高中英语必修二第一单元教案 珍藏版

第一篇：高中英语必修二第一单元教案 珍藏版

必修二 Unit 1教案

一、复习旧知

（1）表建议的句子：

How/what about doing sth.? Why not do sth.? Why don’t you do sth.? Would you like sth./to do sth.? Shall we do sth.?(2)询问别人意见

What do you think of sth./doing sth.? How do you like sth.? What is your idea/opinion of sth./doing sth.? How do you know that? Don’t/do you think that …?(3)表达自己的意见

I think/believe/suppose that..In my opinion/view…依我之见

Sorry, I don’t agree with you.No,thanks./Yes, please 备注：此部分内容常见于听力单选情景会话中，理解了说话人的场合，语气，便于迅速答题。

二、新课讲解

（1）重点词汇积累

1.survive vt.& vi.幸存，幸免，生还

survivor 生还者，幸存者

survive sth.从……中幸存

eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例题：After the sunken boat accident,no one ____except a few people who were saved from the sea.A.survive

B.survived

C.was survived

D.was surviving

2.in search of 寻找，固定短语

同义词：search for look for hunt for

in search of sb./sth.寻找某人某物

eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是为了找到某人某物。Search后面接sb./sth.,意思是搜查某人某物，为了找到其他东西。所以search…for 的意思是搜查什么，为了找到什么。（search 接搜查范围，for 接搜查对象）例题：They ___the whole village ____the missing child.A.searched ,for B.searched for,/

C.were in,in search for

D.were in,search of 3．could never have imagined…绝不可能想到

could have done 的意义：表示对过去发生的事进行推测，通常翻译为“本能”，“本来可以”，在肯定句中带有一定的责备批评的语气。

couldn’t have done 或者could never have done 等否定形式，通常翻译为“绝不可能”

eg.: You could have got the first prize if you had been more careful.He couldn’t have done it because he is a considerate man.相关短语：would have done本将 ,may have done本可能 , should have done本应该(shouldn’t have done 本不应该),must have done本一定

例题：We ___the difficulty together,but why didn’t you tell me ?

A.should face B.might face

C.could have faced

D.must have faced

4.adj.amazing 令人吃惊的 surprising 令人吃惊的adj.amazed 感到吃惊的 surprised感到吃惊的 vt.amaze 是吃惊

surprise 是吃惊

n.amazement 惊讶

surprise 惊奇

相关用法：amaze sb.surprise sb.to one’s amazement

to one’s surprise

in amazement

in surprise be amazed at sth.be surprised at sth.eg.例题：From his ____look,I could see that he didn’t believe what I said.A.amazing

B.amaze

C.amazed

D.amazement

5.select vt.挑选，选拔

辨析select,choose,elect,pick

select指在同类中精选最合适的，从而淘汰一部分，较正式。choose指在两个或多个中选择其一，普通用语。elect指选举，投票或举手表决，用在特定的场合。pick常与out连用，指挑拣出，认出，有挑剔的意味。

Eg.:He selects me to attend the conference.Please choose one from them.We elect him chairman.She picked out a dress to the party.She didn’t pick me out in the crowds.例题：Our shop___only the products of good quality.A.selects

B.elects

C.chooses

D.picks

6.in return 作为回报，作为回应

in return(for)=in reward(for)作为对……的回报

in turn：依次，轮流；反而，反过来

eg.:I have nothing for you in return.Please buy the ticket in turn.He gives me what he has.I give him what I have in turn.7.This was a time when …这是……时

at war 交战

at work 在上班

There was a time when…曾有一段时间……

at school 在上学

注意time 后用when.eg.:This was a time when the two counties were at war.There was a time when I didn’t know what to do.8.less than 少于

no less than 不少于

not less than 不少于

more than 多于

not more than 不超过

no more than 仅仅，只有(only,just)

more…than 与其，不如

rather than 而不是

other than 除了

at the most至多

at the least 至少

eg.:

9.doubt n.怀疑，疑惑

vt，怀疑；不信

重点句型：There is no doubt that …

There is doubt whether/if(是否)…

without doubt 毫无疑问

in doubt 有疑问，不确定

no doubt 无疑地

eg.:

10.worth prep.(介词)值得的 be worth doing sth.值得做某事

worthy 有价值的 be worthy of sth./being done

worthwhile 值得去做某事

be worthwhile to do sth.eg.:

三、课堂练习

四、过关检测

Nick was not the kind of boy I had expected to spend my summer with.I was hoping to have a __1__ the summer before my busy senior year, but my mother asked me to do her a __2__.One of her colleagues needed a full－time __3__.“You planned to volunteer at the local hospital;why not volunteer to __4__ Nick instead？” Then she told me that this six－year－old boy was not a __5__ child.Nick was a lovely little boy who suffered from many disorders.Normal day－care centers would not __6__ him.As a baby, he had serious ear infections which left him with equilibrium(平衡)problems.He couldn't __7__ or run properly.I was __8__ if I was to take the job when my mother __9__，“Don't you want to be a nurse in the future? I doubt if you even have the __10__.” Then I told her I was __11__ for the job.The day started at 7：00 a．m.Nick was my wake－up call!With so much energy and very little __12__ , he was quite a mix.At the park, when he saw all the other children play on the jungle gym and swings, the boy's face __13__ up—How he wished he belonged to the group of his age!You would think it would be__14__ to get a child to go down a slide(滑梯).Believe me, it wasn't!It took time, a lot of time.But with patience and support, Nick took one step up the slide each day.We worked together to face his __15__ and gradually he got closer to taking the slide of his life.Halfway through the summer, he __16__ it to the top of the slide.With my arms holding him tightly, we flew down the slide!I waited for his __17__.After realizing that he was safe and sound, he gave me a big __18__ and asked, “May I go down again, alone？”

I had never been happier in my life when I saw this little child climb the ladder and enjoy what other children __19__ for granted.This __20__ child taught me that being a nurse means respect, kindness and patience.1．A.grade

B．course C．project

D．relaxation 2．A.service

B．favour C．business

D．trade 3．A.nurse

B．waitress C．guard

D．guide 4．A.protect

B．assist

C．attend

D．comfort 5．A.normal

B．naughty C．clever

D．happy 6．A.admit

B．receive C．accept

D．adopt 7．A.speak

B．play

C．stand

D．walk 8．A.hesitating

B．wondering C．questioning D．doubting 9．A.suggested

B．argued C．challenged

D．commented 10．A.energy

B．courage C．faith

D．time 11．A.eager

B．sorry

C．grateful

D．ready 12．A.awareness

B．balance C．knowledge

D．control 13．A.delighted

B．cheered C．lit

D．shut 14．A.demanding

B．simple C．interesting

D．flexible 15．A.fears

B．worries

C．chances

D．situations 16．A.climbed

B．got

C．managed

D．made 17．A.laughter

B．reaction

C．answer

D．greeting 18．A.kiss

B．clap

C．welcome D．surprise 19．A.play

B．do

C．take

D．enjoy 20．A.miserable

B．smart

C．brave

D．special

五、家庭作业

[范文] Mrs.Wilson，I'm going out shopping, and won't be back until about 5：00 pm.I have taken with me the two books you asked me to return to the City Library.At about 1 o'clock this afternoon, Tracy called, saying that she couldn't meet you at the Bolton Coffee tomorrow morning as she had something important to attend to.She felt very sorry about that, but said that you could set some other time for the meeting.She wanted you to call her back as soon as you are home.She has already told Susan about this change.Li Hua

第二篇：高中英语必修二第一单元部分教案

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高一英语Unit1 Cultural Relics The first period(Warming up and Pre-reading)

Teaching goals: 1.Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to 2.Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important points Talk about cultural relics and what should be done with them.Teaching difficult points: How to talk about cultural relics.Teaching methods: Group discussion and presentation.(cooperative learning)Teaching procedures: Step1 Warming-up T talks about some famous world heritages to the students.Raise the Ss’ awareness that there are some well-known cultural relics both at home and abroad.Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good.Now let me tell you some details about cultural relics.Cultural relics are traces of features surviving from a past age and serving to remind people of them.They represent the culture of a place and some periods of history.Can you give me some examples of the cultural relics? S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace.„„

T: Well done.(T can give more examples)Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Now imagine that you work for the state office of cultural relics.You are sent to a small town where you find a relic that was stolen from a palace.It is a rare Ming Dynasty vase.The man who has it insists that it belongs to his family.What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-reading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful.为您服务教育网http://www.xiexiebang.com

T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it.S2: Protect the others in order that they will not lost.„„

T: Thanks for your good suggestions.If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogue T: If you found a cultural relic, what would you do with it? S1: I don't know．

T: Would you want to keep it? S1: Of course not．It doesn't belong to me．

T: Then why don't you go to your community council? S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself? T: Good question．What do the rest of you think? S2: I guess I would ask my parents what to do with it． T: That's a good idea．Anyone else have an idea? S3: I would ask my brother．He is a policeman． Ask some Ss to act their dialogue out.Step 3 Homework 1.Preview the reading passage and do exercise I in the part “Learning about language”.2.Ask the Ss to look for more cultural relics.The students can go to the library or use the Internet to search for information.Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Second Period

(Reading and comprehending)Knowledge: Learn some new phrases and some new sentence patterns.Ability:

1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.为您服务教育网http://www.xiexiebang.com

3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion: 1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber Room Teaching important points: 1.The new words and expressions;2.Learn some detailed information about the Amber Room;3.Train the students’ ability to cooperate with others;4.Train the students’ speaking ability.Teaching difficult points: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2.Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3.Sentence patterns:(1)There is no doubt that„..(2)This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．

4.Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.Teaching methods: 1.Listening to the tape.2.Learning and practicing.Teaching procedures: Step 1 Greetings and lead-in T: We learned some cultural relics yesterday.Do you still remember them? Give me some examples, please.Students give their answers.T: Very good.Today we’re going to learn another cultural relic.Look at the two pictures on pages1—2;do you know what it is called? Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:

T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:

1、Why it is called the Amber Room?

2、What else were used to make the room besides amber?

3、Why was the Amber Room first built?

4、When and why did Frederick William I give the Amber Room to Peter the Great?

5、What did Catherine II do with the Amber Room?

6、When and how was the Amber Room supposed to have been lost? Five minutes later, ask some Ss to give their answers.为您服务教育网http://www.xiexiebang.com

Answers:

1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers

6、In 1941, those two countries were at war.German army stole it.Step3 Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises.After a while, Teacher begin to collect the answers.Later, teacher gives the answers.Step 4 Post-reading

1.Read the passage again to get important information about the text In Search of the Amber Room.Then fill in the blanks.(Page73 Best English)Step 4 Speaking or Reading aloud Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework

1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42(Ss’ Book)Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Third Period

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(Text analyses and language points)Knowledge: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2.Sentence patterns:(1)In 1770, the room was completed the way(that)she wanted it(2)There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:

1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion: 1.Train the students’ ability to cooperate with others.2.Know what happened to the Amber Room 3.Know the importance of protecting the cultural relics by learning the story of amber room

Teaching important points: 1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties: 1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures: Step 1 Revision T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia--Frederick William I---Sent it to Peter the Great(Russian)--winter palace Czar---Catherine II Move outside St Petersburg--The war between(R&G)Nazi German Secretly stole--Sent to Konigsberg(G)—mystery---Now Rebuilt Step 2 Learning about the language points 1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popular in those days.(在句中做表语)（定语后置）3.There is no doubt that the boxes were then put on a train for konigsberg, at that time a German city on the Baltic Sea.(同位语从句)

Step 3 Homework In order to master the usage of these words and expressions, please do some related

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exercises.1.Translate the sentences on Page 43 into English.Write the English sentences in one of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Fourth Period(Learning about Language)Knowledge: 1.Learn some new words of this unit.2.Do some exercises of this unit.Ability: 1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion: Train the students’ ability to cooperate with each other.Teaching important points: 1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties: 1.Learn to choose the correct words according to the meanings.2.How to improve the students’ translating skills.Teaching procedures: Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1.Ask the Ss to find the word that means each of the following(Discovering useful words and expressions.)from the reading passage.The Ss begin to do this exercise.After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v(T)

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a.to be the property of: That coat belongs to me.b.to be a part of;be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning: “Belong” is not used in the continuous tense or the passive voice.Eg.The computer is belonging to my sister.(F)The computer is belonged to my sister(F)The computer belongs to my sister.(T)The Ss begin to do this exercise.After a while, teacher begins to collect the answers.Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state, condition or a continuous activity.Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation(P43 SB)Do this translating exercise with the Ss together.Tell the Ss how to do this kind of exercise.Step 4 Homework 1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

第三篇：高中英语必修二第一单元短语

Unit 1 cultural relicsI.Phrases1.cultural relics2.survive sb.3.in search of

in the/one’s search forsearch sp.for sth.4.could have imagined 5.There is no doubt that… 6.several tons of7.decorate A with B8.be amazed at/byto one’s amazement 9.be designed for

design doing/to do…

by design =by intention/on purpose be designed to do sth.10.belong to(无被动无进行)11.in return(for)12.have sb.doing sth.have sb.do sth.have sth.done 13.add…to

14.the wonders of the world15.a lighted candle16.be at war with sb.17.remove to sp.from sp.18．less than

19．be worth doing sth.be worthy of being done sth

1.文化古迹 2.比某人活的长3.寻找

寻找

为某物寻找某地

4.对过去发生的事情的推测5.毫无疑问… 6.数吨…… 7.用B装饰A 8..对…感到吃惊，惊讶

令某人感到吃惊的 9.为…而设计

打算做某事故意地 目的是… 10属于 11.作为…回报 12.让某人一直做某事

让某人做某事 让某事被做 13.把…加到…上 14.世界奇观 15.一个点燃的蜡烛 16.与…战争，在交战状态 17.从…搬到… 18.少于 19.值得…

值得…

be worthy to be done sth.It is worthwhile to do sth.It is worthwhile doing sth.20.It takes sb.st.to do sth.21.sb.spend st.in doing sth.22.take apartapart from 23.look after24.agree to sth.agree with sb.on sth.25.greenhouse effect26.which to believe

Which not to believe 27.consider doing sth.consider… to do/ to be/as 28.It can be proved that…People can prove that… 29.rather than

30.the entrance to the mine 31.be buried in dong sth.32.a piece of information 33.to one’s surprise

34.think highly of=speak highly of 35.how to deal with=what to do with 36.debate sth.with sb.37.prove sth.to sb.38.prove sth.to be/as… 39.have sth.to do with 40.so + 助动词+ 主语so + 主语+助动词

值得… 值得… 值得…

20.花费某人多少时间做某事 21.花费某人多少时间做某事 22.拆开，分开

除…之外 23.照顾 24.同意某事

就某事和某人达成协议 25.温室效应

26.相信哪一个（特殊疑问词+to do不定式）这种模式相当于一个从句（否定形式）27.考虑做某事认为…是… 28.证明…证明…

29.与其…到不如… 30.矿山的入口

31.专心致志于…,埋头于… 32.一条消息 33.令某人吃惊的是… 34.给…赞扬，给…较高评价 35.如何处理 36.与某人辩论某事 37.像某人证明某事 38.证明…是… 39.与…有关 40.…也一样的确如此

第四篇：高中英语必修二第五单元教案

Teaching plan for Unit 5 book 2 Good morning, professors, it’s my great pleasure to be here sharing my lessons with you.The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music.I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design.First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band.The reading passage is the center of this unit.It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles.The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students.Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music 2 Ability aims:

(1)To improve the students’ organizing and using skills of English as the second language(2)To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims:

(1)Help students understand different type of music and how to form a band(2)Develop students’ sense of cooperative learning Fourthly, teaching key points is 1.To help the students get a general idea of the whole passage, and some detailed information and language points as well.2.To understand how Monkees formed, developed and succeed.Teaching difficult points is 1.The students use their own words to express their own ideas.2.the prep+ whom/which attribute clause According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a.Communicative Language Teaching

Language is used for communication.It’s learner-centered and emphasizes communication and real-life situations.b.Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c.Computer Assisted Language Teaching Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”.I’ll play some different type of music to attract their attention and then bring some questions.Question: What kind of music they like? Which band they know best? The answers must relate to band.After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text.And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively.In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement.Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality.In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain.This period of time belongs to students.They can ask any questions they come across in the process of learning.I’ll explain the questions and difficulties.The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 Consolidation Language is learnt by communicating.It is my job to create an atmosphere for students to use the language.Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text.I think it’s a good way to review what they have learned.2 Discussion

During making discussion, the students will deepen their understanding of the main idea of the passage.a.Why Monkees can be successful? Give reasons.b.What’s the most important thing for a successful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard design Unit 4 Music Passage The Band That Wasn’t Topic Sentences: 1.Many people want to be famous as singers or musician 2.Form a band 3.Began as a TV 4.They became even more famous than the Beatles Discussion: a.Why Monkees can be successful? Give reasons.b.What’s the most important thing for a successful band? Why? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class.I want to make the design inductive, instructive and artistic.

第五篇：高中英语必修4 第一单元

高中英语必修4 第一单元（Unit 1 Women of achievement）教学设计与教学反思

发布者： 张明龙 发布时间： 25/9/2011 AM 11:52:42 教学设计

一 教学内容

人教版新课标高中英语必修4 第一单元（Unit 1 Women of achievement)第一课时 阅读课 “非洲野生动物保护者”A PROTECTOR OF AFRICAN WILDLIFE

二、教材分析

本单元的话题是“取得成就的优秀女性”，通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨女性对社会、对人类的价值和贡献，展示女性的风采和她们在社会各个领域的成就。学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和自信心。本课时是本单元的第一课时,内容包括热身(Warming up),读前（Pre-reading)，阅读(Reading)和理解(Comprehending)四个部分。其中阅读部分以“非洲野生动物保护者”为题，分别从研究工作的内容、困难和取得的成就等方面介绍了Jane Goodall在非洲原始森林中工作的情况，赞扬了她为保护野生动物所做出的贡献。此部分提供了本单元的主要阅读语篇，载有本单元话题“取得成就的女性”的重要信息，且呈现了本单元的大部分的词汇和主要语法结构。

三、学情分析

１．学生个性和英语水平差异大，教学设计要有梯度，由浅入深，注意层次性。教师要抓住学生的心理，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。２．根据学生的心理特征，采用视、听、说的教学方法，从感性认识入手，逐渐上升到理性认识，培养学生运用英语进行表达的能力。

四、教学目标设计

1.知识目标：

① 学生通过阅读Jane Goodall与她的同事们在非洲原始森林观察黑猩猩的一个片断，了解她在动物保护方面所付出的艰辛和所取得的成就。

② 使学生了解黑猩猩的生活习性以及与人类的相似之处，获取保护野生动物的知识。2.能力目标：

① 学生学会快速阅读的方法、培养筛选局部和整体信息的能力及独立阅读的能力和合作学习的能力；训练阅读技巧，同时加强听，说，写等能力训练，提高获取信息和处理信息的能力。② 培养学生的质疑意识，提高学生分析问题和解决问题的能力；充分利用多媒体技术，培养学生组织语言、运用语言的能力。3.情感价值观：

通过本节课的学习, 认识Jane Goodall从事这项工作的重要性，唤起学生理解动物、尊重动物和保护动物的意识。通过学习主人公的“遇到困难不退却、知难而进、独立解决、勇于冒险、探索大自然”等乐观的人生态度，使学生受到鞭策和鼓舞，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。五.教学重点、难点

教学重点：阅读能力的培养和阅读技巧的训练，如快速阅读找出主旨大意和精读课文获取有关黑猩猩生活习性和动物行动学博士Jane Goodall研究黑猩猩的过程、付出的艰辛和取得的成就等信息，培养学生的获取信息、处理信息、分析问题和解决问题的能力。

教学难点：培养学生使用相关语言口头阐明有关动物保护的观点，提出有效的保护措施、合理的建议的能力。六.教学方法

1．演示法：相关的图片、视频等显示给学生看，便于学生对微观知识和背景知识的把握，并从旧知识中获得启迪，从而达到解决问题的目的。

2．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和小组活动之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和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。

3．多媒体辅助教学法：把有关黑猩猩和Jane Goodall的文本、图片、声音和视频等信息融合在课件中，可以增加课堂信息量的输入并发挥学生的多种感官的作用，激发学生学习兴趣，提高教学效率。

七、学习方法

《高中英语新课程标准》明确指出：“高中英语课程要有利于学生优化英语学习方法，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。”

根据《高中英语新课程标准》要求，结合我班学生英语基础与能力较弱的实际，本课时我把阅读课文作为整体处理的同时，把每个教学环节所设计的问题和任务区分出高低不同的层次，由浅入深，循序渐进，使每个教学环节尽量符合多数学生的认知水平，力争全班绝大多数同学都能积极参与课堂活动。通过“任务型”活动，引导学生自主学习，培养学生 “跳读”、“寻读”、“定位”、“推理归纳”等阅读方法；通过描述、讨论和采访等活动，进行合作学习。

八、教学过程设计 将Warming Up部分与Pre-reading, Reading, Comprehending部分放在同一课时教学设计成一节阅读课。

Step 1 Warming-up and Lead-in（热身与导入）Step 2 Pre-reading(读前活动)

Step 3 Reading for information（信息阅读）Step 4 Reading for comprehension（深层次阅读）Step 5 Consolidation（巩固运用）Step 6 Homework（作业）具体教学步骤：

Step 1 Warming up and Lead-in

1． 学生观看一副邰丽华在《千手观音》中的剧照，教师问：Who is the lady in the front of the team? Have you seen any performance given by her? What is it? Let’s watch the video.Later, I’d like you to talk about her.教师随后点击图片链接到视频《千手观音》，让学生观看视频。

2、激发学生讨论成功女性的事迹。教师问学生：What do you think of the dance “The Thousand-handed Goddess of Mercy”? Do you think it is easy for these dancers to give such an amazing performance? Why is it difficult? 如果学生对这些舞蹈演员的残疾情况不了解，教师则做简要介绍，引导学生讨论：What do you think of Tai Lihua? Is she a woman of achievement? Was it hard for her to learn to dance? Why? Do you know any other women of achievement? 学生讨论后，教师介入：On page one of your textbook, there are some introductions to six women（见左图幻灯片1）and I’d like you to read them quickly, work in pairs and then tell me which of these women you think is great.Give your reasons for your choice.此时教师巡视班级，并给予阅读有困难的学生必要的帮助。

3． 学生讨论并概括有成就的女性的优秀品质。学生浏览完教材Warming Up中六位杰出女性的简介后，教师引导学生讨论并概括有伟大成就的女性的优秀品质。学生概括好后，教师引导学生小结描述有成就的女性的一些形容词（见幻灯片2）。

【设计说明】使学生通过观看舞蹈《千手观音》、讨论著名舞蹈演员邰丽华的事迹和快 速阅读教材第一页六位女伟人的简介，讨论概括出“有成就的女性所有的优秀品质”，提高学生对女性的社会角色的正确认识，培养学生勇于战胜学习和生活中的困难的自信心。Step2 Pre-reading

课件展示幻灯片3，再次让学生学习Jane Goodall的简介文本信息，通过教师设问过渡到观看第2个视频，使学生从视频资源中获取有关Jane Goodall的研究活动和有关黑猩猩的信息，进入课文预读。在播放视频前教师设问：Do you know anything about the life of chimps? Will you go to the forests to study it instead of going to university? Step3 Reading for information 1.Skimming for the main idea.(略读)

略读就是以尽可能快的速度进行阅读。让学生快速浏览文章，回答以下3个问题： 1)Who is the protector?)What animals’ life was she studying?

3)Where was she studying it, in the forest, or in a university? 2.Scanning for details(寻读)

在学生细读完阅读材料后，让学生寻找有关Jane Goodall和她研究黑猩猩所发现的细节内容。此教学过程通过学生个体细读后，采用小组合作、学生互问互答的方式填满两个表 格。

【设计说明】通过略读学生初步掌握文章整体后，学生再进行寻读，捕捉具体信息细节，加深对文章的理解。寻读是快速阅读的另外一种方式，它要求教师设计好需要查找的信息和具体的事实。利用小组互问互答的方式培养学生的获取信息、发现问题、分析问题、解决问题、用英语交流和与人合作的能力。Step 4 Reading for comprehension

本过程主要采用回答问题的形式，让学生带着问题去浏览文本信息，从阅读文本材料中迅速找到这些特定的信息和具体的事实。在这教学环节中，本人设计了6个问题（详见左幻灯片图示）。

【设计说明】阅读理解能力的素质主要体现在两个方面:一是快速阅读,二是准确理解。两者缺一不可。因此，在此过程中，教师设计一些帮助学生深刻把握课文要旨（message）的问题。Step 5 Consolidation

在这个教学环节中，本人设计了讨论、采访和辩论一共3个任务活动。活动1：深化阅读的2个问题的讨论。

1)What problems might she have while working in the forest?

2)What do you think of her? Give examples to support what you think.活动2：学生扮演Jane Goodall展开面对面的访谈。课件显示下列关键词： born in London in 1934

study chimps at Gombe, East Africa get help from mother, teammates...study by observing, recording have a hard life for many years

understand, respect, discover„, achieve„ 活动3：利用所学课文信息内容的辩论活动。

教师把学生分成男女生两组围绕Women are able to do more than men.和Women aren’t able to do more than men.展开辩论。此过程是教材内容的升华，预计为课堂的高潮部分。【设计说明】学生通过阅读获得了信息的输入，而运用所输入的信息来完成某项有实际意义的任务是巩固其阅读效果，内化其学习内容，进行德育渗透，学生通过讨论、采访和辩论，进一步理解Jane Goodall的工作重要性及其优秀的品质，唤起同学们理解动物、尊重动物和保护动物的意识，进而增强学生们，尤其是女学生们克服学习和生活上面对困难的勇气和信心,以鼓励和激发他们的创造性。

课堂讨论和复述课文是训练学生运用所输入的信息进行信息加工和信息输出的一个重要环节，采用讨论、辩论、采访等小组合作学习的方法对学生进行复述课文和延伸课文的训练，既能帮助学生深入理解课文，掌握课文的要点，又能提高学生的口头表达能力和合作能力，同时为提高学生英语书写的能力打下基础。Step 6 Homework

Watch a video and write a letter to those parents who prefer boys to treat girls equally by telling them some stories of some women of achievement.教学反思

于中国传统观念的影响，有一部分世代居住在农村的父母有抛弃或虐待女婴的现象，要求学生看完视频新闻报道后，写一封信给这些不喜欢女孩的家长，劝说他们公平对待女孩，信中要有成功女性的事例描述，使家长们看了这些成功女性的事迹改变他们的落后的观念，公平地对待女孩。不仅如此，也要让学生树立正确的性别观，人生观。