[高一英語]上海新教材牛津英語高一上學期英語教案

1、高一上學期英語講義Chapter1.Body language Reading 章節(jié)分析（Reading section ）綜述本章節(jié)通過Debbie和Simon 接人待物時的成功與失敗，來說明肢體語言的重要性。在引導學生對文章進行整體理解同時，培養(yǎng)學生良好的禮儀。本課的任務有兩個：對課文進行整體閱讀。培養(yǎng)學生略讀（獲取大意）、掃讀（整理有關信息）、細讀（分析篇章結構，慨括中心）等閱讀能力。與時俱進。結合課文以及上海迎世博倡導學禮儀的活動，引導學生暢談作為東道主該用何種Body Language來迎接四方賓客。（二）閱讀目標知識目標：學習課文中重點詞、詞組、句型和語法。能力目標：提高學生的閱讀

2、理解能力和培養(yǎng)學生的閱讀技巧。閱讀準備（收集相關資料）、略讀（獲取大意）、掃讀（整理有關信息）、細讀（分析篇章結構，慨括中心）等是高中學生必須具備的閱讀技能，教師對高一新生可以以本課為例作仔細介紹。情感目標：幫助學生對 “body language” 有更深入的思考，學會禮貌接人待物。（三）重點和難點 詞匯學習核心詞匯seniorappearanceexpress/expressionimpress/impressionmiddle-aged, well-dressed, part-timecommunicate/communicationoppositegreetcheerfulemploy

3、 (employer, employee)colleaguecustomergesture拓展詞匯sighfaxheadline (練習D中)heading詞組和短語glance at, get down to, give sb. a good impression, make a good impression on, without hesitation, hold up, preferto, would rather do2 句型學習 1）look ( sound, smell, taste, feel) + adj.2）make sb. +v.原形教學內容教學實施建議Pre-readi

4、ng 介紹高中課本的結構特點;課文所涉及的內容;以及閱讀時skimming 和scanning 技巧. 根據課文主題，向學生展示一些生動形象并表示不同含義的肢體語言圖片并與討論它們所起的作用，牛津英語教學參考Page 1While-reading 這是本課的主體部分，學習重點詞匯和句型，提高學生的閱讀理解能力，培養(yǎng)學生的閱讀技巧。Skimming 要求學生快速略讀，獲得課文的大概輪廓，能在有限的時間內運用skimming技巧，找到最基本的信息。Scanning 由于課本上scanning全詞填空太難，不符合由易到難的教學規(guī)律，故把課本第4 頁E Read and think部分稍作修改變sca

5、nning的內容。要求學生運用scanning 技巧，搜索需要的信息。Further understanding 經過以上兩個基礎環(huán)節(jié)后，進入課文深層次的理解，要求學生能找出文中描寫Debbie 和Simon 身體語言的詞語，通過比較總結出兩人接人待物的成功與失敗的原因。Consolidation and conclusion 把課本第2頁C Scanning 部分進行適當修改，鞏固剛學過的內容。Post-reading Discussion這是課文的拓展部分，也是進行情感教育部分。結合課文以及上海迎世博倡導學禮儀的活動，引導學生暢談作為東道主該用何種body Language來迎接四方賓客。

6、介紹高中教材的特點，介紹閱讀中skimming 和scanning的含義與技巧.What is skimming?Skimming is a reading strategy. When we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. When we skim, we skip the unimportant parts. Therefore, when we skim, we usually only look at titles and

7、headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. Skimming takes only a minute or two, and it helps us get the general outline of the reading and follow the writers idea more easily. It is a way to prepare us for a better a

8、nd detailed understanding of the writers ideas.略讀是一種閱讀方式。當我們進行閱讀時，我們是在非?？焖俚亻喿x，目的是獲地閱讀材料的大概輪廓或意義。在略讀時，我們跳過不重要的部分。因此，我們通常只看題目和段落標題、附圖和圖表以及重要的句子（一般是每個段落的第一句和最后一句）。略讀只需一二分鐘，它幫助我們獲得閱讀材料的大概輪廓并使我們更好地跟上作者的思路，它為我們更準確、更仔細的理解作者的思想做好了準備。What is scanning?Scanning is a reading strategy. When we scan a piece of re

9、ading, we read it very quickly in order to get specific or single pieces of information. So we scan to get information about time, names, places and numbers, etc. When we scan, we always skip the irrelevant parts and we only focus on what we need to find out.跳讀是一種閱讀方法。當我們在掃讀一篇閱讀材料時，我們是在非?？焖俚亻喿x，目的是獲得

10、有關時間、姓名、地點和數據等的信息。在跳讀時，我們總是跳過不相關的部分，而只是集中注意我們需要發(fā)現(xiàn)的信息。3）Practice ( 老師們可以用以下材料說明介紹skimming和scanning的閱讀技巧。)English MannersA When we meet someone we know, the simplest thing to say in English is “Good morning”, “Good afternoon”, or “Good evening”. “Hello” and “Hi” are forms of informal greeting. We avoi

11、d using them with seniors or in a very formal situation. “How are you?” and “How are you doing?” are often used to greet friends. They are used either during the day or in the evening. “How do you do?” seems to be used less often than before.B Some forms of greeting which are good manners in China a

12、re not considered so in Britain or some other English-speaking countries. For example, usually we should avoid greeting a foreign friend by saying “ Where are you going?” or “Where have you been?”, which are quite common among friends in China. If we did ask either of these questions, the foreign fr

13、iend would think that we were asking about his private affairs. Neither should we greet a foreigner by saying “Have you had your dinner?”. He might think you were inviting him to dinner！These forms of greeting are only acceptable when they are used with close friends.C In most English-speaking count

14、ries shaking hands is also a form of greeting, and the best kind of handshake is gentle and firm. Close friends or relatives, on the other hand, usually do not shake hands with each other; they often exchange a quick kiss on the cheek when they meet or part. Men, however, dont often kiss or embrace

15、when greeting each other.D Men still tend to open doors for women in public. However, some young girls cannot stand that. Nowadays more and more women are opening doors for men!E Good manners are made up of many small things. Foreign friends or colleagues can get very upset if we forget to say or do

16、 something properly. This can be clearly shown through the following example.F One day, on the desk of a department office in a college, lay a letter for a visiting American professor. Her Chinese colleague happened to pass by. She saw it, picked it up, and later gave it to the American professor, s

17、aying, “ Mrs Willis, a letter for you from your hometown.” To her surprise, the visiting professor immediately put on a stiff face. She didnt know the reason why the Chinese colleague was interested in her private affairs. At the same time, the Chinese teacher didnt know the reason why Mrs Willis to

18、ok offence.G Thus, we have a lot to learn about English manners. The native speakers around us offer very good examples when talking and acting. English books, TV programmes and the Internet provide lessons as well. Some dictionaries also present lists of common polite expressions. So, we must try o

19、ur best to learn more about English manners and peoples ways of life so that we can communicate with foreigners more properly.Exercises:Skimming: Read the first and last sentences of each paragraph and match the summaries in Column with the paragraphs in Column. The first one has been done for you a

20、s an example.ColumnParagraph AParagraph BParagraph CParagraph DParagraph EParagraph FParagraph GColumn Things that make up good mannersA good example to show cultural differences in mannersShaking hands, kissing and embracingOpening doors and good mannersDifferent forms of greetingManners in China a

21、nd English-speaking countriesGetting to know more about English manners ( answer: a)E, b)F, c)C, d)D, e)A, f)B )（雖然這篇文章很長，但經過skimming 環(huán)節(jié)，同學們基本能在較短的時間內，通過看每一段落的第一句和最后一句，找到每段的段落大意，理清作者的寫作思路，為下一步尋找細節(jié)奠定基礎。）B. Scanning: Scan the text and answer the following questions.In what situation(s) is each of the

22、following used?“Good morning.”, “Good afternoon.”, “Good evening.”“Hello.”, “Hi.”“How are you?” , “How are you doing?”“How do you do?”“Where are you going?”, “Where have you been?”, “Have you had your dinner?”(經過skimming環(huán)節(jié)后，同學們知道以上問題的答案應在第A段和B段去找。) When and with whom do people exchange a quick kiss

23、on the cheek?(在第C段找。答案：relatives or close friends when meeting) How many ways has the writer suggested to help us learn more about English manners?( 在G段找。答案：3 )（同學們往往畏懼閱讀長文章，從頭到尾讀下來，卻不知文章到底講什么。通過學習理解文章的大意，知道在什么段落去尋找需要的信息，并為下一步深層理解奠定基礎。）鏈接2The many meanings of body language(見課件：body language 2 ) 鏈接3說

24、明：本部分建議采用任務型閱讀教學方法。通過略讀、掃讀、細讀等不同手段來提高學生的閱讀理解能力，從而培養(yǎng)學生的閱讀技巧。Step One Warming-upLook at the pictures on ppt. Different body language (facial language) shows some different feelings. ( Students use different words esp. adj. to describe them).（具體處理見課件“body language2 ppt.)Step Two Task cyclereadingSkimmi

25、ng Skim the story and look at the photo on the next page, and then try to answer the following questions.Where does the story take place? ( in the Sunbeam Travel Company)Who are the people sitting down? (Debbie and Simon)When did the story take place? (on a Saturday morning) Which person looks the m

26、ost friendly? (Debbie)ScanningScan the passage and find the answer to the following questions.Who sat down opposite Debbie? ( A middle-aged, well-dressed woman)How did Debbie greet her? (cheerfully)Who was Mr.Yang? (a senior employee in the company)Can you find two examples of Mr Yangs body language

27、 ? Why did he do the things?(put his hand on Simons shoulders; gave an encouraging smile; to tell him why the customer didnt prefer to deal with him in a friendly way.)Why did the customer prefer to deal with Debbie?( 進入下一環(huán)節(jié)的細讀。)3 Further understanding（通過比較兩人不同的身體語言，得出文章的主題）Find the different body l

28、anguage of Debbie and Simon.DebbieSimongreet cheerfullysighhold her head up rest his head on his handhook at the customers eyes look downwardssmile not smileturn her head or body towards the customernot turn his head or body towards the customerQuestionWhy did customers prefer to deal with Debbie in

29、stead of Simon?(Because her body language makes customers feel welcome, while Simons tells customers to go away. ) ( 書上原句)Conclusion:(main idea of the passage)Communicating is more than speaking and listening. Your body language is important, too.( 書上)Step Three ConsolidationSimon is phoning a frien

30、d about his experience. Fill in the blanks. The first letters have been given. (Deal with some words and expressions that students have just learned in the previous steps.)I spoke to Mr Yang today. Hes one of Sunbeam Travels s_ employees. I told him that our customers always p_ to deal with Debbie.

31、He told me the problem might be the way I c_. He explained to me about b_ language. He said that I was not giving customers a good i_.My body language was telling customers to go a_, instead of making them feel w_. So now Im trying to i_ my body language.(reference : senior, prefer, communicate, bod

32、y, impression, away, welcome, improve)Step Four Reflection Post-readingDiscussion The World Expo will be held in Shanghai in 2010. Our government is advocating excellent etiquette(禮儀). As a native, what do you think you will do to greet friends both at home and abroad?Step Five HomeworkRead the text

33、 after the tape recorder. Do Ex.D1&D2 on P4.（見課件 body language 2）Chapter1.Body language Eyes and language (More Language Input )章節(jié)分析（一）綜述本章節(jié)是補充閱讀材料，通過介紹在人際交往中眼神交流所起的重要作用，來進一步說明肢體語言的重要性，同時也幫助學生明確在不同文化背景中所表達的不同含義。本課的任務有兩個：對課文進行整體閱讀，培養(yǎng)學生略讀、掃讀、細讀等閱讀能力。培養(yǎng)學生的文化意識。結合課文和學生的實際情況，幫助學生明確同樣的肢體動作在不同文化背景中表達的意義差異，

34、從而培養(yǎng)學生的跨文化交際意識和能力。（二）閱讀目標知識目標 學習課文中重點詞、詞組、句型和語法。能力目標 提高學生的閱讀理解能力和培養(yǎng)學生的閱讀技巧。閱讀準備、略讀、掃讀、細讀等是高中學生必須具備的閱讀技能。 情感目標 啟發(fā)學生對語言和文化之間關系的思考,進一步明確When you are in Rome, do as Romans do 的重要性。 （三）重點和難點 詞匯學習核心詞匯communicate situation contact signal maintain lack consider frequent 拓展詞匯hostility subtle boredom 詞組和短語the

35、 key to as a matter of fact lead to stare at 句型學習consider sb/ sth as教學內容教學實施建議參考Pre-reading 這部分是主閱讀的延伸，故在引入環(huán)節(jié)可以采用復習手段，既能加深學生對本章節(jié)主題的理解，又能很自然過渡到對課文的閱讀。要求學生完成兩份任務:介紹Debbie and Simon接人待物的成功與失敗，說明body language重要性。While-reading 這是本課的主體部分，既要學習重點詞匯和句型，又要提高閱讀理解能力，培養(yǎng)學生的閱讀技巧。要求學生帶著問題快速通讀全文，了解文章大意。要求學生分段閱讀，針對各段

36、采用提問，完成表格等不同手段進一步理解課文，然后總結段落大意，掌握文章的篇章結構。完成A2中的練習。培養(yǎng)學生猜詞能力。在閱讀的過程中，要求學生根句上下文，推測新單詞的詞意。完成課本第18頁A1中的練習。牛津英語教學參考Page18Post-reading 這是課文的拓展部分，根據自己生活經驗來猜測它們表達的含義，并完成課本第19頁A3中的練習，同時提問是否這些手勢在不同的國家具有不同的含義，提醒他們注意文化背景和肢體語言之間的關系。 cultural difference 情景是顧客進門時他們是如何問候顧客的。要求：只能使用肢體語言。一位Simon , 一位扮演Debbie, 要求根據自己的理

37、解來表演。在Simon 表演后，請班級其他同學描述Simon的肢體動作，說明他的肢體動作傳達的含義。對Debbie肢體動作的復習同上。教師請學生總結：Communication is more than speaking and listening . Body language is also very important . 教師在幫助學生再次明確肢體語言重要性后，要求學生思考：which plays the most important role incommunication, eye, nose or mouth ? 從而引出在與人交往中，eye contact 是必不可少的。請一些

38、學生用眼神來表達不同的情感，請其他學生來判斷他們的表演是否恰當，同時補充一些關于情感方面的詞匯，如：angry, sad, embarrassed ,depressed, excited, happy, disappointed, surprised, guilty 等.說明：提高學生閱讀理解能力，培養(yǎng)學生的閱讀技巧，同時增強學生跨文化交流的意識。Step One Skimming to get the general idea of the passage Skim the passage to get the general idea of the passage.Answer the f

39、ollowing Wh- questions In what ways do people communicate with each other ? What is the key to communication ? What is considered necessary in conversation in Western cultures ? Do you agree the saying that the more eye contact you have , the more polite you will be ? Step Two Scanning to get certai

40、n facts Scan the passage to find facts to complete these sentences. Put one word in each space. The _ you say something is far more than the thing you say. _ contact is the key to communication ._ eye contact in conversation is necessary in Western culture. Eye contact is a _ thing. ( way; Eye; Main

41、taining; subtle ) Step Three Reading to have a deep understanding of the passage. Read the passage one paragraph after another.Ask students to raise questions about each paragraph to test their understanding of the paragraph .Summarize each paragraph of the passage. Para 1. The importance of body la

42、nguage Para 2. Eye contact the key to communication Para 3. The importance of eye contact in Western culturePara 4. The subtlety of eye contact Do Ex A 2. Directions: Students work in group of two . One asks and the other answers and then change the role. Discuss 1 and 4 in class, asking students to

43、 give some examples to illustrate their point of view. Step Four Production to enlarge students knowledge and deepen their understanding of cultural differences .Look at the pictures of some gestures and hand shapes. Match them with the descriptions . Page 19.Ask students to think of some gestures w

44、hose meanings may change under different cultural backgrounds. From the examples given by students the teacher help students understand the importance of the proverb When you are in Rome, do as Romans do.Step Five Assignment to do some research work on the effect of cultural differences on body lang

45、uage. Directions:Divide the students into groups of four .Choose one research aspect Collect some information on it.Analyze the information and form your own opinion. Report it to the class in PPT （cultural difference）鏈接3說明：這是知識和能力的拓展部分，要求在對課文的理解和掌握的基礎上，進行拓展活動，不僅能增強運用語言的能力，而且培養(yǎng)自習自研的精神和文化意識，在將來與人交往中有

46、更好的溝通能力。 (cultural difference )Chapter1.Body language +Listening, Speaking, Using English, Writing 章節(jié)分析 （Section Analysis ） 本章節(jié)是語言運用部分。通過聽，說，寫方面的訓練，提高語言詞匯方面的能力，加強運用語言知識來表達思想感情的能力。針對高一新生情況using language 的任務是培養(yǎng)學生如何正確有效的使用字典。（二）目標Listening 幫助學生通過抓關鍵詞培養(yǎng)其聽力理解能力。聽說結合，提高聽力教學效果。Speaking 幫助學生運用本課關于肢體語言信息，培養(yǎng)他

47、們良好的禮議。鼓勵學生在此過程中動腦動口，學會推薦自己及如何評價他人。Using English 幫助學生如何有效的使用字典。 培養(yǎng)學生自習自研能力。Writing 了解書信式“提醒單（reminder ）”和邀請信的寫作思路。掌握寫作方法。根據簡要提示寫出符合要求的reminder as well as 邀請信。（三）重點和難點Listening 培養(yǎng)學生抓關鍵詞匯：adj /adv attentively; politely; serious ,nervous n art; steps; movements; sages; points messagesv dance Speaking 通

48、過表演掌握如何推薦自己以及如何評價他人，同時能運用Dos 和Dons 句型。Using English 了解字典中不同符號的含義以及如何能有效地運用字典，培養(yǎng)自學能力。Writing 根據提示寫出符合要求的short messages 并能采用生生互評。二、教學設計（Teaching Designs）教學內容教學實施建議參考Listening Pre-listening 在聽之前，創(chuàng)設環(huán)境，要求學生明確聽力任務（recognize key words），掃清在聽力材料中出現(xiàn)的困難詞匯(rush in, sideways, attentively, stretch ,movements, ent

49、ertainment)，提高聽的效果。 While-listening誘發(fā)興趣，增強聽的動力。Post-listening 要求結合自己的生活實際討論肢體語言在人們生活中，尤其是面試中的重要性。學會Dos 和Donts 句型。牛津英語教學參考Page 5, Page20Speaking 課本中的Speak up (Everybodys friend )熟系。設計情景:面試 使用should 和shouldnt 句型表達在面試中面試人應該有的和不因該有的肢體動作.參加一個出國交流學生選拔面試，要求學生在面試中注意自己的肢體語言。Using English 要求學生每人帶一本英漢雙解字典到課堂上，

50、利用書上的Scale 這個單詞來具體介紹如何有效的使用字典。在字典中查核心詞匯hesitate 來檢測掌握的程度。Writing 這是典型的控制寫作。首先教師應該幫助學生了解書信式“提醒單（reminder ）”和邀請信的寫作思路；要求學生掌握該文體的寫作方法；并能夠根據簡要的提示寫出符合要求的reminder as well as 邀請信。牛津英語教學參考Page15Listening and speaking 說明： 建議聽說結合：在說的基礎上，引入聽的內容，在聽的同時，要求學生掌握表達建議的基本句型。建議材料的整合：將page5和page 20上的聽力材料整合。兩份材料都是培養(yǎng)學生抓關鍵

51、詞匯的能力。Step One SpeakingPre-speaking Warming up A short competition :Divide the class into two. Students are asked to answer the question: How should a person do during the interview ? Each side should follow the different patterns: Side A is required to begin with “He should” , while Side B is requi

52、red to begin with “ He shouldnt ”Students take turns to answer the question. The side which goes to the last is the winner. (The content cannot be repeated ) Example: Side A S1 : He should be polite .Side B S2 : He shouldnt enter without knocking at the door. Side A S2: He should sit straight . Side

53、 B S2: He shouldnt brush his hair while answering the questions. 教師先請兩位學生示范，然后全班分兩方進行比賽。這樣可以調動學生學習積極性，鼓勵學生多動腦動口。Speaking-up Dos & Donts : After the competition, the students from each side pick out five tips on interviews which they think the most important . Ask them to list them on the blackboard

54、in the following form. Interview Tips ( 面試需知)Dos Donts Sit straight Dont get two nervous Talk honestly Dont rest your head on your hand Have an interview Two students will be chosen from your school to be exchange students . So two interviewers are interviewing them to see whether they are qualified

55、 or not.Useful expressions for interviewers why do you want to be an exchange student ? What do you usually do in your spare time ? What do you think is the most important quality for an exchange student ? Useful expressions for applicants Id like to I usually do in my spare time. An exchange studen

56、t must be polite /helpful/ adaptable. Make some comments on their performance especially their body language. Step Two Listening Task One Listening on page 20Pre-listening Get familiar with the form of Dos and Donts after speaking .Introduce the task to the students, that is , to recognize the key w

57、ords especially some adjectives and adverbs .Study some new words .Ask students to read the definition of each word and then guess the meaning of it. New words: rush in ; sideways; attentively; stretch .While listening Listen to the passage and write down as many notes as possible with books closed.

58、 Ask students to focus on some descriptive words such as adjective and adverbs. Open books and listen to the passage again, checking the key words. Post-listening After the listening , help students understand body language sometimes communicate more than words. Body language is quite common in our

59、daily life . Meanwhile , even some artists turn to body language to communicate their ideas and opinions to the public .Introduce the second listening on page 5Task Two Listening on Page 5Pre-reading What do you know about Ballet ? 教師請學生就他們所知的有關Ballet 的情況談談。教師也可以根據情況作簡單的介紹。Introduce the task to stud

60、ents : recognize key words. 教師幫助學生明確在對事物進行描述時，名詞和動詞往往起很大的作用，因此在聽的過程中對這些詞匯要多加注意，學會辨別關鍵詞匯。While-listening Listen to the first paragraph with books closed and then repeat the sentences after the tape. Ask students to pick out the key words in it. Listen to the second paragraph and supply the missing wo