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lnjjx2010
推荐于2016-12-01
lnjjx2010
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你好!非常乐意帮你解决问题。不过我们都是手写教案,没有原创的电子教案。这里给你提供一份光盘上的教案,希望对你有帮助。
Unit 1 Friendship
单元整体设计思路:
第一课时 听说课 Warming up (p. 1); Listening (p. 41) and speaking
第二课时 阅读课 Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)
第三课时 语法课 Discovering useful structures (p. 5); Using structures (p. 42-43)
第四课时 语言学习课 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)
第五课时 综合语言练习课 Reading and listening (p. 6); Speaking (p.6); Listening task (p. 43)
第六课时 写作课 Reading and writing (p. 7); *Writing Task (p. 46, 选做)
第七课时 综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises

第一课时 听说课
一、教学内容:Warming Up (p. 1); Listening (p. 41) and speaking

二、教学目标:
1.能力目标
在本节课结束时,学生能够
 就“朋友应具备什么品质”这一话题表达自己的看法,使用适当的形容词并通过简单举例来描述人的品质。
 在与其他人交流观点时使用同意或不同意的交际用语。
 理解听力材料中主人公对交友问题的看法,在教师的提示和帮助下简明扼要地归纳中心内容。
 在提供的语境中猜测新词汇的含义,并根据朋友应具有的品质这一话题,通过联想记忆扩展词汇量。

2.目标语言
 重点词汇和短语
upset, loose, ignore, add up, walk the dog,
 重点句型结构
calm … down, have got to, be concerned about, cheat in the exam

3.文化目标
领会友谊和朋友的真正内涵,懂得正确处理与朋友之间的问题。

三、教学步骤:
步骤一 导入 Lead in
1. 头脑风暴。教师提出问题:What qualities should a good friend have? 让全班学生在纸上列出朋友应该具有的品质,可用形容词也可用短语进行表达,然后从中选出最重要的三种品质。
2. 教师帮助学生们整理并归纳他们所描述的品质形容词,其中可能有部分形容词未学,教师可适当解释每种品质的含义。
学生在初中阶段已学的品质形容词包括:active, brave, careful, clever, honest, helpful, humorous, kind, smart, wise, hard-working;学生提到的形容词可能还包括:generous, selfless, easy-going, reliable, considerate, patient, sincere, responsible等。在帮助学生复习旧词汇的同时,教师可适当呈现本单元的新词汇,并用彩色粉笔在黑板上单独列成一栏,例如,教师通过以下介绍,让学生在语境中对新词汇有初步印象:
It’s lucky to have good friends.
 When you feel upset or unhappy, a humorous friend can cheer you up.
 When you are angry or nervous about something, a considerate friend will listen to you and help you calm down.
 A kind-hearted friend will care about you at all times. He/she will be concerned about you and want to see you are always happy.
 An honest friend will tell you the truth when you make a mistake. In addition, an honest friend won’t help you cheat in the exam.
 A helpful friend will be ready to offer help when you need it. A helpful friend won’t add up what he/she does for you.
设计意图:“头脑风暴”能让全班学生集思广益,以互补的形式收集与品质有关的形容词,既巩固复习已学词汇又可在语境中拓展学习新词汇。

步骤二 热身 Warming Up
1. 让学生完成教材中的调查问卷,并自行算出最后得分。学生完成调查问卷的过程中,学生根据上下文猜测新词汇的含义,并根据教师所提供的释义完成信息匹配。

2. 老师给出各个分数等级的评价,让学生看看自己属于哪种朋友。

3. 教师可启发学生利用步骤一所收集的词汇对调查问卷的每个问题进行小结和归纳:What can we learn from each question? A friend should be ___________.
然后教师给予总结:
Q1: A friend should be helpful.
Q2: A friend should be generous.
Q3: A friend should be kind-hearted and concerned about you.
Q4: A friend should be responsible.
Q5: A friend should be honest.
设计意图:通过让学生完成调查问卷来进行自我检测,自测属于哪类朋友,目的是让学生思考应该如何处理朋友间的问题和如何成为一个真正的好朋友。完成问卷的同时也给予学生机会在语境中学习词汇。老师最后的点评给了学生明确的指引,如何正确地处理这五种情况。同时,再次巩固与品质相关的词汇。

步骤三 听力 Listening
1.听力任务一
1)听前:让学生看图,观察图中人物的行为和表情,分析两人的关系以及谈论的内容。
2)听录音,让学生用一句话来表述听力材料的中心内容,完成练习1和练习2中的第一题。

1) 学生先阅读练习2中的问题,然后再次听录音,听的过程中必须记笔记。
2) 最后放一次录音,检查练习答案。

2.听力任务二
1) 老师引出话题,让学生两人小组回答下列问题。回答后两个问题时,学生要利用教师所提供的关于表达看法的交际用语表述自己的观点。
2)教师选取学生汇报自己的看法,收集并归纳学生关于“和外国人交朋友有什么好处”的观点。

3)学生听录音,完成练习2。教师以提问的形式帮助学生用一句话归纳Leslie在中国做什么工作。
4) 学生听第一部分录音材料,完成练习3。
5)学生听第二部分录音材料,以提问的形式给予学生提示,帮助其完成练习4。

设计意图:听前,让学生讨论与听力材料相关的话题,有利于学生熟悉将要听到的内容,做好听的准备。此听力材料难度不大,但是练习题的考察难度稍大,要求学生有较高的概括能力,因此适当修改了练习并且设计了几个简单问题来引导学生完成。
步骤四 说Speaking
1. 集体讨论
1) 向全班提出供讨论的问题:朋友一定是人吗?动物或其他东西可以成为我们的朋友吗?
2) 让学生在班里自由发表意见,教师将学生们的答案列在黑板上。
2. 小组讨论
1)把学生分成四人讨论小组,展开讨论:你会把日 记当作你的朋友吗?
2)老师提供表达同意和不同意的交际用语,并提醒 学生在讨论过程中使用。
3)老师选择几个小组发表自己的意见,要求学生使用适当的交际用语,并给予适当的评价或纠正。
设计意图:引出讨论话题是为了下一节阅读课做铺垫,也为学生提供了交流的空间。通过口语交际活动,让学生学习和运用英语语言来发表自己的看法和观点,表达同意还是不同意。

步骤五 小结和作业
1.提出两个问题,帮助学生回顾和总结本节课所学的有关品质的词汇以及表达同意和不同意的表达用语。
2.让学生听录音带,预习本单元阅读篇章中的单词和词组(参照单词表)。
3.根据 (p. 45)Speaking Task回答相关问题。
4.让学生课后搜集第二次世界大战中有关犹太人遭受迫害的背景材料。
设计意图:学生只有掌握好了阅读文章的生词,才能为阅读和理解奠定好基础;要求学生课后利用互联网、图书馆等渠道搜集有关第二次世界大战中犹太人遭受迫害的背景材料,可帮助他们理解下节课即将学习的课文。让学生就Speaking Task课后进行两人做对话,为训练本单元功能意念项目——同意和不同意做铺垫。
知道贡献者0865
2011-05-14
知道贡献者0865
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到相关教育网上去找找看,说不定能碰到这样的好运气。
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kentzhang250
2011-05-17
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ok Step 1 Lead-in and Warming-up
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
1.How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?
2.What do you think of our new school? Do you like it? Could you say something about it?
3.Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
2. What types of friendship do you have? Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends
long -distance friends friends of the same age
e-friends (friends over the internet) friends across generations
unusual friends like animals, books……
1).______ is /are most important to you.
2). You spend most of your free time with ____.
3). You will share your secrets with _____.
4). When in trouble, you will first turn to _____.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
1. Have a member of each group report on what their lists have in common and list them on the board.
2. Ask the class whether or not they agree with all the qualities listed.
3. Then have the students do the survey in the textbook.
4. Have the students score their survey according to the scoring sheet on page 8.
5. The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
Step 4 Talking and sharing( work in pairs)
1. If your best friend does something wrong, what will you do?
Try to use the following phrases:
I (don’t) think…… I (don’t) think so.
I (don’t) agree. I believe……
That’s correct. In my opinion, ……
What to do reasons

2. What is a friend?
A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good friend.
Step 5 Group work (output)
The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.
1. Do you think it is a good idea to borrow money from your friend?
Why and Why not?
2. What factors may cause the breakdown of a good friendship?
3. What can be your unusual friend besides human beings? And why?
Step 6 Homework
1. Write down a short passage about your ideas /the factors/your unusual friends.
2. Prepare for the new lesson.
Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3). Teaching procedure:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2 .Why do you think friends are important to you?
3. What do you think a good friend should be like? List the good qualities a good friend should have .
4. Have you ever considered making friends with animals, plants or even an object? Why or why not?
Step 2.Reading
1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1) What was Anne’s best friend? Why did she make friends with it?
2) Did she have any other true friends then? Why?
3) What is the difference between Anne’s diary and those of most people?
4) Do you keep a diary? What do you think most people set down in their diaries?
5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?
3. Reading of Anne’s diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3.Post-reading
1. What would you miss most if you went into hiding like Anne and her family? Give your reasons.
2. Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide?
How would you arrange to get food given to you every day?
What would you do to pass the time?
------
3. Discovering useful words and expressions
Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______?
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people’s daily lives.
Step 4.Talking about friends and friendship
1. There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.
A friend in need is a friend indeed.
Friends are like wine; the older, the better.
A friend to all is a friend to none.
The same man cannot be both friend and flatterer(阿谀奉承者).
False friends are worse than open enemies.
Walking with a friend in the dark is better than walking alone in the light.
2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.
Step 5.Homework:
1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Ending: Let’s sing this song about friends together
Period 3 Grammar
1.Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
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