高中英语必修一教案
Unit 1 Friendship
1.Teaching aims and demands
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 the Jewish 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
its importance in all cultures.
2) Making of the teaching plan
This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
3. Teaching plans for each period
Period 1 Warming-up and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe…… That’s correct. In my opinion, ……
2) Ability goals
a.Describe your friends in English
b.Figure out the problems between friends and then find different ways to solve the
problems.
3)Learning ability goals
a.To encourage students to think and talk about friends and friendship by using some
phrases and structures.
b.To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English in Senior
Middle School.
2. Teaching important points:
https://www.doczj.com/doc/3612840073.html,e the given adjectives and sentence structures to describe one of your
friends.
b.Learn to evaluate friends and friendship.
3. Teaching difficult points:
a.Work together with partners and describe one of your good friends.
b.Discuss with partners and find out ways to solve the problems.
4. Teaching methods
a.Task-based teaching and learning
b.Cooperative learning
c.Discussion
5. Teaching aids:
CAI
6. Teaching procedures and ways:
Step 1 Lead-in and Warming-up
Before the lesson, the te acher can arouse the students’ interests by showing a video of Auld Lang Syne .
At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.
1.How did you spend your summer holidays? How did you feel? What did
you do in your summer holidays? What did you do in your spare time?
2.What do you think of our new school? Do you like it? Could you say
something about it?
3.Do you like making friends? How do get in touch with your friends? Do
you have many friends? Where are they now? Do you have any old
friends in our school? Have you made any new friends in our class?
Step 2 Think it over
1. Give a brief description of one of your friends. The following phrases and
structures may be helpful:
His/Her name is ……
He /She is …… years old.
He /She likes …… and dislikes ……
He /She enjoys …… and hates……
He /She is very kind/friendly/……
When /Where we got to know each other.
2. What types of friendship do you have? Please tick them out. Then fill in the
blanks.
girl friends boy friends pen friends
long -distance friends friends of the same age
e-friends (friends over the internet) friends across generations
unusual friends like animals, books……
1).______ is /are most important to you.
2). You spend most of your free time with ____.
3). You will share your secrets with _____.
4). When in trouble, you will first turn to _____.
Step 3 Make a survey
1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.
Tell your partner your standards of good friends by using the following structure:
I think a good friend should (not) be……
In my opinion, a good friend is someone who……
1.Have a member of each group report on what their lists have in common and list
them on the board.
2.Ask the class whether or not they agree with all the qualities listed.
3.Then have the students do the survey in the textbook.
4.Have the students score their survey according to the scoring sheet on page 8.
5.The teacher ask some students how many points they got for the survey and assess
their values of friendship:
Step 4 Talking and sharing( work in pairs)
1. If your best friend does something wrong, what will you do?
Try to use the following phrases:
I (don’t) think…… I (don’t) think so.
I (don’t) agree. I believe……
That’s correct. In my opinion, ……
2. What is a friend?
A British newspaper once offered a prize for the best definition(定义) of a friend. If
you were the editor, choose the best one from the following entries(条目), and explain why.
One who understands my silence.
A friend in need is a friend indeed.
Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good friend.
Step 5 Group work (output)
The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.
1.Do you think it is a good idea to borrow money from your friend?
Why and Why not?
2. What factors may cause the breakdown of a good friendship?
3. What can be your unusual friend besides human beings? And why?
Step 6 Homework
1.Write down a short passage about your ideas /the factors/your unusual friends.
2.Prepare for the new lesson.
Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such
as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell
true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose,
be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3). Teaching procedure:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2 .Why do you think friends are important to you?
3. What do you think a good friend should be like? List the good qualities a good
friend should have .
4. Have you ever considered making friends with animals, plants or even an object?
Why or why not?
Step 2.Reading
1. Try to guess what Anne’s friend is and what the passage is about by reading the
title and having a quick at the pictures in this passage without reading it.
2. Skimming the first two paragraphs to confirm your guessing.
1) What was Anne’s best friend? Why did she make friends with it?
2) Did she have any other true friends then? Why?
3) What is th e difference between Anne’s diary and those of most people?
4) Do you keep a diary? What do you think most people set down in their diaries?
5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?
3. Reading of Anne’s diary
How she felt in the hiding place
Two examples to show her feelings then
Step 3.Post-reading
1.What would you miss most if you went into hiding like Anne and her family?
Give your reasons.
2.Group work
Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.
Where would you plan to hide?
How would you arrange to get food given to you every day?
What would you do to pass the time?
------
3. Discovering useful words and expressions
Step 4.Talking about friends and friendship
1.There are many proverbs about friends and friendship. Choose the one you agree
with and explain why, then choose one you disagree with and explain why.
2. We have talked about friends and friendship today, can you write one or two
sentences to express your understanding of friends and friendship.
Step 5.Homework:
1. Interview a high school student, a businessman, a police officer and a housewife
to find out their opinions about friends and friendship. Write a report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Ending: Let’s sing this song about frien ds together
Period 3 Grammar
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which th e tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5.Teaching procedures
Step1 Lead in
T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.
“I have to stay in the hiding place.” said Anne. →
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →
Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
“I don’t want to set down a series of facts in a diary,” said Anne.→
Anne said that she didn’t want to set down a series of fact s in a diary.
“What do you call your diary?” Tom asked. →
Tom asked what she called her diary.
Ss go on this topic by themselves.
Step2 Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules...
Step3 practice
1.T: Turn to Page 5. Please change the following direct speech into indirect speech
and indirect into direct...
Step4 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.
Step5 A game
Play a guessing game “who is my secret friend?” One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Suggested sentences:
Can your friend speak?
What does he/she wear today?
Is he/she tall or short?
What do you and your friend do in your free time?
Do you quarrel with each other?...
Step6 Homework
Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.
Period 4 Integrating skills
“Friendship in Hawaii”
1. Teaching objectives:
To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.
2. Teaching procedures:
Step1 Lead-in
1. Talk about different ways of showing friendship of minority groups in China.
2. Compare Chinese ways of showing friendship with Western ways. And discuss
why there is a big difference. Therefore, show the sentence: Every culture has its
own ways to show friendship.
3. Ask students if they can think of any place in the world where Chinese and
Western cultures live side by side. They may think of Hongkong, Macao, Singapore.
And the teacher will add one more -------Hawaii.
Step2 Fast reading
1. It is said that Hawaii is a place where the East truly meets the west. Consider how
people show their friendship in Hawaii.
Show a picture and find the information from the textbook. ( by giving “leis” to one another.)
Explain what is a “lei”.
2. Read fast and find out more ways to show friendship in Hawaii to fill in the form.
3. According to the form, ask them to consider what friendship is in Hawaiians.
Step 3 Careful reading
1.Read the 2nd paragraph carefully and ask “Why do many different peoples call
Hawaii their home?”
( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)
Step 4 Writing task
1.Show proverbs about friends and friendship. Explain them and ask Ss to choose
some they agree with and some they disagree with and explain why.
2.Discuss with their partner and try to write some similar sentences to show their
opinions on friendship.
Step 5 Homework
Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.
Period 5 Listening & Writing
1. Teaching objectives
To practise students’ listening ability.
To practise students’ writing skills of how to offer advice.
To improve students’ ability to help othe rs solve problems.
2. Teaching procedure
(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)
Step 1 Lead-in
Do you remember what Ann’s best friend is?
Is it a man or a thing?
Have you seen the film Cast Away?
When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)
Guess what my best friend is? (Say sth. about music, pets or plants.)
So you see a man can make friends with anyone and anything.
Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?
What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?
If you see a boy classmate makes a friend with a girl, will you say something about
them behind?
(If no, say you are kind. If yes, say you are a gossiper.)
If you are that boy/girl, would you like to be gossiped about?
But here Lisa has such a problem. Read the letter. Lisa is asking you for help. What advice will you give? You are given 2 minutes to discuss in groups and then offer group’s opinions.
Step 2 Listening
Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.
Listen for 3 times and do listening exercises.
Step 3 Post-listening
Do you think Miss Wang’s advice is helpful?
Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.
(Give each group a problem and ask them to write down their advice.)
1.I don’t have enough pocket money.
2.I’m not satisfied with my appearance.
3.My desk mate has lost a reference book, she/he thinks that I’m a thief.
4.I work hard but I hardly make progress.
5.I want to travel to WuZhen Town with my fiends this weekend, but my parents don’t
allow me to go.
6.I don’t like the way Mr. Li teaches us English, so I’m not interested in English any
longer.
7.My mother has just given birth to my little brother. I’m worried that the baby will
rob me of my parents’ love and even everything.
8.I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word to
each other.
9.I’d like to be monitor, but at the same time I doubt whether I have such ability.
10.I’m often late for school. The teacher is so angry that he threatens that if I’m late
again, I will be dismissed.
Step 4 Writing
Your advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.
Step 5 Homework
Write a story about you and your friend.
Unit 2 English Around the World
Ⅰ单元教学目标
技能目标Goals
Talk about English and its development, Different kinds of English
Talk about difficulties in language communication
Learn to make dialogue using request & commands
Learn to transfer from direct into indirect speech
Learn to give opinions and organize ideas by way of brainstorming
Learn to make a poster showing your ideas clearly
Ⅱ目标语言
功能句式
Talk about English and its development
Refer to Introduction in the teachers’ book
Talk about difficulties in language communication
Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side 、two blocks two streets.
Make dialogues using request or command:
Pardon? Could you repeat that, please?
I beg your pardon? Can you speak more slowly, please?
I don’t understand. Sorry. I can’t follow you.
Could you say that again, please? How do you spell it, please?
词汇
1.四会词汇
include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block
2. 认读词汇
Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish
3. 固定词组
play a role (in) because of come up such as play a part (in)
语法
Command & request
Open the door. Please open the door.
Would you please open the door?
Indirect Speech
He told (asked) me to open the door.
Ⅲ.教材分析和教材重组:
1. 教材分析
本单元的中心话题是“English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
1．4 Comprehending主要是检测学生对课文基本内容的理解程度。
1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。
1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差
异。
2．教材重组
2．1 导入把Warming Up 作为一堂课。
2．2 精读把Pre-reading、Reading 和Comprehending整合在一起作为一堂课精读课。
2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。
2．4 写作
2．5听和说把课文中的听和说整合成一堂课。
2．6 练习课workbook exercises & other Exx.
3．课型设计与课时分配
1st period Warming Up
2nd period Reading &Language Study
3rd period Learning About Language r& grammar
4th period Writing
5th period Listening & Speaking
6th period Exercises
Period 1 Warming up
教学目标（teaching aims）student’s book; warming up
1、能力目标(ability aim)
a. Enable students to talk about the world Englishes
b. Enable students to talk about the differences between Am. English and Br. English
2、语言目标(language aim)
more than; include; play an important role; because of; international; native; elevator;
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.
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
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
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
Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言
1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所 了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感
谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交
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?
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
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。
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
Module V Unit 1 Great scie ntists Teach ing Aims Skill Goals ▲Talk about scie nee and con tributio ns of scie ntists ▲Practice express ing will, hope and suggesti ons ▲Practice express ing the stages in exam ining a new scie ntific i dea ▲Lear n to orga nize a scie ntific research ▲Lear n to use the past participle as the predicative & attribute ▲Practice describing people ' s characteristics and qualities ▲Develop the skills of persuasive and descriptive writi ng Key new words and expressi ons 1. Memorize engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, han dle, additi on, link, announce, in struct, virus, con struct ion, con tribute, positive, strict, moveme nt, god, backward, complete, spin, en thusiastic, cautious, reject, view 2. Read up infect, in fectious, cholera, deadly, outbreak, clue, Cambridge, germ, certa in ty, creative, cooperative, Nicolas Coper ni cus, revoluti on ary, calculati on, loop, privately, bright-n ess, persuasive, logical 3. Expressions put forward, makea conclusion, in additi on, link .. to ..., apart from, be strict with, lead to, make sen se, point of view, expose to, absorb in to, be to blame, physical characteristic Procedures IPeriod 1 : Warming Up , Pre-reading, Reading 禾口Comprehending 2 Period 2 : Reading and difficulties 3 Period 3 : Read ing P7 4. Period4 : Lear ning about Lan guage,Workbook 5. Period 5 : Grammar 6. Period6 : Using Language,Listening and Speaking 7. Period 7 : read ing and writ ing The First Period Readi ng Step I Lead -in Ask the stude nts to think of some great inven ti ons and inven tors in history. T: Welcome back to school, every one. I guess most of you have enjoyed your holiday. Maybe I should say every one has enjoyed a scie ntific life. Why? Because you have enjoyed the results of the scienee and scientists. Nowcan you tell me the scientists who inven ted the lights, the gramoph one and the computer? S1: Edis on inven ted the lights and the gramoph one. S2: The first computer was inven ted by a group of America n scie ntists. Step n Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to scie nee and scie ntists. We ben efit a lot from them. Can you n ame out as many scie ntists as possible?
U nit oneFriendship Teaching aims: 1.能力目标： a.Listening: get information and views from the listening material; b.Speaking: express one’s attitude or views about friends and friendship in appropriate words. c.Reading: enable the Ss to get the main idea d.Writing: write some advice about making friend as an editor 2.知识目标： a.Talk about friends and friendship; how to make friends; how to maintain friendship https://www.doczj.com/doc/3612840073.html,e the following expressions: I think so. / I don’t think so. I agree. / Idon’t agree. That’s correct. Of course not. Exactly. I’m afraid not. c. to enable the Ss to control direct speech and indirect speech d. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway,recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item add up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \at dusk \ face to face \ no longer\not …any longer\ suffer from\ get\be tired of \ pack sth. up \ get along with \ fall in love \ join in 3. 情感目标: a. To arose Ss’ interest in learning English; b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. 策略目标： a. To develop Ss’cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies. 5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries. Teaching steps: Period one Step1. Warming up 1. Ss listen to an English song AULD LANG SYNE. 2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….