Teaching plan of Unit 2(人教版高二英語上冊教案教學(xué)設(shè)計(jì))

發(fā)布時(shí)間：2016-4-14 編輯：互聯(lián)網(wǎng) 手機(jī)版

English around the world

Teaching aims and demands:

1. Topic:

English language and its development; different kinds of English

2. Vocabulary:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

3. Useful expressions:

play a role in, because of, come up, such as, give a command, play a part

4. Function: language difficulties in communication

Pardon?

I beg your pardon? I don’t understand.

Could you say that again, please?

Sorry, I can’t follow you.

Could you repeat that, please?

Can you speak more slowly, please?

5. Grammar: imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Warming up

Aim: to make Ss to get to know some differences between British English and American English.

Activity 1. Ss discuss how many countries use English as their native language and which countries.

Activity 2. Ss discuss in groups about the differences between British English and American English, and give some examples.

Activity 3. Ss guess which of the following words is British English and which is American English:

apartment/flat bathroom/toilet can/tin candy/sweet

check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post

mom/mum movie(film)/film pants /trousers repair/mend

sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol

Pre-reading

Aim: arouse Ss’ interest and make them be active in the class activities.

Ask Ss to answer the following questions:

1. How many people speak English in the world today?

2. Why do so many people speak English?

Reading:

Aim: to let Ss know how to get the key sentence of a paragraph.

Tasks:

1. Read the text quickly and answer questions

2. Ss read the passage and guess the meaning of the new words.

3. Ss read and find out the key sentence of each paragraph.

4. Ss finish comprehending 1.

5. Ss try to understand the meaning of the sentence: “Only time will tell.”

It means that something can only be known in the future. This sentence indicate that it remains to be seen just how much Chinese culture will influence the English language in the present century.

6. Discussion: Ss in groups discuss how their generation could influence English.

Learning about language:

1. Discovering useful words and expressions.

Answer key for Exercise 1:

1 C 2D 3E 4F 5A 6B 7J 8G 9 I 10 H

2. Ss finish Ex 2,3 and 4.

3. Discovering useful structures.

a. Let Ss see how to retell the following sentences into indirect speech:

“Open your books.” the teacher said to us.

--The teacher told us to open our books.

“Would you please close the window?” she said.

-- She asked me to close the window.

b. practice:

S1: What do you think about the play.

S2: I think it is wonderful.

S3: What did he say?

S1: He said that he thinks it’s wonderful.

c. Tell Ss how to give commands and make requests.

d. Pairs work: Ss in pairs make some dialogues using the commands/requests that they have learned.

Using language:

Aim: to get Ss to know that there are a lot of different dialects in the same language.

Task:

1. Ss discuss and answer: why putonghua has to be used in China?

2. Reading: Ss read and answer the following questions”

a. What is standard English and what is a dialect?

b. Why does American English have so many dialects?

3. Ss in pairs talk about how many dialects they know in Chinese language and give some examples.

Listening:

Aim: to let Ss to get special information and take notes while listening.

1. Ss listen to the tape and try to write down the American English words from the dialogue that have the same meanings as the British words listed on page 48, Ex 1.

2. Ss listen and answer the questions on page 48,Ex 2.

3. Ss listen to the dialogues on page 12 and find the British and American words which are different but have the same meaning.

4. Listen to the tape carefully and try to understand the passage with some accent. Then answer the questions on page 14 of the textbook.

Speaking:

Aim: to let Ss have the ability to ask ways by using indirect and direct speech and requests.

1. Tell the Ss what they are going to do.

2. Ss read the dialogues.

3. Ss find the different words used by American and British.

Subway/underground streets/ blocks

4. Role-play: use the words and give their own directions.

Writing:

1. Ask the Ss to brainstorm with a partner on the following topic: How can learning English help China in the future?

2. Ss collect their ideas and begin to write a poster.

3. Ss revise the writing by themselves.

4. Ss exchange their writings with their partners and correct the mistakes.

5. Choose some writings to show in class.

Tips for writing:

Pay attention to your handwriting.

Pay attention to punctuation.

Use correct tenses and sentence structure.

Out-of-class work:

1. Learn the new words and expressions by heart.

2. Surf the internet and try to find more about the differences between British English and American English.

Teaching plan

Unit one

Teaching aims:

1. 能力目標(biāo)：

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(shí)目標(biāo)：

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 agree.

That’s correct.

Of course not.

Exactly.

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(biāo):

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(biāo)：

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

b. To develop Ss’ communicative strategies.

5. 文化目標(biāo)：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?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

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(píng) 他評(píng)

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

Step1.Warming 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:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

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

5.Which 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 ?

Step7.Assignment

Task1.Surf 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.

Task2.Ex2.3on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起來等于；總計(jì)

The cost added up to 100 million yuan.

2. cheat v. 1). To act in a dishonest way in order to win 欺騙；作弊

2). (of, out of) to take from (someone) in a dishonest way 騙取

They cheated the old woman out of her money by making her sign a document she didn’t understand.

n. 1). an act of cheating 作弊行為

2). one who cheats 騙子

3. go through

1). To examine carefully 仔細(xì)閱讀或研究

I went through the students’ papers last night.

2). To experience 經(jīng)歷，遭受或忍受

You really don’t know what we went through while working on this project.

4. crazy (adj.)

1). mad, foolish 瘋狂的，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

She is crazy about dancing.

5. lonely (adj.) unhappy because of being alone or without friends 孤獨(dú)的，寂寞的

He has been very lonely since his wife left him.

lonely/alone

alone

1). without or separated from others 單獨(dú)的

She lives alone.

2). only 僅僅，只有。用于名詞或代詞之后。

The gloves alone cost $ 80.

leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 擔(dān)心

We’re all concerned about her safety.

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心煩意亂，生氣

He is upset.

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣

His cheating on the exam upset his teacher.

8．well n. 井 adj. 身體好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

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 Wb.Ex1.on 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 5.Assignment

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.

Teaching plan of unit three

Travel journal

廣州南武中學(xué) 朱瓊

Teaching aims and demands

1. Topic: traveling; describing a journey

2. Vocabulary and useful expressions:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

3. Function:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

4. Grammar: 現(xiàn)在進(jìn)行表將來

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Teaching procedure:

Period 1.

Step 1.Warming up

1. Ask some questions:

Do you often travel? Where have you been?

2. Following the steps of the warm-up on page 17.

Step 2. Pre-reading

1. Show some traveling pictures of the teacher’s.

2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China.

3. Ask Ss: how people who live along a river use it.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are they going to do?

2. Skimming: Ss read again and finish comprehending 1 on page 19.

3. Ss read and get the main ideas of each paragraph.

4. Ss list the countries that the Mekong River flows through.

Step 4. After-reading

Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.

Similar attitudes about the trip Different attitudes about the trip

Both Wang Wei and Wang Kun think…

1. taking this trip is a dream come true.

2. that they will enjoy this trip a lot.

3. they should see a lot of the Mekong.

4. that most of the Mekong will be found in Southeast Asia. Wang Wei believes…

1. they must start in Qinghai where the river begins /see all of the Mekong.

2. that they don’t need to prepare much

Wang Kun believes…

1. it is too cold and high to start in Qinghai.

2. that using an atlas is very important.

Step 5. Assignment

1. surf the internet and get more information about the Mekong River.

2. retell the passage use your own words.

Period 2.

Step 1. Warming up

Ask some Ss to retell the passage that they have learnt last period.

Step 2. Learning about the language

Teacher explain some language points in the text on page 18.

1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 說服或勸說某人（不）做某事

He is easily persuaded.

Wang Kun couldn’t persuade his sister to change her mind.

persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服

How can I persuade you that I am telling the truth?

2. insist(v. ): demand (sth) forcefully, not accepting a refusal 堅(jiān)持或堅(jiān)決要求；

Since he insisted, I had to stay.

insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），堅(jiān)決主張

She insists on getting up early and playing her radio loud.

3. care about: be worried, concerned or interested 憂慮，關(guān)心，惦念

don’t you care about anybody?

I don’t care about what happens to him.

care for /to do: be willing or agree to do sth.; wish or like to do sth.

Would you care a drink?

Would you care to go for a walk?

care for sb.

1). Like or love sb.

He cares for her deeply.

2). Look after sb; take care of sb; be responsible for sb

Who will care for your child if you are out?

4. Once she has made up her mind, nothing can change it. 她一旦下了決心，什么也不能使她改變。

once: adv.

1). for one time 一次

I have only been here once.

2). at some time in the past 一度；曾經(jīng)

He once lived in Zambia.

3). all at once: suddenly 突然

All at once the door opened.

conj. = as soon as 一旦；一…就…

Once you understand this rule, you’ll have no further difficulty.

Step 3. Practice

1. Ss finish Ex 1 and 2 on page 20 by themselves.

2. check the answer.

3. Ss do Ex 3. on page 20.

4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Wb. Ex1 on page 56.

3. Finish Wb. Ex 2 on page 57.

Period 3.

Step 1. Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the verbs.

Are you working this evening?

We’re having an English party this weekend.

He is leaving tomorrow.

Let Ss themselves find the rules and tell what tense they are used.

2. Ss finish the dialogue on page 21 and pay attention to the tense.