高一英語(上)教案

高一（上）英語教案說明:該教案是在原上課所用教案基礎(chǔ)上修改而來的修正稿,每單元課上完后重新打印并裝訂。因原稿用后有修改，格式不統(tǒng)一，紙張大小不一，破損較重，散落各處，不便裝訂。該教案內(nèi)容包括高一（上）新教材全本書（十二單元未上除外）的上課內(nèi)容。3.每單元包括4-6個(gè)課時(shí)。每課時(shí)包含的內(nèi)容如下：I．TeachingaimsII．ImportantpointsIII．DifficultpointsIV．TeachingmethodsI．TeachingaimsII．ImportantpointsIII．DifficultpointsIV．TeachingmethodsV．TeachingproceduresVI．Homework5．每單元授課結(jié)束后，附手寫體的單元授課小結(jié)。作者授課日期Unit1GoodfriendsPeriod1Teachingaims:Learntodescribeafriendordescribeoneselftoothers.Letstudentsknowwhatafriendis.Studythelanguagepointsconnectedwiththedialogue.Newwords:honest,brave,loyal,wise,handsome,smart,argue,classical,fond(of).II.Importantpoints:TraintheStudents'listeningability.Masterthenewphraseandsentencepatternandmakethestudentsbefreetotalkaboutnames,ages,hobbies,likesanddislikes,etc.Difficultpoints:Learntheusageofthesentencespattern:So/Nor+link/model/auxiliaryverb+subjectImprovethestudents'listeningandspeakingability.Teachingmethods1.Listening-and—answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.Usebothindividualworkandgrouporpairworktomakeeverystudentworkandthinkinclass.Teachingprocedures:Step1PresentationGreetwiththestudentsandhavethemguesstheexactChinesemeaningoftheproverb.Alifewithoutafriendisalifewithoutthesun.Amanwhohasfriendsmustshowhimselffriendly..Afriendinneedisafriendindeed.Startwiththefollowingquestions,andteachsomenewwords.Doyoulikefriends?Howmanykindsoffriendsarethereinyouropinion?Whatkindoffriendsdoyouprefer?Canyoudescribeoneofyourfriendstous?kind,funny,strong,richhonest,brave,loyal,wise,handsome,smart(helpful,lovely,careful,silent,talkative,unselfish,generous,hardworking,diligent)Step2Pairwork1Booksopen.Gothroughthedialoguewiththestudentsandmakesuretheyunderstanditfully.should--shall,oughttoYoushouldstudyharder.MyteachersaidIshouldstudyharder.quality--qualities,quantitydescribe+n./n.tosb./clauseWordscannotdescribeherbeauty.Pleasedescribeexactlywhathappened.4.loyal--more/most~+tosb.Hewantedtobeloyaltohisfriend.Thentellthestudents:Nowpleaseworkinpairsandtrytodescribeoneofyourfriendsoryourselftoyourpartner.YoucanusethewordslistedinWarmingup.2Listening：Listencarefullytothetape.Thenworkinpairsandchecktheanswers.Step3DemonstrationAskseveralstudentstodescribeafriendandgivenecessaryhintsandencouragingremarks.Step4DefinitionFromwhatyoudescribed,weknowwhatafriendis.Afriendissomeonewho...Differentpeoplehavedifferentfriends,butpeoplewhosharethesameinterests,hobbiesandcharacteristicsmaybecomepeopleeasily.Step5SpeakingNowlet'smovetothenextpart,speaking.Pleasereadtheinstructionsfirstandthenworkinpairsanddecidewhocanbefriendsandgiveyourreasons,NowI'llcheckhowwellyouhaveworked.Tellmewhoandwhy?Youcanexpressyourideaswiththepatternsinthefollowingbox.I'msure...

Iguess...Perhapsareprobably...Listforagesgenderlikesanddislikes.NameJohnStevePeterAnnSarahJoeAge1514151614GenderboyboyboygirlgirlboyLikesfootballreadingskiingreadingsingingsingingrockmusiccomputerdancingcomputersrockmusicreadingfootballsingingcomputersrockmusicskiingDislikessingingcomputershikingrockmusicfootballfootballclassicalmusicdancinghikingclassicalmusicreadingrockmusicdancingcomputersfootballhiking2.Notesespecially--speciallyThetreeisbeautiful,~inautumn.--Icamehere~o--inHeisintorockmusic.Hegrewintoaman.Sheisingoodshape.befondof+n./doingsth.=likeMyinterestsarereading.S+V+P—Theyarereading.S+V5..nordoI.(P157)HomeworkFinishofftheexercisesintheWb.Period2Teachingaims:ReadandunderstandhowChucksurvivesontheislandandknowmoreaboutwhatafriendmeans.2.Improvereadingabilityandstudythelanguagepointsconnectedwiththetext.Newwords:match,mirror,fry,gun,hammer,saw,rope,movie,cast,deserted,huntfor,inorderto,share,sorrow,careabout,feeling,suchas,airplane.II.Importantpoints:TraintheStudents'readingability.MasterthenewphrasesandwordsDifficultpoints:Howtomakethestudentsunderstandthereadingtextbetter.Teachingmethod1.Fastreadingfrothestudentsgetthegeneralideafirst.Discussafterreadingtounderstandthetextberrer.Carefulreadingtogetthedetailedinformation.Teachingprocedures::Step1Lead-inHaveyoueverreadRobinsonCrusoe?ThestorytellsabouthowRobinsonCrusoesurvivedonanislandafterhisboatmetwithastorm.TodaywearegoingtolearnasimilarstoryaboutChuckNoland.Chuck'splanecrashesonadesertedisland,buthewasabletosurvivetherealone.Duringhisstayontheislandhemadeaspecialfriend.Step2Pre-readingGothroughthepre-readingwiththestudentsandmakesurethestudentscanchoosethethreeitemswhichtheythinkarethemostuseful.Checktheirwork,referringtothefollowingsamples.aboxofmatches...makeafire,cooksomefood,frightentheanimalsatnightwithafirelitwithamatch,letothersknowwhereItectmyselffrombeingattackedbywildanimals,cutsometreesforfruit,cutwoodforfire,cutfoodintosmallpiecesafryingpan.cookfood,collecttherainwaterStep3FastreadingReadthestoryquicklyanddothetrueorfalsequestions.1.Chuckisabusinessmanworkinginacompany.TChuckisoneofthepeoplewhosurvivetheplanecrash.FCollectingwaterandhuntingforfoodareallChuckhastolearnontheisland.TChuckmakessomefriendsthereoneofwhomisWilson,afootball.F5.StayingontheislandhelpsChuckrealizehisshortcomings.T6.InChuck'sopinion,peoplemakefriendstosharehappinessandsorrow.TWilsonisfondofChuckbecauseheiswellcaredforbyhim.FChuckthinksfriendsareteachers,fortheyteachpeopleeverything.FFriendscanbeanimalsandeventhingsaswellashumanbeings.TStep4CarefulreadingReadagainandfindthetopicsentencesofeachparagraph.1.Chuck'splanelandsonadesertedisland.Chuckhastolearntohowtosurviveontheisland.Chucklearnsalotabouthimselfwhenheisaloneontheisland.Chuckhasmadeanunusualfriendontheisland.DealwithsomelanguagepointsinthetextDiscussthequestionsinPost-readingingroupoffour:oneortwogroupswillbeaskedtodoareportabouttheirdiscussion.Step5RetellingRetellthestoryaccordingtothehinds:.planecrashed,desertedisland,.learnedto,madefriendswith,realized,learnt,thelessonfromChuckHomeworkFinishofftheexercisesintheWb.Period3Teachingaims:1.Reviewthewordsandphrasesinthelasttwoperiods.2.Learnandmasterthedirectandindirectspeech.3.Newwords:lie,speech,adventure,notebook.II.Importantpoints:1.Mastertheinterchangesofdirectspeechandindirectspeechinthedeclarativesentencesandinterrogativesentence.Guessthemissingwordaccordingtothecontext.Difficultpoints:Differentchangesofpronouns,tenses,adverbialsintheinterchangesofdirectspeechandindirectspeech.Teachingmethods1.Reviewmethod.2.Explanationandinductivemethodstoteachthemgrammar.Individualandpairworktomakeeachofthemworkinclass.Teachingprocedures:Step1Lead-inCheckstudents'homework.AskoneortwostudentstosharehisstoryaboutChuckwiththeclassmates.Givethestudentsnecessarycourageandremarks.Step2WordstudyAskthestudentstodotheexercisesindividuallyandthemcheckanswerswiththem.l.honest2.classical3.sorrow4.argue5.1oyal6.huntfor7.fondof8.brave9.inorderto10.smartExplainthelanguagepointstothestudents:1.keep飼養(yǎng)as作為,當(dāng)作Wekeepadog.Hehasalargefamilytokeep.2.regard+n.+as+n.regard+n.+with+n.用某種眼光看待Theyregardedhisattitudewithsuspicion.Step3GrammarGothroughtheexamplesofDirectspeechandIndirectspeechonpage5ofthetextbook.MoreexplanationsaboutDirectspeechandIndirectspeech☆直接引語變間接引語,人稱,時(shí)態(tài),指示代詞,時(shí)間地點(diǎn)狀語應(yīng)作相應(yīng)改變.1.直接引語為陳述句,間接引語變從屬連詞引導(dǎo)的賓語從句.Theboysaid:“Iamnotafraidtomeetstrangers*now.”Theboysaidthathewasnotafraidtomeetstrangers*then.2?直接引語為一般疑問句，間接引語變從屬連詞引導(dǎo)的賓語從句.Sheasked:“Haveyouseenthemovie?”Sheaskedmeweather/ifIhadseenthemovie.(weather...ornot)3?直接引語為特殊疑問句Themanasked:“Whichroomdoyouprefer?'"ThemanaskedmewhichroomIpreferred.直接引語為祈使句，間接引語常構(gòu)成簡單句型ask/tell/order/advise/warn/remind/etc.+n./pron.+(not)todosth.“Don'tmakemessintheroom,”shesaidtothechild.Sheasked/told/warnedthechildnottomakeamessintheroom.Theadverbialsusuallychangeasfollowing:*todaythatdayyesterdaythedaybeforetomorrowthenextdaynextmonth/weekthenextmonth/weeklastweek/yeartheweek/yearbeforeagobeforetwoyearsagotwoyearsbeforenowthenheretheresofarbythenin2002in2002Step4PracticeAskthestudentstofinishpart2ofgrammaronpage5.Checktheworkafterwards.HomeworkFinishofftheexercisesingrammarpartintheWb.Period4Teachingaims:Reviewthelanguagepointsintheunit.Finishreadingandwriting.Learnhowtowriteane-mail..II.Importantpoints:TraintheStudents'writingability.Tellthemthewayofgettingcommunicatedwithothersine-mail.Difficultpoint:Improvethestudents'intergratingskills.Teachingmethods1.Asking-and-answeringactivitytogothroughthereadingmaterial』.Individualandpairwork.Teachingprocedures:Step1Lead-inAskthestudentsthefollowingquestions.DoyouhavefriendsintheInternet?Howoftendoyouwritetoyoure-pal?Whichdoyouprefer,apenfriend,afriendintheInternetorinreallife?Why?Tellthemwhatwearegoingtolearnisaboutemail.Step2ReadingGothroughthetwoe-mailsonpage7ofthetextbook.Languagefocus:jokearound—jokeaboutv.playa~on,makea~,telljokesn.Ijokedwithher.fun〔U〕n.玩笑，娛樂，樂趣Heisfulloffun.Ididitjustforfun.Theyoftenmakefunofher.drop落下，掉落Dropmealine.寫封短信給我.Hedroppedhisvoice.放低Hedroppedintoachair.坐Thewindhasdropped.減弱Step3WritingAskthestudents:Whodoyouwanttoreplyto,JaneorJack?Why?Writeane-mailafterdiscussion.Checktheirwork.Step4ConclusionGothroughtheCheckpointaboutdirectspeechandindirectspeech.Gooverthelanguagepointsintheunitandsummarizetheusesofdirectspeechandindirectspeech.HomeworkFinishofftheexercisesintheWb.Revisethegrammarandusefulexpressionsintheunit.Unit2EnglishAroundtheWorld

Period1Teachingaims:TraintheSs'abilityofspeakingandlisteningLearnaboutthedifferencesAmericanEnglishandBritishEnglishLearnhowtomakeanorderorarequestImportantpoints:Howtohelpthestudents'listeningability.Learaboutsentencetransformation.Difficultpoint:Howtousedifferentsentencepatternstoexpressone'sidea.Teachingmethods:1.Listeningpracticetoimprovethestudents'listeningability.2.Discussionmethodtogivethemmorechancestoexpresstheirownideas.Teachingprocedures:SteplpresentationAsktheSssomequestionsaboutEnglishandletthemhaveageneralideaaboutthequestion:IsEnglishverypopular?InwhichcountrydopeoplespeakEnglishastheirmotherlanguage?InwhichcountrydopeoplespeakEnglishastheirsecondlanguage?AtetheAmericanEnglishandtheBritishEnglishthesame?Whatarethedifferencesbetweenthem?Step2WarmingupLookatthepictureandaskthequestion:inWhatdoesbathroommeaninAmericanEnglishandBritishEnglish?inReadthedialogueintheandtextandanswerthequestion:AmericanEnglish,itmeans“toilet”andinBritishEnglishitmeans“aplaceforsomepeopletotakeashower”Askmorequestionsaboutthedialogue:WheredidJoecomefrom?HowdidhereachLondon?Didhehaveagoodsleep?WhydidNancygiveJoeanewtowel?Whereisthebathroom?WhatdidJoeactuallywant?Step3PracticeReadandactoutthedialoguethenintroducesomemorewordsthathavedifferentmeaninginthetwolanguages.billion=onemillionmillions(BE)onethousandmillion(AE)publicschool=privateschool(BE)localstateschoolprovidingfreeeducation(AE)Step4ListeningLettheSslistentotwodifferentpassageswhicharereadinBEandAEandtellthemthetwolanguagesarequitedifferentinpronunciationThenpracticethedialogue“kilometer”andtellthemthiswordhastwodifferentspellingandalsotwodifferentpronunciations.Step5ListeningListencarefullytothetape.MrBrown'slandladyhasmanyhouserules.Writedownfiveofthem..Step6GrammarDirectandindirectspeechesSb.asked/toldsb.(not)todosth.Changethefollowingsentencesintoindirectspeech:1.“GetupearlyTony.You'llbelateforclass.”Hismothersaidtohim.“Don'tdisturbthesleepingbaby.”Marysaid.“Putawayalltheunnecessaryarticles,”thehousekeepersaidrudely.“Don'tcrosstheroadwithoutlookingaround.”Thepolicemansaidkindlytotheboy.Step7SpeakingPractisethedialogueoneinthetextandasktheSstofinishtheexercise.Questionsfordialoguetwo.WhatdidMsSmithaskHarrytodo?WhatdidHarryaskMwSmithtodo?AndwhatdidHarryaskMssmithtodoagain?WhatdidMsSmithtellHarrynottodo?AsktheSstoreadaloudthedialogueandthenaskthemtorepeatthedialogue.Rewritethefollowingsentences:Mymothertoldmenottobelieveastrangereasily.(directspeech)TheprincipleaskedtheSstowashtheirclothesbythemselves.(directspeech)3.“Don'tthrowawaytheleftovers.It'stooawasteoffood.”Theownersaidtohiscustomers.(indirectspeech)4.“IamgoingtoJapantomorrow.Ihaveaskedforaleaveofsixmonths.”Jerkysaidtohercolleagues.(indirectspeech)Period2Teachingaims:1.TraintheSs'abilityofreading.2.LearnaboutEnglisharoundtheworld.Listenandrepeatthetext.Importantpoint:Howtogetthestudentstomastertheusefulwordsandexpressions:majority,native,equal,except,,intotal,situation,organization,international,etc.Difficultpoint:Getfullunderstandingofthewholeaswellasthedetails.Teachingmethods:1.Fast-readingtotrainthestudents'readingability.Readingcomprehensiontohelpthestudentstograspthemainideaofthetext.Practisegettingthestudentstomasterwhattheyhavelearned.Teachingprocedures:Step1RevisionGooverthedialoguebyaskingtheSstoreadaloudtheircompositionandaskthemtorewritemoresentences.Step2Pre-discussionDiscussthefollowingpre-readingquestions:Ifyouspeakmorethanonelanguage,inwhatsituationsdoyouusethelanguage?WhydowehavetolearnEnglish?Step3FastreadingReadthetextfastandanswer:WhywillitbemoreandmoreimportanttohaveagoodknowledgeofEnglish?(BecausemanypeoplecommunicateinEnglisheveryday.)Step4CarefulreadingAskthestudentstoreadmorecarefullyandanswerthepost-reading

questions2-3.Step5SummarysecondfillingSummarizemainideasofeachparagraphofthetext.secondfillingParagraph1Englishisspokenasmothertongueandasalanguage.Paragraph2ManypeoplelearnEnglishasaforeignlanguage.Paragraph3ManypeoplecommunicateinEnglisheveryday.Step6ListeningListentothetapeofthetextanddothepost-readingexercise2,theblanks.Step7DiscussionDiscussthefollowingtopicsingroupsoffourforabout4minutes,thenasktherepresentativeofeachgrouptopresenttheirreasonsinthefront.WhydosomanypeoplespeakEnglish?WillChinesemandarinbepopularoneday?WhyCantoneseissopopularinChina?HomeworkGooverwhatwehavelearnedinthisreadingtext.Period3Teachingaims:1.Learntheusefulwordsandphrasesinthetext.Learnthedifficultsentences.Learnthegrammar:directandindirectspeeches.Importantpoints:thedirectandindirectspeechesDifficultpoints:Howtouseask/tell/ordersb.todotsotrhe.portanorderorrequest.Teachingmethods:Inductivemethodtogetthestudentstothinkmorebythemselves.deductivemethodwhenteachingtheIndirectSpeech.Teachingprocess:Step1RevisionListenandreadthetext.Step2WordstudyTheteachercanreadtheexplanationfortheSsandaskthemtoguessthenewwords.Step3LanguagepointsPickoutsomedifficultsentencesforthestudentstoanalyzeandexplainnewwordsandexpressionstothestudentsiftheyhavedifficultyinunderstandingthem.Phrases:allaroundtheworld,intotal,athighschool,exceptfor/except,ontheradio/onthephone,throughtheInternet,agoodknowledgeof,majority,leavethedooropen,mothertongueusefulsentences:Therearemorethan42countrieswherethemajorityofthepeoplespeakEnglish.2.Intotal,formorethan375millionpeopleEnglishistheirmothertongue.InChinastudentslearnEnglishatschoolsasaforeignlanguage,exceptforthoseinHongKong.Chinesebusinessmen,taxidriversandstudentstalkwiththemusingEnglish.WithsomanypeoplecommunicationinEnglisheveryday,wecanseethatitwillbemoreimportanttohaveagoodknowledgeofEnglish.Step4GrammarLearnwhichisanorderandwhichisarequest:Sentencesforarequestmaybeginwith:couldI/Willyou/MayI.Sentencesforanordermaybewithoutsubjects.Ifthesentencesarechangedintoindirectspeech,“asked”meansarequest,“told”meansanorder.Showthemsomeexamplestomakethemclearabouthowtochangeanorderorrequestintoindirectspeech.Thefollowingaresomeexamplesforthestudentstopractice:1.Changethefollowingsentencesintoindirectspeech:CouldIuseyourbathroomforamoment?(he,hisfriend)Putyourcoatinthecloset.(they,thelittleboy)Speakquietlyonthecloset.(theteacher,hiscolleague)Willyouhelpmewithmyhomeworkthisafternoon?(John,me)Couldyoumeetmeatfour?(Mary,herhusband)Changethefollowingsentencesintodirectspeech:Thelandladyaskedhimtoputhiscoatinthecloset.Thelandladyaskedhimnottoputitonthepeg.Thecommanderorderedthesoldierstostandstill.Thecommanderorderedthesoldiersnottomove.Mothertoldmetolockthedoorafternottomove.Workinpairs.Firstreporttheorders,using“shetoldus(not)-”Thenreporttherequests,using“heaskedus(not)-”Shetoldustobuysomebreadforher.Shetoldusnotmaketoomuchnoise.Shetoldustohelphertidytheroom.Shetoldusnottoforgettoputyourumbrellainthestand.Heaskedustospeakquietlyonthephone.GroupworkTheteacherreadsomemoresentencesfortheSstochangeintoan

order(shetoldus)orarequest(sheaskedus):gotobedimmediately(anorder)nottothrowawaytheusedpaper(arequest)lendhimseveralbooks(arequest)redohishomework(anorder)nottodisturbhisfather(anorder)afterStep6PracticeafterMakemoresentencesusing“with+n.+doing/done/todo/prep.themodel.Model:WithsomanypeoplecommunicationinEnglisheveryday,wecanseethatitwillbemoreandmoreimportanttohaveagoodknowledgeofEnglish.Thisroomisextremelycoldthewindow.somuchwork,hemaynotbehere.somanytreesandflowers,theclassroomlookswonderful.Heisgettingonwellwithhisworkhismotherhim.Homework:Gooverwhatwehavelearnedaboutdirectandindirectspeech.Period4Teachingaims:1.LearnthereadingtexttoknowthedifferencesbetweenAmericanEnglishandBritishEnglish.2.Teachthestudentssomeusefulwordsandexpressionsofthetext.Importantpoints:Improvethestudents'readingabilitybyreadingthetext.Improvetheirwritingskills.KnowmoreaboutAmericanandBritishEnglish.Difficultpoints:Practisewritingandimprovewritingskills.Teachingmethods:Practisemakesbetterskills.Fastreadingandpairworkorgroupworktogetstudentsactiveinclass.Teachingprocedures:Step1RevisionTalkabouttheircompositionsandrevisethedirectandindirectspeechesforandorderorforarequest.AsktheSstotranslatesomeChinesesentencesintoEnglishtogooverthephrasesandsomeusefulwords:allovertheworldontheradiointotalexceptforhaveagoodknowledgeStep2PresentationWehavelearnedtheword“bathroom”hasdifferentmeaninginBEandAE.Nowtellmethedifferentmeaning(toiletoraplaceforashower)Todaywe'lllearnsomethingmoreabouttheirdifferences.Readquicklyandtrytotellme,fromwhichyeardidAEandBEbecomedifferent?(1776)Step3FastreadingReadcarefullyandanswerthefollowingquestions.WasthelanguageinBritainandAmericathesameatfirst?2.WhendidAmericabecomeanindependentcountry?Wheredidthelanguagestaythesame,inBritainorinAmerica?WhydoAmericanstalk“autumn”for“fall”?WhereistheEnglishword“typhoon”form?AndhowabouttheAmericanword“tornado”?WhowrotethefirstAmericandictionary?Andwhen?Whydidhechangethespelling?Whichisgreater,thedifferenceinthespokenEnglishorinthewrittenEnglish?Dopeoplefromthetwocountrieshaveanydifficultiesinunderstandingeachother?Step5ListeningListentothetapeandfinishtheexerciseinthetext.Step6ReadingandSpeakingAsktheSstoreadthetextandtalkaboutthedifferencesintheirownwordsandgetthemtotellthereasonsfordifferences.Step7PracticeReadthepassageagainandcompletethechart:WordsBorrowedfromCentFloridaHowlcookbookSuggestedanswerscent-oldFrenchFlorida-Spanishhowl-AmericanIndiancookbook-GermanHomeworkTheSsarerequiredtoreadthetipsandwriteashortpassagetocomparedialectsinChinese.Unit3GoingplacesPeriod1TeachingAims:Learnandmasterthefollowingwords:traveling,transportation,consider,boardingcall,destination.Dosomelistening.Dosomespeakingandtalkabouttravelingtothepastorfuture.ImportantPoints:Improvethestudents'listeningability.Improvethestudents'speakingabilitybydiscussion,talksandmakingsomedialogues.DifficultPoints:Howtofinishthetaskofspeakingandhowtomakedialoguescorrectly.TeachingmethodsWarminguptoarousethestudents'interestintraveling.Listeningactivitytoimprovethestudents'listeningability.Getasmanyactivitiesaspossibleforthestudentstogetmorechancestopractice.TeachingProcedures:StepI.GreetingsGreettheclassasusual.Step2LeadinT:Withthedevelopmentofsociety,wearechangingourwayoflife.Moreandmorepeopleliketotravel.Doyouoftentravel?Wherehaveyoubeen?Whatshouldyoudowhenyouaretraveling?Collecttheanswers:bringthethingsweneedthinkaboutoursafetytravelwithotherpeopleinthemountainorintheforestthrowwastethingsinthedustbinsparkcarsinparkingplotsStep2WarmingupAskthestudentstoopentheirbooksatPage15andlookatthefourpicturesinit.Discussinpairsandseeifthepeopleinthepicturesaredoinganythingwrong.Afterawhile,teacherasksatleastfourstudentstotalkaboutthepicturesbeforetheclass.(Picture1)Themanisdrivingtoofast.Heshoulddriveatthespeedof30kmanhour,butheisdrivingat60kmperhour.(Picture2)Thewomanislitteringwastethings.Sheisgoingoutinginthemountain.Sheshouldn'tthrowrubbishwherethereisasign,saying"Nolittering!".(Picture3)Themanisinthepark.Heshouldn'tbesmokingintheplacewherethereisasign,saying"NoSmoking!".(Picture4)Thecarisstoppingatthewrongplace.Thereisasign,saying"Noparking!"ForEx.2,tellthestudentsthat"Meansoftransportation"referstothewaysofcarryingpeopleorgoodsfromoneplacetoanotherand"consider"means"thinkabout".Ask:Whocangiveusthenamesofthetransportation?Bybike,bybus,bytrain,bycar,byboat,byplaneoronfoot.(WritethemontheBb.)Thengetsomestudentstoanswerthequestion.Possibleanswer:Wemustconsidertimeandmoneywehavetospend,andwhetherwe'llfeelcomfortableandsafeduringourtravels.LookatEx.3andansweritafterashortdiscussion:Situation1:fromShanghaitoLondonSituation2:fromChongqingtoChengduSituation3:fromBeijingtoGuangzhouSituation4:fromDaliantoQingdaoSituation1:Byair.It'salongwayfromShanghaitoLondon.It'sthebetterandfasterwaytogettherebyairthanbyship.Situation2:Bybus,ChongqingisnotfarfromChengdu.Ittakesusonlyseveralhourstogettherebybus.It'sfasterbybusthanbytrain.Situation3:Bytrain.BeijingisfarfromGuangzhou.Wecangettherebytrainorbyplane.It'sfasterbyplane,butit'smuchmoreexpensive.Ithinkit'sbettertogotherebytrain.Onthetrainwecanbecomfortableandenjoythebeautifulscenesonthewaythere.Situation4:Byboat/ship.It'sshorterbyshipthanbybusortrain.Meanwhile,wecanenjoythebeautifulsceneonthesea.StepMListeningP15,Part1.Listenthreetimesandfillintheform.Thenchecktheanswerstogether.Teach“Destination”.StepV.SpeakingAskthestudentstolookatthespeakingpartonP16andthinkabouttheplacesyou'dliketovisitbest,theyearswhenyouwouldgothereandthereasons.Writethemonapieceofpaper.Afterthreeminutes,teacherasksthreestudentstogivetheanswersandfillintheformonthescreen.NameWherewouldyourprefergoingInwhichyearswouldyouliketogothereWhyThenlookatthedialoguebetweentwostudentsinthebook.Theyaretalkingabouttravelingtothefuture.Askthestudentsreaditfirst,andthenmakeupanewone,usingtheinformationintheform.HomeworkWritedownthedialoguemadeupinyourexercisebooksandpreviewthereadingtext.Period2TeachingAims:Learnandmasterthefollowingwordsandexpressions:adventure,experience(v.),simply,rafting,vacation,basic,equipment.spider,paddle,poisonous,getawayfrom,insteadof,getcloseto,watchoutfor,protect…from…,becareful(not)todosth.Trainthestudents'readingability.ImportantPoints:Improvethestudents'readingability.Masterthefollowingphrases:getawayfrom,insteadof,getcloseto,watchoutof,protect…from…,takeexercise,becareful(not)todosth.DifficultPoints:Masterthefollowingsentencestructures:Yetthereareotherreasonswhypeopletravel.Iesfromthefactthatthewaterinthesestreamsandriverslookswhitewheninmovesquickly.Teachingmethods:Arousethestudents'interestbytalkingaboutsth.theymayinterestedin.MixeduseoffastreadingandcarefulreadingtohelpthestudentsTeachingProcedures:SteplRevisionGooveryesterday'swordswiththestudents.Step2Pre-readingGroupworktodiscussthesethreequestions.Thencollectanswers.Doyouliketravel?Why/Whynot?Wherewouldyoumostliketotravel?Why?Haveyouevertriedanyadventuretravel?Step3ReadingBooksopenatPage17.Readthepassagequicklytogetthegeneralideaandanswerthequestionsonthescreen.Whydopeopletravel?Howmanykindsofadventuretravelarementionedinthepassage?Whatarehikingandrafting?Teachergivesstudentsenoughtimetoreadthetextandcollectstheiranswers.Suggestedanswers:Therearemanyreasons.Manypeopletraveltoseesomebeautifulorfamousplaces.Somepeopletraveltomeetfriendstoexperiencelifeinotherpartsorsimplytogetawayfromcoldweather.Manyoftoday'stravelerswanttohaveanewexperiencefromtheirtravelsorwishtohaveanadventure.Twokinds.Theyarehikingandrafting.Hikingisgoingforalongwalkinthemountain,intheforestorinthecountry.Raftingistravelingonasmallflatfloatingboatmadeofwooddownriversandstreams.T:Nowreadthepassageagainandtrytogetasmuchinformationasyoucan.Afterawhile,we'lldoanexerciseonP18.Step5LanguagepointsListentothetapeparagraphbyparagraph.Meanwhile,findouttheimportantphrasesanddifficultsentences.getawayfrom,insteadof,getcloseto,takeexercise,goforahike,watchoutfor,protect…from…,becareful(not)todosth.Yetthereareotherreasonswhypeopletravel.Itisdoneonriversandstreamswherethewatermovesquickly.Thename〃whitewater""comesfromthefactthatthewaterinthese…Step6ListeningandConsolidationListentothetapeagain.Askthestudentstopayattentiontotheirpronunciationandintonation.Fillinthechartinyourbooks.Comparehikingandraftingandwritetheirsimilaritiesanddifferences.Pleaseprepareitinpairs.ThenI'llchecktheanswers.(Afterafewminutes,teacheraskssomestudentstogivetheiranswersandshowsthemonthescreen.)

HikingRaftingSimilaritiesTheyareadventuretravel.Theyaregoodwaystoexperiencenature.Theyarefunandexcitingbutdangerous.DifferencesPlacesclosetohomeinthemountaininaforestalongtheriverinthecityontheriversonthestreamsEquipmentgoodshoesclothes,abackpackgoodclothesalifejacketCostlittlemoneymuchmoneySkillsneededwatchoutfordangers,suchasspiders,snakesorpoisonousplantshowtohandletheraft;howtopaddle,howtogetinoroutoftheraftBenefitsgetclosetonature,takeexerciseexperiencenatureHomeworkReadsomepassagesaboutotheradventuretraveltoknowsomethingaboutthem.Period3TeachingAims:Reviewthewordslearntinthelasttwoperiodsandthetenseslearntbefore.LearnthePresentContinuousTenseforplansinthenearfuture.ImportantPoints:MastertheusageofthePresentContinuousTenseforfutureactions.DifficultPoints:Mastertheverbswhosepresentcontinuoustenseforfutureactions.Sumupandmasterthesentencestructuresforfutureactions.Teachingmethods:Reviewmethodtoconsolidatethewordsleart.Fastreadingtoimprovethestudents'intergratingskills.Manyactivitiesforstudentstopractice.TeachingProcedures:Step1RevisionRevisethewords.OpenyourbooksonPage19.Onthetoptherearesomewordsandphrasesintheform.Matchthemwiththerightexpressions.Checktheanswers.Readthemaloud.Pairworktopracticethesewords,oneforexplanations,oneforthewords.Step2Grammar1.Timeschangeandsodoesthewaywelife.Manythingsweoftendobecomeeasierandfaster,suchaswriting,reading,shoppingandsoon.Doyouknowthewaysofdoingthingsinthepast?Canyouimaginethewaysinthefuture?Ithinkyouhavegoodimaginations.OK.Nowtalkaboutthewaysofdoingthingsinthepast,todayorinthefutureinfourgroups.FillinthelistonPage19.Sixminuteslater,asktwostudentsoftwogroupstogogivetheanswers,andthenchecktheanswerswiththestudents:ActionPastPresentFutureTravelhorsecar/planespaceshipReadingreadingfewbooksinthelibraryorinthebookstorecomputerathomewritingbrushpen/ballpencomputerShopping(goshopping)(goshopping)creditcardorwithmetalcoinwithpapermoneyinternetWorkingbyhandormanpowermachinecomputerAskthestudentstowritesentencesabouttheitemsonthelist,usingthecorrecttense.Firstlookattheexample.Finishthetaskaccordingtothesentences.Onegroup,oneitem.Afewminuteslater,teacherasksfourstudentstoreadtheirsentencestoclass.Step3DialogueAsweknow,thefutureindefinitetenseexpressestheactionwhichhappensinthefuture,forexample,"Inthefuturepeoplewilltravelbyspaceship."Butothertensesalsoexpressfuture.Nowreadthedialoguequicklyandunderlinetheverbsthatexpressfuture.Threeminuteslater,teacheraskssomestudentstoreadthesentencesandwritessomeofthemontheblackboard.Generallyspeakingthepresentcontinuoustenseexpressesanactiongoingonatthismomentorinthepresentperiod.e.g.Someoneisknockingatthedoor.IcametoBeijinglastweek.Iamattendingaconferencehere.T:Butinthefirstsentenceontheblackboard,thepresentcontinuoustense"isgoing"expressesplansinthenearfuture.Doyouknowotherverbslike"go"?//come,leave,sta