模式3教育人教版高中英語(yǔ)新課標(biāo)必修1示范教案unit2english around the world

Period Thisisthesixthteachingperiodofthisunit.TheteachercanfirstasksomestudentstomakeadialoguetoreviewdifferencesbetweenBritishEnglishandAmericanEnglishinvocabulary.Theemphasisofthisperiodshouldbecedondevelostudents’speakingability.Theteachercanleadinthepart.ReadingandspeakingonPage15bygettingstudentstogiveexamplesofBritishandAmericanwordswhicharedifferentbuthavethesamemeaning.Then,askstudentstoreadthedialogueandfindthedifferentwordsusedbyAmy(American)andalady(British).MakesuretheyknowthatthewordsusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses.Atlast,letstudentsmakedialoguestopracticethewordswhicharedifferentbuthavethesamemeaning.Inthisactivity,theteacherasksstudentstoselectactualstreetsandlocationintheirhometownforgivingdirections.Ononehand,ithelpsstudentstopracticepatternsfordifficultiesincommunication;ontheotherhand,studentscanreviewdirectspeechandindirectspeechandrequests.Atthesametime,theycanalsolearnmoreBritishandAmericanwordsandexpressionswhicharedifferentbuthavethesamemeaning.So,itwillmakefordevelostudents’speakingability.ThepartTalkingonPage48intheworkbookwillhavethesameeffect.Sometimesthebestwaytounderstandalanguageistoteachittoothers,sothepartSpeakingtaskonPage52isdesignedtoletstudentsgivesomegoodadviceonhowtoteachEnglishtobeginners.ThisspeakingtaskrequiresstudentstothinkabouthowtheylearnEnglishandchoosethemethodsthathelpedthemthemost.Thisisaverygoodactivity,butperhapsitisalittledifficultforthemtodoso,givethemsomehelpifnecessary.教學(xué)重點(diǎn)Developthestudentsspeakingabilitybymakingandacting教學(xué)難點(diǎn)Enablethestudentstohavetheabilitytoaskdirectionsbyusingdirectspeechorindirectspeechandrequests.教學(xué)方法1.Task-basedteachingandCooperativeRole-教具準(zhǔn)備NormalteachingKnowledgeGetthestudentslearnsomeBritishandAmericanwordsandexpressionswhicharedifferentbuthavethesamemeaning.Getthestudentstolearnpatternsfordifficultiesinlanguagecommunication.Abilityaims:Developthestudents’speakingabilitybymakingandEnablethestudentstolearntousepatternsfordifficultiesinlanguageLetthestudentshavetheabilitytoaskdirectionsbyusingrequests.Emotionalaims:EnablethestudentstomastermoreBritishandAmericanwordsandexpressionswhicharedifferentbuthavethesamemeaningandpatternsfordifficultiesincommunicationsothattheycancommunicatewithforeignerswhocomefromdifferentcountriesmorely.設(shè)計(jì)方案（一→Step1Check AsksomepairstoytheirdialoguesaboutdifferencesbetweenBritishEnglishandAmericanEnglishinvocabularyandgivesomecomments.→Step2Lead-TheteachercanfirstaskstudentstogiveexamplesaboutdifferencesbetweenBritishEnglishandAmericanEnglishinvocabulary,andthenlthemtoturntoPage15andmakeclearsomethingAmyandherAmericanfriendsmeetinLondon.→Step3GetthestudentstoreadthedialogueandfindthedifferentwordsusedbyAmericanandBritish.MakesuretheyknowthatthewordsusedfordirectionsoftenvarydependingonwhatkindofEnglishthespeakeruses. left-handkeepgoing gostraight right-handRole-AskthestudentstousethewordsthatwereconfusingtoAmyandherfriendsinarole-yoftheirown.lthemtheyhadbetterselectactualstreetsandlocationintheirhometownforgivingdirections.SampleA:Excuseme,ma’am.Wouldyoupleaselmewherethenearestdrugstoreis?A:IsaidIcouldn’tfindthechemist’sB:Well,goroundthecorneronyourleft-handside,straightonandcrosstheflyover.Youwillfinditahead.A:Thankyouverymuch.C:Whatdidshesay?A:Shetoldustogoaroundthecornerontheleft,keepgoingstraightandthencrosstheoverpass.Thedrugstorewillbeahead.Askthestudentstoreadthedirectionsandmakesuretheyknowwhattodo.Remindthemtousetheexpressionsfordifficultiesinlanguagecommunication.→Step4RevisepatternsfordifficultiesinlanguageTheteacherasksstudents:Ifyoudon’thearwhatsomeonesays,whatshouldyousay?Studentsmayanswer:Pardon?/Ibegyourpardon?/Couldyousaythatagain,please?/Couldyourepeatthat,please?/Canyouspeakmoreslowly,please?/Howdoyouspellit,please?/Idon’tunderstand./Sorry,Ican’tfollowyou.TurntoPage48.Makeadialogueinpairs,usingtheGetthestudentstoreadthesituationscarefullytodecidewhichonetheywouldlikechoose.MakesuretheyknowwhattoSampledialogueforSituation1(F=foreigner,Y=you)F:Excuseme,butIcan’tfindmyfriends.Couldyoudomeafavor?Y:Canyouspeakmoreslowly,please?F:Theyarewaitingformeontheflyover.ButIcan’tfindit.Y:Sorry,Ican’tfollowyou.Couldyourepeatthat,please?F:Iwanttogototheflyover.Y:Well,walkalongthisstreetandtakethefirstrightturnonyourright.Keepgoingstraightandyou’llseeit.Sampledialogueforsituation(F=yourfather,M=yourmother,Y=you,W=waitress)F:Excuseme,butIcan’tfindthetoilet.Canyouhelpme?W:Er...toilet?It’soverthere.B:Restroom?Butwedon’tneedtohavearest.Y:Oh,sorry.ButwhereistheWC?W:Ibegyourpardon?W:Sorry.ThereisnoWC.Oh,Isee.Itisonthesecondfloor.Y:Thankyouverymuch.(Goupstairs.F&M:Whereisthetoilet?NotoiletbutemptyroomsY:Oh,Isee.WeareintheUSA.Thesecondfloorheremeansthefirstfloor.Let’sgo

→Step5SpeakingTurntoPage52.GetthestudentstoreadthedirectionsandmakesuretheyknowwhatWorkingroupsofthree.Firstdiscuss,andthenmakealistoftheirideasandfillinSampleA:Nowlet’strytorememberwhathelpedusmostwhenwewerefirstlearningB:IrememberIlearnedthemostfromseeingthewordswrittendownandngdialoguesandreadings.Doyourememberweusedtoreadthedialoguesinthebookandthenchangethemalittleusingourownwords?Thatwasverygoodpractice.C:Yes,andIthinklearningthegrrandthenpracticingitinsituationshelpedmealot.A:WhataboutlisteningtoEnglish?WhathelpedusmosttoimproveourEnglish?B:Thelisteningtapesgoingwithourtextbookswereverygood.TheVCD,whichusednativespeakerstoteachEnglish,wasveryhelpful.Englishprogramsontheairhelpedmemost.C:Metoo!MeA:SoweshouldsaythatwelearnedourEnglishbylisteningtotapeswithnativespeakers,byreadingtextsthatwerenottoodifficult,bypracticingthegrrinsituations,byspeakingEnglishusingthedialoguesandpracticingthepronunciationofnewwords.Thatseemsveryclear.Solet’smakealist.→StepFinis