语篇教学模式初探教案教学设计(人教版英语高一)

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【导语】下面小编为大家整理了语篇教学模式初探教案教学设计(人教版英语高一)（共14篇），欢迎阅读与借鉴!

篇1：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2：主谓一致教案教学设计(人教版英语高一)

主谓一致是指谓语在人称和数上必须和主语的人称和数保持一致。这是英语语法中必须遵循的基本规则，也是英语和汉语区别很大的地方。

主谓一致主要有三大原则：语法一致，意义一致，就近原则。

一、名词作主语

1、集体名词

考例： A group of ___ are eating ___ and ___ at the foot of the hill. (NMET’95) A. sheep; grass; leaves B. sheeps; grasses; leaves C. sheep; grass; leaf D. sheeps; grass; leafs

e.g. His family is going to have a long journey.

The whole family are watching TV.

注意：集体名词为 people, police, cattle，谓语动词用复数形式

e.g. The police are searching for the thief.

由集体名词，如family, team, class, crew, company等作主语时，如果看成一个整体，谓语动词用单数形式,如果看成其中各成员，则用复数形式。

2、成双成对

考例：All the ___ are made of ___ , not plastics. (MET’93)

A. glass; glass B. glasses; glass C. glass; glasses D. glasses; glasses

成双成对构成的东西，如glasses, shoes, chopsticks, scissors等作主语，谓语动词用复数形式，但与pair一起构成作主语时，谓语动词的形式与的数一致.

e.g. This is pair of glasses is his.

1)作度量，距离，金额，篇名等用的复数名词作主语时，谓语动词用单数。

e.g. The Emperor’s Clothes was written by Hans Christian Anderson.

2）不定代词each, every, no所修饰的名词，即使用 and或逗号连接作主语，或主语为more than one, many a + n.谓语动词用单数

Every boy and every girl has a book in their bags.

Many a teacher has been there.

篇3：高一英语unit13教案(人教版高一英语下册教案教学设计)

Ⅰ. Teaching Goals:

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

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

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

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

2. Remember the second 15 words

篇4：高一英语必修2 教案教学设计(人教版英语高一)

Unit 1 Cultural relics

单元整体设计思路

第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)

第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)

第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)

第五课时: 听说课 Listening; Talking (p. 41)

第六课时: 读写课 Reading and writing (p. 7)

第七课时: 单元评价课 Self-test and self-evaluation; Summary

第一课时阅读课

一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

二、教学目标

在本节课结束时，学生能够

了解文化遗产的基本概念、本质特点以及基本类型。

通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。

用归类法学习词汇。

用自己的话复述琥珀屋的故事。

运用本课时学习的内容和自己已有的知识讨论相关话题。

三、教学步骤

步骤一热身

1．请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。

2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。

注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。

设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。

步骤二读前

1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。

2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。

设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。

步骤三读中

1. 请学生略读课文，核查自己预测的内容是否正确。

2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。

3．请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。

4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。

设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

步骤四读后

请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。

设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。

步骤五讨论

请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。

设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。

步骤六作业

设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

篇5：音标教案教学设计(人教版英语)

教学理念：

1、教学音标的目的不仅是认识48个音标，更重要的是培养学生运用音标的拼读来学习英语的能力，最后形成正确的语音、语调。拼读是一个熟能生巧的过程，只有反复多拼，才能达到熟练。

2、字母、音标、单词、句子“四结合”。音标教学不是孤立的，它可以结合与其相应的字母、单词或句子教学，由点到面，循序渐进，并且元音和辅音结合，培养学生简单拼读音标的英语能力以及训练学生正确的语音、语调、情感，让音标教学的目的更加突出。

3、音标教学的过程中，教给学生正确的发音方法。悦耳动听在元音，口齿清晰在辅音。

4、学生好动，就让学生在活动中学，学生好胜，就让学生在竞赛中练，加上简易的绕口令，既满足了学生的娱乐愿望，又顺利地完成了学习任务。教学中，我尽量设计游戏、竞赛，让学生高兴地练。如通过“字母、音标对比游戏”、“摘苹果”、“竞赛读句子”等学习活动，这样的设计是符合小学生的认知水平以及年龄特点的。

一、教学目标。

1、学习2个元音音素[ i: ]和 [i],和3个辅音音素[p]、[b]、[m]，掌握正确的

发音方法。

2、训练学生通过2个元音和3个辅音组合进行简单拼读音标的能力，以及正确练读包含[i：]、[i]、[p]、[b]、[m]的词、短语、句子。

3、正确书写Bb、Ii、、Mm、Pp这4个字母和 [i：]、[i]、[p]、[b]、[m]这5个音标。

4、培养学生学习英语的兴趣、热情，以及与同伴之间的合作意识。

二、课前准备。

教师：录音机、相关磁带、图片词卡、细线一条、一张白纸、26个字母

卡片、以及[i：]、[i]、[p]、[b]、[m]的音标卡片以及相关卡片。

学生：“p、b、m、I”4个字母的卡片、以及[i：]、[i]、[p]、[b]、[m]的音标卡片。

三、教学过程。

1、复习热身。

A、师生日常交谈后，唱歌曲《ABC》

（复习26个英语字母的读音）

B、看谁反应快。教师任意出示26个英语字母卡片，学生读出字母的读音。

（为下面的音标教学做铺垫，学习音标后，形成对比，认识到字母与字母音素读音不同）。

2、新课呈示。

引入：(T: We have five new friends, today.)

A、教授[i：]的发音。

1）教师示范[i：]----穿针引线音，边示范边用拇指和食指捏住线从左向右拉。同时，解说发音要领：[i：]发音时，舌尖抵下齿，前舌中部最高，嘴唇向两旁伸开，成扁平形。元音字母e及字母组合ee、ea、ie、ei可以读作[i：]。

2）学生模仿，比一比，谁的发音最佳，并给予恰当的评价。

B、教授[i]的发音。

1）教师示范[i]----微笑露酒窝音，边示范边将手掌张开放到头上向自己的方向挥动。同时，解说发音要领：[i]发音时，舌尖抵下齿，前舌后部最高，舌前部向硬颚抬起比[i：]低些，下颚稍下垂，舌前部也稍下降。

2）边做动作边模仿。

（学习音标如同一年级小朋友学习汉语拼音一样，有一个音与形的认识过程。课堂上，要求学生仔细听音、观察口形，认真模仿，但是课堂上模仿、拼读过程一长，学生很容易厌烦，所以教学中，运用比一比的竞赛方法，以及结合动作学习的方法来集中学生的注意力。）

3）找一找。请学生们从26个英语字母中，找出哪些字母的发音包含[i：]。

（Bb、Cc、Dd、Ee、Gg、Pp、Tt、Vv）

解说[i：]是一个长元音，“：”是长音符号，比相应的短元音要长两倍以上。[i：]不是[i]的单纯加长。

C、教授[p]的发音。

1）发[p]音。教师出示一张白纸，放在嘴前，示范发音，纸会颤动。要求学生注意：发[p]时，双唇紧闭，气流从口腔冲出，送气有力。[p]不响亮，单发[p]时，在远处几乎听不见。

2）开火车比赛发音。（p---p---[p] [p] [p]）

（运用“p---p---[p] [p] [p]”这样有节奏的练习发音，充满趣味性，学生学得会非常有兴趣）

3）简单拼读：[p]-[i：]==[pi：]，教师示范后，学生模仿发音。要领：辅音轻，元音重。两音相连猛一碰。

（由[p]、[i：]的字母音标发音到[pi：]的简单拼读，是一个由易到难的循序渐进的一个过程，学生不会有困难感，对学生英语学习的兴趣起到正面的推动作用。）

D、教授[b]的发音。

1）教师示范发音。要领：发音方法和[p]相同，但[b]在词尾发得很轻，不如[p]送气有力。

2）个人读-------同桌互读。

3）出示图片词卡（ball）、bag、bed。教读：[b]---[b]===bag、[b]---[b]===bag、[b]---[b]===bed

（将音标与单词相结合，由点到面到训练，让学生练读[p]在单词中的读音，给学生灌输简单的拼读规律）

E、教授[m]的发音。

1）教师示范发音。要领：发音位置和[p]、[b]相同，发音比较响亮，应注意发[m]时双唇始终是紧闭的。

2）个人读--------男生女生读。

3）请你说出包含[m]的单词，给小组赢得小星。

（mum、mother、meet、miss、monkey、mouse、mouth、mike、）

（通过给小组加分的形式说出包含[m]的单词，学生不仅复习了已有的单词，而且让学生练习在不同的单词里[m]的发音，那么对[m]的感知更加深刻。）

3、音标巩固练习。

1）学生简单拼读。

出示小黑板：[pi：] [bi：] [mi：] [pi] [bi] [mi] [pi：p] [bi：p] [pi：m] [pib]

2）字母、音标对比游戏。

教师出示一些卡片，其中有小写字母p、b、m、I的卡片，有[p]、[b]、[m]、[i：]、[i]的音标卡片，以及一写其他字母或音标的卡片。教师说：show me the small letter p/b/m/I 。或说：show me [p]、[b]、[m]、[i：]、[i]。让学生出示相应的卡片。

（通过字母、音标对比游戏，能培养学生自觉地把单词、音标作音、形比较，直至掌握一些规律，学生逐渐明白“[ i]”表示音标，那么单词中有“i”这个字母，不代表它就发[i]的音，逐步学会见形知音的本领，这样的训练，也能为今后学生单词拼读、速记单词能力的培养作好铺垫。）

3）摘苹果。

教师在黑板上出示一张挂满苹果的树挂图，每个苹果上写有一个单词，

如milk、meet、see、key、thin、big、pig、three、he、she等。再画两个篮子，分别贴上[i：]、 [i]的音标，每小组派几名同学上前面来，把树上的苹果摘下来，将含有相同元音的单词放入相应的篮子里，最快最准确的小组赢得小星。

（对[i：]和[i]这两个长音和短音的学习做进一步的推进，让字母音标学习与单词相结合。将所有的单词选入正确的篮子里后，再让学生通过单词的朗读，训练学生发音的准确、到位。）

4）、朗读句子。（长条卡片出示）

1）I see a bee in the sea.

2）A big pig in the big ship.

（在教师示范并总结 [i：]、[i]的发音后，进行小组竞读比赛，看哪一组能正确朗读上面的句子，做到既正确又压韵，既流利又有感情，这样一来学习活动既锻炼了学生读对[p]、[b]、[i：]、[i]4个音标的使用技能，又体现学生探究与集体主义精神。）

4、拓展训练

绕口令。（小黑板出示）

He sees a ship .

She sees a sheep .

A ship and a sheep .

This is a ship .

That is a sheep.

（编顺口溜不仅可以使知识变得简单，生动、而且印象深刻，而且通过这样的训练，真正将音标教学与语音教学落到实处。）

5、字母、音标书写。

1）、要求学生正确书写“Bb、Ii、、Mm、Pp”这4个英语字母。

2）、正确书写“[i：]、[i]、[p]、[b]、[m]”这5个音标。

四、小作业。

课后和同学比比绕口令。

五、课后游戏推荐。

捞音标：参与人数不限。每人头上带音标卡片头饰，其中两个捞音标的同学面对面握住对方双手，并向上方抬起；其余人试图从两个捞音标同学中间穿过。捞音标的同学要问：what is your name？被捞的同学说：my name is [m]。。。。。。说对的就可以让他过去。

反思:我们在教学中常常发现这样的现象：学生们在学单词的时候，即使在课堂上读得滚瓜烂熟，下了课之后就忘得差不多了；背单词是学生们的一大难题，反复地背也记不住，就是背下了，也容易丢字母或错字母；有的学生为了能记住单词的音，就擅自用汉字标音。如：“ good morning狗的猫铃”，“ Thank you.三克油”， toothbrush兔子不拉屎”， bus爸死must妈死得”等等，闹出很多笑话；更有学生用类似汉语拼音的只有他们自己能懂的符号来给英语单词注音，书上记的密密麻麻。在读单词的时候，就根据自己标的符号来读。于是就有了千奇百怪的、“四不象”的发音。学生的这些做法严重影响了他们的正确发音。如果这种不标准的读音成了习惯，很难得纠正过来，甚至会影响到孩子的一生。

究其原因，是由于他们的语音知识贫乏，对音标知之较少，英语单词拼读识记只有靠死记硬背。在他们眼里，每个单词的字母都是毫无规律地组合在一起，背记单词是他们最头疼的一件事。随着学习内容的不断增多，他们学习就会越来越吃力，这会大大地削弱他们的自信心，最后甚至造成不想学英语的严重后果。因此，我觉得，尽管难，在小学阶段教国际音标是有必要的。但是英语的基础音标有48个，集中在一起教学，不仅量大，而且枯燥无味，不能最大程度上激发学生的学习兴趣，甚至影响学生学习音标的积极性。所以要潜移默化地、化整为零地进行教学，并且要经常运用。在运用的过程中让学生熟练拼读单词，逐步地纠正学生的不良的拼读习惯，逐步培养学生运用英语读音规则拼读单词的能力，并且教会学生查字典。一旦学生学会了音标，从心理上觉得背记单词不是一件难事，就会激发学习英语的积极性和学习热情，为他们掌握听、说、读、写的技能打好良好的基础。

篇6：高中英语语篇教学课堂模式探讨

On a Discourse Approach in High School English Language Teaching

内容提要：本文试图通过整体性原则、心理学原理、图式理论和认知理论来阐述课堂语篇教学的可行性和必要性，从而构建一种以图式理论和认知理论为指导，以学生为中心，以培养交际能力为目的，以语篇教学法为手段，以发展的英语能力为指归的课堂教学模式。

关键词：语篇教学；课堂模式；课堂实践；构建

一、前言

长期以来，英语教师始终没能，也不敢摆脱升学的指挥棒，热衷于“一支粉笔一本书，教师在讲台上滔滔不绝，学生在底下埋头笔记”的课堂教学模式和教学方法，教师只注重字、词、句的分析和语法讲解，学生的总体英语水平偏低，使用英语的能力差，许多学生只粗略懂一点语法，能辨认一些单词，听、说、读、写能力低下。这一现象极不利于当前的素质教育的开展，极不利于学生英语能力的培养。在这种模式下，往往使学生形成一种听不懂、看不懂、写不出、讲不出的畸形英语。因此，我们要改变这一现状，就必须改变课堂教学模式。

二、对语篇教学的课堂模式主要内容的思考

《全日制普通高级中学英语教学大纲》提出高中英语教学目的主要是：“在义务教育初中英语教学的基础上，巩固、扩大学生的基础知识，发展听、说、读、写的基础上，培养在口头上和书面上初步运用英语进行交际的能力，侧重培养阅读能力，并使学生获得一定的自学能力，为继续学习和运用英语切实打好基础……”。

我们认为，“巩固、扩大学生的基础知识”，是巩固、扩大学生的词汇知识和语法知识，这一部分无需在课堂上进行大量的讲解，作为教师可侧重进行学法指导；这样“侧重培养阅读能力”就成了课堂教学的主要任务。阅读能力的培养主要是加强对学生语篇理解的培养；只有在语篇理解的前提下，才能发展学生的口头上和书面上初步运用英语进行交际的能力。而交际能力的培养正是英语学科培养创新能力的核心之所在。因此，我们主张在英语课堂上构建以图式理论和认知理论为指导，以学生为中心，以培养交际能力为目的，以语篇教学法为手段，以发展的英语能力为指归的课堂教学模式。

1．语篇教学法的理论依据

a. 整体性原则

任何事物都可视为一个有机的整体。整体又是由部分组成的。但正如心理学家格式塔所言：“部分相加不等于整体，整体比部分的总和大，整体优于部分并决定部分的性质和意义”。因此，在外语教学中应重视整体的语篇教学，否则会导致只见树木，不见森林；能理解词句，不理解全文。

b．心理学原理

教育心理学认为，为了使学生获得感性认识，产生清晰表象，就要指导学生对学习的对象周密细致地进行整体观察，然后再观察它的各部分及它们之间的联系，最后形成有关学习对象的清晰表象。学生学习知识的不断丰富，学生的求知欲也愈加强烈，尤其是遇到新的内容，它们往往希望一口气看完全部内容。

c．图式理论

图式是认识或心理或智力结构，这种结构把有机体所察觉到的事物按照一般的特性组织到“群”中去，可以把图式简单地看作概念或类别。认知心理学家把构成特定情况的事件和行动的发展顺序的意义单位称作图式或框架。图式是认知构架，它使信息有条不紊地储存在长期的记忆中，给预测提供依据。语篇理解是一个双向的心理过程，要正确理解作者的思想，就需要运用学生自己脑子里储存的知识。因此，图式理论是语篇教学法的心理学基础；学生图式理论的不断增加，又能促进语篇的整体理解。

d. 认知理论

从广义来讲，认知即人的认识活动；从狭义上来讲，认知指知觉的理解性，即领会、理解、意识到的东西，指思维、记忆、感知、识分类等心理过程。认知理论认为，学习是对客观事物之间关系的认识，强调刺激与反应之间产生的各种可变因素，它还认为学习是对环境的适应，是一个主动积极的过程。学习是通过学习者的认知，获得客观事物的意义和意象。学习是由一系列过程所组成。根据这一理论，课堂教学必须以学生为中心。

2．语篇教学法的含义

语篇教学是相对于以词汇和句子结构为中心的教学而言。以往的这种以词、句子为核心的外语教学，如果用在外语学习初始阶段也许是有一定作用。但语言并非是一些杂乱无章的词句，而是由连贯的篇章形式表现出来的。语篇是指实际使用的语言单位，是一次交际过程中的一系列连续的话段或句子所构成的语言整体。它可以是对话，也可以是独白，它包括书面语，也包括口语。外语教学的最终目的是要使学生能用目的语来交流思想和获取信息。思想的交流和信息的获取都是在一定的环境中进行的。这种语言使用的环境既包括语言方面的知识，也包括文化背景、语用、认知等方面的知识。Skehan（：18）认为，只有通过实际参与语篇交际，才能真正理解语篇。因此，只有语篇教学，才有利于在培养学生的语言能力的同时，发展他们的言语交际能力。

3．语篇教学法的课堂实践

高级中学英语（必修）教科书是以培养学生的交际能力为目的，以话题为中心，以对话、阅读、语法学习、听力和写作等内容所构成的整体教学单位；同时，通过语法和词汇在语篇中的多次循环，反复打好语言基本功，整套教材各个部分都是以语篇形式出现。这为语篇教学的课堂模式提供了保障。

语篇教学从理解整篇内容入手，运用所学语言和知识游览和捕捉重要语言线索，对所读文章获得一个总体印象，然后分段（语篇）找出中心思想（main ideas）和重要信息，对文章进行表层理解 (literal comprehension)；在此基础上，来理解作者的意图和立场，对篇章进行深层理解 (inferential comprehension)；然后学生根据作者所表达的内容，说出自己的看法、观点，进行评价性理解（critical comprehension）。因此，我们在对英语课的设计过程中，应围绕这三个理解，具体可采用以下教学模式：a. 导入（呈现） b.速读 c. 理解 d.精读 e.复述（表演）f.讨论g.巩固等七步。

a. 导入（呈现）(Presentation)：可通过不同形式导入新课，旨在培养学生的兴趣，引起学生的注意，激发学生的认知图式。通过有效的导入能丰富和激活学生的背景知识；背景知识对篇章的理解要大于语言知识。

b. 速读（Fast-Reading）：通过速读，使学生大致掌握课文结构、含义；回答Pre-reading中所提的问题。对整个篇章有个大致了解，能回答一些识记性的问题。

c．理解（Comprehension）：通过作记录（Note-making）、问答（Questions & Answers）、找中心（topic sentence）、关键词（key words）等途径来检查学生对文章的表层理解。

d. 精读（Intensive-Reading）：通过精读，使学生掌握文章中所内含的信息(Read for information)。了解各语篇的含义，作者的写作的意图，对文章进行深层理解。

e. 复述（表演）（Retelling/Acting）：通过复述或表演来加深对文章的理解，深化学生的语言应用能力。更好地服务于速读和精读这二个环节。

f. 讨论（Discussion）：通过分组讨论或俩俩讨论来发展语言的应用能力，发表学生自己对作者所发表内容的观点、看法，实现知识向能力迁移。对篇章进行评价性的理解。

g. 巩固（Consolidation）：巩固本课的内容，加深记忆。可通过一些口头或笔头练习，来检测学生对该篇章的理解，起到巩固的目的。

三、语篇教学构建的策略

随着现代化教学技术的发展，各项教学媒体相继投入使用，校园网、多媒体实验、录音机、电视机、录像机、VCD、投影仪等电教设备保证了英语学习材料的真实性和充足性，为在课堂中开展语篇教学提供保证，因此在每一节的设计过程中，要充分考虑这一因素，来展示语篇功能，从中心句（topic sentence）到关键词（key words）；从语篇标记（discourse markers）到段落结构（paragraph structure）；从中心话题(theme)到与此有关的深层次的思考(in-depth considerations)，在整个过程以学生活动为中心，依托所创设的情景，在学生活动的基础上培养学生的语篇交际能力。

语篇教学要求教师在课堂教学中要不断注重向学生传授各方面的知识，扩大他们的知识面。具体说来，在课堂教学实践中，教师不能仅仅满足于对教材中的语言难点的分析和训练，而要善于挖掘教材中的那些含有民族文化背景知识和社会内容的语言现象，并结合这些语言现象，广泛地向学生传授文化、语用、认知、文体等方面的知识。这样才有可能真正提高外语应用能力。

由于语篇教学突出交际能力的培养，这就加强了英语教学的趣味性。因此在语篇教学中要多开展一些学生团体活动，如：对话(dialogue)、同桌讨论(pair work)、小组讨论(group discussion)、辩论(debate)等。采用上述团体活动方式，就可将书面交际和口头交际结合起来，将领会思想和表达思想结合起来。从而形成以学生活动为主体的课堂教学局面。

四、结束语

语篇理解是一个双向的心理过程，要正确理解作者的思想，就需要运用读者自己脑子里储存的知识。在语言交际中，听者和读者往往根据说者和写者发出的语言信息，在自己的记忆中搜寻有关这方面的知识和经验来对可能发出的话语信息进行预测、假设和推断，从而达到理解。因此，这对教师提出了更高的要求，他不但要备课，更要备“人”，以填补学生的信息沟(information gap)。教师要根据不同的教学对象、内容和阶段，精心备课，为使学生能在课堂上通过自身的实践，学习语言和运用语言。教师必须深入研究教学内容，学生的学习心理及语言知识的系统性，这就需要教师具备扎实的语言功底和与语言有关的其它领域的丰富知识，如：文体、修辞、语义、语用、应用语言学、心理语言学以及相关国家和地区的政治、地理、经济、文化等知识。

主要参考书目：

1. Skehan, Peter. A Cognitive Approach to Language Learning. Oxford, UK: Oxford university Press. 1998.

2. 贾冠杰，《外语教育心理学》，广西教育出版社。

3. 金蒂，“语篇整体教学初探”，《中小学外语教学》（京），第9期。

4. 李秋颖，“阅读理解的三外层次”，《中小学英语教学与研究》（沪），19第1期。

5. 刘绪华，“语篇分析理论和逆向型教学法”，《国外外语教学》，年第3期。

6. 尚新平、乔风杰，“高中英语课文整体教学实验成果报告”，《中小学英语教学与研究》（沪），第6期。

7. 王初明，《应用心理语言学》（1990），湖南教育出版社。

8. 文秋芳，《英语学习策略论》（1996），上海外语教育出版社。

9. 张国扬、朱亚夫，《外语教育语言学》（1996），广西教育出版社。

(桐乡市高级中学庄志琳)

篇7：《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8：致橡树(人教版高一必修) 教案教学设计

有人说，爱情就是一颗心与另外一颗心的碰撞；有人说，爱情就是黑暗中闪闪发光的钻石，就是撒在夜空里的一大把星星；也有人说，爱情使人欢乐，爱情令人痛苦，爱情给人力量，爱情让人迷惘。

爱情是人生中一个永恒的话题，也是从古至今许多文人墨客尽情歌颂的事物，“在天愿做比翼鸟，在地愿为理枝”、“两情若是久长时又岂在朝朝暮暮”便是古人留下的表达爱情的千古绝唱。虽然爱情这一主题是不变的，但随着时代的进步人们的爱情观是不断发展的，好，今天我来给大家推荐一首我国当代著名女诗人舒婷的代表作《致橡树》，看看她在这里表达的是怎样的爱情观。

诗歌是文学宝库中的瑰宝，是语言的精华，是智慧的结晶，是思想的花朵，是人性之美的灵光，是人类最纯粹的精神家园。古今中外的诗人们，以其妙笔生花的精彩写下了无数优美的诗歌，经过时间的磨砺，已成为超越民族、超越国别、超越时空的不朽文明，扣击着一代又一代人的心灵，给人们以思想上和艺术上的双重享受和熏陶。

这是一首经典的爱情诗，语言清丽活泼，读起来朗朗上口。

诗人以橡树为对象表达了爱情的热烈、诚挚和坚贞。诗中的橡树不是一个具体的对象，而是诗人理想中的情人象征。因此，这首诗一定程度上不是单纯倾诉自己的热烈爱情，而是要表达一种爱情的理想和信念，通过亲切具体的形象来发挥，颇有古人托物言志的意味。

首先，橡树是高大威仪的，有魅力的，有深度的，并且有着丰富的内涵--“高枝”和“绿阴”就是一种意指，此处采用了衬托的手法。诗人不愿要附庸的爱情，不愿作趋炎附势的凌霄花，依附在橡树的高枝上而沾沾自喜。诗人也不愿要奉献施舍的爱情，不愿作整日为绿阴鸣唱的小鸟，不愿作一厢情愿的泉源，不愿作盲目支撑橡树的高大山峰。诗人不愿在这样的爱情中迷失自己。爱情需要以人格平等、个性独立、互相尊重倾慕、彼此情投意合为基础。

诗人要的是那种两人比肩站立，风雨同舟的爱情。诗人将自己比喻为一株木棉，一株在橡树身旁跟橡树并排站立的木棉。两棵树的根和叶紧紧相连。诗人爱情的执著并不比古人“在天愿做比翼鸟，在地愿为连理枝”逊色。橡树跟木棉静静地、坚定的站着，有风吹过，摆动一下枝叶，相互致意，便心意相通了。那是他们两人世界的语言，是心灵的契合，是无语的会意。

两人就这样守着，两棵坚毅的树，两个新鲜的生命，两颗高尚的心。一个像勇敢的卫士，每一个枝干都随时准备阻挡来自外面的袭击、保卫两人世界；一个是热情的生命，开着红硕的花朵，愿意在他战斗时为其呐喊助威、照亮前程。他们共同分担困难的威胁和挫折的考验；同样，他们共享人生的灿烂，大自然的壮美。

诗人要的就是这样的伟大爱情，有共同的伟岸和高尚，有共鸣的思想和灵魂，扎根于同一块根基上，同甘共苦、冷暖相依。

诗歌以新奇瑰丽的意象、恰当贴切的比喻表达了诗人心中理想的爱情观。诗中的比喻和奇特的意象组合都代表了当时的诗歌新形式，具有开创性意义。另外，尽管诗歌采用了新奇的意象，但诗的语言并非难懂晦涩，而是具有口语化的特征，新奇中带着一种清新的灵气和微妙的暗示，给人以无限的遐想空间。

[致橡树(人教版高一必修) 教案教学设计]

篇9：短歌行(人教版高一必修) 教案教学设计

教学目标

知识目标：了解曹操诗歌的特点及艺术风格。

能力目标：掌握诗中用典修辞手法及豪放风格。

情感目标：体会诗人“忧”而发奋、慷慨激昂的情绪；学会珍惜时间，树立远大目标。

教学重、难点

重点：揣摩诗人感受及求贤若渴的情怀。

难点：鉴赏诗中用典、比兴及引用等具有特色的艺术手法。

教学方法诵读--讨论--点拨

教具设备多媒体

教学内容及过程

一．导语设计：

不知不觉又是冬季，让人想起毛泽东的《沁园春雪》中的句子（师生共同背诵）自信之感由此可见，但是他似乎忘记了历史上还有一个人，也是能文能武的，他就是曹操。

二．知识交流（学生完成）

1．曹操文才武略：

曹操，字孟德，沛国谯郡人，是三国时候杰出的政治家、军事家和文学家。年三十举孝廉，以参加镇压黄巾起义，迁为济南相。后起兵伐董卓，复击灭袁术，袁绍。他实习“唯才是举”的政策，采取抑制豪强，限制兼并，广兴屯田等一系列较为进步的措施，终于统一了北方。位至大将军、丞相、封魏王。曹丕称帝后，追尊为武帝。曹操又很高的艺术修养。他的乐府诗继承了汉乐府民歌“缘事而发”的现实主义精神，真实地反映了汉末**的社会现实，表现了他统一天下的远大抱负和顽强的进取精神。其诗语言质朴、情感深沉，格调苍凉悲壮，有很高的艺术性，他的以乐府古题写时事的作风对后来的新乐府诗有很大的启示，不仅为建安文坛的领袖，而且建安文学的繁荣和发展作出了极大的贡献。

2、曹操评价：英雄还是奸雄

三．整体感知

1．背景介绍：

建安十三年，曹操率大军南下，列阵长江，欲一举荡平孙权势力。大战前夕，酒宴众文武，饮至半夜，忽闻鸦声往南飞鸣而去。曹操感此景而持槊歌此《短歌行》。此诗格调高远，感情丰富，是诗人内心世界的真实写照。

2．学生自由诵读。要求读准字音，把握语调，读出慷慨之情。试读，互相点评。

3．学生结合注释，疏通诗句大意，教师进行相关点拨，找到诗眼。

4．学生思想并讨论诗歌的内容层次。

明确：全诗可分为四层：前八句为第一层，诗人慨叹人生有限，抒发了诗人对时光流逝、功业未成的深沉感慨；次八句为第二层，通过思念贤才、宴饮嘉宾的描写，表现了诗人求才若渴的心情；再次八句为第三层，写对贤才的仰慕，想象贤士到来，畅抒情谊；最后八句为第四层，写贤才择主和自己希望搜揽人才以完成统一事业的宏伟抱负。

四．具体研习重要诗句：

1．提问：如何理解“对酒当歌，人生几何？譬如朝露，去日苦多。”这四句的思想感情？

明确：为了实现统一中国的雄心壮志，曹操虽然取得了许多成就，但也遇到了不少挫折和失败。他深感奋斗中的艰难，也因年岁增长，光阴流逝，理想尚未实而忧愁，所以才有人生苦短之叹。但这一“叹”不是无所作为者，蹉跎岁月者，不思进取的消极之“叹”，而是一位渴望得到贤才帮助以实现建功立业雄心的英雄之叹。“人生几何”“去日苦多”是进取中的忧叹，追求中的苦闷。表达了诗人抓紧时机，大干一番事业的强烈愿望，隐含着的仍然积极昂扬的精神。

2．提问：如何理解“山不厌高，海不厌深。周公吐哺，天下归心。”这四句诗？

明确：这四句借用《管子形解》中的话和周公“一沫三握发，一饭三吐哺，起以待士，犹恐失天下之贤人。”《史记鲁周公世家》的故事，来说明诗人自己一方面感到生命易尽，一方面则更加激励他及时建功立业的思想，渴望有更多的有才能的人来帮助他实现他的政治理想。

3．学生有感情地朗诵全诗，把自己认为很有表达特色的句子画出来。

4．品析所画出的句子并相互交流自己的感受，然后自由发言。

明确：（一）引用成句，不露痕迹。“青青子衿”二句，引自《郑风子衿》，用以比喻渴慕贤才。“悠悠”，忧思绵长的样子，形容思念不已。“悠悠我心”后面原有的诗句还有“纵我不在，子宁不来？”本意是传达女子对情人哀怨和企盼的心情。这里作者暗用这两句诗意，比喻热烈期待所求贤才的到来。“呦呦鹿鸣”四句，引自《小雅鹿鸣》，本意是写宴会上主人殷勤待客的盛况。这里表示对贤才的竭诚欢迎。这些成句由于注入了诗人的思想感情，显得古朴深成、自然妥贴。

（二）诗歌采用连串的比兴手法，生动形象地表达出作者思贤若渴的急切心情。如“明明如月”二句，以明月不可掇停，喻得不到贤才的不可断绝；“乌鹊南飞”中以乌鹊喻指贤士；“绕树三匝，何止可依”则喻指贤士急于寻找可供依托的明主。诗歌以乌鹊的形象，寄予贤士尚在徘徊择主之意，流露出诗人唯恐贤才不来归附的焦急心情。诗末“山不厌高”四句，以山高海深比招纳人才的阔大胸怀，又以虚心对待贤才的周公自比，表示自己像周公一样热切殷勤地接待贤才，使天下的人才都心悦诚服地归顺。

五．知识拓展

豪放风格：创作视野较广阔，气象恢宏、雄壮。

练习：屏幕投影一些名句，学生判断其风格是否属于豪放。

六．课文小结：

不论何时，人才都是最重要的，所以在座各位同学要努力学好文化知识，我相信少年强则中国一定强！

七．布置作业：背诵全文并默写。

板书：

短歌行

曹操

（存忧）人生→人才→人主（解忧）

[短歌行(人教版高一必修) 教案教学设计]

篇10：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)

Warming up & Listening

Type of lesson: Warming up & listening

Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.

2.To improve the ability of listening.

Teaching aids:Tape recorder, paper sheet, projector

Teaching procedures:

Step I. Warming up.

Task 1:Team work on the topic “cultural relics”.

Q1:What does the topic mean? Have you got any ideas of cultural relics?

Q2:Are there any cultural relics in Beijing? Name some.

Task 2:Talk about the given cultural relics.

Q1:What are they? Where are they?

Q2:Which one would you like to visit? Why?

I would like to visit _________ because ____________.

I think it’s famous for __________________________.

Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.

Step II. Listening.

1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.

2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.

3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)

1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.

A. On the left B .in the centre C. On the right

2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.

3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.

4. Listen to the passage for another two times and try to find out the measures people take to protect the places.

(Do the matching exercise)

Protect the palace build a museum

walk around the house

Protect the temple limit the number of cars

build a wall

Protect the mountain move some to the museum

try to use buses

5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.

6. Discuss the answers in pairs and then check them in class.

Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.

( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)

Speaking:

Type of lesson: Speaking

Teaching aims:1.To learn how to ask for and make suggestions.

2.To help the Ss make dialogues in proper situations.

3. To encourage the Ss to discuss in groups and develop their imagination and creativity.

Key point: To help them use the functional sentences correctly in proper situations.

Teaching aids: Tape recorder, pictures and some real objects.

Teaching procedures:

Step I. Ask the Ss to read the instructions.

Step II. Help the Ss understand the instructions.

. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)

Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)

(No, the object you’ve chosen should represent Chinese culture.)

Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)

2.Ss discuss in groups and fill in the form.

What do you want to put in? Why?

3..Ask the Ss to make up their own dialogue by using the functional sentences.

Step III. Ask the Ss to sum up some useful expressions.

Asking for suggestions:

1)What shall I do …?

2)Can’t we do …?

3)Should we do …?

Making suggestions:

1)What/How about…?

2)Why not…?

3)Why don’t you…?

4)I think you’d better do… .

5)I suggest you (should) do … .

6)Let’s do … .

7)I’d like to do… .

8)Maybe we could do … .

Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).

Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.

Situation:

You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.

Step VI. Ss present their decision.

Step VII. Homework .

Write down the dialogues they have made up.

Reading:

Type of lesson: Reading

Teaching aims:1.To help the students to have a good understanding of the text

2.To train the students’ reading ability

3.To solve their difficulties by reading, discussing and doing exercises

Teaching procedures:

Step I. Lead in.

1. Ask the Ss to say something about the standard of Great cities.

T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)

1) a long history

2) the capital of the country

3) a large population

4) Something important once took place there.

5) many places of interests

6) …….

2. Show the pictures of famous rivers in the world and introduce St.Petersburg.

T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.

Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.

1) The Yangzi River ------Nanjing

2) The Thames River ----- London

3) The Newa River----- St.Petersburg

1) The Yangzi River

2)The Thames River

3) The Newa River

T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.

Step II. Help the Ss to understand the passage.

1. Ask the Ss to read the title and find out what the passage is about.

The text must be about a city which has many heroes.

2. Do fast reading to find out the answers to the following three questions.

Q1:Which city will the text talk about?

Q2:Who are heroes?

Q3:Who is the man on the bronze horse?

3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)

4.Help the Ss to deal with the difficult points.

1) Match the words on the left with their meaning on the right.

cave make something as good as it was before

project to build again; construct anew

ruin artist; person who paints pictures

ancient very old; from a long time ago

.portrait break or harm something

damage a picture that you take with a camera

rebuild a painting or picture of a person

restore a big plan to do something

painter a building that has been deadly damaged

photograph a large hole in the side of a mountain or under the ground

2) Help the Ss to understand the following sentences.

a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.

b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.

c. The palaces are large and beautiful, and they often look like something out of a fairy tale.

4. Ask the Ss to summarize each paragragh with one or two words.

St.Petersburg

Para 1: the building of the city

Para 2: the decline of the city

Para 3: the rebuilding of the city

Para 4: the present situation of the city

5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.

Work sheet:

the building of the city

position

creator

personality of Peter the Great

the decline of the city (important historical events)

time

how long

intruder

the results of the Nazis’failure

the rebuilding of the city

materials

difficulties

the result of hard work

the present situation of the city

the modern heroes of Russia

the character of people of St.Petersburg

Step III. Ask the Ss to do post-reading exercises.

1.Discuss the questions in pairs.

Q1: Why are the people of St. Petersburg heroes?

Q2: Why do people think St. Petersburg is a great city?

2.Ss present their opinions in class and then the teacher makes a summary.

T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.

Step IV. Communication exercise.

Task: Talk about the celebrations of the city held in the city this July.

Step V. Homework.

1. Find out more information of the city on the Internet. Report it to the class in the written form.

2. Finish Ex.2 on Students’ Book P46.

Answer sheet:

the building of the city

position on the banks of the Newa River

creator the Russion Czar Peter the Great

personality of Peter the Great strong and proud

the decline of the city (important historical events)

time 1941

how long 900 days

intruder Germans (Nazis)

the results of the Nazis’failure 1.fires burned everywhere

2.buildings destroyed

3.paintings and stutues lay in pieces on the ground

the rebuilding of the city

materials 1.pieces of palaces that had hidden before the Nazis came

2.the old paintings and photograghs

difficulties save the buildings and palaces without destroying their old beauty

the result of hard work 1.Parts of statues have been put back together.

2.Missing pieces have been replaced.

3.Old paintings and the old palaces have been made as wonderful as in the past.

the present situation of the city

the modern heroes of Russia the people of St. Petersburg

the character of people of St.Petersburg strong, proud and united

Word Study

Type of lesson: Word study

Teaching aims:1. Help the Ss use some key words and expressions in this unit.

2.Help the Ss to know how to build a word with “re”.

Key point: Master how to use the key words and expressions in different situations.

Teaching procedures:

Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.

Step II. Ask the Ss to read more examples and sum up the usage.

Step III . Ss do the exercises.

Step IV. Check the answers .

Step V. Homework.

1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.

2)Review the whole unit.

I.Word formation “re- “

1.Find out the words with “re-“ in the text and understand the meaning.

A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .

2.Do Ex.1 on P46.

II. Word study.

1. use 的用法 (vt. & n.)

1) Are you using this knife or can I borrow it?

2) This glass has been used. Please fetch me a clean one.

3) Bamboo can be used to build houses.

4) These lights are used for illuminating the playing area.(赛场)

5) This grammar book can be used as a textbook..

6) A food processor has a variety of uses in the kitchen. (n.)

7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)

8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)

9) If you don’t have enough money, You are able to buy a used car instead of a new one.

( A past participle can be used as an adjective.)

Exercise:

1. The old hospital _____________.( 已经不再使用了)

2. Computers should be designed for the people who _______________.(使用它们 )

3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.

4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.

2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)

It was difficult to save the palaces and buildings without changing their old beauty.

1)Is it true that the scientist will give us a lecture next week?

2)It is said that at least ten buildings will be built soon in our city.

3)It is easy to recite the text.

4)It’s a rule in our school to do a good cleaning on Friday.

Complete sentences.

1)据报道，一些外宾明天要到我校参观.( reported )

____ _____ _____ many foreign guests will visit our school.

2)行这次会议，意义重大。（ important; of great importance）

a. To hold the conference is ____ ____ ____.

b.___ ____ ____ to hold the conference.

3.give up /give in

1)She gave up her job to look after her sick mother.

2)He has to give up playing football because of his broken left leg. .

3)You can’t win the game ,so you may as well give in.

Exercise:

1) The doctor told him to _________ smoking because he had coughed for a long time.

2) The enemy is surrounded ,and will soon ____________.

3) He has to _______ drinking whisky because he suffers from heart attack.

look out, look after, look at, look up, look for

1) If you have new words, you should ________ the words in your dictionary.

2) Peter _______ his pen , but he didn’t find it.

3) _________, a car may hit you!

4) A good doctor should _________his patients very carefully.

5) Mary _______ the blackboard , but she could see nothing .

5. try to do/ have to do/ be able to do

1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..

2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.

3)The workers ___________ stay up all night in order to finish the work on time.

6.seem 的用法见教参P145

1) It seems that it’s more difficult for women to get to the top of a company.

2) It seems that he is lying.

3) I seem to have seen her before.

4) It seems that he is angry. =He seems to be angry.

5) It seems as if/though he were in a dream.

6) It seems (as if) there will be an election soon.

Rewrite the following sentences.

1) It seems that he is an expert. He seems _____________________.

2) He seems to know everything. It seems _____________________.

III. Complete the passage with the suitable phrases.

try to, be able to, use, it +be+ important, have to

Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.

Grammar

Type of lesson: Grammar

Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.

Teaching focus: Ss can use the voice in a proper situation.

Teaching aid: Paper sheet, pictures or projector

Teaching procures:

Step I. Lead in.

Show some pictures to help the Ss to understand the meaning of the voice.

1)The window has been broken .

2)A new school building has been built for a month.

3) Look, the dirty table has been cleared.

Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.

Explain these sentences are used :

1) When the doer is unknown (Sentence 1)

2) When the doer is not important (Sentence 2)

3) When we want to highlight the object of the active sentence(Sentence 3)

Step III. Observe the functions of the voice.

Ask the Ss to read more examples and sum up the structures.

1)All the tickets for the International Music Festival have been sold out.

2)Whose homework hasn’t been handed in?

3)Has the building been completed?

肯定式Have/has been done

否定式Have/has not been done

疑问式Have/has…been done

Step IV. Practise using the voice.

1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.

2) Do Ex.2 on P123.

3) Do Ex.2 on P47.

Step IV. Practise the voice.

1) I see a lot of trees on the street .The trees _____ _____ planted for years.

2) Anybody who cuts down young trees _____ ______ punished.

3) I can’t enter the building because it ______ _____ locked on Sunday morning.

4) A museum ____ ____ built for cultural relics in the village.

5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.

Step VI. Homework.

1. Finish Ex.2 on P63 in the workbook.

2. Do Ex.3 on P123.Observe the examples first and then do the exercise.

Integrating skills

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing

Teaching aid: projector, paper sheet, tape recorder

Teaching procedures:

Step I. Ask the Ss to fill in the form after reading the text.

1. Do it individually.

2. Discuss in pairs.

Location feelings problems suggestions

Step II. Ask the Ss to learn to write a letter to an editor.

1. Find out what they want to write about individually.

2.Write it by themselves.

3.Exchange their letters.

4.Present their letters in class.

Step III. A writing task.

The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.

Problems Suggestions

throw about the rubbish take away

kill wild animals, catch birds stop hunting

pick flowers protect plants

do the cooking in the wood take meals, forest fire

Possible version:

Dear Editor,

I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.

As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.

Yours sincerely,

Alice

篇11：人教版高一下册考点透视(人教版高一英语下册教案教学设计)

作者：浙江省富阳市新登中学傅代红胡君祥

联系电话：13083971266 邮编：311404

办公室电话：0571-63218205

人教版高一（下）册所涉及到的语法点、单词、短语、句型结构很多，下面就人教版高一（下）的重点语法点、单词、短语、句型结构结合近几年高考试题做如下透视。

1. Only in that way will we be ready for the challenges and opportunities in life. (Unit13 Page4 Reading)

[考点] only ＋状语＋部分倒装句

[归纳] only ＋状语位于句首时，应使用部分倒装，即“only＋状语＋助动词＋主语＋实义动词”，如含有状语从句，倒装应出现在主句部分。 “only ＋主语”位于句首时不用倒装。

[高考链接]

1). _________ by keeping down costs will Power Data hold its advantage over other companies. (06浙江9)

A. Only B. Just C. Still D. Yet

2). Only then ________how much damage had been caused. (06 陕西)

A. she realized B. she had realized

C. had she realized D. did she realize

2. Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment. (Unit13 Page4 Reading)

[考点] “can＋do” 在陈述句中表推测

[归纳] can表推测时一般不用于陈述句，这指的是对具体某事的推测。对一种普遍性规律进行推测时，can还是可以用于陈述句中的。

[高考链接] Some aspects of a pilot’s job ______be boring, and pilots often _____work at inconvenient hours.（06湖南）

A. can; have to B. may; can

C. have to; may D. ought to; must

3. Kwanzaa is a seven-day festival celebrating the cultural and history of African Americans. (Unit14 Page10 Reading)

[考点] 分词作定语

[归纳] 作定语的及物动词分词形式为：v.-ing; being＋过去分词;过去分

词。当被修饰的名词与分词为主动关系时，用v.-ing；为被动关系且表正在进行时，用being＋过去分词；为被动关系且表完成时，用过去分词。

[高考链接] The wild flowers looked like a soft orange blanket__________ the desert. （06湖南）

A. covering B. covered C. cover D. to cover

4. Each time we celebrate a festival it changes a little and in that way we keep our cultural alive. (Unit14 Page 11 Reading)

[考点] 含有time的结构引导时间状语从句

[归纳]近年来对状语从句的引导词的考查转向each time类名词短语和

immediately等副词的趋势，应特别总结相关用法。含有time等名词引导时间状语从句的结构有：every time，each time，next time，the first time，the moment，the minute，the instant。

[高考链接] ______ we made mistakes in our homework, he would ask

us to correct them. (05 全国卷)

A. Each time B. each time when C. A time D. One time

5. So I called on you and asked if I could borrow some jewellery. (Unit15Page17 Reading)

[考点] call的常用短语

[归纳] call on意为“拜访；访问；号召”， call up意为“征召；唤起：使人忆起；带入心中”， call off意为“取消”， call for意为“要求；需要”， call in意为“回收；邀请”。

[高考链接] As I grew up in a small town at the foot of a mountain, the visit to the village ______scenes of my childhood. (06 湖北)

A. called up B. called for C. called on D. called in

6. Well, I would rather not tell you. (Unit15Page17 Reading)

[考点] would rather 用法

[归纳] would rather 用法要注意4点：1. 否定式为would rather not；

2. 反义疑问句为wouldn’t＋主语；3.后接从句时，从句要使用过去时；4. 表示宁愿做什么胜过做什么时为would rather do…than do。

[高考链接] 29.I’m sure you’d rather she went to school by bus, _______?

(06福建)

A. hadn’t you B. wouldn’t you C. aren’t D. didn’t she

7. In the eighteenth century, Benjamin Franklin conduced a number of experiments in which he showed what electricity is. (Unit16 Page24 Reading)

[考点] a number of与the number of作主语

[归纳] a number of接复数名词做主语，谓语动词用复数；而the number of接复数名词做主语，谓语动词用单数。

[高考链接]

1). As you can see, the number of cars on our roads _______ rising these days.

(06全国Ⅱ)

A. keep B. has been keeping C. have been keeping D. are keeping

2). Nowadays, a large number of women, especially those from the countryside,

_______ in the clothing industry. (05 辽宁)

A. work B. works C. is working D. has worked

8. Having realized that I could use a kite to attract lighting, I decided to do an experiment. (Unit16 Page 24 Reading)

Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. (Unit16 Page 24 Reading)

To make as much use of the land as possible, two or more crops are planted each year where possible. (Unit 19 Page45 Reading)

[考点] 句首动词的形式

[归纳] 句首动词的考查主要测试非谓语动词以及祈使句的掌握情况。注意：句子是否是祈使句；非谓语动词作状语是否表目的，是正在发生还是已经发生，是主动还是被动。

[高考链接]

1). _______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (05 全国卷)

A. Having waited B. Wait C. Waiting D. Waited

2). _______for the breakdown of the school computer network, Alice was in low spirits. (06 福建)

A. Blame B. To be blamed C. To blame D. Blamed

3). _______ this cake, you will need 2 eggs. （05 全国卷II）

A. Make B. Making C. Having made D. To make

4). _______ straight on and you will see a church. You won’t miss it.

A. Go B. Going C. To go D. Having gone (05 湖北)

5). ______ more about university courses, call (920) 746-3769. (05 浙江)

A. To find out B. Finding out C. Find out D. Having found out

6). ______ the employees' working efficiency, the supervisor will allow them to have a coffee break. （07 上海春季）

A. Improving B. To improve C. Having improved D. Improved

9. Another journey of challenge and danger was about to begin. (Unit 17 Page 31 Reading)

[考点] 有后置定语的名词短语作主语的主谓一致

[归纳] 有后置定语的名词短语作主语时谓语应与前面名词保持一致

[高考链接]

1). The construction of the two new railway lines _______ by now. （陕西）

A. has completed B. have completed

C. have been completed D. has been completed

2). We live day by day, but in the great things, the time of days and weeks _____

so small that a day is unimportant. ( 湖南)

A. is B. are C. has been D. have been

10. I had traveled just two hours one day when the windows increased so much that I had to put my tent up before the winds became too strong. (Unit17 Page 31 Reading)

[考点] when意为“这时”

[归纳] when意为“这时”，与之搭配的有3种：1.be about to do（正要去做）； 2. be doing（正在做）；3. had (just) done（刚做完）。

[高考链接] I had just stepped out of the bathroom and was busily drying myself with a towel ________ I heard the steps. （06 湖南）

A. while B. when C. since D. after

11. I had to think of my family, which is very important to me, and do the right thing. I did so without regret. (Unit17 Page32 Reading)

[考点] so构成的缩略句

[归纳] so构成的缩略句可分为3类：1. so＋主语＋动词（表示进一步的肯定）； 2. so＋动词＋主语（表示另外某人也怎么样）； 3. 主语＋动词＋so（表示某人按照…去做）。

[高考链接]

1). ---It’s burning hot today, isn’t it? ----Yes. ________ yesterday. (2006 福建)

A. So was it B. So it was C. So it is D. So is it

2). ---I reminded you not to forget the appointment.

--- ____________. (06江西)

A. So you did B. So I do not C. So did you D. So do I

3). -Father, you promised! (05湖北)

-Well, _______. But it was you who didn’t keep your word first.

A. so was I B. so did I C. so I was D. so I did

12. In her television shows Oprah Winfrey makes it possible to talk about great moments and difficulties in people’s lives. (Unit17 Page34 Reading)

[考点] it作形式宾语

[归纳] it作形式宾语，真正的宾语可以是不定式、从句、名词短语等。

[高考链接] As the busiest woman in Norton, she made_____ her duty to look after all the other people’s affairs in that town.（2006湖南）

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

13. New Zealand has a mild sea climate, while the north is subtropical. (Unit18 Page38 Reading)

While(尽管，虽然) there are many different interpretations of our body language, some gestures seem to be universal. （Unit21 Page59 Reading）

[考点] while作为连词的用法

[归纳] while作为连词有3种意思：“而；却”、“当…时”、“虽然”。

[高考链接]

1). I do very single bit of housework _______ my husband Bob just does the dishes now and then. (04 全国卷Ⅲ)

A. when B. however C. while D. although

2). _______ I accept that he is not perfect, I do actually like the person. (04 江苏)

A. While B. Since C. Before D. Unless

14. The Maori were the earliest people to come to New Zealand. When they discovered it about 1,000 years ago, they called it Aotearoa. (Unit18 Page38 Reading)

[考点] it 与one用作代词的区别

[归纳] it用作代词指代某一具体的东西或事情，属于同指，且在口语

中可省略。而one作代词时为类指。

[高考链接]

1). If I can help_______, I don't like working late into the night. (06 全

国卷)

A. so B. that C. it D. them

2). I prefer a flat in Inverness to ______ in Perth, because I want to live near my Mom’s. （05 天津）

A. one B. it C. this D. the one

3). --- I was wondering if we could go skiing on the weekend.

--- _______good. (06 湖北)

A. Sound B. Sounded C. Sounding D. Sounds

15. Future agriculture should depend on high technology as well as traditional methods. (Unit19 Page46 Reading)

[考点] depend用法

[归纳] depend构成的短语搭配为depend on，无被动语态；交际用语中it (all) depends意思为“（一切）视情况而定”。

[高考链接] ----How long are you staying?

----I don't know.___________. (04 江苏)

A. That's OK B. Never mind C. It depends D. It doesn't matter

16. The temperature is controlled with computers, no matter how the

weather is outside.

[考点] no matter＋疑问词

[归纳] no matter＋疑问词只能引导让步状语从句，而whatever, whoever, wherever, however既能替代no matter＋疑问词引导让步状语从句, 也可以引导名词性从句。

[高考链接]

1). This is a very interesting book. I’ll buy it, ________. （06陕西）

A. how much may it cost B. no matter how it may cost

C. however much it may cost D. how may it cost

2). ____ team wins on Saturday will go through to the national championships.（06山东）

A. No matter what B. No matter which

C. Whatever D. whichever

3). You should try to get a good night’s sleep ______ much work you

have to do . (04 湖北)

A. however B. no matter C. although D. whatever

17. Dating back to the Qin Dynasty (221-207BC), the traditional crosstalk shows, or xiangsheng shows, have made people all over China roar with laughter for centuries. (Unit20 Page53 Reading)

[考点] traditional与historic

[归纳] traditional意为“传统的”；historic意为“历史的”。

[高考链接]

In ______ Chinese culture, marriage decisions were often made by

parents for their children. (04 上海)

A. traditional B. historic C. remote D. initial

18. It is their clothes, make-up and the way they walk that make people laugh. (Unit20 Page52 Reading)

[考点] way后接定语从句

[归纳] way后接定语从句关系词的选用分为2种情况：1. 关系词在

定语从句充当主语、宾语时用that或which 2. 关系词在定语从句中充当状语时用in which或that或不用。

[高考链接] It was not what you said but the way you spoke ______ surprised me.

A. in which ; what B. which ; that C. 不填；that D. that ; what

19. A smile can help us get through difficult situations and find friends in a world of strangers. (Unit21 Page60 Reading)

[考点] get的常用短语

[归纳] get through意为“完成；接通电话”， get across意为“使了解；使信服”， get about意为“可以走动”， get away意为“走开；离开；脱身；逃脱”， get back意为“归还；返回”。

[高考链接]

1). ---The boss said we had only three days to finish the work.

---Don’t worry. We have already two thirds of it. (06 四川)

A. got down B. got through C. given in D. given away

2). I couldn’t ______. The line was busy. (05 浙江)

A. go by B. go around C. get in D. get through

20. So if you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area. If there isn’t one where you live yet, don’t worry, the theme parks are coming. (Unit22 Page67 Reading)

[考点] take的常用短语及现在进行时的特殊用法

[归纳] take短语的用法历来是高考重要考查点，近5年来共考了7题。take off意为“脱掉（衣服等）；松开；带走；走开；离开；起飞；取消”；take in意为“吸收”；take for意为“误认为”；take down意为“拿下；放下”。少数一些瞬间性动词用进行时并不表动作正在进行，而是表示不久将要发生的事。

[高考链接] Ladies and gentlemen, please fasten your seat belts. The plane _______. (06 福建)

A. takes off B. is taking off C. has taken off D. took off

篇12：高一（下）全套教案(人教版高一英语下册教案教学设计)

高一（下）教案

Unit 13

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge: Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Lead-in

Six essential nutrients:

1. protein

2. carbohydrate

3. fat

4. vitamins

5. minerals

6. water

Do you know them and their functions?

Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)

Para 1 Snacks give us energy.

Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.

Pa 3 Many people today make choices about their eating habits based on what they believe.

Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.

Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.

(Para1. Sentence1

Para2 Sentence2

Para3 Sentence2

Para4 Sentence3

para5 Sentence1)

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

5. What are the causes of people’s choice of eating habits?

Based on Nutrition: protein, calcium, etc.

what they believe-vegetarians / vegans

how the products are grown or made ---- organic vegetables

6.What’s enviornmentally friendly food?

Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.

7.What are organic vegetables?

Vegetables grown without chemicals that can be harmful to human beings or the enviornment.

8.Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.

9..What’s the difference between vegetarians and vegans?

Vegetarians don’t eat meat but vegans will not eat any animal products at all.

10. According to the passage, how can we keep fit?

Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.

11. what’s “crash diets” ?

It is something that some companies say will make us lose weight fast.

12.According to the passage, how can we lose weight?

Try to eat less fat and sugar and exercise more.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein Good for our muscle Fish, meat and beans

calcium Good for our bones Eggs, milk and other dairy products

Carbohydrates Main fuel for our body Bread, rice and noodles

Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk

Step 4 Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 5 Post-reading

1 what does the word “fuel” and “ green” mean in the text?

Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.

2. How have our eating habits changed?

We are busier than in past years so we now have less time to eat than before.

Work in pairs and discuss the following questions

1 ) Why do people go to fast food restaurants?

People go to fast food restaurants because they are quick and convenient.

2) Why is it not good for you to eat much sugar and fat?

Too much sugar and fat will make you as big as a whale.

Step 6 Retelling the text

no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for

Step 7 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

Unit 14

Step 1 Lead-in

THE BIRTH OF A FESTIVAL

We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.

What’s the topic sentence of the paragraph 1?

Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.

T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

Step 4 Careful reading:

Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

Do you know any festivals for black people or African Americans?

Questions:

1What’s the name of the festival?

2When did the festival begin?

3What time do people celebrate it every year?

4What’s the meaning of the Kwanzaa?And which language did the name come form?

5How many principle does Kwanzaa have?

6.What things did the African first-fruit festivals have in common?

People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。

Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

Unit 15

Teaching Aims:

1.Learn and master the following words and expressions: have a good time,without luck,pay off

recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,

2.Improve the students' reading comprehension through reading activities.

Teaching Important Points:

1.Learn the language in the play,especially in dialogues.

2.Learn the usages of some words and expressions.

3.Get the students to improve their reading comprehension.

Teaching Difficult Points:

1.How to use the tenses correctly in a dialogue.

2.How to tell the differences between“after all,in all and above all”.

Teaching Methods:

1.Question-and-answer method before reading to make students interested in what they will learn.

2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.

Teaching Procedures:

Step Ⅰ. Greetings:Greet the whole class as usual.

Step 2. Revision

T:Yesterday we practised making up some short plays.Now I'll ask some students to act out them before class.

SS:Teacher asks two or three groups to act.

Step 3. Lead-in

1.What kind of plays do you like best?

2. Have you ever acted in a play? What role did you play?

3.what should be included in a play?

Step 4. Pre-reading

T:Now let's watch the play together.Watch carefully and then I'll ask you some questions.

(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)

T:When and where did the story happen?

S3:It happened in a park in Paris,one afternoon in 1870.

T:Who can tell me something about the play?

S4:It's a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn't recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.

T:Yes,you are right.

Step 5 Listen to the tape and answer the following questions:

1.What is the relationship between these three characters?

Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.

2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.

3.How does she feel in scene two?

She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.

Step 6 . Reading

When and where did the story happen?

A park in Paris , one afternoon 1870

Scene 1 :

Time: One afternoon, 1870

Place: A park in Paris

Who Methilde Jeanne

What Met each otherMethilde looked older.

Parts: Marthilde, Jeanne

General idea: Marthilde tells Jeanne about her ten years of hard life.

Choose the best answer

When Jeanne met Mathilde in the park, she said she didn't know Mathilde, because ______ . D

A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde

C.Mathilde looked younger than before D.Mathilde had changed a lot

She had been working very hard for ten years , so she looked older than her age.

Answer the questions after watching scene 1

1.When did the story happen? ( 1870 )

2.Why Jeanne could not recognize Mathilde?

Mathilde changed a lot and became so old.

3.What made Jeanne think that Mathilde was ill?

She doesn’t look well.

4.Why Jeanne was so surprised when Mathilde mentioned the necklace?

It happened ten year ago and maybe she has forgotten

Scene 2:

When: Ten years before(1860)

Where: The home of Mathilde and Pierre Loisel

Who: Mathilde and Pierre Loisel

What Got an invitation to a ball and got ready for it.

General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.

Choose the best answer

1.Why was Mathilde worried when her husband told her the invitation? A

A. Because she hadn’t got an evening dress.

B.Because she didn’t want to attend the ball.

C.Because she have no time to the ball.

2. It can be learned from scene 2 that to be invited to the palace ball ____. C

A. meant working hard day and night in the future B. meant spending a lot of money

C. was a great honor D. was not wonderful news

3. Mathilde did not want to wear a flower to the ball because_____ . C

A. she didn't like flowers B. people were not allowed to wear a flower at the ball

C. it would look shabby（寒酸的） to wear a flower D. flowers would bring her bad luck

Answer the questions after watching Scene2.

1.Why did Pierre say it was wonderful news?

He was invited to the ball.

2.What kind of feeling did he have when Pierre was the only person in his office to be invited?

Maybe he was glad and pride.

3.Why didn’t Mathild want to wear a flower?

Because everyone would wear jewellery

4.What decision did they make finally? They borrowed jewellery from their friends

Scene 3:

When: Ten years later(1870)

Where: In the park

Who: Mathilde, Jeanne

What The story of the lost necklace.

General idea: Mathilde lost the necklace at the ball. So she and her husband worked ten years to pay for it. But ten years later, Jeanne told her the necklace was not a real diamond necklace.

Characters Description of each character

Mathilde vain, glad, sad, scared, old, responsible…

Pierre happy, careful, scared, responsible…

Jeanne surprised, kind, friendly…

Choose the best answer

1. How much money did they spend in returning Jeanne’s necklace? B

A. It cost her over four hundred francs. B.It cost her about thirty-six thousand francs.

C.It cost her about five hundred francs. D.It cost her about fifty-six thousand francs

What was the real price of Jeanne’s necklace? C

How much did Mathilde’s dress cost her ? A

2. Which sentence expresses the main idea of the story? A

A.Mathilde lost the borrowed necklace and had to work hard for ten years to pay it back.

B.Mathilde worked hard to buy a new jewel for her friend.

C.Mathilde lost her borrowed necklace.

D.Mathilde found she was cheated（欺骗）.

3.What do you think of Mathilde ? A

A.A vain （虚荣）woman B.A hard-working woman

C. A greedy（贪婪） woman D.A pretty and rich woman

4. What’s the author’s writing style? A

A.irony （讽刺） B.humour C.sorrow D.delight

5.The story is told _____. C

A.in inverse (反转） order B.in narration order（叙述）

C.in flashback order（倒叙） D.in time order

time order：Getting the invitation ----- Borrowing a necklace -----Losing the necklace ----- Buying a new necklace ----- Returning the necklace----- Learning the truth

Questions to scene 3

1.What happened on their way home after the ball ?

Mathilde found that the necklace was lost. They returned to the place to look for it but didn’t find it.

2.What did they do for Jeanne ?

They borrowed money to buy Jeanne a diamond necklace which looked exactly like the lost one.

3. What did they do in order to pay off the debt ?

They both worked day and night for 10 years

STEP 7 True or False

1.Mathilde borrowed an evening dress and a diamond necklace from her friend for the palace ball.

2. Mathilde was the only woman who was invited to the palace hall.

3. Pierre promised to buy Mathilde a nice evening dress which cost about 400 francs T

4. That evening at the ball was the happiest in their lives because they had a lot of fun and Mathilde was the centre of people’s attention. T

5. They rushed back, looked everywhere for the lost necklace and they found it.

6. They had to apologize to Mathilde’s friend Jeanne for that and promised to work for her to make up for the loss.

7. They bought a diamond necklace which cost only 500 francs and returned it to Jeanne .

8. They bought a real diamond necklace and returned it to Jeanne . Then they had to work night and day for 10 long years to pay off the debt . T

9. Jeanne didn’t recognize Mathilde at first because she changed a lot in the past ten years. T

10. Mathilde looked older than her age because she was ill.

11 They lost the necklace on the way to the ball in the palace.

12. Mathilde attended the ball wearing a flower.

13. Finally they paid off all their debts. T

Step 8 Summary of each scene

Scene1

Mathilde meets her friend, Jeanne in a park and begins to explain to Jeanne why she looks older than her age.

Scene2

Mathilde recalls the events ten years before that changed her life.

Scene3

Jeanne remembers what happened. Mathilde reveals that she lost Jeanne’s necklace and replaced with another one. Jeanne tells Mathilde that the necklace she borrowed was a fake one.

Step 9 Structure:

Borrow a necklace: Why an invitation to a ball

When Ten years ago

Whom Her friend Jeanne

Lose the necklace when At/after the ball

Where Palace/ way

Return the necklace How Buy a new one

How much 36,ooo francs

How long Ten years of hard work

Learn the truth Not a diamond but a glass one

Step 10 . Post-reading

T:Now listen to the tape again.This time you should pay attention to your pronunciation and intonation.

(Teacher plays the tape.After that,teacher gives students a few minutes to read the text aloud.At last students do an exercise for consolidation.)

T:Now suppose Mathilde returned to the palace where the ball was held to ask about the necklace.She answered some questions asked by the workers in the palace please read these sentences and match them.

(After a while,teacher checks the answers with them.)

Suggested answers:1.E 2.C 3.B 4.F 5.A 6.D

Step 11 Discussion

If you are Mathilde, and you find the necklace is gone after the ball, what will you do?

Unit 16

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about

3. Enable the students to know the serious attitude to science.

二、教学过程

Step 1 Presentation（整体感知）

Do you know the names of some famous scientist? What are they famous for?

Einstein Darwin Newton Edison Marie Curie Franklin

Relative theory Evolution Gravity Electric Bulb Radioactivity Kite experiment

Today we come to the Reading. It s about As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．

Step 2 Pre-reading discussions

We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．Give some example．／Physics／Medicine／Chemistry／Biology

Some famous scientists are:

Archimedes: mathematics and physics: he discovered pi (π)

Darwin: biology: he discovered that the ancestors of people were monkeys

Curie: physics: she discovered radium and radioactivity

Newton: physics: he discovered why all things fall down to earth.

Physics Medicine Chemistry Biology

√ Madame Curie √ Florence Nightingale √Watson & Crick √Beatrix Potter

(Radioactivity) (Pie charts) (DNA) (“seeds” of mushrooms)

√ Isaac Newton √ John Snow √Gay-Lussac √Charles Darwin

(gravity) (spread of disease) (Gas laws) (Evolution)

√ Lord Kelvin √ Louis Pasteur √ Mendeleev √ Carl Linnaeus

(lowest temperature) (germs) (Periodic Table of elements) (Naming plants)

Step 3 Reading Fast reading

Listen to the tape and answer the following question.

1. Was the experiment done in June 1752 successful?

Yes, the experiment was successful

2. What did this experiment prove?

This experiment proved that light- ing and electricity were the same.

Read the text carefully again, and give the students some explanations.

Get the students read the test and then decide if the following statements are true (T) or false (F).

1．In 1752 scientists already knew what electricity is. T

2．Franklin was helped by a friend to do the experiment.

3．Franklin made the kite of silk because wet silk does not conduct electricity.

4．A condenser was used in the experiment to store electricity. T

5．The key tied to the string was put into the door to stop he kite from flying away.

6.Franklin conducted the kite experiment in sunny days.

Read he passage and then find out the main idea．

Paragraph 1 Introduction of Franklin’s experiment．

Paragraph 2-3 The process Of the experiment．

Paragraph 4-6 The tip of doing the experiment．

Aim: To show that lightning and electricity are the same.

Materials: Some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.

Instructions: Paragraphs 5 and 6. Description: Paragraph 3.

Results: The electricity stored in the condenser can be used to do other Experiments, which proves that lightning and electricity are the same.

Discussion: None.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:1 True 2 False 3 False 4 True 5 False

篇13：高一英语下册Unit13-22教案集(人教版高一英语下册教案教学设计)

第二学期高一英语教学计划

1、总体目标：

1）争取在20第二学期使学生的英语语言素质有一定程度的提高。期中考试和期末考试进入段前三名；期中考试我教的班级平均分高出全段平均分3。01分；平均及格率高出段平均及格率15。2%。

2）争取在高一段学科竞赛中有较多的学生获奖，培养出一批尖子学生，带动学习有困难的学生。

2、具体的措施：

1）加强备课的环节的细化；

2）充分利用网络资源；

3）强化交际，加强互动；

4）发挥“空中课堂“的优势，加强交际和答疑，培养学生的自主学习能力；

5）每2、3单元测试一次；加强测试评价的调控，及时发现问题，解决问题；

6）加强早读课的指导，做到每周二、四、五三天早读下班辅导。

7）保证当天作业两天内一定完成全批全改。

3、利用好期中考试和期末考试的调控作用，及时查漏补缺。

4、坚持做好每周日下午4；00-5：00 的“空中英语课堂“的课程辅导，促进学生的自主学习能力的发展。搞好课题成果的原始材料的积累，完成课题研究的论文（已经完成），参加温州市教师优秀科研论文评比。

5、认真完成高一英语研究性学习课程辅导，完成相关课题的指导和研究任务，发表五篇相关的教学论文（《建构网络环境下的高中英语研究性学习模式》已经发表于《外语基础教育》20第1期）,《宾语从句六大考点》发表于《学生时代》年第1期。《利用Internet创新高中英语课堂教学的实践与思考》发表于《浙江现代教育技术》2006年第一期。《高考英语任务型阅读理解解析》发表于《学英语》高二听说读写拌第28期第3版，以及浙江《教育信息报》2006年6月4日高考专刊上。

6、保质保量地完成教育组的温州市基础教育科研课题；

7、完成电教科研论文的撰写（已经完成）参加2006年温州市电化教育科研论文评比活动。

本学期，我已经获得温州使006年研究性学习教学案例评比一等奖；温州市2006年高中英语教学案例评比三等奖；温州市2006年课堂教学评价改革教学案例评比三等奖。

8．在校园网上传精品课件46个；上传精品教案15个，上传试卷30份；在博客发表文章26篇。

Unit 13 Healthy eating单元教案

一、教学目标

Teaching Aims and Demands

1.Words and Phrases

Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.

2.train the students’ listening ability.

3.develp the students’ speaking ability by describing, talking and discussion.

Three Skills:

energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you? What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorite.

2. Learn the basic knowledge of healthy eating.

3. Learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

高中英语绿色教案（1）

Unit 13 Healthy and Green eating

-. 教学目的和要求 ( Teaching aims and demands )

I: Topics 1. Talking about healthy food and junk food.

2. Talking about eating habits and health.

II: Functions

看病 ( Seeing a doctor )

Patient Doctor

I’ve got a pain here. Lie down and let me examine you.

This place hurts. Let me have a look.

I don’t feel well. Where does it hurt?

There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.

You’d better have more green food and take enough exercise in the green fields.

提出建议和忠告 (Giving advice and making suggestions)

What can I do for you ? Can I help you? What’s the matter?

I advice you to ….? You’d better…. I think you should…

Why not …? I suggestion you should… Why don’t you …?

III: Vocabulary

1.Words: fat stomach fever salad peach ripe ought examine plenty soft bar fuel diet pace bean fibre mineral function chemical balance of nature fit unit digest gain sleepy brain peel tasty mushroom steam boil bacon lettuce mixture spoonful slice

2.Phrases:

junk food green food ought to plenty of keep up with make a choice

now and then roll up

IV: Grammar 情态动词(1)-had better, should, ought to

1. 就某事向某人提出建议或发表自己的观点-----使用 had better(not)

You had better get some rest. or You’d better get some rest.

2. 劝说某人做某事或不要做某事, 向某人提出忠告-----使用should(not) 或ought(not)to

You should /ought to be careful with fruit.

You should not /ought not to eat so much junk food. or You shouldn’t /oughtn’t to eat so much junk food.

二. 能力训练 (Ability training )

1. Through the learning of Warming Up, Listening and Speaking, let Ss skillfully master and use the expressions of seeing a doctor, talking about eating habits and health.

2. Through the learning of the passage, develop the Ss’ knowledge of green food.

3. Master the patterns of giving advice and making suggestions.

三. 德育渗透 (Moral training teaching)

Through the learning and talking, let the Ss know the importance of balance eating and healthy eating and develop the good eating habits of having green food.

四. 美育渗透 (Art training teaching )

Develop the Ss’ good sentiment of loving their life and health and have good living habits.

Period 1 New words and Warming Up

Teaching Aims

1. Learn the new words and expressions.

2. Learn the Warming Up to arouse the Ss’ love in talking.

Important Points in Teaching

1. The use of some words: fat vitamin snack fever ripe plenty of

2. Sentence pattern: I think…

3.The sense of green food

Difficult Points in Teaching

1. the use of the words

2. talking in English

Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Teaching Methods Reading and speaking ；Pair/group work, individual work, class work

Teaching Procedures

Step 1 Learning

1. Learn the new words and expressions.

Ask some Ss to read the new words and expressions, then correct some mistakes if there are any.

2.Explain some uses of the words.

Step 2 Presentation

Every day we have food. Green food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food? Today we’re going to learn something about food, junk food and green food.

Step 3 Lead-in

Revise the names of different foods we eat.

Step 4 Warming Up

I. Talk about the pictures on Page 1 by asking and answering the following questions:

What food is it ?

What kind of food is it ? Is it green food or junk food? Why ?Which do you like better? Why ?

II: Ask your partner what they eat for breakfast, lunch, snack and supper and say if what they eat is junk food or green food ?

Step 5 Listening

Do the listening practice in Students’ book at Page 2.

Listening: Part One

1: What’s wrong with Mike?

A :He has a headache. B: He has a stomachache.

C :He has a toothache.

2: What did Mike have for breakfast?

A :Two pieces of chocolate. a glass of coke, and two cookies, which are not green food.

B : A couple of sandwiches.

C : Two hamburgers.

Part Two

Which side of Mike’s stomach hurts?

His left side hurts.

2. Does Mike have a fever?

No, he doesn’t. His temperature is normal.

3. What does the doctor tell Mike to do?

Take some pills and call him if there is a problem.

Step 6. Speaking

看病 ( Seeing a doctor )

Patient Doctor

I’ve got a pain here. Lie down and let me examine you.

This place hurts. Let me have a look.

I don’t feel well. Where does it hurt?

There’s something wrong with my back/ knee/arm. Drink plenty of water and get some rest.

You’d better have more green food and take enough exercise in the green fields.

Do the speaking Practice of Speaking in Students’ book at Page 2 in pairs.

Situation 1

Student A (Doctor)

Ask the patient what is wrong and give him some advice.

Student B (Patient)

I cough all the time. I have a fever and a headache.

Situation 2

Student A (Doctor)

Ask the patient what is wrong and give him some advice.

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Student A (Patient)

My left arm is broken. It really hurts.

Student B (Doctor)

Ask the patient what is wrong and give him or her some advice.

Situation 3

Student A (Doctor)

Ask the patient what is wrong and give him some advice about green food .

Student B (Patient)

I can’t sleep at night, so I am always very tired.

Step7. Discussion about green food

1. If you are to host a party for your family, what kind of food would you like to buy? Would you like to buy any green food? And why?

2. Is it important to keep the balance of nature?

Step 8 Homework

1.Read and recite the new words and expressions.

2.Get ready for the next period.

3.Introduce some idea about green food.

3. Finish off Period 1 Unit 13 in “Winner”.

The design of the writing on the blackboard

Unit 13 healthy eating

The first period

green good j unk food

all the time,

have a fever,

be careful .

in the future,

advise sb. To do sth.

had better(nott) do

教学反思：

1、教学有法，但无定法，教要得法。这节课，我始终在教学中渗透绿色教育思想教育，作了这方面的尝试，使学生增长了关于绿色食品的知识，使学生明白了保护环境，促进国家可持续性发展的重要性。我没有故意做秀，很好地实现了自然渗透的原则，比较好地进行了绿色教育德育渗透的效果。

2、语言是交际的工具，我始终坚持听说课的交际性原则，让课堂的Warming-up部分成分热身，让学生的语言思维动起来；交流和讨论非常充分。

3、这节的语言重点：建议的表达法和情态动词的用法在实际的语境中让学生深刻领悟到学以致用产生的效益。

4、绿色和交际是这节课的主旋律，我一直让学生交流着，让绿色贯穿了教学的整个过程，包括教学课件和回家作业等。

PERIOD 2

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge:

Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’ speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Introduction

Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein

calcium

Carbohydrates

Vitamins

fiber ,minerals

Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

教学反思：

1、这堂课在六班上得不大好，计算机失灵；在5班上得很顺，学生的饿焦急也比较流畅，主要原因在于铺垫比较很里，让学生实现了自然过度。

2、对于第2段的整体理解部分表格设计得比较好，有利于学生学会寻找信息，提高思辩能力和分析问题能力的提高。

PERIOD 3（Reading 2）

Step 1.evision

1、 Check the reciting of key sentences。

2、 Check the homework

3、Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Step 2. Post Reading

1. What does the word” fuel” mean in the text above?

What about the word “green”?

Can you find any other words used in the same way?

3. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food, especially about the green food.

Step3 Language points

1.Our eating habits have changed, as has our way of life.

If we want to keep up with the high pace of modern life, we’d better ,make the right choices about what and how we eat.

2.keep up with1. 跟上 2. 和...保持联系

They walked so fast that I could not keep up with them.他们走得那么快,我没法跟上。

She has kept up with some of her friends since her retirement.

3.Some nutrients help build our body and make it stronger.

buildvt.1. 建筑; 造 2. 建立;发展;增进[(+up)]

4.Fish, meat and beans contain a lot of protein.

5.Other nutrients help keep our body functioning well.

functionn.[C] 1. 功能,作用 2. 职务,职责vi.1. (机器等)工作,运行 2. 起作用[(+as)]

The teacher did not explain its grammatical function.

What is his function on the committee?

The refrigerator is not functioning well.

The sofa functions as a bed at night.

6.Vitamins help our body fight disease.

fightvt.1. 与...作战;与...斗争

fight with 和...斗争;fight for 为争取...而斗争

7.But the choice we make are not just about nutrition..

not just=not only

8.Many people make their choices about eating habits based on what they believe.

9.Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment.

chemical

a化学的, 化学上的,化学用的 n.1. 化学制品;化学药品[C]

He devoted his life to chemical research.

He is experimenting with a new chemical.

be harmful to对什么有害(also 'do harm to')

Smoking is harmful to health.

10.Because we have so much to choose from, many companies offer advice about what we eat.to choose from

11.It is probably better if we spend our time and money on buying keeping a balanced diet. probablyad. 大概,或许,很可能（比可能性大，而且常有一定依据）

He will probably refuse the offer.

spend: spend...(in)doing; spend...(on)doing; spend...on/for sth

12.The same goes for 'crash diets' that some companies say they will make us lose weight fast.

go for适合于；对...适用

What he said about you goes for me too.

13.lose weight体重减轻

I think she might have lost a bit of weight.

put on weight/gain weight长胖

13.We ought to learn more about our body and the fuel it needs to keep fit.

fit此处：健康的;强健的You look very fit, Mike.

14.Only in this way will we be ready for the challenges and opportunities in life.

Only in this way will we...

only+状语放在句子开头要引起主句倒装

Only when you grow up will you understand the importance of learning.

Only then could he thought of me.

15.Sugar is bad for your teeth and can make you gain weight.

be bad for对什么有害

be bad for 对什么有好处

be good/bad to 对某人好/不好

18.You have a bit of a fever.

a bit有点在修饰名词时要加of

Step 4,Discussion

Work in pairs. Discuss the questions below.

1. Why do people go to fast restaurant?

2. Why is it not good for you to eat too much sugar and fat?

3. Why are crash diets and supplements so popular?

4. What can we do to keep a balanced diet?

5. Do you like green food?

6. Is it necessary to advise more people to eat green food?

Step 5. Home work

1、 Recite the new words and useful expressions in Unit 13.

2、 Finish Period 3 in Winners

教学反思：

3、在教学设计中我注意了绿色教育思想的渗透，加强了德育教育。

4、我没有死板地只讲语言点，我还注意了教学剃度的自然连接。

5、语言的重点抓得比较准，学生的知识落实较好。讨论花时间多了些，导致同步训练没有落实，只能通过回家作业来弥补。

Period 4

Teaching aims:

1.aims of knowledge:

1. Review the words learned in the last two periods.

2. Learn and master modal verbs:

had better, should, ought to

3.Ability aims:

1.How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.

Teaching important points:

1.How to guess the missing word according to the given sentence.

2.Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.

Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Teaching difficult points

How to correctly use “should, ought to, had better and their negative forms” to give advice.

Teaching procedures:

Step 1 Revision

Check the homework.

Step 2 Grammars

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask Ss in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

1. Finish the exercise 3 on P74 in the students’ workbook.

2. Finish Period 3 in Winners.

教学反思：

1. 这节课注意从语境出发让学生感受情态动词的特点：表现说话人的语气和态度。

2. 讲解部分比较详细，实例举得不够全面，旧了点，应该增加一些和高考试卷的情态动词部分的效果会更好。

PERIOD 5

Teaching aims;

1. Aims of knowledge:

1.Review the useful expressions learnt in this unit by making sentences with them.

2、Review how to use some Modal verbs to give advice or opinion about something.

2.Ability aims:

Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.

3．Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Teaching important points:

1. How to master Modal verbs-had better, should, ought to

2. How to let the students understand the text “SNACKS” better and learn to write a recipe.

Teaching difficult point:

How to improve the students’ integrating skills.

Teaching procedures:

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Pre –reading and Reading

As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)

Step 3.Language points:

1.Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.

Even if=even though，即使；尽管

2.now and then=a little now and a little then; every now and then，有时候

3.Most fruits are naturally sweet and we can eat them just the way they are

just the way thay are=in the way that they are

4.There are many recipes for simple and healthy snacks that taste great

and keep us going.

Step 4 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 5 Discussions

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 6 Homework

1.Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

1.Finish Period 4 in Winner

2.Make good preparations for the dictation of Unit 13

教学反思：这堂课上得很一般，说不上满意，也说不上不满意，一句话缺乏闪光点。对学生的调动不够。

Period 6-7

Step 1.Revision

Let some students read their reply to the letters

Step 2.Dictation

Have a dictation about the key sentences, new words and useful expressions in Unit 13.

Step 3.workbook

1.May I take your order, please?

take your order餐馆常用语，order：叫(菜或饮料)

2.What do you recommend?

recommend:vt.1. 推荐,介绍[(+as/for)]

Can you recommend me some new books on this subject?

3.A hamburger is a dish while the others are not.

while:而，强调对比关系

4.You should avoid eating vegetables that are grown with too many chemicals.

avoid:避免，后接ing形式

5.You must pass your driving test next time you take it.

next time:连词用法

6.There is a species of inactive people, namely the 'mouse potato.'

namely:ad. 即,那就是

Only one person can answer the question namely you.

只有一个人能回答这个问题,那就是你。

7.The best source for calories is carbohydrates.

sourcen.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料

Do you know the source of Amazon River?

They are required to publish the sources of their campaign funds.

The news comes from a reliable source.

The library has quantities of reference sources.

8.A healthy diet should include a variety of food, most of which should be rich in nutrients.

be rich in富于...的,有很多...的The country is rich in resources.

9.Vegans do not eat or use any animal products.

product:n.[C]产品,产物;产量;出产

They came here in search of new markets for their products.

Step4.Practice:“《大赢家》第13单元综合测试”试卷讲评

教学反思：这两节的教学反思觉得很难写，我觉得自己至少讲解得很清楚，能够联系高考从高一开始就对学生进行了高考知识和能力的训练。我认为这是很好的一种知识与能力的储备，有利于学生思维能力的发展。

Unit 14 Festivals

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1。.Talking about festivals and customs

2.Function: 交际功能

表达和支持某意见(Expressing and supporting an opinion)

In my opinion we should... I believe we should... I don t think it s necessary to...

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

I think that...should...

3.Vocabulary 重点词汇和短语

theme; parade; holy; Easter; symbol; conflict; argument; opinion; major; probably; honour; ancestor; principle; nation; purpose; creativity; faith; commercial; joy; light; similar; generation; salute; kiss; cheek; nod; celebrate; respect; gift; cycle; fool; invitation

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

4.Grammar:语法

情态动词(2)---must, have to and have got to

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

2 能够用英语表达做某事不重要或不必要---don t have to/haven t got to

3 能够用英语坚决表达某事不可接受或不可取---must not

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

V. Teaching procedure：

Period 1

Teaching Aids:1.a tape recorder2.a slide projector3.a computer for multimedia use

Step 1 Lead-in

1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”

Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:

When do you usually feel happy? (Ss can give different answers)

Do you feel happy when there is a festival and you have holidays?

Then which festival or holiday do you like best? And why?

1. Chinese have many festivals. How many Chinese festivals do you know? And what are they?

( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)

Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?

3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?

( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)

Step 2 Warming up

1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:

Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)

Q2: Do you know which countries the festivals come from?

Q3: What are the people in the pictures doing? Why are they doing this?

2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.

3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)

Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)

Step 3 Dialogue

Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.

(The following form is presented for Ss to prepare.)

Festival Time Customs

When is the festival celebrated?

Who celebrates the festival?

How do people celebrate it?

Why do people celebrate it?

What are some important themes, “family” and “peace”?

How old is the festival?

Step 4 Listening

1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.

2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.

3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.

Step 5 Summary

Help Ss to have a revision of the festivals learnt in this class.

T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.

Step 6 Homework

1. Listening work: Listen to the listening material about Christmas in workbook on page 77.

2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.

3. Finish Period 1 in Winners

4. Preview Reading for the next period.

教学反思：

1、这节课贯彻了交际性的听说课教学原则--交际充分。

2、对话的表格化线索降低了学生口头表达的难度。

3、听力的难度较大，我使用了提示语来帮助学生克服困难，效果还比较好。

4、说的部分学生的文化基础较表达比较困难，说明我的铺垫做得不够。

Period 2: Reading

Step 1 Revision

1、Check the homework exercises

2．Get Ss to work in pairs to match the festivals in Column A with the information in Column B.

Column A Column B

1.Ramada A. celebrated on the 15th day of the first Chinese lunar month

2.the Lantern Festival B. chocolate, bunnies, colored eggs for its symbols

3.Mardi Gras C. Muslims fast during the daylight day

4.Dragon Boat Festival D. catching “beads, doubloons and cups” thrown by parades

5.Valentine’s Day E. honoring love and lovers

6.Halloween F. eating Zongzi to honor Qu Yuan

7.Double Ninth Festival G. the time of ghosts, spirits, gravestones

8.Thanksgiving Day H. meaning clear and bright, mourning the dead

9.Easter I. offering thanks, family gatherings and meals

10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

1. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

2. Dialogue.

Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:

Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.

John (J): Hello.

R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …

J: …

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Good Effects Bad Effects

Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

教学反思：

这节课处理得比较好的地方在于：

一、读前通过对于圣诞节和春节的对比引入阅读教学；

二、读中的图表阅读线索分析能够充分调动学生的积极性，促进了学生思维能力的提高和发展。

Period 3/4 Language Study & Grammar

Step 1 Revision

Get Ss to have revision of the text The Birth of Kwanzaa. Ss are required to answer the following questions about Kwanzaa.

Q1: Who created Kwanzaa?

Q2: Is it a young or an old festival? When was it born?

Q3: When is Kwanzaa celebrated?

Q4: Who celebrate the festival of Kwanzaa?

Q5: Why is it celebrated?

Q6: What are the characteristics of Kwanzaa?

Then T can ask individual Ss to give a short talk about Kwanzaa according to the questions above.

Step 2 Language points (in the text The Birth of Kwanzaa)

T: Now we have a good knowledge of Kwanzaa by reading the text. And there are some useful and important words and expressions in the text as well. It is necessary for us to learn and master them well. What useful words and expressions have you found from the text?

1. Let Ss do a word matching exercise to check whether Ss master the new words well.

1. nation A. a strong wish to succeed in doing something

2. faith B. large community of people; country

3. determination C. belief in something or someone

4. purpose D. an action meant to deceive (欺骗) someone

5. generation E. a reason for doing something

6. ancestor F. the people born at a certain time

7. peace G. a person in your family who lived a long time ago

8. trick H. quietness and calm

(suggested answers:1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D )

Then check answers to the exercises in Word Study on Page 13.

(suggested answers: theme, faith, purpose, nations, determination, joy, ancestors, birth, peace, treated)

2. Deal with the language points in the text. Get Ss to enjoy the text by listening to the tape. Ask Ss to read after the tape in low voice, and pay attention to the pronunciation, intonation and pause while listening.

1) Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.（现在分词作后置定语，表示名词中心词与分词是主动关系。）

Kwanzaa is a seven-day festival created to celebrate the culture and history of AfricanAmericans.（过去分词作后置定语，表示名词中心词与分词是被动关系。）

The dog following Mr. Wang into the room is my dog.

The man followed by a group of students is our teacher, Mr. Wang.

2) The week following Christmas Day, many African-American families get together to greet the new year and think about the past.

get together: 聚会

On New Year’s Eve we Chinese get together for a family reunion dinner

get somebody together:把…聚集起来

Every Monday morning, our school leaders get all the students together to have a meeting.

get-together n.聚集

Every year my classmates in junior middle school have a get-together.

3)…so that… 表示目的

He works hard so that he can get high marks in the exam.

…so+adj.+that 从句

He works so hard that he gets high marks in the exam.

4) in common 共同

Mr. and Mrs. Li own the store in common.

have something/nothing in common (with sth.) （与…）有共同点

I have nothing in common with my sister.

5) honour (=honor Am.E) n./v.

n. [ C ] “ 荣幸，使感到光荣的人或事”, 一般用单数形式。

To host the 29th Olympic Games is a great honour for China.

v. Every year we honour our past relatives and ancestors before a memorial in Tomb Sweeping Festival.

I felt highly honoured when the teacher spoke highly of me before classmates.

in one’s honour; in honour of something/somebody.为了纪念、尊敬某人/某事

Dragon Boat Festival is created in honour of the famous poet Quyuan.

6) as well as 与…一样好，不仅…而且

She cooks as well as her mother.

Christine can speak Japanese as well as English

His children as well as his well were invited to the party.

A as well as B …谓语动词单复词由A决定

7）nation, country, state 三者的区别

三个都有“国家”的意思，但侧重点不同。

nation着重指人民、民族、国民。

The whole nation was in deep sorrow at this bad news.

country着重指疆土、国土、家园，也可指一个人的祖国或国籍所在，还可指乡村。e.g. The soldier fought bravely for their country.

state着重指政策、政权、政府和国家机器，还可指组成国家的州，特别是美国。e.g. Highways in China belong to the state./ How many states are there in the United States of America.

8) purpose: with/ for the purpose of (doing) something 表目的

He went to the supermarket for the purpose of buying something to eat.

on purpose 故意地，特意地

I came here on purpose to see you .

9) faith: have/ lose faith in…对…有/失去信心

I have faith in you, you will do it well.

Keep/break faith with somebody 对…某人守/不守信用

We will not treat him as our friend as he breaks faith with us.

10) believe in … 信仰，信任，赞成

We believe in his good character.

11) light v. (lighted/ lighted; lit/ lit)

Step 4 Grammar

1. Presentation : Present a sign “No Rubbish”

Ask Ss “What can you see in the sign?” “What does the sign tell us?” “Can we throw rubbish in this place?”“Where must we throw the rubbish?” “What should we do if we cannot find a dustbin at once?”

T presents the following two sentences on the screen.

①We mustn’t throw the rubbish in the place with a sign“No Rubbish”, and we must throw the rubbish into the dustbin.

②We have to keep the rubbish in hand or in a plastic bag until we find a dustbin, if we cannot find a dustbin at once.

2. Get Ss to compare the two sentences above and explain how to use the modal verbs“must” & “have to”.

must is often used when you think that it is necessary to do something. have to is often used when someone else thinks it is necessary or there seems to be no other choice.

must is used to talk about an obligation that depends on the person speaking or listening, while have to is generally used to talk about obligations that come from “outside”.

must--subjective have to --objective

I must be back by ten every night.( I think it is necessary for me to be back by ten every night.)

I have to be back by ten every night. ( I don’t want to be back by ten every night, maybe my mother thinks it’s necessary.)

3. Tell Ss in informal English, “have got to” can be used instead of “have to”. e.g. It is getting late,

I’m afraid I have got to (=have to) go.

4. Forms in tense & Negative form

forms in tense: must, must have to, had to

negative form:

must--must not(mustn’t)(=not be allowed=be forbidden)

have to -- do not have to (don’t have to)(=needn’t)

e.g. It is a secret, you mustn’t tell others.

It is none of your business, I don't have to tell you about this.

Step 5 Practice

1. Look at the following table of greeting manners. Decide which are necessary and which are not. Make sentences using must, have to or negative forms.

Greeting manners

get off the bike when you greet someone salute

bow kiss on the cheek

nod hug

smile look into the eyes

take off your hat shake hands

Example: When you greet a friend who you know very well, you don’t have to shake hands.

If you want to make friends with someone, you have to smile more often.

2. Suppose you are spending the Spring Festival at your grandparents’ house. Complete the sentences with have got to.

1) Your school starts tomorrow, so you have got to go back today.

2) You broke your grandma’s favourite vase, so

3) Your parents went back to work three days ago, so

4) Your grandparents have give you quite a lot of money, so

5) You have done your homework all wrong, so

6) You do not know when you should go to school tomorrow, so

7) _______________________, so ______________________

8) ______________________, so________________________

Step 6 Discussion

Ask Ss to have a discussion of Dos and Don'ts at school, using the modal verbs: must & have to

Dos Don’ts

We must keep the classroom clean. We mustn’t jump the queue in thedining hall.

We have to wear school uniforms We don’t have to use credit card in the every day.

Step 7 Homework

1. Make sentences with the following expressions: get together, in common, honour (v./n.), as well as, with/for the purpose of (doing) sth., have/lose faith in …

2. Finish off the grammar exercises in Workbook

3. Collect information about Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day.

教学反思：

1、这两节课语言点处理得比较好，抓住了单元的重点，思路分析到位。另外，选用的课件设计水平很高对教学起到了很好的辅助作用。

2、这个单元的语法-情态动词比较难处理，我坚持从语境出发效果还可以。如果在增加几个同步的练习，其效果会更好。

Period 5 Speaking & Integrating Skills

Teaching Aids:

1.a tape recorder

2.a slide projector

3.a computer for multimedia use

Step 1 Lead in

In this unit, we have learnt a variety of festivals in the world, and as we know all of them celebrate different things, so their themes are quite different. What themes of the festivals do you know? ( peace, family, environment, nature, memory of great men, etc.)

Step 2 Reading (Integrating skills)

1. Get Ss to read the four festivals Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day, and try to get information about each one as much as possible.

2. Ask Ss following questions about each festival.

(Earth Day): When is Earth Day celebrated? What does it celebrate?

What does it tell us? What could we do to celebrate Earth Day?

(Martin Luther King, Jr Day): When is Martin Luther King, Jr Day celebrated? When did it become a national holiday? What is the theme of the holiday? What do you think “A Day On, Not A Day Off!” means? Martin Luther King, Jr Day is created in honour of Martin Luther King, are there any other great men or women whose memory should be celebrated? How would you celebrate the memory of them?

(Day of the Dead):Is it an old festival? What does it come from? What’s the theme of Day of the Dead? What do people do on that day? Why do so many festivals honour our ancestor?

(April Fool’s Day): What do people do on April Fool’s Day? Have you ever heard of an April Fool’s trick? What happened? What do we call the person who is taken in?

Step 3 Speaking

Suppose our country is going to create a new holiday, and there are four choices. They are Peace Day, Happiness Day, Friendship Day, and Nature Day. What Day of the four days do you think is the best one?

Fist, get Ss to discuss in pairs.

Then, ask individual Ss to report their decision using the following structures:

I think that the new holiday should be________. On this day, ________are allowed. People will __________. The holiday will be celebrated on _________and people will celebrate by______________. I think this is the best idea because___________.

Step 4 Tasks

Task 1: Design your new favourite holiday or festival and give reasons.

Report your new holiday or festival, using the following expressions:

In my opinion, we should… I believe we should…

I don’t think it is necessary to… We must decide…

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

Task 2: Create your own festival. Get Ss to write a short description of their created festival according to the form below.

Name of the festival: ________________________________

Date: __________________________________________

Meaning: _________________________________________

Principles: __________________________________________

How is the festival celebrated? ___________________________

What is the symbol of the festival? _______________________

Step 5 Writing

T: Now you have created your new festival, you may want your friends to join the celebration of your new festival. So you should invite your friends to attend your celebration activity. Then how will you invite your friends? Here an invitation is needed.

T can present a sample of invitation and tell Ss how to write an invitation. Information needed in an invitation should include: what, when, who, why, and where? (see tips on page14)

Sample:

Dear Mr. and Mrs. Silver,

We are having a small At-home party with a few close friends at our house on Tuesday, February 3rd, at 7:00 o’clock.

We should be very pleased if you could honour us with your company.

Sincerely yours,

John Brown

Step 6. 书信文体的写作特点：

1、分三段写：第一段说明写信的目的；第二段回复对方的要求；第三段、要求与问候。

2、以第一或第二人称为主，以现在时态为主；

Step 7.Practice

Write a letter to your favourite star.

Step 8.Homework

1. Writing: Use the information about the festival you have created to write an invitation. Your invitation letter should explain your festival and tell the guest how it will be celebrated.

2. Make good preparations for the dictation of Unit 14

3.Finish Period 4 in Winners

教学反思：

1、这节课以说带动写。通过充分的交际，先让学生积累必要的语言素材，同时为后面的作文的处理创造良好的条件。这一点今后要坚持。

2、作文的讲解，我先介绍课本的范文，再介绍书信类赎买内表达的特征，最后布置当堂写作训练和讲评。

3回家作业量适宜，再布置一个写作练习作为课堂写作训练的延续。

Period 6

Step 1. Revision

Check the homework exercises

Step 2.Composition Correcting

常见错误:

1. 句子结构混乱，体现在状态与动作混淆；

2. 书信格式错误；

3. 句子中的关键词选用不当；

4. 语法错误和逻辑错误；

Step 3 Integrating skills

After fast reading, do the following True-or-False exercises.

1. Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.参考答案：1. F 2.T 3.F 4.F 5F

Step 3 Listening to the Passage

Step 4 Reading comprehension

1.After fast reading, discuss these questions with your partner.

2.We can do a lot of things or organize some activities that improve or protect the environment, for example cleaning up the school yard, picking up trash, planting trees etc.There are several similar festivals or days in China that are devoted to the environment and helping people in the community, e.g. tree-planting day and Lei-Feng Day Have a short discussion.

3.To have “a day off” means to stay at home from work for a day, usually to relax. A “day on” means that although an American doesn’t work that day, they should do something serious to honour the man for whom the holiday is given.It is not a time for us to rest, but a time to think about and do something important and great.

Give the students some explanations when necessary.

Step 5 Writing

Sample festival creations:

Name of the festival Space Flight day

Date October 15th

Meaning Remembering the unforgettable day when the first manned space flight was successfully made

Principles Creativity collective work unity love

How is the festival celebrated Making model spaceship

The symbol Wearing clothes with five stars

Name of the festival Grandparent’s Day

Date April 15

Meaning To honour the hard work and caring

Principles Respect dignity

How is it celebrated? Children vist or call their grandparents

The symbol The Chinese character for long life

Step 6.总结扩展

Step 6 Necessary language points

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

3. Integrating skills

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

reminder [用法]n.[C]1. 提醒者,提醒物,令人回忆的东西

2. 提示,帮助记忆的记号

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

the living and the dead [用法]the+形容词表示一类

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

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

vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)

[举例]The seasons of the year make a cycle. 一年四季构成一个循环。

I cycled to the beach. 我骑车去海滩。

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

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

vt./vi.1. 哄骗

[举例]He got into the castle by a trick. 他耍了个花招混进了城堡。

Daily practice is the trick in learning a foreign language.

每天练习是学会一门外语的诀窍。

No one understood how I did the card trick.

谁也没有看出来我是怎样玩纸牌戏法的。

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

take in [用法]1. 让...进入;接受 2. （此处）欺骗

Step 7 Homework

1、 Finish Winners Period4Unit 14

2、Make good preparations fot the dictation of Unit 14

教学反思：这节课以听带动泛读是一种新的教学尝试,效果还可以,至少学生的学习积极性比较高。

高一第十五单元The Nechlace

I. Teaching aims and demands 教学目标和要求:

1.Topics 话题

1.Talking about drama and theatre

2.Talking about the play The Necklace

2.Function: 交际功能征求许可(Ask for permission)

Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?

讨论可能(Talk about possibilities)

It can t be... It could... He might... They must...

3.Vocabulary 重点词汇和短语

dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality

call on; bring back; day and night; pay off; at most; act out

4.Grammar:语法

情态动词(3)---must, can/could, may/might

1 能够用英语有把握地猜测某人或某事物现在的情况---must/can t

2 能够用英语不十分有把握地猜测某人或某事物现在的情况---can/may/could/might

II. Difficult points

III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法：

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Period 1

Ⅰ.Teaching Goals:

1.Talk about drama and theatre.

2.Use the modal verbs:must,can/could,may/might

(1)ask for permission;(2)ask about possibilities

3.Write and act a simple play.

Ⅱ.Teaching Time:

Five periods

Ⅲ.Background Information：

1.About the Author

Guy de Maupassant,the well-known French shortstory writer and novelist,was born on August 5,1850.When he was young,he had a great interest in literature.He practised writing literary works under the guidance of the famous novelist Flaubert.And Balzac was another teacher of his.So he wrote in the tradition of 19th century French realism,and became one of the most famous French critical realists of the late 19th century.

Maupassant's stories were built around the everyday life of the simple humble people.He had a fine use of irony.His style was direct and simple,with attention to realistic details.He saw clearly the toil,sufferings and the bitterly ironic happenings in human lives.At his best,he was able to put into a few pages a life story which would take other writers a whole volume to describe.

Most of Maupassant's works are about the peasant life in Normandy,the France-Prussian War and the life of the petty bourgeoisie.As he had held a number of government positions in Parice since 1871,he became familiar with the life of the government workers.And this experience helped him create his best short story“The Diamond Necklace”,from which our present text is adapted.Almost a hundred years after its first publication the story still touches the readers deeply to their hearts.

Maupassant suffered a great deal from illness in his late life.Yet he struggled to continue writing with tremendous will power.He had but a short life,and died at the age of 43(on July 6,1893).

2.About the Text

This short play is a stage version of The Necklace,one of Maupassant's best-known short stories.It tells about a vain woman,wife of a small clerk,who borrowed a diamond necklace to go to the palace ball.But unfortunately she lost the necklace.Then she and her husband had to work ten long years to pay for it.

The heroine was named Mathilde,who used to be a pretty girl.Being born in a clerk's family,she had no hope of marrying a man of wealth and position.So she let herself be married to Pierre Loisel,a small clerk in a government office.They were not rich and lived a simple life.

One evening her husband brought home an invitation for the palace ball.It was the first time in their lives that they had been invited to an important occasion like this.But the wife did not feel happy at all,because she had no dress for the ball.As the ball was very important to Pierre,he decided to buy her a new dress,which cost about four hundred francs.That was all he had saved.But Mathilde had no jewellery and she didn't want to go to the palace without jewelley.Her husband suggested that she should go and borrow some jewellery from a rich friend of hers,Jeanne Forrestier.Jeanne was very kind and friendly.She brought out her jewelry for Mathilde to choose from.Mathilde borrowed a diamond necklace.

Mathilde was the prettiest woman that night at the palace.She was a great success.All the men wished to dance with her.She danced madly,forgetting herself,her husband,her home and all.

On the way home Mathilde found that the necklace was gone.She and her husband returned to the palace and looked for it in every room but couldn't find it,and they never saw it again.They had to borrow thirty-six thousand francs,buy a diamond necklace exactly like the one they had lost and return it to Jeanne.Then they worked hard for ten years to pay for the money.

At the end of ten hard years,Mathilde had changed a great deal and looked so old that Jeanne couldn't recognize her when they met in a park one day.When Jeanne heard Mathilde's story,she was amazed.She told Mathilde that the necklace she had lent her ten years before was made of glass.It was worth five hundred francs at the most.

IV.Teaching Aids:

1.a tape recorder

2.a slide projector

3.a computer for multimedia use

Period 2

Teaching Aims:

1.Learn and master the following words:

footprint shoeprint fingerprint tire mystery mysterious scary dormitory

2.Do some listening.

3.Do some speaking by acting out some short plays.

Teaching Important Points:

1.Do listening and speaking practice.

2.Improve the students' listening ability.

3.Improve the students speaking ability by acting out some short plays in English.

Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to make up short plays.

Teaching Methods:

1.Warming up to arouse the students' interest in creating good stories.

2.Listening-and-choosing activity to help the students go through with the listening material and understand it.

3.Making and acting out simple plays to practise the students' speaking ability.

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

Teaching Aids:

1.a tape recorder

2.a slide projector

3.a computer for multimedia use

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Lead-in

T:Have you read thrilling and exciting stories?

S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.

T:Have you seen the soul-stirring film?

S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.

T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?

S3:I had one.

T:Would you like to tell us your experience?

S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.

T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.

(After two minutes,teacher collects some advice from the students and shows them on the screen.)

Dos

Find a good chance to get rid of dangerous situation

Call 110 for help.

Ask neighbours for help.

Use your clever head to defeat the other.

Don'ts

Don't enter the dangerous situation.

Don't fight with him,for you are weak.

…

T:Your advice is very good.

Step Ⅲ. Warming up

T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.

(Teacher gives students enough time to prepare it.Then ask one group to read the story.)

T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?

Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.

T:Thank you for your story.

Step Ⅳ. Listening

T:Now let'

篇14：Unit15 The Necklace(人教版高一英语下册教案教学设计)

Teaching Aims and Demands

Teaching aims: to get students to know some knowledge about dramas and plays by learning the short play written by Maupssant To get the students to master the modal verbs :must can could may might and to enable students to learn how to write a play and encourage them to act it out

Words and Phrases

Master the following words and phrases : dormitory explain recognise precious positive attend earn continue besides surely ball lecture silly author outline quality call on bring back day and night pay off at most act out come up with try on would rather be worth after all

Communicative English:

Ask for permission

Could we/I … ?

May/can I …?

Shall we …?

Is it possible…?

Do you mind…?

Talk about possibilies

It can’t be …

It could …

HE might …

They must …

Grammar:

Use the modal verbs must, can/could, may/might

Certainty possibility impossibility

He must /could/may/might can’t be working.

He must /could/may/might can’t be American.

Important points: to get the students to receive the education morally.

Difficult points: to fell the real meaning of the modal verbs.

Teaching aids: Computer, tape-recorder

Ways of Teaching: communicative teaching methodology

Period one

Step 1 greetings

Greet the whole class as usual

Step 1 Presentation

If it is possible, it is better to show the play to the students so that we can get the students mentally prepared for the coming class. If it is not possible, teachers can give a brief introduction about dramas and plays.

Step 2 Warming Up

First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.

Step 3 Listening

Have a short listening test as shown in the students books and check the answers.

Step 4 Acting

(1) First divide the students into several groups. And then let them choose their favorite title.

(2) Read the short play one by one so as to better understand the play.

(3) Give the students several minutes to prepare for the play.

(4) At last act it out.

Step 5 Homework

Finish the exercise on the textbook

Period two

Step 1 Revision

Check the homework. and review some of the new words and expressions:dormitory explain recognise precious positive attend day and night pay off at most act out come up with

Step 2 Presentation

First, introduce the general idea of the novel to the students as well as the writer.

Step 3 Reading

Get the students to read the play on scene by one scene and answer some questions in order to help the students to fully understand what the play is about.

Scene one

1.When and where did the story happen?

2. Why didn’t Jeanne recognize Mathilde at first?

3. What was the life Mathilde lived in the past ten years like?

4. Why did Mathilde borrow a necklace from her friend?

5. Why had she been working very hard?

Scene two

1. How did Mathilde feel when she heard the news?

2. Why was Mathilde worried?

3. How much did her dress cost her?

4. What else did she want to wear?

5. What did Pierre suggest?

6. What did they solve the puzzling problems?

Scene three

1. What kind of necklace did she get?

2. What did they do when they found that they lost the necklace?

3. How much did the diamond necklace cost?

4. What did they do in order to pay back the debt?

5.How did Jeanne feel when she knew the truth?

Step 4 Language points

Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)

1) after all

⑴It’s not surprising you’re tired. After all, you didn’t go to bed until 12 last night.

I think we should let her go on holiday alone. 她毕竟十五岁了，不再是个小孩了。

⑵Although they met with difficulties， I hear they’ve succeeded after all。I did promise to buy a car for you，但实在对不起，我实在无能为力了。

2) marry/be married (to)/ get married (to)

She married a Frenchman.

He got married to a world-famous model last week.

Are you single or married?

Is he married ?/Has he got married?

He married her daughter to a blind but rich man.

他们结婚已有十年了. So far, they have been married for ten years.

3) call on sb call at sp visit/sb./sp pay a visit to sb./sp. drop in on /at

4) pay back 偿还 pay off 还清/pay for

You have to pay back the money you borrowed.

At last he paid off the debts.

Have you paid all your debts?

I have paid 20 yuan for the tapes.

Here the workers are paid by the hour.

Once we have paid off the store, we shall owe money to no one.

5) worth/wothyThis VCD is worth 1,000 yuan..

What you said is worth considering

Our school is worth a visit.

Our school is worth visiting

It is worth visiting our school.

Our school is worthy of being visited.

Our school is worthy to be visited.

Period three

Step 1.Revision

Check the home work and ask the students to retell the play in their own words.

Step 2 Word Study

Check the exercise about words on P19.

Step 3 Grammar

List all the modal verbs that we are going to learn on the blackboard

Step 4 Practice

Use the exercise on P19 to check if the students has really understand the use of the modal verb.

Step 5 Workbook

Check the exercises in the workbook.

Step 6 Homework

Finish the exercises on the workbook and do some translation

1他和他兄弟为了养家糊口而日夜操劳

2凡是看过这本书的人都认为不值得去读

3你还记得三星期前的一个下午我们一起去打网球吗？

4这就是他想要知道的事情

5我想他没有四十岁，至多三十五岁

6他们结婚有十年了

7Jim欠债了，他必须要干几份活来还债

Period four

Step 1 Revision

Check the homework by doing exercise 1 in part Grammar in the workbook..

Step 2 Reading

First play the tape for the students for one time then ask the students to read the dialogue on P20-21.then,answer the questions

1) when and where did the story happen?

2) How many characters are there in this dialogue?

3) Do they know anything about plays?

4) Have they tried writing plays of their owns?

5) In order to write a play, what should we do first?

Step 4 Discussion

Ask students the questions on P16so that we can make sure that they really understand what a play is.

Step 5 Writing

Then, according to what they have just discussed,ask the students to write a short play after class

Step 6 Homework

Finish the left exercises of this unity

Try to retell the story to the whole class

The end

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