高一人教修订版（下）Unit 15 The necklaceFestivals教案

Unit 15 The necklace

I. 单元教学目标

技能目标Skill Goals Talk about drama and theatre Ask for permission Use the modal verbs must, can/could, may/might Talk about possibilities Write and act a short play

ＩＩ． 目标语言

功 能 句 式 1. 四会单词 词 汇

1. Asking for permission 1) May/Can/Could I ... 2) I’m sorry, you can’t. 3) I’m sorry, but ... 4) You’d better not. 2. Talking about possibilities 1) He must ... 2) He can/may/could ... 3) He may not/can’t/couldn’t ... dormitory, recognise, surely, diamond, explain, ball, jewellery, franc, continue, lovely, debt, precious, positive, attend, earn, lecture, silly, mosquito, bat, author, besides, outline, plot, quality 2. 认读单词 1

footprint, ladder, mystery, mysterious, scary, Jeanne, Mathilde Loisel, Pierre, rehearse, Shakespeare, alien 3. 固定词组 call on, bring out, have a good time, without luck, bring back, day and night, pay off, be worth, at most, take up, act out 4. 重点词汇 recognise, explain, jewellery, continue, call on, pay off, debt, at most, take up, attend, besides Use the modal verbs — must, can/could, may/might 1. When you are very sure of something, you use must in positive sentences and cannot or can’t in negative sentences. She is a famous scientist. She must be very busy. It can’t be true! I don’t believe it! 结 2. When you are quite sure about something, you use can. Attending a ball can be 构 exciting. 3. When you think that something is possible, but you are not very sure, you use could, may or might. You could turn to your friend Jeanne. She may come to the party, but I’m not very sure. Do you have a friend who might lend you some jewellery? 1. I’m sorry, but I don’t think I know you. 2. Well, I would rather not. 重 3. I have no jewellery to wear. 点 4. She married a man with a lot of money. 句 5. It cost us thirty-six thousand francs. 子 6. It was worth five hundred francs at most. 7. She had to take up several jobs to pay off her debts.

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8. Well, writing a short play is not that difficult, and besides, we have to start somewhere if we want to learn how to write plays.

III． 教材分析

1. 教材分析

本单元的话题是“play(在本单元指stage play话剧)”，功能项目是“请求”

和“推测”，写作要求是学写英语短对话、描述人物的性格特征和神态以及学写简单的英语剧本和求职信。通过学习本单元，既要让学生接触、了解戏剧的一些特点，又要让学生通过大量真实有效的语言实践活动（如分组讨论、角色扮演、课本剧表演等）来体验语言，从而达到熟能生巧的目的。

但是由于各地、各班学生层次各异，在具体的教学过程中，应做到具体问题

具体分析，大胆取舍，采取灵活多样的方式来调动学生的积极性，最大限度地提高学生学习英语的兴趣，循序渐进地培养学生的语感和运用语言的综合能力。

1.1 WARMING UP在“预热”这一环节，应鼓励学生

结合图片大胆想象，必要时允许学生说汉语，只要对调动他们参与课堂的积极性有利。

1.2 LISTENING这一环节，旨在训练学生依据从听力材料中获取的信息，进

行逻辑推理，以解开疑团。

1.3 SPEAKING 提供了三个话题。要求学生通过任务型的途径，以小组合作

的方式，从所给三个话题中选择其一，编成短剧，进行表演。旨在培养学生的创新的思维和实践能力。

1.4 PRE-READING 形式上是有关play的三个讨论题，实际上是为本课

Reading设计的“热身”训练。从这三个问题和Reading的体裁来看，本单元的Reading除可作为阅读课型来处理外，上成课本剧表演课也可。

1.5 READING选取了The necklace 中的三个场景，供学生在理解剧情的基础

上，熟悉和体味故事发生的典型环境和剧中人物的典型语言，激发学生对人生和命运的感悟，提高他们分析和判断问题的能力。

1.6 POST-READING中的两个训练题，为学生提供了The necklace中的头两

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个场景，要求学生通过上下文了解故事发生的整个过程并且能补写和续写The neck-lace。

1.7 WORD STUDY通过指导学生根据词义完成单词和依据所给语境填充短

语的训练方式，加深和巩固对常用词的理解，提高运用能力。

1.8 GRAMMAR在“语法”这一环节，要通过对比的方式让学生熟悉must,

can/could, may/might表示“可能性”的用法，同时辅之以任务型的练习，巩固学习效果。

1.9 INTEGRATING SKILLS在“综合训练”这一环节，要培养学生综合运用

本单元信息，创造性地编拟故事的能力；写作上要注意铺路搭桥，消除学生的畏惧心理。

总之，希望通过本单元的系统学习，让学生接触话剧艺术、感知语言知识、体验真实生活，不断丰富自己的语言知识，提升综合运用语言的能力。本单元出现的有关话剧的新词比较多，组织教学时应注意采用集中识词的方法，反复训练。

2. 教材重组

2.1从教学要求上分析，WARMING UP 与SPEAK-

ING比较一致，都属于编写故事或短剧并进行表演。可将WARMING UP，SPEAKING和Workbook中Talking 的Part1整合在一起，设计成一节任务型“口语课”。

2.2将LISTENING和Workbook中的LISTENING整合在一起，设计成一节

任务型“听力课”。

2.3可将PRE-READING, READING和POST-READING三个活动整合在一

起，上一节任务型阅读课或课本剧表演课。

2.4可将LANGUAGE STUDY 与Workbook中的PRACTISING整合在一起，

上一节任务型“语法课”。

2.5可将INTEGRATING SKILLS 中Reading 与Writing整合起来，上一节“综

合实践课”。

2.6可将Writing tips与Workbook中Talking中的Part 2和Writing整合起来，

上一节写作课。

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3. 课型设计与课时分配

（经教材分析，根据学情，本单元可以用6课时教完） 1st period Speaking 2nd period Listening

3rd period Reading(课本剧表演课) 4th period Grammar

5th period Integrating skills

6th period Writing IV. 分课时教案

The First Period Speaking

Teaching goals 教学目标 1. Target Language 目标语言 ① 重点词汇和短语

footprint, ladder, mystery, mysterious, scary, dormitory, act out, fall asleep ② 交际用语 Asking for permission

a. Can/Will/Could/Would you ... for me? Will/Can/Could/Would you please ...? May I have ...? I wonder if I could ...

Do you mind if I open the door? b. Yes./Sure./Certainly. Yes, please. Go ahead, please. That’s OK/all right. c. I’m sorry, you can’t. I’m sorry, but ... You’d better not...

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