一.教学目标 理论依据: 《新课程标准》 (实验稿) 根据《新课程标准》 (实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一 学生实际和教材内容,我们把本单元的教学目标 定为:
  1) 语言知识: 单词:理解、内化、运用以下生词:seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent 等,扫除听读障碍,重点掌握一些传神 动词:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle 等。 词组:get on one’s feet; tree after tree 语法:复习和运用定语从句用于描述人、物及事件。
  2) 语言技能: 听:听懂一个关于不幸经历的小故事,抓住时间、地点、人物、发生的事件 说:能用得体语言描述人、物、事件,并且有一定的逻辑。 读:Scanning, skimming, careful reading, generalization; inference 等阅读微技能训练。 写: 能运用 First, Next, Then, Finally 简要且富有逻辑地描写自己的一次难忘经历。
  3) 学习策略:学生一定程度形成自主学习,有效交际、信息处理、英语思维能力。
  4) 情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功 与喜悦,以及培养合作精神、互助精神。 二.教学重点和难点: 重点:
  1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on one’s feet, pull oneself, tree after tree etc.
  2. 用关系代词 who, that, whom, whose 等引导的定语从句 .
  3. 用副词 first, next, then, finally 来描述一场难忘的经历. 难点: 能用得体的英语表达自己,描述过去的难忘经历。 三. 教学方法 根据我们几年来二语习得论、 “整体语言教学”的理论和实践,以及当前教学改革,课程改 革等先进理念,为达成上述教学目标 ,运用任务型教学途径,我们英语课堂设计采取 “PTP”自主学习立体模式: (Pre-taskTask-cyclePost-task) 。 四. 教学安排 根据学生学习英语的特点和规律, 学习阶段的侧重点以及高一学生的发展, 我们把本单元划 分为 6 课时:听力、口语、阅读(2 课时) 、语言(
  0.5 课时) 、写作、评价(
  0.5 课时) 。下 面请看我们的课堂教学设计。 Period I warming up and listening Ⅰ、教材内容及教学目标 本课处于本单元的第一课时,主要训练和提高学生‘听’的技能,它的掌握有利于以下几课的 ‘说’‘读’和‘写’的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成, 、 主要讲述 Hank Stram 在地震前所做、地震中所见、所闻和所感的令人难忘的经历。通过完 成练习,学生能抓住所听语段中的关键词、理解话语之间的逻辑关系、听懂故事、理解其中 主要人物和事件以及他们之间的关系等。而且学生能掌握较好的听力方法,如积极预测、注 意抓关键词、善于跳跃难点、学会做笔记等等。通过本课学习学生能复习定语从句以及学会 正确使用指人或物的关系代词. Ⅱ、教学设计 A. Warming up : Task 1 Matching competition (group work)
Column A Column B
  1、 Fu Jian Province a、a cartoon maker
  2、 San Francisco b、the electric lamp
  3、 Alexander Bell c、the first telephone
  4、 Thomas Edison d、earthquake
  5、 Albert Einstein e、typhoon
  6、 Walt Disney f、the Theory of Relativity Question: Why do you think so ? Task2: Looking at the following pictures, find out the answers to the questions:
  1) Do you know who or what they are ?
  2) What made them unforgettable?
  3) Can you describe each picture using one sentence( with the help of the words under the picture) Task 3: Let the students describe each picture with Attributive Clause. eg: Zhang Heng is the man who made the earliest seismograph in 1
  32. B. Pre-listening Task1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)
  1) When did the earthquake happen?
  2) Where was the man driving when it happen?
  3) What was he going to do? Listening(Part
  1): Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time) Task 3: Listening to the tape to put the following into the right order. ( )
  1. I stopped the car and at the same time the road fell onto the cars in front of me. ( )
  2. I was hungry so I started to eat one. ( )
  3. I saw the cars in front of me start to move from side to side. ( )
  4. I had finished work and then gone to the Post Office. ( )
  5. I slowed down ,then my car started to shake. ( )
  6. I stopped off at a shop in order to get some fresh fruit. ( )
  7. I drove even slower, then the road above started to fall down. Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words. Task 5 : Discussion (Group work) What would happen to Hank Stram finally? Listening (Part
  2) Task1: Listening to the second part to choose the best choices(for the first time)
  1. Which part of his body hurt badly?( C ) A. The bottom parts of his legs B. The bottom parts of his hands. C. The bottom parts of his legs and feet.
  2. What could he hear below him?( B ) A. Nothing B. Shouts and noise C. The noise of cars
  3. How long had he been in the car?( A) A.14 hours B. 40 hours C.4 hours
Task 2: Listening to the tape again to write the words in the spaces.
  1. I myself in the dark.
  2. Then I remembered what.
  3. It was clear to me now that I in an earthquake.
  4. Then I people towards me.
  5. A team of people to see if anyone under the broken road. C. Post-listening: Task 3: Discussion What made him survive in such a terrible accident? Period 2 Speaking Ⅰ、教材内容及教学目标 本课着重培养学生‘说’的技能, 通过复习、学生自我介绍、解说图片、自编对话等手段来 巩固定语从句中指人的关系代词 who or whose 的用法,达到能有条理地描述个人体验和表 达个人的见解和想象、能传递信息并就熟悉的话题表达看法、能用英语进行语言实践活动。 它的掌握是一个很好的过渡阶段―――进入‘读’和‘写’的技能训练. Ⅱ、教学设计 Pre-task: 活跃学生用英语交流的思维, 通过复习引出本课的重点定语从句中指人的关系 代词 who or whose 的用法 。 Activity
  1. Revision Task: Talking about Hank Stram and his unforgettable experience. Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:
  1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.
  2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours. Purpose: 1、活跃学生用英语交流的思维。 2、通过复习引出本课的重点定语从句中指人的关系代词 who or whose 的用法 。 Activity 2 Chain Games (Group work) Task: Introduction Guess As the Ss don’t know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause?who or whose (Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student’s name.) Purpose:
  1、用游戏的形式能刺激学生用英语进行语言实践活动。
  2、活跃课堂气氛,真正发挥学生的主体作用。 Task-cycle: 通过看图说话,学会正确使用定语从句。 Activity
  1. Describing the pictures ( group work) Task1: Describing the pictures in the bookPictrue
  1、Picture
  5、 Picture
  6、 Picture3 ( group leaders report, using who or whose) Task 2: Describing some pictures about the natural disasters, such as Fire、Earthquake、Typhoon and Flood. ( In task 1, after the student finish talking about Picture 3 Betty’s parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss :
“Do you want to know what they like to watch best?” Then present the pictures about the natural disasters. ) Purpose: 1、培养学生积极用英语进行交流和沟通,发挥合作精神。 2、培养学生看图说话的能力,从而提高‘说’的技能。 Activity
  2. Creating dialogues (pair work) Task: Each pair choose two of the pictures and create their own dialogues. (using at least one Attributive Clause) Purpose: 1、培养学生善于利用各种机会用英语进行真实交际。 2、增强学生的自信心,丰富想象力和独到的见解。 3、了解英语国家与中国的生活方式的不同。 Activity
  3. Enjoying the video This video is about the most terrible disaster this yearSARS, some doctors are treating patients, struggling against SARS) Task 1: To enjoy the video, finding out something that moved you deeply. Purpose:
  1、能传递信息并就熟悉的话题表达看法
  2、能有条理地表达个人的见解和想象, 从而提高‘说’的技能. Task 2: Interviewing group work( suppose one is the doctor, the others are going to interview him) Purpose:
  1、能用英语进行语言实践活动。
  2、能用恰当的方式在特定场合中表达观点,从而使‘说’的技能的训练进一步提升。 Post-task: 评价学生课堂表现,学生表演对话 Activity : Act out dialogues Period 3 &4 Reading Ⅰ、教材内容 这是新教材高一上第 4 单元的阅读课型。 本课围绕难忘的经历这一主题, 描写洪水来临时的 凶猛及 Jeff 与 Flora 在这次经历中的体验。本课词汇量大,尤其在描写发洪水时,文章运用 大量的动词及一些原汁原味的表达。 另外文章中还出现许多定语从句, 定语从句是本单元的 语法重点。根据新课程标准及高一学生的知识、语言能力水平,我们制定以下教学目标 : Ⅱ、教学目标 :
  1、理解和掌握一些新词汇如:roar、mass、fright、rack、boom、advance、seize、destroy、 sweep、swallow、drag、struggle、flow、strike,etc.
  2、 理解定语从句,如:
  1) Before she could move, she heard a great noise, which grew to a terrible roar.
  2) She looked at Jeff who waved his arms.
  3) There she saw big mass of water that was quickly advancing towards her.
  4) Flora, whose beautiful hair and dress were all cold and wet, started crying. 尤其是 whose 引导的定语从句及间隔性定语从句。
  3、学生在一定程度上提高阅读微技能和用英语思维、推理、判断的能力。
  4、能用 First、Next、Then、Finally 来口头陈述事件。 Ⅲ、 教学设计 A. Warming up: Task
  1:Talking about natural disasters
  1. What natural disasters did you talk about yesterday? Do you know some others?
  2. Have you ever experienced one of these disasters? Can you describe what it was like and how
you felt? B. Pre-reading Task 2: Looking and guessing:
  1. What can you see in the picture?
  2. What happened to them finally?
  3. What words will you use to describe this disaster? C. Fast reading Questions:
  1.What natural disaster did Flora and Jeff suffered? (Flood)
  2. What rescued them? (Chimney) D. Careful reading Task 3: Dividing the whole passage according to the change of the places. Para
  1:In the garden Para
  2:On the way to the house Para
  3:Inside the house Task 4: Imagination Question
  1:What was the house like? ( B ) A、a flat B、a house with two floors Question
  2:What words support your idea? Task 5 :Reading for the second time and finish the following diagram
places flood reaction feelings Task 6 Imaging the end of the story E. Practice for understanding and word study F. Consolidation Task
  7、Retelling the story according to the diagram: Post reading Task : Discussion.
  1、 Will the disaster change Flora and Jeff’s life? How? Expanded reading: The Day That Changed My Generation Read the material and do some exercises. Homework: 写阅读笔记 阅读格式卡 Date: Unit ( ) Lesson( ) General idea: Contents:
Comme(本文来自第一范文网 http://www.diyifanwen.com,转载请保留此标记。 )nt: 板书设计 Unit 4 Unforgettable experiences places flood reaction feeling first in the garden roar, advance wave, shout run surprised puzzled next on the way to the house sweep, swallow, flow seize, drag , go down, open, pull ,look into, hold, struggle frightened then inside the house strike move up destroy climb, cry hopeful Finally: FVIFSEIZEM OFYKHNGYOJ HIDRAGDPTX YFENKICUBS TSSIEBFLOW ASTRUGGLEA KERRABNVQL JZOFIHYNPL BXYZOKCGTO ADVANCEFIW FVIFSEIZEM OFYKHNGYOJ HIDRAGDPTX YFENKICUBS TSSIEBFLOW
ASTRUGGLEA KERRABNVQL JZOFIHYNPL BXYZOKCGTO ADVANCEFIW FVIFSEIZEM OFYKHNGYOJ HIDRAGDPTX YFENKICUBS TSSIEBFLOW ASTRUGGLEA KERRABNVQL JZOFIHYNPL BXYZOKCGTO ADVANCEFIW Period 5 Language study & Grammar(half period) I、教学设计 Task
  1. Word puzzle I. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out. Task
  2. Words in different situations Word study about “advance” and “strike” (individual work) Jud
 

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