高一英語必修一課件外研版
很多人都會認為學生在高一的時候,對英語的學習是一個轉折點,學得好不好主要看高中時期的英語學得好不好。下面小編收集了高一英語必修一外研版的課件,供大家參考。
一、 題材內容
本模塊是通過旅游經歷介紹風光,幫助學生學會關于交通工具和地貌等自然現象的詞語,學會運用表示過去的用語作回憶、寫游記、介紹風光。
二、 教學目標
1) 語言知識:
語音 句子中的重音
詞匯 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply
詞組 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of
語法 -ed形式作形容詞;表達過去時間的詞語或詞組
功能 禮貌用語
話題 介紹旅游經歷;介紹童年故事
2) 語言技能:
聽 聽懂對事件的回憶、旅游介紹并獲取信息
說 禮貌地進行Everyday English中的'對話;運用過去時間回憶;運用含有-ed句子介紹風光
讀 Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓練
寫 用所學的詞匯、詞組、及含-ed的句子寫介紹旅游情況的文章和各種回憶
3) 學習策略:
學生一定程度形成自主學習,有效交際、信息處理、英語思維能力
認知 聯系,歸納,推測,速讀,略讀,查讀等技能
調控 從同伴處得到反饋,對自己在敘述及作文中的錯誤進行修改
交際 積極、有效同時禮貌地進行對話
資源 積極有效閱讀從網上及各種媒體所獲取的有關旅游及介紹各地風光的信息
4) 文化意識:了解我國現代化建設的最新成就;了解我國及各地不同的旅游文化
5) 情感態度:熱愛祖國河山;為祖國建設感動自豪;倡導文明禮貌
三、 教學重點和難點
重點:1. 如何使用地道英語描述風光、事件或回憶
2. 正確理解并應用-ed形容詞
3. 如何禮貌進行日常對話
難點: 能用得體的英語表達自己,描述過去的難忘經歷
四、 教學方法
基于課程改革的理念及“第二語言習得論”和“整體語言教學”理論,運用任務型教學途徑,圍繞核心任務,設定小任務,開展促進自主性學習的課堂活動,強調合作探究與獨立思考相結合,初步設計“P-T-P”自主學習立體模式:(Pre-task----Task-cycle----Post-task)。
五、 教材處理
核心任務:學生能利用照片、明信片、紀念品等向同伴介紹旅游情況。三個環節如下:
Pre-task: 學生回憶往事,激活背景知識,重溫情感體驗
Task-cycle: 通過整個模塊聽說讀寫的訓練,強化“描述風光或一件難忘的事”的表達及語篇能力,為完成任務做好鋪墊
Post-task: 達成任務,展示成果,反饋學習情況。
六、 教學安排
根據學生學習英語的特點和規律,我們把本模塊劃分為6課時:
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:教學設計內容較多,應根據學生的學習水平、接受程度及課堂出現的臨時狀況進行運用、調整及篩選。
[教學設計]
Ss=students; T=teacher; =group work; = pair work; =individual work =screen
Period 1 Introduction, Reading and vocabulary (1.2)
Ⅰ、教材內容及教學目標
1、學習有關交通工具的名詞和動詞,回憶第一次旅游的快樂情景
2、通過查找信息,描述自己印象中的澳大利亞
3、學習部分有關Reading中將要出現的生詞(需要在文章中猜測的詞匯除外)
Ⅱ、教學設計
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.
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