最新人教版新课标版高一英语必修1Unit4说课教案名师优秀教案.docx
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最新人教版新课标版高一英语必修1Unit4说课教案名师优秀教案
人教版新课标版高一英语必修1Unit4说课教案
新教材高一英语Unit4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;KingTut;//roar;
fright;crack;//bookworm;couchpotato;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:
getonone'sfeet;treeaftertree
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,carefulreading,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getonone'sfeet,pull
oneself,treeaftertreeetc.
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.
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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"P---T---P"自主学习立体模
式:
(Pre-task----Task-cycle----Post-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.
PeriodIwarmingupandlistening
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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HankStram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.
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教学设计
A.Warmingup:
Task1Matchingcompetition(groupwork)
ColumnAColumnB
1,FuJianProvincea,acartoonmaker
2,SanFranciscob,theelectriclamp
3,AlexanderBellc,thefirsttelephone
4,ThomasEdisond,earthquake
5,AlbertEinsteine,typhoon
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6,WaltDisneyf,theTheoryofRelativity
Question:
Whydoyouthinkso
Task2:
Lookingatthefollowingpictures,findouttheanswersto
thequestions:
1)Doyouknowwhoorwhattheyare
2)Whatmadethemunforgettable
3)Canyoudescribeeachpictureusingonesentence(withthehelp
ofthewordsunderthepicture)
Task3:
LetthestudentsdescribeeachpicturewithAttributive
Clause.
eg:
ZhangHengisthemanwhomadetheearliestseismographin132.
B.Pre-listening
Task1:
Beforelistening,lettheSsguessthepossibleanswerstothefollowingquestionsaccordingtothesituation:
(groupwork)
1)Whendidtheearthquakehappen
2)Wherewasthemandrivingwhenithappen
3)Whatwashegoingtodo
Listening(Part1):
Task2:
Listeningtothetapetogetthecorrectanswerstotheabove
questions.(forthefirsttime)
Task3:
Listeningtothetapetoputthefollowingintotheright
order.
()1.Istoppedthecarandatthesametimetheroadfellontothe
carsinfrontofme.
()2.IwashungrysoIstartedtoeatone.()3.Isawthecarsinfrontofmestarttomovefromsidetoside.()4.IhadfinishedworkandthengonetothePostOffice.
()5.Isloweddown,thenmycarstartedtoshake.()6.Istoppedoffatashopinordertogetsomefreshfruit.
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()7.Idroveevenslower,thentheroadabovestartedtofalldown.Task4:
LettingtheSslistentothetapeagain,thentrytoretell
thestorysimply,usingtheirownwords.
Task5:
Discussion(Groupwork)
WhatwouldhappentoHankStramfinally
Listening(Part2)
Task1:
Listeningtothesecondparttochoosethebestchoices(for
thefirsttime)
1.Whichpartofhisbodyhurtbadly(C)
A.Thebottompartsofhislegs
B.Thebottompartsofhishands.
C.Thebottompartsofhislegsandfeet.
2.Whatcouldhehearbelowhim(B)
A.NothingB.ShoutsandnoiseC.Thenoiseofcars
3.Howlonghadhebeeninthecar(A)
B.40hoursC.4hoursA.14hours
Task2:
Listeningtothetapeagaintowritethewordsinthespaces.
1.I________myselfinthedark.
2.ThenIrememberedwhat______.
3.ItwascleartomenowthatI______inanearthquake.
4.ThenI________people________towardsme.5.Ateamofpeople______toseeifanyone_____underthebroken
road.
C.Post-listening:
Task3:
Discussion
Whatmadehimsurviveinsuchaterribleaccident
Period2Speaking
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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
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对话等手段来巩固定语从句中指人的关系代词whoorwhose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.
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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whoorwhose的用法.
Activity1.Revision
Task:
TalkingaboutHankStramandhisunforgettableexperience.
AsksomeSssomequestionsaboutHankStramandhisunforgettable
experiencefirst,thenwritedowntwosentencesontheBb:
1.AmanwhosenamewasHankStramwascaughtintheearthquakeon
October17th,1989inSanFrancisco.
2.HankStramwasaluckymanwhowasrescuedafterhehadbeenin
hiscarfor14hours.
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whoorwhose
的用法.
Activity2ChainGames(Groupwork)
Task:
IntroductionGuess
AstheSsdon'tknoweachotherverywellinthesameclasswhenlearningthisunit,letoneofthegroupintroduceothersinhisgrouptolettheothergroupstoguess,theintroductionmustbeasentence,
usingtheAttributiveClause-whoorwhose
(GameRule:
Eachintroductionwillonlybeguessedonce,ifnoonegettheanswer,theintroducershoulddeclarethestudent'sname.)
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.
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Activity1.Describingthepictures(groupwork)Task1:
Describingthepicturesinthebook----Pictrue1,Picture5,Picture6,Picture3(groupleadersreport,usingwhoorwhose)Task2:
Describingsomepicturesaboutthenaturaldisasters,such
asFire,Earthquake,TyphoonandFlood.
(Intask1,afterthestudentfinishtalkingaboutPicture3----
Betty'sparentshavebeenmarriedformorethan25yearswholiveinNew
York,theirhobbyiswatchingTV.TheteacherasktheSs:
"Doyouwant
toknowwhattheyliketowatchbest"Thenpresentthepicturesabout
thenaturaldisasters.)
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.
Activity2.Creatingdialogues(pairwork)Task:
Eachpairchoosetwoofthepicturesandcreatetheirown
dialogues.
(usingatleastoneAttributiveClause)
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.
Activity3.Enjoyingthevideo
Thisvideoisaboutthemostterribledisasterthisyear----SARS,somedoctorsaretreatingpatients,strugglingagainstSARS)Task1:
Toenjoythevideo,findingoutsomethingthatmovedyou
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.Task2:
Interviewing---groupwork(supposeoneisthedoctor,the
othersaregoingtointerviewhim)
Purpose:
1,能用英语进行语言实践活动.
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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:
Actoutdialogues
Period3&4Reading
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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:
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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,dr
ag,struggle,flow,strike,etc.
2,理解定语从句,如:
1)Beforeshecouldmove,sheheardagreatnoise,whichgrewtoa
terribleroar.
2)ShelookedatJeffwhowavedhisarms.3)Thereshesawbigmassofwaterthatwasquicklyadvancingtowards
her.
4)Flora,whosebeautifulhairanddresswereallcoldandwet,
startedcrying.
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.
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教学设计
A.Warmingup:
Task1:
Talkingaboutnaturaldisasters
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1.WhatnaturaldisastersdidyoutalkaboutyesterdayDoyouknow
someothers
2.HaveyoueverexperiencedoneofthesedisastersCanyoudescribe
whatitwaslikeandhowyoufelt
B.Pre-reading
Task2:
Lookingandguessing:
1.Whatcanyouseeinthepicture
2.Whathappenedtothemfinally
3.Whatwordswillyouusetodescribethisdisaster
C.Fastreading
Questions:
1.WhatnaturaldisasterdidFloraandJeffsuffered
(Flood)
2.Whatrescuedthem(Chimney)
D.Carefulreading
Task3:
Dividingthewholepassageaccordingtothechangeofthe
places.
Para1:
Inthegarden
Para2:
Onthewaytothehouse
Para3:
Insidethehouse
Task4:
Imagination
Question1:
Whatwasthehouselike(B)
A,aflatB,ahousewithtwofloors
Question2:
WhatwordssupportyourideaTask5:
Readingforthesecondtimeandfinishthefollowingdiagram
places
flood
reaction
feelings
Task6Imagingtheendofthestory
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E.Practiceforunderstandingandwordstudy
F.Consolidation
Task7,Retellingthestoryaccordingtothediagram:
Postreading
Task:
Discussion.
1,WillthedisasterchangeFloraandJeff'slifeHow
Expandedreading:
TheDayThatChangedMyGenerationReadthematerialanddosomeexercises.
Homework:
写阅读笔记
阅读格式卡
Date:
Unit()
Lesson()
Generalidea:
Contents:
Comment:
板书设计
Unit4Unforgettableexperiences
places
flood
reaction
feeling
first
inthegarden
roar,advance
wave,shoutrun
surprised
puzzled
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next
onthewaytothehousesweep,swallow,flow
seize,drag,godown,open,
pull,lookinto,hold,struggle
frightened
then
insidethehouse
strike
moveup
destroy
climb,cry
hopeful
Finally:
FVIFSEIZEM
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW
FVIFSEIZEM
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
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