高中必修一英語教案

高一英語教案：《Cultural corner》教學設計。

一名愛崗敬業(yè)的教師要充分考慮學生的理解性，高中教師要準備好教案，這是高中教師需要精心準備的。教案可以讓學生更好地進入課堂環(huán)境中來，幫助高中教師提高自己的教學質量。所以你在寫高中教案時要注意些什么呢？下面是小編為大家整理的“高一英語教案：《Cultural corner》教學設計”，希望能對您有所幫助，請收藏。

高一英語教案：《Cultural corn

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教學目標及達成

Getsstotalk

abouttheadvantages

anddisadvantages

GettheSsto

learnsomewords&phrases.

Trytograspthenew

wordsandtheirusages.

教學重點

Makesurethe

studentscancommunicate

withpersons.

教學難點.

Howtoguidethe

studentstoperform

agooddebate.

教學方法(教具)

Read,

teach,explain

教學過程

備課

札記

教師活動

學生活動

Step1.Leading-inandIntroduction

Step2.Wordstudyandwarmingup

Direction:Thewayofactivating

thestudentstolistthenew

thingsabouttelecommunications

istodividethestudentsinto

twogroupsandchooseastudent

fromeachgroupwritedownthe

wordshis/hergroupmembers

mentionontheblackboardin

theformofcompetition.Themore,

thebetter.Andthewordsmust

becorrect.

Motivatethestudentstodoa

surveyabouttheuseofmobile

phonesaftersomewarming-up

activities.Thentextmessages

becomethetopic.

Direction:Encouragethe

studentstochoosefiveclassmates

totalkto,andtheycanstand

upandtalkaroundaslongas

theycanfinishthesurvey.And

thentheyshoulddrawaconclusion

aboutthemainuseofmobile

phones.Accordingtotheirsurvey,

askthemhowtowritetextmessages,

andthenleadinthepassageonpage59.

Readingcomprehensionwiththehelpof

somequestionsonthestudents’page.

Questionsarelistedasfollows:

Direction:Guidethestudentstoworkin

groupstosolvetheproblemstogether.

Moreexamplestoshowtothestudents

aboutthespecialwaysoftextmessages.

Thentellthestudentsthereisanother

wayofcommunication---abbreviation

withmoreexamples.Students’showtime

–toshowtheirowntextmessagewith

thewaysofshorteningthewordswith

emoticons,shorthand,andabbreviation

afterreading.

Step3.Extension

Encouragethestudentstofindout

whethertheChinesemobilephone

sersusethissimilarwayoftext

messagesornot,andlistsome

examplesintheformofdiscussion.

Encouragethestudentstodiscussin

groupsabouttheadvantagesand

disadvantagesofusingthiskindof

waytocommunicatewithothers.

Direction:Studentsdiscussina

group,buttheshypersonshould

bethereportertoreportthegroup’s

opinioninpublic.Encouragethe

studentstodebate,andguidethe

studentstorealizethatthebest

waytokeepusuptodateisto

studyandreadbooks.

Direction:Explaintherulesof

debatefirst,thenencouragethemto

statetheirownopinions.

Step4.Homework:Writeaorganized

argumentcomposition.

Step5.板書設計

Para1:Putforwardthetopicofthe

composition;Para2:Somethink……

Para3:However,othersthink/disagree…

Para4:Yourpointofview……

導學后記

精選閱讀

Module 1 Cultural Corner教案

一位優(yōu)秀的教師不打無準備之仗，會提前做好準備，教師要準備好教案，這是教師的任務之一。教案可以讓學生們能夠在上課時充分理解所教內容，幫助教師有計劃有步驟有質量的完成教學任務。你知道怎么寫具體的教案內容嗎？經過搜索和整理，小編為大家呈現(xiàn)“Module 1 Cultural Corner教案”，僅供參考，歡迎大家閱讀。

總課時數(shù)22科目高一英語
必修3使用時間.
主備人使用人
課題名稱Module1CulturalCorner

Teachingcontentsandteachingaims:
TeachingGoals:
1.TogetSstolearnmoreabouttheEuropeancountries.
2.TogetSstoknowsomethingabouttheEuropeanUnion.
3.Traintheskimmingskillandimprovetheabilityofreadingcomprehension.
PartOne:Culturalcorneronpage9
1.Fastreading
AskSstoreadthepassagequicklyandthenanswerthefollowingquestions.
Q1.WhatistheEuropeanUnion?

Q2.Howdiditstart?

Q3.Howmanycountriesbelongtoitnow?
2.Intensivereading
AskSstoreadthepassagecarefullyandfillinthetable
Totalcountrynumbers.
Beginningtime
Namesoffirstmembers.
Namesofnewcountriesin2000
Namesofnewcountriesby2004
Population

SomecountrynamesinChinese
Belgium比利時Luxembourg盧森堡theNetherlands荷蘭Denmark丹麥Finland芬蘭TheCzechRepublic捷克Estonia愛沙尼亞Hungary匈牙利Latvia拉脫維亞Lithuania立陶宛TheSlovakRepublic拉脫維亞Slovenia斯洛文尼亞Cyprus塞浦路斯Malta馬耳他
PartTwo.Page69ReadingExercises
I.Fastreading
Readquicklyandmatchtheheadingswiththeparagraphs
①ancientcapitalparagraphA

②capitalofromanceparagraphB
③entertainmentcapitalparagraphC

④capitaloffootballparagraphD
II.Carefulreading
Readcarefullyandchoosethebestanswer:
1.Thesurveywasmadeby_______
A,seniorhighstudentsB.atravelcompanyC.youngpeople
2.Veniceissituated________
A.inthecentreofItalyB.onthecoastC.onanisland
3.TouristsareattractedtoVenicebecauseit____________
A.isabigportB.wasthebirthplaceofMarcoPolo
C.isdifferentfromanywhereelse
4.TheReinaSofiais______
A.apaintingbyPicassoB.anartgalleryC.amuseum
5.TheWestEndis_________
A.afamoustheatreB.apopularmusicalC.apartofLondon
6.TheColosseumwasbuilt______
A.bytheRomansB.byMichelangloC.duringtheRenaissance
III.WorkingroupsandthinkofaChinesecityforeachoftheheadings.
HeadingsaChinesecityinyouropinion
①ancientcapital___________________________________

②capitalofromance____________________________________
③entertainmentcapital___________________________________

④capitaloffootball___________________________________

⑤businesscapital____________________________________

人教版高一（下）英語教案Unit7 Cultural Relics

人教版高一（下）英語教案Unit7CulturalRelics
ACityofHeroes

一、教材分析
（一）教材內容分析
本單元話題——文物古跡（Culturalrelics）歷來是全世界較為關注的焦點之一，尤其是在伊拉克戰(zhàn)爭中，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅！本單元所采用話題構成了一個現(xiàn)代意義十足的時尚理念，能夠充分喚起學生的參與欲望。單元內容極具生活化，富有活力，體現(xiàn)了本套新教材的一個重要特征，即緊扣時代脈搏，富有時代氣息。Reading通過對俄羅斯著名城市——圣?彼得堡有關史實的介紹，以“ACityofHeroes”為標題謳歌了圣市人們?yōu)楸Ｗo歷史文物和重建家園所作的一切。整個單元自始自終圍繞保護代表人類歷史與文明的文物古跡這一主線。話題反映了《課程標準》所提出的“向學生滲透人文理念和注重對學生文化意識的熏陶”要求，非常具有現(xiàn)實教育意義，教師利用素材不但可以傳授英語知識，而且可以在教學過程中通過滲透的方式將文物保護知識有機地滲透于每堂課的課堂教學之中，培養(yǎng)學生愛護人類文明、保護文物古跡、熱愛偉大祖國的思想品德。
（二）教學重點、難點
1.FunctionalItems：Waysofgivingadviceormakingsuggestions.
2.Topic：Talkingaboutculturalrelics,includingwaysofprotectingthem.
3.Word-formation：“re+V.”（eg.rebuild,replaced,recreate）.
4.Keywordsandexpressions：select,represent,inhistory,bekeptas,givein(up),inruins,
inpieces,bring…backtolife,etc
5.Structure(Grammar)：ThePassiveVoice(I)—ThePresentPerfectPassiveVoice
6.Writing：Writealettertotheeditoronacertainculturalsite,suggestingwaysof
protectingtheculturalrelics.

總之，本單元通過語法、功能項目與新話題的有機結合，充分體現(xiàn)《新課程標準》“以學生為本，以學生的發(fā)展為本”之要求。
二、教學目標
（一）語言知識目標
本單元要求學生除掌握必要的單詞、詞組和句型外，同時要求學生掌握一定量表達“提建議或勸告”的交際功能用語，以及現(xiàn)在完成時的被動語態(tài)。
（二）語言技能目標
通過本單元的學習，培養(yǎng)學生良好的“聽、說、讀、寫”的技能，使學生能運用所學知識解決相關情景中的一些類似問題，并能結合所給任務，綜合運用新舊知識解決問題，完成任務，在此基礎上鼓勵學生大膽地根據(jù)各自的語言基礎與能力，有個性地解決問題，就如何最有效地保護文物古跡提出獨特的見解。三、教學原則
（一）以任務型教學(Task-basedLanguageTeaching)作為課堂教學設計之理念，具體采用情景教學法（SituationalApproach），交際教學法（CommunicativeApproach），整體語言教學法（WholeLanguageTeaching）等教學方法。從一定程度上說，人們使用語言是為了完成各種各樣的任務，而任務型的教學活動就是讓學習者通過運用所學語言來完成各種各樣的交際活動。學習者通過表達、溝通、交涉、解釋、詢問等各種語言形式來學習和掌握語言，實現(xiàn)目標，感受成功。
（二）在教學中突出交際性，注重讀寫的實用性；同時適時進行情感與策略調整，以形成積極的學習態(tài)度，促進語言實際運用能力的提高。
（三）堅持“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環(huán)節(jié)教師應扮演自身作為“設計者，研究者，組織者，促進者，協(xié)調者”的角色。
（四）貫徹“教中學，學中用”策略，真正使學生學以致用。
四、教學總體設計
（一）創(chuàng)設情景，營造氛圍，體現(xiàn)語言教學的真實性
語言教學的最終目的是培養(yǎng)學生的言語技能。根據(jù)語言本身的交際性原則，本單元教學緊緊圍繞３P（Presentation—Practice—Production）教學環(huán)節(jié)，充分運用情景教學法、交際法、啟發(fā)法等教學方法，讓學生在學習過程中充分展示其所學知識。如針對本地區(qū)旅游業(yè)的不斷開發(fā)給文物古跡保護所帶來的負面效應，要求學生用英語表達如何采取相應的保護措施等。
（二）采用“任務型”教學，培養(yǎng)學生綜合運用英語能力
本單元每堂課采用任務型教學，模擬真實生活中的任務，任務的設計注重由簡到繁，由易到難，層層深入，形成由初級任務到高級任務并由高級任務涵蓋初級任務的循環(huán)；同時多樣化的任務又由課內延伸至課外，不僅可拓展學生的知識面，更可培養(yǎng)學生的學習興趣，從而提高學生綜合運用英語的能力。
（三）面向全體學生，關注學生的全面發(fā)展
經常性地開展pairwork、groupwork、classperformance，培養(yǎng)學生的團體合作精神。
（三）情感目標
1）激發(fā)并提高學習英語的興趣，樂于接受新鮮事物，勇于嘗試；體現(xiàn)課堂教學“主體者”的身份，積極主動參與教學各環(huán)節(jié)，成為學習的主人；具有個性，培養(yǎng)創(chuàng)造能力。
2）培養(yǎng)同學之間日常融洽相處的感情，樂于合作，善于與人分享喜好，培養(yǎng)正確的審美觀和價值觀。
3）培養(yǎng)學生具有良好的文明習慣，具有文物保護意識。
（四）教學策略
1）開放式教學策略。以有限的課堂為載體，帶學生進入廣闊的知識天地。
2）引趣激趣策略。創(chuàng)設多種情景（境）激發(fā)學生的興趣，只有讓學生真正有了參與的欲望，才能點燃他們的思維火花。
3）任務型活動策略。在做中學，在做中練，在做中鞏固，往往會使課堂教學產生事半功倍的良好效果。
4）循序漸進和尊重差異策略。由簡到繁，由難及易，為有困難的學生搭好梯子，讓有能力的學生“跳一跳”摘到果子。
（五）學習策略
1）課前認真預習，利用互聯(lián)網或其他媒體收集國內外文物古跡以及有關文物保護信息，課后能及時復習。
2）上課勤思考，多動腦，掌握所學詞匯，熱情、積極、主動參與課堂上各種活動。
3）注意學習方法，及時提問并注意傾聽他人意見。
4）確立“學用英語相結合”的思想，用英語開展思維，分析（復述）課文、發(fā)表個人看法、提出獨到的見解等。
（六）文化意識
1）了解文物古跡所折射出的不同時期、不同地區(qū)的特殊文化內涵。
２）培養(yǎng)學生良好的社會公德意識，樹立文物保護意識。

六、單元教學設計（課時計劃及操作步驟）
依據(jù)《課程標準》及對學生教學目標的要求，課堂教學中充分利用與教材相配套的教學掛圖、錄音帶、VCD、投影片、練習冊、閱讀訓練以及多媒體軟件等，并以此作為學生學習和教師教學的重要內容和手段。適應信息時代之所需，教師應重視使用一些先進的現(xiàn)代教學技術手段來激發(fā)、提高學生學習英語的興趣，主要運用多媒體輔助教學，以增加教學的直觀性和趣味性，加大課堂密度，提高教學效率。本單元計劃用六課時完成教學任務與測試評估。具體教學程序設計如下：

(1)Tohelpthestudentsknowsomethingaboutculturalrelics.
(2)Totalkaboutwaystoprotectculturalrelics
(3)Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.
TeachingDesign
A.Lead-in
Asisknowntousall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofthemareworld-famous.
Haveyouheardoftheworldheritagelist?
Qs:
Howmanypropertiesareonthelist?(730upto29June,2000)
HowmanyChinesesitesareincluded?(28)
Canyounamesomefamiliarones?Andtrytotalkaboutsomefamiliaronesinourhometown,Jiangsu.
BWarming-up
Lookatthethreepicturesonthebook,thesethreesitesareallontheworldheritagelist.
Talkaboutthemseparatelyandanswerthefollowingquestions
(1)Wherearethethreesites?
(2)Whatcanyouseeinthesepictures?
(3)Whichonewouldyouliketoseemostandwanttotravelthereifachanceisgiven?Andwhy?
Thesethreeculturalsitesarecalledculturalrelicsandweshoulddoourbesttoprotectthem.
Step1Warming-up
1.Questions:
1)Whatareculturalrelics?
TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland
2)Whatdotheyhaveincommon?
Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyare
veryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,defence,magic/superstition).Nowpeoplefromallovertheworldgotovisittheseplaces.
3)WhatdoesthephraseCulturalrelicsmean?
relic:somethingthathassurvivedthepassageoftime,especiallyanobjectoracustomwhoseoriginalculturehasdisappeared;somethingcherishedforitsageorhistoric
interest.
4)DoyouknowanyotherculturalrelicsinChinaorintheworld?
2.Someinformationabout:
1)ThePyramidsinEgypt
2)TheGreatWallinChins
3)StonehengeinEngland
Whentheywerebuilt
Whattheywerebuiltfor
StonehengeisacircleoflargestandingstoneslocatednearSalisbury,inWiltshire,England.Peoplebegantobuildthesiteabout3,100BC.Itisnotclearwhobuiltit.
Focus:reading
Teachinggoals:
1.Totraintheabilityofskimmingandscanning.
2.Todevelopthestudents’abilityandskillsofguessingwordsandreadingcomprehension.
3.Tohelpthestudentsgetintoagoodhabitofreading.
Teachingaids:arecorder,amulti-mediacomputer,etc.
Teachingprocedures:
Step1:warmingup
1.Greetings
2.Commentonthestudents’reportabouttheculturecapsule.
3.Gooverthewaysofgivingadviceormakingsuggestions.
Step2.Pre-reading
T:Throughouttheworld,therearemanywell-knowncities,andquiteafewofthemareparticularlygreat.Someofthecitiesarewellreceivedbythepeople,andsomeothershaveinoraroundthemanumberoffamousculturalrelics.Nowlet’shaveafreediscussionaboutthefollowingquestions:
1.Somecities,likeParisandBeijing,arecalledgreatcitiesoftheworld.Inyouropinion,whatmakesacitygreat?
2.Whatareyourfavoritecities?
3.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?
Step3Reading
Task1.Fastreading.
T:Readthepassagequickly,andfindoutwhereyouhavetheproblemunderstandingthewholestory.Discusstheproblemsinpairsfirstandingroupslater.Dealwithsomecommonproblemsinclass.FinishoffthefollowingQs.
1.What’sthenameofthecity?Whichriverflowsthroughthecenterofit?Whobuiltit?
2.Whyisitcalledacityofheroes?
3.Trueorfalsequestions:
T:ThistimeI’llplaythetapeforyou.Pleaselistentothetapewhilelookingatthesentencesonthescreen,makingadecisionaboutwhetherthefollowingstatementsaretrueorfalse.
1)ThecityofStPetersburgwasbuiltandrebuiltbypetertheGreat.
2)Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
3)TheGermansattackedSt.Petersburgahundredsago.
4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
5)TheGermansdestroyedaportraitofthegreat.
6)Itwasdifficultforpeopletorebuildtheoldpalaces.
7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.
8)StPetersburgwillneverbeasbeautifulasitwasbefore.
4.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
T:Nowpleasecompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Task2.Intensivereading
Readingthepassagecarefullyandanswerthefollowingquestions.
1.Whywasthecityimportantinthepast?
2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?
3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?
4.WhatdidpeopledobeforetheGermanscame?Why?
5.Whatdidpeopleusetohelpthemrebuildthecity?
SkimmingAsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Questions：①Wheredopeopleusuallybuildacity?Why?
②Whatwerethepalaceslike?
③WhatwerethepalacesusedforaftertheCzarsruleoverthecityended?
④WhatdidtheGermansdoastheyleftthecity?
⑤WasiteasyforthepeopleofStPetersburghtorebuildthecity?Andwhy?
⑥Whatdidthepeopledotobringthecitybacktolife?
5.ReadingaloudPlaythetapeandasktheSstoreadalonginaloudvoice.
StepfourPost-reading
1.AsktheSstodiscussthefollowingquestionsingroups:
①WhydopeoplethinkStPetersburghisagreatcity?
②Whywasitsodifficultforpeopletorebuildtheoldpalaces?
③Whatdidpeopleusetohelpthemrebuildthecity?
④WhyarethepeopleofStPetersburghheroes?
Step4.Interview
AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburghandfinallyinvitesomepairstoactouttheirinterviewinthefront.
R--reporterC--citizenofStPetersburgh
R:Goodmorning,ImfromShaoxingDaily.MayIaskyouseveralquestions?
C:Sure.
R:Whenwasyourcitybuiltandandwhobuiltthecity?
C:……
StepsixDebate
Dividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic).
DiscussionWiththefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?
StepsevenSummaryandhomework
1.SummarizethepassageandasktheSstoretellthestory.
2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.

Period4LanguagePoints
Focus:LanguagePoints
Step1.warmingup
1.Greetings
2.Checkthehomework,givingsomeexplanationifnecessary.
Step2.Lead-in
Askthestudentstofindoutthesentencesfromthepassagethattheythinkmostbeautifulorsoundsweetest.
Step3.Reading
1.Askthestudentstoreadonpage124andfinishthefollowingexercisesshownonthescreen.
①Theword,whichhassimilarmeaningto“finish”,is___.
②___meanstogoorrunquickly.
③Theword____meanstosave.
④A_______isaplacewherepeopleworshipthegod
⑤To____largeareasmeansthatwatercoverslargeareas.
⑥Ifsomethingisneeded,itis_____.
⑦Whenyouareseriouslyill,yourlifecouldbe________.
2.Askthestudentstofindoutthemainideaofeachparagraph.
Paragraph1.thebuildofthecity.
Paragraph2.thedeclineofthecity.
Pragraph3.therebuildofthecity.
Paragraph4.thepresentofsituationofthecity.
Step4.Furtherdiscussion
Asweknow,theBritishandtheFrenchcoalitiondestroyedthewinterpalacein1806.Herewehavetwotopicstodiscuss:
1.DoyouthinkitispossibletoforChinesepeopletorebuildit?
2.Doyouthinkitisnecessarytorebuildit?Howcanpeoplerebuildit?
Step5.Explainsomenewwords.
1.Words
underattack:beingsurroundedandassaultedbyenemies’militaryaction
rebuild:buildagain
replace:toputbackinaformerpositionorplace
represent:tostandfor,symbolize
recreate:createsomethingpastagain
restore:tobringbacktotheoriginalcondition
inruins:beingdestroyedcompletely
inpieces:brokenanddamaged
revolution:tooverthrowofonegovernmentanditsreplacementwithanother
portrait:alikenessofaperson,especiallyoneshowingtheface
destroy:toruincompletely;spoil;todoawaywith;putontheendto
2.Practice:
Thecityisbuiltinthe_____oftheNevaRiver___thoughitscenter.AftertheRussian_____,thepalacestherewere_____asmuseum.Thecitywas________forthreemonthsduringtheSecondWorldWar,butpeopletheredidn’t_________.TheGermans_____thebuildingsandeverywhereyoucouldseepaintingsand_______in_______andthewholecitywas_________.Afterthewar,Russianpeoplebeganto___thecity.Theywantedto____thecity_____tolife.Now,many______pieceshavebeen___,oldportraitshavebeen____,andthecityhasbeen___.Dreamscan_______.
Step6.Homework
1.Retellthestoryinyourownwords.
2.Findmoreinformationaboutpeterthegreat.

高一英語教案：《No Drugs》教學設計

高一英語教案：《No Drugs》教學設計

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，特別是從鎮(zhèn)、農村考上來的學生，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絡上了解相關的背景信息。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吸毒和犯罪的詞匯，培養(yǎng)表達結果，作總結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，已經掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復習舊課入手，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，教育學生關愛社會，關愛他人，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：聽懂有關吸毒及其危害的話語并獲取信息，學會抓住關鍵意見，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，復習Reading and Vocabulary中有關Adam Rouse的內容，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，獲信息抓關鍵。

Step3：設疑、導讀、預測：

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、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，讓學生復習，核對檢查所聽內容)(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容)

Step 6: 給關鍵詞,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上，適當對聽力材料進行拓展，通過提問引出相關的話題，讓學生分組的討論。

Task3：設置話題，組織討論，交流信息。

Step7：教師根據(jù)聽力材料，結合Speaking部分的內容略作調整。

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，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控能力，預測學生可能出現(xiàn)的困難和錯誤，并對癥下藥，予以解決。

高一英語教案：《Writing》教學設計

高一英語教案：《Writing》教學設計

第一步：學生獨立閱讀課文（P7: Reading and writing）內容；

第二步：小組活動，分小組根據(jù)課文中提出的“offering advice to the editor”的要求討論（注意提醒學生突破已經給出的提示，發(fā)表個人的獨立見解）；

第三步：學生在學習寫作前進行 Brainstorming，積累寫作時需要的表達個人觀點和看法的詞匯和句型（前文已經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生體會如何開展 Brainstorming 并鼓勵學生平時也用這一方法積累和鞏固詞匯。以 suggestion 為例，可以通過列舉它的近義詞的方式整理之前掌握的單詞，再鼓勵學生用這些詞造句以鞏固記憶這些詞匯的意義、用法和相關句型）；

第五步：要求學生當堂完成寫作任務（要注意對學生寫作時間的控制，15-20 分鐘內完成比較合適）；

第六步：選擇一至兩篇作文作為例文進行評講（最好能夠在學生完成課堂作文后馬上進行這一環(huán)節(jié)。在評講過程中建議教師讓學生先在課堂上交流他們在寫作時所遇到的困難，再由老師根據(jù)例文有針對性地指出學生寫作過程中出現(xiàn)的問題并及時提出解決辦法）；

Homework:

將練習冊部分的寫作任務(P 46: Writing task)作為課后作業(yè)布置給學生完成。

第七課時

Summing tip

第一步：學生根據(jù)回憶出的內容獨立填寫課本的 summing tip，完成后組成小組進行核對和補充；

第二步：教師和學生一起復習本單元的所有詞匯、句型和語法知識；

第三步：教師和學生一起學習 Learning tip 部分的技巧。為了練習對這一技巧的掌握，教師可以鼓勵學生開始寫英語日記（注意對日記字數(shù)和寫作頻率的合理安排?？梢越ㄗh學生每周寫 1-2 篇英語日記，字數(shù)在 100-150 之間）；[來源:學§科§網]

第四步：教師檢查布置的各項練習的答案，重點是對翻譯和課后作文的評講。

Homework:

1. 項目任務：讓學生利用周末或課余時間搜集一些有關本單元友誼話題的優(yōu)秀英語詩歌并嘗試自己創(chuàng)作英語詩；（對學生搜集的詩歌建議教師利用課堂時間進行賞析，認可學生的選擇，對學生的創(chuàng)作要給予適當?shù)脑u價，好的作品甚至可以集中制作成班級詩集保留下來）

2. 如果定了相關的教輔資料可以布置一個單元檢測的練習讓學生課后完成。

【教學反思】

本單元的中心話題貼近學生生活，很容易引起學生的共鳴。本課的設計能充分激發(fā)學生學習的興趣，鼓勵他們用英語大膽地表達自己的觀點和看法，并通過分析、討論提高解決問題的能力。在學生進行口語練習的過程中，教師不要過分關注語法錯誤，而要以鼓勵為主，從而調動學生的參與積極性，并增強他們用英語進行語言表達和交際的自信心。

在實際教學中還發(fā)現(xiàn)，在教授直接引語和間接引語之間的句型轉換時，學生很容易忽視句中時間、地點狀語的相應變化以及保持時態(tài)的一致性。因此，建議教師在授課時適當強調這幾個方面的內容。此外，學生對于動詞dare 的掌握有一定的難度，因此教師在講授這一語言點的時候應注意對dare作情態(tài)動詞和實義動詞的情況進行明確區(qū)分，也可以將dare和另一個容易混淆的動詞need集中起來進行對比講解。

另外，如果學校條件允許的話，教師還可以利用多媒體手段豐富教學，如：通過觀看韓國電影《朋友》， 則可以讓學生跟隨幾個主人公之間友情的發(fā)展和關系的不斷變化來思考友誼的本質和朋友的重要意義。同時，如果課時充裕的話，教師還可以設計一些形式多樣的課堂活動來豐富教學內容和形式，如：組織學生在課堂上用英語表演一些有關朋友之間常見問題的小品或短??；選擇一個和友誼相關的論題組織一場辯論會或邀請一些老師和家長與學生一起進行一次訪談活動，等等。）