Unit 5 The silver screen所有课型(人教版高一英语上册教案教学设计)

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篇1：Unit 5 The silver screen所有课型(人教版高一英语上册教案教学设计)

Unit 5 The silver screen

Period 1 Warming up & Listening

Teaching aims:

1. To get students to know some information about movie.

2. To train students’ listening ability.

Key & difficult points:

How to grasp the main idea of a relatively longer conversation

Teaching procedures:

Step 1 ------ Leading in (warming up)

1. Ask students to say some words about a movie.

scenario, role/character, director, actor, actress, studio, film-maker, theater/cinema, office box, Oscar/Academy Award

2. Ask students to say what kinds of movies on page 29 are.

Bicentennial Man ------ science fiction

Jurassic Park ------ science fiction

Mulan ------ animation/carton film

Hero ------ historical film

action movie --- violence movie --- disaster movie

3. To introduce films grades of the Motion Picture of American.

P General Audience - All age admitted

PG Parental Guidance - Some material may not be suitable for children

PG-13 Parents Strongly Cautioned - Some material may be inappropriate for children under 13

R Restricted - Under 17 requires accompanying parent or adult guardian

NC-17 No Children Under 17 Admitted

Step 2 ------ Listening comprehension

Teacher’s presentation ------ Many film stars are often interviewed by media. So today let’s listen to a radio interview between a program maker and an actor, Mr. Malcolm Langland. In the radio program, they are talking about Mr. Langland’s life and career.

1. The first time ask students only to listen and not to take any notes.

2. Ask students to read the questions, listen to the tape once again, and write the answers.

3. Listen the tape third time, and check the answers.

Homework ------

Self-evaluation ------

篇2：Unit 5 the silver screen全部课型(人教版高一英语上册教案教学设计)

十八中 曹战起

2003/9/16

Teaching aims and demands

Topics: 1. Talk about films: famous actors and directors

2. Make comments and give opinions on films

Functional patterns:

1. Giving opinions & Making comments

2. Sequence

Vocabulary:

1. Words: silver hero scene law career drama role actress award prize choice degree director speed script actor academy studio creature outer adult follow-up cruelty peace industry owe happiness accept icy primary leader determine live (adj.) boss comment action

2. Phrases: silver screen take off go wrong owe sth to sb in all stay away primary school lock sb up run after bring sb back on the air think highly of

Grammar: the Attributive Clause (2)

由关系副词when, where 与why引导的定语从句

Skills of the four essential abilities: listening, speaking, reading and writing

A. Listening: How to grasp the main idea of a relatively longer conversation

B. Speaking: How to talk about a person according to his / her biography

C. Reading: How to guess the meaning of an unknown word through the context of the compound relationship

D. Writing: How to make comments on a movie according to given tips

C. Reading:

D. Writing: How to make comments on a movie according to given tips

The first Period

Contents: Warming Up & Listening & Listening in the Workbook

Procedures:

Step One: Warming up

1. Introduction

Today we’re going to discuss “ the silver screen”. Can you say out some words about the topic?

2. Instruction

Now look at the pictures on Page 29. They are from four films.

①What is happening in each scene?

Scene from Bicentennial Man: A girl with a tall man is walking along the beach. The man looks like a robot. He is carrying a piece of wood.

Scene from Jurassic Park: A large meat-eating dinosaur appears. The two people are very frightened and try to escape.

Scene from Mulan: Three Chinese ancient men are sitting and discussing about something over a map and an oil lamp.

Scene from Hero: A Chinese ancient young lady is running towards a man with a sword in hand. In the background there is an army.

②What kind of films do you think they are?

Step Two: Listening

1. Introduction

Mr. Malcolm Langland is an actor. You are going to listen to a radio interview between him and a program maker. They are talking about Mr. Langland’s life and career.

2. Instruction

1) Listen to the dialogue for the first time. Don’t write anything.

2) Read the questions on the book (Page 29 and Page 30)

3) Listen to the dialogue for the second time. Write down the key words to answer the questions.

4) Formulate the answers in full sentences.

5) Check the answers with the whole class.

Step Three: Listening in Workbook

Turn to Page 109

1. Introduction

We are going to listen to three interviews. They are talking about their favorite films and directors.

2. Instruction:

1) Listen to the dialogues for the first time. Don’t write anything.

2) Go over the first exercise and make sure what you should note down.

3) Listen to the dialogues for the second time. Write down the answer s into the table or your notebook.

4) Listen to the dialogues for the third time. Check the answers in pairs.

5) Check the answers with the whole class.

6) Have you seen any one of the three films? What do you think of the film?

The Second Period

Contents: Speaking & Talking in the Workbook

Procedures:

Step One: Speaking

1. Introduction:

We are given two short biographies to read. You will read them and make up interviews based on the information in the reading pieces.

2. Instruction

1) Read the biography of Meryl Streep while listening to the tape.

2) Work in pairs and make up an interview with the help of the words on the hand-outs. One student has the words of the interviewer; the other has the words of Meryl Streep. Act out their interview.

㈠ An interview between you and Meryl Streep

A1: Today in our program, our guest is the famous actor Meryl Streep. Welcome, Mrs Streep.

B: _______________________________________

A2: Mrs Streep, can you tell us something about the place where you grew up?

B: _________________________________________

A3: You studied at different art schools. Can you tell us something about the time when you were young? What were your dreams? What made you decide to become an actress?

B: _______________________________________________________

A4: What did you do next? Were there any special reasons why you started working in film?

B: ___________________________________________

A5: Can you tell us a little bit more about your career as a film star? What roles did you act?

B: __________________________________________________

A6: Mrs Streep, thank you for this interviewing talk. We hope to see you in many more films.

B: __________________________________________________

B1: Thank you.

B2: Actually, I was born in a very small village in America in 1949.

B3: I think I’ve always wanted to become an actress. That’s why first, I went to drama school after graduating from high school. And then, as a student I enjoyed acting in theatre plays.

B4: I enjoy being an actress. Film is very interesting, because you can reach so many people around the world. I also still enjoy acting in the theatres, though most of my work is for the film.

B5: My first film was called Julia, back in 1077. some of my favorite films were Sophie’s Choice later on Out of Africa, and more recently, the film called Music of the Heart.

B6: It’s been my pleasure. Thank you.

3) Read the biography of Keanu Reeves while listening to the tape.

4) Make up an interview between and Keanu Reeves with the help of the hand-outs. One student has the words of the interviewer; the other has the words of Keanu Reeves. Act out their interview.

An interview between you and Keanu Reeves

A1: In our show today we will be talking to Mr. Keanu Reeves. Welcome, Mr. Reeves.

B: ___________________________________________

A2: Mr Reeves, I think many people are interested to hear something about the place – or should I say places? --- where you grew up.

B: ___________________

A3: Please tell us something more about the time when you were young.

B: ____________

A4: What make you decide to become an actor? And how?

B:___________

A5: So what made you stay in the film world?

B: __________

A6: Can you tell us a little bit more about your career? What roles did you act?

B: _____________

A7: Mr Reeves, thank you for this interview, and good luck with your career.

B: ___________

B1: It’s my pleasure.

B2: Sure. First, let me say that I’ve been very lucky with my parents. When I was born, we lived in Lebanon, where I spent my early years, and then moved to Toronto, a big city in Canada, where I grew up and went to high school.

B3: Toronto was a big city. I didn’t like to go to school, so I left high school without a degree when I was 17. I started doing all kinds of small jobs to make money.

B4: I went from one small job to another. Finally, after two years, I was asked to act in a film called Wolfboy.

B5: My stepfather is a film director. I had very much enjoyed acting in Wolfboy, and two years later I moved to Hollywood, where my stepfather lived. I hoped he could help me start a career in film.

B6: Well, it wasn’t easy. I acted in many cheap films for a few years, until I was asked for a film called Speed. That was in 1994. the film was a big success and since then I have acted in more than 12 films, such as The Matrix and Hardball.

B7: Thank you too. Thank you.

Step Two: Talking in the Workbook

1. Introduction

The matter of copyrights is increasingly taken seriously by Chinese producers and consumers since China entered the WTO.

2. Instruction:

1) Read the first exercise on Page 109.

2) Work in group of five. Make up a TV talk show discussing about the problem.

3) Act it out.

4) For the second exercise, you find information about films and TV programs over the last half year, and talk to each other about films and programs you have seen.

The Third Period

Contents: Pre-reading & Reading & Post-reading

Procedures:

Step One: Pre-reading

1. Introduction

The famous director Steven Spielberg produced his first film with actors when he was about the age of yours. It’s possible for you to do as Spielberg did.

2. Instruction

Think of one scene in your film:

①What is the scene like? What happens in it?

②Draw pictures or write a short dialogue in your exercise-book.

Step Two: Reading

1. Read the text while listening to the tape

2. Do the exercise of “True or False” on Page 48 in 《丰台分院紫皮练习册》

3. Read the text again and do the exercise of multiple choice of reading comprehension on Page 49 in 《丰台分院紫皮练习册》

4. Check the answers with the whole class.

5. Read aloud. Present any question on pronunciation, meaning of words and phrases.

6. Explain the difficult sentences.

Step Three: Post-reading

1. Work in pairs for the first exercise. One asks a question and the other answers it, and then they exchange their role.

2. Complete the form in the second exercise.

Step Four: Training of reading skill

How to guess the meaning of an unknown word through the context of the compound relationship

根据并列关系猜词义

1）Trees, shrubs, bush, flowers and grass are basic to parks and gardens.

2) --- Don’t you think their actions are brave enough?

--- Yes. I should say their actions are very bold.

3) He not only looks down upon those selfish rich people but even despises them as well.

4) All the people cried sadly and mournfully at the news of our great leader Mao Zedong’s death.

5) In order to frighten his young sister, he decided to concoct, or make up, a story about devils.

6) Bananas, oranges, pineapples, coconuts and some other kinds of fruit grow in warm areas.

7) ---Is my son hardworking in your company?

--- Yes, he is very diligent.

8) In China or India some pagodas are usually seen together with ancient temples.

9) Scientists are now studying how birds such as terns and swans move from one place to another.

10) The people are not clever or bright at all. On the contrary, they are dull, foolish, stupid, silly and idiot.

The Fourth Period

Contents: Language-study

Procedures:

Step One: Word study

1. Read the words and expressions in Unit 5 on Page 186 and Page 187

2. Do the first exercise on Page 32

3. Do Exercises 1,2 and 3 of Vocabulary on Page 110 and Page 111

4. Do the exercises of vocabulary on Page 42, 43 and 44 in 《丰台分院紫皮练习册》

5. Additional study

【突破难点：

I． 常用词与词组

1. in the beginning

at first

in the end

at the beginning / end of…

2. take off = begin to be successful

区别词义：

⑴ After a slow start, the plan soon took off and was accepted by all the directors.（切实可行；成功的）

⑵ Soon after he entered the warm office, he took off his overcoat.（脱掉）

⑶ The plane took off so smoothly that the passengers could hardly felt it. (起飞)

3. attack v. & n.

区别词性词义

⑴ The terrorists are launching a series of attacks against the Americans in many countries these days. （名词；袭击）

⑵ Even if the enemy attacked us at night, they still suffered a great loss. （动词；进攻）

⑶ The rheumatics attacked his bones before he stayed in hospital last year. （动词；侵袭）

⑷ This old man has suffered from quite a few heart attacks recently. （名词：心脏病发作）

4. follow-up

释义

⑴ Our newspaper story on the fight against SARS was a great success, and we must get someone to write a follow-up. （续篇）

⑵ After an operation, follow-up is as important as the hospital treatment. （术后调养）

5. owe…to…把……归功于……

owe sb sth 欠某人某物

翻译

⑴ 她把她的财富归功于辛勤的工作和好运气。

⑵ 他把良好的健康与长寿归功于他夫人的照顾。

⑶ 老板欠我工资二十英镑。

Key: ⑴ She owes her wealth to hard work and good luck.

⑵ He owes his good health and long life to his wife’s care.

⑶ The boss owes me 20 pounds for my work.

6. take sb’s place = take the place of sb; replace 取代；代替

区别于take place 发生

7. can / be able to afford to buy sth 买得起；有能力做某事

翻译

⑴ At last we can / are able to afford ( to buy) a house.

⑵ Can you afford to lend me some money?

⑶ I can’t afford three weeks away from work.

Key: ⑴ 我们终于买得起一幢房子了。

⑵ 你能借我点钱吗？

⑶ 三个星期放下工作不干，那我可承受不起。

8. live (adj.) 现场直播的；活的

区别词义

⑴ The concert tonight isn’t a recorded show; it is live. （现场直播）

⑵ I never miss a live football game over TV. （现场直播）

⑶ How cruel it is for a cat to play with a live mouse! （活的）

II． 语言点

1. do you think 作为插入语时的使用用法

插入语一般置于句尾或句中。

⑴ Who do you think has broken the window?

⑵ What do you suppose makes the kite fly so high?

⑶ How long did you say she would stay here?

⑷ Where did they suggest she should go during the summer holiday?

⑸ That would be a good beginning, I hope.

⑹ This paper, you see, is all that he has left.

2. After graduating,… 连词后用非谓语动词的不同形式表示的不同内涵及用法

在after, before, while或when这类表示时间的连词后常可用现在分词或过去分词短语，表示某一动作发生的时间或这个动作的主动或被动。

本单元中：

⑴ After graduating, she went to New York…

⑵ During the 1980s and 1990s she won many prizes while playing in famous films such as…

⑶ When asked about the secret of success, Steven Spielberg said…

从句意可见，分词的逻辑主语与句子的主语完全一致，现在分词表示的是逻辑主语主动做的事，而过去分词表示逻辑主语接受了过去分词的动作。

练习；

⑴ We all take a lot of notes while __________ to our teachers in class.

A. listening B. listened

⑵ When ________ the airport, they waved to us again and again.

A. leaving B. left

⑶ When ________ a lot of money regularly by their children, the old couple led quite a well-off life.

A. giving B. given

⑷ While ________ on for his stomach cancer, this patient felt no pain.

A. operating B. operated

Key: ⑴ A ⑵ A ⑶ B ⑷ B

3. 形式宾语it的用法

如果句子的宾语是不定式与宾补构成的复合宾语，那么就用it做形式宾语，先置于动词之后，把不定式短语置于宾补之后。其句子结构如下：

主语+谓语动词+it+宾补+不定式短语

练习：

⑴ 我觉得很难与他谈论任何严肃的话题。

I find _____ difficult ______ _______ with him about anything serious.

⑵ 我们认为失去这样宝贵的一个机会真是件憾事。

We think ____ a great pity _____ _______ ________ such a precious chance.

⑶ 来年要在牛津大学读书使她深感荣幸。

She felt ______ an honor _____ _______ at Oxford University the following year.

⑷ 医护工作者把救死扶伤( to heal the wounded and rescue the dying)看作他们的神圣职责。

Medical workers make ______ their sacred duties _______ ______ the wounded and ______ the dying.

Key: ⑴ it; to talk ⑵ it; to have missed ⑶ it; to study ⑷ it; to heal; rescue 】

Step Two: Grammar – The attributive Clause(2)

1. 关系副词的定义与用法

①关系副词在定语从句中代替先行词

②关系副词在从句中担任成分--状语，在从句中起副词和介词短语的作用

③关系副词起连接作用，把两个句子连接成为一个带有定语从句的主从复合句

关系副词有三种：

①where：在从句中作地点状语，指代地点

②when：在从句中作时间状语，指代时间

③why：在从句中作原因状语，指代原因

1） where 的用法

+ =

2） when 的用法

+ =

3） why 的用法

The reason why I’m calling you is to invite you to a party.

2. 关系副词和关系代词在定语从句中的区别。

例：①This is the house where I worked 2 years ago.

②This is the house that/which/省略 I visited.

在例①用where （关系副词）,因为它在从句中作状语，表示there或in the house.

在例②用that/which/省略（关系代词）,因为它在从句中作visited的宾语（visit是个及物动词）

例：③I’ll never forget the day when I joined the army.

④I’ll never forget the day that/which/省略we spent together.

在例③中when在从句中作状语，等于 I joined the army on the day.

when表示on the day这个介词短语。

在例④中that/which在从句中作spent的宾语（spend是个及物动词）

3. Do the exercises of grammar on Page 33 and 34

4. Do the exercises of grammar on Page 111 and 112 in the Workbook.

5. Do the exercises of grammar on Page 44, 45 and 46 in 《丰台分院紫皮练习册》

The Fifth Period

Contents: Integrating Skills

Procedures:

Step One: Introduction

The reading passage is about a film “Not One Less” by one of China’s most successful film directors, Zhang Yimou. What is the film about? What are people’s opinion about it?

Step Two: Instruction

1. Read the text while listening to the tape.

2. Do Exercise 1 of extra reading on Page 50 in《丰台分院紫皮练习册》

3. Read the text again and do the second exercise on Page 50 and 51 in 《丰台分院紫皮练习册》

4. Write a film review.

How to make comments on a movie according to given tips

练习

假定《哈里波特》的续集《哈里波特与消失的密室(secret cellar)》即将上映。现由你写此续集的简介，并鼓励大家去看。

续集内容如下：

马上就要开学。但就在返校前一天夜里，哈里房间里出现了一个叫多比(Dorby)的小精灵（spirit）。多比说有一件可怕的事即将发生，会危及哈里的生命，因此极力阻止哈里返校。但第二天好友罗恩（Ron）驾驶会飞的汽车把哈里接回霍格沃茨学院(Horgwardz College)。他们到校的前后几日，学校接连发生学生被变为石像（statue）的可怕事件。在现场的墙上都有“密市已被打开”的字迹。哈里和罗恩千方百计找到密室，最终消灭了作恶多端的魔鬼（monster）。

Harry Potter and the Disappeared Secret Cellar

Harry Potter and the Disappeared Secret Cellar is a follow-up to Harry Potter and the Magic Stone, which starts with the beginning of a new term when all the students should return to school. Just on the very night after which Harry is going back to Horgwardz College, a little spirit called Dorby appears in his bedroom, flying around in the air. Dorby makes every effort to prevent Harry from returning to school, warning him that an extremely terrible disaster will happen to him, which will put his life in danger. But just on the next day, Ron, Harry’s best friend drives his magic car which can fly to Harry’s home and picks Harry up to the Horgwardz College. During the few days around their arrival at the college, a series of terrible incidents take place at the college, in which several students have been turned into stone statues. What’s worse, on the wall at the spots of the incidents is always left the same sentence which says “The secret cellar has been opened.” Harry and Ron do their best to find the secret cellar at last. After many fierce fighting, Harry and Ron defeat the monster who has done all kinds of evils and get rid of him in the end.

The end of the follow-up is very exciting and catchy. As it will be on in many cinemas next week, you will surely be sorry if you miss seeing it next week. Don’t miss the chance!

5. Read the passage in Integrating Skills on Page 112 and 113 in the Workbook while listening to the tape.

6. Discuss about the passage and the questions on Page 113

7. Page 114 Write about an actor or actress whom you like best.

Paragraph 1: Introducing the actor/actress. (name, birthplace, birthday, etc.)

Paragraph 2: How did he/she become an actor/actress? What films has he/she made?

Paragraph 3: Why do you like him/her so much? What can you learn from him/her?

篇3：unit 5 the silver screen whole unit(人教版高一英语上册教案教学设计)

实习学校：梧田高级中学

实习班级：高一（6）班

指导教师：罗晓杰 胡国舜

实习生 ：项一倩

Unit 5 Silver Screen

Teaching Goals:

1. Talk about films, famous actors and directors.

2. Practise making comments and giving opinions

3. Use the Attributive Clause with prepositions such as in which, with whom

4. Use the Attributive Clause with relative adverbs where, when, why

5. Use new words and expressions

6. Write a film review

Teaching Time: 5 periods

Period 1. Warming – up and Listening

Teaching Aims:

1. Train students’ listening and speaking abilities

2. Get students know something about films

Teaching Import Points:

Talk about films, famous actors, film directors and film types

Teaching Difficult Points:

How to improve students’ listening ability

Teaching Aids:

A tape , a computer

Teaching Procedures:

Step1. Daily greetings

Step2. Lead in

T: In the Unit4, we have experienced some exciting moments by reading articles. This week, we can also enjoy some exciting and interesting scenes. However, this time, we’ll experience them by watching films. Do you like it?

Ss: yes

Step3. Warming – up

(Teaching Ss a new word about film, before asking each question. )

T: First, I want to have a survey to see whether you are true film fans. Have you see the movie “Hero”?

① Who is the director? Here “director” means “导演” （Zhang Yimou）

② What role does the actor, Cheng Daoming, play in the movie? Here “actor” means “演员” (the Emperor Qing Shihuang)

③ Which actress plays the leading role in the movie? Here “role” means “角色” (Maggie Cheung Zhang Mangyu)

④When was this scene of story set? Here “scene” means “场景” (in the Qing Dynasty)

⑤ Do you know where was the studio of the film “Hero” set? Here “studio” means “摄影棚” (Heng Dian Town)

⑥ Who is the writer of the script of “Hero”? Here “script” means “剧本” (Wang Bing)

⑦ Does this film have any follow-ups? Here “follow-up” means “续集” (No)

⑧ Does it win any Oscar Award? Here “Oscar Award”means “奥斯卡奖” (No)

Step4. Word study

T: From this survey, I can see most of you have a good knowledge of film. Actually, watching films is a good way to learn English. Just now, we learned some new words about movies. Please read after me. Now, please turn to p32. Use these new words to complete sentences.

(Then check the answers, and ask Ss to translate 4th, 6th sentence)

Step5. Pre-listening

(Show a poster of film on the Powerpoint, before asking each question)

T: As a true film fans, one must have seen many classical movies. Do you know the name of these films?

①(Titanic) I think you must be familiar with this film. Then do you know, which type of film does it belong to? (It’s an affectional film. I think it’s the favorite of most girls, isn’t it? )

② (Crouching Tiger, Hidden Dragon卧虎藏龙)I believe boys are most fond of action films. What’s this film?

③(Jurassic Park) then, when you want to seek stimulation, which kind of film do you want to watch?

T: For me, I think I’ll choose the horror film. Do you know its name?

④(The Passion of The Christ ) Many adult like to see ethical movies, because it can make them think about their lives or other serious issues. What’s the title of this film?

⑤Which type of film do children like to watch?

T: Yes, cartoon. Sometimes, we also call it animation film. Here are some cartoons. Mulan, Shrek2, Naluto

T: of cause, there’re some other types of film. Can you guess among these, which kind of film do I like most?

T: Actually, I like cartoon most, because there’re no difficulty for me to understand the story. And I’ll feel relaxed after seeing it. My favorite film is “Finding Nemo”. The film was directed by Pimax Studio. It’s about two separate fishes, the father fish and the son, who try their best to reunion. I appreciate the movie a lot, because it’s funny. And the images of roles are quite lovely.

T:…Which type of film do you like best?

What’s it about?

How do you think about it?

Step6. Listening

T: Now, let’s listen to the tape to see what film do Jennifer, Alex, James like, and their comments of the films. First, please listen to the tape, and get the general idea of this passage, and take notes if necessary.

T: For the second time, please complete these dialogues. First, please read these dialogues carefully.

T: now, can you complete this table according to these dialogues? (If they cannot, listen to the tape once again.)

Step7. Conclusion

T: In this class, we’ve done some listen. And we also talked about some films and famous directors. After class, you can talk about other film with your classmates.

Step8. Homework

Blackboard Design

Silver Screen

Affectional film

Action film

Horror film

Ethical film

Cartoon film

Period 2. Reading

Teaching Aims:

1. Train the students reading ability

2. Get students know Steven Spielberg as a film director

3. Learn some new words and phrases.

Teaching Important Points:

1. How to make the students understand the reading text better.

2. Learn and master the following phrases:

Work on, take off, cut…into pieces, win over, owe…to…

Teaching Difficult Points:

1. How to analyze and summarize the whole passage

Teaching Aids: a computer

Teaching Procedures:

Step1. Daily Greeting

Step2. Lead In

T: Last time, we talked about some knowledge of films. Do you still remember the name of some types of films?

Ss: Affectional film, action film…

T :( Show a poster of ET) it’s a poster of the film ET. According to this picture, can you guess which kind of film does it belong to?

Ss: science fiction film

T: (show a poster of Jaws) then, what’s the name of this film?

Ss: Jaws

T: (show a poster of Jurassic Park) what abut this film?

Ss: Jurassic Park, horror film

T: Then can any one tell me,① what is happening in this scene? (A dinosaur is lying on the ground, and some people are staying with it.)

②What do you think happens before this scene? (These people were very to see this dinosaur.)

③What do you think happens after this scene? (A woman found the dinosaur was ill, and she wanted to take care of it.)

T: Let’s watch the film to see whether the director thought the same with you. (Play video)

Step3. Skimming

T: These three films are all made by the same director. Do you know who is he?

Ss: Spielberg

T: Yes. Spielberg is a famous director in America. He made several films before he was 16. In the beginning, he created scenes with toys. But later, he wrote scripts and worked with actress. Do you want to know something more about Steven Spielberg? Now, please look at the reading text on p31. Please read the passage quickly to get the general idea and try to answer the questions on the screen.

Questions:

① how many films are mentioned in the passage? What are the manes of the films?

② what was Spielberg’s dream?

③ why were people who saw the film Jaws afraid to swim in the sea?

Suggested answers:

1. Five. They are “Jaws ET Jurassic Park Schindler’s List and Saving Private Ryan”.

2. His dream was to go to Film Academy.

3. Because they remembered the scenes in which people were eaten by the shark. )

Step4. Careful Reading

T: now, please read the first and second paragraphs carefully, and try to find out the basic information, such as his family, childhood, and so on. After that, please fill in this table

Name

Steven Spielberg Gender Male

Year of Birth

1946 Place of Birth America

Occupation

Director, Producer and screenwriter

Education California State University at Long Beach Degree Undergraduate

Father

Electrical engineer Mother Music teacher

Wife

Cate Capshaw Occupation actress

T: you have done a good job. How do you get these information.

T: yes. From the first sentence. Let’s pay attention to this sentence. This is an attributive clause. “Whose” is the relative pronoun. When we translate this sentence, we can translate the main clause first. eg.斯皮尔伯格出生在1946年的一个美国的一个小村镇，他的母亲是个音乐教师。

T: who can tell me what does this paragraph talk about?

Ss: It’s about Spielberg’s childhood.

T: ok, please look at this sentence: “This was a film in which Spielberg used real actors instead of toys” (tell Ss the meaning of “instead of” and the difference between “instead of” and “instead”)

T: Look at the second paragraph. What’s the general idea of this paragraph?

Ss: This was the moment when Spielberg’s career really took off.

T: yes, the last sentence of the second paragraph. Please pay attention to this paragraph: “take off” (explain this phrase)

T: Now, please read the 3-6 paragraphs carefully. Then fill in the table on P32. You can use the sentence pattern “Jaws is about…”

(while checking the answers, I’ll explain these phrases: be afraid to, cut..into pieces, go wrong, win over, highly)

T: This table is about Spielberg’s achievement. If we combine these two tables together, it’ll turn out to be Spielberg’s biographical table. When you leave school, or go to seek jobs, you’ll need to fill in this kind of table.

BIOGRAPHICAL TABLE

Name Gender ( ) Male ( ) Female

Year of Birth Place of Birth

Occupation Producer and screenwriter

Education California State University at Long Beach Degree

Father Electrical engineer Mother

Wife Occupation

Achievement

Firelight (1962) His first film

Jaws (1975) Jaws is about…

ET (1982)

Jurassic Park (1993)

Schindler’s List (1993)

Saving Private Ryan (1998)

T: Now come the last paragraph. What’s the general idea of this paragraph? Please pay attention to this phrase “owe…to…”

T: Just now, we talk about the great director Steven Spielberg. What have you learnt from Spielberg?

Step5. Homework

Blackboard Design

Steven Spielberg

J instead of win a prize for

take off be afraid to

cut…into…pieces highly

win over owe…to…

Period3 Grammar

Teaching Aims:

1. Review what we have learn in the last lesson

2. Learn the Attributive Clause with prepositions.

3. Learn the Attributive Clause introduced by relative adverbs “where, when, and why”

Teaching Important Points:

1. The usages of “prep.+ the relative pronoun”.

2. The usages and functions of the relative adverbs.

Teaching Difficult Points:

1. The choice of the preposition in the Attributive Clause.

2. The choice of the relative adverbs.

Teaching Aids:

A computer

Teaching Procedures:

Step1. Daily Greeting

Step2. Revision

T: Last time, we learnt the text about Steven Spielberg. Do you still remember what did Spielberg use in his first real film? What’s his dream? What great films did he direct?

T: Yes, these films were all made by Steven Spielberg, who is famous in the western countries. Actually, there’re many great directors in china. Can you name some of them?

Ss:….

Step3. Review relative pronoun

T: Ok, please look at the screen. Let’s do a linking game.

On the left are some famous directors in China and the right are the films they made. Please link these directors with the films.(show it on the Powerpoint)

T: well done. I believe most of you have watched or heard of these films. Now, let’s combine the directors and the films they made in one sentence. Please look at the example “Zhang Yimou is a famous director who made the great film Hero.” You can put the director first by using the relative pronoun “who”. And you can also place the film in the first place by using the relative pronoun “which”. Such as “Hero is a great film which was made by Zhang Yimou”. (Ask Ss read their answers together.)

Step4. Relative adverbs

T: just now, we mentioned some information of director. Now, let’s talk about actors. Do you know, where was Jackie Cheng born? (HK) And what about his son? (USA)

Then, Lu Yi? (China).

Name Place of birth

Jackie Chan

Fang Zuming

Lu Yi

T: let’s make sentence like this: “HK is the city where Jackie Cheng was born.”

T: in the last unit, we learnt how to use the relative pronoun “which, that, who and whose”. In the example, we use the relative adverb “where” to modify some place. Then, which word do you use to modify the “time”?

T: yes, “when”. Look at this sentence: “1953 was the year when Spielberg made his first real film.” Here, when was used to modify “the year”. Sometimes, we also use “why”, when we want to tell the reason of something happen. Just as the example on your book “The reason why Spielberg could not go to Film Academy was that his grade were too low.”

T: now, please do the exercise1 on P33 (check the answer).

T: I’m glad that you have master the usage of relative adverb. Let’s look at the example again. “HK is the city where JC was born.” In this sentence, we can also use prep.+relative pronoun instead of “where”. So, we can also say: “ HK is the city in which JC was born.”

T: then, how do we know which prep. we should use?

Here are three steps.

1. 找出定语从句。

2. 找出从句所修饰的词，即先行词。

3. 找出定语从句的谓语，根据先行词和谓语关系确定所需的介词。 （use the HK as an example to let Ss know how to do these steps）

T: According to these steps, I hope you can use the prep.+relative pronoun to fill in exercise1.

T: In the fact, the place of prep. is free in a sentence. Look at the example again. We can place “in” before “which”, or after “born”.

T: we can say “The woman who/whom Spielberg is married to is an actress.” And we can also say “The woman to whom Spielberg is married is an actress.” Maybe someone has found that in the first sentence, we can use the relative pronoun “who/whom”. However, for the second, we can only use “whom”. So after the preposition, we can only use “which” or “whom”.

T: please do Ex3 on p33.

Step5. Conclusion

T: now let’s have a conclusion for this lesson.

Step6. Homework

Blackboard Design

HK is the city where JC was born

in which

when 时间

why 地点

Periond4 Listening & Speaking

Teaching Aims:

1. Train students’ listening and speaking abilities

2. Let students practise their skills of interviewing.

Teaching Important Points:

1. How to make the students be active to express their own ideas.

2. How to help the students understand the long sentence in the text.

Teaching Aids:

A computer

Teaching Procedures:

Step1. Daily Greeting

Step2. Lead in

T: Last time, we talked about many films and actors. Do you know why I choose these actors or films as example?

Ss: Because they are famous.

T: Yes. Because of these films, some actors or actresses become famous. The success of films brings to these stars money, fame and reputation. But it also destroys their usual lives. Do you know, who do these stars hate most?

Ss: 狗仔队

T: Yes, dog of packs. These people always run after famous stars and try to find stars’ private secrets. In the fact, famous stars welcome the formal interview, such as CCTV’s interview program “Life of Art”. It’s a way to introduce themselves to audience. If you are a host of such kind of program, what questions will you ask? Please discuss in groups and collect as many questions as possible. (Present their questions on the blackboard.)

Step3. Listening

T: Now, let’s listen for a foreign edition of “Life of Art”. For the first time, I want you to listen for the general idea, and do the multiple choices. (Show the questions of on the Powerpoint)

T: For the second time, please answer the questions on P29. First please go over the question.

Step4. Pre-speaking

T: Now, it’s time for you to act as the host of such kind of program. As we know, before making programs, the host must get some information of the guests. So, let’s read the passage about Meryl Streep to know something about her. And then fill in the biographical table. (show it on the PowerPoint)

Step5.Speaking

T: Now, I’ll choose one of you act as Meryl Streep to receive my interview. (Ss can answer my questions according to the biographical table on the screen)

“H: Today in our program, our guest is the famous actoress Meryl Streep. Welcome, Mrs Streep.

H: As the first questions. Where and when were you born?

H:I know you first studied in high school, and then which school did you entered after you graduating from high school?

H: Finally, you found a job as an actress, then, where did you start your career?

H: what made you decide to be an actress?

H: what’s your first film in which you act?

H: Can you tell us some films which you act in?

H: And which is your favorite?

H: I know, you have a harmony family, can you tell us something about your family?

H: Mrs Streep, thanks you for accepting my interview. We hope to see you in many more films.” (Show the questions I ask to Meryl Streep on the screen)

T: After talking about the best actress. Now come the leading actor. Please read the passage about Keanu Reeves, and fill in the table again.

T: It’s your turn to act out the interview. The questions on the screen maybe help you.

(Invite Ss to act out the interview in front of the blackboard. One act as the host, and the other as Keanu Reeves. Their classmates can act as audience to ask questions to Keanu Reeves. Then ask them to choose the best actor.)

step6. Discussion

T: Just now, we talked about two great stars. Do you know why they are so popular and successful? Do you want to be an actor or actress? What’s your dream?

Step7.Homework

Blackboard Design

Questions:

What’s your mother? What’s your English name?

…

make money

be born

Period5 Integrating Skills Writing

Teaching Aims:

1. Do some reading

2. Practise making comments and giving opinions

Do some writing.

Teaching Important Points:

1. How to make comments and give opinions.

2. How to train the students’ writing ability.

Teaching Aids:

A computer and a epidiascope

Teaching Procedures:

Step1. Daily Greeting

Step2.Lead in

T: In this unit, we have talked about Steven Spielberg, who is the famous film director in America. Actually, there are many famous directors in China. Who do you think is the most famous and best director in China?

Ss: Zhang Yimou

T: Yes. The reason why he is so popular is that he directed two great action films: Hero and House of Flying Daggers. However, comparing to these action films, I like his films in the early stage better. Because we will see how poor it is in the countryside. And we can have a knowledge of the real life of Chinese farmers. Today, we’ll enjoy one of Mr. Zhang’s former film-Not One Less. Have you seen this movie?

Step3. Reading

T: Please read the passage, and divide this article into 4 sections according to the clue: beginning-development-ending-comments. (Check the answers, show some posters of each part on the screen, and explain some language points at the same time.)

Step4. Writing

T: Just now, we watched a free film. It’s time for you to pay for it. Please complete these sentences according to the information on your book. (Show the sentence on the screen. After finishing it, show someone’s writing on the, and make comments on their works. )

“The story is about

I think the story is

The actor/actress are

The ending of the film is

The scenes are

In a word, I think it is a film.

I think/ don’t think that it is worth seeing. “

Step5 .Conclusion

T: To write a film review, we should, first, tell the story in your own words. Next , make comments on different things about the film. Finally, you have to give your opinion about the whole of the film.

T: After knowing how to write a film review, I hope you can write a film review after class.

T: As it’s the last lesson for Unit5, I want to have a conclusion on this unit. In this unit, we have talked about films, actors and directors. We have also practise making comments and giving opinions. For the grammar part, we learnt how to use the attributive clause with prepositions such as in which, with whom. And we also learnt how to use the attributive clause with relative adverbs where, when and why. Of course, there are many new words and expressions in this unit. In this lesson, we have learned how to write a film review. I hope you can review this unit to see whether you have command these knowledge.

Step6.Homework

Blackboard Design

Beginning-Development-Ending-Comments

stay away

take sb’s place

lock sb up

run after

afford to do sth

appear- live on the air

not only, but also

篇4：unit 5 the silver screen reading(人教版高一英语上册教案教学设计)

Period 3 Reading

GETTING TO KNOW STEVEN SPIELBERG

Teaching aims:

1. To help students have a good understanding of the text.

2. To improve students’ reading and speaking abilities.

3. To study the lesson to know about famous director Steven Spielberg.

Key points:

1. To get students to know some information about Steven Spielberg.

2. To get students to say something about Steven Spielberg by their own words.

Difficult points:

To ask students to have an interview between a famous person and a journalist.

Teaching procedures:

Step 1 ------ Leading in

1. Show some posters of movies directed by Steven Spielberg.

2. Let students know that Steven Spielberg is a famous director in the world.

Step 2 ------ Extensive reading

1. Ask students to read the text as quickly as possible and do following exercise.

What’s main idea of the text?

A. His childhood and his family

B. His hobbies and his films

C. His career and his films

D. His career and his marriage

2. Ask students to read the text with the tape and do T or F exercise.

(1) Spielberg started making cartoon films when he was still a young boy. (F)

(2) He made his first real film in which Spielberg used a lot of toys.(F)

(3) The reason why he couldn’t go to the Film Academy was he couldn’t afford it. (F)

(4) His short film won him a job as the youngest film director in the world. (T)

(5) Jaws, ET and Jurassic Park are his highly successful films. (T)

(6) Though Spielberg is one of the top directors in the film industry, yet he has few fans in China. (F)

(7) He married an actress and the couple has seven children in all. (T)

Step 3 ------ Intensive reading

1. Ask student to get the meaning of following words in the text (words catching).

(1) He wrote the scripts for the films himself. (Para. 1)

scripts ------ a written form of a speech, play or broadcast

(2) This was the moment when Spielberg’s career took off. (Para. 2)

took off ------ become successful

(3) Jaws (1975), one of his first films, was a real blockbuster. (Par. 3)

blockbuster ------ a film produced with a large amount of money

(4) Spielberg has made two films about creatures that come to the earth from the outer space. (Para. 4)

creatures ------ a living thing

(5) After these highly successful films Spielberg made several follow-ups of Jaws and Jurassic Park. (Para. 5)

follow-up ------ a film or book that comes after another with the same story or actors.

2. Ask students to read the passage aloud and find what they do not understand.

Step 4 ------ Summary

1. Ask students to divide the text into three parts.

Part 1 (Para.1-2) the development of his career

Part 2 (Para.3-6) some introductions of his films

Part 3 (Para.7) the success of his success

2. Ask students to work in group of four and fill the form about Steven Spielberg.

Name: Steven Spielberg Year of birth: 1946

Place of birth: a small town in America Career: director, producer and screenwriter

Family members Father Engineer

Mother Music teacher

Wife Actress

Youth period At the age of 12 Made his first real film

At the age of 13 Won a prize for a short film

At the age of 16 Made a film called “Firelight”

Brief introduction of his movies Jaws(1975) A big white shark that attack swimmers who are spending their holidays in a small village by the sea.

ET(1982) A young boy called Elliot who makes friends with a small creature from outer space and helps him to find a way to go home.

Jurassic Park (1993) A park where a very rich man keeps different kinds of dinosaurs. When the park is hit by a storm, things started going wrong.

Schindler’s List (1993) Cruelty of war

Saving Private Ryan (1998) Cruelty of war

Step 5 ------ Activity

A speaking task for practicing the text according to the given situation.

Work in pairs. Suppose one pf you is Steven Spielberg and the other is a journalist of a newspaper. Steven is being interviewed by the journalist. The journalist asks some questions about his career, his film, his secret of his success. The journalist is also interested in his opinions about Chinese film and his future plan.

The Beginning ------

J: I’m very happy to have the chance to interview you, Mr. Spielberg. May I ask you some questions?

S: Of course.

J: Could you tell me when you made your first film?

…

Homework ------

Self-evaluation ------

篇5：Unit 5 Silver Screen reading(人教版高一英语上册教案教学设计)

Lead –in

Today ,our topic is about a five-star director Steven Spielberg. What have you known about him?....It doesn’t matter whether you have known about him or not because we’ll get close to him by reading a passage “Getting to Know Steven Spielberg. (T presents the topic. )

Skimming to get the general idea of part(What is the text about and how many parts is it divided into? Please skim the text to get the main idea of each part.

How many parts can the text be divided into? What are they about? (2ms)

The Ss will tell them as follows

P1-2 his early works and life

P3-6 his famous films

P7 his career and family

Scan P1 and fill in the gap

You have a general idea of the text, Why not know more about him. For example :

(T : was he a born director when he was young ?your reasons .Please read through p1)

what happened in the following years?

In 1946 –born in a small town in USA (–What happened in ..)

In 1958(when he was 12), --made his first real film –Why is 1958 important to him?

In 1959 ---won a prize for a short film –(What did he win in 1959?)

In 1962---a film called FIRELIGHT What was the important event in 1962?

Read p2 with the tape (But in his youth was he always successful ?)

Add more questions here

1. Why did he study English instead of film since his dream was to go to the Film Academy?

2. When did his career really take off?

3. What is the meaning of ‘TAKE OFF” ---to begin to succeed

Scan the next 4Ps to know about his films.(Someone says like book, like author. As to

a director, we can say like film, like director).Now let’ turn to his films.

1.What kinds of films are they ?

2.What are they about ?

Picture one

a. What is JAW about? –A big white shark that attacks swimmers.

b. What kind of film is it ? ---Science fiction / horror film –

c. How do you understand the sentence :Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark.-On the one hand, it is successful, on the other hand, it is a kind of scary / horror film. P3 L3

Picture two:

Which film is about a boy ELIOTT who makes friends with a small creatures from outer space and helps him to find a way home ?

What do you think creatures from outer space? Which sentence supports your idea?

( Are they as cold as adults / are they friendly / full of love…

-But in the world of children and the world where ET comes from love and friendship are the most important things in life.

Picture3-4

What kinds of films are Schindler’s list and Saving Private Ryan ?

What do the war films show in the end? _-Love and peace will win over the world.

Film

4. Play a film about Jurassic Park .(Enjoy a part of film with 3 questions.

a. Which film is it from?

b. When do you feel excited ?

c How do you think the film ended ?

Scan the last p with one question What is his secret of his success? ( They are blockbusters, which wins him great success. So do you know the secret of his success, please go on finishing the last p)

Owe …to …(to feel grateful to sb)

Discuss (In your opinion, what leads to his success. ?

T. Up till now, we have learned a lot about him. Talking about him, his film, we can use a word to sum them up. What is it ? (Which word reflects his personality and his films?)

---Love .He loves film. He loves family. It is love that makes him successful, makes his films hits.

As the saying goes, Love is love’s award. If you would be loved, love and be lovable . Love makes one fit for any work. So please keep it mind.

Interview (Homework)

It is love that makes him have a lot of fans in China.(As a famous directors, he has also a lot of fans in China.) .Suppose Now Mr Spielberg is being invited to be a guest of 艺术人生 hosted by 朱军 and He is facing Mrzhu and his fans . Make a live interview.(Group of Four)

Those who act as Zhu , stand up . How about Mr Spielberg.

Whom would you like to be MR Zhu and Mr Spielberg ? The rest are fans.(competition,see which group think of the most questions)

Homework : Design a poster of Steven Spielberg to make more Ss know him, including your evaluation. His photos and brief introduction of him.(Group of Four)

P32 word Study

篇6：Unit 5 The silver screen Period 3 Reading(人教版高一英语上册教案教学设计)

GETTING TO KNOW STEVEN SPIELBERG

Teaching aims:

1. To help students have a good understanding of the text.

2. To improve students’ reading and speaking abilities.

3. To study the lesson to know about famous director Steven Spielberg.

Key points:

1. To get students to know some information about Steven Spielberg.

2. To get students to say something about Steven Spielberg by their own words.

Difficult points:

To ask students to have an interview between a famous person and a journalist.

Teaching procedures:

Step 1 ------ Leading in

1. Show some posters of movies directed by Steven Spielberg.

2. Let students know that Steven Spielberg is a famous director in the world.

Step 2 ------ Extensive reading

1. Ask students to read the text as quickly as possible and do following exercise.

What’s main idea of the text?

A. His childhood and his family

B. His hobbies and his films

C. His career and his films

D. His career and his marriage

2. Ask students to read the text with the tape and do T or F exercise.

(1) Spielberg started making cartoon films when he was still a young boy. (F)

(2) He made his first real film in which Spielberg used a lot of toys.(F)

(3) The reason why he couldn’t go to the Film Academy was he couldn’t afford it. (F)

(4) His short film won him a job as the youngest film director in the world. (T)

(5) Jaws, ET and Jurassic Park are his highly successful films. (T)

(6) Though Spielberg is one of the top directors in the film industry, yet he has few fans in China. (F)

(7) He married an actress and the couple has seven children in all. (T)

Step 3 ------ Intensive reading

1. Ask student to get the meaning of following words in the text (words catching).

(1) He wrote the scripts for the films himself. (Para. 1)

scripts ------ a written form of a speech, play or broadcast

(2) This was the moment when Spielberg’s career took off. (Para. 2)

took off ------ become successful

(3) Jaws (1975), one of his first films, was a real blockbuster. (Par. 3)

blockbuster ------ a film produced with a large amount of money

(4) Spielberg has made two films about creatures that come to the earth from the outer space. (Para. 4)

creatures ------ a living thing

(5) After these highly successful films Spielberg made several follow-ups of Jaws and Jurassic Park. (Para. 5)

follow-up ------ a film or book that comes after another with the same story or actors.

2. Ask students to read the passage aloud and find what they do not understand.

Step 4 ------ Summary

1. Ask students to divide the text into three parts.

Part 1 (Para.1-2) the development of his career

Part 2 (Para.3-6) some introductions of his films

Part 3 (Para.7) the success of his success

2. Ask students to work in group of four and fill the form about Steven Spielberg.

Name: Steven Spielberg Year of birth: 1946

Place of birth: a small town in America Career: director, producer and screenwriter

Family members Father Engineer

Mother Music teacher

Wife Actress

Youth period At the age of 12 Made his first real film

At the age of 13 Won a prize for a short film

At the age of 16 Made a film called “Firelight”

Brief introduction of his movies Jaws(1975) A big white shark that attack swimmers who are spending their holidays in a small village by the sea.

ET(1982) A young boy called Elliot who makes friends with a small creature from outer space and helps him to find a way to go home.

Jurassic Park (1993) A park where a very rich man keeps different kinds of dinosaurs. When the park is hit by a storm, things started going wrong.

Schindler’s List (1993) Cruelty of war

Saving Private Ryan (1998) Cruelty of war

Step 5 ------ Activity

A speaking task for practicing the text according to the given situation.

Work in pairs. Suppose one pf you is Steven Spielberg and the other is a journalist of a newspaper. Steven is being interviewed by the journalist. The journalist asks some questions about his career, his film, his secret of his success. The journalist is also interested in his opinions about Chinese film and his future plan.

The Beginning ------

J: I’m very happy to have the chance to interview you, Mr. Spielberg. May I ask you some questions?

S: Of course.

J: Could you tell me when you made your first film?

…

Homework ------

Self-evaluation ------

篇7：人教版高一 Unit 5 The silver screen 重点句型和短语(人教版高一英语上册教案教学设计)

重点词语及句型

1. Practise making comments and giving opinions.

2. Ask questions about the place where they grew up, the time when they were young, the reason why they chose their jobs and about their career.

3. After graduating, she went to New York, where she started working as an actress and won the Theatre World Award for her role in a play.

4. During the 1980s and 1990s she won many more prizes while acting in famous films such as….

5. In the beginning he took many small jobs to make money.

6. This was a film in which Spielberg used real actors instead of toys.

7. The reason why he could not go there was that his grades were too low.

8. Here he worked on a short film, which won him a job as the youngest film director in the world.

9. This was the moment when Spielberg’s career really took off.

10. Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark.

11. Scientists want to find ET to cut him into pieces to do research.

12. But in the world of children and the world where ET comes from, love and friendship are the most important things in life.

13. When the park is hit by a storm, things start going wrong.

14. In his war film, he has shown that love and peace will win over war in the end.

15. When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.

16. After that it still took seven years before they finally got married.

17. While watching Titanic, most people couldn’t help crying when it came to the scene in which Jack saves the life of the girl but dies in icy water himself.

18. Film companies often make follow-ups to films that have been very successful.

19. Zhang Yimou’s film “Not one less” tells a simple but moving story.

20. She wants them to let her appear live on the air, hoping that Huike will see her.

21. Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves.

22. If you think highly of the film you may encourage other people to go and see it.

23. What do you think about/of…?

=How do you feel about/like/find…?

短语 1. stay away for a month 2. take one’s place

3. lock sb. up 4. cause trouble

5. run away from school

6. determine to bring sb. back safely

7. can’t afford to do sth.

8. ask sb. for help 9. a happy ending

10. play the role of…

篇8：Unit 5 The Silver Screen Period 1 words & expressions(人教版高一英语上册教案教学设计)

1. speed

1) vt. & vi. sped, sped; speeded, speeded

2) n. at a speed of 60 kilometers an hour= at 60 k/h

2. take off

区分：take up

take in/out

take away

take care of

take part in

1). The plane will ___________ at 7 o’clock in the morning.

2). Their child is __________ by the nursery (托儿所).

3). There were young people around, which _______ the loneliness of old age.

4). He listened to the lecture, but didn’t _____ much.

5). How many of you are going to _______ the sports meet.

6). The bed ______ too much space in the room.

7). Please ____ your test papers.

3. owe

1). owe (sth.) to sb.把…归功于…

①. I owe to you that I'm still alive. 我现在还活着，应该感谢你。

②. We owe a great deal to our parents and teacher. 我们深受父母和师长之恩。

2). vt. 欠（债） owe sth. to sb.

owe sb. sth

①. I owe $20n to him. 我欠他20元钱。

②. I have paid all that was owed. 我已经把所有欠债还清了。

3). 应当给予……

①. You owe me an apology. 你得向我道歉。

②. We should do the duty which we owe to our country. 我们应对国家尽我们应尽的义务。

4). Owing to因为，由于（because of /thanks of /as a result of）

eg. Owing to our efforts, the task was finished in advance.

4. in all = altogether总共，总计

above all___________ at all ____________

after all ___________ first of all _______________

eg. There are 40 students _______.

He didn’t go to school _____ yesterday.

Don’t punish him, ______, he is only a little boy.

I have a lot of things to do , _____ I should finish my homework.

_________, let’s open our book, then, let’s read the text together…

5. determine

1). determine to do sth. 决心做谋事

2). determine sb. to do sth. 使某人决心做某事

3). determine on sth. / doing sth. 决心……；决定做……

4). determine against doing sth. 决心不干……

e.g. he determined to make his arrangements at once.

他决定立刻去做安排

The news determined him against smoking.

这则消息使他决定不在吸烟。

be determined to do sth.下决心做某事

be determined + 从句（虚拟should do）决定……

e.g. Mary was determined that Tom should stay at home.

玛丽决心让汤姆呆在家。

6. live [laiv] adj. 活的，活生生的；现场的，直播的

live fish活鱼=a living fish=a fish alive

a live broadcast on TV 现场直播

lively adj. 活泼的，有生气的

e.g. There will be a live match this evening.

今晚有现场直播的比赛。

It is a live fish? I can’t believe it.

[拓展] alive, living ,live, lively (adj.)

He is still alive.

Is this bird alive or dead?

No man alive will believe what he says.

没人会相信他所说的话。

The fish is still living.

living water/fish 活水/鱼

Both plants and animals are living things (生物).

the living

活着的人们（复数）

live 作定语，放在名词前，指物，一般不指人

lively 活泼的，活跃的，充满生气的 做表/定语+人/物

7. on the air = broadcasting 广播

e.g. English news is on the air.

on the air, in the air, in the open air

e.g. She is on /over the air. 她正在广播。

The story is on the air. 这故事正在被播送。

in the air 在空中= in the sky (但是在宇宙的高空不用in the air)

e.g. Many birds are flying in the air/sky.

There are a few stars in the sky. (不用air)

in the open air 在户外，在露天

I’m going out for a walk in the open air.

我打算到户外散散步。

by air 乘飞机

8. think highly of

think well/little/poorly/… of

对某人/事 印象好/不好

e.g. We all think well of your plan.

认为你的计划好

All the teachers think highly of Tom. 对Tom评价高

Period 1 words & expressions

Unit 5 The Silver Screen

1. speed

1) vt. & vi. sped, sped; speeded, speeded

2) n. at a speed of 60 kilometers an hour= at 60 k/h

2. take off

take up

take in/out

take away

take care of

take part in

1). The plane will _____________ at 7 o’clock in the morning.

2). Their child is _____________ by the nursery (托儿所).

3). There were young people around, which ____________ the loneliness of old age.

4). He listened to the lecture, but didn’t ____________ much.

5). How many of you are going to ______________ the sports meet.

6). The bed ___________ too much space in the room.

7). Please ___________ your test papers.

3. owe

1). 把…归功于…

我现在还活着，应该感谢你。

①. ____

我们深受父母和师长之恩。

②. _____

2). vt. 欠（债） owe sth. to sb.

owe sb. Sth

我欠他20元钱。

①. ____

我已经把所有欠债还清了。

②. ____

3). 应当给予 ……

①. You owe me an apology.

__________________________________________________

我们应对国家尽我们应尽的义务。

②. ____

4). Owing to因为，由于（because of /thanks of /as a result of）

eg. Owing to our efforts, the task was finished in advance.

_____________________________________________

4. in all = altogether总共，总计

above all

at all

after all

first of all

eg. 1). There are 40 students ____________.

2). He didn’t go to school ____________ yesterday.

3). Don’t punish him, __________, he is only a little boy.

4). I have a lot of things to do, ___________ I should finish my homework.

5). ______________, let’s open our book, then, let’s read the text together…

5. determine

1). determine to do sth. 决心做谋事

2). determine sb. to do sth. 使某人决心做某事

3). determine on sth. / doing sth. 决心……；决定做……

4). determine against doing sth. 决心不干……

他决定立刻去做安排

e.g.

这则消息使他决定不在吸烟。

[拓展] be determined to do sth.下决心做某事

be determined + 从句（虚拟should do）决定……

e.g.玛丽决心让汤姆呆在家。

6. live [laiv] adj. 活的，活生生的；现场的，直播的

live fish活鱼 = a living fish = a fish alive

a live broadcast on TV

______________________________________

lively adj. 活泼的，有生气的

1). 今晚有现场直播的比赛。

__________ _

2). It is a live fish? I can’t believe it.

____________________________________________________

[拓展] alive, living ,live, lively (adj.)

1). He is still alive.

_____________________________________________________

2). Is this bird alive or dead?

_____________________________________________________

3). 没人会相信他所说的话。

________________

4). The fish is still living.

_____________________________________________________

living water/fish 活水/鱼

Both plants and animals are living things (生物).

the living 活着的人们（复数）

live 作定语，放在名词前，指物，一般不指人

lively 活泼的，活跃的，充满生气的 做表/定语+人/物

7. on the air = broadcasting 广播

e.g. English news is on the air.

on the air in the air in the open air

e.g. She is on /over the air. 她正在广播。

这故事正在被播送。

___________________________________

in the air = in the sky (但是在宇宙的高空不用in the air)

e.g. Many birds are flying in the air/sky.

___________________________________________________

There are a few stars in the sky. (不用air)

___________________________________________________

in the open air 在户外，在露天

我打算到户外散散步。

by air 乘飞机

篇9：Unit 5 The silver screen Period 5 Grammar --- The Attributive Clause(人教版高一英语上册教案教学设计)

Teaching aims:

To learn the attributive clause.

Key & difficult points:

To get students to understand the attributive clause with the relative adverb.

Teaching procedures:

Step 1 ------ Leading in

1. Review the attributive clause.

(1) The definition of attributive clause and antecedent and the relative pronoun

(2) Do some exercise.

--- Is this village ___ you visited yesterday?

A. where B. that C. in which D. the one

--- The girl ___ is dancing is Mr. Green’s daughter.

A. who B. which C. whom D. /

Step 2 ------ Attributive clause learning

I. where

1. Show the picture of the internet center.

2. Ask students to fill in the blanks.

(1) This is the room which is called internet center and where we can surf the net.

(2) This is the school where we are going to spend three years of happy time.

3. Ask students to combine two sentences as one.

This is the house.

I was born in the house.

(1) This is the house where I was born.

(2) This is the house which I was born in.

(3) This is the house that I was born in.

(4) This is the house I was born in.

(5) This is the house in which I was born.

II. when

1. Show the picture of the new school.

2. Ask students to fill in the blanks.

(1) This picture was taken on the day when the new school began.

3. Ask students to combine two sentences as one.

He came at a time.

We needed help then.

(1) He came at a time when we needed help.

(2) He came at a time which we needed help at.

(3) He came at a time that we needed help at.

(4) He came at a time we needed help at.

(5) He came at a time at which we needed help.

III. when

1. The reason why I’m calling you is to invite you to a party.

2. There are several reasons why we can’t do that.

3. He couldn’t give the teacher a good reason why he was late for school.

Step 3 ------ Summary

1. 关系副词where 引导的定语从句修饰表示地点的先行词, 它本身在从句作

地点状语。

2. 关系副词when引导的定语从句修饰表示时间的先行词, 它本身在从句中作时间状语。

3. 关系副词why引导的定语从句修饰表示原因的先行词, 它本身在从句中作原因状语。

Homework ------

The paper

Self-evaluation ------

篇10：高一英语unit 1-4 所有课型教案2(人教版高一英语上册教案教学设计)

A Teaching Plan

Title of lesson: Unit 2 English around the world

Type of lesson: New lesson

Teaching aims: Ss will be able to use the functional sentences to express their

language difficulties and be able to have a good understanding of the

differences between Br E and Am E through the practice of the four

basic skills: listening, speaking, reading and writing.

Teaching contents: 1. Vocabulary: 40 (大纲), 8 (课标)

2. Functional sentences

3. Grammar---Direct Speech & Indirect Speech (2)

4. Topic: Language learning (1)

Teaching focus: 1. Differences between Br E & Am E

2. Language difficulties

Teaching aids: Tape recorder, computer, projector, worksheet

Period One: Warming up & Listening

Aim: Ss will be able to practise their listening skills by doing the exercises and to

know that Br E & Am E are sometimes different.

Step 1: Listening

Ask the Ss to listen to the dialogue twice and then do the multiple choice.

1) Joe came to Britain _____.

A. by train B. by air C. by ship

2) He came from the city _____.

A. Seattle B. London C. New York

3) Joe felt _____ after he got to Nancy’s home.

A. surprised B. excited C. tired

4) Joe wants to use Nancy’s _____.

A. telephone B. computer C. bathroom

5) The bathroom is _____.

A. the second door on the right downstairs

B. the second door on the left upstairs

C. the first door on the left upstairs

Step 2: Reading and discussing

1. Ask the Ss to read the dialogue and try to find out what Joe was looking for with the help of the picture.

2. Ask the Ss to have a discussion in groups of four about the reason why Joe can’t find it.

3. Help the Ss to understand Br E and Am E are sometimes different.

Step 3: Listening

1. A brief introduction of the dialogue.

2. Ask the Ss to listen to the dialogue and finish the exercise

( question answers or multiple choices ).

3. Ask the Ss to listen to the dialogue and fill in the blanks or write down a

whole sentence.

4. Check their answers, hand out the listening material and ask them to read it.

Step 4: Homework (A task )

Ask the Ss to think about more examples to show the differences between Br E & Am E and complete the form given below

British English American English

Spelling

Pronunciation

Words

Period Two: Speaking

Aim: Help the Ss learn to use the functional sentences to express their language

difficulties through the practice of reading and speaking.

Step 1: Dialogue One

1. Ask the Ss to read the dialogue after the tape

2. Ask the Ss to practise reading individually

3. Ask the Ss to practise reading in groups of three

4. Ask the Ss to act it out in class

5. Ask the Ss to finish the exercise (Page 9)

Step 2: Dialogue Two (the same step as Dialogue 1)

Step 3: Dialogue Three (补充旧教材S1U3中的对话, the same step as Dialogue 1)

Yang Mei is now studying in the States. She meets her new teacher, Sara for the first time. Sara is an American. They are talking before the term starts.

Sara: So you are Yang Mei. Nice to meet you.

Yang Mei: How do you do? I’m sorry. I know only a little English. I have some

difficulty in pronouncing some of the words in English.

Sara: No, you’re doing fine.

Yang Mei: Thank you.

Sara: And when do you take your next exams?

Yang Mei: In June.

Sara: I see. What do you want to do next fall?

Yang Mei: Pardon? Would you please say that again more slowly?

Sara: What do you want to do next fall?

Yang Mei: Next what? I’m sorry I don’t quite follow you.

Sara: What do you want to do next September? Do you have any plans?

Yang Mei: I’d like to study medicine and become a doctor.

Sara: Right. Nice meeting you, Yang Mei. Bye.

Yang Mei: Goodbye.

Step 4: Functional sentences

1. Ask the Ss to pick out from the three dialogues the functional sentences about language learning

2. Help the Ss summarize the functional sentences ( Textbook Page 10)

Step 5: Practice & Communication

Ask the Ss to make up new dialogues with the functional sentences in pairs. Some situations are given to help them. They may think of other proper situations in which they use the functional sentences.

Situation 1: You ask your friend if he/she knows how to say “网站” in English and how to spell it.

Situation 2: You are not sure about the spelling of the word “favourite” and your classmate tells you the different spellings in Br E and Am E.

Situation 3: You telephone the flower shop and ask the florist the deliver some flowers to your girl friend. You tell the florist your friend’s name and address.

Period Three: Reading

Aim: Help the Ss have a good understanding of the text and solve their

difficulties with the passage by reading, discussing and doing the exercise.

Step 1: Pre-reading

Some questions for discussion:

1. How many languages do you speak?

2. Which is your native language?

3. Do you speak English as well as your native language?

4. Do you think it necessary to learn English well besides your native language? Why?

5. In what situations do you use English?

Step 2: Reading

1. Ask the Ss to read the text fast and try to find out the answers to the following two questions.

Questions: 1) How many people in the world are speaking English as their

native language?

2) What is English in most international organisations?

2. Ask the Ss to read the text again and then try to judge the following statements (或参见目标练习册Page 16). They may do the exercise individually first and then discuss their answers in groups.

( ) 1)We can find native speakers of English in Britain, America,

Canada, New Zealand, India and so on.

( ) 2) The number of people learning English as a second language is

far less than that of people speaking English as native language.

( ) 3) In some countries such as Philippines and Pakistan people speak

their own languages at home while English in public.

( ) 4) English is widely used in tourism as well as international

organisations and trade.

( ) 5) Those who come to China on business and vacation can speak

Chinese very well.

( ) 6) English is not only the working language but the one of global

culture.

Key: F F T T F T

3. Ask the Ss to read the text aloud following the tape and pick out the difficult words and sentences.

4. Help the Ss to solve their difficulties.

Step 3: Post-reading

1. Give the Ss several questions and ask them to have a discussion in groups of four and then give a report in class.

Questions: 1) In which countries do we find most native speakers of English?

Give the names of them.

2) How many people speak English as their native language?

3) How many people speak English as a second language?

4) What is the number of people learning English as a foreign

language?

5) In which part of China people speak English as a first or second

language?

6) Why is it becoming more and more important to have a good

knowledge of English?

7) Living in China you can use English every day in different

situations. Give two examples.

8) What about the present situation of English learning in Beijing?

What do you think of that?

2. A task activity: Suppose it is 2008 now and the Olympic Games are being held in Beijing. Many foreign guests have come to Beijing and they want to have a good understanding of the city. You are a college student and also act as a volunteer of the Games. Think about and tell us what you can do for the foreign guests.

Period Four: Language study

I. Word study

Aim: Help the Ss learn to use some useful and important words and phrases.

Step 1: Ask the Ss to finish the exercise on the textbook (Page11)

Step 2: Help the Ss learn some words in detail

1. find

--Ask the Ss to repeat the following sentences and summarize how to use the word “find”.

1) I found the bathroom, but I didn’t find what I was looking for. (find+sth.)

2) The situation is found in countries such as India, Pakistan, Nigeria and the Philippines. (find+sth.)

3) In which countries do we find most native speakers of English?(find+sb.)

4) I’m sure that you’ll find the book interesting. (find+n.+adj.)

5) When he woke up, he found himself in hospital. (find+oneself)

6) You’ll find it difficult to get along with him. (find+it+adj.+to do)

7) We found that he was a good-natured man. (find+that-)

8) They finally found out the truth of the matter. (find out )

2. the number of / a number of

--Give the Ss the following examples and ask them to tell the difference between “the number of” and “a number of”.

1) The number of the students in our school is over 2000.

2) A number of students in my class are fond of rock music.

3) The number of traffic accidents recently is increasing.

4) A large number of doctors and nurses have contracted SARS.

--Ask the Ss to complete the following sentences according to the Chinese translation.

1) The number of the students standing outside of the office is about ten.

（站在办公室外面的学生人数大约是十人。）

2) A number of my friends are going abroad for a holiday this National Day. （我的一些朋友准备在这个国庆节出国渡假。）

3) The number of days in February is either 28 or 29. （二月的总天数不是二十八天就是二十九天。）

4) A number of traffic accidents recently have been / are caused by new drivers. (近来相当多的交通事故是由新司机引起的。)

3. except / except for

--Show the Ss several examples and help them explain the sentences in English and tell the difference between “except” and “except for”.

1) All of us went there except him. (He didn’t go there.)

2) We go to school every day except Sunday. (We don’t go to school on Sunday.)

3) Your composition is good except for a few spelling mistakes. (You made a few spelling mistakes in your composition.)

4) In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or second language. (The students in Hong Kong speak English as a first or second language.)

--Ask the Ss to fill in the blanks with “except” or “except for”

1) All the students began to write down the numbers except one boy. He seemed to be thinking about something.

2) The movie was good except for the ending. The ending was not wonderful at all.

3) I enjoyed the party except for the music because the music was too loud.

4) Everybody except John was able to answer the question. He needed help.

5) We had a pleasant time there except for the weather. It rained nearly the whole day.

6) There was a broken chair in the room. Except for the broken chair, the room is empty.

4. trade (见学习丛书第11页)

5. stand(见学习丛书第12页)

Step 3: Ask the Ss to fill in the blanks with the proper phrases given below.

make oneself at home in total come about

more than at all more or less

1. Tell me how the accident _______________.

2. What is the number of the visitors to the exhibition _______________ ?

3. The repairs to the car will cost _______________ 200 yuan. I’m not very sure.

4. During the dinner party, the host asked us to _________________ and to help ourselves to whatever food we liked.

5. It was early March, but the weather was not _______________ cold.

6. People _______________ 18 years of age have the right to vote in China.

Step 4: Translation (Workbook P93)

Ss are asked to finish the exercise individually and then have a group

discussion.

Period Five Grammar

Aim: Help the Ss distinguish a request and a command and learn to report

requests or commands.

Step 1: Ask the Ss to look at the sentences and decide which is a request and which is a command. (Textbook Page 12-1)

Step 2: Ask the Ss to do the exercise in pairs (Textbook Page 12-3)

Step 3: More exercise (Workbook Page 93-1)

Step 4: Ask the Ss to finish the checkpoint and make a summary

Period Six: Integrating skills

Step 1: Discussing

Ask the Ss to have a discussion on the homework about the differences between Br E & Am E.

Step 2: Reading

1. Ask the Ss to read the first passage and finish the reading comprehension

2. Help the Ss to solve their problems about the passage

3. Ask the Ss to read the second passage and finish the exercise

4. Help the Ss to solve their problems about the passage

Step 3: Discussion

Ask the Ss to have a discussion about the different dialects in Chinese. Ss are given the task before class and they are expected to collect some information. Ss are encouraged to report what they have learned about the different dialects in Chinese.

Step 4: Writing

Ask the Ss to write a short passage in which they compare American and British English or dialects in Chinese. They should be given some language help.

For example: There be…,

the differences in …between…,

spelling and pronunciation,

be spelt…,

pronounce the word…,

while…,

however…,

besides…,

almost the same…,

have some/no difficulty in …,

understand each other…

篇11：高一英语unit 1-4 所有课型教案1(人教版高一英语上册教案教学设计)

Type of the lesson: New lesson

Teaching aims : Learn to use functional sentences ,key structures,

and words to introduce one’s friends

by listening ,speaking, reading and writing .

Content of the lesson:

1. Topic: Friends .

2. Functional sentences: likes and dislikes.

3. Grammar: Direct speech and Indirect Speech.

4. Vocabulary:

Teaching focus: Functional sentences and words which are used to describe friends .

Teaching aids: A computer , OHP.

*********************************************************** Period 1 Warming up

一.Teaching aims :

1. To talk about oneself and his/her friends .

二．Teaching Procedure :

Step 1. Self introduction .

A: Self introduction of the teacher .

T: Good morning students! I’d like to introduce myself first .

I’m … .My surname/family name is… .

Now could you describe me ?What am I like ?

Am I tall/short ? Am I thin/fat ? I like … .

I am a warm hearted person . I am always ready to help others .

B: Self introduction of the students themselves.

Step 2:Ask the students to get to know each other .

(Before the students begin to ask for each other’s information ,ask them to read the given words .)

Task 1 : Classify the following words into different groups.

red, pale, sad, weak, healthy, round,

big, beautiful, poor, happy, small , tall,

foolish, short, kind, brave, loyal, funny,

quiet, gentle, wise, honest, smart , pleased.

rich, handsome, bright excited, strong. disappointed, bored, interested, surprised,

Answers:

Appearance(相貌)：

handsome, beautiful, red, pale, weak, healthy, round, big, small , strong, tall, short…

Characteristic(性格,特征 )：

kind, honest, brave, loyal, funny, quiet, gentle

wise, smart, rich, poor, foolish, bright…

Mood(情绪)：

excited, surprised, sad, happy, disappointed, bored, interested, pleased…

Task 2 : Ask the Ss to make a self-introduction by using the following structures in a group of four. Describe the other students in his/her group.

A: Self introduction of the students themselves.

T:Could you tell me something about yourself ?

I’m _________and__________.

I think I’m __________and ________________.

B: A representative is chosen to describe his/her partner in class.

He /She is ________and ___________.

I think he /she is ________and _________.

Guess who he or she is.

Task 3:Ask the Ss to tell each other something about his or her friends in pairs. And then present their speech in class.

I think he /she is my good friend ,because she/he is _______and ______.A good friend should be_______ and ________.

Task4: Ask the Ss to write a paragraph about his/her friends.

参照Wb. P87

______is my good friend .He/She is ____and ______.I think a good friend should be_________ and ___________.

At least ,each one should write down the three sentences, more writing is welcomed)

Task5:Display the structures writing on the wallpaper after class.

四．Homework:

1. On Wb P87 .2

2. On Wb P87. 3

Blackboard Arrangement

Unit One Period 1 Warming up

1.I’m _________and__________.

2.I think I’m __________and ___________

3.He /She is ________and ___________.

4.I think he /she is ________and _________.

5.A good friend should be_______ and ______.

***********************************************************

Period 2 Listening

一.Teaching aims :

To train students’ listening skill.

二Teaching Procedure :

Learn Dialogue 1.

Step 1: Ask the students to listen to the tape and then circle the information they hear.

A. Peter is often late for the football practice.

B. Jim is often late for the football match.

C. Jim wants Peter to be on time in the future .

D. Peter is not happy because Jim is late .

E. Peter doesn’t fell sorry for being late .

Answers :ACE

Step2: Ask the students to listen to the tape again and answer the following questions orally.

1) What’s wrong with Peter ?

He is late for the football practice .

2) What does Jim want Peter to do ?

He wants him to be on time .

3) Does Peter fell sorry for being late ?

No.

4) How do you know that ?

(A group work can be organized to work out the answers.)

Present the questions on the screen or on the blackboard.)

Step 3: Ask the students to listen to the tape for the third time and then fill in the blanks with suitable information. Do it individually first and then check them in pairs.

(目标练习P2)

Step 4:Read the dialogue and check the answers by themselves according to the listening material.

Learn Dialogue 2:

Step 1.Warming up :

What is a calculator ?

Do you know this word ?

upset=unhappy ,disappointed

Step 2: Ask the students to listen to the tape and answer the following questions .

1)Who are talking ?

Ann and Mary

2)What are they talking about ?

Calculator

3)Whose calculator is it ?

Ann’s (the first listening )

4)Who borrowed a calculator ?

Mary

5)Did Ann know Mary borrow her calculator ?

No

Step 3.Ask the students to discuss the questions .

1).How do you know that ?

2).What’s Ann’s problem ?

Step 4: Ask the students to listen to the tape for the third time ,try to fill in the blanks with the suitable words.

(目标练习P2)

Step 5:Check the answers by listening to the tape again.

Step 6. Ask the students to read the dialogue in pairs in order to understand it.

Learn Dialogue 3:

Step1. Ask the students to listen to the tape for twice , tick the information they’ll hear.

( )1.John and Adam are talking .

( )2.Adam borrowed a CD player.

( )3.John has a CD player .

( )4.The CD player works well .

( )5.The CD player is broken .

( )6.Adam broke the CD player .

( )7.Adam will ask his uncle to fix the CD player .

( )8.The CD player hadn’t worked before John lent it to Adam.

Answer:1,2.3.5.6.7

Step 2. Ask the students to listen and write

Step 3.Listen and fill in the blanks individually.

Step 4.listen and check the answers individually.

Step 5. Check the answers in pairs.

Step 6. Check the answer by going over the written material individually.

Step 7. Ask the students to read and act the dialogue.

Homework:

*******************************************************

Period 3 Speaking

一. Teaching Aims :

1.To improve the students’ listening and speaking ability.

2.To talk about likes or dislikes, and to practice giving reasons for their opinions.

二．Teaching Procedure :

Step 1:Warming up :

Do you have a friend ? Why do you like him or her ?

Now read the dialogue and see why these people like or dislike the person.

Step 2 :Read the dialogue and find out the information according to the chart.

1).Do it in a group of five .Each one makes a list of one person and reports it in the group .

2).Choose 2-3 group to present their work in class.(Each student makes a report of one given person.)

3).Ask 1-2 students to present a complete report .

Step 3.Practise the dialogue .

1) listen to the tape and read the dialogue after it .

2) Read the dialogue by themselves .

3) Check the reading in class.

4) Practise reading in a group of 7

5) Check the reading.

Step4. Fulfill the task of deciding who you think could be friends by using the chart and all the given structures .

1) Work in pairs orally to decide who your friend could be and why you think he /she is .

2) Tell your partner your best friend and why you like her/him or the person you don’t like .

Step 5. Write a passage about what you think your best friends should be .

I have a good friend. He/She is always dressed ________, and looks __________. He/She never_______, or he/she always __________. He/She … .

Model: Teachers’ book P4

I have a good friend. He is always dressed neatly and clearly, and looks like Zhou Runfa. He never tells lies ,or he is always ready to help. He is not afraid of danger or difficulty. He always has very clever ideas when others do

not know what to do.

Homework:

******************************************************

Period 4 Reading

一．Teaching Aims:

1. To train the students’ reading skill.

2. To help the students understand the passage .

二．Teaching procedure :

（一）Pre-reading ：

Step1.Warming up :

Do you know what are they ?(show objects )

Could you name them?

Step2.Complete Pre-reading task on the book.

Ask the Ss to read the instruction and then to tell what are the things they will take with them to survive on a deserted island .(work it out in pairs )

(二)Reading :

Step1.Warming up :

Have you seen the film Cast Away ?

If you haven’t seen it ,read the text and try to get some information of the film .

Step 2. Help the students to understand the text .

1)Read the text and answer the questions.

Who is the character of the film ?

What happens to him ?

Where is he now ?

2) Read the text with the tape on ,underline the words, phrases or sentences you don’t understand .

3) Help the Ss to find out the meaning of the words and phrases .

A: Context meaning

1.crash a. chase and catch and kill

try to find

2.hunt b. have the same felling

use the same feeling

1. land c. have an accident

2. share d.(cause to )arrive at a place

3. sorrow e .something sad

4. care about f. be concerned about ,

5. deserted be worried

6. such as g. survive all alone ,nobody

else to live with

h. for example

(Answers: c, a, d, b, e, f ,g, h )

B. Suffix and prefix

happy---happiness

unusual ---special

C. Show the sentences to the students, sum up the meaning of the underlined words.

I have never done the job, this job offers me a real challenge .

His mother died, could you tell me what kind of feeling he has ?

4) Help the Ss to understand the complex sentences

a. Even though( Although)

b. Attributive clause目标练习P9 (三)

so busy that …

Chuck is too busy to have any time to meet his friends.

5)Read the text again and answer some more questions.

(1)What is Chuck before the flight accident ?

(2)What happens to him after the plane crashes?

(3)What must Chuck learn to do to survive on the island ?

(4)What does Chuck learn about himself when he is alone

on the island ?

(5)What does Chuck think of his friend volleyball ?

(6)What is the meaning of friendship ?

(7)If you were alone on an island ,what would you do ?

in order to survive ?

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

(Questions should be on the screen and the activity can be carried out in a group of 4 (Q6) )

6) Write down a short paragraph to describe what you will do if you survive on a deserted island .(3-5sentences .)

Step 3.Homework :

Ask the students to pick out the usage of “learn” in the text and sum them up next day. Underline any other words, sentence structures they would like to learn further .

******************************************************

Period 5 Language study

一． Teaching Aims:

Learn to use the following words and expressions.

learn, so…that , think about ,learn about ,make fire,

make friends with, fond,

二.Teaching procedure :

Ⅰ.Learn:

1. Ask the students to pick out the sentences with the word “learn” and say the meaning of the word “learn”.

2.Ask the student to sum up the structures of “learn” .

1) On the island ,Chuck has to learn to survive all alone .( )

2) He has to learn how to collect water.( )

3) Chuck learns a lot about himself when he is alone on the island .( )

4) Chuck learns how to be a good friend to Wilson ( )

5) Chuck learns that we need friends to share happiness and sorrow.

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

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

a .learn to do sth

b. learn how to do sth

c. learn a lot about sth

d .learn that (clause)

e. learn from sb

3.Make sentences with the given situation

1)今年冬天我打算学滑雪。

I am going to ______________this winter.

2）在美术课上，学生们学习如何画国画。

The students __________the Chinese paintings in an art class.

3)我们跟一位美国老师学的英语。

We ______________an American English.

4)他认识到埋怨别人是没有用的。

He ________ it is no use blaming other people .

(Answers: 1.learn to ski ; 2.learn how to paint;

3.learned English from; 4.learns that .)

Ⅱ.so…that… , so that .

1. Ask the students to match the sentences with the same meaning .

1) I got up early so that I could catch the first bus.

2) I got up so late this morning that I didn’t catch the first bus.

A.I got up too late to catch the first bus .

B.I got up early in order to catch the first bus .

Answers: 1) B, 2) A .

2 .Fill in the blanks with suitable phrases.

so that, so…that, such…that, too…to, in order to

1) The teacher must speak clearly______ his students can understand well.

2) She worked______ hard ______ she could catch up with others.

3) We started _____late______ get there on time .

4) They were _______ pleased to see each other_______ they forgot everything else.

5) __________survive ,Chuck develops a friendship with an unusual friend–a volleyball he calls Wilson.

6) It was ____ cold weather ____ there was nobody on the street .

Answers :1) so that , 2) so…that , 3)too…to, 4) so…that ,

5)In order to ,6) such…that

Ⅲ. care about, think about, learn about

Ask the students to put the underlined phrases into Chinese.

1.He doesn’t care a bit about clothes. ( )

2. I don’t care about what he’ll say. ( )

3. Don’t you ever think about other people ? ( )

4. She is thinking about changing her job. ( )

5.I’m sorry to learn about your illness . ( )

Ⅳ.make fire, make friends with

Step 1.Ask the students to tell the different meaning of

the two phrases.(Show pictures)

Step 2. Ask the students to make a sentences according to the picture .

Answers: 1)Chuck is trying to making fire.

2) Chuck makes friends with a volleyball .

like. be fond of, enjoy

Ⅴ. Fill in the blanks with suitable phrases.

a) Which do you _______ better, coffee or tea ?

b) I went to the Summer Palace last weekend ,

I________ myself there.

c) He listens to the music while he does his homework,

He _______of music very much .

(Answers: like, enjoyed, is fond of)

Ⅵ. Integrating practise

Step1.Complete the passage with the proper words.

Chuck learn a lot about himself when he is a_____ on the island .He realises that he hasn’t been a very good f_____ because he has always been thinking about himself .During his five years on the i_______. Chuck learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He becomes f______ of him . He t_____ about to him and treats him as a friend. Chuck learns that we need friends to s_____ happiness and s______. And that it is important to have someone to care about. He also learns that he should have c______ more about his friends. When he m_____ friends with Wilson, he understands that friendship is about f______ and that we must give as much as we take.

Step 2. check the answer in class.

(Answers: alone, friend, island, fond, talks ,share, sorrow, care, makes, feelings )

三.Homework:

Write a short passage by using at least words learned today.

*****************************************************

Period 6 Grammar

一. Teaching Aims:

To learn to use the Indirect Speech

二.Teaching procedure:

Step 1.Ask the students to read the models and find out the characteristics of the Indirect Speech.

1) Individual work.

2) Pair work to check each other’s answers.

Step 2 .Complete exercise 1: 1,3,5,7,9. (P5)

1)Present the examples and ask the Ss if they understand how to do the exercise or not .

2) Ask the students to finish 1,3,5,7,9 in 3 minutes by oneself both written and spoken form .Check the answers in class

Step 3 Do exercises

. 1) Wb P87 1

2) Check the answers in pairs .

Step4.Finish the exercise 2 (p5) in a group of 3 (10 minutes )

1)Discuss the exercises in group of 3 .

2) Ask each group to present one answer .

Step5 . Go over the checkpoint 1 (p7)

1) Ask the students to do them first.

2) Read the sentences in pairs.

3) Ask the students to check their written form according to the given answers on the screen.

Step 6.Sum up the characteristic of the Indirect Speech.

(on the screen)

Step 7. Homework

On the Wb. P88: 2

***********************************************************

Period 7 Integrating skills

Step 1.Read the instructions and discuss the following questions

in pairs:

1) What is an e-pal?

2) What is an e-mail?

3) What is the advantage of an e-mail?

4) What does “click it away” mean ?

Step 2.Check the answers.

Step 3 :Read each of the two e-mail messages and find out what you are asked to answer them. First of all, according to the information you’ll get (names , places, ages, professions , hobbies and interests, purpose of the e-mail , look ,character )

name place age profession Hobby

interest Purpose

of the e-mail look character

1 Jane

2 Jack

3 yourself

( check the answer on the screen )

1) Do it individually.

2) Check it in pairs.

3) Present the answers in class.

Step 4 .Ask the students to sum up the sentence structures

used in the message .

Structures:

be, live, like doing , be interested in , love doing ,

make sb do , like to do , like sth

Step5.Ask the students to write down their own information in the form and then exchange the information with their partners orally .

Step 6.Ask the Ss to write a e-mail message to either of the two .

Step 7.Evaluation:

Ask the students to exchange their written e-mail messages and correct them for each other .

Step 8 .Ask some of them to read their message in class or some of their messages will be shown on the screen to be evaluated by the whole class.

Step9.Home work:

Finish the exercise on Page 90.Answer an e-mail message according to the instruction.

篇12：senior 1 unit 5 silver screen(新课标版高一英语上册教案教学设计)

Procedure:

Step 1: Warming-up ( 8 minutes)

a. Read the rest words and expressions of this unit.

b. Choose several expressions for the students to make sentences. Show a picture with each expression, ask the students to follow the pictures to make sentences.( lock sb. up, think highly of…, run after)

Step 2: Word study ( 8 minutes)

a. Let the students do the word study on page 32 and 33. Then, let them translate every sentence.

(1) To most actors and actress, the Oscar is the most important award. (对许多的男女演员来说，奥斯卡奖是最重要的奖项。)

(2) In Speed, Keanu Reeves played the role of the brave policeman who saved the lives of the people on the bus.（在“生死时速”中，基努里维斯扮演了一个英勇的警察，拯救了一辆巴士车上的所有乘客。）

(3) Who do you think is the best director in China, Zhang Yimou, Chen Kaige or Feng Xiaogang?

(4) The script was so well-written that the famous actress accepted the role at once. （剧本写得非常好，以至于那个著名的女演员立刻接受了那个角色。）

(5) A film studio is the place where films are made.

(6) While watching Titanic, most people couldn’t help crying when it came to the scene.（在观看“泰坦尼克”的时候，很多人在影片结尾的时候不禁哭了起来。）

(7) Film companies often make follow-ups to films that have been very successful, such as Speed Ⅱ, Jurassic Park Ⅲ.（电影公司经常会给那些成功的电影拍摄续集，如“生死时速Ⅱ”，“侏罗纪公园Ⅲ”

Step 3: Integrating Skills (15 minutes)

a. Show an extract of Zhang Yimou’s film, “Hero”.

b. Ask the students read the text “Not one less” and complete the questions on the screen.

c. Explain some language points.

(1) The village leader, Mr. Tian, asks Wei Minzhi to take Mr. Gao’s place until he comes back

(2) Many people like this film not just because the story itself is moving, but also because most of the people in the film use their real names and play themselves.

(3) She wants them to let her appear live on the air.

Step 4: Group discussion (10 minutes)

a. Let the students discuss the short comedy which is shown before the class and give a short comment on that comedy. They should use some tips on page 35 in their comments.

Step 5: Homework

Write a comment on a film. 100-150 words

篇13：unit 5 教案(人教版高一英语教案教学设计)

一、教学内容分析

(一)、知识背景及新课程、新教材

本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求。

（二）、教学重点难点

1. 语言知识重点与难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）.对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）.知识技能

1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…, take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力?

（二）. 情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）.学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）.文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1． 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。

2． 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3． 班级活动：完成听力练习

（三）Speaking

本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提

高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对

演员的职业有所了解并增加学习趣味。

Task: To interview famous actors and directors in different ways.

活动形式：

1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1． 班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。

2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3． 小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。

4． 师生互动：教师可引导学生讨论下列问题：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。

(四) Word Study(提前)：

本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。

教学形式：

师生互动

在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。

（五）Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制

作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1．师生互动：教师提问If you want to make a film, who do you

need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2）根据所选的各种角色交叉分组，发挥各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动

分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。

2．个人活动

快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信

息，并核对与自己猜想是否相符。

3．个人活动

阅读并查找有关Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

（八）Language study

这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活动步骤：

1． 师生互动：教师提一些问题如What Chinese directors do you know?

What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：

北京申奥成功图 Beijing the city 2008 Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。

（九）Integrating Skills

该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.

1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。

2． 个人活动：阅读Not One Less ；回答问题，填写信息表。

3． 班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。

4．个人活动：Survey--Your favorite director and his film in china

5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．个人活动：模仿前面所学，写一篇影评 My Favorite Film

7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

8．班级活动：推荐一名学生在班上交流所写影评。

篇14：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

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

Warming up words they know to describe their friends:

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 practise in pairs, then 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. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

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.

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

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

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

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.

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

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

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

Pre-reading lives there) island. 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.

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

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

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.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

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

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

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

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

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.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

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

Step 4 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 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

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

Grammar Speech and Indirect Speech in pairs.

2. Summary:

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.

In General Questions:

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

Peter asked Ann if she had seen his blue notebook.

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.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 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.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

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

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and 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.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 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. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇15：Unit 5 Useful words, expressions and Structures(人教版高一英语上册教案教学设计)

（一） 必会词

1．动词：accept, afford,.appear, determine, hit, owe,

2．名词：action, actor, actress, adult, award, biography, blockbuster, career, choice, couple, creature, cruelty, degree, dinosaur, drama, fan, Film Academy, film director, film industry, film studio, follow-up, Hollywood, law, peace, prize, scene, script, silver screen, speed, stepfather

3．形容词、副词：icy, meat-eating, live, moving, moved, well-written

4．其他：by

（二） 必会短语、结构

play a role, work as…, during the 1980s and 1990s, win a prize, leave high school, in the beginning, make money, get to know…, work on…, win sb. sth., take off, by the sea, be afraid to do sth., cut…into pieces, do research, go wrong, win over…, owe…to…, in all, can’t help doing, stay away, take one’s place, primary school, keep sb. quiet, lock sb. up, run after sb., cause trouble, run away from school, bring…back, cannot afford to do sth., on the air, together with…

（三） 经典范句

1. What do you think happens before this scene?

2. While still a student, she played roles in many plays.

3. During the 1980s and 1990s she won many more prizes while acting in famous films such as Sophie’s Choice(1982) , Out of Africa(1985) and Music of the Heart(1999).

4. When Spielberg was young, his dream was to go to the Film Academy, but he couldn’t.

5. The reason why he could not go there was that his grades were too low.

6. Here he worked on a short film, which won him a job as the youngest film director in the world.

7. This was the moment when Spielberg’s career really took off.

8. It is about a big white shark that attacks swimmers who are spending their holidays in a small village by the sea.

9. Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark.

10. When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.

11. After that it still took seven years before they finally got married.

12. She wants them to let her appear live on the air, hoping that Huike will see her.

13. Many people like this film not just because the story itself is moving, but also because most of the people in the film use their real names and play themselv

篇16：unit 1 phrases(人教版高一英语上册教案教学设计)

Phrases:

1. the then director of the Guiness Brewery

2. settle an argument

3. conclude that-clause

make/draw a conclusion

4. be popular with

5. hire sb to do sth

=employ sb to do sth

6. ever since

7. send in

8. set down the records

9. keep track of

10. in other ways

11. sth be put into different categories

12. amazing feats

13. live to be 100 years

14. reach a length of 10 meters

15. 10 meters long

16. blance a thing weighing 100 kilogrammes on his head

17. with an area of about 10 hectares

18. the most remote city

19. celebrate Hong Kong’s return to China

20. stand out

stand for

21.a moving life story

22.the fastest average speed

23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.

24.the then No.1 cyclist in the world

25.be diagnosed with cancer

26.mean the end of one’s career

27.go on to do sth

28.six years in a row

three times in a row

29.the same … that…

the same … as…

eg. This is the same pen as I lost.这只笔跟我丢的那只一样。

This is the same pen that I lost.这是我丢的那只笔。

30.lead sb to do sth导致/带领/使某人做某事

31.in the first place

32.be entertained by…

33.deeds and facts

34.be out to do sth 决心/企图做

35.make for interesting reading算的上是有趣的读物

make for good health对健康有好处

36.set a record创下一个记录

37.be dangerous to sb

38.contact sb

39.if all goes well,…

40.apply for the record

apply to sb for the job

41.inspect your attempt

42.a world record holder

43.try new tricks 尝试新的花样滑板

44.on the park’s skating ramp 在公园溜冰场

45.head down to sp 朝某地方走去

head for sp 前往某地方

46.hang ten玩滑板

47.a skilful skateboarder

48.give sb one’s permission

49.hold a grand opening 举行一个盛大的开幕式

50.see what it was all about 看个究竟

51.be around

52.sb be familiar with sth

sth be familiar to sb

53.be willing to do sth

54.overcome one’s fears

55.certer on

56.have fun

It is fun for sb to do sth 对于某人来说做某事是有趣的

57.fly through the air 在空中穿梭

58.wear helmet

59.enjor every minute 每分钟都很开心

60.a strong feeling of friendship

61.start a club 创办一个俱乐部

62.a new generation of sports 新一代的运动项目

Unit 1

1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)

2. 钢丝(n) 45.突然猛烈地发出(p)

3. 八字胡(n) 46.将某人当中心(p)

4. 结束时说；达成；结束(v) 47.专心致志于(p)

5. 运动员的；体格健壮的(a)

6. 叙述；帐目；帐户(n)

7. 合适的；恰当的(a)

8. 长度；长(n)

9. 检查；视察(v)

10. 证实，确认(v)

11. 证明书(n)

12. 逐渐的；渐变的(a)

13. 空白；空隙(n)

14. 吸引；俘获；占领(v)

15. 熟悉的(a)

16. 因素；要素(n)

17. 头盔；安全帽(n)

18. 精力充沛的；充满活力的(a)

19. 外向的；爽直的(a)

20. 小心的；谨慎的(a)

21. 登记；注册；记录(v)

22. 航行者(n)

23. 峡谷(n)

24. 版本；版次(n)

25. 啤酒厂(n)

26. 租用；雇佣(v)

27. 技艺；功绩；伟业(n)

28. 公顷(n)

29. 凋谢；褪色；变弱(v)

30. 尝试；努力；试图(v)

31. 热情的；热心的(a)

32. 十年(n)

33. 委员会(n)

34. 迷住；使神魂颠倒(v)

35. 地球仪；球体(n)

36. 斜坡弯道(n)

37. 熟练的(a)

38. 滑板(n)

39. 管理；行政（机关）；经营(n)

40. 许可；同意(n)

41. 寄送某处进行处理(p)

42. 记下，写下；让某人下车(p)

43. 一个接一个地；连续不断地(p)

篇17：unit 5 reading and grammar(人教版高三英语上册教案教学设计)

Period 2 Language Points & Grammar

By XiaoShan No.10 High School Han Miao

Teaching goals

1. Deal with the language points of this reading to help students understand the text better.

2. Try to understand and use the Object Complement.

Teaching important points

1. Try to master some important words and phrases. Eg. available, illegal, hand in hand, accuse of, take into consideration,…

2. let students understand the types of the Object Complement and use it.

Teaching difficult points

How to explain the Object Complement clearly to help students understand it.

Teaching methods

1. Question-and-answer method to go through with the language points and grammar.

2. Check their homework to make every student work in class.

Teaching aids

A computer

Teaching procedures & ways

Step I Greetings

Greet the students as usual.

Step II Language points

We have divided the text into three parts. Let’s check your homework part by part.

1) Part 1 Tick the right answers.

Advertising is a ( highly developed / high developed) industry. The development of media has gone (hand to hand / hand in hand) with its development. In order to influence the choices customers make, advertising tries to associate the product ( to / with) the customers’needs. As people see many ads every day, advertisers must work hard to get their message ( across / across to) .For that reason, companies spend ( large amounts of / large amount of) money employing advertisers who can produce

wonderful ads to(appeal to / appeal for) customers’emotions.While people (react to / react on) abvertisements in different ways. Some people think it useful and entertaining .( On the one hand / On the other hand), some accuse companies ( of / by) using ads to mislead us.

Explain some important points:

1. highly developed

2. hand in hand

3. get across

4. large amounts of

5. accuse sb. of sth.

2.) Part 2 Complete the following sentences with the proper form of the words. The first letter is given.

1. Ads help people in a v_______ of ways.

2. First of all, it can help consumers make right choices to choose among all the a_________ products.

3. There are many things we need to take into c___________ before we buy a new product.

4. Ads a_______ customers to compare prices and quality by explaining the new product to them.

5. A______ with the facts and figures given by advertising, customers are better able to deal with the product.

6. However, not all ads are used to p_______ a product or to increase a company’s profits

7. Many governments use ad campaigns to make people a______ of social problems and government policies.

Explain some important points:

1. a variety of

2. take into consideration

3. arm with

3. not all

3) . Part 3 Find out some mistakes in the following sentences, then correct them.

There are also some bad ads to use legal ways to mislead consumers. It is not always easy to spotting a bad ad. But there are a few things we can look out. First of all, we should always keep a eye out for “hidden information”. Then we should be careful of a trick used in so-called “bait-and-switch” ads. Good ads make it is possible for companies to introduce new products and increase sales. Advertisements should provide accurate information to help consumers to find the right product in the best price., We consumers should learn to analyse ads to protect ourselves from false advertisements and make ourselves to believe this product.

Explain some important points:

1. look out for sth

2. keep an eye out for

3. make it possible

Step III grammar

1. Let students analyse the structure of a sentence:

The ads make ourselves believe this product.

Believe is the Object Complement.

The Object Complement 是位于宾语之后，说明宾语的行为、身份、状态、特征的成分

2. Let students analyse the types of Object Complement by finish the sentences.

1. We call her Linda.(我们叫她琳达) → 名词2. The coat keeps us warm.( 大衣让我们保暖) → 形容词

3. He ordered them away. （他命令他们离开）→ 副词

4. Make yourselves at home. (请随便一点) → 介词短语

5. They wish you to go with them.(他们希望你和他们一起去) → 动词不定式6. I heard you singing.(我听到他正在唱歌) → 现在分词

7. Speak louder to make yourselves heard.(说大声一点，让他们听到你) → 过去分词

要点：

1． 动词不定式作宾补时要注意的地方。

2． 现在分词与动词不定式作宾补的区别。

3． 现在分词和过去分词作宾补的区别

3.Let students do some exercises about the Object Complement.

3. check their answers and explain them if necessary.

Step IV. Homework.

1.Finish the exercises on page 180-181

2.Preview Integrating Skills

2005.10.11

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Unit 5 The silver screen所有课型(人教版高一英语上册教案教学设计)（共17篇）

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