高中高一英语Unit4说课稿
高一英语Unit4说课稿一.教学目标
理论依据:《新课程标准》(实验稿)
根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标定为:
1)语言知识:
单词:理解,内化,运用以下生词:seismograph;iceberg;KingTut;//roar;fright;crack;//bookworm;couchpotato;workaholic;//Buddha;agent等,扫除听读障碍,重点掌握一些传神动词:advance;seize;sweep;swallow;drag;pull;flow;shake;strike;struggle等.
词组:getonone'sfeet;treeaftertree
语法:复习和运用定语从句用于描述人,物及事件.
2)语言技能:
听:听懂一个关于不幸经历的小故事,抓住时间,地点,人物,发生的事件
说:能用得体语言描述人,物,事件,并且有一定的逻辑.
读:Scanning,skimming,carefulreading,generalization;inference等阅读微技能训练.
写:能运用First,Next,Then,Finally简要且富有逻辑地描写自己的一次难忘经历.
3)学习策略:学生一定程度形成自主学习,有效交际,信息处理,英语思维能力.
4)情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养合作精神,互助精神.
二.教学重点和难点:
重点:1.课文中出现的重要动词,如:advance,seize,sweep,swallow,strike,struggle,drag,flow,shake,及词组getonone'sfeet,pulloneself,treeaftertreeetc.
2.用关系代词who,that,whom,whose等引导的定语从句.
3.用副词first,next,then,finally来描述一场难忘的经历.
难点:能用得体的英语表达自己,描述过去的难忘经历.
三.教学方法
根据我们几年来二语习得论,"整体语言教学"的理论和实践,以及当前教学改革,课程改革等先进理念,为达成上述教学目标,运用任务型教学途径,我们英语课堂设计采取"P---T---P"自主学习立体模式:(Pre-task----Task-cycle----Post-task).
四.教学安排
根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力,口语,阅读(2课时),语言(0.5课时),写作,评价(0.5课时).下面请看我们的课堂教学设计.
PeriodIwarmingupandlistening
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HankStram在地震前所做,地震中所见,所闻和所感的令人难忘的经历.通过完成练习,学生能抓住所听语段中的关键词,理解话语之间的逻辑关系,听懂故事,理解其中主要人物和事件以及他们之间的关系等.而且学生能掌握较好的听力方法,如积极预测,注意抓关键词,善于跳跃难点,学会做笔记等等.通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词.
Ⅱ,教学设计
A.Warmingup:
Task1Matchingcompetition(groupwork)
ColumnAColumnB
1,FuJianProvincea,acartoonmaker
2,SanFranciscob,theelectriclamp
3,AlexanderBellc,thefirsttelephone
4,ThomasEdisond,earthquake
5,AlbertEinsteine,typhoon
6,WaltDisneyf,theTheoryofRelativity
Question:Whydoyouthinkso
Task2:Lookingatthefollowingpictures,findouttheanswerstothequestions:
1)Doyouknowwhoorwhattheyare
2)Whatmadethemunforgettable
3)Canyoudescribeeachpictureusingonesentence(withthehelpofthewordsunderthepicture)
Task3:LetthestudentsdescribeeachpicturewithAttributiveClause.
eg:ZhangHengisthemanwhomadetheearliestseismographin132.
B.Pre-listening
Task1:Beforelistening,lettheSsguessthepossibleanswerstothefollowingquestionsaccordingtothesituation:(groupwork)
1)Whendidtheearthquakehappen
2)Wherewasthemandrivingwhenithappen
3)Whatwashegoingtodo
Listening(Part1):
Task2:Listeningtothetapetogetthecorrectanswerstotheabovequestions.(forthefirsttime)
Task3:Listeningtothetapetoputthefollowingintotherightorder.
()1.Istoppedthecarandatthesametimetheroadfellontothecarsinfrontofme.
()2.IwashungrysoIstartedtoeatone.
()3.Isawthecarsinfrontofmestarttomovefromsidetoside.
()4.IhadfinishedworkandthengonetothePostOffice.
()5.Isloweddown,thenmycarstartedt
oshake.()6.Istoppedoffatashopinordertogetsomefreshfruit.
()7.Idroveevenslower,thentheroadabovestartedtofalldown.
Task4:LettingtheSslistentothetapeagain,thentrytoretellthestorysimply,usingtheirownwords.
Task5:Discussion(Groupwork)
WhatwouldhappentoHankStramfinally
Listening(Part2)
Task1:Listeningtothesecondparttochoosethebestchoices(forthefirsttime)
1.Whichpartofhisbodyhurtbadly(C)
A.Thebottompartsofhislegs
B.Thebottompartsofhishands.
C.Thebottompartsofhislegsandfeet.
2.Whatcouldhehearbelowhim(B)
A.NothingB.ShoutsandnoiseC.Thenoiseofcars
3.Howlonghadhebeeninthecar(A)
A.14hoursB.40hoursC.4hours
Task2:Listeningtothetapeagaintowritethewordsinthespaces.
1.I________myselfinthedark.
2.ThenIrememberedwhat______.
3.ItwascleartomenowthatI______inanearthquake.
4.ThenI________people________towardsme.
5.Ateamofpeople______toseeifanyone_____underthebrokenroad.
C.Post-listening:
Task3:Discussion
Whatmadehimsurviveinsuchaterribleaccident
Period2Speaking
Ⅰ,教材内容及教学目标
本课着重培养学生'说'的技能,通过复习,学生自我介绍,解说图片,自编对话等手段来巩固定语从句中指人的关系代词whoorwhose的用法,达到能有条理地描述个人体验和表达个人的见解和想象,wwW.daKao8.coM能传递信息并就熟悉的话题表达看法,能用英语进行语言实践活动.它的掌握是一个很好的过渡阶段―――进入'读'和'写'的技能训练.
Ⅱ,教学设计
Pre-task:活跃学生用英语交流的思维,通过复习引出本课的重点---定语从句中指人的关系代词whoorwhose的用法.
Activity1.Revision
Task:TalkingaboutHankStramandhisunforgettableexperience.
AsksomeSssomequestionsaboutHankStramandhisunforgettableexperiencefirst,thenwritedowntwosentencesontheBb:
1.AmanwhosenamewasHankStramwascaughtintheearthquakeonOctober17th,1989inSanFrancisco.
2.HankStramwasaluckymanwhowasrescuedafterhehadbeeninhiscarfor14hours.
Purpose:1,活跃学生用英语交流的思维.
2,通过复习引出本课的重点---定语从句中指人的关系代词whoorwhose的用法.
Activity2ChainGames(Groupwork)
Task:IntroductionGuess
AstheSsdon'tknoweachotherverywellinthesameclasswhenlearningthisunit,letoneofthegroupintroduceothersinhisgrouptolettheothergroupstoguess,theintroductionmustbeasentence,usingtheAttributiveClause-whoorwhose
(GameRule:Eachintroductionwillonlybeguessedonce,ifnoonegettheanswer,theintroducershoulddeclarethestudent'sname.)
Purpose:1,用游戏的形式能刺激学生用英语进行语言实践活动.
2,活跃课堂气氛,真正发挥学生的主体作用.
Task-cycle:通过看图说话,学会正确使用定语从句.
Activity1.Describingthepictures(groupwork)
Task1:Describingthepicturesinthebook----Pictrue1,Picture5,Picture6,Picture3(groupleadersreport,usingwhoorwhose)
Task2:Describingsomepicturesaboutthenaturaldisasters,suchasFire,Earthquake,TyphoonandFlood.
(Intask1,afterthestudentfinishtalkingaboutPicture3----Betty'sparentshavebeenmarriedformorethan25yearswholiveinNewYork,theirhobbyiswatchingTV.TheteacherasktheSs:"Doyouwanttoknowwhattheyliketowatchbest"Thenpresentthepicturesaboutthenaturaldisasters.)
Purpose:1,培养学生积极用英语进行交流和沟通,发挥合作精神.
2,培养学生看图说话的能力,从而提高'说'的技能.
Activity2.Creatingdialogues(pairwork)
Task:Eachpairchoosetwoofthepicturesandcreatet
heirowndialogues.(usingatleastoneAttributiveClause)
Purpose:1,培养学生善于利用各种机会用英语进行真实交际.
2,增强学生的自信心,丰富想象力和独到的见解.
3,了解英语国家与中国的生活方式的不同.
Activity3.Enjoyingthevideo
Thisvideoisaboutthemostterribledisasterthisyear----SARS,somedoctorsaretreatingpatients,strugglingagainstSARS)
Task1:Toenjoythevideo,findingoutsomethingthatmovedyoudeeply.
Purpose:1,能传递信息并就熟悉的话题表达看法
2,能有条理地表达个人的见解和想象,从而提高'说'的技能.
Task2:Interviewing---groupwork(supposeoneisthedoctor,theothersaregoingtointerviewhim)
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:Actoutdialogues
Period3&4Reading
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)Beforeshecouldmove,sheheardagreatnoise,whichgrewtoaterribleroar.
2)ShelookedatJeffwhowavedhisarms.
3)Thereshesawbigmassofwaterthatwasquicklyadvancingtowardsher.
4)Flora,whosebeautifulhairanddresswereallcoldandwet,startedcrying.
尤其是whose引导的定语从句及间隔性定语从句.
3,学生在一定程度上提高阅读微技能和用英语思维,推理,判断的能力.
4,能用First,Next,Then,Finally来口头陈述事件.
Ⅲ,教学设计
A.Warmingup:
Task1:Talkingaboutnaturaldisasters
1.WhatnaturaldisastersdidyoutalkaboutyesterdayDoyouknowsomeothers
2.HaveyoueverexperiencedoneofthesedisastersCanyoudescribewhatitwaslikeandhowyoufelt
B.Pre-reading
Task2:Lookingandguessing:
1.Whatcanyouseeinthepicture
2.Whathappenedtothemfinally
3.Whatwordswillyouusetodescribethisdisaster
C.Fastreading
Questions:1.WhatnaturaldisasterdidFloraandJeffsuffered(Flood)
2.Whatrescuedthem(Chimney)
D.Carefulreading
Task3:Dividingthewholepassageaccordingtothechangeoftheplaces.
Para1:Inthegarden
Para2:Onthewaytothehouse
Para3:Insidethehouse
Task4:Imagination
Question1:Whatwasthehouselike(B)
A,aflatB,ahousewithtwofloors
Question2:Whatwordssupportyouridea
Task5:Readingforthesecondtimeandfinishthefollowingdiagram
places
flood
reaction
feelings
Task6Imagingtheendofthestory
E.Practiceforunderstandingandwordstudy
F.Consolidation
Task7,Retellingthestoryaccordingtothediagram:
Postreading
Task:Discussion.
1,WillthedisasterchangeFloraandJeff'slifeHow
Expandedreading:TheDayThatChangedMyGeneration
Readthematerialanddosomeexercises.
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