四川省宜宾市一中高2014级2015-2016学年上期第8周英语教学设计设计

课题

Introduction, Speaking

课时

1

授课班级

         考点、知识点

1. Words： cave, peak, plain, plateau, shore, slope, valley, wood, flat, surround, hilly, raft, narrow, distant, exploit, at the edge of, at least, be heavy with

2. We could see the sun setting behind the white pagoda. P42

3. Every ..., every stream that joined ..., every ... was heavy with the past. P42

4. On a distant mountain was a sign in 20-foot characters. P42

学习目标

1 Enable students to learn the new words in the reading material.

1. Get students to read and understand the passage.

2. Enable students to appreciate the beautiful sentences and make sense of them.

重、难点

1. Read and fully understand the text while develop the students’ reading ability.

2. Enable students to appreciate the beautiful sentences and make sense of them

学习内容

学生活动

I. lead-in: Ask the students to look at the photo and describe the scenery of the Three Gorges.

II. Quiz: Warming up

Ask the students to work in pairs to do the quiz about the Yangtze River. Then get them to say sth about the Three Gorges Dam.

III. Pre-reading

First, get the Ss to discuss the question on Page 2 with their partners. Then get them to talk about some topics if goes on a trip through the Three Gorges. At last, ask the Ss to report their work. Encourage the Ss to express their different opinions.

IV Reading

First reading: scanning

Get the students to comprehend the passage quickly, accurately, meanwhile help them to form a good habit of reading. Teacher firstly gives them two minutes to look through the whole passage, telling them to read the text silently and then ask some detailed questions about the text on the slide show with their partners. Teacher encourages them to express their ideas.

The teacher shows the map and the table on the screen.

The students see the table in the attached passage analyzing.

V Practising

Read the passage again. First ask the Ss to practise Activity 3 by themselves. And then practise Activity 4 and Activity 5 with their partners. At last, check the answers with the whole class.

A Trip Along the Three Gorges

VI. Language points

1. be to do something   

2. Have....off / take ....off/ ask for...off

3. narrow

4. Calm; dirty

5. Trade with / trade A for B/ trade in

6. Make a detour

7. Inverted sentence: A sign in 20-foot characters was on a distant mountain.

VII. Conclusion What have you learned today?

VIII. Homework

Read the passage and review what you have learned today.

Group work

Individual work

Read and answer

教学反思

课题

Grammar and Function

课时

2

授课班级

考点、知识点

1. Revision of modal verb

2. Talking about obligation, permission, and prohibition

学习目标

1. Learn the usage of some Modal Verbs.

2. Let Ss learn how to use the Modal Verbs.

重、难点

1. The usage of some Modal Verbs.

2. How to teach the Ss to rewrite some sentences with the Modal Verbs.

学习内容

学生活动

Step I Revision

Check Ss’ homework, retelling “A Trip Along the Three Gorges”.

T: Now, please allow me to ask some of you to retell the text we’ve learned in last class. Who’d like to do it for the class?

Students see the text retelling in the attached passage analyzing.

S: ...

T: Excellent job!

Step II Presentation

First, ask the students to do Activity 1 on Page 44. Then show them a notice to visitors.

T: Today we’re going to review the usage of some Modal Verbs. Please open your books, and turn to Page 44. Now let’s practice Activity 1 in pairs, using the correct Modal Verbs.

A few minutes later, ask the students to check the answers with another pair.

T: Have you finished?

Ss: Yes, Sir / Madam

T: All right. Now please check the answers with another pair.

Show the answers on the screen.

Show the students a notice to visitors on the screen. Ask the students to explain the meanings of the rules, using the given phrases.

T: Please look at the screen. Here is a notice to visitors. Talk about the notice in groups of 4. Try to get the meanings of the rules. I’ll also show you a few phrases to help you. Pay attention to the usage of the Modal Verbs.

Step III Rules of the Modals

First, get the students to practise Activity 2 on Page 44 in pairs. Second, ask them to summary the rules of Modals.

T: Now let’s practice Activity 2 on Page 44 with your partner in pairs, according to Activity 1 and the notice to visitors. Try to find out the notes of using the Modals.

A few minutes later, check the notes with the whole class.

T: OK. Who would like to tell us some notes about how to use the Modals?

S1: Modal Verbs have only one form in the present tense.

Modals never have an “-s, -ed, or -ing” ending.

S2: Not all the Modal Verbs have a present, past and future form.

S3: Some Modal Verbs have more than one meaning.

S4: Modal Verbs aren’t followed by the infinitive verb “to”. We can use the base form to follow a Modal.

S5: To ask questions with Modal Verbs, you needn’t to use the Auxiliary Verb “do”.

S6: To make a Modal Verb negative, you can’t use “don’t”. S7: We can’t use two Modals together.

S8: Modals add meanings to the verbs that follow them.

T: Very good! I think you’ve known much about the usage of the Modals. We should pay more attention to the notes while using them.

T: Now it’s time for us to summary the usage of the Modals we’ve learned in this class. You may discuss it with your partner and try to fill in the following form.

Show the following form on the screen.

After the students finish filling in the form, ask some of them to present their work on the screen. At last, check it with the whole class.

Step IV Practising

First ask the students to practise Activity 3 on Page 44 by themselves, then give them an example to show what the Affirmatives, Nnegatives and questions with Modals. At last, ask the students to practise Activity 4 based on the sentences in Activity 3 in pairs.

Step V Homework

Ask the students to finish off all the activities on Page 91 and 92 in Workbook.

T: After class, please review what we learned in this class. And try to finish off all activities on Page 91 and 92 in Workbook.

Teach grammar in real situations;

Learn grammar through practice.

教学反思

课题

Speaking

课时

3

授课班级

考点、知识点

1. be allowed to, be forbidden to, be required to, be necessary to

2. Talking about obligation, permission and prohibition:

  You have to ... / You don’t have to...

  It is necessary to ... / It’s not necessary to...

  You are required to ... / You aren’t required to...

  You can / may /must / should...

  You’re allowed to ... / You aren’t allowed to...

  You can’t / mustn’t / shouldn’t...

  You’re forbidden to ... / It’s against the rules to...

学习目标

1. Ability goal:

a. Talk about obligation, permission and prohibition.

b. Talk about the rules in public places.

c. Write some rules for travelers.

2.  Learning ability goals  学能目标

a. Learn how to talk about obligation, permission and prohibition.

b. Help the Ss learn how to talk about the rules in public places.

c. Help the Ss learn how to write some rules for travelers.

重、难点

a. Let Ss learn to use the structures of expressing obligation, permission and prohibition.

b. Teach the Ss how to talk about the rules in public places.

c. Help the Ss to write some rules for travelers.

学习内容

学生活动

Step I Revision

Check up the homework for the last class.

T: Now, let’s check up your homework for the last class. First, I’d like some of you to check it with your partner.

A few minutes later

T: All right. Let’s check it with the whole class.

Step II Listening

Ask the students to listen to a conversation about the Three Gorges. Then ask them to practise Activity 1 and 2 on Page 45.

T: After reading the passage about the Three Gorges, we’ve known some relative knowledge. Today we’re going to listen to a conversation about it.

T: Now please listen to the conversation for the first time, and decide where the speakers are.

Ss: (Omitted)

T: Good job. Now please listen to the conversation for the second time. Then tick the things you can do on a classic Three Gorges cruise.

Ss: (Omitted)

Step III Function

Ask the students to practise Activity 1 in FUNCTION, and find out the useful expressions about obligation, permission and prohibition. Then find more examples in the reading passage on Page 42.

T: Now let’s practise Activity 1 in FUNCTION, and find out the useful expressions about obligation, permission and prohibition in pairs.

A few minutes later

T: All right. Let’s check up the answers with the whole class.

T: Now please discuss with your partner to speak out more expressions about obligation, permission and prohibition.

Show the expressions on the screen.

Step IV Speaking

First ask the students to describe the signs in pairs. Then ask them to talk about rules in the given situations in groups of 4.

T: Please look at the signs on Page 46 and try to speak out what they mean.

T: Now I’ll ask some of you to describe the signs for the whole class.

Ss: (Omitted)

T: Great. Now let’s talk about the rules in the given situations in groups of 4. Each group may choose one of the situations. Try to use the expressions about obligation, permission and prohibition.

They are having the discussion.

T: All right. Who’d like to talk about the rules at the airport?

S1: You should be at the airport at least one hour before the departure.

S2: Per passenger is allowed to bring only one carry-on.

S3: You are allowed at most 50 pounds of baggage.

S4: You are required to take your passport and ID card.

S5: You don’t have to pay duty on personal belongings.

T: Well done. How about on the train?

S1: You’re not allowed to talk loudly in the carriage.

......

Step V Pronunciation

There are four tasks for the students to finish.

For Activity 1, ask the students to repeat the questions. For Activity 2, 3 and 4, ask the students to mark where the speaker pauses at each sense group. And then say the sentences aloud.

a. Pairs work and group work;

b. Discussion and cooperative learning.

Step VI Homework

After class, ask the students to write some rules for travelers arriving in their town. First you should ask them to think of the things given in the textbooks. Then get them to talk about some rules for these things in groups of 4.

教学反思

课题

CULTURAL COUNER and A Nile Cruise in Workbook

课时

4

授课班级

考点、知识点

1. view, naturally, pin, torch, rip off, get a kick out of

2. I’m allowed to stick one in only if I’ve been in a place for more than 24 hours. P49

3. There’s a saying ... that all tourists are ripped off. P49

4. Wherever he goes ...  takes with him a photo of his wife, ... P49

学习目标

a. Enable the Ss to talk about advantages and disadvantages of traveling transportation.

b. Enable the Ss to guess the meaning of the expressions in EVERYDAY ENGLISH.

c. Enable the Ss to discuss the questions about the passage:

重、难点

a. Get the meanings of the words from the context.

b. Discuss the answers to the questions.

c. Talk about advantages and disadvantages of traveling transportation.

学习内容

学生活动

Step I Revision

Check the homework

First you should think of the things. Ask the students to discuss some rules for travelers arriving in their town in groups of 4. They may fill in the following form. After discussion, present their rules for the foreign travelers. Give some comments and encouragement.

Asking

|Reading

Making notes

discussion

Step II Cultural Corner

Pre-reading

Ask the students to talk about traveling in pairs. Get to know what they like doing when they travel.

Step III Reading

Pre-reading

First, ask the students to talk about which type of transportation they prefer for traveling around. Second, let them discuss the advantages and disadvantages of a river cruise on the boats. Finally, get them to read the passage about A Nile Cruise and find out the answers to the questions on Page 94.

Show the form on the screen.

Four-day trip from Aswan to Luxor

Step IV Homework

1. Ask the students to choose any country and imagine to be there. Write a short postcard to themselves.

2. Preview the Vocabulary in Workbook on Page 92.

教学反思

课题

Listening and Writing

课时

5

授课班级

考点、知识点

1. Words: cave, peak, plain, plateau, shore, slope, valley, wood, flat, hilly, narrow, distant, mountainous, fertile, remote, steep, be allowed to, have to

2. Sentences:

I think ... because ...

In my opinion, ... is better than ... because ...

学习目标

1. Enable the students to describe the most beautiful places.

2. Enable to discuss the best holidays.

3. Learn how to describe the most beautiful places.

4. Learn how to discuss the best holidays.

重、难点

1. Listen to the material about the best holidays.

2. Help the students to give opinions and reasons.

3.Get the students to learn how to describe the most beautiful places.

学习内容

学生活动

Step I Revision

Check up the homework. Ask the students to present their imaginary countries on their short postcards to themselves.

T: Now, I’ll ask some of you to show your post cards on the screen.

Sample versions

S1: Australia is as old as time. It has many plants and animals not found anywhere else in the world, like kangaroos and koala bears. It is the only country in the world, which covers an entire continent. It is an extremely rich country. Australians love sports and win world competitions in tennis, sailing and swimming.

S2: New Zealand is an important agricultural country with a small population. It was the first nation in modern times to allow women to vote long before many other countries. Its natural beauty, mountains, rivers and National Parks, attracts tourists from all over the world.

S3: The United Kingdom (UK) is short for the United Kingdom of Great Britain and Northern Ireland. It consists of Scotland, Wales, and England. England is the largest, most populous, and generally speaking, the richest section.

a. Discussion;

b. Listening;

c. Cooperative learning.

Step II Vocabulary

Ask the students to practise Activity 5-9. Help them to master the meanings, parts of speech and usage of the Vocabulary on Page 92 in Workbook. Check the answers with the whole class.

T: Please open your books, turn to Page 92. We’re going to learn the vocabulary about the description of the places. First let’s practise Activity 5 with your partner.

After practising

T: Now I’d like some of you to decide which adjectives can go with the nouns.

T: Let’s go on with Activity 6. Please match the words with the pictures.

T: Please complete the sentences with the correct forms in Activity 7.

T: Now complete the description with the words in Activity 8.

T: Please discuss the most beautiful places in Activity 9 in pairs.

T: Now who’d like to describe the most beautiful places for the class?

S1: The Great Wall is one of the wonders of the world that created by human being! The man who hasn’t been to the Great Wall is not a true man.

S2: The USA’s Grand Canyon is as unearthly in the color and grandeur and quantity of its architecture as if you had found it after death on some other star.

S3: The Egyptian Pyramids are the most colossal buildings ever constructed built 4000 years ago. The temple of Angkor Watt covers an area of two square kilometers. A vast square channel of water goes round the four sides of it. Nowhere else in the world can there be such a quiet, beautiful place.

S4: Death Valley is one of the most famous deserts in the United State. There nature created a lot of sights, almost like those on the moon, ever-changing as the frequent wind moves the sand about.

S5: Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. There are many legends and myths about it. It is most significant because of the size of the stones, the complexity of the arrangement and the efforts for the construction.

Step III Warming up

I’d like you to have a free talk with your partner about holidays.

Ask the students to talk about the holidays by answering the questions on holidays.

T: I think most people like to spend holidays. I’ll show you some questions on them. Please ask and answer them in pairs.

Show them on the screen.

Step IV Listening

Firstly, ask the students to discuss the best places in China for different types of holidays and give their reasons. Secondly, get them to listen to the conversation about the best holidays and complete the chart. Thirdly, let them discuss the best holidays they have ever had in pairs. Finally, listen to it again and check the answers with the whole class.

Step V Speaking

Ask the students to read the postcard and then answer some questions in pairs.

Step VI Homework

After class, ask the students to practice Activity 19 and 20 with your partner. Make notes and write a post card to a friend at home, and pay attention to the tips for writing travel notes.

After class practice activity 19 and 20 with your friend. Make notes and prepare to write a postcard to a friend at home, and pay attention to the tips for writing travel notes.

Show the tips on the screen.

教学反思