2023年高一英語Unit4說課稿教案設(shè)計

高一英語Unit4說課稿教案設(shè)計以下是我為大家整理的關(guān)于《高一英語Unit4說課稿教案設(shè)計》的文章，供大家學(xué)習(xí)參考！

一．教學(xué)目標(biāo)理論依據(jù)：《新課程標(biāo)準(zhǔn)》（試驗(yàn)稿）依據(jù)《新課程標(biāo)準(zhǔn)》（試驗(yàn)稿）關(guān)于總目標(biāo)的定位及其實(shí)現(xiàn)途徑和目標(biāo)詳細(xì)描述，結(jié)合高一同學(xué)實(shí)際和教材內(nèi)容，我們把本單元的教學(xué)目標(biāo)定為：1）語言學(xué)問：單詞：理解、內(nèi)化、運(yùn)用以下生詞：seismograph;iceberg;KingTut;//roar;fright;crack;//bookworm;couchpotato;workaholic;//Buddha;agent等，掃除聽讀障礙，重點(diǎn)把握一些傳神動詞：advance;seize;sweep;swallow;drag;pull;flow;shake;strike;struggle等。詞組：getonone’sfeet;treeaftertree語法：復(fù)習(xí)和運(yùn)用定語從句用于描述人、物及大事。2）語言技能：聽：聽懂一個關(guān)于不幸經(jīng)受的小故事，抓住時間、地點(diǎn)、人物、發(fā)生的大事說：能用得體語言描述人、物、大事，并且有肯定的規(guī)律。讀：Scanning,skimming,carefulreading,generalization;inference等閱讀微技能訓(xùn)練。寫：能運(yùn)用First,Next,Then,Finally簡要且富有規(guī)律地描寫自己的一次難忘經(jīng)受。3）學(xué)習(xí)策略：同學(xué)肯定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維力量。4）情感態(tài)度：同學(xué)能在多種英語學(xué)習(xí)情景中共享自己的幸與不幸，體驗(yàn)用英語溝通的勝利與喜悅，以及培育合作精神、互助精神。二．教學(xué)重點(diǎn)和難點(diǎn)：重點(diǎn)：1.課文中消失的重要動詞,如:advance,seize,sweep,swallow,strike,struggle,drag,flow,shake,及詞組getonone’sfeet,pulloneself,treeaftertreeetc.2.用關(guān)系代詞who,that,whom,whose等引導(dǎo)的定語從句.3.用副詞first,next,then,finally來描述一場難忘的經(jīng)受.難點(diǎn):能用得體的英語表達(dá)自己，描述過去的難忘經(jīng)受。三.教學(xué)方法依據(jù)我們幾年來二語習(xí)得論、“整體語言教學(xué)”的理論和實(shí)踐，以及當(dāng)前教學(xué)改革，課程改革等先進(jìn)理念，為達(dá)成上述教學(xué)目標(biāo)，運(yùn)用任務(wù)型教學(xué)途徑，我們英語課堂設(shè)計實(shí)行“PTP”自主學(xué)習(xí)立體模式：（Pre-taskTask-cyclePost-task）。四.教學(xué)支配依據(jù)同學(xué)學(xué)習(xí)英語的特點(diǎn)和規(guī)律，學(xué)習(xí)階段的側(cè)重點(diǎn)以及高一同學(xué)的進(jìn)展，我們把本單元劃分為6課時：聽力、口語、閱讀（2課時）、語言（0.5課時）、寫作、評價（0.5課時）。下面請看我們的課堂教學(xué)設(shè)計。PeriodIwarmingupandlisteningⅠ、教材內(nèi)容及教學(xué)目標(biāo)本課處于本單元的第一課時,主要訓(xùn)練和提高同學(xué)‘聽’的技能,它的把握有利于以下幾課的‘說’、‘讀’和‘寫’的技能訓(xùn)練,并作了一個很好的鋪墊．本課的聽力材料由兩部分組成，主要敘述HankStram在地震前所做、地震中所見、所聞和所感的令人難忘的經(jīng)受。通過完成練習(xí)，同學(xué)能抓住宅聽語段中的關(guān)鍵詞、理解話語之間的規(guī)律關(guān)系、聽懂故事、理解其中主要人物和大事以及他們之間的關(guān)系等。而且同學(xué)能把握較好的聽力方法，如樂觀猜測、留意抓關(guān)鍵詞、擅長跳動難點(diǎn)、學(xué)會做筆記等等。通過本課學(xué)習(xí)同學(xué)能復(fù)習(xí)定語從句以及學(xué)會正確使用指人或物的關(guān)系代詞．Ⅱ、教學(xué)設(shè)計A.Warmingup:Task1Matchingcompetition(groupwork)ColumnAColumnB1、FuJianProvincea、acartoonmaker2、SanFranciscob、theelectriclamp3、AlexanderBellc、thefirsttelephone4、ThomasEdisond、earthquake5、AlbertEinsteine、typhoon6、WaltDisneyf、theTheoryofRelativityQuestion:Whydoyouthinkso?Task2:Lookingatthefollowingpictures,findouttheanswerstothequestions:1)Doyouknowwhoorwhattheyare?2)Whatmadethemunforgettable?3)Canyoudescribeeachpictureusingonesentence(withthehelpofthewordsunderthepicture)Task3:LetthestudentsdescribeeachpicturewithAttributiveClause.eg:ZhangHengisthemanwhomadetheearliestseismographin132.B.Pre-listeningTask１:Beforelistening,lettheSsguessthepossibleanswerstothefollowingquestionsaccordingtothesituation:(groupwork)1)Whendidtheearthquakehappen?2)Wherewasthemandrivingwhenithappen?3)Whatwashegoingtodo?Listening(Part1):Task2:Listeningtothetapetogetthecorrectanswerstotheabovequestions.(forthefirsttime)Task3:Listeningtothetapetoputthefollowingintotherightorder.()1.Istoppedthecarandatthesametimetheroadfellontothecarsinfrontofme.()2.IwashungrysoIstartedtoeatone.()3.Isawthecarsinfrontofmestarttomovefromsidetoside.()4.IhadfinishedworkandthengonetothePostOffice.()5.Isloweddown,thenmycarstartedtoshake.()6.Istoppedoffatashopinordertogetsomefreshfruit.()7.Idroveevenslower,thentheroadabovestartedtofalldown.Task4:LettingtheSslistentothetapeagain,thentrytoretellthestorysimply,usingtheirownwords.Task5:Discussion(Groupwork)WhatwouldhappentoHankStramfinally?Listening(Part2)Task1:Listeningtothesecondparttochoosethebestchoices(forthefirsttime)1.Whichpartofhisbodyhurtbadly?(C)A.ThebottompartsofhislegsB.Thebottompartsofhishands.C.Thebottompartsofhislegsandfeet.2.Whatcouldhehearbelowhim?(B)A.NothingB.ShoutsandnoiseC.Thenoiseofcars3.Howlonghadhebeeninthecar?(A)A.14hoursB.40hoursC.4hoursTask2:Listeningtothetapeagaintowritethewordsinthespaces.1.I________myselfinthedark.2.ThenIrememberedwhat______.3.ItwascleartomenowthatI______inanearthquake.4.ThenI________people________towardsme.5.Ateamofpeople______toseeifanyone_____underthebrokenroad.C.Post-listening:Task3:DiscussionWhatmadehimsurviveinsuchaterribleaccident?Period2SpeakingⅠ、教材內(nèi)容及教學(xué)目標(biāo)本課著重培育同學(xué)‘說’的技能,通過復(fù)習(xí)、同學(xué)自我介紹、解說圖片、自編對話等手段來鞏固定語從句中指人的關(guān)系代詞whoorwhose的用法，達(dá)到能有條理地描述個人體驗(yàn)和表達(dá)個人的見解和想象、能傳遞信息并就熟識的話題表達(dá)看法、能用英語進(jìn)行語言實(shí)踐活動。它的把握是一個很好的過渡階段―――進(jìn)入‘讀’和‘寫’的技能訓(xùn)練．Ⅱ、教學(xué)設(shè)計Pre-task:活躍同學(xué)用英語溝通的思維,通過復(fù)習(xí)引出本課的重點(diǎn)定語從句中指人的關(guān)系代詞whoorwhose的用法。Activity1.RevisionTask:TalkingaboutHankStramandhisunforgettableexperience.AsksomeSssomequestionsaboutHankStramandhisunforgettableexperiencefirst,thenwritedowntwosentencesontheBb:1.AmanwhosenamewasHankStramwascaughtintheearthquakeonOctober17th,1989inSanFrancisco.2.HankStramwasaluckymanwhowasrescuedafterhehadbeeninhiscarfor14hours.Purpose:１、活躍同學(xué)用英語溝通的思維。２、通過復(fù)習(xí)引出本課的重點(diǎn)定語從句中指人的關(guān)系代詞whoorwhose的用法。Activity2ChainGames(Groupwork)Task:IntroductionGuessAstheSsdon’tknoweachotherverywellinthesameclasswhenlearningthisunit,letoneofthegroupintroduceothersinhisgrouptolettheothergroupstoguess,theintroductionmustbeasentence,usingtheAttributiveClause—whoorwhose(GameRule:Eachintroductionwillonlybeguessedonce,ifnoonegettheanswer,theintroducershoulddeclarethestudent’sname.)Purpose:1、用嬉戲的形式能刺激同學(xué)用英語進(jìn)行語言實(shí)踐活動。2、活躍課堂氣氛，真正發(fā)揮同學(xué)的主體作用。Task-cycle:通過看圖說話，學(xué)會正確使用定語從句。Activity1.Describingthepictures(groupwork)Task1:DescribingthepicturesinthebookPictrue1、Picture5、Picture6、Picture3(groupleadersreport,usingwhoorwhose)Task2:Describingsomepicturesaboutthenaturaldisasters,suchasFire、Earthquake、TyphoonandFlood.(Intask1,afterthestudentfinishtalkingaboutPicture3Betty’sparentshavebeenmarriedformorethan25yearswholiveinNewYork,theirhobbyiswatchingTV.TheteacherasktheSs:“Doyouwanttoknowwhattheyliketowatchbest?”Thenpresentthepicturesaboutthenaturaldisasters.)Purpose:１、培育同學(xué)樂觀用英語進(jìn)行溝通和溝通,發(fā)揮合作精神。２、培育同學(xué)看圖說話的力量，從而提高‘說’的技能。Activity2.Creatingdialogues(pairwork)Task:Eachpairchoosetwoofthepicturesandcreatetheirowndialogues.（usingatleastoneAttributiveClause）Purpose:１、培育同學(xué)擅長利用各種機(jī)會用英語進(jìn)行真實(shí)交際。２、增加同學(xué)的自信念，豐富想象力和獨(dú)到的見解。３、了解英語國家與中國的生活方式的不同。Activity3.EnjoyingthevideoThisvideoisaboutthemostterribledisasterthisyearSARS,somedoctorsaretreatingpatients,strugglingagainstSARS)Task1:Toenjoythevideo,findingoutsomethingthatmovedyoudeeply.Purpose:1、能傳遞信息并就熟識的話題表達(dá)看法2、能有條理地表達(dá)個人的見解和想象,從而提高‘說’的技能.Task2:Interviewinggroupwork(supposeoneisthedoctor,theothersaregoingtointerviewhim)Purpose:1、能用英語進(jìn)行語言實(shí)踐活動。2、能用恰當(dāng)?shù)姆绞皆谔囟▓龊现斜磉_(dá)觀點(diǎn)，從而使‘說’的技能的訓(xùn)練進(jìn)一步提升。Post-task:評價同學(xué)課堂表現(xiàn)，同學(xué)表演對話Activity:ActoutdialoguesPeriod3awar;amatch;aspeech;afilm;afamousperson;atalkwithsomebody;atrip;etc.(目的：承上啟下，激發(fā)寫作情境)Aaroundourcountry.Forme,goingonatripisreallyunforgettablebecauseitisexcitingandtherearealottoseeinourmotherland.Lookatthepicturesandguesswhereitis.Beijing;*TheGreatWall;*MountHuangshan*MountainEmei;*HainangSeaside;etc.(Orlocalplacesofinterests.)（目的：為閱讀做預(yù)備；觀賞漂亮河山，激發(fā)寫作欲望；）Activity3.AtriptoSichuanDuringthefirstweekofMay,thethreeboyswentonaholidaytoSichuan.Readandfindwhatmadethewriterunforgettable.(BuddhainLeshan;MonkeysonMountEmei.)Readagainandanswerthefollowingquestions:1.WhydidtheychoosetogotoLeshanandEmei?2.Howdidtheygettothetopofthemountains?3.Whatdidtheydobeforethetrip?(First,Next)4.WhatdidtheyseeanddoonLeshan?5.WhatdidtheyseeanddoonMountEmei?Pairwork:RetellthetriptoSichuan,withthehelpofthefollowing:DuringthefirstweekofMayIwentonaholidaytoSichuan.First….Next….Thenextday…LeshanThenextmorning…EmeiFinally…(目的：可理解的輸入為寫作做語言上的預(yù)備)Task-cycle：M-M-Cpractice①mechanicalpractice（同學(xué)活動：朗讀；找詞；找句型）Findthesentencewiththefollowingmeaning:1)我找出一些成都四周名勝的照片。2)我接著打電話給一旅行社，我在報紙上發(fā)覺它的號碼。

3)我們帶了幾瓶水，一些蘋果和橘子，裝入我的包里。4)我們先去樂山，在那里我們始終爬到山頂看佛像。②meaningfulpractice（同學(xué)活動：仿照性造句；仿寫作文）圍繞Unforgettabletrip主題用which;whose;where等造句。③communicativepractice（同學(xué)活動：回答問題；連句成文；潤色）1.First,studentsquicklywritedown20shortsentencesabouttheirtrip,withthehelpofquestionsinthetext.2.Next,studentstrytoputthesentencesinorder,using“First,Next,Then,Finally”3.Then,studentswritethestory,usinglinkingwordsandrelativepronouns.Post-task：作文展現(xiàn)、溝通評價（同伴評價，課堂集體評價，老師評價）同伴評價實(shí)際上是合作形學(xué)習(xí)的一種形式，其重要理論基礎(chǔ)就是考卡夫（Kafka,K）最早提出的“群體動力理論”（groupdynamics）。四、教學(xué)評價通過評價，使同學(xué)在英語課程的學(xué)習(xí)過程中不斷體驗(yàn)進(jìn)步與勝利、熟悉自我、建立自信、調(diào)整學(xué)習(xí)策略，促進(jìn)同學(xué)綜合語言支用力量的進(jìn)展。評價也能使老師獲得英語教學(xué)的反饋信息，對自己的教學(xué)行為進(jìn)行反思和適當(dāng)調(diào)整。為此，本單元的評價包括以下幾項(xiàng)：１、把閱讀格式卡存入同學(xué)學(xué)習(xí)檔案夾：閱讀格式卡Date：

Unit()Lesson()Generalidea：Contents：Comment：２、形成性評價３、單元終結(jié)性評價Ⅰ.Multiplechoice1.—AshipmakesmeunforgettableafterIsawafamousmovie.—Doyoumeantheship,Titanic,______sankafterhittinganiceberg?A.whoB.whichC.whoseD.where2.—DoyouknowZhangHeng?—Ishetheman_______madetheearliestseismographin132?A.whoB.heC.whoseD.which3.Flora,_______gardenwasswallowedbytheflood,wascrying.A.whoB.thatC.whoseD.where4.OnthetopofLeshan,thereisareallybigBuddha,infront________WeiBintookphotosofus.A.itsB.onwhichC.fromwhichD.ofwhich

5.—Threeyoungschoolboyswere______bythewaterwhenswimmingonahotafternoon!—Whatabadaccident!A.swallowedB.sweptC.gotD.caught6.Thelamplight______outthroughtheheavyfog,whichgavetravelersalightofhope.A.struggledB.draggedC.turnedD.found7.OnOctober17th,1989astrongearthquake_____SanFranciscoandkilledover100people.A.advancedB.tookplaceC.struckD.seized8.Look,thebabylion,whichwasjustborntwodaysago,istryingto______itsfeet.A.getonB.getontoC.getupD.getin9.Trees______badlyduringtheterriblestorm.A.pulledB.shookC.destroyedD.flowed10.Treeaftertreewas______bythewater,whichmusthavebeenthreemetres.A.cutupB.cutdownC.cutoffD.cutinⅡ.ClozetestWhatanunforgettableday!AtthemomentFlorawassosurprisedatthebig_11_ofwaterwhichwasadvancingquicklytowardsherinhergardenthatshecouldn’tmove.Jeffrushedtoseizeherarmandtheyrantogethertothehouse._12theygottothehouse,thewaves_13_themdowntwice.JeffpulledFloraupwithalotofdifficulty,_14_ontoatreethatgrewagainstthewall.Thewater,_15_wascoldasiceandflowedfasterthanariver,wasaboveherknees.Theylookedintoeachother’sfaces,_16_.Thechanceofbeingrescuedwasslim.Theyopenedthedoortothehallandgotthechancetoclimb_17_tothesecondfloor.Thewatermoveduplikeasea.Florastartedcrying.Thehousewouldfalldown!Theyhadtofindthe18_becauseitwouldstand.Jefflookedoutofthewindow.Treeaftertree_19_.Thegardenwascompletelydestroyed,sweptawaybythewildwater.Aterriblenoisewentthroughthehouse.Beforethewholehousewentdowninthe_20_,theysawthechimney.11.A.groupB.collectionC.massD.crowd12.A.BeforeB.AfterC.UntilD.Once13.A.cutB.sweptC.pulledD.went14.A.cracking