Unit 8 Sports
I. 单元教学目标
技能目标 Goals
1．Talk about sports．
2．Talk about the O1ympic Games．
3．Talk about interests and hobbies.
4．Use the Future Passive oiceV．
5．Talk about what will be done．
6．Write a sports star’s profi1e.
Ⅱ .目标语言
兴趣和爱好 (Interests and hobbies)
Which do you like ，...or...?
I like watching it.
What’s your favorite sport?
Shooting，I think ．
功Which sports do you like best?
能I like...best．
句Which do you prefer，...or...?
式I prefer...to...
What about ．．．?
I’d rather watch it than play
it． Are you interested in...?
Yes, very much
No， not really．
Sure． I love sports．
1. 四会词汇：
BC, AD, continent, well-known, athlete, gold, medal, torch, badminton, 词speed, skating, track and field, tie, final, dive, shooting, Greece, competitor,
motto, further, rank, gymnastics, prepare, preparation, effect, flame, compete,
flag, weight, position, point, superstar, skill, weigh, title, gesture, facial.
2. 认读词汇：
汇Mardi Gras, Ramadan, Arabic, bunny, destruction, Kwanzaa, Swahili, community, reminder, Day of the Dead, Mexico, occasion, Halloween, Obon.
3. 词组：
stand for, because of, would rather, take part in, preparation for
4．重点词汇： competitor, motto, further, gymnastics, prepare, preparation,
effect, compete, weigh
结构被动语态 (2)
1. 使用将来时被动语态——用英语描述事物将受到某种影响或某种处
理。
e.g. More trees will be planted and new roads will be built．
2. 使用将来时被动语态——用英语描述人物将被动地接受某种行为或
某种处理。
e.g. A great number of reporters will be invited to Beijing to report the
29th Olympic Games．
1. Every four years athletes from all over the world take part in the Olympic 重Games. P5
2. 2. The ancient Olympic Games began around the year 776 BC 点in Greece. P5
3.
句 3. They were held in Greece—— the country in which the Games were born.子P53.
4. The Olympic motto is“ Faster, Higher, Stronger.” P53.
5. Following the history-making success in the 2000 Sydney Olympic
Games, China won another great competition in 2001, which was not for a
medal. P53.
6. It was the competition between countries to host the Olympic Games. P53.
7. The people of Beijing... will be preparing to light the Olympic torch to
welcome athletes and sports fans from all over the world. P53
III. 教材分析与教材重组
1. 教材分析
本单元以sports 为话题 ,使学生了解“各种体育运动” 、“奥运会”、“体育爱好与兴趣”，能用所学的有关sports 的词汇描述自己喜爱的体育运动和体育明星的生
平及事迹；能够运用所学的语言知识和技能听懂体育赛事报道，谈论各项体育运动。
1． 1 Warming up 是一份类似知识自测的问卷调查，测试学生对奥运会的
了解程度。目的有两个，一是呈现本单元的中心话题—— Sports and Olympic Games，帮助学生在大脑中形成一个有关“ Sports”的信息包；二是学习和复习
有关描述体育运动的名词，为下一步关于"体育运动 "的听、说、读、写打下基础。
1. 2 Listening 是三则体育赛事报道，分别关于 NBA 、足球联赛和乒乓球比赛。在这部分中，学生要通过听来捕捉信息。这些信息包括：体育项目、比分情况及比赛结果。这是一项具体、真实的任务，整体设计符合体育新闻特点，难度适中。通过这项任务的完成，可以达到以下目的：①增加学生相关的体育知识，并以此诱发、培养学生对体育的兴趣；②训练和提高学生听体育新闻报道的技能技巧；③学习和复习有关描述体育比赛结果的表达方式。
1. 3 Speaking 是一项采访活动，内容是调查了解同学最喜爱的体育活动及原因。活动以“说”为主，兼容了听和写的技能，比较完整的体现了语言能力的综合训练。这项设计的特点是：①训练学生在比较真实的情景中使用有关体育的兴趣、爱好方面的用语及口头表达能力；②丰富学生有关描述“体育”的语言，包括词汇和句型等；③进一步帮助学生提高对体育活动的认识。
1. 4 Pre-reading 是 READING 的热身活动。设计了四个问题供学生讨论。其中前两个问题是在 Warning up, Listening, 和 Speaking 所涉及话题的基础上，进一步提高学生对体育活动的正确认识；后两个问题涉及奥运会，旨在引导学生理解奥运会的重要性和奥运会所倡导的体育精神。这部分的设计既有利于培养学生的开放性思维能力，又为引导学生下一步的“阅读”作好思想准备。
1. 5 Reading 是一篇叙述性的说明文，介绍了现代奥运会的发展历史，奥运会在世界范围的影响，以及举办奥运会的最高宗旨。最后还介绍了全世界人民
对举办奥运会充满热情以及中国人民正在为 2008 年第 29 届奥运会在中国的顺利举行而作出的积极努力。通过这一部分的学习，可以使学生更加全面、更加深刻的理解 "奥运 "在世界人民生活中所起的重要作用，也可以使学生更好的理解和学习“奥运”精神。
1. 6 Post-reading 部分设计了三类问题，其中前两类是针对文章的理解，评价
学生对文章理解的程度；第三类是 "读前 "中的议题的发展，要求学生结合文
章谈谈举办奥运会对一个城市或一个国家正反两方面的影响 , 具有很大的灵活性和
开放性，旨在培养学生辩证地、客观地分析问题的能力以及更高水准的英语语言
表达能力。
1. 7 Language study 分为词汇和语法两项。词汇部分设计了八个与奥运会有关的字谜，引导学生分类记忆单词，培养学生运用英语解释单词的能力。语法项目是一般将来时的被动语态。要求学生围绕 "北京为奥运会做准备 "这一话题做机械性句型转换练习，来操练这一语法项目。两道大题在形式和难度上都有一定的梯度。教师在此基础上还可做些拓展性和巩固性练习设计。
1. 8 Integrating skill 包括读和写两部分。该部分设计了一个以阅读为基础的写作任务：写一段人物简介。阅读部分是一篇关于我国著名篮球运动员姚明的简介。写作部分的任务是仿写自己最喜爱的体育明星的简介。目的是继续学习以人物介绍为主题的写作能力。由于题材贴近学生生活，这个写作任务还有利于调动他们的学习积极性。
2. 教材重组
2. 1 从话题内容上分析， LISTENING , SPEAKING 与 Workbook 中的LISTENING 相一致；而 WARMING UP 与 Workbook 中的 TALKING 比较一致。
从训练目的上分析，两个 LISTENING 一致。从教材份量来说，可将 WARMING UP，SPEAKING 和 Workbook 中的 TALKING 整合在一起，设计成一节任务型“口语课”。
2. 2 将 LISTENING 和 Workbook 中的 LISTENING 整合在一起，设计成一节“听力课”。
2. 3 可将 PRE-READING, READING 和 POST-READING 三个活动整合在一
起上一节“阅读课（一）”。
2. 4可将LANGUAGE STUDY与Workbook中的PRACTISING语法练习题整合在一起上一节“语法课” 。
2. 5可将INTEGRATING SKILLS中 1.Reading 和Workbook中INTEGRATING SKILLS的Reading整合起来上一节“阅读课（二）（泛读课）”。
2. 6将INTEGRATING SKILLS Workbook 中 INTEGRATING SKILLS 中的 Part 2 和
的 Writing 整合成一节“写作课”。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用 6 课时教完）
1st period 口语课
2nd period 听力课
3rd period 阅读课
4th period 语法课
5th period 泛读课
6th period 写作课
Ⅳ . 分课时教案
The First Period Listening
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
stand for, because of, gold medal, would rather, continent, well-known, athlete
b. 交际用语
Asking about interests and hobbies:
Which do you like, ... or...?
What’syour favorite sport?
Which sports do you like best?
Which do you prefer，badminton or tennis ?
What about baseball?
Are you interested in⋯?
Possible answers：
Sure． I love sports．
Yes， very much．／ NO, I don’tlike sports at all.
Shooting，I think ．
I 1ike tennis best．
I prefer water skiing to surfing.
I 1ike watching it ．
I’d rather watch it than play it.
2. Ability goals 能力目标
Enable the students to improve their speaking ability by talking about sports,
telling their partners what sports
they like and why, with the target language.
3. Learning ability goals 学能目标
Help the students learn how to describe their favorite sports.
Teaching important points教学重点
Let Ss learn to use the structures of expressing and supporting or opposing an opinion. Teaching difficult points 教学难点
How to express their ideas about different kinds of sports in a proper way.
Teaching methods 教学方法
1. Talking method to enable the students to
express themselves freely．
2. Looking at the pictures (individuals), and do
pairs work to discuss and work in groups of four.
Teaching aids教具准备
1. a computer
2. a projector
3. a tape recorder
Teaching procedures && ways教学过程与方式
Step I Revision
T: Good morning/afternoon, boys and girls!
Ss: Good morning/afternoon, Sir/ Madam!
T: Yesterday I asked you to review the sports words
you’ve learned and look up new words about sports in your dictionary. Now, I’ll check your homework in this way: Let ’sdivide ourselves into two groups and have a contest:① Each group will write sports words as many as possible on the blackboard;
②Every group member should go up to write one word in turn; ③ You can’twrite
the same word; ④ Three minutes later, we’ll check which group can write more words. One, Two, begin!
※The two groups of the Ss write down the words about sports as quickly as and
as many as possible on the blackboard.
※Three minutes later, the contest ends. The teacher and the Ss check the result
together. And the teacher prizes the winner, and encourages the other.
T: Now, in next period, we’ll talk about sports and the Olympics, including an interview.
Step II Warming up
※Talk about the pictures on the screen.
T: Do you like sports?
Ss: Yes, we do.
T: What’s your favorite sport?
T: Look at the pictures. (The teacher shows the pictures on the screen. )
T: What’s she doing? (Pointing to the first picture. A girl player is skating in the picture.)
Ss: She is skating.
T: What are they doing? (Pointing to the second picture. Some players are playing football.)
Ss: They are playing football.
T: There are so many people here. And look at the five rings. What are they doing?
(Pointing to the third picture. There are many people and a flag with five Olympic
rings in the picture.)
Ss: They are having the Olympic Games.
T: The Olympic Games are the biggest sports meeting in the world ． P1ease open your books at Page 50. Let’shave a quiz and see how much do you know about
the Olympics. Do it by yourselves. Later we’ll check the answers.
(A few minutes later, the teacher shows the answers on the screen.)
T: Please check your total score according to the information on Page 51.
(After a few seconds, ask some of the students about their scores.)
T: Good! You seem to know a lot about the Olympic Games. What about you? (Ask Se.)
Se: I’ve got 28 scores．
T: Congratulations! You really know much about the Olympic Games.
(Time permitting, the teacher can check more students.)
Step III Speaking
T: Now, look at the pictures on Page 52. There is a variety of sports here: diving, badminton, shooting and weightlifting. Do you know the other names?
Ss: Table tennis, swimming, high jumping, baseball and softball.
T: Look at the useful expressions. They are about asking interests and hobbies and the
possible answers．Please read the expressions aloud. Suppose you are a reporter
and interview three of your friends about their favorite sports. Then fi11 in the forms
with their answers．
Prepare them in groups. A few minutes 1ater, I’11 ask some of you to act out the interview and read what you fill in the form.
※The students prepare the dialogues in groups and then fill in the forms, while the
teacher goes among each of the groups to see if they have any questions and
directs the students’activities.
(A few minutes later.)
T: Are you ready?
Ss: Yes.
T: Which group will act out?
Ss: (The first group) Let us have a try.
Dialogue I
(Student A: A news reporter; Student B: A ’s friend. They are watching a basketball match on TV)
Sa: Are you interested in the basketball team?
Sb: I 1ove sports and ’Im on the basketball team of our school.
Sa: Which do you 1ike, football or basketball?
Sb: I like basketball better than football.
Sa: What’s your favorite sport?
Sb: I like swimming best, I think ．
Sa: Why do you 1ike it most?
Sb: Because I was born in Qingdao, Shandong Province.
When I was a 1ittle boy, my parents often took me to swim in the sea. When I moved here, swimming was impossible for me, for there was no swimming poo1 here. So I began to play basketball.
T: Well done! Thank you, sit down, please!
Which group would like to try again?
Ss: (The second group) We’d like to
try. DialogueⅡ:
(Student C and Student D are talking about sports. )
Sc: Which do you prefer, badminton or tennis?
Sd: I prefer badminton to tennis.
Sc: Are you good at it?
Sd: No. I can play neither of them. I’d rather watch it than play it.
Sc: Which sports do you 1ike best?
Sd: I like volleyball than any other sport.
Sc:Why?
Sd:Because the spirit of our Chinese Women Volleyball Team in the competition is always encouraging me in my study．
Sc: Do you do well in it?
Sd:No. I’d rather watch it than play it.
Sc: Could you tell me the reason?
Sd: Because ’Im near-sighted．
Sc: What a pity!
T: Very good! Thank you, and sit down, please.
(If possible, the teacher may ask more groups to act their dialogues out.)
T: Just now you did a very good job. Now, please put your books on your desk,
I ’1l check your forms.
(The teacher checks their forms, and asks some of them to read what they filled
in the forms.)
One possible version:
Name Which sport do Why?
you like best?
Zhang Lin basketball Love Yao Ming very much.
He’s tall enough to play basketball. Liu Fei swimming Born in a seaside city. The coach says
her muscle is good for swimming Wang Haitao football It ’s exciting enough.
Love Ronaldo very much. He’s so
cool!
Step IV Talking
※TALKING . P127. Work in groups.
T: Now I know most of you like sports and pay close attention to the Olympic Games. Let’s come to the Talking on Page 127. Imagine that you have been asked by the
Olympic Committee to discuss the causes and effects of some serious problems. Let’s see their question card.
(The teacher shows the question card on the screen.)
1. Some athletes use drugs to win. What do you think about the affair?
2. Sometimes the winner is not the best athlete. How to settle the problems?
3. How can you deal with the corruption of some of the officials?
4. Some athletes care too much about winning and money. How can we stop it and develop the spirit of the Olympic Games?
T: Please discuss the problems in your group and you may consult the role cards on Page 127 and 128. Try to think of possible solutions. You may do it in groups of four. (Ss are getting ready.)
T: Are you ready? I’ll check your work. Who ’s willing to tell me your idea?
Sa: I don’twant to see athletes win by using drugs. That is dishonest and unfair. For one thing, the best athletes should win depending on their actual strength but not cheating. For another thing, if they use drugs, they will make young sports funs disappointed and angry. What’s worse, using drugs is harmful to their health. The purpose we watch the Olympic Games is to see the best athletes compete, not falsehood and cheating.
Sb: I think that the biggest problem is that some Olympic judges are unfair. Some judges give lower scores to athletes they don’tlike. Some judges help the team that they like. This is wrong.
Sc: I agree with you. I think that perhaps these judges have got some good for themselves. I suggest that the Olympic Committee should research these eventsand punish those dishonest judges. If this case continues, sports fans will get angry and the Olympics will lose the significance.
Sd: In my opinion, we should take steps to settle the problems with some of the Olympic officials. They have a lot of power and the corruption is very easy to happen to them. Once we are blinded to them, they will use their power in a wrong way. I think the Olympic Committee should take some measures to forbid the corruption to keep the Olympic Committee clear and fair.
Se: Yes. I support your idea. And I have one point to add. Some officials from cities
that want to host the Olympics also do bad things. They sometimes bribe the corrupt
officials in the Olympic Committee in order to get their purpose. They also should be
punished. If we want the Olympics to be successful and popular, we must make
sure that the officials don’tdo wrong.
Sf: Now athletes care too much about money and win, which is too selfish. Win is
important, but there is something else more important. Firstly, the Olympic athletes
meet together not only to compete but also to make friends. All the athletes and
sports fans from all over the world get together at the same place just like a big family,
without fighting or conflicts. That is good for the world peace and unity. Secondly, the
Olympic spirit is“ Faster, Higher, Stronger” . I think its further sense is to make people all over the world live more healthily and happily and also to make the whole
nations in the world more friendy and closely from the competitions in the Olympic
Games. Thirdly, the Olympic Games can promote the cultural exchange among
different countries. Making the athletes understand these is very important.
(The Ss may have different ideas and the teacher may collect them and make a
summary.)
Step ⅥHomework
T: You have done very well in the class. That’s all for this period. Homework for
today:
1. Tell the other students what is your favorite sport using at least five or six
sentences.
2. Learn the new words by heart. In next period, I’ll check the new words by
having a dictation. Goodbye everyone.
Ss: Goodbye, sir/madam.
Step III Listening(Workbook P85)
The students will hear something about problems between friends and what can be
done to solve them. They are asked to write down the solutions mentioned on the
tape.
T: In the following part, we are going to listen to more problems that friends may have and what can be done to solve them. This time, the problems are given. Go through them quickly to get a general idea about the passage. Listen for the first time. Take some notes about the solutions mentioned in the passage. Listen again. Try to write down the solutions in whole sentences.And check your answers with your partners. Listen for the third time. Check the answers with the whole class.
Step IV Assignment
T: Today we have learnt how to describe a friend and how
to solve problems between friends. For the homework, you have two options:
1. Write a short introduction about one of your best friends.
2. Describe one of the problems between you and one of your friends and how it
is solved.
详细内容请订阅
《名师说课》
选修8 黎巨森、蒋茹、罗培芳、罗丽霞 Unit 1 A land of diversity Period 1 Reading Teaching goals Enable the students to talk about things about the USA. Help the students learn the huge diversity of races and cultures in America, especially in California. Teaching important and difficult points Learn the huge diversity of races and cultures in California. Teaching methods Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids A map, a blackboard and a computer Teaching procedures Step 1 Warming up. Ask the students to describe what they learn about the USA. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California. Step 3 Fast reading Read through the passage and get the main idea. Reading comprehension. Ask the students the following questions: When you look at the title, what so you think of 2) Why is the USA called a melting pot Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers. Step 5 After reading Why is California in the 21st century such a multicultural community (Using 3 or 4 sentences to explain. ) Step 6 Homework Finish “Learning about language〞on page 4. Period 2 Extensive Reading
高中英语任务型教学教案5篇高中英语任务型教学教案1 一. 总述 课题：运动与奥林匹克(高一上册第八单元) 内容：热身，听力，口语 课型：听说课 二. 说教材 1. 教材的地位和作用 本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用(乒乓外交);在现在，经济发展和SARS的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题(全民健身);在未来，北京举办2008奥运会，(志愿者)。 2. 教材重点的确立 重点为-----热身热身一向是容易被忽略的部分，但我却有着不同的观点①引入本单元知识，带学生进入一个丰富多彩的体育世界。②介绍有关体育的基础知识，激发学生对体育的兴趣方面也起着重要的作用。从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词，为后面听说读写个方面奠定良好的基础(配课件图——根基最重要)总之，是要通过以激活学生已有的相关背景知识，补充必要和新的背景知识，以启发学生对话题的思考，同时，还为学生归纳和总结已有的语言知识，并为其预测，了解和讨论话题做了铺垫。 3. 教材难点的确立 难点为----听力 听力历来都是英语学习者很难突破的瓶颈原因：发音部位和技巧的不同;历史文化背景的不同;词汇量的限制;练习机会较少 本课：体育赛事新闻原因：语速较快;个人兴趣影响(背景知识的限制) 4. 通过本课教材要达到的教学目标(与新课标结合 文化意识：了解体育和奥运的基本文化知识
语言知识：掌握有关体育方面的大量单词及短语 能力策略：能从复杂的听力材料中快速的获取有效信息;灵活运用所学知识加强口语表达能力 情感态度：加强学生对体育知识以及体育锻炼的兴趣;通过介绍2008北京奥运的知识，培养其爱国主义情感 二. 说教学 1. 学法的指导 以“我”为心，注重能力，积极参与，总结分析 以“我”为心：在学习中不要以教师为中心，要使学生真正成为学习的主体。在日常生活中练习英语的机会较少，课堂教学就成了向学生提供可理解性语言输入的一个重要渠道，如果在这的渠道中还只以教师为中心，放弃了自己的学习机会，则无法达到良好的学习效果。 注重能力：让学生注重能力的提高，而不仅仅是知识的记忆。目前很多英语课上教师讲得过多，学生练的太少;学生也没有从思想上认识到，英语应该是一门实践课，是一种“技能”的培养，而不是“知识”的获取。我们应该尽可能使学生的注意力转移到信息和沟通上，而不是使用语言的形式上。 积极参与：充分调动学生参与课堂活动的积极性，并尽可能多的为学生创造独立思考的机会。在教师的指引下，多设置课堂活动，让学生在活动中知道，外语是自己学会的，练会的，而不是老师交会的。 总结分析：培养学生在丰富多彩的课堂活动后，学会自己总结所得到东西，使其自己悟出其中的道理，并总结学习方法。是与新课标所提到的学生自我评价体系相结合的过程。着重评价学生的综合语言运用能力，以及在学习过程中表现出的情感，态度和价值观。作为教师应该帮助学生设立自我评价的平台，尽力将评价体系具体和量化。(话题：国际奥运委员会要来我校参观，会询问你一些关于我国的全民健身和申办奥运的情况。) 2. 教学方法的选择及运用 ①情景教学法：由我国特级教师李吉林创造。指导教师在教学过程中为学生创造一个具体，生动，形象的学习环境，以激发学生的兴趣，产生一定的内心情感体验，促进对知识的理解，记忆，并受到思想情感的陶冶。 ②愉快教学法：是教师在教学过程中充分利用学生的好奇，疑问，求美，成就的心理特点，从教材的实际和学生的知识水平出发。列举趣味性的事例，提出引人
Unit 8How do you make a banana milk shake?
本单元的教学围绕“谈论如何制作香蕉奶昔”这一话题展开，Section A是基本语言内容的收集和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、实际描述和对话表演等，使学生能够正确地使用表述如何制作香蕉奶昔过程中需要用到的词组、句型，从而熟练地谈论这一话题。Section B是知识的扩展和综合的语言运用。在Section A的基础上，自如地谈论“如何制作三明治”，从而进一步熟练掌握有关的英语表述方式。这些内容都是与学生日常生活紧密相关的，学生很熟悉，也乐于去说，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，解决本课题的中心对话。这易于引发学生运用简单的英语进行交流，对于提高学生的综合能力，特别是说的能力很有帮助。
第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words： shake，blender，peel，pour，yogurt，honey，watermelon，spoon，add，finally，salt Key phrases： milk shake，turn on，cut up，one cup of yogurt，pour…into…，put…into… Key sentences： 1. How do you make a banana milk shake? 2. — How many bananas do we need? — We need three bananas. 3. — How much yogurt do we need? —We need one cup of yogurt. Teaching Key Points【教学重点】 The vocabulary： pour，yogurt，honey，watermelon，spoon，add，finally，salt Target language： How do you make a banana milk shake？First，peel the bananas… How many bananas do we need？We need three bananas. How much yogurt do we need？We need one cup of yogurt. Teaching Difficult Points【教学难点】 1. The differences between countable nouns and uncountable nouns. 2. 学会使用how many和how much分别对可数名词和不可数名词的量提问。 3. Describe a process of making something using “first，next，then，finally/at last…”． Teaching Aids【教学工具】 An English textbook，a tape recorder，CAI or courseware. Teaching Steps【教学过程】 ★Step 1Leading in 1．Greetings. 2．Check the homework. Say，In Unit 8，we'll learn to follow instructions to make something and describe the process. Let's begin.
高一英语学习教案七篇 高一英语学习教案七篇 高一英语学习教案都有哪些？教学场所和实习场所应当在数量和功能上满足教学需要，并配备专职人员对教学设施进行日常管理和维护。下面是小编为大家带来的高一英语学习教案七篇，希望大家能够喜欢！ 高一英语学习教案篇1 高一上学期是高中教育的起始阶段，教育就显得尤为重要，为了使学生圆满完成新课标要求的各项学习任务，尽快适应新的环境，在各方面能够健康发展，把英语教学搞的有声有色，必须有一个切实可行的教学计划。特制定英语教学计划如下： 一、教材分析 教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。 二、教学目标 1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神。 2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习。 3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，
高一英语教案人教版 本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“How Daisy Learned to Help Wildlife” 描述了一个名叫Daisy 的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。Daisy 的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后Daisy 在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。 学生阅读的过程就是随着Daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为“Let’s Help Wild Life”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。
要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力, 提高了自主学习的意识和能力。 所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英语学习策略的关键。 知识与技能目标： 1.学生通过回答问题，填写图表，连线，等方式获取并理解有关Daisy 如何学到的关于野生动物保护知识的信息。 2. 能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。 3．利用资源策略，完成以保护野生动物为主题的网页制作。
高一英语Unit8 Sports Teaching aims and demands
Period Arrangements: warming upreading materials Period 1listening Period 2,3 speaking language focus listening (WB)plementary listening material speaking Period 4speaking Period 5plementary reading material writing(WB) integrating skill(writing)assessment Teaching Procedures of Period 1: Step1.Warming up (15 mins) Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4): Q: What do you know about sports? During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, I will make some plements. At the same time, I will present them as many pictures about sports as possible.
Unit 8 Sports I. 单元教学目标 技能目标 Goals 1．Talk about sports． 2．Talk about the O1ympic Games． 3．Talk about interests and hobbies. 4．Use the Future Passive oiceV． 5．Talk about what will be done． 6．Write a sports star’s profi1e. Ⅱ .目标语言 兴趣和爱好 (Interests and hobbies) Which do you like ，...or...? I like watching it. What’s your favorite sport? Shooting，I think ． 功Which sports do you like best? 能I like...best． 句Which do you prefer，...or...? 式I prefer...to... What about ．．．? I’d rather watch it than play it． Are you interested in...? Yes, very much No， not really． Sure． I love sports． 1. 四会词汇： BC, AD, continent, well-known, athlete, gold, medal, torch, badminton, 词speed, skating, track and field, tie, final, dive, shooting, Greece, competitor,
Unit 2 Cloning Teaching aims: Topic Talking about cloning Useful words and expressions: Strawberry, differ, exact, straightforward, breakthrough, disturbing, cast, altogether, objection, media, ceiling, shortly, retire, assumption, merely, decoration, zebra, aloud. Expressions: cast down, object to, the media, in favour of, bound to, from time to time, bring back to life, pay off. 3. Functional items: Expressing and supporting an opinion I’m happy to accept… but… I’m not bothered about… I would never accept… I don’t mind but… I hope you’ll carry on… Are you sure you want to..? I agree with you that… Is it fair to…? Do you think it is wise to…? I think you should… Well done to you for… I don’t understand why you don’t… I can’t help thinking… I could never agree to… 4. Grammar Revise Noun Clauses (as the Appositive) Nobody shares my belief that he was mad. They are familiar with the opinion that all matter consists of atoms. The suggestion came from the chairman that the new rule should be adopted. Teaching procedures
2019新人教高中英语选择性必修三 Unit 1 Art--Using Language(P8-P9)公开课教案Teaching aims: 1.Enable students to learn the target readers and the purpose of an art exhibition announcement. 2.Guide students to learn the structure and language features of an art exhibition announcement. 3.Help students to write an art exhibition announcement. Teaching key points: Help students try to analyse the structure and language features of an art exhibition announcement and write an art exhibition announcement. Teaching difficult points: 1.Enable students to figure out the structure and language features of the text. 2.Lead students to write an art exhibition announcement. Teaching procedures: StepⅠPre-reading Do a quiz about the students’ knowledge about ancient Chinese art by showing them some pictures. 1.What are the names of those Chinese art? 2.Where can we appreciate them? Suggested answers: 1.A Chinese painting(Qingming Shang He Tu);a piece of pottery or a blue and white porcelain;a sculpture. 2.In art museums or art galleries/exhibitions. StepⅠ Reading Practice
第1课时 学习内容：Section A 1a-1c. 学习目标：1.掌握本课时单词、短语及重点词的用法。 2.初步学习如何叙述一个过程。 学习过程： 一、自主预习 （一）背会本课时单词。 （二）预习课文后写出下列词组。 1.打开 2.切碎 3.混合在一起 4.把…倒入… 5.把香蕉皮剥了 6.搅匀 二、合作探究 1.检查预习情况，解决存在的问题。（小组汇报）。 2.1a.看图，完成练习并大声朗读。 3.1b.听录音，跟着说句子并排序。 4.1c.复数制作奶昔的过程。 三、精讲释疑 1.make a banana shake 制作香蕉奶昔 2.peel the bananas 剥香蕉皮 3.cut up 切碎名词可放在词组中间，也可在后面；代词必须在词组中间。 4.pour … in ∕into…将…倒入… 5.put…in∕into…将…放入… 6.turn on 打开 turn off 关上 turn up开大 turn down关小 四、达标检测 （一）根据汉语意思完成下列句子。 1.首先剥开三根香蕉。 ,__________________ three bananas. 2.然后将苹果切碎。 Then _________ the apples _______________. 3.你怎样做香蕉奶昔？ _________do you _________a banana ____________. 4.最后,将奶昔倒进一个杯子里。 ______________,_________the milk shake _____a glass （二）用所给短语的正确形式填空，每个只能用一次 cut up , turn on, mix up, add…to… 1.Please ____ the salt ____ the soup. 2.Don’t ____ the blender. 3.Please ____ the three apples. 4.Finally, he ____them .
人教版高中英语必修1教案5篇 人教版高中英语必修1教案篇1 Where’s your pen pal from? 一、单元教材分析 本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and whatlanguage…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过 人教版高中英语必修1教案篇2 教学目标 知识与技能 (1)熟练掌握下列词汇： rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet (2)熟练掌握下列短语： dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…，wear a hat, have to, music players (3)掌握下列句型：
1. Dont eat in class. 2. You must be on time. 3. Eat in the dining hall. 4. 正确使用情态动词can, can’t ——Can we wear a hat in school? ——Yes, we can./No, we can’t. 5. 能正确使用have to 和 must 谈论规章制度 We must be on time/ We also have to be quiet in the library. 教学重难点 重点： 1) 肯定祈使句是省略掉主语的原形动词开头; 2) 否定祈使句则是在肯定祈使句前加上“don’t”。 3) 情态动词must及have to在用法上的区别。 难点： 掌握祈使句的用法，并能听懂、会说一些简单的祈使句。 教学工具 ppt 教学过程 一.新课预习
人教版高中英语教案篇1 传统的教学模式已经被发挥得淋漓尽致.尽管如此，面对基础差的学生，我们还是无能为力，效果不明显。因此，我们就要探究问题究竟在哪里?为什么学生的英语总是提不高呢?应该怎样教呢?下面就是总结出来的教师的困惑： 1.音标：学生不会读，没有能力自己拼读新单词。 2、单词：教师在困惑：该分散教还是集中教? 3、语法：学生对句子结构的把握很薄弱。 4、听力：高考听力越来越难，甚至有个别大学四、六级的题目，而学生的听力时间越来越少，所以听力的提高非常缓慢。 5、阅读：学生的最大问题是阅读速度太慢，理解能力薄弱。 6、口语：由于高考不怎么考口语，口语被很多人忽略了。 7、写作：用中文的思维写英语。 那么高中的英语应该怎么教?高一的英语应该教什么?高一一入学的新生，我们就应该告诉他们：中英文之间存在着两种语言文化背景;两种语言民族习惯;两种语言表达规律。所以，由于中文的思维和英文的思维不一样，高一的学生首先要知道知道两种文化的不同，然后从一开始就用英文的正常的思维来学英文，不要总是以中文的思维来学习英文。 反思：本学期开学我们没有做到的东西就是：没有去介绍中英文化的不同，尤其是强调中英文化的不同思维方式和语言特点。所以，在下学期，这一
课我认为需要补上。毕竟，“亡羊补牢，为时未晚”。有了这个基本认知后，高一的学生就要从最基础的东西学起，所以即使到了高中，他们实际上还要补很多学英语一定要掌握的东西：音标，词类，基本的句子结构。再次从基础学起。 1.音标：很多学生，尤其是差生的最大的困难是记不住单词，记不住单词是因为不会读单词，不会读单词是因为不会音标。虽然是高一的学生，但实际上在我们这样中等的学校，中等的学生里面，没有几个人完全掌握了音标，大部分高一学生的音标水平基本上等于零。所 以，我认为，高一的学生入学的第一件大事就是学音标，我们确实有花时间去学习音标，但是只是用了两三节课的时间。目标是基本上每人都可以自己独立地把书本上大部分的新单词拼读出来。但同时我们也要知道，音标不是一两节课就可以教会学会的东西，学习音标需要在会读的基础上大量地练习，达到熟练的程度，达到一看到音标就可以不费力地拼读单词的程度。 2、单词：学会音标后下一步就是大量地记单词。记单词是一件很需要下工夫的事，也是一件很辛苦的事，一定要付出努力。但是，怎样才能够让付出的努力有收获呢?我们可以试着用五个步骤”： 1). 音节拼读，准确读词。 2).拼读准确清晰; 3).自然集中注意; 4).注意力快速摆动转移;
高一人教版英语教案 【篇一：新课标人教版高中英语必修1至5全套教案汇 编(共五册)】 高中英语必修1全册教案 teaching aims: 1. 能力目标： a. listening: get information and views from the listening material; b. speaking: express one‘s attitude or views about friends and friendship in appropriate words. c. reading: enable the ss to get the main idea d. writing: write some advice about making friend as an editor 2. 知识目标： a. talk about friends and friendship; how to make friends; how to maintain friendship b. use the following expressions: i think so. / i don‘t think so. i agree. / i don‘t agree. that‘s correct. of course not.exactly.i‘m afraid not. c. to enable the ss to control direct speech and indirect speech d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit add up calm down have got to be concerned aboutwalk the dog go through hide awayset down a series ofon purpose in order toface to face according toget along with fall in love join in 3. 情感目标:
高中英语教学设计（精选8篇） 什么是教学设计？ 教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。 高中英语教学设计（精选8篇） 作为一名专为他人授业解惑的人民教师，时常要开展教学设计的准备工作，教学设计以计划和布局安排的形式，对怎样才能达到教学目标进行创造性的决策，以解决怎样教的问题。如何把教学设计做到重点突出呢？下面是小编为大家收集的高中英语教学设计（精选8篇），欢迎阅读，希望大家能够喜欢。 高中英语教学设计1 一、教材分析： 本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学目标: 1.知识目标: 引导学生掌握过去分词在真实的生活语境中的使用。培养学生通
读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用含过去分词的句子结构表达思想感情。 四、教学重点: 1.过去分词的用法. 2. 过去分词的运用 五、教学难点: 1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2. 过去分词在真实的生活语境中的使用。 六、教学策略: 通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。 七、学习策略: 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。 八、教学用具：
人教版高一英语必修一第八单元知识点： Sports 升入高一后，对于英语的学习更加不能放松，高一英语在整个高中英语学习中有着举足轻重的地位。它具有承上启下的作用，既巩固复习了初中英语所学内容，也为接下来得高二高三英语打下坚实的基础。接下来为大家提供了人教版高一英语必修一第八单元知识点，希望大家能谨记呦！！人教版高一英语必修一第八单元知识点：Sports【Sports知识点】一、语法熟练who / which / that / whom以及介词 + whom / which引导的定语从句二、日常交际用语1.谈论爱好I quite like football / I like to skate with my friends / I enjoy watching TV .I prefer vegetable to meet / My favorite song is “Right here waiting” / what’s your favorite ? / which do you prefer , …or…? / I prefer sth .2.劝告、建议、征徇意见Better do it later / I think it’s better if you do it later / what about
going there by bus ? / I prefer to do…How about a cup of coffe ?3.请求及应答-Would you please let me know your address ? -Sure . No.5 Street .-Will you please give me some fish ? -Certainly . / Sure . / No problem .三、重点及难点解析1.Do you often have sports at school ? 你在学校常做运动吗?sport指户外游戏或运 动，仅限于体力锻炼，包括娱乐性的及竞赛性的;不以胜负为目的。而game则指有一定规则的，双方竞争的游戏或运动，既可以是体力运动，也可以是脑力劳动，以输赢为主要目的。sports和games都表示“运动会”，但有大、小之分，如school sports(校运会)，the Asian Games(亚运会)，the Olympic Games(奥运会)do / have sports 进行体育活动 2.Which do you prefer , horse riding or shooting ?prefer意为“宁愿要”或“更喜欢”，与“like…better”意思比较接近，但使用不同。prefer后面 可以接名词，不定式或V·ing形式构成动宾结构，还可以用prefer (doing) sth. to (doing) sth .的句型表示比较级，常 用句型如下：▲Prefer A to B . 喜欢A胜于B。相当于like A better than B . to为介词，后面可接名词或动词。①I
人教版高一英语单元教案 下面是收集整理的人教版高一英语单元教案，希望对您有所帮助!假如你觉得不错的话,欢迎共享! 教学对象为中学一年级学生，他们的认知实力比初中阶段有了进一步的发展，慢慢形成用英语获得信息、处理信息、分析问题和解决问题的实力，因此须要特殊留意提高学生用英语进行思维和表达的实力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和爱好联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参加到活动中去，成为课堂的主体，同时也加强了与他人沟通合作的实力。 这一课是本单元第一个课时。由于这课出现的生词比较多，在课前教他们读了一下。在备这一课时，发觉它的有关宇宙的学问很专业，起初比较担忧，但是得知高一的学生地理课上已经学习了相应的部分学问，有了肯定的学问储备，这样在处理的时候就留意到详略的问题，我觉得在今后也必需对学生的学问结构有所把握，这样才会更好地抓住要点和难点。 本课为阅读课型，主要介绍有关太空学问和人类起源。通过阅读使学生了解宇宙的形成，和人类的形成。课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲解
并描述有点抽象，须要足够的图片，便利理解并形成感性相识。本课目的要使学生了解宇宙形成和人类起源，培育环境爱护意识。 教学内容大致分为以下几个方面： 1.看图片引入宇宙形成这一话题。 2.从网上下载一些宇宙空间图并展示给学生看，弄清晰星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书) 3.学生阅读课文后完成精读练习。 4.两人围绕人类起源进行探讨。 5.语言学习--难句说明。 6.小结文章，一是找关键线索，二是写作手法。 7.小组探讨，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成爱护环境意识)。 环环相扣，设计紧凑。先利用录音和图片引起爱好，然后带着问题有目的地阅读文章，通过回答问题驾驭细微环节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最终自己去小结上完这节课的收获，使他们的驾驭阅读技巧的同时也增加了见识。在小组探讨过程中，学会用英语口语推断别人给出的依据，并给出自己的观点。
人教版高一英语下册第八单元知识点： Humour 人教版高一英语下册第八单元知识点：Humour Humour知识点 重点句型解析 1.I do not think everybody will find my kind of humour funny. 我认为不是每个人都觉得我的幽默是滑稽可笑的. (1)这是一个含有 that 引导的宾语从句的复合句. 请注意汉语与英语在表示否定时位置的不同.在英语中，有一种否定转移现象，主句在形式上是否定的，而在意义上实际上是否定从句.这种情况常出现在think，believe，imagine，suppose 等作主句谓语的句子中. e.g.I don’t suppose he cares，does he?我看他不在乎，对吧? She doesn’t believe he is at school.她认为他不在学校. (2)当主句的谓语动词是think，believe 等与情态动词连用时，不存在否定转移. e.g.We couldn’t believe he was at home.我们真
不能相信他当时在家. We didn’t believe he was at home.我们认为他不在家. (3)find+宾语+宾补，宾补可以是名词，形容词，过去分词，现在分词，动词不定式，介词短语，副词等. Will you find Mary her tennis racket?你愿意替玛丽找一找网球拍吗? We found him (to be) dishonest.我们觉得他不诚实. He found the door closed.他发现门被关上了. He found a wallet lying on the ground.他发现一只钱包躺在地上. I find it difficult to understand him.我觉得难以理解他. 2.What comedians have in common with the players in a comedy is their way of playing with words.在喜剧中，喜剧演员同其他演员的共同之处是玩文字游戏. (1)这是一个由what引导的主语从句，what充当have 的宾语. (2)have...in common(with)意思是“与……有共同之处”. She has nothing in common with her sister.她和