高中高一英语教案：新教材Unit4

1、Word - 6 -高中高一英语教案：新教材Unit4 一.教学目标 理论依据：新课程标准(试验稿)依据新课程标准(试验稿)关于总目标的定位及其实现途径和目标具体描述，结合高一同学实际和教材内容，我们把本单元的教学目标定为：1) 语言学问：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，重点把握一些传神动词：advance; seize; sweep; swallow; drag;

2、 pull; flow; shake; strike; struggle等。词组：get on ones feet; tree after tree语法：复习和运用定语从句用于描述人、物及大事。2) 语言技能：听：听懂一个关于不幸经受的小故事，抓住时间、地点、人物、发生的大事说：能用得体语言描述人、物、大事，并且有确定的规律。读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。写： 能运用First, Next, Then, Finally简要且富有规律地描写自己的一次难忘经受。3) 学习策略：同学确

3、定程度形成自主学习，有效交际、信息处理、英语思维力气。4) 情感态度：同学能在多种英语学习情景中共享自己的幸与不幸，体验用英语沟通的成功与喜悦，以及培育合作精神、互助精神。二.教学重点和难点：重点：1. 课文中消逝的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on ones 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,

4、then, finally 来描述一场难忘的经受.难点: 能用得体的英语表达自己，描述过去的难忘经受。三. 教学方法依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，我们英语课堂设计实行“PTP”自主学习立体模式：(Pre-taskTask-cyclePost-task)。四. 教学支配依据同学学习英语的特点和规律，学习阶段的侧重点以及高一同学的进展，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

5、up and listening、教材内容及教学目标本课处于本单元的第一课时,主要训练和提高同学听的技能,它的把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，主要叙述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受。通过完成练习，同学能抓住宅听语段中的关键词、理解话语之间的规律关系、听懂故事、理解其中主要人物和大事以及他们之间的关系等。而且同学能把握较好的听力方法，如乐观猜想、留意抓关键词、擅长跳动难点、学会做笔记等等。通过本课学习同学能复习定语从句以及学会正确使用指人或物的关系代词.、教学设计A. Warming up :T

6、ask 1 Matching competition (group work)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 ?Tas

7、k2: 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 Attr

8、ibutive Clause.eg: Zhang Heng is the man who made the earliest seismograph in 132.B. Pre-listeningTask1: 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

9、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

10、 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

11、.( ) 7. I drove even slower, 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 p

12、art to choose the best 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)A.14 hours B. 40 hours C.4 hoursTask 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 _ peop