Module4Unit1Advertising語法課教案(高一下學期)

Module4Unit1Advertising語法課教案(高一下學期)Module4Unit1Advertising語法課教案(高一下學期)

Teachingaims:

1.Studentscanexplainthedifferenceofdirectspeechandreportedspeech.

2.Studentscanlistthechangeswhentransformthedirectspeechintoreportedspeech.

3.Studentscanusereportedspeechorindirectspeechtoreportthings.

4.Studentscanexpressothersideasmoreproperly.

5.StudentscanbemoreconfidentinlearningEnglish.

Teachingkeypointsanddifficultpoints:

Keypoints:

Howtochangedirectspeechintoreportedspeech.

DifficultPoints:

Thechangingpointswhenchangedirectspeechintoreportedspeech.

Teachingprocedures:

Step1Lead-in

Presentashortvideo.ItisajokeaboutXiaoMing.HemisuseI,sheandheandcantintroducehisfamilymemberstoothersproperly.

Thenleadintodaystopichowtochangedirectspeechintoreportedspeech.

(Justification:Byshowingthevideo,studentscanbemorecuriousaboutlearningthislesson.)

Step2Presentation

1.Askstudentstowatchseveraladvertisements.Ineveryvideosthereisapersontotalkaboutthemeritsofhisorherproducts.Thenlistseveralsentencestoaskstudentstochoosewhichadvertisementitrefersto.Forexample:

Thegirlsaidthatshewaspraisedbyherboyfriend.

Theboyintroducethatthelittleguyscanbefoundwherevertheyare.

Alotofmumsencourageotherstouseittoprotectbabiesskin.

2.Showtheoriginalsentences(directspeech)oftheadvertisementandthelistedsentencesbeforetogether.Askstudentstoobservethesentencesandtrytothinkaboutwhatisthedirectspeechandwhatisthereportedspeech.Thenconcludehowtochangedirectspeechintoreportedsentence:wecanchangedirectspeechintoreportedspeechbyusinganobjectclauseoraninfinitivephrase.

3.Presentseveralreportedspeechchosenfromtheadvertisements.Askstudentstopayattentiontotheformofdifferentreportedspeechincludingstatements,questionsandimperativestatements.

4.Showsomesentencesusingdirectspeechandaskstudentstotrytochangethedirectspeechintoreportedspeech.Thenunderlinepersonalpronouns,tense,timeandplace,pronounandaskstudentstochecktheirdeskmatessentencesandpayattentiontotheunderlineparts.Presentthesentencesstudentsmadeandaskthemtoconcludetheimportantpointsofchangingadirectspeechintoreportedspeechfromthefollowingaspects:personalpronouns,tense,timeandplace,pronounandotherspecialcases.

(Justification:Usingtheadvertisementcanleadindifferentsentencesusingdirectspeechandreportedspeechnaturallyandhelpstudentsacceptthenewgrammarrulesmoreeasily.Inductivemethodanddeductivemethodarecombinedinthisparttoachievestudentsmastership.)

Step3Practice

Setansituationoftheadvertisementdepartment.Everystudentsisamemberofthedepartment.Askthemtofinishthefollowingtasks:

1.Thereisareportmadebytheircolleagueandaskstudentstocorrectthesentencesontheblackboard.

2.ShowtheadvertisementofthetextbookandaskstudentstocompletetheletterwrittenbyWangYilintoMrFanZhenbin.Thenchecktheanswerwiththeirclassmates.

3.ShowalistoftipsgivenbyanadvertisingexpertandaskthemtoreporttheadvicetothemanagerandfinishtheExerciseBinP11.

(Justification:Thisstepcanhelpstudentsgetadeeperunderstandingofthegrammarandthekeypointanddifficultpointwillbesolvedinthisstep.)

Step4Production

Fourstudentsinagroupfinishthefollowingtasks.

1.Showashortvideoandencouragestudentstotalkaboutthestoryofthevideowitheachother.

2.SetansituationthatthereisanadvertisementorderaboutusefulEnglishlearningmethod.Invitestudentstodiscussingroupsandlisttheopinionsofeverygroupmembersandthenchangetheopinionswiththegroupbesidebyusingreportedspeech.Teacherwillinvitesomevolunteerstosharetheiropinions.

(Justification:Studentscanfullycooperatewitheachotherandlearnhowtousewhattheylearnedintotheirdailylife.Also,theycandevelopcriticalthinkingandspeak

Unit3Understandingeachother-Reading教案

Teachingaim:Knowledgeaim:

Studentscanmastertheexpressionsaboutculturaldifferences.

Studentswillgetfamiliarwiththetopicofcultureandlearnhowtotalkaboutdifferentculturesandcustoms.

Abilityaims:

Studentscanmasterthereadingstrategytounderstandtheuseofexamples.

Studentswillbeabletogetthemainsubjectoftheconversationthroughfastreadingandthedetailedinformationthroughdetailedreading.

Studentscantalkaboutculturaldifferencesintheirdailylife.

Emotionalaim:

Studentswilllearntorespectdifferentculturesandcustoms.

StudentswillbemoreconfidentinspeakingEnglishinpublic.

Keyanddifficultpoints:

Keypoints:

Studentscangetthedetailedinformationthroughcarefulreading.

Difficultpoints:

Studentscanapplytheexpressionsintodailycommunication.

Studentscanshowrespectfordifferentcultures.

Teachingprocedures

Step1:Warmingup

Showsomepicturesofdifferentweddingceremoniesindifferentcountriesandaskstudentstoguessthecountry.

Justification:Attractstudentsattentionandleadstudentsintotheclassnaturally.

Step2：Pre-reading

Showthetitleofthereadingpassageandaskstudentstopredictwhataspectsofculturaldifferencesthepassageinvolves.Forexample:

T:Dearstudents,whatisthetitleofourreadingpassage?

S:...

T:Yes.Correctly.ItsCulturalDifferences.Whatkindsofculturaldifferencesdoyouknow?

S:...

T:Food,marriageandfestivalandsoon.Excellent.Youallhaveabroadknowledge.Ofallthesekindsofculturaldifferenceswhatdoyouthinkthepassagetalksabout?

S:..

T:Goodjob.Nowletsreadthepassageandfindoutifourpredictionisrightornot.

Justification:Arousestudentsinterestinthislessonbyaskingthemtopredictwhatthepassageismainlyaboutandhelpstudentstohaveabasicunderstandingofthetopicinthereadingtext.

Step3：While-reading

1.Globalreading

Readtheconversationquicklyandfindouttheculturaldifferencesthepassagetalksabout.Later,asksomevolunteerstosharetheiranswers.

Justification:Traintheskimmingabilityofstudentsandenablethemtogetthegeneralideaofthepassageasquicklyaspossible.

2.Detailedreading

Readthepassagecarefullywiththefollowingquestions.

Q1:Inthewest,whenisthepoliterimetoopenapresent?Why?

Q2:WhatsurprisedPeterabouttheweddingceremonyinKorea?

Q3:whatdrinkisnotpermittedinBrunei?

Q4:WhatkindoffooddoBritseatatBonfireNight?

Justification:Improvestudentsreadingstrategiestofindoutthedetailedinformationandunderstandtheuseofexamples.

Step4