人教版英语必修一unit5教案

2024-05-09

人教版英语必修一unit5教案（共7篇）

人教版英语必修一unit5教案篇1

Teaching plan of unit 5

Teaching aims: 1.Topic

The qualities of a great person;The lives of some great people.2.Useful words and expressions: hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.)

criminal leader president sentence(v.)sincerely

lose heart

in trouble

worry about

out of work

Youth League

as a matter of fact

blow up

put… in prison

come to power

set up

be sentenced to 3.Functional items: A.Giving opinions: Why do you think so? What do you think of …? What’s your opinion? I agree/ don’t agree.I think/don’t think….I prefer….In my opinion….I’m afraid…

B.Making comments:

Good idea!

That’s an excellent idea.4.Structures The attributive clause(II)由where, when, why, 介词+ which, 介词+ when 引导的定语从句。The school where I studied only two years was three kilometers away.This was a time when you had got to have a passbook to live in Johannesburg.The reason why I got a job was because of my hard work.…we were put in a position in which we had either to accept we were less important, or fight the Government.The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.Teaching procedures

(Reading)Step 1.Warming up 1.Ask Ss some questions: What are the qualities you should find in a great person? Who do you think is a great person? What qualities do you have? 2.Ss finish the chart on page 33.Step 2.Pre-reading 1.Show Ss some pictures about some famous people and let them discuss who are great people.2.Ask Ss to tell why they are important persons or great people.Step 3.While-reading 1.First listening: Ss read the text and finish comprehending 1 on page 35.2.Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.1940______________

1942 ______________ 1944 ______________

1946 ______________ 1948 ______________

1950 _______________ 1952 ______________

1954 _______________ 3.Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.Suggested answers: Part I paragraph 1-2

The life of Elias’ before he met Nelson Mandela.Part II paragraph 3-5

The change of Elias’ life after he met Nelson Mandela and what Mandela did.Step 4.After-reading Ss discuss:

How the ANC Youth League fights the Government? What can we learn from the text about Nelson Mandela?

Step 5.Extensive reading Get the Ss to learn more about Nelson Mandela.Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions: 1.When did Elias lose his job? 2.Does Elias like his present work?

Homework

1.Recite the key sentences in the text.2.Retell the text.

人教版英语必修一unit5教案篇2

根据《英语新课程标准》的指导思想和英语课程改革的精神, 英语教学的主要任务之一是培养学生对英语的兴趣, 引导学生主动学习英语, 从课堂上汲取更多的知识, 提高他们对英语的运用能力。新课程倡导“以学生为本”的教学模式, 笔者设计的这堂课注重对学生兴趣的培养, 从学生的认知水平出发, 设计学生参与性强的活动, 提高学生在课堂上对英语的运用能力。同时, 根据交际英语的理论指导, 笔者设计小组合作活动, 培养学生之间的英语交流合作能力, 加强其团队合作精神, 从而全面提高他们对英语的掌握及运用能力。

二、教材分析

本堂课是根据人教版高一新教材必修4第五单元Theme Park中的Warming-up和Reading扩展而来的一节课。高一新教材使用已快一年, 该教材是为了适应新形势发展的需要, 根据教育部制定的《普通高中英语课程标准 (实验) 》的精神编写的, 其指导思想明确, 内容丰富, 适应高中学生的学习兴趣, 语言真实、地道, 是一套相当好的教材。笔者所选的这节课, 以探讨主题公园为主线, 更是符合高中学生喜欢玩的一个特点, 在引起学生兴趣方面更具优势。在“热身”部分, 教材展示了不同国家的四个著名的主题公园, 把学生引入主题公园这个主题中来;然后通过“读前”的一个问题, 把学生引入到阅读文章中来。在这篇文章中, 作者不仅讲述了主题乐园与普通公园的异同以及各种类型的主题公园, 还指出了人们不仅可以在主题公园中通过娱乐使自己身心放松, 同时还可以从娱乐中获得知识和必要的体验。

对于本堂课, 笔者主要把它分为三个部分:

(一) Warming up

用一系列图片和问题对学生进行课前热身, 让学生通过对主题公园和一般公园的对比, 得出主题公园的概念。

(二) Reading

阅读分为两块, 第一块是听录音跟读, 然后设计TRUE和FALSE问题;第二块是学生自己精读, 并对文章进行分段及概括段落大意。

通过这两个活动, 让学生熟悉课文内容, 对细节进行掌握。

(三) Post-reading

通过释读题目Theme Park—Fun and More Than Fun, 明确建造主题公园的目的, 帮助学生加深对本单元主题的理解。

初中教材中描写娱乐的内容比较多, 与之相比较, 本课有一个比较大的特点, 那就是更加注重学生兴趣的培养, 行文更加流畅, 信息更加丰富, 对学生理解能力的要求更深一层, 要求学生在读的过程中不断归纳、对比。

由此可见, 《新课程标准》对本课教学内容的要求不仅仅是掌握文章中的英语语言知识和理解文章内容, 还要培养一种自我学习的能力, 体现学生为主体的课堂教学模式。

三、学情分析

笔者所带的高一年级是学校的普通班, 还是一个理科班, 男生比较多, 所以班级有一个特点, 就是理解能力不错, 但表达能力较差, 很多学生停留在“哑巴英语”阶段, 做题时能得高分, 但不愿开口说。经过将近一年的能力培训, 学生的表达能力就有所进步, 理解能力得到了进一步加强, 表达能力也有所提高。同时, 对于一小部分学生而言, 英语一直是薄弱学科, 他们对英语学习的兴趣很低, 但是本单元主题比较符合这个时期学生的兴趣, 所以对于提高这些学生的兴趣也有一定的帮助, 可以吸引更多的学生参与到学习当中来, 培养他们学习英语的兴趣, 帮助他们树立学习英语的信心。

本单元讲的是主题公园, 而笔者所带的班级一个月前刚去过凤凰山主题公园, 所以对学生来说, 主题不是很陌生。但是现在的学生普遍存在一种现象, 那就是玩的时候很会玩, 但让他们讲出来, 可能就比较难了, 再加上其中一些娱乐设施的词汇和表达有难度。因此, 笔者尽可能地设计一些简单的问题, 从学生感兴趣的说起, 把他们的积极性调动起来, 然后通过他们熟悉的图片让其记住那些词汇及表达。对于归纳、对比任务, 学生可能有困难, 他们不能准确、全面地归纳自己理解的内容, 或跟原来的知识进行对比, 因此在课堂教学过程中, 教师要多加引导, 帮助学生进行交流、合作, 最终完成任务, 使他们在合作中取得成功, 体验成就感。

四、教学目标

(一) 语言知识目标

掌握下列单词、短语:theme, amusement, various, shuttle, charge, admission, profit, souvenir, athletic, equipment, sneaker, minority, fantasy, come to life, get close to, and so on.

(二) 语言能力目标

1. 通过听读及精读, 训练学生的阅读能力;

2. 对每段大意进行概括, 培养学生的归纳能力;

3. 通过对普通公园和主题公园的对比, 培养学生的总结能力;

4. 设计小组合作任务, 培养学生的英语交流及运用能力。

(三) 德育情感目标

1. 了解主题公园的历史及作用;

2. 通过设计主题公园的活动, 培养学生的创造、想象能力。

五、重点难点

(一) 重点

1. 加强学生的阅读能力;

2. 对文章结构层次加以分析;

3. 对主题公园和普通公园加以对比及分析。

(二) 难点

1. 掌握阅读技巧, 提高理解能力;

2. 了解世界各地的主题公园。

六、教学策略与手段

(一) 任务型教学

根据制订的教学目标和教学内容, 设计一个个符合本班学生能力的任务活动, 让学生在参与活动的过程中掌握新的知识及能力。

(二) 合作教学

在课堂设计上, 部分任务为小组活动, 让学生围绕任务进行组内分工合作, 互学互助, 同时, 小组之间采取奖励措施, 鼓励学生主动来完成任务。

(三) 多媒体教学

课堂运用多媒体进行教学, 以辅助的图片及短片来极大地提高学生的学习兴趣, 同时, 多媒体可以增加信息的输入, 有利于学生对知识的获取。

七、课前准备

学生掌握新的单词, 预习课文内容, 教师收集资料, 准备课件。同时, 教师要准备好多媒体教学设施。

八、教学过程

Step 1 Greetings

T:Good morning/afternoon, boys and girls!

Ss:Good morning/afternoon, teacher!

Step 2 Warming up

Show students a picture of the park, which is near our school, and then let students discuss about the parks.While discussing, give students some questions to help them.In order to make it easy, teacher first talks about the Yang Ming Park as an example.

T:There are many famous parks in Yu Yao.Can you name some of them?

Ss:Yang Ming Park, Shun Bei Park, Lan Shu Park, and so on.

T:Yeah.I often go to Yang Ming Park, which is near our school.I think it is a good place to relax myself.I can take a walk, sit chatting with my friends, play games, and listen to the birds singing and so on.Then what about you?Have you ever been to the parks?Why do you go there?And what do you do there?

S1:Give his details.

S2:Give her details.

...

T:Now let’s see some other pictures.Do you know this park?

S1:Feng Huang Shan Theme Park.

S2:We went there some weeks before.

T:Then please compare these two parks.Tell me the differences between them.

S1:Feng Huang Shan Theme Park is much bigger than Yang Ming Park.

S2:FHS Theme Park is much more interesting than YM Park.

S3:There are more entertaining equipment in FHS Theme Park.

S4:...

S5:...

T:Okay, you are all right, and what’s more, a theme park should have a theme, which is the most important.Now let’s see more theme parks home and abroad.While looking, please tell me the theme of these parks.

T:OK, these parks all have their own themes.Besides these parks, do you know any theme parks in the world?

Ss:Happy Valley.

T:Good.Could you introduce it for us?

S1:Yeah, it’s...

S2:I know a theme park in...

T:It seems that you know many theme parks.Then do you know the history of the theme parks?Do you know which one is the oldest theme park in the world?You don’t know the answers?Never mind.Let’s read our text to find the answers.Now open your books turn to Page 33.let’s see our reading passage:THEME PARKS———FUN AND MORE THEN FUN. (Write down the title on the blackboard at the same time)

[点评]Warming up安排了大量学生熟悉的余姚的地方公园, 从学生熟悉的事情出发, 吸引他们的兴趣, 设计一些简单的问题, 通过教师举例子, 激发学生说的兴趣, 然后把余姚的阳明公园与学生几周前刚去过的凤凰山主题公园对比, 引入主题公园, 通过对世界各地主题公园的图片观赏, 激发学生对主题公园的好奇心, 从而设计问题把学生引入到阅读文章中。

Step 3 Reading

1.Fast-reading

Ask students to listen to the tape and read after it.

T:Now please listen to the tape of the text.While you are listening, please read after the tape to correct your pronunciation and intonation.At the same time, please find the main idea of this text.Now let’s begin.

(After tape playing)

T:Please look at the slide.Please choose the best main idea for this text.

What’s the main idea of the passage?

A.Theme parks are more than amusement.

B.Theme parks are places for people to amuse themselves.

C.Theme parks have a variety of things to see and do.

D.Theme parks have a certain idea.

S1:I choose A.

T:Good.Now let’s do some true or false questions to check if you have really got the main idea of the text.

(1) Traditional amusement parks often want to teach visitors something.

(2) All theme parks try to combine fun with the opportunity to learn something.

(3) Disneyland in California is the oldest theme park in the world.

(4) Theme parks are becoming more and more advanced and popular around the world.

人教版英语必修一unit5教案篇3

教学内容：梳理课文内容，体会文章的情感

教学目标：熟练掌握教材内容及梳理本单元在高考中出现的语言运用题

一、单元体制：本单元共三篇课文

《记念刘和珍君》《小狗包弟》《记梁任公先生的一次演讲》，这三篇文章从题目上看均属散文，散文是形散而神不散，神就是文章的情，形散而情聚，情感这条红线贯穿文章的始终。

1.学生有感情的朗读课文，概括文章大意，然后重点读《记念刘和珍君》的第2部分及第4部分，体会《记念刘和珍君》这篇文章当中的情感：

真的猛士，敢于直面惨淡的人生，敢于正视淋漓的鲜血。这是怎样的哀痛者和幸福者？然而造化又常常为庸人设计，以时间的流驶，来洗涤旧迹，仅使留下淡红的血色和微漠的悲哀。在这淡红的血色和微漠的悲哀中，又给人暂得偷生，维持着这似人非人的世界。我不知道这样的世界何时是一个尽头！

我在十八日早晨，才知道上午有群众向执政府请愿的事;下午便得到噩耗，说卫队居然开枪，死伤至数百人，而刘和珍君即在遇害者之列。但我对于这些传说，竟至于颇为怀疑。我向来是不惮以最坏的恶意，来推测中国人的，然而我还不料，也不信竟会下劣凶残到这地步。况且始终微笑着的和蔼的刘和珍君，更何至于无端在府门前喋血呢？

然而即日证明是事实了，作证的便是她自己的尸骸。还有一具，是杨德群君的。而且又证明着这不但是杀害，简直是虐杀，因为身体上还有棍棒的伤痕。

但段政府就有令，说她们是“暴徒”！

但接着就有流言，说她们是受人利用的。

惨象，已使我目不忍视了;流言，尤使我耳不忍闻。我还有什么话可说呢？我懂得衰亡民族之所以默无声息的缘由了。沉默呵，沉默呵！不在沉默中爆发，就在沉默中灭亡。

学生自主探究情感，老师根据学生探究的结果板书：

2.学生有感情的朗读小狗包弟，概括文章大意，然后探究情感，老师根据学生探究的结果板书：

3.学生有感情的自由朗读《记梁任公先生的一次演讲》，体会其中蕴含了什么思想情感，学生自主探究，交流，教师汇总：

二、链接高考：在考场中出现的与本单元相关的语言运用题

1.（教师投影，学生欣赏）为刘和珍写一则颁奖词（4分）

刘和珍——在黑暗的时代中，你没有沉论;在严酷的高压下，你没有沉默;在枪弹的攒射中，你依然前行。虑及民族存亡，你黯然泣下，为了国家复兴，你奋然前行。你如流星刹那间闪过，却爆发出夺目的光茫。

2.教师再投影课本中其他几个人物的颁奖词，学生欣赏

易水清寒，夺人心魄，因为它知道自己送走的是一个真正的英雄。你的勇气砥砺了你手中的匕首，你手中的匕首又将你的名字刻在了历史的丰碑上。太子丹的邀请只是你义无反顾的契机，真正让你勇者无惧的是你心中的信仰;为国为民，才是侠之大者！（荆轲）

千军万马，战火纷飞，你是未能加冕的帝王;爱恨情仇，尔虞我诈，你是未能立业的英雄。但你的霸气是许多帝王所不及的，你的豪情是许多英雄所缺少的。霸王不成霸业却一样名垂千古。（项羽）

含垢忍辱，你用顽强之志铸就了史家之绝唱;废寝忘食，你用赤诚之心完成了无韵之离骚。一部《史记》，讲述着一个史学家应有的良知;一部《史记》，见证了一个史学家对历史的忠贞;一部《史记》，记载的不仅仅是历史，更是我们民族坚强不屈的精神。（司马迁）

3.请同学们根据以上的几个人物颁奖词，思考：究竟应该怎样写颁奖词？颁奖词的写作

4.教师再读一则颁奖词，让学生猜写的是谁，进一步体会上面的写作方法

当命运的绳索无情地缚住了双臂，当别人的目光叹息生命的悲哀，他依然固执地为梦想插上翅膀，用双脚在琴键上写下了“相信自己”，那变幻的旋律，正是他努力飞翔的轨迹。（刘伟）

三、作业：请大家尝试为霍金写一则颁奖词

人教版英语必修一第二单元教案篇4

Parts1-4)Teacher shows answers on the screen.T: Please look at the screen and check your answer.Do you have any question? S: Are “such as” and “for example” the same? T: OK.I’ll give you two examples:

1.He knows five languages, such as Russian, French and Spanish.2.The differences in the spoken language are greater.For example, Americans say dance [dæns], and in southern England they say [dæns].Students ask any questions and teacher explains to them in class.Step II warming up Arouse the students’ interest in reading.Let the students know of world English.T: So much for the words.Can you name some countries in which English is spoken? Ss: Of course.America, Britain, Canada, Australia…

Teacher writes American, British, Canadian, and Australian on the blackboard.Then add English to these words.T: Are these Englishes the same? S1: I think they are the same.They are all called English.S2: I don’t think so.As I know BE and AE are different in spelling, pronunciation and so on.T: Well, turn to page 9.Read the Warming Up.Please answer the questions below.Ss:(scanning)There is more than one kind of English.T: Please go on reading and try to tell AE words from BE words below.After reading, the students give their answers.T: Who will show your answer? S: I think “mum, in a team, rubber, petrol” are BE words.And “mom, on a team, eraser, gas” are AE words.T: Can you give them a name? Ss: World English.T: Very good.Step III Pre-reading Activate the students’ background knowledge of English.T: From Warming Up we know many people speak English in the world.How many people speak English and why do so many people speak English? Please discuss with your partners and answer the questions.A few minutes later.Sa: Maybe 1000 million people speak English today.Because many countries were colonies of England, so English is spoken as a first or second language in many countries.Sb: We can’t get the exact number.More and more people begin to learn English because English is the working language in the United Nations.Everywhere children go to school to learn English.T: Excellent!About 1500 million people speak English as their first, second or foreign language.But they don’t speak the same kind of English.Step IV Reading

Get the students to know the history of English and help the students to form a good habit of reading.Point to the blackboard.T: how did different kinds of English come about? Please read the test “The Road to Modern English” quickly and pick out the answer.Students read quickly to find the answer.T: Any volunteer to answer the question? S: I will.English has changed over time.All languages change when cultures communicate with one anther.T: Any different ideas? Well, you all have the same answer.Task 1: Reading and choose correct answers.T: Turn to page 10.Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer.A few minutes later.T: Now who would like to tell us your answer? Any volunteer? 1 A 2 D 3 C 4 D 5 B

人教版英语必修一unit5教案篇5

赖菲菲

2015120101 Background information: Students:40 senior high school students, Grade 1.Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective: By the end of this lesson, students will

人教版英语必修一unit5教案篇6

Pre-class task: 1.Copy and preview new vocabulary of Unit 5.

2. In groups, find out the information about six men :Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong (nationality, career, important events, etc.)

Step 1 Word competition

Part 1: Each group get 5 words to read. Ten points for each.

Group A : hero, accept, period, equal, violence

Group B: peaceful, terror, leader, continue, position

Group C: prison, degree, reward, active, educated

Group D: advise, blanket, youth, principle, quality

Part 2: The quickest to read out the word correctly can get 20 points for his/ her group, but if the answer is wrong,

10 points will be lost. And the students in other groups have a chance to try.

invader, republic, nationalism, livelihood, cruelty, criminal, president, sincerely, Nelson Mandela, William Tyndale, Bible, Gandhi, Elias

Part 3: Ss in any group can participate it. The quickest who gives the correct Chinese/ English meaning of each phrase will get extra 10 points. The wrongs won’t lose points.

lose heart, in trouble, out of work, Youth League, blow up, as a matter of fact, put…in prison, come to power

Step 2 Warming up

1. Get Ss to name some great people.

2. T shows some great people’s pictures.

3. Get Ss to discuss what qualities a great person should have.

(smart, modest, unselfish, warm-hearted, confident, determined, active, honest, brave, persistent,

As a great person,

Should he/she help others?

Should he/she get on well with others?

Should he/she be willing to do public service?

Should he/she be active in society activities?

Should he/she never lose heart when he/she is in great trouble?

(As a great person, he/she should help others, get on well with others, be willing to do public service, be active in society activities and never lose heart when he/she is in great trouble and so on..)

4. Get Ss to decide “What kind of person are you? Do you have the qualities to be a great person?” by finishing the questionnaire on P33.

Step 3 Pre-reading

1. Get Ss to present some information about six men (Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong)

2. Get Ss to discuss “Are they great people? Why?”

4. Go through the information about six men on P33-34.

Step 4 Talking (on P69)

Step 5 Homework

1. Review new words and expressions of Unit 5, and get ready for the dictation.

2. Do SB P35-36 Ex. 1. 2.

3. “中华一题”Section I

4. “English Weekly” Reading Comprehension A

Period 2

Step 1 Dictation (10 words)

Step 2 Homework checking

Step 3 Introduction and lead-in

Re-talk about Nelson Mandela.

Step 4 Reading comprehension

Read the text

1st time: Read the text while listening to the tape and get the general idea of the passage

Q: How many parts can we divide the text into? What’s the main idea of each part?

Part 1 (Para 1-2): The life of Elias before he met Nelson Mandela.

Part 2 (Para3-5): The change of Elias’ life after he met Nelson Mandela and what Mandela did.

2nd time: Read the text again carefully to obtain some details.

Finish Ex 1,2 on P35.

( Ex1: true 2,4

Ex2: 1940 He was born.

1946 He began school.

1948 He left school.

1952 Nelson Mandela opened his law firm.)

Step 5 Discussion

Pair work, discuss

1. How the ANC Youth League fights the government?

2. What can we learn from the text about Nelson Mandela?

(1. At first, the ANC Youth League fought against the government in a peaceful way. But when they failed, they began to use violence.

(2. From the text, we can learn from Mandela the qualities of bravery, persistence, kindness and determination.)

Step 6 Extensive reading

Get Ss to learn more about Nelson Mandela.

1st time: Read the text while listening to the tape.

2nd time: Read the text again carefully to obtain some details.

1) Finish Ex on P38 ( D D B A)

2) Answer the questions: When did Elias lose his job? ( In 1973)

Does Elias like his present work? (Yes. Now at 51 I am proud to…)

Step 7 Homework

1. Read “ Notes to the text” for U5 ( P84-86)

2. Do WB P70 Ex. 1

3. Do SB P37 Ex. 1. 2.

4. “English Weekly” Reading Comprehension B

5. Find out the phrases and expressions according to the Chinese T gives.

Period 3

Step 1 Homework checking

Step 2 Language points

1. fight

1)vt. 和…战斗, 和…打

eg. English fought Germany.

vi. 作战，战斗

*fight for… 为…而战斗

eg. He told the workers to fight for their rights.

*fight against/with… 为反对…而斗争, 和…作斗争

eg. You will have to fight against/with difficulties.

England fought against/with Germany in the war of 1941-1948.

*fight with… 和…一起作战

eg. They fought with the Italians in the last war.

2. advise v.

*advise sb on sth 就…给某人出主意

eg. I have advised you on that subject.

The teacher advised me on how to learn English.

*advise sb to do sth 建议某人干…

eg. The teacher advises me to practise more spoken English.

*advise that sb (should) do sth

eg. I advise that you (should) not eat this kind of fruit.

advice n.[u]

a piece of advice

give sb advice on… 关于….给某人建议

eg. In one of his books, Marx gave some advice on how to learn English.

3. prison

*be in prison 坐牢

be in the prison 在监狱里，可能坐牢，可能工作

eg. He told me that he had been in prison for three years.

*put sb in prison 把…投入监狱

The robber has been put in prison.

*sb be kept/held prisoner 被囚禁

4. accept 接受，指的是主观上接受了

receive 收到，指客观上收到，不一定接受

eg. I received his invitation, but I didn’t accept it.

5. stop…(from) doing sth 阻止...做某事

eg. You must stop him (from) telling his father.

I really want to stop you (from) smoking.

6. educated adj. 受过教育的，有教养的

better educated 是well educated的比较级

7. be sentenced to sth 被判刑

eg. He was sentenced to 3 years in prison.他被判3年监禁.

He was sentenced to death. 他被判死刑.

Step 3 Sentence focus:

1. The school where I had studied only two years was three kilometers away.

be…away 有…远，可以指距离，也可以指时间

eg. The new house is about three miles away.

The exams are still three weeks away.

2. After trying hard, I got a job in a gold mine.

after doing 介词短语作状语用，表示时间。*其逻辑主语要与主句主语一致

eg. After getting up, he always drinks a glass of water.

After his mother went out, he began to watch TV. (T)

After going out, he began to watch TV. (F)

3. The last thirty years have seen the greatest number of laws stopping our rights and progress

see在此句意为见证、目睹;为某事发生之时，主语常为时间

eg. Yesterday saw a terrible car accident in front of our school.

4. The parts of town where they lived were places decided by white people.

主句是The parts of town were places. 定语从句是where they lived

decided by white people 是过去分词作定语，相当于which is decided by white people, 修饰places

5. We were put in a position in which we had either to accept we were less important, or fight the Government.

either…or… 或者…或者…

less + adj./adv.(原级) + than 是形容词(副词)比较级的一种，表示前者不及后者。

此句中，less important是less important than the White 的省略结构

eg. In his life, he has always tried to help those who are less fortunate than he.

6. only then did we decide to answer violence with violence. 只有在这时，我们才决定用暴力反抗暴力。

这是一个倒装句。结构：Only + 状语 + 部分倒装

状语：由副词，介词短语或状语从句构成

*部分倒装用一般疑问句的语序

eg. Only yesterday did his father tell him the truth.

Only by shouting was he able to make people hear him.

Only when his father came back did he go to bed.

*only引导的词不是状语不用倒装

eg. Only he can work out this problem.

7. But I was happy to help because I knew it was to realize our dream of making black and white people equal.

was to do 在此处意为注定将会…

eg. You were to regret your decision later.

8.I felt bad the first time I talked to a group. 第一次给旅行团作讲解时，我的心情很不好。

the first time 起连词的作用，引导时间状语从句

eg. The first time I met him, I thought him nice.

9. We read books under our blankets and used anything we could find to make candles to see the words.

we could find 是定语从句，修饰anything

to make candles及to see the words 是目的状语

10.As they were not cleverer than me, but did pass their exams.

did pass 是强调结构，强调谓语动词时，在动词原形前do / does / did

eg. I do hope you have a nice trip.

He does speak English well.

Step 4 Homework

1. Recite paragraph of the text

2. Do WB P71 Ex 2 Translation (on Ex book)

3. “English Weekly” Multiple choice ,Reading Comprehension C & Cloze test

4. Read P92

Period 4

Step 1 Homework checking

Step 2 Grammar

The Attributive Clause (II)---由关系副词when, where, why引导的定语从句

Basic Rules:

1. 关系副词when在从句中作时间状语

eg. I still remember the day when I first met you.

2. 关系副词where在从句中作地点状语

eg. This shop is the place where I first met you.

3. 关系副词why在从句中作原因状语(先行词只有reason一词)

eg. The reason why he was late was that he missed his train.

4. how不能用作关系副词, 也不能引导定语从句.

This is the way how he did it. (F)

This isthe way (that/ in which ) he did it. (T)

* “English Weekly” when, where, why引导定语从句四注意

Step 3 Practice

Step 4. Homework

1. Do WB P71 Ex 1,2 (on Ex book)

人教版英语必修一unit5教案篇7

关键词：高中英语,综合语言,课程,案例设计

引言

高中英语教育的主要目标是在基础英语教育的同时促进学生自学能力和合作学习能力的提升, 同时完善学生的学习策略, 提高学生的英语综合语言运用能力。因此, 教师必须从学生的英语语言技能、情感态度、学习策略、语言知识以及文化意识出发完善教学。在这些要素中, 语言技能极其重要。

语言技能是指学生的听、说、读、写能力以及这四种技能的综合运用能力。听、说、读、写是英语综合语言运用能力的重要组成部分, 也是人们进行情感与信息交流的重要途径 (王蔷2015) , 它们彼此促进、相互依存。在高中英语教学中, 教师必须采用多种方式提高学生的综合语言运用能力。教师需要加强对教材的利用, 创造性地使用教材, 将四种能力的培养相结合, 设计高效的综合语言运用课。

一、高中英语综合语言运用课的教学现状

在高中英语综合语言运用课中, 教师需要将听、说、读、写等语言技能融合在一起进行教学, 在教学的过程中激发学生学习英语的兴趣, 提升学生的英语应用能力, 使学生获得英语思维。但是, 在实际教学过程中, 综合语言运用课的教学特点却很难得以体现, 主要表现在以下两个方面。

(一) 教学目标偏离

在设计高中英语综合语言运用课的教学目标时, 不仅要强调对语言知识的输出, 还要培养学生的英语语言技能与英语思维能力。但是, 在综合语言运用课的教学实践中, 教师设置的教学目标往往偏离了教学内容。

在综合语言运用课教学中, 有的教师重视讲解相关知识, 使得语言产出以及信息加工的时间受到严重挤压, 将听、说、读、写教学分离开来, 这种教学方式必然会影响学生英语综合语言运用能力的培养;还有的教师对教材缺乏必要的了解, 导致在实际的教学过程中不管教材的内容是否合适、学生是否能够接受, 统一进行详细的教学, 不能准确抓住教学重难点, 偏离教学目标。

(二) 教学模式僵化

部分教师由于不能完全驾驭教材, 同时缺乏整体眼光, 无法实现对教材的创造性使用, 而仅仅根据教材内容对学生进行僵化的教学。在这种情况下, 有的教师在教授综合语言运用课时, 经常采用僵化的教学模式进行教学。如果学生不能理解相关内容, 教师就反复讲解, 这样做容易使学生产生厌烦心理, 在一定程度上降低学生的学习兴趣。

二、高中英语综合语言运用课的设计理念及思路

Using Language部分提供了与话题紧密相关的综合性练习, 包括Listening and writing, Reading and speaking, Reading, Listening and speaking等。该部分的语言材料与该单元的主题存在较为紧密的联系, 同时也有许多与之相关的教学情景。此外, 该部分有许多相关话题的跨文化信息, 可以在一定程度上开阔学生的视野, 为学生提供综合语言运用的空间。

根据高中英语综合语言运用课的教学现状和教材相关内容, 笔者认为, 在实际教学中, 教师应采用听、说、读、写四种语言能力相结合的教学方式进行综合语言运用课教学。在综合语言运用课中采用听、说、读、写相结合的方式进行教学的前提是所选择的教学内容与教学话题之间必须存在一定的内在联系, 同时还必须在同一堂课中完成。那么, 在满足上述前提的条件下, 教师必须将四种技能进行穿插教学, 同时以单元话题为教学主要线索, 将课堂串联起来 (黄纪针2013) 。

三、高中英语综合语言运用课设计的具体策略

笔者以人教版高中《英语》必修一Unit 1 Using Language为例进行综合语言运用课设计, 主要步骤如下:

Step 1:Warming up

【课堂实录】

在正式上课前, 笔者播放一首较为流行的苏格兰民歌Auld Lang Syne, 同时要求学生回答以下问题:

T:Hello, everybody, how do you think of this song?

Ss:This song sounds very beautiful.

T:What is the name of it?

Ss:Sorry, I don’t know.

T:This song is called“友谊地久天长”.

【设计意图】

音乐是日常生活中的重要组成部分, 可以体现人们的情感特质, 同时较为优美的音乐还可以让人产生愉悦感。利用关于友谊的歌曲导入新课, 可以引起学生的共鸣, 让学生感受到友谊的魅力。

Step 2:Lead in

【课堂实录】

笔者利用PPT将下列问题罗列出来, 并组织学生进行讨论。

1.Do you have some good friends?

2.Does he/she have some special qualities?

3.Do you want something from your friend?

4.How does he or she act towards you?

然后, 笔者将全班学生进行分组, 要求各小组讨论上述问题, 同时每个小组需要推选一名代表回答问题。

【设计意图】

通过对上述问题的分析, 可以将单元话题“友谊”引入课堂, 从而调动学生关于“友谊”的相关知识, 为听、说、读、写教学奠定基础。

Step 3:Reading and listening.

【课堂实录】

在授课时, 笔者要求学生回答问题“Now, Lily has some trouble in making friends, so she writes to Miss Wang for some advice.Please read the letter and the following questions.”

1.What trouble does Lily have in this letter?

2.How does Lily feel?

【设计意图】

该部分阅读内容与听力内容有一定的联系。学生通过讨论可以在大脑中存储一些与听力教学相关的内容, 从而为接下来的听力教学做好准备。

【课堂实录】

笔者将全班学生分成四个不同的小组, 每个小组讨论一个与上文相关联的话题。各小组选出代表向全班学生汇报, 笔者负责记录。

【设计意图】

听、说训练存在较为紧密的联系。笔者要求学生根据听力内容分组讨论, 并要求各小组发表意见, 这样可以提高学生说的能力。

【课堂实录】

笔者播放录音, 要求学生带着问题听相关录音, 并回答相关问题。

【设计意图】

本环节旨在培养学生听的能力。“听”的训练的主要目的是增加学生的英语输入量和加强学生的听力技能。笔者设计的练习主要是为了检查学生对所学内容的理解程度, 并训练学生捕捉关键信息的能力。

Step 4:Speaking and writing

【课堂实录】

笔者将学生组织起来对Miss Wang的相关意见进行讨论, 并要求学生利用教材中所提供的相关交际用语记录相关内容。此外, 笔者在板书中将部分学生的观点列举出来, 如下所示:

Question:Do you think Miss Wang’s suggestion is good?

S1:I think Lily should not give up her friendship, but I also think she should not ignore her classmates, she should communicate with the teacher, her teacher will deal with it.

S2:Tell the students is not very good, so it is more rude, maybe her parents should tell her students parents, they can solve this problem.

S3:Sorry, I do not agree with Miss Wang’s point of view, she should solve the problem, rather than to their parents and teachers for help.

【设计意图】

相比听和读, 说与写的要求相对更高, 学生需要根据一定的指示进行表达, 完成某种任务, 因此, 该环节旨在提高学生的口语表达能力。

结束语

提高学生的综合语言运用能力是现阶段高中英语教育的重要内容, 也是重要的教学目标。在实际教学过程中, 教师需要根据教学内容以及学生的实际情况创造性地使用教材, 创设综合语言运用课教学模式, 将听、说、读、写等各部分内容进行穿插教学, 从而提高学生的英语综合语言运用能力。

参考文献

黄纪针.2013.大学入校新生质量调查研究——一项基于新课标综合语言运用能力七级标准的调查分析[J].外语教学, (5) :65-69.

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