高中英语必修一unit1+Friendship+grammar26writing+教案.docx

1、高中英语必修一unit1+Friendship+grammar26writing+教案江南中学英语学科教学设计课题Unit 1 Friendship授课人课时安排4课时课型新授课授课时间9.25-9.28课标依据 新课程标准要求“教师要转变在教学中的角色，成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，要引导学生发展自主学习能力，真正成为学习的主体”。本节课的设计就是以此为出发点，同时也以新课标的五大理念为指导。在教学过程中能引导学生通过观察、体验、探究、发挥潜能，形成有效的学习策略，提高自主学习的能力。教材分析 本周教学内容是人教版高一英语必修一第一单元的语法项目直接引语与间接

2、引语的转换，以及写作课。虽然学生在初中阶段已经学过一些相关的内容，但是高一的学生这方面的知识仍然比较薄弱，在教学中要循循善诱，逐步引导。教材要求学生掌握直接引语变间接引语时引导词、人称、时态、状语和语序等方面的变化规律。要求学生在完成教材提供的学习任务基础上，应增加在真实交际中综合运用语言的实践活动，学会在阅读中理解间接引语，学会在写作和口语表达中正确使用直接引语和间接引语。学情分析高一2班的学生课堂积极性总的来说还不错，在课堂回答问题方面积极性较好，个别学生还是缺乏自信，因此提高自信心对提高英语学习水平非常重要。中学生自己应该树立自信是一方面，同时教师也要积极设法帮助中学生树立自信。在提问时

3、，教师应当对英语学习水平较低的学生提供一些帮助，如问题简单些，或给予适当的提示。当学生答对问题时，应该给予表扬，让他产生一种满足感，以增加学生自信心。在课堂纪律方面，少数人自制力较差，但是在老师提醒之下还是可以认真听讲。高一3班的部分同学在课堂上表现得较积极，能够自主回答问题，积极思考，大部分同学英语底子较差。学习方法存在不当之处。通过课堂互动环节，发现学生基础差，所以在教授环节应该采取有效措施，激发学生的学习兴趣.更多的让学生参与到课堂当中，真正做到以学生为本。同时部分学生自制力较差，教师应该培养他们的自主学习能力。其次也要注意课堂纪律.培养学生良好的学习方法。 三维目标知识与能力Get t

4、he students to learn and grasp the rules of Direct Speech and Indirect Speech.过程与方法Get the students to be able to use the rules to express their meanings and retail others correctly.情感态度与价值观1. Get the students not to be afraid of grammar learning.2. Get the students to develop their sense of group c

5、ooperation.教学重难点教学重点Summarize the rules of Direct Speech and Indirect Speech.教学难点Get the students to learn about the special cases in which the tenses shouldnt be changed.教法与学法Discussing, summarizing and practicing 信息技术应用分析知识点学习目标媒体内容与形式使用方式媒体来源语法学习理解应用白板教师播放教师制作单元复习理解应用白板教师播放教师制作作文应用Word 教师引导教师制作教学

6、活动设计师生活动设计意图批注 Period 1 GrammarStep 1 Lead-in 1.Show ss a video about some misunderstandings when using indirect speech. 2.T:In the last lesson, we learned Anne Franks story. Suppose you have a friend Tom and you need to tell the story to him.How do you do? eg:Anne said, “I dont want to set down a s

7、eries of facts in a diary.” Anne said that she didnt want to set down a series of facts in a diary.Step 2 Grammar of Indirect Statements 1.The definition Direct speech:the original speakers exact words are given and are indicated by quotation marks. Indirect speech:the exact meaning of the speakers

8、words is given, but the exact words are not directly quoted. 2.Rules of Statements (1)show egs1)Anne said, “I am lonely.”Anne said that she was lonely.(时态) 2)Anne said, “ I want this book.”Anne said that she wanted that book. （代词） 3)Anne said, “ I dont see Tom today.” Anne said that she didnt see To

9、m that day. （状语） Summary:三变一多原则 (2)Change of tense(with egs)do-didis doing-was doingdid-had donehave done-had donewill do-would dohad done-had doneThree cases(no change):specific pas time, truth and famous saying, the verb in subject clause is do/will doEg: Deng Chao will say, “We are family.” Deng

10、Chao will say that they are family. (3)Change of pron. Summary:一随主，二随宾，第三人称不更新this-that; these-those (4)Change of now-then today-that day tomorrow-the next (following)day next week the next (following)week/month. . . yesterday-the day before last week/month/. . . the week/month/. . . before (5)Do ex

11、ercises通过观看趣味的英语视频，让学生了解在转述别人的话要注意得我问题，以免引起误会。再导入安妮日记的相关内容，引入语法课。呈现直接引语和间接引语的定义，学生结合汉语理解两者的区别。呈现三个例句，总结出第一个变化原则：三变（时态，代词，状语）一多（that）原则，便于学生理解与记忆。呈现时态变化的相关例句，贴近生活，让学生明白时态转换的方式和必要性。并让学生自己归纳时态变化的规律：往后退一步即可。第二个变化：代词变化。通过分析例句总结规律:一随主，二随宾，第三人称不更新. 第三个变化：状语变化。时间状语较多，总结成一个表格，让学生归纳整理。当堂进行练习巩固，检测语法掌握情况，加深理解，提

12、高实际运用能力。当堂检测有效练习Change the sentences into indirect speech 1. “Im going to hide from the Germans, ” Anne said. 2. “I dont know the address of my new home, ” said Anne. 3. “I cannot ask my father because it is not safe to know, ” she said. 4. “I had to pack up my things very quickly, ” the girl said.

13、5. “Why did you choose your diary and old letters? ” Dad asked her. 6.He said, “ I have no idea.” 作业布置Finish the grammar exercises on blackboard板书设计 Direct speech and indirect speechChange of tensedo-didis doing-was doingdid-had donehave done-had donewill do-would dohad done-had done 教学反思语法学习本身具有抽象性

14、，学生在学习时会觉得枯燥或难以理解，特别是直接引语变间接引语中时间状语变化的这部分，很多学生不能理解为什么时间状语要有变化，以及变化后的意思是什么。老师应该多给学生举例说明，设置生活中的场景，适当结合汉语中转述的例子，让学生切身体会如何在日常生活中运用直接引语和间接引语，深化本单元的语法知识，提高口头表达能力。同时在进行练习巩固时，题目要分层次，要有梯度，这样才能让学生在掌握基础语法知识的基础上，进行拔高训练。对于基础较差的学生，适当降低难度。课堂中老师应该强调记笔记习惯的养成，听懂再做笔记，理解记忆，而不是仅仅听老师说完，鼓励他们多动脑思考，这样对学习更有效。教学活动设计师生活动设计意图批注

15、Period 2 GrammarStep1 Review the grammar of statements. (1)tense (2)pron (3)advStep2 Grammar of Indirect Questions T:The same rules apply to indirect questions as to indirect statements. The difference is that a wh-clause is used instead of a that clause. (1)General questions (2)Present egs to ss an

16、d find out diffidence Eg1:He said,Are you interested in English?” -He asked if/ whether I was interested in English. (一般疑问句口诀：去掉引号加whether/if,陈述语气要记住) (3)Special question (4) Observe and summarize Eg3:The teacher asked Tom, “Where do you live?” -The teacher asked Tom where he lived. Eg4:“Where is my

17、 textbook?” she asked. -She asked where her textbook was. (特殊疑问句口诀：直接去引号，陈述莫忘掉,疑问词照抄，助动词丢掉)(5)Do exercises复习陈述句变间接引语的规则，在此基础上进行疑问句变化规则的学习。呈现一般疑问句变为间接引语的例句，让学生观察，归纳出与陈述句变化法则的不同。总结口诀便于记忆。观察例句，找出特殊疑问句变化时与陈述句与一般疑问句变化规则的相同点和不同点。当堂检测有效练习Translate the following sentences into English by using indirect spee

18、ch.1. 汤姆说他2009年就加入了俱乐部。2. 凯特问我晚上能否陪她看电影。3. 老师说熟能生巧。4. 她说等车的时候就把那本书读完了。5.警察询问他前天晚上在公园干了什么。作业布置Finish the grammar part in xinxinxuean板书设计Grammar of Indirect Questions1.General question: 去掉引号加whether/if, 陈述语气要记住2.Special question:直接去引号，陈述莫忘掉, 疑问词照抄，助动词丢掉Similarity:change of tense, pron and adv.Differen

19、ce:教学反思本节课在上节课陈述句变为间接引语的基础上，学习一般疑问句和特殊疑问句变为间接引语的规则。上课前用几分钟带领学生一起回顾陈述句变成间接引语的规则，之后呈现一般疑问句和特殊疑问句变为间接引语的例句，让学生自己观察变化的规则，并归纳和陈述句变化规则的异同点，老师不能全盘讲解，要放手让学生自己去发现规律，教师需进行一定的引导和必要的解释说明，比如什么一般疑问句和特殊疑问句，为什么一般疑问句连接词要用if/whether,而特殊疑问句连接词就用本身的疑问词。尤其是疑问句要变成陈述句语序是很多学生容忽略和疑惑的地方，老师要加强引导，强调什么是陈述句，通过举容易理解特点鲜明的例子加深理解。其次

20、，语法讲完，一定要及时做练习，才能达到检测及巩固的目的。教学活动设计师生活动设计意图批注 Period 3 Review LessonStep1 Deal with ss homework 1.Summarize mistakes of ss (1)confuse in tense (2)confuse in pron (3)the word order of statements 2. Comment on ss homework (1)Alice said,“I want a book.” -Alice said that she wanted a book. (2)Tom said,“I

21、 am playing ping-pang.” -Tom said that he was playing ping-pang. (3)She said,“I will come here tomorrow.” -She said that she would come there the next day. (4)The teacher said,“Do you like animals?” -The teacher asked if/whether I/we liked animals. (5)Our teacher asked me, “Where do you live?” - Our

22、 teacher asked me where I lived. Step 2 Review 1.Personal Pronoun 2.Possessive Pronouns 3.Do exercise课前处理直接引语和间接引语习题，及时反馈学生容易犯错的地方，进行针对性地纠正。同学们的错误集中性地表现在以下几个方面：时态混乱，人称混乱，陈述语气理解不到位。针对作业中大部分同学人称混乱的问题，进行一个补充讲解。通过提问和复述的方式，师生一起共同回忆。通过当堂的练习，巩固学生所学知识。当堂检测有效练习 一. 从括号内选择正确的代词填空1. Your clothes are on the desk

23、.Please put _(they，them，their，theirs) away.2. (We，Us，Our，Ours)_ English teacher is Mrs. Green.We all like _(she，her，hers).3. (I，Me，My，Mine)_ cant get my kite.Could you help _(I，me，my，mine)?4. Tom cant get down from the tree.Can you help _(he，him，his)?5. Her kite is broken. Can _(you，your，yours) mend

24、 it?作业布置 填入正确的人称代词和物主代词1. This isnt her knife. _ is green.2. These are your books，Kate. Put _ in the desk，please.3. They want a football. Give _ the green one，please.4. _ is a boy. _ name is Mike. Mikes friends like _ very much.5. My father and mother are teachers. _ are busy.6.You are a pupil. Is _

25、 brother a pupil, too?7. Mary works in a book store. _likes _work very much.8. John and I are in the same school. _go to school together.9. She is a friend of _ . We knew each other two years ago.10. I have many friends. Some of _are good at English.板书设计Review Lesson1.Personal Pronoun2.Possessive Pr

26、onouns教学反思 此次教学内容是针对学生基础较差，英语学习存在很多问题的学生，同时也能巩固他们之前学的语法知识。在学习直接引语和间接英语中发现学生分不清时态，更不知道各种时态的意义和用法，还有人称代词和物主代词等知识，所以给他们再次讲解，主要是通过呈现知识点再通过做练习的方式巩固课堂所学内容。在这一过程中，发现只要从基础讲起，很多人还是能够理解的，这样需要他们课后抓紧时间学习。高中课程内容必须要完成，所以老师要把握好教学节奏，要为高考做准备，而不能一味从基础抓起。那么就需要我们老师找到更合适的方式实施教学。教学活动设计师生活动设计意图批注Period 4 writingStep1 Pre-

27、writing1.How to write a suggestion letter ThispartaskstheSstowritetheiradvicetoXiaodong.First,lettheSstodiscusshowtowritealettertooffersomeadvicewiththeirpartners.Second,teachershowstheinstructionsonhowtowriteaproposalletteronthescreen.Third,asktheSstoreadtheletteronPage7.AskthemtodiscusswhatXiaodon

28、gsproblemisandwhatisthesolutiontheycanofferingroupsof4,withthehelpofthepointsgivenonthebooks.Fourth,givethemtenminutestowritetheletter.Atlast,asksomeoftheSstoreadtheirlettersfortheclasswhiletheteacher givessomecomments.2.useful structures (1)Beginning I am sorry you are having trouble in . (2)Body F

29、irst/In the first place,why not.? Secondly, you should/can Thirdly,it would be a good idea if .(3)Ending Lets keep in touch. I do hope to hear good news from you.Step2 While-writing T:TodayweregoingtowriteyouradvicetoXiaodongasaneditor.Doyouknowhowtowriteaproposalletter?Now,letshaveadiscussiononitwithyourpartners.Ssaretalkingabouthowtowriteaproposalletter.T:Whodliketoanswerthisquestion?S1:Theproblemshou