高一英语教案：《The Silver Screen. 搬上银幕》教学设计（三）.docx

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1、高一英语教案：The Silver Screen. 搬上银幕教学设计（三）高一英语教案：The Silver Screen. 搬上银幕教学设计（一） 高一英语教案：The Silver Screen. 搬上银幕教学设计（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

2、 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 spea

3、king 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,

4、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

5、 popular all over the world. People from different countries, with different background all like films. In this unit, well 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 ki

6、nd 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 Yimo

7、u 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 di

8、scussion 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

9、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 mate

10、rial, 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 t

11、he 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 I

12、ts a simple but strong story. Its very exciting and funny. Its 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 di

13、scuss 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 Uni

14、t 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: 高一英语教案：The Silver Screen. 搬上银幕优秀教学设计（一） 高一英语教案：The Silver Screen. 搬上银幕优秀教学设计（一） Period 4. Grammar Goal: In this lesson, stude

15、nts 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 m

16、aking 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 rol

17、e 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.

18、While watching Titanic, most people couldnt 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

19、 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 attributiv

20、e 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 underlin

21、e 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

22、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

23、 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 pl

24、ace 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

25、 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 t

26、wo 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 r

27、ole 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 twen

28、ty years ago. 2. The people to whom the man spoke werent 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 sh

29、ot 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 Ex

30、ercise1, 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 高一英语教案：No Drugs教学设计 高一英语教案：No Drugs教学设计 一、学生分析 班上的学

31、生刚从初三升入高一的学习时，由于进行全英教学，有些学生还不是很适应，特殊是从镇、农村考上来的学生，在听说方面有比较大的困难。由于初中学对学生的要求不同，学生普遍的问题是词汇量比较少，用中文思维，不知如何用英语表达等，但学生对英语学习的热忱还是比较高涨，爱好较浓。学生对本课时的话题No Drugs有所了解，在前一课的Reading and vocabulary中对吸毒及其危害的词汇接触了一些，但还是比较有限。因此在教此课前布置学生通过媒体网络上了解相关的背景信息。在课堂教学中，努力激发学生参加教学活动的热忱，主动思索，相互探讨，共同协作。 二、教材分析 本课时所教的是外研版高一上学期运用的必修M

32、odule2中的Listening and vocabulary和speaking部分的内容，是本模块的第三课时。要求通过听的活动了解和学习有关吸毒和犯罪的词汇，培育表达结果，作总结逻辑思维实力和获得信息的实力。Speaking探讨抽烟带来的危害，为了与听力部分的内容连接，我对Speaking中的话题作个修改，把探讨吸烟的危害改编成毒品的危害。在这节听说课之前，学生学习了Reading and vocabulary，通过阅读文章，已经驾驭了部分抽烟、吸毒及其危害的词汇，本课时由复习旧课入手，引入新课的新词汇，并以听说为主线，对吸毒这一主题进行延长和拓展。 三、教学目标 本模块是通过学习表达吸毒

33、及其危害的词语和其它语言形式，养成良好生活习惯，教化学生关爱社会，关爱他人，远离毒品。 语言学问目标：词汇有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment 语言技能目标：听懂有关吸毒及其危害的话语并获得信息，学会抓住关键看法，进行summarizing，并用英语探讨，表达吸毒的危害。 情感目标：提高自我爱护意识，养成良好生活习惯，珍爱生命，远离毒品。 学习策略方面：通过组织学生预料问题、听辩问题，培育抓住和辨别信息要点的实力。通过拓展探讨问题，培育学生独立思索，自主学习的实力。以ind

34、ividual work, pair work, group work等形式加强合作学习，从网上或其它媒体了解吸毒危害，学会分析、归纳。 文化意识方面：通过听、说，还有一些补充材料加强学生为毒品危害的相识，提高自我爱护意识。 四、教学策略 本课时主要以听说教学为主线，以导学式模式培育学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿说、读、写综合技能的培育。针对学生听力理解障碍，在教学中遵循“按部就班”的原则，进行学问的输入、技能的培育，和文化意识的渗透，良好学习策略的培育。本课时采纳多媒体教学，赐予学生更直观的感受，也加快教学的节奏。课前从网上或其它一些媒体上下载些与毒品以及其危害

35、的图片和资料。 五、教学过程 I Organization for class II Teaching of the new lesson Part one： Listening and Vocabulary Task1：学习新单词，扫除部分听力障碍 Step1：做Activity1，复习Reading and Vocabulary中有关Adam Rouse的内容，从而学习新单词，通过师生的问答方式引入。 T：What did Adam Rouse do when he didnt have money to pay for his addiction? S: He broke into a

36、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 peoples houses to steal , but also in small shops or shopping centers we call it shoplifting. T: Do you think that burglary or shoplifting are goo

37、d 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：通过略微改编一下练习，巩固听学的新词汇。 领读单词让学生做下列填空练习： l. _ are the large places where you can buy things. 2. It is _ to take drug as it is agains

38、t 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：听力练习，层层递进，获信息抓关键。 Step3：设疑、导读、预料： T: According to the given vocabulary, can you guess what the listening mater

39、ial is about?(启发学生的想象思维) T: Go through the questions in Activity 2 and predict the answers.(让学生探讨，培育学生的预料实力) Step4：导听、释题、听辩沟通： 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

40、 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? (在老师的引导下，学生起先听录音) (针对听力练习的详细任务、目标) T: For the 2nd time, listen and try

41、 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. (在老师的指导下，学生边听录音斩

42、作摘记，养成边听边记边理解的良好习惯) Step 5：阅读原文，检查核对，扫除疑问。 再播放一次录音，把录音材料编成完形填空的形式，让学生复习，核对检查所听内容)(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

43、. 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: Its possible that a hundred thousand people _ in order to pay for their _. I: A hundred thousand?! T

44、hats 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 theres 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 u

45、sers 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, isnt 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 t