北师大高中英语必修一unit1教案

Unit 1 Lifestyles

Communication Workshop

(Writing)

Teaching Contents: How to write a short personal letter.

Teaching Objectives:

1. Knowledge objectives

(1) Students can learn and master the meaning of some important words and phrases: at the moment, over the years, survey, classical, formal, and so on.

(2) Students can write a personal letter.

2. Ability objectives

(1) Writing Skill : students can write a personal letter to express their emotions.

(2) Speaking Skill: students can speak the letter written by themselves.

3. Emotional objective

Students will be able to express their emotions to their friends by writing letter.

Teaching Key and Difficult Points:

1. Teaching key points

(1) Students can recognize and master the meaning of some important words and phrases.

(2) Students can enhance their ability of writing skill.

2. Teaching difficult point

Students can write a personal letter to express their emotions correctly and appropriately. Teaching Methods:

(1) Communicative method

Organize the teaching in a communicative way by asking students to do pair or group work, fulfilling certain communicative tasks.

(2) Heuristic method

Try to draw answers from students by asking questions and eliciting answers step by step. Teaching Aids:

A computer, a blackboard, chalks and so on.

Length of Teaching: 45 minutes

Major Steps:

Step 1 Warming–up ( 5 minutes)

Show a picture of a personal letter on the computer and then ask the students a question:

①How to keep in touch with your friends?

②How often do you write letters? To whom? Is it easy to do so?

③When did you last receive a letter? What was it about?

Give the students two minutes to discuss, and then ask some students to answer this question. (Justification: Warming–up can arouse students’ interest in th e topic of the text.)

Step 2 Read and Presentation ( 5 minutes)

(1)Reading Wang Ying’s letter. Match each paragraph with one of the following.

a. A reason to end the letter

b.Questions about the other person

https://www.360docs.net/doc/e7193825.html,rmation about Wang Yang’ life

d.Saying who you are

(2)Presentation: student give us their answers after reading Wang Ying’s letter. (Justification: Paraphrasing helps students be well know a personal letter.) Step 3 Writing (20 minutes)

Stage 1 Decide who you are writing to and need to think about these things:

1)What is the person’ name?

2)Where and when did you meet him/her?

3)What kind of person was he/she?

4)What were his/her interests then?

Stage 2 Make notes about your life:

1）What are you doing now?

2）What were your interests then?

3）How have your interests then?

Stage 3 Write a letter.

To organize your paragraphs and content (layout);

Layout: Dear

1. Introduction

2. Questions

3. Information

4. Reason to finish

Sign off

To use linking words and expressions (linking);

Linking:

1.We haven’t seen each other for ten year ? right?

2.Anyway, how are you?

3....and guess what ?we’re going out together!

4.Well, I must finish here because I’ve got an exam tomorrow.

To get to know words and expressions you may need (vocabulary). Vocabulary： 1. This is ?

2.We haven’t seen each other for ?

3.At the moment I’m ?

4. Do you remember ?

5. Write back soon.

6. Tell all your news.

Step 4 Write and Talk ( 10 minutes)

Write a personal letter:

Let students write a letter according to this lessen.

Talkback:

Work in pairs. Read each others letters. Find out two things that have changed in each others lives and tell the class.

Step 5 Summary ( 3 mins)

Ask some students to summary the skills of writing letter in the lessen together. (Justification: It can help the students understand the text better and offer them opportunities to communicate with their classmates.)

Step 6 Homework ( 2 mins):

Write a short personal letter according to this lessen.

Blackboard Design

Teaching Reflection

In this English class, all of the students were very hard-working.It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. Therefore, I will pay more attention to this point and make a better teaching plan.

人教版英语高中必修四全套教案

Module4 Unit 1 Women of achievement Teaching goals 1．Target language a. Key words achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to b. Key sentences Watching a family of chimps wake up is our first activity of the day. Everybody sits and waits while the animals in the group begin to wake up and move. But the evening makes it all worthwhile. ... we see them go to sleep together in their nest for the night. Only after her mother came to help her for the first few months was she allowed to begin her project. For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. 2．Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like 3．Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation. b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching procedures & ways Period 1-2. Warming up and pre-reading Step 1. Lead in.

人教版高中英语必修一unit1经典教案

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

(完整版)人教版高中英语必修4全册教案

Unit 1 Women of achievement 1． Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... to b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2 ... we see them go to sleep together in their nest for the night. P2 2． Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on. 3． Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching aids A computer, a projector and a recorder.

人教课标版高中英语必修五-Unit1-Reading-教案-新版

人教课标版高中英语必修五-U n i t1- R e a d i n g-教案-新版 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

Unit1 Reading 1.教材内容分析《普通高中课程标准英语教科书·英语（5）》（必修）Unit1 Great Scientists 中的Reading：John Snow Defeats “King Cholera”。本单元的中心话题是“Great Scientists”，介绍了科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理，使学生在科学家的故事中学到知识、尝到乐趣、获得智慧、受到鼓舞，从而早日成才。教师的任务就是帮助学生培养科学精神，使之成为具有科学精神和人文精神=的创新型人才。 Reading部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解发现的全过程具有其科学的严密性同时了解公共卫生保健常识，做到正确地求医问药。 2．学生学习情况分析传统的阅读教学模式是“自下而上”，是从生词短语→单句理解→段落理解→全文理解的模式。这种模式比较强调阅读中的语言形式。所以，学生的语言知识较好，阅读技能较差。针对教材和学生特点以及教学要求，本课将侧重在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上使他们形成综合运用语言的能力。同时还要注意优化学生的学习方式，使他们通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。 3．设计思想本单元通过介绍John Snow、钱学森、哥白尼，让学生对科学家的生活有所了解和感悟。此外在学习语言知识、训练语言技能、提高语言交际能力的同时，加强了对学生的品格素养的培养，也陶冶了学生的情操。该课时是一堂阅读课，目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高综合运用语言的能力。这符合《普通高中英语课程标准》的性质和理念。在功能、结构、话题的基础上，采用“任务型”教学模式，设计了许多易于操作的任务型活动。阅读模式多种多样，主要处理好教学的三个阶段，即读前活动（Pre-reading），读中活动（While-reading）和读后活动（Post-

人教版高中英语必修一 Unit1 Friendship 教案

教案人教版高一英语《英语1》第一单元Friendship 第1课时：Warming up and Pre-reading 一．教学目标 ①知识目标: ⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog ⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not. ②技能目标: 1．让学生学会用英语描述自己的朋友。 2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 ③情感目标 1．让学生学会如何解决朋友间可能出现的问题。 2．培养学生在高中阶段形成学习英语的好习惯。二．教学重点 1．用给定的形容词和句子结构来描述他们的一个朋友。 2．学习评价朋友和友谊。三．教学难点 1．与搭档合作并描述他们的一个好朋友。 2．与搭档讨论并找出解决问题的方法。四．教学方法 1．任务型教学法 2．合作学习法 3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程 1.导入新课：友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。 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 you 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? (其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。) 第二步：准备活动Warming-up 1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。下列形容词可能有用： brave loyal wise handsome pretty smart friendly

人教版高中英语必修一学案：Unit1单词学案

Unit1 Friendship单词学案重点词汇学习 ①Add up your score and see how many points you get. add up –to join numbers, amount, etc. so as to find the total Add up all the money I owe you. The waiter ca n’t add up. 这个服务员不会算账。【拓展】 add to 增加The bad weather added to our difficulties. add…to…往…添加…Will you add more sugar to your coffee? add up to 总计达His whole school education added up to no more than one year. add v.加；增加；加起来，又说，补充说 If the tea is too strong, add some more hot water. “I don’t believe it,” he added. ★addition n.增加；加法；增加物 in addition 另外I don’t like playing golf; in addition, I do not have enough money for it. in addition to除了In addition to writing, I also enjoy rock climbing. ②Your friend comes to school very upset. upset adj. --- worried I was very upset because one of my friends was rude to me.

人教版高中英语必修4《Unit5Themeparks》教案

人教版高中英语必修4《Unit5Themeparks》教案教学准备教学目标 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。教学重难点 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。教学过程 Step1Warming-upandlead-in(5mins) (1)导入

教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。 T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou: ①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark? ②Haveyoubeentoathemepark? ③Whatcanyoudoinathemepark? S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark. S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities. T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go- roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean? S3:游乐设施 T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”. (2)揭题教师引导学生对课文题目进行预测。 T:Withtheserides,thereisnodoubtthatwewillhavegreatfunina themepark,right?Justlikethetitleofthisarticlesuggest:Themep arks– fun.Butwhatabout“morethanfun”?Whatdoesitmeaninyouropinion? S4:“morethanfun”meansyoucanalsogetalotofinformation.

完整word版,人教版高中英语必修一unit1教案最终版

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

人教英语必修一第一单元Unit 1 Friendship定语从句学案(无答案)

Attributive Clause 课型：语法课课时：第一课时【Curriculum demands】 1．Learn basic information about attributive clause 2．Master the usage of relative pronouns and relative adverbs 【Demands in the exam】 1．Study the differences between relative pronouns and relative adverbs 2．Try to analyze sentences and choose correct relative words 【Learning aims】 1．Foster the ability to analyze long sentences 2．Try to write sentences with attributive clauses 自学内容 Review the basic information about attributive clause 要求 1．Refer to the notes or grammar books to find the basic concepts 2．Master the attributive clauses introduced by that/which/whom/who/whose 相关概念主句、从句、关系词例句：This is the boy who won the first prize in the English Speech Competition. 主句：在含有定语从句的复合句中，除去定语从句后的部分，是句子的主句。(This is the boy.是主句。) 定语从句：相当于形容词，修饰主句中的一个名词或代词（有时修饰整个主句，相当于主句的一个定语。）(例句中，who won the first prize in the English Speech Competition是定语从句，修饰the boy。) 先行词：先行词就是被定语从句修饰的名词等，它总是出现在定语从句的前面。(the boy是先行词。) 关系词：关系词指用来引导定语从句的词，分为关系代词和关系副词。(who是关系代词。) 关系词的三个作用作定语从句的一个句子成分。起着连接主句和从句的作用。代指被修饰的先行词。（例句中who作定语从句的主语，同时起着连接作用，在意思上，指代的是前面的先行词the boy。）关系代词指人时可以用who, 也可用that。 Do you know the boy who/that is my desk mate? 指物时可以用which, 也可用that。 I like visiting places which/that are not far away. whose可以指人也可以指物。 He was a painter whose pictures were not well- known in his life time. 关系代词作宾语时可以省略。 I like the meal that/which / ( ) we had last night. 注：（）表示关系代词省略关系副词关系副词在从句中只能作状语。when 指时间，where指地点，why指原因，how不能作关系词。如： We will put off the picnic until next week when the weather may be better. He has reached the point where a change is needed. That is no reason why you should leave. 基础过关 1. 用合适的关系词完成句子。 The man ______ /______ was here yesterday is a painter. The man ______ /______ /______ /______ I saw is called Smith. A child ______ parents are dead is called an orphan. I’d like a room ______ window looks out over the sea. 问题中心以学为本先学后教合作展评

必修五Unit1-教案

Unit 1 Great Scientists Knowledge Aims: 1. To learn some words and expressions related to the description of the great scientists, and the personal traits of making a great scientist. 2. To make sure the students have a full understanding of the text by reading and translating. Read many times for memorizing some key sentences. 3. To guide the students to have a discussion about the characters in the text. Ability Aims: 1. To cultivate the students’ reading ability and deepen their understanding how to describe a great person and his/her personal achievement and contribution to the humankind. 2. To cultivate the students’ oral English skills and related knowledge about description of a great person’s deeds. Teaching important points: 1. To make the students have a full understanding of the text. 2. To let Ss have good command of grammar points by analyzing the key sentences. Teaching difficult points: 1. To improve the students’ reading ability and their grammatical analysis ability. 2. To enable the students to voice their opinions freely. Teaching materials: 1. Multi-media Teaching Assistant. 2. Some related pictures. Teaching aids: 1. Multi-media facilities. Teaching methods: 1. Asking-and-answering method. 2. Discussing method. 3. Elicitation method. Teaching procedures Teaching aims and demands:

人教版英语必修四unit 4(reading：munication：no problem)教案

Book4 Unit 4 Body Language Communication: No Problem? 一、教材分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的例外角色及严重作用，还介绍了世界通用的肢体语言。Reading部分通过举例说明例外地区表达问候的肢体语言的例外，总结出例外文化背景下肢体语言的例外含义。肢体语言这一话题贴近生活，学生学习本单元较有兴趣。课前要求学生标注部分生词并预习课文。二、学情分析我所教是普通班，学生的英语基础差距较大，但总体英语水平还是比较单薄。所以我在设置的问题尽可能的简单，使他们有信心完成阅读任务。三、学习目标 1.知识目标 1) let students know more about the cultural differences of using body language. 2) let students know some new words and expressions 2.能力目标 develop students’reading skills（skimming and scanning）as well as speaking ability. 3.情感目标 Increase students’ awareness of using body language correctly in different cultures. 四、教学重点

let students master the differences and similarity of body language in different parts of the world. 五、教学难点 1. develop students’ reading ability 2. ask the students to show their opinions in English. 六、教学方法 1. task-based teaching and learning 2. discussion 七、教学过程 Step 1warming up 1.首先由“waysofcommunicating”引出“bodylanguage”,包括facialexpression,gesture,action.接着通过一些图片来表现例外的肢体语言。这个环节主要是为了引起学生的阅读兴趣。 2.让学生观察课本P25的四幅图片并表述其肢体语言所传达的含义。 Step 2pre-reading 1.通过提问“H ow many ways can you think of to greet someone if you cannot speak?”引出本篇文章的主题。向学生展示一些图片，以便学生更清撤地了解例外地区表示问候的肢体语言。 2.Predicting.让学生借助文章的题目和图片，预测文章的主题和主要内容，对文章有初步的了解。 Step 3 Reading 1.Answer two questions. How many international students are there in the story?

人教版高中英语必修一Unit1教案

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。

人教版高中英语必修一Unit1 复习学案

人教版高中英语必修一unit1复习学案 Step I : (创设情境，巧记单词) 安妮是一个犹太女孩，一直为了hide away from德国纳粹党，她和她的家人感到upset，在被discover之前，她们整整躲藏了25个月。在躲起来这段时间，安妮go through and suffer了艰难和痛苦，因此她很难让自己calm down. 这么长时间没有outdoors，她简直be crazy about大自然的一切。曾有一次，她on purpose 去have a look at 月亮，那个夜晚，rainy and windy, 她感觉自己entirely in the power of 大自然。这是一年半里她第一次face to face看到夜晚的模样。 Unfortunately, 这一家人最后还是被德国人发现并带走了。 Step II :（词不离句，句不离篇）一．第一自然段： 1.词到句 upset焦虑，不安------ Anne, a Jewish girl, was upset hide away from躲避------ she hid away from the German Nazis with her family discover发现------ they were discovered. 2.句到篇 Anne, a Jewish girl, was upset because she hid away from the German Nazis with her family for nearly 25 months before they were discovered. 二．第二自然段： 1.词到句

人教课标版高中英语必修四 Unit1 Reading for writing 教案-新版

Unit1 Reading for Writing 教学设计 1. Teaching Analysis 教情分析 1.1 Teaching objectives-教学目标 In and after this period, students will be able to 1.1.1 know and understand the structure of describing a person 1.1.2 use and apply the useful sentences patterns and words in the writing: it seemed that...; Suddenly it hit me ...; it is ...that...;etc. 1.1.3 extend what has been learned to the class to writing. 1.1.4 show respect for the women role model and learn from them 1.1.5 learn to cooperate in a group and self-correction. 1.1.6 practice some reading skills: prediction, canning, summarizing 1.2 Important & difficult teaching points-教学重难点 1.2.1 Important teaching points-教学重点 Guide the Ss to write with the useful language and correct structure in the passage 1.2.2 Difficult teaching points-教学难点 Use the sentence structures and vocabulary to describe a successful woman in an organized way 2. Student analysis学情分析 2.1 Fundamental state基本情况在学习过本单元重点词汇，相关语法以及第一篇课文之后，学生对本单元主题“杰出女性”已经有了较多的了解，同时积累了相关的语言知识。本次阅读围绕林巧稚的生平为主线，主要探讨了其成就和成功的原因，这也切合了写作的要点，能够为学生写作提供类似语言和相似结构。同时文章从一位高中生角度来进行书写，对学生起了比较正面的引导。学生学习此类文章时，能有比较切身的感受和体会，学习兴趣较浓，学习动力也充足。 2.2 Knowledge reserve知识储备在学习本单元之前，学生已经学会使用出现在文中的宾语从句，主语从句等名词性从句。在词汇方面，描述人的性格品质的一些形容词和本单元一些重点词