高中英语必修1全册教案

高中英语必修1全册教案 Teaching aims:1. 能力目标：a. Listening: get information and views from the listening material;b. Speaking: express ones attitude or views about friends and friendship in appropriate words.c. Reading: enable the Ss to get the main idead. Writing: write some advice about making friend as an editor2. 知识目标：a. Talk about friends and friendship; how to make friends; how to maintain friendshipb. Use the following expressions:I think so. / I dont think so. I agree. / I dont agree. Thats correct. Of course not.Exactly.Im afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 3. 情感目标:a. To arose Ss interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss cognitive strategy: taking notes while listening; b. To develop Ss communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps: Period oneStep1. Warm-up 1. Ss listen to an English song AULD LANG SYNE. 2. Brainstorming: let Ss say some words about friendship honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful.Step 2. Talk about your old friends 1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends 1. Ss go around and ask their new friends some information and fill in the following formNameAge/hobbies/favorite sports, books, 2. Report to the class: who will probably be your friend why.Step 4. Do a survey Ss do the survey in the text ,P1Sep 5. Listening and talking Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speakers views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I dont think so. I agree. / I dont agree.Thats correct. Of course not. Exactly. Im afraid not.Step 6. Discussion Divide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary 1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship. What is friendship?3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. Evaluation Ss finish the following evaluation form. Standard: A, B,CContents 自评他评1. Im active in talking with others.2. Im active in cooperating with others. 3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson.5. Do you think you need to improve yourself in some aspects? Which aspects?Homework: 1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period two ReadingStep1.Warming up Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.How would you feel? What would you do? Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindlers ListStep2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess:Who is Annes best friend?What will happen in the passage?Step3. Skimming Students skim the passage in 2 minutes to get the main idea :Who is Annes best friend?When did the story happen?Step4. Scanning Students work in pairs to find the information required below:AnneWhat ?Why?How to enjoy herself? in World War Step5. Intensive reading Students work in group of four to discuss the following open questions:1.Why did the windows stay closed? 2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. Activity Four students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ?Step7.Assignment Task1.Surf the internet to find Annes Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2.3on Page3Period threeStep 1. Warming upCheck the Ss assignment: task 2 Step 2. Language points:Step 3. Learning about language1. Finish Ex.1, 2 and 3. on Page 4.2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.Step 4. Practice Using structures on Page 42: ask the Ss to use indirect speech to retell the story.Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. Revision Check the Ss assignment.Step 2. Reading Ss read the letter on page 6Notes:1. get along with2. fall in loveStep 3. Listening Ss should take notes while they are listning. 1. first listening: Ss listen and answer the questions of part 2 on page 6. 2. second listening: Ss listen again and finish part 3 on page 6.Step 4. Listening Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. Speaking Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.Step 6. Assignment 1. Ss prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming up Ss say something about making friends and how to maintain friendship.Step 2. Listening Ss listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading 1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.2. second reading: Ss read again and discuss the questions on page 45.3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.Step 4. Discussion What do you and your friends think is cool? Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not . Ask Ss to use the following sentences while they talk: I think that is cool/ isnt cool because . I think so. I dont think so. I agree with you. I dont agree with you.Step 5. assignment Ss collect some proverbs about friendship.Period sixStep 1. Pre-writing 1. Read a letter from a student called Xiaodong.2. Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1. Ss make a list about the important information that they need.2. Ss begin to write the letter to Xiaodong.3. Ss revise their letters by themselves.4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures.) 5. Ss get back their own writing paper and write the letter again.Step 3. Post-writing Choose some students writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1. Ss read the passage on page 7 by themselves.2. Ss try to write a few lines to describe their best friends or a person they know.3. Show some Ss writings in class.Step 5.Assignment Do Wb writing task on page 46.Period seven Teachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldnt understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.Unit 3 Going Places（说课稿） 高一上教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式-“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。教学重点难点：（一）重点1 本单元的生词、短语2 有关旅游的一些表达法3 掌握游记与来往书信的写法4 复习动词的用法以及现在进行时用于将来的表达法（二）难点1 动词时态的综合运用2 语法操练与语言交际活动的有机结合3 一些开放性话题的实现4 课外查阅资料的能力培养教学目标1 语言知识与技能1） 熟练掌握与话题相关的常用词汇与表达法2） 培养学生听、说、读、写四技能的综合运用能力3） 使学生能就given topics较好地完成一些开放性话题4） 培养学生使用图书馆、网络查阅资料的能力2 情感态度与文化意识1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识4） 带领学生领略世界风光之美的同时，增强他们的环保意识 3 学习策略1） 兴趣教学策略,其中包括对话、讨论、表演等2） 开放式教学策略，如：brainstorm, role play, given situations 等活动3） 任务型活动策略，在做中学，在交际中进行真实运用为了有效地达到以上教学目的，我设计了以下六个任务：1）The students are to discuss the means of transportation2）The students are to describe a place they know3）The students are expected to know what an adventure travel is like4） The students are supposed to take a virtual travel5） The students are to write a travel diary/letter6） The students are to finish a proposal letter/make a survey report我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。* 本单元的预习作业是：1. Prepare for the dictation (words & expressions)2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him? 3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂课的Daily Report(每次课前五分钟的free talk,有时教师规定话题，多数时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Daily report等。第一课时(Listening) 中心任务：The students are to discuss the means of transportationwarming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。1 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。2 Daily report 两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。3 Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。4 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。5 简述课文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London6 （图表）文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1）第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力；听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。7 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢！乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山；在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称BENDI）四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之（但正式上课时我会考虑用英文）。当我问道：Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。（因为varieties, fun, imaginative, curious, exciting）。听的表现形式：学生与学生的对话；听录音；听老师的口头材料8 建议：Workbook里的listening 是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料；也可用于早上的听力课。第二课时(Speaking) 中心任务：The students are to describe a place they know 这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。2 （图片）过渡到文中要介绍的A Time Machine(时光机器)人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分组进行。学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。3 （图片）A word game, 为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“I know a place”完成步骤：1）教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。2）每人在组里展示在旅游地拍摄的风景照/明信片（想象景中有你）（事先准备好），带着以下问题，先让同伴guess: -Where are you?- What are you doing? What can you see, hear, or smell? How are you feeling?；本人再作补充，即取长补短。3）互相讨论并由对方记录所描述的内容。4）口头汇报 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能力尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。5. Homework: 1.Read through the material on P98 in WB 2.To know what an adventure travel is其实是两个软性作业，巩固今天刚学的，预习明天要学的。Unit 3 Going placesTeaching aims and demandsTopics1. Make a plan for a trip2. Tip on trip3. Design an eco-travel for the local tourism4. Travel on holiday and write postcardsFunction1. Intentions and plansWhere would prefer going? When are you going off to?How would you like to go to ? How are you going to?2. WishesHave a good trip. Have a nice/pleasant tripWords and phrasesconsider means transportation board experience simply vacation nature basic equipment simple tip poisonous paddle streamnormal excitement adventurous handle similarity particular poisonseparate combine taskget away from watch out protectfrom see sb. off on the other handas well asGrammarPresent continuous tense 1. 描述或表达目前正在发生的事情或出现的情况。Adventure travel is becoming more and more popular.Look! He is waiting at the gate.2. 描述或表达他人或自己的计划、打算。Bob is coming with me to the airport.How are you getting there?How long are you staying in Xian.ArrangementsPeriod 1:Warming up and speaking 2/3:Reading 4:Language study and grammar 5:Integrating skills-Reading6:writing and tips TitlePeriod 1 Warming up and speakingTeaching objectivesStudents will learn about means of transportation.Students will learn some useful sentence structures: Where would you prefer going? In which year would you like to go?TeachingKeys andDifficultiesThe usage of some words, such as consider, means, transportation.Sentence structure: No smoking.Difficulties: the usage of “consider” and “prefer”.TeachingProcedureStep 1 Warming upI. Questions and answers:1) Do you like traveling?2) Which places have you traveled before?3) Which means of transportation have you used when traveling?4) What have you considered taking before traveling?(passport, money, raincoat, MP3, CD-players, maps, compass, backpack, clothes, slippers, credit card, camera)II. Talk about the pictures Are they doing anything wrong? Write down what wrong are they doing.1) He is driving too fast.2) He is littering. / He is throwing rubbish on the ground.3) The man is smoking where he should not smoke. / The sign says the smoking is not allowed, but the man is smoking anyway.4) The car is parked where no paring is allowed. / The is parked in a wrong place.III. Work in pairs and report to the whole class. How would you like to go to the places, by plane, by train, by air, by bus? Why? Situation1: from Shanghai to London Situation2: from Chongqing to Chengdu Situation3: from Beijing to Guangzhou Situation4: from Dalian to QingdaoTeachingProcedureStep 2 Speaking I. Talk freely about where to go with a time machine and give the reasons. II. Try to make up a new dialogue with your partner, using the structure.1) Where would you prefer going?2) In which year would you like to go?3) I would like to travel to the year/ to know. III. Choose some pairs to act out.Step 3 Homework I. Have a discussion in group: How would you like to go to some places for holidays? Why? II. Preview the words and expressions in the next period.Evaluation（三）（四）两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。第三课时Reading（一） 中心任务： The students are expected to know what an adventure travel is like1 Daily report2 师生