2022人教版高一年級(jí)英語(yǔ)必修一教案

本文格式為Word版，下載可任意編輯——2022人教版高一年級(jí)英語(yǔ)必修一教案學(xué)習(xí)是一個(gè)堅(jiān)持不懈的過(guò)程，走走停停便難有成就。譬如燒開(kāi)水，在燒到80度是停下來(lái)，等水冷了又燒，沒(méi)燒開(kāi)又停，如此周而復(fù)始，又費(fèi)精力又費(fèi)電，很難喝到水。學(xué)習(xí)也是一樣，學(xué)任何一門(mén)功課，都不能只有三分鐘熱度，而要一鼓作氣，每日?qǐng)?jiān)持，久而久之，不管是狀元還是伊人，都會(huì)向你招手。我高一頻道為正在努力學(xué)習(xí)的你整理了《2022人教版高一年級(jí)英語(yǔ)必修一教案》，夢(mèng)想對(duì)你有扶助！

StepI.Revision

Checkthehomeworkwiththewholeclass.

StepII.Warmingup

Askthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.

T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?”

S1:ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.

S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.

T:That’stooterrible.

S3:Thenoisewhenplanestakeoff.

S4:Thesoundoftrains.

T:Good!Iagreethatallofthemarebigsound.Butdidyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?

Ss:No,wehavenochancetohearthat.

T:Ifthereisasoundlikethis,whatisit?

S5:Whensomeonehearssomethingunexpectedandterrible.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.

T:Terrific!Youareusingaliterarywaytoexpressthesound.

S6:Whenanearthquakehappens.

T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofushaveheardofearthquakes.Canyouimaginehowterribleitis?

S7:Theearthisshaking.Allthebuildingswillfalldown.

S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.

T:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?

S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.

S2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.

T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion.

StepIII.Pre-reading

Therearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonec

anmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.

T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?

S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.

T:Terrific!Wheredidyougetthisknowledge?

S1:Fromgeography.Ilikeit.

T:good.Sitdownplease.

S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.

T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?

S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.

S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood

S5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.

S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.

T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.

StepIV.Reading

Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehention.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.

Skimming

T:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.

T:Haveyougotthegeneralideaofthetext?

Ss:Yes.

T:Whatisit?

S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?

T:Sure.

S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.

T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.TeacherwritesthewordontheblackboardDoyouunderstandthemeaningoftheword?

Ss:No.

T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?

S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.

T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.

Teachershowsthescreenandgivesalittletimetothinkitover.

1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.

2.Thedisasterhappenedandcausedalotofloss.

3.Allhopewasnotlost.

Carefulreading

T:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.

Showonthescreen

1.Whatnaturalsignsofacomingdisasterwerethere?

2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?

3.Whateventsprobablymadethedisasterworse?

4.Whatsituationsprobablymadethedisasterworse?

5.Howwerethesurvivorsheld?

StepV.Extension

Showthequestionsonthescreen.

1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?

2.Whatisthemoodofthispassage?Howisitcreated?

3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?

4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?

5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?

Answers:

1.Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.

2.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.

3.Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.

4.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.

5.Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.

StepVIComprehending

AnswerstoExx1-3

1.1.C2.E3.B4.D5.A

2.1.Thewallsofthevillageswellshadcracksinthem.

2.Roadsgothugecracks

3.Brickbuildingsweredestroyed.

4.Thearmyhelpedthesurvivors.

5.Shelterswereputupforthosewithnohomes.

3.1.StrangethingswerehappeninginthecountrysideinnortheastHebei..

1.Thedisasterhappenedandcausedalotofloss.

2.Allhopewasnotlost.

StepVIIHomework

課后反思：總體感覺(jué)上，本節(jié)課上得對(duì)比告成，心情高興。根本上完成了教學(xué)任務(wù)。學(xué)生們不但對(duì)地震有了確定的了解，而且能用英語(yǔ)舉行簡(jiǎn)樸的描述。但是同學(xué)們?cè)谧h論、匯報(bào)、回復(fù)問(wèn)題時(shí)詞匯單一，句式多是中國(guó)方的英語(yǔ)。在今后的教學(xué)中要加強(qiáng)語(yǔ)句表達(dá)方面的訓(xùn)練。

一、教學(xué)內(nèi)容Pre-reading;Reading;Comprehending

二、教學(xué)目標(biāo)

在本節(jié)課終止時(shí)，學(xué)生能夠

l熟悉節(jié)日的分類(lèi)以及節(jié)日對(duì)人們生活的影響，從更深入的層面理解各國(guó)節(jié)日的意義。

l運(yùn)用略讀skimming、找讀scanning、細(xì)讀carefulreading等閱讀技巧來(lái)掌管篇章中心內(nèi)容，獲取閱讀文章中的關(guān)鍵信息。

l根據(jù)上下文，理解本課的生詞、詞組，如feast,gather,belief,dressup,playatrickon,admire,poet,lookforward,dayandnight。

三、教學(xué)步驟

步驟一略讀（skimming）

1．學(xué)生看Reading中的圖片和標(biāo)題，兩人一組議論閱讀材料中將介紹什么信息，完成Pre-reading的練習(xí)2。激勵(lì)學(xué)生在班內(nèi)發(fā)表個(gè)人的見(jiàn)解。

2．老師指導(dǎo)學(xué)生快速欣賞文章中的小標(biāo)題和每個(gè)自然段的首句，了解文章大意，即不同的節(jié)日或慶典類(lèi)型代表著不同的含義，有些是紀(jì)念死者的，有些是紀(jì)念著名人士的，有些是慶祝冬天的終止春天的播種、秋天的豐收、以及獵人獵到獵物等等。

教學(xué)意圖：快速欣賞圖片、標(biāo)題信息、文章中的小標(biāo)題和每個(gè)自然段的首句舉行略讀，可以使學(xué)生在較短時(shí)間內(nèi)切實(shí)地找到文章的根本信息。

步驟二找讀（scanning）

1．老師先讓學(xué)生看“理解”中的練習(xí)1，了解節(jié)日的分類(lèi)，老師可做必要的解釋。

教學(xué)意圖：學(xué)生在把握了節(jié)日的分類(lèi)后，他們?cè)谕瓿梢韵赂鳝h(huán)節(jié)時(shí)更有針對(duì)性。

2．讓學(xué)生帶著練習(xí)1中的任務(wù)通讀一遍課文，重點(diǎn)閱讀和練習(xí)有關(guān)的內(nèi)容，快速找出練習(xí)所要求的根本信息。

教學(xué)意圖：通過(guò)找讀，學(xué)生帶著任務(wù)就可以快速獲得練習(xí)1所要求的關(guān)鍵信息。

3．在老師的指導(dǎo)下，全班合作填寫(xiě)練習(xí)1表格中的第一行。然后，老師要求學(xué)生獨(dú)立完成余下的三行表格的填寫(xiě)。學(xué)生完成表格的填寫(xiě)后，老師作點(diǎn)評(píng)。

教學(xué)意圖：學(xué)生在第一環(huán)節(jié)中完成了節(jié)日的分類(lèi)、其次環(huán)節(jié)中找到了練習(xí)1中的關(guān)鍵信息后，學(xué)生在本環(huán)節(jié)進(jìn)一步整合信息，完成練習(xí)1表格的填寫(xiě)。

步驟三細(xì)讀（carefulreading）

1．學(xué)生留心閱讀課文，獨(dú)立完成Comprehending中練習(xí)2的問(wèn)題1~3，然后請(qǐng)幾個(gè)學(xué)生回復(fù)，結(jié)果全班核對(duì)答案。

教學(xué)意圖：練習(xí)2中的問(wèn)題1~3較4~5簡(jiǎn)樸，通過(guò)細(xì)讀全文，學(xué)生能夠獨(dú)立作答。

問(wèn)題1~3的參考答案：

1）Festivalsofthedeadareforhornouringorsatisfyingdeadancestorsorothers,whosomepeoplebelievemightreturntohelporharmlivingpeople.

2）Autumnfestivalsarehappyeventsbecausepeoplearethankfulthatfoodisreadyforwinterandthehardfarmworkisfinished.

3）Atspringfestivals,peopleusuallyhavedances,carnivalsandotheractivitiestocelebratetheendofwinter