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2019-2020年高三英語(yǔ) Unit11 Key to success教案 大綱人教版 Ｉ． 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Talk about social behavior and social relations ▲Talk about teamwork and success ▲Practice presenting ideas ▲Integrative language practice ▲Write a letter II． 目標(biāo)語(yǔ)言 功 能 句 式 Practise presenting ideas 1. What criteria do you use to accept people as friends? P91 2. Do you stick with your friends through thick and thin? P91 3. What is the moment for you to pull out of a friendship? P91 4. What would you do if your teacher or parent has been unfair to you? P91 5. What is your definition of a good friend at school? P91 6. Are you always active in your group work? P91 7. Having the reputation of being honest, responsible and reliable will make other people trust you. P92 8. Being known as someone who can be trusted will provide you many benefits. P92 9. Abandoning our principles is often the cause of damage or destruction of both personal and professional relationships. P92 詞 匯 1. 四會(huì)詞匯 criterion, rade, summary, percentage, questionnaire, colleague, suspect, cater, staff, temporary, coach, uncertain, expectation, division, rugby, promise, excite, regulation, bureaucratic, dynamic, shorting, embarrass, contradictory, violent, resign, ambitious, actual, definite, bination, bride, hands-on, congratulate, smooth, finance, shame, decline, oral 2. 認(rèn)讀詞匯 frequency, management, requirement, sake, cooperate, explosion, stall, hairdresser, exceptional, pursue, intellectual, acmodate, plement, qualitative 3. 詞組 stick with, through thick and thin, pull out of, cater to, for the sake of, keep an/one’s eye on, take ... into account, as a whole, once again, live up to 4. 重點(diǎn)詞匯 summary, percentage, suspect, staff, temporary, uncertain, expectation, excite, regulation, shorting, embarrass, resign, actual, definite, congratulate, shame, decline 重 點(diǎn) 句 子 1. The pany caters to various restaurants in the city where you live. P93 2. To go there and e back by bike will only take about half an hour. P93 3. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that. P94 4. However, when forming teams to plete tasks at school, we are often hardly aware of this. P94 5. As with sports teams, group work can only be successful when group members respect, help and support each other. P94 6. Working in a team, we have to take into account how each individual member works best. P95 7. Knowing other people’s shortings can help us avoid embarrassing them. P95 8. Many people tend to listen to their parents or to their teachers who often have expectations that are hard to live up to. P98 III． 教材分析與教材重組 1. 教材分析 本單元以Key to success為話題，旨在通過(guò)單元教學(xué)，使學(xué)生了解走向成功的諸多要素，并介紹了團(tuán)隊(duì)精神在集體活動(dòng)中發(fā)揮的作用。讓學(xué)生學(xué)會(huì)談?wù)撋鐣?huì)行為和社會(huì)關(guān)系。寫作部分要求學(xué)生能根據(jù)INTEGRATING SKILLS中Reading的內(nèi)容寫一封信。 1.1 WARMING UP部分通過(guò)對(duì)一系列問(wèn)題的討論來(lái)確定自己屬于哪一種人，具有怎樣的品德和個(gè)性。目的是讓學(xué)生學(xué)會(huì)談?wù)撋鐣?huì)行為和社會(huì)關(guān)系。 1.2 LISTENING部分通過(guò)對(duì)三個(gè)問(wèn)題的小組討論來(lái)了解學(xué)生業(yè)余時(shí)間的安排。讓學(xué)生通過(guò)對(duì)兼職工作的討論初步了解團(tuán)隊(duì)精神。 1.3 SPEAKING部分首先向我們闡述了具有誠(chéng)實(shí)、負(fù)責(zé)、可信這些品德給我們帶來(lái)的益處，接著通過(guò)三個(gè)情境來(lái)對(duì)學(xué)生進(jìn)行檢測(cè)。 1.4 PRE-READING部分通過(guò)對(duì)三類球類運(yùn)動(dòng)的談?wù)撟寣W(xué)生了解運(yùn)動(dòng)隊(duì)的組成、游戲規(guī)則及良好運(yùn)轉(zhuǎn)的條件，為Reading埋下伏筆。 1.5 READING部分是一篇關(guān)于團(tuán)隊(duì)工作的文章。通過(guò)閱讀，讓學(xué)生理解團(tuán)隊(duì)精神的重要性，知道一個(gè)團(tuán)隊(duì)?wèi)?yīng)如何良好運(yùn)轉(zhuǎn)。1.6 POST-READING部分設(shè)置了Reading部分的深層次理解題，并讓學(xué)生對(duì)該話題展開討論。 1.7 LANGUAGE PRACTICE部分設(shè)計(jì)了系列練習(xí)，讓學(xué)生在練習(xí)中鞏固本單元所學(xué)習(xí)的重要單詞和短語(yǔ)。 1.8 INTEGRATING SKILLS部分中閱讀的題目是Ticket to Success，要讓學(xué)生在閱讀中理解成功的真正含義并讓學(xué)生意識(shí)到每個(gè)人的成功之路是不同的，每個(gè)人都應(yīng)選擇適合自己的成功之路。后一部分要求學(xué)生根據(jù)Reading的內(nèi)容以Li Yonghong老同學(xué)的身份寫一封信。 2. 教材重組 2.1 通過(guò)認(rèn)真分析教材，教材的WARMING UP和SPEAKING部分談?wù)摰亩际侨说钠返潞蜕鐣?huì)關(guān)系，可將這兩部分與Workbook中READING AND SPEAKING部分整合在一起上一節(jié)口語(yǔ)課。 2.2 教材LISTENING(P91-92)和Workbook 中LISTENING(P225)兩部分都是聽(tīng)力材料，整合這兩部分可以上精泛結(jié)合的聽(tīng)力課。 2.3 將PRE-READING， READING和POST-READING整合在一起上一節(jié)精讀課。 2.4 將LANGUAGE PRACTICE和Workbook中的TESTING YOUR SKILLS整合在一起上一節(jié)詞匯練習(xí)課。 2.5 將INTEGRATING SKILLS中的READING和WRITING與Workbook中WRITING部分整合在一起上一節(jié)閱讀寫作課。 3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用五課時(shí)教完。） 1st Period Speaking 2nd Period Listening 3rd Period Reading 4th Period Language practice 5th Period Reading and Writing Ⅳ. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) criterion, rade, colleague, suspect, cater, management, staff, stick with, through thick and thin, pull out of, cater to b. 重點(diǎn)句子 What criteria do you use to accept people as friends? Do you stick with your friends through thick and thin? Having the reputation of being honest, responsible and reliable will make other people trust you. Abandoning our principles is often the cause of damage or destruction of both personal and professional relationships. 2. Ability goals 能力目標(biāo) Enable the students to talk about the qualities and personality they have. Enable the students to talk about social behavior and social relations. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about social behavior and social relations and how to act in society. Teaching important points 教學(xué)重點(diǎn) Talk about the qualities and personality the students have. Teaching difficult points 教學(xué)難點(diǎn) How to solve the problems in students’ life. Teaching methods 教學(xué)方法 1. Asking and answering; 2. Discussing. Teaching aids 教具準(zhǔn)備 A slide projector and a blackboard. Teaching procedures && ways 教學(xué)過(guò)程與方式 StepⅠ Greetings T: Good morning/afternoon, boys and girls! Ss: Good morning/afternoon, Mr. Chen. StepⅡ Warming up Ask the students for their opinions about what kind of persons they are and what qualities and personality they have. T: Would you like to tell me if in your free time most of you prefer to stay with your friends? Ss: Yes. In our spare time, we would like to stay with our friends. T: What kind of person would you like to talk to and share your happiness and sorrow with? S1: A person who knows me well. S2: A person who shares the same interest with me. S3: A person who is honest and reliable. T: Thank you! Good! I think most of the time it is more difficult to know yourself well than to know others. So do you know what kind of person you are and what qualities and personality you have? A moment later. T: Li Jing, please. Can you tell us what kind of person you are? S4: Of course. I’m generous and always ready to help others but sometimes it is easy for me to burst into anger. T: This is your own opinion. Maybe others have different opinions. If you want to know yourself better, you’d better answer the questions on the screen. Show the following questions on the screen. Q1: What criteria do you use to accept people as friends? Q2: Do you stick with your friends through thick and thin? What is the moment for you to pull out of a friendship? Q3: What do you do when you are misunderstood by your friends or relatives? Q4: What would you do if your teacher or parent has been unfair to you? Q5: What is your definition of a good friend at school? And at work? Q6: Do you prefer doing things on your own or in a group? Which things do you prefer to do on your own? Which in a group? Why? Q7: Are you always active in your group work? Why or why not? A few minutes later, check the answers. T: OK. Who’d like to answer the first question? S5: I will accept people who are kind and honest as friends. S6: In my opinion, a friend should help me whenever I am in trouble. S7: As far as I see, friends are people with whom you can talk a lot. T: Good! Sit down, please. Now the second one. S8: It depends on how kind and honest they are to me. If they are very kind and honest to me, I’ll stick with them through thick and thin. S9: If my friend is reluctant to help me when I am in trouble, I will pull out of this friendship. S10: If I find my friend cheats me, I’ll pull out of the friendship. T: Very good! Next one. S11: I will explain to them why and how I have done this. S12: I will not say anything about this. The things that I do later will speak for me. You know, actions speak louder than words. T: Now who can tell me what you would do if your teacher or parent has been unfair to you? S13: I will try my best to make him or her realize that this is not right and what he or she has done hurts me. T: I’m glad to hear that. What is your definition of a good friend at school? S14: A good friend at school should be a person who shares the same interest with me and helps me not only with my study but also with difficulties in my life. S15: A good friend at work should be a person who points out my mistakes in my work and gives me help when I am in trouble. T: Let’s go on to the sixth question. Any volunteer? S16: I prefer to study on my own because I don’t want others to bother me. S17: I prefer to study and live in a group because in this way I can get help from others and improve myself soon. T: OK. The last one: Are you always active in your group work? S18: I am always active in my group work because I want to get as much training as possible. S19: I am seldom active in my group work because I’m afraid of making mistakes to put others into trouble. Step Ⅲ Speaking Task 1 Tell the students that having the reputation of being honest, responsible and reliable will bring benefits. Then ask the students to discuss the three situations on Page 93 to see if they have the reputation. T: With the help of the discussion in Warming up, we have been clear about our qualities and personality now. In our life, if we are reliable, responsible and honest, we are more likely to be successful. This is because having the reputation of being honest, responsible and reliable will make other people trust us. As a result, we will be provided many good opportunities which others may not get. These qualities not only make you rise in the eyes of others, but also make you feel better about yourself. But are we really reliable, responsible and honest in our life? There are many situations in which our ability to be honest, responsible and reliable is put to the test. Abandoning our principles is often the cause of damage or destruction of both personal and professional relationships. In groups read about the three situations on Page 93 and discuss how you would act and why. Give the students several minutes to have a discussion, and then ask a few students to speak out their ideas. Suggested answers: Situation 1: I will do my best to persuade my friend to tell the truth to the police. In my view, being honest is very important. If he refuses to do so, I will tell the police the truth. I don’t want others to be misunderstood. Maybe my friend will feel angry with me, but he will understand me later. Situation 2: First I will find out the people who have the same opinion as mine and also want to point out the mistake but are afraid of being fired. Then I will persuade them to visit the boss with me. In the office, I will point out it is bad for people’s health and if we don’t take proper measures, unfortunate things will probably happen in the near future. As a result, the restaurants will have to be closed. If the boss doesn’t listen to me, I’ll speak out the truth. Because a pany or a shop profits from consumers, they should put the interests of the customers in front of anything else. Situation 3: I’ll tell my classmate that I have to take care of the neighbor’s baby girl. It is not safe to leave her alone in the house. The reason why my neighbor lets me look after the baby is that she trusts me. Being reliable is very important for us. I will go to her home and help her solve the problem the next day. If she can’t wait for a long time, I will go there and solve the problem after the neighbor es back. Task 2 (Workbook on Page 227) T: Now please turn to Page 227 and read a story about Han Xin, a famous general of Han Dynasty. Please read carefully and then answer the questions on Page 228. A few minutes later, check the answers. T: OK! Time’s up. Have you finished? Ss: Yes. T: Do you know why people remember the story of Han Xin? S20: From the story, we can find out that Han Xin is a generous and ambitious man. The aim he always carried his sword wasn’t to fight with some bad guys who only knew laughing at others and hadn’t any ambitions. He can stand the shame which mon people cannot bear. This has shown that young Han Xin had great ambitions and could ignore little or trivial things. So people often use this story to educate the young and advise they should have great ambitions. T: You are very good. Then why did Liu Bang ask Han Xin to be one of his generals when he came to power? S21: Liu Bang had learnt about the story of Han Xin and had had an insight into the character of his. He knew that Han Xin was a person who could do a great deed. T: Excellent. What makes Han Xin a good character? S22: I think he has a big dream in his heart. To realize the dream, he can ignore any trivial things, even the things making him shameful. He is so ambitious. We should set him an example. Step Ⅳ Summary and Homework T: In this lesson we have talked about the qualities and personality we have and how to be reliable, honest and responsible in different situations. After class you can talk more with your friends. Your homework is to have a further discussion about how to be honest and reliable and to preview Listening part. See you tomorrow. Ss: See you tomorrow.