人教版英语必修3 Unit1-5 全套教案
Unit 1 Festivals around the world
Teaching aims and demands
1.topic: 1>Festivals
2> how festivals begin
3>how to celebrate festivals
2.function: 1>Request
Eg: Could you please…?
Could I have …?
I look forward to doing…
2>Thanks
Eg: It's a pleasure. /Don't mention it.
It's very kind of you to…
I'd love to …
Thank you very much./Thanks a lot.
You are most welcome.
3.vocabulary:
4.grammar: 情态动词的用法
Jin can speak English well. (ability)
Could you please show me the way to …? (request)
May we see the awards for the team? (permission)
She might give you …(possibility)
The whole family will come for dinner. (promise)
Often he would dress up like a rich man. (pass habit)
We would be there with our friends. (promise)
II.Key points
Period 1 Warming up and fast reading
1.Greetings
2.Warming up
Step 1 discussing the following questions
a.How was your holiday/spring festival?
b.Did you go traveling?
c.How much pocket money did you get?
Step 2 talking
1). Name some festivals
Spring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival
Army Day May Day Teachers' Day
New Year National Day Mother's Day
Children's Day Father's Day
Christmas Day Halloween carnival
Easter Valentine Day Oben
2).Ss work in groups of four and list five Chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. Then fill in the blanks.
Festivals Time of year/date Celebrate for Things to do
Mid-Autumn Day
Spring Festival
Dragon Boat Day
Tomb sweeping Day
Lantern Festival
3.Pre-reading
1) What's your favourite holiday of the year? Why?
2) What festivals or celebration do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best—the music, the things to see, the visits or the food?
4. Fast reading and find the answers to the following questions.
A.What did ancient festivals celebrate?
B.What are festivals of the dead for ?
C.Why are autumn festivals happy events ?
https://www.doczj.com/doc/669508872.html, three things people do at spring festival ?
Period 2-3 Intensive reading
1.Read the passage paragraph by paragraph and find the main ideas of each paragraph Paragraph 1: All kinds of celebration in ancient time.
Paragraph 2: The purpose to honour the dead and three examples
Festivals Time Things people do
Oben
Day of the Dead
Halloween
Paragraph 3: The reasons Why we honour people
Festivals Who does it celebrate ?
Dragon Boat Festivals
Clumbus Day
Indian National Festival
Paragraph 4: Autumn festivals are happy events
Paragraph 5: How people celebrate in spring festivals
2．Language points
a.They would starve if food was difficult to find…
starve （v.）饿死；挨饿
eg. Millions of people starved to death during the war.
Starve for sth 渴望…
Eg. The homeless children starve for love.
Starvation (n.) 饿死
Eg. Die of starvation
Starvation wages 不够维持基本生活的工资
b.The most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.
Celebrate (vt./vi.) 庆祝，赞颂，赞美，举行（仪式）
Eg.We celebrate the new year with a party.
Their courage was celebrated in all the newspaper.
Celebrated (adj.) = famous 著名的，驰名的
c. …because they thought these festivals would bring a year of plenty.
days/years/…of plenty :富裕（尤指事物和钱）的日子，年月，生活等。
Eg.You have a life of plenty, what would you be worried about ?
d.Some festivals are held to honour the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
1）Honour (v.) “尊敬，给…增光”honour sb. (sth.) with sth.
（n.）“荣誉，光荣，敬意，面子”
Win honour for…为…争光
Show honour to sb. 尊敬某人
in honour of sb.(sth.) = in sb.'s /sth's honour出于对某人的敬意
eg.There will be a party in honour of his success.
为庆祝他的成功将会举行一个晚会。
We have a party in honour of the famous artist.
为纪念这位著名艺术家我们举办了这场晚会。
2）satisfy (vt.)使满意，令人满意
Eg.That answer won't satisfy her.
那个答案不会使她满意。
Satisfied （adj.）满意的（主语是人）
Satisfactory (adj.) 令人满意的（主语是事而不是人）
Satisfying （adj.）令人满意的（主语是事）
Satisfaction （n.）满意
Eg. She's satisfied with her son's progress.
对于儿子的进步她感到很满意。
Do you think what he said is satisfying?
你认为他所见的令人满意吗？
3)harm (n.) (U) 伤害
Eg. Don't be too serious , he meant no harm.
(v.) harm sb./sth.=do harm to sb./sth.
Eg. Don't be afraid, the dog won't harm you.
What you do should do more good than harm.
你所做的应该利大于弊。
e.The festival of Halloween had its origin as an event in memory of
the dead.
In memory of / to the memory of sb. 最为对某人的纪念，纪念某人
Eg.The museum was built in memory of the famous scientist.
f.They dress up and try to frightened people.
Dress n. 连衣裙/
v. dress sb./oneself 给…穿上衣服
Eg. The first thing she does every morning after getting up is to dress her son.
她每天起来第一件事就是帮儿子穿衣服。
Dress up 盛妆打扮，乔装打扮
Eg. Ladies loves dressing up more than anything else.
g.If they are not fiven anything, the children might play a trick.
Play a trick on sb. 玩弄某人
Eg. That naughty boy likes to play a trick on others.
h. in memory of the arrival of Christopher Columber in America.
Arrival n. 到达
Eg.We are pleased for their arrival.
i. In India there is a national festival on October 2 to honor Mahatma
Gandhi,the leader who helped gain India's independence from Britan.
Gain n.获得物，收获，增加
Eg.The baby has a gain of half a pound.
v.获得，得到，增加
eg.He had gained himself a reputation for unfairness.
他是自己得到了一个不公平的名声。
比较: get 得到，获得应用最广的词
Aquire 获得，取得指通过漫长的过程而逐渐获得
Gain 得到，获得往往指通过努力而获得某种有益或有利的东西
Eg.I got a favorite answer.
How did she acquire her skill?
I hope you will gain still greater success.
j. gather 收集，积累
eg. The police have gathered information about the murderer.
k. …Some people might win awards for their animals…
award n.奖品，奖金，助学金
win the second award 获得第二等奖
win the award of ten thousand dolar.
获得一万美元奖金
Vt.奖励，授予award sb. Sth./sth to sb.
Medals are awarded to the best speakers on the debating team.
奖章授给辩论队中最佳的演说者。
比较：award n./vt. 对鼓励工作突出所进行的鼓励，往往强调荣誉
Prize n. 多指在各类竞赛或抽彩中所赢得的奖。这种将有的凭靠能力，有的凭靠运气获得。Reward n./v 指对某人的工作或服务等的报答。
Eg. He won the award for the best student of the year.
A prize was given to the person who had the winning number.
The waitress was given two more extra dolar for her good serves.
l. …when people admire the moon and give gifts of mooncakes.
Admire vt. 钦慕，羡慕，赞美
Admire sb. for sth. 因谋事而赞美/仰慕某人
Admire to do sth. 喜欢干谋事
Eg.Don't forget to admire the students.
别忘了夸奖学生
Everybody admires him for his fine sense of humour.
人人羡慕他那极好的幽默感。
I just admire to get letter, but I don't admire to answer it.
我只是喜欢收信件，而不喜欢回信。
m. …that looking forward to the end of winter and to the coming of sping.
Look forward to doing sth.
Eg. I am looking forward to seeing you again.
The children are looking forward to visiting the Great Wall.
n.The country is covered with cherry tree flowers so that it looks as though
it might be covered with pink snow
as though =as if 引导状语从句，常常放在act, look, sound, feel, smell
等动词后面；引导表语从句常用虚拟语气。
Eg. He behaves as though nothing has happened.
It looks as if it were summer already.
Period 4 Using language --- Reading
Step 1. Greetings
Step 2. Lead-in: 1. Introduction of Qiqiao Jie
（Why called Qiqiao Jie and some customs of the very day and the sad love story.）2.The following story is a modern sad love story.
Step 3. Ss read the questions given and read the story to find the answers.
Step 4. words and phrases.
1.But she didn't turn up.
Turn up 1) 出席，来For several reasons, she didn't turn up.
2) 出现，找到The book you have lost will turn up one day.
3) 开大音量（反义词）turn down
Turn up the radio a little, I can hardly hear the program.
2.to hold one's breath: to wait without much hope
eg.The girl held her breath at the sight of the snake.
3.to drown one's sadness: To drink in order to forget
to drown one's sorrows: 借酒消愁
4.to keep one's word 守信用(反) to break one's word 失信
Eg.He is a man who always keeps his word.
Don't believe him, he always breaks his word.
5.set off 1)动身，出发Tomorrow we'll set off for home.
2)使…爆炸The human body bomb set off among the crowd.
6.I don't want them to remind me of her.
Remind sb.of sth. 提醒某人某事
Remind sb. to do sth. 提醒某人做某事
Remind sb. That
Eg.The pictures remind me of my school days.
Remind me to buy her a gift.
I reminded him that he must go home before dark.
7.forgive …for
Eg.Please forgive me for my being rude.
Step 5.Ss work in groups of four to summarize the story and ask some of Them to tell the story in
their own words.
Sample:
The story took place in an coffee shop where the hero, Li Fang, is
Waiting for his girl friend, Hu Jin's coming. To his appointment, she
Didn't turn up. Then there is a show on TV, which talked about the sad
Love story Of Qiqiao Jie. Being heart-broken, Li Fang threw away his
Valentine's gift to Hu Jin. Then he met Hu Jin on his way back home,
Who had been waiting for him at a tea shop. What should he do?
Period 5-6 Discovering Useful Stuctures: Modal verbs
1. 情态动词的各种语气
1) can and could
Jin can speak English well.(ability)
No one could finish the test last week.(ability)
The teacher said that we could not leave early.(permission)
The hunters are lost. They could starve.(possibility)
Could you please show me the way to BeihaiPark?(request)
注意：表示一般能力时，can 可与be able to 互换，但表示过去的能力+特定行为时，用was/were able to ,be able to 可用于各种时态，而can 只能用于现在时。
Eg.His mother wasn't at home, so he was able to watch TV
2) may and might
May we see the awards for teams?(permission,request)
She might give yousome new clothing.(possibility)
注意：1.表示许可时，用于第一人称，指我（们）被允许做某事；由于其他人称，则指说话者允许主语做某事。
Eg.We might go shopping until dark.(我们被允许)
Mother said:”You might go shopping until dark.”（说话者允许主语做某事）
2.在用于请求许可时，may可与can/could 互换
3）will and would
The Spring Festival is the most fun. The whole family will come for dinner.(promise。agreement) Often he would dress up like a rich man.(past habit。custom)
Would you like to join us for dinner?(request)
注意：would 与used to 均可表示“过去惯常”，但是would 常与过去时间状语连用，意为总是，总要；used to 与现在时间相比，意为过去常常，暗示现在已经没有了。
Eg.When he was there, he would go to that coffee shop at the corner after work every day?
He used to go to that coffee shop at the corner after work every day,but now he goes to play basketball.
4)shall and should
The harvest festival begins on Saturday.We shall be there with our friends.(promise, agreement)
It's nearly five o'clock. The taxi should be here soon.(prodiction)
注意：1.shall 用于第一，三人称的疑问句中，表示说或者征求对方的意见，或向对方请示。Eg.Shall we go shopping after school?
2.should have done 表示过去应该做而没有做
Should not have done 表示过去不用做而却做了
5）must and can't
Wang Feng wins an award every year. He must be very strong.(speculation)
You must be joking. That can't be true. (guessing)
对现在的事情进行把握较大的判断时，肯定判断用must+动词原形，否定判断用can't+动词原形。She must be in the library.
She can't be in the room.
2.modal verbs+ have done
一、情态动词+动词完成式
情态动词+动词完成式即“情态动词+ have + done分词”，表示对过去行为或动作进行推测、评论或判断。
1. must have done表示对过去某事的肯定猜测。其否定或疑问形式都用can(could) 来表示.
Since the road is wet, it must have rained last night.
He can't have missed the way. I drew him a map.
“The dictionary has disappeared. Who could have taken it?”
当然对现在发生或将来发生的事情,要用must do 表示猜测, 否定为can't do.
He must understand that we mean business.
You must be hungry after a long walk.
2.may / might have done
may / might have done 表示推测过去某事“也许”发生了.may 比might 表示的可能性在说话人看来稍大些。例如：
I can't find my keys. I may / might have left them at the school yesterday.
3. could have done 在肯定句型中, 往往用作委婉的批评. 本应该做什么,而没做。有时也用作猜测.
You could have told us earlier.
Tom could have taken the dictionary.
4. ought to / should have done和ought not to / shouldn't have done
ought to / should have done 和ought not to / shouldn't have done 用于对已发生的情况表示“责备”、“不满”，分别表示“本应该…”和“本不应该…”。例如：
1）With all the work finished, I should have gone to the party last night.
2）You ought not to have made fun of him. He is not the one you laugh at but learn from.
5. needn't have done
needn't have done 表示过去做了某事，但没有做的必要，意为“本没必要…”。
You needn't have waken me up。I don't have to go to work today.
注：表示推测过去某动作发生的可能性时，就表示的可能性程度而言，must最大，could其次，may更次之，might最小。例如：
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Teaching Plan for Book 5 Unit5First Aid Reading: First Aid for Burns 白水县尧禾中学于李娟教案背景： 《英语》（人教版）必修五是供高中二年级上学期使用，这本教材以培养学生综合运用语言能力为根本，全面准确地体现了新的英语课程标准，必修五教材共有五个单元。每个单元由Warming up, Pre-reading, Reading, Comprehending, Learning About Language, Using Language 这六部分组成。这一课讲的是Reading 部分。 教学课题： 新标准英语（人教版）必修五Unit5 First Aid中Reading: First Aid For Burns 教材分析： 新标准英语（人教版）必修五Unit 5 First Aid 是讨论对不同的情况采取什么急救措施。本节课Reading部分：First Aid For Burns陈述皮肤对人体的重要性，然后介绍烧伤的各种起因，三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。 教学方法： 任务型教学法、直观演示法、TPR教学法 Teaching Goals: 1. Enable the Ss to get some first aid knowledge. 2. Enable the Ss to learn how to use what they’ve learnt to do first aid
treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points: How to improve the Ss’ reading ability. Difficult points: 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods: 1. Skimming & scanning methods to make the Ss get a good understanding of the text. 2. Discussion methods to make the Ss understand what they’ve learned in class. 3. Pair work of group to get every student to take part in the teaching-and-learning activities. 4. Competition and role-play method to arouse the Ss’ interest. Teaching aids: The normal teaching tools Knowledge aims: 1.Get the students to learn the following useful new words and
人教版_高中英语必修一unit1_知识点总结 Survey n. 纵览,视察,测量v. 审视,视察,通盘考虑,调查 1. we stood on the top of the mountain and surveyed the countryside. 我们站在山顶上,眺望乡村? 2. a quick survey of the street showed that no one was about. 扫视街道, 空无一人? Add v. 增加 1. he added some wood to increase the fire. 他加了一些木柴,使火旺些? 2. if you add 4 to 5, you get 9. 四加五等于九? 3. add up all the money i owe you. 把我应付你的钱都加在一起? Upset a. 烦乱的,不高兴 v. 颠覆,推翻,扰乱,使心烦意乱,使不舒服 1. i'm always upset when i don't get any mail. 我接不到任何邮件时总是心烦意乱? 2. he has an upset stomach. 他胃不舒服? 3. the news quite upset him. 这消息使他心烦意乱? Ignore v. 不顾,不理,忽视 1. i said hello to her, but she ignored me completely! 我向她打招呼, 可她根本不理我! 2. i can't ignore his rudeness any longer. 他粗暴无礼, 我再也不能不闻不问了? Calm n. 平稳,风平浪静 a. 平静的,冷静的 v. 平静下来,镇静 1. it was a beautiful morning, calm and serene. 那是一个宁静?明媚的早晨? 2. you should keep calm even in face of danger. 即使面临危险,你也应当保持镇静? 3. have a brandy it'll help to calm you (down). 来点儿白兰地--能使你静下来? Calm down vt. 平静下来(镇定下来)
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
Writing How to write an English diary Teaching aims: a) How to write an English diary. b) The form of English diaries. c) To improve the students’ writing ability. Important points: The skills of English writing. Difficult points: How to make every sentence appropriate and precise. Teaching procedure: Step I.Leading-in After exchanging greetings, talk about writing diaries and the advantages of writing in English.（As we know, most of the students, especially the girls, like writing diaries. But few of you write in English, which is a good way to improve your writing and speaking. So why not write English diaries? Today our topic is how to write English diaries.） Step II. Discussion First, give the students about three minutes to check their
高中英语必修一 Unit 1 △survey /'s??ve?/n. 调查；测验add up 合计 upset adj. 心烦意乱的；不安的；不适的vt. (upset, upset) 使不安；使心烦ignore [iɡ?n?:]vt. 不理睬；忽视 calm [kɑ:m]vt. & vi. （使）平静；（使）镇定 adj. 平静的；镇静的；沉着的 calm(…)down （使）平静下来；（使）镇定下来 have got to 不得不；必须 concern [k?n?s?:n] vt. （使）担忧；涉及；关系到; n. 担心；关注；（利害）关系 be concerned about 关心；挂念 walk the dog 遛狗 loose [lu:s] adj. 松的；松开的 △vet n. 兽医 go through 经历；经受 △Amsterdam n. 阿姆斯特丹（荷兰首都） Netherlands n. 荷兰（西欧国家） △Jewish [?d?u:??] 犹太人的；犹太族的 German [?d??:m?n] adj. 德国的；德国人的；德语的; n．德国人；德语 △Nazi n. 纳粹党人adj. 纳粹党的 set down 记下；放下；登记 series [?si?ri:z] n. 连续；系列 a series of 一连串的；一系列；一套 △Kitty n. 基蒂（女名） outdoors [?autd?:z] adv. 在户外；在野外 △ spellbind [?spel?ba?nd] vt. (spellbound, spellbound) 迷住；迷惑 on purpos e [?p?:p?s]故意 in order to 为了…… dusk [d?sk] n. 黄昏；傍晚 at dusk 在黄昏时刻 thunder [?θ?nd?] vi. 打雷；雷鸣n．雷；雷声 entire [in?tai?] adj. 整个的；完全的；全部的 entirely adv. 完全地；全然地；整个地 power [?pau?] n. 能力；力量；权力 face to face 面对面地 curtain [?k?:tn] n. 窗帘；门帘；幕布 dusty [?d?sti:] adj. 积满灰尘的 no longer/not…any longer 不再…… partner [?pɑ:tn?] n. 伙伴；合作者；合伙人 settle [?setl]vi. 安家；定居；停留vt. 使定居；安排；解决 suffer [ ?s?f?] vt. & vi. 遭受；忍受；经历 suffer from 遭受；患病
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。
高中英语最新优秀教学教案 随着信息化时代的到来和素质教育改革的不断深化，高中英语的作用已经不再仅仅局限于帮助学生提高语言技能，而是更多地在开拓中学生视野和提升其语言综合素质方面发挥了重要的作用。 高中英语教案1 课题 Starter Module1 Unit1 Good morning,Miss Zhou. 课型 Listening and speaking 教学目标 学习称呼语和问候语 教学重点 打招呼用语 教学难点 如何正确运用打招呼用语
教具多媒体、录音机 课时 1 教学课程 1. Greeting. 2. Warming-up T: Class,Please stand up. Hello, class. S: Hello, Ms… T: Sit down please. S: Thank you. 3. Drills (1) 练习打招呼问好。 Hello ,Good morning, Good afternoon (2) 练习告别语Goodbye。 4. Practise 1)Work in pairs part3
2) Complete the sentences. 5. Conclude 6. Homework Complete part7 and part 8 高中英语教案2 一、教材分析： 本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较
人教版高一英语必修1单词表 Unit 1 1.survey 调查；测验 2.add up 合计 3.upset adj. 心烦意乱的；不安的，不适的 4.ignore不理睬；忽视 5.calm vt.&vi.（使）平静；（使）镇定adj.平静的；镇定的；沉着的calm...down（使）平静下来 6.have got to 不得不；必须 7.concern（使）担心；涉及；关系到n. 担心；关注；（利害）关系 8.be concerned about 关心；挂念 9.walk the dog 溜狗 10.loose adj 松的；松开的 11.vet 兽医 12.go through 经历；经受 13.Amsterdam 阿姆斯特丹（荷兰首都） https://www.doczj.com/doc/669508872.html,herlands 荷兰（西欧国家） 15.Jewish 犹太人的；犹太族的 16.German 德国的；德国人的；德语的。 17.Nazi 纳粹党人adj. 纳粹党的 18.set down 记下；放下；登记 19.series 连续，系列 a series of 一连串的；一系列；一套 20.outdoors在户外；在野外 21.spellbind 迷住；疑惑 22.on purpose 故意 23.in order to 为了 24.dusk 黄昏傍晚at dusk 在黄昏时刻 25.thunder vi 打雷雷鸣n. 雷，雷声 26.entire adj. 整个的；完全的；全部的 27.entirely adv. 完全地；全然地；整个地 28.power能力；力量；权力。 29.face to face 面对面地 30.curtain 窗帘；门帘；幕布 31.dusty adj 积满灰尘的 32.no longer /not …any longer 不再 33.partner 伙伴．合作者．合伙人 34.settle 安家；定居；停留vt 使定居；安排；解决 35.suffer vt &遭受；忍受经历suffer from 遭受；患病 36.loneliness 孤单寂寞 37.highway公路 38.recover痊愈；恢复 39.get/be tired of 对…厌烦 40.pack捆扎；包装打行李n 小包；包裹pack （sth ）up 将（东西）装箱打包
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
高中英语教学设计 【导语】 高中英语教学设计 (汇总5篇) 由***整理投稿精心推荐，我希望对你的学习工作能带来参考借鉴作用。 【目录】 篇1：高中英语教学设计 篇2：高中英语教学设计 篇3：高中英语教学设计 篇4：高中英语教学设计 篇5：高中英语教学设计 【正文】 篇1：高中英语教学设计 教学准备 教学目标 知识目标: 复习两个阅读技能---scanning， skimming; 学习本单元的部分生词。 本事目标: 能构成文章的图式，在图式的帮忙下自主地复述本课的主要资料，在此
过程中实现生词的重现。 情感目标: 学生在教师的启发下，经过师生互动和生生互动，进一步探究知识。在这一过程中，学生能够不断地实现互相教育和自我教育，并能寻求自我发展; 学生能明白计划的重要性，并能收获一些与之相关的谚语。 教学重难点 构成文章的图式，并在图式的帮忙下复述文章的主要资料。 教学工具 课件 教学过程 steps teacher’s activity students’ ac tivity aims step 1 show and tell the students the learning goals for them and make possible explanations students listen to the teacher and have an idea of what they are going to learn in this class。 to make the students know what they are to learn in this class step 2
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
人教版高中英语必修三 unit 2 healthy eating教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，the same goes for?以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。 二、教学方法与教材处理 1．任务型语言教学法
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。
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?
高中英语教学案例分析(一) ---- Cultural Relics—In Search of the Amber Room（阅读课） 教材版本：人教版高中英语必修2授课时间：40分钟 一、学生分析 教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。 二、教材分析 这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），
让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。 三、教学目标 本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。 教学内容大致分为以下几个方面： 1．看图片和听录音引入文化遗产这一话题。 2．从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书） 3．学生阅读课文后完成精读练习。 4．两人围绕琥珀屋设计小对话。 5．语言学习--难句解释。 6．小结文章，一是找关键线索，二是写作手法。 7．小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么（达到教学目标--形成保护文物意识）。 四、教学策略 环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，