高中英语必修5第3单元教案

高中英语必修3第一单元教案

教学准备

教学目标

(1) 增进学生对中国节日的理解，了解和感悟外国的节日;

(2) 提高学生的社会文化素质，加强跨国文化素质;

(3) 培养学生运用资源策略。

教学重难点

(1) 本单元的生词和短语;

(2) 掌握一些情态动词的基本用法;

教学工具

课件

教学过程

Step 1. Leading-in

Purpose: To activate Ss and arouse them to express their opinions about a festival.

Lead Ss to the content of this unit. Teacher may say, “Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.”

Step 2. Warming Up

1. Ask Ss to turn to P1 and work in groups to complete the form on P1.

2. Ask Ss to discuss festivals they have filled in the form and their importance to the society. After that, ask Ss to present their opinions to all classmates.

Step 3. Pre-listening

Purpose: To help Ss learn about the context of the Listening text.

Ask Ss to talk about the following questions to get them prepared to listen to the reading text.

1. How many ancient festivals do you know?

2. Are foreign festivals different from Chinese festivals? In what part?

Step 4. Listening

Purpose: To get the main information in the listening part.

To develop Ss’ listening ability

To learn some information about the festivals around the world.

Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question.

1. How many kinds of festivals were mentioned in the text?

Suggested Answer: Five.

2. What are they?

Suggested Answer:

Ancient Festivals

Festivals of the Dead

Festivals to Honor People

Harvest Festivals

Spring Festivals

Step 5. Pre- reading

Divide Ss into groups of four and ask them to discuss the following questions.

1. What’s your favorite holiday of the year? Why?

2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?

Step 6. Fast reading

Ask Ss to read the text quickly and answer the following questions.

1. What are festivals of the dead usually for?

2. What make autumn festivals happy events?

3. What do people usually do at spring festivals?

4. What is one important reason to have festivals and celebrations?

5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?

Suggested Answers:

1. Festivals of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

2. Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

3. At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.

4. It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.

5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexican offer food, flowers and gifts to the dead. However, there are some differences. The Mexicans eat special food that looks like bones, something the Chinese and Japanese do not do.

Step 7. Intensive reading

1. Ask Ss to read the text carefully and sum up the main idea of each part.

2. Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.

Type of festival Example of festival Reasons for your choice

Most important

Most fun

Suggested Answer:

Various answers are acceptable.

3. Ask Ss the following question and encourage Ss to give some similarities that they think festivals have, and give their reasons. Then invites Ss to tell the similarities and then ask them to present them before the class.

What similarities can you find among these festivals?

Suggested Answer:

They most include food, music or entertainment, like dances, light or fire.

They are most together with family and friends.

Festivals exist everywhere.

Many of them celebrate similar ideas and important cultural events or remember event of people.

Human beings need to have things in life to celebrate and have a break from daily struggles and demands.

Step 8. Homework

Purpose: To get a further understanding of the text.

1. Ask Ss to continue discussing their opinions about festivals with their partners.

2. Ask Ss to read the text once again and try to retell the text.

3. Ask Ss to discover useful words and expressions in the text.

课后小结

学了这节课，你有什么收获?

课后习题

完成课后练习题。

板书

Unit 1 Festivals around the world

教学准备

教学目标

理解到爱的真谛是相互信任，相互理解

教学重难点

评测练习

巩固强化训练

1. This drawing is _____ to show the different shares each company takes up in the market.

A. decided B. determined C. meant D. remained

2. People ______ round, curious to know what was happening.

A. collected B. gathered C. selected D. elected

3. The boy had no other choice but ______ the woman ______ breaking the window.

A. to apologize to; for B. to apologize; for

C. apologizing for; to D. to apologize for; for

4. Beckworth shook his head __________ to say “Don't trust her.”

A. unless B. until C. even though D. as though

5. Traditionally, people make cakes __________ chicken, duck, tortoise, pig, cow or sheep with rice flour to celebrate the festivals.

A. in memory of B. in honour of C. in the shape of D. in the name of

6. I am sure something better will __________, but nobody believes me.

A. turn up B. turn down C. turn on D. turn off

7. — It was careless of you to have left the house without turning off the gas.

— My god! _______.

A. So were youB. So was IC. So did ID. So I did

8. _________ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.

A. If B. While C. Because D. As

9. In some places women are expected to earn money _________ men work at home and raise their children.

A. but B. while C. because D. though

__________ necessary to complete the design before National Day?

A. this B. that C. it D. he

教学过程

Learning objectives:

After this class, students will

the key words and phrases by heart:

e. g. obvious ,set off, turn up, apologize, remind, remind—of by guessing, reading them and making sentences with them.

2. get a general idea of the passage ,obtain key information by readinging，comprehend the text and fill in the blanks correctly

Part One：Before reading

I. 我爱记单词

1. forgive (forgave; forgiven)

2. set off

3. weep (wept; wept)

4. weave

5. wipe

6. obvious

7. drown

8. 屏息;屏气

9. prediction

10. 必要性;需要

11. custom

12. 玩的开心

13. 好像

14. energetic

15. 赞美;钦佩;羡慕

Ⅱ.短语找找看

1) 出现，露面

2) 取笑他

3) 守信

4) 盼望

5) 屏住呼吸

6) 借咖啡浇愁

7) 打开电视

8) 一个悲伤地爱情故事

9) 爱上，相爱

10) 与某人结婚

Ⅲ.句子疯狂背

1.他一整天都在盼望着见到她，而现在他拿着玫瑰花和巧克力独自一人守候着，像个傻瓜一样。

2. 他不想屏息等她来道歉，他要用咖啡来解愁。

3.很明显,咖啡馆里的经理在等李方离开……

4.在回家的路上，他神情失落地走过拐角处的一家茶馆，听到有人叫他的名字。

Part two： While reading

or false

Fang was sad because Hu Jin didn't turn up as she had said.()

in China hope that it will be raining on Qiqiao Festival.()

Hu Jin had prepared a gift for Li Fang，he gave her the flowers and the chocolates finally.()

Ⅱ. Best choice

happened to Li Fang on Valentine's Day?

girlfriend said goodbye to him.

girlfriend cheated him.

girlfriend did not appear as expected.

did the manager of the coffee shop turn on the TV?

he was waiting for Li Fang to leave.

he knew what Li Fang needed.

he wanted to comfort Li Fang.

didn't Li Fang meet Hu Jin earlier?

Hu Jin didn't want to see him without a gift.

Hu Jin wanted to give him a surprise.

they waited for each other in different places.

Part three: After reading

Complete the following passage by filling in each blank with one word that best fits the context and using the correct forms.

A SAD LOVE STORY

Li Fang was heart-broken. It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work. But she didn’t turn up. She could be with her friends right now 1___________(laugh) at him. She said she would be there at seven o’clock, and he thought she would keep her word. He had looked forward to 2___________(meet) her all day, and now he was alone 3___________ his roses and chocolates, like a fool. Well, he was not going to hold his breath for her 4___________(apologize). He would drown his sadness in coffee.

It was obvious that the manager of the coffee shop was waiting for Li Fang to leave---he wiped the tables, then sat down and 5__________(turn) on the TV---just 6___________ Li Fang needed! A sad Chinese story about lost love.

The granddaughter of the Goddess of Heaven visited the earth. Her name was Zhinü, the weaving girl. While she was on earth she met the herd boy Niulang and they fell in love. (“Just like me and Hu Jin,” thought Li Fang.)They got married 7__________(secret), and they were very happy.(“We could be like that,” thought Li Fang.)When the Goddess of Heaven knew that her granddaughter was married 8___________ a human, she became very angry and made the weaving girl return to Heaven. Niulang tried to follow her, but the river of stars, the Milly Way, stopped him. 9_____________(find) that Zhinü was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year. Magpies make a bridge of their wings 10________ the couple can cross the river to meet on the seventh day of the seventh lunar month ……

Part four. 句式探究

was obvious that the manager of the coffee shop was waiting for Li Fang to leave….(P7)很明显，咖啡馆里的经理在等李方离开……

that引导的从句是______从句，其中it是_____主语。由于主语从句放在句首，往往显得头重脚轻。因此，常把它移到句子后面，而把it放在句首，作形式主语。

It is quite obvious that he didn't do it himself.

很显然他没有亲自去做。

【牛刀小试】

①显而易见老板高度评价这项计划。

____________the boss thinks highly of the plan.

②真奇怪，他今天竟然没来。

____________he doesn't turn up today.

③你做好这项工作很重要。

____________you do the job well.

④他很有可能已经去美国了。

____________he has gone to America.

【归纳】：

①. 句式_____________________________

②.常用于这种结构中的形容词有：_________、__________、__________、_________、_______、______、______、_______、_______、_________

she was on earth she met the herd boy Niulang and they fell in love.(P7)

她在人间遇见了牛郎，两人相爱了。

【牛刀小试】

①.______ _______ ____ the radio，I heard the bad news.

当我听收音机时，我听到了这个坏消息。

②._______ ______ ______your viewpoint，I don't agree with you.

虽然我了解你的见解，还是不能同意。

③.You'll want for nothing _____ _____ ____ alive.

只要我活着你就不会缺任何东西。

④尽管我明白你的话，但我还是不同意。

____________what you say，I can't agree with you.

⑤我喜欢打篮球而她喜欢弹钢琴。

I like playing basketball________she likes playing the piano.

课后小结

课后习题

评测练习

巩固强化训练

1. This drawing is _____ to show the different shares each company takes up in the market.

A. decided B. determined C. meant D. remained

2. People ______ round, curious to know what was happening.

A. collected B. gathered C. selected D. elected

3. The boy had no other choice but ______ the woman ______ breaking the window.

A. to apologize to; for B. to apologize; for

C. apologizing for; to D. to apologize for; for

4. Beckworth shook his head __________ to say “Don't trust her.”

A. unless B. until C. even though D. as though

5. Traditionally, people make cakes __________ chicken, duck, tortoise, pig, cow or sheep with rice flour to celebrate the festivals.

A. in memory of B. in honour of C. in the shape of D. in the name of

6. I am sure something better will __________, but nobody believes me.

A. turn up B. turn down C. turn on D. turn off

7. — It was careless of you to have left the house without turning off the gas.

— My god! _______.

A. So were youB. So was IC. So did ID. So I did

8. _________ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.

A. If B. While C. Because D. As

9. In some places women are expected to earn money _________ men work at home and raise their children.

A. but B. while C. because D. though

__________ necessary to complete the design before National Day?

A. this B. that C. it D. he

高中英语必修5第3单元教案

1.高中英语优秀教学设计课件

一、 课程类型： 　　高三复习课 　　二、 教学目标： 　　一) 认知目标 　　1.句型和语言点(见教学重点)。 　　2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。 　　二)情感目标 　　利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。 　　三)智力目标 　　在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。 　　三、 教材分析： 　　这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。 　　四、 教学重点： 　　1. 学会审题和谋篇 　　2. 掌握多样化的表达方式 　　3. 熟练各段中的固定写作套路 　　五、 教学难点： 　　1. 如何帮助学生运用写作策略，促进学生自主写作。 　　2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。 　　六、 教学方法： 　　1、活动教学法： 　　2、任务型教学法： 　　七、 教学设计： 　　Step 1. Warming up 　　Come up with some proverbs for the students to put them into Chinese. 　　Recitation is of the first importance in any language learning! 　　Practice makes perfect! … 　　What do you learn from the above proverbs? 　　Step 2. Presentation 　　Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson. 　　Step 3. Exhibition 　　Show on the whiteboard a writing.

2.高中英语优秀教学设计课件

一、教学设计意图 　　在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。 　　二、教学目标设计： 　　知识与技能： 　　①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。 　　②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。 　　过程与方法： 　　①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。 　　②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。 　　情感价值观： 　　通过本节课的学习，培养学生的人文和信息素养。 　　三、教材内容及重点、难点分析： 　　教材内容： 　　本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。 　　教学重点： 　　①对课文内容的整体把握。 　　②学生组织语言、运用语言的能力。 　　【重点突破】任务驱动，层层深入。 　　利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。 　　教学难点： 　　①对课文内容中细节的理解。 　　②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。 　　【难点突破】 设置情境，循序渐进，层层递进。 　　设置富有情趣的情境，激发他们的阅读欲 望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。 　　四、教学策略及教法设计： 　　【教学策略】 　　①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。 　　②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。 　　【教法】： 　　①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。 　　②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。 　　③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。 　　五、教学过程设计： 　　第一步：热身活动：猜单词。 　　在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者；另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。 　　第二步：读前活动（一）：自由展示。 　　在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。 　　第三步：读前活动（二）：自由交谈。 　　给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言。 　　第四步：读前活动（三）：小组讨论。 　　经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。 　　第五步：加拿大概况综述。 　　这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。 　　第六步：略读课文。（first reading） 　　在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。 　　 are the cousins not flying direct to the Atlantic coast? 　　 is the continent they are crossing? 　　 is “The True North”? 　　 do many people want to live in Vancouver? 　　 happens at the Calgary Stampede? 　　 does wheat grow in Canada? 　　 would ship be able to reach the centre of Canada? 　　 two natural resources that Canada has. 　　第七步：精读课文。(second reading) 　　在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。 　　 girls went to Canada to see their relatives in Montreal. 　　 Lin was going to drive them to Vancouver. 　　 can cross Canada in less than five days by bicycle. 　　 girls looked out the windows and saw Native Indians and cowboys. 　　 Bay is a port city in the south of Canada, near Toronto. 　　第八步：复述课文(retelling) 　　给出课文中的关键词汇，让同学们用自己的话来复述课文。 　　Helpful words and expressions 　　great scenery 　　second largest 　　go eastward 　　mountains/lakes/forests/rivers 　　5,500/from west to east 　　here in Vancouver 　　surrounded by 　　ski/sail

3.高中英语优秀教学设计课件

一、教材分析： 　　本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 　　二、学情分析： 　　在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 　　三、教学目标: 　　1.知识目标: 　　引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 　　2.能力目标： 　　利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 　　3.德育目标： 　　用含过去分词的句子结构表达思想感情。 　　四、教学重点: 　　1.过去分词的用法. 　　2. 过去分词的运用 　　五、教学难点: 　　1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 　　2. 过去分词在真实的生活语境中的使用。 　　六、教学策略: 　　通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。 　　七、学习策略: 　　本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

4.高中英语优秀教学设计课件

一、 说教材 　　本单元主要是围绕生日展开教学，要求学生掌握十二个月份和序数词的变化，以及日期和生日的表达。我上的是第二课 时 ，在第一课时中，学生已经学习了十二个月份和序数词，本课时主要是要求学生掌握日期的表达，以及能正确说出自己的生日， 能掌握四会句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like … 　　二、 说学生 　　十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于 英语学习缺少兴趣。 　　三、 说教法 　　1、 游戏教学。兴趣是的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。 　　2、 朗读教学。英语是一门语言，交际是学习的目的，因此，课堂上朗读和运用是必不可少的，教师设计了多种朗读和练习方式，例如：小组朗读，个人朗读，男女对读，同桌讨论等，让学生在有限的课堂时间内得到最多的`练习。 　　3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。 　　四、说教学过程 　　1. 在课的一开始主要通过Free talk ：How many days are there in a week? How many months are there in a year? 引出复习单词， 在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。接着设计了What’s missing?这个游戏来进一步复习月份，同时也激发了学生学习的积极性。之后引出句型复习： When’s your birthday? My birthday is in…。 　　2.通过复习句型When’s your birthday? My birthday is in…。引出我的生日在几月几日，以及Helen 和Jim 的生日，重点掌握序数词，通过总结让学生对序数词的变化有一个整体的了解。在学生掌握序数词的基础上，让学生了解日期的表达，因为学生对于单词还不能默写，所以日期的练习只限于口头讨论和朗读。学生掌握了日期之后让学生说说自己的生日，引出本课的重点句型When’s your birthday? My birthday is on the… of …。 What would you like as a birthday present? I’d like … Present 　　这个单词比较难读，是朗读教学的重 　　3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。 　　。书本上C部分句型图1和图3，从书面上巩固所学的新句型。

5.高中英语优秀教学设计课件

教学目标 　　1) Important vocabularies 　　Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for 　　2)Daily expressions 　　Are you /Will you be free then? 　　Yes, Id be fee. Id like to go. 　　Lets go together then. Ill meet you at the theatre at six - thirty . 　　Good! See you then. 　　What time shall we meet? 　　Where is the best place to meet? 　　What about meeting outside? I suggest… 　　3) Useful phases 　　Whats on…? Is there anything good on? 　　They are said to be very good. 　　Finally, there is no more time left for adding new stories. 　　4) Grammar 　　 Form is used to be Subject and Object 　　教学建议 　　能力训练 　　1.通过口头练习，学会日常生活中的各种表达方式。 　　2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。 　　德育渗透 　　1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。 　　2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。 　　师生互动活动 　　Lesson 13：口头练习：对话交际功能——日常生活用语。 　　Lesson 14：学生扮演主编介绍报纸出版的过程。 　　Lesson 15：学生扮演主编介绍《中国日报》的内容。 　　Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。 　　教材分析 　　从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，形式充当主语和宾语的用法。

【 #高一# 导语】我们学会忍受和承担。 但我们心中永远有一个不灭的心愿。 是雄鹰，要翱翔羽天际！ 是骏马，要驰骋于疆域！ 要堂堂正正屹立于天地！ 努力！坚持！拼搏！成功！一起来看看 高一频道为大家准备的《高一英语必修三《Unit 5 Music》教案》吧，希望对你的学习有所帮助！ 教案【一】 　　教学准备 　　教学目标 　　1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage 2.语言能力目标： 1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students. 　　教学重难点 　　1、教学重点： understudend the passage better find the main idea of each paragraph 2、教学难点： the reading ability the skills of reading 　　教学过程 　　教学设计 　　本节课共45分钟，具体教学步骤如下： 　　Step I Leading-in 　　播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。 　　Step II While reading 　　Task I. Fast reading 快速大声阅读文章，完成练习1和2. 　　1. Read the passage and try to find out: 　　1) How many bands are mentioned in the passage? What are their names? 　　_________________________________________________________ 　　2) Which band is “The Band That Wasn’t”? 　　_________________________________________________________ 　　 the passage quickly and match main ideas with paragraphs. 　　 How the Monkees formed the band? 　　 Dreaming of being famous. 　　 How the Monkees became popular and developed as a real band? 　　 The common way that bands form. 　　Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。 　　1. () Read carefully find out how do people form a band. 　　Step 1 　　To practice music ____________________. 　　Step 2 　　To play __________________________. 　　Step 3 　　To give performances ____________________________. 　　Step 6 　　To make records __________________. 　　2. (Para. 3&4) Put the following steps in the right order. 小组合作，比赛式进行。 　　A. Had to use actors 　　B. Broke up, then reunited 　　C. Produced their own records 　　D. Produced a new record 　　E. Relied on other musicians 　　F. Sang their own songs 　　G. To find four musicians 　　H. Advertised in a newspaper 　　I. Sang songs by others 　　J. Pretended to sing 　　The right order__________________________________ 　　Step III Post-reading 　　Task I. Promotion and discussion.小组讨论，分组展示。 　　This is a press conference and your favorite band The Monkees is here. What do you want to say to them or what else do you want to know about them? Work in groups and do a role play. Four of you play as members of The Monkees and the others work as journalists. And you can refer to the following questions. 　　1. How did your band start? 　　2. What are the differences between… and… ? 　　 did you change to sing your own songs? 　　’s your future plan? 　　5. What do you want to say to ....? 　　Task II. Summary of the passage 归纳总结所学。 　　The article is _________ (main) about the band --______ Monkees. It _________(believe) that many people want to be famous singers or musicians, _______ they form a band through different ______(way) . 　　However, there is a band ______ is different from others. At first, they sang the songs ________ (write) by other musicians. Later, they played and sang _____ (they) own songs. After _______(reunite) in the 1980s, they made _____ new record in the 1990s. 　　Step IV Homework 　　1. write a news report about the Monkees based on the interview. 　　 the song I'm a believer by the Monkees. 　　Step V enjoy the song I’m a believer by The are the lines. 　　The Monkees------Now I'm A Believer 　　作词：Neil Diamond 　　I thought love was only true in fairy tales 　　Meant for someone else but not for me 　　Love was out to get me, that's the way it seemed 　　Disappointment haunted all my dreams 　　Then I saw her face, now I'm a believer 　　Not a trace of doubt in my mind 　　I'm in love, I'm a believer 　　I couldn't leave her if I tried 　　I thought love was more or less a given thing 　　Seems the more I gave the less I got 　　What's the use in tryin'? All you get is pain 　　When I needed sunshine I got rain 　　Then I saw her face, now I'm a believer 　　Not a trace of doubt in my mind 　　I'm in love, I'm a believer 　　I couldn't leave her if I tried 教案【二】 　　教学准备 　　教学目标 　　To learn to talk about kinds of music 　　To learn to read about bands 　　To study The Attributive Clause (in/ for/ with/ by+which/ whom) 　　To learn to write an e-mail 　　教学重难点 　　To study The Attributive Clause (in/ for/ with/ by+which/ whom) 　　To learn to write an e-mail 　　教学工具 　　课件 　　教学过程 　　I. Warming up 　　Warming up by describing 　　Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture. 　　Warming up by discussing 　　Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture. 　　Classical music Country music Rock ‘n’ Roll 　　Rap Orchestra Folk music 　　Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another. 　　II. Pre-reading 　　 and saying 　　Have you heard about any of the famous bands in the world? List some if you can. 　　For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”. 　　, talking and sharing 　　Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class. 　　For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life. 　　Do you know anything about “The Monkees”? 　　For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them. 　　III. Reading 　　 aloud to the recording 　　Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 　　 and underlining 　　Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 　　Collocations from THE BAND THAT WASN’T 　　dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band 　　 to identify the topic sentence of each paragraph 　　Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 　　1st paragraph: How do people get to form a band? 　　2nd paragraph: Most musicians meet and form a band. 　　3rd paragraph: One band started as a TV show. 　　4th paragraph: “The Monkees” became even more popular than “The Beatles”. 　　 and transferring information 　　Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band. 　　How do people get to form a band? 　　Members High school students 　　Reasons They like to write and play music. 　　Places They practice their music in someone’s home. 　　Forms They may play to passers-by in the street or subway. 　　Results They can earn some extra money. They may also have a chance to dream of becoming famous. 　　How was The Monkees formed and became a real band? 　　The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones 　　beginning of the band It began as a TV show. 　　style of the performance They played jokes on each other as well as played music. 　　first music and jokes Most of them were based loosely on the band called “The Beatles”. 　　development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music. 　　changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band. 　　4. Reading and understanding difficult sentences 　　As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me. 　　IV. Closing down 　　Closing down by doing exercises 　　To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4. 　　Closing down by having a discussion 　　Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why? 　　For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band. 　　Do you agree that the jokes were more important than the music for this band? Give a reason. 　　For reference: Yes. I think it is the jokes that really attract more fans. 　　No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh. 　　Closing down by retelling the form of the band The Monkees. 　　I shall write some key words and expressions on the board. You are to retell the form of the band according to these words. 　　课后小结 　　学了这节课你有什么收获? 　　课后习题 　　完成课后习题一、二。 　　板书 　　Unit 5 Music

1.高一英语下册必修五教案

学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点

boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。

二、教学目标：

1、能够得简单地表达自己心情，如：nice to meet you welcome back to school

2、能够听懂并回答 Where are you from？

I’m from

3、认识、会说字母A——E

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点：

能够听懂并回答 Where are you from？

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

四、课时安排

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

第三课时 B lLet’s talk Let’s learn

第四课时 BLet’ssay Let’spractise

第五课时 B Let’s Let’s

第六课时 C story time

2.高一英语下册必修五教案

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

2. Learning ability goals学能目标

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

Teaching important points教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

Teaching difficult points教学难点

1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

2. Help the Ss tell apart from Before, During and After in the story.

教学过程

Step1. Warming Up : Talk about animals under the sea.

1. Have you ever seen some marine animals?

2. What have you seen, and where have you seen them?

I have seen a/some/many…… in/on/from……

amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

Step2. Fast-reading:

1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.

2. Find out the Main Idea of the passage: What’s the first story mainly about?

Step3. Careful-reading:

1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

3.高一英语下册必修五教案

1 Target language

a. Key words

achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to

b. Key sentences

Watching a family of chimps wake up is our first activity of the day.

Everybody sits and waits while the animals in the group begin to wake up and move.

But the evening makes it all worthwhile.

…… we see them go to sleep together in their nest for the night.

Only after her mother came to help her for the first few months was she allowed to begin her project.

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

2 Ability goals

a. Learn Warming Up, and know how to tell the great women and the famous women.

b. Learn the way to describe a person from what the person did, what she/he looks like

3． Learning ability goals

Teach Ss how to describe a person.

Teaching important points

a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.

b. Ask students to answer these questions:

1) What made her a great success?

2) What should we learn from Jane Goodall?

Teaching difficult points

Let everyone believe that all of us can become Jane Goodall.

Teaching methods

Inspiration, Questioning and Discussion.

4.高一英语下册必修五教案

1. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四、教学重点与难点

重点

(1)。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

(2)。掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

(3)。能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。

5.高一英语下册必修五教案

教学目标

(1)知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等

(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。

教学重难点

1.阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

教学过程

1. 话题的引导。(Pre-reading)

1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.

2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。

2. 跟读与阅读 完成导学案练习

贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。

1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。

2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。

3： 阅读过程--浅层次阅读。(Reading I)

1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。

2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。

4. 阅读过程--深层次阅读。(Reading II)

在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。

5.知识点的处理：由句子的分析带出语言点，记住句子，记住了单词用法

高中英语必修一第一单元教案

ok Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? do you think of our new school? Do you like it? Could you say something about it? you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may be helpful:His/Her name is ……He /She is …… years /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each . What types of friendship do you have? Please tick them out. Then fill in the friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books……1).______ is /are most important to you. 2). You spend most of your free time with ). You will share your secrets with ). When in trouble, you will first turn to 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has your partner your standards of good friends by using the following structure: I think a good friend should (not) be……In my opinion, a good friend is someone who……1. Have a member of each group report on what their lists have in common and list them on the . Ask the class whether or not they agree with all the qualities . Then have the students do the survey in the . Have the students score their survey according to the scoring sheet on page . The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases: I (don’t) think…… I (don’t) think so. I (don’t) agree. I believe…… That’s correct. In my opinion, …… What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain who understands my friend in need is a friend are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these . Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework 1. Write down a short passage about your ideas /the factors/your unusual . Prepare for the new 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this . Teaching method: Task-based teaching3). Teaching procedure:Step . Please enjoy three pieces of music and find out what they are .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step . Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it. 2. Skimming the first two paragraphs to confirm your ) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep . What would you miss most if you went into hiding like Anne and her family? Give your . Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like. Where would you plan to hide? How would you arrange to get food given to you every day? What would you do to pass the time? ------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer ) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)in ) He used to work _______ even in the middle of ) Just the _______ of more food made her feel ) You had better have a _________ talk with ) Born in a poor family, the manager _________ lots of hardships in his ) A diary is often kept to ________ what happens in people’s daily about friends and friendship1. There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain friend in need is a friend are like wine; the older, the friend to all is a friend to same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open with a friend in the dark is better than walking alone in the . We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and . Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole . Describe one of your best friends following the writing style of this : Let’s sing this song about friends togetherPeriod 3 Grammar 1．Teaching objectivesLearn to use direct speech and indirect speech 2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech. 3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 1 (下)

二、教学要求：

1.掌握和学校活动有关的常用单词、词组与句型。

2.学会用英语写通知和海报。

3.语法：定语从句(二)

【知识重点与学习难点】

一、重要单词：

contest, replace, possession, complete, include, programme, present(v), event, item, venue, timetable, compare, issue, order, dynasty, professor, unnecessary, attractive, underline, approve, , generation, require, scary, design, draft, wording, previous, finalize, poem, poet, confident, run(manage,operate), host, hostess, advertise,vote.

二、重点词组：

refer to 指 , function as当作…使用, 具有….的功能 , leave out省略 , relate to 和…相关 , pay attention to注意, in short form用宿略的形式, take place发生, make decision作决定, make comparison作比较, take turns轮流, follow the outline按照纲要, be responsible for对…负责, consist of包含,由…构成, come up with想出, base on根据, have it approved by…征得…..的同意, inform sb of sth告知, sign up签名参加.

【难点讲解】

1. I have to do my home work in a place that has desks and chairs.

我必须在一个有课桌椅的地方做家庭作业。

I don’t want to study in a room where desks and chairs are too small.

我不想在桌椅太小的房间里学习。

第一句里定语从句 that has desks and chairs的关系代词that指代主句中的名词room，作从句的主语;第二句里定语从句where desks and chairs are too small的关系副词where 指代主句中的in a room, 在从句中是地点状语。试比较：

1) This is the beach where(on which) many North Europeans spend their summer holidays.

2) This is the beach that(which) has white sand and palm trees.

上一句的beach是北欧人度假的地方，在这个地方是地点状语，所以用关系副词where 指代; 下一句中有白沙和棕榈树的是beach，它是从句的主语，所有以用关系代词that来指代。

2. Besides, I might be reading the books in your father’s bookcases instead.

除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。

She will be reading newspapers and magazines instead of doing her homework.

她将会忙着看报纸杂志而不是做作业。

“might be reading”，“will be reading”属于“情态动词+be+doing” 的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：

I shall be lying in bed and watching my fvourite football game by the time he finishes his homework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。

“instead，instead of ”都表示“代替，而不是….” “instead”通常需要承接上文才能表达完整的意思，“instead of ”则可以在一句话中表达做了和没做的事情。例如：

1) We didn’t go home after school. We went to a net café instead.

→Instead of going home after school, we went to a net café.

2) Students in UK don’t have lots of home work.. They have many school activities.

→Students in UK have many school activities instead of homework.

3. A programme is a plan of activities to be done or things to be achieved.

规划是指要进行的活动或要完成任务的计划。

划线部分是不定式的被动语态作定语，表示要做的事情。

4. The more choices you have, the better your final decisions will be.

相当于：If you have more choice (条件状语从句为一般现在时), you will make better decision(主句用将来时). 你的选择越多，最后的决定就越好。“The+比较级(adj/adv)或含比较级的词组，the+另一个比较级(adj/adv)或含比较级的词组”, 表示“越……就越…..”。

5. Your teacher has received an e-mail from a friend asking her about a history book from your school library.

你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。

划线部分是现在分词短语作定语，补充说明宾语e-mail 的内容。

6. ISBN ( International Standard Book Number) 国际标准图书编号

ISSN (International Standard Serial Number)国际标准期刊编号

常见的动宾搭配: make tea/coffee 沏茶、冲咖啡 , make friends交朋友 , make mistakes犯错误, make trouble惹麻烦, make a suggestion提建议, make a fire生火, make faces做鬼脸, make a decision做决定, make comparasions作比较, make a living谋生, make money挣钱 , make a request提要求, make an application申请。

【写作】通知和海报

通知是上级对下级、组织对成员或平行单位之间部署工作、传达事情或召开会议等所使用的应用文。以布告形式贴出，把事情通知有关人员，如学生、观众等，通常不用称呼;通知要求言简意赅、措辞得当、时间及时。

例一：布告形式的通知：通常此类通知上方正中写Notice或NOTICE(通知)，发出通知的的单位的具体名称可放在正文前，也可放在正文后，右下角处，发出通知的日期写在左下角处。例如

NOTICE

All　mumbers of the students’union　are　requested　to　meet　in　the　school conference　room　on　Saturday,　Sept18th,　at　2:00　p.　m.　to　discuss　questions　of　international　culture　exchanges with New Zealand high school band.

,　2005

海报的形式和媒体没有特殊要求，它要先用简明、生动的图文吸引过往人群的注意力，再以简洁扼要的文字、图表介绍你要向公众发布的信息。文字部分一般包括主题句或主题词和条理清楚、简单明了的内容介绍。下面是一个网上海报，供大家参考：

Make a poster explaining a safety rule.

It should give us a good Stay Alert message.

If your poster wins you will receive a SASS T-shirt and it will appear in the SASS Gallery.

Mail you poster to:

Stay Alert ... Stay Safe

. Box 93006,

499 Main St. S.

Brampton, Ontario

L6Y 1N0

【语法】定语从句(2)

1.定语从句中关系代词that、which 用来指代物，who 、whom和that 用来指代人，whose用来表示所属关系，关系副词when、where和 why指代时间、地点和原因。

2.关系代词的用法

(1) 如果先行词是all, much, anything, something, nothing, everything, little, none等不定代词，关系代词一般只用that，不用which。例如：

All that I have is my love for this land.

There isn’t much that we can do to ease his pain.

(2) 如果先行词被形容词最高级以及first, last, any, only, few, much, no, some, very等词修饰，关系代词常用that,不用which。例如：

The last person that we want to invite to our house is Uncle Sam.

No nation that is capable of such atrocity can be trusted by its neighbours.

(3) 非限制性定语从句中，不能用关系代词that,作宾语用的关系代词也不能省略。例如：

There are about seven million people taking part in the election, most of whom are well educated.

(4) which还有一种特殊用法，它可以引导从句修饰前面的整个主句，代替主句所表示的整体概念或部分概念。在这种从句中，which可以作主语，也可以作宾语或表语，多数情况下意思是与and this 相似。例如：

She failed in her attempt to catch the prince’s attention, which was a great disappointment to her mother.

(5) 如果作先行词的集体名词着眼于集体的整体，关系代词用which;若是指集体中的各个成员，则用who。

(6) 先行词有两个，一个指人，一个指物，关系代词应该用that。例如：

The boy and the dog that are in the picture are very lovely.

(7) 如果先行词是anyone, anybody, everyone, everybody, someone, somebody,关系代词应该用 who 或whom，不用 which。例如：

Is there anyone here who will go with you?

(8)关系代词that/which/who/whom在从句中作宾语时可以省略。例如：

The girl (whom) you just saw is the cheer leader of our football club.

Every moment(that) we spent in the UK will be a precious memory for us.

As在定语从句中的用法

一. 引导限制性定语从句和非限制性定语从句

(1)as多与such 或the same连用，可以代替先行词是人或物的名词。

(2)as 也可单独使用，引导非限制性定语从句，作用相当于which。例如：

The elephant’s nose is like a snake, as anybody can see.

二.关系副词引导的定语从句

1.关系副词也可以引导定语从句

关系副词在从句中分别表示时间.地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。例如：

We shall always remember the day when Japan surrendered to the ally force.

This is one of the few places where you can buy top quality wine.

2. that有时也可引导定语从句表示时间.地点或原因

That有时可以代替关系副词 when, where 或者why引导定语从句表示时间.地点或原因，这种定语从句中的that也可以省去。例如：

That is the time(that) he arrives.

That is the reason (that) he came.

【同步练习】

一、选择适当的关系代词或关系副词填空：

1. His parents wouldn’t let him play with anyone ______ scores was poor.

A. of whom　　　　 B. whom　　　　　　 C. of whose　　　　 D. whose

2. She heard a terrible noise, _______ brought her heart into her mouth.

A. it　　　　　　　 B. which　　　　　　 C. this　　　　　　 D. that

3. In the dark street , there wasn’t a single person _____ she could get help.

A. that　　　　　　 B. who　　　　　　　 C. from whom　　　 　D. to whom

4. The day _______ he chose for his son wedding was a lucky day in the lunar calendar.

A. when　　　　　　 B. where　　　　　　 C. that　　　　　　 D. who

5. After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.

A. which　　　　　 B. where　　　　　　 C. that　　　　　　 D. when

monument is all ______ remains of the ancient kingdom.

A. it 　　　　　 B. that　　　　 　　 C. when　　　　　　 D. which

mentioned a book the tile of ______ I can’t remember now.

　　　　　 　　　　　　　 　　　　　　　

8. Recently I bought an ancient Chinese vase , _____ was very reasonable.

A. which price　　　　　　　　　　　　 C. the price of which

C. its price　　　　　　　　　　　　　 D. the price of whose

has already been pointed out , grammar is not a set of dead rules.

A. As　　　　　　　 B. It　　　　　　　 C. That　　　　　　 D. Which

10. He lived in London for 3 months , during ____ time he learned some English.

A. this　　　　　　 B. which　　　　　　 C. that　　 　　　　D. same

11. On the wall hangs a picture, _____ color is blue.

A. whose　　　　　 B. of which　　　　 C. which　　　　　　 D. its

still remember the time ______ I first became a college student.

A. what　　　　　　 B. which　　　　　C. that　　　　　　 D. when

13. still talks like the man______ he was ten years ago.

A. that　　　　　　 B. where　　　　　　 C. which　　　　　　 D. there

14. The boss ____ department Ms King worked ten years ago looked down upon women.

A. in which　　　　 B. in that　　　　　 C. in whose　　　　 D. whose

don’t like _____ you speak to her.

A. the way　　 B. the way in that　 C. the way which　　 D. the way of which

had neither a raincoat nor an umbrella ._______ I got wet through .

A. It’s the reason B. That’s why

C. There’s why D. It’s how

17. He made another wonderful discovery , ____ of great importance to science.

A. which I think is　　　　　　　　　 B. which I think it is

C. which I think it　　　　　　　　　 think which is

18. There is only one dish on the table_______ I want to eat .

A. who　　　　　　　 B. that　　　　　　 C. what　　　　　　　 D. whcih

参考答案

一、1-5 DBCCB　 6-10 BBCAB　 11-15 ADACA　 16-18 BAB

到相关教育网上去找找看，说不定能碰到这样的好运气。

你好！非常乐意帮你解决问题。不过我们都是手写教案，没有原创的电子教案。这里给你提供一份光盘上的教案，希望对你有帮助。Unit 1 Friendship单元整体设计思路：第一课时 听说课 Warming up (p. 1); Listening (p. 41) and speaking第二课时 阅读课 Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时 语法课 Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时 语言学习课 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时 综合语言练习课 Reading and listening (p. 6); Speaking (); Listening task (p. 43)第六课时 写作课 Reading and writing (p. 7); *Writing Task (p. 46, 选做)第七课时 综合评价练习课Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises第一课时 听说课一、教学内容：Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：1．能力目标在本节课结束时，学生能够 就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。 在与其他人交流观点时使用同意或不同意的交际用语。 理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。 在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。2．目标语言 重点词汇和短语upset, loose, ignore, add up, walk the dog, 重点句型结构calm … down, have got to, be concerned about, cheat in the exam3．文化目标领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。 三、教学步骤：步骤一 导入 Lead in1． 头脑风暴。教师提出问题：What qualities should a good friend have? 让全班学生在纸上列出朋友应该具有的品质，可用形容词也可用短语进行表达，然后从中选出最重要的三种品质。2． 教师帮助学生们整理并归纳他们所描述的品质形容词，其中可能有部分形容词未学，教师可适当解释每种品质的含义。学生在初中阶段已学的品质形容词包括：active, brave, careful, clever, honest, helpful, humorous, kind, smart, wise, hard-working；学生提到的形容词可能还包括：generous, selfless, easy-going, reliable, considerate, patient, sincere, responsible等。在帮助学生复习旧词汇的同时，教师可适当呈现本单元的新词汇，并用彩色粉笔在黑板上单独列成一栏，例如，教师通过以下介绍，让学生在语境中对新词汇有初步印象：It’s lucky to have good friends. When you feel upset or unhappy, a humorous friend can cheer you up. When you are angry or nervous about something, a considerate friend will listen to you and help you calm down.  A kind-hearted friend will care about you at all times. He/she will be concerned about you and want to see you are always happy.  An honest friend will tell you the truth when you make a mistake. In addition, an honest friend won’t help you cheat in the exam.  A helpful friend will be ready to offer help when you need it. A helpful friend won’t add up what he/she does for you. 设计意图：“头脑风暴”能让全班学生集思广益，以互补的形式收集与品质有关的形容词，既巩固复习已学词汇又可在语境中拓展学习新词汇。步骤二 热身 Warming Up1． 让学生完成教材中的调查问卷，并自行算出最后得分。学生完成调查问卷的过程中，学生根据上下文猜测新词汇的含义，并根据教师所提供的释义完成信息匹配。2． 老师给出各个分数等级的评价，让学生看看自己属于哪种朋友。3． 教师可启发学生利用步骤一所收集的词汇对调查问卷的每个问题进行小结和归纳：What can we learn from each question? A friend should be ___________.然后教师给予总结:Q1: A friend should be : A friend should be : A friend should be kind-hearted and concerned about you. Q4: A friend should be : A friend should be honest. 设计意图：通过让学生完成调查问卷来进行自我检测，自测属于哪类朋友，目的是让学生思考应该如何处理朋友间的问题和如何成为一个真正的好朋友。完成问卷的同时也给予学生机会在语境中学习词汇。老师最后的点评给了学生明确的指引，如何正确地处理这五种情况。同时，再次巩固与品质相关的词汇。步骤三 听力 Listening1．听力任务一1）听前：让学生看图，观察图中人物的行为和表情，分析两人的关系以及谈论的内容。2）听录音，让学生用一句话来表述听力材料的中心内容，完成练习1和练习2中的第一题。1） 学生先阅读练习2中的问题，然后再次听录音，听的过程中必须记笔记。2） 最后放一次录音，检查练习答案。2．听力任务二1） 老师引出话题，让学生两人小组回答下列问题。回答后两个问题时，学生要利用教师所提供的关于表达看法的交际用语表述自己的观点。2）教师选取学生汇报自己的看法，收集并归纳学生关于“和外国人交朋友有什么好处”的观点。3）学生听录音，完成练习2。教师以提问的形式帮助学生用一句话归纳Leslie在中国做什么工作。4) 学生听第一部分录音材料，完成练习3。5）学生听第二部分录音材料，以提问的形式给予学生提示，帮助其完成练习4。设计意图：听前，让学生讨论与听力材料相关的话题，有利于学生熟悉将要听到的内容，做好听的准备。此听力材料难度不大，但是练习题的考察难度稍大，要求学生有较高的概括能力，因此适当修改了练习并且设计了几个简单问题来引导学生完成。步骤四 说Speaking1． 集体讨论1） 向全班提出供讨论的问题：朋友一定是人吗？动物或其他东西可以成为我们的朋友吗？2） 让学生在班里自由发表意见，教师将学生们的答案列在黑板上。2. 小组讨论1）把学生分成四人讨论小组，展开讨论：你会把日 记当作你的朋友吗？ 2）老师提供表达同意和不同意的交际用语，并提醒 学生在讨论过程中使用。3）老师选择几个小组发表自己的意见，要求学生使用适当的交际用语，并给予适当的评价或纠正。设计意图：引出讨论话题是为了下一节阅读课做铺垫，也为学生提供了交流的空间。通过口语交际活动，让学生学习和运用英语语言来发表自己的看法和观点，表达同意还是不同意。步骤五 小结和作业 1．提出两个问题，帮助学生回顾和总结本节课所学的有关品质的词汇以及表达同意和不同意的表达用语。2．让学生听录音带，预习本单元阅读篇章中的单词和词组（参照单词表）。3．根据 (p. 45)Speaking Task回答相关问题。4．让学生课后搜集第二次世界大战中有关犹太人遭受迫害的背景材料。设计意图：学生只有掌握好了阅读文章的生词，才能为阅读和理解奠定好基础；要求学生课后利用互联网、图书馆等渠道搜集有关第二次世界大战中犹太人遭受迫害的背景材料，可帮助他们理解下节课即将学习的课文。让学生就Speaking Task课后进行两人做对话，为训练本单元功能意念项目——同意和不同意做铺垫。

高中英语必修一第四单元教案

学习英语的过程当中,背单词和短语是大多数人最头痛的问题,想要学好英语首先要学好英语单词和短语。下面是我为你推荐高一英语必修一第四单元知识点归纳，希望能帮到你。 　　高一英语必修一第四单元知识点归纳 　　 away毫不迟疑，立刻 　　 seemed as if the world was at an end.世界似乎到了末日。 　　从句表示“(在某人)看来好像;似乎” 　　① It seems/looks/appears as if/though…看起来好像… 　　② Sb./ as if/though… 　　③ There seems/appears(to be)… 　　There appears to have been a mistake. 　　 ruins.变为废墟 　　 　　 built shelters for survivors whose homes had been destroyed. 　　 the weight of在……重压下，迫于 　　 the open air在户外，在野外，露天 　　 turns to do sth依次，轮流做某事 　　in turn依次地，轮流地 　　 shocked at对……感到震惊 　　 proud of以……为自豪 　　 one’s thanks to sb/for sth…对/因……表示感谢 　　 warning毫无预兆 　　 to紧接着，相邻，次于 　　 away from…避免，摆脱，离开 　　 areas灾区 　　 to English is a very important skill because it is only when we understand what is said to us that we can have a conversation with somebody. 　　听英语是一项很重要的技能，因为只有当我们懂得别人给我们说什么我们才能与他交谈。 　　 is believed that人们认为… 　　 up举起;托住;支撑列举，推举 　　 up弥补,虚构,整理,和解,化妆,拼凑 　　 trapped in被困于… 　　 is said that…据说... 　　 fixed to…被固定到…… 　　 tied to…被绑在…… 　　高一英语必修一知识点总结：Unit5 　　…to doing奉于 　　 against对抗，反对，与……作斗争 　　无私地 　　 free from免于，不受 　　 in prison入狱，在狱中服刑 　　 first man to do第一个…的人 　　 time when I first met him was a very difficult period of my life. 　　第一次见到他的时候是在我一生中非常艰难的时期。 　　 was generous with his time,for which I was grateful. 　　他十分慷慨地给予我时间，我为此非常感激。 　　 out of work.失业 　　 that…/to do 　　 soon as I could尽快，马上 　　 were put into a position in which we had either to accept we were less important,or fight the government. 　　我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么跟政府作斗争。 　　 位于句首，修饰状语从句时，主句采用部分倒装的语序。 　　Only in this way can you come up with a solution to the problem. 　　只有这样，你才能想出解决这个问题的办法。 　　 a matter of fact事实上 　　 up爆炸,打气 　　 equal to和…平等 　　 trouble处于困境 遇到麻烦 　　 willing to do sth.愿意，乐于 　　 to变成;求助于，借助于,翻到，转向 　　turn to sb forhelp 向某人求助 　　 heart灰心;泄气,丧失勇气,失去信心 　　 from逃脱，逃离，从……逃出 　　 have done本应做而未做 　　needn’t have done本不需要做而做了 　　can’t have done过去不可能做过(对过去的否定推测) 　　must have done对过去的肯定推测 　　 the exam.通过考试 　　 better educated受到良好教育 　　 to power执政 　　 proud to do proud of sth为…而自豪 　　 up创立，建立，架起，建造 　　The company was set up ten years ago.公司是十年前建立的。 　　 sentenced to…被判处…… 　　 you have any thoughts on that你认为那怎么样? 　　 my understanding按我的理解to my opinion 　　 accepted by…被……录取、接受 　　 from死于…(事故等外部原因)die of死于…(疾病等自身原因) 　　 way正在进行 　　 of view观点 　　 with…与……竞争 　　 v. 　　advise+n./ doing advise do sth. 　　advise+that从句(从句的谓语用“should+v原”，should常省略) 　　注：与advise用法类似的动词如forbid,allow,permit,admit,consider等直接接动词作宾语时要用动名词，但接宾补时后跟不定式。 　　高一必修一英语单词表 　　survey调查;测验 　　add up合计 　　upset adj.心烦意乱的;不安的，不适的 　　ignore不理睬;忽视 　　calm vt.&vi.(使)平静;(使)镇定 adj.平静的;镇定的;沉着的 　　calm(……)down(使)平静下来 　　have got to不得不;必须 　　concern(使)担心;涉及;关系到 n.担心;关注;(利害)关系 　　be concerned about关心;挂念 　　walk the dog溜狗 　　loose adj松的;松开的 　　vet兽医 　　go through经历;经受 　　Amsterda阿姆斯特丹(荷兰首都) 　　Netherlands荷兰(西欧国家) 　　Jewish犹太人的;犹太族的 　　German德国的;德国人的;德语的。 　　Nazi纳粹党人 adj.纳粹党的 　　set down记下;放下;登记 　　series连续，系列 　　a series of一连串的;一系列;一套 　　outdoors在户外;在野外 　　spellbind迷住;疑惑 　　on purpose故意 　　in order to为了 　　dusk黄昏傍晚 　　at dusk在黄昏时刻 　　thunder vi打雷雷鸣;n.雷，雷声 　　entire adj.整个的;完全的;全部的 　　entirely adv.完全地;全然地;整个地 　　power能力;力量;权力。 　　face to face 面对面地 　　curtain 窗帘;门帘;幕布 　　dusty adj积满灰尘的 　　no longer /not … any longer不再 　　partner伙伴.合作者.合伙人 　　settle安家;定居;停留vt 使定居;安排;解决 　　suffer vt &遭受;忍受经历 　　suffer from遭受;患病 　　loneliness孤单寂寞 　　highway公路 　　recover痊愈;恢复 　　get/be tired of对…厌烦 　　pack捆扎;包装打行李 n小包;包裹 　　pack( sth )up 将(东西)装箱打包 　　suitcase手提箱;衣箱 　　overcoat大衣外套 　　teenager十几岁的青少年 　　get along with与…相处。进展 　　gossip闲话;闲谈 　　fall in love相爱;爱上 　　exactly确实如此;正是;确切地 　　disagree不同意 　　grateful感激的;表示谢意的 　　dislike不喜欢;厌恶 　　join in参加;加入 　　tip提示;技巧;尖;尖端;小费 vt.倾斜;翻倒 　　secondly第二;其次 　　swap交换 　　item项目;条款 猜你喜欢： 1. 高一英语必修一必背句型汇总 2. 高一英语必修一必背句型 3. 高一英语必修1知识点总结 4. 北师大版高中英语必修一知识点总结 5. 高一英语必修一知识点总结unit4句型

【 #高一# 导语】心无旁骛，全力以赴，争分夺秒，顽强拼搏脚踏实地，不骄不躁，长风破浪，直济沧海，我们，注定成功！ 高一频道为大家推荐《高一英语必修一第四单元知识点》希望对你的学习有帮助！ 　 away毫不迟疑，立刻 　　 seemed as if the world was at an end.世界似乎到了末日。 　　从句表示“(在某人)看来好像;似乎” 　　① It seems/looks/appears as if/though…看起来好像… 　　② Sb./ as if/though… 　　③ There seems/appears(to be)… 　　There appears to have been a mistake. 　　 ruins.变为废墟 　　 　　 built shelters for survivors whose homes had been destroyed. 　　 the weight of在……重压下，迫于 　　 the open air在户外，在野外，露天 　　 turns to do sth依次，轮流做某事 　　in turn依次地，轮流地 　　 shocked at对……感到震惊 　　 proud of以……为自豪 　　 one’s thanks to sb/for sth…对/因……表示感谢 　　 warning毫无预兆 　　 to紧接着，相邻，次于 　　 away from…避免，摆脱，离开 　　 areas灾区 　　 to English is a very important skill because it is only when we understand what is said to us that we can have a conversation with somebody. 　　听英语是一项很重要的技能，因为只有当我们懂得别人给我们说什么我们才能与他交谈。 　　 is believed that人们认为… 　　 up举起;托住;支撑列举，推举 　　 up弥补,虚构,整理,和解,化妆,拼凑 　　 trapped in被困于… 　　 is said that…据说... 　　 fixed to…被固定到…… 　　 tied to…被绑在…… 　　Unit5 　　…to doing奉于 　　 against对抗，反对，与……作斗争 　　无私地 　　 free from免于，不受 　　 in prison入狱，在狱中服刑 　　 first man to do第一个…的人 　　 time when I first met him was a very difficult period of my life. 　　第一次见到他的时候是在我一生中非常艰难的时期。 　　 was generous with his time,for which I was grateful. 　　他十分慷慨地给予我时间，我为此非常感激。 　　 out of work.失业 　　 that…/to do 　　 soon as I could尽快，马上 　　 were put into a position in which we had either to accept we were less important,or fight the government. 　　我们被置于这样一个境地：要么我们*接受低人一等的现实，要么跟政府作斗争。 　　 位于句首，修饰状语从句时，主句采用部分倒装的语序。 　　Only in this way can you come up with a solution to the problem. 　　只有这样，你才能想出解决这个问题的办法。 　　 a matter of fact事实上 　　 up爆炸,打气 　　 equal to和…平等 　　 trouble处于困境 遇到麻烦 　　 willing to do sth.愿意，乐于 　　 to变成;求助于，借助于,翻到，转向 　　turn to sb forhelp 向某人求助 　　 heart灰心;泄气,丧失勇气,失去信心 　　 from逃脱，逃离，从……逃出 　　 have done本应做而未做 　　needn’t have done本不需要做而做了 　　can’t have done过去不可能做过(对过去的否定推测) 　　must have done对过去的肯定推测 　　 the exam.通过考试 　　 better educated受到良好教育 　　 to power执政 　　 proud to do proud of sth为…而自豪 　　 up创立，建立，架起，建造 　　The company was set up ten years ago.公司是十年前建立的。 　　 sentenced to…被判处…… 　　 you have any thoughts on that你认为那怎么样? 　　 my understanding按我的理解to my opinion 　　 accepted by…被……录取、接受 　　 from死于…(事故等外部原因)die of死于…(疾病等自身原因) 　　 way正在进行 　　 of view观点 　　 with…与……竞争 　　 v. 　　advise+n./ doing advise do sth. 　　advise+that从句(从句的谓语用“should+v原”，should常省略) 　　注：与advise用法类似的动词如forbid,allow,permit,admit,consider等直接接动词作宾语时要用动名词，但接宾补时后跟不定式。 　　 　　survey调查;测验 　　add up合计 　　upset adj.心烦意乱的;不安的，不适的 　　ignore不理睬;忽视 　　calm vt.&vi.(使)平静;(使)镇定 adj.平静的;镇定的;沉着的 　　calm(……)down(使)平静下来 　　have got to不得不;必须 　　concern(使)担心;涉及;关系到 n.担心;关注;(利害)关系 　　be concerned about关心;挂念 　　walk the dog溜狗 　　loose adj松的;松开的 　　vet兽医 　　go through经历;经受 　　Amsterda阿姆斯特丹(荷兰首都) 　　Netherlands荷兰(西欧国家) 　　Jewish*人的;*族的 　　German德国的;德国人的;德语的。 　　Nazi纳粹党人 adj.纳粹党的 　　set down记下;放下;登记 　　series连续，系列 　　a series of一连串的;一系列;一套 　　outdoors在户外;在野外 　　spellbind迷住;疑惑 　　on purpose故意 　　in order to为了 　　dusk黄昏傍晚 　　at dusk在黄昏时刻 　　thunder vi打雷雷鸣;n.雷，雷声 　　entire adj.整个的;完全的;全部的 　　entirely adv.完全地;全然地;整个地 　　power能力;力量;权力。 　　face to face 面对面地 　　curtain 窗帘;门帘;幕布 　　dusty adj积满灰尘的 　　no longer /not … any longer不再 　　partner伙伴.合作者.合伙人 　　settle安家;定居;停留vt 使定居;安排;解决 　　suffer vt &遭受;忍受经历 　　suffer from遭受;患病 　　loneliness孤单寂寞 　　highway公路 　　recover痊愈;恢复 　　get/be tired of对…厌烦 　　pack捆扎;包装打行李 n小包;包裹 　　pack( sth )up 将(东西)装箱打包 　　suitcase手提箱;衣箱 　　overcoat大衣外套 　　teenager十几岁的青少年 　　get along with与…相处。进展 　　gossip闲话;闲谈 　　fall in love相爱;爱上 　　exactly确实如此;正是;确切地 　　disagree不同意 　　grateful感激的;表示谢意的 　　dislike不喜欢;厌恶 　　join in参加;加入 　　tip提示;技巧;尖;尖端;小费 vt.倾斜;翻倒 　　secondly第二;其次 　　swap交换 　　item项目;条款

【 #高一# 导语】学习是一个坚持不懈的过程，走走停停便难有成就。比如烧开水，在烧到80度是停下来，等水冷了又烧，没烧开又停，如此周而复始，又费精力又费电，很难喝到水。学习也是一样，学任何一门功课，都不能只有三分钟热度，而要一鼓作气，天天坚持，久而久之，不论是状元还是伊人，都会向你招手。 高一频道为正在努力学习的你整理了《高一年级英语必修一教案》，希望对你有帮助！ 　 教案【一】 　　教学准备 　　教学目标 　　1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 　　2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。 　　3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 　　4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。 　　5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。 　　6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。 　　教学重难点 　　教学重点: 　　1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 　　2、训练学生的阅读技巧，提高学生阅读速度和理解能力。 　　教学难点: 　　对所获得的信息进行处理、加工和学习，形成有效的学习策略。 　　教学工具 　　ppt课件 　　教学过程 　　... 　　板书 　　Uint1 Reading Anne’s Best Friend 　　Qualities: easy-going ,warm-hearted ,helpful,… 　　Questions: 　　Skimming 　　Summarize 　　Discussion: 1> style 2> ideas 　　教案【二】 　　教学准备 　　教学目标 　　■To help students learn to express attitudes, agreement & disagreement and certainty 　　■To help students learn to read the text and learn to write diaries in English 　　■To help students better understand “friendship” 　　■To help students learn to understand and use some important words and expressions 　　■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 　　教学重难点 　　Words 　　upset, ignore, calm, concern, settle, suffer, recover, pack 　　Expressions 　　add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in 　　Patterns 　　“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. 　　I stayed awake on purpose until half past eleven… 　　…it was the first time in a year and a half that I’d seen the night face to face… 　　教学工具 　　ppt 　　教学过程 　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 　　1. Warming up 　　⑴ Warming up by defining friendship 　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 　　Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. 　　Then what is your opinion about friendship? 　　Do you think that friendship is important to our life? Why? 　　⑵Warming up by learning to solve problems 　　Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. 　　Common problems among teenagers 　　Solution 　　Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. 　　Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. 　　Situation 1: Friends get angry with each other when they try to talk about something difficult. 　　Try to understand your friend/ Try to talk about the problem in a different way. 　　Situation 2: Friends don’t know how to apologize 　　Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. 　　Situation 3: Some friends don’t know how to keep secrets. 　　Keep your secrets to yourself 　　Tips on being a good friend 　　Treat your friends the way you want to be treated. Keep secrets that are told to you. 　　Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. 　　⑶Warming up by doing a survey 　　Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. 　　To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). 　　Now please do the survey on page one. 　　Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret. 教案【三】 教学准备 　　教学目标 　　1. 通过学生分享自己的旅游经历，用英语进行交流与表达。 　　2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。 　　3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。 　　教学重难点 　　教学重点：利用阅读技巧，获取文章大意及细节 　　教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品 　　教学过程 　　I、Warming Up: 　　1. I’d like to share my travelling experience with you, and would you like to share your travelling experience? 　　2. The world has many great rivers. Have you been to these rivers? 　　设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。 　　II. Pre-reading 　　Have you been to the Mekong River? What countries does the Mekong River flow through? 　　设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。 　　III. Reading 　　1. Skimming 　　Skim the passage and find the main idea for each paragraph 　　Para 1: Dream 　　Para 2: A stubborn sister 　　Para 3: Preparation 　　设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。 　　2. Scanning 　　1). Read Para 1 and find the key word for the information: 　　Who and What 　　Where and How 　　Why and When 　　设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。 　　2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 　　设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。 　　3). Read 3 and answer: what can they see along the Mekong River? 　　Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience. 　　设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。 　　IV. Group work 　　Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them. 　　设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。 　　V. Summary 　　What have we learned in this class? 　　设计思路：引导学生反思本节课主要内容及重难点。 　　课后习题 　　Homework 　　1. Read the passage as fluently as possible after class. 　　2. Preview Learning about Language. 　　板书 　　板书设计： 　　Unit 3 Travel Journal 　　Part 1 The dream and the plan 　　careless waterfall 　　determined entire 　　excited view 　　crazy 　　stubborn 　　risk-taking

高中英语必修一第八单元教案

教学准备

教学目标

三、 教学目标

1.知识技能目标

1)能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力;

2)能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century?(此问题需提取数个段落的文本信息)

3)能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?

How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

Do you think language plays an important part in a culture? 等。

2.情感目标

学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。

教学重难点

How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

Do you think language plays an important part in a culture?

教学过程

四、 教学过程

Step1 Lead-in and Brainstorming(5 mins)

1. 导入并揭题

T: As you can see in the title, in this unit, we are going t talk about the USA, a land of diversity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places. Now open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes rivers and big cities as many as possible.

以竞赛的方式，让学生对美国版图上一些主要地点加以熟悉。

[意图说明] 首先从单元标题入手，引起学生的注意。以竞赛的形式，迅速与班级同学建立联系，活跃课堂气氛，并用版图来促进学生对美国—— a land of diversity 形成一个具象的认识。

2. 头脑风暴

先请学生寻找California在地图上的位置。然后教师启发学生联想与immigrate有关的词汇，同时进行板书。

[意图说明] 以头脑风暴的形式，快速激活学生头脑中已有的图式;为导入新课做好准备。并启发学生联想，移民是否都是愉快的、开心的，为阅读文本做好情感上的准备。

Step 2 Reading (30mins)

教师以The facts about each group of immigrants和what inspires us两条主线，引导学生逐步对每一组移民事实进行阅读，获取、加工和处理阅读信息。(下表斜体字部分为问题答案。)

一、Native Americans

1. What happened to the Native Americans after the arrival of the Europeans?

(Thousands were killed or forced into slavery. Many died from the diseases brought by the Europeans.)

2. After all those sufferings, did all Native Americans choose to leave the land?

How do you know (from the text)?

(“However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.”)

So what do you think of the Native Americans who survived and stayed at CA? (brave, overcame lots of difficulties, were not be discouraged by setbacks)

二、The Spanish

did the Spanish do to the Native Americans in the 16th century?

(They fought against the native people and took their land. Thousands of Native Americans were killed or forced into slavery.)

2. Who were the majority of the first Spanish to go to California in 18th century? (The religious men.)

3. What was their ministry?

(To teach the Catholic religion to the natives.)

4. Which of the following countries has the strongest influence in California?

A. China B. Russia C. Mexico D. Spain

How do you know? /What’s your proof (from the text)?

___________________________________________________________________________________________

(“However, there is still a strong influence in the state. That is why today over 40% of Californians speak Spanish as a first or second language.”) 1. How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

((By their advanced weapons—guns had long been used in Europe while the Native Americans still lived a primitive live.)

2. What lessons can we draw from this?

(Keeping advanced in science and techonogy matters much!)

3. Why do you think the majority of the first Spanish to go to CA were religious men?

(They wanted to conquer the natives not only by force, but also in mind.)

4. ——“However, there is still a strong Spanish influence in the state. That is why today over 40% of Californians speak Spanish as a first of second language. ”

So do you think language plays an important part in a culture? (Yes.)

Do you support we should learn to speak Fuzhou dialect? Why/why not?

(Open-ended answers)

三、

Gold miners

kind of people were attracted to California after 1848?

People from all over the world.

did they come here?

To become rich.

3. Did they realize their dreams?

No.

4. Did most of them leave CA? (no.) What did they do?

“ most remained in CA to make a life for themselves despite great hardship.”

1. If you were the gold miner, would you choose to stay there? Why?

(Open-ended answers)

2. What kind of words would you use to describe those gold miners who chose to stay in CA?

(adventurous, persistent, brave, not afraid of difficulties, hard-working…)

四、

Later arrivals

to what reason did Chinese people go to CA in the 1860s?

The building of the rail network from the west to the east coast.

2. What did Chinese people serve as?

Physical workers/ labor force.

3. What did people from Africa serve as between 1942 and 1945?

Physical workers/ labor force.

4. What attracted the Indians and Pakistanis in the 1970s?

(The computer industry.)

5. What attracted the Jewish people to go to CA by the 1920s?

(The film industry.)

6. Two groups of immigrants had something in common. What are they? (double choices) Why?

A. the Chinese and the Africans

B. the Indians and the Chinese

C. the Indians and the Jewish

D. the Pakistanis and the Africans

(A & C) 1. With so many people from different backgrounds staying together, are there many conflicts mentioned?

(No.)

2. What kind of society do you think this may help to build (with so many different people, but not many conflicts)?

(multicultural, peaceful, harmonious, open, friendly, have great acceptance …)

五、

Most recent arrivals and the future

T of F:

1. People from all over the world still immigrate to CA manily because they are attracted by the climate and Hollywood.

(F. They were attracted by the climate and the lifestyle.)

2. People believe that soon the mix of nationalities will be too great to tell apart the culture between major racial or cultural groups.

( T )

“In most recent decades, California has become _________ to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.”

What if the author say “California has become a living place to more people from Asia? Do you think there is any difference between them?

What does the word “home” mean here?

( always give people a sense of belonging, a sense of safety; may have some quarrals but will always get settled; shows the friendly environment /community )

[意图说明] 以问题的形式贯穿整个阅读过程，启发学生查找、获取信息的能力，层层深入，由浅层次的表层信息，过渡到深层次的思维能力训练;学生在教师引导下，对文化交融、人文素养、民族兴衰等问题进行逐层深入的研讨，最终在教师引领下得出结论，加州是一个多文化的社会，这一社会的构建是经过了长期的、汗水与血水交织的斗争，最终能以一个和谐的大熔炉的模式展现在世人面前，都是经过各种族文化共同努力的结果。

Step 3 Post-reading (8mins)

教师组织学生讨论两个话题：

is California such a multicultural community?

(The state of California is a multicultural community because European, African and Asian peoples have been moving into the state for the last 200 years. It is this mix of peoples with their own customs, culture and food that have given California its multicultural flavour. Problems that might arise include intercultural rivalry or competition, discrimination or misunderstanding. It is to the credit of Californians that such problems do not arise very often.)

you think it is good to have cultural permeation(渗透)? Why/why not? Try to use at least one example from the text.

(It depends. If a country / a community is strong enough, it’s good to have cultural mixed together, which can bring benefits to each culture; but if it’s not strong enough, it could be a disaster for the original cultural group because it’s hard to keep your own culture. Take the Native Americans for example, they were not strong enough, so they suffered a lot during the process of the culture permeation, , they have to accept things unwillingly or rather, be forced into something miserable. )

学生经过3分钟准备后各抒己见。

[意图说明] 通过阅读中的剖析，学生对加州的移民历史及多文化的形成已了然于心，在读后抛出这两个思考问题，实际是对学生已有的文本输入进行一个有层次的、综合的复习与梳理，帮助学生将所学的阅读信息加工内化为自己的见解，培养学生的发散性思维与批判性思维。

Step 5 Moral education (1min)

教师启发学生，将历史教训转化为今日必做之事，即：Study hard to make our homeland strong, to make our culture strong.

[意图说明] 寓德于教，引导学生思考，作为学生，我们能为我们的祖国，为我们的文化做出哪些贡献?从小做起，从现在做起，少年强则中国强，立志为国努力学习，他日成为栋梁之才!

教学准备

教学目标

知识目标

①通过回顾旧知，根据图片提示，能回答关于美国基本常识的问题。

②按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。

③通过认真阅读文本，自己组织语言，准确无误地复述和总结不同种族在加州的简要历史。

能力目标

①通过图片提示，并在教师的指导下，学会提炼要点并复述文章，锻炼自己的表达能力。

②通过完成写作任务总结文章主要内容的方法，明白加利福尼亚州具有多元文化的原因。

情感、态度、价值观目标

通过观看图片和聆听歌曲，对加利福尼亚州的历史有所了解，增强跨文化交际的能力。

教学重难点

根据图片提示，能回答关于美国基本常识的问题。

按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。

教学过程

导入

Warming Up (Guessing Game )\

Reading

Look at this picture. Where is this lady?

Question: Do you know anything about America? Here are some questions for you.

Show a map of the fifty states of the USA. Give the students some clues to let them guess which state we will learn.

Task 1 Fast Reading

1. According to para. 1, what’s the topic of this text?

2. Retelling.

3. How many kinds of people are mentioned in this text?

Task 2 Detailed Reading

1. Native Americans

2. TheSpanish (Time VS. Event)

In theearly 16th century

In the 18th century

In1821

In 1846

短文填空

At thattime, California was _____ (rule) by Spain. _______ (Spain) soldiers firstarrived in the early 16th century, _____ they fought against the natives andtook their land. Of the first Spanish to go there, the ________ (major) werereligious men, whose ministry is _______ (teach) the Catholic religion. In1821, Mexico gained its ___________ (independent) In 1846 the US declared war___ Mexico. Mexico was _______ (defeat) and had to give California to the is ____ today over 40% of Californians still speak Spanish.

3. The Russians and Gold miners

4. Later arrivals and most recent arrivals

5. The future

Task 3 Micro-writing

Why is California such a multiculturalcommunity in the 21st century? Explain in your own words. Write three or four sentences.

课后习题

课前练习

1.继续存在，继续生存 __________________ 9.许多;很多 ____________________________

2.用…办法，借助于 ___________________ 10.与…合作或一起工作____________________

3.习惯于新的生活方式、工作等___________ 11.脱离…而独立 _________________________

4.背靠背 ___________________________ 12.对…宣战 _____________________________

5.坚持;维持;沿袭______________________ 13.在十九世纪早期 _______________________

6.包括;吸收 __________________________ 14. 向…宣战 ____________________________

7.划线;标出…的界限___________________ 15.实现做…的梦想 _______________________

8.申请;请示得到______________________ 16.成了更多亚洲人的家园_________________

课中练习

1. According to para. 1, what’s the topic of this text?

A. The culture of California

B. The history of California

C. the population of California

2. Retell it with the help of the given words.

3rd largest → largest population → distinction → multicultural → attract → customs/languages

3. How many kinds of people are mentioned in this text?

4. Fill in the blanks.

5. 短文填空

At that time, California was _____ (rule) bySpain. _______ (Spain) soldiersfirst arrived in the early 16th century, _____ they fought against the nativesand took their land. Of the first Spanish to go there, the ________ (major)were religious men, whose ministry is _______ (teach) the Catholic religion. In1821,Mexicogained its___________ (independent) In 1846 theUSdeclared war _______ (defeat)and had to give California to theUSA. That is____ today over 40% of Californians still speak Spanish.

6. Later arrivals and most recent arrivals

7. The future: what will happen in the future?

___ is believed that ___________ the _____ of nationalities will be ____ great _____ there will be ___ distinct major racial or cultural groups, ___ simply a ________ of many races and cultures.

8. Micro-writing 微写作

加利福尼亚有着鲜明的特色, 是美国最具多元文化的州。在过去的200多年里，被它的气候和生活方式所吸引，许多欧洲、非洲和亚洲的人移民到了美国。他们在加州安顿下来，并且融入的非常好。人们认为，要不了多久，多种国籍的混合将会非常之大，以至于将会是多种族、多文化的混合体。

_______________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

【 #高一# 导语】学习是一个坚持不懈的过程，走走停停便难有成就。比如烧开水，在烧到80度是停下来，等水冷了又烧，没烧开又停，如此周而复始，又费精力又费电，很难喝到水。学习也是一样，学任何一门功课，都不能只有三分钟热度，而要一鼓作气，天天坚持，久而久之，不论是状元还是伊人，都会向你招手。 高一频道为正在努力学习的你整理了《高一年级英语必修一教案》，希望对你有帮助！ 　 教案【一】 　　教学准备 　　教学目标 　　1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 　　2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。 　　3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 　　4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。 　　5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。 　　6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。 　　教学重难点 　　教学重点: 　　1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 　　2、训练学生的阅读技巧，提高学生阅读速度和理解能力。 　　教学难点: 　　对所获得的信息进行处理、加工和学习，形成有效的学习策略。 　　教学工具 　　ppt课件 　　教学过程 　　... 　　板书 　　Uint1 Reading Anne’s Best Friend 　　Qualities: easy-going ,warm-hearted ,helpful,… 　　Questions: 　　Skimming 　　Summarize 　　Discussion: 1> style 2> ideas 　　教案【二】 　　教学准备 　　教学目标 　　■To help students learn to express attitudes, agreement & disagreement and certainty 　　■To help students learn to read the text and learn to write diaries in English 　　■To help students better understand “friendship” 　　■To help students learn to understand and use some important words and expressions 　　■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 　　教学重难点 　　Words 　　upset, ignore, calm, concern, settle, suffer, recover, pack 　　Expressions 　　add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in 　　Patterns 　　“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. 　　I stayed awake on purpose until half past eleven… 　　…it was the first time in a year and a half that I’d seen the night face to face… 　　教学工具 　　ppt 　　教学过程 　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 　　1. Warming up 　　⑴ Warming up by defining friendship 　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 　　Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. 　　Then what is your opinion about friendship? 　　Do you think that friendship is important to our life? Why? 　　⑵Warming up by learning to solve problems 　　Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. 　　Common problems among teenagers 　　Solution 　　Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. 　　Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. 　　Situation 1: Friends get angry with each other when they try to talk about something difficult. 　　Try to understand your friend/ Try to talk about the problem in a different way. 　　Situation 2: Friends don’t know how to apologize 　　Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. 　　Situation 3: Some friends don’t know how to keep secrets. 　　Keep your secrets to yourself 　　Tips on being a good friend 　　Treat your friends the way you want to be treated. Keep secrets that are told to you. 　　Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. 　　⑶Warming up by doing a survey 　　Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. 　　To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). 　　Now please do the survey on page one. 　　Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret. 教案【三】 教学准备 　　教学目标 　　1. 通过学生分享自己的旅游经历，用英语进行交流与表达。 　　2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。 　　3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。 　　教学重难点 　　教学重点：利用阅读技巧，获取文章大意及细节 　　教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品 　　教学过程 　　I、Warming Up: 　　1. I’d like to share my travelling experience with you, and would you like to share your travelling experience? 　　2. The world has many great rivers. Have you been to these rivers? 　　设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。 　　II. Pre-reading 　　Have you been to the Mekong River? What countries does the Mekong River flow through? 　　设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。 　　III. Reading 　　1. Skimming 　　Skim the passage and find the main idea for each paragraph 　　Para 1: Dream 　　Para 2: A stubborn sister 　　Para 3: Preparation 　　设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。 　　2. Scanning 　　1). Read Para 1 and find the key word for the information: 　　Who and What 　　Where and How 　　Why and When 　　设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。 　　2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 　　设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。 　　3). Read 3 and answer: what can they see along the Mekong River? 　　Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience. 　　设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。 　　IV. Group work 　　Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them. 　　设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。 　　V. Summary 　　What have we learned in this class? 　　设计思路：引导学生反思本节课主要内容及重难点。 　　课后习题 　　Homework 　　1. Read the passage as fluently as possible after class. 　　2. Preview Learning about Language. 　　板书 　　板书设计： 　　Unit 3 Travel Journal 　　Part 1 The dream and the plan 　　careless waterfall 　　determined entire 　　excited view 　　crazy 　　stubborn 　　risk-taking