重庆高一英语教材教案
重庆市高一英语必修三第六单元《Old and New》全套教案
X 新知导学 INZHI DAOXUE
Z 重难探究 HONGNAN TANJIU
C 晨读晚诵 HENDUWANSONG
X 新知导学 INZHI DAOXUE
Z 重难探究 HONGNAN TANJIU
一二三四五
While-reading
三、阅读The Three Gorges Dam,完成下列各题
1.Why is the Three Gorges Dam constructed? B
Z 重难探究 HONGNAN TANJIU
Advantages 8. Disadvantages
•6.Controlling flooding
•Providing hydro-electric power •Generating electricity 7. equal to about 40 million tons of coal
1. canal
a long straight passage dug in the ground and filled
with water for boats and ships to travel along
2. civil
connected with the people who live in a country
C 晨读晚诵 HENDUWANSONG
X 新知导学 INZHI DAOXUE
Z 重难探究 HONGNAN TANJIU
The Great Wall is wide enough at the top for five horses or ten men to walk side by side.Along the wall are watchtowers,where soldiers used to keep watch.Fires were lit on the towers as a warning when the enemy came.
高中英语重庆大学版《(必修)英语1一年级》Unit1《Language Learning》优质课教案省级比赛获奖教案公开课
高中英语重庆大学版《（必修）英语1一年级》Unit1《Language Learning》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标1. To understand the reading passage2. To learn reading skills: skimming and scanning3. To learn and apply the srategies of learning English listed in the passage4. To enjoy English learning2学情分析新入学班级,导入既是对课文的导入,更是了解学生的学习情况。
高中英语和初中英语之间跨越极大,了解学生学习,并对他们的学习方法,技巧和思维习惯加以指导和训练是必要的。
3重点难点To understand the long and difficulit sentencesTo apply the reaing skill skimming and scanning4教学过程1【测试】课堂教学活动导入1.As a freshman (新生 n.) of a senior high school, Do you want to learn English well?2. How did you learn English in the past three years?3. What problems do you have in learning English?Read the statements (陈述 n.) on Page1, tick those whi ch suit your situation(情况 n.).4. Work in pairs to tick (√) the tips which can help to learn English well.5. Your own tips for learning English well.讲授1. What is skimming?2. What is scanning?3. How to use the two reading skills to finish the reading task.。
重庆市高一英语必修一第一单元《MyfirstdayatSeniorHigh》全套教案
重庆市高一英语必修一第一单元《MyfirstdayatSeniorHigh》全套教案重庆市高一英语必修一第一单元《My first day atSenior High》全套教案本单元以My first day at Senior High为主题，分为三节内容，介绍一位高中新生第一天到校观察和接触到的人和事物以及个人的感受，内容紧密结合学生的现实生活。
通过本单元的学习，可以让学生对教师、班级、学生以及学校等情况的英语表达有一个初步接触和了解。
一、学前准备：准备录音机、电脑和PPT课件，学生需要预习课后单词和词组。
二、学习目标/重点：1、听懂有关学校介绍的并获取信息；听懂其他材料介绍的学校情况并获取信息；识别所学的生词，词语和含有-ing 和-ed 的派生词，听懂它们在句子和段落的意义并获取信息；2、能说出Everyday English介绍的使对话继续进行的表达方式；熟练地和同学讨论本模块布置的话题；熟练地介绍学校或班级的情况；流利说出含有本模块生词、短语和含有-ing 、-ed的句子和段落；3、理解所学生词、短语和含有-ing、-ed的句子和段落并获取信息；理解模块及同学提供的介绍学校的材料并获取信息；4、熟练写出含有一般现在时的句子和段落；熟练完成模块所要求的各种书面表达；比较自如地写出介绍学校情况的文章。
三、教学难点：1、训练学生的听说能力。
2、提高学生的口语表达能力，了解英语交际中如何根据对方的话语作出恰当的反应。
四、单元课时分配:1、第一课Warming up 1个课时2、第二课Reading 1个课时3、第三课Grammar and Writing1个课时4、第四课Listening 1个课时5、第五课Speaking 1个课时。
高中英语(重庆大学版必修1)教案：unit1 写作
答题内容：第一单元 writing Writing an imformal letter教学目标：1学会写信及其信件基本格式。
2 掌握信头信尾常用语的用法。
3 学习在特定语境，用特定的单词构建完整的句子和文章。
4提高写作技能教学实施：Step 1 pre-writing1) lead inTeacher:In the new environment,we have met many new friends, does there anyone you feel comfortable and want to stay with him. If there is any, can you discribehis appearance. his personal quality. his professional quality. his other qualites2) group workHave a discussion about the form of a letter and fill in the blanks with the position of some phrase for letter.1) get ready for writingask each Ss to draft the completed form of a letter on their books a nd check their answes about the phrases’ right position in a letterStep2 while-writing1）given situation.Imagine you are Robbie,and you should use the given words to discribe a personTips:单词有一些有难度，可以在进行的过程中先两个单词或短语进行组句，最后再连接起来。
重庆市高一英语必修一第三单元《Myfirstrideonatrain》全套教案
重庆市高一英语必修一第三单元《Myfirstrideonatrain》全套教案重庆市高一英语必修一第三单元《My first ride on atrain 》全套教案本单元以My first ride on a train 为主题，分为三节内容，通过阅读“我的第一次列车之旅”，学习有用的词汇的表达，让学生们了解到澳大利亚旅行的一些细节，掌握出国旅行口语交流的技巧。
一、学前准备：准备录音机、电脑和PPT课件。
二、学习目标：1．Learn and master the following words：abandoned camel cassette desert diamond expert midnight product sceneryshoot soil journey train2．Train the student’s reading ability.3. Tell the students something about Australia.三、学习重点：1. To learn the usage of the -ed form, usageas adjectives.2. Practice the conversation.四、教学难点：How to grasp the usage of -ed form.五、单元课时分配:1、第一课Reading 1个课时2、第二课Grammar 1个课时3、第三课Language Points 1个课时T: The weather in September is very nice. It ’s the best time to travel. Do you like travel?Ss: Yes.T: Have you ever been to Australia? Ss: No.T: Today let ’s learn something about Australia. (Show picture of a Kangaroo on the screen.) T: What do you call it? Ss: A Kangaroo.T: Where does it live? Do you know? S: In Australia, of course.T: Open your books at Page 22, let ’s come toAustralia.T: Do you know the name of the capital city? S: Canberra.T: Do you know how many people live there?S: About 20 million.T: What do you think the central part of the country islike?S: Desert.T: Where do you think most of the people live, in thecentral part of the country or on the coast?S: On the east/southeast coast.T: What Australian animals do you know about?S: Koala bear, Kangaroo, Duck billed platypus,echidna and dingo(澳洲野犬).T: Yes, very good, thanks a lot, some of these animalsare marsupials, that is, the mother keeps the baby in apouch on her stomach.T: Now, you ’ve known much about Australia. Learning to Read(Show a passage on the screen.)T: Well, let ’s look at the screen. Read through the passage, you ’ll learn something more about Australia.1. Put the students into groups of four to discuss the question.Q1: What sort of people do you thinktravel on the Ghantrain?2. Call back answersfrom the class.Students ’ own answersare various. AdditionaltopicTeacher give thetips for travelingabroad, whether you aretraveling overseas forbusiness,Word StudyT: Before we read the passage, my first ride on the train, check the meaning of these words.(Show them on the screen.)abandoned adj.被遗弃的，camels cassette clouds，colorful，desert，diamonds, distance，experts famous，farms，fields, food，products，recently，sand scenery，shine，shoot，soil，supply，weather1. Read through the words as the students follow, make sure the students understand the words.2. Pay attention to the correct pronunciation of them.3. Tick the words you will see in the passage.4. (Brainstorm) get the students to match some of the words with these definitions quickly.(1)First ask them to do the activity individually then check the answers.(2)Call back the answers from the class.Suggested answers:①desert②diamonds③passengerssand⑤clouds⑥soil(field)/farms(3)Go through the “learning to learn box”with the students.T: Open your books at Page 23 and listen to the tape carefully.1. Play the tape for the students to listen for the first time, and tell the students to catch the main idea of the passage “My First Ride on a Tr ain”.2. Read through the topics as the students follow.3. Ask students to do the activity individually, then check with the other students.Suggested answers:The passage is about traveling to the central part of Australia.Careful-readingGet the students to read by themselves carefully then give some questions to answer.(Show the question on the screen.)Q1: Did Alice travel on the train a long time ago?Q2: Was her destination on the coast of Australia?Q3: Was the scenery the same during the whole journey?Q4: Did she study while she was on the train?Q5: Did the Australians use horses to travel to the central part of the country?Q6: Do they still use camels to deliver goods?1. Read through the questions and make sure that the students understand them.2. Ask students to do the activity individually, then check the answers with the students. Suggested answers:1. No, she traveled on the train recently.2. No, Alice travelled in the centre of Australia.3. No, at first there were fields, then it was desert.4. Yes, she studied Chinese.5. Yes, at first, but the horses didn ’t like the hot weather.6. No, they use the train now.“Mysomething1. Read the passageagain and again.2. Find out the phrasesof the passage.T: In the last two periods, we’ve learnt some new words and a reading passage.Now I’ll show a passage to you to read .Pay attention to the tips for traveling.(Let the students to look through quickly.)Before you goThere is much that you can do to prepare for your trip, T: Let the students to read the sentences from the passage then answer the questions:(Show the sentences on the screen.)1. Trained camels carried food and other supplies.2. We saw abandoned fans which were more than a hundred years ago.3. We ate great meals cooked by experts.Then ask the students to look at the word order of the underlined parts of sentences.A. Trained, abandoned and cooked are adjectives, but they are also past participles of verbs.The infinitives of the verbs are: to train, to abandon, to cookB. Get the students to look at the word order of the underlined parts of sentences.1&2: adjective + noun3. n.+ adjectiveC. The word “cooked”cannot go in front of the noun “meals”because it refers directly to the phrase which follows it (by experts)—the people who cooked the meals—and we are interested in the information.Teacher gives the summary of the -ed form.One is used as adjectives.For examples. Get the students to remember the verbs: (-ed form used as Predictive)surprise, astonish, shock, moved, disappoint, interest, delight, please, satisfy, puzzled, frighten, trouble, worry, bore 1.Get the students to read the conversation between a ticketinspector and a passenger on thetrain.Then let the students look at the picture and tell the teacher what ishappening.Look at the sentences. Pay attention to the function of “-ed form”.1. There are many fallen leaves on the ground2. This is a book written by a peasant.More examples:smoked hamboiled watersteamed rollspoken Englishoppressed peopleT: What kind of train is the fastest one in the world? Where is it? Have you ever been to Shanghai? Do you know anything about the Maglev. Today let ’s learn the Maglev —the fast train in the world (on blackboard).Fast-reading1. Some new words.2. Play the tape for the students to listen. First get them to look at the questions (on the screen).3. Q1: What are the main differences betweena magnetically levitated train and anordinary train?4. Q2: What are the advantages of traveling ona Maglev train?5. 3. Get the students to answer them individually or in pairs.6. 4. Teacher gives the suggested answers:7. (1) It is faster, less noising and uses less energy.8. (2) You travel very quickly and quietly. The train uses less energy. 9. Careful-reading10. 1. Get the students to read by themselves,with carefulness, ask them to pay attention to their correct pronunciation.11. 2. Get the students to find out the topic sentence for each paragraph.12. 3. Get the students to find out the difficult sentences and useful expressions. 13. (Teacher show them on the screen.) 14. ata speed15. 注意at 和speed 16. at full speed17. at a speed of 50 miles1. Do Ex.6. (Page 81 Suggested answers:1 playground2 sports stadium3 zoo4 cinema5 park6 circus7 kindergarten8 seaside9 swimming pool2. Think of a tourist spot where you made a trip.Then make notes. You may choose any lace as you like.18. at the top of one ’s noise at what speed19. per hour:每小时 per minute, per day, per year20. 注意:per21. ①per a ，an 22. ②per23. a pint of milk per child 每个小孩一品脱牛24. fifty miles per hour 每小时5025. (3)They travel very fast and use less energy. 26. 它们运行得很快，而能量却消耗得较少 27. 请注意，这里less energy 是little 的比较级。
2024年关于重庆高中英语教案范文
2024年关于重庆高中英语教案范文一、教学目标本次课程的教学目标主要围绕提高学生的英语语言能力，具体包括：知识与技能：使学生掌握本节课的重点词汇和句型，并能够在实际情境中进行运用。
过程与方法：通过多样化的教学活动，培养学生的自主学习能力和合作学习精神。
情感态度与价值观：激发学生对英语学习的兴趣，树立积极的学习态度，并认识到英语学习对个人成长和未来发展的重要性。
二、教学重点和难点重点：本节课的重点是让学生掌握关键词汇和句型，并能在实际对话中灵活运用。
难点：学生对于某些复杂句型和语法结构的理解与应用，特别是那些在日常生活和学习中较少接触到的表达。
三、教学过程导入新课通过播放一段与主题相关的视频或音频材料，激发学生的学习兴趣和好奇心。
提出问题，引导学生主动思考，为接下来的学习做好铺垫。
简要介绍本节课的学习目标和内容，帮助学生明确学习任务。
词汇和句型学习展示新词汇和句型，通过例句解释其意义和用法。
设计词汇记忆游戏或句型接龙等活动，帮助学生在轻松愉快的氛围中快速记忆。
引导学生通过小组讨论或角色扮演等方式，实际运用所学词汇和句型，加深理解。
语法解析与练习针对本节课的语法重点进行详细解析，通过图表或示例帮助学生理解语法结构。
设计不同层次的语法练习题，从简单到复杂，逐步提升学生的语法应用能力。
鼓励学生互相纠错，通过合作学习的方式共同提高语法水平。
听说训练播放一段对话录音，让学生模仿跟读，注意语音、语调和停顿。
设计听说练习，如听对话回答问题、听录音填空等，提高学生的听力理解能力。
开展角色扮演活动，让学生在模拟真实情境中进行对话练习，锻炼口语表达能力。
课堂小结与拓展总结本节课学习的重点内容和知识点，帮助学生形成清晰的知识脉络。
提供一些与本节课主题相关的拓展资源和阅读材料，激发学生的求知欲和探索精神。
布置课后作业，包括书面练习和口头练习，以巩固和拓展课堂所学。
四、教学方法和手段本次课程采用多种教学方法和手段，包括：情景教学法：通过创设真实或模拟的情境，让学生在具体情境中学习和运用英语。
2024年关于重庆高中英语教案
2024年关于重庆高中英语教案一、教学目标1. 知识与技能学生能够掌握本单元的核心词汇和短语，并能准确、流利地读出。
学生能够理解和运用本单元的重点语法结构，包括时态、语态和非谓语动词等。
学生能够读懂本单元的课文，理解文章的主旨和细节，并能用英语进行简单的讨论和写作。
2. 过程与方法培养学生通过上下文猜测词义的能力，提高学生的阅读理解能力。
通过小组讨论、角色扮演等互动形式，提升学生的合作学习和语言交际能力。
鼓励学生通过写作练习巩固所学知识，提高英语表达能力。
3. 情感、态度和价值观激发学生学习英语的兴趣和动力，培养自信心和学习自主性。
帮助学生认识英语作为全球通用语的重要性，促进跨文化理解和尊重。
引导学生形成积极的学习态度和良好的学习习惯。
二、教学重点和难点1. 教学重点核心词汇和短语的掌握。
重点语法结构的理解和运用。
课文的理解和讨论。
2. 教学难点复杂语法结构的准确使用。
英语写作的流畅性和逻辑性。
文化差异的理解和表达。
三、教学过程1. 导入新课通过播放与主题相关的视频或音频材料，引起学生的兴趣。
提问与主题相关的问题，激活学生的前知。
简短介绍本单元的学习目标和重点。
2. 知识呈现展示核心词汇和短语，通过例句和图片帮助学生理解。
讲解重点语法结构，通过例句和练习帮助学生巩固。
朗读课文，讲解难句和重点词汇的用法。
3. 互动讨论组织学生小组讨论课文的主题和细节。
让学生分享自己对主题的理解，教师给予指导和补充。
开展角色扮演活动，让学生在情境中运用所学语言。
4. 实践应用设计写作任务，让学生运用所学词汇和语法进行短文写作。
提供写作指导，强调写作的逻辑性和语言表达的准确性。
展示学生作品，进行点评和讨论，鼓励学生的创造性表达。
5. 总结反馈总结本单元的学习内容，强调重点和难点。
收集学生的反馈，了解他们的学习困难和需求。
布置课后作业，巩固所学知识和技能。
四、教学方法和手段采用任务型教学法，以实际任务为驱动，促进学生在完成任务中学习和运用语言。
重庆高中英语必修一 Unit5《Nelson Mandela - a modern hero》全套教案
Unit 5 Nelson Mandela --a modern hero一、教学目标和要求(Teaching aims and demands)根据课程标准实验教材（英语必修）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、情感态度和价值观四个方面。
1．语言知识（Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, g old，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：1．发表意见（Giving opinions）Why do you think so? What do you think of ...? What's you opinion?agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....2．评论（Making comments）Good idea! That's an excellent idea．negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career （职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity （基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice （不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。
高中英语(重庆大学版必修1)教案：unit2 Reading
Unit 2 Reading A Diary from BrianTeaching goals:1. Lead the Ss to use scanning and skimming skills to understand thetext2. Learn to guess the words meaning3. Educate the Ss to develop the correct friendshipThe important point and difficulty: How to get the Ss to use the scanni ng and skimming methods to understand the textTeaching procedures:Step One Pre-reading Lead-in1. Ask and answerDo you have friends ?When your fiends have difficulties In study, how to help?What’s the r ight view of friendship?2. Present today’s taskTodayWe’ll read a diary from BrainStep Two While -ReadingScanning:1. Let The Ss to read the table No.1 understand the requirement2. Let the Ss to scan the text and fill the table No.1 in five minutesTell them this time it’s not necessary to complete reading,only find ing the necessary information is Ok.3. Let them to check in pairs then teacher corrects it .Skimming:Let the Ss to skim the text and retell the text with the help of the tab leCarefully reading:1.Let the Ss to read carefully again and answer No.3 one by one2.Meanwhile teacher writes some words in the text ,asks theSs to guess the meanings:Whisper belief cheat destroy breatheTell them to use the clues of the text4. Correct the answersStep Three Post-reading1. Let the Ss to discuss in groupsWhat would you do if someone need your help in the exam?What would you do if you are refused?2.Let them perform in classThis task is moral education. Tell the Ss to develope good relationship with friends and deepen the understanding of the friendshipStep Four Homework。
重庆地区高一英语Unit2 English around the world 新课标 人教版 教案
重庆地区高一英语Unit2 English around the worldI. Teaching Aims and DemandsII. Teaching Time: Five periodsThe First PeriodI. Teaching Aims:1.Learn a dialogue about American English and British English.2.Listen to a material.3.Do some exercises about sentence transformation.II. Teaching Important Points:1.How to improve the students’ listening ability.2.How to help the students to express their ideas freely.III. Teaching Difficult Points:How to use different sentence patterns to express one’s idea.IV. Teaching Methods:1.Listening method to prove the students’ listening ability.2.Discussion method to help the students have a clear idea of what they’ve learned.V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step I Greetings and RevisionT: Good morning, everyone!Ss: Good morning, teacher!T: Sit down, please! In this class, I want to check your homework first.(Teacher and the students learn the new words and expressions of this period. The teacher gives the explanations and examples if necessary.)Step II Warming upT: Now , I’ll ask you some questions. The first question is: How many countries and regionsare there in the world?S1: About two hundred.T: How many languages are there in the world?S2: It’s hard to say. I learned from a magazine that there were more than three thousand.S3: Perhaps more than five thousand, I remember.T: It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?S4: There are five. They are: Chinese, French, Russian, English and Spanish.T: In this unit, we’ll talk about English . Please open your books at Page 8. Read the text on this page and have a discussion with your partner . Discuss the questions in the text: What is it that Joe can’t find in the bathroom? Why can’t he find it?S5: It is the toilet.T: Why?S6: Perhaps when Joe says “bathroom” , he means a place, where there is a toilet. But in Nancy’s eyes, it is a place where people can only have a bath. Am I right?T: Yes, you are right. As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That’s to say, there are some slight differences between British English and American English . We’ll discuss this further in the fourth period.You can read it after class to see how much you can understand it.Step III ListeningT: Let’s do listening. Please turn to Page 9. Look at the picture and read the requirement.T: I’ll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write some necessary information on a piece of paper and then discuss the answers with your partner.T: Now let’s listen to another dialogue. First look at the background and requirements on Page 91.(After a while, teacher plays the tape. Finally check the answers.)Step IV SpeakingT: Please look at Speaking on Page 9. Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.(The students prepare the dialogues for a few minutes.)T: Are you ready?Ss: Yes.T: Who will give us the performance?S1, S2, S3: We’ll try.…(After the teacher asks the students to act the dialogue out. )T: Let’s complete the sentences one by one.Step V PracticeT: We’ve just acted out two dialogues. Now make another dialogue for three students, using the situation similar to the one above. I’ll ask some students to act it out in three minutes. Three students a group. Let’s begin.T: Are you ready?Ss: Yes, we are all ready.T: Which group will be the first to perform? Will the first group give us a performance?(S4,S5,S6 stand up.)S4: (to S5) Give me a phone call when you have time.S5: I certainly will.S6: (to S5) What did he tell you?S5: He told me to give him a phone call when I had time.(The second group stand up.)S7: (to S8) Will you please tell me your telephone number?S8: It’s 69738877.S9: (to S8) What did he ask you to do?S8: He asked me to tell him my telephone number.T: Very good. Now repeat your dialogue again for each group.(The students repeat their dialogue in groups.)Step VI Summary and HomeworkT: In this class, we have talked about sth. about English, listened some materials and done some exercises about sentence transformation. Please learn the sentences by heart. After class, do more practice as we did it in class and try to speak more English as you can.Homework: p91 No.1,3 (talking)Step VII Record after Teaching.The Second PeriodI. Teaching Aims:1.Learn the text “English around the world”.2.Get the students to master the useful expressions in the text.3.Train the students to read text with correct pronunciation and intonation.II. Teaching Important Points:1.How to improve the students’ ability to read an article.2.How to get the students to master the useful expressions.III. Teaching Difficult Points:The use of some useful expressions.IV. Teaching Methods:1.Fast-reading to train the students’ reading speed.2.Reading comprehension to help the students grasp the main idea of the text.3.Practise getting the students to master what t hey’ve learned.V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. The teacher checks the students’ homework and gives explanations if necessary.Step II Preparation for Reading(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them when necessary.)T: Now I want to ask you some questions about language. Listen carefully. The first question is: What language has the largest number of speakers?Ss: Chinese.T: The second question: What language is the most widely spoken and used?Ss: English.T: How many languages do you speak?S1: I speak Chinese and English.T: Which is your native language ?S2: Chinese.T: If you speak more than one language, in what situation do you use the languages?S3: I’m learning English. I can speak English and Chinese. I’ll speak English in everyday life and use it as much as I can. As long as the person I speak to understands English, I will talk to him in English. I think it is a good way to practise my English. At the same time, his or her English can be improved, too, if he is learning English, too. I’ll speak Chinese to anyone who can only speak Chinese.Step III Fast-readingT: As we know, English is the most widely used language. In this period, we’ll talk about English . Please open your books at page 10. Read the text “English around the world ” fast and think about the three questions on the Bb. Do it by yourself and write the answers on a piece of paper. I’ll collect the first five pieces and see who can answer them quickly and correctly.Do you understand what I mean?Ss: Yes.T: Questions:(1)How many countries are there where the majority of the people speak English?(2)How is English used in Hong Kong?(3)What language should we use on Internet so that we can communicate with people aroundthe world?The students read the text and discuss the questions. The teacher goes among the students and joins the students in the discussion. Then the teacher collects the first five pieces of answers, examines them and gives them back to the students . While doing this, point out any mistakes the students make and let them correct the mistakes by themselves.T: Have you finished? Who will give us the first answer?S: There are more than 42 countries where most of the people speak English.T: And the others?S: We can use English to communicate with people everywhere around the world through the Internet.T: Are you any different ideas?…Step IV ReadingT: Now read the text carefully and discuss the questions .(1)How many people use English as their mother tongue?(2)How many people learn English as a second language?(3)In which countries do we find most native speakers of English? Give the names offive countries.(4)How is English used in countries such as India, Pakistan, Nigeria and Philippines?(5)How many people learn English as a foreign 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 twoexamples.(The teacher and the students discuss the questions together for a few minutes. Then check the answers.)Step V Explanation1.all around the world: all over the world2.the majority of: the greater number or amount(esp. of people); moste.g. The majority of doctors believe smoking is harmful to health.3.in total: when all have been added upe.g. In total, there must have been 20000 people there.4.one’s mother tongue: one’s native language5.the number of (number, figures); a number of(several, many)e.g. The number of students absent is 6. A number of students were absent yesterday.municate with: communicate , to make(news, opinions, feelings, etc.) knowne.g. I shall communicate with you directly.Step VI Listening and Read AloudT: Let’s listen to the tape. I’ll play the tape twice. When I first play it, just listen.When I play it for the second time, listen and repeat it. After that, read the text aloud.Step VII Post-reading and PractiseT: Please turn to page 11. Let’s do Part 2 in Post- reading. Complete the following summary with proper words. Pair work. Write your answers on a piece of paper . Later, we’ll check the answers.T: Now let’s do an exercise . You should do it like this: try to find useful expression s in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear?Ss: Yes.T: Now I’ll ask some students to make sentences. One sentence at a time. S1, please give us your sentence.S1:I’ll make a sentence with the phrase “all around the world”. We Chinese people have friends all around the world.T: Please go on.S2: the majority of: The majority of our class passed the exam.S3: in total: In total, there must have been 500 students there..S4:one’s mother tongue: Mr. Smith comes from the US and English is his mother tongue.S5:the number of: The number of the students in our school is increasing year by year.Such as, develop into, without doing, communicate with, through the Internet, havea good knowledge ofStep VIII Summary and HomeworkHomework: p93, No. 3Step IX Record and TeachingThe Third PeriodI. Teaching Aims:1.Review some useful words in the text.2.Learn and master the sentence patterns which express an order and a request, and their different features.II. Teaching Important Points:Point out the features of an order---which uses the imperative, namely “tell/order sb. to do sth.” and of a request, ---which uses a question form or an imperative, very polite, namely “ask sb. to do sth.III. Teaching Difficult Points:How to change orders and requests into reported orders and requests.IV. Teaching Methods:1.Inductive method and talking method to give the students a clear picture of what theyshould master.2.Practise to make the students remember what they’ve learned.3.Pair work and group work to make every student active in class.V. Teaching Aids:1. a tape recorder2. some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. The teacher checks the students’ homework . Let some Ss say sth. about English in their own words. If they have some difficulty, part 2 in Post-reading on Page 11 may give them some help.Step II Word StudyT: Match the words and phrases on the left with their meanings on the right. Do it with your partner. In a few minutes, we’ll check the answers.T: Now let’s do another exercise. Please turn to page 92. Look at the part of Vocabulary. (No. 1, 2)I give you four minutes to do it. Then I’ll check it.Step III GrammarT: (to S1) Stand up. Open the door. Look outside. Now close the door.T: (to S2) Sit down, please. Could you lend me your pen? Can you show me your book?T: What did I say to S1?Ss: Stand up./ Open the door./ Look outside./ Now close the door.T: What did I say to S2?Ss: Sit down, please. Could you lend me your pen? Can you show me your book?T: What was the difference between what I said to S1 and what I said to S2?Ss: You told/ordered S1 to stand up/open the door/look outside/close the door.You asked S2 to sit down/ lend you his or her pen/ show you his or her book.T: You are right. In fact, what I said to S1 is an order. What I said to S2 is a request. Its patterns are like this: Orders and Requests.Direct speech: (Orders): Do…/Don’t…(Requests): Do…, please?/ Can you…?/Could you…?/Will you…?/ Would you…?Indirect speech: (Orders): sb. told/ordered sb. else (not) to do sth.(Requests): sb. asked sb. else (not) to do sth.T: Now let’s do No. 1and No. 2 on Page 12.Step IV PracticeNo. 3 on Page 12.Step V Summary and HomeworkNo. 1, 2 on Page 93Step VI Record and TeachingThe Fourth PeriodI. Teaching Aims:1.Learn the text to get the students know about the differences between American English and British English.2.Get the students to master the useful words and expressions of the text.II. Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.3.Get the students to know about American English and British English.III. Teaching Difficult Points:How to improve the students’ writing ability.IV. Teaching Methods:1.Fast-reading and reading to improve the students’ reading ability.2.Practice and pair work or group work to have every student master what they’ve learned. V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. I’m going to check the your homework first. Then we’ll le arn a text: American English and British English. We’ll do some exercises about it as well. At last, we’ll go over Checkpoint of this unit. Then the teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary.Step II Fast ReadingT: English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are 42 countries where the majority of people speak English. However English is not exactly the same in different countries , American people speak English , but it is a bit different from British English. Today , we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions . Do it as fast as possible and write your answers on a piece of paper. I’ll collect the first five pieces.1.What is American English for “I think”?(I guess)2.Why did Noah Webster do in order to make American English different from British English?(He changed the spelling of many words.)Then the teacher checks the answers with the students.Step III ReadingT: Now read the text again. Read it carefully and discuss the following questions with your partner. Write your answers on a piece of paper.1.When did America become an independent country?2.Where did the word “fall” first come from?3.Can you give some examples to show spelling differences between American and BritishEnglish?4.Is there any difference in written English in the two countries?5.What differences are there in spoken English in the two countries?6.Do you think that people from British and America can understand each other? Why do youthink so?7.How did the differences between British and American English come about?8.Which do you prefer , American English or British English? Why?T: Have you finished? Give u your answers. One student, one question. Volunteers?S1: In 1776.S2: From England.S3: Yes. For example, the words “colour, center and travelled” in British Engish are spelt “color, center and traveled” in American English.S4: Yes, in written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.S5: Some words are pronounced differently in the two countries. For example, Americans say dance[d ns], and in southern England they say [da:ns] . In America they pronounce not [nat], in southern England they say[n t], and so on.S6: Yes. Though there are many spelling differences, people from the two countries don’t have much difficulty in understanding each other because written English is more or less the same in both Britain and America.S7: There is no quick answer to this question. When people from England traveled to other countries, they took the English language with them. At first, the language stayed the same as the language began to change from one part of the world to another. At last the English language became two variants--- British English and American English.S8: I prefer American English to British English because American English is easier to understand./ I prefer British English to American English because British English sound more beautiful.The teacher explains some words and expressions:1. come about--- happen, take placee.g. When John woke up , he was in the hospital, but he didn’t know how that had come about.2.the language in America stayed the same…stay (vi.)---keep, remaine.g. The door stayed open all the day.3.end up with---finish withe.g. The party ended up with the singing of Liu Huan.4.different from--- different thane.g. Mary is different from/than/ to Jane.5.more or less---about, not exactly, almost, nearlye.g. He must have given Tom two hundred yuan more or less.The work is more or less finished.T: Do you have anything else you don’t understand? If you have, please tell me. I’ll be glad to have a discussion with you.T: Turn to Page 13. Look at the exercises behind the text. Choose the correct answers to the following questions, according to the text.Step IV Listening and Reading AloudT: Let’s listen to the tape. I’ll play the tape twice. When I first play it, just listen.When I play it for the secondtime, listen and repeat it. After that, read the text aloud.Step V Reading and WritingT: Now look at Part 2 on Page 13. Read the paragraph about American English and fill in the chart. First read the passage, please. Then do it in groups. Write your answers on a piece of paper. Later, we’ll check the answers.Step VI CheckpointT: Please turn to Page 14. Look at Checkpoint2. The first part should be done like this: For each pair of sentences, complete one of them according to the other. Then find useful expressions from the text and make sentences with them. Group work. Later we’ll check the answers.(Make sentences with: come about, in the same way, end up with, different from, more or less, have difficulty in doing , a great many)Step VII Summary and HomeworkHomework: Write a short passage , comparing American and British English or dialects in Chinese. Besides, read the tips on Page 14 carefully and use them when possible.Step VIII Record after TeachingThe Fifth PeriodI. Teaching Aims:1.Go over the grammar--- the Direct Speech and the Indirect Speech, pointing out and correcting the mistakes that the students often make in changing the Direct Speech into the Indirect Speech.2.Summarize the changes of the pronouns, tenses, adverbials in turning the Direct Speech into the Indirect Speech.II. Teaching Important Points:1.By doing a lot of practice, let the students know how to use an infinitive to express one’s order or request in the Indirect Speech.2.By doing plenty of exercises , let the students know how to make a statement correctly in the Indirect Speech.III. Teaching Difficult Points:1.Let the students know how to tell the difference between an order and a request.2.Let the students know how to change the pronouns when turning the Direct Speech into the INDIRECT speech.IV. Teaching Methods:Review, explanation, inductive methodV. Teaching Aids:1. a computer2. a blackboardVI. Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step II RevisionT: Turn the following direct speeches in indirect speeches:1.“Please open the window,” the teacher said to Li Ming.2.“Don’t play games in the classroom,” the monitor said to us.3.He asked, “Where are you going to get off, John?”4.He said to me, “You are wrong.”5.“Are you a Party member?” he asked.6.“A sport meet will be held in our school next week,” Li Mei said to her parents.Step III GrammarT: From the mistakes you have made, I can see that you haven’t made clear the changes of tenses and adverbial when changing the Direct Sp eech into Indirect Speech. Now let’s have a summary and try to learn them by heart. Now turn to Page 178. Read the grammar carefully. Then do some exercises.Step VI Reading on Page 94-95Step V HomeworkWriting on Page 96Step V Record after Teaching。
重庆市高一英语必修一第五单元《A Lesson in a Lab》全套教案
重庆市高一英语必修一第五单元《A Lesson in a Lab》
全套教案
本单元以A Lesson in a Lab为主题，分为三节内容，旨在通过模块教学，使学生了解一些基本的科学实验知识，学会怎样写实验报告，并掌握一些相关的词汇与短语，激发学生对科学的兴趣。
此外还要求学生学会读一些大的整数、分数及小数。
从文化的角度来看，鼓励学生了解国外有关科学教学的情况，以扩大学生的知识面，从而激发他们的学习兴趣。
一、学前准备：
准备录音机、电脑和PPT课件。
二、学习目标：
1. Prepare a report on a simple scientific experiment
2. Learn degrees of comparison
3. Learn words and expressions of sequence
4. Understand and describe a simple scientific experiment
5. Talk about numbers
三、学习重点：
1. 分数、百分数的正确写法
2. 三种表达倍数的句型
3. 修饰比较级的程度副词
四、教学难点：
1. 倍数句型中“倍数”的位置问题
2. 如何高效记住能放在比较级前的程度副词及他们的区别
五、单元课时分配:
1、第一课Reading 1个课时
2、第二课Grammar 1个课时
3、第三课Language points 1个课时
三、课堂活动
三、课堂活动
三、课堂活动。
重庆市高一英语必修一第四单元《A Social Survey-My neighborhood》全套教案
重庆市高一英语必修一第四单元《A Social Survey－My neighborhood》全套教案本单元以A Social Survey－My neighborhood为主题，分为三节内容，通过介绍学生自己居住地或熟悉的城市展开。
以对话形式，介绍了旅游城市—厦门的情况，掌握相关词汇，以及就学生自己熟悉的社区这一话题发表自己的观点，通过社会实践写一份调查报告，培养学生关心社会的主人翁意识和社会责任感。
一、学前准备：准备录音机、电脑和PPT课件。
二、学习目标：1．Improve the Ss’ability in reading.2．Train the Ss to grasp the mean idea of the text and can analysis the compound sentences.3. Improve integrating skills and grasp information about villages in western Europe4. Learn more about villages in western Europe and grasp key words and phrases三、学习重点：1. Learn to use some useful expressions.2. Train the students’reading ability.四、教学难点：1. Raise cooperation awareness.2. Love our own homeland.五、单元课时分配:1、第一课Reading 1个课时2、第二课Grammar 1个课时3、第三课Language Points 1个课时Ask the Ss to read out the sentences in activity 3, andthen ask them some questions and get them to work inpairs. Finally, ask several pairs to report theiranswers.T: Today we are going to learn a dialogue betweenXiao Li and John Martin.First let’s learn some new words. (Find the words inthe book and give the Ss a brief introduction, and thenlet Ss read them after the tape.)hometown, attractive, lively, seem, fortunate, pretty,lot of tourist around, bother, nuisance, business district,put up, shopping malls, approach the harbor, gorgeous,architecture, starve, apartment block, be made of(Then get the Ss to make sentences with the words orphrases. For example)1. hometown: Xuzhou is my hometown.Hishometown is Shanghai.拓展：homework, homeland, homesick, homelike亲切的, homemade自家制的2. attractive:adj. 有吸引力的，诱人的attract:v. 吸引，引起…的注意attraction: n.There are a lot of attractive places in this country.3. a lot of tourists around:In my hometown thereare a lot of tourists around every day.4. be made of: 用…(直接)造成(用于原材料显而易见的场合) The table is made of wood.be made from: 由……(加工)制成(用于原材料不易看出的场合) Wine is made from grapes.be made into:In many parts of theworld corn is made into powder.be made in: 制造于(某地) Grapes are made intowine.be made by: 是由什么制造。
重庆市高一英语必修一第二单元《My New Teachers》全套教案
重庆市高一英语必修一第二单元《My New Teachers》全套教案本单元以My New Teachers为主题，分为三节内容，通过阅读学习一些描述人物的词汇，学习用这些词汇描述自己熟悉的人物，利用所学词汇描述自己喜欢的老师从而尽可能充分调动学生的积极性，课后要求学生把对自己喜欢的老师的描述写下来，达到听、说、读、写的教学目的。
一、学前准备：准备录音机、电脑和PPT课件。
二、学习目标：1．知识与能力目标:掌握描述人物特点的形容词。
2．过程与方法目标：运用描述人物特点的形容词进行描述和交流。
3．情感态度与价值观：学生能自如地表达自己的思想，情感；理解教师这一职业的艰辛，理解并尊重老师。
三、学习重点：1. Train the Students’reading ability.2. Get the Students to grasp the general idea of the passage.四、教学难点：How to improve the Ss’ reading ability.五、单元课时分配:1、第一课Reading 1个课时2、第二课Grammar 1个课时3、第三课Language points 1个课时T: Hello, boys and girls.Ss: Good morning, Miss Li.T: Good morning! Sit down, please. Today weare going to read the text. First, read it quicklyand answer the questions. Then read the text carefully to answer more questions and to know the text better.1、Fast ReadingT: Read the text silently and quickly to get the general idea. After a while, I’ll ask you afew questions. Are you ready?(While the Ss are reading the passage, the teacher writes the questions on the Bb.)（1）Which teachers do the students like a lot?（2）Who is a very good teacher but is serious and strict?After about three minutes, the teacher checksthe answers.Ask the Ss to read the questions and answer them.Answers:（1）Mistress Li, Mister Wu.（2）Mistress Chen.2、Intensive ReadingT: Now reread the passage carefully tofurther understand it. Make sure the Ss understand them. Then work in pairs. Call back the answersas sentence.T: Read “My New Teachers”again.Answer these questions.Read the web page and answer these questions: Get the students to read the passage. Three or four minutes later, help the students to answer these questions.T: Who is Tom Wood? Li Lei, please.Li: Tom Wood is an English teacher who is working in China.T: Excellent! Well, next one. Where does he live? Lucy, have a try, OK?Lucy: OK. Let me have a try. He lives in Beijing in China, is that right? T: Great! You are special. OK. Next one, any volunteers? The third one.What languages does he speak? Well, Wang Bin, please!Wang Bin: He speaks English, Putonghuaand Cantonese.T: Very good! Now the last one. What other pages are there on his website? Wu Dong, I’msure you know the answer.Wu Dong: Yes, there are photos on his website.T: Good, you’ve done a good job.3. be brave enough to do4. move your handthrough the5. handsomeAnswers:1.first impressions2.incorrectly3.dare4.wave aboutT: Do the exercises oneby one, then check theiranswers.knowT: Hello, boys and girls.Ss: Good morning, Miss Li.T: Sit down, please. Today we’re going to studythe grammar: the v.-ing form used as an objectin a sentence. OK. Let’s look at the screen.Show the following sentences on the screen:1. But now, after two weeks, the class really likesworking with her.2. I’ve always hated making mistakes orpronouncing a word incorrectly....T: What speech are the underlined parts?S: We use nouns and pronouns as objects. Someother forms can also be used as an object. v.-ing formis one.T: Can you find some examples in the readingpassage?S: There are a few students who keep coming toclass late....S: I think this is because he really enjoys teachingChinese literature.T: Can you think of a sentence like this?S: I’ve finished reading the novel.S: I appreciate reading poems aloud.T: OK. Great. Thank you.1. Write three more true sentences about yourself. Usethe words in the box.-ing form. Let’s Example: I enjoy learning English, but I dislikeremembering new words.T: Get ready, any volunteers? OK. Li Lei, please!Li Lei: I like reading English, but I dislike recitingthe text.Wu Ping: I love swimming, but I hate practising alot every day.Wang Lily: I enjoy reading English novels. I’ve finished reading one this week.2. Choose the best meaning for these words.(1)Revision means _________ .a. stopping doing somethinb. changing somethingc. studying something again(2)Grammar is _________of a language.a. the vocabularyb. the rulesc. the tenses(3)If we fail an exam, we _________ .a. do well in itb. do badly in itc. don’t take it(4)When we write a summary of something, we _________ .a. answer a qeustionb. write down the answersc. only write down the main ideasT: Who will try?S: C. studying something again.T: Great! Well, next one.S: B. Grammar is the rules of a language.T: You did a good job. The third one?S: B. Fail an exam means doing badly in it.T: Very good. And now, the last one.S: C. When we write a summary of something, we only write down the main ideas.T: That’s right.T: In this class, we’ve learned the v.-for。
重庆市高一英语必修一第一单元《My first day at Senior High》全套教案
重庆市高一英语必修一第一单元《My first day at
Senior High》全套教案
本单元以My first day at Senior High为主题，分为三节内容，介绍一位高中新生第一天到校观察和接触到的人和事物以及个人的感受，内容紧密结合学生的现实生活。
通过本单元的学习，可以让学生对教师、班级、学生以及学校等情况的英语表达有一个初步接触和了解。
一、学前准备：
准备录音机、电脑和PPT课件，学生需要预习课后单词和词组。
二、学习目标/重点：
1、听懂有关学校介绍的并获取信息；听懂其他材料介绍的学校情况并获取信息；识别所学的生词，词语和含有-ing 和-ed 的派生词，听懂它们在句子和段落的意义并获取信息；
2、能说出Everyday English介绍的使对话继续进行的表达方式；熟练地和同学讨论本模块布置的话题；熟练地介绍学校或班级的情况；流利说出含有本模块生词、短语和含有-ing 、-ed的句子和段落；
3、理解所学生词、短语和含有-ing、-ed的句子和段落并获取信息；理解模块及同学提供的介绍学校的材料并获取信息；
4、熟练写出含有一般现在时的句子和段落；熟练完成模块所要求的各种书面表达；比较自如地写出介绍学校情况的文章。
三、教学难点：
1、训练学生的听说能力。
2、提高学生的口语表达能力，了解英语交际中如何根据对方的话语作出恰当的反应。
四、单元课时分配:
1、第一课Warming up 1个课时
2、第二课Reading 1个课时
3、第三课Grammar and Writing1个课时
4、第四课Listening 1个课时
5、第五课Speaking 1个课时。
关于重庆高中英语教案范文
关于重庆高中英语教案范文一、教学目标1. 知识目标：（1）学生能够掌握与重庆相关的词汇和短语，如“重庆火锅”、“长江三峡”、“重庆大厦”等。
（2）学生能够运用所学的重庆相关词汇和短语进行简单的交流和描述。
2. 能力目标：（1）学生能够听懂并准确模仿重庆方言的发音和语调。
（2）学生能够运用所学的重庆相关词汇和短语，运用适当的语法结构，进行简单的口语交流和写作。
3. 情感目标：（1）学生能够了解重庆的风土人情，增强对家乡的热爱和自豪感。
（2）学生能够通过学习重庆方言，增进与他人的交流和合作，培养团队精神。
二、教学内容1. 教学重点：（1）重庆相关词汇和短语的掌握。
（2）重庆方言的发音和语调的模仿。
2. 教学难点：（1）重庆方言中特殊音素的发音。
（2）运用所学的重庆相关词汇和短语进行口语交流和写作。
三、教学方法1. 情境教学法：通过设置各种真实的重庆场景，让学生在实际情境中学习和使用重庆相关词汇和短语。
2. 模仿教学法：通过听录音、模仿发音和语调，让学生掌握重庆方言的特色。
3. 互动教学法：通过小组讨论、角色扮演等形式，让学生积极参与课堂活动，提高口语交流能力。
四、教学步骤1. 导入：教师展示重庆的图片，引导学生谈论对重庆的印象，激发学习兴趣。
2. 新课内容：教师讲解重庆相关词汇和短语，让学生跟读并模仿发音。
3. 实践环节：学生分组进行角色扮演，运用所学的重庆相关词汇和短语进行口语交流。
4. 听力练习：学生听录音，模仿重庆方言的发音和语调。
5. 总结与反馈：教师对学生的口语交流和听力练习进行点评，指出需要改进的地方。
五、课后作业1. 学生回家后，用所学的重庆相关词汇和短语，给父母讲述自己在学校的所见所闻。
2. 学生听录音，模仿重庆方言的发音和语调，进行口语练习。
3. 学生收集有关重庆的资料，下一节课分享给同学。
六、教学评估1. 形成性评估：教师在课堂中通过观察学生的参与度、发音准确性以及词汇运用情况，及时给予反馈，帮助学生改进学习方法。
关于重庆高中英语教案范文
重庆高中英语教案范文一、教学目标1. 知识目标：学生能够掌握重庆相关的词汇和短语。
学生能够理解并运用重庆的语法结构。
学生能够描述重庆的自然景观和人文特色。
2. 能力目标：学生能够听懂、说出一篇关于重庆的短文。
学生能够通过阅读和写作表达对重庆的认识和感受。
3. 情感目标：学生能够培养对重庆的兴趣和热爱，提高保护自然环境和文化遗产的意识。
二、教学内容1. 教学重点：重庆的词汇和短语。
重庆的语法结构。
描述重庆的自然景观和人文特色。
2. 教学难点：重庆的地名和景点的专有名词。
表达个人对重庆的感受和观点。
三、教学方法1. 情境教学法：通过展示图片、视频等，创设重庆的自然景观和人文特色的情境，激发学生的学习兴趣。
2. 任务型教学法：通过小组讨论、角色扮演等任务，培养学生的合作能力和语言运用能力。
3. 交际法：通过模拟对话、情景剧等形式，提高学生的听说能力。
四、教学步骤1. 导入：教师展示重庆的图片，引导学生谈论对重庆的印象。
2. 新课内容：教师介绍重庆的词汇和短语，讲解语法结构，让学生进行听力练习。
3. 实践环节：学生分组讨论，选择一个重庆的景点，用英语进行介绍。
4. 课堂小结：教师总结本节课的学习内容，布置课后作业。
五、课后作业1. 复习本节课所学的重庆词汇和短语。
2. 写一篇关于重庆的短文，可以是介绍一个景点，或者表达自己对重庆的感受。
3. 听录音，模仿语音语调，提高听力水平。
六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，包括发言、讨论、表演等。
2. 作业完成情况：检查学生课后作业的完成质量，包括词汇掌握、短文写作等。
3. 听力测试：进行听力测试，评估学生的听力水平。
4. 口语表达：通过角色扮演、口语报告等形式，评估学生的口语表达能力。
七、教学资源1. 图片：收集重庆的自然景观、人文特色等图片。
2. 视频：寻找关于重庆的风光宣传片或纪录片。
3. 教材：选用适合高中生的英语教材，如《新概念英语》、《牛津英语》等。
重庆市第十八中学高一英语必修一教案Unit 4 Earthquakes
Teaching aims（教学目标）1.Knowledge aims(1)Enable the students to get some knowledge about earthquake.(2)Get the students to learn about Tangshan’s Earthquake.2.Ability aims(1)Enable the students to learn how to protect themselves and others in the earthquake.(2)Develop the students’ reading ability to get the main idea of the whole passage.3.Moral aims(1)Let the students have the spirit of protecting themselves and others.(2)Arouse the students’ interest in learning English.Important points（教学重点）Train the students’ reading ability to understand the content of the passage in detail.Train the students’ ability to cooperate with others.Difficult points（教学难点）How to grasp the main idea of each paragraph.Teaching methods（教学方法）Asking-and-answering, fast-reading, careful-reading, discussing. Teaching aids（教具）Multi-media computer, blackboardTeaching procedures（教学过程）Step1 Lead-in（引入）1.Greetings2.Ask the students to think about one question:What natural disasters have you heard of? (Fire, Flood, Drought, Mudflow, V olcanic eruption, Typhoon, Sandstorm, Thunderstorm, Tornado, Tsunami, Earthquake…)3.Show some pictures of these natural disasters to the students. Step2 Warming- up（热身）Show the students two pictures of warming-up on p25. Then ask them to imagine there has been a big earthquake, and describe what might happen to the objects in the photos. (Tall buildings were destroyed, bridges were destroyed,roads were cracked,people were killed or injured,the city was in ruins…)Step3 Pre- reading（读前）1. Ask the students one question:What may happen before an earthquake?2. Let the students watch a short video of Tangshan’s Earthquake. Step4 While- reading（读中）1.Fast-reading（快读）(1) Ask the students to read the passage quickly and try to match(匹配) each paragraph with its main idea. Pay attention to (注意) the first and second sentences of each paragraph.Para 1:Before the earthquake strange things began to happen, but no one paid attention to them.Para 2:The earthquake destroyed the city of Tangshan.Para 3:The people were very shocked at the destruction.Para 4:The army came to help the survivors, bringing hope for a new life.(2) After reading the whole passage, we can divide it into three parts, and ask the students to try to use one word to sum up the main idea of each part.Part 1: Para 1 --- Signs (before the earthquake).Part 2: Para 2&3 ---Damage (during the earthquake).Part 3: Para 4 ---Recovery (after the earthquake).2.Careful-reading（细读）Ask the students to read the whole passage carefully, and fill in the blanks according to the content of each part and pictures on the screen.Step5 Post-reading（读后）Discussion:How can we protect ourselves (自我保护) in anearthquake? (Hide under the hard furniture , Put out the fire and turn off the gas, Use something hard to protect your head ,Never try to use the lift, Hide in the corner of the house…)Step5 Homework（作业布置）Finish exercise1 on page27.Blackboard designs(板书设计)1.Natural disasters: Fire, Flood, Drought, Mudflow, V olcaniceruption, Typhoon…3. How can we protect ourselves in an earthquake?A Night the Earth didn’t Sleep（地球的一个不眠之夜）是一篇新闻报道，整篇文章结构清晰，详细介绍了1976年唐山大地震前的预兆、地震对城市建筑和人畜造成的损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。
关于重庆高中英语教案
关于重庆高中英语教案关于重庆高中英语教案范文一教学目标知识目标: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StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possibleexplanationsStudents listen to the teacher and have an idea of what they are going tolearn in this class.To make the students know what they are to learn in this classStep 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? – I dream about traveling…1.) Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “Idream about traveling in/to…”1). To arouse students’ interest2) To practice a sentence patternStep 31). Show the title of the reading passage2). Ask the students whether this passage is about the whole process of thejourney.3). Ask the students how to skim.4) Tell the students the skill of skimming on the screen1) 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 themain idea of the passage.2) To review how to skimStep 41) Ask the students to skim more—to find out the main idea of each paragraph.1) Students tell the main idea of each paragraph1) To practice how to skimStep 5With four questions, teacher asks the students to scan paragraph 1 Ask students how the scanShow the skills of scanning on the screenStudents scan paragraph 1, and answer the four questionsStudents tell how to scanTo review how to scanTo practice how to scanStep 61) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table1) Students scan paragraph 2 and finish the table1) To practice how to scanStep 71) Provide the students with a picture which describes a geographic word aswell as a few sentences about the flow of the Mekong river on each slide and askthem to read the sentences.2) Ask the students to match each geographic word to the proper meanings1) Students read the sentences loudly together and look at the pictures andthe related geographic words in the meanwhile.2) Students do the matching work1) To better know how the Mekong river flows2) To help the students better learn the geographic words which are new tothem3) To check how the students understand the new wordsStep 8Review the structure of the passage together with the students and showsome key words on the screenProvide the students with some words and phrases which are the new words inthis unitAsk them to retell the main content of the passage in groupsWith the teacher, students review the structure of the passageRetell the main content of the passage in groupsTo help students form the schema of the passage by reviewing the structureof itTo know the content of the passage better as well as to create more chancesfor the students to use the new wordsStep 91) Ask the students what they learn from the story2) Give the students some useful and related proverbs1) 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 withothers2) To learn some useful proverbsStep 101) Summarize this class by showing the learning goals again2)Homework1) Students review what they have learned by reading the learning goals onthe screen.1) To help students review what they have learned in this class关于重庆高中英语教案范文二教学准备教学目标1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors,Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through,hide away, set down, a series of, on purpose, in order to, face to face, according to.2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
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重庆高一英语教材教案【篇一：重庆市綦江实验中学校高一英语12周基础性教案】重庆市綦江实验中学校英语学科教案1234【篇二：重大版高中英语4册 unit 4 教案】unit 4 three gorgesteaching aims:1. know the use of the new words.2. improve the ss? reading abilityteaching important points:1. improve the ss? reading ability.2. the new words.3. language pointsteaching difficult points:improve the ss? reading ability.master the new words.language points.teaching aids:a tape recordera projectorthe blackboardteaching procedures:period 1 getting readystep 1: greetingstep2: free talkthree gorgesdo you like traveling? have you ever been to the three gorges? can you give a description ofyour experience? do you know the names of the three gorges? three gorges: 瞿塘峡巫峡西陵峡step 3: brief introduction of three gorgeslook at the picture.三峡水电站，又称三峡工程、三峡大坝。
它是世界上规模最大的水电站，也是中国有史以来建设最大型的工程项目。
三峡水电站1992年获得中国全国人民代表大会批准建设，1994年正式动工兴建，2003年开始蓄水发电，于2009年全部完工。
移民是三峡工程最大的难点，在工程总投资中，用于移民安置的经费便占到了45%。
由于重庆市在移民问题上的积极性和主导性，1997年6月14日，中央政府决定将重庆升格为直辖市. step 4: task 1look at the map and complete the following tasks.1) find the area which is to be flooded in the map and circle it.2) mark out the site of the three gorges dam.step 5: task 2with the closure of the three gorge dam across the changjiang river, what did the people therehave to do?step 5: task 3read the following words from the article. consult your dictionary if they are new to you.migrate migrants migration evacuatemigrate [maigreit] vi.1. 迁移;移居2. (候鸟等)定期移栖;(鱼群)回游when did asians begin to migrate to the united states? 亚洲人何时开始向美国移民的?large numbers of birds migrate south every winter. 每年冬季大量的鸟类迁徙南方。
migration [mai’grei??n] n. 1.迁移; (候鸟等的)迁徙[u][c]2. 移民群;移栖动物群[c]migrant [maigr?nt]adj. 移居(尤指移出国境)的;流浪的n. 1. 移民;移居者2. 候鸟3. 随季节迁移的民工(或动物)evacuate [i‘v?kjueit] vt. 1. 撤空,撤离;从...撤退2. 使避难,使疏散[(+from)]the village was evacuated because of flood. 由于洪水这个村子已经撤空。
the civilians were evacuated from the city to farms. 百姓被从城里疏散到了农庄。
step 6: summary and homework1. after meticulous feasibility studies by experts, it was finally concluded that the merits of theproject far overweigh its demerits. on april 3, 1992, the national people?s congress approved theconstruction of the project. the three gorges project has its main benefits in flood control, powergeneration and navigation. the project can raise flood control capacity from the present 10-yearfrequency to 100-year frequency.the project also presents daunting problems which should be properly handled and solved toavoid any possible undesired impacts. these include resettlement of population, environmentalprotection, fund raising, etc.about 1 million people will be relocated owing to the construction of the project. the governmenthas attached great importance to the issue and decided to appropriate large sums of money for theresettlement program. the guiding principle of the program is that the life of the relocates canonly be improved. for this purpose, the government has adopted development-orientedresettlement, in other words, to combine resettlement with local economic development. therefore,they feel quite at home and enjoy a better living in their new homes.3. let students preview the reading partperiod 2 reading and comprehendingstep 1: greetingstep2: fast reading1. read through the passage quickly and find the answer to the following question.q: where did li chaohua, his family and 610 other people leave and resettle?step 3: careful readingq: when will the three gorges project have been completed how many people will need to havebeen moved?step 4: task 1scan para. 3 -5 of the passage and decide which group the following words and expressionsbelong to.migrantshost villagersset apart land and built houseshmoved to another provincemprepared the rice and hot pepper mwere invited to have jiaozi mtears rolling down mleft for guangrao county mwaved their hands mmade arrangement hsettled down m lit firecrackers hevacuatedm beat drumshgathered at the bank mstep 5: task 2retell the story about how the migrants left their hometown and were welcomed by the hostvillagers with the help of the information in task 1 shandong province. 1991 and 1992, the chinese governments knew that by 2009, when the three gorges project is completed, a total of 1,084 km2the second stage of evacuation was started in 1998 and in august 2000, people in theeven before the migrants arrived, the people of guangrao county the settlement of theland, built houses and prepared food for them. on themigrants? arrival, the villagersalthough it will take time for the migrants the life in guangrao county, the step 6: homeworkhow do you understand the last sentence of the article?in the new land they can plant some new crops and have a better harvest because the formerfarmland had been cultivated for a long time. furthermore, the communication with the localpeople in guangrao county could provide these evacuees with another chance to enjoy a new wayof living.period 3 4 language focusstep 1: greetingstep 2: language points in the text1. at the end （of）在…最后, 在…尽头。