教案 高一VIP第九次课

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Unit9LearningViewingWorkshopTheDynamicBrain教学设计高一英

Unit9LearningViewingWorkshopTheDynamicBrain教学设计高一英

普通高中新课程新教材优质课评选暨优秀课例汇集活动
英语学科教学设计
[What]
北师大版高中英语教材必修三第九单元围绕“学习”这一主题展开。

通过本单元的学习,学生能够获取与学习相关的知识与原理,了解影响学习的因素,树立正确的学习观;践
行主动学习的策略,采用有效并恰当的方法指导学习;倡导“乐于学习、善于学习、终身学
习”的理念。

本课主要介绍了大脑的不同发展阶段对人们学习能力的影响,以及大脑的可塑
性特点,最终得出我们的一生都应通过学习来发展大脑,倡导终身学习的理念。

本课的主题语境是“人与自我”,属于“生活与学习”主题群,子主题为“乐于学习、善于学习、终身学习”。

本课的主要内容是一段介绍大脑的不同发展阶段如何影响人们的学习能
力的视频,内容包括大脑发展的两个敏感阶段、不同发展阶段对学习能力的影响以及大脑的
可塑性特点。

[How]
本语篇是介绍大脑发展的说明性视频。

视频介绍了大脑发展的两个阶段和可塑性的特点。

学生可获取关于大脑发展的相关概念及其相关词汇,拓展对于大脑的认识与了解。

[Why]
学生可以通过本课的学习获取关于大脑发展的相关内容,了解大脑的发展对学习能力的影响,联系实际,思考如何建议家长践行终身学习。

新教材高一英语UNIT9教案_1

新教材高一英语UNIT9教案_1

新教材高一英语UNIT9教案Teaching plan for SB1A Unit 9 Technology Teaching goals: Talk about science and technology Describe things and how they work Express agreement and disagreement Use the present Continuous Passive Voice Talk about the advantages and disadvantages of modern technology Write a letter to Q12 about love and friendship Time arrangement: Period 1 Warming up,listening,speaking Period 2 Pre-reading,reading,post-reading Period 3 Intensive reading Period 4 Language study Period 5 Integrating skills Period 6 Workbook (Talking and Reading) Period 7 Test Period one ( listening and speaking ) Warming up Step I Brainstorming about Technology 1。

Is technology important to us? What will you think of when talking about technology? 2。

What qualities shall we have if we want to have advanced technology? ( to be creative , good at solving problems and thinking in new ways ) Step II Activity ( Bring the items of a toothpick, plastic bag and left-handed glove ifpossible) (Hold a competition of creativity among groups of students if necessary) 1。

Unit9LearningLesson3TheSecretsofYourMemory教学设计高一英语

Unit9LearningLesson3TheSecretsofYourMemory教学设计高一英语

普通高中新课程新教材优质课评选暨优秀课例汇集[What]北师大版高中英语教材必修三第九单元的主题为学习与发展。

学生在学完本单元后能够认识学习的原理,了解影响学习的因素,从而树立积极主动的学习观,践行相应的学习策略,寻找高效学习的规律,选择合适自己的学习方法,倡导善学乐学的学习态度。

本课是本单元的第三课,为了让学生在本课学习中形成大单元的观念,本课关注记忆中存在误区的解答和记忆有效策略的分享,最终为学生发现适合自己的记忆策略提供参考和指导,同时形成本课课时所期达到的学习成果:探讨并分享有效的记忆策略,成为一名积极的学习者。

本课属于三大主题语境之一“人与自我”下主题群“生活与学习”中“记忆的规律与策略”子话题,学生通过获取有效的记忆策略,思考自己在记忆中存在的误区并同时加以探讨和反思,寻找记忆规律,获取适合自己的记忆策略。

本课为阅读课,文章介绍了记忆专家Jemima Gryaznov,针对我们对记忆中存在的四个最常见的问题做出相应的解答。

解答完这些问题后,专家又分别针对这四个问题给出了自己的意见和记忆策略,为学生找到适合自己的记忆方法提供了科学的理论依据。

[How]文章是说明文,结构清晰,共四部分,每部分都呈现出了主旨大意和支撑观点的证据,均采用“问题—分析—建议”这一结构模式。

在语言形式上,语篇运用了“try to do..., we need to do..., one of the golden rules is to... ”等提建议的功能句。

语篇中专家还运用了“for example, according to ”等举例、引用、列数字和图表的方式更清楚地表达建议,同时在功能上也使得解释记忆策略更具体,更具有说服力。

[Why]本课通过对我们在记忆中存在的四个最常见的问题和解决策略的分析,帮助学生了解有效的记忆策略,从而促进自己的学习,探索更多改善记忆的方法,激发学习兴趣。

做到乐于学习、善于学习和终身学习。

高一历史主题二第9课等级与阶级名师公开课优质教学设计2

高一历史主题二第9课等级与阶级名师公开课优质教学设计2

高一历史主题二第9课等级与阶级教学设计2一、教学理念二期课改历史课程理念之一要求在教学过程中强调人类在求生存、求发展的文明历程中的创造活动。

本课内容等级与阶级就是人类在文明历程中的一个内容。

因此,本课的教学目标之一就是要通过教学活动使学生认识到等级与阶级是人类文明发展历程中的必然产物。

它在人类社会发展的不同历史时期,虽然其内涵不尽相同,但它成为阶级社会中不可忽略的社会结构,并在一定的历史时期起着不同的作用,但随着人类文明的不断发展必将赋予新的内容。

最后退出历史舞台。

二期课改从历史教学方法上要求转变学生的学习方式,变接收式学习为主动参与,变从书本到书本的认知方式为丰富多彩的实践体验。

因此,本课在教学方法上强调学生实践活动。

采用自主学习,充分发挥学生在教学过程中的主体作用。

与此同时,二期课改要求尽可能的运用现代信息技术和各种可能的方式,使学生走进历史、深入历史、拉近历史与现实的距离。

本课在教学过程中尽量采用现代信息技术。

做到生动、直观、真正使历史贴近现实。

二、教学案例1、教材分析本课主题是等级与阶级,因此,首先要讲清两者的含义及两者关系。

①等级是指在社会分工和劳动组织中人们所处的地位,是以权利和义务关系为其特征的。

如:古罗马有贵族、骑士、平民、奴隶。

中世纪有封建主、陪臣、行会师傅、帮工等。

从这一点上讲等级主要是从政治角度考察。

阶级是指在生产关系中由生产资料所有关系所决定的社会集团。

如奴隶主、奴隶、地主、农民、资产阶级、无产阶级。

由此可见,它是从经济关系角度上讲的。

两者之间有区别,但又有联系。

在本质上都反映了人类在社会发展中的不平等关系。

往往一个阶级中包含着几个不同的等级,一个等级中掺和了几个不同的阶级。

同时,也必须看到阶级和等级是一个历史过程,随着历史的发展而变化发展。

例如,随着封建生产关系出现产生了新的封建主阶级(地主),当资本主义产生出现了资产阶级。

在历史的发展中,由于生产力的发展,文明程度提高,等级制度逐渐退出历史舞台。

高一音乐鉴赏优质教案第九节现代京剧

高一音乐鉴赏优质教案第九节现代京剧

高一音乐鉴赏优质教案第九节现代京剧一、教学内容本节课选自高一音乐鉴赏教材第九节现代京剧。

详细内容包括现代京剧的历史背景、艺术特色、角色分配、唱腔特点等。

重点学习现代京剧《红灯记》、《沙家浜》等经典剧目,分析其音乐结构、唱腔风格和表演艺术。

二、教学目标1. 让学生了解现代京剧的发展历程,认识其在我国戏曲艺术中的重要地位。

2. 学会分析现代京剧的音乐、唱腔、表演等艺术特点,提高音乐鉴赏能力。

3. 培养学生对现代京剧的兴趣,激发传承和弘扬民族优秀文化的责任感。

三、教学难点与重点重点:现代京剧的音乐结构、唱腔特点、表演艺术。

难点:如何引导学生运用所学知识,分析现代京剧的艺术魅力。

四、教具与学具准备教具:多媒体设备、音响设备、黑板、粉笔。

学具:笔记本、教材。

五、教学过程1. 导入(5分钟)利用多媒体播放现代京剧《红灯记》经典唱段,让学生初步感受现代京剧的音乐魅力。

同时,提出问题:“同学们,你们知道这段音乐来自哪个剧种吗?它有什么特点?”引导学生思考。

2. 知识讲解(10分钟)讲解现代京剧的历史背景、艺术特色、角色分配、唱腔特点等,让学生对现代京剧有一个全面的认识。

3. 例题讲解(15分钟)选取现代京剧《沙家浜》中的经典唱段,分析其音乐结构、唱腔风格和表演艺术,让学生学会如何鉴赏现代京剧。

4. 随堂练习(10分钟)播放现代京剧《红灯记》另一段经典唱段,让学生运用所学知识进行分析,巩固所学内容。

5. 实践情景引入(10分钟)分组讨论,让学生选择一个现代京剧剧目,分析其艺术特点,并在课堂上进行分享。

六、板书设计1. 现代京剧的历史背景、艺术特色、角色分配、唱腔特点。

2. 现代京剧经典剧目:《红灯记》、《沙家浜》。

3. 现代京剧音乐结构、唱腔风格、表演艺术分析。

七、作业设计1. 作业题目:分析现代京剧《智取威虎山》中的一个唱段,从音乐、唱腔、表演等方面进行阐述。

2. 答案:见教材P98。

八、课后反思及拓展延伸1. 反思:本节课通过讲解、例题分析、随堂练习等方式,让学生对现代京剧有了更深入的了解。

高一英语教案:上册unit 9教案

高一英语教案:上册unit 9教案

Unit 9 Technology贵州省都匀市民族中学558000 赵培桃Period I ListeningGoals:1)to know the expressions used to describe an object;2)to guess the objects described in the listening materials.Assistant tools:1) a cassette tape and recorder2) a ball-pen3) a key4)an eraserProcedures:1)Preparation●The teacher will show the students an object as an example to the students.Ask them to think about the expressions used to describe an object. Then write their answers on the blackboard.●The teacher tells the students that she/he has had something in her/hispocket and ask them to guess what it is. They may use the expressions listed on the blackboard.●Find two students and ask them to do the same thing. The rest of themwill do the guess.2)Play the cassette tape for the students to listen twice. The students willdo the exercises in this part.Homework:The class is divided into four groups in which each student must prepare more than three riddles. The riddles are about objects in our daily life. Thought after class:Period II Life on the goGoals:1)Try to find the main idea of each paragraph;2)Try to guess new words from the context;3)Try to express one’s opinion.Assistant tools:Procedures:I.pre-reading:Get the students to discuss the questions listed in Pre-reading on P59; Questions:1)Have you ever used a cell phone? Do any of your classmates have cell phones?2)How is the way we live today different from life in the past? How haveinventions and new technology changed our way of life?3)Why are things like cell phones, computers and TV so popular?4)How did people keep in touch with each other in the past? How about nowadays? II.Guessing the outline of the passage.Questions to guide the students:1)By the title “life on the go”, what does the writer try to talk about?2)What kind of people and things does the writer try to talk about?3)What is the main idea of Paragraph One? Ask the students to read ParagraphOne quickly and look at the picture on the right side. (Today many Chinese teenagers have a very fast-paced lifestyle and use cell phones.)4)If you are the writer, what words will you use in your article? How manyparagraphs are you going to write? And what are you going to talk about in each paragraph? Give an outline of your article:III.Reading: ask the students to read each paragraph quickly and find out the main idea of each of them.Questions to guide the students in Paragraph Two:1)How many things can we use cell phones to do?2)Can you think of any other things that the writer doesn’t mention in thetext?3)What does the writer try to tell us in Paragraph Two?Questions to guide the students in Paragraph Three:1)How many kinds of people are mentioned in this paragraph?2)Why does the writer talk about them in this paragraph?3)Do they have the same attitude to cell phones being used in school?4)Do they have the same reasons? What are their own reasons if they havedifferent reasons?5)What is the relationship between the fist sentence and the second sentence?6)What is the main idea of this paragraph?Questions to guide the students in Paragraph Four:1)What is the main idea of this paragraph?2)How many reasons are given in this paragraph? What words can be considered as clues to find out the main idea? ( answer, and, also, not only … but also) Questions to guide the students in Paragraph Five:3)Who is talked about in this paragraph?4)What is his/her opinion of using cell phones?5)Why does he/she have such opinion?6)What is the relationship between Paragraph Four and Paragraph Five?7)What is the main idea of this paragraph?IV.Post-reading:Ask the students to do the exercises in this part on Page 60.Design your own cell phone and provide it with a description in English. In your description you should give the following items in detail:1)color;2)size;3)shape;4)material5)feature6)price…Thought after class:Period III Mine is the best one everGoals:1)Try to design a new cell phone by oneself with computer.2)Try to describe one’s cell phone to each other.3)Try to sell one’s cell phone in a purchase talk.Assistant tools:Computer, internetProcedures:I.Drawing with computer:Ask the students to design their own cell phones with computers in pairs. One will draw while the other will write a description of their cell phones. In the end, both of them get to hand in their work by e-mail.II.Purchase talks:Divide the class into two groups, each one will try to sell their own cell phones the other. Finally, have the whole class decide which cell phone is the most popular one.Homework:Thought after class:Period IV WritingGoals:1)To understand the new words appear in this unit;2)To make sentences with the new words;3)To write a paragraph which will talk about only one thing with the sentences;4)To write a composition with a given situation.Assistant tools:Procedures:I.Write a paragraph:1)Doing exercises on Page 61.Ask the students to match the words with their meanings in Word study.2)Making sentences:Ask the students to make sentences with these words.3)Writing a paragraph:Ask the students to write a paragraph with the sentences they have made.II.Provide a situation for the students.Ask the students to read the passage on Page 62. Here are some questions to help them understand it:1)Have you thought of anything about the future of the earth?2)What will the man’s future be like?3)What is the most thing that man worries about the developing computers? What is your idea about it?4)Who rules the earth in the year 2374?5)What kind of life do human beings have then?6)What has the head of the humans decided to do?7)Do you think that humans and machines can live peacefully together in the future?8)Do you think the solution found by the students can solve the problem?9)Imagine you are one of the students, write a letter to Q12.10)In your letter what are you going to persuade to do?11)How will you write your letter?12)How many paragraphs will you write?13)What are you going to talk about in each paragraph?Writing on blackboard:Work in pairs and try to describe each other’s actions in English. Use the Present Continuous Passive Voice.Thought after class:Period V GrammarThe Present Continuous Passive VoiceGoals: To master the grammar points:Procedures:I.Explanation of the grammar point:To form the present continuous passive voice, use is/are being done, which gives the idea that an action is in progress at the moment.II.Exercises on Page 61.Ask the students to do the exercises listed in this part.III.Show time:●Ask a students to do the following things while describe his/her actions in English. Use the Present Continuous Passive Voice in every possible ways.●Ask two students to do the same.●Ask them work in pairs and do the same thing.Thoughts after class:。

高一英语教案:《Unit 9 科技》教学设计

高一英语教案:《Unit 9 科技》教学设计高一英语教案:《Unit 9 科技》教学设计Teaching Planning for Unit 91st PeriodSub Topic New Uses of ThingsFocus ListeningTasks 1.Describe things and how they work2.A Guessing GameTeaching Aims:1.To review the Simple Present Passive VoiceIt is used for…They are made of(from)…This thing can be put ….2. To develop the students’ listening skill by creating an information gap and stimulating their desire to discover thingsMoral Focus: Creative ThinkingTeaching Aids:A tape recorder, the listening cassette, a toothpick, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a remote controller, a CD player, a walkman, a computer, a refrigerator, amirror, a satellite receiver etc.Teaching Procedures:Step One Warming up1. Greetings2. Atmosphere Stirring? Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively.Example: Observe the teacher carefully and identify something unique like a certain scar, the smoking habit, the left-handedness etc, and then talk about the possible causes.? Create a proper learning environment and get the students geared for the oncoming classroom activities3. Brainstorming? Present objects: a toothpick, a sock and a plastic bag? Provoke the students’ thinking by encouraging them to think of the new uses of the above objects? Be ready to accept any offered answers? Try to involve as many students as possibleStep Two Pre-listening3. Show pictures of some daily things including one or two but not allof the objects that are to be described4. Prepare the students for the listening by encouraging them to discover what are being describedStep Three Listening and Identifying5. Listen to the tape and identify what is being described.6. Talk about the possible uses of the described things.7. Ring a bell to the Simple Present Passive VoiceStep Four Talking and Guessing8. Group work? Divide the whole class into several groups? Think about the objects we use in our daily life.? Describe two or three of the objects to the other groups and see if they can guess what you are describing.? Remember not to make it too easy to guess? Take turns to do the describing and guessing? Use the following structures and questions to help with the description and guessingIt is used for….It can be fo und….It is often seen….They are made of(from)…This thing can be put ….What does it look like? What is it used for?What is it made of? Who usually uses it?How do people use it? How does it work?When is it used? Where do you usually see it ?Step Five Topic Touch9. Describing and Drawing? Divide the whole class into two groups.: A describing group and a guessing group.? The teacher let the students in the describing group see some certain objects or pictures like a remote controller, a TV set, a CD player, a walkman , a satellite etc. Then one of the students begins to describe what is being presented by the teacher. Others are ready to add something to the description. Remember not to make it too easy to guess.? Students in the guessing group are supposed to draw and then guess what is being described.? Each group has three descriptions and three guesses? The group which gets more right answers wins.? This game is also served as a slight touch of the Unit TopicStep Six A Discussion10. Work in groups of six11.Discuss about the good impact of one of these things.12.Each group member contributes some notes to the reporter of the group13.Report to the whole classStep Seven Listening in WB14.Listen to the tape and fill in the information chart below.pare the information with the partnerStep Eight Pair work16.Work in pairs.? Look at the space projects below and decide which one is the most useful.? Put “1” in front of the most useful project and “5” in front of the least useful.? Compare answers with the other pairs and explain your choicesStep Nine Summary17. Summarize the good impact of all the things described and mentioned.18..Think about the potential problems with the things described and mentioned19.Suggest solutions to the problems。

新教材高一英语UNIT9教案(篇二)

新教材高一英语UNIT9教案Teaching plan for SB1A Unit 9 TechnologyTeaching goals: Talk about science and technology Describe things and how they work Express agreement and disagreement Use the present Continuous Passive Voice Talk about the advantages and disadvantages of modern technology Write a letter to Q12 about love and friendshipTime arrangement:Period 1 Warming up,listening, speakingPeriod 2 Pre-reading, reading,post-readingPeriod 3 Intensive readingPeriod 4 Language studyPeriod 5 Integrating skillsPeriod 6 Workbook (Talking and Reading)Period 7 Test Period one ( listening and speaking )Warming upStep I Brainstorming about Technology1。

Is technology important to us? What will you think of when talking about technology?2。

What qualities shall we have if we want to have advanced technology?( to be creative , good at solving problems and thinking in new ways )Step IIActivity( Bring the items of a toothpick, plasticbag and left-handed glove if possible)(Hold a competition of creativity among groups of students if necessary)1。

高一历史中外历史纲要上册 第9课教案笔记

主题:高一历史中外历史纲要上册第9课教案笔记一、课程内容概要1. 本课程主要介绍的是中世纪时期的欧洲和我国的历史事件和发展情况。

2. 重点讲述了欧洲的封建制度和我国的科举制度,以及它们的影响和特点。

3. 通过对比分析,帮助学生了解不同文明背景下政治、社会、经济等方面的差异和通信。

二、教学目标1. 帮助学生掌握和理解中世纪时期欧洲和我国的历史事件和文明特点。

2. 帮助学生形成对比分析的能力,以便更好地理解历史发展和文明演变。

3. 激发学生对历史的兴趣,培养学生的历史意识和文明观念。

三、教学重点和难点1. 理解欧洲封建制度和我国科举制度的内涵和特点。

2. 掌握对比分析的方法和技巧,抓住历史事件和文明背景的异同。

3. 帮助学生在历史故事和事件中找到通信和启示,形成自己的历史观念和认识。

四、教学内容和方法1. 通过讲述历史事件、展示图片和资料的方式介绍中世纪欧洲和我国的封建制度和科举制度。

2. 结合教材内容,进行课堂讨论和互动,引导学生发表观点和看法。

3. 组织学生进行小组活动,让他们通过合作与讨论加深对历史的理解和认识。

五、教学过程1. 教师先向学生简要介绍本课程的内容和目标,激发学生的兴趣和求知欲。

2. 教师将重点讲解欧洲封建制度和我国科举制度,引导学生注意历史事件和文明背景的发展。

3. 教师组织学生进行小组讨论,让他们就两种制度展开对比分析,并发表自己的看法和感受。

4. 教师总结课程内容,强调历史的重要性和不断探索的精神,鼓励学生深入学习和思考。

六、课后作业1. 学生需要完成教师布置的相关阅读和思考题目。

2. 学生可以通过查找资料和书籍加深对课程内容的理解和认识。

3. 学生需要结合课程内容,写一篇短文或心得体会,表达对历史和文明的感悟和认识。

七、教学反思1. 本课程通过对比分析的方式帮助学生更好地理解历史文明,但在课堂互动和讨论方面还可以加强。

2. 结合学生的实际需求和兴趣,可以适当增加与现实生活和时事相关的历史故事和事件,以激发学生的思考和创新能力。

新教材高一英语UNIT9教案-高中一年级

新教材高一英语UNIT9教案-高中一年级[标签:来源]新教材高一英语UNIT9教案Teaching plan for SB1A Unit 9 TechnologyTeaching goals: Talk about science and technologyDescribe things and how they workExpress agreement and disagreementUse the present Continuous Passive VoiceTalk about the advantages and disadvantages of modern technologyWrite a letter to Q12 about love andfriendshipTime arrangement:Period 1 Warming up, listening, speaking Period 2 Pre-reading, reading, post-reading Period 3 Intensive readingPeriod 4 Language studyPeriod 5 Integrating skillsPeriod 6 Workbook (Talking and Reading)Period 7 TestPeriod one ( listening and speaking )Warming upStep I Brainstorming about Technology1. Is technology important to us? What will you think of when talking about technology?2. What qualities shall we have if we want to have advanced technology?( to be creative , good at solving problems and thinking in new ways )Step II Activity( Bring the items of a toothpick, plastic bag and left-handed glove if possible)(Hold a competition of creativity among groups of students if necessary)1. Students work in groups to solve the problems2. Compare different solutions and talk about creativity.ListeningStep I Introduction1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)Step II listening1. First-listening: what is being described?2. Second-listening: what can the things be used for?3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?Step III A riddle-guessing competition1. Read the instruction and the guided questions2 Do a demonstration with a student.Teacher: You seem to have something in your pocket. What does it look like?Student: It looks like …….T: What is it made of ?&nb新教材高一英语UNIT9教案derstanding of the passage.3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post—reading Ex 2 on Page 60 )Step III Activity1. Discussion in pairs ( Post—reading Ex 1 on Page 60 ).2. Design your own cellphone in groups.Homework: 1. Read the text after the tape, marking the difficulties.2. Reading comprehension: WB page 136.Period Three ( intensive reading )RevisionRevise the text .Language pointsVocabulary1. depend v. dependent adj. independent adj.1) That depends. = It depends. = I’m not completely sure.2) depend on 依赖,信任,取决于e.g. His family depends on him.We’re depending on you to finish the job by Friday.Happiness often depends on your attitude to life.2. add v.1) 增加,相加,补充说e.g. Add a few more names to the list.If you add 5 and 3 you get 8.I should like to add that we are pleased with the result.2) add to = to increase somethinge.g. The rise in electricity costs has added to our difficulties.3) add up to = amount toe.g. These numbers add up to 100.3. remind v.remind sb to do sth.of sth.that –clause e.g. Remind me to write to Dave.This hotel reminds me of the one we stayed in last year.She reminded me that Sue was in Paris.4. touch n.get in touch with sb. lose touch with sb.stay in touch with be in touchwithkeep in touch with be out of touch with5. call v.call for = to demand sth. , to collect sb.call at some place = visit some placecall on sb. = to visit sb., to ask sb. to do sth.call in = to新教材高一英语UNIT9教案ask sb. to come in{e.g. Students are calling for more spare time and less homework.I'll call for you at 8 o'clock.I think we'd better call in a doctor.I called on my uncle while I was in London.6. case n.incase in thiscasein case of + n./pron in any casein case --clause in no case =nevere.g. The meeting will be put off in case it rains.In case he arrives before I get back, please ask him to wait.In case of fire, ring the bell.I don't think I need any money, but I'll bring some in case. In no case should we give up dreaming about a better future.7. need n.[U] 缺乏;需要[C] 需要得东西;必需品in need of sth.no need for sth.e.g. There’s a growing need for new housing in big cities.She didn’t earn enough money to satisfy all her needs.We’re collecting money for children in need.Please come to me if ever you’re in need of help.There’s no need for you to say sorry to me.Sentence patterns1. Cellphones make it possible for us to talk to anyone from anywhere. V. + 形式宾语 it + 宾补(adj./ n.) + for sb. to do sthsth.e.g. I think it necessary for her to stay in touch with her parents .He found it possible for them to improve the working condition.Our school makes it a rule for us to have an English Corner every Friday.2. We have a need to stay in touch with friends no matter where we are or what we are doing.e.g. Nobody believed him no matter what he said.No matter where he goes, the thief can’t escape being caught.She always goes swimming no matter how cold it is.3.新教材高一英语UNIT9教案; She says that her cellphone helps her do whatever she wants to do.e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.She always goes swimming, however cold it is.Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4Period Four ( Language study )Word studyStep I Page 61 Match the words with their meaningStep II Check the homework on page 134-135.Step III Reading for meaning ---guessing the words from the clues. Page 63 Tips Are you a smart reader?GrammarThe passive voice (3) --- The Present Continuous Passive VoiceStep I Study theexamplesam/ is/ are + being + doneStep II Practice ( page 61 )Step III ActivityTwo students put on a performance of “双簧”.The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….Homework: 1. WB page 136 Grammar 1&2Period Five ( integrating skills )ReadingStep I ReadingWhat is the computer Q12 like ?How does it control human beings?What other suggestions will you make to solve the problem?What will the earth be like if Q12 understands love and friendship?Step II Language points1 take over 接管e.g. The company has been taken over by a American firm.Sarah will take over my job when I leave.2 break down (机器)不运转;失败;break up 结束;(关系)破裂e.g. The car broke down on the motorway.The peace talks between the two countries have broken down新教材高一英语UNIT9教案; The meeting broke up after only half an hour.Their relationship wasn’t working, so they decided to break up.3 come up with = to think of or suggest an idea 想出办法,提出建议e.g. He couldn’t come up with an answer.How have you come up with such a good idea?4 success in manage to do sth.sucessfulinsucceed in doing sth. fail to do sth.e.g. We had no success in finding a new flat. Jane finally succeeded in passing the her driving test.WritingStep I Study the outline of the letterStep II Students have a discussion in pairs.Step III Ask a student to give a sample letter orally. Homework: 1. write a letter to Q12Period Six ( WB talking and reading )TalkingWB page 134 Talk about modern technology.Step I Read the situationStep II ActivitySs work in groupsFirst list the advantages and disadvantages of the inventions of cellphones, robots and computers.Then Ss have a debate in groups.Step III DebateHave 3 debates between groups.( There are speakers representing each group, and the rest are judges) ReadingWB page 136 Reading Future travel: teleportationStep I Fast reading and skimmingWhat does teleportation mean?Step II ScanningHow is teleportation different from normal transportation?Why is it so difficult to teleport human beings?Step III Reading for wordsMatch the words with the best strategy on page 137.Step IV ActivityDiscussion : Will teleportation be realized?Think of more impossible things that may be possible in the future.新教材高一英语UNIT9教新教材高一英语UNIT9教案sp; S: It’s made of …….T: What is it used for ?S: ………3 Ss practice in pairs4 Competition--- Who can guess it ?One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.SpeakingStep I Brainstorming1. Present the situation2. Brainstorming about the advantages and disadvantages about cellphonesStep II Expressions of agreement and disagreementTeach new expressions1) Absolutely= Definitely= Exactly2) It depends.3) That’s a good point.4) That’s worth thinking about.Step III Activity1. Ss works in groups and prepare a role play.2. Ss present their dialogues.3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.Homework: 1. Listening : Workbook P133 Listening Ex 1&22. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!Period Two ( extensive reading )RevisionCheck the listening homework on page 133.Pre-readingStep I Discussion (Question 2 of Pre-reading ) 1. Check the speaking homework of interviewHow did people live 30 years ago?What did people do at night without electricity?How have inventions and new technology changed our way of life?2. Talk about the title---Life on the goLife on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.ReadingStep I Presentation1. Talk about the cellphone and present the new vocabulary.( Ask Ss to bring cellphones of different brands to class if possible)Questions: What functions does a cellphone have?What features does your cellphone have? etc.Vocabulary: function, feature, image, an electronic calendar, remind ,appointment2. The top question:Why are cellphones so popular with teenagers according to the passage?Step II Reading1. Skimming for the top question.2. Some T or F statements to check the general un。

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1. suggest vt.提议,建议 suggestion n. 建议suggest sth. 推荐某物suggest sb. to do sth. 建议某做某事 2. exit vt. 出,离开 n.出口 entrance n.入口 3. historical adj.历史的,有关历史的 historic adj.有历史意义的,里程碑式的 4. tourism n.观光,游览,旅游业tour n.旅行,旅游 tourist n. 游客 5. seaside n.海滨, 海边 beach n.海滩,湖滨,河岸 shore n.岸 sea n.海 ocean n.洋 seafood n.海鲜 6. settle vi 定居settler n.殖民者,定居者settlement n.定居地 定居settle down 稳定下来 7. be know as 被认为是 因…而闻名 8. officially adv.正式地official adj.正式的 office n.办公室 officer n.官员 9. web n.蜘蛛网,网状物 website n.网站 (二)课文讲解: 1.It depends on the weather.那要看天气情况而定。

(1).Depend on依赖,信赖 例: He was the sort of person you could depend on.他是你可以信赖的人 He knew he could depend upon her to deal with the situation. 他知道可以依靠她来应付这种局面 (2).depend on表示确信,相信,指望 例:Can we depend on you coming in on Sunday?我们能指望你星期天来参加? (3).需要,依靠(提供资金,帮助等) 例:I don’t want to depend too much on my parents.我不想过度依靠父母 2. We wouldn’t have to spend a long time travelling on planes to get to our holiday destination. (1).spend花费(时间或金钱),其主语为人 spend ...on sth./spend doing sth. (2).pay花费金钱,付钱,其主语是人,pay...for... (3).cost(金钱,精力)主语为物 (4).take(时间,劳力等)主语为事物,it takes sb. ..to do sth. 3. Cathy, do you mean we’ll use the computer to travel around the world.. (1).historic通常用以表示具有重要历史意义,即历史上有名的 例:Today is a historic occasion for our country. (2).historical通常涉及历史,史学,过去的事实,即历史上存在或发生过的 例:Was Robin Hood historical figure? 罗宾汉是历史人物吗? 4. We would not only be able to travel around the world, but also go to study in any world famous universities we wanted to. (1),Not only...but also..不仅,而且该短语连接两个并列分词,为了加强气氛将not only放在句首,要将其引导的分句进行部分倒装,but also 后面的句子不倒装 例:Not only did he make a promise, but also he kept it. (2).当连接两个名词或是主语时,谓语动词的数量于后面参加这快点 例:Not only you but also she has attend the ceremony. Either.. or ..或者…或者 例:Either the teacher or the students are to blame. 或者老师或者学生应受指责 Neither ...nor...既不…也不…例:neither you nor I nor anybody else known to do it. 无论是你,我还是其他任何人都不知道怎么做。 Not… but…不是…而是… Not the teacher but the students are hoping to go there. 不是老师而是学生们想去那儿! 5. Are the sentences used to talk about possible situation in the future? Be used to doing sth. 逐渐习惯于 Used to be过去曾经有 例:In my opinion, life in the twenty-first century is much easier than ____ A. that used to be B. it is used to C. it was used to D. it used to be 6. Later, the capital moved to wellington, because it was more central. Because 语气最强,所表示的事why的直接理由或是原因 As因为,由于,引导原因状语从句,说话人认为事情的原因已经较清楚,主要是为了表明语言或思维上的因果关系,往往放于主句之前,不回答why引起的特殊问句,不能用于强调结构,是大家共知的原因 Since因为,既然 引导原因状语从句,说明大家都清楚明了了的原因,放于句首,不回答why问句,也不能用于强调句,是尚需要总结的原因 Now that既然,由于,引导原因状语从句,常放在句首,that 可以省略 For 并列连词,引导并列分句,两个分句之间有时并不存在因果关系,说明推测的原因或对前句补充说明的原因,放在第一个分局,多用于书面语。 语法精讲:定语从句——非限制性定语从句 准确判断先行词在定语从句中的成分(主、谓、宾、定、状),能正确选择出关系代词/关系副词(就看从句作为句子,是否主谓宾或者主系表这样的结构完整,完整是就用关系副词,不完整时就用关系代词) 例1 This museum is ___ you visited a few days ago. 例2 This is the museum ___ the exhibition was held. 在句1中,is后应跟表语,只有the one可以,而后面的you visited a few days ago则做one的定语从句。 而句2中, 主、谓、宾俱全,从句部分为句子的状语表地点,既可用副词where,又因 in the museum词组,可用介词in + which 引导地点状语。而此题中,介词on 用的不对,所以选A。 关系词的选择依据在从句中所做的成分,先行词在从句中做主、定、宾语时,选择关系代词 (who, whom, that, which, whose); 先行词在从句中做状语时,应选择关系副词 ( where 地点状语,when 时间状语,why 原因状语) 。

非限制定语从句: 非限制性定语从句的作用是对所修饰的成分作进一步说明,通常是引导词和先行词之间用逗号隔开,将从句拿掉后其他部分仍可成立 This is the house which we bought last month. 这是我们上个月买的那幢房子 The house, which we bought last month, is very nice. 这幢房子很漂亮,是我们上个月买的。 1. which引导的非限制性定语从句来说明前面整个句子的情况或主句的某一部分 2.当先行词是专有名词或物主代词和指示代词所修饰时,其后的定语从句通常是非限制性的,例如: Charles Smith, who was my former teacher, retired last year.查理·史密斯去年退休了,他曾经是我的老师 My house, which I bought last year, has got a lovely garden. 我去年买的那幢房子带着个漂亮的花园。 This novel, which I have read three times, is very touching. 这本小说很动人,我已经读了三遍。 3.非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数,例如: He seems not to have grasped what I meant, which greatly upsets me. 他似乎没抓住我的意思,这使我心烦。 Liquid water changes to vapor, which is called evaporation. 液态水变为蒸汽,这就叫做蒸发。 4.as引导的非限制定语从句,可以放在句首,而which不可以,as代表前面的整个主句并在从句中做主语时,从句中的谓语必须是系动词,若为行为动词则从句中的关系代词只能用which As we know, smoking is harmful to your health. It rained hard yesterday, _____ prevented me from going to the park. A. that B. which C. as D. it 5. 在非限定性定语从句中,不能用关系副词why和关系代词that,而用who, whom代表人,用which, whose代表事物,如果需要用why, 可以用for which Finally came the day ______ he had to begin his study for the next term. A. Till B. that C. since D. which I’ve read all the books ___ were borrowed from the library. A. They B. which C. / D. that The train ____ she was traveling was late. A. On that B. for which C. on which D. which I’ll show you a store ___ you may buy all ___ you need. A. That, that B. which, that C. where, which D. in which,/ Is there anything ____ to you? A. That belong B. which belongs C. that belongs D. that is belonged

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