本單元的中心話題是“電影”，本課是第三課時(shí)，是一篇傳記體的短文，介紹當(dāng)前好萊塢最有影響的導(dǎo)演藝術(shù)家—史蒂芬 斯皮爾伯格的創(chuàng)作生涯和一些作品。一起看看高一英語第五單元教案!歡迎查閱!

英語第五單元教案1

一. 教材內(nèi)容分析

本單元的中心話題是“電影”，本課是第三課時(shí)，是一篇傳記體的短文，介紹當(dāng)前好萊塢最有影響的導(dǎo)演藝術(shù)家—史蒂芬 斯皮爾伯格的創(chuàng)作生涯和一些作品。同一般傳記一樣，本文也是按照人物的生平時(shí)間展開：前兩段記述了史蒂芬 斯皮爾伯格的早期創(chuàng)作嘗試和生平，之后幾大段介紹了他的事業(yè)和美滿的家庭。學(xué)生從中可以進(jìn)一步了解導(dǎo)演，也能體驗(yàn)一些影評(píng)的模式。

二.教學(xué)重點(diǎn)難點(diǎn)

(1).關(guān)系副詞引導(dǎo)的定語從句和介詞+關(guān)系代詞引導(dǎo)的定語從句

(2)掌握相關(guān)的詞匯和短語

(3)文章段落結(jié)構(gòu)的分析并概括各段的段落大意.

(4)如何提高學(xué)生的閱讀能力。

(5)對(duì)影視界名人及電影的評(píng)價(jià)(comments)如何寫影評(píng)(review)。

三.教學(xué)目標(biāo)

(一)知識(shí)技能

1. 掌握一些課文中涉及的詞匯和短語：

如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等

2. 學(xué)習(xí)掌握一些重點(diǎn)句子：

如：This was a film in which … real actors… P31

Instead of …

This was the moment when …took off. P31

When asked about the secret about …h(huán)e owes…to…P32

After that it still took …before… P32

3. 學(xué)習(xí)、掌握關(guān)系副詞when，where.，why 引導(dǎo)的定語從句及介詞+關(guān)系代詞引導(dǎo)的定語從句。

4. 通過本課訓(xùn)練使學(xué)生能夠提高他們的閱讀理解能力，通過一些重點(diǎn)詞匯及短語掌握文章大意。

(二)情感態(tài)度

1. 通過學(xué)習(xí)課文，培養(yǎng)學(xué)生了解、尊重異國文化，體現(xiàn)國際合作精神。

2. 通過開展小組活動(dòng)，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。

(三)文化意識(shí)

1. 通過學(xué)習(xí)，了解國際導(dǎo)演史蒂芬 斯皮爾伯格。

2. 通過學(xué)習(xí)，了解世界影視文化，培養(yǎng)世界意識(shí)。

3. 通過中外影視文化對(duì)比，加深對(duì)中國影視文化的理解。

四.教具準(zhǔn)備：

錄音機(jī)，電腦，屏幕及圖片。

五. 教學(xué)方法：

1.任務(wù)型教學(xué)法

學(xué)生學(xué)習(xí)本文時(shí)，我設(shè)計(jì)了一些任務(wù)，通過感知，體驗(yàn)，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現(xiàn)。如：要求學(xué)生閱讀文章，回答問題，填寫表格等。2.多媒體教學(xué)法

這一單元以影視為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣.

六、教學(xué)步驟

Step one:Revision

1. check the words and expressions.

2. ask the students to explain the following words in English.

graduate work as play a role in

Step two: Pre-reading

此部分的關(guān)鍵在于讓學(xué)生了解如何制作電影，尤其是通過了解電影的制作而突出導(dǎo)演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活動(dòng)形式

1.師生互動(dòng)：教師提問If you want to make a film, who do you need to invite?通過此問題引出電影制作過程中所需的各種角色，如photographer, actor/actress, editor, director等等

2.小組活動(dòng)：

1)教師可設(shè)置這樣的討論題：What part would you like to play in making a film?根據(jù)選擇分組，讓他們討論選擇各角色的理由。同時(shí)討論各角色在電影制作中所做的不同工作。通過討論，學(xué)生不難發(fā)現(xiàn)，在電影的制作過程中，導(dǎo)演起了非常關(guān)鍵的作用。

2)根據(jù)所選的各種角色交叉分組，發(fā)揮各自的作用。

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

Step three: while--reading

英語第五單元教案2

本篇閱讀材料是人物傳記，介紹了導(dǎo)演Steven Spielberg 的成長(zhǎng)經(jīng)歷以及他的主要成就和作品。通過文章的學(xué)習(xí)，旨在了解西方的電影文化背景以及學(xué)習(xí)名導(dǎo)Steven Spielberg的那種對(duì)自己的事業(yè)堅(jiān)持不懈、孜孜以求的精神。

活動(dòng)形式：

1.小組活動(dòng)(lead-in)

分別給出和斯皮爾伯格所執(zhí)導(dǎo)的電影的幾幅圖片，引起學(xué)生的興趣，讓學(xué)生分組討論，預(yù)測(cè)文章的主題.

T: now, please discuss the pictures in groups then guess what is the text about?

A few minutes later, the teacher ask several students to report their answers.

2.個(gè)人活動(dòng)(Listening)

讓學(xué)生聽錄音一遍，然后找出課文中所提及的五部影片的名字。

T: Who knows the names of the five films?

S:The five films are: Jaws, ET , Jurassic Park ,Schindler’s list, and Saving PrivateRyan.

T: You are correct.

3.個(gè)人活動(dòng)(Skimming)

A.快速閱讀課文，按時(shí)間主線制作一個(gè)Steven Spielberg 的要事記

The teacher shows the years on the screen.

1946, 1968, 1959, 1975, 1982, 1993

T : let’s check the answer. I would like this group to answer these questions.

Sa: in 1946 Steven Spielberg was born in America.

Sb: in 1968 Steven Spielberg made his first real film.

Sc: in 1959 Steven Spielberg won a prize for a short film.

Sd: in 1975 Steven Spielberg he made one of his first films Jaws

Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth.

Sf: in 1993 he made the film Jurassic Park

B.快速閱讀課文的Para3—5 , 查找出有關(guān)這5部電影內(nèi)容和主題的信息，并核對(duì)與自己猜想是否相符。

films Information of the film

Jaws(1975) About a big shark that attacks and eat swimmers

Et (1982) About a little creature comes from outer space

Jurassic (1993) About an island where a very rich man keeps dinosaurs.

Schindler’s list(1993) About The cruelty of war/a German who saves Jewish people from being killed in the war.

Saving private ryan(1998) About the cruelty of war/an American leads his team to search for a soldier named Ryan.

3.個(gè)人活動(dòng)( Scanning)

閱讀并查找有關(guān)Spielberg的信息：

When and where was he born?

When did he start making films?

What did he use to make films at first? and later?

What was his dream?

What did he study?

When and with what did his career take off?

What does Spielberg owe his success to?

Step four: Post-reading

該部分可分成兩塊，其中第二塊內(nèi)容可以提前到閱讀中去完成，也可在讀后總結(jié)，當(dāng)學(xué)生讀完影片內(nèi)容時(shí)，可以根據(jù)自己的理解寫出五部影片的內(nèi)容是什么(寫嘗試應(yīng)用定語從句，體驗(yàn)定語從句的結(jié)構(gòu))。第一塊(Questions)中第1，3，5三個(gè)問題比較難，從文中直接找不到答案，也是學(xué)生理解上需要升華的部分。可以通過分組，讓學(xué)生討論來理解這幾個(gè)問題。讓學(xué)生領(lǐng)會(huì)以下幾點(diǎn)：1)、英語作為工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持，合作、互助精神。

T: let’s turn to page 32, part 1.work in pairs and answer the five questions:

1. Why did Spielberg study English instead of the film?

2. Why were the people who saw the film Jaws were afraid to swim in the sea?

3. How important is his family to Spielberg’s career?

4. What was Spielberg’s dream?

5. What have you learn from reading about?

Step four: Homework

1.Preview the reading Not One Less on page34

2. Make sentences with the following words:

(1)career (2)role (3) owe (4) award (5)accept

英語第五單元教案3

NSEFC Book1 Unit3 Travel Journal

Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.

Ⅰ. The theoretical basis

First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.

II. Understanding of the teaching material

My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.

At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.

That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:

a) Knowledge objectives

By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.

b) Ability objectives

Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.

c) Moral objectives

Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.

Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.

III. Teaching methods and studying ways

That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.

Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.

I will use computer and blackboard as my teaching aids.

Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.

Step I: Lead-in and pre-reading (7mins)

Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.

In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.

In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.

In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.

Step II: While-reading (21mins)

While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.

1) Fast reading

During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.

2) Careful reading

After getting the general idea of each Para., I will deal with the details Para. by Para..

In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.

In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.

And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.

Step III: Consolidation (6mins)

After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.

Step IV: Post-reading (10mins)

That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.

The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.

The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation

Step V: Homework (1min)

Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..

Ⅴ. Blackboard design

On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.

That’s all for my interpretation. Thank you for your att

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