高中英语新教材Unit 4教案.docx

1、高中英语新教材Unit 4教案高中英语新教材Unit 4教案高一新教材温州市说课组：鲍艳华吴爱武朱婷婷 郑允贤指导师：郑秋秋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：adva

2、nce; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。词组：get on ones 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,

3、 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 ones feet, pull oneself, tree after tree etc. 2. 用关系代词who, that, wh

4、om, 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“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

5、）、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 、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

6、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、教学设计A. Warming up : Task 1 Matching competition (group work) Column A Column B1、 Fu Jian Province a、a cartoon maker2、 San Francisco b、the electric lamp3、 Alexander Bell c、the first telephone4、 Thomas Edison d、earthquake5、 Albert Einstein e、typhoon6、 Walt Disney f、the Theory

7、 of RelativityQuestion: 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:

8、 Let the students describe each picture with Attributive Clause.eg: Zhang Heng is the man who made the earliest seismograph in 132. B. Pre-listeningTask: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)1) When did the earthq

9、uake 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 a

10、nd 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

11、 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

12、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 legsB. The bottom parts of his hands.C. The bottom parts of his legs and feet.2. What could he hear below him?( B )A. Noth

13、ing B. Shouts and noise C. The noise of cars3. 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

14、_ people_ towards me.5. A team of people_ to see if anyone _ under the broken road. C. Post-listening:Task 3: DiscussionWhat made him survive in such a terrible accident? Period 2 Speaking、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

15、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、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

16、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: 、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 2

17、Chain Games (Group work)Task: Introduction Guess As the Ss dont 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 Clausewho or whose(Game

18、 Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the students 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

19、book-Pictrue1、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- Bettys parents have been married for more than

20、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: 、培养学生积极用英语进行交流和沟通,发挥合作精神。、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: Ea

21、ch pair choose two of the pictures and create their own dialogues.（using at least one Attributive Clause） Purpose:、培养学生善于利用各种机会用英语进行真实交际。、增强学生的自信心，丰富想象力和独到的见解。、了解英语国家与中国的生活方式的不同。Activity 3. Enjoying the videoThis video is about the most terrible disaster this year-SARS, some doctors are treating pat

22、ients, 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

23、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 dialoguesPeriod 3 &4 Reading、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：、教学目标： 1、理解和掌握一些新词汇如：roar、mass、fright、r

24、ack、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 b

25、eautiful 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。 、 教学设计A. Warming up:Task 1：Talking about natural disasters1. What natural disasters did you talk about yesterday? Do you know some others? 2. Ha

26、ve you ever experienced one of these disasters? Can you describe what it was like and how you felt?B. Pre-readingTask 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 readingQuestions：1.What natu

27、ral 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 gardenPara2：On the way to the housePara3：Inside the houseTask 4: ImaginationQuestion 1：What was the house like? (

28、 B )A、a flat B、a house with two floorsQuestion 2：What words support your idea?Task 5 :Reading for the second time and finish the following diagramplacesfloodreactionfeelings Task 6 Imaging the end of the storyE. Practice for understanding and word studyF. ConsolidationTask 7、Retelling the story acco

29、rding to the diagram:Post reading Task : Discussion.1、 Will the disaster change Flora and Jeffs 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 ex

30、periencesplacesfloodreactionfeelingfirstin the gardenroar, advancewave, shout runsurprisedpuzzlednexton the way to the housesweep, swallow, flowseize, drag ,go down, open, pull ,look into, hold, strugglefrightenedtheninside the housestrikemove updestroyclimb, cryhopefulFinally: Period 5 Language study & Grammar(half period)I、教学设计Task 1.WordpuzzleI.Findouttenwordsthatdescribethefloodandfightingagainstthefloodinthepuzzle.Oneof themhasbeenfoundout. Task 2.WordsindifferentsituationsWordstudyabout“advance”and“strike”(individualwork)Judgethedifferentmeaningsof“advance”or