高二英語選修7-unit5教案(同名23030)

Unit5TravellingabroadＩ.單元教學目標技能目標GoalsTalkabouttravelorliveinanothercountryPractiseexpressingandsupportinganopinionRevisetheAttributiveClause(non-restrictive)WritealettertoapenfriendⅡ.目標語言功能句式ExpressingandsupportinganopinionIliketodo...Idon’tlikedoing...Ipreferto…Ienjoydoing...Ihatedoing…Discusswhichsituationcouldpossiblyhappenandwhichareveryunlikelytohappen.It’s(very)possiblethat…It’sapossibility.It’slikely/unlikelythat…It’snotverylikely…Idoubtit.Mostprobably,…He/She/Theywillprobably…詞 匯1.四會詞匯board,cafeteria,lecture,qualification,preparation,recommend,shopkeeper,comfort,substitute,academic,requirement,tutor,numb,acknowledge,occupy,hopefully,enterprise,succeed,comment,passport,visa,agent,parallel,abundant,govern,destination2.認讀詞匯summarize,Lima,Cuzco,theAndes,Peru,Lia,LakeTiticaca,IncaEmpire,MachuPicchu,Puno,theAmazonJungle3.詞組adjustto,keepitup,fitin,(get/be)usedto,asfarasoneisconcerned,feelathome,travelagent,settlein4．重點詞匯board,preparation,recommend,substitute,occupy,enterprise,comment,destination結構AttributiveClauses(2)—RevisetheAttributiveClause(non-restrictive)非限制性定語從句重點句子Itwasthefirsttimeshehadeverleftherhomecountry,…P38XieLei,whois21yearsold,hascometoouruniversitytocompleteabusinessqualification.P38It’snotjuststudythat’sdifficult.Youhavetogetusedtoawholenewwayoflife,whichcantakeupallyour….P38IhavebeensooccupiedgettingusedtoeverythingthatIhaven’thadtimeforsocialactivities.….P39I’mgoingtojoinafewuniversityclubsandhopefullyI’llmeetsomepeopleIhavethingsincommonwith.…P39WhydoesLiapreferto…?Ilike/don’tlikedoing/todo…Ipreferto…的事；聽第二遍是要求學生回答五個問題；練習3是填空題。通過這些題，培養(yǎng)學生學會獲取聽力材料中的具體用詞和細節(jié)要點，同時讓學生了解有關Peru這個國家的一些情況，為下面的readingandspeaking作鋪墊。第二部分Readingandspeaking作為一個整體教學材料。閱讀部分主要依據(jù)地圖對秘魯這個國家進行介紹，要求學生skim(togetthemainidea),再scan(togetthedetails),然后回答3個Wh-問題。然后為大家提供了一個旅游小冊子，其內(nèi)容包括在秘魯旅游的四條路線。要求學生在讀后根據(jù)文章細節(jié)回答四個問題。Speaking部分主要是設置了一個情景yourgroupplanstospendeightdaysinandaroundCuzco。要求學生依據(jù)所提供的旅游手冊來選擇適合自己團隊的旅游路線。進一步了解有關旅游的一些注意事項，并學會表達計劃和任務。這是一個任務型訓練題，旨在培養(yǎng)學生的口語表達能力和實踐能力。1．9 WRITING要求學生給一位即將到中國來學習的美國筆友寫一封信，在信中向他介紹中國的一些情況，在中國的學習、生活中可能會遇到的問題及解決問題的辦法，告訴他怎樣更好的學習中國的文化以及你將提供給他的幫助。 2.教材重組 2.1從話題內(nèi)容上分析，WARMINGUP與READING相一致；而從訓練目的上分析與TALKING比較一致。從教材份量來說，可將WARMINGUP與Workbook中的TALKING,SPEAKINGTASK整合在一起，設計成一節(jié)任務型“口語課”。 2.2可將PRE-READING,READING與COMPREHENDING三個活動整合在一起上一節(jié)“閱讀課”。 2.3USINGLANGUAGE中的Listening與Readingandspeaking都是談論有關秘魯這個國家，介紹秘魯?shù)木吧约霸诿佤斅眯械膸讞l路線，內(nèi)容一致，所以放在一起，設計成一節(jié)"聽說課"。2.4可將LEARNINGABOUTLANGUAGE與Workbook中的LISINGSTRUCTURES語法練習題整合在一起上一節(jié)“語法課”。 2.5可將Workbook中的Listening與ReadingTask與WritingTask整合起來，上一節(jié)“綜合實踐課”。 2.6將WRITING與LearningTip與Workbook中Project整合成一節(jié)“寫作課”。 3.課型設計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用六課時教完） 1stperiodSpeaking 2ndperiodReading 3rdperiodListeningandSpeaking 4thperiodGrammar 5thperiodIntegratingskills 6thperiodWritingⅣ.分課時教案TheFirstPeriodSpeakingTeachinggoals教學目標1.Targetlanguage目標語言：a.重點詞匯和短語adjustto，advantage，findout，youthhostels，communityb.交際用語expressingandsupportinganopinionYoumight…It’sapossibility...Probably…It’s(very)possiblethat...Itcouldhappen.Mostprobably...It’snotverylikely…Idoubtit.He/She/Theywillprobably...2.Abilitygoals能力目標Enablethestudentstodiscusswhattheywouldlearnwhentravelingorlivinginanothercountry.Andhowtodealwiththeproblemsanddangersthatcouldhappenwhiletravelinginaforeigncountry.3.Learningabilitygoals學能目標Helpthestudentslearnhowtodealwiththeproblemthattheycouldmeetwhiletraveling..Teachingimportantpoints教學重點Letstudentslearntousethestructuresofexpressingandsolvetheproblems.Teachingdifficultpoints教學難點Howtodealwiththeproblemsthatarelikelytohappenwhentravelingandhowtopreventthem.Teachingmethods教學方法1.Lookingatthequestions.(individuals).2.Pairsworktodiscussandworkingroupsoffour.(task-based,cooperativelearning).Teachingaids教具準備1.Acomputer2.AprojectorTeachingprocedures&ways教學過程與方法StepIGreetingandRevisionT:Goodmorning/afternoon,boysandgirls!First,let’scheckthehomework.Checkwhethertheyhaverememberedthetenimportantsentences.Checkwhethertheyhavepreviewedthenewwordsandexpressionsinthisunit.StepIIWarmingup*Talkabouttheproblemswiththeteacher’shelp.T:Ifyouhadchancetogoabroadintheworld,whichcountrywouldyouliketovisitandwhy?andwhatkindofthingswouldyoumeetorlearnbest?LookattheproblemsonPage37.Youcandiscussthefollowingquestionswithyourpartner.Qs:1.Ifyoucouldgoanywhereintheworld,whichcountrywouldyouliketovisitandwhy?2.Whatkindofthingswouldyoulearnbestbybeingatouristinacountryandwhatwouldyoulearnbestbyworkingorstudyingthere?3.Howdifferencesoreasydoyouthinkitistoadjusttolivingortravelinginanothercountry?Whatkindofdifferencesmightyouexperience?4.Haveyoutalkedtoanyonewhohasspentsometimeinanothercountry?Whatdidtheyfindunusualordifficultaboutit?DiscussionSa:IfIhadchancetotravelabroad,I’dliketovisitNewZealand.It’ssaidthatit’sabeautifulcountry,I’dliketoenjoythebeautifulsceneryinNewZealand.Sb:IfIhadchance,I’dliketogotoAmerica.MaybeitisbetterifIcouldworkorstudythere,thenIcouldlearnEnglishwell.Sc:I‘dliketogotoEgypt,becauseIwanttoknowabouttheancientculture.T:Whatkindofthingswouldyoulearnbestbybeingatouristinacountryandwhatwouldyoulearnbestbyworkingorstudyingthere?Sa:Whenwetraveltoanothercountry,maybewecouldknowaboutthearchitectureofthecountry,thebeautifulscenery,theeconomicsituationandsoon.Sb:Whenweworkorstudyinthecountry,maybewecouldknowmoreaboutthemannersandcustomsofthecountry.WecouldlearnthestandardEnglishbetter,wecouldcommunicatewiththelocalpeopletoimproveourEnglish.Sc:Ifwecouldlivewiththelocalpeople,wecouldknowtheproprietiesofthecountry,knowmoreslang,knowthedifferenceintime,food,transportationetc.betweenthetwocountries.T:Verygood.Youcanthinksomanythings.Haveyoutalkedtoanyonewhohasspentsometimeinanothercountry?Whatdidtheyfindunusualordifficultaboutit?Ss:Well,Ihavetalkedtomyfriendwhohadbeentoaforeigncountry,hetoldmesomethingdifferentorinterestingintheforeigncountry.Forexample,inIndia,mostpeopledon’teatmeat,especialbeef,theyliketoeatvegetablesandfruits,soifyouinviteanIndianfordinner,neverordersteakforthem.StepIIISpeakingT:Well,wetalkedaboutthethingsthatwecouldlearnwhilewetravelingorstudyinginaforeigncountry.Then,whatkindofproblemsordangerswouldhappenwhiletravelinginaforeigncountry?Now,turnatpagetoP82,trytolistthedangersandproblems,thendiscusswaysyoucouldpreventthesethingshappeningingroups.Thefollowingsentencepatternsarehelpfulforyou:Youmight…Mostprobably,…It’sapossibility…It’slikely/unlikelythat…Probably,…It’snotverylikely…Idoubtit.It’s(very)possible…He/She/Theywillprobably.Itcouldhappen.(Afterafewminutes)T:Well,areyouready?Who’dliketoshowusyouropinion?Sa:Whiletraveling,it’spossiblethatyoucouldloseyouway,becauseyoudon’tknowthecountryverywell.Topreventthis:You’dbettertakeamapofthecountrywithyou.Don’tleavealonewithoutsayingaword.Payattentiontotheconspicuoussigns,forexample,somefamousbuildings,somespecialroadsignssothatyoucanaskthewaywhileyouarelost.Sb:It’slikelythatwecouldmeetmalefactorsrobber,thieforothers.Probably,wewillbehurt.Topreventthis:Don’tshowyourvaluablebelongingstoothers.You’dbettergoalongwithotherpeople.Shouldyoufacedangers,connectthepolice.Sc:It’s(very)possiblethatwecouldhavedifficultyincommunicatingwiththelocalpeople.Topreventthis:TrytograspthesimpleandbasiccommunicatedlanguageTrytoknowaboutthemannersandcustomsofthecountryTrytobefamiliarwithformalityineverydaylifeStepIVTalking(若時間不足，可改為作業(yè))T:OK!Somuchforthequestions.Youdidaverygoodjob,I’msurethatyouhaveknownhowtodealwiththeproblemswhiletravelingorstudyinginaforeigncountry.Ifwewantedtravelalonewithalittlemoney,couldyoufindagoodwaytosavemoney?Sa:Maybewecouldtravelonfootorbysecond-classrail.Sb:Wecouldstayatthesmallinntosavemoney,butmaybethesituationthereisnotgood.T:Well,thereisagoodandnotexpensiveplacefortravellersYouthHostels,Hostelsprovidecleansafeplacetostayandhavecommunitykitchens.Now,let’sreadsomethingaboutYouthHostelsanddiscussthequestionsingroups.(5minuteslater.)T:OK.Let’slookatthequestions.Areyouthhostelsexpensiveorcheaptostayin?Ss:Theyarecheap.Theyofferqualityaccommodationatlowcost.T:Yes.Andhowmanypeopleshareabedroominahostel?Ss:Thereare4,5,or6people.T:Whatistheadvantageofstayinginaplacewithakitchenwhenyouaretraveling?Ss:Iftherewereakitcheninthehostel,Icouldcookbymyself,it’sItisgoodecono