人教版高一英语第三单元教案

本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地。一起看看人教版高一英语第三单元教案!欢迎查阅!

高一英语第三单元教案1

一、教学内容分析

本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。

Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。

Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。

Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。

Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。

Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.

二.教学目标和要求

根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1.知识目标(Knowledge)

① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.

② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。

2.能力目标(Ability)

能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。

3. 情感目标Affect

学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。

三.教学重点和难点

1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare

2语法：The Attributive Clause

3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。

四.课时安排

本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。

Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。

Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。

Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。

Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。

五.教学步骤

Warming-up & Listening

Teaching goals:

1. Get a general idea of earthquakes and some other natural disasters;

2. Train students’ listening ability and try to improve their pronunciation;

3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.

Teaching important points:

Train the students’ listening ability and improve pronunciation.

Teaching aids:

A tape recorder; the blackboard; CIA课件

Teaching procedures:

Step1. Lead-in

----video of different natural disasters

T: Our hometown is a place full of a kind of disasters. What is it?

Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.

Q. what damage will they bring about?

---- everything in ruins/ death/ losses…

Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)

Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?

Q: How to avoid being hurt?? ----through games

Q: Have you heard of any land earthquakes?

----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.

Q: What do you know about these two earthquakes?

Step3: Listening

1. Pre-listening

----brief introduction of San Francisco Earthquake

Q: When did the quake happen?

---- 1906

Q: what damage did bring about?

---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…

2. While-Listening

----according to the exercises in the text book

3. Post-listening

----How can we reduce the damage of earthquake? What can we do?

Step4: Homework

---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit

Reading

Teaching goals:

1. Target language 目标语言

Learn and master the new words and expressions in this period.

2. Ability goals 能力目标

Train the students’ reading and speaking ability.

Train the students’ ability to use the Internet to search for some useful information.

Train the students’ ability to cooperate with others.

Teaching important points:

Train the students’ reading ability—skimming and scanning.

Teaching difficult points:

Describe the disasters.

Teaching aids:

CIA课件

Teaching procedures:

Step1. Lead-in

T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.

T: At the very beginning, I want to know how much you know about an quake.

Q1: What would you take with you if a quake happened?

Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?

Q3: What kind of damage can an earthquake cause?

S: buildings are destroyed; people are killed; families are broken…

T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)

T: (The last picture is monument of Tangshan quake.) Do you know what this is?

Step2. Pre-Reading

T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?

T: Let’s read a news report about the famous quake.

Step3. While-reading

I. Skimming & scaring

Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.

T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.

II. While reading, divide the whole passage into 3parts and find out the main idea of each part.

Para.1 before the quake

Para.2-3 during the quake

Para.4 after the quake

II. Careful-reading

Read the passage again and try to get more detailed information.

T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)

T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)

T: here are some more work for you. You can work in groups.

T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.

Step 4 Post-reading (discussing)

T: After read the news report, and see so many pictures, what impresses you most? Why?

Or what do you learn from such a disaster?

(Self-rescue, environment protection, rebuilt, love and help)

I: self-rescue (a video game)

T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)

Let’s do little game to see how much you know about self-rescue.

II. What did they suffer and feel?

T: Can you understand what they suffer and what they feel after such a disaster?

T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?

III. Rebuilding

T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.

IV: environment protection

T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.

Look at these pictures. What can we students do to save the earth?

T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.

Step 5 Homework

1. Find more news reports about earthquake.

2. Write a piece of news about Tangshan. You can use the information in the passage.

News Writing

Teaching aims:

1. Get students to learn how to write news;

2. Train students the ability to cooperate with each other and to search for information;

3. Learn more about Tangshan earthquake and honor the people of Tangshan.

Teaching difficulties:

1. How to make students learn writing in a more practical and effective way;

2. How to help students understand the tips for writing.

Teaching procedure:

Step 1: Lead-in

----The 30th anniversary of Tangshan earthquake (news)

T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?

Step 2: Presentation of students’ news writing (homework of last class)

----point out the mistakes in news writing according to three aspects

T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.

----Three aspects: headline; content and language

T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?

Step 3: Tips for writing

1. Preparation ---- an outline

Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.

Outline: A headline; a list of main ideas; A list of important details

2. Headline

⑴ Appreciation of headlines

New business regulations;

New tax on housing sales A Night the Earth didn’t Sleep;

Cyclists Ready to Go on the Road for Blind Kids;

China Marks 30th Anniversary of Tangshan Earthquake;

Does Beijing snack change its flavor?

Memories of quake die hard for Tangshan survivors;

Chao Chien-ming released.

高一英语第三单元教案2

Teaching aims：

1.improve the students’reading ability

2.let students learn to get the main idea of the text /each paragraph

3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.

Teaching important points：

1.how to improve the students’reading ability

2.how to let students join the class

Teaching difficult points

1.how to let students join the class

2.how to get the main idea

Teaching aids：

1. a recorder

2. pictures

Teaching procedure：

step 1. free talk

What is the English for“运动会”?

What is the greatest sports meeting in the world?

Step 2. lead-in

Ask students questions：

1. How many Olympic games have already been held ?

2. brain storms to think of something about the Olympic games.

Step 3 fast reading：

Make a list of the Olympic games mentioned in the text

1.the ancient Olympic games

2.the first Olympic games (the 1896 Athens Olympic games)

3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)

4.the 27th Olympic games in Sydney (the 2000 Sydney Olympic games)

5.the 29th Olympic games in Beijing (the 2008 Beijing Olympic games)

step 4

Step 5 listen to the tape and get the main idea

Para 1. The Olympic games are held every four year

Para 2. It is about the ancient Olympic games

Para 3. It is about the first Olympic games

Para 4. The Olympic motto and the 1984 Olympic games

Para 5. It is about the 2008 Beijing Olympic games

The passage is about the development of the Olympic games

Step 6 homework：

In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!

高一英语第三单元教案3

(一) 明确目标

1. Get the students to know the importance of body language.

2. Train the students integrating skills.

(二)整体感知

Step 1

Show more gestures and let the students guess the meanings.

Step 2

Read the integrating skills.

(三) 教学过程

Step 3

Introduce Shuang huang.

Step 4

Work in pairs and make up a funny story.

Step 5

Practice Writing.

(四)总结扩展

Step 6

Compare the meanings of body language in China and the USA.

Meaning in China Body language Meaning in the USA

welcome a smile and a handshake welcome

Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!

disagreement shaking the head disagreement

agreement nodding the head agreement

May I ask a question? putting up a hand May I ask a question.?

love kissing love

no such a gesture keeping ones fingers crassed hoping sth. good will happen

proud holding up ones head not afraid/proud

feeling sorry for having done hanging ones head feeling sorry for having done

feeling very happy waving ones arm feeling very happy

dislike, disagreement or pain making a face dislike, disagreement or pain

Im full/ I v eat stomachache touching ones stomach having a stomachache

(五)随堂练习

1. Choose the best answers according to the situations.

When you meet a foreign guest for the first time, you should say:

A. How do you do? B. How are you?

C. Hi! D. Hello! What can I do for you?

2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say "Can I help you?" If you need his help, you should say:

A. Of course, you can. B. Thats a good idea.

C. Yes, go ahead. D. Thanks. Thats very kind of you.

3. If you can carry the boxes yourself and don’t need his help, you should say to him:

A. No. I don’t need your help. B. Its none of your business.

C. No, thanks. I can manage it myself. D. Sorry, you can’t

4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:

A. Excuse me, madam. Would you like me to crazy it for you?

B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.

C. Hi, Granny! Let me carry the heavy bag for you. You are old.

D. Excuse me. Is there anything else I can do for you?

2. Choose the right words for the blanks, using the right verb forms.

proud juice dining room realize were type comfortable.

(1) I hope you feel as __ as you are at home.

(2)The speaker ____ to the people in the hall before he left.

(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.

(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.

(5)The students neednt go home for lunch, because there is a _____ in the school.

(6)I didnt _____ they were a couple (夫妻) until the party was over.

(7) She looked so __ at the party that few people talked to her.

3. Make gestures and guess what they mean.

(1) Raise your hand. (5) Kiss your hand to someone.

(2)Put up your hands. (6)Thumbs (大拇指) up.

(3)Wave your hand. (7)Thumbs down.

(4) Cup your ear. (8) Bite your nails ( 指甲 ).

参考答案：

1. (1)A (2)D (3)C (4)A

2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud

3.

(1) To ask or answer a question. / To attract attention. / To say hello.

(2)To give up. / To surrender.

(3)To say goodbye.

(4)To say: "I beg your pardon. / Sorry, I can’t hear you."

(5)To say "Goodbye" to a dear friend or relative.

(6)To say "Great! / Wonderful! / Well done! / Congratulations !"

(7)To say "No good! / Terrible!"

(8)To mean "thinking" or “worrying”.

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