Unit 1 School life Period 7 教学设计-优质公开课-译林版必修1精品
Welcome Unit Period 7高中英语单元语篇教学设计(人教版2019必修第一册)
to become an engineer
to start his own IT company
Step2 Reading for writing Activity 3 Reading comprehension
4. Learning about new words and a sentence pattern. 1) curious adj. 好奇的；未知欲强的
3. Read the text again and then fill in the form using the detailed information in the profiles.
Name age & grade school personality favourite subject learning style hobbies plans & dreams
active and curious looks good, thinks fast, and plays hard
physics
computer science
Step2 Reading for writing Activity 3 Reading comprehension
3. Read the text again and then fill in the form using the detailed information in the profiles.
I was curious to find out what she had said. 我真想弄清楚她说了些什么。
It was curious that she didn’t tell anyone. 她没有告诉任何人，这很反常。
Unit 1 《School life》教案7(牛津版必修模块1)
Unit 1 Word powerWarming-up1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressionsWhat do you think of our canteen? How about the gym? Is our car park ok in the school? Encourage them to express their genuine opinions.3. Ask stu dents to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.V ocabulary learning1.Ask students to do Part B. Write a description of the quickest way to get from thedormitories to class 4 and read it to the class.Sample answersB If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.AnswersC 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteenV ocabulary extension1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a g ym? How do you like these equipments?AnswersD 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping ropeHomework1.let the students to remember all the useful words and expressions in Part A, B, and D .Learn to make sentences with the key words in Part C.2.Do Part A and B in writing on Page 85.3.Pick out attributive clauses in the passage of Part C.。
Unit 1 Teaching Design 教学设计-公开课-优质课(人教必修4精品)
Unit 1 Teaching Design 教学设计Part 1: Teaching Design(第一部分：教学设计)Section 1: A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE)AimsTo develop reading abilityTo learn some useful expressions in the textTo learn about women of achievementProceduresI. Warming upWarming up by describingGood morning ， class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first ， I’d like to kn ow if you have ever heard of women like Elizabeth Fry ， Soong Chingling ， Jane Goodall ， Jody Williams ， Joan of Arc and Lin Qiaozhi. Now turn to page 1， look at the photos ， read the captions and describe to your neighbor the women in focus. Who is she ？ What is she ？ What did she do to benefit the world ？Warming up by discussingHi ， every one. How did you spend your winter vacation ？ Did you read anybooks ？ Did you read any women of achievement ？ What makes a womanof achievement？Now in pairs discuss the women on page one. Which of these women do you think is a great woman？And may I have your reasons for your choice？Warming up by reading aloud and translatingNice to see you back at school，boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one to see how you’ve understand these women. Zhao Yanfei，would you try reading aloud and translating the first caption？Well done！Next let’s have Ju Xiaohong do the second one.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready，join another pair and compare your predictions and the clues that helped you to make the predictions.2. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.III. Reading1. Listening and reading aloudNow please listen and then read the text aloud. Pay attention to thepronunciation of each word and the pauses within each sentence. I will playthe tape twice and you shall read aloud twice，too.樊锦诗：敦煌女儿守望敦煌2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning，the middle or the end of the paragraph.4. Reading and transferring informationRead the text again to complete the table，which list what Jane does to protect African wildlife. What does Jane do？5．Reading and understanding difficult sentencesAs you have read the text times，you can surely tell which sentences are difficult to understand.Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises 1 and 2.Closing down by having a discussionDo you agree with Jane’s ideas？Why or why not？What do you think is the best way to protect wildlife？Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the blackboard. You are to retell the story of Jane Goodall according to these words.Period 2: A sample lesson plan for Learning about Language(Subject-verb agreement)AimsTo learn about subject-verb agreementTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises 1，2，3 and 4. Check your answers against your classmates’. II. Learning about grammar1. Reading and thinkingTurn to page 2 and read the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on，pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.2. Doing exercises 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And our group includes six boys and five girls. Have you noticed any difference between them？Yes. If the word “group” refers to different members，use a plural verb. If the word “group” is considered as a whole，use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise 2 on the same page，that is，fill in the correct verb form in the letter.III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree，" but when we talk about subject-verb agreement，we're talking about something different: matching subjects and verbs according to number. That is，when you have a singular subject，you have to match it with a singular verb form: The boy plays.When you have a plural subject，you must have a plural verb form: The boys play.In short，simple sentences，you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong，it just sounds funny.However，there are four potential problem spots that you need to watch carefully:●stuff in between the subject and verb●reversed sentence order●"-body，" "-one，" and "-thing" words●"who，" "which，" and "that"Stuff in between subjects and verbsThe stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject？Do the same thing if you're having problems with agreement. Now，look at the following sentence and decide what's wrong with it:The dishes in the kitchen is dirty.Good guess！The subject and the verb don't agree. What's the probable cause for the problem？Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject，that would be okay. But，it's not. Cross out the prepositional phrase and you're left with:The dishes in the kitchen is dirty."The dishes . . . is dirty？" sounds wrong，doesn't it？The subject is plural，but the verb is singular. They don't agree. The correct version is:The dishes in the kitchen are dirty.Once you know how to look for this problem，it shouldn't be too hard to get rid of it when you proofread your paper.Reversed sentence orderThe normal pattern for English sentences is subject-verb. However，there are a few situations where this order is reversed (like this sentence):●There are snacks on the laundry-room table.●Where are they？●On the table are the goodies！See how the subject comes after the verb in each of these？If you can remember how to locate subjects and verbs，you shouldn't blunder into mistakes when writing reversed-order sentences. "-body，" "-one，" and "-thing" wordsThe correct term for these words is indefinite pronouns，but if you remember them as "-body，" "-one，" and "-thing" words，you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody，everyone，anyone，anything，etc.)，it is always singular！You can also include each，either，and neither in this group. Look at the following:1. Everyone is going on a picnic.2. Each of the boys is taking his own lunch.3. If anyone drops something to eat，I'll grab it before he can pick it up.You shouldn't have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always singular；however，if you have two subjects in an either . . . or neither . . . nor construction，getting the agreement right may give you fits. To get it right，just locate the subject closest to the verb and make the verb agree with it:●Either the mailman or the construction workers are causing Peggy to bark like crazy.●Neither the dogs down the street nor the one next door pays any attention.Compare this with the following:●Either the construction workers or the mailman is causing Peggy to bark like crazy.●Neither the one next door nor the dogs down the street pay any attention.Agreement，in this case，depends on the placement of the subject. "Who，" "which，" and "that"Remember dependent clauses？They have a subject and a verb，but they can't stand alone. That's what we're dealing with here，but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it，usually in the same clause or one very close to it.Peggy is a troublemaker. She bites my ears and steals my food."Who，" "which，" and "that" are pronouns. When they take the place of a singular noun，they are singular；when they take the place of a plural noun，they are plural. This is important toremember when they are the subject of a clause. Compare the following sentences:1. Big Dog is one of those animals who are very intelligent.2. Big Dog is an animal who is very intelligent.In both，who is the subject of a dependent clause. In number 1，ittakes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2，who takes the place of animal (a singular form)，and that's why "is" is correct.This may seem a bit confusing at first，but there's a way to get it right every time. If you find "who，" "which，" or "that" introducing a dependent clause (like in the examples above):1. Look at the word right in front of it (usually that's the word it takes the place of).2. Decide if the word is singular or plural (that will tell you whether "who，" "which，" or "that" is singular or plural).3. Make the verb agree！That's all there is to it！IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.Period 3: A sample lesson plan for Using Language(A GOOD EXAMPLE FOR ME)AimsTo read and enjoy the passage A GOOD EXAMPLE FOR METo learn to use the language by reading，listening，speaking and writingProceduresI. Warming upLet’s listen to the recording of the text first and then read the passage aloud.II. Guided reading1. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.1. Doing exercisesNow you are going to do exercises 1 and 2 on page 6.2. ListeningTurn to page 7 and do exercises 1，2 and 3.3. ActingNext we are going to put the text A GOOD EXAMPLE FOR ME on stage. Now Zhu Qing and Zhang Qiang，please！III. Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello，doctor. I need your help. …2. Writing a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character. You may use the information，structures and expressions from the unit.III. Further applyingFinding informationGo to the library to read or get online to search in order to find moreinformation on wildlife protection. Take notes of your finding and reportto your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi，telling her about your life and hope. Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.IV. Closing downClosing down by filling a formMake use of the text and other information you’ve got to fill in the form.Closing down by describing a personI am going to have two of you stand up to describe to the class a person whom he admires. Who’d like to speak first？。
新牛津译林版必修一unit1《school life》优秀教案7(重点资料).doc
英语：Unit1《School life》教案（7）（译林牛津版必修1）一. 教学内容：Unit 1 School life二. 教学目标：掌握Unit 1词汇及词性变化三. 教学重难点：掌握课文中的重点句型的结构、用法Unit 1 School life（一）词汇attend vt. 参加，出席earn n. 获得respect v. 尊敬，敬重achieve v. 取得，完成grade n. 等级，成绩subject n. 科目literature n. 文学average adj. 普通的；平均的n. 平均数；普通on averagean average ofcooking n. 烹饪extra adj. 另外的，额外的Spanish n. 西班牙语adj. 西班牙的, 西班牙人的，西班牙语的etc. 等等miss v. 想念dessert n. 餐后甜点dessert , desert /e/dessert表示甜点，而desert 表示沙漠。
但是desert也可以发/ i /, 这时它是作为动词，意思是抛弃，离弃。
例：荒岛a deserted islandexperience vt. 经历，体验辨析experience和experimentexperience 表示经验，经历，而experiment表示实验。
注意两个单词拼法上的区别。
article vt. 文章immediately vi 立刻，马上（二）课文重难点1. meanv. 意味What do you mean?1）mean that +宾语从句我是说你不需要今天就完成。
I mean you needn’t finish it today.2）mean doingFalling into the river on such a cold day means losing your life.学好英语意味着花大量的时间。
Learning English means spending a lot time.3）mean to do 计划=plan to doI didn’t mean to hurt you.我们本打算给你一个惊喜的。
高一英语(译林牛津版) 必修一教师用书 Unit1 School life
Unit 1School life【美文阅读】School years in different countries当你正在享受假期的时候，世界上有些国家的孩子却还在学校里学习。
由于地域、文化、时区的差异，在世界上不同的国家，学校里的学制、假期及课程安排等也形式各异。
Somewhere in the world, right now, students are hard at work in school and some are enjoying holidays. With over 190 nations across the globe's 24 time zones(时区), there are different types of school year. Here's a brief introduction to the typical school year in the following three countries.AustraliaStudents in Australia attend school for 200 days a year. Their school year lasts from late January to late November. Since Australia is in the Southern Hemisphere(半球), it experiences summer while it's winter in China. Summer vacation for Australian students is from December to late January. The school year in Australia is divided into four terms, with each term lasting 9 to 11 weeks. Students then have two weeks of vacation between each term. The typical school day is from 9 a．m. to 3：30 p．m., and lunch is eaten at school. Students are required to attend school for at least nine years.FranceThe school day in France typically runs from 8 a．m. to 4 p．m., with a half day on Saturday. Lunch is a two-hour break for public school students. Students usually attend school from the age of 6 to 18. The school year lasts from August to June, and is divided into four seven-week terms. Students in the primary grades learn basic skills in reading, writing, and math, as well as participate(参与) in exercises to develop observation，imagination, and physical abilities. Older students study French, math, physical and natural sciences, foreign language, history, etc.JapanMost Japanese schools run on a trimester(三学期制) schedule. The school year begins in April and ends in the following March, with summer, winter and spring holidays to separate the three terms. Uniforms are required and there are many rules for hairstyles, shoes, socks, skirt length, etc. Students in Japan study academic subjects, such as Japanese language, math, reading, social studies, and they also receive moral(道德的) education. Moral education involves teaching students about health and safety, understanding and confidence, public manners, and environmental awareness.From：http：//www.factmonster. com【诱思导学】1．What is the difference between our school year and theirs?【答案】We have different terms. There are usually two terms in our school year while in both Australia and France, they have four terms and Japan has three.2．Do you think our present school year is good or not, and why?【答案】It is hard to say good or bad because different countries lie in different time zones, they enjoy different holidays and different schools.3．Do you want to know the school life in the UK？Why or why not?【答案】Yes. Because the school life in the UK interests me very much./No. Because I have no interest in the school life there. It's none of my business.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。
译林牛津版高一英语必修一unit1schoollife教案
Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus andlow-rise buildings.It is the biggestdifference fromschools in ChinaSchools in China usually have alarge enough campus to make surestudents have enough space tostudy and play in.But most school buildings aretaller, at least three storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need forlessons to school and then take itall back home after school. Mostschools in china do not haveequipment in the classroom.Fewer students in each class There are fewerstudents in a class,no more than 30 perThere are usually more students inhigh school, perhaps 40 to 50 perclass. Recently some schools areclass. beginning to limit the number ofstudents in each class.At ease with our teacher Students have aclose relationshipwith their teachers.They feel at easeand comfortablewith them.It is similar in china. Nowadays,lots of teachers and students haveestablished a good relationshipwith each other. They respect eachother and work to gain a betterunderstanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to thequestions in Part C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let themguess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/get used to do sth.; be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。
高一新生必学知识必修1unitschoollife教案
高一新生必学知识必修1unitschoollife教案教案随着新高一学年开始，高一新生们迎来了新的学习生活。
在这个新的学年里，他们需要学习的知识渐渐变得更加丰富和深入。
而必修1 unit school life则是高一新生们迈入高中后最基本的课程之一。
在这门课程中，学生们将学习如何更好地适应高中生活，如何与同学相处，如何规划自己的时间等等。
下面，我们将详细介绍必修1 unit school life教案中包含的一些内容，帮助大家更好地适应和融入高中生活。
第一节：欢迎来到高中生活必修1 unit school life第一节将教授学生如何应对高中生活。
在新的学年里，高一新生们要面对的不仅仅是学习上的压力，还有与同学相处、完善自我等等问题。
因此，这一节课程将教给学生一些实用的技巧，帮助他们建立起对高中生活的信心和勇气。
1.积极融入校园生活：学生们应该参加校内的各种活动，积极融入校园生活，为自己创造更多的机会。
例如，可以加入俱乐部、社团等组织，参加班级比赛、演讲比赛等活动，发扬自己的特长。
2.建立好人际关系：在高中生活中，学生们的人际关系会越来越广泛，需要学生们在这个过程中从中学到经验。
例如，与同学老师建立良好的关系，要真诚、宽容、尊重每个人的不同，鼓励合作、交流、互相帮助，帮助彼此进步。
3.发扬学习动力：学生们需要树立正确的学习态度，提高学习兴趣和动力。
例如，要制定好学习计划，利用好课余时间，有计划地预习、复习、做作业；同时也要认识到自己的优势和不足，注重自我提升，不断完善自己。
第二节：珍惜时间·规划生活在高中生活中，时间是珍贵的资源，而如何合理安排时间，学习生活两不误，也是必修1 unit school life要教给学生的一个非常重要的方面。
1.合理制定学习计划：高一学生的学习任务相对较重，要善于利用时间，可以根据自己的实际情况制定不同的计划；要坚持执行，时刻监督自己的进度，遵守学校规章制度，不贪玩耍，少熬夜，保持身体健康。
江苏省连云港高级中学译林牛津版高中英语必修一教案：unit1schoollifetask
Unit 1 School life教案TaskI. 单元教学目标技能目标Skill GoalsIdentify the differences between school life in the UK and in China Discuss the daily school lifeUnderstand vocabulary about school facilitiesWrite a notice about school activitiesDesign a poster for a new school clubRecognize attributive clausesII. 目标语言功能句式Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experience for me.We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the faces and names.Describing school activitiesNext month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in ChinaI found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.1. 四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, article, penfriend, introduce, immediately, former, recently, culture, develop, photograph, donate, gift,词汇display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue,poet, generation, poem, select, require, scary, nature2. 认读词汇assembly3. 短语for free, pay attention to语法Introduction to attributive clausesRelative pronouns: that, which, who, whom, and whose重点句子1. I sat next to a girl whose name was Diane. P22. David was one of the most helpful studentsthat we ever had. P93. In 1998, he went to Oxford University where he got interested in Chinese culture. P94. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P95. Most of the students that he taught have become his friends. P96. Some of the books were gifts that he got from his Chinese friends and students. P97. The paintings that David donated to the school are being displayed in the assembly hall. P98. During exam time we have a special programme that tells students the things they should or shouldn’t do for preparation. P18Ⅲ.教材分析与教材重组1. 教材分析本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。
《Unit 1 Teenage life》公开课优秀教案教学设计(高中必修第一册)
【新教材】必修第一册Unit 1 Teenage Life 教学设计Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。
Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。
本文内容贴近学生生活，主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题，学生可以以积极的心态迎接自己的高中生活。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discuss ways to deal with challenges.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…2)What would you tell a teenager from another country about school life in China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjects to learn.…Activity 22.Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
Unit-1-School-Life教案
Unit 1 School Life一、教学内容:Lesson 1 We have Chinese.Lesson 2 What’s your favourite subject?Lesson 3 We sing here.Lesson 4 Again, please!二、学情分析本课的教学对象是四年级学生, 他们对英语的学习已经有了一年的基础。
所以, 在新知识的教学过程中, 教师要尽可能多地创造良好的语言环境, 给学生提供大胆实践、积极参与的机会, 并培养学生观察和总结规律的能力, 使其在语言交流运用中能够做到举一反三。
三、单元教学目标（一）知识目标能听懂、会说并认读并规范书写单词“Chinese, we, PE, maths, today, subject, science, English, make, often, basketball, there”；能听懂、会说、认读单词: classmate, computer, thing,并能结合句型灵活运用。
2.能听懂、会说并认读句子: What subjects do we have this afternoon? We have…What’s your favourite subject? It’s…We sing here.3.初步学习与了解字母a.t..在单词中的发音规律。
（二）能力目标学会运用所学句型询问学校的课程, 并能描述学校的生活。
（三）情感目标简单了解中国和外国学生学校生活的差异。
培养学生学习英语的兴趣, 提高学习英语的积极性, 鼓励学生在生活中说英语。
四、教学要点分析（一）教学重点能听懂、会说并认读句子: What subjects do we have this afternoon? We have…What’s your favourite subject? It’s…We sing here.（二）教学难点What’s your favourite subject?及maths, Chinese, thing等单词的读音。
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Period 7 Task Report school activities 教学设计A：Revision：1、Ask the students some grammar rules2、Check the homework exercisesB：Lead in：Questions:1、These days we are very busy. Do you know what is happening(in two days)？(Teachers’ Day is coming)2、W hat day is this Teachers’ Day？3、Do you have any activities？4、When and where？Oh，really. I will go there. Thanks for telling me your program.C：PresentationA program is a plan of activities to be done or things to be achieved. It usually includesDate：usually in short form to save space.e.g. 1st January or 1st/1 Jan. ；10th September or 10th/10 Sept.Days：can also be presented in short forme.g. Sunday or Sun. ；Tuesday or Tues. ；Wednesday or Wed.Time：9 a.m. or 09.00；4 p.m. or 16.00；9.50 p.m. or 21.50Events or Activities：the most important part of a program.e.g. art festival；sports meeting； A speech on Chinese Literature …Venue：Venue refers to the place where the events or activities are held.e.g. the meeting room，7th floor，Building A，playgroundD：Game: Let’s play a game. Divide the class into four groups. The first group fill in the form with date and day，second time，third avenue and fourth eventAsk questions about the program1、When is the first / second / third … event for the students？2、What is the topic？3、Where is the event held？Now listen to my reading and finish the form on p. 13. Then ask the question above.E：Suppose you cannot take your class meeting，the PE class，the art class，the computer class self-study and library class. Compare the program and the timetable on page 15. Make a decision and tell me which activities you can join in and fill in the form on page 15.Now read the form and the letter on p. 14. Please help David to find the book he wants to order.While reading the letter，you should pay attention to some important words which will help you to find the answer.The key words: Dynasties，8，after 2000，professorThe ISBN of the book should be: 7-8976-9374-8/KF：Writing: In our daily life，sometimes we have to inform people of important things that they must do or pay close attention to. That is a notice. Notices can be oral or written. This is how to write a notice:1: Oral: AnnouncementAttention，please. I have an announcement to makeLadies and gentlemen / Boys and girls，(may I have your) attention，please.1) There will be a + event on …+ venue + time. The event will be given by sb. Please…(requests).That’s all. Thank you2) In order to …..，we / our school will + event on….+ venue + time. The event will be given by sb. Please…..( requests).That’s all. Thank you.2: Written：Notice1) There will be a + event on …+ venue + time. The event will be given by sb. Please…./ requests.2) In order to …..，we / our school will + event on….+ venue + time. The event will be given by sb. Please…../ requests.(Who gives the notice).G：Practice：Write two notices according to the following.1、请根据以下内容起草一份口头通知，通知必须用一段话说明以下几点：日期：7月22日，星期六时间：早餐后8点出发。
午餐在参观地点吃。
下午回来。
1) 内容：分四组，每组参观一个地方：工厂，学校，农场，医院。
2) 欢迎每人参加一组活动。
请选择参观地点，并在今天晚上9点前签名(sign your name)。
注意：1、大约100个词。
2、不要逐条译成英语。
2、为学好英语，学校英语组将于9月20日(星期二)邀请上海外国语大学的Stephen教授在多功能报告厅举办“怎样学英语”的报告。
请以学校英语组的名誉写一个书面通知，要求全体高一学生参加，认真听讲，做好笔记，报告后会教师讨论。
希望大家不要迟到。
Possible versions1、Ladies and gentlemen ，May I have your attention ，please？On Saturday July 22，there will be visits to different places . Everybody is welcome . Each person can choose to go to one of the places --- a factory ，a farm ，a school or a hospital . Please sign your name at the Service Desk before 9:00 p.m. and say which place you wish tovisit .We will set out after breakfast at eight and come back in the afternoon . We will have lunch at the place of visit .That’s all . Thank you .2、NoticeIn order to study English well，we’ll invite Professor Stephen of Shanghai Foreign Langu ages University to give us a talk / lecture on “How to study English”. The talk will be given on Sept. 20，Tuesday in the Multi-function Lecture Hall. Every student in Senior I am required to attend it. During the talk，please listen carefully and take careful notes. After the talk，we’ll have a discussion about it in our classroom.Don’t be late.English Teaching Group。