Period 1Introduction
The General Idea of This Period
During this period we will learn some new words that can be used to describe physic contact and gestures. In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures. Some performances may be of great help in leading in this part. The task of Activity 2 is to listen and match the situations with the pictures. Activity 3 is related to speaking. The teacher may ask the students to work in pairs and make up a dialogue. And then several pairs need to act out their dialogue. The last activity is reading and answering the questions. You can make them do it by themselves and then check the answers.
Teaching Important Points
Master some words, phrases and useful expressions describing body languages and non-verbal communication.
Improve the students’ speaking ability by talking, discussing, making up and acting out dialogues.
Improve the students’ listening ability.
Teaching Difficult Points
How to encourage students to take an active part in the speaking and listening activities.
How to improve the students’ speaking and listening ability.
Teaching Methods
Individual work, pair work or group work to make every student participate in class.
Listening and matching activity to help the students have a good understanding of the listening material.
Teaching Aids
Multimedia
A blackboard.
Three Dimensional Teaching Aims
Knowledge and Skills
Make the students master some new words, phrases and useful expressions.
Encourage the students to know how to describe body languages or gestures in English.
Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.
Process and Strategies
Train the students’ speaking ability through individual, pair work and group work.
Train the students’ listening ability through listening and matching exercise.
Feelings and Value
Deepen the students’ correct understanding of what their partner really mean and make a response.
Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.
Teaching Procedures
Step 1 Lead-in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: In last module we have learned something about traffic jam at home and abroad. Today we are going to learn something about communication without words but body language.
T: (The teacher shows a pile of pictures of physical contacts. ) Here are several pictures concerning physical contact and body language or gestures. You may be familiar with some of them. Do you know how to express them in English? Now discuss them in pairs or groups. In a few minutes, I’ll ask some students to talk about them.
(The students begin to discuss the pictures. And the teacher goes around the class and joins them. A few minutes later, the teacher says the following. )
T: Are you ready? Who can give us a talk about the first picture? Any volunteer?
Ss: Let me have a try. I think the old man is the grandfather, and the boy is his
grandson. The grandson is crying, so the old man is patting the head of the little boy in the first picture.
Ss: Picture 2 shows us a woman clapping with a big smile on her face.
Ss: We could see that a man is dragging a woman violently in the fourth picture. Maybe the woman has done something wrong which makes the man angry.
T: You are clever, good guy. Any different opinion? V olunteer? Go on.
Ss: Let me have a try. There is a woman who is holding her baby in her arms very happily in the fifth picture.
T: Completely true. Meanwhile, your pronunciation is very beautiful and fluent. Another one? Describe the next picture. Who wants to take this chance?
Ss: Me. (A boy raises his hand. )
T: OK. Please!
Ss: In my opinion, it describes some people clapping happily and excitedly.
T: Well done. So much for this part. Let’s go to the next part.
Step 2 Match the verbs in the box with the pictures
T: Just now we have discussed some pictures concerning physical contact and learned some words and expressions. Now open your books and turn to Page 21. Read these four words after me.
(The teacher reads the words, followed by the students and performs each word’s meaning with gestures.)
T: No. 1 point.
Ss: Point.
T: In which picture are people pointing?
Ss: Picture a.
T: Right. No. 2. shake.
Ss: Shake.
T: In which picture are people shaking their hands?
Ss: Picture d.
T: Good job. Next word: smile.
Ss: Smile.
T: Could you see in which picture people are smiling?
Ss: Picture c.
Ss: No, Picture b.
Ss: But the girl in Picture a is also smiling.
T: Excellent. You are all true. Different people have different opinions. People are all smiling in these three pictures, but the right answer is Picture c because people in another two pictures also show other gestures. Having finished this exercise, let’s perform a brainstorming activity. Now I divide you into four groups—Group a, Group b, Group c and Group d. Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard. Now 5 minutes for you to prepare. You can also refer to your dictionary.
T: (Five minutes later) Are you ready?
Ss: Yeah. Write your words on the blackboard.
(Four students go to the blackboard and write. )
T: Now let’s count the words of each group together and choose the group who gives more words as a temporary winner. (During this course, if new words appear, the teacher should explain them and lead the reading or ask a student who knows them to give an explanation. )
Group a—12
Group b—10
Group c—13
Group d—15
Now let me announce the winner in this activity—It is Group d. Congratulations. Now let’s continue the contest. Use these words to make up sentences. Each sentence you make will get 5 points. (The teacher rules out the word used to make a sentence. ) One, two, begin!
Ss: . . .
T: Time is up. Excellent. You have given a good performance. Who wins this bout? It’s clear, right? Group a, 20 points; Group b, 25 points; Group c, 20 points; and
Group d, 25 points too. Congratulations, Group d, you are the winner at last. (Students clapping.)
T: That’s all for this activity. Follow me to the next part.
Step 3 Listen and match the situations with the pictures
T: In this part you are going to hear a piece of listening material. The first time you need to just listen to the material and try to get the main idea. Are you ready?
(The teacher plays the tape for the students.)
T: The listening is completed for the first time. Have you got the main idea?
Ss: (Some of them) Yes. (But some of them) No.
T: OK. Keep silent, please. Let’s listen to it again. This time you need to listen very carefully and make every effort to get the details. Meanwhile, match the situations with the picture above. Ready?
Ss: Yeah.
T: Let’s begin. (The teacher plays the tape once more.)
T: (A few minutes later the listening is finished.) Have you finished your
exercise yet?
Ss: Yes.
T: Let me check your answers now. Situation 1, any volunteer?
S a: Situation 1 matches Picture d.
T: Good, sit down, please. What about Situation 2? Who wants to have a try?
S b: I think that it may be matched with Picture c.
T: Good job. Absolutely right. Sit down, please. How about Situation 3?
Anyone?
S c: Let me have a try. It is perhaps Picture a.
T: True or false? (Asking the whole class)
Ss: True.
T: OK. Sit down, please. The last situation? Say it together?
Ss: Picture b.
T: You all did good jobs. Thanks for your cooperation. This activity is over now.
Let’s come to Activity 3.
Step 4 Say What You Do When You. . .
T: Work in pairs. Act out the movements and say the relevant words and expressions according to the following situations given in this activity. Five minutes for you to prepare.
(Five minutes later)
T: Are you ready now?
Ss: Yes.
T: Now which pair wants to act them out in front of the whole class. V olunteer?
A pair of students raise their hands.
T: OK, come up, please! You can begin now.
S a: Meet a friend.
S b: Performs it.
T: Is he right?
Ss: Yes.
. . .
T: Thank you very much. All of you perform greatly well. So much for this activity. Turn to Activity 4.
Step 5 Read and answer the questions
T: In last activity some students performed a lot of situations. This activity is an open one, so different students have different opinions. Choose an answer for Exercise 1 and give reasons for your choice. S a, Would you like to have a try?
S a: I choose B. I am a girl with an inward character, so I don’t communicate with others much. Even if I have to do this, I usually use words instead of body languages.
T: Good idea. Who has a different opinion?
S b: D is my choice. As far as I am concerned, I’d like to communicate with others very much, and I really love sharing what I love as well as what I hate.
During the communicating course, I usually make full use of my body,
because only in this way could I express myself completely.
T: Outward guy, haha?
Ss: . . .
Step 6 Summary and homework
In this class we’ve mainly learned something about body languages by speaking and listening, so we’ve got more information about body languages and our speaking and listening abilities have been improved. At the same time, we have learnt some words, such as point, shake, smile and some situations in which you use body language such as meet a friend, show someone the way, say no and so on.
(The teacher writes them on the blackboard. ) You should remember them and learn to use them. After class, try to collect more information about body language and prepare for next part—Reading and vocabulary. That’s all for today. Goodbye, everyone!
Ss: Goodbye, Mr. /Mrs. . .
The Design of the Writing on the Blackboard
Module 3Body Language and Non-verbal Communication
The first period
point, shake, smile, wave
show. . . the way
communicate with
shake hands
Record after Teaching
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Module 1 Europe Period 1 Introduction and Reading T eaching aims: 1 To revise the seven continents of the world. 2 To develop the students reading ability . 3 To understand some knowledge of the Europe. Important and difficult points: 1 Get the students to understand some knowledge of the Europe. 2 Get the students to know the famous cities and buildings. T eaching procedures: Step 1, Revision. Read the new words of this passage. Step 2, Lead-in Which continent is China in? (Asia) What are the names of other continents? ( Europe, America, Africa, Oceania, Antarctica) Today we will learn Module 1and get some information about Europe. (such as :it’s size, population, cities, famous sights, names of leaders, etc.) Step 3, Introduction: ----Vocabulary Page1 1. Complete the table with the words in the box. (1) Get the Ss to read the words in the box after me. (2) Get the Ss to read them. (3) Get the Ss to divide the words into three groups. First get them to finish it by themselves and then check the answers together. 2. Check the meaning of the words and phrases. Read the information and find the countries on the map above. (1) Get some Ss to read the words and phrase in the box and get them to tell us the meaning.
Module 4 Music MichaelJacksonwasborninGary，Indianain1958.Hewastheseventhofninechildren.Hewasfiveyearsoldwhenhebegansingingw ithhisbrothersinagroupcalledtheJackson5. Michaelwasthestarofthegroup—theJackson5.Hewastheleadsingeranddancedwithgrea tenergy.Hisextraordinaryskillandpresenceonstagewasremarkable，especiallyforsomeonesoyoung. In1982，Jacksonreleased Thriller.Thealbumwasnotjustthebest-sellingalbumofalltime.Italsowo neightGrammyAwardsandsevenAmericanMusicAwards.Andithelpedestablishthepopularityo fanewformofentertainment，musicvideos. MichaelJacksonwasahugesuccess，buthewasalsoaverytroubledman.Hisbehaviorsandappearancebecameincreasinglystrange. Hehadmanyoperationstochangehisface.JacksonboughtahugepropertyinCaliforniaandheha damusementparkrides，azooandalargemovietheaterbuiltforhishome.MichaelJacksonalsowentintomajordebt.And hesufferedfrominjuriesandillnessesthatreportedlyledhimtotakemanykindsofpain-kill ingmedicines. MichaelJacksondiedonJune25th,2009ofheartfailure.Hewasjustdaysawayfromlaunchi ngaseriesof50concertsinLondon. True(T)orFalse(F) 1．MichaelJacksonwasborninabigfamily.(T) 2．MichaelJacksonreleasedhisfirstalbumwhenhewasfive.(F) 3．Thriller madehimearnreputationinmusicvideos.(T) PeriodOne Introduction&ReadingandVocabulary—Pre-reading 匹配左边的单词与右边的汉语意思 [第一组] 1．relative A．n.独奏者；独唱者 2．conservatory B．n.亲戚，亲属 3．soloist C．n.音乐学院
Module 3 Music Period I Introduction and cultural corner Class_________ Name ______________ Group__________ Teaching aims and demands: 1.To learn some words about music. 2.To learn about the famous Chinese composer Ye Xiaogang. Important and difficult points: 1.To remember the words about music. 2.To understand the main idea and the key information mentioned in the passage. 3.To master the key words in the passage. 4.To understand the difficult sentences in the passage. Teaching methods: The efficient “6+1”. Teaching aids: Multi-media; a blackboard; a learning guide etc. 【导学流程】: ☆☆Read the following sentences about music aloud: 1. If you are unhappy, music will make you happy; and if you are happy, music will make happier. 如果你不开心，听音乐会让你开心；如果你开心，听音乐会让你更开心。 2. Music will get me excited.音乐会让我兴奋。 3. Classical music will remind me of some beautiful things that happened long long ago. 古典音乐会让我想起以前发生的美好的事情。 4. Music can also cure some illnesses. 音乐也能治疗疾病。 5.Soft music can help some people to fall asleep. 柔和的音乐可以让一些人入睡。 6.So, music plays a very important part in our daily life. 所以，音乐在我们的日常生活中起着 非常重要的角色。 ☆☆【了解感知】 1. What kind of music do you know?（看谁写得又快又好） 古典音乐摇滚乐快板乐/说唱音乐 民间音乐爵士乐乡村音乐 交响乐流行音乐轻音乐的士高音乐或舞曲 合唱队；唱诗班管弦乐队乐队作曲家指挥听众 鼓钢琴鲁特琴长笛吉他小提琴萨克斯管二胡2. What do you know about Ye Xiaogang?1955/ 1978-1983/1985/1986/1996/1993 ☆☆【深入学习】 I. Read the passage fast and choose the best answer: 1.Ye Xiaogang began studying piano in _____ A. 1955 B. 1978 C. 1959 D. 1983 2. After graduation, he worked at the Central Conservatory of Music as_____ A. a musician B. a lecturer C. a singer D. an actor 3. From the passage we know the following facts except_____. 第1页共2页 1
第一课时Introduction介绍 Teaching aim: Give you a general concept of Lexicology 对词汇学有个整体概念上的把握Teaching plan: 0.1 the nature and domain of English Lexicology 词汇学的性质和范畴 The definition of English Lexicology: It is a branch of linguistics, inquiring into the origins and meanings of words. 英语词汇学定义：它是语言学的分支，主要研究单词的起源和意义。 The Nature and Scope of English lexicology： English lexicology aims at investigating and studying the morphological structures of English words and word equivalents, their semantic structures, relations, historical development, formation and usages. 词汇学的性质和范畴： 英语词汇学主要意在调查和研究单词和对等次的形态结构，比如语义结构，语义关系，历史发展，构成和用法。 0.2 Its Relation to Other Discipline 词汇学与其它规则之间的关系 The subjects that English Lexicology correlated with ： English Lexicology is correlated with such linguistic disciplines as morphology(形态学), semantics(语义学),etymology(词源学),stylistics（文体学）and lexicography(词典学)与英语词汇学有关的课题：形态学、语义学、词源学、文体学、词典学 Morphology is the branch of grammar which studies the structure or forms of words,primarily through the use of morpheme construct. 形态学是语言学的分支，主要说明如果通过词素构造来研究单词形式或结构的。Etymology is traditionally used for the study of the origins and history of the form and meaning of words. 词源学主要用于研究词的起源和词的有关其形式意义的历史。 Semantics is the study of meanings of different linguistic levels: lexis, syntax, utterance, discourse, etc. 语义学主要研究不同语言层次的意义：词汇、语法、口语、演讲等。 Stylistics is the study of style.语体学是对语言风格的研究。 Lexicography shares with lexicology the same problems: the form, meaning, origins and usage of words, but they have a pragmatic difference. 词典学与词汇学有相同的问题：形式、意义、起源和单词的用法，但是他们都有个语法上的区别。（即词典学主要是为了还原单词本来的意义，词汇学是为了获得知识和词汇信息以便于增加他们的词汇意识和语言运用的能力。） 0.3 Methods of Study 研究方法 There are generally two approaches to the study of words, namely sychronic and diachronic. 两种研究单词的方法，叫作共时研究和历时研究。 0.4 Aims and Significance of the Course课程的目标和意义 According to the textbook, English Lexicology will definitely be beneficial for students of English. A good knowledge of morphological structures of English words and rules of word-formation will help learners develop their personal vocabulary and consciously increase their word power. The information of the historical development and the principles of classification will give them a deeper understanding of word-meaning and enable them to organize, classify and store words more effectively. The
Module 2 My New Teachers AGoodTeacher Everyonemayhavemanyteachersintheirlife.Somemaybehelpfultohimorher，whileothersmaynot.HereIwouldliketotalkaboutmyheadteacherinmyhighschool，MrsHu.Sheisamiddle-agedwomaninherforties.Shehasaverycutefaceandisfriendlytoother s.Everyonelikesheratfirstsight. MrsHuisveryresponsibleforus.Everytimestudentsinherclasshavetroubles，shewouldbethefirstonetheretoofferhelp.Sosheisverybusyandhaslesstimetostaywithher family. Sheisveryskillfulinherteachingandmanagementoftheclass.Sheknowshowtoteachthos enaughtyboys，howtoarouse(引起) ourinterestinlearning，andhowtouniteourclasstogether.Beingoneofherstudents，weallfeelproud. Sheisveryprofessionalinteachingknowledgetostudents.Sheteachespoliticsinmyhig hschool，anditseemsthatsheknowsalotaboutthesituationinChinaandintheworld.Shelikestoteacht heknowledgebytellingusstoriesandherownanalysis.Thishelpsusgreatlyinunderstanding theknowledgeandrememberingthefacts. Sheisreallyagoodteacher，friendly，responsible，skillfulandprofessional.Weallloveher. 根据上文判断正(T)误(F) 1．MrsHuspendsmostofhertimewithherfamily.( F ) 2．MrsHuisaveryskilledteacherandmanagesherclasswell.( T ) 3．Sheteachesthestudentsknowledgebytellingthemstories.( T ) 4．Allherstudentsareproudofbeingherstudents.( T ) PeriodOneIntroduction&ReadingandVocabulary—Pre-reading 匹配左边的单词与右边的汉语意思
Unit 1 Period 1 Welcome to the unit The General Idea of the Period: This is the 1st unit of Advance with English Module I. It’s the beginning for a new high school student as well. High school period is a time of discovery, learning and hard work. Showing what the school life is in the UK can arouse the Ss’ interest and comparing the school life in China and that in the UK can expand their knowledge. Teaching Aims: Teaching important & difficult points: 1.learn to compare junior school life with high school life 2.ensure every student to have a chance to express himself / herself. Teaching Method: Discussion (Individual, pair or group work to make every student work in class.) Teaching Aid: Multimedia Teaching Procedures: Step 1 Greetings and free-talk Make a self-introduction and talk about the differences between junior school and senior school. T: Good Morning, boys and girls! Ss: Morning, sir / madam! T: Hello, everyone. Welcome to the senior high English class. I’m your English teacher and I’m very glad to spend this year with you. First of all, please allow me to introduce myself to you. My name is …with …as my English
2023年最新的高一英语必修一课件外研版 一、题材内容 本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。 二、教学目标 1）语言知识： 语音句子中的重音 词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply 词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of 语法 -ed形式作形容词；表达过去时间的词语或词组 功能礼貌用语 话题介绍旅游经历；介绍童年故事 2）语言技能： 听听懂对事件的回忆、旅游介绍并获取信息 说礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光 读 Scanning, skimming, careful reading, generalization; inference 等阅读微技能训练 写用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回 忆 3）学习策略： 学生一定程度形成自主学习，有效交际、信息处理、英语思维能力 认知联系，归纳，推测，速读，略读，查读等技能
Module 5Great People and Great Inventions of Ancient China
speaking 错误! 教学内容分析 本模块介绍了中国古代三位思想家以及五项重要的古代发明。因此，每一节课的内容都围绕上述主题而展开.本节课由下面三部分组成：Introduction & Vocabulary(page 92)＆Vocabulary and speaking。第一部分是Introduction，该部分包括四个活动，通过这些活动，学生可以初步熟悉一些生词的意思，为以后的各项学习活动做好准备.第二部分是Vocabulary(page 92），该部分包括三个活动，通过这些活动，学生可以进一步掌握更多单词的意思及用法。第三部分是Vocabulary and speaking，该部分包括两个活动，通过这些活动,学生可以进一步掌握更多单词的意思及其用法,比如:duty，honesty，justice，kindness，love,respect.总之,通过这些练习让学生学会使用与课文内容有关的词汇。
三维目标设计 Knowledge and skills 1．To help the students learn the following words and expression. Words：equal，importance，philosopher，philosophy,teaching，thinker，kindness，justice Expression：a sense of responsibility 2．To help the students revise the following words and expressions。 Words：ruler，state，treat Expressions：look after，be similar to 3．To help the students learn the words about the great people and great inventions of ancient China。 Process and methods 1．To encourage the students to take an active part in the learning activities by having a short conversation with their partners about Confucius.In addition，correct possible mistakes they might make in a proper way by making necessary changes while repeating their sentences。 2．To encourage the students to cooperate with the others by working in pairs。 3．To make sure that the students pay attention to the important points by asking them to repeat some of the teacher's statements. Emotion,attitude and value To help the students appreciate the advantage of cooperative learning. 教学重点 1．To try to grasp the new words and expressions in the module to prepare for further study. 2．To help the students cooperate with others by working in pairs. 教学难点
Module 3 Slavery and the American Civil War Period One Introduction & Vocabulary and Reading 同步精练（外研版选修10） (时间：40分钟满分：50分) Ⅰ.单项填空(共10小题；每小题1分，满分10分) 1．David threatened ________his neighbour to the police if the damages were not paid. A．to be reported B．reporting C．to report D．having reported 答案 C 2．It rained heavily in the south，________ serious flooding in several provinces. A．caused B．having caused C．causing D．to cause 答案 C 3．The new secretary has been doing well in her work, and she ________to be promoted. A．worth B．worthy C．deserves D．decided 答案 C 4．If you are good at English，you will find it easy to ______people in a foreign country. A．communicate to B．communicate with C．agree to D．agree with 答案 B 5．________， I have never seen anyone who's as capable as John. A．As long as I have traveled B．Now that I have traveled so much C．Much as I have traveled D．As I have traveled so much 答案 C 6．There has been no________ evidence to prove the ________of life on other planets. A．convincing; existence B．convinced; existence C．convinced; exist D．convincing; exist 答案 A 7．The Second World War involved over 100 million soldiers，________it the most widespread war in history.
Module 3The Violence of Nature 单元规划 话题任务 1. Talking about natural disasters. 2. Writing or talking about a violent natural event. 3. Learn to give a definition. 教学重点单词disaster(灾难); flood; hurricane; lightning; thunderstorm; tornado; column; experience(经历); cause(引起; 导致); current; latitude; furniture; bury; feather; fur; occur(发生); tropical; equator; rotating; violent; wave; strike(雷电、暴风雨等袭击); cemetery; coffin; ruin; ash; erupt(火山的爆发; 喷发); lava; tidal; volcano; previous; eruption; possibility; earthquake; terrifying; luckily; thankfully; hopefully; sadly; fortunately; warning; worldwide; active; damage 短语pick up(卷起, 掀起); on average(平均起来); the late 1890s; end up(结果为 以……结束); according to; from side to side; take off(去掉); set fire to(放火焚烧……); catch fire(着火); put out(扑灭); take place(发生); in all(总共, 总计) 句型 1. They can destroy houses, but leave the furniture inside(使家具在里面exactly where it was. (在原来的地方, where引导地点状语从句) 2. Montserrat is a beautiful small island in the Caribbean, only 16 kilometres long and 10 kilometres wide. (16千米长, 10千米宽; 表示“长、宽、高、年龄等”的句型) 3. . .. there was the possibility of a huge tidal wave which could flood half the island. (有可能……; there is the possibility of句型的用法) 教学难点 1. Learn the words and expressions to talk about natural disasters. 2. Learn the causes and effects of natural disasters. 3. The changing between the direct speech and indirect speech. 4. Encourage students to talk in class when they have difficulty expressing their feelings. 语法 1. The past perfect passive: By the time the tornado ended, more than 700 people had been killed. 2. Indirect speech: He said that he was still working because there was a lot to do. 功能Giving a definition: A flood is a lot of water in an area which is usually dry. A lightning is the flash of light which occurs during a thunderstorm. A tornado is a column of air that turns very quickly. 课时安排Periods needed: Six Period 1: Introduction Period 2: Reading and V ocabulary Period 3: Grammar 1; Listening and V ocabulary Period 4: Grammar 2; Pronunciation and Speaking Period 5: Function; Writing; Everyday English Period 6: Cultural Corner; Task; Module File Period 1Introduction 整体设计 教材分析 本部分着重培养学生准确理解词义的能力, 学会下定义, 提高归纳能力, 并通过课文了解自然灾害的危害, 激发学生学好科学文化知识的决心和信心。首先是学习描述自然灾害的词汇和句型表达, 了解其词义并尽可能地用英语来解释其意思。练习对话时讨论的内容可以是洪水, 飓风等近些年常见的灾难, 并思考一些减少损失的办法。 三维目标 1. 知识与技能 1)Make students master some new words. 2)Lead students to talk about natural disasters. 3)Make sure students can use simple English to describe a natural disaster they have experienced or seen before. 2. 过程与方法 Train students’ speaking ability through individual and pair work.
Module 1 Small talk Period 1. Introduction and Cultural corner T: ok, today we are going to learn the first module of the new book. It’s about small talk. Small talk? And who know what does it mean? Ok, I will give you its definition and then please guess. “it refers to conversation about ordinary or unimportant matters, usually at a social event. For example: He has no small talk. It means that he is not good at talking to people about ordinary or unimportant things ”. Ok, it’s your turn to answer my question. S:-------------- T: Now. I’ll list several topics on the blackboard and then you will classify them into two parts, namely the serious topics or the small talk? (careers, cars, examinations, film stars, food, music, politics, sport, travel, weather) Which of the topics do you like talking about with your friends? Which of them do you talk about with your parents? Which of them of you talk about with your teacher? Which of them do you never talk about? S: --------------- T: After knowing the definition and the kinds of small talk, let’s come to its rule and I think that it can help you to do well in a social event. Ok, please turn to page 13 and study cultural corner.----“The AAA”. Now, give you 3 minutes and then answer the questions above the title, and add another question---“what’s the meaning of AAA?” S: ---------------- Suggested answers: A1. From the example in the passage we know the first person ask the second one in a question, and then the second answers. This is the first A= Answer. If the conversation continues, the second one will want to show his interest in the conversation, he may add something useful to it. This is the second A= Add. Therefore, if they continue the conversation, the second may ask some more questions connected to the conversation. This is the third A= Ask. Sometimes they may come into some difficulty, but if they continue with the AAA model, they can avoid some embarrassing silence. A2. I think it’s a good idea. No matter where you are, you are eager to communicate with others. Most of time a small talk is necessary, and more useful if with an AAA model in it. A3. AAA stands for answer, add and ask. Language points: 1.it is estimated that ------- 2. imagine （doing）sth imagine that imagine + 复合宾语
Module 4 Sandstorms in Asia 单元规划 话题任务 1. Talk about the sandstorms in Asia, especially in China. 2. Talk about the ways to express one’s feelings. 3. The Green Movement—organized to protect the environment. 4. Design a poster that encourages people to look after the environment. 教学重点单词sandstorm; frightening(吓人的；可怕的); inland; mass; campaign; dune; desertification; process(进程；过程); citizen; dust; forecast(预报, 预告); strength(力量, 力气); cycle; mask; atmosphere; carbon dioxide; chemical(化学药品); environment(环 境); garbage; melt; pollution(污染); recycle; coastal; concerned(关心的; 担心的); evidence; major(主要的; 多数的); urgent; pollute(污染); complain; nutshell; scary(的, 吓人的); absolutely; protection(保护) 短语cut down; be caught in(被困住); one after another; have a bad effect on(对……有坏影响); take in; give out; in a nutshell; look through(浏览); as a result of(作为……的结果); dig up; wake up to; go to work 句型 1. They are often so thick that you cannot see the sun. 如此……以至于……(结果状语从句) 2. There was nothing to be done (不定式作后置定语) 3. Sandstorms in China appear to have increased in recent years as a result of “desertification”. 看起来好像加剧了(连 系动词appear的用法) 4. I can’t help but feel very concerned. 不由得感 到……(but+infinitive) 5. I couldn’t agree with you more. 非常同意你所说的话。(否 定词与比较级连用表示肯定的意义) 教学难点 1. Talk about the environment, especially sandstorms. 2. Infinitive and but+infinitive 3. Learn to express strong opinions in a negative way. 4. Design a poster that encourages people to look after the environment. 语法 1. The different types of infinitive: do, to do, to be doing, to have done, to have been done 2. Expressions with but+infinitive I can’t(help)but agree. We do nothing but talk about it. 功能 1. I couldn’t agree with you more. 2. I think you’re absolutely right. 3. It’s extremely serious. 4. I have no idea. 5. It couldn’t be worse. 6. It’s absolutely hopeless. 课时安 排 Periods needed: Six Period 1 Introduction Period 2 Reading and Vocabulary Period 3 Grammar 1; Grammar 2; Pronunciation and Function Period 4 Listening and Vocabulary; Speaking Period 5 Writing; Everyday English Period 6 Cultural Corner; Task; Module File Period 1 Introduction 整体设计 教材分析 在本节课中学生将会学到一些关于天气的词汇, 重点是用来描述沙尘暴的词汇。教材设计了三个活动来逐渐熟悉本模块的话题, 学生可以通过教材设计的三个活动来加深对本单元话题的理解, 并能流利地表达沙尘暴发生时的场景。活动一可以设计成看图说话, 教师要引导学生想象和回想沙尘暴发生时的场景并准确地描述出来。活动二的判断正误可以使学生对当今地球的环境恶化有个更深地了解。最后的小组讨论活动涉及人们在沙尘暴中的自我保护和对改造环境能够作出什么样的努力。学生通过本节课的学习, 能够对沙尘暴这种天气现象作出准确的描述并能分析其原因和给出解决方法。 三维目标 1. 知识与技能 1)Make students master some new words. 2)Encourage students to know how to describe a sandstorm. 2. 过程与方法 Train students’ speakin g ability through individual and pair work. 3. 情感与价值 Get students to know the harm that sandstorms do to human beings and try to develop their sense of environment protection. 教学重点 Get to know some information about sandstorms and encourage students to use their own words to describe them. 教学难点 Learn some new words and other information about sandstorms. 教学方法 Individual work, pair work to get every student to participate in class. 教学过程 → Step 1 Background about the topic of this module 1. Talk about the topic of this module as an introduction. Show the following passage to students on the screen. About Sandstorm