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2019人教版高一年级英语必修一教案

时间:2019-09-18

【导语】学习是一个坚持不懈的过程,走走停停便难有成就。比如烧开水,在烧到80度是停下来,等水冷了又烧,没烧开又停,如此周而复始,又费精力又费电,很难喝到水。学习也是一样,学任何一门功课,都不能只有三分钟热度,而要一鼓作气,天天坚持,久而久之,不论是状元还是伊人,都会向你招手。高一频道为正在努力学习的你整理了《2018人教版高一年级英语必修一教案》,希望对你有帮助!

【一】

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 Exx1-3

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

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

  2 .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

  课后反思:总体感觉上,本节课上得比较成功,心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解,而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一,句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。

【二】

一、教学内容 Pre-reading; Reading; Comprehending

  二、教学目标

  在本节课结束时,学生能够

  l 认识节日的分类以及节日对人们生活的影响,从更深入的层面理解各国节日的意义。

  l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容,获取阅读文章中的关键信息。

  l 根据上下文,理解本课的生词、词组,如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。

  三、教学步骤

  步骤一 略读(skimming)

  1.学生看Reading中的图片和标题,两人一组讨论阅读材料中将介绍什么信息,完成Pre-reading的练习2。鼓励学生在班内发表个人的见解。

  2.老师指导学生快速浏览文章中的小标题和每个自然段的首句,了解文章大意,即不同的节日或庆典类型代表着不同的含义,有些是纪念死者的,有些是纪念着名人士的,有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。

  教学意图:快速浏览图片、标题信息、文章中的小标题和每个自然段的首句进行略读,可以使学生在较短时间内准确地找到文章的基本信息。

  步骤二 找读(scanning)

  1.老师先让学生看“理解”中的练习1,了解节日的分类,老师可做必要的解释。

  教学意图:学生在把握了节日的分类后,他们在完成下列各环节时更有针对性。

  2.让学生带着练习1中的任务通读一遍课文,重点阅读和练习有关的内容,快速找出练习所要求的基本信息。

  教学意图:通过找读,学生带着任务就可以快速获得练习1所要求的关键信息。

  3. 在老师的指导下,全班合作填写练习1表格中的第一行。然后,老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后,老师作点评。

  教学意图:学生在第一环节中完成了节日的分类、第二环节中找到了练习1中的关键信息后,学生在本环节进一步整合信息,完成练习1表格的填写。

  步骤三 细读(careful reading)

  1. 学生仔细阅读课文,独立完成Comprehending中练习2的问题1~3,然后请几个学生回答,最后全班核对答案。

  教学意图:练习2中的问题1~3较4~5简单,通过细读全文,学生能够独立作答。

  问题1~3的参考答案:

  1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

  2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

  3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.

  2. 学生4人一组讨论问题4~5,然后每组选出一名代表,汇报讨论结果,最后老师给予指导并得出尽可能一致的意见。

  教学意图:问题4~5是开放性的问题,通过讨论,学生可以根据文章的线索进行推理,根据已有的知识和经验得出问题的答案。在汇报中,学生就能够分享彼此的成果。

  问题4~5参考答案:

  1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.

  2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs.

  步骤四 归纳内容、对比

  完成练习3~4的深层次的阅读理解任务:

  老师要求学生探讨课文的整体结构和细节,从每个自然段中找出练习所需的具体的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法,完成表格其它行的填写。在老师帮助下全班同学一起核对答案,力争取得较一致的意见。

  教学意图:通过本环节的学习,学生能够体验归纳、总结、对比的学习过程,同时,为完成后续的写作任务做铺垫。

  步骤五 解决阅读中学生遇到的困难

  老师要求学生朗读课文。然后4人一组根据上下文讨论在阅读中遇到的难以理解的单词和词组,如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等,先是组内探讨解决,组内解决不了的,老师给予帮助。

  教学意图:解决阅读中的障碍,培养学生根据上下文进行猜词的能力。

  步骤六 归纳整理、复述课文

  1. 老师事先用投影呈现出本课信息图,学生在老师的引导下,共同完成信息图中的信息填写,选一名学生填写投影中的信息图(可用词或短语)。然后学生根据“信息图”用自己的话复述课文:

  教学意图:教学生如何处理和加工信息,检查学生对课文中的主要信息、事实、情节要点等是否清楚,训练学生灵活运用所学语言表达自己的思想。

  步骤七 作业

  让学生把复述的内容写成短文。

  教学意图:进一步加强学生对课文中主要内容的掌握,培养学生写summary的技巧。

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