高中必修一英語教案
發(fā)表時間：2021-08-19高一英語教案：《The Silver Screen. 搬上銀幕》教學設(shè)計（三）。
高一英語教案：《The Silver Screen. 搬上銀幕》教學設(shè)計（三）
period 3. reading
goal: in this lesson, students will develop the knowledge and understanding steven spielberg as a director.
in this lesson, students will improve their speaking and reading abilities.
objectives:
1. in this lesson, students will be able to analyze and give reasons why dvd should be sold expensive or cheap.
2. in this lesson, students will be able to summarize the whole passage.
3. in this lesson, students will be able to identify new words and expressions appeared in the text.
material/resources: textbook, tape-recorder, tape, blackboard, film posters
procedures
step 1 role-play
a. t: yesterday we mainly dealt with those film actors and actresses, and we also act as two hollywood stars---merly streep and keanu reeves. we now have a better understanding of these people, but there is a problem with them. with fast internet connections and computers with dvd player, people download and watch films online. nobody wants to pay high price for a vcd or dvd; instead, they buy discs for five to ten yuan. so what do you think about this problem? do you think the dvd should be sold expensive or cheap?
b. ask students in groups of five to act out a tv talk show discussing this problem according to the requirement of talking exercise1 on p109.
step 2 pre-reading
ask students to act out the scene in their own film which was assigned two days ago and explain their scene.
t: through your personal experience, you see directing is a very interesting but hard job. today we will have a close look at one person who takes up this job. steven spielberg, a quite outstanding and world-renowned director.
step3 while-reading.
a. show five posters of steven spielberg’s films mentioned in the text.
(jaws, et, jurassic park, schindler’s list, saving private ryan) (see posters on next page)
ask students to discuss in groups and guess what the film is mainly talking about and what the theme of the film is.
b. skimming
ask students to read para3-6 quickly and find out the information about these films and compare it to their imagination of the films. then fill in the chart in post-reading. (better use attributive clause)
(saving private ryan is about the cruelty of war/an american captain who led his team to search for a soldier named ryan.)
c. play the tape and ask students to go through the whole passage, then divide it into several parts and summarize the main idea of each part.
para1: spielberg’s childhood[工作計劃之家 fZ76.COM]
para2: spielberg’s beginning of his career as a film director
para3-6: his famous films
para7: his secret of success- his family
d. explain some important words and difficult language points.
script: n. text of a play, film, broadcast, talk, etc e.g. a script editor
v. write a script for (a film, play etc) e.g. a film scripted by a famous novelist
win a prize e.g. she won first prize in the 100 meters race.
the reason why… is that… e.g. the reason why many people want to buy it is that the price is low.
studio: place where cinema films are acted and photographed
pl studios
take off: 1)suddenly become successful or popular eg. the new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. when he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
i’m afraid…
go wrong: experience trouble eg. the experience went disastrously wrong
make a mistakes eg. if you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
when asked about the secret of his success, steven spielberg said that he owes much of his success and happiness to his wife and children.
when asked about…=when he was asked about…
owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth
eg. he owes his success more to luck than to ability.
2）be in debt to sb eg. i owe ten dollars to my father.
3 ) feel gratitude to sb eg. we owe our parents a lot.
after that it still took seven years before they finally got married.
before:
step 4 post-reading
ask students to answer questions1-4 in post-reading.
1. why did spielberg study english instead of film?
2. why were people who saw the film jaws afraid to swim in the sea?
3. how important is his family to spielberg’s career?
4. what have you learnt from reading about spielberg?
step 5 closure
in this lesson, we focus on the famous director steven spielberg, having some knowledge of his childhood, his films and his family. but what we should do is not to envy him, admiring him about his talent, his achievement, but to learn his spirit, his personality.
lead a class brainstorming of what we can learn from steven spielberg, using following sentence patterns.
i have learnt that…
i think …
i realize …
assignment: 1.do word-study on p12-13 and vocabulary on p110.
2.review the attributive clause we have learned in unit4 and preview the grammar in this unit.
step 6 homework
review the story and get more information for the computer on the director
try to write or digest some information from the internet.
延伸閱讀
高一英語教案：《The Silver Screen. 搬上銀幕》優(yōu)秀教學設(shè)計（二）
高一英語教案：《The Silver Screen. 搬上銀幕》優(yōu)秀教學設(shè)計（二）
period 5 integrating skills and writing
goal: in this lesson, students will develop their ability of analyzing and giving opinions.
in this lesson, students will improve the multiple skills of listening, speaking, reading and writing.
objectives: 1. in this lesson, students will be able to comprehend the giving biography of jackie chan by answering questions.
2. in this lesson, students will be able to tell the elements of a review.
3. in this lesson, students will be able to use some sentence patterns to make sentences to comments on a film.
4.in this lesson, students will be able to write a short passage of a film review.
material/resources: textbook, blackboard, tape, tape-recorder,
procedures
step 1 homework-checking
ask some students to read their short passage about a(n) actor/actress/director. after that, the teacher makes comments on their composition, appreciating their works while pointing out their weakness and mistakes and guiding them to check it correctly.
step 2 reading
t: you have done a good job in writing a biography of a famous person, especially using attributive clauses. today you will read a biography of another famous person on the silver screen, a chinese who went to hollywood to develop his acting career.
ask students to read movies across the pacific on p112 and answer q1, then discuss q2-5 in groups.
step 3 reading and writing—not one less
a. play the tape and ask students what kind of article this text not one less is.------a film review
b. ask students to read the text not one less quickly and complete the table on p35 with the information from the text
itle:___________title______diredirector :___________
what’s the film about? tell the story in your own words.
does the film have a happy ending? how?
what do you think about the story of the film? why?
how do you feel about the ending of the film? why?
c. the teacher explain some difficult language points
step 4 writing
a. ask students what items we should remember when writing a review about a film.
b. ask students to go through the tips on how to make comments on a film on p35 and have a clear mind of how to write a film review.
c. group discussion
ask 4 students in each group choose a film they have seen and discuss about the film.
use the following sentence pattern to describe the story.
the film … is about …
use the following sentence pattern to give personal opinion on the film.
i like/don’t like this film because…
then cooperate with the group members to write a short film review.
d. choose some groups to read their film review, then guide students to find their mistakes by asking them questions.
step 5 make a conclusion on how to write a film review
assignment ask students to write a review about their favorite film, following the steps they have learned in the class.
step 6 homework
to summary what you learn in this unit and have a test
高一英語教案：《The Silver Screen. 搬上銀幕》教學設(shè)計（一）
高一英語教案：《The Silver Screen. 搬上銀幕》教學設(shè)計（一）
Period 1.Warning –up and Listening
Teaching objectives and demands:
1.The activity is designed to encourage students to Use the activity as a brainstorming session done either in groups or with the whole class and activate relevant vocabulary.
2.Language use: Manipulate listening, speaking practice
3. Interview the headmaster and other teacher about the school rules and the ways to learn all the subjects
Key points:
Goal: In this lesson, students will enhance their listening and speaking abilities through talking about films.
Objectives:1. In this lesson, students will be able to describe the movie pictures
2. In this lesson, students will be able to catch the main idea of the listening material and specific details according to the requirement.
Material/resources: blackboard, tape-recorder, tape, textbook
Teaching procedures:
Step 1 Free talk
1. T: Do you like seeing films?
Do you often go to the cinema to see films or just stay at home to see films on TV?
This summer what films did you see?
(ask students to discuss and answer these questions)
2. T: Good films are always popular all over the world. People from different countries, with different background all like films. In this unit, we’ll focus on the silver screen, talking about successful films, famous actors and actresses, and great directors.
Step 2 Warming up
1. T: There are different kinds of films. What kind of film do you like?
Write students answers on the blackboard. （comedy, action, animation, horror, historical, war, science-fiction…）
2. Ask students to look at the picture of Hero
T: Is this picture quite familiar to you? I believe most of you have seen this film, for it is directed by Zhang Yimou and acted by many movie stars. Can you tell me what kind of film it is based on your knowledge?
Ask students to describe the picture with questions below
Q1: What is happening in the scene?
Q2: What do you think happens before this scene?
Q3: What do you think happens after this scene?
3. Group discussion
Divide the whole class into 3 groups, each group discussing one of the rest three pictures in the text through their observation and imagination.
Step 3 Listening practice (in the workbook)
1.Brief introduction: You will hear three conversations in which some people are talking about their favorite films and film directors. Listen careful and complete the chart below.
2.Ask students to go over the chart, and know what type of information they will listen for and what they should note down. Then listen to the tape for a first time, and try to understand the general meaning of this material, and pay special attention to specific information.
3.Listen for the second time and write down the information according to the requirement of the exercise.
4. Listen for the third time and check the information and the teacher does some explanation if necessary.
Jennifer Alex James
Title of the film AI Spiderman Shower
Director Steven Spielberg Sam Raimi Zhang Yang
What is the film about? A robot that wants love and becomes a real boy. The good fighting against the bad. An old bathhouse where people make friends. When the bath-house close, friendships are lost forever,
His/Her opinion It’s a simple but strong story. It’s very exciting and funny. It’s a sad film.
5. Ask students whether they have seen any of the films Jennifer, Alex and James talk about or other films directed by the film directors they mention. Give opinion about these films.
Step 4 Closure
Lead the whole class to discuss and give opinions about films they have seen.
Assignment
1. Read new words and expressions in Unit5.
2. Cooperate in groups of 3-4, think about a scene if they direct a film, and then write a short dialogue of that film scene and act it out.
Step 5. Homework
(1) Finish off the exercises of Unit 5 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
高一英語教案：《The Silver Screen. 搬上銀幕》優(yōu)秀教學設(shè)計（一）
高一英語教案：《The Silver Screen. 搬上銀幕》優(yōu)秀教學設(shè)計（一）
Period 4. Grammar
Goal: In this lesson, students will improve their knowledge of attributive clause.
Objectives: 1. In this lesson, students will be able to distinguish the attributive clause.
2.In this lesson, students will be able to use the attributive clauses with when, where, why and a relative pronoun with a preposition correctly while making sentences.
Material/resources: textbook, blackboard, a film poster
Procedures
Step1 Homework-checking
a. word study :all the missing words are about films. Can you guess what they are?
1.To most actors and actresses, the Oscar is the most important award.
2.In Speed,Keanu Reeves played the role of the brave policeman who saved the lives of the people on the bus.
3.Who do you think is the best director in China, Zhang Yimou, Chen Kaige or Feng Xiaogang?
4.The script was so well-written that the famous actress accepted the role at once.
5.A film studio is the place where films are made.
6.While watching Titanic, most people couldn’t help crying when it came to the scene in which Jack saves the life of the girl but dies in icy water himself.
7.Film companies often make follow-ups to films that have been very successful, such as Speed , Jurassic Park .
b. Ask students to check exercises in Vocabulary on P110.
Step 2 Lead in
1. Ask students some questions such as What Chinese directors do you know? What are their well-known films? Then write down the key words to these questions. Then ask students to use these words to make a sentence using attributive clause, and review attributive clause with pronouns.For example: Zhang Yimou Hero
Zhang Yimou is the famous director who successfully directed the film Hero.
Zhang Yimou whose film Hero is very successful is a famous director in China.
Hero is a successful film which /that is directed by Zhang Yimou.
2. Ask students to underline the sentences with attributive clause in the reading text and sort them. Then ask them to work in groups to compare the differences between them.
Step 3 Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
2) Show a film poster and ask students what film it is, and who is the main actor. Then ask them to make sentences by using attributive clauses.
For example
Hero is a historical film which Li Lianjie plays the main role in.
Hero is a historical film in which Li Lianjie plays the main role.
3) Ask students to do Exercise3 on P33-34. Then ask them to answer them in the class.
Use a preposition and a relative pronoun, whom/which, to complete the following sentences.
1. The book about which I heard was written twenty years ago.
2. The people to whom the man spoke weren’t listening.
3. The film during which I fell asleep was very boring.
4. The pen with which she wrote that book can now be seen in a museum.
5. The little creature in which scientists are interested is known as ET.
6. The gun with which he was shot was never found.
Step 4 Ask students to choose an actor or an actress or a director they are familiar with and write some information about him or her, encouraging them to use the attributive clause while making sentences.
Assignment: Do Exercise2 on P33 in the exercise book and hand it in.
Do Exercise1, 2, 3 in the Grammar part on P111.
Compose a short passage about an actor or an actress or a director they are familiar with, using the sentences they write in Step6.
Step 5 Homework Write some sentences in text with the attributive clauses
高一英語教案：《No Drugs》教學設(shè)計
高一英語教案：《No Drugs》教學設(shè)計
一、學生分析
班上的學生剛從初三升入高一的學習時，由于進行全英教學，有些學生還不是很適應(yīng)，特別是從鎮(zhèn)、農(nóng)村考上來的學生，在聽說方面有比較大的困難。由于初高中對學生的要求不同，學生普遍的問題是詞匯量比較少，用中文思維，不知如何用英語表達等，但學生對英語學習的熱情還是比較高漲，興趣較濃。學生對本課時的話題No Drugs有所了解，在前一課的Reading and vocabulary中對吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學生通過媒體網(wǎng)絡(luò)上了解相關(guān)的背景信息。在課堂教學中，努力激發(fā)學生參與教學活動的熱情，積極思考，相互討論，共同協(xié)作。
二、教材分析
本課時所教的是外研版高一上學期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時。要求通過聽的活動了解和學習有關(guān)吸毒和犯罪的詞匯，培養(yǎng)表達結(jié)果，作總結(jié)邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來的危害，為了與聽力部分的內(nèi)容銜接，我對Speaking中的話題作個修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽說課之前，學生學習了Reading and vocabulary，通過閱讀文章，已經(jīng)掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復(fù)習舊課入手，引入新課的新詞匯，并以聽說為主線，對吸毒這一主題進行延伸和拓展。
三、教學目標
本模塊是通過學習表達吸毒及其危害的詞語和其它語言形式，養(yǎng)成良好生活習慣，教育學生關(guān)愛社會，關(guān)愛他人，遠離毒品。
語言知識目標：詞匯有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment
語言技能目標：聽懂有關(guān)吸毒及其危害的話語并獲取信息，學會抓住關(guān)鍵意見，進行summarizing，并用英語討論，表達吸毒的危害。
情感目標：提高自我保護意識，養(yǎng)成良好生活習慣，珍愛生命，遠離毒品。
學習策略方面：通過組織學生預(yù)測問題、聽辯問題，培養(yǎng)抓住和辨別信息要點的能力。通過拓展討論問題，培養(yǎng)學生獨立思考，自主學習的能力。以individual work, pair work, group work等形式加強合作學習，從網(wǎng)上或其它媒體了解吸毒危害，學會分析、歸納。
文化意識方面：通過聽、說，還有一些補充材料加強學生為毒品危害的認識，提高自我保護意識。
四、教學策略
本課時主要以聽說教學為主線，以導學式模式培養(yǎng)學生的聽力理解策略。以聽力技能訓練和口語表達訓練為主線，貫穿說、讀、寫綜合技能的培養(yǎng)。針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入、技能的培養(yǎng)，和文化意識的滲透，良好學習策略的培養(yǎng)。本課時采用多媒體教學，給予學生更直觀的感受，也加快教學的節(jié)奏。課前從網(wǎng)上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。
五、教學過程
I Organization for class
II Teaching of the new lesson
Part one： Listening and Vocabulary
Task1：學習新單詞，掃除部分聽力障礙
Step1：做Activity1，復(fù)習Reading and Vocabulary中有關(guān)Adam Rouse的內(nèi)容，從而學習新單詞，通過師生的問答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction?
S: He broke into a house to steal.
T: We call it burglary. So was it legal or illegal?
S: Of course it was illegal.
T: Sometimes some other addicts will not only break into people’s houses to steal , but also in small shops or shopping centers we call it shoplifting.
T: Do you think that burglary or shoplifting are good behavior, good for society and people?
S. Of course not.
T: They break the law when they do it. It is a crime and we call those people who break the law criminals.
Step2：通過稍微改編一下練習，鞏固聽學的新詞匯。
領(lǐng)讀單詞讓學生做下列填空練習：
l. ______ are the large places where you can buy things.
2. It is _____ to take drug as it is against the law.
3. ______ are people who break the law.
4. _______ is the crime of stealing from a shop.
5. _______ is the crime of stealing from a house.
6. ______ centers can help people to stop taking drugs.
Task2：聽力練習，層層遞進，獲信息抓關(guān)鍵。
Step3：設(shè)疑、導讀、預(yù)測：
T: According to the given vocabulary, can you guess what the listening material is about?(啟發(fā)學生的想象思維)
T: Go through the questions in Activity 2 and predict the answers.(讓學生討論，培養(yǎng)學生的預(yù)測能力)
Step4：導聽、釋題、聽辯交流：
T：For the 1st time， listen and try to get the answers to the 5 questions in Activity 2. Require that students should write down some related information.
Questions：1. Is the woman in the studio a police officer?
2. Is she sure about the number of people who steal to pay for drugs?
3. Do drug users only steal from shops?
4. Do all drug users attend treatment centers?
5. Are most drug users young men?
(在教師的引導下，學生開始聽錄音)
(針對聽力練習的具體任務(wù)、目標)
T: For the 2nd time, listen and try to fill in the form below.
name of the interviewee
job of the woman
number of the people who use illegal drugs in Britain
number of the people who break the law to pay for drugs
number of the addicts who go to treatment centers
crimes they commit
After listening, check the answers.
(在教師的指導下，學生邊聽錄音斬作摘記，養(yǎng)成邊聽邊記邊理解的良好習慣)
Step 5：瀏覽原文，檢查核對，掃除疑問。
再播放一次錄音，把錄音材料編成完形填空的形式，讓學生復(fù)習，核對檢查所聽內(nèi)容)(individual work ---- pair work)
I==Interviewer P===Professor
I: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the ___________ between ________ and ________. Good evening, Professor Smith.
P: Good evening.
I: First of all, how many people use _________ drugs in Britain?
P: Possibly four million people.
I: Really? Four million?
P: Yes.
I: How many of them ________________ in order to pay for their drugs?
P: It’s possible that a hundred thousand people ______ in order to pay for their ___________.
I: A hundred thousand?! That’s incredible. And what kinds of __________ do they commit?
P: Mainly _________----- in other words, stealing from shops---- and __________. Stealing from houses.
I: I see.
P: And there’s another problem. Drug users get into trouble with the police for other reasons as well.
I: What kinds of reasons?
P: Well., you often see drug users in public places, ---_______________ , railway stations, for example----- and some of the them behave so badly that members of the public _______________. Some people feel so _______ when they see drug users that they call the police anyway.
I: This is a really bad problem, isn’t it?
P: Absolutely, but the good news is that drug users who go to ______________ usually stop their ______________ activities.
I: How many addicts go to treatment centers?
P: Last year, about 30,000 people went to drug treatment centers.
I: Thirty thousand? That’s amazing.
P: Yes, there are such a lot of people that there isn’t time ________________.
I: What kind of people are they?
P: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.
I: And do all these people live in cities?
P: Oh no. The ___________ of drug users in society is the same in cities and in the countryside. But they all have something in common.
I: What is that?
P: Drug users are more likely to ________________ at school.
I: Professor Marison Smith, thank you very much.
P: Thank you.
(發(fā)放錄音材料，讓學生核對檢查所聽內(nèi)容)
Step 6: 給關(guān)鍵詞,概括大意
The connection between crime and drug addiction
The illegal drug use-----the result
The public ‘s attitude towards drug users
The way to help drug users
T: Suppose you are the interview ,after you finish your interview with the professor, you realize that you still have got 2-3 minutes to end your program, now you are required to give a summary of your interview and call on the people to say no to drugs.
(Ask students to discuss with his group members first and later check.)
Part II Speaking
在學生完成聽力的基礎(chǔ)上，適當對聽力材料進行拓展，通過提問引出相關(guān)的話題，讓學生分組的討論。
Task3：設(shè)置話題，組織討論，交流信息。
Step7：教師根據(jù)聽力材料，結(jié)合Speaking部分的內(nèi)容略作調(diào)整。
給出以下話題：
1. Has anyone been to your school to talk about the danger of drugs? What are the dangers of using drugs?(to the drug addicts themselves, to the family and the society)
2. What do you think of those drug addicts? What is your attitude to those drug users?
3. What do you think are the reasons for those people to become drug addicts? What can the society do to help them?
Step8：學生分組討論、自由討談，由每組的group leader負責記錄信息，組織活動。
Step9：由教師主持，由各組代表發(fā)言、信息交流，用集體的智慧達到信息交流，解決問題的目的，培養(yǎng)學生口語表達能力。
Step10：Homework：(課后練習，延伸鞏固)
1、口語練習(組成一個interview)group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people----a drug addict, a police officer, a clerk in the treatment centre. Give the proper questions to each of them and make them interested in your topic. And of course the interviewee please be co-operative and give the proper answer. The whole team should try to make the interview go smoothly.
The interview A police officer
A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3. Evaluation about your performance in class. Make your marks out of ten
1. How attentive were you?
2. How much did you contribute to the lesson?
3. How much did you learn?
4. How much did you co-operate with your group members?
30---40 very good
20—30 ok
below 20 not very well and need improving
六、課后反思
這堂課所實施的聽力教學策略，打破傳統(tǒng)“測驗式”聽力教學模式(即教師放錄音、學生聽做答案、教師公布答案、學生核對)：遵循“循序漸進”的原則，由單詞教學的引入→聽力預(yù)測→細聽找細節(jié)→再聽掃障礙→口語訓練的引導拓展，在潛移默化中培養(yǎng)聽力理解和口語表達的策略。以聽為主線，兼顧其它技能的培養(yǎng)。在技能訓練的同時，輸入相關(guān)的語言知識，進行情感教育，“珍愛生命，遠離毒品”。在課堂教學中，激發(fā)學生的興趣和學習積極性，共同參與，體驗并協(xié)作完成任務(wù)，培養(yǎng)學生的合作學習態(tài)度。在聽說教學的課堂教學中，需要教師良好的課堂駕馭和調(diào)控能力，預(yù)測學生可能出現(xiàn)的困難和錯誤，并對癥下藥，予以解決。
