新北师大版高中英语选修第一册教案(一)
新教材北师大版高中英语必修一 Unit 1 Writing Workshop教案
Language Points(Writing Workshop，Viewing Workshop &Reading Club)Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词1．Today they had sent back all the pictures and slides(幻灯片)，she thought.2．I always ask how much time I have to make my presentation(报告)．3．Her daughter studies in the third grade in a junior high school.4．The boss had an informal discussion with me this morning，I feel really down.5．They have had to adapt themselves to a war economy.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．formal adj.正式的，官方的→informal adj.非正式的2．adapt v i.(使)适应；改编→adaptation n．适应；改编3．present v t.提出；出现；介绍；赠送→presentation n．报告；陈述，说明4．junior adj.低年级的→senior adj.(反义词)高年级的；年长的Ⅲ.补全短语根据提示补全下列短语1．be different from不同于2．adapt to sth. 适应某事3．at the moment 此刻，目前，眼下4．look forward to 盼望5．as a result 结果6．come up with 提出7．play an important part in... 在……起重要作用8．in fact 事实上9．cut off 切断；使隔绝10．thanks to 幸亏；由于Ⅳ.选词填空选用上述短语的适当形式填空1．Thanks to the bad weather，the match had been cancelled. 2．He came up with good ideas for the product promotion. 3．He quickly adapted to the climate in the high mountains. 4．At the moment he doesn't have a penny to his name. 5．We look forward to welcoming you and your party. 6．The floods have cut off our supplies.[寻规律、巧记忆]v.＋-ation→n. v.＋off→动词短语imagination想象explanation解释simplification简化put off取消turn off关set off出发背教材原句记句式结构仿写促落实1.In the 18th and 19th centuries，mostEnglish people ate only two main mealseach day－breakfast in the morning and alarge supper which usually wasn't served until seven o'clock in the evening.在18世纪和19世纪，大部分英国人每天吃两顿饭，早晨的早餐和直到晚上七点才吃的晚饭。
北师大高中英语必修一unit1教案
北师大高中英语必修一unit1教案Unit 1 LifestylesCommunication Workshop(Writing)Teaching Contents: How to write a short personal letter.Teaching Objectives:1. Knowledge objectives(1) Students can learn and master the meaning of some important words and phrases: at the moment, over the years, survey, classical, formal, and so on.(2) Students can write a personal letter.2. Ability objectives(1) Writing Skill : students can write a personal letter to express their emotions.(2) Speaking Skill: students can speak the letter written by themselves.3. Emotional objectiveStudents will be able to express their emotions to their friends by writing letter.Teaching Key and Difficult Points:1. Teaching key points(1) Students can recognize and master the meaning of some important words and phrases.(2) Students can enhance their ability of writing skill.2. Teaching difficult pointStudents can write a personal letter to express their emotions correctly and appropriately. Teaching Methods:(1) Communicative methodOrganize the teaching in a communicative way by askingstudents to do pair or group work, fulfilling certain communicative tasks.(2) Heuristic methodTry to draw answers from students by asking questions and eliciting answers step by step. Teaching Aids:A computer, a blackboard, chalks and so on.Length of Teaching: 45 minutesMajor Steps:Step 1 Warming–up ( 5 minutes)Show a picture of a personal letter on the computer and then ask the students a question:①How to keep in touch with your friends?②How often do you write letters? To whom? Is it easy to do so?③When did you last receive a letter? What was it about?Give the students two minutes to discuss, and then ask some students to answer this question. (Justification: Warming–up can arouse students’ interest in th e topic of the text.)Step 2 Read and Presentation ( 5 minutes)(1)Reading Wang Ying’s letter. Match each paragraph with one of the following.a. A reason to end the letterb.Questions about the other personrmation about Wang Yang’ lifed.Saying who you are(2)Presentation: student give us their answers after reading Wang Ying’s letter. (Justification: Paraphrasing helps students be well know a personal letter.) Step 3 Writing (20 minutes) Stage 1 Decide who you are writing to and need to think about these things:1)What is the person’ name?2)Where and when did you meet him/her?3)What kind of person was he/she?4)What were his/her interests then?Stage 2 Make notes about your life:1）What are you doing now?2）What were your interests then?3）How have your interests then?Stage 3 Write a letter.To organize your paragraphs and content (layout);Layout: Dear1. Introduction2. Questions3. Information4. Reason to finishSign offTo use linking words and expressions (linking);Linking:1.We haven’t seen each other for ten year ? right?2.Anyway, how are you?3....and guess what ?we’re going out together!4.Well, I must finish here because I’ve got an exam tomorrow.To get to know words and expressions you may need (vocabulary). Vocabulary： 1. This is ?2.We haven’t seen each other for ?3.At the moment I’m ?4. Do you remember ?5. Write back soon.6. Tell all your news.Step 4 Write and T alk ( 10 minutes)Write a personal letter:Let students write a letter according to this lessen.Talkback:Work in pairs. Read each others letters. Find out two things that have changed in each others lives and tell the class.Step 5 Summary ( 3 mins)Ask some students to summary the skills of writing letter in the lessen together. (Justification: It can help the students understand the text better and offer them opportunities to communicate with their classmates.)Step 6 Homework ( 2 mins):Write a short personal letter according to this lessen.Blackboard DesignTeaching ReflectionIn this English class, all of the students were very hard-working.It seemed that they had grasped all the knowledgeeffectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. Therefore, I will pay more attention to this point and make a better teaching plan.。
北师大版高中英语必修1 Unit1_Lesson4_名师教学设计(一)
Unit1 Lesson4 名师教学设计（一）1教学目标Teaching Aims: a. Knowledge Goals:1) To practise using prediction reading strategy.2) To practise reading for specific information.b. Ability Goals:1) To express opinions orally and give reasons for them.2) To compare one lifestyle with another.3) Learn to guess the new words' meanings according to the context.c. Moral Goals:1) Help the students to form the correct life value.2) Train the students to cooperate with each other.2学情分析3重点难点I1. Key and Difficult Points:a. Teaching Important Points:1) Develop the ability of scanning.2) Learn to use pictures, title etc. to get the idea of the passage.b. Teaching Difficult Points:1) How to find the contextual connections using reading strategies.2) How to predict by using some background information.3) Form the correct life value and encourage the students to devote themselves to the countryside.4教学过程4.1 第一学时4.1.1教学活动活动1【活动】教学活动Step 6 Deal with new words and expressions. Individual work Check with the whole classStep 7 Read the texts carefully and fill in a table with specific information. Individual work Check with partners Check with the whole classStep 9 Use the table as clues to Practice retelling Debbie’s and Paul’s lifestyles Tell how Debbie’s and Paul’s lives are different.。
高中英语北师大版选修一(2019)Unit 1 (课件)
Express yourself
What have you learnt from this talk?
1 Think about a person you want to give your praise to and say “Thank you.” Think of a way to express it genuinely. Thank you for lending me your notes last week. I am very grateful. I wouldn’t pass the exam without them.
View and Learn
Read the examples Laura has given. Then watch part 2
Part 2
of the video. Number them in the order that you hear. Time Range: 0.46 -- 1.43
I like it when people praise me for something I’ve done well. It makes me happy and I feel proud of myself. I feel better when people say “Thank You.” to me when I do something for them. If they don’t say anything, sometimes I get annoyed.
Activate and Share
Discuss the following questions with your partner.
How do you feel when a you are praised for something you have done well? b someone says “Thank you.” for something you have done for them?
高中英语必修第一册教案Unit 1 Life Choices Lesson 1 Lifestyles-北师大版(2019)
Unit 1 Life Choices
Lesson 1 Lifestyles
【教学目标与核心素养】
1．语言能力
（1）能够正确运用以下单词和短语addict, drag oneself away, definitely, target, attentive, achieve, revise, a wide range of, it's so convenient to do sth.。
（2）能掌握动词不定式在句中能作的成分，如主语、宾语、表语、定语、状语和补语。
2．文化意识
（1）了解英语交际中如何根据对方的话语作出恰当的反应；
（2）了解英语国家中教育的大致情况，通过对比思考我国中学教育。
3．思维品质
比较评价两者的生活方式，并给出合理性的建议。
4．学习能力
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言对课文进行复述。
【教学重难点】
1．重点
（1）如何使用地道的英语介绍自己高中新生活方式；
（2）正确理解并运用动词不定式在句中的成分；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语表达自己的生活方式、个人情感和未来期望；
（2）能正确识别动词不定式在句中的成分并准确使用。
【教学过程】。
2020-2021学年高中新北师大版英语选择性必修第一册UNIT 1 美文导入 课件
chatting on the phone when something made me look up. Out of the
window, on the other side of the street I saw my very elderly
neighbor kneeling in the grass, his caregiver beside him on the other side of the street. “I’ve got to go，” I said to my friend. “I
美文导入
核心素养目标
英语 选择性必修 第一册 配北师大版
UNIT 1 RELATIONSHIPS
So here’s what I’ve been thinking about since: Help your neighbor. Look up from what you are doing, and look around for who you can help. It may not be as obvious as it was in this case, but there’s always help you can give, to your neighbor across the street, or the person standing beside you. They are all your neighbors.
美文导入
核心素养目标
英语 选择性必修 第一册 配北师大版
UNIT 1 RELATIONSHIPS
○课标词汇
1．kneel /niːl/ vi.跪下，跪 2．caregiver /ˈkeəɡɪvə/ n．照料者，护理者 3．pavement /ˈpeɪvmənt /n.人行道 4．porch /pɔːtʃ/ n．门廊；走廊
Unit1 Lesson1 Teachers mine 课件-高中英语北师大版选择性必修第一册
Read and Explore
Before Graham went to Mr. Jenkins’ class
(Para. 1)
(Para. 2)
(Para. 3)
Read and Explore
After Graham became Mr. Jenkins’ student
(Para. 1)
(Para. 3)
P9—3 Read “My Teacher” and complete the information.
Before
After
was not good at most school subjects
became interested in a subject
was a bit lazy, especially in
rocket n. 火箭 pour vt. 灌，注，倒
pour into 投入（倒）……于某物 fuel n. 燃料 lack vt. 缺乏
presentation n. 报告；陈述，说明 a couple of 一双，一对 used to 过去经常，曾经 behaviour n. 行为，举止 drag vt. 拖，拉 acid n. 酸 onion n. 洋葱 access n. 进入；接触的机会 worthwhile adj. 值得做的；重要的；有益的
beliefs in teaching
Express Yourself
Useful Expressions
➢ 1. add up to ➢ 2. be eager to ➢ 3. in simple language ➢ 4. pour into ➢ 5. make friends with ➢ 6. set off ➢ 7. lack confidence in ➢ 8. give a presentation
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新北师大版高中英语选修第一册教案(一)
选修第一册教案
Unit 1 - Global Challenges
Lesson 1 - Introduction to Global Challenges
•Objectives:
–Understand the concept of global challenges
–Identify various global challenges
–Discuss possible solutions to global challenges •Warm-up:
–Engage students in a class discussion about global problems they are aware of
–Play a short video or show pictures depicting global challenges
•Presentation:
–Introduce the concept of global challenges and its impact on society
–Present different types of global challenges such as climate change, poverty, and terrorism –Use real-life examples to illustrate the severity of global challenges
•Practice:
–Divide students into groups and assign each group a specific global challenge
–In their groups, encourage students to brainstorm and discuss possible solutions to their assigned
challenge
–Each group will present their challenge and
proposed solutions to the class
•Production:
–Individually, ask students to choose one global challenge they are passionate about
–In the form of a short essay, have students explain why they selected that challenge and propose their
own solution
•Closure:
–Recap the main points discussed in the lesson
–Emphasize the importance of finding solutions to global challenges and the role individuals can play Unit 2 - Cultural Exchanges
Lesson 1 - Understanding Cultural Diversity
•Objectives:
–Define cultural diversity and its significance
–Explore different cultures and their
characteristics
–Promote tolerance and understanding among students •Warm-up:
–Show pictures or play videos showcasing diverse cultures from around the world
–Initiate a class discussion on the importance of cultural diversity
•Presentation:
–Define cultural diversity and its impact on society
–Introduce different cultures, traditions, and
customs from around the world
–Discuss the value of cultural exchanges and their role in promoting understanding
•Practice:
–Divide students into pairs and assign each pair a specific culture to research
–In pairs, students should compile information about their assigned culture and prepare a short
presentation
–Encourage students to include aspects such as language, food, clothing, and traditional practices •Production:
–Organize a multicultural fair where students set up booths representing their assigned cultures –Each pair will present their findings to other students and guests, providing an opportunity to
learn more about different cultures
•Closure:
–Reflect on the importance of cultural diversity and the benefits of cultural exchanges
–Discuss how understanding and respecting different cultures can lead to a more harmonious world。