1、英语译林牛津版必修1Unit1第12课时教案（精品）Unit 1 School lifeI. 单元教学目标技能目标Skill GoalsIdentify the differences between school life in the UK and in ChinaDiscuss the daily school life Understand vocabulary about school facilities Write a notice about school activitiesDesign a poster for a new school clubRecognize attr
2、ibutive clausesII. 目标语言功能句式Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experience for me. We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the face
3、s and names. Describing school activities Next month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in China I found the homework was not as heavy as what I used to ge
4、t in my old school, but it was a bit challenging for me at first because all the homework was in English.词汇1. 四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, ar
5、ticle, penfriend, introduce, immediately, former, recently, culture, develop, photograph, donate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue,p
6、oet, generation, poem, select, require, scary, nature2. 认读词汇assembly 3. 短语for free, pay attention to语法Introduction to attributive clauses Relative pronouns: that, which, who, whom, and whose重点句子1. I sat next to a girl whose name was Diane. P22. David was one of the most helpful studentsthat we ever
7、had. P93. In 1998, he went to Oxford University where he got interested in Chinese culture. P94. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P9 5. Most of the students that he taught have become his friends. P96. Some of the books were gifts that he got
8、 from his Chinese friends and students. P97. The paintings that David donated to the school are being displayed in the assembly hall. P98. During exam time we have a special programme that tells students the things they should or shouldnt do for preparation. P18. 教材分析与教材重组1. 教材分析本单元以School life为话题，旨
9、在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。 1.1 Welcome to the unit 部分利用四幅图片，分别从（校园风貌、生活设施、课堂教学、师生关系）四个不同的侧面介绍了英国校园生活的有关情况。该部分还设计了三个讨论话题，引导学生对中英两国校园生活进行比较，并就相关话题发表自己的看法。1.2 Reading部分的短文节选自一份校园杂志。文章由一位交换留
10、学生所写。作者通过自己的亲身经历简要地介绍了英国学校生活的一些情况。文章前后分别设计了五个部分的练习：前两个练习（A、B）要求学生运用本单元介绍的两种基本阅读方法（skimming and scanning）阅读文章，把握文章主旨大意，了解文中明显的细节内容；练习C1通过问题的形式考查学生对文中具体信息的把握程度；C2通过判断正误练习加深学生对阅读材料的理解；D部分为词汇练习，要求学生首先联系上下文猜测所给词汇的含义；然后通过配对练习帮助学生掌握新词的含义和用法；E部分要求学生通过运用所给词汇填空的方式完成一封英国学生写给Wei Hua的信件，以进一步加深学生对阅读内容的理解；练习F设计了两个
11、话题，引导学生对校园生活有关话题展开讨论，以获得对文章深层次的理解。 1.3 Word power部分以Wei Hua找食堂、回宿舍取课本、去健身房、找路等一系列活动为主线，设计了四个练习，学习有关表示学校设施的词汇并进行运用性训练。 Parts A 和B通过图示、阅读及写作的方式帮助学生熟悉相关词汇，复习问路、指路的相关表达；Part C通过一则CMHS的布告，对前两个练习中所学的词汇进行训练；Part D通过配对练习进一步拓展学生词汇。 1.4 Grammar and usage部分学习定语从句这一语法项目，课本重点对关系代词的用法作了讲解，并通过语篇阅读训练的方式帮助学生掌握该内容。 1
12、.5 Task由一系列技能训练项目（和步骤）组成。该部分要求学生通过完成Reporting school activities这一任务，学会讨论校园活动这一话题并能以校园活动为主题写一则布告。任务要求分三步完成，课本在每一个步骤前都设计了一个技能训练项目。分别是：第一步，通过听取一个校长关于校园活动项目介绍的录音，完成一项校园活动时间表，技能训练项目是了解项目内容；第二步，向班任老师报告有关情况，技能训练项目是对所供信息进行比较筛选；第三步，写一则布告知会同学们有关校园活动的情况，技能训练项目是学习布告写作的方法。 1.6 Project部分提供了两篇有关学校俱乐部的阅读文章，指导并鼓励学生课
13、后组建学校俱乐部，并能为此设计一份海报进行宣传。1.7 Self-assessment部分引导学生对本单元所学内容进行总结回顾，对本单元的学习情况做出分析评价，并能制订相应行动计划，有针对性地对学习过程中存在的问题做出改进或调整策略。2. 教材重组2.1将课本Welcome to the unit部分设计为一节 “口语课（I）”。2.2 将课本Reading部分及Parts A-D设计为一节 “阅读课”。2.3将课本Reading中Parts E和F部分以及练习册Language practice中Parts A1和A2部分整合为一节“口语课（II）”。2.4将课本Word power部分设计
14、为一节“词汇学习课”。2.5将课本Grammar and usage中Introduction to attributive clauses部分以及练习册Language practice中Part C1整合为一节“语言知识课（I）”。2.6将课本Grammar and usage中Relative pronouns部分设计为一节“语言知识课（II）”。2.7将课本Task中Skills building 1和Step 1以及练习册Listening部分整合为一节“听力课”。2.8将课本Task中Skills building 2和Step 2设计为一节“口语课(III)” 2.9将课本Tas
15、k中Skills building 3和Step 3以及练习册Writing部分设计为一节“写作课”。2.10将练习册Reading部分设计为一节“泛读课”。2.11将课本Project部分以及练习册Language practice中Part B整合为一节“综合技能课”。2.12将练习册Language practice中Part D及课本Self-assessment部分整合为一节“综合评价课”。3课型设计与课时分配1st PeriodSpeaking (I) 2nd Period Reading3rd Period Speaking (II)4th Period Vocabulary b
16、uilding 5th Period Language study (I)6th Period Language study (II)7th Period Listening 8th Period Speaking (III) 9th Period Writing10th Period Extensive reading11th Period Integrating skills12th Period Self-assessmentThe Twelfth Period Self-assessmentTeaching goals 教学目标1. Target language目标语言Self-as
17、sessment. 2. Ability goals能力目标Enable the students to make a self-assessment on what theyve learned in this unit. 3. Learning ability goals 学能目标Help the students learn how to make a self-assessment.Teaching important & difficult points 教学重难点How to make a self-assessment on what theyve learned in this
18、 unit.Teaching methods 教学方法Task-based activities. Teaching aids 教具准备A computer and a projector. Teaching procedures & ways教学过程与方式Step I Summing Up Ask the students to recall what they have learned in the whole unit. T: What have you learned in this unit? Do you still remember them? Write them down i
19、n your notebooks. A sample version: I. About language1. Words & expressionsattend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, article, penfriend, introduce, immediatel
20、y, former, recently, culture, develop, photograph, donate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue, poet, generation, poem, select, require
21、, scary, nature, assembly, for-free, pay attention to2. Word power: school facilities 3. Function Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experience for me. We had to move to different classrooms for different classes. We also had different
22、 students in some classes, so it was difficult to remember all the faces and names. Describing school activities Next month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain
23、and in China I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.4. Grammar and usage Introduction to attributive clauses Relative pronouns: that, which, who, whom, and whoseII. Skills buil
24、ding 1. Reading strategy: skimming and scanning 2. Understanding a program3. Comparing information4. Writing a notice5. Designing a poster for a new school clubIII. Tasks 1. Completing a timetable for a school program2. Reporting to your class teacher3. Informing your classmates 4. Starting a new sc
25、hool clubStep II Self-assessing Ask the students to do Part A on page 20 individually. T: One of the key steps in study is to learn to make self-assessment. After learning something new, you should make clear what you have achieved and what else you can do to improve your study. This period youll le
26、arn how to make self-assessment on what you have learned in this unit. First, look at the guidelines on page 20. What can you see first?S: I can see a color bar with five levels marked with 1, 2, 3, 4 and 5. T: What does it show?S: It shows how confident we will feel about what we have learned.T: No
27、w you have an opportunity to evaluate your own skills and abilities in English. Read Part A and check how well you think you have developed these skills. Pay attention to the following:1. 18 items are listed, covering the main study targets in this unit, such as skills in reading, listening, speakin
28、g, writing, the usages of vocabulary and grammar items as well as doing activities in English; 2. Each item corresponds with one or more parts in this unit;3. The total score is 90 with each one scored 5;4. If you feel very confident about one item, you score yourself 5; if you feel only slightly co
29、nfident about another item, you get 2;5. After going over all the items in this part, you need to add all the scores you get and divide the total amount by the total sum. Thus you will get a percentage, which shows your level. Ask the students to make an action plan. T: If you feel there are some it
30、ems you are not confident of or just slightly confident about, you can think about how to improve on them. Next make an plan on what and how you will do in the next unit. Sample action plan 1:To improve my confidence level on grammar usage, I would:1. Learn the guidelines on page 10 once and again;2
31、. Do more practice. Sample action plan 2:To improve my confidence level on assigning different roles in group work, I would:1. make clear what the aim of group work is, how many steps we should take, etc;2. to ask for advice from each group member;3. to make a careful plan in detailsStep III PracticeAsk the students to do Parts D1 and D2 on page 89. Check the answers.
