高中英语 Unit2 English Around the World-The sixth Period Speaking教案 新人教版必修1

高中英语 Unit2 English Around the World-The sixth Period Speaking教案 新人教版必修1

高中英语教案：Unit2 English Around the World-The sixth Period Speaking 新人教版必修1
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
try to do, look around, confuse, offer
b. 重点句子
We know that languages develop and change over time and that is why we have new dictionaries from time to time. P52
Pardon?
I beg your pardon?
I don’t understand.
Could you say that again, please?
Could you repeat that, please?
Can you speak more slowly, please?
Sorry, I can’t follow you.
How do you spell it, please?
2. Ability goals能力目标
Enable the students to express language difficulties in communication.
3. Learning ability goals学能目标
Help the students learn how to manage to communicate with others avoiding language difficulties.
Teaching important points教学重点
How to use different sentence patterns avoiding language difficulties in communication.
Teaching difficult points教学难点
How to make a dialogue using commands or requests.
Teaching methods 教学方法
Pair works to make a dialogue.
Co-operative learning.
Teaching aids教具准备
A projector and a blackboard.
Teaching procedures & ways过程与方式
Step I Revision
Check students’ homework.
Ask some students to play their dialogues in class and give some comments.
Step II Lead in
Task 1 Revise patterns for language difficulties in communication.
T: A (loudly), can you lend me your dictionary (lowly)?
Sa: Pardon?
T: Can you tell some similar expressions?
Sa: I beg your pardon? / I don’t understand. / Could you say that again, please?/ Could you repeat that, please? / Can you speak more slowly, please? Sorry, I can’t follow you. / How do you spell it, please?
T: Great! Turn to Page 48. Read the expressions loudly and try to memory them.
Task 2 Make a dialogue, using the expressions. Work in pairs.
T: Turn to Page 49. There are three situations. Read them carefully to know the situations.
Ss read the three situations to decide which one they would like to choose.
T: Make a dialogue with your partner, using the expressions above.
A few minutes later.
T: Which group will come and act you dialogue in class?
Ss: We will.
Sample dialogue for Situation1 A-foreigner B-you
A: Excuse me, but I can’t find my friends. Can you help me?
B: Could say that again ,please？
A: Oh, sorry. I said that I need to find my friends.
B: Oh, I see. Where are they?
A: They are waiting for me at the Science Museum. But I can’t find it.
B: Sorry, I can’t follow you. Can you speak more slowly, please?
A: Sorry. I said I want to go to the Science Museum.
B: Well, wale along this street and take the first left turn on your left. Walk on until you reach the gate.
Sample dialogue for Situation2 A—your father B—your mother C—you D—waitress
A: Excuse me, but I can’t find the toilet. Can you help me?
D: Er… toilet? It’s over there.
B: Restroom? But we don’t need to have a rest.
C: Oh, sorry. But where is the WC?
D: Pardon?
C: W-C.
D: Sorry. There is no WC. Oh, I see. I know what you want. It is on the second floor.
C: Thank you very much.
Go up two floors.
AB: No toilet but empty rooms. Where is the toilet?
C: We are in the USA. The second floor? Let’s go downstairs. It’s on the first floor.
Sample dialogue for Situation3 A-your teacher B-you
A: Now for homework, you must write a dialogue about difficult language problems. Is that clear?
B: Sorry, Miss Li, but Li Lin can’t follow you.
A: Pardon?
B: Li Lin doesn’t understand what you said.
A: Oh, I see. Well let me say it in a different way.
Step III Speaking task
T: Well done! The second floor in British English is the third floor in American English. How great change in English! Travel plays an important part in the change of English. Please turn to Page 52 tell me other things that cause languages to change.
Ss have previewed it.
Answers Teenagers, movies, radio, and TV.
Task Give advice on how to teach English to beginners. Work in groups of four.
T: Well done! The government would like to get some advice on how to teach English to beginners. Can you help them? Please work in groups of four and list your ideas together.
Ss discuss and write down their suggestions.
S1: I think it will make the textbook interesting to use cartoons in it.
S2: Why not design some games? Students like games, which will make the words easy to memory.
S3: In my opinion, English songs are of great help.
S4: We can draw some interesting characters like Mickey mouse to teach English to beginners.
T: Wonderful ideas! I believe the government will take your advice.

www.ff70.com Step IV Project
Task1 Fast-reading
T: Turn to Page 53. Please read the text quickly to find the answer to question 1.
Ss read the text to find the answer to question 1.
T: According to the reading passage, what is the use of a code?
S: It can help people to communicate secrets easily.
Task 2 Discussion. Work in pairs.
T: Read the text again and then discuss the last two questions with your partners.
What other uses can a code have? List one or two here. Describe a situation where codes may not help the people who use them.
Discussion
S1: A code can mark the directions or ways when we are traveling in a forest.
S2: It can also help to make notes if a speaker speaks too fast.
S3: But sometimes codes may not help the people who use them.
S4: I can give an example. In a war, if the enemies know the meaning of the codes, they may not help the people who use them.
Task 3 Make a code to make notes.
T: What does it mean?
S: Something.
T: What about “e.g.”
Ss: Example.
T: Please make a code to write to your partner and guess the meaning of others’ code.
Homework
Make a code to write to your partner.
Memorize the new words and phrases.

 

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