下面是小编整理的高一unit 17 说课稿，本文共14篇，希望对大家有所帮助。
篇1：NSEFC 高一同步辅导unit17
高一英语课外辅导资料 Unit 17 Famous women
本单元重点单词
inspire vt. 激励 explain v. 解释 admire v. 羡慕
smart adj. 机灵的；时髦的 cheerful adj. 高兴的 general adj. 大致的；总的
hard-working adj. 努力的 weak adj. 软弱的；不强壮的 stupid adj. 愚蠢的
dishonest adj. 不诚实的 mean v.＆n. 意味着；方式 tense v 紧张
miserable adj. 可怕的 singer n. 歌手 actress n. 女演员
champion n. 冠军 alone adj. 单独的 penguin n. 企鹅
Antarctica n. 南极洲 challenge n. 挑战 increase v. 增长
Howling adj. 极端的；嚎叫的 optimistic adj. 乐观主义的 climate n. 气候
experience n. 经验；经历 individual adj. 一个人的 bother v. 麻烦
literature n. 文学 skip v. 跳跃 discipline n. 纪律
career n. 履历；生涯
本单元重点词组
in high position 地位很高 the South Pole南极 the North Pole北极
polar bear北极熊 at the opposite end of 在……对面 pull one’s sled 拉雪橇
be about to (do ) 正要（做） be just around the corner 就在附近，即将来临
fall into 掉入 in good health 健康状况良好
stand on one’s left leg 用左腿独立站好 solo travel独自旅行
blow away 吹跑；刮走 knock sb. over. 把某人撞倒 refer to 所指；参考
rise to fame 名声大振 the host of a talk show脱口秀主持人 so far 到目前为止
in history 在历史上 fight for chances 设法寻找机会
best of luck to you 祝你好运 without a strong plan 没有详细的计划
always be the very best 总是做到最好 share with与……分享
单词及短语运用
一、用所给单词提示填空
1、inspire /inspiring/ inspired./inspiration
A、他的行为极大地激励了他的同学。His deeds greatly____________ his schoolmates
B、演讲者的话很具有感召力。The speaker’s words were ________________.
C、受到鼓舞的士兵将帽子抛向空中，大声喊着：“共和国万岁！”
The _________ soldiers threw their caps into the air, shouting，“Long live the Republic!”
D、这个“座右铭”对于我们许多人来说是一种激励。The motto is an __________ to many of us.
2、mean
A..你那样说是什么意思？What do you___________by saying that?.
B. 我会尽一切努力来帮助你。I will try every_____________to help you.
C. 她的丈夫对钱相当吝啬。Her husband is rather __________ over money.
3、increase/ increasing
A. 她的缺席增加了我们做这次试验的难度。
Her absence ____________our difficulty in doing the experiment.
B.我班学生人数已经增长到了58位。The number of the students in my class has _________ 58.
C. 不断增长的交通问题一直在困扰着市民。
The ____________ traffic problems are troubling the city people.
4. threaten
A. 老板威胁露西，如果她不服从，就要开除她。
The boss ________________ dismiss Lucy if she didn’t obey him.
B. 秘书收到一封信，信中扬言要谋杀经理。
The secretary received a letter ,_______________ murder the manager.
5. support
A. 我们坚决支持他们为人权而进行的斗争。We firmly _______their struggle for human rights.
B. 鲸没有结实的骨骼在陆地上支撑其沉重的身体。
Whales have no strong bones ______________ their heavy bodies on land.
C. 他要养活一家子人。He has a large family ________________.
6. affect
A.父母亲的言行对小孩的影响极大。Parents’ words and deeds _________ their children a lot.
B. 同学们被她的事迹深深地感动了。The students were much ____________ her story.
C. 他的伤口受到严重的感染。His wound was ____________badly.
7. lie down 躺下
做完所有的家务后，她躺在床上休息了。Having done all the housework, she _________ in bed.
8. make a decision 做出决定
例1：他终于做出决定要放弃计划。Finally he _______________ that he would give up the plan.
例2：应当鼓励孩子自己去做出决定。Children should be encouraged _____________________.
9. go down（太阳）落山; （价格）跌落; （指海洋、风暴）平衡；平息
A. 当太阳落山时，整个农场看起来更美了。
When the sun is _____________, the whole farm looks more beautiful.
B. 牛肉的价格终于下降了。The price of beef has _____________ finally.
C.波涛汹涌的海面总算平静下来了。The rough sea finally ______________.
10. refer to所指；谈及；提及；参考；咨询；把……归于；将……提交
A.你刚才谈到的那个男生是我的同桌。The boy you ______________ is my seatmate.
B. 在写那篇论文时，他参考了其他一些书籍。
While he was writing the essay, he ______________ some other books.
C. 他认为自己的成功应归功于自己的教练。He ________________________ his trainer.
D. 该项争议已提交联合国处理。The dispute _____________________ the United Nations.
11、be around the corner 在这里是一种习惯用法，表示“即将来临”。
A. 我们的期末测试即将来临。Our final test is __________________.
B、邮局就在转角处。The post office is just ___________________.
12. find oneself经常表示一种“（无意间）意识、发现……”
在黑暗中走了约一个小时后，突然间我们发现自己又来到了同一座山的山脚下。
After walking in the dark for about an hour, we _______ right at the foot of the same mountain.
二、语法精讲：语法精讲-----主语和谓语的一致：
1.谓语动词在数上必须与主语保持一致。
例1：The answer to this question is very simple. 这个问题的答案十分简单。
例2：The details of this story are easy for you to remember. 这个故事的细节你很容易记。
例3：Such was Einstein, the great scientist. 伟大的科学家爱因斯坦就是如此。
例4：Such are my parents, kind and strict. 这就是我的父母亲，既慈祥又严格。
例5：Between the two countries lie five big lakes. 两国之间有五个大湖。
例6：Around the corner came a car. 一辆汽车从拐角处开了过来。
2.当主语表达一个抽象概念时，谓语动词用单数表示。
例1：To answer such a question is really difficult. 回答这样一个问题真难。
例2：Playing basketball is good for your health. 打篮球对你的健康有益。
例3：That our teacher is going to leave us makes us disappointed.
3.当两个或多个名词用and并列连接的时候，谓语动词一段要用复数形式。
例1：A pen and a pencil are in my pencil-box.我的文具盒里有一支钢笔和一支铅笔。
例2：To increase the production and to reduce the cost are very important to us.
但如果两个或几个名词指的是同一事物或人时，谓语动词用单数形式。
例1：The teacher and writer is respected by all the people.
那位既是教师又是作家的人受到大家的尊敬。
例2：Ploughing the field and sowing seeds is the first thing we should do right now.
耕地播种是我们现在该做的头一件事。
4.如果主语是单数，后面跟有as well as, with, like, except, but, besides等引起的短语时，谓语动词仍然用单数形式；也就是说，介词短语不能被看作主语的一部分。
例1：Everyone except Micky is in the classroom.除了米奇以外，其他人都在教室里。
例2：Frank as well as Green and Sandy has been to Beijing.弗兰克、格林和桑迪都到过北京。
例3：Ann with her son and her daughter was in New York last Christmas.
例4：French besides English and German is taught in our school.
例5：Charlie, like all his friends, is fond of music.查理和他所有的朋友一样，喜欢音乐。
5.each和由some, any, no, every构成的合成词，都作单数看待。
例1：Each of them has got a PC.他们每人都有一台个人电脑。
例2：Someone is calling for you on the phone.有人打电话找你。
例3：Nothing is to be done.什么也没法做。
6.what,who,which,any,more,most,all等代词可以是单数，也可以是复数，由语义决定。
例1：Which is your book? 哪本是你们的书？
例2：Which are your books? 哪些是你的书？
例3：Here is some more paper.这里还有一些纸。
例4：Here are some more pens.这里还有一些笔。
例5：Are any of you doctors? 你们中有人是医生吗？
例6：Is any of you from Shenzhen?你们中有人来自深圳吗？
例7：Those who are against the plan can leave.反对这项计划的人可以离开。
例8：Anyone who is interested in it can go with us.对这事感兴趣的人可以跟我们去。
7.none可作复数看待，也可作单数看待；但作复数看待时多，主要看说话人的看法。另外，none of后面若接不可数名词，只能视为单数。
例1：She looked for some cake, but there was none left.她找些蛋糕，但蛋糕一点也没剩下。
例2：None of this money is mine.这笔钱没有一点是我的。
例3：None of them have come back yet.他们中谁也没来。
例4：They say they like it, but none of them has gone to the cinema.
8.neither和either作主语时，通常作单数看待。
例1：Neither of them was from Australia.他们俩都不是来自澳大利亚。
例2：Either of the boys likes singing.这两个男孩都喜欢唱歌。
9.people（人们），police（警察），cattle（牛群），crowd（人群）等词是集体名词，一般为复数概念。
例1：The cattle have eaten up all the grass here and have to move to another place.
例2：The police keep the city in good order.警察维护了这座城市的良好秩序。
例3：People in this village are living a rich life.这个村子里的人生活很富裕。
10.class,family,school等词可以被看作复数概念，也可以被看作单数概念，取决于说话人的语义。
例1：Our class is Class 3.我们班是第三班。（单数）
例2：Our class are playing on the playground.我们班全体同学都在操场上玩。（复数）
例3：His family is a very big one.他的家庭是个大家庭。（单数）
例4：The family are at table now.这家人正在吃饭。（复数）
11.表示时间、重量、距离、长度、价值等的名词尽管是复数名词，但如果用于表达一个整体概念，应作为单数看待。
例1：Three thousand kilometers is a long distance.3000公里是段很长的距离。
例2：Two months is long enough.两个月的时间够长了。
例3：Thirty tons of steel has been shipped to their factory.30吨钢材已经运到了他们工厂。
12.以下是几种谓语动词与邻近主语一致的情况。
1）由neither … nor …或either … or …连接两个主语时，谓语动词与跟它最邻近的主语一致。
例如：Neither you nor your brother has been there.你和你弟弟都没去过那里。
Is either Tom or his brothers to answer for this?汤姆或是他的兄弟们要对这事负责吗？
2）句子由there, here和where引起，而主语不止一个时，谓语也通常跟它与最邻近的主语一致。
例如：There is a book and two letters in the bag.包里有一本书和两封信。
Here comes an old lady and two girls.走过来了一位老太太和两位姑娘。
Where is your wife and children when you stay here?
There are one or two cases like that.有一两个这类情况。
Here are my passport and papers.这里是我的护照和文件。
13.如果主语由“the+形容词”担任时，根据意义一致的原则确定谓语动词的单复数。
例1：In our country, the old are taken good care of.
例2：After the battle, the wounded were taken to a hospital.
例3：The older of the two is Simon’s uncle.
例4：The dead, who was a stranger, was buried yesterday.
14.如果主语由this（a）kind of, this（a）sort of, this（a）type of后接名词构成时，谓语动词用单数。
例1：A kind of new dictionary is on sale in our book store.我们书店正在出售一种新词典。
例2：This sort of apples tastes sweet.这种苹果很甜。
例3：This type of cars is produced in our factory.这种型号的汽车是我们工厂生产的。
课堂练习
一、翻译句子：
1. 另一场具有挑战和危险的旅程即将开始。
2. 我要把工作时间延长到12小时。
3. 我明白必须把帐篷支起来避风，于是我挣扎着站了起来。
4. 我毫不后悔这样做了。
5. 我已经挺身面对了极限气候下单独旅行的挑战。
6. 这段经历令我终生难忘，珍惜一生。
7. 她的事业激励着许多人，让人们相信成功和幸福人人可得。
8. 艰苦奋斗和严守纪律是改善自我的途径。
9. 我一点也不在乎自己的长相。
10. 她帮助了成千上万个男男女女度过难关，摆脱了难以启齿的烦恼事情。
二、完成句子：
1、他大声地对她说：“我爱你！”
He said to her _______ _______ _________ ________ ________ _________, “I love you!”
2、劫机者威胁说若不满足他们的要求，就把乘客全杀死。
The hijackers _______ ______ ______ all the passengers if their demands were not met.
3、双方最后达成了协议。 The two sides finally _________ __________ ____________.
4、我正要离开，鲍勃把我叫住，送给了我一件礼物。
When I ___ _____ ____ leave, Bob stopped me and gave me a gift.
5、他苏醒过来后，发现自己躺在床上。 When he came to himself, he _____ ______ ________ in bed.
6、圣诞节快要到了，所以我这些天一直很忙。
Christmas is _________ ________ ________ _________, so I’ve been busy these days.
7、据说她是班上量优秀的学生。 ____ ___ ____ _______ she is the best student in her class.
8、到目前为止，我还没有去过北极。I haven’t been to the North Pole _________ __________.
9、他们已做出决定为妈妈庆祝八十大寿。
They ______ ______ _______ ________ to celebrate their mother’s 80th birthday.
10、我不知道她失业后会怎样。I don’t know what will _______ ____ her if she is out of work.
11、医生对病人说：“请躺下，别紧张。”The doctor said to the patient, “Please __ __ . Don’t be nervous.”
12、我的祖母虽然已经80多岁了，身体却很健康。My grandmother is ___ ___ ______, though she is over 80.
13、今年的庄稼好像毫无希望了。It seems the crops________ _______ _________ this year.
14、她很快就出名了。She ______ rapidly ______ -___________.
15、抱歉，史密斯先生，我得打扰您回答几个问题。
Excuse me, Mr Black, but I have to ___ you ___ a few questions.
三、单项填空
1.I______had time to thank him before he left.
A.almost B.hardly C.mostly D.nearly
2.I can’t believe that in______a rich country there are______many poor people.
A.such;so B.so;such C.such;such D.so;so
3.Don’t look______the designer only______she is a woman.
A.down on;because of B.upon down;because C.down upon;because D.down upon;because of
4.I saw some trees______leaves were black with disease.
A.which B.whose C.that D.of which
5.When he came to himself,he found himself______in bed.
A.lie B.lay C.laid D.lying
6.After the game,our team______changing clothes.
A.was B.were C.has been D.have been
7.Is this factory______you visited the other day?
A.which B.that C.the one D.where
8.-Is this raincoat yours? -No,mine______behind the door.
A.has hung B.is hanging C.hangs D.hang
9.I asked him______.
A.who does the house belong B.whom did the house belong to
C.whose house it was D.whose house was it
10.The plane crashed in the South Pacific,______all the passengers.
A.killing B.killed C.to kill D.and killing
11.The boy told me that his life was so______that he decided to leave his village.
A.generous B.miserable C.cheerful D.valuable
12.-How many monkeys did you see in the zoo? -______.
A.Nothing B.No one C.None D.Not much
13.I was about to go to bed______the telephone rang.
A.while B.when C.as D.until
14.This is the reason______he was set free.
A.which B.for why C.for which D.for that
15.Do you know the way______he worked out the problem?
A.in which B.on which C.with which D.by which
篇2：高二下unit17
§2.1词句贯通
1. ability n.能力；才能；才智
I doubt his ability to do the job.
我认为他没有做这项工作的能力。
She has the ability to speak English fluently.
她能流利地说英语。
Alice is a woman of great ability.
艾丽丝是个很有才能的妇女。
Writing a novel is beyond my abilities.
写长篇小说非我才能所及。
2. guidance n.指引；引导
I need guidance on this matter.
这件事我需要有人指导。
I need some guidance with my studies.
我需要有人指导我的学习。
Under his guidance I managed to solve the problem.
在他的指导下，我设法解决了那个问题。
I learned how to ski under his guidance.
我在他的指导下学习滑雪。
3. sympathy n.同情；同感；赞同
If this is true I can only give you all my sympathy.
如果这是真的，我只能向你表示同情。
When her husband died,she received manyletters of sympathy.
她丈夫去世后，她收到了很多慰问信。
have/feel sympathy for/with sb.同情某人
They don’t feel much sympathy for me.
他们不大同情我。
He has no sympathy with them in their suffering.
他不同情他们的苦难。
in/with sympathy同情地
He patted me on the shoulder in sympathy.
他同情地拍了拍我的肩膀。
She looked at the poor kids with sympathy.
她同情地看着那些可怜的孩子。
be in sympathy with赞同，同……一致
On that point I’m in sympathy with him.
在这一点上我同他一致。
They are in sympathy with your views.
他们赞同你的观点。
4. encouragement n.鼓励；促进；赞助
He received a lot of encouragement from his teacher.
他的老师给了他很多鼓励。
All she needs is some encouragement.
她所需要的就是一些鼓励的话。
With the encouragement from his father,he went abroad.
在他父亲的鼓励下，他去了国外。
He gave me great encouragement to writ enovels.
他给了我很大的鼓励去写小说。
Their interest in my writing is a great encouragement to me.
他们对我的文章感兴趣对我是很大的鼓励。
encourage vt.鼓励；激励
We encouraged our baseball team with loud cheers.
我们大声欢呼来鼓励我们的棒球队。
encourage sb.to do sth.“鼓励某人做某事”
The teacher encouraged me to study abroad.
老师鼓励我们去国外学习。
My success encouraged me to continue.
我的成功鼓励我坚持下去。
encourage sb.in“鼓励/助长某人的……”
All the family encouraged the boy in his efforts to become a doctor.
全家人都鼓励这个孩子努力成为医生。
Don’t encourage him in his idle ways.
不可助长他懒惰成性。
5. impair vt.损害；损伤；削弱
Poor food impaired his health.
营养不足损害了他的健康。
The accident impaired his vision.
意外事故损伤了他的视力。
His work is impaired by stupid mistakes.
他的工作因愚蠢的错误而受损。
6.adjust vi.适应
adjust (oneself) to适应于
She soon adjusted (herself) to his way of life.
她很快适应了他的生活方式。
The body quickly adjusts itself to changes of temperature.
身体能很快自行调节以适应温度的变化。
You must adjust yourself to new circumstances.
你必须使自己适应新环境。
My eyes haven’t adjusted to the dark yet.
我的眼睛还没有适应黑暗。
adjust vt.调整；调节
You can adjust this desk to the height of any child.
这桌子可以调整以适应任何小孩的身高。
I have the brakes of my bicycle adjusted.
我请人调整自行车的车闸。
Will you adjust this clock? It’s slow.
这个时钟慢了，请你调一下好吗？
7. victory n.胜利，战胜
He has no chance of victory.
他没有获胜的机会。
Our team got the championship by 8 victories and 2 defeats.
我们球队以8胜2负的成绩获得冠军。
The game ended in a victory for our school.
比赛以我们学校获胜而结束。
注：victory常与介词over连用，意为“胜过某人”。
He thought he had scored a victory over James.
他认为他胜过了詹姆斯。
She won a narrow victory over her great rival in the tennis competition.
她在那次网球赛中险胜了她的强大对手。
He gained victory over the other candidates in the election.
他在那次选举中胜过其他候选人。
8. participate vi.参与；参加
Eighty-seven countries are expected to participate.
预计有87个国家参加。
participate in参与；参加
They actively participate in local politics.
他们积极参与当地政治。
Everyone can participate in this game.
人人都可以参加这个游戏。
Did you participate in that discussion?
你参加那次讨论了吗？
9. public adj.公众的；公共的
a public holiday节日，公共假日
a public phone公用电话
a public school公立学校
Don’t be so noisy;this is a public place.
请不要吵闹，这是公共场所。
make public公开；公布
The new economic policy will be made public early next week.
新经济政策将在下周初公布。
I don’t care to make this affair public.
我不介意将这事公之于众。
the public公众；群众；大众
Is the art museum open to the public?
这个艺术博物馆对公众开放吗？
In general,the public is/are against the new law.
总的来说，公众反对这项新法律。
in public公开地；在大众面前
He doesn’t like to speak in public.
他不喜欢在公开场合讲话。
She hardly loses her temper in public.
她很少在公众面前发脾气。
10. accessible adj.可以使用的；可以得到的；能进入的
The village is not accessible by car.
那个村子汽车无法抵达。
A telephone is put where it will be accessible.
电话要放在容易拿到的地方。
be accessible to sb.某人容易得到、了解、亲近
These documents are not accessible to the public.
这些文件是大众无法得到的。
This book is easily accessible to the young reader.
这本书是年轻读者容易懂的。
Our principal is accessible to the students.
我们校长容易和学生亲近。
§2.2发散思维
1. assist vt.援助；帮助
assist sb.with sth.帮助某人做某事
Two students assisted me with the experiment.
两个学生帮助我做这个实验。
She employed a woman to assist her with the housework.
她雇了一位妇女，帮她做家务。
assist sb.in doing sth.帮助某人做某事
He assisted my father in cleaning the car.
他帮我的父亲清洗汽车。
She asked us to assist her in carrying out the plan.
她请我们帮她实施那项计划。
assist sb.to do sth.帮助某人做某事
He assisted us to establish a new company.
他帮助我们成立了一家新公司。
A good dictionary will assist you to understand English.
好词典会帮助你理解英文。
assist in (doing) sth.帮助做某事
My father assisted in building our new house.
我父亲帮助我们盖新房子。
He thought he had a duty to assist in this movement.
他认为他有责任帮助这次活动。
2. sense n.感觉，意识；明智；常识；神智；意义
The five senses are sight,hearing,smell,taste,and touch.
五种感官是视觉、听觉、嗅觉、味觉和触觉。
She has a poor sense of direction.
她的方向感很差。
His speech left me with the sense that we would never be friends.
听他说话让我感到我和他绝对无法作朋友。
The old man has a good sense of humour.
那老人很幽默。
I have no sense of business.
我没有经商意识。
He is a man of good sense.
他是个通情达理的人。
She lost her senses when she heard the news.
她听到那消息后便昏了过去。
there is no sense (in) doing sth.做某事没有意义
I don’t think there is much sense in hanging about here.
我认为在此闲逛是没意义的。
There was no sense in making a child suffer like that.
让一个孩子受那样的罪是没有道理的。
make sense讲得通，有意义，能被理解；有道理，明智
No matter how you read it,this sentence doesn’t make (any) sense.
不管你怎么读，这个句子都讲不通。
It makes good sense to take care of your health.
照料好你的身体是很明智的。
Does it make sense to let little children play with matches?
让小孩子玩火柴明智吗？
篇3：Unit17教案示例
（一）
I. Teaching aims:
Talk about great women.
learn how to describe people.
Similar dialogue presentation with new words and expressions used within
II. Teaching aids: tape recorder, pictures, slides
Step I Warming up
1.T ask Ss: Do you know these women? What were their name? What were they famous for?
And then introduce the following women to Ss one by one.
Florence Nightingale Madame Curie
(弗洛伦斯南丁格尔) （居里夫人）
Song Qingling Helen Keller
（宋庆龄） （海伦凯勒）
slide show
Florence Nightingale
Florence Nightingale (May 12, 1820 - August 13, 1910) was the pioneer of modern nursing.
Florence Nightingale was born May 12 1820 into an upper-middle class family in Britain. She, like her older sister Parthenope, was named after an Italian city. She rebelled against the expected role for a woman of her status, which was to become an obedient wife. Instead she chose nursing, a career with a poor reputation and filled mostly by poorer women.
Madame Curie
Marie Curie，an extraordinary woman scientist with extraordinary successes discovered a hidden power from which the world benefits much．
During her work, Marie discovered radiation could kill human cells. She reasoned that if it could kill healthy human cells, it could dill diseased human cells and went about isolating radium for use in killing tumors (肿瘤)。
She was able to isolate the radioactive source from a mixture called “ pitch -blend”, which was much more powerful. Marie named it radium. For this work, she was given the Nobel prize for Chemistry in 1911.
Song Qingling
Song Qingling (also known as Mme Soong Qingling, 1890-1981) was born into a rich Christian family which played an important role in Chinese politics in the first half of the 20th century.
Although being one of the Vice-Chairpersons of the People's Republic, her influence in political matters was limited. Instead, she busied herself with various welfare activities, ranging from heading the Women's Federation to a number of committees involving (orphaned) children.
Helen Keller
Helen Adams Keller (1880~1968) is an outstanding example of a person who overcame physical disabilities. A serious illness destroyed her sight and hearing when she was very small. But she rose above (克服) her disabilities to become internationally famous and to help disabled people to live fuller lives. Because of her illness, she was unable to speak and was entirely shut off from the world.
2. Discussion
let Ss work in pairs and discuss women are able to do more than men or not.
Let Ss finish the exercises:
A woman who is admired should…
Women can do ….because…
Women can no do…because…
…
Step II. Listening
1.T say to S： let us listen to a dialogue. In the dialogue, you will hear a teacher gives instructions to a group of students how to behave in a science lab.
2. let Ss listen carefully and remember the safety instructions, and complete the exercise in the book.
3. play the tape twice or more, and check the answers with the class.
Step III. Speaking
1.Ask the students to look at the three photos. And let them describe these women.
2. let Ss describe the following women in china.
(Yang Lan) (Gong Li) (Bing xin) （Wang xuan）
using the following useful expressions(slide show)
She seems to me to be the kind of woman who…
The impression she makes on me is…
I think she is the kind of person who…
She could be …
She might…
People like her…
She looks as if…
You can see that…
She doesn’t seem…
clever, pretty, intelligent, wise, brave, bighearted, generous, beautiful, openhanded(大方的), chipper(爽朗的)…etc.
blinkered（心胸狭隘的）, greedy贪婪的, lazy, weak, stupid, unkind, unfriendly, dishonest…etc.
3. let Ss work in pairs. Student A thinks of a famous woman. One of the other students begins by asking questions about her. (slide show)
Example:
A: Is she Chinese? B: Yes, she is.
A: Is she a famous actress? B: No, she isn’t.
A: Is she good at sports? B: Yes, she is.
A: Has she ever been a world champion? B: Yes, she has.
A: Does she play table tennis? B: Yes, she does.
A: Is her name Deng Yaping? B: Yes, it is.
Homework
Finish off the exercise “vocabulary” in the Workbook.
篇4：unit17 Great women
Unit 17 Great Women
Teaching Aims and Demands
Words and Phrases
Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with
Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame
Spoken English:
Describe people
She seems tome to be the kind of woman who …
The impression she makes on me is …
I think she is the kind of person who …
She could be … She looks as if …
She might be … You can see that …
People like her… She doesn’t seem …
Grammar:
Subject-verb agreement
(1) The boy’s team has some good players, but the girl’s is a better team.
(2) My dog team weren’t with me to pull the sled.
But changes were just around the corner.
Use of Language:
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 known. Learn the text Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women.
Important points: to get the students to learn something about Subject-Verb Agreement.
Difficult points: The use of Subjective agreement
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Warming Up
First ,say something about women in the world.
Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us.
Step 2 Presentation
Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.
Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.
Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.
Mother Teresa of Calcutta (1910-) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.
Step 3 Listening
Listen to the tape and answer the questions.
Step 4 Speaking
Tell your opinion that you think what women should do ---stay at home or go to work.
Step 5 Homework
Prepare a short passage for tomorrow as an oral report.
Lesson2
Step 1 Revision
Get one or two students to give their reports.
Step 2 Presentation
First show the students some pictures of Antarctica in order to arouse the student’s interest there.
Then ask some questions about the lonely continent.
1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why?
2. Can you name out some typical animals or plants there?
3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole?
Step 3 Reading
Students read the text fast to find the answer to the questions in the part --- Post-Reading.
The answers are: 1. B 2. B 3. B 4. D 5. C
Step 4 Language points
Explain the language points in the text.
Be about to 正要;
Find sb. doing发现某人做某事
Threaten to do sth 威胁要做某事
Somehow 以某种方法
Step 5 Interview
Ask the students to work in pairs --- one plays as the writer, one as the reporter.
The reporter may ask the following questions:
1. why do you plan a trip to Antarctica?
2. what’s the weather like there?
3. how do you celebrate your birthday?
4. have you had any bad accident?
5. what do you think of your trip to Antarctic?
Step 6 Homework
Finish the exercises in the Post-reading part.
Lesson 3
Step 1.Revision
Check the homework.
Step 2 Word Study
Finish the exercise in the Language study part.
The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value
And then finish the similar exercises in their workbook.
Step 3 Grammar
First introduce the content about subject-verb Agreement. Then finish the exercise in the following part.
The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has
Step 4 Practice
Check the answers to exercise 2:
1. They/We are preparing for a party.
2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves.
3. Yes, if they finish the work today.
4. Tell them there will be a meeting this morning.
5. Tell them to phone this number.
Step 5 Workbook
Finish the two exercises in the workbook.
Step 6 Homework
Prepare some information about Oprah Winfrey.
Lesson 4
Step 1 Revision
Get the students to give their reports about Oprah Winfrey.
Step 2 Presentation
First, give an introduction about Oprah Winfrey:
Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars.
Step 3 Reading
Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part.
Step 4 Writing
First give some basic features about a letter to some famous person that you admire very much.
Step 5 Homework
Read the passage in the workbook.
篇5：Unit17 What was it used for?
【重点、难点概览】
一、词汇与短语：
on show, hundreds of, surprise.
二、句型与日常交际用语：
1．Excuse me! Can you tell me the way to…?
2．Go up this road to the end.
3．Yes．Go along this road, and turn left/right at the second cross-ing.
4．Go across the bridge.
5．You can’ t miss it.
6．pull, push, no photos, business, hours, entrance, exit, no smoking
三、语法：
一般过去时被动语态的构成和用法。
核心知识
1．语法：
一般过去时的被动语态：
构成：was／were+过去分词。
否定形式在was／were后加not。
疑问句形式将was／were提到主语之前。
e．g：They were made in China. 它们是中国制造的。
They were not made in China. 它们不是中国制造的。
Were they made in China. 它们是中国制造的吗?
2．有关问路的句型：
Where ‘ s … ?
How can I get to… ?
Which is the way to the…, please?
Can you tell me the woy to the…, please?
Could you tell me how to get to… , please?
Which bus can take me to… ?
Which bus can I catch to… ?
Could you tell me which bus can take me to…please?
指路的句子：
It’ s over there.
It’ s between…and…
It’ s at the end of the street.
Go across the bridge and…
Go along this road and…
Go up this road to the end.
Turn left/right at the second crossing and you will find…on the left/right.
Go down this street, then take the second turning on the left/right.
You can’ t miss it!
Take the No. …bus and it will take you straight there.
3．You can’ t miss it. 你不会找不到。
miss：“错过，想念”。
e. g：You can’ t miss the bus stop. 你不会找不到公共汽车站的。
I missed my friends very much. 我非常想念我的朋友。
4．It makes me feel thirsty. 它使我感到口渴。
rake为使役动词。其后的宾语补足语的不定式要去掉to，其形式为make sb. do sth.
e．g： Mother makes me do a lot of housework.
妈妈让我干许多家务。
e. g：We are made to do a lot of housework.
5．Some of the things were hundreds of years old.
hundreds of：“数百的”。
类似的词组还有thousands of“成千的”。millions of：“成百万的”等。
注意，当表示确切数量时，hundred, thousand等词后面不能加“s”或“of”.
e. g：二百two hundred
三千three thousand
四百万four million
6．It was used for keeping tea hot after it was made. 那是在茶沏好后，用来保温的。
keep sb. /sth．+形容词“使sb. ／sth. 保持…(状态)”
e. g：Keep them warm. 使他们保暖。
Keep their eyes safe. 保护他们的眼睛。
Keep the door open. 让门开着。
【有关“Unit 17 What was it used for?” 的教学设计】
教学设计1. What was it used for ?
学习目标：
1.词汇与词组:
A bridge group market museum crossing across point king surprise thirsty found entrance exist smoke smoking pull push pot teapot thermos PLA PRC sign
B turn right/left take the second turning at the third crossing
go along… go across on the left/right
between…and… go up…to the end the Party
the League a group of hundreds of
on show in glass-topped tables point at…
be surprised in the old days these days
feel thirsty move on make tea
have a good drink of
2.语法:
被动语态(二) 一般过去时的被动语态
1)结构: was/ were +及物动词的过去分词
wasn’t/ weren’t +及物动词的过去分词
was/ were +主语+及物动词的过去分词…?
2)例句:
The hat was made in China.
The hat wasn’t made in China.
Was the hat made in China?
Where was the hat made?
3.日常用语:
1)Can you tell the way to ?
2)Go across the bridge.
3)Go up the road to the end.
4)Turn right at the second crossing.
5)Take the second turning on the right.
6)It is between...nd...
7)You will find/see...
8)You can miss it.
9)BUSINESS HOURS
10)NO PHOTOS.
11)NOSMOKING.
教案内容：
内容1：教学过程
教学设计2. What was it used for ?
学习目标：
Ⅰ . 词汇学习
market , bridge , museum , crossing , across , group , glass - topped , point , surprise , teapot , thermos , thirsty , found , sign , entrance , exit , smoke
on show , hundreds of , a group of , point at , be surprised , make tea , move on , break down , wear it a lot , go across the bridge
Ⅱ . 句型学习
Turn right at the second crossing .
Take the second turning on the left .
The P.R.C was founded on October 1 , 1949 .
Ⅲ . 语法学习
一般过去时被动语态的构成及运用。
Ⅳ . 交际英语
问路和应答；常见的标志和说明
教案内容：
内容1：教学过程
篇6：高一英语下unit17单元测试 (中学英语教学论文)
一． 单项选择：(40分)
( ) 1.She is optimistic _____ her company.
A. to B. about C. in D. under
( ) 2.Do you know anything about the talk between the two countries?
They ___ to reach an agreement.
A. have so far failed B. had so far failed
C. so far failed D. were so far failing
( ) 3.Hi, Jack. I will go to Japan for my holiday tomorrow.
Really? I____ you a safe and pleasant journey.
A. hope B. wish C. expect D. greet
( ) 4.How I regretted ____the hours in the forest, _____I should have studied hard in the classroom.
A. to waste; when B. to waste; where
C. wasting; when D. wasting; where
( ) 5.What do you think of your summer vacation in the countryside?
It is an experience I shall never forget and shall ____for the rest of my life.
A. value B. respect C. collect D. honor
( ) 6.What’s the matter with you?
________ the window, my finger was cut unexpectedly.
A.Cleaning B. To clean C. While cleaning D.While I was cleaning
( ) 7.The rainy season makes ___impossible to continue with the repair work.
A. / B. them C. that D. it
( ) 8.It was during that period that silk made in China rose _______.Many westerners came to buy it and shipped it to European countries.
A. famous B. for fame C. in fame D. to fame
( ) 9.I don’t know what will become __ the boy if he keeps failing his examinations.
A. with B. in C. of D. on
( ) 10.The ice cracked without _____ and we fell into the water.
A. noticing B. warning C. signing D. expecting
( ) 11.In fact, he ______ in bed all the morning without doing anything, but he ____to me about that.
A. lied; lied B. lay; lay C. lied; lay D. lay; lied
( )12.He _____ me to come, but he hasn’t arrived yet.
A. allowed B. promised C. agreed D. invited
( )13.There can be no doubt ____ the woman is fit for the work.
A. that B. if C. what D. because
( )14.He happened _____ ill ____ the morning of the meeting.
A. fall ; on B. to feel; in C. to fall; on D. to be ; in
( )15._Not all body language ,you know,____ the same thing in different countries.
Yes. It is said that nodding the head ___ “No” in some Asian countries.
A. meaning; means B. mean; is to say
C. means; meaning D. means; is to say
( )16.Many a student ____something about Abraham Lincoln.
A. have known B. knows C. is known D. are known
( )17.Apples of this kind ______.
A. tastes good B. tastes well C. taste good D. taste well
( )18. “All _____present and all ____going on well” said the teacher.
A. is; is B. is; are C. are ; are D .are ; is
( )19.Every boy and every girl as well as some teachers who _____ to visit the museum ____ asked to be at the school gate before 6;30 in the morning.
A. are; are B. is; is C. are; is D. is ; are
( )20.When and where to build a new factory _____yet.
A. is not decided B. are not decided
C. has not decided D. have not decided
二：完形填空（共20小题；每小题1.5分，满分40分）
阅读下面短文，掌握其大意，然后从36-55各题所给的四个选项（A、B、C、D）中，选出最佳选项。
When I come across a good article in reading newspapers, I often want to cut and keep it. But just as I am about to do so I find the article on the 21 side is as much interesting. It may be a discussion of the way to22in good health, or23about how to behave and conduct oneself in society. If I cut the front article, the opposite one is likely to24damage, leaving out half of it or keeping the text25the title. Therefore, the scissors (剪刀) would26before they start,27 halfway done when I find out the28result.
Sometimes two things are to be done at the same time, both worth your 29 . - You can only take up one of them, the other has to wait or be30up. But you know the future is unpredictable (不可预料)- the changed situation may not allow you to do what is left 31. Thus you are32in a difficult position and feel sad. How33that nice chances and brilliant ideas should gather around all at once? It may happen that your life34greatly on your preference of one choice to the other.
In fact that is what35is like: we are often36with the two opposite sides of a thing which are both desirable like a newspaper cutting. It often occurs that our attention is drawn to one thing only37we get into another. The 38may be more important than the latter and give rise to a divided mind. I 39remember a philosopher's remarks: “When one door shuts, another opens in life.“ So a casual (不经意) 40may not be a bad one.
( )21.A. front B. same C. either D. opposite
( )22.A. get B. keep C. lead D. bring
( )23.A. advice B. news C. a theory D. a report
( )24.A. suffer B. reduce C. prevent D. cause
( )25.A. on B. for C. without D. off
( )26.A. use B. handle C. prepare D. stay
( )27.A. or B. but C. so D. for
( )28.A. satisfying B. regretful C. surprising D. impossible
( )29.A. courage B. strength C. attention D. patience
( )30.A. given B. held C. made D. picked
( )31.A. near B. alone C. about D. behind
( )32. A. filled B. attracted C. caught D. struck
( )33.A. dares B. comes C. deals D. does
( )34.A. improves B. changes C. progresses D. goes
( )35.A. study B. society C. nature D. life
( )36.A. faced B. supplied C. connected D. fixed
( )37.A. before B. after C. until D. as
( )38.A. following B. next C. above D. former
( )39.A. still B. also C. once D. almost
( )40.A. treatment B. action C. choice D. remark
三：阅读理解(共5小题，每小题2分，满分10分)
阅读下列短文，从每题所给的四个选项中，选出最佳选项。
My son and I were trying to sell the house we had repaired but in the barn(谷仓)there were bats(蝙蝠)and they would not leave. The barn was their home. They told us so in their own way. They hung there in the barn and seemed determined to stay for the season. Don't worry about it, Dad, ” Patrick said. They keep down the mosquitoes(蚊子).”
Unfortunately they also kept the buyers away. when we had asked a person to sell the house for us he had refused to show it because of the bats. Bats are popular, “Patrick comforted me. They're ecological(生态学的).”Isn't there a machine you can buy that produces high-frequency sounds to keep bats away?” I don't know,” said Patrick. But I like bats, and whoever buys this house will probably like them too.“”Probably?”I hated that word. How many bats are there ,anyway?“ I counted about 90 last night,” said Patrick. They were dropping out from under the edge of the roof.“ You mean there are more-outside?” They're everywhere, Dad. But look at it this way. When the cold weather comes, they’ll be off to Mexico. Maybe in the spring we can keep them out. Don't worry about it,” he said for the hundredth time. It's not a problem.“
The bat expert I called was even more active than Patrick. I think you've got a large number there,” he said in wonder, I’ve been trying to attract bats to our house for 25 years A single bat eats up his weight in mosquitoes and black flies three times every night. You're a very lucky man.” I offered to share my luck with him. He could take them away. Bats have a remarkable homing instinct(本能),”he said. They'd fly straight back even if I transported them 100 miles. Once they have settled, you can't stop them from coming back.“ I was silent.
Finally we managed to rent “(出租)the house to a young family, who were also interested in buying it. What about the bats?” I said to Patrick.
Oh, they love the bats,” he said. No mosquitoes. No black flies. It's one of the things that attracted them.“ Do you think they will really buy the house? ”Probably.“ Probably? Well,if they do ,I suppose I'll have to admit that I was wrong. ”You mean you're going to eat your words?“
Yes, I am.”
（ ）41. What was the problem the author had with his house?
A. Bats were living in the barn and wouldn't go away.
B. The author and his son couldn't sleep well because of the bats.
C. The author and his son might be able to stay for the season.
D. The house was still badly in need of repair.
( )42. What did Patrick suggest the author should do to stop the bats living in the barn?
A. He should buy a high-frequency machine.
B. He should move them one hundred miles away.
C. He should reduce the number of mosquitoes.
D. He should close the barn in the spring.
( )43. Why did the author fall silent when he talked with the bat specialist?
A. He felt sure about the situation.
B. He found out that it would be impossible to remove the bats.
C. He learned that he would be able to share his luck with the expert.
D. He liked the advice given by the expert.
( )44. What happened regarding the house in the end?
A. Some people agreed to rent the house.
B. The author failed to find anybody who wanted to live in the house.
C. The bat expert made the decision to buy the house.
D. The bats left the house for Mexico in the spring.
( )45. Why did the author think he might have to “eat his words”?
A. He felt sorry for the bats.
B. He might be mistaken about being unable to sell the house.
C. He realized he might be wrong about the bats' actions.
D. He was happy about selling the house.
四．短文改错
Professor Brown, knowing to the world as a scientist, 1______
is not only absent-minded but short-sighted as well. His mind 2._____
was always busy thinking about scientific problems and he 3.______
seldom notices what is going on around him. The another day, 4.______
he went for walk in the countryside, but as usual he had 5.______
a book in his hand and had no sooner set out off the walk 6._______
when he became absorbed in reading. He hadn’t gone 7._______
far away when he knocked into a big cow and fell down. 8._______
In the fall, he had lost his glasses, without it he couldn’t 9._______
See. He thought he had been hit his head against a fat lady. 10.______
“I’m sorry, madam. ”he said politely.
The key:
1-5 BABCA 6-10 DDDCB 11-15 DBACD 16-20 BCDCA
21-25DBAAC 26-30DABCA 31-35D CBBD 36-40A BDAC
41-45 ADBAB
篇7：高一下英语unit17 教案
高一下英语人教版unit17 教案
Unit 17 Great Women Teaching Aims and Demands Words and Phrases Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame Spoken English: Describe people She seems tome to be the kind of woman who … The impression she makes on me is … I think she is the kind of person who … She could be … She looks as if … She might be … You can see that … People like her… She doesn’t seem … Grammar: Subject-verb agreement (1) The boy’s team has some good players, but the girl’s is a better team. (2) My dog team weren’t with me to pull the sled. But changes were just around the corner. Use of Language: 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 known. Learn the text Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women. Important points: to get the students to learn something about Subject-Verb Agreement. Difficult points: The use of Subjective agreement Teaching aids: Computer, tape-recorder Way of Teaching: 交际法教学 Lesson1 Step 1 Warming Up First ,say something about women in the world. Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us. Step 2 Presentation 更多精彩；英语教师网 英语教师网论坛 Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are. Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children. Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work. Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938. Mother Teresa of Calcutta (1910-) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa. Step 3 Listening Listen to the tape and answer the questions. Step 4 Speaking Tell your opinion that you think what women should do ---stay at home or go to work. Step 5 Homework Prepare a short passage for tomorrow as an oral report. Lesson2 Step 1 Revision Get one or two students to give their reports. Step 2 Presentation First show the students some pictures of Antarctica in order to arouse the student’s interest there. Then ask some questions about the lonely continent. 1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why? 2. Can you name out some typical animals or plants there? 3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole? Step 3 Reading Students read the text fast to find the answer to the questions in the part --- Post-Reading. The answers are: 1. B 2. B 3. B 4. D 5. C Step 4 Language points Explain the language points in the text. Be about to 正要; Find sb. doing发现某人做某事 Threaten to do sth 威胁要做某事 Somehow 以某种方法 Step 5 Interview Ask the students to work in pairs --- one plays as the writer, one as the reporter. The reporter may ask the following questions: 1. why do you plan a trip to Antarctica? 2. what’s the weather like there? 3. how do you celebrate your birthday? 4. have you had any bad accident? 5. what do you think of your trip to Antarctic? Step 6 Homework Finish the exercises in the Post-reading part. Lesson 3 Step 1.Revision Check the homework. Step 2 Word Study Finish the exercise in the Language study part. The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value And then finish the similar exercises in their workbook. Step 3 Grammar First introduce the content about subject-verb Agreement. Then finish the exercise in the following part. The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has Step 4 Practice Check the answers to exercise 2: 1. They/We are preparing for a party. 2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves. 3. Yes, if they finish the work today. 4. Tell them there will be a meeting this morning. 5. Tell them to phone this number. Step 5 Workbook Finish the two exercises in the workbook. Step 6 Homework Prepare some information about Oprah Winfrey. Lesson 4 Step 1 Revision Get the students to give their reports about Oprah Winfrey. Step 2 Presentation First, give an introduction about Oprah Winfrey: Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars. Step 3 Reading Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part. Step 4 Writing First give some basic features about a letter to some famous person that you admire very much. Step 5 Homework Read the passage in the workbook.篇8：高二unit17 Life in the future
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
Wb Lesson 65, Exx. 1 - 4.
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practise the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Do Ex. 1 and part of Ex. 4 as written work.
Lesson 66
Step 1 Revision
1 Check the homework exercises.
2 Revise the dialogue in Lesson 65, paying special attention to intonation.
Step 2 Presentation
SB Page 26, Part 1. Teach the new words videophone, fax machine by showing the class a picture or a Bb drawing, or by translation. Read aloud the question at the head of the text. Then say Read the passage and tick those subjects that are mentioned in the text. Allow the Ss enough time to read the text and compare their answers.
Answers: All the subjects are mentioned in the text.
Step 3 Reading
Wb Lesson 66, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and choose the best answer to each question, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems. See if the Ss can guess the meaning of new vocabulary such as central, convenient, transport, etc.
Notes:
a Throughout the world = all over the world
b more and more = increasingly
c glasshouses = structures of metal frames and glass that are used for the growing of flowers and vegetables, particularly in colder countries.
d It is possible … 1℃.: For example, by raising the temperature, you will increase your heating costs. But you might also increase the yield of your crop. If the extra revenue is greater than the extra costs, then you turn the heating up!
e Lights will go off: Lights will be switched off when an automatic sensing device notices that a room is unoccupied.
f The idea … many people. = Many people are surprised by the idea that computers can recognize human voices.
g to work out = to calculate
h to work out the best distance between trains. = to work out the safe distance between trains travelling in the same direction along the track. Computers also control the signalling for these trains.
i In the fields of = In the areas of
j It is possible … printed.: Note the structure have something done.
k programs: A program for a computer is spelt -am; programmes for theatres and TV are spelt -amme.
l worldwide: an adjective or adverb
m The next step is to search = The next thing which you can do is search
Step 4 Reading aloud
Speech Cassette Lesson 66. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the dialogue once more; this time the Ss listen and repeat. Pay attention to the sentence stress of longer sentences.
Step 5 Word study
SB Page 27, Part 2.
Note: This part not only covers new vocabulary in the text, but it also provides Ss with more examples of Noun Clauses, the focal structure of the unit. Spend a little time on highlighting this structure to Ss before they begin to have this practice. Say Look at the first few sentences carefully.
Number 1: The possibility was not mentioned. Which possibility? The possibility that people would have to ____rooms.
Number 2: The answer was not true. Which answer? The answer that the ____ had not been received.
Number 3: The belief was proved in the research. Which belief? The belief that people find it more ___ to shop on Sundays.
Then get the Ss to do this exercise individually, checking their answers in pairs at the end. Note the spelling of well known:
This is well known. (Predicative)
It is a well-known fact. (Attributive)
Answers:
1 share 2 goods 3 convenient 4 industry 5 majority 6 voice 7 central 8 skill 9 labour 10 mail
Step 6 Workbook
Wb Lesson 66, Ex. 2 helps the Ss to learn how to use some of the new words. Checking the answers, you may get the Ss to translate the sentences into Chinese. Note the inverted order of the first sentence.
Step 7 Consolidation
SB Page 27, Part 3. Do this note-making exercise either in class or for homework. The aim is to get the Ss to read the text again closely and extract the relevant information. Get the Ss to check their notes in pairs when they have completed this activity.
Answers:
AREA USE
Farms control the growing conditions
of plants
Banks change money; pay bills
Housescentral computer to
control heating and hot
water recognize someone‘s voice
Transport work out the best distance
between trains operate trains
Education store texts
Health and research keep information records
Industry
Homework
Read the passage again and complete the notes in Part 3.
Finish off the Workbook exercises.
Lesson 67
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss to tell each other ten ways in which computers will be used in the future (books shut). Then ask pairs to tell the rest of the class. Write this information up on the Bb in note form.
Step 2 Preparation for reading
SB Page 28, Part 1. Get the Ss to talk about the picture. Ask Do you think it’s necessary for the young lady to buy so many clothes? What do you think of the meal these people are having? Is it very expensive or just ordinary? Let them speak out their views. Tell the Ss Today we‘re going to read another text about the future. But this writer has different opinions. Read the passage quickly to find the answer to this question: What three things does the writer suggest in this text? (Spend less money; look after your health better; use less energy.)
Step 3 Reading
Now let the Ss read the passage carefully. Go through it with the Ss. Ask some questions: What is wrong with new possessions? How much energy does the USA use? What percent of the world’s population does it have? Deal with any language problems.
Notes:
a new possessions that they do not need: for example, goods for the house, extra clothes, luxury goods, etc.
b a waste of: Point out the use of waste of in this expression
c Many people, both young and old, are against this expensive way of life. = Many young and old people do not agree with this way of living.
d the basic needs of the world‘s population should be satisfied = the basic needs should be provided for
e Possibly ... it is now. = At present some countries are much wealthier than others. It is possible that in future the wealth will be distributed more equally.
f Take health for example. = Consider health for example.
g They do this: refers to the previous sentence
h An electric hair drier blows out hot air so that you can dry your hair more quickly after washing it.
Step 4 Discussion
SB Page 28, Part 2. Prepare for this discussion by writing these phrases on the Bb, which were practised in Lesson 65.
will (not)
may (not)
is (not) likely to
It is possible that ... will (not)
It is (not) likely that ... will (not)
Put the class into groups of four. Join a good group and demonstrate how you can discuss the first question, using the phrases on the Bb. Develop the discussion so that people do not just make isolated sentences, but agree or disagree with each other and give reasons for their opinions.
Step 5 Language study
SB Page 29, Part 3. Highlight the structure of the example sentences in the same way as you did in Lesson 66, Step 5. Say Books open. Sentence 1. The idea surprises many people. Which idea? The idea that computers Will recognize human voices. Sentence 2. The possibility is often discussed. Which possibility? The possibility that the majority of the labour force will work at home.
Read through the example sentences and get the students to translate them into Chinese.
Step 6 Practice
SB Page 29, Part 4. Explain that Ss have to translate the part in Chinese into English. In order to make sure that every S has to make an effort, get Ss to write out their translations individually in their exercise books. They can then check them in pairs.
Answers:
that the majority had voted for the plan/programme
that the meeting was delayed/would be delayed
that the transport of the goods cost too much
that the drawings had arrived by mail
that the company will make a greater effort
that the prices of cars will go down
Step 7 Practice
SB Page 29, Part 5. Explain to the Ss that when they have completed this word puzzle, they will discover ten hidden words that run either vertically or horizontally. Make sure that they search the texts for the words rather than refer to the list of new words at the back of the SB. Get Ss to do as much as they can individually. Then at the end they can help each other to complete the puzzle.
Answers:
Step 8 Workbook
Wb Lesson 67, Exx. 1 - 3.
For Ex. 1, the Ss are required to form questions with the given words first and then do questions and answers in pairs. Finally check the answers with the class.
For Ex. 2, let the Ss work individually first. Then get them to complete the sentences and put them into Chinese.
If there is time, take up Ex. 3.
Homework
Finish off the Workbook exercises.
Write down the questions in Ex. 1.
Lesson 68
Step 1 Revision
1 Check the homework exercises.
2 Get the Ss to tell each other ten things that they think will/may/may not happen in the future. To prepare for this, write the phrases on the Bb that you used in Lesson 67, Step 4. Remind them of the topics which they discussed in groups in Lesson 67, Part 2. When they havefinished, get pairs of Ss to tell you one thing each. Write them on the Bb in complete sentence form, asking for any corrections that are necessary as you do this. When you have finished, get the Ss to copy these sentences into their exercise books.
Step 2 Preparation for listening
SB Page 30, Part 1. Wb Listening, Unit 17. Tell the Ss This whole unit has been about the future. Now we’re going to listen to a news broadcast for the year 2035. Then read the introduction aloud. Read aloud the task in Ex. 1 and make sure the Ss understand what to do.
Step 3 Listening
Listening Cassette Unit 17. Do each exercise in turn. Play the tape, then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.
Listening Text
You are going to listen to a news broadcast for Saturday, the 14th of April, 2035. There are three news stories.
Here is the news for Saturday, the 14th of April.
The first group of Chinese tourists have returned from the moon. A group of 25 tourists landed last night at the Space Research Centre in Qinghai Province. They had been in space for one week. Their trip included a visit to three different places on the moon. Each of the tourists paid one and a half million yuanfor the trip.
A new speed record has been set for the underground railway that joins Chengdu and Xi‘an. The railway was completed last year. Yesterday a train reached a speed of 821 kilometres per hour. The train was carrying 1,200 passengers. The journey of 842 kilometres took one hour and eleven minutes.
A new type of lemon tree for cold countries has been developed by the Agricultural Research Service of Liaoning Province, where research work has been going on for seven years. The new lemon tree will be grown in cold parts of China. Normal lemon trees are killed when the temperature falls below 0° Centigrade.
Answers:
Ex. 1: agriculture, tourism, transport
Ex. 2: 1 Qinghai 2 Chengdu and Xi’an 3 Liaoning
Ex. 3: 1 One week; One and a half million yuan; the moon
2 821kph; 1200; 842 km; 1 hr 11 minutes
3 A new lemon tree; can grow in cold countries; 7 years
Step 4 Checkpoint
Go through Checkpoint 17. Revise Noun Clauses, referring to the grammar notes at the back of the Students‘ Book. Practise the useful expressions and deal with any language points that you or the Ss wish to raise.
Note: The Noun Clause structures practised in Book 2 are complex structures. In current English many of these structures are only occasionally used in careful writing by educated native speakers. It is therefore not realistic to expect Ss to produce these structures orally or in writing. However, they should be given practice in completing sentences and making sentences from a table, as in the type of exercises included in the textbooks.
Step 5 Test
Use this exercise on Noun Clauses. Get the Ss to write down 5 sentences from each of these two tables. If it is necessary, make one.
The reasonwhy his voice was unknown.
sounded different
The idea why she refusedsurprised us.
his request
The news that the boy wonwas clear.
the gold medal
that my uncle
made us sad.
was dead
that computers will surprises
recognize our voices everybody.
I agree withthat space travel
will be cheaper.
I don’t agree the opinion that nothing
withwill change.
I don‘t like the ideathat computers will
control our lives.
I can understand the possibility that computers will
bility recognize our
voices.
I can’t understand that trains will
have no drivers.
Step 6 Writing
SB Page 30, Part 2. The aim of this activity is to check progress and to see whether the Ss can write accurately about the future at the sentence level. Ask Ss for examples for the first two sentences. Then get Ss to complete these sentences, either in class or for homework. There are no fixed answers for this exercise.
Step 7 Writing
SB Page 30, Part 3. The aim of this activity is to check progress and to see whether the Ss can write a connected paragraph on a given topic. They should also be able to organize their material into a logical sequence, and to join sentences together. Do as much preparation in class as you think necessary for your particular class. If your Ss need a lot of help, follow this procedure:
Ask for suggestions from the class and write their ideas on the Bb. Get Ss to practise their paragraph orally in pairs, paying attention to ways in which they can link sentences together. Get the Ss to write the paragraph in their exercise books. Sample paragraph:
Our village, which has a population of 12;000 people, is close to a big river. In the central part of the village there is a railway station. This is very convenient if we want to travel to the nearest big town to do some shopping. Outside the village there is a park by the river, where we often go in summer. In the evenings families sit on the grass, while the children play, because it is too hot to stay inside.
Step 8 Workbook
Wb Lesson 68, Exx. 1 - 3.
Do the first sentence to show how to join a pair of sentences into one. Then get the Ss to practise in pairs. Check the answers with the class and write them down on the Bb. Translate them into Chinese making sure the Ss understand them.Do Ex. 2 in the same way as Ex. 1.Ex. 3 is a writing exercise. If there is no time, you may ask your Ss to do it later as revision work.
Homework
Finish off the Workbook exercises.
Finish writing the passage “My home village” or “My hometown”.
Do Ex. 2 as written work.
篇9：高一信息技术说课稿
尊敬的各位评委，你们好！我今天说课的题目是《电子信箱的申请及使用》，下面我将从以下几个方面来介绍本节课的设计思想，请各位专家指正。
首先，我对本节教材进行一些分析：
一、说教材
1、教材地位和作用
《电子信箱的申请及使用》是人民教育出版社出版的高中信息技术教材第一册第二章
第三节中的一块内容。随着网络的普及，电子邮件已成为当今流行的交流方式之一，也是现代学生利用网络进行自主学习和探究学习的必备技能之一。因此，在高中信息技术教育中占据十分重要的地位。
2、学生情况分析
学生通过前一节课浏览网页，搜索、下载资料后，已不满足于只做一个网络的看客，很想在网络中开创一个自己的空间，证实一下自己的能力。这节课就是学生第一次在网上申请、注册类操作，也是第一次带有自己个性的网络操作，所以本节课如果学习效果很好，会对以后知识和技能的学习起到事半功倍的作用。
3、教学目标的确立
根据对教材结构与内容的分析，考虑到学生已有的认知结构和心理特征，制定如下教学目标：
知识与技能：使学生进一步了解网络，了解什么是电子邮件，掌握网上注册电子信箱的通常步骤，能够对知识归纳、总结，并培养学生具有收发电子邮件的能力
过程与方法：创设情景法、激发兴趣法、任务驱动法、指导归纳法、演示法
情感态度与价值观：通过本课内容的学习，使学生受到维护网络安全、不发、不看不积极健康的电子邮件的教育，并自觉抵制网上的垃圾邮件。同时培养学生小组合作，互帮互助的精神
4、教学重点、难点
重点：电子邮件的申请、发送及收取
引导学生合理利用网络进行自主学习是我们信息教师的一个基本任务。利用互联网实现老师与学生、学生与学生之间的交流是大家都在探讨的一个问题。而电子邮件则可以在任意时间、任意地点实现老师与学生之间的信息交换。如何教会学生通过邮件实现与老师之间的资源共享，并将学习场所及时间延伸的教室之外则显得尤为重要。
难点：邮件中附件的巧妙应用
电子邮件中不仅仅是文字的传递，还可以有图片、声音、影片等资料，如何利用附件传送这一类文件，如何收取、选择和保存他人邮件中的附件是学生比较难弄清的问题。
二、说教法
1、教学方法
在为学生创设了网络环境、提供了学习及操作的网址和这些情境后，用极具吸引力的任务驱动式教学引出问题，使学生乐于在这个情境中研究实践，再通过演示法来达到教学效果。期间通过师生之间的交流，充分调动他们的学习积极性和主动性。 发挥学生的主体作用，体现教师的主导作用。
2、教学环境
与因特网相连的计算机网络教室、投影设备。
这节课的具体实现是在多媒体投影进行的。通过这种方式，不仅能比较方便地对学生进行主导，也能让学生及时参与实践操作，充分发挥学生的主体作用，真正实现师生互动。
三、说学法
观察、实践、交流和总结
根据建构主义学习理论所强调的，以学生为主体，学生由知识的灌输对象转变为信息加工的主体。在这节课中，我始终引导学生带着浓厚的兴趣与求知欲望进行学习与操作，通过自主探索获取知识与技能。
四、说教学过程
合理的组织课堂教学是教育成功的关键。教学设计应注意围绕教学的重点和难点，充分调动学生的主观能动性，发挥出教师的主导作用和学生的主体作用，启发引导学生学习新知识，因此，我在课前已经根据调查将以及就近原则将学生进行好、差搭配分组，确定小组的负责人（以前申请过电子信箱的同学或信息技术课上反映比较灵活的学生）。同时在课堂教学过程分如下几个环节来实现教学目标。
（一）、比较导入，激发兴趣
通过一段动画显示：同学们还有2年多的时间就将离开自己的家乡到自己心目中的大学读书了，到大学后同学们有那些方法可以和自己的父母、同学以及老师联系？
引导学生先回答，然后利用动画展示学生实际生活中已经了解和熟悉的一些交流信息的方式。（如QQ、打电话、写信和E_mail等），让各个小组根据课件内容展开讨论这些信息交流方式的优缺点，然后教师抽个别学生回答，归纳得出结论：（使用E_mail交流的优越性）。
1、传递信息速度快
2、免费
3、内容丰富
然后问学生知道如何利用E_mail具体的进行信息的交流吗？部分申请过电子信箱以及操作能力强的学生已经有了初步的使用能力，基本能够回答出要利用E_mail进行交流所需的前提条件（申请一个新的邮箱）以及如何进行信息传递（发邮件）。（这些学生已经被分散的分入各个小组并被确定为小负责人）
（二）、任务驱动，渗透方法，自主探究，交流互助
利用投影展示，让学生明确任务，并分组完成。
学校要搞一次民意调查，希望每个同学用一句话来概括我们的校园环境。要求每个同学自己申请一个电子邮箱，以班级和姓名为主题将这句话发送到教师的电子邮箱中。
同时教师通过投影把可以申请免费电子邮箱的网址展示出来，并截取一个邮箱申请的界面，提醒同学们申请时注意每一项右边的说明文字，并提示学生只需要填写左边有红色“*”号标注的选项。
由于现在申请免费邮箱的界面都非常清晰，只要说明了申请的一些注意事项，以高中学生的知识水平基本上是能够申请到一个邮箱地址的，同时各个小组中均已安插了个别操作水平较好的学生，能够对其他学生进行帮助，再加上在完成任务的过程中，教师随时根据学生的操作情况可以给予及时的指导。因此大部分学生在10到15分钟内是能够基本完成这项任务的。
大部分学生完成之后教师及时展示收到的邮件，持续激发学生兴趣。
（三）、任务递进，分工合作，巩固重点，突破难点
利用投影进一步展示该情境的下一步任务。学校要做一个湖北省著名旅游景点的专栏介绍，各小组以小组名义发送湖北省内任一风景区的图片及该景点的文字说明。
学生先分组讨论，如何将搜集好的图片及说明文字发给老师。（邮件附件，对于如何发送附件，教师给予适当的提示同时让学生自己观察电子邮箱界面，除了刚才已使用过的一些命令按钮外，还有哪些东西。）
然后各小组成员分工在网上搜集相关景点的文字简介及风光图片。再以附件的形式发送到本组组长的邮箱里；最后要求组长将收到的邮件整理后转发到教师邮箱，所有同学一起来探讨操作方法和观察具体操作过程。
（四）、展示结果，归纳总结，深化知识，提炼主干
利用投影展示各小组发过来的邮件内容和景点风光图，让学生有一种自豪感、成功感。同时询问学生通过刚才的操作，是否了解了利用电子邮件进行交流信息需要的前提条件以及操作过程？对学生的回答进行总结，并解释E_mail地址的格式要求及邮箱申请及发送的注意事项，同时教育学生网上垃圾邮件的危害。
（五）、注重实践，强化运用
学完本节课的内容，要求学生独立完成以下任务
1、如果要把信件发给多个人应该怎样发？
2、能不能在邮件中插入一段歌曲或动画？
五、设计理念
在这节课中，我充分注重的是学生的主体作用和教师的主导作用，作为一名信息技术老师，不仅要传授给学生信息技术的知识，更重要的是传授给学生掌握信息技术的方法、思想、意识，从提高学生的学习兴趣出发，以提高学生的信息处理能力为目的，培养学生的自学能力、探索能力及动手能力。让学生在今后的学习中进一步去实践与探索，为学生适应信息社会的学习、工作和生活奠定基础。
篇10：高一语文说课稿
一、说教材
《听听那冷雨》是高中语文教材第二册第一单元的一篇讲读课文。本单元选为“山水神韵”，作者从大自然的景物中获得心灵的韵味。本篇承接着上文《赤壁赋》古文的经典，开启着下文《再别康桥》现代诗的浪漫，是一篇富含神韵的散文。
散文的特点是形散而神不散，因此能理清文章的“形”，也就能把握住文章的“神”。高中《语文教学大纲》和高考《语文科考试说明》中也都明确规定，高中生必须“具有初步的文学鉴赏能力”。所以本篇中“理清作者的写作思路，体会文章的借景抒情的特点”是本篇教学的难点。
本文的语言优美，深情，富含古韵，而文章的语言又是体现文章主旨的基础，所以“熟读文章，找出精美句子进行评析，体会语言的特点”是本文的教学重点。
二、说教法
真正要让语文的教学课堂由过去的讲堂变成学生学习的学堂，就必须遵循学生为主体，教师为主导的原则，优化教学方法。本课以电化教育辅助实施情感教学法。语文教学不仅是种认知活动，也是一种情感活动，它贯穿教学的全过程，直接影响到教学效率的提高。教师采用生动的导语，酝酿一种与教学内容相关的情感，学生会由此产生一种情感反射，积极配合教师的教学行为，形成一种与教材内容相应的情绪氛围。
情感的产生往往来自于直观的、生动的、具体的形象。运用电化教育优化演示，能调动学生学习的主动性，能帮助学生进入和理解意境。出色的朗读，和谐的音乐伴奏，出示与课文内容相关的图案或图画，这些做法都是强调情感的作用，以情感启迪人的思维。在进入本课之前，用电脑出示资料图片配合教师介绍时代背景，然后播放和谐的音乐，教师范读精彩段落。文配以图，文配以乐，创造形象的艺术氛围，诱发学生的学习兴趣，提高艺术鉴赏能力。
三、说学法
我们现在的语文教学在弘扬人格精神，增强学生的主动意识，充分发挥学生的主动性方面还有明显的不足。学生不是作为自觉的学习者能动地走上主体位置，而是教师把他们当做主体。为了避免这种情况，我在课前预习时布置学生根据课文内容绘出自己心中的“冷雨”图，调动学生的学习兴趣和形象思维能力。在课堂上分小组讨论谁的画更符合文章的意境，把学习的主动权交给学生，教师只做简单的启发和引导。以图带文激发兴趣，以图带文加深理解，图文结合使学生体会到借景抒情的特点。另外，熟读文章，深挖教材蕴含的艺术美、思想性，是学生逐渐明白文章的感情是通过“冷雨”这一形象表现出来的，要充分发挥想象和联想。
四、说教学程序
本课的教学过程如下：
1、结合资料图片介绍时代背景；
2、播放音乐朗读课文，创造形象的艺术氛围，诱发学生的学习兴趣；
3、学生熟读文章，体会文中“冷雨”实写和虚写的语句，学生回答问题；
4、学生在熟读课文的基础上画出心中的“冷雨”图；
5、分组讨论谁的图更符合文章的意境；
6、小结文中所体现的意境，或概括文章的主旨，体会作者借景抒情的艺术特色；
7、布置学生作业，及时总结，预习下节《再别康桥》及时迁移本节课的文学鉴赏能力。
篇11：高一语文说课稿
本人说课的题目是《雷雨》，选自人民教育出版社普通高中课程标准实验教科书高一年级语文必修4。这是本教材阅读鉴赏4个单元中戏剧单元的第二篇课文。现将自己对本课教学的一些设想介绍如下，望请诸位专家、老师指正。
一、戏剧单元教学重点：
了解作品中的戏剧冲突及其实质，品读戏剧语言，把握人物形象及其所表达的主题。
二、戏剧单元教学理念：
《普通高中语文课程标准（实验）》强调：高中生要“了解学习方法的多样性，掌握学习语文的基本方法，能根据需要，采用适当的方法解决阅读、交流中的问题。”“能感受形象，品味语言，领悟作品的丰富内涵，体会其艺术表现力，有自己的情感体验和思考。”在教学《雷雨》这一篇目时，教师应引导学生在主动积极的思维和情感活动中，获得赏评戏剧的方法与独特的审美感受和体验。
三、教学设想定位：
赏读评析篇目。
四、总体教学思路：
我读我评我写。
以演读评析为主，以演读促赏评，以赏评促演读。写只是提高学生能力的另一有意义的尝试。
五、设计原因：
1、戏剧教学应以分角色演读（有条件可表演）为主，而本单元的戏剧篇目有两篇为元代杂剧，高一学生不易把握。本篇为本单元唯一的一篇中国现当代戏剧，若再以教师分析为主，学生的主体地位得不到体现，则其学习兴趣不浓，收获甚微。而让学生去演读赏评则有望改观。
2、高考作文文体不限。可利用这一剧本为范本，让学生了解戏剧的相关知识，学写剧本，激发学生创作的热情。而这一环节的设定也有助于激发学生学习赏评本剧的热情，因为只有懂了剧本，方有可能写好剧本。
六、本课教学目标：
1 学习戏剧有关知识，了解戏剧语言的特点。
2 了解剧中矛盾冲突及其实质，分析、品读戏剧的语言，进而准确把握人物形象及所表达的主题。
3 认识具有典型意义的剥削阶级家庭的罪恶历史，认清半殖民地半封建社会的罪恶与黑暗,以及它灭亡的必然趋势。培养鲜明的爱憎情怀。
七、重点难点：
品读个性化语言，把握人物形象。
八、教学媒体的运用：
这一篇目的教学以分角色演读、评析为主，通过演读评析来解决知识能力和情感目标。而要让学生自主地出色地完成角色的演读与把握，也实非易事。更何况课本虽是节选部分，但文字量仍很大，篇幅也较长。为了方便教学，故引进教学媒体。
教学课件是辅助教学的有利手段。借助多媒体展示剧本中的重要台词，方便学生反复品读，促使学生对复杂的剧情、复杂的人物心理有较清晰的认识，从而能较准确地把握各角色，入情入境地演读剧本，评析各角色。
九、课件特点：
1、多为文本课件，方便学生准确掌握知识，明确教学中的内容要点，进行巩固练习。
2、三个图表课件，有助于梳理剧情，把握复杂的人物关系。
3、图片课件为精选剧照。选取原因在于可以激发学生表演朗读的热情，通过观看剧照促其入情入境。
十、教学课时安排
三课时
十一、教学步骤：
第一课时 介绍戏剧知识。速读课文，熟悉剧情，把握复杂的矛盾冲突。分角色自读课文。
第二课时 分角色演读，品读人物语言，评析各角色，把握人物形象。
第三课时 总结人物形象，归纳主题。了解戏剧语言，学写剧本。
十二、教学内容的安排与说明（附教法）：
第一课时 初步感知剧情，认清矛盾冲突。
1、由于本单元第一篇课文是《窦娥冤》，文学常识方面主要介绍的是有关元杂剧的知识，所以本课时有必要总体介绍一下戏剧知识，以进一步完成戏剧知识上的积累。这一点可利用文字课件方便、快捷、准确地介绍给学生。（师讲解）
2、介绍作者以及与课文相关的剧情。让学生了解、崇敬作者并从整体上把握剧情，形成心理上的一种冲动——渴望学习本剧。此环节难点在于了解全剧复杂的人物关系可借助图表来完成。（师讲解）
3、速读课文，熟悉节选剧情，把握复杂的矛盾冲突及其本质。此环节让学生走进文本，通过自主解读，整体感知文本内容，初步领会矛盾冲突是戏剧的灵魂，以增强文体意识、方法意识、培养学生掌握戏剧文本阅读鉴赏的一般方法与基本能力。这里仍需借助图表来完成，一目了然。（提问总结）
4、分角色自读课文。在自读课文之前，先观看精彩剧照，激发学生演读热情，为第二课时演读评析做好准备。（图片课件展示）
第二课时 演读赏评，品读人物语言，评析人物形象。
1、分角色演读。调动学生积极参与的意识。展示学生才华，检验学生把握剧本能力。（演读）
2、评析演读（自评，生评，师评）以锻炼培养学生赏评分析能力。这一过程实际上就是品读人物语言，把握人物形象的过程。因为唯有品读把握得好，才能评析得到位。此环节教师要注意加以引导。剧中第二场周、鲁的形象较易把握,难点在于分析第一场戏，其中对周朴园这一人物的分析又是重中之重。这一重难点主要是通过关键性问题的设定来突破。
①体会周朴园微妙的心理变化 ②讨论周朴园到底爱不爱侍萍
③三十年来，周朴园如何对待“死去”的鲁侍萍？
④三十年后，周朴园如何对待活着的鲁侍萍？
其中①的设定是引导学生细品文本，培养学生精读钻研的品质 ② 的设定是分析周朴园这一形象的关键，而③ ④的设定则有助于这一问题的探讨。（提问启发讨论）通过上述环节的讨论与分析，学生就能更好地演读角色了。
3、重新演读品味。让学生在演读中感受人物复杂的情感，塑造丰富的情感世界。（演读）
第三课时 总结人物形象，归纳主题。品味戏剧的语言艺术，学写剧本。
1、回顾第二课时内容，总结人物形象，归纳主题。这一安排,一是考虑到要给学生演读赏评即第二课时以充足的时间；二是为了让学生感受到戏剧中人物的典型性及其反映社会生活的特殊意义，以促使学生明确剧本写作要点，实现不同课时内容的有效衔接。（提问总结）
2、了解戏剧语言的特点。进一步品读戏剧语言的精妙，让学生在戏剧知识与品读能力上都有所巩固与提高。此环节充分利用文本课件：展示知识要点、典型例句，练习巩固。（朗读、提问）
3、激发学生学写剧本。此环节是以前面的学习为基础的，学生有了一定的戏剧知识、赏评剧本的能力，方有可能写好。而写也只是提高学生能力的另一有意义的尝试。这一作业的安排要注意科学性。
十三、教学反思：
1、教授戏剧应以学生分角色诵读（有条件可表演）、赏评为主，以演读促赏析，以赏析促演读。唯有有丰富情感并对剧本有深刻感悟的人，方能演读得好。若每位学生都能把握好剧中角色，入情入境地演读，则又何愁其领悟能力差，情感匮乏呢？
2、信息技术与课程的整合是必然的。课件是辅助教学的有利手段，可以大大节省教学时间，但教学课件要精当，如若滥而不精，华而不实，便失去了它应有的作用。
3、教学应切实做到以学生为主体，教师为指导，教师要充分调动学生积极参与的意识，让学生在兴趣中学，在潜移默化中增长学识，丰富学生的情感世界。
篇12：高一体育课说课稿
一、教材分析
本次课教材选用浙江省九年制义务教育小学课本，三年级下册《体育与保健》的第三课，主要内容是追逐跑和投掷。
追逐跑是提高学生们跑的能力的重要教材。通过追逐跑练习，能有效发展学生们能够快速启动能力和奔跑能力。而根据小学阶段跑的教材分布情况看，发展快速启动能力又是三年级跑的教材的重要内容。在一、二年级通过游戏和竞赛有较多体现，但学生们掌握程度不一，因此本次课一方面着重巩固追逐跑快速启动的动作要领，另一方面也进一步发展快速奔跑能力。
投掷轻物方法主要采用原地肩上投掷和背后过肩投掷，通过投掷轻物练习，能有效发展学生上肢力量，促进身体的全面协调，提高动作灵敏性，同时培养学生们良好的组织性、协作性和进取性。
重点：快速启动奔跑
难点：1、弯道快速奔跑的技能;
2、投掷轻物的全身协调用力技能。
二、学情分析
1、学生心理特点：三年级的同学活泼好动，对事物充满好奇且善于模仿，喜欢新颖的、有一定难度的、多人或集体参与的活动，有较强的表现欲望，注意力不太稳定。
2、技术技能基础：其身体基本活动能力在一、二年级通过教学初步得到锻炼，但多是模仿或自发形成的，对技术要领还未形成较正确的理解。
三、教学目标
1、认知目标：通过教学，使学生知道追逐跑快速启动的重要性， 初步理解原地掷轻物技术的要求。
2、技能目标：通过教学，使90%以上的同学初步掌握追逐跑启动的要领，10%左右的同学能在老师指导下完成启动基本动作;进一步发展掷远能力。
3、情感目标：通过教学，发扬学生互相学习及团结协作的精神;通过“自制器材、逆向游戏”等方式，培养学生动手能力和创造性思维能力;培养学生积极参与体育活动，自觉锻炼的良好习惯。
四、课的构思与设想
1、整体构思
根据学校体育要树立“健康第一”的要求，真正促进身心两健，体育课也应更加生动活泼、丰富多彩。特别是小学阶段，更应让孩子们在欢乐中精神得到陶冶，身体得到强健，技能得到发展，为终身体育打下良好的基础。
本课选用教材(追逐跑和投掷轻物)，都是人最基本的活动方式。教学以强调育心和育体相结合，以学生为主体进行教学，充分发挥学生主体作用，在教学中以多种手段激发学生的兴趣性、积极性和创造性，在充分和谐的活动中达到身心两健;同时本课力求从单纯技术教学向技能运用教学的转化，将教学内容有机融合起来，充分运用情境引导和激励机制，让学生在活动中掌握技能，陶冶情操，发扬精神，并在愉悦和谐的氛围中结束活动。
2、具体构思
(1)、教材搭配：先由模仿动物走、跑等到人的走、跑，再到听、看信号快速启动追逐跑;从走、跑练习到投掷轻物练习，先下肢后上肢，遵循教学规律、学生认知规律和运动特点，使学生在有限的课堂中得到更全面的锻炼。
(2)、组织形式：采用分组不轮换教学形式，充分利用场地器材，严密组织，合理调动队伍，以此来提高练习密度。
(3)、教学方法：运用模仿法、竞赛法、情境法、游戏等多种方法进行课的教学，使学生在新奇中学，在快乐中练，在练中理解掌握知识技能，增强身体素质;同时把音乐有机融合于体育教学，活跃气氛，陶冶情操，提高体育教学效益。
(4)、学法指导：
①导入：通过教师引导，创设一个兔子舞的情境，学生载歌载舞进入课堂，使学生的注意力得以高度集中，为下面的教学创造积极、愉悦的氛围。
②准备活动：模仿动物的走、跑，如鱼儿游、马儿跑、鸭子走、鸟儿飞等，复习并扩展上节课的知识内容，又为后面“跑”的教学作了热身准备。
③追逐跑：由易到难，从走、跑到自由追逐跑、接力追逐跑再到看、听信号追逐跑，并通过竞赛和游戏的形式来提高参与积极性。在十字接力中体现团队精神的重要性;在“猫和老鼠”中，既有猫抓老鼠，又有老鼠抓猫，通过逆向思维发展学生的想象力和创造力。
④投掷轻物：课前自制器材(纸球)放于裤袋中，吹大后，先自由投，师观察并小结后再分组自己组织投，充分发挥学生的主体作用与积极性。
⑤恢复部分：创设“打气→不断打气→爆胎”的情境，发挥学生的想象力、创造力和表现力，通过自身声音、动作的展示，使身心得到调节放松。
五、场地器材：
场地器材：1、萧山中学体育馆;
2、录音机一台、磁带一盒、“纸球”40只;
篇13：高一体育课说课稿
一、【教材分析】
1、队列：队列是在统一口令下，从事协同一致的'动作。三年级小学生生理发育不健全，在一、二年级的队列基础上，只能是进一步学习和提高，所以和四年级以后的队列动作有很大的区别。但是，队列动作枯燥、乏味又是很严肃的，教学时，必须让学生认真对待，让他们明确概念。培养正确的身体姿势。
2、跨越式跳高
跳高这项体育运动是人体的基本活动能力之一，是锻炼身体的重点教材，并且是具有实用意义的体育项目，深受小学生的喜爱。根据三年级小学生生理特点，跨越式跳高教学只能是初步学习简单过竿的方法和建立正确的动作概念，重点是发展他们的跳跃能力，增进身体健康。
二、【教学目标】
1、通过教学，让学生们可以初步学习跨越式跳高的过竿动作方法。进一步学习解散、集合和齐步走的队列动作;
2、发展学生们的跳跃能力，促进下肢肌肉、关节、韧带和内脏器官机能以及灵敏、速度、协调等身体素质的发展。
3、培养学生们的组织纪律性和勇敢、果断、克服困难等优良品质。
三、【教学重点】
1、齐步走的摆臂和身体姿势。
2、跨越式跳高的过竿方法。
四、【教学步骤】
1、上课式：师生问好，宣布本课内容后，我让学生自主做游戏，看谁玩得好。
开课按排自主游戏，一可以使学生很快进入兴奋状态，二可以让学生感觉到舒适、宽松的学习环境。
2、鸣哨游戏结束，学生原地站好不动，师：刚才大家游戏玩的很开心，下面我们进行一个集合比赛，看哪一排集合最好，站排好的标准三个字，大家一齐说哪三个字，学生回答：快、静、齐。(分四排分别进行)(进行鼓励性讲评)。
然后换方向两排一起进行集合训练，最后四排一起训练，(简评：大家做的都很好)
3、走步练习
(一)原地摆臂练习。
因为在一、二年级这个动作已练习过多次，所以师不用讲解、示范，而是问学生，走步时手臂应摆多高?你会吗?摆给我看看。
a、学生练习，我巡视、纠正。
b、师做正、误表演，让学生回答，哪个正确。※加深动作印象。
(二)原地踏步走练习。
①、学生踏步练习。
②、统一口令练习。
(三)齐步走练习。
①、全体一起走一遍。
②、正、误动作演示，谁对?谁错?错在哪里?回答后再练习一遍。
③、师：下面我们进行分排表演，如何评分?(师生共同制定标准)
摆臂错误 1′/人次
头不正 1′/人次
脚步错 1′/人次
姿势不好 1′/人次
满分100′。
④、一排表演，其余观看，并指出哪个同学有错误。
⑤、讲评(多给予鼓励性讲评，某排虽然名次不好，但进步很大……)。
⑥、最后全班一起走一遍。
4、跨越式跳高
(一)专门性练习(准备活动)充分活动开下肢关节。
(二)引导练习
①、正踢腿;
②、外摆腿;
③、里合腿;
④、一腿外摆另一腿里合练习;
⑤、跳起做一腿外摆，后腿里合4——5次;
⑥、上步跳起做一腿外摆，后腿里合4——5次。
(三)跨越式跳高
组织分四组：其中一组为右脚起跳者。
步骤：
①、走过斜放竹竿(皮筋代替)。(要说明为什么要用皮筋，便于教学，不能触皮筋)
②、跳过斜放竿：二步助跑，三步助跑。
③、跳过低横竿：二步助跑，三步助跑，五步助跑。
④、老师示范：使学生进一步明确动作强调两腿伸，直腿依次过竿。
⑤、学生练习三遍后，进行优生表演。
⑥、抬高横竿练习。
⑦、重新分组：(按能力跳不同高度)
这样便于学生充分发挥展示自己，更好地学习动作。对跳的较低横竿组的学生，老师多给予指导，鼓励他们努力争取向高一组进入。
⑧、逐个讲评(打分)：
首先，师生共同制定标准，满分5分。
四个要点：踏跳有力1′。
直腿地竿1′。
两腿依次过1′。
动作轻盈优美1′。
然后逐个表演，师生共同打分。
5、跳高比赛，游戏。
组织：分四组，前放高、中、低三个吊球。
步骤：
①师讲解游戏方法及规则要求。
②比赛。
③表演优秀者再拔高吊球高度，给予展示机会。
④讲评。
接跳高后进行比赛，是学习跳高技术的延伸和应用，进一步发展学生的弹跳力，提高跳跃能力，同时培养学生的顽强拼搏、积极向上、团结协作的优良品质。
6、放松活动
①腿部放松。
②摘苹果。
③侧跳步放松。
④总结下课。
篇14：高一《短歌行》说课稿
高一《短歌行》说课稿
我说课的题目是普通高中课程标准实验教科书语文必修2第二单元第八课《诗三首》中的《短歌行》(说课题)
从今年开始，我们天津市的高中就开始全面进入了新课改，所以我们必须在新的教育理念的指引下，使用新教材，运用新方法，构建新课堂 新课标中明确地提出基础教育课程改革的具体目标之一是：“改变课程实施过于强调接受学习、死记硬背、机械训练的现状，倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力”同时，我认为只有通过教师教学方法的转变才能促进学生学习方法的转变，只有通过教师教学方式的转变才能实现学生学习方式的转变(说课标)
《短歌行》是一篇经典篇目，在以前的旧教材中占有很重要的位置，所以众多语文教学的前辈在对这一课的研究揣摩上下了很大的功夫也有一定的成果虽然在新教材中它被当作一篇自读课文但我以为教材的使用是完全可以由教师根据实际情况来决定的这本身也是对新课标精神的一种理解吧我把这一课的课型定位为探究型而探究过程中学生要找资料，所以像《短歌行》这样资料丰富的诗文就非常适合这种学习方式由此，我决定将第二单元的顺序重排，把《短歌行》放在了第一课，然后学习本单元的其他诗歌《归园田居》、《涉江采芙蓉》、《诗经两首》、《孔雀东南飞》、《离骚》(说教材)
学生学习方法的形成胜于知识系统的构建，不必按时间顺序安排诗歌内容，应按学生的实际接受能力和学习规律来组织教材
我这一课的教学对象是汉沽一中高一九班全体学生该班一共42名学生，进入高中学习的时间只有三个多月，现在已经完成了必修一的学习在必修一的学习过程中我尽量用保守一点的方法教学在学生原有的学习习惯的基础上循序渐进的引导学生自主学习，合作学习，为他们设置各种学习模式的情境，提供合作探究的机会他们已经初步了解并逐渐适应了新课程的特点但是还未能形成成熟的稳定的学习方法所以在必修二中我的教学重点就在于培养学生语文学习的方法
该班的学生思维比较活跃，对语文学习有一定的兴趣但这是高中第一次接触古代诗歌的学习，语言上的障碍和时间上的跨度对他们来说都是学习上的困难(说学生)
基于对新课标的认识，通过对教材的分析，结合学生的具体情况，根据美国教育学家、心理学家布卢姆等人提出的教学目标系统，我将本课的教学目标确立如下：
1、通过教师的指导与辅助，学生在学习这一课的过程中初步学会探究合作学习的基本方法，进一步熟悉适应这种学习模式(过程与方法)
2、掌握必要的.基础知识，在诵读过程中加深对作者思想情感的体悟(知识与能力)
3、在学习过程中得到中国古代文化的熏陶，懂得珍惜时间(情感态度与价值观)
我的教学重点是在整个探究的过程中使学生熟悉这种探究学习的一般过程，掌握探究的一般方法，尤其是要让学生学会自己确定研究的方向，学会找资料，学会选择和整理资料中的有用信息
教学的难点在于教师在整个探究的过程中如何既不放松又不妨碍地参与其中(说目标、重点、难点)
探究课程是不可能在一节课的时间内，一间教室的空间内完成的，学生须要有独立的时间和空间去探索研究所以我把这一课的学习分为四个流程：
1、学习主题的指导与讨论
2、信息资源的提供与采集
3、探究活动的组织与实践
4、学习成果的展示与评价
首先要确定学习的主题，我将高一九班的学生分成了若干小组，结合这一课的具体情况，由刘学等几名对三国历史感兴趣的学生组成背景组，由王卓为等有朗诵基础的学生组成诵读指导小组在课前将这两个小组合并在一起，给他们提一个任务：就是将朗诵的过程与历史背景的介绍结合起来，编成一个短剧，同时提示学生这首诗写作的具体时间是有争议的有人认为是写在赤壁大战前夕，有人认为是写在曹操晚年由两组学生讨论研究决定采取哪一种说法，到展示时作为课堂导入环节这样做改变了传统教师导入的方法，由学生自己来组织编演的短剧将背景与诵读结合在一起，能很好地激发学生的兴趣教师只作为幕后的导演出现把主动交给学生同时避免了该组学生任务简单化，活动程式化，使他们在准备背景的同时也能深入地研究分析文本的内容这样就关注了所有学生的发展
关于课文内容的探究，我把它分为四个探究模块，即：
1、到字里行间去
2、到文字背后去
3、到是人心里去
4、到我们心里去
这四个探究模块分别是着眼于诗歌的字面内容、艺术技巧、作者情感和读者体悟四个方面
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