摘要：
英语高中选修一第一单元课件合集里面有你需要的 译林版英语选修第一册该课本包含多个单元，每个单元有不同的主题和重点内容。以下是部分内容的介绍：第一单元主要介绍海洋深处的... 英语高中选修一第一单元课件
合集里面有你需要的 译林版英语选修第一册
该课本包含多个单元，每个单元有不同的主题和重点内容。以下是部分内容的介绍：
第一单元主要介绍海洋深处的生活，包括海底生物的种类和生存环境等。
第二单元主要介绍一部小说的情节和人物，通过阅读和讨论，帮助学生提高文学鉴赏能力。
第三单元主要介绍旅游的话题，包括旅游的目的地、旅游的体验和旅游的意义等。
第四单元主要介绍澳大利亚的文化和风俗，包括澳大利亚的节日、文化习俗和传统手工艺等。
第五单元主要介绍英文广告的特点和写作技巧，包括广告的类型、写作方法和语言特点等。
第六单元主要介绍美国的自然景观，包括黄石公园、大峡谷和自由女神像等。
高中英语合集百度网盘下载
链接：
提取码：1234
简介：高中英语优质资料下载，包括：试题试卷、课件、教材、视频、各大名师网校合集。
1.高中英语优秀课件
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.高中英语优秀课件
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.高中英语优秀课件
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.高中英语优秀课件
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，是朗读教学的重点
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.高中英语优秀课件
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。
请到这里: 下载【牛津高中英语课本和单词mp3(必修1～选修8)】链接: 密码: foi2 模块9--11的没有, 也没有视频或Flash, 只有mp3格式的. 注: 文件名称中的必修1其实就是模块1, 选修8就是模块8.
高中必修一英语第一单元课件
Teaching plan Unit one Friendship
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Reading: enable the Ss to get the main idea
d. Writing: write some advice about making friend as an editor
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so.
I agree. / I don’t agree.
That’s correct.
Of course not.
Exactly.
I’m afraid not.
c. to enable the Ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. To arose Ss’ interest in learning English;
b. To encourage Ss to be active in the activities and make Ss to be confident;
c. To develop the ability to cooperate with others.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening;
b. To develop Ss’ communicative strategies.
5. 文化目标： to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:
Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form
Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B,C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects? Which aspects?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Schindler’s List
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
did the windows stay closed?
did Anne feel?
do you think of Anne?
the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
sentences attract you in the passage?
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends ?
the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
What he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
The cost added up to 100 million yuan.
2. cheat v. 1). To act in a dishonest way in order to win 欺；作弊
2). (of, out of) to take from (someone) in a dishonest way 取
They cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats
3. go through
1). To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We’re all concerned about her safety.
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset.
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his teacher.
8．well n. 井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish , 2 and 3. on Page 4.
2. Direct speech and indirect speech: Ss do and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Wb. Ex, 1 and2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listning.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiaodong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1. Ss make a list about the important information that they need.
2. Ss begin to write the letter to Xiaodong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step
Do Wb writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。
Student’s level: Senior 1, SEFC
Teaching material: Unit 1 Cultural Relics (listening and speaking part)
Teaching aims:
1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.
2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.
Teaching methods:
1、Review before listening to stimulate students’ memory and interests ;
2、To do the global, detail and global listening in turns with practices;
3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;
4、To let the students to judge the truth or lie in their daily life.
Teaching focus: to improve students’ listening and speaking ability;
Teaching aids:
1、video
2、diagram
3、pictures
Teaching Procedure
Ⅰ. Listening
1. Presentation
Lead in
T: Good morning boys and girls. How are you today?
S: Fine, thanks.
T: Look! What’s this?
S: The amber room.
T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?
S: Yes.
T: Good! Today we are going to listen to another story about the amber room. Do you want to know?
S: Yes.
Guessing
T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?
S: Some people’s names
T: Yes. What else?
S: Time words and something will happen.
T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?
S: Ok.
2. Listening
Global Listening
T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.
S: Boom.
T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?
S: 爆炸。
T: Yes. Now let’s do our global listening. (Do the global listening)
T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?
S: Jan Hasek
T: Good! Who can tell me when? You please.
S: In April 1945.
T: Excellent. How about the what? You please.
S: He heard something and saw some soldiers.
T: Good. Good!
Detailed Listening
T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?
S: Right.
T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?
S: Maybe I’d like to see what it is.
T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.
S: Maybe they were doing their commissions.
T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?
S: Yes.
(The teacher leads the students do the detail listening and stop in one segment.)
T: Who would like to share your opinion with us? You please the first question.
S: He heard something explode at midnight.
T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.
S: He got up and ran outside.
T: Good job! Who would like to try the last question? You please.
S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.
T: Excellent! Please give her a big hand. You all have really done a very good job.
Global Listening
T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.
Ⅱ. Speaking
Showing directions for discussion
T: Good morning, class!
S: Good morning, teacher!
T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?
S: Yes!
Showing the useful expressions
T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!
S: I think someone is telling the truth because…
T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!
S: Sorry, I don’t agree with you.
Group discussion
T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?
S; yes!
T: Now, ready, go!
(Five minutes later)
Demonstrating the students’ dialogues
T: OK, the time is up! Who want to show your discussion? Yes, you two please!
S: …
T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?
S: Yes!
T: Now, who want to tell a short story? Very good, you please!
S: I was washing my clothes at five o’clock yesterday.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her in the library at five o’clock yesterday!
T: Is her judgment right?
S: Yes!
T: OK, very good! Now, who want to tell another short story? Very good, you please!
S: I was playing computer games at eleven o’clock last night.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!
T: Is her judgment right?
S: Yes!
Summary
T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!
S: We have learnt how to discuss and judge who is telling the truth or telling a lie.
T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!
S: Bye!
Teaching objectives:
1. Ability to work:
A. listen: get information and ideas from listening materials;
Talk: express your attitude or attitude toward friends and friends in appropriate words.
C. Read: to get Ss to get the main idea
Write: write some advice about making friends
2. Knowledge target:
Talk about friends and friendship; How to make friends; How to maintain friendships
B. Use the following expressions:
I think so. / I don't think so.
I agree with you. / I don't agree.
This is correct.
Of course not.
Exactly.
I'm afraid not.
The ss can control direct speech and indirect speech
D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication
Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love
3. Project emotional goals:
Cultivate students' interest in learning English;
Encourage students to be proactive in their activities and make students confident.
Develop the ability to cooperate with others.
4. Strategic objectives:
A. Cognitive strategy for developing Ss: taking notes while listening;
B. develop the ss communication strategy.
5. Cultural objective: to make students understand different opinions and make friends from different countries.
Teaching steps:
Cycle is 1
Step 1. Warm up
1. Work Ss listen to an English song, AULD LANG SYNE.
2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .
Step 2. Talk about your old friend
Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.
2. self-introduction
Step 3. Make new friends
1. The students went around asking for information about their new friends and filling in the following forms
Name age/hobby/favorite sports, books...
2. Report to the class: who will be your friend?
Step 4. Do an investigation
Do an investigation in the text, P1
On September 5. Listening and speaking
Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.
When Ss talks, ask them to try the following expressions.
I think so. / I don't think so. I agree with you. / I don't agree.
This is correct. Of course not. Exactly. I'm afraid not.
Step 6. To discuss
Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.
Topic 1: why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"
Topic 3: is a friend always a person? What else can your friend do? Why is that?
Topic 4: make a list of qualities that are not easy to make friends with.
Step 7. abstracts
Work allows students to sum up what is friendship and what is most important to make friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find out the answer to this question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a clear sky.
When I cry, I think friendship is a white handkerchief.
It can dry my tears.
When I am sad, I think friendship is a warm word.
It can bring me happiness.
When I am in trouble, I think friendship is a powerful hand.
It can help me avoid difficulties.
When I sit in a quiet place, I think friendship is a wonderful feeling.
It cannot be torn and torn, because it is in everyone's heart.
It's from the beginning of our lives to the end.
3. Tell students: make new friends and keep old; One is silver and the other is gold.
Step 8. appraise
Complete the following assessment form. Standard: A, B, C
The content is self-rated
I am very active in talking with people.
2. I actively cooperate with others.
I can express myself fluently, accurately and properly.
4. After this lesson, I learned more about friendship.
5. Do you think you need to improve yourself in some way? What aspects?
Homework:
Find new words and phrases in your warm up and reading dictionary.
2. Write an essay about your best friend.
高中英语选修6第一单元课文
太好了 赞 求满意。以斯帖戈林鲍姆是一个传真机和商业用品 公司售货员。但她也是最直言不讳的人在 世界----好，威彻斯特县，在的 座右铭是：“每次我打开我的嘴，伊普季 我在它的脚。“ 埃斯特戈林鲍姆的主要缺点是，她有一个 小谈话完全没有。不，这不是很 了闲聊，但它是错误的事实上，她 从来没有学会社会交往的基本规则，并因 此，她做了系统的错误，每次她打开她的 没有巧合，要么她不是一个很好 的推销员。 在当天的会议之一，以斯帖被介绍给一个 重要客户，一个成熟的女人。 “很高兴认识你，”她说。“你多大了？”顾 客看上去很尴尬。 “40？ 45个？“以斯帖说。”你看上去更old 您的朋友...她比你年纪大，但她看 起来更年轻！“ 在另一个场合，埃斯特取笑一个打字员， “嘿！当你的宝宝因？” 打字员红色，违背了以斯帖。“其实，我 没有怀孕，”她说。 “哦，对不起，说：”埃斯特没有任何道歉 。“只要把稍微胖了些，对吧？” 以斯帖是从来没有其他人的感情谨慎。她 的熟人，一个在公司salwsman之一，正 经历一个非常混乱的离婚，很沮丧。她试 着逗他。“忘记她！她是一个完整的傻瓜 。反正没有人喜欢她。“ 大部分的时间，以斯帖说，首先要来到她 的头。一个在工作了一天，一个办事员走 进办公室，一个新发型。 “尼斯理发，说：”埃斯特没有说。“ 以斯帖回答说：“嗯，无论如何，无论你 付出太多或者你付出太少。” 她遇到了一个非常有名的作家一次。“嘿 ，真是巧合！”她说。“你在写一本书，我 读一！” 与以斯帖的麻烦是，她说她虽然和没有想 到她青年男子试图对他的新工作是 温和许多英里远。 “我想该公司选择了我，让他们会得到一 些在办公室的和平，”他笑着说。 “不，我猜他们选择了你，阻止你的开支 ，我们整个职业生涯你，”以斯帖温柔的 答道。 有一次，埃斯特去了早午餐党迎接一些关 于他们的老同学周年迎接 女主人。 “你还记得你是那个家伙约会？他发生了 什么事？”她问道。 “你知道，丑陋的。在 那个时刻”，一个男人和她的朋友站着。 “ 以斯帖，我想让你见见我的丈夫，”她说 。 “查尔斯，这是...” 埃斯特打断她，“嘿，你嫁给他！”
Unit 1 Art-ReadingA SHORT HISTORY OF WESTERN PAINTING Art is influenced by the customs and faith of a people. Styles in Western art have changed many times. As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. Consequently, this text will describe only the most important ones, starting from the sixth century AD. The Middle Ages (5th to the 15th century AD) During the Middle Ages, the main aim of painters was to represent religious themes. A conventional artist of this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created feeling of respect and love for God. But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. The Renaissance (15th to 16th century) During the Renaissance, new ideas and values graduallv replaced those held in the Middle began to concentrate less on religious themes and adopt a more humanistic attitude to life. At the same time painters returned to classical Roman and Greek ideas about art. They tried to paint people and nature as they really were. Rich people wanted to possess their own paintings, so they could decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the roles of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence, oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous. Impressionism (late 19th to early 20th century) In the late 19th century, Europe changed a great deal. from a mostly agricultural society to a mostly industrial one. Many people moved from the countryside to the new cities. There were many new inventions and social changes. Naturally, these changes also led to new painting styles. Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris. The Impressionists were the first painters to work outdoors. They were eager to show how light and shadow fell on objects at different times of day. However, because natural light changes so quickly, the Impressionists had to paint quickly. Their paintings were not as detailed as those of earlier painters. At first, many people disliked this style of painting and became very angr about it. They said that the painters were careless and their paintings were ridiculous. Modern Art (20th century to today) At the time they were created, the Impressionist paintings were controversial, but today they are accepted as the beginning of what we call "modem art". This is because the Impressionists encouraged artists to look at their environment in new ways. There are scores of modern art styles, but without the Impressionists, many of these painting styles might not exist. On the one hand, some modem art is abstract; that is, the painter does not attempt to paint objects as we see them with our eyes, but instead concentrates on certain qualities of the object, using colour, line and shape to represent them. On the other hand, some paintings of modern art are so realistic that they look like photographs. These styles are so different. Who can predict what painting styles there will be in the future?THE BEST OF MANHATTAN’S ART GALLERIES The Frick Collection (5th Avenue and Street) Many art lovers would rather visit this small art gallery than any other in New York. Henry Clay Frick, a rich New Yorker, died in 1919, leaving his house, furniture and art collection to the American people. Frick had a preference for pre-twentieth century Western paintings, and these are well-represented in this excellent collection. You can also explore Frick's beautiful home and garden which are well worth a Visit. Guggenheim Museum(5th Avenue and 88th Street) This museum owns 5,000 superb modern paintings, sculptures and drawings. These art works are not all displayed at the same time. The exhibition is always changing. It will appeal to those who love Impressionist and Post-Impressionist paintings. The Guggenheim Museum building is also world-famous. When you walk into gallery, you feel as if youwere inside a fragile, white seashell. The best way to see the paintings is to start from the top floor and walk down to the bottom. There are no stairs just a circular path. The museum also has an excellent restaurant. Metropolitan Museum of Art (5th Avenue and 82nd Street) The reputation of this museum lies in the variety of its art collection. This covers more than 5,000 years of civilization from many parts of the world, including America, Europe, China, Egypt, other African countries and South America. The museum displays more than just the visual delights of art. It introduces you to ancient ways of living. You can visit an Egyptian temple, a fragrant Ming garden, a typical room in an 18th century French house and many other special exhibitions. Museum of Modern Art (53rd Street, between 5th and 6th Avenues) It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum. The collection of Western art includes paintings by such famous artists as Monet, Van Gogh, Picasso and Matisse. A few words of warning: the admission price is not cheap and the museum is often very crowded. Whitney Museum of American Art (945 Madison Avenue, near 75th Street) The Whitney holds an excellent collection of contemporary American painting and sculpture. There are no permanent displays in this museum and exhibitions change all the time. Every two years, the Whitney holds a special exhibition of new art by living artists. The museum also shows videos and films by contemporary video artists
以斯帖Greenbaum是公司的传真机的售货员和商业供应。但她也是世界上最直言不讳的人——好吧,至少威彻斯特县。她的座右铭是“每次我打开我的嘴,Iput我的脚。”以斯帖Greenbaum的主要缺点是,她完全没有闲聊。不,那不是真的。她闲聊,但这是错误的。事实上,她从未学会社会交往的基本规则,因此,她每次都犯了的错误她打开她的嘴。没有巧合,她不是一个很好的销售员。有一天在一次会议上,以斯帖被引入一个重要的客户,一个成熟的女人。“很高兴认识你,”她说。“你多大了?“客户显得尴尬。“四十?45 ?”以斯帖说。“你看上去老得多。和你的朋友…她比你大,但是她看起来年轻得多!”在另一个场合,以斯帖嘲笑一个打字员,“嘿!你的宝宝什么时候出生?”打字员了红色和反驳以斯帖。“其实,我不是怀孕了,”她说。以斯帖说:“哦,对不起。但没有任何道歉。“只是长胖一点,嗯?”以斯帖是从不小心别人的感情。她的一个熟人,一个salwsman公司正在经历一个非常混乱的离婚,非常沮丧。她试图使他振作起来。“忘记她!她是一个完整的傻瓜。没有人喜欢她。”很多时候,以斯帖说首先要进入她的头。在工作的一天,一个店员走进办公室,一个新发型。以斯帖说:“漂亮的发型没有说。”以斯帖说:“好吧,不管怎样,你都支付太多或者太少。”她遇到了一个非常著名的作家。“嘿,真巧!”她说。“你在写一本书，就是我在读的那个”以斯帖麻烦的是她想到什么说什么,并从不对她说的话多加思考。一个年轻人试图对他的新工作是适度的赞许。“我猜公司选择我,所以他们会得到一些和平的办公室,”他笑了。“不,我猜他们选择你是为了阻止你和我们一样将整个职业生涯浪费于此,“以斯帖亲切地回答。一次,以斯帖去一个和一些老校友毕业周年时的早午餐聚会。她迎接女主人。“你还记得那个在和你谈恋爱的家伙吗?他发生了什么事?”她问。“你知道,其貌不扬的家伙。”就在这时,一个男人站在她的朋友身边。“以斯帖,我想让你见见我的丈夫,”她说。“查理斯,这是…”以斯帖打断她,“嘿,你嫁给了他!”
选修六Unit1 A SHORT HISTORY OF WESTERN PAINTING西方绘画艺术简史 Art is influenced by the customs and faith of a people. 艺术是受着人民生活习俗和信仰的影响的。 Styles in Western art have changed many times. 西方的艺术风格经历了多次变革。 As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. 由于西方的艺术风格多种多样，在短短的一篇课文里不可能进行全面的描述。Consequently, this text will describe only the most important ones, starting from the sixth century AD.因此,本文只谈及从公元6世纪以来最主要的几种艺术风格。The Middle Ages (5th to the 15th century AD) 中世纪(公元5世纪到15世纪) During the Middle Ages, the main aim of painters was to represent religious themes. 在中世纪,画家的主要任务是把宗教的主题表现出来。 A conventional artist of this period was not interested in showing nature and people as they really were. 一个传统的艺术家无意于如实地展现自然和人物。A typical picture at this time was full of religious symbols, which created a feeling of respect and love for God. 那个时期的典型的绘画充满了宗教的(象)特征,体现出了对上帝的爱戴与敬重。 But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way.但是,很显然到了13世纪时,观念发生变化,像乔托这样的画家开始以一种比较现实的风格来画宗教场景。The Renaissance (15th to 16th century) 文艺复兴时期( 15世纪到16世纪) During the Renaissance, new ideas and values gradually replaced those held in the Middle Ages. 在文艺复兴时期,新的思想和价值观逐渐取代了中世纪的思想和价值观。 People began to concentrate less on religious themes and adopt a more humanistic attitude to life. 人们开始较少关注宗教主题而采取一种更人性化的生活态度。 At the same time painters returned to classical Roman and Greek ideas about art. 同时画家们回到了罗马、希腊的古典艺术理念上。 They tried to paint people and nature as they really were. 他们力争如实地画出人物和自然。Rich people wanted to possess their own paintings, so they could decorate their superb palaces and great houses. 富人们想拥有自己的艺术品并用来装饰自己的高级宫殿和豪宅They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements.,他们出价聘请著名艺术家来为自己画像,画自己的房屋和其他财物,以及他们的活动和成就。 One of the most important discoveries during this period was how to draw things in perspective. 在此期间,最重要的发现之一就是如何用透视法来画出事物。 This technique was first used by Masaccio in 1428. 这一手法是1428年由马赛其奥第一次使用的。When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. 当人们第一次看到他的画时,还以为是透过墙上的小洞来观看真实的场景,并对此深信不疑。If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. 如没有发现透视法,人们就不可能画出如此逼真的画。 By coincidence, oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. 巧合的是这一时期油画颜料也得到了发展,它使得绘画的色彩看上去更丰富、更深沉。 Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous. 没有新的颜料和新的(绘画)手法,我们就不能看到很多使这一时代著名的杰作。Impressionism (late 19th to early 20th century)印象派时期( 19世纪后期到20世纪初期) In the late 19th century, Europe changed a great deal from a mostly agricultural society to a mostly industrial one. 19世纪后期,欧洲发生了巨大的变化,从以农业为主的社会变成了以工业为主的社会。Many people moved from the countryside to the new cities. 许多人从农村迁入到新城市。There were many new inventions and social changes. 有着许多新发明,还有许多社会变革。Naturally, these changes also led to new painting styles. 这些变革也自然而然地促成了新的绘画风格。Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris.在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。 The Impressionists were the first painters to work outdoors. 印象派画家是第一批室外写景的画家。They were eager to show how light and shadow fell on objects at different times of day. 他们急切地想把一天中不同时间投射到物体上的光线和阴影呈现出来。However, because natural light changes so quickly, the Impressionists had to paint quickly. 然而由于自然光的变化很快,印象派画家们必须很快地作画,Their paintings were not as detailed as those of earlier painters. 因此,他们的画就不像以前那些画家们的画那样细致了。 At first, many people disliked this style of painting and became very angry about it. 起初,许多人都不喜欢这种画法,甚至还怒不可遏。They said that the painters were careless and their paintings were ridiculous.他们说这些画家作画时漫不经心、粗枝大叶,而他们的作品更是荒谬可笑。Modern Art (20th century to today) 现代艺术(20世纪至今) At the time they were created, the Impressionist paintings were controversial, but today they are accepted as the beginning of what we call "modern art".在印象派作品的创建初期,它们是存在着争议的,但是如今己被人们接受而成为现在我们所说的“现代艺术”的始祖了。This is because the Impressionists encouraged artists to look at their environment in new ways. 这是因为印象派鼓励画家用一种崭新的视角看待他们的环境。There are scores of modern art styles, but without the Impressionists, many of these painting styles might not exist. 如今,现代艺术风格有好几十种,然而如果没有印象派,那么这许多不同的风格就不可能存在。 On the one hand, some modern art is abstract; that is, the painter does not attempt to paint objects as we see them with our eyes, but instead concentrates on certain qualities of the object, using colour, line and shape to represent them. 一方面,有些现代艺术是抽象的,也就是说,画家并不打算把我们眼睛看到的东西如实地画出来,而是集中展现物体的某些品质特性,用色彩、线条和形状把它们呈现出来。On the other hand, some paintings of modern art are so realistic that they look like photographs. 而另一方面,有些现代派的艺术作品却是那么写实,看上去就像是照片。These styles are so different.这些风格如此不同。Who can predict what painting styles there will be in the future?谁能预言将来会有什么样的绘画艺术风格?
高一英语必修一第一单元课件
Teaching plan Unit one Friendship
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Reading: enable the Ss to get the main idea
d. Writing: write some advice about making friend as an editor
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so.
I agree. / I don’t agree.
That’s correct.
Of course not.
Exactly.
I’m afraid not.
c. to enable the Ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. To arose Ss’ interest in learning English;
b. To encourage Ss to be active in the activities and make Ss to be confident;
c. To develop the ability to cooperate with others.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening;
b. To develop Ss’ communicative strategies.
5. 文化目标： to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:
Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form
Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B,C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects? Which aspects?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Schindler’s List
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
did the windows stay closed?
did Anne feel?
do you think of Anne?
the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
sentences attract you in the passage?
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends ?
the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
What he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
The cost added up to 100 million yuan.
2. cheat v. 1). To act in a dishonest way in order to win 欺；作弊
2). (of, out of) to take from (someone) in a dishonest way 取
They cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats
3. go through
1). To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We’re all concerned about her safety.
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset.
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his teacher.
8．well n. 井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish , 2 and 3. on Page 4.
2. Direct speech and indirect speech: Ss do and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Wb. Ex, 1 and2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listning.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiaodong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1. Ss make a list about the important information that they need.
2. Ss begin to write the letter to Xiaodong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step
Do Wb writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。
Student’s level: Senior 1, SEFC
Teaching material: Unit 1 Cultural Relics (listening and speaking part)
Teaching aims:
1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.
2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.
Teaching methods:
1、Review before listening to stimulate students’ memory and interests ;
2、To do the global, detail and global listening in turns with practices;
3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;
4、To let the students to judge the truth or lie in their daily life.
Teaching focus: to improve students’ listening and speaking ability;
Teaching aids:
1、video
2、diagram
3、pictures
Teaching Procedure
Ⅰ. Listening
1. Presentation
Lead in
T: Good morning boys and girls. How are you today?
S: Fine, thanks.
T: Look! What’s this?
S: The amber room.
T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?
S: Yes.
T: Good! Today we are going to listen to another story about the amber room. Do you want to know?
S: Yes.
Guessing
T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?
S: Some people’s names
T: Yes. What else?
S: Time words and something will happen.
T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?
S: Ok.
2. Listening
Global Listening
T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.
S: Boom.
T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?
S: 爆炸。
T: Yes. Now let’s do our global listening. (Do the global listening)
T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?
S: Jan Hasek
T: Good! Who can tell me when? You please.
S: In April 1945.
T: Excellent. How about the what? You please.
S: He heard something and saw some soldiers.
T: Good. Good!
Detailed Listening
T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?
S: Right.
T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?
S: Maybe I’d like to see what it is.
T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.
S: Maybe they were doing their commissions.
T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?
S: Yes.
(The teacher leads the students do the detail listening and stop in one segment.)
T: Who would like to share your opinion with us? You please the first question.
S: He heard something explode at midnight.
T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.
S: He got up and ran outside.
T: Good job! Who would like to try the last question? You please.
S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.
T: Excellent! Please give her a big hand. You all have really done a very good job.
Global Listening
T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.
Ⅱ. Speaking
Showing directions for discussion
T: Good morning, class!
S: Good morning, teacher!
T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?
S: Yes!
Showing the useful expressions
T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!
S: I think someone is telling the truth because…
T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!
S: Sorry, I don’t agree with you.
Group discussion
T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?
S; yes!
T: Now, ready, go!
(Five minutes later)
Demonstrating the students’ dialogues
T: OK, the time is up! Who want to show your discussion? Yes, you two please!
S: …
T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?
S: Yes!
T: Now, who want to tell a short story? Very good, you please!
S: I was washing my clothes at five o’clock yesterday.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her in the library at five o’clock yesterday!
T: Is her judgment right?
S: Yes!
T: OK, very good! Now, who want to tell another short story? Very good, you please!
S: I was playing computer games at eleven o’clock last night.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!
T: Is her judgment right?
S: Yes!
Summary
T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!
S: We have learnt how to discuss and judge who is telling the truth or telling a lie.
T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!
S: Bye!
Teaching objectives:
1. Ability to work:
A. listen: get information and ideas from listening materials;
Talk: express your attitude or attitude toward friends and friends in appropriate words.
C. Read: to get Ss to get the main idea
Write: write some advice about making friends
2. Knowledge target:
Talk about friends and friendship; How to make friends; How to maintain friendships
B. Use the following expressions:
I think so. / I don't think so.
I agree with you. / I don't agree.
This is correct.
Of course not.
Exactly.
I'm afraid not.
The ss can control direct speech and indirect speech
D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication
Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love
3. Project emotional goals:
Cultivate students' interest in learning English;
Encourage students to be proactive in their activities and make students confident.
Develop the ability to cooperate with others.
4. Strategic objectives:
A. Cognitive strategy for developing Ss: taking notes while listening;
B. develop the ss communication strategy.
5. Cultural objective: to make students understand different opinions and make friends from different countries.
Teaching steps:
Cycle is 1
Step 1. Warm up
1. Work Ss listen to an English song, AULD LANG SYNE.
2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .
Step 2. Talk about your old friend
Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.
2. self-introduction
Step 3. Make new friends
1. The students went around asking for information about their new friends and filling in the following forms
Name age/hobby/favorite sports, books...
2. Report to the class: who will be your friend?
Step 4. Do an investigation
Do an investigation in the text, P1
On September 5. Listening and speaking
Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.
When Ss talks, ask them to try the following expressions.
I think so. / I don't think so. I agree with you. / I don't agree.
This is correct. Of course not. Exactly. I'm afraid not.
Step 6. To discuss
Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.
Topic 1: why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"
Topic 3: is a friend always a person? What else can your friend do? Why is that?
Topic 4: make a list of qualities that are not easy to make friends with.
Step 7. abstracts
Work allows students to sum up what is friendship and what is most important to make friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find out the answer to this question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a clear sky.
When I cry, I think friendship is a white handkerchief.
It can dry my tears.
When I am sad, I think friendship is a warm word.
It can bring me happiness.
When I am in trouble, I think friendship is a powerful hand.
It can help me avoid difficulties.
When I sit in a quiet place, I think friendship is a wonderful feeling.
It cannot be torn and torn, because it is in everyone's heart.
It's from the beginning of our lives to the end.
3. Tell students: make new friends and keep old; One is silver and the other is gold.
Step 8. appraise
Complete the following assessment form. Standard: A, B, C
The content is self-rated
I am very active in talking with people.
2. I actively cooperate with others.
I can express myself fluently, accurately and properly.
4. After this lesson, I learned more about friendship.
5. Do you think you need to improve yourself in some way? What aspects?
Homework:
Find new words and phrases in your warm up and reading dictionary.
2. Write an essay about your best friend.
高一英语必修第一单元课件
高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。
Student’s level: Senior 1, SEFC
Teaching material: Unit 1 Cultural Relics (listening and speaking part)
Teaching aims:
1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.
2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.
Teaching methods:
1、Review before listening to stimulate students’ memory and interests ;
2、To do the global, detail and global listening in turns with practices;
3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;
4、To let the students to judge the truth or lie in their daily life.
Teaching focus: to improve students’ listening and speaking ability;
Teaching aids:
1、video
2、diagram
3、pictures
Teaching Procedure
Ⅰ. Listening
1. Presentation
Lead in
T: Good morning boys and girls. How are you today?
S: Fine, thanks.
T: Look! What’s this?
S: The amber room.
T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?
S: Yes.
T: Good! Today we are going to listen to another story about the amber room. Do you want to know?
S: Yes.
Guessing
T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?
S: Some people’s names
T: Yes. What else?
S: Time words and something will happen.
T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?
S: Ok.
2. Listening
Global Listening
T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.
S: Boom.
T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?
S: 爆炸。
T: Yes. Now let’s do our global listening. (Do the global listening)
T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?
S: Jan Hasek
T: Good! Who can tell me when? You please.
S: In April 1945.
T: Excellent. How about the what? You please.
S: He heard something and saw some soldiers.
T: Good. Good!
Detailed Listening
T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?
S: Right.
T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?
S: Maybe I’d like to see what it is.
T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.
S: Maybe they were doing their commissions.
T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?
S: Yes.
(The teacher leads the students do the detail listening and stop in one segment.)
T: Who would like to share your opinion with us? You please the first question.
S: He heard something explode at midnight.
T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.
S: He got up and ran outside.
T: Good job! Who would like to try the last question? You please.
S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.
T: Excellent! Please give her a big hand. You all have really done a very good job.
Global Listening
T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.
Ⅱ. Speaking
Showing directions for discussion
T: Good morning, class!
S: Good morning, teacher!
T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?
S: Yes!
Showing the useful expressions
T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!
S: I think someone is telling the truth because…
T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!
S: Sorry, I don’t agree with you.
Group discussion
T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?
S; yes!
T: Now, ready, go!
(Five minutes later)
Demonstrating the students’ dialogues
T: OK, the time is up! Who want to show your discussion? Yes, you two please!
S: …
T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?
S: Yes!
T: Now, who want to tell a short story? Very good, you please!
S: I was washing my clothes at five o’clock yesterday.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her in the library at five o’clock yesterday!
T: Is her judgment right?
S: Yes!
T: OK, very good! Now, who want to tell another short story? Very good, you please!
S: I was playing computer games at eleven o’clock last night.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!
T: Is her judgment right?
S: Yes!
Summary
T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!
S: We have learnt how to discuss and judge who is telling the truth or telling a lie.
T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!
S: Bye!
Teaching objectives:
1. Ability to work:
A. listen: get information and ideas from listening materials;
Talk: express your attitude or attitude toward friends and friends in appropriate words.
C. Read: to get Ss to get the main idea
Write: write some advice about making friends
2. Knowledge target:
Talk about friends and friendship; How to make friends; How to maintain friendships
B. Use the following expressions:
I think so. / I don't think so.
I agree with you. / I don't agree.
This is correct.
Of course not.
Exactly.
I'm afraid not.
The ss can control direct speech and indirect speech
D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication
Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love
3. Project emotional goals:
Cultivate students' interest in learning English;
Encourage students to be proactive in their activities and make students confident.
Develop the ability to cooperate with others.
4. Strategic objectives:
A. Cognitive strategy for developing Ss: taking notes while listening;
B. develop the ss communication strategy.
5. Cultural objective: to make students understand different opinions and make friends from different countries.
Teaching steps:
Cycle is 1
Step 1. Warm up
1. Work Ss listen to an English song, AULD LANG SYNE.
2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .
Step 2. Talk about your old friend
Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.
2. self-introduction
Step 3. Make new friends
1. The students went around asking for information about their new friends and filling in the following forms
Name age/hobby/favorite sports, books...
2. Report to the class: who will be your friend?
Step 4. Do an investigation
Do an investigation in the text, P1
On September 5. Listening and speaking
Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.
When Ss talks, ask them to try the following expressions.
I think so. / I don't think so. I agree with you. / I don't agree.
This is correct. Of course not. Exactly. I'm afraid not.
Step 6. To discuss
Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.
Topic 1: why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"
Topic 3: is a friend always a person? What else can your friend do? Why is that?
Topic 4: make a list of qualities that are not easy to make friends with.
Step 7. abstracts
Work allows students to sum up what is friendship and what is most important to make friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find out the answer to this question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a clear sky.
When I cry, I think friendship is a white handkerchief.
It can dry my tears.
When I am sad, I think friendship is a warm word.
It can bring me happiness.
When I am in trouble, I think friendship is a powerful hand.
It can help me avoid difficulties.
When I sit in a quiet place, I think friendship is a wonderful feeling.
It cannot be torn and torn, because it is in everyone's heart.
It's from the beginning of our lives to the end.
3. Tell students: make new friends and keep old; One is silver and the other is gold.
Step 8. appraise
Complete the following assessment form. Standard: A, B, C
The content is self-rated
I am very active in talking with people.
2. I actively cooperate with others.
I can express myself fluently, accurately and properly.
4. After this lesson, I learned more about friendship.
5. Do you think you need to improve yourself in some way? What aspects?
Homework:
Find new words and phrases in your warm up and reading dictionary.
2. Write an essay about your best friend.
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
doesn’t John like?
does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
导语：只有知识才是有用的，只有它才能够使我们在精神上成为坚强忠诚和有理智的人，成为能够真正爱人类尊重人类劳动衷心地欣赏人类那不间断的伟大劳动所产生的美好果实的人。以下我为大家介绍外研高一英语课件必修文章，欢迎大家阅读参考!
第一部分：听力（共两节，满分30分）
第一节（共5小题；每小题分，满分分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间往返答有关小题和阅读下一小题。每段对话仅读一遍。
1 .When is the man supposed to meet Linda?
A. On Tuesday. B. On Wednesday. C. On Thursday.
does this conversation probably take place?
A. On a plane. B. On a bus. C. In a taxi.
does the man say about the grammar book?
A. It is easy to understand.
B. It is not worth reading.
C. It's difficult but it's worth reading.
do we know about the woman?
A. She did not do the reading last night.
B. She has much trouble with the course.
C. She has a little trouble with the course.
are the two speakers talking about?
A. Their TV sets. B. Their children. C. Their jobs.
第二节（共15小题；每小题分，满分分）
听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6至8题。
does the woman look pale（苍白的）?
A. She was ill. B. She failed in the exam. C. She was too tired.
whom was the party held?
A. The woman's aunt.
B. The woman's parents.
C. The woman's brother.
did the woman do after the party?
A. She went to bed.
B. She went over her lessons.
C. She went to the garden.
听第7段材料，回答第9至11题。
kind of sports do the girl's teachers often play with them?
A. Football. B. Tennis. C. Volleyball.
is girl from?
A. The USA. B. Australia. C. England.
did the girl begin to play tennis?
one year ago. B. About two years ago. C. About three years ago.
听第8段材料，回答第12至14题。
can the man get the stereo（立体声音响设备） repaired for free?
A. During the first three months after purchase.
B. Any time when the stereo is out of order.
C. Any time of the first year after purchase.
is Mitsuyo?
A. A store name. B. A repair shop. C. A stereo maker.
can the man get the stereo repaired?
A. At Mitsuyo service center. B. At the store. C. At a repair shop.
听第9段材料，回答第15至17题。
is the probable relationship between the speakers?
A. Teacher and student.
B. Interviewer and interviewee.
C. Friends.
is the man's idea of happiness?
A. Living with his family.
B. Having a lot of friends.
C. Being in good health.
do we know about the man's father?
A. He was a teacher.
B. He had a flower shop.
C. He studied culture.
听第10段材料 回答第18至20题。
did the first people communicate with each other?
A. They talked to each other.
B. They used simple words.
C. They used signs.
did people first begin to use words?
A. About a thousand years ago.
B. About a million years ago.
C. About ten million years ago.
words were not probably the first words in the human vocabulary?
A. Words that were names of important things in life.
B. Words that stood for things people met every day.
C. Words that were simple and short in spelling.
第二部分：词汇知识运用(共两节，满分40分)
第一节 单项选择(共10小题；每小题1分，满分10分)
21. -My uncle suggests I ________abroad.
-I would rather you ________at home.
;stay ;stayed ;stayed ;stay
22. ________ about wild animals that they decided to make a trip to the mountainous village for further research.
curious the couple was curious were the couple
curious the couple were couple was such curious
23. _______with so much troublewe failed to complete the task on time.
face
24．The professor has ______ 11-year-old boy who has______ gift for dancing.
A. a; a B. an; the C. an; a D. the; 不填
25-After two hours of walking they came to the camp site ______ .。
A. hungry and tiredly B. hungrily and tiredly
C. hungrily and tired D. hungry and tired
26 If we sit near _______ front of the classroom we’ll have _______ better view.
A. the; a B. 不填；a C. 不填；the D. the；the
27 ________for the students to read newspapersbut it is also a great way to improve their minds.
only for pleasure is it only it is for pleasure
only is it for pleasure is not only for pleasure
28. Have you a lot of readings _____ before the end of this term?
A. finishing B. to finish
C. finished D. being finished
29 Is this the new machine ______ parts are too small to be seen?
A. that B. which C. whose D. what
30. I have played the computer game - it cost me a lot time.
A. shouldn’t B. needn’t C. couldn’t D. mustn’t
第二节：完形填空（共20 小题；每小题分，满分30分）
阅读下面短文，从短文后所给各题的四个选项（A、B、C、D ）中选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
I was a single parent of four small children working at a low-paid job. Money was always tight but we had a 31 over our heads food on the table clothes on our backs and if not a lot always 32 . Not knowing we were poor my kids just thought I was 33 .I've always been glad about that..
It was Christmas time and although there wasn't 34 for a lot of gifts we planned to celebrate with a family party. But the big 35 for the kids was the fun of Christmas 36 .They planned weeks ahead of time asking 37 what they wanted for Christmas. Fortunately I had saved $120 for 38 to share by all five of us.
The big 39 arrived. I gave each kid a twenty-dollar bill and 40 them to look for gifts of about four dollars each. Then everyone scattered(散开). We had two hours to shop; then we would 41 back at the "Santa's Workshop".
Driving home everyone was in high Christmas spirits 42 my younger daughter Ginger who was unusually 43 . She had only one small flat bag with a few candies ------------- fifty-cent candies! I was so angry but I didn't say anything 44 we got home. I called her into my bedroom and closed the door 45 to be angry again. This is what she told me:
"I was looking 46 thinking of what to buy and I 47 to read the little cards on the 'Giving Trees'. One was for a little girl four years old，and all she 48 for Christmas was a doll (玩具娃娃 ). So I took the card off the tree and 49 the doll for her. We have so much and she doesn't have anything."
I never felt so 50 as I did that day.
31. A. roof B. hat C. sky D. star
32. A. little B. less C. enough D. more
33. A. busy B. serious C. strict D. kind
34. A. effort B. room C. time D. money
35. A. improvement B. problem C. surprise D. excitement
36. A. shopping B. travelling C. parties D. greetings
37. A. the other B. each other C. one by one D. every other one
38. A. toys B. clothes C. presents D. bills
39. A. day B. chance C. cheque D. tree
40. A. forced B. reminded C. invited D. begged
41. A. draw B. stay C. move D. meet
42. A. including B. besides C. except D. regarding
43. A. quiet B. excited C. happy D. ashamed
44. A. since B. after C. while D. until
45. A. waiting B. ready C. hoping D. afraid
46. A. out B. over C. forward D. around
47. A. forgot B. stopped C. failed D. hated
48. A. wanted B. did C. got D. played
49. A. made B. searched C. bought D. fetched
50. A. angry B. rich C. patient D. bitter
第三部分：阅读理解 （共20小题；每小题2分，满分40分）阅读下列短文，从每题所给的四个选项中，选出最佳答案。
(A) Son’s Help
Mr. Lang worked in a factory. As a driver he was busy but he was paid much. His wife was an able woman and did all the housework. When he came back she took good care of him and he never did anything at home. So he had enough time when he had a holiday. A few friends of his liked gambling() and he learned it soon. So he was interested in it and hardly forgot anything except gambling. He lost all his money and later he began to sell the television watches and so on. His wife told him not to do it but he didn’t listen to her. She had to tell the police. He and his friends were punished for it. And he was hardly sent away. After he came out of lockup(拘留所) he hated her very much and the woman had to leave him.
It was New Year’s Day. Mr. Lang didn’t go to work. He felt lonely and wanted to gamble again. He called his friends and they came soon. But they were afraid the police would come. He told his five-year-old son to go to find out if there were the policemen outside. They waited for a long time and didn’t think the police would come and began to gamble. Suddenly opened the door and in came a few policemen.
“I saw there weren’t any policemen outside daddy” said the boy “so I went to the crossing and asked some to come.”
. Lang was paid much because _______.
A. he was a driver B. he worked in a factory
C. he had a lot of work to do D. he had worked there for a long time
. Lang did all housework because _______.
A. she couldn’t find any work B. she thought her husband was tired
C. her husband spent all time in gambling D. she wouldn’t stop her husband gambling
so he was put into lockup.
A. Mr. Lang often gambled B. Mr. Lang was late for work
C. Mr. Lang didn’t help his wife at home D. Mr. Lang wasn’t polite to the police
woman had to leave Mr. Lang because _______.
A. he didn’t love her any longer B. he wouldn’t stop gambling
C. he had been put into lockup D. he was hardly sent away by the factory
（B）
“How can I learn English well?” This is a question many students ask. In my opinion the most effective way is to learn lessons by heart. If you can recite the text and write it out you’ve learned it fairly well. And if you can tell what the lesson says in your own words you’re a very successful learner indeed. Your English will be quite perfect.
This is a difficult task. However if you try to learn by heart only part of each lesson you’ll find it not half as hard as you might have thought. Learning this way you will make rapid progress. Of course writing is also necessary. It helps you a lot on our way to success in English.
Equally important is to feel the language. You should be able to laugh at jokes and be shocked at bad news. When using English try to forget your mother tongue. Instead of helping you your own language gets in your way. So never try to see English through translation.
the writer’s opinion the most effective way in learning English is ____.
practise speaking writing and feeling it
forget your own native language
translate everything into his own language
memorize the English words and grammatical rules
56. “Instead of helping you your own language gets in your way.”This sentence means that memorizing your own language can ________.
you to study English well you mastering English
English easy to learn you notice mistakes
important is to feel the language. “to feel the language” here means________.
get a knowledge of English by touching
B. to be able to read and write English
translate English into your own by imagining
be able to experience the rich sensation of the language
(C)
In America when people say “man’s best friend” they don’t mean another person. Instead they are talking about a lovely animal：A dog! These words show the friendship between people and animals. Dogs and other pets can give happiness to people’s lives. Some people think of their pets as their children. A few even leave all their money to their pets when they die!
Animals can help people too. Dogs can be taught to become the “eyes” for a blind person or “ears” for a deaf people. Scientists have found that pets help people live longer! They make people happier too. Because of that animals are brought into hospitals for “visit”.
Americans hold “Be-Kind-to-Animals Week” in the first week of May.
Pets shows are held during the week. Even if you don’t live in America you can do this too. How? First think about how animals make your life richer. If you have a pet take more time this week to play with it. Remember to give it delicious food. Also be sure to keep your pet from those unwanted babies.
If you don’t have a pet be kind to animals around you. For example if you see a street dog don’t kick it or throw things at it. Instead just leave it alone or better yet make friends with it. If others around you do bad things to an animal try to stop them. As people we must protect animals who can’t speak for themselves.
58. “A few even leave all their money to their pets when they die!” means that__________
A. pets have the right to inherit (继续) money. B. money can give pets happiness.
C. it’s the best way to spend money. D. some pets are taken as children.
59. Why are dogs brought to hospitals?
A. Because they are ill and need to see doctors.
B. Because they can make the patients happier.
C. Because they can find out the problems of the patients.
D. Because doctors can do experiments on them.
60. What’s the most popular activity in the “Be-Kind-to-Animals Week”?
A. Holding a pet show in the week. B. Playing with pets the whole week.
C. Cooking delicious food for pets. D. Making friends with other people’s pets.
61. What’s the passage mainly about?
A. A lot of people are interested in dogs. B. Dogs can help people do many things.
C. Pets are lovely and need care and protection. D. We have done a lot of things for pets.
62. The words“man’s best friends”shows____________.
A. the friendship between people. B. the friendship between people and animals.
C. the friendship between animals. D. the friendship between men and women
(D)
Ma Lili’s parents are going to give a birthday party for her. She’s going to be fourteen years old. Ma Lili has a lot of friends. They are going to come to the party. They are girls from Ma Lili’s school. There are twenty-five of them.
Ma Lili’s mother is making birthday cakes for the party. They are very nice cakes. Ma Lili says to her mother “Mum you’re very nice. Thank you for your nice cakes. ” Her father is going shopping. He buys a lot of apples bananas oranges and pears.
It’s four o’clock in the afternoon. Now everything is ready. The party begins in thirty minutes.
63. Who is going to give Ma Lili a birthday party?
A. Ma Lili B. Her friends C. Her teacher D. Her parents
64. How many people are coming to Ma Lili’s party?
A. Two B. Twenty C. Twenty-one D. Twenty-five
65. Her mother _____ for her party.
