高一英语听说教案

高一 Unit 17 Great women reading 教案教学内容分析本单元的中心话题是“著名（杰出）女性”，话题涉及谈论著名及你最崇敬的女性“妇女独自南极探险”，“美国电视著名黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。“读前”（Pre-reading）设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。Teaching Aims：1.Train the students’reading ability.2.Learn and master the following words and phrases;1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision Teaching Important Points：1.Improve the students’ reading ability.2.Enable the student to understand the text better.3.Let the students have strong wills and determination by reading the passage.Teaching Difficult Points：1.How to improve the students’reading ability.2.The use of some useful expressions.Teaching Methods：1.Discussion before reading to make the students be interested in what they learn in class.2.Fast reading to get the general idea of the text.3.Careful reading to answer some detailed questions.4.Individual, pair or group work to make every student work in class.Teaching Aids:1.a map of the world2.a tape recorder3.a computerTeaching Procedures：Step I Greeting and speech Greet the students as usual and the student who is on duty give a speech before class.Step II Lead­-in 1.Do you like travelling ?Where do you like to travel best ? How will you travel ? 2.Imagine you are traveling alone to the South Pole, what will you take with you ?3.Why do polar bears never eat penguins ? Step III Fast – reading

有几样东西一定要包含在内：教材分析，教学目标，重难点、教学过程，过程的步骤一定要详细，要有针对性和目的性。教学目标要从知识、过程和情感三个方面去写。

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。

Teaching aims:

1.Get the Ss to know English language and its development and different kinds of English through this passage.

2.Understand the whole of reading

3.Imprvoe the skill of reading

Learning important points:

Imprvoe the skill of reading

Learning difficulty:

Master the whole reading and get to know the different kinds of English

Teaching procedures:

Step1. Greeting and leading-in

Greet everyone as usual

Step2. warming-up

Questions:

1. Which language do you think is the most widely used language in the world?

2. Do you think Chinese can be a world language? Why?

3.Do you know the meaning of “Englishes

( World English: American, British, Canadian Australian, Indian, Caribbean)

The differences between British English and American English

Step3. pre-reading

Questions:

1. With your partner, list the countries that use English as an official language?

2. Which country do you think has the most English learners?

3. Look at the title of the following passage and guess what it is about. Then read it quickly and see if you are right.(答案略)

New words:( 学生默写或辨认)

step4. scanning

1. English has/had the most speakers___.   A

A. now    B. when the British ruled many parts of the world

C. in the time of ShakespeareD. in the 12th century

2.Which of the following statement is true?   D

A. Languages always stay the same

B. Languages change only after wars

C. Languages no longer change

D. Languages change when cultures change

3. From AD 450 to 1150, English sounded more like_____? C

A. French B. Chinese     C. German   D. Russian

4. Shakespeare’s English was spoken around ______?  D

A. 1400’s     B. 1150’s  C. 450’sD. 1600’s

5. Which country has the fastest growing number of English speakers in the world?  B

A. Australia   B. China    C. India     D. Britain

(show on computer)

Step5. listening and skiming

Listen to the tape with the questions,then fill the blanks

cause cultures communicate with one another

Time things that happened

Later British people brought English to Australia

Step6. scarefully-reading

(read the reading carefully) match the main idea with each para.

Para1.(1)     The spread of the English language in the world

Para2.(2—3)   Native Speaker can understand each other but they may not able to understand

Para3.(4)All language change when cultures communicate with one another

Para4.(5) English is spoken as a foreign language or second language in Africa

And Asia.

Step6. post-reading

做课本P10—1

True (T) or false (F).

1. Chinese English has become one of the world Englishes.  F

2. Between about AD 450 and 1150, English was less like German, and more like French. F

3. It is The American Dictionary of the English Language that gives American English spelling its own identity. T

4. English is spoken as the first language in Singapore and Malaysia.F

Homework:

Find the important and difficult words, phrases and sentences

小组合作

Thinking（拓展讨论）

Will Chinese English become one of the world Englishes

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 exam3．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 in1． 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 Up1． 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 Listening1．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Speaking1． 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。