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unit 14 warming up Period 1(新课标版高一英语教案教学设计)

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以下是小编为大家收集的unit 14 warming up Period 1(新课标版高一英语教案教学设计)，本文共20篇，希望能够帮助到大家。

篇1：unit 14 warming up Period 1(新课标版高一英语教案教学设计)

一、 Teaching Content

Unit 14 Words and phrases; Warming up;

二、 Teaching Goals

1. Improve the students’ speaking ability by describing and discussion.

2. Learn and master the new words and phrases

3. Learn to talk about festivals by looking through the books and cooperation

三、 Teaching Important Points:

1. Master the new words and make the student use these words to talk about their favorite festivals.

2. Train the students’ speaking ability, cooperating ability and self-studying ability.

四、 Teaching Difficult Points

1. How to develop the students’ cooperating ability and self-studying ability.

2. How to finish the task of speaking or discussion.

3. How to master the words

五、 Teaching Methods:

1. Individual, pair or group cooperation before showing their own achievements.

2. Explanation and inductive methods to make the students master the new words.

六、 Teaching Aids

1. A projector

2. The blackboard

七、 Teaching procedures

Step 1 Words study (see Page163)

Step2 Greetings and lead- in

T: Good morning! My boys and girls!

T: Sit down, please!

T: Do you know what is called the Christmas of China?

Ss: The Spring Festival.

1unit14.1(2)

T: Sure. Last Spring Festival had gone by. I am sure you had a good time.

T: It is the oldest and most important festival in China. It is also the most important festival to our Chinese people. Each family has a great reunion dinner on Lunar New Year’s Eve.

Step3. Warming up

T: Today we are going to learn something about the different festivals

T: Unit 14 Festivals (Write)

T: Now look at the screen. There are three pictures on the screen. There are all pictures of some festivals.

T: Look at them carefully and discuss these three pictures with your partner and then fill in the table.

Picture 1 Picture 2 Picture 3

The names of the festivals Halloween Obon Yu Lan Festival Day of the Dead

Which countries the festivals come from US and Europe

(October 31) Japan

(August 13-16) Mexico

(October 18-November 9)

What are the people ding? trick or treating floating paper lanterns lighting candles for prayers to the dead.

Why are they doing this? Frighten away spirits and look for living bodies to possess Welcome their past ancestors back home Pay respect to the dead

T: One student, one picture.

Step4. Speaking

T: OK, I am sure you have been ready to report your festival.

Ss1: …

Ss2: …

Ss3: …

T: You all did very well.

T: Please open your books on page8. Look at item 2.Work in pairs. Compare a Chinese festival with one from another country.

T: If your homework is to report a Chinese festival, you will compare a foreign festival.

1unit14.1(3)

Step5 Listening and dictation

T: Now write down your name, number and date. We’ll have diction.

T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.

Material: April Fools’ Day is on the first day of April. In some European countries and in North America, people play practical jokes or tricks on each other. The undoubting persons are called April fools. April Fools’ day is generally amusing but harmless. For example, a person may give a friend the telephone number of the zoo, telling him to return a call from “Mr. Fox”.

Step6 Summary and Homework

1.Review the new words and phrases in Unit 14.

2.Preview the Listening and Speaking on Page2.

3.Do the exercise of Listening on Page 77.

八．黑板板书设计Blackboard:

Words and phrases explaining

九、Evaluation

篇2：unit 14 festival period 1(新课标版高一英语教案教学设计)

【授课教师】karen

【授课年级】高一

【授课内容】warming up, listening, speaking

【授课类型】讲授课

【教学方法】交际法，讨论法

【教学器材】多媒体课件

【教学目标】

1. to train the students listening and speaking ability

2. to talk about some important foreign festivals

3. to compare Chinese and western festivals

Teaching aids

1. a multi-media projector 2. a tape recorder

Teaching procedures

Step 1 lead in

A. Show the students a red envelope and ask them when they usually get this kind of envelopes-the Spring Festival

B. Ask them to guess how many festivals Chinese people celebrate every year-around 90 (take March as an example, Mar 8th -- International Women’s Day; Mar 12th – Tree Planting Day; Mar 14th – International Police Day; Mar 15th – World Consumer Rights’ Day )

C. Show some pictures to the students and ask them to identify some Chinese festivals. (the Dragon Boat Festival: Mid Autumn Day; the Lantern Festival; the Double Ninth Festival)

D. Q: 1. Among all those Chinese festivals, which one is the most important?

2. In foreign countries, do they have the Spring Festival too? If not, which one is as important as the Spring Festival?

E. Compare the Spring Festival and Christmas

Name The Spring Festival Christmas

When In Jan. or Feb On Dec.25th

Who Chinese all around the world Most westerners

How have family reunion dinner pay new year’s visit receive money in red envelopeset off fire works Have family get-togetherdecorate Christmas treesexchange gifts (stockings)send Christmas cards

Why Welcome the new year Celebrate the birth of Jesus Christ

Theme family religion

How old Thousands of years About years

When talk about the origin of the Christmas, let them listen to a short story about it.

Tape script

Christmas Day-December 25-which celebrates the birth of Jesus Christ, the founder of the Christian religion, is the biggest and best-loved holiday in the United States.

According to the Bible, God decided to allow his only son, Jesus Christ, to be born to a human mother and live on earth so that people could understand God better and learn to love God and each other more. “Christmas”- meaning “celebration of Christ ”- honors the time when Jesus was born to a young Jewish woman Mary.

Although the exact date of the birth of Jesus nearly 2,000 years ago is not known, for the first 300 years, Jesus' birthday was celebrated on different dates. Finally, in the year 354, church leaders chose December 25 as his birthday.

Step 2 warming up

Beside Christmas, ask them what other festivals they know. Show them some pictures and ask them some questions about Halloween and Thanksgiving Day

Halloween

Q: What is the name of that festival?

When do people celebrate it? (October 31st )

How do they celebrate it?(costumes, masks and Jack O'Lanterns)

Let them listen to a short story about the famous game called “trick or treat”

Tape script

On Halloween night the children would dress up in Mom or Dad's old shoes and clothes, put on a mask, and be ready to go outside. The little kids had to go with their mothers, but we older ones went together to neighbors' houses, ringing their doorbell and shouting, “Trick or treat!” meaning, “Give us a treat or we'll play a trick on you!” The people inside were supposed to come to the door and comment on our costumes.

Oh! Here is a ghost. Oh, there's a witch. Oh, here's an old lady.

Thanksgiving Day

Q: 1. what is the name of that festival?

2. when do people celebrate it?

3. who do they want to express thanks to?(a short story)

Tape script

In 1620, some settlers sailed to America on the May flower, seeking a place where they could have freedom of religion. After a two-month hard time they landed in Massachusetts. During their first winter, over half of the settlers died of hunger and disease. Those who survived began planting in the first spring. All summer long they waited for the harvests anxiously, knowing that their lives and the future depended much on the coming harvest. Finally the fields produced more than what they expected. And therefore it was decided that a day of thanksgiving to the god be fixed. Years later, President of the United States decided the fourth Thursday of November as Thanksgiving Day every year.

What is the most famous food for that festival?(turkey)

Step 3 listening

A. Listen to the tape and ask the students to fill in the blanks. (about Easter)

The festival is a celebration of ________ and it is also a ________ holiday. Easter is celebrated in _____________________ but the exact dates vary from year to year. People celebrate Easter in different ways: in some countries, the _____________- a big rabbit - will visit and children will go on ________, looking for eggs and _____that have been hidden by their parents. In other countries, Easter is a time for children to ________ like witches and go _______________ asking for candy .

B. Invite several students to describe some festivals in one or two sentences and let the other students guess which festivals they are talking about

Step 4 speaking

Ask the students to work in pairs and make up a brand new festival, clarify why they want to set up that festival (the significance)

I myself might give them an example.

I think that the new holiday should be a Walking Day. On this day, cars, buses, trucks, bicycles are not allowed to appear in the street. Everybody has to walk. Thus people will enjoy one day of fresh air. On that day, there will be no traffic accidents and people will be safe. Many people can also take this opportunity to do more exercise. The holiday will be celebrated in March.

Step 5 group discussion

In the newly concluded NPC and CPPCC, some members suggested that some traditional Chinese festivals such as Tomb Sweeping Festival, Mid Autumn Day should be set as national public holiday. Ask the students if they are for or against the suggestion and why?

【教学体会】students seemed more interested in the multimedia lesson, if possibe, I should give this kind of lesson more often

No 3 Middle School

Kong Xunyi Mar. 18th

篇3：高一unit13.1 warming up(新课标版高一英语教案教学设计)

Period 1

一、 Teaching Content

Unit 1 Words and phrases; Warming up;

二、 Teaching Goals

1. Improve the students’ speaking ability by describing and discussion.

2. Learn and master the new words and phrases

三、 Teaching Important Points:

1. Master the new words and make the student use these words to make sentences.

2. Train the students’ speaking ability.

四、 Teaching Difficult Points

1. How to finish the task of speaking or discussion.

2. How to master the words

五、 Teaching Methods:

1. Individual, pair or group discussion before filling information in the blank.

2. Explanation and inductive methods to make the students master the new words.

六、 Teaching Aids

1. A projector

2. The blackboard

七、 Teaching procedures

Step 1

Words study (see Page162)

Greetings and lead- in

Good morning! My boys and girls!

Sit down, please!

T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?

Ss: Western dinner party and Chinese dinner Party.

T: Sure. Last year, we’ve learned Unit6 Good manners.

1unit13.1(2)

1.How is the table laid ?(Western-style food)

2. What are good table manners? (P.P.)

Step2 Warming up

T: Number the follow dishes be served at a Western dinner party with the right order.

dessert drinks main course starter soup

CORRECT: starter soup main course dessert drinks

Step3.

T: Look four kinds of food (Pictures)

T: We found the two kinds of food are Chinese food. And the next are Western food.

T: Tell me some names of Chinese food and Western food.

Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.

Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meat

T: What is a healthy dieteating?

1.Which is the better diet,

the Chinese food or the Western food?

2.What is a healthy diet?

T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.

Western diet: Too much fat meat ,potato crisps/chips, butter,

cream and chocolate)Too much sugar (cakes,soft drinks,sweets and so on)

Step4. Speaking

T: OK, let’s see the two language points.

I think that…. because….

. be rich high low poor in

T: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.

name Breakfast snacks lunch Dinner

1unit13.1(3)

Step5 Listening and dictation

T: Now write down your name, number and date. We’ll have a diction.

Material: The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.

Step6 Summary and Homework

1.Review the new words and phrases in Unit 13.

2.Preview the Listening and Speaking on Page2.

3.Do the exercise of Listening on Page 71.

八．黑板板书设计Blackboard:

Words and phrases explaining

九、Evaluation

篇4：Unit3 Warming up,Listening and Speaking(新课标版高二英语教案教学设计)

Teaching aims:

Help the students to learn something about art and architecture.

Teaching Difficult Points:

How to improve the student’s speaking and listening ability.

Teaching Methods:

Individual or pair work to make the student’s practise their speaking, discussing and listening ability.

Teaching Steps:

Step 1. Lead-in

Show a piece of artwork, and ask

1. What is this?

2. Who painted it?

3. In what other ways can an artist express the beauty of something?

4. What words can be used to describe the various kinds of buildings?

5. What are buildings made of? Could you name some building materials?

Step 2. Warming up

Ask the Ss to talk about their hometown and their houses.

Qs:(1). where are you from, a city or a small town?

(2).Can you describe the buildings in your hometown?

(3).What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard. Then ask:

(1).What can you see in the two pictures?

(2).What is the difference between them?

篇5：Period 1：Warming up & Reading (新课标版高二英语选修七教案教学设计)

Period 1：Warming up & Reading

一、教学目标

1．语言知识目标：

1)学生能够正确读写及运用以下单词：

airmail; fortnight; roof; muddy; textbook; concept; weekly; relevant; remote; weed; rectangle;

rectangular; adjust; platform; broom; tin; jar; sniff; participate; interpreter; grill; otherwise; privilege

2)学生掌握下列词组的意思并能在句子中熟练运用：

hear from; (be)dying to;the other day;dry out;dry up

2．语言技能目标：

1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3．语言能力目标：

增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。

4．情感态度与文化意识目标：

1）帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

二、重点难点

1、教学重点：a. 获取巴布亚新几内亚共和国各部落生活状况和风俗习惯的信息；

b.阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。

2、教学难点：a.理解作者志愿者工作的意义，从而树立正确的价值观；

b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。

三、课前准备

1．学生的学习准备

查找关于巴布亚新几内亚共和国的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。这提高了学生的学习兴趣，把被动的学习变成主动的学习。

2．教师的教学准备

查找关于国内外关于帮助他人的个人和组织。

3．教学环境的设计与布置

在教室里张贴班级学生参加社团活动或志愿者活动和“献爱心”捐款的照片及资料。

4．教学用具的设计和准备

制作与阅读课文相关的多媒体课件。

四、教学过程

Step 1 Warming up

1.Show the sign of United Nations Volunteer in China.

2. What does the word “volunteer” mean? In groups, discuss who can be called volunteers.

(People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.)

[设计说明]通过中国青年志愿者的标志导入，因为标志中有一个手的图形，提醒学生：志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者？”。经过讨论，学生统一了认识，知道了志愿者是指帮助与自己没有直接关联的人。这一点对于理解课文也非常重要。

Step 2 Pre-reading

1. Show the title and a map to the Ss and introduce some information about Papua New Guinea.

( T: Now, let’s read a passage about a volunteer works in Papua New Guinea--- A Letter Home)

(Introduction: Papua New Guinea is situated in the Pacific Ocean, to the north of Australia.It is a poor country with a population of 5.7 million, around 80% of Papua New Guineans living in rural areas with few or no facilities such as running water and electricity. Engligh is the official language. Because of the poverty,not all children go to school. Around 85% of children start school but about 60% of these reach Year 5.)

2. Show some pictures to the Ss and make them get some background information.

[设计说明]由于学生对于巴布亚新几内亚独立国的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找这个国家的资料，上课时由学生用英语汇报，或者采用“头脑风暴”或分组竞赛抢答的形式，使学生在较短的时间里掌握足够的背景资料。随后展示一些图片，既加深学生对于这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开。

Step 3 Scanning

Divide the passage into 4 parts and find out the main idea of each paragraph.

Part.1(Para 1). Opening of the letter and introduction to what will be talked about in the passage.

Part.2(Paras2-3) The school where Jo worked and Jo’s work at school.

Part.3(Paras4-8) Jo and Jenny visited Tombe’s home in the village.

Part.4(Para 9) End of the letter.

[设计说明]快速阅读后要求学生分段，再找出每段的大意。如果是阅读理解能力普遍较弱的班级，教师可以把这项任务改为把各段与段落大意相搭配，如下所示：

Part.1(Para 1). End of the letter.

Part.2(Paras2-3) Opening of the letter and introduction to what will be talked about in the passage.

Part.3(Paras4-8) The school where Jo worked and Jo’s work at school.

Part.4(Para 9) Jo and Jenny visited Tombe’s home in the village.

Step 4 Skimming

Skim the passage and finish the following tasks:

Task 1. Answer the following questions:

(1) Why did Jo send Rosemary some photos?

(It is difficult for Rosemary to imagine how life was hard.)

(2) Why was Science the most challenging subject for Jo?

(Her students have no concept of doing experiments and there was no equipment.)

(3) Why did the boys start jumping out the windows?

(The boys never came across anything like the bubbling mixture.)

(4) Why should it take Jo and Jenny two and a half hours to get to the village?

(They had to climb up a mountain to a ridge first and then down a steep slope to the village below.)

Task 2. What have you learned about the customs and lives of the people in Tombe’s village? Read Paras 4-8 carefully and complete the table below.

Type of houses Diet

Family relationships Possessions

Cooking methods Agriculture

Sleeping arrangements Beliefs

附答案：

Type of houses small,round,madeof bamboo,grass roofs;men’s huts have grass sticking out of the top of the roof,no windows; small doorway; floor covered with fresh grass Diet Sweet potato, corn, greens

Family relationships (large extended families)Everyone seems to be a relative of Tombe’s. Possessions Not many-one broom, a few tin plates and cups, a couple of pots

Cooking methods Hot stones are placed in an oil drum,then vegetables are placed in the drum,covered with banana leaves and steamed. Agriculture Tools are very basic,e.g. a digging stick(There is no machinery.)

Sleeping arrangements A new sleeping platform for the guests, Kiak usually slept in her own hut. Beliefs The villagers believe in evil spirits.They believe that leftover food attracts evil spirits so they dry it out in a can over the fire. Then the can is thrown out of the hut.

[设计说明]仔细阅读是快速阅读的延续。通过阅读，查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大，可以给出句子，只留在一些关键词汇的空格让学生填写，如空出答案中的下划线的单词。

Step 5 Reading aloud

Read the passage aloud and underline the important phrases and difficult sentences.

[设计说明]边读课文边划出重点词组和难句，加深对于课文内容的理解。而且，在程度较好的班级，时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况，把词组和难句放在下一节课中专门讲和练。

Step 6 Discussion

1. Why do you think Jo become a volunteer in PNG?

2. Would you like to work as a volunteer in a poor area? Give reasons.

[设计说明]通过讨论Jo作为志愿者的原因，可以使学生更好地了解这个单元的主题：帮助他人、分享合作。通过第二个问题，教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于教师进行德育教育，帮助学生树立正确的价值观。

Homework:

Write a passage about 100 words to introduce the village and life in the village according to the photos and the table of Ex.1.

[设计说明] 根据图片和图表写一段关于村落情况和生活的介绍文字，既加深了学生对于课文重点段落的印象，又发展了借助图片、表格等非语言信息进行语言输出的能力。如果学生英语程度不够好，教师可以给出短文的开头几句，例如One of my students, Tombe lives in a small village in Papua New Guinea. The visit to his home impressed me.……。时间允许的话，还可以在上一个讨论问题环节结束后，让学生两人一组，先轮流进行口头作文，再回家完成书面作文。

篇6：unit 1 Good friend教案(新课标版高一英语教案教学设计)

Teaching aims and demands

Goals:

1. Talk about friends and friendship

2. Discuss problems occurring in a friendship and suggest solutions

3. Practise talking about likes and dislikes

4. Learn to make apologies

5. Learn to use Direct Speech and Direct Speech

6. Learn to write an e-mail

Useful expressions:

1. Like and dislike

He / She likes / loves … He / She is fond of …

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

He / She doesn’t enjoy … He / She hates …

He / She thinks … is terrible / boring

2. Making apologies

You said that you would … Why did /didn’t you …?

You promised to … Why did /didn’t you …?

Please forgive me.

I’m very sorry. … It won’t happen again.

I’m sorry I forgot.

Useful phrases:

fond of hunt for in order to care about such as drop sb a line

Grammar: Direct Speech and Direct Speech

Teaching plan I

I. Warming up

Step 1: Ask the Ss: Do you have any friends? What is your friend like? And draw the picture below:

Step 2: Let the Ss speak relevant vocabulary as many as they can, for example: kind, happy, strong, funny, etc.

Step 3: Ask the Ss to describe their friends with at least six adjectives.

Step 4: Make sentence with the words(honest, brave, loyal, wise, handsome, smart), using the model “Sb is…; Sb is…, because…”

II. Listening

Step 1: Draw a table on the picture:

Group one think

Peter is always___________________________________

Group two think

Peter is always___________________________________

Group three think

Peter is always___________________________________

Group four think

Peter is always___________________________________

Step 2: Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends. And let the Ss to listen to the tape for the first time and to write down the problem.

Step 3: Ask the Ss to discuss the problem in their groups, then let the representative of each group to write down the result on the blackboard.

Step 4: Analyze the results and comment on their answers.

Ps: the processes of Situation 2 and Situation 3 are the same with the steps above.

III. Speaking

Step 1: Ask the Ss to listen to the tape to get the main idea of the text.

Step 2: Tell the Ss to work in pairs. Ask them to complete the chart on SB page 3.

Step 3: Use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions.

Useful expressions:

I’m sure that…

I think that…

Perhaps…

Well, maybe not.

I’m not sure about that.

But what about…

IV. Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

Pre-reading

Step 1. Explain the situation to the students, through brainstorming, ask questions as many as possible according to the use of things listed in the book. For example: What do you need if you want to make fire? What do you use if you want to see your own face?

Step 2: Tell the Ss to work in groups. Ask them to decide on three most useful ones. Encourage the Ss to use the structure I think… because… /I could use it to…/it could be used to…/…would be more important than… because…

Step 3: Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.

Reading

Step 1: Tell the students to read the text silently without using a dictionary. Mark the word or phrase if they can’t guess the meaning of it.

Step 2: Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.

Step3: Ask the students to list words or phrases that they don’t know. Explain important ones if necessary.

1. play 扮演（角色）

play the part/role of, act, act the part/role of, take the part of

2. crash (1) vt. & vi. (使)猛撞；(使)撞毁。例如：

Last night he was so drunk that he crashed his car into the iron railings.

A plane crashed near the South pacific, killing 24 passengers on board.

(2) n. (汽车)撞车事故；(飞机)失事。例如：

We survives although others died in the air/plane crash.

3. desert v. 遗弃；抛弃；离弃。例如

He is so selfish that his friends have deserted him.

Many people hurriedly deserted the city before the war broke out.

deserted adj. 无人的；被抛弃的；被遗弃的。例如：

deserted island 荒岛；deserted street 空无一人的街道

4. alone与lonely的区别

alone adj. 独自一人（只能作表语，不能作定语，无感情色彩）

adv. 独自，单独（用于名词，代词之后时，意思是“只有only”）

lonely adj.（人）孤独的，寂寞的；（地方）荒凉的，人烟稀少的（既可作表语，也可作定语，有感情色彩）

I am alone, but I don’t feel lonely. 虽然我独自一人，但我并不感到孤独。

Chuck Noland lived alone on the lonely island for four years.查克.诺兰德独自一人在荒岛上呆了四年。

We have no idea why he left the company. Tom alone knows the secret.我们不知道为什么他要离开公司。只有汤姆一个人知道这件事。

5. in order to…引导一个表示目的的状语，意为“为了”。

so as to同上，但不能放在句首

He hurried though his homework in order to play football with other boys.

有时可省略in order，直接用不定式表示目的状语，如：

He hurried though his homework to play football with other boys.

in order to的否定形式是：in order not to

He left school early in order not to be late for school.

in order还可以带不定式逻辑主语for sb to do。例如：

He stepped aside in order for me to pass. 他往旁边挪了一下，为的是让我过去。

in order that和so that句型引导的是目的状语从句。

6. even if, even though即使，纵然（引导让步状语从句）。例如：

We can’t get the work done even if/though we stay up all night.

It would not matter even if he should refuse.

7. share常用于下面短语中：

(1) share (in) sth分享；分担

True friends share (in) your sorrows as well as (in) your joys.

I’ll share (in) the cost with you.

(2) share sth (out) among/between sb: 将某物平均分配

(3) share sth with sb与别人共有或合用某物；将某事告诉某人

8. should have done指的是过去的动作，常含有责备的意味，意为“本该……”。如

You shouldn’t have gone to bed so late last night. 昨天晚上你不该睡得这么晚。

A: The fish has gone bad. 这条鱼变质了。

B: You should have kept it in the refrigerator. 这条鱼早该就放在冰箱里了。

Step 4: Ask the students to answer questions about story. (1) How can volleyball become Chuck’s friend? (2) What does Chuck learn about himself when he is alone on the island?

Post-reading

Discuss the questions on page 4 in groups, and finish doing them one by one.

Homework

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises both on student book and workbook.

3. Prepare for the part of Grammar.

Teaching plan III for Language study

I. Word study: Help the students to finish doing the blanks(有意识的引导学生在一定的上下文中找出有关情景。如第一题，下文的never tells lies对上文的honest起到解释作用)。

II. Grammar: Direct and Indirect Speech

1. explain the meaning of Direct and Indirect Speech.

when you change a sentence from Direct Speech to Direct Speech, you sometimes need to change the verb tense. You may also need to change the pronouns in order to keep the meaning.

Direct Speech ←→ Indirect Speech

present past

past past or past perfect

present perfect past perfect

past perfect past perfect.

e.g. “I’ll take care of you,” Chuck said.→

Chuck said he would take care of him.

“Did you get e-mails from your friends?” she asked.→

she asked if I had got e-mails from my friends.

When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.

e.g. Wilson asked, “How long have we been in this place?”→

Wilson asked how long have you been here.

2. Statements

1) He said, “You mustn’t smoke in the room.”

He said (that) I mustn’t smoke in the room.

2) She said, “This house is very expensive.”

She said that house is very expensive.

3) He said, “We’re spending next weekend at home.”

He said (that) they were spending the next weekend at home.

3. Questions

1) “Is it your book?” She asked.

She asked me whether/if it was my book.

2) “Shall I open the window?” He asked.

He asked whether/if he should open the window.

3) “Which chair shall I sit in?” He asked.

He asked me which chair he should sit in.

4) “Why didn’t you stop her?” He asked.

He asked why I hadn’t stopped her.

4. Ask the students to finish doing Grammar Exercise 1 & 2. Then give them the correct answer.

Homework:

1. Ask the students to finish doing Grammar Exercise on workbook.

2. Prepare for integrating skills

Teaching plan IV for Integrating Skills

Step 1. Introduction

An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from.

Step 2. Reading

1. Ask the Ss to listen to the tape, then grasp the meanings of the two e-mail.

2. Ask the students to choose one to reply to. Before the students start writing, they should think about what they want to write.

Note: drop sb a line 给某人写信

e.g. Please drop me a line tomorrow.

Step 3. Ask the Ss to turn to page 88 and learn the reading text Many-flavoured Friends.

1. Ask the Ss to listen to the tape to get the main idea.

2. Let the Ss read the first paragraph and answer question 1-3

3. Ask them to think of words that can be used to describe the different kinds of friends.

4. Let the Ss read the second paragraph and answer question 4 & 5.

5. Let the Ss read the last paragraph and answer question 6 & 7.

6. Answers to question 8 may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

7. Explain some difficult sentences and phrases to the Ss.

Step 4. Homework:

Ask the students to reply the e-mail on page 90 and write it in their exercise books.

Teaching plan V for Exercises and Revision

Step 1. Check the Ss’ work to make sure if they have finished their homework.

Step 2. Proofread the answers of the exercises on workbook.

Step 3. Let the student ask questions if they get problems while doing the exercises.

Step 4. Review the useful expressions:

1. Like and dislike

He / She likes / loves … He / She is fond of …

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

He / She doesn’t enjoy … He / She hates …

He / She thinks … is terrible / boring

2. Making apologies

You said that you would … Why did /didn’t you …?

You promised to … Why did /didn’t you …?

Please forgive me.

I’m very sorry. … It won’t happen again.

I’m sorry I forgot.

Step 5. Review the useful Phrases:

fond of hunt for in order to care about such as drop sb a line

Step 6. Review the grammar: Direct Speech and Direct Speech (1)

1. 转述他人的叙述----陈述句

“I like reading adventure stories,” said

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Write a review about a good or bad film the Ss have seen. They may use the tips on page 35 to help themselves.

篇7：unit 11 语法(新课标版高一英语教案教学设计)

Step I Greeting

Step II Grammar

Word formation构词法

按照语言一定的规律创造新词的方法，叫构词法

International = inter + national

Telephone = tele- + phone

Mankind = man + kind

Broadband = broad + band

Extremely = extreme + -ly

Manned = man + -ed

Hi-tech = high + technology

e-school = electronic + school

IT = information technology

CSA = Chinese Space Agency

Study the ways of forming a word and explain their differences

Step III 构词法的分类

1、合成法

把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法

(1)合成名词

Spaceship highway afternoon

(2) 合成形容词

Cold-blooded hand-made hard-working

(3)合成动词

Safe-guard ill-treat

(4)合成副词

However anywhere anyway

(5)合成代词

Some, any, no可以和 -thing, -one, -body合成代词

2、转换法

转换是指由一种词类转化为另一种词类。

(1)动词转化为名词

He visited the Summer Palace yesterday. 动词

He paid a visit to the scientist last week. 名词

英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。

give a a shout take a seat have a swim make a decision

(2)名词转化为动词

They have booked their plane tickets.

(3)形容词转化为动词

The room gradually quieted down.

(4)形容词转化为副词

How long is the line? 形容词

How long have you lived there? 副词

(5)形容词转化为名词

Something has gone wrong with the machine.

形容词

He didn’t know the difference between right and wrong. 名词

3、派生法

派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。

前缀

a- （形容词、副词） asleep

dis- （否定） discourage

in-i-im-ir- （不、非） impossible

en- (使可能) enable

mis- (误) mistake

re- ( 重复、再) return

tele- （远程） telephone

un-on- (不、非) unfair

后缀

名词

-er -ese -ian -ist -ment -ness -or -tion

形容词

-al -an -ern -ful -ble -ish -ive -y -less

动词

-ly -iza

副词

-ly -ward(s)

形容词

-teen -ty -th

4、缩略法

缩略法就是将原词缩短，在读音和写法上成为新的形式。

Bicycle ------- cycle

Examination-------- exam

Refrigeration-------- fridge

U.N------- the United Nations

USA------ the United States of America

Step Ⅳ Finish the exercises in the book.

Step V: Homework

篇8：新教材U14 Warming up and Listening (人教版高一英语教案教学设计)

Teaching aims: 1.Talk about unforgettable experiences

2. Describe people, things and events, using Attributive Clause.

3. Practice students’ listening skills.

Aids: Tape-recorder.

Step1: Warming up

1.T: You just came back from your National Day holiday. So I want you to tell me something about your holiday.

Q: What did you do in your National Day holiday?

Q: Would you please use one word to describe your holiday?

T: Some of you enjoyed your holiday because it’s interesting. Will you forget it easily? (No). So we can say it’s …(Unforgettable). Some of you just stay at home, they just eating, watching TV, and sleeping, and they feel it’s boring. Now let’s see some unforgettable people, unforgettable things and unforgettable places together.

2.Turn to page 22, and ask students to talk about the pictures, and then make sentences using the words and phrases in a sentence with an Attributive Clause.

3. Students discuss in groups.

4. Q: What other things do you think unforgettable?

Step2.Listening

1. Arouse students’ background knowledge on earthquake

Q: Have you been in an earthquake?

Q: What is it like when an earthquake happens?

2. Make predictions:

Can you guess what might happen to Hank Stram?

3. Listen and check their predictions.

First time: listen and find the main idea

Second time: listen and write down the key words to answer the questions in part 1.

Third time: listen and check the answers.

4. Listen to part 2 and fill in the blanks.

5. Check the answers

Step3. Workbook

1. T: Jill and Grace are in a party and they are going to meet four people.

2. Listen to the tape for the first time.

3. Talk about the story in the listening part. Make sure that students are clear about the relationship about the six people.

4. Listen for the second time.

5. Check the answers.

6. Listen again.

Homework:

1. Prepare for talking and speaking.

2. Collect information on things to do or not to do when meeting a disaster.

外语组:范艺

10月10日

篇9：unit 14-16 教案1(新课标版高二英语教案教学设计)

Unit 14 Festivals

Teaching aims and demands

Goals:

1. Talking about festivals and customs

2. Practise expressing and supporting an opinion

3. Use the Modal Verbs---must, have to and have got to

4. Write an invitation for a festival

Useful expressions:

Expressing and supporting an opinion

In my opinion we should...I believe we should...

I don't think it's necessary to... We must decide...

I hope we can make a decision. If we do this, we can...

I think that...should...

Useful phrases:

dress up; in one's opinion; play a trick on sb; take in

Grammar: Modal Verbs---must, have to and have got to

Teaching plan I

I. Warming up

Step 1: Presentation.

Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.

Step 2: Get the students to look at the pictures and discuss the questions.

Step 3: If the Ss cannot easily discuss these questions in pairs, put them into small groups of four.

Step 4: Encourage Ss to answer these questions as best they can and not to worry too much about finding correct responses.

II. Listening

Step 1: Listen to the tape and finish the exercises.

Step 2: The festival that pairs choose to discuss may be either a Chinese or foreign festival. If it is a Chinese festival, pairs should discuss how it is celebrated in different areas.

Step 3: Ss can think of questions to ask one another in groups or they can use the chart on page 8 in the SB.

III. Speaking

Step 1: Work in groups of four and discuss why your holiday is the best one.

Step 2: Four topics: 1. Peace Day 2. Happiness Day 3. Friendship Day 4. Nature Day

Step 3: Write a role card using the model provided if needed.

IV. Language points

1>If you don't know of any festivals, you can ask your teacher for help.

know of

[用法]知道;了解,懂得(同know about)

[举例]There is one or two things I'd like to know about.

有一两件事我很想知道。

ask for

[用法]1. 要,要求 2. 找(人)

[举例]The miners are asking for another increase in pay.

煤矿工人正在要求再次加薪。

There's an old man at the door, asking for you.

门口有一位老人找你。

2>When is the festival celebrated?

celebrate

[用法]vt. 庆祝 vi. 庆祝,过节

[举例]We held a party to celebrate our success.

我们举行宴会庆祝我们的成功。

Today is his birthday, so we're going to celebrate.

今天是他的生日,所以我们要庆祝一下。

[联想]celebration n. 1.庆祝 2.庆祝活动,庆典[C]

[举例]The party was in celebration of Mother's silver wedding.

聚会是为庆祝母亲的银婚。

A Fourth of July celebration includes a display of fireworks.

七月四日独立纪念日庆典包括燃放烟火。

3>What are some important themes, for example 'family' and 'peace'?

theme

[用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章

[举例]The main theme of discussion was press censorship.

讨论的主题是新闻审查制度。

The theme of the poem is love and peace.

这首诗的主题是爱与和平。

Our school themes must be written in ink and on white paper.

我们学校的作文要用墨水写在白纸上。

4>The two main popular symbols of Easter are the Easter Bunny and Easter egg.

symbol

[用法]n.[C]1. 象征,标志[(+of)] 2. 记号,符号[(+for)]

[举例]The white bird is a symbol of freedom.

这白色的鸟是自由的象征。

We use x as the symbol for an unknown quantity.

我们用x表示一个未知数。

5>No fighting or conflicts are allowed on Peace Day.

conflict

[用法]n.[C]1. 冲突,抵触,不一致,分歧(+between) 2. 斗争,争执,战斗(+between)

[举例]This is an irreconcilable conflict.

这是一个不可调和的矛盾。

Armed conflict is likely to break out between the two countries.

这两国间有可能发生武装冲突。

6>No pollution or destruction of natures is allowed.

destruction

[用法]n.1. 破坏; 毁灭; 消灭

[举例]The flood caused serious destruction to the railway.

洪水严重毁坏了铁路。

[联想]construction n.1. 建造, 建设; 建造术 2. 建筑物,建造物[C]

[举例]The new school is still under construction.

新学校还在建造中。

The building is a construction of wood.

这是木质结构的建筑。

V. Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

I. Pre-reading

Step 1. Presentation

All Chinese know something about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.

Step 2. Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions. Visit each group and make sure that each group member participates. Help the students with vocabulary if necessary.

Step 3. Ask the group leaders to summarize the discussion and report to the class. Compare answers from different groups and have a short discussion.

II. Reading

Step 1. Tell the students to read the text once and then make an outline of the text.

Step 2. Read the text fast and find out why and when Kwanzaa was born.

Step 3. Get the students to read the text again and find the answers to the following questions.

1. When was Kwanzaa born?

2. Why did people celebrate Kwanzaa?

3. What was the largest language in Africa?

4. What are the seven principles of Kwanzaa?

5. When do people celebrate Kwanzaa?

Reference answers：

1. In 1966

2. African-Americans wanted to celebrate their history and culture.

3. Swahili

4. Unity, Self-determination, living together, working together, purpose, creativity, Faith

5. From December 26 to January 1

Step 4. Play the tape and ask the students to listen and follow.

III. Notes

1>The day following Christmas Day, many African-American families get together to greet the new year.

get together

[用法]聚集

[联想]get-together n. 聚会;联欢会

2>The African-American festivals had many things in common: people would get together to celebrate their harvest.

have sth in common

[用法]见高一上册 unit 11

would

[用法]此处：(表示过去的习惯)总是,总会，常常

[举例]He would sit silent for hours.

他常常接连好几个小时默默地坐着。

3>They used to honour their ancestors, celebrate their past, and the group or society they lived in.

honour

[用法]n.1. 荣誉;名誉,面子 2.光荣的事或人(+to) 3. 敬意

vt.1. 使增光;给...以荣誉 2. 尊敬

[举例]We fight for the honor of our country.

我们为祖国的荣誉而战。

He is an honor to our school.

他是我们学校的光荣。

Children should be taught to show honor to their elders.

应该教育孩子尊敬长者。

You honor us with your presence.

您的莅临是我们的光荣。

Will you honor me with a visit?

可否光临指教?

He honors his teachers.

他尊敬他的老师。

4>The festivals were a way to celebrate history and culture, as well as the new year.

as well as

[用法]见高一上册 unit 3

5>We should believe in our family, our people, our teachers and our leaders.

believe in

[用法]1. 信仰 2. 信任 3. 相信...的效用

[举例]Christians believe in Jesus.

基督徒信仰耶稣。

We believe in him.

我们信任他。

Jim believes in fresh air and morning exercises.

吉姆坚信新鲜空气及早****有益处。

6>People celebrate Kwanzaa can enjoy the spirit of their holidays without all the commercial activities of Christmas.

commercial

[用法]a.1. 商业的;商务的 2. 营利本位的;商业性的

n. (电视、广播中的)商业广告[C]

[举例]a commercial traveller

旅行推销员

commercial records

商业性的唱片

The TV show was interrupted by too many commercials.

那档电视节目插进的商业广告太多了,不断被打断。

7>People celebrate it by lighting a candle each day and discuss one of the seven principles of Kwanzaa.

light

[用法]vt.1. 点(火);点燃(+up) 2. 照亮(+up) 3. 使容光焕发(+up)

vi.1. 点着 2. 变亮

[举例]He lit a match.

他划着了一根火柴。

The room is brilliantly lighted up and full of guests.

房间里灯火辉煌,宾客济济。

A smile of triumph lit up her face.

她的脸上闪耀着胜利的微笑。

The match lights easily.

这火柴容易划着。

Her face lighted up at the good news.

她听到这好消息脸上露出了喜色。

principle

[用法]n. 原则;原理[C]

[举例]I take this seriously. It's a matter of principle.

我对此很认真。这是原则问题。

8>Each time we celebrate a festival it changes a little and in that way we keep our culture alive.

Each time

[用法]这里，同 every time，在句中做连词。类似的用法还有一些，请大家注意积累。

9>Our ancestors celebrated the birth of children by giving away red eggs.

give away

[用法] 赠送;分发

[举例]She gave away all her money to the poor.

她把钱都送给穷人了。

10>They made peace after Peter treated her to a nice lunch.

treat

[用法]招待；款待。详见高一上册 unit 12

IV. Post-reading

Discuss the questions in groups, and finish doing them one by one.

Answers to the exercises:

1. 1 People created the holiday so African-Americans could celebrate their history and culture.

2 Many holidays celebrate the arrival of a mew season or a new harvest.

3 All three reunite families.

4 As these questions are a matter of opinion, answers will vary. Of course, some of the principles listed in the reading passage must be included in any good response.

2. False: 1 4 5 True: 2 3 6

V. Homework

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises both on student book and workbook.

3. Prepare for the part of Grammar.

Teaching plan III for Language study

I. Word study

Answers to the exercises:

1. theme, faith, purpose

2. nations, determination

3. joy, ancestors, birth

4. peace, treated

II. Grammar: the Passive Voice

Step 1. Presentation

In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say “Peace for all time” to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use “must” or “have to”. Today we'll learn Grammar-Modal Verbs: must, have to.

Step 2. Get the students to know about Modal Verbs(2)--must, have to, have got to.

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don't have to/haven't got to

3 能够用英语坚决表达某事不可接受或不可取---must not

Step 3. Look at the table and decide which is necessary and which is not. Make sentences using “must, have to, have got to”.

Step 4. Help the Ss finish doing the exercises of this part.

III. Homework

1. Ask the students to finish Grammar Ex. on Wb.

2. Prepare for integrating skills.

Teaching plan IV for Integrating Skills

Step 1. Play the tape for the students to listen.

Step 2. Read the text quickly and work in pairs and ask the questions according to the table. One asks the question. The other answers. Try to form as many questions as possible.

Step 3. Reading and writing

1. Ask the student to complete the chart in the book and use the outline to write a comparison essay.

2. Create your own festival. Fill in the blank on Page 14.

Step 4. List the language points.

1>It is the reminder that we need to care about the world we live in.

reminder

[用法]n.[C]1. 提醒者,提醒物,令人回忆的东西

2. 提示,帮助记忆的记号

2>The festival honours both the living and the dead.

the living and the dead

[用法]the+形容词表示一类

3>It is not a sad day, but rather a time to celebrate the cycle of life.

cycle

[用法]n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车

vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)

[举例]The seasons of the year make a cycle.

一年四季构成一个循环。

He studied the cycle of events leading to the Great Depression.

他研究了导致大萧条的一系列事件。

She goes to work on her cycle.

她骑脚踏车上班。

The machine cycles automatically.

这台机器自动循环运转。

I cycled to the beach.

我骑车去海滩。

4>Our friends play tricks on us and try to fool us.

trick

[用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计

vt./vi.1. 哄骗

[举例]He got into the castle by a trick.

他耍了个花招混进了城堡。

Daily practice is the trick in learning a foreign language.

每天练习是学会一门外语的诀窍。

No one understood how I did the card trick.

谁也没有看出来我是怎样玩纸牌戏法的。

Magicians often perform tricks such as pulling a rabbit out of a hat.

魔术师常常变从帽子抓出兔子的戏法。

They tricked me into making a mistake.

他们骗我犯错。

5>If a person is taken in, he or she is called 'April Fool'.

take in

[用法]1. 让...进入;接受 2. （此处）欺骗

Step 5. Homework:

1. Preview the reading AMERICAN COUNTRY MUSIC on Wb.

2. Finish the Writing on P150.

Teaching plan V for Exercises and Revision

Step 1. Check the Ss’ work to make sure if they have finished their homework.

Step 2. Check the answers of the exercises on workbook and list the language points on workbook.

1>It is likely that people have celebrated harvest festivals even since they began to plant and gather food.

likely

[用法]a.1. 很可能的[+to-v][+that] 2. 适当的,正合要求的[(+for)]

[举例]John is likely to be in London this autumn.

今年秋天约翰可能在伦敦。

The park is a likely place for the picnic.

这公园倒是个适合野餐的地方。

2>On each day there is a special event: a parade of elephants, fireworks and dances.

parade

[用法]n. 行进,行列,游行[C]

vt. 在...游行,在...列队行进

vi. 游行,列队行进

[举例]A parade was held on New Year's Day.

元旦那天举行了游行。

The circus performers and animals paraded the streets.

马戏团的演员和动物在大街游行。

The soldiers paraded by.

士兵们列队走过。

3>The boats used are beautifully painted and decorated with flowers.

decorate

[用法]vt./vi. 装饰,修饰

[举例]The great hall was decorated with flowers.

大厅里装饰着花朵。

4>The king is so popular that the gods become jealous and send him away.

jealous

[用法]a. 妒忌的(+of)

[举例]He was jealous of his friend's reputation.

他妒忌朋友的声誉。

Why is he so jealous?

他为何这么会妒忌?

5>A very special event takes place the night before ChuSuk.

take place

[用法]用法见高一上册 unit 4

6>...the yearly festivals represent our love for family, friends and life.

yearly

[用法]a. 每年的,一年一次的 ad. 每年;一年一度

[举例]I make a yearly trip to the mountains.

我每年进一次山。

Interest is paid yearly.

利息一年支付一次。

Step 3. Let the students ask questions if they get any problem while doing the exercises.

Step 4. review the useful expressions:

Expressing and supporting an opinion

In my opinion we should...I believe we should...

I don't think it's necessary to... We must decide...

I hope we can make a decision. If we do this, we can...

I think that...should...

Step 5. Review the useful words and phrases:

dress up; in one's opinion; play a trick on sb; take in

Step6. Review the grammar: the Passive Voice

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don't have to/haven't got to

3 能够用英语坚决表达某事不可接受或不可取---must not

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Prepare for the next unit .

篇10：Unit 8 period 1 Warming up and listening(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

In this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid.

Ⅱ.Teaching Goals

1. Talk about first aid and medicine.

2. Practise talking about what you should and should not do.

3. Learn to use the Subjunctive Mood (2).

4. Write a process paragraph.

Ⅲ. Teaching Time. Five periods

Period 1 Warming up

Teaching Aims

1．Train the students’ listening ability．

2．Help the students to improve their speaking ability by talking about first aid and medicine．

3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire

Teaching Important Points：

1. Improve the students’ listening ability．

2. Train the students’ speaking ability.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. how to help the students finish the speaking practice.

Teaching Methods：

1．Listening-and-answering activity to help the students go through the listening material．

2．Individual, pair or group work to make every student work in class．

Teaching Aids

1．a tape recorder

2．the blackboard

Teaching Procedures：

Step 1 Warming up

T：Yesterday our class won the basketball match, unluckily, most of the players are badly injured, when your leg was hurt, what should you do?

S: We should do some first aid.

T: How do you come to school every day，Li Hua?

S：I come to school by bike．

T：You must be very careful, because there’re so many cars, motorbicycles，bikes and also walkers on the road every day．If you are not careful enough, you may have an accident．Have you ever seen an accident?

S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．

T：RealIy? Was the boy hurt?

S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．

T：The boy was so lucky．But if his leg is broken, what can we do to help him?

S：I think we should call for a doctor or an ambulance．

T：Yes，I think you’re right．But before the doctor comes, what can we do to help him?

Step 2 Quiz

First Aid Quiz

1. What should you do if you find a person whose leg is bleeding? B

A. Tie a piece of cloth round the leg above the bleeding point

B. Press firmly on the bleeding point using a clean handkerchief.

2. To treat a burn, you: B

A. Rub(涂,擦) some butter on it.

B. Hold the burnt part under cold running water.

3. What should you do if you find a person who has stopped breathing? B

A. Run and find help.

B. Try to start his/ her breathing.

4. What should you do if a person has drunk poison by mistake? B

A. Make the person throw up.

B. Take the person and the poison container to hospital at once.

5. What should you do if you find a person with a knife in his/her back?A

A. Leave the knife in.

B. Pull out the knife

6. What should you do if you find a person trapped under a car? B

A. Try to pull him/her out.

B. Find enough people to lift the car safely.

7. The best way to treat a hurt ankle(踝关节) is to: A

A. Put an ice pack on your ankle.

B. Put a heating pad(电热垫) around your ankle.

Step 3 Warming up

Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out

1. What would you do in these situations ?

2. What could we do to prevent these accidents ?

(Give the students a moment to prepare and then ask some pairs to report their results．)

Picture 1

Drowning

Check to see if he/she is breathing, Try to start his/her breathing, use the mouth- to-mouth method

Never swim in deep water.

A: The drowning man has just been brought out of the water. He is dying.

B: What would you do in the situation?

A: We should lay him on his back and try to start his breathing at once.

B: What could we do to prevent this accident?

A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.

Picture 2

Traffic accident

Call for a doctor or an ambulance, Never pull her out of the car

Find enough people to lift the car safely and take her to hospital at once.

Look at both side when crossing the street.

A: The woman knocked off her bike by the passing car and was badly hurt.

B: What could you do?

A: Don’t move her, and call the ambulance.

B: What could we do to prevent traffic accident?

A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.

Picture 3

Burns

Call 119 first and tell them the exact

Address on the phone.

If someone is badly burnt, we should call 120 to ask for an ambulance.

Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.

A: The man’s house catches fire and is burning down. He is running out of the house.

B: What would you do in the situation?

A: We should find the nearest telephone and call 119.

B: What could we do to prevent the accident?

A: Don’t leave lamps and candles burning in your house, and be careful when you cook.

Picture 4

Bleeding

Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.

Hold up the part of body which is bleeding if possible.

A: The girl is hurt and is bleeding badly.

B: What would you in the situation?

A: We should help her to press firmly on the bleeding point using a clean handchief.

B: What could we do to prevent the accident?

A: Don’t play with knives or the sharp objects.

Picture 5

Cuts

Go to the hospital at once . Never pull it out of the cut.

If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.

A: What should you do if you find the old man with a knife in his arm?

B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you

may cause more damage.

Picture 6

Choking

Make him/her spit by patting her/him on the back..

To avoid this, we shouldn’t talk or laugh when eating.

A: The man is choking while he is eating.

B: What should you do in the situation?

A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.

B: What could we do to prevent the accident?

A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.

(Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid )

Step 4 Speaking

T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do.

Task 1 . Discussion:

What should you do if you find ……

1) a person fall off the second floor ?

2) a person who has stopped breathing ?

3) a person whose leg is bleeding ?

What things at home can be dangerous ?

electrical equipment knives Electric fires hot water Poisons windows ladders

Task 2. Discussion:

How to prevent us from being injured at home ?

Electricity:

Make sure that electric wires are safe and that children can’t touch them.

Cooking

If a pan of oil catches fire, turn off the gas and cover the pan quickly.

Things in mouth:

Don’t leave small things on the floor or table which a baby can put in its mouth.

Poisons :

Don’t pour poisons into other containers, for example, empty bottles . keep them on a high shelf out of the reach of children.

What must you do if you are badly burnt?

Cool the area of skin at once . wash the area of skin under the cold tap of several minutes. Put a piece of dry clean cloth over the area of the burn.

How do you deal with a simple cut ?

Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.

What should you do when a person is bitten by an animal ?

Wash the wound under cold running water, then see a doctor as soon as possible.

More advice

Gas fires : If you are using one of these, check that a window is open.

Water: Make sure that young children can not get close to pools, lakes and rivers by themselves

Ladders : Don’t use them on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.

Additional advice

1. put away knives, forks, containers with hot water beyond the reach of children.

2. tell children not to play with matches, lighters. In short, tell them not to play with fire.

Don’t forget to phone 120 and 110 whenever necessary !

Task 3 work in pairs.

Use the lists of dos and don’ts below to tell each other what you should and should not do.

Safety around the house

Dos

A . make sure that electric wires are safe and that children can’t reach them.

B. if a pan of oil catches fire, turn off the gas and cover the pan quickly.

C . make sure that everyone in your family knows how to call 110 and 120.

D. learn more about first aid.

Don’ts

A. Don’t put poisons into other containers, for example empty bottles.

B. Never leave small things a baby can put in its mouth on the floor or table.

C. Don’t play with electrical equipment.

D. Never use ladders on wet floor.

Useful expressions

You should always…. You must……Make sure that ……. You ought to/should…..

You have to ……You should not ………. You should never……..

You must never….. Never……….. Please don’t…………….

Step 5 Preparation for Listening

T: OK. We've talked much about what we should do when an accident happens and what we should do and shouldn't do at home. I think you've known something about first aid. Look at the Listening part. Here are two pictures. Look at the first picture, please. What can you see?

S: I can see a boy, a nurse and a man.

T: What do you think has happened?

S: I think there's something wrong with the boy, and the man is worried about him and he is explaining something to the nurse.

T: Good. Now, look at the second picture, please. What do you see in the picture?

S: I can see a little girl and her mother, and there's also a nurse.

T: What do you guess has happened?

S: From the ink bottle I guess the little girl may have drunk some ink.

T: OK. From the two pictures, we can guess some information about the stories. Now, read the requirements quickly and find out what to do.

(Give Ss a few minutes to prepare. )

Step 6 Listening

Now read the requirements quickly and find out what to do .

While-listening: listen to the tape and finish the exercises on P58.

1. Listen to the tape. What happened to each child ?

Child 1 : _____________________________ Child 2 :_______________________________

2. Listen to the tape again and answer the questions.

Child 1 child 2

When did it happen ? Was any first aid given? If so what was given ?

3. Listen to the nurse’s questions in the first dialogue and write them down..

1) Can __________________________?

2) What’s ________________________?

3) What did you do ________________?

4) Does __________________________?

Step 7 Summary

T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all

Homework

Preview reading

The Design of the Writing on the Blackboard

Unit 8 First aid

The First Period

Words and expressions:

drown vt./vi, catch fire

bleed vi. be on fire

choke vt./vi, electric

prevent vt. electrical

篇11：高一unit 6单元教案(新课标版高一英语教案教学设计)

Period 1. Warning –up and Listening

Teaching Aims and Demands:

1. To learn some expression of apologies and response properly to apologies.

2. To listen focusing on key words and important sentences

Step 1 warming up

1. To invite two pairs to play two short plays.

First, Situation 1

Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.

Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.

Step 2 Talking

Look at the 4 pictures on the page 36.

1) What do you think is happening in every picture?

2) Can you make a dialogue for every picture?

Complete the dialogues with proper words according to the situation given.

Step 3 Discussion

Discuss in groups, What are good manners?

After discussion, fill in the next table

Good manners Bad manners

Ask Ss:

Do you think you are a person with good manners? Can you tell us a story as an example?

Step 4 Listening.

1) Listen to the tape with this question

How many times does Bill apologize?

2) Listen to the tape for the second time, summarize two problems

3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.

4) Workbook: Listening

Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking

Teaching Aims and Demands:

1. To use the expressions of apologies and possible answers freely through some situations.

2. To distinguish what good manners are and what bad manners are

Ⅰ.Step 1 Speaking. Practice different expressions.

For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.

To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.

In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.

Sample: Dialogue 1

A: Aren’t you going to introduce me to him?

B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.

A: Hi, Alex. Nice to meet you!

Choose three groups to reports.

Step 2 Talking

1) Read the following situations carefully

2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.

3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.

Homework:

1) Choose one of the situations in Talking to write a dialogue

2) Preview Reading

Period 3. Reading ⑴

Teaching Aims and Demands:

1 To get to know the western talk manners

2 To compare Chinese table manners with western table manners

3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.

Step 1 Warming up

1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.

The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.

2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.

3) Brainstorming Judge these manners. Which are good and which are bad.

Can you speak with your mouth full?

Can you use your hand to take food from the plate?

Is it polite to touch the glasses when you toast?

Is it polite to persuade others to drink up after toasting?

Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

1. Ss do scanning for exercise 2( 3minutes for scanning)

In what order will the following dishes be served at a western dinner party

dessert drink main course starter soup

summarize the main idea of every paragraph

2. With following questions, listen to the tape and read carefully.

1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?

2). What do soft drinks refer to? Is white or red wine a soft drink?

3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

Period 4. Reading ⑵

Teaching Aims and Demands:

1. To learn some useful expressions about table manners.

2. To learn some useful words and sentences

Step 1 Carefully Reading

1). Explain some words and expressions( apologize, table manners, impression)

2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).

3). Sum up the text

Finish the exercise 2 on P40

①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking

②toast B. a pair of thing sticks which people in China and Far East use to eat their food with

③breast C. slightly wet

④dishes D. center.

⑤middle E. a practice followed by people of a particular group or region

⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food

⑦chopsticks G. the supper part of your chest; the front part of a bird’s body

⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton

⑨spirits I. Food that is prepared in a particular style

⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings

⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing

⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai

Step 2 Post-reading

1. Discussion:

We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.

2. Ask some groups to report

Step 3 Workbook

1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).

2. Check the answers on P116-117

Homework:

Write a short passage about the discussion.

Period 5 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1. Word study

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Grammar

Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.

In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.

Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.

Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.

Homework: Finish the exercise On P41 and grammar on P118.

Period 6 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1.

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

Homework: Finish the exercise On P41 and grammar on P118.

Period 7. Integrating Skills

Teaching Aims and Demands:

1. Deepen the format of letter

2. To know the structure of a thank-you letter

3. To enable the Ss to write a thank-you letter by studying the samples.

Step 1. Warming-up

Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.

Step 2. Reading

1. Scanning

1). Ask Ss to read the text quickly, and then answer this question:

Why does Amy Zhang thank Sam and Jenny?

2). Ask one student to answer this question

2. Carefully reading

1). Ask Ss to listen to the tape, and imitate the intonation

2). Explain language points: (some important phrases and sentence structure)

think of:

I thought of my hometown when I saw the beautiful scenery.

Be busy with…

I am busy with drawing from Monday to Friday.

It is time to…

It is time to go to bed.

After explanation, finish the exercises on P42

Structure of a thank-you letter

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step 3 Listening

How many countries are mentioned in this passage?

Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.

Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.

篇12：unit 3 Going Places(新课标版高一英语教案教学设计)

I. Background knowledge

Tips for travelling abroad

Whether you are traveling overseas for business , pleasure or study , the best way to ensure a carefree and relaxing trip is to prevent problems before they happen . The more you learn about passports , visas , customs , and other travel basics , the less likely you are to have difficulties during your travels.

Before you go

There is much that you can do to prepare for your trip , depending on where you are going , how long you are staying , and your reasons for travelling.

1. Learn about the places that you plan to visit , such as the language , history , culture , customs and politics.

2. Learn about the travel agents , transportations , and travel insurance.

3. Make sure of the things to take , such as your ID card , passport , the right amount of money （credit card or traveller’s check）, medicine.

4. Learn about the lodging , organized programmes ,

5. Learn about the places to receive mail , telephone.

6. Make sure of the things to leave behind with relatives or friends , such as names , addresses , and phone numbers of persons and places to be visited so that you can be reached in an emergency.

While you are on the way

1. How to deal with the unexpected

If you change your travel plans , miss your return flight , or extend your trip , be sure to notify relatives or friends at home . If you find yourself in an area of civil unrest or natural disaster , please let your relatives or friends at home know as soon as you can that you are safe . Furthermore , upon arrival in a foreign country , you should contact the nearest embassy or consulate to register your presence and to keep your country’s consul informed of your whereabouts.

2. Safety tips

（1）Protect your passport

Your passport is the most valuable document that you will carry abroad . It confirms your citizenship . Please guard it carefully . Do not use it for other things or lend it to anyone . It is your best form of identification . You will need it when you pick up mail or check into hotels , embassies or consulates.

（2）Guard against thieves

Coat pockets , handbags , and hip pockets are particularly the attention of theft. You can try to prevent theft by carrying your belongings in a safe way . For example , consider not carrying a purse or wallet when going along crowded streets . A wallet wrapped in rubber bands is more difficult to remove without notice . Be specially careful in a large crowd （in the subway , on buses , at the marketplace , or at a festival）.

When you return

1. Return transportation

You should confirm your return reservation at least twice , and at least 72 hours before your planned departure . Whenever possible , get a written confirmation . If you confirm your return reservation by phone , record the time , day , and the name of the agent who took your call.

2. Departure Tax

Some countries put an airport departure tax on travellers , which can be as high as $ 50. Please ask the airline or a travel agent about this tax . Make certain to have enough money at the end of your trip so that you will be able to get on the plane.

II. 本单元重点词汇

1. destination －－We travel from our starting point to our destination.

2. transportation －－ _____ What means of transportation do you have ?

_____ I go by car.

3. experience －－She had no experience of life at all.

4. equipment－－A hammer is a very useful piece of equipment.

5. means －－Taking a plane is the fastest means of getting there.

6. adventure －－A flight in an aeroplane used to be an adventure.

7. particularly－－An English-Chinese dictionary is particularly useful for the students.

8. basic －－Reading ability is one of the basic skills in education.

9. separate－－We separated the good ones from the bad ones.

The children sleep in a separate room.

10. normal －－The heavy traffic is normal for this time of the day.

11. similarity －－There are lots of similarities between the two brothers although they have grown up in different countries.

二. 重点词语

consider , means （n.）, situation , destination postcard , wish , prefer , adventure , eaperience , popular , hiking , rafting , instead , equipment , backpack , tip , return , sunscreen , cellphone , protect , paddle , fallen（adj）, whitewater , wear , unless , separate , times , eco-trav-el , combine , environment , normal , schedule , arrive , unpack

三. 重点短语

have to , a means of … , by boat / train / air / bus , get away from … , instead of , get close to … , take exercise , watch out（for）, as with … , think about sth. go on sth , go off to a place . see sb off , say “ Hi ” to sb for sb else . protect … from … , learn about … , use … as … , arrive at / in …

四. 重点句型

1. Why not do … ?

2. How long are you staying in …

3. Adventure travel is becoming more and more popular .

4. Hiking is easy to do and doesn’t have to be very expensive .

5. Rafting is a good way to experience nature .

6. Whitewater rafting is more adventurous and difficult than normal rafting .

7. You need to learn the basic skills of … , such as how to … , how to … and how to … .

8. Eco-travel is a form of travel that combines normal tourism and learning .

9. Instead of simply travelling for pleasure , you can use your trip as a way to protect the environment .

五. 同步语法

现在进行时表现在和将来的用法

六. 重点词语

1. consider

（1）考虑（多作vt）

We must consider the feelings of other people .

That’s what we have to consider now .

The whole matter is being considered .

She began to consider what use could be made of it .

They’ll have to consider whether they can afford it or not .

We must consider what’s to be done .

Have you considered how to get there ?

We have to consider what material to use first .

He considered going to see them in person .

He is considering hanging his job .

We must consider giving it a try .

He says they have already considered over it .

You must consider well over the matter .

Let me consider .

（2）认为（vt）

He considered that a powerful party showld be formed .

We consider that you are not to blame .

We consider Beijing the heart of our country .

We did not consider him a reliable comrade .

Only this can he be considered a communist .

This could hardly be considered a satisfactory solution .

He considered it honourable to go abroad .

It is considered a great honour to have been invited to the meeting .

I consider it a great honour to have been invited to the meeting .

We always consider these people as our true comrades .

We consider him too young to do the work .

He is considered too young to do the work .

2. means（n , 单复数同）方法，手段。

如：There is / are no means of learning what is happening .

Every means has / All passible means have been tried .

3. wish

（1）wish + that从句

I wish I knew what is happening now .

I wish I were rich .

I wish I were a bird .

She wished she’d stayed at home . 她遗憾自己当时不在家。

I wish I would be free tomorrow .

（2）wish to do sth.

How he wished to go home !

（3）wish sb to do sth / wish sth to be done .

I wish you to leave me alone . I do not wish you to stay .

I wish the work to be finished quickly

（4）wish +宾语+补足语

I wish the money back into my pocket . I wish you a pleasant journey .

I wish him every suecess .

△ wish n. 希望，愿望，命令，请求。

He got his wish . His wish is for money . Her wish is for Christmas to come .

4. prefer 宁可，更喜欢

如：I prefer town life to country life . I prefer Dickens to Thackeray .

I prefer riding to walking . I prefer to die rather than（to）become a traitor .

I should prefer you to come the day after tomorrow .

I should prefer the report to come back here .

5. try v. 尝试；审判，考验，努力。

One should try one’s best . Please try this new hat .

Do try some Maotai .

搭配：

If there is no answer at the front door , please try knocking at the back door .

He tried to persuade her to go back home , but falled .

He managed to escape from the enemy .

6. eaperience

eg.

I had an unpleasant experience last year .

People also travel to meet new friends to try new kinds of food , to experience life in other parts of the world .

He asked to be sent to the mountainous area to experience great hardships .

The old man went to university to expevence the life there .

Mary is an experienced English teacher .

7. popular adj.

（1）Jeans are popular among the young .

（2）Jogging is a popular form of exercise .

（3）I’m not very popular with the boss at the moment .

（4）Adventure travel is becoming more and more popular .

（5）popular science popular prices popular music popular novels .

8. by boat / train / air / bus .

by +交通工具（抽象名词），注意不用冠词，不用名词复数，表示乘船/ 火车/ 飞行器 / 公共汽车。这种表达方法也可用on a ship , on a train , on a plane , on a bus , in a car等。

9. get away from … 避免，摆脱，离开。

They travel simply to get away from cold weather . 他们旅行简直是为了摆脱寒冷的天气。

Now he was dead , we could not get away from our sadness . 现在他死了，我们不能摆脱痛苦。

There is no getting away from it . 这是回避不了的。

The girls get away from work at five p. m . 姑娘们在下午五时下班。

She didn’t get away until nine last night 她昨晚9时才走。

10. get close to sb / sth . 靠近，贴近

（1）You will get close to nature 你将接近自然。

（2）There were so many people looking on the big fire that the fire men couldn’t get close to the building on fire . 那么多的人在旁观这场火，结果消防队员们无法靠近起火的大楼。

11. watch out（for）当心，提防

Watch out for dangers , such as spiders , snakes or poisonous plants .

谨防危险物，如蜂蛛，蛇，或有毒植物。

You must watch out for the traffice here . 这里你要当心车辆。

In these days you would easily be cheated if you didn’t watch out .

那时候，你要是不提防，很容易受骗。

But watch out that you don’t get them into trouble . 当心，别让他们碰到麻烦。

12. protect … from … 保护……免受……

He protected the baby’s eye from the sun . 他保护孩子的眼睛不受太阳光的照射。

He raised his arm to protect his face from the blow . 他举起手臂护住脸以免被这一拳打中。

13. have to（一般现在时也常用have got to）意为“不得不，必须”强调客观上的必要；must则侧重于主观上的必要。

have to有时态和单复数的变化，变疑问和否定式要用助动词do（一般现在时也可用Have you to … ?）而must却没有时态和单复数变化。

He has to write to his mother every week or she gets very worried . 他得每周给母亲写信，不然她会挂念的。

I have（got）to meet my partner every Friday 每周五我必须与我的合伙人碰头。（客观，义务，责任）

You must be there on time（主观认为）

He said he had to see me about something important . 他说有些重要的事情必须与我面谈。（主观，过去时）

We shall have to help him as much as possible . 我们将不得不帮助他。（现在将来时）

For the last two years I have had to reduce weight .

这两年来我不得不减肥。（现在完成时）

As a matter of fact , Clark is having to sell his house . 事实上，克拉克现在不得不出卖他的房子（现在进行时）

If I had to choose my job again , I would be a teacher as profession . 如果我还得重新选择职业的话，我将以教书为业（虚拟语气）

（一般疑问句）。

IV. 语言点

1. People also travel to meet new friends , to try new kinds of food , to experience life in other parts of the world , or simply to get away from cold weather.

Experience

（1）V. to feel , suffer , or know as an experience , 常用于to experience joy / difficulties / defeat等

Our country has experienced great changes in the past fifty years.

It was the first time that he experienced the sense of happiness.

（2）n. 表示“经验”为不可数名词，表示“经历”为可数名词。

Experience is the mother of wisdom.

Our journey was quite an experience.

（3）experienced 有经验的

She is an experienced teacher.

get away from : to escape

（1）I am sorry I am late . I was at a meeting and couldn’t get away from it .

（2）You can’t get away from the fact that he is going away.

2. Watch out for dangers , such as spiders , snakes or some poisonous plants.

（1）take care （in giving or reporting orders）当心，注意

You will be in trouble if you don’t watch out.

Watch out ! The police are coming.

（2）keep on looking for 注意寻找（等候）

He has been watching out for the postman the whole morning.

3. Wear a hat to protect yourself from the sun.

（1）protect …from … keep safe from harm , loss , etc. 保护…不受…

Use an umbrella to protect yourself from the rain.

（2）比较protect …from 和prevent …from…

We wear sunglasses to protect our eyes from the sun.

We wear sunglasses to prevent the sun from hurting our eyes.

4. Eco-travel , on the other hand , is a way to travel responsibly.

（1）on the other hand （可是），另一方面；而…却…

He is clever , but on the other hand , he makes many mistakes.

Food here is cheaper than in Britain : clothing , on the other hand , is dearer.

（2）on the one hand , …on the other …一方面…，另一方面…

On the one hand you accept her presents ; on the other , you are rude to the whole family . What’s really your attitude to them ?

5. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks.

It is done on rivers and streams where the water moves quickly.

Yet there are other reasons why people travel.

以上三句中的that , where , why 分别引导三个不同的定语从句。That为关系代词，在从句中做主语；where , why 为关系副词，where 表地点，why表原因，两者在句中均做状语。例如：

This is the novel that I want very much to read.

Do you still remember the restaurant where we had dinner together ?

Could you give us the reason why you were late again ?

V. Fill in the blanks with the proper words and expressions

1. The best way to learn is to learn by _______.

2. I had hoped to take a good holiday this year but I wasn’t able to _______.

3. We had no _____ of finding out the truth.

4. _____ I admire his gifts ,but _____ I distrust his judgment.

5. He raised his arm ______ his face _____ the blow.

6. Keep the onions _____ from the bread or they’ll make it smell.

7. You’ll be cheated if you don’t ______.

8. I’ve got a serious suggestion to make , and I want you to ______ it carefully.

9. For some days the family had lived in a state of _____ because of the wedding.

10. Mrs. Carey as usual went to the door to ______ her husband _____.

三. 重点句型

1. Why not do … ?

eg.

（1）Why not have a break ?

（2）Why don’t you go back ?

（3）如：What about the suit , son ?

2. How about taking a break ? 疑问词+would you most like to … ?

eg.

（1）Where would you most like to go ?

（2）What would you must like to do ?

（3）Who would you most like to go with ?

3. more and more + adj / adv

eg.

（1）Adventure travel is becoming more and more popular .

（2）It’s getting colder and colder .

（3）The train was getting closer and closer to us .

4. Tell sb + where / when

eg.

（1）Tell someone where you are going and when you will return .

（2）He told me that he were going home that afternoon and that he would return the next day .

（3）He said（that）he hadn’t been to India and that his brothers hadn’t been there , either .

5. You should not go rafting unless you know how to swim .

eg.

（1）Don’t come in unless I ask you to .

（2）Parrots don’t speak unless（they are）taught .

（3）Parrots don’t speak if they are not taught .

（4）Don’t come in if I don’t ask you to .

eg.

（1）Times change and so does the way we live our life .

（2）He has been to Shanghai and so have I .

（3）He is a teacher and so am I .

（4）She is clever and so is he .

（5）

（6）

（7）She calls him clever ; so he is , and so is his brother .

7. same adj pron . 同一的，相同的，无变化的。

eg.

（1）He is the same age as his wife .

（2）We have lived in the same house for 5 years .

（3）

（4）Don’t all speak at the same time .（together）

（5）She was laughing and crying at the same time .

（6）At the same time , you must not forget that you are no more than a worker .

（7）He is not very reliable , but I like him all the same .

（8）- Happy Christmas ! - The same to you .

8. separate

（1）adj

eg.

① Cut it into three separate parts .

② These children sleep in separate beds .

③ Mr Green and his wife are living separate（= apart ）now .

（2）separate v.

eg.

① Separate the good ones from the bad .

② England is separated from France by the Channel .

③ The land was separated（up）into small fields .

9. What do you have to consider before you decide which means of transportation you will use ?

10. Imagine that you have a machine that lets you travel in time . With this time machine you could travel to the past or the future .

eg.

（1）That he was late again today is obvious .

（2）The reason why he was punished is that he was late again today .

（3）We all know（that）he was late again today .

（4）Imagine that you have a machine that lets you travel in time .

（5）Is this the film（that）you saw last night ?

（6）You could visit any year you wish .

（7）Then ask three classmates about the year and the place they want to travel to .

11. Well , many people travel because they want to see other countries and visit places that are famous , interesting , or beautiful .

12. Yet there are other reasons why people travel .

eg.

（1）Please tell me the teason why you were late again .

Do you know the reason why she often goes home ?

（2）It is done on rivers and streams where the water moves quickly .

（3）I’ll never forget the days when I lived in the countryside .

13. A raft is a small boat that you can use to paddle down rivers and streams .

14. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks .

eg.

（1）I don’t need rank or pay .

（2）There are already many fallen leaves on the ground .

and yet we can still see many falling leaves in the air .

15. If you are looking for more excitement , you may want to try white water rafting .

eg.

（1）

（2）Have you tried any adventure travel ?

（3）Please try the soup . It’s delicious .

16. You have to be careful not to hit rocks , trees and other dangers .

eg.

（1）be careful not to do sth .

（2）

17. The name “ whitewater ” comes from the fact that the water in these streams and rivers looks white when it moves quickly .

eg.

（1）The news that we are having a holiday tomorrow is not true .

（2）The idea that you can do this work well without thinking is quite wrong .

（3）They have no idea at all where he has gone .

（4）The difficulty lies in the fact that we have no money .

18. You also need to learn the basic skills of rafting , such as how to handle the raft , how to paddle and how to get in and out of the raft .

eg.

I have many questions to ask you , such as how to study English well , when to get to bed and when to get up …

篇13：高一unit 12 Art and literature(新课标版高一英语教案教学设计)

Harry Potter

Teaching Aims:

1. Train the students’ reading ability.

2. Learn and master the following phrases:

in trouble, come across, fight against, succeed, share, believe in, and so on.

Teaching Important Points:

1. Let the student understand the text better.

2. Tell the differences among the following phrases: believe/ believe in, used to do/ be used to do/ be used to doing

Teaching Difficult Points:

1. Master some useful expressions and difficult sentences.

2. Understand what the text is about and the literature is.

Teaching Methods:

1. Listening activity to help the students to get the main idea of each paragraph.

2. Questioning-and-answering activity to help the students to go through with the whole passage.

3. Pair work or group work to make every student work in class.

Teaching Aids:

1. a piece of paper

2. a small blackboard

3. a tape recorder

Teaching Procedures:

StepⅠGreetings

Greet the whole class as usual.

StepⅡRevision and lead-in

T: Do you like reading books?

Ss: Yes.

T: Do you know how many kinds of books?

Ss: …

T shows the kinds of books on the blackboard while Ss are telling them together.

Novel/ poem/ play/ fable/ biography/ fairy tales/ …

T: Then do you know how many kinds of novels?

Ss: …

T shows the kinds of novels on the blackboard while Ss are telling them together.

Short ~/ historical~/ love~/ science fiction ~/ detective ~/ popular ~/ …

T: Do you like seeing films?

Ss: Yes.

T: Do you know the famous film which is made from a book?

Ss: …

T: Have you ever seen Harry Potter?

Ss: …

T: Ok, today let’s learn something about it.

T writes down the title on the blackboard.

StepⅢ Fast reading

T: At first, please turn to P80, read the text quickly and do exercise one of this piece of paper.

At the same time, T hands out a piece of paper:

ⅠPlease choose the correct answer of each question：

1. What is the book about? _________

A.magic B.strange creatures

C.something about the real world D.all of the above

2. From the test we know Rowling is a________.

A.place B.writer C.director D.book

3. What’s Harry’s life before he goes to Hogwarts?_________

A.Adventurous B.Happy C.Unhappy D.Interesting

4. What is taught in Hogwarts? ________

A.Art and music B.History and sports

C.Language and science D.Witchcraft and wizardry.

5. Which of the following is the most important for a person to succeed according to Harry potter? ________

A.His or her family B.His or her appearance（外貌）

C.His or her own character D.His or her friends

(Answers are: D B C D C)

Several minutes later, T asks Ss to stop and checks their answers.

T: Now who’d like to answer, please put up your hand.

S: …

T can ask more students to answer.

StepⅣ Listening

T: I think you have got some information about the text, now let’s do some listening. Please close your books, then listen to the tape carefully, and choose the main idea of each paragraph. We’ll listen to the tape one paragraph by one paragraph. Take a look at the main ideas at first.

Ss: …

On small Bb:

Please choose the main idea of each paragraph:

The text tells us:

A. what Harry Potter learns at Hogwards.

B. what we should do to succeed or be happy.

C. what Hogwards is.

D. what Harry Potter is before he goes to Hogwards.

E. who the writer is and what the story is about.

(Answers are: E D A B )

T plays the tape one paragraph by one paragraph, meanwhile, Ss give answers.

Step Ⅴ Careful reading ( an activity)

T: Just now you got the main idea of the text, now please read the text carefully, find out some questions and ask your partner.

Ss: …

For a while, T divides the whole class into 8 groups and asks Ss to have a competition about asking and answering questions of the text. T writes down the numbers of groups on the blackboard:

1 2 3 4 5 6 7 8

T: You needn’t put up your hands, just stand up, give questions or answer questions, now who would like to be the first one?

Ss: …

While Ss have the competition, T scores their answers and helps them to answer correctly.

Step Ⅵ Practice

T: You did a good job just now. Let’s do some exercises to review the text. Please do exercise two of this piece of paper.

Ss: …

ⅡPlease fill in the blanks with correct words or phrases according to the text：

The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.

(magic, wonders, series, miserable, unusual, friendship, in trouble, comes across, fight against, believe in, succeed, live.)

T asks a student to write down the answers on the blackboard when Ss are doing exercises. If Ss have finished, T checks the answers and gives some explanations about the answers.

StepⅦ Discussion

T: Ok, it is time for you to discuss. Please look at part three of this piece of paper. We also have a competition, and we’ll see which group will laugh at last.

Ⅲ.Discussion:

Please discuss with your partner about one of your favorite books, you should mention the following questions:

1. Who is the writer of the book?

2. Who is(are) the leading role(s) of the book?

3. What does the book mainly talk about?

4. What can you learn from the book?

Ss: …

T gives several minutes to Ss to discuss. After finishing, Ss can show their opinions about one of their best books.

Teaching Notes

1. I think this class is very lively; Ss take part in the whole class actively.

2. Ss cooperate with teacher well, which makes the atmosphere of the class vivid.

3. The class is well organized. Both of T and Ss are not nervous.

4. The voice of teacher is loud and clear, but teacher should pay attention to the speed of speaking.

5. There may be some problems in this class, I look forward to getting more suggestions from other teachers.

高一外语组

欧阳芳

附：

Unit 12 Art and Literature

Harry Potter

ⅠPlease choose the correct answer of each question：

1. What is the book about? _________

A.magic B.strange creatures

C.something about the real world D.all of the above

2. From the test we know Rowling is a________.

A.place B.writer C.director D.book

3. What’s Harry’s life before he goes to Hogwarts?_________

A.Adventurous B.Happy C.Unhappy D.Interesting

4. What is taught in Hogwarts? ________

A.Art and music B.History and sports

C.Language and science D.Witchcraft and wizardry.

5. Which of the following is the most important for a person to succeed according to Harry potter? ________

A.His or her family B.His or her appearance（外貌）

C.His or her own character D.His or her friends

ⅡPlease fill in the blanks with correct words or phrases according to the text：

Ⅲ.Discussion:

Please discuss with your partner about one of your favourite books, you should mention the following questions:

5. Who is the writer of the book?

6. Who is(are) the leading role(s) of the book?

7. What does the book mainly talk about?

8. What can you learn from the book?

篇14：新教材Unit 8 sports(新课标版高一英语教案教学设计)

Teaching Goals

1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

3. Write a sports star’s profile

Period Arrangements six periods

Students intermediate level

【Teaching Aims】

A. Abilities

1. Be able to use the following sentences

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

2. Be able to say something about sports.

B. Knowledge

1. vocabulary continent well-known athlete gold medal torch badminton tie final dive shooting Greece competitor motto further rank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh title gesture facial stand for because of speed skating track and field take part in preparation for

2. grammar

Passive Voice in the future tense

【Studying method】

Preview-to get the students form the good habit of study first by themselves. To improve their study ability.

【Teaching Methods】

1. Talking method to enable the students to express themselves freely.

2. Listening method to improve the students’ listening ability.

【Teaching Aids】

1. a recorder 2. a computer and some slides

【Teaching procedures】

Teaching Procedures of Period 1:

【Teaching Goals】

1. Improve the students listening ability by listening to some materials.

2. Master the useful expressions by using them in the dialogue, meanwhile educate the students to love sports so that they can be healthier and stronger.

【Teaching Methods】

1. Talking methods to enable the students to express themselves freely.

2. Listening method to improve the students’ listening ability.

【Teaching Aids】

1. a recorder 2. a computer

Step1.Warming up

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, make some complements. At the same time, present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis,

tennis ,golf, badminton, bowling, baseball, American

football, ice hockey etc

Events of sports

track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.

Step 2. Speaking

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to

talk about their interests and hobbies and to practise giving reasons for their

opinions.

Step 3. Listening

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. Teacher will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

【Teaching aims】

1. Improve the students’ reading ability by fast-reading and reading.

2. Enable the students to master the new words and expressions, as well as the language points.

3. Train the students to love and take an active part in the sports.

【Teaching method】

1. Discussion method to make the students understand what they’ve learned better.

2. Pair work or group work to get every students to take an active part in teaching-and-learning activities.

【Teaching Aids】 1. a recorder 2. a computer

【Teaching procedure】

Step1. Lead-in

Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.

Five rings Aisa Europe Africa America Oceania

Colour Red Yellow Green Blue

IOC International Olympic committee

Headquater Lausanne Switzerland

Motto swifter higher stronger

Present President Jac ques Rogge

Official language English French Spanish Russian German

Host city of Olympics Sydney Australia

Host city of Olympics Athens Greece

Host city of 2008 Olympics Beijing China

Host city of the first Olympics Athens Greece

kinds Winter Olympics Summer Olympics

Purpose: to help Ss get as much background knowledge about the Olympics as possible

Task 2.Group work to discuss any of following questions:

1).Why do so many athletes want to take part in the Olympic Games?

2).Are the Olympic Games important to our society? Why or why not?

Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.

Step2. Reading

Task1.Skimming to find out what is the reading material going to talk about.

Possible answer: the Olympics

Task2. Scanning to find the topic words

Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics, the modern Olympics, the Olympic motto, the 2008 Olympics

Purpose: to train Ss to glance through the passage quickly to get a general idea.

Task3. Careful reading to find out the main idea of each paragraph.

Purpose: to train Ss how to find out the main idea of a paragraph.

Step3.Consolidation

Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.

Task2.Match the new words and their meanings(See WB Ex)

Task3.Fill in a form about the passage

Olympics Year place China’s gold medals competitors

old Greece no female competitors

1st in modern times

23rd

2000

2008 ? ?

Purpose: to have a better understanding of the passage and note some useful words and phrases.

Step4.Discussion

Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.

Topic1. What is the spirit of the Olympic Games? What can you learn from it?

Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?

Topic3.Is it important to win in a sports match? Why or why not?

Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.

Task2: Debate

Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding

of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.

good effects bad effects

promote the economy costing a large amount of money

make china better known to the world cause disorder to our society

Purpose: to have a further understanding about the Olympics.

Step5.Homework assignment

Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.

Purpose: to cultivate them how to write discussed topics

Teaching procedures of period 3

【Teaching aims】

1. Review the Future Passive Voice.

2.. Enable the students to be able to use the structures in real situations

【Teaching method】

1. Reading method to improve the students reading ability.

2. Doing-drills to get the students to master what they should master.

3. Pair work and group work may enable them to form the habit of cooperation with others .

【Teaching Aids】 a computer

【Teaching procedure】

Step1. Extensive reading (WB)

Task 1. Read the passage and have a discussion about some related questions.

1).What are some problems that unknown athletes have to deal with?

2).Why are the Olympic Games so important to many athletes?

3).Why do stars like Michael Jordan make more money than other athletes?

Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?

Sports Popular /not very popular Reasons

Tennis

Soccer

Table tennis

Badminton

Purpose: to know more about sports and the Olympics.

Step2.Speaking

Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.

Task 2. As for Ss, being Chinese, what will they do for the 2008 Olympics?

Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.

Step3. Language focus

Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.

Structure: Subject+ will be done

Task2. Show Ss a passage about the Olympics, and ask them to change it into passive

voice.(See postscript 2)

Task3. Pair work to ask questions about the passage with what , when, where, how etc.

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

Next week we are going to clear the school as follows:

Monday--- Classroom Building No.1

Tuesday--- Classroom Building No.2

Wednesday--- the computer center and language lab

Thursday--- the science labs

Friday--- the library

Purpose: to consolidate their understanding about the Future Passive Voice

Step4.Homework assignment

Task1. Finish some consolidation Ex of the Future Passive Voice

Task2. Find out as much information as possible about their favourite sports stars Purpose: to encourage Ss to do what they are interested in

Teaching procedures of period 4

【Teaching aims】

1. Review some useful words in the text.

2. Train the students’ writing ability by writing a profile

3. Improve the students’ listening ability.

【Teaching methods】

1. listening to improve the students listening ability

2. Demonstration method to show the students how to write.

3. Discussion method to make every students have a clear idea.

【Teaching Aids】1. a recorder 2. a computer

【Teaching procedure】

Step1.Listening

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking

Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.

Purpose: to work as a preliminary step of writing

Step3.Writing

Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.

Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.

Purpose: This activity is to let Ss find out how to write a profile by themselves.

Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.

Step4.Homework assigment

Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job. Try to write a profile to introduce themselves.

Teaching procedures of period 5

【Teaching Aims】

1. Enable the students to master the useful expressions by making sentences with them

2. Improve the students listening ability

【Teaching methods】

1. Dictation to improve the students listening ability and consolidate the use of some of the phrases they have learnt.

2. Writing to improve their writing ability and encourage them to use their imagination to think about in the future.

【Teaching Aids】 1. a recorder 2. a computer

【Teaching precedure】

Step1.listening

Give students a dictation about the words , phrases and several important sentences

Purpose: to make Ss get used to listening and consolidate what they have learnt in this unit.

Step2.Speaking

Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.

Example sentences:

Eating food I think all food will be turned into juice and chopsticks won’t be used.

Drinking water

Wearing clothes

Building houses

Driving cars

Reading books

…Purpose: to revise the language focus in this unit.

Step3.Reading

Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4) Purpose: to offer Ss further information about sports so that they will have better understanding.

Step4.Writing

Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.

Sport: Soccer Objective: Shoot the ball into the other Team’s goalNumber of players: Two teams of eleven players:ten outfielders and a goalkeepersSports field: Grass playing fieldEquipment: Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Table tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective: Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players: Sports field:Equipment:Basic rules:

Task 2: Write a short essay in which you compare two sports

Step5.Homework Assignment

Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.

Purpose: This activity is designed to check what Ss have learned from this unit

Task2: Assessment

Purpose: to help Ss to reflect on how and what they have learned from this unit

Through the whole unit a good many different kinds of assessment have been presented in the form of listening, speaking, reading and writing. But as a whole unit, I design such two forms to let Ss clearly know their own performances.

Form 1: (total score 5)

listening speaking reading writing

Self assessment

Peer assessment

Teacher assessment

Form 2: set improvement goal

Your name Date

a. What were your goals for this unit?

b. Did you reach your goal?

c. What different ways of learning did you use?

d. Which did you like best?

e. What your goals for the next unit?

f. How do you plan to reach them?

g. Will you ask some of your classmates for ideas and try new ways of learning?

The Olympic Games

Our country will

篇15：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

1) What are cultural relics?

The Great Wall in China; The Pyramids in Egypt; Stonehenge in England

2) What do they have in common?

They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.

3) What does the phrase Cultural relics mean?

relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.

4) Do you know any other cultural relics in China or in the world?

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.

Step 2 Listening

1. Listen to the description of the three cultural Lis sites and fill in the table.

2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.

Step 3 Homework

1. Go over listening exercise on Page 121.

2. Go over Speaking on Page 44 and fill in the table.

3. Think about cultural sites in Nanjing and what should be done to protect them.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of guessing words and reading comprehension.

3. To help the Ss get into a good habit of reading.

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

a. Why do people think St Petersburg is a great city?

b. Why was it so difficult for people to rebuild the old palaces?

c. What did people use to help them rebuild the city?

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

2. Check the homework, giving some explanation if necessary.

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:

We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

Finish the letter.

篇16：unit 6 language points(新课标版高一英语教案教学设计)

（一）Grammar

Restrictive Attributive Clause and Non-restrictive Attributive Clause

（二）Words and Expressions

1. Complete

（1）vt.

① The railway is not completed yet .

（2）adj.

② He is a complete stranger to me .

※ finish , end , completed

③ I have finished the book .

④ I have completed the book .

⑤ The highway hasn’t been completed yet .

2. for a moment

（1）For a moment I thought of playing truant .

※ at the moment

（2）I’m busy at the moment .

※ for the moment

（3）Stop discussing for the moment , please .

※ in a moment

（4）You go first . I’m come in a moment .

3. apologize

（1）He apologized for the relay in replying to the letter .

（2）The waiter was made to apologize to the guest .

4. fault

correct / mend / repair a fault

cover up faults

find fault（with）

（1）Don’t find fault with others .

※ fault , shortcoming , mistake , wrong

（2）It’s his own fault that he failed in the examination .

（3）Though he has a lot of shortcomings , he is a good student .

（4）I took your book by mistake .

（5）You should know right from wrong .

5. introduce

（1）make known by name

① She introduced me to her family .

（2）bring sth. into use or into operation for the first time .

② The boss introduced new ideas into the business .

6. none

（1）Trees were cut but none were planted .

※ no one , none

（2）No one wants to go .

（3）He gave me three books , but one of them is interesting .

7. for the first time , the first time

（1）The girl was criticized by her teacher for the first time .

（2）The first time I met her , I knew we would be friends .

※ time

I went to Zhang Jiajie , I was shocked by its beauty , I’d say it was the most beautiful place I saw .

A. The first time , for the first time B. For the first time , the first time

C. The first time when , at first D. A second time , for the second time

8. surprise

（1）n.

① He looked at me in surprise .

（2）vt.

② The stranger surprised us .

（3）adj.

③ He was surprised at the surprising news .

9. manner

（1）

① I don’t object to what she says , but I really don’t like her manner of saying it .

※ manner , way

（2）Is there a better manner of solving the maths problem ?

（一）本单元重点词汇及短语

apologize to sb. for sth. drink to …

make an apology to sb. for sth. mean to do sth

make / leave a good impression laugh at

a pair of stare at

on the left / on the right make jokes about sb.

start with leave out

keep silent / quiet wish sb. sth.

ask for may sb. do sth

all the time keep in mind

（二）本单元重点功能句

道歉应答

Excuse me . Oh , that’s all night .

Forgive me . Oh , well, that’s life .

I’m / very / so / terribly /sorry . It’s OK .

I apologise for … No problem .

I’m sorry . I didn’t mean to … Never mind

Oops . Sorry about that .

（三）语言点：

1. *I’m sorry . I didn’t mean to …

A : mean to do ：有…意图，打算，想…

（1）I mean to go , and nothing is going to stop me .

（2）I’ve been meaning to write to you for weeks .

（3）I had me out to go on Monday but have stayed on .

*Having good table manners means knowing how to use knives , and forks , when to drink a toast and how to behave at the table .

B : mean doing 意味着……

Missing the train means waiting for another one hour .

2. Knowing them will help you make a good impression .

A. 动名词作主语

（1）Going to the movies is a popular pastime .

（2）Being lost can be an unforgettable experience .

B. make / leave / create a … impression on …留…印象

（1）I didn’t want to give you any false impression .

（2）The school made a bad impression on the parents .

3. It is polite to finish eating everything on your plate , so don’t take more food than you need .

这是一个不定式做主语的句型，其中to finish eating everything是主语，it是形式主语。

（1）It would be a pity to miss the opportunity .

（2）It was his duty to take care of the baby .

（3）It is necessary for a foreigner to get some knowledge about the country he is going to visit .

4. *When drinking to someone’s health , you raise your glasses .

*Although good manners always make you look good , you do not need to worry about all the rules while having dinner with your friends or family .

（1）While hading the apple on the top of the tree , you need to be careful .

（2）Once begun , the machine will run its own way .

5. I wish you all the best .

A. 用wish来表示祝福的结构是wish sb. sth

此外，还可以用may来表示：may sb. do sth.

Wish you good luck .

Wish you a safe journey .

May you succeed .

B. wish表意愿，希望

I don’t wish to leave my mother .

You know I wish you to be happy , don’t you ?

I wish you wouldn’t smoke any more .

6. After the starter you will get a bowl of soup but only one bowl of soup and never ask for a second serving .

ask for：要求得到或给予（常有灵活译法）

（1）May I ask for a photograph of the popular singer ?

（2）Did you get the post card I sent you asking for John’s address ?

（3）She entered it , asked for a cup of coffee and sat down .

ask sb. for sth. 向…要，请…给

（1）He asked the waiter for the bill .

篇17：Unit 5 The British Isles(新课标版高一英语教案教学设计)

Pujiang Middle School Li Ran

Teaching goals：

1.Get the students to talk about pictures.

2.Encourage the students to talk out what they know about the UK and Ireland.

3.Help the students learn to get information by listening.

4.Attention to listening and speaking.

Teaching Important Points:

1.Improve the students’ listening ability.

2.How to express agreement and disagreement. Teaching goals

3.Get the students to talk about pictures.

4.Encourage the students to talk out what they know about the UK and Ireland.

5.Help the students learn to get information by listening.

Teaching Aids:

1.a tape recorder

2.a projector

3.a map and some slides

Teaching Procedures:

Step 1 Greeting: greet the whole students as usual.

Step 2 revision: review the homework with students following correcting the students’ mistakes

Step 3 Warming up

1． Lead-in

(1) What do you think of Pujiang County? Which place impresses you most?

S1: SEL, a pretty place of interest, is attracting lots of tourists every year.

(2) A. There are not many visiting places in Pujiang County as it is a newly developed city. But what about our country? Think what words you will need to describe a country and then give a brief description of China.

S2: Pretty, beautiful, classical, fantastic, more than words, etc

B. There are many famous places in China. Think out one and describe it, letting others guess which place is it?

S3: the Great Wall, Kunming, the Temple of Heaven.

2. Show pictures of some famous places of China.

Ask: Where are they taken?

3. Show pictures of some places of the British Isles

Ask: where are they taken? Then ask the students to say something they know about these places.

S4: 1.Ancien stone cross,it is only can be found in Ireland

S5: 2.old castle,the flag on top is the national flag of Wales:a red dragon with wings, on the flag that is half white and green.

S6: 3.:Scotish soldiers dressed in skilts, they are playing an instrument Bagpipe

S7 4::London bridge

4. (1) Ask the following questions:

Do you know how many parts the UK is made up of?

S8: Scotland/ England/ Wales/Britain + Northern Ireland---the UK + the Republic of Ireland--- the British Isles)

(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.

Then ask the students to look at some cities in the UK and to name them.

5. Group work:

(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)

S9: Beer, Fish&Chips, London bridge, Williams Shakespeare, Charle Dikens, James Bond, Big Ben, , The Beatles, Speakers’ corner, GMT, etc

(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.

(3)What words will you need to describe cities and countries?

History

Geography

Arts

Climate

Keys:

Geography: mountains, hills, rivers, seas, coast, miles, distance, Landscape, etc

History: castles, war, battles, independence, king, queen, etc

Arts: theatre, literature, poetry, folk, customs, etc

Climate: mild, names of months, temperature, rainy, cloudy, fog, windy, etc

Step 4 Listening

Listen to the listening materials and try to finish the listening practice within the limited time.

A. The teacher talks more about the languages in the UK and Ireland. then ask How are classes arranged in schools in the UK?

S10 Four classes in the morning and 3 classes in the afternoon.

B. (1) Listen to the tape and tick the sentences which are true.

1.the conversation workshop is taught on Wednesday afternoon? ( )

2.classes in the computer lab are taught during the third lesson every day? ( )

3.reading is taught in two classes on Friday morning. ( )

4.the library is open on Saturday from 8:30am-10am ( )

5.Dave teaches classes in the computer lab. ( )

Keys: 1. F 2. F 3. T 4. F 5. F

(2) Listen to the tape and fill in the timetable below.

Monday Tuesday Wednesday Thursday Friday

8:30am10:20 am LanguageStudy LanguageStudy LanguageStudy LanguageStudy LanguageStudy

10:30am11:20am Conversation Workshop Computer Lab Computer Lab Reading Workshop

11:30am12:20am Reading Workshop

12:30pm Lunch Lunch Lunch Lunch Lunch

1:00pm2:50pm Skills Practice Skills Practice Skills Practice Skills Practice

3:00pm3:50pm LanguageLab LanguageLab

Language Study----DAVE Reading Workshop----ANDREW

Language Lab----JULIA Skills Practice----FLORA&SARAH

(3) Listen to the tape and answer the following questions.

1. What do you have to do if you cannot come to school on Tuesday?

----phone Dave half an hour before the class.

2. What do you do in the classes of skills practice?

----practice speaking and listening

3. What are the opening hours of the language lab?

----from8:30am to 8:00pm from Mondays to Fridays.

Step5 Extension

1. Talk about our own timetable.

2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.

Step 6 Speaking

Now let’s move to the next part, speaking. Get the Ss to know how to express their agreement and disagreement, giving some Tips:

Don’t you think that…?

I don’t think that’s right…

I don’t think so.

You must be mistaken…

No, you are wrong thinking that…

I’m afraid you’re wrong…

Aren’t you confusing…?

I’m not so sure about that…

Surely it must be….

Yes, you are right, but…

Yes, I agree with you.

I believe that you’ve got it right.

Step7 Summary and Homework

Preview the reading passage “The British Isles”

Language points:

1. The conversation workshop(研讨会，研习班) is taught on Wednesday afternoon.

2. Try to reach agreement on the main points.

① reach agreement on sth .“在某方面取得一致意见，达成协议”

E.g. The two countries didn’t reach agreement on disarmament of nuclear weapons.

② reach an agreement on sth. 在某方面达成协议

E.g. China reaches an agreement on anti-terrorism with the fire countries in the Middle Asia.

3. They think it’s just a matter of looking…

E.g. It’s just a matter of time before Taiwan and mainland unite.

⒋ The Group of Eight consists of the eight richest countries in the world.

Consist of(不用进行时态)，由…组成/构成，同义词为：be made up of, be composed of

E g. The class consists of 48 students =The class is made up of /is composed of 54 students.

Consist in存在，存在于，在于

E g. Happiness consists in contentment. (知足常乐)

Consist with一致，符合

E.g. Theory should consist with practice.

⒌ …island countries have better chances of becoming powerful.

Chance（可能性）+of sth./doing sth; to do sth; that clause

E.g. ① Do we have any chances of winning the game?

③ There’s a faint chance that you’ll find him at home.

⒍ Do island nations have advantages over other countries?

① A have an advantage over B A优于或胜于B, A比B有优势

E g. In ancient movie, Jackie Chan has an obvious advantage over others.

② have the advantage of sth. 有某种优势（优点）

eg. I have the advantage of a first-class education.

③ take advantage of 乘机利用某事物

eg. You ought to take advantage of English programs on TV.

October 17,

篇18：高一unit 3 going places(新课标版高一英语教案教学设计)

I.Teaching aims and demands

1.Topics

1>.make a plan for a trip

2>.tips on a trip

3>.design an eco-travel for local tourism

4>.travel on holiday and write postcards or travel notes

2.Function:

1>intensions and plans

Where would you prefer going...? Where are you going off to...?

How would you like to go to...? How are you going to...?

2>wishes

Have a good/nice/pleasant trip!

3.Vocabulary

consider;means;transportation;board;experience;simply;vacation;nature;basic;equipment;simple;tip;poisonous;paddle;stream;normal;excitement;adventurous;handle;similarity;particular;poison;separate;combine;task get away from; watch out; protect ab/sth from; see sb off; on the other hand; as well as

4.Grammar:present continuous tense

1>describe actions happening now

2>describe actions in the near future

II. Key points

略

The First Period

Teaching objectives:

1. To be more environmentally conscious and safety-conscious

2. To be able to talk about traveling--destinations and means of transportation

3. To be able to listen for specific information, e.g. boarding calls at the airport

4. To be able to give reasons for the choice of means of transportation

5. To learn about boarding procedures at the airport

Step I Introduction

Some questions: What's Unit 3 about? Do you like traveling? Do you know why people like traveling?

But sometimes people do something wrong or something dangerous when they travel. Do you agree?

Look at the four pictures on page 15.

Pair work: Talk about these pictures: What are they doing? What's wrong? What should they do? Say a few sentences about each picture. (Slide 1)

Class work: Get some pairs of students to report their discussion to the class

Step II Preparation

How do people get to the places they want to go to? There are different ways of traveling.

Brainstorming:

Question: What do you have to consider before you decide how to get to your destination?

[1. Cost 2. Comfort 3. Time 4. Safety …] (Slide 2)

Step III Task

Group discussion: The National Day vacation is coming near. Suppose you have the chance to go to one of the following places: Beijing, Haikou, Shanghai and Hong Kong, if you don't want to go to these places, you can decide to go to any place you want to go. Discuss and decide how you will go there and explain why. (Slide 3)

Class work: Have some students report their discussion to the class. (Slide 4)

Step IV Listening

Now let's look at two airports: Hangzhou International Airport in Xiaoshan and Wuhan Tianhe Airport (Slide 5)

Now follow me into the terminal building of Wuhan Tianhe Airport. (Slide 6)

How do we know when we should get onto the right plane? Which gate should we go through? Yes, there will be boarding calls (登机广播). You will hear boarding calls 30 minutes before the plane takes off. Please listen carefully and write down the information you need.

Listening Exercise 1 (page 15)

Next we're going to hear five world travelers talking. Please listen carefully and take down some specific information. You don't have to write every word you hear. Just get down the most important words. If you can't spell some words, you can just write down some letters. For example, write NY for New York, GW for the Great Wall.

Listening Exercise 2 (page 16)

Step V Workbook: Listening

Have you ever traveled by air? I have traveled by air several times.

At the airport you have to go through some boarding procedures before you can get onto your flight.

When you arrive at the airport, you go into the terminal building. First, you

check in for your flight at the check-in desk…Second, …Third, …Finally, when your flight is called, you go through the departure gate in order to get onto the plane…

Talk about the six pictures on page 97 with the whole class before they listen.

Listening (page 97): Listen to the tape and arrange the pictures in the right

order

If there is not enough time for this task, it can be left as homework. Since the

boarding procedures have just been explained, this task should not be too difficult for the students to do by themselves.

Step VI Summary of the lesson

What did we learn in this lesson? Did you enjoy this lesson?…

Blackboard writing:

For your reference:

Boarding procedures for airlines in China 国内航班登机程序

When you arrive at the airport, you go into the terminal building (候机楼). First, you check in (办理登机手续) for your flight at the check-in desk. You show your ID card and plane ticket, and they will give you a boarding card (登机牌). If you have large and heavy bags, you have to check (托运) them there. They will give you a ticket so that you can collect your bags when you arrive at your destination. Second, you go through security (安检), where they check that you are not carrying anything dangerous. Third, if you have time you can wait for your flight in the departure lounge (候机厅). Finally, when your flight is called, you go through the departure gate (登机口/门) in order to get onto the plane. After your plane has landed, you go to the baggage reclaim (行李提取处) to collect your bags. Then you go out into the arrivals area (到达区) of the airport.

Teaching Plan For Unit 3 Going Places

Speaking

Teaching Aims and Demands

Topic: The Time Machine

Goals:

1. To enable the students to express their good wishes by finishing tasks.

2. To develop the students’ critical thinking.

Structure: Review Indirect Speech

Teaching Procedures

Step 1. Warming Up

1. Talk about the transportation and elicit the topic of speaking.

2. Explain what the time machine is.

Step 2. Speaking

Task1: Individual Work

Enable the students to imagine that they have a time machine and ask themselves some questions:

Q1: To which year you would like to go?

Q2: Where would you like to go?

Q3: Why?

Task2: Pair Work

Ask partner about the year and place he/she wants to travel to and make a similar conversation according to the dialogue in the text.

Task3: Group Work

Interview another group and write down the information. Give his/her group a report.(Indirect Speech)

Step 3. Critical Thinking

Present a dilemma for each pair to solve.

Discussion1 : A time machine, need or not?

Make up a simple dialogue and act it out.

Discussion2(Subjoin):Tips for safety

Traveling to the Jurassic Period or the year 3000.

Step 4. Homework

Extensive reading: How to Build a Time Machine

Teaching plan for Unit 3 (Reading)

Sub Topic : Adventure travel

II. Focus : Reading

III. General Objectives

To develop the students’ ability of extracting relevant information and the ability of reading.

To help the students to know what an adventure travel is.

To instruct the students how to make a plan for an adventure travel and learn how to protect themselves.

IV. Teaching Aids

A set of multimedia teaching system, some worksheets

and pictures

V. Teaching approach

Communicative approach

2. Interactive Patterns

(Teacher- class , individual , pairs , groups)

3. Task – based learning

4. Task – based activities throughout the class

Teaching Procedures

Step One Warming up (Pre - reading)

1. Remind the students of their own experience of travel.

2. Talk about different kinds of travel .

Discuss the following questions :

Do you like traveling? Why or why not?

What kinds of travel do you like best? Why ?

What should you pay attention to when you are traveling ?

Would you like to do something different from what

most other people do ?

What do you think this kind of travel is ?

Can you think of some sorts of adventure travel ?

Are you fond of an adventure travel ? Why ?

Step Two Reading

Skimming

This step is designed to get the students to go through the passage quickly to get its gist .

Ask the students to have a quick look at the three subtitles and two pictures to find out the relationship between them. Then use a sentence to describe each picture and invite some groups to report their discussion to the class

Scanning

It is designed to let the students read the whole passage quickly

to get some specific information .

Go through the whole passage quickly and then carry out the following tasks .

① Read the first paragraph fast to find the topic sentence .

② Go through the second paragraph “Hiking” quickly and then discuss the following questions :

Why is hiking a kind of adventure travel ?

Where can you go hiking ?

③ Move on to “Rafting” and ask them to make a list of its main points and fill in a form .

Specific information about rafting

What can you tell ?

1. the basic equipment:

2. the places to travel:

3. activities to do:

④ Compare hiking and rafting . Write their similarities and differences in the chart on the screen .

Extension practice

Extension1: Discussion

Let the students discuss the following questions :

① What preparations should you make before your adventure travel ?

② What are the most basic useful tips for successful hiking and rafting ?

Extension 2: Have a jigsaw activity

Give each group different tips for traveling abroad and then ask them to find the sentences which belong to the same group and then put the sentences together .

Extension 3: Have a competition .

Encourage the students to express their views on hiking and rafting in groups .

Questions : Which of you would like to go hiking ?

Which of you like rafting ? Why ?

And which holds the different views ?

Which likes other adventure travels ?

Extension4: Hold a debate :

According to the students’ choices, divide the class into some groups and ask them to hold a debate .

Positive : It’s worthwhile to go adventure traveling .

Argument: …

Negative: It’s not worthwhile to take the risk .

Argument: …

Step Three Post- reading

1. Create an environment in which students can use what they have learnt .

Play a guessing game :

Talk about their adventure travel in Yuhang which makes a big impression .

2. Ask the students to make a plan for an adventure travel , including time, place, activity, safety rules etc. Invite some groups to read their plans to the class in the form of oral announcement . Encourage them to think of other adventure travels as well .

3. Revise the adventure plan and make some guidebooks . Then send the guidebooks to the visiting teachers and let them choose the most suitable ones or send the guidebooks to Yuhang travel agency.

Step Four Homework

1. Revise the plan for their adventure travel again .

2. Write a composition about one of their adventure travels.

Unit3 4th period Language study

Aims and demands:

1. Learn to define or paraphrase words or phrases.

2. Learn and master the use of the Present Continuous Tense for future actions.

3. Learn new words and expressions: particular, poison, poisonous, go on separate holidays, in a few days’ time, see off, take a taxi, go to some place for a holiday, be off, on holiday

4. Write passages using different tenses of verbs.

Teaching important points:

The use of the Present Continuous Tense for future actions.

Teaching difficult points:

The use of the Present Continuous Tense

How to organize a passage using different tenses of verbs.

Teaching procedure:

Step1 Greeting and revision.

Since we have learned something about traveling, would you please tell me the purpose of traveling? Or, why do people travel? Possible purposes are:

To visit places that are famous, interesting or beautiful.

To meet new friends. To try new kinds of food.

To experience life in other parts of the world.

To get away from cold or heat. To get away from business.

Step2 Word study

So if you want to travel, and enjoy your journey, you’ll have to choose your destination. It is very important. And also you’ll have to consider transportation. A place that you are going to is called _________. ( destination). Let’s fill in the blanks, to define what these words are.

1. destination a place you are going to

2. transportation a means or way of carrying passengers or goods

from one place to another

3. vacation any period of holiday

4. get away from to be away from a place

5. consider to think about something

6. equipment the things needed for a particular activity

7. watch out to take care

8. basic being the main or important part of

9. poisonous having the effect of poison

Step3 Listening and reading.

Listen to the tape and read after the tape. The students work in pairs.

Step4 Acting.

Get several pairs to act out the dialogue.

Step5 Individual activity.

Four groups are arranged for different tasks:

Group A: Try to find out the expressions of good wishes. add more to what you have found.

Group B: Try to find out all the sentences with verb tenses.

Group C: Try to find out sentences with the Present Continuous Tense.

Group D: Try to explain and conclude the use of the Present Continuous Tense

Step6 Consolidation

Expressions of good wishes:

Have a nice time in Guangzhou. Say “Hi” to Bob for me Have a good trip.

Have a good day. Favorite wind.

Good luck. Have a pleasant journey.

Best wishes. Wish you all the best.

May you succeed! Wish you every success!

Enjoy your stay here. Remember me to your parents.

Happy New Year! The same to you.

Get one student to read out sentences with verb tenses.

Step7 Language focus.

Get several students in Group C and D to say what they have just found out.

Jane and Betty are going on separate holidays in a few years’ time.

How are you getting to the airport? Is anybody seeing you off?

My brother Bob is going with me to the airport. Are you going anywhere for the holiday?

I’m going to Xi’an with my parents on Friday. How are you getting there?

Questions:

a. What is the verb form? ( -ing form; present participle)

b. In what tense is the verb used? ( The Present Continuous Tense)

c. Does it refer to the present? ( No, it doesn’t.)

d. What time does it refer to? (The future.)

The Present Continuous Tense may be used for future actions. It is used to denote an action which can be preplanned or prearranged instead of the Future Indefinite Tense. The action is usually regarded as having been decided upon beforehand. When it is used, there is often an indication of time.

What words can be used in this way?

Verbs that can be used are: go, leave, come, get, arrive, meet, see off, take off, return, start, fly, stay, find, etc.

e.g. I’m coming.

I’m leaving at seven tonight.

Step8 Practice

WB Page 100, Exx.3. Translate the following sentences into English.

Step9 Practice

Times change and so does the way we live. Think how things were done in the past, how they are done today, and how they will be done in the future. Fill in the blanks.

Action Past Present Future

Travel Horse Car/plane Spaceship

Reading Scrolls, bamboo books Books, computers Cellphone, electric newspapers

Writing Simple pens Pens and computers Computer pens

Shopping Market Shops and supermarkets Online shopping

Working People worked on farms People work in offices, factories, shops, etc. some still work on farms Work at home, using computers

Step 10. Writing.

Write sentences about the items in the chart above.

Example: In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.

Homework:

Finish WB exercises on Page 99.

Write a passage using the Present Continuous Tense to refer to future activity.

Unit 3 Going places 5 -6th period Writing

Step 1 Warming up 3'

Q1 People travel for many different reasons, yet, why is adventure travel becoming more and more popular?(They are looking for an unusual experience. They like something adventurous. It's challenging! It cultivates perseverance. .)

Q2 Can you give an example of adventure traveler in China? (e.g. Xu Xiake in the Ming Dynsty, was fond of travel and wrote travels;Ss from colleges built some teams to climb large mountains, including Mount Everest; Yu Chunshun took an adventure tour to Tibet.) All right. If you love adventure travel, don't forget safety and do remember the tips given in our text.

Q3 How do you find eco-travel in our country?

(In Zhejiang, for example, the Forest Travel Agency provides us with various tours to some lakes, parks, mountains, villages etc. People can enjoy the mountain scenery, play with some animals, and learn a lot locally. ) Remember, if you are on travel, do travel responsibly!

Q4 What are your last holidays like.(This summer, I went to Qingdao by train together with my cousins and uncle. That's a wonderful experience....)

Step 2 Read and write 8'

1 P. 21 Look at the schedule for Sue's trip. Imagine that you are Sue. Write two letters in which you describe what you are doing, what you will do and what you have done. The first letter should be written on Friday and the second letter should be written on Sunday.

Pay attention to the tips!

2. Ask your partner to read your letters, make sure you use the right tenses in the separate letters(Past indefinite tense, Present perfect tense, Present continuous tense, Future indefinite tense). anything good and anything that can be made better.

3. Read a good version to the class. If you are on a trip, don't forget to write to your parents or just ring them. You can share a lot about the trip with them and after all, you are their children. They will be missing you.

Step 3 Checkpoint 3 2'

will and be going to

We often prefer (am) going to to will for intentions, plans and arrangements:：

We’re going to spend our holidays in Europe.

We often prefer will to (am) going to when we decide to do something at the moment of speaking：

We are really lost, I’ll pull to the side of the road and ask someone the way./If I have time tomorrow, I _________ring you. /It’s our son’s birthday next week so we __________have a party.

Step 4 Discussion 5'

T: Well, As for traveling, if I have time, I prefer going Xishuangbanna, for I am interested in the Water-splashing Festival and the marriage custom of Mosuo people in Lijiang. I will visit Dais Garden in Xishuangbanna, the first natural ecological village in China and join them in the activity of splashing. And I will also pay a visit to the Lake of Lugu, where Mosuo people live. I hope I can communicate with some of them and try to understand their life and culture. Where are you going if you are really offered a eco-travel? And tell what and why you will do.

(Ss may speak in pairs. Ask two or three to demonstrate.)

Put down some structures can be used for “Attitudes”:

Preference: / I prefer..../ I would rather.../I would like(love) to

Intentions and plans: I will (Here we don't use “am going to”)... / I want to.../I intend....

Hopes and wishes: I hope..../I wish.../I am eager to...

Purpose and reasons:. since... /..for... / as..../because... /in hopes of...

Step 5 Read and write 24'

1.Look and say :What do you know about Australia?(Show some relevant pictures)

Using the structures above, talk in groups:①What to see; ②What to do; ③What to learn

2. Reading: Now read a piece of news in the local newspaper.

① What is Adventures-R-Us giving away?

② What will the winner do all in one week?

③ What should you do to win the competition?

3.Writing: Australia, dolphin, the river rafting and it's free. What a trip! It's up to you to write a short passage, explaining your purpose and reasons:. And do remember the tips before writing. List good ideas and make notes..(strong swimmer/speak English/collected some information for dolphin swims/interested in animal life/curious about the separate continent's natural beauty/ unique plants and animals / the cultural heritage /foster environmental and cultural understanding, appreciation and conservation)

Individual work Ss write their essays. and later they are given the following form to evaluate themselves(Self-assessment).Consider your own letters and tick in the next grid if that is true:

What I Can Do

I can plan before I write.

I can write about real things.

I can write stories with a beginning, middle, and an end.

I can use tenses correctly.

I can ask others to read my work.

I can write in complete sentences.

I can put periods at the end of sentences.

I can make my handwriting easy to read.

Group work Ss then should be divided into groups of six or seven. Pass the essays round for perusal, telling the writer what you find interesting, authentic, practical, functional and meaningful in his/her essay, and of course, what could be made better. This should be done in English. Pick out the best one in your group.

Class work Ask the representative of each group to read his/her essay aloud to the class. Make a list of the representatives and decide whose is the most reasonable and persuasive, voting by a show of hands. Then teacher declare the winner, who is going to be given a free trip to Australia. The class congratulate.

Students' names S1 S2 S3 S4 S5 S6 S7 S8

Personal quality (2’)

Activities planned (2')

Any good ideas (2')

Language (4')

Step 6 Discussion 2'

T: Well, most of us are not as lucky as..., but we can find somewhere else to go. So, would you please work in groups of four or five, write down possible destinations and activities, you can use the following questions to get started: Where would you like to go?/ What would you like to do? /What would you like to see?/ What would you like to learn?

Homework 1'

1 Follow the instructions in PROJECT in P.102, write an ad with maps and pictures. Bring it here next time. Let's choose the most suitable trip for us and decide when to go.

2. Work in a team of four or five fill out the Achievement chart

Team goals

What I have learnt How I learnt it

What problems How I solve our problems

Problems I am still having What I am going to solve them

篇19：高二Unit 5 全单元教案Period 1 warming up(人教版高二英语上册教案教学设计)

Unit 5 the British Isles

Teaching aims:

1. Learn and master the following words and expressions:

Consist of, lie off, stand for, Europe, bagpipe, instrument

2. Improve student’s learning interests.

3. Get the students to know more about the British Isles

Teaching important points:

Master the expressions for agreement and disagreement

Teaching methods:

1. Free-talk method to get the students to talk about the UK and Ireland

2. Speaking activity to make the students go through the speaking task and improve the students’ speaking ability

Teaching aids: the map of the world, the pictures

Teaching procedures:

Step1 Lead-in

T: With the development of economy and growing living standard, more and more people like to travel around. And some richer one chooses to go abroad, especially to go to Europe. A travel agent tells me that if you have 0Yuan, you can pay a visit to Europe for about half a month. Now suppose you have enough money and time to go to Europe, which country do you prefer to travel?

S: Greece, Italy, Spain, Holland, France, Norway, Germany and England

T: I hear someone says England, do you mean “英国”

S: Yes

T: I am afraid you are mistaken! England is not the right name of “英国”. Do you think England is an independent country? In fact, it is not an independent country. It is just a part of the United Kingdom. UK is short for the United Kingdom of Great Britain and Northern Ireland. (Write the meaning of UK on the blackboard).

Step2 Warming up

T: To travel some place I think you should know something about it.

T: Do you know something about UK?

S: yes/no

T: Ok. (Someone say yes and others say no) if you don’t know, don’t care. Today we’ll learn a new unit -the British isles. After we have learnt this unit, we’ll know more about UK and Ireland. At First, we should know the geography of the British Isles. Please look at the map of the world. Do you know where is the Europe?

S: (point out )

T: Yes. This part on the map is the Europe. Where is the British Isles? And where is the UK?

T: I’m sure that you are very confusing. What is the difference between the British Isles and the UK? In fact, the British Isles are a group of islands lies off the west coast of the Europe. Now, please look at this map. This is the map of the British Isles. We can see from the map, there are two islands briefly. The large one is called Great Britain, the small one is Ireland. So we can say The British Isles consist of Great Britain and Ireland. (consists of由…组成 pay attention to the usage of consist of) And Great Britain consists of 3 parts. They are Scotland, England, and Wales; While UK consists of the Great Britain and the Northern Ireland. So, UK stands for the United Kingdom of Great Britain and Northern Ireland.

T: Ok. Are you clear about the difference between the British Isles and the UK.

Northern Ireland

(Write on the Bb) Wales

Britain Scotland Scottish

England

Step3 Practice

T: Good. Well, in order to know more about UK further, please look at the pictures on page 33. Could you tell me what are they taken? guess what the picture is taken from: Scotland, England, Wales or Ireland? You should choose the right answer in 2 minutes.

T: Have you got the answers? Ok I will ask some Ss to tell me their answers. could you tell me your idea?

S: I think the picture one is taken from Scotland, picture two is from Ireland, picture three is from Wales and picture four is from England.

T: Do you all agree with her?

S: No, I think picture one is taken from Scotland, picture two is taken from England, picture three is taken from Ireland and picture four is taken from Wales.

T: Do you have the same idea?

S: No.

T: Well, I think it is a little difficult for you to get the right answers. Never mind, let’s do it together.

T: Look at the picture one. What can you see in the picture one?

S: A stone

T: Yes, a stone. What does this cross look like?

S: Cross

T: Yes a cross. (Show a picture of a cross) This is an ancient stone cross, which can be only found in Ireland. Now could you tell me where is this picture taken from?

S: Ireland.

T: Right. Just now we have learnt that the Ireland consists of two parts, do you still remember?

S: Yes, Ireland consists of Northern Ireland and the Republic of Ireland.

T: Very good. And what can you see behind this ancient stone cross?

S: Grass

T: Yes, green grass. Ireland has a mild climate, so green grass can be seen everywhere.

T: Before talking about picture two, please answer me one question. Do you like to read fairy tales? What fairy characters do you know?

S: Yes I like fairy tales. I know Snow White, Cinderella, Sleep Beauty and so on.

T: Do you like to be one of them?

S: Yes.

T: If you were one of them, you were a princess. And where do you choose to live with your prince?

S:Castle.

T: Yes, Castle. (Show a picture of castle) Some place with a lot of castles, can be called Land of Castles and also can be named Fairy Land. Do you think there is a real Fairy Land in the world?

S1: No

S2: May be

T: I can tell you there is a true place called Fairy Land. Do you know where it is? That is Wales. So could you tell me where is the picture two taken from?

S: Wales

T: Yes, you are clever.

T: Look at the picture three, there’re two people in the picture, are they men or women?

S: They are women

T: Why?

S: Because they dress in skirt.

T: But, I am sorry to tell you that you are wrong. They are men dressed in traditional kilts and playing a traditional instrument called bagpipe. (Show a picture of kilts and bagpipe). It is a typical scene seen in Scotland. So this picture is taken from Scotland.

T: Besides these two men, what else can you see in the picture three?

S: Mountains

T: Yes. In Scotland, there are a lot of hills and mountains, so Scotland is famous for its beautiful countryside.

T: Now let’s move into the last picture. What can you see in this picture?

S: A bridge.

T: What’s the name of this bridge?

S: London Bridge (show a picture of London Bridge)

T: Where is London?

S: In England.

T: Yes, so the last picture is taken from England.

T: What other famous architecture do you know in England?

S1: Big Ben (show the picture of Big Ben)

T: Big Ben is a clock acting as the symbol of London, even the United Kingdom

S2: London Tower (Show the picture of London Tower)

T: Is London Tower a real tower?

S: Maybe.

T:In fact, London Tower is not a tower, but a prison.

T: And in England there is a mysterious place called Stonehenge which is a place where ancient people did sacrifice (show a picture of Stonehenge)

T: We know England is also famous for its good education. There’re two world-known universities in England. Do you know what they are?

S: Oxford and Cambridge (show the pictures of them)

T: Until now we have talked something about these four parts of British Isles. Here is the information about what we have mentioned. (Show the table of the information of these four parts)

Ireland northern Ireland & republic of Ireland;

Green grass, mild climate

Wales fairy tales Land of castles, fairy land

Scotland kilt, bagpipe; hills and mountains, beautiful countryside

England Oxford university，Cambridge university; Stonehenge（巨石阵）Big Ben , London tower， London Bridge

Step 4 Consolidation

Do you know some famous people in UK, such as pop stars, sportsmen and poets who we have learnt in the last unit? What is UK famous for? Do you know? You can talk about famous cities, famous people, English food and sports, films, and the way of life... Talk about whatever you know! I will give you 3 minutes, are you clear?

(Show some pictures of David Backam, three bands respectively named Backstreet Boy, Westlife and The Beatles, and Shakespeare. When showing the pictures, I will explain them: David Backham is famous for his right foot. The Beatles, the band of 60s, is the most successful and famous band in the history. Shakespeare until now, is the most famous play write and poet)

Ss: yes

(After 3 minutes)

Famous cities: London ----capital city of the UK Edinburgh ---- capital city of Scotland

Belfast ---- capital city of Northern Ireland Cardiff ---- capital city of Wales

Some other cities:Manchester:home of the football club , Birmingham, Cambridge, Liverpool: the home of the Beatles etc.River Thames

Famous people: David Beckham, William Shakespeare, Charles Dickens, the Beatles, Newton

Food and sports: fish & chips, Beer, high tea, tennis: Wimbledon Championship

, football, golf, horse racing …

Buildings: Buckingham palace, Big Ben, London Tower Bridge Greenwich Observatory 格林威治天文台Westminster Abbey 威斯敏斯特教堂

National anthem: God Save The Queen

Tony Blair Prime Minister

Step 5 Discussion

Many people in the West say that English is one of the easiest languages to learn. Is English easy to learn for Chinese people ? Or is English one of the most difficult languages to learn for people whose mother tongue is Chinese ? Why do you think so?

The British Isles

Northern Ireland

UK Wales

Britain Scotland Scottish

England

Agreement: certainly/surely it must be right Consist of castle（城堡）

Yes, I agree with you. Lie off flag(旗)

Yes, you are right. Stand for cross(十字架)

Disagreement: I don’t agree with you. Bagpipe Buckingham palace I am afraid not. Instrument (白金汉宫)

I don’t think so. Europe

篇20：unit 1 里的语言点详解 (新课标版高一英语教案教学设计)

1.What should a good friend be like?

What + be + sth / sb + like ?是用来询问某事／某人的有关情况的句型，多译为“...怎么样？”；如果主语是人时，则针对人的相貌或品行提问，多译为“...是...的一个人”。

What is the weather like today in Jinchang? It is windy here.

What was the American film like? Very interesting.

What is the new English teacher like?

What should your girl friend be like? She should be beautiful and honest.

2.I hate hiking and I'm not into classical music.

(1)hate=not like 不喜欢，不愿意，后接不定式或动名词。接不定式时表示一种具体的概念，指一时性的或特定的具体行动。接动名词形式时，表示一种笼统概念，指经常性的事，一般倾向，有时两种形式可以混用无太大区别。如：

I hate speaking before a big audience. I hate to say so,but really I have no time to go with you.

(2)注意classical music前没有冠词。用可数n.泛指某一类事物时，名词前不加冠词，如：

He likes cars,houses,music and drink.

2.Rock music is OK,and so is skiing.

(1)so／nor ＋be(助动词或情态动词）＋主语，表示上下文叙述情形相同。若前面是否定句，就要用neither或者nor连接。如：I like playing basketball,so does he. I didn't go there,nor did Mary.

If you go to the cncert this evening, so will I and my parents. My father has never been to Britain, nor has my mother.

She is a student from that middle school. So am I.

(2)so＋主语＋be／助动词／情态动词，主谓语不倒装，用于对上文的进一步的肯定或确认。如：

--The students work hard.--So they do. I thought they should finish the work before nine o'clock and so they did.

--I thought yoou wre a scientist. --So I am. --John did well in this examination. --So he did.

(3) 主语＋be ／助动词／情态动词＋so 表示一人按照另一人的要求做了某事，译为“照办了”

My English teacher told me to hand out the papers he had marked,and I did so.

His mother wanted him to finish his homework right away but the boy didn't want to do so.

(4)So it is(或was)with. . . / It is / was the same with sb 表示上下文叙述内容相同，主要用于上下是不同的谓语或有肯定也有否定的情况。如： He is a student and studies in No.1 Middle School.So it is with her.

--He is quite lazy and never works hard at his lessons. --So it is with his elder sister.

3.Chuch is a businessman who is always so busy that he has little time for his friends.

so that 和so...that (1)so that可引导目的状语从句，从句中的谓语动词通常和can、may、shall等情态动词连用。另外，so that也可引导结果状语从句，意为“因此，结果”，其前通常有逗号。试比较：

①They set out early so that they might arrive on time.他们早早出发为的是按时到达。（目的状语从句）

②They closed the windows so that he shouldn't catch cold.他们关了窗，以便使他免受凤寒之苦。（目的状语从句）

③He did not plan his time well,so that he didn't finish the work in time

④It was raining,so that we could not go out.当时正下雨，所以我们没能出去。（结果状语从句）

(2)so…that分开用，通常引导结果状语从句，可翻译为“如此…以致（因而）”。

＋形容词或副词

＋形容调十a（n）＋单数可数名词

so ＋ many／few＋复数可数名词＋ that…

＋ much／little ＋不可数名词

①He ran so quickly that I couldn't catch up with him.他跑得很快，以致于我赶不上他。

②Jack is so smart a boy that he can work out difficult maths problems quickly. 杰克很聪明，因而他能很快的解出数学难题。

③l've had so many falls that I'm Hack and blue aU over.我跌了这么多跤，以致于浑身青一块紫一块。

④There is so much room in the hall that it can hold many people.大厅里有很大的空间，因此能容纳很多人。

⑤So angry was Tom's mother at the news that she could hardly say a word.

听到这个消息，汤姆的母亲如此生气，以致于几乎说不出话来。

4.He realizes that he hasn't been a very good friend,because he has always been thinking about himself.

(1)has/have been doing是现在成进行时的形式。现在完成进行时表示动作从过去某一时刻开始，一直延续到现在，有肯恩给刚刚结束，也有可能继续下去，它强调动作的连续性。而线在完成时表示动作发生在过去，现在已经结束，强调兑现在的影响和结果。如： I have been reading the book. I have read the book.

He has been writing the book recently. I don't know when he will finish it.

(2)句中的realize或realise是及物动词，意为“认识，体会，领悟；使(计划，希望等）变为现实”。如

I have realized my mistake. Finally I realized what he meant. She realized her dream to be a doctor.

(3)“always”这个表示“经常”的频度时间状语与进行时连用，给现在的动作或过去的动作披上一层感情色彩，这个用法并不强调动作正在进行，试比较：He came home late. She was always coming home late.

5.Even though Wilson is just a volleyball,he bcomes fond of Wilson.

(1)词句中even though意为“即使......，尽管......”，用来引导让步状语从句，可置于主句前，也可置于主句后。如：

Even though you say so,I don't believe it.

He had to find ways that would make it possible for him to speak,read and write,even if/even though he could later only move the fingers of one hand.

(2)“becomes fond of”喜欢上，侧重于“不喜欢”到“喜欢”之间的转化。“be fond of“喜欢......，只是描写存在的状态。两个短语都为系表结构。如：When did you become fond of country music? I have been fond of country music for several years.

6.Chuck learns that we need friends to share happiness and suorrow,and that it is important to have someone to care about.He also learns that he should have cared more about his friends.查克懂得了我们需要朋友来分享快乐，分担痛苦，并且能有一个自己关心的人是重要的。他也懂得以前应该多关心一下朋友。

（1）第一句中，谓语动词learn后跟两个that宾语从句，第二个宾语从句中，是由不定式作真正主语，it作形式主语的句型，即“It+be+adj.+(for /of sb.)to do sth.”这种结构主要是为了是句子保持平衡，以避免头重脚轻。

It's difficult for us to pass CET4. It's important for us to learn English well. It' necessary for you to think carefully before you act.

It's kind of you to say so. It was foolish of him to give up the work. It's kind of you to help me.

(2) 在英语中，若构成 S + be + adj + to do 这一形式时，不定式常用主动形式表示被动意义。不定式和它前面所修饰的名词或代词构成逻辑上的动宾关系，又和该句的主语构成逻辑上的主谓关系。

I have got a letter to write. I have many questions to answer. The books are difficult to read and heavy to carry.

此时若构成不定式的动词不及物时，不定式后必须加上一适当的介词。

She has several children to look after. Please give me a pen to write with.

（3）should have done 表示“本该做某事而没做”，含有责备、惋惜的意思。

You should have finished your homework at five o'clock. Jerry should have kept her word; I wonder why she changed her mind.

We shouldn't have told him the bad news. You see, he now is very sad.

7.几组同义词

1．through和 across

through指从内部穿过，与介词in相关，常用在wood/forest/crowd/vaUey/street/diniculries等词的前面。而across通常指从表面穿过，穿越，与介词on有关，常用在field/street/road/square/river/bridge等词的前面。如：

①Can you see it through the hole? 你能从这洞口看见它吗？

②Go through the woods and you'll see a river.穿过这片树林，你就能看见一条河。

③They swam across the river in the dark他们在黑暗中游过河。

2．alone 和 lonely

alone用作形容词，充当表语或后置定语，意为“独自的，单独的”。用作副词时修饰谓语动词作状语用。但 alore偶而也作“孤独”之意解。而 lonely只有形容词词性，可作前置定语也可作表语，作表语时指一种感觉，具有感情色彩，表示主观上因缺少朋友或独自一人而感到“孤独寂寞”，“冷清’，作定语时常修饰地点词，意为“偏僻的”，“荒凉阿’。如：

I am alone,but I never feel lonely. 我独居但我并无冷清之感。

The old man lives alone in the lonely small mountain village.那老人独自一人生活在荒凉的山村里。

3. one day, some day, the other day 和 another day

（l）one day= on a day past or future过去某一天；将来有一天；指几天前的一天也可用the other day；将来有一天，还可以用 some day，但some day只用于将来时态。如：

One day / On the other day his teacher askal ban to the teacbe office for workbook.有一天老师叫他去办公室取作业本。

Though we failed many times,we will succeed one day/some day.虽然我们失败了许多次，但总有一天我们会成功的。

（2）anothar day意为“改日，改天”，在句中作状语，指近期的某一天。I'll come to see you another day.我改日再来看你。

another day也可以表示过去某一动作或状态延续的“又一天”。 He stayed there for another day.他在那儿又呆了一天。

4.think of, think about和 think over

（l）作“考虑”或“想起”解时，think of和think about同义，可以互相替换。但作“对有...看法”或“评价”解时，只能用think of如：What do you think of the pop star?(认为这位流行歌星如何？）作“仔细考虑”解时，只能用think over。

(2)前两个短语是“动词＋介词”结构，不能拆开使用，宾语必须置于介词后，而think over是“动词＋副词”结构，可以拆开使用，作宾语的名词置于副调over前后均可，但作宾语的人称代词必须置于over之前。如：

①I'm thinking of/about persuading Dad to stop smoking. 我在考虑说服爸爸戒烟。

②What do you think of(不用 about)our English teacher?你对我们的英语老师有何看法？

③Think the problem over. = Think over the problem.仔细考虑一下这个问题。

④Think it over,please.(不能写成：Think over it.please. 请仔细考虑一下这件事。

⑤I'm thinking of/about going abroad,but I haven't decided yet. 我正考虑出国，但还没作出决定。

5. loud, aloud, loudly由作副词时的区别

这三个词都有“大声地”的意思，但有所不同。（l）aloud的意思是“出声地”，有使声音能被听到的意味（而不只是在脑子里默默地“说”），往往与read,think连用。aloud修饰call，cry等动词时，可作“高声地”、“大声地”解。如：

①Please read the story aloud.请朗读这个故事。

②--What did you say? --Oh, nothing, I was just thinking aloud. “你说什么？”“哦，没说什么，我只是在自言自语。”

(2)loud的意思是“大声地”、“高声地”、“响亮地”。在动词后面，一般用loud，不用loudly，在非正式谈话中尤其如此。常与 Ioud连用的动词有talk, speak, shout, laugh等。如：

①He then laughed loud.然后他放声大笑。 ②Don't talk so loud.不要那么大声讲话。（此句中的loud可用loudly代替。）

（3）loudly的意思是“高声地”；有时可与 loud通用，但更多地含有“喧闹”的意味。

①Someone knocked loudly at the door.有人大声地敲门。

②When they were arguing，they talked so loudly that the people in the next room could hear every word．

他们争论的时候，说话声音很大，隔壁的人都听得清清楚楚。

★高一英语教案

★人教新课标第三单元阅读理解(新课标版高一英语教案教学设计)

★高二第四单元教案(新课标版高二英语教案教学设计)

★Unit 3 Australia(新课标版高三英语教案教学设计)

★unit 6 Do you like bananas?教案(新课标版高一英语教案教学设计)

★unit 1 里的语言点详解 (新课标版高一英语教案教学设计)

★人教版高一英语教案

★初一英语教案人教版教学设计

★Eat well and stay healthy教案(新课标版八年级英语教案教学设计)

★新课标高一作文

《unit 14 warming up Period 1(新课标版高一英语教案教学设计)（共20篇）.doc》

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