高一英语 Unit 3 Going Places(新课标版高一英语教案教学设计)

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篇1：unit 3 Going Places(新课标版高一英语教案教学设计)

I. Background knowledge

Tips for travelling abroad

Whether you are traveling overseas for business , pleasure or study , the best way to ensure a carefree and relaxing trip is to prevent problems before they happen . The more you learn about passports , visas , customs , and other travel basics , the less likely you are to have difficulties during your travels.

Before you go

There is much that you can do to prepare for your trip , depending on where you are going , how long you are staying , and your reasons for travelling.

1. Learn about the places that you plan to visit , such as the language , history , culture , customs and politics.

2. Learn about the travel agents , transportations , and travel insurance.

3. Make sure of the things to take , such as your ID card , passport , the right amount of money （credit card or traveller’s check）, medicine.

4. Learn about the lodging , organized programmes ,

5. Learn about the places to receive mail , telephone.

6. Make sure of the things to leave behind with relatives or friends , such as names , addresses , and phone numbers of persons and places to be visited so that you can be reached in an emergency.

While you are on the way

1. How to deal with the unexpected

If you change your travel plans , miss your return flight , or extend your trip , be sure to notify relatives or friends at home . If you find yourself in an area of civil unrest or natural disaster , please let your relatives or friends at home know as soon as you can that you are safe . Furthermore , upon arrival in a foreign country , you should contact the nearest embassy or consulate to register your presence and to keep your country’s consul informed of your whereabouts.

2. Safety tips

（1）Protect your passport

Your passport is the most valuable document that you will carry abroad . It confirms your citizenship . Please guard it carefully . Do not use it for other things or lend it to anyone . It is your best form of identification . You will need it when you pick up mail or check into hotels , embassies or consulates.

（2）Guard against thieves

Coat pockets , handbags , and hip pockets are particularly the attention of theft. You can try to prevent theft by carrying your belongings in a safe way . For example , consider not carrying a purse or wallet when going along crowded streets . A wallet wrapped in rubber bands is more difficult to remove without notice . Be specially careful in a large crowd （in the subway , on buses , at the marketplace , or at a festival）.

When you return

1. Return transportation

You should confirm your return reservation at least twice , and at least 72 hours before your planned departure . Whenever possible , get a written confirmation . If you confirm your return reservation by phone , record the time , day , and the name of the agent who took your call.

2. Departure Tax

Some countries put an airport departure tax on travellers , which can be as high as $ 50. Please ask the airline or a travel agent about this tax . Make certain to have enough money at the end of your trip so that you will be able to get on the plane.

II. 本单元重点词汇

1. destination －－We travel from our starting point to our destination.

2. transportation －－ _____ What means of transportation do you have ?

_____ I go by car.

3. experience －－She had no experience of life at all.

4. equipment－－A hammer is a very useful piece of equipment.

5. means －－Taking a plane is the fastest means of getting there.

6. adventure －－A flight in an aeroplane used to be an adventure.

7. particularly－－An English-Chinese dictionary is particularly useful for the students.

8. basic －－Reading ability is one of the basic skills in education.

9. separate－－We separated the good ones from the bad ones.

The children sleep in a separate room.

10. normal －－The heavy traffic is normal for this time of the day.

11. similarity －－There are lots of similarities between the two brothers although they have grown up in different countries.

二. 重点词语

consider , means （n.）, situation , destination postcard , wish , prefer , adventure , eaperience , popular , hiking , rafting , instead , equipment , backpack , tip , return , sunscreen , cellphone , protect , paddle , fallen（adj）, whitewater , wear , unless , separate , times , eco-trav-el , combine , environment , normal , schedule , arrive , unpack

三. 重点短语

have to , a means of … , by boat / train / air / bus , get away from … , instead of , get close to … , take exercise , watch out（for）, as with … , think about sth. go on sth , go off to a place . see sb off , say “ Hi ” to sb for sb else . protect … from … , learn about … , use … as … , arrive at / in …

四. 重点句型

1. Why not do … ?

2. How long are you staying in …

3. Adventure travel is becoming more and more popular .

4. Hiking is easy to do and doesn’t have to be very expensive .

5. Rafting is a good way to experience nature .

6. Whitewater rafting is more adventurous and difficult than normal rafting .

7. You need to learn the basic skills of … , such as how to … , how to … and how to … .

8. Eco-travel is a form of travel that combines normal tourism and learning .

9. Instead of simply travelling for pleasure , you can use your trip as a way to protect the environment .

五. 同步语法

现在进行时表现在和将来的用法

六. 重点词语

1. consider

（1）考虑（多作vt）

We must consider the feelings of other people .

That’s what we have to consider now .

The whole matter is being considered .

She began to consider what use could be made of it .

They’ll have to consider whether they can afford it or not .

We must consider what’s to be done .

Have you considered how to get there ?

We have to consider what material to use first .

He considered going to see them in person .

He is considering hanging his job .

We must consider giving it a try .

He says they have already considered over it .

You must consider well over the matter .

Let me consider .

（2）认为（vt）

He considered that a powerful party showld be formed .

We consider that you are not to blame .

We consider Beijing the heart of our country .

We did not consider him a reliable comrade .

Only this can he be considered a communist .

This could hardly be considered a satisfactory solution .

He considered it honourable to go abroad .

It is considered a great honour to have been invited to the meeting .

I consider it a great honour to have been invited to the meeting .

We always consider these people as our true comrades .

We consider him too young to do the work .

He is considered too young to do the work .

2. means（n , 单复数同）方法，手段。

如：There is / are no means of learning what is happening .

Every means has / All passible means have been tried .

3. wish

（1）wish + that从句

I wish I knew what is happening now .

I wish I were rich .

I wish I were a bird .

She wished she’d stayed at home . 她遗憾自己当时不在家。

I wish I would be free tomorrow .

（2）wish to do sth.

How he wished to go home !

（3）wish sb to do sth / wish sth to be done .

I wish you to leave me alone . I do not wish you to stay .

I wish the work to be finished quickly

（4）wish +宾语+补足语

I wish the money back into my pocket . I wish you a pleasant journey .

I wish him every suecess .

△ wish n. 希望，愿望，命令，请求。

He got his wish . His wish is for money . Her wish is for Christmas to come .

4. prefer 宁可，更喜欢

如：I prefer town life to country life . I prefer Dickens to Thackeray .

I prefer riding to walking . I prefer to die rather than（to）become a traitor .

I should prefer you to come the day after tomorrow .

I should prefer the report to come back here .

5. try v. 尝试；审判，考验，努力。

One should try one’s best . Please try this new hat .

Do try some Maotai .

搭配：

If there is no answer at the front door , please try knocking at the back door .

He tried to persuade her to go back home , but falled .

He managed to escape from the enemy .

6. eaperience

eg.

I had an unpleasant experience last year .

People also travel to meet new friends to try new kinds of food , to experience life in other parts of the world .

He asked to be sent to the mountainous area to experience great hardships .

The old man went to university to expevence the life there .

Mary is an experienced English teacher .

7. popular adj.

（1）Jeans are popular among the young .

（2）Jogging is a popular form of exercise .

（3）I’m not very popular with the boss at the moment .

（4）Adventure travel is becoming more and more popular .

（5）popular science popular prices popular music popular novels .

8. by boat / train / air / bus .

by +交通工具（抽象名词），注意不用冠词，不用名词复数，表示乘船/ 火车/ 飞行器 / 公共汽车。这种表达方法也可用on a ship , on a train , on a plane , on a bus , in a car等。

9. get away from … 避免，摆脱，离开。

They travel simply to get away from cold weather . 他们旅行简直是为了摆脱寒冷的天气。

Now he was dead , we could not get away from our sadness . 现在他死了，我们不能摆脱痛苦。

There is no getting away from it . 这是回避不了的。

The girls get away from work at five p. m . 姑娘们在下午五时下班。

She didn’t get away until nine last night 她昨晚9时才走。

10. get close to sb / sth . 靠近，贴近

（1）You will get close to nature 你将接近自然。

（2）There were so many people looking on the big fire that the fire men couldn’t get close to the building on fire . 那么多的人在旁观这场火，结果消防队员们无法靠近起火的大楼。

11. watch out（for）当心，提防

Watch out for dangers , such as spiders , snakes or poisonous plants .

谨防危险物，如蜂蛛，蛇，或有毒植物。

You must watch out for the traffice here . 这里你要当心车辆。

In these days you would easily be cheated if you didn’t watch out .

那时候，你要是不提防，很容易受骗。

But watch out that you don’t get them into trouble . 当心，别让他们碰到麻烦。

12. protect … from … 保护……免受……

He protected the baby’s eye from the sun . 他保护孩子的眼睛不受太阳光的照射。

He raised his arm to protect his face from the blow . 他举起手臂护住脸以免被这一拳打中。

13. have to（一般现在时也常用have got to）意为“不得不，必须”强调客观上的必要；must则侧重于主观上的必要。

have to有时态和单复数的变化，变疑问和否定式要用助动词do（一般现在时也可用Have you to … ?）而must却没有时态和单复数变化。

He has to write to his mother every week or she gets very worried . 他得每周给母亲写信，不然她会挂念的。

I have（got）to meet my partner every Friday 每周五我必须与我的合伙人碰头。（客观，义务，责任）

You must be there on time（主观认为）

He said he had to see me about something important . 他说有些重要的事情必须与我面谈。（主观，过去时）

We shall have to help him as much as possible . 我们将不得不帮助他。（现在将来时）

For the last two years I have had to reduce weight .

这两年来我不得不减肥。（现在完成时）

As a matter of fact , Clark is having to sell his house . 事实上，克拉克现在不得不出卖他的房子（现在进行时）

If I had to choose my job again , I would be a teacher as profession . 如果我还得重新选择职业的话，我将以教书为业（虚拟语气）

（一般疑问句）。

IV. 语言点

1. People also travel to meet new friends , to try new kinds of food , to experience life in other parts of the world , or simply to get away from cold weather.

Experience

（1）V. to feel , suffer , or know as an experience , 常用于to experience joy / difficulties / defeat等

Our country has experienced great changes in the past fifty years.

It was the first time that he experienced the sense of happiness.

（2）n. 表示“经验”为不可数名词，表示“经历”为可数名词。

Experience is the mother of wisdom.

Our journey was quite an experience.

（3）experienced 有经验的

She is an experienced teacher.

get away from : to escape

（1）I am sorry I am late . I was at a meeting and couldn’t get away from it .

（2）You can’t get away from the fact that he is going away.

2. Watch out for dangers , such as spiders , snakes or some poisonous plants.

（1）take care （in giving or reporting orders）当心，注意

You will be in trouble if you don’t watch out.

Watch out ! The police are coming.

（2）keep on looking for 注意寻找（等候）

He has been watching out for the postman the whole morning.

3. Wear a hat to protect yourself from the sun.

（1）protect …from … keep safe from harm , loss , etc. 保护…不受…

Use an umbrella to protect yourself from the rain.

（2）比较protect …from 和prevent …from…

We wear sunglasses to protect our eyes from the sun.

We wear sunglasses to prevent the sun from hurting our eyes.

4. Eco-travel , on the other hand , is a way to travel responsibly.

（1）on the other hand （可是），另一方面；而…却…

He is clever , but on the other hand , he makes many mistakes.

Food here is cheaper than in Britain : clothing , on the other hand , is dearer.

（2）on the one hand , …on the other …一方面…，另一方面…

On the one hand you accept her presents ; on the other , you are rude to the whole family . What’s really your attitude to them ?

5. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks.

It is done on rivers and streams where the water moves quickly.

Yet there are other reasons why people travel.

以上三句中的that , where , why 分别引导三个不同的定语从句。That为关系代词，在从句中做主语；where , why 为关系副词，where 表地点，why表原因，两者在句中均做状语。例如：

This is the novel that I want very much to read.

Do you still remember the restaurant where we had dinner together ?

Could you give us the reason why you were late again ?

V. Fill in the blanks with the proper words and expressions

1. The best way to learn is to learn by _______.

2. I had hoped to take a good holiday this year but I wasn’t able to _______.

3. We had no _____ of finding out the truth.

4. _____ I admire his gifts ,but _____ I distrust his judgment.

5. He raised his arm ______ his face _____ the blow.

6. Keep the onions _____ from the bread or they’ll make it smell.

7. You’ll be cheated if you don’t ______.

8. I’ve got a serious suggestion to make , and I want you to ______ it carefully.

9. For some days the family had lived in a state of _____ because of the wedding.

10. Mrs. Carey as usual went to the door to ______ her husband _____.

三. 重点句型

1. Why not do … ?

eg.

（1）Why not have a break ?

（2）Why don’t you go back ?

（3） 如：What about the suit , son ?

2. How about taking a break ? 疑问词+would you most like to … ?

eg.

（1）Where would you most like to go ?

（2）What would you must like to do ?

（3）Who would you most like to go with ?

3. more and more + adj / adv

eg.

（1）Adventure travel is becoming more and more popular .

（2）It’s getting colder and colder .

（3）The train was getting closer and closer to us .

4. Tell sb + where / when

eg.

（1）Tell someone where you are going and when you will return .

（2）He told me that he were going home that afternoon and that he would return the next day .

（3）He said（that）he hadn’t been to India and that his brothers hadn’t been there , either .

5. You should not go rafting unless you know how to swim .

eg.

（1）Don’t come in unless I ask you to .

（2）Parrots don’t speak unless（they are）taught .

（3）Parrots don’t speak if they are not taught .

（4）Don’t come in if I don’t ask you to .

6.

eg.

（1）Times change and so does the way we live our life .

（2）He has been to Shanghai and so have I .

（3）He is a teacher and so am I .

（4）She is clever and so is he .

（5）

（6）

（7）She calls him clever ; so he is , and so is his brother .

7. same adj pron . 同一的，相同的，无变化的。

eg.

（1）He is the same age as his wife .

（2）We have lived in the same house for 5 years .

（3）

（4）Don’t all speak at the same time .（together）

（5）She was laughing and crying at the same time .

（6）At the same time , you must not forget that you are no more than a worker .

（7）He is not very reliable , but I like him all the same .

（8）- Happy Christmas ! - The same to you .

8. separate

（1）adj

eg.

① Cut it into three separate parts .

② These children sleep in separate beds .

③ Mr Green and his wife are living separate（= apart ）now .

（2）separate v.

eg.

① Separate the good ones from the bad .

② England is separated from France by the Channel .

③ The land was separated（up）into small fields .

9. What do you have to consider before you decide which means of transportation you will use ?

10. Imagine that you have a machine that lets you travel in time . With this time machine you could travel to the past or the future .

eg.

（1）That he was late again today is obvious .

（2）The reason why he was punished is that he was late again today .

（3）We all know（that）he was late again today .

（4）Imagine that you have a machine that lets you travel in time .

（5）Is this the film（that）you saw last night ?

（6）You could visit any year you wish .

（7）Then ask three classmates about the year and the place they want to travel to .

11. Well , many people travel because they want to see other countries and visit places that are famous , interesting , or beautiful .

12. Yet there are other reasons why people travel .

eg.

（1）Please tell me the teason why you were late again .

Do you know the reason why she often goes home ?

（2）It is done on rivers and streams where the water moves quickly .

（3）I’ll never forget the days when I lived in the countryside .

13. A raft is a small boat that you can use to paddle down rivers and streams .

14. If you want a normal rafting trip , choose a quiet stream or river that is wide and has few fallen trees or rocks .

eg.

（1）I don’t need rank or pay .

（2）There are already many fallen leaves on the ground .

and yet we can still see many falling leaves in the air .

15. If you are looking for more excitement , you may want to try white water rafting .

eg.

（1）

（2）Have you tried any adventure travel ?

（3）Please try the soup . It’s delicious .

16. You have to be careful not to hit rocks , trees and other dangers .

eg.

（1）be careful not to do sth .

（2）

17. The name “ whitewater ” comes from the fact that the water in these streams and rivers looks white when it moves quickly .

eg.

（1）The news that we are having a holiday tomorrow is not true .

（2）The idea that you can do this work well without thinking is quite wrong .

（3）They have no idea at all where he has gone .

（4）The difficulty lies in the fact that we have no money .

18. You also need to learn the basic skills of rafting , such as how to handle the raft , how to paddle and how to get in and out of the raft .

eg.

I have many questions to ask you , such as how to study English well , when to get to bed and when to get up …

篇2：高一unit 3 going places(新课标版高一英语教案教学设计)

I.Teaching aims and demands

1.Topics

1>.make a plan for a trip

2>.tips on a trip

3>.design an eco-travel for local tourism

4>.travel on holiday and write postcards or travel notes

2.Function:

1>intensions and plans

Where would you prefer going...? Where are you going off to...?

How would you like to go to...? How are you going to...?

2>wishes

Have a good/nice/pleasant trip!

3.Vocabulary

consider;means;transportation;board;experience;simply;vacation;nature;basic;equipment;simple;tip;poisonous;paddle;stream;normal;excitement;adventurous;handle;similarity;particular;poison;separate;combine;task get away from; watch out; protect ab/sth from; see sb off; on the other hand; as well as

4.Grammar:present continuous tense

1>describe actions happening now

2>describe actions in the near future

II. Key points

略

The First Period

Teaching objectives:

1. To be more environmentally conscious and safety-conscious

2. To be able to talk about traveling--destinations and means of transportation

3. To be able to listen for specific information, e.g. boarding calls at the airport

4. To be able to give reasons for the choice of means of transportation

5. To learn about boarding procedures at the airport

Step I Introduction

Some questions: What's Unit 3 about? Do you like traveling? Do you know why people like traveling?

But sometimes people do something wrong or something dangerous when they travel. Do you agree?

Look at the four pictures on page 15.

Pair work: Talk about these pictures: What are they doing? What's wrong? What should they do? Say a few sentences about each picture. (Slide 1)

Class work: Get some pairs of students to report their discussion to the class

Step II Preparation

How do people get to the places they want to go to? There are different ways of traveling.

Brainstorming:

Question: What do you have to consider before you decide how to get to your destination?

[1. Cost 2. Comfort 3. Time 4. Safety …] (Slide 2)

Step III Task

Group discussion: The National Day vacation is coming near. Suppose you have the chance to go to one of the following places: Beijing, Haikou, Shanghai and Hong Kong, if you don't want to go to these places, you can decide to go to any place you want to go. Discuss and decide how you will go there and explain why. (Slide 3)

Class work: Have some students report their discussion to the class. (Slide 4)

Step IV Listening

Now let's look at two airports: Hangzhou International Airport in Xiaoshan and Wuhan Tianhe Airport (Slide 5)

Now follow me into the terminal building of Wuhan Tianhe Airport. (Slide 6)

How do we know when we should get onto the right plane? Which gate should we go through? Yes, there will be boarding calls (登机广播). You will hear boarding calls 30 minutes before the plane takes off. Please listen carefully and write down the information you need.

Listening Exercise 1 (page 15)

Next we're going to hear five world travelers talking. Please listen carefully and take down some specific information. You don't have to write every word you hear. Just get down the most important words. If you can't spell some words, you can just write down some letters. For example, write NY for New York, GW for the Great Wall.

Listening Exercise 2 (page 16)

Step V Workbook: Listening

Have you ever traveled by air? I have traveled by air several times.

At the airport you have to go through some boarding procedures before you can get onto your flight.

When you arrive at the airport, you go into the terminal building. First, you

check in for your flight at the check-in desk…Second, …Third, …Finally, when your flight is called, you go through the departure gate in order to get onto the plane…

Talk about the six pictures on page 97 with the whole class before they listen.

Listening (page 97): Listen to the tape and arrange the pictures in the right

order

If there is not enough time for this task, it can be left as homework. Since the

boarding procedures have just been explained, this task should not be too difficult for the students to do by themselves.

Step VI Summary of the lesson

What did we learn in this lesson? Did you enjoy this lesson?…

Blackboard writing:

For your reference:

Boarding procedures for airlines in China 国内航班登机程序

When you arrive at the airport, you go into the terminal building (候机楼). First, you check in (办理登机手续) for your flight at the check-in desk. You show your ID card and plane ticket, and they will give you a boarding card (登机牌). If you have large and heavy bags, you have to check (托运) them there. They will give you a ticket so that you can collect your bags when you arrive at your destination. Second, you go through security (安检), where they check that you are not carrying anything dangerous. Third, if you have time you can wait for your flight in the departure lounge (候机厅). Finally, when your flight is called, you go through the departure gate (登机口/门) in order to get onto the plane. After your plane has landed, you go to the baggage reclaim (行李提取处) to collect your bags. Then you go out into the arrivals area (到达区) of the airport.

Teaching Plan For Unit 3 Going Places

Speaking

Teaching Aims and Demands

Topic: The Time Machine

Goals:

1. To enable the students to express their good wishes by finishing tasks.

2. To develop the students’ critical thinking.

Structure: Review Indirect Speech

Teaching Procedures

Step 1. Warming Up

1. Talk about the transportation and elicit the topic of speaking.

2. Explain what the time machine is.

Step 2. Speaking

Task1: Individual Work

Enable the students to imagine that they have a time machine and ask themselves some questions:

Q1: To which year you would like to go?

Q2: Where would you like to go?

Q3: Why?

Task2: Pair Work

Ask partner about the year and place he/she wants to travel to and make a similar conversation according to the dialogue in the text.

Task3: Group Work

Interview another group and write down the information. Give his/her group a report.(Indirect Speech)

Step 3. Critical Thinking

Present a dilemma for each pair to solve.

Discussion1 : A time machine, need or not?

Make up a simple dialogue and act it out.

Discussion2(Subjoin):Tips for safety

Traveling to the Jurassic Period or the year 3000.

Step 4. Homework

Extensive reading: How to Build a Time Machine

Teaching plan for Unit 3 (Reading)

Sub Topic : Adventure travel

II. Focus : Reading

III. General Objectives

To develop the students’ ability of extracting relevant information and the ability of reading.

To help the students to know what an adventure travel is.

To instruct the students how to make a plan for an adventure travel and learn how to protect themselves.

IV. Teaching Aids

A set of multimedia teaching system, some worksheets

and pictures

V. Teaching approach

Communicative approach

2. Interactive Patterns

(Teacher- class , individual , pairs , groups)

3. Task – based learning

4. Task – based activities throughout the class

Teaching Procedures

Step One Warming up (Pre - reading)

1. Remind the students of their own experience of travel.

2. Talk about different kinds of travel .

Discuss the following questions :

Do you like traveling? Why or why not?

What kinds of travel do you like best? Why ?

What should you pay attention to when you are traveling ?

Would you like to do something different from what

most other people do ?

What do you think this kind of travel is ?

Can you think of some sorts of adventure travel ?

Are you fond of an adventure travel ? Why ?

Step Two Reading

Skimming

This step is designed to get the students to go through the passage quickly to get its gist .

Ask the students to have a quick look at the three subtitles and two pictures to find out the relationship between them. Then use a sentence to describe each picture and invite some groups to report their discussion to the class

Scanning

It is designed to let the students read the whole passage quickly

to get some specific information .

Go through the whole passage quickly and then carry out the following tasks .

① Read the first paragraph fast to find the topic sentence .

② Go through the second paragraph “Hiking” quickly and then discuss the following questions :

Why is hiking a kind of adventure travel ?

Where can you go hiking ?

③ Move on to “Rafting” and ask them to make a list of its main points and fill in a form .

Specific information about rafting

What can you tell ?

1. the basic equipment:

2. the places to travel:

3. activities to do:

④ Compare hiking and rafting . Write their similarities and differences in the chart on the screen .

Extension practice

Extension1: Discussion

Let the students discuss the following questions :

① What preparations should you make before your adventure travel ?

② What are the most basic useful tips for successful hiking and rafting ?

Extension 2: Have a jigsaw activity

Give each group different tips for traveling abroad and then ask them to find the sentences which belong to the same group and then put the sentences together .

Extension 3: Have a competition .

Encourage the students to express their views on hiking and rafting in groups .

Questions : Which of you would like to go hiking ?

Which of you like rafting ? Why ?

And which holds the different views ?

Which likes other adventure travels ?

Extension4: Hold a debate :

According to the students’ choices, divide the class into some groups and ask them to hold a debate .

Positive : It’s worthwhile to go adventure traveling .

Argument: …

Negative: It’s not worthwhile to take the risk .

Argument: …

Step Three Post- reading

1. Create an environment in which students can use what they have learnt .

Play a guessing game :

Talk about their adventure travel in Yuhang which makes a big impression .

2. Ask the students to make a plan for an adventure travel , including time, place, activity, safety rules etc. Invite some groups to read their plans to the class in the form of oral announcement . Encourage them to think of other adventure travels as well .

3. Revise the adventure plan and make some guidebooks . Then send the guidebooks to the visiting teachers and let them choose the most suitable ones or send the guidebooks to Yuhang travel agency.

Step Four Homework

1. Revise the plan for their adventure travel again .

2. Write a composition about one of their adventure travels.

Unit3 4th period Language study

Aims and demands:

1. Learn to define or paraphrase words or phrases.

2. Learn and master the use of the Present Continuous Tense for future actions.

3. Learn new words and expressions: particular, poison, poisonous, go on separate holidays, in a few days’ time, see off, take a taxi, go to some place for a holiday, be off, on holiday

4. Write passages using different tenses of verbs.

Teaching important points:

The use of the Present Continuous Tense for future actions.

Teaching difficult points:

The use of the Present Continuous Tense

How to organize a passage using different tenses of verbs.

Teaching procedure:

Step1 Greeting and revision.

Since we have learned something about traveling, would you please tell me the purpose of traveling? Or, why do people travel? Possible purposes are:

To visit places that are famous, interesting or beautiful.

To meet new friends. To try new kinds of food.

To experience life in other parts of the world.

To get away from cold or heat. To get away from business.

Step2 Word study

So if you want to travel, and enjoy your journey, you’ll have to choose your destination. It is very important. And also you’ll have to consider transportation. A place that you are going to is called _________. ( destination). Let’s fill in the blanks, to define what these words are.

1. destination a place you are going to

2. transportation a means or way of carrying passengers or goods

from one place to another

3. vacation any period of holiday

4. get away from to be away from a place

5. consider to think about something

6. equipment the things needed for a particular activity

7. watch out to take care

8. basic being the main or important part of

9. poisonous having the effect of poison

Step3 Listening and reading.

Listen to the tape and read after the tape. The students work in pairs.

Step4 Acting.

Get several pairs to act out the dialogue.

Step5 Individual activity.

Four groups are arranged for different tasks:

Group A: Try to find out the expressions of good wishes. add more to what you have found.

Group B: Try to find out all the sentences with verb tenses.

Group C: Try to find out sentences with the Present Continuous Tense.

Group D: Try to explain and conclude the use of the Present Continuous Tense

Step6 Consolidation

Expressions of good wishes:

Have a nice time in Guangzhou. Say “Hi” to Bob for me Have a good trip.

Have a good day. Favorite wind.

Good luck. Have a pleasant journey.

Best wishes. Wish you all the best.

May you succeed! Wish you every success!

Enjoy your stay here. Remember me to your parents.

Happy New Year! The same to you.

Get one student to read out sentences with verb tenses.

Step7 Language focus.

Get several students in Group C and D to say what they have just found out.

Jane and Betty are going on separate holidays in a few years’ time.

How are you getting to the airport? Is anybody seeing you off?

My brother Bob is going with me to the airport. Are you going anywhere for the holiday?

I’m going to Xi’an with my parents on Friday. How are you getting there?

Questions:

a. What is the verb form? ( -ing form; present participle)

b. In what tense is the verb used? ( The Present Continuous Tense)

c. Does it refer to the present? ( No, it doesn’t.)

d. What time does it refer to? (The future.)

The Present Continuous Tense may be used for future actions. It is used to denote an action which can be preplanned or prearranged instead of the Future Indefinite Tense. The action is usually regarded as having been decided upon beforehand. When it is used, there is often an indication of time.

What words can be used in this way?

Verbs that can be used are: go, leave, come, get, arrive, meet, see off, take off, return, start, fly, stay, find, etc.

e.g. I’m coming.

I’m leaving at seven tonight.

Step8 Practice

WB Page 100, Exx.3. Translate the following sentences into English.

Step9 Practice

Times change and so does the way we live. Think how things were done in the past, how they are done today, and how they will be done in the future. Fill in the blanks.

Action Past Present Future

Travel Horse Car/plane Spaceship

Reading Scrolls, bamboo books Books, computers Cellphone, electric newspapers

Writing Simple pens Pens and computers Computer pens

Shopping Market Shops and supermarkets Online shopping

Working People worked on farms People work in offices, factories, shops, etc. some still work on farms Work at home, using computers

Step 10. Writing.

Write sentences about the items in the chart above.

Example: In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.

Homework:

Finish WB exercises on Page 99.

Write a passage using the Present Continuous Tense to refer to future activity.

Unit 3 Going places 5 -6th period Writing

Step 1 Warming up 3'

Q1 People travel for many different reasons, yet, why is adventure travel becoming more and more popular?(They are looking for an unusual experience. They like something adventurous. It's challenging! It cultivates perseverance. .)

Q2 Can you give an example of adventure traveler in China? (e.g. Xu Xiake in the Ming Dynsty, was fond of travel and wrote travels;Ss from colleges built some teams to climb large mountains, including Mount Everest; Yu Chunshun took an adventure tour to Tibet.) All right. If you love adventure travel, don't forget safety and do remember the tips given in our text.

Q3 How do you find eco-travel in our country?

(In Zhejiang, for example, the Forest Travel Agency provides us with various tours to some lakes, parks, mountains, villages etc. People can enjoy the mountain scenery, play with some animals, and learn a lot locally. ) Remember, if you are on travel, do travel responsibly!

Q4 What are your last holidays like.(This summer, I went to Qingdao by train together with my cousins and uncle. That's a wonderful experience....)

Step 2 Read and write 8'

1 P. 21 Look at the schedule for Sue's trip. Imagine that you are Sue. Write two letters in which you describe what you are doing, what you will do and what you have done. The first letter should be written on Friday and the second letter should be written on Sunday.

Pay attention to the tips!

2. Ask your partner to read your letters, make sure you use the right tenses in the separate letters(Past indefinite tense, Present perfect tense, Present continuous tense, Future indefinite tense). anything good and anything that can be made better.

3. Read a good version to the class. If you are on a trip, don't forget to write to your parents or just ring them. You can share a lot about the trip with them and after all, you are their children. They will be missing you.

Step 3 Checkpoint 3 2'

will and be going to

We often prefer (am) going to to will for intentions, plans and arrangements:：

We’re going to spend our holidays in Europe.

We often prefer will to (am) going to when we decide to do something at the moment of speaking：

We are really lost, I’ll pull to the side of the road and ask someone the way./If I have time tomorrow, I _________ring you. /It’s our son’s birthday next week so we __________have a party.

Step 4 Discussion 5'

T: Well, As for traveling, if I have time, I prefer going Xishuangbanna, for I am interested in the Water-splashing Festival and the marriage custom of Mosuo people in Lijiang. I will visit Dais Garden in Xishuangbanna, the first natural ecological village in China and join them in the activity of splashing. And I will also pay a visit to the Lake of Lugu, where Mosuo people live. I hope I can communicate with some of them and try to understand their life and culture. Where are you going if you are really offered a eco-travel? And tell what and why you will do.

(Ss may speak in pairs. Ask two or three to demonstrate.)

Put down some structures can be used for “Attitudes”:

Preference: / I prefer..../ I would rather.../I would like(love) to

Intentions and plans: I will (Here we don't use “am going to”)... / I want to.../I intend....

Hopes and wishes: I hope..../I wish.../I am eager to...

Purpose and reasons:. since... /..for... / as..../because... /in hopes of...

Step 5 Read and write 24'

1.Look and say :What do you know about Australia?(Show some relevant pictures)

Using the structures above, talk in groups:①What to see; ②What to do; ③What to learn

2. Reading: Now read a piece of news in the local newspaper.

① What is Adventures-R-Us giving away?

② What will the winner do all in one week?

③ What should you do to win the competition?

3.Writing: Australia, dolphin, the river rafting and it's free. What a trip! It's up to you to write a short passage, explaining your purpose and reasons:. And do remember the tips before writing. List good ideas and make notes..(strong swimmer/speak English/collected some information for dolphin swims/interested in animal life/curious about the separate continent's natural beauty/ unique plants and animals / the cultural heritage /foster environmental and cultural understanding, appreciation and conservation)

Individual work Ss write their essays. and later they are given the following form to evaluate themselves(Self-assessment).Consider your own letters and tick in the next grid if that is true:

What I Can Do

I can plan before I write.

I can write about real things.

I can write stories with a beginning, middle, and an end.

I can use tenses correctly.

I can ask others to read my work.

I can write in complete sentences.

I can put periods at the end of sentences.

I can make my handwriting easy to read.

Group work Ss then should be divided into groups of six or seven. Pass the essays round for perusal, telling the writer what you find interesting, authentic, practical, functional and meaningful in his/her essay, and of course, what could be made better. This should be done in English. Pick out the best one in your group.

Class work Ask the representative of each group to read his/her essay aloud to the class. Make a list of the representatives and decide whose is the most reasonable and persuasive, voting by a show of hands. Then teacher declare the winner, who is going to be given a free trip to Australia. The class congratulate.

Students' names S1 S2 S3 S4 S5 S6 S7 S8

Personal quality (2’)

Activities planned (2')

Any good ideas (2')

Language (4')

Step 6 Discussion 2'

T: Well, most of us are not as lucky as..., but we can find somewhere else to go. So, would you please work in groups of four or five, write down possible destinations and activities, you can use the following questions to get started: Where would you like to go?/ What would you like to do? /What would you like to see?/ What would you like to learn?

Homework 1'

1 Follow the instructions in PROJECT in P.102, write an ad with maps and pictures. Bring it here next time. Let's choose the most suitable trip for us and decide when to go.

2. Work in a team of four or five fill out the Achievement chart

Team goals

What I have learnt How I learnt it

What problems How I solve our problems

Problems I am still having What I am going to solve them

篇3：高一英语Unit 3 Going Places（说课稿）

临高二中 王岚

高一英语Unit 3 Going Places（说课稿）

教学内容分析

本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。

Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。

Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。

Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。

我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。

教学重点难点：

（一）重点

1． 本单元的生词、短语

2． 有关旅游的一些表达法

3． 掌握游记与来往书信的写法

4． 复习动词的用法以及现在进行时用于将来的表达法

（二）难点

1． 动词时态的综合运用

2． 语法操练与语言交际活动的有机结合

3． 一些开放性话题的实现

4． 课外查阅资料的能力培养

教学目标

1． 语言知识与技能

1） 熟练掌握与话题相关的常用词汇与表达法

2） 培养学生听、说、读、写四技能的综合运用能力

3） 使学生能就given topics较好地完成一些开放性话题

4） 培养学生使用图书馆、网络查阅资料的能力

2． 情感态度与文化意识

1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣

2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势

3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识

4） 带领学生领略世界风光之美的同时，增强他们的环保意识

3． 学习策略

1） 兴趣教学策略,其中包括对话、讨论、表演等

2） 开放式教学策略，如：brainstorm, role play, given situations 等活动

3） 任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务：

1）The students are to discuss the means of transportation

2）The students are to describe a place they know

3）The students are expected to know what an adventure travel is like

4） The students are supposed to take a virtual travel

5） The students are to write a travel diary/letter

6） The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。

任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。

篇4：人教版高一Unit 3 Going Places

I． 单元教学目标

技能目标Goals

Talk about traveling

Talk about means of transportation

Express good wishes

Review verb tenses

Use the present continuous tense for future actions

Write travel letters

II． 目标语言

功

能

句

式 Intentions and plans

Where would you prefer doing ...?

How would you like to go ...?

When are you going off to ...?

How are you going to ...?

Wishes

Have a good trip!

Have a nice / pleasant trip!

When are you going to Guangzhou?

How are you getting to the airport?

Is anybody seeing you off?

She is leaving for Shanghai next week.

词

汇 1．四会词汇：

consider, means, transportation, board, experience, simply, vacation, nature, basic, equipment, simple, tip, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity, particular, poison, separate, combine, task

2．认读词汇：

destination, raft, backpack, spider, cell-phone, eco-travel, responsibly, unpack

3．词组：

get away form, watch out, protect sb/sth from, see sb off,

on the other hand, as well as

4．重点词汇：

consider, means, experience, nature, particular, separate

语法 The Present Continuous Tense for future action

重

点

句

子 1. Where would you prefer going (to doing ...)

2. I would prefer to do sth

3. I prefer to do ... rather than do ...

4. How would you like to go to the places？

5. When are you going off to Guangzhou? P19

6. If you want a normal ..., choose a quiet stream or river that is wide ... or rock ... P17

7. As with hiking, you should always think about...and wear good clothes.P18

8. Eco-travel, on the other hand, is a way to travel responsibly. P20

9. By staying at hotels ... , tourists can help the villagers make money ... . P20

III. 教材分析与教材重组

1. 教材分析

本单元以“旅行”为话题，所涉及的内容有：外出旅游的行为规范、旅游的方式等。通过本单元的学习使学生了解旅游的不同方式，学会表达计划和任务。能自己设计一次旅行计划并能写信介绍自己的旅行情况。

1.1 Warming Up部分提供了四幅有关外出旅行中的个别行为不当的图片，让学生判断四位旅行者在旅行过程中的错误行为，通过讨论让同学们认识到外出旅行时，应遵守交通规则和维护公共秩序，第二、三部分要求学生能根据具体情况自行选择交通工具。

1.2 Listening两部分材料是机场广播和明信片。通过表格的形式训练学生集中捕捉信息的能力，另外两段材料分别突出现在时和过去时，强化了学生的时态意识。

1.3 Speaking部分借助于“时间机器”设计科幻旅游。通过三个问题诱发他们的想象力。同时也能表达出同学们对过去和未来的真实愿望以及情感。

1.4 Pre-reading提供了三个问题使同学们自己去把这方面的经历和课文联系起来，激发他们的学习兴趣。

1.5 Reading部分分为三部分。Adventure Travel中的第一句引出本段，列举人们出行旅游的种种目的，由此引出后两个话题。Hiking和Rafting各分为两段。第一段分别介绍hiking和rafting，第二段列出外出hiking和rafting的建议，可以采用对比阅读的方法。

1.6 Post-reading选择最佳答案和完成表格是对课文的检查和巩固，加深同学们对课文的理解。

1.7 Language-study部分包括两方面的训练。第一部分通过单词的配对练习，帮助同学们加深理解本单元的部分重要单词和词组。语法部分通过读写来操练时态，了解进行时的另一种用法： 进行时表将来。

1.8 Integrating skills部分提供“生态旅游”的信息。先阅读，然后四人一组讨论并制定一个“生态旅行”计划来训练学生的说、读、写技能。Writing部分要求学生书写两封信，训练他们对不同时态的应用。

1.9 Tips 明确写作的几要素，指导学生如何明确写作的目的。

1.10 Checkpoint总结了本单元的语法--现在进行时，并设计了一些最基本的练习，检查和强化了对本部分的掌握情况。

2. 教材重组

2.1 Warming up, Speaking和Talking均属于说的训练，因此把Warming up, Speaking和Talking整合成一节“口语课”。

2.2 Listening和Workbook中的Listening放在一起，设计成一节“听力课”。

2.3将Pre-reading, Reading和Post reading三项活动放在一起，合成一节“阅读课”。

2.4 Language study和Workbook中的Practice整合成一节“语法课”。

2.5 Integrating skills中的Reading和Workbook中的Integrating， reading部分整合为一节“泛读课”。

2.6 Integrating skills中的Writing和Workbook中Integrating skills， writing合为一节“写作课”。

3． 课型设计与课时分配（根据学情，经教材分析，本单元要分六课时完成）

1st Period 口语课

2nd Period 听力课

3rd Period 阅读课

4th Period 语法课

5th Period 泛读课

6th Period 写作课

The First Period Speaking

Teaching goals 教学目标

1. Target language 目标语言

a. 词汇和短语

consider, means, transportation, information

b. 重点句型和交际用语

Where would you like to go?

Which year would you like to go to?

How would you like to go to the places, by train or by bus?

2. Ability goals 能力目标

Enable the students to make a plan for a trip and give some tips on trip.

3. Learning ability goals 学能目标

1. Help the students to talk about trips.

2. Encourage the students to learn how to make a plan for a trip.

Teaching important points 教学重点

Talking about travelling means of transportation.

Teaching difficult points 教学难点

Talking about travelling means of transportation.

Teaching methods 教学方法

a. listening and response

b. watching and saying

c. pair work or group work

Teaching aids 教具准备

1. slide-show

2. pictures

Teaching procedures && ways 教学过程与方式

Step I Revision

T: Hello, everyone, first, let’s review the important points of last unit. Please look at the slide show.(show the slide)

1. Mother said to me “Be sure to lock the door before you go to school.”

2. “Drink more water every day.” The doctor said.

3. “Why are you late again?” said the teacher angrily.

4. _____________________ (别忘了)to turn off the light before you leave the room.

5. The teacher told us (把所有东西摆放整齐)________________________.

Students do the exercises and check the answers.

Suggest answers:

1. Mother asked me to be sure to lock the door before I went to school.

2. The doctor asked me to drink more water every day.

3. The teacher asked angrily why I was late again.

4. Don’t forget

5. to put everything in order.

Step II Lead in

T: Today we are going to talk about “travelling”. Mike, have you ever traveled?

M: Yes, I have ever been to Beijing.

T: When did you go there?

M: Last summer.

T: How did you go there?

M: We went there by bus. T: Why did you go there by bus?

M: Because it isn’t too far away from here and it’s very convenient to go there by bus.

T: Good. How about you? LiMing, have you ever traveled?

L: Yes, I have been to Hainan last winter vacation.

T: How did you go there?

L: I went there by plane?

T: Why?

L: Because it’s too far from here and we can save lots of time by going there by plane.

Ask more students like this.

Step III. Warming up

T: If we go out for traveling, we can go by bus, by train, by plane or by ship. How can you get to these places.

Show the slides.

conditions transportation

Shanghai--London

Chongqing--Chengdu

Beijing--Guangzhou

Dalian--Qingdao

T: What would you like to take from Shanghai to London？

S1: I’d like to go there by air.

T: What about others?

S2: I think I’d like to go there by bus.

S3: I’d like to go by train.

S4: I would go there by ship.

T: We can go to places by bus, by train, by bike, or even on foot. What do you have to consider before you decide which means of transportation you will use?

Divide the students into groups to discuss the means of transportation. Then each group reports their answers.

T: What should you consider before you decide which means of transportation you will use?

S1: We should consider how far it is.

S2: We should consider the landscape.

S3: We should consider the weather.

S4: We should also consider how many things we should take.

T: That’s good. After we get to the destination. We should also pay attention to our behavior. Look at these four pictures on Page 15. Are they doing anything wrong?

Show the pictures.

T: Is there anything wrong in Picture 1?

A: He is driving too fast.

T: What should he do?

A: I think he should lower down.

T: What about Picture 2?

B: He is littering. I think he shouldn’t throw things everywhere.

T: Is he doing anything wrong in Picture 3?

C: Yes, he is smoking where he shouldn’t.

T: That’s right. How about Picture 4?

D: His car is parked in the wrong place.

T: We should pay attention to these behaviors when we are traveling. Any other things we should pay attention to?

Students discuss and raise their answers.

S1: We can’t jump the queue when we are waiting for the bus.

S2: We can’t pick flowers.

S3: We shouldn’t throw thing everywhere.

S4: We shouldn’t curve on the buildings or on the trees.

Step IV Speaking

Show a picture of “Time machine”.

T: What’s it?

Students guess what it is.

T: It’s a time machine. With it you could travel to the past or to the future. You could also visit any year and any place you wish.

T: Hi, Jim, which year would you like to go to?

J: I’d like to go to the year 3000.

T: Where would you like to go?

J: I’d like to go to Africa.

T: Why?

J: Because I want to see how they live at that time.

T: OK. How about you , Mary? Where and when would you like to go?

M: I’d like to go to the year 1840 in China?

T: Why?

M: If I went there, I could prevent the foreigners from attacking China.

T: Good. Now, let’s work in pairs to talk about where and when you would like to go.

Students work in pairs to discuss about it. Then ask some pairs to act it out.

eg.

A: Which year would you like to go?

B: I’d like the year 3000 BC.

A: Where would you like to go?

B: I’d like to go to Egypt?

A: Why?

B: I want to be one of the designers of Pyramid and discover the secrets in it.

Step V Talking

Divide the students into two parts to discuss if it is good to open up the mountain to tourists.

A: I think we should open up the mountain. In that case, we could make more money.

B: Although it can help us make more money, but I think it will destroy the mountain.

A: We can use part of the money to protect it. And it can also make our city famous

and develop the city. It’ll be good for all of us.

B: I’m afraid I can’t agree with you. I think it’s better if our city is famous for a good company. It’s a place for tourists. It will not be a good place to live.

A: If we open it up. It will help people get more interested in history and nature.

B: I agree it will help, but it’s not the only way. We can build up a web site to make it known.

Homework

1. Fill in the role card on P98.

2. Preview the listening part on P15 and P97.

详细内容请订阅

《名师说课》

篇5：unit 3 going places 人教新课标 ┆ 高一

PERIOD ONE

1 WARMING UP

1) Introduction: unit 3 is about travel.

Do you like traveling?

Where you’ve been?

Would you share with us some of your unforgettable experience?

I’ve been to these places. Can you recognize them? Show some pictures and let students guess where they are.

2) Page 15, WARMING UP ex. 1

Leave nothing behind except your footprints.

Take nothing away except your good memory.

We should always pay attention to our behaviors; otherwise we may damage the environment and ruin the scenery.

3) Page 15, WARMING UP ex. 2

How many means of transportation do you know?

What are their advantages and disadvantages?

4) Page 15, WARMING UP ex. 3

Group discussion: Which mean of transportation would you choose in the following four situations respectively? Think about money, time, security, easiness, sickness, and procedure. Support your idea with reasons.

2 LISTENING

1) Page 15, ex 1

We’re going to listen to 3 boarding calls. They are commonly heard in airports. While listening, please fill in the chart of ex. 1. The information required is flight number, destination and gate number.

Play the tape and check the answer together.

Play the tape again and ask the students to retell the boarding calls.

2) Page 97, LISTENING

Do you know the procedure in the airport? It’s a long process you have to get through. If you were not clear about that, it would take years to finish the procedure. Now look at the six pictures on page 97. They are 6 steps leading your to your flight.

(1) Airport tax

(2) Security check, make sure that you don’t bring anything dangerous onto the plane

(3) Gate

(4) Check-in counter

(5) Security check, check your name

(6) Pick up bags

While listening to dialogue, put them into correct order.

Play the tape and check the answer together.

3) Page 16, ex. 3

We will hear 5 travelers talk about their trips to fill in the chart. The places they are at are not given out directly. We have to guess the answer from the clues.

Play the tape twice and check the answer.

3 SPEAKING (Page 98)

Read the words on the 2 role cards.

Group discussion: brainstorm more supporting details for the 2 different opinions.

4 HOMEWORK

1) Write a report of your group’s ideas. Finally arrive at a conclusion.

2) Preview READING

PERIOD TWO

1 REVIEW

Homework: Pick up some groups to share their conclusion with the class.

2 PRE-REDING

Group discussion:

Why do people travel?

If you go travel, you prefer going with travel agency or by yourself? Why?

If you go by yourself, how could you insure yourself against dangers?

If you go with a travel agency, which factors would you take into account in choosing one?

3 READING

1) Scanning

Scan through the text, and answer 2 questions: what is hiking and what is rafting?

Hiking is a way to travel close to nature on foot.

Rafting is a kind of adventure travel along a stream or river by boat/ in small boats.

2) Explain the structure of the text.

Para 1: why do people travel?

Para 2: what is hiking?

Para 3: basic tips for successful hiking.

Para 4: what rafting is

Para 5: how do you go rafting safely?

3) Wile-reading activity

While reading, fill in the chart on page 18, ex. 2 about the differences

4) Further comprehensive questions

What are the aims for people to travel?

In your opinion, which is the most important one of the given tips for successful hiking?

What’s the origin of the word “whitewater”?

5) Language points

ü Experience (it happens to you or affects you)

People also travel to experience life in other parts of the world. (Verb)

–We experienced SARS in the year of 2003.

–The year of 2003 witnessed SARS.

–Experience sth. at first hand

l A memorable /unforgettable etc experience

l Learn form your experience

l In my experience, these things never last very long. 从我的经验来看

ü Watch out for

Watch out for dangers, such as spiders, snakes or poisonous plants. (to be careful of something)

–While traveling in London, you must watch out for the traffic.

–Watch out for the man in black. (to keep looking and waiting for someone or something)

–Watch out! There’s a car coming.

l The prisoners watched for a chance to escape. (to wait and be ready for sth. 等待)

l Watch the time. 留意时间(to avoid being late)

l Watch your step.

ü Adventurous

Whitewater rafting is more adventurous and difficult than normal rafting. (eager to do exciting or dangerous things)

–Andy is an adventurous cook. (not afraid of trying new things)

–Life is like an adventure. (a kind of experience)

–Nobody ventured to put forward different ideas. (to say sth. though you are afraid of how someone may react to it)

ü As with

As with hiking, you should always think about your safety and wear god clothes.

–As with = as it’s the same with

–As with drawing a picture, you should be patient and careful in doing this job.

–As with running, learning English needs perseverance.

ü Handle (to control the movement of a tool, vehicle etc)

You also need to learn the basic skills of rafting, such as how to handle the raft.

–She is very good at handling difficult customers. (deal with people)

–She could not handle the pressures of her new job. (deal with difficult situation)

l handle (noun) 把手

6) Important phrases

Get away from

Instead of

Get close to

Take exercise

Protect…from

Paddle down

Quiet stream

Life jacket

Unless

4 HOMEWORK

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

PERIOD THREE

1 REVIEW

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

2 TENSE REVIEW

Work Past Past future Present Future

Simple Worked Would workWas / were going to work Work / works Will workAm/is/are going to work

Continuous Was / were working Would be working Am / is / are working Will be working

Perfect Had worked Would have worked Have / has worked Will have worked

Perfect continuous Had been working Would have been working Have / has been working Will have been working

3 GRAMMAR

1) Page 19, grammar ex1

Group work. And then check the answer together.

2) Presentation

Some present continuous tense is used for future actions. This kind of usage only can be applied to certain verbs. Such as: go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.

Eg. The train is leaving in 5 minutes.

Eg. I’m coming soon.

Present tense is also used for future actions. This usage always appears in adverbial clauses introduced by when, if, before, till, until, every time, by the time, as soon as, the moment, etc.

Eg. The class will not be over until we finish all the exercises.

Eg. You will be pretty tired by the time…

Ask the students to make sentences.

3) Page 100, ex 3

4) Page 19, ex 2

Group discussion. Fill in the chart and check the answer together.

5) Demonstrate ex 3

In the past, people read scrolls / books written on paper make from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers.

4 INTEGRATING SKILLS

1) Scanning

What is eco-travel?

It’s a form of travel that combines normal tourism with learning.

What are its traits?

It’s a way to protect the environment, namely to travel responsibly. People learn about the world, understand it better, and even make it better. It’s also a way to find out what can be done to help animals, plants, and people.

5 INTEGRATING SKILLS

1) Introduction

The text describes another form of adventure, swimming with dolphins. It explains why people enjoy it and gives tips on how and where to swim with dolphins.

Read through the text and finish P101, ex 1

2) Group discussion

P101, ex 3

Discuss with your partners and fill in the chart.

6 HOMEWORK

1) Page 99, GRAMMAR ex 1

2) Page 19, GRAMMAR ex3

3) Page 21, WRITING Friday one

PERIOD FOUR

1 REVIEW

1) Two new ways of expressing future actions

Page 100, ex 2

2) Homework:

Page 99, GRAMMAR ex 1

Page 19, GRAMMAR ex3

2 REVISE COMPOSITION: Page 21, WRITING Friday one

1) Explain criteria

Tense

Proper usage of words

Proper sentence patterns

Spelling, capitalization, punctuation

Clear time adverbials

2) Change your composition with your partner. Sign your name at the bottom after revising his or her letter.

3) Give the letter back to the writer. And explain your comment to him or her.

4) Hand in your final draft tomorrow.

3 DICTATION

4 CREATVIE WRITING

Put students into groups of 4 to 5.

P101, WRITING

Brainstorm with your partners in class. Try your best to find reasons why they must choose you. Stretch your wits. J

For example: love adventure, love animals, love Australia

5 HOMEWORK

Write the letter.

篇6：人教新课标 高一Unit 3 Going places

Unit 3 Going places

Teaching Aims and Demands

Words and Phrases

consider means experience vacation nature basic equipment simple normal excitement separate get away from watch out protect sb/sth from see sb off on the other hand as well as transportation board simply tip poisonous handle combine

Spoken English:

1.Intention and plans:

What would you prefer going …?

When are you going off to…?

How would you like to go to…?

How are you going to…?

2.Wishes:

Have a good trip. Have a nice/pleasant trip.

Grammar:

Using the Present Continuous Tense for future actions

1. Adventure travel is becoming more and more popular.

Look! He is waiting at the gate.

2. Bob is coming with me to the airport.

How are you getting there?

How long are you staying in xi’an?

Use of Language:

(1) Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text about traveling. Finish the exercise in their books.

(2) Get the students to learn some skills about giving intentions and wishes.

Important points: Grammar and learning about the basic skills and the purpose while traveling.

Difficult points: Using the Present Continuous Tense for future actions

Teaching aids: computer tape-recorder

Way of Teaching: communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

1. Ask the students to look at the pictures and write down the people are doing wrong.

(a).He is driving too fast.

(b).He is littering./He is throwing rubbish on the ground.

(c).The man is smoking where he shouldn’t . / The sign says that smoking is not allowed, but he is smoking anyway.

(d).The car is parked where no parking is allowed./ The car is parked in the wrong place.

2. Show the students pictures of different places. Ask them to choose the best way of transportation.

3. The students will discuss the advantages and disadvantages of different means of transportation.

Step 2 Listening

(a) Because when you are traveling, you need to listen to announcements to get enough information. Ask the student to listen to the tape and fill out the charts in 1 and 2.

(b) Finish the listening part in the workbook as well.

Step 3 Speaking

Imagine that you have a machine that lets you travel in time. With this machine you could travel to the past or the future. Then make a dialogue using the questions in the form as a guide. Here the teacher may first give an example as a guide.

Encourage more students to practise the dialogue.

Useful Expressions:

I would like to travel to the year…

I would like to know what life was like … years ago.

I want to know what like will be like…years from now.

To which year do you want to go?

Do you want to travel to the future or to the past?

Step 4 Homework

Ask the students to get previewed the reading material in the listening part.

Lesson2

Step 1 Introduction

Ask the students to close their books and ask individual students to answer the questions in Pre-reading.

1.Do you like traveling? Why or why not?

2.Where would you most like to travel? Why?

3.Have you ever heard about adventure travel? What do you think of it?

Divide the student into groups. Ask them to prepare a trip to the place they like. Encourage the students/the leader of a group to give reasons why they think their plan is the best.

Step 2 Fast-reading

Tell the students that there are kinds of travels. And get them give their idea of the possible variation of travel.

Then ask the students to read paragraph 1quickly and answer the following questions first:

Why do people travel?

Why do people want adventure travel?

What are the two examples of adventure travel?

Step 3 Careful-reading

1.For part one, give the students the following questions and ask them to read paragraph 1 carefully.

1).What is hiking?

2).Why is hiking a kind of adventure travel?

3).Where can you go hiking?

Deal with the language points if there is any.

2. For paragraph 2, give the students the following questions and answer the following questions:

1).What is rafting?

2).Where is rafting done?

3).Why is rafting a kind of adventure travel?

Deal with the language points if there is any.

Step 4 Post-reading

Ask the students to listen to the tape while getting the exercise 1 done.

The answer is: a b d d c

Ask the students to read the text carefully and fill in the chart in exercise 2. Then check their answers.

Step 5 Homework

Get the students to be prepared for the talking part in their workbooks.

Lesson 3

Step 1 Revision

Check the students’ homework by asking several of them to report what they have done.

Step 2 Word-study

Give the students several minutes to finish the exercise in word-study. Then check the answer with them.

Step 3 Grammar

First give the students a brief explanation of “Using the Pressent Continuous Tense for Future Actions”.

1. When the present tense is used of the future in the main clause, there is often an indication of time. The action is usually regarded as having been dicided upon beforehand. Verbs that are often used in this way are go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.

e.g. “I’m leaving at seven tonight.”

2. The present tense is used of the future in a clause introduced by “when”, “if”, “before”, “till/untill”, “everytime”, “by the time”, “as soon as”, “the moment” etc.

e.g. We shall not go out for a hike if it rains tomorrow.

Step 4 Consolidation

Ask the students to read the dialogue and underline the verbs that express future in exercise 1.

For exercise 2 encourage the students to give as many answers as possible.

Step 5 Workbook

Get the students to finish the exercise 3 in the students workbook. Check the answers with the students.

Step 6 Homework

Finish the exercises 1 and 2.

Lessson 4

Step 1 Revision

Check the homework

Step 2 Discussion

First explain to the students what an Eco-travel is. Then divide the students into groups of four. Ask the students to decide where they will go and why. Here you may add more examples of destinations, so the student may have a larger choice.

At last ask each group leader to report their decisions while giving their reasons.

Step 3 Writing

Before the students start to write the passage, get them to read the requirement carefully. And make sure that they understand what they are asked to do.

Sample letters

Dear Mum and Dad,

We have just arrived at the hotel. We ate unpacking our bags and we will go to the park this morning. We are going to have a picnic in the park and eat sandwiches. After the picnic, we will go back to our hotel. In the afternoon we will go for a walk and maybe sing songs in the evening. On Sunday, we are going to play volley-ball on the beach and then go hiking. When we get back from hiking. When we get back from hiking, we will pack, go to the train station, and go home. This is our first day and we are very excited. I think we will have a great time.

Love

Sue

Dear Mum and Dad,

We are playing volleyball on the beach. Yesterday, we went swimming and played volleyball in the morning. We had lunch at our hotel and then went for a walk and sang songs in the evening. On Friday, our first day here, we arrived at the hotel and unpacked. We went to the park and had a picnic and ate sandwiches. After the picnic, we were tired and went back to the hotel and watched a film. We will go hiking today and then pack and go to the station. We are having a great time, but it will be nice to get back home.

Step 4 Homework

Finish the exercises in the workbook

篇7：Unit 3 Going Places teaching plan(人教版高一英语教案教学设计)

The 1st Period

Teaching objectives and demands:

1. The activity is designed to encourage students to think about going places and traveling and to activate relevant vocabulary.

2. Ask the students to discuss the advantages and disadvantages of different means of transportation, plan a route and explain the plan

3. Language use: Manipulate listening, speaking practice

Key points:

1. Everyday English for communication.

2. Words and useful expressions

Teaching procedures:

Step 1. Warming up

1. Brain-storming

When we talk about traveling, what can we think of?

2. Back-up questions:

How can we go there? (transports)

Where are we going? (destination)

With whom are we going traveling?(accompanies)

What can we eat? (food)…

3. Compare different transports and discuss in a 4-person group and tick the transport if it suits the condition.

Bus Train Ship Air-plane

Long-distance

Short-distance

On land

Alone

Without much money

Discuss the best transport for students of Senior One in Beijing to travel to Shanghai.

Step 2 Listening

Boarding calls commonly heard in airports and wrote down the information they hear.

Extension

1. Excuse me, I am flying to Japan today, but I don’t know where I should gop. Could you please help me?

2. Excuse me, can you help me ? I am flying to Changsha and it says on my ticket that the gate is A25. Well, this is gate A25, but there’s no one here.

3. Hi, excuse me, I need some help. I am going to Paris at 11:45. Someone told me that there’s been a change. Do you know anything about that?

Extension Ask the Ss to write announcements about the following situations. the announcements can be read to the class or used for pair work.

1. Flight 225 to NewYork has been delayed and will depart one hour later.

(Ladies and gentlemen, your attention please. Flight 225 to NewYork has been delayed and will depart one hour later.)

2. Flight 2312 from Nanjing to Shanghai will depart from Gate D5 in twenty minutes.

3. Flight 778 to Berlin will depart from gate C3, not gate C7.

Extension 3 Page 97 workbook airport theme.

1. Your attention, please. Flight CA1145 from Beijing to Tokyo is now boarding at agte D45.Please get your boarding cards ready and go to the gate.

2. Ladies and gentlemen, may I have your attention pelse? The gate for flight UA445 from Beijing to Changsha has been changed. The new gate is gate A15. We will begin boarding in about ten minutes. Thank you.

3. Attention all passengers on flight SE3765 from Beijing to Paris. Your flight will be twenty minutes late because of bad weather. Please be ready to board the flight at gate E34. Thank you.

key to the listening exercise:

Beijing Forbidden City, Great wall, Tian’an men Square Train

Paris /France Eiffel Tower, Museum,saw “Mona Lisa” Bus and lift

North Pole/South Pole Walked, saw animals plane, walked

The Moon looked at the earth, jumped Spaceship

In the Ocean Looked at fish Swam had to swim

Step 3.Speaking

Time machine

Useful Expressions:

I would like to travel to the year…

I would like to know what life was like….years ago

I want to know what life will be like … years from now

To which year do you want to go?

Do you want to travel to the future or to the past?

Step 4. Homework

(1) Finish off the exercises of Unit 3 in the workbook.

(2) Revise the key points of this unit.

(3)List the friend they get to know in class and write down some thing they want to know.

Evaluation of teaching:

The Second Period

Teaching objectives

1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.

2. Offer the students chances of self-culture by working in groups and seeking information about the adventure travel out-

3. Infuse the students with basic knowledge about the friend and friendship

4. Learn some words and useful expressions from the text.

Teaching Approach

1.Communicative Approach should be used throughout the class. Stress should be laid on:

2.Learner-centeredness; learning-centeredness

3.Task-based learning

4.Activity-based teaching (class work; individual work; group work)

Teaching type: Reading comprehension

Teaching Procedure

Step 1. Report in class

A student is asked to report something interesting he or she picks up from newspaper or magazines.

Step 2.Review and check

Ss have a word dictation and check their homework in workbook

Step 3 Notes:

1. travel,journey, trip,and voyage

travel is uncountable,and means much the same as traveling in general.

Journey is countable, a long distance from one place to another.

trip is a return journey,is often used together with the activity which is the reason for the journey

voyage journey at sea

2. round-trip ticket,one-way ticket

Step 4 pre-reading (group work )

Many people like traveling, but for what reasons do people like it?

It takes time and costs money

It may not be as comfortable as you are at home.

Why do people like traveling? can you give /name any reasons?

Step 5 Reading Listen to tape and finish the following items

The reading states that people are beginning to travel for new reasons.

for a change, fun ,knowledge, sightseeing

1. to see famous and nature beauty

2. to meet new people

3. to try new kinds of food

4. to experience life in other places

5. to get away from the bad weather

6. to look for an unusual experience and adventure

Hiking

Hiking is a good way to combine exercise, travel, and adventure.

Hiking is easy, fun and cheap.

A hike will be more successful if you put safety first and plan the hike carefully.

Good points Bad Points

1.close to nature Dangerous

2.inexpensive,cheap Uncomfortable

3.fun and exciting easy to get tired, exhausting, tiring

4.good to take fresh air no fun, inconvenient

5. easy to do and helpful t take exercise boring, long walking with heavy bags

6.not much equipment unhealthy food

7.easy to decide where to go and stay poor living conditions(sleep in open air)

Rafting

Rafting is another kind of adventure. Some people like to go down a quiet stream, others like the more adventurous white water rafting.

There are basic safety rules and skills you must learn before you go rafting. P18

1.the basic equipment a raft, paddles, good clothes, helmet, life jacket

2.the places to travel on rivers or streams or whitewater

3.activities to do try whitewater fating to be careful not to hit rocks trees and other dangers think about safety, wear good clothes

4.basic skills how to handle the raft, paddle and to get in and out the raft, how to swim

Suggestions for some vocabulary of the reading text:

what is the text about?

what kind of words will be used?

adventure travel

hiking

equipment

hike

basic

excitement

streams

life jacket

Step 6 Post-reading

Key to post –reading exercise 1 1.a 2.b 3.d 4.d 5.c

Similarities Hiking Rafting

Step7. Homework

(1) workbook

(2) Revise the key points of this Unit.

Evaluation of teaching:

The Third Period

Teaching aims and demands

1. The students are asked to master the Grammar

2. Integrating Skill: reading

3. Oral practice: manipulate oral practice relevant to the reading material.

Key points: grammar and reading

Teaching methods: Reading -Sentence structure----explanation

Teaching procedures:

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the key points of the previous lesson.

Step 2. Language study

Task: writing about 60 words to finish the story

We paddle all day today. We saw monkeys in the trees, but we saw no human being. We like our canoe. It is a local canoe made of solid wood. The river is fast-flowing and there are some rapids. We had to get out and carry the canoe in some places. It was very happy!

What a terrible day! We paddled all morning. The river got narrower and narrower. there were bends in the river and lots of rocks. At about midday, the river disappeared. We saw a wall of white water in front of us. It was a huge waterfall. At the bottom of the waterfall were lots of sharp rocks. We made our way between the rocks to a small beach below the water. It was very hard work because the water was so fats. Then we had to carry the canoe on our heads up the steep bank of the river to the top of the fall.

It took us two hours to carry, push and pull the canoe all the way up the side of the waterfall. We stopped at the top and put down the heavy, awkward canoe in a small pool. We drank some water form our bottle sand lay ,exhausted, in the shade.

Suddenly, Alex shouted, “where is canoe? ”I sat up and started at the pool. The canoe had gone.” There!” Screamed Paddy. Then I saw it. The canoe had drifted out into the river. It was almost at the top of waterfall.

Step 3 Integrating skills

echo-trip

The trip should combine travel and learning about the environment. (Red-river village, snow-Mountain)

Discussion

where he wants to go and why and try to get the others to agree

1. Decide who will represent each destination

2. Prepare a role card based on the example in the book/

3. 3.Complete the role cards

4. Review the rules of the discussion.

5. Let each group member introduce himself and state their opinion

6. When each member has stated his opinion, ask question, discuss, and debate

7. Try to reach a decision

Step 4 Grammar

P19 Ex1

Common words used in continuous tense

go, come ,leave. start. arrive, get ,return ,fly ,meet, stay, see….off, take off ,die

3.Extra Exercise

Step 5 Writing

Step 6 Homework

(1) Finish off the work in work book

(2) change the 10 sentences into indirect speech

(3) Try to write a news story in about 100 words on page 88

(4) Revise the grammar on page 178 to page 180

Evaluation of teaching:

The Fourth Period

Teaching aims and demands

1. Integrating Skill

2. Grammar and writing

3. Get the students to write an email

Key points: 1. Useful expressions; 2.writing 3.grammar

Teaching methods: Written practice and grammar.

Teaching procedures

Step 1. Revision

(1) Check the work exercises.

(2)A test for unit 1

To get the students to Review the grammar and write the passage on page 88

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. “We run this restaurant to make friends,” says the manager, Hu Ming.

But the students’ parents say that they are unhappy about this. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.

All the managers say that running a business takes a lot of time. “We don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.

But Liu Tao says they are doing OK.

3 Answers may vary. Possible titles/headlines include “Study First or Business First?” “Students Running Bar”

Step 2. Integrating Skill

Instruction: The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the “5-star friend” activity in the student’s book.

Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).

Suggested answers

1 C

2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.

3 List the characteristics of each kind of friend:

A fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add more)

A school friend studies and plays together with you, sees you in school. (students can add more)

A forever friend knows everything about you, always listens to you. (students can add more)

4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.

5 Answers may vary.

6 You can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the Internet.

7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.

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

Step 3 Writing

Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.

ASSESSING

A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their “comfort level” and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.

Step 4. Post -INTEGRATING SKILLS

Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.

Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.

Sample E-mail

Hi Jane:

My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.

Xiao Fei

Assessment Criteria:

An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.

Step 5. Homework

(1) Finish off the exercises in the workbook.

(2)Write an email into my email-box.

(3) Summary the key points in this unit

Evaluation of teaching:

The Fifth period Students have an Integrating examination

The Sixth period Teachers comment the examination and Review the unit.

====请记住我们的域名: maguihao.01www.com====

篇8：NSEFC 高一英语 unit 3 Going Places教案

Unit3 Going Places

Tasks:

①learn to travel including how to make a preparation, choose means of transportation, drop a line and understand a broadcast call.

②learn something about adventure travel and eco-travel.

③study language points(present continuous tense, present tense, past tense, future tense and vocabulary)

Main teaching strategies: task-teaching emotion-teaching input & output

Aids: multi-media blackboard

Period 1 (warming up & listening & writing)

Step1. lead in

I show Ss some beautiful pictures and advise them to have a class travel together.

Step2 learn how to make a preparation before traveling.

1. Choose going places with reasons.

2. Choose means of transportation with reasons

Reference:

T: Where would you like to go? / Why? /What can you do there? / How do you get there? / Why not go there by air…

Means of transportation: by plane / car / train /camel /bus / bike / spaceship / elephant / ship

Decisive factors: price speed location weather climate convenience individual interests

Notes: going places means of transportation

Step3 Ask three guides (students) to introduce three places from the listening material.

Notes:

Paris: romantic Mona Lisa museum the Eiffel Tower

The North Pole: penguin polar bears

Beijing: the Great Wall the Forbidden City the Tian’anmen Square

Step4.do some listening

1.Ask Ss to make a guess and fill in the first three items on P16 one by one by pausing and asking them questions.

T: With the help of the three guides, I have made a choice. I’d like to make a report to tell you what I’m doing there now. Then you can guess where I am according to the report.

Reference:

I’m having a great time here. The city is very romantic. I’m going to visit the museum with the famous painting” Mona Lisa”. I wish I could speak better French so that I would communicate with local people.

T: Do you want to make more guesses? Do some listening and fill in the three items on P16.

Where is/are the travelers? What did he/she/they do How did he/she/they travel

2.ask Ss to listen to the fourth item with two questions

Input: Introduce Yang Liwei with a picture of him.

Reference:

T: He wears strange clothes. Can he walk like us? Why not? (There is no air) Do you want to know the feeling of flying in the spaceship?

After listening, ask Ss to answer two questions:

①Do you think the feeling is good or bad? Why?

②Do you want to have a try? Why or why not?

3. Ask Ss to listen to the fifth item with true or false questions.

T: Then what about the feeling of swimming in the ocean? Before listening, read the true or false exercises on the screen.

True or false

1.They are in the ocean.

2.They can breath there.

3.They are looking at fish.

4.It’s easy to write a postcard there.

Step5. Writing

T: Now it’s your turn to make a guess with your partner. You can choose any place you like and tell the partner what you did/ what you are dong / what you’re going to do. According to your report, the partner will make a guess where you are traveling.

1. Ask Ss to make a guess with their partners. This oral practice can help Ss write later.

2. Ask Ss to drop their parents a line to tell them what you did/ what you are dong / what you’re going to do during the travel.

3. Show them a letter for my parents.

4. Ask Ss to read the letter and analyze the form, the main idea of each paragraph and the tense

Dear Mum and Dad,

Everything goes well with me. We arrived at the hotel in Paris yesterday evening. We unpacked our bags and had a bath there. I went to bed early, for I was very tired.

Now my friends are playing volleyball on the beach. Some are swimming with dolphins in the sea happily.

Tomorrow, we are going to visit the Eiffel Tower and the museum with the famous painting “Mona Lisa”. I’m going to take photos to share with you.

I like the city very much. It’s very romantic and its food is delicious. I’m sure it will be an unforgettable trip. I wish you were here too. We are going to return next Monday.

love,

Lily

Step 6. Homework

Ask Ss to finish the letter after class. In order to make each student understand my demand, I show them a Chinese version as followings on the screen.

在旅游中，写一封信告诉你爸妈或朋友你的情况，内容可以包括：你到达旅游地的时间，

你都干了些什么，写信时你的朋友正在干什么，你将要打算去干什么以及你对这次旅游的感受。请注意正确运用时态。

Period2 (grammar & listening& speaking)

Step1.lead in

T: What did we do last period? We had a class travel. Let’s go on with our class travel now. Now I’m in Paris. I’d like to report what I am doing now. I’m on the top of the Eiffel Tower. I got here using a lift. It’s very tall. Seen from the top of the tower, the city is very beautiful. To share with you, I’m taking photos now. I’d like you to tell me where you are traveling and what you are doing there.

1. Ask several Ss to make a report.

Step2. Grammar I

T: From your reports I learn that we all have a good time when traveling. But we have to come back now.

1. Through the dialogue between several students and I, I present useful questions and expressions as followings.

Reference: When are you off/ returning to Wenzhou? When are you leaving for Wenzhou? When are you coming back to Wenzhou? How are you getting there? Is anybody seeing you off at the airport/ at the railway? Are your parents meeting you ?

2. To consolidate these useful expressions , I ask the rest of students these questions.

Reference: When is he/she off/ returning to Wenzhou? When is he/she leaving for Wenzhou? When is he /she coming back to Wenzhou? How is he /she getting there? Is anybody seeing he/she off at the airport/ at the railway? Are your parents meeting him/her?

3. Ask Ss to read these expressions after me.

4. Ask Ss to read the dialogue on P19 in role.

T: Here is a dialogue between Jane and Betty. They are going on separate holidays in a few days’ time.

5. Ask Ss to read the dialogue again by themselves to find out if there is something wrong.

6. Ask Ss questions to elicit a new usage of the present continuous

T: Look at the sentence in the fourth line: My brother Bob is going with me to the airport . What tense is used here? But is Bob going to the airport now or next Thursday evening? Then why do we use the present continuous tense instead of the future tense?

7. I explain a new usage of the present continuous after Ss think about my question.

T: When we express our plans we can use the present continuous tense instead of the future tense. Please tell me such more sentences in the dialogue.

8 Ask Ss to make up a similar dialogue with the help of the useful expressions on the blackboard.

Step3.Listen to broadcast calls at the airport

T: I am coming back by air. Suppose I am at the airport now. This is my plane ticket. What information can you get from the ticket? Here is a broadcast call, from which we can learn the boarding time and boarding gate. For example, 各位旅客请注意， 从巴黎飞往北京的AB110 次航班在20分钟后起飞.请各位旅客在D5登机口作好登机准备. 谢谢！Where’s the destination? What’s the flight number / boarding gate? Please listen to the English broadcast calls and pay attention to the destination, flight number and boarding gate.

Notes: destination flight number boarding card boarding gate boarding time

1. Listen and check on P15

Step4 Speaking

T: Now I have arrived at home . Our class travel is over. Have you enjoyed it? I still want to go traveling. This time we have an unusual trip. Look at the picture. Tell me the name of the play(寻秦记)？ Who is the actor? What’s the main idea of the play? It talks about a modern man travels into the past with a time machine. Do you think his experience is fun and exciting? Do you want to have a try? I’d love to. You know, I’m studying the history of law. It’s hard for me to remember so many events. But now with this time machine I can visit ancient countries to study their laws. That’s a good idea. What about you? If you have such a machine, where would you like to go? Which year would you like to go? Why?

1. I ask one student these questions to make up a dialogue as an example.

T: Where would you like to go? / Would you like to go to the past or the future? Which year would you like to go? Why? (I’ll show these questions on the screen)

2. Students are asked to make up a similar dialogue with the help of those questions.

Step 5 Grammar II

T: We have traveled to the past and the future. You must have found something different from that of today. Take the means of transportation for example. In the past, people used to travel by horse. Today, Many people travel by car or by plane. In the future, people will perhaps travel by spaceship. (I’ll show these three sentences on the screen)

1. Ask Ss to give me more examples.

2. Ask Ss to discuss to finish the table on P19.

3. Ask Ss to make a report like the example and pay attention to the tense.

Action Past Present Future

Travel

Reading

Writing

Shopping

Working

Period 3 Adventure Travel

Step1. Pre-reading

T: What day is it today? What’s the date today? So National Day is coming? Have you got any plans for it. What are you doing during the vacation?

1. Ask several students to tell me their plans. There must be some students who are

Traveling during the vacation.

2. Ask Ss the purposes of traveling.

T: I believe most people like traveling, but different travel with different purposes. Generally speaking, people travel because they want to see other countries and places that are famous, interesting or beautiful. Then what are purposes of traveling?

3. Given situations, Ss may think of these purposes as followings.

Reference:

To meet new friends

To try new kinds of food

To experience life in other parts of the world

To get away from bad weather

To look for an unusual experience

……

T: Today more and more people are traveling for excitement. I’d like to tell you a story of one of my university teachers. He loves nature and experiencing life. He spent one winter holiday traveling to Tibet. Unluckily, he met with a storm during the trip. It seemed to be very dangerous for my teacher, who had a heart disease. Thanks to his rich experience, he returned safe at last. Do you think his experience was exciting? On the other hand, it was also dangerous. We can call it an adventure. So we call this kind of travel adventure travel. Do you want to know more about adventure travel?

Step2. Fast Reading

T: How many parts are there in the text? What’s the title of the second part? So what’s the main idea of the text? What about the third part?

1. Read the text and answer these questions:

l How many examples of adventure travel are mentioned in the text? What are they?

l Why do you think they belong to adventure travel?

2. Finish exercise1 on P18 and check

Step3. Careful Reading

1. Look at a picture of hiking with these questions.

l What are they doing?

l What’s this? ( backpack )

l Where are they? ( in the mountain)

l Besides in the mountain, where can we hike?( in the city, along the river, in a forest)

l Is it easy or difficult to hike ?

2.Read the second part to find out what dangers we may meet and how to solve these problems.

T: What skills do we need if we go hiking? You see, we need to walk a long distance, so we need good walking skills. Besides this, we still need to follow some safety tips, because we may meet with dangers during hiking. What are the possible dangers? Then what tips can we follow?

Reference:

l Getting lost Tips: Bring a map, a cell phone. Don’t hike alone. Tell someone where you are going.

l Sun burnt Tips: Wear a pair of sunglasses , a hat to protect you from the sun.

Ex: In winter, warm clothes can protect us from the cold.

l Dangerous animals and poisonous plants. Tips: Watch out for spiders, snakes and poisonous plants.

3.Read the third part

T: Let’s come to another more exciting activity. It is rafting.

1.look at a picture of rafting with these questions.

l What are they doing?

l What’s this?( A raft)

l What is a raft? Can you explain it in English?

l What are they wearing? (Lifejackets)

l What’s the color of the water?

l Why is the water white?

T: Have you gone rafting before? From the picture, I’m sure it’s very exciting. Do you want to have a try? Before trying it, we need to know more about it. Please read the third part carefully to find out more information about rafting as much as possible.

2.Answer questions

l How many kinds of rafting?

l What are they?

l Why do we call it whitewater rafting?

l What are the differences between normal rafting and whitewater rafting?(more dangerous, exciting and places)

l What should we pay attention to during rafting?

l What skills do we need? ( As with hiking, we should always think about your safety.)

Step4. Post-reading

1. To consolidate the text, fill in the table together on P18.

Hiking Rafting

Similarities

Differences Places

Equipment

Cost

Skills needed

Possible dangers

2. Ask Ss what kind of adventure travel they prefer to try, hiking or rafting with reasons.

Step5 Hold a family meeting

T: In this class we have learnt what adventure travel is. Can you give me more examples besides hiking and rafting.(climbing, diving, mountain biking, sailing, downhill snowboarding, camping, bungeeing) They are all exciting and dangerous. Do you want to have a try? But the problem is that your parents may be against you. So what we should do is to hold a family meeting to win your parents’ support. Let's play a game in a group of four. One of you plays the role of the mother. One is the father. The other two are the children.

1. To make sure every student know how to hold a family meeting .I show my demand in Chinese on the screen.

当我们打算去冒险旅游时，可能会遭到父母的反对。为此我们需要召开家庭会议，说服我们的父母，而且让他们给我们提一些建议。会议内容可以包括：

1.选择一种冒险旅游的类型

2.冒险旅游的好处和作用

3.冒险旅游会遇到的危险

4.冒险旅游的预备活动

。。。。。。

2.Ask two groups to present their fruit.

Period 4 Eco-travel

Step1.Lead in

T: Do you know where my hometown is? (Yongjia) Have you heard of it? There is a very ,very famous spot. What’s it? (Nanxi River) Have you been there? It’s very beautiful. If you want to travel there, I’m happy to be your guide. Now let’s enjoy some pictures first. Beautiful? That’s why there are always many tourists coming there every year, even including some foreigners. The village leader is planning to develop another mountain to tourists. Because it can help villagers make money. But the problem is that many villagers are against that. Because they think tourism is bad for the environment. What do you think of it? If you were the villagers, you would be for it or against it? Why?

1. Turn to P98. Here are separate opinions. Ss can take them into consideration.

2. Ss add their own opinions

Notes:

For Against

make money destroy the mountain, nature

more famous bad for business

more beautiful bad for social order

develop the city……………………………………..heavy traffic

make friends with different people

more interested in history and nature

bad for nature ? lose money

eco-travel

T: Then how can we combine making money with protecting environment ? Here is a new form of travel called eco-travel. Then what is eco-travel?

Step2 Read the text

1. Find out what eco-travel is.

2. Compare the differences between normal tourism and eco-travel.

Notes:

Normal tourism Eco-travel

Purposes Simply for fun for fun, protect environment, learn knowledge, help animals, plants&people

Travel irresponsibly travel responsibly

Result bad for environment good for the environment

Understand the world better

Make the world better

Step3. Discriminate normal tourism from eco-travel in part1of warming up on P15.

T: Are you clear about the differences between normal tourism and eco-travel? There are

four pictures on P15. These people’s activities belong to normal tourism or eco-travel? Why? Please write down what the person is doing first.

1. Ask Ss to tell and give the reason.

Step4.Experience eco-travel to Nanxi River in class

T: If you go traveling , will you do these things? When we travel, we must choose eco-travel. Do you want to experience eco-travel in class now? Suppose we are traveling to Nanxi River, what can we do there? Instead of simply traveling for fun, we should use travel as a way to protect the environment and learn about nature. That’s to say, we are traveling to Nanxi River with four purposes.

Reference:

l What can we do there for fun?

Boating , rafting , walking ,enjoying flowers, plants and birds

l What can we do to protect the environment

Plant trees keep the water clean. Don’t litter. Don’t park in the wrong place. Don’t use plastic.

l What can we learn ?

Water, fish, birds,English…

l What can we do to help people?

Stay at the hotel to help people make money, who will take care of the birds and other animals.

Step5. A debate

T: Have you remembered what you should do and what you shouldn’t do when traveling? Let’s have a debate. Please turn to P20. If we want to go on an eco-trip, there are two places for us to choose. They are Red River Village and Snow Mountain. We need to have a debate to decide the destination. You are divided into two groups. Which group gives me more reasons and better reasons, then this group will be the winner.

1. Hints in Chinese are given to Ss to facilitate the debate

我们班要进行一次生态旅游，A组同学要去红河村， B组同学想去雪山。因此，两组同学展开了一场激烈的辩论。哪一组的同学的理由更多和更好，则这一组的同学就赢了。

建议：辩论的内容可以围绕以下内容展开

1.在旅游地可以获取哪些乐趣

2 .在旅游地可以获取哪些知识

3.在旅游地可以做哪些环保活动Step5 Conclusion

T: After learning the text, I’m sure we’ll choose eco-travel. We would pay attention to the environment when traveling. But it’s far from enough. We should advocate others to do kike us. Then our world will become more and more beautiful.

篇9：人教版 高一 unit 3 going places reading

Unit3 reading

-------Jaffee

Teaching Step:

Revision of words

Review the words we learned in this unit (5mins)

给出单词的英文解释及单词的首字母，要求学生一个一个的判断每个单词的英语解释所对应的单词是哪个词。

Words: consider means simply simple escape equipment stream poison similarity separate transportation vacation combine

Lead-in

给出一组图片，提出“What are they doing?” (5mins)

Pictures 1.rafting 2.riding bike 3.swimming 4.travelling 5.hiking 6.climbing the mountain 7.having a rest when they get the top of mountain

Reading

Ask the students to find out the main idea of each paragraph when they read the text for the first time. Suggested Answer:

P1 The reason why people travel

P2 Hiking is a good way to travel

P3 Some tips for a successful hiking

P4 What is rafting

P5 Tips for rafting

Make the student read the text again and find some information about the main idea of each paragraph.

P1 (5 reasons)

To see different countries To meet new friends To try new kinds of food To experience life To get away from cold weather To look for unusual experience

P2 (Why we said the hiking is a good way of travel ?)

Get close to nature Take exercise Easy to do Not expensive Basic equipment is simple

P3 (tips for a successful hiking)

P4 (What is rafting?)

A normal rafting: on a quiet rivers or stream

White rafting: on rivers and streams where the water moves quickly

P5 (Tip for rafting)

Make the students read the text paragraph by paragraph

Read the first paragraph and fill in the blanks

Why do people travel

To see other countries

To visit Places that are famous, interesting or beautiful

TO Meet new friends

TO Try new food

TO experience life in other parts of the world

TO get away from cold weather

TO look for an unusual experience

Read the second paragraph and fill in the blanks

What can you tell about the hiking form the text

The basic equipment good shoes, clothes, backpack, map, water, sunscreen, cell phone, hat , etc.

The place to travel in the mountains, in a forest, along a river, in a city, etc

Possible dangers getting lost, sunburn, poisonous animals or plants, hunger and thirst

Read the third paragraph and fill in the blanks

What can you tell about the rafting form the text

The basic equipment boat, paddle, good clothes, life jacket

The place to travel on river and stream

Possible dangers hitting rocks or trees, falling into the water

Summary

What is the most important thing you should pay attention to when you are hiking or rafting? SAFETY

篇10：人教版高一教案Unit 3 Going places

Period 1

I. Teaching Aims:

1. Learn and master the following words: traveling, transportation, consider, boarding call, destination.

2. Do some listening.

3. Do some speaking and talk about traveling to the past or future.

II. Important Points:

1. Improve the students' listening ability.

2. Improve the students' speaking ability by discussion, talks and making some dialogues.

III. Difficult Points:

How to finish the task of speaking and how to make dialogues correctly.

IV. Teaching methods

1. Warming up to arouse the students’ interest in traveling.

2. Listening activity to improve the students’ listening ability.

3. Get as many activities as possible for the students to get more chances to practice.

V. Teaching Procedures:

Step Ⅰ. Greetings

Greet the class as usual.

Step 2 Lead in

T: With the development of society, we are changing our way of life. More and more people like to travel. Do you often travel? Where have you been?

What should you do when you are traveling? Collect the answers:

bring the things we need think about our safety

travel with other people in the mountain or in the forest

throw waste things in the dustbins park cars in parking plots

Step 2 Warming up

Ask the students to open their books at Page 15 and look at the four pictures in it. Discuss in pairs and see if the people in the pictures are doing anything wrong. After a while, teacher asks at least four students to talk about the pictures before the class.

(Picture 1) The man is driving too fast. He should drive at the speed of 30 km an hour, but he is driving at 60 km per hour.

(Picture 2) The woman is littering waste things. She is going outing in the mountain. She shouldn't throw rubbish where there is a sign, saying “No littering!”.

(Picture 3) The man is in the park. He shouldn't be smoking in the place where there is a sign, saying “No Smoking!”.

(Picture 4) The car is stopping at the wrong place. There is a sign, saying “No parking!”

For Ex. 2, tell the students that “Means of transportation” refers to the ways of carrying people or goods from one place to another and “consider” means “think about”.

Ask: Who can give us the names of the transportation?

By bike, by bus, by train, by car, by boat, by plane or on foot.(Write them on the Bb.)

Then get some students to answer the question. Possible answer: We must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels.

Look at Ex. 3 and answer it after a short discussion:

Situation 1: from Shanghai to London

Situation 2: from Chongqing to Chengdu

Situation 3: from Beijing to Guangzhou

Situation 4: from Dalian to Qingdao

Situation 1: By air. It’s a long way from Shanghai to London. It’s the better and faster way to get there by air than by ship.

Situation 2: By bus, Chongqing is not far from Chengdu. It takes us only several hours to get there by bus. It’s faster by bus than by train.

Situation 3: By train. Beijing is far from Guangzhou. We can get there by train or by plane. It’s faster by plane, but it’s much more expensive. I think it’s better to go there by train. On the train we can be comfortable and enjoy the beautiful scenes on the way there.

Situation 4: By boat / ship. It’s shorter by ship than by bus or train. Meanwhile, we can enjoy the beautiful scene on the sea.

Step Ⅳ. Listening

P15, Part 1. Listen three times and fill in the form. Then check the answers together.

Teach “Destination”.

Step Ⅴ.Speaking

Ask the students to look at the speaking part on P16 and think about the places

you'd like to visit best, the years when you would go there and the reasons. Write them on a piece of paper.

After three minutes, teacher asks three students to give the answers and fill in the form on the screen.

Name Where would your prefer going In which years would you like to go there Why

Then look at the dialogue between two students in the book. They are talking about traveling to the future. Ask the students read it first, and then make up a new one, using the information in the form.

Homework

Write down the dialogue made up in your exercise books and preview the reading text.

Period 2

I. Teaching Aims:

1. Learn and master the following words and expressions: adventure, experience(v.), simply, rafting, vacation, basic, equipment. spider, paddle, poisonous, get away from, instead of, get close to, watch out for, protect … from …, be careful (not) to do sth.

2. Train the students' reading ability.

II. Important Points:

1. Improve the students' reading ability.

2. Master the following phrases:

get away from, instead of, get close to, watch out of, protect … from …, take exercise, be careful (not) to do sth.

III. Difficult Points:

Master the following sentence structures:

1. Yet there are other reasons why people travel.

2. It is done on rivers and streams where the water moves quickly.

3. …comes from the fact that the water in these streams and rivers looks white when in moves quickly.

IV. Teaching methods:

1. Arouse the students’ interest by talking about sth. they may interested in.

2. Mixed use of fast reading and careful reading to help the students

Teaching Procedures:

Step1 Revision

Go over yesterday's words with the students.

Step2 Pre-reading

Group work to discuss these three questions. Then collect answers.

1. Do you like travel? Why / Why not?

2. Where would you most like to travel? Why?

3. Have you ever tried any adventure travel?

Step 3 Reading

Books open at Page 17. Read the passage quickly to get the general idea and answer the questions on the screen.

1. Why do people travel?

2. How many kinds of adventure travel are mentioned in the passage?

3. What are hiking and rafting?

Teacher gives students enough time to read the text and collects their answers.

Suggested answers:

1. There are many reasons. Many people travel to see some beautiful or famous places. Some people travel to meet friends to experience life in other parts or simply to get away from cold weather. Many of today's travelers want to have a new experience from their travels or wish to have an adventure.

2. Two kinds. They are hiking and rafting.

3. Hiking is going for a long walk in the mountain, in the forest or in the country. Rafting is traveling on a small flat floating boat made of wood down rivers and streams.

T: Now read the passage again and try to get as much information as you can. After a while, we'll do an exercise on P18.

Step 5 Language points

Listen to the tape paragraph by paragraph. Meanwhile, find out the important phrases and difficult sentences.

get away from, instead of, get close to, take exercise, go for a hike, watch out for, protect … from …, be careful (not) to do sth.

(1) Yet there are other reasons why people travel.

(2) It is done on rivers and streams where the water moves quickly.

(3) The name “whitewater” comes from the fact that the water in these…

Step 6 Listening and Consolidation

Listen to the tape again. Ask the students to pay attention to their pronunciation and intonation.

Fill in the chart in your books. Compare hiking and rafting and write their similarities and differences. Please prepare it in pairs. Then I'll check the answers.

(After a few minutes, teacher asks some students to give their answers and shows them on the screen.)

Hiking Rafting

Similarities 1) They are adventure travel.

2) They are good ways to experience nature.

3) They are fun and exciting but dangerous.

Differences Places close to home

in the mountain

in a forest

along the river

in the city on the rivers

on the streams

Equipment good shoes

clothes, a backpack good clothes

a life jacket

Cost little money much money

Skills

needed watch out for dangers, such as spiders, snakes or poisonous plants how to handle the raft; how to paddle, how to get in or out of the raft

Benefits get close to nature, take exercise experience nature

Homework

Read some passages about other adventure travel to know something about them.

Period 3

I. Teaching Aims:

1. Review the words learnt in the last two periods and the tenses learnt before.

2. Learn the Present Continuous Tense for plans in the near future.

II. Important Points:

1. Master the usage of the Present Continuous Tense for future actions.

III. Difficult Points:

1. Master the verbs whose present continuous tense for future actions.

2. Sum up and master the sentence structures for future actions.

IV. Teaching methods:

1. Review method to consolidate the words leart.

2. Fast reading to improve the students’ intergrating skills.

3. Many activities for students to practice.

V. Teaching Procedures:

Step 1 Revision

Revise the words.

Open your books on Page 19. On the top there are some words and phrases in the form. Match them with the right expressions.

Check the answers.

Read them aloud.

Pair work to practice these words, one for explanations, one for the words.

Step 2 Grammar

1. Times change and so does the way we life. Many things we often do become easier and faster, such as writing, reading, shopping and so on. Do you know the ways of doing things in the past? Can you imagine the ways in the future? I think you have good imaginations. OK. Now talk about the ways of doing things in the past, today or in the future in four groups. Fill in the list on Page 19.

Six minutes later, ask two students of two groups to go give the answers, and then check the answers with the students:

Action Past Present Future

Travel horse car / plane spaceship

Reading reading

few books

at home in the library or in the bookstore computer

writing brush pen / ball pen computer

Shopping (go shopping)

with metal coin (go shopping)

with paper money credit card or internet

Working by hand or

man power machine computer

2. Ask the students to write sentences about the items on the list, using the correct tense. First look at the example. Finish the task according to the sentences. One group, one item.

A few minutes later, teacher asks four students to read their sentences to class.

Step 3 Dialogue

1. As we know, the future indefinite tense expresses the action which happens in the future, for example, “In the future people will travel by spaceship.” But other tenses also express future. Now read the dialogue quickly and underline the verbs that express future. Three minutes later, teacher asks some students to read the sentences and writes some of them on the blackboard.

2. Generally speaking the present continuous tense expresses an action going on at this moment or in the present period.

e.g. Someone is knocking at the door. I came to Beijing last week. I am attending a conference here.

T: But in the first sentence on the blackboard, the present continuous tense “is going” expresses plans in the near future. Do you know other verbs like “go”?

//come, leave, start, arrive, stay, return,// …

e.g. It's seven o'clock. The film begins at 8. The train to Beijing leaves at 8:40 p.m. 3. Also we can use other structures to express future, such as, be going to+ v.; be about to + v. and be to + v.

I'm going to see a film this evening = I'm going to the cinema this evening.

I was about to go out when he came in. You are to go out when he came in.

You are to gather at the school gate at 6 o'clock tomorrow morning.

In the dialogue, there are many important phrases to master. Ask the students to read the dialogue again and find them out.

Homework

1. Go over the Present continuous Tense, the Present Indefinite Tense and other structures express future.

2. Prepare the content for the next period.

Period 4

I. Teaching Aims:

1. Do some reading and learn about eco-travel.

2. Do some writing and learn to write travel letters.

II. Teaching Important points:

1. Get Ss to understand the importance of eco-travel and improve the reading ability.

2. How to train the students’ writing ability.

III. Teaching Difficult Points:

Improve the students’ integrating skills-reading skill and writing skill.

IV. Teaching methods:

1. Review method to revise different tenses.

2. Discussion method and comparative method to master important and difficult points.

V. Teaching Procedures:

Step 1 Revision

Check how much the students have known about the grammar we learned the last day.

Step 2 Reading and Talking

1. Open the books at Page 20. Read the short passage quickly on the top. Then answer the questions on the screen.

1. What’s eco-travel?

2. What’s the difference between normal travel and eco-travel?

2. In the passage there is an important phrase “as well as”. It means “besides, in addition to”. e.g. The boy is lively as well as healthy.

He knows French as well as English.

3. First, read the information on the card carefully, then complete the form concerned.

A few minutes later, teacher checks the answers with the class and shows the suggested answers on the screen.

Red River Village

I think we should go to the Red River Village, because we can.

Swim in the river; go boating on it; look at the birds; go for walks along it; plant trees near it and we can learn about water and the fish in the river; the birds by it; how to keep the water clean.

If we visit the Red River Village we can help the villagers make money so that they can take care of the river and the birds.

Snow Mountain

I think we should go to the Snow Mountain, because we can go hiking in the mountain; go skiing in the winter; look at birds and other animals; plant trees on the mountain and we can learn about nature; the birds and other animals; the old trees in the mountain.

If we visit the Snow Mountain we can help the people there to keep the mountain clean and to take good care of the birds and other animals.

Step 3 Writing

Look at the schedule for Sue’s trip. Imagine that you are sue. Write two letters in which you describe what you are doing, what you will do what you have done. Give students a few minutes to read the tips.

Ask the students to begin to write the two letters in pairs. The first letter should be written on Friday and the second one should be written on Sunday. The beginnings of the letters given can help you.

Teacher gives students enough time to finish the task and then asks two students to read their letters to the whole class.

Homework

Review the content in this unit including words and expressions.

篇11：人教版 高一unit 3 going places Warming-up

Unit 3 Going Places (The 1st period: Warming-up)

Teaching plan:

Objectives: 1. To learn and master the following words: traveling, transportation, consider, boarding call, destination.

2. To do listening practice.

3. To do some speaking and talk about traveling to the past or future.

4. To talk about means of transportation.

Teaching important points:

To improve the students’ listening and speaking ability.

Teaching difficult points:

How to finish the task of speaking and how to make dialogues correctly.

Teaching methods:

Individual pair-work group-work students-centered

Teaching aids:

The computer and tape recorder

Teaching procedures:

Step I : Exchange greetings

Step II: lead-in

Teacher: Do you like traveling? Why do you like it?

Students: A lot of reasons . . .

Teacher: In my opinion, we can . . .

But do you know how people travel?

Students: . . .

Teacher: Which means of transportation is the fastest?

Students: By air.

Step III. Listening part:

Teacher: Suppose you were at the airport, listen to the boarding calls carefully, try to get some information about the Flight Number, Destination and Gate.

The box on the slide show (page 15)

Step IV. Speaking part:

Teacher: Do you think we should consider the means of transportation before or after traveling?

Students: . . .

Teacher: What others should we consider before traveling besides means of transportation?

Students: . . .

Teacher: If you have enough money and time, which item do you think is very important?

Students: . . .

Teacher: Have you considered what we shouldn’t do during travel?

Students: . . .

Teacher: Look at screen, what can you see from the pictures?(describe them in English)

Students: . . .

Teacher: Now,7-day holiday is coming. I want to travel from Harbin to Lhasa by way of Dalian and Tsingdao. Can you tell me how I can get there and why?

Students: . . .

Teacher: Do you want to travel during these 7days?

Students: . . .

Teacher: Where will go? How and why? (Four people a group and make a travel plan and then we will share it with each other.)

Students: . . .

Teacher: Have you ever considered going to the past or future?

Students: . . .

Teacher: Now look at a short piece of video. It’s a means of transportation that can take us to the past or future. Try to guess what it is.

Students: . . .

Teacher: Suppose you had a time machine, what would you do? (Discuss it with the partner and make up a dialogue. What would you do? Why?)

Students: . . .

篇12：人教版高一上英语教案Unit 3 Going places(人教版高一英语上册教案教学设计)

I. Teaching aims and demands学习目标和要求：

1.topic话题:

1>Make a plan for a trip

2>Tip on trip

3>Design an eco-travel for the local tourism

4>Travel on holiday and write postcards or travel notes

2.function功能:

1>Intentions and plans 意愿和打算:

Where would you prefer going …? When are you going off to …?

How would you like to go to …? How are you going to …?

2>Wishes 祝愿:

Have a good trip. Have a nice / pleasant trip.

3.vocabulary词汇:

consider, means, transportation, board, experience, simply, vacation, nature, basic, equipment, simple, tip, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity, particular, poison, separate, combine, task

get away from, watch out, protect sb. / sth. From, see sb. off, on the other hand, as well as

4.grammar语法:

The Present Continuous 现在进行时态:

1>描述或表达目前正在发生的事件或出现的。

Adventure travel is becoming more and more popular.

Look! He is waiting at the gate.

2>描述或表达他人或自己的打算。

Bob is coming with me to the airport.

How are you getting there?

How long are you staying in Xi’an?

5.language usage语言运用

运用所学语言，围绕旅游这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Adventure travel” 并联系生活中的实际，书写一篇短文。

II. Difficult points 难点

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教学过程

Period 1

1. PRESENTATION & REVISION

Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.

2. WARMING-UP

Introduction In the first part of the warming up activity, the students are asked to look at the pictures and Id out what the travellers are doing wrong. In the second part, the students will discuss the advantages and disadvantages of different means of transportation, plan route and explain their plan.

1 Instruction Ask the students to look at the pictures Id write down what the people are doing wrong. Suggested answers: A) He is driving too fast. B) He is littering. /He is throwing rubbish on the ground. C) he man is smoking where he shouldn't. /The sign says that smoking is not allowed, but the man is smoking anyway. D) The car is parked where no parking is allowed. /The car is parked in the wrong place. /The sign says no parking, but the car is parked there anyway.

2 Instruction Ask the students to think about the advantages and disadvantages of different means of transportation.

Extension 1 Ask the students about trips they have been on. Ask where they went, what they did, what they saw, and why they went.

Extension 2 Ask the students why people travel and what they want to get from their experience. You may want to ask the students to make a list of reasons and then discuss different reasons for travel.

3. LISTENING

Introduction The students will listen to “boarding calls” ad other messages that are commonly heard in airports ad write down the information they hear.

Instruction In the first part of the activity, the students re asked to fill out the chart with information from the tape. Ask the students to listen for details. Play the tape Nice if necessary. When the students have completed the chart, ask them to respond to the questions in part two.

Extension 1 Ask the students to “help” the following ravellers, using the information from the tape.

1 Excuse me, I am flying to Japan today, but I don't know where I should go. Could you please help me?

2 Excuse me, can you help me? I am flying to Changsha and it says on my ticket that the gate is A 25. Well, this is gate A 25, but there's no one here.

3 Hi, excuse me. I need some help. I am going to Paris at 11:45. Someone told me that there's been a change. Do you know anything about that?

Extension 2 Ask the students to write announcements about the following situations. The announcements can be read to the class or used for pair work.

1 Flight 225 to New York has been delayed and will depart one hour later.

Suggested announcement: “Ladies and gentlemen, your attention please. Flight 225 to New York has been delayed and will depart one hour later.” Write the announcements from the tape script on the blackboard as a model for the students.

2 Flight 2312 from Nanjing to Shanghai will depart from gate D5 in twenty minutes.

3 Flight 778 to Berlin will depart from gate C3, not gate C7. Extension 3 Use the activity on page 97 in the workbook to follow up the “airport theme.”

LISTENING TEXT:

1 Your attention, please. Flight CA 1145 from Beijing to Tokyo is now boarding at gate D 45. Please get your boarding cards ready and go to the gate.

2 Ladies and Gentlemen, may I have your attention please? The gate for flight UA 445 from Beijing to Changsha has been changed. The new gate is gate A 15. We will begin boarding in about ten minutes. Thank you.

3 Attention, all passengers on flight SE 3765 from Beijing to Paris. Your flight will be twenty minutes late because of bad weather. Please be ready. to board the flight at gate E 34. Thank you.

Answers to the listening exercise:

Flight Number: CA 1145 VA 445 SE 3765

Destination: - Tokyo Changsha Paris

Gate: D 45 A 15 E 34

Part 2

Introduction Each part is like a “spoken postcard” and the speakers will give the students clues that will help them guess where the traveller has been. The students are also asked to find out how they travelled and what they did.

Instruction Tell the students that they will hear five travellers talk about their trips. Ask the students to listen carefully for clues about where the traveller has been. Use the first part as an example. Let the students listen to the first traveller once and then ask them if they know where he has been. Ask the students how they know what were the clues(Forbidden City, Great Wall, Tiananmen Square )-and make sure that everyone understands how the exercise works. Let the students listen to the tape one more time and ask them what John did in Beijing and how he got there.

LISTENING TEXT:

1 I am having a great time here. I have seen the Forbidden City and the Great Wall, and I have also been to Tiananmen Square. I came here by train. The train ride was long but nice. I talked to my friends on the train. Wish you were here, John

2 Wow, this tower is really tall! We can see almost the whole city from up here! Look, there's the flag: red, white, and blue. We came here by bus and then we took the lift up to the top of this tower. There is the museum with the famous painting “Mona Lisa”. We went there yesterday. This city is really romantic! I just wish I could speak better French, so I could talk to more people here in this European capital. See you soon, Jenny

3 Brrrr! I should have brought more clothes, because it is really cold here! No houses, no trees, just snow and ice as far as you can see. The plane ride took 16 hours and then we had to walk two miles in the snow. There are some strange animals here, big black and white birds that walk on the ice. The days are very long here, Mike.

4 Ah, finally! It took a long time to get here. It was the first time I have been inside a spaceship. This is wonderful. It is so quiet here. When I walk, I can take huge steps - I can jump 10 metres! I just wish we didn't have to wear these strange clothes. There is no air here. We can see the earth in the distance. I like it here, but I hope I can go back home soon. If you look up at the sky at night you might see me. Gina

5 This place is fantastic! Look at all the fish! Wow, it's good we have enough air, because we can't breathe here. We had to swim for twenty minutes to get here. It's difficult to write a postcard here - the paper is all wet. Oh, look at that big fish, it looks like ... a SHARK!!! Let's go! Peter and Tina.

Where is I are the traveler(s)? What did he I she I they do? How did he I she I they travel?

Beijing Forbidden City, Great Wall, Tian'anmen

Square Train

Paris / France Eiffel Tower, Museum, saw “Mona Lisa” Bus and lift

North Pole / South Pole Walked, saw animals Plane, walked

The Moon Looked at the Earth, jumped Spaceship

In the ocean Looked at fish Swam/had to swim

Answers to the listening exercise:

Extension 1 Ask the students to write their own postcards with clues about where they have been. The students can read the card to the class and let their classmates guess where they have been.

4. SPEAKING

Explain that a “time machine” is a machine that lets us travel in time, either to the future or to the past. If the students could use such a machine, where would they go and why? Remind the students that they are traveling to a time, i.e. a year, not just a place.

Sample Dialogue:

A: Where would you like to go?

B: Oh, I think I would like to go to the future, maybe to the year 3000.

A: Wow! Would you go to China or some other country?

B: I think I would go to China, because I would like to see what it is like in the future. I would like to know what my town is like, how people dress, and how they live. What about you? Where would you go if you could travel in time?

A: I would like to travel to the past. Not too far back, though. I would like to go back to when I was about 5 years old, because I remember that we always had so much fun in the summer then.

Useful Expressions:

I would like to travel to the year ...

I would like to know what life was like ... years ago I want to know what life will be like ... years from now To which year do you want to go?

Do you want to travel to the future or to the past?

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask some pairs to act out the speaking activities.

2. During this period, do some reading.

2. PRE-READING

Introduction The pre-reading exercise introduces relevant vocabulary and expressions and prepares the students for the reading by asking them to think about why people travel. The activity also introduces the concept “adventure travel”.

Instruction Tell the students to close their books and ask individual students to answer the questions.

Question 1: If the students answer by simply saying “yes” or “no,” ask them to give reasons for their answer. Encourage the students to think about why they like travelling and if they think that traveling is important in our life.

Ask the students to work in groups. One student in each group asks the other group members the three pre-reading questions. More questions can be added if necessary. Walk around the classroom and listen to the groups. Encourage all the group members to participate and help the students with vocabulary if they ask for it. Ask the group “leaders” to summarize the result and report it to the class. You can use this part to review direct and indirect speech (i.e. the “leader” can report what other group members said). Compare answers from different groups and have a short discussion.

Extension 1 Use a world map and ask the students to plan a seven-day journey (or a local map for a one-day trip). Let the students discuss their plan in groups and then ask one person from each group to use the map to describe their journey/trip and explain why they think it is a good plan.

Extension 2 Use a true travel story (e.g. someone travelling across a desert, cycling all the way around the world, etc.) and have a short discussion of the reasons why they did so and what the students think about it.

Notes:

1 Travel, journey, and trip

These words are easily confused. Students should understand that the noun travel is uncountable, and means much the same as travelling in general. Journey is countable, e.g. a sea journey. A trip is a return journey. Trip is often used together with the activity which is the reason for the journey, e.g. a business trip. American English tends to use trip where British English uses journey.

2 Round-trip ticket, one-way ticket

A round-trip ticket is a ticket that lets you travel to and come back from your destination. A one-way ticket, on the other hand, is only good for going from one place to another. A round-trip ticket usually costs less than two one-way tickets, thus making it a convenient and inexpensive alternative for travellers.

3. READING

ADVENTURE TRAVEL

Introduction The reading states that people are beginning to travel for new reasons. Examples are given of adventure travel, trips that combine activities and destinations. Later in the unit, students will encounter “eco-travel,” another relatively new concept of travel. The idea of the reading task is to get the students to think about reasons for travel and possible variations of travel. The teacher should elicit and encourage other ideas about travel that combines various concepts, e.g. food travel, learning travel, language travel etc. By thinking about and discussing these concepts students will practice their creative thinking as well as their ability to manipulate and use the target language.

Summary

1 People travel for many reasons. Today, travellers want more than just sightseeing and tours, they want “adventure travel,” e.g. hiking and rafting.

2 Hiking is a good way to combine exercise, travel, and adventure. Hiking is easy, fun, and cheap.

3 A hike will be more successful if you put safety first and plan the hike carefully.

4 Rafting is another kind of adventure. Some people like to go down a quiet stream, others like the more adventurous whitewater rafting.

5 There are basic safety rules and skills you must learn before you go rafting.

Instruction Give the students the following questions and ask them to read paragraph 1 quickly.

1 Why do people. travel?

2 Why do people want adventure travel?

3 What are the two examples of adventure travel mentioned in the paragraph?

Encourage the students to guess the meanings of words they don't know before looking them up or asking for help. When they are ready, ask them to discuss their answers in class.

Hiking

1 Give the students the following questions and ask them to read this paragraph quickly.

1) What is hiking?

2) Why is hiking a kind of adventure travel?

3) Where can you go hiking?

2 When they are ready, ask them to discuss their answers in class.

3 Ask the students to read the hiking tips again. Discuss what will happen if hikers do not follow them.

Rafting

1 Give the students the following questions and ask them to read this paragraph quickly.

1) What is rafting?

2) Where is rafting done?

3) Why is rafting a kind of adventure travel?

2 When they are ready, ask them to discuss their answers in class.

3 Ask the students to read the safety tips for rafting again. Discuss what will happen if people do not follow them.

4. POST-READING

Key to post-reading Exercise 1:

1 a 2 b 3 d 4 d 5 c

Suggested answer to Exercise 2:

Hiking Rafting

Similarities * Both are examples of adventure travel.

* Both take place outdoors.

* Both are fun and exciting. * Both make people get close to nature.

* Both have safety tips.

Differences Places in the mountains, in a forest, along a

river, in a city, etc. on rivers and streams

Equipment good shoes, clothes, backpack, map,

water, sunscreen, cell phone, hat, etc. boat, paddle, good clothes, life

jacket

Cost Inexpensive Somewhat expensive

Skills

needed good walking skills good rafting and swimming

skills

Possible

dangers getting lost, sunburn, poisonous

animals or plants, hunger and thirst hitting rocks, trees, falling into

water

The students may also list the similarities “twice,” i.e. instead of using “both,” they can simply list features under each heading.

Similarities Hiking Rafting

It is an example of adventure travel It is an example of adventure travel

It is done outdoors It is done outdoors

It is fun and exciting It is fun and exciting

It makes people get close to nature It makes people get close to nature

It has safety tips It has safety tips

5. SUMMARY & HOMEWORK

1. Read the text fluently.

2. Get LANUAGE STUDY ready.

3. Go on remembering the new words and expressions in this unit.

Period 3

1. PRESENTATION & REVISION

1. Have a dictation of the new words and expressions.

2. LANGUAGE POINTS IN THE READING TEXT

(Omitted.)

3. LANGUAGE STUDY

Word study

Answers to the exercise:

destination

transportation

vacation

get away from

consider

equipment

watch out

basic

poisonous a place you are going to

a means or ways of carrying passengers or goods from one place to another

any period of holiday

to be away from a place

to think about something

the things needed for a particular activity

to take care

being the main or important part of

having the effect of poison

4. GRAMMAR

Brief explanation of “Using the Present Continuous Tense for Future Actions”:

In spoken English, the present continuous tense is often used to talk about people's plans and arrangements for the near future.

1 When the present tense is used of the future in the main clause, there is often an indication of time. The action is usually regarded as having been decided upon beforehand. Verbs that are often used in this way are go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.

e.g. “I'm leaving at seven tonight.”

2 The present tense is used of the future in a clause introduced by “when”, “if', ”before“, ”till/ until“, ”every time“, ”by the time“, ”as soon as“, ”the moment“ etc.

e.g. We shall not go out for a hike if it rains tomorrow.

Answers to Exercise 1:

JANE: Hello, Betty. When are you off to Guangzhou?

BETTY: Next Thursday evening.

JANE: How are you getting to the airport? Is anybody seeing you off?

BETTY: Yes, my brother Bob is going with me to the airport. My plane leaves at seven, so I think we'll take a taxi. Are you going anywhere for the holidays?

JANE: Yes, I'm going to Xi'an with my parents on Friday.

BETTY: How are you getting there? By train?

JANE: No, by air. Well, I must be off. See you when I get back. Have a nice time in Guangzhou. And say ”Hi“ to Bob for me.

BETTY: Of course. Have a good trip.

JANE: Thanks. The same to you. Bye.

2 Various answers are possible.

Action Past Present Future

Travel Horse Car/Plane Spaceship

Reading Scrolls, paper made from Books, Computers Cell phones,

Bamboo electronic newspapers

Writing Simple pens Pens and computers Computer pens

Shopping Market Shops and supermarkets Online shopping

Working People worked on farms People work in offices, People will work at

factories, shops etc. Some home, using computers

people still work on farms

3 Various answers are possible. ”In the past, people used to travel by horse. Today, many people travel by car or by plane. In the future, people will perhaps travel by spaceship.“ ”In the past, people read scrolls/books written on paper made from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers.“

5. SUMMARY & HOMEWORK

1. Grasp the language points in the reading text.

2. Finish all the exercises in the Student’s Book.

3. Learn to use the Grammar in this unit.

Period 4

1. PRESENTATION & REVISION

1. Check the students on the grammar points.

2. Ask the students to translate some sentences.

2. GRAMMAR EXERCISES

(Omitted.)

3. INTEGRATING SKILLS

Instruction Divide the student into groups of four. The students are going to decide where they will go and why. The trip should be an ”eco-trip,“ i.e. the trip should combine travel and learning about the environment. There are two destinations mentioned in the text-Red River Village and Snow Mountain-that the students can choose from. In the discussion, each student will tell the others where he or she wants to go and why, and try to get the others to agree. The discussion will work even better if two more destinations are added so that each student has his or her favourite destination.

Explain the situation and task to the students. In each group, two students will argue for going to Red River Village and the other two will argue for going to Snow Mountain. Tell the students to do the following:

1. Decide who will represent each destination.

2. Prepare a role card based on the example in the book.

Make sure that two students act as people who want to go to Red River Village and two as people who want to go to Snow Mountain.

3. Complete the role cards. Do not write down dialogue.

Use notes instead.

4. Review the rules of the discussion.

5. Let each group member introduce himself / herself and state their opinion.

6. When each member has stated his / her opinion, ask questions, discuss, and debate.

7. Try to reach a decision.

Sample discussion

A: Right, OK. Let's begin. We are here today to talk about where we should go. This should be an eco-trip, so we must make sure that we can have fun and do something good for the environment at the same time. First, I want each of you to tell me what you think. Can you start, please?

B: Ah, yes. I think we should go to Red River Village, because we can swim in the river and learn about water and the fish in the river. If we visit Red River Village, we can help the villagers make money so that they can take care of the river and the birds.

A: Why is it important to take care of the river?

B: Well, uh, it, the water is polluted. We have to clean the water.

A: I see. Thank you. Who's next?

C: Well, I think that we should go to Snow Mountain. We should visit Snow Mountain, because we can go skiing and learn about the old trees on the mountain. We can help the people there take care of the animals and birds on the mountain.

A: Why do you think it is better to go to Snow Mountain than to the village?

C: Uh, it's better because, uh, if we go to the mountain we can have more fun and learn more. We can look at birds and animals and learn about nature.

B: I disagree. I think that we can do more for the environment by going to the village, because...

(The discussion continues.)

T: OK, have all the groups decided what you are going to do? Good. Let's start with this group. Can you please tell us what you have decided and why?

S: Yes. We have decided to go to Red River Village, because...

(Each group reports and the teacher challenges opinions and tries to get the groups to debate each other.)

Writing

The pre-writing for the letter has already been done for the students in the form of the lists in the book. Let the students write the letters and then do peer revision to check for target structures and overall language use. You can use this writing activity (and others) to focus on a particular problem or skill.

Sample letters

Friday

Dear Mum and Dad,

We have just arrived at the hotel. We are unpacking our bags and we will go to the park this morning. We are going to have a picnic in the park and eat sandwiches. After the picnic, we will go back to our hotel and watch a film. Tomorrow, we will go swimming and play volleyball and then have lunch at the hotel. In the afternoon we will go for a walk and maybe sing songs in the evening. On Sunday, we are going to play volleyball on the beach and then go hiking. When we get back from hiking, we will pack, go to the train station, and go home. This is our first day and we are very excited. I think we will have a great time.

Love,

Sue

Dear Mum and Dad,

We are playing volleyball on the beach. Yesterday, we went swimming and played volleyball in the morning. We had lunch at our hotel and !hen went for a walk and sang songs in the evening. On Friday, our first day here, we arrived at the hotel and unpacked. We went to the park and had a picnic and ate sandwiches. After the picnic, we were tired and went back to the hotel and watched a film. We will go hiking today and then pack and go to the station. We are having a great time, but it will be nice to get back home.

Love,

Sue

Extension More advanced students, or students who wish to spend more time on the activity, can do their own pre-writing by creating a new list of activities.

4. LANGUAGE POINTS IN THE READING TEXT

(Omitted.)

5. SUMMARY & HOMEWORK

1. Write a clear and beautiful short passage in the Exercise-book.

2. Preview WORKBOOK.

Period 5

1. PRESENTATION & REVISION

1. Have a dictation of some phrases.

2. Say something about the students’ writing.

2. LISTENING

Instruction Tell the students that they are going to hear people talk about what to do when you are at an airport. Before the students listen to the tape, they can look at the pictures and try to explain what the pictures show and what you should do at the places in the pictures.

Answers:

The correct order of the pictures should be: 4 (check-in counter), 1 (airport tax), 5 (security check, check your name), 2 (security check, make sure that you don't bring. anything dangerous onto the plane), 3 (gate), 6(pick up bags).

Listening Texts:

Jane and Steve are asking for help at the airport.

W: Good morning. How can I help you?

J: This is the first time we fly and we don't know what to do. Can you please tell us how to do this?

W: OK. First of all, you have to take your tickets and your bags to the check-in counter. There, they will take your bags and give you a card that lets you get on the plane. You will also get a card that you can use to pick up your bags when you arrive. Next, you have to pay an airport fee.

J: What's an airport fee?

W: It helps pay for the airport. It costs about 50 yuan. When you have paid the fee, you must go through a security check. An officer will check your name on a computer and then make sure that you are not bringing anything dangerous onto the plane. Your bags will go through a special machine so that the officers can see what you are bringing.

J: It's good to know that you care about our safety. What do we do after that?

W: Then you can go to the gate.

J: What's a gate?

W: A gate is the place where you 'enter the plane. It's just a door really, and a counter where they check the card you got when you showed your tickets.

J: How do we know when it's time to get on the plane?

W: There will be a call about twenty minutes before your plane leaves. J: What do we need to do when we arrive?

W: Oh, that's easy. You just pick up your bags in a special area. When you have your bags, you can go meet your friends.

J: Thank you, you have been very helpful. W: Not at all. Have a good flight!

Extension Ask the students to work in pairs and explain how to travel by train, bus, or boat. The students can draw a simple map of a train station or bus station and then use the map to explain what you have to do.

3. TALKING

Instruction Make sure that the students understand the situation and the problem. Ask the students to read their role cards and encourage them to add more reasons. Give the students time to think about how they are going to express and support their opinion. It may be helpful to model one of the arguments on the role cards before the students start.

Sample Dialogue .

A: OK, let's start. I want to invite tourists to our mountain because I think that can give us the money we need to protect the mountain.

B: How will we get the money?

A: Well, let's say that each visitor pays 10 yuan to visit the mountain. And maybe we can sell some food and souvenirs.

B: I'm not sure that I agree. I think that tourists will destroy the mountain. If too many people visit the mountain, they will throw rubbish on the ground and destroy trees, flowers, and plants. I also think that tourism will be bad for business in our city.

A: Why do you think so?

B: Well, urn, I, if we sell food and souvenirs, maybe people will just work with tourists. I mean, we would not be able to make money without tourists. It is better if we have other jobs and shops, so that we don't need tourists.

A: I disagree. Tourism will help make our city famous and will help us develop the city. It will be good for all of us.

B: I am afraid I don't agree. I think it is better if our city is famous for a good company or for good schools. If our city is a place for tourists, it will not be a good place to live.

A: But what about our history and the beautiful mountain? Tourism will make people interested in history and nature. If nobody comes here, how will they ever learn about our city?

B: I agree that history and nature are important, but I don't think tourism will help. Tourists just want to travel and have fun. And what about us? We will think too much about making money and doing business. We will think of the mountain and our history as things that we can use to make money. It is better if we try to protect the mountain.

Useful expressions:

I think that we should... Why not...

I think that's a good idea. I'm not sure that I agree.

It is better if we ... I agree.

I am afraid I don't agree. But what about ...?

4. SUMMARY & HOMEWORK

1. Get ready to be examined in the talking activities.

2. Preview all the exercises in the workbook.

Period 6

1. PRESENTATION & REVISION

1. Ask some pairs to act out the talking activities.

2. PRACTISING

Vocabulary

Answers to Exercise 1

1 basic 2 equipment 3 excitement 4 means 5 nature 6 normal 7 poisonous 8 simply 9 transportation 10 vacation

Answers to Exercise 2:

1 A friend of mine will come to 'the airport to see me off.

2 A: Hello, Tom. When are you off to Qingdao? B: Next Sunday morning.

3 Make sure you have turned off the gas before you leave.

4 I wanted to get up early, but my alarm clock didn't go off.

5 Don't take off your coat, or you will catch a cold.

6 My plane didn't take off on time because of the bad weather.

Grammar

Answers to the exercises:

1 1E 2B 3H 4C 5D 6F 7A 8G

2 略

3 1 I'm coming.

2 When is Professor Luo arriving at Beijing Capital Airport?

3 I'm meeting a very important person. / I'm meeting a VIP.

4 I'm seeing my sister off at the train station.

5 The flight is taking off in half an hour.

6 Are you flying there? / Are you going there t plane?

3. INTEGRATING SKILLS

Reading

The text describes another form of adventure, swimming with dolphins, explains why people enjoy it, and gives tips on how and where to swim with dolphins. As in unit I and the SB reading, the emphasis is on the role unusual experiences play in shaping our understanding of the world and ourselves.

Outline

1 Swimming with dolphins is a popular adventure that lets us get close to animals in the wild. Janet, a woman who has been on a dolphin swim, is quoted as saying that the unusual experience helped her see the beauty of nature and understand herself better.

2 Guidelines for swimming with dolphins.

1 Swim carefully and slowly so you don't frighten the dolphins.

2 Don't try to catch the dolphins.

3 Never try to grab or hold a dolphin.

4 Look at the dolphins and try to imitate their behavior.

5 If you want the dolphins to come closer, you can make a strange noise.

3 Today, it doesn't have to be difficult or expensive to go for a swim with a dolphin. Many local zoos and aquariums can arrange dolphin swims.

Suggested answers to the post-reading questions

1 1 People swim with dolphins because it is an exciting and inspiring adventure and because dolphins can show us the simple beauty of nature. The woman in the text says that swimming with dolphins helped her ”understand what is important in life.“

2 The rules mentioned in the text are: (1) Swim care fully and slowly so you don't frighten the dolphins. (2) Don't try to catch the dolphins. (3) Never try to grab or hold a dolphin. (4) Look at the dolphins and try to imitate their behavior. (5) If you want the dolphins to come closer, you can make a strange noise.

3 Various answers are possible. The students may mention that dolphins are similar to humans because they seem to enjoy nature and life; that both dolphins and humans like swimming; that both dolphins and humans communicate with each other, etc.

2 Various answers are possible. Acceptable answers range from variations on the examples in the -book _.g. ”swimming with...“ ”-ing with...“) to more creative adventures (e.g. ”playing football with elephants“ ”skiing with polar bears“). Encourage further discussion and thinking by asking follow-up questions about the adventures. Remind the students that safety is important and ask them to write safety rules for their adventures.

3 Various answers are possible. The students can start by listing the more obvious similarities and differences. If the students find it difficult to get started, you can tell them to start with a specific animal, e.g. a dolphin. The answers need not be too ”scientific,“ but encourage the students to be realistic and to try to use what they know about animals. If the students want to learn more, you may want to give them time to do research on one of the topics, e.g. animal communication or animal learning, and follow up with further discussion.

Suggested answers to the post-reading questions:

Animals Humans

Communication Animals use body language to communicate.

Dolphins also communicate by making

whistling noises. Humans use spoken language and body language to communicate.

Friendship Animals like to spend time with their friends.

Animals help each other find food and protect each other. Humans like to spend time with their friends.

Friends help each other and share happiness and sorrow.

Eating Animals hunt for food and eat outdoors.

They do not cook their food. Humans buy food in stores and usually eat at home or in a restaurant. Humans cook their food.

Having fun Animals like to play games with their friends.

Dolphins like to swim fast and to jump high. Humans like to play games with their friends.

Humans also like to play sports.

Learning Animals learn from their parents. Humans learn from their parents. Humans also go to school and learn from teachers and books.

4. WRITING

Writing .

There are two steps to this activity. First, as a prewriting activity, the students are asked to write a list of criteria that they would use to select the winner of the competition. Ask the students to work in pairs or groups and imagine that they worked for Adventures- R -Us and had to select the best essay. The students can write down questions or examples of what they think should be in the winning essay, e.g. ”why I like adventures,“ ”why I like Australia,“ why I want to swim with dolphins” etc.

Language note:

“Criteria” is the plural of criterion. A criterion is the standard by which you judge something or someone.

In the second step, the students use the criteria to write and revise their own letters. The revision will probably be better and more interesting if one group uses their criteria to evaluate letters from another group.

Sample letter:

Dear Adventures-R-Us,

I would like to go on the trip because I love adventures and animals, and I have always wanted to go to Australia.

I try to find new adventures everywhere. When I do something I have already done before, I always try to think of something new that I can do to get a new experience. For example, when my classmates and I went to a mountain near our school, I arranged a mountain football game. It was a lot of fun! We played football on the mountainside and laughed as we tried to chase the ball downhill.

I like all kinds of animals, but dolphins are my favourites. I like dolphins because they are so beautiful and such good swimmers. I am a pretty good swimmer myself, but not nearly as fast as a dolphin. I would love to get the chance to swim next to a dolphin and watch it fly through the water.

The best thing about this trip is that it goes to Australia. I have always wanted to go there, because I read about kangaroos and koala bears in school. I also saw lots of pictures from Australia when I watched the Sydney Olympics. Australia is so wonderful and so mysterious.

Many people want to win this competition and I can't say that I am the best one, but I think I am the one who will enjoy it the most. If you want to give this trip to someone who loves adventures, dolphins, and Australia, then I am the one!

5. SUMMARY & HOMEWORK

1. Finish all the exercises in this UNIT.

2. Finish the supplementary exercises given by the teacher.

Period 7

1. PRESENTATION & REVISION

2. GOING OVER SUPPLIMENTARY EXERCISES

3. SUMMARY & HOMEWORK

Period 8

1. PRESENTATION & REVISION

2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2

3. SUMMARY & HOMEWORK

篇13：unit 3 going places Warming-up教案(人教版高一英语上册教案教学设计)

Teaching plan:

Objectives: 1. To learn and master the following words: traveling, transportation, consider, boarding call, destination.

2. To do listening practice.

3. To do some speaking and talk about traveling to the past or future.

4. To talk about means of transportation.

Teaching important points:

To improve the students’ listening and speaking ability.

Teaching difficult points:

How to finish the task of speaking and how to make dialogues correctly.

Teaching methods:

Individual pair-work group-work students-centered

Teaching aids:

The computer and tape recorder

Teaching procedures:

Step I : Exchange greetings

Step II: lead-in

Teacher: Do you like traveling? Why do you like it?

Students: A lot of reasons . . .

Teacher: In my opinion, we can . . .

But do you know how people travel?

Students: . . .

Teacher: Which means of transportation is the fastest?

Students: By air.

Step III. Listening part:

Teacher: Suppose you were at the airport, listen to the boarding calls carefully, try to get some information about the Flight Number, Destination and Gate.

The box on the slide show (page 15)

Step IV. Speaking part:

Teacher: Do you think we should consider the means of transportation before or after traveling?

Students: . . .

Teacher: What others should we consider before traveling besides means of transportation?

Students: . . .

Teacher: If you have enough money and time, which item do you think is very important?

Students: . . .

Teacher: Have you considered what we shouldn’t do during travel?

Students: . . .

Teacher: Look at screen, what can you see from the pictures?(describe them in English)

Students: . . .

Teacher: Now,7-day holiday is coming. I want to travel from Harbin to Lhasa by way of Dalian and Tsingdao. Can you tell me how I can get there and why?

Students: . . .

Teacher: Do you want to travel during these 7days?

Students: . . .

Teacher: Where will go? How and why? (Four people a group and make a travel plan and then we will share it with each other.)

Students: . . .

Teacher: Have you ever considered going to the past or future?

Students: . . .

Teacher: Now look at a short piece of video. It’s a means of transportation that can take us to the past or future. Try to guess what it is.

Students: . . .

Teacher: Suppose you had a time machine, what would you do? (Discuss it with the partner and make up a dialogue. What would you do? Why?)

Students: . . .

篇14：unit 3 going places period1-4(人教版高一英语上册教案教学设计)

PERIOD ONE

1 WARMING UP

1) Introduction: unit 3 is about travel.

Do you like traveling?

Where you’ve been?

Would you share with us some of your unforgettable experience?

I’ve been to these places. Can you recognize them? Show some pictures and let students guess where they are.

2) Page 15, WARMING UP ex. 1

Leave nothing behind except your footprints.

Take nothing away except your good memory.

We should always pay attention to our behaviors; otherwise we may damage the environment and ruin the scenery.

3) Page 15, WARMING UP ex. 2

How many means of transportation do you know?

What are their advantages and disadvantages?

4) Page 15, WARMING UP ex. 3

Group discussion: Which mean of transportation would you choose in the following four situations respectively? Think about money, time, security, easiness, sickness, and procedure. Support your idea with reasons.

2 LISTENING

1) Page 15, ex 1

We’re going to listen to 3 boarding calls. They are commonly heard in airports. While listening, please fill in the chart of ex. 1. The information required is flight number, destination and gate number.

Play the tape and check the answer together.

Play the tape again and ask the students to retell the boarding calls.

2) Page 97, LISTENING

Do you know the procedure in the airport? It’s a long process you have to get through. If you were not clear about that, it would take years to finish the procedure. Now look at the six pictures on page 97. They are 6 steps leading your to your flight.

(1) Airport tax

(2) Security check, make sure that you don’t bring anything dangerous onto the plane

(3) Gate

(4) Check-in counter

(5) Security check, check your name

(6) Pick up bags

While listening to dialogue, put them into correct order.

Play the tape and check the answer together.

3) Page 16, ex. 3

We will hear 5 travelers talk about their trips to fill in the chart. The places they are at are not given out directly. We have to guess the answer from the clues.

Play the tape twice and check the answer.

3 SPEAKING (Page 98)

Read the words on the 2 role cards.

Group discussion: brainstorm more supporting details for the 2 different opinions.

4 HOMEWORK

1) Write a report of your group’s ideas. Finally arrive at a conclusion.

2) Preview READING

PERIOD TWO

1 REVIEW

Homework: Pick up some groups to share their conclusion with the class.

2 PRE-REDING

Group discussion:

Why do people travel?

If you go travel, you prefer going with travel agency or by yourself? Why?

If you go by yourself, how could you insure yourself against dangers?

If you go with a travel agency, which factors would you take into account in choosing one?

3 READING

1) Scanning

Scan through the text, and answer 2 questions: what is hiking and what is rafting?

Hiking is a way to travel close to nature on foot.

Rafting is a kind of adventure travel along a stream or river by boat/ in small boats.

2) Explain the structure of the text.

Para 1: why do people travel?

Para 2: what is hiking?

Para 3: basic tips for successful hiking.

Para 4: what rafting is

Para 5: how do you go rafting safely?

3) Wile-reading activity

While reading, fill in the chart on page 18, ex. 2 about the differences

4) Further comprehensive questions

What are the aims for people to travel?

In your opinion, which is the most important one of the given tips for successful hiking?

What’s the origin of the word “whitewater”?

5) Language points

Experience (it happens to you or affects you)

People also travel to experience life in other parts of the world. (Verb)

–We experienced SARS in the year of 2003.

–The year of 2003 witnessed SARS.

–Experience sth. at first hand

A memorable /unforgettable etc experience

Learn form your experience

In my experience, these things never last very long. 从我的经验来看

Watch out for

Watch out for dangers, such as spiders, snakes or poisonous plants. (to be careful of something)

–While traveling in London, you must watch out for the traffic.

–Watch out for the man in black. (to keep looking and waiting for someone or something)

–Watch out! There’s a car coming.

The prisoners watched for a chance to escape. (to wait and be ready for sth. 等待)

Watch the time. 留意时间(to avoid being late)

Watch your step.

Adventurous

Whitewater rafting is more adventurous and difficult than normal rafting. (eager to do exciting or dangerous things)

–Andy is an adventurous cook. (not afraid of trying new things)

–Life is like an adventure. (a kind of experience)

–Nobody ventured to put forward different ideas. (to say sth. though you are afraid of how someone may react to it)

As with

As with hiking, you should always think about your safety and wear god clothes.

–As with = as it’s the same with

–As with drawing a picture, you should be patient and careful in doing this job.

–As with running, learning English needs perseverance.

Handle (to control the movement of a tool, vehicle etc)

You also need to learn the basic skills of rafting, such as how to handle the raft.

–She is very good at handling difficult customers. (deal with people)

–She could not handle the pressures of her new job. (deal with difficult situation)

handle (noun) 把手

6) Important phrases

Get away from

Instead of

Get close to

Take exercise

Protect…from

Paddle down

Quiet stream

Life jacket

Unless

4 HOMEWORK

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

PERIOD THREE

1 REVIEW

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

2 TENSE REVIEW

Work Past Past future Present Future

Simple Worked Would work

Was / were going to work Work / works Will work

Am/is/are going to work

Continuous Was / were working Would be working Am / is / are working Will be working

Perfect Had worked Would have worked Have / has worked Will have worked

Perfect continuous Had been working Would have been working Have / has been working Will have been working

3 GRAMMAR

1) Page 19, grammar ex1

Group work. And then check the answer together.

2) Presentation

Some present continuous tense is used for future actions. This kind of usage only can be applied to certain verbs. Such as: go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.

Eg. The train is leaving in 5 minutes.

Eg. I’m coming soon.

Present tense is also used for future actions. This usage always appears in adverbial clauses introduced by when, if, before, till, until, every time, by the time, as soon as, the moment, etc.

Eg. The class will not be over until we finish all the exercises.

Eg. You will be pretty tired by the time…

Ask the students to make sentences.

3) Page 100, ex 3

4) Page 19, ex 2

Group discussion. Fill in the chart and check the answer together.

5) Demonstrate ex 3

In the past, people read scrolls / books written on paper make from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers.

4 INTEGRATING SKILLS

1) Scanning

What is eco-travel?

It’s a form of travel that combines normal tourism with learning.

What are its traits?

It’s a way to protect the environment, namely to travel responsibly. People learn about the world, understand it better, and even make it better. It’s also a way to find out what can be done to help animals, plants, and people.

5 INTEGRATING SKILLS

1) Introduction

The text describes another form of adventure, swimming with dolphins. It explains why people enjoy it and gives tips on how and where to swim with dolphins.

Read through the text and finish P101, ex 1

2) Group discussion

P101, ex 3

Discuss with your partners and fill in the chart.

6 HOMEWORK

1) Page 99, GRAMMAR ex 1

2) Page 19, GRAMMAR ex3

3) Page 21, WRITING Friday one

PERIOD FOUR

1 REVIEW

1) Two new ways of expressing future actions

Page 100, ex 2

2) Homework:

Page 99, GRAMMAR ex 1

Page 19, GRAMMAR ex3

2 REVISE COMPOSITION: Page 21, WRITING Friday one

1) Explain criteria

Tense

Proper usage of words

Proper sentence patterns

Spelling, capitalization, punctuation

Clear time adverbials

2) Change your composition with your partner. Sign your name at the bottom after revising his or her letter.

3) Give the letter back to the writer. And explain your comment to him or her.

4) Hand in your final draft tomorrow.

3 DICTATION

4 CREATVIE WRITING

Put students into groups of 4 to 5.

P101, WRITING

Brainstorm with your partners in class. Try your best to find reasons why they must choose you. Stretch your wits.

For example: love adventure, love animals, love Australia

5 HOMEWORK

Write the letter.

篇15：unit 3 going places whole unit(人教版高一英语上册教案教学设计)

Warming up & Listening

Teaching objectives and demands:

1.Teach Ss some knowledge about traveling such as traveling behaviors, how to choose means of transportations, how to get useful information from boarding calls. And learn some new vocabulary

2.Language use: Manipulate listening, speaking practice

Key points:

1. Useful sentence patterns for communication.

2. Words and useful expressions

Step1 Greeting & Warming up (2+18mins)

Teaching procedures: Step2 Listening(24mins)

Step3 Homework (1min)

Step1 Greeting & Warming up

1. Traveling behaviors.(6mins)

Many people go traveling happily on holiday. But sometimes they may come across unpleasant things for their bad behaviors which make them quite embarrass. So it is necessary to know something about this. Ask Ss to turn to P15, talk about Exercise 1 with the way of asking questions.

2. How to travel? (4mins)

At first, let Ss list some means of transportation for traveling. Then, ask them to compare the differences among them.. Later, present a table which show the differences with the multi-media.

Cost Speed Safety others

Train Low Slow Safe Enjoy view

Boat Low Slow Safe Sea Birds

Plane High Fast Mid-safe Enjoy clouds

Bus Mid-high Mid-fast Safe Watch videos

3.Make a dialogue.(8mins)

Provide them four situations, each group one situation. Let them center on one question: How would you like to go by boat, by train, by air or by bus? And why? Then show them a sample dialogue with multi-media. Emphasis that use the sentences as following:

1) How would you like to go?

2) I’d like to go to …because…

Example:

Peter: I learned you would go to London on National Day.

Tinna: Yes, I want to visit the famous university, Cambridge and watch the play of Romeo and Juliet.Peter: It’s great. How would you like to go?

Tinna: I’d like to go to London by air because it is very fast.

Step2 Listening

1. Lead-in & competition(6mins)

Show Ss a piece of boarding call message, then ask them what are the most important information (Flight number ; Destination; Gate). After that, ask the representatives of each groups to take part in a competition---number diction. Finally, Ss get familiar with the boarding call and then do Ex1.

2. Listening(18mins)

At first finish Ex1 and have a check.As for Ex2, it is a little bit difficult for Ss. In order to help Ss learn how to do a good job in this part, change the exercises is unavoidable. Therefore, each time before listening, first need do warming up.

Warming up1: Teach new words with these pictures

Warming up2: Blank filling

the lift yesterday by bus better French towerWow, this is really tall! We can see almost the whole city

from up here! Look ,there’s the flag: red,white,and blue. We came

here then we took up to the top of the tower. There is the museum with the famous painting “Mona Lisa”. We went

there . This city is really romantic! I just wish I could

speak , so I could talk to more people here in this

European capital. See you soon, Jenny.

Warming up3: Questions

1.How long did it take them to get there by air?

2.Where did they walk for two hours?

3.What did they see?

Warming up4: Questions

1.Where is he?

2.How did he get there?3. What did he do?

Here, these steps are designed to help Ss finish Exercise 2 by themselves from easy to difficult.

Step3 Homework

1. Preview the reading material----Adventure Travel

2. Finish the Listening part in the Workbook on P97

篇16：unit 3 Going places 片段教学(人教版高一英语上册教案教学设计)

The First Period

Zhang Huili

Teaching Aims:

1. Learn and master the following words

traveling, transportation, consider, destination

2. Do some speaking and talk about traveling to the past or future.

3. Talk about means of transportation.

Teaching Important Points:

Improve the students’ speaking ability by discussion , talks and making some dialogues.

Teaching Difficult point:

How to finish the task of speaking and how to make dialogues correctly.

Teaching Methods:

1. Warming up to arouse the students’ interest in traveling.

2. Making simple dialogues to practice the students’ speaking ability.

3. Individual, pair or group work to make every student work in class.

Teaching Aids:

1.a computer 2.a blackboard

Teaching Procedures:

Step 1. Greetings

Greet the whole class as usual.

Step 2. Lead in.

T: It is a bit cold, isn’t? Ok, now let’s have a free talk. Would you like to tell me your hobbies?

S: … …

T: With the development of the society , we are changing our way of life .More and more people like to travel. Do you often travel?

S: … …

T: Why do people like traveling?

S: … …

Step 3. Warming up

T: how can we get to our destination? There are many means of transportation for us to choose.( Show the pictures )

T: What do you have to consider before you decide which means of transportation you’ll use?

Now, I’ll give you three minutes.(discussion)

T:---Would you like to answer the question?

S: … …

(suggested answers:time, money, distance, health… …)

T: How would you like to go to the following places? Please give the reasons why you make the decision. The map can help you.

Situation 1. from Shanghai to London

Situation 2. from Chongqing to Chendu

Situation 3. from Beijing to Guangzhou

Situation 4. from Dalian to Qingdao

S: … …

T: We have made good preparations for the traveling.But what should we pay attention to while traveling? Please look at the following pictures and have a discussion: Are they doing anything wrong?

S… …

Step 4. Have a break.

T: Have you been abroad? No? Ok, it doesn’t matter , and let’s go.

Step 5.The design of the writing on the Blackboard

New words

Consider: think about

Transportation: carrying people or goods from one place to another

篇17：unit 11 语法(新课标版高一英语教案教学设计)

Step I Greeting

Step II Grammar

Word formation构词法

按照语言一定的规律创造新词的方法，叫构词法

International = inter + national

Telephone = tele- + phone

Mankind = man + kind

Broadband = broad + band

Extremely = extreme + -ly

Manned = man + -ed

Hi-tech = high + technology

e-school = electronic + school

IT = information technology

CSA = Chinese Space Agency

Study the ways of forming a word and explain their differences

Step III 构词法的分类

1、合成法

把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法

(1)合成名词

Spaceship highway afternoon

(2) 合成形容词

Cold-blooded hand-made hard-working

(3)合成动词

Safe-guard ill-treat

(4)合成副词

However anywhere anyway

(5)合成代词

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

2、转换法

转换是指由一种词类转化为另一种词类。

(1)动词转化为名词

He visited the Summer Palace yesterday. 动词

He paid a visit to the scientist last week. 名词

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

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

(2)名词转化为动词

They have booked their plane tickets.

(3)形容词转化为动词

The room gradually quieted down.

(4)形容词转化为副词

How long is the line? 形容词

How long have you lived there? 副词

(5)形容词转化为名词

Something has gone wrong with the machine.

形容词

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

3、派生法

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

前缀

a- （形容词、副词） asleep

dis- （否定） discourage

in-i-im-ir- （不、非） impossible

en- (使可能) enable

mis- (误) mistake

re- ( 重复、再) return

tele- （远程） telephone

un-on- (不、非) unfair

后缀

名词

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

形容词

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

动词

-ly -iza

副词

-ly -ward(s)

形容词

-teen -ty -th

4、缩略法

缩略法就是将原词缩短，在读音和写法上成为新的形式。

Bicycle ------- cycle

Examination-------- exam

Refrigeration-------- fridge

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

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

Step Ⅳ Finish the exercises in the book.

Step V: Homework

篇18：高一unit 6单元教案(新课标版高一英语教案教学设计)

Period 1. Warning –up and Listening

Teaching Aims and Demands:

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

2. To listen focusing on key words and important sentences

Step 1 warming up

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

First, Situation 1

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

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

Step 2 Talking

Look at the 4 pictures on the page 36.

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

2) Can you make a dialogue for every picture?

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

Step 3 Discussion

Discuss in groups, What are good manners?

After discussion, fill in the next table

Good manners Bad manners

Ask Ss:

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

Step 4 Listening.

1) Listen to the tape with this question

How many times does Bill apologize?

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

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

4) Workbook: Listening

Homework: Make two dialogues with your partner about apologies.

Period 2. Speaking and Talking

Teaching Aims and Demands:

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

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

Ⅰ.Step 1 Speaking. Practice different expressions.

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

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

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

Sample: Dialogue 1

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

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

A: Hi, Alex. Nice to meet you!

Choose three groups to reports.

Step 2 Talking

1) Read the following situations carefully

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

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

Homework:

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

2) Preview Reading

Period 3. Reading ⑴

Teaching Aims and Demands:

1 To get to know the western talk manners

2 To compare Chinese table manners with western table manners

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

Step 1 Warming up

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

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

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

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

Can you speak with your mouth full?

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

Is it polite to touch the glasses when you toast?

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

Do Pre-reading, discuss in groups

Situations Rules for being polite in Chinese culture

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Ask three Ss to finish this table.

Step 2 Reading

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

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

dessert drink main course starter soup

summarize the main idea of every paragraph

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

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

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

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

Ask some Ss to answer these questions and do exercise 3

Homework:

1). Do practice on P116-117

2). Preview languages study and grammar

Period 4. Reading ⑵

Teaching Aims and Demands:

1. To learn some useful expressions about table manners.

2. To learn some useful words and sentences

Step 1 Carefully Reading

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

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

3). Sum up the text

Finish the exercise 2 on P40

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

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

③breast C. slightly wet

④dishes D. center.

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

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

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

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

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

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

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

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

Step 2 Post-reading

1. Discussion:

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

2. Ask some groups to report

Step 3 Workbook

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

2. Check the answers on P116-117

Homework:

Write a short passage about the discussion.

Period 5 Language Study and Grammar

Teaching Aims and Demands:

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

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

Step 1. Word study

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

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

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Un- smoking

Non- possible

Dis- able

Im- like

Answer: unable, non-smoking, dislike, impossible

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

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

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

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

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

Step 2. Grammar

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

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

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

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

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

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

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

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

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

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

Period 6 Language Study and Grammar

Teaching Aims and Demands:

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

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

Step 1.

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

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

Nonstop unfold incorrect important understand

Invite unlucky impossible uniform interesting

③ Matching exercise

Answer: unable, non-smoking, dislike, impossible

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

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

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

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

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

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

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

Non-restrictive:

Lijiang, where I was born , is beautiful.

John, who speaks Spanish, works there.

Restrictive:

The village where I was born is beautiful.

People who speak Spanish work there.

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

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

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

Period 7. Integrating Skills

Teaching Aims and Demands:

1. Deepen the format of letter

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

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

Step 1. Warming-up

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

Step 2. Reading

1. Scanning

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

Why does Amy Zhang thank Sam and Jenny?

2). Ask one student to answer this question

2. Carefully reading

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

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

think of:

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

Be busy with…

I am busy with drawing from Monday to Friday.

It is time to…

It is time to go to bed.

After explanation, finish the exercises on P42

Structure of a thank-you letter

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

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

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

Step 3 Listening

How many countries are mentioned in this passage?

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

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

篇19：高一unit 12 Art and literature(新课标版高一英语教案教学设计)

Harry Potter

Teaching Aims:

1. Train the students’ reading ability.

2. Learn and master the following phrases:

in trouble, come across, fight against, succeed, share, believe in, and so on.

Teaching Important Points:

1. Let the student understand the text better.

2. Tell the differences among the following phrases: believe/ believe in, used to do/ be used to do/ be used to doing

Teaching Difficult Points:

1. Master some useful expressions and difficult sentences.

2. Understand what the text is about and the literature is.

Teaching Methods:

1. Listening activity to help the students to get the main idea of each paragraph.

2. Questioning-and-answering activity to help the students to go through with the whole passage.

3. Pair work or group work to make every student work in class.

Teaching Aids:

1. a piece of paper

2. a small blackboard

3. a tape recorder

Teaching Procedures:

StepⅠGreetings

Greet the whole class as usual.

StepⅡRevision and lead-in

T: Do you like reading books?

Ss: Yes.

T: Do you know how many kinds of books?

Ss: …

T shows the kinds of books on the blackboard while Ss are telling them together.

Novel/ poem/ play/ fable/ biography/ fairy tales/ …

T: Then do you know how many kinds of novels?

Ss: …

T shows the kinds of novels on the blackboard while Ss are telling them together.

Short ~/ historical~/ love~/ science fiction ~/ detective ~/ popular ~/ …

T: Do you like seeing films?

Ss: Yes.

T: Do you know the famous film which is made from a book?

Ss: …

T: Have you ever seen Harry Potter?

Ss: …

T: Ok, today let’s learn something about it.

T writes down the title on the blackboard.

StepⅢ Fast reading

T: At first, please turn to P80, read the text quickly and do exercise one of this piece of paper.

At the same time, T hands out a piece of paper:

ⅠPlease choose the correct answer of each question：

1. What is the book about? _________

A.magic B.strange creatures

C.something about the real world D.all of the above

2. From the test we know Rowling is a________.

A.place B.writer C.director D.book

3. What’s Harry’s life before he goes to Hogwarts?_________

A.Adventurous B.Happy C.Unhappy D.Interesting

4. What is taught in Hogwarts? ________

A.Art and music B.History and sports

C.Language and science D.Witchcraft and wizardry.

5. Which of the following is the most important for a person to succeed according to Harry potter? ________

A.His or her family B.His or her appearance（外貌）

C.His or her own character D.His or her friends

(Answers are: D B C D C)

Several minutes later, T asks Ss to stop and checks their answers.

T: Now who’d like to answer, please put up your hand.

S: …

T can ask more students to answer.

StepⅣ Listening

T: I think you have got some information about the text, now let’s do some listening. Please close your books, then listen to the tape carefully, and choose the main idea of each paragraph. We’ll listen to the tape one paragraph by one paragraph. Take a look at the main ideas at first.

Ss: …

On small Bb:

Please choose the main idea of each paragraph:

The text tells us:

A. what Harry Potter learns at Hogwards.

B. what we should do to succeed or be happy.

C. what Hogwards is.

D. what Harry Potter is before he goes to Hogwards.

E. who the writer is and what the story is about.

(Answers are: E D A B )

T plays the tape one paragraph by one paragraph, meanwhile, Ss give answers.

Step Ⅴ Careful reading ( an activity)

T: Just now you got the main idea of the text, now please read the text carefully, find out some questions and ask your partner.

Ss: …

For a while, T divides the whole class into 8 groups and asks Ss to have a competition about asking and answering questions of the text. T writes down the numbers of groups on the blackboard:

1 2 3 4 5 6 7 8

T: You needn’t put up your hands, just stand up, give questions or answer questions, now who would like to be the first one?

Ss: …

While Ss have the competition, T scores their answers and helps them to answer correctly.

Step Ⅵ Practice

T: You did a good job just now. Let’s do some exercises to review the text. Please do exercise two of this piece of paper.

Ss: …

ⅡPlease fill in the blanks with correct words or phrases according to the text：

The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.

(magic, wonders, series, miserable, unusual, friendship, in trouble, comes across, fight against, believe in, succeed, live.)

T asks a student to write down the answers on the blackboard when Ss are doing exercises. If Ss have finished, T checks the answers and gives some explanations about the answers.

StepⅦ Discussion

T: Ok, it is time for you to discuss. Please look at part three of this piece of paper. We also have a competition, and we’ll see which group will laugh at last.

Ⅲ.Discussion:

Please discuss with your partner about one of your favorite books, you should mention the following questions:

1. Who is the writer of the book?

2. Who is(are) the leading role(s) of the book?

3. What does the book mainly talk about?

4. What can you learn from the book?

Ss: …

T gives several minutes to Ss to discuss. After finishing, Ss can show their opinions about one of their best books.

Teaching Notes

1. I think this class is very lively; Ss take part in the whole class actively.

2. Ss cooperate with teacher well, which makes the atmosphere of the class vivid.

3. The class is well organized. Both of T and Ss are not nervous.

4. The voice of teacher is loud and clear, but teacher should pay attention to the speed of speaking.

5. There may be some problems in this class, I look forward to getting more suggestions from other teachers.

高一外语组

欧阳芳

附：

Unit 12 Art and Literature

Harry Potter

ⅠPlease choose the correct answer of each question：

1. What is the book about? _________

A.magic B.strange creatures

C.something about the real world D.all of the above

2. From the test we know Rowling is a________.

A.place B.writer C.director D.book

3. What’s Harry’s life before he goes to Hogwarts?_________

A.Adventurous B.Happy C.Unhappy D.Interesting

4. What is taught in Hogwarts? ________

A.Art and music B.History and sports

C.Language and science D.Witchcraft and wizardry.

5. Which of the following is the most important for a person to succeed according to Harry potter? ________

A.His or her family B.His or her appearance（外貌）

C.His or her own character D.His or her friends

ⅡPlease fill in the blanks with correct words or phrases according to the text：

The world of J.K. Rowling is full of _______and _______. She has written a______ of book about Harry Potter. Harry seems like a normal boy, but his life is_______. His life changes when he can go to Hogwarts. Hogwarts is an _____ school where students learn about magic. Besides magic, Harry also learns about real life, ______ and how to be brave. His friends help him when he is __________, but he must be strong and help them when they need them. The magic, many strange creatures and adventures Harry ___________ at Hogwarts help him understand the real world. At the same time, Harry has to ____________bad wizards and do the thing right, but it’s not easy. Therefore, you must ____________ yourself if you want to _______ in the world. It’s not enough to be strong in heart and mind; we must also help others if we want to be happy and ______a good life.

Ⅲ.Discussion:

Please discuss with your partner about one of your favourite books, you should mention the following questions:

5. Who is the writer of the book?

6. Who is(are) the leading role(s) of the book?

7. What does the book mainly talk about?

8. What can you learn from the book?

篇20：新教材Unit 8 sports(新课标版高一英语教案教学设计)

Teaching Goals

1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

3. Write a sports star’s profile

Period Arrangements six periods

Students intermediate level

【Teaching Aims】

A. Abilities

1. Be able to use the following sentences

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

2. Be able to say something about sports.

B. Knowledge

1. vocabulary continent well-known athlete gold medal torch badminton tie final dive shooting Greece competitor motto further rank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh title gesture facial stand for because of speed skating track and field take part in preparation for

2. grammar

Passive Voice in the future tense

【Studying method】

Preview-to get the students form the good habit of study first by themselves. To improve their study ability.

【Teaching Methods】

1. Talking method to enable the students to express themselves freely.

2. Listening method to improve the students’ listening ability.

【Teaching Aids】

1. a recorder 2. a computer and some slides

【Teaching procedures】

Teaching Procedures of Period 1:

【Teaching Goals】

1. Improve the students listening ability by listening to some materials.

2. Master the useful expressions by using them in the dialogue, meanwhile educate the students to love sports so that they can be healthier and stronger.

【Teaching Methods】

1. Talking methods to enable the students to express themselves freely.

2. Listening method to improve the students’ listening ability.

【Teaching Aids】

1. a recorder 2. a computer

Step1.Warming up

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, make some complements. At the same time, present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis,

tennis ,golf, badminton, bowling, baseball, American

football, ice hockey etc

Events of sports

track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.

Step 2. Speaking

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to

talk about their interests and hobbies and to practise giving reasons for their

opinions.

Step 3. Listening

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. Teacher will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

【Teaching aims】

1. Improve the students’ reading ability by fast-reading and reading.

2. Enable the students to master the new words and expressions, as well as the language points.

3. Train the students to love and take an active part in the sports.

【Teaching method】

1. Discussion method to make the students understand what they’ve learned better.

2. Pair work or group work to get every students to take an active part in teaching-and-learning activities.

【Teaching Aids】 1. a recorder 2. a computer

【Teaching procedure】

Step1. Lead-in

Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.

Five rings Aisa Europe Africa America Oceania

Colour Red Yellow Green Blue

IOC International Olympic committee

Headquater Lausanne Switzerland

Motto swifter higher stronger

Present President Jac ques Rogge

Official language English French Spanish Russian German

Host city of 2000 Olympics Sydney Australia

Host city of 2004 Olympics Athens Greece

Host city of 2008 Olympics Beijing China

Host city of the first Olympics Athens Greece

kinds Winter Olympics Summer Olympics

Purpose: to help Ss get as much background knowledge about the Olympics as possible

Task 2.Group work to discuss any of following questions:

1).Why do so many athletes want to take part in the Olympic Games?

2).Are the Olympic Games important to our society? Why or why not?

Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.

Step2. Reading

Task1.Skimming to find out what is the reading material going to talk about.

Possible answer: the Olympics

Task2. Scanning to find the topic words

Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics, the modern Olympics, the Olympic motto, the 2008 Olympics

Purpose: to train Ss to glance through the passage quickly to get a general idea.

Task3. Careful reading to find out the main idea of each paragraph.

Purpose: to train Ss how to find out the main idea of a paragraph.

Step3.Consolidation

Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.

Task2.Match the new words and their meanings(See WB Ex)

Task3.Fill in a form about the passage

Olympics Year place China’s gold medals competitors

old Greece no female competitors

1st in modern times

23rd

2000

2008 ? ?

Purpose: to have a better understanding of the passage and note some useful words and phrases.

Step4.Discussion

Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.

Topic1. What is the spirit of the Olympic Games? What can you learn from it?

Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?

Topic3.Is it important to win in a sports match? Why or why not?

Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.

Task2: Debate

Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding

of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.

good effects bad effects

promote the economy costing a large amount of money

make china better known to the world cause disorder to our society

Purpose: to have a further understanding about the Olympics.

Step5.Homework assignment

Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.

Purpose: to cultivate them how to write discussed topics

Teaching procedures of period 3

【Teaching aims】

1. Review the Future Passive Voice.

2.. Enable the students to be able to use the structures in real situations

【Teaching method】

1. Reading method to improve the students reading ability.

2. Doing-drills to get the students to master what they should master.

3. Pair work and group work may enable them to form the habit of cooperation with others .

【Teaching Aids】 a computer

【Teaching procedure】

Step1. Extensive reading (WB)

Task 1. Read the passage and have a discussion about some related questions.

1).What are some problems that unknown athletes have to deal with?

2).Why are the Olympic Games so important to many athletes?

3).Why do stars like Michael Jordan make more money than other athletes?

Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?

Sports Popular /not very popular Reasons

Tennis

Soccer

Table tennis

Badminton

Purpose: to know more about sports and the Olympics.

Step2.Speaking

Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.

Task 2. As for Ss, being Chinese, what will they do for the 2008 Olympics?

Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.

Step3. Language focus

Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.

Structure: Subject+ will be done

Task2. Show Ss a passage about the Olympics, and ask them to change it into passive

voice.(See postscript 2)

Task3. Pair work to ask questions about the passage with what , when, where, how etc.

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

Next week we are going to clear the school as follows:

Monday--- Classroom Building No.1

Tuesday--- Classroom Building No.2

Wednesday--- the computer center and language lab

Thursday--- the science labs

Friday--- the library

Purpose: to consolidate their understanding about the Future Passive Voice

Step4.Homework assignment

Task1. Finish some consolidation Ex of the Future Passive Voice

Task2. Find out as much information as possible about their favourite sports stars Purpose: to encourage Ss to do what they are interested in

Teaching procedures of period 4

【Teaching aims】

1. Review some useful words in the text.

2. Train the students’ writing ability by writing a profile

3. Improve the students’ listening ability.

【Teaching methods】

1. listening to improve the students listening ability

2. Demonstration method to show the students how to write.

3. Discussion method to make every students have a clear idea.

【Teaching Aids】1. a recorder 2. a computer

【Teaching procedure】

Step1.Listening

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking

Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.

Purpose: to work as a preliminary step of writing

Step3.Writing

Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.

Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.

Purpose: This activity is to let Ss find out how to write a profile by themselves.

Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.

Step4.Homework assigment

Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job. Try to write a profile to introduce themselves.

Teaching procedures of period 5

【Teaching Aims】

1. Enable the students to master the useful expressions by making sentences with them

2. Improve the students listening ability

【Teaching methods】

1. Dictation to improve the students listening ability and consolidate the use of some of the phrases they have learnt.

2. Writing to improve their writing ability and encourage them to use their imagination to think about in the future.

【Teaching Aids】 1. a recorder 2. a computer

【Teaching precedure】

Step1.listening

Give students a dictation about the words , phrases and several important sentences

Purpose: to make Ss get used to listening and consolidate what they have learnt in this unit.

Step2.Speaking

Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.

Example sentences:

Eating food I think all food will be turned into juice and chopsticks won’t be used.

Drinking water

Wearing clothes

Building houses

Driving cars

Reading books

…Purpose: to revise the language focus in this unit.

Step3.Reading

Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4) Purpose: to offer Ss further information about sports so that they will have better understanding.

Step4.Writing

Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.

Sport: Soccer Objective: Shoot the ball into the other Team’s goalNumber of players: Two teams of eleven players:ten outfielders and a goalkeepersSports field: Grass playing fieldEquipment: Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Table tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective: Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players: Sports field:Equipment:Basic rules:

Task 2: Write a short essay in which you compare two sports

Step5.Homework Assignment

Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.

Purpose: This activity is designed to check what Ss have learned from this unit

Task2: Assessment

Purpose: to help Ss to reflect on how and what they have learned from this unit

Through the whole unit a good many different kinds of assessment have been presented in the form of listening, speaking, reading and writing. But as a whole unit, I design such two forms to let Ss clearly know their own performances.

Form 1: (total score 5)

listening speaking reading writing

Self assessment

Peer assessment

Teacher assessment

Form 2: set improvement goal

Your name Date

a. What were your goals for this unit?

b. Did you reach your goal?

c. What different ways of learning did you use?

d. Which did you like best?

e. What your goals for the next unit?

f. How do you plan to reach them?

g. Will you ask some of your classmates for ideas and try new ways of learning?

The Olympic Games

Our country will

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