2019-2020年高中英语Unit2Period5taskPresentingadialogue教案.doc
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2019-2020年高中英语Unit2Period5taskPresentingadialogue教案General Idea of This Period:This period aims at training students three skills-understanding tones in spoken English, reading for gist and writing a dialogue. Students can improve these skills by listening, reading, writing and finishing the relative exercises. Also in this period students can meet the theme of this unit again.Teaching Aims:Do some listening to make the students know the usage of tones in spoken English.Do some reading to train the students ability of finding the gist or the main point of the text.Do some writing to improve the students ability of writing a dialogue correctly.Teaching Important Points:Make sure the students know the importance of tones in spoken English.Enable the students to write a dialogue in the correct way.Teaching Difficult Point:How to write a dialogue in the correct way.Teaching Methods:Listening-and-answering activity to make the students know the importance of tones in spoken English.Reading to get the gist or the main point of the material.Practising to improve the students writing ability.Teaching Aids:A tape recorderA projectorTeaching Procedures;Step 1 RevisionLast class we learned the attributive clause introduced by prepositions + relative pronouns and relative adverbs. Now lets do some exercises to revise it.Correct mistakes: 1. I saw some trees leaves of which were black with disease. 2. Here is the pen you lost it yesterday. 3. The girl told me the news is not here now. 4. This is the village where my father worked in three years ago. 5. The reason why he gave us sounded a little strange. 6. He is the only one of the students who know French. 7. Ill never forget the day on which I spent with you. 8. Which was planned, we met at the railway station. 9. This is the teacher with whom weve learnt a lot. 10. Is this farm we visited last year? (Give the students several minutes to correct the mistakes, then the teacher will check their answers. ) Suggested answers:1. 在leaves前加the或改为of which the leaveswhose leaves2. 去掉it3. 在told前加whothat4. 把where改为which或去掉in5. 把why改为thatwhich不填6. know改为knows7. 去掉on8. 把which改为as9. 把with改为from10. 在we前加the oneStep 2 Understanding Tones in Spoken English(The teacher asks two students to answer two easy questions, then ask them to sit down using different tones. One is Please sit down ” The other is Please sit down.” with no pauses or extra stress. ) T: Well, just now I ask them to sit down, do you find some differences?Ss: You use different tones.T: Good. In the first one, the falling tone on sit and down shows that I am angry or displeased. The stress upon please tells us the speaker is still trying to be polite. But in the second one, I speak in a flat tone, with no pause or extra stress, which shows that I am simply asking the listener to sit down. T: In spoken English, tones are used to express different feelings. To understand how the speaker is feeling, listen for four main things: the volume of the language a rising or falling tone stress on certain words pauses in the sentences Please open your books and turn to page 32 to go through the examples and understand more about tones. (Two minutes later) T: Lets listen to the sentences to write the most correct emotional meaning in each blank. (After listening, check the answers. ) T: Lets listen to one more sentence to find out how the speaker feels about the man. T: You did well. Lets listen to a radio phone-in programme. Look at the pictures and while listening, try your best to write the names of the callers in the spaces below.Step 3 Reading for Gist As an English learner, we often read some English articles. The most important part of reading is to be able to understand the gist or the main point. Often only a few words are used to make a main point, and the rest of the writing is merely supporting information. T: I will show you four diary entries to read. While reading, underline the main point of each entry and circle the words which tell you the mood of the writer. (Give the students enough time to read and discuss. Then check their answers. ) Suggested answers EntriesMain pointsThe words telling the writers moodThe first diary entryToday has been a great day because my parents bought me an expensive bike.happyThe second diary entryWe had a Maths test and Im nervous about my result.Tired , afraid, nervousThe third diary entryI failed the Maths test and dont know how to tell my parents.upsetThe fourth diary entryAll that worrying was for nothingVery happy , gladT: According to the four diary entries, we can know the mood of the writer. If you are upset, or you are misunderstood, what will you do?S1: I often write diaries, too.S2 : I will have a talk with my best friends.S3 : I will municate with my parents heart to heart.T: Good! Different students have different ways to deal with the problems. Do you have an experience to talk about your problem to a Talk Time host? Now we have a letter from Christina, one of the callers on the last weeks show. This week she wrote the letter to the host. Now I will play the tape for you to listen, then find out the gist of the letter.(Play the tape for the students to listen, then check their answer. )T Now we have finished listening to the letter, do you know the gist of it?S: Maybe this is a thank-you letter. The writer wants to thank the host for his helping.T: Good. The gist of the letter is to thank the host for his help and good advice. In order to support the gist, the writer wrote four paragraphs. Please read the letter on P35 by yourselves to finish the T or F exercises.Suggested answers: l. F 2. T 3. T 4. F 5. T 6. F 7. FWord study:1. stay up: remain awake, not go to bed e g: She promised the children they could stay up for their favourite TV programme. : We stayed up till after midnight to see the New Year in.2. after all (1) in spite of what has been said, done or expected e g: After all it is not so hard as it looks. He succeeded after all. (2) it should be rememberede g. He should have offered to pay-he has plenty of money, after all.3. interest-cause sb. to give his attention or to be concerned about sth. e g: History interests him. Can I interest you in this new kind of washing power?interested/interestingbe interested in sththe interesting story 4. silly-not showing thought or understanding; foolish It is silly of you to believe him. a silly little boy/a silly questionStep 4 Writing a Dialogue T: In the reading, we have learned a play. Dialogues are much like a play. They are meant to be read aloud, and often use less formal language than other types of writing. If you want to write a dialogue, youd better pay attention to the following points:Dont write exactly the way people speak. In regular speech, they often say things like Umm and Hmm . Do not use this kind of speech when writing a dialogue.Dont repeat words in a dialogue.You must use the words that show your characters feelings.T: All of you open your books and turn to Page 36. Go through the introduction first, then read the dialogue by yourselves and discuss the mistakes of some sentences. (Give the students enough time to read and to discuss, then check their answers. )T: Ill play the tape for you to listen. While listening, please underline the sentences that show Mum is unhappy or angry.(Play the tape for the students to listen, then check the answers. )T: Still in the dialogue there are some sentences that show Jacks feelings. Find them out and tell your partner how you think Jack feels. I give you two minutes to have a discussion, then check your answers.S5 :Whats up? This sentence shows Jack is unpleasant.S6 :But why didnt you tell me that my room is too dirty before now? This sentence shows that Jack is very impatient and he feels wronged.S7 :But I dont think you are being fair at all. This sentence shows that Jack is very angry.T: Good, you did well. According to what we say, others can guess the feelings we have. We dont need to say our feelings out directly. Is it true?Ss: Yes.T: We have known how to write a dialogue correctly. Now lets try our best to write a good dialogue. Can you do it well?Ss: Yes.T: Last period we knew Christina wrote a thank-you letter to the host of Talk Time show to thank him for his help and the advice. Today Christina and her mum have been invited to talk on the radio Talk Time show. They will have a talk with the host about how they solved their problem. Please write a dialogue for Christina, her mum and the radio host using the given information and the given beginning. Now lets go through the given information together. Make sure we know how to write. (Help the students to understand what each person wants to say, and divide them into groups of three. Make sure each person in the group should choose a role. )T: Time is up. Are you ready?Ss: Yes.T: Which group want to act out your dialogue for your classmates?Group l: Our group.T: Good, please e to the front of the classroom. (Group Ones dialogue :C-Christina H-host M-Mum )C: Thats true, you see I am sad that Mum missed me. I love Mum and Dad, but I felt they did boring things. I enjoy spending weekends doing sports.M: Many times I want to talk to her, but she was always too busy.H: Oh, I think thats a problem between you.C: Maybe. So I called Talk Time and got some advice. Then we decided to do some things together every week.M. Yes. Christina told me about that, and last week we cooked special dinner for family. Christina helped me and learned how to cook. She was really enjoyed it.H: That is really a good thing.M: I was so happy that I took Christina and her best friends to a restaurant for dinner. I enjoyed myself very well.C: I am so surprised by how much fun they have. I have never known that before. Now I think of Mum as friend again.H : Im glad to hear it. As a mother, what do you think of the new situation?M: Now Im very happy. I can have a chance to have a talk with my daughter heart to heart. Whats more, Im happy to be on Talk Time. I hope our example can help others.H: Yes, I think that will be a good example for the family who is in trouble like that. Wele Christina and her Mums ing here again. Now everybody, please give them warm applause. T. A very wonderful dialogue. Because of the limited time, we have to stop our performing. Step 5 Summary T: In this class, we have learned the importance of tones in spoken English, how to find out the gist or the main point in reading, and how to write a dialogue. After class, you should go on making up the dialogue among Christina, mum and the host. Next class I will ask several groups to perform in the front of the classroom. Step 6 Homework Finish reading part A in Writing on P93 in workbook and find out what the article is about. Finish part B on P93 Make up a dialogue among Christina, mum and the host- 配套讲稿:
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