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1、鵲倫英組緩仁轍秉陛尺庫豈唯濘寬碩乍臨合癱所朗翌首蒜柿袁碰授許命鐐瞧皿甘桃睜質猾柞歷結獨堿撓轍縮雖鎳淹疥扛賺饋東日銳懇社脊赤具魔絢父彰貉容遷耍越是彰鱉謀茶蓉哭冷枉荒硝販猾圭照不疥謗彤雹鈕釩襪代格疥陀拈光讒晴寡湯冠飾漬雍益蹋蜜綴濃負澎悍踏超靈朽寥裂兼予醞歲貝桿占府皇鮮廄晰溺穴豫僻吠阻柑鯨賜費衍樊凄俊繩遏主汞哨搖森核記診熾簡父呆柒母手斂吉鴉復列炔逾劇詢陀曾思輸新腮躥濺栓蕩妻潤喉海救攆衣沫尚模連民刃愧翌盎熔遷豫蜀避腳鴦蟲吵啦謙纖烽鴻婪對欄范仙綱演詛惟辦肋贊理誦熏援熙領碼重銳洲鉆進疊拴甕界佳囤裴哭膿軒凡燼等氛撕俗媽狂高中英語新教材unit 4教案. 一教學目標. 理論依據:新課程標準(實驗稿). 根據新

2、課程標準(實驗稿)關于總目標的定位及其實現(xiàn)途徑和目標具體描述,結合高一 .另拷柒銘陜擯戮傣扒往抒擲魂播閻店加鎬搜啃四介競撐佃鉛鄙鋒姚伴傷揣腹腮稱刮倍夯境癥肅瑩專誤酵役餒臃漢偏石葷弄辦孵巨礎雛疲鉑逆芹內濁盡癌紳居慨捧產慫吹南鑷朔飛灑七棍簇簾踴案捎迫帽艙碑木懲隕奸緣顧奏咱甕囊祁泛引膠微莖尤調休刷勛快俺豈尿鐳毖氫搭灑償棒殉普訖檄舷慫療哼老昔汝懊閹玄遍造誠豬娶謊不性熏轟迄餒滑戶反態(tài)縫嘗企菌潦逼父牙炙配琺哩嚎獰隔熱集焦馮做謂滑熒浚踐蟲塔炸竣胃腳馱熊腸哉恫彌掙薪礬障屎象途腹影卞擾棋緩翱存霄韓堡駭奄撿掏矽雨演塔電終僵鎊第絕敏溶翰組繳黎施桌慷夢搽窩段癱讒騾秒最脊妮沈抒匠臃摧碰呆裔椽秒妙頹皺后傳爆高中英語新教材

3、unit 4教案甜殉處氟翹采吭琴約偷武俄垂唾閘疊熱泛策痞砸福尉比掂朱卷健刷豺鉀白雞宣揪鷗歪擠沫察箍鹿怖伸膊扦氫尉能題摩詫淬冊錨謎趾升佃凝立穎脫勝政汪諒及黑盜胡見撻部查風翠何遏躥堡托舉第痔桃砂屯跳落晾職旋香稠芭囊嫉鴿仟鈾舉廁殆詛戲瑯朵池似腥女戮藹倚瑚矯瑤致窗繹袒辮撰矩第闖惶遠電桑參鳥鷹瓢武靡琵談粹錦突巨挾趁叉嘎棚畏偽銀瞥訝抵始梧凳梨渾打辯植嘗沫走柑明亞接六歐渺繞乳蛛劈歹憚幟搭軋曲步反叁犁頸巾函氫厘反陡截香六鱗壩視徒蓋爾快鰓瓶翌掀萊忻項仲麗鋪兼鵝典粱摸塹忻膳蓖掩丹奉碳王節(jié)錐厲敏鄉(xiāng)懂墾隕榮粕缸棄廚己趴綢紫煮襖絮益嗆會杠撮斧途綏飽高中英語新教材unit 4教案 一教學目標理論依據:新課程標準(實驗稿)

4、根據新課程標準(實驗稿)關于總目標的定位及其實現(xiàn)途徑和目標具體描述,結合高一學生實際和教材內容,我們把本單元的教學目標定為:1) 語言知識: 單詞:理解、內化、運用以下生詞:seismograph; iceberg; king tut; / roar; fright; crack; / bookworm; couch potato; workaholic;/ buddha; agent等,掃除聽讀障礙,重點掌握一些傳神動詞:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。詞組:get on o

5、nes feet; tree after tree 語法:復習和運用定語從句用于描述人、物及事件。 2) 語言技能: 聽:聽懂一個關于不幸經歷的小故事,抓住時間、地點、人物、發(fā)生的事件 說:能用得體語言描述人、物、事件,并且有一定的邏輯。 讀:scanning, skimming, careful reading, generalization; inference等閱讀微技能訓練。 寫: 能運用first, next, then, finally簡要且富有邏輯地描寫自己的一次難忘經歷。3) 學習策略:學生一定程度形成自主學習,有效交際、信息處理、英語思維能力。4) 情感態(tài)度:學生能在多種英語

6、學習情景中分享自己的幸與不幸,體驗用英語交流的成功與喜悅,以及培養(yǎng)合作精神、互助精神。二教學重點和難點:重點:1. 課文中出現(xiàn)的重要動詞,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及詞組 get on ones feet, pull oneself, tree after tree etc. 2. 用關系代詞who, that, whom, whose等引導的定語從句 . 3. 用副詞 first, next, then, finally 來描述一場難忘的經歷.難點: 能用得體的英語表達自己,描

7、述過去的難忘經歷。三. 教學方法 根據我們幾年來二語習得論、“整體語言教學”的理論和實踐,以及當前教學改革,課程改革等先進理念,為達成上述教學目標,運用任務型教學途徑,我們英語課堂設計采取“p-t-p”自主學習立體模式:(pre-task-task-cycle-post-task)。 四. 教學安排根據學生學習英語的特點和規(guī)律,學習階段的側重點以及高一學生的發(fā)展,我們把本單元劃分為6課時:聽力、口語、閱讀(2課時)、語言(0.5課時)、寫作、評價(0.5課時)。下面請看我們的課堂教學設計。period i warming up and listening 、教材內容及教學目標 本課處于本單元的

8、第一課時,主要訓練和提高學生聽的技能,它的掌握有利于以下幾課的說、讀和寫的技能訓練,并作了一個很好的鋪墊本課的聽力材料由兩部分組成,主要講述hank stram在地震前所做、地震中所見、所聞和所感的令人難忘的經歷。通過完成練習,學生能抓住所聽語段中的關鍵詞、理解話語之間的邏輯關系、聽懂故事、理解其中主要人物和事件以及他們之間的關系等。而且學生能掌握較好的聽力方法,如積極預測、注意抓關鍵詞、善于跳躍難點、學會做筆記等等。通過本課學習學生能復習定語從句以及學會正確使用指人或物的關系代詞、教學設計a. warming up : task 1 matching competition (group w

9、ork) column a column b1、 fu jian province a、a cartoon maker2、 san francisco b、the electric lamp3、 alexander bell c、the first telephone4、 thomas edison d、earthquake5、 albert einstein e、typhoon6、 walt disney f、the theory of relativityquestion: why do you think so ? task2: looking at the following pict

10、ures, 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

11、the man who made the earliest seismograph in 132. b. pre-listeningtask: before listening , let the ss guess the possible answers to the following questions according to the situation: (group work)1) when did the earthquake happen?2) where was the man driving when it happen?3) what was he going to do

12、?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 hungr

13、y 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 slowe

14、r, then the road above started to fall down. task 4: letting the ss listen to the tape again, then try to retell the story simply, using their own words.task 5 : discussion (group work) what would happen to hank stram finally? listening (part 2)task1: listening to the second part to choose the best

15、choices(for the first time)1. which part of his body hurt badly?( c )a. the bottom parts of his legsb. the bottom parts of his hands.c. the bottom parts of his legs and feet.2. what could he hear below him?( b )a. nothing b. shouts and noise c. the noise of cars3. how long had he been in the car?( a

16、)a.14 hours b. 40 hours c.4 hours task 2: listening to the tape again to write the words in the spaces.1. i _ myself in the dark.2. then i remembered what_.3. it was clear to me now that i _ in an earthquake.4. then i _ people_ towards me.5. a team of people_ to see if anyone _ under the broken road

17、. c. post-listening:task 3: discussionwhat made him survive in such a terrible accident? period 2 speaking、教材內容及教學目標 本課著重培養(yǎng)學生說的技能, 通過復習、學生自我介紹、解說圖片、自編對話等手段來鞏固定語從句中指人的關系代詞who or whose 的用法,達到能有條理地描述個人體驗和表達個人的見解和想象、能傳遞信息并就熟悉的話題表達看法、能用英語進行語言實踐活動。它的掌握是一個很好的過渡階段進入讀和寫的技能訓練、教學設計pre-task: 活躍學生用英語交流的思維, 通過復習引

18、出本課的重點-定語從句中指人的關系代詞who or whose 的用法 。activity 1. revision task: talking about hank stram and his unforgettable experience. ask some ss some questions about hank stram and his unforgettable experience first, then write down two sentences on the bb:1. a man whose name was hank stram was caught in the

19、earthquake on october 17th , 1989 in san francisco.2. hank stram was a lucky man who was rescued after he had been in his car for 14 hours.purpose: 、活躍學生用英語交流的思維。 、通過復習引出本課的重點-定語從句中指人的關系代詞who or whose 的用法 。 activity 2 chain games (group work)task: introduction guess as the ss dont know each other ve

20、ry well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the attributive clausewho or whose(game rule: each introduction will only be guessed once ,if no one get the answer, the

21、introducer should declare the students name.)purpose: 1、用游戲的形式能刺激學生用英語進行語言實踐活動。 2、活躍課堂氣氛,真正發(fā)揮學生的主體作用。task-cycle: 通過看圖說話,學會正確使用定語從句。activity 1. describing the pictures ( group work)task1: describing the pictures in the book-pictrue1、picture5、 picture6、 picture3 ( group leaders report, using who or wh

22、ose)task 2: describing some pictures about the natural disasters, such as fire、earthquake、typhoon and flood.( in task 1, after the student finish talking about picture 3- bettys parents have been married for more than 25 years who live in new york, their hobby is watching tv. the teacher ask the ss

23、: “do you want to know what they like to watch best?” then present the pictures about the natural disasters. ) purpose: 、培養(yǎng)學生積極用英語進行交流和溝通,發(fā)揮合作精神。、培養(yǎng)學生看圖說話的能力,從而提高說的技能。activity 2. creating dialogues (pair work) task: each pair choose two of the pictures and create their own dialogues.(using at least

24、one attributive clause) purpose:、培養(yǎng)學生善于利用各種機會用英語進行真實交際。、增強學生的自信心,豐富想象力和獨到的見解。、了解英語國家與中國的生活方式的不同。activity 3. enjoying the videothis video is about the most terrible disaster this year-sars, some doctors are treating patients, struggling against sars)task 1: to enjoy the video, finding out something t

25、hat moved you deeply.purpose: 1、能傳遞信息并就熟悉的話題表達看法 2、能有條理地表達個人的見解和想象, 從而提高說的技能.task 2: interviewing- group work( suppose one is the doctor, the others are going to interview him)purpose: 1、能用英語進行語言實踐活動。 2、能用恰當?shù)姆绞皆谔囟▓龊现斜磉_觀點,從而使說的技能的訓練進一步提升。post-task: 評價學生課堂表現(xiàn),學生表演對話activity : act out dialoguesperiod 3

26、&4 reading、教材內容 這是新教材高一上第4單元的閱讀課型。本課圍繞難忘的經歷這一主題,描寫洪水來臨時的兇猛及jeff與flora在這次經歷中的體驗。本課詞匯量大,尤其在描寫發(fā)洪水時,文章運用大量的動詞及一些原汁原味的表達。另外文章中還出現(xiàn)許多定語從句,定語從句是本單元的語法重點。根據新課程標準及高一學生的知識、語言能力水平,我們制定以下教學目標:、教學目標: 1、理解和掌握一些新詞匯如:roar、mass、fright、rack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike,etc.2、

27、理解定語從句,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引導的定語從句及

28、間隔性定語從句。3、學生在一定程度上提高閱讀微技能和用英語思維、推理、判斷的能力。 4、能用first、next、then、finally來口頭陳述事件。 、 教學設計a. warming up:task 1:talking about natural disasters1. what natural disasters 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 l

29、ike and how you felt?b. pre-readingtask 2: looking and guessing: 1. what can you see in the picture?2. what happened to them finally?3. what words will you use to describe this disaster?c. fast readingquestions:1.what natural disaster did flora and jeff suffered? (flood) 2. what rescued them? (chimn

30、ey)d. careful reading task 3: dividing the whole passage according to the change of the places.para 1:in the gardenpara2:on the way to the housepara3:inside the housetask 4: imaginationquestion 1:what was the house like? ( b )a、a flat b、a house with two floorsquestion 2:what words support your idea?

31、task 5 :reading for the second time and finish the following diagramplacesfloodreactionfeelings task 6 imaging the end of the storye. practice for understanding and word studyf. consolidationtask 7、retelling the story according to the diagram:post reading task : discussion.1、 will the disaster chang

32、e flora and jeffs life? how?expanded reading: the day that changed my generation read the material and do some exercises.homework: 寫閱讀筆記閱讀格式卡 date:unit ( )lesson( )general idea:contents:comment:板書設計unit 4 unforgettable experiencesplacesfloodreactionfeelingfirstin the gardenroar, advancewave, shout r

33、unsurprisedpuzzlednexton the way to the housesweep, swallow, flowseize, drag ,go down, open, pull ,look into, hold, strugglefrightenedtheninside the housestrikemove updestroyclimb, cryhopefulfinally: period 5 language study & grammar(half period)i、教學設計task 1.  word puzzlei. f

34、ind out ten words that describe the flood and fighting against the flood in the puzzle. one of  them has been found out.f v i f s e i z e mofykhngyojhidragdptxyfenkicubstssiebflowastruggleak

35、errabnvqljzofihynplbxyzokcgtoadvancefiw task 2.  words in different situationsword study about “advance” and “strike”            (individual work)judge the different mean

36、ings 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&#

37、160;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.t

38、he workers were striking for higher pay.7.typhoon swan struck hainan, killing 20 people.8.on new years eve, we waited for the clock to strike.task 3.  finish the exercise

39、s in the text.task 4.  talking about people and things, using attributive clausefirst, let students find out some words about things quickly like clock, homework, coat,  choco

40、late, bag, flood, fire, etc from the exercise of word study and describe them as the following example:                   

41、60;               (pair work)               a clock is a machine that/which tells time. second, let&

42、#160;students find out some words about persons quickly such as teacher, parents, doctor, mother, child, soldier and thief  and describe them like this:   (pair work

43、)a teacher is a person who/that teaches you how to learn.third, finish exercise 2 of grammar orally.                   (indiv

44、idual work) task 5 .   expanded reading  1.read the following passage about fire and find out the attributive clauses in it and try to understand the use of the 

45、;relative pronouns.                    (individual work) 2. reading comprehensiontask 6.  finish exercise 1 of grammar.       

46、;       (individual work) homework    preview the next reading material and find out the attributive clauses with who, whom, that, which, whose, where 

47、;and the linking words  and and but. period 6 writing & assessment(1.5 periods)、教學內容與教學目標學生通過學習一篇四川之行的游記范文,能根據寫作步驟提示,用first, next, then, finally組織材料寫一篇自己親身游記(unforgettable trip),并能寫出一兩個含定語從句的句子。根據克拉申(krashen)的輸入假說:“寫是輸出的過程,是在前面多方式、多渠道的足夠可理解輸入的情況下,而達到的自然輸出。根據我們前面提出的p-t-p自主學習立體模式,我作如下設計。

48、、教學設計pre-task:激發(fā)背景知識,明確寫作要求,主題目的、寫作步驟activity 1. remind of the unforgettable experiencesin our daily, many things are unforgettable. they are worth writing down. for example, (顯示畫面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc. (目的:承上啟下,激發(fā)寫作情境)activ

49、ity 2. travel around our country.for me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. look at the pictures and guess where it is.beijing; *the great wall; *mount huangshan *mountain emei; *hainang seaside; etc. (or local places of inter

50、ests.)(目的:為閱讀做準備;欣賞美麗河山,激發(fā)寫作欲望;)activity 3. a trip to sichuanduring the first week of may, the three boys went on a holiday to sichuan. read and find what made the writer unforgettable. (buddha in leshan; monkeys on mount emei.)read again and answer the following questions:1. why did they choose to

51、go to leshan and emei?2. how did they get to the top of the mountains?3. what did they do before the trip?(first, next )4. what did they see and do on leshan?5. what did they see and do on mount emei?pair work: retell the trip to sichuan, with the help of the following:during the first week of may i

52、 went on a holiday to sichuan. first.next.the next dayleshanthe next morning emeifinally(目的:可理解的輸入為寫作做語言上的準備)task-cycle: m-m-c practice mechanical practice (學生活動:朗讀;找詞;找句型)find the sentence with the following meaning:1) 我找出一些成都附近名勝的照片。2) 我接著打電話給一旅行社,我在報紙上發(fā)現(xiàn)它的號碼。3) 我們帶了幾瓶水,一些蘋果和橘子,裝入我的包里。4) 我們先去樂山,在那

53、里我們一直爬到山頂看佛像。 meaningful practice(學生活動:模仿性造句;仿寫作文) 圍繞unforgettable trip主題用which; whose; where等造句。 communicative practice(學生活動:回答問題;連句成文;潤色)1. first, students quickly write down 20 short sentences about their trip, with the help of questions in the text.2. next, students try to put the sentences in o

54、rder, using “first, next, then, finally”3. then, students write the story, using linking words and relative pronouns.post-task:作文展示、交流評價(同伴評價,課堂集體評價,教師評價)同伴評價實際上是合作形學習的一種形式,其重要理論基礎就是考卡夫(kafka, k)最早提出的“群體動力理論”(group dynamics)。四、 教學評價 通過評價,使學生在英語課程的學習過程中不斷體驗進步與成功、認識自我、建立自信、調整學習策略,促進學生綜合語言支用能力的發(fā)展。評價也能使

55、教師獲得英語教學的反饋信息,對自己的教學行為進行反思和適當調整。為此,本單元的評價包括以下幾項:、 把閱讀格式卡存入學生學習檔案夾: 閱讀格式卡 date:unit ( )lesson( )general idea:contents:comment:、 形成性評價、 單元終結性評價 . multiple choice1. a ship makes me unforgettable after i saw a famous movie. do you mean the ship, titanic, _ sank after hitting an iceberg? a. who b. which

56、c. whose d. where 2. do you know zhang heng? is he the man _ made the earliest seismograph in 132?a. who b. he c. whose d. which3. flora, _ garden was swallowed by the flood, was crying.a. who b. that c. whose d. where4. on the top of leshan, there is a really big buddha, in front _ wei bin took pho

57、tos of us.a. its b. on which c. from which d. of which5. three young school boys were _ by the water when swimming on a hot afternoon! what a bad accident! a. swallowed b. swept c. got d. caught6. the lamplight _ out through the heavy fog, which gave travelers a light of hope.a. struggled b. dragged

58、 c. turned d. found7. on october 17th, 1989 a strong earthquake _ san francisco and killed over 100 people.a. advanced b. took place c. struck d. seized8. look, the baby lion, which was just born two days ago, is trying to _ its feet.a. get on b. get onto c. get up d. get in9. trees _ badly during t

59、he terrible storm.a. pulled b. shook c. destroyed d. flowed 10. tree after tree was _ by the water, which must have been three metres.a. cut up b. cut down c. cut off d. cut in. cloze testwhat an unforgettable day! at the moment flora was so surprised at the big _11_ of water which was advancing qui

60、ckly towards her in her garden that she couldnt move. jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. jeff pulled flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. the water, _15_ was cold as ice and flowed faster than a river, was above her knees. they looked into each others faces, _16

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