高中英语同步教案：Unit人教新课标必修教学设计_1
新教材高一英语人教版(2019)必修第一册教案：Unit 1含答案
Unit 1 Teenage lifeDiscovering Useful Structures 教学设计科目：英语课题：Discovering Useful Structures 课时：1 课时教学目标与核心素养：熟练掌握名词短语、形容词短语和副词短语的形式和意义后。
能力目标：能够将名词短语、形容词短语和副词短语运用到语篇中，使语言表达更加充实，使语言表达更加充实、生动和准确。
情感目标：激发学生学习语法的兴趣。
教学重难点：重点：帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语。
难点：帮助学生丰富语篇表达内容，提高语篇质量。
课前准备：多媒体，黑板，粉笔教学过程：Pre-class:Explain the following sentences and let students find out NP, AdjP and AdvP.Being a freshman at snior high school is a really big challenge.It's a little confusing to choose suitable courses and extra-curricular activities.To choose suitable courses, I have to think very careful and ask the school adviser for help.My adviser recommended that I should sign up for advanced literature. As to extra-curricular activities, I won' quit football and I will find a way to improve so that I can make the team.I have to study harder and be responsible for a lot more.I'm a bit worried about keeping up with the other students in my advanced course.While- class:Guide students to finish Activity 1 and 2 and correct answers.let students look at the given examples, then discuss in a group that how to improve their writing by adding more details and information through the use of noun phrases, adjective phrases, and adverb phrases.After- class:Guide students to finish practices of Activities 3,4 and 5.homework:语法填空Jim was a shy boy. He was afraid of talking to 1 (strange). As a result, he didn't have any friends after he entered high schoolOne day, when Jim 2 ( walk)on his way back home from school, it suddenly began to rain 3 (heavy). He saw a boy walking in front of him. The road was so wet that 4 boy slipped( 滑倒)and fell on the ground. Jim quickly ran to the boy and helped 5 (he) get up.The boy was wet all over. Jim 6 (think) the boy must feel cold, so heasked the boy where he lived. When Jim 7 (tell) about the address, he found it was a bit far from there. Jim lived nearby,8 he invited the boy to his home.After they arrived, Jim gave him some clean clothes and asked him to get changed. The boy was so grateful 9 Jim that he thanked Jim again and againThe following day, the boy saw Jim at school. He thanked Jim again for 10 (help) him out. From then on, they often spent time together and became best friends.答案1. strangers2. was walking3. heavily4. the5. him6. thought7. was told8. so9. to10. helping。
新课标新教材人教版必修第三册高中英语Unit1SectionⅠ教学案
Unit 1 FESTIVALS AND CELEBRATIONS1．An optimist stays up until midnight to see the new year in. A pessimist stays up to make sure the old year leaves.乐观者等至深夜，为的是看到新的一年。
悲观主义者等着，只为送别旧岁。
2．The object of a New Year is not that we should have a new year. It is that we should have a new soul.我们过新年的目的并不是为了迎接新的一年，而是迎接一个全新的自我。
3．May your happiness last forever and your holidays last forever.愿你幸福永驻，假期长存。
4．Feeling the relentless passage of time, my heart gives birth to new hope. Let's embrace the New Year and go to the future!感受岁月无情流逝，心中又升腾起新的希望。
让我们拥抱新年，共赴未来！5．The breeze sent my blessings, and the bright moon brought my greetings.清风送去了我的祝福，明月带来了我的问候。
6．In this brilliant and happy Spring festival, I wish you all the best!在这辉煌快乐的新春佳节，祝您一切顺心如意！THE VALUE OF TIMETo realize the value of one year：Ask a student who has failed a final exam.To realize the value of one month：Ask a mother who has given birth to a premature baby.To realize the value of one week：Ask an editor of a weekly newspaper.To realize the value of one hour：Ask the lovers who are waiting to meet.To realize the value of one minute：Ask a person who has missed the train, bus or plane.To realize the value of one second：Ask a person who has survived an accident.To realize the value of one millisecond：Ask the person who has won a silver medal in the Olympics.Time waits for no one.Treasure every moment you have.February has long been a month of romance.With the sweet smell of roses in the air, romantic films hit cinemas and love stories fill newspapers and magazines.On the 14th day, it is a custom for a boy to take his girlfriend out to dinner，buy her flowers and chocolates, write poems, sing to her or even spell out her name with rose! This is what you see on Valentine's Day, a day named after Valentine who was a priest in the third century Rome.When the emperor (皇帝) thought that single men could become better soldiers than those with wives, he didn't allow marriage.But Valentine continued to perform marriage ceremonies for young lovers in secret. When his actions were discovered, the emperor sentenced him to death. While in prison, it is said that Valentine fell in love with the daughter of his prison guard.Before his death, he wrote her a letter, which he signed“From your Valentine”， an expression that is still in use today. Valentine died for what he believed in and so he was made a Saint (圣徒), as well as becoming one of history's most romantic characters.Nowadays, Valentine's Day is also popular among Chinese young people. Some students are planning to make Valentine's cards for parents, teachers and friends. Others want to hold parties at which they will exchange small gifts and eat heart shaped cakes.The significane of the holiday is to have fun and encourage people to share the spirit of St. Valentine.[探索发现]1．Why did the emperor in Rome not allow marriage in his country?Because he thought men without wives could be better soldiers.2．Valentine was put into prison because he didn't obey the emperor's order．3．The best title for this passage should be Valentine's Day.Section ⅠListening and Speaking & Reading and Thinking——ComprehendingⅠ.匹配词义a．给下列单词选择正确的汉语意思( )1.figure A．vt.显示；反映；反射( )2.gather B．n.人物；数字；身材vt.认为；认定( )3.decorate C．vi.聚集；集合vt.聚集；搜集；收割( )4.significant D．vt.装饰；装潢( )5.reflect E．adj.有重大意义的；显著的( )6.ceremony F．n.典礼；仪式( )7.religion G．n.宗教；宗教信仰( )8.occasion H．n.魅力；迷人的特征；咒语( )9.gratitude I．n.感激之情；感谢( )10.charm J．n.特别的事情(或仪式、庆典)；(适当的)机会[答案] 1－5 BCDEA 6－10 FGJIHb．给下列短语选择正确的汉语意思( )11.have sth.in common A．穿上盛装；装扮( )12.range from...to B．包括从……到……之间( )13.in spite of C．不管；尽管( )14.take advantage of D．利用；欺骗；占……的便宜( )15.dress up E．(兴趣，想法等方面)相同；有相同的特征( )16.after all F．毕竟；别忘了( )17.fade away G．逐渐消失；(身体)变得虚弱( )18.reflect on H．思考[答案] 11－15 EBCDA 16－18 FGHⅡ.默写单词1．riddle n．谜语；神秘事件2．origin n. 起源；起因；出身3．joy n. 高兴；喜悦4．harvest n. 收获季节；收获；收成vi.&vt. 收割(庄稼)；捕猎(动物、鱼) 5．grateful adj. 感激的；表示感谢的6．feature vt. 以……为特色n. 特色；特征；特点7．typical adj. 典型的；有代表性的；平常的8．commercial adj. 商业(化)的；以获利为目的的9．belief n. 信仰；信心；信任10．faith n. 宗教信仰；信任；相信Ⅰ.语境填空march；feature；reflect；faith；riddle；occasion；gather；origin；figure；harvest 1．Many workers marched on the streets for their rights last week.2．We often visit a Lantern fair and guess riddles on Chinese Lantern Festival every year.3．All the crops had been gathered and stored before the storm came.4．Most ancient festivals would celebrate the end of cold weather，planting in spring and harvest in autumn.5．Today's festivals have many origins，some religious，some seasonal and some for special people or events.6．Some festivals can also be held to honour famous figures such as Qu Yuan and Mohandas Gandhi.7．Festivals give us some occasions where we can relax and enjoy life.8．My father has much faith in doctors of traditional Chinese medicine.9．The festivals reflect people's wishes and attitudes toward future life.10．In ancient Egypt，the harvest festival featured a parade and a great feast with music，dancing and sports.Ⅱ.语法填空之派生词1．We expressed our congratulations(congratulate) to them in the letter.2．We should respect the religious(religion) beliefs of their countries.3．How easy it is to recommend joy to those who cannot be joyful(joy)．4．This is the agricultural(agriculture) school I told you about last time.5．I would be grateful(gratefully) if you could tell me how to operate the machine.6．How do you like this decoration(decorate) of the room?7．Do you know the significance(significant) of this plan to me?8．It is typical(typically) of Jill to come to school late.9．Now some festivals are becoming more and more commercial (commercialise) withbusinesses taking advantage of the celebrations.10．The West holiday Halloween also had its origin in old beliefs (belief) about the return of the spirits of dead people.1．They have a wide range of origins...它们有各种各样的起源……2．Every festival has its different customs and unique charms.每个节日都有它不同的习俗和独特的迷人的特征。
新课标高中英语1必修全册教案
新课标高中英语1必修全册教案一、教学内容1. Unit 1 My First Day at Senior High详细内容：描述了学生在高中的第一天，通过对话和阅读了解校园生活。
2. Unit 2 My New Teachers详细内容：介绍了几位不同风格的老师，学习如何描述人物特点。
二、教学目标1. 掌握本单元的重点词汇和短语，并能灵活运用到实际情景中。
2. 提高学生的听说读写能力，尤其是描述人物和事件的能力。
3. 培养学生学会尊重和理解不同的教学风格，增强团队合作意识。
三、教学难点与重点1. 教学难点：描述人物特点的词汇和句型，以及如何运用到实际情景中。
2. 教学重点：听说读写技能的培养，尤其是口语表达能力的提高。
四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、录音机、卡片等。
2. 学具：课本、练习本、字典、笔等。
五、教学过程1. 导入：通过展示一组学生在高中第一天的照片，引发学生讨论，导入新课。
2. 新课内容展示：讲解Unit 1 My First Day at Senior High 的重点词汇和句型，进行角色扮演活动。
3. 例题讲解：针对Unit 2 My New Teachers，讲解如何描述人物特点，给出示例。
4. 随堂练习：让学生运用所学知识，描述自己的老师，进行小组讨论。
5. 口语练习：模拟情景，让学生进行对话练习，提高口语表达能力。
六、板书设计1. Unit 1 My First Day at Senior High重点词汇：nervous, excited, confused, helpful, friendly等。
重点句型：I felt when; The teacher is and he/she等。
2. Unit 2 My New Teachers描述人物特点的词汇：strict, patient, humorous, knowledgeable等。
描述人物特点的句型：My teacher is; He/She always等。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案
Unit1Friendship
Unit2Englisharoundtheworld
Unit3Traveljournal
Unit4Earthquakes
Unit5NelsonMandela-amodernhero
新课标高中英语1（必修）教学设计与案例
Unit1
(1)课题：Friendship
(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
WarmingUp部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’sBestFriend以日记形式讲述了犹太女孩安妮的故事；Comprehending 部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;UsingaboutLanguage部分教学本课重点词汇和重点语法项目。
(3)课时安排：Thefirstperiod:Speaking:WarmingUpandPre-Reading
Thesecondperiod：Reading
Thethirdperiod:Grammar
TheforthPeriod：Listening
Thefifthperiod:Writing
(4)教学目标：。
高中英语新课标人教版教案必修一
高中英语新课标人教版教案必修一一、教学内容本节课选自高中英语新课标人教版必修一，具体章节为Unit 1 "My First Day at Senior High"。
教学内容主要包括：了解并描述学生在高中第一天的生活和感受；学会使用一般过去时描述过去的事件；掌握本节课的核心词汇和短语。
二、教学目标1. 能够听懂并准确说出与高中生活相关的词汇和短语。
2. 能够运用一般过去时描述过去的事件，提高语言运用能力。
3. 能够通过小组合作，交流并分享自己在高中第一天的经历和感受。
三、教学难点与重点1. 教学难点：一般过去时的运用，特别是动词过去式的变化规则。
2. 教学重点：核心词汇和短语的掌握，以及运用一般过去时进行简单的叙述。
四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔、单词卡片。
2. 学具：英语课本、笔记本、字典。
五、教学过程1. 导入：通过播放一段关于高中生活的视频，引导学生关注本节课的主题。
2. 新课内容展示：展示本节课的核心词汇和短语，让学生跟读并模仿。
3. 例题讲解：以"Yesterday was my first day at senior high. I"为例，讲解一般过去时的用法。
4. 随堂练习：让学生运用一般过去时，描述自己在高中第一天的经历。
5. 小组活动：学生分成小组，互相交流并分享自己的经历，提高语言表达能力。
六、板书设计1. 核心词汇和短语：写在黑板的左边，方便学生查看。
2. 一般过去时的结构：写在黑板的右边，突出教学重点。
七、作业设计1. 作业题目：请用一般过去时描述你昨天的一天。
2. 答案示例：Yesterday was my busy day. I got up at 6:00, had breakfast and went to school. In the morning, I had four classes. After lunch, I played basketball with my friends. In the evening, I did my homework and watched TV.八、课后反思及拓展延伸1. 课后反思：本节课学生对于一般过去时的掌握程度较好，但仍有个别学生动词过去式变化不准确，需加强练习。
高中英语新人教必修一Unit 1 Teenage life period 2 阅读课教学设计教案3份
【新教材】必修第一册Unit 1 Teenage Life 教学设计（人教版）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 sc hool 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 hisadvantages。
人教新课标高中英语必修1Unit1教案1
Unit 1 Friendship1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habitadd up calm down have got to be concerned about walk the dog gothrough hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?---I’ve grown so crazy about---I didn’t dare2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）t.That’s correct. Of course no语法直接引语和间接引语(1): 陈述句和疑问句陈述句Said Anne.want to set down a series of facts in a diary.”“I don’ｔwant to set down a series of facts in a diary.-----Anne said that she d idn’t一般疑问句He asked, “A re you leaving tonight?”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the night before.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the Germankil ling in world war 2. she treats the diary as her best friend, and in it reveals her Nazis’ 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 doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop theability to cope with misunderstanding, conflicts and problems related to friendship,and give advice on it. The concept that even an ordinary thing can be a friend shouldbreak down the traditional belief in the interpersonal nature of friendship. Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast and the West leads studen ts to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into fiveperiods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using some phrases andstructures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do in yoursummer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say something about it?3.Do you like making friends? How do get in touch with your friends? Do you have manyfriends? Where are they now? Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may behelpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys ……and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four tofind out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assess t heir values offriendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do w wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, orn youryou fail to show enough concern for your friend’s needs and feelings. Try to strike a balance betw friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balanceyour needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, …… What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor,choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am,s but still know you can call them and wake them up, and they’ll still want to talk to you ,that’friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class sharetheir ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends fromfalse friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?tell me what the diary is about 5) We are going to read o ne of Anne’s diaries .but before reading ,can youwith the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to expressyour understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out theiropinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult point.Learn about t he special cases in which the tenses shouldn’t be changed4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inriends—you andT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her fTom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect spee Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→want to set down a series of facts in a diary.Anne said that she didn’ｔ“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 Grammarch into Indirect Speech, whatT: Now let’s look at these sentences again. If we want to change Direct Speeshould be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
《英语》(新标准)高中修订版必修第一册Unit 1 教学设计
单元主题
本单元主题语境是“人与自我”，涉及的主题语境内容是高中起始阶段的日常学习与生活。本单元从介绍一所英国中学里学生的日常学习生活开始，依次呈现了中国男孩孟浩高中生活的第一天、学校里不同的俱乐部、美国女孩Lisa总结的高中学习与生活建议等学习内容，帮助学生全面了解高中日常学习与生活的基本情况，使学生意识到初、高中学习生活的不同，引导学生合理规划、安排高中生活，并在一定程度上了解中外学校高中教育的异同。
1. Ss complete Activity 3. They can read the passage again if necessary.
2. Ss share their answers and give the reasons.
Train students’ readingskills of getting the main idea.
教学难点
引导学生根据文本和图片准确理解孟浩的经历和情感，并总结出其情感变化。
教学策略
任务型教学法、P–W–P阅读模式
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
1.T asks Ss to tick the topics they’d like to include in their own diaries in Activity 1.
Activity 2
1.T asks Ss tocompletethequestionnaire.
2.T asks Ss to choose one or several issues to share with the class.
人教新课标高中英语高一教案【全册】
Unit 1 Good friendsPeriod 1I. Teaching aims:1. Learn to describe a friend or describe oneself to others. Let students know what a friend is.2. Study the language points connected with the dialogue.3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of).II. Important points:1.Train the Students’ listening ability.2.Master the new phrase and sentence pattern and make the students be free to talk about names,ages, ho bbies, likes and dislikes, etc.III. Difficult points:1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 Presentation1. Greet with the students and have them guess the exact Chinese meaning of the proverb.A life without a friend is a life without the sun.A man who has friends must show himself friendly..A friend in need is a friend indeed.2. Start with the following questions, and teach some new words.Do you like friends?How many kinds of friends are there in your opinion? What kind of friends do you prefer?Can you describe one of your friends to us?kind, funny, strong, richhonest, brave, loyal, wise, handsome, smart(helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent)Step 2 Pair work1 Books open. Go through the dialogue with the students and make sure they understand it fully.1. should--shall, ought toYou should study harder. My teacher said I should study harder.2.quality--qualities, quantity3.describe +n./n. to sb./clauseWords can not describe her beauty. Please describe exactly wh at happened.4.loyal--more/ most ~ +to sb.He wanted to be loyal to his friend.Then tell the students:Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up.2 Listening：Listen carefully to the tape. Then work in pairs and check the answers.Step 3 DemonstrationAsk several students to describe a friend and give necessary hints and encouraging remarks.Step 4 DefinitionFrom what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily.Step 5 Speaking1.N ow let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons,Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box.I’m sure…I guess…Perhaps……are probably…List for ages gender likes and dislikes.Name John Steve Peter Ann Sarah Joe Age 15 14 15 16 14Gender boy boy boy girl girl boyLikes footballreadingskiingreadingsingingsingingrock musiccomputerdancingcomputersrock musicreadingfootballsingingcomputersrock musicskiingDislikessingingcomputershikingrock musicfootballfootballclassicalmusicdancinghikingclassicalmusicreadingrock musicdancingcomputersfootballhiking2.Notes1.especially--speciallyThe tree is beautiful, ~in autumn.--I came here ~ to ask you a question.2.into--inHe is into rock music. He grew into a man. She is in good shape.3.be fond of +n./ doing sth. =like4.My interests are reading. S+V+P—They are reading. S+V5….nor do I… (P157)HomeworkFinish off the exercises in the Wb.Period 2I. Teaching aims:1.Read and understand how Chuck survives on the island and know more about what a friend means.2.Improve reading ability and study the language points connected with the text.New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane.II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading fro the students get the general idea first.2. Discuss after reading to understand the text berrer.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 Lead-inHave you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend.Step 2 Pre-readingGo through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples.1. a box of matches…make a fire, cook some food, frighten the animals at night with a fire lit with a match, let others know where I am2.a knife…protect myself from being attacked by wild animals, cut some trees for fruit, cut wood for fire, cut food into small pieces3.a frying pan… cook food, co llect the rain waterStep 3 Fast readingRead the story quickly and do the true or false questions.1.Chuck is a businessman working in a company. T2.Chuck is one of the people who survive the plane crash. F3.Collecting water and hunting for food are all Chuck has to learn on the island. T4.Chuck makes some friends there one of whom is Wilson, a football. F5.Staying on the island helps Chuck realize his shortcomings. T6.In Chu ck’s opinion, people make friends to share happiness and sorrow. T7.Wilson is fond of Chuck because he is well cared for by him. F8.Chuck thinks friends are teachers, for they teach people everything. F9.Friends can be animals and even things as well as human beings. TStep 4 Careful readingRead again and find the topic sentences of each paragraph.1.Chuck’s plane lands on a deserted island.2.Chuck has to learn to how to survive on the island.3.Chuck learns a lot about himself when he is alone on the island.4.Chuck has made an unusual friend on the island.Deal with some language points in the textDiscuss the questions in Post-reading in group of four: one or two groups will be asked to do a report about their discussion.Step 5 RetellingRetell the story according to the hinds:.plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from ChuckHomeworkFinish off the exercises in the Wb.Period 3I. Teaching aims:1. Review the words and phrases in the last two periods.2. Learn and master the direct and indirect speech.3. New words: lie, speech, adventure, notebook.II. Important points:1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence.2. Guess the missing word according to the context.III. Difficult points:Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech.IV. Teaching methods1 .Review method.2. Explanation and inductive methods to teach them grammar.3. Individual and pair work to make each of them work in class.V. Teaching procedures:Step 1 Lead-inCheck students’ homework. Ask one or two students to share his story ab out Chuck with the classmates. Give the students necessary courage and remarks.Step 2 Word studyAsk the students to do the exercises individually and them check answers with them.1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.in order to 10.smart Explain the language points to the students:1.keep饲养as作为,当作We keep a dog.He has a large family to keep.2.regard+n.+as+n.regard+n.+with+n.用某种眼光看待They regarded his attitude with suspicion.Step 3 GrammarGo through the examples of Direct speech and Indirect speech on page 5 of the textbook.More explanations about Direct speech and Indirect speech☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变.1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句.The boy said: “I am not afraid to meet strangers ＊now.”The boy said that he was not afraid to meet strangers ＊then.2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句.She asked: “Have you seen the movie?”She asked me weather/if I had seen the movie. (weather…or not)3.直接引语为特殊疑问句The man asked: “Which room do you prefer?”The man asked me which room I preferred.4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to do sth.“Don’t make a mess in the room,” she said to the child.She asked/told/warned the child not to make a mess in the room.5. The adverbials usually change as following:today that dayyesterday the day beforetomorrow the next daynext month/week the next month/weeklast week/year the week/year beforeago beforetwo years ago two years beforenow thenhere thereso far by thenin 2002 in 2002Step 4 PracticeAsk the students to finish part 2 of grammar on page 5. Check the work afterwards.HomeworkFinish off the exercises in grammar part in the Wb.Period 4I. Teaching aims:1.Review the language points in the unit.2.Finish reading and writing.3.Learn how to write an e-mail..II. Important points:1. Train the Students’ writing ability.2. Tell them the way of getting communicated with others in e-mail.III. Difficult point:Impro ve the students’ intergrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.l.2. Individual and pair work.V. Teaching procedures:Step 1 Lead-inAsk the students the following questions.1.Do you have friends in the Internet?2.How often do you write to your e-pal?3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why? Tell them what we are going to learn is about email.Step 2 ReadingGo through the two e-mails on page 7 of the text book.Language focus:1.joke around—joke about v.play a ~ on, make a ~, tell jokes n.I joked with her.2.fun 〔U〕n.玩笑,娱乐,乐趣He is full of fun.I did it just for fun.They often make fun of her.3.drop 落下,掉落Drop me a line. 写封短信给我.He dropped his voice. 放低He dropped into a chair. 坐The wind has dropped. 减弱Step 3 WritingAsk the students: Who do you want to reply to, Jane or Jack? Why?Write an e-mail after discussion.Check their work.Step 4 ConclusionGo through the Checkpoint about direct speech and indirect speech.Go over the language points in the unit and summarize the uses of direct speech and indirect speech.HomeworkFinish off the exercises in the Wb.Revise the grammar and useful expressions in the unit.Unit 2 English Around the WorldPeriod 1I. Teaching aims:1. Train the Ss’ ability of speaking and listening2. Learn about the differences American English and British English3. Learn how to make an order or a requestII. Important points:1.How to help the students’ listening ability.2.Lear about sentence transformation.III. Difficult point:How to use different sentence p atterns to express one’s idea.IV. Teaching methods:1. Listening practice to improve the students’ listening ability.2. Discussion method to give them more chances to express their own ideas.V. Teaching procedures:Step l presentationAsk the Ss some questions about English and let them have a general idea about the question:1.Is English very popular?2.In which country do people speak English as their mother language?3.In which country do people speak English as their second language?4.Ate the American English and the British English the same?5.What are the differences between them?Step 2 Warming up1.Look at the picture and ask the question:What does bathroom mean in American English and British English?2.Read the dialogue in the and text and answer the question: in AmericanEnglish, it means “toilet” and in British English it means “a place for some people to take a shower”3.Ask more questions about the dialogue:●Where did Joe come from?●How did he reach London?●Did he have a good sleep?●Why did Nancy give Joe a new towel?●Where is the bathroom?●What did Joe actually want?Step 3 PracticeRead and act out the dialogue then introduce some more words that have different meaning in the two languages.billion=one million millions (BE) one thousand million (AE)public school=private school (BE)local state school providing free education (AE)Step 4 ListeningLet the Ss listen to two different passages which are read in BE and AE and tell them the two languages are quite different in pronunciation Then practice the dialogue “kilometer” and tell them this word has two different spelling and also two different pronunciations.Step 5 ListeningListen carefully to the tape. Mr Brown’s landlady has many house rules. Write down five of them..Step 6 GrammarDirect and indirect speechesSb. asked / told sb. (not) to do sth.Change the following sentences into indirect speech:1. “Get up early Tony. You’ll be late for class.” His mother said to him.2. “Don’ t disturb the sleeping baby.” Mary said.3. “Put away all the unnecessary articles,” the housekeeper said rudely.4.“Don’ t cross the road without looking around.” The policeman said kindly to theboy.Step 7 Speaking1. Practise the dialogue one in the text and ask the Ss to finish the exercise.2. Questions for dialogue two.(1) What did Ms Smith ask Harry to do?(2) What did Harry ask Mw Smith to do?(3) And what did Harry ask Ms smith to do again?(4) What did Ms Smith tell Harry not to do?3. Ask the Ss to read aloud the dialogue and then ask them to repeat the di alogue.Rewrite the following sentences:1. My mother told me not to believe a stranger easily.(direct speech)2. The principle asked the Ss to wash their clothes by themselves.(direct speech)3.“Don’t throw away the leftovers. It’s too a waste of food.” T he owner said to his customers.(indirect speech)4.“I am going to Japan tomorrow. I have asked for a leave of six months.” Jerky said to her colleagues.(indirect speech)Period 2I. Teaching aims:1. Train the Ss’ ability of reading.2. Learn about English around the world.3. Listen and repeat the text.II. Important point:How to get the students to master the useful words and expressions:majority, native, equal, except, , in total, situation, organization, international, etc.III. Difficult point:Get full understanding of the whole as well as the details.IV. Teaching methods:1. Fast-reading to train the students’ reading ability.2. Reading comprehension to help the students to grasp the main idea of the text.3. Practise getting the students to master what they have learned.V. Teaching procedures:Step 1 RevisionGo over the dialogue by asking the Ss to read aloud their composition and ask them to rewrite more sentences.Step 2 Pre-discussionDiscuss the following pre-reading questions:1. If you speak more than one language, in what situations do you use the language?2. Why do we have to learn English?Step 3 Fast readingRead the text fast and answer :Why will it be more and more important to have a good knowledge of English? (Because many people communicate in English every day.)Step 4 Careful readingAsk the students to read more carefully and answer the post-reading questions 2-3.Step 5 SummarySummarize main ideas of each paragraph of the text.Paragraph 1 English is spoken as mother tongue and as a second language.Paragraph 2 Many people learn English as a foreign language.Paragraph 3 Many people communicate in English every day.Step 6 ListeningListen to the tape of the text and do the post-reading exercise 2, filling the blanks.Step 7 DiscussionDiscuss the following topics in groups of four for about 4 minutes, then ask the representative of each group to present their reasons in the front.1. Why do so many people speak English?2. Will Chinese mandarin be popular one day?3. Why Cantonese is so popular in China?HomeworkGo over what we have learned in this reading text.Period 3I. Teaching aims:1. Learn the useful words and phrases in the text.2. Learn the difficult sentences.3. Learn the grammar: direct and indirect speeches.II. Important points:the direct and indirect speechesIII. Difficult points:How to use ask/tell/ order sb. to do sth. to report an order or request.IV. Teaching methods:1. Inductive method to get the students to think more by themselves.2. deductive method when teaching the Indirect Speech.V. Teaching process:Step 1 RevisionListen and read the text.Step 2 Word studyThe teacher can read the explanation for the Ss and ask them to guess the new words. Step 3 Language pointsPick out some difficult sentences for the students to analyze and explain new words and expressions to the students if they have difficulty in understanding them. Phrases: all around the world, in total, at high school, except for/except, on the radio/ on the phone, through the Internet, a good knowledge of , majority, leave the door open, mother tongueuseful sentences:1. There are more than 42 countries where the majority of the people speakEnglish.2. In total, for more than 375 million people English is their mother tongue.3. In China students learn English at schools as a foreign language, except forthose in Hong Kong.4. Chinese businessmen, taxi drivers and students talk with them using English.5. With so many people communication in English every day, we can see that itwill be more important to have a good knowledge of English.Step 4 GrammarLearn which is an order and which is a request:Sentences for a request may begin with: could I/Will you/May I. Sentences for an order may be without subjects. If the sentences are changed into indirect speech, “asked” means a request, “told” means an order. Show them some examples to make them clear about how to change an order or request into indirect speech. The following are some examples for the students to practice:1. Change the following sentences into indirect speech:(1) Could I use your bathroom for a moment? (he, his friend)(2) Put your coat in the closet. (they, the little boy)(3) Speak quietly on the closet. (the teacher, his colleague)(4) Will you help me with my homework this afternoon? (John , me)(5) Could you meet me at four? (Mary, her husband)2. Change the following sentences into direct speech:(1) The landlady asked him to put his coat in the closet.(2) The landlady asked him not to put it on the peg.(3) The commander ordered the soldiers to stand still.(4) The commander ordered the soldiers not to move.(5) Mother told me to lock the door after not to move.3. Work in pairs. First report the orders, using “she told us (not)-” Then repo rt therequests, using “he asked us (not)-”(1) She told us to buy some bread for her.(2) She told us not make too much noise.(3) She told us to help her tidy the room.(4) She told us not to forget to put your umbrella in the stand.(5) He asked us to speak quietly on the phone.4. Group workThe teacher read some more sentences for the Ss to change into an order (she told us)or a request (she asked us):(1)go to bed immediately (an order)(2)not to throw away the used paper(a request)(3)lend him several books (a request)(4)redo his homework (an order)(5)not to disturb his father(an order)Step 6 PracticeMake more sentences using “with + n. +doing / done / to do / prep.” after the model.Model:With so many people communication in English every day , we can see th at it will be more and more important to have a good knowledge of English.1. This room is extremely cold the window .2. so much work , he may not be here.3. so many trees and flowers , the classroom looks wonderful.4.He is getting on well with his work his mother him. Homework:Go over what we have learned about direct and indirect speech.Period 4I. Teaching aims:1. Learn the reading text to know the differences between American English and British English.2. Teach the students some useful words and expressions of the text.II. Important points:1.Improve the students’ reading ability by reading the text.2.Improve their writing skills.3.Know more about American and British English.III. Difficult points:Practise writing and improve writing skills.IV. Teaching methods:1. Practise makes better skills.2. Fast reading and pair work or group work to get students active in class.V. Teaching procedures:Step 1 RevisionTalk about their compositions and revise the direct and indirect speeches for and order or for a request.Ask the Ss to translate some Chinese sentences into English to go over the phrases and some useful words:(1)all over the world(2)on the radio(3)in total(4)except for(5)have a good knowledgeStep 2 PresentationWe have learned the word “bathroom” has different meaning in BE and AE. Now tell me the different meaning(toilet or a place for a shower)Today we’ll learn something more about their differences. Read quickly and try to tell me , from which year did AE and BE become different?(1776)Step 3 Fast readingRead carefully and answer the following questions.1.Was the language in Britain and America the same at first?2.When did America become an independent country?3.Where did the language stay the same, in Britain or in America?4.Why do Americans talk “autumn” for “fall”?5.Where is the English word “typhoon” form? And how about the Americanword “tornado”?6.Who wrote the first American dictionary? And when? Why did he change thespelling?7.Which is greater, the difference in the spoken English or in the writtenEnglish?8.Do people from the two countries have any difficulties in understanding eachother?Step 5 ListeningListen to the tape and finish the exercise in the text.Step 6 Reading and SpeakingAsk the Ss to read the text and talk about the differences in their own words and get them to tell the reasons for differences.Step 7 PracticeRead the passage again and complete the chart:Words Borrowed fromCentFloridaHowlcookbookSuggested answerscent-old French Florida-Spanish howl-American Indian cookbook-GermanHomeworkThe Ss are required to read the tips and write a short passage to compare dialects in Chinese.Unit 3 Going placesPeriod 1I. Teaching Aims:1. Learn and master the following words: traveling, transportation, consider, boarding call,destination.2. Do some listening.3. Do some speaking and talk about traveling to the past or future.II. Important Points:1. Improve the students' listening ability.2. Improve the students' speaking ability by discussion, talks and making some dialogues.III. Difficult Points:How to finish the task of speaking and how to make dialogues correctly.IV. Teaching methods1.Warming up to arouse the students’ interest in travelin g.2.Listening activity to improve the students’ listening ability.3.Get as many activities as possible for the students to get more chances to practice.V. Teaching Procedures:Step Ⅰ. GreetingsGreet the class as usual.Step 2 Lead inT: With the development of society, we are changing our way of life. More and more people like to travel. Do you often travel? Where have you been?What should you do when you are traveling?Collect the answers:bring the things we need think about our safetytravel with other people in the mountain or in the forestthrow waste things in the dustbins park cars in parking plotsStep 2 Warming upAsk the students to open their books at Page 15 and look at the four pictures in it. Discuss in pairs and see if the people in the pictures are doing anything wrong. After a while, teacher asks at least four students to talk about the pictures before the class.(Picture 1) The man is driving too fast. He should drive at the speed of 30 km an hour, but he is driving at 60 km per hour.(Picture 2) The woman is littering waste things. She is going outing in the mountain. She shouldn't throw rubbish where there is a sign, saying "No littering!".(Picture 3) The man is in the park. He shouldn't be smoking in the place where there is a sign, saying "No Smoking!".(Picture 4) The car is stopping at the wrong place. There is a sign, saying "No parking!"For Ex. 2, tell the students that "Means of transportation" refers to the ways of carrying people or goods from one place to another and "consider" means "think about".Ask: Who can give us the names of the transportation?By bike, by bus, by train, by car, by boat, by plane or on foot.(Write them on the Bb.)Then get some students to answer the question. Possible answer: We must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels. Look at Ex. 3 and answer it after a short discussion:Situation 1: from Shanghai to LondonSituation 2: from Chongqing to ChengduSituation 3: from Beijing to GuangzhouSituation 4: from Dalian to QingdaoSituation 1: By air. It’s a long way from Shanghai to London. It’s the better and faster way to get there by air than by ship.Situation 2: By bus, Chongqing is not far from Chengdu. It takes us only several hours to get there by bus. It’s faster by bus than by train.Situation 3: By train. Beijing is far from Guangzhou. We can get there by train or by plane. It’s faster by plane, but it’s much more expensive. I think it’s better to go there by train. On the train we can be comfortable and enjoy the beautiful scenes on the way there.Situation 4: By boat / ship. It’s shorter by ship than by bus or train. Meanwhile, we can enjoy the beautiful scene on the sea.Step Ⅳ. ListeningP15, Part 1. Listen three times and fill in the form. Then check the answers together.Teach “Destination”.Step Ⅴ.SpeakingAsk the students to look at the speaking part on P16 and think about the placesyou'd like to visit best, the years when you would go there and the reasons. Write them on a piece of paper.After three minutes, teacher asks three students to give the answers and fill in the form on the screen.Name Where would your prefergoingIn which years would youlike to go thereWhyThen look at the dialogue between two students in the book. They are talking about traveling to the future. Ask the students read it first, and then make up a new one, using the information in the form.HomeworkWrite down the dialogue made up in your exercise books and preview the reading text.。
新教材高二英语人教版必修第一册教案：Unit 1 Section A 含答案
Unit 1 People of AchievementReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：掌握与人物描述有关的词汇和表达能力目标：培养学生略读能力，以及按照逻辑顺序对文章进行总结的能力。
情感目标：通过了解屠呦呦这位杰出科学家的科研经历，学习如何面对困难和挑战，如何为实现目标而努力，从而为国家作贡献；树立尊重知识、尊重科学家的价值观。
教学重难点教学重点：掌握人物传记类阅读的问题特点教学难点：引导学生按一定的逻辑整理文章思路。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in教师活动：Let students discuss following questions in groups.1. What kind of person makes great discoveries?2. Which is more important for making a great discovery, talent or effort?Examples:1 I think if a person is careful, hardworking, patient, persistent, committed or talented,he/she is bound to make great discoveries.2 In my opinion, effort is more important than talent for making a great discovery. Ittakes a long time for people to come to know things. If a person does not make effort,he does not have patience to carry on. Even if he is very talented, he will achievenothing.二、While- reading1. 教师活动：Explain the new words in the text, then let students scan the text andfind descriptive words about Tu Youyou.2. 学生活动：略读文本，完成以下问题，师生核对答案。
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2014-2015学年高中英语同步教案：Unit3（人教新课标必修4）教学设计
A Master of Nonverbal Humour
教学设计
1.教学内容分析：本单元的中心话题是“英语幽默”。
本课时是必修4第三单元的第二课时，阅读教学。
阅读教学是一个单元非常重要的教学方面，也是高中英语教学中至关重要的一个方面。
2.学生情况分析：我校的学生生源是二流三流学生，学生的英语基础普遍不好，尤其是阅读理解能力差。
因此，把阅读课设计的简单适合学生的水平才有实用性和有效性。
3.教学目标：
知识目标: 掌握与这部分内容有关的单词和短语并学习和理解这篇文章。
能力目标：提高学生的阅读理解能力。
情感目标：学习卓别林勤奋、幽默、乐观的生活态度。
4.教学重点、难点
教学重点：1. 帮助学生理解这篇文章。
2．提高学生的阅读能力。
教学难点：怎样有效的帮助学生理解这篇文章并提高学生的阅读理解能力。
5.教学过程
Step 1：Prediction：
Look at the picture of Charlie Chaplin and read the title of the passage and predict: What is the passage about?
设计意图：培养学生预测文章内容的能力。
Step 2：Skimming
Skim the passage and match the paragraphs with the main ideas.
设计意图：了解文章的段落大意有助于学生更快更好的理解文章，但让学生自己归纳段落大意对于我们这里的学生难度太大。
因此我把段落大意归纳出来，只是让学生连线，这就大大降低了难度。
Step 3：Scanning
Scan the passage and fill in the form.
Notes on Charlie Chaplin’s career
Born
Died
Job
Won an Oscar
设计意图：让学生在短时间内抓住人物的关键信息，有助于学生对全文的理解，并能提高学生查读信息的能力。
Step 4：Careful reading
1.Listen to the teacher to read paragraph 1 and answer：
What’s the social bac kground of Char lie’s acting?
2.Read Paragraph 2 carefully and answer the question in your own words：What was Charlie’s
childhood like?
After students answer the question, teacher gives his own answer.
3. Listen to a student to read paragraph 3 carefully and fill in the forms of The Little Tramp.
4. Listen to the tape of paragraph 4 carefully and answer：How did he eat the shoe?
5. Read paragraph 5 together and answer: What was Chaplin given a special Oscar for?
设计意图：逐段给出阅读任务，这样就很大程度上降低了阅读的难度，使程度较差的学生也能完成阅读任务；各段采取不同的方法去阅读，学生也有新鲜感。
Step 5:Group work
Ask students to discuss the two questions in a group of four:
1.What led to Chaplin’s success?
2. What should we learn from Chaplin?
设计意图：小组讨论有助于让每个学生都参与课堂活动。
通过讨论让学生认识到卓别林的勤奋、乐观和幽默，从而学习卓别林的这些精神。
Step 6：Conclusion
Today we have learned something about humor. Humor is everywhere in our daily life. I hope you can be optimistic(乐观的) no matter what difficulties you meet with, just as Charlie Chaplin was. Who can give us a nonverbal show eat hot noodles
设计意图：是总结也是教学的升华。
哑剧表演给阅读课增添了趣味性。
Step 7：Homework
1.Read the passage.
2.Underline the language points in the passage.
设计意图：巩固所学内容，并为下节知识点讲解课做铺垫。
6.教学反思
是新理念下的阅读教学模式，注重引导式教学。
从学生实际水平出发，把课设计得简单适合学生，因此课堂气氛活跃，学生积极参与课堂。
教学环节环环相扣，浑然一体。