牛津译林版高一英语上册M1-Unittwoperiod5Task:Presentingadialogue—Skillbuildingone---UnderstandingtonesinspokenEnglish课时编号：复备时间：上课时间：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,遗漏,不考虑Youhaveleftoutthelittle“n”inexplanation.Hisnameisleftoutofthelist.StepSeven:Consolidation,Ifpossible,askstudentstofinishlisteningpracticeonpage100.Homework:1.Gooverwhattheyhavelearntinthisperiod.2.PreviewSkillbuildingtwo.课后反思:Period6Skillbuilding2:Readingforgist课时编号：复备时间：上课时间：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；更换作为短语介词，insteadof后面常跟名词、代词和动名词，偶尔也跟复合结构。Eg.Insteadoflendingahand,helaughedatus.他不仅没有帮我们一把，反而嘲笑我们。Insteadof后面还可跟形容词、副词、动词、不定式、介词短语和从句，这时他相当于连词，但也有不少人认为他们是介词Eg.Takingexerciseeverydaymakeshimlookyoungerinsteadofolder.每天锻炼身体使他显得更年轻而不是苍老。（连接形容词）Butthebusinessmangrewworseinsteadofbetter.但这位商人的情况没有好转，反而进一步恶化了。Igotobedlateinsteadofearly.我总是很晚才睡。（连接副词）Thatincreasedinsteadofdecreasedourcourage.这增加而不是减少了我们的勇气。（连接动词）Thepriceriseseverydayinsteadofsinks.,Heproposestodosomeworkinsteadoftowatchtelevision.他提议做些工作而不是看电视。（连接不定式）Awordofencouragementmighthavemademerespectinsteadofhatehim.他若是说一句鼓励的话，那么我或许不会恨他，反而会敬重他。（连接不定式）Inwarmweatherheoftenreadsunderatreeinsteadofinthelibrary.天气暖和的时候，他常常是在树下而不是在图书馆里读书。（连接介词短语）Instead单独使用的时候式副词，常用于句末。例如：We’venocoffee.Wouldyouliketeainstead.我没有咖啡了，喝茶行吗？Itwilltakedaysbycar,solet’sflyinstead..几天时间，所以我们还是改乘飞机吧。不过，用instead的句子也可以改成insteadof：Sheneverstudies.Instead,sheplaystennisallday.=Insteadofstudying,sheplaystennisalldays.她成天打网球，而不是学习。Hedidn’tgiveJohnthemoney,buthegaveittomeinstead.=InsteadofgivingJohnthemoney,hegaveittome.2.beproudof/takepridein自豪,高兴;/以...为傲eg,Herparentsareprodofhergreatsuccess.Weareproudofbeing/tobeaChinese.beproudtodo,eg.Weareproudtobecomeyourpartner.3.stayup:①remainawake,notgotobed不睡觉与late/deep/farintothenight连用eg.Thesecretarystayeduplateintothenight,preparingareportforthepresident.②挺住，站住，耸立eg.Theseoldbuildingsstillstayupaftertheearthquake.4．benervousabout/at对。。。感到紧张不安，担心beanxiousabout/beworriedabouteg.Somestudentsarenervousabouttheresultoftheexams.benervousof胆怯的，害怕的5．afteralladv.（副词）Inspiteofeverythingtothecontrary;nevertheless:毕竟；仍然：Everythingelsehavingbeenconsidered;ultimately:终究；最终egWechosetotakeaplaneafterall.我们仍然选择乘飞机.Don’texpecttoomuchofhim.Afterall,heisonlyachild.(毕竟)Hedidn’tworkhard,buthepassedhisexamsafterall.(终究)6．mixup…with…/；①Toconfuse;confound:使弄不清：使混乱混淆Hisexplanationjustmixedmeupmore.Ialwaysmixupthetwins.他的解释令我更加糊涂了。我总是把这对双胞胎弄混②Toinvolveorimplicate:牵涉或牵连Hegothimselfmixedupwiththewrongpeople.他与那些坏人为伍,be/getmixedupinsth/withsb.与某人交往，厮混。Don’tgetmixedupwithhim---Heisacrook.(无赖，骗子)mixup:Tobecapableofbeingblendedtogether:被混合在一起：Oildoesnotmixwithwater.油不能和水融合在一起4．Someoneelse’s当一个代名词跟有else，所有格的形式一般写成这样：someoneelse's（而不是someone'selse）。whoelse's和whoseelse都在使用.Whoelse'sbookcouldithavebeen?这可能是别的什么人的书?5．askforadvicefromsb/asksb.foradvice6．advicesomeadvice一点意见apieceofadvice一条意见;giveadvice提出忠告;take/followone'sadvice接受忠告vt.advisedoingsth/sb.todosth./that….Thedoctoradvisedmetotakemoreexercise.医生嘱咐我多加锻炼。10.Interest11.SillyItwassillyofyoutobelievehim.12.AllthetimeStepFive:PracticeFinishreadingexercisesonpage98-992Readagainanddecidetrueorfalseonpage35.Thenchecktheanswers.StepSix:DiscussionHaveyoueverhadaproblemwithyourparentssimilartoChristina’s?•Ifso,howdidyousolveit?•Ifnot,writealettertoChristinainthenameofGeorge.Homework:1.FinishWorkbookExxB&Conpage84.,2Reviewthewordsandexpressionsinthisunit.课后反思:Period7Skillbuilding3.Writingadialogue课时编号：复备时间：上课时间：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.