高一英语必修一unit5教案word版
人教版英语高一必修一Unit5 Warming up、Pre-reading、Reading、Comprehending教案
人教版：高中一年级英语（上）Unit5 Nelson Mandela- a modern hero阅读课教学设计【Analysis of teaching material】The teaching material is the reading part from Unit1, Module2 NSEFC. The topic of this unit is Nelson Mandela and the good qualities of him about fight for the black. The reading passage tells the history of the black’s life and their fight aginst the government with the help of Mandela.【Analysis of students】The students are from Grade1 in senior high school. They have achieved certain English level and they have the ability to get the basic message of the reading. The students are easily activated and want to air their own opinions on the topic. And the students know some great person at home and abroad. But they may not know Mandela before. Their vocabulary is limited so they may have difficulties in understanding some sentences.【Teaching objectives】Knowledge aimsStudents can master the key words and phrases of the passage.Skill aims1. Students can learn the background information of the black, especially the history of their fight.2. Students can predict the content of the passage based on the title.3. Students can scan the passage and find out the specific information such as why they choose the way of violence.4. Students can summarize the passage with the help of the clues of the passage.Emotion aimsStudents will learn some good qualities from Nelson Mandela.【Keys and difficult points】1. Students can scan the passage and find out the specific information such as why they choose the way of violence.2. Students can summarize the passage with the help of the clues of the passage.【Teaching method】1. Ask and answer approach：teacher guide by asking questions2. PWP: pre-reading, while reading, post reading【Teaching procedure】Stage I Warming upStep1 Show some pictures, for example, President Obama and Jorden, to make students know the success of the black today. And show some poor black people before, let students know the bad condition of the blackbefore.Step 2 Four challenges for students today.Challenge your reading speed; Challenge your comprehension; Challenge your memory; Challenge your speakingStage II While readingStep 3 Fast-readingTask 1 Ask students find out the main idea of this passage. (3mins) What is the general idea of the story?A.The poor life of the black in South Africa.B.The life of Mandela and how Elias’ met Mandela.C. The life of Elias’ changed before and after he met Nelson Mandela and what Mandela did.D. Why did the white people not treat the black people fairly in South Africa.Task 2 Then find out which para. belong to each part and what’s the main idea of each part？Step 4 Careful-readingStudents should answer some detailed questions from every para. The questions as follows.Task 1 Read part 1 carefully and answer the 2 questions.1.What did Mandela do to help black people?2. Why did Elias have to leave school?Task 2 Read part 2 carefully and fill the blanks.EventsPart2 (para.3-5) What did NM do? 1. He told Elias how to get the___________, so he could stay inJohannesburg.2. He organizedthe_________________.What did Eliasdo?1.He _____ the ANC YouthLeague.2.He helped NM ______ somegovernment buildings.Task 3 Why did the black fight for their rights with violence?•“the last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”•“…we were put in a position in which we had either to accept we were less important, or fight the Government. We chose to attack the law. We first broke the law in a way which was peaceful; when this was not allowed…only the n did we decide to answer violence with violence.”Stage III Post readingStep 5Group workWork in groups, have a try to make an interview between a reporter and Elias.Examples:A: When did you begin to school?B: I began school at six, but ……A: Why did you leave school?B: Because … …A: What did you do … …B: I … …A: How … …B: ... …Step 6 What can we learn from Mandela?(discussion again)Step 7Some words for you:Good qualities are the root of great people.If you are brave, you will never fear any difficulty.If you are persistence, you will achieve whatever you want.If you are faithful, success will eventually embrace(拥抱) you！Stage V HomeworkWrite a short passage about a great person that you admire.。
高一英语上学期Unit5教案
15. put … in a position _______________
16. stop somebody from doing something ______________
五、词组填空根据句子提供的语境，从第四大题中选一个适当的词组并用其适用的形式填空。
How I want to _________________them , but I often fail .
10.在困境中不丧失信心才是我们成功的保证。
________________in trouble does ensure our success.
七、语法填空阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空。
1．The earnings can’t meet the needs of the family, for he ____________________for some time.
2．Nelson Mandela never _________even when he was in prison.
1. With the q________ in him, we consider him a great person.
2. The t ________of the criminals inTibetcaused great trouble to the p_________ life of the native Tibetans.
Step 3 Practice
六、翻译填空根据汉语意思，从上述短语中选一个恰当的词组完成句子。
1．我很愿意去北京为即将举行的奥运会当义工。
人教课标版高中英语必修1 Unit5_写作课_名师教学设计(一)
Unit5 写作课名师教学设计（一）Teaching DesignTeaching goals:Knowledge goal: Help students to learn and master the useful words and expressions to describe a person; encourage students to use the expressions and sentences to describe a person.Ability goal: Encourage students to speak English as much as possible; Improve students’ writing skills by using complex sentence patterns, such as attributive clauses, noun clauses, not only…but also…，it is+ a. + for sb. to do sth. , v. -ing as subject, etc. Important points: to remember and use the expressions to describe a person. Teaching difficulties: Enable students to write a passage by using good expressions and different sentence patterns.Teaching method：task-based method, group work Teaching aids:A blackboard, a projector and a computer for multimedia. Preparation for this period: The teacher handed out reference material to students where there are many useful expressions and short passages. Students are demanded to read carefully and find out the expressions to introduce a person’s appearance, age, personality, hobbies, experience, education. This task is based on groups, in which each member is assigned with different task and find out the expressions for one aspect of a person. The teacher will check their homework and choose some to present in front of the class.Teaching procedure:Lead-in: Play the song Way Back into Love.Design purpose: This song has something to do today’s topic, therefore, to arouse students’ interest, the teacher chose this song to lead in.Step I:1. A guessing game: describe Flora and let students guess who Flora is. After the teacher’s introduction, students can easily know Flora is the English name for theirheadteacher.2. Ask students to think about the aspects that should be included when introducing a person. They can discuss and draw their own mind map.3. Encourage students to answer the teacher’s question and add more aspects to the mind map on the blackboard.Step II:1. Show several students’homework and ask students to read the words and expressions together.2. Share their expressions with group members and make their mind maps more colorful. Design purpose: In order to reduce their homework, the teacher asked students to find the expressions for only one aspect. This activity allows students to share their information so that all of them will have the expressions of every aspect to introduce a person. Thus, their mind maps will be complete, which lay the foundation for their writing.3. Present their mind maps and other groups can add more information and expressions.Design purpose: When presenting, students can not only practice their oral English and raise their confidence, but also share their information with others, at the same time, other students can also add the expressions that weren’t on their mind maps to theirs.Step III:1. Discuss with partners and use the expressions to introduce Flora. Several sentences are OK.2. Introduce Flora to everyone.Design purpose: This activity is to use the expressions in oral way. Although this is a writing section, it is necessary to practice students’ oral English too. Anyway, written English and spoken English can not be separated in English study. Through this activity, students will have a general idea about introducing a person. Basically, they will consciously use the phrases they have written on their mind maps. However, they may have no awareness of their sentence patterns.Step IV:1. Present a short passage the teacher wrote about Flora, and ask the students to read it.2. After reading it, help the students to tell the sentence patterns of each sentence. Meanwhile, the teacher will write the sentence patterns on the blackboard. There are attributive clauses, noun clauses, not only…but also…，it is+ a. + for sb. to do sth. , v. -ing as the subject of a sentence, etc.Design purpose: It is common that students in Grade one have no awareness of using different sentence patterns. That is why their compositions can not get high marks. By analyzing the sentence patterns in the sample, their awareness will be raised and they may try to use them in their own composition.Step V:1. Introduce a proper boyfriend to Flora. He can be your brother, uncle, friend, one of your teachers or you can even imagine one.2. First, each student is required to write one aspect of the gentleman with a couple of sentences.3. Second, they are supposed to discuss in groups and combine their sentences by using different patterns and conjunctions. Only by team work, can their composition be polished.4. Third, each group has an opportunity to introduce their candidates to the whole class.Design purpose:This activity is designed to practice students’ writing skills in a whole passage. Each of them are required to write one aspect of the gentleman by using the expressions in their mind map. Some good students may use different sentence patterns but some ordinary and lower leveled students may still use the simple sentences. Therefore, teamwork is important in their writing. Through their discussion, they can learn from each other and polish their composition by joint effort. In this way, some complex sentences and useful conjunctions will appear in their passages. Giving the opportunity to present their candidates is also a good way to encourage them to speakwhat they have written and practice their oral English. It is also a good way to appreciate their beautiful sentences, so that they can adopt others’ strong points while overcoming their own weak points, which lays a good foundation and sets good example for their later writing.Step VI:Summary: What have you learned today?Step VII:Comment: According to their performance in class, each group get different points. The commentator is supposed to speak out the scores of each group and make comments on his classmates’performance both on their oral English and written composition.Homework:Students are demanded to write a passage about 100 words to introduce a classmate, a friend or a teacher by using as many expressions they’ve learned as possible. Different sentence patterns are welcome.Design purpose: In class, students wrote the composition in groups and all of them knew how to introduce a person. This homework is designed to practice their writing skills individually. Through this homework, every student can try the expressions and sentence patterns they’ve learned in class. By checking their homework, the teacher can also get an idea of the effect of class.。
高中英语 外研版高一必修一Unit5 教学设计
To help Ss ratetheirperformance, review the unit, anmprove.
3.T asksSsto votefor the best story.
1. Ss make criteria for a good story.
2. Ss present their stories to the class.
3. Ss vote for the best story.
To encourage Ss to present their stories and assess other Ss’ presentation.
To help Ss make full preparationsfor their presentation.
Activity 3
1. T guides Ss to make criteria for a good story.
2. T asks Ss to tell the storiesto the class.
Part 2
Procedures
Purposes
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss to look at the pictures and think about other endangered animals and choose an animal to make a poster.
2. Tasks Ss to complete the notes.
高中英语 人教版 必修一 Unit 5 教学设计(二)
Unit 5 Langages around the worldPeriod two学习目标1.To figure out the main structure of the passage.2.To know the development of the Chinese writing system and increase the cultural confidence.3.To judge the writing purpose and intended readers of the passage.4.To express ideas on the given topics by critical thinking.课堂探究Part ⅠLead-inCan you recognise the following symbols?Part ⅡDiscourse analysis1.What is the theme of the text?2.What s the main idea of each paragraph?Paragraph 1:Paragraph 2:Paragraph 3:Paragraph 4:Paragraph 5:Paragraph 6:3.What thread does the author use in this text?4.What transition does the author use in this text?Part ⅢPragmatic analysis1.Why does the author write the article?2.To whom does the author write this article?3.What question in mind is the author trying to answer when writing the passage?4.Does the author give you all the expected information?Part ⅣCritical thinkingAccording to the writer,the Chinese writing system is one factor that has helped the Chinese language and culture survive.Work in groups,and find out what you think are some of the other factors.Part ⅤHomeworkBriefly summarise the passage based on the General-particular pattern with the help of the thread and transition.参考答案Part Ⅰ水日家明Part Ⅱ1.The Chinese writing system contributes to the survival and development of Chinese culture.2.Paragraph 1:The Chinese writing system is one of the reasons why Chinese civilisation has survived into modern times.Paragraph 2:Written Chinese was a picture-based language at the beginning.Paragraph 3:The writing system became well-developed,and later developed into different forms.Paragraph 4:The writing system began to develop in one direction.Paragraph 5:Written Chinese connects China s present with its past,and has become an art form.Paragraph 6:The Chinese language is helping to spread China s culture and history to the world.3.The different period of Chinese charactersat the beginning—date back several thousand years—by the Shang Dynasty—by the Qin Dynasty—today4.The development of Chinese charactersa picture-based language—longgu appeared—the writing system well-developed—the system began to develop in one unified direction —Chinese people can all still communicate in writingPart Ⅲ1.To introduce the development and function of the Chinese writing system.2.To those who are interested in Chinese writing or Chinese culture.3.The Chinese writing system contributes to the survival and development of Chinese culture.4.The answer may vary.Part ⅣContinuous development of China s agriculture;relatively powerful government in history;distinguished philosophical schools;high regard for education;the open mind to embrace different cultures.Part ⅤSeveral thousand years ago,Chinese characters began as picture-based symbols carved on longgu.By the Shang Dynasty,the symbols had become a well-developed system.Over the years,the system developed into different forms.This,however,changed in the Qin Dynasty when the Chinese writing system began to develop in one direction because Emperor Qinshihuang united seven major states.Even today,not only can Chinese people communicate well by means of it but also many foreign friends come to China to appreciate China s culture and history through this amazing language.。
Unit5 教学设计-【新教材】人教版(2019)高中英语必修第一册
新人教（2019）英语必修一text quickly ，find the main idea of each part, and then idea of the text and each paragraph.Task 2: T asks Ss to think about the style of theconcludetext according to the structure.the mainidea of thetext.Step 4 Teacher asks students to find out the the words Students Practise Scanning and phrases that describe a time, and then fill in a draw a time scanning to blank. line identifyaccording timethe words phrases andand phrases details.of time.Step 5Further-thinking Teacher presents the following questions andinstructs students to find the key words in thetext:1.How did written Chinese unify Chinesepeople divided by geography and dialects?2.How does written Chinese connect Chinesepeople today with those of the past?3.According to the writer, the Chinese writingsystem is one factor that has helped theChinese language and culture survive. Whatdo you think are some of the other factors?Studentshave adiscussionto answerthequestionsCultivatestudents’ability toanalyze andshare theiropinionsPost-readingStep 6 Nowadays, people are depending too muchon the computer and phones. Many of them don’twrite the Chinese characters by hands.Some argue that there is no need to learn towrite Chinese calligraphy.What’s your opinion?Students CultivateDiscussion state their studentsown spirits toopinions. inherit andcarryforwardChinesecharacterand itsculture. Homework Finish writing the following speech after class.你校将举行一次主题为“传承中华文明，传播中国文化”的英语演讲比赛，请你写一篇演讲稿，内容包括：1.如何传承；2.如何传播；注意：1.词数80 左右；2.可适当增加细节，以使行文连贯BlackboardDesignUnit 5 Languages Around the WorldPeriod 2 Explore the Chinese Writing System教学评价:课程内容反思内容自我评价主题作者重点突出了什么内容？语篇语篇是什么体裁？结构特征是什么？语言知识能否根据时间抽复述课文？语言技能能否通过图片，标题，主旨句及关键词来概括段落及文章大意？文化知识能否了解汉语所传递的文化内涵？学习策略哪些学习方法对自己的学习帮助最大？教后反思：高一学生已经学习英语多年，有较好的英语语言知识和基本的语言技能，具备从文中获取细节信息的能力，大部分学生能使用简单的英语表达观点和态度，但是多数学生在整合语言、分析论证、批判评价等方面的能力还比较欠缺。
高中英语必修一第五单元教案
高中英语必修一第五单元教案教案标题：探索高中英语必修一第五单元《绿色食品》教学目标：1. 知识目标：学生能够理解和运用与绿色食品相关的词汇和表达方式，掌握文章中的重点词汇和短语。
2. 能力目标：学生能够通过阅读理解文章的主旨和细节，并能够进行相关讨论和写作。
3. 情感目标：培养学生对绿色食品的意识和环保意识，引导学生形成正确的饮食习惯和生活方式。
教学重点：1. 掌握与绿色食品相关的词汇和表达方式。
2. 理解文章的主旨和细节。
3. 进行相关讨论和写作。
教学难点：1. 理解并运用文章中的重点词汇和短语。
2. 进行相关讨论和写作时的语言表达和思维能力。
教学准备：1. PowerPoint演示文稿，包括文章的主要内容和相关图片。
2. 学生练习册和课本。
3. 绿色食品相关的图片或视频素材。
教学过程：Step 1：导入新课（5分钟）1. 利用图片或视频素材引入绿色食品的概念，激发学生对话题的兴趣。
2. 引导学生回答问题：“你知道什么是绿色食品吗？你认为绿色食品有哪些好处？”Step 2：阅读理解（15分钟）1. 分发课本，让学生阅读课文《绿色食品》。
2. 学生个人阅读，然后小组内讨论文章的主旨和细节。
3. 整体讨论，引导学生回答问题：“文章的主要内容是什么？作者的观点是什么？”Step 3：词汇与表达（15分钟）1. 教师呈现相关词汇和短语的PPT，解释其意思并示范正确的用法。
2. 学生跟读并进行语音、语调练习。
3. 学生个人或小组合作，使用词汇和短语编写句子。
Step 4：讨论与写作（20分钟）1. 小组讨论：学生分组讨论绿色食品的好处和推广方法，并记录下来。
2. 小组展示：每个小组派代表汇报讨论结果，并与其他小组进行交流和讨论。
3. 写作任务：要求学生以“我为什么选择绿色食品”为题，写一篇短文，并分享给同桌或小组成员。
Step 5：拓展活动（10分钟）1. 学生观看相关视频素材，了解更多关于绿色食品的信息。
新人教版高一英语必修一UNIT5SpeakingandWriting教案资料
determined 坚定的 active 积极的,活跃的 careful 办事仔细的
confident 有信心的 easy-going 随和的 devoted 忠实的
tireless 孜孜不倦的 strong-willed 意志坚强的 selfless无私的
2.How to describe him？
NBA休斯敦火箭队(Houston Rockets)打球。
He fought for black people and was in prison for almost thirty years. He helped black people get the same rights as white people. With his great contribution to the peace of South African people, he won the Nobel Peace Prize in 1993. And in 1994 he became President of South Africa. (__P_a_r_a_._2__b_i_g__e_v_e_n_t_s_,__a_c_h_i_e_v_e_m__e_n_t_s_________)
4.2012年，他打破了世界纪录。 He broke the world record in 2012.
5.他对中国体育的发展做出了很大的贡献。 He made great contributions to the development of sports of China。
Task 3 Writing
1.刘翔于1983年出生在上海。 2.他从小就擅长跑步。 3. 1999年，刘翔加入了国家队。 4.2012年，他打破了世界纪录。 5.他对中国体育的发展做出了很大的贡献。
Unit5 教案高中英语人教版必修一
Unit 5 Nelson Mandela-a modern heroElias’ StoryLearning goals:1.Learn what happened to Elias and how Mandela helped him.2.Learn the black’s rights and life3.Find out the development of the story and grasp the details of the two characters4.Practice the reading skillsLearning procedure:Step1. Skimming. (快速浏览全文，完成题目)1. What’s the relationship between Elias and Nelson Mandela? ( )A. StrangersB. Helper and supporterC. Father and sonD. Teacher and students2. Fill in the blanks.The text mainly tells us the poor black worker ______ got help and encouragement from _____________.Step2. Scanning1. Read Para 1 & 2 and answer the following questions.Information about Mandela1) What was Mandela?2) What did he do for the poor black people?3) Why was Elias grateful to Mandela?Information about Elias1) What was Elias?2) How long had he studied in school? Why did Elias leave school so early? Could he write well?3) Where did he work?4) What problem was Elias facing?2. Read Para 3 ~5 and answer the following questions.1) How did Mandela help Elias?Mandela told him how to get _________so that he could stay in Johannesburg and therefore he became more _________about his future.2) How did Elias support Mandela?He joined ____________________________He helped Mandela ______________ some government buildings.3) What unfair situation did black people like Elias face in South Africa?They could not ________________ .They couldn’t get ________________they wanted.They had to live in ________________________4) Why did Elias support violence when he did not like it?Because he knew it would help _________________________________________________.Step 3 Post reading (Read the whole passage and answers the following questions)1. The text can be divided into two parts. Choose the general idea of each part.Part I (Para. 1-2)A. The hard life of Elias before he met Mandela.B. The experience of EliasC. The experience of Mandela.Part II (Para. 3-5)A. what Mandela didB. The change of Elias’ life after he met Mandela and what Mandela did.C. Mandela helped Elias a lot2. Timeline of Elias’ life (please find out what happened in Elias’ life in the following years) 1940:1946:1948:1952:1963:。
新人教版高一英语必修1-Unit 5 Period 3 教案
Useful Structures
Step 6
Let’s learn
Teacher shows the questions and asks students to answer.
Look at these sentences and underline the restrictive relative clauses. What kind of information does each clause communicate?
It was a time when people were dividedgeographically.
Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.
When I started studying German, it was a struggle. The words felt strange on my tongue, and the grammar would not stay in my head. I told my mum that I wanted to give up, and that I would never live in a country __________ German was spoken. My mum told me that studying a language was not just for my future. It was exercise for the brain; the more I learnt of a language, the more my brain would grow. And I remember that day __________ I suddenly felt like German was no longer a foreign language. It felt like my brain had doubled in size. I had finally come to a place __________ I could think in this foreign language, and I could see the world from a different point of view. I felt as if I had reached the goal __________ I had been fighting for. I could open a book and see meanings, not just a sea of words. I finally understood the reason __________ my mum had encouraged me not to give up. Thanks, Mum!
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教学资源一般是指教师在上课过程中用到的素材内容，一般包括教案、课件、引用内容等，有了教学材料的支持，课堂内容会更加丰富，更具趣味性，让学生在相对有趣的环境下掌握学习内容。
教案是老师们经常需要准备的材料，好的教案能够把知识点融入到具体场景中，让学生更容易理解。
学习参考一些优秀的教学教案，能够提升教学材料的设计水平，让学生更容易掌握各个章节的知识点。
为大家整理了优质教学教案等资源案例，方便大家参考学习。
Reading设计为本单元的第2课时。
本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。
一起看看高一英语必修一unit5教案!欢迎查阅!高一英语必修一unit5教案1(一) 教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。
Reading设计为本单元的第2课时。
本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。
“Reading―――A NIGHT THE EARTH DIDN’T SLEEP”具体描写1976年唐山大地震的震前、震中和震后。
本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。
但文章的结构较明显，较容易归纳出各部分的中心词。
(二)教学目标1. 语言知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destr oy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,ar my,organize,bury,coal,mine,shelter,fresh,percent等，以及right away, at an end, dig out, give out, thousands of以及一些优美句子的析。
2. 语言技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
b) 让学生复述课文，分析、感悟作者的写作意图。
c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。
a)学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。
b)懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。
c)了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。
d)培养学生的合作意识和“合作学习”的习惯。
e)欣课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。
(三)教学重点和难点：1. 重点1)让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
2)训练学生的阅读技巧，提高阅读能力。
侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3)重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue,disaster, army, organize, bury, shelter。
4)欣并理解课文中优美句子，让学生掌握一些英语修辞用法。
2.难点1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
三、说教学方法1、任务型语言教学法任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。
任务型学习要强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。
本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。
该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2.直观法(视听教学法)充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。
3.合作学习教学法合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。
合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。
因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
四、说教学过程STEP1 导入lead-in在课堂开始，我会给学生播放一段有冯小刚导演拍的-《唐山大地震》的片段节选，让学生能通过-能理解和体会到自然灾害给人类带来的巨大灾难。
让后直接导入今天的课题。
这个能激发学生去了解这篇文章的兴趣，积极加入课堂。
Step2 pre-reading 读前在这个环节我会在学生在读这篇文章之前给出几个问题。
但是并不要求学生马上给出答案。
而是要求在下一环节的阅读中找出答案。
Step3 while reading在这个环节当中我设计了3个活动第一个活动activity1 fast reading给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。
第二个活动activity2 scanning放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。
并让学生起来进行回答第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。
任务类型为知识的抢答。
首先我会将整个班级分为若干个小组，每组有七到八个人。
并选出小组长。
这一环节中我设计了十个对错题，(true orfalse),要求学生以小组的形式进行抢答。
并作出得分记录，最后还要评选出第一名。
在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。
让学生在这个过程当中真正玩有所得。
Step 4 post-reading这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。
题目的设计会以文章的主旨大意和一些细节作为试题。
这让学生能在这一环节当中对刚刚已经学习知识进行巩固。
Step5 summary在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。
让学生明确本课的重点，再一次明确课堂目标。
和引导学生对这篇文章的情感态度进行升华。
Step6 homework作业：1、要求学生背诵本次课的重点词汇和短语2、要求完成相应联系。
3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些逃生的小常识，下节课来全班同学一起。
高一英语必修一unit5教案2教学重点难点：(一)重点1. 本单元的生词、短语2. 有关旅游的一些表达法3. 掌握游记与来往书信的写法4. 复习动词的用法以及现在进行时用于将来的表达法(二)难点1. 动词时态的综合运用2. 语法操练与语言交际活动的有机结合3. 一些开放性话题的实现4. 课外查阅资料的能力培养教学目标1. 语言知识与技能1) 熟练掌握与话题相关的常用词汇与表达法2) 培养学生听、说、读、写四技能的综合运用能力3) 使学生能就given topics较好地完成一些开放性话题4) 培养学生使用图书馆、网络查阅资料的能力2. 情感态度与文化意识1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣2) 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势3) 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识4) 带领学生领略世界风光之美的同时，增强他们的环保意识3. 学习策略1) 兴趣教学策略,其中包括对话、讨论、表演等2) 开放式教学策略，如：brainstorm, role play, given situations 等活动3) 任务型活动策略，在做中学，在交际中进行真实运用为了有效地达到以上教学目的，我设计了以下六个任务：1)The students are to discuss the means of transportation2)The students are to describe a place they know3)The students are expected to know what an adventure travel is like4) The students are supposed to take a virtual travel5) The students are to write a travel diary/letter6) The students are to finish a proposal letter/make a survey report我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)，Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills(1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。
注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。