高级英语第一册第一课教案
高级英语(第三版)第一册第一课 Face to Face with Hurricane Camille
Focus of Section 2 (para7-27) During hurricane strike
• This section narrates in detail how the group struggled and felt during the hurricane.
• Focus of the study: 1. hurricane – How was the devastating hurricane like? Specific details wind, water, etc.) 2. people – how did they act during the crisis?
• To learn how Americans fight against the hurricane
Hurricanes/ location/ naming system/ typhoon
• They are two different names for the same kind of storm -- They’re called hurricanes in the Atlantic Ocean and the Eastern Pacific Ocean, and typhoons in the Western Pacific.
• (para 7) As the wind mounted to a roar. (the word ‘mount’ shows that the sound was increasing, dynamic).
• (para 8) The roar of the hurricane now was overwhelming.
• (para 19) it shot out winds of nearly 200 m. p h. (the speed of the wind)
高一英语(上学期)开学第一课教案
高一英语(上学期)开学第一课教案课程名称：欢迎回到英语课堂目标学生群体：高一学生教学目标：1. 让学生熟悉和适应英语课堂的学习环境；2. 帮助学生回顾和复习过去几年的英语学习内容；3. 激发学生学习英语的兴趣和动力。
教学重点：1. 引导学生积极参与课堂讨论和活动；2. 创设良好的学习氛围，激发学生学习英语的兴趣；3. 帮助学生复习和回顾过去几年学习的英语内容。
教学准备：1. 多媒体设备和投影仪；2. 英语教学课件；3. 学生书包内的英语教材和学习笔记。
教学活动：步骤一：课堂开场（5分钟）1. 向学生问候并进行自我介绍；2. 询问学生暑假的情况，鼓励学生主动分享。
步骤二：回顾复习（15分钟）1. 向学生简要介绍本学期我们将学习的英语内容，并提醒他们回顾过去学习的知识；2. 利用多媒体设备展示一些过去学过的单词、短语和句子，鼓励学生积极参与回答；3. 分组讨论，在小组中回顾和总结过去学习的英语知识，并向全班展示他们的心得。
步骤三：学习目标介绍（10分钟）1. 向学生介绍本课的学习目标，包括帮助学生适应新学期的英语课堂环境，培养他们的学习兴趣和动力；2. 鼓励学生思考自己学习英语的目标和动机，并写下来。
步骤四：学习资源介绍（15分钟）1. 向学生介绍教室内外的学习资源，如英语角、英语学习网站、英语读物等；2. 引导学生探索和利用这些资源，提高他们的英语学习效果。
步骤五：游戏时间（20分钟）1. 创设一个英语游戏环节，可以是猜词游戏、角色扮演或其他形式的课堂活动；2. 在游戏中融入英语学习的要素，例如复习单词、造句等；3. 鼓励学生团队合作，互相帮助。
步骤六：课堂总结（5分钟）1. 回顾本节课的学习内容和活动；2. 鼓励学生分享对本节课的感想和体会；3. 强调学生积极参与、主动学习的重要性。
步骤七：课后作业（5分钟）1. 布置一些简单的课后作业，例如预习下节课的内容、记忆本节课学习的单词等；2. 提醒学生及时完成作业并复习。
高中英语 必修一 第一课的教案
Lesson PlanName: 帅雷Module One ReadingTime: 45 minutesTitle: My First Day at Senior HighTopic: What are the difference between Chinese school systems and Americanschool systems？Functions: 1.Reading skills：scanning，skimming，careful-reading，fast reading.2.can imitate the sentences to describe their new high school .Key structure: 1.Present tenses2.attitude to/forward3.as..as4.that 代词5.be bored with6.倍数的表达：倍数+as +adj+as/ 倍数+as+比较级+than/倍数+the+n+of.7.look forward to doing.to作介词New words: Attitude，behavior，handwriting，comprehension，instruction，method，photograph，website，description，screen，enthusiastic，amazing，brilliant，bored，embarrassed, fun, previous, nothing like, giveinstructions，by oneself，in a… way, in othe r words, look forward to,writing a description of.Teaching objectives: 1. Enable the students to understand the texts well.2. Enable the students to know the school life in other schools ( at home andin the USA)3. Help the students to improve their reading abilityTeaching preparation: Tape，pictures， and tape recorderTeaching procedures:I．Greetings (2 minutes )♦Good morning class.♦How are you this morning?♦Did you remember what we learned last class?♦Do you like the scenery of the school?II．Revisions (5 minutes)1)Words of subjects.♦Review last class by ask them which subject they like best and why?♦Review how to make a self-introduction.III．Presentation and practice (20minutes)Step 1: lead-in :T: Everybody , you are high school students now . All of you are fresh and you studied in different schools, now I will give you some time to think what the main differences and similarities between Junior High school and Senior High school.And ask them to discuss these two problems:1 Do you think that work at Senior High school is harder than that at Junior High school?2 Are Senior High teachers similar to Junior High teachers?T: After we have compared Senior High school and Junior High school, now we will learn something about Li kang’s First day at Senior High. Before we read the text let’s learn some words first.Step 2: Vocabularya.new wordsb.C heck and correct students’ pronunciationc.Ask students to work in pairs to test each other the meanings of the wordsd.Deal with the vocabulary on P2 by finishing the questions in the part.Key StructureExplain the present tenses simply一般现在时：含义，结构，例句，一般性，特殊性。
高级英语1教案 lesson 1
5. unnecessary shifts in point of view
6. paraphrasing some sentences
7. identifying figures of speech
VI. Questions
1. What is the organizational pattern of this piece of narration?
《高级英语1》教案
Lesson One Face to Face with Hurricane Camille（10学时）
授课章节
第一章Face o Face with Hurricane Camille（10学时）
所需学时
讲授学时数：8练习环节学时数：2
教学目的
与要求
1.The studentsare able tobuild up vocabulary related tohurricane and disaster
2. What does the writer focus chiefly on --- developing character, action (plot),or idea (theme)?
3. Who is the protagonist in the story?
4. How does the writer build up and sustain the suspense in the story?
2.The students are able to talk about the topics on hurricane and disaster
3.The students can understand and retell the story, and gain the main idea byskimmingand scanning
高级英语教案 Book1 Unit1
Unit One The Middle Eastern Bazaar Teaching Object: English majors of junior yearTeaching Periods: 8Teaching Aims:·To enable students to get better understanding of the text·To help students learn to use new words and useful expressions in the text ·To enable students to learn to paraphrase some complicated sentences·To enable students to learn the use of rhetoric devices in the text·To help students appreciate the techniques of descriptive writing·To enrich stududents’knowledge of cultural background of the Middle East Teaching Focus:·Cultural Information·Language points and expressions·Figures of speech·Writing skills of descriptive writingTeaching Difficulties:·Appreciation of descriptive writing style·Paraphrasing some sentences·Identifying figures of speech·Translating some sentencesTeaching Procedures:·Background information·Structural analysis·Detailed study of the text·Rhetorical devices and word formation·Writing skills·ExerciseTime Allocation：8 periods, 360minutes·Background information (45 minutes)·Intensive study of the text (225 minutes)·Exercise (90 minutes)I. Background information1. the Middle East:the area from Afghanistan to Egyptsome countries in the area:Cyprus, Kuwait, Iraq, Iran, Turkey, Afghanistan,, Syria, Jordan, Israel,Palestine ,Lebanon, Egypt, Yemen, Saudi Arabia,.Seas nearby: the Mediterranean Sea, the Black Sea, the Red Sea , the Arabian Sea, the Caspian Seageographical importance: linking point of the three continentswaterways to other parts of the worldvery rich in oildisturbance areasharp religious conflicts2. the Gothic style of architectureoriginated in France in 11th centurycommon in Western Europe in 12th—16th centuryCharacterized by pointed arches, clusters of columns, ribbed vaulting, steep high roofs Impressive and much ornamented3. IslamA religion started by MohammedMohammedanism(Mohammed’s teachings)Moslem: Mohammed’s followersQuran: a collection of Mohammed’s teachingsAllah: image the Muslims worshipMosque: building for public Muslims worshipII. Structural analysisParagraph 1: General description of a bazaarGothic-arched gatewayA big, open square of the gateCavern-like streetsDonkeys and throngs of people coming and goingLittle stalls along the narrow roadsAll kinds of goods on saleDizzying din of various voicesParagraph 2: Cloth-marketMuted (Noise fades away)Sepulchral atmosphereWhy? earthen floor (deadening sounds)Vaulted roof and walls (little echoed sounds)People (speaking in a measured tone)Paragraph3: How to do selling or buyingSellers ----those who sell the same goods collect in the same placeWhy? avoid competition among themselvesBe helpful for buyersGet united to fight against injusticeBuyers----going around leisurelyMaking choice of goods they are going to buyAsking about prices and doing preliminaryParagraph 4: how to make bargainsGoing on the whole dayShopkeepers protesting that and that -Customers keeping secret what they really wantParagraph5-6: the copper-smith’s market (pair or group work)Most picturesque and impressiveDistinct sounds: tinkling, banging, clashing,Dancing flashes: (How are they formed?)Live coalsPeople: apprentices----hammering awayMaster instructing by taking a hand with a hammerProducts: some engraved with delicate and intricate traditional designsSome pleasing in form but undecorated and functionalParagraph 7: Other markets:Carpet-market:Spice-marketFood-marketHow do the streets look like?What can we see at a mosque or a caravanserai?Paragraph 8-9: Oil-making(the most unforgettable thing)How does the workshop look like?A vast somber, dirty, cavern-like roomWhat can we see in the workshop?Wheels，Pole and post，Camels，Channel，ApparatusWhat can we hear?Creaking, Squeaking, Rumbling, Grinding, Grunts and sighsHow to crush linseed into a pulp? (Pair work)How to extract oil from the pulp? (Pair work)III. Detailed study of the text1. The Middle Eastern bazaar takes you back . . . of years:1) A bazaar is an oriental markct-place where a variety of goods is sold. The word perhaps comes from the Persian word bazar .2) The bazaar takes you back hundreds --even thousands --of years because it was possibly built centuries ago, the architecture was ancient, the bricks and stones were aged and the economy was a handicraft economy which no longer existed in the West.2. The one I am thinking of particularly is entered ... ;1) is entered ... : The present tense used here is called "historical present". It is used for vividness.2) Gothic : of a style of building in Western Europe between the 12th and 16th centuries, with pointed arches, arched roofs, tall thin pillars, and stained glass windows3) aged: having existed long; very old3. Yon pass from the heat and glare of a big open square into a cool, dark cavern ... : 1)Here "the heat" is contrasted with "cool", "glare" with "dark", and "open square" with "cavern".2) glare : strong, fierce, unpleasant light, not so agreeable as "bright sunlight"3) }'Cavern" here does not really mean a cave or an underground chamber. From the text we can see it is a long, narrow, dark street of workshops and shops with some sort of a roof over them.4) In front of the gateway there is a big, open square. It is hot there and the brightness of the sunlight is most disagreeable. But when you enter the gateway, you come to a long, narrow, dark street with some sort Of a roof over it and it is cool inside.4. which extends as far as the eye can see: The words eye and ear are used in the singular not to mean the concrete organ of sight or hearing but something abstract; they are often used figuratively. Here the eye means man's power of seeing or eyesight, e, g.1) She has an eye for beauty. (She is capable of recognizing and appreciating beautiful things. )2) She has an ear for music. (She is sensitive to music. )3) The boy has a sharp eye. (He overlooks nothing. )4) The big poster caught my eye. (my attention)5) Keep an eye on that mischievous boy. (Keep a watch on him. )6) to turn a blind eye to sth or sb7) to turn a deaf ear to sth or sb8) His words are unpleasant to the ear.9) The view was pleasing to the eye.5. losing itself in the shadowy distance:1) The place is dark, so when the street is long, objects in the distance become unclear and indistinct.2) Shadowy suggests shifting illumination and indistinct vision.6. Little donkeys ... entering and leaving the bazaar:1) thread their way: The donkeys went in and out among the people and from one side to another.2) The words "entering" and "leaving" go with the word "throngs" which differs from "crowds" in that it carries a stronger implication of movement and of pushing and a weaker implication of density.7. The roadway is about twelve feet wide, but it is narrowed every few yards by little stalls where goods of every conceivable kind are sold :l) roadway: (the roadway) the middle part of a road where vehicles drive e.g.Don't stop on the roadway2) stall: small, open-fronted shop a market, on a street,3) The small shops lining the street try to expand their shop space by encroaching on the street, so the street becomes narrow every few yards.4) goods of every conceivable kind : goods of every kind you can think of8. then as you penetrate ... muted cloth-market:1) penetrate : to pierce or pass into or through. The word penetrate is used here to indicate that you have to pass through a big crowd in order to go deeper into the market.2) the noise of the entrance fades away:fade away : go slowly out of hearing, gradually disappear3) the muted cloth-market: It is muted because the earthen floor deadens the sound of footsteps and people in the market speak in low, soft tones.9. The earthen floor . .. any sounds to echo:1) earthen: made of earth, e.g. an earthen jar2) beaten hard by countless feet: flattened by treading; which becomes flat and hard because it is much travelled3) deaden: to lessen or dull the sound of (footsteps)4) the vaulted mud brick wails and roof: Moslem style of architecture10. The shopkeepers speak in slow ... follow suit:1) measured: steady, slow and deliberate; rhythmical2) sepulchral: suggestive of the grave of burial; dismal, gloomy3) follow suit: to do the same as someone else has done11. One of the peculiarities ... persecution:1) peculiarities: characteristics2) Shopkeepers dealing in the same kind of goods usually scatter themselves over the bazaar so as to avoid competition. (It would then be more difficult for customers to compare goods and prices.) But in the Middle Eastern Bazaar they come together in the same area in order to form a closely-knit guild against injustice or persecution (coming from, perhaps, the tax collectors and government officials).3) collect: come together; gather; e.g. water (dust) collects4) knit: unite firmly and closely5) guild: society of persons for helping one another, forwarding common interests 12. each open fronted shop . . . for storage:1) open-fronted shop: the goods are displayed at the front of the shop, without any window- or doorway blocking the view2) a trestle table for display: One displays anything that one spreads out for others to view or puts in a position where it can be seen to advantage or with great clearness so as to strike the eye. e.g. The exhibition of pictures was criticized because the best paintings were not Well displayed. (They were perhaps put in a dark corner or some other place with insufficient light where people could not see them properly.) The peacock displayed its fine feathers, cf. exhibit:One exhibits anything which he puts forward prominently or openly, either with the express intention or with the result of attracting other's attention. When we exhibit flowers, animals, children's drawings, unearthed relics, etc., we want to bring their inherent properties to light. e.g.The host took us through his stable to show us his horses. He exhibited with particular pride two snow white mares. He himself led them out of the stable, in order to display to advantage their sleek coats.13. Bargaining is the order of the day: bargaining is the normal way of doing things (the) order of the day: that which is of the greatest general interest at a particular time; prevailing state of things, e.g.They failed to act since confusion was the order of the day at the headquarters.His period was a building age, when competition was the order of the day.14. veiled women ... beating the price down:1) veiled women: according to Modem custom women have to wear veils when they go out.2) to price: (colloquial) to ask the price of, e.g.Before buying the coat, why not price it in a number of shops?3) narrow down their choice: reduce the number of their choice4) beat dozen: bargain with (seller), causing seller to lower (price).15. a point of honour: something considered important for one's self-respect16. One of the most . . . copper-smiths' market:1) picturesque: striking, vivid2) impressive: deeply impressing mind or senses, cause approval or admiration17. As you approach it . .. on your ear:1) tinkling: a succession of light, ringing sounds (e. g. of a small bell)2) bangfng: hit violently, to make a loud noise (e. g. to bang a door)3) clashing: make a loud, broken, confused noise (as when metal objects strike together)(e. g. swords clash, the clashing of cymbals)4) impinge" (on): have an effect (on)；strike18. It grows louder and more distinct:1) it : the tinkling and banging and clashing2) distinct: not only clear, but easily heard, clearly marked,distinguished apart from other sounds19. until you round a corner . .. lamps and braziers:1) round: make a turn about2) dancing flashes: quick bright lights moving up and down3) catch the light of: intercept and reflect the light of . . .4) The dancing flashes are reflections of the (unsteady) lightsfrom the lamps and braziers thrown on the polished copper.20. hammering away at copper vessels of all shapes and sizes:away: continuously, constantlye.g. working, laughing, muttering away21. the shop-owner ... sometimes takes a hand with a hammer himself ... :take a hand. (in sth. ) : help, play a part (in sth. ) e.g.Don't fool around, come and take a hand in the cleaning.The leading cadres also took a hand in the digging.22. the red of the live coals ... to the strokes of the bellows:1) live: adj. burning or glowinglive embers (small pieces of burning wood or coal in a dyingfire; ashes of dying fire); a live shell; cartridge; bomb (un-exploded)Also: It was a live broadcast, not a recording.2) red: refers to the red light (of the burning coals)3) to: along with; accompanied by; as an accompaniment for4) The light of the burning coal becomes alternately bright and dim as the coals burnand die down, burn again, along with the repeated movements of the bellows.23. Here you can find…and strictly functional:1) intricate: a specific word, meaning the designs are of inter winding or interlacing parts2) functional: designed to serve practical purposes; its opposite is "ornamental"3) Here you can find beautiful pots and bowls with fine, complicated and traditional designs; you can also get simple household utensils for daily use, which are pleasant to look at but do not have any decoration on them and are strictly designed to serve useful purposes.24. Elsewhere ... and yet harmonious:1) profusion: plenty; great or too great amount2) rich : (color) deep, strong and beautiful3) varied: it implies more than "different"; it stresses the idea of full of changes of variety, having numerous forms or types4) texture: arrangement of threads etc. in textile fabric, characteristic feel due to this5) bold: strongly marked; clearly formed6) You have a whole variety of carpets with vivid color, woven in different ways, having designs typical of different regions. Some of the designs are clear-cut, well-marked and simple; while others are very complicated, showing all the details yet having all the different parts combined in a pleasing and satisfactory arrangement.25. exotic smells: Exotic means not only foreign, but also out of the ordinary, strikingly or excitingly different or unusual. It is used to describe something which is very pleasing either to the mind or senses.26. 1) "Sumptuous dinner" is contrasted with "humble meal".2) sumptuous: rich and costly, suggesting lavish expenditure e.g. a sumptuous banquet; sumptuous furnishing3) humble: (of things) poor, mean27. every here and there: every now and again; at one place or another28. glimpse: a quick, imperfect view of sth.e.g. to get, catch a glimpse of sb. or sth from a train29. taut and protesting: The ropes are drawn tight and the ancient girders creak and groan.30. its creaks: "its" stands for the overhead apparatus or the beam31. blend: to mix; intermingle32.squeaking: making short, deep, rough sound like that of a hog33.rumble: (make a) deep, heavy continuous sounde.g. tanks, thunder, armored cars, a freight train rumbles34. grunt : a high-pitched, nasal-sounding cry35. in the maze ... which honey-comb this bazaar:1) maze: a set of intricate windings2) honey-comb : v. to fill with holes, cells, or cavities3) The streets that pierce the bazaar from all directions and lead towards all directions cut the bazaar into small sections like the honeycomb.IV. Rhetorical devices and word-formation:OnomatopoeiaMetaphorCompoundingConversionV. Writing skillsI) Description.----Word pictures of people, things or placesDescribing how they look/sound/taste/smell/feel like2) A description of placesFixed point of view (taking a stationary position ,describing at different angles) Moving point of view (taking a moving position, describing what you see while you are walking along)Mental point of view (objective vs. subjective)3) Writing skills in this passageFollow special ordersUsing specific wordsWell-chosen examples in detailsVI. Assignment1) Some oral work in class2) Going through some exercises in the text3) Homework: describe a place in 300 English words。
《高级英语1(第3版)》第一册第一课
Lesson OneFace to Face with Hurricane CamilleContents•Background Information •Detailed Study •Writing Skills Related •Exercises on Vocabulary •Check on UnderstandingBackground Information• Type of literature: A piece of narration • --character (protagonist/antagonist) • --action (incidents, events, etc.) • --conflicts (suspense, tension) • --climax • --denouement (close)Background Informationchronological developmentnarration --- story telling extended narration --novels histories biographies autobiographies traveloguesBackground Information• The essentials of narration: 1. characters 2. plot A good story has a beginning, a middle, an end, even though it may start in the middle or at some other point in the action and move backward to the earlier happenings.Background InformationNarration is concerned with action.It goes around people called characters in some kind of struggle or conflict against other people, nature, society or themselves.protagonist --- leading character antagonist -- the people or forces protagonistfights against suspense -- a state of uncertaintyBackground Informationinterposition --- a passage which is put between the actionThe purpose is to add more information to create suspenseBackground Informationflashback --interruption of chronological sequence by interjection of event of earlier occurrenceclimax -- the most exciting, important interesting part on the story,denouement --- the ending of a storyBackground Informationrising action beginningclimax falling actiondenouementconflict suspenseendingBackground Information• Main idea: • Face to Face with Hurricane Camille describesthe heroic struggle of the Koshaks and their friends against the forces of a devastating hurricane.Background Information• Organization： • --introduction (para 1- 6) • --development (para 7 – 26) • --climax (Para 27) • --conclusionBackground Information• Introductory paragraphs 1 - 6 • --- time • --- place • --- background • --- conflict: man versus hurricanes • --- character: John KoshakBackground Information• Development (7 – 26) • The writer builds up and sustains the suspense in thestory by describing in detail and vividly the incidents showing how the Koshaks and their friends struggled against each onslaught of the hurricane.Background Information• Climax (P. 27) • The writer gives order an logical movement tothe sequence of happenings by describing a series of actions in the order of their occurrence. • The story reaches its climax in paragraph 27.Background Information• Conclusion (P 28 -) • The theme in the story • Human lives are important and not materialpossessions. The family survived the storm.Background Information• What is included in a narrative writing?1) story : the heroic struggle of the Koshaks and theirfriends against the forces of a devastating hurricane2) characters:--Pop Koshak--Grandma Koshak--John Koshak* (protagonist)--Janis Koshaka typical American family--Seven childrenthree generations, friend, neighbors--Charles, a friendand pets--Neighbors--petsBackground Information3) Textual organization: chronological order (natural time sequence) a beginning (1-6 ) (introducing the time, place, background, characters) a middle (7-27 ) (details of the struggle to the climax) an end (28-39) (getting help and rebuilding community)4) Climax: para 27 when the Koshaks family survived 5) Conflict:man versus nature (hurricane as antagonist) 6) Point of view: third person 7) Atmosphere : tense and urgenct 8) Theme: para 39. family safety is more important than materialpossessions.Detailed Study• hurricane ---1. strong tropical storm 2. strong fast wind which speeds more than 75 mph 3. western Atlantic Ocean 4. given a girl's name; named alphabetically / ordered according to the initial letterDetailed Study• typhoon ---• 1. Western Pacific Ocean or China Sea 2. numberedDetailed Study• 飓风和台风实际上是一回事,都是指风速达到33米/秒的热带 气旋,只是因为发生的地域不同,才有不同的名称。
高中英语备课教案第一课
高中英语备课教案第一课教案标题：高中英语备课教案第一课教案目标：1. 了解高中英语教学的重点和难点。
2. 确定本课的教学内容和教学目标。
3. 开展有效的教学活动和评估方案。
教学重点和难点：本节课的重点是帮助学生理解并正确运用英语中的一些基础语法知识和词汇。
难点在于如何通过不同的教学方法和策略，培养学生的英语听、说、读、写的能力。
教学内容：本课主要教授以下内容：1. 英语名词的单数和复数形式变化规则。
2. 英语动词的一般现在时态的构成和用法。
3. 介词短语在句子中的运用。
4. 相关词汇的教学和拓展。
教学目标：通过本节课的学习，学生将能够：1. 知道英语中名词的单数和复数形式的变化规则，并能正确运用。
2. 掌握英语动词一般现在时态的构成方法和用法，并能准确使用。
3. 理解介词短语在句子中的作用和用法，并能正确运用。
4. 丰富英语词汇量，并学会正确使用相关词汇。
教学资源：1. 教科书《高中英语教材》第一册，第一单元。
2. 单词卡片和图片。
3. 多媒体课件。
教学步骤：Step 1：导入（5分钟）通过展示相关图片或单词卡片，引导学生回忆和复习上节课所学的英语单词和基础句型。
Step 2：学习新知（15分钟）教师通过多媒体课件和互动讲解，介绍名词的单数和复数形式变化规则，英语动词一般现在时态的构成方法和用法，以及介词短语的作用和运用场景。
Step 3：合作学习（20分钟）组织学生进行小组合作活动，让他们通过口语练习、角色扮演等方式，互相练习和运用所学的语法知识和词汇。
教师可以提供所需的示范和反馈。
Step 4：巩固练习（15分钟）教师设计相关练习题，让学生进行填空、选择题等作业，巩固所学的知识。
Step 5：评估与提升（10分钟）教师根据学生的表现和作业情况，进行评估并给予反馈。
同时，鼓励学生自主学习和提升，提供相关的阅读材料或网站资源。
Step 6：作业布置（5分钟）教师布置相关作业，要求学生整理笔记，完成课后练习，或准备下次课堂的预习内容。
高一英语(上学期)开学第一课教案
高一英语(上学期)开学第一课教案教案名称: 开学第一课 - 英语课程介绍教学目标：1. 了解高中英语课程的学习目标和要求。
2. 为学生提供一个对英语学习的概述，激发学生的学习兴趣。
3. 帮助学生规划并制定个人英语学习目标。
教学材料：1. 幻灯片展示 - 介绍英语课程的学习目标和要求。
2. 学习目标和要求的手册 - 每个学生都有一份。
教学过程：步骤一：引入 (5分钟)1. 向学生介绍自己，并对新学年表示祝贺。
2. 引出本节课的主题：“我们将开始学习高中英语课程，让我们一起来看看我们将要学习什么。
”步骤二：学习目标和要求 (15分钟)1. 使用幻灯片展示介绍英语课程的学习目标和要求。
2. 强调高中英语课程对语法、词汇、阅读、写作、听力和口语的要求。
3. 让学生自主阅读并填写学习目标和要求的手册。
步骤三：个人学习目标 (15分钟)1. 让学生与同桌分享他们的学习目标。
2. 引导学生将目标写在小纸条上，并将其贴到教室的学习目标墙上。
3. 鼓励学生制定具体、可衡量的目标，并提供一些建议。
步骤四：总结和作业 (5分钟)1. 总结本节课学习的内容，并鼓励学生积极参与英语课程。
2. 分发作业：学生回家后认真复习学习目标和要求的内容，并准备在下节课上分享他们对个人学习目标的思考。
延伸活动：1. 学生可以在课后进行更多的研究，了解高中英语课程的学习资源和工具。
2. 学生可以根据自己的学习目标，制定一个学习计划，并在学期末评估他们的进展。
教学反思：通过介绍英语课程的学习目标和要求，可以帮助学生了解到高中英语课程的挑战和重要性。
激发学生的学习兴趣和动力，引导他们制定个人学习目标，为未来的学习奠定基础。
同时，通过让学生分享和讨论自己的目标，可以营造出积极合作的学习环境。
高中英语第一课教案5篇
高中英语第一课教案5篇教学中，备课是一个必不可少、极其重要的环节，备课不充分或者备得不好，会严重影响课堂的气氛和学生的积极性，一堂准备充分的课，会令学生和老师都获益非浅。
因此，平时，我紧抓备、教、改、辅、查等教学中的重要环节。
以下是我带来的高中英语第一课教案内容，感谢您的阅读，希望能援助到您！高中英语第一课教案1Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading prehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading prehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then e the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand thetext, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, Iwill encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, lets e to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when theydo the first reading. So much emphasis should be put on reading skills and reading prehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and municative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use puter and blackboard as my teaching aids.Ⅰ. Teaching procedureHere es the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in andpre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s e to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions Do you know some great rivers in China? and Why they are great?” Here, asthe Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of eachparagraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ssgain a deeper understanding on the Mekong River.Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask theSs to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and prehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it es to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅰ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you for your att高中英语第一课教案2一. 教材内容分析本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬斯皮尔伯格的创作生涯和一些作品。
高中生英语第一课教案模板
课程目标：1. 熟悉高中英语课程的学习方法和要求。
2. 培养学生对英语学习的兴趣和积极性。
3. 巩固基础的英语单词和句型。
4. 提高学生的听力、口语和阅读理解能力。
教学对象：高一新生教学时间：2课时教学准备：1. 教材：《人教版高中英语》第一册2. 多媒体课件3. 录音设备4. 小组活动材料教学过程：第一课时一、导入1. 教师简要介绍高中英语课程的特点和重要性。
2. 通过互动游戏，让学生放松心情，激发学习兴趣。
二、新课程学习1. 介绍高中英语教材的结构和特点。
2. 带领学生回顾初中英语知识，为新课程学习做好铺垫。
三、基础知识学习1. 学习英语字母表，巩固字母发音和拼写。
2. 学习英语数字的读写。
四、单词和句型学习1. 学习常用英语单词，如：hello, goodbye, thank you, please等。
2. 学习简单句型，如：How are you? I'm fine, thank you. And you?五、听力练习1. 播放简单的英语听力材料，如：问候语、自我介绍等。
2. 学生根据听力内容回答问题，教师点评。
六、口语练习1. 学生进行简单的自我介绍。
2. 教师点评，纠正发音和语法错误。
七、总结与作业布置1. 总结本节课所学内容。
2. 布置课后作业：背诵所学单词和句型，预习下一节课内容。
第二课时一、复习导入1. 回顾上节课所学内容，检查学生的掌握情况。
2. 通过游戏或活动，巩固所学知识。
二、阅读理解1. 阅读一篇简单的英语短文，如：介绍学校或人物。
2. 学生根据短文内容回答问题，教师点评。
三、语法学习1. 学习英语时态，如：一般现在时、一般过去时、一般将来时等。
2. 通过例句和练习，让学生掌握时态的用法。
四、写作练习1. 让学生根据所学时态，写一篇简单的英语短文，如：介绍自己的家庭或学校。
2. 教师点评，纠正语法错误。
五、听力练习1. 播放英语听力材料，如：新闻报道、对话等。
2. 学生根据听力内容回答问题，教师点评。
Lesson 1高级英语课程教案第一册
4. Could a blind man know which part of the bazaar he was in? How?
附页
Text Book
Title
《高级英语》由张汉熙主编, 外语教学与研究出版社
Vocabulary
1 hour
Teaching Activities
Text Analysis Discussion
4 hours 3 hours
Practice
2 hours
Teaching Process
I .Warming up
II．Introduction to Additional Background Knowledge
Text Book
《高级英语》由张汉熙主编, 外语教学与研究出版社
5
Title
Unit 1 The Middle Eastern Bazaar
Teaching Activities (Text Analysis 2 English Version)
1. The Middle Eastern bazaar takes you back …of years: 1) A bazaar is an original market-place where a variety of goods is sold. The word perhaps comes from the Persian word bazaar. 2) The author said so because the bazaar was possibly built centuries ago, the architecture was ancient, the bricks and stores were aged and the economy was a handicraft economy which no longer existed in the West.
高级英语第一册教学设计
高级英语第一册教学设计教学目标1.通过本课程的学习，学生将能够提高英语的听、说、读、写技能，特别是针对高级英语的学习需求；2.提高学生对英语文化、历史和社会背景的理解，帮助他们在真实的英语环境中更便利地交流；3.提供各种语言技巧，以帮助他们在各种不同的英语学习环境中使用英语。
教学内容Unit 1: History of the English Language本单元涉及从英语发展早期到现代英语，包括日耳曼部落的迁徙，诺曼征服期间的英语演化，文艺复兴时期的英语复兴和印刷术的发明，以及现代大众文化中的英语。
1.历史的英语发展；2.英语的早期发展；3.英语的语言变化；4.印刷术的出现和英语的推广；5.各种英语方言：南北方言及欧洲英语；6.英语在全球的传播和演变；7.英语在当代大众文化中的地位。
Unit 2: English in Multicultural Societies本单元带领学生探讨英语在多文化社会中的作用，以及学习如何直接应对不同文化的交流挑战。
1.不同文化的语言、社会实践形式和身份；2.跨文化交流和沟通；3.理解国际组织和机构的工作方式；4.社会和文化预期的位置。
Unit 3: The Art and Science of Language Learning本单元旨在帮助学生更好地学习英语，了解如何有效地学习.1.学习新的英语单词的技巧；2.听力和口语练习的技巧；3.阅读和写作的技巧；4.有效使用英语语言资源；5.将技巧整合到日常学习计划中。
Unit 4: Mastering English as a Global Language本单元旨在帮助学生掌握英语在全球范围的应用。
1.英语的全球使用；2.英语作为教育和商业的工具；3.大学与社会组织中的英语使用实践；4.和不同英语语言流派进行交流的技巧。
教学方法1.讲授教学法：讲述英语的历史演化，国际英语的使用，学生需要理解并记住所学的内容；2.探究式教学法：鼓励学生探索各种多元文化背景注意事项，探究和掌握跨文化交流技巧；3.任务型教学法：以实际任务为基础，提高学习者英语的实际应用能力，例如在跨国公司工作，设计翻译项目，编写英文文章等；4.互动式教学法：提高互动与合作能力，例如在模拟实境游戏、讨论研讨会和戏剧活动中进行互动。
高一英语开学第一课教案
高一英语开学第一课教案高一英语开学第一课教案高一英语开学第一课教案1一、自我介绍(Introduce myself 3′)Hello everybody, Well,nice talking with you here. Im your English teacher, next year we will learn together, with the progress. I have worked for 1 years since I graduated from the university . Being a teacher is tired but excited . Having taught for this year, I think I am experienced in teaching field .I have a strong sense of duty and humor.Actually , I always think that English is so wonderful a language that we should not only regard it as a subject,but also look on it with great interest.Hope you can enjoy your way in English.I will be happy to be your pany.二、学习方法介绍( 20′)学习英语无捷径。
要想学好英语只有大量理论，多听多读多说多写。
不要被商业广告所误导。
对于高中英语学习者我特别推荐英语简易读物，读的材料要浅易，故事性要强，读的速度尽可能快一些，读的越多越好。
这是学好英语屡试不爽的一个好方法。
说英语一不要怕犯错误，二不要怕别人笑话。
要争取一切时机讲英语，和外国人讲，和同学讲，和同事讲，实在没方法的时候和自己讲。
新教材高一英语人教版(2019)必修第一册教案：Unit 1含答案
Unit 1 Teenage lifeDiscovering Useful Structures 教学设计科目：英语课题：Discovering Useful Structures 课时：1 课时教学目标与核心素养：熟练掌握名词短语、形容词短语和副词短语的形式和意义后。
能力目标：能够将名词短语、形容词短语和副词短语运用到语篇中，使语言表达更加充实，使语言表达更加充实、生动和准确。
情感目标：激发学生学习语法的兴趣。
教学重难点：重点：帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语。
难点：帮助学生丰富语篇表达内容，提高语篇质量。
课前准备：多媒体，黑板，粉笔教学过程：Pre-class:Explain the following sentences and let students find out NP, AdjP and AdvP.Being a freshman at snior high school is a really big challenge.It's a little confusing to choose suitable courses and extra-curricular activities.To choose suitable courses, I have to think very careful and ask the school adviser for help.My adviser recommended that I should sign up for advanced literature. As to extra-curricular activities, I won' quit football and I will find a way to improve so that I can make the team.I have to study harder and be responsible for a lot more.I'm a bit worried about keeping up with the other students in my advanced course.While- class:Guide students to finish Activity 1 and 2 and correct answers.let students look at the given examples, then discuss in a group that how to improve their writing by adding more details and information through the use of noun phrases, adjective phrases, and adverb phrases.After- class:Guide students to finish practices of Activities 3,4 and 5.homework:语法填空Jim was a shy boy. He was afraid of talking to 1 (strange). As a result, he didn't have any friends after he entered high schoolOne day, when Jim 2 ( walk)on his way back home from school, it suddenly began to rain 3 (heavy). He saw a boy walking in front of him. The road was so wet that 4 boy slipped( 滑倒)and fell on the ground. Jim quickly ran to the boy and helped 5 (he) get up.The boy was wet all over. Jim 6 (think) the boy must feel cold, so heasked the boy where he lived. When Jim 7 (tell) about the address, he found it was a bit far from there. Jim lived nearby,8 he invited the boy to his home.After they arrived, Jim gave him some clean clothes and asked him to get changed. The boy was so grateful 9 Jim that he thanked Jim again and againThe following day, the boy saw Jim at school. He thanked Jim again for 10 (help) him out. From then on, they often spent time together and became best friends.答案1. strangers2. was walking3. heavily4. the5. him6. thought7. was told8. so9. to10. helping。
Unit1+阅读课教案 高中英语人教版(2019)必修第一册
Unit1阅读课教案The Freshman Challenge一、Teaching objectives:●Students are able to understand and use the vocabulary and grammar they havelearned.●Students can improve their reading ability by reading comprehension articles.●Students can improve their writing and speaking skills by reading andunderstanding articles.●Students can develop their interest and confidence in English learning by readingand understanding the articles.二、Teaching Key and difficult points:●Understand the key words and sentences in the article, master the main idea anddetails of the article.●Understand the complex sentence structure and vocabulary usage in the article,and improve the reading speed and accuracy.三、Teaching procedureStep 1: Warm-up (5 minutes)●Greet the students and ask them to share their thoughts on the topic "TheFreshman Challenge".●Introduce the purpose of the lesson, which is to improve their readingcomprehension skills.Step 2: Reading (20 minutes)●Present a passage from an English article about a high school student'sexperience in senior high school.●Ask the students to read the passage silently and underline any new words orphrases they don't understand.●After a few minutes, ask the students to share their understanding of the passagewith a partner or in small groups.●Encourage the students to use context clues and word meanings to guess themeaning of unfamiliar words.●Discuss any questions or confusions that arise during the discussion.Step 3: Analysis (15 minutes)●Analyze the main idea and supporting details of the passage using graphicorganizers or mind maps.●Identify the author's purpose and tone in writing the passage.●Discuss how the author uses language and structure to convey the messageeffectively.●Encourage the students to make connections between the passage and their ownexperiences or prior knowledge related to high school life.Step 4: Practice (15 minutes)●Divide the class into pairs or small groups and give each group a different articleto read and analyze together.●Ask each group to present their findings to the class, focusing on the main idea,supporting details, and any interesting facts or opinions expressed in the article.●Encourage the students to ask questions and provide feedback to each otherduring the presentations.●Assess their understanding by asking follow-up questions or giving brieffeedback on their presentations.Step 5: Consolidation (10 minutes)●Review key vocabulary and grammar points covered in the lesson.●Write down some sentences or paragraphs from the reading passages and havethe students practice using them in context.●Play a game of word association or sentence completion to reinforce theirunderstanding of new words or sentence structures.●End the class with a review of what they learned and their goals for futurereading practice.四、Homework：●Ask students to choose an English article related to high school life and write asummary of its main idea and supporting details, including any interesting facts or opinions expressed in it.●Ask students to write a short essay on how they plan to improve their readingskills as a high school student, including strategies they will use and challenges they may face along the way.。
(高一英语教案)第一册unit 1-教学教案
第一册unit 1－教学教案Step1. First review some words that we have learned.(my web)Then come to Unit 1. Good friendsT:Do you have friendsWho is your best friendWhy do you like him/her bestHow to be a friendToo many people want others to be their friends,but they don’t give friendship back.That is why some friendships don’t last very long. To have a friend,you must learn to be one. You must learn to treat your friend the way you want your friend to treat you.Learning to be a good friend means learning three rules:be honest,be generous,be understanding. T:I’ll tell you a short story:Man’s Best FriendA long time ago，in a small house in Scotland，two friends lived together.Their names were John and Bobby.John and Bobby were not rich，but they were happy.They had a warm fire when it was cold outside.They had good food to eat when they were hungry.They werenever lonely because they had each other.John and Bobby liked to take long walks together.After their walk，John usually cooked dinner.John and Bobby ate dinner and then sat in front of the fire.They had a simple but good life.Then，in the spring of 1858，John got sick and died.He was buried in a cemetery in Edinburgh，Scotland.After John was buried，Bobby stood at John’s grave and cried.“Come on，Bobby，〞friends said.“It’s time to go home.〞Bobby went home，but later he returned to the cemetery.He sat down near John’s grave.He stayed there all night.Bobby stayed at the cemetery the next day，and the next day，and the next.For the next 14 years，Bobby never left the cemetery.When the weather was cold or rainy，he slept in a small house at the cemetery.When the weather was warm，he slept on the ground near John’s grave.Finally，。
人教版新教材高中英语第一册教学 Unit 1 The Freshman Challenge第1课时教学设计
Unit 1: The Freshman Challenge第1课时教学设计一、教学内容理解全文，明确三个挑战和在面对挑战时的心态和应对措施，明确文本的总分结构。
二、课时目标1. 围绕校园生活主题，自由讨论，并根据标题和图片，进行自主提问，预测文本内容，激活背景知识和相关话题语言。
2. 通过略读、梳理、归纳等策略，提取文本信息，找出段落主题句，概括段落大意，梳理文本的段落关系，理清语篇opinion-fact的宏观总分结构，发展逻辑思维能力。
3. 通过文本分析以及问题链的回答，完成“challenge”、“feeling”、“solution”的outline 内容梳理并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。
三、教学过程Activity 1: Talking about senior high school life.本活动旨在落实课时目标1。
Students work in groups of four and discuss the following questions.Q1: What do you think of your first week at senior high school? Why? List out some facts to support your opinion.Q2: What do you think of foreign students’ first week at senior high school? Why? List out some facts to support your opinion.【设计意图】此活动是导入环节。
学生就上述两个问题进行小组讨论，在真实的情境下，用已有的主题语言，描述校园生活。
第一个问题有助于引出部分话题语言，如school life/study hard/friends/homework等。
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here you can find…, elsewhere there is…, then there is…, every here and there…
the most unforgettable thing in the bazaar is…
3. Rhetorical devices
onomatopoeia, metaphor, inversion, parallelism
3) To enable students to appreciate the writing style of the ts and expressions
Gothic, as far as, thread one’s way, throng , stall, goods of conceivable kind, din, clear a way, would-be, penetrate, fade away, measured tones, sepulchral, follow suit, peculiarities, open-fronted, display, the order of the day, a point of honor, narrow down, intricate, delicate, profusion, texture, exotic, impinge on, sumptuous, humble, honey-comb, deprive of, cavernous, picturesque, at intervals, rhythmically, disdain, somber, extract, superb, muscular, ramshackle, creak, groan, trickle, glisten, glow, grunt, a trickle of, a flood of .
4. Writing Style
objective writing vs impressionistic writing of description
5. Background knowledge
Geographic location ofMiddle East, local customs, Islam,
高级英语课程教案
课程名称
高级英语（第一册）
章节、专题
UnitOne The Middle Eastern Bazaar
负责人
王雪
教学
重点
1) To familiarize students with descriptive writing .
2) To familiarize students with the contrast and comparison of words .
2. Sentence patterns
….extends as far as the eye can see,
one of the peculiarities is that…
it is a point of honor with …
one of the most picturesque and impressive parts of the bazaar is…
练习
Written work: Write a description of market .
Recite paragraphs: 1, 2, 5, 7
Extracurricular reading:
“The history ofMiddle East”
“The Bible---Old Testament”