2020年人教版高中英语必修三教案全套
Unit 1 Festivals and Celebrations
Listening and speaking & Listening and talking
【教材分析】
本板块的活动主题是“谈论节日活动”（Talk about festival activities），主要是从贴近学生日常生活的角度来切入“节日”主题。学生会听到发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动。随着全球化的进程加速，国际交流日益频繁，无论是国人走出国门还是外国友人访问中国，都已成为司空见惯的事情。因此，该板块所选取的三个典型节日场景都是属于跨文化交际语境，不仅每组对话中的人物来自不同的文化背景，对话者的身份和关系也不尽相同。
【教学目标】
1. Master the new words related to holiday: lantern, carnival, costume, dress (sb) up, march, congratulation, congratulate, riddle, ceremony, samba, make-up, after all.
2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;
3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;
4. Improve students’ understanding of the topic by watching pictures and videos about different traditional festivals around the world;
5. Review the common assimilation phenomenon in English phonetics, distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression.
【教学重难点】
Importance:
1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;
2. Inspire students to use topic words to describe the festival activities based on their background knowledge.
Difficulties:
In the process of listening to the correct understanding of the speaker’s attitude, accurately identify the relationship between the characters.
【课前准备】
1. To understand the origin of traditional festivals in the world, the celebration activities (customs) of these festivals and the meaning of these activities;
2. Talk about holiday celebrations;
3. Preview: understand the new words according to the context.
【教学过程】
Step 1 Lead-in
Teachers talk about the world’s traditional festivals, such as the Lantern Festival in China, adults’ day in foreign countries, carnivals and so on.
Step 2 Watching and talking
Activity 1
1. Teacher lets Ss look at some pictures about festival activities. During talking about these activities, teacher can add some background knowledge about festivals.
Questions:
①What festivals do the pictures show us?
②In which country do you think people celebrate each festival?
③How do people celebrate each festival?
2. Ask sb to choose some words or phrases from the box to celebrate each
festival.
3. Teacher can show students how to use these word blocks and learn to describe
holiday activities in groups. For example：
On the Coming-of-Age Day, young girls in Japan would wear traditional costumes.
One of the most important activities during the Lantern Festival is to guess riddles.
During the Rio Carnival, you can watch wonderful samba dances.
4. The teacher asks students to report the results of the group lecture. Ask these
questions:
①What do people do to celebrate the Chinese Lantern festival?
②Who will celebrate Coming-of-Age Day? What do they do to celebrate it?
③What do you expect to see if you go to the Rio Carnival?
5. Learn some words and phrases in the box.
Step 3 Listening
Activity 2
1. Teacher asks sb to read “Listen for relationships”, In pairs, discuss how to identify relationships between people based on their tone and content. The teacher can provide the following questions to inspire students to discuss.
①What does a tour guide usually say to a tour group? What expressions are
frequently used?
②What questions does an interviewer usually ask during an interview?
③What would a reporter say or do if he/she wants to interview a tourist?
④How do friends usually talk?
2. Some group representatives are invited to communicate and speak in class.
3. Teacher plays the listening tape for students to listen to and write the order of the conversations next to the names of the festivals.
4. Play the tape again, students match each conversation with the relationship between the speakers.
5. Check the answers with class.
Activities 3-4
1. Teacher asks students to look at the tasks and requirements of activity 3. Then read the main ideas of the three dialogues. (Guide the students to guess and fill in the words according to the context. Let the students analyze the English syntactic structure based on the meaning of the sentence and make reasonable inferences.)
2. Teacher plays the tape for the second time. After listening to the tape, students discuss the answers in pairs. Then the class communicates and checks the answers.
3. Teacher lets students listen to the tape for the third time (Before the teacher plays the recording for the third time, the teacher should prepare the students to take notes and remind them to catch key words, especially phrasal verbs.).
Step 4 Speaking
Activity 5
1. Lead the dialogue by asking questions. Let students understand how to discuss their favorite festivals and give their reasons.
E.g.,
Conversation 1
T: Which of the three festivals do you like best?
S1: I think the Coming-of-Age Day is the most interesting.
T: Why is it your favourite?
S1: Because I like to see women dressed up in their colorful traditional kimonos.
Conversation 2
T: Which of the three festivals attracts you most?
S2: The Chinese Lantern Festival.
T: I suppose you like yuanxiao, the sweet dumplings.
S2: Not only that. I especially like guessing riddles and I’m good at it.
2. Follow the example of the conversation in activity 5 and work in pairs to discuss your favorite holiday and explain why. After the discussion, the teacher asks some groups to show the dialogue.
Step 5 Acting
One student plays the role of a journalist. The other three students play the roles of the characters in the listening dialogue. They are the Japanese girl attending the coming-of-age ceremony, the girl attending the Rio carnival, and the tourist visiting China. The following questions can be used in the interview:
①What is the purpose of this festival?
②How do you usually celebrate this festival?
③What do you like best about this festival?
Step 6 Pronunciation
1. Help students recognize speech assimilation.
（1）Teacher plays the recording of activity 1 and asks the students to pay attention to the pronunciation changes of bold letters while listening.
（2）Teacher organizes students to carry out activities in pairs: the teacher plays the recording, one person in the group reads after the words and phrases in activity 1, the other person compares the pronunciation of the recording with that of his partner carefully, and points out the pronunciation problem of his/her partner if there is any difference. Then switch roles, listen to the tape again and complete the same task.
2. Let students imitate and read.
（1）Teacher guides students to understand the requirements of activity 2. Before listening to the tape, the teacher asks the question for students to think: “How does your pronunciation change while reading the sentences?”
（2）Teacher plays the tape for the first time. The students read after the sentences in activity 2.
（3）Teacher plays the tape for the second time, the students repeat the sentences again, and then discuss with their partners the differences between the pronunciation of the bold consonants in words and the pronunciation in sentences, and describe the phonetic assimilation in the flow.
（4）Teacher asks different students to read the six sentences of activity 2 and report the result of the discussion on phonetic assimilation. The teacher supplements and corrects the students’ conclusion, explains it appropriately, and writes the assimilation pronunciation in these sentences on the blackboard or presents it to the students through the courseware.
Step 7 Listening and Talking
Activity 6
1. Learn the new words about the festivals.
2. Look at the pictures and predict what festival Song Lin and Max are going to talk about.
3. Listen and answer the questions.
①What festival is Max talking about?
②What did Max’s mother cook?
③What did Max do during the festival?
④What did Max and his family do during and after the dinner?
⑤What was the best part of the festival?
4. Listen again and check the answers with class.
Answers:
①Christmas experiences.
②Roast turkey, mashed potatoes and Christmas pudding, …
③He helped decorate the Christmas tree and put presents under it, then helped his mum prepare for the family dinner.
④During dinner they shared stories and told jokes, afterwards they played games, opened their presents.
⑤The best part was opening their presents on Christmas morning.
5. Listen again and tick the phrases that Max or Song Lin uses. Then check the answers with class.
6. Have a conversation with the help of these questions:
①What is the recent festival you have had?
②How did you celebrate it?
③How do you feel about the festival? Why?
Step 8 Homework
1）Read the passage again and understand the food culture from a cross-cultural perspective.
2）Remember the new words and learn the usages of them.
【教学反思】
1、通过本节内容学习，学生能否理解发生在三个国家不同节日场景下的简短对话，对话中的人们正在参与或将要亲历不同的庆祝活动；
2、通过本节内容学习，学生能否辨别对话中人物之间的关系；
3、通过本节内容学习，学生能否掌握听力训练中的听力策略。
Unit 1 Festivals and Celebrations
Reading and Thinking
【教材分析】
该板块的活动主题——探究节日与庆典的缘由（Discover the reasons for festivals and celebrations），是前面听说板块主题内容的延续，从展示几个不同节日的场景过渡到探讨人们为何欢庆节日、对世界各地的人们庆祝节日的现象追根溯源，进而谈论节日的传承与发展变化，目的在于启发学生的深层思考，体会节日文化的内在实质，感悟世界各国人民共同的精神追求和美好愿望。
【教学目标】
1. Read the essays with the theme of “why we celebrate festivals”, analyze the discourse structure and textual logic of the essays, understand the development and changes of festival customs, and understand the connotation and significance of festivals;
2. Guide students to find the topic sentence quickly and accurately;
3. Guide students to summarize and accumulate related vocabulary used to express emotions;
4. Guide students to understand the festival culture of different countries and nationalities, sort out, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world. 【教学重难点】
Importance:
1. Guide students to find the topic sentence quickly and accurately;
2. Guide students to correctly understand and master the new vocabulary in the reading text;
3. Guide students to understand the festival culture of different countries and nationalities, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world. Difficulties:
1. To analyze the discourse structure and textual logic of argumentation, understand the development and change of festival customs, and understand the
connotation and significance of festivals;
2. Guide students to understand the festival culture of different countries and nationalities, analyze and refine the spiritual connotation of festivals, and understand the common emotional and spiritual pursuit of people all over the world.
【课前准备】
1. Read the text in advance and understand the meaning of new words in the text according to the context or the dictionary;
2. Find the topic sentence of each paragraph according to the text content, and understand the content of the article;
3. Find out the long and difficult sentences, analyze the sentence structure, and make notes of the sentences you don't understand.
【教学过程】
Step 1 Pre-reading
Activity 1
1. In groups, Ss discuss how to celebrate the festivals with family each year, answer the following questions and fill in the table.
Q1: What festivals do you celebrate with your family each year?
Q2: Why do you think people celebrate different festivals?
2. Have the Ss look at the two pictures in the passage. Students say the English name of the festival and the basis of their judgment according to the situation, objects and words presented in the two pictures.
Q: What festivals are the two pictures about? How do you know?
3. Based on the title of the article and the illustrations in the passage, the students
can guess what the author may be talking about. The teacher can ask individual students to express their opinions and list the points mentioned on the blackboard. Step 2 Reading
Activity 2
1. Students read the text “Why do we celebrate festivals?” carefully. The teacher can present the following sentences for the students to fill in after reading: People all over the world celebrate different festivals because:
*they would like to______________________________.
*festivals _____________________________________.
2. After the students have filled in the blanks, the teachers and students check the answers.
T: Read the passage again. Let's find out all the reasons and factors for celebrating the festival.
The teacher can guide the students with the following questions:
①Why do people celebrate the harvest festivals?
②What role do customs and traditions play in festivals? Do you think they are also the reasons for celebrating festivals? Why?
③Why did the writer mention the commercialization of festivals? How is it influencing people's way of celebrating festivals?
④What are some other reasons for celebrating festivals?
Activity 3
1. Look for topic sentences. The reading strategy in the box on the right of student reading Activity 3. The teacher can check whether the students' understanding of the strategy is accurate or not by the following questions.
*Do you know how to identify the main idea of each paragraph?
*Where can we usually find the “topic sentence”?
2. Students read the text again and complete the activity independently. When checking the answers, students should read the complete topic sentence.
Activity 4
1. Explore the roots of the festival. Students have a group discussion around the
first question in activity 4. Teachers can inspire students to think and express their opinions through a series of questions, such as:
*When we talk about festivals, we may think of many different kinds of festivals around the world. Their names, origins, celebration activities can be quite different. However, since festivals exist in every country and culture, there must be some similarities. What are they? Please discuss these questions with your partner and share your ideas.
*What do you think most festivals seem to have in common? Can you give some examples to illustrate your opinion?
*What do you think are the most important things in most festivals?
*Why do you think people around the world find these things important? Do they have something to d o with the human history/social life/people’s spiritual needs?
After finishing the discussion, Teacher asks different groups to tell their opinions.
2. Discuss the changes of festival customs. Teacher's question “What festival customs have already faded aw ay?” Let the students brainstorm about the festivals and traditions that are gradually withdrawing from modern life. Then write down what the students have said on the blackboard.
After the discussion, the teacher may call in different groups to report. When students report, teachers should use courseware or blackboard to present some expressions for students’ reference, such as:
*People in…used to…during…, but now…
*Nowadays people no longer…
*I think it is because…
*People have given up the custom of…in order to…
*As for the custom of…, I…
*I think I would love to…
3. Comment on the commercialization of festivals. Students discuss the third question in Activity 4 in small groups. Before the discussion, the teacher should remind the students to find relevant statements from the text and draw a conclusion by analyzing the author's wording. In addition, teachers can also let students express their true feelings and views on the commercialization of festivals.
4. Teacher shares his/her views on this issue:
During Festival, the happiest moment for my parents is when all the children and grandchildren come back home, chatting and preparing the big family dinner together. These years, we often have our family dinner in restaurants. However, the splendid dishes in a restaurant do not bring so many joyful and sweet memories to all the family members.
On Mother's Day, my child’s special gift hand-made with love and care is always my favorite. So you see, sometimes the best gifts don't cost much.
Step 3 Analyzing discourse structure
Activity 5
1. Students discuss in pairs, analyze the structure of the discourse by drawing a mind map, and demonstrate the textual structure and logical level of the discourse.
Step 4 Understanding difficulties
Read the text again and find some sentences or expressions that you find difficult to understand. Teacher can also ask students to find some subtle sentence patterns and expressions in the text and encourage them to use them in writing. According to the students' feedback, the teacher will write some typical sentences on the blackboard. Such as:
*wide range of origins (= a great number of different origins, many kinds of origins)
*It featured a parade and a great feast with music, dancing, and sports. (= A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)
*some traditions may fade away and others may be established. (= Some traditions may disappear gradually, while other new traditions may come into being.) Step 5 Practice
(1) Listen and follow the tape. The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in Activity 5 and vocabulary exercises in the exercise book.
(2) Students complete the text of Activity 5 by themselves. The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text. Students exchange their answers with their partners, and then teacher and students check their answers.
(3) Finish the Ex in Activity 5 of students’ book.
Step 6 Homework
1. Read the text again, in-depth understanding of the text.
2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.
3. Complete relevant exercises in the guide plan.
【教学反思】
1.通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；
2.通过本节内容学习，学生能否结合文本特点快速而准确地找到主题句；
3.通过本节内容学习，学生能否理清论说文的语篇结构和文本逻辑，了解节日风俗发展与变迁，感悟节日的内涵与意义。
Unit 1 Festivals and Celebrations
Discovering Useful Structures
【教材分析】
该板块的活动主题为“描述节日活动”（Describe festival activities）。丰富的节日活动往往会带给人们深刻的印象和不同的感受，无论是在口头表达还是书面表达中，人们对节日活动的描述都与亲历者的情绪交融在一起，而常用来表达人物情绪和感受的典型结构之一便是用作定语或表语的动词-ing形式，这也是本单元要学习的核心结构。单元主题语境与语言结构的契合能够确保语言使用的真实性和合理性，使学生充分感受和理解目标结构，并能自如地使用所学结构进行表达。【教学目标】
1. Able to understand the function and meaning of the -ing form as an attribute
and a predicate;
2. Can summarize and accumulate related vocabulary used to express emotions, including -ing form and past participle;
3. Read about La Tomatina, a festival held in the town of bunol, Spain.
【教学重难点】
Importance:
1. Guide students to understand the function and meaning of the attributive and predicate of the -ing form in real context;
2. Instruct students to correctly use the -ing form to describe different festival activities and personal feelings.
Difficulties:
The use of the -ing form as attributive and predicative in context.
【课前准备】
1. Review the basic structure of the -ing form, find out the sentences containing the -ing form from the listening and reading parts, and analyze the function and meaning of the structure;
2. Read the content of this section in advance, understand the new words in the text according to the context, and summarize the words that express emotions;
3. Complete the relevant exercises in the guide plan.
【教学过程】
Step 1 Revision
1. Ss read the three sentences from Reading text and discuss the meanings and grammatical functions of the italicised -ing form, and summarizes the usages of the -ing form as attribute and predicate.
*These lanterns are amazing.
*During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.
*Families celebrating the Lunar New Year can enjoy exciting dragon dances and carnivals together.
2. T shares the meanings and functions of the -ing form in each sentences.
No.1: The -ing form is used as a predicate, usually after a tie verb, to indicate what or how the subject is.
No.2: The -ing form is an attribute, usually used to modify, qualify, or indicate the qualities and characteristics of a noun or pronoun.
No.3: The -ing form is an attribute which modifies the preceding noun.
Step 2 Learning new grammar
Activity 1
1. Work in pairs to identify sentences from the unit that contain the -ing form as an attribute and a predicate. Explain the composition and meaning of the -ing form in each sentence as below.
*I think the Rio Carnival would be the most exciting.（表语）
*It’ll be too tiring to walk or dance for a long time in those shoes.（表语）
*Another example is Halloween, which slowly became an exciting festival for children, in spite of its religious origins.（定语）
*The first week was a little confusing.（表语）
2. In student activities, the teacher may make necessary supplement.
Step 3 Practice
Activity 2
1. T asks sb. to read the messages (on page 6, Students’ book) po sted by some exchange students on an Internet forum.
2. T asks the following questions to guide Ss to focus on the theme, text features and the core content of each comment.
*What are they discussing in the forum? (Which festival is the best?)
*How are the messages arranged? (By time and date.)
*What festivals are mentioned in the discussion? (Rio Carnival, the Spring Festival, Thanksgiving Day, and Christmas.)
Step 4 Summarizing
1. Students read the online comments carefully, find the -ing form of the verb that is used as an attribute or predicate and underline it. Then check with your partner.
2. The teacher asks different students to read the content of each post and say
whether the -ing form is used as an attribute or a predicate.
Step 5 Reading
Activity 3
1. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.
*Where are those people?
*What are they doing?
*Why are they so excited?
2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.
Answers: boring, interesting, taking, exciting, amazing
3. The teacher raises questions for the students to discuss and encourages them to express their opinions.
*Do you like La Tomatina? Why or why not?
4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.
Step 6 Practice
Activity 4
1. Ss complete the Ex 2 in Using Structures.
2. Check the answers after finishing the exercises.
Step 6 Homework
Understand and master the functions and usage of the -ing form;
【教学反思】
1.通过本节内容学习，学生是否理解和掌握动词-ing形式作定语和表语的功能和意义；
2.通过本节内容学习，学生能否在理解文段内容的基础上，根据上下文语境和表达逻辑，能正确运用动词-ing形式描述节日庆典。
3.通过本节内容学习，学生是否归纳和积累用于表达情绪的相关词汇。
Unit 1 Festivals and Celebrations
Reading for Writing
【教材分析】
1. Read quickly to get main idea; read carefully to get the detailed information about Naadam Festival.
2. Learn the structure of the reading article and language.
3. Write an article about a festival experience.
4. Learn to use the psychology, emotions and feeling in the writing.
【教学目标】
1. Write an article about a festival experience.
2. Use the structure of the reading article and language.
【教学过程】
Step 1 Lead in——Small talk
For Chinese, there are many important traditional festivals such as the Spring Festival and Mid-autumn Day, at that time people always gather together to have a big meal and do something together. But what do the ethnic people do in their local festivals like the Dai people?
Step 2 Before reading: Analyze the title——My amazing Naadam Experience From the title, we can know the article is about that the author went to Inner Mongolia Autonomous Region and experience the Mongolian traditional festival—Naadam Festival, which the author thinks it is amazing.
Step 3 While reading——Task 1
1.Find out the main idea of each paragraph.
Para 1 A. the wrestling competition at the Naadam Festival.
Para 2 B. something about the Naadam Festival
Para 3 C. the horse races and the riders at the Naadam Festival
Para 4 D. many people attended the Naadam Festival
Para 5 E. the author’s feeling
2.The article is about the author’s first experience at the Naadam Festival.
Step 4 While reading——Task 2
Read the text again and answer the following questions:
Q1: What does “Naadam” mean? Which event does it include?
It means “games” in Mongolian. It includes horse racing, wrestling and archery.
Q2: What Naadam Festival customs did you learn about?
Wrestling and horse racing.
Q3: What do you think is the most impressive thing about the festival?
The horse racing is the most impressive.
Q4: What else would you like to know about the festival and the writer’s experience?
The writer didn’t talk about food o r music, but surely they should have been interesting parts of the festival.
Step 5 Post reading——Study the organisation and language features
1.Read the sentence patterns below and use them to rewrite the opening sentence of the article.
This was my first time spending my holiday in China’s Inner Mongolia Autonomous Region to celebrate the Naadam Festival, and it was an enjoyable and exciting experience for me.
I’ll never forget it because it was an enjoyable and exciting experience for me.
I’ll always remember the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was an enjoyable and exciting experience for me.
2.Underline the sentences that describe the writer’s emotions and feelings.
Which are all so exciting to watch;
After the opening ceremony and some amazing performances;
I was quite moved by their show of strength and grace;
I absolutely enjoyed the archery, too, but the horse races were my favorite part;
I was surprised to see that the riders were boys and girls;
I was a little worried about the children’s safety;
I’m finally back home now, feeling really tired, but celebrating Naadam with my friend was totally worth it;
I can’t wait!
3. Study the organisation
Step 6 Writing ——organize the outline
Have the Ss make notes of their ideas in the table and then write their draft.
Step 7 Writing
假设你是李华，你留学在美国，2019年7月4日——美国独立日那天，你和你的寄宿家庭一起去乡下进行了一次烧烤、制作冰淇淋、游泳和骑马活动，看了焰火表演，你感觉很惬意。请写一篇日记。
提示词：独立日Independence Day 周年anniversary 寄宿家庭host family
烧烤barbecue 焰火表演firework display
Step 7 Pair work
Exchange drafts with a partner. Use this checklist to help your partner revise his/her draft.
1. Does the writer tell the reader what he/she knows about the topic?
2. Is the writing well-organised?
3. Is there an opening sentence in the 1st paragraph?
State the topic: where, when, with whom and main feeling
4. Does each paragraph include the necessary details?
5. Does the writer describe his or her feeling and emotions?
6. Does the writer use the -ing form correctly in the writing?
7. Can you find any grammar or spelling mistakes?
Step 8 Homework
Put up your revised draft in the classroom or read it to your class.
Unit 2 Morals and Virtues
Listening and Speaking & Listening and Talking
Teaching Aims
1. Students can understand the definition of moral dilemmas and carry on good morals and virtues.
2. Students can judge the speakers’ attitudes and emotions by listening to what the speakers say, the tone and intonation of the speakers.
3. Students can talk about their opinions about a certain moral dilemma and the importance of good morals and virtues.
4. Students can learn and understand the rising intonation.
Important Points and Difficult Points
1. Students can judge the speakers’ attitudes and emotions by listening to what the speakers say, the tone and intonation of the speakers.
2. Students can talk about their opinions about a certain moral dilemma and the importance of good morals and virtues.
Teaching Procedures
Part A Listening and Speaking—Talk about moral dilemmas
Step 1 Lead in—Small talk
Can you list some Chinese good traditional morals and virtues?
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)
What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.
全英试讲模板 Good morning, everyone、 Today I`m very pleased to have an opportunity to talk about some of my teaching ideas、 The content of my lesson is xxx、 I`ll be ready to begin this lesson from four parts、 They are 1Analyzing teaching Material 2、the teaching methods 3、the studying methods 4、the teaching procedures, and while presenting these parts I will do the blackboard design properly、 Ok now I am going to start from the first part Part 1 Analyzing teaching Material: This lesson is about、By studying of this lesson, we`ll enable the students to know the serious attitude towardsand develop the interest in At the same time, let the students learn how to give instructions、 This lesson plays an important part in the English teaching in this unit、 As it is the main passage in this unit which outlines the theme of this unit 、If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit、 And as we all know , reading belongs to the input during the process of language learning、 The input has great effect on output, such as speaking and writing、 Then according to the new standard curriculum and syllabus(新课程标准与教学大纲), I think the teaching aims of this lesson are the following: 1、Knowledge aim：Understand the main idea of the text、 2、 Ability aim: Retell the text in their own words、 3、Emotional aim: Make the Ss love Then the Teaching important point is how to understand the text better And the teaching difficult points are: 1、 Use own words to retell the text 2、 Discuss the Part 2 Teaching methods: Dealing with this lesson、 I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language、 To achieve my goal I`ll use the following teaching methods:
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
教学设计说明 1.教材分析 外研版高中英语教材分为必修（1-5册）和顺序选修（6-11册）。本课选自外研版高中英语必修三（供高中一年级下学期使用）模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。各个板块内容分别是topic& task, grammar/function, skills, vocabulary/everyday English, culture/learning to learn, work-book六部分组成。通过本单元的学习，学生可以具体了解欧洲的一些国家或城市的历史发展，著名建筑物以及历史上的著名人物。本单元第一部分是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进行了描述，通过一张map，对这些城市进行学习。第二部分是Reading and Vocabulary，是本节课的重点，重点分析课文： Great European Cities. Function部分，主要进行Describing Location的学习。 接下来是对Grammar 1 Passive voice: present and past forms 和Grammar 2 Subject and verb agreement的学习。还有一部分技巧训练，对听、说、读、写四个方面进行练习。下一部分是 Pronunciation and everyday English的练习，最后一部分是Culture corner部分的学习，增加对欧洲文化知识的了解。 本课选取本单元的Reading and Vocabulary 部分的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著
必修一 Unit 1 Friendship 单元要点预览（旨在让同学整体了解本单元要点） Ⅰ.词语辨析(旨在提供完形填空所需材料)
Ⅱ.词性变化（旨在提供语法填空所需材料）
Ⅲ.重点词汇（旨在提供综合运用所需材料） 1. upset adj. 心烦意乱的，不安的；不适的vt. (upset, upset) [典例] 1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。 2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。 3). He was horribly upset over her illness. 他为她的病而忧心忡忡。 4). The students really upset her. 学生们着实让她烦恼。 [重点用法] be ups et by… 被…… 打乱 upset oneself about sth 为某事烦恼 [练习] 用upset的适当形式填空 1). Is it ______ you, dear? 2). She felt rather ______ on hearing the news. 3). Is it an ______ message? 4). Don’t be ______. It will be OK. 答案: 1). upsetting 2). upset 3). upsetting 4).upset 2. concern v.担忧; 涉及; 关系到 n. 担心，关注；（利害）关系 [典例] 1). The news concerns your brother. 这消息与你兄弟有关。 2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。 3). That's no concern of mine. 那不关我的事。 [重点用法] as / so far as … be concerned 关于；至于；就……而言 be concerned about 关心 be concerned at / over sth. 为某事忧虑 be concerned in sth. 牵涉到，与……有关，参与 [练习] 用concern的适当形式填空 1). There is an article that _______ the rise of the prices. 2). The children are rather _____ about their mother’s health. 3). Officials should ______ themselves _______ public affairs.
Unit 3The Million Pound Bank Note 本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。 集宁一中2011年高一下学期第 1 页共11 页编制：李彦东 1
1. To talk about short stories and plays. 2. To develop S s’ reading skills. 3. To arouse Ss’ interest in acting out a play and writing a play 4. To get Ss to know how to use new words and phrases. 5. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative. 6. To enable Ss to develop their imagination to continue the story. 7. To develop S s’ ability in speaking and listening. 8. To give Ss the chance to finish a play or a story. 学案一： The first period W arming up and reading Aims To talk about short stories and plays. To develop S s’ reading skills. Step ⅠW arming up What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart. Then give an introduction of Mark Twain(1835—1910): 集宁一中2011年高一下学期第 2 页共11 页编制：李彦东 2
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
人教版高一英语必修一说课稿集合 Unit 1 Friendship说课稿 各位老师： 大家好！ 我是XX号考生XX，来自XX。我今天所说的课题是高中一年级英语上册第1单元friendship. 我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。 1.教材内容分析 今天我说课的内容是高一英语必修1第一单元friendship的reading部分的学习，本单元的中心话题是friendship，本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。课文是犹太女孩安妮的一篇日记，描述了自己对大自然的渴望，比较抽象。课文内容难易适中，学生学习起来难度不大。高一的学生刚入学不久，渴望与同学之间的了解、沟通，建立新的友谊。作为教师引导他们建立正确的交友观显得十分重要，因此学习这篇文章意义重大。 2、教学目标分析 新课标提出了立体三维教学目标，本课我设计的教学目标如下： 1）知识目标： 熟悉本课的一些新单词和短语—outdoors, spellbound, entirely, go through, set down, a series of, on purpose, face to face, in order to,etc，语
法方面掌握直接引语和间接引语的用法及其之间的转换，以及他们的陈述句与疑问句形式。 2）能力目标： 训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3）情感态度目标： ①通过讨论友谊激发学生对英语学习的浓厚兴趣； ②使学生了解友谊的深层内涵，帮助他们树立正确的价值观和处事原则； ③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 3、教学重点、难点： 1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。 ②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。 2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习 策略。鼓励学生开口说英语。 二、学生分析 高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇 基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。 但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
Lesson plan --- reading course(Unit 4) Background information: School: Changshou senior middle school, Grade 1 Class: 4 Students: 50 Lesson duration: 45mins Time: 8:00—8:45am Date: March 14, 2014 Methods: setting the scene, predicting, skimming, scanning Teaching aids: black board, PPT. Type of lesson: reading Teaching objectives: 1.Instructional aims (language knowledge and language skills) 1) By the end of the class, students should be able to know some information about the beginning of universe at the end of the class. 2) By the end of the class, students should be able to learn some new words about the universe and animals and phrases. 2. Educational aims (affect, learning strategy and cultural awareness) 1)By the end of the class, students should be able to build up the interest of reading. 2) By the end of the class, students should be able to develop their ability to find and summarize main ideas and information through reading at the end of the class. 3) By the end of the class, students should be able to develop the ability to predict in pre-reading at the end of the class. 4) By the end of the class, students should be able to raise the awareness of protecting our earth. Teaching contents: 1.V ocabulary + phrase: astronomy, globe, atmosphere, atom, Solid, globe, nitrogen, vapour…. 2.Pre-reading, predicting exercise, reading, reading exercise, post-reading, homework. Presentation: T: Good morning, class! Ss: Good morning. T: How are you today? Ss: I’m fine, thank you! And you?
【今日任务知会于心】 1.检查上次作业，查漏补缺； 2.复习必修三Unit 2 词汇与课文； 3.复习英语词类——名词与冠词； 4.掌握英语词类——数词； 5.熟练语法填空题型与解题技巧。 【课前热身小试牛刀】 1、考查必修三Unit 1的词汇。 （见附页——测试题） 【知识精讲讲练结合】 一、数词（详见思维导图） 二、必修三Unit 2精讲： （见《中学教材全解》） 三、语法填空。 Cloze 1 A very tall, old tree had been growing quite slowly for a number of years. It was nearly the 1 (old) tree in the forest, and it raised its head high above the others toward the sky 2 a king of trees. One spring day the wind brought a 3 (pride) little seed and dropped it at the root of the tree. Soon it grew into a plant. “I’ll climb to the top of the tree,” said 4 little plant. “They’ll see how quickly I can grow.” So it held tightly to the tree and climbed 5 it was up to the top branch. It said to the tree, ”You have grown for a great many years, and I only 6 (begin) this summer and see where I have come to. ” But the old tree just said 7 at all. After a while a great storm
【推荐】2020年外研版高中英语必修一（全册）精品教案汇总 第一学期高一英语讲义1 Book 1 Module 1 My First Day at Senior High 课时1词汇; 课型A（基础）；课长30分钟 一、词汇互译 1.____________________ 换句话说 2. ____________________ 期待, 盼望 3. ____________________ 在……开始的时候 4. ____________________ 在……结束的时候 5. ____________________ 上大学 6. ____________________ 被（划）分成…… 7. take part in ____________________ 8. ____________________ 理科 9. ____________________ A 与 B 之间的区别 10. be similar to … ____________________ 11. ____________________ 对…的态度 12. teaching method ____________________ 13. ____________________ 写下, 记下 14. nothing like ____________________ 15. have fun ____________________ make fun of … ____________________ 16. 倍数表达法：
A is three times____________________ B. A is three times ____________________B. A is three times ____________________B. 17. ____________________ 不同于… 18. ____________________ 和…一样 二、词汇运用 1.the differences between A and B 你知道英语和美语有什么区别吗？ _______________________________________________________________________________ 2.one’s attitude to \ towards sth. (doing sth.) 对于学习英语, 你的态度是怎样的？ _______________________________________________________________________________ 3.behave oneself/behave badly 老实点！ _______________________________________________________________________________ 4.be friendly to 他对待别人总是很友好。 _______________________________________________________________________________ 5.introduce A to B\oneself 首先请允许我介绍一下自己。 _______________________________________________________________________________ 6.in other words 你明天不用来上班了。换句话说, 你被炒了。 ______________________________________________________________________________
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。