高一英语教案：《Highlights and teaching objectives》教学设计。
古人云，工欲善其事，必先利其器。教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？下面是小编帮大家编辑的《高一英语教案：《Highlights and teaching objectives》教学设计》，相信能对大家有所帮助。
高一英语教案：《Highlights and teaching objectives》教学设计
Topic
Growingpainsandtherelationship
betweenparentsandchildren
Functions
1.Expressingfeelingsandemotions
Ican’twaittosurprisetheboys!
Stopshoutingatme.I’mstillateenager!
Whyiseverythingalwaysmyfault?
Theyneverevengavemeachancetoexplain.Ihatethem!
Todayhasbeenagreatday!I’msohappy!
2.Describinginterpersonalrelationships
DadandIrealizethereisprobablyanexplanation
forwhythehouseissodirty,butyoushouldn’thave
runoutoftheroomandslammedthedoorlikethat.
Atpresent,topreventupsettinghismotherwithan
argument,Iamallowinghimhisfreedom.
Ilovehimalot,butIdon’tunderstandwhyhewill
notrespectthethingsIwanttodo.
Vocabulary
1.Words:
adult,argument,behaviour,boring,chat,curtain,explain,
explanation,fault,fight,forbid,freedom,grandparent,
garbage,internetcafé,interest,leave,mark,mess,mix,
period,punish,rude,relationship,scene,surprise,sink,
selfish,suggest,sincerely,spare,touch,trust,truly,
unpunished,upset,unloving,valuable,vacation
2.ToidentifythedifferencebetweenAmerican
EnglishandBritishEnglish
3.Tolearnaboutsomecolloquialismsandtheirorigins
Phrases:
1.besupposedtodosth.
2.beinone’scharge/beinthechargeofsb
3.refusetodosth.
4.punishsb.forsth./fordoingsth
5.arguewithsb.about/oversth.
6.beupsetabout/oversth
7.makeadifference
8.forbidsb.todosth./forbidsb.fromdoingdoing
9.What’sup?
10.behardonsb.
11.gounpunished
12.can’twaittodosth
13.haveone’sarmscrossed
14.turnuptheradioalittle
15.leaveout
16.afterall
17.atpresent
18.dosth.likecrazy
19.inone’ssparetime
20.keepsth.inmind
21.bemeanttobe/mean…tobe
22.inamess
23.goout
24.dowith
25.nowthat
26.insiston
27.theonlychild
28.deservetodosth.
29.not…anymore
30.asthough
31.mixup
32.berelatedto
32.beproudof
33.stayuplate
34.fail(in)theMathstest
35.take/followone’sadvice
36.preventsb.fromdoingsth.
36.wastesometimedoingsth.
Sentencepatterns
1.It’ssb’sfault.是某人的错。
2.Ericrunsinafterit,followedbyadog,
walkingveryslowly.
3.…youweren’tsupposedtocomehere
untiltomorrow!
4.Themoneywithwhichyouweretobuy
dogfoodisgone,…
5.Listentomeyoungman---remember
thedaywhenweleft
youincharge?
6.Wefeelyoushouldnothavedonethat.
7.Istillwishwecouldgoandseeafilmtomorrowthough!
Grammar
1.Preposition+whichandPreposition+whom
Themoneywithwhichyouweretobuydogfoodisgone.
Wethoughtyouwereapersonfromwhomwecould
expectgooddecisions.
2.Relativeadverbs:when,whereandwhy
Doyourememberthedaywhenweleftyouincharge?
Thisisnotafamilywherebadbehaviorgoesunpunished.
Idon’tknowthereasonwhythehouseissodirty.
Skillsandstrategies
1.Reading:1.readaplayaboutanAmericanfamilyand
twolettersfromafatherandhisson.
2.Todeveloptheabilityofreadingforgist
2.Listening:todeveloplisteningabilitythrougharadio
talkshow
3.Speaking:todevelopspeakingability
bytalkingabout problemscommontoteenagersand
presentingadialogue basedontherelevanttheme
4.Writing:Writeareportaboutadiscussion
entitled‘Doyouagreewithmumsworking?’
Culture
1.Therelationshipbetweenparentsandtheir
teenagechildrenintheUSA
2.Therelationshipbetweenparentsandtheir
teenagechildreninChina
Moraleducation
1.Toformapositiveattitudetowardsgrowing
painsandlearntosolvefamilyproblems
2.Tolearntobecooperativeandhelpfulwhen
workingtogether.
Teaching methods:
1.Discussions in pairs or in groups
2.Task-based in class activities.
3.Acting and reciting
3. Explanations of some language points and grammar rules.
Period 1 Vocabulary
Teaching aim:
To learn the new words and expressions in this unit.
Teaching Procedures:
Step 1 Reading
Give the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly.
suggest v. 建议；暗示，使想起 suggestion n. 建议
behaviour n. 行为 behave v. (行为或举止)表现
interest v. 使……感兴趣 interesting adj. 有趣的，有意思的 interested adj.感兴趣的
explain v. 解释 explanation n. 解释
touch v. 触摸 touched adj. 感动的 touching adj. 感人的，令人感动的
explain v. 解释 explanation n. 解释
reason n. 理由 reasonable adj. 合乎情理的 unreasonable adj. 不合乎情理的
punish v. 惩罚 punishment n. 惩罚 unpunished adj. 免受惩罚的 go unpunished没受惩罚
bore v. 使厌倦 bored adj. 感到厌倦了的 boring adj. 令人厌倦的
mix v. 混合；混淆 mixture n. 混合物
value n. 价值 valuable adj. 宝贵的，有价值的 n. 贵重物品
valueless adj. 不值钱的，没有价值的
argue v. 争论 argument n. 议论，争论，论点
freedom n. 自由 free adj. 自由的；有空的
true adj. 真诚的，真实的 truly adv.
Step 2 Exercises
Do Workbook Exx. A1 and A2 on the vocabulary.
Homework
1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.
2. Preview the reading passage.
Period 2 Welcome to the unit
Teaching aims:
1.To revise the new words by doing some exercises on the learning plan.
2.To introduce and develop the theme of growing pains by taking up ‘Welcome to the unit’.
3.To develop speaking ability by talking about families and problems that happen between teenagers and parents.
4.Help students to form a positive attitude towards relationships between their parents and them.
Teaching Procedures:
Step 1 Revision
Revise the vocabulary by doing the exercises on the learning plan.
Step 2 Brainstorming
Activate students’ imagination by asking the following questions:
Do you love your parents?
Do you always show respect to your parents?
Have you ever quarreled with your parents?
What is your quarrel about?
Step 3 Picture talking
Say Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and answer my questions:
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What do you think she should do now?
Picture 3
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Step 4 Discussion
In this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.
Questions for discussion:
1.Do you think that your parents try to force you to spend your spare time doing things you don’t like? (What’s your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?)
(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.
My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)
2.When you have a problem and want to talk to someone, who do you choose to talk to?
(Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don’t expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.)
3.Describe an unpleasant experience with your parents.
4.What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.
*not doing homework,
*not getting up on time,
*spending too much time or money on …
*bad school behaviours
*not helpful with housework
*making friends with persons that parents don’t like
*spending too much time playing computer games in the Internet café
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Growingpains
ThingsIlike
whilemyparentshate
Activitiesmyparents
likewhileIhate
computergames
studyallthetime
chatonline
Doinghousework
goshopping
Attendingclassesinholidays
comicbooks
Oldsongs/Pekingoperas
popmusic;popstarshiphop;
5.What would you do if your behavior upsets your parents?
6. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
(Yes. / No. Through communication, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.)
Homework:
1. Review the new words of this unit.
2. Preview the Reading part.
Period 3 Reading
Teaching aims:
1.To train the students’ reading ability by reading a play, introducing the way to read a play – to read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.
2.To know about American family life and problems that happen between American teenagers and their parents
3.Encourage the students to act out the play
4. To learn some useful words, expressions and sentence structures.
Teaching procedures:
Step 1 Revision
Check the homework exercise.
Step 2 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American TV comedy “Growing Pains”?
Could you list some of the members of the family? (Show them a photo and tell them the family members.)
What do you think of the play?
Step 3 reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
First reading:
Get the students to read the play quickly and finish Part A individually.
Answers
1. Eric, Daniel, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
Ask the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity.
Step 4 Structure analysing
Analyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops.
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Plotoftheplay
Description
Background
(informationaboutcharacters,time,andplace,etc.)
problem
(conflictsbetweentwosides)
Risingaction/develop
(whatcausestheincidentandhowitdevelops)
Climax
(themostseriousconflict)
Outcome
(endoftheconflict)
Sampleanswersofthedevelopmentoftheplay:
Background:DadandMomgoonvacation.Twoboys,
DanielandEricareleftaloneathome.Theyare
askedtolookafterthepetdog,Spot,aswell
astheirhome.
Problem/cause:Spotgetsillandthetwoboysuse
themoneyfordogfoodtotakeSpottothevet.
Andtheydon’thavetimetocleanthehouse.
Risingaction:WhenDadandMomcomebackhome,
theyfindthattheroomisamess,andthedog
lookstiredandhungry.What’sworse,themoneyfor
thedogfoodidgone.
Climax:DadandMomshoutatDanielangrilyandblame
himforhisnottakingresponsibility.Danielcan’tbear
itandshoutsbacktohisparentsandrushesintohis
bedroomandslamsthedoor.
Outcome:(Askthestudentstoimaginewhatwillhappen…)
Homework:
1.Divide yourself into groups of five and try to act the out.
2.Preview the word power section.
Period 4 Word Power
Teaching objectives:
1. To identify the difference between American English and British English;
2. To develop the ability of understanding words in context.
Important and difficult points:
1.some differences between American English and British English?
2.The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1 Role-play
Divide the students into groups of five and one is the narrator and the others are the main characters and act out the play.
Step 2 Braimstorming/Comparison
Ask the students to think about the following topics:
1.Up to now, we’ve learned English for several years. Do you notice there are some differences between American English and British English?
2.In which aspects do these differences exist, pronunciation, spelling, grammar and different expressions?
3.Can you demonstrate some examples of these differences?
Encourage the students to list some differences they already know, and fill in the form below:
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Differences
Examples
AmericanEnglish
BritishEnglish
pronunciation
clerk[klə:k];dance[dæns]
[klα:k];[dα:ns]
Spelling
color;favor;center;traveling
colour;favour;center;travelling
Grammar
Shehasaninterestingbook.
Shehasgotaninterestingbook.
Vocabulary
gas;baggage;mail
Petrol;luggage;post
Then do the exercise on page 26.
Step 3 colloquialisms
Lead –in
Read the sentences and express what the colloquialisms mean.
1. Though you are busy, could you just lend me an ear for a moment?
2. If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3. I have never expected lily to act as cool as a cucumber in the traffic accident.
4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5. As a green hand , Robert nearly drove into the grocery on roadside.
6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
Vocabulary extension
Get students to do part A and Part B in class and check the answers together
Exercises
Fill in the blanks by using the following colloquialisms.
lendmeaneareatmyhatano-brainerawetblanketgreenhand
pullmyleggreenfingersraincatsanddogsasquietasamouse
makeamountainoutofamolehill
1. Kate, don’t be __________ at the party. Let’s dance together.
2. Alice: Can you tell me what this sentence means?
Tim: This one? Oh, it is ____________. I can tell you.
3. Jim, when I explain the language points, you should ___________.
4. Rob is always late for school. If he can arrive at school on time today, I will ___________.
5. Mum; Oh ,you got wet all over. How is it ,Daniel?
Daniel: Mum, don’t you know it ___________ on my way home?
6. Bob: Hey! Ellen, you got an A for your history exam.
Ellen: Don’t __________. Are you serious?
7. Look at Mr. Smith’ garden. He has_____________.
8.Boss: Who is that dull boy? He even doesn’t know where his office is.
Manager: This is his first day here. He is a _____________ .
9. Eric: Shall I stay in hospital for several days?
Doctor: Don’t _______________________________. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room, you should remain___________. Are you clear?
Students: Yes.
Homework
1.Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.
3.To revise the play and find the sentences with attributive clause.
Period 5 Dictation and Language points explanation
Teaching objectives:
To dictate the first act of play.
To learn new words and expressions and learn how to use them.
Teaching procedures:
Step 1 Revision
Get two groups of the students to act out the play.
Step 2 Dictation
To Dictate the first act of the play. Ask three students to read the play while all the others write. Then have the students open the book and check their writing with the text.
Step 3 Explanation
To learn the language points in the play by doing exercises on the learning plan. (Notes to the text)
Homework
Finish the Workbook exercises on pages 94 to 95.
Period 6 Dictation and Grammar
Teaching objectives:
To learn how to use a ‘Preposition + which/whom’ to begin an attributive clause.
Important and difficult points:
How to choose suitable prepositions in an attributive clause.
Teaching procedures:
Step 1 Dictation
Dictate the second act of the play.
Step 2 Grammar and usage
1. Preposition + which and preposition + whom
Read point1 and make sure students know when to use attributive clause with preposition.
The pen is broken, so I’ll have to buy a new one. I write my homework with it every day
The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
The man is over eighty. I bought the old picture for him.
The man for whom I bought the old picture is over eighty .
Read point 2, get them to write the sentences in formal English.
The Maths teacher is the person from whom I got an A plus.
Art is the subject about which I know little.
Read points 3 and 4, and ask them to write the sentences in different ways.
Dad is a person to whom I can easily talk.
Dad is a person whom/who/that I can easily talk to.
Dad is a person I can easily talk to.
Point 5: We use in which or that to begin an attributive clause after way. In this case, in which or that can also be omitted.
Have the students do Parts A and B on page 29.
2. Relative adverbs: when, where and why
Ask the students to go through Points 1, 2 and 3 on page 30. Then do the exercise on page 31.
Homework
1. Finish the exercises of C1 and C2 in the Workbook.
2. Do the grammar exercise on the learning plan.
Period 7 Task Presenting a dialogue
Teaching objectives:
1. To read about how to express different feelings in different tones.
2. To develop listening and speaking ability in different tones.
3. Reading for gist: read four diary entries and find the main idea.
4. To understand the mood of the writer.
Teaching procedures:
Step 1 Revision
Revise the attributive clause by doing the exercises on the learning plan.
Step 2 Lead-in
A dialogue should be:
communicative /informative/reflective
/simple/direct/not too redundant
Step 3 Guessing game:
How do you read this sentence ‘He will come here tomorrow.’ when you are happy /excited / questioning / a little angry?
Step 4 Listening
Play the tape in the example ‘Please sit down’ for the students to listen to and follow.
Step 5 Practice
Let the students listen to the tape and finish Part A on page 32. Then do Part B. Let the students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
Step 6 Listening
Play the tape and the students listen to a radio phone-in programme, and finish the exercise in Step 1 on page 33.
Step 7 Reading
Students read the four diary entries and fill in the form.
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Entries
Mainpoints
Thewordstellingthewriter’smood
Thefirstdiaryentry
Theseconddiaryentry
Thethirddiaryentry
Thefourthdiaryentry
Sampleanswers:
Entries
Mainpoints
Thewordstelling
thewriter’smood
Thefirstdiaryentry
Todayhasbeenagreatday.
happy
Theseconddiaryentry
Wehadamathstest
andI’mnervous
aboutmyresult.
tired,afraidandnervous
Thethirddiaryentry
Ifailedthemaths
testandIdon’t
knowhowtotellmyparents.
upset
Thefourthdiaryentry
Allthatworrying
wasfornothing.
Tired,afraidandnervous
Step 8 Reading the Thank-you letter
Let the students read the thank-you letter on page 35. Ask them to find the answers to the following questions:
1.Who wrote the letter?
2.To whom is the letter written?
3.Why is the letter written?
Then ask them to decide which statements are true and which are false according to the letter. Have them correct the false sentences.
Homework:
Finish all the exercises in the Workbook
Period 8 Task 3 Writing a dialogue
Teaching objectives:
1. To develop writing skills by reading the tips.
2. To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Reading
1. Read the instructions and know some tips of writing a dialogue.
2. Read Part A and discuss what is wrong with the underlined sentences.
a. ‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.
b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.
c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3. Read again and do Part B.
A. The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!
B. The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 2 Reading the Thank-you letter
1. Work in groups of 3 and present a dialogue. Keep the tips in mind.
2 Get the students to know:
The following should be included in your dialogue.
a. What happened between Christina and her mother?
b. What did Christina do then?
c. How as the problem solved?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish the exercises about vocabulary, grammar and task on the learning plan.
Period 9 Project Writing an advice letter
Teaching objectives:
1.To learn two letters about the problems that happened between the father and his son.
2.To learn about some words and expressions in them.
3.Enable the students to write an advice letter.
Teaching Procedures:
Step 1 Reading
Let the students read the first letter written by the father. Ask them to find out the answers to the following questions:
1.Why does the father write the letter?
2.What does the father think about his son?
3.What is the father worrying about?
Play the tape for the students to listen to and follow. Underline the important phrases and patterns in it.
Then ask the students to read the second letter, which is written by the son. Ask them to find out the answers to the following questions:
1.Why does the son write the letter?
2.What are his problems?
3.How does he feel about his father?
Then play the tape for the students to listen to. Underline the important phrases and patterns in it.
Step 2 Language explanation
Take out the learning plan and deal with the language points in the project section.
Homework:
1.Read the passage in Part A in the workbook on page 101 and see how the writer presents his arguments against smoking.
2.Write a short passage for Part B.
Period 10 A Composition
Teaching aim
To improve students’ writing ability by correcting some common mistakes in their writing and by reciting the model answer.
Teaching aids: the computer
Teaching procedures
Step 1 Commenting
Teacher make a short comment about the students’ composition, praising those whose compositions are good and criticize those who wrote their compositions carelessly and made too many mistakes. Don’t forget to encourage them properly.
Main problems：
首字母大小写；时态、语态；缺少冠词；名词的复数形式；标点符号
Students to be praised：
Students to be criticized：
Too many careless mistakes:
Write in carelessly and hastily:
Other aspects:
Step 1 Proofreading
Project the article which contains some typical mistakes in the students’ composition, and ask them to read, find out and correct all the mistakes in it. After a few minutes, ask a few students to stand up and correct the mistakes one sentence after another.
Step 2 Copying and reciting
Project the model writing on the screen and ask the students to copy it down. Then recite the model answer. Teacher explains briefly, underlining and emphasizing the signal words, which make the composition more coherent, logical and clear.
[Related materials]
假定你是校学生会宣传部长，通过扩音器向全校同学广播一个通知。通知内容如下：
1. 十一月二十八日（星期三）下午2：00有一个报告。
2. 报告人：人民日报社张力同志。
1.报告内容：中美关系（Sino – American relations）问题。
2.地点：学校礼堂（auditorium）
3.要求：人人参加，准时到场，认真听讲，做好笔记。听讲过程中如有问题，可写在一张纸条上递给报告人。报告结束后，分班讨论。
注意：
1. 内容完整，但不要逐条翻译。
2. 120词左右。
One possible version:
Boys and girls, may I have your attention, please? Now I have an announcement to make. On November 28, Wednesday there will be a lecture in our school auditorium. It is about the Sino – American relations. It will be given by Mr Zhang Li from the People’s Daily and will begin at 2:00 p.m. Everyone is required/expected to attend it. Please listen carefully and take good notes. If anyone has a question, please write it down on a piece of paper and pass it to the speaker. After the lecture, we’ll have a discussion in each class.
Please remember the time and place: 2:00 p.m., November 28, Wednesday; school auditorium. Don’t be late.
That’s all. Thank you.
Period 11 Reading comprehension
Teaching aims:
To improve students’ reading comprehension and listening abilities.
Teaching Procedures:
Step 1 Reading and questioning
Give students a few minutes to read the VOA materials and try to find out answers to the questions below. Then ask some students to answer the questions.
Step 2 Listening
Play the tape. Students close the materials and try to follow and understand the recording.
Homework
1.Finish off all the other exercises on the learning plan.
2.Preview Unit 2.
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高二英语教案：《示范教案Teaching plan》教学设计
一名优秀的教师在每次教学前有自己的事先计划，作为教师就要好好准备好一份教案课件。教案可以让学生们有一个良好的课堂环境，帮助授课经验少的教师教学。那么如何写好我们的教案呢？下面是小编为大家整理的“高二英语教案：《示范教案Teaching plan》教学设计”，相信能对大家有所帮助。
高二英语教案：《示范教案Teaching plan》教学设计
Unit oneTeaching aims:
1. 能力目标：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one's attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends2. 知识目标：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but...
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once3. 情感目标:
① To arise Ss' interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.4. 策略目标：
① To develop Ss' cognitive strategy: making notes when listening carefully;
② To develop and improve Ss' communicative strategies.5. 文化目标：
To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标
① To make Ss respect each other and friendship
② To make them get well with one another in societyTeaching steps:
Period one
Step 1. warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible....
3. To let Ss make a correct choice about their questions that they meet in warming up.Step 2. practice speaking
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction or work in pairs
3. Ss can ask some questions about life or learning
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books ...
2. Report to the class: who will probably be your friend why.Step 4. Do a survey
Ss do the survey in the text on P1Step 5. Listening and talking
Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker's views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course notStep 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying "to have a good friend, you need to be a good friend." What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I'm crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can't be pulled and torn, because it is in everyone's heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自评 他评
1. I'm active in talking with others.
2. I'm active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after the lesson...
5. Do you think you need to improve yourself in some ways? Which ways?Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the moviesStep 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne's best friend?
What will happen in the passage?Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne's best friend?
When did the story happen?Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War ⅡStep 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1. Why did the windows stay closed?
2. How did Anne feel?
3. What do you think of Anne?
4. Guess the meanings of "spellbound", " hold me entirely in their power" from the discourse(语篇,上下文).
5. Which sentences attract you in the passage?Step 6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends?Step 7. Assignment
Task 1. Surf the internet to find Anne's Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3Period three
Step 1. Warming up
Check the Ss' assignment: task 2Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I've said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to总计、加起来共是
Having a big breakfast adds up to 112
add...to...把...加到...
Please add the names to your list
2. Cheat v.
1). To act in a dishonest way in order to win 欺骗；作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
The boss has cheated out of his money
1). an act of cheating 作弊行为
2). one who cheats 骗子
3. Go through
1).To examine carefully 仔细阅读或研究
I went through the students' papers last night.
2).To experience 经历，遭受
They went through the terrible earthquake at night
4. Crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
It's crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about music
5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1). without or separated from others单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It's mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We're all concerned about her safety
Concern oneself in something 从事或参与某事
He concerned himself in the case
Be concerned with... 与...有关
The car accident was concerned with my carelessness
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset about the little things。
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his mother
8.well n.井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn't very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.Step 3. Learning about language
1. Finish Ex.1, 2 and 3 on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.Period four
Step 1. Revision
Check the Ss' assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1. get along with
2. fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 .first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that... is cool/ isn't cool because ....
I think so.
I don't think so.
I agree with you.
I don't agree with you.Step 5. Assignment
Ss collect some proverbs about friendship.Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiao dong.
2. Go over the advice on page 7 and be ready for writing.Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1. Ss make a list of the important information they can need
2. Ss begin to write the letter to Xiao dong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures....)
5. Ss get back their own writing paper and write the letter again.Step 3. Post-writing
Choose some students' writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss' writings in class.Step 5. Assignment
Do Workbook. writing task on page 46.Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn't understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
高一英语教案：《No Drugs》教学设计
高一英语教案：《No Drugs》教学设计
一、学生分析
班上的学生刚从初三升入高一的学习时，由于进行全英教学，有些学生还不是很适应，特别是从镇、农村考上来的学生，在听说方面有比较大的困难。由于初高中对学生的要求不同，学生普遍的问题是词汇量比较少，用中文思维，不知如何用英语表达等，但学生对英语学习的热情还是比较高涨，兴趣较浓。学生对本课时的话题No Drugs有所了解，在前一课的Reading and vocabulary中对吸毒及其危害的词汇接触了一些，但还是比较有限。因此在教此课前布置学生通过媒体网络上了解相关的背景信息。在课堂教学中，努力激发学生参与教学活动的热情，积极思考，相互讨论，共同协作。
二、教材分析
本课时所教的是外研版高一上学期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的内容，是本模块的第三课时。要求通过听的活动了解和学习有关吸毒和犯罪的词汇，培养表达结果，作总结逻辑思维能力和获取信息的能力。Speaking讨论抽烟带来的危害，为了与听力部分的内容衔接，我对Speaking中的话题作个修改，把讨论吸烟的危害改编成毒品的危害。在这节听说课之前，学生学习了Reading and vocabulary，通过阅读文章，已经掌握了部分抽烟、吸毒及其危害的词汇，本课时由复习旧课入手，引入新课的新词汇，并以听说为主线，对吸毒这一主题进行延伸和拓展。
三、教学目标
本模块是通过学习表达吸毒及其危害的词语和其它语言形式，养成良好生活习惯，教育学生关爱社会，关爱他人，远离毒品。
语言知识目标：词汇有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment
语言技能目标：听懂有关吸毒及其危害的话语并获取信息，学会抓住关键意见，进行summarizing，并用英语讨论，表达吸毒的危害。
情感目标：提高自我保护意识，养成良好生活习惯，珍爱生命，远离毒品。
学习策略方面：通过组织学生预测问题、听辩问题，培养抓住和辨别信息要点的能力。通过拓展讨论问题，培养学生独立思考，自主学习的能力。以individual work, pair work, group work等形式加强合作学习，从网上或其它媒体了解吸毒危害，学会分析、归纳。
文化意识方面：通过听、说，还有一些补充材料加强学生为毒品危害的认识，提高自我保护意识。
四、教学策略
本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿说、读、写综合技能的培养。针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入、技能的培养，和文化意识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快教学的节奏。课前从网上或其它一些媒体上下载些与毒品以及其危害的图片和资料。
五、教学过程
I Organization for class
II Teaching of the new lesson
Part one： Listening and Vocabulary
Task1：学习新单词，扫除部分听力障碍
Step1：做Activity1，复习Reading and Vocabulary中有关Adam Rouse的内容，从而学习新单词，通过师生的问答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction?
S: He broke into a house to steal.
T: We call it burglary. So was it legal or illegal?
S: Of course it was illegal.
T: Sometimes some other addicts will not only break into people’s houses to steal , but also in small shops or shopping centers we call it shoplifting.
T: Do you think that burglary or shoplifting are good behavior, good for society and people?
S. Of course not.
T: They break the law when they do it. It is a crime and we call those people who break the law criminals.
Step2：通过稍微改编一下练习，巩固听学的新词汇。
领读单词让学生做下列填空练习：
l. ______ are the large places where you can buy things.
2. It is _____ to take drug as it is against the law.
3. ______ are people who break the law.
4. _______ is the crime of stealing from a shop.
5. _______ is the crime of stealing from a house.
6. ______ centers can help people to stop taking drugs.
Task2：听力练习，层层递进，获信息抓关键。
Step3：设疑、导读、预测：
T: According to the given vocabulary, can you guess what the listening material is about?(启发学生的想象思维)
T: Go through the questions in Activity 2 and predict the answers.(让学生讨论，培养学生的预测能力)
Step4：导听、释题、听辩交流：
T：For the 1st time， listen and try to get the answers to the 5 questions in Activity 2. Require that students should write down some related information.
Questions：1. Is the woman in the studio a police officer?
2. Is she sure about the number of people who steal to pay for drugs?
3. Do drug users only steal from shops?
4. Do all drug users attend treatment centers?
5. Are most drug users young men?
(在教师的引导下，学生开始听录音)
(针对听力练习的具体任务、目标)
T: For the 2nd time, listen and try to fill in the form below.
name of the interviewee
job of the woman
number of the people who use illegal drugs in Britain
number of the people who break the law to pay for drugs
number of the addicts who go to treatment centers
crimes they commit
After listening, check the answers.
(在教师的指导下，学生边听录音斩作摘记，养成边听边记边理解的良好习惯)
Step 5：浏览原文，检查核对，扫除疑问。
再播放一次录音，把录音材料编成完形填空的形式，让学生复习，核对检查所听内容)(individual work ---- pair work)
I==Interviewer P===Professor
I: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the ___________ between ________ and ________. Good evening, Professor Smith.
P: Good evening.
I: First of all, how many people use _________ drugs in Britain?
P: Possibly four million people.
I: Really? Four million?
P: Yes.
I: How many of them ________________ in order to pay for their drugs?
P: It’s possible that a hundred thousand people ______ in order to pay for their ___________.
I: A hundred thousand?! That’s incredible. And what kinds of __________ do they commit?
P: Mainly _________----- in other words, stealing from shops---- and __________. Stealing from houses.
I: I see.
P: And there’s another problem. Drug users get into trouble with the police for other reasons as well.
I: What kinds of reasons?
P: Well., you often see drug users in public places, ---_______________ , railway stations, for example----- and some of the them behave so badly that members of the public _______________. Some people feel so _______ when they see drug users that they call the police anyway.
I: This is a really bad problem, isn’t it?
P: Absolutely, but the good news is that drug users who go to ______________ usually stop their ______________ activities.
I: How many addicts go to treatment centers?
P: Last year, about 30,000 people went to drug treatment centers.
I: Thirty thousand? That’s amazing.
P: Yes, there are such a lot of people that there isn’t time ________________.
I: What kind of people are they?
P: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.
I: And do all these people live in cities?
P: Oh no. The ___________ of drug users in society is the same in cities and in the countryside. But they all have something in common.
I: What is that?
P: Drug users are more likely to ________________ at school.
I: Professor Marison Smith, thank you very much.
P: Thank you.
(发放录音材料，让学生核对检查所听内容)
Step 6: 给关键词,概括大意
The connection between crime and drug addiction
The illegal drug use-----the result
The public ‘s attitude towards drug users
The way to help drug users
T: Suppose you are the interview ,after you finish your interview with the professor, you realize that you still have got 2-3 minutes to end your program, now you are required to give a summary of your interview and call on the people to say no to drugs.
(Ask students to discuss with his group members first and later check.)
Part II Speaking
在学生完成听力的基础上，适当对听力材料进行拓展，通过提问引出相关的话题，让学生分组的讨论。
Task3：设置话题，组织讨论，交流信息。
Step7：教师根据听力材料，结合Speaking部分的内容略作调整。
给出以下话题：
1. Has anyone been to your school to talk about the danger of drugs? What are the dangers of using drugs?(to the drug addicts themselves, to the family and the society)
2. What do you think of those drug addicts? What is your attitude to those drug users?
3. What do you think are the reasons for those people to become drug addicts? What can the society do to help them?
Step8：学生分组讨论、自由讨谈，由每组的group leader负责记录信息，组织活动。
Step9：由教师主持，由各组代表发言、信息交流，用集体的智慧达到信息交流，解决问题的目的，培养学生口语表达能力。
Step10：Homework：(课后练习，延伸巩固)
1、口语练习(组成一个interview)group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people----a drug addict, a police officer, a clerk in the treatment centre. Give the proper questions to each of them and make them interested in your topic. And of course the interviewee please be co-operative and give the proper answer. The whole team should try to make the interview go smoothly.
The interview A police officer
A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3. Evaluation about your performance in class. Make your marks out of ten
1. How attentive were you?
2. How much did you contribute to the lesson?
3. How much did you learn?
4. How much did you co-operate with your group members?
30---40 very good
20—30 ok
below 20 not very well and need improving
六、课后反思
这堂课所实施的听力教学策略，打破传统“测验式”听力教学模式(即教师放录音、学生听做答案、教师公布答案、学生核对)：遵循“循序渐进”的原则，由单词教学的引入→听力预测→细听找细节→再听扫障碍→口语训练的引导拓展，在潜移默化中培养听力理解和口语表达的策略。以听为主线，兼顾其它技能的培养。在技能训练的同时，输入相关的语言知识，进行情感教育，“珍爱生命，远离毒品”。在课堂教学中，激发学生的兴趣和学习积极性，共同参与，体验并协作完成任务，培养学生的合作学习态度。在听说教学的课堂教学中，需要教师良好的课堂驾驭和调控能力，预测学生可能出现的困难和错误，并对症下药，予以解决。
高一英语教案：《Writing》教学设计
高一英语教案：《Writing》教学设计
第一步：学生独立阅读课文（P7: Reading and writing）内容；
第二步：小组活动，分小组根据课文中提出的“offering advice to the editor”的要求讨论（注意提醒学生突破已经给出的提示，发表个人的独立见解）；
第三步：学生在学习写作前进行 Brainstorming，积累写作时需要的表达个人观点和看法的词汇和句型（前文已经列出部分典型例词和句型）；
第四步：教师用更具体的例子让学生体会如何开展 Brainstorming 并鼓励学生平时也用这一方法积累和巩固词汇。以 suggestion 为例，可以通过列举它的近义词的方式整理之前掌握的单词，再鼓励学生用这些词造句以巩固记忆这些词汇的意义、用法和相关句型）；
第五步：要求学生当堂完成写作任务（要注意对学生写作时间的控制，15-20 分钟内完成比较合适）；
第六步：选择一至两篇作文作为例文进行评讲（最好能够在学生完成课堂作文后马上进行这一环节。在评讲过程中建议教师让学生先在课堂上交流他们在写作时所遇到的困难，再由老师根据例文有针对性地指出学生写作过程中出现的问题并及时提出解决办法）；
Homework:
将练习册部分的写作任务(P 46: Writing task)作为课后作业布置给学生完成。
第七课时
Summing tip
第一步：学生根据回忆出的内容独立填写课本的 summing tip，完成后组成小组进行核对和补充；
第二步：教师和学生一起复习本单元的所有词汇、句型和语法知识；
第三步：教师和学生一起学习 Learning tip 部分的技巧。为了练习对这一技巧的掌握，教师可以鼓励学生开始写英语日记（注意对日记字数和写作频率的合理安排。可以建议学生每周写 1-2 篇英语日记，字数在 100-150 之间）；[来源:学§科§网]
第四步：教师检查布置的各项练习的答案，重点是对翻译和课后作文的评讲。
Homework:
1. 项目任务：让学生利用周末或课余时间搜集一些有关本单元友谊话题的优秀英语诗歌并尝试自己创作英语诗；（对学生搜集的诗歌建议教师利用课堂时间进行赏析，认可学生的选择，对学生的创作要给予适当的评价，好的作品甚至可以集中制作成班级诗集保留下来）
2. 如果定了相关的教辅资料可以布置一个单元检测的练习让学生课后完成。
【教学反思】
本单元的中心话题贴近学生生活，很容易引起学生的共鸣。本课的设计能充分激发学生学习的兴趣，鼓励他们用英语大胆地表达自己的观点和看法，并通过分析、讨论提高解决问题的能力。在学生进行口语练习的过程中，教师不要过分关注语法错误，而要以鼓励为主，从而调动学生的参与积极性，并增强他们用英语进行语言表达和交际的自信心。
在实际教学中还发现，在教授直接引语和间接引语之间的句型转换时，学生很容易忽视句中时间、地点状语的相应变化以及保持时态的一致性。因此，建议教师在授课时适当强调这几个方面的内容。此外，学生对于动词dare 的掌握有一定的难度，因此教师在讲授这一语言点的时候应注意对dare作情态动词和实义动词的情况进行明确区分，也可以将dare和另一个容易混淆的动词need集中起来进行对比讲解。
另外，如果学校条件允许的话，教师还可以利用多媒体手段丰富教学，如：通过观看韩国电影《朋友》， 则可以让学生跟随几个主人公之间友情的发展和关系的不断变化来思考友谊的本质和朋友的重要意义。同时，如果课时充裕的话，教师还可以设计一些形式多样的课堂活动来丰富教学内容和形式，如：组织学生在课堂上用英语表演一些有关朋友之间常见问题的小品或短剧；选择一个和友谊相关的论题组织一场辩论会或邀请一些老师和家长与学生一起进行一次访谈活动，等等。）
高一英语教案：《Relaxing》教学设计
古人云，工欲善其事，必先利其器。教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？下面是小编帮大家编辑的《高一英语教案：《Relaxing》教学设计》，相信能对大家有所帮助。
高一英语教案：《Relaxing》教学设计
Teaching aims:
To practise listening for specific information
To learn about ways of dealing with stress in everyday life
Teaching course:
Ⅰ Warm up
Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.
Ⅱ Talking
Task one
You are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)
How do you get rid of the stress in your life?
Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:
prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.
Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.
Ⅲ Listening
Do the exercise 2
Do the exercise 3
Read through the Strategies with the class and see if they can use any of these Strategies already.
In pairs, students read the questions and try to predict the answers. Point out that more
than one answer is possible.
Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.
Do the exercise 5 and 6
Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.
When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.
Do the exercise 7
Students look at the exercise and see if they can remember or can guess any of the missing words.
Students listen to the cassette again and complete the sentences in the Function File.
Pronunciation
Do the exercise 9
In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?
Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.
Do the exercise 10
Before starting their talk, students can look at the sentences they wrote in Exercise 9
Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.
Ⅳ Homework:
Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.
