Unit 1 What is Our Life Like 教案3
新北师大版必修一：Unit1 Life Choices Lesson3
Reasons to Be a Volunteer Teacher
He wanted to start a new lifestyle. He was inspired by the idea of going to teach where he was needed the most.
Situation When He Arrived
1. What did Zhang Tian’s parents want him to do? What did his friends do? 2. Where did he work as a volunteer teacher? Why did he choose to go there? 3. What did he decide to do after a year?
Answer the following questions.
1. What did Zhang Tian’s parents want him to do? What did his friends do?
• They hoped he would go to a big city to find a teaching job.
Use adj. Use contrast
The power Their school … his
and water lives are now students
supplies morபைடு நூலகம் attactive were able to
were
…
read …
unstable …
Discuss the following questions.
“inspired” “eager” disappointed troubled “excited” “satisfied”
新北师大版高中英语必修一Unit 1 Life Choices Lesson 3 Your Life Is What You Make It (2)课件(共14张)
Discuss the following questions.
• Why did Zhang Tian choose to stay in the village when he saw the school and living conditions there?
• Would you go and continue teaching in the village if you were in Zhang Tian’s situation?
Unit 1 Life Choices
Lesson 3 Your Life Is What You Make It (2)
What do you think of the two pictures?
poor, old, rural, simple, dusty, muddy, tough, challenging, small, unstable power and water
Read and answer the questions.
1. What did Zhang Tian’s parents want him to do? What did his friends do?
2. Where did he work as a volunteer teacher? Why did he choose to go there?
How did Zhang Tian feel at different stages?
How did the writer describe Zhang Tian’s feelings?
inspired
eager disappointed challenged satisfied motivated
北师大版(2019)英语必修 第一册 Unit 1 Life Choices-Lesson 3 Your Life Is What You Make It 课件
a tough year
Satisfied with changes:
students villagers
Pair Work:
Recall and Practice
Make an dialogue which contains the following questions.
Read for Deep Understanding
What changes did Zhang Tian make to the school and the village?
•school subjects •school activities •school facilities •students’ learning •villagers’ life
The interviewer may prepare the questions like this: Zhang Tian’s hopes about living and teaching in a village; his parents’ worries; the contributions he made to the village, the changes of the school, and the students and villages’ thoughts about Zhang Tian.
Group Work: Discussion
1. Why does Zhang Tian feel ready to stay for another year? 2. Will Zhang Tian’s parents’ support the idea of staying for another year? Why or why not?
英语五年级上册第一单元教案
True mastery of any skill takes a lifetime.悉心整理祝您一臂之力（页眉可删）英语五年级上册第一单元教案英语五年级上册第一单元教案1Unit1 What’s he like?(第一课时)一. 教学内容Main scene Part A (let’s try let’s talk)二.教学目标1.能正确听，说，朗读“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”2. 能正确听，说，认读表示人物外貌与性格特征的形容词old,young,funny,kind,strict,polite,hard-working,clever.3.能听懂，会说，会表演Let’s talk 的内容并在真实场景中运用。
三.教学重点学生能够表演Main scene 和let’s talk的交际内容，能够根据实际情况用英语讨论人物。
四.教学难点用英语准确询问并回答人物特征，如：“Who is …? He/She is…What’s he/she like? He/She is … Ishe/she…?Yes,he/she is. No, he/she isn’t.”五.课前准备1. 教材相配套的教学课件[Unit 1 Lets learn/A]2. 教材相配套的教学录音带3. 教师自制的单词卡六、教学过程Step1. Warming-up1.Let’s look and say the names.(通过多媒体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。
)2.Let’s listen and sing”Who’s your teacher?”Step2. Presentation1.学习Main scene(1).出示Main scene中的部分教学挂图，让学生观察Who? What are they talking about?(2).学生看图片想象并回答老师的问题。
Unit1LifeChoicesLesson3YourLifeIsWhatYouMakeIt教学设计
北师大版（2019）必修第一册Unit 1 Life ChoicesLesson 3 Your Life Is What You Make It教材分析：本节课是北师大版（2019）必修第一册Unit 1 Life Choices Lesson 3 Your Life Is What You Make It。
教材主要内容涉及人生的选择和决策，通过介绍两个不同人生轨迹的故事，引导学生思考每个人都可以通过自己的努力和决策来塑造自己的人生。
教学目标：1. 知识目标：学生了解人生的选择对人生轨迹的影响，并学习相关的词汇和表达。
2. 能力目标：培养学生的批判性思维和判断能力，能够分析人生选择的利弊，并表达自己的观点。
3. 情感目标：激发学生对人生选择的重要性的认识和思考，培养积极向上的人生态度。
教学重点：人生的选择对人生轨迹的影响，相关词汇和表达的学习。
教学难点：培养学生的批判性思维和判断能力，能够分析人生选择的利弊，并表达自己的观点。
学情分析：学生处于高中阶段，英语学习基础较为扎实，能够灵活运用所学知识进行简单交流。
学生对人生问题和选择的关注度较高，因此对本课题能产生浓厚的兴趣。
教学策略：1. 激发学生的兴趣：通过引入问题或故事，激发学生对人生选择的兴趣，增加课堂的吸引力。
2. 合作学习：设置小组活动，让学生通过讨论和合作来深化对人生选择的理解。
3. 激发思考：通过提问、讨论和辩论等活动，激发学生的思考和表达能力。
教学方法：1. 创设情境：通过真实案例介绍人生选择的影响，并引导学生思考和讨论。
2. 互动式教学：利用问答、讨论等方式，与学生进行互动，鼓励他们积极参与课堂活动。
3. 合作学习：设置小组讨论环节，让学生在小组内共同完成任务，培养团队合作意识。
导入环节（约5分钟）：教学内容：引导学生思考生活选择的重要性教学活动：1. 准备一张PPT，上面写着“Your Life Is What You Make It”，通过展示该图片引发学生的思考，让学生猜测本堂课的主题。
Unit1Lesson3Yourlifeiswhatyoumakeit课件-高中英语北师大版(201
Besides English, Zhang Tian introduced more subjects to the school — music, art and PE. The kids’ school lives are now more 8__a_tt_r_a_c_ti_v_e_ and interesting, and the school is now full of 9__la_u_g_h__te_r__ and music. The 10_c_o_n_t_r_ib__u_ti_o_n_s_ he made to the village made him very popular among the villagers. He also 11__in_t_e_n_d_e_d__ to stay for another year.
dusty muddy challenging tough hard smaller classrooms/rooms unstable power and water supplies not enough teachers far away from school
Skimming
Skimming
B. His parents expected him to do so.
teachers to go and teach where he was needed the most.
C. He wanted to improve the village’s living condition.
D. He felt himself needed there.
The school was smaller than he expected; only three classrooms; the playground was dusty on windy days and muddy on rainy days.
(赛课教案)人教PEP五年级上册英语Unit 1 What,s he like B Read and write
T:Look, who made this robot?
Ss:Teacher.
T:Great, you have got it. Who made this card?
S1:Teacher.
T:My students made this card.
设计意图:观察图片，能让学生学会观察，并对后面的阅读文本寻找关键词，更明确，学习更深刻。
3.尝试运用本课所学语言来设计并谈论机器人。
4.教学重点、难点分析
教学重点：
1.会读并理解短篇内容。能运用本课所学内容，进行交流表达。
2.能理解扩展文本。
3.运用所学句型，能设计并描述机器人。
教学难点：
设计并介绍自己的机器人。
5.教学过程设计
课前准备：
教师播放机器人Alpha视频，学生观看，教师准备。
T:Please talk about these pictures. (Students talk freely.)
S1:Robin can do the dishes.
S2:Robin can teach the boy do homework.
S3:Robin can lift the plates.
T:Great. Any other information?
S2:He is clever.
T:You got it. How do you know Robin is clever?
S2:He can speak Chinese and English.
T:Yes. Maybe Robin can do a lot of things.
S6:I finish my homework by yourself.
Unit1LifeChoicesLesson3YourLifeIsWhatYouMakeIt教学设计
Unit 1 Lesson 3Your Life is What You Make it一、Teaching Contents:The reading text in this lesson is a featured report about Zhang Tian, who realize his personal value through his own life choice after graduation. Zhang Tian’s story shows his positive attitude towards life and social responsibility.二、Teaching Objectives:At the end of this class, students will be able to...1.understand the new words and phrases related to a volunteer job and different feelings;2.skim for general information in the text and find detailed information about the causes, process and results of Zhang Tian’s volunteer job;3.analyze the structure of narrative writings;4.learn Zhang Tian’s merits from his life choice, and think about how to realize personal value through their own life choices.三、Teaching Key and Difficult Points:1.Skim for general information in the text and find detailed information about the causes, process and results of Zhang Tian’s volunteer job.2.Analyze the structure of narrative writing and think about how to realize personal value through their own life choices.四、Teaching Procedures:五、 Blackboard Designchoice cause events Time order process Three lines feelings results evidence。
北师大版(2019)英语必修 第一册 Unit 1 Life Choices Lesson 3 Your Life Is What You Make It 教案
Unit 1 Life Choices
Lesson 3 Your Life Is What You Make It
【教学目标与核心素养】
1．学习能力目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述。
2．语言知识目标
（1）能够正确运用以下单词和短语：inspire, independently, apply for, imagine, live up to, flash, deal with, be responsible for, attractive, as well as, satisfied, treat sb as；
（2）能掌握-ed/-ing形容词表达对物或人的修饰。
3．文化意识目标
（1）了解英语交际中如何根据对方的话语作出恰当的反应；
（2）了解志愿者工作的辛苦以及学生对志愿者事业的思考。
4．思维品质目标
热爱志愿者活动，积极参与不同的志愿者活动，从中学会如何克服困难，如何与人际交往，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道的英语介绍志愿者活动；
（2）正确理解并运用-ed/-ing形容词的修饰对象。
2．难点
（1）能用得体的英语表达自己从事志愿者活动的细节、个人情感；
（2）能正确识别-ed/-ing形容词的修饰对象并准确使用。
【教学过程】。
新世纪版五年级下册Unit1、What、Do、You、Want、to、Be、in、the、Future教案3
（新世纪版）五年级英语下册Unit 1 What do you want to be in the future?一、教育目标：1.教育学生从小树立远大的理想，并为之付出自己应有的努力。
2.教育学生要立长志，不要常立志。
二、知识目标：（一）基础目标：1.学习本单元单词：start, future, vacation, IT, enough, artist, enjoy, astronaut.2.掌握一般将来时的句型结构及其功能。
3.听说和阅读理解Grand Theatre 中的语言材料，并能根据主话题写6~8句话。
4.掌握元音音标 /i:/, /I/。
5.朗读Rhyme，语音、语调、节奏基本正确。
（二）发展目标：1.能用英语来表达自己的理想，并说明原因。
2.能根据实际情况写一份关于自己理想的小短文，并在小组或班级里交流。
三、能力目标：学生能用各种语言形式表达自己、同学、朋友或父母的愿望。
（综合性能力，口头、笔头、阅读理解有关伟人成材的故事，并要为实现自己的理想而努力。
）四、情感、策略和文化等目标：1.情感态度：学会关心父母或他人。
2.学习策略：培养学生合作学习、共同完成任务的团队协作精神。
3.文化目标：了解西方国家伟人成材的经历。
五、教学资源：Student’s Book 5B P1~P7, cassette 5A Unit 1, Student’s Work Book 5B P1~P9, Pictures of signs, Teaching transparencies.六、教学时间：七课时。
（其中5课时新授，2课时练习和复习，练习册随教学进度完成。
）Lesson Plan (1): WonderlandI. Pre-task preparation:1. Say hello to the class, ask the students to talk about their winter holidays. Offer some help if they need.2. S ing a song or listen to a story about the Chinese New Year’s Day (Spring Festival). Talk about what people do during the Spring Festival. e.g. Chinese New Year is the biggest holiday celebrated among Chinese people. What do people often do during the Sprin g Festival? (get together on New Year’s Eve, eat dumplings, set off firecrackers, give lucky money/get lucky money, visit relatives and friends etc.)II. While-task procedure:1. Learn the new words (vacation, future, artist, astronaut, future) while talking about the Chinese New Year. Review the words about other occupations.T: On the New Year’s Eve, people don’t go to bed until 12 o’clock, they always make a wish. I made a wish on the Chinese New Year’s Day when I was 14 years old. I wanted to be an English teacher. It came true 15 years later. What’s your wish? What do you want to be in the future? (Try to tell the reason. e.g. I want to be an artist because I like drawing. I enjoy drawing. Xu Beihong is a great artist. He was good at drawing horses. Beethoven was a great composer.)2. Learn some other new words by talking about the new semester.T: Today is the first day of school. The winter vacation is over. We are back to school again. Our morning classes begin at 7:50. We can also say, “we begin our morning classes at 7:50.” Do you enjoy your school life here? Have you got enough time to do your homework? (Explain the meaning of the word ‘enough’)3. Write the phonetic symbols of the new words on the board. Ask the students to read them out.4. Play the cassette: Wonderland. Students listen and follow with their books open.5. Play the cassette again. Students listen and repeat.6. Let the students ask questions about the new words.7. Read the new words and sentences in groups of four. Pay attention to the pronunciation. Try to remember the meanings of the new words.III. Post-task activities:1. Ask the students to remember the new words in two minutes.2. Listen and fill in the blanks.en__ __gh __ __tist enj__ __ f__turest__ __t v__c__tion astr__n__ __tFirst students fill in the blanks individually. Then check the answers together.3. Divide the students into groups of four. Ask them to make sentences with the new words.4. Invite individuals to say the sentences they have made.5. Page3, Student’s Work Book . Listen and fill in the blanks.Lesson Plan (2): FarmlandI. Pre-task preparation:1. Encourage the students to say something about their future. Prompt the less able students by asking them some questions about their future.2. Show some pictures to the students. Review the future tense by asking and answering the questions about the pictures: What will they do this evening?3. Ask the students to think of the things they will do. Learn how to use ‘shall’ and ‘will’ in the future tense.II. While-task procedure:1. Show the pictures of Farmland. Make dialogues with the students. Learn the new phrases: wash up, join them.2. Ask: Do you like English? Are you good at English? How do you learn English? Shall we do some listening and reading in English? Shall we do more listening and reading? Where will you go after this summer vacation? etc.3. Play the cassette: Mini dialogue. Students listen and follow .4. Play the cassette again. Students listen and repeat.5. Ask the students to read the dialogue.6. Encourage the students to make dialogues with their own words.7. Ask the students to look at the pictures and ask and answer the questions in pairs.8. Divide the students into groups. Encourage them to talk about what they will do during the summer vacation.III. Post-task activities:1. Distribute a sheet of paper to each group. Ask the students to write downthe things they want to do.2. Guess what their friends will do. e.g. What will you/they/he/she/we/Linda do? Will you/they/he/she/we/Linda go to the cinema?3. Try to find the mistakes and correct them. Give some help if they need.4. Ask the students to practice acting the mini dialogue in pairs.5. Invite some pairs of students to act in front of the class. Encourage more able students to use their own words.6. P age 5,Student’s Work Book .a. Students work in pairs to complete the sentences orally.b. Invite individual student to read the sentences.c. Students write the missing words individually.Lesson Plan (3): Grand TheatreI Pre-task preparation:1. Sing a song.2. Say ‘Happy New Year’ to the students. Ask: Did you have a nice Spring Festival? What did you do during the Spring Festival? How was your Spring Festival?3. Review the occupations by talking about their future. T: On the night of Spring Festival, I made a wish when I was 14 years old. I wanted to be an English teacher. Now my dream came true. What are you going to be in the future?II. While-task procedure:1. Yang Mingming, Tom and Norman also have d reams. Let’s read the text in groups. It will tell you.2. Play the cassette. Students listen and repeat .3. Find the phrases which has the similar meanings of the phrases given: at the beginning of at the start of summer holidays summer vacationread and listen to more English do more listening and readinglikedrawing enjo y drawingget me a teacher/ask a teacher to teach me find me a teachersometimes…sometimes…sometimes…one day…the next day…the next day4. Read the phrases on the board.5. Fill in the blanks:__________ the new term, the students are __________ about their future. After __________ they will go to middle school.I am Yang Mingming. I want to be an IT engineer. But my English is not __________. So I’ll ____________ every day. Tom will ________ me ________ my English.I am Tom. I want to be an artist. I __________ very much. My parents will __________. I am very happy __________ that.I am Norman. What do I want to be? __________ I want to be a football player. __________ I want to be an astronaut. __________ I want to be a pop singer. But my parents just want me to get up in time for school every day.What do you want to be in the future?6. Ask and answer: 1) What are the students doing in the classroom?2) What does Yang Mingming want to be in the future?3) Who wants to be an artist?4) And what about Norman?7. Read Q and A together.III. Post-task activities:1. Yang Mingming, Tom and Norman have resolutions. Many other persons also have resolutions. Let’s guess what they want to do.e.g. 1) Bill Gates A. to make more moneyB. to enjoy lifeC. to set up a new IT companyD. to be the president of USA2) Liu Xiang A. to break the world recordB. to release his first CDC. to marry a beautiful girlD. to be the finalchampion of the Golden League(黄金联赛总冠军).Students guess the dreams of the famous person and tell the reason. For example, may be Bill Gates wants to be the president of USA. Because he has lots of money. He is very famous.I think he can take part in the vote and maybe he will be successful.Read and find the answer:Bill Gates is the greatest IT engineer in the world. He set up the large IT company of Microsoft. He is one of the richest man in the world. His resolution is to spend more time to enjoy life.2. What do people want to do after the tsunami(海啸)？3. Different people have different resolutions. What’s your resolutions in the future? Please write down on the paper.4. Talk about their own future.5. Guess what will the teacher want to do in the future?Lesson Plan (4): DisneylandI. Pre-task preparation:1. Ask and answer some questions about the text. Make the wishes and tell the reasons.2. Ask the students to practice acting a story similar to the one in Grand Theatre.3. Students listen to the rhyme and repeat.II. While-task procedure:1. Play the cassette: Pair work on Page 6. Students listen and follow in their books.2. Play the cassette again. Students listen and repeat.3. Give pairs of students a few minutes to practice the dialogue.4. Divide students into groups. Ask them to practice acting the dialogue.5. Invite groups to act the dialogue in front of the class.6. Students listen and fill in the blanks: (Words on page 7 in Music Box) Learn the phonetics according to the sound they have heard.7. Write the phonetics on the board. Ask individuals to read them.8. Play the cassette: Rhyme. Students listen and follow in their books.9. Play the cassette again. Students listen and repeat.10. Invite individual students to read the rhyme.11. Have the students understand the Chinese meaning of the rhyme.III. Post-task activities:1. Student’s Work Book Page 1,2.a. Play the cassette. Students listen and choose the right answer.b. Students finish the exercises individually.c. Ask the students to read the sentences with the tape and check the answers.2. Student’s Work Book Page 4.a. Students listen and answer.b. Invite individual student to answer the questions.c. Invite individual student to write the answers on the board. The rest of the class check the answers.d. Ask the whole class read the questions and answers together.。
Unit1Lesson3YourLifeIsWhatYouMakeIt课件高中英语北师版
Para. 3 True(T) or False(F).
1Tq.uhiZechktalhnyogugTgaihvaten onufepvleeoranvthitnohgueghoitdnecoaef lafelnaavdsihnfegodudnethdsproiwtueagtyhhsehtpiosoodmretiaenladcw,hiibnthugt athhneed
C．To start a new life. D．To teach where he was needed most.
2. Why did he choose to go there?
He wanted a new lifestyle and was inspired by teachers he met in his early school years.
lcihvainllgecnognedsi.tions.
( F)
2. He took a shower every 3 or 4 days because the water supplies were
not stable.
( T)
Paras. 4-5
1. What changes did Zhang Tian bring to the school and local people?
2. What kind of person is Zhang Tian?
A. Generous. B. Honest. √C. Determined. D. Clever.
3. Which proverb might present Zhang Tian’s experience?
A. Experience is the best teacher.
北师大版(2019)英语必修 第一册 Unit 1 Life Choices Lesson 3 Your Life Is What You Make It 学案
Unit 1 Life ChoicesLesson 3 Your Life Is What You Make It【学习目标】1．掌握并熟练运用本课重点词汇和句型。
2．分析文章中的长难句，判断复合句的类型。
3．能够辨析-ed/-ing结尾的形容词。
4．在语篇中理解和熟练-ed/-ing结尾的形容词。
【学习重难点】1．如何辨析-ed/-ing结尾的形容词。
2．能够在具体语境中熟练运用-ed/-ing结尾的形容词。
3．能够在具体语境中熟练运用词汇和句型。
【学习过程】一、重点词汇1. typical adj 典型的、有代表性的；（某人或某物）特有的、独特的typically adv 典型地、有代表性地；一贯地、一向如此地、不出所料地；通常；一般地a typical British pub 典型的英式小酒馆It is typical of sb to do sth 干某事是某人特有的，某人就是爱干某事完成句子(1) _________, she had forgotten her keys again. （不出所料地）(2) Ashley’s pretty bedroom looks___________________. （具有典型的英国特征。
）(3) Aaron was brought up as __________________________. （阿龙接受的是典型的美国孩子的教育。
）翻译（1）不出所料，他开会又迟到了。
_______________________________________________________________________ （2）这不是汉语独有的特征。
_______________________________________________________________________ （3）他就是爱忘事。
_______________________________________________________________________2. inspire v 赋予某人灵感或启示；激励或鼓舞inspiration n. 灵感inspiring adj激励人的；鼓舞人心的inspired adj 得到鼓励的；有灵感的inspire sb to do sthinspire sb with sth=inspire sth in sbinspire hope, loyalty, enthusiasm, confidence完成句子(1) The landscape ___________. （她受景色的激发，创作了一些美丽的画作。
Unit 1 What is our life like
Unit 1 What Is Our Life Like?词汇tomorrow 明天start 开始；出发always 总是never 从不；决不before 在……之前Londan 伦敦(英国首都) toy 玩具weekend 周末open 开着的；打开的；打开go to work 工作do some reading 读点书How often…?多久(经常)……? 多长时间……? surf 游览；冲浪运动net 网surf the net 上网museum 博物馆quite 相当；十分palace 宫；宫殿Children’s Palace 少年宫walk 走路；散步go for a walk 去散步drink 喝take exercise 锻炼身体after class 下课后life 生活课文Mrs Zhou: How are you, Rose? How are you , Tom?Rose and Tom: We’re fine, thank you.Yongxian: Hello, Rose. Hello, Tom.Rose and Tom: Hi, Yongxian.Mrs Zhou: Would you like to go to school with Yongxian tomorrow, children? Tom: Yes, that would be fun. What time does school start?Yongxian: At seven thirty.Rose: Oh no. I usually get up at 8 o’clock!Mrs Zhou: Yongxian always gets up at six thirty.Tom: Six thirty! I never get up before seven thirty!Tom: What are these?Mr Zhou: They’re noodles. Do you eat noodles in London?Rose: Yes, I sometimes eat noodles at my friend Sarah’s.Tom: My mum never makes noodles.Yongxian: My mum always makes noodles!Mrs Zhou: Would you like to go shopping now and buy some Chinese toys?Rose: This evening? We usually go shopping at the weekend.Yongxian: In China the shops are still open in the evening. Mum, Dad and Isometimes go shopping after dinner.Tom: We usually go to bed at about eight thirty.Yongxian: Really? We never go to bed before nine thirty.Rose: I like the life in china.译文周太太：你好吗，罗斯?你好吗，汤姆?罗斯和汤姆：我们很好，谢谢你。
Unit1LifeChoicesLesson3YourLifeIsWhatYouMakeIt学案-高
英语必修一Unit 1 Life Choices L3 Your Life is What You Make it一、词汇积累1. dusty2. muddy3. challenging4. tough5. inspire6. independently7. expect8. responsible9. attractive二、表达积累1. small rooms/ classrooms2. unstable power and water supply3. after a long day4. get back to5. have to do6. a typical day for sb.7. be quite an experience for sb.8. graduate from9. get a teacher's certificate10. likewise11. leave hometown for work12. want to do13. during one’s early school years14. be inspired by sb to do sth15. apply for16. bee a volunteer teacher in a village school17. bring with sb sth18. travel to19. with an eager heart20. all sorts of21. live up to one's hope / promise22. in front of23. get dusty on windy days and muddy onrainy days 24. shower every three or four days25. The thought of doing sth. flashed throughone’s mind26. give up（on）sth/ doing sth27. deal with28. be responsible for29. introduce A to B30. enjoy doing sth31. as well as32. be full of33. plan to do sth34. work with sb.35. make sb do sth36. be able to do37. be confident in doing sth38. bring A to B39. set up40. make a contribution to...41. treat sb as...42. intend to do sth43. be ready to do sth.44. follow one’s heart45. even though三、句型积累1. It is (not)+ adj. that +句子2. sb. feels+ adj. that +句子四、练习（一）翻译以下句子1. It not surprising that PE is the kid’s favorite subject.2. 毫不意外，越来越多的人关注健康问题。
Unit 1 Life Choices Lesson 3 Your Life Is What 课件
School subjects(Para4):introduced more subjects--music, art and PE. School activities(Para4): play football, sing songs, organize the school concert Students' learning(Para5): they can read, speak and write in English, and they became more confident in learning. Villagers' life(Para5): He aslo brought changes to the village.
05 Read Carefully How did the writer describe Zhang Tian’s different feeling?
eager disappointed challenged satisfied motivated
...with an The school is
find. ✓ When you scan, move your eyes through the text to find what
you are looking for. ✓ Don't read every word When looking for specific information.
eager
much smaller
heart...
than expected...
...more
...their school ...students get
challenging lives are now improved and
Unit 1 Personal and family life(第3-4课时)(教案)-【中职专用】
Unit 1 Personal and family life（第3-4课时）（教案）-【中职专用】高一英语同步精品课堂（二）（高教版2021·基础模块1）教学目标：1. 掌握动词时态的基本用法：一般现在时，一般过去时和现在进行时。
2. 能够使用“Wh-”疑问词进行信息的询问。
3. 能够运用所学语言表达个人信息和家庭情况，并能与他人交流。
4. 发展学生的口头表达和交流能力。
教学重点：1. 动词时态的基本用法。
2. “Wh-”疑问词的运用。
3. 个人信息和家庭情况的表达及交流。
教学难点：1. “Wh-”疑问词的使用和回答。
2. 一般现在时和现在进行时的语态转换。
教学方法：1. 情境引导法：通过语言情境引导学生进行交流和思考，提高学生理解和运用语言的能力。
2. 讨论法：引导学生探讨与主题相关的问题，激发学生思考的激情，增强学生的语言表达能力。
教学过程：Step1 自我介绍（1min）老师用英语自我介绍，并要求学生在班级中逐个进行自我介绍。
Step2 情境引导：谁是你的好朋友？（3min）教师出示一个图片，让学生根据图片进行描述和交流，引导他们使用“Wh-”疑问词询问、回答。
1. 教师介绍图片并问：Who is your best friend?2. 引导学生用Wh- 疑问词回答问题：My best friend is Tom.3. 引导学生进行自由交流，谈论自己的朋友，并用Wh- 疑问词进行提问和回答。
Step3 语言学习：一般现在时和现在进行时（15min）1. 教师以关于Tim的句子为例子引导学生理解一般现在时和现在进行时的含义和用法。
e.g. Tim usually plays basketball on Sundays.（一般现在时）Tim is playing basketball now.（现在进行时）2. 引导学生回答以下问题，并帮助他们正确使用不同的时态：① What do you usually do on weekends?：一般现在时② What are you doing now?：现在进行时Step4 组句并连词成篇（10min）1. 教师将若干单词或短语混合放置在屏幕上，要求学生根据图片进行组句。
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Can masterthe adverbs and the time.
Work for show
Check the answers
Some of the students write out the answers on the blackboard.
Cultivate the students’ ability of self-study.
Toget the meaning of thesewords.
Ask students to make sentences in groups.
Use these sentences structures to make sentences.
“I never/ sometimes/ often/ usually/ always…”
Touse the sentences in daily life.
Teaching Important Points:
To master the phrases.
Teaching Difficulty:
To use the sentence:I usually ….. at …..
Steps
Teacher’s Activities
To master theadverbs.
“But my father usually goes to work/ does some reading at…”
Present: go to work, do some reading
According to the picture on the courseware and read the phrases.
Have the students master thephrases.
Practice
Fill in the forms in pairs.
According to the students themselves to fill the time in the form.
To practice the main sentences.
Class:
Gread5
Teacher:
Huangபைடு நூலகம்Yuexing
Topic
What is Our Life Like?
Teaching Contents
Work with language Unit 1, Book5
Period
3st
Teaching Style
practice
Teaching Aim：
Pupils’ Activities
purpose
Talent show
Talent Show.
Say the rhyme after the audio.
Give the students a place to show their English and create an English atmosphere.
Put the adverbs on the line.
Have the students understand meaning ofthese words.
Show theanswers.(Ask the students stand up to give the answers)
Check their answers in groups.
Elicitation
Review the new words and dialogue.
Read and recite.
Lead in through this activity. Have the students get ready for the activity.
In-put
Work with language 1,2
Writing on board
Unit 1What is Our Life Like?
0% never sometimes often usually always 100%
goes to school does some reading
“What time do you…..?”
Ask students to use this sentences to practice.
Read their sentences in groups.
Can express the sentences fluently.
Out-put
Lead the students to finish the first exercise on Activity book.