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人教版高一英语第三单元教案

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高一阶段,是打基础阶段,是将来决战高考取胜的关键阶段,今早进入角色,安排好自己学习和生活,会起到事半功倍的效果。下面是小编为你准备的人教版高一英语第三单元教案,快来借鉴一下并自己写一篇与我们分享吧!

人教版高一英语第三单元教案

人教版高一英语第三单元教案篇1

一、教学背景分析

1. 单元背景分析

随着科学技术的发展,各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代,学生们更应用心去体会并感受科技和发明创造者给生活带来的变化,进而能联想到他们平时所学的学科及知识,并用英语为媒介进行知识的整合与串联。同时从另一个角度来说,科技进步的同时,我们的社会也产生了各种各样的矛盾与争论,因此如何正确的看待或处理这些问题,也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听:在听懂教师向学生讲述实验中注意事项基础上,继续学习并强化捕捉特定信息的能力,以及确定全文主要话题的概括能力。

说:应能在了解一定的现代科技发明基础上,思考并学习如何对一种新的事物进行描述。同时能与他人进行交流,叙述事物的利与弊端。

读:强化略读、查读等阅读微技能,训练通过寻找关键词,主题句等方式更快速并准确的确定文章的段落大意,理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词,并在上下文体验中感受某些佳句给读者带来的深层含义。

写:学习在对事物进行理性思考的基础上,运用恰当的句型与词汇描述对事物正反面的不同观点,同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感,并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

(1)进一步培养小组合作学习的能力,通过调查、采访、讨论等活动完成任务,取长补短,加强团体协作意识。

(2)引导学生用英语进行不同学科特点的思考,体会学科之间的联系与区别。通过话题启发学生积极思考,调动学生的学习兴趣。

(3)指导学生用批判的思维去接受新的事物,增强他们的辩论意识与能力。

(4)意识到科技工作的艰苦以及所必需的个人品质与素质,鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇:学习并使用一些与science 和scientists有关的词汇。

语法:进一步了解一词多义现象与合成词的构成。

功能:学习如何就某一事物给予别人指导与说明。

话题:掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳,并鼓励学生增加与教师和同学交流、合作,继续培养正确的自我评价与相互评价的习惯,从而总结交流学习所得,进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外,发挥已掌握的使用工具书,查找资料、上网等方式增加用英语思维与表达的能力,了解实验对于科学研究的重要性,树立正确的向上的学习态度,形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系,应该说是以英语为媒体让学生表达他们对平时理化生等理科课程,特别是相关实验,所想到及感受到的内容。因此,尽管本单元的话题对学生而言有着一定的难度,但却有体现出了以学生为中心,贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片,学生通过对日常熟悉的相干实验工具及场地的识别,展开相关学科特点与学习的讨论。同时在此基础上,要求学生们在Listening部分能熟悉某些实验室的规则及注意事项,掌握如何给予别人指导与说明,并能抓住文章的中心话题,捕捉相关细节内容,回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解,(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考,既能感受到它们给我们的生活带来的巨大利益,同时也能发现其中所存在的不足与弊端,并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家 Franklin的风筝实验,从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上,能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上,让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验,从而达到发明新产品现象的讨论,理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上,写下一篇阐明自己观点、立场与看法的短文。

人教版高一英语第三单元教案篇2

一、教学设计意图

在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式,使他们通过观察、体验、探究等积极主动的学习方法,充分发挥自己的学习潜能,形成有效的学习策略,提高自主学习的能力;要有利于学生学会运用多种媒体和信息源,拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体,围绕英语学科知识进行整合实验,不仅可以扩大英语阅读的“面”和“量”,而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息,进行信息交流,由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具,把信息技术融入学科教学中来。

二、教学目标设计:

知识与技能:①掌握快速阅读的方法,熟悉“发表看法,提出建议”的口语技能。②充分利用网络资源,强化学生自主学习的意识,培养学生组织语言、运用语言的能力。

过程与方法:①培养学生筛选局部和整体信息的能力和独立阅读能力,通过自主学习和协作学习,获取信息和处理信息的能力。②培养学生质疑意识,分析问题、解决问题、综合问题的能力和创造性思维能力。

情感价值观:通过本节课的学习,培养学生的人文和信息素养。

三、教材内容及重点、难点分析:

教材内容:本课教学内容是新课标《高中英语必修3 Unit 5》,Canada---The True North 与以往接触过的介绍国家的文章相比,本课的内容没有整体介绍加拿大的地理概况和风土人情,而是透过一个旅人的眼睛来看加拿大。相比较而言,这样的课文难度更大。

教学重点:①对课文内容的整体把握。②学生组织语言、运用语言的能力。

【重点突破】任务驱动,层层深入。利用“任务驱动”方法,使学生利用资源自主探究、解决一系列层层深入的问题。在教学中,教师作为问题的精心设计者和疑难问题的点拨者,培养学生组织语言的能力。

教学难点:①对课文内容中细节的理解。②对网上各种信息源的比较筛选,及学生易受无关因素的干扰而导致的学习效率问题。【难点突破】 设置情境,循序渐进,层层递进。设置富有情趣的情境,激发他们的阅读__,积极主动地进行自主探究。循序渐进的'设计问题 , 激发学生的创造思维,层层深入地引导学生进行自主和协作学习。

四、教学策略及教法设计:

教学策略①本节课的教学以建构主义学习理论为指导,以学生为中心,以问题为出发点,使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入,引导、启发、组织、帮助、促进。②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则:题型具有开放性、解题富有挑战性。

【教法】:①演示法:把制作的课件、动画等显示给学生看,便于学生对微观知识的把握,并从旧知中获得启迪,从而解决问题。②评价阅读法:将学生通过对材料的收集、整理和内化而形成的学习成果,在全班学生中展示,使学生获得成功的喜悦,从而激发学生的后续学习热情。③任务驱动教学法:将所要学习的新知识隐含在一个或几个问题之中,学生通过对所提的任务进行分析、讨论,并在老师的指导、帮助下找出解决问题的方法,最后通过任务的完成而实现对所学知识的意义建构。

五、教学过程设计:

第一步:热身活动:猜单词。在这个步骤中,我给出两组前一节课学过的词,分别让两组同学上来猜。所采用的方式类似于《幸运52》:单词是出现在屏幕上的,其中一个同学背对着屏幕,他是猜者;另一个同学则是解释者,他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争,看谁猜得又快又多。这个活动不仅可以复习上节课的内容,更重要的是活跃了课堂气氛,令同学们很快融入课堂氛围。

第二步:读前活动(一):自由展示。在上这一课之前,我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组,上网查找相关资料,然后对所搜集的信息进行整理,最后形成自己的powerpoint展示文件。在课堂上,由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。

第三步:读前活动(二):自由交谈。给学生提出这样一个问题:如果你有机会去加拿大,你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论,然后再在全班同学面前发言。

第四步:读前活动(三):小组讨论。经过了前面的大量的有关加拿大的信息的冲击,你愿意用哪三个词语来描述加拿大?What three words would you use to describe Canada? Why? 请小组代表发言。

第五步:加拿大概况综述。这一步骤是对上几个步骤的总结,同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解,对他们所获取的知识进行 梳理,也为下一个步骤展开铺垫。

第六步:略读课文。(first reading)在这个步骤中,我给出了8个问题,让同学们带着这8个问题来阅读课文。读完后回答问题。

1.Why are the cousins not flying direct to the Atlantic coast?

2.What is the continent they are crossing?

3.What is “The True North”?

4.Why do many people want to live in Vancouver?

5.What happens at the Calgary Stampede?

6.Where does wheat grow in Canada?

7.Why would ship be able to reach the centre of Canada?

8.Name two natural resources that Canada has.

第七步:精读课文。(second reading) 在这个步骤中,我给出了5个跟课文内容有关的句子,让同学们判断正误。如果该句是错的,请给出正确答案。

1.The girls went to Canada to see their relatives in Montreal.

2.Danny Lin was going to drive them to Vancouver.

3.You can cross Canada in less than five days by bicycle.

4.The girls looked out the windows and saw Native Indians and cowboys.

5.Thunder Bay is a port city in the south of Canada, near Toronto.

第八步:复述课文(retelling) 给出课文中的关键词汇,让同学们用自己的话来复述课文。

Helpful words and expressions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

第九步:口头作文(oral practice) 设定一个情境,给出一些关键词汇,让同学们模仿课文来编一段对话或一篇短文。

Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.

Work in groups. You are required to present either a short passage or a short dialogue.

Helpful words and expressions

great scenery

third largest

go northward

mountains/lakes/forests/rivers

from south to north

here in Shenzhen

along the coast

theme parks

第十步:作业布置。要求学生将第九步中的口头作文写出来,变成书面作文。

Write down the short passage or the short dialogue that you’ve just worked out.

人教版高一英语第三单元教案篇3

Ⅰ. Teaching Basis (教学依据) :《普通高中英语新课程标准》

Ⅱ. The Type of the Text (课型) :Revision (复习课)

Ⅲ. Teaching Methods(教学方法): Question-based method(提问式),Group discussion

method(小组讨论法),Cooperative learning(合作探究),Practicing(练习).

Ⅳ. Teaching Aids (教学手段) :Multimedia computer(多媒体电脑),Learning

paper(导学案),Blackboard(黑板).

Ⅴ. Teaching Aims(教学目标) : ①Knowledge aims(知识目标):

words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.

②Ability aims(能力目标): Develop the students’ ability to use the important

language points, enable students to describe people using the adjectives.

③Emotional aims(情感目标): Encourage the students to think about what makes a

person great.

Ⅵ. Teaching focuses(教学重点):Get the students to review and consolidate what they

have learned in this unit.

Ⅶ. Teaching difficulties(教学难点):Get the students to turn what they have learned into

their ability.

Ⅷ.Teaching procedure(教学过程): Step 1 复习学案情况反馈(1分钟)

Step 2 lead-in :通过图片展示的方式,过渡到知识竞答类节目《一站到底》,本节课也将模仿这种模式授课。依次介绍本节课的竞答规则:

本此活动分为五轮淘汰赛,全班共八个小组,每个小组推荐一名选手(作为本组站神)进行参与:

→→第一轮采用记单词的方式,进行车轮大赛,最终淘汰掉一个小组,剩余七个小组成功晋级第二轮,成功晋级的小组将获得5分,加入到本组的总量化分数中;

例:

1. n.成就,功绩 _______________________ 7 .n. 巢,窝 ________________________

2. n.福利,福利事业 _________________ 8..n. 联系,关系,结合,纽带_________ 3. n,项目,工程,规划 _________________ 9. n. 观察,观测,遵守 ______________ 4. n.学会,学院,协会 _________________ 10. n. 童年,幼年时期 ________________

„„„.

→→第二轮节采用记短语的方式,在成功晋级的7个小组中进行车轮赛,最终淘汰掉两个小组,剩余5个小组成功晋级第三轮,成功晋级的小组将获得的分数为上一轮得分的二倍(即5__2=10); 例:

1.过着…的生活 ____________________ 6 .离开,启程,出发 ________________ 2.涌上心头,涌入脑海 ______________ 7.藐视,瞧不起 ___________________ 3.查阅,参考,谈到 _______________ 8. 碰巧,凑巧 ___________________ 4.偶然遇见,碰见 ________________ 9 继续,坚持 ____________________

„„„

→→第三轮采用背诵句子的方式,在成功晋级的5个小组中进行车轮赛,最终淘汰掉三个小组,剩余两个小组成功晋级第总决赛,并且这两个小组均获得一次免答权,这两个小组将获的分数为上一轮得分的二倍(即10__2=20); 例:

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

back to the place we left the family sleeping in a tree (3)简预先提醒我们,到下午的时候我们就会又脏又累,她说对了。

(4)她母亲头几个月来帮过她的忙,这才使她得以开始自己的计划。

begin her project.

(5) 比方说,她的一个重要发现是黑猩猩猎食动物。

was that chimps hunt and eat meat. „„„

→→第四轮为复活赛,在前三轮车轮赛中被淘汰的6个小组,均可获得一次复活机会,但是复活赛的要求非常苛刻,每个参赛的小组必须能够正确背出随机指定的3个句子,8个短语,10个单词,如能成功过关,将直接晋级总决赛,但不享有免答权;假如没有成功过关,所有分数将清零。 例:

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

speakers.

A. go on B. carry on C. carry out D. work on

3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to

4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

„„„

注意事项:(1)小组加分不累计。

(2)前三轮车轮赛中,每次选手必须更换,从第四轮开始可自由安排,各

小组相互监督,如有违规取消其参赛资格及所得分数。

(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。

设计意图:(1)增加学习的趣味性,提高学生的参与度,提高课堂效率。 (2)培养团队协作能力,增强竞争意识。

(3)尝试一种新的模式,改变英语课堂的沉闷现状。 Step 3 Summing up (总结):

Step 4 Homework :(1)写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。

(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.

Step 5 Blackboard Design (板书设计):

back to the place left the family sleeping in a tree (3)简预先提醒我们,到下午的时候我们就会又脏又累,她说对了。

and she is right.

1.与某人联系______________________ 2.计算出,得出 _____________________ 3.大胆的说,直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动,表现________________ 2 .vt. 观察,观察____________________ 3. vt&n. z尊敬,尊重,敬意_________ 4 . vt&vi.讨论,争辩,辩论___________ 5. vt.鼓舞,激发,启示_____________ 6 .vi.谈到,查阅,参考_______________ 7. vt,计划,打算 _________________ 8.vt 递送,生,接生,发表___________ 8.adj.直言的,坦诚的_______________ 10. adj.值得的,值得做的______________

……….

→→第五轮为总决赛,所有进入的总决赛的小组,将随机抽到一个单选题目,请在20秒的时间内给出答案,并进行解释说明,如果回答错误将直接被淘汰。直到剩余最后一个小组,最后的胜利者的小组将获得“站神”的称号,并将获得全场分40分。

人教版高一英语第三单元教案篇4

(1)课题:Friendship

(2)教材分析与学生分析: 本单元的中心话题是“友谊”,几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考,使学生明确不仅人与人之间可以做朋友,日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排:The first period: Speaking: Warming Up and Pre-Reading The second period: Reading

The third period: Grammar

The forth Period:Listening

The fifth period: Writing

(4)教学目标:

①知识与技能:Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法:本单元在读前阶段就提出问题,让学生思考是不是只有人与人之间才能交朋友,然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上,可以再引导学生深入讨论几个与本单元话题有关的问题:1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观:学完本单元后要求学生进行自我评价,主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣,有哪些收获,解决了什么问题。使学生加深对友谊、友情的.理解,以及如何正确交友,处理朋友之间发生的问题等。

(5) 教学重点和难点:

词汇:add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语: add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目: 直接引语和间接引语的互相转换

难点:Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略: Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计: A projector and a tape recorder.

(8) 教学过程:

Period One:Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree.I don't agree

That's correct.Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思:本课教学设计容量和密度较大,但难度适中,大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

人教版高一英语第三单元教案篇5

一.教学目标:(Teaching ais)

Finish the exercises n the wrb

1.能力目标:(abilit ai)

a) Enable the students t cand “cands and requests”

b) Thrugh cperative wr find ut crrect answers theselves

2.语言目标:(language ai)

Full understanding f the readings

二.教学重难点(Teaching iprtant pints)

Understanding the ain ideas f the passages

三.教学方法(Teaching ethd)

a. Fast and careful reading

b. Individual, pair r grup wr t finish each tas

c. Discussin

四.教具准备(Teaching aids)

a cputer

五.教学步骤(teaching prcedure)

Step 1.waring up

Step 2: speaing tas (Review cands and requests)

Offer the situatins and tr t ae dialgues with cands and requests

Step 3 :D the “Reading” n P13 and answer questins n it briefl.

Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.

Step 5: Grup wr:

As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.

Step 6: chec up their researching result.

Step 7: hewr.

人教版高一英语第三单元教案篇6

阅读是高中阶段英语教学的重头戏。阅读教学的目的包括两方面:一是让学生学习并掌握一定的语言知识;二是发展一定的技能和策略,培养学生用英语获取和处理信息的能力。阅读是一个语言与思维相互作用的过程。因此,教学设计的好坏对教师的教学效果和对培养学生综合运用语言的能力都会产生很大的影响。

教学设计的目的是获得解决问题的方法,时刻体现“以学生为本”的思想,以开发学生的学习潜能,促进学生的全面发展为最终目的。教师怎样在阅读课上既能突出阅读理解这一中心,又能达到为学生的学习服务的目的呢?下面,谈谈我的一些教学实践情况。

一、精心设计切入点,构建有趣的学习情境

导入是承上启下和温故知新的必然途径,是吸引学生注意力和激发学习兴趣的教学措施,是上好一节课的重要环节。进行导入活动时,教师要根据学生的学习情况、心理特点和阅读材料的内容,设计能激起求知欲的导入。例如,在教学SEFC Book 2 Unit 5的“The Band That Wasn’t”一课时,我们用多媒体图片配以相应的音乐进行导入。通过对这些图片的提问和描述,自然导入新课话题,导入内容与新知识联系紧密。这样学生就会有阅读的兴趣。

二、抓住重点,构建积极探究的学习情境

一篇文章是一个思想连贯的语言整体,既有完整的思想,又有完整的结构。整体呈现课文更有助于提高阅读能力。仍然以“The Band That Wasn’t”一课为例,导入新课后,我们给出导读性理解题。如,

(1)Which two musical bands are mentioned in the passage?

(2)When did “The Monkees ” break up and when did it reunite?

(3)Why was “The Monkees ” successful in the end?

让学生速读全文。理解大意后,我们从语篇结构入手,梳理文章,然后依据其线索,设计内容连贯、主体结构突出的理解题。在阅读理解的过程中,不同层次的阅读测试练习题满足了不同程度学生的需要,极大地调动了全体学生的积极主动性。

三、掌握时机,处理好语言点

生词是阅读中的障碍。有些生词适宜在导入时呈现;有些适宜在阅读后查阅词典;有些可以在阅读中让学生猜测词义。如,本文里的“bread up”一词,我们在阅读中给学生呈现几个相关含义的句子,让学生在观察语言现象的基础后归纳,然后做适量练习加以巩固。

四、展示亮点,构建合作的学习情境

学生已熟悉了语言材料,积累了语言知识。我们不妨就本课相关内容展开讨论。讨论就是交流,它能增进师生之间的了解,有利于及时发现学习中存在的问题,培养学生配合、协作的意识,使学生进行发散性和创造性的思维活动。讨论是对阅读材料学习的延伸,是一种有意义的信息输出过程,是阅读教学环节中的一个重点。在讨论活动设计中,我们要善于挖掘教材中丰富的文化信息和思想内容,所提出的问题不仅可以涉及所学课文的一般事实,同时也肩负起思想教育的功能。如,本文我们设计了这样的讨论题“Do you think Listening to music is good when you are studying?”和“Why or why not?”我们鼓励学生发表自己的见解,为学生创设自由、宽松的讨论氛围,让每个小组组织自己的语言,然后让各组代表发表自己的看法,充分调动学生的参与、合作意识,培养学生的创造性,使其将所学的语言知识转化为语言交际能力。课后让学生把讨论的内容写成书面表达,为本节课画上一个圆满的句号。

人教版高一英语第三单元教案篇7

Teaching goals

1 Target language

a. Key words

achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to

b. Key sentences

Watching a family of chimps wake up is our first activity of the day.

Everybody sits and waits while the animals in the group begin to wake up and move.

But the evening makes it all worthwhile.

…… we see them go to sleep together in their nest for the night.

Only after her mother came to help her for the first few months was she allowed to begin her project.

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

2 Ability goals

a. Learn Warming Up, and know how to tell the great women and the famous women.

b. Learn the way to describe a person from what the person did, what she/he looks like

3. Learning ability goals

Teach Ss how to describe a person.

Teaching important points

a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.

b. Ask students to answer these questions:

1) What made her a great success?

2) What should we learn from Jane Goodall?

Teaching difficult points

Let everyone believe that all of us can become Jane Goodall.

Teaching methods

Inspiration, Questioning and Discussion.

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