Senior 1 Unit 1 教案
人教版高中英语必修一 Unit1 Friendship 教案
教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。
2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
③情感目标1．让学生学会如何解决朋友间可能出现的问题。
2．培养学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。
2．学习评价朋友和友谊。
三．教学难点1．与搭档合作并描述他们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。
这是新学期的第一节课。
所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
高一英语必修1优质教案全套 湘教版
Unit 1 School LifeWelcomeAims and requirements♦ Read a magazine article about school life in the UK and two other articles about school clubs♦ Listen to a headmaster talking about school activities♦ Discuss daily school life with your class partner♦ Report your school activities to your class teacher♦ Write a notice about school activities♦ Make a poster for a new school clubprocedures●Welcome to the unitStep 1: BrainstormingIt’s the beginning of a new term. You have just finished junior hig h and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends. I can see that some of you are eager to know what studying at senior high will be like. Will it be different from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do students learn differently and have different experiences? Are schools all over the world the same?This is the subject of our first unit. Today we are going to look at schools in the United Kingdom and try to work out if they are the same or different from schools in China. Here are four pictures that show some aspects of school life in the UK. Please look at the pictures, read the instructions and try to determine the differences between schools in China and the UK.Step 2: Discussing and practicingLet’s have a discussion for several minutes.(The teacher can use the following contents to help students.)Now try to combine your own school experiences with knowledge gained from this text and other sources, so that you can participate fully in the discussion.(Give students a couple of minutes to talk about the following three questions.)1. Do you know any other differences between the lives of Chinese and British high school students?2. What kind of school activities do you enjoy?3. What is your dream school life like?Now in groups exchange your opinions and everyone is supposed to speak out your idea. Each group will then report your conclusions to the whole class.Word powerBoys and girls, we have dealt with the differences and similarities about school life between China and UK. I think you have had a better understanding of the reading material. Do you like your school life? Here are some pictures for you to appreciate.What can you see in the picture? Which aspect or factor attracts you most and causes you to study in our school?(beautiful night scene, teaching buildings and two marble statues. They reflect how beautiful our school is. We students in our school can be encouraged to study better and harder with such beautiful and meaningful surroundings)Today we will come to Word Power.This section deals with words and expressions related to school facilities. Familiarize yourselves with the school facilities and review expressions of asking and answering the way. Parts A and B involve activities that aim to activate your relative prior knowledge. Part C is designed to reinforce the vocabulary involved in Parts A and B. Part D aims to expand and evaluate your vocabulary by doing a matching exercise.You are not only to expand your related vocabulary but also to apply them in practical usage.Step 1: Brainstorming1. Thinking about the following topic:School plays an important part in children’s growingup. When you finished your junior study, your parents and you all had a careful and thoughtful consideration about which senior high school suited you best or which senior high school could give you the best education and provide the best environment. So can you tell me which aspect or factor attracts you most and causes you to study here? (The teacher encourages students to express genuinely about their choices.)2.Recalling the first day to schoolDo you still remember the first day you came to this school? How did you find your way around? Usually, if you don’t know your way, what will you do? Do you as k others for help? Now think about the patterns you learned in junior high.Excuse me, can you tell me the way to...?Excuse me, which is the nearest way to...?Excuse me, how can I get to/arrive at/reach... ?Turn right/left, and walk straight on.At the end of the first/second crossing, you will find it on your right/left.You can’t miss it.Walk towards/past…and then walk between..., and you will find…at the end of the road.3. Dealing with the mapFocus on the map first and familiarize yourselves w ith each building. Now read Wei Hua’s thoughts carefully and mark her routes on the map. Pay attention to Wei Hua’s expressions and try to learn the usage of these phrases.Step2: Vocabulary learning1. Dealing with BDeal with Part B individually according to the instructions and write a description of the quickest way to get from the dormitories to Classroom 4. Then report your answers to the class.Sample answersIf you are standing at the door of the dormiories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom 4 is on your left.(If possible, the teacher can design some similar exercises to the one above for students to practise. For example, the teacher can ask students to mark the shortest way from the science laboratory to Classrooms 1625. This exercise aims to help students to use proper expressions while finding the way.)2. Dealing with A and B for homeworkDeal with Part A on page 85 in Workbook. After reading the letter, you will know how to write a note to indicate the way to somewhere. (Part B as homework)3. Dealing with CRead Part C and complete it. You’d better consult each other or the dictionary whenever you have a problem before consulting me. Then report your answers. Pay attention to your pronunciation and spelling.AnswersC. (1) car park (2) classrooms (3) library (4)labs (5)gym(6) swimming pool (7) dormitories (8) medical centre (9) canteen4. Dealing with DHave ever been to a gym? If not, try to imagine what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.( a. The teacher can play some videos for students to watch and meanwhile teach them how to say these pieces of equipment in English. Then ask students to finish Part D.b. If possible, take students to a gym to have the lesson. While teaching, the teacher can invite students to do some performances on the equipment and meanwhile the teacher instructs students in English how to use this equipment.c. Ask students to discuss the following questions: Do you think having a gym is an important factor for students when choosing a school? Why are more and more key schools spending a large amount of money in improving their school facilities? Do you think it is necessary for all schools to have this kind of equipment?)AnswersD (4) beam (7) barbell (1) climbing bars (6) basketball court(2) rings (8) mat (3) dumbbell (5) skipping ropeAnswers to Part B (page 93)Dear Mickey,I came to see you but you happened to be out. I’d like to invite you to visit me at school when you have time. Here’s how to get to my dormitory.When you get to the school gate, you’ll see the playground in front of you with the gym on the left and three classroom buildings on the right. Go toward the gym. Then, walk along the road between the playground and the gym. Go straight ahead, pass the library and the teacher’s office until you reach a small river. Take a right turn to get to the bridge. After you cross the bridge, you’ll see three buildings ahead. The one in the middle is our canteen. The two buildings on either side of the canteen are the dormitories. The one on the left is Dorm 1.That’s where I live.See you soon.AndyResourcesSchool facilities are an important part of school construction and development. Sometimes, the school will allocate a large amount of funds for redecorating school buildings, buying new piecesof equipment and making the whole school environment safer and more pleasant. For more information, you can visit the following website:http://www. /html/fitness/ today/●Project Starting a new school club Everybody, please look at a picture on the screen. Do you know what the girl student is doing? (She is broadcasting.) Yes. Does your school have such a radio station/club? What does it often do usually?The project in this unit is designed to help you use English through doing a project. The two reading materials about school clubs here are samples for you to learn how to develop afterschool activities and form a school club. Try to design a poster advertising a new school club.You’re supposed to use what you’ve learned to finish a project by working together. You may discuss what club you’d like to start, and what each of them will do. Search for some information, do some writing and drawing. To make an attractive poster, you are expected to cooperate to complete each part of the task.ARead the first passage about a school radio club run by students themselves. Find out as much information as you can about the radio club.Who started the radio club? (Kate Jones, the writer)When was the radio club started? (two years ago)Why was the radio club started? (CD players were not allowed in school; to play music during break time)What does the radio club do? every morning: (tell about the weather, the recent news, special messages the teachers want to broadcast) during exam time: (the special programme telling students what they should and shouldn’t do) at the end of the school year: (graduating students giving messages to their friends and teachers) when parents come: (playing songs sung by students, special messages to inform people about events)Find out as much information as you can in the second passage about the school club.the name of the school club: (Poets of the Next Generation)Who started the school club? (Mr Owen, the English teacher)When do the members of the school club meet? (the last Friday of every month)What do the members of the school club do? (talk about poems and poets they like, select poems, read out aloud, write poems and read out)Choose the best answer according to the reading material.1. What was the school radio club started for at first?A. To inform teachers in school of important things.B. For playing music for everyone during break time.C. To broadcast special messages.D. For students to learn English by listening to radio.2. Which of the following is not included in the programmes of the school radio club?A. How to go on diets and keep slim.B. Special messages to students by teachers.C. Songs sung by students.D. Advice to students on preparations for exams.3．Which of the following statement is not right according to the project?A. The radio club can not only be helpful to students but also can keep parents informed of school events.B. I, as one of the club hosts, like the club very much.C. The club is much more than just music.D. Although I have graduated from school, yet I miss the club and often visit it.Keys: BADWhat do you think about the two articles? Whether you would like to start a club to do something you’re interested in?Now let’s deal with Part B1 on page 87 in Workbook to know better how to use the useful phrases in the two passages.Read Part B2 on the same page to identify the different usages of talk, tell, speak, say and read. (To review the words and sentence patterns in this unit, you can do Parts D1 and D2 on page 89 in Workbook as your homework, and design a poster.)BEnjoy a poster, please.Two questions to answer.1. What does the poster consist of?2. How does it attract its viewers?PlanningWork in groups of four. Discuss and choose what school club you’d like to start in your class or school. Divide the tasks among group members. Fill in the blanks in this part.PreparingMembers responsible for different tasks should make preparations and answer the questions in this part. Then you can meet, discuss and select from the information found.ProducingThose who are making the poster will draft the poster based on all the ideas from the group’s research and discussion. When the poster is finished, each group member should read it carefully and give suggestions to make it more attractive.PresentingNow time to present your posters to the whole class. Talking about your club and display your posters in the classroom so that other students choose which school club they would like to attend. AnswerPart B1 (p87)1 reads out 3 such as 5 is allowed to 7 gives to2 inform of 4 are required to 6 making preparations for 8 much more thanPart B2 (p87)1. talk 3. tell 5. said 7. say talked talked 9. read2. read spoke 4. speak 6. speak 8. toldPart D1 (p89)1. exciting 3. achieving 5. selected 7. attend2. prepare 4. clubs 6. Literature 8. experiencePart D2 (p89)1. I think the best way to protect the environment is to plant more trees.2. Going to the park for a picnic on the weekend sounds like a good idea.3. In summer holidays he spent most of his time surfing the Internet.4. The girl who used to be a model is now a famous actress.5. Talk to her more, and you will find that she isn’t as bad as you thought she was.6. As it was getting dark, I decided to find a place to stay.7. “Stop shouting! You are giving me a headache,” said mother angrily.8. Though it is difficult to improve your handwriting in such a short time, you should still keep practising.Part A (p90)1. It will help them feel like part of a group and also it will make the school’s sports teams feel proud.2. To gain knowledge.3. Because they are comfortable and do not need special care.4. He thinks they look very boring.5. No. He thinks that students could wear their leisure clothes outside of school.Part B (page 91)1. They have to pass the SATs, complete application forms and write letters to the colleges.2. She can help students choose a good college.3. Because students do not study the same subjects.4. They might go to school early to use the Internet service and they might stay late if theyhave afterschool activities to go to.5. Participating in various afterschool activities.●Task Reporting school activitiesAs we all know, there are various school activities for students to attend. What school activities do you often have? Can you name some? This section consists of a series of activities which provide you with opportunities to practise your language skills of listening, reading, speaking and writing. It is divided into three steps, and each step is preceded with a skills building activity. Through the three steps, you will learn to solve a practical problem in your daily lifehow to talk about school activities and how to write a notice about a school activity.Skills building 1: understanding a programmeSuppose you are monitor of a class and you are to plan and arrange a class meeting for parents to visit your school. What will be informed your classmates of about the class meeting? That is to say, what will be included in your plan?Here you can find out what a programme usually includes when you read the guidelines and you will know what you should notice when you are listening to someone talking about a programme.1. Read the five points in Skills building 1 on page 12. Write down the names of months and the seven days of a week in abbreviations. For example, 2nd/2 Feb; 5th/5 Mar; 3rd/3 Aug; 21st/21 Oct; 30th/30 Nov; Mon; Wed; Tue; Fri; Sat2. Listen to the tape and finish the timetable on page 12.TapescriptReporter: Good morning, Mr Gu. What’s your programme like for next week?Scientist:On the twentyfirst of October, that’s Monday, I will visit your school,Datong High School, at nine thirty in the morning, I will give a talk to the whole school. At a quarter to one in the afternoon on the twentysecond, I will attend an important school assembly at Guanghua High School, and I will go to the school concert at Xiangming High School at six p.m. on the twentythird.Reporter: Wow. You are really busy. I look forward to seeing you again on Monday.Answers:Date Day Time Venue Activity21st Oct 22nd Oct 23rd Oct MonTueWed9:30 a.m.12:45 p.m.6:00 p.m.Datong High School give a talkattend an important school assemblygo to the school concertStep1: completing a timetable for a school programmeThis part is designed to help you develop your listening skills by listening to a talk given by the headmaster about a school programme. Complete the programme according to what the headmaster says. Identify the times, venues, subjects of some talks and who the speaker is.1. Read the guidelines on page 13 to know what you’re to do and then read the timetable to get a general idea about the talk.2. Listen to the tape and complete the timetable individual ly. We’ll then check the answers. TapescriptHeadmaster: Next month we are going to have several talks. We have invited eight people with different jobs to give us talks on different subjects. Each class can choose up to five talks according to your class timetable. Monitors, you have to make sure you understand when and where each talk is to be given. You also have to be sure about the subjects and who the speakers are and then report to your class. First of all, we have a famous writer coming on Friday, the eighth of October. He is going to talk about how to read a novel. The talk will be held in Room Twooone, Building Four, beginning at one twenty in the afternoon.At two fifteen on Monday afternoon, the eleventh of October, a fireman is going to talk about fire prevention, in Room Fiveothree, Building Three. A student from the USA is going to talk about school life in the USA on Wednesday, the thirteenth of October. The talk will be held at three p.m. We have invited ...Monitor 1: Excuse me, Mr Liu, where is the talk about school life in the USA going to be held? Headmaster:Oh, yes. It’ll be held in Room Fourofour, Building One.Mornitor 1: Thank you.Headmaster: OK. On Tuesday, the nineteenth of October, we have invited a scientist to talk about outer space in Room Oneofive. Building Two, at eight o’clock in the morning.Monitor 2:That’ll be interesting.Headmaster: I’m glad you like that idea. Now, let’s carry on. A doctor is going to talk about fighting AIDS at half past two in the afternoon on Thursday, the twentyfirst of October, in Room Threeosix, Building Four. A newspaper reporter from Football Weekly is going to talk about famous football players, at one twenty p.m. on Friday, the twentysecond of October in Room Twoofour, Building Three.Monitor 3: Is it about football players in China?Headmaster: Not only that. It is about football players around the world.Monitor 3: Great!Headmaster: Now let’s go on. A policeman is going to talk about traffic signs at ten past __on the morning of Wednesday, the twentyseventh of October, in Room Fouroone, Building Two. Now the last talk. The subject is Australian pop songs. It’ll be given by a famous singer at ten a.m. on Friday, the twentyninth of October, in Room Threeothree, Building Four. Is everything clear?Monitors: Yes!AnswersDate Day Time Venue Subject Speaker8th Oct Fri 1.20 p.m. Room 201,Building 4How to read a novelfamous writer11th Oct Mon 2.15 p.m. Room 503,Building 3Fire preventionfireman13th Oct Wed 3 p.m. Room 404,Building 1School life in the USAUSA Student19th Oct Tue 8 a.m. Room 105,Building 2Outer spacescientist21st Oct Thur 2.30 p.m. Room 306,Building 4Fighting AIDSdoctor22nd Oct Fri 1.20 p.m. Room 204,Building 3Famous football playersnewspaper reporter27th Oct Wed 10.10 a.m. Room 401,Building 2Traffic signspoliceman29th Oct Fri 10 a.m. Room 303,Building 4Australian pop songsfamous singerSkills building 2: comparing informationYou’ll learn here how to compare information before you make decision s. Compare all the information in a list to find the name of a history book after reading an email.1. Read the two points about comparing information on page 14 before making decisions. (Words on the blackboard: Read all the information carefully.Make as many comparisons as possible.)2. Read the guidelines to make sure you know what to do. Read the list of the seven books. (Words on the blackboard: The title:The price:The year: The writer:)Compare the list of the seven books and the information given in the letter to find the clues needed.3. Fill in the form on the blackboard.The title: with the word DynastiesThe price: having the figure 8The year: afterThe writer: a famous professorCan you find the book now?Step 2: Reporting to your class teacherThe activities in this part are designed to improve your speaking skills after you have compared the class timetable in this part with the school programme on page 13.Choose five talks according to the class timetable. Then work in pairs to make a dialogue about the talks you’ve chosen.1. Read the guidelines in Part A, and point out what classes you can skip to attend the talks. Compare the timetable with the one on page 13, so that you can find the talks to attend.A. Talks that we can attend:1. Fire prevention2. Outer space3. School life in the USA 5. Australian pop songs2. Read the guidelines in Part B on page 15 and work in pairs talking according to the programme timetable on page 13 and the notes in Part A.B Sample answersClass teacher: Hey Monitor, there will be quite a few talks next month in our school. Have you chosen some for our class?Monitor: Yes, I think we can attend as many as five talks.Class teacher: Good. When is the first talk for our class?Monitor: The first one will be at 2.15 p.m., 11th Oct. It’s Monday that day. We can skip games to attend it.Class teacher: What is the subject of the talk? Who is giving the talk?Monitor: Fire prevention by a fireman.Class teacher: Where is the talk to be held?Monitor: In Room 503 Building 3.Class teacher: What about the second talk? When will it be held? And what is it about?Monitor: I think most of us will be very interested in this talk. It’s about school life in the USA. It will be give on 13th of next month. The time is 3 p.m.Class teacher: Hm, it’s our selfstudy period. The talk is sure to be given by a USA student, right? Where shall we go to listen to it?Monitor: The talk will be given in Room 105, Building 2.Class teacher: On Tuesday morning we have our Chinese library class. Is there a talk for our class? Monitor: Certainly. On the morning of 19th, that’s Tuesday, there is a talk about outer space at 8 a.m. in Room 105, Building 2. This subject is very popular these days. Many of us are eager to know more about outer space.Class teacher: What about the fourth one?Monitor: It’s on Thursday, October 21st. The subject of the talk is fighting AIDS. It’ll be given by a doctor in Room 306, Building 4.Class teacher: OK. Now the last one. When will it be?Monitor: It will be at 10 on Friday morning. The date is 29th. It’s our classmeeting period. And I think everyone in our class will be interested in it.Class teacher: What’s the subject?Monitor: Australian pop songs. It’ll be given by a famous singer.Class teacher: Where will it be held?Monitor: In Room 303, Building 4.Skills building 3: writing a noticeHere you’ll read about what a notice is and what you should pay attention to when you’re writing a notice. You’ll read a notice by a school librarian and find all the important information in it.1. Read the first part in Skills building 3 to learn what a notice is and pay attention to the three points when writing a notice.2. Read the notice given by the school library and point out the important information in the notice. The important information:Event: library closedTime: next Wednesday to Friday, 16th to 18th NovemberReason: for the sports meetingWhen to reopen: Next Saturday, 19th NovemberThe new opening hours: MondayFriday: 8 a.m.6 p.m. Saturday & Sunday: 10 a.m.5 p.m.Public holidays: closedPerson that gives the notice: Zhong Shengxiao, a staff member of the school library3. Talk about how to make a notice attractive. (written in big and colour letters, and use one or two pictures or photos, etc.)Step 3: informing your classmatesIn this part you are asked to write a notice to inform the class about the talks you’ll attend.1. Read the guidelines in Step 3 on page 17, so that you know what to write in the notice.2. Write a notice about Talks in October.Possible versionNoticeTalks in OctoberI am happy to inform you that in October we are going to attend five interesting and instructive talks.I think we will learn a lot of information. Read the following to get some detailed information about the five talks.DateDayTimeVenueSubjectSpeaker11th OctMon2.15 p.m.Room 503,Building 3Fire prevention fireman13th OctWed3 p.m.Room 404,Building 1School life in the USA USA Student19th OctTue8 a.m.Room 105,Building 2Outer space scientist21st OctThur2.30 p.m.Room 306,Building 4Fighting AIDS doctor29th OctFri10 a.m.Room 303,Building 4Australian pop songsfamous singerReading School life in the UKStep 1: LeadinDo any of you happen to have had the chance to go on a tour in the UK or have taken part in some exchanging programmes? Please bring some photos to school to pass them around and make brief descriptions of the photos. You can use the information to discuss the difference and try to think of the reasons for these differences.Step2: Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in Part A. You need only focus on and identify the most important information.1.How long did Wei Hua stay in Britain? (For one year )2.What was the name of Wei Hua’s Class teacher? (Mr Heywood)3.What did Wei Hua make in her Woodwork class? (A small table)Step 3: Detailed reading for important information1. Dealing with C1 and C2Now reread the passage and complete Part C1 and C2 individually. Questions in Part C1 are to check your ability to read and locate specific information. Statements in Part C2 serve as a strengthening activity for your comprehension of this passage.2. Dealing with specific aspectsGo through the article first and find out what topics are covered in it.Some aspects that reflect school life in the UK are mentioned in Wei Hua’s letter. Try to find out what specific aspects are mentioned and then fill in the form with relevant information.Are the following aspects of school life mentioned in the article?teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions, festivals3. Focus on the two exercisesNow we’ve found out the most important information and got the main idea of the article. But I’m curious about the reading method you use when reading the article. Can you tell me how you find the main idea in such a shorttime? Do you think you have to read the whole article slowly and carefully in order to get a brief understanding of it?4. Dealing with D and EComplete Parts D and E individually first a nd then we’ll check the answers together. Part D helps you comprehend the meanings of the words from the context and match them with the correct definitions; while Part E is a letter from a British student who wants to make friends with Wei Hua. You’ve got to first understand the letter and then fill in the blanks with proper words.Step 4: Postreading1. Suppose you have a chance to interview Wei Hua. Apart from the things you have been told, what other information would you like to know about her life and study in the UK? (The teacher can fire students’ imagination with the following)So far we ourselves haven’t had the opportunity to go abroad to experience a foreign way of life. We are very happy today to have a student here who has just finished one year of study in the UK. Now you can all ask her some questions.。
高中英语必修一Unit1Lesson1TopicTalk教案
作者希望学生通过学习第一篇听力材料，了解同龄人的高中生活状况和对高中生活的期待，并基于此审视自己的高中生活，以听力材料为语言支持，表达高中生活给自己的感受和自己对高中生活的期待。
作者希望学生通过学习第二篇听力材料，了解到不同职业的人的生活状态，理解不同职业都有自己的精彩和压力。
教学目标：在本课学习结束时，学生能够：1.获取并梳理听力文本中的主要信；2.基于所学清晰有条理的介绍自己的学校生活；3.比较不同职业的生活方式的异同，学习他们积极的生活态度。
教学设计：教学目标教学活动与步骤设计意图1.一获取并梳理听力文本中的主要信息。
Step1Talk about your new school life. Use the cues in activity oneon page 6 to help you.Step2Listen to a talk given by a student who is a new seniorsecondary school student and complete the text builder onpage 6.I’m a new senior secondary school student. My new schoollife is very_____.I feel excited because this school_____.What is also very different is that students in the sameclass______.Step1引入话题，激活学生已有知识。
Step2引导学生理解听力信息。
Step3指导学生学习语言，为谈论自己的生活做好准备。
Step4启发学生发现文本内部逻辑。
In the next three years, I hope I will_____.Step3Find out which statements in the text builder are true to the students.Step4Analyze the logic in the talk.2.基于所学清晰，有条理的介绍自己的学校生活。
2019-2020学年新外研版高一英语课时教案：必修1 Unit 1 1.1 Starting out教学设计(1)
Unit 1 A New StartPeriod 1 Starting Out & Understanding Ideas教学设计本节课是高中英语第一册Unit 1 A New Start的引入和阅读部分，这个单元是刚刚步入高中阶段的开始，所以是初高中的过渡，要让学生逐渐适应高中阶段的节奏和生活。
在start out（引入）部分，通过引导学生去谈论自己第一天在校园中的感受，经历以及对新校园的印象，来消除学生的陌生感。
在understanding ideas（阅读）部分，需要培养学生的预测能力，总结概括文章主旨大意的能力和寻找细节能力。
后两个能力是高考考查的重点，因此要引起重视。
1.语言能力目标本课时对于学生语言能力的要求主要在于：1）能够组织语言简单描述自己的感受和观点；2）能够通过阅读文章，快速获取细节信息,整合文本并对文章主旨大意进行概括。
2.思维品质目标：通过谈论自己高中第一天的经历和学习孟浩的经历，培养起对新学校的认同感，对新生活的期待感，树立良好的自信心。
1.重点（1）能够勇敢开口，和同学们分享自己的感受和想法；（2）学习如何快速获取文章信息；2. 难点（1）开口说；（2）整合文章信息并概括文章主旨大意。
Part 1. Start outStep 1 Lead-inWatch the video and answer the questions:1)What do these students do at school？2)How is this school different from your school?Step 2 Questionnaire1)Ask students to finish the questionnaire by themselves;2)Ask students to share their answers with classmates.Tips:For the first question, students can express themselves like this:On my first day at senior high, I felt very excited/happy/nervous... because...For the forth question, students can express themselves like this:About my new school, I like the campus/my teachers/my classmates...most because...Part 2. Understanding ideasStep 1. Activity 1 & 2 on page 2.Look at the title of the passage and the pictures. Tick what you think is mentioned in the passage.The school campusA new teacherSchool subjectsA new timetableAn embarrassing momentNew friendsTips:Some students may think all of the subjects above will be mentioned in the passage, but after reading, they will find just No 1, 2 and 5 are mentioned. But it doesn’t matters.Step 2. Activity 4 on page 4.Task 1. Complete Meng Hao’s experiences with expressions from the passage.Task 2. Find expressions from the passage that show Meng Hao’s feelings at each stage of the day.Tips:Task 1 requires students to find information from the passage quickly and Task 2 requires students to find and integrate information.For task 2, students should use some adjectives to describe Meng Hao’s feelings, then find some detailed information to support.Step 3. Activity 3 on page 4.Choose the best description of Meng Hao’s first day at senior high.Tips:This is about the main idea of the passage.Step 4. What’s your understanding of the saying “Well begun, half done”?Step 5. What happened on your first day at senior high? What do you think of your experiences? Share your experiences with the class.Step 6. Homework.。
新课标高中英语1必修全册教案
新课标高中英语1必修全册教案一、教学内容1. Unit 1 My First Day at Senior High详细内容：描述了学生在高中的第一天，通过对话和阅读了解校园生活。
2. Unit 2 My New Teachers详细内容：介绍了几位不同风格的老师，学习如何描述人物特点。
二、教学目标1. 掌握本单元的重点词汇和短语，并能灵活运用到实际情景中。
2. 提高学生的听说读写能力，尤其是描述人物和事件的能力。
3. 培养学生学会尊重和理解不同的教学风格，增强团队合作意识。
三、教学难点与重点1. 教学难点：描述人物特点的词汇和句型，以及如何运用到实际情景中。
2. 教学重点：听说读写技能的培养，尤其是口语表达能力的提高。
四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、录音机、卡片等。
2. 学具：课本、练习本、字典、笔等。
五、教学过程1. 导入：通过展示一组学生在高中第一天的照片，引发学生讨论，导入新课。
2. 新课内容展示：讲解Unit 1 My First Day at Senior High 的重点词汇和句型，进行角色扮演活动。
3. 例题讲解：针对Unit 2 My New Teachers，讲解如何描述人物特点，给出示例。
4. 随堂练习：让学生运用所学知识，描述自己的老师，进行小组讨论。
5. 口语练习：模拟情景，让学生进行对话练习，提高口语表达能力。
六、板书设计1. Unit 1 My First Day at Senior High重点词汇：nervous, excited, confused, helpful, friendly等。
重点句型：I felt when; The teacher is and he/she等。
2. Unit 2 My New Teachers描述人物特点的词汇：strict, patient, humorous, knowledgeable等。
描述人物特点的句型：My teacher is; He/She always等。
高中英语新课标人教版教案必修一
高中英语新课标人教版教案必修一一、教学内容本节课选自高中英语新课标人教版必修一，具体章节为Unit 1 "My First Day at Senior High"。
教学内容主要包括：了解并描述学生在高中第一天的生活和感受；学会使用一般过去时描述过去的事件；掌握本节课的核心词汇和短语。
二、教学目标1. 能够听懂并准确说出与高中生活相关的词汇和短语。
2. 能够运用一般过去时描述过去的事件，提高语言运用能力。
3. 能够通过小组合作，交流并分享自己在高中第一天的经历和感受。
三、教学难点与重点1. 教学难点：一般过去时的运用，特别是动词过去式的变化规则。
2. 教学重点：核心词汇和短语的掌握，以及运用一般过去时进行简单的叙述。
四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔、单词卡片。
2. 学具：英语课本、笔记本、字典。
五、教学过程1. 导入：通过播放一段关于高中生活的视频，引导学生关注本节课的主题。
2. 新课内容展示：展示本节课的核心词汇和短语，让学生跟读并模仿。
3. 例题讲解：以"Yesterday was my first day at senior high. I"为例，讲解一般过去时的用法。
4. 随堂练习：让学生运用一般过去时，描述自己在高中第一天的经历。
5. 小组活动：学生分成小组，互相交流并分享自己的经历，提高语言表达能力。
六、板书设计1. 核心词汇和短语：写在黑板的左边，方便学生查看。
2. 一般过去时的结构：写在黑板的右边，突出教学重点。
七、作业设计1. 作业题目：请用一般过去时描述你昨天的一天。
2. 答案示例：Yesterday was my busy day. I got up at 6:00, had breakfast and went to school. In the morning, I had four classes. After lunch, I played basketball with my friends. In the evening, I did my homework and watched TV.八、课后反思及拓展延伸1. 课后反思：本节课学生对于一般过去时的掌握程度较好，但仍有个别学生动词过去式变化不准确，需加强练习。
人教新课标高中英语必修1Unit1教案1
Unit 1 Friendship1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habitadd up calm down have got to be concerned about walk the dog gothrough hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?---I’ve grown so crazy about---I didn’t dare2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）t.That’s correct. Of course no语法直接引语和间接引语(1): 陈述句和疑问句陈述句Said Anne.want to set down a series of facts in a diary.”“I don’ｔwant to set down a series of facts in a diary.-----Anne said that she d idn’t一般疑问句He asked, “A re you leaving tonight?”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the night before.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the Germankil ling in world war 2. she treats the diary as her best friend, and in it reveals her Nazis’ longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop theability to cope with misunderstanding, conflicts and problems related to friendship,and give advice on it. The concept that even an ordinary thing can be a friend shouldbreak down the traditional belief in the interpersonal nature of friendship. Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast and the West leads studen ts to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into fiveperiods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using some phrases andstructures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do in yoursummer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say something about it?3.Do you like making friends? How do get in touch with your friends? Do you have manyfriends? Where are they now? Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may behelpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys ……and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four tofind out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assess t heir values offriendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do w wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, orn youryou fail to show enough concern for your friend’s needs and feelings. Try to strike a balance betw friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balanceyour needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, …… What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor,choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am,s but still know you can call them and wake them up, and they’ll still want to talk to you ,that’friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class sharetheir ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends fromfalse friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?tell me what the diary is about 5) We are going to read o ne of Anne’s diaries .but before reading ,can youwith the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to expressyour understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out theiropinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult point.Learn about t he special cases in which the tenses shouldn’t be changed4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inriends—you andT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her fTom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect spee Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→want to set down a series of facts in a diary.Anne said that she didn’ｔ“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 Grammarch into Indirect Speech, whatT: Now let’s look at these sentences again. If we want to change Direct Speeshould be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
北师大版高中英语必修1Unit1教案Lesson 3
Lesson 3 A Volunteer TeacherTeaching aims:To listen for specific factsTo give opinion about voluntary workTo talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going toTeaching difficulties:To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going toTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. SpeakingT: What does the girl do?S:T: Yes she is a volunteer teacher. This is a real s tory. The girl’s name is Wang Shu, grew up in Hangzhou, Zhejiang Province. Upon graduation from the English department of Beijing Normal University, she left Beijing for Inner Mongolia working as a volunteer teacher. She is still there now. What do you know about this part of China?S:T: show a slide to introduce Inner Mongolia (Inner Mongolia (Nei Mongol) is the first national autonomous region established in China. It stretches along China's northern border with Mongolia and Russia and covers an oblong area of over 1.28 million square kilometers, one eighth of China. Of all the Chinese provinces and autonomous regions, Inner Mongolia is the third largest after Xinjiang and Tibet.) Inner Mongolia falls behind developed areas so it needs volunteers go to work there.T:What can you say about the girl in the photo?S:ⅡListeningStudents read the questions and predict the answersT: I think you must be interested in Wang Shu, now listen to the interview, you will learn more about her and answer these questions.Students listen to the tape and check their predictions.Students listen to the tape again and make sure of the answersStudents work in pairs and take turns to retell Wang Shu’s storyⅢVoice your opinionIs it a good idea to do voluntary work? What reasons do people have for doing voluntary work?ⅣVocabularyDo the exercise 5.Students work individually, thinking about the cues and what they are going to do. Students read the sentences, decide which words to use, and then complete the sentences.ⅤGrammarDo the exercise 6Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?Guide students to draw the following conclusion:present Simplepresent Continuousgoing to + infinitivedo consolidate exercise7, 8and 9explain further grammar:Expressing future arrangements and intentions:be going to-- to express an intention to do something.Present Continuous-- to talk about future events that we have already fixed or arranged.Present Simple-- to talk about official events or timetables which we cannot change.be going to do 与be doing 的区别be going to do 表示事先经过考虑过，然后计划好将做某事；迹象将发生某事。
《英语》(新标准)高中修订版必修第一册Unit 1 教学设计
单元主题
本单元主题语境是“人与自我”，涉及的主题语境内容是高中起始阶段的日常学习与生活。本单元从介绍一所英国中学里学生的日常学习生活开始，依次呈现了中国男孩孟浩高中生活的第一天、学校里不同的俱乐部、美国女孩Lisa总结的高中学习与生活建议等学习内容，帮助学生全面了解高中日常学习与生活的基本情况，使学生意识到初、高中学习生活的不同，引导学生合理规划、安排高中生活，并在一定程度上了解中外学校高中教育的异同。
1. Ss complete Activity 3. They can read the passage again if necessary.
2. Ss share their answers and give the reasons.
Train students’ readingskills of getting the main idea.
教学难点
引导学生根据文本和图片准确理解孟浩的经历和情感，并总结出其情感变化。
教学策略
任务型教学法、P–W–P阅读模式
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
1.T asks Ss to tick the topics they’d like to include in their own diaries in Activity 1.
Activity 2
1.T asks Ss tocompletethequestionnaire.
2.T asks Ss to choose one or several issues to share with the class.
人教版高中英语必修一unit1教案最终版
1.Teaching Methods 1. Question-inquiry Teaching 2.Task-based Learning and Teaching 3.Analytic Discussion（pair work or group work）
sentence.
(Teacher writes the answers on the blackboard)
Para.1: Anne made her diary her best friend whom she could tell
everything.
Para. 2: Anne’s diary acted as her true friend during the time she and her
三. 教学目标 Teaching Aims
1.Knowledge Objectives 1. Get students to know the main content of this article. 2. Learn about the formats of a diary. 2.Ability Objectives 1. Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2. Summarize different paragraphs. 3.Emotion Objectives
diary?
Clear--- She thought the ordinary diary is a series of facts. She made her
译林牛津版高一英语必修一unit1schoollife教案
Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus andlow-rise buildings.It is the biggestdifference fromschools in ChinaSchools in China usually have alarge enough campus to make surestudents have enough space tostudy and play in.But most school buildings aretaller, at least three storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need forlessons to school and then take itall back home after school. Mostschools in china do not haveequipment in the classroom.Fewer students in each class There are fewerstudents in a class,no more than 30 perThere are usually more students inhigh school, perhaps 40 to 50 perclass. Recently some schools areclass. beginning to limit the number ofstudents in each class.At ease with our teacher Students have aclose relationshipwith their teachers.They feel at easeand comfortablewith them.It is similar in china. Nowadays,lots of teachers and students haveestablished a good relationshipwith each other. They respect eachother and work to gain a betterunderstanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to thequestions in Part C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let themguess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/get used to do sth.; be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。
Unit 1 Teenage life Reading and thinkingthe说课稿高中英语
新人教版必修一Unit1 Teenage lifeReading and thinking---The freshman challenges 说课稿Good even ing,honorable judges.It’s my great honor to share my lesson design with you. The content of my lesson is Senior English Book 1 Unit 1 Teenage life Reading and thinking part. My lesson design includes7 sections. They’re teaching background, teaching objectives, key and difficult points of teaching, teaching methods, teaching procedures, blackboard design as well as teaching reflection.1.Teaching background1)Theoretical basisFirst, let me talk about teaching background, which includes 3 parts--theoretical basis, analysis of material and analysis of students. The first theory I depend on is English Subject Core Competence,which emphasizes the importance of developing students’ language ability, learning ability,thinking capacity and cultural awareness. All of this can be shown in learning activities. The second is the View of English Learning Activities, which sets a solid foundationfor my teaching procedure.The activities I designed are graded from easy ones to difficult ones. The third theory I’m based on is Constructivism Learning Theory. It is students-centred, focusing on capacity building and emphasizes the situational scene of knowledge. Besides, it focus on cooperative learning and integrated learning activities. All of these ideas can be shown in the learning activities.2)Analysis of materialThenI analyze the teaching material from three dimensions what how and why.What covers the theme and the content. The theme of this section is humans and self. The type of this section is reading and thinking. It's a narrative in the first person whose topic is the freshman challenge. How involves the structure of the text. It’s general and specific.Why refers to the intention of this text, which aims to develop students positive attitude towards challenges and to compare school lives at home and abroad.3)Analysis of studentsThen I adopt SWOT model to analyze the target students. The students are freshman in senior one at Enping No.1 Middle School. They are active to create and eager to explore. Meanwhile, they have the similar experience while the weakness is that they have difficulty in understanding the cross culture knowledge, such as soup kitchen.Besides they will learn from Adam about how to overcome challenges in their school lives.Moreover, to improve their ability of reading and express their challenge and school lives in English is a potential challenge for them.2.Teaching ObjectivesBased on the analysis of teaching material and target students, the teaching objectives are designed as follows, which highlight the CoreCompetence and reflect the cognitive levels.By the end of the class students should be able to:(1)Know some words and phrases related to challenges through theme-based reading, such as freshman, suitable, confusing, freshman and so on.(2)Enhance thinking ability, such as creative and critical thinking throughprediction, further thinking and discussion.(3)Sort out and introduce the information about challenges through a mind map(4)Develop a positive attitude towards challenges in life3.Key and Difficult pointsThekey points are through theme-based reading, students can acquire information about challenges in three aspects —“What”, “How” and “Attitude”.Through a mind map, students can sort out and introduce the information about challenges. Through thought-inspired questions, students can develop a positive attitude towards challenges in life. To sort out and introduce the information about challenges through a mind map is difficult.4.Teaching MethodI will use situational language teaching, task-based language teaching method and communicative language teaching in this lesson.5.Teaching ProcedureIn my teaching design, there are 3 periods--learning, applying and transferring.I will explain them step by step.To start with, they can see a picture of the Wechat history with Adam and answer the questions based on it to lead in the topic, which also helps to relate to their personal experience. In the second step, students are required to predict the quality of Adam and what the passage is mainly about based on the pictures and title. In the third step, student should read for the main ideas with skimming skills,and step 4 is reading for the detailed information. They are asked to draw a mind map with the given clues, which can develop their integrated learning ability, language ability and thinking quality. The fifth is further thinking, they can infer what kind of person Adam is and find the supporting details by cooperating with their group members. Later share the answer on the blackboard, developing their cooperative learning ability, thinking quality and cultural awareness. After that, ask students to discuss about their own freshman challenges, which is a good way to relate to their reality and put what they have learned into practice. A presentation of their works is followed，in which students' communication ability and thinking ability are improved. Students' works are added on the blackboard to further improve the mind map and realize the learning process of "co-construction between teachers and students". Finally, I extend to the challenges in life, which aims to deepen their understanding of challenges and hold a positive attitude towards all the challenges they face in their lives.When the class comes to an end, the students are required to finish the checklist on the handout to see what they have learned through this lesson. Their homework is to write their challenge report. This is an output, consolidating knowledge and laying a foundation for the later learning of this unit.6.Blackboard DesignThis is my blackboard design, a mind map. Through the cooperation between teachers and students, a knowledge network based on the topic context of "challenges" is constructed. Generative learning outcomes give students a moreintuitive and in-depth language experience.7.Teaching ReflectionStudents have a clear knowledge network based on the topic context of "challenges" . In general, all the activities are well organized and the students are active in the whole class. However, they find it hard to draw a mind map. Because time is limited, there is a lack of further exploration of the theme. I will have them trained to draw mind maps and read more materials about challenge.That’s all for my teaching design. Thank you for your attention.。
高一英语(外研版)必修一 Unit 1 A New Start(1)教学设计
2. What happened on your first day at senior high? Share your experiences and feelings with the class.
In his diary, he wrote about the school campus, his new English teacher, the first class, an embarrassing moment and his feelings.
Then teacher asks students to choose the best description of Meng Hao’s first day at senior high. Ex.2 on Page 4.
Curious: decided to explore a bit
Surprised: saw the same manIhad met earlier
During the English class:
Nervous: tried to turn on my brain; the engine just wouldn’t start; butterflies in my stomach; breathed deeply
1. What do these students do at school?
2. How is this school different from your school?
(Teacher gives demonstration.)
高中英语人教版必修第一册Unit 1 Teenage life Reading 教学设计 -
Reading and Thinking: The Freshman ChallengeInstructional designTopic Unit1Teenage LifeThe FreshmanChallengeTypeReadingandThinkingClassClass 6,Grade1Duration45minTeaching Material AnalysisThis lesson is the second period of unit 1, namely reading lesson. It tells the story of Adam, an American middle school student, who encountered challenges at the beginning of entering high school. This topic is closely related to high school students, and is very in line with the learning situation of senior1 students, which will also stimulate students' interest in learning and draw their attention. By reading the text, students can learn to share with their classmates the challenges they face as a senior one student, also their feelings and solutions to the challenges. Adam thinks high school life is a challenge. What are the specific challenges? Therefore, students will be able to utilize the reading skills to read the text and find out the key information and Adam’s emotional changes, so as to guide students to realize the challenges they face and the solutions, and then guide students to analyze the differences between Chinese and Western education systems and cultivate their cross-cultural awareness.Student AnalysisThis lesson is for Class 6, Grade 1. Although the topic is very familiar to them, they still have difficulties in expressing their real challenges in English. In addition, they may not have a good understanding of the American middle school education system. For example, the protagonist Adam has a school adviser to help him to offer suggestions for course selection, and Adam is a volunteer in a soup kitchen. These cultural phenomena, which are different from China, might make students confused.Teaching Objectives 1. Knowledge objectives: Enable students to learn English expressions related to Teenage Life, such as freshman, challenge, responsible, etc.2. Ability objectives: Enable students to analyze the structure of the text, master the reading skill: skimming, and summarize Adam's challenges, feelings and solutions by themselves. Enable students to understand the structure of the text.3. Cultural awareness: Enable students to get cultural knowledge, such as “Soup Kitchen”, “School Adviser”, etc. Be able to understand the differences between Chinese and Western education systems and cultivate students' cross-cultural awareness.Key point Students can learn to use reading strategies: skimming, and new vocabulary expressions in this lesson to understand the main idea of the article, summarize the challenges Adam faces, how he feels and what his solutions are; students must be able to understand the differences between Chinese and Western cultures. That is, to understand the specific meaning of soup kitchen, school adviser.Difficult point Students can use the new vocabulary of this unit to correctly communicate with their classmates the challenges they face in middle school life in English, and find solutions.Teaching Procedures Step1 Pre-reading(1)The teacher shows the photos of Bingtuan No. 2 High School on thePPT and asks the following two questions：Were you curious about senior high school life before you came here? Can you describe your feelings as a freshman in senior high school? (2) Students share their answers, and the teacher provides timely classroom feedback.(3) Then, the teacher shares her challenges as a freshman with students and talk about the challenges she faced and shares her feelings with classmates. After that, introduce Adam, the protagonist of this lesson: There is an American middle school student named Adam, but his first year life in high school is a challenge for him, so let's take a look, what happened?Step2 While-listeningFast Reading(1)Students read the article quickly, find out the main idea of eachparagraph of the text, and work together to complete the following blank spaces:Paragraph Main ideaParagraph1Paragraph2Paragraph3Paragraph4Before students starting, the teacher introduce the reading strategy “skimming” to students, namely “You can quickly find main ideas and the whole structure by first taking a quick look at the title, picture(s), key words and phrases, and topic sentences.”（2）Students compare the text, find the position of each general sentence in the paragraph, and analyze the structure of the text. Teacher's question:Can you understand what structure the article is organized, guys?Detailed Reading(1)The first paragraph: Students read the first paragraph carefully andanswer the teacher’s questions:What does Adam think of his senior high school life?How did he feel about the first week?(2)The second paragraph: Students read the second paragraph of the textand answer the teacher’s questions:How does Adam choose the suitable courses?What courses did Adam choose?Which one do you think would be his favorite? Why?The teacher makes a simple cultural development for the “school adviser”in the second paragraph.（3）The third paragraph: Students read the third paragraph of the text, answer what “make the team” specifically refers to in this paragraph, analyze and summarize Adam’s challenges and his countermeasures, and the teacher makes a simple cultural expansion of the “soup kitchen”.（4）The fourth paragraph: Students read the fourth paragraph of the text and answer the teacher’s questions ：In this paragraph, what is the specific challenge Adam encountered? And how will he overcome this challenge?（5）Read again: Students read the text again, summarize the challenges Adam faces, and his feelings and solutions, and then complete the form; After the group discussion, two or three groups of students will be asked to share their own challenges, feelings and solutions.Step3 Post-reading（1）Students think about and discuss the following questions and let three or four students express their opinions in the class:Do you face the same challenges as Adam?What other challenges are you facing?How will you deal with them? TheFreshmanChallengeChallengeFeelings Solutions Entering seniorhigh school Confused ____ Choosing suitable courses Serious Ask for help Making thefootball teamUnhappy but won’t quit To improve himself Keeping upwith othersWorried but confidentStudy harder, be responsibleThe teacher gives students a template to answer, and gives a rough guide to the students' thinking direction:Like Adam, I also have to…Unlike Adam, I don’t have to…My solution to this challenge is to…（2）After listening to the students’ open answers, the teacher gives timely and effective classroom feedback; then the theme of the text teaching is sublimated: STRIVE. Strive to be your better self！（3）RetellingLet students retell the text and then talk about their own challenges and how do they feel and how will they solve these challenges?Step4 Homework1. Complete the activity5 on page15.2. Memorize the new words and word chunks collocations that have been learned in this lesson.Blackboard Design 板书一：Unit 1 Teenage LifeThe Freshman ChallengeChallengeHow to choose courses How to choose extra-curricular activities How to study 板书二：ChallengeRelationshipHomeworkCanteenPressurePEP Senior High School English Compulsory 1（2019）。
2019新人教必修1Unit1TeenageLifeListeningandSpeaking优秀教案
2019新人教必修1unit1Teenager LifePeriod1 Listening and Speaking----Choose a school clubI.Teaching objectives:1.talk about activities in different school clubs and the reasons for choosing a school club2.Predict the contents of listening materials by reading questions and optional choices.3.identify the useful sentence patterns and expressions from the listening text.4.express suggestions about how to choose a suitable school club by using the language in the listening text.II.Teaching key points1.Enable students to get the main information by using different listening strategies.2.Help students choose a suitable school club through listening practice.III.Teaching difficult points1.Enable students to predict the contents of listening materials by reading questions and optional choices and be able to apply it to listening.2.Enable students to fully discuss the reasons and motivation of choosing a suitable school club. IV. Teaching methods● Task-based language teaching ● The situational teaching method● Communicative ApproachV. Learning methodsIndependent study, Cooperative learning and Inquiry-based learningVI.Teaching proceduresProceduresStep I Lead-inActivity 1 Look and discuss about the Opening PageT:Class,what do you think of the sentence by AristotleS1:It means good habits are very important for our success,T:What are good habits in your opinion?S2:Taking exercise every day,practicing handwriting,taking notes in class...Activity 2 Ask students their ideal life in the senior high school.T:Class,what kind of life do you wish to live in the senior high schoolI hope to take part in different after-school activities.Step Ⅱ Listening:Choose a school clubActivity 1 Warming upMatch the photos with the names of the clubs.1.Ask students to look at the photos on Page 12 and match the photos with the names of the clubs.2.Talk about the activities in different clubs.T:Class,you have many chances to join different clubs in the senior high school. What clubs are you interested in?Why ?S1:I'm interested in V olunteer Club because I think it is meaningful to help others....Suggested answers:Ballet Club Ⅱ Nature ClubⅡ V olunteer ClubⅡDebate ClubⅡActivity 2 Pre-listeningBefore listening,ask students to read the questions and the choices to predict the contents of the first two conversations.1. What are the two conversations about according to the questions?2.Which can't be the right choices for Question I1and Question 2Why ?Suggested answers:1.They are about school clubs.2.I think Choice C of Question 1 can't be the right choice because..I think Choice A of Question 2 can't be the right choice because..Activity 3 Listening to Conversations 1&21.Listen to the first two conversations and choose the correct answers.(1)What are they learning about in Conversation 1?A.Hearing.B.SoundsC.Dogs.(2)The students are discussing Conversation 2.A.schoolworkB.relationshipsC.dating(3)Circle the two clubs where these two conversations happened.A.Science ClubB.Ballet Club.C.Nature ClubD.Debate Club.2. Check the answers and explain some important expressions like the following:high frequency sounds,ears change when...,date,one reason is that...3.Listen to the conversations again and find out more details.Conversation 1:Dogs can hear_______________sounds,but people can't.And if you could hear the second one,you're younger than________________.Our ears change when we________._________and__________can hear the second one,but most people older than 25 can’t.Conversation 2:Team A: We say_______.One reason is that________.They should think about________and spend more time________.Team B:Teenagers can________if they want. It is quite________for a teenager at that age to feel he or shelikes somebody. We think it is __________for teenagers to date and study at the same time. Suggested answers:1.(1)A (2)C (3)AD3. Conversation 1: high frequency;25;get older; Children;young peopleConversation 2: no; teenagers are too young;schoolwork;studying;date;natural;possible Activity 4 Listening to Conversation 3Listen to Conversation 3 and learn how to choose a club.1.Listen to the conversation and finish Activity 3 on Page 12.(1)Tick the activities that happen in each club.(2)Adam says that he likes_____________ but is not so interested in__________________A.stories;cartoonsB.animals;plantsC.making friends;cleaning up(3)Which club do you think is suitable for Adam?Why?I think Adam should join the ______club because he says that he___________________2. Check the answers and explain some important expressions like the following:I've got two left feet, watch biology lectures, grow plants in a greenhouse,give directions to visitors3.Listen again and answer the following questions.Pay attention to the sentences and expressions to express how to choose a suitable club.(1)What club will Julia join?Why? (2)Why won't Adam choose the Cartoon Club ?Suggested answers:1.(1)Ballet Club:learn new movements2.Nature Club:listen to lectures;grow plants3.Cartoon Club:write stories:draw cartoons4.V olunteer Club:clean up parks;give directions(2)B(3)V olunteer; would like to do something outdoors3.(1)Julia will join the Ballet Club because to be a dancer is her dream and she thinks ballet has such beautifulmovements.(2)Adam won't choose the Cartoon Club because he is not good at drawing and he would like to do somethingoutdoors.Step Ⅱ SpeakingActivity 1 Review the expressions about like,dislike and suggestion.Like:like/love/enjoy..,I prefer...,I'm interested in......I'm fond of...,I'm crazy about...Dislike:I don't like....I hate..Suggestion: I think you should... How about...?Why not...?Activity 2 Ask students to read the example and underline the following expressions in the dialogue.Are you going to...?Do you like...better than...?I like... better.If you ask me,I think you should...Activity 3 Ask students to work in pairs to role-play the dialogue. Try to use what they have learnt.Example:A:Hi,Sam! I've decided to join the Music Club.B:Good decisionA:How about you? Are you going to join a club?B:Yes.I'm wondering which one I should choose:the Acting Club or the Ballet Club?A:I guess the question is...Do you like dancing better than acting?B:Actually,I like acting better,but my friends go to the Ballet Club and I want to be with them. A:Hmm...If you ask me,I think you should choose what you like.Suggested answer:A:Hi,Tom! I've decided to join the Sports Club.How about you? Are you going to join a club? B:Yes.I'm wondering which one I should choose:the Cartoon Club or the Nature Club?A:Do you like cartoons?B:Yes,I love to watch cartoons! But I'm not good at writing stories and drawing cartoons.A:Are you interested in plants?B:Actually,I like biology and growing plants. A;Hmm...If you ask me,I think the Nature Club is more suitable for you.Step IV Homework1. Write down a dialogue about choosing a club.2.Review the new expressions learnt from the listening materials; high frequency sounds, I've got two left feet, watch biology lectures.板书设计：Unit1 Teenage LifePeriod1 Listening and Speaking本节课是高中英语人教版新教材第一单元的听说课、主题是“选择学校社团”。
外研社英语必修一教案
外研社英语必修一教案Title: Unit 1 Introduction to the CourseGrade level: Senior 1Unit: Unit 1 - Introduction to the CourseCourse: EnglishPublisher: Foreign Language Teaching and Research Press Time: 45 minutesObjective: By the end of the lesson, students will be able to:1. Understand the purpose and content of the English course.2. Familiarize themselves with the textbook and accompanying materials.3. Demonstrate their understanding through a class discussion. Materials:- English textbook- Teacher's manual- Whiteboard/markers- Handout with questionsProcedures:1. Warm-up (5 minutes):- Greet the students and ask about their English learning experience so far.- Discuss the importance of learning English as a global languageand the benefits it can bring.2. Introduction (10 minutes):- Present the title of the unit: Introduction to the Course.- Explain that this unit aims to give an overview of the course content and objectives.- Discuss the importance of setting goals and expectations for English learning.3. Textbook Overview (10 minutes):- Distribute the textbooks to the students.- Ask the students to open their textbooks to the first page and follow along.- Introduce the different sections of the textbook, such as the units, vocabulary, grammar, reading, writing, and listening sections. - Highlight the importance of practicing all four language skills: listening, speaking, reading, and writing.4. Class Discussion (15 minutes):- Divide the class into small groups of 3-4 students.- Ask each group to discuss and answer the following questions: - What are your expectations from this English course?- What difficulties do you anticipate in learning English? How do you plan to overcome them?- How can the textbook and other materials help you improve your English skills?- Walk around the class, monitoring the group discussions and providing assistance if needed.- After the discussion, ask each group to share their answers with the whole class.5. Conclusion (5 minutes):- Summarize the main points discussed in the class discussion. - Encourage students to set goals and work hard throughout the course.- Briefly introduce the next lesson or unit.Assessment:- Evaluate students' participation in the class discussion and their ability to articulate their expectations and difficulties in learning English.Extension:- Assign students a reflective task where they write about their language learning experience and goals.- Encourage students to explore additional English resources such as online language learning platforms or English language films and music.Note: This lesson plan is a general outline and can be adjusted to suit the specific needs and abilities of the students. It is important for the teacher to adapt and modify the materials and activities to create an engaging and effective learning experience for the students.。
人教新教材英语必修1Unit1 学案：Reading and Thinking—Comprehend
Reading and Thinking—ComprehendingTHE FRESHMAN CHALLENGEHi！My name is Adam and I’m a freshman①at senior high school.1Going from junior high school to senior high school is a really big challenge.The first week was a little confusing②.First，I had to think very carefully about which courses I wanted to take.The school adviser helped me choose the suitable ones：maths，English，chemistry，world history，and Chinese.I know that Chinese is a very difficult language，but I hope to be fluent③when I graduate④.My adviser recommended⑤that I should sign up for⑥advanced⑦literature⑧ because I like English and I’m good at it.I had to choose extra-curricular⑨ activities，too.I tried to join the school football team，but the coach told me that I didn’t play well enough.Obviously⑩，I was unhappy，but I won’t quit⑪. 2I’ll find a way to improve on my own so that I can make the team next year. I joined a volunteer club instead.Every Wednesday，we work at a soup kitchen and hand out food to homeless people in the community.I know I’ll have to study harder as a senior high school student and get used to being responsible⑫for a lot more.3I’m a bit worried about keeping up with the other students in my advanced course，and it’ll be quite difficult to get used to all the homework. Still，I’m happy to be here.Studying hard isn’t always fun，but I’ll be新生的挑战嗨！我叫亚当，是一名高中新生。
人教版选择性必修第一册Unit1学案
Unit 1 People of Achievement Period 1 Reading and Thinking 教学设计课题Period 1 TU YOU YOUAW ARDED NOBEL PRIZE 单元Unit 1 学科English 年级Senior1Class 3教材分析Reading and thinking is a news report.The passage mainly tells about “Tu Youyou Awarded Nobel Prize”,asks students to learn the Artemisinin research process,analyze and refine Tu Youyou’s excellent quality.教学目标与核心素养1.Knowledge objectives:To prediction of the content;To make the structure of the passage; To fully understand the whole article.2.Skill objectives: To get the main idea,paragraph meaning and some details by careful reading.3. Emotional objectives:To sum up and refine the greatness of Tu Youyou and the team;4. Thinking quality objectives: To describe the character of Tu you in the form of recommendation letter according to the content and feeling of the text;重点Summarizing and refining the greatness of Tu Youyou and the team.难点1.What kind of person makes great discoveries?2.What qualities do the research team possess according to the data?教学过程教学环节教师活动学生活动设计意图Step1. Lead in 1.describing some people tostudents,guess who they are accordingto the description;2.Give a picture of sweet warm woodand ask students to guess whodiscovered the artemisinin ;Students can guessthe people accordingto the description.To arousestudents’ interestand lead in thetopic;Step6: Homework 1. Memorize new words.2. Preview Language Points.。
外研社高中一年级英语必修一unit1说课稿
science langu academ your favourite Your
subjects ages ic
subject
difficult
subjects
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教师抽取学生进行对话 速记小卡片ቤተ መጻሕፍቲ ባይዱ组抢答
Speaking 根据图片对中美高中的区别进行口头描述
课外阅读材料链接
Unit 1 My First Day at Senior High
——listening and speaking
说课内容
说教 材
说教 学方
法
说教 学手 段
说教 学过 程
说板 书设 计
01 02 03 04 05
1、教材的地位与作用 2、教学目标 3、教学重难点
教材的地位与作用
本单元My First Day at Senior High是外研社高一英语必修 一的第一单元，今天学习的 是Introduction模块和 Speaking模块。两个模块主 要的话题是对于学科的喜好 和中美高中之间的差别。作 为高中第一堂英语课，这节 课显得至为重要，不仅仅在 于要学习新的内容，更要激 发学生们的学习兴趣，帮助 克服部分同学学英语的畏难 心理，为今后的学习打下好 的基础。
ending~
放映结束 感谢各位的批评指导！
谢 谢！
让我们共同进步
1、导入 2、呈现 3、练习 4、作业
In the new school, you must see many new things. let‘s see some pictures about the new life.
mnnieleitwarysfrctiehraoniondlisng(军训)
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Unit 1 Good FriendsTeaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. V ocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechPeriod 1Step 1 Presentation and discussion (warming-up)●Introduce yourself to the Ss and let them know your willingness to be their friend.●Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funny﹡loyal--- adj. true and faithful / never go against sb.be faithful to…n. loyalty﹡honest—never telling lies﹡brave--ready to suffer danger or pain﹡wise—someone who is wise makes good decision, gives good advice etc. especially because they have a lot of experience of life.﹡strong—be healthy or fit, always full of energy﹡handsome—good-looking(refers to men)﹡smart—good or quick in thinking (spoken English)﹡funny—making people laughc.f. fun [u]have funWhat fun it is to ride and sing in a one-horse open sleigh.●Then ask some questions around the class and discuss with them the following questions: What should a good friend be like?﹡be like prep.:What’s the weather like?What does your friend look like?c.f. like v.I don’t like milk, but I like orange juice.What qualities should a good friend have?﹡quality [c] / [u]:Kindness is a human quality which everyone admires.When you buy something, you always pay more attention to quality than quantity Should they be funny, smart and strong?Suggested structure: A good friend is someone who…Step 2 Speaking●ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?●And then fill in the form on page 3.﹡list[n.]a shopping lista list of student’s namesmake a list of…[vt.]He listed all things he wanted to buy.●Then ask the students to express their ideas freely. Encourage the students to say more aboutfriends.Question: Who do you think could be friends and give reasons for your opinions.﹡give reason for…for this reason, …Step 3 ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to turn to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? Y ou said that you would…Please forgive me. Y ou promised to … I’m very sorry… It won’t happen again. I forgot. Step 5 HomeworkFinish Exercise 3 in the workbook.Period 2Step1 Revision●Ask several students to present a speech about friends as a revision.Step 2 Pre-reading●Present the students a picture to illustrate the situation on a lonely island. Ask them to listthree items in the box and ask them to give the reasons using the sentences listed on page3. Step 3 Reading●Before asking the students to read the text, first give the students a brief introduction aboutTom Hanks, his films and the film Cast Away.●Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?●At the same time explain the language points if necessary.Step 4 Post-reading●Discuss the questions in the Part POST-READING.Step 5 Homework●Prepare a talk about Tom Hanks or something about one of his film.Period 3Step 1 Revision●Get the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language Study●Deal with the other language points.Language Points:1.cast-cast-cast①[vt. always + adv/prep]—to throw, allow to fall or drop.The fisherman cast his net into the water.②be cast away—to be left alone on a lonely shore or island, as a result of your ship sinking.If you are cast away on a deserted island, what will you miss most?2.survive [vt./vi.]-- not die in an accident or war or from an illness～the crashI don’t think I could ～another year as a teacher, it’s too stressful.Many people didn’t ～in the earthquake.3.desert ①[c]/[u]—a large area of sand where it is always very hot and dry.the Sahara Desert②[vt]—to leave someone alone and refuse to help or support them any more.Mike just deserted the girl when she was ill.--to leave a place so that it is completely empty.They deserted their homes and went abroad.③deserted[adj.]a deserted land, a deserted island,c.f. the desert areas of North Africa 北部非洲的荒凉地区（荒凉的；不毛的）a desert island = a deserted island 荒岛（无人居住的；荒的）4.make (a) firebe on fire;set sth. on fire;set fire to sth.;catch fire;start a fire;put out a fire;play with fireHe who plays with fire gets burnt.5.develop a friendship①develop heavy industriesdevelop one’s health②develop the minddevelop a mine③develop a film6.treat…as…= regard…as…Don’t treat me as a child.The old woman treated her as her own child.c.f. consider…as…; think of…as…7.in order to—①for a purpose of…In order to understand how the human body works, you need to have some knowledge of chemistry.②in order that…I locked the door in order that they might feel comfortable.c.f. so that…8.share[vt./vi.]—to have or use sth. that other people also have or use at the same time.share…with…[vt.]—let someone to have or use something that belongs to you.to share my lunch with a few hungry birds.[vt.]—to have the same interest, opinion, experience; feelings etc. as someone else.to share (in) happiness and sorrow9.care about①to feel that something is important so that you are interested in it; worried about it.The only thing he cares about is money.②care that/who/what/how….I don’t care who will give us the lecture.③care for●to look after someone who is not able to look after themselvesShe cared for her father in the hospital.●(usually in negative and questions) like or want…would you care for a drink?I don’t much care for her parents.10.tell lies●[c.]lie—lies –lies●[v.]lie—lied –lied●[vi.]lie—lay –lain11.apologise[vi.]—to say sorry to…apologize to …for…to make an apology to…for…●Ask the students to fill in the blanks with proper words.Step 3 Grammar●Illustrate to the students the use of Direct and Indirect Speech.●Then ask the students to do the exercise in the Part Grammar on P5. Step 4 PracticeAsk the students to act out exercise2 in the part Grammar.Step 5 HomeworkAsk the students to finish the exercise in their workbook.Period 4Step 1 RevisionCheck the homework.Step 2 PresentationPresent samples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail.Step 4 WritingAsk the students to write an e-mail message.Step 5 Homework Ask the students to try to write an e-mail to their e-pal。