新教材高中英语Unit1Teenagelife单元重点知识回顾教学案新人教版必修第一册
新教材高中英语Unit1Teenagelife单元重点知识回顾教学案新人教版必修第一册
Unit 1 Teenage lifeⅠ.重点词汇1．debate n．& vt.& vi. 辩论；争论debate (with sb.) about/on/over sth. (与某人)辩论/讨论某事under debate 在讨论中；在辩论中2．prefer v. 较喜欢；选择某事物(而不选择其他事物)(1)prefer to_do/doing ... 更喜欢做……prefer sb. to_do ... 更喜欢让某人做……prefer sth./doing ... to sth./doing ... 与……相比更喜欢……(2)preference n. 偏爱；优先权；偏爱的事物have a preference for ... 偏爱……3．clean up 打扫(或清除)干净clean out 把……打扫干净clean up after 跟在……后面收拾4．suitable adj. 合适的；适用的(1)suitable for (doing) 对……(做某事)适合的(2)suit v. 适合于，适宜suit sth. to sth./sb. 使适合(或适应)某事物(或人) 5．challenge n. 挑战；艰巨任务vt. 怀疑；向……挑战challenge sb. to_do sth. 激励某人做某事challenge sb. to sth. 向某人挑战某事face a challenge 面临挑战meet/take_up a challenge 迎接挑战challenging adj. 挑战性的6．confuse vt. 使糊涂；使迷惑；混淆(1)confuse A with/and B 将A和B混淆(2)confusing adj. 难以理解的；不清楚的confused adj. 糊涂的；迷惑的be/get confused 被弄糊涂(3)confusion n. 混乱；困惑in confusion 困窘；尴尬7．fluent adj. (尤指外语)流利的；熟练的(1)be fluent in ... 讲一口流利的……(2)fluently adv. 流利地；熟练地8．graduate vi.& vt. 毕业；获得学位n. 毕业生(1)graduate from 从……毕业graduate in 毕业于(……专业)(2)graduation n. 毕业after graduation from ... 从……毕业之后9．recommend vt. 推荐；建议；介绍；劝告(1)recommend doing sth. 建议做某事recommend sb. to_do sth. 建议某人做某事recommend sth. to sb. 把某物推荐给某人recommend sb. as ... 推荐某人为……recommend＋that ... 建议……[从句中的谓语动词用(should＋)动词原形] (2)recommendation n. 推荐；介绍信10．advance n. 进步，进展v. 前进；促进；提出；提前(1)make an advance/advances in 在某方面有进步/发展(2)in advance＝ahead of time 提前in advance of 比……进步；在……之前(3)advanced adj. 高级的；进步的；先进的11．obviously adv. 明显地，显而易见地obvious adj. 明显的，显而易见的be obvious to sb. 对某人来说显而易见It_is obvious (to sb.) that ... (对某人来说)……很明显12．responsible adj. 有责任的，应负责任的(1)be responsible for 应对……负责，对……有责任be responsible to sb. 对某人负责(2)responsibility n. 责任，责任心take responsibility for 承担对……的责任，为……负责a_sense_of responsibility 责任感have responsibility for 对……有责任，对……负责13．expert n. 专家；行家adj. 熟练的；内行的；专家的an expert on/in/at ... 某方面的专家be expert in/at 在某方面擅长14．behaviour n. 行为；举止(1)behave vt.& vi. 举动；(举止或行为)表现behave well/badly to/towards ... 对……态度好/差behave oneself 守规矩；表现得体(2)wellbehaved adj. 表现好的badlybehaved adj. 表现差的15．attract vt. 吸引；引起……的注意(或兴趣)(1)attract one's attention/interest 吸引某人的注意/兴趣attract sb. to sth. 吸引某人关注某事be attracted to sb. 喜爱某人，为某人所吸引(2)attraction n. 吸引力；诱惑力；有吸引力的地方；有吸引力的事物(3)attractive adj. 有吸引力的；引人入胜的16．focus vi.& vt. 集中(精力、注意力等)；(使)调节焦距n. 中心；重点；焦点(1)focus ... on/upon ... 把……集中于(2)in focus 焦点对准的；清晰的out_of focus 焦点未对准的；不清晰的17．addicted adj. 有瘾的；上瘾的；入迷的(1)be/become/get addicted to 对……上瘾，沉溺于……(to是介词)(2)addict vt. 使沉溺，沉溺于addict oneself to 沉溺于……(3)addictive adj. 使人上瘾的，使……入迷的Ⅱ.教材原句1．I think you should choose what_you_like.(教材P13)我认为你应该选择你喜欢的。
【教案】Unit+1Teenage+life+词汇复习教学设计-高中英语人教版(2019)必修第一册
教学内容必修一Unit1词汇复习课授课时间课型复习课教学内容分析The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.学生学习情况分析Memorizing words must be a big challenge for freshmen. They learned Unit 1 three months ago and most of them forget a lot of words due to lacking of a regular review. From this class, they will review all vocabulary and phrases of Unit 1 from game, words formation and practice.教学目标1. Guide students to review the key words and expressions concerning this unit.2. Enable students to have a good command of the usage of key words.3. Enhance students’ confidence of learning English and form a sound habit of viewing regularly.教学重点Review the usage of key words and expressions.教学难点How to use words and expressions correctly.教学过程教学设计学情预设设计意图课前预习Read aloud the vocabulary list as usual.Form a good habitof learningEnglish.创设情境提出问题Step 1 Leading-inDivide the whole class into three groups andplay a small game named words solitaire.Arouse Ss’ interestin learning Englishand create arelaxingatmosphere.教学过程教学设计学情预设设计意图师生探索构建新知Step 2 PresentationVocabulary FormationVerbs——NounsVerbs/Nouns——adjectivesAdjectives——Adverbials词性转化是学生学习词汇的难点，存在词性混乱，背了也不知怎么用等困难。
人教版必修第一册Unit1Teenagelife单元知识点总结课件
（3） Whether to wear formal clothes or not is under debate.
完成句子
（4） We had a heated debate （一场猛烈的讨论）on the matter.
（5） It is a fact beyond debate pressure of graduates is heavy.
常用于结构：argue sb. into/out of doing sth. 说服某人做 / 不做某事。
单句语法填空
（1）We are having a heated debate on on children.
the effect of computers
（2） We debated with them on the question till late into the night.
单句语法填空
（1）As a matter of fact，I prefer certainty to
adventure.
（2）I prefer to go （go） out and be out.
（3）Most people prefer riding （ride）to work to ____________ （drive）with the free-bicydrcilveingservice offered.
高中英语 Unit 1 Teenage Life词汇学习1同步教案 新人教版必修1-新人教版高一必修
word必修1 Unit 1 Teenage Life词汇学习1+语篇提升训练Learning goals:1.To learn the first part of the words and expressions in Unit 1.2.To finish some tasks about how to use the words and expressions in Unit 1.3.To improve students’ reading skills by pleting some reading prehension. Learning procedures:Step 1 词汇分类检测Task 1 阅读词汇〔英译中〕1.ballet芭蕾舞2.debate辩论；争辩3.content内容；目录；主题4.challenge怀疑；挑战；艰巨任务5.freshman (中学)九年级学生；(大学)一年级新生6.confusing难以理解的；不清楚的7.confuse使糊涂；使迷惑8.confused糊涂的；迷惑的9.remend建议；推荐；介绍10.sign up (for sth) 报名(参加课程)Task 2 写作词汇 (中译英)1.十几岁的(13-19岁)；青少年的teenage2.(13-19岁的)青少年teenager3.志愿者volunteer4.较喜欢prefer5.喜欢……多于……prefer ... to ...movement6.温室；暖房green house7.打扫(或清除)干净clean up 8.合适的；适用的suitable9.对……适合的suitable for10.事实上；的确actually11.(诗歌；书等的)名称；标题；职称；头衔title12.话题；标题topic13.(尤指外语)流利的；熟练的fluent14.毕业；获得学位；毕业生graduateTask 3 词性变换1.teenage → n. teenager2.volunteer → adj. voluntary→ adv. voluntarily3.debate → n. debater(辩论家；讨论者)4.prefer → n. preference (偏爱；优先)→固定短语：have a preference for...(对……情有独钟；偏爱……)5.content n.内容；目录→ adj. content 满足的；满意的→ 固定短语：be content with = be satisfied with (对……满意/满足)6.move→ n.movement→adj.moved / moving / moveable7.suit→adj. suitable / unsuitable→ 固定搭配be suitable/unsuitable for(对……合适/不合适)8.actual →adv. actually9.challenge→adj. challenging→n. (挑战者) challenger10.title → v. entitle (取名为……；使有权利)11.confuse → adj. confusing (令人困惑的) / confused (感到困惑的；不解的)12.fluent → adv. fluently→ n. fluency13.graduate → n. graduation (毕业) → 固定搭配：graduate from (从……毕业)14.remend → n. remendationStep 2 词汇测试练习：Task 1 plete the following sentences according to the Chinese meaning.1.Rock is the music of teenage rebellion.摇摆乐是青少年的反叛音乐。
Unit 1Teenage Life(第2课时)教案 高中英语人教版必修第一册
Unit 1:Teenage LifeThe Freshman Challenge第2课时一、教学内容品读语言，加深理解，学习亚当积极乐观的态度和品质，对比中外校园生活，迁移所学，完成仿写任务。
二、课时目标1. 通过品读语言，深入理解文本，概括亚当的生活态度和品质，培养面对挫折积极向上自信的人生态度。
2. 结合所学，对比中外高一新生的校园生活，培养文化意识，巩固所学内容并迁移至自身，培养文化意识。
3. 结合文本中得到的启示，谈论自身的挑战，最后通过撰写自己作为高一新生所遇到的挑战的文章，提高思维品质和语言能力。
三、教学过程Activity 1: Retelling Adam’s first week as a freshman at senior high school.本活动为实现课时教学目标1作铺垫。
Retell the passage about Adam’s first week at senior high school.Students are supposed to pay attention to the “opinion and fact”structure and use the words and expressions in the passage.【设计意图】此活动是热身环节，作为第一课时作业的展示，学生需要整合运用语言、内容与结构进行简单复述，一方面可以回顾文章主要内容，复现目标词汇，巩固主线和结构意识，另一方面也自然过渡到本节课的阅读重点——品读语言，判断并归纳亚当面对挑战时的态度以及所展现的品质。
Activity 2: Exploring Adam’s attitude towards the challenges.本活动旨在落实课时目标1。
Q1:Do you think that he will get used to senior high school life? Why?[1] I like English and I’m good at it.[2] I know that Chinese is a very difficult language, but I hope to be fluent when I graduate.[3] Obviously, I was unhappy, but I won’t quit.[4] Still, I’m happy to be here.[5] Studying hard isn’t always fun, but I’ll be well prepared for university or whatever elsecomes in the future.[6] ......(Although it was really a big challenge which made him feel confused, worried, disappointed and unhappy, he was still confident, hopeful , and determined to work hard. )Q2: What kind of attitude did Adam take towards the challenges at senior high school?(positive, optimistic, ...)Attitude is everything!【设计意图】紧接着复述任务后，教师引导学生重回课本，深入思考，探索亚当面对困难时的态度。
Unit1TeenageLifeReadingandThinking教案-高中英语人教版
Unit 1 Teenage LifeReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words, phrase.能力目标：Examine the structure of the text to see how it was formed. Reflect on the text and gain understanding about students’ own lives.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：Identify the useful patterns and expressions about the topic from the reading text.教学难点：To appreciate the stylistic features, stylistic device of the text and express their reading feelings.课前准备：多媒体，黑板，粉笔教学过程：一、Prereading1. Greeting2. Leadingin教师活动：教师提问。
How is your school life? Do you have any problem in school?二、While reading1.Ask the students to read the article carefully and underline any new vocabulary or phrases they encounter.2.After reading, ask the students to summarize the main idea of the article in their own words.3.Discuss the questions below to enhance prehension:a)What are Adam's first impressions of senior high school?b)What courses does Adam choose? Why did he choose these courses?c)What extracurricular activities does Adam join? How does he feel about not being able to join the football team?d)What challenges does Adam face as a senior high school student? How will he overe them?e)What does Adam hope to achieve in his studies and future career? Why?4.Read the text quickly to find the main idea of each paragraph.参考答案：Paragraph 1: Senior high school is a big challenge.Paragraph 2: Adam had to think very carefully about which courses he wanted to take. Paragraph 3: Adam had to choose extracurricular activities.Paragraph 4: Adam will have to study harder in the future and get used to being responsible for a lot more.5.Read Paragraphs 2 to 4 and tell what challenges Adam met as a freshman. Challenge 1:Challenge 2:Challenge 3:参考答案：1. Choosing suitable courses2. Making the school football team3. Keeping up with other students and getting used to homework6. Find out the sentences about Adam's solutions to the challenges.Solution Supporting detailTo challenge 1To challenge 2To challenge 3参考：Solution Supporting detailTo challenge The school adviser helped choose suitable courses. My adviser remended that I should...because...1Tochallenge2I'll find a way to improve on my own so that...To challenge 3I know I'll have to study harder as...and get used to being responsible fora lot more. Studying hard isn't always fun,but I'll be well prepared for university or whatever else es in the future.7. Read the whole passage again and plete the outline. ParagraphChallenge How Adam feels Solution1Confused2Choosing suitable courses34参考答案：Paragra ph ChallengeHow AdamfeelsSolution1Going fromjunior highschool tosenior highschoolConfused2ChoosingsuitablecoursesSerious/CarefulThe school adviser helped him choosesuitable courses.3Making theschoolUnhappyHe will find a way to improve in order tomake the team next year.football team4Keeping upwith otherstudents in hisadvancedcourse andgetting usedto all thehomeworkWorried butstillhappy,confident about hisfutureHe will try to study harder and get usedto being responsible for a lot more.8..Ask the students to write a short paragraph about their own high school experiences or expectations. They should include some personal stories or goals that they want to achieve.9.Encourage them to use the new vocabulary and phrases from the article in their writing.10.Review each student's paragraph and provide feedback on their language use and content.三、Afterreading1.学生分组讨论活动4中的第一个问题，然后用自己的语言回答。
2020年新人教版高中英语必修一《Unit 1 Teenage Life》单元教案(附导学案)2
《Unit 1 Teenage Life》单元教案Unit 1 Teenage Life-Listening and Speaking & Listening and Talking【教材分析】The theme of “Listening and Speaking” is “Choose a school club”. Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices. School clubs are an important part of students’ campus life, as well as an important study to expand students’extracurricular knowledge, develop their skills and cultivate their interests.Listening text of “Listening and Speaking” consists of two parts. The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable clubs. The second part is the dialogue between Adam and Julie as senior high school students to discuss how to choose the right one.The theme of “Listening & Talking” is “Plan a camp for teenagers” Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’spiritual and communication skills. The purpose of this section is to stimulate students’ imagination, plan a camp activity that their peers like and to use “be going to + verb primitive” and “will + verb primitive” to express future intentions or plans.Listening Text of “Listening & Talking” is a dialogue, where Max and Cao Jing talk about their participation in adventure camps and international youth camps on weekends.In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp. The dialogue highlights “be going to + verb” and “will + verb” are two structures used to express what will be done in the future.【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.2. Develop students’sense of cooperative learning and individual thinking capability.3. Develop students’different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do” to discuss their future plans and activities.【教学重难点】Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.【教学过程】Step 1 Listening and SpeakingLead inThe teacher is advised to talk with their students about school clubs that they were in when they were at junior high school: boys and girls, have you ever taken part in any school clubs before and why you chose them? After the small talk, the teacher can move on by finishing the following listening task:Listen to the first two conversations and choose the correct answers.1. What are they learning about in Conversation 1?A. Hearing.B. Sounds.C. Dogs.2. The students are discussing in Conversation 2.A. schoolworkB. relationshipsC. dating3. Circle the two clubs where these two conversations happened.A. Science ClubB. Ballet ClubC. Nature ClubD. Debate Club.Learning tip:After finishing the task above, the teacher is expected to play Conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.Listen to Conversation 3. Then help Adam choose a club.Tick the activities that happen in each club.Ballet Club○ learn new movements○ make ballet clothes○ watch dance programmesNature Club○ watch biology lectures○ grow plants○ work in a greenhouseCartoon Club○ watch cartoons○ write stories○ draw cartoonsVolunteer Club○ help old people○ clean up parks○ give directionsAfter finishing the task above, the teacher is expected to play Conversation 3 again and solve the following task.1. Adam says that he likes ___________ but is not so interested in___________.2. Which club do you think is suitable for Adam? Why?I think Adam should join the _________Club because he says that he_________.Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Help each other choose a school club.EXAMPLEA: Hi, Sam! I’ve decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes. I’m wondering which one I should choose: the Acting Club or the Ballet Club?A: I guess the question is... Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm ... If you ask me, I think you should choose what you like.Pronunciation part1. Have the Ss listen and repeat, then add more words to each group.2. Then listen to the proverbs and repeat. Have the Ss notice the pronunciation of the letters in bold.Step 2 Listening and Talking1. The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities?Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2. After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to make a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in the wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3. Work in groups. Plan a youth camp.Teacher make the Ss think of ideas for the camp. And they can use the questions below to get started. And have the Ss present their ideas for a youth camp to the class.●What kind of camp is it?●Who will be there?●What will they do?●Wh at will they learn?EXAMPLE______________campDo you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about... There’ll be many interesting activities. First, we are going to... Then we’ll... We also plan to… Finally, we’ll... Please come to our camp!Unit 1 Teenage Life-Reading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their newproblems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ different learning skills to solve different r eading comprehensive problems.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.【教学过程】1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interestedC. confusedD. worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C. Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen.Step 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and your schoollife?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school. The first week was a little 2. _____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though I couldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words)2. Learn the useful new words and expressions in this part by heart.Unit 1 Teenage Life-Discovering Useful Structure【教材分析】This teaching period mainly deals with the grammar: Phrases.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2. Enable students to use the basic phrases structures flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】1. How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2. How to enable students to use the basic usages of phrases flexibly.【教学过程】Step1:语法自主探究读下列例句并感知画线部分的共性。
Unit1TeenageLifeReadingandThinking教案高中英语人教版
Unit 1 Teenage Life Reading and Thinking 教学设计20232024学年高中英语人教版（2019）必修第一册教案一、课程基本信息1.课程名称：Unit 1 Teenage Life Reading and Thinking2.教学年级和班级：20232024学年高中一年级3.授课时间：2023年9月1日4.教学时数：1课时（45分钟）二、教学目标1.知识目标：学生能够理解并掌握本节课涉及的基本词汇和短语，如teenage life、teenagers、prefer、spare time等，并能够运用这些词汇和短语进行简单的日常交流。
2.能力目标：学生能够通过阅读和思考，理解文章的主旨大意，并能够从中获取关键信息。
同时，学生能够运用文章中的信息，完成相应的练习题目，提高自己的阅读理解能力。
3.情感目标：通过本节课的学习，学生能够认识到青少年时期的重要性，了解青少年时期的生活特点，并能够珍惜自己的青春时光，积极面对生活中的挑战。
4.文化目标：学生能够通过阅读文章，了解不同国家的青少年生活状况，拓宽自己的国际视野，增强跨文化交际的能力。
5.策略目标：学生能够通过本节课的学习，掌握一定的阅读策略，如预测、略读、精读等，提高自己的阅读效率和理解能力。
三、教学难点与重点1.教学重点（1）掌握本节课涉及的基本词汇和短语，如teenage life、teenagers、prefer、spare time等，并能够运用这些词汇和短语进行简单的日常交流。
（2）理解文章的主旨大意，并能够从中获取关键信息，提高阅读理解能力。
（3）认识青少年时期的重要性，了解青少年时期的生活特点，并能够珍惜自己的青春时光，积极面对生活中的挑战。
（4）了解不同国家的青少年生活状况，拓宽国际视野，增强跨文化交际能力。
（5）掌握一定的阅读策略，如预测、略读、精读等，提高阅读效率和理解能力。
2.教学难点（1）词汇和短语的理解和运用，如teenage life、teenagers、prefer、spare time等，需要通过大量的练习和实际运用来巩固。
新教材高中英语Unit1Teenagelife单元重点知识回顾教学案新人教版必修第一册
Unit 1 Teenage lifeⅠ.重点词汇1．debate n．& vt.& vi. 辩论；争论debate (with sb.) about/on/over sth. (与某人)辩论/讨论某事under debate 在讨论中；在辩论中2．prefer v. 较喜欢；选择某事物(而不选择其他事物)(1)prefer to_do/doing ... 更喜欢做……prefer sb. to_do ... 更喜欢让某人做……prefer sth./doing ... to sth./doing ... 与……相比更喜欢……(2)preference n. 偏爱；优先权；偏爱的事物have a preference for ... 偏爱……3．clean up 打扫(或清除)干净clean out 把……打扫干净clean up after 跟在……后面收拾4．suitable adj. 合适的；适用的(1)suitable for (doing) 对……(做某事)适合的(2)suit v. 适合于，适宜suit sth. to sth./sb. 使适合(或适应)某事物(或人) 5．challenge n. 挑战；艰巨任务vt. 怀疑；向……挑战challenge sb. to_do sth. 激励某人做某事challenge sb. to sth. 向某人挑战某事face a challenge 面临挑战meet/take_up a challenge 迎接挑战challenging adj. 挑战性的6．confuse vt. 使糊涂；使迷惑；混淆(1)confuse A with/and B 将A和B混淆(2)confusing adj. 难以理解的；不清楚的confused adj. 糊涂的；迷惑的be/get confused 被弄糊涂(3)confusion n. 混乱；困惑in confusion 困窘；尴尬7．fluent adj. (尤指外语)流利的；熟练的(1)be fluent in ... 讲一口流利的……(2)fluently adv. 流利地；熟练地8．graduate vi.& vt. 毕业；获得学位n. 毕业生(1)graduate from 从……毕业graduate in 毕业于(……专业)(2)graduation n. 毕业after graduation from ... 从……毕业之后9．recommend vt. 推荐；建议；介绍；劝告(1)recommend doing sth. 建议做某事recommend sb. to_do sth. 建议某人做某事recommend sth. to sb. 把某物推荐给某人recommend sb. as ... 推荐某人为……recommend＋that ... 建议……[从句中的谓语动词用(should＋)动词原形] (2)recommendation n. 推荐；介绍信10．advance n. 进步，进展v. 前进；促进；提出；提前(1)make an advance/advances in 在某方面有进步/发展(2)in advance＝ahead of time 提前in advance of 比……进步；在……之前(3)advanced adj. 高级的；进步的；先进的11．obviously adv. 明显地，显而易见地obvious adj. 明显的，显而易见的be obvious to sb. 对某人来说显而易见It_is obvious (to sb.) that ... (对某人来说)……很明显12．responsible adj. 有责任的，应负责任的(1)be responsible for 应对……负责，对……有责任be responsible to sb. 对某人负责(2)responsibility n. 责任，责任心take responsibility for 承担对……的责任，为……负责a_sense_of responsibility 责任感have responsibility for 对……有责任，对……负责13．expert n. 专家；行家adj. 熟练的；内行的；专家的an expert on/in/at ... 某方面的专家be expert in/at 在某方面擅长14．behaviour n. 行为；举止(1)behave vt.& vi. 举动；(举止或行为)表现behave well/badly to/towards ... 对……态度好/差behave oneself 守规矩；表现得体(2)wellbehaved adj. 表现好的badlybehaved adj. 表现差的15．attract vt. 吸引；引起……的注意(或兴趣)(1)attract one's attention/interest 吸引某人的注意/兴趣attract sb. to sth. 吸引某人关注某事be attracted to sb. 喜爱某人，为某人所吸引(2)attraction n. 吸引力；诱惑力；有吸引力的地方；有吸引力的事物(3)attractive adj. 有吸引力的；引人入胜的16．focus vi.& vt. 集中(精力、注意力等)；(使)调节焦距n. 中心；重点；焦点(1)focus ... on/upon ... 把……集中于(2)in focus 焦点对准的；清晰的out_of focus 焦点未对准的；不清晰的17．addicted adj. 有瘾的；上瘾的；入迷的(1)be/become/get addicted to 对……上瘾，沉溺于……(to是介词)(2)addict vt. 使沉溺，沉溺于addict oneself to 沉溺于……(3)addictive adj. 使人上瘾的，使……入迷的Ⅱ.教材原句1．I think you should choose what_you_like.(教材P13)我认为你应该选择你喜欢的。
统编人教版高中必修第一册《Unit 1 Teenage life》名师精品教案教学设计
顶空气相色谱法测定红霉素原料药中的残留溶剂刘雪峰;衷红梅;席志芳;马泉荔【摘要】建立了红霉素原料药中有机溶剂的分离测定方法.即采用顶空进样毛细管气相色谱法,FID检测器,应用DB-FFAP毛细管柱(25.0 m×0.32 mm×1 μm),载气为氮气,柱温采取程序升温,初始温度40℃,保持6 min,再以20℃·min-1的速率升至180℃,保持5min,测定红霉素原料中丙酮、乙酸丁酯残留量.各有机溶剂均能得到有效分离,在所考察的浓度范围内线性关系良好,r为0.999 0～0.999 7,平均回收率为99.8%～104%.方法灵敏、准确、可靠,可用于红霉素中有机溶剂的检测.【期刊名称】《科学技术与工程》【年(卷),期】2010(010)028【总页数】4页(P7066-7069)【关键词】顶空气相色谱法;红霉素;残留溶剂;ICH【作者】刘雪峰;衷红梅;席志芳;马泉荔【作者单位】陕西省食品药品检验所,西安,710061;陕西省食品药品检验所,西安,710061;陕西省食品药品检验所,西安,710061;陕西省食品药品检验所,西安,710061【正文语种】中文【中图分类】TQ460.72红霉素化学结构式红霉素是由红霉素链霉菌(Streptomyces erythreus)所产生的大环内酯(macrolide)系的代表性的抗菌素。
主要对革兰氏阳性菌具有抗菌性。
临床上主要用于耐青霉素的金黄色葡萄球菌感染及对青霉素过敏的金黄色葡萄球菌感染。
亦用于溶血性链球菌及肺炎球菌所致的呼吸道、军团菌肺炎、支原体肺炎、皮肤软组织等感染。
是一种碱性抗生素,性状为白色或类白色的结晶或粉末;无臭,味苦;微有引湿性。
在甲醇、乙醇或丙酮中易溶,在水中极微溶解。
红霉素在生产工艺过程中使用了有机溶剂乙酸丁酯和丙酮。
参照《中国药典 2005年版二部》附录残留溶剂测定法[1],采用顶空气相色谱法,以乙醇为内标,N,N-二甲基甲酰胺为溶解介质,同时测定上述 2种有机溶剂,方法简便、结果准确可靠,重现性好。
新教材人教版必修一Unit 1 Teenage Life精品教案
人教版必修一Unit 1 Teenage Life 单元教案Unit 1 Teenage Life-Reading for Writing【教材分析】This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.【教学目标与核心素养】1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.【教学过程】Step 1: Lead inBegin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up withmore ideas and avoid being nervous at the beginning of the class.Step 2: Read to d iscover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.1. What is Worried Friend’s problem?2. Do you think Ms Luo’s advice is useful? Why or why not?3. What other kinds of advice would you give?Step 3: Read to sum upAfter learning the passage on Page 18, the teacher leads students to figure out the organization of the letter and appreciate its language features.1.Find and mark the parts of the letter that match the following points.A.I know what the problem is. B I understand how you feel.C.This is my advice and reasons D I think my advice will help.2.What expressions does Ms Luo use to make suggestions? Circle them in the letter.Step 4: Use what you have learnt to write a letter of advice to one of the teenager below.In this step, the teacher asks students to sum up some ideas regarding the following topic:1. Work in groups. Choose one of the teenagers and discuss his or her problems. List possible suggestions and reasons.Please draft a letter offering advice to any of those students above.1. Complete the outline and use it to draft your writing.____________(write the date and greet the reader)Dear______You wrote that ___________________I understand that______________I think____________________Because_____________.I am sure_______________Best Wishes,(close and sign the letter).______Show the reader you know a problem is.Tell the reader you understand he/she feels.Tell the reader what you think he/she should do. Explain your2. Exchange draftsAfter each student finishes their own writing, ask them to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.Use the checklist to give feedback on your partner’s draft.√Are all the parts of a letter included and organized in a good order?√Does the writer give reasons for the advice?√Does the writer use proper expressions to give suggestions?√Does the writer use commas and stops correctly?√Is the handwriting easy to read?3.Write down some writing expressions and models concerning advice letters.。
新版人教版高中英语必修一Unit1TeenagelifeSectingI知识点总结和习题
新版人教版高中英语必修一Unit1TeenagelifeSectingI知识点总结和习题新版人教版高中英语必修一Unit 1 Teenage lifeSecting I知识点和习题1.Volunteer Clubvolunteer（1）n志愿者，义务工作者；自告奋勇者Susan had quit her well-paid job and was working as a volunteer in the community when I visited her last year. （2）vi&vt 自愿（做某事），自告奋勇做某事。
常用搭配：volunteer to do sth.自愿/主动提出做某事volunteer for…自愿……；自愿为……服务According to the research, people feel good when they volunteer to do something meaningful for other people. He volunteered for military service.拓展：volunteer to do sth近义表达：offer to do sth主动提出做某事be willing /ready to do sth 愿意做某事voluntanry 自愿的；主动的；志愿的do voluntary work 做志愿工作voluntarily 自愿地；主动地2.Debate Club辩论社团debate(1)n 辩论，争论，讨论under debate正在讨论中/正在辩论中a heated/ lively detate 一场激烈/热烈的争论(2)vi&vt （尤指正式）辩论，讨论debate (with sb.) about/ on/ over sth. （与某人）辩论/讨论某事讨论：debate + 特殊疑问词+ to dodebate + wh-从句3.Predict content 预测内容predict vt 预言，预告，预测predict + wh-从句预演……predict (that) …预测……It’s predicted that…据预测/据预报……（It 做形式主语，that 引导的从句为真正的主语）The first step in awakening senses is to stop predicting what we are going to see and feel before it occurs.It’s difficult to predict who will because two side are competitive.She predicted (that) the election result would be close.It is predicted that the weather will get better tomorrow.拓展：predictable 预见的；可预料的unpredictable 不可预测的prediction 预言，预测make a prediction 做预言，做预测单词测试题单词拼写1. She kept the_______(内容) of the letter a secret.2. His parents thought it abnormal for a boy tobe interested in_______(芭蕾舞).3. Teachers have to bring on the bright childrenand at the same time give____（额外的) helpto those who need it.4. Children can often do these puzzlesmore easily than________(成年人)，5. I found out by chance that she was actually a____________(一年级学生) from London University.6.Lewis was much admired for his work on American _________(文学).17. She was considered a great beauty in her_________(青年时期).8. Good books are like a wise and nice man of last____________(一代), who supports me to walk forward, and helps me to understand the world9. We know that_______(温室) gases can affect the climate.10. It is easy to forget that learning values andc haracter at home is as important as any schoolwork or __________(课外)activity.写作应用文写作(满分15分)假设你是李华，你收到朋友李磊的信，他告诉你他不适应高一数学老师讲的课，在学习数学方面有些困难，以至于跟不上其他同学,因此他感到非常着急。
Unit1TeenageLifeReadingandThinking(教学设计)高一英语系列(人教版
Unit 1 Teenage LifeStep1. Lead-inWhat are the differences between schools in China and those in the foreign countries? Step 2. Fast-Reading1. Look at the picture and read the title of the passage on Page 14 and predict what the passage is probably about.The passage is probably about the freshman challenge in senior high school.2. Read the text quickly to find the main idea of each paragraph.Step 3. Careful-Reading1.Read and do the T or F questions.Suggested answerF T F F2.Read for Details1. Why was Adam turned down by the school football team coach？Because Adam is not good at playing football.2. What does “make the team”in paragraph 3 mean?It means to join the team and become a member of it.3. Is Adam confident that he will get used to senior high school life? How do you know?Yes, he is. Because he says that he’ll be well prepared for university or whateverelse comes in the future.3.Read and fill in the blank.Suggested answer4.Retell the passageSuggested answerGoing from junior high school to senior high school is a big challenge for Adam. Firstly, he had to think carefully to choose the suitable courses. Besides, he had to choose extra-curricular activities. He couldn’t make the school football team.However, he will find a way to improve in order to make the team next year. Finally, he is worried about keeping up with others and it’s difficult to get used to all the homework. But he will study harder and get used to being responsible for a lot more. Step 4 Discussion:1.What kind of person do you think Adam is? Find the supporting sentence(s) from the passage.Possible answers to the questions.•loving literature“I should sign up for advanced literature because I like English and I’m good at it.”•loving sports“I tried to join the school football team ... so that I can make the team next year.”•warm-hearted/kind“I joined a volunteer club ... hand out food to homeless people ...”2.As senior high school students, what kinds of habits should we form to help us face the challenge?Possible answers to the questions.。
高中英语人教版必修第一册Unit 1 Teenage Life Section 教案
Unit 1 Teenage LifeSection A Reading and Thinking教学设计科目：英语课题：Reading and Thinking课时：1课时教学目标与核心素养：知识目标：Figure out the main structures of the passage by analysing the main idea of each part.能力目标：Identify the useful patterns and expressions about the topic from the reading text.情感目标：Describe the challenges and solutions by using the related vocabulary.教学重难点教学重点：Identify the useful patterns and expressions about the topic from the reading text.教学难点：Describe the challenges and solutions by using the related vocabulary.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：根据语境及首字母提示写出单词1. Finding a v________ to write the computer program isn’t a problem.2. After hearing this, he made a m________ of impatience.3. People don’t realize how serious this matter has a______ been.4. Our c________ is to motivate those voters and inspire them to join our cause.5. She studied eight foreign languages but is f_____ in only six of them.6. We should learn their a________ experience in management from them.7. I r__________ that everyone buy this dictionary.8. You are never a loser until you q___ trying!二、While-class教师活动：Ⅰ.Read for the main idea1．The text mainly tells us ．CA．the importance of taking coursesB．why Adam joined a volunteer clubC．how Adam dealt with the freshman challengeD．Adam was worried about his advanced course2．Match the main idea with each paragraph.Para.1A．With the help of the adviser, Adam chose his courses.Para.2B．Adam describes his present study and his ambition.Para.3 C．Adam, a freshman, faces a really big challenge in the first week. Para.4D．Adam chose his extracurricular activities.1-4：CADBⅡ.Read for details1．阅读文章第一段，完成下列题目：(1)Read the sentences below and decide whether they are true (T) or false (F).①Adam is a freshman at junior high school.__F__②Adam felt confused during the first week.__T__(2)What is the challenge for Adam?________________________________________________Going from junior high school to senior high school.2．阅读文章第二段，回答下列问题：(1)Which one of the following courses did Adam NOT choose? A．English.B．Chemistry.C．World history. D．Physics.(2)Why did Adam's adviser prefer him to sign up for advanced literature? A．Because Chinese is a very difficult language.B．Because he likes English and does well in it.C．Because he likes Chinese and is good at it.D．Because advanced literature is an important course.答案：DB3．阅读文章第三段，回答下列问题：(1)Why did Adam fail in joining in the school football team?A．Because his coach thought that he didn't play well enough. B．Because he had his leg injured and had to give up.C．Because his classmates thought that he did badly in football. D．Because he wanted to join other clubs.(2)What did Adam do after he was refused by the football coach?A.He quitted school and became a cook in a soup kitchen.B．He joined a basketball club instead.C．He became an actor in a film industry.D．He joined a volunteer club.答案：AD4．阅读文章第四段，完成下列题目：(1)Read the sentences below and decide whether they are true (T) or false (F).①Adam will have to study harder as a senior high school student.___T___②Adam is unhappy to be here.____F__③Studying hard is always fun for Adam.____F__(2)What problems are Adam faced with at present? (more than one answer)AB A．Keeping up with the other students in his advanced course.B．Getting used to all the homework.C．Getting used to being responsible.D．Preparing for university.Ⅲ.Read for the structure三、After-class教师活动：1.讨论并回答下列问题（1）What does Adam think of his adviser？答案：He likes his adviser. He thinks his recommendation is suitable for him.（2）According to your own experience，list several confusions about a senior high school student.答案：Loneliness，not getting used to the teaching style of high school teachers，feeling of losing confidence and so on.(3) What do you think a senior high school student should do when entering senior high school?答案：First of all, he/she should be confident and positive to adapt himself/herself to the school life as soon as possible. Second, he/she should make some friends to make himself/herself not feel lonely. Third, he/she should develop some good learning habits. For example, listen to the teachers carefully, learn how to think, make good use of his/her time in class, study regularly and so on. Finally, he/sheshould take part in extra-curricular activities.作业布置：完成同步课时作业。
人教版新教材英语必修一Unit 1 Teenage Life教案
Unit 1 Teenage Life-Reading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ diff erent learning skills to solve different reading comprehensive problems.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their new school challenges in senior high school andencourage them to find the possible solutions to conquer them.【教学过程】1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interestedC. confusedD. worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C. Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers onStep 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and your schoollife?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school. The first week was a little 2. _____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though Icouldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words)2. Learn the useful new words and expressions in this part by heart.Unit 1 Teenage Life-Listening and Speaking & Listening andTalking【教材分析】The theme of “Listening and Speaking” is “Choose a school club”. Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices. School clubs are an important part of students’ campus life, as well as an important study to expand students’ extracurricular knowledge, develop their skills and cultivate their interests.Listening text of “Listening and Speaking” consists of two parts. The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable clubs. The second part is the dialogue between Adam and Julie as senior high school students to discuss how to choose the right one.The theme of “Listening & Talking” is “Plan a camp for teenagers” Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’ spiritual and communication skills. The purpose of this section is tostimulate students’ imagination, plan a camp activity that their peers like and to use “be going to+ verb primitive” and “will + verb primitive” to express future intentions or plans.Listening Text of “Listening & Talking” is a dialogue, where Max and Cao Jing talk about their participation in adventure camps and international youth camps on weekends.In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp. The dialogue highlights “be going to + verb” and “will + verb” are two structures used to express what will be done in the future.【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.2. Develop students’ sense of coop erative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do” to discuss their future plans and activities.【教学重难点】Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.【教学过程】Step 1 Listening and SpeakingLead inThe teacher is advised to talk with their students about school clubs that they were in when they were at junior high school: boys and girls, have you ever taken part in any school clubs before and why you chose them? After the small talk, the teacher can move on by finishing the following listening task:Listen to the first two conversations and choose the correct answers.1. What are they learning about in Conversation 1?A. Hearing.B. Sounds.C. Dogs.2. The students are discussing in Conversation 2.A. schoolworkB. relationshipsC. dating3. Circle the two clubs where these two conversations happened.A. Science ClubB. Ballet ClubC. Nature ClubD. Debate Club.After finishing the task above, the teacher is expected to play Conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.Listen to Conversation 3. Then help Adam choose a club.Tick the activities that happen in each club.Ballet Club○ learn new movements○ make ballet clothes○ watch dance programmesNature Club○ watch biology lectures○ grow plants○ work in a greenhouseCartoon Club○ watch cartoons○ write stories○ draw cartoonsVolunteer Club○ help old people○ clean up parks○ give directionsAfter finishing the task above, the teacher is expected to play Conversation 3 again and solve the following task.1. Adam says that he likes ___________ but is not so interested in___________.2. Which club do you think is suitable for Adam? Why?I think Adam should join the _________Club because he says that he_________.Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Help each other choose a school club.EXAMPLEA: Hi, Sam! I’ve decide d to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes. I’m wondering which one I should choose: the Acting Club or the Ballet Club?A: I guess the question is... Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm ... If you ask me, I think you should choose what you like.Pronunciation part1. Have the Ss listen and repeat, then add more words to each group.2. Then listen to the proverbs and repeat. Have the Ss notice the pronunciation of the letters in bold.Step 2 Listening and Talking1. The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities?Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2. After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to m ake a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in the wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3. Work in groups. Plan a youth camp.Teacher make the Ss think of ideas for the camp. And they can use the questions below to get started. And have the Ss present their ideas for a youth camp to the class.●What kind of camp is it?●Who will be there?●What will they do?●What will they learn?EXAMPLE______________campDo you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about... There’ll be many interesting activities. First, we are going to... Then we’ll... We also plan to… Finally, we’ll... Please come to our camp!Unit 1 Teenage Life-Discovering Useful Structure【教材分析】This teaching period mainly deals with the grammar: Phrases.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of phrases,including adjective phrases, adverb phrases and noun phrases.2. Enable students to use the basic phrases structures flexibly.3. Develop students’ speak ing and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】1. How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2. How to enable students to use the basic usages of phrases flexibly.【教学过程】Step1:语法自主探究读下列例句并感知画线部分的共性。
Unit1Teenagelife重点词汇和语法学案高一上学期英语人教版
高中英语新人教版Unit1 Teenage Life学案一.重点词汇拓展A.confusing adj.令人迷惑的；难以理解的，主语为sth；…对……感到困惑；confuse v.使困惑。
confuse A with B:把A和B弄混淆；confusion n.困惑。
in confusion: 困窘地；迷惑地；例.The confused look on her face suggested she was confused about the confusing instructions.她困惑的表情表明她对那些令人迷惑的说明感到困惑。
【课堂练习】1.He was really _________ by the _________ problem which also _________ other people for a long time（confuse适当形式）.2.He looked at me in _________ (confuse) and didn't answer the question。
3.People are confused _________ all the different labels (商标) on food these days.4.I always confuse you _________ your sister. You look so alike.B.debate n. 争论；辩论v. 争论；辩论短语：under debate 在讨论中；在辩论中a heated debate 一场激烈的辩论beyond/without debate 无可争议debate ( with sb.) about/on/over sth. (与某人) 辩论/讨论某事debate whether/how (to do/从句) ... 讨论是否/如何……【例句】It has been reported that the plan is still under debate. 据报道这个计划仍然在讨论中。
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新教材高中英语Unit1Teenagelife单元重点知识回顾教学案新人教版必修第一册Ⅰ.重点词汇1．debate n．& vt.& vi. 辩论；争论debate (with sb.) about/on/over sth. (与某人)辩论/讨论某事under debate 在讨论中；在辩论中2．prefer v. 较喜欢；选择某事物(而不选择其他事物)(1)prefer to_do/doing ... 更喜欢做……prefer sb. to_do ... 更喜欢让某人做……prefer sth./doing ... to sth./doing ... 与……相比更喜欢……(2)preference n. 偏爱；优先权；偏爱的事物have a preference for ... 偏爱……3．clean up 打扫(或清除)干净clean out 把……打扫干净clean up after 跟在……后面收拾4．suitable adj. 合适的；适用的(1)suitable for (doing) 对……(做某事)适合的(2)suit v. 适合于，适宜suit sth. to sth./sb. 使适合(或适应)某事物(或人)5．challenge n. 挑战；艰巨任务vt. 怀疑；向……挑战challenge sb. to_do sth. 激励某人做某事challenge sb. to sth. 向某人挑战某事face a challenge 面临挑战meet/take_up a challenge 迎接挑战challenging adj. 挑战性的6．confuse vt. 使糊涂；使迷惑；混淆(1)confuse A with/and B 将A和B混淆(2)confusing adj. 难以理解的；不清楚的confused adj. 糊涂的；迷惑的be/get confused 被弄糊涂(3)confusion n. 混乱；困惑in confusion 困窘；尴尬7．fluent adj. (尤指外语)流利的；熟练的(1)be fluent in ... 讲一口流利的……(2)fluently adv. 流利地；熟练地8．graduate vi.& vt. 毕业；获得学位n. 毕业生(1)graduate from 从……毕业graduate in 毕业于(……专业)(2)graduation n. 毕业after graduation from ... 从……毕业之后9．recommend vt. 推荐；建议；介绍；劝告(1)recommend doing sth. 建议做某事recommend sb. to_do sth. 建议某人做某事recommend sth. to sb. 把某物推荐给某人recommend sb. as ... 推荐某人为……recommend＋that ... 建议……[从句中的谓语动词用(should＋)动词原形] (2)recommendation n. 推荐；介绍信10．advance n. 进步，进展v. 前进；促进；提出；提前(1)make an advance/advances in 在某方面有进步/发展(2)in advance＝ahead of time 提前in advance of 比……进步；在……之前(3)advanced adj. 高级的；进步的；先进的11．obviously adv. 明显地，显而易见地obvious adj. 明显的，显而易见的be obvious to sb. 对某人来说显而易见It_is obvious (to sb.) that ... (对某人来说)……很明显12．responsible adj. 有责任的，应负责任的(1)be responsible for 应对……负责，对……有责任be responsible to sb. 对某人负责(2)responsibility n. 责任，责任心take responsibility for 承担对……的责任，为……负责a_sense_of responsibility 责任感have responsibility for 对……有责任，对……负责13．expert n. 专家；行家adj. 熟练的；内行的；专家的an expert on/in/at ... 某方面的专家be expert in/at 在某方面擅长14．behaviour n. 行为；举止(1)behave vt.& vi. 举动；(举止或行为)表现behave well/badly to/towards ... 对……态度好/差behave oneself 守规矩；表现得体(2)wellbehaved adj. 表现好的badlybehaved adj. 表现差的15．attract vt. 吸引；引起……的注意(或兴趣)(1)attract one's attention/interest 吸引某人的注意/兴趣attract sb. to sth. 吸引某人关注某事be attracted to sb. 喜爱某人，为某人所吸引(2)attraction n. 吸引力；诱惑力；有吸引力的地方；有吸引力的事物(3)attractive adj. 有吸引力的；引人入胜的16．focus vi.& vt. 集中(精力、注意力等)；(使)调节焦距n. 中心；重点；焦点(1)focus ... on/upon ... 把……集中于(2)in focus 焦点对准的；清晰的out_of focus 焦点未对准的；不清晰的17．addicted adj. 有瘾的；上瘾的；入迷的(1)be/become/get addicted to 对……上瘾，沉溺于……(to是介词)(2)addict vt. 使沉溺，沉溺于addict oneself to 沉溺于……(3)addictive adj. 使人上瘾的，使……入迷的Ⅱ.教材原句1．I think you should choose what_you_like.(教材P13)我认为你应该选择你喜欢的。
2．I know that Chinese is a_very_difficult_language,_but I hope to be fluent when I graduate.(教材P14)我知道中文是很难学习的一门语言，但我希望在毕业时可以流利地说中文。
3．My adviser recommended_that I should sign_up_for advanced literature because I like English and I'm good at it.(教材P14)我的导师建议我应该报名高阶文学课程，因为我喜欢并且擅长英语。
4．I'll find a way to improve on my own so_that I can make the team next year.(教材P14)我会努力提高自己的足球水平，这样明年我就可以加入球队了。
5．But spending_too_much_time_online is unhealthy and makes_it_very_difficult_to focus on other things in life. (教材P18)但是花费太多时间上网有害健康，并且很难集中精力于生活中的其他事情。
Ⅲ.单句语法填空1．It's a matter of personal ________ (prefer)．答案：preference2．The motion ________ debate was put to a vote.答案：under3．There is no doubt about her ________ (suitable) for the job.答案：suitability4．We chose the hotel on their ________ (recommend)．答案：recommendation5．It's cheaper if you book your ticket ________ advance.答案：in6．Mike is ________ (response) for designing the entire project.答案：responsible7．City life holds little ________ (attract) for me.答案：attraction8．He is now fighting his ________ (addict) to alcohol.答案：addiction9．She gave him a ________ (challenge) look. “Are you sure？” she demanded.答案：challenging10．The children gave a ________ (confuse) account of what had happened.答案：confusedⅣ.开放型任务本单元涉及高中生活，参加学校俱乐部是高中生活的一部分，如果让你和你的同学创建一俱乐部，你会选择什么名称，有什么口号、目的，安排什么活动，参加成员需要具备什么条件以及何时何地开展活动，请你就以上内容作出计划。
课外拓展阅读——中国优秀传统文化专题练阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
China is home to diverse regional cuisines and a growing foreign－food scene, __1__ nothing tops the hotpot ritual (用餐习惯) of placing fresh ingredients into a boiling broth (肉汤), according to a new survey.The survey, __2__ (publish) by consulting firm OC&C this week, found that hotpot is Chinese favorite meal. A total of 2,600 people the firm surveyed in 21 Chinese __3__ (city) in February also placed domestic hotpot chain Haidilao __4__ the top of the list of the country's 10 favorite restaurants.Hotpot was __5__ (original) eaten to avoid the winter cold, but has become a favorite year－round food in China. Famous hotpot chains often have long lines of people waiting hours to get __6__ table, even on hot summer days.Much of hotpot's popularity comes from the participatory (众人参与的) nature of the cooking process and time available for socializing. Friends and family sit around a pot of boiling broth, dropping meat, vegetables and other ingredients in __7__ (cook) and absorb the flavors. While the food cooks, diners chat and socialize.Hotpot's success also __8__ (lie) in the customer service at leading chains. Restaurant chains such as Haidilao provide attentive service for customers, including __9__ (entertain), such as a dance performance in __10__ waiters throw dough (面团) to make noodles.1．________ 2.________ 3.________ 4.________5．________ 6.________ 7.________ 8.________9．________ 10.________篇章导读：本文是一篇说明文。