最新高中英语必修一最新教案人教新课标名师优秀教案Word下载.docx
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最新高中英语必修一最新教案人教新课标名师优秀教案Word下载.docx
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advice;
calmdown;
beconcernedabout;
go
through;
setdown;
aseriousof;
onpurpose;
inorderto;
joinin
TeachingLanguage?
听:
听懂MissWangofRadioForTeenagers的回信,并能回答就
skills信中主要内容提出的问题。
Aims?
说:
能围绕中心话题Friendsandfriendship,与同学交谈,合作,共
同完成调查问卷设计任务。
读:
能从Anne?
sBestFriends中获取主要信息,理解课文的内容和
细节;
理解“语言运用”部分的两封信,为下面的听和写做好准备。
写:
能根据提示,以编辑的身份为Xiaodong写封回信。
Cultural了解英语交际中如何恰当地表达态度。
通过课文学习,了解德国
conscious法西斯残害犹太人的历史,感受外国历史文化。
-ness
Affect加深对友谊、友情、朋友的理解,学习如何正确交友,对待友谊、
&
Attitude友情,处理朋友间发生的问题。
Learning?
认知策略:
总结语言材料中有关直接引语和间接引语的规律并加
strategies以应用。
交际策略:
在课内外活动中积极围绕话题与同学交流。
调控策略:
合理分配注意力。
资源策略:
学习有效地使用词典等工具书。
TeachingTeaching
(1)本单元所出现的词汇的用法。
keyimportant
(2)陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。
pointspoints(3)对于个人观点态度的表达法。
Period1Thewholecontent,Warmingupofunit1(听说活动课)
Period2Reading:
Anne?
sbestfriend(阅读课)
TeachingPeriod3Learningaboutlanguage(词汇语法课)
Period4Readingandlistening(听说课)
periodsPeriod5Readingandwriting(写作课)
Period6Summingup,revision(复习及课外阅读课-P44friendshipin
Hawaii)
Period7Test(单元测试)
备注
TitleThecontents,warmingupPeriod1
TeachingaimsKnowaboutthecontentsofthewholetext,talkaboutfriendsandfriendship
timeTeachingActivityObjectivesInteraction
procedures(设计意图)
Step11.AboutthecontentsToknowtheIndividualLookthroughyourbookandfindstructureoftheworktheanswerstothesequestions.wholemodules.a.Howmanyunitsaretherein修改与备注:
修改与备注:
thebook?
___________________________
b.Thebookismadeupoftwo
parts,whatarethey?
c.Howmanypartsaretherein
theappendices?
AboutthethemeKnowthethemePairworkLookatthelistofcontents.Inofeveryunitand修改与备注:
whichunitcanyoudevelopstudent?
s
a.learnthehistoryaboutthefastreadingskills.
developmentofEnglish?
__________________________
b.learnhowtoprotectoneself
andhelpothersindisasters?
c.Studyvocabularyof
landforms(地貌)?
d.Readtheintroductionof
somefamouspeople?
e.Readthesuggestionabout
howtogetalongwith
others?
AboutthegrammarTogetageneralPairworka.Whichgrammarstructureisimpressionabout修改与备注:
dealtwithinthefourthunitthegrammar.
Earthquakes?
修改与备注:
b.Whichstructurecanweuse
toreportothers?
ideas?
c.Whatcanwetalkabout
usingthepresentcontinuous
tense?
Inthisbook,what
newideacanweget?
Step2IndividualworkTodevelopSs?
Leading-in(warmingup)
AsktheSstodescribeoneofspeakingskills.
theirfriends----theirappearance,
personality,hobbies,etc.
Qs:
What’syourfriendlike?
Whatdoeshe/sheliketodoin
his/hersparetime?
Whatpersonalitydoeshe/she
have?
Step3本环节通过引导GroupworkHavetheSsgetintogroups
学生描述朋友,进修改与备注:
offourtolistsomequalities
而探讨好朋友应ofapersontheywouldlike
具备的优秀品质,asafriend.
FForgiving,fair,forever,循序渐进地引入
faithful,friendly本单元的中心话
RReal,responsible,reliable,题,真实性强,为
respectful学生学习和运用
IImportant,interesting本单元的功能意
EEnjoyable,everlasting,equal,念项目提供了很
encouraging好的机会。
NNice
DDevoted
SSincere,sharing
HHelpful,honest
IIndependent
PPure,polite,precious,patient
Step4为了有效完成设IndividualworkDoingthesurvey
1.Dothesurveyonpage1inthe计调查问卷的任修改与备注:
textbook.务,首先对它有一
2.Whiledoingthat,encourage个直观的认识,弄
studentstoguessthemeaningof清调查问卷的结
unfamiliarwords(ifnecessary).构和形式,为下面
3.Havestudentsworkouttheir设计问卷这个中
scoresonpage8.心环节做好各方
4.Discusstheresults:
4-7points:
面的准备。
对于问
notagoodfriend;
8-12points:
a卷中个别的生词
fairlygoodfriend;
12+points:
an和短语,应鼓励学
excellentfriend.生围绕“中心话
题”和上下文去猜
测。
)
Step5Step3Designingaquestionnaire本环节的目的是Individualwork
1.Dividestudentsintogroupsof通过设计问卷,创修改与备注:
four.设真实的语言情
2.Askeachgrouptodesignone景,为学生探讨友
questionaccordinglywiththree谊、友情提供广阔
possibleanswerseach.的空间。
重点进行
3.Giveascoretoeachanswer.口语交际方面的
4.Setdownthequestionand练习,同时培养学
answerstomakeaquestionnaire.生发现、思考、解
决问题的能力,树
立正确的人生观
和价值观)Step6Tryingthequestionnaire使用自己设计的Groupwork
1.Checkthequestionnaire调查问卷,可极大修改与备注:
throughandtryitoutonyour的调动学生的积
owngroup.极性,使他们主动
2.Shareyourquestionnairewith参与到活动中来,
fourothergroupsandseehow获得积极的情感
manypointsyoucanget.体验。
Step7HomeworkObjectivesInteraction
Thedesignof
thewritingon
theblackboard
Record
after
teaching
TitleAnne?
sbestfriendPeriod2
Teachingaims1.ReadAnne’sdiaryandtrytounderstanditsmainideaaswellasdetails.
2.Fosterthereadingstrategy.
TimeTeachingActivityObjectivesInteraction
procedures
Step1Pre-reading:
导入衔接上节课和本Groupwork
Afriendisapresentwhich节课知识。
yougiveyourself.通过讨论,将学生的Whydoyouneedfriends?
注意力集中到下面阅Groupwork:
读材料的主题上。
本Workingroupsoffouron环节调动学生围绕文thefollowingquestions:
章主题展开批判性思1.Doesafriendalways维,为他们将话题与havetobeaperson?
What自身生活经历相结合elsecanbeyourfriend?
提供机会.2.Doyouthinkadiarycan修改与备注:
becomeyourfriend?
Whyor
whynot?
Step2Reading:
1.预测可以活跃学生
1.Lookatthetitleofthe的思维,激发学习兴
readingpassageandthe趣,同时也给学生提
picturesonPage2and3.供了表达的机会。
Guesswhothosepeople引导学生充分利用各
areandwhatthetext种信息源,拓宽阅读
mightbeabout.时的视野。
设置“信息2.listening沟”,激发学生的阅读
listentothetext欲望。
3.Scanthepassageand2.提高听力修正错误
answerthefollowing发音
questions:
3.训练学生快速阅读
(1)Howmanypartsisthe的技巧。
总结主旨大textdivided?
Howdoyou意是最基本的阅读技knowthat?
能(抓不住语篇的主
(2)What’sthemainideafor旨大意,就无法深刻thefirstpart?
ReadPara.1的理解整个语篇(andthefirsttwosentencesof
Para.2togetit.
4.Intensivereading.(精读)
Workingroupsoffourand4.本环节给学生提供discussthefollowing充分的思维时间和广questions.阔的思维空间,调动1.Whatisatruefriendlike学生在交互学习、合inAnne?
sopinion?
作学习中学会自己解2.Whatisanordinarydiary决课文理解中的问
likeaccordingtoAnne?
题,尽量挖掘学生的Whataboutherdiary?
学习潜能。
3.AbouthowlonghadAnne修改与备注:
andherfamilybeeninthe
hidingplace
Whenshewrotethediary?
4.HowdidAnnefeelaboutnatureaftersheandher
familyhidaway?
5.Whydoyouthinkherfeelingschangedtowards
nature?
Step3Fillingtheblanksbyusing掌握本课出现的关键somekeywords:
词,并体会和掌握其Anne?
ssister,Margotwas在语境中的应用。
very_____thatthefamily修改与备注:
hadtomove.Shefound____difficulttosettleand____________inthehidingplacebecauseshewas________________whethertheywouldbediscovered.Sheknewshehadto______herparentsandthiswasnecessary.Atfirstshethoughtshewouldgo
______butlatersherealizedthatitwasbetterto____________thistogether.
Step4Readanddiscuss引导学生学会去感1.Whatdothetwo悟、欣赏语言。
words(outdoors,nature)
imply(暗含)inAnne?
letter?
2.Howwoulddescribe
Anne?
sfeelingsbyusing修改与备注:
someadjectivesasshewas
lookingoutatthenightsky?
Step5Post—reading通过围绕课文的话题
Discussthefollowing设置语言情景,鼓励
学生发表自己的见解.
1.Imagineyouhadtohide理解安妮当时的心境
somewheretoavoidbeing和安妮日记的内涵,
killed,wherewouldyouplan在感受外国历史文化
tohide?
的同时自然而然的习
2.Whatmightitbelikeif得语言。
youhavetostayinyour修改与备注:
bedroomforawholeyear?
3.Whatwouldyoudoto
passthetime?
Step6Homework培养学生口头叙述的
1.Readthetextafterclass能力
andtrytoretellthestory
(120-150words).
Teaching
Titlelearningaboutlanguage(vocabularyandgrammar)Period3
Teachingaims1.Lexis:
Havedeepunderstandingofsomeusefulwordsandexpressions.
2.Grammar:
TheuseoftheDirectandIndirectSpeechinnarrationand
questions.
TeachingActivityObjectivesInteractioTimeproceduresnStep1Studentsretellthetext训练学生表达Individual
和总结能力
Languagepoints
(1)upsetadj.&
v.
Readthefollowingsentences,paying
attentiontotheuseoftheword
“upset”:
在语境中掌握
(a)ShesoundedupsetwhenItoldher重要词汇和句
Step2youcouldn’tgiveheran型,并能灵活运
appointment.用。
(b)Theyareterriblyupsetbythe修改与备注
break-upoftheirparents’marriage.
(c)Shewarnedmenottosayanythingtoupsether.Wecandrawaconclusionthat:
(a)Ifyouareupset,youfeel______becausesomethingunhappyhashappenedtoyou.
(b)Ifsomethingupsetsyou,youfeel________or__________.
(2)beconcernedabout/for:
afeelingofworry.beconcernedwith:
tobeaboutsth.与…有关;
涉及(a)Thefamily_______all_________________(担心)hissafety.(b)_____________________________________________________________(她为什么如此关注)hisattitudetoherwork?
Thereseemsnothingtodowithhim.(c)Thepublic___________________________________________________________(越来越关注)thespreadofthedeadlydisease.(d)Thebook_____________________________(主要涉及)therelationsofthetwocountriesduringtheColdWar.(3)Istayedawakeonpurposeuntilhalfpastelevenoneeveninginordertohaveagoodlookat...a:
onpurpose故意地同义词组:
bydesign反义词组:
bychance/byaccidentb:
for/withthepurposeof原因是,目的在于你来这里的目的是要看望你的老师吗,Didyoucomehereforthepurposeofseeingyourtea
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