高中必修一英語(yǔ)教案

高一英語(yǔ)教案：《Using structures》教學(xué)設(shè)計(jì)。

高一英語(yǔ)教案：《Using structures》教學(xué)設(shè)計(jì)

第一步：學(xué)生獨(dú)立以快速閱讀的方式完成這部分的閱讀理解和課后練習(xí);

第二步：兩人活動(dòng)，根據(jù)上一節(jié)課學(xué)習(xí)的直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則復(fù)述故事。（為了培養(yǎng)學(xué)生的邏輯思維和表達(dá)的連貫性，教師可以鼓勵(lì)學(xué)生在第一步快速閱讀的時(shí)候列出文章的關(guān)鍵詞，如：arrive；go upstairs；start clear up；sleep at night；...etc. 然后根據(jù)關(guān)鍵詞來(lái)重組故事情節(jié)。應(yīng)該盡量避免照本宣科地復(fù)述）

Reading task (Page44)

第一步：閱讀練習(xí)冊(cè)中 Reading Task 中的短文“Friendship in Hawaii”，理解其大意；

第二步：完成課后設(shè)計(jì)的配套練習(xí)（Page45: Exercise 1 and 2），通過(guò)練習(xí)鞏固對(duì)課文內(nèi)容的理解；（在練習(xí)二中有部分問(wèn)題的設(shè)計(jì)顯得有些抽象模糊，不利于學(xué)生思考，如：How do people in Hawaii get on with one another? How can people in Hawaii live in peace? 教師在實(shí)際教學(xué)的過(guò)程中可根據(jù)具體情況選擇忽略或做適當(dāng)?shù)母膭?dòng)，使問(wèn)題更為明確）

第三步：全班活動(dòng)，比較中國(guó)和Hawaii 對(duì)待友情的特點(diǎn)和方式（如果學(xué)生程度較好，可將話題拓展到比較東、西方文化中對(duì)待友誼的差異）；

第四步：要求學(xué)生將比較結(jié)果用一段話表達(dá)出來(lái)；[來(lái)源:學(xué)+科+網(wǎng)Z+X+X+K]

第五步：如果時(shí)間允許，可讓學(xué)生根據(jù)討論得出的結(jié)論模擬表演不同地區(qū)，不同文化中朋友們見(jiàn)面的接待方式，活躍課堂氣氛;

Homework:

布置一篇描述友誼的作文讓學(xué)生課后完成，作文的題材和具體內(nèi)容不要過(guò)分限制，要鼓勵(lì)學(xué)生鍛煉創(chuàng)造性思維。（也可以將該寫(xiě)作練習(xí)設(shè)計(jì)成一個(gè)小游戲：先讓學(xué)生完成一篇描寫(xiě)自己好朋友的小作文，但對(duì)象要限制在班級(jí)以?xún)?nèi)，120 字左右，并在下次上課是在課堂上選讀 2-3 篇文章，讓學(xué)生猜測(cè)文中的主人公是班上的哪位同學(xué)，教師可適當(dāng)準(zhǔn)備一些小獎(jiǎng)品作為獎(jiǎng)勵(lì)）

第五課時(shí)

Audio-visual lesson / Listening and speaking

有關(guān)這一課時(shí)的設(shè)計(jì)，不同條件和基礎(chǔ)的班級(jí)可以根據(jù)實(shí)際情況有自己的選擇。

方案一：（注：此方案不包含視頻內(nèi)容）

第一步：完成語(yǔ)言運(yùn)用部分的語(yǔ)言表達(dá)(Using language----Speaking)，但是要注意在進(jìn)行問(wèn)卷調(diào)查的設(shè)計(jì)過(guò)程中，教師要對(duì)問(wèn)卷的格式和語(yǔ)言特點(diǎn)做出必要的指導(dǎo)，如：?jiǎn)柧淼膯?wèn)題設(shè)計(jì)要緊扣主題，語(yǔ)言簡(jiǎn)潔、明了，提供的答案也應(yīng)盡可能包括各種可能的回答。最好能就如何設(shè)計(jì)問(wèn)題才能體現(xiàn)題目中“Design a questionnaire to find out what kind of friends your classmates are.”的要求給學(xué)生提示，便于他們更好地完成問(wèn)卷設(shè)計(jì)。

第二步：完成練習(xí)冊(cè)部分的相關(guān)聽(tīng)說(shuō)練習(xí)(P41：Listening；Talking；Listening task and Speaking task)。鑒于這部分的練習(xí)比較簡(jiǎn)單，教師可以直接根據(jù)課本設(shè)計(jì)的問(wèn)題來(lái)播放錄音帶和提問(wèn)，無(wú)須做過(guò)多的擴(kuò)展。同時(shí)，教師還可以根據(jù)課時(shí)適當(dāng)增加一些話題或練習(xí)。

方案二：（此方案適用于教學(xué)設(shè)備比較完備，程度較好的班級(jí)）

第一步：播放一段以講述二戰(zhàn)時(shí)期猶太人生活和遭遇的影片讓學(xué)生欣賞。（比較有代表性的影片有《鋼琴師》和《辛德勒的名單》）

第二步：小組活動(dòng)。學(xué)生就所欣賞的電影片段發(fā)表個(gè)人觀點(diǎn)和看法。在進(jìn)行這一環(huán)節(jié)時(shí)最好能夠根據(jù)所選擇的影片來(lái)設(shè)計(jì)討論的話題，如選擇《鋼琴師》（建議教師選擇男主人公因形勢(shì)所迫不得不獨(dú)自封閉在一個(gè)小房間里度過(guò)漫長(zhǎng)戰(zhàn)爭(zhēng)歲月，同時(shí)還時(shí)刻擔(dān)心被納粹分子發(fā)現(xiàn)的片段，讓學(xué)生了解單元課文所涉及的歷史背景，體會(huì)文章主人公在當(dāng)時(shí)特定環(huán)境下的心理和情感。）教師在學(xué)生發(fā)表個(gè)人看法時(shí)要注意提醒和引導(dǎo)學(xué)生靈活運(yùn)用在本單元學(xué)習(xí)的能夠表達(dá)贊同以及反對(duì)的詞組和句型；

第三步：由教師對(duì)學(xué)生的討論情況和結(jié)果做出評(píng)價(jià)；（建議以鼓勵(lì)為主，最好避免當(dāng)場(chǎng)糾正學(xué)生在表達(dá)過(guò)程中所犯的語(yǔ)法錯(cuò)誤，以免打擊學(xué)生發(fā)言的積極性和發(fā)言思路，但發(fā)言結(jié)束后還是應(yīng)該對(duì)比較明顯的錯(cuò)誤進(jìn)行糾正）

Homework:

要求學(xué)生根據(jù)課堂討論的結(jié)果設(shè)計(jì)一段對(duì)話，主要內(nèi)容是圍繞課堂所欣賞的電影的主題，在對(duì)話的設(shè)計(jì)中要加入在前幾課學(xué)到的詞組、句型以及表達(dá)個(gè)人觀點(diǎn)的常見(jiàn)用法。

相關(guān)推薦

高一英語(yǔ)教案：《No Drugs》教學(xué)設(shè)計(jì)

高一英語(yǔ)教案：《No Drugs》教學(xué)設(shè)計(jì)

一、學(xué)生分析

班上的學(xué)生剛從初三升入高一的學(xué)習(xí)時(shí)，由于進(jìn)行全英教學(xué)，有些學(xué)生還不是很適應(yīng)，特別是從鎮(zhèn)、農(nóng)村考上來(lái)的學(xué)生，在聽(tīng)說(shuō)方面有比較大的困難。由于初高中對(duì)學(xué)生的要求不同，學(xué)生普遍的問(wèn)題是詞匯量比較少，用中文思維，不知如何用英語(yǔ)表達(dá)等，但學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的熱情還是比較高漲，興趣較濃。學(xué)生對(duì)本課時(shí)的話題No Drugs有所了解，在前一課的Reading and vocabulary中對(duì)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(xué)生通過(guò)媒體網(wǎng)絡(luò)上了解相關(guān)的背景信息。在課堂教學(xué)中，努力激發(fā)學(xué)生參與教學(xué)活動(dòng)的熱情，積極思考，相互討論，共同協(xié)作。

二、教材分析

本課時(shí)所教的是外研版高一上學(xué)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(shí)。要求通過(guò)聽(tīng)的活動(dòng)了解和學(xué)習(xí)有關(guān)吸毒和犯罪的詞匯，培養(yǎng)表達(dá)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(lái)的危害，為了與聽(tīng)力部分的內(nèi)容銜接，我對(duì)Speaking中的話題作個(gè)修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽(tīng)說(shuō)課之前，學(xué)生學(xué)習(xí)了Reading and vocabulary，通過(guò)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(shí)由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽(tīng)說(shuō)為主線，對(duì)吸毒這一主題進(jìn)行延伸和拓展。

三、教學(xué)目標(biāo)

本模塊是通過(guò)學(xué)習(xí)表達(dá)吸毒及其危害的詞語(yǔ)和其它語(yǔ)言形式，養(yǎng)成良好生活習(xí)慣，教育學(xué)生關(guān)愛(ài)社會(huì)，關(guān)愛(ài)他人，遠(yuǎn)離毒品。

語(yǔ)言知識(shí)目標(biāo)：詞匯有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment

語(yǔ)言技能目標(biāo)：聽(tīng)懂有關(guān)吸毒及其危害的話語(yǔ)并獲取信息，學(xué)會(huì)抓住關(guān)鍵意見(jiàn)，進(jìn)行summarizing，并用英語(yǔ)討論，表達(dá)吸毒的危害。

情感目標(biāo)：提高自我保護(hù)意識(shí)，養(yǎng)成良好生活習(xí)慣，珍愛(ài)生命，遠(yuǎn)離毒品。

學(xué)習(xí)策略方面：通過(guò)組織學(xué)生預(yù)測(cè)問(wèn)題、聽(tīng)辯問(wèn)題，培養(yǎng)抓住和辨別信息要點(diǎn)的能力。通過(guò)拓展討論問(wèn)題，培養(yǎng)學(xué)生獨(dú)立思考，自主學(xué)習(xí)的能力。以individual work, pair work, group work等形式加強(qiáng)合作學(xué)習(xí)，從網(wǎng)上或其它媒體了解吸毒危害，學(xué)會(huì)分析、歸納。

文化意識(shí)方面：通過(guò)聽(tīng)、說(shuō)，還有一些補(bǔ)充材料加強(qiáng)學(xué)生為毒品危害的認(rèn)識(shí)，提高自我保護(hù)意識(shí)。

四、教學(xué)策略

本課時(shí)主要以聽(tīng)說(shuō)教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽(tīng)力理解策略。以聽(tīng)力技能訓(xùn)練和口語(yǔ)表達(dá)訓(xùn)練為主線，貫穿說(shuō)、讀、寫(xiě)綜合技能的培養(yǎng)。針對(duì)學(xué)生聽(tīng)力理解障礙，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識(shí)的輸入、技能的培養(yǎng)，和文化意識(shí)的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時(shí)采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快教學(xué)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(xué)過(guò)程

I Organization for class

II Teaching of the new lesson

Part one： Listening and Vocabulary

Task1：學(xué)習(xí)新單詞，掃除部分聽(tīng)力障礙

Step1：做Activity1，復(fù)習(xí)Reading and Vocabulary中有關(guān)Adam Rouse的內(nèi)容，從而學(xué)習(xí)新單詞，通過(guò)師生的問(wèn)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(guò)稍微改編一下練習(xí)，鞏固聽(tīng)學(xué)的新詞匯。

領(lǐng)讀單詞讓學(xué)生做下列填空練習(xí)：

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(tīng)力練習(xí)，層層遞進(jìn)，獲信息抓關(guān)鍵。

Step3：設(shè)疑、導(dǎo)讀、預(yù)測(cè)：

T: According to the given vocabulary, can you guess what the listening material is about?(啟發(fā)學(xué)生的想象思維)

T: Go through the questions in Activity 2 and predict the answers.(讓學(xué)生討論，培養(yǎng)學(xué)生的預(yù)測(cè)能力)

Step4：導(dǎo)聽(tīng)、釋題、聽(tīng)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(dǎo)下，學(xué)生開(kāi)始聽(tīng)錄音)

(針對(duì)聽(tīng)力練習(xí)的具體任務(wù)、目標(biāo))

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(dǎo)下，學(xué)生邊聽(tīng)錄音斬作摘記，養(yǎng)成邊聽(tīng)邊記邊理解的良好習(xí)慣)

Step 5：瀏覽原文，檢查核對(duì)，掃除疑問(wèn)。

再播放一次錄音，把錄音材料編成完形填空的形式，讓學(xué)生復(fù)習(xí)，核對(duì)檢查所聽(tīng)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(xué)生核對(duì)檢查所聽(tīng)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(xué)生完成聽(tīng)力的基礎(chǔ)上，適當(dāng)對(duì)聽(tīng)力材料進(jìn)行拓展，通過(guò)提問(wèn)引出相關(guān)的話題，讓學(xué)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(tīng)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(xué)生分組討論、自由討談，由每組的group leader負(fù)責(zé)記錄信息，組織活動(dòng)。

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(dá)到信息交流，解決問(wèn)題的目的，培養(yǎng)學(xué)生口語(yǔ)表達(dá)能力。

Step10：Homework：(課后練習(xí)，延伸鞏固)

1、口語(yǔ)練習(xí)(組成一個(gè)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(shí)施的聽(tīng)力教學(xué)策略，打破傳統(tǒng)“測(cè)驗(yàn)式”聽(tīng)力教學(xué)模式(即教師放錄音、學(xué)生聽(tīng)做答案、教師公布答案、學(xué)生核對(duì))：遵循“循序漸進(jìn)”的原則，由單詞教學(xué)的引入→聽(tīng)力預(yù)測(cè)→細(xì)聽(tīng)找細(xì)節(jié)→再聽(tīng)掃障礙→口語(yǔ)訓(xùn)練的引導(dǎo)拓展，在潛移默化中培養(yǎng)聽(tīng)力理解和口語(yǔ)表達(dá)的策略。以聽(tīng)為主線，兼顧其它技能的培養(yǎng)。在技能訓(xùn)練的同時(shí)，輸入相關(guān)的語(yǔ)言知識(shí)，進(jìn)行情感教育，“珍愛(ài)生命，遠(yuǎn)離毒品”。在課堂教學(xué)中，激發(fā)學(xué)生的興趣和學(xué)習(xí)積極性，共同參與，體驗(yàn)并協(xié)作完成任務(wù)，培養(yǎng)學(xué)生的合作學(xué)習(xí)態(tài)度。在聽(tīng)說(shuō)教學(xué)的課堂教學(xué)中，需要教師良好的課堂駕馭和調(diào)控能力，預(yù)測(cè)學(xué)生可能出現(xiàn)的困難和錯(cuò)誤，并對(duì)癥下藥，予以解決。

高一英語(yǔ)教案：《Writing》教學(xué)設(shè)計(jì)

高一英語(yǔ)教案：《Writing》教學(xué)設(shè)計(jì)

第一步：學(xué)生獨(dú)立閱讀課文（P7: Reading and writing）內(nèi)容；

第二步：小組活動(dòng)，分小組根據(jù)課文中提出的“offering advice to the editor”的要求討論（注意提醒學(xué)生突破已經(jīng)給出的提示，發(fā)表個(gè)人的獨(dú)立見(jiàn)解）；

第三步：學(xué)生在學(xué)習(xí)寫(xiě)作前進(jìn)行 Brainstorming，積累寫(xiě)作時(shí)需要的表達(dá)個(gè)人觀點(diǎn)和看法的詞匯和句型（前文已經(jīng)列出部分典型例詞和句型）；

第四步：教師用更具體的例子讓學(xué)生體會(huì)如何開(kāi)展 Brainstorming 并鼓勵(lì)學(xué)生平時(shí)也用這一方法積累和鞏固詞匯。以 suggestion 為例，可以通過(guò)列舉它的近義詞的方式整理之前掌握的單詞，再鼓勵(lì)學(xué)生用這些詞造句以鞏固記憶這些詞匯的意義、用法和相關(guān)句型）；

第五步：要求學(xué)生當(dāng)堂完成寫(xiě)作任務(wù)（要注意對(duì)學(xué)生寫(xiě)作時(shí)間的控制，15-20 分鐘內(nèi)完成比較合適）；

第六步：選擇一至兩篇作文作為例文進(jìn)行評(píng)講（最好能夠在學(xué)生完成課堂作文后馬上進(jìn)行這一環(huán)節(jié)。在評(píng)講過(guò)程中建議教師讓學(xué)生先在課堂上交流他們?cè)趯?xiě)作時(shí)所遇到的困難，再由老師根據(jù)例文有針對(duì)性地指出學(xué)生寫(xiě)作過(guò)程中出現(xiàn)的問(wèn)題并及時(shí)提出解決辦法）；

Homework:

將練習(xí)冊(cè)部分的寫(xiě)作任務(wù)(P 46: Writing task)作為課后作業(yè)布置給學(xué)生完成。

第七課時(shí)

Summing tip

第一步：學(xué)生根據(jù)回憶出的內(nèi)容獨(dú)立填寫(xiě)課本的 summing tip，完成后組成小組進(jìn)行核對(duì)和補(bǔ)充；

第二步：教師和學(xué)生一起復(fù)習(xí)本單元的所有詞匯、句型和語(yǔ)法知識(shí)；

第三步：教師和學(xué)生一起學(xué)習(xí) Learning tip 部分的技巧。為了練習(xí)對(duì)這一技巧的掌握，教師可以鼓勵(lì)學(xué)生開(kāi)始寫(xiě)英語(yǔ)日記（注意對(duì)日記字?jǐn)?shù)和寫(xiě)作頻率的合理安排?？梢越ㄗh學(xué)生每周寫(xiě) 1-2 篇英語(yǔ)日記，字?jǐn)?shù)在 100-150 之間）；[來(lái)源:學(xué)§科§網(wǎng)]

第四步：教師檢查布置的各項(xiàng)練習(xí)的答案，重點(diǎn)是對(duì)翻譯和課后作文的評(píng)講。

Homework:

1. 項(xiàng)目任務(wù)：讓學(xué)生利用周末或課余時(shí)間搜集一些有關(guān)本單元友誼話題的優(yōu)秀英語(yǔ)詩(shī)歌并嘗試自己創(chuàng)作英語(yǔ)詩(shī)；（對(duì)學(xué)生搜集的詩(shī)歌建議教師利用課堂時(shí)間進(jìn)行賞析，認(rèn)可學(xué)生的選擇，對(duì)學(xué)生的創(chuàng)作要給予適當(dāng)?shù)脑u(píng)價(jià)，好的作品甚至可以集中制作成班級(jí)詩(shī)集保留下來(lái)）

2. 如果定了相關(guān)的教輔資料可以布置一個(gè)單元檢測(cè)的練習(xí)讓學(xué)生課后完成。

【教學(xué)反思】

本單元的中心話題貼近學(xué)生生活，很容易引起學(xué)生的共鳴。本課的設(shè)計(jì)能充分激發(fā)學(xué)生學(xué)習(xí)的興趣，鼓勵(lì)他們用英語(yǔ)大膽地表達(dá)自己的觀點(diǎn)和看法，并通過(guò)分析、討論提高解決問(wèn)題的能力。在學(xué)生進(jìn)行口語(yǔ)練習(xí)的過(guò)程中，教師不要過(guò)分關(guān)注語(yǔ)法錯(cuò)誤，而要以鼓勵(lì)為主，從而調(diào)動(dòng)學(xué)生的參與積極性，并增強(qiáng)他們用英語(yǔ)進(jìn)行語(yǔ)言表達(dá)和交際的自信心。

在實(shí)際教學(xué)中還發(fā)現(xiàn)，在教授直接引語(yǔ)和間接引語(yǔ)之間的句型轉(zhuǎn)換時(shí)，學(xué)生很容易忽視句中時(shí)間、地點(diǎn)狀語(yǔ)的相應(yīng)變化以及保持時(shí)態(tài)的一致性。因此，建議教師在授課時(shí)適當(dāng)強(qiáng)調(diào)這幾個(gè)方面的內(nèi)容。此外，學(xué)生對(duì)于動(dòng)詞dare 的掌握有一定的難度，因此教師在講授這一語(yǔ)言點(diǎn)的時(shí)候應(yīng)注意對(duì)dare作情態(tài)動(dòng)詞和實(shí)義動(dòng)詞的情況進(jìn)行明確區(qū)分，也可以將dare和另一個(gè)容易混淆的動(dòng)詞need集中起來(lái)進(jìn)行對(duì)比講解。

另外，如果學(xué)校條件允許的話，教師還可以利用多媒體手段豐富教學(xué)，如：通過(guò)觀看韓國(guó)電影《朋友》， 則可以讓學(xué)生跟隨幾個(gè)主人公之間友情的發(fā)展和關(guān)系的不斷變化來(lái)思考友誼的本質(zhì)和朋友的重要意義。同時(shí)，如果課時(shí)充裕的話，教師還可以設(shè)計(jì)一些形式多樣的課堂活動(dòng)來(lái)豐富教學(xué)內(nèi)容和形式，如：組織學(xué)生在課堂上用英語(yǔ)表演一些有關(guān)朋友之間常見(jiàn)問(wèn)題的小品或短?。贿x擇一個(gè)和友誼相關(guān)的論題組織一場(chǎng)辯論會(huì)或邀請(qǐng)一些老師和家長(zhǎng)與學(xué)生一起進(jìn)行一次訪談活動(dòng)，等等。）

高一英語(yǔ)教案：《Relaxing》教學(xué)設(shè)計(jì)

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。那么，你知道教案要怎么寫(xiě)呢？下面是小編幫大家編輯的《高一英語(yǔ)教案：《Relaxing》教學(xué)設(shè)計(jì)》，相信能對(duì)大家有所幫助。

高一英語(yǔ)教案：《Relaxing》教學(xué)設(shè)計(jì)

Teaching aims:

To practise listening for specific information

To learn about ways of dealing with stress in everyday life

Teaching course:

Ⅰ Warm up

Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.

Ⅱ Talking

Task one

You are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激發(fā)學(xué)生的興趣，鍛煉學(xué)生的口頭表達(dá)能力，為聽(tīng)力內(nèi)容做鋪墊)

How do you get rid of the stress in your life?

Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:

prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.

Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.

Ⅲ Listening

Do the exercise 2

Do the exercise 3

Read through the Strategies with the class and see if they can use any of these Strategies already.

In pairs, students read the questions and try to predict the answers. Point out that more

than one answer is possible.

Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.

Do the exercise 5 and 6

Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.

When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.

Do the exercise 7

Students look at the exercise and see if they can remember or can guess any of the missing words.

Students listen to the cassette again and complete the sentences in the Function File.

Pronunciation

Do the exercise 9

In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?

Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.

Do the exercise 10

Before starting their talk, students can look at the sentences they wrote in Exercise 9

Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.

Ⅳ Homework:

Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.

高一英語(yǔ)教案：《Reading and Comprehending》教學(xué)設(shè)計(jì)

高一英語(yǔ)教案：《Reading and Comprehending》教學(xué)設(shè)計(jì)

第一步：教師介紹文章的歷史背景和主人公的相關(guān)信息，幫助學(xué)生理解課文內(nèi)容。建議課前利用網(wǎng)絡(luò)及其他渠道收集一些有關(guān)這篇文章主人公的基本資料，最好包括圖片和文字資料（參考背景資料），讓學(xué)生在課堂上進(jìn)行快速閱讀以了解更多的背景信息；

第二步：學(xué)生根據(jù)課本提供的插圖對(duì)課文的故事情節(jié)做出想象和假設(shè)（教師要鼓勵(lì)學(xué)生充分發(fā)揮想象力大膽預(yù)測(cè)故事情節(jié)）；

第三步：學(xué)生獨(dú)立閱讀課文，完成Comprehending 部分的練習(xí)，再由教師對(duì)練習(xí)答案做簡(jiǎn)單的核對(duì)和講解；（由于本課時(shí)的教學(xué)目標(biāo)是完成對(duì)課文內(nèi)容的基本理解，接下來(lái)還有一個(gè)課時(shí)專(zhuān)門(mén)用來(lái)講解單詞和語(yǔ)法，因此，在這個(gè)階段教師不必對(duì)課文和練習(xí)中出現(xiàn)的生詞、詞組和句型講解得過(guò)于詳細(xì)）

第四步：講解閱讀中的部分難點(diǎn)；

方案一：

可以開(kāi)展小組活動(dòng)，學(xué)生互相討論和幫助，講解課文的重、難點(diǎn)。最后再由教師進(jìn)行修正、整理和補(bǔ)充說(shuō)明。

方案二：

可以競(jìng)賽的形式完成課文重、難點(diǎn)的講解：將全班分成四個(gè)小組，每組選派兩至三名學(xué)生作為代表，回答其它小組提出的問(wèn)題，每個(gè)小組提出的問(wèn)題數(shù)和回答的質(zhì)量都要計(jì)分，最后評(píng)選出最佳提問(wèn)小組和最佳“小老師”（此方案能夠更好地激發(fā)學(xué)生提問(wèn)和積極思考，但在進(jìn)行過(guò)程中要注意對(duì)時(shí)間和程序的控制，學(xué)生提問(wèn)和講解的時(shí)間不要過(guò)長(zhǎng)，最后教師還應(yīng)該對(duì)學(xué)生的講解進(jìn)行必要的修正和補(bǔ)充）；

第五步：兩人活動(dòng)，學(xué)生組織一段對(duì)話，對(duì)文章話題進(jìn)行擴(kuò)充理解（在設(shè)計(jì)問(wèn)題的時(shí)候可以直接利用課本提供的問(wèn)題：“What would you do if you are in the same situation as Ann and her family? Give some reasons.”。也可以根據(jù)學(xué)生的程度做出變化，設(shè)計(jì)不同的情景模式，旨在通過(guò)設(shè)置這些和實(shí)際生活更為接近的話題對(duì)文章內(nèi)容進(jìn)行擴(kuò)展，如：“What would you do if you are lost in the forest? or If you are told to live in an isolate island for a year, what are the three things you need most and what you are going to do to kill the time? What / Who will you choose to be your friend?”

Homework:

1. 閱讀課文，熟悉課文內(nèi)容；

2. 教師列出本課中出現(xiàn)的重點(diǎn)詞匯（do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc.），學(xué)生組成小組（根據(jù)班級(jí)的人數(shù)分成以 4-6 人為單位的小組），通過(guò)討論、查資料等方式獨(dú)立歸納重點(diǎn)詞匯的意義和用法。

第三課時(shí)

Learning about Language

Discovering Useful Words and Expressions (Page 4)

第一步：學(xué)生獨(dú)立完成本部分的練習(xí)；

第二步：教師核對(duì)答案并對(duì)部分重難點(diǎn)進(jìn)行講解（對(duì)單元知識(shí)點(diǎn)的講解可以結(jié)合文章中的典型例句和用法，讓學(xué)生對(duì)課文內(nèi)容和知識(shí)點(diǎn)在本單元中的用法掌握得更加牢固。在講解課文單詞意思的時(shí)候要注意引導(dǎo)學(xué)生學(xué)會(huì)使用已經(jīng)學(xué)過(guò)的單詞和詞組來(lái)解釋生詞的方法）；

難點(diǎn)詞匯用法的學(xué)習(xí)，例如：

1. add: add ... to；add to；add up to；[來(lái)源:學(xué)科網(wǎng)]

[來(lái)源:學(xué)&科&網(wǎng)]

eg. Will you please add some milk to my coffee?

The little baby adds to our enjoyment at the party.

All the money I have in my pocket adds up to $ 125.

2. crazy: be crazy about / on; be crazy for sth. / sb.;

eg. He was crazy about / on classic music when he was young.

Many young college students are crazy for chances to go abroad for further education.

My brother is crazy for the pop band ------ U2 and will never miss any of their performances.

3. suffer: suffer sth. ; suffer from … ;

eg. The company suffered great loss in the air crash.

He often suffers from headaches at night.

4. concern: concern sth.; be concerned about / for sb. / sth.;

eg. This case concerns the group of people greatly.

Our head teacher is concerned about our study and health all the time.

5. according to ...;

eg. According to the doctor, you should stay in bed for at least 2 days.

I think we'd better set off as soon as possible according to the weather forecast.

6. join: join sth.; join in sth.; join sb. in sth. / doing sth.;

eg. He joined the Party when he was 18.

Can I join the game?

Will you join our team in playing football?

7. dare: dare do ...; dare to do ...;

eg. How dare you say I am an unfaithful man?

If you dare do that again, I will make you feel sorry.

He didn't dare to go there alone.

[來(lái)源:Zxxk.Com]

I was greatly shocked that you dare to accuse him of dishonesty.[來(lái)源:學(xué).科.網(wǎng)]

第三步：學(xué)生通過(guò)完成練習(xí)冊(cè)的配套練習(xí)（P41 Using words and expressions）鞏固本單元的重點(diǎn)詞匯和表達(dá)（教師可根據(jù)情況設(shè)計(jì)一些應(yīng)用這些詞匯和表達(dá)的句型或情景模式讓學(xué)生進(jìn)行練習(xí)以增強(qiáng)學(xué)習(xí)效果）。

Discovering Useful Structures (Page5)

第一步：小組活動(dòng)，學(xué)生通過(guò)對(duì)例句的閱讀分析，結(jié)合初中階段學(xué)習(xí)的內(nèi)容，嘗試總結(jié)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則，包括不同句型（陳述句、祈使句和疑問(wèn)句）的轉(zhuǎn)化特點(diǎn)； 人稱(chēng)、時(shí)態(tài)以及指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)和動(dòng)詞的變化。教師要根據(jù)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則特點(diǎn)有針對(duì)性的準(zhǔn)備一些典型例句（具體例句可參照課本P87~89提供的例句），盡量方便學(xué)生通過(guò)例句來(lái)觀察和總結(jié)轉(zhuǎn)換的規(guī)則；

第二步：教師在學(xué)生小結(jié)的基礎(chǔ)上利用例句對(duì)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則進(jìn)行修正和補(bǔ)充；

第三步：學(xué)生獨(dú)立完成課本設(shè)計(jì)的鞏固練習(xí)（Page5: Exercise 2），加強(qiáng)對(duì)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換規(guī)則的掌握；（為了避免學(xué)生在反復(fù)練習(xí)的過(guò)程中感覺(jué)枯燥，失去學(xué)習(xí)的興趣，教師在例句的設(shè)計(jì)上要多下功夫，如：可以選擇一些當(dāng)紅的明星做主語(yǔ)；例句中的談話內(nèi)容也可以使用現(xiàn)下流行的一些話題或時(shí)尚用語(yǔ)，如： playing PC games; shopping on line; meeting net-friends等等，以此來(lái)激發(fā)學(xué)生的學(xué)習(xí)欲望）

Homework:

1. 結(jié)合課堂講解和課后練習(xí)復(fù)習(xí)本課時(shí)學(xué)習(xí)的重、難點(diǎn)詞匯；

2. 閱讀課本語(yǔ)法部分的直接引語(yǔ)和間接引語(yǔ)專(zhuān)題講解，更好地鞏固和掌握這一個(gè)語(yǔ)言點(diǎn)；

3. 根據(jù)學(xué)生訂閱的輔導(dǎo)資料布置一定量的有關(guān)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的練習(xí)。（如果沒(méi)有相關(guān)教輔資料，則建議教師自己準(zhǔn)備一定量的練習(xí)要求學(xué)生完成）