高一英语Unit 1 Warming Up
高中英语_unit 1 Warming up & Reading教学设计学情分析教材分析课后反思
教学设计学情分析授课对象为高一年级学生。
从英语能力上讲，这个阶段的学生总体具有一定的英语基础，能够使用简单英语表达自己的想法，同时个体差异大，同班级学生学力往往参差不齐。
从性格上讲，高中学生比较成熟，对课堂质量要求比较高，不如初中学生容易调动。
从思想深度上讲，该年龄段学生，其人生观和价值观初步形成，对于事物有一定的批判性思考能力，同时，由于涉世未深，对事物的看法相对而言比较简单，思维的深度和广度有待加强。
具体到录课当天的情况：本次上课用的是自己班的学生，对学生的基本情况还是比较了解的，学生的英语水平底子并不好。
由于到新的录课教室，且学生刚上完体育课，时间匆忙，学生坐位随意，平时的讨论小组有打乱的情况，只好现场重新分组，对小组讨论产生了影响。
针对学生的精神状态和班级情况，我采取了以下对策：一、教学过程中多以低层次问题（如一般疑问句问题）开始提问，根据学生的反馈逐步提高问题难度；二、对于教学设计里较深层阅读任务的探讨性问题，适时根据学生的状态和回答进行追问，必要时给予范例和提示进行引导。
三、利用多媒体结合本课话题播放了有关节日的歌曲，以提高学生学习的兴趣。
利用让学生动手设计自己喜欢的节日，以提高学生讨论的兴趣。
录课现场授课时间规定为45分钟以内，教师对活动的安排必须准确到位，提高效率。
效果分析采用多媒体课件作为主要的教学手段。
多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。
同时，借助黑板、粉笔等辅助手段开展教学活动。
本课积极采用现代教育方法和手段，在课程教学时理论联系实际，教师在讲授时，运用多媒体课件、网络教学资源等现代化手段，制作教学图片、录像等多媒体课件资料，适时示范，提高了课堂教学效果。
本节阅读课，通过让学生了解中外节日的异同，通过阅读文章，引发对节日的思考对文化的喜欢。
从题材上来讲，让学生接触总分总结构的题材，并训练相关阅读技巧。
训练了学生用英语获取信息、处理信息、分析问题和解决问题的能力。
2019_2020学年高中英语Unit1SectionⅠWarmingUpPre_readingReading
一二三四
3.仔细阅读课文“ANNE’S BEST FRIEND”并根据课文内容将短 文补充完整
This story happened in Amsterdam in the Netherlands during World WarⅡ.Because Anne’s family was Jewish,they had to hide (1) in order not to be (2) caught (catch) by the German Nazis.During that time Anne wasn’t able to go (3) outdoors (outdoor) for such a long time (4) that she
nature is one thing that really must be experienced. 观看这些已经不再是乐趣,因为大自然是你必须亲身体验的。
一二三四
四、阅读导学 1.Think of some words to describe a friend’s qualities. 答案:略 2.阅读课文“ANNE’S BEST FRIEND”,选择正确答案 (1)What does the text mainly talk about? A.The importance of keeping a diary. B.How to make friends with others. C.What Anne liked to do in her free time. D.Why Anne chose her diary as her friend. 答案: D
人教版高中英语必修一unit1friendship01warmingup
Originalpoem byShirleyRedcay
Faithful Reliable Interesting Everlasting Nice
Different Sharing Helpful Importantincredible) Polite
Areyougoodtoyourfriends?Areyoutr uefriend?
3.shouldhavedone Ishouldhavewateredtheflower.
2.concern:
concernsth./sb.与……有关系 concernoneselfwith/aboutsb./sth.忙于；关心 beconcernedabout/forsb./sth.使担忧；使烦恼 =beworriedaboutsb./sth.
nightfacetoface.
Practice4
Lookatthepicturesbelowandmakesentenceswithsuitablephr asesorexpressionsyoulearnedfromthisunit.
Lisaandherparents,thepark, John,hiscolleagues,getalongwit
7.getalong/onwithsb.与某人相处和谐 getalong/onwithsth.进展
eg.Hecouldnotgetalongwithanybody. Sheisgettingalongwithherstudiesbetterthisterm.
*8.It/This/Thatisthefirsttime/second…timethat +主+have/hasdone
8-12points:Youareagoodfriendbut yousometimesletyourfriendship becometooimportant,oryoufailto showenoughconcernforyour friend’sneedsandfeelings.Tryto strikeabalancebetweenyourfriend’s needsandyourownresponsibilities．
高一英语必修一unit1-warming-up
做下面的调查 合计 使……被修理 心烦意乱的 忽视某人或某事 使某人平静下来 不得不 关心，挂念 遛狗 松开 为某人或某事付钱 期末考试 考试作弊
人生在世无朋友， 犹如生活无太阳。
Warming Up:
What kind of friend do you want?
What do you think a good friend should be like?
The qualities of a good
friend
humorous
honest kind
Discussion
What should we do to become a good friend?
Help him/her when he/she is in trouble.
Share each other’s happiness and pains.
Often play and meet together. Respect each other.
13+points
Wow! How faithful and kind you are! Congratulations! You are always ready to help your friends. Whenever they have any difficulty, you’ll try your best to help them without hesitation.
1 do the following _s_u_r_v_e_y 2 add _u__p__
高一英语unit1 warming up,listening, speaking
handsome 英俊的
cool 酷的
What qualities do you think Sakura have?
kind
友好的，善意的 honest 诚实的，正直的 beautiful 漂亮的
Use these words to describe your new friends.
4) I’m not fond of reading. are Neither / Nor ______ my classmates. does 6. She likes dancing. So ______ Alice. can I can swim. So _____ my brother. has I have known the truth. So _____ Kate. I will go to Britain this winter. will So ____ Tom. I saw him on TV yesterday. did So _______ we. will If Peter goes skiing, so _____ his sister.
Unit 1 Good friends
What should a good friend be like?
What quriend have?
quality [｀kwɔliti] 1.质量： high/good/top quality 高质量
low/bad/poor quality 低质量
Situation 3
Problem: Adam borrowed John’s CD player yesterday And now it is broken.
Solution: Adam can ask his uncle to fix it.
高一英语必修一unit1教案
高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
高中英语必修 一unit1
高一英语unit1 cultural relicsthe first period (warming up and pre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)teaching procedures:step1 warming-upt talks about some famous world heritages to the students. raise the ss’ awareness that there are some well-known cultural relics both at home and abroad. ask the ss to try their best to think of the cultural relics that they know.t: boys and girls, look at the title of this unit, tell me what the topic of this unit is.ss: the topic of this unit is cultural relics.t: do you know what cultural relics are?(ss can find the answer from the warming up.)t: ok, very good. now let me tell you some details about cultural relics. cultural relics are traces of features surviving from a past age and serving to remind people of them. they represent the culture of a place and some periods of history. can you give me some examples of the cultural relics?s1: the great wall.s2: the pyramids in egypt.s3: the imperial palace. ??t: well done. (t can give more examples) unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. now imagine that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him? work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.3 minutes later, ask some ss to give their answers.step 2 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it?s1: try our best to find it.s2: protect the others in order that they will not lost. ??t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.sample dialoguet: if you found a cultural relic, what would you do with it?s1: i dont know．t: would you want to keep it?s1: of course not．it doesnt belong to me．t: then why dont you go to your community council?s1: im not sure i could trust the people there．what if the person i give it to keeps it for himself?t: good question．what do the rest of you think?s2: i guess i would ask my parents what to do with it．t: thats a good idea．anyone else have an idea?s3: i would ask my brother．he is a policeman．ask some ss to act their dialogue out.step 3 homework1. preview the reading passage and do exer cise i in the part “learning aboutlanguage”.2. ask the ss to look for more cultural relics. the students can go to the libraryor use the internet to search for information.record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________the second period(reading and comprehending)knowledge:learn some new phrases and some new sentence patterns.ability:1. learn some detailed information about the amber room.2. improve the students’ reading ability.3. train the students’ ability to grasp key information while listening.4. tra in the students’ speaking ability.emotion:1. train the students’ ability to cooperate with others.2. enable the ss to talk about the story of the amber roomteaching important points:1 .the new words and expressions;2. learn some detailed information about the amber room;3. train the students’ ability to cooperate with others;4. train the students’ speaking ability.teaching difficult points:1. words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. sentence patterns:(1) there is no doubt that?..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4. improve the students’ reading ability.5. train the students’ ability to grasp key information while listening. teaching methods:1. listening to the tape.2. learning and practicing.teaching procedures:step 1 greetings and lead-int: we learned some cultural relics yesterday. do you still remember them? give me some examples, please.students give their answers.t: very good. today we’re going to learn another cultural relic. look at the two pictures on pages1—2; do you know what it is called?ss: the amber room.t: yes, it’s called the amber room.step2 fast reading:t: do you want to know more about the amber room? read the passage first and try to answer the questions:1、why it is called the amber room?2、what else were used to make the room besides amber?3、why was the amber room first built?4、when and why did frederick william i give the amber room to peter the great?5、what did catherine ii do with the amber room?6、when and how was the amber room supposed to have been lost?five minutes later, ask some ss to give their answers.answers:1、it was given the name because almost seven thousand tons of ambers were used to make it.2、the amber room was also made with gold and jewels.3、it was made for the palace of frederick i.4、1716，frederick william i gave it to peter the great, as a gift of friendship.5、catherine ii had the amber room moved to the palace outside st petersburg where she spent her summers6、in 1941, those two countries were at war. german army stole it.step3 comprehendingafter finishing all the questions, ask the ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises. t: now read the passage again and finish the exercises of comprehending.the ss begin to do the exercises. after a while, teacher begin to collect the answers. later, teacher gives the answers.step 4 post-reading1. read the passage again to get important information about the text in searchof the amber room. then fill in the blanks. (page73 best english )step 4 speaking or reading aloudplay the tape for the students to listen and follow in order to let them know how to read the text.step 5 homework1. read the text several times.2. do exercise 3 on page 4.3. do exer cise 1 on page 42 (ss’ book)record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________the third period(text analyses and language points)knowledge:1.words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. sentence patterns:(1) in 1770, the room was completed the way (that) she wanted it(2) there is no doubt that the boxes were then put on a train for kingsburg, at that times a german city on the baltic sea.ability:1. learn the usage of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. emotion:1. train the students’ ability to cooperate with others.2. know what happened to the amber room3. know the importance of protecting the cultural relics by learning the storyof amber roomteaching important points:1. train the students’ abilit y to read different english names.2. train the students’ ability to cooperate with others.teaching difficulties:1. the explanation of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. teachin g procedures: step 1 revisiont: in the last period, we learned something about the amber room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? the ss talk it about by themselves for some minutes, and then t gives the answer: built inprussia-- frederick william i--- sent it to peter the great (russian)-- winter palace czar--- catherine ii move outside st petersburg-- the war between(rg) nazi german secretly stole--sent to konigsberg (g)—mystery--- now rebuilt step 2 learning about the language points1.although it feels as hard as stone, it easily melts when（it is）heated. feel here means: to give or produce the stated sensation(给人以某种感觉)2.the design for the room was of the fancy style popular in those days.(在句中做表语)（定语后置） 3.there is no doubt that the boxes were then put on a train for konigsberg, at that time a german city on the baltic sea.(同位语从句)step 3 homeworkin order to master the usage of these words and expressions, please do some related。
高中英语Unit1CulturalrelicsSectionⅠWarmingUp(1)
5． 6． 7． 8． 9． 10．
n．& vt. 设计；构思 n. n. adj. adj. v. 群；组；军队 接待；招待会；接收 木制的 以前的；从前的 装饰；装修
【答案】 1.rare 2.survive 3.amaze 4.amazing 5．design 6.troop 10.decorate
看单词 学构词 en 是常见的后缀，接在某些名词后构成形容词，有“由„„制成的” 、 “含 有„„质的” “似„„的”等含义。常见的有：wooden adj.木质的，leaden adj. 铅制的，woolen adj.羊毛制的，golden adj. 金质的，似金的。
根据提示补全下列短语 1．in search 2．belong 3． 4． return war 寻找 属于 作为报答；回报 处于交战状态
理 基 础
Unit 1 Cultural relics
提 素 能
中国的文化历史有多悠久？没有人能够准确回答这个问题，但是浙江的一 些史前文化遗产能够证明中国的悠久历史。
How long is the Chinese culture? Maybe no one can answer the question. We only know that only in Zhejiang Province where quite a lot of prehistoric cultural relics have been discovered, which can prove long history of China.
【答案】 1.Over 100. 2．Because large numbers of superblymade jade objects were unearthed.
高一英语人教版必修一随堂练习：Unit+1+Friendship(含答案)
Book 1 Unit 1随堂练习Part One: Warming Up → ComprehendingI. 单词拼写。
1.The snow is __________（松散的），and there is lots of air, so it is not as cold as outside.2.She is so c_________ about music, and she can’t live without it.3.Draw these heavy c_______ back. Let the sunlight in.4.The p_________ of the meeting is to select a new chairman.5.Some drivers simply i________ speed limits, thus causing many traffic accidents (交通事故).6.An express train ________(发出雷鸣声) through the station.7.I need to discuss this with my business p_________.8.She seldom _________ ( 掩藏) her feelings.9. His sudden death u_____ everybody.10. I said hello to her, but she i______ me completely!11. My new trousers are too l_____. I should change a smaller one.12. That book is written in G______.13. A rainstorm usually goes with t______.14. You mistook my meaning e______.15. I am your lucky dance p______.II. 用括号里所给的动词的正确形式填空：1. I got my bike _____ (fix) yesterday.2. While ______(walk) in the street, he met his old friend.3. Don’t let others _____ (look) at your paper.4. You should ____ (visit) your grandpa yesterday.5. ______(make) a list of all the things you need to do.6. In the early 20th century, China ______(go) through too many wars.7. Many Jews _____(catch) by the Nazis during World War II.8. How dare you _____(speak) to your teacher like that9. Recently a series of accidents _____ (happen).10. It is the first time that I _____ (come) here.11. He told me it was the fourth time that he ______(make) the mistake.III. 单词变身lonely (名词) _____________power (形容词)____________German (德国)___________ignore (名词)__________dust（形容词）____________agree（反义词）____________entire (副词) ____________loose （动词) ____________IV. 短语搜索1. 合计 __________________2. 平静下来 _______________3. 关心，挂念________________4.在黄昏时刻_______________5.经历；经受____________6.记下，放下 ______________7.一连串的，一系列的______________8.故意 ____________9.不再 _______________10.为了……;以……为目的 _______________V. 完成句子1. 在听讲座时，你们应该记笔记以备以后讨论。
高一英语 WarmingUpofUnit1Module
• What part of a festival do you like best ——the music , the things to see,the visits or the food?
International Labour Day
lunar
calendar May 1
water in memory Of Qu Yuan…
Pair-work: talking
• What is your favourite holiday of
the year? Why?
• What festivals or celebrations do you enjoy in Xinhui?
Warming Up
How many festivals do you know in and out of China?
Match the dates with the festivals:
New Year’s Day
May 4th
Tree Planting Day
January 1st
Chinese Youth Day
August 1st
Party’s Day
March 12th
Army’s Day
September 10th
Teachers’ Day
July 1st
International Labour Day 2nd Sunday of May
Nurses’ Day
June 1st
Children’s Day