高一英语必修2 教案教学设计(人教版英语高一)

高一英语必修2 教案教学设计(人教版英语高一)（共6篇）

1.高一英语必修2 教案教学设计(人教版英语高一) 篇一

浙江省湖州二中 周萍 313000

电话：0572-2388983 电子信箱：edna425@21cn.com

一、设计思想

根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。

本节阅读课教学设计的最大特色是：

(1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前-阅读中-阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。

(2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准(实验稿)》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。(周智忠)因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况;搜集The Monkees乐队信息;对搜集到的信息进行整理，制作成课件展示;阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。

(3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。(张丽丽)根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查;以小组为单位设计海报或制作多媒体课件;两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词;以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。(黄小红)

二、教材分析

1.本单元的话题是音乐(music)。音乐是学生最乐于学习，也是最感兴趣的话题之一。初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。

2.The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。在本单元的Warming up中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。另一方面，课文中出现了两个 介词+which/whom 的定语从句，引出了即将要学的语言知识。所以说，这节阅读课在整个单元模块中起着承上启下的作用。

3.《普通高中英语课程标准(实验稿)》明确指出要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。所以，本节阅读课的教学设计力求达到这两个方面的要求。

三、学情分析

1.学生经过初中阶段的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓住要点等，并且对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。

2.学生可能遇到的问题是在阅读课文中，不能在较短的时间内把握文章的脉络，概括出文章大意;不能在学习中借助音乐作品、图片等非语言信息进行语言表达。另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。

3.学生在这节课的学习过程中要用到预习策略、搜集分析信息策略及高效复习策略等。

四、教学目标

1.语言知识目标：

1)学生能够正确读写及运用以下单词：

musician, clap, passer-by, form, extra, earn, advertisement, attractive, instrument, loosely, actor

2)学生掌握下列词组的意思并能在句子中熟练运用：

dream of, be honest with, play jokes on, or so, break up

3)学生能够认出 介词+which/whom 的定语从句(The Attributive Clause with the preposition ahead of the relative clause)

2.语言技能目标：

1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3.语言能力目标：

增强阅读理解能力;发展借助音乐作品、图片、表格等非语言信息进行语言输出的能力。

4.情感态度与文化意识目标：

1)了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。

2)在小组合作互动中，增强学生的团队合作精神与分享意识。

3)培养学生自主学习的能力。

五、重点难点

1、教学重点：a.获取The Monkees组合发展历程的信息;

b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成表格填空等。

2、教学难点：a.通过阅读更好地发展各种阅读技巧;

b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。

六、教学策略与手段

1.本课采用 阅读前-阅读中-阅读后 三大板块构成的阅读教学模式。

2.培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。

3.培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。

4.培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律并能运用规律举一反三。

5.采用多媒体课件作为主要的教学手段。多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。同时，借助黑板、粉笔等辅助手段开展教学活动。

七、课前准备

1. 学生的学习准备

(1)学生三人或四人一组，根据下表对自己周围的人作一个小型的社会调查，了解不同年龄阶段的人最喜欢的音乐类型、乐队，并分析结果，作出总结(Conclusion)：

Name Age Favorite music Favorite band Conclusion

在本单元第一节课Warning up中学生已经了解了音乐的基本类型，如：

Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。

Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。

Classical Music作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。

Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。

Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。

R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues, 但是加入了强劲的低音节奏，让人心跳加快。

Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。

Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。

学生通过完成这张表格，一方面复习不同类型的音乐名称，另一方面引出不同的乐队组合，同时了解到不同音乐类型，不同乐队受到哪个年龄层次的人的喜爱。学生的现实生活与教材的内容相结合，有利于学生尽快接受教材中的信息，从而更好地掌握教材。

(2)查找关于The Monkees的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息制作成Powerpoint或海报，在课堂上向其他同学展示。这个预习任务提高了学生的学习兴趣，把被动的学习变成主动的学习。

2.教师的教学准备

了解各种类型的音乐及其特点，深化对于音乐的认识和感受，提高音乐修养;详细了解美国知名乐队The Monkees的发展历程和他们的代表作品。

3.教学环境的设计与布置

由于本单元的主题是音乐，可以让学生在周围的墙上贴上流行歌手与乐队组合的照片;并且在课间播放学生喜爱的乐队歌曲，营造一个美妙的音乐氛围，增加学生的学习兴趣。

4.教学用具的设计和准备

制作与阅读课文相关的多媒体课件;录有The Monkees歌曲的磁带或CD。

八、教学过程

Step 1 Pre-reading

1. Ask some students to report the result of their research.

2. Show some pictures of some famous bands to the students.

The Beatles S.H.E. The Backstreet Boys Zero Point Rock and Roll

3. Ask some students to show the information they find on the internet about the Monkees to us.

[设计说明]要求学生报告他们的调查结果，训练学生分析信息的能力和用英语进行思维和表达的能力。展示一些有名的乐队组合的照片，激发学生进一步学习的兴趣，同时引导学生猜测为什么The Monkees被称为“The Band That Wasn’t”。最后，要求学生用海报或多媒体课件呈现关于The Monkees的信息。学生主动参与搜索信息和制作海报或课件，提高了学生自主学习的能力及搜集信息、整理信息的能力。

Step 2 Fast reading

1.Read the passage quickly and tell us what the passage is about.

2.Try to find out the main idea of each paragraph.

Para 1. Dreaming of being a famous musician or singer.

Para.2 How musicians form bands.

Para.3 How the Monkees got their start.

Para.4 How the Monkees become serious about the music business.

[设计说明]快速阅读后要求学生先找出全文的大意，再找出每段的大意。第二个任务还可以改为把各段与段落大意相搭配，适合于阅读理解能力普遍较弱的班级。提醒学生在写作中注意运用主题句构思作文的方法。

Step 3 Careful reading

Read the passage carefully and finish the following tasks:

Task 1. Do the exercise T or F:

(1) Most musicians like to form a band because they enjoy playing to passers-by in the street.

(2)Bands in America are all formed by high school students.

(3)Only the band “The Monkees” is mentioned in the text.

(4)It was“ The Beatles” that started in a different way.

(5)It was hard for the TV organizers to look for good rock musicians.

(6) Though the band pretended to sing at first, they were popular with the fans.

(7) “ The Monkees” never played their own songs.

Task 2. Read paragraphs1& 2 and fill in the form:

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money.

They may also have a chance to dream of becoming famous.

Task 3. Read paragraphs 3&4 and find out some information about the Monkees.

Task 4. Use the finished form to introduce the Monkees to your partner.

Task 5. Choose the adjectives that you think best describe “The Monkees”. Give your reasons.

popular lively funny foolish attractive brave crazy noisy classical rich honest

[设计说明]仔细阅读是快速阅读的延续。全文分成两大块，一二两段说明如何组建自己的乐队，三四两段主要介绍The Monkees的组建、分开又重组的过程。图表能够比较清晰地展现了这个过程，给学生留下深刻的印象。利用图表帮助学生回顾乐队的发展历程，进一步加深课文内容。如果学生的学习能力比较弱，难以根据抽象的图表或某些关键词进行语言输出，可以用以下这篇短文填空来替换它。

The Monkees is made of a band of four musicians, who_played jokes on__each other as well as played music. They gave so good performances that their fans supported them fiercely. A year or so_ they became more serious about their work, The Monkees _produced their own records and played their own music. The band_broke up_ in about 1970, but _reunited_ in the mid-1980s.

最后一个任务是文章内容的适度展开，也是学生毫无顾忌地表达自己观点的好机会。它不需要标准答案，学生可以自由地与其他同学交换对于The Monkees的看法和想法。

Step 4 Language points

1. Fill in the blanks using the important phrases in the passage:

(1) He often ______ _______ being a famous singer. (dreams of)

(2) It is wrong ______ _______ _______ _______the disabled. (to play jokes on)

(3) After the incident, their friendship _______ _______. (broke up)

(4) That pen costs 10 dollars ___ ____. (or so)

(5)_____ ______ ______ ______ you, I doesn’t like the film at all. (To be honest with)

2. Underline all the attributive clauses in the passage:

(1) Many times in America, bands are formed by high school students who practise their music in someone’s home.

(2) However, there was one band that started in a different way.

(3)The musicians of whom the band was formed played jokes on each other as well as played music.

(4)The TV organizers had looked for four musicians who were lively and who could make good music.

(5)They put an advertisement in a newspaper looking for rock musicians, but they could only find one that was good enough.

(6) Each week the group that was called “The Monkees” would play a song or two written by other musicians.

(7) However, after a year or so in which they became more serious about their work, “ The Monkees” started to play their own instruments and write their own songs like a real band.

[设计说明]在这个环节，填空题加深了学生对本课中出现的重点词组的印象。学生能力强的话，还可以用造句来加强学生对短语意思的掌握。找出定语从句的目的，一方面是复习已经学过的由that/which/who等引导的定语从句，另一方面要求学生仔细观察第3、7句与其余各句的区别，导出本单元的语法重点：介词+关系代词which/ whom的定语从句。由于后面的语言学习部分将会详细介绍，此时无需详细讲解。

Step 5 Discussion

1. Listen to a song “I’m a believer” sung by the Monkees.

2. Four Ss a group. Discuss the following questions about music:

1) What can music express?

2) When and where do you listen to music?

3) How does music make you feel?

4) Why do you think music is important?

After discussion, put the answers together and a student of each group report it to the class.

[设计说明]听一首The Monkees的歌，可以使学生放松心情，感受音乐的美妙。大多数的高中生都非常喜爱音乐，而且他们正处于人生观、世界观形成的时期，好音乐与好书籍一样，可以帮助高中生培育与发掘人性中的真善美。所以笔者设计了这几个问题的讨论，引导学生思考。而且要求学生把答案合并成一个段落，注意使用恰当的连接词进行语篇输出。教师可以把学生提到的重点词组板书在黑板上，帮助学生完成课后的写作。

九、知识结构或板书设计

Unit 5 Reading The Band That Wasn’t

Without music, life is a journey through a desert.

本节课采用了多媒体课件，所以板书比较简单。在全班进行讨论了音乐的重要性后，板书这句关于音乐的名言，作为对讨论的总结，起画龙点睛的作用。

十、作业设计

Write a passage “Music”，using the following sentences as the main idea of each paragraph.

Para 1: Music is an expression of the people.

Para 2: Music is everywhere.

Para 3: Music plays an important part in our life.

[设计说明]在讨论后，提供各段大意(主题句)进行写作，与前面的快速阅读课文后，找出各段大意的教学任务互相呼应，体现了阅读教学与写作教学的完美结合，构成一个完整的语言输入--语言输出的过程。

[问题研讨]

1.如何在英语教学中激发学生的学习兴趣?

心理学研究表明，兴趣是人的认识需要的情绪表现，是在过去知识经验、尤其是在愉快体验积累的基础上形成的使人乐于积极而持久地去接触、认识某一类新事物的一种意识倾向。因此愉悦的情感体验可以使学生对英语学习保持浓厚的兴趣。如果教学活动唤醒和激发了学生主动参与学习的意识，使学生产生了愉悦的情感体验，教学活动就能收到良好的效果。在以上这节阅读课的预习活动中，笔者设计了两个任务：作一个小型调查和查找The Monkees信息，并在课堂上展示成果。学生积极参与社会调查、查找信息和制作海报的活动，这激发了学生的学习兴趣，学习的自觉性得到了很大的提高。在教学过程中，笔者利用多媒体课件，展示图片，播放音乐，最大限度地吸引学生的注意力，使学生对学习产生浓厚的学习兴趣。真正体现出教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。

2. 如何在英语教学中渗透美育?

新编的高中英语教材内容丰富多彩，题材新颖广泛，蕴含着丰富的情感性和美育因素，如这个单元的主题就是Music。众所周知，音乐可以表达人的喜悦、幸福、悲伤和忧愁，也可以愉悦性情，抚慰心灵，让世界和我们的生活变得更加美好。因此，教师要把教学活动作为创造性的艺术活动来对待，将自己丰富的情感和音乐的美妙溶入教学过程，通过独具匠心的教学艺术表现手法，将语言转化为美的形式，充分调动学生的好奇心、想像力，激发他们的情感体验，使他们产生富有强烈感染力的，鲜明持久的教学艺术的美感。(吴思廉)

为了更好地在英语教学中渗透美育，笔者注意将教学环境与教学内容结合起来。如用各种乐队的海报布置教室，在课间播放乐队的歌曲等。阅读中，要求学生选择合适的形容词来表达对于The Monkees的看法，学生畅所欲言，自由地表达自己，交流想法，体验到学习的乐趣，也体会到一种成就感。在阅读活动结束后，播放一首The Monkees的歌曲I’m a believer，这是一首以爱为主题的歌曲，大意是作者原以为爱只存在于童话中，但姑娘的笑脸让他找到了爱，他沉醉其中。学生在欣赏美妙的音乐同时感受到了世界的温暖与美好。讨论环节中，学生与其他同学交流思想，分享感受，也是进行美育的好时机。

实际上，激发兴趣与渗透美育都可以归结为情感教育。而且，情感态度目标也是课程目标的五大组成部分之一。所以，在英语教学过程中，教师必须充分开发和利用学生的情感因素，立足于学生的发展，从根本上转变教育观念，树立新的素质观、人才观，真正确立学生的主体地位，才能使学生学习的潜能得到最大限度的发挥，促进学生积极主动、生动活泼地学习，从而全面提高学生的素质。

[参考书目]

周智忠：《任务型语言教学中自主学习的实现方式》,英语合作网www.51share.net/display.asp?id=29660

张丽丽：《合作学习在英语教学中的作用》, 英语合作网 www.51share.net/display.asp?id=66234

黄小红：Unit 5 Music 全单元教学设计，英语合作网www.51share.net/display.asp?id=70889

吴思廉：《高中英语的审美教学》，英语合作网www.51share.net/display.asp?id=64543

2.高一英语必修2 教案教学设计(人教版英语高一) 篇二

一、教学设想

本堂课是阅读课的第一课时, 旨在通过PWP教学法, 以fast reading (skimming) , careful reading小组合作学习等方式, 达到加深学生对课文篇章结构的理解, 同时提高学生阅读能力的目的。在备课时, 针对学生学习基础和学习习惯较差等情况, 结合课文相应的练习对本节课进行了设计。

二、教学步骤

下面笔者就将修改之后的教学设计 (主要是教学步骤) 简要呈现如下:

Teaching procedures of Unit 2 (Book 1 Reading) :

Step I:Warming up (3 mins)

Asking-and-answering activity:

Q:Do you like English? Can you give me an example of the difference between British English and American English in spelling?

Step II:Pre-reading (4 mins)

Asking-and-answering activity:

Q1:Do you know which countries in South Asia use English as an official language? Please tell me the names of the countries, OK?

Q2:Which country do you think has the most English learners?

Q3:Do you know the meaning of the title — The road to modern English?

Q4:Can you guess what the passage is mainly about from its title?

Step III :While-reading

Task 1:Skimming (fast reading) (4 mins)

※ Ss read the passage, find the topic sentence of each paragraph and tell the reason.

Task 2 :Careful reading (8 mins+5 mins+4 mins)

※ Ss read the passage again carefully and complete the table about the development of English in their exercise book on page 83. (8 mins)

※ Group work :Ss check their answers with their group members. (5 mins)

※ Ask one student to show his/her answers to the rest of the class. (4 mins)

Step IV:Post-reading (6 mins+2 mins)

※ Ss follow the tape to read the passage aloud and then do exercise II (“T”or “F”) on page 83. (6 mins)

※ Check the Ss answers by the way of rushing to answer. (2 mins)

Step V Summary and homework (4 mins)

Q:What have you learned today?

三、教学反思

在实际的教学过程中, 课型结构完整, 可基本完成教学任务。但是还有许多地方需要改进, 很多的细节问题需要注意。反思整堂课, 存在的不足和需要改进的地方主要有下面几个方面:

(一) 设问不够具体

在导入环节部分, 笔者以问题的形式导入新课学习。但是设置的问题比较宽泛, 学生不太好回答, 没有充分激活学生学习的兴趣。如果把问题改成:Can you give me an example of the difference between British English and American English in spelling?相对来说, 学生更容易理解, 也就更能清楚明白地回答这个问题。

(二) 不能有效利用机会设置问题

在Pre-reading部分, 应该针对课文内容 (课文标题) 充分利用机会设置问题, 训练学生的听力能力和口语能力, 再逐步引入到对课文内容的学习。这里的听力, 主要指的是学生是否能听懂教师提出的问题, 而后针对问题组织语言进行回答。这样既能很好地激活学生已有的背景知识, 激发学生阅读课文的欲望, 又能从一定程度上达到训练学生听力和口语的目的。因为从2017 年开始, 高考英语需增加口语测试环节。所以, 在今后的教学过程中, 教师需要有意识、有计划地加强对学生的听力和口语训练。这样才能使自己的备课更具有针对性。

(三) 缺乏对时间的限定

在各项教学活动的设计过程中, 应该注意时间的限定。不管是fast reading (skimming) , 还是careful reading, 包括读后的练习都应限定学生阅读和做题的时间。这样才能真正达到训练和提高学生阅读能力的目的。

(四) 缺乏对学生阅读能力的培养

在教学过程中, 需特别关注学生主动学习的愿望, 学生的阅读能力是否真正得到培养和提高, 教师应注意对学生阅读技巧的传授。所以, 在fast reading (skimming) 这一环节, 让学生找每一自然段的topic sentence时, 应注意对学生的追问。如:“Why is it the topic sentence of this paragraph?”“ How do you know that?”“Can you tell me the meaning of this sentence?”事实上, 追加这几个问题, 不仅能让学生明白如何找到主题句, 更能让他们清楚主题句大多出现在文章的哪个位置 (主题句主要是能概括本段自然段大意的句子, 主要出现在首句、尾句或自然段中首句的后一两句) 。同时对主题句意思的理解也可以检测学生是否理解这一自然段的大概内容。

Careful reading这一环节, 让学生细读课文后完成练习册中的表格内容, 目的是加深学生对课文内容的理解。笔者先让学生自主阅读, 而后小组讨论得到一致答案, 再让个别学生展示。如果在展示的过程中, 学生能讲解原因, 说出在课文中哪个位置找到的答案, 这样会更好。因为这时班级里找不到答案的学生不仅问题得到解决, 而且了解了如何找到答案的方法, 从而真正达到提高阅读理解能力的目的。总之, 在学生答题时, 多问他们几个“为什么”, 有利于学生“知其然, 也知其所以然”。

3.人教版高一英语必修一教案 篇三

The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(卢浮宫博物馆) where it is housed.

“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化学状态).

Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (视觉) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”

However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.

In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum

一日暴之,十日寒之,未有能生者也。《孟子》

hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.

During World War II, French hid the painting in small towns to keep it out of the hands of German forces.

Like many old ladies, the Mona Lisa has some interesting stories to tell.

11. What does the writer mean by “time is catching up with the Mona Lisa”?

A. The painting woman is not so beautiful any more.

B. Ageing is something that affects us all.

C. The painting needs repairing.

D. At such an old age, she is no longer popular.

12.. What makes the repair work difficult?

A. The wooden panel is thin and old.

B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.

D. Experts can’t agree on how to carry out repairs.

13. What makes her so mysterious according to Professor Livingston?

A. The materials the Italian artist used. B. The way she smiles.

C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes

(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.

There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.

Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).

We should keep away from(远离) all these bad habits, and try to form such habits as will be good for ourselves and others.

14. ________ are formed little by little.

4.高一英语必修2 教案教学设计(人教版英语高一) 篇四

Title of lesson: Unit 2 English around the world

Type of lesson: New lesson

Teaching aims: Ss will be able to use the functional sentences to express their

language difficulties and be able to have a good understanding of the

differences between Br E and Am E through the practice of the four

basic skills: listening, speaking, reading and writing.

Teaching contents: 1. Vocabulary: 40 (大纲), 8 (课标)

2. Functional sentences

3. Grammar---Direct Speech & Indirect Speech (2)

4. Topic: Language learning (1)

Teaching focus: 1. Differences between Br E & Am E

2. Language difficulties

Teaching aids: Tape recorder, computer, projector, worksheet

Period One: Warming up & Listening

Aim: Ss will be able to practise their listening skills by doing the exercises and to

know that Br E & Am E are sometimes different.

Step 1: Listening

Ask the Ss to listen to the dialogue twice and then do the multiple choice.

1) Joe came to Britain _____.

A. by train B. by air C. by ship

2) He came from the city _____.

A. Seattle B. London C. New York

3) Joe felt _____ after he got to Nancy’s home.

A. surprised B. excited C. tired

4) Joe wants to use Nancy’s _____.

A. telephone B. computer C. bathroom

5) The bathroom is _____.

A. the second door on the right downstairs

B. the second door on the left upstairs

C. the first door on the left upstairs

Step 2: Reading and discussing

1. Ask the Ss to read the dialogue and try to find out what Joe was looking for with the help of the picture.

2. Ask the Ss to have a discussion in groups of four about the reason why Joe can’t find it.

3. Help the Ss to understand Br E and Am E are sometimes different.

Step 3: Listening

1. A brief introduction of the dialogue.

2. Ask the Ss to listen to the dialogue and finish the exercise

( question answers or multiple choices ).

3. Ask the Ss to listen to the dialogue and fill in the blanks or write down a

whole sentence.

4. Check their answers, hand out the listening material and ask them to read it.

Step 4: Homework (A task )

Ask the Ss to think about more examples to show the differences between Br E & Am E and complete the form given below

British English American English

Spelling

Pronunciation

Words

Period Two: Speaking

Aim: Help the Ss learn to use the functional sentences to express their language

difficulties through the practice of reading and speaking.

Step 1: Dialogue One

1. Ask the Ss to read the dialogue after the tape

2. Ask the Ss to practise reading individually

3. Ask the Ss to practise reading in groups of three

4. Ask the Ss to act it out in class

5. Ask the Ss to finish the exercise (Page 9)

Step 2: Dialogue Two (the same step as Dialogue 1)

Step 3: Dialogue Three (补充旧教材S1U3中的对话, the same step as Dialogue 1)

Yang Mei is now studying in the States. She meets her new teacher, Sara for the first time. Sara is an American. They are talking before the term starts.

Sara: So you are Yang Mei. Nice to meet you.

Yang Mei: How do you do? I’m sorry. I know only a little English. I have some

difficulty in pronouncing some of the words in English.

Sara: No, you’re doing fine.

Yang Mei: Thank you.

Sara: And when do you take your next exams?

Yang Mei: In June.

Sara: I see. What do you want to do next fall?

Yang Mei: Pardon? Would you please say that again more slowly?

Sara: What do you want to do next fall?

Yang Mei: Next what? I’m sorry I don’t quite follow you.

Sara: What do you want to do next September? Do you have any plans?

Yang Mei: I’d like to study medicine and become a doctor.

Sara: Right. Nice meeting you, Yang Mei. Bye.

Yang Mei: Goodbye.

Step 4: Functional sentences

1. Ask the Ss to pick out from the three dialogues the functional sentences about language learning

2. Help the Ss summarize the functional sentences ( Textbook Page 10)

Step 5: Practice & Communication

Ask the Ss to make up new dialogues with the functional sentences in pairs. Some situations are given to help them. They may think of other proper situations in which they use the functional sentences.

Situation 1: You ask your friend if he/she knows how to say “网站” in English and how to spell it.

Situation 2: You are not sure about the spelling of the word “favourite” and your classmate tells you the different spellings in Br E and Am E.

Situation 3: You telephone the flower shop and ask the florist the deliver some flowers to your girl friend. You tell the florist your friend’s name and address.

Period Three: Reading

Aim: Help the Ss have a good understanding of the text and solve their

difficulties with the passage by reading, discussing and doing the exercise.

Step 1: Pre-reading

Some questions for discussion:

1. How many languages do you speak?

2. Which is your native language?

3. Do you speak English as well as your native language?

4. Do you think it necessary to learn English well besides your native language? Why?

5. In what situations do you use English?

Step 2: Reading

1. Ask the Ss to read the text fast and try to find out the answers to the following two questions.

Questions: 1) How many people in the world are speaking English as their

native language?

2) What is English in most international organisations?

2. Ask the Ss to read the text again and then try to judge the following statements (或参见目标练习册Page 16). They may do the exercise individually first and then discuss their answers in groups.

( ) 1)We can find native speakers of English in Britain, America,

Canada, New Zealand, India and so on.

( ) 2) The number of people learning English as a second language is

far less than that of people speaking English as native language.

( ) 3) In some countries such as Philippines and Pakistan people speak

their own languages at home while English in public.

( ) 4) English is widely used in tourism as well as international

organisations and trade.

( ) 5) Those who come to China on business and vacation can speak

Chinese very well.

( ) 6) English is not only the working language but the one of global

culture.

Key: F F T T F T

3. Ask the Ss to read the text aloud following the tape and pick out the difficult words and sentences.

4. Help the Ss to solve their difficulties.

Step 3: Post-reading

1. Give the Ss several questions and ask them to have a discussion in groups of four and then give a report in class.

Questions: 1) In which countries do we find most native speakers of English?

Give the names of them.

2) How many people speak English as their native language?

3) How many people speak English as a second language?

4) What is the number of people learning English as a foreign

language?

5) In which part of China people speak English as a first or second

language?

6) Why is it becoming more and more important to have a good

knowledge of English?

7) Living in China you can use English every day in different

situations. Give two examples.

8) What about the present situation of English learning in Beijing?

What do you think of that?

2. A task activity: Suppose it is now and the Olympic Games are being held in Beijing. Many foreign guests have come to Beijing and they want to have a good understanding of the city. You are a college student and also act as a volunteer of the Games. Think about and tell us what you can do for the foreign guests.

Period Four: Language study

I. Word study

Aim: Help the Ss learn to use some useful and important words and phrases.

Step 1: Ask the Ss to finish the exercise on the textbook (Page11)

Step 2: Help the Ss learn some words in detail

1. find

--Ask the Ss to repeat the following sentences and summarize how to use the word “find”.

1) I found the bathroom, but I didn’t find what I was looking for. (find+sth.)

2) The situation is found in countries such as India, Pakistan, Nigeria and the Philippines. (find+sth.)

3) In which countries do we find most native speakers of English?(find+sb.)

4) I’m sure that you’ll find the book interesting. (find+n.+adj.)

5) When he woke up, he found himself in hospital. (find+oneself)

6) You’ll find it difficult to get along with him. (find+it+adj.+to do)

7) We found that he was a good-natured man. (find+that-)

8) They finally found out the truth of the matter. (find out )

2. the number of / a number of

--Give the Ss the following examples and ask them to tell the difference between “the number of” and “a number of”.

1) The number of the students in our school is over .

2) A number of students in my class are fond of rock music.

3) The number of traffic accidents recently is increasing.

4) A large number of doctors and nurses have contracted SARS.

--Ask the Ss to complete the following sentences according to the Chinese translation.

1) The number of the students standing outside of the office is about ten.

（站在办公室外面的学生人数大约是十人。）

2) A number of my friends are going abroad for a holiday this National Day. （我的一些朋友准备在这个国庆节出国渡假。）

3) The number of days in February is either 28 or 29. （二月的总天数不是二十八天就是二十九天。）

4) A number of traffic accidents recently have been / are caused by new drivers. (近来相当多的交通事故是由新司机引起的。)

3. except / except for

--Show the Ss several examples and help them explain the sentences in English and tell the difference between “except” and “except for”.

1) All of us went there except him. (He didn’t go there.)

2) We go to school every day except Sunday. (We don’t go to school on Sunday.)

3) Your composition is good except for a few spelling mistakes. (You made a few spelling mistakes in your composition.)

4) In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or second language. (The students in Hong Kong speak English as a first or second language.)

--Ask the Ss to fill in the blanks with “except” or “except for”

1) All the students began to write down the numbers except one boy. He seemed to be thinking about something.

2) The movie was good except for the ending. The ending was not wonderful at all.

3) I enjoyed the party except for the music because the music was too loud.

4) Everybody except John was able to answer the question. He needed help.

5) We had a pleasant time there except for the weather. It rained nearly the whole day.

6) There was a broken chair in the room. Except for the broken chair, the room is empty.

4. trade (见学习丛书第11页)

5. stand(见学习丛书第12页)

Step 3: Ask the Ss to fill in the blanks with the proper phrases given below.

make oneself at home in total come about

more than at all more or less

1. Tell me how the accident _______________.

2. What is the number of the visitors to the exhibition _______________ ?

3. The repairs to the car will cost _______________ 200 yuan. I’m not very sure.

4. During the dinner party, the host asked us to _________________ and to help ourselves to whatever food we liked.

5. It was early March, but the weather was not _______________ cold.

6. People _______________ 18 years of age have the right to vote in China.

Step 4: Translation (Workbook P93)

Ss are asked to finish the exercise individually and then have a group

discussion.

Period Five Grammar

Aim: Help the Ss distinguish a request and a command and learn to report

requests or commands.

Step 1: Ask the Ss to look at the sentences and decide which is a request and which is a command. (Textbook Page 12-1)

Step 2: Ask the Ss to do the exercise in pairs (Textbook Page 12-3)

Step 3: More exercise (Workbook Page 93-1)

Step 4: Ask the Ss to finish the checkpoint and make a summary

Period Six: Integrating skills

Step 1: Discussing

Ask the Ss to have a discussion on the homework about the differences between Br E & Am E.

Step 2: Reading

1. Ask the Ss to read the first passage and finish the reading comprehension

2. Help the Ss to solve their problems about the passage

3. Ask the Ss to read the second passage and finish the exercise

4. Help the Ss to solve their problems about the passage

Step 3: Discussion

Ask the Ss to have a discussion about the different dialects in Chinese. Ss are given the task before class and they are expected to collect some information. Ss are encouraged to report what they have learned about the different dialects in Chinese.

Step 4: Writing

Ask the Ss to write a short passage in which they compare American and British English or dialects in Chinese. They should be given some language help.

For example: There be…,

the differences in …between…,

spelling and pronunciation,

be spelt…,

pronounce the word…,

while…,

however…,

besides…,

almost the same…,

have some/no difficulty in …,

5.高一英语必修2 教案教学设计(人教版英语高一) 篇五

Make sense 讲得通，有道理，有意义

Make no sense 讲不通，没意义

There is no sense / point in arguing with him.

跟他争论没有意义

There is no need to say sorry.

没有必要道歉

There is no time to meet you

没有时间见你

2 exchanging information 交流信息

3 stand for a beaming smile 代表微笑

4 all over the world = throughout the world

=across the world 遍及世界;世界各地

throughout history 整个历史期间

5 inform their partners about / of food 通知他的同伴有食物

regret to inform you 很遗憾地通知你…

6 effective methods for studying English

学习英语的有效方法

with this method 用这种方法

by this means用这种方法

in this way用这种方法

7 share sth with sb 与某人分享某物;和某人共用某物

8 a language with so many confusing rules

有如此多让人迷惑规则的语言

9 be made up of =consist of 由。。。组成

make up a story 编一个故事

make up a class 组成一个班级

make up for 弥补

10 develop into …发展成….

with the development of science and technology 随着科学技术的发展

under development 在发展中

develop into a developed country

发展成发达国家

11 mix salt with sugar 把糖和盐相混合

mix up 混合

12 bring sth with sb 某人随身携带某物

13 be different from French in pronunciation

在发音方面与法语不同

differ from French in pronunciation

在发音方面与法语不同

tell the differences between Chinese and Japanese 辨别汉语和日语的区别

14 It is certain that we would not be able to understand it. 我们一定不会明白的。

She is certain/sure to pass the exam。 她一定会通过考试

for some reason / for a certain reason

由于某个原因

make sure /certain that… 弄清楚，弄明白

be sure / certain about / of 对….有把握

15 official language 官方语言

mother tongue母语

master a foreign language 掌握一门外语

16 find it hard to make a decision 觉得很难作决定

17 contribute to

=make a contribution to sth / doing sth

造成，有助于，对…作出贡献

18 take control of the country 控制这个国家

under control 得到控制

under the control of King

在国王的控制/管理下

19 be replaced with/by French 被法语代替

take the place of sth: replace代替….

20 even though/if 即使

as though / if 好象

what if ..如果……的话，那该怎么办;倘使/假若….,该怎么办

21 have an impact / effect / influence on the development of English

对英语的发展有影响

22 result in sickness 造成/引起疾病

result from traffic jam 由交通拥挤造成

as a result 结果

as a result of sth 是…的结果,由于

23 work as servants 作为仆人

24 raise / keep animals 饲养动物

raise the national flag 升国旗

raise your hand 举手

25 upper class people 上层人

26 common people 老百姓

27 by the latter half of the 14th century

到14 世纪后半期

28 use English for all official occasions

把英语用于各种官方场合

English is used for all official occasions.

英语被用于各种官方场合

be used to communicate 被用于交流

be used as a tool 被用作工具

be used to life here/ living here.

习惯/适应这里的生活

China is no longer what it used to be.

中国不再是以前的样子了。

29 because of 由于，因为

due to由于，因为

owing to由于，因为

thanks to 幸亏，由于

30 undergo huge changes经历/发生很大的变化

31 during this period 在此期间

32 affect style of speech 影响语言风格

33 depend on 依靠，取决于，视……而定

rely on 依靠，依赖

34 refer to the text 参考课文

35 lose face 丢脸，丢面子

36 in everyday life 在日常生活中

37 a large/great number of phrases 大量词组

large numbers of departments 许多部门

a great / good many prisoners 很多犯人

A large amount of jewellery 很多珠宝

= a great deal of jewellery 很多珠宝

Plenty of methods/progress+ 可数/不可数

A large quantity of volunteers / information

Large quantities of + 可数/不可数

lots of +可数/不可数

a lot of +可数/不可数

38 have difficulty understanding local dialect

理解当地方言有困难

39 throw away rubbish 扔垃圾

40 right away 立刻，马上

41 in addition 而且: what’ more; besides

42 have a word with sb 和某人说句话

have words with sb 和某人吵架

in a / one word 总之

in other words 换句话说

receive / get word 得到消息

43 take my concerns into consideration

考虑到我的忧虑

take action to do sth 采取行动做某事

take measures to do sth 采取措施做某事

44 stop / prevent people (from) littering

Keep people from littering

阻止人们乱扔垃圾

45 look forward to meeting you. 期望看到你

look up new words in the dictionary

在字典里查单词

look down on / upon the poor

轻视/瞧不起穷人

look up to heroes 尊敬英雄

look into problems 调查问题

46 promise to give me money 同意给我钱

make a promise 许下诺言

keep one’s promise 遵守诺言

break one’s promise 违背/不遵守诺言

47 My dream came true. 我梦想成真

realize / live my dream 实现我的梦想

dream about / of becoming a pilot

梦想着成为一名飞行员

48 It is a waste of time. 这是浪费时间

waste time doing sth 浪费时间做某事

spend time doing sth 花费时间做某事

spend time on sth 在某件事上花时间

pass time : kill time打发时间，消磨时间

49 guess the meaning of unknown words from the context 根据上下文猜测生词意思

50 the increasing/growing number of borrowed words 越来越多的外来词

51 disagree with him about/ on this problem

关于这个问题与他意见分歧/不一致

agree with him about / on this thing

在这件事情上同意他的观点

agree with 与…一致，适合

52 set a standard for the English language

制定一个英语标准

53 care about 在乎，关心

care for 喜欢

54 government department 政府部门

55 at one time 曾经

56 ban/forbid people from smoking

禁止人们抽烟

ban n/doing 禁止某事/做某事

57 make communication between people much easier 使人们之间的交流更容易

58 have access to 能够接近/使用…

有使用…..的权利

59 take up a lot of time 占据很多时间

take up arms 拿起武器

take up a job as a teacher从事教师工作

60 turn out 结果，原来，证明

Turn up 出现;调高音量

Turn down 拒绝;调低音量

Turn off lights 关灯

Turn into : change into 变成…

61 make no difference 没有影响/区别

62 nod head up and down 上下点头

shake one’s head from side to side 左右摇头

63 point at 指着….

get to the point 说正题

on / upon the point of doing sth when….

正要做某事，就在此时…..

64 confuse Austria with Australia 把奥地利和澳大利要弄混淆

65 shorten the distance 缩短距离

In the distance 在远方

over a long distance 在很远的地方

66 look directly into his eyes 正视他的眼睛

67 look back down at his books 回头看他的书

68 back and forth 前前后后

69 it is suggested that we should follow the teacher’s directions when doing experiments

据建议，做试验时，我们应该遵循老师的指示

suggest (him) giving up smoking

建议他戒烟

take / follow one’s suggestions/advice

采纳/听取某人的建议

70 It seems likely that…似乎可能…..

It seems as if …..好像…..

It looks as if ….看起来好像….

be less likely to do sth 更不可能….

71 spoken language 口语

written language 书面语

body language 身体语言

72 in that 因为

73 change over time 随着时间的改变

74 simplified Chinese characters 简化字

75 as a whole 总体上，作为整体

on/upon the whole 大体上，基本上

77 combine two elements together

把两个成分结合在一起

78 in the direction of ….朝着….的方向

in all directions 向各个方向/四面八方

follow one’s directions 遵从老师的指示

79 turn out to be a big surprise for everyone

结果使每个人大吃一惊

80 set fire to the prison 放火烧监狱

set the prison on fire放火烧监狱

81 opposite to the bookshop 在书店对面

82 be supposed to congratulate me on my success 应该祝贺我的成功

83 be satisfied with their choice

对他们的选择很满意

84 be qualified / fit for his position

胜任/适合他的工作

6.高一英语必修2 教案教学设计(人教版英语高一) 篇六

一、教学分析

(一) 教学内容分析

本课是一堂口语课, 授课内容为人教版高中英语必修一第三单元第一课时。本单元的中心话题是travel。开课之前, 笔者借助图片、视频材料等帮助学生掌握一些关于旅游方面的知识与单词, 再通过学生对自己的旅行经历的描述, 引导学生了解各地或各国的风土人情, 以此扩大学生的视野, 拓展学生的词汇量。同时, 通过课文内容的学习和相关课堂交际活动, 使学生掌握用现在进行时表示将来的计划或安排的用法, 以及告别与表达祝愿的语句, 为下一课时的学习做好铺垫。通过本课的学习, 激发学生对大自然的热爱和旅游的兴趣。

(二) 学生分析

授课对象是高一年级学生。高一学生正处于一个由初中向高中过渡的时期, 在近一个月的适应后, 在课堂上渐渐褪去羞涩, 勇于尝试、勇于表现, 展现出自信与活力。大多数学生学习英语的兴趣较浓厚, 且经过三年的初中英语学习, 掌握了一定的语言知识与学习技能。本单元贴近实际生活的话题对他们有很强的吸引力。大多数学生在暑期都有过旅行经历, 这有利于本堂课口语教学, 但学生的词汇量有限, 口语表达能力不强, 需要在课前预习本单元的新单词。

(三) 教学目标

基于对教学内容和学生情况的分析, 笔者确定了以下教学目标:

1. 语言知识目标

学生掌握和运用所学的单词 (如journal, fare, transport等) 和句子结构 (如Have a good day/time!Have a good journey/trip!Good luck!Have fun!等) , 并了解旅行前必要的准备工作。

2. 能力目标

学生在所提供的各种材料里获取信息, 运用语言表达自己的观点并正确使用现在进行时表示将来的计划或安排。

3. 情感目标

学生了解旅游时的交通工具及相关的旅游注意事项, 激发对大自然的热爱和旅游兴趣。

(四) 教学重、难点

教学重点:学生通过学习熟练掌握用现在进行时表示将来的用法, 以及一些表示祝愿的句型, 提高英语交际能力。

教学难点:学生把所学知识融入实际生活, 提高处理信息的能力、解决问题的能力以及自主学习的能力。

(五) 教学设计思路

《普通高中英语课程标准》提出, 高中英语课程应重视共同基础, 构建发展平台;优化学习方式, 提高学生的自主学习能力 (教育部2003) 。通过三个教学环节做到上下衔接、环环相扣, 即按照“创设情境, 激趣导入—观察体验, 讨论探究—实践活动, 拓展思维”的步骤展开教学。笔者将“我的一次旅行经历”作为值日报告内容, 切入教学主题, 再结合中外名胜古迹, 图文并茂, 充分调动学生的积极性;通过创设问题情境, 使学生自主思考与学习, 在进一步发展学生基本语言运用能力的同时, 着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力;布置不同的任务, 通过pair work与group work, 让学生与学生进行合作性探究, 成为问题的“发现者”, 而笔者是问题的“点拨者”。通过观察—体验—探究等积极主动的学习方法, 使学生充分发挥自己的学习潜能, 形成有效的学习策略, 提高自主学习的能力。

二、教学过程

Step 1:创设情境, 激趣导入

1.学生以两人对话或小组的形式讲述每个人难忘的旅行经历, 并和大家分享旅游照片和视频, 让他人也可以感受其中的乐趣并了解更多的旅游知识, 从而引入本课主题———旅行计划以及旅行前的准备。

【设计意图】以“我的第一次旅行经历”为值日报告的内容, 让学生根据自己的亲身经历, 通过向别人介绍以及欣赏照片等方式再次感受旅行带来的快乐, 同时引入本课的中心话题———旅行, 既营造了轻松和谐的学习氛围, 又为后面的任务做好了准备。

2.通过图片展示学生较为熟悉的中外名胜古迹。在这个环节中, 学生遇到了一些名称, 不会表达, 笔者就适时给予提示。例如, 学生表达“自由女神” (the Statue of Liberty) 时, 笔者提示statue或liberty, 再引导学生组织语言说出“自由女神”的英文表达。

【设计意图】图片的展示非常直观生动, 能快速地抓住学生的注意力, 让学生领略各地的风景, 拓宽视野及知识面, 同时复习学过的一些古迹、景点的英语表达。

Step 2:观察体验, 讨论探究

学生先观看一段关于夏威夷瓦胡岛的视频, 然后笔者设计以下5个问题。学生通过观察—体验—思考—合作—探究等方式归纳出答案。这个活动能让学生真正体会到任务式教学与自主学习的结合, 有助于学生培养互助合作的能力以及运用所学知识解决问题的能力。

1.Which place does the video introduce?Where is it?

2.How are you going to get there?

3.What should you prepare or consider if you go there?

4.Other things you should pay attention to:

5.How do you like travel?

S:

Q1:It introduces the island—Oahu, in Hawaii.

Q2:By car, by foot, by boat, by plane, by train, and by ship.

Q3:Money, clothes, sun glasses, hat, swimsuit, water bottle, umbrella, raincoat, tent, first aid kit, map, and compass, etc.

Q4: (1) You should know something about their cultures and customs before traveling. (2) Besides, learning some words and expressions for everyday use will help you communicate with the local people more easily.

Q5:In my opinion, travel is interesting and helpful.When I travel I can learn a lot.I can enjoy local customs, cultures and beautiful scenery.

【设计意图】学生从视频中获取相关的信息, 并总结出旅行前所需的物质准备和知识准备, 以及交通工具, 培养了从视频教材中提取信息的能力。问题探究能培养学生从问题中获知、求悟, 从探究中领会、明理, 这对开发学生的智力、启迪学生的思维以及培养他们的创造力具有重要的意义 (陈玉卿、梁大芹2015) 。

Step 3:实践活动, 拓展思维

本环节包括pair work&group work, 笔者设定了不同的学习目标。

1.Pair work

笔者在多媒体上展示一幅福建省的地图 (见图1) , 并标出各地、市有名的旅游景点, 让学生通过互助合作, 制订出一份旅行计划———以三明市为起点, 自选旅行目的地, 计划中要包括旅途中的交通方式以及旅行前的准备。另外, 笔者给予适当的提示, 以防学生对景点的英文表达不熟悉。

提示:

学生讨论后, 组织成对话, 整理后展示如下:

S1:The summer holiday is coming.Where are you going to?

S2:I want to have a trip in our province.Would you like to join me?

S1:That’s a good idea.I’m glad to.What’s your plan?

S2:I plan to start in Sanming.Then I will take a train to Zhangzhou to Dongshan Island.To watch the sea is always my dream.

S1:So do I.And then?

S2:And then I will take a bus to Xiamen.Gulangyu Island is well-known to us, which is the place I plan to go.At last I will fly to Fuzhou, because I have never taken a plane before.In Fuzhou, I will visit the Zuohai and West Lake Park, and go to have some seafood.

S1:That is to say, you circle the province.

S2:Yes.

S1:That sounds good.I will join you.What should we prepare?

S2:We should bring the first aid kit, some clothes, money, umbrella, water, swimsuit, sunglasses and some food.

S1:OK.Let’s go to the supermarket to buy them.

【设计意图】学生运用前面所学的知识, 即旅行前的准备以及必须考虑到的事情, 结合熟悉的福建省的旅游景点进行pair work, 融入实际生活, 在制订旅行计划的快乐中巩固所学知识, 学以致用。这样的活动有助于提高学生的语言组织能力、知识运用能力、口语能力以及团队合作能力。

2.Group work

在制订了旅行计划后, 学生已有了一定的知识储备, 再进行小组活动会更加顺利。在此基础上, 笔者再增添一些旅行前后经常用到的对话及语言运用, 使得整个知识结构显得更加完整。笔者要求学生在提供的四幅图中选定一幅, 通过小组讨论, 借助所提供的问题以及重点句式 (表示祝愿的语句) , 组织语言, 巩固知识。由于旅行地点不同, 所要做的准备也不同, 再加上部分学生英语学习水平较低, 对这部分知识掌握得不够充分, 所以笔者在学生讨论过程中给予指点, 使全班学生都能很好地吸收所学知识。笔者提供的问题与句式如下:

(1) Where are you going for your holiday and why are you going there?

(2) What should you prepare for your travel?

(3) How are you getting there?

(4) How much money will you pay for the fare?

(5) Where are you staying?

(6) When are you coming back?

3.Homework

学生在课后按照正规格式写一篇关于旅行的日志, 并预习下一课时的阅读文章。

【设计意图】作业是课堂学习的延伸和巩固, 以及对所学知识的反馈。学生预习下一课时的阅读篇章有利于下堂课的教学, 同时, 有助于养成自主学习、独立思考的好习惯。

三、教后反思

本堂课设计了小组讨论和其他语言交际活动, 目的是培养学生综合运用语言的能力。教学设计体现了新课改精神中的表现性学习评价, 即教师给学生设计表现性的任务。

笔者对本堂课进行了深刻的反思, 认为本堂课在以下四个方面处理得较好:

第一点:学生结合福建省的旅游地图, 通过对话活动以及后面提供的四幅不同旅游地点的图片分四个小组进行讨论, 把所学的旅游知识 (旅游前的准备, 旅游时应注意的事项以及遇到某些情况时的应对方法) 运用到实际生活中, 提高了用英语进行思维和表达的能力以及团结合作学习能力。

第二点:通过展示各国各地不同的人文景观, 不仅在情感方面对学生的学习产生了积极影响, 进一步拓宽了学生的视野, 而且通过视频、图片等教学方式提高了学生用英语获取信息、处理信息、分析问题和解决问题的能力, 充分体现了高中英语课程的总目标。

第三点:以学生为课堂的主体, 注重激发学生的学习积极性, 充分挖掘学生的学习潜能, 引导学生积极参与课堂活动, 提高了课堂教学效率。

第四点:注重在语境中教授重点单词与句式, 并在不同的活动中进行操练, 让学生在学中练、练中学, 学练结合, 寓教于乐。

课堂教学是一门有缺憾的艺术, 这堂课也存在一些遗憾。由于课堂时间有限, 笔者留给学生讨论话题以及对话的时间不够充分, 使得有些小组活动的效果不佳。另外, 笔者在引导学生方面还缺乏一些教学经验, 对知识及材料难易程度的把握还有待进一步提高。

专家点评

黄晓明福建省三明市第二中学学科带头人、教研组长

这堂口语教学课目标明确, 设计合理, 层次分明, 环环相扣, 层层递进, 有效地训练了学生运用语言知识分析问题、解决问题的能力, 以及用英语进行思维和表达的能力。这堂课主要有以下三个特点:

第一, 教学活动的设计体现了教师对语言知识运用的重视。在本堂课的三个环节中, 教师设计了五个活动:duty report, warming-up, discussion, pair work和group work。每个活动都是围绕着travel这个主题展开的, 通过值日报告切入主题, 再利用之后的两个活动引发学生的思考, 激活他们的发散性思维, 最后再利用对话和小组活动操练重点单词和句式。这些活动使学生在语言知识输入的基础上有效地在输出活动中实现了知识的内化, 提高了学习能力。

第二, 教学过程体现了“整体设计目标”的理念。在教学过程中, 教师能根据学生的实际知识水平设计教学活动, 以他们身边熟悉的事物为切入点, 自然引入主题;以多媒体教学为平台, 运用图片、视频材料帮助学生掌握旅游方面的知识, 并通过学生对自己旅行计划的描述, 加强了信息的输入与输出。

第三, 把文化意识渗透到课堂中。传授文化知识、培养文化意识和世界意识是英语课堂教学的重要任务之一。语言是文化的一种表现形式, 不了解英美文化, 是不可能学好英语的。换句话说, 学习语言不能局限于语言本身, 而应了解其文化、传统、历史、风俗习惯等。本堂课通过“旅游”使学生了解了世界各地的风土人情, 扩大了视野, 并形成健全的情感、态度、价值观, 为未来发展和终身学习奠定了良好的基础。

参考文献

陈玉卿, 梁大芹.2015.外研版《英语》八年级上册Module 11 Unit 2第一课时My Experiences in England教学设计[J].中小学外语教学 (中学篇) , (9) :48-49.