第一篇：新課標高一必修1 英語教案Unit 4 Earthquakes (簡案)

新課標高一必修1 英語教案Unit 4 Earthquakes(簡案)

Teachingplanforunit4Earthquakes

Teachingaimsanddemands:

1.Topic:

Basicknowledgeofearthquakes;howtoprotectoneselfandhelptheothersindisasters

2.Usefulwordsandexpressions:

shake,well,rise,smelly,pond,pipe,burst,canal,steam,dirt,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,shelter,fresh,percent,speech,judge,honour,prepare;

rightaway,atanend,digout,bringin,anumberof

3.Functions:

Talkingaboutpastexperiences:

Iwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.Sequence

4.Grammar:

Theattributiveclause

由that,which,who,whose引導的定語從句

Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.ItwasheardinBeijingwhichisonehundredkilometersaway.workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Teachingprocedures:

Period1.Step1.warmingup

Ssdiscussandanswersomequestions:

.whichofthefollowingmaycausepeoplethegreatestdamage?

A.earthquakeB.typhoonc.floodD.drought

2.Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.youhavetimetotakeonlyonething.whatwillyoutake?why?

Step2.Pre-reading

Ssdiscussandanswer:

.Doyouknowwhatwouldhappenbeforeanearthquake?

2.whatcanwedotokeepourselvessafefromanearthquake?

3.DoyouknowanythingaboutTangshanEarthquakein1976?

Step3.Reading

.Skimmingandfindtheanswerstothefollowingquestions:

a.whathappened?

b.whenandwheredidithappen?

2.Ssreadagainandfillinthefollowingform:

Timewhathappened

Beforetheearthquakewells:Animals:Lightsandsound:waterpipes:

whiletheearthquakeHouses,roadsandcanals:Hardhillsofrock:Thelargecity:Thepeople: AftertheearthquakeHospitals,factoriesandbuildings:Theground:Dams:Railwaytracks:Animals:wells:

3.Ssreadthewholepassageagainandgetthemainideasofeachpart:

Part1.Thenaturalsignsofacomingearthquake

Part2.Thedamageofthecityaftertheearthquake

Part3.Thehelptothesurvivors

Step4.comprehending

SsfinishEx1and2onpage27.Step5.Assignment

.Surftheinternetandgetmoreinformationabouttheearthquake.2.Retellthetext.Period2.Step1.warmingup

.Sssharemoreinformationabouttheearthquake.2.AsksomeSstoretellthetextbyusingtheirownwords.Step2.Languagepoints

.lie

–lay-lain:tobe,remainorbekeptinacertainstate處于某種狀態

Thevillagelayinruinsafterthewar.Thesemachineshavelainidlesincethefactoryclosed.2.inruins:severelydamagedordestroyed毀壞

anearthquakeleftthewholetowninruins.Hiscareerisinruins.3.number:aquantityofpeopleorthings數目；數量

Thenumberofpeopleapplyinghasincreasedthisyear.wewerefifteeninnumber.anumberof:alotof

Ihaveanumberofletterstowrite.Alargenumberofpeoplehaveapplied.4.injure:tohurtoneself/sb./sth.physically受傷

Hefelloffthebicycleandinjuredhisarm.5.reach:toachieveorobtainsth.達成；達到；獲得

you’llunderstanditwhenyoureachmyage.Atlastwereachedadecision.6.rescue:anactofrescuingorbeingrescued搭救；解救

Arescueteamistryingtoreachthetrappedmines.Rescue:tosaveorsetfreefromharm,indanger,orloss解救；救出

Therescuedthemanfromdrowning.7.trap:inaplacefromwhichonewantstoescapebutcannot困住；陷于絕境

Theyweretrappedintheburninghotel.8.all…not…=notall…:somebutnotall一些；但不是全部

Notallthegirlsleft.=onlysomeofthemleftearly.Notallthechildrenarenoisy.=Someofthechildrenarenotnoisy.全部否定應用:noneof…

Noneofuswereallowedtogothere.Noneofthesereportsisveryhelpful.Step3.learningaboutlanguage

.SsfinishEx1,2and3onpage27and28.2.TeachercheckstheanswerandgivetheSssomehelpiftheyhavesomedifficulty.Step4.assignment

.Finishwb.Ex.1onpage63.2.Sstrytoremembertheusefulwordsandexpressionsbyhearts.Period3

Step1.warmingup

Ssreadthepassageagainandtrytofindthesentenceswithattributiveclauses.e.g.workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Step2.Attributiveclause

.GiveSsmoresentencesandlettheSstofindthestructuresoftheattributiveclause.2.Ssdosomeexercisesabouthowtousethat,which,whoorwhose.3.SsfinishEx2onpage28.Somematerialsaboutattributiveclause:

關系代詞引導的定語從句

關系代詞所代替的先行詞是人或物的名詞或代詞，并在句中充當主語、賓語、定語等成分。關系代詞在定語從句中作主語時，從句謂語動詞的人稱和數要和先行詞保持一致。）who,whom,that

這些詞代替的先行詞是人的名詞或代詞，在從句中作主語和賓語。例如：

Ishethemanwho/thatwantstoseeyou?他就是你想見的人嗎？（who/that在從句中作主語）

Heisthemanwhom/thatIsawyesterday.他就是我昨天見的那個人。（whom/that在從句中作賓語）

2）whose用來指人或物，（只用作定語,若指物，它還可以同ofwhich互換）。例如：

Theyrushedovertohelpthemanwhosecarhadbrokendown.那人車壞了，大家都跑過去幫忙。

Pleasepassmethebookwhose（ofwhich）coverisgreen.請遞給我那本綠皮的書。

3）which,that所代替的先行詞是事物的名詞或代詞，在從句中可作主語、賓語等。例如：

Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.農村出現了前所未有的繁榮。（which/that在句中作賓語）Thepackage

（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散了。（which/that在句中作賓語）

Step3.Usingstructures

.Ssreadthepass ageonpage64.2.Sstrytocompletethesentencesbyusingwho,whom,which,thatorwhose.3.checktheanswerandexplainanyquestionsthattheSsmayask.Step4.Assignment

.Sslearnbyheartabouthowthestructuresoftheattributiveclause.2.Ssdosomeexercisesabouttheattributiveclause.Period4.Step1.warmingup

AsktheSs:

DoyouknowanythingabouttheearthquakeinSanFrancisco?

Step2.Reading

.Ssreadingthepassageandfinishwb.Ex1onpage65.2.Ssreadthefirstparagraphinthispassage.Thengobackandreadagainthefirstparagraphofthepassageonpage26.comparethewaysbothwritersgiveyoudetailsabouttheearthquakesandfinishEx2onpage65.3.Listentothetapeandreadthethirdparagraphwithfeeling.Step3.listening

.Sslistentothetapeandfinishtheexercise1onpage62.2.Sslistentothetapeagainandthencompletethefollowingform:

causeofearthquakes

movingspeedofthePacificplate

In1906thePacificplatesuddenlyjumped

ThePacificplatepusheson

TheIndianplatepusheson

waysofreducinglossesfromearthquakes

Period5.Step1.pre-listening

SshaveadiscussabouttheearthquakeinSanFranciscoin1906andanswer:

.whathappenedtothecity?

2.what’stheresult?

Step2.listening

.Ssreadthestatementofpart1,onpage30.2.Sslistentothetapeandmaketheirchoice.3.Sslistenagainandanswerthequestionsofpart2,onpage30.Step3.talking

.Ssreadtheshortpassageonpage62,andinpairsmakeupastorytoexplainhowanearthquakehappens.2.Sharethestoriesinclass.Step4.listeningtask

.Sslistentothetapeandwritedownthethree“things”thatarementionedinthepassageonpage66.2.Sslistenagainandgivemoredetailabouteachofthe“things”.myearthquakeplan

stthingImustdo:

2ndthingImustdo:

3rdthingImustdo:

Anyotheradviceyouthinkuseful:

Ifyouareoutside,you:

Ifyouareinthelivingroom,you:

Ifyouareinthehousealone,you:

Step5.talkingtask

.Ssinpairs,chooseeightthingsfromthelistonpage67toputintotheirpersonalearthquakebag.2.nowjoinwithanotherpairanddiscussyourchoices.makeanotherlistofitemsandputthemintothefollowinglist:

mypersonalearthquakebagwillcontain:).___________2).____________3)._______________4).____________

5)._____________6).____________7)._____________8)._____________

Period6.Step1.Pre-writing

.Ssreadtheletteronpage29.2.Ssmakealistaboutthepointsthattheywanttowriteforthespeech.Step2.writing

.Sswritesomesentencesabouttheirspeech.2.Sswriteaspeechbyusingthesentences.3.Ssreadtheirwritingsbythemselvesandcorrectthemistakes.4.Peerrevising.5.Showsomegoodwritinginclass.Step3.Practice

Ssfinishpart4onpage30.Step4.writingtask

.FourSsinonegrouphaveadiscuss.Theyaregoingtoprepareapostertobeputuparoundschoolsorhospitaltoexplaintopeoplewhattheyshouldcollectinapersonalearthquakebagandwhy.2.Ssdesignhowmanypartstheywilldividetheposter.3.Ssbegintowritetheirposter.4.Ssingroupsshowtheirposterinclass.Step5.Assignment

Ssingroupsfinishtheprojectonpage68.Period7.Teacherscanusethisperiodfreely.Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn

’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage61.Itisveryimportanttoimprovetheirlearning.

第二篇：高一新課標必修二第三單元英語教案

Module 2 Unit 3 Computer Period 1.Warming-up & Intensive Reading 教學設計

Teaching goals:

1.To have a better understanding of the main idea of the passage.2.To enable the students to talk about computers and robots in English and express or support an opinion with suitable expressions 3.To enable the students to grasp the progress of computers

4.To enable the students to talk about computers and robots in English Teaching aids: Computer, recorder and projector

Teaching procedures: Step 1.Lead-in

(Word puzzle)

T: The technology develops so quickly that many new things appear in human being’s life.Let’s guess what they are:(show the picture on the screen and get Ss to say out the answers, learn the new words at the same time)

An old calculating machine used in China until now.(An abacus)It is built to solve some mathematical problems.But it is too big.(A huge computer)It is a new calculating machine which can solve a large number of mathematical problems.(A calculator)It is a personal computer which can solve all kinds of problems and is used widely now.(A PC / personal computer)T: If I am a math teacher, which can help me most?(Ask students to give their opinions, remind them of using the expressions of giving opinions)Ask students to discuss what the items just shown have in common, and then rank them according to the time of their appearance.Ask some of the students to talk about what they know about computers.Ask students to discuss “How have computers changed our life?”, and then have some of them give their answers, using the expressions of giving opinions.Step 2 Pre-reading

T: Have the computer and Internet become part of your life? How have computer changed our lives?(What can you use them to do?)Ss: I use the computer or Internet to: type my homework /draw pictures/ play games communicate with my friends./ gather related information for my lesson s/ buy the things I like, / listen to music / watch movies…

T: What else do you think the computer and Internet will help you to do ?

Deal with Ex 3 of Pre-reading on Page 17

Step 3 Skimming

Give students only 1 minute, then ask them to get the main idea of the passage The main idea of the passage: This is a short _____ of the _______ of computers.Who am I ?(A computer)(shown on the screen)Step 4 Scanning

Give students 2 minutes, and ask them to scan answers to the following questions:(Before students read the passage, tell them that attention should be paid to the hints of the time.)(Questions are shown on the screen)Question(1)What is the main idea of the passage?

Students are asked to find out three sentences to support who the speaker is in the story.1)Then in 1822 I was built ….(Itself was the first design of a computer)2)My real father was Alan Turing.(He designed the first real computer.)3)However, people thought I was simple-minded until….,(It has artificial intelligence.)

Question(2)What happened to computers in 1642？ Question(3)What happened to computers in 1936? Question(4)What happened to computers in 1970s?

Step 5 Detail Reading

I Give students 5 minutes to read the passage carefully, and answer the following questions: Question(1)Who was the first person to describe how the computer was made to work? Question(2)What did he make and what did it do? Question(3)Who was the next important person to design computers?

II True or False 1.In 1642 I began as a calculating machine and could solve any mathematical problem.F 2.My real father was Charles Babbage, who wrote a book and build me in 1936.F 3.After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.T 4.I was brought into people’s homes in the 1970s.T 5.Since my birth I have been built to take the place of human race.F

III

Comprehending

Ask students:” How is the passage organized?”

(If the students can not answer the question, draw their attention to the appearance of different years.)Fill the table

A chain of events showing the development of computer / Changes of the machine

Timeline 1642: _____________________________________________: the Analytical Machine was Made

by Charles Babbage.1936: _______________________________________________________________________ 1960s: ______________________________________________________________________ _____: the first family of computers was connected to each other.1970s: ______________________________________________________________________ Now: _______________________________________________________________________ Explain how the computer technology has been developing and complete the following chart.Then give a brief oral presentation on the development of computer technology with the help of the chart.Step 6 Summing-up and enjoying

I.Ask students to finish the form shown on the careen(the same as on p.19)while playing the voice of the text II.Ask students to ex-change their own answers in groups, and then raise questions if they have any.III.Sum up: 1)Chronological writing

Chronology(資料等)按年代次序的排列 Chronological means to describe things in order of time.1 Chronology is often used in recounting an event or describing the life of someone.It is an effective way to make a mass of things clearer.Step 7 Oral practice ─ Retell the text using Chronological 1.Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.2.Ask some of the students to retell the text.Step 8 Homework 1.Go over the text, and try to understand the text.2.Get ready for the discussion on P.19 Comprehending 3 3.Finish Exercise 1 in Learning about Language on page 19

第三篇：高一必修一英語教案范文

學英語最重要的還是培養興趣，不求甚解的背誦，當然還有日復一日的堅持和積累。以下是高一必修一英語教案，歡迎閱讀。

Step I.Revision

Check the homework with the whole class.Step II.Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young.It sounded like a ghost who was howling.I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife.Perhaps, they broke their TV set.T: That’s too terrible.S3: The noise when planes take off.S4: The sound of trains.T: Good!I agree that all of them are big sound.But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible.For example, when one of his loved families dies, he will feel this sound.T: Terrific!You are using a literary way to express the sound.S6: When an earthquake happens.T: Great!I have waited for this answer for a long time.Today we’ll learn something about earthquakes.I think most of us have heard of earthquakes.Can you imagine how terrible it is ?

S7: The earth is shaking.All the buildings will fall down.S8: Many people will die.And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody.Now look at the two pictures of Tangshan and San Francisco.Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city.It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco,I can see that it is a very big city.There are many tall buildings thickly standing on the earth.I think the population of the city is very large.T: Good!What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it.Then I’ll ask so me of you to show your opinion.Step III.Pre-reading

There are two questions in this part.Both are very interesting.The first one c

an more or less reveal the students’ values;while the second one can enlarge their imagination.No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, let’s look at the pictures.What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous.Cows, pigs, horses and dogs will be upset.And people can see mice running about.If the earthquake happens during winter, people can even see snakes.T: Terrific!Where did you get this knowledge?

S1: From geography.I like it.T: good.Sit down please.S2: Madam, I don’t know the meaning of the picture with two women.T: It doesn’t matter.You will know it soon after reading our text.OK.Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money.People can’t live without money.S4: I will take as much water as possible.Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma.She is my most loved person in this world.She brought me up.T: What a dutiful child you are!I’m very glad to hear that.Sit down please!It seems that all of you know what you should do during an earthquake.OK.Let’s read our text, and see what it tells us.Step IV.Reading

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage.Ask them to pay attention to the first sentence of each paragraph.This can help them finish exercise3 in Comprehention.It is about the main idea of each paragraph.Then ask them to read the text again carefully to obtain some details.Before reading for the second time, show some questions on the screen, and let the students read the questions first.These questions can guide them to have a good understanding about the text.They can also make preparations for Exs1-2,which are about details.Skimming

T: At first I’d like to read the text quickly to get the general idea of the article.While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?

Ss: Yes.T: What is it?

S1: There is no quick answer to this question.Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.S1:OK.That’s easy.The main idea of the passage is some signs of the earthquake, and what would happen during the quake.T: Good, sit down please.In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit.(Teacher writes the word on the blackboard)Do you understand the meaning of the word?

Ss: No.T: Sequence means the order of the events.It can tell us which event happens first, and which happens later.Do you know the sequence that is used in our text?

S3: Yes.At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.T: Quite right!Now please look at the screen, these are the first sentences of each paragraph.Read them and think if they are the main idea of the text.If necessary, you may make some changes to make more exact.Teacher shows the screen and gives a little time to think it over.1.Strange things were happening in the countryside in the northeast Hebei.2.The disaster happened and caused a lot of loss.3.All hope was not lost.Careful reading

T: Now, it’s time for us to read the text carefully.But before reading, you should read some questions first.These questions may help you get some information quickly and easily.Now look at the screen, and read the questions.Show on the screen

1.What natural signs of a coming disaster were there?

2.Can you think of some reasons why these signs weren’t noticed?

3.What events probably made the disaster worse?

4.What situations probably made the disaster worse?

5.How were the survivors held?

Step V.Extension

Show the questions on the screen.1.From whose point of view are events described? How do you know?

2.What is the mood of this passage? How is it created?

3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5.What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1.He uses third-person to describe the quake.His description is very objective.For example, the second sentence in the third paragraph.The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.2.The mood is serious and a bit sad.It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.Although the writer was not there, he felt sad for the people of Tangshan.He knows that some personal feelings will make the reading more interesting.4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet.But that night everything changed.The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster.He felt her pain, and he worried about her.So when he said that people came to help her, we can feel his feelings to the city.The city will not die, she has hope and she can recover from the pain.Step VI Comprehending

Answers to Exx1-

31.1.C 2.E 3.B 4.D 5.A

2.1.The walls of the villages wells had cracks in them..Roads got huge cracks

3.Brick buildings were destroyed.4.The army helped the survivors.5.Shelters were put up for those with no homes.3.1.Strange things were happening in the countryside in northeast Hebei..1.The disaster happened and caused a lot of loss.2.All hope was not lost.Step VII Homework

課后反思：總體感覺上，本節課上得比較成功，心情愉快。基本上完成了教學任務。學生們不但對地震有了一定的了解，而且能用英語進行簡單的描述。但是同學們在討論、匯報、回答問題時詞匯單一，句式多是中國方的英語。在今后的教學中要加強語句表達方面的訓練。

第四篇：英語教案必修1。2

Unit2 English around the world

一、教材分析

本單元以“世界英語”為話題，介紹了英語在當今世界所起的重要作用，使學生進一步了解學好英語的必要性，了解英美語言在詞匯、拼寫、語音等方面的區別，學會用請求和命令兩種方式轉述他人的話語，知曉在寫作過程中盡量使用間接引語的優越性。

1.WARMING UP提供了一個因不了解英美兩國人在用詞差異上造成誤解的例子，使學生們認識到掌握英美兩種語言差異的重要性，為Integrating Skills 中英美語言差異一文作了鋪墊。

2． LISTENING部分要求學生聽后快速記下房東太太對Brown先生所講的住房規矩，培養學生通過聽快速獲取有效信息的能力，并在“寫”的實際中運用“請求和命令”兩種用語間接轉述他人的請求。

3． SPEAKING部分要求學生三人一組合作，學會在不同場合下運用請求和命令兩種用語口頭轉述他人所說的話，提高他們的語言表達能力。

4． PRE-READING 是READING的熱身活動。通過對這兩個問題的討論使學生意識到學習第二語言（英語）的重要性。

5． READING部分是一篇說明文。文章的三個段落均說明了英語的確是世界范圍內使用最廣泛的一門語言，是聯合國的工作語言，是其他語言無法替代的。6． POST-READING 部分設計了兩種練習，練習一的前兩題是細節題，第三題是一個開放性題目，鼓勵學生將英語學習與現實生活相聯系。練習二是填空題，幫助學生梳理文章、概括中心思想。

7． LANGUAGE STUDY分詞匯和語法兩部分。其中，Word study 旨在培養學生用英語解釋生詞的能力；語法部分是有關“請求和命令”用語的直接引語和間接引語的轉換。8． INTEGRATING SKILLS 通過閱讀使學生了解英國英語和美國英語的差異及產生差異的歷史文化背景。在歸納其差異的基礎上寫一篇有關“英美語言差異”的小短文，也可模仿課文寫出你所熟悉的不同方言的一些區別。

二、教學對象 高一英語基礎班學生

三、課時安排

將整個單元的內容進行分析，我將課文進行重組。從話題內容上分析，WARMING UP與SPEAKING部分的PART TWO話題較為一致。將WARMING UP作為SPEAKING部分PART TWO的引入部分，作為一節“口語課”，讓學生了解英美語言的確存在差異，進而讓學生練習和掌握語言交際中遇到障礙時的一些常用句型。將 LISTENING 和SPEAKING部分的PART ONE設計成一節“聽力課”，為本單元語法課作鋪墊。將PRE-READING, READING和POST-READING整合上一節“閱讀課”，訓練學生的閱讀理解能力和技巧。將LANGUAGE STUDY和WORKBOOK中的PRACTISING語法練習題整合在一起上一節“語法課”。利用INTEGRATING SKILLS的READING和WRITING上一節“讀寫課”，讓學生了解英美兩種語言的差異并將其整理成文。課型設計與課時分配

1st period 口語課（50分鐘）2nd period 聽力課（50分鐘）3rd period 閱讀課（50分鐘）4th period 語法課（50分鐘）5th period 讀寫課（50分鐘）

四、教學方法

任務教學法，對話法，交際法

五、教學步驟

本單元將分為五個課時來講解，這里主要是第一個課時“口語課”的教學過程。Speaking

（一）教學目標 Teaching goals 1.語言目標language Target a.重點詞匯和短語

bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with b.交際用語

Can you spell that please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way? 2.能力目標 Ability goals To learn some differences between American English and British English.（學習美式英語和英式英語的一些不同點）3.技能目標 Learning ability goals Let students learn how to deal with language difficulties in communication.（讓學生學會處理口語交際中的語言障礙問題）

（二）教學重點Teaching important points 1.How to improve the students speaking ability（如何提高學生的英語口語能力）

2.How to make up another dialogue for three students and act it out in class.（怎樣讓學生三人一組創造對話并在班級里表演出來）

（三）教學難點Teaching difficult points How to use different sentence patterns for language difficulties in Communication（怎樣用句子替代在交際用語時出現的語言障礙語句）

（四）教學方法 Teaching methods 1.Listening to the tape.(聽錄音)2.Pairs work to practise the dialogue and make up another dialogue（cooperative learning）小組練習對話并自己組對話

（五）教學過程與方式Teaching procedures && ways Step I Greetings and Revision（組織教學）T: Good morning/afternoon, boys and girls!Ss: Good morning/afternoon, Mr Chen!T: Sit down, please.Today we are going to learn Unit 2: English around the world, but I want to check your homework first.（檢查詞匯，句子掌握度記作業完成情況）

1.Check whether they have remembered the ten important sentences.（檢查學生是否記住了重要句型）

2.Check whether they have previewed the new words and expressions in this unit.Then the teacher write down: English around the world — The First Period on the blackboard.（檢查學生是否有預習新課文和復習學過的課文知識）Step II Warming up T: Look at the picture and try to guess: Qs: 1.What do you think is happening in the picture? 2.Where do you think is the man? Sa: A funny story is happening.Sb: The man is in the bathroom.Ask the students to discuss the following questions.（向學生提問）： 1.What is Joe’s nationality? How about Nancy? 2.What it is that Nancy thinks Joe wants? 3.What is it that Joe is looking for? 4.What is their misunderstanding about? After discussion.（討論）

Sa: Joe is an American while Nancy is British.Sb: Nancy thinks Joe wants to have a bath.Sc: Joe is looking for a toilet.Sd: In American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower.In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet.Joe wants to go to the toilet, but Nancy thinks he wants to take a bath.T: You did quite well.There are really some slight differences between American English and British English, so in order to avoid misunderstanding, it is necessary for us to know about some differences between American English and British English.Step III Speaking T: Now, I think you must know about why the misunderstanding occurred between Joe and Nancy.Then turn your book to page10.Let’s do Speaking—Part Two.In the following box there are several useful expressions.These sentences are all about the language difficulties in communication.When we express our requests and orders, we use them.Here I give you a few minutes to remember these sentences.Can you spell that, please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way? T: Now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc.and act out in class, using the useful expressions above.Sample dialogues Situation 1: Taking a message: A is visiting B, but B is not in , C takes a message for B（帶信息）A: Is B at home? C: Sorry, she isn’t in.She went out just now.A: Oh, could you do me a favor to take a message to her? I am her workmate.C: I’d be glad to.A: Could you please tell her we have decided to go out for an autumn outing.Please ask her whether she’d like to join us.My phone is 7500924 C: Could you repeat that, please? A: It’s 7500924 C: Ok.I have taken it down.I’ll tell her about it the time she comes back

Situation 2: Answering the telephone: Lucy is trying to call Mary, but Mary is not in.Tom takes a message.（回電話）Tom: Hello!This is Tom speaking.Lucy: Is Mary in? Tom: She is not in.Can I take a message for you ? Lucy: It’s very kind of you.Henry Potter Ⅲ is going to be put on in the cinema at 3:00 pm this afternoon.I have got two tickets.If she wants to, please tell her to send an e-mail to me at noon.The address is lucy_pretty123456@yahoo.com.Tom: Could you speak a bit slowly, please? Lucy: lucy_pretty123456@yahoo.com.Have you got it? Tom: Ok.Bye.Situation 3: The teacher tells the monitor about the task this afternoon.And the monitor tells it to the rest of the students.（轉達口令）

T: This afternoon we’ll do some cleaning in our classroom at 4:00 pm.Could you please tell the students about it? M: Certainly, I’d be glad to.T: Please tell the students to bring some cloth M: Sorry, I didn’t quite follow you.What shall we do with it? T: Oh, we’ll mainly clean the glass and sweep the floor.M: Ok, I will tell the class about it.Extension Task: Students can create and practise their own dialogues.They may include other language difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express what they mean or want to say.(若時間不足，可改為作業)板書設計 Section A 學習詞匯：bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with 重要句子：Can you spell that please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way?

Step VI Homework（課后作業）

T: Now let’s recall what we have learned during this course.We have learned a dialogue about misunderstanding between Joe and Nancy.And then we have learned the useful expressions about language difficulties in communication.Our homework: 1.Remember the useful expressions on Page10.2.Complete Talking in workbook.教學反思：這堂課總的來說還是達到了一定的目標要求的，但是不足的是在教學過程中教學模式過于單一，沒有創新，因此會影響上課的質量，以后須改進！

第五篇：高一英語教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整體設計

教材分析

This is the third teaching period of this unit.To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t.Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand.Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese.Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences.Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs.Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教學重點 1.Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2.Let students learn the use of ought to.教學難點

Enable students to learn how to use ought to correctly.三維目標 知識目標

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目標

Enable students to use modal verbs correctly and properly according to the context.情感目標

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教學過程

設計方案(一)

→Step 1 Revision

1.Check the homework exercises.2.Dictate some new words and expressions.3.Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.1.He could hardly support his family before he found the new job.2.Where could/can the boy be now? 3.May/Might I come in? 4.You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5.You must hurry up or you’ll be late.6.Whatever you want, you shall have.7.We should read English aloud every morning.8.He would sit there for hours, doing nothing at all.Suggested answers: 1.他在找到那份新工作前幾乎無法養家糊口。(ability)2.那孩子現在能在哪兒呢？(guessing)3.我可以進來嗎？(ask for permission)4.你在早晨五點鐘以前起來, 或許能從這兒看到日出。(possibility)

5.你必須得快點兒, 不然會遲到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我們應該每天早晨朗讀英文。(duty)8.他總是在那兒一坐就是幾個小時, 什么都不干。(past habit)→Step 3 Grammar learning 1.Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers: 1)By lunchtime they would all be sold.到午飯時分, 它們都會賣完。

2)By now his restaurant ought to be full of people.到了這個時候, 他的餐館本該賓客盈門的。3)What could have happened? 發生了什么事呢？

4)Nothing could be better.再沒有比這些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴重了。

6)He could not believe his eyes.他簡直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也許他應該去圖書館查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能讓詠慧哄騙人們后跑掉。9)He had better do some research.他最好作一番調查。

10)They would become tired very quickly.他們很快就會到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或許打折的方法和新的招牌能夠幫他贏回顧客。

2.Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations.Use the function words below to explain the meaning of the modal verbs.If students have some difficulty, give them a hand.Intention Duty Permission Possibility Guessing Ability Suggested answers: 1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability 3.Summing up: the use of ought to ought to的用法

ought無人稱和時態的變化, 后接帶to的動詞不定式。ought to可表示“義務”“要求”或“勸告”, 常譯作“應該”“應當”等, 和should差不多, 只是語氣稍重一些;有時表示“非常可能”的意思。否定式為ought not to(oughtn’t to), 疑問式為Ought I/you/...to...? 1.表示“責任或義務”

Such things ought not to be allowed, ought they? 這類事情不應該被準許, 是嗎？ —Ought he to go? 他應該去嗎？

—Yes, he ought to.是的, 他應該去。2.表示“適當, 合適或應該”

Coffee ought to be drunk while it is hot.咖啡應該趁熱喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽車應當多一些。3.表示“可能性”

Harry ought to win this race.哈里應該會贏得這場比賽。

If he started at seven, he ought to be here now.假如他在七點出發的話, 現在大概到這兒了。4.表示“勸告或建議”

I think you ought to eat more body-building food.我認為你應當多吃些有營養的食物。

He said I ought to do that job.他說我適宜做那項工作。

5.表示“推測”, 意為“照說應該;想必一定”, 后跟不定式的一般時、進行時或完成時, 分別表示對現在、現在進行或過去情況的推測。

She has had working experience before.She ought to be fit for the job.她以前有過工作經驗, 應該勝任這項工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才剛九點, 按說瑪麗應該在房間里做作業。

It ought to have rained last night.昨晚應該下過雨。6.表示“責備或后悔”

ought to后接不定式的完成式時, 表示“本應該做某事而事實上沒做”;其否定式表示“本不應該做某事而事實上做了”。

You ought to have done these exercises because you were required to so during your holidays.這些練習你本應該做完的, 因為假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不應該告訴他這個不幸的消息, 結果影響了他的考試。

→Step 4 Grammar practice 1.Turn to Page 13.Ask students to do Exercise 2 in Discovering useful structures.First let them discuss in pairs how each of these modal verbs is being used in the situations.Then check the answers with the whole class.Give some explanations if necessary.2.Turn to Page 50.Ask students to do Exercise 1 and Exercise 2.Check the answers after most of them finish.→Step 5 Asking and answering

Let students work in pairs.One asks a question and the other answers it.Remind them to use modal verbs in their answer.Show the following on the screen to students.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I ought to do my homework as soon as I get home.Other possible questions: 1.Do you know what you have to do when you borrow books from the library? 2.Do you know what to do when your teethache? 3.Do you know what to do if you need to meet someone you don’t know at the airport? 4.Do you know what to do if you want to get a discount in a shop? 5.Do you know what you should do when you meet the hostess in your friend’s home? The following procedures may be followed: 1.Let students ask and answer the questions in pairs.2.Ask as many pairs as possible to perform their dialogue to the class.→Step 6 Closing down by a quiz

Show the following exercises on the screen.Let students finish them within three minutes to see if they have mastered the use of modal verbs.Five minutes later, check the answers with the whole class.1.—What’s the matter with you?

—Oh, I’m not feeling well in the stomach.I ______________ so much fried fish just now.A.shouldn’t eat B.mustn’t eat C.oughtn’t to have eaten D.mustn’t have eaten

2.—Mum, I climbed to get the Teddy Bear from the top of the shelf.—My goodness!You ______________ yourself.You ______________ do that again.A.must have hurt;mustn’t B.should have hurt;can’t C.may have hurt;mustn’t

D.might have hurt;won’t be able to

3.The train was ten minutes late, so I ______________ have run all the way from my house to the station.A.couldn’t B.shouldn’t C.needn’t D.mustn’t

4.You ______________ worry about the old man.He ______________ well already.A.needn’t;may get B.didn’t have to;gets C.mustn’t;got

D.needn’t;may have gotten 5.—Shall I tell John about it?

—No, you ______________, for I’ve told him already.A.needn’t B.wouldn’t C.mustn’t D.shouldn’t

Suggested answers: CCCDA →Step 7 Homework

1.Finish off the workbook exercises.2.Preview the reading passage Come and Eat Here(2)on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.設計方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)應該;應當 3)減肥;體重減輕

4)被放過;（做壞事）不受懲罰 5)說謊;撒謊

6)到了這個時候, 他的餐館本該賓客盈門的。7)再沒有比這些更好（吃）的了。

8)要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴重了。9)他簡直不能相信他的眼睛。

10)他不可能讓詠慧哄騙人們后跑掉。

→Step 2 Warming up by asking and answering Let students work in pairs.One asks a question.The other answers it.Remind them to use modal verbs they have learned in their answers.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I should do my homework as soon as I get home.→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.Intention Duty Permission Possibility Guessing Ability →Step 4 Learning the use of ought to

1.Ask students to turn to Page 91 and learn the part 6 ought by themselves.2.Encourage them to ask as many questions as possible.Give them explanations if necessary.3.Let them do some additional exercises.4.Sum up.→Step 5 Practice

Ask students to finish the following exercises within 8 minutes.Then check the answers with the whole class.1.Exercise 2 in Discovering useful structures on Page 13.2.Exercise 1 in Using structures on Page 50.→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation.Make sure they use as many modal verbs as possible.1.Your friend sees someone steal a purse from an old lady’s pocket.He/She does nothing but is very worried about this.He/She comes up to you for your advice.What would you tell him/her to do? 2.Your friend has borrowed your mobile phone and lost it while he was out with his friends.You are very angry with him.He is not concerned.What are you going to say to each other? →Step 7 Homework

1.Finish off the Workbook exercises.2.Practice your conversation with your partner and be ready to present it to the class.板書設計 Unit 2 Healthy eating the use of ought to Use Examples ought無人稱和時態的變化, 后接帶to的動詞(1)There is something I ought to tell you 不定式。ought to可表示“義務”“要求”或“勸before you leave.告”, 常譯作“應該”“應當”等, 和should差不(2)He ought not to do that.多, 只是語氣稍重一些;有時表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式為ought not to(oughtn’t to), —Yes, he ought to.疑問式為Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活動與探究 After class, make up a dialogue with your partner to talk about food you like or dislike.Be ready to present your dialogue to the class.You must use the following expressions and as many words that are referred to as you know.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

stir-fried mushrooms The beginning is given to you.A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.A: Oh, I can’t stand tomatoes....