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高一英语必修一教案范文5篇

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  学习一个多么熟悉亲切的名词。从呱呱落地后我们便开始了欢乐多彩的学习旅程。牙牙学语、懵懂入学我们一步一步登上学习阶梯。下面是课件范文网小编为您推荐高一英语必修一教案范文5篇。
 

高一英语必修一教案范文

  高一英语必修一教案最新范文1

  教学准备

  教学目标

  1. 通过学生分享自己的旅游经历,用英语进行交流与表达。

  2. 通过略读与找读,使学生获取文章主要信息,练习阅读技巧。

  3. 通过小组讨论为旅游准备的物品,使学生用英语简单的语言实践活动。

  教学重难点

  教学重点:利用阅读技巧,获取文章大意及细节

  教学难点:用英语交流并进行简单实践活动—旅游需要准备的物品

  教学过程

  I、Warming Up:

  1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?

  2. The world has many great rivers. Have you been to these rivers?

  设计意图:大部分学生都喜欢旅游,老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片,让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示,学生猜测河流的名字,唤起学生的学习兴趣以及对大自然的热爱。

  II. Pre-reading

  Have you been to the Mekong River? What countries does the Mekong River flow through?

  设计意图:展示沿湄公河的地图,引起学生的兴趣,让学生观察地图,说出湄公河流经的国家,为随后的阅读做好了内容和词汇上的铺垫。

  III. Reading

  1. Skimming

  Skim the passage and find the main idea for each paragraph

  Para 1: Dream

  Para 2: A stubborn sister

  Para 3: Preparation

  设计意图: 略读:学生快速浏览课文,寻找相关信息并搭配段落大意。点拨阅读技巧:注意每段开头及结尾。

  2. Scanning

  1). Read Para 1 and find the key word for the information:

  Who and What

  Where and How

  Why and When

  设计意图:1.寻找who,what,where,how,why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述,练习学生语言整合与连贯的能力。

  2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.

  设计意图:研读课文第二段,思考至少3个形容词来描写王薇,并利用文章说出依据,目的是让学生研读,并挖掘支持自己观点的信息。

  3). Read 3 and answer: what can they see along the Mekong River?

  Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.

  设计意图:先让学生从文中找到表示地貌的地理术语,利用形象生动的幻灯片,为学生扫清生词及读音障碍,然后让学生扮演导游的角色,结合示意图向游客介绍湄公河,从而达到复述的目的。

  IV. Group work

  Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.

  设计思路:读后讨论,学生想象去湄公河前必备的5件物品,并说明选择的理由。为学生准备地图,收音机,毯子,水杯,救生圈,雨伞,火柴,手机,照相机,药物,防晒霜等,学生小组讨论,并用英语表达个人看法与观点。

  V. Summary

  What have we learned in this class?

  设计思路:引导学生反思本节课主要内容及重难点。

  课后习题

  Homework

  1. Read the passage as fluently as possible after class.

  2. Preview Learning about Language.

  板书

  板书设计:

  Unit 3 Travel Journal

  Part 1 The dream and the plan

  careless waterfall

  determined entire

  excited view

  crazy

  stubborn

  risk-taking

  高一英语必修一教案最新范文2

  教学目标

  通过本单元教学,使学生掌握有关提出建议或忠告的句型,对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习,了解有关营养与卫生方面的基本常识,描写中国食谱与西方食谱之间的差异及优势。

  1.重点词汇

  examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight

  2.重要句型

  1)I advise you not to eat fruit that isn't ripe in future.

  2)The result is that many of them become fat.

  3)There is as much sugar in it as eight pieces of sugar.

  3.语法

  学习英语中提出建议和忠告的句型

  4.日常交际用语

  a. Seeing the doctor:

  1)What can I do for you? What was the matter?

  2)Lie down and let me examine you.

  3)I've got a pain/cough/headache.

  4)I don't feel well.

  5)There's something wrong with……

  6)Take this medicine three times a day.

  7)Drink plenty of water and have a good rest.

  8)Take two pills now and two more in four hours'time.

  b. Making suggestions and giving advice

  1)You'd better have a good rest.

  2)I advise you to do something.

  3)I advise you not to do something.

  4)I suggest that you do…

  5)Why not do…?

  6)Why don't you do…?

  教学建议

  写作建议

  1.首先让学生们写在练习本上,然后与同组讨论,互相交换议建议。

  2.谈论书中所给出的几个题目,练习学生们看病的用语。如:

  I've got a pain/ There's something wrong,/I feel terrible./ I don't feel well,so on.

  课文建议

  Step1本篇课文是有关健康饮食的话题,通过对比中西方饮食的对比,让学生们能够对课文的了解,教师列表写在黑板上。(略)

  Step2通过阅读,让学生掌握一些饮食的名称,如What's your favorite food?

  duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter,etc…

  听力建议

  Step1.Preparation for listening

  让学生们准备去听听力,首先让他们看P121页的练习,使学生们能够了解练习的大概内容。

  Setp2.每一道题先放一遍,提问学生们是否听懂,大概的内容是什么。然后再放两遍,让学生们单独去做练习。

  Setp3.让学生们能够重复每一段小故事。如:Ex1.

  I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt .Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous

  重点难点讲解

  辨析pain与ache

  相同点:两者都表示疼痛。不同点:

  pain要注意以下三个方面:

  ① 表示身体某部位不适时,属于可数名词;

  I've a pain in my back. 我后背有点疼。

  ② 表示精神上的痛苦时,属于不可数名词;

  He gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。

  ③作“努力”、“辛苦”讲时,只用复数形式,但不能用many,few修饰。

  No pains,no gains. 不劳则无获。

  ache表“疼痛”时,其主语是身体的某部位,而不是“人”。

  My legs ache. = I have pains in my legs. 我脚疼。

  注:head,tooth,stomach(胃)与ache一起构成复合名词,如:headache(头疼),但leg,foot,hand,forehead不行。

  辨析asleep,sleepy 和sleeping

  相同点:这三个词都具有形容词性质。不同点:

  asleep意思是“睡着了,它是表语形容词,在句中只能作表语或宾语补足语,不能作定语。

  The teacher found Tom asleep in class and kept him behind after school.

  老师发现汤姆在课上睡着了,放学后把他留了下来。

  sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。

  I'm sleepy and I'd like to go to bed.老想睡了,我去房间休息了。

  sleeping意思是“正在睡觉”。它可以在句中作定语。

  They woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒,问她父母在哪儿。

  辨析diet与food

  相同点:diet,food都可作“食物”解。不同点:

  diet指的是习惯的食物或规定的食物,特指维持健康的定量或定质的食物,如病人的疗养饮食。

  The doctor has ordered me a special diet.医生给我安排了特殊的饮食。

  注意:diet是可数名词,常与不定冠词a连用,如:

  food是一般用法,凡能吃喝的具有营养的东西都称food. food是不可数名词,但在表示食品的种类时,可以用复数。

  The doctor put him on a diet after operation.手术之后,医生规定了他的饮食。

  Too many sweet foods will make you fat.太多的甜食会使你发胖。

  辨析in the future 与 in future

  相同点:这两个短语都表示“在将来”的意思,一般可以互换。不同点:

  1)in future (= from now on)强调“从今以后/今后”,如:

  Don't do that again. Be more careful in future. 别再那样做了,今后更要注意。

  2)in the future (=time that has not come yet)侧重表示“将来某个时候/将来”,不一定就是从今立即开始,与in the past相对。

  My sister wants to be an actress in the future. 我妹妹将来想当演员。

  辨析 too much 与 much too

  1)much too具有副词功能,作程度状语,常用来修饰形容词或副词原级,意为“实在太,非常”。它不能修饰动词。

  It is much too expensive. 这实在太贵了。

  2)too much具有形容词、名词和副词的功能,可用作主语、宾语、表语、定语或状语,意为“太多、过多、过分、太厉害”。中心词为much,too用于修饰much,表示程度,用以加强语气。其用法可以归纳为以下几种:

  a. 用作形容词,修饰不可数名词;

  b. 用作副词,修饰动词,作状语。

  c. 用作名词,后常与of连用。

  d. 用作代词;

  e. 一般不单独用在be动词之后,但可用在 “be too much for sb.”结构中,表示“对某人来说太难了(受不了)”。例如:

  1)There was too much noise.(√)The noise was too much.(×)噪音太大了。

  2)She is afraid the rip will be too much for her. 她怕受不了旅途的劳累。

  3)You are asking for too much.你要的太多了。

  4)Jack thinks too much of himself.杰克太自以为是。

  It cost him too much. 他付出的代价太大了。

  辨析advise和suggest

  相同点:这二个动词都是提出建议和忠告,后面同时可接如下用法:

  1)可接名词:He advised / suggested a rest.他建议休息一下。

  2)代词:They advised / suggested nothing to us.他们对我们没有什么建议。

  3)动名词:Tom advised / suggested sending for a doctor at once.汤姆建议立即叫医生。

  4)that引导的宾语从句(that从句中用should+动词原形,should可省略,意思相近)。

  I advised / suggested that he (should)eat more fruit.我建议他应多吃水果。

  不相同点:

  advise可以接宾语+不定式短语或疑问词引导的不定式短语,而suggest不能这样用。

  The doctor advised me to rest for a week.医生建议我休息一星期。

  I suggested to hold a meeting (×)

  I suggested holding a meeting.(√)

  John suggested us to go for a walk.(×)

  John advised us to go for a walk.(√)

  辨析die of 与die from

  相同点:两者含有“由于……而死”之意,后均接名词或动词-ing形式。在因外界环境影到体内或疾病,衰弱,年迈而造成的死亡时,两者可互换。

  He died of/from overeating/hunger/cold /illness.他因为消化不良/饥饿/寒冷/疾病而死亡。

  不同点:

  die of 可用来表示因内在感情而造成的死亡,或因直接原因导致死亡,常用于以下情况:

  die of cancer/a cold/a fever/old age/sorrow/love

  die from用来表示非人体的而是环境污染,事故等造成的死亡,或者说因间接原因导致死亡,常用以下情况:

  die from polluted air /an accident/drinking too much/ a wound因污染的空气/事故/饮酒过度/受伤而死

  分析句型as much /many as…

  作“多达……程度”解。所涉及的数量如果是可数的,则用many,如果是不可数 的,则用much,如:

  You can eat as much as you like.你爱吃多少就吃多少。

  Here are plenty of magazines. Take as many as you want. 这里有大量的杂志,你要多少拿多少吧。

  分析discuss用法

  vt.讨论,商量,商讨

  1.+疑问词+to do

  We'll discuss when to hold the sports meeting.我们将讨论什么时候开支运动会。

  2. +从句

  We discussed where we should go.我们讨论了我们该上哪儿去。

  n.讨论,议论

  We had a long discussion about the question.关于这个问题我们讨论了很长时间。

  cause much discussion 引起议论

  be under discussion 在讨论中。

  1.When playing football or basketball,you might be using 400 calories an hour.

  这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式(比较)或让步等的状语从句中,如果谓语含有动词be,主语又和主句的主语一致,或其主语是it,那么从句中的主语和谓语的一部分(尤其是动词be)往往可以省略,如:

  连词+V-ing

  When (she was)walking along the river,she met the stranger.

  连词+V-ed

  He won't come unless (he is )invited.

  连词+adj/adv

  The news will change all our plan,if (it is )true.

  另外,在比较状语从句或方式状语从句中,可根据需要省略相同的成份。

  You can jump much higher on the moon than (you jump)on the earth.

  2.What food do you think is healthy and which is unhealthy?

  该句为“特殊疑问词+do you think+其他部分构成的,用以征询对方的看法或推测等。其中的do you think 是插入语,并不影响全句结构。可以用于这一结构的动词还有believe,imagine,suppose等,如:

  Who do you think has got the first prize? 你认为谁获得了第一名?

  Which do you suppose will be taken away next? 你认为接下来被拿走的是哪一个?

  但是当think,believe,imagine,suppose等用在“think+宾语+to be”结构时,要慎重选择who(主格)或whom (宾格),试比较:

  1)Whom do you think to be the best in our class?你认为谁是我们班的学生?

  2)Who do you think will be our English teacher next term?你认为下学期谁会当我们英语教师?

  句1为“think sb. to be”结构,是对sb.表示疑问。

  句2是对I think 后宾语从句的主语表示疑问。

  表示建议和提出忠告的方法

  “建议”可以包括两个方面,即表示建议对方做某事和表示建议对方和自己一起做某事,第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法,有直接了当地提出自己的想法,也有转弯抹角地暗示自己的想法;有随时想起的提议,也有经过周密思考提出的建议。表达“建议”的常用方法有:

  1)用“Let's” 开头的祈使句后面接动词原形,建议对方和自己一起做某事,句尾常常加 “shall we?”,“OK” 等用于征求对方看法的词语,从而使语气缓和得多。例如:

  Let's cross over here while the light's green.

  Let's call it a day now,OK?

  Let's go upstairs,shall we?

  “Let's…,shall we?” 句型可以和 “Shall we…?” 换用,肯定回答常用 “Yes,let's…” .例如:

  —Shall we listen to some music? —Yes,let's listen to some.

  2)用 “Why don't you…” 句型建议对方做某事,可缩略为 “Why not…?”。 例如:

  Why don't you sell the car if you need money?

  Why not look in the local paper?

  3)用“How/ What about…?” 句型,表达非正式的建议,征求对方意见,多数情况下建议对方和自己一起做某事。例如:

  How about a trip to the beach on Sunday?

  What about coming across the road for a break?

  4)用suggest,suggestion等词汇表示比较正式的建议,在会议和讨论中使用较多,也常用于书面语中。例如:

  I suggest a meeting with the new members.

  I suggest trying it once more.

  I suggest (that)we (should)take the night train.

  “劝告”偏重于为对方着想,替对方出主意、想办法,或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有:

  1)“You'd better….”句型表达随便的劝告,口语中有时省略had和主语you.例如:

  You'd better take an umbrella. It's going to rain.

  Better do it yourself. It's no good depending on others.

  2)用should,ought to,might,could 等情态动词表达责任和义务。例如:

  —Please tell me which courses to take in the first term.

  —Well,you could take a history course. You might also take art course. You should certainly take a language course.

  3)用advise,advice 等词汇。例如:

  I strongly advise you to see the doctor.

  My advice is: Go to the doctor right now.

  四川高一英语必修一教案最新范文3

  一、教学内容 Pre-reading; Reading; Comprehending

  二、教学目标

  在本节课结束时,学生能够

  l 认识节日的分类以及节日对人们生活的影响,从更深入的层面理解各国节日的意义。

  l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容,获取阅读文章中的关键信息。

  l 根据上下文,理解本课的生词、词组,如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。

  三、教学步骤

  步骤一 略读(skimming)

  1.学生看Reading中的图片和标题,两人一组讨论阅读材料中将介绍什么信息,完成Pre-reading的练习2。鼓励学生在班内发表个人的见解。

  2.老师指导学生快速浏览文章中的小标题和每个自然段的首句,了解文章大意,即不同的节日或庆典类型代表着不同的含义,有些是纪念死者的,有些是纪念人士的,有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。

  设计意图:快速浏览图片、标题信息、文章中的小标题和每个自然段的首句进行略读,可以使学生在较短时间内准确地找到文章的基本信息。

  步骤二 找读(scanning)

  1.老师先让学生看“理解”中的练习1,了解节日的分类,老师可做必要的解释。

  设计意图:学生在把握了节日的分类后,他们在完成下列各环节时更有针对性。

  2.让学生带着练习1中的任务通读一遍课文,重点阅读和练习有关的内容,快速找出练习所要求的基本信息。

  设计意图:通过找读,学生带着任务就可以快速获得练习1所要求的关键信息。

  3. 在老师的指导下,全班合作填写练习1表格中的第一行。然后,老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后,老师作点评。

  设计意图:学生在第一环节中完成了节日的分类、第二环节中找到了练习1中的关键信息后,学生在本环节进一步整合信息,完成练习1表格的填写。

  步骤三 细读(careful reading)

  1. 学生仔细阅读课文,独立完成Comprehending中练习2的问题1~3,然后请几个学生回答,最后全班核对答案。

  设计意图:练习2中的问题1~3较4~5简单,通过细读全文,学生能够独立作答。

  问题1~3的参考答案:

  1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

  2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

  3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.

  2. 学生4人一组讨论问题4~5,然后每组选出一名代表,汇报讨论结果,最后老师给予指导并得出尽可能一致的意见。

  设计意图:问题4~5是开放性的问题,通过讨论,学生可以根据文章的线索进行推理,根据已有的知识和经验得出问题的答案。在汇报中,学生就能够分享彼此的成果。

  问题4~5参考答案:

  1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.

  2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs.

  步骤四 归纳内容、对比

  完成练习3~4的深层次的阅读理解任务:

  老师要求学生探讨课文的整体结构和细节,从每个自然段中找出练习所需的具体的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法,完成表格其它行的填写。在老师帮助下全班同学一起核对答案,力争取得较一致的意见。

  设计意图:通过本环节的学习,学生能够体验归纳、总结、对比的学习过程,同时,为完成后续的写作任务做铺垫。

  步骤五 解决阅读中学生遇到的困难

  老师要求学生朗读课文。然后4人一组根据上下文讨论在阅读中遇到的难以理解的单词和词组,如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等,先是组内探讨解决,组内解决不了的,老师给予帮助。

  设计意图:解决阅读中的障碍,培养学生根据上下文进行猜词的能力。

  步骤六 归纳整理、复述课文

  1. 老师事先用投影呈现出本课信息图,学生在老师的引导下,共同完成信息图中的信息填写,选一名学生填写投影中的信息图(可用词或短语)。然后学生根据“信息图”用自己的话复述课文:

  设计意图:教学生如何处理和加工信息,检查学生对课文中的主要信息、事实、情节要点等是否清楚,训练学生灵活运用所学语言表达自己的思想。

  步骤七 作业

  让学生把复述的内容写成短文。

  设计意图:进一步加强学生对课文中主要内容的掌握,培养学生写summary的技巧。

  四川高一英语必修一教案最新范文4

  The fifth period Words and expressions

  I. Words for Reading (THEME PARKS —FUN AND MORE THAN FUN)

  theme n. a favourite theme for poetry, a theme park

  amuse v. amuse oneself by …, be amused at [by, with]…

  amusement n. find much amusement in…, an amusement park

  various a. too various to form a group, various opinions

  variety n. for a variety of reasons, have a great variety to choose from, in a variety of

  ways

  ride n. give sb. a ride, go for a ride, take a long ride

  shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

  space shuttle missions.

  charge v. charge double for… 对……加倍收费,charge a fee for a service,He is charged

  with heavy responsibility.

  admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

  profit ① n. bring a handsome profit to…, divide profits 分红利,increase profits ② v.

  make big profits (on sth.), sell sth. at a profit, do sth. for profit

  souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追忆在美国的生活。

  involve v. You'd like to meaningfully involve students., the right of Congress to involve the nation in war

  athletic a. an athletic meeting, athletic sports

  brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the market

  equipment n. lab equipment, military equipments, the necessary equipments for a trip

  sneaker n. wear a new pair of sneakers

  minority n. The minority is subordinate to the majority. 少数服从多数

  fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

  Fantasyland n. living in a fantasyland, the Guide to Fantasyland

  settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

  marine a. develop a mercantile marine 发展商船

  experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment

  imaginary a. an imaginary enemy, imaginary number 虚数

  advanced a. most advanced branches of science and technology, a man advanced in years 老年人

  technique n. developed a technique for remotely fingerprinting, a Swimming Technique

  Magazine, developing a practical technique for solving voice problems

  II. Words for Learning about Language(Word formation)

  imagination n. have a good/ poor imagination

  test n. provides test preparation services for college admissions, Preparing for a test isn't

  easy. do well on the test

  vary v. Opinions vary on this point. vary with… 与……一起变化

  cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣,量入为出

  III. Words for Using Language (UTUROSCOPE—EXCITEMENT AND LEARNING)

  jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

  creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a "creature." The term literally means "a created thing," and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

  volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer

  People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death

  高一英语必修一教案最新范文5

  教学目标

  知识目标:

  复习两个阅读技能---scanning, skimming;

  学习本单元的部分生词。

  能力目标:

  能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。

  情感目标:

  学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;

  学生能明白计划的重要性,并能收获一些与之相关的谚语。

  教学重难点

  形成文章的图式,并在图式的帮助下复述文章的主要内容。

  教学工具

  课件

  教学过程

  Steps

  Teacher’s activity

  Students’ activity

  Aims

  Step 1

  Show and tell the students the learning goals for them and make possible explanations

  Students listen to the teacher and have an idea of what they are going to learn in this class.

  To make the students know what they are to learn in this class

  Step 2

  1). Show some pictures with beautiful scenery

  2) Ask the students two questions:

  Are they attractive?

  Where do you want to travel? – I dream about traveling…

  1.) Students appreciate those pictures

  2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”

  1). To arouse students’ interest

  2) To practice a sentence pattern

  Step 3

  1). Show the title of the reading passage

  2). Ask the students whether this passage is about the whole process of the journey.

  3). Ask the students how to skim.

  4) Tell the students the skill of skimming on the screen

  1) Students answer the question after they read the subtitle of this part.

  2). Students tell how to skim.

  1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.

  2) To review how to skim

  Step 4

  1) Ask the students to skim more—to find out the main idea of each paragraph.

  1) Students tell the main idea of each paragraph

  1) To practice how to skim

  Step 5

  With four questions, teacher asks the students to scan paragraph 1

  Ask students how the scan

  Show the skills of scanning on the screen

  Students scan paragraph 1, and answer the four questions

  Students tell how to scan

  To review how to scan

  To practice how to scan

  Step 6

  1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table

  1) Students scan paragraph 2 and finish the table

  1) To practice how to scan

  Step 7

  1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.

  2) Ask the students to match each geographic word to the proper meanings

  1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.

  2) Students do the matching work

  1) To better know how the Mekong river flows

  2) To help the students better learn the geographic words which are new to them

  3) To check how the students understand the new words

  Step 8

  Review the structure of the passage together with the students and show some key words on the screen

  Provide the students with some words and phrases which are the new words in this unit

  Ask them to retell the main content of the passage in groups

  With the teacher, students review the structure of the passage

  Retell the main content of the passage in groups

  To help students form the schema of the passage by reviewing the structure of it

  To know the content of the passage better as well as to create more chances for the students to use the new words

  Step 9

  1) Ask the students what they learn from the story

  2) Give the students some useful and related proverbs

  1) Students share their opinions with the group members what they have learned from the story.

  2) Students read the proverbs loudly together.

  1) To encourage students to form their own views and share them with others

  2) To learn some useful proverbs

  Step 10

  1) Summarize this class by showing the learning goals again

  2)Homework

  1) Students review what they have learned by reading the learning goals on the screen.

  1) To help students review what they have learned in this class

 

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