外研社英语必修一教案
新外研社(19)高中英语必修一Unit3Familymatters-Using language教案
新外研社（19）高中英语必修一Unit 3 Family matters-Using language教案Teaching objectives:1.Enable the students to understand and use various tenses in context.2.Guide the students to use the grammar knowledge of the tenses they have learnt to understand the basic meaning of oral and written language, and enable them to describe the past events, ongoing action events and future plans.3.Expand the students’ vocabulary of describing the appearance of characters.Evaluation objectives:1.The students can understand the forms, meanings and pragmatic functions of different tenses and use them correctly in specific contexts.2.The students can use appropriate theme words and expressions to describe the appearance of their family members..3.The students can think about the relationship between family members. Care for family members and create a harmonious family atmosphere together.4.The students can stimulate the interest of English learning by understanding the content related to family life; obtain English learning resources through multiple channels; select appropriate strategies and methods; monitor,evaluate, reflect and adjust their learning content and process.Teaching key and difficult points:1.Help the students understand and summarize the forms, meanings and pragmatic functions of different tenses.2.Let the students learn to use appropriate words and expressions to describe the appearance of their families.Teaching methods:Task-based Teaching Method;Communicative Teaching MethodTeaching procedures:Step1:Lead-inLook at the sentences from the reading passage and match the tense to thedescriptions.a.Grandfather and Father, seated at the table, are playing chess.wyers help people and are respected by others.c....you said that you wanted to be a professional football player.d.you have found the career that suits your talents.e....you will have two options for your future.Options:1.an action that started in the past and is affecting the present2.an action that is currently taking place3.an action that is certain to take place in the future4.an action completed in the past5. a regular action in presentSuggested answers:a-2 ;b-5; c-1 ;d-4 ;e-3;Step2: PracticeTurn to Page 29 and finish the Activities 2 and 3. Pay attention to using the correct form of the verbs in brackets.Step3:Explanation of the tenses(1)一般现在时a.主要用来表示人或事物的现在状况和特点;表示经常或习惯性的动作,句子中常有often,always,from time to time等时间状语。
外研社高一英语必修一教案
外研社高一英语必修一教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作报告、文案策划、工作计划、作文大全、教案大全、演讲稿、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of practical materials for everyone, such as work summaries, work reports, copywriting planning, work plans, essay summaries, lesson plans, speeches, and other materials. If you want to learn about different data formats and writing methods, please stay tuned!外研社高一英语必修一教案教学目标：1.培养学生的听、说、读、写的综合能力，提高他们的英语应用能力。
新外研社高中英语必修一Unit3Familymatters-Understandingideas教案
新外研社（19）高中英语必修一Unit3 Family matters-Understanding ideas教案Teaching objectives:1.Enable the students to analyse the play by getting to know the background, characters and conflicts between them.2.Guide the students to communicate with partners in a reasonable way.3.Lead the students to feel the culture shock and foster the morally sound values.Evaluation objectives:1.Ask the students to talk about their ways of communicating with their parents if they can use some relevant expressions correctly.2.Ask the students to figure out how the characters express their emotions by actions, dialogues,etc.Teaching key and difficult points：1.Enable the students to have a general understanding of the play.2.Help the students get to know the continuation writing.Teaching methods:Cooperative Teaching Method; Task-based Approach; Communicative Approach Teaching procedures:Step1：Lead-inThe teacher introduces a situation to the students in which a mother turns to the students for help because her lovely girl behaves badly recently.The teacher asks the students what suggestions they can give to the mother.The students may share their answers,such as trying to be patient, putting your foot into other’s shoes, etc.Then the teacher asks the students whether they can do as they say when dealing with the relationship with their parents.Step2:Get to know the playBefore reading the play together, the teacher introduces what a play is.Suggested answer: A play is a story performed on a stage, which has a plot, settings ,characters, actions and dialogue.Step3:Read for details:In order to get a general understanding of the play, the teacher asks the students to fill in the blanks to complete the notes.1.Fill in the blanks to complete the notes above.Suggested answers:①a table and two chairs②focus on his band③have a career in music(when he leaves school)④go to university⑤be a lawyer⑥are respected by others⑦play music⑧have two options for his future2.Get to know the plotWhat makes the play attractive is the plot.The teacher leads the students to get to know the plot by analysing what it is.Task 1:What conflict does the son have with his father?Suggested answer:They have different opinions on career choices.Task 2:Get to know the feelings behind the plots.Sentences of behavior/dialogues FeelingsSon •(nervously approaching the table)Erm,...Dad,can we talk?① Father •Sure.You know you can always turn to yourdad for a chat.②Son •OK.Here it is.I’ve decided not to go to university.I want to focus on my band and have acareer in music when I leave school.③ Father •(raising his voice in surprise)You can’t beserious!What about your future career as alawyer?!④ Son •I knew you’d say that.You just assume Iwant to be a lawyer,but that’s only because youare a lawyer.⑤Suggested answers:①nervous ②willing to help his son ③still eager to express himself ④angry;confused ⑤disappointed3.Get to know the charactersDescribe the characters by using more adjectives.Step4:Learn the language points that are explained along with the careful reading of each parts.1.Oh look,here comes my boy.哦,快看,我的儿子来了。
必修一英语外研社教案
必修一英语外研社教案教案标题：必修一英语外研社教案教案目标：1. 帮助学生掌握必修一英语课程的内容和要求。
2. 培养学生的英语听、说、读、写的综合能力。
3. 培养学生的跨文化交际能力和批判性思维能力。
教案步骤：Step 1: 导入（5分钟）介绍本节课的主题和目标，并与学生一起回顾上节课的内容，激发学生的学习兴趣。
Step 2: 课前预习（10分钟）要求学生在课前预习指定的课文，并完成相关的练习。
教师可以提供一些问题或任务，引导学生在预习中思考和探索。
Step 3: 听说训练（15分钟）通过听力练习和口语对话活动，帮助学生提高听力理解和口语表达能力。
可以使用录音材料或多媒体资源，让学生进行听力训练，并进行相关的口语练习。
Step 4: 读写训练（20分钟）让学生阅读本节课的课文，并进行相关的阅读理解练习。
同时，引导学生进行写作练习，例如写一篇关于课文内容的摘要或总结。
Step 5: 扩展活动（10分钟）开展一些扩展活动，例如小组讨论、角色扮演或项目研究等，以培养学生的跨文化交际能力和批判性思维能力。
Step 6: 总结和反思（5分钟）与学生一起总结本节课的学习内容和收获，并鼓励学生提出问题或反馈意见。
教师可以给予学生一些学习建议或指导，帮助他们进一步提高。
Step 7: 课后作业（5分钟）布置适当的课后作业，例如完成课本上的练习题、写一篇关于本节课内容的作文等，以巩固学生的学习成果。
教学资源：1. 课本：必修一英语外研社教材2. 多媒体资源：录音材料、视频等3. 练习题和作业：提前准备好相关的练习题和作业，以检验学生的学习效果。
教学评估：1. 监控学生的学习情况，及时给予指导和反馈。
2. 针对学生的口语表达、阅读理解和写作等方面进行评估。
3. 收集学生的作业和练习答案，进行批改和评分。
教学建议：1. 鼓励学生积极参与课堂活动，提高英语口语表达能力。
2. 引导学生养成良好的学习习惯，例如课前预习和课后复习。
新外研社高中必修一Unit2ExploringEnglishUnderstandingideas教案
新外研社（19）高中英语必修一Unit 2 Exploring English--Starting out&Understanding ideas教案Teaching objectives:1.Enable the students to understand the main idea of the text based on prediction and reading.Grasp the meaning of the topic and the writer’s writing purpose.2.Help the students to acquire the key information and comb the links between information.3.Guide the students to feel the unique madness of English. Understand the cultural connotation behind English words and ask them to share their ideas about that.4.Lead the students to develop correct view of English learning.Help the students develop their confidence and interest in English learning.Evaluation objectives:1.After this class, students can get the skills to read a chart and grasp the useful information from it.2.Students can know how to get the main idea of a short passage of a video and feel the beauty of English.3.Get a general idea of the passage and search more examples like the ones in the text online.Teaching key and difficult points:1.Teach the students to read the chart and get some useful information.2.Enable the students to understand the text, the writer’s writing purpose and the inner logical links.3.Guide the students to analyse the history and reasons behind different English and learn to make a survey.4.Help the students to feel the humorous writing style.Teaching methods:Task-based Approach; Cooperative LearningTeaching procedures:Preparation:Read the following passage and try to understand the main idea and some new words.At the end of the 16th century,about five to seven million people spoke English.Nearly all of them lived in ter in the next century,people from England made voyages①to conquer②other parts of the world and because of that,English began to be spoken in many other countries.Today,more people speak English as their first,second or a foreign language than ever before.At first the English spoken in England between about AD 450 and 1150 was very different from the English spoken today.It was based more on③German than the English we speak at present.Then gradually④between about AD 800 and 1150,English became less like German because those who ruled England spoke first Danish and later French.These new settlers enriched⑤the English language and especially⑥ its vocabulary⑦.So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before.In 1620 some British settlers moved to ter in the 18th century some British people were taken to Australia too.English began to be spoken in both countries.English now is also spoken as a foreign or second language in South Asia.For example,India has a very large number of fluent⑧ English speakers because Britain ruled India from 1765 to 1947.During that time English became the language for government and education.English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa.Today the number of people learning English in China is increasing rapidly.In fact,China may have the largest number of English learners.Will Chinese English develop its own identity⑨?Only time will tell.①voyage n.航行;航海②conquer vt.征服;占领③be based on以……为基础④gradually adv.逐渐地;逐步地⑤enrich v.使富裕;充实⑥especially adv.尤其;特别⑦vocabulary n.词汇;词汇量⑧fluent adj.流利的;流畅的⑨identity n.特征;身份Step1:Lead-inThe teacher asks the students some questions about English in order to lead them into the topic of this unit.For example:(1)How long have you learnt English?(2)What do you think of the popularity about English?(3)Which countries have English as their first language?Can you list them?The answer is various.Step2:Look at the charts on Page 13 and answer the questions1.Ask the students to look at Chart 1 and answer the question “Which language has the largest number of native speakers?”2.Ask the students to look at Chart 2 and answer the question” Which language has the largest number of learners?”3.Ask the students to think about the question “What can you learn from Chart 3?”Suggested answers:1.Chinese.2.English.3.In 1993/2003/2014,there are 50 million/200 million/300 million Chinese learning English.From the statistics we can know the number of English learners in China is increasing rapidly.Step3:Watch the video and answer the questionsThe teacher plays the video and asks the students to answer some questions after watching the video.Word bank in the video:native speaker说母语的人invasion侵略invader侵略者tribe部落original最初的 a third 1/3ahead of在……之前It has been estimated that... 据估计……1.Which countries mentioned in the video have English as their first language?2.Where do a third of English words come from?What examples are given in the video?Suggested answers:1.The UK,Ireland,the USA,New Zealand and Australia.2.More than a third of English words come from French.For example,“fruit,travel,crocodile and invasion”.Step4:Watch the video once again and try to fill in the blanksSuggested answers:Celtic,north,west,three tribes,Germany,Vikings,French,1066,Germany,many other placesStep5: Further thinkingThis time the teacher leads the students to think further to improve their thinking ability.The teacher can ask some questions to help the students to think and share.After thinking about these questions, the teacher can ask the students to share their opinions.Some possible questions:1.Why do more and more Chinese learn English?2.Why has English,instead of other languages,become the global language nowadays?Suggested answers:The answers are various.Step6: PresentationShow the students some examples of misusing English in our daily life.Ask the students to reflect on our problems in learning English.Step7:Fast readingAsk the students to read the text quickly and do Activity1 on Page 14 to get a general idea of the text.Suggested answer:wordsAsk the students to do Activity 3 on Page 16Suggested answer:3Step8:Careful readingActivity1:Ask the students to do Activity4 on Page16.Activity2:The word “pineapple” developed from the Spanish word “pina”,which means pine cone.When it came to England,“apple” was added to show it is a kind of fruit.The origin of “hamburger” was a hard beef steak called “Hamburg steak”,eaten without ter,people reinvented it and called it “hamburger”.Eggplants used to be smaller and yellow or white.They looked a bit like eggs,which led to the name “eggplant”.Question 1.How did pineapples,hamburgers and eggplants get their names?Question 2.Does the information above give you a better understanding of thepassage?Give your reasons.1.The name of “pineapple” developed from the Spanish word “pina”,with “apple” added to show it’s a kind of fruit;the name of hamburger came from the idea of “Hamburg steak”,and later people reinvented it and called it “hamburger”;eggplants got the name because they used to look like eggs.2.Students’ own answers.Activity3:In order to support his idea,the author uses many examples that show the 1madness of English.no egg in eggplantno ham in 2 neither pine nor apple in 3sculpt a sculpturepaint a(n)4BUT take a photoseasick→sick at sea5→sickin the air6→sickin a carBUT 7→/sick at home“Hard”is theopposite of “soft”.“Hardly”and“softly”are not a(n) 8pair.“Harmless” is theopposite of “harmful”.Shameful and shameless 9 are the same.burn up→burndownfill in a form→10 aformStars areout.→They are visible.Lights areout.→They are11.I wind up mywatch.→It starts.I wind up thepassage.→It12.Suggested answers:1.unique2.hamburger3.pineapple4.painting5.airsick6.carsick7.homesick8.opposing9.behaviors10.fill out11.invisible12.ends 13.reflectsStep9:Self-evaluationAfter learning together,the teacher asks the students to have a self-evaluation.1.Have you got the tips to interpret charts?2.What do you think of the development of English in the future?3.Have you got the main idea of the passage on Pages 14-15?Suggested answers:The answers are various.Step10:SummaryFirst,the teacher leads the students to recall what they have learnt from the charts on Page 13.Then,lead the students to figure out the main idea of the text on Pages 14-15.Step11:Language Points:长难句突破:分析、理解文章中的长难句。
外研社英语必修一教案
外研社英语必修一教案教案标题：探索世界：外研社英语必修一教案教案目标：1. 帮助学生掌握英语必修一中的基本知识和技能。
2. 培养学生的英语听、说、读、写的能力。
3. 培养学生的跨文化交流和全球意识。
教案概述：本教案基于外研社英语必修一教材，旨在通过多种教学方法和活动，帮助学生全面提高英语水平。
教案将按照教材的单元顺序进行安排，每个单元包括教学目标、教学内容、教学步骤、教学资源和评估方式等。
教案详细内容：单元一：Unit 1 Friendship1. 教学目标：- 学习并掌握有关友谊的词汇和表达方式。
- 培养学生的听力和口语交流能力。
- 提高学生的阅读和写作能力。
2. 教学内容：- 词汇：friendship, trust, loyalty, etc.- 句型：What qualities do you think a good friend should have? Why?- 阅读理解：阅读一篇有关友谊的短文，并回答相关问题。
- 写作：写一篇关于自己的朋友的短文。
3. 教学步骤：- 导入：通过展示图片和简短的对话引入友谊的话题。
- 听力练习：播放一段关于友谊的对话，让学生回答相关问题。
- 词汇学习：通过图片、例句和游戏等方式帮助学生学习友谊相关的词汇。
- 阅读理解：学生阅读一篇有关友谊的短文，并回答问题。
- 口语练习：学生分组讨论并回答关于友谊的问题。
- 写作实践：学生写一篇关于自己的朋友的短文，并与同学分享。
4. 教学资源：- 外研社英语必修一教材- 图片、音频和视频资源- 课堂活动和游戏材料5. 评估方式：- 听力练习的回答准确性- 阅读理解的准确性和理解程度- 口语讨论的参与度和语言表达能力- 写作的内容和语言准确性教案的撰写过程中，还可以根据具体的教学需求和学生特点进行调整和补充。
同时，教案中的教学资源和评估方式也可以根据实际情况进行选择和修改。
希望这份教案能够对您有所帮助！。
新外研社(19)高中英语必修一Unit4Friendsforever-UsingLanguage教案
新外研社（19）高中英语必修一Unit 4 Friends forever-Using Language教案Teaching objectives:1.Enable the students to understand the structure and function of the restrictive attributive clauses.2.Guide the students to understand and use the relative pronouns that , which, who, whom and whose in the context.3.Lead the students to understand the content of general topics related to friendship and be able to use the attributive clauses appropriately.4.Help the students to initially recognize the importance of friendship and the way to get along with friends, and form a healthy interpersonal relationship.Evaluation objectives:1.Ask the students to summarize the basic knowledge of the attributive clauses to find out if they understand the basic structure of the attributive clauses and the correct use of relative pronouns2.Ask the students to talk about friendship by using the attributive clauses to find out if they can correctly use the attributive clauses in actual contexts.3.Ask the students to write a passage about friendship and find out if they can appreciate and understand the values of friendship.Teaching key points:1.Enable the students to understand the basic structure of the attributive clauses.2.Lead the students to appropriately express ideas, and describe people and things by using the attributive clauses.Teaching difficult points:1.Enable the students to use correct relative pronouns to introduce the restrictive clauses.2.Lead the students to use the attributive clauses in the real context.3.Guide the students to recognize the importance of friendship, think aboutways to get along with friends, and form a healthy interpersonal relationship.Teaching methods:Cooperative Teaching Method; Task-based Approach; Communicative Approach Teaching procedures:Step1:Listen to an English song and finish the following tasks.1.Fill in the blanks with the correct lyrics.(1)Love is one big illusion——I should try to forget.(2)You’re the one——set it up now.(3)I’m the one——is feeling lost right now.(4)Now you want me to forget every little thing——you said.2.What type of clauses are the underlined parts in the sentences?_____________________________________________________Suggested answers:1.(1)that(2)who(3)who(4)that2.The attributive clauses.Step2:Look at the sentences from the reading passage and answer the questions.a.We can...stay in touch with the people that we want to remain friends with.b.The digital age also enables us to find people who share our interests...(1)What does “that” refer to in sentence (a)?(2)What does “who” refer to in sentence (b)?c.We can...stay in touch with the people.We want to remain friends with them.d.The digital age also enables us to find people.These people share our interests...(3)What is the difference between the two groups of sentences?(4)Why does the author choose to use sentences (a) and (b) in the reading passage?(5)What other words are used to introduce attributive clauses?What do they refer to?Suggested answers：(1)the people(2)people(3)Sentences (a) and (b) both contain a clause defining a noun in each sentence.Sentences (c) and (d) are each constructed with a pair of simple sentences,with one defining a noun that appears in the other sentence in each pair.(4)Because there is a closer link and connection between “people” and the clause defining it in sentences (a) and (b).It also makes the passage clearer,and creates an emphatic effect on the people or things being defined.(5)Other words used to introduce attributive clauses include “which,whom,whose”.They can refer to an object,a thing,or a person as the object of an action and the relationship of belonging.Step3：More sentences with the attributive clauses in the reading passage(1)What if...was writing letters took ages to be delivered?(2)We can...stay in touch with the people we want to remain friends with.(3)All you need is a wi-fi connection.(4)The digital age also enables us to find people share our interests...(5)Whatever our hobbies,the Internet can connect us with others also enjoy doing them...(6)...people tend to post only positive updates make them appear happy and friendly.(7)Although technology has changed the way we acquire friends,the meaning of...(1)that(2)that(3)that(4)who(5)who (6)that(7)thatStep4:Grammar focus1.定义在复合句中,充当的从句是定语从句,被定语从句限定的词是,引导定语从句的词叫做或.2.结构:++3.关系词的作用(1)连接和(2)指代(3)在从句中4.画出下列各句中定语从句的先行词和关系词,并判断关系词的类别(人、物),同时写出关系词在从句中所作的成分(主语、宾语、定语)。
外研社高中英语必修一Unit2ExploringEnglish-Developingideas教案
外研社（19）高中英语必修一Unit 2 Exploring English--Developing ideas教案Teaching objectives:1.To help the students understand the text and experience the confusion and misunderstanding in their study.2.To deepen the understanding of the theme of the unit based on the students’ own English learning experiences.3.To develop a learning and thinking mode of paying close attention to slang words as well as their cultural connotation.4.To get to know the contents, stylistic features and writing methods. To briefly describe an experience of misunderstanding some certain English expressions.Evaluation objectives:After the class, the students are expected to be able to:1.Understand the text.2.Get a general of some slang words.3.Know more about the differences between English and Chinese.Teaching key and difficult points:1.Enable the students to understand the text and ask them to compare, analyse and judge the content of the text and deepen the understanding of the theme of the unit.2.Help the students to develop the students’ logical thinking, critical thinking and creative thinking.3.Guide the students to develop the students’ cross-cultural awareness.Teaching methods:Task-based Approach; Cooperative LearningTeaching procedures:Step1:Presentation1.Ask the students to guess the meaning of “big potato”according to the following dialogue.A:You know what, the guy we talked with is a big potato in our company.B:You don’t say.2.Read the following expressions and guess their meanings.（Activity1, Page20）What’s up?Ring a bellSmall potatoesToilet waterAt sixes and sevensGreen figuresPull up one’s socksSuggested answers:What’s up?--What’s going on?Ring a bell--to sound familiarSmall potatoes--something unimportant or insignificantToilet water--a light perfume that does not have a very strong smellAt sixes and sevens--in a confused, badly-organized, or difficult situationGreen figures--natural ability in growing plantsPull up one’s socks--to make an effort to improve your work or behavior because it is not good enough.Step2:Fast readingAsk the students to read the four posts quickly and get to know where the four writers’“puzzles”lie in while learning English.Yancy---Sophie--Julien--Zheng Xu--Step3:Careful readingAsk the students to read the text quickly and finish Activity3 on Page22.Help them solve their puzzles.Suggested answers:a---Sophie’s post b---Zheng Xu’s post c---Yancy’s post d---Julien’s post Step4: Key and difficult pointsRead the text carefully again and help the students understand and analyse some long sentences.1.Here are some of our favorites,to remind us that some of the English we learn in the classroom is rather different from the English in the outside world!本句中的remind 是“提醒”的意思。
新外研社高中英语必修一Unit 5 Into the wild-Developing ideas教案
新外研社(19)高中英语必修一Unit 5 Into the wild-Developing ideas教案Teaching objectives:1.Enable the students to understand and use the relevant words,phrases,and sentence structures in real situation.2.Guide the students to sort out the relevant details,figure out the structure and the time order of the event,and understand the characteristics of the narratives.3.Help the students to apply the reading ability to analyse other passages,and understand the author’s intention.4.Lead the students to figure out the author’s opinions about dealing with the animals and call on everyone to protect the animals and live with them in harmony.Help students form correct views on animal protection.Evaluation objectives:1.Ask the students to give a presentation about animal stories, and they can use what they have learnt in this unit.2.Ask the students to share their opinions about how to protect and live with animals by using some relevant expressions correctly, to raise their awareness of animal protection.Teaching key points:1.Lead the students to understand the passage through reading.2.Enable the students to get to know the author’s intention.3.Lead the students to have a clear picture of the structure and inner logical relation of the passage.4.Help the students learn about the characteristics of the narratives.Teaching difficult points:1.Enable the students to know the context structure and seize the important information and language points.2.Guide the students to know how to live with animals in harmony, and the animals’ role in the protection of nature.Teaching methods:Cooperative Teaching Method; Task-based Approach; Communicative Approach Teaching procedures:StepⅠBefore readingLook at the word cloud on Page 56 and predict what happens in the story.StepⅠWhile reading1.Read and number the events in Activity 3 on Page 58 in the correct order.________________________________________________________2.Read and answer the questions.(1)What difficulties do you think a nature photographer might encounter?_________________________________________________________(2)What is your opinion of the photographer’s reaction when he saw the bear?_________________________________________________________(3)How would you react if you were in the same situation as the photographer?_________________________________________________________(4)What can we do to show our respect for animals?_________________________________________________________3.Read and guess the meaning of the underlined words.(1)When I finally stepped out of the tress,the view was breathtaking.(2)An eagle flew over the snow-capped mountains,which were reflected in the still lake below.(3)My most frightening but magical experience was now captured forever in a single image.Suggested answers:1.3—2—5—6—1—42.(1)He or she has to brave the elements.(2)He was shocked and frightened.(3)I would be also very frightened but I would try to be calm.(4)Protecting their wild habitat;stopping killing them for food...3.(1)令人惊叹的(2)折射(3)记录;捕捉StepⅠAfter readingAnalyse the sentences and put them into Chinese.1.One of the best things about this job is that you can observe animals in their natural environment._____________________________________________________________2.While I was concentrating on photographing this amazing scene,I suddenly had a feeling that I was being watched.______________________________________________________________3.Only meters away from me was a bear.______________________________________________________________4.It is after all we who are the visitors to their world._______________________________________________________________Suggested answers:1.句中的that引导表语从句;这个工作其中一个最大的好处就是能在野生自然环境中观察动物。
外研版高中英语必修一Module1教案(精)
外研版高中英语必修一Module1教案课程概述本次课程将介绍Module 1：Cultural relics of高中英语必修一课程，主要讲解文化遗址和博物馆的介绍和使用。
学生将学习历史和文化知识，掌握和提升听说读写的能力，学会更好的理解并运用英语。
教学目标1.学会了解并描述文化遗址和博物馆；2.学会阅读有关文化遗址和博物馆的文章；3.掌握新单词和短语，提高听说读写的能力；4.强化学生的文化和历史意识。
教学重点1.了解文化遗址和博物馆的信息；2.掌握新单词和短语；3.增强学生的对历史和文化的认知。
教学难点1.描述文化遗址和博物馆；2.理解文章中的文化遗址和博物馆相关的细节。
教学流程1.导入阶段：1.开始课程，引导学生讨论文物和博物馆的意义及重要性；2.给出本节课的目标，并提醒学生本节课要注意什么。
2.学习阶段：1.学习新单词和短语，并进行口语练习；2.使用PPT和教材，了解文化遗址和博物馆的基本信息；3.分组讨论文物和博物馆的各种细节和历史背景；4.阅读相关文章，理解文章并回答问题；5.分组讨论文化遗址和博物馆对人类文明的贡献。
3.练习阶段：1.模拟考察：学生分组，随机选择出题人和猜题人，出题人出关于文化遗址和博物馆的问题，猜题人进行回答。
2.练习听力：听教师播放录音，学生跟读并回答问题。
4.总结阶段：1.课程总结：教师总结本节课程的重点、难点和容易错的地方；2.听取学生反馈意见：教师给学生一些提问，以了解学生对于本节课程的理解。
课程评估1.学生个人作品评估：学生编写1个相关的短文。
2.完成作业之后，学生与教师进行讨论，回答教师所提出的问题并接受教师的反馈。
教学资源1.教材：外研版高中英语必修一；2.PPT课件：文化遗址和博物馆；3.文章：关于文化遗址和博物馆。
以上是本课程的教案，希望能够帮助学生更好地理解文化遗址和博物馆，提高整体英语水平。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
外研社英语必修一教案
Title: Unit 1 Introduction to the Course
Grade level: Senior 1
Unit: Unit 1 - Introduction to the Course
Course: English
Publisher: Foreign Language Teaching and Research Press Time: 45 minutes
Objective: By the end of the lesson, students will be able to:
1. Understand the purpose and content of the English course.
2. Familiarize themselves with the textbook and accompanying materials.
3. Demonstrate their understanding through a class discussion. Materials:
- English textbook
- Teacher's manual
- Whiteboard/markers
- Handout with questions
Procedures:
1. Warm-up (5 minutes):
- Greet the students and ask about their English learning experience so far.
- Discuss the importance of learning English as a global language
and the benefits it can bring.
2. Introduction (10 minutes):
- Present the title of the unit: Introduction to the Course.
- Explain that this unit aims to give an overview of the course content and objectives.
- Discuss the importance of setting goals and expectations for English learning.
3. Textbook Overview (10 minutes):
- Distribute the textbooks to the students.
- Ask the students to open their textbooks to the first page and follow along.
- Introduce the different sections of the textbook, such as the units, vocabulary, grammar, reading, writing, and listening sections. - Highlight the importance of practicing all four language skills: listening, speaking, reading, and writing.
4. Class Discussion (15 minutes):
- Divide the class into small groups of 3-4 students.
- Ask each group to discuss and answer the following questions: - What are your expectations from this English course?
- What difficulties do you anticipate in learning English? How do you plan to overcome them?
- How can the textbook and other materials help you improve your English skills?
- Walk around the class, monitoring the group discussions and providing assistance if needed.
- After the discussion, ask each group to share their answers with the whole class.
5. Conclusion (5 minutes):
- Summarize the main points discussed in the class discussion. - Encourage students to set goals and work hard throughout the course.
- Briefly introduce the next lesson or unit.
Assessment:
- Evaluate students' participation in the class discussion and their ability to articulate their expectations and difficulties in learning English.
Extension:
- Assign students a reflective task where they write about their language learning experience and goals.
- Encourage students to explore additional English resources such as online language learning platforms or English language films and music.
Note: This lesson plan is a general outline and can be adjusted to suit the specific needs and abilities of the students. It is important for the teacher to adapt and modify the materials and activities to create an engaging and effective learning experience for the students.。