江苏省新沂市第二中学高中英语《Unit 1 Word power》教案新人教版选修6

合集下载

M1U1Word power 教学设计

牛津高中英语模块一Unit 1 Word power教学设计1. 教学内容：牛津高中英语模块一Unit 1 Word power2. 教学目标通过教学活动使学生熟悉：1）泸溪一中校园设施的概况；2）正确利用校园设施提高自身素质；3）清楚地表达自己才能达到有效的交流。

知识与技能听：听懂师生、学生之间的对话，完成每一个任务。

说：能用比较得体的语言进行交流、完成对校园设施功能的表述及用英语表达路线。

读：能正确读出本节课所用到的校园设施词汇和指示路线的表达；能读懂本节课中出现的关于CMHS的表述文字并能正确读出该文章。

写：能运用复习到的指示路线的表达完成B部分练习。

过程与方法创设学习情景，引导学生自主学习、合作学习、探究学习，培养学生的有效交际、信息处理和用英语思维的能力。

情感态度与价值观让学生在不断地学习情景中体验用英语交流的成功与喜悦，同时培养他们团队合作、相互帮助的精神。

3. 教学策略自主学习，合作学习，探究学习。

4. 教学重点及难点1）熟悉校园设施的英文对应词汇以及如何正确使用校园设施；2）复习指示路线的表达法。

5. 教学过程Step 1 Lead-inBy reviewing the topic of Unit 1 and playing a guessing game，lead the Ss know what to learn in this period.Guessing game：Let Ss guess the answer by listening to a description of a school facility，and invite one student to write the word down on the blackboard：classroom，library，gym，dormitory，and canteen. Step 2 Vocabulary（1）Learn more facilities through pictures. Also，ask one student to write the words down on the blackboard.Basketball court，reading room，science lab，teachers office / office，garden（2）Let the student lead the rest to read the ten words on the blackboard.（3）Find more facilities from the map on Page 6.Lecture hall，art room，car park，stores，swimming pool，and medical center（4）Teach Ss to read the words and then ask them to read them together.（5）Make the words visualized through a flash of our school，made by myself，and let students tell the name together to consolidate.Step 3 Functions of facilities（1）Group work：divide Ss into 6 groups and ask them to describe a picture by using the sentence “A ______ is a place for us to ______.”（2）Game：ask one student to face the blackboard，listen to what others read，and choose the correct facility.（3）Let Ss finish exercise：Part C on Page 7：first read the passage on the book and then do it together on the screen.Step 4 Telling ways（1）Reading：let Ss read Wei Huas thoughts on Page 6 and find out which way she chose.（2）Retell Wei Huas ways by looking at the map on the blackboard. （3）Translate and learn some useful expressions of telling ways. （4）Group work：each group discusses to finish a task. The group leaders come to the blackboard to show the way and remind the members of the way when necessary，and the members tell the way in English. Task 1：Here I am standing at the library. I want to get to the canteen，but I have to buy something first.Task 2：Here I am standing at classroom 40. I want to get to the art room，but I have to get some medicine from the doctor first.Task 3：Here I am standing at the dormitories. I want to swim，but before that I have to listen to a speech.Step 5 Summary and HomeworkReview what was learned in this class.Homework：（1）Learn more words about school facilities after class if they like.（2）Finish Part D on Page 7 to learn some words about equipment. （3）Finish Part B on Page 6.7. 板书设计School Facilitiesclassroom basketball court lecture halllibrary reading room car parkgym science lab medical centerdormitory language lab swimming poolcanteen garden art room。

江苏省新沂市第二中学高一上学期英语牛津版必修1教案：M1U1Word power

教法及教具
Black board /group discussion
教
学
过
程
教学内容
个案调整
教师主导活动
学生主体活动
Step1。Lead-in:
1. Ask the Ss to recall the first day they came to this school。Ask them if they had any difficulty in finding their way to their classroom or any other buildings that day。
＊Walk towards / past…，and then walk between … and …. You will find … at the end of the road。
Step 2.Read a map
After the warming up exercises, we will come to the topic of this period.
主备人
黄星宇
审核人
苗静
授课时间
2014年9月4日
第5课时
课题
M1U1 Word power
课型
新授课
教学目标
Enable the students to learn the words and expressions about school facilities。
Help the students learn how to master the words and expressions about school facilities and equipmentin the gym

Unit 1 Word power教案

Word power教案
课题
Unit 1 Word power
第7课时
计划上课日期：
教学目标
1.Have students learn adjectives to describe personality
2.Have students learn some important words by heart
3. Have students do the following exercises.
4. Check students’ understanding of these adjectives.
Step 4：Vocabulary extension
1. Have students focus on Part A on Page 7 and finish the blanket.
教学重难点
Remember these adjectives that can describe personality
教学流程\内容\板书
关键点拨
加工润色
Step1: Greetings.
Step 2: Brainstorming
1. Ask students to think of one of his/her friends and make a brief description of him/her. Have them unite as many students as possible.
My friend Lucy likes to help others.
Selfish.
She is helpful
```````````
2. Have students answer the following two questions.

高一英语《Unit1 Word power》教学设计3

《Unit 1 Word power》教学设计（3）Boys 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 growing-up. 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 ask others for help? Now think about the patterns you learned in junior high.3. Dealing with the mapFocus on the map first and familiarize yourselves with each building. Now read Wei Hua’s thoughts carefu lly 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.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.4. 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 keyschools 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?)School facilities are an important part of school construction and development.。

高一英语《Unit1 Word power》教学设计2

《Unit 1 Word power》教学设计（2）Teaching aimsLearn some new words and enlarge Ss’ vocabulary.Teaching proceduresStep 1 Brainstorming Think about the following questions：1).Whether UFOs really exist has puzzled US for a long time．Have you ever thought about exploring space one day?2).Are you interested in making discoveries in space?3).What achievements have humans made so far in space exploration?4).Who was the first man to travel in space?5).When did the first man land on the moon? And how?6).What do you know about him?While focusing on the questions above，please pay attention to some other new words related to space，such as astronaut，spaceship／space shuttle ,orbit，etc．give SS more information about the history of space exploration and the history of the space shuttle．Step 2：V ocabulary learningRead the first part of the speech and complete the time line of the main events mentioned．2。

最新高中英语-Unit1-Word-power教案-译林牛津版必修4

英语必修4译林牛津Unit 1精品教案（3）Word●Word powerWe’ll learn in this section some common suffixes that can be added to nouns or verbsto create adjectives. And also some vocabulary related to sales and marketing.Step 1: Brainstorming1. Please think about the following questions:How are the following words formed?health (noun) healthy(adjective) interest (verb) interesting (adjective)An English word can have several derivatives. And please pay attention to thefact that many English words share the same root word, even though they have different meanings or parts of speech.Now here’s more example for you to better understand word formation.breath (n.) breathe (v.) breathless (adj.)act (v.) action (n.) actor (n.) actress (n.) activity (n.)possible (adj.) impossible (adj.) possibility (n.) possibly (adv.)friend (n.), friendly (adj.), friendless (adj.), friendship (n.), unfriendly (adj.)As you can see, many words are derived by adding suffixes or prefixes to the root words. Often you may come across unfamiliar words while reading, try to use knowledgeof word formation to guess their meanings. Will you? And can you give more examplesabout word formation?2. Shall we have a competition to see who can give more examples or create mo re wordsby adding suffixes or prefixes to the root words?3. As we know, sometimes an English word can be made up of three parts: a prefix,a stem and a suffix. A stem is the main part of a word. A prefix is a group of lettersadded to the beginning of a word. A suf fix is a group of letters placed at the endof a word. Both prefixes and suffixes modify the meaning of a word or change it intoa different word group. The following is a table of common prefixes:Prefix Meaning Examples (adjectives)un- Not unfair, unnecessary, unimportant,unhappyin- Not incorrect, invisible, incurable,inaccuratedis- showing opposite disable, dishonest, disagree, disappear,discoverre- do again rewrite, redo, rebuild, react, retel l,recreatemis- badly or wrongly misunderstand, misdirect, mistake,misuseStep 2: Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "un flatter ing," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affixto refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the use of prefixes:•"ad" (to) + "fix" (attached) = "affix"•"pre" (before) + "fix" = "prefix"•"sub" (under) + "fix" = "suffix"Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):ab (away) abrupt, absent, absolvead (to) adverb, advertisement, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interp rovincialintra (within) intramural, intrapersonal, intraprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateStep 3: Ready used materials for Word formationAffixesMorphemes added to free forms to make other free forms are called affixes. There are three principle kinds of affixes:1.prefixes (at beginning) — "un-" in "unable"2.suffixes (at end) — "-ed" in "walked"3.circumfixes (at both ends) — "en--en" in "enlighten"(These always seem to consist of otherwise attested independent prefixes and suffixes.)A Rule for Forming some English WordsConsider the following pairs of English words:Adjective V erbdark darkenblack blackenred reddensteep steepenWhat generalization (rule) can we make?•Form: "en"•Combination: At the end of Adjectives (suffix) to make Verbs•Meaning: "to make (more) Adjective"We can draw a diagram to show the internal structure of one of the words:Verb/ \Adjective -en|[blackMeaning: "to make (more) black"Likewise we can draw a partial structure (tree diagram) which shows the three properties of rule of combination for the affix:Verb/ \Adjective -enMeaning: "to make (more) Adjective"Zero MorphemesSome affixes consist of no sounds at all. Zero morphemes DO exist, and we'll see why, and illustrate another concep t, allomorphy at the same time.Consider the following words:Adjective V erbyellow yellowbrown browngreen greenpurple purpleThe relation between "yellow" (adjective) and "yellow" (verb) is exactly the same as that between "white" and "whiten", which we just considered. But the form of "yellow" doesn't change. So we say that we added a zero suffix:Verb/ \Adjective -Ø[|yellowMeaning: "to make (more) yellow"Zero morphemes are obviously hard to spot because you can't hear them! In these cases you have to notice what ISN'T there. (Sherlock Holmes solves one of his cases by noticing that a dog DIDN'T bark. This was important because there was a situation where any dog would have barked. This is the kind of thinking you have to do to find zero morphemes.)AllomorphyBut now we have two ways to make Adjectives into Verbs meaning "to make (more) Adjective": "-en" ("black-en") and "-Ø" ("yellow-Ø") How do we know which rule to use? That is, why not "yellow-en"?One possible (but uninteresting) answer is that we just have to memorize which affix to use for each stem. That is, we just memorize that "black" takes "-en" and "yellow" takes "-Ø". But we would like a better explanation.As with the phonology problems, the best place to look is "near" where the affix attaches. Since "-en" is a suffix, let's look at the end of the stems. What we find is that we can divide the Adjectives into two classes based on what the last SOUND (NOT letter) of the stem is:•Use "-en" if the last sound is:[p] "deep-en" [f] "stiff-en" [v] "live-en" [t] "white-en"[d] "redd-en" [s] "less-en" [ʃ] "fresh-en" [k] "dark-en"•Use "-Ø" if the last sound is:[e] "gray-Ø" ("His hair grayed (gra y-Ø-ed) before he was twenty.")[n] "brown-Ø" [m] "dim-Ø" [l] "purple-Ø" [r] "clear-Ø"We can use the same type of diagrams, and indicate the conditions:Verb/ \Adjective -en if Adjective ends in an obstruent (oral stop or fricative)-Ø if Adjective ends in a sonorant (nasals, approximants, vowels) Meaning: "to make (more) Adjective"When we did phon ology problems, we had a notion of "default" or "elsewhere". The same concept can arise in morphology, although in this case the choice is made difficult by the clean cut between obstruents and sonorants. It is true, however, that there are exceptions to this rule with certain unusual adjectives:Verb/ \Adjective/ \un- Adjective/ \Verb -able|tieMeaning: un( able (tie) ) = "can't be tied"The relative scope of "un-" and "-able" is different in these two cases, leading to a difference in meaning. The difference in meaning also correlates with whether "un-" is modifying a verb or an adjective. When a difference in meaning correlates with a difference in structure like this we call this STRUCTURAL AMBIGUITY. Structural ambiguity is a very important concept. We will see exactly the same thing when we analyze sentences.Other ways of Forming Words•Back formationsWhere one "falsely" uses a rule."peddler" refers to a personanalyze "peddler" as "peddle" + "-er"•Blends: "smoke" + "fog" = "smog"; "motor" + "hotel" = "motel"•Words from Names: "jumbo", "sandwich"•Truncation (Clipping): "gym(nasium)", "(tele)phone"Acronyms: "AIDS" = "Acquired Immune Deficiency Syndrome"课后练习Many of us mistakenly believe that it's wrong to think we have any good qualities. We may spend a lot of time blaming ourselves for our negative qualities, thinking that self criticism is the key to improving our performance. However, a constant focus on our supposed shortcomings can stop our efforts to make friends with other people. How can we believe that others could like us if we believe our inner being is flawed （有缺陷）?If someone seems to dislike you, the reason for that dislike might have little or nothing to do with you. The person who doesn't like you might be fearful, or shallow, or busy or shy. Perhaps you and that person are simply a mismatch for each other at this particular time.Don't take yourself out of the game by deciding that your flaws are bigger than your good qualities. In fact, some of the very qualities you consider to be flaws may be irresistible to someone else. For all the factors that might cause one personto reject you, there are at least as many factors that will work in your favor with someone else.You might be thirty pounds over your ideal weight, but you may have a wonderful laugh and a real enthusiasm for life. There are many people who don’t mind your extra pounds. You may drive a shabby car, but you might be a great dancer and a loyal friend. There are people out there lo oking for loyalty, or fun, or sweetness, or wisdom, and the package it comes in is not important. If you are worried that you are not beautiful enough to attract friends, keep in mind that not everyone is looking for physical beauty in their friends. You can decide to feel inferior（自卑） because you don't have much money and you don't drive a nice car. You can believe that this is the reason that you don't have many friends in your life. On the other hand, if you are very wealthy you may be suspicious that everyone is after your money and that nobody really likes you as a person.The point is that you can focus on just about anything and believe it's the reason you do not have friends and cannot make any.36. According to the author ___________ plays an important role in making friends.A. admitting your shortcomingsB. self criticismC. modestyD. confidence【答案】D【解析】推理判断题。

江苏省新沂市第二中学高中英语《Unit 1 Project 》教

江苏省新沂市第二中学高中英语《Unit 1 Project (1)》教案新人教版必修5教学目标Students will have a deep and clear understanding of different attitudes of boys and girls towardsfriendship and the meaning of friends hip.Students w ill learn how to plan and conduct a survey and how to prepare an oral report to presentto the class.重点Have a deep and clear understandingofdifferent attitudes of boys andgirlstowards friendship and the meaningoffriendship.难点How to help the students finishthe tasks well.教法及教具 A recorder, a projector and some slides．教学过程教学内容个案调整教师主导活动学生主体活动Step 1 Lead inPresent a questionnaire and conduct a survey aboutdifferent attitudes to friendship between boys andgirls with the whole class.QuestionnaireAre you a boy or a girl? BoyGirlTick the answer which most applies to you.1. Howmany b est friends do you have?A lot A few None2. How often do you have a long conversation withyour friends?More than three times a w eekonce a week seldom never3. What topics do you mostly talk about with yourfriends?Hobbies and interests Families andfrie ndsSchool and study Emotions andfeelingsFuture plans and dream4. Do you share your secrets with your best friends?Always Sometimes Never5. Do you think boys and girls have the sameattitudes towards friendship?Yes No6. If you choose No to Question 5 , what differentattitudes do they have?Friendships between girls are usually based on shared emotions and support . However,friendships between boys are usually based on shared activities or interests.Girls seem to have a lot to talk about with their best friends than boys.Girls have more friendships than boys.Step 2 Reading1.Read the first passage and answer the following questions.1.) What is the passage mainly discussing?2.) What puzzles Robert?3.) What’s the difference between boys and girl sin their attitudes towa rds friendship?4.) What are boys’ and girls’ friendships each based on?2. Read another passage about the meaning offriendship on P19 and find out what the author thinks of friendship.3. Have students underline the key sentences whichtell what the writer thinks about the meaning of friendship.4. Have students find out how many parts it can bedivided into and what the main idea of each partis.Step 3 Group Work(finish project)1.PlanningIn the g roups of four, choose a topic for their group’s survey and prepare an oral report.2.PreparingWork in small groups. You want to survey people todetermine howattitudes between boys and girls differ on a certain topic.favorite food hobbies the future familyschool subjects musicMy own topic _____________3.ProducingDiscuss each of the following questions:What is the primary purpose of our survey?How many questions will we ask?Who will take our survey?4.PresentingWrite multiple-choice questions that can beanswered quickly andare easy to total when the survey is completed.Conduct the survey and calculate the results.Discuss the conclusions the group has drawn, based on the survey results.根据中文提示完成下列句子。

江苏省新沂市第二中学高中英语必修五《Unit1Wordpower》教案

新沂市第二中学高二英语集体备课主备人：何莉用案人：授课时间：____________ 总第 6 课时课题Unit 1 Word power 课型New教学目标Enlarge students’ vocabulary about personalities.L et them recognize positive and negative adjectives that describe personality. Make a list of synonyms and antonyms about the adjectives describing personality重点Try to use these adjectives that describepersonality freely.难点How to make them to describe aperson with these adjectives that wehave learnt today教法及教具Talking, Practicing教学过程教学内容个案调整教师主导活动学生主体活动Step 1 RevisionLead the students to review the two letters by answeringsome questions.Step2 Lead in1.Students and teacher play a guessing game: Who ishe/she?Students are asked to guess who the teacher is throughthe given description of the teacher.2.Teacher introduces the topic of today’ s lesson:Adjectives to describe personality by focusing Students’attention on the words about personalities in thedescriptions.Step3 Presentation of words describing personality1.Students are asked to work in a group of four anddiscuss the personalities of famous cartoon characters.Teacher gives four choices for each group: the sevendwarfs, the evil queen, Kung Fu Panda, and Tom&Jerry.Each group is free to choose any one of the fourchoices.2.Representatives from each group tell the rest of the class。

江苏省新沂市第二中学高中英语 Module 1 Unit 2 Growing pains Word Power(2)教案牛津泽林版必修1

重点
难点
教法及教具
*Ask Ss “In which aspects doe s American English differ from 程 British English from the examples above?” (in vocabulary and spelling) * Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples. Differences Pronunciation Grammar Spelling Vocabulary Exam ples
* Ask Ss to use the information on page 26 and practi ce the dialogue on page 26. II. Assignment
…现践又接 “直：说克马质别特来这致想思一统与身本容内就也上义种某在且而素式成构仅不歌诗是其尤学文术艺言语为作，此因）》态形志德《 ”（。识意的实
教
学内容学生主体活动
个案调整
教师主导活动 1. What is a colloquialism? How is it used? 2. Presenting sentences with colloquialisms: I know you are busy, but could you just lend me an ear for a minute? Meaning: to listen and pay attention to If we don’t win this basketball game by at least twenty p oints, I will eat my hat. Meaning: a saying used when you are 100 percent certain that something will happen 3. Ask Ss to focus on Part A and have them finish this exercise individually. 教 some colloquialisms: a wet blanket meaning: a person who spoils other people’s fun by being boring all ears 学 meaning: eager to li sten; listening attentively pull my leg meaning: to fool s omeone; to joke with someone 4. Ask Ss to do Part B on page 27. 过 In this part , Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary. Homework: 1. Discuss and work out the meanings of the following 程 colloquialisms: a. My parents and I don’t always see eye to eye about school issues. b. I’ve got a major test to morrow, so I had better hit the books. c. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.

Unit1Wordpower参考教案

Unit1 Word power参考教案
年级
高二
学科
英语
教者
编号
课题
Laughter is good for youWord power
课时数
1
教案
类型
新授课
备课
日期
年月日
星期第周
上课
日期
年月日
星期第周
教材
分析
本单元Wordpower主要是关于戏剧语言词汇和有关表情方面的词汇
学情
*learn lines by heart
*find out when the character he or she is playing on stage
*dress in his or her costume and wait in the wings in time
*know the props that are going to be used before going on stage
*calm down and be confident when on stage
Step 5. Idioms about smiling & laughing
to have the last laugh; all smiles (Explanations and examples are given to you.)
(2). Complete the exercise of Part C.
(3). According to Part C, answer this question “What kinds of things should an actor do to become successful?”.

江苏省新沂市第二中学高一上学期英语牛津版必修1教案：M1U2 Task 1

主备人
苗静
审核人
胡瑞娟
授课时间
年月日
第课时
课题
Task 1
课型
New
教学目标
1。To read about how to express different feelings in different tones.
2.To developlisteningand speakingabilityin different tones.
Step 3Guessing game：
Read some sentences in different tones＆let Ss guess what feelings are expressed.
Step 4Skills building 1:
What should we listen forto understand the speaker’s feelings?
重点
Understanding tones in spoken English.
难点
Understanding tones in spoken English。
教法及教具
Presentation and practice.Discussion
教
学
过
程
教学内容
个案调整
教师主导活动
学生主体活动
Step 1 Revision
How are they feeling？
Listen and check the answers.
HoБайду номын сангаасework：
Review the words and expressions in this unit。
板书设计

高一英语《Unit1 Word power》教学设计12

《Unit 1 Word power》教学设计（1）The general idea of this period:Learn some words about outer space to enlarge their vocabulary. Also they will learn the names and the position of all the planets in the solar system.Teaching aims:Learn to read a passage of something about outer space exploration.Enlarge the vocabulary by learning about some words about outer space and space exploration.Teaching important points:Understand the meaning of the speech made by the scientist.Learn some new words about outer space and space exploration.Teaching difficult points:Knowing the main idea of the speech.Enlarge our vocabulary by remember some words about outer space and space exploration.Teaching methods:Competition to stimulate them to act quickly and actively.Associate to increase their interest and enlarge vocabulary.Consolidation:一、翻译下列词组。

江苏省新沂市第二中学高中英语《Unit 1 Word power》教案新人教版选修6

江苏省新沂市第二中学高中英语《Unit 1 Word power》教案新人教版选修6教学目标1)To understand the text better2)To master some useful words and expressions重点 1.To understand the text better 难点1.To master some useful words and expressions教法及教具Talking, Practicing教学过程教学内容个案调整教师主导活动学生主体活动Step 1 Word studyRead the passage on Page 6, Part A. Pay attention to thewords in blue, guessing the meanings of them.1. To kill or not to kill, that is the question.Do you know the names of the cast and the line in thesescenes(场景)?the words thatthe actors say.2. Uncle Li is very angry; the consequence is very serious.lines & stage direction Zhang Yimou张艺谋A famous director(paper in hand)a person in charge of the whole performanceCast (全体演员)Director (导演)Lines (台词)Script (剧本)stage direction (舞台说明)Act (幕)Scene (场)one-act play (独幕剧)Step2 Word playMatch the words with the explanationA: areas to the right and left of stage which the audience can’t see.B: screen that can be raised or lowered at the front of a stage.C: platform of place on which plays are performed.D: things used on a theatre stage t o represent the place of action.E: special style of dress for a particular activity.1.scenery_______2.stage__________3.curtains_______4.costume________5.wings _______Step 3 Word competition1.What do we call the person who acts in a play?2.What do we call the person who is in charge of a play?3.What is a script made up of?4. What will an actor read in a script?5. What kind of play is called one-a ct plays?6.a part of a play in which the action happens in one place7.a small object used by actors during the performance ofa play or film8.the area at either side of the stage that can no t be seen by the audience9.the clothes worn by actors in a play, or worn by somebody to make them look like something else.Practice1.On hearing the gunshot, the birds flew in all d______.2. Do you think your w___ are strong enough to fly by yourself?3. People living in the countryside can enjoy wonderful natural s_____.4. Please read the s___ of the play first and try to keep the lines in mind.5. Act1, S_____2 of ‘Hamlet’ is exciting.S tep 4 DiscussionRead part C, and discuss how to be a good actor.How to be a good actor ?1. listen to the director2. learn lines by heart3. find out when the character he or she is playing onstage4. dress in his or her costume and wait in the wings intime5.know the props that are going to be usedbefore going on stage6. calm down and be confident when on stageStep 5 Idioms about smiling& laughingto laugh one’s head off: to laugh very hardto smile on someone: someone is luckyall smiles: becoming happy again especially after feelingsad.to have the last laugh:to make someone who hascriticized or defeated you look stupid by s ucceeding insomething more important or by seeing them failStep 6 Homework1.Find more idioms about smiling and laughing, and finishPart D.2. Make up a short play and try to act it out in class.板书设计教学札记。

高一英语《Unit1 Word power》教学设计1

《Unit 1 Word power》教学设计（1）Warming-up1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressionsWhat do you think of our canteen? How about the gym? Is our car park ok in the school?Encourage them to express their genuine opinions.3. As k students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.V ocabulary learning1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.Sample answersB If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.AnswersC 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteenV ocabulary extension1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.</P< p>3. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for sc hools to have a gym? How do you like these equipments?Answers：D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping ropeHomework1. Let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.2. Do Part A and B in writing on Page 85.3. Pick out attributive clauses in the passage of Part C.Period 6 Grammar and usage (1)Teaching aim:To give a brief introduction to attributive clauses.Teaching procedures:1. Tell the students what is attributive clause.2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.4. Check the answers with the students.5. Explain some language points in the article.6. Give the students some more exercises of attributive clause.7. Assignment.。

江苏省新沂市第二中学高中英语选修六《Unit1Wordpower》教案

5. What kind of play is called one-act plays?
6.a part of a play in which the action happens in one place
7.a small object used by actors during the performance of a play or film
Step 6Homework
1.Find more idioms about smiling andlaughing, and finish Part D.
2. Make up a short play and try to actit out in class.
板
书
设
计
教
学
札
记
1.What do we call the person who acts in a play?
2.What do we call the person who is in charge of a play?
3.What is a script made up of?
4. What will an actor read in a script?
E: special style of dress for a particular activity.
1.scenery_______2.stage__________
3.curtains_______4.costume________
5.wings_______
Step 3Word competition
stage direction(舞台说明)
Act(幕)
Scene(场)
one-act play(独幕剧)

江苏省新沂市第二中学高中英语《Unit 1 Word power》教案 新人教版选修6

M1U1Word power 教学设计

江苏省新沂市第二中学高一上学期英语牛津版必修1教案：M1U1Word power

Unit 1 Word power教案

高一英语《Unit1 Word power》教学设计3

高一英语《Unit1 Word power》教学设计2

最新高中英语-Unit1-Word-power教案-译林牛津版必修4

江苏省新沂市第二中学高中英语《Unit 1 Project 》教

江苏省新沂市第二中学高中英语必修五《Unit1Wordpower》教案

江苏省新沂市第二中学高中英语 Module 1 Unit 2 Growing pains Word Power(2)教案 牛津泽林版必修1

Unit1__Word__power参考教案

江苏省新沂市第二中学高一上学期英语牛津版必修1教案：M1U2 Task 1

高一英语《Unit1 Word power》教学设计12

江苏省新沂市第二中学高中英语《Unit 1 Word power》教案 新人教版选修6

高一英语《Unit1 Word power》教学设计1

江苏省新沂市第二中学高中英语选修六《Unit1Wordpower》教案

江苏省新沂市第二中学高中英语《Unit 1 Word power》教案新人教版选修6

江苏省新沂市第二中学高中英语 Module 1 Unit 2 Growing pains Word Power(2)教案牛津泽林版必修1

Unit1Wordpower参考教案

江苏省新沂市第二中学高中英语《Unit 1 Word power》教案新人教版选修6