2022年高中英语新教材UNIT4教学设计－教学教案.docx

2022年高中英语新教材UNIT4教学设计教学教案 高一新教材Unit 4说课教案,教学设计 高一新教材Unit 4说课教案,教学设计一教学目标理论依据：新课程标准（试验稿）依据新课程标准（试验稿）关于总目标的定位及其实现途径和目标详细描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：1） 语言学问：单词：理解、内化、运用以下生词：seismograph; iceberg; King Tut; / roar; fright; crack; / bookworm; couch potato; workaholic;/ Buddha; agent等，扫除听读障碍，重点驾驭一些传神动词：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。词组：get on ones feet; tree after tree语法：复习和运用定语从句用于描述人、物及事务。2） 语言技能：听：听懂一个关于不幸经验的小故事，抓住时间、地点、人物、发生的事务说：能用得体语言描述人、物、事务，并且有肯定的逻辑。读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。写： 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经验。3） 学习策略：学生肯定程度形成自主学习，有效交际、信息处理、英语思维实力。4） 情感看法：学生能在多种英语学习情景中共享自己的幸与不幸，体验用英语沟通的胜利与喜悦，以及培育合作精神、互助精神。二教学重点和难点：重点：1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on ones feet, pull oneself, tree after tree etc.2. 用关系代词who, that, whom, whose等引导的定语从句 .3. 用副词 first, next, then, finally 来描述一场难忘的经验.难点: 能用得体的英语表达自己，描述过去的难忘经验。三. 教学方法依据我们几年来二语习得论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径，我们英语课堂设计实行“P-T-P”自主学习立体模式：（Pre-task-Task-cycle-Post-task）。四. 教学支配依据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为6课时：听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。下面请看我们的课堂教学设计。Period I warming up and listening、教材内容及教学目标本课处于本单元的第一课时,主要训练和提高学生听的技能,它的驾驭有利于以下几课的说、读和写的技能训练,并作了一个很好的铺垫本课的听力材料由两部分组成，主要讲解并描述Hank Stram在地震前所做、地震中所见、所闻和所感的令人难忘的经验。通过完成练习，学生能抓居处听语段中的关键词、理解话语之间的逻辑关系、听懂故事、理解其中主要人物和事务以及他们之间的关系等。而且学生能驾驭较好的听力方法，如主动预料、留意抓关键词、擅长跳动难点、学会做笔记等等。通过本课学习学生能复习定语从句以及学会正确运用指人或物的关系代词、教学设计A. Warming up :Task 1 Matching competition (group work)Column A Column B1、 Fu Jian Province a、a cartoon maker2、 San Francisco b、the electric lamp3、 Alexander Bell c、the first telephone4、 Thomas Edison d、earthquake5、 Albert Einstein e、typhoon6、 Walt Disney f、the Theory of RelativityQuestion: Why do you think so ?Task2: Looking at the following pictures, find out the answers to the questions:1) Do you know who or what they are ?2) What made them unforgettable?3) Can you describe each picture using one sentence( with the help of the words under the picture)Task 3: Let the students describe each picture with Attributive Clause.eg: Zhang Heng is the man who made the earliest seismograph in 132.B. Pre-listeningTask: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)1) When did the earthquake happen?2) Where was the man driving when it happen?3) What was he going to do?Listening(Part 1):Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)Task 3: Listening to the tape to put the following into the right order.( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.( ) 2. I was hungry so I started to eat one.( ) 3. I saw the cars in front of me start to move from side to side.( ) 4. I had finished work and then gone to the Post Office.( ) 5. I slowed down ,then my car started to shake.( ) 6. I stopped off at a shop in order to get some fresh fruit.( ) 7. I drove even slower, then the road above started to fall down.Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.Task 5 : Discussion (Group work)What would happen to Hank Stram finally?Listening (Part 2)Task1: Listening to the second part to choose the best choices(for the first time)1. Which part of his body hurt badly?( C )A. The bottom parts of his legsB. The bottom parts of his hands.C. The bottom parts of his legs and feet.2. What could he hear below him?( B )A. Nothing B. Shouts and noise C. The noise of cars3. How long had he been in the car?( A)A.14 hours B. 40 hours C.4 hoursTask 2: Listening to the tape again to write the words in the spaces.1. I _ myself in the dark.2. Then I remembered what_.3. It was clear to me now that I _ in an earthquake.4. Then I _ people_ towards me.5. A team of people_ to see if anyone _ under the broken road.C. Post-listening:Task 3: DiscussionWhat made him survive in such a terrible accident?Period 2 Speaking、教材内容及教学目标本课着重培育学生说的技能, 通过复习、学生自我介绍、解说图片、自编对话等手段来巩固定语从句中指人的关系代词who or whose 的用法，达到能有条理地描述个人体验和表达个人的见解和想象、能传递信息并就熟识的话题表达看法、能用英语进行语言实践活动。它的驾驭是一个很好的过渡阶段进入读和写的技能训练、教学设计Pre-task: 活跃学生用英语沟通的思维, 通过复习引出本课的重点-定语从句中指人的关系代词who or whose 的用法 。Activity 1. RevisionTask: Talking about Hank Stram and his unforgettable experience.Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.Purpose: 、活跃学生用英语沟通的思维。、通过复习引出本课的重点-定语从句中指人的关系代词who or whose 的用法 。Activity 2 Chain Games (Group work)Task: Introduction GuessAs the Ss dont know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clausewho or whose(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the students name.)Purpose: 1、用嬉戏的形式能刺激学生用英语进行语言实践活动。2、活跃课堂气氛，真正发挥学生的主体作用。Task-cycle: 通过看图说话，学会正确运用定语从句。Activity 1. Describing the pictures ( group work)Task1: Describing the pictures in the book-Pictrue1、Picture5、 Picture6、 Picture3 ( group leaders report, using who or whose