新教材unit1 Good Friends(新课标版高一英语教案教学设计)

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篇1：新教材unit1 Good Friends(新课标版高一英语教案教学设计)

Teaching Goals:

1. to talk about friends;

2. to practise talking about likes and dislikes;

3. to learn to make apologies;

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

5. to write an e-mail

Teaching Key points:

1. to grasp some patterns about likes and dislikes;

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

3. to learn to write an e-mail

Teaching difficult points:

1. to grasp some changes when using Indirect Speech;

2. to write an e-mail;

3. to learn to use the following phrases:

1) nor do I like computers

2) enjoy doing/ be into doing

3) so + auxiliary + subject

4) hunt for

5) make fire

6) in order to

7) be fond of

8) go outing

The First Period

Teaching Aims:

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

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

3. to discuss who could be good friends to them

Teaching procedures:

Step One Warming up

1. say greetings to the students;

2. introduce myself to the class;

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

3. ask questions:

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

2) Why do you like him or her?

4. ask the Ss questions:

What should be a good friend be like?

What qualities should a good friend have?

Teach the new words:

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

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

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

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

Step Two Listening

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

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

1) Situation 1 _________

2) Situation 2 _________

3) Situation 3 _________

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

Step Three Speaking

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

Name John Steve Peter Ann Sarah Joe

Age 15 14 15 16 14

Gender boy boy boy girl girl boy

Likes football, reading skiing

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

computers,

rock music, reading novels, football, singing computers,

rock music,

skiing

Dislikes singing, computers,

rock music hiking,

rock music, football football,

classical music, dancing hiking,

classical music,

reading rock music,

dancing,

computers football,

hiking,

2. Language points:

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

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

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

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

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

I can’t swim. Neither/nor can he.

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

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

He likes singing, and I like dancing too.

--- He likes singing and so do I .

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

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

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

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

Compare:

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

3) be fond of ….

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

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

Her brother is deeply into computers.

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

Use the following useful expressions:

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

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

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

Step Four Workbook

1. do listening practice on page 85

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

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

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

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

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

Step Five Assignments

Write a short passage about your good friend.

1) What qualities does he/she have?

2) What does he like or dislike?

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

The Second Period

Teaching Aims:

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

2. to discuss the important meaning of friendship;

3. to learn to use the following phrases:

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

Teaching procedures:

Step One Revision

1. check the answers with the Ss.

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

3. revise the useful expressions:

1) neither/nor/so + auxiliary + subject

2) be fond of…. 3) be into…..

Step Two Pre-reading

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

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

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

Try to use the following:

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

Step Three Reading

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

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

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

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

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

3) Why do people think that friends are teachers?

Step Four Key points

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

2. send mail

3. when = and then

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

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

Compare: He was writing when I went home.

4. hunt for food/jobs

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

5. make fire

He began to make fire to keep the house warm.

6. in order to..

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

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

7. be a good friend to sb.

be a servant to sb.

8. treat sb. as…

She treats the boy as her own son.

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

Step Five Discussion

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

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

Step Six Consolidation

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

2. check the answers with the Ss.

Step Seven Workbook

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

2. the Ss do Part 2 orally.

Step Eight Assignments

1. read the passage frequently

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

The Third Period

Teaching Aims:

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

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

Teaching procedures:

Step One Revision

1. check the homework.

2. revise the following phrases:

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

Step Two Presentation

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

S: I am fond of playing football.

T: What did he day?

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

Present the two sentences on the blackboard.

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

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

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

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

3. Give the Ss more examples:

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

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

2) He said “I’m using the knife”

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

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

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

4) He said, “ I came to help you.”

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

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

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

The Ss make the conclusion about the changes of tenses.

Notice:

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

4. Direct and Indirect Speech about questions:

1) Examples:

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

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

Practice:

Steve asked: “Does Kate like football?”

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

3) Examples:

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

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

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

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

The Ss find out some rules about questions.

Step Three Practice

1. Give the Ss examples:

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

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

2) Steve told Joe that he liked skiing.

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

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

3. Check the answers with the class.

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

Step Four Workbook

1. Do the grammar exercises on page 87 orally.

Step Five Assignments

1. Do the grammar exercises in their exercise books.

The Fourth Period

Teaching Aims:

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

2. to get some feedback from the Ss.

Exercises for Ss:

一. 句型转换:

用neither(nor) 转换下列句子:

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

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

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

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

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

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

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

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

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

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

用so 转换下列句子:

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

---- Sarah is beautiful. So __________________.

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

--- I like rock music. ______________________.

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

--- I came to school yesterday. __________________.

完成句子:

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

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

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

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

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

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

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

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

二. Reading comprehension:

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

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

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

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

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

A. The kingdom of Bicycles

B. Beautiful Hotel in Xi'an

C. Marco Polo and the Silk Road

D. An American Achieving His Aims

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

A. he asked to see the manager.

B. he entered the hall with a bicycle.

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

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

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

A. China, India and Pakistan

B. India, China , and Pakistan

C. Pakistan, China, and India

D. China, Pakistan, and India

( )4. What made Friedlander come to China?

A. The stories about Marco Polo

B. The famous sights in Xi'an

C. His interest in Chinese silk

D. His childhood dreams about bicycles.

( )5. Friedlander can be said to be _________

A. clever B. friendly

C. hard working D. strong-minded

The Fifth Period

Teaching Aims:

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

2. to write an e-mail.

Teaching procedures:

Step One Revision

1. check the homework with the class.

2. go over the changes in Indirect Speech.

this _____ these ______ now ______ today ______

yesterday _______________ tomorrow _____________

here ________ come ________ bring _________

Step Two Checkpoint

1. go through the checkpoint

2. Make some conclusions to the Ss

1) We usually change the verb tenses and pronoun forms

“I broke your CD player.”

---- He told me that __________________________

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

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

---- He asked _____________________________.

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

“A friend in need is a friend indeed.”

---- Mother told me that ____________________________.

Step Three Reading & Writing

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

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

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

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

2) joke around = joke here and there

3) have fun = play

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

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

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

2) keep your email as short as possible;

3) check your email for errors;

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

4. the Ss write an email to one of them

5. the Ss check their writing in pairs.

Step Four Assignments

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

2. Do the reading practice on page 88.

The Sixth Period

Teaching Aims:

1. to revise the words and phrases

2. to revise the grammar item.

3. to get some feedback from the Ss.

Exercises for Unit One

一. 用所学的单词填空:

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

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

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

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

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

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

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

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

二. 句型转换:

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

---- A good friend is someone _______________________.

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

----A good friend is ______________________________.

三. 用所给的词或短语正确形式填空:

realize be into hunt for desert lie

match adventure honest brave loyal

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

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

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

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

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

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

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

8. I ________ that I am completely wrong.

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

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

四. 阅读理解:

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

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

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

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

( )1. The water the camel has drunk can be enough for _______

A. only one day B. some time C. about a month D. a moment

( )2. People who move their homes here and there are called_________.

A. Arabs B. nomads C. camel drivers D. adventures

( )3. Camels drink as much water as possible before going to another place because _________

A. the drivers will need water B. they are thirsty

C. they will cross great, waterless desert D. they are animals

( )4. To those who travel across the hot and sandy desert, the travel is __________.

A. hard and dangerous B. an interesting thing

C. something new D. pleasant and exciting

( )5. The nomads wander from one place to another because______.

A. they want to train their camels B. they are used to such a way of life

C. they have to feed their camels D. they want to look for better jobs

篇2：高一英语新教材教案Unit 1 Good Friends(新课标版高一英语下册教案教学设计)

Teaching aims and demands:

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

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

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

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

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

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

What should a good friend be like?

What qualities should a good friend have?

Should they be funny, smart and strong?

Step 2 Reading

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

1.What doesn’t John like?

2.What does Joe think of music and skiing?

And then fill in the form on page 3.

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

Step 3 Listening

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

Step 4 Talking/Practice

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

Some useful expressions :

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

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

Step 5 Homework

Finish Exercise 3 in the workbook.

Lesson2

Step1 Revision

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

Step 2 Pre-reading

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

Step 3 Reading

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

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

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

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

3. What does he understand at last?

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

At the same time explain the language points if necessary.

Step 4 Post-reading

Discuss the following questions in the Part POST-READING.

Step 5 Homework

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

Lesson3

Step 1 Revision

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

Step 2 Language Study

Ask the students fill in the blanks with proper words.

Step 3 Grammar

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

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

Step 4 Practice

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

Step 5 Homework

Ask the students to finish the exercise2 in their workbook.

Lesson4

Step 1 Revision

Check the homework.

Step 2 Presentation

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

Step 3 Explanation

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

Step 4 Writing

Ask the students to write an e-mail message.

Step 5 Homework

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

篇3：高一新Unit 1 Good Friends教案(新课标版高一英语教案教学设计)

Period 1

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

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

1) Do you have good friends?

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

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

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

2. Review and learn some useful words:

Appearance:

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

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

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

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

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

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

I think he / she is _______ because __________.

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

Possible answers:

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

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

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

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

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

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

5. Language points:

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

What does she look like? She looks tired.

What does Lucy like? She likes apples.

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

What’s sb like?表现内在品质或外在特点。

What does sb look like?侧重外表。

2).What quality should a good friend have?

①. 品质、品性，可数名词

He has all the qualities of a successful businessman.

Kindness is his best quality.

②. 质量、质，可数或不可数名词

Quality is more important than quantity.

注：quantity 量，分量，不可数名词。

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

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

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

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

He is the brightest boy in class.

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

He is rather clever in saying that.

She is clever at maths.

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

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

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

He is always wise enough to deal with difficult problems.

4). A 5-star friend

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

an 800-word article a ten-year plan

②. peace-loving people grass-eating animals

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

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

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

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

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

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

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

their partners.

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

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

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

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

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

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

3). Keep your secrets to yourself.

3. Go over Part 2 in Listening on Page 87

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

4. language points:

What are they arguing about?

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

He wanted to argue with the driver about the accident.

2). argue for/against 赞成/反对

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

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

He argued that he shouldn’t go.

Step 3 Written work:

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

②. Describe one more friend and give the reasons

③. Try to use the language points correctly

Homework Reading:

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

3.

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

Period 2

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

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

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

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

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

4. Language points:

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

especially =particularly

①. 特别，格外

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

②. 专门

This crown was made especially for the king.

③. especially 与specially

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

She likes the country, especially in spring.

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

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

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

I have never been there, nor has he.

He can ride a bike, so can I.

②. 思考下句请举出类似结构。

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

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

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

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

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

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

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

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

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

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

3). I’m fond of singing.

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

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

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

My little sister has got fond of drawing.

4). I’m sure ….

①. be sure of/about 对…确信，深信….

②. Be sure +clause 加从句，能确定…., 知道….

③. Be sure to do sth

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

⑤. Make sure that +clause 确保，安排妥当。

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

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

Apologies first in pairs, then in class.

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

apologies.

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

You promised to … Why didn’t you …?

Please forgive me.

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

I’m sorry I forgot.

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

with the whole class.

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

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

Example : Teachers’ book on P18.

Step 4 Written work:

①. Part 3 on Page 87.

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

③.Try to use the language points correctly

Homework Reading:

①. Prepare the reading part before class.

Period 3

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

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

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

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

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

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

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

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

Reading

1) What is the movie about?

2) Who is Chuck?

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

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

5) What becomes his best friend there? Why?

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

Post-reading questions in Post-reading part.

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

3. Finish the following.

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

A. Dead men have no friends

B. A friend in need is a friend indeed

C. No pains, no gains

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

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

A. Rice, cheese and hot dogs

B. Fish, birds and fruits

C. Bread, beef and vegetables

D. Noodles, chicken and cabbage

③. When Chuck asks a question, Wilson _____.

A. gives an answer B. listens carefully

C. never answers D. gets angry

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

A. play volleyball every day

B. shut himself at home

C. work even harder than he used to

D. spend more time with his friends

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

A. We can’t survive without friends.

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

C. We need friends to share happiness and sorrow.

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

Key: ABCDB

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

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

Discussion deserted island after a plane crash.

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

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

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

2. Discuss the following questions in groups.

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

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

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

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

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

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

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

Step 6 Language points:

1. imagine that you were alone on an island.

Imagine v: think of sth, suppose n:imagination

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

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

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

imagine +that+clause想像… （见课文）

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

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

I imagine his son to be strong.

2. Tom hanks played a man named Chuck Noland.

1). Play vt: act 扮演 （见课文）

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

3). Play a part/role in…起…作用，扮演…角色

He played an important part in the project.

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

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

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

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

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

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

He crashed his car against the tree.

①. crash n 撞车事故，失事

All the people died in the air crash.

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

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

Only one baby survived the terrible car crash.

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

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

②. deserted adj 无人的，被抛弃的，被遗弃的

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

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

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

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

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

set fire to… 纵火于…. Set…on fire 放火

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

1). Challenge n 可数名词。挑战，邀请赛

give a challenge 挑战 accept a challenge 接受挑战

2). challenge sb to sth 向某人挑战某事

She challenged me to a race.

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

He challenged me to play chess.

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

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

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

②. in order for sb to do sth

He came here in order for me to see him.

②. in order that =so that 引导目的状语从句

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

2). Develop 发展，养成，培养，发扬

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

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

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

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

I realized my mistake.

②. Realize =come true使（计划）变为现实

但realize vt come true vi

2). Think of 与think about

①. think of 考虑，关心

He has many things to think of.

②. think of 想起，记得

I think of my hometown when I saw the pictures.

③. Think of …as 把..看作

He is thought of as a great man.

④. Think about 就…思考，考虑

He is thinking about the computer games in class.

⑤. 常用短语: think well/ill of 认为…好/不好

think much /little of 认为….很不错/不重视

think nothing of 把….看得很平常

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

We have been learning English.

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

1). Treat vt 对待，治疗，处理，款待

Why do you treat the matter as a joke?

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

3). 常见短语：treat sb for…给某人治…病

treat…like… 对待…像….一样

treat sb to….用….款待某人

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

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

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

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

3). Care about 与care for

①. care about 关心，在意

He didn’t care about his study.

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

③. I don’t really care for math.

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

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

2）. 常见短语: take … for example 以…为例

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

Lei Feng set a good example to us.

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

1). Quick =intelligent 敏捷，伶俐，敏锐

2). Be quick at sth/doing sth 学…很快

He is quick at languages.

3). Be quick about/in sth 敏于做某事

He is quick about his decisions.

4). Be quick to do sth 迅速做某事

They are quick to learn foreign language.

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

1). Learn one’s lesson 得到教训，启示

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

2). Teach sb a lesson. 给某人一个教训

The accident taught him a leeson.

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

Step 7 Written:

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

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

notes to this text.

3. Try to use the useful exptresions in language points

correctly.

①. make sentences;

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

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

②. translate;

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

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

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

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

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

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

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

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

Reading”

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

2. Retell the text.

Period 4

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

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

Step 2 The usage of learn:

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

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

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

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

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

Grammar Speech and Indirect Speech in pairs.

2. Summary:

1). In Statements;

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

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

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

“I will come here tomorrow.” She said.

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

“We are thinking now.” They said.

They said that they were thinking then.

“This book is not mine”. He said.

He said that book was not his.

2). In General Questions:

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

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

“Will you help me?” He asked.

He asked if /whether I would help him.

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

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

“Did he finish it yesterday?” Lily asked.

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

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

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

3). In Special Questions:

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

Mary asked Ann how she could do that.

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

Peter asked Jim what difference it made.

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

He asked what I had done the night before.

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

He asked where I could go the next week.

4). Imperative sentence;

He said, “Please park your car here.”

He asked/toled me to park my car there.

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

She asked me not to play games in the office.

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

indirect speech among time, tense, place

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

4. Conclusion;

Pron; this that thesethose

Place; herethere

Time;

nowthen todaythat day tonightthat night

Yesterdaythe day before last weekthe week before

Three days agothree days before next monththe next month

Tomorrowthe next day/the following day so farby then

Tense;

一般现在时－一般过去时 一般过去时－过去完成时

一般将来时－过去将来时 现在进行时－过去进行时

过去进行时－过去进行时 现在完成时－过去完成时

过去完成时－过去完成时

5. Go over Part 1 on Page 5.

6. Go over Part 2 on Page 6.

Step 3 Wriiten;

1. Finish Word Study on Pages 4~5.

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

Homework Reading;

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

Period 5

Step 1 1. Check the homework of period 4.

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

speech to the whole class.

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

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

check with the whole class.

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

Reading idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

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

3) What is the advantage of e-mail?

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

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

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

4. language points:

1). I like talking and joking…..

joke v& n joke=make jokes

for/as a joke只是（为了）开玩笑 in joke 闹着玩儿的

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

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

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

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

Workbook 2. Talk about how to write a response.

Step 5 written;

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

2. Have a dictation.

1). New words and their expressions

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

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

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

Period 6

Step 1 1. check homework of period 5

2. check and have a dictation

3. Go over Checkpoint 1.

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

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

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

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

4). Where do you see the most improvement?

5). Where do you need to work harder?

2. team work

姓名

小组发言次数

全班发言次数

提出问题个数

解答问题个数

查找资料次数

与人合作次数

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

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

Step 6 1. Review the whole unit.

Homework 2.. Do some reading practice

篇4：高二unit1教案(新课标版高二英语教案教学设计)

the first period

step 1 greeting

step 2 warming up

1. within 】pre.

1：Within these old walls there was once a town.

2：She felt the anger mounting up within her.

2

例1：He learned to speak English within six months!

例2：Please stay within hearing.

例3：to live within one's income

3adv.

例1：The house has been painted within and without.

例2：She was pure within.

4n.

例1：The door opens from within.

例2：Seen from within, the cave looks larger.

反义词 beyond pre. & adv.

1)

：The road is beyond that hill.

2）

：Some shops keep open beyond midnight.

3

：The rumour is beyond belief.

易错辨析：with 和within

with

例1：He lives with one's parents

例2：You must do the work with more care.

例3：The popular singer star doesn't sing with much expression.

例4：It is a coat with four pockets.

例5：He opened the door with his key.

例6：They smiled with pleasure.

请选择正确答案：

He has been to the United States three times ______the last three months.

A. for B. with C. within D. since

正确答案A。这里within与in和用法相似，与现在完成时态连用，表示“在……时间之内”

step 3 practice listening

step 4 consoidation

review the important knowledge

step 5 homework

study before

the second period

step 1greeting

step 2presentation

step 3practice

. promising

例1：The weather is promising.

例2：He was a promising youth.

例3：What promising crops.

【相关链接】

1) promise n.

例1：He broke his promise and did not come to see me. 。

例2：They are a group of writers of promise.

例3：Clouds give promise of rain.

2）promise vt.

例1：He has promised to behave better henceforth.

例2：She promised her brother that she would write to him.

例3：“It is not so simple, I promise you.”

例4：This year promises to be another good one for harvests.

3）promise 的相关表达法

break [go back] one's [a] promise

keep one's [a] promise

make [give] a promise

of great [high] promise

Promise is (a due) debt.

Promise little, but do much.

易错辨析：

promise 表“许诺, 诺言; 约定”时是可数名词；

表“(有)指望, 有(成功的)希望;预兆, 预示”等意思时，是不可数名词。

试比较：The news gave little promise of peace.

He gave a promise that he would help us.

3. engage

vt. (= hire)

例如：He’d planned to engage a new secretary.

vt. (= book)

例如：They have engaged a room in the hotel.

vt. 与……订婚 (与to搭配，常用被动语态)

例如：Tom is engaged to Anne.

vt. 从事, 着手, 忙于 (与in搭配，常用被动语态)

例如：He is engaged (in his work) now.

vt. 允诺，保证 (常与that 从句连用)

例如：Can you engage that he can pay back the money in due time?

vt. 吸引, 引起(兴趣), 占用

例如：His smile engages everyone he meets.

vi. 卷入其中或参加；参与

例如：They engaged in the conversation right away.

【相关链接】

1) be engaged by

2) be engaged in/ engage oneself in

3) be engaged on/ upon

4) be engaged to/ engage oneself to

易错辨析：注意与engage 连用的介词

请选择：He was engaged ____ a very nice girl. And later they got married.

A. with B. to C. in D. by

本题主要因为受汉语的影响，最容易选错A，英语中还有类似的短语：be/ get married to （与……结婚）。正确答案为B。

4. observe

vt. 注意到; 监视; 观察[测]

例1：I observed him going out.

例2：We are supposed to observe a child's behavior carefully.

vt. 纪念; 庆祝(节日、生日等)

例如：We observe our National Day on October 1st.

vt. 遵守, 奉行(法律、习俗、规章等)

例如：We must observe the rules at school.

【相关链接】

observer n. .观测者, 观察员, 遵守者

例如：You can't speak at this meeting, you are here as an observer.

5. match

vt＆vi. 相似；相配；相等

例1：These shoes do not match; one is large and the other is small.

例2：They are equally matched in their knowledge of Chinese.

n. 相似物；相配者；相衬之物；搭配之物

例1：He is his father's match.

例2：The shirt and blouse are a perfect match.

n. 对手

例如：The boxer had met his match.

n. 比赛；竞争

例如：There is going to be a football match between the two classes this afternoon.

n. 火柴,

例如：The little girl struck her last match.

【相关链接】

有关match 的表达法

1）find [meet] one's match

2）let beggars match with beggars

3）make a good match

4）play a match 比赛 play off a match (

5）match against [with]

易错辨析：match与fit 、suit 区别

1) match 多指大小、色调、形状、性质等方面相合、不相上下、势均力敌。

例如：These colours don’t match.这些颜色不相配。

2) fit指适合环境、条件、目的、要求等（即某人某物具有在工作、用途上必须的品质）

例如：The ship is well fitted up.这船陈设得好。

fit 也用于衣服、鞋帽等合身、合脚

例如：How do the shoes fit? 这双鞋穿起来怎么样？

3）suit 主要指合乎口味、性格、地位、条件等，从而使人感到愉快、满意。

例1：No dish suits all tastes. 众口难调。

例2：It’s difficult to find time that suits everyone. 很难找到一个人人都适合的时间。

Step 4 consolidation

（一） 重要短语

1. work on

【用法一】从事于, 致力于

例如：He is working on a novel.

【用法二】使人信服, 说服；对……有影响，对……起作用

例如：We managed to work on those who had erred and helped them do right.

【用法三】继续工作

例如：After the heavy rain, they worked on.

【相关链接】

work 相关短语

work at 从事, 致力于, 钻研

work in 插进, 穿入；搀, 加入

work out 做出, 设计出, 制作出；算出, 得出...答案, 解决

易错辨析： work on 与work at区别

两者都表示“从事于”的意思，但不可混淆。on和at的选择要依据其后带的宾语来确定。如果工作后，宾语本身不发生变化时，用介词at；如果工作后，宾语本身发生变化时，用介词on。

例如：He is working (hard) at his lessons.

（lessons本身还是lessons，没有变化，但他是长进了）

He is working on his bike.

（bike通过他工作后，会由“坏”变“好”，bike本身是变化的）

请选择：She was working ____ a new story. (A. at B. in)

这里其实选on或者at 都对，但表达的意思是不同的，用on时，表示“她在修改……”；用at时，表示“她在阅读……”。

2. go by

（时间）流逝；（机会）放过

例1：As time went by, Einstein’s theory proved true.

例2：Don’t let an opportunity go by.

遵照，依照

例如：Don't go by what she says.

经过（by可用作介词或副词）；顺便走访

例1：They quickly went by the car. （by作介词用，后带宾语the car）

例2：He was in when I went by yesterday.

（go by 用作不及物短语，by为副词）

【相关链接】

go 相关短语

go about

go along

go at

go down

go far

go for

go in for

go on

go out

go over

go through

go up

step 5 homework

retell the story

the third period

step 1 greeting

step 2 lead in ‘

word study and grammar

step 3 practice

1give a lecture

give a lecture

例1：The professor is going to give us a lecture on how to keep the balance of nature next week.

例2：He will give a lecture on the history of the Party.

make a speech

例如：I made a speech at the meeting. 。

have a talk (with sb.)

例如：Hi, John. Our teacher wants to have a talk with you.

易错辨析：give a lecture 和have a lecture

give a lecture是相对于老师而言的，have a lecture 是相对于学生而言的。

例如：This afternoon we are going to have a lecture in the hall.

今天下午我们要去礼堂听一个演讲。

相类似的有：give a lesson（讲课）和have a lesson（听课），汉语有时都用“上课”。

4. turn out

例如：Please turn out the lights before you leave the room.

例如：A large group of protesters have turned out.

例如：The rookie turned out to be the best hitter on the team.

例如：The cake turned out beautifully.

【相关链接】

1）turn away

例如: The company had to turn away half of the salespersons.

2）turn back

例1：They made the uninvited comer turned back.

例2：The Red Army managed to turn back the advanced enemy.

3）turn down

例1：Turn down the radio, please.

例2：We politely turned down the invitation.

4）turn in

例1：The boy turned in the wallet he picked up on the way back home.

例2：The criminal turned herself in.

5）turn off 关闭，终止（运转、行为或流动）；使厌烦

例1：Please turn off the television and let's have a rest.

例2：The play turned the audience off.

6）turn on 打开，使开始运作；开始展示，显露出，流露出

例1：It's dim here. Turn on the lights, please.

例2：The small old town takes on a new look. 。

7）turn over 翻转，翻过来；旋转，转动；考虑，思考

例1：They turned over a big stone and found ants of a family.

例2：The engine turned over but wouldn't start.

例3：She turned over the problem in her mind.

8）turn to 开始工作\\

例如：If you quit dawdling and just turn to, the cleaning will be done in a day.

9）turn up 开大，调高；发现，找到；出现，到达

例1： Please turn up the public-address system so that everyone can hear the news clearly.

例2： She turned up the missing papers under her blotter.

例3：Several old friends turned up at the reunion.

例4：Something turned up and I was unable to go.

Step 4 consolidation

Step 5.homework

The fourth period

Step 1 greeting

Step 2 presentation

Step 3 practice

1 sound like

sound like 听起来象……

例1：The clicks of the train sound like singing.

例2：Your answer sounds like a reasonable one.

【相关链接】

feel like 摸起来象……；想要……

例1：It feels like a stone.

例2：He feels like traveling abroad with his parents.

look like 看起来象……

例如：She looks like her mother. 。

smell like 闻起来象……

例如：It smells like a rose, but it isn’t.

taste like 尝起来象……

例如：It tastes something like beef.

6. make a difference

make a difference 区别，区别对待

例如：Can you make a difference between a sheep and a goat?？

【相关链接】

make no difference 没有差别；无关紧要

例如：It makes no difference to me whether you are here or not.

tell the difference between … and … 讲出……和……之间的不同，分辨出

例如：He can tell the difference between an Asian elephant and an African one

Step 4 consolidation

Step 5 homework

篇5：新教材高一下unit14教案 (新课标版高一英语教案教学设计)

(Senior 1B)

Part 1 阶段目标卡 Topic : Festivals

I 认知目标（ Knowledge）

1. Can remember the following words and expressions (by pronunciation, spelling and writing):

theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder

dress up, in one’s opinion, play a trick on /play tricks on, take in, in common

2. Can use the following structures in different situations:

1) Useful expressions in the text

in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.

2) Expressions on expressing and supporting an opinion

In my opinion, we should… I believe we should…

I don’t think it is necessary to… We must decide…

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

3) Modal verbs (2): must, have to, have got to.

3. Can be familiar with the following world festivals and talk about them:

Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…

Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…

4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.

5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.

6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.

II 情感目标 ( Affect )

1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.

2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.

3. To get Ss to know how to hold effective and successful festivals.

4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.

III 技能目标 ( Skills )

1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.

2. To make Ss’ know how to write an invitation in English.

3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.

Part 2 Pre-unit Activities: Preview Task

1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.

Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…

Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…

2. Read the following introductions of some famous foreign festivals.

Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.

Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.

Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.

Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.

Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.

Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.

Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.

Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.

Part 3: While-unit Activities: Five Separate Periods

Period 1: Warming up & Listening

Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.

Step 1 Lead-in

1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”

Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:

When do you usually feel happy? (Ss can give different answers)

Do you feel happy when there is a festival and you have holidays?

Then which festival or holiday do you like best? And why?

2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?

( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)

Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?

3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?

( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)

Step 2 Warming up

1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:

Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)

Q2: Do you know which countries the festivals come from?

Q3: What are the people in the pictures doing? Why are they doing this?

2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.

3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)

Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)

Step 3 Dialogue

Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.

(The following form is presented for Ss to prepare.)

Festival

When is the festival celebrated?

Who celebrates the festival?

How do people celebrate it?

Why do people celebrate it?

What are some important themes, e.g.“family” and “peace”?

How old is the festival?

Step 4 Listening

1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.

2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.

3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.

Step 5 Summary

Help Ss to have a revision of the festivals learnt in this class.

T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.

Step 6 Homework

1. Listening work: Listen to the listening material about Christmas in workbook on page 77.

2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.

Period 2: Reading

Step 1 Revision

Get Ss to work in pairs to ma tch the festivals in Column A with the information in Column B.

Column A Column B

1.Ramada A. celebrated on the 15th day of the

first Chinese lunar month

2.the Lantern Festival B. chocolate, bunnies, colored eggs for its

symbols

3.Mardi Gras C. Muslims fast during the daylight day

4.Dragon Boat Festival D. catching “beads, doubloons and cups”

thrown by parades

5.Valentine’s Day E. honoring love and lovers

6.Halloween F. eating Zongzi to honor Qu Yuan

7.Double Ninth Festival G. the time of ghosts, spirits, gravestones

8.Thanksgiving Day H. meaning clear and bright, mourning the dead

9.Easter I. offering thanks, family gatherings and meals

10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior

citizen’s Day

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian

Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

Different

aspects

Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month

On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…

Candies, cookies, pudding…

Gifts

Anything (foods, fruits, clothes, drinks…)

Anything (foods, fruits, drinks, desserts, Christmas decorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)

Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.

Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)

1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

(Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

3. Dialogue.

Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:

Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.

John (J): Hello.

R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …

J: …

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

… …

Step 5 Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huip

篇6：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

篇7：高一新教材备课资料(U7)(新课标版高一英语教案教学设计)

1. It will be sent into space so that anyone who finds it will understand who we are.

1)这是一个较为复杂的句子。其中在so that引导的目的状语从句中，又含有一个由who引导的定语从句（who finds it）修饰

“anyone”和另一个由 who引导的宾语从句。

2)so that(= in order that)在引导目的状语从句时，意思是“目的为了、以便使得”。在引导结果状语从句时，意思是“结果；因此”。

It rained hard last Sunday so that we had to stay at home all day.

上星期天雨下得很大，因此我们不得不在家呆了一整天。（结果状语从句）．

Please speak clearer so that we can understand you.请说得再清楚些，以便我们能听懂你的话。（目的状语从句）

注意：“so…that…”表示“如此……以致于……”，后跟形容词或副词原级，引导结果状语从句。如：

The problem is so difficult that I can't work it out.这道题太难，我做不出来。

2. selects choose 与pick out 的区别

三者都有“选择”之意，但它们的语意各有侧重。select是“精选”之意，指有目的地、认真地按照一定标准在一些人或东西中选出一些好的，弃掉一些差的；choose使用范围广，通常指在所提供的对象中，凭个人的判断力进行选择，意为 “挑选出来”，而不强调“精选”；pick out比较口语化，指按个人喜好或希望进行挑选，有“仔细挑选”的意思。

You can choose any book you like.你可以选择你喜欢的书。 We must select some for seeds．我们要选一些做种子。

We must select some for seeds.请选出你最喜欢的邮票。

3．represent的用法

represent是动词，有“代表;（画面）描绘; （符号等）表示”之意。如： Our headmaster could not go to the meeting, so Mr Smith represented him.我们的校长不能去参加会议，所以史密斯先生代表他去了。

The sign “&” represents the word “and” .符号＆代表单词“and”之意。

This painting represents a storm of sea.这幅画描绘了海上风暴的景色。

［短语］represent oneself as自称； be representative of代表，表示

4. living, alive, live 与 lively 的区另

它们都可用作形容词，都和“活着”有关，但用法上不尽相同。

1) living主要用作定语，修饰人或物均可，常置于所修饰的名词之前，有时也置其后。它还可用作表语。如：

She is regarded as one of the best living presidents at present.她被看作是当今最好的总统之一。

2）alive是形容词，意思是“活着的；存在的”；为表语形容词，既可指人；也可指物，常和 living互换；作定语时，应放在所修饰的名词之后。如：Who is the greatest man alive?谁是当今活着的最伟大的人？

He died in the accident, but his driver was still alive / living.在车祸中他死了，但他的司机仍然活着。

She must be still alive．她一定还活着。

3）live可用作形容词，表“活的，有生命的”，作定语时常放在所表示物的名词之前，一般不指人。如：

Look ! The cat is playing with a live mouse.瞧！这猫在耍弄一只活老鼠。

注意：live还可以表示“（广播等）现场直播的/地，实况转播的/地”，用作形容词或副词。如：

It wasn't a recorded show; it was live.这不是放录像节目，这是实况转播。

4) lively意思是“活泼；活跃；充满生机的”，用作定语或表语，既可指人，又可指物。

The professor had a strange way of making his classes lively and interesting.那教授有一种奇特的方法使他的课生动有趣。

I feel everything here is very lively.我觉得这儿一切富有生机。

5.include, including ，included和contain的区别

1) include只能用作及物动词，意思是“包括；包含”。它侧重指包含者是整体的一部分。如：

The book includes two chapters on grammar.这本书有两章关于语法的。 The list includes many new names.名单上有许多新名字。

2）including是现在分词，在许多情况下用作介词，后面可直接跟宾语，含有补充说明之意。如：

Thirty passengers were hurt, including 5 children.三十个人受伤，包括五个孩子。

3）included是过去分词，在表示“包括……在内”时常放在被修饰的名词或代词之后，起着“补充说明”的作用。如：

They will send you the book for $ 15, postage included他们将把此书寄给你，单价15美元，包括邮资在内。

4）contain也有“包含；含有”的意思。它指包含者是某物的组成部分（或内容）。如：

Orange juice contains things which help keep you healthy.桔汁里含有有益于健康的东西。Sea water contains salt.海水里含有盐.

6.Where there is a river, there is a city.凡有河流的地方，必有城市。

where在句中用作连词，意为“在（到）……的地方”，用来引导地点状语从句。

We should go where we are most needed by the Party.我们应该到党最需要我们的地方去。

Where there is life, there is hope.留得青山在，不怕没柴烧。（直译：哪儿有生命，哪儿就有希望。）

Make a mark where you have any doubts or questions.在你有疑问的地方做个记号

注意： l）where在用作关系副词时，常用来引导定语从句，并在定语从句中作状语。如：

This is the house where I lived two years ago.这就是我两年前住过的地方。

2）where作连接副词时，常用来引导不定式或名同性从句。如：

I can't decide where to go for our holiday.我决定不了去哪儿度假。 Where they have gone is not known yet.他们去哪儿了尚不清楚。

7. It is true that many of the world's greatest cities have been built on the banks of a river.确实，世界上许多大城市都是建在河畔上。

英语中“It + be + adj. /p.p. + that…”是一个很重要的句型。这里的“it”叫形式主语，真正的主语是“that”引导的从句。如：

Is it true that the scientist will give us a lecture next week? 这位科学家下周来给我们讲课，这是真的吗？

It is said that at least ten buildings will be built soon in our city.据说我市不久要至少建十栋大楼。

8.try to do sth., try doing sth. 与manage to do sth.的区别

try doing sth．是“试着做某事”。try to do sth．是“设法去做”（但不涉及是否成功）。manage to do sib．意思是“设法做成某事”，（强调结果，相当于 succeed in doing sth）。如：The box is very heavy, but I can manage to carry it.箱子很重，但我能扛起它。

I tried to persuade him to go to school again，but he wouldn’t．我尽力说服他重返校园，但他不愿意。

9.lay in pieces on the ground破烂不堪地散落在地上

这里的lay是lie（躺；位于；处于某种状态）的过去式，使用时要注意下面的词形变化：

lie、lied、lied、lying说谎；撒谎 lie、lay、lain、lying躺；平躺；位于 lay、laid、laid、laying摆放；产卵

He lied to his parents, so they didn't like him.他欺骗了父母，所以他们不喜欢他。

She shut the door and left the room with a lot of books lying on the ground.她关上了门，离开了房间，地上摆满了书。

10. do everything (all/ what ) sb. can to + v. 尽力做某事

句型中的动词不定式（to＋v）用作目的状语。使用该句型时，要特别注意不要受情态动词“can”的影响而省去了“to”。如：

I'll do all I can to finish the work. I'll do everything I can to finish the work.

I'll do what I can to finish the work. 我会尽力完成任务。

11. be used to do sth., used to do sth. 与 be (get / become)used to doing sth.的区别

be used to do sth．意思是“被用来做什么”，是 use的被动语态，to do sth作目的状语。used to do sth．表示“过去常常做某事（但现在不做了）”。be（get become）used to doing sth．表示“习惯于干某事”，是系表结构。used是形容词，to用作介词，后跟名词或动名词。The wood is used to make desks and chairs.木头被用来做桌子和椅子。My grandmother used to dance a lot when she was young.我祖母年轻时经常跳舞。He has become used to living in the countryside.他已习惯于生活在农村。

12.missing与lost的区别

这两个词都可以表示“丢失；失去”等意思，但含义和用法不同：missing表示“已不在适当的或所期待的位置”，强调应该有、而缺少。lose表示“丢失”之意，语气较强，一般指某物丢失，不易找回来了。如：On the table there is a book with two pages missing.桌子上有本少了两页的书。They are looking for the missing / lost child who lost his parents when he was a child,他们正在寻找失踪的孩子，这孩子小时候就失去了父母。

13. damage, destroy, harm 及 hurt 的区别

这几个词都有“伤害”的意思，但含义和用法不同：damage“损失＂，主要用于物，表示部分的损失，一般可以修复。destroy“毁灭；消灭”，指通过某种有力的或粗暴的手段使之毁灭或无用，一般不能或很难恢复。Harm“伤害；损害”，常用于口语，指“肉体、精神、健康”等方面均可。 hurt主要指精神上或肉体上的“创伤；伤害”。如：The earthquake destroyed the whole city.地震毁了整个城市。They managed to repair the houses that had been damaged.他们设法修复了受到破坏的房子。Smoking seriously harmed your health.吸烟严重损害了你的健康。His words hurt my feelings.他的话伤了我的感情。

14．“make+宾语+宾补”结构用法小结

make在表示“使得、让”之意时，常用“make+宾语+宾补”的结构；宾补可为：形容词、不带to的不定式。名词、过去分词。如：He tried to make us ho．他设法使我们高兴。 What makes you think so？什么使你这样想呢？ We made her our team leader．我们选她当队长。 He soon made himself understood．他很快使别人懂得了他的意思。

【语法点评］ 现在完成时被动语态的用法

现在完成时被动语态由“has／have＋been+及物动词的过去分词”构成，使用时要注意以下几点：

1) 只带有一个宾语的动词变为被动语态时，将主动语态的宾语变为被动语态的主语。

主动：We have built many house in the past ten years. 被动：Many houses have been built in the past ten years.

注意：有些表示状态的及物动词不能用于被动语态。如： I have had many books．（√）

Many books have been had by me.（x）

2) 带有双宾语的动词，如：give，send，bring，take,，show，tell，make, sing，write，read, sell，buy，ask，pay，horrow，lend，offer，hand，pass，get，promise等，变为被动语态时，可将其中一个宾语变为主语，另一个保留不动。如：

主动： I have given him the book．被动： He has been given the book．被动： The book has been given（to）him．

注意：带有双宾语的动词在由主动语态变为被动语态时，一般都是把表“人”的宾语（间接宾语）变为主语。

3)带有复合宾语（宾语十宾语补足语）的动词变为被动语态时，只能将宾语变为主语，原来的宾语补足语仍留在原处，改称为主语补足语。原来为省略to的不定式作宾补的，主动语态中要用带t。的不定式。如。

主动：I have given him the book. 被动：He has been given the book.

主动：I have asked him to help you. 被动：He has been asked to help you.

4）短语动词变为被动语态时，要注意保持短语动词的完整性，动词后面原有的介词或副词切不可遗漏。如：

主动：I have made him work hard. 被动：He has been made to work hard.

主动：He has referred to the book. 被动：The book has been referred to (by him )

He has thought of a way of doing it. (√ ) A way of doing it has been thought of. (√ ) A way has been thought of of doing it. (√ )

A way has been thought of doing it. (x )

5）由主动语态变为被动语态时，还要注意主谓一致。如：

主动：He has written three novels. 被动： Three novels have been written (by him) .

篇8：高一新教材备课资料(U5)(新课标版高一英语教案教学设计)

2. While still a student, she played roles in many plays. 还在上小学时．她就在许多戏剧中扮演角色。

(1) While still a student & While she was still a student的省略形式。如果复合句中的状语从句用了“主语十 be十名词（形容词，分词）”结构，且主从句主语一致（或从句主语是it）时，可省略从句主语和动词be，而只保留从句中的其他部分。又：

Water will boil when heated. 水加热就会开。（省略了 it is）

I'11 repeat it several times, if necessary. 如果有必要，我可以重复好几遍。（省略了 it is）

(2) play roles/a role扮演角色，起作用。如：Keanu Reeves played leading roles in many films. 基努’里维斯在许多电影中扮演主角。

He played an important role in the research. 他在研究中起了重要作用。

3.During the 1980s and 1990s she won many more prizes在二十世纪八十年代和九十年代，他获得了更多奖项。

l）年代的表示法：the加上整十位数的复数形式 ( twenties 20s/20's; thirties 30s/30' s; forties 40s/40' s; fifties 50s/50' s :

These books were written in the 1830s( 1830's) . 这些书写于十九世纪三十年代。

某人“几十几岁的表示法：物主代词his，my，her，their等加上整十位数的复数形式。如：

He went to America for further education in his twenties. '他二十几岁时去美国深造。

2) many more和much more的区别

many more修饰复数名词much more修饰不可数名词。如：I have many more books than you. 我的书比你的多得多。

much more用于修饰多音节形容词或副词，还可用于修饰不可数名词。如：

This park is much more beautiful than that one. 这个公园比那个公园漂亮得多。

He has made much more progress this year than last year. 他今年的进步比去年大得多。

4.marry, get married 和 be married表结婚

Dmarry可作及物动词，后面直接接宾语；也可作不及物动词，后面常跟副词。如：

She/He is going to marry a doctor. 她／他将和一个医生结婚。 He married late. 他结婚晚。 She married well. 她嫁给了一个有钱人。

get married 和 be married为系表结构，后要加介词 to才能跟宾语。如：She was married to an English man. 她同一个英国人结了婚。

He got married to a friend of mine last year. 去年他和我的一个朋友结了婚。

2)marry,get married均表瞬时动作，不能与 for…／since等“段时间”连用。 be married表示状态，可与“段时间”连用。

如：他们结婚三十年了。 误: They have married (got married) for thirty years. 正: They have been married for thirty years.

5.This film quickly made him famous. 这部电影使他很快成名。

make在此为使役动词，意为“使（做某事）”；‘驶（成为）”。其宾语后要接补足语。补足语可为：形容词、过去分词、名词、省略to的不定式。

1)make十宾语十形容词。如：We are doing our best to make our country even stronger. 我们在努力使我们国家更加强大。

2)make十宾语十过去分词。如：He spoke slowly in order to make himself understood. 他讲得很慢，以便大家能够听懂。

3)make 十宾语十名词（短语）。如：They made him their team leader. 他们推选他当了队长。

4)make十宾语十动词原形。如：They made me do it. 他们让我做那件事。

注意：如本句型用于被动语态，不定式前必须加to。如上句的被动语态为：I was made to do it.

6.reason后的定语从句和表语从句的引导词。That 's the reason why (that, for which ) she left home.

l）定语从句：引导词在从句中作状语时，用why，that或for which 引导；作主语或宾语时，用that或which引导。如：

That 's the reason that / ( which ) he explained to us. 那就是她离家出走的原因。（作状语）

2)reason 作主语时，其后的表语从句用that引导（不可错用成 because）。如：

His health is getting worse and wore. The reason is that he drinks too much. 他的健康越来越差，原因是他喝酒太多。

7.dream的用法

1）dream是可数名词，意为“梦”时，后跟about短语作定语；意为“梦想，愿望”时，后跟of短语作定语。如：

I had a dream about some elephants last night. 我昨晚梦见了一些大象。

His dream of visiting Beijing has come true. 他去北京的愿望实现了。

2)dream 作动词时，意为“做梦，梦见”，有以下三种用法:后跟同原名词作宾语;后跟of或about引起的介词短语;后跟that从句

He dreamed a bad dream last night. 他昨晚做了场恶梦。 I often dreamed of (about ) you. 我常梦见你。

I dreamed that I could fly. 我梦见我能飞翔。

3) 表示“想到”、“向往；渴望”时，后跟of短语。如：I never dreamt of seeing you here. 我没想到会在这儿见到你。

We dream of peace. 我们渴望和平。

8. “be十不定式”的用法

1）主语为 dream， wish， idea， job，work， duty ，plan等名词时，“be to do”是系表结构，表示主语是什么。不定式表示的动作在渭语动词之后发生。如：His wish was to be a teacher．他的愿望是当一名老师。

Their plan is to finish building the house within a week. 他们的计划是在一周内完成这房子。

2）主语是“人”时，“be to do”表示主语（计划、安排）干什么。如：

I'm to meet him at the station. 我将到火车站接他。 They are to be married. 他们将要结婚。

9. by the sea 和 by sea的区别。

by the sea意为“在海边”; by sea意为“乘船，走海路”。如：

Some children are playing by the sea. 一些孩子在海边玩。 We went to Japan by sea. 我们乘船去日本。

10.take off“脱掉”；“起飞”；“很快上升”

John took off his hat as he entered the room. 约翰一边进屋子，一边脱下帽子。

The plane took off at 9 a.m. this morning. 那架飞机今晨九时起飞。

Sales of home computers have taken off in recent years. 家庭电脑的销售量近年来上升很快。

11.afraid的活用:

1)be afraid of +只作表语（一般不作定语），常用于以下句型：

be afraid of+名词／动名词（常担心不良后果，尤其是用于某事的发生是出乎以外的，或这事的发生不是我们所希望或乐意的，这时只能用 be afraid of doing）。如：I'm afraid of dogs. 我害怕狗。 He was afraid of failing in the exam. 他害怕考试不及格。

I'm afraid of making mistakes when I speak English. 我讲英语时总是怕出错。

2)be afraid to do常指害怕而没胆量去做 He was afraid to go back home alone in the evening. 晚上他害怕独自回家。

3)be afraid for“为……担心”。如：I'm afraid for your health. 我为你的健康担心。

4)be afraid that意为“认为，恐怕”等，用于有礼貌地表达可能令人不愉快的信息。如：I'm afraid that we can't come. 恐怕我们不能来。

12.way的几种后置定语形式。

This is the best way to improve our English. 的后置定语有以下几种形式：

l）以不定式作定语。如：There is only one way of doing the work well. 这是提高我们英语水平的最好方法。

He was pleased with the way she had accepted his gifts. 只有一种能把这件事做好的方法。

13.in the end和 at the end的区别

1) 表示“最终”、“终于”时，两者之间没有明显区别，通常可以互换。如：

In the end/At the end we find out the secret. 我们终于发现了这个秘密。

I hope everything will turn out all right in the end/at the end. 我希望最终一切都会顺利。

2)at the end后面常接 of介词短语，表示“在……的尽头；在……的末端”。In the end 的后面不能跟 Of短语。如：

At the end of the road you will find the hospital.在这条路的尽头，你会找到那家医院的。

I went to Paris at the end of last year. 我去年年底去了巴黎。

8. owe的多重含义

1)owe既可作“欠钱”、“负债”解，又可作“感激”、“感谢

篇9：unit 1 Good friend教案(新课标版高一英语教案教学设计)

Teaching aims and demands

Goals:

1. Talk about friends and friendship

2. Discuss problems occurring in a friendship and suggest solutions

3. Practise talking about likes and dislikes

4. Learn to make apologies

5. Learn to use Direct Speech and Direct Speech

6. Learn to write an e-mail

Useful expressions:

1. Like and dislike

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

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

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

He / She thinks … is terrible / boring

2. Making apologies

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

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

Please forgive me.

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

I’m sorry I forgot.

Useful phrases:

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

Grammar: Direct Speech and Direct Speech

Teaching plan I

I. Warming up

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

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

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

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

II. Listening

Step 1: Draw a table on the picture:

Group one think

Peter is always___________________________________

Group two think

Peter is always___________________________________

Group three think

Peter is always___________________________________

Group four think

Peter is always___________________________________

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

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

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

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

III. Speaking

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

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

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

Useful expressions:

I’m sure that…

I think that…

Perhaps…

Well, maybe not.

I’m not sure about that.

But what about…

IV. Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

Pre-reading

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

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

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

Reading

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

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

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

1. play 扮演（角色）

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

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

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

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

(2) n. (汽车)撞车事故；(飞机)失事。例如：

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

3. desert v. 遗弃；抛弃；离弃。例如

He is so selfish that his friends have deserted him.

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

deserted adj. 无人的；被抛弃的；被遗弃的。例如：

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

4. alone与lonely的区别

alone adj. 独自一人（只能作表语，不能作定语，无感情色彩）

adv. 独自，单独（用于名词，代词之后时，意思是“只有only”）

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

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

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

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

5. in order to…引导一个表示目的的状语，意为“为了”。

so as to同上，但不能放在句首

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

有时可省略in order，直接用不定式表示目的状语，如：

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

in order to的否定形式是：in order not to

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

in order还可以带不定式逻辑主语for sb to do。例如：

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

in order that和so that句型引导的是目的状语从句。

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

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

It would not matter even if he should refuse.

7. share常用于下面短语中：

(1) share (in) sth分享；分担

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

I’ll share (in) the cost with you.

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

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

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

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

A: The fish has gone bad. 这条鱼变质了。

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

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

Post-reading

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

Homework

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

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

3. Prepare for the part of Grammar.

Teaching plan III for Language study

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

II. Grammar: Direct and Indirect Speech

1. explain the meaning of Direct and Indirect Speech.

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

Direct Speech ←→ Indirect Speech

present past

past past or past perfect

present perfect past perfect

past perfect past perfect.

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

Chuck said he would take care of him.

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

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

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

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

Wilson asked how long have you been here.

2. Statements

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

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

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

She said that house is very expensive.

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

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

3. Questions

1) “Is it your book?” She asked.

She asked me whether/if it was my book.

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

He asked whether/if he should open the window.

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

He asked me which chair he should sit in.

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

He asked why I hadn’t stopped her.

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

Homework:

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

2. Prepare for integrating skills

Teaching plan IV for Integrating Skills

Step 1. Introduction

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

Step 2. Reading

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

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

Note: drop sb a line 给某人写信

e.g. Please drop me a line tomorrow.

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

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

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

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

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

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

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

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

Step 4. Homework:

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

Teaching plan V for Exercises and Revision

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

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

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

Step 4. Review the useful expressions:

1. Like and dislike

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

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

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

He / She thinks … is terrible / boring

2. Making apologies

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

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

Please forgive me.

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

I’m sorry I forgot.

Step 5. Review the useful Phrases:

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

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

1. 转述他人的叙述----陈述句

“I like reading adventure stories,” said

Step 7. Homework

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

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

篇10：高一新教材17单元详细教案(新课标版高一英语教案教学设计)

Teaching Aims and Demands

Words and Phrases

Four Skills: inspire admire generous mean threaten bottom optimistic regret extreme extremely climate value pianist bother promise graduation around the corner die down come to terms with

Three Skills: cheers tense dull dishonest champion mile stormy workday somehow shelter kindergarten hardship scholarship bear fame

Spoken English:

Describe people

She seems tome to be the kind of woman who …

The impression she makes on me is …

I think she is the kind of person who …

She could be … She looks as if …

She might be … You can see that …

People like her… She doesn’t seem …

Grammar:

Subject-verb agreement

(1) The boy’s team has some good players, but the girl’s is a better team.

(2) My dog team weren’t with me to pull the sled.

But changes were just around the corner.

Use of Language:

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 Alone in the Antarctica and Oprah Winfrey. And get the students to fell the power within women, therefore, form the idea of respecting women.

Important points: to get the students to learn something about Subject-Verb Agreement.

Difficult points: The use of Subjective agreement

Teaching aids: Computer, tape-recorder

Way of Teaching: 交际法教学

Lesson1

Step 1 Warming Up

First ,say something about women in the world.

Women from all nations have made outstanding contributions to the world. Some of them have proved to be excellent scientists. Artists, explorers ,even generals. Although muce has been done to give women equal rights and opportunities, women still face a lot of difficulty carving out a place for themselves. Now we will get to know some great women, whose qualities and characteristics can inspire us.

Step 2 Presentation

Show the students pictures on the text. Ask some questions about those women, or give some clues for them to guess who they are.

Note: Song Qingling (1893-1981) married Dr Sun Zhongshan in 1915. she was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the Women’s Federation to a number of committees involving children.

Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radio-active materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

Pearl S. Buck (1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. she first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for Literature in 1938.

Mother Teresa of Calcutta (1910-1997) was a world-famous Catholic nun. For more than 30 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In 2003, she was honoured with the name of Blessed Teresa.

Step 3 Listening

Listen to the tape and answer the questions.

Step 4 Speaking

Tell your opinion that you think what women should do ---stay at home or go to work.

Step 5 Homework

Prepare a short passage for tomorrow as an oral report.

Lesson2

Step 1 Revision

Get one or two students to give their reports.

Step 2 Presentation

First show the students some pictures of Antarctica in order to arouse the student’s interest there.

Then ask some questions about the lonely continent.

1. Imaging if you are traveling alone to the South Pole. What will you take with you? Why?

2. Can you name out some typical animals or plants there?

3. tell out the animals on the picture which animals live on the North Pole? And which on the South Pole?

Step 3 Reading

Students read the text fast to find the answer to the questions in the part --- Post-Reading.

The answers are: 1. B 2. B 3. B 4. D 5. C

Step 4 Language points

Explain the language points in the text.

Be about to 正要;

Find sb. doing发现某人做某事

Threaten to do sth 威胁要做某事

Somehow 以某种方法

Step 5 Interview

Ask the students to work in pairs --- one plays as the writer, one as the reporter.

The reporter may ask the following questions:

1. why do you plan a trip to Antarctica?

2. what’s the weather like there?

3. how do you celebrate your birthday?

4. have you had any bad accident?

5. what do you think of your trip to Antarctic?

Step 6 Homework

Finish the exercises in the Post-reading part.

Lesson 3

Step 1.Revision

Check the homework.

Step 2 Word Study

Finish the exercise in the Language study part.

The answers are: cheerful inspires/inspired mean miserable threatened slopes optimistic shelter solo value

And then finish the similar exercises in their workbook.

Step 3 Grammar

First introduce the content about subject-verb Agreement. Then finish the exercise in the following part.

The answers are: 1 is 2 do 3 is 4 is/are 5 is 6 have 7 has/have 8 have/has

Step 4 Practice

Check the answers to exercise 2:

1. They/We are preparing for a party.

2. Yes, they seem to enjoy themselves./ Yes, everyone seems to be enjoying themselves.

3. Yes, if they finish the work today.

4. Tell them there will be a meeting this morning.

5. Tell them to phone this number.

Step 5 Workbook

Finish the two exercises in the workbook.

Step 6 Homework

Prepare some information about Oprah Winfrey.

Lesson 4

Step 1 Revision

Get the students to give their reports about Oprah Winfrey.

Step 2 Presentation

First, give an introduction about Oprah Winfrey:

Oprah Winfrey is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies film stars.

Step 3 Reading

Read the short passage about Oprah Winfrey and be prepared to answer the questions 1 and 2 in the following part.

Step 4 Writing

First give some basic features about a letter to some famous person that you admire very much.

Step 5 Homework

Read the passage in the workbook.

篇11：新教材Unit 11 The sounds of the world(新课标版高一英语教案教学设计)

The sounds of the world

Teaching goals : Talk about different kinds of music .

Practising giving advice and making suggestion

Review the passive voice .

Write a comparison essay .

Time arrangement : Five periods

Students : Intermediate

Teaching Method : Task-based Language Teaching

Period 1

Content : Warming-up, listening, speaking

Moral Focus :

(1): Help students enrich their knowledge about the world-wide music .

(2): Raise students’ interest in music and their love the world-wide music .

Teaching Aims :

(1): Increase students’ oral English by asking them to do some discussion.

(2): Improve students’ listening ability by do some listening .

(3): Improve students’ speaking ability by asking them to make some dialogue ,.

(4) : Improve students’ ability to cooperate with others by making dialogue .

Teaching Methods :

(1): Do some discussion to enable the students to express themselves freely .

(2): Do some listening to improve students’ listening ability .

Teaching Aids : a tape-recorder , a computer

Teaching Steps :

Step 1 : Lead-in & Warming-up .

(1): Ask students a question : “ What is your hobby?”

Some students must say that they like listening to music , then lea the topic in .

(2): Ask students to listen to the music on the tape-recorder and ask them to do some discussion about it and tell their feeling according to their won understanding .

Step 2 : Listening .

Ask students to do the listening part and finish t

exercise on P72. then check the answer with them .

Step 3: Speaking

(1): Explain to the students about the background of the dialogue , then ask them to read the dialogue given on the book .

(2): Tell students some useful expressions related to how to make suggestions and give advice .

(3): Ask students to make their own dialogue with their own dialogues with their deskmates .

(4): Ask some students to present their dialogue in front of the class .

Step 4 : Summary & Homework Assignment .

Summarize what learnt in this period .

Assign the homework .

(1) Preview the reading .

(2) Review the useful expressions learnt today .

Record _______________________________________________________

________________________________________________________

________________________________________________________

Period 2

Teaching Content : Reading

Moral focus : Enrich students’ knowledge about different kinds of music around the world and help them get a better understanding on the idea “ Global Village”

Teaching Aims :

(1) : Improve students’ reading ability .

(2) : Help students’ learn more about the world-wide music .

(3) : Master some useful phrases and expressions .

Teaching Methods :

(1) : Do some discussion to improve students’ oral English .

(2) : Do the fast-reading to get the main idea of the text .

(3) : Do some scanning to better their understanding .

(4) : Do some explanation to help students master some important phrases .

(5) : do some True or False exercise to consolidate their understanding on the text .

Teaching Aids : A tape-recorder and a computer

Teaching Procedures :

Step 1: Greeting and revision :

Greet students as usual , and review the useful expr

learnt last period .

Step 2: Pre-reading

Ask students to do some discussion about the question given on P73.

Ask students to make a dialogue using the questions given and then present to the classmates .

Step 3: Skimming .

Ask students to skim the reading text as fast as they can

with the following question :

“ What kinds of music are mentioned in the text ?”

Step 4 : Listening & Scanning

Ask students to listen to the tape recorder ,

understand the text better .

Explain some important sentences to the students to

help them understand the text better . Help students

master some important phrases .

Step 5 : Post –reading

Ask students to do some discussion to finish Exercise1

Exercise 2 on P74.

Step 6: Summary & Homework

Summarize what learnt in this period and assign

the homework :

(1): Review the reading text.

(2): Finish Exercises on Qidong Homework Book.

(3): Preview the grammar .

Record _____________________________________________

______________________________________________

________________________________________________

Period 3

Content : Word Study and Grammar

Moral Focus : Enrich students’ grammar about passive povice so as to improve their English and make them more confident in English study .

Teaching Aims :

(1) : Enrich students’ vocabulary .

(2) : Review the passive voice we learnt .

(3) : Better their understanding on passive voice .

(4) : make students active in the class .

Teaching Aids : computer

Teaching Procedures :

Step 1 : Greeting & Revision

Greet students as usual , review what learnt yesterday by asking them a few questions related to the text .

Step 2 : Word Study

First give students the idea that just as many Chinese characters , many English words also have different meanings in different situations , so as to lead in this period’s vocabulary study .

Then ask students to finish exercises on P74 and check answers with them .

Step 3: Ask students to finish exercise 1 , exercise 2 on P146 so as to consolidate their vocabulary learnt in this unit .

Step 4: Grammar Learning

(1) Preview the passive Voice learnt before .

Explain to the students the main language points related to the passive voice as well as some special grammar points.

(2) Ask students to finish exercise 1, exercise 2 by themselves . By doing this , students can check their comprehension on passive voice . Also deepen their understanding on this language points.

(3) Ask students to finish exercise 1 on P147.

Step 5: Summary & Homework Assignment .

Summarize what learnt in this period , assign the homework :

Review the grammar point.

Finish exercise 3 on P147 and hand in .

Finish “ Qidong homework” if possible .

Preview Integrating skills .

Record _________________________________________________

__________________________________________________

Period 4

Content : Integrating Skills

Moral Focus : Help students learn more about the music, especially the Pop music and Rock music to broaden their eyesight.

Teaching Aims :

(1) : Improve students’ reading ability .

(2) : Improve students’ listening ability .

(3) : Enrich students’ knowledge about knowledge .

(4) : Make students’ active in class .

Teaching Aids : Computer, Tape-recorder

Teaching Procedures ;

Step 1 : Greeting & Revision

Greet students as usual and review the grammar point and vocabulary learnt in last period by doing some related exercise .

Step 2: Lead-in & Skimming

Ask students what is their favourite kind of music . There must be some students mention Rock Music or Pop music, then lead in this period’s topic .

Also ask students to think over the following question :

“ From which aspects do Pop music differ from the Rock music ?”

Step 3 : Reading

(1) : Ask students to listen to the tape and also underline some difficult language points according to their understanding .

(2) : Do some explanation related to the content of the text to help them understand the text better . also ask students raise some questions if they have .

Step 4 : Ask students to do some discussion and make a comparison between Pop music and Rock music .

Step 5 : Ask students to read the text on P148 and get the main idea of this text .

Then ask them to do some discussion and finish Exercise 1 , exercise 2 on P19 ( first part )

Step 6: Ask students to make a dialogue according to the questions and answers on P149.

Step 7 : Summary & Homework

Summarize what learnt in this period and assign the homework.

(1) : Finish the left exercise on the book.

(2) : Preview the content learnt in this period .

(3) : Finish Qidong homework if possible

Record__________________________________________________

___________________________________________________

Period 5

Content : Writing

Moral Focus : Improve students’ English writing ability so as to raise their interest in learning English .

Teaching Aims :

(1) : Improve students’ writing ability .

(2) : Better students’ ability to make comparison between two things .

(3) : Help students learn how to write a short essay in English .

Teaching Aids : Computer

Teaching Procedures :

Step 1 : Greeting & Revision

Greet students as usual and review the content learnt in last period .

Step 2: Check the answers to the left exercises on workbook .

Step 3: Ask students to read the reading text “American Country Music” again ,then try to do some discussion about the questions related to the difference among American music in different periods , and ask students try to make a comparison by listing the differences on the paper themselves .

Step 4: Give students some instruction about how to write short essay in English to compare different objects .

Step 5 : Ask students to write a short essay on the topic “ American music at different periods” according to the list they just made .

Step 6 : Ask students to do some discussion about the differences between “Traditional Chinese Music “ and “ Modern Chinese Music” from the following aspects : Instruments, Period , Writer , Content .

Step 7 : Summary & Homework Assignment

Summarize what learnt in this period and then assign the homework : Write a short essay on the topic of “ Chinese Traditional Music VS Chinese Modern Music”

Record _____________________________________________

________________________________________

篇12：高一 unit7 reading(新课标版高一英语教案教学设计)

Reading

Teaching aims:

Ⅰ. Knowledge:

1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.

2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack

3. Some grammar points. Word formation: re-; Present perfect passive voice.

Ⅱ. Feelings and attitudes:

1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.

2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.

3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.

Ⅲ. Ability:

1. Enable the students to get key information after reading.

2. Develop students’ cooperation spirit.

3. Improve their reading and analyzing abilities.

Difficulties:

1. The understanding of the whole text

2. How to get the right answers in skimming.

Teaching procedures:

Step1 Greeting

Step2 Pre-reading. (7 minutes)

Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic

Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?

2. What’s your favorite city? Why?

3. What cultural relics are there in your hometown? How important are they?

Choose 3 or 4 students to answer each question. (4 minutes)

Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.

2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.

3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.

Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.

Step3 Skimming (5 minutes)

Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.

1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）

2. In 1941, who tried to destroy the city? ( Germans.)

3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)

4.How can we describe the people of St Petersburg do? (Strong, proud and united.)

Then do the Exercise Two in post reading: True or False questions.

Goals: Train students’ reading speed and develop their ability of getting key information.

Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.

These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.

Step4 Scanning (19 minutes)

Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)

Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.

Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.

Grammar: the present perfect passive voice.

Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.

ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.

Questions:

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

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

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

4． Why are the people of St Petersburg heroes?

Choose several students to answer. (6 minutes)

Possible answers:

1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.

2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.

3. The Russian artists used old paintings and photographs to rebuild St Petersburg.

4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.

Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims

Step 5 free asking (3 minutes)

Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.

Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.

Step6 Consolidation(3 minutes)

Fill in the blanks.

300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.

Goals: Help students review the content of the text as well as some important words and expression.

Step7 Further discussion. (7 minutes)

Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).

Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.

Step 8 Conclusion. (2 minutes)

Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.

Goals: Get the students to understand what our duties are. Achieve the ethic aims.

Step9 homework (1 minute)

1. Do exercise 2 and 4 in scanning part on the exercise book.

2. Say something about St Petersburg using your own words.

Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.

篇13：高一unit13.4 reading2(新课标版高一英语教案教学设计)

一、Teaching Content

Unit 13 Reading (2); Post-reading

二、Teaching Goals

1. Improve the students’ reading ability by catching detailed information.

2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.

三、Teaching Important Points:

1. Master the new words, phrases and useful expressions in the text.

Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for

2. Train the students’ reading ability to develop healthy eating habits.

四、Teaching Difficult Points

1. How to train the students’ reading ability.

2. How to make the students understand the reading material better and answer some questions on the passage.

五、Teaching Methods:

Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Reading

T: We’ve got a general idea about the reading. But I think the passage is very difficult.

T: Ok. Let’s read the passage carefully together.

1unit13.3. (2)

T: We listen to the tape paragraph by paragraph, and then explain the paragraph.

T: Listen to Para 1. and try to answer the questions.

(1)Para 1

1) Listen

T: It’s easier to choose what to eat in the past.

True or False? (T)

T: Why?

Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.

2) Explaining

Our eating habits have changed, as has our way of life.

T: What does the underlined part mean? = and our way of has changed too.

T: As has our way of life 是倒装结构

as + 助动词/ be + 主语 也一样

e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.

He’s a doctor, as was his wife before she had children.

3) Understand

T: What does the word “ fuel” mean?

Ss: original meaning:燃料

T: e.g. The machine needs fuels to go on work.

T: But you should pay attention to the word in the text. Here it means 营养物质

T: Listen to Paras. 2 and 3

(2)Paras. 2 and 3

T: Fill in the table.

Nutrients functions where can we get it?

Protein good for our muscles fish, meat and beans

Calcium for our bones and teeth eggs milk and other dairy products

Carbohydrate the main fuel for our body rice, bread, noodles

Fibre help keep our body function well

Mineral

vitamins help our body fight disease vegetables, fruit, fish, milk

1unit13.3. (3)

Questions

T: Why do some people become vegetarians?

T: What does the word “ green” mean? Does it mean the color of green?

Ss: Green: environment protecting

T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?

T: e.g. environmentally friendly food / eco-food

T: Can you find an example about green food in this paragraph?

Ss: Organic vegetables

(3)Paras 4 and 5

T: Listen to paras 4 and 5

T: You can find the word “diet” several times in para 4.

T: What’s the different meaning of them? Look at the blackboard.

A balanced diet 均衡的饮食

Crash diet 速成食疗

Diet food 减肥食品

Unhealthy diet 不健康的饮食

T: In order to keep fit, what shall we do and eat?

1) Buy good food and keep a balanced diet.

2) Eat healthy food in the right amount.

3) Eat less fat and sugar and exercise more.

Step3 Post-Reading

T: How have our eating habits changed? Why?

T: Discuss question 4 in pairs.

T: Retell the text according to some topic sentences.

Step4 Summary and homework

T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.

1. Retell the text, try to get a summary of this text

2. Review words we have learnt in this unit

3. Preview grammar of this unit

4. Do the exercises the word study on page 5

1unit13.3. (4)

八．黑板板书设计Blackboard:

(L)

as + 助动词/ be + 主语 也一样

e.g. She’s unusually tall, as are her parents

(M)

Nutrients functions where can we get it?

Protein good for our muscles fish, meat and beans

Calcium for our bones and teeth eggs milk and other dairy products

Carbohydrate the main fuel for our body rice, bread, noodles

Fibre help keep our body function well

Mineral

vitamins help our body fight disease vegetables, fruit, fish, milk

(R)

A balanced diet 均衡的饮食

Crash diet 速成食疗

Diet food 减肥食品

Unhealthy diet 不健康的饮食

九、Evaluation

篇14：高一unit13.5 grammar(新课标版高一英语教案教学设计)

Period 5

一、Teaching Content

Unit 13 Word study; Grammar

二、Teaching Goals

1. Review the text learnt in the last period including useful words and expressions.

2. Learn how to use “had better”, “should” and “ought to ”while giving advice.

三、Teaching Important Points:

1. How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.

四、Teaching Difficult Points

1. How to help the students to understand the Grammar.

2. How to correctly use “should, ought to , had better and their negative forms” to give advice.

五、Teaching Methods:

1. Review method to consolidate the words and phrases last 4 periods.

2. Explanation methods to make the students master the Grammar.

3. Individual, pair work to make every student work in class.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Word study

T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.

T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.

1unit13.5. (2)

Ss: …

T: Nutrient diet vitamin

Mineral fat sugar

Protein calory

Step3 Grammar

T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.

T: We suppose that you are a doctor, and you should give some advice to patients.

T: Ok. Let’s review these useful expressions about suggestions:

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.

我们不应该怎么粗心。

We shouldn’t ought not to be so careless.

你应该尊敬爷爷。

You shouldought to respect your grandfather.

他最好别脱他的衣服。外面很冷。

It’s very cold outside. You had better not take off your coat.

我们最好还是穿上我们的大衣。天气很冷。

It is freeze. We had better put on our coat.

T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.

T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.

T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.

Step4 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we

Unit13.5. (3)

review the Modal Verb by giving some persons advice. After class, more exercises are necessary.

Homework

1. Review the new words and phrases, grammar.

2. Have a dictation about words (2)

3. Preview two Integrating skills on Page 6 and 74

4. Do the exercises the Grammar 1.2 3.on page74

八．黑板板书设计Blackboard:

(L)

Nutrient diet vitamin

Mineral fat sugar

Protein calory

(R)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

“ had better(not)”, “ ought (not) to or should(not)”.

九、Evaluation

篇15：高一unit13.3 reading1(新课标版高一英语教案教学设计)

Period 3

一、Teaching Content

Unit 3 Speaking; Pre-reading; Reading (1)

二、Teaching Goals

1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice

2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.

三、Teaching Important Points:

1. Master the new words and make the student use these words to make sentences.

2. Train the students’ speaking ability to give advice and make suggestions.

四、Teaching Difficult Points

1. How to finish the task of speaking and make the dialogue go on smoothly.

2. How to understand the text

五、Teaching Methods:

1. Individual, pair or group discussion before filling information in the blank.

2. Explanation and inductive methods to make the students master the new words.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

Good morning! My boys and girls!

Sit down, please!

Step2 Speaking

(1) Warming up

1unit13.3. (2)

T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?

1. When I have a fever

2. When I have a bad cold

3. When I have a headache

4. When I have a stomachache

5. When I have a toothache

6. When I have a bad cough

7. When my leg is broken.

T: I have some problems these weeks. I need your help. Would you like to give me some advice?

Ss: Yes.

T: I’m not feeling well these days. I can’t sleep well at night.

(Lead the students to use these sentence patterns.)

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

(2). Listening and speaking

1) Listen to the tape and answer the questions

T: Listen to the tape and get a general idea about the dialogue.

T: What’s wrong with Sharon?

Ss: She couldn’t sleep last night. She’s got a pain.

T: What did she eat yesterday?

Ss: Noodles, salad, a green peach

T: What does the doctor tell her to do?

Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.

2) Open your book to page3, and read after the tape, try to imitate its intonation.

New words: ought to = should

be careful with

advise sb to do sth / advise doing

3) Practise the dialogue

(i) T: When you go to see the doctor, what will the doctor say to you

1. What can I do for you?

1unit13.3. (3)

2. What’s the matter?

3. What’s wrong with you?

4. Lie down and let me examine you.

5. Let me have a look

6. Where does it hurt?

7. It’s nothing serious.

8. Take this medicine three times a day.

9. You’ll be all right soon.

(ii) T: Turn to page2. There are 3 situations in the table.

T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?

Symptom:

Doctor’s advice:

Signature:

T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.

Step3 Pre-reading

T: Which of the following gives you the most energy:

A hamburger a bowl of noodles a cup of coffee

T: How do you think what we eat every day?

Step4 Reading

T: Look at the title. What’s the title of this text?

T: What’s the meaning of it? (A.)

A. What we eat makes us the persons we are.

B. We always eat what we like.

T: What is a healthy dieteating?

(1)Fast reading.

T: Read through the text quickly, and find out the topic sentence of each paragraph.

1unit13.3. (4)

T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )

(2)Careful reading

1. What do traditional diets often have?(c)

A. too much water B. too much protein

C. too much fat and too many calories

D. nutrients we need

2. What can help our body fight disease and give us energy?(A)

A. vitamins, fibre and minerals

B. pork and fish C. water D. calcium

3. What contains a lot of protein?(D)

A. vegetables B. fruits C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?(A)

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food.

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them fat.

D. Because they think meat will make them thin.

5. From the passage we can conclude that it is probably better, if (D)

A. we eat less meat B. we have more fruit

C. we have “ eco-foods”

D. we buy good food and keep a balanced diet.

Step5Summary and Homework

T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.

1.Review the new words and phrases (2) in Unit 13.

2.Rreview the reading and Post-reading on Page5.

3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.

1unit13.3. (3)

八．黑板板书设计Blackboard:

(L)

When I have a fever

When I have a bad cold

When I have a headache

When I have a stomachache

When I have a toothache

When I have a bad cough

When my leg is broken.

(M)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

(R)

ought to = should

be careful with

advise sb to do sth / advise doing

九、Evaluation

篇16：新教材Unit 10 The world around us(新课标版高一英语教案教学设计)

Teaching plan for Unit 10

The world around us

Goals

1. Talk about ways to protect the environment.

2. Talk about wildlife endangerment.

3. Review Direct and Indirect Speech.

4. Write about causes and effects.

5. Make a poster.

Time arrangement: Six periods

Students: Intermediate

Teaching method: Task-based Language Teaching

The first period

Teaching aims:

1. Make teenagers know the importance of environment protection.

2. Talk about wildlife endangerment and ways to protect the environment.

3. Let students practise speaking and listening skills.

Steps:

Task1

One question for all the students:

What do you think the relationship between human beings and environment should be ? Be friends or enemies? Be harmony or opposite?

Task2

Look at the pictures on the book.

Many of the world’s animals are in danger. Read about the endangered animals and discuss the following questions with your partner.

1. Do you know of any other endangered animals ? Why are they in danger?

2. Why is it important to make sure that animals do not die out ?

3. What can we do to help endangered animals?

Task3

According to the discussion above, it’s easy to know pollution does harm to the environment . What causes pollution? Listen to the tape and answer the questions below.

1. What’s the pollution ?

2. What are the causes?

3. What are the effects?

Homework

1. Finish off workbook exercises “Listening Part”.

2. Prepare for Speaking

Record after teaching:

The second period

Teaching aims:

1. Practise the Ss’ oral English, enabling them to talk about advantages and disadvantages.

2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.

Task

Group Work

Topic: A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.

Possible way to work: 4 or 5 students in a group . One acts as the reporter . And the others act as animals, such as hippo, kangaroo, elephant, wolf , monkey, giraffe, etc.

Let the students take turns to be reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.

The reporter can use the questions below to get started and try to think of more questions.

1. Where did you live before they brought you to the zoo?

2. How long have you lived ion the zoo ?

3. Do you like living in the zoo? Why or why not ?

4. Do you prefer living in the zoo or living in the jungle ? Why ?

5. If you could say something to all humans, what would you tell them ?

After the interviews, the reporter should report what he/she has collected.

Homework

Pre pare for Reading

Record after teaching:

The third period Reading

Teaching aims:

1. Vocabulary: To learn and keep the words and phrases in mind.

2. Reading ability: To get the main idea of the passage and get to know the purpose of the author.

Tasks

1. Preview the words and phrases in the reading material by using their dictionaries.

( Give the English explanations to the following words or phrases.)

a. original ( first or earlier )

b. environment ( surroundings )

c. create ( make something new or original )

d. survive ( continue to live or exist )

e. pollute ( make dirty )

f. endanger ( in danger )

g. tour ( visit )

h. habitant ( of plants/animals) natural place of growth)

i. species ( sort )

j. adapt to ( make suitable for a new need )

2. Collect information as much as possible according to the questions in pre-reading.

1. What do human beings need to survive ?

2. What do plants and animals need to survive ?

3. What do animals do to survive in places where it is very hot or cold, where there isn’t much water, or where it is difficult to find food ?

Step 1

a. Show pictures to see how plants and animals live together naturally.

b. Discuss the questions in pre-reading.

Step2.

Read the first time and say “T” or “F” to the following statements according to the passage.

1. That “We are not alone in the world,” means that humans always have friends to talk with.

2. We often take good care of ourselves and planet according to what Steve Jones said.

3. Since many living things have already died out, we must do something to protect other living things.

4. Comfortable and clean habitat is important for plants and animals while enough food and other resources doesn’t mean anything to them.

5. Plants or animals will be endangered when they can’t adapt to the change of their habitat.

6. Plants or animals don’t have to change when a new species comes.

7. Learning more about animals , plants and environment is helpful to protect the world.

8. Creating more space for humans is more important than for animals and plants.

Step 3

Have a discussion about the following subjects and decide which one is the most important. Why?

A. Many of the earth’s plants and animals are dying out.

B. Animals and their habitat.

C. We the human beings can do something to help.

Step 4

Read a second time and answer the questions in post-reading.

Homework:

1. Review and recite the new words and expressions in this passage.

2. Read about Jennifer’s idea and then write your own list. (P. 67 )

Record after teaching:

The fourth period

Teaching aims:

1. Vocabulary reinforcement.

2. Grammar ( Direct and Indirect Speech ) .

3. Speaking by creating some activities.

Tasks

1. Students are required to take their homework seriously

2. Be prepared for talking in the class freely.

Teaching steps

1. Check homework

a. Check to see how well the students grasp the new words and expressions.

b. Students are encouraged to share the lists they wrote about what they could do to make the world better.

2. Read the passage after the tape and then talk about “Word study”

See the details on PP67-68.

3. Grammar: Students work with their partners.

a. Read the passage and underline the sentences which are indirect speech.

b. Change the sentences into direct speech.

c. Check several pairs to see how they are going.

Homework:

1. Create situations to practise the use of Direct and Indirect Speech.

2. Keep on reading and review the passage.

Record after teaching:

The fifth period

Teaching aims:

1. Understand the article in the part of Reading and Writing. Get the Ss to know the main idea and purpose of it and how it is presented.

2. Strengthen the Ss’ sense of the protection of environment by visiting the Recycle City and finishing the writing on Reduce, Reuse, Recycle and Respond.

Three tasks

A. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.

B. Visit the unusual city--- The Recycle City to know what other people can do to protect our environment.

C. Finish the writing of Reduce, Reuse, Recycle and Respond to get the Ss themselves involved in the environment protection.

Teaching steps:

1. a. Presentation

Suppose a tiger has just killed a deer, what will happen next ?

b. Deal with the main idea of the writing . Write the following three topics on the blackboard .

1. What are ecosystems ?

2. We should learn from nature.

3. What can we do to protect the environment ?

c. Deal with the way the writer presents his ideas

1. How does the writer describe ecosystems?

2. What’s the difference between human beings and a plant or animal about suing things?

3. Why are “human beings” used instead of “people” ?

4. What does the writer mean by saying “nature is much better at recycling than we humans are?

2. Teacher: In fact many people are quite concerned about our environment and have already done something with it. Today we are going to visit a special city called “The Recycle City”. Show the Recycle City on the internet. Show the Ss around the city and ask them some questions about it.

3. Teacher: We have just visited the Recycle City . I hope that we can learn something from it. Now it’s time for us students to think and do something for our earth. Let’s finish the writing about “Reduce, Reuse, Recycle and Respond.” We are going to have a competition. Let’s find out which group can do the best.

Homework:

1. Translation (p141 Ex.4)

2. Grammar( p141 Ex.1 )

Record after teaching:

The sixth period

Teaching aims:

a. Get the Ss to know how to write a poster.

b. Develop the Ss’ observation and thinking.

c. Learn to share things with others, to cooperate and get some ideas from each other.

d. Reinforce the Ss’ sense of the protection of our environment.

Tasks

a. See a poster by the teacher and let the Ss make comments on it according to the tips given on p-70 about making a great poster.

b. Let the Ss design a poster of their own in groups of four and hold a competition to choose the best posters by the standards in the tips.

Teaching steps:

1. Present a poster about “water” designed and drawn by the teacher on the screen.

2. Get the Ss to talk about the poster to get the topic in it and make comments on it according to the standards printed on paper.

3. Let the Ss design a poster of their own in groups of four.

4. Get the Ss to recommend 8 students as judges to mark their scores.

5. Collect the posters and show them on the screen.

6. Let one student read out the judges’ scores and leave out the lowest and highest scores. Two other students work out the total numbers.

7. Decide the prizes:

the first prize: 3 winners

the second prize: 4 winners

the third prize: the remaining posters

Reference:

Standards on judging the posters

Group Number__________ Class_______ Mark_______

Please judge the posters according to the following aspects:

1. interest_________________

2. topic clear_________

simple____________

3. correctness_______________

4. pictures________________________

5. graphs___________________________

6. organization____________________________

7. language easy_________________

or difficult________________

8. Go through Checkpoint 9

Homework:

1. Write a poster.

2. Preview Unit 11.

Record after teaching:

篇17：学习手册Unit1 Good friends(人教版高一英语上册教案教学设计)

●学习目标

Ⅰ.单词和词组

quality；smart；honest；brave；loyal；handsome；argue；be fond of；survive；deserted；hunt for；make fire；treat as；care about；make friends with；on board；tell lies；regard as；be quick in mind and action；wait for sb. to do sth.；scared；drop sb. a line

Ⅱ.日常交际用语

I think…

I like/I love/I hate…

I enjoy…

My interests are…

Ⅲ.语法

直接引语与间接引语（1）

●学习障碍

Ⅰ.单词及短语

especially；nor；like；boring；interest；everyday；deserted；hunt；make fire；treat as；share；care；on board the plane

Ⅱ.语法

直接引语和间接引语(1)

1.直接引语和间接引语的句式转换。

2.直接引语和间接引语的时态变化。

●学习策略

I.单词及短语部分

especially adv.特殊的,尤其是

横向比较法：

especially与specially区别

especially

（1）侧重于多种事物或人中比较突出的。

I like all the subjects at school,especially English.

（2）especially 后可接介词短语或从句。 I like the country,especially in spring.

Noise is unpleasant,especially when you are trying to sleep.

specially 侧重特意地，专门地做某事。

I made a chocolate cake specially for you.

联系语境法：

I like it very much，________ the last part.

A.especial B.specially

C.special D.especially

答案：D

2.nor conj.也不

纵向归纳法：

(1)nor在引导分句时，分句要用倒装句，即：nor+助动词/be动词/情态动词+主语+其他I don't know，nor do I care.

(2)用于neither…nor…并列连词中

I have neither time nor money for the concert.

注意：本词组连接主语时，句子的谓语动词要用“就近原则”，即谓语动词与离它近的主语一致。

Neither the students nor the teacher understands the problem.

(3)nor指前者没有做某事，后者也没有做。可由neither替换。

I can't finish the job on time.Nor(Neither)can Jim.

综合运用法：

If you don't want to go to the concert,________.

A.me,too B.nor do I

C.so shall I D.nor will I

答案：D 本题为倒装句与条件状语从句时态呼应知识的综合运用。

3.like（vt.）+动名词

纵向归纳法：

like doing sth. 经常喜欢做某事

I like walking.

like to do sth. 偶然，某次喜欢做某事

I don't like to walk，for it's raining.

横向比较法：

与like类似用法的还有其他表示喜好、厌恶的词：love， prefer，dislike，hate等。

综合运用法：

用动词的适当形式填空。

I like people ________(tell) the truth.

答案： to tell like sb. to do.sth.=should/would like sb.to do sth.想要某人做某事

4.boring adj. 令人厌烦的

纵向归纳法：

bore（vt.） boring，bored

bore (vt.) 令人厌烦

This book bores me.

boring adj.令人厌烦的

The book is very boring.

bored adj.感到厌烦的

I'm bored with the book.

横向比较法：

有此表示情感的及物动词，有与bore类似的用法。如：

interest,excite,surprise,amaze,frighten,astonish,move,inspire(令人激励),touch,scare,

disappoint,puzzle,worry这类词的现在分词形式，为“令人……”；过去分词形式，为“感到……”。

The student was excited at the exciting news.

5.interest n.兴趣； 爱好

纵向归纳法：

interest可构成如下短语

have an interest in sth./in doing sth.对某方面有兴趣

show interest in sth./in doing sth.对某方面显示兴趣

take(an) interest in sth./in doing sth对某方面有兴趣

develop interest in sth./in doing sth.对某方面培养出兴趣

find interest in sth./in doing sth.对某方面培养出兴趣

feel interest in sth./in doing sth.对某方面感兴趣

lose interest in sth./in doing sth.对某方面失去兴趣

His father took no interest in him.

They find interest in studying English in that way.

有时interest 可与不定冠词连用。

He developed an interest in science。

另外：interest还可作“爱好”讲。

His interests include reading and tennis.

联系语境法：

用interest的适当形式填空

(1)His ________ in life are music and painting.

(2)I've lost my ________ in natural history.

答案：(1)interests (2)interest

6.everyday adj.日常的

横向比较法：

everyday adj.连写，“日常的”作定语；every day分写，“每天”，作状语。

We speak English .

答案： everyday every day

7.deserted adj.被抛弃的

纵向归纳法：

desert [dezt]n.沙漠 the Sahara Desert撒哈拉沙漠

desert[di′z:t]vt.丢弃，遗弃

He deserted his wife and children after becoming rich.

deserted adj.荒废的，空的

The city was deserted during the war.

综合运用法：

Gebi ________ was once a prosperous place which ________ because the environment there was destroyed.

A.desert；deserted B.Desert；was deserted

C.Desert；deserted D.desert；was deserted

答案： B

8.hunt v.打猎；搜寻

横向比较法：

hunt for= hunt after搜寻；逐猎

hunt down 终于找到，追捕

hunt out搜寻出

hunt through找遍；翻找

联系语境法：

用适当的介词或副词填空

(1)I have hunted ________ the house but I cannot find my pen.

(2)I've found the book I was hunting ________.

(3)I'll have to hunt ________ the children's old clothes to give to the beggar.

(4)The police hunted ________ the escaped prisoner at last.

答案：(1)through (2) for (3) out (4) down

9.make fire点火

横向比较法：

有以下fire（n.）短语

be on fire着火了（表示状态）

catch fire燃着；着火（表示动作）

play with fire干冒险的事

set sth. on fire=set fire to sth.放火烧……

make (a) fire点火；生火

start/cause a fire引起火灾

put out the fire扑灭火灾

The fire is out.火灭了。

联系语境法：

用动词的适当形式填空

(1)They are ________ a fire to cook the meal.

(2)The house ________ fire yesterday evening.And it has ________ on fire for two hours.

(3)If I ________ fire to this book,it would burn.

(4)The fire was ________ by careless smoking.

答案：（1）making (2) caught,been (3) set (4) caused

10.treat…as…把……看做……

The kind lady treated me as her own daughter.

横向比较法：

表示 “认为” 的短语还有:

regard…as…,

consider…（as）…,

think of…as…,

look on/upon…as…,

take…for…

注意：在consider…as…短语中，as可省略，其他短语中不可。

综合运用法：

I don't ________ him my best friend.

A.treat B.regard

C.consider D.think of

答案：C

11.share

纵向归纳法：

(1)share均分

Let's share the loaf of bread among us.

(2)share…with…与……分享……

The two friends share joys and sorrows with each other.

(3)share in分担……

I'll share with you in the cost.

联系语境法：

在必要的地方填上适当的介词

(1)He shared ________ the planning of the picnic.

(2)She and Mary shared ________ the same tastes and interests.

(3)Please share your newspaper ________me.

答案：（1）in (2)/(3) with

12.care v.

纵向比较法：

care for 喜欢；照顾，照料

care about在意；关心

联系语境法：

用正确的介词填空

(1)I don't care ________ Paris.

(2)She thinks only of herself；she doesn't care ________ other people.

(3)The house looked well cared________.

(4)The professor said that he was interested only in research；he didn't care ________ his students.

答案：（1）for (2) about (3) for (4) about

Ⅱ.语法部分

纵向归纳法：

1.直接引语变间接引语时有着时态、人称、时间状语、地点状语的变化。其变化形式见下列表格：

（1）时态的变化

直接引语 间接引语

一般现在时

He said,“I'm afraid I can't finish this work. 一般过去时

He said that he was afraid he couldn't finish that work.

现在进行时

He said,“I'm using the knife.” 过去进行时

He said that he was using the knife.

一般将来时

Zhou Lan said,“I'll do it after class.” 过去将来时

Zhou Lan said that she would do it after class.

一般过去时

He said,“I came to help you.” 过去完成时

He said that he had come to help me.

现在完成时

She said,“I have not heard from him since May. 过去完成时

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

过去完成时

He said,“I had finished my homework before supper.” 过去完成时

He said that he had finished his homework before supper.

（2）人称变化

He said,“I like it very much.”→He said that he liked it very much.

He said to me,“I've left my book in your room.” → He told me that he had left his book in my room.

（3）指示代词的变化this→ that；these→ those

She said ,“I'll come this morning.”→She said that she would go that morning.

He said,“These books are mine.”→ He said that those books were his.

（4）时间状语的变化now→then；today→that day,yesterday→the day before；tomorrow→the next day/the following day

He said,“It is nine o'clock now.”

→ He said that it was nine o'clock then.

She said,“I haven't seen her today.”

→ He said that he hadn't seen her that day.

She said,“I went there yesterday.”

→ She said that she had gone there the day before.

She said，“I'll go there tomorrow.”

→ She said that she would go there the next (following) day.

（5）地点状语的变化here→ there

He said,“My sister was here three days ago.”

→He said that his sister had been there three days before.

（6）动词的变化come →go

She said,“I will come here this evening.”

→She said that she would go there that evening.

2.直接引语变间接引语不同句式的变化方法：

直接引语句式 间接引语连词

陈述句

He said，“You are a good girl.” 用that 连接（that）可以省略：He said (that) she was a good girl.

一般疑问句

He said,“Are you interested in English? 用if或whether连接，said改为asked，其后还可以加sb.，句子用陈述句语序。

He asked me if I was interested in English.

特殊疑问句

“What do you want?”he asked me. 用原来的特殊疑问词引导，句子用陈述句语序。

He asked me what I wanted.

●方法实践

Ⅰ.单项选择

1.-What does your new house look like?

-________.

A.It looks well B.It is bright and large

C.It looks like a cave D.I don't like it

2.-I can't see the picture well from here.

-________ .

A.Nor can't I B.Neither I can

C.I can't,neither D.Nor can I

3.Little ________ what others think.

A.does he care about B.care he about

C.about he cared D.about cared he.

4.She likes ________,but she doesn't like ________ this afternoon.She'd like ________some other day.

A.swimming；swimming；to swim

B.to swim；swimming；to swim

C.swim；to swim；swimming

D.swimming；to swim；to swim

5.At school,what he enjoys ________ football.

A.playing B.to play

C.is playing D.played

6.At the ________ news,all the women present burst out crying.

A.unexpecting B.disappointing

C.disappointed D.interesting

7.The speech was very ________,and we were ________ to tears.

A.moved；moved B.moving；moving

C.moving；moved D.moved；moving

8.The wolf said in a ________voice and the scholar felt________.

A.frighting；frightened B.frightened；frightened

C.frightened;frightening D.frightening；frightening

9.In our ________ life,English is ________ used.

A.everyday；wide B.everyday；widely

C.every day；wide D.every day；widely

10.-Hello,Mary.I've got a girlfriend.

-What's she like?

-________.

A.I don't know

B.She's like her mother,not father

C.She likes music

D.Not bad! Quite pretty

11.It is always difficult being in a foreign country,________ if you don't speak the language.

A.extremely B.naturally

C.basically D.especially

12.________ I met him,he was working in that company.

A.The first time which B.As the first time

C.The first time D.Since the first time

13.The fire ________ for half an hour before the fire fighters arrived.

A.had put on B.was put on

C.had been out D.had broken out

14.Before I could catch the letter she dropped,it was already ________ fire.

A.on the B.on a

C.on D.in

15.It has been suggested that the land ________ equally among the peasants.

A.be shared B.should be spared

C.saved D.be spent

16.She took ________ in physics and read ________ on the subject.

A.interest；as books many as she could

B.an interest；as many books as she could

C.interested；as many books as she can

D.interests；as books as she could

17.-How's the young man?

-________.

A.He's twenty B.He's a doctor

C.He is much better D.He's David

18.Let Harry play with your toys as well,Clare-you must learn to ________.

A.support B.care

C.spare D.share

19.-Do you remember the lecture given by that famous professor?

-Yes,________ forget it.

A.Never I shall B.Never shall I

C.Neither shall I D.Nor do I

20.-What about your classmate,Susan?

-Our teacher ________ her a good and clever student.

A.regards B.believes

C.suggests D.considers

21.The ________ look on his face suggested that he ________ that.

A.surprising；hadn't expected

B.surprising；would expect

C.surprised；hadn't expected

D.surprised；shouldn't expected

22.-Do you know Mr Li is going aboard?

-I don't know,________.

A.either B.nor do I care

C.and I don't care it D.too

23.Those T-shirts are usually $35 each,but today they have a ________price of $19 in the shopping center.

A.special B.regular

C.cheap D.particular

24.Everybody in our village,men and women,young and old,________ sports and games.

A.are fond of B.joins

C.enjoys D.go in for

25.-My brother never washes his own dirty clothes.

-Oh，really？ ________.

A.I don't care B.don't be sorry

C.It doesn't matter D .It's OK with me

Ⅱ.阅读理解

Jonathan Rivers lived alone in a neat house in Compton Street and worked in London.Like many other single men in their middle age,he was getting rather set in his ways.He looked after the house well and had a beautiful garden.Before he left the house in the morning,he would carefully close all the doors downstairs,open some windows upstairs to let the air in and lock the front door.One summer evening Jonathan returned home as usual,just at five minutes to seven.When he opened the front gate he immediately noticed something strange.There was a heavy footprint(脚印）in the earth in one of the flower beds.Jonathan was just going to blame the milkman when he noticed that one of the white curtains in the front room downstairs was out of place.Jonathan never left anything out of place.

He walked up to the front door and opened it quietly.He listened carefully for a few moments but could hear nothing.The front-room door was half-open.Jonathan studied it thoughtfully,wondering if he had forgotten to close it that morning.He had never forgotten to do it before.He stepped silently across the hall to the door and looked inside the room.The shadow of a man was clearly reflected on the far wall in the evening sunlight.The man had clearly been standing behind the door since Jonathan's return.Jonathan immediately locked the door.Then he calmly picked up the telephone in the hall and set about calling the police.

The burglar(盗贼）,a tall fellow with a beard,tried to climb through a windows to get out but Jonathan had expected that.He attacked him with his umbrella,using it like a sword.Three minutes later the police arrived on the scene.Jonathan was a little annoyed that he had to have dinner later than usual but on the whole he felt quite pleased with himself.

1.From the sentence“Like many other single men in their middle age,he was getting rather set in his ways”we learn that ________.

A.middle-aged men are likely to have different ways of living

B.many other single men in the world would rather live like Jonathan

C.Jonathan liked to do things in the same way as other middleaged single men did

D.Jonathan was getting into the habit of doing things in the same way every day.

2.What was the first thing Jonathan noticed when he came back home one summer evening?

A.A curtaining in the front room was not in its place.

B.The windows of the front room were open.

C.There was a sign of the postman's entering his room.

D.A heavy footprint was in one of the flower beds.

3.Did the burglar know Jonathan's coming home?How do you know?

A.Yes,because he hid himself behind the half-opened door.

B.Yes,because he was ready to hit Jonathan on the back.

C.No,because he was still stealing in the room.

D.No,because he kept the door half-open.

4.What did Jonathan do when the burglar attempted to escape from the window?

A.He called the police by shouting at the top his voice.

B.He immediately locked the door and rushed to the police station.

C.He hit the burglar with the point of his umbrella.

D.He had expected that the burglar would hit him.

5.We learn from the passage that Jonathan ________.

A.was strong enough to fight the burglar

B.was quite inexperienced in dealing with burglars

C.had a close friend who was a policeman

D.hated his routine to be disturbed by anything unexpected

Ⅲ.短文改错

My Favourite Sport

My favourite sport is football.I was a member of 1.________

our school football team.We practise for three times 2.________

every week and often watch football match on TV 3.________

together.Play football not only makes us grow up 4.________

tall and strong but also give us a sense of fair play and 5.________

team spirit.We must keep in mind that we play 6.________

for the team instead ourselves.Also,the sport 7.________

teaches us the important of obedience(服从).Each 8.________

player must obey captain,who is the leader of 9.________

the team.And they must not break the rules too 10.________

often if we want to win the game.

Ⅳ.书面表达

假设你是李华，你的澳大利亚朋友Dick听说中国的中小学正在减轻学生的学习负担，来信询问有关情况。请你根据下表提供的信息，写一封回信，谈一谈减负给你的学习和生活带来的变化。

周末活动（减负前） 周末活动（减负后）

白天：上课、做作业 白天：参观博物馆、学习电脑、绘画等

晚上：做作业 晚上：看新闻、读书、看报

就寝时间：11：30 就寝时间：10：00

注意：1. 词数100左右；

2. 开头已为你写好。ど词：减轻学习负担： reduce learning load

Dear Dick,

How nice to hear from you again.

Best wishes.

Yours,

Li Hua

Ⅴ.同步语法专项练习（直接引语与间接引语转换练习）

（Ⅰ）将下列句子由直接引语变为间接引语。每空一词。

1.The teacher said,“I've taken some good pictures in the mountain.”

The teacher said that ________ ________ taken some good pictures in the mountain.

2.The teacher said,“Water can change into steam.”

The teacher said that water ________ change into steam.

3.Tom asked Mary,“Are you tired?”

Tom asked Mary ________ ________ ________tired.

4.He asked,“What can I do?”

He asked me ________ ________ ________do.

5.“Will you please pass me that book?” he asked.

He asked me ________ ________ ________pass ________that book.

6.The driver said,“I will pick up a passenger at West Street.”

The driver said that ________ ________ pick up a passenger at West Street.

7.He said,“I was born in 1982.”

He said ________ ________ born in 1982.

8.The man asked,“What's the matter with the boy?”

The man asked what ________ ________ ________with the boy.

9.The stranger asked me,“Where do you think I can find the disc?”

The stranger asked me where ________ ________ he ________ find the disc.

10.He said,“Did you see him last night?”

He asked ________ ________ ________ him ________ ________ ________.

（Ⅱ）单项选择

1.Can you tell me ________ the railway station?

A.how I can get to B.how can I get to

C.where I can get to D.where can I get to

2.They asked ________ to help us.

A.what could they do B.what they could do

C.how they could D.how could they

3.The mother asked ________ the gold ring.

A.where Alice had put B.where had Alice put

C.where Alice has put D.where has Alice put

4.The boy asked me ________in a million years.

A.what man would look like B.what would man look like

C.what look would man like D.man would look like what

5.There are many kinds of tape-recorders on sale that I can't make up my mind ________ to buy.

A.what B.which

C.how D.where

6.I remember ________ this used to be a quiet village.

A.when B.how

C.where D.what

7.-Do you remember ________ he came?

-Yes,I do,he came by car.

A.how B.when

C.that D.if

8.He asked ________ for the violin.

A.did I pay how much B.I paid how much

C.how much did I pay D.how much I paid

9.You can't imagine ________ when they received these nice Christmas gifts.

A.how they were excited B.how excited they were

C.how excited were they D.they were how excited

10.It was a matter of ________ would take the position.

A.who B.whoever

C.whom D.whomever

参考答案

Ⅰ.单项选择

1.B 回答主语的特征。

2.D 用倒装句“也不”。

3.A little为否定副词,在句首用部分倒装。

4.D like doing…经常喜欢做……。

5.C what he enjoys为主语从句。主句谓语动词为be。表语为playing football。不要误以为playing是enjoy的宾语而误选 A。

6.B 联系语境,所有在场的妇女都哭了,因此为disappointing。令人失望的消息。

7.C moving令人感动的;moved受到感动的。

8.A frightening，令人害怕;frightened，感到害怕。

9.B everyday widely adv.。

10.D 表外表。

11.D especially可加从句。

12.C 连词词组。

13.C be out火熄灭。

14.C on fire着火。

15.A suggest后用虚拟语气。be shared前用should省略。

16.B

17.C how is sb.某人身体如何。

18.D share分享;support支持;care在意;spare抽出;空余的。

19.B never用在句首用部分倒装。

20.D consider…as…认为……是……，as可省略。

21.C surprised感到吃惊的表情,因此用surprised他没料到已经发生,用 hadn't表示过去完成时。

22.B

23.A a special price特价

24.C everybody为单数,作句子主语.men and women……为它的同位语; 因此v.用单数,A、B均不能选;B.join后加上in。

25.A 我不在乎。

Ⅱ.阅读理解

1.D 形成了习惯每天做什么。

2.D 花圃中有脚印。

3.A 小偷藏在半开的门的后面。

4.C 倒数第一段信息。

5.D 他不愿让他的生活被一些意外的事情干扰。

Ⅲ.短文改错

1.was→am 2.去掉for 3.match→matches 4.Play→Playing 5.give→gives 6.√ 7.ourselves前加of 8.important→importance9.captain前加the 10.they→we

Ⅳ.书面表达

Dear Dick,

How nice to hear from you again. You want to know what is going on in schools in China? In short, things have begun to improve since schools were called on to reduce learning load. I don't know about others, but I used to have to work even at weekends doing endless homework and attending classes as well. Now I have more free time. I can follow my own interests such as reading book, visiting museums, and taking computer lessons. In the evenings I can watch news on TV or read newspapers. What's more, I can go to bed earlier. As far as I know, everyone is happy about this new arrangement of things.Best wishes.

Yours

Li Hua

Ⅴ.同步语法专项练习

（Ⅰ）1.he had 2.can 3.if she was 4.what he could 5.if I would;him 6.he would 7.he was 8.was the matter 9.I thought;could 10.if I saw;the night before

（Ⅱ）1.A 2.B 3.A 4.A 5.B 6.A 7.A 8.D 9.A 10.A

篇18：Unit1-5 复习教案(新课标版高一英语教案教学设计)

广州南武中学

朱琼

I. Topics

Unit 1:

Friends and friendship; interpersonal relationships.

Unit 2:

English language and its development; different kinds of English

Unit 3:

Traveling; describing a journey

Unit 4:

Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

Unit 5:

The qualities of a great person;

The lives of some great people.

II. Words and expressions

Unit 1:

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

Unit 2:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

play a role in, because of, come up, such as, give a command, play a part

Unit 3:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

Unit 4:

shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

right away, (be) at an end, dig out, bring in, a (great )number of

Unit 5:

hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

III. Functional items

Unit 1:

Agreement and disagreement

I agree. I don’t agree.

I think so. I don’t think so.

Exactly. I’ m afraid not.

Unit 2:

1. Language difficulties in communication

Pardon?

I beg your pardon? I don’t understand.

Could you say that again, please?

Sorry, I can’t follow you.

Could you repeat that, please?

Can you speak more slowly, please?

Unit 3:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

Unit 4:

Talking about past experiences:

I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

Unit 5:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

IV. Structures

Unit 1:

Direct speech and indirect speech

Statements:

“I don’t want to set down a series of facts in a diary,” said Anne.

-- Anne said that she didn’t want to set down a series of facts in a diary.

Questions

“ When did you go to bed last night?” Father said to Anne.

-- Father asked Anne when she went to bed the night before.

Unit 2:

Imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Unit 3:

现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Unit 4:

The attributive clause (I)

由that, which, who, whose引导的定语从句

The number of people who were killed or injured reached more than 400,000.

It was heard in Beijing which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

Unit 5:

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

The reason why I got a job was because of my hard work.

…we were put in a position in which we had either to accept we were less important, or fight the Government.

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

篇19：高一英语Unit8教案(新课标版高一英语教案教学设计)

Teaching aims and demands

类别 课程标准要求掌握的项目

话题 1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

4． Write a sports star’s profile

功能 Interests and hobbies

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

词汇 continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for because of speed skating track and field take part

in preparation for

语法 Future Passive Voice

The people of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the people of Beijing.

Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）

When will the 29th Olympic Games be held in Beijing.

Period Arrangements:

warming up reading materials

Period 1 listening Period 2,3

speaking language focus

listening (WB) complementary listening material

speaking

Period 4 speaking Period 5 complementary reading material

writing(WB)

integrating skill(writing) assessment

Teaching Procedures of Period 1:

Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a

good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis, tennis, ,golf

badminton, bowling, baseball, American football, ice hockey etc

Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

Step1. Lead-in(10 mins)

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

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

Sort 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(10 mins)

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(10 mins)

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 Location 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(15 mins)

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

Step1. Extensive reading (WB) (15 mins)

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(5 mins)

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, 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 (25 mins)

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

Step1.Listening(5 mins)

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking (10 mins)

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 (30 mins)

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

Step1.Listening(10 mins)

Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)

Purpose: to make Ss get used to listening to English sports news in daily life.

Step2.Speaking(10 mins)

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(10 mins)

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(15 mins)

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 goal

Number of players:

Two teams of eleven players:ten outfielders and a goalkeepers

Sports field:

Grass playing field

Equipment:

Football,two goals

Basic rules:

1. Players are not allowed to use their hands.

2. … Sport: Table tennis

Objective:

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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