高一英语必修一unit5课件

高一英语必修一unit5课件（通用6篇）

篇1：高一英语必修一unit5课件

一、教学背景分析

1.教材分析：

本课的教学内容是人教版高中英语必修一unit5阅读部分，该部分的重点学习内容是通过不同的阅读技巧(如通过略读和查读从文章中获取主要信息等)理解全文，并能针对阅读内容表达自己观点。话题贴近历史人物的学习。本课的重点词汇有found, republic, principle, peaceful, mankind, lawyer…etc.等。教师在课堂上要通过一系列的课堂活动和任务培养学生的阅读技能，提升学生的阅读能力。

2. 学情分析

1.学生在学习本课之前已学的词有hard-working, active, generous, selfless等及描述人物品质的形容词。因此，在导入环节，教师要遵循从已知到未知的学习规律，展现学习过的词进入新课的学习。在阅读活动环节利用填空，判断题使学生在完成课堂任务后能快速获取主要信息。

2. 高一的学生相对来说好胜心比较强，课堂竞赛是激发学生学习积极性的好方法。

3. 本课主题以历史人物为话题，教师要充分激活学生对历史人物的崇拜之情，让学生富有爱戴之情完成阅读任务。教师可让学生在课前上网查找曼德拉的相关信息。

4. 学生基础一般，学生程度参差不齐。在设计这堂课时，任务应考虑学生的认知能力，从简到难，以适合各个层次的学生，使教学有效、高效。

二、教学目标：

1. 知识与技能目标：

1学习新单词found, republic, principle, peaceful, mankind, lawyer…etc.

2)重点短语：out of work, as a matter of fact, blow up;

3)通过不同的阅读技巧(如通过略读和查读从文章中获取主要信息等)理解全文，并能针对阅读内容表达自己观点.

2. 过程与方法目标：

通过所设计的课堂活动和任务，让学生主动参与，在合作探究中学会学习和理解文章。

3. 情感态度价值观：

1) 了解纳尔逊 曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身的品格修养。

2) 通过竞赛、小组合作学习等形式，调动学生的学习主动性和 积极性。

三、教学重点、难点：

1.重点：通过略读和查读等阅读技巧获取主要信息，并能针对阅读内容表达自己观点。

2.难点：运用不同的阅读技巧理解全文，能够正确描述人物品质。

四、教学策略与方法：

1. 本节课根据学生的特点和教学内容的`实际，采用任务型教学法和交际法相结合的方式来教学。

2. 采用计算机多媒体辅助教学，增加阅读兴趣，降低难度。

3. 通过竞赛、小组合作等多种形式，提高学生的学习兴趣、学习主动性和积极性。

五、教学过程设计：

教学过程

设计意图

Stage1 Pre-reading

Step1 Leading-in & Presentation

Q&A

Video

通过学生所熟悉的人物及单词引入新课，并通过观看视频引起学生对所要学人物的了解和阅读材料的兴趣。展示学习目标，让学生了解本课重点。

Step 2 Prediction

Predict the passage though the title and the picture

帮助学生预测课文，使学生带着想知道结果的愿望，目的性强，注意力将会更集中。

Stage 2 While-reading

Step 3 Fast reading & Careful reading

首先快速阅读中可运用查读和略读技巧获取答案并对文章进行分部分从而初步了解文章整体大意。其次在细读中设计对详细信息的学习，从而加深学生对文章的深度理解。

Stage 3 Post-listening

学习了课文后，小组讨论总结曼德拉的品质。观看写给曼德拉歌曲的视频，学习伟人的高尚品质。

Step 4: 1. Discussion

2. Video

Step 5 Summary

总结本课重点，及时反思本课收获。

Step 6 Homework

1. Memorize the new words and phrases.

2. Preview the language points of the passage.

复习巩固所学习过的单词和重要句型，并为引入课文的学习做好准备。

六.板书设计

Unit5 (Reading) Elias’ story

Para.1

Part 1 before

Para.2

Elias met Mandela

Para.3

Part 2 after Para.4

Para.5

篇2：高一英语必修一unit5课件

《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养学生用英语进行思维和表达的能力;为学生进一步学习和发展创造必要的条件。

高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力;要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。

同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。

基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养;同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。

二、教学背景分析

本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊99曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。

学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。

三、教学目标分析

1. Help students learn the structure and the content of the reading.

Help students learn and understand some difficult sentences：

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

b. We were put into a position in which we had either to accept we were less important， or fight the government.

2. Instruct the students to understand long and difficult sentences in two ways：

a. finding the new meaning of a learned word

b. breaking down a long sentence with an attributive clause into two short sentences

Instruct the students to learn the hidden messages through careful reading.

3. Instruct students to observe， experience， think and explore using task-based teaching.

Instruct students to learn the historical background from plain statement and think about the root of problems.

4. Under the guidance of the teacher， the students must first be willing to learn.

Students should learn the good qualities of Mandela and apply them to daily life.

四、教学重点、难点分析

(一)教学重点

Some difficult sentences in the reading.

How to analyse and understand the article.

(二)教学难点

1. How to analyse a long and difficult sentence.

2. The strategies of understanding an article.

五、教学过程设计

步骤1：学习目标展示(30’’)

Learning aims：

1. To learn about Elias’ life and great qualities of Mandela.

2. To understand long and difficult sentences in the passage.

设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。   步骤2：导入(4’30’’)

Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.

Show the students a sentence structure to help them：

In my opinion， he is a famous/ great person， because…

After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.

He spent 67 years struggling for the equal rights of the black， including 27 years in prison.

He won the Nobel Peace Prize in 1993.

He was the first black president of South Africa.

July， 18th every year is International Nelson Mandela Day.

设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。

步骤3：阅读理解(30’)

1. Read paragraph 1 and predict the general idea of the passage：

A. Mandela’s growing experience.

B. Elias’ working experience.

C. How Elias changed with Mandela’s help.

设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。

2. Read paragraph 2 quickly and find out the topic sentence：

Answer： I needed his help because I had very little education.

From Elias’ bad situation， draw a conclusion that black people’s situation was bad.

Show some pictures about black people’s life and introduce more.

设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况;在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。

3.Read paragraph 3&4 carefully and fill in the form.

There are many long and difficult sentences in these two paragraphs. Before reading the two paragraphs， help the students learn how to analyse long and difficult sentences.

设计意图：这两段中的长难句比较多，因此在学生阅读前应该先指导学生如何分析长难句，为阅读扫清障碍。

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

Paraphrase this sentence： In the last thirty years， there have been a great number of laws stopping our rights and progress， …

Exercises：

(1) The golden week has seen a sharp increase in tourists.

答案：In the golden week， there has been a sharp increase in tourists.

(2) Last thirteen years has seen big changes of Han Han.

答案：In last thirteen years， there have been big changes of Han Han.

设计意图：旧词新意是学生无法理解句子的关键原因。在这里不仅要讲解词义，关键是要把含有该词的句子变为另外一个简单的句式，使学生更容易接受。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。

b. We were put into a position in which we had either to accept we were less important or fight the government.   Sentence one： We were put into a position.

Sentence two： In that position we had to accept we were less important or fight the government.

Exercieses：

(1) Shijiazhuang No.1 Middle School is a school in which many famous people studied.

答案：Sentence one： Shijiazhuang No. 1 Middle School is a school.

Sentence two： Many famous people studied in this school.

(2) November 11 will be the lucky day when Guo Jingjing and Huo Qigang will get married.

答案：Sentence one： November 11 will be the lucky day.

Sentence two： On that day Guo Jingjing and Huo Qigang will get married.

设计意图：用拆分法将含有定语从句的长难句分成两个单独的句子可以使句子变得容易理解。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。

After reading the two paragraphs， let the students fill in the form.

What Mandela did good qualities

1. He told Elias how to get correct _____. generous， kind

2. He organized _______________. ?

3. He decided to _____ the laws and took _____ when peaceful ways were useless. ?

答案：

1. papers

2. the ANC Youth League; active， brave， wise

3. attack; violence; brave， determined

设计意图：让学生从曼德拉的话语和做法里体会曼德拉的美好品质。

4. Read paragraph 5 carefully and fill in the blanks.

Why did Elias help Mandela to blow up buildings? Because he knew it would help them _____ ____ _____ of making black and white people ______.

答案：achieve their dream; equal

5. Complete the chart (group work).

determined to change a loyal follower and

the unfair situation fighter

After finishing the chart， draw a conclusion：

Elias changed from a ____， _____， _____ worker into a _____ fighter with Mandela’s help. And check the students’ prediction.

答案：poor， worried， helpless; determined

设计意图：有了前面对每一段含义的理解作铺垫，学生可以更好地从整体上文章的内容，有助于学生更深层地理解文章，以及曼德拉所起的作用和他个人的品质。

步骤4：语言总结输出(5’ )

What kind of person is Nelson Mandela? What can we learn from him?

Some adjectives will be offered to help the students： determined; wise; active; generous; brave; selfless; devoted; active.

设计意图：语言表达部分是本节课的升华部分。首先，播放潘基文在曼德拉国际日发表的演讲，让学生回顾曼德拉一生感人的事迹;然后通过这节课的学习，让学生说出自己对曼德拉的认识，以及自已的收获。目的是：

1.把语言知识和励志教育结合在一起。激励学生要有远大理想，胸怀国家，并为理想努力拼搏。

2.指导学生积累语言知识。

步骤5：布置作业(1’)

1. Must： Retell the story of Elias using the third person.

Tips：

Who was Elias?

How did he meet Nelson Mandela?

What did he do later?

Why did he do that?

2. Optional： Make a poster about Mandela by yourself using what we’ve learnt.

设计意图：必做作业的目的是为了总结和巩固课内所学知识，力求将所学知识内化为实际的语言运用能力。选做作业是为那些学有余力的学生准备的，扩大并加深他们对曼德拉的认识。

六、教学评价设计

评价内容：学生在课上所表现出来的文章理解的具体情况;学生对曼德拉伟大品质的理解情况，以及能否具体清楚的表达出来;学生是否发挥了主体意识，学习任务的完成度、小组活动的参与度以及表达交流能力。

篇3：高一英语必修一unit5课件

这节公开课的主题是主题公园 (人教版高中英语教材必修4 Unit 5) 。课堂上, 该老师紧紧围绕主题公园这个话题, 巧妙分析文章结构与内容, 同时将阅读所学灵活运用到写作中, 激发学生兴趣, 提高了课堂效率。该老师是这样循序渐进地完成教学目标的。

一导入:在自由交谈中

【镜头一】由于公开课的学生是该老师之前未接触过的, 因此该老师首先利用自我介绍这个契机, 与学生进行自由交谈, 从而自然地导入阅读中的部分生词, 同时活跃了班级气氛:

师:Hello everyone, I used to introduce myself a lot, you can call me Vivian.

生:Vivian.

师:Yes, Vivian.Not that Vivian in Taiwan, she is a goddess.OK, but when you pronounce my name, you need to be very careful, because the word can be easily pronounced as“feifeian”.

生:Feifeian…

师:Do you know this is a terrifying name.Do you know terrifying?Terrifying, it’s a terrifying name, because it sounds like“fei fei an”.

生:Hahahaha…

该老师利用自我介绍, 创设了真实交际的语境, 通过随意的交谈, 学生可以放松心态, 集中注意力, 更活跃地投入到课堂教学活动中去。同时, 新词的累积能够降低之后的阅读难度, 提高阅读效率。

二阅读:在层层挖掘中

【镜头二】在巧妙导入课堂后, 该老师以启发式教学为主, 带领学生找出文章中有关各种主题公园的内容, 并加以概括归纳:

师:Please read paragraph 2 to 4, and while you are reading, try to find when the author introduced the parks, what information is included?

生:The three parks have three different themes.

师:Yes, excellent!Themes, right, themes.Anything else?

生:And Disneyland is about fairy-tales and Disney characters.

师:Characters, yes!Is other information included?

生:There are different activities.

师:Yes, excellent, there are different activities.Anythingelse?“Several parks of the world, smoking mountains, southeastern USA and England”, what’s this?

生:Location.

师:Yes, good!So these three, theme, location and activities, are the three factors we need to be included in an introduction.

【镜头三】在归纳了文章的主要信息之后, 教师运用生活中的实例, 自然地从文章的内容过渡到词句的理解, 帮助学生积累好词好句。接着, 教师进一步引导学生把握文本类型 (广告型的介绍文) , 找出文中的口号。至此, 文章的内容成分、写作的技巧、好词好句都得到了充分的学习:

师:If you want to attract more people to come to your theme park, what else information do you need to give?For example, she is beautiful.If I only give you the sentence, she is beautiful, you feel nothing.But what if I say she is a girl with long dark hair and deep black eyes and rosy lips?So what do we need?

生:Details.

师:Yes, details, or we need to use attractive words.We need to use very attractive words to attract people.So I want you to read these three paragraphs again and try to locate some attractive words that used to describe the parks.

...

师:OK, so now we have attractive words.But actually, in addition to the words, what other things should be included?Words, and we have... (用手势做长条状)

生:Sentences.

...

师:We have another very important thing.That’s“If you want to have fun and more than fun, come to Disneyland...”.So these sentences are not beautiful, but what are they?

生:口号……

三写作:在兴趣引导中

【镜头四】读写整合课上的阅读属于交际性阅读, 而不是以语言知识为主要目的的分析性阅读, 因此, 在词汇用法和语法结构的讲解上不应耗时过多, 要安排足够教学时间供学生进行初稿写作和修改。同时, 读写整合课有助于提高学生写作学习的动机和水平, 进而有效地达到以读促写的目的。因此, 该老师关注了学生的兴趣, 以此为动机, 号召学生以感兴趣的内容设计一个主题公园, 且写作以小组合作方式展开, 学生的积极性得到了提升, 现场气氛十分活跃:

师:Suppose you are a designer, design a park you like.Four people a group, use the paper on your desk, you need to write down introduction, a brief introduction.

生:Our park’s name is“Sherlock Homes is in the park”.There are serious exciting and amazing cases for you to solve with Sherlock Homes and Doctor Watson, many classic things from the novel will come true in the real life.As you wander around the fantastic park, you will see them.What’s more, a film about the wedding of Sherlock Homes and Doctor Watson.Come with us, Sherlock, Watson and Moriarty are all here waiting for you.

生:The theme of our apartment is Love Apartment.You can bare to miss it.It will provide with great opportunities to see memorable things and drama by yourself, and souvenir can be a small part, there is a chance that you can see the stars face to face.Just coming!

...

新课程倡导“自主、合作、探究”的学习方式, 从写作模式来看, 充分的小组合作促进了生生、师生、师生与书本之间的多项互动, 协商调整, 集思广益, 学有“新”得。从学生习作来看, 学生充分结合了自己的兴趣以及阅读部分所学的知识, 这些习作充分展示了他们对本节课知识点的掌握和恰当运用。总体来说, 读写结合的英语教学方式比传统读写分开的教学方式更有实效性, 更有利于挖掘学生的潜能, 提高学生的综合语言运用能力。结果证明, 这堂课十分受学生欢迎, 教师语言幽默风趣, 学生边学边玩, 又在最后习作展示环节形成竞争, 课堂气氛也因有了思考、交流和讨论变得生动活跃。

摘要：阅读是学生英语学习的重要输入途径之一, 而写作则是语言输出的一种方式, 两者相辅相成, 有助于提高学生的综合语言应用能力。读写整合课融合了阅读与写作, 需要教师在阅读教学的同时进行写作能力的培养, 分析阅读文章的篇章结构, 输入相关词汇和句型, 为写作打下坚实基础。

关键词：读写整合模式教学,公开课,写作能力

参考文献

[1]徐浩、高彩凤.英语专业低年级读写结合教学模式的实验研究[J].现代外语, 2007 (2) :184~190

篇4：高一英语课本必修一中的价值取向

关键词：英语；教科书

中图分类号：G632 文献标识码：B 文章编号：1002-7661（2014）21-075-01

一、价值取向的概念分析

价值取向（value orientation）是价值哲学的重要范畴，它指的是一定主体基于自己的价值观在面对或处理各种矛盾、冲突、关系时所持的基本价值立场、价值态度以及所表现出来的基本价值取向。价值取向的突出作用是决定、支配主体的价值选择。价值取向的合理化是进步人类的信念。

二、在高中英语教学中渗透德育教育的必要性

首先，我们应该认识到在高中英语教学中渗透德育教育的必要性是众所周知的。高中生正处于长身体和增长知识的黄金时期，他们的德育观还有很大的可塑性。在学科课堂上贯彻德育教育是新课标学科教学中态度情感价值观的目标的总体要求，同时也有着其他德育方式不可比拟的优越性。

三、高中英语教科书价值取向的基本特点

任何一门课程的理论与实践都负载着某种特定的价值，在本质上，课程不是“价值中立”或“文化无涉”的纯粹知识活动。（梁红梅，赵长林，2009）。高中英语课程作为语言学习的重要工具，其思想性和教育性比较强。通过教科书的内容使学生获得什么，都有明显的价值取向。

1、广义的人道主义精神的展现

在广义的人道主义思想体系中，生命是其关注的中心，并构成价值的来源和价值的归宿（唐代兴 2004）。教科书借助了一些故事或人物形象的塑造来传递，如第一单元的“friendship”。

课文“Annes Best Friend”以德国法西斯残害犹太人这段历史为背景，讲述了一个叫安妮的犹太小女孩在躲避纳粹的过程中与日记“交朋友”故事。日记中体现了对美好的自由的向往，对感受自然的渴望。于是，读者在形象的、直观的、情绪化的、感悟的阅读里体会着小女孩的处境和乐观的心情，一点一滴地塑造着对人的尊严、价值、命运的维护、追求和关切。

贯穿第四单元课文“A Night the Earth didnt Sleep”的文化主线，也是悲天悯人的对生命极度珍视的情怀，因此在阅读的整个过程中，读者都不能够放下对灾难中人们的挂念与担心，尤其是在最后一段，读者还能够感觉到许多的暖意：

“All hope was not lost. The army sent 150000 soldiers to Tang Shan to rescue workers. Hundreds of thousands of people were helped...Slowly， the city began to breathe again.”

我们很容易看出课本的编写者想要通过故事要传递的价值观：人的生命是平等的，每一条生命应该被珍惜和尊重；不要放弃希望，即使灾难来临，也要乐观面对。

2、对具有超越性的生活意义的追求

我们这里指的是儒家所提倡的一种终极的价值、人生的境界、道德的觉悟和最高的智慧（姚新中， 何丽艳 2008）。具有超越性的生活意义关于人自己的生存的问题，但是也没有一个确定的概念可以归纳，它可以是追求更真更善更美，可以是思考众生万物的奥秘，也可以是为了人类文明的进化。

第五单元在人物的选择上就呈现了追求超越性的生活意义的价值观。如在课文“Pre-reading”部分，为让学生对“伟人”有更深的理解，所有的实例都是为民族甚至是整个全世界做出巨大贡献的人，其中包括了为坚持自己对圣经的信念而牺牲的英国新教改革者威廉.汀代尔，国际主义战士白求恩，印度，非暴力不合作倡导者甘地，中国的民主卫士孙中山，他们无一不是为了全民族或全世界的人类而战斗着，向我们传递了超越性生活意义所在：活着不应该只是为了自己吃饱睡暖，还要怀有大爱和大智慧。

本单元课文“EliasStory”以一个名为Elias的视角，向我们介绍了为南非黑人获取平等权利而不惜一生斗争的曼德拉总统的事迹。他的精神不只是他能在入狱近二十载后出来帮助民众的精神，还在于他始终体味区域性人民疾苦，为人的生存权利以外的诸项权利努力的正义行为。

3、对理性和科学精神的追求

广义的科学精神则是指由科学性质所决定的、贯穿于科学探究活动之中的基本的精神状态和思维方式，它不限于自然科学领域。科学追求真理，认识自然和人赖以生存的物质世界，使人获得自由与幸福，这与强调人的价值、尊严、自由、幸福的人文精神是一致的。

单元“Earthquake”也明显表达了科学精神的倾向，它详细地介绍和描述了有关地震的科学知识，包括地震前的预兆和地震灾害自救的科学常识，从而让读者认识他们赖以生存的自然界。

克拉克洪-斯多特贝克（Kluckhohn & Strodtbeck， 1961）曾经概括出五种价值取向模式人性取向、人与自然的关系取向、时间取向、活动取向和关系取向。克拉克洪与斯多特贝克提出某一社会所青睐的解决这些问题的方法反映的就是这个社会的价值观。

1、人性取向--人性本善（Good），人性本恶（Evil）或善恶兼而有之（Mixed）；

2、人与自然的关系取向—征服（Mastery）、服从（Submissive）或和谐（Harmonious）；

3、时间取向--过去（Past），现在（Present）或将来（Future）；

4、人类活动取向—存在（being）、成为（being-in-becoming）或做（doing）；

5、关系取向—个体主义的（Individualistic）、附属的（Collateral）或等级的（Hierarchical）。

篇5：高一英语必修一免费课件

人教版高一英语必修一免费课件

课堂提问是教学活动中常用的教学方法，它不仅能激发学生的兴趣，更能促进学生语言的学习。笔者以人教版高中英语必修1第三单元为例，来探讨高中英语课堂提问的有效性问题。

人教版高一英语必修一免费课件

篇6：高一英语必修一课件外研版

一、题材内容

本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。

二、教学目标

1） 语言知识：

语音 句子中的重音

词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply

词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of

语法 -ed形式作形容词；表达过去时间的词语或词组

功能 礼貌用语

话题 介绍旅游经历；介绍童年故事

2） 语言技能：

听 听懂对事件的回忆、旅游介绍并获取信息

说 礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光

读 Scanning, skimming, careful reading, generalization; inference等阅读微技能训练

写 用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆

3） 学习策略：

学生一定程度形成自主学习，有效交际、信息处理、英语思维能力

认知 联系，归纳，推测，速读，略读，查读等技能

调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际 积极、有效同时礼貌地进行对话

资源 积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息

4） 文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化

5） 情感态度：热爱祖国河山；为祖国建设感动自豪；倡导文明礼貌

三、教学重点和难点

重点：1. 如何使用地道英语描述风光、事件或回忆

2. 正确理解并应用-ed形容词

3. 如何礼貌进行日常对话

难点: 能用得体的.英语表达自己，描述过去的难忘经历

四、教学方法

基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P-T-P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。

五、教材处理

核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：

Pre-task: 学生回忆往事，激活背景知识，重温情感体验

Task-cycle: 通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫

Post-task: 达成任务，展示成果，反馈学习情况。

六、教学安排

根据学生学习英语的特点和规律，我们把本模块划分为6课时：

Period 1: Introduction, Reading and vocabulary (1.2)

Period 2: Reading

Period 3: Grammar 1&2, Function, Culture Corner

Period 4: Vocabulary, reading and speaking

Period 5: Listening, pronunciation, Everyday English

Period 6: Task, writing

注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

[教学设计]

Ss=students; T=teacher; =group work; = pair work; =individual work =screen

Period 1 Introduction, Reading and vocabulary (1.2)

Ⅰ、教材内容及教学目标

1、学习有关交通工具的名词和动词，回忆第一次旅游的快乐情景

2、通过查找信息，描述自己印象中的澳大利亚

3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外)

Ⅱ、教学设计

Task 1: Describe a trip ( 15m) – Introducton

Pre-task Brainstorming

Try to bring out as many words about transportation as possible.

Task-cycle Learn different verbs and nouns about traveling.

Activity 1 Matching ( 1 )

Activity 2 Put me in the right place!

A: Draw a picture with road, rails, water and clouds on the blackboard. Put

different vehicles in the right position on the picture.

B: Ask and answer Qs in (2) according the picture.

Activity 3 Filling & Guessing game

get on (off)

get into (out of)

Ride

Drive

take off/ride

A:

B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)

Post-task: Describe the first time you traveled a long distance

A: Q: When someone want to describe his first trip, what do you want to know?

5W & 1H ( who, when, where, what, why & how )

B: Describe the first trip Report to all

Task 2: Describe Australia ( 25m )-Reading & vocabulary

Pre-task: Search information about Australia before class

Task-cycle: Australia

Activity 1 Brain-storming (words about Australia)

Activity 2 Talking ( 1 )

A: Talk about the pictures on P22 + things about the country brought by Ss

B: Get questions in (1) solved

C: Dialogue between “Australians” and “tourists” Report to all

Activity 3 Vocabulary ( Part )

A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)

B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)

C: Choose a word in the blanket to match the underlined part in a passage (2)

Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.

Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)

Recalling(4m) Recall what we learn today. & Questions unsolved.

Homework(1m) Workbook P80 4. 5.

Describe your first time you travel to a place of interest.

Period 2 Reading

Ⅰ、教材内容及教学目标

1、学习在澳大利亚乘火车旅游的文章

2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，

学会运用想象、联想、逻辑分析和英语思维的能力

3、学会如何描述乘火车旅游的情形

Ⅱ、教学设计

Task Learn and retell the passage

Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.

Task-cycle Reading(40m)

Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.

While-reading

Activity 1 First ( Fast ) reading

A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )

B. Main sentence in each paragraph.

C. Main idea

D. Guide Ss to find out the structure of the passage.

Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)

Activity 3 Third reading ( Reading Strategies Applying )

A. Find out appropriate information to fill in the form below:

Part One (1)

Who When Where What Why How

Part Two (2-3)

Food Scenery

First hundred kms After that Suddenly

B. Put me in the right order and form a passage, adding in the time signals.

Camels were trained to carry supplies back from the central part.

Camels were shot because of the new railway line built by the government.

They brought camels from Afghanistan.

Australians needed a way to the central country.

They tried riding horses, but failed.

C. Word-guessing ( abandon, diamond, supplies)

Post-task

Activity 1 Retelling Retell the passage with the help of the form

Activity 2 Discussion P24 (5)

Activity 3 Small debate “They should shot the camels”

Recalling(2m) Recall what we learn today. & Questions unsolved.

Homework(1m) Write a reading note

阅读格式卡

Title__________________________ Module _________ Date___________

General idea：

Words & Phrases:

BS:

BS=beautiful sentence

Period 3 Grammar 1&2, Function, Culture Corner

Ⅰ、教材内容及教学目标

1、学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，

2、运用过去时间表达法

3、运用礼貌用语

4、了解Maglev，能说出与普通火车的区别

Ⅱ、教学设计

Task 1 Find out rules of “–ed adjectives”

Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.

Activity 2 Find out the rules of “-ed adj.”

A. Look, say, write and combine

a. T act out the sentences: I threw the paper away. The paper was used before.

b. Ss write out the sentences

c. Try to combine the sentences to one: I threw the _______ paper away.

d. Talk about the pictures using –ed form and write them down.

B. Observe, compare and find out the rules (Grammar 1 )

Activity3 Workbook P79 1. 2.

Task 2: Story-making using past tense time expressions

Activity 1 Brainstorming ( past tense time expressions)

Activity 2 Complete the sentences (2)

Activity 3 Story-telling Make stories according to the pictures given to different groups

Task 3: Polite conversation

Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)

Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)

Task 4: Interview ( about Maglev )

Activity 1 Read and compare

Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)

Activity 3 Your idea of new transportations

Period 4 Vocabulary, reading and speaking

Ⅰ、教材内容及教学目标

1、学习表示地点和在该地点做事的词汇，训练联想的认知策略

2、学习有关回忆的文章，能叙述自己的回忆

Ⅱ、教学设计

Task Childhood memories

Pre-task Words and expressions

Activity 1 District map Draw an imaginary district map with names on it with Ss

Activity 2 Tell me your first time to...

I will never forget the day I ...

I remember the day I ...

my first visit to...

doing

Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview

Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.

Period 5 Listening, pronunciation, Everyday English

Ⅰ、教材内容及教学目标

1、听懂对话，抓住要点，获取信息

2、句子重音

3、训练根据对方话语作出回应、表达态度的技能

Ⅱ、教学设计

Task 1 Knowing things about her

Pre-task Getting information about Mary Lennon

Task-cycle Listening

Activity 1 When & Where & By what Get basic information from the first listening

Activity 2 Interview (Ex.1 & 2)

Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs

Task 2: “My Pronunciation is better!”

Activity 1 Listen & Imitate

Activity 2 Competition

Task 3: Show your response!

Activity 1 Ex. 1 & 2

Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)

Period 6 Task, writing

Ⅰ、教材内容及教学目标

1、借助一切可借助的力量介绍自己的一次旅游情况

2、写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力

Ⅱ、教学设计

Task 1: Display one of your trips to a tourist spot

Pre-task: Things about the trips

A. Collect information about the tourist spot

B. Collect English signs in the tourist spot

C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot

D. Make notes on 5W & 1H

Task-cycle: Share & Choose

Activity 1 Share the things your collect with your partners

Activity 2 Choose the best S to do the talking, the others offer help when needed

Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )

Task 2: Writing

Pre-task: Choose topics

Task-cycle: Writing

Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct

Post-task: Show the best writing & Comment

Recalling Recall what we learn today & Questions unsolved.