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1、新教材高一英语 Unit 4 说课教案 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; Ki ng Tut; / roar; fright; crack; / bookworm; couch potato; workaholic;/ Buddha; age nt 等，扫除听读障碍，重点掌握一些传神动 词: advanee; seize; sweep; swallow; drag; pull; flow; shake
2、; 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_: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, The n, Fin ally 简要且富有逻辑地描写自己
3、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。新课 程 标 准 （实 验 稿） 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 占 八、 和 难 占 八、 重点：1.课文中出现的重要动词 ,女口:advanee, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及 词组 get on one s feet, pull on eself, tree after tre
4、e etc. 2. 用 关 系 代词 who, that, whom, whose 等引导的定语从句 .3. 用 副 词 first, n ext, the n, fin ally 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
5、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） 。卜面 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
6、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 n 、 教 学 设 A. Warmi ng up Task 1 Matchi ng competitio n (group work Colu mn A Colu mn 1 、 Fu Jia n Provi nee a 、 a carto on 2 、 San Fran cisco b 、 the electric 3 、 Ale
7、xa nder Bell c 、 the first 4 、 Thomas Edis on d 、 5 、 Albert Ei nstein e 、 6 、 Walt Dis ney f 、 the Theory of Questio n: Why do you thi nk so teleph one earthquake typho on Relativity maker lamp Task2: Look ing at the follow ing pictures, find out the an swers to the questi ons: 1 Do you know who or
8、 what they are ? 2 What made them un forgettable? 3 Can you describe each picture using one sentence( with the help of the words un der the picture Task 3: Let the stude nts describe each picture with Attributive Clause. eg: Zhang Heng is the man who made the earliest seismograph in 132. B. Pre-list
9、e ning Task 1 : Before liste ning , let the Ss guess the possible an swers to the follow ing questi ons accord ing to the situati on: (group work 1 When did the earthquake happen? 2 Where was the man driv ing whe n it happen? 3 What was he going to do? Liste nin g(Part 1: Task 2: Listening to the ta
10、pe to get the correct answers to the above questions.(for the first time Task 3: Liste ning to the tape to put the followi ng in to 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 i
11、n front of me start to move from side to side. (4. had fini shed work and the n gone to the Post Office. ( 5. I slowed dow n ,the n ( 6. I stopped off at a shop in ( 7. I drove even slower, the n the my car started to shake order to get some fresh fruit. road above started to fall dow n. Task 4: Let
12、t ing the Ss liste n to the tape aga in, the n try to retell the story simply, using their own words. Task Discussi on (Group work What would happen to Hank Stram fin ally? Liste ning (Part Task1: Liste ning to the sec ond part to choose the best choices(for the first time 1. Which part of his body
13、hurt badly?( A. The bottom parts of his legs B. The bottom parts of his hands. C. The bottom parts of his legs and feet. 2. What could he hear below him?( A. Nothi ng B. Shouts and no ise C. The no ise of cars 3. How long had he bee n in the car?( A.14 hours B. 40 hours C.4 hours Task 2: Liste ning
14、to the tape aga in to write the words in the spaces. 1. I myself in the dark. 2. The n I remembered what 3. It was clear to me now that I in an earthquake. 4. The n I people towards me. 5. A team of people to see if anyone un der the broke n road. C. Post-liste ning: Task 3: Discussi on Speaking 本课着
15、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 who or whose 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、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 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 What made him survive in such a terrible accide Period who or whose 的 用 法 Task: Talk ing about Ha
16、nk Stram and his un forgettable experie nee. Ask some Ss some questions about Hank Stram and his unforgettable experienee first, then write dow n two sentences on the Bb: 1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Fran cisco. 2. Hank Stram was a luc
17、ky man who was rescued after he had been in his car for 14 hours. As the S s 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 Clau
18、sewho or whose (Game Rule: Each in troducti on will only be guessed once ,if no one get the an swer, the in troducer 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. Revisi Purpose: 1 活 跃 学 生 用 英 语 交 2、通过复习引出本课的重点
19、 -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: In troduct Guess Activity 1. Describ ing the pictures ( group work Taskl: Describing the pictures in the book-Pictrue1、Picture5、 Picture6、 Picture3 ( group leaders report, using who or whose Task 2: Describing some pictures a
20、bout 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 : you want to know what they like to
21、watch best? ” eentpreseriiouit the natural disasters. 生善于 Purpose: 1 培养学生积极用英语进行交流和沟通，发挥合作 2 、 培养 学生看图说 话的能力，从而提高说的 Activity 2. Creat ing dialogues (pair work Task: Each pair choose two of the pictures and create their own dialogues. using at least one Attributive Clause Purpose: 增强学生的 心， 了解英语国家与 生活
22、方式的不 Activity 3. Enjoying the video This video is about the most terrible disaster this year-SARS, some doctors are treating patients,struggli ng aga inst SARS Task 1: To enjoy the video, finding out someth ing that moved you deeply. Purpose: 1 、 台匕 冃匕 传 递信 息并 就 熟悉的话 题 表 达 看法 c 台匕 2 、冃匕 有条理地 表达 个人 的
23、见解 和 想象，从而提 高 说 ，的 技能. Task 2: In terviewi ng- group work( suppose one is the doctor, the others are going to in terview him Reading 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
24、教学目标： n 、 教 学 目 标： roar、 mass、fright、 rack、 boom、 advanee、seize、destroy、 sweep 、 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 Activity Act out dialogues Period 1、理解和掌握一些新词汇如: swallow 、 drag 、 struggle 、 flow 、 strike , etc. Task 2: Look i
25、ng and guess ing: 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 adva ncing towards her. 4 Flora, whose beautiful hair and dress were all cold and wet, st
26、arted 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 、 Fi nally 来 口 头陈述 事 件。 出 、 教 学 设 计 A. Warmi ng up: Task 1 : Talk ing about n atural disasters 1. What n atural disasters did you talk about yesterday? Do you know some others? 2. Have you ever expe
27、rieneed one of these disasters? Can you describe what it was like and how you felt? Pre-readi ng B. 1. What can you see in the picture? 2. What happened to them fin ally? 3. What words will you use to describe this disaster? C. Fast read ing Questio ns 1.What n atural disaster did Flora and Jeff suf
28、fered? (Flood 2. What rescued them? (Chi mney D. Careful read ing Task 3: Dividi ng the whole passage accord ing to the cha nge of the places. Para 1 In the garde n Para2 On the way to the house Para3 : In side the house Task 4: Imag in ati on Questi on 1 : What was the house like? ( B A 、 a flat B
29、、 a house with two floors Questi on 2 : What words support your idea? Task 5 :Readi ng for the sec ond time and finish the follow ing diagram places flood reacti on feeli ngs Task 6 Imagi ng the end of the story E. Practice for un dersta nding and word study F. Con solidati on Task 7 、 Retelli ng the story accord ing to the diagram: Post read ing Task Discussi on. 1 、 Will the disaster cha nge Flora and Jeff s life? How? Expanded readi ng: The Day That Changed My Gen erati on Read the material and do some exercises. Homework