高一英语：教学设计方案 Lesson 71(示范文本)
新编高一上 unit7 教案_高一英语教案
新编高一上 unit7 教案_高一英语教案Teaching Procedures for the 1st PeriodStep one Warming-up1. Greeting.2. Watching & Chatting：Watch a video which introduces some famous cultural sites across Shaoxing, having a free chat with the Ss.3. Questions & Answers：Show to the Ss three pictures, asking them:①What do you know about the places in the pictures?②Where are they?③Which one would you like to see most? Why?Step two Pre-listening1. Ticking：Listen to the tape and tick the things Ss hear.2. Questions & Answers：Listen again and discuss the questions in groups①Why is it important to protect cultural relics?②Why is it difficult to find out how people lived in ancient times?③What do we know about life in ancient Egypt?④Why do we know so much about the way the ancient Egyptians lived?⑤What do you think we can do to protect our cultural relics?Step three Listening1. Language Input ：Well, now we’re going to listen to a description of three cultural sites. Please ①Listen to the tape and write down the name of the site in the form below.②Listen to the tape again and write down about its importance.Name of the site Why is it important? What is being done to protect it?Site 1Site 2Site 3③Listen to the tape again and write down about “What’s being done to protect it”.Ss discuss their answers in groups and then check in class.Step four Post-listening1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：①Why do our city government make such great effort to protect cultural sites?②Do you think it necessary to spend so much money on the project?Step five Error-finding1. Language Input：Now we’re going to listen to the description of th e three maps. Please①Listen to the tape and put the statues in the right place.②Listen to the tape and put the temple and the museum in the right place.③Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.Step six Game1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites,many of which are world-famous. Now please look at the screen carefully and let’s have a game! [T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]Group A Group B Group C Group DScoreHomework1. Prepare a brief description of Ss’favorite cultural site in China. The report must include the following：①The name of the site ②Its size as well as its history③Its importance and what is being done to protect it.(Better surf on the Internet!)2. Preview “Speaking”.Teaching Procedures for the 2nd PeriodStep one Warming-up1. Greeting.2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.Step two Pre-speaking1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?[T collect the answers and write them on the blackboard.]Step three Speaking1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.Asking for suggestions Making suggestions● What shall we put in in your opinion?● Can’t we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let’s put in….● Ma ybe we could put in ….● I think we’d better put in ….● I’d like to choose….● What / How about…?● Why not put in …?● Why don’t you put in …?● ……[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]Things you want to put in Reasons for your choices1245【Model】SA：In my opinion we could put in ….SB：That sounds a great idea. And I’d like to choose ….SA：Sorry, I don’t think that’s the best cho[1] [2] [3] [4] [5] 下一页科目英语年级高一文件high1 unit19.1.doc标题Jobs (工作)章节第十九单元关键词内容一、教法建议【抛砖引玉】本单元围绕男女平等这一题材，让同学们通过阅读课文“The Secret Is Out !”来了解妇女受歧视的情况以及带来的社会后果。
教学设计方案 Lesson 71
教学设计方案 Lesson 71Teaching Aims1。
Practise Indirect Speech 。
2。
Do the listening practice。
Make sure the students understand the listening material。
Step I PracticeSB Lesson 71， Part 1。
Go through the answers in the second column to reinforce the language items in the Presentation。
Then match the first two questions and answers with the whole class， before they work in pairs。
Check the answers with the whole class。
Answers: 1。
e 2。
c 3。
d 4。
f 5。
a 6。
bStep II PracticeChange the questions in the exercise in Part 1 with the whole class， then let the Ss work on the exercise in Part 2 in pairs。
Check the answers with the whole class。
Answers:Part 1:1。
He asked her what she was looking for。
2。
He asked her what kind of necklace it was。
3。
He asked her where she had lost it。
4。
He asked her what it looked like。
5。
He asked her if it was valuable。
教学设计方案 Lesson 71
教学设计方案 Lesson 71教学设计方案 Lesson 71教学目标：1. 学习并掌握单词和短语：strategy, advantage, disadvantage, brainstorming, take turns, make a list, choose, share, discuss, decide。
2. 能够有效地运用这些词汇和短语来描述并讨论策略和优劣势。
3. 提高学生的口语交流能力和团队合作能力。
教学重难点：1. 如何有效地描述和讨论策略和优劣势。
2. 如何引导学生参与到团队合作的讨论和决策中。
教学准备：1. 单词和短语卡片。
2. 学生小组活动材料。
教学过程：Step 1: Warm-up与学生们打招呼并进行热身活动，例如快速复习上节课所学的内容。
Step 2: Vocabulary Introduction教师提供图片或卡片，逐个展示单词和短语，并帮助学生们正确发音和理解其意思。
教师可以用例句和反义词来进一步解释单词和短语的意义。
学生们跟读并进行发音练习。
Step 3: Reading and Discussion教师提供一篇短文或对话，让学生们阅读并回答问题。
接着，教师带领学生们根据短文或对话内容展开讨论，让学生们尝试使用所学的词汇和短语来讨论策略的优劣势。
Step 4: Group Activity将学生分成小组，每个小组选择一个话题（例如：如何节约能源，如何提高学习效率等）。
每个小组讨论并列出不同的策略，并评估每个策略的优劣势。
然后小组成员轮流分享和讨论，最后共同决定并解释他们认为最好的策略。
Step 5: Presentation and Feedback每个小组派代表来做最后的陈述，介绍他们选择的策略和优劣势，并解释他们为什么认为这个策略是最好的。
其他小组成员可以提问并提供反馈和建议。
Step 6: Wrap-up总结本节课所学的内容，并鼓励学生们运用课堂上学到的方法和策略来解决实际生活中的问题。
SeeingthedoctorLesson71教学设计示例（精选6篇）
Seeing the doctor Lesson 71教学设计示例（精选6篇）Seeing the doctor Lesson 71示例篇1Lesson 70教学设计示例Period: The Second PeriodProperties: Recorder, Overhead projectorTeaching Aims:1. Knowledge aims(1) Understand the text.(2) Learn how to use some useful words and phrases2. Ability aimRetell the story in your own words.Language Focus: Words and phrases: dream, be tired, wake up, be good for, as soon as, fall asleep, be busy doing, again and againTeaching Procedures:a) Organizing the classT: Greet the students and a student gives a duty report related to what’s going to be learned.b) Revision1. Check their homework. Ask them to act their own dialogues out.2. Read some good sentences in the students’ homework.3. Quiz: Nothing serious. I have a headache and a cough. Let me take your temperature. What does she have to do? She didn’t feel like eating anything. Take this medicine three times a day.c) Leading-inT: talk about the questions in groups.1. Do you sleep well every night?2. Do you often have dreams?3. Do you remember your nicest/worst dream?4. Could you please describe your last dream?5. What do you think of the dreams?T: Let the students share their talking and choose two or three students to say in class.d) PresentationT: 1. Dream is something which one seems to see or experience during sleep.2. dream, dreamed or dreamedT: Ask the students to look at the picture and try to say something about it.T: Listen to the tape and try to understand it.Then ask the students to read the text together and individually.e) Teaching language points1. be tiredI am always tired when I wake up in the morning.He was very tired after the travel.2. wake upWhat time do you usually wake up?He woke up early yesterday morning.3. be good for somebodySometimes dreaming is good for us.Doing exercises is good for the people.4. as soon asLast night, as soon as I fell asleep I dreamt that I went to the garden.The teacher went out of the classroom as soon as the class was over.5. be busy doing sth.They are busy reviewing the lessons now.What are you busy doing these days?6. again and againWe had to play the same piece again and again all night.The teacher asked the students to read the text again and again.f) Practise1. Let the students read the text again.2. Ask them to work in pairs and then act it out.3. Try to retell the story.4. Read the text once more, pay attention to some useful words and phrases.5. Let the students do some questions and then ask them to answer these questions according to the passage.g) Homework1. Read the text and rewrite the passage in their own words.2. Write a composition about your latest dream.3. Do exercises on page 80.h) Summary完成句子：1.我够不到那些苹果，请帮帮我。
高一英语Lesson71 教案
高一英语Lesson71教学目标：1. 知识方面：Word of four skills : match . Direct Speech and Indirect Speech (3) . Listening Materials.2. 能力方面：How to change direct questions into indirect questions. We should pay attention to the order of the sentence.教学重点及难点：How to change General Questions into indirect speech.现代化教学手段的应用a tape recorder课时：2教学过程及方法：Step 1. Revisiona. Retell the story.b. check the homework.Step 2. Presentation.Draw a picture on the necklace on the Bb.This is the necklace that Mathilde bought because she lost Jeanne’s necklace. It’s a diamond necklace . It’s made of diamonds and has a big blue stone at the centre. It’s very valuable.It’s worth man y thousands of francs .Tell me about the necklace.Step 3. Practice.Part 1. Match the questions and answersStep 4. PracticePart 2. Let’s do it together.1. match / m∂et⎰/ v. 与…搭配使成对 match …with （and）2. steal / sti: l/ v. （stole . stolen）偷、窃取~ sth from sb.rob sb / sp. of sth.3. thief / θi:f/ n. 窃贼、小偷Step 5. ListeningStep 6: Homework Exercise on page 66On the Bb :Indirect Speech （report Qs）Pay attention to : “Are you pleased ? ”（he / her）1. Person He asked her if she was pleased.2. Tease “Where are you going tomorrow ? ”（he / her）3. Word / order He asked her where she was going4. Place and time . the next day。
教学设计方案Lesson71
教学设计方案Lesson71Teaching Aims1。
Practise Indirect Speech 。
2。
Do the listening practice。
Make sure the students understand the listening material。
Step I PracticeSB Lesson 71， Part 1。
Go through the answers in the second column to reinforce the language items in the Presentation。
Then match the first two questions and answers with the whole class， before they work in pairs。
Check the answers with the whole class。
Answers: 1。
e 2。
c 3。
d 4。
f 5。
a 6。
bStep II PracticeChange the questions in the exercise in Part 1 with the whole class， then let the Ss work on the exercise in Part 2 in pairs。
Check the answers with the whole class。
Answers:Part 1:1。
He asked her what she was looking for。
2。
He asked her what kind of necklace it was。
3。
He asked her where she had lost it。
4。
He asked her what it looked like。
5。
He asked her if it was valuable。
Seeing the doctor Lesson 71教学设计示例2篇
Seeing the doctor Lesson 71教学设计示例Seeing the doctor Lesson 71教学设计示例精选2篇（一）教学目标：1. 学习并掌握与看医生相关的词汇和表达方式。
2. 学习并掌握描述病症和询问症状的方式。
3. 学习并掌握在看医生过程中的常用对话。
4. 练习并提高学生的听说能力。
教学重点：1. 不同症状和疾病的词汇。
2. 描述病症和询问症状的句子和表达方式。
教学难点：1. 描述病症和询问症状的句子和表达方式。
2. 听懂并运用医生和患者的常用对话。
教学准备：1. 视频或图片资源，展示看医生的场景。
2. 单词卡片和图片卡片，用于词汇练习和讲解。
3. PPT或黑板，用于展示课堂内容和示范对话。
4. 录音机或音频资源，用于播放听力材料。
教学过程：Step 1: 呈现场景用图片或视频呈现看医生的场景，引起学生的兴趣和好奇。
教师可以提问学生他们在看医生时的感受和经历，并与教学内容逐步引入。
Step 2: 词汇练习给学生分发或展示与看医生相关的词汇卡片和图片卡片，让学生尝试猜测和描述这些词汇的意思。
教师可以辅助解释和讲解生词和短语的含义和用法，帮助学生掌握相关词汇。
Step 3: 对话示范在PPT或黑板上展示医生和患者的对话示范，教师可以扮演医生的角色，与学生进行真实对话和示范，让学生感受到真实的对话情境和语言使用。
教师可以重点讲解并模仿医生询问症状和患者回答的句子和表达方式。
Step 4: 听力训练播放医生和患者对话的录音或音频资源，让学生尝试听懂并记录医生询问和患者回答的内容。
教师可以在播放结束后与学生一起核对答案并纠正错误。
然后，教师可以给学生一些听力练习题，例如根据听到的对话内容选择正确的答案等。
Step 5: 练习对话让学生分为医生和患者两组，进行对话练习。
教师可以给出一些病症和疾病的提示，让医生组询问患者的症状并给出建议和治疗方法。
学生可以轮流扮演医生和患者的角色，从而提高他们的口语表达和听说能力。
Lesson 71 教学设计方案2篇
Lesson 71 教学设计方案Lesson 71 教学设计方案精选2篇（一）教学内容：Lesson 71教学目标：1. 通过听说读写等多种形式的训练，使学生能够熟练运用本课时的词汇和句型；2. 培养学生的合作与交流能力，通过小组合作讨论来提高他们的学习效果；3. 培养学生的创新和思维能力，通过设计相关的创意任务来激发他们的兴趣。
教学重点：1. 掌握本课时的词汇和短语；2. 掌握并能正确使用本课时的句型；3. 能够运用所学知识进行简单的交流和讨论。
教学准备：1. 教学课件和相关素材；2. 学生课本和学习笔记。
教学过程：Step 1: Warm-up通过一些简单的问题和图片，引导学生回顾上节课所学的内容。
例如，Can you tell me the names of the animals in the pictures? What do they like to eat?Step 2: Presentation呈现本课时的新词汇和句型，并帮助学生理解和掌握。
例如，通过图片和实物来介绍单词和短语，通过对话和示范来讲解句型的用法。
Step 3: Practice1. 听力训练：播放相关的录音或视频材料，让学生听取信息并完成相关的练习，如选择题、填空题等。
2. 口语练习：安排学生进行小组合作，让他们利用所学知识进行对话练习，如描述动物、询问他人的喜好等。
Step 4: Task设计一个相关的创意任务，让学生运用所学知识进行实际应用，提高他们的创新和思维能力。
例如，让学生设计一个关于动物的海报或演讲稿，包括动物的特点、习性、喜好等。
Step 5: Consolidation通过一些巩固练习来检验学生对本课时内容的掌握情况。
可以设计填空题、选择题、判断题等不同类型的练习题。
Step 6: Homework布置相应的家庭作业，如复习所学的词汇和句型，完成相关的练习题等。
教学反思：通过本课时的教学设计，学生能够通过多种形式的训练来掌握和应用所学的知识，培养他们的合作、交流、创新和思维能力。
新概念1册Lesson71 教案
Nபைடு நூலகம்w words:
awful adj. 让人讨厌的，坏的 telephone v. & n. 打电话；电话 time n. 次（数）；时间 Answer v. 接（电话）；回答 last adj. 最后的，前一次的 phone n. 电话（=telephone） Again adv. 又一次地 say (said) v. 说
总结： 一般现在时中，动词不能直接用于提问，需要助 动词do/does来帮忙。含有助动词的句子，动词要用 原形。
含有行为动词的过去时句型
肯定： He played in the park. 否定： He didn’t play in the park. 一般疑问：Did he play in the park？ 特殊疑问：What did he do?
am用介词aton和in的时间短语in是老大因为后面所接的都是较长时间月年季节等
Lesson 71
He's awful!
语法课堂
上周语法回顾
回顾： 含有Be动词的句子变过去时，只用把Be动词 改为对应的过去式。 am/ is → was are → were weren't wasn't → am not / isn't → aren't
PAULINE: Then I arrived home at six o'clock yesterday evening. He telephoned again. But I didn't answer the phone! JANE: Did he telephone again last night? PAULINE: Yes, he did.
新概念英语第一册第71课教学内容
一般过去时
yesterday yesterday morning yesterday afternoon yesterday evening last night the day before yesterday the day before yesterday in the morning the day before yesterday in the afternoon the day before yesterday in the evening the night before last
记
2.以不发音的e结尾的动词直接加_d
哦！
telephone---telephoned arrive---arrived
3.以辅音加y结尾的，把y改为i，再加ed
empty--emptied
4.不规则动词have-had forget-forgot
say-said go-went run-ran
do-did take -took
Test time
Revision
phone awful
time
anga[i'telif[ə'ɔul:anf]ustle[]əle'gpehino]ne
[sei] [fəun]
[taim] t answer
['ɑ:nsə]
[lɑ:st]
say
awful adj. 让人讨厌的，坏的 例如：他很讨厌 He's awful！
Key words:
一般过去时的构成：
陈述句：主语+动词过去式+其他 主语+be动词过去式+其他 He arrived home at six o’clock yesterday evening. We were students three years ago
Lesson 71 教学设计方案
Lesson 71 教学设计方案Lesson 71 教学设计方案Properties: Recorder, Overhead Projector.Teaching Objectives:1. Revise the grammar: the Adverbial Clause and the Infinitive.2. Revise the use of “who, that, which”.Language Focus: so thatThe Infinitive: to + Verb(原形)Teaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask some students to retell the story.III. PresentationGive the students some sentences for example to help them understand the structure:so + adj. /adv. + that(结果)1. I am so angry that I can’t say a word.2. The teacher spoke so fast that we couldn’t catch up with him.3. The classroom is so dirty that we must clean it.Ask the students to make up some sentences w ith “so… that”, then give same more sentences.1. He got up late so that he was late for school.2. He ran very fast so that he hit the electric pole.Ask the students to do some practice.IV. PracticeLook at Exercise 1, ask the stude nts to answer the questions with so that…. The answers are:1. I stayed at home so that I could go swimming when I had finished it.2. Lucy saved her money so that she could buy her mother a birthday present.3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.4. I was doing my homework so that I could ask him to help me with my physics.5. I was looking for Lin Tao so that he could visit sick grandmother.V. PresentationGet the students to make up some sentences like:1. I don’t know how to get to the station.2. She doesn’t know which sweater to choose.Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.1. I don’t know what to do next.2. They don’t know where to go.3. We didn’t know when to start.Focus on the use of the Infinitive, then give another example:It’s very important to learn English well:To learn English well is very important.Let the students make more sentences, pay attention to the use of the Infinitive.VI. PracticeLook at Exercise 2, make sentences with partners. The answers are:1. It’s hard / easy to work out these maths problem.2. It’s exciting to watch football matches.3. It’s interesting to read history books.4. It’s hard / easy to learn foreign languages.VII. Leaning and practiceDo Exercise 3, complete the sentences using who/ that/ which. The answers are:1.which2.who3.who4.which5.who6.which7.which8.whoVIII. WorkbookDo Exercise 1, let the students translate the sentences alone then check the answers with the students.Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.For Exercise 2. Join the two parts and make the students read together.For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, whoIX. SummaryExercise in classl. 昨天他想借我的收音机.2. 我需要一些喝的东西。
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高中英语标准教材
高一英语：教学设计方案
Lesson 71(示范文本) Learning English is conducive to understanding the customs and culture of other
countries, reading foreign books, etc.
学校：______________________
班级：______________________
科目：______________________
教师：______________________
--- 专业教学设计系列下载即可用 ---
高一英语：教学设计方案 Lesson 71(示范
文本)
Teaching Aims
1. Practise Indirect Speech .
2. Do the listening practice. Make sure the students understand the listening material.
Step I Practice
SB Lesson 71, Part 1. Go through the answers in the second column to reinforce the language items in the Presentation. Then match the first two questions and answers with the whole class, before they work in pairs. Check the answers with the
whole class.
Answers: 1.e 2.c 3.d 4.f 5.a 6.b
Step II Practice
Change the questions in the exercise in Part 1 with the whole class, then let the Ss work on the exercise in Part 2 in pairs. Check the answers with the whole class. Answers: Part 1:
1.He asked her what she was looking for.
2.He asked her what kind of necklace it was.
3.He asked her where she had lost it.
4.He asked her what it looked like.
5.He asked her if it was valuable.
6.He asked her how much the necklace was worth.
Part 2:
1.She asked her where she had been all these years.
2.She asked her if times had been hard for her.
3.She asked her what had happened.
4.She asked him where they were holding the ball.
5.He asked her how much a new dress cost.
6.He asked her if she needed to wear any jewellery.
7.He asked her if she had a friend who might lend her some jewellery.
8.She asked him if they had invited anyone else in his office to the ball.
9.She asked him if the ball was held every year.
10.He asked her if the necklace was valuable.
11.He asked her how much the necklace was worth.
12.He asked her how much this necklace cost.
13.He asked her if she thought it had been stolen by a thief.
Step III Preparation for listening
SB Lesson 71, Part 3. Wb Listening, Unit 18, page 124. Discuss the pictures in Ex. 1 before you play the tape. Go
through each exercise in turn before you carry out the exercise, to make sure the Ss understand what to do.
Step IV Listening
Listening Cassette Unit 18. Do each exercise one by one. Play the tape, then let the Ss discuss their answers. Play the tape again if necessary, then check the answers with the whole class.
Step V Workbook
Wb Lesson 71, Exx. 1 - 3.
Do all these exercises orally first in class.
Step VI Homework
Finish the Workbook exercises.
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