unit 1 Good friend教案(新课标版高一英语教案教学设计)

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篇1：unit 1 Good friend教案(新课标版高一英语教案教学设计)

Teaching aims and demands

Goals:

1. Talk about friends and friendship

2. Discuss problems occurring in a friendship and suggest solutions

3. Practise talking about likes and dislikes

4. Learn to make apologies

5. Learn to use Direct Speech and Direct Speech

6. Learn to write an e-mail

Useful expressions:

1. Like and dislike

He / She likes / loves … He / She is fond of …

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

He / She doesn’t enjoy … He / She hates …

He / She thinks … is terrible / boring

2. Making apologies

You said that you would … Why did /didn’t you …?

You promised to … Why did /didn’t you …?

Please forgive me.

I’m very sorry. … It won’t happen again.

I’m sorry I forgot.

Useful phrases:

fond of hunt for in order to care about such as drop sb a line

Grammar: Direct Speech and Direct Speech

Teaching plan I

I. Warming up

Step 1: Ask the Ss: Do you have any friends? What is your friend like? And draw the picture below:

Step 2: Let the Ss speak relevant vocabulary as many as they can, for example: kind, happy, strong, funny, etc.

Step 3: Ask the Ss to describe their friends with at least six adjectives.

Step 4: Make sentence with the words(honest, brave, loyal, wise, handsome, smart), using the model “Sb is…; Sb is…, because…”

II. Listening

Step 1: Draw a table on the picture:

Group one think

Peter is always___________________________________

Group two think

Peter is always___________________________________

Group three think

Peter is always___________________________________

Group four think

Peter is always___________________________________

Step 2: Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends. And let the Ss to listen to the tape for the first time and to write down the problem.

Step 3: Ask the Ss to discuss the problem in their groups, then let the representative of each group to write down the result on the blackboard.

Step 4: Analyze the results and comment on their answers.

Ps: the processes of Situation 2 and Situation 3 are the same with the steps above.

III. Speaking

Step 1: Ask the Ss to listen to the tape to get the main idea of the text.

Step 2: Tell the Ss to work in pairs. Ask them to complete the chart on SB page 3.

Step 3: Use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions.

Useful expressions:

I’m sure that…

I think that…

Perhaps…

Well, maybe not.

I’m not sure about that.

But what about…

IV. Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

Pre-reading

Step 1. Explain the situation to the students, through brainstorming, ask questions as many as possible according to the use of things listed in the book. For example: What do you need if you want to make fire? What do you use if you want to see your own face?

Step 2: Tell the Ss to work in groups. Ask them to decide on three most useful ones. Encourage the Ss to use the structure I think… because… /I could use it to…/it could be used to…/…would be more important than… because…

Step 3: Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.

Reading

Step 1: Tell the students to read the text silently without using a dictionary. Mark the word or phrase if they can’t guess the meaning of it.

Step 2: Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.

Step3: Ask the students to list words or phrases that they don’t know. Explain important ones if necessary.

1. play 扮演（角色）

play the part/role of, act, act the part/role of, take the part of

2. crash (1) vt. & vi. (使)猛撞；(使)撞毁。例如：

Last night he was so drunk that he crashed his car into the iron railings.

A plane crashed near the South pacific, killing 24 passengers on board.

(2) n. (汽车)撞车事故；(飞机)失事。例如：

We survives although others died in the air/plane crash.

3. desert v. 遗弃；抛弃；离弃。例如

He is so selfish that his friends have deserted him.

Many people hurriedly deserted the city before the war broke out.

deserted adj. 无人的；被抛弃的；被遗弃的。例如：

deserted island 荒岛；deserted street 空无一人的街道

4. alone与lonely的区别

alone adj. 独自一人（只能作表语，不能作定语，无感情色彩）

adv. 独自，单独（用于名词，代词之后时，意思是“只有only”）

lonely adj.（人）孤独的，寂寞的；（地方）荒凉的，人烟稀少的（既可作表语，也可作定语，有感情色彩）

I am alone, but I don’t feel lonely. 虽然我独自一人，但我并不感到孤独。

Chuck Noland lived alone on the lonely island for four years.查克.诺兰德独自一人在荒岛上呆了四年。

We have no idea why he left the company. Tom alone knows the secret.我们不知道为什么他要离开公司。只有汤姆一个人知道这件事。

5. in order to…引导一个表示目的的状语，意为“为了”。

so as to同上，但不能放在句首

He hurried though his homework in order to play football with other boys.

有时可省略in order，直接用不定式表示目的状语，如：

He hurried though his homework to play football with other boys.

in order to的否定形式是：in order not to

He left school early in order not to be late for school.

in order还可以带不定式逻辑主语for sb to do。例如：

He stepped aside in order for me to pass. 他往旁边挪了一下，为的是让我过去。

in order that和so that句型引导的是目的状语从句。

6. even if, even though即使，纵然（引导让步状语从句）。例如：

We can’t get the work done even if/though we stay up all night.

It would not matter even if he should refuse.

7. share常用于下面短语中：

(1) share (in) sth分享；分担

True friends share (in) your sorrows as well as (in) your joys.

I’ll share (in) the cost with you.

(2) share sth (out) among/between sb: 将某物平均分配

(3) share sth with sb与别人共有或合用某物；将某事告诉某人

8. should have done指的是过去的动作，常含有责备的意味，意为“本该……”。如

You shouldn’t have gone to bed so late last night. 昨天晚上你不该睡得这么晚。

A: The fish has gone bad. 这条鱼变质了。

B: You should have kept it in the refrigerator. 这条鱼早该就放在冰箱里了。

Step 4: Ask the students to answer questions about story. (1) How can volleyball become Chuck’s friend? (2) What does Chuck learn about himself when he is alone on the island?

Post-reading

Discuss the questions on page 4 in groups, and finish doing them one by one.

Homework

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises both on student book and workbook.

3. Prepare for the part of Grammar.

Teaching plan III for Language study

I. Word study: Help the students to finish doing the blanks(有意识的引导学生在一定的上下文中找出有关情景。如第一题，下文的never tells lies对上文的honest起到解释作用)。

II. Grammar: Direct and Indirect Speech

1. explain the meaning of Direct and Indirect Speech.

when you change a sentence from Direct Speech to Direct Speech, you sometimes need to change the verb tense. You may also need to change the pronouns in order to keep the meaning.

Direct Speech ←→ Indirect Speech

present past

past past or past perfect

present perfect past perfect

past perfect past perfect.

e.g. “I’ll take care of you,” Chuck said.→

Chuck said he would take care of him.

“Did you get e-mails from your friends?” she asked.→

she asked if I had got e-mails from my friends.

When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.

e.g. Wilson asked, “How long have we been in this place?”→

Wilson asked how long have you been here.

2. Statements

1) He said, “You mustn’t smoke in the room.”

He said (that) I mustn’t smoke in the room.

2) She said, “This house is very expensive.”

She said that house is very expensive.

3) He said, “We’re spending next weekend at home.”

He said (that) they were spending the next weekend at home.

3. Questions

1) “Is it your book?” She asked.

She asked me whether/if it was my book.

2) “Shall I open the window?” He asked.

He asked whether/if he should open the window.

3) “Which chair shall I sit in?” He asked.

He asked me which chair he should sit in.

4) “Why didn’t you stop her?” He asked.

He asked why I hadn’t stopped her.

4. Ask the students to finish doing Grammar Exercise 1 & 2. Then give them the correct answer.

Homework:

1. Ask the students to finish doing Grammar Exercise on workbook.

2. Prepare for integrating skills

Teaching plan IV for Integrating Skills

Step 1. Introduction

An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from.

Step 2. Reading

1. Ask the Ss to listen to the tape, then grasp the meanings of the two e-mail.

2. Ask the students to choose one to reply to. Before the students start writing, they should think about what they want to write.

Note: drop sb a line 给某人写信

e.g. Please drop me a line tomorrow.

Step 3. Ask the Ss to turn to page 88 and learn the reading text Many-flavoured Friends.

1. Ask the Ss to listen to the tape to get the main idea.

2. Let the Ss read the first paragraph and answer question 1-3

3. Ask them to think of words that can be used to describe the different kinds of friends.

4. Let the Ss read the second paragraph and answer question 4 & 5.

5. Let the Ss read the last paragraph and answer question 6 & 7.

6. Answers to question 8 may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

7. Explain some difficult sentences and phrases to the Ss.

Step 4. Homework:

Ask the students to reply the e-mail on page 90 and write it in their exercise books.

Teaching plan V for Exercises and Revision

Step 1. Check the Ss’ work to make sure if they have finished their homework.

Step 2. Proofread the answers of the exercises on workbook.

Step 3. Let the student ask questions if they get problems while doing the exercises.

Step 4. Review the useful expressions:

1. Like and dislike

He / She likes / loves … He / She is fond of …

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

He / She doesn’t enjoy … He / She hates …

He / She thinks … is terrible / boring

2. Making apologies

You said that you would … Why did /didn’t you …?

You promised to … Why did /didn’t you …?

Please forgive me.

I’m very sorry. … It won’t happen again.

I’m sorry I forgot.

Step 5. Review the useful Phrases:

fond of hunt for in order to care about such as drop sb a line

Step 6. Review the grammar: Direct Speech and Direct Speech (1)

1. 转述他人的叙述----陈述句

“I like reading adventure stories,” said

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Write a review about a good or bad film the Ss have seen. They may use the tips on page 35 to help themselves.

篇2：高一新Unit 1 Good Friends教案(新课标版高一英语教案教学设计)

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends--Brainstorming:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first write them down and discuss in groups, finally the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. (If time permits, do it in class. Or after class) Go over Part 2 on Page 87. Ask the Ss to make sentences as the example. Ask Ss to pay attention to the English meaning of the new words and the way to use in the sentences. First write them down and then discuss in groups, finally the whole class.

Possible answers:

Brave: My friend Lily is brave. She is courageous. She is full of courage when she has difficulties or is in trouble. She once saved the life of a little boy who had fallen into a river.

Loyal: My friend Li Lei is very loyal. He is always faithful to his friend me. He wouldn’t talk to David whom I don’t like at all.

Wise: My friend Lucy is very wise. She is a learned one in our class. She always gives us the best advice.

Handsome: My friends Jim is a handsome boy. He is very proud because he thinks he is good-looking.

Smart: My friend Harry is a smart guy. He often asks good questions in class. We all think he think quickly. He is intelligent.

(After finishing it, Ss should get the English meaning of them by working in team or group)

5. Language points:

1).What is he like? He is very handsome.

What does she look like? She looks tired.

What does Lucy like? She likes apples.

What’s that kind of radio like? It’s very nice and fine.

What’s sb like?表现内在品质或外在特点。

What does sb look like?侧重外表。

2).What quality should a good friend have?

①. 品质、品性，可数名词

He has all the qualities of a successful businessman.

Kindness is his best quality.

②. 质量、质，可数或不可数名词

Quality is more important than quantity.

注：quantity 量，分量，不可数名词。

如：a large/great quantity of 大量的，后接不可数名词或复数

Teaching methods; Task (differences) ---Team work (make sentences)---Conclusion-3) & 4)

3). Bright, smart, clever, wise(聪明四兄弟)

①. bright着重于“心思灵敏，反应快”。多指年轻人或小孩，常用于口语。

He is the brightest boy in class.

②. clever着重于“思维敏捷的，灵巧的，理解快的”，强调理解、接受能力强。

He is rather clever in saying that.

She is clever at maths.

③. Smart与clever同义,但更强调“精明的，机灵的，调皮的”。用于不太庄重的通俗用语。

You are a smart boy. But do what I say and don’t be too smart.

④. Wise意为“聪明的，明智的，英明的”。 强调经验、学识丰富、判断力强，有远见、有智慧，有谋略。

He is always wise enough to deal with difficult problems.

4). A 5-star friend

①. a ten-speed bicycle a million-pound note

an 800-word article a ten-year plan

②. peace-loving people grass-eating animals

③. a water-covered globe a stated-owned farm

④. an ordinary-looking girl an easy-going teacher

⑤. a warm-hearted woman a narrow-minded person

⑥. a full-time job a new –type computer

数词+名词、名词+现在分词、+名词+过去分词、形容词+现在分词、形容词+名词ed、形容词+名词

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

Answers: 1). Peter is often late for football practice. I think that he should try to be on time in the future.

2). Ann usually borrows things without asking and she doesn’t return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.

3). Adam borrowed John’s CD player yesterday and now. It is broken. Adam can ask his uncle to fix it.

2. Go over Part 1 in Listening on Page 85.

Answer: 1). Try to understand your friend/try to talk about the problems in different ways.

2). Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

3). Keep your secrets to yourself.

3. Go over Part 2 in Listening on Page 87

Answer: rope notebook pan gun mirror compass hammer match airplane movie

4. language points:

What are they arguing about?

1). argue with sb about/over/on sth 为某事同某人争论

He wanted to argue with the driver about the accident.

2). argue for/against 赞成/反对

He argued for the 5-day work. She argues against me about it.

3). argue +that clause（从句）。通常不接不定式或when, what, whether引导的从句

He argued that he shouldn’t go.

Step 3 Written work:

①. Part 2 on Page 87 in the exercise book.

②. Describe one more friend and give the reasons

③. Try to use the language points correctly

Homework Reading:

①.Go over Speaking Part on Page 2 and finish the table on Page

3.

②. Prepare the talking part on page 85 & 86. Try to think how to make apologies to your good friends.

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

Step 2 1. The whole class read the materials on page 2 and finish the table on Page 3

Speaking 2. Work in pairs. Ask each pair to decide who could be friends and give the reasons for their decisions.

3. Task: Each one uses the structures and useful expressions to write down some sentences to introduce himself/herself. Discuss it in groups. Then one of each group reads his/her piece to the whole class. The Ss who want to be his/her friend will stand up and give the reasons for the decision.

4. Language points:

1). I also like reading, especially stories about people from other countries.

especially =particularly

①. 特别，格外

People, especially youngsters don’t seem so polite these days.

②. 专门

This crown was made especially for the king.

③. especially 与specially

especially 意思是“特别地，不寻常地”，强调程度，常用在进一步补充说明前面所述的事的时候，前面一般用逗号隔开，一般用来修饰形容词、介词短语或状语从句。Specially意思是“特意地，专门地”，强调目的，一般用在表示目的的不定式或介词前面。

She likes the country, especially in spring.

Though the weather was especially cold and windy, I came here specially to see you.

1). I don’t enjoying singing, nor do I like computers. (nor do I like computers.是一个倒装句。)

①. “nor/neither +be/助动词/情态动词+另一主语”表否定的倒装。”so+be/助动词/情态动词+另一主语”表肯定的倒装。

I have never been there, nor has he.

He can ride a bike, so can I.

②. 思考下句请举出类似结构。

He doesn’t like swimming, nor does he like playing games.

③ 前一句中说了两件事，出现了两个不同的谓语，表示“…也（不）”可用“It is the same with…/So it is with….”。

A fish needs water and without water it will die. So it is with a man.

It was so hard that I couldn’t work it out. So it was with Lucy.

2). I hate hiking and I’m not into classical music.

①. hate 意为：dislike. hate doing /to do sth

He hates playing games, but today he doesn’t hate to play.

其接动名词时，侧重于一种笼统的概念、经常性的事情或一般倾向，而接不定式时，则侧重于表示一时性或特定的具体行为。

②. be into=be interested in; long for; like very much. 对…感兴趣；渴望；非常喜欢

She is into watching TV. She is interested in watching TV.

3). I’m fond of singing.

①. be fond of 表示习惯性的“喜欢”、“爱好”，通常不与具体的时间状语连用也不用于不定式，其后接名词、代词或动名词。

Most children are fond of toys. I am fond of playing football.

②. Be fond of 中的be可换成其它系动词。如：get; become

My little sister has got fond of drawing.

4). I’m sure ….

①. be sure of/about 对…确信，深信….

②. Be sure +clause 加从句，能确定…., 知道….

③. Be sure to do sth

④. Be not sure if/wether +clause 弄不准是否….

⑤. Make sure that +clause 确保，安排妥当。

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 3 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking

Apologies first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out (Don’t write down the dialogues)

Example : Teachers’ book on P18.

Step 4 Written work:

①. Part 3 on Page 87.

②. Get ready to make a standard of making friends in groups

③.Try to use the language points correctly

Homework Reading:

①. Prepare the reading part before class.

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. How do you feel? (Angry, desperate, lonely, hngry, worried, hopeful/hopeless, happy, afraid) You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

Example: ①.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood.

②. I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Ask Ss if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and seven nights. How did the main characters survive? Did they have friends there? Talk about the movie post of CAST AWAY.

(the film shows us how Chuck, a busy manager who never has enough time, ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson)

Step 2 Ask the Ss to read the passage silently. Encourage the Ss to read without using a dictionary. If the Ss can’t guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. and find the answers to the following questions:

Reading

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

3. Finish the following.

①. Which of the proverbs best expresses the main idea of the passage?

A. Dead men have no friends

B. A friend in need is a friend indeed

C. No pains, no gains

D. Where there is a will, there is a way

②. Which of the following is Chuck most likely to eat on the island?

A. Rice, cheese and hot dogs

B. Fish, birds and fruits

C. Bread, beef and vegetables

D. Noodles, chicken and cabbage

③. When Chuck asks a question, Wilson _____.

A. gives an answer B. listens carefully

C. never answers D. gets angry

④. If Chuck is rescued and returns to his normal life, he will _.

A. play volleyball every day

B. shut himself at home

C. work even harder than he used to

D. spend more time with his friends

⑤. What does the writer mean by “friends are teachers”?

A. We can’t survive without friends.

B. We can learn from friends and become better persons.

C. We need friends to share happiness and sorrow.

D. It is important to have someone to care about.

Key: ABCDB

Step 4 1. Ask Ss to summary the main ideas of the text

Summary and 1). Chuck Noland, a successful businessman, lands on a

Discussion deserted island after a plane crash.

2). Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson,

3). Five year’s life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.

4). Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how should behave.

2. Discuss the following questions in groups.

1). What can we do to be good friends even if we are very busy?

2). Does a successful man or woman need friends?

3). The text talk about giving and taking. How do friends give and take?

4). Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 5 1. Ask Ss to make a list of useful words and their expressions

Words and and give reasons (Teachers’ book on page 13)

Expressions 2. Work in groups to finish item 1 of step 5 (what-how-why--what). Then report them to the whole class.

Step 6 Language points:

1. imagine that you were alone on an island.

Imagine v: think of sth, suppose n:imagination

imagine +n 想像… Imagine the children and women in the war

imagine doing sth 想像做… He imagined buying a bike.

imagine sb doing sth想像某人做… She imagined me playing.

imagine +that+clause想像… （见课文）

imagine oneself +n. 想像自己…He likes to imagine himself an actor.

imagine sb to be+n/adj想像…的情况 (通常不直接跟动词不定式)

I imagine his son to be strong.

2. Tom hanks played a man named Chuck Noland.

1). Play vt: act 扮演 （见课文）

2). Play vi 上演，演出 They are playing at the Center Theatre.

3). Play a part/role in…起…作用，扮演…角色

He played an important part in the project.

3. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

1). On a flight: 乘航班 be on a flight=be flying

2). When =and then 正在那时，这时，引起一个意想不到的动作。常用将来时或进行时的句型：

be just about to…when.. be doing…when…

I was just about to go to bed when there was a ring.

3). ①.Crash v=break violently （使）猛撞，（使）撞毁

He crashed his car against the tree.

①. crash n 撞车事故，失事

All the people died in the air crash.

4. Chuck survives the crash and lands on a deserted island.

1). Survive=go on living vt经历（灾难等）之后还活着，vi经历…之后残留下来

Only one baby survived the terrible car crash.

2). ①.desert=leave empty or alone v 遗弃，抛弃，离弃

He is so selfish that all his friends have deserted him.

②. deserted adj 无人的，被抛弃的，被遗弃的

It’s too hot. I see nothing in the deserted street.

5. He has to learn to collect water, hunt for food, and make fire.

1). how to do sth what to do what to with sth why/where/when to do(sth)

2). Hunt for=look for 寻找 hunt for a lost thing hunt for a job

3). Make a fire 生火 catch fire着火 on fire 燃烧着的

set fire to… 纵火于…. Set…on fire 放火

6. Perhaps the most difficult challenge is how to survive without friends

1). Challenge n 可数名词。挑战，邀请赛

give a challenge 挑战 accept a challenge 接受挑战

2). challenge sb to sth 向某人挑战某事

She challenged me to a race.

3). Challenge sb to do sth. =invite sb to do sth to test one’s ability 向某人挑战做某事

He challenged me to play chess.

7. In order to survive, Chuck develops a friendship with an unusual friend-a volleyball he calls Wilson.

1). ①. In order to =so as to in order to引导的不定式短语可放于句首或句尾，其否定形式in order not to do sth。而so as to通常放于句尾而不放于句首。

You come here in order to /so as to go to college.

②. in order for sb to do sth

He came here in order for me to see him.

②. in order that =so that 引导目的状语从句

They went to Athens in order that/so that they took part in the Olympic Games.

2). Develop 发展，养成，培养，发扬

develop a friendship with sb (friendship不可数，表一段友谊时可数。)

3）. Develop-make or become bigger 开发，培育，发生，冲（胶卷）

8. He realizes that ha hasn’t been a very good friend, because he has always been thinking about himself.

1). ①. Realize =understand clearly 认识，体会，领悟

I realized my mistake.

②. Realize =come true使（计划）变为现实

但realize vt come true vi

2). Think of 与think about

①. think of 考虑，关心

He has many things to think of.

②. think of 想起，记得

I think of my hometown when I saw the pictures.

③. Think of …as 把..看作

He is thought of as a great man.

④. Think about 就…思考，考虑

He is thinking about the computer games in class.

⑤. 常用短语: think well/ill of 认为…好/不好

think much /little of 认为….很不错/不重视

think nothing of 把….看得很平常

3). Has been thinking 是现在完成进行时，体现其未完结性、持续性

We have been learning English.

9. He talks to him and treats him as a friend.

1). Treat vt 对待，治疗，处理，款待

Why do you treat the matter as a joke?

2). Treat…as… =look one….as…., regard….as…, think of…of…, consider…as… 把….当作…. （见课文）

3). 常见短语：treat sb for…给某人治…病

treat…like… 对待…像….一样

treat sb to….用….款待某人

10. Chuck learns that we need friends to share happiness and sorrow, and that it is important to have someone to care about.

1). 此句learn后有两个that引导的宾语从句，第一个that可省略，但第二个不可省略。

2). Share sth with/among/between sb与…共同使用，与...分享

If you have an umbrella, let me share it with you.

3). Care about 与care for

①. care about 关心，在意

He didn’t care about his study.

②. Care for =feel like 喜欢 =look after 照顾 =care about 关心

③. I don’t really care for math.

11. For example, many of us have pets, and we all have favorite objects such as a lucky pen or a diary.

1). For example 与such as. For example 可用于句首、句中、句未。而such as通常置于名词之后，引出一系列例子。

2）. 常见短语: take … for example 以…为例

set sb an example/set an example to sb 为某人树立榜样

Lei Feng set a good example to us.

12. If someone is quick in mind and action..

1). Quick =intelligent 敏捷，伶俐，敏锐

2). Be quick at sth/doing sth 学…很快

He is quick at languages.

3). Be quick about/in sth 敏于做某事

He is quick about his decisions.

4). Be quick to do sth 迅速做某事

They are quick to learn foreign language.

13. The lesson we can learn Chuck and all the others who have unusual friends is the friends are teachers.

1). Learn one’s lesson 得到教训，启示

We learned his lesson that we should listen to the teacher carefully.

2). Teach sb a lesson. 给某人一个教训

The accident taught him a leeson.

3). Is that friends are teachers 系表语从句

Step 7 Written:

1. Read and finish the materials on Page 88-89 of workbook.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Try to use the useful exptresions in language points

correctly.

①. make sentences;

on a deserted island, hunt for food, make a fire, care about/for

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with , play, such as

②. translate;

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7). we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Reading”

1. Listen to and read the text again and again.

2. Retell the text.

Period 4

Step 1 1. Check the answers of workbook on p88--89

Review 2. Ask the Ss to retell the reading part in groups and then to the whole class

Step 2 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

1). In Statements;

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

“I will come here tomorrow.” She said.

She said that she would go there the next day/the following day.

“We are thinking now.” They said.

They said that they were thinking then.

“This book is not mine”. He said.

He said that book was not his.

2). In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if /whether she had seen his blue notebook.

“Will you help me?” He asked.

He asked if /whether I would help him.

“Did you see her three days ago?” Lucy asked.

Lucy asked if/whether I had seen her three days before.

“Did he finish it yesterday?” Lily asked.

Lily asked if /whether he had finished it the day before.

“Shall we play these games tonight?” They asked.

They asked whether they should play those games that night or not.

3). In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

“What did you do last night?” He asked.

He asked what I had done the night before.

“Where can you go next week?” He asked.

He asked where I could go the next week.

4). Imperative sentence;

He said, “Please park your car here.”

He asked/toled me to park my car there.

“Do not play games in the office.”. She said to me.

She asked me not to play games in the office.

3. Ask Ss to pay attention to the differences between direct speech and

indirect speech among time, tense, place

structure, order, pron in team. And then report them to the whole class.

4. Conclusion;

Pron; this that thesethose

Place; herethere

Time;

nowthen todaythat day tonightthat night

Yesterdaythe day before last weekthe week before

Three days agothree days before next monththe next month

Tomorrowthe next day/the following day so farby then

Tense;

一般现在时－一般过去时 一般过去时－过去完成时

一般将来时－过去将来时 现在进行时－过去进行时

过去进行时－过去进行时 现在完成时－过去完成时

过去完成时－过去完成时

5. Go over Part 1 on Page 5.

6. Go over Part 2 on Page 6.

Step 3 Wriiten;

1. Finish Word Study on Pages 4~5.

2. Finish part 1 of the workbook on p87--88

Homework Reading;

1. Read the reading part and the materials on p888-89 of the workbook. .

Period 5

Step 1 1. Check the homework of period 4.

Revision 2. Ask Ss to report the differences between direct speech and indirect

speech to the whole class.

Step 2 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

Step 3 1. Read the short passage on Page 6 and tell the main

Reading idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.. And then check each other’s message with the partner. And then report it to the whole class.

4. language points:

1). I like talking and joking…..

joke v& n joke=make jokes

for/as a joke只是（为了）开玩笑 in joke 闹着玩儿的

no joke 不是闹着玩儿的 have a joke(with sb)（与某人）说笑话

play a joke on sb开某人的玩笑 joke about 拿….开玩笑，取笑

2). Drop sb a line =write a short letter to sb给…写信（指短信）

Step 4 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 5 written;

1. Write an e-mail which is used to introduce yourself to one or more friend who is found in part 1.Then reply it.

2. Have a dictation.

1). New words and their expressions

2). Useful expressions (including phrases) in language points

3). Make a standard of making friends and then discuss in team.

Homework 3. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

Period 6

Step 1 1. check homework of period 5

2. check and have a dictation

3. Go over Checkpoint 1.

Step 2 1. Ask the Ss to think about what they have learned in this unit (only by yourself)

1). What is the most important thing you learned in this unit?

2). What do you think you did best in this unit?

3). What do you find the most difficult in this unit?

4). Where do you see the most improvement?

5). Where do you need to work harder?

2. team work

姓名

小组发言次数

全班发言次数

提出问题个数

解答问题个数

查找资料次数

与人合作次数

Step 3 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the table correctly.

2. Go over Reflection and ask the Ss to finish the sentences.

Step 6 1. Review the whole unit.

Homework 2.. Do some reading practice

篇3：unit 14-16 教案1(新课标版高二英语教案教学设计)

Unit 14 Festivals

Teaching aims and demands

Goals:

1. Talking about festivals and customs

2. Practise expressing and supporting an opinion

3. Use the Modal Verbs---must, have to and have got to

4. Write an invitation for a festival

Useful expressions:

Expressing and supporting an opinion

In my opinion we should...I believe we should...

I don't think it's necessary to... We must decide...

I hope we can make a decision. If we do this, we can...

I think that...should...

Useful phrases:

dress up; in one's opinion; play a trick on sb; take in

Grammar: Modal Verbs---must, have to and have got to

Teaching plan I

I. Warming up

Step 1: Presentation.

Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.

Step 2: Get the students to look at the pictures and discuss the questions.

Step 3: If the Ss cannot easily discuss these questions in pairs, put them into small groups of four.

Step 4: Encourage Ss to answer these questions as best they can and not to worry too much about finding correct responses.

II. Listening

Step 1: Listen to the tape and finish the exercises.

Step 2: The festival that pairs choose to discuss may be either a Chinese or foreign festival. If it is a Chinese festival, pairs should discuss how it is celebrated in different areas.

Step 3: Ss can think of questions to ask one another in groups or they can use the chart on page 8 in the SB.

III. Speaking

Step 1: Work in groups of four and discuss why your holiday is the best one.

Step 2: Four topics: 1. Peace Day 2. Happiness Day 3. Friendship Day 4. Nature Day

Step 3: Write a role card using the model provided if needed.

IV. Language points

1>If you don't know of any festivals, you can ask your teacher for help.

know of

[用法]知道;了解,懂得(同know about)

[举例]There is one or two things I'd like to know about.

有一两件事我很想知道。

ask for

[用法]1. 要,要求 2. 找(人)

[举例]The miners are asking for another increase in pay.

煤矿工人正在要求再次加薪。

There's an old man at the door, asking for you.

门口有一位老人找你。

2>When is the festival celebrated?

celebrate

[用法]vt. 庆祝 vi. 庆祝,过节

[举例]We held a party to celebrate our success.

我们举行宴会庆祝我们的成功。

Today is his birthday, so we're going to celebrate.

今天是他的生日,所以我们要庆祝一下。

[联想]celebration n. 1.庆祝 2.庆祝活动,庆典[C]

[举例]The party was in celebration of Mother's silver wedding.

聚会是为庆祝母亲的银婚。

A Fourth of July celebration includes a display of fireworks.

七月四日独立纪念日庆典包括燃放烟火。

3>What are some important themes, for example 'family' and 'peace'?

theme

[用法]n.[C]1. 论题,话题,题目 2. 主题,主题思想;题材 3. (学生的)作文,文章

[举例]The main theme of discussion was press censorship.

讨论的主题是新闻审查制度。

The theme of the poem is love and peace.

这首诗的主题是爱与和平。

Our school themes must be written in ink and on white paper.

我们学校的作文要用墨水写在白纸上。

4>The two main popular symbols of Easter are the Easter Bunny and Easter egg.

symbol

[用法]n.[C]1. 象征,标志[(+of)] 2. 记号,符号[(+for)]

[举例]The white bird is a symbol of freedom.

这白色的鸟是自由的象征。

We use x as the symbol for an unknown quantity.

我们用x表示一个未知数。

5>No fighting or conflicts are allowed on Peace Day.

conflict

[用法]n.[C]1. 冲突,抵触,不一致,分歧(+between) 2. 斗争,争执,战斗(+between)

[举例]This is an irreconcilable conflict.

这是一个不可调和的矛盾。

Armed conflict is likely to break out between the two countries.

这两国间有可能发生武装冲突。

6>No pollution or destruction of natures is allowed.

destruction

[用法]n.1. 破坏; 毁灭; 消灭

[举例]The flood caused serious destruction to the railway.

洪水严重毁坏了铁路。

[联想]construction n.1. 建造, 建设; 建造术 2. 建筑物,建造物[C]

[举例]The new school is still under construction.

新学校还在建造中。

The building is a construction of wood.

这是木质结构的建筑。

V. Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

I. Pre-reading

Step 1. Presentation

All Chinese know something about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.

Step 2. Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions. Visit each group and make sure that each group member participates. Help the students with vocabulary if necessary.

Step 3. Ask the group leaders to summarize the discussion and report to the class. Compare answers from different groups and have a short discussion.

II. Reading

Step 1. Tell the students to read the text once and then make an outline of the text.

Step 2. Read the text fast and find out why and when Kwanzaa was born.

Step 3. Get the students to read the text again and find the answers to the following questions.

1. When was Kwanzaa born?

2. Why did people celebrate Kwanzaa?

3. What was the largest language in Africa?

4. What are the seven principles of Kwanzaa?

5. When do people celebrate Kwanzaa?

Reference answers：

1. In 1966

2. African-Americans wanted to celebrate their history and culture.

3. Swahili

4. Unity, Self-determination, living together, working together, purpose, creativity, Faith

5. From December 26 to January 1

Step 4. Play the tape and ask the students to listen and follow.

III. Notes

1>The day following Christmas Day, many African-American families get together to greet the new year.

get together

[用法]聚集

[联想]get-together n. 聚会;联欢会

2>The African-American festivals had many things in common: people would get together to celebrate their harvest.

have sth in common

[用法]见高一上册 unit 11

would

[用法]此处：(表示过去的习惯)总是,总会，常常

[举例]He would sit silent for hours.

他常常接连好几个小时默默地坐着。

3>They used to honour their ancestors, celebrate their past, and the group or society they lived in.

honour

[用法]n.1. 荣誉;名誉,面子 2.光荣的事或人(+to) 3. 敬意

vt.1. 使增光;给...以荣誉 2. 尊敬

[举例]We fight for the honor of our country.

我们为祖国的荣誉而战。

He is an honor to our school.

他是我们学校的光荣。

Children should be taught to show honor to their elders.

应该教育孩子尊敬长者。

You honor us with your presence.

您的莅临是我们的光荣。

Will you honor me with a visit?

可否光临指教?

He honors his teachers.

他尊敬他的老师。

4>The festivals were a way to celebrate history and culture, as well as the new year.

as well as

[用法]见高一上册 unit 3

5>We should believe in our family, our people, our teachers and our leaders.

believe in

[用法]1. 信仰 2. 信任 3. 相信...的效用

[举例]Christians believe in Jesus.

基督徒信仰耶稣。

We believe in him.

我们信任他。

Jim believes in fresh air and morning exercises.

吉姆坚信新鲜空气及早****有益处。

6>People celebrate Kwanzaa can enjoy the spirit of their holidays without all the commercial activities of Christmas.

commercial

[用法]a.1. 商业的;商务的 2. 营利本位的;商业性的

n. (电视、广播中的)商业广告[C]

[举例]a commercial traveller

旅行推销员

commercial records

商业性的唱片

The TV show was interrupted by too many commercials.

那档电视节目插进的商业广告太多了,不断被打断。

7>People celebrate it by lighting a candle each day and discuss one of the seven principles of Kwanzaa.

light

[用法]vt.1. 点(火);点燃(+up) 2. 照亮(+up) 3. 使容光焕发(+up)

vi.1. 点着 2. 变亮

[举例]He lit a match.

他划着了一根火柴。

The room is brilliantly lighted up and full of guests.

房间里灯火辉煌,宾客济济。

A smile of triumph lit up her face.

她的脸上闪耀着胜利的微笑。

The match lights easily.

这火柴容易划着。

Her face lighted up at the good news.

她听到这好消息脸上露出了喜色。

principle

[用法]n. 原则;原理[C]

[举例]I take this seriously. It's a matter of principle.

我对此很认真。这是原则问题。

8>Each time we celebrate a festival it changes a little and in that way we keep our culture alive.

Each time

[用法]这里，同 every time，在句中做连词。类似的用法还有一些，请大家注意积累。

9>Our ancestors celebrated the birth of children by giving away red eggs.

give away

[用法] 赠送;分发

[举例]She gave away all her money to the poor.

她把钱都送给穷人了。

10>They made peace after Peter treated her to a nice lunch.

treat

[用法]招待；款待。详见高一上册 unit 12

IV. Post-reading

Discuss the questions in groups, and finish doing them one by one.

Answers to the exercises:

1. 1 People created the holiday so African-Americans could celebrate their history and culture.

2 Many holidays celebrate the arrival of a mew season or a new harvest.

3 All three reunite families.

4 As these questions are a matter of opinion, answers will vary. Of course, some of the principles listed in the reading passage must be included in any good response.

2. False: 1 4 5 True: 2 3 6

V. Homework

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises both on student book and workbook.

3. Prepare for the part of Grammar.

Teaching plan III for Language study

I. Word study

Answers to the exercises:

1. theme, faith, purpose

2. nations, determination

3. joy, ancestors, birth

4. peace, treated

II. Grammar: the Passive Voice

Step 1. Presentation

In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say “Peace for all time” to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use “must” or “have to”. Today we'll learn Grammar-Modal Verbs: must, have to.

Step 2. Get the students to know about Modal Verbs(2)--must, have to, have got to.

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don't have to/haven't got to

3 能够用英语坚决表达某事不可接受或不可取---must not

Step 3. Look at the table and decide which is necessary and which is not. Make sentences using “must, have to, have got to”.

Step 4. Help the Ss finish doing the exercises of this part.

III. Homework

1. Ask the students to finish Grammar Ex. on Wb.

2. Prepare for integrating skills.

Teaching plan IV for Integrating Skills

Step 1. Play the tape for the students to listen.

Step 2. Read the text quickly and work in pairs and ask the questions according to the table. One asks the question. The other answers. Try to form as many questions as possible.

Step 3. Reading and writing

1. Ask the student to complete the chart in the book and use the outline to write a comparison essay.

2. Create your own festival. Fill in the blank on Page 14.

Step 4. List the language points.

1>It is the reminder that we need to care about the world we live in.

reminder

[用法]n.[C]1. 提醒者,提醒物,令人回忆的东西

2. 提示,帮助记忆的记号

2>The festival honours both the living and the dead.

the living and the dead

[用法]the+形容词表示一类

3>It is not a sad day, but rather a time to celebrate the cycle of life.

cycle

[用法]n.[C]1. 周期;循环;一转 2. 整个系列;整个过程 3. 脚踏车;摩托车

vi./vt. (使)循环,轮转 vi. 骑脚踏车(或摩托车)

[举例]The seasons of the year make a cycle.

一年四季构成一个循环。

He studied the cycle of events leading to the Great Depression.

他研究了导致大萧条的一系列事件。

She goes to work on her cycle.

她骑脚踏车上班。

The machine cycles automatically.

这台机器自动循环运转。

I cycled to the beach.

我骑车去海滩。

4>Our friends play tricks on us and try to fool us.

trick

[用法]n. 1. 诡计;骗局;谋略;花招 2. 恶作剧 3.戏法,把戏;特技,妙计

vt./vi.1. 哄骗

[举例]He got into the castle by a trick.

他耍了个花招混进了城堡。

Daily practice is the trick in learning a foreign language.

每天练习是学会一门外语的诀窍。

No one understood how I did the card trick.

谁也没有看出来我是怎样玩纸牌戏法的。

Magicians often perform tricks such as pulling a rabbit out of a hat.

魔术师常常变从帽子抓出兔子的戏法。

They tricked me into making a mistake.

他们骗我犯错。

5>If a person is taken in, he or she is called 'April Fool'.

take in

[用法]1. 让...进入;接受 2. （此处）欺骗

Step 5. Homework:

1. Preview the reading AMERICAN COUNTRY MUSIC on Wb.

2. Finish the Writing on P150.

Teaching plan V for Exercises and Revision

Step 1. Check the Ss’ work to make sure if they have finished their homework.

Step 2. Check the answers of the exercises on workbook and list the language points on workbook.

1>It is likely that people have celebrated harvest festivals even since they began to plant and gather food.

likely

[用法]a.1. 很可能的[+to-v][+that] 2. 适当的,正合要求的[(+for)]

[举例]John is likely to be in London this autumn.

今年秋天约翰可能在伦敦。

The park is a likely place for the picnic.

这公园倒是个适合野餐的地方。

2>On each day there is a special event: a parade of elephants, fireworks and dances.

parade

[用法]n. 行进,行列,游行[C]

vt. 在...游行,在...列队行进

vi. 游行,列队行进

[举例]A parade was held on New Year's Day.

元旦那天举行了游行。

The circus performers and animals paraded the streets.

马戏团的演员和动物在大街游行。

The soldiers paraded by.

士兵们列队走过。

3>The boats used are beautifully painted and decorated with flowers.

decorate

[用法]vt./vi. 装饰,修饰

[举例]The great hall was decorated with flowers.

大厅里装饰着花朵。

4>The king is so popular that the gods become jealous and send him away.

jealous

[用法]a. 妒忌的(+of)

[举例]He was jealous of his friend's reputation.

他妒忌朋友的声誉。

Why is he so jealous?

他为何这么会妒忌?

5>A very special event takes place the night before ChuSuk.

take place

[用法]用法见高一上册 unit 4

6>...the yearly festivals represent our love for family, friends and life.

yearly

[用法]a. 每年的,一年一次的 ad. 每年;一年一度

[举例]I make a yearly trip to the mountains.

我每年进一次山。

Interest is paid yearly.

利息一年支付一次。

Step 3. Let the students ask questions if they get any problem while doing the exercises.

Step 4. review the useful expressions:

Expressing and supporting an opinion

In my opinion we should...I believe we should...

I don't think it's necessary to... We must decide...

I hope we can make a decision. If we do this, we can...

I think that...should...

Step 5. Review the useful words and phrases:

dress up; in one's opinion; play a trick on sb; take in

Step6. Review the grammar: the Passive Voice

1 能够用英语表达做某事的重要性或必要性---must/have to/have got to

2 能够用英语表达做某事不重要或不必要---don't have to/haven't got to

3 能够用英语坚决表达某事不可接受或不可取---must not

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Prepare for the next unit .

篇4：高一unit 6单元教案(新课标版高一英语教案教学设计)

Period 1. Warning –up and Listening

Teaching Aims and Demands:

1. To learn some expression of apologies and response properly to apologies.

2. To listen focusing on key words and important sentences

Step 1 warming up

1. To invite two pairs to play two short plays.

First, Situation 1

Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.

Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.

Step 2 Talking

Look at the 4 pictures on the page 36.

1) What do you think is happening in every picture?

2) Can you make a dialogue for every picture?

Complete the dialogues with proper words according to the situation given.

Step 3 Discussion

Discuss in groups, What are good manners?

After discussion, fill in the next table

Good manners Bad manners

Ask Ss:

Do you think you are a person with good manners? Can you tell us a story as an example?

Step 4 Listening.

1) Listen to the tape with this question

How many times does Bill apologize?

2) Listen to the tape for the second time, summarize two problems

3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.

4) Workbook: Listening

Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking

Teaching Aims and Demands:

1. To use the expressions of apologies and possible answers freely through some situations.

2. To distinguish what good manners are and what bad manners are

Ⅰ.Step 1 Speaking. Practice different expressions.

For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.

To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.

In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.

Sample: Dialogue 1

A: Aren’t you going to introduce me to him?

B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.

A: Hi, Alex. Nice to meet you!

Choose three groups to reports.

Step 2 Talking

1) Read the following situations carefully

2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.

3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.

Homework:

1) Choose one of the situations in Talking to write a dialogue

2) Preview Reading

Period 3. Reading ⑴

Teaching Aims and Demands:

1 To get to know the western talk manners

2 To compare Chinese table manners with western table manners

3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.

Step 1 Warming up

1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.

The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.

2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.

3) Brainstorming Judge these manners. Which are good and which are bad.

Can you speak with your mouth full?

Can you use your hand to take food from the plate?

Is it polite to touch the glasses when you toast?

Is it polite to persuade others to drink up after toasting?

Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

1. Ss do scanning for exercise 2( 3minutes for scanning)

In what order will the following dishes be served at a western dinner party

dessert drink main course starter soup

summarize the main idea of every paragraph

2. With following questions, listen to the tape and read carefully.

1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?

2). What do soft drinks refer to? Is white or red wine a soft drink?

3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

Period 4. Reading ⑵

Teaching Aims and Demands:

1. To learn some useful expressions about table manners.

2. To learn some useful words and sentences

Step 1 Carefully Reading

1). Explain some words and expressions( apologize, table manners, impression)

2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).

3). Sum up the text

Finish the exercise 2 on P40

①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking

②toast B. a pair of thing sticks which people in China and Far East use to eat their food with

③breast C. slightly wet

④dishes D. center.

⑤middle E. a practice followed by people of a particular group or region

⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food

⑦chopsticks G. the supper part of your chest; the front part of a bird’s body

⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton

⑨spirits I. Food that is prepared in a particular style

⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings

⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing

⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai

Step 2 Post-reading

1. Discussion:

We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.

2. Ask some groups to report

Step 3 Workbook

1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).

2. Check the answers on P116-117

Homework:

Write a short passage about the discussion.

Period 5 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1. Word study

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Grammar

Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.

In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.

Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.

Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.

Homework: Finish the exercise On P41 and grammar on P118.

Period 6 Language Study and Grammar

Teaching Aims and Demands:

1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-

2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.

Step 1.

① Explain the formation of the word and the function of prefixes.

② Do exercise on P40 to point out which of the following words have negative prefixes.

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Answer: unable, non-smoking, dislike, impossible

④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)

1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.

2). The boy who is unable to finish his work on time felt a bit sorry for himself.

3). Tom and Jack are the only ones in theirs class who dislike football.

4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.

Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.

① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.

③ Fill the blanks of this passage with Restrictive and Non-restrictive

Homework: Finish the exercise On P41 and grammar on P118.

Period 7. Integrating Skills

Teaching Aims and Demands:

1. Deepen the format of letter

2. To know the structure of a thank-you letter

3. To enable the Ss to write a thank-you letter by studying the samples.

Step 1. Warming-up

Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.

Step 2. Reading

1. Scanning

1). Ask Ss to read the text quickly, and then answer this question:

Why does Amy Zhang thank Sam and Jenny?

2). Ask one student to answer this question

2. Carefully reading

1). Ask Ss to listen to the tape, and imitate the intonation

2). Explain language points: (some important phrases and sentence structure)

think of:

I thought of my hometown when I saw the beautiful scenery.

Be busy with…

I am busy with drawing from Monday to Friday.

It is time to…

It is time to go to bed.

After explanation, finish the exercises on P42

Structure of a thank-you letter

Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.

Paragraph 2 Tell the people something about yourself and the things you are doing now.

Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.

Step 3 Listening

How many countries are mentioned in this passage?

Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.

Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.

篇5：高一unit 7单元教案(新课标版高一英语教案教学设计)

Period 1 warming up/ listening

Teaching aims and demands:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of listening

3. To help the Ss know something about cultural relics.

Step 1 Warming up

1. Questions:

1) What are cultural relics?

The Great Wall in China; The Pyramids in Egypt; Stonehenge in England

2) What do they have in common?

They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.

3) What does the phrase Cultural relics mean?

relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.

4) Do you know any other cultural relics in China or in the world?

2. Some information about:

1) The Pyramids in Egypt

2) The Great Wall in Chins

3) Stonehenge in England

When they were built?

What they were built for?

Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.

Step 2 Listening

1. Listen to the description of the three cultural Lis sites and fill in the table.

2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.

Step 3 Homework

1. Go over listening exercise on Page 121.

2. Go over Speaking on Page 44 and fill in the table.

3. Think about cultural sites in Nanjing and what should be done to protect them.

Period 2 Speaking

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of speaking

3. To help arouse the Ss’ wide imagination and creative thinking

4. To foster the Ss’ ability to cooperate harmoniously

5. To learn ways of giving advice or making suggestions

Step 1 Warming up

1. Check the Listening exercise on Page 121.

2. Go over Part 2 by discussing in groups. Then check the answers with the class.

Step 2 Speaking

1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.

Things that can be put in the culture capsule:

A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter

2. Report to the whole class.

Step 3 Talking

1. Go over Talking on Pages 121 ~ 122.

2. Check the answer with the whole class.

Step 4 Homework

1. Go over the Pre-reading questions on Page 45

2. Read the text and finish Ex 2 in Post-reading on Page 46.

Period 3 reading (1)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of guessing words and reading comprehension.

3. To help the Ss get into a good habit of reading.

Step 1 Pre-reading

1. Discuss the questions in pairs.

2. Check the answers to the questions with the whole class.

1) A great city has a long history;

usually the capital of a country;

has a large population;

something important once took place here;

some great people once lived here or are living here

2) the food, the people, the weather;

modern and beautiful;

the place where I was born and grew up

3) They tell us who our ancestors were and what their life was like;

They show the development of human civilization;

They help us better understand who we are and where we are from

3. More questions:

1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?

2) How many cultural sites in China have been listed in the world Heritage List by

UNESCO?

3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?

Step 2 Reading

1. Explain the title of the text:

What can we know from the title of the text

A CITY OF HEROES?

What is the text mainly about when we read

the title of it? About a city or about the

heroes of the city?

1) What is the name of the city? (St Petersburg)

2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)

3) What is the difference between A City of

Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)

2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false

sentences.

4. Listen to the tape of the text and go over Part 1 in Post-reading.

5. Ask the Ss to discuss the following questions in groups:

a. Why do people think St Petersburg is a great city?

b. Why was it so difficult for people to rebuild the old palaces?

c. What did people use to help them rebuild the city?

d. Why are the people of St Petersburg heroes?

Step 3 Homework

1. Read the text and find out useful phrases and sentence patterns in it.

2. Read the text and find out the topic sentence in each paragraph.

3. Finish Part 1 and Part 2 in Vocabulary on

Pages 122~123.

Period 4 Reading (2)

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability and skills of reading.

Step 1 Warming up

1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.

Step 2 Reading

Paraphrase some phrases and sentences in the text.

1. Where there is a river, there is a city.

Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)

Where there is a will, there is a way.

Where there is smoke, there is fire.

Where bees are, there is honey.

I like to live where the climate is warm.

I found your jacket where you had put it.

They marked the spot where the treasure was buried.

2. It was under attack for 900 days, but the people of the city never give in.

be under + n.

The road is under repair and is closed to motor traffic.

The woman injured in the car crash is still under treatment in hospital.

As the matter is under discussion, I can’t give you a definite answer now.

The police are under fire from all sides for failing to deal with the problem.

3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.

seem + adj. / n. / to be / to do / …

It seems that / as if + clause.

He seems quite pleased with your work.

It seems that he is quite pleased with your work.

They seem to have a high opinion of you.

It seems that they have a high opinion of you.

Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.

He seems to have been here before.

It seems that he has been here before.

Yesterday I met a man who seemed (to be) a famous director. / to be a director.

She doesn’t seem / seems not to be at home.

4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”

5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.

6. It was difficult to save the palaces without destroying their old beauty.

7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

8. Today Peter the Great on his bronze horse can once again look out over the city he built.

9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.

Step 3 Homework

1. Read the text again and again.

2. Go over Language Study on Pages 46~47.

Period 5 Language study

Teaching goals:

1. To develop the Ss’ ability of analyzing, summing up language structures.

2. To enlarge the Ss’ vocabulary by means of word-formation.

3. To enable the Ss to use the Present Perfect Passive Voice freely.

Step 1 Word study

1. Go over Part 1 in Word Study.

More words that begin with re-:

replace, redo, recover, redouble, remarry, rejoin

2. Go over Part 2 in Word Study.

3. Go over Part 1 and Part 2 on Pages 122~123.

Step 2 Grammar

1. Go over Part 1 in Grammar on Page 123.

2. Go over the Passive Voice on Page 47.

3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.

Step 3 Homework

Preview the text on Pages 124 ~ 125 and

finish the exercises about the text.

Period 6 Integrating skills

Teaching goals:

1. To activate the Ss in classroom activities.

2. To develop the Ss’ ability of writing sentences and passages.

3. To encourage the Ss to write a letter to the editor about the problems they come across.

Step 1 Warming up

1. Greetings.

2. Check the homework, giving some explanation if necessary.

Step 2 Reading

1. Language input:

Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:

We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.

2. Questions:

a. Where does the writer live?

b. What is the writer worried about?

c. How does the air pollution come about?

d. What suggestions does the writer make?

Step 3 Writing

1. Questions and Answers:

a. Who are you?

b. Where do you live/study?

c. What problem do you want to talk about?

d. How does the problem come about?

e. How do you feel about the problem?

f. What about the other people around you?

2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.

Homework

Finish the letter.

篇6：unit 14 festival period 1(新课标版高一英语教案教学设计)

【授课教师】karen

【授课年级】高一

【授课内容】warming up, listening, speaking

【授课类型】讲授课

【教学方法】交际法，讨论法

【教学器材】多媒体课件

【教学目标】

1. to train the students listening and speaking ability

2. to talk about some important foreign festivals

3. to compare Chinese and western festivals

Teaching aids

1. a multi-media projector 2. a tape recorder

Teaching procedures

Step 1 lead in

A. Show the students a red envelope and ask them when they usually get this kind of envelopes-the Spring Festival

B. Ask them to guess how many festivals Chinese people celebrate every year-around 90 (take March as an example, Mar 8th -- International Women’s Day; Mar 12th – Tree Planting Day; Mar 14th – International Police Day; Mar 15th – World Consumer Rights’ Day )

C. Show some pictures to the students and ask them to identify some Chinese festivals. (the Dragon Boat Festival: Mid Autumn Day; the Lantern Festival; the Double Ninth Festival)

D. Q: 1. Among all those Chinese festivals, which one is the most important?

2. In foreign countries, do they have the Spring Festival too? If not, which one is as important as the Spring Festival?

E. Compare the Spring Festival and Christmas

Name The Spring Festival Christmas

When In Jan. or Feb On Dec.25th

Who Chinese all around the world Most westerners

How have family reunion dinner pay new year’s visit receive money in red envelopeset off fire works Have family get-togetherdecorate Christmas treesexchange gifts (stockings)send Christmas cards

Why Welcome the new year Celebrate the birth of Jesus Christ

Theme family religion

How old Thousands of years About 2000 years

When talk about the origin of the Christmas, let them listen to a short story about it.

Tape script

Christmas Day-December 25-which celebrates the birth of Jesus Christ, the founder of the Christian religion, is the biggest and best-loved holiday in the United States.

According to the Bible, God decided to allow his only son, Jesus Christ, to be born to a human mother and live on earth so that people could understand God better and learn to love God and each other more. “Christmas”- meaning “celebration of Christ ”- honors the time when Jesus was born to a young Jewish woman Mary.

Although the exact date of the birth of Jesus nearly 2,000 years ago is not known, for the first 300 years, Jesus' birthday was celebrated on different dates. Finally, in the year 354, church leaders chose December 25 as his birthday.

Step 2 warming up

Beside Christmas, ask them what other festivals they know. Show them some pictures and ask them some questions about Halloween and Thanksgiving Day

Halloween

Q: What is the name of that festival?

When do people celebrate it? (October 31st )

How do they celebrate it?(costumes, masks and Jack O'Lanterns)

Let them listen to a short story about the famous game called “trick or treat”

Tape script

On Halloween night the children would dress up in Mom or Dad's old shoes and clothes, put on a mask, and be ready to go outside. The little kids had to go with their mothers, but we older ones went together to neighbors' houses, ringing their doorbell and shouting, “Trick or treat!” meaning, “Give us a treat or we'll play a trick on you!” The people inside were supposed to come to the door and comment on our costumes.

Oh! Here is a ghost. Oh, there's a witch. Oh, here's an old lady.

Thanksgiving Day

Q: 1. what is the name of that festival?

2. when do people celebrate it?

3. who do they want to express thanks to?(a short story)

Tape script

In 1620, some settlers sailed to America on the May flower, seeking a place where they could have freedom of religion. After a two-month hard time they landed in Massachusetts. During their first winter, over half of the settlers died of hunger and disease. Those who survived began planting in the first spring. All summer long they waited for the harvests anxiously, knowing that their lives and the future depended much on the coming harvest. Finally the fields produced more than what they expected. And therefore it was decided that a day of thanksgiving to the god be fixed. Years later, President of the United States decided the fourth Thursday of November as Thanksgiving Day every year.

What is the most famous food for that festival?(turkey)

Step 3 listening

A. Listen to the tape and ask the students to fill in the blanks. (about Easter)

The festival is a celebration of ________ and it is also a ________ holiday. Easter is celebrated in _____________________ but the exact dates vary from year to year. People celebrate Easter in different ways: in some countries, the _____________- a big rabbit - will visit and children will go on ________, looking for eggs and _____that have been hidden by their parents. In other countries, Easter is a time for children to ________ like witches and go _______________ asking for candy .

B. Invite several students to describe some festivals in one or two sentences and let the other students guess which festivals they are talking about

Step 4 speaking

Ask the students to work in pairs and make up a brand new festival, clarify why they want to set up that festival (the significance)

I myself might give them an example.

I think that the new holiday should be a Walking Day. On this day, cars, buses, trucks, bicycles are not allowed to appear in the street. Everybody has to walk. Thus people will enjoy one day of fresh air. On that day, there will be no traffic accidents and people will be safe. Many people can also take this opportunity to do more exercise. The holiday will be celebrated in March.

Step 5 group discussion

In the newly concluded NPC and CPPCC, some members suggested that some traditional Chinese festivals such as Tomb Sweeping Festival, Mid Autumn Day should be set as national public holiday. Ask the students if they are for or against the suggestion and why?

【教学体会】students seemed more interested in the multimedia lesson, if possibe, I should give this kind of lesson more often

No 3 Middle School

Kong Xunyi Mar. 18th

篇7：高一英语新教材教案Unit 1 Good Friends(新课标版高一英语下册教案教学设计)

Teaching aims and demands:

a. Achieve language skills and related knowledge about the topic of friends and friendship;

b. Learn to express likes and dislikes and make apologies:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend.

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them.

What should a good friend be like?

What qualities should a good friend have?

Should they be funny, smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

1.What doesn’t John like?

2.What does Joe think of music and skiing?

And then fill in the form on page 3.

Then ask the students to express their ideas freely. Encourage the students to say more about friends.

Step 3 Listening

Ask the students to listen to the tape and fill in the blanks in the listening part.

Step 4 Talking/Practice

Ask the students to page 85. Make a similar dialogue as in exercise 2.

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.

Step 5 Homework

Finish Exercise 3 in the workbook.

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision.

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

Step 3 Reading

Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

Then students read the text, and answer the following questions.

1.How does Chuck Noland come to a deserted island?

2. In order to survive on the island alone, what does he need to learn?

3. What does he understand at last?

4. For us, what lesson we can learn from Chuck?

At the same time explain the language points if necessary.

Step 4 Post-reading

Discuss the following questions in the Part POST-READING.

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film.

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films.

Step 2 Language Study

Ask the students fill in the blanks with proper words.

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech.

Then ask the students to do the exercise in the Part Grammar on P5.

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out.

Step 5 Homework

Ask the students to finish the exercise2 in their workbook.

Lesson4

Step 1 Revision

Check the homework.

Step 2 Presentation

Present simples of e-mail to get the students a general idea of e-mail.

Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple.

Step 4 Writing

Ask the students to write an e-mail message.

Step 5 Homework

Ask the students to try to write an e-mail to their e-pal.

篇8：unit 11 语法(新课标版高一英语教案教学设计)

Step I Greeting

Step II Grammar

Word formation构词法

按照语言一定的规律创造新词的方法，叫构词法

International = inter + national

Telephone = tele- + phone

Mankind = man + kind

Broadband = broad + band

Extremely = extreme + -ly

Manned = man + -ed

Hi-tech = high + technology

e-school = electronic + school

IT = information technology

CSA = Chinese Space Agency

Study the ways of forming a word and explain their differences

Step III 构词法的分类

1、合成法

把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法

(1)合成名词

Spaceship highway afternoon

(2) 合成形容词

Cold-blooded hand-made hard-working

(3)合成动词

Safe-guard ill-treat

(4)合成副词

However anywhere anyway

(5)合成代词

Some, any, no可以和 -thing, -one, -body合成代词

2、转换法

转换是指由一种词类转化为另一种词类。

(1)动词转化为名词

He visited the Summer Palace yesterday. 动词

He paid a visit to the scientist last week. 名词

英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。

give a a shout take a seat have a swim make a decision

(2)名词转化为动词

They have booked their plane tickets.

(3)形容词转化为动词

The room gradually quieted down.

(4)形容词转化为副词

How long is the line? 形容词

How long have you lived there? 副词

(5)形容词转化为名词

Something has gone wrong with the machine.

形容词

He didn’t know the difference between right and wrong. 名词

3、派生法

派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。

前缀

a- （形容词、副词） asleep

dis- （否定） discourage

in-i-im-ir- （不、非） impossible

en- (使可能) enable

mis- (误) mistake

re- ( 重复、再) return

tele- （远程） telephone

un-on- (不、非) unfair

后缀

名词

-er -ese -ian -ist -ment -ness -or -tion

形容词

-al -an -ern -ful -ble -ish -ive -y -less

动词

-ly -iza

副词

-ly -ward(s)

形容词

-teen -ty -th

4、缩略法

缩略法就是将原词缩短，在读音和写法上成为新的形式。

Bicycle ------- cycle

Examination-------- exam

Refrigeration-------- fridge

U.N------- the United Nations

USA------ the United States of America

Step Ⅳ Finish the exercises in the book.

Step V: Homework

篇9：新教材unit1 Good Friends(新课标版高一英语教案教学设计)

Teaching Goals:

1. to talk about friends;

2. to practise talking about likes and dislikes;

3. to learn to make apologies;

4. to be able to use Direct Speech and Indirect Speech(statements and questions);

5. to write an e-mail

Teaching Key points:

1. to grasp some patterns about likes and dislikes;

2. to learn to use Direct Speech and Indirect Speech;

3. to learn to write an e-mail

Teaching difficult points:

1. to grasp some changes when using Indirect Speech;

2. to write an e-mail;

3. to learn to use the following phrases:

1) nor do I like computers

2) enjoy doing/ be into doing

3) so + auxiliary + subject

4) hunt for

5) make fire

6) in order to

7) be fond of

8) go outing

The First Period

Teaching Aims:

1. to talk about friends by using some relevant words;

2. to complete the listening practice and show their own opinions;

3. to discuss who could be good friends to them

Teaching procedures:

Step One Warming up

1. say greetings to the students;

2. introduce myself to the class;

I come from….; I have been working here for….; We are in the same new class and I want to be your good friend.

3. ask questions:

1) Do you have any old classmate or friend in our class?

2) Why do you like him or her?

4. ask the Ss questions:

What should be a good friend be like?

What qualities should a good friend have?

Teach the new words:

honest, brave, loyal, wise, handsome, smart,

modest, polite, open-minded, introverted, outgoing, optimistic, generous, active, aggressive, amiable, careful, confident, cooperative, creative, disciplined, friendly, hard-working, humorous, ……

5. work in pairs. The Ss describe themselves in three words and then describe one of their friends.

I think I am ……../ I think he/she is …….

Step Two Listening

1. If two persons are friends, does that mean they always have the same opinions?

Of course not, sometimes they argue about something, listen to the two friends arguing and write down the contents.

1) Situation 1 _________

2) Situation 2 _________

3) Situation 3 _________

2. ask the Ss to think what they should do to solve their problems.

Step Three Speaking

1. read through the short passages and fill in the form in pairs.

Name John Steve Peter Ann Sarah Joe

Age 15 14 15 16 14

Gender boy boy boy girl girl boy

Likes football, reading skiing

reading, singing, singing, rock music, computers dancing,

computers,

rock music, reading novels, football, singing computers,

rock music,

skiing

Dislikes singing, computers,

rock music hiking,

rock music, football football,

classical music, dancing hiking,

classical music,

reading rock music,

dancing,

computers football,

hiking,

2. Language points:

1) I don’t enjoy singing, I don’t like computers either.

---I don’t enjoy singing, nor do I like computers.

He doesn’t like its size, he doesn’t like its colour either.

---He doesn’t like its size, nor does he like its colour.

David isn’t here, and neither/nor is Sarah.

I can’t swim. Neither/nor can he.

2) Rock music is Ok, and so is skiing.

--- Rock music is Ok, and skiing is Ok too.

He likes singing, and I like dancing too.

--- He likes singing and so do I .

when we say the same things also happens to sb. or sth. Else, we can use such a pattern: So + be/have/do/does/can….+ subject

a) I am a student. He is a student, too. ---- So is he.

b) I study at the school. He studies at the school, too. ---- So does he.

c) I came to school yesterday. He came here yesterday, too. ---- So did he.

Compare:

I asked him to call me again. And so he did.( In fact he did as I asked him to)

3) be fond of ….

He is fond of ice cream/ his father/ playing football

4) be into….=be deeply interested in …

Her brother is deeply into computers.

2. Discussion: decide who could be their good friends and give reasons.

Use the following useful expressions:

1) I’m sure that A could be my friend. / I’m not sure that …./ I think that …./ Perhaps…..

2) He(She) likes/ enjoys/is fond of / is into…/loves…

3) doesn’t like…/dislikes…/hates…./ ….is boring(terrible)

Step Four Workbook

1. do listening practice on page 85

2. ask the students if they have other good solutions.

3. do talking practice on page 85 using the following expressions:

Why did you…/Why didn’t you …? You said you would …./You promised to…

I’m very sorry. /Please forgive me. /It won’t happen again. /I forgot.

4. ask the Ss to act out the situations with their partners.

Step Five Assignments

Write a short passage about your good friend.

1) What qualities does he/she have?

2) What does he like or dislike?

3) What interesting story do you have about your friend?

The Second Period

Teaching Aims:

1. to promote the Ss’ abilities of reading comprehension;

2. to discuss the important meaning of friendship;

3. to learn to use the following phrases:

1) hunt for 2) make fire 3) in order to 4) care about 5) treat …as…

Teaching procedures:

Step One Revision

1. check the answers with the Ss.

2. ask the Ss to report what they wrote about their friends

3. revise the useful expressions:

1) neither/nor/so + auxiliary + subject

2) be fond of…. 3) be into…..

Step Two Pre-reading

1. discussion: Imagine that you are alone on an island and you have to survive without friends and all the things you use in your everyday life.

Teach the new words: matches, mirror, frying pan, hammer, saw, umbrella, rope, compass…

2. ask the Ss to list the three most useful items and explain why they would be useful.

Try to use the following:

I think that ……would be the most useful, because I could use it to…..

Step Three Reading

1. ask the Ss to read through the passage quickly and find the answer to this question:

Who is Chuck’s friend? ----Wilson ( a volleyball)

2. the Ss read the passage again and answer more questions:

1) What things must Chuck learn to survive on the island?

2) What does Chuck learn about himself when he is alone on the island?

3) Why do people think that friends are teachers?

Step Four Key points

1. play a man /play a part(role)/ play football/play the tape

2. send mail

3. when = and then

1) I was working in the garden when suddenly I felt a pain in my stomach.

2) He was about to go out when the telephone rang.

Compare: He was writing when I went home.

4. hunt for food/jobs

Many school-leavers go to the south to hunt for jobs.

5. make fire

He began to make fire to keep the house warm.

6. in order to..

1) In order to make a living, he had to work at an early age.

2) He got up early in order to catch the first bus.

7. be a good friend to sb.

be a servant to sb.

8. treat sb. as…

She treats the boy as her own son.

9. care about/make friends with../share happiness and sorrow

Step Five Discussion

1. if you were alone on an island, what would you do in order to survive?

2. Imagine that four people are in an airplane that is going to crash( a policeman/a doctor/ a teacher/ a scientist), but there is only one parachute. Decide who should get the parachute and explain why.

Step Six Consolidation

1.( Page 4)ask the Ss to do word study.

2. check the answers with the Ss.

Step Seven Workbook

1. (page 87) listen to the tape and do the vocabulary exercises

2. the Ss do Part 2 orally.

Step Eight Assignments

1. read the passage frequently

2. translate part 3 (page 87) into English.

The Third Period

Teaching Aims:

1. to learn the grammar “Direct Speech and Indirect Speech(1)”---statements and questions.

2. to grasp the changing rules about tenses, pronouns ,adverbs and so on.

Teaching procedures:

Step One Revision

1. check the homework.

2. revise the following phrases:

send mail/ hunt for/ in order to/ treat…as…./care about/share happiness and sorrow/ make friends with/learn from/be quick in mind and action

Step Two Presentation

1. ask one Ss to make a sentence with “be fond of”

S: I am fond of playing football.

T: What did he day?

S: He said that he was fond of playing football.

Present the two sentences on the blackboard.

---- He said: “I am fond of playing football.”

---- He said that he was fond of playing football.

2. ask the Ss to compare the two sentences and introduce Direct and Indirect Speech to the Ss. And ask the Ss to find the difference between them.

1) tenses: ________ 2) pronouns: _______ 3) word orders: No (statements)

3. Give the Ss more examples:

1) “I don’t like computers,” Sarah said to her friends.

---- Sarah told her friends that she didn’t like computers

2) He said “I’m using the knife”

---- He said that he was using the knife.

3) She said “I have not heard from him since May”

---- She said that she had not heard from him since May.

4) He said, “ I came to help you.”

---- He said that he had come to help me.

5) Zhou Lan said “I will do it after class.”

---- Zhou Lan said that she would do it after class.

The Ss make the conclusion about the changes of tenses.

Notice:

1) He said that the earth turns around the sun.

4. Direct and Indirect Speech about questions:

1) Examples:

Peter asked: “Ann, have you seen my blue notebook?”

-----Peter asked Ann if/whether she had seen his blue notebook.

Practice:

Steve asked: “Does Kate like football?”

----Steve asked if/whether Kate liked football.

3) Examples:

“How can you do that?” Mary said to Ann.

----Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

----Peter asked Jim what difference it made.

The Ss find out some rules about questions.

Step Three Practice

1. Give the Ss examples:

1) “ I will never forget this interesting lesson,” said Paul.

---- Paul said that he would never forget that interesting lesson.

2) Steve told Joe that he liked skiing.

---- “ I like skiing,” Steve said to Joe.

2. The Ss do the following on page 5 in pairs.

3. Check the answers with the class.

4. The Ss do Part 2 on page 5 in pairs and then check the answers.

Step Four Workbook

1. Do the grammar exercises on page 87 orally.

Step Five Assignments

1. Do the grammar exercises in their exercise books.

The Fourth Period

Teaching Aims:

1. to revise the language points the Ss have learned;

2. to get some feedback from the Ss.

Exercises for Ss:

一. 句型转换:

用neither(nor) 转换下列句子:

1. He doesn’t enjoy singing, and he doesn’t like dancing either.

----He doesn’t enjoy singing, nor _________________________.

2. Sarah didn’t watch TV, and she didn’t listen to music either.

----Sarah didn’t watch TV, ______________________________.

3. He can’t speak French, and he can’t write French either.

----He can’t speak French, __________________________.

4. I can’t speak French. He can’t speak French either.

--- I can’t speak French. __________________________.

5. We haven’t been to Beijing. They haven’t been there either.

---- We haven’t been to Beijing. ________________________.

用so 转换下列句子:

1. Sarah is beautiful. Her sister is beautiful too.

---- Sarah is beautiful. So __________________.

2. I like rock music. He likes music too.

--- I like rock music. ______________________.

3. I came to school yesterday. He came to school yesterday too.

--- I came to school yesterday. __________________.

完成句子:

6. A good friend is _______ _______ _______ me a lot. (教我许多知识的人).

7. I like Italy, _________ _______ _________(尤其在夏天).

8. _______ _________ _______ (我的爱好是) reading and writing.

9. His sister ________ _______ ________(爱好) singing.

10. He doesn’t enjoy ________ ________ ________.(网上冲浪).

11. Joe’s brother _________ __________.(不喜欢徒步旅行).

12. Her two children are _______ _______. (对艺术深感兴趣)

13. I dislike playing football. _______ ______ ________.(他也是这样).

二. Reading comprehension:

On the evening of June 21, 1992, a tall man with brown hair and blue eyes entered the beautiful hall of the Bell Tower Hotel in Xi'an with his bicycle. The hotel workers received him and telephoned the manager, for they had never seen a bicycle in the hotel hall before though they lived in “the kingdom of bicycles”.

Robert Fried Lander, An American, arrived in Xi'an on his bicycle trip across Asia which started last December in New Delhi, India.

When he was 11, he read the book Marco Polo and made up his mind to visit the Silk Road. Now, after 44 years, he was on the Silk Road in Xi'an and his early dreams were coming true.

Robert Fried Lander’s next destinations were Lanzhou, Dunhuang Urumqi, etc. He will complete his trip in Pakistan.

( )1. The best headline for this newspaper article would be ______

A. The kingdom of Bicycles

B. Beautiful Hotel in Xi'an

C. Marco Polo and the Silk Road

D. An American Achieving His Aims

( )2. The hotel workers told the manager about Friedlander coming to the hotel because__________

A. he asked to see the manager.

B. he entered the hall with a bicycle.

C. the manager had to know about all foreign guests.

D. the manager knew about his trip and was expecting him.

( )3. Friedlander is visiting the three countries in the following order;________

A. China, India and Pakistan

B. India, China , and Pakistan

C. Pakistan, China, and India

D. China, Pakistan, and India

( )4. What made Friedlander come to China?

A. The stories about Marco Polo

B. The famous sights in Xi'an

C. His interest in Chinese silk

D. His childhood dreams about bicycles.

( )5. Friedlander can be said to be _________

A. clever B. friendly

C. hard working D. strong-minded

The Fifth Period

Teaching Aims:

1. to go through the checkpoint and revise the language points in this unit.

2. to write an e-mail.

Teaching procedures:

Step One Revision

1. check the homework with the class.

2. go over the changes in Indirect Speech.

this _____ these ______ now ______ today ______

yesterday _______________ tomorrow _____________

here ________ come ________ bring _________

Step Two Checkpoint

1. go through the checkpoint

2. Make some conclusions to the Ss

1) We usually change the verb tenses and pronoun forms

“I broke your CD player.”

---- He told me that __________________________

2) If Direct Speech is a question, we sometimes need to change the word order.

“Are you sure you didn’t do anything to this?”

---- He asked _____________________________.

3) We do not change the tense when reporting things that are always true.

“A friend in need is a friend indeed.”

---- Mother told me that ____________________________.

Step Three Reading & Writing

1. The Ss read through the first part and answer:

What is an e-pal? e-pal =key pal (a pen friend on the internet)

2. the Ss read the following e-pal ads.

1) click it away = send away an e-mail

2) joke around = joke here and there

3) have fun = play

4) drop sb. a line = write sb. a letter

3. give the Ss some tips about writing an e-mail:

1) write the topic of your message on the subject;

2) keep your email as short as possible;

3) check your email for errors;

4) write your name at the end of your message.

4. the Ss write an email to one of them

5. the Ss check their writing in pairs.

Step Four Assignments

1. Do the writing on page 90 in their exercise books

2. Do the reading practice on page 88.

The Sixth Period

Teaching Aims:

1. to revise the words and phrases

2. to revise the grammar item.

3. to get some feedback from the Ss.

Exercises for Unit One

一. 用所学的单词填空:

1. People think that dogs are very _______ to their masters.

2. The boy is very young, but he was so _______ that he jumped into the river and saved the girl.

3. The man is so ________ that he can lift the huge stone.

4. An ________ man is someone who often tells the truth.

5. His brother is very _________. He usually makes us laugh.

6. He is a ______ man and he has a good knowledge.

7. The man is very _______ and he gives money to the poor.

8. The actor in the film is so _______ that the young people like him very much.

二. 句型转换:

1. I think that a good friend should give me help.

---- A good friend is someone _______________________.

2. I think that a good friend should teach me a lot.

----A good friend is ______________________________.

三. 用所给的词或短语正确形式填空:

realize be into hunt for desert lie

match adventure honest brave loyal

1. There are some ________cities in the deep heart of Gebi Desert.

2. To be _______ with you, your problem is that you are thinking too much about yourself.

3. We made fire very easily because I took along a box of ________ with me.

4. He has just given up all games, and now ______ computer games.

5. Would you like to listen to my exciting _________ in the wild forest?

6. The fan is still _____ to the team though they have lost many matches.

7. You should believe in Jenny’s honestly. She never tells ________.

8. I ________ that I am completely wrong.

9. I _______ my sports shoes everywhere, but I can’t find them.

10. Don’t be frightened. You should be _______ next time than this time.

四. 阅读理解:

These people, getting ready to travel across the desert to look for a new place to live in, must water their camels. The camel driver tries to get each camel to drink as much water as possible because the little water that these people take along will be needed by themselves.

A very big camel can hold more water than some cars can hold gasoline. That's why the camel can go for many days without having to drink. It's a good thing that camel can do this, because it may have to in the great , dry desert.

Nomads(游牧民) never keep their homes in one place very long. They're always moving. That's what nomads are - people who wander around instead of living in one place.

Every time the Arab nomads set out across the hot, sandy desert, it is a new adventure. They must find food for the animals, or the animals will die.

( )1. The water the camel has drunk can be enough for _______

A. only one day B. some time C. about a month D. a moment

( )2. People who move their homes here and there are called_________.

A. Arabs B. nomads C. camel drivers D. adventures

( )3. Camels drink as much water as possible before going to another place because _________

A. the drivers will need water B. they are thirsty

C. they will cross great, waterless desert D. they are animals

( )4. To those who travel across the hot and sandy desert, the travel is __________.

A. hard and dangerous B. an interesting thing

C. something new D. pleasant and exciting

( )5. The nomads wander from one place to another because______.

A. they want to train their camels B. they are used to such a way of life

C. they have to feed their camels D. they want to look for better jobs

篇10：Unit 13 Healthy Eating （教案）(新课标版高一英语教案教学设计)

一. 单元词语知识：

1. base

（1）n. [C]基础；底座；基地；根据地

In 1849, he went to England and made London the base for his revolutionary work.

在1849年，他去了英格兰并将伦敦作为他革命工作的基地。

（2）vt. 基于；把……建立在……上；以……为基础；根据

The story is based on a true story.

base one’s opinion（up）on the facts把自己的观点建立在真实的基础上

There’s a house the base of the mountain.

A. in B. over C. at D. by

2. however

1）（无比较级）adv.

（1）（作how的强调形式）怎么竟会

However did you make such a mistake? 你怎么竟会犯这样的错误？

（2）（作连接性副词）不管……如何；多么……（可修饰形容词、副词，后须紧跟形容词或副词，句子应该半倒装=no matter how）

However hard he tried, he couldn’t remember the text.

不论他多么努力，他也不能熟记课文。

（3）（起副词作用）但是；可是；不过（多插在句子中间，有时可放在句首或句尾，多用逗号与句子隔开）

① The Einsteins, however, couldn’t pay for the education that young Albert needed.

然而爱因斯坦夫妇付不起小阿尔伯特所需学费。

② I’d like to go with you, however, my hands are full.

我很想和你一块去，但是我忙不过来。

2）conj. 怎么样……都行（引起状语从句）

He can go however he likes. 他爱怎么去就怎么去好了。

however与but

（1）but是连词，连接两个并列的分句，常置于句中，在but与分句之间没有逗号。如：

① I like the film but I have no time to see it. 我喜欢这部影片，但是没有时间去看。

② I’d like to go, but I’m too busy. 我想去，但太忙。

③ Excuse me, but can you tell me how to get to the station?

打扰一下，请告诉我到车站怎么走好吗？

（2）however不能像but那样直接连接两个分句，必须另起一句。however在句中的位置非常灵活，可置于句首、句中或句末，常用逗号将however与句子隔开。如：

① She worked hard. However, she wasn’t successful.

她非常努力，（尽管如此）然而她没有成功。

② He was mistaken, however. 然而他弄错了。

③ There is, however, another side to this problem.

然而，这个问题还有它的另一面。

④ It’s raining hard. However, I decide to go out.

雨下得很大，然而我决定出去。

[例1] , Mother will wait for him to have dinner together.

A. However late is he B. However he is late

C. However is he late D. However late he is

[例2] However hard you , you will never succeed in pleasing her.

A. should try B. will try C. would try D. try

3. so that

so that既可引导目的状语从句，也可以引导结果状语从句。如：

（1）They stopped at Hangzhou so that they might visit the West Lake.

他们在杭州停留以便浏览西湖。（目的状语从句）

（2）She had a raincoat, so that she was not wet.

她穿了雨衣，因而没淋湿。（结果状语从句）

so that用来引导目的状语从句，从句中一般应该用may, can, will这类情态动词；当它们用来引导结果状语从句时，从句中有无情态动词，应根据情况而定：用陈述语气表示“实际结果”，一般不用情态动词；若表示“可能的结果”，要用may；若表示“不可避免的结果”，则用must。如：

（1）You are careless in your studies so that you may fail.

你在学习上粗心，可能会不及格。

（2）You are very careless in your studies so that you must fail.

你在学习上粗心，一定会不及格。

[例1] As a teacher, I don’t think children can be given homework to do.

A. so little; so much B. such little; so much

C. such little; such much D. so little; such much

[例2] I hurried I wouldn’t be late for class.

A. since B. so that C. as if D. unless

[例3] She spoke soft voice that we could hardly hear her.

A. such a B. in such C. in so D. in such a

4. in order to以便，为了

（1）He sat in front in order to look at the blackboard clearly.

他坐在前排，以便清楚地看见黑板。

（2）We started early in order to arrive before afternoon.

我们早早出发是为了在下午之前到达。

in order that / so that“以便”后跟从句；in order to与so as to在意思上是一样的，但so as to一般不放在句首。

（1）We must get up early in order that / so that we can have enough time to have breakfast.

我们必须早点起床，以便有充足的时间吃早饭。

（2）In order to arrive there in time, he started at 6 o’clock in the morning.

为了及时到达那里，他早上六点钟就出发了。

（3）I got up early in the morning in order not to / so as not to miss the first bus.

我们早晨早起，为了不错过头班公共汽车。

[例1] He got up early he could get there on time.

A. in order to B. in order that

C. so as to D. that

[例2] He started early catch the morning train.

A. in order to B. in order that

C. son as D. so that

5. measure

（1）n. 量度；尺寸

A meter is a measure of length. 公尺是长度的计量单位。

（2）措施

What measures are you going to take? 他们打算采取什么措施？

（3）vt. / vi. 测量；量

Please measure the baby. 请给小孩量一下身高。

to one’s measure 按照某人的尺寸

6. even if的用法

even if=even though即使；尽管。引导让步状语从句。如：

（1）They’ll stand by you even if you don’t succeed. 即使你不成功他们也会支持你。

（2）I am going to expose him, even if he is a friend of mine.

尽管他是我的朋友，我也要揭发他。

7. taste

taste的用法如下：

（1）taste作行为动词，表示“品尝”、“尝味”。

Taste the fish and tell me whether you like it or not. 尝尝这鱼，告诉我你是否喜欢。

（2）作连系动词，意为“尝起来……”，“有……味道”，后面接形容词作表语。

This kind of food tastes good. 这种食物尝起来味道不错。

（3）作名词，意为“味道”，“味觉”；“兴趣”，“爱好”。

① I’ve got a cold and so I have no taste. 我伤风了，尝不出味道。

② She has a taste for foreign travel. 她有到国外旅行的爱好。

③ Modern art is not to everyone’s taste. 现代艺术不见得合所有人的口味。

（1）能作连系动词后接形容词的还有：

sound听起来 look看起来 smell闻起来 feel摸起来

① The music sounds wonderful. 这音乐听起来美极了。

② The meat smells bad. 这肉变味了。

③ He looks quite strong. 他看起来很强壮。

④ The cloth feels soft. 这布料摸起来很柔软。

（2）这五个连系动词无被动语态，也不能用于进行时。

The music is sounded wonderful.

The music sounds wonderful.

[例1] Popular music is liked by many people, but it is not to everyone’s .

A. manners B. share C. smell D. taste

[例2] Apples, oranges and pears are famous, but which do you think tasts ?

A. most B. first C. best D. nicer

8. practise

vt. / vi. 实践，练习

（1）用作vt。后接名词或动名词（不能接不定式）作宾语

① You should practise your spoken English. 你应该练习英语口语。

② They practise singing a new song. 他们正练习唱新歌。

（2）用作vi.如：

The team is practising for the match on Sunday. 这个队正在为星期天的比赛训练。

（3）这两个词只有一个字母之差，都解作“实践”，“练习”，读音也相同。practice是不可数名词。例如：

You need more practice before you can play basketball for our team.

你需要更多的训练，才能为我们队打篮球。

（4）在美国英语里，practice也可用作动词。意义上相当于practise。

（5）practise是动词，可用作及物动词或不及物动词。用作及物动词时，后接名词，代词或动词-ing形式，但不能用动词不定式作宾语。

例如：

① You won’t become a good singer if you don’t practise. 如果你不练习的话，你不会成为一名好歌手。

② You must practise this movement more. 你们必须多练习这个动作。

③ He practises speaking English every morning. 每天早上他练习讲英语。

We have worked out the plan and now we must put it into .

A. fact B. reality C. practice D. deed

9. mix

（1）vt. / vi. 混和；搅和

The oxygen we breathe in mixes with our blood and gives us life. 我们吸入的氧气和我们的血液相结合，给我们以生命。

（2）mixture n.混和物

Air is a mixture of gases. 空气是多种气体的混和物。

mix up拌和；搅匀；混淆

You should mixed up flour and water. 你们应当把面粉和水搅匀。

You can’t mix oil water.

A. with B. and C. of D. A and B

10. deal with和do with

（1）deal with“对付……”，“处理……”其中deal为不及物动词

（2）do with“对付……”，“处理……”do是及物动词

比较：

What will you do with the mater?

How shall we deal with the problem?

此外：deal with还可以作“论述”，“与……打交道”之意。

① His lecture at the conference will deal with first aid.

他在医学会议上的发言将谈到有关急救的问题。

② We have dealt with that company for 10 years. 我们同那家公司打了的交道。

11. likely和possible

这两个词的意思相似，用法上稍有区别。

likely的逻辑主语可以是sb.也可以是sth.；possible的逻辑主语不可以是sb.，即不能用sb. is possible to do sth. 结构。如：

① I’m likely to be very busy tomorrow. 明天我可能很忙。

② He is likely to come（or: It is likely that he will come.）他或许会来。

③ Do you think it’s likely to rain? 你认为可能下雨吗？

④ It is possible that he will come soon. 他大概会来的。

It’s nearly ten o’clock and father walk in at any moment.

A. is possible to B. is maybe to

C. is likely to D. is able to

12. make+复合宾语

（1）make + 宾语+不带to的不定式。这一结构表示的意思是“使某人做某事”。如：

① Taking some medicine made me feel much better.

服了这些药使我感到好多了。

② In the old society, the landlord made the farmers work day and night.

旧社会地主让农民不分白天黑夜的干活。

上述例句若变为被动语态，补语要用带to的动词不定式：

① I was made to feel much better by taking some medicine.

② The boy was made to stand under a tree.

③ In the old society, the farmers were made to work day and night.

（2）make+宾语+过去分词。这一结构表示的意思是“使某人/某事被……”。例如：

① The speaker raised his voice in order to make himself heard.

发言人提高了嗓音以便别人听到他说的话。

② We should not make our plan known to everybody.

我们不应该使每个人都知道我们的计划。

③ She didn’t know French at all, so she couldn’t make herself understood.

她根本不懂法语，所以她不能表明自己的意思。

（3）make+宾语+形容词。这一结构表示的意思是“使某人/某事成为……”。如：

① The interesting story made him very happy. 这个有趣的故事使他很高兴。

② They have made the house clean and tidy. 他们把房子收拾得干净而整洁。

③ The smoke made the room dirty. 烟将房子弄脏了。

13. in future与in the future

in future“今后”，是from now on的意思。

in the future“将来”，与将来时态连用。试比较：

① Be more careful in future. 今后要多加小心。

② She will become an able scientist after her graduation in the future.

将来她毕业之后会成为一个能干的科学家。

14. happen vi.

eg .

（1）Whatever happens , we must keep clam .

（2）He happened to be out then .

（3）It happened that I had no money with me .

△ happen to sb. happen to do sth.

△ 判断正误：

The accident was happened last night .

The accident happened last night .

辨析：happen，take place，occur

（1）happen指事情的发生，往往带有“偶然”或“未能预见”的意思。

（2）take place指事先布置或策划好而后发生，没有“偶然”的意味，有时还有“举行”的意思。

eg .

Write about the changes which have taken place in China .

（3）occur常指意外或预料中的事情发生。当主体指具体或确实发生的事件时，occur可与happen换用。但在表示否定意义时，以用occur为好。

eg .

（1）Many happy events occured during their visit to their birthplace .

（2）The accident happened yesterday .

（3）It occured to me that I had forgot to bring money .

15. hurt

（1）She hurt my feelings .

（2）I hurt my back when I fell .

hurt，injure，wound

判断正误：

① He badly hurt .（ ） He was badly hurt .（ ）

（3）He fell and hurt his arm . 他摔一跤，摔坏了胳膊。

（4）He was injured in a fire .

（5）The bullet wounded him in the leg .

△

（1）身体内部的受伤不能用wound

① His internal organs were injured / hurt .

（2）hurt的过去分词能作表语，wounded和injured可以作表语和定语。

② I saw a hurt man . I saw an injure man .

（3）hurt可作为不及物动词，表示“疼，难受”，其他两词不能。

③ My left foot hurts .

（4）injure和wound也可能对感情的伤害。

④ What he said injured me deeply .

（5）hurt的名词是hurt，injure的名词是injury , wound的名词是wound。

16. a bit

（1）adv.

① My legs still hurt a bit .

② Jane thought she would lose weight by eating a bit less .

③ We like this model of TV , but its size is a bit too large for us .

（2）n.

④ There is no sugar in the box , but you may find a bit in the bag .

a bit of：

⑤ This is a bit of good advice .

⑥ She is not a bit tired though she works all day long in the office .

17. advise

（1）He advise an early start .

（2）The doctor advised me to take more exercise .

（3）I advise waiting till proper time .

（4）Will you advise me which one to buy ?

（5）I advise that he go at once .

（6）I will do as you advise .

△ advise sb.（not）to do sth. advise sb. against doing sth. advise sb. on sth.

注意：

（1）advise之后可接动名词作宾语或接带不定式的复合宾语；但不能接不定式作宾语。

（2）advise后接从句时，从句谓语要用虚拟语气。

18. diet

（1）Proper diet and exercise are both important for health .

△ ① be on a diet

② I mustn’t have Chocolate . I’m on a diet .

辨析：diet，food

diet和food都可用“食物”解，但diet指的是习惯或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食，而food是一般的用语，泛指所有可吃的东西。

eg .

① We must have food to eat and clothes to wear .

② Proper diet and exercise are both important to health .

19. main

（1）adj.

Can you follow the main points of his speech ?

（2）n.

The new house is not yet connected to the mains .

20. help

（1）n.

① Thank you for your help .

② The girl is now quite a help to her mother .

（2）vt.

① He often helps me .

② Help yourself to some fish .

③ The medicine helps a lot .

△ help out help sb. with sth. help yourself to … can’t help doing …

can’t help but do … with one’s help …

辨析：help sb.（to）do sth. 和help（to）do sth.

（1）help sb.（to）do sth. 帮助某人做某事

help“帮助”讲，接带to或不带to的不定式作宾语补足语，一般说来直接参与了帮助的行为，不定式前就省去to。

① He often helps me carry boxes .

② He helps my little son to learn English .

（2）help（to）do sth.

help接带to或不带to的不定式作宾语。

③ The book helps（to）learn your English .

篇11：Unit 6 good manners Period 1(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Listening & Speaking

Teaching aims:

1. To get students to know about some expressions of apology.

2. To study the language points concerned with the dialogue.

Key and difficult points:

Teaching procedures:

Step 1 ------ Leading in (warming up)

1. Ask students to review how to apologize.

(1) Ask students when they do something wrong, what they should say.

(2) Ask students to make a list of the expressions of apology.

A. Excuse me.

B. I’m sorry.

2. Ask students to finish exercise on page 36.

Step 2 ------ Listening

1. Ask students to listen to the tape for main idea and answer the following

questions.

(1) Bill took Cliff’s bike without asking.

(2) Bill was sorry to lose Cliff’s bike.

2. Ask students to read exercise and listen to the tape as a second time.

3. Listen to the tape for the third time and check the answer.

Step 3 ------ Speaking

1. Ask students when Bill was sorry for his behavior, what did he say.

(1) I’m sorry.

(2) I really have to apologize.

(3) I’m really sorry about the bike.

2. Ask students when Cliff heard Bill’s apology, what did Cliff response?

(1) That’s OK.

(2) That’s all right.

(3) Forget it.

3. Learn more functional sentences.

A. When someone wants to apologize for what he has done.

(1) I’m sorry.

(2) I really have to apologize.

(3) I’m really/so/very/terribly sorry about/of …

(4) Forgive me (for sth).

(5) I apologize for …

(6) Please accept my apologies for …

(7) I’m sorry. I didn’t mean to …

(8) Oops. Sorry about that.

B. If someone heard one’s apologies, how to response.

(1) That’s OK.

(2) It’s OK.

(3) That’s all right.

(4) Forget it.

(5) Oh, well, that’s life.

(6) No problem.

(7) It doesn’t matter.

(8) Never mind.

4. Give students some situation to make a dialogue.

(1) An apology dialogue between students in our school cafeteria. One accidentally knocks over your noodles and spills some on your shirt.

(2) The final exam is upon you. You borrow your classmate’s notebook, but unluckily you lost it. And this note book is very important for your classmate. You have stayed out late with some friends. As soon as you return to

(3) You have stayed out late with some friends. As soon as you return to the dormitory, you realize that you have left your keys in your room and are locked out. You know your roommate goes to bed early every night. You knock at the door several times and he or she finally answers. He or she sounds sleepy and angry.

Homework ------

Preview new lesson

Self-evaluation ------

篇12：unit 14 warming up Period 1(新课标版高一英语教案教学设计)

一、Teaching Content

Unit 14 Words and phrases; Warming up;

二、Teaching Goals

1. Improve the students’ speaking ability by describing and discussion.

2. Learn and master the new words and phrases

3. Learn to talk about festivals by looking through the books and cooperation

三、Teaching Important Points:

1. Master the new words and make the student use these words to talk about their favorite festivals.

2. Train the students’ speaking ability, cooperating ability and self-studying ability.

四、Teaching Difficult Points

1. How to develop the students’ cooperating ability and self-studying ability.

2. How to finish the task of speaking or discussion.

3. How to master the words

五、Teaching Methods:

1. Individual, pair or group cooperation before showing their own achievements.

2. Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Words study (see Page163)

Step2 Greetings and lead- in

T: Good morning! My boys and girls!

T: Sit down, please!

T: Do you know what is called the Christmas of China?

Ss: The Spring Festival.

1unit14.1(2)

T: Sure. Last Spring Festival had gone by. I am sure you had a good time.

T: It is the oldest and most important festival in China. It is also the most important festival to our Chinese people. Each family has a great reunion dinner on Lunar New Year’s Eve.

Step3. Warming up

T: Today we are going to learn something about the different festivals

T: Unit 14 Festivals (Write)

T: Now look at the screen. There are three pictures on the screen. There are all pictures of some festivals.

T: Look at them carefully and discuss these three pictures with your partner and then fill in the table.

Picture 1 Picture 2 Picture 3

The names of the festivals Halloween Obon Yu Lan Festival Day of the Dead

Which countries the festivals come from US and Europe

(October 31) Japan

(August 13-16) Mexico

(October 18-November 9)

What are the people ding? trick or treating floating paper lanterns lighting candles for prayers to the dead.

Why are they doing this? Frighten away spirits and look for living bodies to possess Welcome their past ancestors back home Pay respect to the dead

T: One student, one picture.

Step4. Speaking

T: OK, I am sure you have been ready to report your festival.

Ss1: …

Ss2: …

Ss3: …

T: You all did very well.

T: Please open your books on page8. Look at item 2.Work in pairs. Compare a Chinese festival with one from another country.

T: If your homework is to report a Chinese festival, you will compare a foreign festival.

1unit14.1(3)

Step5 Listening and dictation

T: Now write down your name, number and date. We’ll have diction.

T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.

Material: April Fools’ Day is on the first day of April. In some European countries and in North America, people play practical jokes or tricks on each other. The undoubting persons are called April fools. April Fools’ day is generally amusing but harmless. For example, a person may give a friend the telephone number of the zoo, telling him to return a call from “Mr. Fox”.

Step6 Summary and Homework

1.Review the new words and phrases in Unit 14.

2.Preview the Listening and Speaking on Page2.

3.Do the exercise of Listening on Page 77.

八．黑板板书设计Blackboard:

Words and phrases explaining

九、Evaluation

篇13：Unit 6 good manners5(新课标版高一英语上册教案教学设计)

Title of the Lesson: Unit Six

Type of the Lesson: New Lesson

Teaching aims:

1. Learn to use functional sentences, key structures and words. Instruct students to read Table Manners at a Dinner Party.

2. Continue to learn the Attributive Clause.

Content of the Lesson:

1. Topic: Good Manners

2. Functional sentences: apologizing and expressing gratitude

3. Grammar: the Attributive Clause

4. Vocabulary: 大纲词汇（33）

课标词汇 （3）

Teaching Focus:

Functional sentences and words, which are used to describe manners

Teaching Aids:

Computer, Tape-recorder

Period 1 Warming up & Listening

Teaching aims:

1. Knowing about some expressions of apology.

2. Study the language points concerned with the dialogue.

Teaching procedures:

Step 1, Revision

Revise how to apologize to people.

Question: when we do something wrong, what should we say?

Ask students to make a list of the answers.

Excuse me, I’m sorry, etc

Step 2, Learn the functional sentences.

1. Work in pairs. Let the students to talk about the pictures and complete the dialogue on page 36.

Ask them if they know the word: terribly/ be careful.

2. The teacher checks the answers.

Step 3, Practice

Let students make similar dialogue and act them out.

Step 4: Listening

Listening Cassette Unit 6

1. Go through the task with the students and make sure what to do before you play the tape.

2. Let students check their answers in pairs and then with the whole class.

Period 2 Speaking

Teaching Aims:

1. Study this lesson to improve the students’ speaking ability.

2. The students are trained to explain English words in English.

Teaching procedures:

Step 1, Presentation

T: I’ll show you some pictures in which someone is doing wrong. What should he/she say? What should he/she answer? Make a list of their answers on the Bb.

Ways of making apologies Possible answers

Forgive me. I am very sorry Oh that’s all right

I apologize for… I’m sorry Oh, well, that’s life

I didn’t mean to… It’s OK

Sorry about that No problem

Step 2, Use the functional sentences to make up dialogues according to the given situations.

1. Let the students work in pairs. Read the situations in class and make sure everyone knows what to do.

2. Make dialogues in pairs.

The students make dialogue in pairs, and then ask some pairs to act out their dialogue.

Step 3, Use the functional sentences to make new dialogues in groups of four, they can create some situations for their dialogues.

Step 4, Assignment

1. Preview reading in Unit 6, and answer the questions in Discussion on page 38.

2. Prepare for a dictation of the words in the Unit 6

Period 3 Reading

Teaching aim:

1. Study this lesson to know more about Table Manners at a dinner party.

2. The students are trained to improve their reading ability and comprehension.

Teaching procedures:

Step1, Revision

1. Check the words and expressions.

2. Ask the students to explain the following words in English.

Custom, damp, napkin, behave

Step 2, Pre-reading

Ask students to think of the following situations. Work in groups to write down the rules of being polite in these situations in Chinese culture:

Situation Rules of being polite

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Step 3, Fast reading (P39-2)

Read the text fast and complete the following sentences. In what order will the following dishes be served at a western dinner party. Please number them:

dessert, drinks, main course, starter, soup

Step 4 Detailed reading (P39-3)

Decide which of the behaviors are polite or impolite at a Western dinner party.

1. Use the knife with your right hand.

2. Put your napkin on your right hand.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second serving of soup.

5. Use your fingers when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more than they can take.

Step 5, Reading aloud

1. Play the tape of the text for the students to listen and follow.

2. Check reading. Ask some of the students to read the passage in class.

3. Dealing with language difficulties.

Step 6, Reading comprehension

1. Compare the customs in Western countries with the customs in China. And then complete the chart.

2. Ask some pairs to report their result orally.

In Western countries In China

similarities You should try to speak quietly and smile a lot, but do not laugh all the times.

You shouldn’t talk with your mouth full.

differences

Period 4 Language Study

Teaching aims:

Learn to use the following words and phrases:

behave, custom, start with, drink, serve

Teaching procedures:

1. behave

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1) He always behaves well in class.

2) She behaves more like a friend than a mother.

3) Children, please behave (yourselves).

4) They got warning to behave.

5) How is your new car behaving?

B. Summary: 1) 2) = act, bear oneself

3) 5) = conduct oneself well, do what is right

6) = machine works well

behavior (n.)

2. custom & habit

A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.

1) She has the custom of having a walk after dinner.

2) She has the habit of smoking after lunch.

3) She has the habit of resting after lunch

4) It is a Japanese custom to remove one’s footwear before entering a house.

5) Exchanging gifts on Christmas is a special custom in Western countries.

B. Fill in the blanks.

1. I have a ________ of washing face and hands before meals.

2. To shake hands is a ________ in many countries.

3. start with

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1） We started at 7 o’clock.

2） We must start early.

3） It started to rain.

4） He just started a new job.

5） The car won’t start.

6） I can’t start the machine.

B. Summary: 1) 2) = begin a journey, set off

3) 4) = begin (sth/ to do sth)

5) 6) = cause (machine) to start work

4. drink

Let students look at some sentences to see if they know the different meanings of drink.

1）(n.)

soft drink

a drink of water

Isn’t there any drink in the house?

How about a quick drink..

2) (v.)

Some horses were drinking at a trough.

He drank a pint of milk

Don’t drink and drive.

3) Phrases

drink sb.’s health

drink to sb.’s health

drink a health to sb.

5. serve

Read the following sentence and get the different meanings of this word.

1) He served as a gardener and chauffeur.

He has served his master for many years.

2) He served as a naval officer during the war.

He has served his country well.

3) Have all the guests been served with food and drinks.

Four waiters served lunch for us.

4) Are you being served?

He served some sweets to the children.

5) This packet of soup serves two.

6. Using the new words and phrases to complete the follow passage.

Eating dumplings on Spring Festival is a ________ in China. Last year, my nephew asked his parents to take him to a restaurant to eat dumplings and he promised he would ________ himself. At first they ordered some _________ to _______ with. Then they were _________ some delicious dumplings. My nephew was very happy that day.

Period 5 Grammar

Teaching aim:

Revise the grammar ------ the Attributive Clause

Teaching procedures:

Step 1, Ask students to read some attributive clauses and get some general opinion about the differences between the restrictive attributive clause and the non-restrictive clause. (Textbook Page 41-1)

Step 2, Ask students to do the exercise in pairs. (Textbook Page 41-2)

Step 3, More exercise (Workbook Page 118-1, 2)

Step 4, Ask students to finish checkpoint and make a summary.

Step 5 Ask the students to finish the following exercise to check how well they can use the attributive clauses.

Period 6 Integrating Skills

Teaching aim:

Get students to know how to write a thank-you letter.

Teaching procedures:

Step 1, Reading and writing

1. Read the thank-you letter on page 41 and write in your own words what each paragraph is about.

2. Discuss in pairs.

3. Feedback.

Para,1, Why I write the letter

Para.2, What I am doing

Para.3, What you are doing

Step 2, Word study

Ask students if they understand the meaning of the following words.

think of/ be busy with/ do well in/ wish you all the best

Step 3, Pre-writing

Work in groups of four. Let students choose one of the topics and write a thank-you letter.

Topics: 1. Thank a teacher for his help

2. Thank your parents for their loving support

3. Thank your friend for being a good friend.

4. Thank your classmate for having invited you to his birthday party

Ask one group to read their letter.

Step 4, Writing

The teacher should do the following before the students write a letter:

1. Go over the requirements of writing, and make sure the students know what to do.

2. Tell the students what they should do before writing.

3. Get the students to write their own letters.

4. Do peer evaluation after finishing their letter.

5. Show some letters to the class.

北京十二中 常贞 丰台分院 梁丽冰

篇14：Unit 6 good manners2(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Period 3 Reading

TABLE MANNERS AT A DINNER PARTY

Teaching aims:

1. To get students to know more about table manners at a dinner party.

2. To train students’ reading ability and comprehensive ability.

Key and difficult points:

1. To get students to know the difference of table manners between China and Western countries.

2. To learn how to behave well at a formal Western dinner party.

Teaching procedures:

Step 1 ------ Leading in

1. Ask students to say something about the tools used in Chinese restaurants and Western restaurants.

(1) What do Chinese eat with? (chopsticks, bowl and spoon)

(2) What do westerners eat with? (plate, spoon, knife, and fork)

2. Ask students to say something about the order of a formal meal in Chinese restaurants and Western restaurants.

(1) What is the order of the Chinese formal dinner?

(2) What is the order of the western formal dinner?

Step 2 ------ Extensive reading

1. Ask students to read the text as quickly as possible and finish two tasks.

(1) The text mainly talks about ____.

A. table manners at home

B. table manners at friend’s home in China

C. table manners at a dinner party

D. table manners at a formal Western dinner party

(2) Do exercise 2 on page 39.

starter --- soup --- main course --- dessert --- drinks

2. Ask students to read the text aloud with the tape and do the exercise 3 on page 39.

(1) Use the knife with your right hand. (P)

(2) Put your napkin on your lap. (P)

(3) Start eating as soon as your food is served in front of you. (I)

(4) Ask for a second bowl of soup. (I)

(5) Use your fingers when eating chicken. (P)

(6) Finish eating everything on your plate. (P)

(7) Talk loudly while eating. (I)

(8) Make other people drink more spirits than they can take. (I)

Step 3 ------ Intensive reading

1. Ask students to read the first paragraph, discuss how to lay the table with the partner, and say out which number stands for.

2. Ask students to find out what should be done at the beginning of the dinner.

(1) Some people pray before they start eating. If you don’t believe in religion(宗教)

You should keep silent for a moment.

(2) If you pay for the bill, (You are the host)

You can say “Enjoy your meal” to each other and everybody starts eating.

2. Ask students to discuss what should be paid attention to when having starter, soup, main course, and drink of a formal western dinner.

(1) Starter (appetizer):

Tips ------

a. You eat with the smaller pair, and you keep the knife in your right hand and the fork in your left.

(2) Soup: meat soup (thick toast)

Tips ------

a. You will get a bowl of soup --- but only one bowl of soup and never ask for a

second serving.

(3) Main course: steak, chicken, shrimp

Tips ------

a. You can use your fingers when you are eating chicken or other birds.

b. Don’t touch beef or other meat on bones.

c. Finish everything on your plate.

d. Don’t take more food than you need.

(4) Dessert: cake, pudding, ice cream, etc

(5) Drinks: soft drinks (non-alcoholic), red wine, white wine (dry, medium, sweet)

Tips ------

a. Glasses should not touch when drinking to someone’s health.

b. The custom of toasting in Western countries is to take only a sip.

c. Don’t drink too much.

Step 4 ------ Summary

1. Ask students to compare the customs in Western countries with the customs in China, and then complete the chart.

2. Ask students to present their results. (optional Homework)

In Western countries In China

Similarities

1. You should try to speak quietly and smile a lot, but do not laugh all the times.

2. You shouldn’t talk with your mouth full.

Differences 1. Take the napkin, unfold it and put it on your lap. 1. Get a hot and damp cloth to clean your face and hands.

2. Glass should not touch. 2. Glass should touch.

3. Take a sip. 3. Finish the drink at once.

Homework ------

1. Think more about the customs in Western countries with the customs in China write a passage.

Self-evaluation ------

篇15：unit 3 Going Places(新课标版高一英语教案教学设计)

I. Background knowledge

Tips for travelling abroad

Whether you are traveling overseas for business , pleasure or study , the best way to ensure a carefree and relaxing trip is to prevent problems before they happen . The more you learn about passports , visas , customs , and other travel basics , the less likely you are to have difficulties during your travels.

Before you go

There is much that you can do to prepare for your trip , depending on where you are going , how long you are staying , and your reasons for travelling.

1. Learn about the places that you plan to visit , such as the language , history , culture , customs and politics.

2. Learn about the travel agents , transportations , and travel insurance.

3. Make sure of the things to take , such as your ID card , passport , the right amount of money （credit card or traveller’s check）, medicine.

4. Learn about the lodging , organized programmes ,

5. Learn about the places to receive mail , telephone.

6. Make sure of the things to leave behind with relatives or friends , such as names , addresses , and phone numbers of persons and places to be visited so that you can be reached in an emergency.

While you are on the way

1. How to deal with the unexpected

If you change your travel plans , miss your return flight , or extend your trip , be sure to notify relatives or friends at home . If you find yourself in an area of civil unrest or natural disaster , please let your relatives or friends at home know as soon as you can that you are safe . Furthermore , upon arrival in a foreign country , you should contact the nearest embassy or consulate to register your presence and to keep your country’s consul informed of your whereabouts.

2. Safety tips

（1）Protect your passport

Your passport is the most valuable document that you will carry abroad . It confirms your citizenship . Please guard it carefully . Do not use it for other things or lend it to anyone . It is your best form of identification . You will need it when you pick up mail or check into hotels , embassies or consulates.

（2）Guard against thieves

Coat pockets , handbags , and hip pockets are particularly the attention of theft. You can try to prevent theft by carrying your belongings in a safe way . For example , consider not carrying a purse or wallet when going along crowded streets . A wallet wrapped in rubber bands is more difficult to remove without notice . Be specially careful in a large crowd （in the subway , on buses , at the marketplace , or at a festival）.

When you return

1. Return transportation

You should confirm your return reservation at least twice , and at least 72 hours before your planned departure . Whenever possible , get a written confirmation . If you confirm your return reservation by phone , record the time , day , and the name of the agent who took your call.

2. Departure Tax

Some countries put an airport departure tax on travellers , which can be as high as $ 50. Please ask the airline or a travel agent about this tax . Make certain to have enough money at the end of your trip so that you will be able to get on the plane.

II. 本单元重点词汇

1. destination －－We travel from our starting point to our destination.

2. transportation －－ _____ What means of transportation do you have ?

_____ I go by car.

3. experience －－She had no experience of life at all.

4. equipment－－A hammer is a very useful piece of equipment.

5. means －－Taking a plane is the fastest means of getting there.

6. adventure －－A flight in an aeroplane used to be an adventure.

7. particularly－－An English-Chinese dictionary is particularly useful for the students.

8. basic －－Reading ability is one of the basic skills in education.

9. separate－－We separated the good ones from the bad ones.

The children sleep in a separate room.

10. normal －－The heavy traffic is normal for this time of the day.

11. similarity －－There are lots of similarities between the two brothers although they have grown up in different countries.

二. 重点词语

consider , means （n.）, situation , destination postcard , wish , prefer , adventure , eaperience , popular , hiking , rafting , instead , equipment , backpack , tip , return , sunscreen , cellphone , protect , paddle , fallen（adj）, whitewater , wear , unless , separate , times , eco-trav-el , combine , environment , normal , schedule , arrive , unpack

三. 重点短语

have to , a means of … , by boat / train / air / bus , get away from … , instead of , get close to … , take exercise , watch out（for）, as with … , think about sth. go on sth , go off to a place . see sb off , say “ Hi ” to sb for sb else . protect … from … , learn about … , use … as … , arrive at / in …

四. 重点句型

1. Why not do … ?

2. How long are you staying in …

3. Adventure travel is becoming more and more popular .

4. Hiking is easy to do and doesn’t have to be very expensive .

5. Rafting is a good way to experience nature .

6. Whitewater rafting is more adventurous and difficult than normal rafting .

7. You need to learn the basic skills of … , such as how to … , how to … and how to … .

8. Eco-travel is a form of travel that combines normal tourism and learning .

9. Instead of simply travelling for pleasure , you can use your trip as a way to protect the environment .

五. 同步语法

现在进行时表现在和将来的用法

六. 重点词语

1. consider

（1）考虑（多作vt）

We must consider the feelings of other people .

That’s what we have to consider now .

The whole matter is being considered .

She began to consider what use could be made of it .

They’ll have to consider whether they can afford it or not .

We must consider what’s to be done .

Have you considered how to get there ?

We have to consider what material to use first .

He considered going to see them in person .

He is considering hanging his job .

We must consider giving it a try .

He says they have already considered over it .

You must consider well over the matter .

Let me consider .

（2）认为（vt）

He considered that a powerful party showld be formed .

We consider that you are not to blame .

We consider Beijing the heart of our country .

We did not consider him a reliable comrade .

Only this can he be considered a communist .

This could hardly be considered a satisfactory solution .

He considered it honourable to go abroad .

It is considered a great honour to have been invited to the meeting .

I consider it a great honour to have been invited to the meeting .

We always consider these people as our true comrades .

We consider him too young to do the work .

He is considered too young to do the work .

2. means（n , 单复数同）方法，手段。

如：There is / are no means of learning what is happening .

Every means has / All passible means have been tried .

3. wish

（1）wish + that从句

I wish I knew what is happening now .

I wish I were rich .

I wish I were a bird .

She wished she’d stayed at home . 她遗憾自己当时不在家。

I wish I would be free tomorrow .

（2）wish to do sth.

How he wished to go home !

（3）wish sb to do sth / wish sth to be done .

I wish you to leave me alone . I do not wish you to stay .

I wish the work to be finished quickly

（4）wish +宾语+补足语

I wish the money back into my pocket . I wish you a pleasant journey .

I wish him every suecess .

△ wish n. 希望，愿望，命令，请求。

He got his wish . His wish is for money . Her wish is for Christmas to come .

4. prefer 宁可，更喜欢

如：I prefer town life to country life . I prefer Dickens to Thackeray .

I prefer riding to walking . I prefer to die rather than（to）become a traitor .

I should prefer you to come the day after tomorrow .

I should prefer the report to come back here .

5. try v. 尝试；审判，考验，努力。

One should try one’s best . Please try this new hat .

Do try some Maotai .

搭配：

If there is no answer at the front door , please try knocking at the back door .

He tried to persuade her to go back home , but falled .

He managed to escape from the enemy .

6. eaperience

eg.

I had an unpleasant experience last year .

People also travel to meet new friends to try new kinds of food , to experience life in other parts of the world .

He asked to be sent to the mountainous area to experience great hardships .

The old man went to university to expevence the life there .

Mary is an experienced English teacher .

7. popular adj.

（1）Jeans are popular among the young .

（2）Jogging is a popular form of exercise .

（3）I’m not very popular with the boss at the moment .

（4）Adventure travel is becoming more and more popular .

（5）popular science popular prices popular music popular novels .

8. by boat / train / air / bus .

by +交通工具（抽象名词），注意不用冠词，不用名词复数，表示乘船/ 火车/ 飞行器 / 公共汽车。这种表达方法也可用on a ship , on a train , on a plane , on a bus , in a car等。

9. get away from … 避免，摆脱，离开。

They travel simply to get away from cold weather . 他们旅行简直是为了摆脱寒冷的天气。

Now he was dead , we could not get away from our sadness . 现在他死了，我们不能摆脱痛苦。

There is no getting away from it . 这是回避不了的。

The girls get away from work at five p. m . 姑娘们在下午五时下班。

She didn’t get away until nine last night 她昨晚9时才走。

10. get close to sb / sth . 靠近，贴近

（1）You will get close to nature 你将接近自然。

（2）There were so many people looking on the big fire that the fire men couldn’t get close to the building on fire . 那么多的人在旁观这场火，结果消防队员们无法靠近起火的大楼。

11. watch out（for）当心，提防

Watch out for dangers , such as spiders , snakes or poisonous plants .

谨防危险物，如蜂蛛，蛇，或有毒植物。

You must watch out for the traffice here . 这里你要当心车辆。

In these days you would easily be cheated if you didn’t watch out .

那时候，你要是不提防，很容易受骗。

But watch out that you don’t get them into trouble . 当心，别让他们碰到麻烦。

12. protect … from … 保护……免受……

He protected the baby’s eye from the sun . 他保护孩子的眼睛不受太阳光的照射。

He raised his arm to protect his face from the blow . 他举起手臂护住脸以免被这一拳打中。

13. have to（一般现在时也常用have got to）意为“不得不，必须”强调客观上的必要；must则侧重于主观上的必要。

have to有时态和单复数的变化，变疑问和否定式要用助动词do（一般现在时也可用Have you to … ?）而must却没有时态和单复数变化。

He has to write to his mother every week or she gets very worried . 他得每周给母亲写信，不然她会挂念的。

I have（got）to meet my partner every Friday 每周五我必须与我的合伙人碰头。（客观，义务，责任）

You must be there on time（主观认为）

He said he had to see me about something important . 他说有些重要的事情必须与我面谈。（主观，过去时）

We shall have to help him as much as possible . 我们将不得不帮助他。（现在将来时）

For the last two years I have had to reduce weight .

这两年来我不得不减肥。（现在完成时）

As a matter of fact , Clark is having to sell his house . 事实上，克拉克现在不得不出卖他的房子（现在进行时）

If I had to choose my job again , I would be a teacher as profession . 如果我还得重新选择职业的话，我将以教书为业（虚拟语气）

（一般疑问句）。

IV. 语言点

1. People also travel to meet new friends , to try new kinds of food , to experience life in other parts of the world , or simply to get away from cold weather.

Experience

（1）V. to feel , suffer , or know as an experience , 常用于to experience joy / difficulties / defeat等

Our country has experienced great changes in the past fifty years.

It was the first time that he experienced the sense of happiness.

（2）n. 表示“经验”为不可数名词，表示“经历”为可数名词。

Experience is the mother of wisdom.

Our journey was quite an experience.

（3）experienced 有经验的

She is an experienced teacher.

get away from : to escape

（1）I am sorry I am late . I was at a meeting and couldn’t get away from it .

（2）You can’t get away from the fact that he is going away.

2. Watch out for dangers , such as spiders , snakes or some poisonous plants.

（1）take care （in giving or reporting orders）当心，注意

You will be in trouble if you don’t watch out.

Watch out ! The police are coming.

（2）keep on looking for 注意寻找（等候）

He has been watching out for the postman the whole morning.

3. Wear a hat to protect yourself from the sun.

（1）protect …from … keep safe from harm , loss , etc. 保护…不受…

Use an umbrella to protect yourself from the rain.

（2）比较protect …from 和prevent …from…

We wear sunglasses to protect our eyes from the sun.

We wear sunglasses to prevent the sun from hurting our eyes.

4. Eco-travel , on the other hand , is a way to travel responsibly.

（1）on the other hand （可是），另一方面；而…却…

He is clever , but on the other hand , he makes many mistakes.

Food here is cheaper than in Britain : clothing , on the other hand , is dearer.

（2）on the one hand , …on the other …一方面…，另一方面…

On the one hand you accept her presents ; on the other , you are rude to the whole family . What’s really your attitude to them ?

5. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks.

It is done on rivers and streams where the water moves quickly.

Yet there are other reasons why people travel.

以上三句中的that , where , why 分别引导三个不同的定语从句。That为关系代词，在从句中做主语；where , why 为关系副词，where 表地点，why表原因，两者在句中均做状语。例如：

This is the novel that I want very much to read.

Do you still remember the restaurant where we had dinner together ?

Could you give us the reason why you were late again ?

V. Fill in the blanks with the proper words and expressions

1. The best way to learn is to learn by _______.

2. I had hoped to take a good holiday this year but I wasn’t able to _______.

3. We had no _____ of finding out the truth.

4. _____ I admire his gifts ,but _____ I distrust his judgment.

5. He raised his arm ______ his face _____ the blow.

6. Keep the onions _____ from the bread or they’ll make it smell.

7. You’ll be cheated if you don’t ______.

8. I’ve got a serious suggestion to make , and I want you to ______ it carefully.

9. For some days the family had lived in a state of _____ because of the wedding.

10. Mrs. Carey as usual went to the door to ______ her husband _____.

三. 重点句型

1. Why not do … ?

eg.

（1）Why not have a break ?

（2）Why don’t you go back ?

（3） 如：What about the suit , son ?

2. How about taking a break ? 疑问词+would you most like to … ?

eg.

（1）Where would you most like to go ?

（2）What would you must like to do ?

（3）Who would you most like to go with ?

3. more and more + adj / adv

eg.

（1）Adventure travel is becoming more and more popular .

（2）It’s getting colder and colder .

（3）The train was getting closer and closer to us .

4. Tell sb + where / when

eg.

（1）Tell someone where you are going and when you will return .

（2）He told me that he were going home that afternoon and that he would return the next day .

（3）He said（that）he hadn’t been to India and that his brothers hadn’t been there , either .

5. You should not go rafting unless you know how to swim .

eg.

（1）Don’t come in unless I ask you to .

（2）Parrots don’t speak unless（they are）taught .

（3）Parrots don’t speak if they are not taught .

（4）Don’t come in if I don’t ask you to .

6.

eg.

（1）Times change and so does the way we live our life .

（2）He has been to Shanghai and so have I .

（3）He is a teacher and so am I .

（4）She is clever and so is he .

（5）

（6）

（7）She calls him clever ; so he is , and so is his brother .

7. same adj pron . 同一的，相同的，无变化的。

eg.

（1）He is the same age as his wife .

（2）We have lived in the same house for 5 years .

（3）

（4）Don’t all speak at the same time .（together）

（5）She was laughing and crying at the same time .

（6）At the same time , you must not forget that you are no more than a worker .

（7）He is not very reliable , but I like him all the same .

（8）- Happy Christmas ! - The same to you .

8. separate

（1）adj

eg.

① Cut it into three separate parts .

② These children sleep in separate beds .

③ Mr Green and his wife are living separate（= apart ）now .

（2）separate v.

eg.

① Separate the good ones from the bad .

② England is separated from France by the Channel .

③ The land was separated（up）into small fields .

9. What do you have to consider before you decide which means of transportation you will use ?

10. Imagine that you have a machine that lets you travel in time . With this time machine you could travel to the past or the future .

eg.

（1）That he was late again today is obvious .

（2）The reason why he was punished is that he was late again today .

（3）We all know（that）he was late again today .

（4）Imagine that you have a machine that lets you travel in time .

（5）Is this the film（that）you saw last night ?

（6）You could visit any year you wish .

（7）Then ask three classmates about the year and the place they want to travel to .

11. Well , many people travel because they want to see other countries and visit places that are famous , interesting , or beautiful .

12. Yet there are other reasons why people travel .

eg.

（1）Please tell me the teason why you were late again .

Do you know the reason why she often goes home ?

（2）It is done on rivers and streams where the water moves quickly .

（3）I’ll never forget the days when I lived in the countryside .

13. A raft is a small boat that you can use to paddle down rivers and streams .

14. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks .

eg.

（1）I don’t need rank or pay .

（2）There are already many fallen leaves on the ground .

and yet we can still see many falling leaves in the air .

15. If you are looking for more excitement , you may want to try white water rafting .

eg.

（1）

（2）Have you tried any adventure travel ?

（3）Please try the soup . It’s delicious .

16. You have to be careful not to hit rocks , trees and other dangers .

eg.

（1）be careful not to do sth .

（2）

17. The name “ whitewater ” comes from the fact that the water in these streams and rivers looks white when it moves quickly .

eg.

（1）The news that we are having a holiday tomorrow is not true .

（2）The idea that you can do this work well without thinking is quite wrong .

（3）They have no idea at all where he has gone .

（4）The difficulty lies in the fact that we have no money .

18. You also need to learn the basic skills of rafting , such as how to handle the raft , how to paddle and how to get in and out of the raft .

eg.

I have many questions to ask you , such as how to study English well , when to get to bed and when to get up …

篇16：高一unit 12 Art and literature(新课标版高一英语教案教学设计)

Harry Potter

Teaching Aims:

1. Train the students’ reading ability.

2. Learn and master the following phrases:

in trouble, come across, fight against, succeed, share, believe in, and so on.

Teaching Important Points:

1. Let the student understand the text better.

2. Tell the differences among the following phrases: believe/ believe in, used to do/ be used to do/ be used to doing

Teaching Difficult Points:

1. Master some useful expressions and difficult sentences.

2. Understand what the text is about and the literature is.

Teaching Methods:

1. Listening activity to help the students to get the main idea of each paragraph.

2. Questioning-and-answering activity to help the students to go through with the whole passage.

3. Pair work or group work to make every student work in class.

Teaching Aids:

1. a piece of paper

2. a small blackboard

3. a tape recorder

Teaching Procedures:

StepⅠGreetings

Greet the whole class as usual.

StepⅡRevision and lead-in

T: Do you like reading books?

Ss: Yes.

T: Do you know how many kinds of books?

Ss: …

T shows the kinds of books on the blackboard while Ss are telling them together.

Novel/ poem/ play/ fable/ biography/ fairy tales/ …

T: Then do you know how many kinds of novels?

Ss: …

T shows the kinds of novels on the blackboard while Ss are telling them together.

Short ~/ historical~/ love~/ science fiction ~/ detective ~/ popular ~/ …

T: Do you like seeing films?

Ss: Yes.

T: Do you know the famous film which is made from a book?

Ss: …

T: Have you ever seen Harry Potter?

Ss: …

T: Ok, today let’s learn something about it.

T writes down the title on the blackboard.

StepⅢ Fast reading

T: At first, please turn to P80, read the text quickly and do exercise one of this piece of paper.

At the same time, T hands out a piece of paper:

ⅠPlease choose the correct answer of each question：

1. What is the book about? _________

A.magic B.strange creatures

C.something about the real world D.all of the above

2. From the test we know Rowling is a________.

A.place B.writer C.director D.book

3. What’s Harry’s life before he goes to Hogwarts?_________

A.Adventurous B.Happy C.Unhappy D.Interesting

4. What is taught in Hogwarts? ________

A.Art and music B.History and sports

C.Language and science D.Witchcraft and wizardry.

5. Which of the following is the most important for a person to succeed according to Harry potter? ________

A.His or her family B.His or her appearance（外貌）

C.His or her own character D.His or her friends

(Answers are: D B C D C)

Several minutes later, T asks Ss to stop and checks their answers.

T: Now who’d like to answer, please put up your hand.

S: …

T can ask more students to answer.

StepⅣ Listening

T: I think you have got some information about the text, now let’s do some listening. Please close your books, then listen to the tape carefully, and choose the main idea of each paragraph. We’ll listen to the tape one paragraph by one paragraph. Take a look at the main ideas at first.

Ss: …

On small Bb:

Please choose the main idea of each paragraph:

The text tells us:

A. what Harry Potter learns at Hogwards.

B. what we should do to succeed or be happy.

C. what Hogwards is.

D. what Harry Potter is before he goes to Hogwards.

E. who the writer is and what the story is about.

(Answers are: E D A B )

T plays the tape one paragraph by one paragraph, meanwhile, Ss give answers.

Step Ⅴ Careful reading ( an activity)

T: Just now you got the main idea of the text, now please read the text carefully, find out some questions and ask your partner.

Ss: …

For a while, T divides the whole class into 8 groups and asks Ss to have a competition about asking and answering questions of the text. T writes down the numbers of groups on the blackboard:

1 2 3 4 5 6 7 8

T: You needn’t put up your hands, just stand up, give questions or answer questions, now who would like to be the first one?

Ss: …

While Ss have the competition, T scores their answers and helps them to answer correctly.

Step Ⅵ Practice

T: You did a good job just now. Let’s do some exercises to review the text. Please do exercise two of this piece of paper.

Ss: …

ⅡPlease fill in the blanks with correct words or phrases according to the text：

The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.

(magic, wonders, series, miserable, unusual, friendship, in trouble, comes across, fight against, believe in, succeed, live.)

T asks a student to write down the answers on the blackboard when Ss are doing exercises. If Ss have finished, T checks the answers and gives some explanations about the answers.

StepⅦ Discussion

T: Ok, it is time for you to discuss. Please look at part three of this piece of paper. We also have a competition, and we’ll see which group will laugh at last.

Ⅲ.Discussion:

Please discuss with your partner about one of your favorite books, you should mention the following questions:

1. Who is the writer of the book?

2. Who is(are) the leading role(s) of the book?

3. What does the book mainly talk about?

4. What can you learn from the book?

Ss: …

T gives several minutes to Ss to discuss. After finishing, Ss can show their opinions about one of their best books.

Teaching Notes

1. I think this class is very lively; Ss take part in the whole class actively.

2. Ss cooperate with teacher well, which makes the atmosphere of the class vivid.

3. The class is well organized. Both of T and Ss are not nervous.

4. The voice of teacher is loud and clear, but teacher should pay attention to the speed of speaking.

5. There may be some problems in this class, I look forward to getting more suggestions from other teachers.

高一外语组

欧阳芳

附：

Unit 12 Art and Literature

Harry Potter

ⅠPlease choose the correct answer of each question：

1. What is the book about? _________

A.magic B.strange creatures

C.something about the real world D.all of the above

2. From the test we know Rowling is a________.

A.place B.writer C.director D.book

3. What’s Harry’s life before he goes to Hogwarts?_________

A.Adventurous B.Happy C.Unhappy D.Interesting

4. What is taught in Hogwarts? ________

A.Art and music B.History and sports

C.Language and science D.Witchcraft and wizardry.

5. Which of the following is the most important for a person to succeed according to Harry potter? ________

A.His or her family B.His or her appearance（外貌）

C.His or her own character D.His or her friends

ⅡPlease fill in the blanks with correct words or phrases according to the text：

The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.

Ⅲ.Discussion:

Please discuss with your partner about one of your favourite books, you should mention the following questions:

5. Who is the writer of the book?

6. Who is(are) the leading role(s) of the book?

7. What does the book mainly talk about?

8. What can you learn from the book?

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