北师大版高一英语必修一教案第单元第课版

北师大版高一英语必修一教案第1单元第1课(整理版)

本课流程Reading部分说课稿Unit one lifestylesLesson one a perfect day?第一个板块——教材分析※第一环节——说教材。

作为高中英语开篇单元，本单元的话题是lifestyles,主题与生活紧密贴切。

那么作为本单元的第一课A Perfect Day?其重要性不言而喻。

本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。

第二环节——说教学目标。

新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。

1)Knowledge Objects2) a. To discuss favorite TV programs and daily activities3) b. To revise Present Simple and Present Continuous.4) c. To read two texts in order to check predictions.5) d. To read two texts for specific information.6)Ability Objects7) a. Enable the students to learn how to scan and skim.8) b. Enable the students to guess the meaning of the words from the context.9) c. Enable the students to understand the importance of reading.10)d. Enable the students to read a lot after class11)Emotion Objects12)a.To discuss the healthy lifestyles and improve the awareness of cross-culturalcommunication.13)b. Let the students know and respect different ways of lifestyles of people and let them knowhow to plan her/his future after reading the texts.在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课的重难点有：Teaching Important Points:1) Help the students to master the key words associated with lifestyles.2) Talk about people’s different lifestyles.3) Get the general idea about two passages.Teaching Difficult Points:1) How to grasp the key information of an article in the limited time.2) Train the students to use the third person in Present Simple to complete sentences correctly.3) The omit of “be” in Present Continuous.第二个板块——教学与学法分析。

北师大版高一英语必修一教案

北师大版高一英语必修一教案教案标题：Unit 1 Friendship - Lesson 1 Part 1: Listening and Speaking教案目标：1. 学生能够听懂并理解有关友谊的对话。

2. 学生能够运用所学词汇和句型描述友谊。

3. 学生能够进行友谊话题的讨论和交流。

教学重点：1. 听力技能的培养，学生能够听懂并理解有关友谊的对话。

2. 口语表达能力的提升，学生能够运用所学词汇和句型描述友谊。

教学难点：1. 学生能够理解并运用所学词汇和句型描述友谊。

2. 学生能够进行友谊话题的讨论和交流。

教学准备：1. 多媒体设备。

2. 教材《北师大版高一英语必修一》Unit 1 Friendship。

3. 课件和练习题。

教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and check their homework.2. Show a picture of friends and ask students to discuss the following questions in pairs:- What qualities do you think a good friend should have?- What are some important aspects of friendship?Step 2: Pre-listening (10 minutes)1. Introduce the topic of the lesson: Friendship.2. Brainstorm words related to friendship on the board.3. Pre-teach key vocabulary: loyal, trustworthy, supportive, etc.4. Discuss the meaning of the vocabulary words and provide examples to help students understand.Step 3: Listening (15 minutes)1. Play the audio recording of the dialogue between two friends discussing their friendship.2. Ask students to listen carefully and answer the questions:- What are the two friends talking about?- What qualities do they value in their friendship?3. Play the audio recording again if necessary.4. Check the answers as a class.Step 4: Speaking (15 minutes)1. Divide the class into pairs or small groups.2. Provide a list of discussion questions related to friendship. For example:- What qualities do you value in a friend?- How do you maintain a strong friendship?- Have you ever had a disagreement with a friend? How did you resolve it? 3. Ask students to discuss the questions and share their opinions within theirgroups.4. Monitor the discussions and provide assistance as needed.5. Have a few groups share their ideas with the whole class.Step 5: Consolidation (5 minutes)1. Summarize the main points of the lesson.2. Ask students to reflect on what they have learned about friendship and the qualities of a good friend.3. Encourage students to apply these qualities in their own friendships.Step 6: Homework (2 minutes)1. Assign homework: Write a short paragraph describing a good friend and the qualities that make them special.2. Remind students to bring their completed homework to the next class.教学拓展：1. 为了帮助学生更好地理解听力材料，可以提供一些与友谊相关的图片或短视频，并要求学生描述这些图片或视频中的友谊场景。

英语北师大版必修1全套教案

Unit 1 A Perfect DayTeaching aims:To read two texts for specific informationTo revise Present Simple and Present ContinuousTeaching course:ⅠWarm upFirst ask students the question to arouse their interest.What do you think a perfect day is like?Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on.Draw a conclusion: do all you like to do; live a life in the way you like.Now read two texts telling you two people’s perfect day s.ⅡReadingUnderstanding the textRead the text and answer the following questions.What kind of lifestyle do you think the man in a couch potato?Do you ever watch too much TV? How much time do you spend watching TV every day?What kind of lifestyle do you think the man in the second text?Listen to the text1.underline the TV programmes that Brian usually watches.2.Underline the kinds of work Bob does every day.ⅢSpeakingDo the exercise 4Read the two texts again and answer these questionsDo the exercise 5Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?What does a couch potato refer to?What does a workaholic mean?ⅣLanguage in useWork in pairs and describe your parents’ lifestyle t o your partner.ⅤVocabularyDo the exercise 7ⅥGrammarFirst turn to page 92 analysis and explain Present Simple and Present Continuous Then do the exercise 8 and 9ⅦHomeworkWrite a composition “My Perfect Day”Words:100 words or soSuppose you can design your a day freely what is your perfect day like?Unit1 Lesson 2 RelaxingTeaching aims:To practise listening for specific informationTo learn about ways of dealing with stress in everyday lifeTeaching course:ⅠWarm upWork is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.ⅡTalkingTask oneYou are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)How do you get rid of the stress in your life?Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.ⅢListeningDo the exercise 2Do the exercise 3Read through the Strategies with the class and see if they can use any of these Strategies already.In pairs, students read the questions and try to predict the answers. Point out that morethan one answer is possible.Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.Do the exercise 5 and 6Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.Do the exercise 7Students look at the exercise and see if they can remember or can guess any of the missing words. Students listen to the cassette again and complete the sentences in the Function File. PronunciationDo the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.Do the exercise 10Before starting their talk, students can look at the sentences they wrote in Exercise 9Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.ⅣHomework:Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.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 story. 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 behinddeveloped 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。

北师大版高中英语必修1 Unit1_Lesson1_名师教学设计(一)

Unit1 Lesson1 名师教学设计（一）1教学目标2学情分析3重点难点4教学过程4.1 第一学时4.1.1教学目标通过本节课的学习，学生能够:1.掌握知识目标: 熟记并使用sports programs，TV series，cartoons，workaholic，couch potato，talk show，switch on/off/over，complain about等词语或词组。

知晓以下两条谚语: All play and no work makes Jack a mere boy。

（尽玩耍，不学习，再聪明的孩子没出息。

）;All work and no play makes Jack a dull boy。

（只工作，不玩耍，再聪明的孩子也变傻。

）2.形成知识技能: 学生通过文章标题解读和略读，泛听和细读，理清文章的脉络。

采用寻读，提取和概括课文的表层信息，并根据表层信息就深层次的生活方式进行比较、对照、判断和选择;以思维导图的方式，结合已学文本，通过小组活动呈现一种身边不健康的生活方式并予以批判。

学习文本后，模仿架构，能写类似的作文。

3.确立情感态度: 会尊重、理解不同的生活方式，学会规划自己的学习、生活，选择健康向上的生活方式。

4.1.2学时重点本篇课文出自《英语(Senior High English) 》，北京师范大学出版社，高一必修模块1，第一单元第一课 A Perfect Day。

文本分为两部分: 第一部分是来自伯明翰，43岁的Brian Blakey躺在沙发上讲述他的完美一天;第二部分是36岁的Bob Black正坐在桌边埋头处理公文，边乐道他忙碌的一天。

课文由两位主人公以自述的形式，讲述他们各自对完美生活方式的理解。

学生情况分析: 该班学生共50人，来自14所不同的初中毕业学校，是新组建的班级;从中考英语学科的成绩来看，34人在145分以上，10人127。

5分-144分之间，4人在120分-127。

北师大高中英语必修一unit1教案

北师大高中英语必修一unit1教案Unit 1 LifestylesCommunication Workshop(Writing)Teaching Contents: How to write a short personal letter.Teaching Objectives:1. Knowledge objectives(1) Students can learn and master the meaning of some important words and phrases: at the moment, over the years, survey, classical, formal, and so on.(2) Students can write a personal letter.2. Ability objectives(1) Writing Skill : students can write a personal letter to express their emotions.(2) Speaking Skill: students can speak the letter written by themselves.3. Emotional objectiveStudents will be able to express their emotions to their friends by writing letter.Teaching Key and Difficult Points:1. Teaching key points(1) Students can recognize and master the meaning of some important words and phrases.(2) Students can enhance their ability of writing skill.2. Teaching difficult pointStudents can write a personal letter to express their emotions correctly and appropriately. Teaching Methods:(1) Communicative methodOrganize the teaching in a communicative way by askingstudents to do pair or group work, fulfilling certain communicative tasks.(2) Heuristic methodTry to draw answers from students by asking questions and eliciting answers step by step. Teaching Aids:A computer, a blackboard, chalks and so on.Length of Teaching: 45 minutesMajor Steps:Step 1 Warming–up ( 5 minutes)Show a picture of a personal letter on the computer and then ask the students a question:①How to keep in touch with your friends?②How often do you write letters? To whom? Is it easy to do so?③When did you last receive a letter? What was it about?Give the students two minutes to discuss, and then ask some students to answer this question. (Justification: Warming–up can arouse students’ interest in th e topic of the text.)Step 2 Read and Presentation ( 5 minutes)(1)Reading Wang Ying’s letter. Match each paragraph with one of the following.a. A reason to end the letterb.Questions about the other personrmation about Wang Yang’ lifed.Saying who you are(2)Presentation: student give us their answers after reading Wang Ying’s letter. (Justification: Paraphrasing helps students be well know a personal letter.) Step 3 Writing (20 minutes) Stage 1 Decide who you are writing to and need to think about these things:1)What is the person’ name?2)Where and when did you meet him/her?3)What kind of person was he/she?4)What were his/her interests then?Stage 2 Make notes about your life:1）What are you doing now?2）What were your interests then?3）How have your interests then?Stage 3 Write a letter.To organize your paragraphs and content (layout);Layout: Dear1. Introduction2. Questions3. Information4. Reason to finishSign offTo use linking words and expressions (linking);Linking:1.We haven’t seen each other for ten year ? right?2.Anyway, how are you?3....and guess what ?we’re going out together!4.Well, I must finish here because I’ve got an exam tomorrow.To get to know words and expressions you may need (vocabulary). Vocabulary： 1. This is ?2.We haven’t seen each other for ?3.At the moment I’m ?4. Do you remember ?5. Write back soon.6. Tell all your news.Step 4 Write and T alk ( 10 minutes)Write a personal letter:Let students write a letter according to this lessen.Talkback:Work in pairs. Read each others letters. Find out two things that have changed in each others lives and tell the class.Step 5 Summary ( 3 mins)Ask some students to summary the skills of writing letter in the lessen together. (Justification: It can help the students understand the text better and offer them opportunities to communicate with their classmates.)Step 6 Homework ( 2 mins):Write a short personal letter according to this lessen.Blackboard DesignTeaching ReflectionIn this English class, all of the students were very hard-working.It seemed that they had grasped all the knowledgeeffectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. Therefore, I will pay more attention to this point and make a better teaching plan.。

北师大版高中英语必修一教案

北师大版高中英语必修一教案Lesson One: A Perfect Day Teaching PlanCreated by: XXXXXX Students:1.Understand the meaning of important words and phrases in the context。

including cartoon。

complain。

switch。

portable。

remote。

paperwork。

urgent。

personal。

document。

bored。

talk show。

switch on。

switch off。

switch over。

go off。

take up。

and be filled up.2.Solve simple problems through fast-reading and grasp specific n through detailed-reading.3.XXX.Analysis of the Learning Material:1.XXX as an n of the warming up XXX.2.XXX.3.The passage's structure is clear。

with a time-based sequence of events.Analysis of Students:1.XXX.Note: No us problematic paragraphs were identified in the original text.)As high school rs。

XXX n from texts。

To help them improve。

it is XXX points: understanding the XXX.XXX。

teachers XXX students to apply what they have learned。

英语北师大版必修1全套教案.doc

Unit 1 A Perfect DayTeaching aims:To read two texts for specific informationTo revise Present Simple and Present ContinuousTeaching course:ⅠWarm upFirst ask students the question to arouse their interest.What do you think a perfect day is like?Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on.Draw a conclusion: do all you like to do; live a life in the way you like.Now read two texts telling you two people’s perfect day s.ⅡReadingUnderstanding the textRead the text and answer the following questions.What kind of lifestyle do you think the man in a couch potato?Do you ever watch too much TV? How much time do you spend watching TV every day?What kind of lifestyle do you think the man in the second text?Listen to the text1.underline the TV programmes that Brian usually watches.2.Underline the kinds of work Bob does every day.ⅢSpeakingDo the exercise 4Read the two texts again and answer these questionsDo the exercise 5Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?What does a couch potato refer to?What does a workaholic mean?ⅣLanguage in useWork in pairs and describe your parents’ lifestyle t o your partner.ⅤVocabularyDo the exercise 7ⅥGrammarFirst turn to page 92 analysis and explain Present Simple and Present Continuous Then do the exercise 8 and 9ⅦHomeworkWrite a composition “My Perfect Day”Words:100 words or soSuppose you can design your a day freely what is your perfect day like?Unit1 Lesson 2 RelaxingTeaching aims:To practise listening for specific informationTo learn about ways of dealing with stress in everyday lifeTeaching course:ⅠWarm upWork is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.ⅡTalkingTask oneYou are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)How do you get rid of the stress in your life?Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.ⅢListeningDo the exercise 2Do the exercise 3Read through the Strategies with the class and see if they can use any of these Strategies already.In pairs, students read the questions and try to predict the answers. Point out that morethan one answer is possible.Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.Do the exercise 5 and 6Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.Do the exercise 7Students look at the exercise and see if they can remember or can guess any of the missing words. Students listen to the cassette again and complete the sentences in the Function File. PronunciationDo the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.Do the exercise 10Before starting their talk, students can look at the sentences they wrote in Exercise 9Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.ⅣHomework:Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.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 story. 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 behinddeveloped 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。

高中英语必修第一册教案Unit 1 Life Choices Lesson 1 Lifestyles-北师大版(2019)

Unit 1 Life Choices
Lesson 1 Lifestyles
【教学目标与核心素养】
1．语言能力
（1）能够正确运用以下单词和短语addict, drag oneself away, definitely, target, attentive, achieve, revise, a wide range of, it's so convenient to do sth.。

（2）能掌握动词不定式在句中能作的成分，如主语、宾语、表语、定语、状语和补语。

2．文化意识
（1）了解英语交际中如何根据对方的话语作出恰当的反应；
（2）了解英语国家中教育的大致情况，通过对比思考我国中学教育。

3．思维品质
比较评价两者的生活方式，并给出合理性的建议。

4．学习能力
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言对课文进行复述。

【教学重难点】
1．重点
（1）如何使用地道的英语介绍自己高中新生活方式；
（2）正确理解并运用动词不定式在句中的成分；
（3）礼貌进行日常对话。

2．难点
（1）能用得体的英语表达自己的生活方式、个人情感和未来期望；
（2）能正确识别动词不定式在句中的成分并准确使用。

【教学过程】。

英语北师大新版必修第一册教案

英语北师大新版必修第一册教案教案标题：Unit 1: Friendship教材：英语北师大新版必修第一册教学目标：1. 通过本单元的学习，学生将能够理解并运用有关友谊的词汇和短语，如friendship, trust, loyalty等。

2. 学生将能够运用所学的语言知识描述友谊的特点以及朋友之间的相处方式。

3. 学生将能够通过听说读写的综合训练提高他们的英语语言技能。

教学重点：1. 学习并掌握有关友谊的词汇和短语。

2. 运用所学的语言知识描述友谊的特点和朋友之间的相处方式。

教学难点：1. 运用所学的语言知识描述友谊的特点和朋友之间的相处方式。

2. 运用所学的语言知识进行听说读写的综合训练。

教学准备：1. 教师：教材《英语北师大新版必修第一册》第一单元教案、多媒体设备、教学素材。

2. 学生：教材、笔记本、课堂练习材料。

教学过程：Step 1: 导入新课 (5分钟)1. 利用多媒体设备播放一段关于友谊的视频或展示有关友谊的图片，引起学生的兴趣。

2. 向学生提问，激发他们对友谊的思考，如"What does friendship mean to you?" 或 "What qualities do you think a good friend should have?"Step 2: 词汇和短语学习 (15分钟)1. 教师出示并解释有关友谊的词汇和短语，如friendship, trust, loyalty等，并帮助学生理解其意义和用法。

2. 学生跟读并模仿教师的发音和语调。

Step 3: 阅读和讨论 (20分钟)1. 学生阅读教材中关于友谊的短文，并回答相关问题。

2. 学生分组进行小组讨论，分享自己对友谊的看法，并就以下问题展开讨论：What qualities do you value in a friend? How do you maintain a good friendship? Step 4: 听力和口语练习 (20分钟)1. 学生进行听力练习，听取关于友谊的对话或短文，并回答相关问题。

北师大高中英语必修一unit1教案

Unit 1 LifestylesCommunication Workshop(Writing)Teaching Contents: How to write a short personal letter.Teaching Objectives:1. Knowledge objectives(1) Students can learn and master the meaning of some important words and phrases: at the moment, over the years, survey, classical, formal, and so on.(2) Students can write a personal letter.2. Ability objectives(1) Writing Skill : students can write a personal letter to express their emotions.(2) Speaking Skill: students can speak the letter written by themselves.3. Emotional objectiveStudents will be able to express their emotions to their friends by writing letter.Teaching Key and Difficult Points:1. Teaching key points(1) Students can recognize and master the meaning of some important words and phrases.(2) Students can enhance their ability of writing skill.2. Teaching difficult pointStudents can write a personal letter to express their emotions correctly and appropriately. Teaching Methods:(1) Communicative methodOrganize the teaching in a communicative way by asking students to do pair or group work, fulfilling certain communicative tasks.(2) Heuristic methodTry to draw answers from students by asking questions and eliciting answers step by step. Teaching Aids:A computer, a blackboard, chalks and so on.Length of Teaching: 45 minutesMajor Steps:Step 1 Warming–up ( 5 minutes)Show a picture of a personal letter on the computer and then ask the students a question:①How to keep in touch with your friends?②How often do you write letters? To whom? Is it easy to do so?③When did you last receive a letter? What was it about?Give the students two minutes to discuss, and then ask some students to answer this question. (Justification: Warming–up can arouse students’ interest in th e topic of the text.)Step 2 Read and Presentation ( 5 minutes)(1)Reading Wang Ying’s letter. Match each paragraph with one of the following.a. A reason to end the letterb.Questions about the other personrmation about Wang Yang’ lifed.Saying who you are(2)Presentation: student give us their answers after reading Wang Ying’s letter. (Justification: Paraphrasing helps students be well know a personal letter.) Step 3 Writing (20 minutes)Stage 1 Decide who you are writing to and need to think about these things:1)What is the person’ name?2)Where and when did you meet him/her?3)What kind of person was he/she?4)What were his/her interests then?Stage 2 Make notes about your life:1）What are you doing now?2）What were your interests then?3）How have your interests then?Stage 3 Write a letter.To organize your paragraphs and content (layout);Layout: Dear1. Introduction2. Questions3. Information4. Reason to finishSign offTo use linking words and expressions (linking);Linking:1.We haven’t seen each other for ten year ? right?2.Anyway, how are you?3....and guess what ?we’re going out together!4.Well, I must finish here because I’ve got an exam tomorrow.To get to know words and expressions you may need (vocabulary). Vocabulary： 1. This is ?2.We haven’t seen each other for ?3.At the moment I’m ?4. Do you remember ?5. Write back soon.6. Tell all your news.Step 4 Write and Talk ( 10 minutes)Write a personal letter:Let students write a letter according to this lessen.Talkback:Work in pairs. Read each others letters. Find out two things that have changed in each others lives and tell the class.Step 5 Summary ( 3 mins)Ask some students to summary the skills of writing letter in the lessen together. (Justification: It can help the students understand the text better and offer them opportunities to communicate with their classmates.)Step 6 Homework ( 2 mins):Write a short personal letter according to this lessen.Blackboard DesignTeaching ReflectionIn this English class, all of the students were very hard-working.It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. Therefore, I will pay more attention to this point and make a better teaching plan.。

高中英语Unit1LifeChoicesTopicTalk教案北师大版必修第一册

Unit1 Topic talk1．stressful adj．充满压力的，紧张的→stress n．[U, C]压力v．强调→stressed adj．焦虑的，紧张的2．challenging adj．富有挑战性的→challenge n．[C]挑战vt．向……挑战→challenger n．[C]挑战者3．differ vi．不同，不一样，有区别→difference n．[C,U]差别；差异；不同（之处）→different adj．不同的4．previous adj．以前的，先前的→previously adv．以前，先前5．expectation n．[U, C]预料，预期；期待→expect vt．期待6．confidence n．[U]自信，信心；信赖→confident adj．自信的→confidently adv．自信地7．competence n．[U, C]能力，胜任→competent adj．有能力的8．pressure n．[U]压力→press vt.按，压9．recover vi．恢复健康，康复→recovery n．[U,C, usually sing.]恢复10．injury n．[C, U]伤，损害→injure vt．损害11．unfortunately adv．不幸地，令人遗憾地→fortunately adv．幸运地重点单词与短语精析★课标词▲高频词★1.senior【用法归纳】(1)adj.较高的，高级的；年长的；级别(或地位)高的senior high(school) 高中senior citizen老年人(委婉说法，尤指退休者)be senior to sb.比某人年长；比某人的地位/职位高▶My brother Bob is senior to me by two years.我哥哥鲍勃比我大两岁。

▶He is also a teacher, but senior to me. 他也是一名教师，但级别比我高。

北师大版英语必修一unit 1教案

北师大版高中英语必修一Unit 1 Lifestyles Lesson1 A Perfect Day?一、课型阅读新授课二、教学对象高一学生三、教学目标1. 语言技能：学生能够在完成阅读任务时训练其快速阅读并寻找出细节信息的阅读微技能，还能练习猜测单词或词组意思的阅读微技能。

2. 语言知识：帮助学生积累用于评价生活方式的形容词，如：relaxing, stressful, lazy.为学生补充关于电视节目类型的词汇，如talk show, TV series.3. 情感态度：引导学生区分好的生活方式和坏的生活方式，鼓励学生养成良好生活习惯，形成良好的生活方式。

四、教学重难点教学重点：1. 本节课重点在于让学生理解教材中两篇文章的大意并且能够根据关键词进行复述，还要能够初步运用不同的阅读微技能，完成不同的阅读任务。

2. 本节课的另一个教学重点在于初步指导学生写简单的作文提纲，并教给学生一些表达观点的常用写作搭配和句型。

教学难点：1. 学生在完成阅读任务的时候，难免忘记运用上不同的阅读微技能，这时需要老师在布置阅读任务前先简单地提示一下学生如何运用阅读微技能快速完成阅读任务。

2. 在故事复述环节，尽管有关键字的提示，学生也未必能快速地把关键信息串联起来并用英语表达出来，这时候老师需要给学生充足的练习时间，在学生复述遇到困难时，老师需要给予学生鼓励。

同样地，在学生描述自己理想中的生活方式的时候，也可能会表达生涩，不够自信，这就需要老师给学生充足的准备时间和练习时间。

五、教学步骤（时间分配）教学活动理由Step 1导入（2分钟）提问学生对doctor, business man, housewife这三种人的生活方式的看法，并让学生以四人小组为单位讨论出适用于描述这三种人的生活方式的形容词，最后请学生汇报。

1.让学生接触生活方式这个话题，为下面引入阅读文章做铺垫；2.激活学生记忆中可用于描述生活方式的形容词Step 2 读前活动（7分钟）1.引入A Couch Potato这篇文章中的人物Brain:向学生展示Brain的照片，提问学生下面的问题，让学生先四人小组讨论一下得出答案，然后再请几位学生作答。

高一英语北师大版必修1全套教案

高一英语（必修一）教学设计王山林庐江县第三中学Unit 1 A Perfect DayTeaching aims:To read two texts for specific informationTo revise Present Simple and Present ContinuousTeaching course:ⅠWarm upFirst ask students the question to arouse their interest.What do you think a perfect day is like?Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on.Draw a conclusion: do all you like to do; live a life in the way you like. Now read t wo texts telling you two people’s perfect days.ⅡReadingUnderstanding the textRead the text and answer the following questions.What kind of lifestyle do you think the man in a couch potato?Do you ever watch too much TV? How much time do you spend watching TV every day?What kind of lifestyle do you think the man in the second text?Listen to the text1.underline the TV programmes that Brian usually watches.2.Underline the kinds of work Bob does every day.ⅢSpeakingDo the exercise 4Read the two texts again and answer these questionsDo the exercise 5Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?What does a couch potato refer to?What does a workaholic mean?ⅣLanguage in useWork in pairs and describe your parents’ lifestyle to y our partner.ⅤVocabularyDo the exercise 7ⅥGrammarFirst turn to page 92 analysis and explain Present Simple and Present ContinuousThen do the exercise 8 and 9ⅦHomeworkWrite a composition ―My Perfect Day‖Words:100 words or soSuppose you can design your a day freely what is your perfect day like?Unit1 Lesson 2 RelaxingTeaching aims:To practise listening for specific informationTo learn about ways of dealing with stress in everyday lifeTeaching course:Ⅰ Warm upWork is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.Ⅱ TalkingTask oneYou are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)How do you get rid of the stress in your life?Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.ⅢListeningDo the exercise 2Do the exercise 3Read through the Strategies with the class and see if they can use any of these Strategies already.In pairs, students read the questions and try to predict the answers. Point out that morethan one answer is possible.Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.Do the exercise 5 and 6Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.Do the exercise 7Students look at the exercise and see if they can remember or can guess any of the missing words.Students listen to the cassette again and complete the sentences in the Function File.PronunciationDo the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.Do the exercise 10Before starting their talk, students can look at the sentences they wrote in Exercise 9Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.Ⅳ Homework:Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.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. T his is a real story. 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 stretchesalong 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:Ⅱ ListeningStudents 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 t ake turns to retell Wang Shu’s storyⅢ Voice your opinionIs it a good idea to do voluntary work? What reasons do people have for doing voluntary work?Ⅳ VocabularyDo 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 completethe sentences.Ⅴ GrammarDo 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。

北师大版高中英语必修1Unit1教案Communication Workshop

Communication WorkshopObjectives■To read a personal letter and match paragraphs and topics.■To write a personal letter, using informal expressions.■To listen for information to complete a table.■To recognise and produce correct intonation of questions.■To speak about leisure and free time.Resources usedCassette, Writing Help 1.Possible problems■Some students may be less imaginative and so have fewer original ideas for the writing task.■In the speaking tasks, some students may naturally be more reticent and so speak less than others in the group.BackgroundThe informal features found in the letter here are commonly used in personal letters. Even more formal business correspondence is becoming more informalised.Routes through the material■If you are short of time, omit the Talkback stage of the writing and speaking workshops.■If you have time, choose one of the Options activities to do.Language Power: pages 62?C63.Writing: A Personal LetterBefore you startExercise 1■Ask students how often they write letters and who to. Do they find it easy to think of things to write about? When did they last receive a letter and what was it about? Do they write to penfriends in English?■Students look at the photograph and discuss how old the children are and where they are.■Remind students of the exercise they did in the previous lesson where they matched paragraphs to topics. Here they do the same thing with the letter.■Students work in pairs, reading the letter and matching the paragraph.Answersa) 4 b) 2 c) 3 d) 1■Students close their books. Have a class brainstorming to see how much information they can remember about Wang Ying and Fang Lan. Students will probably be surprised at what they have retained even when they were not focused on the task of remembering.Exercise 2Elicit what sort of “style” students use when writing informal letters to friends in Chinese. Explain that the three features here are used in informal letters in English.■Revise the names of punctuation marks with the class by writing the marks on theboard and eliciting their names:. full stop , comma ? question mark! exclamation mark ?C dash■Students work in pairs reading through the letter to findexamples of contractions, punctuation and informal words.■Check answers by reading through the letter with the class,pausing to identify each feature. The informal words are:Remember me? Right? Anyway, guess what? Well.Stages 1?C3■Read through the three stages with the class so that students understand exactly what to do.■Refer students to Writing Help 1, page 90, and look at the page with the class if you feel it will be helpful.■You may decide that it will be better for some of the weaker students to do the task in pairs rather than individually. If the class has not had much practice in letter writing, it may be helpful to build up a letter on the board with the class so that students have another model to follow.■Students go through Stages 1 and 2 making notes, before they write their letter in Stage 3.■Students can write the letter in class or as homework.■When marking their letters, pay particular attention to the use of contractions, punctuation and informal phrases.Talkback■Students work in pairs, reading each other’s letters to find out two things that have changed.■The pairs then report back to the class.Speaking: A Class SurveyBefore you startExercise 1■Students read the Strategies and discuss in small groupswhich two they think are most important and why.■Students then feedback to the class and see if there is any general agreement.■Ask students how they can interrupt politely in English(“Excuse me/Do you mind if/I’m sorry to interrupt but ...”).Exercise 2■ Students copy the table into their notebooks.■ Students listen to the cassette and complete the table.■ Play the cassette again, pausing for students to check their answers.AnswersFavourite TV programme ?C nature programmeFavourite music ?C dance, popFavourite clothes ?C T-shirts and jeansTapescriptGirl 1: Hey, Debbie, can you answer some questions for this survey, please?Girl 2: OK.Girl 1: Do you watch much TV?Girl 2: Er, not really.Girl 1: How many hours a week do you watch?Girl 2: Well, about three or four, I suppose.Girl 1: What are your favourite kinds of programmes?Girl 2: I really like nature programmes.Girl 1: Do you like classical music?Girl 2: No, of course not! I can’t stand it.Girl 1: What sort of music do you like?Girl 2: Er, I love dance music, pop music …Girl 1: What are your favourite clothes?Girl 2: Er, T-shirts and jeans. I don’t like formal clothes.Girl 1: Do you ever wear mini-skirts?Girl 2: Mm, sometimes, but not a lot.Girl 1: Thanks a lot.Exercise 3■ Play the cassette again, pausing after each question for students to write the question down.■ When students have written the questions, play the cassette again so they can mark the intonation up or down.AnswersThe intonation goes up with Yes/No questions and down with Wh- questions■ Play the cassette again, pausing after each question for students to repeat the question with the correct intonation pattern.Stage 1■ Look at the Key Words with the class and then read through the instructions for Stage 1Key Wordshobbie s: collect (stamps/coins), paint/draw, make (models/clothes), play (chess/computer games), take photossport: play (tennis/football), go (cycling/swimming), do (gym/kungfu)music: play (the piano/the guitar), favourite singers/groups, favourite styles (pop/classical)television: favourite programmes (sports/nature programmes), TV stars/actors/actressesgoing out: fast food restaurants, cinema, theatre, concertsclothes: favourite clothes, favourite colours, buying clothes, shopping■ In groups of three or four, students choose one of the areas from the Key Words and work out three questions. Each student writes down the three questions.Stage 2■ Students form new groups.■ Each student asks his/her q uestions to every member of the group and records theanswers in a table.Stage 3■ When all the groups have finished asking their questions and recording the answers, the students go back to their original groups.■ Students compare their results in th eir original groups and produce a graph. Talkback■ Students show their graphs to the class and describe the results.■ The class discusses whether any of the results were surprising and votes for the most interesting survey.OptionsPracticeStudents look back at Speaking, Exercise 3 ? C the questions they wrote down from the cassette. In pairs, students ask and answer the questions, giving their own information about TV, music and clothes.。