一幅難忘的畫教學設(shè)計

高一英語教案：《Unforgettable experience.難忘的經(jīng)歷》教學設(shè)計（一）。

高一英語教案：《Unforgettable experience.難忘的經(jīng)歷》教學設(shè)計（一）

Teaching objectives

1.Develop the students’ comprehension of explorative passages, especially their ability of speaking

and talking ,analyzing the structure of such kind of articles.

2.Offer the students chances of self-culture by working in groups and seeking information about the

film outside the class.

3. Infuse the students with basic knowledge about the experience

4. Learn some words and useful expressions from the text.

Teaching Approach

1.Communicative Approach should be used throughout the class. Stress should be laid on:

2.Learner-centeredness; learning-centeredness

3.Task-based learning

4.Activity-based teaching (class work; individual work; group work)

Teaching type: Speaking and talking

Teaching Procedure

Step 1. Report in class A student is asked to report something interesting he or she picks up from

newspaper or magazines.

Step 2.Review and check Ss have a word dictation and check their homework in workbook

Step 3. Speaking

1. Read the dialogue in P23 in pairs, and act out.

2. Give explanations of some phrases in the dialogue.

Be good at: do well in For fun: not seriously

3. Ask Ss to find out the expressions about offering help, encouraging others and giving advice.

--- Don’t worry! / Just try / you can do it / Well done! / That was a very good ball.

4. Introduce them some other useful expressions.

When in danger: Help!

When in frighten: It scares me. / I’ m afraid to…

When encouraging sb: It will be ok. / Come on! / Keep trying. / It’s all right.

5. Ask Ss to describe the three pictures on P23. Then the teacher introduce the three different situations.

Pic1. You have just been saved from a terrible earthquake and you worry about your family.

Pic2. Your neighbor will take cars of your favorite pet while you go on a holiday.

Pic3. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor.

Then ask Ss to make dialogues according to these situations, using these useful expressions, and choose several pairs to act out.

Step 4. Talking

1. Give the Brief introduction of the situation: one discovered the tomb of a Chinese King while he was working. He went in and had a look, but didn’t touch anything. Then a scientist came 3 days later, so they began to talk about the tomb.

2. Role-play: Ask Ss to work in pairs to make up a dialogue. One acts the person who find the tomb. The other one acts the scientist from Beijing. They can read questions on P103 first, and then choose some of them to make up their dialogues.

Step 5. Homework

workbook

Revise the key points of this Unit.

Evaluation of teaching:

相關(guān)知識

高一英語教案：《No Drugs》教學設(shè)計

高一英語教案：《No Drugs》教學設(shè)計

一、學生分析

班上的學生剛從初三升入高一的學習時，由于進行全英教學，有些學生還不是很適應(yīng)，特別是從鎮(zhèn)、農(nóng)村考上來的學生，在聽說方面有比較大的困難。由于初高中對學生的要求不同，學生普遍的問題是詞匯量比較少，用中文思維，不知如何用英語表達等，但學生對英語學習的熱情還是比較高漲，興趣較濃。學生對本課時的話題No Drugs有所了解，在前一課的Reading and vocabulary中對吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學生通過媒體網(wǎng)絡(luò)上了解相關(guān)的背景信息。在課堂教學中，努力激發(fā)學生參與教學活動的熱情，積極思考，相互討論，共同協(xié)作。

二、教材分析

本課時所教的是外研版高一上學期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時。要求通過聽的活動了解和學習有關(guān)吸毒和犯罪的詞匯，培養(yǎng)表達結(jié)果，作總結(jié)邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來的危害，為了與聽力部分的內(nèi)容銜接，我對Speaking中的話題作個修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽說課之前，學生學習了Reading and vocabulary，通過閱讀文章，已經(jīng)掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復習舊課入手，引入新課的新詞匯，并以聽說為主線，對吸毒這一主題進行延伸和拓展。

三、教學目標

本模塊是通過學習表達吸毒及其危害的詞語和其它語言形式，養(yǎng)成良好生活習慣，教育學生關(guān)愛社會，關(guān)愛他人，遠離毒品。

語言知識目標：詞匯有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment

語言技能目標：聽懂有關(guān)吸毒及其危害的話語并獲取信息，學會抓住關(guān)鍵意見，進行summarizing，并用英語討論，表達吸毒的危害。

情感目標：提高自我保護意識，養(yǎng)成良好生活習慣，珍愛生命，遠離毒品。

學習策略方面：通過組織學生預(yù)測問題、聽辯問題，培養(yǎng)抓住和辨別信息要點的能力。通過拓展討論問題，培養(yǎng)學生獨立思考，自主學習的能力。以individual work, pair work, group work等形式加強合作學習，從網(wǎng)上或其它媒體了解吸毒危害，學會分析、歸納。

文化意識方面：通過聽、說，還有一些補充材料加強學生為毒品危害的認識，提高自我保護意識。

四、教學策略

本課時主要以聽說教學為主線，以導學式模式培養(yǎng)學生的聽力理解策略。以聽力技能訓練和口語表達訓練為主線，貫穿說、讀、寫綜合技能的培養(yǎng)。針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入、技能的培養(yǎng)，和文化意識的滲透，良好學習策略的培養(yǎng)。本課時采用多媒體教學，給予學生更直觀的感受，也加快教學的節(jié)奏。課前從網(wǎng)上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。

五、教學過程

I Organization for class

II Teaching of the new lesson

Part one： Listening and Vocabulary

Task1：學習新單詞，掃除部分聽力障礙

Step1：做Activity1，復習Reading and Vocabulary中有關(guān)Adam Rouse的內(nèi)容，從而學習新單詞，通過師生的問答方式引入。

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：通過稍微改編一下練習，鞏固聽學的新詞匯。

領(lǐng)讀單詞讓學生做下列填空練習：

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：聽力練習，層層遞進，獲信息抓關(guān)鍵。

Step3：設(shè)疑、導讀、預(yù)測：

T: According to the given vocabulary, can you guess what the listening material is about?(啟發(fā)學生的想象思維)

T: Go through the questions in Activity 2 and predict the answers.(讓學生討論，培養(yǎng)學生的預(yù)測能力)

Step4：導聽、釋題、聽辯交流：

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?

(在教師的引導下，學生開始聽錄音)

(針對聽力練習的具體任務(wù)、目標)

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.

(在教師的指導下，學生邊聽錄音斬作摘記，養(yǎng)成邊聽邊記邊理解的良好習慣)

Step 5：瀏覽原文，檢查核對，掃除疑問。

再播放一次錄音，把錄音材料編成完形填空的形式，讓學生復習，核對檢查所聽內(nèi)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.

(發(fā)放錄音材料，讓學生核對檢查所聽內(nèi)容)

Step 6: 給關(guān)鍵詞,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

在學生完成聽力的基礎(chǔ)上，適當對聽力材料進行拓展，通過提問引出相關(guān)的話題，讓學生分組的討論。

Task3：設(shè)置話題，組織討論，交流信息。

Step7：教師根據(jù)聽力材料，結(jié)合Speaking部分的內(nèi)容略作調(diào)整。

給出以下話題：

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：學生分組討論、自由討談，由每組的group leader負責記錄信息，組織活動。

Step9：由教師主持，由各組代表發(fā)言、信息交流，用集體的智慧達到信息交流，解決問題的目的，培養(yǎng)學生口語表達能力。

Step10：Homework：(課后練習，延伸鞏固)

1、口語練習(組成一個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、課后反思

這堂課所實施的聽力教學策略，打破傳統(tǒng)“測驗式”聽力教學模式(即教師放錄音、學生聽做答案、教師公布答案、學生核對)：遵循“循序漸進”的原則，由單詞教學的引入→聽力預(yù)測→細聽找細節(jié)→再聽掃障礙→口語訓練的引導拓展，在潛移默化中培養(yǎng)聽力理解和口語表達的策略。以聽為主線，兼顧其它技能的培養(yǎng)。在技能訓練的同時，輸入相關(guān)的語言知識，進行情感教育，“珍愛生命，遠離毒品”。在課堂教學中，激發(fā)學生的興趣和學習積極性，共同參與，體驗并協(xié)作完成任務(wù)，培養(yǎng)學生的合作學習態(tài)度。在聽說教學的課堂教學中，需要教師良好的課堂駕馭和調(diào)控能力，預(yù)測學生可能出現(xiàn)的困難和錯誤，并對癥下藥，予以解決。

高一英語教案：《Writing》教學設(shè)計

高一英語教案：《Writing》教學設(shè)計

第一步：學生獨立閱讀課文（P7: Reading and writing）內(nèi)容；

第二步：小組活動，分小組根據(jù)課文中提出的“offering advice to the editor”的要求討論（注意提醒學生突破已經(jīng)給出的提示，發(fā)表個人的獨立見解）；

第三步：學生在學習寫作前進行 Brainstorming，積累寫作時需要的表達個人觀點和看法的詞匯和句型（前文已經(jīng)列出部分典型例詞和句型）；

第四步：教師用更具體的例子讓學生體會如何開展 Brainstorming 并鼓勵學生平時也用這一方法積累和鞏固詞匯。以 suggestion 為例，可以通過列舉它的近義詞的方式整理之前掌握的單詞，再鼓勵學生用這些詞造句以鞏固記憶這些詞匯的意義、用法和相關(guān)句型）；

第五步：要求學生當堂完成寫作任務(wù)（要注意對學生寫作時間的控制，15-20 分鐘內(nèi)完成比較合適）；

第六步：選擇一至兩篇作文作為例文進行評講（最好能夠在學生完成課堂作文后馬上進行這一環(huán)節(jié)。在評講過程中建議教師讓學生先在課堂上交流他們在寫作時所遇到的困難，再由老師根據(jù)例文有針對性地指出學生寫作過程中出現(xiàn)的問題并及時提出解決辦法）；

Homework:

將練習冊部分的寫作任務(wù)(P 46: Writing task)作為課后作業(yè)布置給學生完成。

第七課時

Summing tip

第一步：學生根據(jù)回憶出的內(nèi)容獨立填寫課本的 summing tip，完成后組成小組進行核對和補充；

第二步：教師和學生一起復習本單元的所有詞匯、句型和語法知識；

第三步：教師和學生一起學習 Learning tip 部分的技巧。為了練習對這一技巧的掌握，教師可以鼓勵學生開始寫英語日記（注意對日記字數(shù)和寫作頻率的合理安排?？梢越ㄗh學生每周寫 1-2 篇英語日記，字數(shù)在 100-150 之間）；[來源:學§科§網(wǎng)]

第四步：教師檢查布置的各項練習的答案，重點是對翻譯和課后作文的評講。

Homework:

1. 項目任務(wù)：讓學生利用周末或課余時間搜集一些有關(guān)本單元友誼話題的優(yōu)秀英語詩歌并嘗試自己創(chuàng)作英語詩；（對學生搜集的詩歌建議教師利用課堂時間進行賞析，認可學生的選擇，對學生的創(chuàng)作要給予適當?shù)脑u價，好的作品甚至可以集中制作成班級詩集保留下來）

2. 如果定了相關(guān)的教輔資料可以布置一個單元檢測的練習讓學生課后完成。

【教學反思】

本單元的中心話題貼近學生生活，很容易引起學生的共鳴。本課的設(shè)計能充分激發(fā)學生學習的興趣，鼓勵他們用英語大膽地表達自己的觀點和看法，并通過分析、討論提高解決問題的能力。在學生進行口語練習的過程中，教師不要過分關(guān)注語法錯誤，而要以鼓勵為主，從而調(diào)動學生的參與積極性，并增強他們用英語進行語言表達和交際的自信心。

在實際教學中還發(fā)現(xiàn)，在教授直接引語和間接引語之間的句型轉(zhuǎn)換時，學生很容易忽視句中時間、地點狀語的相應(yīng)變化以及保持時態(tài)的一致性。因此，建議教師在授課時適當強調(diào)這幾個方面的內(nèi)容。此外，學生對于動詞dare 的掌握有一定的難度，因此教師在講授這一語言點的時候應(yīng)注意對dare作情態(tài)動詞和實義動詞的情況進行明確區(qū)分，也可以將dare和另一個容易混淆的動詞need集中起來進行對比講解。

另外，如果學校條件允許的話，教師還可以利用多媒體手段豐富教學，如：通過觀看韓國電影《朋友》， 則可以讓學生跟隨幾個主人公之間友情的發(fā)展和關(guān)系的不斷變化來思考友誼的本質(zhì)和朋友的重要意義。同時，如果課時充裕的話，教師還可以設(shè)計一些形式多樣的課堂活動來豐富教學內(nèi)容和形式，如：組織學生在課堂上用英語表演一些有關(guān)朋友之間常見問題的小品或短??；選擇一個和友誼相關(guān)的論題組織一場辯論會或邀請一些老師和家長與學生一起進行一次訪談活動，等等。）

高一英語教案：《Relaxing》教學設(shè)計

古人云，工欲善其事，必先利其器。教師要準備好教案為之后的教學做準備。教案可以讓學生更好的消化課堂內(nèi)容，有效的提高課堂的教學效率。那么，你知道教案要怎么寫呢？下面是小編幫大家編輯的《高一英語教案：《Relaxing》教學設(shè)計》，相信能對大家有所幫助。

高一英語教案：《Relaxing》教學設(shè)計

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 )(目的是激發(fā)學生的興趣，鍛煉學生的口頭表達能力，為聽力內(nèi)容做鋪墊)

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.

高一英語教案：《Reading and Comprehending》教學設(shè)計

高一英語教案：《Reading and Comprehending》教學設(shè)計

第一步：教師介紹文章的歷史背景和主人公的相關(guān)信息，幫助學生理解課文內(nèi)容。建議課前利用網(wǎng)絡(luò)及其他渠道收集一些有關(guān)這篇文章主人公的基本資料，最好包括圖片和文字資料（參考背景資料），讓學生在課堂上進行快速閱讀以了解更多的背景信息；

第二步：學生根據(jù)課本提供的插圖對課文的故事情節(jié)做出想象和假設(shè)（教師要鼓勵學生充分發(fā)揮想象力大膽預(yù)測故事情節(jié)）；

第三步：學生獨立閱讀課文，完成Comprehending 部分的練習，再由教師對練習答案做簡單的核對和講解；（由于本課時的教學目標是完成對課文內(nèi)容的基本理解，接下來還有一個課時專門用來講解單詞和語法，因此，在這個階段教師不必對課文和練習中出現(xiàn)的生詞、詞組和句型講解得過于詳細）

第四步：講解閱讀中的部分難點；

方案一：

可以開展小組活動，學生互相討論和幫助，講解課文的重、難點。最后再由教師進行修正、整理和補充說明。

方案二：

可以競賽的形式完成課文重、難點的講解：將全班分成四個小組，每組選派兩至三名學生作為代表，回答其它小組提出的問題，每個小組提出的問題數(shù)和回答的質(zhì)量都要計分，最后評選出最佳提問小組和最佳“小老師”（此方案能夠更好地激發(fā)學生提問和積極思考，但在進行過程中要注意對時間和程序的控制，學生提問和講解的時間不要過長，最后教師還應(yīng)該對學生的講解進行必要的修正和補充）；

第五步：兩人活動，學生組織一段對話，對文章話題進行擴充理解（在設(shè)計問題的時候可以直接利用課本提供的問題：“What would you do if you are in the same situation as Ann and her family? Give some reasons.”。也可以根據(jù)學生的程度做出變化，設(shè)計不同的情景模式，旨在通過設(shè)置這些和實際生活更為接近的話題對文章內(nèi)容進行擴展，如：“What would you do if you are lost in the forest? or If you are told to live in an isolate island for a year, what are the three things you need most and what you are going to do to kill the time? What / Who will you choose to be your friend?”

Homework:

1. 閱讀課文，熟悉課文內(nèi)容；

2. 教師列出本課中出現(xiàn)的重點詞匯（do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc.），學生組成小組（根據(jù)班級的人數(shù)分成以 4-6 人為單位的小組），通過討論、查資料等方式獨立歸納重點詞匯的意義和用法。

第三課時

Learning about Language

Discovering Useful Words and Expressions (Page 4)

第一步：學生獨立完成本部分的練習；

第二步：教師核對答案并對部分重難點進行講解（對單元知識點的講解可以結(jié)合文章中的典型例句和用法，讓學生對課文內(nèi)容和知識點在本單元中的用法掌握得更加牢固。在講解課文單詞意思的時候要注意引導學生學會使用已經(jīng)學過的單詞和詞組來解釋生詞的方法）；

難點詞匯用法的學習，例如：

1. add: add ... to；add to；add up to；[來源:學科網(wǎng)]

[來源:學&科&網(wǎng)]

eg. Will you please add some milk to my coffee?

The little baby adds to our enjoyment at the party.

All the money I have in my pocket adds up to $ 125.

2. crazy: be crazy about / on; be crazy for sth. / sb.;

eg. He was crazy about / on classic music when he was young.

Many young college students are crazy for chances to go abroad for further education.

My brother is crazy for the pop band ------ U2 and will never miss any of their performances.

3. suffer: suffer sth. ; suffer from … ;

eg. The company suffered great loss in the air crash.

He often suffers from headaches at night.

4. concern: concern sth.; be concerned about / for sb. / sth.;

eg. This case concerns the group of people greatly.

Our head teacher is concerned about our study and health all the time.

5. according to ...;

eg. According to the doctor, you should stay in bed for at least 2 days.

I think we'd better set off as soon as possible according to the weather forecast.

6. join: join sth.; join in sth.; join sb. in sth. / doing sth.;

eg. He joined the Party when he was 18.

Can I join the game?

Will you join our team in playing football?

7. dare: dare do ...; dare to do ...;

eg. How dare you say I am an unfaithful man?

If you dare do that again, I will make you feel sorry.

He didn't dare to go there alone.

[來源:Zxxk.Com]

I was greatly shocked that you dare to accuse him of dishonesty.[來源:學.科.網(wǎng)]

第三步：學生通過完成練習冊的配套練習（P41 Using words and expressions）鞏固本單元的重點詞匯和表達（教師可根據(jù)情況設(shè)計一些應(yīng)用這些詞匯和表達的句型或情景模式讓學生進行練習以增強學習效果）。

Discovering Useful Structures (Page5)

第一步：小組活動，學生通過對例句的閱讀分析，結(jié)合初中階段學習的內(nèi)容，嘗試總結(jié)直接引語和間接引語之間轉(zhuǎn)換的規(guī)則，包括不同句型（陳述句、祈使句和疑問句）的轉(zhuǎn)化特點； 人稱、時態(tài)以及指示代詞、時間狀語、地點狀語和動詞的變化。教師要根據(jù)直接引語和間接引語之間轉(zhuǎn)換的規(guī)則特點有針對性的準備一些典型例句（具體例句可參照課本P87~89提供的例句），盡量方便學生通過例句來觀察和總結(jié)轉(zhuǎn)換的規(guī)則；

第二步：教師在學生小結(jié)的基礎(chǔ)上利用例句對直接引語和間接引語之間轉(zhuǎn)換的規(guī)則進行修正和補充；

第三步：學生獨立完成課本設(shè)計的鞏固練習（Page5: Exercise 2），加強對直接引語和間接引語之間轉(zhuǎn)換規(guī)則的掌握；（為了避免學生在反復練習的過程中感覺枯燥，失去學習的興趣，教師在例句的設(shè)計上要多下功夫，如：可以選擇一些當紅的明星做主語；例句中的談話內(nèi)容也可以使用現(xiàn)下流行的一些話題或時尚用語，如： playing PC games; shopping on line; meeting net-friends等等，以此來激發(fā)學生的學習欲望）

Homework:

1. 結(jié)合課堂講解和課后練習復習本課時學習的重、難點詞匯；

2. 閱讀課本語法部分的直接引語和間接引語專題講解，更好地鞏固和掌握這一個語言點；

3. 根據(jù)學生訂閱的輔導資料布置一定量的有關(guān)直接引語和間接引語之間轉(zhuǎn)換的練習。（如果沒有相關(guān)教輔資料，則建議教師自己準備一定量的練習要求學生完成）