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  • 您的位置:在点网 > 教案 > 高一教案 > 高一英语必修一第三单元教案 正文 2016-09-14

    高一英语必修一第三单元教案

    相关热词搜索:英语 高一 必修 教案 单元 教案模板 高一新生用英语怎么讲 look like

    篇一:英语必修一第三单元原创教案总汇

    Unit 3 Travel journal

    Period 4 Listening

    整体设计

    从容说课

    This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.

    The emphasis of this period should be placed on developing students’ listening ability. Listening and speaking on Page 23 in the textbook is the third part of JOURNEY DOWN THE MEKONG:CHATING WITH A GIRL. The teacher can first lead in the topic by talking about the first part of JOURNEY DOWN THE MEKONG:THE DREAM AND THE PLAN. Tell the students on the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to chat with her. Then ask the students to turn to Page 23 and play the tape for them to do each exercise in turn. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary.

    As to the parts Listening on Page 55 and Listening task on Page 58 in the Workbook, the teaching procedure can be approximately the same as the above.

    Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes. 教学重点Develop the students’ listening ability.

    教学难点Get the students to listen and understand different listening materials. 教学方法1. Task-based listening

    2. Cooperative learning

    教具准备A tape recorder and other normal teaching tools

    三维目标

    Knowledge aims:

    1. Get the students to learn some useful new words and expressions.

    2. Get the students to know about the simile.

    Ability aims:

    1. Enable students to catch and understand the listening materials.

    2. Develop the students’ ability to get special information and take notes while listening. Emotional aims:

    Get the students to know more about the Mekong Delta region by listening to and understand listening materials, thus stimulate the students’ love for nature.

    教学过程

    设计方案(一)

    →Step 1 Revision

    1. Check the homework exercises.

    2. Ask some students to make a dialogue, using the Present Continuous Tense for future actions.

    →Step 2 Warming up

    1. Ask some students to talk about Part 1 THE DREAM AND THE PLAN.

    2. Tell the students:We are going to listen to Part 3 CHATING WITH A GIRL. On the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to speak to her.

    →Step 3 Listening

    Turn to Page 23 and do each exercise in turn. Before listening, read aloud the tasks and make sure the students understand what to do. Try to guess what the listening is about.

    1. Play the tape, then let the students do Exercise 2:Listen to Part 3 CHATING WITH A GIRL and tick the statement which tells main idea of the dialogue.

    Check the answer with the whole class.

    2. Play the tape again for the students to answer the following questions:

    Where is the girl from?

    What do people in Laos use the river for?

    Why do people in Laos call the river “the sea of Laos”?

    What is the river called in Tibet and Vietnam?

    What other beautiful sights along the Mekong River in Laos?

    3. Play the tape for the third time for students to finish the passage in Exercise 3.

    Several minutes later, check the answers with the whole class. Play the tape again if necessary.

    4. Get into pairs and continue the dialogue between Wang Kun and the girl, using the expressions for good wishes and farewells.

    →Step 4 Listening (on Page 55 in the Workbook)

    Tell the students:Turn to Page 55. We are going to listen to Part 4 OCTOBER IN LAOS. Go through the tasks first and make sure you understand what to do.

    1. Play the tape for the students to do Exercise 2:Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.

    2. Play the tape again for the students to do Exercise 3:Listen to this material again and answer the questions.

    3. In groups make a list of adjectives to describe the countryside in Laos.

    4. Check the answers with the whole class. Play the tape again if necessary.

    →Step 5 Listening task (on Page 58 in the Workbook)

    Tell the students:We are going to listen to Part 5 ON THE ROAD IN LAOS. In this part, Wang Kun is describing a few of the things they saw during their tour.

    1. Before listening, look at the picture and discuss the questions.

    1)Is this photo a modern one or was it take many years ago? How do you know?

    2)What information can you get from the picture?

    2. Play the tape for the students to write the main idea in one sentence.

    3. Play the tape again for the students to fill in the information on the chart.

    Life along the river in the past Life along the river now

    1 1

    2 2

    3 3

    4. Discuss the questions.

    1)How did Wang Kun and Wang Wei greet the old man?

    2)What did they talk about?

    3)Do people like the change of lifestyle? What about the old man’s attitude?

    4)Why does the man prefer the old day of life?

    Several minutes later, check the answers with the whole class. Play the tape again if necessary.

    →Step 6 Homework

    1. Finish off the Workbook exercises.

    2. Try to retell Part 3 CHATING WITH A GIRL, Part 4 OCTOBER IN LAOS and Part 5 ON THE ROAD IN LAOS.

    板书设计

    Unit 3 Travel journey

    Listening

    Part 3 CHATING WITH A GIRL On the way to meet their cousins, the two travelers

    see a girl walking along the road. Wan Kun stops

    to chat with her. . .

    Part 4 OCTOBER IN LAOS . . .

    Part 5 ON THE ROAD IN LAOS . . .

    活动与探究

    Go to the library to read or get online to search in order to find some places of interest in China and in the world. Take notes of your findings and tell the class which place you want to visit most.

    Sample notes:

    Of all the notable mountains in China, Mount Huangshan, to be found in the south of Anhui Province, is probably the most famous. Originally known as Mt. Yishan it was renamed Mt. Huangshan in 747 AD in recognition of the legendary Huang Di, who was the reputed ancestor of the Chinese people and who made magic pills for immortality here.

    Wu yue is the collective name given to China’s most important mountains, namely Mt. Taishan in Shandong Province, Mt. Huashan in Shaanxi Province, Mt. Hengshan in Shanxi Province, Mt. Songshan in Henan Province and Mt. Hengshan in Hunan Province. It is said that you won’t want to visit any other mountains after seeing wu yue but you won’t wish to see even wu yue after returning from Mt. Huangshan. This saying may give you some idea of the beauty and uniqueness of Mt. Huangshan. Together with the Yellow River, the Yangtze River and the Great Wall, Mt. Huangshan has become one of the great symbols of China.

    Mt. Huangshan can boast not only of its magnificence but also its abundant resources and great variety of zoological species, for which it has been listed as a World Natural and Cultural Heritage Site.

    Unit 3 Travel journal

    Period 5 Extensive Reading

    整体设计

    从容说课

    This is the fifth teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.

    In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. Some important points should be explained and practiced.

    We will deal with two reading passages. The first one is the second part of JOURNEY DOWN THE MEKONG:A NIGHT IN THE MOUNTAINS. Part of the purpose of this entry is to reach students in the affective domain. It tells us what Wang Wei and Wang Kun saw, heard and did, also how they felt in Tibet. In order to lead in the topic of this part, the teacher can first show the students a picture about the Tibetan mountains and ask some questions about Tibet. Then ask the students to fill in the chart designed according to this part by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with any language problems the students can’t work out by themselves. Later on, ask the students to listen to the tape, mark the rising and falling tone of each sense group and sentence and practice reading aloud. The second passage is still part of the travel journal that makes up the whole of this unit. Actually it is about the end of the journey. So this reading assumes information from other parts of the unit. The cyclists began their journey in Qinghai province and passed through Tibet, Laos, Cambodia and Vietnam. Then there is the exercise which requires the students to use information not only from this reading passage but also from other parts of the journal. So encourage them to discuss the topics in the chart and look elsewhere in the unit for the answers.

    During the course of reading teaching, the teacher can not only develop students’ reading ability, but also get the students to learn about common knowledge about Tibet, Laos, Cambodia and Vietnam.

    To consolidate the contents of the reading passages, the students should be required to retell the two parts. In order to arouse the students’ interest, the teacher can hold a competition between groups.

    教学重点Develop the students’ reading skills by extensive reading.

    教学难点Enable the students to learn to use reading strategies such as skimming, scanning, and so on.

    教学方法1. Task-based teaching and learning

    2. Cooperative learning

    3. Discussion

    教具准备A tape recorder and other normal teaching tools

    三维目标

    Knowledge aims:

    1. Get the students to learn the new words and expressions:shorts, camp, as usual, so far, put up

    2. Get the students to know about Tibet, Laos, Cambodia and Vietnam.

    Ability aims:

    1. Develop the students’ reading skills by extensive reading.

    2. Enable the students to learn to use different reading strategies.

    Emotional aims:

    1. Enable the students to love and enjoy nature.

    2. Develop the students’ sense of group cooperation.

    教学过程

    设计方案(一)

    →Step 1 Revision

    1. Check the homework exercises.

    2. Ask some students to retell Part 1 THE DREAM AND THE PLAN.

    →Step 2 Lead-in

    Show the students the picture:The Tibetan Mountains. Brainstorm the following questions:Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet?

    After talking about Tibet, tell the students:Wang Wei and Wang Kun are going on with their Journey Down The Mekong. They are in Tibet now. Turn to Page 22. Read Part 2 A NIGHT IN THE MOUNTAINS quickly and then answer me several questions.

    →Step 3 Reading

    1. Get the students thinking about the picture and the topic of the passage, then discussing in pairs to predict what it says.

    2. Skimming

    Get the students to read quickly and fill in the chart.

    see

    hear

    do

    feel

    Suggested answers:

    see snowfall

    clear sky

    bright stars

    hear almost no sound but that of the fire

    do ride bicycle in the snow

    change autumn clothes to winter clothes

    change winter clothes back to autumn clothes

    put up tents to make camp

    feel (legs)heavy and cold

    To climb the mountain was hard work, but to go down the hills was great fun.

    篇二:人教社高中英语必修一 第三单元 教学设计

    必修一 第三单元单元教学内容分析

    48

    高中英语教学设计

    教学过程设计

    49

    Blackboard Design(板书设计)

    Reflection After Teaching(教学反思)

    附录

    50

    51

    52

    篇三:高一英语必修1 unit3教案

    Unit 3 Travel journal

    Designed by Xu Jianying, Ying Huihong, Zhao Lili Wu

    Xianfen, Jiang Jinling

    I.Teaching aims and demands:

    1.Skill goals:

    Describe a journey.

    Revise means of transportation.

    The Present Progressive Tense expresses futurity.

    Keep a travel journal to show personal impressions.

    2.Function sentence patterns---Good wishes and farewells

    Have a nice/ good time. Have a nice/good time.

    Tare care.Good luck on your journey.

    Say “ hello” to …Write to me.

    Give my love / best wishes to … Have fun.

    3.Vocabulary:

    journal, fare, transport, finally, cycle, persuade, stubborn, insist, proper(ly), determine(d), altitude, valley, attitude, shorts, camp, record, topic, familiar, brave, give in, change one’s mind.

    detail, atlas, glacier, rapids, waterfall, plain, delta, canyon, afterthought.

    Vientiane, Laos, Phnom Penh, Cambodia, Ho Chi Minh, Vietnam, Mekong, Tibetan.

    4.Grammar:

    The Present Continuous Tense to express future actions.

    II.The analysis of the teaching material:

    1. Warming-up and listening: Let students know that travel is very common in modern

    society. Ask them to discuss the fares to get to one place for different kinds of transport. Do some listening practice

    2. Pre-reading and reading: The word has many great rivers. One of them is the

    Mekong. Introduce a travel journal---Journey down the Mekong to students.

    3.Learning about language: In this part, students will discover useful words and expressions and also learn useful structures---- the Present Continuous Tense to express future actions

    5.Using language: Present how to write a travel journal and then practise writing

    III.Teaching arrangment

    1stPeriod 2nd Period 3rd Period 4thPeriodwarming-up and listening Reading learn about languageUsing language

    The First Period warming-up and listening

    Teaching aims

    1. To talk about things related to travel, e.g. the place the fares and transport, etc.

    2. To improve the Ss’ listening ability.

    Teaching important points

    1. To talk about travel.

    2. To tell the Ss how to catch the key points when they do listening.

    Emotion goals:

    There are so many beautiful places in China and the whole world. We should love our country, love the whole world and love nature.

    Teaching aids

    a tape recorder, a projector and a computer

    Step 1. A song (歌词见后面)

    Step 2 Warming up

    Show the photos of some beautiful places on the PowerPoint. (The Great Wall; Yuanming Yuan ; Bud(转 载于:www.zaIdian.cOM 在 点 网:高一英语必修一第三单元教案)ala Palace; Venice; The Liberty Statue in New York,America; Fujiyama.)Ask students whether they know where they are.

    Then T ask: Do you like traveling? Ss: Yes

    T: Why do you like traveling? (超级链接):Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…Ss may have a lot of different ideas. Give them time to talk freely.

    T ask: How will you prepare for traveling? (including the time, the place, the means, the cost, the things you’ll take along, … of traveling) (超级链接) :

    1. time (超级链接):the Spring Festival; National Day; May Day; weekend;

    summer( winter) vacation…

    2.destination(超级链接): Enjoy some beautiful pictures of famous places with the whole class: Huangshan黄山; Jiuzhaigou九寨沟; Guilin桂林; Stone Forest

    (石林); Jiuquxi(九曲溪; Yunufeng,wuyi(武夷玉女峰); Sanqing Mountain三清山;

    Hangzhou;Longmen Caves (龙门石窟); Tian’anmen Square(天安门广场);Terracotta,Xi’an(西安兵马俑); Summer Palace(颐和园); London Bridge;

    The Opera House悉尼歌剧院; Eiffel Tower艾菲尔铁塔.

    3.What to do(超级链接): Rock climbing; rafting; bengee; skiing; hiking

    Allow the Ss to talk more about it.

    4.travel cost: talk with the Ss quickly.

    5.things to take(超级链接): ID cards(身份证) passports; money (cash); a book of maps; 等。

    6.means of transportation(超级链接): on foot; by bike; by bus; by car; by plane/by air; by boat/by ship/by sea

    7. background information(超级链接): history; customs; culture; language; religion; politics; weather;…

    8. Points for attention(超级链接):Don’t throw away waste;Don’t park your bike or car in the wrong parking lot; Don’t make a fire freely;Don’t feed animal; Protect animals and plants;Do as the guide tells you do; ?.

    Step 3 Speaking

    T: Now, imagine that you live in Qinghai Province. You plan to spend a holiday with a friend somewhere in Southeast Asia. Choose three places to visit and find out the one –way fare to get there for different kinds of transport. Then, make up a dialogue In pairs, discuss the fares and decide where to go.

    Before they do that task, show a map of Southeast Asia with detailed position of

    Laos; Vietnam; Ho Chi Minh City; Phnom Penh;Thailand; Cambodia; Singapore; Malaysia.

    Then show some pictures of the sceneries in these countries. Then give the Ss several minutes to prepare for the dialogue and then call some of them to act their dialogues out.

    Step 4 Listening

    1.Listen to Part 3 CHATTING WITH A GIRL and tick the words .

    2. Listen again to the tape and fill in the chart

    3.Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.

    4.Listen to this material again and answer the questions.

    (1)Who is telling the story?Wang Kun

    (2)When did Wang Wei meet her cousins?In October in Dali

    (3)Why didn’t they begin the journey in Tibet with Wang Wei and Wang Kun?

    The story doesn’t say

    (4)Find a word that describe how the person telling the story feels about travelling in Laos.Afraid,alone,excited,glad…

    5.Listen to Part 5. Wang Kun is describing a few of the things they saw during their tour. Pick out the correct in formation and then tell about their experience in Laos.

    (1) A. electric lights B. candle lights C. kerosene lights

    (2)After lunch they went to Vientiane ,the capital city of Laos by A. bike B. busC. truck

    A. putting their hands together B. moving their heads C. waving their arms.

    A. trucks, buses and bicyclesB. cars, motorbikes and buses

    C. trucks, buses, jeeps and motorbikesA. gold B. pears C. fish

    Step 5 Homework

    ? Make up a dialogue .

    ? P57. Using structures

    ? P59. Reading task

    The Second PeriodReading

    Teaching goals

    1. Learn something about the Mekong River through reading.

    2. Students can use what they have learned to describe a trip.

    3. Students should realize if they want to be successful, what personalities they should

    have.

    Teaching important and difficult points:

    1. Understand the text well.

    2. Try to master the useful new words & expressions in this period.

    Teaching aids: a computer & a projector

    Teaching procedures

    Step Ⅰ Warming Up

    T: Do you like travelling?

    Present some pictures of beautiful places to arouse their interest of travelling. Meanwhile, the teacher can also ask some more questions to make the students say something about their journey , such as their plans of trips, the difficulties they met in their journey and so on.

    Step Ⅱ Lead In

    T: Q1:Have you visited any river?Q2: How many great rivers do you know?

    Q3 : If you could travel down only one of them, which one would you choose? Why? Ask the students the locations of some famous rivers in the world .(Mekong,Rhein,

    Seine, Nile, Thames, Congo, Amazon, Mississippi, Volg)

    Step Ⅲ Pre-reading

    T: Have you visited the Mekong River? If no, let’s learn something about it.

    1. Show a picture of the Mekong River and the brief introduction of it. Ask them:

    Can you list the countries that the Mekong River flows through?

    3. Enjoy the beautiful sights along the Mekong River to arouse their interest of it.

    Step IV Reading

    In this step, get the students to read the text and finish some tasks.

    Task1: Scan the text quickly, then answer some questions

    Q1. Who are Wang kun and Wang Wei?

    Q2.What are their dreams?

    Q3.Who are Dao Wei and Yu Hang?

    Q4. Is it a difficult journey to cycle along the Mekong? Why?

    Q5.What can you see when you travel along the Mekong River?

    Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.

    1.Wang kun is a high school student.

    2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province

    3.The source of Mekong is in Qinghai province .

    4.Finally Wang Kun agreed with his sister to cycle with her.

    5.They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold.

    7. Only a small part of the river is in China.

    8.As it enters Southeast Asia, it moves slowly.

    Task3: Careful reading

    Read the text again and try to complete a form.

    Task4: Consolidation

    Fill in the blanks

    Mekong River begins ___ a glacier on a Tibetan mountain. At first ,The river is small and the water begins to move_______. It becomes ______as it passes ______ deep valleys. Traveling ______western Yunnan Province. Sometimes The River ______ wide Valley and becomes a_________. We were both surprised to learn that half of the river is in China . After it leaves china and the high altitudes, the Mekong becomes _____ , brown and warm. As it enters Southeast Asia, it travels slowly _________hills and low valleys, and the _____ where rice grows. at last the river’s delta enters the South China Sea.

    Step V Post-reading

    篇四:高一英语必修一第三单元学案

    教师寄语:Nothing can make up for your lost youth. 没有什么能弥补你失去的青春。 编 写 高一英语备课组 组长审核 年级审核

    班 组________________ 学生姓名_________ 时 间 _______ 期 数________

    Unit 3 Travel Journal

    Period 3 Grammar

    Learning aims:(学习目标)

    to use the Present Continuous Tense to expressing futurity

    to review different ways to press the futurity

    Learning important and difficult points(学习重难点)

    to review different ways to press the futurity

    Learning methods:(学习方法)

    Autonomous learning(自主学习);Explanation(解释); using them(运用) Learning procedures

    问题导读评价单

    【学法指导】在中找出“be+v+ing”的句子,抄写在下面

    _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

    完成情况:_____ 同伴签字:_________

    问题解决评价单

    Task1【学法指导】注意观察下列句子中划线部分的意义,试着归纳用法【小结】(注意每个句子的时间状语)

    现在进行时还可表示现阶段在做的而说话时不一定正在进行的动作。如例_____ 还可以表示现在正在进行的动作.如例_____. 现在进行时有时可以表示按计划或安排即将发生的动作。还可表示较近的将来,常有“意图”“安排”或打算的含义。这种用法比较生动,给人一种期待感。如例______________.这种用法在句中或上下文中通常有表示将来时间的状语。如例句_______

    注意:用现在进行时表示一般将来时,适用的动词多是转移动词,如come, go, start, arrive, leave, stay,return等。

    【练习】试着翻译下列句子:我明天要离开。______________________________你要在这儿呆到下周吗?__________________________________till next week?他们今天下午来这儿。They __________________________________________ 表示将来的现在进行时除用于转移动词 外,也可用于某些非转移动词.。如 see, do, have, meet, get, buy等

    例如:What are you doing next Sunday? 下星期天你打算干什么?

    My mother is buying me a bike soon.我妈妈不久将给我买一辆自行车。

    现在进行时偶尔也表示较远的将来。

    例如:When I grow up, I’m joining the army. 我长大了要参军。

    表示将来的现在进行时有时含有“决心”的意思,多用于否定结构中。

    例如:I’m not waiting for him any longer.我不再等他了。

    Task2 【拓展】现在进行时与一般现在时表示将来的动作时的区别

    【学法指导】请观察下面的句子,体会它们之间的区别

    They are flying to HongKong at 7:30 tonight.

    The train leaves at 9:30am.

    区别: 现在进行时与一般现在时表示将来的动作时,区别在于:前者表示的将来动作往往是个人的打算,是可以改变的,而后者则是某个团体或组织作出的决定,安排,根据规定或时间表预计要发生的,因此往往是不可随意改变的。

    Task 3【归纳总结:一般将来时的用法】

    1、“will/shall+ 动词原形”表示将要发生的动作或情况,例如:

    星期五晚上七点,将有一场关于宇宙飞船的报告。

    There _______ ________ a report on spaceships at 7 on Friday evening.

    2、“be going + 不定式”表示打算、准备做的事或即将发生的事,例如:

    布朗先生说,他准备明年买一辆新汽车。

    Mr. Brown says he ____ _________ ____ _______a new car next year.

    我看快下雨了。 I think it ____ ___________ _____ __________.

    3. “be + 不定式”表示按计划安排要发生的事或用来征求对方意见,例如: 我应在今晚八点离开。I ____ ______ _________ at eight o'clock this evening. 这工作我是不是要接着干下去?_______ I ____ go on doing the work?

    4. “be about + 不定式”表示按计划或安排即将发生的动作,通常不与将来时间状语连用,例如:

    他就要退休(retire)了。______________________________________

    课就要结束了。____________________________________________

    问题拓展评价单

    .根据括号里的单词或短语的提示,补全句子

    1. She ____ ______________to the dentist tomorrow because she ____ ___________to _________ a tooth filled.(go, have)

    2.Ladies and gentlemen, please fasten your seat belts. The plane _____ _______ __________ __________(take off)

    3.Because the shop ________________, all the T-shirts are sold at half price.(close down)

    4.Our team ______ _______________ an hour later, so you don’t have to be in a hurry.

    (leave)

    5.----What _______ you ___________ _____ ______ for the coming vacation?(do) ----I ________ ___________________(visit) my friend in Hongkong.

    II.找出下列句子中的错误并加以改正(每句只有一处错误)

    1.I am left Washington for New York tonight.

    2.Bob and Bill are meet in the park this weekend.

    3.Do you staying here till next week?

    4.How are you got to the airport tomorrow morning?

    5.He is returning back to see his parents this Sunday

    III 认真阅读辅导资料上的解释,然后完成相关练习

    Reflection(反思你自己还存在的问题)

    __________________________________________________________________________________________________________________________________________________ 语音题:

    1.A.B. C.D.2.A.B. C. D.3. A.B. C. D.4. A. B.C. D.5.A. B. C. D.

    正确个数:___________ 学科长签名_______________

    篇五:高中英语必修一第三单元写作课教学设计

    高中英语必修一第三单元写作课教学设计

    高一 张驰

    Teaching objectives:

    At the end of the class, students will be able to:

    1. write a passage to describe an android.

    2. use the words and expressions and the grammar item in this unit properly . Teaching important points:

    How to use the words and expressions properly.

    Teaching difficult points:

    How to use the linking words and grammar items properly.

    Teaching procedures:

    Pre-writing

    Activity1. (10’)

    Show the students some sentences from the reading in this unit to remind them of the words and phrases that can be used to describe a computer.

    1. I could be made to “universal machine” to any difficult

    mathematical

    2. medical operations.

    3. Anyhow, my goal is tohumans 4. I am 5. I am a human. In fact, I one too.

    6. I’ run very fast.

    7. I new moves using my “artificial intelligence”.

    8. my electronic brain never forgets anything,

    using my intelligence is what I’m all about.

    (Students read the sentences and pay attention to the underlined words and phrases, from which they can learn ways to describe an android.) Ask the students to divide the underlined words and phrases into groups according to the table.

    Get the students to list more words or expressions to describe a computer.

    (本环节可以起到承上启下的作用,学生脑海中可以复现本单元中的重点内容;通过回忆下划线的内容,既可以复习巩固,又为新的写作训练架起“引桥”,准备好充足的词汇。) While-writing

    Activity2. (10’)

    Show some pictures of androids. Ask the students to work in pairs and make sentences using the above words and phrases to describe the androids by answering the following questions. Students should write down the sentences.

    1. What are the androids?

    2. What can they do?

    ( 通过师生互动的课堂活动和欣赏图片,激发学生的兴趣,开拓学生的写作思维;学生们可以对所归纳的词语和句型加以运用写成句子,为接下来的写作做好铺垫)

    Activity 3: (5’)

    Read the following sample passage and underline the useful sentence structures. My Android can do all my jobs around the house. I don’t mind what my android looks like, but it must be able to clean the house, mop the floors, cook the dinner and deal with telephone calls. It should also watch over my naughty niece, who comes to my house very often. Whenever she comes, I have to look after her, and sometimes help her with her homework. I hope my android will be programmed to do homework and not make mistakes. In that way, my niece will not spoil my free time and I can go out with my friends.

    Eg: I would like to have an android that?

    I don’t mind?

    It must be able to?

    It should also?

    I hope my android will be ?

    In that way?

    Get the students to summarize the structure of the passage.

    Part1 brief introduction (appearanace, etc)

    part2what you wish it to do(ability)

    part3fancy ending( changes in your life)

    1. Try to use the words, expressions and sentence structures of this unit.

    2. Make sure your passage contains a sentence in passive voice and attributiveclause.

    3. Make sure the verbs are used in the correct form

    4. Use more than 80 words in your passage

    (在本环节中,学生可以通过分析范文的结构,为自己的文章准备出一个提纲,并运用划出的功能句型把所积累的句子连成一篇要点齐全,结构清晰的短文)

    Activity4: (10’)

    Write a passage about your dreamy android.

    1) What kind of android or robot have you decided to make?

    2) What would you like it to look like?

    3) What would you like it to do for you?

    4) What’s your reason? (since/ because)

    5) What will your life be like if you have such an android?

    (有困难的同学可以通过回答问题的方式完成写作训练)

    Post-writing (10’)

    Activity5: Get the students to evaluate their compositions in groups.

    Exchange their writing with other members in the groups.

    Check to see:

    1. How many words or expressions has he/she used from this unit?

    2. Does the writing have a sentence in passive voice and attributive clause?

    3. Are the verbs used in the correct form?

    Each group recommend a passage and share it with the rest of the class. The teacher mark some of them in the class with the help of overhead projector and give some comments.

    (通过同伴评价这一合作学习的形式,学生可以对自己所写作文的要求与要点以及注意事项有更清楚的了解。)

    Homework:

    Make necessary changes in your writing and copy them in your exercise book for further correction.

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