俗话说,磨刀不误砍柴工。作为高中教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来,使高中教师有一个简单易懂的教学思路。高中教案的内容要写些什么更好呢?下面是小编为大家整理的“高一英语English around the world教案(reading-2)”,仅供您在工作和学习中参考。
Teachingaims:
1.Imprvoetheskillofreading
Learningimportantpoints:
Imprvoetheskillofreadingandlanguagepoints
Teachingprocedures:
Step1.Greetingandleading-in
Greeteveryoneasusual
Step2.languagepoints
Para1.
1.Attheendofthe16thcentury,aboutfivetosevenmillionpeoplespokeEnglish.
Guess:attheendof
Theshopisattheendofthisstreet.
YouliveatthebeginningoftheChangjiangRiverwhileIattheendit
走进高考:
1______lastweek,wehadlearntabout3,000words.
AIntheendofBAttheendof
CBytheendofDAtanendof
2Bytheendofthismonth,wesurely_____asatisfactorysolutiontotheproblem.
AhavefoundBwillbefinding
CwillhavefoundDarefinding
2.Laterinthenextcentury,peoplefromEnglishmadevoyagestoconquerotherpartsoftheworldandbecauseofthat,Englishbegantobespokeninmanyothercountries.
1)because/becauseof
小试牛刀:填空
Iwentback___________therain,but____________Iwastired.
2)todo不定式做宾补,与宾语是逻辑上的主动关系
Tobedone不定式做宾补,与宾语是逻辑上的被动关系:
E.g:Weareexpectinghimtodowellinhiswork.
Weareexpectinghintobepraisedagain.
走进高考
1ThechildrentalkedsoloudlyatdinnertablethatIhadtostruggle___
AtobeheardBtohaveheard
ChearingDbeingheard
2Asaresultofhislaziness,hefailed_____hisworkintime.
AandfinishedBtofinish
CfinishingDtofinished
Para2.
1.NativeEnglishspeakerscanunderstandeachothereveniftheydon’tspeakthesamekingofEnglish.
Evenif=eventhough“虽然,即使”引导让步状语从句
注意:引导的从句不用将来时态
E.g:Evenifitrainstomorrow,wewillstartout
Eventhoughthedoctorhadoperatedonhimatonce,hecouldnothavebeensaved
走进高考
----Willyouattendtomorrow’smeeting?
----No,______Iaminvited,Iwillnotgothere.
AeventhoughBifCunlessDbecause
2.comeup走进,上来,发芽,流行,发生,被提出,讨论
拓展:
comeupwith想出,提出
Comeupto达到,并驾齐驱
Comeabout发生
Comeacross偶遇,碰到
Comealong进展,进步,进行
Translate:
IgotthepostbecauseIcamealongattherighttime
How’syourworkcomingalong?
走进高考
1Thedictionaryisbeingprintedanditwillsoon______
AturnoutBcomeoutCstartoutDgoout
2Wewantedtogethomebeforedark,butitdidn’tquite_____asplanned.
AmakeoutBturnoutCgoonDcomeup
一名优秀负责的教师就要对每一位学生尽职尽责,准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动,帮助教师在教学期间更好的掌握节奏。那么如何写好我们的教案呢?下面是小编精心收集整理,为您带来的《高一英语Unit 2 English around the world教案》,仅供参考,欢迎大家阅读。
Book1Unit2教学设计一名优秀负责的教师就要对每一位学生尽职尽责,高中教师要准备好教案,这是教师工作中的一部分。教案可以让学生们能够更好的找到学习的乐趣,帮助高中教师在教学期间更好的掌握节奏。那么如何写好我们的高中教案呢?小编经过搜集和处理,为您提供高一必修1 Unit 2 English around the world (Reading)英语教案,仅供参考,大家一起来看看吧。
高一必修1英语教案
Unit2Englisharoundtheworld(Reading)
Unit2Englisharoundtheworld
ReadingTheRoadToModernEnglish
Period1:Asamplelessonplanforreading
(THEROADTOMODERNENGLISH)
Aims
TotalkaboutvarietiesofEnglish
ToreadaboutthehistoryofEnglishlanguage
Procedures
I.Warmingup
1.Warmingupbyansweringaquestionnaire
1).TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.
2).Writethewords:Reasonsforlearningaforeignlanguageonthecenteroftheboard:
3).Askthestudentstosuggestasmanyreasonsastheycanthinkof,forexample,forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.Writetheirsuggestionsontheboardastheymakethem.
4).Dividetheclassintopairs.
5).Giveouteachstudentonequestionnairepaper.
6).Explainthetask.Thestudentsmustquestioneachotherabouttheirlanguagelearningneeds(ormotivations).Tellthemthatyouaregoingtotakeinthequestionnairesattheend,andthatyou’dlikethemtomakeclearnotes.Itworksbetterifthetwopartnersswaptasks(questionsandanswers)aftereachsectionofthequestionnaire.Iftheywaittilltheendtoswap,onestudentmayuseupallthetimeavailable.
7).Whenthetaskisfinished,askacoupleofstudentstosummarizetheirpartners’answers.(Thismaydevelopintoaclassdiscussionaboutlanguageneeds).
8).ThestudentswritefivesentencesontheirfeelingaboutlearningEnglish.
9).Collectthequestionnaires.
NeedsAnalysisQuestionnaire
Interviewer_______________
Interviewee_______________
Presentuse:situationsandskills
Reading(faxes,lettersnomatterwhether:Helikestohelpusevenifheisverybusy.
2)communicatewith:exchangeinformationorconversationwithotherpeople:Helearnttousebodylanguagetocommunicatewithdeafcustomers.
3)actually=infact:usedwhenyouareaddingnewinformationtowhatyouhavejustsaid:We’veknownforyears.Actually,sincewewerebabies.
4)bebasedon…:
5)makeuseof:usesth.available
6)Onlytimewilltell:tosaythatsomethingcanonlybeknowninthefuture:WillChina’snationalfootballteamenterforthenextfinalsoftheWorldCup?Onlytimewilltell.
LanguageChunksfromUnit2Englisharoundtheworld
bedifferentfrom,payarole(part)in,becauseof,either…or…,in/onateam,thenumberof/anumberof,thaneverbefore,evenif,compupto,overtime,communicatewith,bebasedon,makeuseof,haveone’sownidentity,suchas,Onlytimecantell,nativespeaker,aswellas,solveaproblem,believeitornot,nosucha…,allovertheworld,atthetop(bottom)of,penfriends,tothisday,sumup,Pardon?,begyourpardon,goabroad,beusedfor,moreofa…,encouragesb.todosth.,workon,feellikesth.,fromtimetotime,English-speakingcountries,fromone…toanother,dobusiness,ontheair,wouldlikesb.todo,makenotes,fightagainst,keep…asecret,eventhough,savetime(money),aformof…
Period2:AsamplelessonplanforLearningaboutLanguage
(IndirectSpeech(II)requests&commands)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.DirectandIndirectSpeech
DirectSpeechIndirectSpeech
simplepresent
Hesaid,“Igotoschooleveryday.”simplepast
Hesaid(that)hewenttoschooleveryday.
simplepast
Hesaid,“Iwenttoschooleveryday.”pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentperfect
Hesaid,“Ihavegonetoschooleveryday.”pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentprogressive
Hesaid,“Iamgoingtoschooleveryday.”pastprogressive
Hesaid(that)hewasgoingtoschooleveryday.
pastprogressive
Hesaid,“Iwasgoingtoschooleveryday.”perfectprogressive
Hesaid(that)hehadbeengoingtoschooleveryday,
future(will)
Hesaid,“Iwillgotoschooleveryday.”would+verbname
Hesaid(that)hewouldgotoschooleveryday.
future(goingto)
Hesaid,“Iamgoingtoschooleveryday.”presentprogressive
Hesaid(that)heisgoingtoschooleveryday.
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday
DirectSpeechIndirectSpeech
auxiliary+verbname
Hesaid,“Doyougotoschooleveryday?”
Hesaid,“Wheredoyougotoschool?”simplepast
HeaskedmeifIwenttoschooleveryday.*
HeaskedmewhereIwenttoschool.
imperative
Hesaid,“Gotoschooleveryday.”infinitive
Hesaidtogotoschooleveryday.
DirectSpeechIndirectSpeech
simplepresent+simplepresent
Hesays,“Igotoschooleveryday.”simplepresent+simplepresent
Hesays(that)hegoestoschooleveryday.
presentperfect+simplepresent
Hehassaid,“Igotoschooleveryday.”presentperfect+simplepresent
Hehassaid(that)hegoestoschooleveryday.
pastprogressive+simplepast
Hewassaying,“Iwenttoschooleveryday.”pastprogressive+simplepast
Hewassaying(that)hewenttoschooleveryday.
pastprogressive+pastperfect
Hewassaying(that)hehadgonetoschooleveryday.
DirectSpeechIndirectSpeech
can
Hesaid,“Icangotoschooleveryday.”could
Hesaid(that)hecouldgotoschooleveryday.
may
Hesaid,“Imaygotoschooleveryday.”might
Hesaid(that)hemightgotoschooleveryday.
might
Hesaid,“Imightgotoschooleveryday.”
must
Hesaid,“Imustgotoschooleveryday.”hadto
Hesaid(that)hehadtogotoschooleveryday.
haveto
Hesaid,“Ihavetogotoschooleveryday.”
should
Hesaid,“Ishouldgotoschooleveryday.”should
Hesaid(that)heshouldgotoschooleveryday.
oughtto
Hesaid,“Ioughttogotoschooleveryday.”oughtto
Hesaid(that)heoughttogotoschooleveryday.
II.Discoveringusefulwordsandexpressions
1.Workinpairs.Doexercises1,2,3and4.Thenchecktheansweryou’reyourclassmates.Theteacherhelpsthestudentsdiscoverthedifferenceinprepositions.
2.Playthetapeforthestudentstolistenandaskthemtomarkthesentencestressandintonation.Thenpracticereadinginpairs.
(Theteacherbringsthestudents’attentiontotheBritishandAmericanwordsthataredifferentbuthavethesamemeaning.)
III.Discoveringusefulstructures
(Makingcommandsandrequestsusingindirectspeech)
1.Ingroupsoffour,thinkofatleastthreecommandsyourteachersandparentsusuallygive.
Youmayfollowthesesteps.
1)Chooseonewhoistogivethefirstcommand.
2)Askanotherpersoninyourgrouptotellsomebo
Unit2EnglishAroundtheWorld说课稿
一、说教材
1.教材分析:本课的中心话题是“世界英语”,介绍了英语在世界范围内的人们生活中所承担的不同角色及所起的重要作用。这篇文章是一篇说明文,它介绍了英语是世界上最为广泛使用的语言,并通过具体数字来说明英语使用的广泛性和重要性。
2.教学目标
1)知识目标:
要求学生掌握大纲词及短语:majority,native,total,intotal,tongue,equal,government,situation,exceptfor,international,organization,trade,tourism,global,communicate.
2)能力目标:
着重培养学生的阅读能力。通过阅读该文章,获取有关于世界英语的信息,并使学生能阅读类似难度的篇章。
3)情感目标:
使学生认识到学习英语的重要性:为了更好地与各国人民沟通,获取新的知识,从而为祖国做贡献。
3.基本技能:读、说有关英语语言话题的知识。
4.三点
1)重点:掌握大纲词及短语
2)难点:读,说
3)关键:创设情景,让学生溶入其中,充分调动其非智力因素。
二、说学情
1.学生特点:1)基础教差;
2)学习被动,缺乏好的学习习惯
2.知识结构:
知识零碎,没有形成系统,结构不完整。尤其是基础知识匮乏,在初中应当建立的基本框架没有建立起来,给英语教学带来一定难度。
3.思维特征:
缺乏创造性的思维,有幼稚化的倾向;缺乏条理性和逻辑性,缺少思想深度。
三、说教学过程
为全面提高学生的阅读理解能力及综合运用语言能力,培养学生的创新能力与自主学习的能力,主要设计如下步骤:
教具:多媒体
1.精心导入:教师首先提出问题:Howmanylanguagescanyouspeak?直接导入到语言这一话题。再让学生展示自己的方言,并利用多媒体将事先录制好的声音播放出来(用不同语言或方言说我是一个中国人),提高学生学习的兴趣。
2.整体阅读:要进行有效地整体阅读,首先应该让学生具备篇章知识,了解偏重模式与内涵。掌握了常见的模式,就可以更好地进行篇章阅读。在这一部分,我就文章内容,提出一个问题:HowmanyrolesoftheEnglishlanguage?让学生快速地找出英语所扮演的三种不同角色。再让学生根据这几种角色,找出各个段落的主题句或是大意。从而使学生在整体上对该篇说明文有所把握。再让学生找出文章中几个数字具体指代的是什么以及学好英语越来越重要的原因。在以上这两个环节中,运用了一些阅读技巧和阅读方法:如skimming使学生快速预测主旨大意;scanning跳读找出信息。
3.深层理解:我设计了六个正误判断题,引导学生加深对文章的理解。
4.巩固练习:在学生对文章有了较好地理解后,用blank-filling来巩固学生对该文章的掌握,包括词和短语。
5.表演:教师给出一个语境:儿子不爱学习英语,父亲劝说其要认真学习。通过对本篇文章的学习,编造对话。利用这种真实情景交际法,提高了学生参与的积极性,并加深对文章的理解。
6.问题讨论:汉语是不是会越来越被广泛地使用呢?为什么?这个开放性话题通过比较汉语与英语,阐述它们被广泛使用的原因,从而激发学生的思维思考,并关注社会问题。
7.情感教育:最后给出几个有关学好英语的漂亮句子,使学生认识到学习英语的重要性,并能付诸于实践中去。
8.小结:再次提出学习英语的重要性
9.作业:根据所学内容,写一篇有关于为什么学习英语的文章。
文章来源:http://m.jab88.com/j/26763.html
更多