高一英語(yǔ)必修一第二單元教案

高一英語(yǔ)必修一第二單元教案

英語(yǔ)教學(xué)成功及否，不僅取決于學(xué)習(xí)者的智力因素，還取決于他

們情緒，態(tài)度、學(xué)習(xí)動(dòng)力等，因此教師在任何時(shí)候要注意控制自己的

情緒，不遷、怒、不急躁，切忌使用訓(xùn)斥，侮辱人格和傷害自尊心的

語(yǔ)言；多使用鼓勵(lì)，贊賞性的言語(yǔ)。以下是整理的高一英語(yǔ)必修一第

二單元教案，歡迎閱讀。

WarmingUp部分簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不

同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多文化、多層次、多元性，

對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有個(gè)粗淺的了解；Pre-Reading部分的

兩個(gè)問題引發(fā)學(xué)生對(duì)課文主題的思考，以便參加課堂活動(dòng)；Reading

部分TheRoadtoModernEnglish簡(jiǎn)要說(shuō)明了英語(yǔ)語(yǔ)言的起源、發(fā)

展變化、形成原因，以及它的發(fā)展趨勢(shì)。Comprehending部分旨在檢

查學(xué)生對(duì)課文基本內(nèi)容的理解程度;LearningaboutLanguage部分

主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分的所學(xué)習(xí)的新單

詞和短語(yǔ)，同時(shí)也通過新的例子展現(xiàn)了美國(guó)英語(yǔ)、英國(guó)英語(yǔ)的差異，

并著重介紹了半單元的語(yǔ)法項(xiàng)目；UsingLanguage部分中的Reading

andtalking主要介紹了當(dāng)今世界各國(guó)各地說(shuō)英語(yǔ)都有自己的特色，

即便是美國(guó)東西部、南北部說(shuō)話均有所不同。

Thefirstperiod:Speaking:WarmingUpandPre-Reading

Thesecondperiod:ReadingTheRoadtomodernEnglish

Thethirdperiod:Reading(Languagepoints)

TheforthPeriod：LearningaboutLanguage

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Thefifthperiod:UsingLanguage

Thesixthperiod:Listening

①知識(shí)及技能：了解英語(yǔ)在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣

帶有民族、地域特色的英語(yǔ)；對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異有所了解，

尤其是一些常用詞匯，比如falt和apartment,lift和elevator,

rubber和eraser等;掌握本單元中出現(xiàn)的詞匯、短語(yǔ)的用法；學(xué)

會(huì)語(yǔ)言交際困難的表達(dá)法，如pardon,Ibegyourpardon?;掌握

祈使句及其間接引語(yǔ)的表達(dá)法。

②過程及方法：本單元通過對(duì)“世界英語(yǔ)”這一話題的探討，

以加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)的發(fā)展趨勢(shì)的

了解。在教授本單元時(shí)必須強(qiáng)調(diào)美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、

新加坡英語(yǔ)等都有各自的規(guī)律和和慣用法。要提防學(xué)生認(rèn)為可以濫用

英語(yǔ)詞匯，隨意違反英語(yǔ)語(yǔ)法規(guī)則或慣用法，不顧正常的發(fā)音、語(yǔ)調(diào)

等。在學(xué)生用書中的聽力部分，原文真實(shí)的反映了滅國(guó)南部地區(qū)英語(yǔ)

的方言和語(yǔ)音，旨在讓學(xué)生感受一下將英語(yǔ)作為母語(yǔ)的本國(guó)人說(shuō)話的

一個(gè)側(cè)面。要注意掌握尺度，讓學(xué)生感受一下、了解一下，點(diǎn)到為止，

不提倡硬性模仿。

③情感態(tài)度及價(jià)值觀：了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別，兩種

英語(yǔ)不存在那種好及不好的問題?？梢越o學(xué)生布置以下任務(wù)：通過對(duì)

話形式，將所學(xué)過的英美說(shuō)法的不同之處，按實(shí)際生活和想象編一段

對(duì)話。盡可能運(yùn)用語(yǔ)言功能中表達(dá)語(yǔ)言困難的說(shuō)法。

詞匯：

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includeroleinternationalnativeelevatorflat

apartmentrubberpetrolgasmoderncultureac

tuallypresentrulevocabularyusageidentityg

overnmentrapidlycandylorrycommandrequestr

etellpolitebossstandardMidwesternSpanishe

asternsoutheasternnorthwesternrecognizeaccent

lightningdirectionsubwayblock

短語(yǔ)：playarole(in)becauseofcomeupsuch

asplayapart(in)

重點(diǎn)語(yǔ)法項(xiàng)目：祈使句及其間接引語(yǔ)

難點(diǎn)：Expressingone’sideaonwhichkindofEnglishone

shouldlearn;guessthenameofspeaker’scountrybylistening;

howtotellthedifferencesbetweenacommandandarequest;

howtochangethepronounwhenturningthedirectspeechinto

indirectspeech.

Aims

TotalkaboutvarietiesofEnglish

TodiscusswhydosomanypeoplespeakEnglish

Procedures

I.Warmingup

1.Warmingupbyansweringaquestionnaire

1).Tellthestudentstheyaregoingtoanswera

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questionnaireaboutwhytheyarelearningEnglish.

2).Writethewords:Reasonsforlearningaforeign

languageonthecenteroftheboard:

3).Askthestudentstosuggestasmanyreasonsastheycan

thinkof,forexample,forwork,asahobby,tolearnaboutother

people,totravel,toreadliteratureintheoriginal,toread

researchpapers,tomeetforeigners,tosurftheInternet,to

passexams,etc.Writetheirsuggestionsontheboardasthey

makethem.

4).Dividetheclassintopairs.

5).Giveouteachstudentonequestionnairepaper.

6).Explainthetask.Thestudentsmustquestioneachother

abouttheirlanguagelearningneeds(ormotivations).Tellthem

thatyouaregoingtotakeinthequestionnairesattheend,

andthatyou’dlikethemtomakeclearnotes.Itworksbetter

ifthetwopartnerss(questionsandanswers)aftereachsection

ofthequestionnaire.Iftheywaittilltheendtoswap,one

studentmayuseupallthetimeavailable.

7).Whenthetaskisfinished,askacoupleofstudentsto

summarizetheirpartners’answers.(Thismaydevelopintoa

classdiscussionaboutlanguageneeds).

8).Thestudentswritefivesentencesontheirfeeling

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aboutlearningEnglish.

9).Collectthequestionnaires.NeedsAnalysis

Questionnaire

Interviewer_______________

Interviewee_______________

Presentuse:situationsandskills

Reading(faxes,letters&reports)

Listening&speaking(telephoning,meetings,negotiations,

publicspeaking,socializing)

Writing(faxes,letters&reports)

Futureuse:expectations&ambitions

課后反思：本課能比較好地完成教學(xué)目標(biāo)，訓(xùn)練了學(xué)生說(shuō)的能力，

懂得如何表達(dá)自己的思想和意見。使學(xué)生了解了世界各地的英語(yǔ)是有

所不同的，特別是了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別。同時(shí)使學(xué)生感

受到學(xué)習(xí)英語(yǔ)的重要性。由于學(xué)生的口語(yǔ)水平有限，所以探討的時(shí)候

不是很深入。

Aims

TotalkaboutEnglish

ToreadaboutthehistoryofEnglishlanguage

Step1Skimming

Readquicklytogetthemainideaofthetext.

Letthestudentsfindoutkeysentenceofeachparagraph

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oraskthemtosummarizethemainpointforeachparagraphin

theirownwords.

Paragraph1:ThespreadoftheEnglishlanguageintheworld

Paragraph2:Nativespeakercanunderstandeachotherbut

theymaynotbeabletounderstandeverything.

Paragraph3:Alllanguageschangewhencultures

communicatewithoneanother.

Paragraph4:Englishisspokenasaforeignlanguageor

secondlanguageinAfricaandAsia.

Step2Scanning

Readtolocateparticularinformationandcompletethe

comprehendingExerciseOne.

Step3Comprehending

1.Checktheanswerstoexercise1(page10

2.Answerthesequestions(Page11)

Workingroups.Discussthetwoquestionsandthenasktwo

groupstoreporttheiranswerstotheclass.

1).DoyouthinkitmatterswhatkindofEnglishyoulearn?

Why?

Possibleanswer:

Idon’tthinkso.Herearethereasons:

★Nativespeakersfromdifferentpartsoftheworldhave

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nodifficultyinunderstandingeachotherdespitethefactthat

theyspeakabitdifferently.

★Itisnecessaryforustolearnthenarrowdifference

betweendifferentkindsofEnglishifwehopetocommunicate

fluentlywithnativespeakersofEnglishfromalloverthe

world.

★DifferentkindsofEnglishhavethesamelanguagecore.

Ifyouhavegotagoodcommandofonekind,youwillalmosthave

nodifficultyunderstandinganotherkindofEnglish.

(Anypersuasiveandsupportingreasonthestudentsgivecan

beaccepted.)

2)Whydoyouthinkpeopleallovertheworldwanttolearn

English?

Possibleanswer:

Thereasonswhypeopleallovertheworldwanttolearn

English:

★Witheconomyglobalization,Englishhasbecomethebest

bridgetoservethepurposeofpeopleallovertheworld

communicatingwithoneanother.

★However,likeallmajorlanguagesintheworld,English

isalwayschanging.Inordertoadjusttonativespeakersfrom

differentpartsoftheworld,itisamustforpeopleallover

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theworldtolearnEnglish,whetherinEnglishspeaking

countriesorinnon-Englishspeakingcountries.

★Also,peoplefromdifferentpartsoftheworldspeak

Englishwithvariousaccentanddialects,andpeoplehaveto

learnaboutthedifferencebetweendifferentkindsofEnglish

inordertoavoidmisunderstandingwhilecommunicating.

課后反思：本課是閱讀課。英語(yǔ)閱讀教學(xué)是高中教學(xué)的重中之重。

許多英語(yǔ)教師對(duì)閱讀訓(xùn)練也給予了足夠的重視，但是在訓(xùn)練方式上卻

存在較多的問題。多數(shù)教師過分注重語(yǔ)法結(jié)構(gòu)的分析和句子的機(jī)械翻

譯而忽視技巧培養(yǎng)。只有在閱讀教學(xué)中教給學(xué)生一些學(xué)習(xí)策略，培養(yǎng)

閱讀技巧，才能讓學(xué)生有可能通過課外自學(xué)來(lái)擴(kuò)大知識(shí)的攝取量，從

而彌補(bǔ)課堂英語(yǔ)閱讀教學(xué)的不足。由于時(shí)間倉(cāng)促以及學(xué)生口語(yǔ)水平的

局限，本課時(shí)在學(xué)生讓學(xué)生討論的環(huán)節(jié)上，氣氛不夠熱烈，討論時(shí)間

不足，今后應(yīng)盡量鼓勵(lì)學(xué)生多開口說(shuō)英語(yǔ)，以彌補(bǔ)這方面的缺陷。

Aim

tomastersomewordsandphrases

1.includev.

a)contain

eg.Thepriceincludesbothhouseandfurniture.

b)embracethingaspartofwholeeg.Iincludehimamong

myfriends.2.present

a)adj:beingathand;beingnow出席的,在場(chǎng)的;現(xiàn)在的,

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當(dāng)前的該詞可做前置定語(yǔ)也可做后置定語(yǔ)，當(dāng)它做前置定語(yǔ)其義為

“現(xiàn)在的”，做后置定語(yǔ)其義為“出席的”

eg.Thepresentmembers現(xiàn)在的成員Themembers

present在場(chǎng)的成員b)n:gift

eg.Heoftengavehisneighbor’skidslittlepresents.

C)vt:tooffer贈(zèng)送,呈獻(xiàn)[(+to/with)]

eg.Theypresentedhimwithabunchofflowers.

3.culture

n:[C][U]understandingofliterature,art,music,etc

eg.Hehasstudiedtheculturesofmanywesterncountries.

4．identityn:whoorwhatapersonorthingis

eg.Youshouldshowyouridentitycardbeforeyouenterit.

5．rule

a)n:customorstatementaboutwhatmustnotbedone

eg.He’smadeitaruletoriseearly.

It’sagainsttherulesoftheschooltosmoke.

b)vt:togovernorcontrol

c)eg.Thequeenruledhercountryfor20years.

6．Request

vt:toaskfor

eg.Theyrequestedfinancialsupport.

注意：這個(gè)詞所接的賓語(yǔ)從句要用虛擬語(yǔ)氣

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Irequestedthathe(should)comeanhourearlier.

B)n:askingorbeingasked

eg.Mr.PainemadearequestthatIshouldhelphim.

7.command

a)vt:giveordersto

eg.Icommandyoutostartatonce.注意：這個(gè)詞所接的賓

語(yǔ)從句要用虛擬語(yǔ)氣

Icommandthatyou(should)startatonce.b)n:ordereg.

Thearmyreceivedthecommandtofire.8．Actuallyadv

eg.Shelooksyoung,butshe’sactually50.

Didyouactuallyseehimbreakthewindow?

9．Internationaladj:ofrelatingtoorinvolvingtwoor

morecountriesintheworld國(guó)際的

eg.Theyaredealingwiththeinternational

affairs.ManyAfricancountriesreceivedinternational

help.10.modernadj:recent

eg.Thisisabookofmodernhistory.Thereisamodern

hospital.11.vocabularyn:allthewordsoflanguage

eg.Widereadingwillincreaseyourvocabulary.

MyEnglishvocabularyislimited.12.rapidlyadv:quickly

eg.Ourcountrydevelopsrapidly.Thenumberof

learningEnglishisincreasingrapidly.13.retellv:tell

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somethingoncemore

eg.Canyouretellthestoryinyourownword?The

teacheraskedyoutoretellit.14.recognizev:toidentifyfrom

previousexperience

eg.HelookedattheenvelopeandrecognizedJenny’s

handwritingimmediately.

Thepolicemanrecognizedherasathief.

15.governmentn:groupwhichgovernacountryoracertain

area

eg.Thegovernmentwilldecidethematter.

Thegovernmentisdiscussingtheproblem.

Usefulexpressions

1.playapart/rolein:toactortobeinvolvedinan

activity

eg.Hehasplayedanimportantpartincarryingoutthe

wholeplan.

Englishplaysanimportantroleininternational

communication.

2.becauseof：byreasonofsborsth

eg.Becauseofthestormhedidn’tgothere.

becauseof及because的區(qū)別，前者后接名詞或代詞，后者接

句子

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eg.Hedidn’tgotoschoolbecausehewasill.Hedidn’

tgotoschoolbecauseofhisillness.3．comeup

eg.Shecameupandsaid,“Gladtomeetyou.”

Themooncameupgradually.

I’lllethimknowifanythingcomesup.

4.suchas:like;forexample

eg.Ilikedrinkssuchasteaandcoffee.

suchas及forexample的區(qū)別，前者用來(lái)羅列事物或人后者

用來(lái)舉例說(shuō)明

eg.Englishisalsospokeninmanyplaces,suchasAfrica

andAsia.

Forexample,Tomhasthesameopinion.

課后反思：

本節(jié)課是課文知識(shí)點(diǎn)的傳授。著重講解課文中重要單詞和短語(yǔ)的

運(yùn)用。不足之處，教學(xué)設(shè)計(jì)任務(wù)比較單一，練習(xí)不多。

1.Workinpairs.Doexercises1,2,3and4.Thencheck

theansweryou’reyourclassmates.Theteacherhelpsthe

studentsdiscoverthedifferenceinprepositions.

2.Playthetapeforthestudentstolistenandaskthem

tomarkthesentencestressandintonation.Thenpractice

readinginpairs.

(Theteacherbringsthestudents’attentiontotheBritish

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andAmericanwordsthataredifferentbuthavethesame

meaning.)

III.Discoveringusefulstructures

(Makingcommandsandrequestsusingindirectspeech)

1.Ingroupsoffour,thinkofatleastthreecommandsyour

teachersandparentsusuallygive.

Youmayfollowthesesteps.

1)Chooseonewhoistogivethefirstcommand.

2)Askanotherpersoninyourgrouptotellsomebodywhat

yousaid.

3)Thethirdpersonwillchangetherequestorcommandfrom

directintoindirectspeech.

4)Changerolesothateachpersongetsthechancetogive

commandsandturnthemintoindirectspeech.

Example:

T:Pleasedon’ttalkinclass.

S1:Whatdidourteachertellus?/Whatdidourteacher

say?

S2:Hetold/askedusnottotalkinclass./Shesaidnot

totalkinclass.

2.Getthestudentsthinkingaboutthedifferencebetween

therequestandcommand.

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Thenreadtherepliesanddecidewhethertheyareinanswer

toarequestoracommand.Writethesentencedown.

★A:_______________________________________

B:I’llgoandcollectsomewoodrightnow,master.

★A:_______________________________________

B:OfcourseI’llbehappytocollectyourshoppingfor

you.

★A:__________________________________________

B:Yes.I’llshutthedooratonce,Mr.Zhang.

★A:_________________________________________

B:No,Iwon’tgetyourcoatifyoutalktomelikethat.

★A:_________________________________________

B:Sorry.I’llgetthatbookforyourightnow.

課后反思：本節(jié)為語(yǔ)法課，主要講述直接引語(yǔ)和間接引語(yǔ)的相互

轉(zhuǎn)換。教學(xué)設(shè)計(jì)依據(jù)《新課程標(biāo)準(zhǔn)理念》設(shè)計(jì)各種任務(wù)，使學(xué)生在完

成這些任務(wù)的過程中理解、體驗(yàn)實(shí)際語(yǔ)言的運(yùn)用，掌握好直接引語(yǔ)和

間接引語(yǔ)的相互轉(zhuǎn)換。

(STANDARDENGLISHANDDIALECTS)

Aims

ToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTS

TowriteaboutlearningEnglishbybrainstorming

Procedures

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I.Warmingup

1.Introduction:InChinathere’resomanydialectsthat

thegovernmentencouragesthewholenationtospeakPutonghua,

whichisregardedasstandardChinese.

2.Role-play:Getstudentstoworkinpairs.Letonestudent

beaChineseandtheotheraforeigner.Role-playaconversation

abouttheChineselanguagetohavethemdiscusswhyPutonghua

hastobeusedinChina.

II.Reading

1.Getthestudentsthinkingaboutthetopicofthetext

topredictwhatitsays.

2.Skimming:

Readquicklytofindthetopicsentenceforeachparagraph.

Para.1:ThereisnosuchathingasStandardEnglish.

Para.2:AmericanEnglishhasmanydialectswhosewordsand

expressionsaredifferentfrom“standardEnglish”.

Para.3:Geographyplaysapartinmakingdialects.

3.Scanning:Workinpairs.Readthetexttolocate

particularinformation.

1).DoyouknowwhatStandardEnglishisfromthetext?

2).Whatisadialect?WhydoesAmericanEnglishhaveso

manydialects?

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4.Languagefocus:

1)believeitornot:usedwhenyouaregoingtosay

somethingthatistruebutsurprising:Believeitornot,John

cheatedintheexam.

2).thereisnosucha…as:usedtosaythataparticular

personorthingdoesnotexist:Thesedaysthereisnosucha

thingasajobforlife.

3).standardEnglish:theformofEnglishthatmostpeople

inBritainuse,andthatisnotlimitedtooneareaorgroup

ofpeople

4).dialect:avarietyofalanguagespokenonlyinonearea,

inwhichwords,orgrammarareslightlydifferentfromother

formsofthesamelanguage

5).playapart/rolein:beoneofthecausesthatmake

somethinghappen:Besidesdieting,exercisingplaysan

importantpartinlosingweight.

III.Listening

Tointroducethestudentstoadialectandaformof

standard“English”.

Youmayfollowthesesteps:

1).Setthecontextforthestudentsbydescribingthe

situation;

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2).Telltheclass:youaregoingtolistentoaboynamed

Buford.HespeaksaSoutherndialectofAmEwithanEast,Texas

accent.Remember:pronunciationisdeterminedbyaccent.Onthe

otherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.

whatisheardontheBBC.)

3).Playthetapeforthestudentstolisten.

4).Encouragethestudentstogivethestandardequivalents

forthedialecticwordsfromBuford’sstory,usingthecontext.

6).Playthetapeagainandletthestudentsanswerthe

questionsinpairsafterlistening.

7).Checktheanswers.(Variant:youmayalsoaskthe

studentstoretellBuford’sstoryinStandardEnglishin

pairs.)

IV.Speaking

1.Makesurethestudentsknowthatthewordusedfor

directionsoftenvarydependingonwhatkindofEnglishthe

speakeruses.Presentthelisttothestudents:

Preparetheirrole-playinpairs:Besurethatoneplays

aspeakerofBritishEnglishandtheotheraspeakerofAmerican

English.Askstudentstoselectactualstreetsandlocationin

theirhometownforgivingdirections.

Performance:Asktwopairstoperformtheirdialoguein

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class.

Sampleversion:

S1:Excuseme,sir.ButIcan’tfindthedrugstore?

S2:Pardon?

S1:IsaidIcouldn’tfindthechemist’sshop.

S2:Well,goroundthecorneronyourright-handside,

straightonandcrosstheflyover.Youwillfinditahead.

S1:Thankyouverymuch.

S3:Whatdidhesay?

S1:Hetoldustogoroundthecornerontheright,go

straightonandthencrosstheoverpass.Thedrugstorewillbe

ahead.

Self-assessmentcriteria:

Didyoucooperatewellwithyourpartner(s)while

practicing?

Canyouaskfordirectionsandgivedirectionsclearly?

Canyouexpressyourideasfluently?Ifnot,what’syour

mainproblem?

DidyougonaturallybetweenAmericanEnglishandBritish

Englishwhiletalkingtoeachother.

V.Writing

1.Makingaposter

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Firstaskthestudentstomakeeducatedguessesabouthow

EnglishcanhelpsomeaspectofChineselife,inparticularits

economy.

Then,inpairsstudentsworkontheirposter.

Finally,askseveralpairstopresenttheirposterinclass

forassessment.

ASampleposter

CHINA’SFUTURELIESWITHLEARNINGENGLISH

ReasonsforlearningEnglish:

WorldtradeisdoneinEnglish;

Internationalorganization(suchastheUN)useEnglish;

WeneedcontactwiththedevelopedWesternworldtobuild

ourcountry;

ThedevelopedworldusesEnglishinitsdealings.

WhytheChineselanguagewillnotdo?

VeryfewpeopleintheWestspeakChinese;

Chineseisadifficultlanguagetolearn;

Mostbusinessmendonothavetimetolearnnewlanguages

everytimetheyenteranewinternationalmarket.

SOCHINA’SFUTURELIESWITHLEARNINGENGLISH

2.WritingAssessment

Canyougivepersuasivereasonsforthetopiconyour

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poster?

Canyouverbalizeyourideasfluently?

CanyouputyourownEnglishlearningexperiencesintoa

broaderperspective?

Canyouorganizeyourideasinalogicalway?

Haveyoumadeabrainstormingmapbeforeyousetoutto

designyourposter?Doyouthinkithelpsyourwriting?

Whatkindofmistakeshaveyoumadeinyourwriting?What

canyoudotoavoidsuchmistakes?

FurtherApplying

Theteachermayalsoguidethestudentstodothewrithing

taskintheWorkbookonpage53.Youmaytakethefollowing

steps:

Step1:Studentsdividedintogroupsoffoursharetheir

ownlearningexperiencesandideasaboutEnglishlearning.

Step2:Studentsmakealistasfollows:

Myproblems

Ideasforimprovement

WhyIlikeEnglish

Myfuture

withEnglish

Step3:Makenotesabouttheparagraphsforthewriting.

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Step4:Theteacherhelpsdevelopideasinapositiveand

encouragingway.

Step5:Studentswriteaboutthetopicafterclassas

homework.

Sampleversion:

MyexperienceoflearningEnglish

ManypeopleallovertheworldspeakEnglishastheirsecond

language.Itisnottoomuchtosaythatithasbecomean

internationallanguage.

StudyingEnglishcanmakelifefun.Itenablesyoutowatch

Americanmovies,readEnglishbooksandlistentoEnglishsongs.

Moreover,asEnglishisaninternationallanguage,youwillbe

abletocommunicatewithforeignerswhenyouareonatrip

abroad.Travelingwillbemoreinterestingthatway.

Itisagoodideatomakefriendswithforeigners.Inmy

opinion,itisthebestwaytoimproveyourEnglish.Inaddition,

itwillbefunanditwillexpandyourviewoftheworld.If

youmakefriendswithanativespeaker,youcanpracticeyour

spokenEnglishmoreoftenandthenyoucancommunicatewith

peoplearoundtheworld.Youcanalsobecomefamiliarwiththe

customsandhabitsofdifferentcultures.

Therearesomepeoplewhoareafraidtomakefriendswith

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foreignersbecausetheyarenotconfidentoftheirEnglish.

However,manyforeignersdonotcareaboutgrammar.Theywill

getyourkeywordsinthesentenceandfigureoutthewhole

meanings.Therefore,itisunnecessarytobeafraidtomake

friendswiththem;justgohead!

LearningEnglishhelpsusmeetdifferentpeopleandlearn

moreabouttheirculture,thusfacilitatingmutual

understandingandharmony.Brieflysaid,Englishissouseful

tousthatweshouldalllearnit.

課后反思：本節(jié)為泛讀課，能體現(xiàn)新課程標(biāo)準(zhǔn)的精神，幫助學(xué)生

“進(jìn)一步明確學(xué)習(xí)英語(yǔ)的目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力，形

成有效的英語(yǔ)策略”。教學(xué)過程中注意師生互動(dòng)：教師有效講授引導(dǎo)，

學(xué)生有效傾聽并適時(shí)反應(yīng)，注重學(xué)生閱讀能力的培養(yǎng)。

StepIDescribethepictureandtheboys.

T:Anyvolunteerstodescribethepicture?

S1:Thereisariverinthepicture.Atthebank,thereis

atalltree.Wecanseeaverybigfishintheriver.S2:The

twoboyslaughingareBufordandBigBillyBob.Aboywas

frightenedandfleeing.HeisLittleLester.T:Couldyoufind

theanswerstothefourquestions?

Ss:Yes.

T:Good.WhatdoesBufordthinkofTexas?Howdoyouknow

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it?

S:Hebelievesit’salmostadifferentcountryfromthe

US.Thetexttellsusso.

T:Howlargewasthecatfish?

S:Thecatfishwasalmostthesizeofahouse.

T:WhydidLestergetoutofthewaterveryquickly?

S:Hethoughtthecatfishwouldeathim.

T:WhydidBufordandBigBillyBoblaugh?

S:BecausethefishisharmlessbutLesterwassofrightened

andfledsofast.

StepIIListeningandwriting(P14)

TaskListenandanswerquestions.

T:Anothertwopersonswilldescribethisstory.Oneis

Buford,whoisfromTexasandbelievesbiggerisalwaysbetter.

HeisspeakingwithonekindofSoutherndialects.Theother

ishisteacher,Jane,whospeaksstandardBritishEnglish.

First,listenandknowofstandardBritishEnglishandSouthern

dialects.Studentslistentothetapeandtrytounderstand.

T:Nowlistenforasecondtimeandanswerthelasttwo

questions.Makenoteswhilelistening.Afewminuteslater,

checktheiranswers.

T:A,Canyouanswerquestion5?

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S:Yes.Jane,Buford’steacher,isthesecondspeaker.She

isfromBritain.

T:Welldone!Bufordsays“Hey,y’all”togreetyou.What

doesthesecondspeakersaytogreetyou?S:Shesays“Hello”.

StepIIIListening

Task1ListenandwritetheAEwords.

T:LastlessonweseparatesomeAEwordsfromBEwords.

Today,let’sgoonlisteningandwritedowntheAEwordswhich

havethesamemeaningsastheBEwords.Turntopage48LISTENING.

TheBEwordshavebeenwrittendown.Readit.Thenlistento

thedialogue.Intheconversation,“rushhour”isthename

ofapopularHollywoodfilm.

Afterlistening.

T:Pleasereadyouranswerstogether.(Writedownthe

answers.)

Ss:pictures-movies,lorry-truck,underground-subway,

sweets-candy,autumn-fall.

Task2Listenandwritedownanswerstoquestions.

Studentsreadthequestionstofindoutthelisteningpoint

first,andthenlistentothetapetogettheanswers.T:Now

therecorderwillintroduceanewwayofEnglishlearning.

Beforelistentothetape,pleasereadthequestionstofind

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outthelisteningpoint.Makenotesoftheanswerswhile

listening.

Playthetapeforthefirsttimesothatthestudentscan

getageneralidea.Thesecondandthirdtime,thestudents

writeandchecktheiranswers.Pauseandrepeatthekey

sentences.

T:Canyouanswerquestionsnow?

Ss:Yes.

T:Good.WhatTVprogrammeisZhaoLilistening?

S1:CCTV-9WorldWideWatch.

T:Excellent!Whowouldliketoanswerthenextquestions?

S2:2.ZhaoLithinksthatlisteningtoTV