下面就是小编给大家带来的人教版高一Unit 1教案(人教版高一英语上册教案教学设计)，本文共16篇，希望能帮助到大家!
篇1：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)
I Teaching Aims and Demands
1.Words and expressions
1)words
honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;
deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion
2）useful expressions
be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with
2.Oral demand
Talk about friend and friendship in English
3. Grammar
1）the indirect speech led by if/what /who/where/how…
2）review the usage of nouns and articles
4. Written demand
write an E-mail about friendship
5.Moral demand
Teach the Ss how to get on well with friends and treasure friendship.
II Teaching method
Co-orperating teachong
III Study method
Self-study guided by the teacher
IV Teaching aids
Computer,tape recorder,slide shoe,etc.
V Teaching steps
Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends ?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance:
tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)
Qualities:
kind kind-hearted / warm-hearted polite
helpful gentle noble
honest trustworthy frank openhearted
brave great full of courage / courageous
loyal true faithful to a friend dependable
wise clever bright learned
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ________ because I ________. So when you ______, you can _______.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
2. Go over Part 1 in Listening on Page 85.
3. Go over Part 2 in Listening on Page 85.
Step 3 Written work: Part 2 on Page 87 in the exercise book.
Homework Reading: Go over Speaking Part on Page 2 and finish
the table on Page 3.
Summary
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make
apologies.
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me.
I’m very sorry. …It won’t happen again.
I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then
with the whole class.
4. Go over Part 3. First ask the Ss to complete the role
cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Step 3 1. Go over Speaking part on Page 2 by checking the
Speaking list. First ask some Ss to read this part. Then check
The answers to the list.
2. Ask the Ss which of the six students they want to
make friends with and why.
3. Ask the Ss to discuss in groups of four: Are friends
very important in our life? Why?
Ask some groups to report the result of their discussion.
Step 4 Written work: Part 3 on Page 87.
Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.
Summary
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Talk about the movie post of CAST AWAY.
Step 2 Ask the Ss to read the passage and find the answers
Reading to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Step 4 Check the answers to the reading material on pages Workbook 88~89.
Step 5 1. Listen to and read the text again and again.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Look up the word learn in the dictionary and try to
find out different meanings of it.
Summary
Period 4
Step 1 1. Ask the Ss to tell what they have learned from the
Review text.
2. Ask some of the Ss to read the text paragraph by
paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:
on a deserted island, hunt for food, make a fire,
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
3. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7)… we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Step 3 Ask the Ss to think over and answer the question:
Discussing 1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 4 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 5 Go over Part 1 in Vocabulary on Page 87.
Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Step 6 1. Finish Word Study on Pages 4~5.
Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Summary
Period 5
Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
In Statements
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Step 3 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
3. Go over Part 1 by asking some Ss to write down
their sentences on the Bb.
Step 4 1. Review the reading material.
Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Summary
Period 6
Step 1 Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
Step 2 1. Read the short passage on Page 6 and tell the main
Reading and idea of it.
Writing Questions:
1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of
people do you think they are.
Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message.
And then check each other’s message with the
partner.
Step 3 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 4 1. Go over Checkpoint 1.
Checkpoint 2. Ask the Ss to think about what they have learned in
this unit.
Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the
table correctly.
2. Go over Reflection and ask the Ss to finish the
sentences.
Step 6 1. Review the whole unit.
Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.
Summary
Period 7
Step 1 1. Dictate the following passage and then choose a
Dictation title for it.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.
1. ….
But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….
4. …. 5. …. 6. ….
But Lin Tao says they are doing OK.
Title: Students Running Bar
Study First or BUSINESS First?
2. Some words and phrases in the listening text:
solve a problem / problems, common problem,
get mad, communicate, in a different way,
deal with, apologize, apology, keep a secret,
in a difficult situation,
rumour 谣[流]言, 传闻
The rumo(u)r has turned out to be true.
这谣传结果是真的。
Step 2 Review the whole unit.
Summary
篇2：unit 1 phrases(人教版高一英语上册教案教学设计)
Phrases:
1. the then director of the Guiness Brewery
2. settle an argument
3. conclude that-clause
make/draw a conclusion
4. be popular with
5. hire sb to do sth
=employ sb to do sth
6. ever since
7. send in
8. set down the records
9. keep track of
10. in other ways
11. sth be put into different categories
12. amazing feats
13. live to be 100 years
14. reach a length of 10 meters
15. 10 meters long
16. blance a thing weighing 100 kilogrammes on his head
17. with an area of about 10 hectares
18. the most remote city
19. celebrate Hong Kong’s return to China
20. stand out
stand for
21.a moving life story
22.the fastest average speed
23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.
24.the then No.1 cyclist in the world
25.be diagnosed with cancer
26.mean the end of one’s career
27.go on to do sth
28.six years in a row
three times in a row
29.the same … that…
the same … as…
eg. This is the same pen as I lost.这只笔跟我丢的那只一样。
This is the same pen that I lost.这是我丢的那只笔。
30.lead sb to do sth导致/带领/使某人做某事
31.in the first place
32.be entertained by…
33.deeds and facts
34.be out to do sth 决心/企图做
35.make for interesting reading算的上是有趣的读物
make for good health对健康有好处
36.set a record创下一个记录
37.be dangerous to sb
38.contact sb
39.if all goes well,…
40.apply for the record
apply to sb for the job
41.inspect your attempt
42.a world record holder
43.try new tricks 尝试新的花样滑板
44.on the park’s skating ramp 在公园溜冰场
45.head down to sp 朝某地方走去
head for sp 前往某地方
46.hang ten玩滑板
47.a skilful skateboarder
48.give sb one’s permission
49.hold a grand opening 举行一个盛大的开幕式
50.see what it was all about 看个究竟
51.be around
52.sb be familiar with sth
sth be familiar to sb
53.be willing to do sth
54.overcome one’s fears
55.certer on
56.have fun
It is fun for sb to do sth 对于某人来说做某事是有趣的
57.fly through the air 在空中穿梭
58.wear helmet
59.enjor every minute 每分钟都很开心
60.a strong feeling of friendship
61.start a club 创办一个俱乐部
62.a new generation of sports 新一代的运动项目
Unit 1
1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)
2. 钢丝(n) 45.突然猛烈地发出(p)
3. 八字胡(n) 46.将某人当中心(p)
4. 结束时说；达成；结束(v) 47.专心致志于(p)
5. 运动员的；体格健壮的(a)
6. 叙述；帐目；帐户(n)
7. 合适的；恰当的(a)
8. 长度；长(n)
9. 检查；视察(v)
10. 证实，确认(v)
11. 证明书(n)
12. 逐渐的；渐变的(a)
13. 空白；空隙(n)
14. 吸引；俘获；占领(v)
15. 熟悉的(a)
16. 因素；要素(n)
17. 头盔；安全帽(n)
18. 精力充沛的；充满活力的(a)
19. 外向的；爽直的(a)
20. 小心的；谨慎的(a)
21. 登记；注册；记录(v)
22. 航行者(n)
23. 峡谷(n)
24. 版本；版次(n)
25. 啤酒厂(n)
26. 租用；雇佣(v)
27. 技艺；功绩；伟业(n)
28. 公顷(n)
29. 凋谢；褪色；变弱(v)
30. 尝试；努力；试图(v)
31. 热情的；热心的(a)
32. 十年(n)
33. 委员会(n)
34. 迷住；使神魂颠倒(v)
35. 地球仪；球体(n)
36. 斜坡弯道(n)
37. 熟练的(a)
38. 滑板(n)
39. 管理；行政（机关）；经营(n)
40. 许可；同意(n)
41. 寄送某处进行处理(p)
42. 记下，写下；让某人下车(p)
43. 一个接一个地；连续不断地(p)
篇3：高二unit 1 语言点教案(人教版高一英语上册教案教学设计)
Warming up
1. Make a/no/some difference 有作用，关系，影响
The rain didn’t make much difference to the game. 这场雨对比赛没多大影响。
Your age shouldn’t make any difference to whether you get the job or not. 你能否得到工作与你的年龄无关。
Changing schools made a big difference to my life. 转学对我的一生有重大影响。
I don’t think it makes a lot of difference what color it is. 我认为颜色无关紧要。
2. undertake(undertook，undertaken) vt．承担 ，从事，负责；（允诺，答应 undertake to do ）
例：He undertook the difficult task willingly．他欣然承担那项困难的工作。
1 will undertake the responsibility for you．我会为你负起责任。
He undertook to finish the job by Friday. 他答应星期五或之前完成这项工作。
Speaking
3. There is no doubt that． 毫无疑问 ．．
例：There is no doubt that our team will win．我队获胜是毫无疑问的。
I don't doubt that we will win the game．(否定句用that)我不怀疑我们将会赢得这场比赛。
Do you doubt that he has passed the final examination ? (疑问句用that)你怀疑他已通过期末考试了吗?
I doubt whether he is the best man for the job．(肯定句用whether)我怀疑他是否是担任那项工作的最适当人选。
Reading
4. imagine 用法 (imagine (sb) doing, imagine that …. )
5. promising (形) 有希望的，有前途的，前途光明的
例：a promising actress有前途的女演员
6. give up
7. dream of /about /that
8. hope for / to do /that
9. There didn't seem much point in working on my PhD-I didn't expect to survive that long
取得博士学位对我来说没有什么意义，我没有期望活那么久。
1）PhD(Doctor of Philosophy ) 指“博士学位”
2）There is no point in doing sth．表示“做某事没有作用或没有意义”。
例：There is no point in arguing further． 继续争执下去没有意义了。
There is no point in protesting．It won’t help much．抗议没有什么用处，于事无补。
Expect 预料，预计，期待，盼望；期望 常用搭配：expect (sb) to do, expect that
3）Survive vi. 生存，存活 vt. 幸存，挺过，艰难度过
She was the last surviving member of the family. 她是这家人中仅存的一员。
Of the six people injured in the crash, only two survived. 因车祸受伤的6人中， 只有2人幸存。
The company managed to survive the crisis. 公司设法度过了危机。
Many birds didn’t survive the severe winter. 许多鸟死于这次严冬。
4）that在此处为副词，意为“那么”，可以修饰形容词。
例：I didn't expect he was that rude． 我没料到他会那么粗鲁。
10. In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／be engaged to sb．“与某人订婚”
Did you hear they have got engaged last month? 你有没有听说他们上个月订婚的消息?
Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的
例：She was engaged in protecting wild birds．她从事保护野生鸟类的工作。
He is now engaged on his second novel. 他正埋头写他的第二部小说。
be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．
例：The line／number is engaged。线路被占用。
engagement n．订婚(to)
例：announce one's engagement to…宣布与…订婚
break off one's engagement解除婚约，解约
engagement ring订婚戒指(戴在左手无名指上)
11. Since then，Hawking has continued to seek answers to questions about the nature of the universe．从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(for after)+名词 搜寻，寻找；寻求，探求；追求
例：They sought shelter from the rain．他们找寻避雨的地方。
He found it worthless to seek fame．他发现追求名声是不值得的。
We must seek (for) a solution to the problem 我们必须寻求解决问题的方法。
Seek to do 试图，设法
They quickly sought to distance themselves from the protester. 他们迅速设法远离抗议者。
12. Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．
The weatherman said it was going to rain this afternoon but it turned out to be very lovely．天气预报说今天下午有雨，其实今天天气非常好。
Despite our worries everything turned out well. 尽管我们很担心， 一切都很顺利。
The lecture turned out to be very dull．讲座结果很无聊。
The rumor turned out (to be) true．那谣言后来证明是真的。
It turned out (that) two travelers had been killed 后来证实(查明)有两位旅客丧生。
turn out vt. (可分开用 ) 生产 (产品)，出产
The factory can turn out l000cars a day． 这家工厂一天能生产1000辆汽车。
13. observe vt.观察，看到，注意到
She has observed the stars all her life. 她一生观察星体。
They observed the thief stealing /steal the money. 他们看见这个小偷偷了钱。（observe sb do /doing sth.）
vt. 遵守（规则，法律等）
language study
14. use sth up 用光
Making soup is a good way of using up leftover vegetables. 把剩下的蔬菜全部用来做汤是个好主意。
Integrating skills
15. Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
Only修饰介词短语或从句时，要求倒装。
例：Only at that time did I realize its importance． 直到那时我才意识到它的重要性。
Only in this way can you make progress in your English study． 只有这样你才能在英语学习上取得进步。
Only修饰主语时，通常置于主语之前。
例：Only you understand me．只有你了解我。
Only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：She only eats vegetables．她只吃蔬菜。
I only lent you the money．那笔钱我只是借给你(不是给你)。
He only works when he’s got homework． 他只在有家庭作业时才做功课。
I’ve only seen him once． 我只见过他一次。
语法：不定式易错点
1） 不定式动词在介词but，except，后面时，如果这些介词之前有行为动词do的各种形式，那么，这些介词后的不定式不带to，否则要带to。
例如： She could do nothing but cry．她只会哭了。
I have no choice but to go．我不得不走。
2）作定语的不定式如果是不及物动词，或者不定式所修饰的名词或代词是不定式动作的地点工具等，不定式后面须有相应的介词。例如：
He is looking for a room to live in ． 他在找一个房间住。
There is nothing to worry about． 无什么可担心的。
Please give me a knife to cut with． 请给我把刀子来切东西。
3）当作定语的不定式所修饰的名词或代词是不定式动作的承受者时，不定式既可以用主动语态，也可用被动语态，但其意义有所不同。试比较：
A)Have you anything to send?你有什么东西要寄吗?(不定式tosend的动作执行者是you)
B)Have you anything to be sent?你有什么要(我或别人)寄的东西吗?(不定式to be sent的动作执行者是已被省略的me或someone else)
4）不定式修饰的名词或代词和不定式逻辑上构成主谓关系时，不定式往往用主动形式。
Have you got a key to unlock the door? 你有开门的钥匙吗?
5）不定式和它前面被修饰的名词或代词构成逻辑上的动宾关系，又和该句主语构成逻辑上的主谓关系时，不定式常用主动形式。
I have got a letter to write． 我有封信要写。
He needs a room to live in． 他需要间屋子住。
6）不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式，这是因为人们往往认为形容词后省去了for one或for people．例如：
He is hard to talk to．很难跟他交谈。
The book is difficult to understand．这本书很难懂。
但如果强调句中的受事者时，亦可用不定式被动句。例如：
The handwriting is very difficult to be read． 这字太难认读了。
The box is to heavy to be lifted． 这箱子太重举不起来。
7）在there be结构中，当说话人考虑的是必须有人去完成某件事时，不定式用主动形式，如果说话人强调的是事情本身必须完成，则用被动形式。
There is a lot of work to do． (Somebody has to do the work．)
There is a lot of work to be done．(The work has to be done．)
请注意下面两个句子的含义是不同的：
There is nothing to do．意为无事可做，感到十分乏味。
There is nothing to be done．意为某东西坏了，无法使之恢复正常。
Unit 1 知识清单
Warming up
1. Make a/no/some difference 意义是什么？
The rain didn’t make much difference to the game.
Your age shouldn’t make any difference to whether you get the job or not.
Changing schools made a big difference to my life.
I don’t think it makes a lot of difference what color it is.
2. undertake过去式和过去分词形式是什么？两个常用意思是什么？
例：He undertook the difficult task willingly．
1 will undertake the responsibility for you．
He undertook to finish the job by Friday.
3. There is no doubt（毫无疑问 ．．） 后面的同位语从句的连词是什么？．
There is no doubt_______ our team will win．我队获胜是毫无疑问的。
I don't doubt_______we will win the game．(否定句用_______)我不怀疑我们将会赢得这场比赛。
Do you doubt_______ he has passed the final examination ? (疑问句用that)你怀疑他已通过期末考试了吗?
I doubt_______ he is the best man for the job．(肯定句用_______)我怀疑他是否是担任那项工作的最适当人选。
Reading
4. imagine 用法是什么？
5. promising (形) 是什么意思？
例：a promising actress
6. give up是什么意思？
7. dream 常用搭配有哪些？
8. hope for / to do /that 分别是什么意思？
9。 PhD(Doctor of Philosophy ) 指“__________”
10. There is no point in doing sth．表示“__________”。
例：There is no point in arguing further．
There is no point in protesting．It won’t help much．
11. Expect 有哪些意思？ 常用搭配有哪些？
12. Survive vi. ________ vt. _________________
She was the last surviving member of the family.
Of the six people injured in the crash, only two survived.
The company managed to survive the crisis.
Many birds didn’t survive the severe winter.
13. There didn't seem much point in working on my PhD-I didn't expect to survive that long 这里that 用法是什么？
14. get／be engaged to sb．意思是“_____________”； 而 Be engaged in(on)+n．／doing sth．意思是_____________________.
Did you hear they have got engaged last month?
例：She was engaged in protecting wild birds．
He is now engaged on his second novel.
be engaged (电话等________________，相当于美国英语的busy．
engagement n． (to) 是什么意思？
例：announce one's engagement to; break off one's engagement; engagement ring
15. seek+(for after)+名词 意思是什么？
例：They sought shelter from the rain．
He found it worthless to seek fame．
We must seek (for) a solution to the problem
Seek to do 意思是什么？
They quickly sought to distance themselves from the protester. 他们迅速设法远离抗议者。
16. Turn out to be+副／+形／+to do／+that．．是什么意思？
The weatherman said it was going to rain this afternoon but it turned out to be very lovely．
Despite our worries everything turned out well.
The lecture turned out to be very dull．
The rumor turned out (to be) true．
It turned out (that) two travelers had been killed
turn out vt. 还有什么意思？
The factory can turn out l000cars a day． 这家工厂一天能生产1000辆汽车。
17. observe vt. 意思是_____________ 作为感官动词常用的搭配是_________
She has observed the stars all her life.
They observed the thief stealing /steal the money.
vt. ______________ 如：observe the law
18. use sth up 意思是___________
Making soup is a good way of using up leftover vegetables.
19. only 在句子中的位置一般在哪里？另外，只要在句首就倒装吗？
20. 语法：不定式易错点
1） 不定式动词在介词but，except后面时，要注意哪些问题？
例如： She could do nothing but cry．
I have no choice but to go．
2）研究以下例句，说出做定语的不定式需要注意的问题。
He is looking for a room to live in ． 他在找一个房间住。
There is nothing to worry about． 无什么可担心的。
Please give me a knife to cut with． 请给我把刀子来切东西。
3）试比较下面的例句，它们在意义上有什么区别？
A)Have you anything to send?
B)Have you anything to be sent?
4）不定式修饰的名词或代词经常用主动形式还是被动形式？
如：Have you got a key to unlock the door?
I have got a letter to write．
He needs a room to live in．
6）不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式还是被动形式？
如： He is hard to______．A talk to B be talked with 很难跟他交谈。
The book is difficult to． A understand B be understood 这本书很难懂。
7）在there be结构中，to do 做定语要注意些什么？
There is a lot of work to do． (Somebody has to do the work．)
There is a lot of work to be done．(The work has to be done．)
请注意下面两个句子的含义是不同的：
There is nothing to do．
There is nothing to be done．
篇4：unit 1 good friends(Period 1)(人教版高一英语上册教案教学设计)
Teaching objectives and demands:
1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.
3. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
Teaching procedures:
Step 1. Warming up
Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.
Which words can be used to describe the characteristic?
Brave: courage fearless heroic
Scared : astonish fearful frightened horrified shocked terrified timid
Loyal: devoted faithful
Wise: bright clever cute gifted intelligent smart well-learned witty
Foolish: silly stupid
Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking
graceful inviting lovely neat pretty splendid stunning
Rich: wealthy plentiful
Funning: amusing humorous
Happy: carefree cheerful contented delighted glad high merry pleased
Unhappy: bitter blue discouraged displeased heavy miserable sad upset
Step 2. Listening
The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. 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 are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.
Key
1. Peter is often late for football practice. I think that he should try to be on time in the future.
2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.
3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.
Workbook P85
Listening
a) Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?
b) Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.
c) Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumour is simply to keep it to yourself - don’t tell anyone.
d) Answers to Exercise 1
e) Problem: Friends get angry with each other when they try to talk about something difficult.
f) Solution: Try to understand your friend/Try to talk about the problem in a different way.
g) Problem: Friends don’t know how to apologize.
h) Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
i) Problem: Some friends don’t know how to keep secrets.
Solution: Keep your secrets to yourself.
Step 3 Speaking
The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then 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. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.
P3 work in pairs
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14
Gender boy boy boy girl girl boy
Likes football skiing singing dancing reading novels surfing the
reading singing rock music computers football Internet
reading computer rock music singing rock music
skiing
Dis- singing hiking football hiking rock music football
ikes computers football classical music dancing dancing hiking
rock music rock music dancing classical music computer
Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.
Step 4. Talking Workbook P85
The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.
Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.
Step 5. Homework
(1) Finish off the exercises of Unit1 in the workbook.
(2) Revise the key points of this unit.
(3)List the friend they get to know in class and write down some thing they want to know.
Evaluation of teaching:
篇5：人教版高一教案Unit 1 Good friends
Period 1
I. Teaching aims:
1. Learn to describe a friend or describe oneself to others. Let students know what a friend is.
2. Study the language points connected with the dialogue.
3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of)
.II. Important points:
1. Train the Students’ listening ability.
2. Master the new phrase and sentence pattern and make the students be free to talk about names, ages, hobbies, likes and dislikes, etc.
III. Difficult points:
1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject
2. Improve the students’ listening and speaking ability.
IV. Teaching methods
1 . Listening-and–answering activity to help the students go through with the listening material.
2. Use both individual work and group or pair work to make every student work and think in class.
V. Teaching procedures:
Step 1 Presentation
1. Greet with the students and have them guess the exact Chinese meaning of the proverb.
A life without a friend is a life without the sun.
A man who has friends must show himself friendly..
A friend in need is a friend indeed.
2. Start with the following questions, and teach some new words.
Do you like friends?
How many kinds of friends are there in your opinion? What kind of friends do you prefer?
Can you describe one of your friends to us?
kind, funny, strong, rich
honest, brave, loyal, wise, handsome, smart
(helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent)
Step 2 Pair work
1 Books open. Go through the dialogue with the students and make sure they understand it fully.
1. should--shall, ought to
You should study harder. My teacher said I should study harder.
2.quality--qualities, quantity
3.describe +n./n. to sb./clause
Words can not describe her beauty. Please describe exactly what happened. 4.loyal--more/ most ~ +to sb.
He wanted to be loyal to his friend.
Then tell the students:
Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up.
2 Listening：Listen carefully to the tape. Then work in pairs and check the answers.
Step 3 Demonstration
Ask several students to describe a friend and give necessary hints and encouraging remarks.
Step 4 Definition
From what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily.
Step 5 Speaking
1.Now let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons,
Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box.
I’m sure…
I guess…
Perhaps…
…are probably…
List for ages gender likes and dislikes.
Name John Steve Peter Ann Sarah Joe
Age 15 14 15 16 14
Gender boy boy boy girl girl boy
Likes football
reading skiing
reading
singing singing
rock music
computer dancing
computers
rock music reading
football
singing computers
rock music
skiing
Dislikes singing
computers hiking
rock music
football football
classical
music
dancing hiking
classical music
reading rock music
dancing
computers football
hiking
2.Notes
1.especially--specially
The tree is beautiful, ~in autumn.--I came here ~ to ask you a question.
2.into--in
He is into rock music. He grew into a man. She is in good shape.
3.be fond of +n./ doing sth. =like
4.My interests are reading. S+V+P-They are reading. S+V
5….nor do I… (P157)
Homework
Finish off the exercises in the Wb.
Period 2
I. Teaching aims:
1.Read and understand how Chuck survives on the island and know more about what a friend means.
2.Improve reading ability and study the language points connected with the text.
New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane
.II. Important points:
1. Train the Students’ reading ability.
2. Master the new phrases and words
III. Difficult points:
How to make the students understand the reading text better.
IV. Teaching method
1 . Fast reading fro the students get the general idea first.
2. Discuss after reading to understand the text berrer.
3. Careful reading to get the detailed information.
V. Teaching procedures::
Step 1 Lead-in
Have you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend.
Step 2 Pre-reading
Go through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples.
1. a box of matches…make a fire, cook some food, frighten the animals at night with a fire lit with a match, let others know where I am
2.a knife…protect myself from being attacked by wild animals, cut some trees for fruit, cut wood for fire, cut food into small pieces
3.a frying pan… cook food, collect the rain water
Step 3 Fast reading
Read the story quickly and do the true or false questions.
1.Chuck is a businessman working in a company. T
2.Chuck is one of the people who survive the plane crash. F
3.Collecting water and hunting for food are all Chuck has to learn on the island. T
4.Chuck makes some friends there one of whom is Wilson, a football. F
5.Staying on the island helps Chuck realize his shortcomings. T
6.In Chuck’s opinion, people make friends to share happiness and sorrow. T
7.Wilson is fond of Chuck because he is well cared for by him. F
8.Chuck thinks friends are teachers, for they teach people everything. F
9.Friends can be animals and even things as well as human beings. T
Step 4 Careful reading
Read again and find the topic sentences of each paragraph.
1.Chuck’s plane lands on a deserted island.
2.Chuck has to learn to how to survive on the island.
3.Chuck learns a lot about himself when he is alone on the island.
4.Chuck has made an unusual friend on the island.
Deal with some language points in the text
Discuss the questions in Post-reading in group of four: one or two groups will be asked to do a report about their discussion.
Step 5 Retelling
Retell the story according to the hinds:
.plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from Chuck
Homework
Finish off the exercises in the Wb.
Period 3
I. Teaching aims:
1. Review the words and phrases in the last two periods.
2. Learn and master the direct and indirect speech.
3. New words: lie, speech, adventure, notebook
.II. Important points:
1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence.
2. Guess the missing word according to the context.
III. Difficult points:
Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech.
IV. Teaching methods
1 .Review method.
2. Explanation and inductive methods to teach them grammar.
3. Individual and pair work to make each of them work in class.
V. Teaching procedures:
Step 1 Lead-in
Check students’ homework. Ask one or two students to share his story about Chuck with the classmates. Give the students necessary courage and remarks.
Step 2 Word study
Ask the students to do the exercises individually and them check answers with them.
1.honest 2.classical 3.sorrow 4.argue 5.loyal
6.hunt for 7.fond of 8.brave 9.in order to 10.smart
Explain the language points to the students:
1.keep饲养 as作为,当作
We keep a dog.
He has a large family to keep.
2.regard+n.+as+n.
regard+n.+with+n.用某种眼光看待
They regarded his attitude with suspicion.
Step 3 Grammar
Go through the examples of Direct speech and Indirect speech on page 5 of the textbook.
More explanations about Direct speech and Indirect speech
☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变.
1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句.
The boy said: “I am not afraid to meet strangers ＊now.”
The boy said that he was not afraid to meet strangers ＊then.
2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句.
She asked: “Have you seen the movie?”
She asked me weather/if I had seen the movie. (weather…or not)
3.直接引语为特殊疑问句
The man asked: “Which room do you prefer?”
The man asked me which room I preferred.
4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to do sth.
“Don’t make a mess in the room,” she said to the child.
She asked/told/warned the child not to make a mess in the room.
5. The adverbials usually change as following:
＊today that day
yesterday the day before
tomorrow the next day
next month/week the next month/week
last week/year the week/year before
ago before
two years ago two years before
now then
here there
so far by then
in in 2002
Step 4 Practice
Ask the students to finish part 2 of grammar on page 5. Check the work afterwards.
Homework
Finish off the exercises in grammar part in the Wb.
Period 4
I. Teaching aims:
1.Review the language points in the unit.
2.Finish reading and writing.
3.Learn how to write an e-mail.
.II. Important points:
1. Train the Students’ writing ability.
2. Tell them the way of getting communicated with others in e-mail.
III. Difficult point:
Improve the students’ intergrating skills.
IV. Teaching methods
1 .Asking-and –answering activity to go through the reading material.l.
2. Individual and pair work.
V. Teaching procedures:
Step 1 Lead-in
Ask the students the following questions.
1.Do you have friends in the Internet?
2.How often do you write to your e-pal?
3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why?
Tell them what we are going to learn is about email.
Step 2 Reading
Go through the two e-mails on page 7 of the text book.
Language focus:
1.joke around-joke about v.
play a ~ on, make a ~, tell jokes n.
I joked with her.
2.fun 〔U〕n.玩笑,娱乐,乐趣
He is full of fun.
I did it just for fun.
They often make fun of her.
3.drop 落下,掉落
Drop me a line. 写封短信给我.
He dropped his voice. 放低
He dropped into a chair. 坐
The wind has dropped. 减弱
Step 3 Writing
Ask the students: Who do you want to reply to, Jane or Jack? Why?
Write an e-mail after discussion.
Check their work.
Step 4 Conclusion
Go through the Checkpoint about direct speech and indirect speech.
Go over the language points in the unit and summarize the uses of direct speech and indirect speech.
Homework
Finish off the exercises in the Wb.
Revise the grammar and useful expressions in the unit.
篇6：《登高》 教案教学设计(人教版高一上册)
一、教学目标：
学生能准确掌握文中的生字词，并能顺利朗读背诵。
学生能理清诗歌的情感线索，领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
教学重难点：
教学重点：诗的诵读与积累。
教学难点：对杜甫诗歌中沉郁风格的理解和领悟。
教学方法及辅助工具：
教学方法：讲授法，诵读法，讨论法
辅助工具：多媒体
课时安排：1课时
教学步骤：
、导入：春天，是万物复苏、鸟语花香的季节，在春天的时候我们喜欢做什么呀？踏春，去感受春天的勃勃生机。而在秋高气爽的时候，人们则喜欢登高望远、饮酒作诗。唐代诗人王维在《九月九日忆山东兄弟》里说道：“独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。”抒发的是思乡思亲的情感。今天，我们要学习的这首诗也是诗人杜甫在登高时创作的，诗名就叫《登高》。
、背景材料：
杜甫，被后人称为“诗圣”，其诗被称为“诗史”。
这首诗大约作于公元767年，唐代宗大历二年秋（普及一个知识），当时安史之乱已经结束4年，但各地的军阀又在不断混战，抢占地盘。杜甫因战乱而流离到夔（kui）州，此时的他已经56岁，身染重病，为了排解忧愁，又值重阳节之际，因而登高望远，在登高后看到的是深秋的萧条景色，由此想到国家正值战乱，感时伤怀而作。
、解析字词，理顺文章：
渚清沙白：渚，水中小洲；清，洲边的江水清澈；沙白，小洲上的白沙。
翻译：天高风急，猿啸声声似乎蕴含着无限的悲哀，孤洲沙白，只有沙鸥不时地回旋。无边无际的落叶纷纷飘坠，奔腾不息的长江滚滚而来。离家万里，悲叹自己经常漂泊他乡，衰老多病，寒秋中独自登临高台。世事艰难，可恨秋霜凝染了我的双鬓，穷困潦倒，不得不放下这浇愁的酒杯。
、品读课文：
俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。
接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。
、内容品读：
1、同学们刚才都读了这首诗，感觉到诗中一直贯穿着的一种情感是什么？
明确：忧愁、悲伤、孤独等。
诗人在诗中是怎么体现这个“悲”字的？（让学生讨论）
明确：首先体现在所见的深秋景色的悲上。首联和颔联“风急天高猿啸哀，……不尽长江滚滚来”。
首联和颔联中有些什么景物，也就是意象？分别有什么特点？
明确：八种。风，天，猿，渚，沙，鸟，落木，长江。特点是急风，高天，哀猿，清渚，白沙，回鸟，落木萧萧下和长江滚滚来。
这些各具特点的意象是怎么来表现诗人描写的秋景之悲的？
明确：（1）、急风，说明风很大，又是秋天的风，而且还是登高之后感受到的风，我们知道越往高处走，温度就越低，所以这时的风肯定是又冷又大的，这风不仅吹在诗人的身上，更在诗人的心上。
（2）、高天，天高阔远，在茫茫天地之间，诗人更觉得自己渺小，无限悲凉之情涌上心头。
（3）、哀猿，猿的叫声是哀伤的，这更为诗人悲凉的心境更添一层。
（4）、清渚和白沙，清和白都是冷色调，更显环境的冷清和凄凉。这又使得诗人更为悲伤。
（5）、回鸟，因为急风而不断盘旋不能往前飞的一只鸟儿，而且只有一只，它是孤独的，这让作者自己感到了自身的孤独。
（6）、落木萧萧，落木就是落叶，到了秋天，树叶纷纷落下，这意味着生命的终结，从落木中诗人也看到了自己的生命正在走向尽头，由此更显凄凉。
（7）、《论语》中有一句话，逝者如斯夫，不舍昼夜。苏轼在《赤壁赋》中也写到“哀吾生之须臾，羡长江之无穷”，都是在感叹生命的短暂，光阴的易逝。因此在这里也是诗人感叹人生苦短。
这些都是从写景来体现“悲”的。
除了秋景之外，作者还从什么方面来体现“悲”的？
明确：还体现在诗人的遭遇上。集中表现在颈联和尾联。“万里……浊酒杯”。
万里悲秋常作客：离家万里，悲叹自己经常漂泊作客他乡，壮志难酬，处境艰难。
百年多病独登台：诗人孤身一人抱病登台，倍感凄凉。
艰难苦恨繁霜鬓：如何理解“艰难”一词？双重意思，一是指国家要平息**的艰难和自身命运之艰，常年漂泊，生活艰难。
也许有人会说，他难道是神经病吗？连自身的生活都保证不了，还要去关心国家大事，这不就是吃饱了撑的吗？但是这就只是我们普通人的想法，而真正伟大的人就是他这样的，有着忧国忧民的崇高品质，若世间少了这些人，那么我们现在享受到的美好生活就会变得遥不可及。
潦倒新停浊酒杯：自古以来，中国人只要一有烦恼就会借酒浇愁，今天也不例外，而诗人内心苦闷，想要一醉解千愁，可是又以为自己年老多病，不得不戒酒，心中万千思绪无法排解，也就愁上加愁了。
、把握作者情感：
这首诗是由前四句的写景转到后四句的抒情，使之情景交融，作者的情感由“风急……鸟飞回”的孤独到“无边……滚滚来”的沉郁，再到“万里……独登台”的愁苦，最后到“艰难……浊酒杯”的无奈，由此看出全诗的感情基调就是一个字：悲。
（七）、总结：
全诗通过所见的秋江景色，倾诉了诗人长年漂泊、老病孤愁的复杂情感。可以说，这首诗是杜甫对生命的感悟、对时世的艰难、对漂泊的一生、对凄凉的晚景和对未酬的壮志的一个总结。它因其雄浑悲凉的意境、工整齐协的格律而被称为“古今七言律第一”。
、板书：
杨翼菁
[《登高》 教案教学设计(人教版高一上册)]
篇7：unit 5 教案(人教版高一英语教案教学设计)
一、教学内容分析
(一)、知识背景及新课程、新教材
本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求。
（二）、教学重点难点
1. 语言知识重点与难点
（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句
（2）与影视相关的词汇
（3）有关发表个人观点的句型、结构
2. 综合知识重点与难点
（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。
（3）.对影视界名人及电影的评价（comments）如何写影评（review）。
二、教学目标
（一）.知识技能
1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。
2. 学习掌握一些有关影视的词汇：
如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些课文中涉及的词汇：
如：graduate, attack, creature, owe…to…, take off等。
3. 学习掌握一些用于讨论、评价电影的结构句式：
如：What’s the film about?
What do you think about the story of the film?
How do you feel about the film?
I like / don’t like the film because…
The film is about… I think the ending of the film is …
4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力?
（二）. 情感态度
1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。
2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。
3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。
4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）.学习策略
1. 认知策略
能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。
2. 调控策略
利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。
3. 交际策略
充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。
4. 资源策略
通过了解影视知识，获得更广泛的英语信息，拓展所学知识。
（四）.文化意识
1. 了解英语国家影视界艺术家的成长经历、成就和贡献。
2. 通过学习，了解世界著名影视文化，培养世界意识。
3. 通过中外影视文化对比，加深对中国影视文化的理解。
三、教学步骤
(一) Warming up
这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤：
1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。
2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。
3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。
（二）listening
本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活动形式：
1． 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。
2． 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。
3． 班级活动：完成听力练习
（三）Speaking
本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提
高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对
演员的职业有所了解并增加学习趣味。
Task: To interview famous actors and directors in different ways.
活动形式：
1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.
1． 班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。
2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。
Birth (time/place)
schooling
Beginning of the acting career
films
family
3． 小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。
4． 师生互动：教师可引导学生讨论下列问题：
1） Why are they so popular and successful?
2） What is needed to be an actor/actress?
3） Would you like to be an actor/actress one day? Why(not)?
6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。
(四) Word Study(提前)：
本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。
教学形式：
师生互动
在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。
（五）Pre-reading
此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制
作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活动形式
1．师生互动：教师提问If you want to make a film, who do you
need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等
2．小组活动：
1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。
2）根据所选的各种角色交叉分组，发挥各自的作用。
Think of one scene you are quite familiar with and act it out.
a. What would the scene be like and what happens in it?
b. Who are the main actors in that scene and what do they do?
c. Write a short dialogue and act it out
（六）reading
本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。
活动形式：
1．小组活动
分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。
2．个人活动
快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信
息，并核对与自己猜想是否相符。
3．个人活动
阅读并查找有关Spielberg的信息：
1） When and where was he born?
2） When did he start making films?
3） What did he use to make films at first? and later?
4） What was his dream?
5） What did he study?
6） When and with what did his career take off?
7） What does Spielberg owe his success to?
（七） Post-reading
该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。
（八）Language study
这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.
活动步骤：
1． 师生互动：教师提一些问题如What Chinese directors do you know?
What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。
如Zhang Yimou is the famous director who successfully directed the film Hero.
2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.
3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：
北京申奥成功图 Beijing the city Beijing is the city where/in which the 2008 Olympic Games will be held.
4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。
（九）Integrating Skills
该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.
1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。
2． 个人活动：阅读Not One Less ；回答问题，填写信息表。
3． 班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。
4．个人活动：Survey--Your favorite director and his film in china
5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...
6．个人活动：模仿前面所学，写一篇影评 My Favorite Film
7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。
8．班级活动：推荐一名学生在班上交流所写影评。
篇8：festival 教案教学设计(人教版英语高一)
Teaching aims:
1、Learn and master some important sentences.
2、Train the students’reading ability.
3、Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.
Teaching important points:
1、Improving students’reading ability.
2、Help the students learn more about foreign history and culture.
Teaching methods:
1、Reading to understand the passage correctly.
2、Group work to make the students take an active part in the activities in class.
Teaching aids:
Cards; paper
Teaching procedure:
Step 1: Lead-in
T:Everybody please speak out as many festivals as you can at home or abroad
S:Christmas;Spring Festival;April fool…
T:The Christmas is on the way,can you sing the Merry Christmas together
S…
Step 2:Reading
T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?
Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.
(read and then answer the question and explain some important sentences and new words)
Step 3:Discussion
Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.
Step 4:Summary
Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.
Homework
Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.
篇9：高一英语上册《Unit 1 Friendship》教案教学设计
一、教材分析
1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生 的词汇量，一方面帮助学生学会审视自己，引导
学生形成正确的价值观和处事原则，培养其高尚的品格。
2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单
元主题相关的词汇。
二、学情分析
“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚
进入高中学习的高一新生来说难度是很大的。
三、教学目标
1. 帮助学生学习更多有关“友谊”的知识;
2. 增加与本单元主题相关的词汇。
四、教学重点和难点
1. Understand the meaning of Friendship.
2. Learn some new words about Friendship and friends.
五、教学过程
Step 1 Warming Up
Activity1: Doing a survey
1.Get the students to do a survey quickly and and add up the score
and then see how many points they can get.
2. Present some new vocabulary in warming up and the explanation on the screen.
(1)、survey n. 调查，概述;v. 测量，检查;
e.g. a. A recent survey showed most of those questioned were for the plan.
最近的民意测验显示大多数调查对象同意这项计划。
b. The governor surveyed the damage caused by the tsunami.
州长查看了海啸引起的破坏情况。
思维拓展： a.. make a survey of sth. 调查…
make a general survey of sth 纵观…
b. survey sth. 调查，评述，检查
survey the equipment 检查设备
(2)、add v. 增加，增添
e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?
b. A new wing was added to the building. 这座大楼新添了一座边房。
思维拓展： add up sth 把……加起来
add sth to sth 把……加到…… add to sth = increase 增加了…
add up to 合计;总共
指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：
e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。
The bad weather added to our difficulty. 坏天气增加了我们的困难。
b. add还可表示“补充说“，后常接从句。
e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。
词汇派生： addition n. 附加物 additional adj. 附加的
adding machine 加法机 in addition to 除……之外
(3)、upset v. 使不安，打乱adj. 心烦意乱的
e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。
b. I understand how upset you must be feeling. 我理解你心里有多难受。
思维拓展： a. upset sb. 使某人不安
upset the plan 搅乱了计划
upset the cup 打翻了杯子
It upsets sb that 让某人心烦的是……
It upsets sb to do sth 做……使某人不快。
b. be upset about 对……赶到心烦
指点迷津：(1). upset 指由于某事的发生而心烦意乱。
(2). nervous 在做某事的过程中紧张害怕的感觉。
(3). anxious 因担心某事的发生或不发生而焦虑不安。
词汇派生：upset-upset-upset-upsetting
(4.)、concern n. 担心，关心，关系;v. 涉及，有关
e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。
b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。
思维拓展：a. show/express concern about/ for 对……表示关心/担心
b. concern oneself about/ for 担忧/关心……
concern oneself with 从事，参与……
concern sb./ sth 与……有关
词汇派生：concerned adj. 有关的;担心的
be concerned about/ over/for 关心;挂念
be concerned with/ in 牵扯进/参与……
as/so far as …be concerned 就……而言
e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。
(5)、cheat v. 欺骗,作弊 n. 骗子, 作弊者
eg. He is accused of cheating the taxman. 他被控欺骗税务员.
eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.
思维拓展： cheat sb. (out) of sth 骗取某人某物
cheat sb. into doing sth 骗某人做……
cheat sb. into the belief that 骗某人相信
catch sb. cheating in an exam 作弊被抓
[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关
的一小部分词汇。
Step 2 Vocabulary learning
Activity2: Guessing game
Find the words or phrases for each of the following meanings from unit1.
1.______not insidde a building
2.______feeling disturbed
3.______to be worried about
4.______free, not tied up
5.______to experience something
6.______to take no notice of
7.______staying close to and looking at somebody
8.______to become quiet after nervous activity
9.______number of things that happen one after another
[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。
Step3 Vocabulaary recitation
Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.
________________ vt. 增加;添加;补充说 vi. 加;加起来;增添
________________ n. 点;尖端;分数
____________vt.& vi. (_______ ______ ______) 使不安;使心烦
adj. 心烦意乱的;不适的;不舒服的
____________ vt. 不理睬;忽视
____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定
_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系
______________adj. 松的;松散的;松开的
_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊
________________ n. 理由;原因
________________ vt. 列出
________________ vt. 分享;均分;分担 n. 一份;份额
________________ n. 感觉;感情
________________ n. 荷兰
________________ n. 德国人;德语 adj. 德国的;德国人的;德语的
________________ n. 连续;系列
________________ adv. 在户外;在野外
________________ adj. 疯狂的;狂热的
________________ n. 自然;自然界
________________ n. 目的;意图
________________ vt. &v. aux 敢;胆敢
________________ n. 雷;雷声; vi. 打雷;雷鸣
________________ adv. 完全地;全然地;整个地
________________ n. 能力;力量;权力
________________ adv. 依照
________________ adv. 按照;依据
________________ vt. & n. 信任;信赖
________________ adv. 在室内;入室内
________________ vt.& vi. 遭受;忍受;经历
________________ n. 十几岁的青少年
________________ n. 忠告;建议
________________ n. 调查表;问卷
These words are new to students, so make explanations if necessary.
[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。
Step 4 Practice:
Activity3： Group competition (group work)
1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)
2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.
[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。
Step5 Summary
Get a group to sum up this class and the teacher can add something if necessary.
[设计思路] 通过小节，强调本节课的重要内容。
Step6 Homework
Try to remember the vocabulary that the students have learned in class.
[设计思路]通过作业，巩固所学。
六、板书设计
Competition in groups
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
七、教学反思
本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。
1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求
“快乐”。
2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。
3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形
式的操练，令到学生的操练更具目的性、指引性。
总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。
篇10：unit 6 Good manner(人教版高一英语上册教案教学设计)
01英本（2）班 蔡少芹 01031210
Period 1 Warming Up & Speaking
Step 1 Warming Up
Activity1. Talking about the good/bad manners
. T: Today we are going to learn a new unit,unit6 Good manners. And what does good manners mean? Who can tell us?
S : Polite.
T: Yes. It means “being polite, polite ways of talking and doing things.” And what is the opposite of good manners?
S: Rude, bad manners.
T: Yes. Now ,do you like people with good manners or bad manners?
S: Good manners.
T: Yes, of course. All of us like people with good manners. Now, let’s look at some pictures on the screen. Can you tell us which behavior is good manners and which behavior is bad manners?
( Show 5 pictures on the screen )
T: Is it good manners?
S: No.
T: Yes. It is bad manners to spit. What about the second picture? It is good manners?
----
(explain the rest 4 pictures as above)
T: In our daily life, there are many bad or good manners. Now ,can you give us other examples in our daily life. Please write down two things. You can discuss with your partner. Please use the structure “ It is good/ bad manners to …” or “It is polite / impolite to …”. Are you clear?
(on the screen : It is good/ bad manners to …
It is polite / impolite to … )
Activity2. Talking about the 4 pictures on Page 36
T: Ok, we know it’s very important to be good manners. And there are many ways to be good manners. Can you give me some examples?
T: Such as help others, offer the seats to the old.
T: Yes. Anything else? Thanking others and making apologies to others are also good manners. Do you know how to be good manners in the following situation? S1, suppose, I borrowed your pen yesterday. But I lost it last night. What should I say to you now?
S : Sorry.
T: Yes. I must apologize to you and say sorry to you. What does apologize mean?
(Bb: apologize v. apologize to sb. for sth.
apology n. make an apology to sb. for sth.)
T: We know making an apology is a way of being good manners. Now ,please open your book turn to Page36. There are four dialogues, please complete the dialogues with the using the expressions in the second column. Are you clear?
(2 minutes later)
T: Ok, let’s read the first dialogue together. Do you know the relation between the two persons?
S: A teacher and a student.
T: What happened to the student?
S: He was late for school.
T: Yes. So he made an apology to his teacher. Now ,let’s look at the second dialogue.
(explain dialogue2,3,4 as above)
Activity3. Asking Ss to act out the four pictures to the blackboard
T: Now do you understand the four dialogues? Did you see the Romeo and Juliet last Friday?
S: No.
T; What a pity. It was very wonderful. They are real actors and actresses. Do you want to be actors and actresses? Ok ,today I will give you the chance. Now I want some Ss to act out the four pictures to the blackboard. You can use your own words or the expressions from the book, you also can add some actions. Ok ,the first group do the first pictures. Group two, picture two. Group three, picture three. Group four, picture four.
Activity4. Three steps in a dialogue about an apology.
T: Do you how many steps in a dialogue about an apology?
Ss:
T: we usually say there are three steps in a dialogue about an apology.
( on the screen: Three steps: 1.make apologies
2.make excuses
3.accept the apologies)
T: Ok when we make apologies to others what usually say?
Ss: I am sorry. I’m terribly sorry.
T: Anything else?
T: We say accepting the apologies also is good manners. When we accept the apologies, what should us say?
S: It doesn’t matter. No problem.
T: Anything else? Ok ,now I show you some useful expressions how to make and accept the apologies.
(on the screen: Useful expressions
Ways of making apologies Possible answers
Forgive me. I’m very sorry. Oh, that’s all right.
I apologize for… Oh, well, that’s life.
I’m sorry. I didn’t mean to… It’s OK.
Oops, Sorry about that. No problem.
T: Please read it by yourselves.
Step 2: Speaking
Activity1. making a dialogue with a student
T: Ok ,now let’s practice how to make and accept the apologies. Look at the screen, there is a situation.
(on the screen: Many people are drinking at the party and there are many cups on the table. You take the wrong one. What will you say and what will you do? )
T: Ok, this is my cup (show a real cup ), but someone took it by mistake. Now, I’m looking for it.
T: S2, suppose you took my cup. Ok? Let’s make a dialogue.
T: Hey, What are you doing? That’s my cup.
S2: I’m very sorry. I’m a blind. I can’t see it.
T: It doesn’t matter. Please be careful next time.
S2: Thank you.
Activity2 asking Ss to make dialogues
T: Ok ,class. Do you know how to make a dialogue now. please look at the following two situations, then you can choose one of them to make a dialogue.
(on the screen:
Situation 1
It is raining heavily outside, and you take Jane’s umbrella which looks the same as yours. As a result, Jane has to wait for a long time.
Situation 2
You borrowed some money from your friend last Sunday, and you promised to return it to your friend today. But you still have no money.)
Step 3 Discussion: How to be a student with good manners
T: Just now, we have learned some good manners. Do you want to be a student with good manners?
Ss: Yes.
T: But do you know how to be a student with good manners? Ok , now let’s discuss it. Please discuss it in a group of four, and then I ask a reporter of each group to speak out your opinions. Are you clear?
Step 4 Summary and Homework
Activity1, Summary
T: Today we have learned some good manners, such as how to make apologies and how to accept the apologies. Please remember to use them after class. It will help you to be a student with good manners.
Activity2 Homework
1.Review the expressions
2.Preview the Listening & Integrating Skills
3.Page 117 ,Exercise 4
Period 2 Listening & Integrating Skills
Step 1 pre-listening
T: In the last period, we have learned how to make apologize and how to accept the apologies. Did you practice it after class?
Ss: Yes.
T: We know it is important, because it can help us to be a person with good manners. Last night, my friend, Bill asked me how to make apologies. Because he had to make apologies to his friend, Cliff. I wanted to know what had happened to them. Do you also want to know?
Ss: yes.
Step 2 listening
T: Ok, now, let’s listening to the tape, and then answer the question: What are the problems that Bill and Cliff talk about? When you are listening, please make some notes. Are you clear?
(listen for once )
T: Ok, now let’s check the answers …
T: Ok. Just now, we have learned there are some trouble between Bill and Cliff.
Do you want to know how Bill to make apologies to Cliff and how Cliff to accept Bill’s apologies? Ok ,open your book and turn to page 37. let’s listen to the tape again then finish the questions on the book. Are you clear?
(listen for twice)
T: Question 4 and question 6 , we have different answers for them. Let’s listen to the tape for these two questions.
(just listen these two questions for the third time )
step 3 post-listening
T: How many steps in a dialogue about apology? Do you still remember?
Ss: Three.
T: what are they?
Ss : Make apologies, make excuses and accept apologies.
T: Yes. Look at the dialogue between Bill and Cliff. Then answer the questions.
(screen :
What does Bill say to apologize for taking the bike without telling Cliff?
make apologies _______
make excuses ________
What does Cliff say?
accept apologies __________ )
step 4 pre-writing
T: Bill was very sad to lost Cliff’s bike. Now, I want to tell him a piece of good news. Because I have found Cliff’s bike. Suppose I found Cliff’s bike, what should Bill say to me?
Ss: Thank you.
T: Yes. He will express gratitude to me.
(Bb: express gratitude )
T: In which situations, we will express gratitudes to others?
Ss: When someone helps you. Or you receive a present. And when others speak highly of you.
T: Yes. And how do you express gratitudes to others?
Ss:
T: You can say thanks to your friends directly. If your frienfs live in another city, what should you do?
Ss: Make a thank-you call, write a letter or send an E-mail.
T: Yes. There are so many ways to express gratitudes.
(screen: the stituations the ways
help … directly
receive presents make a call
speak highly of … write a letter
… send an E-mail
… )
Step 5 writing
Acticity1: Read a sample letter and find out the three paragraphs’ main ideas.
T: We know write a thank-you letter is one of the ways to express gratitudes. Do you know how to write a thank-you letter?
Ss: No.
T: Ok. It doesn’t matter. Please turn your book to Page41. Now, let’s read Amy Zhang’s letter to her friends, Sam and Jenny. Please read it quickly, then find out the main idea of each paragraph.
Ar you clear?
Ss:
(3minutes later, ask three Ss to answer. And explain the passage paragraph by paragraph.)
T:Learning from Amy Zhang’s letter, we know a thank-you does not need to be long Usually yhree paragraphs will be fine. Now, please write down in your own words what each paragraph is about? Are you clear? You can discuss wiyh your partner.
(screen : Para.1 ________________________
Para.2 ________________________
Para.3 ________________________ )
(1 minute later, ask Ss to answer.)
Acticity2. Do a practice.
T: Now, we have known what to write for each paragraph. Ok. Let’s pracitse writing the first paragraph. Do you know how to write?
Ss:
T: First you must write down who you want to thanks to. Then the reason why you thanks for.
(Bb: Who
Why )
T: Are you clear now?
Ss:
T: Ok, I show you two examples. Please look at the screen.
(screen: Eg1: Thank you for helping me. Without your help, I can’t finish the work on time.
Eg2: Liu Xiang won the first prize in men’s 110-hurdle race. Our Chinese people thank him for winning honor for our country.)
T: Please write two sentences in your own words. I will give you four minutes.
Are you clear?
Ss:
(five minutes later, ask 3 ss to read out their sentences.)
Acticity3: Show myself letter and explain the form of the letter.
T: Well done. Please look at Page42, exerise2. There are four topics, please choose one of them to write a thank-you letter. Do you understand?
Ss:
T: Ok. Now, I show you a letter written by me.
(show the letter on the screen)
T: Please read the letter together.
(Read together)
T: Are you clear how to write a thank-you letter now?
Ss;
T: when you write a letter, please pay attention to the form of the letter. Where to write the date, where to write the name and so on. Do you remember?
Ss:
Step 6 Summary and Homework
Activity1, Summary
T: Today we still have learn how to make and accept the apologie.And also have learned how to express gratitude. On of the ways is to write a thank-you letter. And we have learned how to write.
Activity2 Homework 1. Write a thank-you letter.
2. Preview the Reading.
3.同步练习。
Period 3 Reading
Step1, pre- reading
T: Today I’m very happy. Do you know why? Can you guess it?
Ss:
T:Ok. Let me share you with my happiness. Please look at here. What’s this?
Ss:请柬
T: Yes. It’s an invitation. One of my friends ask me to a dinner party. But now I’m a little nervous. Why? Because the dinner party is very important. If I want to make a good impression on others, what should I have to pay attention to?
(Bb: make a good impression on sb. )
T: Can you give me some advice?
Ss:
T: For example, when I’m eating, what should I have to pay attention to? Should I eat fast?
Ss: No.
T: Should I eat much?
Ss: No.
T: Yes. I cann’t eat too fast and too much.. What about when others drink to me?
Ss:
( ask several ss to give their opinions)
T: Thank you for giving me so much advice. Look at the screen, there are some advice given by my mother.
(screen: 1, Don’t eat too much and too fast;
2, Try to talk to people sitting beside you and smile;
3, Stand up when others make a toast ;
4, Finish the drink at once;
5, Don’t stand up to get the food , wait for others to get the food for you;
6, Don’t ask for more even if you are not full. )
T:If I take yous and my mother’s advice, I think I will make a good impression on others. And I will have a good dinner. Do you think so?
Ss:
T: Now, we have known the good manners in the Chinese dinner party. Do you want to know the good manners in a western countries’ dinner party?
Ss: Yes.
T: Ok. There are some behaviors in a western countries’ dinner party. Do you know which one is polite and which one is impolite?
( ) 1.Use the knife with your right hand.
( ) 2. Put your napkin on your lap.
( ) 3. Start eating as soon as your food is served in front of you.
( ) 4. Ask for a second bowl of soup.
( ) 5. Use your fingers when eating chicken.
( ) 6. Finish eating everything on your plate .
( ) 7. Talk loudly while eating.
( ) 8. Make other people drink more spirits than they can take. )
Ss:
T: Ok. Are you familiar with them?
Ss: No.
Step2 Reading
Activity1 fast reading
T: You are not familiar with them. I’m not familiar with them., either. But, it doesn’t matter. Now, I take you to a western dinner party. Please open your book turn to page 38. today we will learn a new text, Table Manners at a Dinner Party. Please read the text quickly, then find out the answers to the above questions. Are you clear?
Ss; Yes.
T: Ok, let’s start.
(ask Ss to answer the questions one by one. Then explain the behaviors)
Activity2 careful reading
T: Ok, look at screen. There are two dinner tables.
(show two pictures of the dinner table )
T: Can you tell me which one is for Chinese dinner party and which one is for the Western dinner party?
Ss:
T: How do you know it ?
Ss:餐具不同
T: Yes. The dishware is different. What do Chinese use for eating?
Ss: Chinese use chopsticks, bowl, and plate.
T: What about the Westerners?
Ss: They use knife, fork ,spoon and so on.
T: Yes. We can see the things on the Western dinner table are more than those on Chinese dinner table. They have so many things. Do you want to know how many things on the Western dinner table?
Ss: Yes.
T: Ok. Listen to the first paragraph and find out the number of the things on the table.?
(screen: 1._____napkin
2._____small bread roll
3._____glasses
4._____spoons
5._____knives
6._____folks )
(listen to the tape for Para.1.then ask Ss to answer the questions)
T: There are so many things on the table. Do you know how to lay the things on the table?
Ss:
T :Look at the screen. I have given you the places, please put the tableware in the right places. You can discuss with your partner.
(explain it on the screen for 3 minutes )
If you are a waiter, could you tell us the order of your dishes?
(screen: dessert main course starter soup )
T: Please read Para2-3 carefully and answer the questions. Let’s start.
(2 minutes later, ask one student to answer)
T: The dishes are very nice. I show you more pictures about the dishes.
(show some pictures on the screen.)
T: For the start, which pair of knife and fork is used, the big ones or the small ones?
Ss: The small ones.
T: Do you know hoe to use them? Please look at the picture on the screen. It tells you how to use.
(Show the picture on the screen)
T; When we have the soup , which spoon do we use, the big one or the small one?
Ss: The big one.
T: Yes. And we use the small spoon to do what?
Ss; Have the dessert.
T: Yes. During the meal, we have so many delicious dishes. But what a pity, today we only just see them in the picture.. if you have the chance, you can enjoy the dishes at the restaurant.
T: Ok. Please don’t to be so excited now. You are too noisy now. When you have dinner, are you noisy, too?
Ss: No.
T: Ok, when we want to speak at table, what should we do?
Ss:
T: Ok. Please read Para4-5 carefully and answer the questions on the screen.
(screen: 1. When you are at table, what should you do? 2. What is the different custom of toasting between China and western countries? )
( 2 minutes later, ask Ss to answer)
T: Do you know what’s soft drink?
Ss:
T: Can you give me some examples?
Ss: Drinks.
T: Yes. Such as cacocalo, red wine , white wind and so on. When we make a toast, what should we do?
Ss:
T: Yes. It is different from us. Now please read the last paragraph together, then answer the questions.
(screen: 1.Do table manners change over time? What can you do if you are not sure what to do? )
( after reading ,ask a student to answer)
T: What does the host mean?
Ss:
T: What about the word formal? Can you tell me its meaning?
Ss:
T: If you have dinner with your friends or family, do you have to worry about the table’s rules?
Ss: No.
T: Why?
Ss; Because it is not a formal one.
T: Yes.
Step 3 Discussion
T: Now, we have known some good manners at the Western dinner party. Suppose a friend from America named Jack invites you to have a dinner at his home at 7:00 pm. What will you do if you want to leave a good impression?
Ss:
T: Ok. Let’s have a discussion . Please discuss it in group of four
Step 4 Homework
1. Try to find out the useful expressions in the text .
2. Page 40, Exercise 2.
3. 同步练习
Period 4 Language points & Word Study
Step1 Review
T: In the last period, we learned the table manners at the Western dinner party. Do you still remember?
Ss: Yes.
T: Ok. Now I want to ask a student to retell the next. I show you the key words on the screen. How to use… spoons… knife & fork… bigger… napkin…Starts with… pray… right hand… left… bowl of soup…Main course… fingers… finish eating…Speak quietly… not laugh…Soft drinks… health…never to drink too much…Change over time… formal… not sure… follow… )
(ask a student to retell )
Step 2. Language pointsKnowing them will help you make a good impression.”
(screen: Knowing them will help you make a good impression.1). Knowing them 是一个动名次短语，在句子中作主语。动名词在句子中相当于一个名词，可以在句子中作主语.宾语.定语和表语。
Reading aloud is very important in learning English. 作主语
Seeing is believing. 作主语和表语
They suggested going to the zoo tomorrow. 作宾语
His hobby is collecting stamps. 作表语
The factory built a swimming pool last spring. 作定语
2). Impression “印象，感觉”The first impression is very important.
make / leave a good /bad /poor impression on sb.给某人留下好/坏/差的印象
The book left / made a deep impression on him.)
T: Let’s look at the next sentence.
(screen: mean doing sth 意味着做某事…… mean to do sth 打算，计划做某事I mean to go, but my father would not allow me to.
我想去，但是我父亲不肯让我去。
To raise wage means increasing purchasing power.
赠加工资意味着增加购买力。
Eg: The bad weather meant ______ the plane for 4 hours.
A. delaying B. delayed C. to delay D. having delayed )
T: In the sentence “ In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.” What does the word which refer to?
Ss:
T: Yes. It refers the sentence before it.
T: Ok,let’s look the second paragraph. In the sentence “ Dinner starts with a small dish, which is often called a starter.” What does the word which refer to?
Ss: A small dish.
T: Yes. Please look at the screen.
(screen: Dinner starts with a small dish ,which is often called a starter. 正餐常以一道小菜开始，这道菜常称为开胃菜。start with =begin with : 以..….开始
end up with : 以..….结束
which 引导的句子 为非限定性定从，先行词 为 a small dish)
T: Let’s move to the third paragraph.
( It is polite to finish eating…When drinking to someone’s health, you raise your glasses, but the glasses should not touch.
When (you are ) drinking to someone’s health, you raise your glasses, but the glasses should not touch.如果when从句的主语与主句主语相同，谓语又是be动词，从句主语和be可以省略：当when从句主语与主句主语相同时，用when加分词可以替代状语从句。Eg: When（you are）in trouble, ask her for help.
When（I was）sleeping, I never heard a thing.raise vt. lower vt.to lift, push , or move upwardsPlease raise your hand.
She raised the window and let in the fresh air.
He raised his voice. rise vi. set / fallEveryone knows that the sun rises in the east.
After the terrible flood the water level in the river ______by 50 centimeters.
A. rises B. raises C.is rose D.is raisedWhen drinking to someone’s heath , … 为某人健康 祝酒时 ，……drink to : 为 ……祝酒， 为 ……干杯
eg : Let’s drink to the bride and groom . 为新郎新娘祝酒。
让我们为我们两国人民之间的友谊干杯!
Let’s drink to the friendship between our two countries! )
T: Ok. Let’s look at the last paragraph.
(screen: Table manners change over time . They follow the fashion of the day.
餐桌礼仪会随时间而改变。随时尚而改变Over : during , through a period
Over the years, he’s become lazier and lazier.
这些年来，他变得越来越懒惰了。fashion : 流行 ，时尚， 方式
eg : a ~ show 时装表演 follow the ~ 赶时髦
be in the ~ 正在流行 out of the ~ 不流行， 过时 )
make / leave a good /bad /poor impression on sb.
2. mean to do sth.
mean doing sth.
3. be close to
4 a little bit
5. start with 以..….开始
end up with 以..….结束
6. keep slient
7. at table 吃饭
at the table 坐在桌子旁边
8. all the time
9. drink to
Step 3 Word study: negative prefixes
T: Can you tell me the opposite of the following words.
(Bb: easy safe polite )
Ss:
T: Do you know another opposite of the words?
Ss:
T: Yes, we can say “uneasy, unsafe, impolite”. We add the prefixes “un--” and “im--” before the words. Now, can you tell me anything in common between the two prefixes?
Ss: I think the meaning of each prefix is “not”.
T: You are right. That is to say, w can add a certain negative prefix to a word to change the meaning of it to its opposite. Then, do you know any other negative prefixes like “un--” and “im--”?
Ss: “non-” and “in-”
(Bb: un-- im-- non-- in-- )
T: Well done. Now please turn to page 40 and look at the first part in Word Study. Look at the word formation rules first. Then finish the exercise below.
nonstop unfold incorrect importantunderstand invite unlucky impossible uniforminteresting )
(1 minute later,ask Ss to answer)
T: Ok, now ,let’s do an exerise.please open your book to Page117. Fill in the blanks with the words below. You may need to add a negative prefix to some of them to fit the contex.
polite formal possible certain known happy smoker stop able
1.The Oscar winner was almost _______ before the movie made her famous.
2.I would like to help you, but I am ______ to.
3.It is still ________ whether there will be a war between the two countries.
4.It is _________ to say that there is no life in outer space.
5.“It costs nothing to be _____ .” said Winston S. Churchill.
6.Is it ______ to get to the city by train, or should I take a bus?
7.She hates smoking, so her husband has to be a _________ .
8.This plane won’t take you to Shanghai. It flies _______ from Beijing to Shenzhen.
9.Children love to read fairy tales(童话), most of which have a _____ ending.
10. Business letters are usually _____ , but we write _______ letters to family or friends.)
T: First tell me the negative prefixes of the words.
Ss:
(2minutes later.ask Ss to answer it one by one )
Step 4Summary and Homework
Acticity1,Summary
T: Today we haven learned the language points. Please try to remember them and to use them. We also have learned the negative prefixes of the words.
Activity2 Homework
1.Preview grammar
2.P117 Exercise 3
3.同步练习：P41-43 Period 5 Grammar
Step1 Review the attributive clause
T:In last two units ,unit4 and unit 5, we have learned the attributive clause. Do you still remember?
Ss:
T: Ok. Before our class, we first review it . Please look at the screen.
(screen:
(explain the using indetails)
T: Ok. Now, let’s do some exerise to remember it. Look at the screen.
(scren: (1)The girl __________ is standing there is Mary.
(2)The man _________________________ my mother saw in the street is my teacher.
(3) The book ____________ tells us about the earth is interesting.
(4)She lives in a house _______________ windows face south.
(5) I won’t forget the factory __________________ my father worked.
(6) I won’t forget the factory _______________ I visited yesterday.
(7) I’ll never forget the day __________________ I joined the army.
(8)Tell me the reason ________________you came late.
(9)He talked about the teachers and schools __________ he had visited.
(10)Dinner starts with s small dish, __________ is often called a starter. )
Step 2 Lead-in
(show a picture of Wenzhou University)
I have visited the place.
The place is called Wenzhou University. )
(ask Ss to combine them)
T: Well done. Please look at the next two sentences, combine them.
(screen: Wenzhou University is very beautiful.I have visited Wenzhou University
(ask Ss to combine them)
T: Please look at the two sentences. Can you tell me the differences?
(screen: I have visited the place which is called Wenzhou University .
Restrictive Attributive Clause
限制性定语从句
Wenzhou University , which I have visited, is very beautiful.
Non-restrictive Attributive Clause
非限制性定语从句
Restrictive Attributive Clause and Non-restrictive Attributive Clause?
Ss:
T: Commas is one point. I show you some more.
(screen:
限制性定语从句
非限制性定语从句
从句与先行词的关系 从句是先行词不 可缺少的定语，如果省去，先行词的意思就会不完整或不明确。 从句只是对先行词的附加说明，如果省去，先行词的意思仍然清楚或完整。
标点 从句和主句之间不用逗号分开
从句和主句之间通常用逗号分开
关系代词 指人 who(that)whom 指物 which(that)
指人和物的 whose关系代词在从句中作宾语时可以省略 指人 who(作主语） whom（作宾语）指物 which
指人和物的 whose关系代词一般不可省略
翻译 定语从句译在被修饰词的前面 定语从句通常被译成另一个独立的句子
I know the man who is named David Beckham
我知道那个叫贝克汉姆的男人。I know David Beckham , who is a handsome man.
我知道贝克汉姆，他是一个很帅的人.
( explain the different pionts in the two sentences )
T: We can the differences between the two sentences.限制性定语从句在从句中起限定的作用，如果去掉了，对方回不知道你要讲什么，回产生歧义的。而非限制性定语从句在从句中起补充说明的作用，去掉了，也不会影响大局；也就是说对方仍能听明白你讲什么，可无可有的；从句还可以是其他方面的消息的。Now, look at the sentences on the screen.
(show two pictures of David Beckham )
T: 在非限制性从句中，只要我说了David Beckham，你们就知道是谁了，也明白了我意思。所以后面的信息是可有可无的。 它只起补充说明的作用。
(screen:
I know David Beckham, whose nationality is Britain.
who is a handsome man.
whom I like best.
who is paid 3,000 a week at Manchester United.)
T:注意在非限制性定语从句中，作主语的用who，作宾语的只能用whom，不能用who。
T: Please look at the following sentences.
Wenzhou University , which I have visited, is very beautiful.
David Beckham is a famous football player, who is a handsome man.
My house, which I bought last year, has got a lovely garden.
当先行词是地名，人名等专有名词或物主代词修饰时，其后的定语从句通常是用非限制性的。
Activity2 , Do some exercise on Page41
T: First read the examples on your book. There are two sentences and one is the Restrictive Attributive Clause and the other is Non-restrictive Attributive Clause.
T: Are you clear how to do? Now, let’s do another two sentences.
(screen: 1.Paula lives alone on the fourth floor.2.My sister Ellen is a nurse. )
T: Please add some information in your own words.
(1 minute later, ask Ss to answer)
Acitivity3 Which & As
T: 我们说非限制性定语从句的关系代词which，可以指代前面的先行词（名词或代词），还可以指代前面的整个主句。For example: In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries. 在这句中，which就指代you sometimes get a hot, damp cloth to clean your face and hands,。而不是指代your face and hands。Do you understand?
Ss: Yes.
T: Ok. Let’s do some exerises.
(screen: 1.The result of the exam was very good,________ we hadn’t expected.
A. when B. that C. which D. who2.___________ is known to us all, the moon travels around the earth .
A. It B. As C. That D.Which
关系代词as和which都能引导非限制性定语从句代表整个句子内容，as引导的定语从句可位于句首或句末；which引导的定语从句却不能位于句首。For xeamples:
As is known to all, Taiwan is a part of China.
He was always late for school, which / as made his teacher angry.
Activity4, do a practice
Complete the sentences with who,whom or which.1.A young man, _________ I did not know,asked me to give you the message.
2.The Yangtze River,on ______another big dam will be built,is going to produce more electricity for the areas along it.
3.The man in the black coat, ______used to be our headmaster,has just come back from Pakistan.
4.The old tree in Jingshan Park, on______Emperor Chongzhen hanged himself, was cut down in the 1960’s.5.The Project Hope,______started many years ago,has helped a large number of children in poor areas go to school.
6.Those foreign teachers, most of ______have never been to China before,are enjoying their work here very much.
7.On the train from Baotou to Dalian we met a Japanese man,_____spoke Chinese very well.
8.The temple,______was built on the bank of the lake in 1456,was destroyed in an earthquake two years ago.
篇11：Unit 4 短语总结(人教版高一英语上册教案教学设计)
WARMING UP & LISTENING & SPEAKING
1. talk about 谈论； 议论 talk with sb; talk of 提到
2. host the Olympic Games 举办奥运会
3. take place = come about; happen 发生
4. be caught in (a rain; a traffic jam; the earthquake)
偶然遇上（雨，交通堵塞,地震等）
5. create a dialogue = make up a dialogue 编对话
6. play tennis 打网球
7. for fun = as a joke 开玩笑的；不是认真的；为了取乐的
8. I hope so. I hope not.
9. shout /call for help 呼救
10. go on (a) holiday 去度假 go to...for a holiday
on holiday 在度假
11. on fire 着火 catch fire 着火；set fire to=set...on fire 纵火
make fire 生火
12. I’m afraid of +n. 害怕
I’m afraid that... 担心
I’m afraid to do sth 不敢做某事
I’m afraid of doing sth 害怕做某事
I’m afraid so. 恐怕是这样
I’m afraid not. 恐怕不会。
THE RESCUE
13. a natural disaster 自然灾害
14. hear/see sb. doing sth 听见/看见某人正在做某事
hear/ see sb do sth 听见/看见某人做过某事
(五看二听一感觉)
15. look around 环顾； 四处看
16. advance towards 朝…前进
17. before +从句 还没来得及...
18. be upon 逼近； 临近
19. sweep sb down 把...冲到了
20. drag 拖拉（重物）；（比较艰难缓慢，有阻力）
drag oneself along 拖着沉重的步子走
pull 拉；扯 （应用范围比较广）
pull a tooth 拔牙 pull the door open 拉开门
pull at 拉扯 pull up 拉起来；拉上来
draw 拉（比较从容、平稳不费力）
draw one’s attention 吸引注意；draw a conclusion 得出结论
draw back 后退 draw money from bank 从银行取钱
draw near 就要来临；逼近
21. get on one’s feet （艰难的）站起来 get up; stand up
22. hold on to 抓住
23. pull up 拉起来； 拉上来
24. against the wall 倚着墙
25. fight for 为…而战 struggle for 为…而斗争
26. look into 往…里面看； 浏览； 调查
look into one’s eyes 注视着某人 stare at; fix one’s eyes on;
look sb in the mirror 照镜子
look sb up and down 上下打量某人
20. with a look of fright 害怕的； 恐惧的
21. around the corner 即将来临，on its way; draw near；
in store
22. cut down 砍倒;削减 cut up 切碎 cut off 切断
cut in 插嘴;加塞 cut out 删除;剪下来 cut away 剪掉
23. three meters deep 三米深 three metres in depth
a three-meter-deep hole = a hole of three meters deep
24. sweep away (风) 吹走； （浪） 卷走；
sweep down 吹倒； 席卷； 冲倒
25. work out 计算出；想出（办法）；制定（计划）；
work at 从事；致力于 work on 继续工作；从事于
26. refer to 指的是； 谈到；提到；查阅
WORD STUDY & GRAMMAR
定语从句：限制性定语从句，非限制性定语从句
27. strike，普通用词，“打一下；打几下”，不一定有意；“敲钟”。 hit，“击中，打，对准”，着重敲打或打击对方的某一点
beat，连续的打击; 如殴打或体罚等；游戏竞赛战争中击败
knock 敲；打 ；撞击
27. advance the deadline 提前最后期限；
28．pull at/on 拉一下
29. seize an opportunity/chance 抓住机会 = grasp/take/grab...
chance 可能性 U.n. & C.n
There is a chance/no chance of sb doing sth
that 从句
The chances /chances are that... 可能...
by chance 偶然
30. （区分：pay; cost; spend; take)
sb pay money for sth
sth cost sb money
sb spend money on sth; sb spend time/money in doing sth
It takes sb time to do sth
31. in town 在城里 in the country(side) 在乡下
go to town 进城 go to the country(side) 下乡
INTEGRATING SKILLS
32．take a photo of sb / sb doing sth 给…照相
33. in a second = in a very shore time
34. a two-day trip 一次两天的旅行
35. the next morning 第二天早上
WORKBOOK
36. on the morning of April 18th, 1906
37. as a result of 由于…的结果 as a consequence of
34. A +动词/be + ten times larger than+B 比…大十倍
A +动词/be +ten times as large as+B 是…的十倍
A +动词/be +ten times the size of+B 是…的十倍
(number/amount/height/length/depth/width/age)
篇12：Unit 9 必会习语(人教版高一英语上册教案教学设计)
1.be used for 被用于… be used as 被用作…
2. It depends. 要看情况而定。
LIFE ON THE GO
3. live life on the go 过着忙碌的生活
4. on the go 忙忙碌碌的； 四处奔走
5. make it possible for sb to do sth 使得某人做某事成为可能
6. throughout the world 遍及世界
7. more than 不仅， 多于；
no more than 仅仅； 只不过
not more than 少于， 不足
8. add to 增添；增加 add…to… 给…增加…
add up 加起来 add up to 加起来总共是
9. remind sb of/about sth 提醒某人某事
remind sb to do sth 提醒某人做某事
remind sb of doing sth 提醒某人已做过某事
remind that...
10．have an appointment with sb. 和…有预约
keep /break one's appointment 守约／违约
make an appointment with sb. 和…约定
by appointment 按约定
11. obey /break the rules 遵守／违反规定
12. agree (not) to do sth
agree that sb can/will do sth
agree with; agree to; agree on
13. dare not do = don't dare to do 不敢作…(同need)
14. take sth/sb away from… 把….从….带／拿走
14. stay/keep in touch with sb.; /keep track of
be in touch with 与…保持联系
get in touch with 与…取得联系
lose touch with 与…失去联系
be out of touch with
15. call for help 求救
16. in case (of an emergency) 万一； 以免
in case +从句 万一
17. do whatever he wants to do 想干什么就干什么
whatever 和 no matter what 区分
LANGUAGE STUDY
18. according to 根据
19. the negative/positive effect of ….的负面/正面影响
INTEGRATING SKILLS
20. take over 接管
21. (in) the way that/in which… …的方法
The few surviving human beings are being used (in) the way (that) we use machines today.
22. break down 出故障
23. dream of/ about 梦见；梦想
24. fail to do sth; fail in doing sth 没能做到…
succeed in doing sth 成功的做某事
be successful in doing sth
25. force sb to do sth 强迫某人做某事 oblige sb to do sth
by force 靠武力
26. come up with 想到； 提出
27. take steps /measures/action to do sth 采取措施
28. look up the words in the dictionary 在字典上查单词
29. go for a job interview 去面试找工作
30. unite as one 团结一致
31. hand in one's homework 交作业
32. suffer a serious defeat 遭惨败
FUTURE TRAVEL：TELEPORTATION
33. be based on 以…为基础
34. take …apart 把…分解 =separate
put…together
35. on the way 在路上 on one’s way to 在去...的路上
in the way 妨碍；挡道 in a way 在某种程度上
by the way 顺便问一下 （in）this/that way 这样
in the same way 用同样的方法
in different ways 用不同的方法
in no way 决不；一点也不
the way to do/of doing sth 做...的方法
the way (that/in which)定语从句
make one’s way to 朝...走去
all the way 一路上；从头至尾
by way of 经由；通过...的方法
way of life 生活方式
36. so far 到目前为止
37. We are still a long way from being able to do sth.
=It will take us a long time to be able to do sth.
38. It is possible (for sb) to do sth
It is likely/possible/probable that...
Sb is likely to do sth.
39. The more we know, the more we can imagine.
越..., 就越....
The more you listen to English, the easier it will become.
The longer you live in this place, the less you will like it.
篇13：unit 12 art and literature(人教版高一英语上册教案教学设计)
Type of lesson: New Lesson
Teaching aims: Learn to use functional sentences, key structures, and words to introduce one’s friends by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Art & Literature
(1) Talk about art and literature.
(2) Talk about artists, painters and writers
(3) Tell stories
(4) Make decisions and give opinions
2. Functional Sentences: Making decisions and giving opinions.
(1) What shall we do?
(2) Would you like to …?
(3) I’d like to …
(4) Maybe we could …
(5) I’d prefer to …
(6) Which do you prefer, … or …?
(7) Can’t we …?
(8) There are several things we could do.
3. Vocabulary:
(1) Word: literature, comedy, local, exhibition, power, magic, trick, series, forehead, treat, unhappy, habit, villager, shoulder, whisper, stupid, announcement, character
(2) Phrases: a series of, in trouble, come across, believe in, turn around
4. Grammar: Review the Attributive Clause (The Restrictive and Non-Restrictive Attributive Clause)
Period 1 Warming up & Listening
Teaching aims:
1. To get students to know something about art, literature, and famous painters.
2. To train students’ listening ability for catching specific information.
Teaching procedures:
Step 1 ------ Leading in (warming up)
1. Ask the students to have a competition to guess the person according to the given information. (Match the information with the given names on page78)
(1) Vincent van Gogh
He is a painter of Holland. He lived in the 19th century. He is famous for his idea of emotional expression in painting. His great works include Bedroom at Arles, Starry Night and Crows in the Wheatfields.
(2) Leonardo da Vinci
He is an Italian painter. He lived during the 15th and 16th century. He is well known for his works like The Last Supper and Mona Lisa. Besides, he is also a sculptor, architect, engineer, and scientist.
(3) Pablo Picasso
He is a Spanish painter. He is widely known as the most important artists of the 20th century. But many people say it is not easy to understand his paintings.
(4) Qi Baishi
He is a Chinese painter. He lived a very long life, crossing two centuries, from 1864 to 1957. He is not only good at painting, but also good at making poems and sculpture.
2. Ask the students to find out the right painter of each painting. ( match the given names with given pictures on page 28 Exercise 1)
3. Ask the students in a group of four to discuss what kind of paintings they like and why.
Ex: Where can they see the paintings?
Step 2 ------ Listening comprehension
1. Go through the task with the students and make sure what to do before you play the tape.
2. Play the tape for 3-4 times and give specific instructions of what to do each time.
3. Let students check their answers in pairs and then with the whole class.
I II III
Art Paintings/Picasso Beijing Opera/ Peking A Theatre play – The Tempest
Place Capital Museum Music Hall, on Green Street Grand Theater
Time Monday – Friday 4pm – 8pm Thursday at 7 pm March 3, 7pm
Prices Adults: $5
Children: $3
Groups: $2 (min. 5 people) Adults: $7
Students: $5
Under 14: $3
Groups: $4 Adults: $10
Under 18: $8
Groups: $6
Period 2 Speaking
Teaching aims:
1. To train students’ speaking ability.
2. The students are trained to explain English words in English.
Teaching procedures:
Step 1 ------ Leading in
1. Ask students to review the functional sentences of phoning.
(1) Hello. This is …
(2) May/Can/Could I speak to …?
Step 2 ------ Functional sentences learning
Task 1 ------ Inviting someone to a film
1. Ask students to read the situation (Student A part) and fill in the table.
Name Last Chance Under the Moon
Kind Action Romantic comedy
Content The hero has to save his girlfriend who has been taken away by a bad man. A funny film about a girl and her boyfriend who have an adventures vocation.
Attraction The film has lots of actions: fast cars, shootings and fights. The film is sweet and funny and has a happy ending.
Ticket price $ 3 $ 4
Time Sunday 6 pm Sunday 8 pm
Place Red Sun Cinema Green Field Cinema
2. Ask the students to read Student B part.
(1) Which film do you want to see?
(2) What kind of is it?
(3) What is the film about?
(4) What is the most attractive in the film?
(5) How much is each ticket?
(6) When and where is the film shown?
3. Ask students to act out the two situations in turn according to the card.
A: Hello, this is …
B: Hi, … Would you like to …?
4. Ask the students to present their dialogues.
Task 2 ------ Finding out the information of the festival
1. Ask the students to read the given information and the functional sentences.
2. Ask students to act out the situations according to the table.
Time Table
Saturday Sunday
9 am Classical music 9 am Play
11 am Art exhibition 11 am Lunch and Music
1 pm Pop concert 3 pm Art exhibition
5 pm Picnic 6 pm Folk Music Concert
7 pm Rock concert
Ticket Prices
One day Adults -- $ 25 Under 18 -- $15 Groups -- $10
Two days Adults -- $ 35 Under 18 -- $ 25 Groups -- $15
(1) What can I do at the festival?
(2) When is the Pop concert?
(3) What paintings can I see at the festival?
(4) When is the picnic?
(5) Is there any discount for a two-day visit?
(6) What’s the difference between a one-day ticket and a two-day ticket?
Task 3 ------ Summarizing the functional sentences of making decisions and give
opinions.
(1) What shall we do?
(2) Would you like to …?
(3) I’d like to …
(4) Maybe we could …
(5) I’d prefer to …
(6) Which do you prefer, … or …?
(7) Can’t we …?
(8) There are several things we could do.
Period 3 Reading
Teaching aims:
1. To get students to learn something about Harry Potter.
2. To train students’ reading ability.
3. To instruct students to realize the real world in a suitable way.
Teaching procedures:
Part 1 ------ Pre-reading
Step1: Show some pictures of the movie Harry Potter and ask students some questions.
1. Do you know this boy? Who is he?
2. Do you like him? Why?
Step 2: Show students the covers of Harry Potter and introduce the author.
1. Do you know who create Harry Potter you like very much?
2. The author of Harry Potter is a lady named Joanne Kathleen Rowling. Until now Rowling has published a series of books about Harry Potter. They are:
Harry Potter and the Sorcerer’s Stone
Harry Potter and the Chamber of Secret
Harry Potter and the Prison of Azkaban
Harry Potter and the Goblet of Fire
Harry Potter and the Order of the Phoenix
Part 2 ------ While-reading
Step1: Ask students to read the passage as quickly as possible, and answer the following questions.
1. The passage is about ______.
A. Rowling B. Harry C. magic D. a happy life
Step2: Reading for the detailed information and finish True or False statements on page 81.
1. Harry Potter is a world-famous writer. (F)
2. Harry Potter was born in a rich family and grew up with his mother and
father. (F)
3. Harry Potter is a boy with a scar on his forehead. (T)
4. Harry goes to an ordinary school. (F)
5. Harry learns a lot about the real world at Hogwarts. (T)
6. Harry discovers that it is easy to do the right things. (F)
Step3: Dealing with difficulties in understanding the words and sentence structures.
1. Ask students to find the sentences with the following word in the text and do the words-matching.
(1) It’s a world of magic and wonder, where anything can happen.
Magic: wonder
(2) JK Rowling has written a series of books about Harry Potter.
A series of: a number of things come one after another.
(3) A boy with scar on his forehead.
Forehead: part of a person’s face, above the eyes
(4) Harry has to fight against bad wizards and do the right things.
Wizards: a person who knows magic.
2. Ask students to translate the following sentences.
(1) The magic, many strange creatures and the adventures Harry comes across at Hogwarts help him understand the real world.
魔法、许多魔怪以及哈利在霍格沃茨的奇特经历帮助他了解了真实的世界。
(2) You must believe in what you do and who you are if you want to succeed in the world - the magic world of Hogwarts and the real one.
如果你想在世界上有所成就，无论是在霍格沃茨的魔法世界，还是在真实世界，都必须对你自己所做的事和你自己的能力充满自信。
(3) Where someone is born and what a person looks like is not as what he or she grows up to be.
一个人的出身和相貌并不重要，重要的是他或她长大后将成为什么样的人。
(4) It is not enough to be strong in heat and mind; we must also believe in ourselves and help others if we want to be happy and live a good life.
如果我们想获得幸福、过上美好的生活，仅仅一直坚强、头脑聪明还不够，我们还必须相信自己，并且帮助他人。
Part 3 ------ Post reading
Step1: Ask students to find out the topic sentence of each paragraph.
Para 1: It is a world of magic and wonders, a world where anything can happen.
Para 2: Harry seems like a normal boy, but his life is miserable.
Para 3: Hogwarts is an unusual school where the students learn about magic.
Para 4: Harry has to fight against bad wizards and so the right things.
Step2: Ask students to discuss the following questions in a group of four, and then ask some of them to answer the questions.
1. What kind of world does JK Rowling describe?
2. How does Harry’s life change?
3. Does any student have strange powers at Hogwarts?
4. What else does Harry learn besides magic at Hogwarts?
5. Why does Rowling use strange creatures in her books?
Part 4 ------ Extension
Step 1: Ask the students to make a dialogue between Daniel and the reporter.
1. Teachers’ presentation ------
The boy Daniel is world famous over night for playing the role of Harry Potter. Now he is often interviewed by many media. Now I want two students a group. One is Daniel, the other is the reporter. The reporter interviews Daniel by asking some questions.
2. Possible questions:
(1) Do you like the role?
(2) Could you introduce something about the role?
(3) What do you think of your role?
(4) What do you learn from the role?
Homework ------
Write a passage about Harry Potter in about 100 words.
Period 4 Word Study
Teaching aims:
Learn to use the following words and phrases:
Teaching procedures:
1. Treat
Read the following sentences and find out the different meaning of the word in the sentence situation in Column B.
A.1) The engineer felt that he hadn't been treated fairly. (a)
2) He treated the animal cruelly. (a)
3) He treated his mistake as a joke. (b)
4) Doctor Li treated many patients in the emergency room yesterday. (c)
5) Marry will treat her sister to the theater tomorrow. (d)
Column B.
a) To act or behave in a specified manner toward.
b) To regard and handle in a certain way. often used with as:
c) To give medical aid to (someone).
d) To provide with food, entertainment, or gifts at one's own expense:
2. used to; be / get used to doing
A. Ask the students to put the underlined phrases into Chinese and get to know the difference between used to and be/ get used to doing
1. He used to play cards a lot, but he gives it up.
2. I didn’t use to like opera, but now I’m getting interested in it.
= I used not to like opera, but now I’m getting interested in it.
3. I’ve lived in Paris for six years now, so I’m quite used to the traffic there.
B. Filling the blanks.
Use; used to; be / get used to doing
1. We ____this knife to cut the bread.
2. This knife ____________the bread.
3. You’ll soon _________________ living in the country.
4. It’s difficult to understand Scottish people if you _______________ their accent.
5. Jack is on school football team. He __________ practising football after school everyday.
6. When I was a child, I _________ take a flashlight to bed with me so that I could read comic books without my parents’ knowing about it.
Keys: 1) use; 2) is used to cut 3) be used to; 4) are not used to
5) is used to; 6) used to
3. make
A. Ask the students to read the sentences to understand the meaning of the word in different situation.
a. make + n + n
John played football very well, so they made him captain of the team.
(使…成为)
b. make + n / pron+ adj
Don’t make it too tight, This is for winter wear. (做的…)
Sit down and make yourselves comfortable. ( 使得…)
c. make + n
Now some people are just interested in making money. ( earn, 挣得)
Yao Ming made over 20 points in one of the NBA games.（get, 赢得）
d. make + sb. + do
The boss made his workers work long hours.
B. Match the structures with the sentences:
a. make + n + n
b. make + n / pron+ adj
c. make + n
d. make + sb. + do
1. How much do you make from working part-time. (c)
2. The teacher made him stay after school because he didn’t understand what the teacher taught in class. (d)
3. The classroom is so big that the teacher had to speak loud to make herself heard. (b)
4. John is a born leader, so we made him our monitor. (a)
4.believe & believe in
A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.
1) Do you believe the news stories?
2) I believe they will arrive shortly.
3) You can't believe anything she says.
4) Do you believe in God?
5) Some people believe in everlasting life after death.
B. Filling the blanks with believe or believe in.
My father is an engineer. He _______ where there is a will, there is a way so he works hard every day. His manager _____________ him and _______ he can set my father all kinds of task.
5.
a series of; kinds of; a type of; dozens of
1) He saw _________ white arrows painted on the road, but he didn’t understand the meaning of them.
2) Hurry up, there are _________ people waiting for you over there.
3) Cotton is _____________ material.
4) The same ___________ things are produced and sold by many different companies in the U.S.
5) 1) a series of 2) dozens of 3) a type of 4) kinds of
6. forehead ( word formation)
a. Ask the students to explain the word.
Forehead: the part of the face between the eyebrows, the normal hairline, or the front part of something.
Foresee: to see or know something beforehand.
b. Ask the students to guess what the prefix “fore-” means
Fore-: (1) in front of; (2) before; earlier
c. Ask the students to figure out the meanings of the words.
Forearm, foreman, forefinger, forefather, forename, forerunner, foresight, foretell, foreword
7. Fill in the blanks with suitable phrases.
use to; come across; in trouble; a series of; believe in
(1) The key to achieving your goals is that you must ____ yourself.
(2) He________ spend much time having fun, but now he works hard on his lessons.
(3) No matter what difficulty you ____ , you should never give up practicing skiing.
(4) It is good news that there will be ____ funny movies on next month.
(5) We should try our best to help whoever is ____ .
Suggested answer
(1) believe in (2) used to (3) come across (4) a series of (5) in trouble
Period 5 Grammar
Teaching aim:
Revise the grammar ------ the Attributive Clause
Teaching procedures:
Step 1,
Leading in
1. Ask students to guess some riddles.
(1) It is an animal that jumps on its strong legs and carry its young in a bag on the front of its body. (kangaroo)
(2) It is a thing that you hold above your head to keep yourself dry when it is raining. (umbrella)
(3) It is a soft, round fruit that has a red skin and can be eaten in salad or as a vegetable. (tomato)
(4) It is a building where travelers and others may get food and a room to live
in. (hotel)
(5) It is a season of the year when the weather becomes warmer and plants start to grow again. (spring)
(6) It is someone who is trained to help a doctor to look after the sick or
injured. (nurse)
Step 2: Revision
1. Ask students to review definition of the attributive clause and the antecedents, and then ask students to point out the antecedents, relative pronouns and relative adverbs of the following sentences.
(1) This is the doctor who saved the boy’s life.
(2) Please pass me the book which is lying on the table.
(3) She is the new student whom I want to introduce to you.
(4) The novel which Tom bought is very interesting.
(5) The professor whose daughter teaches you English is Dr. Williams.
(6) I know the reason why she studies so well.
(7) This is the room where he put up for the night.
(8) We’ll never forget the day when the People’s Republic of China was founded.
2. Ask students to summarize the relative pronouns and relative adverb.
(1) Which or that is used to introduce an Attributive Clause about things.
(2) Who, whom or that is used to introduce an Attributive Clause about people.
(3) Where is used to introduce an Attributive Clause about places.
(4) When is used to introduce an Attributive Clause about time.
(5) Why is used to introduce an Attributive Clause about reason.
3. Ask students to read the following sentences and to summarize the characters of the antecedents used as subject in the attributive clause.
(1) The house which they built in 1987 stayed up in the earthquake..
(2) The baby who I looked after yesterday is my niece.
When the antecedents used as subject in the attributive clause, the relative pronouns should be who, whom, which, that, or none.
4. Ask students to read the situation and to make the words in right order.
Situation ------
Mrs. Green got married just last month. She is learning to be a good wife. But she really has a headache about buying, keeping and cooking food. Can you give her some instructions?
(1) Don’t / buy /potatoes/ are green
Don’t buy the potatoes which/that are green.
(2) choose / vegetables / fresh
Choose the vegetables which/that are fresh.
(3) choose / fish / fresh / has bright eyes
Choose the fresh fish which/that has bright eyes.
(4) buy your food / from shopkeepers /always busy
Buy your food form the shopkeepers who are always busy.
(5) keep any cream, butter or cheese / you buy / in the fridge
Keep any cream, butter or cheese which/that/_ you buy in the fridge.
(6) put everything / you need while cooking / in a place / find it easily.
Put everything that you need while cooking in a place where you find it easily.
(7) put / the dish / left / after a meal / in the fridge
Put the fish which/that is left after a meal in the fridge.
5. Ask students to write the sentences according to the language environment.
(1) Alice is a real ice-cream fan. She can eat at least two big ice-creams a day. She even said that she was not going to make friends with anyone who didn’t like ice creams.
(2) Mr. Smith’s house was broken into and his expensive camera and golden watch were stolen. The police discovered a red hair in the room. So they are looking for those people who have red hair.
(3) Meat goes bad easily in summer. So do remember to put it in a place where it is cold.
(4) Some women are crazy about shopping. They never make a shopping list. So when they go back home after shopping they always find they have bought a lot of things they needn’t at all.
(5) Twenty-years has passed and the city of Tangshan takes on a new look. However, many people there will never forget the terrible day when the earthquake destroyed the city.
6. Ask students to fill in the blanks with the relative pronoun and to summarize the relative pronoun “that” should be used in what condition.
(1) “The Matrix” is the best movie that I have seen.
(2) English is the most difficult subject that you will learn these years.
------ 先行词是最高级形容词或是它的前面有最高级形容词时
(3) He is the last person that I want to see.
(4) It’s the first American movie of this kind that I’ve ever seen.
------ 先行词是序数词,或它前面有一个序数词时
(5) Which is the bike that you lost?
(6) Who is the woman that was praised at the meeting?
------主句已有疑问词who 或which时
(7) Do you know the things and persons that they are talking about?
(8) The bike and its rider that had run over an old man were taken to the police station.
------先行词既有人又有物
(9) You should hand in all that you have.
(10) We haven’t got much that we can offer you.
(11) I mean the one that you talked about just now.
------先行词是all, much, little, something, everything, anything, nothing, none,
the one等代词时
(12) The only thing that we can do is to give you some money.
(13) This is the same person that I met yesterday.
(14) Ken is the very person that stole my wallet.
------先行词前面only, any few, little, no, all, the same, the very等词修饰时
(15) Edison built up a factory which produced things that had never been seen before.
(16) The man who is at the table is his brother that has been serving in the army.
------有两个定语从句，其中一个关系代词已用which, 另外一个用that
7. Ask students to read the following passage and try to join sentences using the attributive clause.
Mary’s Party
Everybody went to Mary’s party last Saturday evening. Everybody had a good
time. Mary cooked the food. It was very delicious. I liked the dress. Lucy was wearing it. It suited her well. I also met someone. I had not seen him for years. His name is James. He said he never forgot the last day in college. On that day, we enjoyed ourselves. James told us that he had just flown from Greece. He had been living in Greece for the past five years. He came back here to give an exhibition. The exhibition is about Greek art.
Everybody who went to Mary’s party last Saturday evening had a good time. Mary cooked the food which was very delicious. I liked the dress which/that Lucy was wearing. It suited her well. I also met someone who/whom/_ I had not seen for years. His name is James. He said he never forgot the day when we enjoyed ourselves. James told us that he had just flown from Greece where he had been living for the past five years. He came back here to give an exhibition which is about Greek art.
8. Ask students to do true or false.
(1) An Attributive Clause is used to tell people more clearly which person or thing is being discussed. (T)
(2) While we are writing a composition, we should use Attributive Clauses as many as possible. (T)
(3) If we can use Attributive Clauses in a proper way, our writing will be
improved. (T)
(4) We use more Attributive Clauses in written English than we do in oral
English. (T)
9．Ask the students to read the sentences and translate the following sentences into Chinese:
1.He who knows nothing but pretends to know everything , is indeed a good-for –nothing.
不懂装懂，一事无成.
2. He that makes himself a sheep shall be eaten by the wolf.
甘当小绵羊，迟早要喂狼.
3. It’s the first step that costs.
万事开头难
4. He who would climb that ladder must begin at the bottom.
千里之行，始于足下。
5. He who is full of himself is very empty.
自满的人腹中空.
6．Not all that glitters is gold.
闪光的未必都是金子
Period 6 Integrating Skills
Teaching aim:
Get students to know how to write a poster.
Teaching procedures:
Step 1, Fast reading
a) Read the passage and do the exercises. ( Page 120 《丰台分院紫皮练习册》)
b) Guessing the meaning of the following words.
Ask the students to match the sentences with the same meaning .
1) whisper
2) stupid
3) password
a) a secret word or phrase that one uses to gain admittance or access to information.
b) to speak quietly and privately
c) lacking or marked by a lack of intelligence
Step 2, Read in details.
1. The Ss ask and answer in pairs.
(1) What was the password?
(2) What was strange with the statue?
(3) Who told them that a password could work much?
2. Ask the students to fill in the blanks with the correct information.
Main characters Tom and Pete
Place of the event Before a statue
Reason for what happens Noise coming from behind the statue
Ending of the event
Step 3, Pre-writing
1. Work in groups of four. Let students discuss what a good poster should have.
1) Colorful and interesting.
2) Necessary information.
2. Discuss the topic they are going to choose.
3. Ask the students to list the necessary information of the chosen topic.
1) What is the name of the film?
2) Why should people watch the film?
3) What is the film about?
4) What stars are in the film?
5) Where will the film be shown?
6) When will the film start?
7) How much are the tickets?
4. Writing
The teacher should do the following before the students write a poster:
1) Go over the requirements of writing, and make sure the students know what to do.
2) Tell the students what they should do before writing.
Step 4. While writing
Get the students to write their own posters.
Step 5. Post writing
Do evaluation after finishing their poster.
1) picture
2) writing skills ( spelling, structure, grammar, capitalicalion)
丰台分院 梁丽冰
北京十二中 许琦，袁彬
篇14：Unit 12习语必会(人教版高一英语上册教案教学设计)
Warming up & Speaking
1. match…with… 把….和….相配
2. action film 动作片
3. romantic comedy 浪漫喜剧
4. shootings and fights 枪战
5. at the art festival 在艺术节上／期间
HARRY POTTER
6. magical power 魔力
7. magic tricks 魔术技巧
8. welcome to + n. 欢迎到…. Welcome home!
give sb a warm welcome 热烈欢迎
9. a world of magic and wonders 充满魔力和神奇的世界
10. a series of 一系列的
11. seem like =look like 看起来像
12. treat sb to sth 请某人（吃…） treat sb badly 虐待
treat ...as/like...
13. in trouble 在困境中
get into trouble 陷入困境
ask for trouble 自找麻烦 make trouble 捣乱
put sb to trouble 给人添麻烦
take trouble to do sth 不辞辛苦的做某事
14. do the right thing 做得对
15. come across
1. be understood;
He spoke for a long time but his meaning did not come across.
2. make an impression;
She came across well/badly in interviews.
He came across as a sympathetic person.
3. meet or find sb/sth by chance = run into
I came across some old photos in a drawer.
16. fight against 与…作斗争／打架／打仗 fight n.
fight with; fight for
17. believe 和believe in
believe in 信仰 (真理；宗教；原则)
信任= trust in；trust；have trust in
信赖=rely on
I believe him, but I don’t believe in/trust (in) him.
我相信他所说的话，但我不信任他/相信他的人格/能力。
Do you believe in God?
believe和trust
believe sb/what sb said 相信某人（所说的话）
believe ...to be... 认为...是...
believe...to have done 认为/相信...做过某事
believe that... 相信；认为
trust sb/sth 信任；信赖=have confidence in
trsut in sb/sth 信任；信赖=trust=believe in
trust to +n.(luck/fortune...) 一味（盲目）信赖
trust sb (not) to do 对某人做某事放心；信得过
trust sth to sb =trust sb with sth 把某事交给某人放心
trust that
trust that...
I believe/trust that you will join us. (trust比believe语气强)
I believe him to be an honest man.
=I believe that he is an honest man.
I believe him to have passed the exam.
=I believe that he has passed the exam.
I can’t trust that boy out of my sight.
我一看不见那个孩子就不放心。
18. grow up to be... 长大后成为...
19. share the same goal 有着共同目标
20.be strong in heart and mind 意志坚强，头脑聪明
THE QUESTION
21. whisper sth to sb 小声／悄悄给某人说
whisper sth in one's ear 咬耳朵
in a whisper 小声地
22. as if 好像
23. not all = all not 并不都
not every = every...not 并非每个...都
not both=both not 并非两个都...
...not all of them were safe.=...all of them were not safe.
Not both of the students are good at English.
=Both of the students are not good at English.
完全否定：None of the rooms are safe.
Neither of the students is good at English.
24. if only 要是…就好了
If only my mother were here with me.
25. be about to do sth when… 正要…这时…
26. turn around 转身
27. walk/run up to; go/come up to 上前去
28. go past 从...的旁边过去
WORKBOOK EXERCISES
29. play a trick on sb. 给某人恶作剧
30. apologize to sb for sth 向某人道歉
make an apology to sb.
31.(1) 摆脱…的习惯
get out of the habit (of doing sth) ;
get rid of the habit of
break off the habit of
(2) 养成…的习惯
get/fall into the habit (of doing sth)
form the/a habit (of doing sth)
(3) 有…的习惯
have the/a habit of
be in the /a habit of
32. TV series 电视连续剧
33. primary school 小学 elementary school
34. Attention, please, I have an announcement to make.
请大家注意，我要宣布一个通知。
May I have your attention, please? 请大家注意啦!
35. run after 追赶；追求；追捕
BOOK MAFIC
36. be similar to 与…相似 the same as 和...一样
37. in other words 换句话说 in one’s own words
38. just like us doing what we do 就像我们做我们的事
=just as we do what we do
39. come (back) to life 苏醒；复苏；恢复生机
bring sb (back) to life 使...苏醒；使...恢复生机
40. in a way 在某种程度上
41. lose oneself in = be lost in 沉浸于； 沉醉于
Lost in thought, he almost knocked into a tree.
42. be eager/anxious to do sth 迫切地/渴望要做某事
be eager for/about/after 渴望得到
be anxious about 为...担忧；焦虑
long for 渴望得到 be dying for
篇15：unit 1 good friends 全单元(人教版高一英语上册教案教学设计)
By Yin Qingguo
一、Goals & Contents
1. Knowledge
A. words (basic)
honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into
B. words (optional)
solution, compass, , parachute, scared, formal, hike
C. Sentences
I don’t enjoy singing, nor do I like computers.
I hate hiking and I’m not into classical music.
Chuck is a businessman who is always so busy that he has little time for his friends.
Chuck is on a flight across the Pacific when suddenly his plane crashes.
He realizes that he hasn’t been a very good friend because he has always been thinking about himself.
He also learns that he should have cared more about his friends.
D. Phrases
have little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to take
E. Grammar
Direct speech and Indirect speech.
2. Ability & Function
① Learn how to describe friends.
② Learn how to express your likes and dislikes
③ Learn how to make / offer apologies
④ Learn how to change the direct speech into indirect speech and vice visa.
⑤ Learn how to compose an e-mail.
二、Schedule and Procedures
1. Time Allotment
Period 1---Warming up & Speaking
Period 2---Listening & Talking
Period 3&4---Reading (plus“Pre-”&“Post-”& language study)
Period 5&6---Language study& Practicing
Period 7&8---Integrating skills &Assessing
2. Procedures
Period 1
Warming up & Speaking
Step One：Warming up
Teaching aims: how to describe a good friend
talking about likes and dislikes
1. Words to be studied
honest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby
2. Making sentences using the words above, for example,
I think a friend should be honest. He or she never tells lies.
A good friend is someone who is brave. He or she is not afraid of difficulties.
………………
How to carry it out:
1. Greetings to the Ss:
Good morning, everyone! Stand up! Sit down, please! Class is over!
How are you today?
2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.
Then I will explain some new adjective words. And ask Ss. to make sentences using them.
Step Two: Speaking
Teaching aims: learn how to express your hobbies: likes and dislikes
1. Words and phrases to be studied
be into, fond (of), classical, all the time, surf the internet
not……nor/neither……
2. Useful expressions
love sth./ to do / doing doesn’t/don’t like/ love sth
like sth. /to do / doing I think that……is terrible or boring.
enjoy sth./ doing sth. hate to do/doing sth.
be into sth. be not into sth.
be fond of sth./ doing sth. I can’t stand……
be crazy about sth. don’t/doesn’t enjoy sth./doing sth.
How to carry it out:
1. Ask them to make a self-introduction
Hi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.
2. How to introduce their friends
Hi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.
3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )
Name Terry
Gender Male
Age 24
Quality Optimistic
Honest
Likes Basketball
Traveling
Music
Dislikes Swimming
Telling lies
Period 2
Listening & Talking
Step One: Listening
Teaching aims: how to deal with the problems or misunderstandings happened among good friends.
How to carry it out:
1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.
2. Go on listening on WB on page 85.
3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.
Keys to textbook on page 2
1. Peter is often late for football practice. I think that he should try to be on time in the future.
2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.
3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
Keys to workbook on page 85
1. Solution: Try to understand your friend/Try to talk about the problem in a different way.
2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
3. Solution: Keep your secrets to yourself.
Step two: Talking
Friends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?
Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.
Words and useful expressions:
work vi. 工作，起作用，行得通
a. She works in a restaurant.
b. The machine won’t work.
c. Your suggestion works well.
why did/didn’t you……？
You promised to ……
I am very sorry……
Please forgive me.
I forgot.
It won’t happen again.
You said that you would……
How to carry it out:
1. Study the example on page 85.
First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.
2. Finish the exercises 2 on page 86.
3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.
Homework:
a. copy some words
b. make a name card.(full name, age, likes, dislikes……)
Period 3&4
Reading
How to carry it out:
Pre-reading:
1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.
Match: a piece of short wood which can be used to make fire.
Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.
Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.
Fry: to cook or be cooked in boiling fat or oil.
Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.
Hammer: you may use a hammer to hammer a nail into the wood.
Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.
Rope: 绳子
Compass: the instruments that can be used to distinguish the directions.
2. Then let them make up sentences using the new words.
3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.
I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….
Andy thinks that a box of matches is the most useful, because ……
Reading the whole text:
1. Brief introduction to Tom Hanks
2. Some background knowledge to this famous film Cast Away
3. List some simple questions on this passage to let the Ss. find the answers while reading the text. And then make them answer them.
Who is Chuck Noland?
Why did he land on a deserted island?
How many years had he stay there?
Is he alone?
…………
4. Finish the first two questions of post-reading on page 4.
5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)
6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.
Homework:
a. Try to memorize the new words & expressions.
b. Try to recite the third paragraph.
c. Write a composition: words limits: 100
If you were alone on an island, what would you do in order to survive?
7. Some knowledge points:
a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.
Cast: cast, cast. To throw sth. on purpose or with force.
Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.
Play: to act the role of sb. e.g. he is playing Hamlet on the stage
b. Chuck is a businessman who is always so busy that he has little time for his friends.
So +adjective / adv. + that + a sentence 如此. ……. 以至于……..
e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.
He did so well that he was praised by the boss.
c . (phrase) a successful manager
all over the world / country
d. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
“When” means “just at that time”. It is usually used in the following structures:
a. be + prep. Phrase + when
e.g. we were at work that afternoon when suddenly a fire broke out.
b. be doing sth. + when…
e.g. we were having a meeting when someone broke in angrily.
c. be about to do sth. + when …..
e.g. I was about to go out when someone knocked at the door.
e. Chuck survives the crash and lands on a deserted island.
Survive: continue to live or exist in spite of nearly being killed or destroyed.
Survive an earthquake, accident, etc.
幸存的人或物+survive+事故 / 事件
e.g. the plants may not survive the frost.
Deserted: with no one present. A deserted street, area, etc.
Desert n. 沙漠
d. all alone: all by himself or it means that only by himself.
e. He has to learn how to collect water, hunt for food, and make fire.
f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.
challenge (to sb)(to do sth.)
to issue / accept a challenge.
Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.
Challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.
g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.
In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.
Develop a friendship with sb.
h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.
Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.
Have / has been doing sth. 现在完成进行时
Think about and think of:
作“考虑”和“想起”解时两者同意，可以互换使用。但是作“对……有看法”或“评价”时则只能使用think of.
e.g. do you ever think about your childhood?
What do you think of the film?
i. even if is equal to even though. 让步状语从句
j. He talks to him and treats him as a friend.
Treat……. as(pre.)….. e.g. I decided to treat his words as jokes.
k. share happiness and sorrow
share: to have or use sth. with others.
share sth. (with sb.) e.g. there is only one bedroom, so we have to share. I mean I have to share the bedroom with you.
Sorrow: great sadness
l. it is important to have someone to care about
it is +adj. +to / for sb to do something
e.g. it is difficult for us to pass CET 4
it is very kind of you to help me with my homework.
m. Care about: be worried, concerned or interested. 忧虑，关心，惦念
e.g. People all over the world are caring about the future of Iraq.
They don’t care about what will happen to the family.
Care for: （一般用于疑问句和否定句） 喜欢或爱某人；照看，照顾某人；（否定句）对某人或某事物爱好或喜爱
e.g. he cares for her deeply.
Who will care for him if his wife dies?
I don’t care much for opera.
n. He also learns that he should have cared more about his friends.
Should have cared: should have done, this is the subjunctive mood. It means that you should do something, but really you didn’t do that.
o. We must give as much as we take.
As + adj. / adv. +as + noun. / a sentence
e.g. You should finish the work as early as possible.
We will do the work as well as we can.
Can you give me the apple as big as yours?
p. human being: man, woman or child; person
q. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
此句的基本结构是the lesson is……..that……..
Who 引导的是定语从句修饰的是all the others, 但that 引导的是表语从句，在表语从句中必须使用陈述语序。
e.g. the trouble is that I have lost his address.
r. such as and for example: such as + noun. For example, +noun or sentence and the phrase for example can be used at the end of a sentence.
e.g. many people, such as children and old men, lost their lives in the war.
Many soldiers, for example, Lei Feng, have done very great deeds in their lives.
s. friendship helps us understand who we are.
help sb +to do / do sth.
You may help me to finish the job.
Period 5&6
Language study& Practicing
Teaching aims: Learn the rules of transformation of the Direct and Indirect Speeches and transform them fluently and correctly.
How to carry it out:
1. Greetings to the Ss.
2. Dictation of words & phrases.
3. “Word study” on Page 4. Fill in and then translate them.
4. “Vocabulary” on page 87 in WB.
5. Give instructions on the translation work and do “Vocabulary 3”. Let the Ss. hand it in.
Grammar Study
当我们引用别人的话时。如果我们引用别人的原话，那么被引用的部分就叫直接引语，一般用“ ”引起来。如果我们用自己把意思转述出来，那么这样的话称为间接引语。间接引语在多数情况下都构成一个宾语从句。由直接引语转化成间接引语可以分成下面几种情况：
1、如果直接引语是一个陈述句，在变成间接引语时一是要用连词把主句和从句连接起来，that可省略。二是根据意思改变人称，三是直接引语的动词的时态要作相应的变动。四是根据意思将指示代词、地点及时间状语等作必要的变动。
⑴Lin Tao said, “I am ready.”
Lin Tao said (that) he was ready.
⑵He said (to me), “I have left my book at home”
He told me that he had left his book at home.
⑶She said, “I will come here again tonight.”
She said (that) she would come there again that night.
2、在引用一个疑问句时，要用连词whether或if连接起来，不能省略。此外还要把人称、时态，时间和地点状语作相应的变化，从句一定要用陈述语序。
He asked, “Can you come here tomorrow.”
He asked (me) if I could go there the next day.
He asked, “ are you a teacher?”
He asked me whether / if I was a teacher.
3、如果直接引语是特殊疑问句，那么特殊疑问句作连词，连词不能省略，然后人称、时态、时间状语等仍需适当的变化，引语的语序为陈述语序。
⑴.He asked, “How are you getting along with your studies.”
He said me how I was getting along with my studies.
⑵.She asked, “Where will you have lunch ,Tom.”
She asked Tom where he would have lunch.
(3) She said, “ what are you doing?”
She asked me what I was doing.
时间改变可以用下表表示：
直接引语 间接引语
一般现在时 一般过去时
现在进行时 过去进行时
一般将来时 过去将来时
一般过去时 过去完成时
现在完成时 过去完成时
过去完成时 过去完成时
现在完成进行时 过去完成进行时
注意：如果直接引语表达的是客观事实，或当时直接转述，时态不用变。如：
The teacher told us that the earth turns around the sun.
4、一些常用词改变规律表：
在直接引语中 在间接引语中
指示代词 This That
These Those
表时间的词 Now Then
Today that day
This week(month ,etc) that week(month)
Yesterday the day before
Last week(month) The week (month etc) before
Three days (a year, etc) ago three days (a year etc) before
Tomorrow the next (following)day
Next week(month) the next (following)week
地点 Here There
动词 Come Go
5、如果直接引语是祈使句，将say变为ask或tell等，直接在动词前加“to” 。否定式加not to，这个请求或命令由一个复合宾语表示出来。
He said, “Come in, please.”
He asked me to come in.
He said, “Don’t do that again ,Peter.”
He told Peter not to do that again.
Grammar exercises 1:
Ask someone to answer.
1. Do “Grammar” 1 on Page 5 in SB, paying enough attention to the students’ common errors.
2. Do “Grammar” 1 on Page 87 in WB.
3. Do “Grammar” 2 & 3 individually, in pairs, or in groups. Of course, this part can be assigned for the students’ homework.
4. “Grammar” 2 on Page 5-6 in SB is optional. You may do it by way of pair work or group work, or even simply omit it. But in this part, I should emphasize some words and phrases:
be angry with sb.
miss sth / sb.
reef: 焦，焦脉.
not any longer=not any much
take care of =look after
I am scared.
Homework:
Finish Question 2 on page 87 after class. And check it next period.
Period 7 & 8
Integrating skills &Assessing
Teaching aims: how to compose an E-mail
How to carry it out:
1. Greetings to the Ss.
2. Homework checkup/analysis
Point out some common problems coming forth in Ss.’ homework.
3. Reading and Writing on page 6 & 7 on the Ss.’ Book.
Study the instruction and read the two quoted messages to decide whom of the two to make friends with.
Pay special attention to the following words and phrases:
e-pal, click it away, drop sb. line
4. “E-mail” writing formula
To:
Subject:
Attachments:
The body: Date
Hi/Dear……
………………
………………
………………
Your signature
5. Get the Ss. finish writing on page 7 & 90.
6. Finish “Reading” on page 88 & 89.
7. Assessing
Handouts for Ss. to self assess. Add some other items.
Homework:
1. Ask the Ss. to write an E-mail to me.
2. Preview the new unit especial the new words.
篇16：高一英语unit 1-4 所有课型教案1(人教版高一英语上册教案教学设计)
Type of the lesson: New lesson
Teaching aims : Learn to use functional sentences ,key structures,
and words to introduce one’s friends
by listening ,speaking, reading and writing .
Content of the lesson:
1. Topic: Friends .
2. Functional sentences: likes and dislikes.
3. Grammar: Direct speech and Indirect Speech.
4. Vocabulary:
Teaching focus: Functional sentences and words which are used to describe friends .
Teaching aids: A computer , OHP.
*********************************************************** Period 1 Warming up
一.Teaching aims :
1. To talk about oneself and his/her friends .
二．Teaching Procedure :
Step 1. Self introduction .
A: Self introduction of the teacher .
T: Good morning students! I’d like to introduce myself first .
I’m … .My surname/family name is… .
Now could you describe me ?What am I like ?
Am I tall/short ? Am I thin/fat ? I like … .
I am a warm hearted person . I am always ready to help others .
B: Self introduction of the students themselves.
Step 2:Ask the students to get to know each other .
(Before the students begin to ask for each other’s information ,ask them to read the given words .)
Task 1 : Classify the following words into different groups.
red, pale, sad, weak, healthy, round,
big, beautiful, poor, happy, small , tall,
foolish, short, kind, brave, loyal, funny,
quiet, gentle, wise, honest, smart , pleased.
rich, handsome, bright excited, strong. disappointed, bored, interested, surprised,
Answers:
Appearance(相貌)：
handsome, beautiful, red, pale, weak, healthy, round, big, small , strong, tall, short…
Characteristic(性格,特征 )：
kind, honest, brave, loyal, funny, quiet, gentle
wise, smart, rich, poor, foolish, bright…
Mood(情绪)：
excited, surprised, sad, happy, disappointed, bored, interested, pleased…
Task 2 : Ask the Ss to make a self-introduction by using the following structures in a group of four. Describe the other students in his/her group.
A: Self introduction of the students themselves.
T:Could you tell me something about yourself ?
I’m _________and__________.
I think I’m __________and ________________.
B: A representative is chosen to describe his/her partner in class.
He /She is ________and ___________.
I think he /she is ________and _________.
Guess who he or she is.
Task 3:Ask the Ss to tell each other something about his or her friends in pairs. And then present their speech in class.
I think he /she is my good friend ,because she/he is _______and ______.A good friend should be_______ and ________.
Task4: Ask the Ss to write a paragraph about his/her friends.
参照Wb. P87
______is my good friend .He/She is ____and ______.I think a good friend should be_________ and ___________.
At least ,each one should write down the three sentences, more writing is welcomed)
Task5:Display the structures writing on the wallpaper after class.
四．Homework:
1. On Wb P87 .2
2. On Wb P87. 3
Blackboard Arrangement
Unit One Period 1 Warming up
1.I’m _________and__________.
2.I think I’m __________and ___________
3.He /She is ________and ___________.
4.I think he /she is ________and _________.
5.A good friend should be_______ and ______.
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Period 2 Listening
一.Teaching aims :
To train students’ listening skill.
二Teaching Procedure :
Learn Dialogue 1.
Step 1: Ask the students to listen to the tape and then circle the information they hear.
A. Peter is often late for the football practice.
B. Jim is often late for the football match.
C. Jim wants Peter to be on time in the future .
D. Peter is not happy because Jim is late .
E. Peter doesn’t fell sorry for being late .
Answers :ACE
Step2: Ask the students to listen to the tape again and answer the following questions orally.
1) What’s wrong with Peter ?
He is late for the football practice .
2) What does Jim want Peter to do ?
He wants him to be on time .
3) Does Peter fell sorry for being late ?
No.
4) How do you know that ?
(A group work can be organized to work out the answers.)
Present the questions on the screen or on the blackboard.)
Step 3: Ask the students to listen to the tape for the third time and then fill in the blanks with suitable information. Do it individually first and then check them in pairs.
(目标练习P2)
Step 4:Read the dialogue and check the answers by themselves according to the listening material.
Learn Dialogue 2:
Step 1.Warming up :
What is a calculator ?
Do you know this word ?
upset=unhappy ,disappointed
Step 2: Ask the students to listen to the tape and answer the following questions .
1)Who are talking ?
Ann and Mary
2)What are they talking about ?
Calculator
3)Whose calculator is it ?
Ann’s (the first listening )
4)Who borrowed a calculator ?
Mary
5)Did Ann know Mary borrow her calculator ?
No
Step 3.Ask the students to discuss the questions .
1).How do you know that ?
2).What’s Ann’s problem ?
Step 4: Ask the students to listen to the tape for the third time ,try to fill in the blanks with the suitable words.
(目标练习P2)
Step 5:Check the answers by listening to the tape again.
Step 6. Ask the students to read the dialogue in pairs in order to understand it.
Learn Dialogue 3:
Step1. Ask the students to listen to the tape for twice , tick the information they’ll hear.
( )1.John and Adam are talking .
( )2.Adam borrowed a CD player.
( )3.John has a CD player .
( )4.The CD player works well .
( )5.The CD player is broken .
( )6.Adam broke the CD player .
( )7.Adam will ask his uncle to fix the CD player .
( )8.The CD player hadn’t worked before John lent it to Adam.
Answer:1,2.3.5.6.7
Step 2. Ask the students to listen and write
Step 3.Listen and fill in the blanks individually.
Step 4.listen and check the answers individually.
Step 5. Check the answers in pairs.
Step 6. Check the answer by going over the written material individually.
Step 7. Ask the students to read and act the dialogue.
Homework:
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Period 3 Speaking
一. Teaching Aims :
1.To improve the students’ listening and speaking ability.
2.To talk about likes or dislikes, and to practice giving reasons for their opinions.
二．Teaching Procedure :
Step 1:Warming up :
Do you have a friend ? Why do you like him or her ?
Now read the dialogue and see why these people like or dislike the person.
Step 2 :Read the dialogue and find out the information according to the chart.
1).Do it in a group of five .Each one makes a list of one person and reports it in the group .
2).Choose 2-3 group to present their work in class.(Each student makes a report of one given person.)
3).Ask 1-2 students to present a complete report .
Step 3.Practise the dialogue .
1) listen to the tape and read the dialogue after it .
2) Read the dialogue by themselves .
3) Check the reading in class.
4) Practise reading in a group of 7
5) Check the reading.
Step4. Fulfill the task of deciding who you think could be friends by using the chart and all the given structures .
1) Work in pairs orally to decide who your friend could be and why you think he /she is .
2) Tell your partner your best friend and why you like her/him or the person you don’t like .
Step 5. Write a passage about what you think your best friends should be .
I have a good friend. He/She is always dressed ________, and looks __________. He/She never_______, or he/she always __________. He/She … .
Model: Teachers’ book P4
I have a good friend. He is always dressed neatly and clearly, and looks like Zhou Runfa. He never tells lies ,or he is always ready to help. He is not afraid of danger or difficulty. He always has very clever ideas when others do
not know what to do.
Homework:
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Period 4 Reading
一．Teaching Aims:
1. To train the students’ reading skill.
2. To help the students understand the passage .
二．Teaching procedure :
（一）Pre-reading ：
Step1.Warming up :
Do you know what are they ?(show objects )
Could you name them?
Step2.Complete Pre-reading task on the book.
Ask the Ss to read the instruction and then to tell what are the things they will take with them to survive on a deserted island .(work it out in pairs )
(二)Reading :
Step1.Warming up :
Have you seen the film Cast Away ?
If you haven’t seen it ,read the text and try to get some information of the film .
Step 2. Help the students to understand the text .
1)Read the text and answer the questions.
Who is the character of the film ?
What happens to him ?
Where is he now ?
2) Read the text with the tape on ,underline the words, phrases or sentences you don’t understand .
3) Help the Ss to find out the meaning of the words and phrases .
A: Context meaning
1.crash a. chase and catch and kill
try to find
2.hunt b. have the same felling
use the same feeling
1. land c. have an accident
2. share d.(cause to )arrive at a place
3. sorrow e .something sad
4. care about f. be concerned about ,
5. deserted be worried
6. such as g. survive all alone ,nobody
else to live with
h. for example
(Answers: c, a, d, b, e, f ,g, h )
B. Suffix and prefix
happy---happiness
unusual ---special
C. Show the sentences to the students, sum up the meaning of the underlined words.
I have never done the job, this job offers me a real challenge .
His mother died, could you tell me what kind of feeling he has ?
4) Help the Ss to understand the complex sentences
a. Even though( Although)
b. Attributive clause目标练习P9 (三)
so busy that …
Chuck is too busy to have any time to meet his friends.
5)Read the text again and answer some more questions.
(1)What is Chuck before the flight accident ?
(2)What happens to him after the plane crashes?
(3)What must Chuck learn to do to survive on the island ?
(4)What does Chuck learn about himself when he is alone
on the island ?
(5)What does Chuck think of his friend volleyball ?
(6)What is the meaning of friendship ?
(7)If you were alone on an island ,what would you do ?
in order to survive ?
(8)Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist. There is only one parachute. Decide who should get the parachute and explain why.
(Questions should be on the screen and the activity can be carried out in a group of 4 (Q6) )
6) Write down a short paragraph to describe what you will do if you survive on a deserted island .(3-5sentences .)
Step 3.Homework :
Ask the students to pick out the usage of “learn” in the text and sum them up next day. Underline any other words, sentence structures they would like to learn further .
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Period 5 Language study
一． Teaching Aims:
Learn to use the following words and expressions.
learn, so…that , think about ,learn about ,make fire,
make friends with, fond,
二.Teaching procedure :
Ⅰ.Learn:
1. Ask the students to pick out the sentences with the word “learn” and say the meaning of the word “learn”.
2.Ask the student to sum up the structures of “learn” .
1) On the island ,Chuck has to learn to survive all alone .( )
2) He has to learn how to collect water.( )
3) Chuck learns a lot about himself when he is alone on the island .( )
4) Chuck learns how to be a good friend to Wilson ( )
5) Chuck learns that we need friends to share happiness and sorrow.
6) He also learns that he should have care more about his friends.
7)The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers .( )
a .learn to do sth
b. learn how to do sth
c. learn a lot about sth
d .learn that (clause)
e. learn from sb
3.Make sentences with the given situation
1)今年冬天我打算学滑雪。
I am going to ______________this winter.
2）在美术课上，学生们学习如何画国画。
The students __________the Chinese paintings in an art class.
3)我们跟一位美国老师学的英语。
We ______________an American English.
4)他认识到埋怨别人是没有用的。
He ________ it is no use blaming other people .
(Answers: 1.learn to ski ; 2.learn how to paint;
3.learned English from; 4.learns that .)
Ⅱ.so…that… , so that .
1. Ask the students to match the sentences with the same meaning .
1) I got up early so that I could catch the first bus.
2) I got up so late this morning that I didn’t catch the first bus.
A.I got up too late to catch the first bus .
B.I got up early in order to catch the first bus .
Answers: 1) B, 2) A .
2 .Fill in the blanks with suitable phrases.
so that, so…that, such…that, too…to, in order to
1) The teacher must speak clearly______ his students can understand well.
2) She worked______ hard ______ she could catch up with others.
3) We started _____late______ get there on time .
4) They were _______ pleased to see each other_______ they forgot everything else.
5) __________survive ,Chuck develops a friendship with an unusual friend–a volleyball he calls Wilson.
6) It was ____ cold weather ____ there was nobody on the street .
Answers :1) so that , 2) so…that , 3)too…to, 4) so…that ,
5)In order to ,6) such…that
Ⅲ. care about, think about, learn about
Ask the students to put the underlined phrases into Chinese.
1.He doesn’t care a bit about clothes. ( )
2. I don’t care about what he’ll say. ( )
3. Don’t you ever think about other people ? ( )
4. She is thinking about changing her job. ( )
5.I’m sorry to learn about your illness . ( )
Ⅳ.make fire, make friends with
Step 1.Ask the students to tell the different meaning of
the two phrases.(Show pictures)
Step 2. Ask the students to make a sentences according to the picture .
Answers: 1)Chuck is trying to making fire.
2) Chuck makes friends with a volleyball .
like. be fond of, enjoy
Ⅴ. Fill in the blanks with suitable phrases.
a) Which do you _______ better, coffee or tea ?
b) I went to the Summer Palace last weekend ,
I________ myself there.
c) He listens to the music while he does his homework,
He _______of music very much .
(Answers: like, enjoyed, is fond of)
Ⅵ. Integrating practise
Step1.Complete the passage with the proper words.
Chuck learn a lot about himself when he is a_____ on the island .He realises that he hasn’t been a very good f_____ because he has always been thinking about himself .During his five years on the i_______. Chuck learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He becomes f______ of him . He t_____ about to him and treats him as a friend. Chuck learns that we need friends to s_____ happiness and s______. And that it is important to have someone to care about. He also learns that he should have c______ more about his friends. When he m_____ friends with Wilson, he understands that friendship is about f______ and that we must give as much as we take.
Step 2. check the answer in class.
(Answers: alone, friend, island, fond, talks ,share, sorrow, care, makes, feelings )
三.Homework:
Write a short passage by using at least words learned today.
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Period 6 Grammar
一. Teaching Aims:
To learn to use the Indirect Speech
二.Teaching procedure:
Step 1.Ask the students to read the models and find out the characteristics of the Indirect Speech.
1) Individual work.
2) Pair work to check each other’s answers.
Step 2 .Complete exercise 1: 1,3,5,7,9. (P5)
1)Present the examples and ask the Ss if they understand how to do the exercise or not .
2) Ask the students to finish 1,3,5,7,9 in 3 minutes by oneself both written and spoken form .Check the answers in class
Step 3 Do exercises
. 1) Wb P87 1
2) Check the answers in pairs .
Step4.Finish the exercise 2 (p5) in a group of 3 (10 minutes )
1)Discuss the exercises in group of 3 .
2) Ask each group to present one answer .
Step5 . Go over the checkpoint 1 (p7)
1) Ask the students to do them first.
2) Read the sentences in pairs.
3) Ask the students to check their written form according to the given answers on the screen.
Step 6.Sum up the characteristic of the Indirect Speech.
(on the screen)
Step 7. Homework
On the Wb. P88: 2
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Period 7 Integrating skills
Step 1.Read the instructions and discuss the following questions
in pairs:
1) What is an e-pal?
2) What is an e-mail?
3) What is the advantage of an e-mail?
4) What does “click it away” mean ?
Step 2.Check the answers.
Step 3 :Read each of the two e-mail messages and find out what you are asked to answer them. First of all, according to the information you’ll get (names , places, ages, professions , hobbies and interests, purpose of the e-mail , look ,character )
name place age profession Hobby
interest Purpose
of the e-mail look character
1 Jane
2 Jack
3 yourself
( check the answer on the screen )
1) Do it individually.
2) Check it in pairs.
3) Present the answers in class.
Step 4 .Ask the students to sum up the sentence structures
used in the message .
Structures:
be, live, like doing , be interested in , love doing ,
make sb do , like to do , like sth
Step5.Ask the students to write down their own information in the form and then exchange the information with their partners orally .
Step 6.Ask the Ss to write a e-mail message to either of the two .
Step 7.Evaluation:
Ask the students to exchange their written e-mail messages and correct them for each other .
Step 8 .Ask some of them to read their message in class or some of their messages will be shown on the screen to be evaluated by the whole class.
Step9.Home work:
Finish the exercise on Page 90.Answer an e-mail message according to the instruction.
★人教新课标准Unit 4 grammar(人教版高一英语必修一教案教学设计)
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