英語作為現(xiàn)代高中學(xué)生所必修的課程之一，在高考總成績中占150分，怎樣能夠更好的學(xué)習(xí)英語成為越來越多的高中學(xué)生的煩惱。這次小編給大家整理了北師大版高中英語必修一的教案，供大家閱讀參考，希望大家喜歡。

北師大版高中英語必修一的教案1

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 他評

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.

北師大版高中英語必修一的教案2

一、教學(xué)內(nèi)容 Pre-reading; Reading; Comprehending

二、教學(xué)目標(biāo)

在本節(jié)課結(jié)束時(shí)，學(xué)生能夠

l 認(rèn)識節(jié)日的分類以及節(jié)日對人們生活的影響，從更深入的層面理解各國節(jié)日的意義。

l 運(yùn)用略讀(skimming)、找讀(scanning)、細(xì)讀(careful reading)等閱讀技巧來掌握篇章中心內(nèi)容，獲取閱讀文章中的關(guān)鍵信息。

l 根據(jù)上下文，理解本課的生詞、詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。

三、教學(xué)步驟

步驟一 略讀(skimming)

1.學(xué)生看Reading中的圖片和標(biāo)題，兩人一組討論閱讀材料中將介紹什么信息，完成Pre-reading的練習(xí)2。鼓勵學(xué)生在班內(nèi)發(fā)表個(gè)人的見解。

2.老師指導(dǎo)學(xué)生快速瀏覽文章中的小標(biāo)題和每個(gè)自然段的首句，了解文章大意，即不同的節(jié)日或慶典類型代表著不同的含義，有些是紀(jì)念死者的，有些是紀(jì)念著名人士的，有些是慶祝冬天的結(jié)束春天的播種、秋天的豐收、以及獵人獵到獵物等等。

教學(xué)意圖：快速瀏覽圖片、標(biāo)題信息、文章中的小標(biāo)題和每個(gè)自然段的首句進(jìn)行略讀，可以使學(xué)生在較短時(shí)間內(nèi)準(zhǔn)確地找到文章的基本信息。

步驟二 找讀(scanning)

1.老師先讓學(xué)生看“理解”中的練習(xí)1，了解節(jié)日的分類，老師可做必要的解釋。

教學(xué)意圖：學(xué)生在把握了節(jié)日的分類后，他們在完成下列各環(huán)節(jié)時(shí)更有針對性。

2.讓學(xué)生帶著練習(xí)1中的任務(wù)通讀一遍課文，重點(diǎn)閱讀和練習(xí)有關(guān)的內(nèi)容，快速找出練習(xí)所要求的基本信息。

教學(xué)意圖：通過找讀，學(xué)生帶著任務(wù)就可以快速獲得練習(xí)1所要求的關(guān)鍵信息。

3. 在老師的指導(dǎo)下，全班合作填寫練習(xí)1表格中的第一行。然后，老師要求學(xué)生獨(dú)立完成余下的三行表格的填寫。學(xué)生完成表格的填寫后，老師作點(diǎn)評。

教學(xué)意圖：學(xué)生在第一環(huán)節(jié)中完成了節(jié)日的分類、第二環(huán)節(jié)中找到了練習(xí)1中的關(guān)鍵信息后，學(xué)生在本環(huán)節(jié)進(jìn)一步整合信息，完成練習(xí)1表格的填寫。

步驟三 細(xì)讀(careful reading)

1. 學(xué)生仔細(xì)閱讀課文，獨(dú)立完成Comprehending中練習(xí)2的問題1~3，然后請幾個(gè)學(xué)生回答，最后全班核對答案。

教學(xué)意圖：練習(xí)2中的問題1~3較4~5簡單，通過細(xì)讀全文，學(xué)生能夠獨(dú)立作答。

問題1~3的參考答案：

1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.

2. 學(xué)生4人一組討論問題4~5，然后每組選出一名代表，匯報(bào)討論結(jié)果，最后老師給予指導(dǎo)并得出盡可能一致的意見。

教學(xué)意圖：問題4~5是開放性的問題，通過討論，學(xué)生可以根據(jù)文章的線索進(jìn)行推理，根據(jù)已有的知識和經(jīng)驗(yàn)得出問題的答案。在匯報(bào)中，學(xué)生就能夠分享彼此的成果。

問題4~5參考答案：

1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.

2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs.

步驟四 歸納內(nèi)容、對比

完成練習(xí)3~4的深層次的閱讀理解任務(wù)：

老師要求學(xué)生探討課文的整體結(jié)構(gòu)和細(xì)節(jié)，從每個(gè)自然段中找出練習(xí)所需的具體的例證。然后老師指導(dǎo)學(xué)生完成表格的第一行。學(xué)生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學(xué)一起核對答案，力爭取得較一致的意見。

教學(xué)意圖：通過本環(huán)節(jié)的學(xué)習(xí)，學(xué)生能夠體驗(yàn)歸納、總結(jié)、對比的學(xué)習(xí)過程，同時(shí)，為完成后續(xù)的寫作任務(wù)做鋪墊。

步驟五 解決閱讀中學(xué)生遇到的困難

老師要求學(xué)生朗讀課文。然后4人一組根據(jù)上下文討論在閱讀中遇到的難以理解的單詞和詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內(nèi)探討解決，組內(nèi)解決不了的，老師給予幫助。

教學(xué)意圖：解決閱讀中的障礙，培養(yǎng)學(xué)生根據(jù)上下文進(jìn)行猜詞的能力。

步驟六 歸納整理、復(fù)述課文

1. 老師事先用投影呈現(xiàn)出本課信息圖，學(xué)生在老師的引導(dǎo)下，共同完成信息圖中的信息填寫，選一名學(xué)生填寫投影中的信息圖(可用詞或短語)。然后學(xué)生根據(jù)“信息圖”用自己的話復(fù)述課文：

教學(xué)意圖：教學(xué)生如何處理和加工信息，檢查學(xué)生對課文中的主要信息、事實(shí)、情節(jié)要點(diǎn)等是否清楚，訓(xùn)練學(xué)生靈活運(yùn)用所學(xué)語言表達(dá)自己的思想。

步驟七 作業(yè)

讓學(xué)生把復(fù)述的內(nèi)容寫成短文。

教學(xué)意圖：進(jìn)一步加強(qiáng)學(xué)生對課文中主要內(nèi)容的掌握，培養(yǎng)學(xué)生寫summary的技巧。

北師大版高中英語必修一的教案3

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1、掌握下列詞匯和短語: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.

2、進(jìn)一步學(xué)習(xí)有關(guān)“朋友”的知識信息，啟發(fā)學(xué)生對朋友和友誼的思考。

3、了解《安妮日記》的背景知識，在感受外國文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識。

4、訓(xùn)練學(xué)生一定的閱讀技巧，使他們掌握一些有效的學(xué)習(xí)策略，從而提高閱讀速度和理解的準(zhǔn)確性，并養(yǎng)成一定的自主學(xué)習(xí)能力。

5、培養(yǎng)學(xué)生快速閱讀的能力、捕捉信息的能力及運(yùn)用語言進(jìn)行交際的能力。

6、通過個(gè)人活動、小組活動和班級活動等方法，培養(yǎng)學(xué)生的合作互助精神，分享英語學(xué)習(xí)的經(jīng)驗(yàn)，感受用英語交流的成功和喜悅。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn):

1、了解《安妮日記》的背景知識，在感受外國文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識。

2、訓(xùn)練學(xué)生的閱讀技巧，提高學(xué)生閱讀速度和理解能力。

教學(xué)難點(diǎn):

對所獲得的信息進(jìn)行處理、加工和學(xué)習(xí)，形成有效的學(xué)習(xí)策略。

教學(xué)工具

ppt課件

教學(xué)過程

...

板書

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

北師大版高中英語必修一的教案4

(1) 課題：Travel journal (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。Warming Up部分讓學(xué)生想象自己住在青海，要去東南亞旅游。要求他們選擇三個(gè)不同的地方并查出不同交通方式及所需費(fèi)用。然后與同學(xué)討論六個(gè)話題，使學(xué)生了解旅游的必要手段和必須備的費(fèi)用。Pre-Reading部分的兩個(gè)問題主要是引導(dǎo)學(xué)生向閱讀部分過度; Reading部分“湄公河旅行日記(Journey Down the Mekong)”的第一部分講述了王昆和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A Night in the Mountain放在“語言運(yùn)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(qiáng)學(xué)生對課文細(xì)節(jié)的進(jìn)一步理解; Learning about Language 部分講述了主要詞匯及其運(yùn)用和主要語法項(xiàng)目(用現(xiàn)在進(jìn)行時(shí)表示將來)。 (3) 課時(shí)安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading: Journey down the Mekong

The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS)

The fifth period: Listening and writing

(4)教學(xué)目標(biāo)： ① 知識與技能：了解旅游所需的準(zhǔn)備工作，其中包括精神與物質(zhì)準(zhǔn)備。選擇旅游時(shí)間、景點(diǎn)、路線、交通工具(火車、汽車、輪船、飛機(jī)、自行車等); 掌握旅游常識，學(xué)會解決旅游中出現(xiàn)的一些問題; 掌握和運(yùn)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(jìn)行時(shí)表示將來時(shí)的用法。

② 過程與方法：根據(jù)課文和所提供地圖的提示，給學(xué)生布置一些任務(wù)：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?

4. When you leave home, what will your family and your friends say to you?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(shí)家人和朋友對他們說什么。

③ 情感態(tài)度與價(jià)值觀：在實(shí)際生活中運(yùn)用所學(xué)知識去安排旅游、選擇地點(diǎn)和路線、選擇旅游方式。學(xué)會寫旅游日志。

(5) 教學(xué)重點(diǎn)和難點(diǎn)：

詞匯： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave

短語： change one’s mind give in

重點(diǎn)語法項(xiàng)目：現(xiàn)在進(jìn)行時(shí)表將來 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?

難點(diǎn)：1. How to grasp the main idea of the text and how to tell the host’s attitude. 2. How to use the words and the Present Continuous Tense expressing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb.

(6) 教學(xué)策略：Reading and discussion, speaking and listening, pair work, explaining and practising (7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder. (8) 教學(xué)過程：詳見以下分課時(shí)教學(xué)設(shè)計(jì)。 (9) 課堂練習(xí)與課外作業(yè)設(shè)計(jì)： 穿插于分課時(shí)教學(xué)設(shè)計(jì)中

(10) 教學(xué)反思或值得改進(jìn)的地方： 見每個(gè)課時(shí)最后部分。

北師大版高中英語必修一的教案5

(1) 課題：English around the world (2) 教材分析與學(xué)生分析： Warming Up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，對英國英語和美國英語的不同有個(gè)粗淺的了解;Pre-Reading部分的兩個(gè)問題引發(fā)學(xué)生對課文主題的思考，以便參加課堂活動; Reading部分The Road to Modern English 簡要說明了英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。Comprehending部分旨在檢查學(xué)生對課文基本內(nèi)容的理解程度; Learning about Language 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，同時(shí)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(xiàng)目(祈使句及其間接引語);Using Language 部分中的Reading and talking主要介紹了當(dāng)今世界各國各地說英語都有自己的特色，即便是美國東西部、南北部說話均有所不同。 (3) 課時(shí)安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English

The third period: Reading (Language points)

The forth Period：Learning about Language

The fifth period: Using Language

The sixth period: Listening

(4)教學(xué)目標(biāo)： ① 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(dá)法，如pardon, I beg your pardon?; 掌握祈使句及其間接引語的表達(dá)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(qiáng)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(shí)必須強(qiáng)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。要提防學(xué)生認(rèn)為可以濫用英語詞匯，隨意違反英語語法規(guī)則或慣用法，不顧正常的發(fā)音、語調(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(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)度與價(jià)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之處，按實(shí)際生活和想象編一段對話。盡可能運(yùn)用語言功能中表達(dá)語言困難的說法。

(5) 教學(xué)重點(diǎn)和難點(diǎn)：

詞匯 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block

短語： play a role (in) because of come up such as play a part (in)

重點(diǎn)語法項(xiàng)目：祈使句及其間接引語

難點(diǎn) Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.

(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder. (8) 教學(xué)過程：詳見以下分課時(shí)教學(xué)設(shè)計(jì)。 (9) 課堂練習(xí)與課外作業(yè)設(shè)計(jì)： 穿插于分課時(shí)教學(xué)設(shè)計(jì)中

(10) 教學(xué)反思或值得改進(jìn)的地方： 見每個(gè)課時(shí)最后部分。