以下是小编为大家收集的一模块二单元period 7 task 2教案(译林牛津版高一英语必修一教案教学设计)，本文共13篇，希望能够帮助到大家。
篇1：一模块二单元period 7 task 2教案(译林牛津版高一英语必修一教案教学设计)
Skills building 2: reading for gist
Teaching objectives:
To develop reading skills by reading four diary entries.
To understand the mood of the writer.
Important and difficult points:
Reading for gist.
Teaching procedures:
Step 1 Lead-in
Get students to read the instructions and know how to read for gist.
catch the gist or the main pointfocus on descriptive words or expressions
Step 2 Reading
1 Read the four diary entries and fill in the form.
Entries Main points The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
2 Read again and answer:
1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?
Step 3 Reading the Thank-you letter
1 Get students to read and answer:
a What is the main idea of this thank-you letter?bWhich words or expressions are used to make the main point?
Step 4 Consolidation
Have you ever had a problem with your parents similar to Christina’s?
If so, how did you solve it?
If not, write a letter to Christina in the name of George.
Homework:
1 Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.
篇2：一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)
Skills building 3: writing a dialogue
Teaching objectives:
u To develop writing skills by reading the tips.
u To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Lead-in
The language you use in writing a dialogue:
l not too colloquialnot too redundant
l descriptive
Step 2 Reading
1 Read the instructions and know some tips of writing a dialogue.
2 Read Part A and discuss what is wrong with the underlined sentences.
a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3 Read again and do Part B.
A The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 3 Reading the Thank-you letter
1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:
The following should be included in your dialogue. a. What happened between Christina and her mother?
b. What did Christina do then ?
c. How as the problem solved ?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish Workbook Writing on page 93.
篇3：译林牛津 高一一模块二单元period 7 task 2教案
Period 7 Task 2
Skills building 2: reading for gist
Teaching objectives:
To develop reading skills by reading four diary entries.
To understand the mood of the writer.
Important and difficult points:
Reading for gist.
Teaching procedures:
Step 1 Lead-in
Get students to read the instructions and know how to read for gist.
catch the gist or the main pointfocus on descriptive words or expressions
Step 2 Reading
1 Read the four diary entries and fill in the form.
Entries Main points The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
2 Read again and answer:
1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?
Step 3 Reading the Thank-you letter
1 Get students to read and answer:
a What is the main idea of this thank-you letter?bWhich words or expressions are used to make the main point?
Step 4 Consolidation
Have you ever had a problem with your parents similar to Christina’s?
If so, how did you solve it?
If not, write a letter to Christina in the name of George.
Homework:
1 Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.
篇4：译林牛津模块1 Unit 1 Task(1 & 2)(译林牛津版高一英语必修一教案教学设计)
Teaching Aims:
To teach students how to use abbreviations to fill in a timetable
To develop students’ ability of listening to and identifying dates, day, time, venue and events or activities
Teaching Important & Difficult Points:
How to note down information while listening
Teaching Methods: Discussion in pairs or in groups, task-based in-class activities
Teaching Aids: a multimedia classroom; a tape-recorder
Teaching Procedures:
StepⅠRevision
Check the students’ home work: 1) Ask some students to read their five sentences out and let other students make comments about these sentences.
2) Ask students to take out their textbooks and turn to page 88 to check their answers of Part C2.
Step Ⅱ Presentation
1. Students are introduced what a program is and what a program usually includes. “A program is a plan of activities to be done or things to be achieved. It usually includes time, day, date, venue and a description of the event.” And then tell them how to shorthand a program quickly and correctly in order to save time and space. Test them by asking several students to write some short forms of the following on the blackboard and read the short forms aloud.
1. Friday 2. Thursday 3. the third floor 4. January 31
5. April 3 6. September 22 7. 3 o’clock in the afternoon 8. 6:45 in the morning
The short forms are:
1. Fri 2. Thur 3. 3rd Floor 4. Jan 31/ 31 Jan/ Jan 31st
5. Apr 3 6. Sept 22/ 22 Sep/ Sep 22nd 7. 3 p.m./ 15:00 8. 6:45 a.m.
2. Ask the students to practice writing down such detailed information in a real situation in which a famous scientist is being interviewed by a school newspaper reporter about his program for next week. They are listening to the interview and complete the timetable on P12. Just to make sure they have enough time to write down what’s required and self check, allow some time for another time of listening. Later on, check the answers by asking the students to report in full sentences. For example, they should say “On Oct 21, Monday, the scientist will be giving a talk at Datong High School at 9:30 in the morning.” They may need some minutes to prepare in pairs.
Step Ⅲ Listening
1. Let students read the guidelines on page 13 to know what they are asked to do. Then ask them to go over the timetable to get a general idea about the talk.
2. Ask students to listen to the recording twice and complete the timetable individually. Then let them check the answers with their partner to see if they have got the same answers. Let them listen to the recording again if they have got some different answers and want to listen to it once more. Then check the answers with the whole class.
Step Ⅳ Speaking
Ask some students to talk about what talk will be held at what time and what place and who will give the talk. For example:
a) On Friday, the 8th October, a famous writer will come to give a talk at 1:20 p.m. in Room 201, Building 4. He will talk about how to read a novel.
b) A talk about fire prevention will be given by a fireman in Room 503, Building 3 at 2:15 p.m. on Monday, the 11th October. …
Step ⅤPractising (do the listening exercises on page 92)
In the recent years, many countries have opened their doors to Chinese students, and therefore a great many students have decided to go abroad to study. In the past, overseas Chinese students used to study for a bachelor or a higher degree, but nowadays many senior schools students who haven’t finished their study yet are choosing to go abroad, which means young teenagers are now joining in those marching their way towards a new world outside China. Keling is one of them. Now read the guideline on P92. Then listen to the tape and complete the notes.
Step Ⅵ New words from page 12 to page 17
Ask students to turn to page 68 and read the new words (title-run).
Step Ⅶ Homework
Ask students to preview Skills building 2 on page 14 and Step 2 on page 15.
Ask students to preview Skills building 3 on page 16 and Step 3 on page 17.
Period 8 §Task(2-2)§
Teaching Aims:
To help students learn to compare information before making decisions
To develop students’ speaking ability by doing question and answers
To teach students how to write a notice
To develop students’ writing ability by writing a notice to inform their classmates
Teaching Important & Difficult Points:
How to get students to work in pairs in reporting the talks
Teaching Methods: Discussion in pairs or in groups; task-based in-class activities
Teaching Aids: a multimedia classroom; a tape-recorder
Teaching Procedures:
I Skills building 2 and Step 2
StepⅠWarm-up
To make students well prepared for the activities of comparing information and to trigger their interest and curiosity as well, the teacher offers an IQ test.
1. What is it that appears once in a second, once in a month, once in a century, yet not at all in a year or a week? “n”
2. A boy and a pig weigh as much as five boxes. The pig weighs as much as four cats. Two cats and the pig weigh as much as three boxes. How many cats weigh as much as the boy? 6 cats
3. Mr. and Mrs. White have seven children. From the eldest to the youngest, they’re A, B, C, D, E, F and G. A has three younger sisters. B has an elder brother. C is a girl and she has two younger sisters. D has two younger brothers. E has two elder sisters and F is a girl, too, but she and G have no younger sister. Which of them are boys and which are girls? A, B, E, G are boys and C, D, F are girls
Ask them to work them out separately, and then give them some time for discussion. Key information is also to be circled. For example, in No. 3, from “B has an elder brother”, we can infer that A must be a boy. The statements “C is a girl and she has two younger sisters” “F is a girl, too, but she and G have no younger sister” imply that D or E is a girl. At the same time “D has two younger brothers” indicates clearly E and G are boys. So far, we have decided A, E, G are boys while C, D, F are girls. The last crucial piece of information “A has three younger sisters” unveils B’s identity as a boy. From this experience, students must be convinced that comparing information is important and it requires full-scale consideration.
StepⅡ Presentation
1. Ask students whether they could understand the meaning of each sentence in Skills building 2 when they were doing previewing. Let them point out sentences that they don’t understand.
2. Ask students to read the guidelines and the two points again. Show the two points briefly on the screen.
When comparing: 1) read all the in formation carefully
2) make as many comparison as possible
StepⅢ Practising
1. Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.
2. Write down the following on the blackboard. Ask students to read the e-mail and find out the related information:
The title:
The price:
The year:
The writer:
Ask some students to tell what information they can find about the above in the e-mail, and write down their answers on the blackboard.
The title: with the word Dynasties
The price: having the figure 8
The year: after
The writer: a famous professor
Ask students to compare the information written on the blackboard with the list table to see if they can find the book now.
StepⅣ Reporting
1. Ask students to read the guidelines and the class timetable in Part A in Step 2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 13 with the class timetable and write down the topics of the talks they can attend under the class timetable.
(Generally speaking, in this step students are asking and answering questions in pairs with one pretending to be the class teacher, which sounds interesting, but actually proves quite dull in the practice. So the teacher can attempt to transform it into a memory-honing game that is simple to carry out. Allow students some time to prepare. Ask the students who are going to answer questions to memorize as much information about one talk as possible in the given time (say, 30 seconds). Then partners exchange the identities. Allow the same time for the students who take the turn to answer questions. The students who can answer more questions than their partners are the winners. For the second round, they can try to remember the details of two talks at a time. Also they can change partners at their will as well. At last, a final competition can be held in the whole class. It may be another round game between boys and girls. (8 minutes))
2. Ask students to read the guidelines in Part B and work in pairs talking about the talks according to the programme time table on page 13 and the note in Part A. One of them acts as the class teacher, the other act as the monitor. They should take turns.
II Skills building 3 and Step 3
StepⅠPresentation
1. Say the following to students:
Now, you are going to write a notice to inform your classmates of the talks that they are going to attend. Do you know how to write the notice and what should be included in it. (Write down their answers on the blackboard.)
2. Ask students to read the guidelines and the three points in Skills building 3. Let them compare the three points with their answers on the blackboard.
3. Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the important information in it.
The important information (Write the following on the blackboard):
Event: Library closed
Time: next Wednesday to Friday, 16th to 18th November
Reason: The sports meeting will be held.
When to reopen: Sat.(19th. Nov)
The new opening hours: Monday-Friday: 8 a.m.-6 p.m.
Saturday & Sunday: 10a.m.-5 p.m.
Public holidays: closed
Person that gives the notice: Zhong Shengxiao, a staff member of the school library
4. Let students talk about what to do to make a notice attractive. For example, the notice should be written in big and colour words, and one or two pictures or photos are used, etc.
StepⅡ Evaluating
Students share their writings in groups of four, and choose the best one within 5 minutes. The teacher can decide how many to be shared in the whole class. Many criteria can be adopted, such as the handwriting, the length, the degree of its attractiveness, the over-all impression it gives, etc. Stick the picked ones on the blackboard after reading them aloud in class. The voters have some time to take a close look at them and then vote for the “Top Three”. During this period of time, the other students can state their opinions and the reasons for the support.
StepⅢ Writing
1. Ask students to read the guidelines in Step 3 and know what to write in the notice.
2. Ask students to write a notice about the talks in October individually. Then ask two students to present their notices on the blackboard. Ask other students to make comments about these notices. (If time doesn’t permit, let the students write the notice in their exercise-books after class.)
Sample:
Notice
I am happy to inform you that in October we are going to attend five interesting talks. I think we will learn a lot of information. Read the following to get the detailed information about the five talks.
Date Day Time Venue Subject Speaker
8th Oct Fri 1:20p.m. Room201, Building4 How to read a novel Famous writer
11th Oct Mon 2:15 p.m. Room503, Building3 Five prevention Fireman
13th Oct Wed 3 p.m. Room404, Building1 School life in the USA USA student
19th Oct Tue 8 a.m. Room105, Building2 Outer space Scientist
21st Oct Thu 2:30 p.m. Room306, Building2 Fighting AIDS Doctor
22nd Oct Fri 1:20 p.m. Room204, Building3 Famous Football Players Newspaper reporter
27th Oct Wed 10:10 a.m. Room401, Building2 Traffic signs Policeman
29th Oct Fri 10a.m. Room303, Building4 Australian Pop Songs Famous singer
III Homework
Write a notice based on the following information
由于学校要举行运动会，原定于12月6号举行的演讲比赛将被推迟到12月8 号。请你带学校办公室写一则通知，告诉同学们。
Memorize the words learnt in the Section of Task
Translate the sentences in D2, P89 into English on their exercise books
Ask students to preview Part Project
篇5：译林牛津 高一 一模块一单元教案
Grammar and usage
Period one
Teaching aim:
To give a brief introduction to attributive clauses.
Teaching procedures:
1. Tell the students what is attributive clause.
2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.
3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
4. Check the answers with the students.
5. Explain some language points in the article.
6. Give the students some more exercises of attributive clause.
7. Assignment.
Period two
Teaching aim:
To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching procedures:
1. Check the homework with the students.
2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.
4. Tell the students several points that they must pay attention to when they use attributive clauses.
5. Some exercises which are to review what they learn in this lesson.
6. Assignment.
Unit 1 Project Starting a new after-school activity
Period One
Teaching aims:
To learn two articles about after-school activities in school
To learn the use of as and require
To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time?
What do they do when parents come to visit the school?
Who started “Poets of the Next Generation”?
What do the members of the group do when they meet?
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.
principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students?
How do they help the students?
Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school?
Do you like them? Why/ Why not?
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?
Period Two:
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment: (Assignment)
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
Unit 1 Task
Teaching aims:
1. Use abbreviation to fill in timetable.
2. Compare information of two different sources.
3. Write a notice with important information and clear expression.
Procedure:
1-1. Introduce abbreviation.
1-2. Complete school programme timetables with abbreviation
1-3. Compare information of 2 different sources.
2-1 Report the timetable
2-2 Find out important information in a notice.
2-3 Write a notice to notify classmates.
by Miranda Gu
Unit One Word power
Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Homework
1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C.
Self-assessment(1)---Reflections on Unit Learning
Class:___________ Name:____________ Unit:____________
Think about this last unit and write your personal reflections on the following:
The ideas for English learning which I have picked up
The cultural information I have learned
The language I have learned
The strategies I have used to improve my English
The amount of effort I have put into using what I have learned
Other thoughts I have about my English learning
Self-assessment(2)---English Proficiency Test(60 minutes/100 points)
Class:___________ Name:____________ Score:__________
Ⅰ. Multiple choice(10 points)
Ⅱ. Close test(30 points)
Ⅲ. Reading comprehension(30 points)
Ⅳ. Vocabulary(10 points)
Ⅴ. Sentence patterns(10 points)
Ⅵ. Error correction(10 points)
篇6：译林牛津 高一一模块二单元period 7 task 3教案
Period 8 Task 3
Skills building 3: writing a dialogue
Teaching objectives:
u To develop writing skills by reading the tips.
u To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Lead-in
The language you use in writing a dialogue:
l not too colloquialnot too redundant
l descriptive
Step 2 Reading
1 Read the instructions and know some tips of writing a dialogue.
2 Read Part A and discuss what is wrong with the underlined sentences.
a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3 Read again and do Part B.
A The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 3 Reading the Thank-you letter
1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:
The following should be included in your dialogue. a. What happened between Christina and her mother?
b. What did Christina do then ?
c. How as the problem solved ?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish Workbook Writing on page 93.
篇7：一模块unit 2 period1教案(译林牛津版高一英语必修一教案教学设计)
Period 1 Welcome to this unit
Teaching objectives:
u To introduce and develop the theme of growing pains.
u To develop speaking ability by talking about families and problems that happen between teenagers and parents.
u To know more about classmates and their families.
Important and difficult points:
u Get students to understand what growing pains means.
u Make students know the relationship between parents and their teenage children in the USA.
u Help students to form a positive attitude towards relationships between their parents and them.
Teaching procedures:
Step 1 lead-in
Present family albums:
In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.
Who may have growing pains?
What are Growing pains?
When do they probably have growing pains?
How do you solve this problem?
Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore.
Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
Step 2 Brainstorming
Do you love your parents?
Do you always show respect to your parents?
Have you ever quarreled with your parents?
What is your quarrel about?
Step 3 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What will she do?
Picture 3
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Step 4 Picture discription
Imagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.
Invite some Ss to report back their descriptions.
Sharing opinions (group work)
In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.
Step 4 Further Discussion
Discuss the following questions in groups of four.
What do you do when you have family arguments with your parents?
Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
Homework
1 Preview the Reading part.
2 Describe an unpleasant experience with your friends/teachers.
篇8：Period 9 §Project(2-1)§ (译林牛津版高一英语必修一教案教学设计)
Period 9 §Project(2-1)§
Teaching Aims:
To help the students get some information about after-school activities and school clubs
To develop students’ integrated skills of using English
Teaching Important & Difficult Points:
To learn how to note down information while listening
To know the importance of arrangement and teamwork in starting a club
To learn how to start a new school club and design a poster for it
To understand the outline of starting a new school club
To ensure every student to have a chance to express himself or herself
Teaching Methods:
Discussion in pairs or in groups; task-based in-class activities, explanation of some language points
Teaching Aids: a multimedia classroom; a tape-recorder
Teaching Procedures:
StepⅠGreetings and Revision
Check the homework exercises first.
Brainstorm what the students learned in the last class.
Step Ⅱ Lead-in
In the last period, we learned a lot about school activities. We know after-class activities are important to personal development. Having proper after-class activities can even help you go to a good university. So in order to hold school activities conveniently, schools often have some clubs, for example football club, English club, radio club and so on. Does our school have some school clubs? (Yes.) Today, we are going to read two articles about school clubs. Please turn to page 18, look at Part A in Project: Starting a new school club.
Step Ⅲ Reading
Read the passage and try to get the idea what a school club is.
To achieve this purpose, ask the students to read the two short passages on P18.
1. Ask the students to go through the passage and then do some true or false exercises.
(1) The radio station is run by the principal. F principal→students
(2) The radio station started 2 years ago when CD players were allowed in school. F Not
(3) Members of Poets of the Next Generation meet up on the last Friday of every month. T
(4) Everyone was nice and friendly in the group. They liked the first poem Bob read to them. T
2. Go through the passage again and answer the following questions.
(1) What do the student members in the radio station do during exam time?
(2) What do they do when parents come to visit the school?
(3) Who started “Poets of the Next Generation”?
(4) What do the members of the group do when they meet?
3. After the students have got a general idea of what a school club is, ask them to decide what makes a school club. To know it, I will ask them to find out the following facts of a school club.
What (the name of the club): A radio club
Who (who is it that started it): Kate Jones, the writer
When (when was it started): two years ago
Why (the reason why it was started): CD players were not allowed in school; to play music during break time
What (activities students do):
every morning: tell about the weather, the recent news, special messages the teachers want to broadcast
during exam time: the special programme telling students what they should do and what they shouldn’t do
at the end of the school year: graduating students giving messages to their friends and teachers
when parents come: playing songs sung by students, special messages to inform events
(I will give them several minutes to get ready for it. Then I’ll ask one of the group members to present their answers. )
4. Ask students to read the second passage and find out as much information as they can about it.
What: (Poets of the Next Generation)
Who: (Mr. Owen, the English teacher)
When: (the last Friday of every month)
why: thy all love poetry
Things they do: (talk about poems and poets they like, select poems, read out aloud, listen to each other talking about poems)
Step Ⅳ Language points
1. It is great because it is run by the students for the school. (Page18, line2)
run vi.&vt. (ran, run, running)
○1跑，奔e.g.: He ran across the road. 他跑过马路。
○2(机器)运转，转动 e.g.: This machine is not running correctly.这台机器运转得不正常。
○3(公共车辆)行驶 e.g.: The buses run every ten minutes.公共汽车每10分钟一班。
○4流动 e.g.: The river has run dry. 这条河已经干涸了。
○5经营，管理 e.g.: run a school 办一所学校
【相关短语】
run through贯穿，匆忙看一遍
run over（车辆）撞倒并碾过
run out of用完
run out（=given out）被用完
run short 快用完，将耗尽
run away 走掉，跑掉
run away with 偷走，大量消耗
run after 追赶
run for 竞选
run into = run across碰到
run down说坏话，用坏
run around/ round 围绕着（延伸），东跑西跑
2. ……I was required to write a poem and I had to read it out to the group. (Page18)
require v. = to demand by right
○1需要，作为必需品拥有 e.g.: Most plants require sunlight. 大部分植物需要阳光。
○2要求 require sb. to do sth
sth. require doing/ to be done
require that sb. should do sth
e.g.: Students are required to attend classes. 学生必须按规定上课。
The floor requires washing. 地板该洗了。
It is required that all the passengers should show the tickets. 所有乘客都必须出示车票。
3. I am lucky as I am one of the hosts. (Page18)
It was started two years ago as CD player were not allowed in school. (Page18)
(1) adv. e.g.: He runs fast, but I run just as fast. 他跑得快， 但我跑得同样快。
(2) conj. ○1（用于比较）与……一样 e.g.: He can run as fast as I can. 他能跑得和我一样快。
She works in the same building as my sister. 她和我的妹妹在同一大楼上班。
such animals as cats and dogs 诸如猫、狗之类的动物
○2当，正值 e.g.: He dropped the glass as he stood up. 他站起来时，把杯子摔了。
(3) pron. 正如，照 e.g.: as you know正如你知道的
(4) prep. 像….(指处于某种状态、性质、情况、工作等之中) e.g.: He works as a driver. 他以开汽车为业。
as if/ though 好象，好似 e.g.: She spoke to me as if she knew me. 她和我说话的神情，好象她早就认识我似的。
as /so long as 只要 e.g.: You may borrow this book as long as you promise to give it back.
只要你答应归还，你就可以把这书借走。
as to 关于，至于 e.g.: I don’t know anything as to the others. 至于其他，我一无所知。
4. He approved the idea……(Page18)
approve vt. & vi. 批准，通过；赞成 approval n. 反义词： disapprove v disapproval n.
approve of sth/ approve of sb. doing sth赞成，满意
e.g.: The committee didn’t approve of the decision. 委员会不赞成这个决定。
My parents don’t approve of me smoking cigarettes. 我的父母不准许我吸烟。
approve (doing) sth. 批准（做）某事 e.g.: approve a plan/bill批准一个计划/一项立案
5. Our club is much more than just music. (Page18)
more than
○1 多于， 比…多 e.g.: I have more books than you.
○2 more than 可放在数词之前，意为“超过；不止；以上”，相当于over 。
e.g.: Altogether more than 70 percent of the surface of our planet is covered by water.
整体说来，我们这个星球表面有 70% 以上都为水所覆盖。
○3 more than 可放在名词之前，表示“不只是；不仅仅”。
e.g.: Hibernation is more than sleep. 冬眠不仅仅是睡眠。
Bamboo is used for more than building. 竹子不只是用于建筑。
○4 more than 用于形容词或副词前，作“非常；十分”解，与 very 同义。
e.g.: She is more than careful in doing things. 她做事非常细心。
In class, he listens more than attentively. 在课堂上，他听讲十分认真。
○5 more … than 之后接含有 can 的从句时，同样表示否定意义。
e.g.: Tom has more insolence than I can stand. = Tom's insolence is more than I can stand.
汤姆的傲慢使我难以忍受。
This secret is more than we can let out. 这个秘密我们是不能泄露的。（主语 secret 是 let out 的逻辑宾语）
○6more … than 意为“与其……不如……”；“是……而不是……”，常可与“ rather than ”或“ not so much … as ”互换e.g.: He is more like a spear than anything else. = He is like a spear rather than anything else.
= He is not so much like anything else as like a spear. 与其说他（指大象）像别的什么东西，不如说他像一根长矛。
He is more poltroon than cautious.与其说他谨慎，不如说他是怯懦。
Step Ⅴ New words.
Ask students to turn to page 68 and study the new words that appear on page 18.
Step ⅥHomework
Memorize the words and expressions included in the articles on P18 and get ready for a dictation.
篇9：Period 3：Reading, Speaking &Writing Task (译林牛津版高一英语必修三教案教学设计)
Period 3：Reading, Speaking &Writing Task
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：
catalogue; donate; voluntary; purchase; anniversary; seed; sew; ox; trunk; tractor; Kenya; click; tailor; political; distribute; distribution; security; operate; clinic
2)学生掌握下列词组的意思并能在句子中熟练运用：
in need; sewing machine; trunk library; choose from
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等方式更快速并准确地确定文章的大意，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)根据提纲，快速构思完成英语习作的技能。
3. 语言能力目标
增强阅读理解能力和书面表达能力。
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：阅读能力、写作能力的培养和提高
2. 教学难点：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; 用英语说明自己学习生活情况的能力
三、教学准备
1．学生的学习准备：熟读本单元的单词词组，想一想如何用英语向别人介绍自己的情况
2．教师的教学准备：查找“希望工程”的相关信息
3．教学用具的设计和准备：制作与课文相关的多媒体课件。
四、教学过程
Step 1 Pre-reading
Several questions: 1. What can we do for the children in poor areas or countries?
2. Have you ever tried to send a gift or something to the children in poor areas or countries? How can you send the gift to them?
Now let’s read the passage”The World’s Most Useful Gift Catalogue”
[设计说明] 通过几个问题直接引入要学习的内容。由于第一篇课文介绍志愿者在巴布亚新几内亚共和国部落教书的经历，所以提问What can we do for the children in poor areas or countries?学生可能会回答：teach the children，也可能会出现这样的答案，如：send some clothes/some money/some gifts to them.这样教师可以顺利地进入下面的问题：How can you send the gift to them?随后进入课文的阅读。
Step 2 Reading and speaking
1. Read the passage and answer the following questions:
1)What’s the passage about? (How to send a gift to those who need them.)
2)Where is the list of the gifts? (It is on the left side of the page.)
3)What’s the purpose of the Internet page? (Let people give an unusual gift to the poor.)
4)In the Internet Page, there’s a card on the right.How can you get it?
(When you choose from the catalogue a gift for some of the world’s poorest.)
5)What occasions(场合)can you use the cards for?
(Weddings, births, birthdays, Christmas or anniversaries,etc..)
6)In what kind of order are the gifts listed? (In order of price.)
2. On the Internet page, when you click on each gift, you get a description of that gift. In pairs, write the correct gift(A to U)from the Internet page next to each description below.
1) This gift allows a woman who is a trained tailor to make some income,giving her and her family a better future.(India, Tanzania, Kenya)
2)This gift gives a person the opportunity to acquire basic reading and writing, and life skills. Adults develop the confidence to partcipate in the social, economic and political lives of their communities. (Nepal, India, Bangladesh, Uganda)
3)This gift covers the cost of production and distribution of seedling, as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert. (Kenya, Tanzania, India)
4)This gift buys a goat. A goat gives milk and is a valuable income. Goats increase in mumber quickly and add much to a family’s food and financial security. They are easy and fun for children to care for. (Nepal, India, Uganda)
5) This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages. (Southern Sudan)
6) This gift gives a child a good start in life. Community schools provide good quality education for children who would otherwise have no opportunity to attend school. (Bangladesh, Kenya, Uganda)
(Key: 1.N 2.G 3.A 4.J 5.F 6.I)
[设计说明]作为语言运用部分的阅读文章，“世界上最有用的礼物清单”通过图文结合的方式，介绍了一些特殊的礼品，阅读难度不大。所以只设计了两个练习来帮助学生理解课文内容。第一个练习是学生快速阅读后回答问题，第二个练习是仔细阅读后找出合适的捐赠项目。之后，可以简单提提文中出现的短语：in need, choose from，及两个名词短语sewing machine, trunk library。
Step 3 Writing (p75 in Workbook)
1. Introduce some information about Hope Project
T: In fact, not only in PNG, India, Kenya, but also in China, many children in poor areas still need help. Their parents have no money to afford to keep them at school,although they are so dying for school. In some areas, the classroom are badly-equipped.(Show some pictures to the Ss and then introduce Hope Project.)
2. Shanshan is a 11-year-old girl from Gansu Province whose family cannot afford to keep her at school. You have just decided to sponsor(资助) her. Shanshan loves practising English. Write a short letter to her in English. The following points should be included in your letter.
A writing sample:
Hello Shanshan,
My name is Steve and I’m really pleased that I can help you stay at school.I’ve heard that you love practising English so I’m also practising my English in this letter.
Let me tell you a bit about myself.I’m 16 years old and I go to No.2 Middle School in Bejing. My favourite subjects at school are maths and science. I have a great group of friends that I play soccer with every lunchtime. In my spare time I like going to the movies and reading.
I live with my mum and dad in an apartment on the 15th floor. I have two sets of grandparents. My mum’s parents live far away in Shandong, but I see my othere grandparents often as they live near us.
I’d live to get a letter from you and to learn about your life in Gansu.
Yours sincerely,
Yang Xiaoping
[设计说明] 由捐助说到了中国农村很多孩子因贫困无法上学，介绍”希望工程”，再过渡到如果你捐助了一个学生，给她写封信，介绍你自己的学习和生活情况。信的提纲已经给出，这便于学生快速构思，有助于学生在课堂上规定的时间内完成习作。如果时间不够，学生仅仅完成初稿，可以把修改和誊抄的工作作为家庭作业布置下去。
篇10：Module4 unit 1 全单元教案Period 7&8 Task(译林牛津版高一英语必修四教案教学设计)
Advance With English Module 4
Unit 1 Advertising
Analysis of the teaching material:
This is the 7&8th periods of Unit One. In this period we’ll deal with the task part and learn some useful skills.
Objectives:
1. To learn how to listen for statistics and descriptions
2. To learn how to state opinions and give supporting reasons
3. To learn how to use different sentence types correctly.
Teaching important point:
How to help the students learn and practice the skills of listening, reading, speaking and writing together.
Teaching approaches:
Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson . Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.
Interaction Patterns: Teachers -class, individuals, pairs
Ss’ ability to work both independently and together is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 Skills building 1: listening for statistics and descriptions
1. how to read statistics correctly
2. when listening we should care about:
(1) an increase
(2) a decrease
(3) no change
(4) trends
(5) a range
(6) a limit
3. listening practice on Page 12
4. Step One: completing a bar chart
Step 2 Skills building 2: stating opinions and giving supporting reasons
1. how to state opinions and give support reasons
2. pair-work
3. step 2: talking about advertisements:
(1) Ask Ss to finish A---conduct a survey.
(2) Help Ss to finish B---role-play.
(3) Make Ss to finish C---writing.
Step 3 Skills building 3: using different sentence types correctly
1. Help Ss to understand different sentences types with the help of the table.
2. Ask Ss to finish the practice on Page 16.
3. Step 3: writing an advertisement
(1) Ask Ss to finish Ex.A on Page 17.
(2) Have Ss to finish Ex.B on Page 17.
Step Four: Homework
1 Finish your article.
2 Make good preparation for Project.
（撰写人：南京五中 黄祖明 方玉勇）
篇11：Period 2, Unit 3 Reading(译林牛津版高一英语必修二教案教学设计)
学习目标：1. To understand and retell Amy’s weight-loss experience；
2. To find different opinions about heath & beauty by reading the text carefully;
3. To discuss and show your own ideas about health and beauty.
技能训练：1. To practise reading skills by finding certain information and reading for gist;
2. To practise speaking skills by discussing and presenting opinions;
3. To practise communicating skills by cooperating in groups to finish the tasks;
4. To practise writing skills by summing up some ideas for the writing task.
重点难点：1. Retell Amy’s weight-loss experience after reading the text;
2. Present different opinions about heath and beauty;
3. Write to give advice on how to keep looking good and feeling good.
自主预习任务提示：
1. 识记课本单词表中与本课文相关的词汇和短语。
2. 理解本课中的阅读策略提示，即关注带有however和but的句子，其前后表达的意思和情感都是相反的。在读课文时把带有however或but的句子都标注出来，仔细理解和体会。
3. 通读P42---43课文，并独立完成文前A部分和文后C1、C2部分的练习。与小组内同学讨论交流，以核对练习答案的准确性。
4. 与班内或组内同学交流，积累一些和课文中提到的相似或相反的事例，并就“美与健康”这一话题思考得出自己的结论，组织语言，为课内的活动做准备。
学习过程：
Step 1. Warm up (热身)
Music or daily report or other regular tasks to warm up for English class.
Step 2. Revision (复习)
Homework checking. Or review what we’ve learned in last period.
Step 3. Presentation(导入)
Topics: 1. Do you want to look more attractive? What to do?
2. Are you worried about your weight or your figure?
3. Have you tried any weight-loss pills? Why or why not?
Here our text introduces a girl named Amy who has tried some weight-loss pills, let’s read and see what happened to her.
Step 4. Reading(阅读)
1. Reading for gist:
Read the text & find answers to the following questions as quickly as possible:
Why does Amy take the weight-loss pills?______________________________________
Does her mom agree with her? ______________________________________________
What does her mom say?__________________________________________________
Do the weight-loss pills help her to lose weight?_________________________________
Do the weight-loss pills get her in trouble? What happens?_________________________
_______________________________________________________________________
Who has helped her a lot when she is in trouble? And how? _______________________
_______________________________________________________________________
2. Reading for details:
Read again more carefully and fill in the blanks to finish the table below.
Amy’s weight-loss experience Reasons 1. ___________ is important to women, esp. in Canada.
2. She feels __________ of her body.
3. She is preparing to act ________________________.
Ways 1. She used to ___________ to ________ 3 times a week.
2. She has been taking ______________ and her goal is to lose at least _____ kg.
Results 1st mail 1. She has lost ____kg in the last ____ months.
2. She feels _____ and _____ sometimes.
2nd mail 1. The harmful __________ in the pills causes her ____ to fail. So she needs an operation to live.
2. luckily, a man is willing to __________________ to Amy to save her life.
Opinions towards weight-loss Mum’s 1. The pills are ____________ to Amy’s health.
2. Health is ________ .
Zhou Ling’s 1. Nothing is more important than ________ .
2. It’s often dangerous to take weight-loss pills or _______.
Amy’s (after operation) Mum is right. It’s not worth __________________ for a __________________ figure.
After you finish filling the blanks, discuss with your partners about the answers.
Step 5. Consolidation (巩固)
Suppose you’re Zhou Ling, can you tell us the story of your friend Amy’s weight-loss experience?
(If you feel the task challenging, use the form you’ve just finished to help you, or find useful sentences from the text to help you retell the story.)
Step 6. Extension (拓展)
Group discussion work: Which is more important, beauty or health? Why?
Give examples to support your idea and try to persuade others to agree with you.
Step 7. Assignment(作业)
Work in groups of four to make up a talk show and present it in next period of class.:
The characters(角色): Amy, Zhou Ling, Amy’s mom, George (host of the talk show). Topic: “Health and Beauty”.
You’ll have to mention:
1. Amy’s weight-loss experience
2. Different opinions on which is more important, health or beauty,
3. Give advice to the young girls how to keep beautiful as well as healthy.
自主复习内容建议：
1. 认真完成布置的表演任务，通过小组交流，把每个角色的台词斟酌商定好，背诵下来，以备下一节课上表演。
2. 将自己或组内同学关于如何对待减肥问题以及如何保持健康等相关的想法整理下来，在日记中尝试表述。
篇12：牛津高一英语模块1 Unit 2 表格式教案(译林牛津版高一英语必修一教案教学设计)
主备人 Swan 授 课
时 间 .9．
教 学 目 标 Make students pay attention to their health, and how to keep healthy.
Get the Ss to improve oral English by talking about the pictures.
Students are expected to express their own opinions by comparing the importance of beauty and health
教学重、难点 (1) Find the main points in the three letters and express them.
(2) Understanding the text.
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1 Lead-in
(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.
(2) Discuss ways of losing weight.
a) going on a diet
b) exercising in the gym
c) receiving surgical treatment
d) taking weight-loss pills
(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.
Step 2 Reading comprehension
(1) General questions: (1st reading)
Where does Amy come from?
What kind of pills did Amy take?
What caused Amy’s liver to fall?
(3) Ex C1 Choose the best answers. (2nd reading)
Questions: 1-6
Step 3 Further reading
(1) Ex C2 Find the main points in the three letters (3rd reading)
Subjects Main points
1 Dying to be thin
2 Recovering
3 Re: Recovering
(2) Ex D1 D2 Detailed understanding and learning new words in the context.
Step 4 Develop reading ability through usage
(1) Ex E Complete the letter based on the text.
Step 5 Consolidation and Expansion (Choose one of the following.)
(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?
(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(3) What do you think is the best way to keep healthy? Why?
Step 6 Homework
Read the whole text (1) to know what Amy had to stay slim and how she recovered.
(2) to learn some language usages
Step 7: look at the four pictures carefully. You can begin the activity like this:
There are four pictures here. First of all, I would like yo7 to imagine the situation and try to describe it with your own words.
E.g.: last Sunday, after leaving school Li Ping went home feeling extremely tired. The wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he did not say anything and went straight to his own bedroom. Though his patents were very confused, they did not ask him why and continued with the cooking. After a while, loud music came front Li Ping’s bedroom. His mother was very angry and she rushed into his room.
Do the following tasks:
Do you think appearance plays an important part in your life?
Which do you think is more important, looking good or feeling good?
2: find more examples:
3.Discuss
Choose one picture and have a free talk.
(1) Who is the person? (2) The reason why he/she does so as the picture shows
Ask the students to use their imagination and talk about each pictures as fully as possible.
Ask them to share their opinions with the classes.
课 题 M1U2 课时 9-2 Language points 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Learn the language points in the task
教学重、难点 Some words and phrases
The rest + cn. un
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1: revision and lead in:
Review how to find the gist and how to write a diary and thank you letter.
Step 2: language points
1: mix v.
eg: oil does not mix with water
mixed a.
His feeling about his daughter’s marriage are rather mixed.
Mixture n.
Air is a mixture of all kinds of gases.
2: score
n. make a score keep the score
eg: the score in the final was 4-3.
Vt. Our team scored 3 points in the first half.
3: interest n. 1) have interest in
He does not have much interest in sports.
Lose (an) interest in
She lost interest in her work.
2) 利益 （常用复数）
They looked after their won interest.
Phrases:
1： stay up
He stayed up all night, doing his experiment.
2: after all in all first of all above all at all
3: rising or falling tone
rising, falling 是现在分词作定语
tones used in Putonghua
4: be nervous about (of )
They are nervous about ( of ) their first trip abroad.
Be anxious to do be worried about
5: clear up
The weather forecast says it will clear up this weekend.
After you have finished your meal, please clear up the table.
句子： 1： ````the rest of the writing is merely supporting information.
The rest of the books are````
The rest of the money is `````
2: I can ride my bike at the weekends instead of waiting so long for the bus.
Instead of ````
He will attend the meeting instead of his boss.
He stayed in bed instead of working.
3: I did not think my mum missed talking with me, but he did.
Miss doing sth
I missed buying the May number of the magazine.
课 题 M1U2 课时 9-3 Language points 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Language points
教学重、难点 surprised/ surprising, 介词+关系代词
介词+关系代词
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1:lead in:
Retell the text
Step 2: language points
单词1: surprise n.
eg:To our surprise, he could do it by himself alone.
Vt. Eg: What he did surprise us all.
Surprising news exciting game
Surprised expression excited people
2: touch vt.
Eg: I felt someone touch me on the shoulder.
His story touched all the people present.
The young man touched the keys of the piano.
3: explain v. explain sth. To sb.
Eg: He explained the outline of his plan to us.
Explain to sb. Wh- that
Eg: Can you explain to us that she could not come because she was ill.
4: trust vt. trust sb.
Eg: You should not trust the man.
Trust sb. To do sth
Eg: you must trust him to do the work.
You cannot trust the bus to run on time.
n. (in)
eg: please put place have trust in her.
I have no trust in him.
6: Punish vt.
Punish sb. For ( doing )sth.
Eg: the angry father punished his boy for not obeying him.
n. punishment
eg: prison is a punishment for those who break the law.
Adj. Punishing
词组7: be supposed to
eg: we were supposed to be here at seven.
Who is supposed to look after the children?
8： deal with v.
Retell the text before the whole class.
Step 2: listen to the tape. While listening, follow the tape and find the difficult point in the book.
Ask the students to use their imagination and talk about each pictures as fully as possible.
Ask them to share their opinions with the classes.
课 题 M1U2 课时 9-4
Language Points 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Get to know some differences between American and British English.
Get to know some colloquialisms.
教学重、难点 What is the meaning of the colloquialisms?
How to guess the meaning of a colloquialism.
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1:Revision and lead in:
1: Revision: review the language points we learnt in the last class.
2: lead in: read some sentences. Let students judge whether they right or wrong. (You can choose American English and British English. So all of them are right). Then tell the students why.
Step 2: look more phrase and words. Use the word the change the underlined words. And then check the answer.
Step 3: colloquialisms:
1: Look at the pictures and the words. Guess the meaning of the words. Pare A)
2: guess and look up the meaning of the following italicized expressions mean and then look them up in a dictionary. (Part B)
Review the language points.
Guess the meaning and translate them into Chinese.
Guess and do the homework.
课 题 M1U2 课时 9-5 Grammar 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Attributive clause
教学重、难点 Preposition + which preposition + whom
Preposition + which preposition + whom
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1: revision: review some colloquialisms.( error correction)
1.These who have plenty of money will help their friend.
2.This is the longest train which I have ever seen.
3.Which we all know, swimming is a very good sport.
4.I shall never forget those years which I lived in the farm which you visited last week.
5.The radio set which I bought it last week has gone wrong.
Step 2: 1: lead in: (make a difference)
This is the house which I lived in two years ago.
This is the house where I lived two years ago.
This is the house in which I lived two years ago
Step 3: 介词+关系词
1: 说明：
1）介词后面的关系词不能省略。
2）that前不能有介词。
He lived in London for 3 months, during that time he learned some English.
3） 某些在从句中充当时间，地点或原因状语的“介词+关系词”结构可以同关系副词when 和where 互换。
This is the house in which I lived two years ago.
This is the house where I lived two years ago.
Do you remember the day on which you joined our club?
Do you remember the day when you joined our club?
2：介词任何确定：
1） 根据后面的动词搭配：
eg: The school in which he studied one year ago has become ruins.
2) 根据前面的名词：
eg: Do you remember the day on which you joined our club?
3) 根据前面的动词与后面的名词搭配：
eg: He made a hole in the wall though which he can see what was happening in the room.
课 题 M1U2 课时 9-6 Grammar
and usage 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Attributive clause
教学重、难点 How to help the students to learn the grammar efficiently.
Differences between where, when, and which
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1: revision
1: This is the house _____I was born.
2: she is the girl ____you lent your bike.
3: this is the pen ___ I wrote the letter.
4: here is the address _____you should write.
5: we love the village ___we worked for 2 years.
6: those are the books ____ we are talking just now.
7: he is the students _____I lent my dictionary.
8: can you lend me a chair ___ I can sit?
9: the bus _____I often go to school has not come yet.
10: he is just the student ____you want to make friends.
11: the library ____ I borrowed a magazine is not very big.
12: this is the shop ___ I bought the bike.
13: the train ___ she was traveling was late.
14: there is no dictionary ___ you can find everything.
15: I will show you a chop ____you may find all you want.
Step 2: 关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。
1）when, where, why
关系副词when, where, why的含义相当于“介词+ which”结构，因此常常和“介词+ which”结构交替使用，例如：
There are occasions when (on which) one must yield. 任何人都有不得不屈服的时候。
Beijing is the place where (in which) I was born. 北京是我的出生地。
Is this the reason why (for which) he refused our offer? 这就是他拒绝我们帮助他的理由吗？
2）that代替关系副词
that可以用于表示时间、地点、方式、理由的名词后取代when, where, why和“介词+ which”引导的定语从句，在口语中that常被省略，例如：
His father died the year (that / when / in which) he was born. 他父亲在他出生那年逝世了。
He is unlikely to find the place (that / where / in which) he lived forty years ago. 他不大可能
找到他四十年前居住过的地方。
3 判断关系代词与关系副词
方法一： 用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如：
This is the mountain village where I stayed last year.
I'll never forget the days when I worked together with you.
方法二： 准确判断先行词在定语从句中的成分(主、谓、宾、定、状)，也能正确选择出关系代词/关系副词。
例1. Is this museum ___ you visited a few days age?
A. where B. that C. on which D. the one
例2. Is this the museum ____ the exhibition was held.
A. where B. that C. on which D. the one
答案：例1 D，例2 A
例1变为肯定句： This museum is ___ you visited a few days ago.
例2变为肯定句： This is the museum ___ the exhibition was held.
在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，只有the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选D。
而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选A。
关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词 (who, whom, that, which, whose)； 先行词在从句中做状语时，应选择关系副词 ( where 地点状语，when 时间状语，why 原因状语)
Get Ss to fill in the blanks.
Learn the usage of when, where, why.
课 题 M1U1 课时 9-7 Task 1 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Improve students’ listening ability
教学重、难点 How to improve students’ listening ability
How to understand tones in spoken English?
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1: revision and lead in: （改错）
16.Please put the letter which he can easily find it.
17.The house in the front of which there is a big tree was built more than 1000 years ago.
18. Antarctic ,which we know very little is covered with thick ice all the year round.
19.The reason why I was away from school is because I was ill yesterday.
20.It was a meeting that importance I didn't realize at that time
step 2: understand tones in spoken English.
1: understand the meaning of volume, rising or falling tone, stress on certain words, pauses in the sentences.
2: listen to the sentences on the tape. Write the most correct emotional meaning in each blank.
3: listen to one more sentence. How do you think the speaker feels about the man?
Step 3: listen to the calls received by a radio talk show host and write the names of the callers in the spaces below. Step 1: do the following exercises.
Step 2: listen and do the exercises
课 题 M1U1 课时 9-8 Task 2 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Improve students’ speaking reading ability
教学重、难点 How to improve students’ reading ability
How to get the main idea of a text
How to understand a thank you letter
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1: revision and lead in
1: review the attributive clause（ 改错）
1Oh the wall hung a picture, which color is blue.
2.Whenever I met him , that was fairly often, I like his sweet and hopeful smile.
3.The visitor asked the guide to take his picture there stands the famous tower.
4.The boss whose department Ms King worked ten years ago look down upon women.
5.I don't like the way which you speak to her.
Step 2: students may be asked to work in groups of four. Have each of the group read and diary entry and find the main point and circle the words, which show the mood of the writer. Then ask them to tell in turn what they have learnt after reading.
Answer: 1: today has been a great day because my parents bought me an expensive bike. (happy)
2: we had a Maths test and do not I an nervous about my results.(tired, afrasid, nervous)
3: I failed the maths test and do not know how to tell my parents.(upset)
4: all that worrying was for njothing. (very happy, glad)
Step 3: read the thank you letter on page 35. Ask them to find the answers to the following questions:
1:who wrote the letter?
2: to whom is the letter written?
3: why is the letter written?
Step 4: listen to the letter again. Do true or false questions in the book.
Step 4: summary:
The most important part of reading is to be able to understand the gist or the main point. Often only a few words are used top make a main point, and the rest of this writing is merely supporting information. Good readers learn to quickly get the gist of what they read.
Step 1: Do the following tasks:
1: find some information about drama.
2: talk about the topic the teacher giving to them.
Step 2: read and answer the questions.
1) Scanning and skimming
2: read and fill in the blanks
Step 3: fast reading
Step 4: careful reading
Step 5: get to know how to find the gist of a text or the main idea of a text.
课 题 M1U1 课时 9-9 Assessment 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Learn the language points in the task
教学重、难点 The form of a notice in English and understand the outline of starting a school club.
教、 学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Step 1: revision and lead in:
Review how to find the gist and how to write a diary and thank you letter.
Step 2: language points
单词1: mix v.
eg: oil does not mix with water
mixed a.
His feeling about his daughter’s marriage are rather mixed.
Mixture n.
Air is a mixture of all kinds of gases.
2: score
o. make a score keep the score
eg: the score in the final was 4-3.
Vt. Our team scored 3 points in the first half.
3: interest n. 1) have interest in
He does not have much interest in sports.
Lose (an) interest in
She lost interest in her work.
2) 利益 （常用复数）
They looked after their won interest.
词组 1： stay up
He stayed up all night, doing his experiment.
2: after all in all first of all above all at all
3: rising or falling tone
rising, falling 是现在分词作定语
tones used in Putonghua
4: be nervous about (of )
They are nervous about ( of ) their first trip abroad.
Be anxious to do be worried about
5: clear up
The weather forecast says it will clear up this weekend.
After you have finished your meal, please clear up the table.
句子： 1： ````the rest of the writing is merely supporting information.
The rest of the books are````
The rest of the money is `````
2: I can ride my bike at the weekends instead of waiting so long for the bus.
Instead of ````
He will attend the meeting instead of his boss.
He stayed in bed instead of working.
3: I did not think my mum missed talking with me, but he did.
Miss doing sth
I missed buying the May number of the magazine.
篇13：模块1 Unit 2 Phrases(译林牛津版高一英语必修一教案教学设计)
1. grow up
2. turn up; turn down; turn off; turn on
3. a waste of time
waste/spend … on sth/(in) doing sth
4. try to do sth; try doing sth
5. force sb to do sth; be forced to do sth
6. be angry/upset with sb
7. cannot wait to do sth
8. look around the room
9. be supposed to do sth
10. bend to touch the dog
keep/get in touch with sb
lose/(be) out of touch with sb
11. what … do with sth
how … deal with sth
12. explain sth to sb; explain to sb sth
13. with a passa boxes on the floor
14. leave me alone
15. (be) in charge (of …)
take charge of …
charge the battery
charge sb … for …
free of charge=for free
16. act like an adult
take an active part in …
take action/steps/measures (to do …)
17. the reason why …/that …
reason with sb.
18. go unpunished
19. lights go out
20. have one’s arms crossed
21. not … any more
22. deserve to do sth
23. instead of …
24. (be) hard on sb
be strict with sb
25. now that …
26. be rude to sb
27. be different from …
28. in the form of …
form the habit of doing sth
29. pay (any/no) attention to sth
draw/attract one’s attention
30. treat sb like a child
31. make mistakes；make decisions; make comparisons
32. argue about sth with sb
33. spoken English; English-speaking countries
34. It’s raining cats and dogs
35. make a mountain out of a molehill.
36. be surprised at…; (much) to one’s surprise
From Welcome to Word power
1. 成长
2. （声音）调大、调小、关掉、开
3. 浪费时间
在…上浪费、花费时间
4. 设法做…；尝试做…
5. 迫使某人做某事；被迫做…
6. 生气、不安
7. 等不及要做…
8. 环顾四周
9. 理应做某事
10. 弯腰去抚摸小狗
保持、取得联系
失去联系
11. 如何处理
如何处理
12. 向…解释…
13. 地板上passa盒子的…（状语、定语等）
14. 别管我、别烦我；
15. （某人）负责某事
掌管、负责…
充电（电池）
因…向某人索要…（钱）
免费的
16. 像成年人一样行事
积极参加
采取措施做…
17. …的原因
与某人理论
18. 免于受到惩罚
19. 等熄灭了
20. 双臂交叉
21. 不再…
22. 应该做…、配做…
23. 而不是
24. 对…严格
同上
25. 既然、由于
26. 对…粗鲁
27. 与…不同
28. 以…的形式
形成、养成…的习惯
29. 注意…
引起某人注意
30. 把…像孩子样对待
31. 犯错误；做出决定；做比较
32. 就…与某人争论、争吵
33. 英语口语；说英语国家
34. 倾盆大雨
35. 小题大做
36. 对…感到惊奇；令某人惊奇的是，…
From Grammar to Project
37. give sb painting lessons
38. a little bit expensive
39. be proud of …
take pride in …
40. get good marks/achieve high grades
41. stay up
42. do a good job in …
43. regret that/doing
regret to do
44. be nervous about …
45. after all
46. mix up … with …
47. take one’s advice; follow one’s advice
ask (sb) for advice
48. be interested in …; develop/show an interest in
49. all the time
50. go out for a long walk
51. keep … in mind
52. what’s wrong with … ?
53. it takes sb … to do sth
54. make a bit of difference
55. provide sb with sth; provide sth for sb
56. be busy with sth/sb; be busy (in) doing sth
57. become upset with sb
58. at the moment
59. as though/ as if
60. insist on doing sth
insist that …
61. chat online with sb
surf the internet
62. at present
be present at …
63. prevent/stop sb (from) doing sth
keep sb from doing
keep sb doing sth
64. allow sb freedom
allow doing
allow sb to do sth
be allowed to do sth
65. or worse
worse still; what was worse
66. without harming one’s relatioship
67. help sb with sth
68. in one’s spare time
spare no efforts to do sth
69. suggest an idea
give sb a suggestion
70. fight like crazy
fight for …; fight against…
71. forbid sb to do
From Grammar to Project
37. 给某人上油画课
38. 有点儿贵
39. 对…感到自豪
同上
40. 取得好成绩
41. 熬夜、不睡觉
42. 在…（方面）做得好
43. 后悔做…
遗憾、抱歉地做…
44. 对…紧张
45. 毕竟
46. 把…与…混淆、混合
47. 听从某人建议
询求建议
48. 对…感兴趣
49. 一直、总是
50. 出去散步
51. 记住…
52. 出了什么事？
53. 花费时间做…
54. 有点影响
55. 为…提供
56. 忙于做…
57. 对…感到不安
58. 此刻、现在
59. 好像
60. 坚持做…
同上
61. 与…网上聊天
上网冲浪
62. 目前
出席（会议）
63. 防止…做…
同上
使某人一直做
64. 让某人有自由
允许做…
允许某人做…
被允许做…
65. 或者更糟糕
更糟糕的是
66. 而没有伤害某人关系
67. 帮助某人…
68. 在某人空闲时间
不遗余力地做
69. 建议一个注意
给某人建议
70. 发疯地；拼命地
为了…而战；为反对…而战
71. 禁止某人做…
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