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- 目录
- 第1篇：新教材高一英语UNIT9教案第2篇：高一英语unit9第3篇：新教材高一英语UNIT11教案第4篇：新教材高一英语UNIT2教案第5篇：新教材高一英语UNIT4教案第6篇：新教材高一英语UNIT7教案第7篇：新教材高一英语UNIT5教案第8篇：新教材高一UNIT8sports教案第9篇：新教材高一UNIT8sports教案第10篇：初二英语unit9备课教案第11篇：新教材高一英语Unit11 The Sounds of the world 教案第12篇：初二英语Unit9第13篇：高一英语新教材备课资料第14篇：高一新教材英语 unit 16第15篇：七年级英语新目标上Unit9教案第16篇：新教材高一英语UNIT10教案1第一课时下第17篇：高一英语新教材第五单元说课稿
篇1：新教材高一英语UNIT9教案
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely=Definitely=Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post―reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post―reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. =It depends. =I’m not completely sure.
2) depend on 依赖，信任，取决于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 补充说
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to =to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to =amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that Cclause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for =to demand sth. , to collect sb.
call at some place =visit some place
call on sb. =to visit sb., to ask sb. to do sth.
call in =to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case =never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得东西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
V. + 形式宾语 it + 宾补（adj./ n.） + for sb. to do sthsth.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “双簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （机器）不运转；失败；
break up 结束； （关系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with =to think of or suggest an idea 想出办法，提出建议
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
篇2：高一英语unit9
湖南省 涟源市私立行知中学 曾省初
.Unit 9
一、重要词语
1. information/news/message/notice. 2. although/though/even though/as though 3. waste/a waste of time/money//waste…on sth. /waste…in doing sth. 4. improve/remove/prove
5. complete/ finish/end 6. greatly 7.change … for…/change into
8. make a decision/decide to do sth./determine 9. make a plan for sth/intend to do sth./plan to do sth.10. bring down/～ in/～ up/～out
11. thanks to/because of/as a result of /owing to/due to. 12. at one time / at a time/ at the same time./at times./on time/in time./in no time/from time to time
13. take up too much time./take up arms /take up English / take after /take along/take the enemy for one's own people./take away/take down/take off/take on more people/take on a new look/take over the new company/ 14. at home and abroad
15. go up /go abroad/go ahead/go all out/go away/go bad/go mad/go out/go by/go over/go through/go on doing sth. 16. keep a record (of)…/make a record/set the record/keep the record/break the record/better a record 刷新记录
二、句型及交际用语
1.主＋used to do sth./ 主＋didn't use to do/usedn't to do/ be used to doing sth./be used to do sth.
2. I don't think/ believe…
3. It would be a waste of money to do ….
4. You might not be able to buy your ticket until three days before you travelled.
5. Can you try to get them to bring down the price?/get sth.doing/get sb to do sth./get sth.done./
如何表达自己的观点
三、语法复习
现在完成时态的被动语态 疑问词＋不定式的用法
Unit 9
Exercises:
1. By now we have nearly stopped writing to each other. But __ we kept in touch regular ly.
A.. all the time B. at times C. at one time D.. in no time
2. The price of computers_____ while that of color TV sets __ only to. over 1,000
yuan.
A. is going up; has been brought down B. has go ne up;are being brought dow n
C. is being gone up;has brought down D. has been gone up /is bringing down
3.I tried to get them to __ the price of the TV set. but they refused to. So I didn't buy
it.
A.. go down B. go up C. bring down D. bring up
4. Tom regretted that he had __ too much of his spare time playing cards.
A. spent B. spared C. saved D. wasted
5. If the work ___ by the end of the month is delayed,the sports meet will have to be put
off'.
A. to he completed B. will be completed C. has been completed D. completed
6. Important people don't have much free time as their work _________ all their time.
A.. takes away B. takes up C. takes over D. takes in
7 They ought to attend the meeting,for they __ several times of it.
A. have been invited B. have been informed
C. were asked D. have told
8.I've been looking for the lost key at least for half an hour. but it_________yet.
A. hasn't found B. hasn't been found
C. hasn't looked D. hasn't been looked for
9.--What do you think of the film?
--I_____ think it's worth_______.
A. don't; seeing B. don't ;watching it C. do; not seeing D. do; watching it
10.--I believe we've met somewhere before.
--No,__________________.
A. it isn't the same B. it can't be true C. I don't think so D. I'd rather not
11. I don't suppose any will volunteer, ______________?
A. do I B. don't I C. will they D. won't they
12. I want to learn more about the American political stystem but I don't know where to get the ________________.
A. idea B. information C. situation D. article
13. The thief __________ when he was stealing the wallet from a woman.
A. happened to notice B. was happened to be noticed C. was taken place noticed D. happened to be noticed
14. Short sight can be _________ by the use of suitable glasses.
A. fixed B. improved C. reduced D. corrected
篇3：新教材高一英语UNIT11教案
新教材高一英语UNIT11教案
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook
篇4：新教材高一英语UNIT2教案
新教材高一英语UNIT2教案
Unit 2 English around the world (Book 1 A)
I. Key points
1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,
Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,
Toilet,tourism,culture,pizza.
2. Patterns:(1)An equal number of people learn English as a second language.
(2)People from the two countries don’t have any difficulty in understanding each other.
(3)Mother told me not to leave the door open after midnight.
(4)Most of the native speakers of English are found in……
3. Grammar:Direct speech and indirect speech;requests and orders or commands.
4. Goals:(1)Learn about differences between American English and British English.
(2)Learn about communication skills.
(3)Write a passage comparing Amecican English and British English.
II. Teaching plans:seven periods
1. Period one:Warming up,listening,speaking,G1-YY-030926-1
Step1(close books)ask the students to listen to the dialogue and answer two questions.
①What is the relationship between the two.
②What are they talk about.
Step2 read the dialogue and answer another two questions.
①What is it that Joe can’t find in the bathroom?
②Why can’t he find it?
This is the best to deal with some language points.
1. For the first time第一次,初次(介词短语作状语,后不接从句)
The first time(第一次…时,后可接从句)
ThisMIt is the first time(后接that引导的`定语从句,用现在完成时)
eg.They were there for the first time.他们是第一次到那儿。
I remembered John the first time I saw him.我第一次见到约翰时就记住了他。
This is⁄It is my first time that I have been abroad.这是我第一次出国。
2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直
eg.He came all the way from Australia.他从澳大利亚远道而来。
3. Make yourself at home 别拘束(像在自己家里一样)
be⁄feel at home感到安适,自在;精通。
eg.Make yourself at home and help yourself to these. 别拘束,随便吃。
He is completely at home in chemistry.他精通化学。
Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.
Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is
good time to ask the students to report requests and demands.
Step5:exercises for period 1
翻译下列句子
1. 我总共有2000册书(total)
2. 英语发展成为世界上用得最广泛的语言
3. 汤姆和另外三个孩子一起去看电影去了(as well as)
4. 这个人长相很好,只是满头白发(except for)
Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2
Step1:One question to draw the students’ attention:In what situation do you use English?
Step2:Listen to the tape once and then read the text.Answer somes about the text.
Step3:Read the text again and give the main idea of each paragraph.
Step4:Retell the text briefly (write some key words on the blackboard)
Exercises for period 2. (单项选择)
1. The child imagined______a plane to the moon and______there for a week.
A.to take,to live B.to take,living C.taking.living D.taking,to live
2. Wilson explained______the teacher why he was late______that week.
A.to ,every day B.X,every day C.to,everyday D.X,everyday
3. The Blacks were______a flight______the Pacific Ocean then.
A.in,on B.for,across C.to,over D.on,across
4. The plane crashed and the______on a______island in the Pacific Ocean.
A.landed,deserting B.were landed,deserting
C.landed,deserted B.were landed,deserted
5. Paul likes to make______those who______other.
A.friends to,care about B.friends with,care about
C.friend with,care about D.friends with,care
6. The people______all felt very safe.
A.on plane B.on board the plane
C.on the plane board D.on board on plane
7. Not only the the student but also Tom______about the answer.
A.is sure B.are sure C.sure D.sures
8. ―I’ve got your invitation. ―Oh,good______. (2002春高考)
A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?
Period3:Some language points in reading,word study,grammar:G1-YY-030928-3
Step1:Check homework or ask students to retell the text if necessary.
Step2:Deal with some language points.
1. In only fifty years,English has developed into the language most widely spoken and used in the world.
①develop vt\\vi 发展,壮大,完善,生长
eg. Plants develop from seeds. 植物由种子发育而成。
Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。
②冲洗
篇5：新教材高一英语UNIT4教案
新教材高一英语UNIT4教案
A: aims
1. Talk about past experiences,
2. Describe people, things, events and people’s feelings,
3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,
4. Organise ideas in a text using First, Next, Then, Finally, and
5. Write about an unforgettable experience.
B: Difficult points and baffling questions
1. The uses of the relative pronoun: who, whom, whose, which and that,
2. Some language points in the unit,
3. How to organize ideas by using First, Next, Then and Finally, and
4. Writing speed
C: Steps (6 periods)
Ⅰ.The first period
1. Warming up
T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.
When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause
S:
T: Why are these persons or things/events unforgettable?
S:
T: Who’d like to introduce some other persons or events or inventions?
S:
2. Listening
T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.
After that, check the answers by the students telling their answers and then listen a third time.
T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.
3. Homework
1. Write about an unforgettable thing/event within 50 words, using attributive clauses.
2. Practice the 4 pictures on Page 22.
Ⅱ. The second period
Speaking. We have two kinds of speaking exercise here.
1. Speaking on page 23
We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.
After that, some pairs/groups will act their dialogue out
2. Talking on page 103
This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.
On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.
After the students are ready with their dialogue, some pairs/groups will act out their dialogue.
3. Homework
1. Practice the dialogue according to the pictures on page 23.
2. Disaster pictures collected for a show.
Ⅲ. The third and the fourth periods
Reading passage 1
1. Pre-reading
T: What kind of natural disasters do you know about?
S:
T: Have you had/experienced one of them?
S:
T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.
S:
2. Reading
T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.
Now tell me what the text is about.
S: (about flood and the fact that people in danger were rescued)
T: How did the character feel?
S: (Amazement and wonder→alarm→fear→panic)
Para 1 Para 1-Para 2 Para 3 Para 5
T: Will you have a try and find out some sentences that have metaphorical words in them?
S: (see pages 24-25, 6 places or so)
3. Post-reading
T: Now let’s come to some exercises about the reading material. Exercises on page 25.
S:
T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…
4. Homework
1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,
2. Ex.1 Vocabulary on page 104.
Reading passage 2
5. Check their homework
One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.
6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.
①hear
I heard them singing that song in English.
The boy saw his classmates playing football.
Try to find some more verbs that can take an v-ing.
②drag: pull sth./ sb. along the ground because they are too heavy to carry
Little Jerry dragged the table/her father/into the kitchen.
Pull: use your hand to make sth move towards you or in the direction that you’re moving
v. Help me move the piano; you push and I’ll pull.
He pulled his brother out of bed.
n. the pull of the moon
③seize: take hold of sth. suddenly and violently
He seized my hand and dragged me away
to-v
④strike struck, struck
A ball struck me (on the back of the head).
She struck a match.
The clock began to strike 12.
The workers are striking for…
The disease struck (the city).
⑤destroy destroyed, destroyed, destroying
damage sth. so badly that it can’t be repaired or so that it no longer exists
The school was completely destroyed by fire.
⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems
The child struggled in the water.
He struggled along the road home.
⑦There’s some useful phrases in the text. Just learn then by heart.
fight for/against/with…
hold onto sb./sth.
get on one’s feet
look out of…/into…/at…/round
sweep away
be upon sb./sth.
fall/go /swallow/ sweep sb./sth down
pull sb./sth. up
move/run up
move up and down…
⑧5 v-ing forms as adverbials (see pages 24-25)
7. Homework
Ex in Word study on page 26 and translation on pages 104-105.
Ⅳ. The fifth period
Grammar: The Attributive Clause (1)
1. Introduction
T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.
In what situation, these conjunctions are used?
2. Practice
T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.
Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.
Now make some other sentences with attributive clauses.
3. Homework
Ex. 2 on page 105
V. The sixth period
Integrating skills
1. Reading passage on page 27
First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.
Next they write sentences about their unforgettable experience by answering the questions on page 28.
Then they should try to use attributive clauses and linking words “and, but”.
Finally some of the students read out their passages and their classmates will make comments on their passages.
2. Reading passage on page 106
After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.
3. Assessing
The students do it by themselves after class.
4. Homework
1. Writing on page 108.
2. Read the new words in Unit 3
篇6：新教材高一英语UNIT7教案
科目：英语 题目：Cultural relics
授课班级： 授课教师：罗晓兵(1-4) 刘应清(5-6)
电子教案设计老师：胡章盛 课时数：8课时(7-8考试)
日期：11月18日
Teaching plan
Unit 7 SB1A Cultural relics
Teaching aims and demands:
1.Master the main contents of the unit by listening, speaking, reading and writing.
2.Get to know the world cultural relics and know how to protect them.
3.Learn to give advice and make suggestion
4.Learn to use the Present Perfect Passive Voice
The main points of teaching:
Words and expressions, listening, speaking, communications
The difficult points of teaching:
The key phrases, sentence patterns, communications and grammar (The Passive Voice 1) Time arrangement:
The 1st period: Warming up, listening and speaking (WB Listening P 121)
The 2nd and 3rd periods: Pre-reading, reading, post-reading {WB Talking, Writing}
The 4th period: Language study (WB Grammar)
The 5th period: Integrating skills, tips (Vocabulary)
The 6th period: Checkpoint 7 (Integrating skills, assessing)
The 7th period: Exam
The 8th Period: Explanation
Teaching process:
The 1st period(第一课时)
Step One Warming up
1. Answer the following questions.
1) Have you been to any famous places in our country or in the world?
2) Where have you been?
3) Can you tell us the reason why you went there?
4) What do you think of the place you visited?
5) Do the people there protect the place well?
2.Talk about pictures:
Now look at the pictures on Page 43 and talk about these pictures.
1) What do you know about the places in the pictures?
2) Do you know any stories about the places?
3) Which one would you like to visit? Why?
4) What do they have in common?
5) Are they important to us today? Why?
6) Can you tell us how to protect them?
7) Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?
Step Two Listening
1. Listen to the tape, know about some cultural sites and place a few objects in the proper places, using cues from the listening. (This work can be done after class.)
1) Put the statues in the right places.
2) Put the temple and the museum in the right place.
3) Put the Moon Tower in the right place.
2. Listen to the tape and list reasons why the sites are important and what is being done to protect them.
Step Three Speaking
1. Work in pairs to prepare a “Chinese Culture Capsule”----an imaginary large box which will be sent into space, according to the instruction
2. Act out the dialogues made by the students, paying attention to asking for suggestions and making suggestions.
3. Fill in the chart on Page 44 after class.
The language points
1. cultural adj. ---about the art, ideas and way of life of a group of people 文化的
e.g. Wuchang is the cultural center in the city of Wuhan.
cultural traditions
cultural differences
cultural and educational work
culture n.
2. represent v.t. ---to act officially for (another person or people) 代表
---describe; declare to be (as) 描述；声称
e.g. Can you represent your parents at the meeting?
He represented himself as a friend of mine, but now I know the truth.
3. include v.t. ---make sb. or sth. part of a group 包括
e.g. Eight students have read the book, including Tang Ling.
Compare: contain v.t. ---to hold, have within itself 包含；含有
e.g. The book contains all the information you need.
Homework
Workbook Listening Ex. 1 and Ex. 2 (P121)
The 2nd period(第二课时)
Step One Revision
1. Check the chart in which the students filled after class on Page 44.
2. Check Exercise 1 and Exercise 2 on Page 121.
Step Two Pro-reading
1. Show the Ss some pictures about some great cities, like Paris and Beijing and then ask some questions about them.
1) In your opinion, what makes a city great?
2) What are your favorite cities? Why?
3) What cultural relics are there in the place where you live?
4) How important are they?
2. Discuss the questions above in pairs or in groups.
3. The teacher may check the students’ answers and help them.
Step Three Reading
1. Read the passage quickly and then answer the following.
1) What is the name of the city?
2) Who are the heroes of the city?
3) What is the difference between “A City of Heroes” and “Heroes of a City”?
4) Where has the city been built?
5) Who tried to destroy the city?
6) What did the Germans do as they left?
7) Is the city great? / What do you think of the city?
8) How about its people?
2. Read the text again and sum it up.
1) Speak out what the text implies.
2) Please point out the topic sentence of each paragraph.
3) Sum up what the text tells us in each paragraph.
Step Four Post-reading
Read the text again and finish the exercises.
Homework
Workbook Talking(P121---122)
The 3rd Period(第三课时)
Step One Revision
1. Check the homework
2. Retell the text by the students.
Step Two Deal with the language points in the text
1. give away ---give freely; distribute; act so that sth. is lost: 赠送; 分送; 泄露
give back ---restore; send back: 恢复; 归还
give in ---surrender; yield; stop fighting or arguing: 投降; 屈服; 终止争吵或辩论
give off ---send out(vapor, smoke, etc.): 放出(蒸气,烟等)
give out ---distribute; tired out; send out(smell, heat etc.)分发;精疲力竭;发出(气味,热等)
give up ---resign; stop(doing sth.); surrender(oneself) to sb. 放弃; 停止(做某事);使(自己)向某人屈服
give way to ---abandon oneself (to); retire: 放弃; 后退
2. burn v.t., v.i. & n. --- destroy, or hurt by fire, heat, or the action of acid 烧/焚毁, 烧焦/伤
e.g. The coffee is very hot, don’t burn your mouth.
Wood burns easily.
All the lights were burning .
He was burning with anger.
3. restore v.t. ---rebuild as before; make well or again 修复,重建; 复归
e.g. The workers are restoring a ruined abbey.
Law and order have been restored.
4. be used to do sth.
be used to doing sth.
get used to doing sth.
used to do sth.
5. beauty n.(u) (c)
e.g. Everyone must admire the beauty of a mother’s love.
We are always finding new beauties in Shakespeare’s poetry.
She is known as a great beauty.
6. unite v.t. & v.i. ---make or become one; join; act or work together联合;结合;协力
e.g. Unite to win still greater victories.
Unite all the forces that can be united.
Homework
Writing (P126)
The 4th Period(第四课时)
Step One Revision
Revise the Present Perfect Tense.
Step Two Word study
1. Rewrite the following sentences using the words formed by the prefix “re-”.
1) He drank the coffee at one mouthful, and filled his pot again.
2) After three hours’ terrible fight, they gained the control of the top of the hill again.
3) With the disappearance of SARS, some theatres and restaurants opened again.
4) The students are asked to tell the text again in their own words.
5) I think all of us need to think again about our attitudes toward the public health after SARS.
2. Do Ex. 1.
3. Do Ex. 2.
Step Three Grammar
The Present Perfect Passive Voice
1. Forming: To form the Present Perfect Passive Voice, use has/have been done.
2. Directions:
A. The Present Perfect Passive Voice gives the idea that something happened before now, having the effect to now (the exact time is not important).
e.g. The palace has been rebuilt by modern Russian artists.
Something has been done to protect the cultural relics in this village.
B. The Present Perfect Passive Voice gives the idea that something started to happen in the past, but it has been finished just now.
e.g. The classroom has not been cleaned for three days.
The building has been built for more than a year.
Step Four Practice
1. Rewrite the sentences in Ex. 1 using the Present Perfect Passive Voice. (P47)
2. Read the two news stories in Ex. 2 and fill in the blanks with the correct form of the verbs, using the Passive Voice. (P47)
Language Points
1. damage n. ---harm or injury that causes loss of value 损害; 损毁(使失去价值)
v.t. ---cause damage to 使受损害; 损坏
e.g. The storm did great damage to the crops.
The furniture was damaged in the fire yesterday.
*Compare: destroy v.t.---break to pieces; make useless; put an end to 毁灭;毁坏;破灭
e.g. Don’t destroy that box; it may be useful.
All his hopes were destroyed.
2. ancient adj. ---belonging to times long past; very old 古代的; 远古的;很旧的
e.g. an ancient city 古城
ancient ruins 古遗址
ancient history 古代史
an ancient-looking hat 一顶样子很旧的帽子
3. repair v.t. ----restore(sth. worn or damaged) to good condition 修理
----put right again 补救; 纠正
e.g. repair the roads (a puncture, a watch, a shirt) 修路(补洞,修表,补衬衣)
n. ----repairing or being repaired 修理
e.g. The road is under repair.
The shop will be closed during repairs.
Similar words: fix, mend
Homework
Grammar Exercises 1 and 2 (P47)
The 5th Period(第五课时)
Step One Revision
Check the homework (P47)
Step Two Integrating skills
Reading and writing
1) Read the letter on Page 48 and learn to write a letter according to the instruction.
2) Work in pairs and fill in the blanks.
3) Write two letters to the editor using the information you fill in the blanks.
Step Three Language points
1. pollution n. ---polluting or being polluted 弄脏; 污染; 污垢物
e.g. The environmental(airborne) pollution here is a big problem..
the pollution of the atmosphere 大气层的污染
pollute v.t. ---make dirty; destroy the purity or sanctity of 使脏; 染污
e.g. The river was polluted by the waste water from that factory.
2. breath n. ---air taken into and sent out of the lungs 呼吸; 气息
e.g. His breath on the window melted the frost.
Draw in a breath of fresh country air, please.
bad breath
take a deep breath
take breath
hold one’s breath
lose one’s breath/out of breath
breathe v.t. & v.i. ---take air into the lungs and send it out again; send out; utter
e.g. He was breathing hard when he finished the race.
The patient needs to breathe wholesome air.
breathe again/freely
breathe one’s last
breathe upon
3. limit v.t. ---put a limit or limits to; be the limit of 限制;作为…的界限
e.g. I should limit myself to three aspects of the subject.
limited p.p. ---small; restricted; narrow 少的;有限制的 狭小的
e.g. He seems to have only a limited intelligence.
4. sincere adj. ---(of feelings; behavior) genuine; not pretended 真挚的;真实的
e.g. It is my sincere belief that….
sincerely adv.
e.g. Yours sincerely/Sincerely yours.
Step Four Practising
Vocabulary
Exercises 1 and 2 on Page 122 and Page 123.
The 6th Period(第六课时)
Step One Revision
Read out the letters they wrote to the editor.
Step Two Checkpoint 7
Revise the grammar.
1. How to form the Present Perfect Passive Voice.
2. How to use it.
Point out the useful expressions you’ve learnt in this unit.
Step Three Workbook
3. Do grammar exercises.
4. Integrating skills.
1) Read the passage and fill in the information chart.
2) Finish the exercises.
4) Writing
The 7th and 8th Periods第七,八课时)
Have an exam and explain the paper.
二。 辅导答疑：
Unit 7 SB1A
科目：英语 年级：高一
辅导答疑老师：胡章盛 日期：November, 2003
Answer the students’ questions:
1. 问： 请问老师 “Someone broke in while I went out.”这个句子对吗?
答: 这个句子不对。正确句子应是：“Someone broke in while I was out.”
分析：while 必须用延续性动作，go out 是非延续性动作，因此该句是错误的，但用when 或as句子就是正确的了；非延续性动作go out 可以用 be out 来代替，以表示延续性动作。
2. 问： “爬了6个小时后我们可以到达山顶。”译成“After six hours of climbing, we could reach the top of the mountain.”对吗？
答： 这个句子应译成：“After six hours of climbing, we were able to reach the top of the mountain. ”才对。
分析：表示过去能干某一具体的事情，不能用 could, 只能用be able to 。
3. 问： 老师，应如何分析课文中的这句话？Perhaps this is not always true, but it is true that many of the world’s greatest cities have been built on the banks of the river.
答： (1) 本句是由连词but 连接的并列复合句，第二个分句中用了形式主语it 的句型：It is/was + adj. / n. + that - clause. 句型 It is true + that - clause. =that - clause is true. 其中it 是形式主语，代替后面的真正主语 that - clause。
e.g. It is important that we learn English well.
It is a great pleasure that you come to join the club.
(2) ’s常表示有生命的.东西，但也表示无生命的东西的所有格，如国家、城市等实体，或拟人化的事物。
e.g. the country’s tax system death’s door
the world’s people one week’s time
(3) have been built 是现在完成时被动语态形式，表示“从过去某时起至今；某事曾经被做或某事持续被做”。课文中的这一句属于第一种情况。而下一句属于第二种情况。
e.g. The story has been told from generation to generation.
4. 问： 老师，“她出事了。”用英语“Something has been happened to her.”对吗？
答： 这样说不对。应为：“ Something has happened to her.”
分析：这是被动语态的误用。Happen为不及物动词，而不及物动词没有被动语态。
5. 问： 在“We will not let our history and culture be destroyed, and we would do everything we can to save our city!”中can 后面为何接to save？
答： 你的问题提得很好。
分析：这是个并列复合句。and 后面的分句是个省略句完整的句子为：We would do everything that we can do to save our city!其中that we can do 是定语从句，修饰先行词everything。hat 在引导从句的同时还充当do的宾语，因此可以省略；由于从句的谓语动词与主句的谓语动词相同，所以从句中的do也可以省略。can与后面的不定式to save our city在结构上没有连接关系，不定式在句中作目的状语。该句可归结为do everything (that ) one can (do) to do sth. =do what we can (do) to do sth.。
e.g. We should do everything we can to learn English well.
=We should do everything we can to learn English well.(do后面接宾语从句)
The Exam Paper Unit 7 (SB1A)
命题人: 胡章盛
I.选择填空： (1 × 15=15分)
1. ---Every year I go back home in Dalian by train.
---Why not ______ by water for a change?
A. to try going B. trying to go C. to try and go D. try going
2. The house needs ______. The man wants to ______ orders for building materials.
A. decorating…put in B. decorate…put away C. to decorate…put down D. decorate...put out
3. We all know that the clock is used to ______ us the time.
A. have told B. telling C. tell D. give
4. ______ is necessary ______ to take off our shoes when we enter the computer room.
A. It…for us B. This...to us C. That…of us D. One…with us
5. The dream of the Chinese people who want to go to outer space ______.
A. have realized B. has come true C. come truly D. realize
6. The teacher told me that he could do everything _____ he could _____ me with my English.
A. which…help B. /…to help C. that…helped D. whom…helping
7. The teaching building can’t be used because of the earthquake. It is ______ .
A. under repairs B. repaired C. being repaired D. under construction
8. Hearing the news that he would be dismissed, he seemed ______.
A. feeling worried B. to feel worry C. being worrying D. to feel worried
9. The number of the people who ______ invited to the wedding ______eighty, but a number of them ______absent for different reason.
A. was…was…was B. were…was…were C. were…were…was D. were…was…was
10. The sportsman didn’t arrive ______the game had begun.
A. unless and until B. untill C. if D. whether
11. ______ more than fifty students want to go to the party and the head teacher will have to ______ and say “yes”.
A. In all…give in B. At all…give away
C. After all…give out D. Above all…give over
12. It is reported that the freeway to the mountains ______ by the snow for about three days.
A. cuts down B. have cut off C. has been cut off D. has been cut down
13. The graduates should go ______ they are most needed by the motherland.
A. in which B. where C. there D. in place of
14. The boy ______ on the ground ______ that he ______the dictionary on the shelf.
A. lying…lay…had lied B. lay…lied…had lain
C. lied…lay…was lying D. lying…lied…had laid
15. After arriving at the top of the mountain, ______ the old but the young _____ out of ______.
A. not…was…breathing B. not only…was…the breath
C. not only…were…breath D. not…were…breathe
II. 完形填空：（1.5 × 20 =30分）
It was very late that Mr. and Mrs. Davies took off to do their Christmas shopping. There were only a few 16 more before Christmas, and of course the 17 and streets were terribly 18 , but they had to get 19 for their family and friends, so they 20 early one morning for the down town, and spent several tiring hours buying the things they 21 in the big shops.
22 , Mr. Davies was carrying parcels of all shapes and sizes. He could hardly 23 where he was going 24 he and his wife left the last shop on their way to the railway station
25 home. Outside the shop they had to cross a busy street, made even 26 than usual by the thousands of people who had come by car to do their 27 Christmas shopping.
Mr. And Mrs. Davies had to wait for the traffic lights to turn green, 28 as Mr. Davies could not see very well in front of him, he 29 moved forward into the street without realizing 30 . Mrs. Davies saw this and became 31 . Many times she told him to 32 off the street, but 33 .
Finally she shouted in a voice above all 34 , “Henry! If you want to stand in that dangerous 35 a moment longer, give me the parcels!”
16. A. hours B. days C. weeks D. months
17. A. roads B. city C. houses D. shops
18. A. crowded B. busy C. beautiful D. noisy
19. A. food B. clothes C. presents D. money
20. A. started out B. set down C. went out D. took down
21. A. liked B. wanted C. bought D. used
22. A. By 8 o’clock B. In the daytime C. At dawn D. By lunch time
23. A. know B. find C. see D. realize
24. A. as B. while C. before D. to
25. A. or B. to C. for D. and
26. A. worse B. busier C. better D. noisier
27. A. pleasant B. last-day C. last-minute D. easy
28. A. since B. so C. then D. but
29. A. slightly B. patiently C. merely D. gradually
30. A. them B. her C. it D. him
31. A. worried B. frightened C. sad D. careful
32. A. go over B. come back C. leave out D. turn away
33. A. much trouble B. no hurry C. without success D. too noisy
34. A. voices B. noises C. sounds D. shouting
35, A. position B. situation C. way D. spot
III. 阅读理解：（2 × 10 =20分）
Astronomers（天文学家）have spent hundreds of years searching for signs of life on other planets, using telescope. When they saw the geography of Mars, they thought they could see canals and that this might be evidence of intelligent life on the planet. More recently, however, spacecraft have been sent there to analyze the soil for signs of life. The results were negative and astronomers are now convinced that no life exists on the surface of any other planet in our solar system except Earth. To send a spacecraft far beyond our solar system is not realistic because of the huge distances involved.
Unless life comes and visits us, the only was we are likely to know of its existence is from radio messages. Listening for intelligent extraterrestrial ( 天外来客)---or E.T. ---life is not a new idea, but the techniques now being used offer a much better chance of success than before. Looking for evidence（证据）of life in other solar systems now means using special radio receivers called radio telescopes to listen out for messages. The assumption is that intelligent forms of life would have discovered radio waves and would, like us, be using them to communicate. Through its research work, NASA (国家航空和宇宙航行局) has developed two means of systematically searching for E.T. life. The first method is to select the closest 800 stars like our sun and to direct a radio telescope to scan（细看）each one of them for electromagnetic（电磁）waves. The second way is to survey（眺望）the entire sky, listening for continuous signals which may come from extraterrestrial（地球外的）life. Scientists are looking in the 1000~10000 megahertz（兆赫）frequency range----a range where there are fewer natural radio signals which could interfere with transmissions（传输）. By looking for signals in these specific regions, scientists can avoid any confusion that might be caused by receiving a natural radio signal rather than one sent by intelligent life.
NASA’s search in space has already resulted in some discoveries----including sophisticated(尖端的) new communication and medical technologies.
36. The passage tells that _______.
A. no spacecraft been sent to Mars
B. there is no life on Mars because there is no soil there
C. great distances make it a dream to send spacecraft far beyond our solar system
D. astronomers at first used telescope to search for signs of life on heavenly bodies beyond solar system
37. The abbreviation “E.T.” in paragraph 2 stands for ____________ and means ________.
A. extraterrestrial, outside the earth B. extraterrestrial, in our solar system
C. electromagnetic, outside the earth D. electromagnetic, in our solar system
38. We know from the passage that radio telescopes ___________.
A. give us a better chance to find signs of life in outer space because we can see farther away through them
B. offer a much better chance of success in looking for evidence of life in our solar system
C. are supposed to receive radio waves coming from intelligent forms of life in other solar system
D. Both A and B
39. It can be inferred that natural radio signals are sent by _______.
A. NASA B. people on the earth
C. intelligent life in other solar system D. heavenly bodies
40. Which of the following statements may the author be in favor of?
A. NASA is wasting money and time
B. Maybe we are not alone in the universe
C. No life exists on any other planet beside the Earth
D. Signals sent by E.T. life might introduce confusion to the scientists on the Earth
IV. 短文改错：（1×10=10分）
Nov. 18, 2003
Dear editor,
There is a river in the front of my house. When I was a primary 41. ______________
school student, it was used to be a clean and clear river. There were all 42. ______________
kinds of fish in it. We often saw beautiful birds fly just over the water 43. ______________
surface. We used to fish by the river on spring Sundays but swim in it 44. ______________
in summer holidays. What happy it was during my childhood! 45. ______________
But later, a chemical plant was built near the river. From then , a 46. _______________
lot of dirty water has put into the river. It has been polluted seriously. 47. ______________
The green water has turned darkness. No fish can live in the dirty water. 48. ______________
No birds wanted to come to the river. We don’t want to swim in the dark 49. ______________
and dirty river in summer. How terribly the pollution is! 50. ______________
We hope that some measures should be taken to stop the pollution.
Yours,
Wang Ping
用所给动词的正确形式填空：（1.5 × 10 =15分）
51. ----Can you tell me how long Tom and Mary ________________________(marry)?
----For about three years.
52. Mr. John and I ____________(be) friends for ten years. We first got to know each other at a Christmas party. But we ____________(see) each other a couple of times before that.
53. All the preparations for the task _________________(complete), and we’re ready to start.
54. It is reported that the Yellow Crane Tower __________________(visit) by millions of people from all over the world since 1990.
55. The building _______________(destroy) in the earthquake last year, we know that __________(restore) it seems impossible.
56. The students must be made _____________(know) that they should do everything they can _____________(study) English well.
57. Don’t come in without _____________(ask)
.
VI. 根据汉语意思，完成下列各句，每空一词：(0.5 × 40=20分)
58．在医生的帮助下，上午被送到医院的那个人活过来了。
The man who ______ _______to the hospital this morning has ______ ______ ______ ______ ______ the ______ of the doctor.
59．有人告诉他书看完后应放回原处。
Someone told him that the book should be put ______ ______ ______ when ________.
60．人们关心的问题正在讨论。
The problems that the people _______ _______ _______ ________ _______ _________.
61．老师在课堂上讲的都很重要。
______ the teacher _______ in class is of _______ _________.
62．记住离开时把教室的灯关掉。
Remember ______ ______ ______ the lights in the classroom _______ _______ ______.
63．他来到七楼办公室时，已上气不接下气。
When he came to the _______ on the _______ ______, he was ______ ______ _______.
64．在战争中损坏严重的宫殿已得到细心地修复。
The _________ that were _______ ________ in the war _______ ______carefully ______.
Unit 7 SBIA
The key to the exam paper
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
篇7：新教材高一英语UNIT5教案
一、 电子教案： 题目：Unit 5 Silver Screen
科目：英语 授课老师：冯珍妮
授课班级：高 一（七）、（九） 课时数：6（+1测验）
教案相对应授课日期：2010 月25号――11月1号 日期：10月24号
电子教案设计老师：冯珍妮
Teaching Plan for Unit 5
高一年级 冯珍妮
1 ．Teaching goals and Learning goals:
Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:
*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar
*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的`名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 ．Teaching plan in sequence:Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two
Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three
Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用
silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started . A. melting B. to melt （B）因为主语为物 （2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A） （4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错 （5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B） （6）Some children are playing . A. by sea B. by the sea （B） （7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。 （8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups
（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four
Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111―P112（1、2） Home work:：P112（3） Hour Five Integrating skills
Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112―P113 Work book（integrating skills） Hour Six
Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film
篇8：新教材高一UNIT8sports教案
新教材高一UNIT8sports教案
Teaching Plan for Unit 8 Sports
Chen Weifeng from Xiting Senior Middle School, Jiangsu
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法
Future Passive Voice
The people of Beijingwill plant more trees and build new roads.(陈述句)
More treeswill be plantedand new roadswill be builtby the people of Beijing.
Beijing will hold the 29th Olympic Gamesin the year 2008.（疑问句）
When willthe 29th Olympic Gamesbe heldin Beijing.
Period Arrangements:
Period 1 listening Period 2,3
speaking language focus
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
badminton, bowling, baseball, American football, ice hockey etc
Events of sportstrack and field:relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic:rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball table tennis football
Purpose:to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.orgwww.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of
篇9：新教材高一UNIT8sports教案
Teaching Plan for Unit 8 Sports
Chen Weifeng from Xiting Senior Middle School, Jiangsu
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法
Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball
table tennis
football
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of篇10：初二英语unit9备课教案
一、教材分析：
1、教材的地位及作用：
第二册第五单元第二节课， 本单元围绕做“比较”( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：
(1)学习、掌握some,few的比较等级;
(2)学习单词strong。
能力目标：提高学生听、说、读、写及知识自学的综合能力。
德育目标：教育学生热爱劳动。不臀藁?No pains,no gains)。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学习表示数量some, a few的比较等级。
难点：some, a few的比较等级在实际生活中的应用。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个(转载自中国教师站文摘www.cn-teacher.com，请保留此标记。)有趣的地方，并请他们依据我的提示猜测要去哪里? 当学生猜出去农场时，我们便“上车”， 一路欢歌(PickingApples)去农场。随着“嘎”的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入正课。
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。
3、反复操练和巩固应用
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。
4、反馈练习
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为20个格，每格均为在苹果园里劳动的情景，并配有本课的重点--比较等级的练习题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
5、归纳总结
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。
6、展示板书
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐。
初中英语全英说课稿Unit13 Rainy days make sad
Hello, everyone,
Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.
1. Analysis textbook(教材分析)
2. The teaching methods(教学方法)
3. The learning methods(说学法)
4. Analysis the students(说学情)
5. The procedures of the teaching(教学步骤)
6. Blackboard design(板书设计)
7. Self evaluation.(自评)
Part 1 The analysis of the teaching material:
This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.
1. Teaching objects
The teaching aims are established according to Junior School English curriculum standard provision.
A.Language goals
1). Words & expressions :tense, some adjectives of feeling
2). Key sentences Loud music makes me tense. (P103)
Loud music makes me want to dance.
That movie made me sad.
B.Ability goals
Enable the students to talk about how things affect them.
Emotion & attitude goals
Enable the students to understand the effect of things upon them.
The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.
2. Teaching Key Points
the usage of make.
3.Teaching Difficulties
Train the Ss to use make correctly.
To improve students’ listening ability.
To train students' communicative competence.
Part 2. The teaching methods
Task-based teaching; Cooperative learning;
Part 3. The learning methods
1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice
2). Ask the students to take part in class actively and develop their cooperation in the activities .
Part 4. Analysis the students
The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.
Part 5. The procedures of the teaching
I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.
Step Ⅰ Lead- in.
Show the Ss a picture and then show the teaching material.
Purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.
Step II Presentation.
Review some words about feeling , then present the sentence structure.
A: What makes him/her sad?
B: Rainy days makes him sad.
Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.
Step III Listening (1a, 1b: P102)
Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.
Purpose :Train the Ss’ listening ability and prepare for later exercises.
Step IV Speaking (1c: P102)
Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.
Purpose :Train the Ss’ speaking ability and prepare for later exercises.
Step V Do a survey.
After learning 1b , 1c , let the Ss do a survey about other things that affect them.
Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .
Step VI Grammar
1). Sum the usage of make then help them to say out the sentence structure.
2). Do some exercises to consolidate the grammar.
Purpose: Train the Ss’ ability of understanding and using language.
Step VII Writing practice
1.List 4-5 things around you and then describe how the things affect you.
2.Composition Exams make me _______。
Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 6. Blackboard design
1. make +sb/sth+adj
eg: The news made him sad.
He tries his best to make his lessons interesting.
make +sb/sth+ do
eg: He made me wait for a long hours.
He made me do this exercise again.
在被动语态中变为：sb be made to do
2. rather 原意为相当,为副词
eg: It’s rather cold today. 今天相当冷。
rather常与would连用 “宁可,宁愿, 还是…好些”
eg: I'd rather play tennis than swim. 我不想游泳,我宁愿去打网球。
Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.
Part 7. Self evaluation.(自评)
In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .
篇11：新教材高一英语Unit11 The Sounds of the world 教案
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
n.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook
篇12：初二英语Unit9
Unit 9
Lesson 33
Teaching Objectives
掌握动词过去时态的一般疑问句和特殊疑问句形式；
掌握the past form of regular and some irregular verbs.
Properties: Tape recorder, multi-media computer, flash动画。
Language Focus: go on a trip robot start doing finish doing say goodbye to
Teaching Procedures
Step 1 Revision
Revise the past form of the verb do.
Did you do your homework last night?
Did you play the computer game last Sunday?
Did you go to visit your grandmother yesterday?
Step 2 Presentation
1. In the nowadays world, science and technology are developing faster and faster.
Can you say some latest and most sophisticated technology?
2. Have the students to look at the picture. Say This is a robot. It can help Mr. Mott with his memory. So it is a memory robot.
3.Have you ever imagined that one day a memory robot can be taken with you and do many things for you? What can they do?
4. (With the help of multi-media) Showing some pictures of robots if possible.
让学生谈谈他们对robot的了解，说说他们都能干些什么。教师也可以介绍一些现代机器人的作用。
What can a robot do and what do you want a robot to do for you?
Step 3 Read and act
Play the tape for the students to listen. Ask Where is Mr. Mott going?
Play the tape again for the students to listen and repeat. Find out What can the memory robot do for Mr. Mott?”
Explain the new words and phrase
go on a trip: Mr. Mott will go to a trip tomorrow.
Have the students practise reading the dialogue and acting it out in pairs. Choose several pairs to perform their dialogue for the class.
Step 4 Read and say
Play the tape for the students to listen. Teach the new word paper. It’s short for newspaper.
Ask the Ss to give the past form of the verbs in the dialogue.
do pack get go buy read come start finish teach
did packed got went bought read came started finished taught
Have the students work in pairs reading the dialogue. Encourage them to play with the robot’s voice and intonation.
出示动画：Did you pack …，让学生模仿动画中robot的形象，根据本课两个对话，表演memory robot如何帮助Mr. Mott记忆的。
Choose several pairs to perform their dialogue for the class.
Step 5 Exercises in class
Complete the sentences according to the Chinese.
1. Mrs. Mott is making _____________. （一个记忆机器人）
2. They are going ________ （去旅行）to Qingdao.
3. Please take ________ （你的伞）with you when you go out.
4. Mr. Mott _________ （装好每件东西）last night.
5. It’s too late. I have to _________ （向你们告辞）now.
6. It’s much ___________（干燥）today than yesterday.
7. The students usually __________（开始学习）at eight at home every night.
8. He _________（写完了）a letter just now.
Answers: 1.a memory robot 2.on a trip 3.your umbrella 4.packed everything 5.say goodbye to 6.drier 7.start studying/ to study 8.finished writing
Step 6 Homework
1. Finish off the workbook exercises.
2. Writing: A Robot Designed By Me
Write a short article about the robot you design. It’s appearance. What can it do? Why is it useful and anything you like.
You can draw a robot for your teacher.
The design of the blackboard
Lesson 33get – got go – went buy – bought read – read come –came pack -packedWhere is Mr. Mott going? (He is going to Beijing. )paper newspaper
Lesson 34
Teaching Objective:
Learn about the memory robot.
Improve the ability of reading.
Properties: Tape recorder, pictures
Teaching Procedures
Step 1 Revision
Revise the past tense of the verbs learned so far.
get –got do –did go -went buy -bought read -read come -came teach -taught
pack –packed start -started finish -finished
Step 2 Presentation
Teach useful and invent.
Divide the class into small groups and have them discuss What can robots do and why are they useful?
让每个小组讨论他们认为robot能够干些什么，并记录下来。并让学生谈谈他们认为现在的robot有哪些需要改进的，他们理想中的robot应该是什么样的。假如让他们当个发明家，他们以后发明的robot应该有哪些先进的地方。充分发挥学生的想象力。有时间的话可以让学生讲讲他们看过的有关robot的故事。
Step 3 Reading
Play the tape for the students to listen. Ask Why did Mrs. Mott invent the memory robot? Check the answers
Teach the words always and everywhere.
Explain the words and phrases:
1.invent v - invention n.
Light is invented by Edison. Light is Edison's invention.
2.all the time = always
eg. It seems that she's studying all the time.
3. watch sb. doing
eg. Every morning, I can hear my neighbour sing in the kitchen.
All the students watched their chemistry teacher doing the experiment carefully in the lab when the bell rang.
Have the students read the passage.
Step 4 Ask and answer
Have the students ask and answer the questions in pairs.
Writing in the missing words as they ask each other the questions.
Check the answers by choosing several pairs to read their answers for the class.
Step 5 Exercises in class
The Memory Robot
Susan 1 the memory robot, because her husband, Mr. Mott 2 a very 3 memory. The memory robot followed Mr. Mott 4 . It listened to everything he 5 and saw everything he 6 It watched him 7 to his students, 8 his meals, and 9 at night. In a word, the memory robot know 10 about Mr. Mott, 80 did Mr. Mott’s wife.
1. A. invents B. invented C. inventing
2 .A. have B. had C.having
3. A. good B. bad C. well
4. A. all the time B. at times C. sometimes
5. A. says B. said C. saying
6.A.does B. did C. doing
7.A.talk B. talked C. talking
8. A. eat B. ate C. eating
9. A. sleep B. slept C. sleeping
10. A. nothing B. anything C. everything
Key: B BBABBAAAC
Step 6 Homework
1. Finish off the workbook exercises.
2.Revise the irregular past tense forms of the verbs.
The design of the blackboard
Lesson 34The Memory RobotWhy did Mrs. Mott invent the memory robot?invent v - invention n.all the time = always
Lesson 35
教学目的
1. 使学生熟练掌握一般过去时一般疑问句和特殊疑问句的句子结构，并能进行口头和笔头练习。
2. 使学生能够掌握课文内容，并能回答课后的问题。
3. 使学生熟练掌握重点词组和单词，能够模仿课文对对方的基本情况进行介绍。
教具：教学录音磁带和图片
教学过程
Step 1 Revision
（1）写出下列单词的过去式：live, move, find, come, want
（2）Role play：组织学生表演第33课read and act .
Step 2 Leading- in.
Question
（1）What kind of machine is memory Robot?
（2）Who invent memory Robot?
（3）Why did she invent memory Robot?
今天我们看一看Mr. Mott是如何采访Ann的.
Step 3 Presentation
（1）Draw a time line across the Bb and say some key words.
May 18,1987 1996 1999 2001
Was born Moved to France Came to China Now
England Father found work in Paris wanted to work in China enjoy living here
Let me tell you about Ann. She lives in China now. In 1996, she lived in France. In 1995, she lived in England. Now she is enjoying living in China.
（2）学生朗读课文并找出自己不懂的地方，教师就本课的知识点进行讲解。
（3）Listen to Mott and Ann. “When was Ann born? When did she move to France?”
（4）Ask the Ss about Ann, and use their answers to draw a time line on the Bb.
When was Ann born? When did he move to France/China?
Where did he live in 1996? Where does he live now? etc.
（5）Let the Ss practise reading and acting out the whole dialogue.
Step 3 Listen to the tape and complete the sentences on page 121.
（1）学生第一遍听大意。
（2）学生听第二遍填空。
（3）学生听第三遍检查。
（4）学生阅读句子并连句成段。
（5） 教师找部分学生向大家讲述这个故事。
Step 4 Drills
模拟采访
情景：Zhao Lan is a Chinese girl. She is studying English in American now. The reporter of CNN is going to take a review with her.
教师用投影仪出示采访提纲：Where were you born?
When were you born?
How long did you live there?
When did you come to American?
Why did you come to American?
Do you enjoy living here?
Do you like English?
How is your English? 让学生先进行讨论：如果你是：Zhaolan，怎么回答。然后有两个学生进行角色表演。
Step 5 Exercises in class
I live, be, move, come, find, work
Ann____ born in England on May 18, 1987. She ____ there for about nine years and then ____ to France with her parents, because her father ____ work there. Two years ago, they ____ to China because her parents wanted to ____ in China . They enjoy ____ in China very much.
Key: was, lived, moved, found, came, work, living
Choose the right answer.
( )1. May I ask you ______ questions?
A. some B. any C. a D. all
( )2. Jim’s father was born______ January 18,1940.
A. in B. on C. at D. of
( )3. Last year the man went to Nanjing and found ______ work there.
A. a B. an C. the D./
( )4. My family came to Yangzhou three years ______.
A. before B. later C. ago D. after
( )5. Do you and your family enjoy _______ here?
A. live B. lives C. to live D. living
( )6. I can understand ______ of your words.
A. the most B. most C. the more D. more
( )7. You're new here. Good luck ______ your English.
A. to B. with C. for D. in
Answers 1. A 2.B 3.D 4.C 5.D 6.B 7.B
Step 6 Homework
（1）Copy the new words and the phrases.
（2）Ex.2 on Page 43
（3）Make dialogues.
The design of the blackboard
Lesson 35When were you born?I was born on May 18th, 1987.How long did you live there?We lived there for about mine years.
教案点评：
本设计的一个最大特点是以时间线的方式，理清了对话的主人公在过去不同的年限中所经历的事情，并设置模拟采访活动，这样处理既使本课的重点教学内容简单易懂，又能紧紧抓住学生的兴趣。
Lesson 36
Teaching Objectives:
Develop the four skills of listening, speaking, reading and writing.
Revise the language points of the whole unit
Grape the usage of the Simple Past Tense.
Properties: Tape recorder, Overhead Projector
Teaching Procedures
Step 1 Revision
Ask Where were you born? When? Ask the students to talk about themselves in the Simple Past Tense.
Step 2 Spelling and pronunciation
Play the tape for the students to listen and repeat.
Ask the Ss to summarize the rules of letter combinations with the sounds/k/ /kw/ and /f/and give some examples
Practise the individual sounds, the show flashcards with more words and get the students to pronounce the words.
Step 3 Word puzzle
Have the students individually complete the puzzle.
Step 4 Listening Wb Lesson 36, Ex.2
Read through the questions with the students.
Play the tape for the students to listen. Ask the students the questions and see if they can answer form memory.
Play the tape more two times and have the students write down the answers.
Step 5 Study
Read Mr. Mott’s diary by the Ss themselves. Ask Why does Mr. Mott write the way he does.
Retell what happened to Mr. Mott from Apr. 10 to Apr. 13.
Teach the new words.
Ask: What do you think of Mr. Mott? Do you think a person like him can be a successful person?
Step 6 Reading and Writing
Have the students fill in the blank. Then check the answer.
Get the students to read the passage. Then talk about What did Mr. Mott do according to the diary.
Step 7 Exercises in class
Finish the dialogue between Mr. Mott and his wife according to Mr. Mott’s diary of Apr. 11 and 12.
S: What did you do on the morning of April 11?
M: 1 .
S: What’s the name of the place?
M: 2 .
S: Did you meet a lot of teachers?
M: Yes, I met a lot of teachers from 3 , but 4 .
S: How about April. 12? What did you do?
M: 5 .
S: What did you talk about?
M: 6 .
S: How about other teachers? Do you still remember what they said?
M: 7 .
S: Oh, what did you attend the meeting for? Didn’t you want to learn something from others? You still need the robot to remember everything for you.
M: Oh, __8__.
Keys:
1. I went to a place.
2. I forget/I can’t remember.
3. England, America, Canada and Hong Kong.
4.I can’t remember their names.
5. We had a meeting all day.
6.I talked about English teaching in Japan.
7. NO, I can’t.
8. (Open answer) I hate that machine. /terrible…
Step 8 Homework
1. Finish off the workbook exercises.
2. Write a diary.
The design of the blackboard
Lesson 36/k/ /kw/ /f/leave – left hate doing sth. get – got fly to sp. buy – bought fly – flew
篇13：高一英语新教材备课资料
ON TEACHERS’ BOOK (1A) AND TEACHING TECHNIQUES
OUTLINES
OVERVIEW
TASK-BASED TEACHING/LEARNING
TEACHING ACTIVITIES
LEARNING ACTIVITIES
ASSESSMENT
TEACHING MATERIALS
OVERVIEW
Each unit is consisted of three parts
Teaching aims and demands
Suggested teaching notes
Supplementary reference materials
Teaching aims and demands
Topics
Understanding of the title and some goals
Example 1 (Unit One)
Title: Good friends
Goals: Talk about friends
Learn to make apologies
Write an e-mail
Topics: Talk about friends and friendship
Discuss problems occurring in a friendship and
suggest solutions
Write an e-mail to make an e-pal
Teaching aims and demands
Example 2 (Unit Twelve)
Title: Art and literature
Goals: Talk about art and literature
Review making decisions and giving opinions
Review the Attributive Clause
Topics: Talk about art and literature
Talk about artists, painters and writers
Tell stories
Make decision and give opinions
Teaching aims and demands
Function items
Understanding of Listening and/or Speaking
Example 1 (Unit One)
Listening:
Some friends discuss common problems that occur in a friendship.
Speaking:
Some students talk about likes and dislikes.
Function items:
Likes and dislikes
Making apologies
Teaching aims and demands
Example 2 (Unit Two)
Speaking:
The speaking exercise gives students the opportunity to practise communication skills that help them keep conversation going that may otherwise breaks down.
Function items:
Language difficulties in communication
--- Can you spell that, please?
--- Could you repeat that, please?
--- What do you mean by … ?
…
Teaching aims and demands
Vocabulary
Based on texts
New words (371 +176)
New expressions (77)
Teaching aims and demands
Grammar
Bases on Grammar
Functional description with grammar terms followed by one or two examples
Example 1 (Unit One)
直接引语和间接引语（1）
转述他人的叙述----陈述句
转述他人的疑惑----一般疑问句
转述他人的问题----特殊疑问句
Teaching aims and demands
Example 2 (Unit Nine)
现在进行时被动语态
用英语描述事物正受到某种影响或某种处理----使用现在进行时变动语态（is / are being + 过去分词）
用英语描述人物正受到某种影响或某种处理----使用现在进行时变动语态（is / am / are being + 过去分词）
Suggested teaching notes
教学内容分析
总体分析
包括中心话题、相关话题和语言
单项分析
包括内容介绍、目的分析
example
Suggested teaching notes
教学方法建议
Core task
Warming up
Listening
Speaking
Pre-reading
Reading
Post-reading
Language study (word & Grammar)
Integrating skills
Suggested teaching notes
Core Tasks
Based on topics/themes
Structured
Authentic
Example 1 (Unit One)
Work out standards of good friends
Introduce your good friend
Write an e-mail to find a e-pal
Make friends with your new classmates, roommates, teammates, close neighbour or others
Suggested teaching notes
Example 2 (Unite Three)
Plan a trip (especially, during National Day)
Work out some tips the trip
Design an eco-travel for the local tourism
Travel on holiday and write postcards or travel notes
Suggested teaching notes
Warming up
Keep Warming up in mind
Stimulating
Brainstorming
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
Listening
Step by step (in two aspects)
(1) in skills----planned
In Book 1A, we should help students concentrate their mind while listening, and then remember what they hear
(2) in procedure----programmed
Pre-listening (warming up)
Listening (with purpose)
Post-listening (extension)
Suggested teaching notes
Example 1 (Unit One)
Example 2 (Unit Nine)
Suggested teaching notes
Speaking
MMC drill/practice pattern. In TB, more attention is paid on C
Enough time
The whole class (single, pair, group, class work, etc)
Situation
Example 1 (Unit One)
Example 2 (Unit Two)
Suggested teaching notes
Pre-reading
Warming up in background
Semi-control and/or un-control
Open-end
Example 1 (Unit One)
Example 2 (Unit Two)
Suggested teaching notes
Reading
Step by step (in skills)
In Book 1A, we should help students in skimming, scanning, guessing and summing up, etc.
Level by level (in internalization)
Surface meaning
Deep meaning
For pleasure
Example 1 (Unit One)
Example 2 (Unit Seven)
Suggested teaching notes
Post-reading
Deepening comprehension of topics
Extension
All kinds of activities
Example 1 (Unit One)
Example 2 (Unit Three)
Suggested teaching notes
Language study
Word study
understanding the meaning in context, and by suffix and prefix
Lexical chunk
Grammar
Discovering
MMC
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
Integrating skills
Reading
As extensive reading material
As sample for writing
Writing
Step by step
Criteria for writing and evaluating
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
教学评价建议
Self-assessment
Based on goals
Peer assessment
Mainly about students’ learning itself
Self-testing
Focusing on form, including words and grammar
Example 1 (Unit One)
Example 2 (Unit Four)
Supplementary reference materials
Supplementary notes
For teachers, but not for students
Background
For teachers
TASK-BASED TEACHING/LEARNING
Focus on form Focus on meaning
Non-communicative learning
Pre-communicative language practice
Communicative language practice
Structured communication
Authentic communication
TEACHING ACTIVITIES
Step by step (procedure)
Pre-activities
Warm up in form and meaning
Break any chain
Activities
Control, semi-control, un-control (MMC)
Surface structure and deep structure and others
Post-activities
Consolidation
Extension
Development
LEARNING ACTIVITIES
Working form
Single work
Pair work
Group work
Class work
LEARNING ACTIVITIES
Interaction form
Teacher-student interaction
Student-student interaction
Student-teacher interaction
ASSESSMENT
Checklist
System
Self-assessment
Peer assessment
Teacher’s assessment
TEACHING MATERIALS
Textbook
Extended materials
Understanding of materials
The world around
篇14：高一新教材英语 unit 16
Teaching Plan
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now?
Q2: What are the subjects in which you learn science? Is it easy for you to learn them?
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS DON’TS
Follow / teacher’s /instructions Don’t come into / without …
Be careful about / when… Don’t touch… / unless…
Always listen carefully to… Don’t throw… / unless…
Clean…away and leave …clean and neat Don’t forget to…
You should tie…up Never put / nose directly into…
Remember that… Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions advantages disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages Disadvantages
It’s good for… It is too expensive
It can help… It is dangerous to…
It is important for… It is unnecessary to..
It brings people… Some people will use it for…
It doesn’t pollute… It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Computer
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it? Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Period 3 & 4 Reading
Learning Aims
1. To get to know something about the story of famous scientists.
2. Enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
Learning Procedures
Step 1 Warming up
Daily report: Share your poems with the other students.
1). Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
Physics chemistry medicine biology
2). Group work
A match competition. Match Column B with Column A correctly.
Column A Column B
Alexander Bell the Theory of Relativity
Thomas Edison the first telephone
Wright Brothers the electric lamp
Madame Curie black holes in Universe
Heinrich Dreser electricity
Franklin the first plane
Steven Hawking the Theory of Gravity
Elbert Einstein Radium
Isaac Newton aspirin
3) Class work
Q1. Is it easy for the scientists to make these inventions and discoveries?
Q2. How could they succeed in their research?
It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2). Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para 1-3 the description of the experiment
Para 4 the equipment of the experiment
Para 5-6 the steps of the experiment
Listen with the questions below:
(1). Why did Franklin do this experiment?
(2). Was the experiment successful?
(3). What were needed when it was being done?
(4). How many steps were mentioned?
(5). What should be paid great attentions to when it was being done?
Step 3 Acting
1). Class work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2). Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1). Pair work
Read through the passage to fill in the blanks in the form in pairs.
equipment usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
2). Class work
Listen to some sentences to judge whether they are true or false.
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 5 Post-reading
1). Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2). Group work
Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite?
(2). Why the kite made of silk is better than the one made of paper?
(3). Is it dangerous for Franklin to do the experiment? Why do think so?
(4). What can you learn from the experiment and also Franklin?
Step 6 Oral practice
1). Individual work
After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.
2). Class work
During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.
Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.
Step 7 Watching, reading and thinking
1). Class work
The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.
Q: Does the mixture taste good? Why do you have a different taste from mine?
2). Individual work
Read the passage titled “Look carefully and Learn” to find out the reason.
Q 1: What do you learn after you read such a story?
Q 2: Do you think what is the most important when you are doing an experiment in the lab?
Q 3: If you want to be a scientist, what do you think are the most important qualities?
Homework:
Read the following passage with the questions below.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist?
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like?
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research?
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory?
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists?
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
1. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading?
A. What college did Wong- Staal attend B. What type of biology did she specialize in
C. Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist B. is happy she becomes a research scientist
C. plans to retire soon
2. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning?
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player?
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall?
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat?
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 = ?
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skin
Part 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it?
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals? Can it be avoided?
(3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?)
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title Choose a clear Pro or Contra animal testing title
Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?
Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.
Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons
Conclusion Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments?
Are you on which side of them?
Which views do you agree with? Why?
Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future?
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比较说明常用词语：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
对比说明常用词语：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
举例常用词语：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示总结的常用词语：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.
篇15：七年级英语新目标上Unit9教案
七年级英语新目标上Unit9教案
Unit9 Do you want to go to a movie? Period 1 Teaching aims and demands Words:go to a movie,action movie,comedy,documentary,thriller Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Key points go to a movie,action movie,comedy,documentary,thriller Teaching Difficult Points Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Methods: listening and speaking methods pairwork Teaching Aids:A tape recorder.A picture. Teaching Procedures Step 1 1a Teach the new words T says the names of film stars.For action movie,say ChengLong,Li Xiaolong or Li Lianjie.For comedy,says Zhou Xingchi,students can guess the meaning.Also I can act.For example,for thriller,I’ll pretend to be very scary.For comedy,I’ll pretend to laugh.And I’ll pretend to sleep that documentary is boring. Match the kinds of movies with the posters on page53 Answers: a c d b Step 2 1b Ask students to listen to the conversation and circle the kinds of movies they hear. Answers: action movie,comedy Step 3 1c pairwork Ask students to practice the conversation Like this: Do you want to go to a movie? Yes,I do.I want to see. Step 4 2a Teach some new words kind, what kind,singular,plural listen:What kind of movies do the two people talk about first?second?Look at the box.Then check them 1-4 Play the recording Answers: 3 1 2 4 Step 5 2b Now,you will listen again.In the chart,draw smileunder the kinds of movies Ben and Sally like,draw sad under the kinds of movies they don’t like,and mark for don’t know Check the answers on the blackboard. Step 6 homework 教学反思与随笔: Period 2 Teaching aims and demands What kind,singular,plural Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. What kind of movies do you like?I like action movies and comedies. Beijing Opera I like thrillers and I like action movies I like thrillers but I don’t like comedies. Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera. Teaching Key points Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. I like thrillers and I like action movies I like thrillers but I don’t like comedies. Teaching Difficult Points singular,plural,comedy,comedies,thriller,thrillers,action movie,action movies, documentary, documentaries Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera Teaching Methods: listening and reading methods Pairwork communicative approach Teaching Aids:A tape recorder. Teaching Procedures Step 1 warming-up Ask some students : Do you want to go to a movie? What kind of movies do you like? Step 2 2c pairwork Ask and answer questions about the kinds of movies you like. Step 3 grammar Teach the singular and plural.teach some regulars. Language:difference between first person and third person.some regulars Step 4 3a Show two sentences on the blackboard. I like thrillers I like action movies I like thrillers I don’t like documentaries Ask students which word may fill in the blank Show the answer:and but Explain the reason:and but are conjunction We use “and”when both ideas in the sentence are the same.We use “but”when the two ideas in the sentence are different. Do 3a:use and but to connect the sentences. Answers: and but Step 5 pairwork Take turns to talk about the people in the picture above. Then ask students to practice it. Step 6 game Find someone who likes Find classmates who like the kinds of movies on the chart below.Then write their names on the chart. Step 7 homework 教学反思与随笔: Period 3 Teaching aims and demands Scary,funny,sad,exciting,interesting,stay at home,look at Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Key points Scary,funny,sad,exciting,interesting boring Teaching Difficult Points Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Methods: wrting and reading methods Teaching Aids:A tape recorder. Teaching Procedures Step 1 1 T:what kind of movies do you like? S:I like ……. T:Why do you like……? S:…… T:Because it is …… Lead on the description words Scary,funny,sad,exciting,interesting boring Turn to page 56 Choose words from the box and write them under the picture. Answers: 2:comedies funny 3:action movie exciting 4:documentary boring 5:Beijing Opera interesting Step 2 2a 2b Listen and circle the description words in activity 1 that you hear Play the recording Answers: Scary,funny,sad,exciting 2b listen again,write down the words Edward and June use to describe the movies.write E or J next to the words play the recording answers: 1.thriller scary great J 2. comedies funny E 3:action movie exciting J 4:documentary boring E J 5:Beijing Opera interesting J Step 3 2c Read about the kinds of movies June likes.Then write about the movies Edward likes.Use the imformation from 2b Lead out the new words Really often think learn about history with Then write the article on right in the blank. Step 4 pairwork Tell your partner what you think of different kinds of movies. Step 5 homework 教学反思与随笔: Period 4 Teaching aims and demands Favorite,movie star,actor,description,successful,in fact The movie is exciting. Teaching Key points Favorite,great new,successful,exciting,boring,interesting,fun. Teaching Difficult Points Use a star of movie,a name of movie,kind of movie and description words to write a movie ad. Teaching Methods: wrting and reading methods Teaching Aids:a projector Teaching Procedures Step 1 warming-up Ask some students about the topic what kind of movies do you like?and why? Step 2 3a Now open your books.Look at Activity 3a.Read the article and then find the description words.And underline them.For example,favorite is a description word.At last,go over the answer. Explain the article to students,then point to the new words favorite,actor,new,successful,weekend,too answers: favorite,new,funny,successful,boring,interesting ask a student to read this article. Step 3 3b Let students look at Activity 3b.First tell students the four words.Rowan Atkinson is an actor’s name.Mr Ban is a movie’s name.Action movie is a kind of movie and “exciting”is a description word Ask students to choose words from the left anf fill in blanks.Then let them read it aloud. Answers:1.actor 2.comedy 3.funny Step 4 groupwork Make a poster of your favorite movie.Describe the movie to your group. Step 5 self check 3 Look at Tom and Mike’s desks.What kind of things do they like?Tell students to write sentences with and+but. Ask students to work individually to write their opinions about Tom and Mike. Step homework 教学反思与随笔: Period 5 review words test and do the exercise books 更多精彩；英语教师网 英语教师网论坛篇16：新教材高一英语UNIT10教案1第一课时下
新教材高一英语UNIT10教案1（第一课时）下
Step Two Listening (Listening material)
Show some pictures about air pollution, water pollution and waste pollution.
Picture 1
Air pollution
Picture 2
Water pollution
Picture 3
Waste or rubbish/trash
pollution
Listen again and fill in the correct information in the space below.
1
2
3
What kind of pollution is it?
(air)
pollution
(water)
pollution
(waste)or(rubbish/
trash)
pollution
What are the causes?
(cars, factories)
burning coal and oil
(factories)and drainage(下水道)
(tourists)
or people
What are the effects?
(As a result)of air pollution, many people （get sick）.
We can’t(use/drink)
the water that is polluted.
Making the environment(ugly, dirty)and even dangerous.
Find out how to deal with the causes and the effects.
Ways to deal with causes
Ways to deal with effects
Air
pollution
We can make cars that(don’t pollute)the environment. We can ask the companies to use(modern and clean )technology.
We can(limit)the number of cars in our city. If people get sick from air pollution, we must(help)them.
Water
pollution
We can try to use(less water)and make sure that we(do not pollute)the water. We can tell factories that they(are not allowed)to pour water into lakes and rivers.
We can(clean)the water in our rivers and lakes.
Rubbish
pollution
We should(not throw)rubbish in parks and cities, we should(not buy)things that use a lot of packaging.
We can(pick up)rubbish if we see it. We can(put)more rubbish bins in our parks and cities.
(Boys and girls, from the information above, we know that protecting the environment and the animals is very important for us. We must do everything we can to protect the animals. Now, a reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo. Work together with your partner. One will act as the reporter, and the other will act as the animal. Please prepare by yourselves.)
Sample dialogues:
Picture of
Tiger
R = reporter, T = tiger
R:Good morning, Mr. Tiger. My name is … . I am a reporter. May I ask you some questions?
T:Sure.
R: How long have you been in the zoo?
T:About a year.
R:Do you prefer living here?
T:No, I don’t, but I have no choice.
R:Why?
T:People cut down the forest where we lived. People and buildings are everywhere. I had no place to go to. The police took me to the zoo.
R:How about your life here?
T:Very good. But I am not free.
R:Would you like to say something to the human beings?
T:I hope they don’t kill us. We are friends.
R:You are right. Thank you. Good-bye.
T:Bye.
Picture of
Hippo
R = reporter, H = hippo
R:Good morning, Mr. Hippo. I am a reporter. My name is … . May I ask you some questions?
H:Welcome.
R:Where did you live before?
H: I lived in a beautiful place. There was a big river there. There are many beautiful mountains around it. I lived a happy life and I was free.
R:Why come here?
H:Many houses and factories have been set up there. And the water in the river has been polluted. Many of my friends have been dead. I was saved and sent here.
R:You are very lucky. Are you happy living here?
H:Happy. But I like nature better. If no pollution, I will be happier.
R:What can we do for you?
H:Protecting the environment.
R:I think we will. Thank you .
H:You are welcome.
Picture of
Monkey
R = reporter, M = monkey
R:Good morning, Mr. Monkey.
M:Good morning. I don’t think I know you.
R:I am a reporter. My name is … .
M:What can I do for you?
R:I want to know your life here. Can you tell me?
M:I am glad to. Life here is wonderful. There are many things to eat. And I can see many people every day.
R:Do you want to go back to the mountain?
M:Yes, very. I prefer to live in the mountains. Life there is more wonderful. Can you help me?
R:I think that humans will let you realize your intention.
M:Thank you.
R:Not at all.
Homework
Page 139 Talking
篇17：高一英语新教材第五单元说课稿
高一英语新教材第五单元说课稿
Unit 5 the Silver Scree
教学内容分析
(一)知识背景及新课程、新教材
本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的`教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
（二）教学重点难点
1. 语言知识重点与难点
（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句
（2）与影视相关的词汇
（3）有关发表个人观点的句型、结构
2. 综合知识重点与难点
（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Merl Streep，eanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。
（3）.对影视界名人及电影的评价（cents）如何写影评（revie5
★ 高二 unit9
★ 高一新教材教案unit 10 Unit 10 The world around us
★ 新课程新教材
★ 高一英语怎么学
新教材高一英语UNIT9教案（共17篇）
