭解並增加學習趣味。

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

活動形式：

1、 師生互動：教師可設定問題了解學生對電影大獎及獲獎演員的瞭解程度，爲接下來的兩位演員的介紹作好鋪墊。問題可爲Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1． 班級活動：教師可爲學生播放分別由Meryl streep和Keanu Reeves主演的電影Out of Africa《走出非洲》和 speed《生死時速》片段，並可展現他們主演的其它電影的海報，讓學生在視覺上對這兩位演員及他們的表演有所瞭解。

2． 個人活動，但先把學生分成兩組，分組閱讀，然後完成下面表格中的資訊。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3． 小組活動：選兩位學生，一位當主持人，一位當Meryl streep/Keanu Reeves，其他同學充當觀衆，模仿央視“藝術人生”的形式作一訪談，要求主持人留一些時間給觀衆提問。

4． 師生互動：教師可引導學生討論下列問題：

1） Why are they so popular and successful?

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

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

6. 小組活動：教師播放電影“home alone”《小鬼當家》片段，將原聲消去，讓學生分組給出對白及表演，最後可讓學生互評哪一組做得最好。

(四) Word Study(提前)：

本單元詞彙學習的目的主要是讓學生掌握一些與電影有關的詞語如studio、follow-ups、award、script等，對學生而言，有些生疏，因此教師可給出一些視覺上的幫助。

教學形式：

師生互動

在教學過程中，先利用圖片，實物等教具對學生進行直觀的教學，使之有更清晰的認識後，再輔之以語境，利用語境來推測詞義，達到猜詞的效果。如給出The Matrix和The Matrix Reloaded的電影海報，學生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。透過這樣的鋪墊，學生在做第七小題時，只要利用好文中的線索Speed II, Jurassic Park III就可以輕而易舉的得出follow-ups。

（五）Pre-reading

此部分的關鍵在於讓學生了解如何製作電影，尤其是透過瞭解電影的制

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

活動形式

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

need to invite?透過此問題引出電影製作過程中所需的各種角色，如photographer, actor/actress, editor, director等等

2．小組活動：

1）教師可設定這樣的討論題：What part would you like to play in making a film?根據選擇分組，讓他們討論選擇各角色的理由。同時討論各角色在電影製作中所做的不同工作。透過討論，學生不難發現，在電影的製作過程中，導演起了非常關鍵的作用。

2）根據所選的各種角色交叉分組，發揮各自的作用。

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

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

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

c. Write a short dialogue and act it out

（六）reading

本篇閱讀材料是人物傳記，介紹了著名導演Steven Spielberg 的成長經歷以及他的主要成就和作品。透過文章的學習，旨在瞭解西方的電影文化背景以及學習名導Steven Spielberg的那種對自己的事業堅持不懈、孜孜以求的精神。

活動形式：

1．小組活動

分別給出閱讀材料中提到的五幅電影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的圖片，把學生分成不同的小組，對圖片進行預測，各個小組根據不同的圖片猜想影片的大概內容及主題。

2．個人活動

快速閱讀課文的Para3-5 , 查找出有關這5部電影內容和主題的信

息，並覈對與自己猜想是否相符。

3．個人活動

閱讀並查找有關Spielberg的資訊：

1） When and where was he born?

2） When did he start making films?

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

4） What was his dream?

5） What did he study?

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

7） What does Spielberg owe his success to?

（七） Post-reading

該部分可分成兩塊，其中第二塊內容可以提前到閱讀中去完成，也可在讀後總結，當學生讀完影片內容時，可以根據自己的理解寫出五部影片的內容是什麼（寫嘗試應用定語從句，體驗定語從句的結構）。第一塊（Questions）中第1，3，5三個問題比較難，從文中直接找不到答案，也是學生理解上需要昇華的部分。可以透過分組，讓學生討論來理解這幾個問題。讓學生領會以下幾點：1）、英語作爲工具的重要性 2）、不懈努力、持之以恆 3）、成功需要家人的支援，合作、互助精神。

（八）Language study

這部分的重點是學習掌握關係副詞when，where，why 引導的定語從句及介詞+關係代詞引導的定語從句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活動步驟：

1． 師生互動：教師提一些問題如What Chinese directors do you know?

What are their well-known films? 在此過程中教師可展示一些學生熟悉的國內知名導演的海報，從視覺上激發學生的興趣。然後談論某個導演及他的代表作品，引出定語從句。

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

2．小組活動：教師選取幾副大家熟悉的國產大片的電影畫面，要求學生進行小組討論，分別來自什麼電影，他們的男、女主角（main actor/actress）分別是誰。然後用定語從句知識來談論。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班級活動：給出幾副圖片及幾個關鍵詞（key words），用所學定語從句來描述圖片。如：

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

4．大組活動：全班以座位爲單位分4大組，開展競賽。1）小組討論，兩人一組，一學生創設一個情景並給出2-3個關鍵詞，另一名同學用定語從句進行描述。2）班級活動；結果彙報，教師記錄，看哪個大組能正確描述的情景最多。教師給出評價。

（九）Integrating Skills

該部分主要閱讀張藝謀的影片Not One Less並學習如何評價電影及寫影評。Task: Make comments on films and write reviews about them.

1. 師生互動：教師可設定問題了解學生對張藝謀及其主要作品的熟悉情況，爲接下來閱讀Not One Less 作鋪墊。問題可爲 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同時呈現張的有關資訊表格，爲後面的Survey 作鋪墊。透過提問談論《一個也不能少》有關情節，爲閱讀作鋪墊。

2． 個人活動：閱讀Not One Less ；回答問題，填寫資訊表。

3． 班級活動：學習寫review 的有關建議。並以Not One Less 作爲例子寫影評一篇。

4．個人活動：Survey--Your favorite director and his film in china

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

6．個人活動：模仿前面所學，寫一篇影評 My Favorite Film

7．兩人活動：交換作文，從影評內容、時態、單詞拼寫、所用詞彙等方面相互交流、修改。

8．班級活動：推薦一名學生在班上交流所寫影評。

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

一．教材分析

我授課的內容屬於人教版高一英語(上)第五單元，是這一單元的第五課時。本單元圍繞影視這一主題開展聽、說、讀、寫多種教學活動，涉及“電影明星”、“著名導演”、“介紹熱門電影”、“初學寫影評”等。影視作爲人類文明的一大體現，作爲當今社會人們主要休閒、娛樂方式之一，是一個非常貼近生活、具有時代性的教學主題。

正如新課標中所提：學習中外影視文化有利於“拓展學生的文化視野，提高他們的中外文化修養。”同時本單元的教學對教師本身的影視廣闊的知識面及文化修養等方面有非常高的要求，體現了師生共同更新知識結構、適應現代社會發展對英語課程要求的“與時俱進”的理念和思想。

二．瞭解學生

1．在學完閱讀部分的傳記體文章後，要求學生課外蒐集張藝謀個人資訊，作爲這節課的每日報告。

2．學生剛從初中升入中專一年級，口頭表達能力不強，知識面不夠廣泛，因此要多鼓勵他們用英語大膽地說，大膽地寫出自己的觀點。

三．教學目標

由於這一節課的主要任務是在閱讀的基礎上寫一篇影評，因此我確立了以下幾點教學目標：

知識技能方面

1．學習掌握一些用於討論、評價電影的結構句式。

What is the film about?

Does the film have a happy ending?

How do you feel about the film?

The film … is about …

I like /don’t like this film because …

2．提高學生語言聽、說、讀、寫能力以及寫影評的綜合語言運用能力。

情感意識方面

3．透過小組活動，指導學生積極於人合作，積極與人交流，培養他們的團隊合作精神。

4．透過學習影片，增強學生的愛心與同情心，培養學生關心他人，關心教育，關心社會的意識，引導他們珍惜時間，珍惜生活

這節課的教學重點是訓練學生的寫作能力，學會寫影評，對影視界名人及電影發表自己的觀點。

這堂課的教學難點在於透過學習，提高學生的聽說讀寫綜合能力。

四．教學方法

1．任務型教學法

這篇文章內容易懂，我設計了一些任務，透過感知、體驗、參與和合作等活動方式，使學生的主體地位得到充分體現。例如，要求學生閱讀文章，填寫資訊表。

2．多媒體教學法

這一單元以影視爲主題,利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容,提高課堂教學效率,增強學生學習興趣.

3. 問答式教學法

學生通讀全文填寫表格後,採用問答教學,讓學生抓住文章主要內容,同時訓練他們的口語.

五. 教學步驟

1 每日報告

根據課前佈置任務，要求學生課外蒐集有關張藝謀個人資訊，填寫表格，在本節課上介紹。

2 新課匯入

結合每日報告，引出所學課文。瞭解學生對這部影片的熟悉程度，設定如下問題：

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

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

What’s it about?

形成師生互動，訓練學生說的能力，爲下面閱讀作鋪墊。

3 閱讀部分

第一步，聽磁帶，回答問題

要求學生合上課本聽磁帶，然後回答：

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

目的：讓學生了解課文大致意思，同時進行聽力訓練。

第二步，閱讀課文，填寫課後表格並展開討論。

Title: Director:

What’s the film about?

Does the film have a happy ending? How?

What do you think about the story of the film?

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

透過填寫表格，讓學生抓住文章的主要內容，鼓勵學生用英語大膽地討論,發表個人觀點.

第三步：對課文的語法難點進行必要的講解.

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

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

able to afford + to do

ar live on the air

4 寫作部分

1. 請學生分析課文結構，引匯出寫影評的一般方法.

這一教學任務採用啓發式教學,讓學生自己總結出寫影評方法,最後老師作總結.這樣可以提高學生的學習主動性,充分發揮學生的主體性.

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

the story in your own words.

comments on different things about the film, for example:

How do you feel about the film?

Are the actors/actresses very good or not?

What do you think of the ending of the film?

your opinion about the whole of the film.

2. 小組活動：討論關於你所喜愛的電影及你對這一影片的看法。

我認爲要學會寫,首先要學會說.因此我設計了這一活動,讓學生把這節課所學的運用到實際問題中去.

3. 最後佈置任務：寫一篇影評，題目是“My Favorite Film”。

六 板書設計

UNIT 5 Integrating Skills

Not One Less

Language points:

sb’s place

take the place of sb (sth)

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

able to afford + to do

ar live on the air

How to make comments on a film:

the story in your own words.

comments on different things about the film, for example:

How do you feel about the film?

What is the film about?

Are the actors/actresses very good or not?

What do you think of the ending of the film?

Does the film have a happy ending?

I like /don’t like this film because …

your opinion about the whole of the film.

Writing: My Favorite Film

四、教學評價

根據《國家英語新課程標準》對外語教學評價的原則，對學生的評價應堅持形成性評價和終結性評價並重的原則，既關注結果(教學過程中忘記考試)，更關注過程。在英語教學過程中更多地關注學生英語學習的過程、關注形成性評價，應重視形成性評價對學生英語學習的交流，對學生的書面作業、口頭回答、演講、朗誦等課外學習行爲和學生的學習能力、學習態度、參與程度、合作精神等做出評價。形成性評價包括學生相互評價和學生自我評價等方式，應對學生的認知、情感、技能等方面給予綜合評價，以幫助學生樹立自信心、培養學生的學習能力和幫助學生確定合理的學習目標和使用恰當的學習策略。

形成性評價應採取多種評價方式，包括口頭的、書面的、表格形式的，還可以建立學生個人學習檔案。

形成性評價的思考

學生自評→反思過程

1.評價途徑 生生互評