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高中英语新教材教学设计高英语教案doc
高中英语新教材UNIT4教学设计_高三英语教案
am
was
caught
in
the
earthquake
on
October
17th
1989
in
San
Francisco.
2.
Hank
Stram
was
a
lucky
man
who
was
rescued
after
he
had
been
in
his
car
for
14
hours.
Purpose:
１、活跃学生用英语交流的思维。
２、通过复习引出本课的重点---定语从句中指人的关系代词who
or
whose
的用法
。
Activity
2
Chain
Games
（Group
work）
Task:
Introduction
Guess
As
the
Ss
don’t
know
each
other
very
well
in
the
same
class
when
learning
this
unit,
let
one
of
the
group
introduce
others
in
his
group
to
let
the
other
groups
to
guess,
the
introduction
must
be
a
sentence,
using
the
Attributive
Clause—who
or
whose
（Game
Rule:
Each
introduction
will
only
be
guessed
once
if
no
one
get
the
answer,
the
introducer
should
declare
the
student’s
name.）
Purpose:
1、用游戏的形式能刺激学生用英语进行语言实践活动。
2、活跃课堂气氛，真正发挥学生的主体作用。
Task-cycle:
通过看图说话，学会正确使用定语从句。
Activity
1.
Describing
the
pictures
（
group
work）
Task1:
Describing
the
pictures
in
the
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----
Betty’s
parents
have
been
married
for
more
than
25
years
who
live
in
New
York,
their
hobby
is
watching
TV.
The
teacher
ask
the
Ss
:
“Do
you
want
to
know
what
they
like
to
watch
best?
”
Then
present
the
pictures
about
the
natural
disasters.
）
Purpose:
１、培养学生积极用英语进行交流和沟通,发挥合作精神。
２、培养学生看图说话的能力，从而提高‘说’的技能。
Activity
2.
Creating
dialogues
（pair
work）
Task:
Each
pair
choose
two
of
the
pictures
and
create
their
own
dialogues.
（using
at
least
one
Attributive
Clause）
Purpose:
１、培养学生善于利用各种机会用英语进行真实交际。
２、增强学生的自信心，丰富想象力和独到的见解。
３、了解英语国家与中国的生活方式的不同。
Activity
3.
Enjoying
the
video
This
video
is
about
the
most
terrible
disaster
this
year----SARS,
some
doctors
are
treating
patients,
struggling
against
SARS）
Task
1:
To
enjoy
the
video,
finding
out
something
that
moved
you
deeply.
Purpose:
1、能传递信息并就熟悉的话题表达看法
2、能有条理地表达个人的见解和想象,
从而提高‘说’的技能.
Task
2:
Interviewing---
group
work（
suppose
one
is
the
doctor,
the
others
are
going
to
interview
him）
Purpose:
1、能用英语进行语言实践活动。
2、能用恰当的方式在特定场合中表达观点，从而使‘说’的技能的训练进一步提升。
Post-task:
评价学生课堂表现，学生表演对话
Activity
:
Act
out
dialogues
Period
3
4
Reading
Ⅰ、教材内容
这是新教材高一上第4单元的阅读课型。
本课围绕难忘的经历这一主题，描写洪水来临时的凶猛及Jeff与Flora在这次经历中的体验。
本课词汇量大，尤其在描写发洪水时，文章运用大量的动词及一些原汁原味的表达。
另外文章中还出现许多定语从句，定语从句是本单元的语法重点。
根据新课程标准及高一学生的知识、语言能力水平，我们制定以下教学目标：
Ⅱ、教学目标：
1、理解和掌握一些新词汇如：
roar、mass、fright、rack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc.
2、
理解定语从句，如：
1）
Before
she
could
move,
she
heard
a
great
noise,
which
grew
to
a
terrible
roar.
2）
She
looked
at
Jeff
who
waved
his
arms.
3）
There
she
saw
big
mass
of
water
that
was
quickly
advancing
towards
her.
4）
Flora,
whose
beautiful
hair
and
dress
were
all
cold
and
wet,
started
crying.
尤其是whose引导的定语从句及间隔性定语从句。
3、学生在一定程度上提高阅读微技能和用英语思维、推理、判断的能力。
4、能用First、Next、Then、Finally来口头陈述事件。
Ⅲ、
教学设计
A.
Warming
up:
Task
1：
Talking
about
natural
disasters
1.
What
natural
dters
did
you
talk
about
yesterday?
Do
you
know
some
others?
2.
Have
you
ever
experienced
one
of
these
disasters?
Can
you
describe
what
it
was
like
and
how
you
felt?
B.
Pre-reading
Task
2:
Looking
and
guessing:
1.
What
can
you
see
in
the
picture?
2.
What
happened
to
them
finally?
3.
What
words
will
you
use
to
describe
this
disaster?
C.
Fast
reading
Questions：
1.What
natural
disaster
did
Flora
and
Jeff
suffered?
（Flood）
2.
What
rescued
them?
（Chimney）
D.
Careful
reading
Task
3:
Dividing
the
whole
passage
according
to
the
change
of
the
places.
Para
1：
In
the
garden
Para2：
On
the
way
to
the
house
Para3：
Inside
the
house
Task
4:
Imagination
Question
：
What
was
the
house
like?
（
B
）
A、a
flat
B、a
house
with
two
floors
Task
6
Imaging
the
end
of
the
story
E.
Practice
for
understanding
and
word
study
F.
Consolidation
Task
7、Retelling
the
story
according
to
the
diagram:
Post
reading
Task
:
Discussion.
1、
Will
the
disaster
change
Flora
and
Jeff’s
life?
How?
Expanded
reading:
The
Day
That
Changed
My
Generation
Read
the
material
and
do
some
exercises.
Homework：
写阅读笔记
Period
5
Language
study
Grammar（half
period）
I、教学设计
Task
1.
Word
puzzle
I.
Find
out
ten
words
that
describe
the
flood
and
fighting
against
the
flood
in
the
puzzle.
One
of
them
has
been
found
out.
Task
2.
Words
in
different
situations
Word
study
about
“advance”
and
“strike”
（individual
work）
Judge
the
different
meanings
of
“advance”
or
“strike”
in
the
following
sentences:
1.The
hunter
advanced
toward
the
bear
carefully.
2.A
month
has
passed
but
the
project
has
not
advanced.
3.He
worked
so
well
that
his
boss
advanced
him
to
a
higher
position.
4.The
date
of
the
meeting
was
advanced
from
June
10
to
June
3.
5.The
boy
struck
the
pig
with
a
stick.
6.The
workers
were
striking
for
higher
pay.
7.Typhoon
Swan
struck
Hainan,
killing
20
people.
8.On
New
Year’s
Eve,
we
waited
for
the
clock
to
strike.
Task
3.
Finish
the
e
21.
（that/which）
scientists
all
over
the
world
are
worrying
about
22.
that/which
is
made
of
glass
23.
whose
research
is
about
greenhouse
gases
24.
where
it
is
not
too
hot
25.
who
live
in
the
desert
26.
which
brings
man
terrible
disasters
高中英语新教材UNIT4教学设计_高三英语教案
高一新教材Unit
4说课教案,教学设计
高一新教材Unit
4说课教案,教学设计
一．教学目标
理论依据：
《新课程标准》（实验稿）
根据《新课程标准》（实验稿）关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：
1）
语言知识：
单词：
理解、内化、运用以下生词：
seismograph;
iceberg;
King
Tut;
//
roar;
fright;
crack;
//
bookworm;
couch
potato;
workaholic;//
Buddha;
agent等，扫除听读障碍，重点掌握一些传神动词：
advance;
seize;
sweep;
swallow;
drag;
pull;
flow;
shake;
strike;
struggle等。
词组：
get
on
one’s
feet;
tree
after
tree
语法：
复习和运用定语从句用于描述人、物及事件。
2）
语言技能：
听：
听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件
说：
能用得体语言描述人、物、事件，并且有一定的逻辑。
读：
Scanning,
skimming,
careful
reading,
generalization;
inference等阅读微技能训练。
写：
能运用First,
Next,
Then,
Finally简要且富有逻辑地描写自己的一次难忘经历。
3）
学习策略：
学生一定程度形成自主学习，有效交际、信息处理、英语思维能力。
4）
情感态度：
学生能在多种英语学习情景中分享自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
二．教学重点和难点：
重点：
1.
课文中出现的重要动词,如:
advance,
seize,
sweep,
swallow,
strike,
struggle,
drag,
flow,
shake,
及词组
get
on
one’s
feet,
pull
oneself,
tree
after
tree
etc.
2.
用关系代词who,
that,
whom,
whose等引导的定语从句
.
3.
用副词
first,
next,
then,
finally
来描述一场难忘的经历.
难点:
能用得体的英语表达自己，描述过去的难忘经历。
三.
教学方法
根据我们几年来二语习得论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径，我们英语课堂设计采取“P---T---P”自主学习立体模式：
（Pre-task----Task-cycle----Post-task）。
四.
教学安排
根据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为6课时：
听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。
下面请看我们的课堂教学设计。
Period
I
warming
up
and
listening
Ⅰ、教材内容及教学目标
本课处于本单元的第一课时,主要训练和提高学生‘听’的技能,它的掌握有利于以下几课的‘说’、‘读’和‘写’的技能训练,并作了一个很好的铺垫．本课的听力材料由两部分组成，主要讲述Hank
Stram在地震前所做、地震中所见、所闻和所感的令人难忘的经历。
通过完成练习，学生能抓住所听语段中的关键词、理解话语之间的逻辑关系、听懂故事、理解其中主要人物和事件以及他们之间的关系等。
而且学生能掌握较好的听力方法，如积极预测、注意抓关键词、善于跳跃难点、学会做笔记等等。
通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词．
Ⅱ、教学设计
A.
Warming
up
:
Task
1
Matching
competition
（group
work）
Column
A
Column
B
1、
Fu
Jian
Province
a、a
cartoon
maker
2、
San
Francisco
b、the
electric
lamp
3、
Alexander
Bell
c、the
first
telephone
4、
Thomas
Edison
d、earthquake
5、
Albert
Einstein
e、typhoon
6、
Walt
Disney
f、the
Theory
of
Relativity
Question:
Why
do
you
think
so
?
Task2:
Looking
at
the
following
pictures,
find
out
the
answers
to
the
questions:
1）
Do
you
know
who
or
what
they
are
?
2）
What
made
them
unforgettable?
3）
Can
you
describe
each
picture
using
one
sentence（
with
the
help
of
the
words
under
the
picture）
Task
3:
Let
the
students
describe
each
picture
with
Attributive
Clause.
eg:
Zhang
Heng
is
the
man
who
made
the
earliest
seismograph
in
132.
B.
Pre-listening
Task１:
Before
listening
let
the
Ss
guess
the
possible
answers
to
the
following
questions
according
to
the
situation:
（group
work）
1）
When
did
the
earthquake
happen?
2）
Where
was
the
man
driving
when
it
happen?
3）
What
was
he
going
to
do?
Listening（Part
1）:
Task
2:
Listening
to
the
tape
to
get
the
correct
answers
to
the
above
questions.（for
the
first
time）
Task
3:
Listening
to
the
tape
to
put
the
following
into
the
right
order.
（
）
1.
I
stopped
the
car
and
at
the
same
time
the
road
fell
onto
the
cars
in
front
of
me.
（
）
2.
I
was
hungry
so
I
started
to
eat
one.
（
）
3.
I
saw
the
cars
in
front
of
me
start
to
move
from
side
to
side.
（
）
4.
I
had
finished
work
and
then
gone
to
the
Post
Office.
（
）
5.
I
slowed
down
then
my
car
started
to
shake.
（
）
6.
I
stopped
off
at
a
shop
in
order
to
get
some
fresh
fruit.
（
）
7.
I
drove
even
slower,
then
the
road
above
started
to
fall
down.
Task
4:
L
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