人教版高中英語必修1全冊5全冊教案

心話題展開的。WarmingUp部分以調(diào)查問卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間誼”和“朋友”進行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人Comprehending部分通過連句、多項選擇和問答形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進行更(3)課時安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingTheforthPeriod：ListeningThefifthperiod:Writing①知識與技能：Talkaboutfriendsandfriendship;Practisetalkingaboutagreementanddisagreement,givingadviceandmakingdecisions;Usedirectspeechandindirectspeech;Learntowriteanessaytoexpressandsupportanopinion.②過程與方法：本單元在讀前階段就提出問題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個與本單元話題有關(guān)的問題：1.描述朋友；2.結(jié)交網(wǎng)友；3.觀點交流；4.善\不善交③情感態(tài)度與價值觀：學(xué)完本單元后要求學(xué)生進行自我評價，主要評價自己在本單元中的學(xué)習(xí)情況。對書中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問題。使學(xué)生加深對友誼、友情的理解，以及如何正確交友，處理朋友之間發(fā)生的問題等。詞匯：addpointupsetignorecalmconcerncheatsharereasonlistseriescrazynaturepurposedarethunderentirelypoweraccordingtrustsufferadvicesituationcommunicatehabit短語：addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownonaccordingtogetalongwithfallinlovej重點語法項目：直接引語和間接引語的互相轉(zhuǎn)換難點：Understandtherealmeaningoffriendsandfriendship;Discusstheanswerstothequestions(Reading);HowtoteachtheSstomastSpeech(StatementandQuestions).(6)教學(xué)策略：Discussion,Student-centeredvocabulary,learning,listening,pairwork,teachgrammarinrealsituation(7)教學(xué)煤體設(shè)計：Aprojectorandataperecorder.(8)教學(xué)過程：詳見以下分課時教學(xué)設(shè)計。(9)課堂練習(xí)與課外作業(yè)設(shè)計：穿插于分課時教學(xué)設(shè)計中 課后反思：本課教學(xué)設(shè)計容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現(xiàn)全面照顧大部分學(xué)生的教學(xué)理念。注意培養(yǎng)學(xué)生開口說英語的的信心。1.tomasterthenewwordsandsomeusefulexpressions.2.tounderstandthetextandfinishtheexercisesinComprehending.Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.year.Youcouldnotl2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebecausethereisverylittleroom?Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Para.Two:Anne’sdiaryactedashertruefriendduringthetimesheandherfamilyhadtohideawayforalPara.Three:Havingbeenkeptindoorsforsolong,Annegrewsocrazyabouteverythingtodowithnature.Thesnowstormadded2.ignorev.totakenonoticeof;refusetopayattentiontoeg:HisletterswereignoEventhebestofmenignoredthatsimplerule.Myadvicewascompletelyignored.3.concernv.使擔(dān)心;使不安(+about/for);涉及,關(guān)系到;影響到Hewasveryconcernedabouther.SamandIsharearoom.You'recrazytogooutinthisstormyweather.tobebraveenoughorrudeenough(todosth.dangerous,difficultorunpleasant).Itrustyourwifewillsoongetwell.Icannotsuffersuchrudeness.Myfathersuffersfromhighbloodpressure.Iwantyouradvice,sir.Idon'tknowwhattodo.Iaskedthedoctorforheradvice.Ifyoutakemyadvice,youwon’ttellanyoneaboutthis.Hegavethemsomegood\soundadvice.14.communicatev.1)(to)tomake(opinions,feelings,informationetc.)knownorunderstoodbyothers.e.g.byspeech,writingorbodymovements;2)(with)toshareorexchangeopinions,feelings,informationetc.Ourteachercommunicateshisideaveryclearly.15.calm1)adj.freefromexcitement,nervousactivityorstrongfeelings;quiet3)v.tomakecalmYoumusttrytobecalm.Thepolicechiefadvisedhismentostay\keepcalmandnotlosetheirtempers.Shecalmedthebabybygivinghimsomemilk.Wecalmedtheoldladydown.Thecountryhasgonethroughtoomanywars.Thenewlawdidnotgothrough.itonpurpose.”Theydividedthemselvesintothreegroupsaccordingtoage.9.fallinloveTheyaregoingtojoininthesinging.課后反思：本節(jié)課分層教學(xué)，在閱讀課文，理解課文的基礎(chǔ)上進行課文知識點的細(xì)致處理。需要改進的地方：單詞短語部分講解過多，占了很多時間，可以將其改為課后練習(xí)的形式。在以后的教學(xué)中要注意改進。partI課后反思：本課為寫作課，寫作一向是學(xué)生英語學(xué)習(xí)的薄弱環(huán)節(jié)。英語的寫作與語文不同，在此基礎(chǔ)上再盡量把句子潤色得漂亮一些，這是更高層次的要求。大部分的學(xué)生如果能保證關(guān)鍵要把謂語的形式寫對。平時應(yīng)該讓學(xué)生多看別人優(yōu)秀的文章，有可能的話可以多背一些(2)教材分析與學(xué)生分析：WarmingUp部分簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多文化、多層次、多元性，對英國英語和美重溫本單元前幾個部分的所學(xué)習(xí)的新單詞和短語，同時也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了半單元的語法項目（祈使句及其間接引語）；Usi特色，即便是美國東西部、南北部說話均有所不同。(3)課時安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingTheforthPeriod：LearningaboutLanguageThefifthperiod:UsingLanguage①知識與技能：了解英語在世界上的發(fā)展?fàn)顩r，認(rèn)識各種各樣帶有民族、地域特色的英語；對英國英語和美國英語的差異有所了解，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、短語的用法；學(xué)會語言交際困難的表達法，如pardon,Ibegyourpardon?;掌握祈使句及其間接引語的表達法。②過程與方法：本單元通過對“世界英語”這一話題的探討，以加強學(xué)生對英語語言的了解，對當(dāng)代語言特別是英語的發(fā)展趨勢的了解。在教授本單元時必須強調(diào)美國英語、澳大利亞英語、印度英語、新加坡英語等都有各自的規(guī)律和和慣用法。要提語調(diào)等。在學(xué)生用書中的聽力部分，原文真實的反映了滅國南部地區(qū)英語的方言和語音，旨在讓學(xué)生感受一下將英語作為母語的本國人說話的一個側(cè)面。要注意掌握尺度，讓學(xué)生感受一下、了解一下，點到為止，不提倡硬性模仿。③情感態(tài)度與價值觀：了解英國英語和美國英語的區(qū)別，兩種英語不存在那種好與不好的問題?？梢越o學(xué)生布置以下任務(wù)：通過對話形式，將所學(xué)過的英美說法的不同詞匯：includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureactuallypresentrulevocabularyusageidentitygovernmentrapidlycandylorrycommandrequestretellpolitebossstandardMidwesternSpanisheasternsoutheasternnorthwesternrecognizeaccentlightningdirectionsubwayblock重點語法項目：祈使句及其間接引語難點：Expressingone’sideaonwhichkindofEnglishoneshouldlearn;guessthenameofspeaker’scountrybylistening;howtotellthedifferencesbetweenacommandandarequest;howtochangethepronounwhenturningthedirectspeechintoindirectspeech.(6)教學(xué)策略：Discussion,Student-centeredvocabulary,learning,listening,pairwork,teachgrammarinrealsituation(7)教學(xué)煤體設(shè)計：Aprojectorandataperecorder.(8)教學(xué)過程：詳見以下分課時教學(xué)設(shè)計。(9)課堂練習(xí)與課外作業(yè)設(shè)計：穿插于分課時教學(xué)設(shè)計中AimsTotalkaboutvarietiesofEnglishTodiscusswhydosomanypeoplespeakEnglishProceduresI.Warmingup1.Warmingupbyansweringaquestionnaire1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:3).Askthestudentstosuggestasforwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteraturetopassexams,etc.Writetheirsuggestionsontheboardastheymakethem.4).Dividetheclassintopairs.5).Giveouteachstudentonequestionnairepaper.6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtoquestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnerss(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlan9).Collectthequestionnaires.NeedsAnalysisQuestionnaireInterviewerIntervieweePresentuse:situationsandskillsReading(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)生說的能力，懂得如何表達自己的思想和意見。使學(xué)生了解了世界各地的英語是有所不同的，特別是了解英國英語和美國英語的區(qū)別。同時使學(xué)生感受到學(xué)習(xí)英語的重要性。由于學(xué)生的口語水平有限，所以探討的時候不AimsTotalkaboutEnglishToreadaboutthehistoryofEnglishlanguageReadquicklytogetthemainideaofthetext.Letthestudentsfindoutkeysentencethemainpointforeachparagraphintheirownwords.Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:EnglishisspokenasandAsia.Step2ScanningReadtolocateparticularinformationandcompletethecomprehendingExerciseOne.Step3ComprehendingWorkingroups.Discussthetwoquestionsandthenaanswerstotheclass.1).DoyouthinkitmatterswhatkindofEnglishyoulearn?Why?Possibleanswer:Idon’tthinkso.Herearethereasons:★Nativespeakersfromdifferentpartsoftheworldhavenodifficultyinunderstandingeachotherdespitethefactthattheyspeakabitdifferently.★ItisnecessaryforustolearnthenarrowdifferencebetweendifferentkindsofEnglishifwehopetocommunicatefluentlywithnativespeakersglishfromallovertheworld.★DifferentkindsofEnglishhavethesamelanguagecore.Ifyouhavegotagoodcommandofonekind,youwillalmosthavenodifficultyunderstandinganotherkindofEnglish.(Anypersuasiveandsupportingreasonthestudentsgivecanbeaccepted.)2)WhydoyouthinkpeopleallovertheworldwanttolearnEnglish?Possibleanswer:ThereasonswhypeopleallovertheworldwanttolearnEnglish:★Witheconomyglobalipurposeofpeopleallovertheworldcommunicatingwithoneanother.Inordertoadjusttonativespeakersfromdifferentpartsoftheworld,itisamustforpeopleallovertheworldtolearnEnglish,whetherinEnglishspeakingcountriesorinnon-Englishspeakingcountries.★Also,peoplefromdifferentpartsoftheworldspeakEnglishwithvariousaccentanddialects,andpeoplehavetolearnaboutthedifferencebetweendifferentkindsofEnglishinordertoavoidmisunderstandingwhilecommunicating.課后反思：本課是閱讀課。英語閱讀教學(xué)是高中教學(xué)的重中之重。許多英語教師對閱讀訓(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)教師過分注重語法結(jié)構(gòu)的分析和句子的機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)來擴大知識的攝取量，從而彌補課堂英語閱讀教學(xué)的不足。由于時間倉促以及學(xué)生口語水平的局限，本課時在學(xué)生讓學(xué)生討論的環(huán)節(jié)上，氣氛不夠熱烈，討論時間不足，今后應(yīng)盡量鼓勵學(xué)生多開口說英語，以彌補這方面的缺陷。Aimtomastersomewordsandphrasesa)containa)adj:beingathand;beingnow出席的,在場的;現(xiàn)在的,當(dāng)前的該詞可做前置定語也可做后置定語，當(dāng)它做前置定語其義為“現(xiàn)在的”，做后置定語其義為“出席的”C)vt:tooffer贈送,呈獻[(+to/with)]eg.He’smadeitaruletoriseearly.It’sagainsttherulesoftheschooltosmoke.Icommandthatyou(should)startatonce.9．Internationaladj:ofrelatingtoorinvolvingtwoormorecountriesintheworld國際的10.modernadj:recent11.vocabularyn:allthewordsoflanguage12.rapidlyadv:quickly13.retellv:tellsomethingoncemore14.recognizev:toidentifyfrompreviousexperience15.governmentn:groupwhichgovernacountryoracertainarea1.playapart/rolein:toactort2.becauseof：byreasonofsborsthbecauseof與because的區(qū)別，前者后接名詞或代詞，后者接句子eg.Hedidn’tgotoschoolbecausehewasill.Hedidn’tgotoschoolbecauseofhisillness.教學(xué)設(shè)計任務(wù)比較單一，練習(xí)不多。AimsTodiscoverusefulwordsandexpressionsTodiscoverusefulstructuresProceduresI.DirectandIndirectSpeechDirectDirectSpeechIndirectSpeechsimplepresentsimplepastsimplepastpastperfectHesaid,“IwenttoschooleveryHesaid(thapresentperfectpastperfectHesaid,“IhavegonepresentprogressivepastprogressiveHesaid,“IamgoingtoschooleveryHesaid(thatpastprogressiveperfectprogressiveHesaid,“Iwasgoingtoschoolday.”efuture(will)wouHesaid,“IwillgotoschooleveryHesaid(that)hefuture(goingto)presentprogressivepastprogressiveDirectSpeechIndirectSpeechauxiliary+verbnamesimplepastHesaid,“DoyougotoschooleveryHeaskedmeifIwenttoday?”HeaskedmewhereIwenttoschool.Hesaid,“Wheredoyougotoschool?”imperativeinfinitiveHesaid,“Gotoschooleveryday.”DirectDirectSpeechIndirectSpeechsimplepresent+simplesimplepresent+simplepresentpresentHesaday.”presentperfect+simplepresentperfect+simplepresentpresentHehassaid(that)heveryday.”pastpastprogressive+simplepastpastprogressive+simplepastHewassaying,“Iwenttoschooleveryday.”Hewassaying(that)hewenttoschoolpastprogressive+pastperfectschooleveryday.DirectSpeechIndirectSpeechday.”maymightmightHesaid,“Imightgotoschooleveryday.”musthadtoHesaid,“Ihavetogotoschooday.”Discoveringusefulwordsandexpressionsclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.thataredifferentbuthavethesamemeaning.)III.Discoveringusefulstructures(Makingcommandsandrequestsusingindirectspeech)usuallygive.Youmayfollowthesesteps.2)Askanotherpersoninyourgrouptotellsomebodywhatyousaid.3)Thethirdpersonwillchangetherequestorcommandfromdir4)ChangerolesothateachpersongetsthechancetogivecommandsandturnExample:T:Pleasedon’ttalkinclass.S1:Whatdidourteachertellus?/Whatdidourteachersay?S2:Hetold/askedusnottotalkinclass./Sh2.Getthestudentsthinkingaboutthedifferencebetweentherequestandcommand.Thenreadtherepliesanddecidewhethertheyareinanswertoarequestoracommand.Writethesentencedown.B:I’llgoandcollectsomewoodrightnow,master.B:OfcourseI’llbehappytocollectyourshoppingforyou.B:Yes.I’llshutthedooratonce,Mr.Zhang.B:Sorry.I’llgetthatbookforyourightnow.教學(xué)設(shè)計依據(jù)《新課程標(biāo)準(zhǔn)理念》設(shè)計各種任務(wù)，使學(xué)生在完成這些AimsToreadoutandtalkaboutSTANDARDENGLISHANDDIALECTSTowriteaboutlearningEnglishbybrainstormingProceduresI.Warmingup1.Introduction:InChinathere’resomanydialectsthatthegovernmentencouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.2.Role-play:Getstudentstoworkinpairs.LetonestudentbeaChineseandthemdiscusswhyPutonghuahastobeusedinChina.II.Reading2.Skimming:Readquicklytofindthetopicsentenceforeachparagraph.Para.1:ThereisnosuchathingasStandardEnglish.Para.2:AmericanEnglishhasmanydialectswhosewordsandexpressionsaredifferentfrom“standardEnglish”.Para.3:Geographyplaysapartinmakingdialects.3.Scanning:Workinpairs.Readthetexttolocateparticularinformation.1).DoyouknowwhatStandardEnglishisfromthetext?2).Whatisadialect?WhydoesAmericanEnglishhavesomanydialects?4.Languagefocus:1)believeitornot:usedwhenyouaregoingtosaysomethingthatistruesurprising:Believeitornot,Johncheatedintheexam.3).standardEnglish:theformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareao4).dialect:avarietyofalanguagespokenonlyinonearea,inwhichwords,orgrammarareslightlydifferentfromotherformsofthesamelanguage5).playapart/rolein:beoneofthecausesthatmakesomethinghappen:Besidesdieting,exercisingplaysanimportantpartinlosingweight.III.ListeningTointroducethestudentstoadialectandaformofstandard“English”.Youmayfollowthesesteps:1).Setthecontextforthestudentsbydescribingthesituation;2).Telltheclass:youaregoingtolistentoaboynamedBuford.HespeaksaSoutherndialectofAmEwithanEast,Texasaccent.Remember:pronunciationisdeterminedbyaccent.Ontheotherhand,Buford’steacher,Jane,speaksstandardBrE.(i.e.whatisheardontheB4).EncouragethestudentstogivethestandardequivalentsforthedialecticwordsfromBuford’sstory,usingthecontext.DialecticwordsfromBuford’sheyy’allain’tStandardEnglishequivalentshelloeveryonearen’tpupswimmin’swimmingjumpin’feelin’feelingaboutenoughlistening.7).Checktheanswers.(Variant:youmayalsoaskthestudentstoretellBuford’sstoryinStandardEnglishinpairs.)1.MakesurethestudentsknowthatthewordusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses.Presentthelisttothestusubwayundergroundkeepgoingstraightgostraightontwoblockstwostreetsrightright-handsidePreparetheirrole-playinpairs:BesurethatoneplaysaspeakerofBritishEnglishandtheotheraspeakerofAmericanEnglish.Askstudentstoselectactualstreetsandlocationintheirhometownforgivingdirections.Performance:Asktwopairstoperformtheirdialogueinclass.Sampleversion:S1:Excuseme,sir.ButIcan’tfindthedrugstore?S2:Pardon?S1:IsaidIcouldn’tfindthechemS2:Well,goroundthecorneronyourright-handside,straightonatheflyover.Youwillfinditahead.S1:Thankyouverymuch.S3:Whatdidhesay?crosstheoverpass.Thedrugstorewillbeahead.Self-assessmentcriteria:Didyoucooperatewellwithyourpartner(s)whilepracticing?Canyouaskfordirectionsandgivedirectionsclearly?Canyouexpressyourideasfluently?Ifnot,what’syourmainproblem?DidyougonaturallybetweenAmericanEnglishandBritishEnglishwhiletalkingtoeachother.V.Writing1.MakingaposterFirstaskthestudentstomakeeducatedgueaspectofChineselife,inparticularitseconomy.Then,inpairsstudentsworkontheirposter.Finally,askseveralpairstopresenttheirposterinclassforassessment.ASampleposterCHINA’SFUTURELIESWITHLEARNINGENGLISHReasonsforlearningEnglish:WorldtradeisdoneinEnglish;Internationalorganization(suchastheUN)useEnglish;WeneedcontactwiththedevelopedWesternworldtobuildourcountry;ThedevelopedworldusesEnglishinitsdealings.WhytheChineselanguagewillnotdo?VeryfewpeopleintheWestspeakChinese;ChineseisadifficultlanguagetolearMostbusinessmendonothavetimetolearnnewlanguageseverytimetheyenteranewinternationalmarket.SOCHINA’SFUTURELIESWITHLEARNINGENGLISH2.WritingAssessmentCanyougivepersuasivereasonsforthetopiconyourposter?Canyouverbalizeyourideasfluently?CanyouputyourownEnglishlearningexperiencesintoabroaderperspective?Canyouorganizeyourideasinalogicalway?Haveyoumadeabrainstormingmapbeforeyousetouttodesignyourposter?Doyouthinkithelpsyourwriting?Whatkindofmistakeshaveyoumadeinyourwriting?Whatcanyoudotoavoidsuchmistakes?FurtherApplyingonpage53.Youmaytakethefollowingsteps:Step1:StudentsdividedintogandideasaboutEnglishlearning.Step2:Studentsmakealistasfollows:forWhyEnglishforWhyEnglishwithEnglishimprovementStep3:Makenotesabouttheparagraphsforthewriting.Step4:Theteacherhelpsdevelopideasinapositiveandencouragingway.Step5:Studentswriteaboutthetopicafterclassashomework.SampleSampleversion:MyexperienceoflearningEnglishManypeopleallovertheworldspeakEnglishastheirsecondlanguage.Itisnottoomuchtosaythatithasbecomeaninternationallanguage.StudyingEnglishcanmakelifefun.ItenablesyoutowatchAmericanmovies,readEnglishbooksandlistentoEnglishsongs.Moreover,asEnglishisaninternationallanguage,youwillbeabletocommunicatewithforeignerswhenyouareonatripabroad.Travelingwillbemoreinterestingthatway.ItisagoodideatomakefrienbestwaytoimproveyourEnglish.Inaddition,itwillbefunanditwillexpandyourviewoftheworld.Ifyoumakefriendswithanativespeaker,yoyourspokenEnglishmoreoftenandthenyoucancommunicatewithpeoplearoundtheworld.Youcanalsobecomefamiliarwiththecustomsandhabitsofdifferentcultures.TherearesomepeoplewhoareafraidtomakefriendswithforeignersbecausetheyarenotconfidentoftheirEnglish.However,manyforeignersdonotcareaboutgrammar.Theywillgetyourkeywordsinthesentenceandfigureoutthewholemeanings.Therefore,itisunnecessarytobeafraidtomakefriendswiththem;justLearningEnglishhelpsusmeetdifferentpeopleandlearnmoreabouttheirculture,thusfacilitatingmutualunderstandingandharmony.Brieflysaid,EnglishrT:Fromthefirstsentencesand“Britishrulers”,weknowS1comesfromIndia.Gof課后反思：本課為聽力課，能依據(jù)新課程標(biāo)準(zhǔn)進行教學(xué)設(shè)計，訓(xùn)練和提高學(xué)生的聽力水平的能力，比較好地完成教學(xué)目標(biāo)。(2)教材分析與學(xué)生分析：本單元的中心話題是旅游，通過旅游日記的方法描述旅行見聞。WarmingUp部分讓學(xué)生想象自己住在青海，要去東南亞旅游。要求他地方并查出不同交通方式及所需費用。然后與同學(xué)討論六個話題，使學(xué)生了解旅游的必王薇夢想往湄公河做自行車旅行，并為之做準(zhǔn)備的過程；文章的第二部分ANightintheMountain放在“語言運用部分”中，主要講述了他們在西藏山中度過的一宿，爬山路的艱苦和樂趣；Comprehending部分通過回答問題、讓學(xué)生填寫表格在課文中找到王薇和王昆對旅行的相同和不同看法，加強學(xué)生對課文細(xì)節(jié)的進一步理解;Learningabout(3)課時安排：Thefirstperiod:Speaking:WarmingUpandPre-ReadingThefifthperiod:Listeningandwriting學(xué)會解決旅游中出現(xiàn)的一些問題;掌握和運用本單元出現(xiàn)的新詞匯和短語；學(xué)會向別人告別和祝愿；掌握用現(xiàn)在進行時表示將來時的用法。planningatrip.1.Whatareyouplanningforthetrip?2.Whereareyougoingandwhatareyouplanningtodoeachday?3.Howare4.Whenyouleavehome,whatwillyourfamilyandyourfriendssaytoyou?布置這一任務(wù)的主要目的是讓學(xué)生在理解課文的基礎(chǔ)上學(xué)會如何安排旅行，知道旅游需要什么準(zhǔn)備，采用什么方式旅游，以及離開家時家人和朋友對他們說什么。⑥情感態(tài)度與價值觀：在實際生活中運用所學(xué)知識去安排旅游、選擇地點和路線、選擇旅游方式。學(xué)會寫旅游日志。詞匯：journalfaretransportVietnamfinallycyclepersuadestubborninsistproperproperlydeterminedeterminedaltitudevalleyattitudeshortscamprecordtopicfamiliarbrave短語：changeone’smindgivein重點語法項目：現(xiàn)在進行時表將來Whenareyouleaving?Howareyougoingthere?Whereareyoustaying?Howlongareyoustayingthere?Whenareyoucomingback?attitude.2.HowtousethewordsandthePresentContinuousTenseexpressingfuturity.3.Howdescribewhattheyseeandhear.4.Howtowriteashortletterandhowtogivebestwishestosb.work,explainingandpractising(7)教學(xué)煤體設(shè)計：Aprojectorandataperecorder.(8)教學(xué)過程：詳見以下分課時教學(xué)設(shè)計。(9)課堂練習(xí)與課外作業(yè)設(shè)計：穿插于分課時教學(xué)設(shè)計中MekongIndiaMekongChina，NileCentralAfricaNileEThamesGermanyThamCongoBrazilCongoCeNigerChina,SEAsiaNigerWestAfDanubeEgyptDanubeCentrAmazonWestAfricaAmazonBraMississippiCentralEuropeMississippiUSOk,todaywe’regoingtoreadapassageaboutJOURNEYDOWNTHEMEKONG.Pleaselistendeterminedlook,changeone’smind,atanaltitudeof,seemtodo,theairbehardtobreathe,an2).thattheydon’tneedtopreparemuch.preparationswe’llhaveagoodtimeduringthetrip.)myfamilyandmyfriendswillsay,“Haveagoodtrip./Haveagoodjourney./Haveagoodtime.”)課后反思：本節(jié)課能根據(jù)《英語課程標(biāo)準(zhǔn)》的精神進行教學(xué)設(shè)計，并采用任務(wù)型教學(xué)法進行教學(xué)。在教學(xué)過程中注意“教”與“學(xué)”的關(guān)系，各個教學(xué)環(huán)節(jié)的設(shè)計都考慮到讓學(xué)生在活動中發(fā)揮其主題地位，讓他們?nèi)グl(fā)現(xiàn)問題，分析問題慮到學(xué)生的情感態(tài)度，使學(xué)生在快樂的學(xué)習(xí)氣氛中得到能力的培養(yǎng)。WarmingupbydiscoveringusNowlet’sgoonwithJourneyDownTheMekongwithWangWeiandWangKun.Theyareinso…that,thesoundofthefire,travelsofar,joinsb.,hardlywaittosee,changeone’sattitude.Wei:That’snice.Theymustbepretty.Kun:Yes,theywere.Aim:Let’sgoonwithJourneyDownTheMekongRiver(part3)withWangWei.Turntopage23andyouhearonthetape.AfterthatI’llplaythetapeforthesecondtimeandthenfinishthechart.YouWhydopeopleinLaoscalltheriver“theseaofLaos”?putone’sthoughtsintoadiary,traveljourney,thedifferencebetween,foronthing…foranother,recordone’sexperiences,soonafter,befamiliarto,makealistof,compare…with,agreeto.2).Totrytorecordhowthewritersfeelverysoonafterthingshappen1).Isn’taspersonalasa4).It’stopicsincludespeople,things,andeventslessfamiliartoreaders.Nowlet’sdoawritingpractice.ImaginethatyouareafriendofWangWei.WriteashortlettertoGoodluckonyourjourney.Say“Hello”to….Writetome.Givemybest/lovewishesto….Havefun.doingnow?AreyoustillinLaos?Canyoutellmesomethingaboutpeople’slifethere?Whenare習(xí)單詞、數(shù)字的表達法以及有that,which,who,whose引導(dǎo)的定語從句，培養(yǎng)學(xué)生的自主一封信，要求學(xué)生閱讀后寫一篇大地震紀(jì)念公園落成儀式上的演講稿，接著說一說唐山大地震紀(jì)念郵票。隨后的聽力（Listening）是一位美國人以第一人稱敘述他在1906年舊金山大地震中的可怕經(jīng)歷。寫作（Writing）部分訓(xùn)練學(xué)生如何寫新聞報道，學(xué)會擬地定(3)課時安排：Thefirstperiod:Reading⑦知識與技能：了解地震的成因、預(yù)兆，地震造成的損失，地震時的應(yīng)急措施以及震后的救援;掌握和運用本單元出現(xiàn)的新詞匯和短語以及數(shù)字的表達法；熟練運用⑧過程與方法：在學(xué)習(xí)閱讀部分時，可以根據(jù)教學(xué)的需要和教學(xué)班級的實際，從不同的角度設(shè)計目的明確的任務(wù)。閱讀材料提及了很多孩子失去雙親成為孤兒，礦工在地震中的遭遇。救護人員和解放軍官兵不顧自身安危，奮力搶險的事跡，地震無情如：1.組織學(xué)生討論震后孤兒的安置2.模擬采訪被搶救的礦工。3.寫一篇新聞故事，描述救護人員和軍隊救災(zāi)的感人故事。⑨情感態(tài)度與價值觀：培養(yǎng)日常對自然現(xiàn)象的觀察能力和思考能力，對地震等災(zāi)難中逃生和救生方法的了解。詞匯：shakerisesmellypondburstcanalsteamdirtruininjuredestroybrickdamuselesssteelshockquakerescueelectricitydisasterarmyorganizeburycoalmineshelterfreshpercentspeechhonorprepareEuropethousandsof難點：1.Teachthestudentshowtoenjoyanarticle2.Teachthestudentsthewaytoexpressthemselves.3.Theusageofthewordsofthat,which,whoandwhose.practicing,readinganddiscussion,speakingandlistening,pairwork(7)教學(xué)煤體設(shè)計：Aprojectorandataperecorder.(8)教學(xué)過程：詳見以下分課時教學(xué)設(shè)計。(9)課堂練習(xí)與課外作業(yè)設(shè)