高三一輪復習英語(yǔ)教案2022
作為一名教職工，就有可能用到教案，教案是保證教學(xué)取得成功、提高教學(xué)質(zhì)量的基本條件。那么寫(xiě)教案需要注意哪些問(wèn)題呢？以下是小編精心整理的高三一輪復習英語(yǔ)教案2022，歡迎大家分享。
高三一輪復習英語(yǔ)教案20221
一.教學(xué)內容分析
本單元的中心話(huà)題是Good manners，這是一個(gè)亙古及今且永恒的話(huà)題。但在我們這一單元中，Good manners 都有些什么內容呢?中外文化中對Good manners 的理解、體現有什么異同?我們該怎么做、做什么才能成為一個(gè)受人歡迎、具有Good manners 的人呢?單元中十一個(gè)板塊的相關(guān)話(huà)題的設計及語(yǔ)言材料的選編無(wú)不緊緊扣著(zhù)這個(gè)中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書(shū)面致謝;東西方餐桌禮儀;域外風(fēng)俗禮節等，都作了詳盡的詮釋?zhuān)羞@些為我們提供的不僅是充實(shí)的英語(yǔ)語(yǔ)言知識和綜合語(yǔ)言運用技能訓練的內容，更重要的是學(xué)生學(xué)習這一單元的整個(gè)過(guò)程也是他們陶冶情操、規范行為、發(fā)展心智的過(guò)程，這對他們身心的發(fā)展會(huì )產(chǎn)生較強的感染作用，有助于他們人文素養的整體提高和跨文化意識的加強。
“熱身”(Warming up)部分設計了學(xué)生學(xué)習生活中及日常生活中經(jīng)常發(fā)生的四幅畫(huà)面：上課遲到、打斷別人說(shuō)話(huà)、排隊買(mǎi)飯時(shí)不小心雨傘戳著(zhù)別人、商店里排隊付款一男士推開(kāi)兩顧客從他們中間穿過(guò)，顧客生氣質(zhì)問(wèn)男士。讓學(xué)生學(xué)會(huì )道歉，學(xué)會(huì )講禮貌。這部分的目的是，引出中心話(huà)題Good manners，幫助學(xué)生明白講禮貌會(huì )使我們人際之間關(guān)系和諧融洽，甚至會(huì )化干戈為玉帛;同時(shí)復習或學(xué)習一些致歉語(yǔ)和必要的答語(yǔ)。
“聽(tīng)力”(Listening)部分提供了一段兩朋友間的對話(huà)，一朋友不打招呼騎走了另一朋友的自行車(chē)，并且把它弄丟了。怎么辦?當然是道歉。這個(gè)聽(tīng)力練習要求學(xué)生通過(guò)聽(tīng)學(xué)會(huì )對發(fā)生了這種事情后的道歉表達和更高姿態(tài)的回響，使道歉者釋然。以此了解英語(yǔ)國家人士語(yǔ)言的得體性、思維的方式與習慣表達方法，培養學(xué)生跨文化交際的意識。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”
“口語(yǔ)”(Speaking)部分提供的是三組文字情景，要求學(xué)生在前面“熱身”和“聽(tīng)力”的基礎上，以雙人對話(huà)的活動(dòng)形式體現情景，訓練學(xué)生在比較真實(shí)的情景中口頭表達能力和豐富他們有關(guān)道歉的語(yǔ)匯，包括詞和句型。充分展示具備Good manners者解決問(wèn)題、處理尷尬場(chǎng)面的風(fēng)采。
“讀前”(Pre-reading)部分設計了四個(gè)情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小組活動(dòng)的形式討論并寫(xiě)下在中國文化中以上情景有禮有節的一些規矩，這一活動(dòng)的目的是不僅要調用學(xué)生已有的直接和間接的體現Good manners 的生活經(jīng)驗，加深對我們中國是文明禮儀之邦的認識，而且激活學(xué)生的思維，自然過(guò)度到下一步的 “Reading”--- 西方文化、餐飲禮儀。
“閱讀”(Reading)部分是一篇說(shuō)明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著(zhù)和中國餐飲文化進(jìn)行比較。東西方文化交織在一起，充滿(mǎn)了跨文化交際的信息，體現了教材的國際性和民族性。
“讀后”(Post-reading)部分的前三項任務(wù)是要求學(xué)生針對課文的理解完成的，可作為評價(jià)學(xué)生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置;第二項：標出西方正式宴會(huì )上主要食物上桌的順序;第三項：判斷西方正式宴會(huì )上哪些就餐行為文明有禮，哪些行為顯得無(wú)禮粗俗。第四項是回答問(wèn)題，是一道聯(lián)系中國實(shí)際的、開(kāi)放性的一道問(wèn)題：中國的餐桌禮儀也在變化嗎?舉例說(shuō)說(shuō)�？梢孕〗M討論的形式進(jìn)行，目的在于讓學(xué)生對中西方餐桌禮儀的認同，以及培養學(xué)生的思辯能力。
“語(yǔ)言學(xué)習”(Language study)分詞匯和語(yǔ)法兩部分。詞匯部分有構詞法知識，前綴in-, im-, un-, non- 和練習部分詞匯的一篇與課文主題相關(guān)的短文。引導學(xué)生通過(guò)短文提供的生動(dòng)語(yǔ)境培養自己理解和記憶單詞的能力。語(yǔ)法項目是定語(yǔ)從句，這是繼前面兩單元后第三次出現，不屬新的語(yǔ)法知識。非限制性定語(yǔ)從句第一次介入。語(yǔ)法第一部分提供的限制性定語(yǔ)從句和非限制性定語(yǔ)從句的例句比較和說(shuō)明，可供學(xué)生自主學(xué)習，讓學(xué)生探究發(fā)現兩種定語(yǔ)從句的不同形式和含義。第二部分著(zhù)重檢驗學(xué)生運用兩種定語(yǔ)從句拓展句子的能力。
“綜合技能”(Integrating skills)設計了一個(gè)很實(shí)用的寫(xiě)作任務(wù)：寫(xiě)感謝信。這個(gè)設計包括讀和寫(xiě)。閱讀部分的內容是一封感謝信的范例;寫(xiě)作部分的任務(wù)是：對老師的幫助、父母的關(guān)心支持、朋友的真誠、收到生日禮物等寫(xiě)一封感謝信。通過(guò)這一活動(dòng)，讓學(xué)生明白對他人的幫助心存感激，無(wú)疑是一種美德，一種素養。
“學(xué)習建議”(Tips)部分提供了一些行為規范的名言警句，告戒學(xué)生隨時(shí)隨地講文明、懂禮貌，從自身做起，從小事做起。
“復習要點(diǎn)”(Checkpoint)部分簡(jiǎn)要地總結了本單元的語(yǔ)法重點(diǎn)----限制性定語(yǔ)從句和非限制性定語(yǔ)從句，并且設計了一些最基本的語(yǔ)言練習，幫助學(xué)生自評。同時(shí)通過(guò)兩個(gè)問(wèn)題引導學(xué)生對本單元所學(xué)的詞匯作一次小結。
二.課時(shí)安排：6 課時(shí)。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三.分課時(shí)教學(xué)計劃
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
設計問(wèn)題、語(yǔ)境，誘發(fā)學(xué)生打開(kāi)話(huà)匣子，不作限制，更不當練習來(lái)完成。
1.以舊帶新，先入為主，根據學(xué)生自己的體驗和理解，列舉Good manners 的事例。
2.知錯并向人道歉是Good manners 的行為之一。引入道歉用語(yǔ)，借書(shū)中情景和額外補充的各種情景反復演練，使學(xué)生能將這些禮貌用語(yǔ)嫻熟地運用于生活之中。
(這些情景的提供，也為最后讓學(xué)生自己描述道歉場(chǎng)面作準備)
3.作為一個(gè)有禮貌的人，對他人的誠懇道歉怎么反映?說(shuō)些什么讓道歉者心里釋然?(為下一步的聽(tīng)力做個(gè)鋪墊)
4.你上次向人道歉的情景還記得嗎?對方是否是個(gè)講禮貌的人。請描述一下。
1. T: We like people with good manners. We don’t like people with bad manners.
Well, what are good manners in your opinions? For example,
Is it good manners to take your classmate’s bicycle without telling him?
Of course it’s ( not) good manners to do…./ that….
Group work: Make a list of at least four things which are good manners in our daily life.
2. What should we do at least to be good manners if we do something wrong?
Making an apology? And how to express your apologies? What expressions do you use to apologize?
(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)
3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.
4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.
Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.
Situation tw You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.
Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.
Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.
5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.
Well, what’s your response to the following apologies?
1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.
______________________________. ( It’s OK. I have another pen.)
2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.
__________________________________________________________________.
(Are you feeling better now? You may hand in your homework tomorrow.)
6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.
What did you say to express your apologies? What was the other’s response?
Did he / she accept your apology? Do you think him a person with good manners?
Why (not)?
II. Listening
1. Listening in SB.
遵循step by step 的原則，分聽(tīng)前(Pre-listening)、聽(tīng)時(shí)(While-listening)和聽(tīng)后(Post-listening) 三步走，并設計各個(gè)步驟的任務(wù)型活動(dòng)，使整個(gè)聽(tīng)力目標明確，中心話(huà)題更為突出。
Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?
While-listening: Answer the questions and complete the six sentences.
Post-listening questions:
Has anything similar happened to you? What was the situation? How did you deal with it?
Do you think you’re a person with good manners? In what ways?
2. Listening in WB. P.115
Listen to the tape and finish the exercises in it.
The Second Period
GOALS:
To focus on oral practice --- Speaking.
The students are to use the expressions of apologies and possible answers freely through some situations.
They are enabled to solve some simulating problems about good manners and bad manners.
TEACHING PROCEDURES:
I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.
The teacher is a bitl late for the class.
The teacher carelessly knocks down a student’s booksl on the table.
The teacher blames some student wrongly for not …l
1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …
S: Oh, that’s all right.
創(chuàng )設真實(shí)情景與學(xué)生交流，既是以身示范，又自如、貼切地呈現教材中提供的常用道歉用語(yǔ)和回答方式。
2. T: What do you think of me since I made an apology for what I did?
What if I didn’t apologize to you for what I did?
就老師的行為讓學(xué)生評說(shuō)會(huì )更加激發(fā)學(xué)生說(shuō)的興趣，還會(huì )使學(xué)生具備一定的Good manners 的尺度標準。同時(shí)，為后面學(xué)生自己如何表現出文明禮貌、“問(wèn)題”如何解決作準備。
3. T: What would you do in the following situations, so as to show you have good manners?
P.37l
II. Role-play: Problem solving
鄰里之間的關(guān)系同樣體現出文明禮貌的程度。有矛盾、有問(wèn)題，原因是什么?居委會(huì )怎么解決?這項模擬活動(dòng)跳出了課文，拓展了訓練內容。要求學(xué)生將學(xué)過(guò)的表達方法與新的表達方法結合使用，對信息做各種合理的處理與加工，進(jìn)行創(chuàng )造性的語(yǔ)言活動(dòng)。充分體現口語(yǔ)教學(xué)突出話(huà)題和功能的雙重要求。
Survey and Interview about relationship between neighbors.
In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.
我們中國人用自己的Good manners的尺度標準，處理好鄰里之間的關(guān)系。世界其他各國對Good manners 的尺度標準是否都一樣?
III. Discussion P.116
IV. Conclusion:
Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.
The Third and Fourth Periods
GOALS:
To get to know the western table manners.
To learn some useful expressions about table manners.
To compare Chinese table manners with western table manners.
TEACHING PROCEDURES:
I. Pre-reading tasks:
其目的是激活學(xué)生已有的相關(guān)背景知識，啟發(fā)學(xué)生思維和想象，活躍課堂氣氛，使學(xué)生很快融入課堂教學(xué)內容。如借助圖片或Powerpoint, 以小組競賽的形式復習有關(guān)中外餐桌上食物、餐具的一些單詞;以小組討論的形式重溫文明禮儀之邦的中國在待人接物、餐桌禮儀方面的獨特習俗;最后聚焦于西方的餐桌禮儀。三項任務(wù)一步一步地扣上下一步的閱讀內容。
高三一輪復習英語(yǔ)教案20222
(1)課題：Friendship
(2)教材分析與學(xué)生分析： 本單元的中心話(huà)題是“友誼”，幾乎所有的內容都是圍繞這一中心話(huà)題展開(kāi)的。Warming Up部分以調查問(wèn)卷的形式引導學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問(wèn)題以及解決這些問(wèn)題的方法;Pre-Reading部分的幾個(gè)問(wèn)題啟發(fā)學(xué)生對“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友;Reading部分Anne’s Best Friend以日記形式講述了猶太女孩安妮的故事;Comprehending部分通過(guò)連句、多項選擇和問(wèn)答形式幫助學(xué)生對課文內容、細節進(jìn)行更深入的理解; Using about Language 部分教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語(yǔ)法項目。
(3) 課時(shí)安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教學(xué)目標：
�、僦R與技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
�、谶^(guò)程與方法：本單元在讀前階段就提出問(wèn)題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過(guò)安妮的日記向學(xué)生說(shuō)明我們也可以與動(dòng)物及無(wú)生命的日記交朋友。在深刻理解、充分訓練的基礎上，可以再引導學(xué)生深入討論幾個(gè)與本單元話(huà)題有關(guān)的問(wèn)題：1.描述朋友; 2. 結交網(wǎng)友;3. 觀(guān)點(diǎn)交流;4. 善不善交朋友; 5. 朋友的重要性。
�、矍楦袘B(tài)度與價(jià)值觀(guān)：學(xué)完本單元后要求學(xué)生進(jìn)行自我評價(jià)，主要評價(jià)自己在本單元中的學(xué)習情況。對書(shū)中的內容是否感興趣，有哪些收獲，解決了什么問(wèn)題。使學(xué)生加深對友誼、友情的理解，以及如何正確交友，處理朋友之間發(fā)生的問(wèn)題等。
(5) 教學(xué)重點(diǎn)和難點(diǎn)：
詞匯：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短語(yǔ)： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重點(diǎn)語(yǔ)法項目： 直接引語(yǔ)和間接引語(yǔ)的互相轉換
難點(diǎn)：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教學(xué)煤體設計： A projector and a tape recorder.
(8) 教學(xué)過(guò)程：
Period One：Speaking (Warming Up and Pre-Reading)
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her?
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree.I don't agree
That's correct.Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
Instructions:
2-5 A fair-weather friend
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
課后反思：本課教學(xué)設計容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現全面照顧大部分學(xué)生的教學(xué)理念。注意培養學(xué)生開(kāi)口說(shuō)英語(yǔ)的的信心。
高三一輪復習英語(yǔ)教案20223
一、教材分析
(一)單元背景分析
隨著(zhù)人們物質(zhì)文化生活水平的提高，曾經(jīng)一度被忽視的環(huán)境已日益為人們所關(guān)注，從某種程度上說(shuō)，環(huán)境的優(yōu)劣已成為衡量生活質(zhì)量高低、社會(huì )進(jìn)步程度的標志。相對文物而言，其環(huán)境的優(yōu)劣同樣影響文物存在的質(zhì)量。然而，在環(huán)保意識不斷提升的今天，文物環(huán)境并沒(méi)有得到應有的關(guān)注。
文物保存環(huán)境是指文物所在的空間及可以直接或間接影響文物保存的各種自然因素和人為因素。在我國，由于受經(jīng)濟條件的制約，自然環(huán)境質(zhì)量的惡化，加上人文環(huán)境的影響，文物劣化速度不斷加劇，由于環(huán)境造成對文物毀壞的例子屢見(jiàn)不鮮，如石質(zhì)文物風(fēng)化、金屬文物腐蝕、紙張酸度增加、壁(彩)畫(huà)褪色等等。
文物是祖先留給我們的無(wú)價(jià)之寶，是金錢(qián)買(mǎi)不到的。日用品壞了，可以再生產(chǎn)制造，文物卻不同，它不能再生產(chǎn)，再生產(chǎn)出的東西不是文物，是仿制品或贗品，是沒(méi)有任何文物價(jià)值的。文物一旦損壞，就永遠不能復原。沒(méi)有眾多的文物史跡，文明古國也就名存實(shí)亡，失去其傳統的風(fēng)采和內涵。文物受損后再修復是被動(dòng)性的保護措施，而主動(dòng)性的保護就是創(chuàng )造良好的文物保存環(huán)境，防治文物受損才是上策。保護文物環(huán)境，實(shí)際上就是保護文物古跡本身。整治環(huán)境不是一件小事，保護文物環(huán)境更不是一件容易的事，惟其艱難，需要文物部門(mén)付出更多的努力，同時(shí)也需要政府和社會(huì )的更多支持。所以，我們要好好愛(ài)護文物。
(二)教材內容分析
本單元話(huà)題——文物古跡(Cultural relics )歷來(lái)是全世界較為關(guān)注的焦點(diǎn)之一，尤其是在伊拉克戰爭中，大量代表古人類(lèi)文明的文物、古跡慘遭破壞，甚至毀滅!本單元所采用話(huà)題構成了一個(gè)現代意義十足的時(shí)尚理念，能夠充分喚起學(xué)生的參與欲望。單元內容極具生活化，富有活力，體現了本套新教材的一個(gè)重要特征，即緊扣時(shí)代脈搏，富有時(shí)代氣息。Listening 開(kāi)門(mén)見(jiàn)山向我們介紹三個(gè)cultural sites，并要求根據所聽(tīng)內容熟悉各自的重要性，以及人們?yōu)楸Ｗo這些文物古跡所采取的措施;Speaking則要求我們制作一個(gè)即將被送入太空的、內含能代表中國文化的五件物品的“cultural capsule”，讓學(xué)生成為主體，充分發(fā)揮他們的思維、展示他們無(wú)限的想象力;Reading通過(guò)對俄羅斯城市——圣·彼得堡有關(guān)史實(shí)的介紹，以“A City of Heroes”為標題謳歌了圣市人們?yōu)楸Ｗo歷史文物和重建家園所作的一切;Writing進(jìn)一步要求學(xué)生以主人翁的姿態(tài)致信報社編輯，反映當地文物古跡遭損受毀的情況，呼吁全社會(huì )行動(dòng)起來(lái)，為保護人類(lèi)文明遺產(chǎn)盡一份力。整個(gè)單元自始自終圍繞保護代表人類(lèi)歷史與文明的文物古跡這一主線(xiàn)。話(huà)題反映了《課程標準》所提出的“向學(xué)生滲透人文理念和注重對學(xué)生文化意識的熏陶”要求，非常具有現實(shí)教育意義，教師利用素材不但可以傳授英語(yǔ)知識，而且可以在教學(xué)過(guò)程中通過(guò)滲透的方式將文物保護知識有機地滲透于每堂課的課堂教學(xué)之中，培養學(xué)生愛(ài)護人類(lèi)文明、保護文物古跡、熱愛(ài)偉大祖國的思想品德。
(三)教學(xué)重點(diǎn)、難點(diǎn)
1. Functional Items：Ways of giving advice or making suggestions.
2. Topic：Talking about cultural relics, including ways of protecting them.
3. Word-formation：“re + V.”(eg. rebuild, replaced, recreate).
4. Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,
In pieces, bring … back to life, etc
5. Structure (Grammar)：The Passive Voice (I) — The Present Perfect Passive Voice
6. Writing：Write a letter to the editor on a certain cultural site, suggesting ways of
Protecting the cultural relics.
【 “現在完成時(shí)”是中學(xué)階段英語(yǔ)語(yǔ)法教學(xué)的重點(diǎn)，也是難點(diǎn)，不過(guò)學(xué)生在初中階段已學(xué)過(guò)現在完成時(shí)和被動(dòng)語(yǔ)態(tài)，本單元可以作為一個(gè)語(yǔ)法復習鞏固來(lái)處理�！�
總之，本單元通過(guò)語(yǔ)法、功能項目與新話(huà)題的有機結合，充分體現《新課程標準》“以學(xué)生為本，以學(xué)生的發(fā)展為本” 之要求。
二、教學(xué)目標
(一)語(yǔ)言知識目標
本單元要求學(xué)生除掌握必要的單詞、詞組和句型外，同時(shí)要求學(xué)生掌握一定量表達“提建議或勸告”的交際功能用語(yǔ)，以及現在完成時(shí)的被動(dòng)語(yǔ)態(tài)。
(二)語(yǔ)言技能目標
通過(guò)本單元的學(xué)習，培養學(xué)生良好的'“聽(tīng)、說(shuō)、讀、寫(xiě)”的技能，使學(xué)生能運用所學(xué)知識解決相關(guān)情景中的一些類(lèi)似問(wèn)題，并能結合所給任務(wù)，綜合運用新舊知識解決問(wèn)題，完成任務(wù)，在此基礎上鼓勵學(xué)生大膽地根據各自的語(yǔ)言基礎與能力，有個(gè)性地解決問(wèn)題，就如何最有效地保護文物古跡提出獨特的見(jiàn)解。
(三)情感目標
1)激發(fā)并提高學(xué)習英語(yǔ)的興趣，樂(lè )于接受新鮮事物，勇于嘗 試;體現課堂教學(xué)“主體者”的身份，積極主動(dòng)參與教學(xué)各環(huán)節，成為學(xué)習的主人;具有個(gè)性，培養創(chuàng )造能力。
2)培養同學(xué)之間日常融洽相處的感情，樂(lè )于合作，善于與人分享喜好，培養正確的審美觀(guān)和價(jià)值觀(guān)。
3)培養學(xué)生具有良好的文明習慣，具有文物保護意識。
(四)教學(xué)策略
1)開(kāi)放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識天地。
2)引趣激趣策略。創(chuàng )設多種情景(境)激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點(diǎn)燃他們的思維火花。
3)任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固，往往會(huì )使課堂教學(xué)產(chǎn)生事半功倍的良好效果。
4)循序漸進(jìn)和尊重差異策略。由簡(jiǎn)到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。
(五)學(xué)習策略
1)課前認真預習，利用互聯(lián)網(wǎng)或其他媒體收集國內外文物古跡以及有關(guān)文物保護信息，課后能及時(shí)復習。
2)上課勤思考，多動(dòng)腦，掌握所學(xué)詞匯，熱情、積極、主動(dòng)參與課堂上各種活動(dòng)。
3)注意學(xué)習方法，及時(shí)提問(wèn)并注意傾聽(tīng)他人意見(jiàn)。
4)確立“學(xué)用英語(yǔ)相結合”的思想，用英語(yǔ)開(kāi)展思維，分析(復述)課文、發(fā)表個(gè)人看法、提出獨到的見(jiàn)解等。
(六)文化意識
1)了解文物古跡所折射出的不同時(shí)期、不同地區的特殊文化內涵。
2)培養學(xué)生良好的社會(huì )公德意識，樹(shù)立文物保護意識。
三、教學(xué)原則
(一)以任務(wù)型教學(xué) (Task-based Language Teaching)作為課堂教學(xué)設計之理念，具體采用情景教學(xué)法(Situational Approach)，交際教學(xué)法(Communicative Approach)，整體語(yǔ)言教學(xué)法(Whole Language Teaching)等教學(xué)方法。從一定程度上說(shuō)，人們使用語(yǔ)言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習者通過(guò)運用所學(xué)語(yǔ)言來(lái)完成各種各樣的交際活動(dòng)。學(xué)習者通過(guò)表達、溝通、交涉、解釋、詢(xún)問(wèn)等各種語(yǔ)言形式來(lái)學(xué)習和掌握語(yǔ)言，實(shí)現目標，感受成功。
(二)在教學(xué)中突出交際性，注重讀寫(xiě)的實(shí)用性;同時(shí)適時(shí)進(jìn)行情感與策略調整，以形成積極的學(xué)習態(tài)度，促進(jìn)語(yǔ)言實(shí)際運用能力的提高。
(三)堅持“教師為主導，學(xué)生為主體，任務(wù)為基礎”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節教師應扮演自身作為“設計者，研究者，組織者，促進(jìn)者，協(xié)調者”的角色。
(四)貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。
四、教學(xué)總體設計
(一)創(chuàng )設情景，營(yíng)造氛圍，體現語(yǔ)言教學(xué)的真實(shí)性
語(yǔ)言教學(xué)的最終目的是培養學(xué)生的言語(yǔ)技能。根據語(yǔ)言本身的交際性原則，本單元教學(xué)緊緊圍繞3P(Presentation—Practice—Production)教學(xué)環(huán)節，充分運用情景教學(xué)法、交際法、啟發(fā)法等教學(xué)方法，讓學(xué)生在學(xué)習過(guò)程中充分展示其所學(xué)知識。如針對本地區旅游業(yè)的不斷開(kāi)發(fā)給文物古跡保護所帶來(lái)的負面效應，要求學(xué)生用英語(yǔ)表達如何采取相應的保護措施等。
(二)采用“任務(wù)型”教學(xué)，培養學(xué)生綜合運用英語(yǔ)能力
本單元每堂課采用任務(wù)型教學(xué)，模擬真實(shí)生活中的任務(wù)，任務(wù)的設計注重由簡(jiǎn)到繁，由易到難，層層深入，形成由初級任務(wù)到高級任務(wù)并由高級任務(wù)涵蓋初級任務(wù)的循環(huán);同時(shí)多樣化的任務(wù)又由課內延伸至課外，不僅可拓展學(xué)生的知識面，更可培養學(xué)生的學(xué)習興趣，從而提高學(xué)生綜合運用英語(yǔ)的能力。
(三)面向全體學(xué)生，關(guān)注學(xué)生的全面發(fā)展
經(jīng)常性地開(kāi)展pair work、group work、class performance，培養學(xué)生的團體合作精神。
五、評價(jià)手段與操作方式
我國外語(yǔ)教學(xué)的評價(jià)方式過(guò)多地依賴(lài)于終結性評價(jià)，無(wú)論是學(xué)生、教師還是家長(cháng)，更多地是以學(xué)生的外語(yǔ)考試成績(jì)評判學(xué)生外語(yǔ)學(xué)習能力的高低。這種不科學(xué)的評價(jià)方式使相當多的學(xué)生喪失了學(xué)習外語(yǔ)的自信心和積極性，極大地降低了外語(yǔ)學(xué)習的效率;同時(shí)也造成了課堂教學(xué)幾乎完全圍繞考試內容來(lái)進(jìn)行，語(yǔ)法教學(xué)、題海戰術(shù)充斥外語(yǔ)課堂等不正常的現象�！墩n程標準》則強調“建立促進(jìn)學(xué)生全面發(fā)展的評價(jià)體系。評價(jià)不僅要關(guān)注學(xué)生的學(xué)業(yè)成績(jì)，而且要發(fā)現和發(fā)展學(xué)生多方面的潛能，了解學(xué)生發(fā)展中的需求，幫助學(xué)生認識自我，建立自信。發(fā)揮評價(jià)的教育功能，促進(jìn)學(xué)生在原有水平上的發(fā)展�！蓖瑫r(shí)“建立促進(jìn)教師不斷提高的評價(jià)體系。強調教師對自己教學(xué)行為的分析與反思，建立以教師自評為主，校長(cháng)、教師、學(xué)生、家長(cháng)共同參與的評價(jià)制度，使教師從多種渠道獲得信息，不斷提高教學(xué)水平�！币虼�，教學(xué)評價(jià)既要關(guān)注效果，又要關(guān)注過(guò)程，應是兩者的結合，既行為評價(jià)(也稱(chēng)非測試性評價(jià))與終結性評價(jià)(也稱(chēng)測試性評價(jià))相結合。
(一)行為評價(jià)(非測試性評價(jià))：本單元通過(guò)對學(xué)生課堂回答教師提問(wèn)情況、對話(huà)表演的參與程度及學(xué)生反應、話(huà)題表達(如討論利弊)的創(chuàng )新性及針對性、與他人的合作協(xié)作精神及學(xué)生個(gè)體的書(shū)面作業(yè)等行為，對學(xué)生的學(xué)習能力、學(xué)習態(tài)度、團體合作精神及創(chuàng )新意識等做出過(guò)程性評價(jià)。這種評價(jià)有助于老師發(fā)現每位學(xué)生的閃光點(diǎn)，及時(shí)肯定、表?yè)P，也可讓更多的學(xué)生體驗成功的喜悅，體現英語(yǔ)課堂教學(xué)的“全員”意識，利于培養學(xué)生的可持續發(fā)展。具體操作時(shí)，老師設計如下表格，對學(xué)生進(jìn)行評定。
(二)終結性評價(jià)(測試性評價(jià))：通過(guò)單元檢測形式來(lái)了解學(xué)生在本單元中學(xué)習的實(shí)際程度，通過(guò)整體效果和個(gè)體效果的綜合分析，利于教師在下一單元教學(xué)中及時(shí)調整教學(xué)策略。
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