高三英语教案 Unit 10 American literature (详细教案)

Language Study 也用两个课时。第四课时，处理两阅读课中的难句和语言点，包括word study,并让学生任选五个或五个以上的短语编故事。（这个练习能促使学生积极主动使用学过的短语进行富有想象力的创作，从而提高学生的综合利用语言的能力，有利于培养学生的想象力和创造力。）
Grammar单独一节课作为第五课时，内容是复习所有动词时态，内容多，并且重要。先让学生自己课前进行归纳，上课检查复习，然后用一个含有多种时态小故事复习各种时态名称、结构及用法。再用一个Flash巩固各种时态的用法。
语法训练是这节课的重点。根据教学大纲、高考考试说明和平时掌握情况，复习应该侧重动词时态在具体语言环境中的运用。因此，所有的练习材料都应该围绕动词时态的运用来设计。根据高考题型及学生认知特点，由易到难我设计安排了四个练习题：单项选择、完成句子，语篇填空和短文改错(选做)。 最后用近几年有关动词时态考察的高考题来作为家庭作业，进一步提升巩固时态的用法。
其中单选题直接用网站 the Internet TESL Journal For Teachers of English as a Second Language，语言地道，题目简单，但包括所有的时态。在课堂上用竞赛的形式快速完成；完成句子和语篇填空均利用课本上的语法练习。短文改错自己改编。
Workbook中的练习处理。删减了Listening部分和Talking 部分。vocabulary 中的练习1和练习2作为词汇复习的作业。练习3作为学生复述的例子，也可作为课堂练习巩固课文内容的检测。语法练习作为语法课作业的补充。Integrating Skills中的阅读作为泛读补充。
即：
1st Period Listening, warming up & speaking
2nd Period Reading (I)
3rd Period Reading (II)
4th Period Language points & Word Study
5th Period Grammar
（注：经教材分析，根据学情，本单元可以用5课时完成，但我校通常再加2节练习课，或复习课以完成一些配套练习。）
IV. 单元教学设计的亮点：
Listening内容的改编，降低难度。Warming up 和Speaking相连，浑然一体。
Reading 的第二课时处理灵活巧妙，并有意识地培养学生对外国文学的鉴赏能力。通过形式多样的课堂活动，训练了学生的口头表达能力、想象力和创造力。
语法复习时，让学生自己归纳，主动学习。课上将语法用在情景语境中学习，并用了Flash, 激发了兴趣，活跃了气氛。语法练习的设计安排由浅入深。
4．Speaking部分由于学生程度的关系，处理较为简单，但在后面的设计中学生的口头练习机会多，而且有话可说，弥补了不足。

V. 分课时教案

Period 1

Teaching Objectives:
1. Learn and master the following:
leave…behind, be proud of, garbage, maid, prince,
2. Do some listening and practise some listening strategies, like summarizing, predicting etc.
3. Learn a poem and understand the meaning of it and learn something about American literature.
Teaching Important Points:
1. Train the students’ listening strategy——predicting.
2. Understand the listening material and the poem.
Teaching Difficult Point:
How to improve the students’ listening ability
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
3. Reading aloud.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching procedure:
Step 1 Lead in
T: We’ve learned English for a few years. Which do you find most difficult, listening ,speaking, reading, or writing?
In your opinion, what can we do to improve our spoken English? Or what kind of activities can you think of to practise English in a way that makes it fun?
Collect the students’ answers.
T: Have you ever taken part in an English Corner? What do you think of it?
Have you heard of reading club? Can you guess what people can do in a reading club?
Collect the students’ answers.
Step 2 Pre-listening
Go through the questions in Listening on P83,and try to guess what the listening material is about, and get the students to guess the answers.
Step 3 While-listening
Play the tape and try to get the answer to the question: What activity are Ben, Ann and Lily organising?
Listen to the tape and try to fill in the gaps.
Besides, it is more and more difficult to find _________________ to come and talk to us. In an ________ ____________ , the topics are always ______ _______. You often don’t know what else to talk about. So we got together and decided to _______ another kind of ________. (Who?____________)
The last story we read together was the ______ of _____ ______, by Jack London and before that we read a few _________ stories by Mark Twain. I am just reading for _________. I think the Club ______ me to read more and ______ more. (Who?____________)
I would recommend everyone to join a ______ ______. It’s an _________ and ____________ way of speaking English. You also _______ more about life and literature in ______________ countries.(goal: get the students to catch the key words, making the question answering easy.) (Who?____________)
Step 4 Post-listening
Why is this activity successful, while the English Corner is not ? At least two reasons.
T: Now there is a chance for us to experience it .
Step 5 A poem
Skimming
Skim the poem with the question: What kind of text is the one you have just read?
Reading
Read the poem and try to answer the following questions:
1) What is it about and what does it mean?
Can you guess who wrote the poem, a white poet or a black one?
Is this American literature or English literature? Could it be written by a poet from another country? What makes you think so?

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