高一英语上册 教学案全套 新人教版必修1
人教版高中英语必修1教案5篇
人教版高中英语必修1教案5篇人教版高中英语必修1教案篇1Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。
主要语言功能项目是talk about countries, cities and languages。
语法结构为 Where…from; Where…live and whatlanguage…speak。
先以Activity1复习语言与国家的配对练习入手,Activity2a, 2b一个综合的听力训练来展示学生的听力能力,并以听力内容为基础,通过人教版高中英语必修1教案篇2教学目标知识与技能(1)熟练掌握下列词汇:rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet(2)熟练掌握下列短语:dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…,weara hat, have to, music players(3)掌握下列句型:1. Dont eat in class.2. You must be on time.3. Eat in the dining hall.4. 正确使用情态动词can, can’t——Can we wear a hat in school?——Yes, we can./No, we can’t.5. 能正确使用have to 和 must 谈论规章制度We must be on time/ We also have to be quiet in the library. 教学重难点重点:1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。
高一英语新人教版必修一Unit1课堂教学方案的详细解读
高一英语新人教版必修一Unit1课堂教学方案的详细解读课堂教学方案的详细解读一、教学目标1、语言技能听:可以听懂有关学校生活和学习的话题;说:能够流利的表达自己的学校生活和学习状态,并能展开与同学之间的交流;读:通过朗读、阅读等方式能够准确理解文章的大意,能够根据文章内容,进行简单的提炼和总结;写:能够写出一篇和学校生活有关的文章,并根据不同的交流和写作情境进行语言的适应。
2、知识技能知识技能方面,本课程主要包括以下几个方面:a、学习重点关键词汇和短语,包括名词、动词、形容词、副词等;b、掌握有关学校生活的基本常识,包括作息时间安排、学科设置、课程组织、学生与教师的相互作用等方面;c、理解英语语法中的基础知识,比如时态、从句、倒装语序等;d、通过本单元的学习,进一步加强学生的英汉对照能力、快速阅读能力以及独立思考能力。
二、教学方法本课程的教学方法,将采用多元化的教学方式,其中主要包括以下几个部分:1、交互交流式教学:在教学中,将通过让学生分组,互相进行交流和讨论的形式,帮助学生更好地理解和掌握学习内容。
2、幻灯片展示教学:通过制作和展示相关教学PPT,增强学生的视觉效果,帮助学生快速掌握和理解新的知识点。
3、音频辅助教学:在教学中,将通过播放相关英语听力材料,帮助学生提升听力水平,从而更好地完成本单元各项任务。
4、情景综合教学:将通过学生自己撰写一篇有关学校生活的文章,让他们在具体的语言应用情境中进行综合口语和写作能力的提高。
三、教学内容本单元的主要知识点包括以下几个方面:1、重点词汇与短语掌握本单元词汇主要内容有:校长、教师、学生、图书馆、办公室、讲堂、体育馆、实验室、课程表、第一节、作业、考试、课外活动等。
2、学校常识掌握学生需要了解高中生涯各个方面,包括一学期有多少个学科?一天的课程组织是怎样的?课程与教师之间的作用是怎样的?等等。
通过了解这些内容,学生能够更好的理解和掌握学习内容。
3、英语语法掌握在本单元中,需要学生掌握英语中的基本语法知识,包括句型、时态、语态、从句等知识点。
新人教版高一英语必修一全册学案
新人教版高一英语必修一全册学案简介本学案是为高一学生编写的,旨在帮助学生系统地研究新人教版高一英语必修一全册的内容。
通过本学案,学生可以掌握必修一全册中的重点知识和技能,提高英语听说读写能力。
研究目标1. 熟练掌握必修一全册单词、词组和句型;2. 能够流利地运用所学知识表达自己的观点和意见;3. 能够阅读和理解与必修一全册相关的文章和材料;4. 能够进行简单的听力理解和口头交流。
研究内容1. Unit 1: Friendship- 单词: 单位1词汇表- 课文: A friend in need is a friend indeed- 阅读: 马晓惠的Christmas Surprise- 写作: 描述朋友特征的短文2. Unit 2: English around the world- 单词: 单元2词汇表- 课文: English is widely spoken- 写作: 介绍英语在全球的使用情况3. Unit 3: Travel journal- 单词: 单元3词汇表- 课文: An exciting trip- 阅读: My unforgettable journey to Australia - 写作: 记叙一次令人难忘的旅行经历4. Unit 4: Music- 单词: 单元4词汇表- 课文: The universal language of music- 阅读: The power of music- 写作: 描述自己对音乐的热爱和体验5. Unit 5: Restaurants- 单词: 单元5词汇表- 课文: Eating out- 阅读: A memorable dining experience- 写作: 描述一次难忘的就餐体验研究活动1. 单词记忆:通过单词卡片、背诵等方式掌握单元中的新词汇和词组;2. 课文阅读:逐段阅读课文,理解文章的主旨和细节;3. 阅读理解:完成与课文相关的阅读理解题,提高阅读理解能力;4. 听力训练:听录音,完成听力题,提高听力理解能力;5. 口语练:与同学进行口语交流,练流利表达自己的观点;6. 写作训练:完成与课文相关的写作任务,提高写作能力;7. 复和测试:定期复所学内容,并进行测试,巩固知识。
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。
2020年新人教版高中英语必修一教案全套
2020 年新人教版高中英语必修一教案全套《Welcome Unit》单元教案Welcome Unit Period 1 Listening and Thinking课题Period 1 Listening and Thinking 单元Welcome Unit During this period, the class will focus on listening and thinking.教材Students are expected to get insight into the first day of school.分析The teachers would inspire students to learn how to make introductions and greeti教学1.Learn and master the key words and phrases.目标2.Train thsetudents’ ability to pronunciation and listening.与核3.Enable the students know more about vowels.心素4.Encourage students to learn more about introductions and greetings.养1.Master the usage of key words and phrases.重点2.Improve the students’ listening and s p i e l a i k t i y n.g ab1.Let students pay attention to the pronunciation of vowels.难点2.Make the students know about how to communicate on the first meet.1教学过程教学教师活动学生活动设计意图环节Daily routineStep Warm up - A ctivate1 Teacher greets the whole class as usual. students andremind them toconcentrate. Step Preview c heck Students - C heck the2 Teacher asks students the meaning of wordsa,nswer the teaching situationphrases and knowledge points learnt last l q e u s e s s o t n i.o n sloudlytogether. Lead-in of last lesson quickly.- Help students consolidate the knowledge points.Step 3SayingTeacher shows the pictures to lead the topic.A thousand-mile journey begins with the first step.—Laozi- U se picturesto catch students’attention.- E xpand theirhorizons andspark theirinterest.1.Do you think so?2.What’s your first step?Afteracknowledging3.Do you think the first step is very theimportant?Video: Lost On The First Day Of HighSchoolinformation andthe meaning ofthe new words,answer theStep 4What did the girl experience on the f irs q t uestions. day?What was her feeling?How do you feel on the first day of s chool? Why so?New wordsTeacher explains the meaning of the newwords, and asks students to translate the meaning - Teach themeaning of newwords.of the whole sentence.Step 5exchangeexchange programmeexchange studentslecturesexfemale-malenationnationalitycampusThey wanted to design a machine that was bothattractive and practical.designerHe wrote a very formal letter of apology to Douglas.informal Let’splayTeacher choses students to answer thequestions.1.She lives on (= within themain university area).2.One evening the company arranged adinner after the play.3.We may be able to a course tosuit your particular needs.4.Have you come to at theschool?5.It was a story that touched the- F amiliarizethe new words- Clear the tackle oflistening practice.heart.6.He used to me about getting too much sun.keys:1.campus2. formal3. design4. register5. nation’s6. lectureStep 6Pair workDiscuss the questions in groups.Match the pictures with the s entences.Discuss withtheir patternerand voice their- FamiliarizeStudents with keywords.- M akeA My name is Amy. I'd like to have a s t u o d p e i n n t i o n s I D card,please.B Hi, I'm Max Jackson. I'm an exchangestudent from the UK.C Hello, everyone! Welcome to our school!Describe what the people in the pictures a re doing.Listening & Speaking students use core words and phrases. - Exercise students’ expression and speaking skills.Step Listening practice Listen to the - F amiliarize7 Teacher shows the questions. Then teachemraterials plays thelistening material and asks s t u d c e a n r t e s f u t l o l y and students with key words.answer. do the - E xerciseAmy is getting her student ID card. List l e i n stening to Conversation 1 and complete the table. e xercises. Keys: students’ speaking skills.1. 1701432.Amy Jones3.the USA4.1/One5.amyj16@Max meets Amy in the dining hall. Listen t o Conversation 2 and tick Max's favorite subject and Amy's favorite subject.Keys:1.maths2.chemistryAmy is talking to Ms Li, a school a dviser, about which courses to choose.Listen to Conversation 3 and answer the questions.1.What does Amy want to be in thefuture?A An engineer B. A designer. C A writer.2.What course will Amy probably choose?A EnglishB. IT.Keys:1. BC Art.2. CStep 8People speak insituations.IntroductionsMy name is ...a more polite way in forma S l tudentslisten totips.the- Help students learntips in listeningpractice.- M akeI'm ...This is ...Have you met ...? Doyou know ...?May I introduce ...?I'd like you to meet ...I don't believe you know ...GreetingsHi/Hello! Goodmorning!What's up?How's it going?How are things going? How are you?How are you doing? Nice/Glad to meet you.ResponsesHi/Hey!Morning!Not much.Great!I'm fine, and you? Very well, thank you. How about you?Nice/Glad to meet you, too.Break the ice“Break the ice” is a common English expression. It means “to get comfortable with someone.”students masterthe listening skill better. - Better finish the testing task.After the first greeting, the best way to break the ice is to ask for very basic information. This gives you a reason for starting the conversation.Here are some examples:How are you?Where are you from?What are you doing here? or What brings you here?Are you having a good time?Prepare some basic answers about yourself now, sothat you can introduce yourself with confidence and perfect English in the moment.Keep your answers short and simple so youless timehave less time to make mis—ta a k n e d s tolose so e m one’s attention!E.g.Where are you from?What do you do?What are you doing here?How was your trip?Are you having a good time?What do you think of the weather?Even when questions are specific, you can have a general response prepared. Say something generally positive, then add in more detail.Adding the detail keeps the conversationStep interesting. Then you can ask a question.Discussion Use what - V oice their9Teacher shows the topic and gives studentthsey have opinions.examples to discuss. learnt from the - P ractice theirWork in groups. Choose one of the interview tohelp you andteam spirit.- P ractice theirsituations and make a conversation. Try t o d i u s s c e u s s in thinking skill andthe introductions and greetings b elow.A boy meets a girl during a break. groups. imagination.- P ractice their speaking andAn exchange student is talking to a teacher on campus.A boy and a girl are at the airport to meet a visiting groupof teachers and students from England.listening.StepRole play your conversations or thingshappened on the first day of school!Pronunciation Students do - I mprove the10the exercises.students’Listen and repeat. Notice the pronunciation of the vowels (A, E, I, O, U). Then add a w ord to each group. pronunciation skill./ei/ /x/ grade escape m ap /i:/ /e/ these Chinesecampus met forget/ai/ /I/ w rite /au/ ID/ h ope alive quizalone froglisten coffee/ju:/ ht/use future up discussStep 11 Video: VOWEL SOUNDS Learn therelatedknowledgepoint.- Help studentsunderstand andmaster relatedknowledge points.Step Language points Listen to the - Help s tudents 12 Teacher explains the language points andkey knowledge know about themakes some exercise.1.exchange n.交换;交流vt.交换;交流;交易;兑换I’m an exchange student from the Uk.points carefullyand take exercise.knowledge pointsdeeper.- Let studentsknow how to usethese words andphrases.exchange studen互t派留学生exchange programmes交流项目exchange teacher互s 派教师exchange message交换信息an exchange of glanc交es换眼神an exchange of informati交on换信息in exchange f o用r …交换exchange blows互殴,打起来God offers to exchange what He has for what we have.上帝愿意用他所拥有的来交换我们所拥有的。
人教版高一英语必修一教案
人教版高一英语必修一教案1. 教学目标•掌握必修一单词和词组的基本意思及用法。
•熟练运用必修一相关语法结构。
•提高学生的听说读写能力。
•培养学生的合作意识和学习策略。
2. 教学重点•单词和词组的掌握。
•语法结构的熟练运用。
•阅读和听力能力的培养。
3. 教学难点•高难度词汇和语法的掌握。
•听力和口语能力的提高。
4. 教学准备•教学课件和录音设备。
•学生课本和练习册。
•相关教学资料。
5. 教学步骤第一课时Step 1: 导入新课•利用多媒体展示一些关于旅行的图片和视频,激发学生对旅行话题的兴趣。
Step 2: 课前预习•让学生在课本上阅读第一单元的标题和简介,了解本单元的主题和内容。
Step 3: 听力训练•播放录音,让学生听两段对话并回答相关问题,以培养学生的听力能力。
•把第一单元的单词分发给学生,让他们根据上下文猜测单词的意思,并用这些单词造句。
Step 5: 阅读理解•让学生阅读第一单元的阅读材料,并回答相关问题,以培养他们的阅读能力。
Step 6: 语法讲解•介绍本单元的重点语法结构,并给出例句,让学生理解和模仿。
Step 7: 合作活动•分组让学生完成小组练习,通过合作,加深对单元内容的理解和掌握。
Step 8: 课堂总结•对本节课进行总结和复习,帮助学生巩固所学内容。
第二课时Step 1: 复习导入•利用第一课时的课程回顾,帮助学生回忆所学内容。
Step 2: 口语训练•设计一些关于旅行的情景对话,让学生进行角色扮演,以提高他们的口语表达能力。
Step 3: 阅读拓展•分发相关阅读材料,让学生在限定时间内读完并回答问题,培养他们的阅读理解能力。
Step 4: 语法练习•针对本单元的语法结构进行练习,帮助学生巩固知识点。
Step 5: 听力训练•播放录音,让学生听短文,并回答相关问题,以提高他们的听力水平。
Step 6: 写作训练•布置一篇关于旅行的作文题目,让学生在规定时间内完成并相互交流修改。
高一英语必修一unit1教案
高一英语必修一unit1教案高一英语必修一unit1教案【5篇】教育工作,是一项无私奉献、树德育人的工作,那么你知道如何写好一篇教案呢?下面是小编为你准备的高一英语必修一unit1教案,快来借鉴一下并自己写一篇与我们分享吧!高一英语必修一unit1教案(精选篇1)教学目标1.知识目标:1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标:1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标:1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点:a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点:a.Master the reading ability b.Develop the skills ofreading 教学过程教学设计本节课共45分钟,具体教学步骤如下:Step I Leading-in播放一段小视频,内容为歌曲 If you arehappy的英文版本,通过介绍演唱乐队twins引出本单元话题。
新课标人教版高中英语必修一全部教学案
新课标人教版高中英语必修一全部教学案一、教学目标1. 通过研究本单元的教学内容,帮助学生掌握必修一中的英语知识和技能。
2. 培养学生的英语听、说、读、写的综合能力。
3. 培养学生的团队合作意识和自主研究能力。
二、教学内容教学内容包括以下几个方面:1. 语法:复和巩固现在时态、过去时态、将来时态等基本语法知识。
2. 词汇:通过阅读和听力练,掌握本单元中的重点词汇和短语。
3. 阅读:通过阅读文本和相关的阅读理解题目,培养学生的阅读理解能力。
4. 听力:通过听对话和听文章练,提高学生的听力能力和听觉理解能力。
5. 口语:通过各种口语练,提高学生的口语表达能力。
三、教学方法1. 任务型教学法:通过让学生完成一系列任务,激发学生的研究兴趣,加强学生的实际运用能力。
2. 合作研究法:引导学生在小组内进行合作研究,促进学生之间的互动和交流。
3. 归纳法:通过教师引导和学生参与,将教学内容进行总结和归纳,提高学生的研究效果。
四、教学步骤1. 导入:通过引入生活例子或相关资料,唤起学生对新学知识的兴趣。
2. 语法讲解:教师通过讲解和示范,介绍本单元的语法知识。
3. 词汇研究:通过词汇游戏和词汇练,帮助学生记忆和掌握本单元的重点词汇。
4. 阅读训练:教师通过指导学生阅读文本和做阅读理解题目,提高学生的阅读理解能力。
5. 听力训练:教师播放相关听力材料,学生进行听力训练和听觉理解练。
6. 口语练:教师引导学生进行口语练,提高学生的口语表达能力。
7. 总结归纳:教师对本节课的教学内容进行总结和归纳。
8. 作业布置:教师布置相应的作业,巩固学生对本节课的研究。
五、教学评价1. 教师根据学生的课堂表现、作业完成情况和考试成绩等,进行教学评价。
2. 学生之间进行互评,促进学生之间的交流和研究成长。
六、教学资源1. 教材:新课标人教版高中英语必修一教材。
2. 多媒体设备:投影仪、电脑、音响设备等。
3. 课外资料:相关的练册、参考书和教育软件等。
人教版高中英语必修一全册教案设计
人教版高中英语必修一全册教案设计人教版高中英语必修一全册名师教案设计Unit One FriendshipTeaching goals语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:Computer词汇教学:1. survey n. 调查;测验;测量;检查;鉴定They were pleased with their wild survey of his work.他们广泛审查了他的工作,很满意。
人教版高一英语必修一教案
人教版高一英语必修一教案“科学的伟大进步源自于崭新与大胆的想象力。
” ----- 杜威。
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.一起看看人教版高一英语必修一教案!欢迎查阅!高一英语必修一教案1(一)明确目标1. Read through the text live to ride.2. Understand “live to ride”.3. Learn to write a description.(二)教学过程Step1 Warming upTask 1Report about the passages found the day before.T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.Task 2 Read the information below and make up a dialogue.Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.设计意图:以生活实际例子为引导,可操作性强。
人教版高中英语必修1教案
人教版高中英语必修1教案教案标题:人教版高中英语必修1教案教学目标:1. 通过本单元的学习,学生能够掌握必修1单元中的词汇、句型和语法知识。
2. 培养学生的听、说、读、写的能力,提高他们的英语综合运用能力。
3. 培养学生的自主学习和合作学习能力,激发他们对英语学习的兴趣。
教学重点:1. 学习并掌握本单元的词汇和句型。
2. 进行听力和口语训练,提高学生的听说能力。
3. 进行阅读和写作训练,提高学生的阅读和写作能力。
教学难点:1. 学习并掌握本单元的语法知识。
2. 进行听力和口语训练,提高学生的听说能力。
3. 进行阅读和写作训练,提高学生的阅读和写作能力。
教学准备:1. 教材:人教版高中英语必修1教材。
2. 多媒体设备:投影仪、电脑等。
3. 教具:单词卡片、图片等。
教学过程:Step 1:导入新课(5分钟)通过引入一幅有关本单元话题的图片或一个与话题相关的问题,引起学生的兴趣,激发他们的学习欲望。
Step 2:词汇和句型学习(15分钟)1. 呈现本单元的重点词汇和句型,通过图片、单词卡片等多种方式进行词汇和句型的学习。
2. 利用课堂互动,让学生进行词汇和句型的操练和运用。
Step 3:听力和口语训练(20分钟)1. 播放相关听力材料,要求学生仔细听,并回答相关问题。
2. 分组进行口语训练,让学生运用所学词汇和句型进行对话练习。
Step 4:阅读和写作训练(20分钟)1. 学生阅读本单元的相关文章,理解文章内容,并回答相关问题。
2. 学生根据所学内容,完成相关写作任务,如写一篇关于旅行的短文。
Step 5:语法知识学习(15分钟)1. 呈现本单元的语法知识,通过示例和练习的方式进行讲解。
2. 让学生进行语法知识的操练和运用。
Step 6:课堂小结和作业布置(5分钟)对本节课的学习内容进行小结,并布置相关的课后作业,如完成课后习题或写一篇关于旅行的短文。
教学反思:通过本节课的教学,学生能够在听、说、读、写各方面得到全面的训练,提高他们的英语综合运用能力。
高一英语上册 教学案全套 新人教版必修1 学案
必修一Unit 1 Friendship单元要点预览(旨在让同学整体了解本单元要点)语言要点(模块)Ⅰ.词语辨析(旨在提供完形填空所需材料)Ⅱ.词性变化(旨在提供语法填空所需材料)Ⅲ.重点词汇 (旨在提供综合运用所需材料)1. upset adj. 心烦意乱的,不安的;不适的 vt. (upset, upset) [典例]1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。
2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。
3). He was horribly upset over her illness. 他为她的病而忧心忡忡。
4). The students really upset her. 学生们着实让她烦恼。
[重点用法]be upset by… 被…… 打乱upset oneself about sth 为某事烦恼[练习] 用upset 的适当形式填空 1). Is it ______ you, dear?2). She felt rather ______ on hearing the news.3). Is it an ______ message?4). Don’t be ______. It will be OK.答案: 1). upsetting 2). upset 3). upsetting 4).upset2. concern v.担忧; 涉及; 关系到 n. 担心,关注;(利害)关系[典例]1). The news concerns your brother. 这消息与你兄弟有关。
2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。
人教版高中英语必修一全册完整教案
Unit 1 Friendship I.单元教学目标II.目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题,旨在通过单元教学使学生通过讨论什么是好朋友,什么是真正的友谊,如何交友和保持友谊等问题,使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题,指导学生发表自己的见解和看法,通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信,对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式,通过对学生在日常交友过程中所遇到的五个问题,展开调查,使学生对是否擅长交友做出评价,激发学生对本单元的中心话题产生兴趣;同时也使教师本单元的授课更具有针对性,从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准,并使学生认识到不仅人与人,人与物(如日记)也可以成为好朋友。
继续探究并树立正确交友观,并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期,犹太人Anne一家过着滇沛流漓,与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友,倾诉衷肠,伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难,并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型,提高了阅读水平。
文中选用了主人公的一篇日记,使学生进一步感受到了挚友的可贵,对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解,最后一题是开放性问题,学生可以在更深入理解主人公内心世界的基础上各抒己见,使学生养成勤于思考勇于探究的良好的学习习惯,现时也培养了学生的想象力,进一步提高了阅读水平。
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.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 theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the German Nazis’killing in world war . she treats the diary as her best friend, and in it reveals her 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 friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinarything can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:3. 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 tosolve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship byusing some phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one ofyour 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 arouse the 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 feelWhat did you do in your summer holidays What did you do inyour spare time2.What do you think of our new school Do you like it Could yousay something about it3.Do you like making friends How do get in touch with your friendsDo you have many friends Where are they now Do you haveany old friends in our school Have you made any new friends inour classStep 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures may be helpful: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 fillin the blanks.girl friends boy friendspen friendslong -distance friendsfriends 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 to find 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 commonand 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 onpage 8.5.The teacher ask some students how many points they got for the surveyand assess their values of friendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she 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, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your 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 doTry 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, ……2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, 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, but still know you can callthem and wake them up, and they’ll still want to talk to you ,that’s 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 share their 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 friendWhy and Why not2. What factors may cause the breakdown of a good friendship3.What can be your special friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”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 from false 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 you3. 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 notStep 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 it2) Did she have any other true friends then Why3) What is the difference between Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before readi ng ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3.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 hideHow would you arrange to get food given to you every dayWhat 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 explain why, 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 express your 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 their opinions 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 togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1.Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4.Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1Lead inT:Good morning, class. In the last lesson, we learned Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have t o repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说:“我不得不呆在躲藏处。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案一、教学目标本教案旨在帮助学生达到以下教学目标:1. 掌握必修1全册的英语单词、词组和句型;2. 培养学生的听、说、读、写的综合语言能力;3. 培养学生的跨学科研究能力,通过阅读、听力和讨论提高学生的综合素养;4. 培养学生的研究策略,教会他们如何有效地研究和使用英语。
二、教学内容本教案包括必修1全册的以下内容:1. 单元一:Greeting and Introduction2. 单元二:Time and Daily Routines3. 单元三:Hobbies and Leisure Activities4. 单元四:School Life5. 单元五:Family and Relationships6. 单元六:Travel and Holidays每个单元的教学内容包括听、说、读、写的综合练,以及文化背景和研究策略的介绍。
三、教学方法本教案采用以下教学方法:1. 任务型教学:通过给学生一些具体任务,培养他们自主研究和合作研究的能力;2. 情境教学:将研究内容置于真实的生活情境中,帮助学生理解和使用英语;3. 多媒体教学:结合多媒体资源,提供丰富的听力、口语和阅读材料,激发学生的研究兴趣;4. 提问引导:通过提问引导学生思考和表达,激发他们的研究动力;5. 小组合作:鼓励学生进行小组讨论、合作研究,提高他们的沟通和合作能力。
四、教学评估本教案将通过以下方式进行教学评估:1. 课堂表现:观察学生在课堂上的参与程度、口语表达能力等;2. 书面作业:布置书面作业,检查学生对教学内容的理解和掌握程度;3. 小组项目:布置小组项目,评估学生的合作能力和综合运用能力;4. 课堂测验:定期进行课堂测验,测试学生的听力、阅读和写作能力。
五、教学资源本教案所需的教学资源包括:1. 教科书:人教版高中英语必修1全册;2. 多媒体资源:包括录音、视频和网络资源;3. 手机、平板电脑等电子设备:用于学生查阅和使用研究资源。
高一必修一英语教案(精选4篇)
高一必修一英语教案(精选4篇)高一必修一英语教案(精选4篇)教案中对每个课题或每个课时的教学内容,教学步骤的安排,教学方法的选择,板书设计,教具或现代化教学手段的应用,各个教学步骤教学环节的时间分配等等,下面是为大家整理的关于高一必修一英语教案,欢迎大家阅读参考学习!高一必修一英语教案(篇1)一、教学背景分析1. 单元背景分析随着科学技术的发展,各种各样新的发明和发现都层出不穷。
生活在这样一个知识爆炸的年代,学生们更应用心去体会并感受科技和发明创造者给生活带来的变化,进而能联想到他们平时所学的学科及知识,并用英语为媒介进行知识的整合与串联。
同时从另一个角度来说,科技进步的同时,我们的社会也产生了各种各样的矛盾与争论,因此如何正确的看待或处理这些问题,也成为广大学生应该了解并掌握的知识。
2.学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。
学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析语言技能听:在听懂教师向学生讲述实验中注意事项基础上,继续学习并强化捕捉特定信息的能力,以及确定全文主要话题的概括能力。
说:应能在了解一定的现代科技发明基础上,思考并学习如何对一种新的事物进行描述。
同时能与他人进行交流,叙述事物的利与弊端。
读:强化略读、查读等阅读微技能,训练通过寻找关键词,主题句等方式更快速并准确的确定*的段落大意,理清*的总体框架与脉络。
继续运用已经掌握的基本猜词技巧猜测部分单词,并在上下文体验中感受某些佳句给读者带来的深层含义。
写:学习在对事物进行理性思考的基础上,运用恰当的句型与词汇描述对事物正反面的不同观点,同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感,并应熟悉议论性作文的基本写作框架。
情感态度与文化意识(1)。
进一步培养小组合作学习的能力,通过调查、采访、讨论等活动完成任务,取长补短,加强团体协作意识。
新人教版高中英语必修1教案
新人教版高中英语必修1教案教案标题:Unit 1 Friendship教学目标:1.能够听懂、会说、读写与友谊相关的词汇和表达。
2.能够理解并运用本单元中的语法项目,如一般现在时、被动语态等。
3.能够根据已学内容进行情景交际和口头表达。
4.能够通过阅读和写作练习提高综合语言运用能力。
教学重点:1.学习与友谊相关的词汇和表达。
2.掌握本单元的语法项目。
3.读写技能的培养。
教学准备:教材:新人教版高中英语必修1教材、课件、录音机等教具:单词卡片、图片、举牌等教学过程:Step 1: Warming up1.通过播放一段关于友谊的视频或展示友谊相关图片来引入本单元话题。
2.鼓励学生谈论友谊的重要性和他们曾经或现在所拥有的朋友。
Step 2: Pre-reading1.引导学生讨论关于"Friendship"的几个问题,如" What qualities make a good friend?" "How do you maintain a friendship?"等。
2.让学生就这些问题进行小组讨论,并共享他们的想法。
Step 3: While-reading1.针对本单元的阅读材料,学生阅读选定的"Reading"部分。
2.师生共同讨论文章中重点词汇和理解难点。
3.进行针对性的问题解答和语言分析。
Step 4: Post-reading1.学生根据所读文章,就相关主题进行小组或全班讨论。
2.组织学生分享他们对于友谊重要性的观点和关于如何维持友谊的方法。
Step 5: Vocabulary Building1.介绍本单元词汇,并鼓励学生使用词汇卡片进行小组活动,以便加深记忆。
2.设计课堂活动,如单词接龙、词义匹配等,加强学生对词汇的记忆与理解。
Step 6: Grammar Focus1.引导学生学习本单元的语法项目,如一般现在时、被动语态等。
最新人教版高一Unit1教案(人教版高一英语上册教案教学设计)
最新人教版高一Unit 1教案(人教版高一英语上册教案教学设计)I Teaching Aims and Demands1.Words and expressions1)wordshonest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHa nks;ChuckNoland;survive;deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;sp eech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion 2)useful expressionsbe fond of ;treat…as…; make friends with ;hunt for; in order to; share…with2.Oral demandTalk about friend and friendship in English3. Grammar1)the indirect speech led by if/what /who/where/how…2)review the usage of nouns and articles4. Written demandwrite an E-mail about friendship5.Moral demandTeach the Ss how to get on well with friends and treasure friendship.II Teaching methodCo-orperating teachongIII Study methodSelf-study guided by the teacherIV Teaching aidsComputer,tape recorder,slide shoe,etc.V Teaching stepsPeriod 1Step 1 1. Ask the Ss the following questions to review some Warming up words they know to describe their friends:1) Do you have good friends?2) What do you think of them? / Why do you think he / she is your good friend?3) What kind of people do you want them to be your friends ?4) Are there any other words we can use to describe a friend?2. Review and learn some useful words:Appearance:tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)Qualities:kind kind-hearted / warm-hearted politehelpful gentle noblehonest trustworthy frank openheartedbrave great full of courage / courageousloyal true faithful to a friend dependablewise clever bright learned3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.1) I think I am ______, ______ and _______.I think I am ________ because I ________. So when you ______, you can _______.2) I think he / she is _______, _______ and ________.I think he / she is _______ because __________.4. Go over Part 2 on Page 87. Ask the Ss to make sentencesas the example.Step 2 1. Listen to the tape and finish the three situations one Listening by one. Then ask the Ss to check the answers with their partners.2. Go over Part 1 in Listening on Page 85.3. Go over Part 2 in Listening on Page 85.Step 3 Written work: Part 2 on Page 87 in the exercise book.Homework Reading: Go over Speaking Part on Page 2 and finishthe table on Page 3.SummaryPeriod 2Step1 1. Ask the Ss to tell what they learned in the last period Revision and their opinions about what a good friend should be.2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.2. Let the Ss say what patterns we can use to makeapologies.You said that you would … Why did / didn’t you …?You promised to … Why didn’t you…?Please forgive me.I’m very sorry. …It won’t happen again.I’m sorry I forgot.3. Go over Part 2 on Page 86, first in pairs and thenwith the whole class.4. Go over Part 3. First ask the Ss to complete the rolecards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.Step 3 1. Go over Speaking part on Page 2 by checking the Speaking list. First ask some Ss to read this part. Then check The answers to the list.2. Ask the Ss which of the six students they want tomake friends with and why.3. Ask the Ss to discuss in groups of four: Are friendsvery important in our life? Why?Ask some groups to report the result of their discussion.Step 4 Written work: Part 3 on Page 87.Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.SummaryPeriod 3Step 1 1. Suppose you are alone on a deserted (empty, no onePre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.3. Talk about the movie post of CAST AWAY.Step 2 Ask the Ss to read the passage and find the answers Reading to the questions:1) What is the movie about?2) Who is Chuck?3) What happens to Chuck one day when he is flying acrossthe Pacific Ocean?4) How many years has he spent on the deserted island?5) What becomes his best friend there? Why?Step 3 1. Ask the Ss to find the answers to the first threePost-reading questions in Post-reading part.2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.Step 4 Check the answers to the reading material on pages Workbook 88~89.Step 5 1. Listen to and read the text again and again.Homework 2. Find out the difficult sentences and go over the notes to this text.3. Look up the word learn in the dictionary and try tofind out different meanings of it.SummaryPeriod 4Step 1 1. Ask the Ss to tell what they have learned from the Review text.2. Ask some of the Ss to read the text paragraph byparagraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:on a deserted island, hunt for food, make a fire,be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …3. Ask the Ss to put the follow sentences into Chinese.1) Chuck is a businessman who is always so busy that he haslittle time for his friends.2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.3) Perhaps the most difficult challenge is how to survive without friends.4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.5) … it is important to have someone to care about.6) He also learns that he should have cared more about his friends.7)… we must give as muc h as we take.8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.Step 3 Ask the Ss to think over and answer the question:Discussing 1) How can a volleyball become Chuck’s friend?2) The text talks about giving and taking. How do you and your friends give and take?3) Does a successful man or woman need friends? Why or why not?4) What do friends teach us?5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?Step 4 The usage of learn:Word study 1. To gain knowledge or skill by study, experience orbeing taughtlearn a foreign languageWe’re learning English now.Have you learned how to drive a car?One can learn from his mistakes.2. fix in the mind or memory; memorizeLet’s try to learn the poem by heart.3. realize; become awareThey learned that it was no use arguing with him.4. know, get to knowThey offered help as soon as they learned that we were in great trouble.I learned of the accident only yesterday.learn one’s lesson; learn a lesson from sblearned a learned teacherStep 5 Go over Part 1 in Vocabulary on Page 87.Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.Step 6 1. Finish Word Study on Pages 4~5.Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.SummaryPeriod 5Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.Step 2 1. Ask the Ss to discuss the difference between Direct Grammar Speech and Indirect Speech in pairs.2. Summary:In Statements“I like reading adventure stories,” said John.John said (that) he liked reading adventure stories.“I don’t like computers,” Sarah said to her friends.Sarah told her friends (that) she didn’t like computers.In General Questions:“Ann, have you see my blue notebook?” Peter asked.Peter asked Ann if she had seen his blue notebook.In Special Questions:“How can you do that?” Mary asked Ann.Mary asked Ann how she could do that.“What difference does it make?” Peter asked Jim.Peter asked Jim what difference it made.3. Go over Part 1 on Page 5.4. Go over Part 2 on Page 6.Step 3 1. Go over Part 2 on Page 88.Workbook 2. Go over Part 3 on Page 88 first in pairs, and thencheck with the whole class.3. Go over Part 1 by asking some Ss to write downtheir sentences on the Bb.Step 4 1. Review the reading material.Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.3. Ask the Ss to think about in what ways we can make friends with others.SummaryPeriod 6Step 1 Ask the Ss some questions and let some Ss report Revision these questions:1) Do you want to study English? Why?2) Why do you think English is very important?3) What do you think a good friend should be?4) Do you have any good friends?5) How can we make friends with others?6) Would you like to say something about one of your friends?7) What do you often do together with your friends?8) What do you think are good ways to make friends with a stranger?9) Do you know how to make a pen friend or a pen pal?10) Can we use the Internet to make friends? How to use it to make friends?Step 2 1. Read the short passage on Page 6 and tell the main Reading and idea of it.Writing Questions:1) What is a pen friend or pen pal?2) What is an e-pal or key pal?3) What is the advantage of e-mail?2. Read the two e-pal ads and tell what kinds ofpeople do you think they are.Jane: funny, humour, frank, openhearted, friendlyJack: friendly, funny, humour, openhearted, honest3. Go over the tips and then write an e-mail message.And then check each other’s message with thepartner.Step 3 1. Read the e-mail on Page 90 and tell what it is about.Workbook 2. Talk about how to write a response.Step 4 1. Go over Checkpoint 1.Checkpoint 2. Ask the Ss to think about what they have learned inthis unit.Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the table correctly.2. Go over Reflection and ask the Ss to finish thesentences.Step 6 1. Review the whole unit.Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.SummaryPeriod 7Step 1 1. Dictate the following passage and then choose a Dictation title for it.Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.1. ….But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not supp ort them, either.3. ….4. ….5. ….6. ….But Lin Tao says they are doing OK.Title: Students Running BarStudy First or BUSINESS First?2. Some words and phrases in the listening text:solve a problem / problems, common problem,get mad, communicate, in a different way,deal with, apologize, apology, keep a secret,in a difficult situation,rumour 谣[流]言, 传闻The rumo(u)r has turned out to be true.这谣传结果是真的。
人教版高中英语必修一全套教案
Unit 2 English Around the WorldI Teaching aims1.Knowledge aim2.Master the words and phrases and get a view of the road to modern English.3.Ability aim4.Train students’ reading skill.5.Emotion aim6.Let students know more about English and inspire students to study English hard. IITeaching important pointsThe understanding and comprehension of the passage.III Teaching difficult pointHow to get to master the useful words and expressions.How to improve students’ ability to read an article.IV Teaching ProceduresV Teaching TimeSeven Periods.Period 1 Warming up and ReadingStep1. Warming up1. Lead in: Show Ss a map of the world, and ask them the following questions:1) How many languages are there in the world?2) How many English-speaking counties are there in the world?3) How are you ever heard some differences between American English and BritishEnglish?Step2. Reading(1)SkimmingRead the passage quickly and find out the answers of the questions in comprehension.(2)ScanningThe cause Cultures communicate with one another Time Things that happenedBetween AD450 and 1150Based on German1150 to 1500 Less like German; more like FrenchIn the 1600’sShakespeare broadened the vocabulary A bigchanged in EnglishLater British people broughtEnglish to Australia(3)Listen to the tape and tell the meaning of each paragraph.1. Para1: Brief introduction of the change in English.2. Para.2: An example of different kinds of English.3. Para3: The development of English.Para4: English spoken in some other countries.(4)Post readingStep3. DiscussionSome people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?Period 2 Language pointsLanguage points:1. Do you know that there is more than one kind of English in the world?你知道世界上英语的种类并不止一种吗?more than one +名词单数,后面的谓语动词用单数例如:More than one student wants to go to swim.2.In some important ways they are very different form one another.在某些重要的方面,它们彼此有些差异。
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必修一Unit 1 Friendship 单元要点预览(旨在让同学整体了解本单元要点)Ⅰ.词语辨析(旨在提供完形填空所需材料)Ⅱ.词性变化(旨在提供语法填空所需材料)Ⅲ.重点词汇(旨在提供综合运用所需材料)1. upset adj. 心烦意乱的,不安的;不适的vt. (upset, upset)[典例]1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。
2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。
3). He was horribly upset over her illness. 他为她的病而忧心忡忡。
4). The students really upset her. 学生们着实让她烦恼。
[重点用法]be ups et by… 被…… 打乱upset oneself about sth 为某事烦恼[练习] 用upset的适当形式填空1). Is it ______ you, dear?2). She felt rather ______ on hearing the news.3). Is it an ______ message?4). Don’t be ______. It will be OK.答案: 1). upsetting 2). upset 3). upsetting 4).upset2. concern v.担忧; 涉及; 关系到 n. 担心,关注;(利害)关系[典例]1). The news concerns your brother. 这消息与你兄弟有关。
2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。
3). That's no concern of mine. 那不关我的事。
[重点用法]as / so far as … be concerned 关于;至于;就……而言be concerned about 关心be concerned at / over sth. 为某事忧虑be concerned in sth. 牵涉到,与……有关,参与[练习] 用concern的适当形式填空1). There is an article that _______ the rise of the prices.2). The children are rather _____ about their mother’s health.3). Officials should ______ themselves _______ public affairs.答案: 1). concerns 2). concerned 3). concern … with3. settle vt. 安家;定居;停留vt. 使定居,安家;解决[典例]1). He settled his child in a corner of the compartment. 他把孩子安顿在车厢的一个角落里。
2). The family has settled in Canada. 这家人已定居加拿大。
3). Both wanted to settle their scores. 双方都愿意捐弃前嫌。
[重点用法]settle down 镇定下来 settle in 在…定居[练习] 中译英1). 都十一点了,她安不下心来工作。
______________________________________________________________________________________ 2). 题目这么难,谁能解决?______________________________________________________________________________________ 答案: 1). It’s eleven o’clock now, but she cannot settle to work.2). Since it is so difficult, who can settle this problem?4. suffer vt.& vi.遭受;忍受;经历[典例]1). Do you suffer from headaches? 你常头痛吗?2). She's suffering from loss of memory. 她患有遗忘症。
[重点用法]suffer from/with/for sth 感到疼痛﹑不适﹑悲伤等; 受苦; 吃苦头:[练习] 中译英1).我们在金融危机中损失惨重。
______________________________________________________________________________________ 2).他的脚痛得不得了。
______________________________________________________________________________________ 答案: 1). We suffered huge losses in the financial crisis.2). He suffers terribly with his feet.5. disagree vt. 不同意[典例]1). Even friends sometimes disagree with each other. 即便是朋友也有时意见不一。
2). We disagreed on future plans. 我们对未来的计划产生了分歧。
[重点用法]disagree with sb/what sb says/sb's decision 不同意某人的观点[某人的话/某人的决定][练习] 中译英1). 罗马的报道与米兰的不符。
______________________________________________________________________________________ 2). 他不同意让我早些回家。
______________________________________________________________________________________ Key: 1). The reports from Rome disagree with those from Milan.2). He disagreed to let me go home early.Ⅳ.重点词组(旨在提供综合运用所需材料)1. add up 加起来[典例]1). Add up your scores and see how many points you can get.把你的得分加起来,看看你能得几分。
2). Tom, what do ten, twenty and five add up to?汤姆,10,20和5加起来是多少?[短语归纳]add (…) to …. (把什么)加入…中add up to … 加起来是[练习] 用add的适当形式或构成的词组填空1). Will you _____ some more students to this project?2). Small numbers _____ a large one.3). 50 _______ 50 equals 100.答案: 1). add 2). add up to 3). added2. go through 经历;经受[典例]1). The country has gone through too many wars. 这个国家经历了太多的战争。
2). She's been through a bad patch recently. 她最近经历了一段困难时期。
[短语归纳]go after追求,追赶go ahead前进;请说(做)吧go by走过,(时间)过去go along with向前,(与……)一起去go in for爱好,从事go out外出;(灯,火)熄灭go over越过;复习go up爬上,(价格等)上升[练习] 用go 构成的词组填空1). It is wise not to ____ with this plan.2). Prices ______ a little now. People are happy.3). Anyway, don’t always_______ at night by yourself.4). I am tired. I want to _____ now.答案: 1). go on with 2). go up 3). go home 4). go to bed3.on purpose 故意,有目的地[典例]The boy broke Jack’s window on purpose. He wanted to frighten Jack.那男孩是故意打破杰克的窗玻璃的,他想吓一下杰克。
[短语归纳]do sth. on purpose: 故意做某事on purpose 表示故意地、有企图、有目的地[练习]用 purpose的相关词汇填空1). He didn’t do it ______.2). What was your ____ ?答案: 1). on purpose 2). purpose4. get along with 与某人相处;(工作的) 进展[典例]1). He is not easy-going. It’s very hard to get along with him 他不是个随和的人,很难相处。
2). How are you getting along with your work? 工作进展如何?[短语归纳]get along/on well/ nicely/ badly with 与……相处得好/不好,……进展顺利/不顺利get away离开,逃离get down下来;写下,取下get down to (doing)开始认真干……get over克服,摆脱get through通过,做完get together聚集[练习] 中译英1). 你现在和同事相处得好不好?______________________________________________________________________________________ 2). 她已重新获得从前那份工作。