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高一英语教案：《Unit 3 Going places 去旅游》教学设计（三）。

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高一英语教案：《Unit 3 Going places 去旅游》教学设计（三）

3rd period

Teaching aims

1. Learn to define or paraphrase the given words and phrases.

2. Learn and master: separate (v. adj.) benefit

3. Lean and master the use of the Present Continuous Tense for future actions.

4. Revise the tenses learned before.

5. Learn to organize sentences together to form a short passage.

Teaching Important Points

The use of the Present Continuous Tense for future actions

Teaching Difficult Points

1. The use of the Present Continuous Tense

2. How to organize English sentences to form a proper passageJaB88.COm

Teaching Methods

1. Listening and dictation

2. Pair/Group work

3. Inductive method and Deductive method

4. Sentences making practice

Teaching Aids

A slide projector or computer

Main projector in Teaching

Step 1 Greeting and Revision as usual

Step 2 Word study

Ask the students to match the words and phrases to right expressions individually. Check in pairs and then check with the whole class.

Step 3 Language focus

Ask the students to read the dialogue and underline the verbs that express future.

Let the students study the example.

Make sure they understand what to do.

Ask the students to check in pairs.

Check with the whole class.

Summary: The Present Continuous Tense may be used for future actions.

Ask the students to read aloud the dialogue again in pairs.

Ask one or more pairs to act it out.

Step 4 Practice

Ask questions about how things were done in the past,

how they are done today, and how they will be done in the future, e.g.

How did people travel in the past?

How do people travel today?

How will people travel in the future?

Step 5 Practice

Study the example first.

Then ask the students to write a paragraph for each column.

Ask four or more students to report their paragraphs.

Step 6 Consolidation

Ask the students to talk or make sentences about their future plans using the Present Continuous Tense for future actions.

Step 7 Summary

Help the students to generalize the use of the Present Continuous Tense for future actions.

Step 8 Assignment

1. Revise the grammar

2. Write their passages in the exercise book.

精选阅读

高一英语教案：《Unit 3 Going places 去旅游》优秀教学设计

unit3 going places

4th period

teaching aims

do some reading and talking

learn and master: combine task

learn to write english letters

important points in teaching

learn about eco-travel

learn to express themselves in the group discussion in english

revise and learn how to write english letters

.difficult points in teaching

express themselves in proper english

build up the sense of environmental protection

from the writing habit of english letters

.teaching methods

east/careful reading for gist/details

discussion in groups and writing practice

.teaching aids

a slide projector

macromedia equipment

main procedures in teaching

step 1 greeting and revision

step 2 do reading and talking

step 3 writing

step 4assignment

revise the contents of the whole unit.

finish off the letters and write them in the exercise book.

preview the next unit

高一英语教案：《Unit 3 Going places 去旅游》教学设计（二）

2nd period

teaching aims

words and expressions:

experience, simply, get away from, vacation, nature, basic, equipment, tip cell, phone, watch out, poison, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity.

improve the students’ reading comprehension.

important points in teaching

train the students to improve their reading comprehension

difficult points in teaching

question and answer for inducing

fast reading to find out some general information

careful reading to find out the details in the passages

pair-work/ group-work activities

teaching aids

1.a tape recorder

2. a slide projector

main procedures in teaching

step1 greeting and revision as usual

step 2 pre-reading

lead-in

do you like traveling?

why do you like traveling? and why not?

where would you most like to travel? why is that?

have you ever tried any adventure travel in your life?

please discuss these questions with your partner.

step 3 while-reading

fast reading

what’s the basic equipment you need for hiking?

高三英语教案 Unit 6 Going west (speaking)

I.单元教学目标
技能目标SkillGoals▲Talkaboutperseveranceandsuccess▲Practisetalkingaboutability▲ReviewtheAttribute▲Writeastory

II.目标语言
功能句式ExpressingperseveranceandsuccessIbelieveinmyselfandknow...Iammoreof...Iknowexactly...IstandforwhatIsay...Iamhonestwithmyselfand...IalwaysfinishwhatIhavestarted.Iamneverdisappointedforverylong.Icanquicklyadaptmyselfto...Iamstrongandreadyforanychallenge.Idon’tloseheartwhenIfailtodosomething.
词汇1.四会词汇quit,circumstance,assessment,survival,biscuit,alcohol,goat,flour,nail,razor,bedding,beyond,frontier,salty,pond,burden,desperate,beast,accustomed,thirst,starvation,anxiety,shallow,legendary,tax,anniversary,granddaughter,flu,throat,catastrophe,relief,deliver,Arctic,tough,quilt,packet,ray,bark,sculpture,memorial,retell2.认读词汇perseverance,RobinsonCrusoe,axe,theRockyMountains,wagon,Kansas,barren,patch,Anchorage,Nome,front-page,CurtisWelch,diphtheria,vaccine,Nenana,wrap,stake,atstake3.词组apply(...)to...,addup,loseheart,takeiteasy,keepup,commonsense,leavebehind,loseone’sway,cometoanend,gofor4.重点词汇quit,apply(...)to...,addup,circumstance,loseheart,assessment,takeiteasy,keepup,commonsense,survival,leavebehind,loseone’sway,cometoanend,gofor,burden,desperate,accustomed,starvation,anxiety,shallow,flu,relief,deliver,retell
重点句子1.IwassoweakandtiredthatIgotontomykneesandstartedmovingacrossthesandsonallfours.P502.Whenwesawthevalleywithfatcattleandhorses,wethoughtwehadreachedthepromisedland.P503.Ifuntreated,itwouldproduceapowerfulpoisonthatwouldkillthepatient.P534.Nopains,nogains!Don’tstepawayfromchallenges,butgoforit.P54

III.教材分析与教材重组

1．教材分析
本单元以“西进运动”为话题，旨在通过单元教学，使学生了解美国的西进运动及其所代表的美国人勇于开拓、不畏艰辛的西部精神。并能正确运用表示“不屈不挠”及“成功”类的交际用语，学习相关语法，同时扩大知识视野。文章通过介绍西方的文化历史，激发学生主动参与、主动探究的求知欲。
1.1WARMINGUP是一份自测的问卷。通过自我打分，了解自我评估结果，引出本单元主要谈论的话题—perseveranceandsuccess，为下一步听、说、读、写打下基础。
1.2LISTENING部分提供一种情景——荒岛求生,其练习的设计体现了听力过程中对要点与细节的理解。通过听前回答问题,帮助学生提高分析总结听力内容的能力。
1.3SPEAKING部分要求通过想象与鲁滨逊·克鲁索遭遇相同的事件,并就如何在荒岛上通过所提供的有限资源自救进行表达,从中培养学生想象的能力。
1.4PRE-READING是READING的热身活动。要求学生采用讨论交流的方式,了解美国的历史,激发他们对阅读主题文章的欲望。
1.5READING一文采用叙事的写作手法,介绍了作者一家迁移过程中所遭受的种种艰辛,进而阐明要想成功就需要“不屈不挠”的精神。主题鲜明，容易引起学生的阅读兴趣和共鸣。
1.6POST-READING从回答问题、概括提炼中心思想和小组讨论三个方面逐步推进，激发学生的求知欲，并充分利用学生已有的知识达到运用英语进行交际的能力。
1.7LANGUAGESTUDY分词汇和语法两部分。词汇学习分三个部分，练习一是训练学生对单词的理解和用英语解释英语的能力。练习二和练习三训练学生对一些重点单词和短语的理解。语法学习是复习定语，通过判断和填空加以巩固。
1.8INTEGRATINGSKILLS中的Reading和Writing是一个整体训练材料。Reading是关于安克雷奇·诺姆狗拉雪橇的由来，从而延伸了主课文的中心。Writing要求根据图片重写这篇文章，使学生再度加深对文章内容的理解，锻炼学生捕捉信息的能力，并提高写作能力。

2．教材重组
2.1从话题内容上分析，WARMINGUP与SPEAKING相一致；而从训练目的上分析与Talking比较一致。所以可将WARMINGUP，SPEAKING和Workbook中的Talking整合在一起，设计成一节“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将PRE-READING，READING和POST-READING三个活动整合一起，上一节“阅读课”。
2.4将INTEGRATINGSKILLS中的Reading和Workbook中的IntegratingSkills中的Reading整合在一起上一节“泛读课”。
2.5将LANGUAGESTUDY与Workbook中的Practising语法练习题整合在一起上一节“语法课”。
2.6将INTEGRATINGSKILLS的Writing和Workbook中IntegratingSkills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，本单元可以用六课时完成）
1stPeriodSpeaking
2ndPeriodListening
3rdPeriodReading
4thPeriodLanguageStudy
5thPeriodExtensiveReading
6thPeriodWriting

Ⅳ.分课时教案
TheFirstPeriodSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言
a.重点词汇和短语
quit,apply(...)to...,addup,circumstance,loseheart,assessment,takeiteasy,commonsense,survival,biscuit,alcohol,goat,flour,nail,razor,bedding
b.重点句子
IbelieveinmyselfandknowIcanachievemygoals.
Iammoreofaleaderthanafollower.
IknowexactlywhatIwantinmylife.
IstandforwhatIsay,andalwaysactaccordingtomybeliefs.
Iamhonestwithmyselfandknowmyweaknesses.
IalwaysfinishwhatIhavestarted.
Iamneverdisappointedforverylong.
Icanquicklyadaptmyselftonewcircumstances.
Iamstrongandreadyforanychallenge.
Idon’tloseheartwhenIfailtodosomething.
2.Abilitygoals能力目标
Enablethestudentstotalkaboutperseveranceandsuccesswiththetargetlanguage.
3.Learningabilitygoals学能目标
Throughoralpractice,enablethestudentstolearnhowtotalkaboutperseveranceandsuccess.
Teachingimportantpoints教学重点
Learnhowtosurviveonadesertislandwithlimitedfood,toolsandmaterials.
Teachingdifficultpoints教学难点
Helpstudentslearnhowtoovercomeallsortsofdifficultiesinordertosurvive.
Teachingmethods教学方法
1.Talking;
2.Discussing;
3.Students-centeredapproach.
Teachingaids教具准备
Acomputerandaprojector.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Goodmorning/afternoon,boysandgirls!Let’schecktheassignmentforlastunit.First,let’shaveadictation.
...
StepⅡLead-inandWarmingup

T:Boysandgirls!Lookatthetwopictures.Doyouknowwhoheis?
Ss:No.
T:HeisLanceArmstrong.I’lltellyouastoryabouthim.
WhenLanceArmstrongzippedpastthisfieldofsunflowersduringtheTourdeFrance,the27-year-oldcyclistalreadyhadreasontocelebrate.In1997,doctorsdiagnosedtheAustin,Texas,nativewithtesticularcancer,whichhadspreadtohisabdomen,lungsandbrain.Armstrongwasgivenonlyafifty-fiftychanceofsurvival.Hefoughtthoseoddswithariskycancertreatmentandcontinuedtotrainbetweenchemotherapysessions.Armstrongnotonlybeatthecancer,butwhenhezoomedacrossthefinishinglineinParisonJuly25,2000,out-pacinghisclosestcompetitorbysevenminutesand37seconds,hebecameonlythesecondAmericantowincycling’spremierevent.
T:Whatmakeshimbeatthecancerandsucceed?I’llgiveyoutwominutestodiscusswithyourpartners.
Twominuteslater.
T:What’syouranswer?
SA:Perseverance.
T:Good.Whatkindofpersondoyouthinkcansucceed?
SB:Nomatterwhatdifficultyhecomesinto,healwaysbelievesthathewillsucceedandnevergivesuphisgoals.
T:Doyouknowwhatkindofpersonyouare?Let’sdothequizbelowonP46.Readtheinstructionandthenaddupyourscore.
Afterstudentsfinishthequiz.
T:OK,nowyoumaymakeaself-assessmentaccordingtotheresultsonP47.Youwillknowaboutyourself.

StepⅢSpeaking
T:Haveyoureadthebook“RobinsonCrusoe”?Whowrote“RobinsonCrusoe”?
SC:Yes,Ihave.DanielDefoewrotethebook“RobinsonCrusoe”.
T:Couldyoutellusthegeneralideaofthisbook?
SC:Yes.ThestorystartswithRobinsonCrusoe’srunningawayfromhome.Aninexperiencedteenagerandayoungmanfullofbrightfanciesaboutthefuture,henaturallychoosestogotosea,becauseinthosedaysitmeantachancetoliveachivalrouslife,toseethewondersoftheworldandtomakeafortune.Aftermanysetbacksandadventuresonthesea,hesettlesdowninBrazilasaplanter.Butthecalloftheseaissostrongthathesoonembarksonanothervoyage,thistime,toAfrica.Unfortunatelyabigstormblowstheboatoffitscourseandshipwrecksitnearanisland.
Ofalltheship’screwRobinsonaloneescapestotheshoreafterstrenuousefforts.Aftersalvagingfromthewreckedshipsomestoresofnecessitysuchasbread,rice,barley,corns,planks,lead,gunpowder,anaxeandtwosaws,whichhelatermanagestobringtotheislandwithaself-maderaft.Afterseveralfutileattemptstoleavetheisland,Robinsonsettleshimselfdowntoahardandlonelylife.Hegrowscrops,domesticatesanimalsandbuildscomfortablehomesforhimself.HislifeturnsbetterwhenhesavesayoungNegrofromthehandsofsavages,whomhenamesFriday.RobinsonteacheshimEnglishandeducateshiminsuchawaythatFridaysoonbecomesaloyalservantandanindispensablehelptohim.Hestrugglestolivefor27yearsthereandfinallygetsrelievedandreturnstoEngland.
T:You’vedoneagoodjob.Doyouunderstandwhathesaid?
Ss:Yes.
T:Robinsonmanagedtosurviveontheislandformorethan27years.SupposeyouwerecastawayonadesertislandinthePacificOcean,whatwouldyoudotosurvive?TurntoP48,readthroughthepartofSpeakinganddiscusswithyourpartners.I’llgiveyoutenminutestoprepareit.
Aftertenminutes.
T:Haveyoufinished?Thatmustbeanunusualexperience.Whatcanyoudothere?Canyoumakeothertoolsbasedonthetoolsandmaterialsyouhave?Whatcanyoumake?Whatspirityouthinkyoushouldhavetoovercomeallsortsofdifficulties?Volunteer?

SD:IfIwerecastawayonadesertislandinthePacificOceanlikeRobinsonCrusoe,Iwouldnotknowwhattodobutfeelingsad,sullen,andlonely.Livinginadesert,Iwouldmissmyparentsandfriends.ButsoonIwouldcheerupanddosomethingtomakemyselfhappy.ThoughIcouldn’tmakeatool,IcouldmakefulluseofthethingsIhad.Icouldnotonlyuseaxetochopwoodbutalsogohuntingwithgun.Woodwouldbeusedtowarmmyselfandcookfood.TheimportantthingisthatIbelieveaslongasIamalive,I’llhaveachancetogobackhome.Ithinkstrongwillandnever-give-it-upspiritmakemeovercomeallsortsofdifficulties.
SE:Iwouldn’tknowwhattodobutcryingandfeelinglonely.IwouldfeelsadforalongtimebecauseIwouldhavetodoeverythingmyself.Ifmyfamilieslivedwithmeintheisland,Ithinkitwouldbebetterthanlivinginthecityfullofpollution.Iwoulduseinkandpapertopracticepaintingdaybyday.IfIcouldreturnmyhome,IwishedIwouldbecomeafamouspainter.Ithinkhopemakesmeovercomeallsortsofdifficulties.
T:Good.Weshouldbeoptimisticaboutdifficultiesandnevergiveup.

StepⅣTalking(P186)
T:Everybodyhadadreamwhenhewasachild.Couldyoutellmewhatyourdreamwas?
SA:Iwanttobeadoctor.Ithinkadoctorisagreatpersonbecausehecansavepeople’slives.
SB:Iwanttobealawyer.Theyearnalotofmoney,haveahighsocialstatusandarerespectedbyothers.
T:Good.Doyouthinkitiseasytorealizeyourdreams?Whatobstaclesdoyouthinkwillbeontheway?Areyoupreparedforthem?Thinkaboutit.NowturntoP186,I’llgiveyoutenminutestofinishtwodialogueswithyourpartnersaccordingtoTalkingandthensomeofyouwillbeaskedtoactoutyourdialogues.
Tenminuteslater.
T:Wouldyouliketoactoutyourdialogues?
SCandSD:Yes.
SC:Whataregoingtobewhenyougrowup?
SD:Sorry,Idon’tknow.I’veneverthoughtaboutit.Howaboutyou?
SC:Iwanttobecomeafamoussinger.
SD:Tobeasinger?Idon’tknowIshouldcongratulateyouornot.Ithinkbecomingasingerisverydifficult.
SC:Yes.Beingasingerisn’teasy.However,Iamqualifiedtobeasinger,becauseIsingwellandamgoodatcommunicatingwithothers.Don’tyouthinkIamanaccomplishedgirl?
SD:Ithinkyouare.Althoughyouareprettygood,Ithinktherewillbemanyobstacles.Inthefirstplace,youhavelittleexperienceinsingingonstage.Inthesecondplace,yourparentsdon’tbackupyou.
SC:Ihaveenoughconfidenceinovercomingthem.
SD:Maybeyoucanbecomeasuccessfulsinger,butyouhaven’tenoughtimetotakecareofyourparentsandgoshoppingandsoon.
SC:Itdoesn’tmatter.Icangetsomeonetolookafterthem.IthinkIwillbeapromisingsingerbecauseIwonthefirstplaceinthesingingcontestinourschoollastyear.
SD:Iwishyourdreamcometrue.
T:Fantastic.Onemoredialogue,please?
SEandSF:We’dhaveatry.
SE:Hello.Fancymeetingyouhere.Longtimenosee.
SF:Gladtomeetyou.
SE:Metoo.I’veheardyouwanttogotoPekingUniversitytostudyEnglish.
SF:Yes.Howdoyouknow?
SE:Itisnotimportant.Ithinkyourhopeistoohigh.ItwouldbebetterforyoutostudyinNankaiUniversity.DoyouknowitneedsalotofmoneytostudyinBeijing?
SF:Yes,Iknow.Therewillbeotherobstacles.Forexample,myparentswillnotsupportmeandImaygethomesick.ButIhaveconfidenceinovercomingthem.
SE:Really?Youarealwayscompliantwithyourparents.
SF:Trustme.I’llmakemyparentsbackupme.
SE:CanyoubeaccustomedtotheclimateinBeijing?
SF:IthinkIcan.TogotoPekingUniversityismydreamwhenIwasachild.IfIcannotgetwhatIwant,I’llbeindespairinthefuture.
T:Welldone.

StepVHomework
T:FindmoreinformationaboutRobinson’sadventure,toseehowhesurvivedontheisland.YoumayborrowthenovelfromlibraryorsearchontheInternet.Somuchfortoday.Bye!

高一英语教案：《新教材Unit 3》教学设计

Aims:1. To enable the students to use the Present Continuous Tense for future actions.

2. To enable the students to learn useful expressions of good wishes.

Aids: tape recorder

Procedures:

Step I. Listen to the dialogue and ask the students to get useful information

1. Choose the best answers they hear on the tape.

Betty are off to Guangzhou next Thursday evening. Her brother Bob _____ Betty. Her plane _____ at seven, so they _____ a taxi. And Jane _____ to Xi’an with her parents on Friday. She _____ there by air too.

a. is getting b. is seeing off c. will take d. leaves e. is going

2. Ask the students to listen to the tape once more with the questions and sum up functional sentences.

Q: What did Jane say to Betty when she expresses her good wishes? And what did Betty answer?

Expressing wishes: Have a nice/good/pleasant/safe trip/journey

Good luck

Have a nice/good time in…

Enjoy your holiday

The same to you.

Greeting others: Say “Hi/Hello” to … from me.

Give my love/ regards/ best wishes to your…

Sends his/her best wishes/ love to…

Step II. Read the dialogue and underline the verbs that express future.

are going

are getting there

They are talking about their travel plans (express future) are seeing off

leaves

will take

Step III. Sum up the usage of the Present Continuous Tense for future actions.

a. Ask the students to fill in the blanks.

Lily _____ (leave) for London tomorrow.

will leave

is going to leave

is leaving

b. Sum up the special verbs for future actions:

leave, go, come, see off, get

Step IV. Practice the tenses of verbs and functional sentences.

1. Do the Ex 2. on workbook.

Work in pairs. Ask each other the questions and write the answers in the chart.

2. Make a short dialogue by using the information given in the chart, verbs in present continuous tense and given expressions of good wishes.

3. Ask several groups to present their dialogue.

4. Do a competition to practice using different tenses in different situation. The students who complete a whole sentence correctly will get a candy as a prize.

a. go fishing, bike, tomorrow

b. arrive, Shanghai, air, yesterday

c. see…off, this afternoon.

d. when, come, see, today

e. take part in, sports meeting, in October

meet, station, last month

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上一篇：高一英语教案：《Unforgettable experience.难忘的经历》教学设计（一） 下一篇：高一英语教案：《Unit 3 Going places 去旅游》优秀教学设计