高中英语必修一教案

LastrevisedbyLELEin2021高中英语必修一教案高中英语必修一教案Unit1Friendshipaimsanddemands类别课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 要求 对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗 掌握的项目话题Friendsandfriendship;interpersonalrelationships词汇addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabitaddupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin功能态度(attitudes)Areyouafraidthat---I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意（agreementanddisagreement）Iagree.Ithinkso.Exactly.Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）That’scorrect.Ofcoursenot.语法直接引语和间接引语(1):陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.一般疑问句Heasked,“Areyouleavingtonight”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“Whendidyougotobedlastnight”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.Warmingup---Thequestionnaireleadsstudentstothinkandtalkaboutfriendship,gettoknowtheproblemsbetweenfriendsandseeksolutions,whichmakespreparationsforthefurtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyaboutfriendsandfriendshipinreality,alertingthemtothefactthatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlifeduringherfamily’sshelterinAmsterdamfromtheGermanNazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoingmultiplechoices,questionsandanswers,andmatching.Learningaboutlanguage---Itteachestheimportantexpressionsandstructuresandgrammar:directandindirectspeeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letterwritingandfunwritingpreparesstudentstofurthertalkaboutfriendship,especiallytheproblemswithmisunderstanding,andunfriendliness,thusstrengtheningstudents’abilitiestopracticelanguage,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwritingadiary.Integratingskills---ThetextintroducesthewayHawaiiansexpressfriendship,togetstudentstorealizetheculturaldifferencesinthevaluesoffriendshipinadditionitsimportanceinallcultures.2)MakingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1WarmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4Integratingskills(WB)Period5Usinglanguage3.TeachingplansforeachperiodPeriod1Warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……2)AbilitygoalsDescribeyourfriendsinEnglishFigureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.LearningabilitygoalsToencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.2.Teachingimportantpoints:Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:Worktogetherwithpartnersanddescribeoneofyourgoodfriends.Discusswithpartnersandfindoutwaystosolvetheproblems.4.TeachingmethodsTask-basedteachingandlearningCooperativelearningDiscussion5.Teachingaids:CAI6.Teachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.HowdidyouspendyoursummerholidaysHowdidyoufeelWhatdidyoudoinyoursummerholidaysWhatdidyoudoinyoursparetimeWhatdoyouthinkofournewschoolDoyoulikeitCouldyousaysomethingaboutitDoyoulikemakingfriendsHowdogetintouchwithyourfriendsDoyouhavemanyfriendsWherearetheynowDoyouhaveanyoldfriendsinourschoolHaveyoumadeanynewfriendsinourclassStep2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameis……He/Sheis……yearsold.He/Shelikes……anddislikes……He/Sheenjoys……andhates……He/Sheisverykind/friendly/……When/Wherewegottoknoweachother.2.WhattypesoffriendshipdoyouhavePleasetickthemout.Thenfillintheblanks.girlfriendsboyfriendspenfriendslong-distancefriendsfriendsofthesameagee-friends(friendsovertheinternet)friendsacrossgenerationsunusualfriendslikeanimals,books……1).______is/aremostimportanttoyou.2).Youspendmostofyourfreetimewith____.3).Youwillshareyoursecretswith_____.4).Whenintrouble,youwillfirstturnto_____.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be……Inmyopinion,agoodfriendissomeonewho……Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.Asktheclasswhetherornottheyagreewithallthequalitieslisted.Thenhavethestudentsdothesurveyinthetextbook.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:Step4Talkingandsharing(workinpairs)1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:I(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion,……Whattodoreasons2.Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(条目),andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5Groupwork(output)Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?WhyandWhynot?2.Whatfactorsmaycausethebreakdownofagoodfriendship?3.WhatcanbeyourunusualfriendbesideshumanbeingsAndwhyStep6HomeworkWritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading“Anne’sBestFriend”1.Teachingobjectives:1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.Whydoyouthinkfriendsareimportanttoyou?3.WhatdoyouthinkagoodfriendshouldbelikeListthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobjectWhyorwhynotStep1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)WhatwasAnne’sbestfriendWhydidshemakefriendswithit2)DidshehaveanyothertruefriendsthenWhy3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?4)DoyoukeepadiaryWhatdoyouthinkmostpeoplesetdownintheirdiaries5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStepwouldyoumissmostifyouwentintohidinglikeAnneandherfamilyGiveyourreasons.workWorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.WherewouldyouplantohideHowwouldyouarrangetogetfoodgiventoyoueverydayWhatwouldyoudotopassthetime?------3.DiscoveringusefulwordsandexpressionsStepaboutfriendsandfriendshiparemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:Let’ssingthissongaboutfriendstogetherPeriod3Grammar1．TeachingobjectivesLearntousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors”TomaskedAnne.→TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarT:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules...Step3practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect...Step4CorrectingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.Step5AgamePlayaguessinggame“whoismysecretfriend”Onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother...Step6HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Integratingskills“FriendshipinHawaii”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1Lead-in1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.Step2Fastreading1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)Explainwhatisa“lei”.2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3CarefulreadingReadthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome”(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)Step4WritingtaskShowproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5HomeworkSurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5Listening&Writing1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.2.Teachingprocedure(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)Step1Lead-inDoyourememberwhatAnn’sbestfriendis?Isitamanorathing?HaveyouseenthefilmCastAway?WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith(avolleyball)Guesswhatmybestfriendis(Saysth.aboutmusic,petsorplants.)Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirlsGirls,wouldyouliketomakefriendswithboysWhatkindofgirlwouldyouliketomakefriendswithAndwhatkindofboywouldyouliketomakefriendswithIfyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)Ifyouarethatboy/girl,wouldyouliketobegossipedabout?ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.WhatadvicewillyougiveYouaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.Step2ListeningBesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisaLet’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3Post-listeningDoyouthinkMissWang’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)Idon’thaveenoughpocketmoney.I’mnotsatisfiedwithmyappearance.Mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.IworkhardbutIhardlymakeprogress.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.Step4WritingYouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblemWhatisyouradviceforhimWriteareply.Step5HomeworkWriteastoryaboutyouandyourfriend.Unit2EnglishAroundtheWorldⅠ单元教学目标技能目标GoalsTalkaboutEnglishanditsdevelopment,DifferentkindsofEnglishTalkaboutdifficultiesinlanguagecommunicationLearntomakedialogueusingrequest&commandsLearntotransferfromdirectintoindirectspeechLearntogiveopinionsandorganizeideasbywayofbrainstormingLearntomakeapostershowingyourideasclearlyⅡ目标语言功能句式TalkaboutEnglishanditsdevelopmentRefertoIntroductionintheteachers’bookTalkaboutdifficultiesinlanguagecommunicationDifferentspeakermaycomefromdifferentplace,sotheymayusedifferentwordsanddialect,suchassubway-underground、left-left-hand-side、twoblockstwostreets.Makedialoguesusingrequestorcommand:PardonCouldyourepeatthat,pleaseIbegyourpardonCanyouspeakmoreslowly,pleaseIdon’tunderstand.Sorry.Ican’tfollowyou.Couldyousaythatagain,pleaseHowdoyouspellit,please词汇1.四会词汇includeroleinternationalnativeelevatorflatapartmentrubberpetrolgasmoderncultureADactuallypresent(adj.)rule(v.)vocabularyusageidentitygovernmentSingaporeMalaysiarapidlyphrasecandylorrycommandrequestretellpolitebossstandardmid-westernsouthernSpanisheasternnorthernrecognizeaccentlightningdirectionma’amsubwayblock2.认读词汇ShakespeareNoahWebsterLoridialectHoustonTexasBufordLestercatfish3.固定词组playarole(in)becauseofcomeupsuchasplayapart(in)语法Command&requestOpenthedoor.Pleaseopenthedoor.WouldyoupleaseopenthedoorIndirectSpeechHetold(asked)metoopenthedoor.Ⅲ.教材 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 和教材重组:1.教材分析本单元的中心话题是“Englishlanguageanditsdevelopment,differentkindsofEnglish”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。1．1WarmingUp简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。1．2Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。1．3Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。1．4Comprehending主要是检测学生对课文基本内容的理解程度。1．5LearningAbouttheLanguage主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request&CommandandIndirectSpeech）。1．6UsingLanguage其中的readingandtalking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。2．教材重组2．1导入把WarmingUp作为一堂课。2．2精读把Pre-reading、Reading和Comprehending整合在一起作为一堂课精读课。2．3语言学习把LearningAboutLanguage和Workbook中的UsingWords,UsingStructures结合在一起。2．4写作2．5听和说把课文中的听和说整合成一堂课。2．6练习课workbookexercises&otherExx.3．课型设计与课时分配1stperiodWarmingUp2ndperiodReading&LanguageStudy3rdperiodLearningAboutLanguager&grammar4thperiodWriting5thperiodListening&Speaking6thperiodExercisesPeriod1Warmingup教学目标（teachingaims）student’sbook;warmingup1、能力目标(abilityaim)a.EnablestudentstotalkabouttheworldEnglishesb.EnablestudentstotalkaboutthedifferencesbetweenAm.EnglishandBr.English2、语言目标(languageaim)morethan;include;playanimportantrole;becauseof;international;native;elevator;flat;apartment;rubber;petrol;gas;教学重难点(Teachingimportantpoints)a.StudentslearnabouttheworldEnglishesandthedifferencesbetweenAm.EnglishandBr.English.b.StudentscanunderstandthejokescausedbythemisunderstandingofdifferentEnglishes.教学方法(Teachingmethod)a.Individual,pairorgroupworktofinisheachtask.b.Listeningc.Discussion教具准备(Teachingaids)acomputer;atape-recorder;aprojector教学步骤(Teachingprocedure)StepI.Leading-inFuntime:warmthestudentsupbyaskingthemtogreeteachotherwiththeirdialects.Atthesametime,leadthestudentstothinkaboutthetopicofthisunit--“language”.StepII.Warmingup.1)AquizaboutthenationalflagofcountriesspeakingEnglishastheirfirstorsecondlanguage.Leadthestudentstothetopic“EnglishAroundtheworld”.2)Askthestudentstothinkaboutthequestionaboutthe“worldEnglishes”.StepIII.Talkingabout“worldEnglishes”,especiallythedifferencesbetween“AmericanEnglish”and“BritishEnglish”1)ListentoadialoguebetweenanAmericanandanEnglishman.Andtrytofindoutthecauseofthemisunderstandingbetweenthem.2)TalkaboutthedifferencesbetweenAmericanEnglishandBritishEnglish.(mainlyaboutvocabularyandspelling)StepIV.SpeakingTask.Studentsmakeupadialoguewithamisunderstandingcausedbythedifferencesbetween“AmericanEnglish”and“BritishEnglish”likethedialoguetheyl