新教材高一英语 Unit 4 说课教案 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 bookPictrue1,Picture5, Picture6, 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 Para2:On the way to the house Para3: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: Comment: 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
  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) Judge the different meanings of "advance" or "strike" in the following sentences:
  1.The hunter advanced toward the bear carefully.
  2.A month has passed but the project has not advanced.
  3.He worked so well that his boss advanced him to a higher position.
  4.The date of the meeting was advanced from June 10 to June
  5.The boy struck the pig with a stick.
  6.The workers were striking for highe


人教版 新课标版 高一英语 必修1 Unit 4说课教案

   淘范文网 www.taofanwen.com 淘教案网 www.taojiaoan.com 百万教学资源,完全免费! 新教材高一英语 Unit 4 说课教案 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; f ...


   Module 1 Unit 1 School life Class Name 一、单词拼写: 1. E comes from practice. 2. No one can a anything without any effort. 3. He is just an a student. 4. You can get tickets for f this evening. 5. I don’t have any (额外的)money. 6. The teacher (赞同)of what ...

剑桥商务英语》授课教案Unit 4

   大家学习网 Unit 4(a) Telephoning I. Teaching Objectives: i. To practise telephoning language (including leavinf and taking messages) ii. To practise listening for gist and specific information II. Materials needed: Cassette Pass Cambridge BEC Prelimina ...

牛津小学英语4B Unit 4 Buying fruit第一课时公开课教案

   牛津小学英语 4B Unit 4 Buying fruit 第一课时公开课教案 教材简析: 本 单 元 的 核 心 教 学 内 容 是 “ 认 物 ” , 主 要 学 习 句 子 What are 教学中教师可以 these/those?They’re …4A 已经出现 What’s this/that?It’s …句型。 采用已旧带新的方法,从单数句式引出复数句式,还可以通过复数形式比较找出 它们之间的区别。 本单元出现了八个水果类单词,除 grapes 这个水果单词是第一次出现以外,其 ...

高一英语必修二Unit 3

   Module 3 Music 课后习题 一.根据首字母或提示完成单词 1. Yang Lan hosts a TV program with an aof 12 million. 2. The teacher found Tom had a (天赋) for painting. 3. Which musical (乐器) are used in pop and rock music? 4. Ann likes rock music and dancing. She hates (古典) mu ...

当代大学英语Unit 1教案

   Unit 1 Study skills 1. 1. 1) 2) 3) Objectives Skills: reading: reading for gist, detail, and inference; notes; translation writing: writing good paragraphs learning: how to make notes: using numbers, letters and abbreviations; solutions to common s ...


   大家学习网 Introduction I. The Cambridge Business English Certificate (BEC) is an international Business English examination, which offers a language qualification for learners who use, or will need to use, English for their work. Recognition of BEC is ...


   大家学习网 Unit2(a) Company history I. Teaching Objectives: i. To enable Ss to describe companies and their histories ii. To practise reading for specific information iii. To review the past simple and prepositions of time II. Materials needed: Cards- 8 ...


   3eud 教育网 http://www.3edu.net 百万教学资源,完全免费,无须注册,天天更新! Unit5 Language Goal: Talk about what people are doing. Teaching Aims: The present Progressive Key Points: Is he reading Difficult points: ? Yes, he is. /No, he isn't. (结构式: I'm watching TV. T: Whe ...


   Vedio interviewer: Yang Lan Interviewee: Hillary Lu Yu Page 皈 1 Unit 4 Making the news Period Two: Reading ‘Unforgettable’, says new journalist MY FIRST WORK ASSIGNMENT 单击添加署名或公司信息 Revision: Generally speaking, if you want to be a good news reporte ...



   全国商务英语研究会推荐教材 全新系列扩展 全新资源配套 新编商务英语系列教材 高等教育出版社(集团) 高等教育出版社(集团)外语出版中心上海分社 教材整体特点: " 理论体系严密,夯实基础知识。 " 语言与商务知识的培养并举,更加突出听 说能力的培养。 " 系列完整,品种涉及多种语言能力配有教 师参考书和多套教辅,更方便教与学。 " 最新多媒体和教学资源配套。 新编商务英语精读(1 新编商务英语精读(1~4册) " 全套书共分4册,供2个学年4个学期使用。 全套书共分4册,供2个学年4 ...


   美国式英语口语: 美国式英语口语: 简短美式口语 God works. 上帝的安排。 Not so bad. 不错。 No way! 不可能! Don't flatter me. 过奖了。 Hope so. 希望如此。 Go down to business. 言归正传。 I'm not going. 我不去了。 Does it serve your purpose? 对你有用吗? I don't care. 我不在乎。 None of my business. 不关我事。 It doesn ...


   其他未覆盖热点词汇 其他未覆盖热点词汇 亲爱的同学们:你们好! 经历了基本词汇、 过渡词汇的积累以及课堂部分热点词汇的学习, 我相信大家的词汇量 都有了一定程度的扩大。 以下是我们课堂没有讲到的热点词汇, 请大家结合组词和例句认真 理解其真实含义和正确用法。 A abound vi. (物产)丰富,大量存在 Natural resources ~ in our country. 我国自然资源丰富。 He ~s in creativity. 他很有创造性。 This river ~s with ...


   英语语法练习?介词练习 英语语法练习 介词练习 介词练习: 介词练习: I. Decide which one of the four choices given is most suitable to complete the sentence: 1. Jerry is very generous (at, on, with) his money. 2. Please don’t get mad (on, to, at, against) me. I was only trying to ...


   浅谈如何提高高中学生英语阅读能力 高中学生的英语阅读能力与其词汇量、文化背景知识和 阅读策略等密切相关。选择适当的阅读策略对提高学生的阅 读速度、阅读效率和总的阅读能力十分重要,而一个教师的 阅读教学方法又直接影响着学生对阅读策略的掌握和运用。 笔者就如何增强高中学生英语阅读能力这一问题,从英 语阅读模式、高中英语阅读教学现状和改进高中英语阅读教 学的途径几个方面探讨英语阅读教学中教与学之间的关系, 旨在研究如何有效地帮助学生了解、掌握并运用阅读策略, 提高学生的英语阅读能力。 一、英语阅读 ...