人教版高中英语导学案Unit 13 Sailing Home教学提纲
高三英语unit13 单词专题复习教案
高三英语Unit 13 单词专题复习教案一、教学目标通过本节课的学习，学生能够： - 回顾和巩固Unit 13单词的拼写和发音； - 掌握Unit 13单词的词义和用法； - 运用Unit 13单词进行口头和书面表达。
二、教学重点•Unit 13单词的拼写和发音；•Unit 13单词的词义和用法。
三、教学内容1.预习巩固：学生个人完成Unit 13单词的拼写和发音练习，然后同桌互相检查，提高对单词的准确拼写和正确发音。
2.单词复习：教师板书Unit 13单词列表，然后快速过一遍，让学生根据发音或词义大声读出。
3.单词理解：将Unit 13单词设置为会话题，让学生用所学单词进行对话，共同理解单词的具体词义和用法。
4.句子搭配：教师提供一些句子，让学生根据课本中的例句和自己的理解，将句子中的空格填入合适的Unit 13单词，以加深对单词的记忆和运用。
5.句子改写：教师出示一些句子，让学生根据要求将句子中的划线部分改写成使用Unit 13单词的句子，以提高学生的语言表达能力和运用单词的能力。
四、教学方法1.合作学习：学生之间进行合作互动，通过互相检查拼写和发音，加深对单词的记忆和理解。
2.情景对话：通过设置情景对话，让学生在实际语境中运用Unit 13单词，提高语言表达能力。
3.创造性改写：通过改写句子的方式，让学生灵活运用Unit 13单词，提高写作和表达能力。
五、教学过程第一步：预习巩固1.学生个人在笔记本上写下Unit 13单词的拼写，并在纸上标出重读音节。
2.学生观察拼写后，用正确的发音读出每个单词。
3.学生将自己的纸传给旁边的同桌，同桌检查拼写是否正确，如果有错误则指出并帮助同学修正。
4.学生根据同桌提出的单词，读出正确的发音。
第二步：单词复习1.教师板书Unit 13单词列表。
2.教师快速过一遍单词列表，然后停下来，让学生根据发音或词义大声读出对应的单词。
3.教师逐个核对学生的读音是否准确，出现错误的单词及时指正。
高一上Unit 13 教案(2)
高一上Unit 13 教案（2）教学目标：1. 学生能够了解也国际化对于个人发展和社会进步的重要性。
2. 学生能够运用所学的词汇和句型进行与国际化相关的讨论和交流。
3. 学生能够通过小组活动培养合作能力和表达能力。
教学重点：1. 了解国际化对于个人发展和社会进步的重要性。
2. 运用所学的词汇和句型进行与国际化相关的讨论和交流。
教学难点：1. 运用所学的词汇和句型进行在国际化主题下的辩论。
2. 培养学生的合作能力和表达能力。
教学准备：1. PPT演示文稿。
2. 单词卡片。
教学过程：Step 1 导入新课1. 准备一张世界地图，并请一名学生上台指名国家。
其他学生尽力说出与该国家相关的词汇或信息。
2. 引导学生思考，为什么对于一个国家而言，了解世界是如此重要。
Step 2 观看视频1. 让学生观看一个关于国际化的视频片段。
2. 在观看完毕后，让学生用英语讨论他们对于国际化的看法。
Step 3 课文阅读1. 让学生阅读课文，然后回答以下问题：- Why is internationalization important for individuals?- Why is internationalization important for society?2. 随堂检测：请学生找出课文中的关键词和短语，并用英语造一个复合句来描述其中一个关键点。
Step 4 单词学习1. 呈现课文中的关键词和短语，帮助学生理解并记住这些词汇。
2. 将学生分成小组，让每个小组选择一个词汇或短语，并制作一个关于国际化的海报来展示他们的理解。
Step 5 合作讨论1. 将学生分成小组，让他们讨论以下问题并准备一个辩论：- Is it more important for individuals to internationalize or for society to internationalize?2. 每个小组派出两名代表，进行辩论。
unit13导学案(第2课时)
第二课时(Section A 3a-3b)【学习目标】：1.能听、说、读、写以下词汇及短语：method, cruel, harmful, low, industry, law, cut off…shark, fin, chain, ecosystem.....2.通过学习，口、笔头掌握下列句型： 1) Many have heard of shark fin soup.2) When people catch sharks, they cut off their fins and throw the shark back into the ocean.3) This method is not only cruel, but also harmful to the environment.4) If their numbers drop too low, it will bring danger to all ocean life.3.能读懂介绍关于保护鲨鱼的文章，完成相应阅读任务.4.通过了解鲨鱼的现状，增强保护濒危动物的意识.【学习重点、难点】能读懂介绍关于保护鲨鱼的文章，完成相应阅读任务.【学法指导】1.自读3a文章，用双色笔勾划重难点.2.反复朗读，复述课文.【自学互助】1.自己大声朗读短文第一遍，划出新单词.2.读第二遍，初步理解文章大意,找出重难点.3.细读课文，完成3a表格和3b.4.Group work:我们该如何保护鲨鱼？小组分工合作，完成一份关于保护鲨鱼的海报.通过互助学习后，我的疑惑是_____________________________________________________________________________ 【展示互导】1.跟读模仿，注意语音语调.2.信息交流，3a,3b答案展示.3.展示优秀海报.【质疑互究】1.This method is not only cruel, but also harmful to the environment.这种方法不仅残酷，而且对环境是有害的。
高一上Unit 13 教案(4)
高一上Unit 13 教案（4）一、教学目标1.了解和掌握本课时的重点单词和短语；2.掌握使用谈论目标、计划和愿望的句式；3.通过听、说、读、写的活动提高学生的英语综合运用能力；4.培养学生的合作学习能力。
二、教学重点1.掌握使用谈论目标、计划和愿望的句式；2.培养学生的听说读写能力。
三、教学难点1.使用目标、计划和愿望的句式进行口语表达；2.运用所学知识进行写作练习。
四、教学过程1. Revision（5 minutes）•复习上一课时所学的重点句型，并对生词进行复习。
2. Presentation（15 minutes）•引导学生学习本课时的重点单词和短语，并帮助学生理解其用法和意义。
3. Practice（20 minutes）•配对练习：学生根据提示进行配对练习，使用目标、计划和愿望的句式进行对话交流。
•小组讨论：学生分组，讨论他们未来的目标、计划和愿望，并用英语表达出来。
4. Reading and Listening（20 minutes）•学生阅读一篇关于理想职业的文章，并回答相关问题。
•学生听一段关于理想职业的对话，并回答相关问题。
5. Speaking（15 minutes）•学生根据自己的理想职业，进行小组讨论。
讨论内容包括职业的要求、优势和劣势等。
6. Writing（20 minutes）•学生基于自己的理想职业，完成一篇短文。
短文要求包括理想职业的原因、对该职业的期望和计划等。
7. Summary（5 minutes）•教师对本节课的重点内容进行总结，并强调学生需要继续巩固所学知识。
五、教学反思本节课通过各种形式的练习，如配对练习、小组讨论、阅读和听力练习、口语表达和写作等，很好地激发了学生的英语学习兴趣。
通过这些形式的练习，学生不仅巩固了所学的知识，还提高了英语综合运用能力。
然而，在教学过程中，发现部分学生在听力和口语表达方面还存在一定的困难，需要进一步加强相关练习。
高一上Unit 13 教案(8)
高一上Unit 13 教案（8）教学目标1.了解和运用本课时所学的单词和短语；2.能够理解并运用本课时的语法结构；3.能够培养学生的听、说、读、写的综合能力；4.培养学生的团队合作意识和批判性思维。
教学重点•理解并运用本课时的语法结构；•培养学生的听、说、读、写的综合能力。
教学难点•学会运用所学的语法结构进行交流。
教学内容本课时的教学内容主要包括以下几个方面：1.课文原文阅读：指导学生阅读课文，并帮助学生理解课文中的单词和短语；2.课文重点概括：帮助学生概括课文的主要内容，加深对课文的理解；3.语法重点讲解：主要讲解本课时的语法结构，并指导学生如何正确运用；4.听力训练：通过听力练习，提高学生的英语听力能力；5.口语训练：进行口语对话练习，培养学生的口语表达能力；6.阅读练习：通过阅读练习，提高学生的阅读理解能力；7.写作练习：进行写作训练，培养学生的写作能力。
教学步骤第一步：课文原文阅读1.教师出示课文原文，展示给学生；2.学生自行阅读课文原文，并标出不懂的单词和短语；3.教师进行课文原文的解读，解释其中的生词和短语，并帮助学生理解课文的意思。
第二步：课文重点概括1.教师让学生一起讨论课文的主要内容，并概括出几个重点；2.学生根据教师的引导，写出课文的重点内容，并进行展示和讨论。
第三步：语法重点讲解1.教师通过示例句子的方式，讲解本课时的语法结构，并帮助学生理解；2.学生跟随教师的示范，模仿使用语法结构，进行练习。
第四步：听力训练1.教师播放一段听力材料，然后提问学生相关问题；2.学生听完听力材料后，回答问题并进行讨论。
第五步：口语训练1.学生分组进行口语对话练习，使用本课时所学的语法结构进行对话；2.教师巡回指导，鼓励学生积极参与口语训练。
第六步：阅读练习1.学生进行阅读练习，回答与课文相关的阅读理解题；2.教师纠正学生的答案，并进行解释。
第七步：写作练习1.学生进行写作练习，写一篇关于本课时内容的短文；2.学生完成后，教师检查学生的写作，并给予相应的评价。
高一上Unit 13 教案(1)
高一上Unit 13 教案（1）一、教材分析本节课所涉及的教材内容为高一上学期的第13单元，主要包括以下三个部分：1.Unit Task：通过小组合作完成一个旅游计划的准备，包括选择目的地、规划行程、预算等内容。
nguage Points：包括词汇、短语和语法等语言点的学习。
3.Grammar：学习并巩固宾语从句的用法。
二、教学目标知识目标1.掌握本单元重点词汇和短语，如destination, budget, adventurous等。
2.掌握宾语从句的构成和用法。
3.了解并会运用一些旅游计划相关的语言表达。
能力目标1.能够运用所学的词汇和短语描述自己的旅游计划。
2.能够使用宾语从句表达自己的意见和建议。
3.能够与同伴合作完成一个旅游计划的准备。
情感目标通过本单元的学习，学生将了解不同的旅游目的地和文化，并能够展开思考和讨论，培养学生的探索精神和团队合作能力。
三、教学重点和难点重点1.掌握宾语从句的用法，包括引导词和时态等。
2.能够描述一个旅游目的地并说出自己的意见和建议。
难点理解和运用宾语从句的用法，尤其是时态的选择。
四、教学准备1.教材《英语高一上册》Unit 13相关教学内容。
2.教学课件、多媒体设备。
3.板书工具和教具。
五、教学过程Step 1 导入新课1.利用图片、实物等方式引入旅游话题，激发学生兴趣。
2.让学生讨论他们曾经去过或者想去的旅游目的地，并用英语表达。
Step 2 Unit Task1.将学生分为小组，让他们以小组为单位完成一个旅游计划的准备任务。
2.每个小组选择一个目的地并进行资料收集和讨论，包括目的地的特点、名胜古迹、交通情况等。
3.学生根据讨论的结果制定行程安排，并计算预算。
4.鼓励学生尝试使用宾语从句表达自己的意见和建议。
Step 3 Language Points1.教授本单元的重点词汇和短语，并进行搭配和造句练习。
2.介绍和练习宾语从句的引导词和用法，包括that, whether, if等。
高一上Unit 13 教案(9)
高一上Unit 13 教案（9）教学目标1.掌握本单元的重点词汇和短语；2.学会运用地道的口语表达方式描述现实生活中的情感和感受；3.培养学生的听力和口语表达能力；4.引导学生进行团队合作，提高他们的合作意识和实际操作能力。
教学内容1.生词和短语的复习巩固；2.使用情感词汇描述自己的情感和感受；3.听力训练和口语表达练习；4.分组合作完成任务。
教学准备1.教材《英语高一上册》第13单元的教材和教学辅助材料；2.多媒体投影仪和电脑；3.学生小组分组名单。
教学过程1. 复习和导入（10分钟）•回顾上一节课所学的单词和短语，并向学生复习相关的表达方式，例如：“hurt one’s feelings”、“be in a bad mood”、“cheer up”等。
•利用一些情境和图片让学生联想和描述相关的情感和感受。
2. 新课讲解（20分钟）•将生词和短语写在黑板上，并解释其含义和用法。
•利用多媒体投影仪展示相关的图片和情景，帮助学生更好地理解和记忆生词和短语。
3. 听力训练（15分钟）•播放相关的听力录音，并要求学生根据听力内容回答相关问题。
•根据学生的听力水平适当调整听力难度，帮助学生提高听力能力。
4. 口语练习（25分钟）•将学生分成小组，每组选择一个情景，例如“你在买东西时遇到不友好的服务员”，“你最喜欢的明星来到你的学校”，让学生使用本单元所学的情感词汇和句型来描述和表达自己的感受。
•让学生在小组内进行讨论和分享，并选出一个代表来进行口头汇报。
•引导学生使用地道的口语表达方式，帮助他们提高自己的口语表达能力。
5. 小组合作任务（30分钟）•安排一个小组合作任务，例如“学生们要根据自己的兴趣和爱好，设计一个创意广告宣传活动”，要求学生在小组内进行分工合作，充分发挥每个人的特长，最终形成一个完整的广告宣传方案。
•每个小组选择一个代表来进行汇报，其他小组成员做提问和评价。
•引导学生进行积极的合作和讨论，培养他们的团队合作和实际操作能力。
新教材高一Unit 13(period 2)教案_1
新教材高一Unit 13〔period 2〕教案新教材高一Unit 13〔period 2〕教案Teaching Plan——The second period of Unit13Abraham Lincoln___By:EagleI. Teaching Aims:i. Enable them to catch the gist of the story about Abraham Lincolnii. To learn the writing — in time orderiii. To learn to retell the passage with their own wordsiv. To master the useful expressionsII.Teaching emphases:1.Writing skill——in time order2. Oral position based on the main expressionsIII. Aids:Tape-recorder apparatus slideIV. PreceduresStep1. Revision1. Check up the HW2. Get them to tell the stories according to the pictures given in the last periodStep2.Preparation for reading 1. SB L50 Part1,Give a brief introduction to the life of Abraham Lincoln:T: Today we’re going to read about Abraham Lincoln. He was the Presidont of the USA from1860~1865. He came from Kentucky, When he was young, he studied law and be came a lawyer. Later he becamepresident .During his times over the country, there was a civil war between the Northern and Southern states. Lincoln was a great president, So he is still remembered today.2.Dismiss the blocks which will hinder their understandinga. as a child ——As/when he was a childb. no more than——onlyc. in all——intotal ..altogetherd. set up——start/founde. break out——(war, fire ,etc )appear,..start suddenlyf. break away from——go away fromg.consider……as ……regard …a /look on ……as.think of asStep3. Reading1. Skimming Try to find the general idea of the material.Ask them to find the answers to the question on top of P502. ScanningTry to locate specific informationAnswer the questions on P118,write what happened in the following years according to the text.Step4.Note making1. Speech cassette Lesson50, play the tape and Listen.2. While listening, they do part2 on P1183. Check up the answersStep5. Retelling1. Do part3,On P118, It’s a summary of the story of Lincoln, it will help them retell the text.2. Write the following clue words on the Bb for the Ss torefer to: be bornin a poor family used to work little school cducation study law be against slavery thecivil war break out be shot to death consider…as3. First get them to do it alone.Then divide the class into groups. Let them to tell the story one byone.Step8. Summary1. Go over the explanation of the words and expressions in this lesson.2. Dn part2 OnP119Step8. Homework1. Retell the story about Abrabam Lincoln.2. Make sentences with the expressions on Slide3.No more than, jonin up, break away from , consider as , spare time, beat…to death, sef…free, break outV. Writing on the Bb1809 born1818 his mother dide1818-1860 working in a store, then as a lawyer1860 presidont1864 president again1865 shot dead。
人教版高中英语导学案Unit 13 Sailing Home教学文案
人教版高中英语导学案U n i t13S a i l i n gH o m eUnit 13 The Million Pound Bank Note连词成篇Sailing HomeThis novel was about an unbelievable but genuine adventure. Its author was a black businessman who was brought up in America. In 1956, he visited Africa, his birthplace. One day, when he was wander ing on the pavement near the bay enjoying the sea scene s, he lost his money and passport that he kept in an envelope. So he went to the embassy to seek help, but the ambassador with rude manner s didn’t permit his staff to help though he bow ed to him. Staring at his impatient face, he understood that it was the fault of his skin colour that account ed for their reaction. So he decided to take a chance to sail on a small boat home.He met a large amount of difficulty but was never stopped. On the contrary, difficulty pushed him to go ahead harder. Three months later, he was spot ted by a ship by accident. He was in rags indeed. A maid even scream ed when bringing him a steak and pineapple dessert. Aboard, he earned his passage by working as a barber and got home finally. As for the name of his novel, he couldn’t think of a better one than the phrase“Go Ahead”.词汇详解1.novel[ ]n.________adj.___________2.unbelievable[ ]adj.______________ __________vt.相信 ________________信任3.genuine[ ]adj._____________4.adventure[ ]n.____________ ___________________adj.奇遇的，冒险的5.author[ ]n._______________6.business[ ]n._____________ ___________________n.商人do one’s business______________________ none of one’s business____________________on business______________________7.bring up________________________ bring in__________________________bring down_______________________ bring out_________________________bring forth_______________________ bring about_______________________bring forward_____________________ bring back_______________________8.birthplace[ ]n.________________ ______________n.生日9.wander[ ]vi._____________ wonder n.________vi.__________ wonderful adj._________10.pavement[ ]n._____________ sidewalk n._______________11.bay[ ]n._______________12.scene[ ]n._____________ scenery n.__________ view n.___________ sight n.___________on the scene_________________13.passport[ ]n._____________14.envelop[ ]n._____________15.embassy[ ]n._____________ ______________n.大使，使节16.seek[ ]vt.& vi._______________ seek for_______________17.rude[ ]adj.______________be rude to sb._________________ be polite to sb.________________be kind to sb._________________ be cruel to sb._________________18.manner[ ]n.________________in a...manner_________________________It’s good/bad manners to do sth._______________________________19.permit[ ]vt.__________n.______________ permission n.________________permit __________sth.允许做某事 permit sb. __________sth.允许某人做某事20.staff[ ]n.____________21.though[ ]conj.___________adv.____________e.g.Tom kept himself in though he was very angry.Young though he is, he is quite experienced.The fight is not yet over, though.22.bow[ ]vi.___________[ ]n.____________23.stare[ ]vi.____________stare at_____________ glare at ____________ glance at_____________ glimpse at______________ 24.impatient[ ]adj.__________ patient adj.__________n._________ patience n.__________be patient with_____________ have patience for_________________25.fault[ ]n._______________ mistake n.___________vt.__________find fault with__________________ mistake sth. for sth.________________26.skin[ ]n.__________27.account[ ]n._____________vi._________________open an account___________________ on account of_____________________take account of/ take sth. into account____________________account for__________________28.reaction[ ]n._________________ ___________vi.反应react to_______________________29.take a chance____________________ grasp the chance___________________have a chance to do sth._____________ The chance is that.../Chances are that...________________30.sail[ ]vi.__________n.____________ sailor n._________31.a large amount of ______________________ large amounts of________________________a large quantity of_______________________ quantities of___________________________32.difficulty[ ]n.__________________It is _________________for sb. to do sth._______________________There is _____________(in) doing sth._________________________have difficulty/trouble/problems (in) doing sth.________________________________33.on the contrary_____________________ to the contrary_____________________e.g. The failure didn’t beat him. On the contrary, he worked even harder.Can you tell an example to the contrary?34.go ahead_____________ go after_______________ go for___________________go against_____________ go all out______________ go around_______________go in for______________ go by________________ go over_________________go through____________ go with_______________ go without________________35.spot[ ]n.__________vt._______________spot sb. doing sth._____________________ on the spot___________________________be spotted with_____________________________36.by accident___________________ by chance______________________by mistake____________________ by design______________________37.rag[ ]n.______________ in rags___________________38.indeed[ ]adv.____________________e.g. A friend in need is a friend indeed.39.maid[ ]n._______________40.scream[ ]vi.&n.______________41.steak[ ]n._______________42.pineapple[ ]n.______________43.dessert[ ]n.__________________ desert n.___________vt._______________44.aboard[ ]adv.____________ board n.___________vt.__________vi.__________broad [ ]adj._____________ abroad adv._________go aboard____________ go on board______________ board the ship/train/plane____________45.passage[ ]n._______________ passenger n.______________46.barber[ ]n._________________47.as for____________48.think of______________________ miss vt.________________________think about____________________ think over______________________think out _____________________ think of...as_____________________think/speak highly of_______________________49.phrase[ ]n._________________句型透视1.when conj.就在这时be about to do/on the point of doing...when...be doing...when...had just done...when...e.g.I was walking along the street when suddenly someone patted me on the shoulder.Tom was about to close the window when his attention was caught by a bird.He had just finished his homework when his mother asked him to play the piano.用句型透视中的句式翻译下列句子1.我正要出发去北京，这时我的一个老朋友出现了。
高一上Unit 13 教案(3)
高一上Unit 13 教案（3）教学目标1.掌握和运用本单元的核心词汇和短语；2.能够运用所学的语言知识进行口头和书面表达；3.培养学生的听、说、读、写的综合能力；4.培养学生独立学习和合作学习的能力。
教学重点1.学会使用条件状语从句表达假设；2.学习使用情态动词表示建议、推测等语义。
教学难点1.学会使用条件状语从句表达假设；2.学习使用情态动词表示建议、推测等语义。
教学准备1.教材：《高中英语》第一册（人教版）;2.多媒体教学设备。
教学过程Step 1：导入新课1.向学生展示一张漂亮的图片，引起学生对旅行的兴趣。
2.引发学生思考：“如果你有世界上一切的航班、酒店和旅游景点的信息，你最想去哪里旅行？为什么？”Step 2：语言输入1.呈现新单词和短语的发音和拼写。
2.解释新单词和短语的意思和用法，并进行示范。
Step 3：语言训练1.学生进行听力练习，听取录音并回答问题。
2.学生进行口语练习，使用所学的语言进行对话和演练。
3.学生进行书面练习，完成课本上的练习题。
Step 4：情境模拟1.将学生分组，并给每个小组分配一个旅行目的地。
2.学生根据所分配的目的地，设计一个旅行计划，并使用条件状语从句表达假设。
3.学生向其他小组展示并介绍他们的旅行计划。
Step 5：课堂总结1.总结本课学习的重点和难点。
2.引导学生反思和总结学习方法和技巧。
3.激励学生相信自己，继续努力提高英语能力。
课后作业1.完成课本上的练习题，巩固所学的语言知识。
2.设计一个旅行计划，并使用条件状语从句表达假设。
3.阅读一篇关于旅行的英文文章，提取关键信息。
参考资源1.《高中英语》第一册（人教版）教材;2.多媒体教学设备。
unit13-15导学案
Unit 13 导学案Designed by Xu Liying【教学目标】知识目标：Master the new words and the useful expressions of this unit.能力目标: How to train students’ speaking and listening ability．情感目标: 正确认识产品广告对人们的影响.单词预习1. His father died of a disease .(mystery)2. She has hair . (shine)3. Usually a child has skin .4. Ads (be) great , but you must be careful with them .5. Why don’t you tell him the (true) ?6. What can lead you （make）such a decision ?7. The (quality )of the products are most important .8. Some stores have (sale)very often , and most customers get used to that .9. This kind of bike is aimed (specific)at children .10. Others hate ads , (say)that they make them uncomfable .11. You can use Easy Care Shompoo . It works (real)well（一）将下列句子补充完整1、说实话,收礼物也很难。
To___ ______, _________is also difficult.2、有时假装喜欢礼物可以让人们高兴。
Sometimes _________ ___like gifts can make people happy.3、我宁愿跟你有不同的品位!I ______ _____ ____different _____ from you.4、考虑送礼物挺重要。
Unit 13 导学案 第二课时 Section A
Unit 13 导学案第二课时Section A（3a ~ 4c）主备人：执讲人：备课时间：第周使用时间：第周知识目标根据汉语提示完成单词。
1. Carl is planning to travel by ship because he wants to see the (沙鱼）in the sea.2. You should teach them the (方法）of how to grow apples instead of giving them apples.3. It’s (有害的)to throw the old battery in the water.4. Many countries have made （法律）to keep the animals.5. If the animals are endangered , it may broke the (生态系统）of the world.6. The shoes are so expensive that I can’t (买得起）them.7. We should use (可重复使用的）chopsticks when we eat outside.8. I don't like to use public ________ (交通运输), because it's not convenient for me.9. The Spring Festival is (认为是）the most important festival in China.10. We can save (电）by turning off the lights when we leave a room.11. Now the air has become badly ________ (污染)，we have to keep it clean.12. I have taken part in an ________ (环境的) project since last year.合作探究Step 1情景导入Do you like animals? How do you help protect the endangered animals?Step 2教材3a1.快速默读短文，熟知大意，并完成课本3a的任务。
【精品】高中英语(人教大纲)第三册：Unit13 The mystery of the Moonstone(第四课时)
The Fourth PeriodTeaching Aims:1.Review the useful expressions learnt in this unit by practicing.2.Improve the students’ reading ability by reading the material.3.Improve the students’ writing ability.Teaching Important Points:1.Improve the stu dents’ reading ability by reading the material.2.Improve the students’ writing ability.Teaching Difficult Point:Improve the students’ integrating skills—reading and writing.Teaching Methods:1.Fast reading to go through the reading material.2.Inductive method to help students write a letter successfully. Teaching Aids:1.the blackboard2.the multimediaTeaching Procedures:Step Ⅰ Greetings and Lead-in(Greet the whole class as usual.)(Teacher and students learn the new words and phrases together.)T:Do you remember your guess about who was the real thief to the Moonstone? Ss:Yes.We have different opinions.T:As a matter of fact,all of your answers are not right.Next we’ll enjoy the second part of the story.I think we can make it clear who was the real thief.Ss:In other words,the mystery will be solved.Yes?T:Of course.Step Ⅱ ReadingT:Now scan the story to get the answer to the question on the blackboard.(Teacher writes the question on the blackboard and the students begin toread.After a while,teacher checks their answer.)Who actually stole the Moonstone?T:According to the passage,do you know who actually stole the Moonstone?Ss:Godfrey.T:Well.Now you are given some more time to read the passage for some detailedinformatio n.After a while,I’ll ask you some questions about the story.(Ss begin to carry out the task.Several minutes later,the teacher checkstheir work.)T:OK.Who can tell us whom the detective suspected of having taken theMoonstone?:Many people were suspected of having stolen the Moonstone,including S1Godfrey,Dr candy,Franklin,Rosanna,the Indians and Rachel.T:Yes,many people were suspected.In fact most of them were innocent.Do youagree with me?Ss:Yes.T:The story tells us Rachel was also innocent.But w hy didn’t she answerSergeant Cuff’s questions?:The reason why she did it was that she saw Franklin take the diamond and S2wanted to protect him from Sergeant Cuff by not answering his questions.T:According to the passage,Rachel actually saw Franklin take theMoonstone.However,Franklin didn’t remember anything.Do you know why?S:Because Dr Candy had put some opium into Franklin’s drink to prove to 3him that it would be helpful for sleeping.T:Very good.After reading the passage,we’ve known Godfrey sto le the diamond.But to our surprise,Godfrey was murdered,and the Moonstone was still missing.Who do you think was guilty for Godfrey’s death?What clues can you find to support your opinion?Ss:Some Indians were guilty for Godfrey’s death.T:What clues can you find to support your guess?:First,the Indians who appeared at Rachel’s birthday behaved S4strangely.Then some Indians attacked Godfrey.At last,the Moonstone returned to its true home in India,where it once again decorates the forehead of the statue of the moon god.So we can infer that some Indians were guilty for Godfrey’s death.T:I can’t agree more with you about his question.Step Ⅲ WritingT:Now,we’ve solved the whole mystery in the story.The writing task we’ll acomplish is also linked to the story.Look at the screen,please. (Teacher shows the following on the screen.)①The passage says that Rosanna sent Franklin a letter.What do you think she would have written?With your partner write the letter from Rosanna to Franklin.②How does Sergeant Cuff feel about accusing Rachel of taking the Moonstone?Write a letter from Sergeant Cuff to Rachel apologizing for his mistake.T:Are you clear about the requirements for these two letters?Ss:Yes.T:You can choose either to finish.But you should pay attention to the difference about the style of the two letters.Now let’s begin.(Give the students enough time to finish the two letters,and then collecttheir letters.)Sample letters:Dear Franklin,It took me a long time to decide to write this letter to you.I know what you did on the night the Moonstone disappeared .Because I found the paint stains belonging to the thief on your clothes when I cleaned your room.I want to keep you out of trouble,so I hid the evidence.Maybe you do n’t know why I did it.That’s because of love.I have been in love with you since I met you for the first time.I’m very sorry for Miss Rachel.But I don’t know what to do to help her without telling the truth to the detective.Wish you good luck.Sincerely yours,RosannaDear Rachel,I’m writing to you in the hope of getting your apology.I suspected you of having taken the Moonstone yourselves.It proved to be wrong.I hope you will accept my apology.Yours,Sergeant CuffStep Ⅳ TestT:In this unit we have learned some important words and some useful phrases.Have you remembered them?Ss:Yes.T:Now I’ll give you a test about them to see whether you’ve mastered them or not.Look at the screen,please.(Teacher shows the following on the screen.)Group A to complete the sentences in Group B.Change the form of the word when necessary.GroupA:1.This is a straight forward conversation.2.She pretended she was not at home when we rang the bell.3.He’s due to arrive on Friday.Meanwhile,what do we do?4.What made you suspect her of having taken the Moonstone?5.In answer to your recent enquiry,the magazine you mention is not in stock.6.It really astonishes me that no one has thought of that before.7.They did everything they could for our comfort.Study the sentences in Group A and pay attention to the underlined words and then use words fromGroup B:1.She went to college. _______,all her friends got well-paid jobs.2.—How do I apply for this license?—You want _______.3.It’s a _______to know that she is safe.4.She admired his_______.5.Imagine her _______when I walked in.6.The time has come to stop _______.7.Tom was arrested on _______ of having stolen the money.Suggested answers:1.Meanwhile2.enquiriesfort4.straight forwardness5.astonishment6.pretending7.suspicionStep Ⅴ Summary and HomeworkT:Today we’ve finished reading the mystery of the Moonstone and practicedwriting a letter.Besides we’ve also carried out a test to review the words and phrases learnt in this unit.Do n’t forget to preview the next unit and finish the exercises in the Workbook.That’s all for today.See you tomorrow!Ss:See you tomorrow!Step Ⅵ The Design of the Writing on theBlackboardUnit 13 The mystery of the MoonstoneThe Fourth PeriodWho actually stole the Moonstone?Step Ⅶ Record after Teaching________________________________________________________________________ ________________________________________________________________________ ______________。
新高一英语教案Unit13
新高一英语教案Unit 13Period 1（一）明确目标1. Warming up to arouse the students' love in talking.2. Do some listening to improve the students' listening ability.3. Making simple dialogues to train the students' speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.（三）教学过程Step 2(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.(2) Ask your classmates what they like to eat. And fill the table.Step 3Now let's have some listening training.Step 4Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyda y English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.（四）总结扩展Step 5Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.（五）随堂练习用动词的适当形式填空：1. Tomorrow (be) Friday.2. The geography teacher told me tile earth (move) around the sun.3. He thinks it (grow) taller next year.4. He is always (think) of himself never thinking of others.5. How you (get) along with your classmates?6. Look! There (come) a bus.参考答案：1. is2. moves3. will grow4. thinking5. are getting6. comesPeriod 2（一）明确目标1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.2. Develop the students' reading ability.（二）整体感知Step 1 PresentationToday we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.Step 21. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.参考答案：CADADStep 3Read the text carefully again, and give the students someexplanations.Step 4Play the tape for the students to listen and follow.Step 5l. Do post-Reading 1.2.2. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?（五）随堂练习单句改错l. They made some Chinese friends in Beijing so as to improve their Chinese better.2. He advised my giving up smoking.3. They try to keep a balancing diet.4. Only in this way we will be ready for the challenges in life.5. If our diet including foods from all the food groups, we do not have to buy any supplements.参考答案：1. 去掉better2. my giving 改为 me to give3. balancing 改为balanced4. we will 改为 will we5. including 改为 includesPeriod 3（一）明确目标1. Review the text learnt in the last period including useful words and expression.2. Learn how to use "had better", "should" and "ought to" while giving advice.（二）整体感知Step 1 PresentationIn the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".（三）教学过程Step 2Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.Step 3After finishing the word-matching, the teacher can tell the students when people use "had better or had better not", "should or should not", "ought to or ought not to". Then have the students fill in the blanks in a right way.（四）总结扩展Step 4We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not)', "ought (not) to or should (not)'.（五）随堂练习完成句子1. The teacher advised him __ (不要在马路上玩)2. _________ (培养健康的饮食习惯) is my important.3. _________(选择吃什么) is no longer as easy as it once was.4. Because they think we _____________(不该杀动物来做食物 ).5. ________ (代替) eating expensive foods, they did more exercises.参考答案：1. not to play on the road2. Developing/T o develope healthy eating habits.3. Choosing/To choose what to eat4. should not kill animals for food.5. Instead ofPeriod 4（一）明确目标1. Do some reading about Snacks.2. Do some writing to develope the students' writing skill.（二）整体感知Step 1Many students like having snacks. Is the habit good or bad? Let's read “Snacks".（三）教学过程Step 2After fast reading, do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals.2. Good snacks should come from different food groups and should not have too much fat or sugar.3. Fruits and vegetables don’t give us any vitamins.4. Most fruits need cooking.5. Fruits and vegetables are the only healthy snacks.参考答案：1. F2.T3.F4.F 5FStep 3Give the students some explanations when necessary.Step 4Play the tape and have the students follow.（四）总结扩展Step 5Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.。
高一上Unit 13 教案(2)
高一上Unit 13 教案（2）一、教学目标•了解重点词汇和短语，包括课文中的重点单词和句型。
•学习如何使用虚拟语气。
•提高学生的阅读理解能力和语言表达能力。
二、教学重点•掌握本课时的重点词汇和短语。
•能够正确运用虚拟语气进行句型转换和口语表达。
•启发学生的思考，培养他们的阅读和分析能力。
三、教学内容1. 课前准备•复习上一课时学习的内容。
•准备练习虚拟语气的练习题。
2. 自主学习•学生自主阅读课文，并标出关键词和短语。
•学生使用课本提供的词汇表，查找并记忆重点单词和短语。
3. 合作学习•组织学生进行小组讨论，回答课本中的问题。
•引导学生互相交流，互相询问和分享自己的答案。
4. 教师示范•教师对关键单词和短语进行解释和示范。
•教师给出虚拟语气的用法和例句，让学生掌握其基本结构和用法。
5. 练习与巩固•学生完成练习题和口语练习，巩固所学内容。
•教师纠正学生的错误，并给予适当的指导和帮助。
6. 课堂讨论•学生回答教师提出的问题，展示他们的理解和分析能力。
•教师指导学生思考，培养他们的批判性思维和创造性思维能力。
7. 课堂总结•教师总结本课时的重点内容并进行复习。
•教师提醒学生复习下一课时的预习内容。
四、教学评价•教师对学生的参与程度和学习成果进行评价。
•学生完成练习题和口头表达能力的评价。
•教师收集学生在课堂讨论中的表现和总结。
五、教学扩展•学生可以阅读其他相关文章，并进行写作和口语练习。
•学生可以进行角色扮演和对话练习，运用所学的虚拟语气进行表达。
以上就是本节课的教案，通过本节课的学习，学生可以掌握本课时的重点词汇和短语，能够正确运用虚拟语气进行句型转换和口语表达，同时提高阅读理解能力和语言表达能力。
希望本节课能够激发学生的学习兴趣，提高他们的学习效果。
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Unit 13 The Million Pound Bank Note连词成篇Sailing HomeThis novel was about an unbelievable but genuine adventure. Its author was a black businessman who was brought up in America. In 1956, he visited Africa, his birthplace. One day, when he was wander ing on the pavement near the bay enjoying the sea scene s, he lost his money and passport that he kept in an envelope. So he went to the embassy to seek help, but the ambassador with rude manner s didn’t permit his staff to help though he bow ed to him. Staring at his impatient face, he understood that it was the fault of his skin colour that account ed for their reaction. So he decided to take a chance to sail on a small boat home.He met a large amount of difficulty but was never stopped. On the contrary, difficulty pushed him to go ahead harder. Three months later, he was spot ted by a ship by accident. He was in rags indeed. A maid even scream ed when bringing him a steak and pineapple dessert. Aboard, he earned his passage by working as a barber and got home finally. As for the name of his novel, he couldn’t think of a better one than the phrase“Go Ahead”.词汇详解1.novel[ ]n.________adj.___________2.unbelievable[ ]adj.______________ __________vt.相信________________信任3.genuine[ ]adj._____________4.adventure[ ]n.____________ ___________________adj.奇遇的，冒险的5.author[ ]n._______________6.business[ ]n._____________ ___________________n.商人do one’s business______________________ none of one’s business____________________on business______________________7.bring up________________________ bring in__________________________bring down_______________________ bring out_________________________bring forth_______________________ bring about_______________________bring forward_____________________ bring back_______________________8.birthplace[ ]n.________________ ______________n.生日9.wander[ ]vi._____________ wonder n.________vi.__________ wonderful adj._________10.pavement[ ]n._____________ sidewalk n._______________11.bay[ ]n._______________12.scene[ ]n._____________ scenery n.__________ view n.___________ sight n.___________ on the scene_________________13.passport[ ]n._____________14.envelop[ ]n._____________15.embassy[ ]n._____________ ______________n.大使，使节16.seek[ ]vt.& vi._______________ seek for_______________17.rude[ ]adj.______________be rude to sb._________________ be polite to sb.________________be kind to sb._________________ be cruel to sb._________________18.manner[ ]n.________________in a...manner_________________________It’s good/bad manners to do sth._______________________________19.permit[ ]vt.__________n.______________ permission n.________________permit __________sth.允许做某事permit sb. __________sth.允许某人做某事20.staff[ ]n.____________21.though[ ]conj.___________adv.____________e.g.Tom kept himself in though he was very angry.Young though he is, he is quite experienced.The fight is not yet over, though.22.bow[ ]vi.___________[ ]n.____________23.stare[ ]vi.____________stare at_____________ glare at ____________ glance at_____________ glimpse at______________ 24.impatient[ ]adj.__________ patient adj.__________n._________ patience n.__________ be patient with_____________ have patience for_________________25.fault[ ]n._______________ mistake n.___________vt.__________find fault with__________________ mistake sth. for sth.________________26.skin[ ]n.__________27.account[ ]n._____________vi._________________open an account___________________ on account of_____________________take account of/ take sth. into account____________________account for__________________28.reaction[ ]n._________________ ___________vi.反应react to_______________________29.take a chance____________________ grasp the chance___________________have a chance to do sth._____________ The chance is that.../Chances are that...________________30.sail[ ]vi.__________n.____________ sailor n._________31.a large amount of ______________________ large amounts of________________________a large quantity of_______________________ quantities of___________________________32.difficulty[ ]n.__________________It is _________________for sb. to do sth._______________________There is _____________(in) doing sth._________________________have difficulty/trouble/problems (in) doing sth.________________________________33.on the contrary_____________________ to the contrary_____________________e.g. The failure didn’t beat him. On the contrary, he worked even harder.Can you tell an example to the contrary?34.go ahead_____________ go after_______________ go for___________________go against_____________ go all out______________ go around_______________go in for______________ go by________________ go over_________________go through____________ go with_______________ go without________________35.spot[ ]n.__________vt._______________spot sb. doing sth._____________________ on the spot___________________________be spotted with_____________________________36.by accident___________________ by chance______________________by mistake____________________ by design______________________37.rag[ ]n.______________ in rags___________________38.indeed[ ]adv.____________________e.g. A friend in need is a friend indeed.39.maid[ ]n._______________40.scream[ ]vi.&n.______________41.steak[ ]n._______________42.pineapple[ ]n.______________43.dessert[ ]n.__________________ desert n.___________vt._______________44.aboard[ ]adv.____________ board n.___________vt.__________vi.__________ broad [ ]adj._____________ abroad adv._________go aboard____________ go on board______________ board the ship/train/plane____________45.passage[ ]n._______________ passenger n.______________46.barber[ ]n._________________47.as for____________48.think of______________________ miss vt.________________________think about____________________ think over______________________think out _____________________ think of...as_____________________think/speak highly of_______________________49.phrase[ ]n._________________句型透视1.when conj.就在这时be about to do/on the point of doing...when...be doing...when...had just done...when...e.g.I was walking along the street when suddenly someone patted me on the shoulder.Tom was about to close the window when his attention was caught by a bird.He had just finished his homework when his mother asked him to play the piano.用句型透视中的句式翻译下列句子1.我正要出发去北京，这时我的一个老朋友出现了。