新教材高一英语Unit 4说课教案

高中高一英语教案：新教材Unit4
教学目标
•熟练掌握本单元的基本语法，包括现在完成时、一般过去时等；
•能够运用所学知识描述人物、状况等；
•培养学生的听说读写能力。

教学重点
•掌握现在完成时和一般过去时的用法；
•学会描述人物和状况；
•培养听说读写能力。

教学难点
•熟练运用过去完成时的用法；
•能够准确地描述人物和状况。

教学方法
•自主学习法；
•合作学习法；
•小组讨论法；
•任务型教学法。

教学过程
Step 1 自主学习
学生在课前自主预习本单元的课文和相关语法知识，提出疑点和疑问，并做好笔记。

Step 2 合作学习
学生以小组为单位，互相交流自己的学习笔记和问答内容，一起讨论并解决问题。

老师在此过程中及时纠正和指导。

Step 3 小组讨论
老师提供一个话题，让学生以小组为单位进行讨论，要求每个组员都积极参与，并阐述自己的观点和理由。

Step 4 任务型教学
老师根据学生的实际水平和兴趣爱好，设计一些任务型教学的活动，比如说配对练习、听力测试等。

总结
本单元的教学重点在于掌握现在完成时和一般过去时的用法，学会描述人物和状况，以及培养听说读写的能力。

在教学过程中，要求学生自主学习、合作学习、小组讨论和任务型教学，尝试让学生更加活跃地参与到语言学习中，并根据学生的实际情况进行个性化的教学。

新教材高一英语UNIT4教案New textbook Unit4 teaching plan for senior one编订：JinTai College新教材高一英语UNIT4教案前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语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、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

A: aims1.Talk about past experiences,2.Describe pe ople, things, events and people’s feelings,3.Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,anise ideas in a text using First, Next, Then, Finally, and5.Write about an unforgettable experience.B: Difficult points and baffling questions1.The uses of the relative pronoun: who, whom, whose, which and that,2.Some language points in the unit,3.How to organize ideas by using First, Next, Then and Finally, and4.Writing speedC: Steps （6 periods）Ⅰ.The first period1.Warming upT: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clauseS:T: Why are these persons or things/events unforgettable?S:T: Who’d like to introduce some other persons or events or inventions?S:2.ListeningT: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape （twice） , just grasp the points to the questions, and complete the exercises.After that, check the answers by the students telling their answers and then listen a third time.T: Now let’s come to the listening on Page103.We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, theirplaces, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.3.Homework1.Write about an unforgettable thing/event within 50 words, using attributive clauses.2.Practice the 4 pictures on Page 22.Ⅱ. The second periodSpeaking. We have two kinds of speaking exercise here.1.Speaking on page 23We have a sample dialogue and three picturesunder it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressionsin the box on page 24.After that, some pairs/groups will act their dialogue out2.Talking on page 103This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.After the students are ready with their dialogue, some pairs/groups will act out their dialogue.3.Homework1.Practice the dialogue according to the pictures on page 23.2.Disaster pictures collected for a show.Ⅲ. The third and the fourth periodsReading passage 11.Pre-readingT: What kind of natural disasters do you know about?S:T: Have you had/experienced one of them?S:T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.S:2.ReadingT: Now let’s come to the reading passage. Read in a low voice while listening to the tape.Now tell me what the text is about.S: （about flood and the fact that people in danger were rescued）T: How did the character feel?S: （Amazement and wonder→alarm→fear→panic）Para1 Para1-Para 2 Para 3 Para 5T: Will you have a try and find out some sentences that have metaphorical words in them?S: （see pages 24-25, 6 places or so）3.Post-readingT: Now let’s c ome to some exercises about the reading material. Exercises on page 25.S:T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…4.Homework1.Tell the story in your own words, by using First…, Next…, Then…, and Finally…,2.Ex.1 Vocabulary on page 104.Reading passage 25.Check their homeworkOne student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.6.Now let’s come to the text. I’m going to explain to you some difficult sentences （see pages 24-25）, some useful phrases and words.①hearI heard them singing that song in English.The boy saw his classmates playing football.Try to find some more verbs that can take an v-ing.②drag: pull sth./ sb. along the ground because they are too heavy to carryLittle Jerry dragged the table/her father/into the kitchen.Pull: use your hand to make sth move towards you or in the direction that you’re movingv. Help me move the piano; you push and I’ll pull.He pulled his brother out of bed.n. the pull of the moon③seize: take hold of sth. suddenly and violentlyHe seized my hand and dragged me awayseize power/an opportunity/ a chance of v-ingto-v④strike struck, struckA ball struck me （on the back of the head）.She struck a match.The clock began to strike 12.The workers are striking for…The disease struck （the city）.⑤destroy destroyed, destroyed, destroyingdamage sth. so badly that it can’t be repairedor so that it no longer existsThe school was completely destroyed by fire.⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problemsThe child struggled in the water.He struggled along the road home.⑦There’s some useful phrases in t he text. Just learn then by heart.fight for/against/with…hold onto sb./sth.get on one’s feetlook out of…/into…/at…/roundsweep awaybe upon sb./sth.fall/go /swallow/ sweep sb./sth downpull sb./sth. upmove/run upmove up and down…⑧5 v-ing forms as adverbials （see pages 24-25）7.HomeworkEx in Word study on page 26 and translation on pages 104-105.Ⅳ. The fifth periodGrammar: The Attributive Clause （1）1.IntroductionT: A sentence with an attributive clause is a combination of two shorter sentences. In anattributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.In what situation, these conjunctions are used?2.PracticeT: Now 5 minutes for the students to do Ex1-2 on pages 26-27.And then Ex 1 on page 105 in class.Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.Now make some other sentences with attributive clauses.3.HomeworkEx. 2 on page 105V. The sixth periodIntegrating skills1.Reading passage on page 27First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.Next they write sentences about theirunforgettable experience by answering the questions on page 28.Then they should try to use attributive clauses and linking words “and, but”.Finally some of the students read out their passages and their classmates will make comments on their passages.2.Reading passage on page 106After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.3.AssessingThe students do it by themselves after class.4.Homework1.Writing on page 108.2.Read the new words in Unit 3-------- Designed By JinTai College ---------。

新教材高一英语Unit 4说课教案一.教学目标A. advanced B. took place C. struck D. seized The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.11. A. group B. collection C. mass D. crowd12. A. Before B. After C. Until D. Once13. A. cut B. swept C. pulled D. went14. A. cracking B. flowing C. holding D. catching15. A. which B. it C. that D. where16. A. frightened B. surprised C. relieved(松口气) D. excited17. A. downstairs B. upstairs C. above D. under18. A. tree B. hall C. tower D. chimney19. A. swept away B. swallowed C. went down D. pulled down20. A. storm B. flood C. earthquake D. fireⅢ. Translation. Put the Chinese into English to complete the following sentences.21. The climate ___________________________(全球的科学家们在担忧的) is becoming warmer and warmer.22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).23. The scientist ___________________________(他的讨论是关于温室气体的) is doing an experiment.24. We find it hard to find an interesting place__________________________(那里天气不会太热的) in Africa. 25. People ______________________(生活在沙漠地区的)lead a hard life. 26. Pollution, _______________________(给人类带来重大灾难的), is said to be one of the main causes of global warming.Key:21. (that/which) scientists all over the world are worrying about22. that/which is made of glass23. whose research is about greenhouse gases24. where it is not too hot25. who live in the desert26. which brings man terrible disasters4、单元测试同学自我评定表单元名称Unit _______失分错解题号错解缘由仍存疑点对策5、任务型活动：配图说明。

Unit 4 Natural DisastersReading and Thinking教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：掌握本课中出现的课标要求词汇和重要短语能力目标：培养学生根据上下文猜测词义和运用本单元的阅读策略的能力。

情感目标：感受“灾害无情人有情”的感情。

教学重难点教学重点：帮助学生掌握报告文学兼具文学性和纪实性的语言特征。

教学难点：让学生学会欣赏文本中所运用的修辞方法和写作技巧，理解作者在作品中所表达的情感和写作意图。

课前准备：多媒体，黑板，粉笔教学过程：一、Prereading1. Greeting2. Leadingin教师活动：What does the title mean? Does the earth sleep as you do? If you can’t go to sleep, how do you feel? Try to imagine what can happen to the earth if it doesn’t sleep? what do you think the text is mainly about?二、While reading1.教师活动：Please find the topic sentence of each paragraph. Then summarize eachparagraph in one phrase based on its topic sentence. For example, the topic sentence of the first paragraph is “Strange things were happen ing in the countryside of northeastern Hebei.” Strange things were happening, which could have warned people that an earthquake was on the way. So the paragraph tells us the warning signs before the earthquake.学生活动：快速阅读文本，检验读前的预测结果，并完成活动3，归纳、概括各段大意。

新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。

教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。

Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。

Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。

Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。

学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。

教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。

高一unit4 教案《高一 unit4 教案》一、教学目标1、知识目标（1）学生能够掌握本单元的重点词汇和短语，如 disaster, rescue, damage 等。

（2）学生能够理解并运用与自然灾害相关的句型和表达方式。

2、能力目标（1）提高学生的阅读能力，能够快速获取文章的关键信息，并理解文章的主旨大意。

（2）培养学生的写作能力，能够用所学的词汇和句型描述自然灾害的情况和救援工作。

3、情感目标（1）让学生了解自然灾害的危害，增强学生的环保意识和自我保护意识。

（2）培养学生的团队合作精神和关爱他人的品质，在面对困难时能够互相帮助。

二、教学重难点1、教学重点（1）重点词汇和短语的用法，如 be trapped in, a number of 等。

（2）课文的理解和分析，掌握文章的结构和主要内容。

2、教学难点（1）如何引导学生正确运用所学词汇和句型进行书面表达。

（2）培养学生对自然灾害的应对能力和防范意识。

三、教学方法1、任务驱动法通过布置各种任务，如阅读、写作、讨论等，让学生在完成任务的过程中掌握知识和技能。

2、情景教学法创设与自然灾害相关的情景，让学生身临其境，更好地理解和感受课文内容。

3、合作学习法组织学生进行小组合作学习，共同探讨问题，培养学生的合作精神和沟通能力。

四、教学过程1、导入（5 分钟）通过播放一段关于自然灾害的视频，如地震、洪水等，引起学生的兴趣，然后提问学生对自然灾害的了解和感受，导入本单元的主题。

2、词汇学习（15 分钟）（1）展示本单元的重点词汇和短语，如disaster, rescue, damage 等，让学生跟读并记忆。

（2）通过图片、例句等方式帮助学生理解词汇的用法和含义。

（3）进行词汇练习，如填空、选择等，巩固学生对词汇的掌握。

3、阅读教学（20 分钟）（1）让学生快速阅读课文，回答一些简单的问题，如文章的主题是什么，主要讲述了哪些自然灾害等。

（2）仔细阅读课文，分析文章的结构和段落大意，引导学生理解文章的细节内容。

高中英语第一册第四单元阅读课说课教案一、学生基本情况：我所教授的是一个尖子班和一个普通班,在平时的英语测试和考试中中等班最多有3-5人及格,普通班最高分80分左右。

部分学生不能认读48个音素,单词拼读和课文朗读困难。

考试当中完型填空和阅读理解题得分率相当低。

对于文章的理解分析能力更需要提高。

二、教材内容及分析：我今天带给大家的是新人教版高中英语教材第四单元,新人教版高中英语教材每个单元都以一个话题为中心,通过语言功能和结构的板块,将语言素材串成一体,有Goals, Warming up, Listening, Speaking, Pre-reading, Reading, Post-reading, Language, study, Integrating skills, Tips and Checkpoint等12个板块,每一板块任务明确,一目了然。

教学时可适当扩展或删减。

我今天的说课版块就是其中的reading这一版块。

因为从我所教授的班级的学生情况来看,学生对于英语文章的阅读分析能力较差,在日常教学过程当中,我特别注重对reading精读这一个版块的分析讲解。

精读文章结合了整个单元的主要词汇,短语,句型,语法等,每一个单元的精读文章都可以作为训练学生听说读写的一个最重要的素材。

我说课单元的中心话题是unforgettable experiences。

其中就包括一篇精读文章the rescue。

这是一篇记叙文,故事讲述的是Jeff 和Flora遇到一场突如其来的洪水,在危急关头他们感到恐惧,但表现得更加冷静,顽强。

他们积极自救,逃过了一次又一次的扑面而来的浪头,最后看到了获救的希望。

整篇文章语言生动、活泼、扣人心弦,能够让学生感受洪水的凶猛、情形的险恶以及主人翁的感情变化,也可以引起学生对在灾难临头之际如何自救的思考。

三、重难点分析：1、本课时重点及考点词汇：upon, destroy, fear, opportunity, fight, strike, pull up, go through。

说课稿各位老师：大家好！今天，很荣幸借此平台与大家一起学习交流，希望各位老师指导我的说课，使我能够有效地提高说课水平。

谢谢！我说课的内容是人教版高一英语上册Unit4的grammar部分。

主要从教材内容、教学目标及重点难点、教学策略、教学程序以及教学评价方面作具体的阐述。

下面我来说一下教材分析：第一板块——说教材本单元的话题是unforgettable experience，本单元主要的谈论的是过去的经历，这个话题是学生很熟悉的话题，本单元要求学生掌握如何描述人、事物、事情及感受。

语法部分，复习定语从句的知识，并学习熟练使用关系代词who，whom，whose，which，that。

在表达观点时，注意使用逻辑顺序词first，next，then，finally。

写作上要求学生能写自己难忘的经历。

第二板块——说教学目标1. 提高听力能力和技巧，尤其是对人名、地点和时间的技巧掌握。

2. 通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。

勇于描述和介绍事物，并发表自己的见解。

3.让学生了解有关文化历史知识，以及中外文化差异，使学生在学习过程中有文化意识。

4.通过复习，掌握定语从句这个语法点，并熟练运用。

5.使学生描述自己难忘的经历，提高学生的写作水平。

在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是：掌握如何表达描述人物、事件，及事物，并与人分享感受。

以及定语从句的相关知识。

难点是定语从句的掌握。

第三个板块——说教学策略本课主要复习定语从句，充分发挥教师的主导作用和学生的主体作用，努力培养学生的分析能力，在传授知识的同时授以科学的思维方法。

不仅要使学生学会，更要使学生会学，因此，在课堂教学中巧妙运用教学艺术，适当安排猜谜游戏、填空练习、翻译句子、小组讨论等活动，鼓励学生开口就说，提高运用语言的能力，使学生在更轻松更愉快的环境下实现更多的信息交流，学以致用。

第四个板块——说教学程序导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。

Unit 4 EarthquakesWarming Up, Pre-reading and Reading李辉军教学重点：使学生学习并理解“中国唐山地震的不眠之夜”教学难点：如何让学生通过自己阅读文章从中获得有关唐山地震的消息教学目标：1.让学生了解唐山大地震的有关情况——地震前所发生的一些异常现象，地震发生后对整个城市造成的毁灭性破坏，以及随后全国军民大援救。

2.帮助学生了解并认识地震前的预兆，提前做好准备，减少或避免不必要的损失。

学习形式：小组合作探究学习学生为主教学过程：课前预习、学案导学Step 1. Lead-in创设情境、提出问题Step 2. Warming upHow many Nature Disasters do you know?自主学习、合作探究Step 3.Fast reading1.What would happen before an earthquake?2.Work together to find the main idea of each part.Main idea of each part:Part 1 (para.1):Strange things were happening before the earthquake.Part 2 (para.2-3):The disaster happened and caused a lot of loss.Part 3 (para.4): All hope was not lost.师生互动、引导点拨Step 4. Post- readingRead carefully and try to get more information to fill in the blanks.巩固练习、拓展提高Get the students to keep in mind that:Life is the most precious thing in Your life.全班欣赏电影，加深理解，并唤起学生对于地震这种灾难的重视，珍惜生命，珍惜身边的一切。

高一英语必修一unit4教案教案标题：高一英语必修一Unit 4 教案教学目标：1. 通过本单元的学习，使学生能够掌握有关环境保护的词汇和表达方式。

2. 培养学生的阅读理解能力和写作能力。

3. 培养学生的团队合作和交流能力。

教学重点：1. 掌握本单元的重点词汇和短语。

2. 提高学生的阅读理解能力。

3. 培养学生的写作能力。

教学难点：1. 学生在阅读理解中的细节把握和推理能力。

2. 学生在写作中的语言表达和组织能力。

教学准备：1. 教材：高中英语必修一教材Unit 4。

2. 多媒体设备。

3. 单词卡片和图片。

教学过程：Step 1：导入（5分钟）通过展示一些有关环境保护的图片和视频，引发学生对环境保护话题的兴趣，并提出一些问题，如：“你认为环境保护对我们的生活有什么重要性？你做过哪些环境保护的事情？”Step 2：词汇和短语学习（15分钟）通过多媒体展示和讲解，教授本单元的重点词汇和短语，如“pollution, recycle, global warming, renewable energy, etc.”，并要求学生跟读和记忆。

Step 3：阅读理解（25分钟）1. 学生分组阅读教材中的阅读材料，理解文章的主旨和关键细节。

2. 学生回答一些与文章内容相关的问题，进行小组讨论。

3. 教师带领全班讨论，梳理文章的结构和语言特点，引导学生总结阅读技巧。

Step 4：写作训练（20分钟）1. 教师指导学生学习如何写一篇关于环境保护的短文。

2. 学生分组合作，讨论并撰写一篇关于如何保护环境的短文。

3. 学生互相交流和修改彼此的短文，提出改进意见。

Step 5：展示和评价（10分钟）1. 学生代表展示他们小组撰写的短文，并进行全班评价。

2. 教师给予学生积极的反馈和建议，鼓励学生继续努力。

Step 6：课堂延伸（5分钟）教师提供一些与环境保护相关的课外阅读材料，鼓励学生自主学习和进一步思考。

Step 7：作业布置（5分钟）布置关于环境保护的作业，如写一篇关于如何减少塑料污染的短文，并要求学生在下节课前完成。