高一英语第五单元教案

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本单元的中心话题是“电影”,本课是第三课时,是一篇传记体的短文,介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。一起看看高一英语第五单元教案!欢迎查阅!h89篇语网

英语第五单元教案1h89篇语网

一. 教材内容分析h89篇语网

本单元的中心话题是“电影”,本课是第三课时,是一篇传记体的短文,介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样,本文也是按照人物的生平时间展开:前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平,之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演,也能体验一些影评的模式。h89篇语网

二.教学重点难点h89篇语网

(1).关系副词引导的定语从句和介词+关系代词引导的定语从句h89篇语网

(2)掌握相关的词汇和短语h89篇语网

(3)文章段落结构的分析并概括各段的段落大意.h89篇语网

(4)如何提高学生的阅读能力。h89篇语网

(5)对影视界名人及电影的评价(comments)如何写影评(review)。h89篇语网

三.教学目标h89篇语网

(一)知识技能h89篇语网

1. 掌握一些课文中涉及的词汇和短语:h89篇语网

如:academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等h89篇语网

2. 学习掌握一些重点句子:h89篇语网

如:This was a film in which … real actors… P31h89篇语网

Instead of …h89篇语网

This was the moment when …took off. P31h89篇语网

When asked about the secret about …he owes…to…P32h89篇语网

After that it still took …before… P32h89篇语网

3. 学习、掌握关系副词when,where.,why 引导的定语从句及介词+关系代词引导的定语从句。h89篇语网

4. 通过本课训练使学生能够提高他们的阅读理解能力,通过一些重点词汇及短语掌握文章大意。h89篇语网

(二)情感态度h89篇语网

1. 通过学习课文,培养学生了解、尊重异国文化,体现国际合作精神。h89篇语网

2. 通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。h89篇语网

(三)文化意识h89篇语网

1. 通过学习,了解国际导演史蒂芬 斯皮尔伯格。h89篇语网

2. 通过学习,了解世界影视文化,培养世界意识。h89篇语网

3. 通过中外影视文化对比,加深对中国影视文化的理解。h89篇语网

四.教具准备:h89篇语网

录音机,电脑,屏幕及图片。h89篇语网

五. 教学方法:h89篇语网

1.任务型教学法h89篇语网

学生学习本文时,我设计了一些任务,通过感知,体验,参与合作等方式,使学生的主动地位得到充分体现。如:要求学生阅读文章,回答问题,填写表格等。2.多媒体教学法h89篇语网

这一单元以影视为主题,利用多媒体展示影片相关图片,帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.h89篇语网

六、教学步骤h89篇语网

Step one:Revisionh89篇语网

1. check the words and expressions.h89篇语网

2. ask the students to explain the following words in English.h89篇语网

graduate work as play a role inh89篇语网

Step two: Pre-readingh89篇语网

此部分的关键在于让学生了解如何制作电影,尤其是通过了解电影的制作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).h89篇语网

活动形式h89篇语网

1.师生互动:教师提问If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色,如photographer, actor/actress, editor, director等等h89篇语网

2.小组活动:h89篇语网

1)教师可设置这样的讨论题:What part would you like to play in making a film?根据选择分组,让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论,学生不难发现,在电影的制作过程中,导演起了非常关键的作用。h89篇语网

2)根据所选的各种角色交叉分组,发挥各自的作用。h89篇语网

a. What would the scene be like and what happens in it?h89篇语网

b. Who are the main actors in that scene and what do they do?h89篇语网

c. Write a short dialogue and act it outh89篇语网

Step three: while--readingh89篇语网

英语第五单元教案2h89篇语网

本篇阅读材料是人物传记,介绍了导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习,旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。h89篇语网

活动形式:h89篇语网

1.小组活动(lead-in)h89篇语网

分别给出和斯皮尔伯格所执导的电影的几幅图片,引起学生的兴趣,让学生分组讨论,预测文章的主题.h89篇语网

T: now, please discuss the pictures in groups then guess what is the text about?h89篇语网

A few minutes later, the teacher ask several students to report their answers.h89篇语网

2.个人活动(Listening)h89篇语网

让学生听录音一遍,然后找出课文中所提及的五部影片的名字。h89篇语网

T: Who knows the names of the five films?h89篇语网

S:The five films are: Jaws, ET , Jurassic Park ,Schindler’s list, and Saving PrivateRyan.h89篇语网

T: You are correct.h89篇语网

3.个人活动(Skimming)h89篇语网

A.快速阅读课文,按时间主线制作一个Steven Spielberg 的要事记h89篇语网

The teacher shows the years on the screen.h89篇语网

1946, 1968, 1959, 1975, 1982, 1993h89篇语网

T : let’s check the answer. I would like this group to answer these questions.h89篇语网

Sa: in 1946 Steven Spielberg was born in America.h89篇语网

Sb: in 1968 Steven Spielberg made his first real film.h89篇语网

Sc: in 1959 Steven Spielberg won a prize for a short film.h89篇语网

Sd: in 1975 Steven Spielberg he made one of his first films Jawsh89篇语网

Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth.h89篇语网

Sf: in 1993 he made the film Jurassic Parkh89篇语网

B.快速阅读课文的Para3—5 , 查找出有关这5部电影内容和主题的信息,并核对与自己猜想是否相符。h89篇语网

films Information of the filmh89篇语网

Jaws(1975) About a big shark that attacks and eat swimmersh89篇语网

Et (1982) About a little creature comes from outer spaceh89篇语网

Jurassic (1993) About an island where a very rich man keeps dinosaurs.h89篇语网

Schindler’s list(1993) About The cruelty of war/a German who saves Jewish people from being killed in the war.h89篇语网

Saving private ryan(1998) About the cruelty of war/an American leads his team to search for a soldier named Ryan.h89篇语网

3.个人活动( Scanning)h89篇语网

阅读并查找有关Spielberg的信息:h89篇语网

When and where was he born?h89篇语网

When did he start making films?h89篇语网

What did he use to make films at first? and later?h89篇语网

What was his dream?h89篇语网

What did he study?h89篇语网

When and with what did his career take off?h89篇语网

What does Spielberg owe his success to?h89篇语网

Step four: Post-readingh89篇语网

该部分可分成两块,其中第二块内容可以提前到阅读中去完成,也可在读后总结,当学生读完影片内容时,可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句,体验定语从句的结构)。第一块(Questions)中第1,3,5三个问题比较难,从文中直接找不到答案,也是学生理解上需要升华的部分。可以通过分组,让学生讨论来理解这几个问题。让学生领会以下几点:1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持,合作、互助精神。h89篇语网

T: let’s turn to page 32, part 1.work in pairs and answer the five questions:h89篇语网

1. Why did Spielberg study English instead of the film?h89篇语网

2. Why were the people who saw the film Jaws were afraid to swim in the sea?h89篇语网

3. How important is his family to Spielberg’s career?h89篇语网

4. What was Spielberg’s dream?h89篇语网

5. What have you learn from reading about?h89篇语网

Step four: Homeworkh89篇语网

1.Preview the reading Not One Less on page34h89篇语网

2. Make sentences with the following words:h89篇语网

(1)career (2)role (3) owe (4) award (5)accepth89篇语网

英语第五单元教案3h89篇语网

NSEFC Book1 Unit3 Travel Journalh89篇语网

Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.h89篇语网

Ⅰ. The theoretical basish89篇语网

First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.h89篇语网

II. Understanding of the teaching materialh89篇语网

My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.h89篇语网

At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.h89篇语网

That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:h89篇语网

a) Knowledge objectivesh89篇语网

By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.h89篇语网

b) Ability objectivesh89篇语网

Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.h89篇语网

c) Moral objectivesh89篇语网

Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.h89篇语网

Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.h89篇语网

III. Teaching methods and studying waysh89篇语网

That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.h89篇语网

Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.h89篇语网

I will use computer and blackboard as my teaching aids.h89篇语网

Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.h89篇语网

Step I: Lead-in and pre-reading (7mins)h89篇语网

Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.h89篇语网

In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.h89篇语网

In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.h89篇语网

In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.h89篇语网

Step II: While-reading (21mins)h89篇语网

While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.h89篇语网

1) Fast readingh89篇语网

During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.h89篇语网

2) Careful readingh89篇语网

After getting the general idea of each Para., I will deal with the details Para. by Para..h89篇语网

In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.h89篇语网

In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.h89篇语网

And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.h89篇语网

Step III: Consolidation (6mins)h89篇语网

After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.h89篇语网

Step IV: Post-reading (10mins)h89篇语网

That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.h89篇语网

The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.h89篇语网

The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationh89篇语网

Step V: Homework (1min)h89篇语网

Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..h89篇语网

Ⅴ. Blackboard designh89篇语网

On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.h89篇语网

That’s all for my interpretation. Thank you for your atth89篇语网

h89篇语网

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