高一英语上学期Unit 15 Lesson 4 教学课件
Unit 4 Lesson3 My Favourite Comedian 单词(教学课件)-高中英语
单词学习
4.believe in相信；信任；信仰 belief n. 相信；看法；信念；信仰
[归纳拓展] believe in sb 信任某人 beyond belief 令人难以置信
完成句子
It's quite_b_e_y_o_n_d__b_e_li_e_f_ that such unbelievable things still take place in the city. 令人难以置信的是，这种难以置信的事情仍然在这个城市发生。
Jane is a talented girl because she does wellas a talent for
singing, dancing and drawing.
简是个有天赋的小女孩，因为她所有的功课都做得很好，也有唱歌、跳舞
和绘画的天赋。
1. I am convinced that...
2. sb/sth is likely to do sth
恰恰相反，正相反，相反地 对……有天赋；拥有……的天赋 使某人相信某事 依赖 令某人开心的是
我相信... 某人/某事物很可能做某事
1.紧张；焦虑；焦急 2.肌肉 3.身体上的 4.心理的，精神的 5.心情 6.影响深远的 7.使充满活力 8.细胞
复习巩固
9.infection 10.whisper 11.blush 12.embarrassment 13.accidentally
9.感染，传染 10.悄声说，低语 11.脸红 12.窘迫，尴尬 13.偶然地，意外地
_c_o_n_v_in__ci_n_g_ that I was completely convinced .(convince)
②I__a_m__c_o_n_v_i_n_c_ed__t_h_a_t_human is able to use the Internet properly and scientifically.我相信，人们能够正确、科学地使用互联网。
北师大版高一英语必修第二册(2019版)Unit4_Lesson2_公开课课件
set up an account.
_I_c_a_n_h__el_p__y_o_u with
that.
Focus on function: asking for and offering help
Talk buAildesrking for help
Offering help
3. I haven’t received the 3. _H_o_w__m__a_y_I_ help you?
Activate and Share
Internet and technology bring much convenience to our real life.
Let’s recall some of our life situations. What apps do you often use?
to find what people need to use the latest technology VR (Virtual Reality) AR (Augmented Reality) MR (Mixed Reality)
Listen for Understanding Before listening: read and answer the questions. 1. Why are apps so popular?
2. I can’t figure out how to … 2. How may I help you?
3. Can you do me a favour? 3. Can I assist you with …
4. Would you be able to…
4. Let me …
5. Could I bother you to …? 5. I can help you …
英语：unit-15《learning》lesson-1-life-long-learning课件(1)(北师大版必修5)
2. In pairs, discuss ways that you can take part in life-long learning after you finish school or university.(Ex.4)
• 3. Talk about the picture.
Learning Is an Honor As is indicated in the picture, an adolescent is telling [双宾语] his grandfather a good news - he can go to a state-class university with his University Admission Report, while his grandpa has also received his own Admission Report of the university for the elder. How exciting and encouraging it is! Look at this picture, we ponder the following implication： learning is an honor! Why so? In this day and age, knowledge of human beings is advancing at an unprecedented rate in a multitude of areas. Since the advent of the information era, education has been playing a pivotal role in individual development. We will not be abandoned by the society if we keep learning. For example, Li Zhengdao, a famous Chinese scientist, has kept learning. Then he got great success in the world. He is a real [名词包装] idol for all of Chinese youth[多用词组]. It is evident now that history witnesses learning as a matter of the first importance[头等大事]. As long as we live and learn, we will be a winner in this competitive globe. Let's work hard to learn from now on. This is the honor in one's all life![用状语词组加重语气]
【教育学习文章】新高一英语教案Unit 15
新高一英语教案Unit 15 Period1（一）明确目标1.Talkaboutdramaandtheatre.2.Trainthestudent’slisteningandspeakingabilities.（二）教学过程Step1warmingupSaytotheSsmanyofyoumusthaveheardofsomegoodstories,i ncludingfairytales.cananyonetellusaninterestingone?Todaywearegoingtotalkaboutsomemysteriousstories.Loo katthepicturesandusethemtomakeupastory.Step2listeni ngListentotheshortplaytothetape.Askthestudentstolis tencarefullyanddotheexercisesofthispartintheirbooks .Afterlistening,letthestudentsdiscussthemystery.Ste p3speakingDividetheclassintoseveralgroupsaftergoingthoughthe3 differentsituationsgiveninthebook.Helpeachgrouptoch ooseoneanddiscusswhatwillhappennext.Afterthediscuss ion,onestudentofeachgroupisaskedtoreporttheirimagin edstory.Thenthewholegroupsarerequiredtoactitoutinclass.（三）总结扩展Step4Theaimofthisclassistofostertheabilitiesoflisteninga ndspeaking,aswellasimagination.Iftimepermits,letone studentgivesasituationineachgroup,andtheotherscreat eagoodstoryaccordingly.Period2（一）明确目标1.Tolearnsomethingabouttheplay.2.Totraintheabilitie sofskimmingandscanningthetext.（二）整体感知Step1presentationTodaywearegoingtoreadaplayaboutanecklace.Theplayisb asedonaFrenchstorywrittenbyawritercalledmaupassant. Thereare3leadingcharactersintheplay:mathildeLoisel, Pierreandjeanne.wewillcometo3scenesgiveninthetext.（三）教学过程Step2reading.Let’sthestudentsreadthefirstsceneoftheplayasquicklyasth eycan.Trytoanswerthefollowingquestions.what‘sthematterwithmathilde?whydidn’tjeannerecognizeheratfirst?whyhasshebeenworkingsohard?whydidsheneedtoborrowsomejewellery?2.Thestudentsareencouragedtofindoutmoreabouttheneck laceinscenetwo.Now,thestorygoesbacktotenyearsearlie r.Somecomprehensionquestionsarealsogiven.whywasmathildeworried?whatdidPierresuggest?whatdidtheydecidetodo?3.Inscene3,we’llfindouttheendingofthestory.Readitquicklyandfindwh athappenedonthewayhomeaftertheball.参考答案：Shehasbeenworkinghardfor10years.Shelooksolderthanherageandshedoesn’tlookwell.Becauseofthediamondnecklace.Shewasinvitedtoaballatthepalacesosheneededtoborrows omejewelley.Shedidn’thaveaneveningdressoranyjewellerytowear. Pierresuggestedborrowingsomejewelleryfromafriendwhomightlendhersome.mathildedecidedtogoandborrowsomejewelleryfromjeanne.Step3Listentothetapeofthe3scenesonebyone,andmakesur ethestudentsunderstandit,dealingwithsomelanguagepoi nts.（四）总结扩展Step4post-reading.mathildereturnstothepalacewheretheballwasheldt oaskaboutthenecklace.askthestudentstomakeadialogueb etweenmathildeandanotherpersoninthepalace.2.Askthes tudents:”howdoyouthinkmathildefeltwhenjeannetoldherthestonei nthenecklaceweremadeofglass,notdiamonds?”Letthestudentscontinuethestoryandwriteasimilarscene.Period3（一）明确目标.consolidatetheimportantnewwordsandphrasesinthi sunit.2.Getstudentstoknowtheuseofthemodalverbs:must,can/m ay/might（二）整体感知Step1presentationTodaywearegoingtodealwiththepart “languagestudy”.First,let’scometo “wordsstudy”,andthenwe’lltalkaboutthegrammar.（三）教学过程Step2wordstudy1.Letthestudentsdothetwoexercisesinth eirbooks.Bothofthemcanhelptoconsolidatetheirlearnin gofthenewwordsandphrases.Allowthemtodiscussinpairs.2.Grammartalksaboutpossibilitieswhenyouareverysureo fsomething,youuse“must”inpositivesentencesand “cannot”or“can’t”innegativesentences.whenyouthinkthatsomethingisvery possible,youuse“can”.whenyouthinkthatsomethingispossible,butyoua renotverysure,youuse“could”,“may”or “might”.Gothroughthesentencesinthebookwiththewhol eclass.（四）总结扩展Step3practiceP19exercise1.Rewritethesentencesusingm odalverbs.Letsthestudentsworkinpairs.P20exercise2.c ompletethedialogue.1.whenyouaresureofsomethinginthe past,youuse“musthavedone”or“can’thavedone”.2.whenyouthinkthatsomethinginthepastisp ossible,youcansee“may/might/could+havedone”。
新高一英语教案Unit 15
新高一英语教案Unit 15 Period1（一）明确目标1.Talkaboutdramaandtheatre.2.Trainthestudent’slisteningandspeakingabilities.（二）教学过程Step1warmingupSaytotheSsmanyofyoumusthaveheardofsomegoodstories,i ncludingfairytales.cananyonetellusaninterestingone?Todaywearegoingtotalkaboutsomemysteriousstories.Loo katthepicturesandusethemtomakeupastory.Step2listeni ngListentotheshortplaytothetape.Askthestudentstolis tencarefullyanddotheexercisesofthispartintheirbooks .Afterlistening,letthestudentsdiscussthemystery.Ste p3speakingDividetheclassintoseveralgroupsaftergoingthoughthe3 differentsituationsgiveninthebook.Helpeachgrouptoch ooseoneanddiscusswhatwillhappennext.Afterthediscuss ion,onestudentofeachgroupisaskedtoreporttheirimagin edstory.Thenthewholegroupsarerequiredtoactitoutinclass.（三）总结扩展Step4Theaimofthisclassistofostertheabilitiesoflisteninga ndspeaking,aswellasimagination.Iftimepermits,letone studentgivesasituationineachgroup,andtheotherscreat eagoodstoryaccordingly.Period2（一）明确目标1.Tolearnsomethingabouttheplay.2.Totraintheabilitie sofskimmingandscanningthetext.（二）整体感知Step1presentationTodaywearegoingtoreadaplayaboutanecklace.Theplayisb asedonaFrenchstorywrittenbyawritercalledmaupassant. Thereare3leadingcharactersintheplay:mathildeLoisel, Pierreandjeanne.wewillcometo3scenesgiveninthetext.（三）教学过程Step2reading.Let’sthestudentsreadthefirstsceneoftheplayasquicklyasth eycan.Trytoanswerthefollowingquestions.what‘sthematterwithmathilde?whydidn’tjeannerecognizeheratfirst?whyhasshebeenworkingsohard?whydidsheneedtoborrowsomejewellery?2.Thestudentsareencouragedtofindoutmoreabouttheneck laceinscenetwo.Now,thestorygoesbacktotenyearsearlie r.Somecomprehensionquestionsarealsogiven.whywasmathildeworried?whatdidPierresuggest?whatdidtheydecidetodo?3.Inscene3,we’llfindouttheendingofthestory.Readitquicklyandfindwh athappenedonthewayhomeaftertheball.参考答案：Shehasbeenworkinghardfor10years.Shelooksolderthanherageandshedoesn’tlookwell.Becauseofthediamondnecklace.Shewasinvitedtoaballatthepalacesosheneededtoborrows omejewelley.Shedidn’thaveaneveningdressoranyjewellerytowear. Pierresuggestedborrowingsomejewelleryfromafriendwhomightlendhersome.mathildedecidedtogoandborrowsomejewelleryfromjeanne.Step3Listentothetapeofthe3scenesonebyone,andmakesur ethestudentsunderstandit,dealingwithsomelanguagepoi nts.（四）总结扩展Step4post-reading.mathildereturnstothepalacewheretheballwasheldt oaskaboutthenecklace.askthestudentstomakeadialogueb etweenmathildeandanotherpersoninthepalace.2.Askthes tudents:”howdoyouthinkmathildefeltwhenjeannetoldherthestonei nthenecklaceweremadeofglass,notdiamonds?”Letthestudentscontinuethestoryandwriteasimilarscene.Period3（一）明确目标.consolidatetheimportantnewwordsandphrasesinthi sunit.2.Getstudentstoknowtheuseofthemodalverbs:must,can/m ay/might（二）整体感知Step1presentationTodaywearegoingtodealwiththepart “languagestudy”.First,let’scometo “wordsstudy”,andthenwe’lltalkaboutthegrammar.（三）教学过程Step2wordstudy1.Letthestudentsdothetwoexercisesinth eirbooks.Bothofthemcanhelptoconsolidatetheirlearnin gofthenewwordsandphrases.Allowthemtodiscussinpairs.2.Grammartalksaboutpossibilitieswhenyouareverysureo fsomething,youuse“must”inpositivesentencesand “cannot”or“can’t”innegativesentences.whenyouthinkthatsomethingisvery possible,youuse“can”.whenyouthinkthatsomethingispossible,butyoua renotverysure,youuse“could”,“may”or “might”.Gothroughthesentencesinthebookwiththewhol eclass.（四）总结扩展Step3practiceP19exercise1.Rewritethesentencesusingm odalverbs.Letsthestudentsworkinpairs.P20exercise2.c ompletethedialogue.1.whenyouaresureofsomethinginthe past,youuse“musthavedone”or“can’thavedone”.2.whenyouthinkthatsomethinginthepastisp ossible,youcansee“may/might/could+havedone”。
新高一英语上课学习上课学习教案Unit 15
新高一英语教案Unit 15 Period1（一）明确目标1.Talkaboutdramaandtheatre.2.Trainthestudent’slisteningandspeakingabilities.（二）教学过程Step1warmingupSaytotheSsmanyofyoumusthaveheardofsomegoodstories,i ncludingfairytales.cananyonetellusaninterestingone?Todaywearegoingtotalkaboutsomemysteriousstories.Loo katthepicturesandusethemtomakeupastory.Step2listeni ngListentotheshortplaytothetape.Askthestudentstolis tencarefullyanddotheexercisesofthispartintheirbooks .Afterlistening,letthestudentsdiscussthemystery.Ste p3speakingDividetheclassintoseveralgroupsaftergoingthoughthe3 differentsituationsgiveninthebook.Helpeachgrouptoch ooseoneanddiscusswhatwillhappennext.Afterthediscuss ion,onestudentofeachgroupisaskedtoreporttheirimagin edstory.Thenthewholegroupsarerequiredtoactitoutinclass.（三）总结扩展Step4Theaimofthisclassistofostertheabilitiesoflisteninga ndspeaking,aswellasimagination.Iftimepermits,letone studentgivesasituationineachgroup,andtheotherscreat eagoodstoryaccordingly.Period2（一）明确目标1.Tolearnsomethingabouttheplay.2.Totraintheabilitie sofskimmingandscanningthetext.（二）整体感知Step1presentationTodaywearegoingtoreadaplayaboutanecklace.Theplayisb asedonaFrenchstorywrittenbyawritercalledmaupassant. Thereare3leadingcharactersintheplay:mathildeLoisel, Pierreandjeanne.wewillcometo3scenesgiveninthetext.（三）教学过程Step2reading.Let’sthestudentsreadthefirstsceneoftheplayasquicklyasth eycan.Trytoanswerthefollowingquestions.what‘sthematterwithmathilde?whydidn’tjeannerecognizeheratfirst?whyhasshebeenworkingsohard?whydidsheneedtoborrowsomejewellery?2.Thestudentsareencouragedtofindoutmoreabouttheneck laceinscenetwo.Now,thestorygoesbacktotenyearsearlie r.Somecomprehensionquestionsarealsogiven.whywasmathildeworried?whatdidPierresuggest?whatdidtheydecidetodo?3.Inscene3,we’llfindouttheendingofthestory.Readitquicklyandfindwh athappenedonthewayhomeaftertheball.参考答案：Shehasbeenworkinghardfor10years.Shelooksolderthanherageandshedoesn’tlookwell.Becauseofthediamondnecklace.Shewasinvitedtoaballatthepalacesosheneededtoborrows omejewelley.Shedidn’thaveaneveningdressoranyjewellerytowear. Pierresuggestedborrowingsomejewelleryfromafriendwhomightlendhersome.mathildedecidedtogoandborrowsomejewelleryfromjeanne.Step3Listentothetapeofthe3scenesonebyone,andmakesur ethestudentsunderstandit,dealingwithsomelanguagepoi nts.（四）总结扩展Step4post-reading.mathildereturnstothepalacewheretheballwasheldt oaskaboutthenecklace.askthestudentstomakeadialogueb etweenmathildeandanotherpersoninthepalace.2.Askthes tudents:”howdoyouthinkmathildefeltwhenjeannetoldherthestonei nthenecklaceweremadeofglass,notdiamonds?”Letthestudentscontinuethestoryandwriteasimilarscene.Period3（一）明确目标.consolidatetheimportantnewwordsandphrasesinthi sunit.2.Getstudentstoknowtheuseofthemodalverbs:must,can/m ay/might（二）整体感知Step1presentationTodaywearegoingtodealwiththepart “languagestudy”.First,let’scometo “wordsstudy”,andthenwe’lltalkaboutthegrammar.（三）教学过程Step2wordstudy1.Letthestudentsdothetwoexercisesinth eirbooks.Bothofthemcanhelptoconsolidatetheirlearnin gofthenewwordsandphrases.Allowthemtodiscussinpairs.2.Grammartalksaboutpossibilitieswhenyouareverysureo fsomething,youuse“must”inpositivesentencesand “cannot”or“can’t”innegativesentences.whenyouthinkthatsomethingisvery possible,youuse“can”.whenyouthinkthatsomethingispossible,butyoua renotverysure,youuse“could”,“may”or “might”.Gothroughthesentencesinthebookwiththewhol eclass.（四）总结扩展Step3practiceP19exercise1.Rewritethesentencesusingm odalverbs.Letsthestudentsworkinpairs.P20exercise2.c ompletethedialogue.1.whenyouaresureofsomethinginthe past,youuse“musthavedone”or“can’thavedone”.2.whenyouthinkthatsomethinginthepastisp ossible,youcansee“may/might/could+havedone”。
高一英语《Unit 15 The Necklace The fourth
云南省芒市中学高一英语《Unit 15 The Necklace The fourth & fifth period》教案教学内容及解析1、内容：本单元的中心话题是短剧《项链》，整个单元的设计围绕“戏剧”展开，内容涉及“编故事表演”、“读剧本”、“如何写剧本”等，目的是将学生引进艺术殿堂——戏剧的世界，并让学生初步熟悉戏剧，学会尝试剧本的欣赏、写作和表演。
语言知识和技能也都围绕这些话题设计展开。
2、解析: “热身”部分设计了三张图片，让学生根据照片内容编故事并表演。
“口语”部分给出了三个带有神秘、悬念的情景，要求学生自编短剧，并表演。
“阅读”部分是根据法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧，共三幕。
“语言学习”分词汇和语法两部分。
词汇部分要求根据英文解释写出单词及根据所给的句子选择适当的词组填空；语法部分是关于情态动词must,can,could, may, might等表示猜测的用法。
“综合技能”包含读、写、演等技能，要求学生在对话阅读的基础上编写短剧。
二、目标及解析1、目标：识记目标词；训练口语能力；学会如何欣赏戏剧，提高鉴赏能力；引导学生用英语解释单词和短语，使其掌握目标语法；培养学生综合运用语言的能力。
2、解析：本单元除让学生识记一些重要的词、短语和句子外，还通过各个环节内容的设置锻炼学生的想像力，训练其口语、表演能力。
在阅读活动中，使学生体验戏剧，通过阅读使学生较全面地了解英语戏剧体裁，提高鉴赏能力。
语言学习上帮助学生形成英语直接思维，并使他们自主探究目标语法的功能。
综合技能部分要求达到训练学生编写短剧，综合运用语言能力的目的。
三、教学问题诊断及分析本单元内容的教学问题在于学生的英语口语能力相对差，他们能很容易地用母语说出想象的故事情节，却很难用英语表达那些内容。
教师可用英语给出适当的线索提示，使学生顺着提示词一步步填充完整故事内容。
此外，学生的外国文学背景知识相对薄弱，鉴赏能力不足，教师应在课前为学生补充相应的文学知识。
高一英语下学期unit 15PPT教学课件
第七课
幽默与智慧
• 同学们是否喜欢看漫画？
• 你们都看过什么样的漫 画呢？
漫画作品欣赏： 欣赏角度：
1、造型 2、主题 3、创意 4、意义含义,表现手法
漫画的分类和功能
一、分类：
独幅、多幅、连环、政治漫画、新闻 漫画、科学漫画、哲理漫画、幽默漫 画、肖像漫画、故事漫画、动画
二、功能：
歌颂、讽刺、传播、娱乐等
A. Footprints
B. Shoe prints
C. Fingerprints
D. A shoe
Scene 2
1. What did John and Mary discover? A. The door is open. B. The window is broken. C. The door is broken. D. The window is open. 2. What did John and Mary find on the floor? A. A shoe. B. A key. C. Some hair. D. Broken glass
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高中英语北师大版高二上册《Unit 15 Period 4》课件
we learn more every day and 9.________ of us can simply say，“We know it all”．
• Ⅴ.课文缩写
• “Who 1.________(question) much，shall learn much，and remember much.”said Francis Bacon.Now 2.________ seems obvious how we acquire knowledge and understanding.However， in the 17th century，people 3.________(believe) more in religion than in facts.People 4.________
·Start with questions ·(2)______the world around you and study the facts to find answers.
Bacon and Galilei
·(3)______the views of the day ·(4)______knowledge and understanding.
advantages
• 10．_a_s_su_m_e___vt.to think that something is true， although you have no proof of it
• Ⅱ.短语天地
• 1．b_e__a_c_c_u__s_to_m__e_d__t_o_习惯于 • 2．t_e_n_d__to___常常会，偏向于 • 3．a_p_p__ro__v_e_o__f ___同意，称赞 • 4．t_o_s__ta_r_t_w__it_h___第一
Unit 4 Lesson 1 What's So Funny(教学课件)- 高中英语北师大版
Focus on Language: Continuous Tenses 1 The eager fans _h_a_d__b_e_e_n__w_a_i_ti_n_g_(wait) for six hours before they finally got the tickets for
the football match. 2 I _h_a_d__b_e_e_n_l_o_o_k_i_n_g_f_o_r_(look for) that for weeks — where did you find it?
Present Perfect Continuous (have/has been+verb-ing) And I’ve been doing a lot of work. Past Perfect Continuous (had been+verb-ing) He had been feeling depressed for over a month. He had been waiting for about an hour.
3 Mrs Wang _w_i_l_l _b_e_s_t_a_y_in_g__w_i_th__h_e_r_f_r_i_en__d_s(stay with her friends) when she goes to Hainan.
4 As he _h_a_d_b__ee_n__r_e_p_a_ir_i_n_g_h__is_c_a_r__(repair his car) all afternoon, he was messy.
Future continuous tense
Focus on Language: Continuous Tenses
Future Continuous (will be+verb-ing)