牛津譯林版高一英語(yǔ)上冊(cè)M1-Unittwoperiod5Task:Presentingadialogue—Skillbuildingone---UnderstandingtonesinspokenEnglish課時(shí)編號(hào)：復(fù)備時(shí)間：上課時(shí)間：Teachingaims:1.ProvideStudentsopportunitiestolearnandpracticetheirlanguageskillsoflisteningandspeaking.2.Helpstudentstolearntoexpressdifferentfeelingsindifferenttones.Teachingimportantpoints:MakesurestudentsknowtheimportanceoftonesinspokenEnglishTeachingmethods:1.Listening-and-answeringactivitiestohelpstudentspracticedifferenttones2.Individual,pairorgrouppracticeTeachingprocedures:Stepone:Lead-inTalkaboutthefeelingsofthespeakersinthepictures,askstudentstolistthedifferenttonesandspeakoutsomeofthesentencesfromtheHOMEALONEaccordingtothetonesofeachcharacter.1.Dad:whereisyourbrother?It’snicetobehome.Ifeellikewehavetopunishhim….2.Daniel:Ihatethem!Mom,Dad,Icanexplain…,1.Eric:Mom!Dad!You’rebackearly!2.Mom:Whatdidyoudowiththemoneyweleft?Steptwo:PresentationTherearefourmainpointstodeterminehowthespeakerisfeeling.1.thevolumeofthelanguage2.arisingorfallingtone3.stressoncertainwords4.pausesinthesentencesStepthree:Listening1.Askstudentstolistentoexamplesentencesinfivedifferenttonesonebyone2.Askthemtotellwhattheythinkaboutthespeaker’semotion.Isshehappyorangry?Issheinhighspiritsorinlowspirits?3.Askthemtoreadtheexplanationforeachsentence.4.Askstudentstoimitateafterthetape.StepFour:Practice1.ListentoPartA&B(1)Hetoldmethetesthadbeenputoff?(Questioning,asifshedoesn’tbelievethatthetestcouldhavebeenputoff)(2)Hetoldmethetesthadbeenputoff!(Frustrated,asifshehadgonetothetestroombeforerememberingthatshehadbeentoldaboutthecancellation.)(3)Hetoldmethetesthadbeenputoff!(Excited,asifsheisgladnottohavetotakethetest.),(1)Hetoldmethetesthadbeenputoff.(Sad,asifshewaslookingforwardtotakingthetest.)(2)Hetoldmethetesthadbeenputoff.(Sheneitherlikesnortrustshim.Shemaywishsomeoneelsehadbeentheonetotellher.)2.Letstudentslistentothefivesentencesagainandaskthemtotellwhichwordisemphasizedandwhattonesareusedfordifferentemotions.3.Askstudentstoimitatethesesentences.4.Practicemore.Askstudentstopracticethefollowingsentence:“Hewillcometomorrow.”(1)Ifyouarehappyabouthiscoming,…...Howwillyousayit?Inwhattone?(2)Ifyouareexcitedabouthiscoming,……(3)Ifyoudon’twanthimtocome,………(4)Ifyouarefrustratedorquestioning,…….StepFiveListentoaradiophone-inprogram1.Inthisprogram,sixteenagerscallthehosttotalkabouttheirproblemsandaskforadvice.Studentsareaskedtowritedownapropernamebeloweachpictureonpage33accordingtowhatthey‘lllearnfromthetape.2.Listening3.Checkinganswerstogether.4.Picturedescription.(form),PictureNo.ProblemsSolutionsPictureonePicturetwoPicturethreePicturefourPicturefivePicturesix(Askstudentstodescribeeachpictureaccordingtothetape.)Pictureone:Problem:wedon’tspendtimetogetherandthinkthatIdon’tloveher.Solution:Surpriseyourmotherwithadayspenttogether,invitehertojoinyoudoingthethingsyoulike.Picturetwo:Problem:Myfriendisonourschoolfootballteam,heneverhastimetoseeme,Ifeelquitelonely.Solution:Youshouldfindaspotorhobbyofyourown.Picturethree:Problem:FatherwantsmetostudyMathsandScienceandworkinabigcompany.Solution:Talkwithhim.TakeactinglessonsaslongasyouagreetokeepyourmarksupinMathsandScience,too.Picturefour:Problem:WanttolivewithmyothergrandparentsSolution:tellherhowIfeel,andsheunderstandsme.,Picturefive:Problem:Mymumboughtmesomenewclotheswhichcostlotsofmoney,butIdon’tlikethem.Solution:Behonestwithher,butmakesurethatsheknowshowhappyyouarethatshethoughtofyouandwasniceenoughtobuyyounewclothes.Askhertochangethemforsomethingdifferent.Picturesix:Problem:Myfatheralwaysshoutsatme.Suchas:“William,turnoffthatTVandgooutside!”However,thereisnothingformetodooutside!Solution:Youshouldn’tspendtoomuchtimewatchingTV.Itisn’tgoodforyoureyes.Joinasportsteamsothatyouhaveachancetobeoutside.StepSix:Languagepoints1.beusedto/beusedtodoingsth./usedtodosth.Acomputerisusedtostoreinformation.Manystudentsareusedtogettingupearlyinthemorning.Heusedtoplayfootballatuniversity.2.frustrated/frustratingHefeltfrustratedatthefrustratingresultoftheexamination.Thefrustratedstudentsdidn’tfeellikeeatinganything.Wefoundhimfrustrated.3.leaveoutv.省去,遺漏,不考慮Youhaveleftoutthelittle“n”inexplanation.Hisnameisleftoutofthelist.StepSeven:Consolidation,Ifpossible,askstudentstofinishlisteningpracticeonpage100.Homework:1.Gooverwhattheyhavelearntinthisperiod.2.PreviewSkillbuildingtwo.課后反思:Period6Skillbuilding2:Readingforgist課時(shí)編號(hào)：復(fù)備時(shí)間：上課時(shí)間：Teachingaims:1.Providestudentschancestodevelopreadingskillsbyreadingfourdiaryentries.2.Helpstudentstousereadingskilltoidentifythemainpointsofthefourdiaryentriesandtellsomedetailsinthethank-youletter.3.Tounderstandthemoodofthewriter.TeachingImportantanddifficultpoints:ReadingforgistTeachingmethod:ReadingtogetthegistorthemainpointsofthereadingmaterialTeachingprocedures:StepOneLead-inGetstudentstoreadtheinstructionsandknowhowtoreadforgist.CatchthegistorthemainpointandlFocusondescriptivewordsorexpressionsStep2Reading1．Readthefourdiaryentriesandfillintheform.Askstudentstoreadfourdiaryentriesandunderlinethemain,pointsofeachentryandcirclethekeywordsthatshowthemoodofthewriter.Askstudentstofinishthetaskinagroupoffourandeachmemberofthegroupisinchargeofonediaryentry.EntriesMainpointsThewordstellingthewriter’smoodThefirstdiaryentryTodayhasbeen..happyTheseconddiaryentryWehad..Iam..Tired,afraid,nervousThethirddiaryentryFailed,..don’t..upsetThefourthdiaryentryAll..fornothingVeryhappy,glad2．readthediaryentriesagainandanswer:（1）WhydidChristinacalltheradioshowlastweek?（2）2.WhatadvicedidGeorgegive?（3）DidChristinafollowhisadvice?Whatdidshedo?（4）Howdotheygetonwitheachother?Step3ReadingtheThank-youletter1.Getstudentstoreadathank-youletterfromChristina,acallerto“Talktime”,theradiophone-inprogram,tothehostoftheprogramandanswerthefollowingquestions:(1)Whowrotethisletter?(2)Towhomistheletterwritten?Whyistheletterwritten?(3)Whatisthemainideaofthisthank-youletter?,(1)Whichwordsorexpressionsareusedtomakethemainpoint?2.AskstudentstofinishdoingtheT/Fquestionsexercisesonpage35.Ifthesentencesarefalse,askthemtocorrectthem..Suggestedanswers:①Christinawroteathank-youlettertoGeorge.④Christinaandhermumspendonedayaweekwitheachother.⑥Christina’smumtookherandherfriendsouttodinner.⑦Christinawasfriendswithhermum.StepFour:Languagepoints.1.insteadof.代替,而不是/insteadadv.替代；更換作為短語(yǔ)介詞，insteadof后面常跟名詞、代詞和動(dòng)名詞，偶爾也跟復(fù)合結(jié)構(gòu)。Eg.Insteadoflendingahand,helaughedatus.他不僅沒(méi)有幫我們一把，反而嘲笑我們。Insteadof后面還可跟形容詞、副詞、動(dòng)詞、不定式、介詞短語(yǔ)和從句，這時(shí)他相當(dāng)于連詞，但也有不少人認(rèn)為他們是介詞Eg.Takingexerciseeverydaymakeshimlookyoungerinsteadofolder.每天鍛煉身體使他顯得更年輕而不是蒼老。（連接形容詞）Butthebusinessmangrewworseinsteadofbetter.但這位商人的情況沒(méi)有好轉(zhuǎn)，反而進(jìn)一步惡化了。Igotobedlateinsteadofearly.我總是很晚才睡。（連接副詞）Thatincreasedinsteadofdecreasedourcourage.這增加而不是減少了我們的勇氣。（連接動(dòng)詞）Thepriceriseseverydayinsteadofsinks.,Heproposestodosomeworkinsteadoftowatchtelevision.他提議做些工作而不是看電視。（連接不定式）Awordofencouragementmighthavemademerespectinsteadofhatehim.他若是說(shuō)一句鼓勵(lì)的話(huà)，那么我或許不會(huì)恨他，反而會(huì)敬重他。（連接不定式）Inwarmweatherheoftenreadsunderatreeinsteadofinthelibrary.天氣暖和的時(shí)候，他常常是在樹(shù)下而不是在圖書(shū)館里讀書(shū)。（連接介詞短語(yǔ)）Instead單獨(dú)使用的時(shí)候式副詞，常用于句末。例如：We’venocoffee.Wouldyouliketeainstead.我沒(méi)有咖啡了，喝茶行嗎？Itwilltakedaysbycar,solet’sflyinstead..幾天時(shí)間，所以我們還是改乘飛機(jī)吧。不過(guò)，用instead的句子也可以改成insteadof：Sheneverstudies.Instead,sheplaystennisallday.=Insteadofstudying,sheplaystennisalldays.她成天打網(wǎng)球，而不是學(xué)習(xí)。Hedidn’tgiveJohnthemoney,buthegaveittomeinstead.=InsteadofgivingJohnthemoney,hegaveittome.2.beproudof/takepridein自豪,高興;/以...為傲eg,Herparentsareprodofhergreatsuccess.Weareproudofbeing/tobeaChinese.beproudtodo,eg.Weareproudtobecomeyourpartner.3.stayup:①remainawake,notgotobed不睡覺(jué)與late/deep/farintothenight連用eg.Thesecretarystayeduplateintothenight,preparingareportforthepresident.②挺住，站住，聳立eg.Theseoldbuildingsstillstayupaftertheearthquake.4．benervousabout/at對(duì)。。。感到緊張不安，擔(dān)心beanxiousabout/beworriedabouteg.Somestudentsarenervousabouttheresultoftheexams.benervousof膽怯的，害怕的5．a(chǎn)fteralladv.（副詞）Inspiteofeverythingtothecontrary;nevertheless:畢竟；仍然：Everythingelsehavingbeenconsidered;ultimately:終究；最終egWechosetotakeaplaneafterall.我們?nèi)匀贿x擇乘飛機(jī).Don’texpecttoomuchofhim.Afterall,heisonlyachild.(畢竟)Hedidn’tworkhard,buthepassedhisexamsafterall.(終究)6．mixup…with…/；①Toconfuse;confound:使弄不清：使混亂混淆Hisexplanationjustmixedmeupmore.Ialwaysmixupthetwins.他的解釋令我更加糊涂了。我總是把這對(duì)雙胞胎弄混②Toinvolveorimplicate:牽涉或牽連Hegothimselfmixedupwiththewrongpeople.他與那些壞人為伍,be/getmixedupinsth/withsb.與某人交往，廝混。Don’tgetmixedupwithhim---Heisacrook.(無(wú)賴(lài)，騙子)mixup:Tobecapableofbeingblendedtogether:被混合在一起：Oildoesnotmixwithwater.油不能和水融合在一起4．Someoneelse’s當(dāng)一個(gè)代名詞跟有else，所有格的形式一般寫(xiě)成這樣：someoneelse's（而不是someone'selse）。whoelse's和whoseelse都在使用.Whoelse'sbookcouldithavebeen?這可能是別的什么人的書(shū)?5．a(chǎn)skforadvicefromsb/asksb.foradvice6．a(chǎn)dvicesomeadvice一點(diǎn)意見(jiàn)apieceofadvice一條意見(jiàn);giveadvice提出忠告;take/followone'sadvice接受忠告vt.advisedoingsth/sb.todosth./that….Thedoctoradvisedmetotakemoreexercise.醫(yī)生囑咐我多加鍛煉。10.Interest11.SillyItwassillyofyoutobelievehim.12.AllthetimeStepFive:PracticeFinishreadingexercisesonpage98-992Readagainanddecidetrueorfalseonpage35.Thenchecktheanswers.StepSix:DiscussionHaveyoueverhadaproblemwithyourparentssimilartoChristina’s?•Ifso,howdidyousolveit?•Ifnot,writealettertoChristinainthenameofGeorge.Homework:1.FinishWorkbookExxB&Conpage84.,2Reviewthewordsandexpressionsinthisunit.課后反思:Period7Skillbuilding3.Writingadialogue課時(shí)編號(hào)：復(fù)備時(shí)間：上課時(shí)間：Teachingaims: 1.Todevelopwritingskillsbyreadingthetips.2.Helpstudentstoimprovetheirabilityofwritingadialoguecorrectly 3.TounderstandthemoodoftheMum’sandJack’sfeelings.TeachingImportantanddifficultpoints:Enablestudentstowriteadialogueinacorrectway.Teachingmethod:Practicingtoimprovestudents’writingskillTeachingprocedures:StepOne:Lead-inT:Inthereadingpart,wehavelearntaplayintheformofdialogues.Dialoguesaremuchlikeaplay.Theyaremeanttobereadaloud,andoftenuselessformallanguagethanothertypesofwriting.Ifyouwanttowriteadialogue,you’dbetterpayattentiontothefollowingpoints:Thelanguageyouuseinwritingadialogue:①nottoocolloquial,notusingwordslike“Umm”and“Hmm”②nottooredundant,tryingnottorepeatwordsinadialogue.③descriptive,showingyourcharacter’sfeelings.,StepTwo:Reading1.Readtheinstructionsandknowsometipsofwritingadialogue.2.ReadPartAanddiscusswhatiswrongwiththeunderlinedsentencesonpage36,aboutthispart,enoughtimeshouldbegiventostudentstoreadanddiscussandthenchecktheiranswers.Suggestedanswers:a.‘Umm’or‘hmm’shouldn'tbeincludedinawrittendialogue.b.Weshouldn'tuse‘Myroomistoodirty’,‘Myroomisamess’,whichshouldbeomitted.‘cleanup’and‘cleaning’,whichshouldbesaidinanotherway.Becauseinawrittendialoguewhathasjustbeensaidshouldn'tberepeated,c.Inawrittendialogueweshouldwriteasentencethatshowsthespeakerisveryangryinsteadofthesentence‘I’mreallyveryangrywithyou.’Thewritershouldusethewordstoshowhisfeelings,nottosayitoutdirectly.3.ReadagainanddoPartB.Suggestedanswers:A.ThesentencesthatshowMumisunhappyorangry:Comeandlook.Don'tyoutalktomelikethat?Youshouldstartcleaningnowifyouplantoleave!B.ThesentencesthatshowJack’smood:,Thisissounfair!I'llneverhaveenoughtime.ButIdon'tthinkyou'rebeingfairatall!4.PracticeAskstudentstoreadafterthetapeandthentrytoreaditinthesuitabletone,thecorrectemphasisandpausetoexpresstheangryemotionIftimepermits,finishreadingthedialogueonpage99andfinishtheexercisesbelowthepassage.StepThree:ReadingtheThank-youletter1.KeepthetipsinmindwhenmakingupandwritingadialogueforChristina,hermumandthehostoftheradio.Don’tincludewordslike‘umm’or‘Hmm’inadialogue.Don’trepeatwordsthathavejustbeensaidUsethewordstoshowtheirpersonalitiesandmood2.Getthestudentstoknowthefollowingpointsthatshouldbeincludedintheirdialoguewhenactingouttheirdialogue.a.WhathappenedbetweenChristinaandhermother?b.WhatdidChristinadothen?c.Howwastheproblemsolved/settled?3.Workingroupsof3andpresentadialogueStepFour:ConsolidationRole-playthedialogueinagroupofthree.Homework:FinishWorkbookWritingonpage101.