高中英语必修一教案unit1

小思 2024-09-18 20

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摘要： 高中英语必修一unit1教案英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演...

高中英语必修一unit1教案

英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。接下来是我为大家整理的高中英语教案设计，希望大家喜欢!

高中英语教案设计一

《Unit 1 Art》

教学准备

教学目标

1. 知识与技能目标

(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

2. 过程与方法目标

(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

3. 情感、态度、价值观目标

通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

教学重难点

教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

教学过程

(一)展示学习目标与小组评价规则

(二)“导入”

展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。

(三) Fast reading

快速扫读课文

(四)Detailed Reading: 详细阅读

(五)Challenge your speaking(口语能力提升)

提供参考词汇： Welcome to …

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英语写作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)

杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)

kite 风筝 wood-print new year pictures木板年画 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观

(七)成果展示

个别学生优秀作文展示

(黑板展示)

展示作文评分细则

教师点评

课后习题

测评练习

测评一：

从文中找出相对应的短语和句子。(预习测评)

1.宁愿做…

2.对…偏爱

3.值得一去

4.吸引

5.在于

6.不仅仅是

7.向…引进(介绍)

8.生活方式

9.贮存于

10. 入场费(门票)

11. 一个…的收藏

12.每两年

13.健在的艺术家

14.亨利.克莱.弗利克是纽约的一位富豪，于1919年去世，把他的房子、家具和艺术收藏品全部留给了美国人民。

15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。

16. 馆内没有永久展出，展品都是随时更换的。

测评二

Writing (写作测评)

Write an advertisement to introduce one of the museums in Weifang. within80 words

高中英语教案设计二

《Unit 3 Travel journal》

教学准备

教学目标

知识目标:

复习两个阅读技能---scanning, skimming;

学习本单元的部分生词。

能力目标:

能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。

情感目标:

学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;

学生能明白计划的重要性,并能收获一些与之相关的谚语。

教学重难点

形成文章的图式,并在图式的帮助下复述文章的主要内容。

教学工具

课件

教学过程

Steps

Teacher’s activity

Students’ activity

Aims

Step 1

Show and tell the students the learning goals for them and make possible explanations

Students listen to the teacher and have an idea of what they are going to learn in this class.

To make the students know what they are to learn in this class

Step 2

1). Show some pictures with beautiful scenery

2) Ask the students two questions:

Are they attractive?

Where do you want to travel? – I dream about traveling…

1.) Students appreciate those pictures

2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”

1). To arouse students’ interest

2) To practice a sentence pattern

Step 3

1). Show the title of the reading passage

2). Ask the students whether this passage is about the whole process of the journey.

3). Ask the students how to skim.

4) Tell the students the skill of skimming on the screen

1) Students answer the question after they read the subtitle of this part.

2). Students tell how to skim.

1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.

2) To review how to skim

Step 4

1) Ask the students to skim more—to find out the main idea of each paragraph.

1) Students tell the main idea of each paragraph

1) To practice how to skim

Step 5

With four questions, teacher asks the students to scan paragraph 1

Ask students how the scan

Show the skills of scanning on the screen

Students scan paragraph 1, and answer the four questions

Students tell how to scan

To review how to scan

To practice how to scan

Step 6

1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table

1) Students scan paragraph 2 and finish the table

1) To practice how to scan

Step 7

1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.

2) Ask the students to match each geographic word to the proper meanings

1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.

2) Students do the matching work

1) To better know how the Mekong river flows

2) To help the students better learn the geographic words which are new to them

3) To check how the students understand the new words

Step 8

Review the structure of the passage together with the students and show some key words on the screen

Provide the students with some words and phrases which are the new words in this unit

Ask them to retell the main content of the passage in groups

With the teacher, students review the structure of the passage

Retell the main content of the passage in groups

To help students form the schema of the passage by reviewing the structure of it

To know the content of the passage better as well as to create more chances for the students to use the new words

Step 9

1) Ask the students what they learn from the story

2) Give the students some useful and related proverbs

1) Students share their opinions with the group members what they have learned from the story.

2) Students read the proverbs loudly together.

1) To encourage students to form their own views and share them with others

2) To learn some useful proverbs

Step 10

1) Summarize this class by showing the learning goals again

2)Homework

1) Students review what they have learned by reading the learning goals on the screen.

1) To help students review what they have learned in this class

高中英语教案设计三

一、进行快速阅读的必要条件

进行英语快速阅读的必要条件是：基本知识、语言基础、阅读技能、快速阅读不是一种孤立的能力，它必须以了解一定的基本知识为先决条件，以具备一定的词汇和基本语法为基础，还要掌握一些重要的阅读技能。如果没有语言基础，阅读材料通篇都是生词，语法难点很多，即使掌握了一些快速阅读的技能，要快也快不了。反之，如果只有语言基础知识，而没有阅读技能，要想读得快，读得多，也是不可能的。但是，如果对材料的内容缺乏基本常识，即使语言基础好，并具备阅读技能，也不可能“快读”，只能“慢读”。

基本知识主要是指的是所涉及英语的专业知识，没有一定的专业知识，要想把内容理解透是有相当大的难度的。

语言基础知识主要指词汇量和句型结构。要有一定的词汇量。这包括两部分，一是公共部分，二是专业部分。我认为公共英语部分至少要达到4，000个单词量，而专业部分要有1，500个词汇量。要有一定的句型分析能力。英语文章的语法难点是句型，句型中的难点是定语从句。一个句子很长，往往是由于定语从句连环套在作怪，定语中套着定语。这样的连环从句表达专业概念非常严谨，却给我们阅读带来困难。因此，我们要能够进行层次分析，准确把握各从句之间的关系，才能提高阅读速度。同时，要了解词性的变化，名词的动用和动词的名用。至于时态等其它的语法现象对我们具备一定语法知识的参试人员来说，基本上构不成多大障碍。

二、快速阅读的重要性

所谓的阅读能力主要是指精读和泛读能力。然而，英语阅读中，速度是人们最普遍关心的问题之一。在实际工作和生活中，百分之八十至百分之九十的阅读一般都是快速阅读、通过快速阅读，我们可以更广泛、更大量地阅读资料，猎取知识，增长见识，开阔眼界。通过大量阅读，频繁地接触语言材料，可以自觉或不自觉地学到或掌握大量的词汇和语汇，进一步熟练阅读技术，提高阅读能力，培养阅读兴趣和习惯。

三、快速阅读的速度与理解的关系

现在许多参试人员平时学习中对英语快速阅读的认识不足，他们无论看什么英文材料，都只注重理解而不注意阅读速度，因而阅读的效率、水平都难以提高。这样一来，处理好阅读速度和理解之间的平衡关系是我们值得认真对待的一个实际问题。速度太快，理解上往往出现很大的困难;速度太慢，又浪费很多的时间和精力。

在处理这两者之间的关系中，我认为要分为三个阶段。第一个阶段是筛选阶段。在我们阅读文章的过程中，首先筛选出对我们有利用价值的。每分钟的阅读速度可达800个字符，重点放在文章的标题和每段的第一句和最后一句上，基本上可对文章的中心、作者的意图有个20-30%的了解。在此基础上，进入第二阶段，也就是快速阅读阶段。就是说对我们已筛选出的信息作进一步的遴选，每分钟的阅读速度可保持在500个左右字符，达到70%的理解，再从中挑选出对我们有重要参考价值的内容来，然后进入第三阶段，也就是精研阶段。这一阶段，要达到90%以上的理解，力求准确把握作者的观点，融会贯通，根据其利用价值进行取舍。本文主要讨论第二阶段，限于篇幅，对其它两个阶段不作过多陈述，但也可参照本文的观点。

在提高阅读速度的初期，理解的降低是正常的，不必大惊小怪，只要继续以此速度读下去，就会发现理解会渐渐回升上来，达到原来速度时的理解水平。这里有一点必须注意，在理解水平还没有恢复到正常水平(至少要达到70%的理解)时，不要继续加快阅读速度。这二者的平衡在快速阅读的过程中是很重要的，不能过多的注意其中一项。我们应该明白，一分钟读400字符且达到了70%的理解比一分钟读200字符而达到90%的理解率效率高得多。理解了这一点，我们在阅读的过程中，就可以减少一些不必的担心，从而更好地提高自己的快速阅读的能力。

四、阅读过程中的障碍

1.阅读行为习惯的影响

在阅读过程中，我们要有意识地克服行为上某些不良的阅读习惯。

(1)出声读。因为眼睛的移动速度比舌头动作快。出声读不但影响速度，而且会分散一部分精力去注意自己的发音。

(2)逐字读。许多常见词，如功能词，不需停顿单独理解。

(3)默读。虽然没有大声读出来，但在脑中一字字读，也会影响速度，分散精力。

(4)指读。以手指挨个指着读，有碍理解和速度。除非手指飞速移动，引导眼睛快看。

(5)回读。眼睛回向移动，寻找先前读过的信息，而不是继续读下去以获取完整的概念。

2.阅读中心理因素的影响

阅读时，除了克服不良的阅读习惯外，还要注意克服一些影响阅读和理解程度的不良心理因素：

(1)期望值过高

希望一次阅读就掌握所读材料。这种急于求成的心理状态，不仅影响阅读时的心境，也使得视觉器官和大脑都不能集中于阅读过程本身，阅读的效果自然不好。

(2)过度重视阅读方法和技巧

由于阅读过程中过多思考阅读的方法、技巧等因素，而忽视了阅读材料及阅读本身的过程。从某种程度上讲，这会使我们注意力分散，阅读的兴趣自然大大减弱。

(3)思想开小差

对文字视而不见，翻了许多页，但脑子里仍一片空白。这样就降低了我们的注意力，影响了正常思维。

五、快速阅读的方法

面对繁杂的英语，要提高效率，就要有一定的方法。我认为唯有以泛读为基础，进行快速阅读的培养，才是一个行之有效的好方法。具体说来，要发现对自己有利用价值的信息，需要掌握如下方法：

1.推测(prediction)

阅读正文前，就标题(如果有标题的话)来合理推测资料的大概内容，也可在读了二、三段之后预测下段内容。这对快速理解和整体把握文章内容以及推测出生词的词义范围有积极的意义。因为英语单词一词多义现象太普遍了，一个单词在不同的专业领域往往含有不同的意思，甚至有的单词在同一专业领域在其意义的具体把握上也有细微的差别。

2.关键词句(keywordandtopicsentences)

在对文章的整体内容有了基本认识的基础上，我们学会抓主要的词句，找出段落中的主题句，从而正确领会文章的主要内容，并注意到是否对自己有利用价值。

3.略读或浏览或跳读(Skimming)

Skim有掠过的意思，又有从牛奶等液体上撇去的意思，转意为“快速掠过，从中提取最容易取得的精华”。用于阅读，或译为略读，或译为泛读，似乎都未把其细微的意思译出。而这种读法却包含有原词的所有意思——快速读过去，取出读物中关键性的东西。因此，我们可以把这种读法理解为快速浏览课文，领会文章大意。一般而言，通过标题可知道文章的主题。对文章的首段和末段要多加注意，以便发现作者的观点。

4.查阅(Scanning)

Scaning的意思是扫读或查阅，是快读或速读的一种。Scan就是通常所说的“扫描”。其特点是快，但又要全部扫及。Scan这个词的词义似乎矛盾，它既可以理解为“仔细地审视”，也可以理解为“粗略地浏览”。这种情况倒成了扫读的绝好证明。从形式上看，扫读是粗粗地一扫而过，一目十行，但从读者的注意方面来看，却又是高度的集中，在快速阅读中仔细挑出重要的信息。因此，查阅可以理解为迅速找出文章中的有关事实细节或某一具体信息;有时要找出某一个单词或词组，如人名、地名、日期、价格等;有时要找出文中所述的某一特殊事件，而这一事件可能是由一个词或短语交代的。若不具备一定的能力，这样的细节恐不易发现。

5.速度变换(Readingrate)

我们要意识到阅读的速度是不均匀的。也就是说，即使同一个人阅读同一份材料，但由于阅读是一种有相当心理负荷的脑力劳动，因此在开始、中途和结束时的速度不可能一样。读物的体裁和难度不一样，阅读的速度也不同。我们不要过分焦虑自己的阅读速度，以免造成不必要的心理压力。随着速度的提高，理解的程度都有所降低，所以我们应认识到阅读文章时的速度是可以调节的，只有合适的速度才可能获得快速准确的阅读效率。

6.阅读习惯(ReadingHabit)

从主观上要能克服注意力容易分散即所谓“思想开小差”的毛病，高度集中自己的注意力;从客观上克服各种无意中形成或由来以久的坏习惯，如摇头晃脑，抖动双腿，玩弄纸笔，念念有词等。这些“小动作”，也会分散注意力、影响思考，降低阅读速度。

六、怎样培养快速阅读的技巧

读外文书籍要做到“一目十行”。

1.视幅要宽

意思是每一眼看的词要尽量的多。我们阅读表面是用眼睛看，实际是用脑子读，眼睛只是起了照相机镜头的作用。努力使自己的眼睛变成“广角镜”，把尽可能多的词能一眼“尽收眼底”。

2.视时要短

意思是第一眼和第二眼之间停顿的间隙要尽量短。我们阅读时，若视幅相同，谁的停顿时间短，谁就能读得快。

3.意群要长

即在每个视幅中不是让你把很多的单词都收进脑子，而是要善于从中摄取有意义的词组，这个有意义的词组就是意群。极慢的读者是一个字一个字地读，视幅就很窄，句子中间的停顿就多，而频繁的停顿必然妨碍正常的理解。快速阅读者是半句或一句句地读。视幅大大加宽，停顿的间隙少而短，获取的都是有意义的词组，因而理解全句或全段就能做到水到渠成。

4.利用上下文猜生词

充分利用上下文给出的线索，有些生词的意思是可以猜出来的。下面介绍一些基本方法：

(1)利用定义的线索

在生词出现的上文或下文，有时能找到对它所下的定义或解释，由此可判断其定义。

(2)利用同义的线索

一个生词出现的上下文中有时会出现与之同义或近义的词，它往往揭示或解释了生词的词义。

(3)利用反义的线索

在某一生词的前面或后面有时会出现它的反义词或常用来对比的词语，由它可以推测生词词义。

(4)利用常识猜测词义

有时一句话中尽管有生词，但我们可以利用已有的知识去判断生词的意思。

(5)利用等式或符号猜测生词

一段话后面有时会给出一些等式或符号，如前面的话中有生词，由后面的等式或符号可疑猜出生词的词义。

总之，利用多种方法猜测生词词义，有助于提高阅读速度和学习兴趣，是英语学习者应当掌握的好方法。

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 1 (下)

二、教学要求：

1.掌握和学校活动有关的常用单词、词组与句型。

2.学会用英语写通知和海报。

3.语法：定语从句(二)

【知识重点与学习难点】

一、重要单词：

contest, replace, possession, complete, include, programme, present(v), event, item, venue, timetable, compare, issue, order, dynasty, professor, unnecessary, attractive, underline, approve, , generation, require, scary, design, draft, wording, previous, finalize, poem, poet, confident, run(manage,operate), host, hostess, advertise,vote.

二、重点词组：

refer to 指 , function as当作…使用, 具有….的功能 , leave out省略 , relate to 和…相关 , pay attention to注意, in short form用宿略的形式, take place发生, make decision作决定, make comparison作比较, take turns轮流, follow the outline按照纲要, be responsible for对…负责, consist of包含,由…构成, come up with想出, base on根据, have it approved by…征得…..的同意, inform sb of sth告知, sign up签名参加.

【难点讲解】

1. I have to do my home work in a place that has desks and chairs.

我必须在一个有课桌椅的地方做家庭作业。

I don’t want to study in a room where desks and chairs are too small.

我不想在桌椅太小的房间里学习。

第一句里定语从句 that has desks and chairs的关系代词that指代主句中的名词room，作从句的主语;第二句里定语从句where desks and chairs are too small的关系副词where 指代主句中的in a room, 在从句中是地点状语。试比较：

1) This is the beach where(on which) many North Europeans spend their summer holidays.

2) This is the beach that(which) has white sand and palm trees.

上一句的beach是北欧人度假的地方，在这个地方是地点状语，所以用关系副词where 指代; 下一句中有白沙和棕榈树的是beach，它是从句的主语，所有以用关系代词that来指代。

2. Besides, I might be reading the books in your father’s bookcases instead.

除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。

She will be reading newspapers and magazines instead of doing her homework.

她将会忙着看报纸杂志而不是做作业。

“might be reading”，“will be reading”属于“情态动词+be+doing” 的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：

I shall be lying in bed and watching my fvourite football game by the time he finishes his homework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。

“instead，instead of ”都表示“代替，而不是….” “instead”通常需要承接上文才能表达完整的意思，“instead of ”则可以在一句话中表达做了和没做的事情。例如：

1) We didn’t go home after school. We went to a net café instead.

→Instead of going home after school, we went to a net café.

2) Students in UK don’t have lots of home work.. They have many school activities.

→Students in UK have many school activities instead of homework.

3. A programme is a plan of activities to be done or things to be achieved.

规划是指要进行的活动或要完成任务的计划。

划线部分是不定式的被动语态作定语，表示要做的事情。

4. The more choices you have, the better your final decisions will be.

相当于：If you have more choice (条件状语从句为一般现在时), you will make better decision(主句用将来时). 你的选择越多，最后的决定就越好。“The+比较级(adj/adv)或含比较级的词组，the+另一个比较级(adj/adv)或含比较级的词组”, 表示“越……就越…..”。

5. Your teacher has received an e-mail from a friend asking her about a history book from your school library.

你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。

划线部分是现在分词短语作定语，补充说明宾语e-mail 的内容。

6. ISBN ( International Standard Book Number) 国际标准图书编号

ISSN (International Standard Serial Number)国际标准期刊编号

常见的动宾搭配: make tea/coffee 沏茶、冲咖啡 , make friends交朋友 , make mistakes犯错误, make trouble惹麻烦, make a suggestion提建议, make a fire生火, make faces做鬼脸, make a decision做决定, make comparasions作比较, make a living谋生, make money挣钱 , make a request提要求, make an application申请。

【写作】通知和海报

通知是上级对下级、组织对成员或平行单位之间部署工作、传达事情或召开会议等所使用的应用文。以布告形式贴出，把事情通知有关人员，如学生、观众等，通常不用称呼;通知要求言简意赅、措辞得当、时间及时。

例一：布告形式的通知：通常此类通知上方正中写Notice或NOTICE(通知)，发出通知的的单位的具体名称可放在正文前，也可放在正文后，右下角处，发出通知的日期写在左下角处。例如

NOTICE

All　mumbers of the students’union　are　requested　to　meet　in　the　school conference　room　on　Saturday,　Sept18th,　at　2:00　p.　m.　to　discuss　questions　of　international　culture　exchanges with New Zealand high school band.

,　2005

海报的形式和媒体没有特殊要求，它要先用简明、生动的图文吸引过往人群的注意力，再以简洁扼要的文字、图表介绍你要向公众发布的信息。文字部分一般包括主题句或主题词和条理清楚、简单明了的内容介绍。下面是一个网上海报，供大家参考：

Make a poster explaining a safety rule.

It should give us a good Stay Alert message.

If your poster wins you will receive a SASS T-shirt and it will appear in the SASS Gallery.

Mail you poster to:

Stay Alert ... Stay Safe

. Box 93006,

499 Main St. S.

Brampton, Ontario

L6Y 1N0

【语法】定语从句(2)

1.定语从句中关系代词that、which 用来指代物，who 、whom和that 用来指代人，whose用来表示所属关系，关系副词when、where和 why指代时间、地点和原因。

2.关系代词的用法

(1) 如果先行词是all, much, anything, something, nothing, everything, little, none等不定代词，关系代词一般只用that，不用which。例如：

All that I have is my love for this land.

There isn’t much that we can do to ease his pain.

(2) 如果先行词被形容词最高级以及first, last, any, only, few, much, no, some, very等词修饰，关系代词常用that,不用which。例如：

The last person that we want to invite to our house is Uncle Sam.

No nation that is capable of such atrocity can be trusted by its neighbours.

(3) 非限制性定语从句中，不能用关系代词that,作宾语用的关系代词也不能省略。例如：

There are about seven million people taking part in the election, most of whom are well educated.

(4) which还有一种特殊用法，它可以引导从句修饰前面的整个主句，代替主句所表示的整体概念或部分概念。在这种从句中，which可以作主语，也可以作宾语或表语，多数情况下意思是与and this 相似。例如：

She failed in her attempt to catch the prince’s attention, which was a great disappointment to her mother.

(5) 如果作先行词的集体名词着眼于集体的整体，关系代词用which;若是指集体中的各个成员，则用who。

(6) 先行词有两个，一个指人，一个指物，关系代词应该用that。例如：

The boy and the dog that are in the picture are very lovely.

(7) 如果先行词是anyone, anybody, everyone, everybody, someone, somebody,关系代词应该用 who 或whom，不用 which。例如：

Is there anyone here who will go with you?

(8)关系代词that/which/who/whom在从句中作宾语时可以省略。例如：

The girl (whom) you just saw is the cheer leader of our football club.

Every moment(that) we spent in the UK will be a precious memory for us.

As在定语从句中的用法

一. 引导限制性定语从句和非限制性定语从句

(1)as多与such 或the same连用，可以代替先行词是人或物的名词。

(2)as 也可单独使用，引导非限制性定语从句，作用相当于which。例如：

The elephant’s nose is like a snake, as anybody can see.

二.关系副词引导的定语从句

1.关系副词也可以引导定语从句

关系副词在从句中分别表示时间.地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。例如：

We shall always remember the day when Japan surrendered to the ally force.

This is one of the few places where you can buy top quality wine.

2. that有时也可引导定语从句表示时间.地点或原因

That有时可以代替关系副词 when, where 或者why引导定语从句表示时间.地点或原因，这种定语从句中的that也可以省去。例如：

That is the time(that) he arrives.

That is the reason (that) he came.

【同步练习】

一、选择适当的关系代词或关系副词填空：

1. His parents wouldn’t let him play with anyone ______ scores was poor.

A. of whom　　　　 B. whom　　　　　　 C. of whose　　　　 D. whose

2. She heard a terrible noise, _______ brought her heart into her mouth.

A. it　　　　　　　 B. which　　　　　　 C. this　　　　　　 D. that

3. In the dark street , there wasn’t a single person _____ she could get help.

A. that　　　　　　 B. who　　　　　　　 C. from whom　　　　D. to whom

4. The day _______ he chose for his son wedding was a lucky day in the lunar calendar.

A. when　　　　　　 B. where　　　　　　 C. that　　　　　　 D. who

5. After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.

A. which　　　　　 B. where　　　　　　 C. that　　　　　　 D. when

monument is all ______ remains of the ancient kingdom.

A. it 　　　　　 B. that　　　　　　 C. when　　　　　　 D. which

mentioned a book the tile of ______ I can’t remember now.

8. Recently I bought an ancient Chinese vase , _____ was very reasonable.

A. which price　　　　　　　　　　　　 C. the price of which

C. its price　　　　　　　　　　　　　 D. the price of whose

has already been pointed out , grammar is not a set of dead rules.

A. As　　　　　　　 B. It　　　　　　　 C. That　　　　　　 D. Which

10. He lived in London for 3 months , during ____ time he learned some English.

A. this　　　　　　 B. which　　　　　　 C. that　　　　　　D. same

11. On the wall hangs a picture, _____ color is blue.

A. whose　　　　　 B. of which　　　　 C. which　　　　　　 D. its

still remember the time ______ I first became a college student.

A. what　　　　　　 B. which　　　　　C. that　　　　　　 D. when

13. still talks like the man______ he was ten years ago.

A. that　　　　　　 B. where　　　　　　 C. which　　　　　　 D. there

14. The boss ____ department Ms King worked ten years ago looked down upon women.

A. in which　　　　 B. in that　　　　　 C. in whose　　　　 D. whose

don’t like _____ you speak to her.

A. the way　　 B. the way in that　 C. the way which　　 D. the way of which

had neither a raincoat nor an umbrella ._______ I got wet through .

A. It’s the reason B. That’s why

C. There’s why D. It’s how

17. He made another wonderful discovery , ____ of great importance to science.

A. which I think is　　　　　　　　　 B. which I think it is

C. which I think it　　　　　　　　　 think which is

18. There is only one dish on the table_______ I want to eat .

A. who　　　　　　　 B. that　　　　　　 C. what　　　　　　　 D. whcih

参考答案

一、1-5 DBCCB　 6-10 BBCAB　 11-15 ADACA　 16-18 BAB

高中英语必修一教案unit1

高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。

Student’s level: Senior 1, SEFC

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

Lead in

T: Good morning boys and girls. How are you today?

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!

S: Bye!

Teaching objectives:

1. Ability to work:

A. listen: get information and ideas from listening materials;

Talk: express your attitude or attitude toward friends and friends in appropriate words.

C. Read: to get Ss to get the main idea

Write: write some advice about making friends

2. Knowledge target:

Talk about friends and friendship; How to make friends; How to maintain friendships

B. Use the following expressions:

I think so. / I don't think so.

I agree with you. / I don't agree.

This is correct.

Of course not.

Exactly.

I'm afraid not.

The ss can control direct speech and indirect speech

D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication

Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love

3. Project emotional goals:

Cultivate students' interest in learning English;

Encourage students to be proactive in their activities and make students confident.

Develop the ability to cooperate with others.

4. Strategic objectives:

A. Cognitive strategy for developing Ss: taking notes while listening;

B. develop the ss communication strategy.

5. Cultural objective: to make students understand different opinions and make friends from different countries.

Teaching steps:

Cycle is 1

Step 1. Warm up

1. Work Ss listen to an English song, AULD LANG SYNE.

2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .

Step 2. Talk about your old friend

Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.

2. self-introduction

Step 3. Make new friends

1. The students went around asking for information about their new friends and filling in the following forms

Name age/hobby/favorite sports, books...

2. Report to the class: who will be your friend?

Step 4. Do an investigation

Do an investigation in the text, P1

On September 5. Listening and speaking

Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.

When Ss talks, ask them to try the following expressions.

I think so. / I don't think so. I agree with you. / I don't agree.

This is correct. Of course not. Exactly. I'm afraid not.

Step 6. To discuss

Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.

Topic 1: why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"

Topic 3: is a friend always a person? What else can your friend do? Why is that?

Topic 4: make a list of qualities that are not easy to make friends with.

Step 7. abstracts

Work allows students to sum up what is friendship and what is most important to make friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find out the answer to this question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a clear sky.

When I cry, I think friendship is a white handkerchief.

It can dry my tears.

When I am sad, I think friendship is a warm word.

It can bring me happiness.

When I am in trouble, I think friendship is a powerful hand.

It can help me avoid difficulties.

When I sit in a quiet place, I think friendship is a wonderful feeling.

It cannot be torn and torn, because it is in everyone's heart.

It's from the beginning of our lives to the end.

3. Tell students: make new friends and keep old; One is silver and the other is gold.

Step 8. appraise

Complete the following assessment form. Standard: A, B, C

The content is self-rated

I am very active in talking with people.

2. I actively cooperate with others.

I can express myself fluently, accurately and properly.

4. After this lesson, I learned more about friendship.

5. Do you think you need to improve yourself in some way? What aspects?

Homework:

Find new words and phrases in your warm up and reading dictionary.

2. Write an essay about your best friend.

高中英语人教版必修一说课稿

一般情况下，老师说课都会事先准备好说课的，那么，以下是我给大家整理收集的高中英语人教版必修一说课稿，供大家阅读参考。

各位老师：

大家好！

我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。

一、教材分析

1、单元背景分析

本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2、教材内容分析

本课是高中一年级英语上册，unit 2 English around the world 中的Reading.

本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

本课时主要分为两部分:

1）Pre-reading. (读前准备)

“ 读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）.Reading (阅读)

“阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。

3）Post-reading（读后）

“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。

三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。

3、教学重点

1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。

2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。

3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。

4、教学难点

1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2）、与同伴一起讨论并找到解决问题的方法。

5、教学目标

根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。

1. 语言目标

本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。

2. 情感目标

让学生领会英美不同文化差异和风俗习惯，领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。

二、说教法

教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。

为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用限时阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。

三、说教学程序

1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you knohomany countries use English as their mother tongue？Do you knosomething about English around the world？”在学生思索时，引出课题English around the world。接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? Homany countries do you knouse English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望.

2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题： 1) Homany languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。

3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

任务 1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题

1. Homany countries are there where the majority of people speak English?

2. Hois English used in Hong Kong?

3. What language should we use on the Internet so that we can communicate with people around the world ?

任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案

（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。）

任务3：根据课文内容，判断句子对与错。

1、There are more than 42 countries where the majority of the people speak English in the world.（）

2、There are more than 37,500,000 people who learn English as a second language.（）

3、NeZealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）

4、More than 750,000,000 people learn English as a foreign language.（）

5、English is the only one working language of most international organizational trade and tourism.( )

（此设计是为了检查学生是否理解文章大意和一些重点细节。）

任务4：根据课文内容，完成以下五道阅读理解题。

1、 According to the text, which is TRUE about those who use

English as a second language?

A. English is also their mother tongue.

B. They use more than two official languages in their country.

C. People enjoy talking to their family members at home in their native language.

D. They learn English at high school for about five years.

2、 What’s the situation of English used in China?

A. Most Chinese students learn English at school as a foreign language.

B. All Chinese students speak English as a foreign language.

C. The majority of Chinese students speak English at school as a second language.

D. The majority of people in Hong Kong use English as their mother language.

3、 What’s the main idea of the passage?

A. There are more than 42 countries where th majority of the people speak English in the world.

B. More than 750 million people learn English as a foreign language.

C. English is the language of global culture such as popular music and the Internet.

D. English is the language which is the most important and widely used in the world today.

4、 Which is right according to the text?

A. Native speakers of English might find it unnecessary for them to learn a foreign language.

B. English will be the only English to be used in the future.

C. English is the working language of most international organizations, international trade and tourism.

D. With the development of China’s economy, Chinese will be more and more important than English.

5、 Which is WRONG to answer the following questions.

Why is it becoming more and more important to have a good knowledge of English?

A. More and more people will become interested in English.

B. English is one of the working languages of most international organizations, international trade and tourism.

C. We can communicate with people around the world everywhere through the Internet by using English.

D. English has developed into the language most widely spoken and used in the world.

（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。）

4、Post-reading（Group-work）：

任务5：分小组讨论：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：Marvelous /Excellent /Fantastic /Well done/Great…

（这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。）

5、Summing-up（总结）

Through learning this passage, we have got to knothat English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the necentury. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。It’s a good chance to lead the students to love our own country as well

as to learn English well.)

6、布置作业

1、课后熟读课文；

2、完成Post-reading 。

一教材分析

这节课使用的教材是新课程标准实验教材高中英语必修一。这套教材是在任务型语言教学理念的`基础上编写的。以话题为主线，贴近学生生活，贴近真实的教学行为。它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神，突出实践能力。本单元的话题是Travel Journal，Reading是整个单元的核心部分，是上一课时Warming up的延续和升华，也是后面第二篇阅读文章的引子；另外，大部分的重要词汇和语法也在这个课时中呈现出来。文章讲述王坤和姐姐王薇的一次长途单车之旅的梦想，计划。还介绍了湄公河的大致情况。文章的学习能激发学生对大自然的热爱与向往，也唤起学生保护河流及自然环境的意识。

1. 教学目标

① 知识目标

掌握重点词汇、短语：ever since; persuade ;graduate; stubborn ;organize; journey; valley; be fond of ;care about; change one`s mind ; make up one`s mind; give in 。

掌握重点句子:

It was my sister who had the the idea to cycle along the entire Mekong River from where it begins to where it ends.

When are we leaving and when are we coming back ?

Where are we going ?

4 My sister and I have dreamed about taking a great bike trip.

5 Although she didn`t knothe best way of getting to places ,she insisted that she organize the trip properly.

② 技能目标

通过skimming，scanning , careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断和总结归纳的能力。

③ 情感目标

倡导低碳健康的生活方式，是学生产生保护大自然的使命感，热爱生命，关注自然，关注人与自然的和谐。

2. 教学重点

本课的教学重点是在掌握重要语言点的基础上，引导学生逐渐了解旅行日志的篇章布局，把握旅行日志的写作程式，为后面的写作输出做好储备。

3. 教学难点

教学难点是训练学生获取信息、处理信息、分析思考和解决问题的能力，培养学生带着问题去阅读文章的习惯。

二学情分析

高一学生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价，更渴望得到关注和赞赏。通过对上一课时Warming up的学习，学生对于现代的各种交通方式已经有一定了解，可以表达对不同交通方式的优缺点，还大略学习了本文档的相关词汇。虽然旅行是学生们很感兴趣的话题，但是他们因为词汇量的局限，更习惯于用汉语表达。所以，引导他们积极主动把文章中的词句和自己的理解用英语来阐述显得尤为重要。因此在处理这一堂课时，我会在指导学生快速阅读的同时引导学生相互合作，自己发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。

三教法学法分析

1 教法

新的课程标准强调了以学生为主体，教师作为引导者和参与者的角色。因此，就本课的学习，我采用了多种教学方法，例如问答法，快速阅读法，讨论法和合作学习法，实现task-based teaching，促使学生在一定程度上形成自主学习，合作学习的学习策略，并能有效交际，有效处理信息，养成英语思维的习惯。运用Scanning ,skimming and Detail reading的阅读技巧，提高阅读能力和信息处理能力。

2 学法

课前预习，可以充分发挥学生的自学能力，标记不懂的知识点，便于课堂集中精神听课。

精读材料，深入理解教材，有利于深入理解课文的重点和难点，提高学习效率。

课后练习，有助于学生回忆课堂知识点，巩固所学要点，查漏补缺。

四教学过程

步骤一：Lead-in and pre-reading ：

1展示几张河流图片让学生猜测，选择两个学生回答问题“what river is it ？”学生对中国的河流比较熟悉，能快速调动课堂气氛。

2 展示万泉河污染前后照片，让学生两人一组做问答对话“what should people living along the river do?” 从中让学生自发的意识到河流的重要性和保护环境的必要性。

3 展示湄公河的全图，引导学生依次列出河流经过的国家名称。以此引入后面的阅读材料。

步骤二：While- reading ：

1快速阅读：屏幕上给出各段落的中心大意，要求学生快速阅读每段落的首尾句后将段落与中心大意匹配。因为学生还没有独立进行归纳的能力，这样可以降低任务的难度，绝大多数的学生都能顺利完成。目的是培养学生通过略读和查读捕捉信息的能力。

2深层阅读：逐段播放课文录音，同时让学生细读段落全文。给学生展示一些与第一段相关的句式，要求学生稍后做出正误判断，并说明理由，找到文段中相关的句子，并讲解句中出现的短语及句式。处理文章第二段前，让学生思考“Is it a difficult journey to cycle along the Mekong River ?why？”学生可能不能完全作出归纳，教师要引导学生标出段落中的关键词句并帮他们组合到一起，以培养学生总结慨括的技能。给出问题“Hodoes the water of the Mekong river change?” “What can you see when you travel along the Mekong river ?”要求学生带着问题仔细阅读最后一段，然后以四人小组的形式来解答问题直到全部要点均无遗漏。这样操作能强化学生对文章的理解，还有助于训练他们的协作精神。之后教师展示一些图片如： glacier ;rapids; wide valley; deep valley ;lovalley ;waterfall; delta; 让学生对这些新词汇有更深的记忆。

3 巩固回味：在提取各段落大致详细内容后，要求学生回头重读全文，并思考“Where is the source of the Mekong river?“Hodoes Wang Kun and Wang Wei prepare the trip?”第一个问题相对容易，基础薄弱的学生都能作答。第二个问题稍难，教师给出部分提示词，让学生把全部内容贯连起来，这样对全文和重点词句的把握又深化了一步。

步骤三：Post- reading

1 要求学生完成课本19页第三题中的表格，前两项以小组为单位完成，第三项教师先示例表述自己对这种旅行的看法，然后启发学生口头表达各自的观点。既锻炼学生合作进行信息收集，又训练他们口头表达能力。

2 复述全文：让学生自选以王坤或王薇的身份向全班复述旅行的梦想和计划，也可以结合自身实际，讲述曾经或将来的旅行梦想和计划。通过假设情境引发思考，让学生能通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。在课堂有限的时间里，学生不能表达得很完善，教师要特别注意提供帮助并赞赏他们积极参与的精神。

步骤四：Homework

1完成课本20页第一题和第三题

2 标出所学文章中有用的词汇，短语与句式。

五教学效果预没

本课的教学设计遵从新课标的教学原则，面向全体学生，尊重学生语言能力，认知水平以及学习方式等个性差异。设计任务时，以学生的生活经验和兴趣点为出发点，相信学生通过参与本课教学活动，能发挥他们的创造力和想象力，并且学会与他人合作，发展与他人沟通的能力，同时提高他们的阅读技巧、学习策略和文化意识。

高一英语必修一unit1教案

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 1 (下)

二、教学要求：

1.掌握和学校活动有关的常用单词、词组与句型。

2.学会用英语写通知和海报。

3.语法：定语从句(二)

【知识重点与学习难点】

一、重要单词：

二、重点词组：

【难点讲解】

1. I have to do my home work in a place that has desks and chairs.

我必须在一个有课桌椅的地方做家庭作业。

I don’t want to study in a room where desks and chairs are too small.

我不想在桌椅太小的房间里学习。

1) This is the beach where(on which) many North Europeans spend their summer holidays.

2) This is the beach that(which) has white sand and palm trees.

2. Besides, I might be reading the books in your father’s bookcases instead.

除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。

She will be reading newspapers and magazines instead of doing her homework.

她将会忙着看报纸杂志而不是做作业。

“might be reading”，“will be reading”属于“情态动词+be+doing” 的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：

I shall be lying in bed and watching my fvourite football game by the time he finishes his homework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。

1) We didn’t go home after school. We went to a net café instead.

→Instead of going home after school, we went to a net café.

2) Students in UK don’t have lots of home work.. They have many school activities.

→Students in UK have many school activities instead of homework.

3. A programme is a plan of activities to be done or things to be achieved.

规划是指要进行的活动或要完成任务的计划。

划线部分是不定式的被动语态作定语，表示要做的事情。

4. The more choices you have, the better your final decisions will be.

5. Your teacher has received an e-mail from a friend asking her about a history book from your school library.

你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。

划线部分是现在分词短语作定语，补充说明宾语e-mail 的内容。

6. ISBN ( International Standard Book Number) 国际标准图书编号

ISSN (International Standard Serial Number)国际标准期刊编号

【写作】通知和海报

NOTICE

,　2005

Make a poster explaining a safety rule.

It should give us a good Stay Alert message.

If your poster wins you will receive a SASS T-shirt and it will appear in the SASS Gallery.

Mail you poster to:

Stay Alert ... Stay Safe

. Box 93006,

499 Main St. S.

Brampton, Ontario

L6Y 1N0

【语法】定语从句(2)

1.定语从句中关系代词that、which 用来指代物，who 、whom和that 用来指代人，whose用来表示所属关系，关系副词when、where和 why指代时间、地点和原因。

2.关系代词的用法

(1) 如果先行词是all, much, anything, something, nothing, everything, little, none等不定代词，关系代词一般只用that，不用which。例如：

All that I have is my love for this land.

There isn’t much that we can do to ease his pain.

(2) 如果先行词被形容词最高级以及first, last, any, only, few, much, no, some, very等词修饰，关系代词常用that,不用which。例如：

The last person that we want to invite to our house is Uncle Sam.

No nation that is capable of such atrocity can be trusted by its neighbours.

(3) 非限制性定语从句中，不能用关系代词that,作宾语用的关系代词也不能省略。例如：

There are about seven million people taking part in the election, most of whom are well educated.

She failed in her attempt to catch the prince’s attention, which was a great disappointment to her mother.

(5) 如果作先行词的集体名词着眼于集体的整体，关系代词用which;若是指集体中的各个成员，则用who。

(6) 先行词有两个，一个指人，一个指物，关系代词应该用that。例如：

The boy and the dog that are in the picture are very lovely.

(7) 如果先行词是anyone, anybody, everyone, everybody, someone, somebody,关系代词应该用 who 或whom，不用 which。例如：

Is there anyone here who will go with you?

(8)关系代词that/which/who/whom在从句中作宾语时可以省略。例如：

The girl (whom) you just saw is the cheer leader of our football club.

Every moment(that) we spent in the UK will be a precious memory for us.

As在定语从句中的用法

一. 引导限制性定语从句和非限制性定语从句

(1)as多与such 或the same连用，可以代替先行词是人或物的名词。

(2)as 也可单独使用，引导非限制性定语从句，作用相当于which。例如：

The elephant’s nose is like a snake, as anybody can see.

二.关系副词引导的定语从句

1.关系副词也可以引导定语从句

关系副词在从句中分别表示时间.地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。例如：

We shall always remember the day when Japan surrendered to the ally force.

This is one of the few places where you can buy top quality wine.

2. that有时也可引导定语从句表示时间.地点或原因

That有时可以代替关系副词 when, where 或者why引导定语从句表示时间.地点或原因，这种定语从句中的that也可以省去。例如：

That is the time(that) he arrives.

That is the reason (that) he came.

【同步练习】

一、选择适当的关系代词或关系副词填空：

1. His parents wouldn’t let him play with anyone ______ scores was poor.

A. of whom　　　　 B. whom　　　　　　 C. of whose　　　　 D. whose

2. She heard a terrible noise, _______ brought her heart into her mouth.

A. it　　　　　　　 B. which　　　　　　 C. this　　　　　　 D. that

3. In the dark street , there wasn’t a single person _____ she could get help.

A. that　　　　　　 B. who　　　　　　　 C. from whom　　　　D. to whom

4. The day _______ he chose for his son wedding was a lucky day in the lunar calendar.

A. when　　　　　　 B. where　　　　　　 C. that　　　　　　 D. who

5. After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.

A. which　　　　　 B. where　　　　　　 C. that　　　　　　 D. when

monument is all ______ remains of the ancient kingdom.

A. it 　　　　　 B. that　　　　　　 C. when　　　　　　 D. which

mentioned a book the tile of ______ I can’t remember now.

8. Recently I bought an ancient Chinese vase , _____ was very reasonable.

A. which price　　　　　　　　　　　　 C. the price of which

C. its price　　　　　　　　　　　　　 D. the price of whose

has already been pointed out , grammar is not a set of dead rules.

A. As　　　　　　　 B. It　　　　　　　 C. That　　　　　　 D. Which

10. He lived in London for 3 months , during ____ time he learned some English.

A. this　　　　　　 B. which　　　　　　 C. that　　　　　　D. same

11. On the wall hangs a picture, _____ color is blue.

A. whose　　　　　 B. of which　　　　 C. which　　　　　　 D. its

still remember the time ______ I first became a college student.

A. what　　　　　　 B. which　　　　　C. that　　　　　　 D. when

13. still talks like the man______ he was ten years ago.

A. that　　　　　　 B. where　　　　　　 C. which　　　　　　 D. there

14. The boss ____ department Ms King worked ten years ago looked down upon women.

A. in which　　　　 B. in that　　　　　 C. in whose　　　　 D. whose

don’t like _____ you speak to her.

A. the way　　 B. the way in that　 C. the way which　　 D. the way of which

had neither a raincoat nor an umbrella ._______ I got wet through .

A. It’s the reason B. That’s why

C. There’s why D. It’s how

17. He made another wonderful discovery , ____ of great importance to science.

A. which I think is　　　　　　　　　 B. which I think it is

C. which I think it　　　　　　　　　 think which is

18. There is only one dish on the table_______ I want to eat .

A. who　　　　　　　 B. that　　　　　　 C. what　　　　　　　 D. whcih

参考答案

一、1-5 DBCCB　 6-10 BBCAB　 11-15 ADACA　 16-18 BAB

Unit 1 Good Friends

Teaching aims and demands:

a。 Achieve language skills and related knowledge about the topic of friends and friendship;

b。 Learn to express likes and dislikes and make apologies:

c。 Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d。 Grammar:

Direct and indirect speech

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend。

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them。

What should a good friend be like?

What qualities should a good friend have?

Should they be funny， smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING。 Ask some questions:

1。What doesn’t John like?

2。What does Joe think of music and skiing?

And then fill in the form on page 3。

Then ask the students to express their ideas freely。 Encourage the students to say more about friends。

Step 3Listening

Ask the students to listen to the tape and fill in the blanks in the listening part。

Step 4 Talking/Practice

Ask the students to page 85。 Make a similar dialogue as in exercise 2。

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me。 You promised to … I’m very sorry… It won’t happen again。 I forgot。

Step 5 Homework

Finish Exercise 3 in the workbook。

Step1 Revision

Ask several students to present a speech about friends as a revision。

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island。 Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3。

Step 3 Reading

Before asking the students to read the text， first give the students a brief introduction about Tom Hanks， his films and the film Cast Away。

Then students read the text， and answer the following questions。

1。How does Chuck Noland come to a deserted island?

2。 In order to survive on the island alone， what does he need to learn?

3。 What does he understand at last?

4。 For us， what lesson we can learn from Chuck?

At the same time explain the language points if necessary。

Step 4 Post-reading

Discuss the following questions in the Part POST-READING。

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film。

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films。

Step 2 Language Study

Ask the students fill in the blanks with proper words。

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech。

Then ask the students to do the exercise in the Part Grammar on P5。

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out。

Step 5 Homework

Ask the students to finish the exercise2 in their workbook。

Step 1 Revision

Check the homework。

Step 2 Presentation

Present simples of e-mail to get the students a general idea of e-mail。

Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple。

Step 4 Writing

Ask the students to write an e-mail message。

Step 5 Homework

Ask the students to try to write an e-mail to their e-pal。

高一英语必修一教案unit1

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 1 (下)

二、教学要求：

1.掌握和学校活动有关的常用单词、词组与句型。

2.学会用英语写通知和海报。

3.语法：定语从句(二)

【知识重点与学习难点】

一、重要单词：

二、重点词组：

【难点讲解】

1. I have to do my home work in a place that has desks and chairs.

我必须在一个有课桌椅的地方做家庭作业。

I don’t want to study in a room where desks and chairs are too small.

我不想在桌椅太小的房间里学习。

1) This is the beach where(on which) many North Europeans spend their summer holidays.

2) This is the beach that(which) has white sand and palm trees.

2. Besides, I might be reading the books in your father’s bookcases instead.

除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。

She will be reading newspapers and magazines instead of doing her homework.

她将会忙着看报纸杂志而不是做作业。

“might be reading”，“will be reading”属于“情态动词+be+doing” 的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：

I shall be lying in bed and watching my fvourite football game by the time he finishes his homework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。

1) We didn’t go home after school. We went to a net café instead.

→Instead of going home after school, we went to a net café.

2) Students in UK don’t have lots of home work.. They have many school activities.

→Students in UK have many school activities instead of homework.

3. A programme is a plan of activities to be done or things to be achieved.

规划是指要进行的活动或要完成任务的计划。

划线部分是不定式的被动语态作定语，表示要做的事情。

4. The more choices you have, the better your final decisions will be.

5. Your teacher has received an e-mail from a friend asking her about a history book from your school library.

你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。

划线部分是现在分词短语作定语，补充说明宾语e-mail 的内容。

6. ISBN ( International Standard Book Number) 国际标准图书编号

ISSN (International Standard Serial Number)国际标准期刊编号

【写作】通知和海报

NOTICE

,　2005

Make a poster explaining a safety rule.

It should give us a good Stay Alert message.

If your poster wins you will receive a SASS T-shirt and it will appear in the SASS Gallery.

Mail you poster to:

Stay Alert ... Stay Safe

. Box 93006,

499 Main St. S.

Brampton, Ontario

L6Y 1N0

【语法】定语从句(2)

1.定语从句中关系代词that、which 用来指代物，who 、whom和that 用来指代人，whose用来表示所属关系，关系副词when、where和 why指代时间、地点和原因。

2.关系代词的用法

(1) 如果先行词是all, much, anything, something, nothing, everything, little, none等不定代词，关系代词一般只用that，不用which。例如：

All that I have is my love for this land.

There isn’t much that we can do to ease his pain.

(2) 如果先行词被形容词最高级以及first, last, any, only, few, much, no, some, very等词修饰，关系代词常用that,不用which。例如：

The last person that we want to invite to our house is Uncle Sam.

No nation that is capable of such atrocity can be trusted by its neighbours.

(3) 非限制性定语从句中，不能用关系代词that,作宾语用的关系代词也不能省略。例如：

There are about seven million people taking part in the election, most of whom are well educated.

She failed in her attempt to catch the prince’s attention, which was a great disappointment to her mother.

(5) 如果作先行词的集体名词着眼于集体的整体，关系代词用which;若是指集体中的各个成员，则用who。

(6) 先行词有两个，一个指人，一个指物，关系代词应该用that。例如：

The boy and the dog that are in the picture are very lovely.

(7) 如果先行词是anyone, anybody, everyone, everybody, someone, somebody,关系代词应该用 who 或whom，不用 which。例如：

Is there anyone here who will go with you?

(8)关系代词that/which/who/whom在从句中作宾语时可以省略。例如：

The girl (whom) you just saw is the cheer leader of our football club.

Every moment(that) we spent in the UK will be a precious memory for us.

As在定语从句中的用法

一. 引导限制性定语从句和非限制性定语从句

(1)as多与such 或the same连用，可以代替先行词是人或物的名词。

(2)as 也可单独使用，引导非限制性定语从句，作用相当于which。例如：

The elephant’s nose is like a snake, as anybody can see.

二.关系副词引导的定语从句

1.关系副词也可以引导定语从句

关系副词在从句中分别表示时间.地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。例如：

We shall always remember the day when Japan surrendered to the ally force.

This is one of the few places where you can buy top quality wine.

2. that有时也可引导定语从句表示时间.地点或原因

That有时可以代替关系副词 when, where 或者why引导定语从句表示时间.地点或原因，这种定语从句中的that也可以省去。例如：

That is the time(that) he arrives.

That is the reason (that) he came.

【同步练习】

一、选择适当的关系代词或关系副词填空：

1. His parents wouldn’t let him play with anyone ______ scores was poor.

A. of whom　　　　 B. whom　　　　　　 C. of whose　　　　 D. whose

2. She heard a terrible noise, _______ brought her heart into her mouth.

A. it　　　　　　　 B. which　　　　　　 C. this　　　　　　 D. that

3. In the dark street , there wasn’t a single person _____ she could get help.

A. that　　　　　　 B. who　　　　　　　 C. from whom　　　　D. to whom

4. The day _______ he chose for his son wedding was a lucky day in the lunar calendar.

A. when　　　　　　 B. where　　　　　　 C. that　　　　　　 D. who

5. After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.

A. which　　　　　 B. where　　　　　　 C. that　　　　　　 D. when

monument is all ______ remains of the ancient kingdom.

A. it 　　　　　 B. that　　　　　　 C. when　　　　　　 D. which

mentioned a book the tile of ______ I can’t remember now.

8. Recently I bought an ancient Chinese vase , _____ was very reasonable.

A. which price　　　　　　　　　　　　 C. the price of which

C. its price　　　　　　　　　　　　　 D. the price of whose

has already been pointed out , grammar is not a set of dead rules.

A. As　　　　　　　 B. It　　　　　　　 C. That　　　　　　 D. Which

10. He lived in London for 3 months , during ____ time he learned some English.

A. this　　　　　　 B. which　　　　　　 C. that　　　　　　D. same

11. On the wall hangs a picture, _____ color is blue.

A. whose　　　　　 B. of which　　　　 C. which　　　　　　 D. its

still remember the time ______ I first became a college student.

A. what　　　　　　 B. which　　　　　C. that　　　　　　 D. when

13. still talks like the man______ he was ten years ago.

A. that　　　　　　 B. where　　　　　　 C. which　　　　　　 D. there

14. The boss ____ department Ms King worked ten years ago looked down upon women.

A. in which　　　　 B. in that　　　　　 C. in whose　　　　 D. whose

don’t like _____ you speak to her.

A. the way　　 B. the way in that　 C. the way which　　 D. the way of which

had neither a raincoat nor an umbrella ._______ I got wet through .

A. It’s the reason B. That’s why

C. There’s why D. It’s how

17. He made another wonderful discovery , ____ of great importance to science.

A. which I think is　　　　　　　　　 B. which I think it is

C. which I think it　　　　　　　　　 think which is

18. There is only one dish on the table_______ I want to eat .

A. who　　　　　　　 B. that　　　　　　 C. what　　　　　　　 D. whcih

参考答案

一、1-5 DBCCB　 6-10 BBCAB　 11-15 ADACA　 16-18 BAB

【 #高一# 导语】学习是一个坚持不懈的过程，走走停停便难有成就。比如烧开水，在烧到80度是停下来，等水冷了又烧，没烧开又停，如此周而复始，又费精力又费电，很难喝到水。学习也是一样，学任何一门功课，都不能只有三分钟热度，而要一鼓作气，天天坚持，久而久之，不论是状元还是伊人，都会向你招手。高一频道为正在努力学习的你整理了《高一年级英语必修一教案》，希望对你有帮助！　教案【一】　　教学准备　　教学目标　　1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 　　2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。　　3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。　　4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。　　5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。　　6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。　　教学重难点　　教学重点: 　　1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。　　2、训练学生的阅读技巧，提高学生阅读速度和理解能力。　　教学难点: 　　对所获得的信息进行处理、加工和学习，形成有效的学习策略。　　教学工具　　ppt课件　　教学过程　　... 　　板书　　Uint1 Reading Anne’s Best Friend 　　Qualities: easy-going ,warm-hearted ,helpful,… 　　Questions: 　　Skimming 　　Summarize 　　Discussion: 1> style 2> ideas 　　教案【二】　　教学准备　　教学目标　　■To help students learn to express attitudes, agreement & disagreement and certainty 　　■To help students learn to read the text and learn to write diaries in English 　　■To help students better understand “friendship” 　　■To help students learn to understand and use some important words and expressions 　　■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 　　教学重难点　　Words 　　upset, ignore, calm, concern, settle, suffer, recover, pack 　　Expressions 　　add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in 　　Patterns 　　“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. 　　I stayed awake on purpose until half past eleven… 　　…it was the first time in a year and a half that I’d seen the night face to face… 　　教学工具　　ppt 　　教学过程　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 　　1. Warming up 　　⑴ Warming up by defining friendship 　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 　　Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. 　　Then what is your opinion about friendship? 　　Do you think that friendship is important to our life? Why? 　　⑵Warming up by learning to solve problems 　　Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. 　　Common problems among teenagers 　　Solution 　　Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. 　　Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. 　　Situation 1: Friends get angry with each other when they try to talk about something difficult. 　　Try to understand your friend/ Try to talk about the problem in a different way. 　　Situation 2: Friends don’t know how to apologize 　　Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. 　　Situation 3: Some friends don’t know how to keep secrets. 　　Keep your secrets to yourself 　　Tips on being a good friend 　　Treat your friends the way you want to be treated. Keep secrets that are told to you. 　　Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. 　　⑶Warming up by doing a survey 　　Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. 　　To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). 　　Now please do the survey on page one. 　　Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret. 教案【三】教学准备　　教学目标　　1. 通过学生分享自己的旅游经历，用英语进行交流与表达。　　2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。　　3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。　　教学重难点　　教学重点：利用阅读技巧，获取文章大意及细节　　教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品　　教学过程　　I、Warming Up: 　　1. I’d like to share my travelling experience with you, and would you like to share your travelling experience? 　　2. The world has many great rivers. Have you been to these rivers? 　　设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。　　II. Pre-reading 　　Have you been to the Mekong River? What countries does the Mekong River flow through? 　　设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。　　III. Reading 　　1. Skimming 　　Skim the passage and find the main idea for each paragraph 　　Para 1: Dream 　　Para 2: A stubborn sister 　　Para 3: Preparation 　　设计意图：略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。　　2. Scanning 　　1). Read Para 1 and find the key word for the information: 　　Who and What 　　Where and How 　　Why and When 　　设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。　　2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 　　设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。　　3). Read 3 and answer: what can they see along the Mekong River? 　　Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience. 　　设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。　　IV. Group work 　　Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them. 　　设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。　　V. Summary 　　What have we learned in this class? 　　设计思路：引导学生反思本节课主要内容及重难点。　　课后习题　　Homework 　　1. Read the passage as fluently as possible after class. 　　2. Preview Learning about Language. 　　板书　　板书设计：　　Unit 3 Travel Journal 　　Part 1 The dream and the plan 　　careless waterfall 　　determined entire 　　excited view 　　crazy 　　stubborn 　　risk-taking

高中英语必修四unit1教案

好的教育需要一个合适的教学计划，新的学期到来不知道教学工作怎么制定计划。以下是我为大家精心整理的“高中英语教学计划2023范文大全（精选6篇）”，供大家参考，希望能帮助到有需要的朋友。

一、指导思想

按照20xx版《全日制普通高级中学英语课程标准》的要求，在义务教育初中英语教学的基础上，巩固、扩大学生基础知识，发展听、说、读、写的基本能力，培养口、笔头初步运用语言进行交际的能力，侧重培养阅读能力，并使学生获得一定的自学能力，增进对所学语言国家的了解；发展学生的智力，提高思维、观察、记忆、想象、联想等能力。充分利用多媒体教学手段，进一步加大课堂教学容量，提高课堂效率，增强学生兴趣。

二、教学要求(各单元具体教学要求见教参)

1．语音教学：语音教学要紧密结合词汇、对话和课文进行，要充分利用口语录音带、听力训练与测试带，让学生听录音，模仿标准的语音语调。

2．词汇教学：词汇教学主要是使学生掌握词义(见课标词汇表)、词的搭配和用法，通过有情景的教学达到目的。教学中要注意词不离句，句不离篇。根据新的教改趋势，注意适当扩大词汇量。注意总结归纳构词法，适当介绍常见词根。

3．语法教学：语法教学主要通过实例进行。学生先接触语法现象，然后总结归纳，并进行强化训练。

三、教学内容

教学内容包括听、说、读、写、测试(必须含有听力测试)等项。

各年级根据《中学英语课程标准》组织实施教学。具体安排（略）

特别提示：高一阶段抓好学段的过渡，学习意识的改变，方法的调整，重课本，重基础。

高二阶段在重课本的同时，注重扩展性阅读，穿插专题训练，有意识的贴近高考。高三阶段提倡用新的语言材料复习基础知识，加强词汇知识的扩充与学习,注意做题方法的指导和规范答题的训练。

一、如何杜绝对话课变成回答问题课。

在我校的英语课堂上，每位老师带入课堂的是精心制作的课件，和精心编织好的任务链，一些英语口语较好的学生，能轻松地完成老师布置的各项任务，而另一些学生常常无法用英语说出一段话，有的甚至听不懂老师的课堂用语，上课时老师不得不通过提问不断地启发，这样的一问一答，往往影响了整体性的教学内容，把对话化为回答，表面是师生的对话，是互动，而实质上学生仍然是“听从”。新课程的课堂教学强调“对话”，而不是“满堂问”，因此如何提高学生英语的口头表达能力是当前我校英语教师面临的一大难题。

二、如何杜绝合作学习有形式而无实质。

在课堂教学中，教师要求课堂小组合作学习，可是在有些班级中，有的学生不参与讨论，有的参与小组合作了，却一言不发，代表小组发言的往往是那几个人。课后，我们也尝试布置了一些要求小组成员共同完成的作业，可最终有的小组由成绩好的同学代替小组其他成员完成，有的小组成员则商定每次这样的作业由小组成员轮流完成。这样合作学习还是没能真正地实现。

三、如何合理安排每个单元。

按照“新课标”，每个单元大约花十个课时，可在实际操作过程中，我们常常发现时间不够。首先，每一单元的单词表上有很多生词，其实还有很多单词表上未列出的单词，尽管我们没有要求学生把每一个单词都背出来，但学生觉得有些单词光记其含义就很费力的了。其次，每个单元都有一些巩固练习要做，要讲评，因此，讲评课也要花掉几课时。所以我们仍在摸索如何合理地安排每个单元。

存在困惑是正常的，我们会不断探索，不断学习，不断完善教学方法，争取达到“新课标”的要求。

一、所教班级学生现状分析：

本学期我所任教高二(5)(6)两个班级为理科，除少数学生外，大多数同学的学习态度已有好转，上课认真听讲，作业独立完成，学习方法越来越有效。虽然他们的成绩还不拔尖，与其他有些学生的成绩还有距离，但他们在这一年的学习过程中，还是有着很大的进步，特别是那些已有将来明确目标的同学。但也有极个别学生上课效率低，作业马虎、不交，课外时间全部放在休闲娱乐上，课堂上打瞌睡的现象时有发生。还有一些学生则是由于缺乏坚持不懈的顽强毅力，害怕背诵、记忆，只满足于课堂上听听课，课后没有复习、预习等学习环节，导致英语成绩提高缓慢。

二、教学目标

高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力;发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距。

三、本学期的教学内容及方法

根据教学步骤完成模块5及模块6的教学内容，根据学生的实际情况对教材练习适当做出调整，删减。让复杂问题简单化，使学生更容易掌握所学知识。利用《英语周报》加大学生的阅读量。提高阅读速度。此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。具体方法如下：

1、钻研并创造性地利用教材，灵活使用，发挥教材特点。

2、内容要求学生一定要过词汇关，反复朗读、默写单词、以便加强学生对基础知识的掌握。摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。利用教材提高学生的基本功，坚持默写单词及重点句型。

3、本学期仍要坚持训练学生的听力和并开展任务型写作教学。扎实写作常用句型的同时，要求向句群篇章背诵过渡，培养良好的学习习惯和写作基础。

4、培养学生的阅读能力，并以这些材料为基础，扩充学生词汇量，做到每学完一篇课文，就进行词汇检测。拓宽教材，扩展学生阅读量，努力补充学生的词汇。在平时教学过程中不断扩大学生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到经常督促、检测。

5、加大基础写作训练的力度，大力鼓励学生学以致用。并要求学生背范文、教师精选的课文段落、写作必背句型，使学生熟悉英语的句式结构及习惯用法，从句到篇，从而写出完整的英语文章。另外每周进行一篇的写作训练，鼓励运用背过的句型，提高学生的写作能力。

6、综合检查。准备每一单元做一次练习，主要以结合当前教学内容为主要测试内容，间或分块测试，习题的训练在于精而不在于多。在教学中尽量按照高考的知识体系有针对性地选择典型性题目。针对共性问题进行精讲，让学生在书本中找到解决问题的源泉，学会思考、整理和归纳。

四、课时安排

必修模块5、选修模块6教学内容，共十个单元。每单元7-8课时每一单元一测验。

一、指导思想

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神，正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极的情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

二、德育渗透的途径

1、结合词汇和句子学习渗透。德育是一种文化教育，文化内容很多是直接与词义相关的。任何一种语言的词汇、句子、习语本身就包含着丰富的文化信息和内容。这就意味着在词和句的教学中可以进行道德意识的渗透培养。

2、结合课文学习渗透。英语教材中，有些课文内容在德育意义上很有代表性，有些课文内容本身就是介绍英语国家的文明礼仪。教师要充分利用这些课文内容向学生传输道德文化知识，解释中外礼仪差异，使学生中西合璧。

3、结合课堂操练应用渗透。在语言教学中渗透德育的目的是使学生能更得体地使用目标语进行应用交际，促进学生和谐发展。因此，在教学中，学生仅有目标语、道德文化知识是不够的，还要训练运用目标语的思维方式思维，按目标语的社会道德规范行为进行交际的能力。为此，教师在组织课堂活动时，要多创设交际情景，让学生扮演其中的角色，要求他们按特定的环境和人物角色使用相应得体的语言和行为规范。也鼓励学生在课外生活中积极大胆应用，养成习惯，提高自己的道德情操。

4、结合课外活动渗透组织丰富多彩的英语课外活动可以激发学生英语兴趣，使德育得到有效延伸，更灵活贴切地实施德育。如举行生日聚会、圣诞晚会、课本剧表演等，让学生自主地我学我育、学用结合，提高育人质量。

三、德育渗透的内容

1、渗透文明礼仪教育中学英语教材内容贴近学生生活实际，突出语用教育。在英语文化意识熏陶学习和交际能力培养中，对学生实施中西文明礼仪教育是一大重点。包括日常生活中的礼貌称谓、问候、告别、重大节日问候的得体运用，能对一般的赞扬、请求作出适当反应等。

2、渗透良好学习、生活和劳动习惯教育教师要结合不同话题教学内容灵活地联系学生实际，对其进行良好的学习、生活、劳动锻炼习惯教育。第一单元谈论做事的频率，让学生在课文中了解良好的甚或习惯，安排好科学合理的作息时间。

3、渗透社会美德教育社会美德内容广泛，英语学科要和其它学科一道全面渗透关心他人、爱护公物、遵纪守法、保护环境等美德教育。第十单元谈论职业，让学生知道每种职业都是社会大家庭中不可缺少的，人人平等，人人都在为社会作贡献，教育学生努力学习，实现自己的职业目标

4、渗透爱国主义、集体主义教育英语教育属跨文化教育。跨文化教育的一个重要方面是形成对待外来文化和本国文化的合理的跨文化心态，既不可形成妄自尊大、闭关锁国的心态，也不可形成崇洋媚外、妄自菲薄的心态。英语教材在介绍英语国家文化的同时，注重介绍中华文化，以培养学生对中华文化的了解与热爱，养成合理的跨文化心态，并形成运用英语向外国人介绍中华文化的初步能力。因此，在英语教学中要特别加强国情教育，爱国主义、集体主义教育。

总之，德育是教育的一个永恒主题，在英语教学活动中渗透德育是一个需长期坚持的复杂工程。教师必须先要自己有德，成为以德育人、以美传美的楷模。教师更要善用慧眼，巧耍花招，充分开掘课程资源中的德育素材，对学生细水长流地实施德育渗透，成为共建德育的高手。

一、指导思想

以学校、年级、科组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对我校高一新生普遍英语底子差，基础薄的实际，坚持“务实基础，狠抓双基，改进教法，激发兴趣，提高能力”的原则，长期不懈地抓好学生学习英语的兴趣和习惯。

二、教学总目标

完成常规教学任务的同时注重激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。

学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读懂简单英语文章，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

三、学情简要分析

今年我校高一年级共有六个班，两个国兴班，四个普通班。学生整体英语水平较低，普遍英语底子差，基础薄。我担任6班和4班的英语老师，这两个班分别是文科的普通班和理科的普通班，基础相对较差，并且学生的成绩参差不齐。

四、教材简要分析

本学期完成英语模块必修（3）和必修（4）两个模块。共10个单元内容。

具体安排：对于10个单元，每一单元用10课时，课本的学习可以这样进行

1、warming up 和vocabulary一个课时；

2、reading和 language points 四课时；

3、discovering useful words and expressions 一课时；

3、discovering useful structures二课时；

4、using language一课时；

5、writing一课时；

五、具体措施和工作要点

1、做好初高中英语知识点的衔接工作

为了高中阶段的英语教学可以比较顺利的展开，使学生打牢英语学习基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的词汇、短语、句型、语法分插于10个单元的新课教学中。

2、英语学习方法的指导和学习习惯的培养

学习习惯是学生学业成败的关键。英语教师要指导学生掌握正确的学习方法，通过严格持久的训练，养成良好的英语学习习惯，发挥他们的潜能，提高学习效率，培养自学英语的能力。

各科通用的学习习惯

a：课前预习和自学的习惯。这是学生学好新课，取得高效率的学习成果的基础；

b：始终保持高度集中的注意力听课，勤记笔记的习惯；

c：课后及时复习的习惯。及时复习能加深和巩固对新学知识的理解和记忆；

d：良好的完成作业习惯

1、按时完成作业，书写规范、不潦草；

2、及时改正作业中的错误，找出错误原因，并建立“错题集”的习惯。

英语科特色的学习习惯

a：养成大声朗读和背诵英语单词、句子和文章的习惯

b：养成反复练习的习惯，语言不是教会的，而是在使用中学会的

3、阅读训练

阅读理解能力的培养是高中英语教学的重点，也是高考的重头戏。在单元教学中专门抽出一两节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法。每周一次的课外阅读材料为中考题的阅读文章。

4、早晚读的单词记忆与巩固

单词的记忆与巩固一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

5、备课组成员之间互相听课

备课组成员之间互相听课，不一定是整个备课组统一进行，而是自行看着课程表安排，有空堂就可以商量互相听课，并且在互相听课之后互相评课。对照发下去的课堂教学评估标准，帮助对方检查是否都达到了要求，把评课重点放在学生在这节课是否学有所得，学生是否动起来了。

教学进度表

教学阶段

内容安排

第二学期

期中考试前完成必修3；

期末考试前完成必修4，并在考前进行复习工作；

第二学期

第1 — 2周必修三 unit 1

第3 – 4周必修三 unit 2

第5 – 6周必修三 unit 3

第7 – 8周必修三 unit 4

第9 — 10周必修三 unit 5

第11周期中复习、期中考试

第12 — 13周必修四 unit 1

第14 — 15周必修四 unit 2

第16 — 17周必修四 unit 3

第18 – 19周必修四 unit 4

第20 — 21 周必修四 unit 5

第22周期末复习、期末考试

高中英语课程强调：在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神和民族使命感。

开学到现在我们高一英语备课组利用集体的力量和个人的智慧，按照“新课标”的指导思想，再根据教材的基本要求灵活地进行内容新编，精心地设计编导课堂教学活动，经过大量的新课程模式改革收到了“新课标”预期的一些效果，较圆满地完成高中第一模块的`英语教学工作

一、集体备课实效化。

集体备课是发挥群体优势，提高备课质量的重要途径，也是落实教学常规，提高课堂教学效率的必要措施。为此，我组的集体备课有序地进行，做到定时间、定地点、定内容、定主讲人。活动内容有教材分析、有教法研究、有质量分析、有教学反思等，并且认真学习《新课标》，不断钻研新教材。主讲教师提前钻研教材，吃透重难点，并能提出重难点突破方法，其他组员质疑、补充、完善，做到集思广益。集体备课后，各位老师分别承担各项任务，任务具体到人，具体到写教案、制作课件、出单元检测、语法专项、月考试卷、模拟试卷等。

每个老师必须按时完成任务并传到共享文档，供其他老师分享，当然，其他老师都在此基础上根据所教班级的实际情况，进行必要的修改，然后把修改过的教案等共享在网上。通过集体备课，发挥所有老师的智慧，扎扎实实上好每一课；通过集体备课，使各位教师明确近期和远期任务。除了正式的备课时间外，我们还不分时间与地点，有问题随时随地讨论研究，并得到解决，有时是一个信息的传递，有时是一个知识点的落实，有时是一个考点的分析，有时是一点教学体会的交流—— 总之，集体备课不流于形式，更注重内容与实效。

二、教学计划清晰化。

今年进入高一学习的这一届学生在初中时学的是人教版的教材，现在高一却又得学译林出版社的牛津版教材，因此，初高中学的教材本身就不衔接，怎样使刚进入高中校门的学生顺利完成初、高中英语的过渡是我们高一英语老师都觉得棘手的问题，但又必须战胜的问题。

开学初，在制定本学期工作计划时，为进一步了解学生，并了解教学情况，对学生以前学过的教材进行了仔细的研究，分析了学生现有的英语水平，以及进行纵向横向比较，备课组各位老师共同商讨制定了详细的备课组工作计划及高一英语教育教学计划，并以此作为我们的工作指导方案来贯彻实施。

三、措施具体化：

1、互相听课，共同进步

为了提高教学质量，高一全体英语老师都根据自己的计划，采取了具体的行动，尽最大的努力使工作细化，具体化。如每天早读的任务，培优补差的工作，默写环节的落实，课后的个别答疑，期中考试后开始的作业分层等，老师们都费尽心机。虽然工作忙，但我们备课组内常常互相听课评课，取他人之长，补已之短。

2、采取了一系列必要的措施夯实巩固基础。

为了使学生能尽快地适应牛津教材，我们还把每单元词汇表上没有而学生没有学过的单词整理出来，督促学生背诵、记忆。他们自主学习能力的逐渐形成。然而，我们在肯定成绩、总结经验的同时，必须清醒地看到，我们教学经验的积累还是粗浅的，存在的问题不容忽视，也有一些困惑有待解决。

Period 1 Reading

The General Idea of This Period

This period includes Warming up,Reading and Comprehending of the introduces a day of Jane Goodall and her colleagues in the forests,observing the reading the passage the students can know about Jane Goodall’s working methods,her great achievements and her attitude towards wild the passage,the students can also learn some reading strategies such as predicting,skimming and drawing conclusions.

Teaching Important Points

Help he students to comprehend the story of Jane Goodall’s protecting the African wildlife.

Get the students to learn from Jane Goodall’s story and come to the idea that great personality is of importance to one’s success.

Learn and master some important words,phrases and sentence patterns in this period.

Teaching Difficult Points

Get the students to comprehend the story and understand what Jane Goodall has done to gain the achievements.

Get the students to believe that one’s personality as well as luck and ability is important to one’s success.

Teaching Methods

Predicting to guess the content of the passage.

Skimming to get the general idea of the text.

Scanning to get detailed information and get to understand the passage better.

Task-based activities to get the students to comprehend the passage and be able to debate about whether women can do a better job than men.

Teaching Aids

A tape recorder

A multimedia computer

Three Dimensional Teaching Aims

Knowledge and Skills

Enable the students to comprehend the story of Jane Goodall’s protecting the African wildlife.

Enable the students to learn from Jane Goodall to treat animals in a human way and come to the idea that great personality is of importance to one’s success.

Learn some useful words and expressions:achieve,achievement,condition,welfare,connection,behave,behavior,worthwhile,specialist,observe,observation argue,inspire,support,devote ... to,etc.

Learn some sentence patterns:

Watching a family wake up is our first activity of the day.

Only after her mother came to help her for the first months was she allowed to begin her project.

Process and Strategies

Group work to encourage the students to participate in class activities.

Fast reading to make the students get the main idea of the passage.

Feelings and Value

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these will do something that can satisfy their feelings and make a better world.

Teaching Procedures

Step 1 Lead-in

1. Greet the students.

T: Good morning/ afternoon,boys and girls!

Ss: Good morning/ afternoon,Miss./..

the topic of great women.

1)Show some pictures of women for the students to guess who they are and tell whether they are great women or not.

T: Do you have idols?Now I would like to show you some pictures of women to see whether they are your idols and try to tell me whether they are great women.

Show some pictures of some famous people.

The students might be very excited to see the will tell their names and the reasons why they are so they will have the same point of view that they are famous and important but they are not great women.

2) Get the students to have a discussion about the qualities needed to be a great woman.

T: Although they are so famous and important in a certain field,they are not great what do you think is needed in order to be a great woman?

(Give the students two minutes to discuss in pairs.)

T: Now what do you think is needed in order to be a great woman?Who would like to share the opinions with us?

S: Let me have a try. In my opinion,a great woman should be intelligent and hard-working,otherwise she will not achieve her goals.

S: I think a great woman should be determined and sometimes she might come across a lot of difficulties before her idea and invention are accepted by the public or other she can’t stick to her opinion,she may fail in achieving her goals.

S: According to me,I think a great woman should be modest and don’t think an arrogant and irresponsible woman will become a great woman.

Other students add their opinions.

T: I agree with all of in my opinion,most importantly a great woman should be unselfish and willing to they will not overcome different difficulties and make great contributions to humans and our you think so?

Ss: Yes.

3) Talk about great women.

T: Now can you name some famous women?

S: I think Madam Curie is a great discovered radium(镭)with her husband and made great contributions to the field of science and also our won the Nobel Prize for Chemistry and Physics.

T: else would like to express your idea?

S: I think Mother Teresa is a great worked in India to help the poor,took care of the disabled people and won the Nobel Peace Prize in 1979.

(Some other students express their opinions.)

T: Now I would like to show you some more pictures to see whether you know them and their achievements.

（warming up）

(Get the students to read the information of the six women together.)

Step 2 Predicting

Get the Ss to read the title and predict the main content of the passage.

T: Today we are going to learn about one of the great women. Before that I would like to show you some pictures on P2.

T: What can you see in the picture?

Ss: A woman and an animal.

T: Who is the woman?

Ss: Jane Goodall.

T: What is the animal?

Ss: It’s a chimp.

T: What is she doing?

Ss: She is kissing the chimp.

T: If you meet a chimp in the forest,will you do that like Jane Goodall?

Ss: No.

T: (smiles)

Step 3Skimming to get the general idea

Get the Ss to read the passage and find the answers to the four questions (two minutes) and try to sum up the general idea of the passage.

S: Goodall is the protector. T: Now who can answer the first question?Who is the protector?

T: about the second one?What animals were observed?

S: were observed.

T: The third one?When did Jane Goodall arrive in Gombe？ How old was she?

S: arrived in Gombe in 1960 when she was 26.

T: Very the last one?

S: purpose was to help the rest of the world to understand and respect the life of the chimps.

T: Good about the general idea?

S: The passage is mainly about how Jane Goodle worked with chimps in their environment and helped people understand and respect the life of these animals.

T: Wonderful did you get the right prediction?

Ss: Yes.

Step 4 Main ideas

Get the students to read the whole passage and sum up the main idea of each the same time,instruct them the way of finding or summing up the main idea.

T: Now we have a rough idea about the will the writer introduce Jane Goodall’s story to us?How will she organize the passage?I would like you to read the story carefully and sum up the main idea of each can we sum up the main idea easily?

S: Try to see whether there are any topic sentences,which are usually at the beginning or the end of a there are not any topic sentences,try to sum up the main idea according to the content of the paragraph.

T: read the passage and try to find out the main ideas.

(after 4 minutes)

T: How many paragraphs are there in the passage?

Ss: Four.

T: What are the main ideas of them?

S: first paragraph is about a day in the Combe National Park.

S: second paragraph tells us Jane’s way to study chimps and her achievements.

S: third paragraph tells us her attitude to the animals.

S: last paragraph is a short summary of the whole passage,telling us that she has achieved everything she wanted to do.

T: Wonderful job.

Step 5 Scanning

Get the students to read the whole passage to get some detailed information.

T: Now we have formed an overview of the whole I would like you to read and get more information about Jane try to find out the answers to the following there are some sentences that you cannot understand,put them down and we shall solve your problems later.

T: (four minutes later) Now who can answer the questions?

S: watched the chimps wake up in the morning in the forest.

S: suggested the chimps should be left in the wild.

S: discovered that chimps hunt and eat meat,how chimps communicate with each other and worked out their social system.

(Not all the students can find the answer to the third question,or some of them can only find part of the teacher should instruct them the way of finding them get them to find the possible sentences where the answer lies—“For example,one thing she discovered was that chimps hunt and eat meat...She also discovered how chimps communicate with each other and her study of their body language helped her work out their social system.” Remind them to pay attention to the transitional words like“one thing”,“also” and “and”.)

教学准备

教学目标

Teaching aims:To let the students know much about Lin Qiaozhi and be inspired by her spirits.

教学重难点

let the students know much about Lin Qiaozhi and be inspired by her spirits.

教学过程

Step I: (导入)

Leading in: look at some pictures about a kind of disease

Hand-foot-mouth disease

T: Can you guess the name of the disease?

S: 手足口病

T: How to say it in English?

S: Hand-foot-mouth disease.

T: Do you think it is important to keep the children clean and healthy?

S: Yes.

T: Whose job is it to protect them from getting diseases?

S: Doctor’s.

T: Today we’ll learn about a great woman doctor. (show the pictures of her) Who is this woman?

S: Lin Qiaozhi.

T: Who would like to say something about her?

S1: …

S2:…

T: Let’s enjoy a video about her introduction.(show the video) What do you think after watching?

S:…

T: Do you want to know more about her?

S: Yes.

【课内探究】Step II : Fast reading

【自主学习】Q 1. What’s the passage mainly about?

After doing some research on Lin Qiaozhi, the writer was inspired by her and decided to study at medical college and carry on her good work

Q2. How did the writer know the information about Lin Qiaozhi, a specialist in women’s diseases?

By chance he came across an article about her while surfing the internet.

Q3. Why did Lin Qiaozhi write a small book?

A. It explained how to cut the death rate from having and caring for babies.

B. It gave some simple rules to follow for keeping babies clean, healthy and free from sickness.

C. It was intended for women who lived in the countryside in an emergency they could not reach a doctor.

D. All the above.

【有效训练】Step III: Careful reading

What are the three achievements about Lin Qiaozhi mentioned in the passage?

1. She became a specialist in women diseases.

2. She got a medical training for her career.

3. She made sure that about 50,000 babies were safely delivered.

【合作探究】Step IV: Group work

1. Was it easy for a woman to get medical education at that time? Give a reason.

2. What do you think are the important qualities a good doctor should have?

【精讲点拨】Step V : Retell the story

Lin Qiaozhi wrote a small book that ___ _______ ___ women in the countryside. It was difficult for a woman to ___ ______ ______ at that time, for girls education was always ______ ______ __ boys. _____ made her succeed was the _______ and ___________ she showed to her patients. She often went late at night to ______ __ _____for a poor family who couldn’t ____ her. I was inspired and decided to _____ __ her good work.

【有效训练】Step VI: Speech time

Lin Qiaozhi was a successful woman and achieved what she wanted. A Chinese saying: “Women can hold up half of the sky”. But nowadays, can women have the same chances as men in their careers? Are women and men really equal?

我国男女人口出生比例示意图

男女就业比例：

Show your speech !

What do you think? First discuss in your groups, then give your report to the class.

【课后延伸】Step VII : Don’t forget your homework:

1. Add more details to your speech and write it down in your exercise book.

2. Surf the internet to find more about Lin Qiaozhi.

课后习题

reading:

Q 1. What’s the passage mainly about?

Q2. How did the writer know the information about Lin Qiaozhi, a specialist in women’s diseases?

Q3. Why did Lin Qiaozhi write a small book?

A. It explained how to cut the death rate from having and caring for babies.

B. It gave some simple rules to follow for keeping babies clean, healthy and free from sickness.

C. It was intended for women who lived in the countryside in an emergency they could not reach a doctor.

D. All the above.

reading

What are the three achievements about Lin Qiaozhi mentioned in the passage?

III. Group work

1. Was it easy for a womam to get medical education at that time ?

Give a reason.

2. What do you think are the important qulities a good doctor should have?

IV. Retell the story

V. Homework

1. Add more details to your speech and write it down in your exercise book.

2. Surf the internet to find more about Lin Qiaozhi.

教学准备

教学目标

Te aching aims:

aims:

In this class, most of the students will:

1. learn the outline of the sample passage about a great woman.

2. learn some useful expressions and structures of describing a great woman;.

aims:

the students will read the sample passage and learn how to describe a great woman by imitating the sample passage.

aims:

Arouse the students’ interest of great women and learn something from them.

教学重难点

Teaching important points：

Students will learn to analyze the outline of a sample passage and learn to write a composition of a great woman.

Teaching difficult points

Ss learn some useful expressions: be admitted to, devote oneself to.

教学过程

Teaching procedures:

Step 1 Warming-up:

Play a part of Roman Holidays and then talk about the famous actress a nd great woman Audrey Hepburn.

设计意图：这是一节阅读加写作课，为避免枯燥，首先课前播放《铿锵玫瑰》歌曲，导入伟大的女性话题，然后请学生观看一段罗马假日电影片段，引入女主角奥黛丽赫本，通过图片，让学生了解到她不仅仅是一个演员还是一个伟大的女性，贴近话题。

Step 2 Reading:

Activity 1. Fast reading

Ask the students to read the sample passage quickly and answer the following questions.

1. When and where was Hepburn born?

2. Which film made her famous?

Activity 2 Detailed reading.

⑴Ask the ss to read the passage carefully and fill in the blanks.

设计意图：读细节，让学生从文章中学习相关词组和句型结构，为后面顺利写作进行细节铺垫，阅读过后呈现思维导图，让学生对所学知识更加直观清晰。

A great person

Para 1 Background (背景)

Para 2 Achievement (成就)

Para 3 Assessment (评价)

设计意图：通过阅读，让学生了解文章的篇章结构，为学生后面‘对伟大女性’描写做好整体性框架的把握。推导出描写伟人一般的普遍的框架。

Step 3 Talking：

Ask the ss to work in groups to talk about Madame Curie according to the given information.

The whole class are divided into to 3 groups. Ss in group 1 ta lk something about her family background and education. Ss in group 2 talk something about her j obs and achievemen t. Ss in group 3 talk something ab out her impressions on others.

设计意图：学生通过给定的信息，用已学知识谈论居里夫人，为写作做写前铺垫。

Step 4 Writing：

1. Ask the st udents to write down what they talked about Madame Curie within 10 mins.

2. Check in class.

Show several compositions of them in class.

设计意图：教师先批阅学生作文，起到示范的作用, 引导学生自己修改。

3. Peer check in pairs

Encourage the students to share their compositions with th eir partners and find out some good sentences and correct mistakes if necessary. The possible checklist is as follows:

1. If all the information has been included?

①Her family background and education

②Her jobs and achiev ement

③Her impressions on others

2. Right tense?

3. Right voice?

4. Are there any advanced words、structures and complex Sentences?

设计意图：交换批改同伴的文章，通过欣赏其他同学的文章，巩固今天所学知识，通过关注和发现同伴写作中的优秀的句子和出现错误的地方，进一步帮助和提醒学生更好地写作。

Step 5 Summary

T guides Ss to make a summary.

A famous saying from Madame Curie.

课后习题

Homework:

Improve and polish your writing after class and hand it in to me.

文章版权及转载声明

作者:小思本文地址：http://aiyundongfang.com/yingyuxuexibaike/10852.html发布于 2024-09-18
文章转载或复制请以超链接形式并注明出处学思外教

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