长丰县实验高中20162017学年第一学期高一年级英语学科备 课 教 案 备课教师： 陶爱民 李庆友 孙巧丽ContentThemeUnit4 Lesson2 WebsitesInnovationTeaching objectives(1) To practise extensive and intensive listening skills. (2)To find information from a website. (3)To focus on prominently stressed words as an aid to understanding?(4) To practise making plans and suggestions over the telephone. Difficulty and ImportanceStudents may panic when faced with the listening task (Exercise 3). If it is helpful, play the cassette several times and pause the tape after each question to give students time to answer. Teaching aidsDictionary、computer and cassetteTeaching proceduresListening Before you start Exercise 1 Students work in pairs, asking and answering the questions. Have some of the pairs then report back to the class. Exercise 2 Students read through the questions and note down what they think are the answers. Listen to learn Exercise 3 Useful vocabulary: military, nuclear war, network. Do not pre-teach these words. Students will probably be able to guess the meanings from the context. After students have checked their answers to the exercise, you can play the tape again for more intensive comprehension and check the meaning of these words at that stage. Play the tape two or three times if necessary, pausing for students to mark their answers. Answers a 3 b 1 c 6 d 2 e 5 f 4 Tape script Presenter: Welcome to “Future Now”. Today we are going to discuss the Internet with Dr Jennifer May from Manchester University. Dr May, how did the Internet begin? Dr May: Well, its strange but the Internet was started by the military. In the 1960s the Pentagon were worried about communications after a nuclear war. And in 1969 they thought of linking computers into a network so that if one part of the network was destroyed, other parts could continue working. Presenter: And then scientists started to use the network, right? Dr May: Yes, people in universities all over the world began to use the network to share ideas. They used it for work and for fun. In the 1980s, people started calling it the Internet. Presenter: Then it was in the mid-1990s that the Internet really began to grow fast. Dr May: Yes, now the Internet is important for entertainment, email, playing games and getting information. After checking the answers, play the tape again, pausing to check new vocabulary and to ask more detailed comprehension questions, e.g. What worried the Pentagon in the 1960s? What did people in universities use the network for? Exercise 4 The new words on the website pages, e. g. archaeological sites, boutique, mind blowing, etc. are not meant to be taught. When students have completed the exercise, see if they can guess the meaning of these words. Students work in pairs, matching the uses in the list with the website texts. Answers 1 a 2 b 3 a 4 b Exercise 5 Read the rubric with the class. Elicit which text the people are probably looking at (number 3, the one about Brighton). Students then look at the Internet page and listen for the one item of information (which thing the two people decide to do).Exercise 6 Students read the phrases and look at the telephone conversation in the Function File. Ask them to guess some of the missing phrases in the dialogue. Students then listen to the tape and complete the dialogue. Answers 1 973273 2 This is 3 please 4 hang on 5 are you up to 6 Sorry 7 Why dont we 8 Do you fancy 9 Would you like 10 I cant 11 Id love to 12 Id better 13 Lets 14 See you When students have checked their answers, have them read the sentences aloud. Pronunciation Exercise 7 Read the Strategies box with the class. Ask students if the same strategies apply in their own language (e.g. when listening to announcements at stations or airports, when listening to TV or radio, when listening to someone telling them about their holiday). Students listen to the seven sentences on the cassette. Pause after each sentence for students to identify the stressed words. Then play the cassette for students to repeat the sentences. Answers and tape script The stressed words are underlined. 1 Hello, Mrs Turner. This is Mandy. 2 What are you up to this weekend? 3 Oh good. Why dont we go on Saturday morning? 4 Well, I cant mm Ive got a music lesson on Saturday morning. 5 Do you fancy doing something on Friday night? 6 Well, Id better go now. 7 Lets meet at 6:30, outside the cinema. Speaking Exercise 8 If you have information about what is happening in your area the following week or weekend, bring it so that students can include it in the things they would like to do. Read through the examples with the class and elicit more things to do. Each student makes notes of what he/she would like to do from Friday afternoon to Sunday afternoon. Exercise 9 Before students do the