e字母及其字母组合的发音规律教案教学设计(新课标版英语高一)

时间：2023-10-28 03:39:29 作者：守新娜教案收藏本文下载本文

【导语】“守新娜”通过精心收集，向本站投稿了18篇e字母及其字母组合的发音规律教案教学设计(新课标版英语高一)，下面是小编帮大家整理后的e字母及其字母组合的发音规律教案教学设计(新课标版英语高一)，希望对大家带来帮助，欢迎大家分享。

目录
第1篇：e字母及其字母组合的发音规律教案教学设计(新课标版英语高一)第2篇：高一英语Unit7 Reading教案(新课标版高一英语教案教学设计)第3篇：Module 6 cultural corner 教案教学设计(新课标版英语高一)第4篇：高一英语新教材教案Revision（ Units 9-10 ）(新课标版高一英语下册教案教学设计)第5篇：M5U2 The environment Reading(新课标版高一英语必修四教案教学设计)第6篇：Unit 5 Modern hero(新课标版高一英语上册教案教学设计)第7篇：新课标模块2 unit1 revision(新课标版高一英语必修二教案教学设计)第8篇：unit 8 Reading sports(新课标版高一英语上册教案教学设计)第9篇：Unit 6 good manners5(新课标版高一英语上册教案教学设计)第10篇：Unit 6 good manners2(新课标版高一英语上册教案教学设计)第11篇：关于body language 的教案 (新课标版高一英语教案教学设计)第12篇：必修2 Unit 2 The Olympic Games(新课标版高一英语必修二教案教学设计)第13篇：unit 13 Healthy eating 4th(新课标版高一英语下册教案教学设计)第14篇：Teaching Plan For Unit 1 (新课标版高一英语必修二教案教学设计)第15篇：unit 4 Body Language(新课标版高一英语必修二教案教学设计)第16篇：高一英语新教材教案Unit 7 Culture relics(新课标版高一英语下册教案教学设计)第17篇：unit 17 Famous women peiod2(新课标版高一英语上册教案教学设计)第18篇：unit 17 Famous women peiod1(新课标版高一英语上册教案教学设计)

篇1：e字母及其字母组合的发音规律教案教学设计(新课标版英语高一)

E字母及其字母组合的发音规律

1. e在重读音节中的读音规则：

1). e在开音节中读/i:/,

必修1： equal, extreme, legal, compete,

必修2：appreciate, athlete, rebuild,

2). e在闭音节中读/e/，

如必修1： end, dialect, beg, bend, delta, educate, educated, electricity, elevator, event, express, expression, generous, identity, midwesttern, Netherlands, petrol, president, recognize, relative, request, rescue, schedule, secondly, self, selfish, selfless, selflissly, sentence, settle, shelter, smelly, spellbind, spelling, terror, upset, vet, well;

必修2： affect, attention, decorate, eletronic, ending, entrance, evidence, insect, intelligence, intelligent, medal, network, pretend, protection, reseption, regular, relic, revolution, select, sensitive, technology, technological, unexpected, web,

2. e在非重读音节中的读音规则

1）e /i/ (非重读音节中，e在d, b, r后常读/i/；在-ness,-less中常读/i/)：

必修1：because, beneath, blanket, detail, determine, devote, devoted, electricity, elevator, enrich, entire, entirely, escape, event, prefer, meantler, recover, release, reliable, reporter, republic,request, reward selfless selflessly, useless

必修2：belong, carpet, debate, decrease, deserve, design, devotion, employ, happiness, hopeless, reality, pretend, reseption, relief, rely, remove, replace, reserve, respond, responsibility, secure, select,

2) e / / （e在n前常读/ /）

必修2: confident, evidence, incident, instrument, intelligence, intelligent, jewel, operator,

3.e的字母组合的读音规则

1). er在重读音节中常读//,

如必修1: determine, concern, German, prefer, certain;

必修2： mercy, personal, personally, universal,

er在非重读音节中和后缀-er常读//，

如必修1：conquer, ever, disaster, item, presidentce, violence latter, lawyer, midwester, miner, reporter, shelter, suffer, suffering, teenager, thunder；

必修2： advertise, afterwerwards, character, former, laughter, passer-by, perform, performance, poster, powerful,

2). ere读/ /：here

/e/：there

3). ee，eo读/i:/, 如disagree, fee, Greece, Greek, succeed, people,

/i:/, 如 leap，league, mean, peaceful, release, steam，decrease, teamate,

4). ea //, 如 appearance,

/e/, 如 great

/e/, 如 headline, threaten,

5). eer读//，如必修2： volunteer,

ear+辅音时，ear读//，如 earthquake, earn,

6). ear / i /： beard,

/e/：bear 但heart读/a:/

7). c+ ei时，ei读/i:/，如receive

8). j+ ew 时，ew读/:/，如Jewish, jewel

9). ey/i/: journey, valley, honey, 但key读/i:/

10). ei, eigh 读/ei/, 如 veil, eight

※但height, either读/ai/,

11). 重读音节中或次重读音节中，ex在清辅音前常读/eks/：extra, exercise,

非重读音节中，ex在清辅音前常读/iks/：

extreme, explore, explode, extingtion, unexpected,

ex在原音前常读/igz/: examine, example, exactly,

篇2：高一英语Unit7 Reading教案(新课标版高一英语教案教学设计)

Teaching Aims:

1. Master the following words and expressions:

restore, replace, recreate, in ruins, under attack, give in ,in pieces, bring…back to life, come true

2. Improve the Ss’ reading ability.

3. Enable the Ss to be aware of the significance of protecting cultural relics.

Teaching key points:

How to improve the Ss’ reading ability.

Teaching difficult points:

1. How to grasp the main idea of a paragraph.

2. How to guess the meaning of new word in the context.

3. How to help the Ss understand the passage deeply.

Teaching aids:

1.a tape recorder

2.a laptop and OHP(overhead projector)

Teaching procedures:

Step 1 Revision and discussion

1.T shows some pictures of cultural relics in Jingmen and get them to talk about these cultural relics.

2.T shows more pictures of cultural relics in other cities such as New York, London, Beijing and help the students discuss the Qs in pre-reading.

Qs: What is your favorite city?/What are your favorite cities? Why?

Some cities are called great cities, what makes them great?

How important are the cultural relics?

Step 2 Lead-in

T shows pictures of St Petersburg and say Let’s look at some cultural relics in Russia. What can you see in the picture? (statue, a man on his horse)Do you know who may it be on the horse? (Maybe a very important person such as a king or hero) Tell Ss they are going to learn a passage called ‘a city of heroes.

Step 3 Reading

1. Fast-reading. Let Ss listen to the tape and try to find out the answers to the two Qs:

What does the city in the title refer to?

Who is the man riding the horse?

Teach the pronunciation of St Petersburg and the Russian Czar Peter the Great if necessary.

2. Intensive reading.

T shows pictures of St Petersburg in different times and get the Ss to give a title for them. In this way, Ss will know the structure of the passage .(4 parts including built, destroyed, rebuilt, today)

Para 1 The city was built

Qs: When and where was St. Petersburg built?

What kind of person was Peter the Great?

What did the palaces built look like?

Para 2 The city was destroyed

Qs: Who came to the city in 1941?

What did they do to the city?

What was the result?

What did people of the city determine to do at that time?

Para 3 The city was rebuilt

Qs: When did people begin to rebuild the city?

What did people use to help them rebuild the city?

What was difficult for the people to rebuild the city?

Is the city as beautiful as before after it was rebuilt?

Para 4 The city today

Qs: Who was the hero on his bronze horse?

Who are the modern heroes of Russia today?

3. In paragraph 4, T helps Ss have a deeper understanding of the title by comparing ‘ hero’ to ‘heroes’ ,’St Petersburg’ to ‘Peoplesburg’. If possible, ask them why St Petersburg is called ‘a city of heroes’ in order to make Ss understand the spirit of the people in St Petersburg----patience, devotion and love for cultural relics

Step 4 Practice

T ask the Ss to finish T or F exercise on their books.

T or F:

1. ( F ) The city of St Petersburg was rebuilt by Peter the Great.

2. ( F )The Germans attacked St Petersburg a hundred years ago.

3. ( T )A portait of Peter the Great was destroyed by the Germans.

4. ( T )It was difficult for people to rebuild the old palaces.

5. (T )Workers and painters used old photographs to help them rebuild the city.

6. ( F )St Petersburg will never be as beautiful as it was before.

Step 5 Interview

T gives Ss two situations and ask them to choose one of it to prepare an interview in pairs.

Situation 1: Suppose you are a foreign reporter and your partner is a citizen of St Petersburg. Prepare an interview talking about the city’s history.

Situation 2: Suppose you are Peter the Great. You come back to St Petersburg by time machine and want to know the changes of this city from your partner who is a citizen. Prepare an interview talking about the city’s development.

Step 6 Homework

T shows pictures of cultural relics in danger and ask Ss to write a passage about how to save or protect them.

Leaning Tower of Pisa( in Italy) Abu Simbel (in Egypt)

The Sphinx (in Egypt) Yuanmingyuan

篇3：Module 6 cultural corner 教案教学设计(新课标版英语高一)

Teaching Goals:

1. To arouse Ss’ interest in learning the differences of the dragon in different countries.

2. To make Ss develop the patriotic feeling.

3. To let Ss learn how to write a mystery of China.

4. To help Ss review what we have learnt in this module;

Teaching procedures:

Step 1. Revision

Check the workbook grammar exercises on pages 97~98.

Step 2. Cultural Corner

Purpose: To arouse Ss’ interest in learning the differences of the dragon in different countries.

1. Group work

Show two pictures of Chinese dragon and western dragon. Ask Ss to discuss the differences and tell something about them.

For your reference:

Western dragons were typically bad creatures which had to be killed. But in China they were generous and wise, and associated with the royal family to show power and strength.

2. Individual work

Ask Ss to read the passage and fill in the blanks by using the key words from the passage.

People talk about (1) almost everywhere in the world but have _(2)_ opinions. In _(3)_ culture, dragons are generous and _(4)_.The dragon was closely _(5)_ to the royal family. According to popular belief, _(6)_you were born in the year of the dragon, you are _(7)_, brave and a natural leader.

But in the west, most people think _(8)_of the dragon. It is said that in an old English story a man kills a _(9)_ dragon and the man is called by people a_(10)_.

The reason _(11)_ westerners dislike dragons is that the idea of the dragon came from the_(12)_, an animal which people _(13)_and were afraid of. But the idea of the dragon in China came from alligator, an animal which is a good _(14)_for agriculture, so the Chinese people think dragons can bring good _(15)_ to them.

篇4：高一英语新教材教案Revision（ Units 9-10 ）(新课标版高一英语下册教案教学设计)

StepⅠ Words and phrases

.disagreement absolutely appointment behavior emergency environmental measure original amount material

Step ⅡLanguage points

1.appointment n.

by appointment

have an appointment with sb.

keep /break one’s appointment

make an appointment with sb.

2.remind v.

remind sb.of …

remind sb. to do …

remind sb. that …

3.unexcepted adj . <___>excepted adj .

as excepted

than excepted

except vt .

1).expect ﹢ n /pron

2).expect ﹢that

3)expect ﹢so/not

4).expect ﹢to do sth

5)expect ﹢sb . to do sth

4.measure n. vt

measure against

made to measure

take sb’s measure

5.environmental adj . →environment n.

natural environment

social environment

6. want v.

want doing /to be done

a typist wanted

the wanted man

Step Ⅲ Exercises

1. It’s a pleasant day for a picnic , I’m sure we’ll _____

A have a fun B have fun

C enjoy fun D.get funny

2. Tom has always thought of himself for a good cook and never fails to ______everyone of it .

A. remind B. remember C. know D. introduce

3. In summer we usually keep the window ______so that cool air come in.

A opened B to be open C open D opening

4.You must stand it , and see it through ,________it costs .

A no matter what B no matter how

C what D how

5. Mobile phones make it possible for people to stay ______very easily .

A in touch B in connection

C in communication. D in talk

6. I ______the cell phone in school, because it will be taken away from me .

A. daren’t to use B don’t dare to use

C not dare use D dare to not use

7. I really don’t think Tom will be angry ,but I’ll go and see him in case he______

A will be B does

C is D has been

8. The doctors devoted themeleves ________a better cure for the terrible disease .

A to find B finding Cto finding D in finding

9. Many people came to the meeting ,of whom _______left early .

A numbe B. the numbers

C the number D a number

10. Eating good breakfest keeps you ______for the rest of the day .

A alone B.asleep C. alive D.living

11. Put the flowers in warm rooms to _______them _________

the freezing cold.

A stop ;from B keep;from C protect;from D.rescue ;off

12. Many animals and plants ,which couldn’t ______the sudden change of the climate , die out Dinosaurs are one such example.

A.suit to B keep to C get to D.adapt to

13.The police officer wants to know what measures _____-to find the murders as soon as possible .

A to take B to be taken C taken D.being taken

14.These animals ______their environment;______, they hav learned how to live successfully in their habitat .

A are all used to ;that is

B all used to ; that is

C are all used to ;for example

D a ll used to ; for example

15.The work we are doing is quite difficult, so your support will certainly ________>

A make any difference

B make a difference

C be very different

D be of some difference

key Ⅲ1----5BACAA

6----10BCCDC

11 ----15CDAAB

StepⅥ Important drills

<1>… make it possible for us to do …

not only … but also …

… as much /many as …

It’s time to do …

The plans make it possible fou us to have a good rest.

He can speak not only English but also French.

Our school has as many books as your school.

It’s time go to school.

StepⅦ Grammer

<1>The Present Continuous Passive Voice

He is being operated on in the hospital.

They are being taught English At present.

The naughty boy is always being scolded by his father.

Mary is always being praised by the teacher

<2>Review Direct and Indirect Speech

StepVIII Homework

篇5：M5U2 The environment Reading(新课标版高一英语必修四教案教学设计)

课前导学

1.预习：Part A

2.重要短语：

1). 消减；缩减；减少___________ 2) 自由发言___________

3）原材料___________ 4）用尽___________

5）对…担心___________ 6）只要___________

7）砍到___________ 8）四处打听___________

3.根据课文内容完成下面的表格：

Speakers Lin Shuiqing

( a1._________ from the

Green Society ) Qian Liwei

( a business development

2.______________)

Points

Economic development is bad for the 3.___________

A healthy environment and development should be 4._________ at the same time.

5._______________

Large areas of the world are damaged by chemical 6.______________.

People suffer from air and water pollution.

Much sea life being 7._________ by fishing boats.

Many factories and industries control the amount of pollution they produce.

They are careful to spend money 10.__________ any damage they cause.

The people 11.__________ these factories are concerned about the environment.

Suggestions

8._______ back on production and reducing the amount of things people make and buy.

Thinking more about 9.__________ our waste.

Teaching people ways of living that do not harm the environment.

Producing more things from

12.________ that have been recycled.

Better 13._________ to preserve the environment.

Paying higher 14.________ for polluting the environment.

4. 根据Reading部分的课文内容选择正确答案：

(1)Mr. Qian Li wei approves of the following points except _________.

A.large amounts of fish are being caught by fishing boats before they can lay eggs.

B.People are more important than fish and trees.

C.We should produce more things from recycled products.

D.We need more effective laws to preserve the environment, which still allow the economy to grow.

(2)Which of the following statements can suggest that we can achieve a balance between the economy and environment ?

A.Many people are willing to pay slightly higher prices for things that are environmentally friendly.

B.Many people, old and young, are doing their best to protect their surroundings.

C.Our country has passed the law that factories which pollute the environment should have to pay higher taxes.

D.All of the above.

教学过程

词汇讲解

1. debate vi./n. 辩论，争辩，争论

debate with sb. about/on sth._____________ hold a debate ___________

beyond debate ______________ under debate ___________

1)We are _______________or not to have a trip this summer. 我们盘算着今年夏天是否去旅游。

2) She debated with herself for a while, and then picked up the phone.

辨析debate/ argue/ discuss

debate 指正式辩论，着重双方“各抒己见”

argue 着重“说理，争论”和“企图说服”

discuss 着重“讨论，磋商”

3) We ____________with the waiter about the price of the meal. 我们跟服务员争执那顿饭的钱。

4) Have you _________ the problem with anyone? 你与谁商量过这个问题？

5) We _________ the proposal for three days. 那个建议我们辩论了三天

2. operate

The doctor operated on the baby’s throat.

What skills are needed to operate this machine?

Illegal drinking clubs continue to operate in the city.

Soldiers cannot operate effectively without good food.

拓展：

operating system _____________ operating table_____________

perform an operation on _____________ in operation _____________

put/ bring sth into operation _____________ come/ go into operation _____________

3. credit 荣誉，赞扬；信用，信赖;名声，信誉;赊账，信用贷款；学分

He deserves credit for what he has done for the city.

Your honesty does you great credit / does great credit to you.

We gave credit to his story.

George has credit with his teacher.

He is a man of great credit in our town.

Greatly to his credit, he won the prize.

I bought the dishwasher on credit.

He hasn’t enough credits to get his degree.

4. responsibility

We have responsibility for protecting them.

You must take responsibility for what you have done.

Mike is responsible for the whole project.

5. cut back on

To save money, we should cut back on our spending.

Many companies are cutting back on staff at the moment.

If we cannot sell more, we will have to cut back on production.

6. use up / run out/ run out of

Don’t use up all the milk. We need some for breakfast.

Her money soon ran out.

She is always running out of money before payday.

难句分析

1.With me are Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant.(P22 Line5)

【句式研习】该句是一个______句，由于主语 “Ms Lin Shuiqing, from the Green Society, and Mr Qian Liwei, a business development consultant” 较长，为了避免句子___________，往往把介词短语或其他成分提到句首。

【归纳拓展】

1）当句首状语为方位词，且谓语动词为go,come等表示位置转移的动词时句子须倒装。

翻译：飞机飞高了。______________________________

翻译：主席进来了，会议开始了。________________ and the meeting began.

2) 当句首状语为表示地点的介词词组时，句子须倒装。

翻译：一个身材高大的警察从拐角处走来。__________________________________

2. The world’s population has grown by six times what it was in 1800. (P22, Line 19)

【句式研习】倍数表达法

This box is four times as light as that box.

The cotton output was four times greater than that of 1996.

The Earth is 49 times the size of the Moon.

3. As a business development consultant, I’m often seen as being against the environment. (P23, Line 29)

【句式研习】本句中as 是______词，用来谈论________________________________.

As an interviewer, you ought to sit back and listen.

She spoke of him as her dearest friend.

比较：

As I left the house, I remembered my keys.

It is very difficult for us to know what to do, as we are not his parents.

I did as he asked.

Poor as he was, he was happy.

4. What I’m here to say is that having worked with many environmental consultants, I know that a healthy environment and development should be possible at the same time. （P23 Line34）

【句式研习】本句中what 引导一个________从句作__________,第一个that引导的______从句；在_______从句中，know后的that 引导了_______从句，而现在分词短语having worked with many environmental consultants作________状语。

5. The people operating these factories are deeply concerned about the environment. (P23, Line 37)

【句式研习】本句中operating these factories作________, 用来_________________，相当于一个________从句。

There is a piano standing （= which ________）in the corner.

A man respecting others (= who _______________) will himself be respected.

Can you see the star moving (=that _____________) in the sky?

6.Asking around, I find many people willing to pay a little higher prices for things that are friendly to the environment. （P22 Line51）

【句式研习】本句中asking around 为现在分词短语作_______， willing to pay…things 为形容词短语作___________, that 引导________从句，修饰________,其中that 在______从句中作 _______。

反馈矫正

1. It’s here that the river f__________ down into the see.

2. The company is famous for the p__________ of small cars.

3. As we all know, he is g_________ for money.

4. It is his r_______ to make arrangements for the meeting.

5. Are you w________ that he should be admitted into our club?

6. He deserves c__________ for what he has done for the city.

7. He stated his b_________ that evolution occurred through natural selection.

8. I paid $1,000 in t________ last year.

9. I’ll c________ my teacher about the problem.

10. These fish are often eaten r_______.

迁移创新

1. The top leaders of the two countries are holding talks in a friendly __________.

A. atmosphere B. state C. situation D. phenomenon

2. Peter’s jacket looked just the same as Jack’s, but it cost ________ his.

A. as much twice as B. twice as much as

C. much as twice as D. as twice much as

3. I was just talking to Margaret when Jackson _________.

A. cut in B. cut down C. cut out D. cut up

4. It’s helpful to put children in a situation ______ they can see themselves differently.

A. that B. when C. which D. where

5. I would appreciate _____ if you come to my grandma’s birthday party and say “Hello” to her.

A. that B. it C. you D. one

6. - I’m still working on my project.

- Oh, you’ll miss the deadline. Time is ________.

A. running out B. going out C. giving out D. losing out

7. As these new products are not selling well, the members of the board have decided to _______production.

A. cut down B. cut down to C. cut back on D. cut off

8. ________ we move the picture over there? Do you think it will look better?

A. If only B. What if C. As if D. Even if

9. The grandfather, much to the surprise of the doctors, won’t want his granddaughter _____ this week.

A. to operate on B. operates C. to be operated on D. operating

10. He is easy to get along with. that, he is a determined boy. Which of the following is wrong?

A. In addition B. Besides C. In addition to D. Apart from

课前导学

1. cut back on 2. open the floor 3. raw material 4. use up

5. be concerned about 6. as/so long as 7. cut down 8. ask around

A D

引导梳理

1. 倒装头重脚轻

After the banquet came a firework display in the square.

Up went the plane.

In came the chairman

Round the corner walked a tall policeman.

2. 结果限制性定语从句先行词chemicals ,定语，chemicals

3. 表语定语，things 虚拟should+动词原形虚拟 be punished help

4. 名词性主语表语表语宾语原因

5. 状语宾语补足语定语 things 定语主语

6. What if you fall sick?

What if she forgets to bring the book we need?

If I say I won’t go with you,so what?

What’s more

反馈矫正

1. flows 2. production 3. greedy 4. responsibility 5. willing

6.credit 7.belief 8. taxes 9. consult 10. raw

迁移创新

1-5 ABADB 6-10 AABCA

（小周）

篇6：Unit 5 Modern hero(新课标版高一英语上册教案教学设计)

Teaching aims:

1. Topic

The qualities of a great person;

The lives of some great people.

2. Useful words and expressions:

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

3. Functional items:

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.

4. Structures

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.

Teaching procedures

Period 1 (Reading)

Step 1. Warming up

1. Ask Ss some questions:

What are the qualities you should find in a great person?

Who do you think is a great person?

What qualities do you have?

2. Ss finish the chart on page 33.

Step 2. Pre-reading

1. Show Ss some pictures about six great persons and let them guess who they are.

2. Ask Ss to tell why they are important persons in history.

Step 3. While-reading

1. First reading: Ss read the text and finish comprehending 1 on page 35.

2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.

1940______________ 1942 ______________

1944 ______________ 1946 ______________

1948 ______________ 1950 _______________

1952 ______________ 1954 _______________

3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.

Suggested answers:

Part I paragraph 1-2

The life of Elias’ before he met Nelson Mandela.

Part II paragraph 3-5

The change of Elias’ life after he met Nelson Mandela and what Mandela did.

Step 4. After-reading

Ss discuss:

How the ANC Youth League fights the Government?

What can we learn from the text about Nelson Mandela?

Step 5. Extensive reading

Get the Ss to learn more about Nelson Mandela.

Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:

1. When did Elias lose his job?

2. Does Elias like his present work?

Homework

1. Recite the key sentences in the text.

2. Retell the text.

Period 2. (language learning and grammar)

Step 1. Revision

Ss try to retell the text, using their own words.

Step 2. Language points

1. The time when I first met Nelson Mandela was ….

2. advise…on

3. be …away

4. Less important than…

5. Only then did we decide to… (倒装句)

Step 3 discovering useful words and expressions

1. Ss read Elias’ story again and try to find words that mean the same in the form on page 35.

2. Ss read the passage on page 36, part 2 and try to complete the it with proper words.

Step 4. Grammar: The attributive clause

1. Ss read the following sentences and try to find the rules.

The mines where I got a job were 9km from my home.

The reason why I got a job was because of my hard work.

The time when I joined the ANC Youth League was late at night.

The government building where we voted was very grand.

The date when I arrived was the 5th August.

2. Practice: Ss finish the sentences on page 36, part 2.

Step 5. Practice

1. Ss do Wb using structures: exercise 1.

2. Ss do the exercise 2 on page 71, join two sentences into an attributive clause.

Period 3. Speaking

Step 1. Revision

Dictation: The teacher speaks the following sentences in Chinese, the Ss write them down in English.

1. The time when I first met Nelson Mandela was a very difficult period of my life.

2. Mandela had opened a black law firm to advise poor black people on their problems.

3. I was worried about whether I would be out of work.

4. We were put in a position in which we had either to accept we were less important, or fight the Government.

5. It was very dangerous because if I was caught I could be put in prison for years.

6. I knew it was to realize our dream of making black and white people equal.

Step 2. Talking

1. Ss answer the question:

What are the qualities you should find in a great person?

2. Ss in groups talk about their hero/heroine on page 69. When they discuss, try to use the following words:

Good idea!

That’s an excellent idea!

I agree/ don’t agree.

I prefer…

In my opinion…

I think/don’t think…

I’m afraid…

Why do you think so?

What do you think of …?

What’s your opinion?

Step 3. Speaking task

Ss in groups and try to finish the speaking task on page 74.

1. Ss read the passage and get to know what they are go to do;

2. Ss in groups and begin to discuss;

3. Ss should take notes while they are talking;

4. Ss should choose one to give a talk to the class.

Step 4. Debating

Ss divide into two parts and debate.

Topic: Mao Zedong is a great person in history.

Mao Zedong is not a great person in history.

Period 4. Extensive reading

Step 1. Pre-reading

Show some pictures and ask Ss to say something about Bill Gates.

T: Do you know who he is?

S: Bill Gates.

T: Who can say something about him?

S: Bill set up his own company “Microsoft”.

He makes most people in the world use the computer.

He makes us learn about the world at home.

T: Do you think Bill Gates a great man?

Ss discuss and answer.

Step 2. Reading

Ss read the passage on page 73 and fill in the information sheet.

Information about Bill Gates

Job

Achievements

What did he give up for his beliefs?

Why does he have enemies?

Why attacked by the government?

Step 3. Discussion

Ss in groups discuss what kind of person Bill Gates is.

Suggested answers:

I think Bill Gates is a great man because he set up the biggest Internet cooperation “Microsoft” in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provides a lot of job chances.

Period 5. Listening

Step 1. Using language- listening

Ss are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.

Ask the Ss pay much attention to these important points while listening. And tell them to take notes like this:

Passbook: a book…

Underground;

Surface:

Live:

Step 2. Listening

Ss turn to page 69 and listen to the tape three times. Before they listen, ask them to read the questions first.

Step 3. Listening task

1. First listening: Ss turn to page 72 and try to answer the four questions of part 1.

2. Ss listen again and complete the tables of part 2.

3. After listening: if time permits, ask two Ss to answer the question:

Who do you think caused the accident?

Period 6. Writing

Step 1. Pre-writing

1. Ask the Ss to say something about Nelson Mandela.

2. Ss read more about his life.

Step 2. While-writing

1. Ss collect their ideas for the letter. Write them down in order.

2. Ss begin the letter with their address and the date. They may begin like this:

Dear president,

I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free….

3. Finish the letter like this:

Yours sincerely,

(Your name)

4. Choose some Ss to read their letters.

篇7：新课标模块2 unit1 revision(新课标版高一英语必修二教案教学设计)

Unit 1 ［背诵要点］

1．A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed.

2. It is your job to look into any reports of cultural relics that have been found in China.

3. It is a rare Ming Dynasty vase.

4. The man who has it insists that it belongs to his family.

5. It feels as hard as stone, it easily melts when heated. Once it is heated, the amber can be made into any shape.

6. The design for the room was of the fancy style popular in those days.

7. It took a team of the country’s best artists ten years to make it (It takes sb st to do sth).

8. In return ,the Czar gave the King his best soldiers.

9. About four meter long, the room served as a small reception hall for important visitors.

10. She had the Amber Room moved to the palace where she spent her summers. (have sth done)

11. The room was completed the way she wanted it.

12. There was a time when the two countries were at war.

13. There is no doubt that the boxes were put on a train.

14. What happened to the Amber Room remains a mystery.

15. Following old photos, the new room has been made to look much like the old one.

16. The old man saw some Germans taking apart the Amber Room and moving it away.

17. In a trial, you must decide which eyewitnesses to believe and which not to believe.

18. The judge does not consider how each eyewitness looks or where that person lives or works.

19. The judge cares only whether the eyewitness has given useful information, which must be facts, rather than opinions.

20. For example, it can be proved that China has more people than any other country in the world.

21. I think highly of those who are searching for the Amber Room.

22. I don’t agree that they should return the treasure to Russia. Nor do I think they should give it to any government.

23. Besides, my father told me that any person who finds something can keep it.

练习

一翻译下列单词或短语

1 调查 11 认为,考虑

2 作为报答 12 拆开

3 制成… 13 移走

4 属于 14 而不是

5 保持不变 15 在…流行

6 活着,继续存在 16 除了…之外还有

7 毫无疑问 17 寻找

8 高度评价 18 处于交战状态

9 证明 19 木制的

10问题的答案 20 点亮；点燃

二用上面的词或短语填空

1. The new Harry Potter novel __________________ middle school students throughout the world.

2. The hungry boy rushed into the house _______________something to eat.

3. I will___________ the matter and then tell you the result.

4. China is a country __________________the developing country.

5. The door __________open all night long.

6. He didn’t know to do something ____________for her help.

7. People __________Lincoln as one of the greatest presidents in America.

8. His word________ to be right later.

9．The (木制家具) in the sitting room were borrowed from neighbors.

10．He （light）a candle and the (light) candle (light) the whole room.

三完成句子

1 大火过后什么也没留下.

After the fire________________.

2 他们的年龄都一样.

They are________________________.

3 我在考虑再次去那里.

I _______________________________there again.

4 小孩子总喜欢把玩具拆散.

The children always____________________.

5 你会高度评价那些总帮助别人的人吗?

______________________those who always help others?

6 一旦被加热,琥珀可以制成各种形状.

___________________, the amber can ____________any shape.

7 当时中日双方正在打仗,因此交通变得极其困难.

At that time, _________________________-so traveling was extremely difficult.

8 从那以后琥珀屋的最终所归便成了一个谜.

After that, what really happened to the Amber Room______________.

9 他昨天买了一套家具.

He bought __________________yesterday.

10请把座位上的袋子拿开以便我能坐下.

Please ________________so that I can sit down.

四翻译句子

1只有用这种方法你才能提高你的英语水平.(倒装语序)

2 我真的不想去,但他硬要我去. (insist)

3 他不可能把他的书带回家了,因为他所有的书都放在桌上. (情态动词+have done)

4 我拿不准这礼物是谁的? (belong to)

5 她给了我们食物和衣服,没要求任何回报. (in return)

6 毫无疑问,他将为他所做的受到惩罚. (doubt)

7 这是两国交战时期. (at war)

8 虽然他自己并没有觉得做了什么突出的事情,他的同事们却对他交口称赞.

9 父母进来时他假装睡着了. (pretend)

10大量的证据证实他是清白的. (prove)

五．完型填空：每小题1.5分，共22.5分

Dear Classmates,

As young people, we don’t always want to think about the past. 1 we often hear our grandfathers and grandmothers talk about cultural relics. They say we 2 protect some of these relics because they are important to our culture. 3 also say that these relics are important to us because they help us remember the 4 of our ancestors and respect what they have done. I’m sure you will 5 . After all, someday we will be 6 ourselves and will want our own children to protect them. So I have a plan for 7 the painting in the old temple, which is a fine cultural relic 8 in our hometown. It should be protected because it was painted by a 9 artist of the early Qing Dynasty. My plan is to get students to take a 10 to see it on a Saturday next month and then 11 some important people to join us. 12 , we can also write an 13 about it for the town newspaper. Later, when others begin to 14 their help, perhaps we can 15 enough money to help the museum buy it. If you like my plan, please give me a note to your teacher. Thank you.

Yours.

1. A. However B. Yet C. Therefore D. And

2. A. can B. must C. will D. need

3. A. Some B. We C. They D. Others

4. A. days B. dreams C. lives D. styles

5. A. refuse B. allow C. doubt D. agree

6. A. greater B. stronger C. richer D. older

7. A. surviving B. remaining C. saving D. removing

8. A. there B. here C. where D. anywhere

9. A. famous B. rare C. gifted D. skillful

10. A. trip B. look C. bus D. rest

11. A. take B. order C. beg D. ask

12. A. In a word B. Besides C. First of all D. By the way

13. A. poem B. passage C. article D. diary

14. A. prove B. offer C. supply D. provide

15. A. make B. earn C. raise D. give

改错

1. What the king said is remained a mystery.

2. This strange vegetable belongs potato family.

3. There is some doubt that he will come tomorrow.

4. The man insisted that he not steal the money and that he should not say sorry.

答案：

look into make into in return belong to remain survive have no doubt think highly of prove the answer to the question consider

take apart remove rather than be popular among/ with besides in search of

be at war wooden light

is popular with/ among ; in search of ; look into; belonging to; remained; consider; proved; wooden furniture; lit/lighted, lighted, lit/lighted

1 nothing remained

2 of the same age

3. am considering going

4 like taking the toys apart

5. Do you think highly of

6 Once (it is) heated; be made into

7. China and Japan were at war

8. remains a mystery

9. a set of furniture;

10. remove your bag from the seat

1. Only in this way can you improve your English.

2 I didn’t really want to go but he insisted.

3. He can’t have taken his books home for all of them are lying on the table.

4. I am not quite sure who/ whom the gift belongs to.

5. She gave us food and clothes and asked for nothing in return.

6. There’s no doubt that he will be punished for what he has done.

7. This was a time when the countries were at war.

8. His colleagues thought highly of him though he himself didn’t think he had done anything special.

9. He pretended to be asleep when his parents came in.

10. A great deal of evidence proved him innocent.

五．完型填空 1-5. BBCCD 6-10. DCBAA 11-15. DBCBC

篇8：unit 8 Reading sports(新课标版高一英语上册教案教学设计)

江苏省奔牛高级中学英语组王芳

Step 1 Review words

Step 2 Can you list some names of sports?

(weightlifting gymnastics shooting sailing horse –riding volleyball badminton shot put judo golf hockey marathon long-distance softball skiing gymnastics ring side-horse men-single rowing throwing boxing rugby )

Step 3 You know so many kinds of sports. I’m sure you also know a lot of players from China and from other countries.

Step 4 We have talked a lot of sports and players and do you know the important sports events ?

(a; Asian Games ; the 14th Asian Games opened in South Korea city of Busan. . The 16-day Games are the biggest sports event in Asia. A total of 686athletes took part in it . China use the Asian Games as good learning experience before their next Olympic Games in Athens , Greece in 2004 . the Asian Games started from Sep29th to Oct15th . The Chinese team got the first prize. And have won about 150 gold medals . the second is Korea and the third is Japan .

b; the 2002 World Cup ; The 2002 FIFA World Cp was held in Korea and Japan from May 31st to June 30th .There are eight groups. And China is in Group C with Turkey, Costarica, and Brazil . The German team got the first prize .

c; the Olympic Games are the most important event in the world . the Games are held every four years . The motto is swifter , higher , and stronger . )

Step 5 Among these events , which is the most important? Of course it is the Olympic Games . So now we will learn a passage about it .

(a; listen to the passage and answer the question .

b; listen again and give some explanation .

c according to the key words , try to retell the whole passage ;

Step 6 Yes, in order to hold the Olympic Games , the country should spend a lot of money to prepare . But it is a rich prize for a country . And the Olympic Games have been held in a lot of countries . Can you tell me in which countries ?

(in 1992, the Olympic Games were held in Barcelona, Spain. In 1996 the Olympic Games were held in Atlanta , USA. In 2000, the Olympic Games were held in Sydney, Australia. In 2004, the Olympic Games was held in Athens , Greece . and in 2008 , the Olympic Games will be held in Beijing , China .On July 13th in Moscow , When the president of the international Olympic Committee announced that the 2008 Olympic Games will be held in Beijing , everyone was excited . We cheered , and celebrated the Great moment .)

Step 7 Can you tell me why can Beijing win the bid for hosting the Games ?Discuss.

(a; China is a peaceful society .

b; The economy has developed in China .

c; The political situation is stable .

d; China is playing a more and more important part in the international affairs .

e; We have promise that we can host a “Green Olympic,” a “hi-tech Olympic ’’and a “people’Olympic ”.

f; All of the people in China support the bid.)

Step 8 Now Beijing is preparing for Olympic Games . Can you tell me what should be done ? discuss.

( a; we should build the Olympic village , the Olympic park , the Olympic Green , hotels , stadiums and so on .

b; we should improve our traffic and build roads, railways , subways and airports .

c; we should improve the system of telecom.

D; we should improve our air quality . )

Step 9 Although the 2008 Olympic Games will be held in Beijing just for 16 days , it can bring a long-term benefit for China . Can you say something about the influence ?

( a; We can earn a lot of money from the tourism .

b; Beijing residents’ living standard will be improved.

c; It is a good opportunity to spread the Olympic spirit to Chinese young generation .

d; China will be known to the World .

e; It can bring a lot of job chances.

F; It can improve the relationship between other countries.

Step 10 Now it is 2004, you are in Grade 1, after three years you will have the college entrance examination ., you will be in the university in 2008. So in that summer what will do? Maybe some students will stay at home to watch the Olympic Games , and some will go to Beijing to Watch the Games , and some will go to Beijing to serve for the Games . That means some will be the volunteers. It is an honourable job.

Let’s wish the Beijing Olympic Games a great success.

Step 11 Homework

write a passage about the Beijing Olympic Games

篇9：Unit 6 good manners5(新课标版高一英语上册教案教学设计)

Title of the Lesson: Unit Six

Type of the Lesson: New Lesson

Teaching aims:

1. Learn to use functional sentences, key structures and words. Instruct students to read Table Manners at a Dinner Party.

2. Continue to learn the Attributive Clause.

Content of the Lesson:

1. Topic: Good Manners

2. Functional sentences: apologizing and expressing gratitude

3. Grammar: the Attributive Clause

4. Vocabulary: 大纲词汇（33）

课标词汇（3）

Teaching Focus:

Functional sentences and words, which are used to describe manners

Teaching Aids:

Computer, Tape-recorder

Period 1 Warming up & Listening

Teaching aims:

1. Knowing about some expressions of apology.

2. Study the language points concerned with the dialogue.

Teaching procedures:

Step 1, Revision

Revise how to apologize to people.

Question: when we do something wrong, what should we say?

Ask students to make a list of the answers.

Excuse me, I’m sorry, etc

Step 2, Learn the functional sentences.

1. Work in pairs. Let the students to talk about the pictures and complete the dialogue on page 36.

Ask them if they know the word: terribly/ be careful.

2. The teacher checks the answers.

Step 3, Practice

Let students make similar dialogue and act them out.

Step 4: Listening

Listening Cassette Unit 6

1. Go through the task with the students and make sure what to do before you play the tape.

2. Let students check their answers in pairs and then with the whole class.

Period 2 Speaking

Teaching Aims:

1. Study this lesson to improve the students’ speaking ability.

2. The students are trained to explain English words in English.

Teaching procedures:

Step 1, Presentation

T: I’ll show you some pictures in which someone is doing wrong. What should he/she say? What should he/she answer? Make a list of their answers on the Bb.

Ways of making apologies Possible answers

Forgive me. I am very sorry Oh that’s all right

I apologize for… I’m sorry Oh, well, that’s life

I didn’t mean to… It’s OK

Sorry about that No problem

Step 2, Use the functional sentences to make up dialogues according to the given situations.

1. Let the students work in pairs. Read the situations in class and make sure everyone knows what to do.

2. Make dialogues in pairs.

The students make dialogue in pairs, and then ask some pairs to act out their dialogue.

Step 3, Use the functional sentences to make new dialogues in groups of four, they can create some situations for their dialogues.

Step 4, Assignment

1. Preview reading in Unit 6, and answer the questions in Discussion on page 38.

2. Prepare for a dictation of the words in the Unit 6

Period 3 Reading

Teaching aim:

1. Study this lesson to know more about Table Manners at a dinner party.

2. The students are trained to improve their reading ability and comprehension.

Teaching procedures:

Step1, Revision

1. Check the words and expressions.

2. Ask the students to explain the following words in English.

Custom, damp, napkin, behave

Step 2, Pre-reading

Ask students to think of the following situations. Work in groups to write down the rules of being polite in these situations in Chinese culture:

Situation Rules of being polite

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Step 3, Fast reading (P39-2)

Read the text fast and complete the following sentences. In what order will the following dishes be served at a western dinner party. Please number them:

dessert, drinks, main course, starter, soup

Step 4 Detailed reading (P39-3)

Decide which of the behaviors are polite or impolite at a Western dinner party.

1. Use the knife with your right hand.

2. Put your napkin on your right hand.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second serving of soup.

5. Use your fingers when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more than they can take.

Step 5, Reading aloud

1. Play the tape of the text for the students to listen and follow.

2. Check reading. Ask some of the students to read the passage in class.

3. Dealing with language difficulties.

Step 6, Reading comprehension

1. Compare the customs in Western countries with the customs in China. And then complete the chart.

2. Ask some pairs to report their result orally.

In Western countries In China

similarities You should try to speak quietly and smile a lot, but do not laugh all the times.

You shouldn’t talk with your mouth full.

differences

Period 4 Language Study

Teaching aims:

Learn to use the following words and phrases:

behave, custom, start with, drink, serve

Teaching procedures:

1. behave

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1) He always behaves well in class.

2) She behaves more like a friend than a mother.

3) Children, please behave (yourselves).

4) They got warning to behave.

5) How is your new car behaving?

B. Summary: 1) 2) = act, bear oneself

3) 5) = conduct oneself well, do what is right

6) = machine works well

behavior (n.)

2. custom & habit

A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.

1) She has the custom of having a walk after dinner.

2) She has the habit of smoking after lunch.

3) She has the habit of resting after lunch

4) It is a Japanese custom to remove one’s footwear before entering a house.

5) Exchanging gifts on Christmas is a special custom in Western countries.

B. Fill in the blanks.

1. I have a ________ of washing face and hands before meals.

2. To shake hands is a ________ in many countries.

3. start with

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1） We started at 7 o’clock.

2） We must start early.

3） It started to rain.

4） He just started a new job.

5） The car won’t start.

6） I can’t start the machine.

B. Summary: 1) 2) = begin a journey, set off

3) 4) = begin (sth/ to do sth)

5) 6) = cause (machine) to start work

4. drink

Let students look at some sentences to see if they know the different meanings of drink.

1）(n.)

soft drink

a drink of water

Isn’t there any drink in the house?

How about a quick drink..

2) (v.)

Some horses were drinking at a trough.

He drank a pint of milk

Don’t drink and drive.

3) Phrases

drink sb.’s health

drink to sb.’s health

drink a health to sb.

5. serve

Read the following sentence and get the different meanings of this word.

1) He served as a gardener and chauffeur.

He has served his master for many years.

2) He served as a naval officer during the war.

He has served his country well.

3) Have all the guests been served with food and drinks.

Four waiters served lunch for us.

4) Are you being served?

He served some sweets to the children.

5) This packet of soup serves two.

6. Using the new words and phrases to complete the follow passage.

Eating dumplings on Spring Festival is a ________ in China. Last year, my nephew asked his parents to take him to a restaurant to eat dumplings and he promised he would ________ himself. At first they ordered some _________ to _______ with. Then they were _________ some delicious dumplings. My nephew was very happy that day.

Period 5 Grammar

Teaching aim:

Revise the grammar ------ the Attributive Clause

Teaching procedures:

Step 1, Ask students to read some attributive clauses and get some general opinion about the differences between the restrictive attributive clause and the non-restrictive clause. (Textbook Page 41-1)

Step 2, Ask students to do the exercise in pairs. (Textbook Page 41-2)

Step 3, More exercise (Workbook Page 118-1, 2)

Step 4, Ask students to finish checkpoint and make a summary.

Step 5 Ask the students to finish the following exercise to check how well they can use the attributive clauses.

Period 6 Integrating Skills

Teaching aim:

Get students to know how to write a thank-you letter.

Teaching procedures:

Step 1, Reading and writing

1. Read the thank-you letter on page 41 and write in your own words what each paragraph is about.

2. Discuss in pairs.

3. Feedback.

Para,1, Why I write the letter

Para.2, What I am doing

Para.3, What you are doing

Step 2, Word study

Ask students if they understand the meaning of the following words.

think of/ be busy with/ do well in/ wish you all the best

Step 3, Pre-writing

Work in groups of four. Let students choose one of the topics and write a thank-you letter.

Topics: 1. Thank a teacher for his help

2. Thank your parents for their loving support

3. Thank your friend for being a good friend.

4. Thank your classmate for having invited you to his birthday party

Ask one group to read their letter.

Step 4, Writing

The teacher should do the following before the students write a letter:

1. Go over the requirements of writing, and make sure the students know what to do.

2. Tell the students what they should do before writing.

3. Get the students to write their own letters.

4. Do peer evaluation after finishing their letter.

5. Show some letters to the class.

北京十二中常贞丰台分院梁丽冰

篇10：Unit 6 good manners2(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Period 3 Reading

TABLE MANNERS AT A DINNER PARTY

Teaching aims:

1. To get students to know more about table manners at a dinner party.

2. To train students’ reading ability and comprehensive ability.

Key and difficult points:

1. To get students to know the difference of table manners between China and Western countries.

2. To learn how to behave well at a formal Western dinner party.

Teaching procedures:

Step 1 ------ Leading in

1. Ask students to say something about the tools used in Chinese restaurants and Western restaurants.

(1) What do Chinese eat with? (chopsticks, bowl and spoon)

(2) What do westerners eat with? (plate, spoon, knife, and fork)

2. Ask students to say something about the order of a formal meal in Chinese restaurants and Western restaurants.

(1) What is the order of the Chinese formal dinner?

(2) What is the order of the western formal dinner?

Step 2 ------ Extensive reading

1. Ask students to read the text as quickly as possible and finish two tasks.

(1) The text mainly talks about ____.

A. table manners at home

B. table manners at friend’s home in China

C. table manners at a dinner party

D. table manners at a formal Western dinner party

(2) Do exercise 2 on page 39.

starter --- soup --- main course --- dessert --- drinks

2. Ask students to read the text aloud with the tape and do the exercise 3 on page 39.

(1) Use the knife with your right hand. (P)

(2) Put your napkin on your lap. (P)

(3) Start eating as soon as your food is served in front of you. (I)

(4) Ask for a second bowl of soup. (I)

(5) Use your fingers when eating chicken. (P)

(6) Finish eating everything on your plate. (P)

(7) Talk loudly while eating. (I)

(8) Make other people drink more spirits than they can take. (I)

Step 3 ------ Intensive reading

1. Ask students to read the first paragraph, discuss how to lay the table with the partner, and say out which number stands for.

2. Ask students to find out what should be done at the beginning of the dinner.

(1) Some people pray before they start eating. If you don’t believe in religion(宗教)

You should keep silent for a moment.

(2) If you pay for the bill, (You are the host)

You can say “Enjoy your meal” to each other and everybody starts eating.

2. Ask students to discuss what should be paid attention to when having starter, soup, main course, and drink of a formal western dinner.

(1) Starter (appetizer):

Tips ------

a. You eat with the smaller pair, and you keep the knife in your right hand and the fork in your left.

(2) Soup: meat soup (thick toast)

Tips ------

a. You will get a bowl of soup --- but only one bowl of soup and never ask for a

second serving.

(3) Main course: steak, chicken, shrimp

Tips ------

a. You can use your fingers when you are eating chicken or other birds.

b. Don’t touch beef or other meat on bones.

c. Finish everything on your plate.

d. Don’t take more food than you need.

(4) Dessert: cake, pudding, ice cream, etc

(5) Drinks: soft drinks (non-alcoholic), red wine, white wine (dry, medium, sweet)

Tips ------

a. Glasses should not touch when drinking to someone’s health.

b. The custom of toasting in Western countries is to take only a sip.

c. Don’t drink too much.

Step 4 ------ Summary

1. Ask students to compare the customs in Western countries with the customs in China, and then complete the chart.

2. Ask students to present their results. (optional Homework)

In Western countries In China

Similarities

1. You should try to speak quietly and smile a lot, but do not laugh all the times.

2. You shouldn’t talk with your mouth full.

Differences 1. Take the napkin, unfold it and put it on your lap. 1. Get a hot and damp cloth to clean your face and hands.

2. Glass should not touch. 2. Glass should touch.

3. Take a sip. 3. Finish the drink at once.

Homework ------

1. Think more about the customs in Western countries with the customs in China write a passage.

Self-evaluation ------

篇11：关于body language 的教案 (新课标版高一英语教案教学设计)

学校北京50中学授课教师毕扬扬学科英语班级高一五班

时间 2004.6.4 指导教师王茜课堂类型新授课教室高一五班

课题 Unit21 Body Language

教学目标 1 talk about body language

2 describe gestures and facial expressions

3 How to act out gestures and facial expressions

重点 1 Intensify the students’ ability of listening and acting

2 By combining performing and listening, create a language study environment to make students have enough chance to perform

教学助手段 Multimedia

板书设计 face --- facial murmur

Culture maintain

To and fro hitch-hiking

教学流程及方法注示

Step 1 Lead – in

In our daily life we communicate with each other using spoken language, but is there any way we could use to communicate? For example, when I come into the classroom for my class you are talking freely and loudly I do such gesture to make you quiet ( a gesture).That is a body language. Today Let’s talk about body language.

Step 2 Warming up

1 Open your books and look at the pictures. Match the picture with the correct sentence.

2 After that comes the real body language. Look at the screen. Here are some gestures.

3 It’s your turn to act out some gestures. Look at the screen and act out some gestures with your partner.

4 Group work:

Four people form a group. I’ll give each group a card on which is some gestures. Act them out. Few minutes later each group selects one person to act out one of the gestures. But never do the action that others have done.

Step 3 Listening

1 The first passage:

① Open your books and turn to page 119. Here are ten actions some of which have been done by Jenny. Now listen to the tape and tick out which has been done by Jenny. ( After the first time listening review the tape while asking: what are they talking about?)

② Do the exercise in books.

2 the second passage:

① listen to the tape

② fill in the blanks and do the exercises

Homework

Finish the exercise in your book;

Make a good preparation for reading of Unit 21.

课

后

小

结

Sometimes the students can not understand what they have been told to do so their listening ability should be improved.

篇12：必修2 Unit 2 The Olympic Games(新课标版高一英语必修二教案教学设计)

Period 1

Pre-class task: about vocabulary of item in the Olympic Games

Step 1 Word Game:

Part 1: Each group get 4 words to guess. one points for each.

Part 2: The quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,

1 points will be lost.

shot put 击剑

discus throw 摔跤

javelin throw 悬挂式滑翔

Marathon 冰球

Canoeing 举重

ice hockey 马拉松

Weightlifting 划独木舟

Wrestling 铁饼

fencing 推铅球

hang-gliding 标枪

Part 3: The quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,

1 points will be lost.

Rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercises

Step 2 Warming up

Talk about when ,where, and anything you know about the Olympics according to the pictures given.

1. get Ss to talk about pictures

Teacher can give one example

2. let 2 Ss share their understanding of the pictures and act it out for the class

Step 3. Speaking Activity 1 ( Warming up p17)

Page 49 Now turn to page 49 and look at exx.1&2

1.Read through the words and fill in the form

2.Work in pairs and make a simple dialogue using the information in the form by asking:

Do you know which sports are usually part of the Winter Olympics?

Which sports are played between team?

In which sports are Chinese athletes the best?

3.Pairs to act it out

Step 4 Speaking Activity 2

Teacher help the Ss to talk about their hobbies(about sports) by teaching them some expression.

1. show some useful express

asking about Giving answer, advice, and making decision

Taking about hobbies:

1)Which sport do you like best?

What’s your favorite sport?

What are your hobbies?

Which do you prefer, ..or..?

Are you interested in …?

2)Why do you like…?/What do you learn from…

3)How do you become good at them?

4)Can you tell me sth. about them? Giving answer, and making decision:

1)I prefer…(to)…/ I like …(best).

2)I (don’t) like (because)…

3)I (don’t) think…(it’s because)…

4)I’m sure that…

5)I’m not sure whether…

6)there is no doubt…

7)Don’t you think that…?

2. explain them if necessary.

3. give some words of sports for Ss to talk with their partner.

4. act it out

Step 6 Homework

1.Find out the fact in Warming up to the number given to you (it’ll be checked tomorrow)

2.Finish Exx.1-4 on p11-12

3.《课程探究》Exx 1&2

4.Go over the new words.

Period 2

Step 1 Number game

Have the Ss to open the book on page 9, try to match the number to the events. The one who get the closest answer will get 1 point of the group

1. show the number to the Ss

2. have the Ss write down the answers by filling with the number in the table

776 B. C. The ancient Olympic Games start in Greece.

393 A. D. The ancient Olympic Games stop

1896 The modern Olympic Games start in Greece.

311&13 The numbers of competitors & countries took part in 1896

1932 China first joined in the Games.

1984 China first got gold medal by Xuhaifeng.

10.000&119 The numbers of competitors & countries joined in Sydney Olympic

2004 China got the 2th place in Athens.

2008 China will host the 29th Summer Olympics in Beijing.

3. check and give points to the group.

Step 2 Pre-reading

Showing the Motto of the Beijing 2008 Olympic Games Bid (北京奥运申报口号) to the whole class.

1. raise a question: “Do you know more about the Olympics history?”

2. get the Ss to read about an interview to get more.

3. get the Ss to make sure the relationship between Pausanias and Lili

Step 3 Reading comprehension

Read the Olympic Games

1. Make sure the information they have to get:

The 29th Olympics The old Olympics

The Olympic Games

The 27th Olympics The modern Olympics

1st time: Read the text quickly and find out the answers to the following Qs:

1). The old Olympics: when / where / who/what to get

2). The modern Olympics: how often / how many sets / who

3). The 27th Olympics: when / where to live/ for the spirit of…

4). The 29th Olympic: when / where/ what to get2nd time: Read the text carefully and answer the question on page 11,have the Ss:

. 1.Read the passage again and find out the answers to the questions in Ex 2

2.Discuss the answers with your partner

3.Tell the whole class the answers

Step 4 Summing up

1 individual work, take out a piece of paper to sum up the text

2.pair work: “Close the books, talk about the Olympics with what you have learnt & your own knowledge.”

3.act it out

Step 5 Homework

1.《英语周报》知识点练习和短文改错

2.Finish Ex.1 of a table on p11

3.P50 Ex.2, P51 reading task

4.Go over notes on page 78-79.

Period 3 & 4

Step 1 Homework checking & motivating

1.check the homework

2. talk the motto of modern Olympic Games: Swifter/faster, higher, stronger

Step 2 Language points

1. Ss give the phrases and expressions according to the Chinese T gives

2. Ss raise Qs on some difficult points they found while reading the text

Reading text:

1. Take part in/join in 参加

2. The spirit of ……精神、宗旨、灵魂

3. Used to 过去常常

4. Find out 查明，找出

5. Every four years 每四年，每隔三年

6. All over the world （遍及）全世界

7. A set of 一套，一组

8. Compete with/against 和……竞争

9. compete for… 为……而竞争

10. be admitted to 获准做某事

11. be admitted as 作为…被接受

12. reach the standard 达到……水平、标准

13. play an important role/part in 在……方面扮演重要角色（起重要作用）

14. as well as 和……一样

15. think you for your time 感谢您（能抽空……）

16. come from the same root 同根

17. Have (no) chance of doing sth. 有（没）做……的机会

18. Go with 伴随，与……搭配

19. relate…to… 把……与关联起来

20. relate with 和……有关

21. Run against… 和……赛跑

22. Hear of 听说

23. Make sure 确定

24. Take turns 轮流

25. One after another 一个接一个

take part in 参加

take part in, join, join in, attend的区别

take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。Join指参加某组织并成为一员。Join in 指参加活动或游戏，和take part in 相当。但join sb. in… （和某人一起做某事）,不等于take part in。attend表示参加会议（聚会）等。

eg: We all took part in (joined in) the sports meeting.

compete vi. 比赛，竞争，竞赛

compete in…在某方面竞争

compete for…为……而竞争

compete with/against 与……竞争

eg: He believed that nobody could compete with him.

competition n竞赛 competitor n 参赛者 competitive adj 竞赛的

host vt 主办，举办 n （待客的）主人

eg: When do you think China will the World Cup?

She was away, so her son acted as host.

英语中有许多词汇既可作动词，也可作名词：help, shop, talk 等。

used to do sth “过去常常做某事（现在已不）”

其中used to 看作情态动词，其否定形式和疑问形式为：1）否定：used not(usedn’t) to+do; did not(didn’t) use to+do 2）疑问：used+主语+to+do; did+主语+use to+do

eg: She usedn’t to play computer games, used she?

另外，1）be used to do sth.“被用于……”是use sth. to do sth.的被动形式，2）而be used to sth./doing sth.表示“习惯于做某事”。

eg: 1)Wood can be used to make desks.

2)I am used to the weather in Guangzhou.

*Every four years athletes from all over the world are admitted as competitor.

Every adj 与数词连用，“每（隔）…...”,具体用法是：

Every+基数词+复数名词（或+序数词+单数名词）

每年：every year

每两年（每隔一年）：every two years/every second year

每四年（每隔三年）：every four years/every fourth year

表示“每隔一“还可用every other+单数名词，如：every other day

“每隔几…..”用every few+复数名词，如every few metres,每隔几米

admit 允许（加入某组织或参加某个活动）常用被动

be admitted to(介词) 获准做某事

eg: He was admitted to the club after his tenth try.

be admitted as 作为…被接受

eg: He was admitted as a member of the baseball team.

承认，后接名词、动名词、从句或复合结构

eg: 她承认已经看过这些信。

She admitted having read the letter.

You must admit the job to be difficult.

读音规律：admit这类词的重音落在最后一个音节上，形成了事实上的重读闭音节，过去时和过去分词必须双写最后一个辅音字母，然后再加-ed。类似的还有: permit-permitted, refer-referred, prefer-preferred

all over the world （遍及）全世界

two sets of 文中译为“两种”，一般译为“两套，两组”

*Women are not only allowed to join in but (also) play a very important role especially in…

allow 可以组成几种短语：

1)allow sb. sth. 允许某人某事；

2)~ sb. in(out) 允许进入（出去）;

3)allow sb. to do sth. 允许某人做某事（不能说allow to do） ~ doing sth. 允许干某事。

与此类似的动词短语还有：advise sb. to do, advise doing sth. / permit(许可“法令，规章等”) sb. to do, permit doing sth. (encourage鼓励 / forbid 禁止)

eg: Passengers are not allowed to smoke in the waiting room.

在候车室乘客不允许吸烟。

We don’t allow smoking here.

我们不许在这里吸烟。

play a role(part) in “扮演一个角色，在…..起作用”

eg: 要管理好学校，校长起着重要作用。

The headmaster plays an important role in the good running of a school.

Not only…but (also)可连接各种成分，连接句子时，not only引起的部分需要倒装。如：Not only do the nurse want a pay increase, but also they want to reduce(减少) hours.

as well as 并列连词

1. 既……又；也；又。可连接两个并列成分，强调其前面的内容，因此连接并列主语时，谓语应与前面的主语保持人称和数的一致

eg: I as well as my sisters am going to the park for a picnic this Sunday.

2. 还可作“不但……而且“解，相当于not only…but also,但前者强调的中心在as well as之前，后者在but also之后。

eg: It is important for you as well as for me.

另外，as well 副词短语，意思为“也”，放在句末。当放在主要动词之前，前面有may, just等时，意为“也好，不妨，还不如”

如：He has not only finished his own work, but helped others as well.

他不仅完成了自己的工作，还帮助了其他人。

You might just as well tell me the truth.

*It’s just as much a competition among countries to host the Olympics as to win an Olympic medal.在所有参加竞争奥运会承办权的国家中获胜就如同获得一枚奥运会奖牌。

此句由as much as引起，第二个as后省略了a competition among countries

replace 取代；放回；替换

eg: he replace the book on the shelf.

have (no) chance of doing sth. 有（没）做……的机会

go with 伴随，与……搭配

relate to… “…….与……有关联（相关）”

eg: If you relate the results to the cause, you will find things are not that simple.

注意：A relates to B A与B有联系； relate A with/to B 把A与B联系起来

marry vt(强调动作) :

1)结婚，嫁，娶; 2)使结婚(marry…to…:使…同…结婚)

eg: 1)He married a pretty girl.

2)He will never marry his daughter to anyone whose family is poor.

be/get married(强调状态)＋ to(不能用with) sb 和……结婚

eg: He’s married to his job. 他全身心都投入到工作。

run against… 和……赛跑

no one will be pardon 没有人能被宽恕

hear of 听说

promise vt 1)允诺，答应 promise sb. sth.; promise (sb) to do sth.

2)有可能

eg: 1)He promised (her) never to tell a lie.

2) The clear sky promises fine weather.

vi 保证，有前途

eg: This project promises well. 这个工程大有前途。

n 诺言、字据，充当make, break, keep, carry out 的宾语

eg:If you make a promise, you should keep it, you ought not to break it

如果你作出允诺，就得守诺言，不应该违背诺言。

make sure +that clause 确定

take turns 轮流

one after another 一个接一个

Step 3 Pratice

Fill in the blank, and retell the text

The Olympic Games are the biggest sports meeting in the world. There are two kinds of Olympic Games. One is __________________,The other is _________________. Both of them are _____ every __________.All countries can take part if their athletes reach the ___________________ the games.Women are not only _____ to join in but __________________. A _______________ is built for the competitor to live in, a _______for competition, a gymnasium ___________ seatsfor those who watch the games. It’s a great ____ to host the it. It’s just ________ a competition to host the Olympic Games __ to win a Olympic ______. The olive wreath has been ______ by

medals. But it’s still about being able to run ______, jump ________and __________.

Step 4 Homework

1.《英语周报》Test unit 2 all

2.Finish Ex.3 on p50

3.《课程探究》Exx

4.Finish Ex. 5 on p12

5.Go over the new words for dictation in this unit.

Period 5 & 6

Step1 Dictation

Words and expression in this unit

Step 2 Grammar

一般将来时被动语态用法:

1) 一般将来时被动语态由 “shall(will)+will+be+及物动词的过去分词”构成。使用时应注意下面句型由主动语态变为被动语态的方法。

（1）主语+谓语+宾语，例如：

主动：We’ll build a new house next year.

被动：A new house will be built(by us) nest year.

（2）主语+谓语+间接宾语+直接宾语（习惯上把间接宾语变为被动语态的主语）

主动：My mother will give me a shirt.

被动：I will be given a shirt (by my mother).

如果把直接宾语改为主语时，则在间接宾语前加to或for

主动：My mother will give me a shirt.

被动：A new shirt will be given to me (by my mother).

(3) 主语+谓语+宾语+宾补。如果是含有复合宾语的主动句变成被动句时，将其中的宾语变为主语，宾补不变。例如：

主动：We’ll ask him to help you tomorrow.

被动：He will be asked to help you (by us).

2）一般将来时的其他几种被动语态形式：

（1） be going to be (done); be to be (done)

主动：We are to repair the machine tomorrow.

被动：The machine is to be repaired the (by us) tomorrow.

(2) shall(will)+get+过去分词（多用于非正式场合）

主动：I will get the work done.

被动：The work will get done by me.

(3) will+become+过去分词

The truth will become known..

Step 3 Listening

Material 1 p51

1. Read the following sentences (part 1)quickly

2. Play the tape 2 times. Check the answer

3. Listen to the tape for the last to have a full understanding of the story.

Material 2 p5148

1. Read the following sentences quickly

2. Play the tape 3 times. Check the answer

3. Listen to the tape for the last to have a full understanding.

Step 4. Homework

1. Finish Ex.1 on p49

2. Finish Ex. 3 on p13

3. Go over the language points and grammar in this unit.

篇13：unit 13 Healthy eating 4th(新课标版高一英语下册教案教学设计)

示范教案一(Unit13Healthy eating 4th)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review how to use some Modal verbs to give advice or opinion about something.

3.Let students know how to write recipes for their favourite dishes by reading“SNACKS”and two examples of recipes.

Teaching Important Points:

1.How to master Modal verbs-had better(not),should(not),ought(not)to.

2.How to let the students understand the text“SNACKS”better and learn to write a recipe.

Teaching Difficult Point:

How to improve the students' integrating skills.

Teaching Methods:

1.Asking-and-answering activity to go through the reading material.

2.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.a projector 2.the blackboard

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:Yesterday we learned the grammar-Modal verbs:had better,should,ought to and their negative forms.We know we can use them if we give advice or opinion about something.And we also know“had better”is less strong than“should”or“ought to”.Now let's do some exercises to see if you have mastered them.Look at the screen.

(Show the following on the screen.)

Translate the following into English.

1.你最好休息。

2.你最好不要吃不熟的水果。

3.对水果你应该认真些。

4.你不应该吃那么多垃圾食品。

5.你应该更努力地学习，取得更大的成绩。

T:You are given five minutes to translate them.Then I'll ask some of you to read your translation.

Suggested answers:

1.You had better get some rest.

2.You had better not eat fruit that isn't ripe.

3.You should/ought to be careful with fruit.

4.You should not/ought not to eat so much junk food.

5.You should study harder and make greater progress.

Step Ⅲ. Test

T:Yeah.In this unit we have also learned some useful expressions.Maybe you still remember them.Yeah?

Ss:Yes.

T:OK.Now let's review them together.I speak Chinese,you speak English.

(Teacher writes the following on the Bb when students say them.)

all the time,in the future,plenty of,advise sb. to do sth.,too much,keep up with,be harmful to,go for,lose weight,be prepared for,be short of,have a fever

T:Now let's have a test to see whether you've mastered them or not.Take out a piece of paper.Write the answers on it and then hand it in.Look at the screen,please.

Complete the sentences using the expressions on the blackboard.

1.What he said about you__________(对我也适用).

2.What do you want__________(将来做个什么样的人)？

3.She was laughing__________(一直)just now.

4.His parents__________(劝他不要再吃)chocolate any more.

5.During this month of hard work,many of us__________(降低了体重).

6.There are__________(许多书)on the shelf.

7.He was often ill because he__________(饮食过量).

8.Jack was not good at maths and he__________(跟不上)the rest of the class.

9.Smoking can__________(对……有害)your health.

10.Yesterday evening he__________(发高烧)and was sent to hospital.

11.It's going to rain.It doesn't matter;he__________(已有准备)it.

12.I__________(这周钱不够开支);can you lend me some?

Suggested answers:

1.goes for me too

2.to be in the future

3.all the time

4.advise him not to eat

5.have lost weight

6.plenty of books

7.ate and drank too much

8.couldn't keep up with

9.be harmful to

10.had a high fever

11.was prepared for

12.am short of money

Step Ⅳ. Pre-reading

T:OK.As we all know,people have to have food in order to live.In our country,corn and wheat are the main crops in the north,while rice is the main food in the south.In western countries,bread is very important.Bread to western is just like rice to Chinese in the south.It is westerners' most widely eaten food and is often called “the staff of life”.But in actual life,snacks are also very important for chinese and foreigners.Do you often eat snacks?

Ss:No,sometimes.

T:Do you know what snacks are good and how to prepare a delicious snack?

Ss:No.

T:Yeah,today we'll learn a passage about snacks.Let's learn the new words and phrases.

(Show the following on the screen and explain them to the students.)

Step Ⅴ. Reading

T:Now open your books on page 6.Look at reading and writing.Now you are given four minutes to read the three passages.Then answer some questions.

(Students begin to read.After a while,teacher checks their comprehension.)

T:OK.Now from the text we know even if we choose nutritious food for our main meals,we still need to refud now and then.Who knows by what we can give our body and brain more energy?

S1:(One student stands up)I know.We can give our body and brain more energy by eating snacks.

T:Yeah.Sit down,please.What snacks are good?Can you give us an example?(Teacher comes up to another student.)

S2:Good snacks should not have too much fat or sugar.Fruits and vegetables are best snacks.Because they can give our body and brain much energy and much vitamins.

T:Very good.Sit down,please.Attention,please.Another question:Is it difficult to prepare a delicious snack,then?

Ss:No.Snacks are usually easy to make.

T:Is there any good for us to make a snack?

S3:(Another student stands up.)Yes,it can give us a chance to practise our cooking skills.

Step Ⅵ. Writing

T:OK.You are right.The text also shows us two recipes.We've known the ingredients of shaomai and Chicken Rooll-ups and how to do them.Now please write alone the recipe for your favourite dish or fast food,then you can exchange to check your writing in pairs.I'll collect your papers in eight minutes.Of course,when you write the recipe,you need to explain what ingredients will be needed and how they will be used.You must also be careful to explain each step carefully and in the right order.Are you clear?

Ss:Yes.

T:OK.Please do it.

Suggested recipe:

A Recipe of Wonton

Wonton Ingredients:Pork,Chinese Chives,Salt,Gourmet Powder,Wonton skins.Cut the pork and Chinese Chives into pieces.Mix the pork and Chinese Chives in a bowl.Put half a spoonful of salt and a little gourmet powder into the bowl and stir them with chopsticks.Fill and fold the skins.Boil Wonton in boiling water for 3 or 4 minutes.

Step Ⅶ. Summary and Homework

T:In this class,we've reviewed the useful expressions and the modal verbs in this unit.And we've also learned something about snacks and recipes.We practise how to write a recipe.After class,go over all the important points learned in this unit and try to write more recipes.Prepare for next unit.Class is over.

Step Ⅷ. The Design of the Writing on the Blackboard

Unit 13 Healthy eating

The Fourth Period

all the time,in the future,plenty of,advise sb. to do sth.,too much,keep up with,be harmful to,go for,lose weight,be prepared for,be short of,have a fever

Step Ⅸ. Record after Teaching

_____________________________________

篇14：Teaching Plan For Unit 1 (新课标版高一英语必修二教案教学设计)

Teaching Plan For Unit 1

Teaching Materials & Analysis Contents Warming Up P1

Pre-reading P1

Reading P1-2

Comprehending P2

Learning about Language

Discovering useful words & expressions

Discovering useful structures P3-4

Using Language Listening & speaking P5-8

Reading, speaking & writing

Summing up

Workbook & Test P41-47

Importance 1. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.

2. Get students to learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their sense of cultural relics protection.

3. Enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.

4. Let students learn to give opinions and ask for opinions in English.

5. Let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.

6. Develop students’listening，speaking，reading and writing ability

Difficulties 1. Train students' thinking and analyzing ability by making them learn to tell from facts and opinions.

2. Develop students’ speaking ability by encouraging them to give opinions and ask for opinions in English.

3. Develop students’integrated skills.

Teaching Aims Topic cultural relics protection；

famous cultural relics in China and abroad

Vocabulary Words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate

Expressions in search of，belong to，in return，at war，less than，take apart，think highly of

Functional Items 1）Asking for opinions

2）Giving opinions

Structures the attributive clause

Arrangement

of time 1st Warming Up Pre-reading Reading Comprehending

2nd Language points

3rd Grammar

4th Using Language: Reading & talking

5th Using Language: Listening & speaking

6th Using Language: Reading & writing 1）Asking for opinions

7th Revision

1）Asking for opinions

The 1st Period

Unit 1 Contents Warming Up Pre-reading Reading Comprehending

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，be long to，in return，at war，less than

1. Get students to learn the useful new words and expressions in this part.

2. Let students learn about the history of the Amber Room.

Ability 1. Let students read the passage In Search of the Amber Room to develop their reading ability.

2. Enable students to learn to talk about cultural relics.

Emotion 1. Stimulate students’sense of cultural relic`s protection by reading the passage In Search of the Amber Room．

2. Develop students’sense of cooperative learning.

Analysis

of the teaching materials Importance 1. Let students read the passage In Search of the Amber Room and learn about the history of the Amber Room.

2. Get students to learn different reading skills.

Difficulties 1. Develop students’reading ability.

2. Enable students to learn to talk about cultural relics.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 1st Period

Step 1 Warming up

1. Warming up by looking and talking

2. Give students 4 minutes to read the passage carefully，and do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Listening and reading aloud

Play the tape of the text for students to listen to and follow. Then ask them to read the text aloud.

4. Deal with some new words，expressions and structures.

5. Discussion of style. Let students discuss the following questions：，

How does this passage present facts about the Amber Room? Can you find the opinions?

What is the author's attitude towards the Amber Room? How do you know?

Step 2 Pre- reading

Turn to page 1 and finish Pre- reading part.

Step 3 Reading

1. Skimming for the general idea of each paragraph

Ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.

The general ideas

Paragraph The History of the Amber Room

2. Scanning for detailed information

Ask students to read the passage carefully to locate the detailed information.

Do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Deal with any language problems students might meet while checking the

answers with the whole class.

4. Reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.

be used to do...， be made into， make the design for the room，

feel as hard, as stone， be of the fancy style，

give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，

be made to be a gift， serve as， add more details to...，

the search for， be made for， one of the great wonders，

art objects， look much like, at war，

remove... from.， remain a mystery， be ready for…

Step 4 Consolidation

Go over the key words with the students and write them on the blackboard. Give students 3 minutes to prepare and then ask some to retell the story of the Amber Room to the class.

Step 5 Closing down by having a discussion

Raise the following questions and discuss them with the students.

Can you imagine the fate of the Amber Room? What is it?

Do you think if it is worthwhile to reproduce the Amber Room? Why?

Step 6 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Read the text again and try to talk about the history of the Amber Room.

The 2nd Period

Unit 1 Contents Reading Comprehending & Learning about language

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，belong to，in return，at war，less than

1. Get students to learn and grasp the important useful new words and expressions in this part

2. Let students learn some important and useful sentence patterns

Ability 1. Get students to use some useful new words and expressions correctly.

2. Enable students to make sentences after the useful sentence patterns.

Emotion 1. Stimulate students' interest in learning English.

2. Develop students’ spirits of cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.

2. Get students to master the patterns：“Sadly，although the Amber Room was considered one of the wonders of the world，it is now missing，and“There is no doubt that the boxes were then put on a train for Konigsberg.. .”

Difficulties 1.Let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to“.

2.Get students to understand some difficult and long sentences.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 2nd Period

Learning about important language points

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to tell the history of the Amber Room.

Step 2 Reading and finding

Get students to read through Warming Up，Pre-reading，Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.

a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.

Read them aloud and copy them down in the exercise book after class.

Step 3 Practice for useful words and expressions

1. Turn to page 3. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.

2. Give them several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.

3. Check the answers with the whole class and explain the problems they meet where necessary.

Step 4 Vocabulary study

1. survive vt. & vi。

1）vi. continue to live or exist继续生存或存在

Few survived after the flood. 洪水后生还者极少。

The custom still survives. 这种风俗习惯还保存着。

2）vt. continue to live or exist in spite of nearly being killed or destroyed

幸存；幸免于

He survived the shipwreck. 在这次船只沉没事件中他幸免于难。

The plants may not survive the frost. 这些植物不经冻。

The house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。

3）vt. remain alive after sb.比某人长命

He survived his wife for many years. 他比妻子多活好多年。

【拓展】

survivor，person or thing that has survived幸存者；逃生者；残存物

survival n. 1）state of continuing to live or exist幸存；残存；生存

2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想

2. belong to: be the property of; be a member of 属于；是…的成员

The land belongs legally to the government. 该地依法属政府所有。

The blue sky belongs equally to us all. 蓝天为我们所共有。

They belonged to a younger generation. 他们属于年轻的一代。

【注意】

belong to不用于被动语态，也不用于进行时态。例如：

这本书现在属于我。

正：This book belongs to me.

误：This book is belonged to me.

误：This book is belonging to me.

3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报

I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。

He presented her a notebook in return. 他回赠给她一本笔记本。

4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.

怀疑；不确定；不信任；不相信

There is not much doubt about it. 这没什么可怀疑的。

I have doubts about his competence. 我对他的能力有很大怀疑。

He has his doubt to this being true. 他怀疑这件事是否属实。

Please dismiss all doubts about it. 怀疑是人的天性。

I do not doubt of your success. 我不怀疑你的成功。

I doubt whether/if he is at home. 我看他不一定在家.

I do not doubt that he can recite it. 我相信他能把它背下来。

Can you doubt that he will win? 你不相信他会获胜吗？

I doubt what he said. 我不相信他说的话。

5．remain vi. usually not used the continuous tenses通常不用于进行时态

1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）

After the fire,very little remained of my house. 火灾过后，寒舍所剩无几。

If you take 3 from 8，5 remains. 8减3剩5。

2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等

It remains to be seen whether you are right. 你是否正确，以后可见分晓。

Much remains to be done. 要做的事情还很多。．

3) stay in the same place;stay behind停留，逗留；留下

I remained in London until May. 我在伦教一直待到五月．

She left，but I remained（behind)．她走了，我没走。

4) continue to be；stay in the same condition仍然是；保持不变

We should remain modest and prudent. 我们应该保持谦虚谨慎。

Let things remain as they are. 保持现状吧．

【辨析]remain＆stay

remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。

remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：

This place remains cool all summer. 这个地方整个夏天都凉爽。

stay强调“某人或某物继续留在原地而不离开”。例如：

He stayed to see the end of the game. 他一直待到比赛结束。

Step 5 Sentence focus

1. This gift was the Amber Room，which was given this name because several tons of amber were used to make it.

这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．

这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。

非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：

The chairman，who spoke first，sat on my right.

主席坐在我的右边，他最先发言。

The speech，which bored everyone，went on and on.

那演讲一直在进行，大家都觉得厌烦。

关系副词where和when也能引导非限制性定语从句。例如：

On April 1 they flew to Beijing，where they stayed several days.

4月1日他们飞到北京，在那里待了几天。

I'm seeing the manager tomorrow，when he will be back from New York.

我明天要去见经理，他明天从纽约回来。

另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：

They have invited us to visit their country，which is very kind of them.

他们非常友好地邀请我们去访问他们的国家。

They usually take a walk after supper，which does them a lot of good.

他们通常晚饭后去散步，这么做对他们很有好处。

2. The design of the room was in the fancy style popular in those days.

屋子的设计是当时流行的极富艺术表现力的建筑式样。

这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。

popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：

They have a house larger than yours. 他们的房子比你的大．

The boys easiest to teach are in my class. 我班上的男生最好教了。

嵌这类后置的定语在意义上相当于定语从句。例如：

a house larger than yours= a house which is larger than yours

the boys easiest to teach＝the boys who are easiest to teach

3. In 1770 the room was completed the way she wanted.

1770年，这间唬拍屋按照她的要求完成了。

句子中的the way she wanted作状语，表示方式。此句实际为the room was

completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：

I was never allowed to do things the way I wanted.

我从来就不被允许按照自己的想法去做事情。

We have to make it work in the way（that/in which) they want it to.

我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）

He was looking at her in the way that surprised her.

他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）

4. There is no doubt that the boxes were then put on a train for Konigsberg，which was at that time a German city on the Baltic Sea.

毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。

这是一个复合句,that the boxes were then put on a train for Konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定语从句，先行词为Konigsbergo

同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：

They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。

The doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。

I have no idea when he will return.我不知道他何时回来。

* There is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：

There is no doubt that he is a fine scholar.

毫无疑问他是一位优秀的学者。

There is no doubt that you can find a way to solve this problem.

毫无疑问你能找到解决这个问题的办法．

Step 6 Using words and expressions

Turn to page 42. Ask students to do the exercises in Using words and expressions in the Workbook. The following procedures may be followed：

1. Go through the two exercises with students and make sure they know what to do.

2. Several minutes for students to finish them individually.

3. Check the answers with the whole class.

Step 7 Homework

1. Finish off the Workbook exercises. Do Exercise 3 in your exercise book.

2. Learn the useful new words and expressions by heart.

The 3rd Period

Unit 1 Contents Learning about language

Teaching Aims Knowledge Vocabulary words local

phrases

1.Get students to know the structures of the restrictive and non-restrictive attributive clauses.

2. Let students learn the usages of the restrictive and non-restrictive attributive clauses.

Ability Enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.

Emotion l. Get Ss to become interested in grammar learning.

2. Develop Ss' sense of group cooperation.

Analysis

of the teaching materials Importance 1. Get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.

2. Let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.

Difficulties Enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Dictate some important sentences in the passage In Search o f the Amber Room．

Step 2 Grammar revision

Ask students to review relative pronouns and relative adverbs and then do some related exercises.

Step 3 Learning about grammar

1. Let students pick out the sentences that use the attributive clauses from Warming up，Pre-reading and Reading，read them aloud and then translate them into English.

2. Ask students to study these sentences，and compare the sentence“This gift was he Amber Room，which was given this name because almost several tons of amber were used to make it with the others. Let them try to find the difference.

3. Sum up：Restrictive ＆ non-restrictive clauses.

Do the following pair of sentences mean the same thing?

My uncle，who lives in London，is very rich.

My uncle who lives in London is very rich.

The first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. Conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.

Step 4 Grammar practice

1. Let students finish Exercise 3 and Exercise 4 in Discovering useful structures on page 4 and exercises in Using Structures on page 43.

2. Check the answers with the whole class，and see how well the students did.

Step 5 Additional exercises

Provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.

Step 6 Homework

1. Finish off the workbook exercises. Do the exercises in Using Structures in your exercise book.

2. Preview the next part Using language.

The 4th Period

Unit 1 Contents Using language: Reading & Talking

Teaching Aims Knowledge Vocabulary words trial，consider，opinion，evidence，prove，pretend

phrases more than，even though

1. Get students to learn some useful new words and expressions in this part

2. Let students know what a fact is，what an opinion is and the difference between them.

Ability 1. Develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.

2. Train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.

Emotion 1. Enable students to learn from Feng Jicai and protect cultural relics in their home town or city.

2. Develop students' sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students’reading skills by extensive reading.

2. Train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.

Difficulties 1. Enable students to learn to use reading strategies such as skimming and scanning.

2. Get Ss tolearn how to tell facts from opinions.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

3. Discussing

Teaching Procedures

The 4th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to translate some sentences using the attributive clause.

Step 2 Warming up by discussing

Tell students：We are going to read a passage about fact，opinion and evidence. Before reading it，let`s discuss the following questions.

1. If you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？

2. What makes a judge decide which eyewitnesses to believe and which not to believe?

Step 3 Reading

1. Ask students to turn to page 5．

2. Two minutes for students to read the passage fast and try to get the main idea.

3. Four minutes for students to read the passage again and answer the questions.

What is a fact?

What is an opinion?

What is evidence？

4. Ask students to listen to the tape and read the passage aloud.

5. Photocopy a brief newspaper article，preferably one which talks about. a crime trial. Then have students pick out the facts and opinions and give reasons for their answers.

Step 4 Talking

1. Ask students to turn to page 41 and make a dialogue giving facts and opinions.

2. Let them check and practice the dialogue in pairs and then give a performance for the class.

Step 5 Reading task

1. Show students Feng Jicai`s photo and one of his novels and talk about them.

2. Ask students to turn to page 45，read the passage Big Feng to the Rescue to try to find the best summary and answer these questions.

3. Let students discuss：How can we do to help Feng Jicai with his projects?

Step 6 Summing up

Ask students to choose one of the following to prepare and then report to the class.

1. Tell the differences between facts and opinions.

2. Tell something about how Feng Jicai protected the cultural relics of his hometown.

3. Talk about something which interests you in your own life.

Step 7 Homework

1. Finish off the Workbook exercises.

2. Read the two passages again and try to grasp the main idea of them.

The 5th Period

Unit 1 Contents Using language: listening & speaking

Teaching Aims Knowledge 1. Get students to learn some useful new words and expressions in this unit.

2. Let students learn the expressions of asking for opinions and giving opinions.

Are you sure he/she was telling the truth? How do you know that?

How can you be sure he/she was telling the truth?

Why/Why not？

I don't believe...，because...

That can't be true. It is（not) a fact.

I (don't) agree with you. I don't agree that..，

It can be proved. The truth is (not) easy to know.

I think they have said useful things.…has no reason to lie.

Ability 1. Enable students to catch and understand the listening materials.

2. Develop students’ability to get special information and take notes while listening.

3. Get students to learn how to ask for opinions and give opinions.

4. Let students write a short report.

Emotion 1. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.

2. Develop students’sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students' listening and speaking abilities.

2. Enable students to master different listening skills.

3. Let the students learn how to ask for opinions and give opinions.

Difficulties 1. Get students to listen and understand different listening materials.

2. Develop students’speaking ability.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 5th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to talk about facts，opinions and evidence.

Step 2 Warming up by talking

Ask students to talk about the story of the Amber Room and its fate. Tell the students：

No one knows exactly what happened to the Amber Room. A few people say that they were eyewitnesses who saw where the Amber Room was hidden. Listen to their stories. .-

Step 3 Listening on pages 5-6

Turn to page 6．Ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.

Step 4 Speaking on page 6

Turn to page 6．Ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.

Step 5 Listening on page 41

Ask students to turn to page 41，look at the picture and talk about the Aswan Dam and Abu Simbel temple. Let them listen to the tape and answer the questions and then check the answers with the class.

Step 6 Listening task on page 44

1. Ask students to look at the picture on page 44 and describe it. Then play the tape for students to listen to and get the main idea of the listening text.

2. Let students listen again and fill in the chart with details.

3. Ask students to listen to the tape a third time and try to get the right answers.

Step 7 Consolidation

Show students the three listening texts，let them read the texts aloud and then retell them.

Step 8 Homework

1. Finish off the Workbook exercises.

2. Read the listening texts again and try to retell them.

The 6th Period

Unit 1 Contents Using language: Reading & speaking

Teaching Aims Knowledge Vocabulary words treasure，besides

phrases search for，think highly of

1. 1. Get students to learn and master the new words and useful expressions：

2. Let students know the form of an English letter.

Ability 1. Develop students’writing ability by writing letters.

2. Enable students to express agreement and disagreement.

3. Enable students to express good reasoning and strong feelings.

Emotion 1. Stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.

2. Enable students to master writing skills and write excellent letters.

Analysis

of the teaching materials Importance 1. Develop students’writing ability.

2. Get students to use the expressions of expressing agreement and disagreement，and reasoning.

Difficulties 1. Get students to learn to express good reasoning and strong feelings.

2. Let students learn how to write a persuasive letter.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 6th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.

Step 2 Warming up

Ask students to talk about cultural relics found in their daily life. Ask them what they would do if they found a rare cultural relic.

Step 3 Reading

Let students read the letter and answer some questions according to the letter.

Step 4 Writing

Ask students to have a class debate and write a report on their debate.

Step 5 Writing task

Suppose there is one cultural relic in your hometown that is worth saving or protecting. Write a letter to all the students of your school to encourage them to help save the cultural relic.

1. Let students read the outline as a guide.

2. Give 10 minutes to them to write the letter.

3. Ask as many students as possible to read their letters to the class.

Step 6 Homework

1. Finish off the Workbook exercises.

2. Write the two letters in your exercise book.

篇15：unit 4 Body Language(新课标版高一英语必修二教案教学设计)

( Warming up + Speaking in Using Language + Talking and Speaking Task in Workbook +Discovering useful words and expressions 4, “play a game in group of four”)

Hour课时：1 period

Type 课型：Speaking

Teaching goals教学目标

1. Target Language目标语言

a. important words and expressions

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. important sentences and structures

Act out the following meanings, please.

Please show the actions, using body language.

Please guess what I meant.

Now it is your turn to show the action/gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

1. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

2. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points教学难点

1. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

2. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

1. Individual work, pair work and group work.

2. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程和方式

Step1. Lead-in

After greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)

T: Just now, I didn’t say anything, but you understood what I wanted you to do. Why?

S: We know it from your body language.

T: Yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.

Step2. Introduction

T: Now let’s do some TPR( Total Physical Response) activities together, I hope you will enjoy them and have as well.

Touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…

Shake your head/arm/hand…

Wave your arm/hand…

Open your eyes/mouth…

Close your eyes/mouth…

Twist your wrist/wais.

Cross your arms/fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend/cry/shout/scream/smile/laugh…

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still.

（Three or five minutes for the game.）

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A half-closed hand with a thumb up.

Good! Well done!

A half-closed hand with a thumb

down.

Bad!

I will have to refuse you.

palm up and wave the fingers to

oneself continously

Come here!

Hold up the forefinger and the middle finger and across them

Good luck!

Point to oneself with doubting facial expression

Me?

Shrug the shoulder with the

hands out

I don’t know.

T: What are actions of the above gestures? What do they mean?

Ask the students to talk about it. Try to inspired every student to speak.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step3. Practice (Warming up + Talking)

T: Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much. Putting a hand on the stomach, patting or rubbing

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shinning face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here.

Putting the left palm on the forefinger of the right hand.

… …

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step4. Time for Fun

（Discovering useful words and expressions 4, “play a game in group of four”）

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Example:

S1: What are you likely to do if it rains?

(Actions) S2: puts on a raincoat;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it’s his turn.

S3: What are you likely to do if the river floods?

…

Step5. Talking (Speaking in Using Language)

Get the students work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

Ask the students to describe or act out Lin Pei’s behavior.

Step 6. Role Play (Speaking Task in Workbook)

T: Now, let’s come to Speaking Task on Page67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean.

Work in pairs or in group of three:

1. You fall and hurt your foot while you are hiking on a lonely path. You need help, and see someone in the distance,.

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

Step7. Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading;

1) Communication: No problem?

2) Showing our feeling.

篇16：高一英语新教材教案Unit 7 Culture relics(新课标版高一英语下册教案教学设计)

Teaching Aims and Demands

Words and Phrases

cultural represent ruin burn unite period stone damage ancient project official population breath limit sincerely Pyramid include restore rebuild beauty photograph portrait recreate artist vase brick cave carbon

Spoken English:

1. Giving advice & Make suggestions

What shall we …? Maybe we could …

Shall we …? I’d like to …

Can’t we …? What/how about …?

Should we …? Why don’t you …?

Let’s … Why not …?

Grammar: The passive Voice

1. 描述事物已经受到某种影响或某种处理--使用现在完成时被动语态。例如：

Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.

2. 描述人物已经被动地接受某种行为或某种处理--使用现在完成时被动语态。例如：

The sick woman has been sent to hospital, and now you can’t visit her.

Jack has been told about it, so you needn’t call him up.

Use of Language:

1. Master the function use of language as defined above.

2. 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 learned. Learn the text about cultural relics and finish the relative exercises and writing tasks, like write a report on the world’s cultural relics, write a brief introduction of my hometown.

Important points: The use of the Passive Voice

The cultural differences

Difficult points: Use of the Passive Voice

Teaching aids: Computer, tape-recorder

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

Lesson 1

Step 1 Warming-Up

Get the students to look at the pictures in their books: a pyramid in Egypt, the Great Wall in China, and Stonehenge in England. Ask the students to name more sites like these and ask what they have in common.

The answers may be: The pyramids, the Great Wall, the Stonehenge are not only the great places of interest but also the symbols of their countries and their cultures.

Step 2 Listening

First go through the listening part together with the students. Get the students to know what they are going to do.

Name of the site Why is it important? What is being done to protect it?

Step 3 Speaking

First get the students to know what they are going to do. Then explain that a “culture capsule” – an imaginary large box – will be sent into space. Ask the students to decide what objects to put in the box. The object should help whoever finds the box understand what and who human beings are. Students can work in pairs or groups. They have to decide what to put in the box and explain why they have chosen them. I.e. how the objects will help explain who we are and how we live.

Help the students to decide they want to put in the box and list the reason .

Step 4 Home work

Fish the exercise in the talking part in their workbooks.

Lesson 2

Step 1Revision and Introduction

Go over the homework.

List some cities like Beijing, Paris, Chang’an, Rome, then ask the students to discuss these questions with their partners.

1. Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?

2. What are your favourite cities? Why?

3. What cultural relics are there in the place where you live? How important are they?

Step 2 Fast-reading

First give a brief introduction of the text A City of Heroes.

Read the text fast and tell the following sentences true of false:

1. ( ) The city of St Petersburg was rebuilt by Peter the great.

2. ( ) The Germans attacked St Petersburg a hundred years ago.

3. ( ) A portrait of Peter the Great was destroyed by the Germans.

4. ( ) It was difficult for people to rebuild the old palaces.

5. ( ) Workers and painters used old photographs to help them rebuild the city.

6. ( ) St Petersburg will never be as beautiful as it was before.

The answers are: True: 3 4 5. False: 1 2 6.

Step 3 Carefully-reading

First tell the main idea of each paragraph.

Paragraph 1 St Petersburg lies on the banks of the river Lena in Russia. More than three hundred years ago, The Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.

Paragraph 2 St Petersburg has been the center of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.

Paragraph 3 Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.

Paragraph 4 The people of St Petersburg are heroes because they managed to rebuild the city, proving that they are at least as great as Czar Peter.

Step 4 Retelling

Retell the text according to the above main ideas.

Step 5 Homework

Finish the exercise in the Post-reading Part on p46.

Find the sentences using the Present perfect passive Voice.

Lesson 3

Step 1 Revision

Check the homework..

Step 2 Word-study

Fill in the blanks with the proper words or phrases.

Step 3 Grammar

First list some sentences that are used in the Present Perfect Passive Voice.

1. It is true that many of the world’s greatest cities have been built on the banks of a river.

2. Many great palaces were built during his lifetime.

3. Building were destroyed, and paintings and …

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

5. now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.

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

Then ask the students to find the formation of the Present Perfect Passive Voice:

Be + pp → have/has been + pp

Step 4 Consolidation

Ask the students to finish the exercises 1-2 in part 1.

Step 5 Homework

Finish the exercise 2 in their workbooks.

Lesson 4

Step 1 Revision

Check the homework.

Step 2 Reading

Ask the students to read the passage in the Integrating Skills part. And they should find the way of a passage formation ---

That is how the passage is structured. The tips in their books may be used as a guide when they are reading.

Step 3 Writing

Ask the students to try to make their writing first orally. In the same while, ask several students to read their passage out and find the place where it may be written in other better way. Then show the students a sample writing and analysis the good of the passage.

Step 4 Homework

Leave the exercise of writing in their workbooks as the homework.

篇17：unit 17 Famous women peiod2(新课标版高一英语上册教案教学设计)

The Second Period

Teaching Aims:

1.Train the students' reading ability.

2.Learn and master the following words and phrases:

1)Words:mile Antarctic stormy threaten optimistic somehow shelter regret extreme climate value

2)Phrases:struggle through threaten to do sth. lie down be thankful for in good health struggle to one's feet make a decision

Teaching Important Points:

1.Improve the students' reading ability.

2.Enable the student to understand the text better.

3.Let the students have strong wills and determination by reading the passage.

Teaching Difficult Points:

1.How to improve the students' reading ability.

2.The use of some useful expressions.

Teaching Methods:

1.Discussion before reading to make the students be interested in what they learn in class.

2.Fast reading to get the general idea of the text.

3.Careful reading to answer some detailed questions.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.a map of the world

2.a tape recorder

3.a projector and some slides

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:Yesterday we learned some new words describing people's qualities.Can you make sentences with those words?

Ss:Yes.

T:OK.One word,one sentence.Who can try first?

S1:generous He is generous with his money.

S2:cheerful He came into the classroom with a cheerful look.

S3:mean He is mean over money matters.

S4:warm-hearted The woman is a warm-hearted person,who often helps others.

S5:cold-hearted The man is very cold-hearted,who is unwilling to help other people.

S6:tense It was a tense game.

S7:miserable In the old days,they lived a miserable life.

S8:dishonest The boy is dishonest,who often tells lies.

T:Well done.

Step Ⅲ. Pre-reading

T:(Teacher hangs a map of the world on the blackboard.)Now,look at the map of the world.Discuss the questions on the screen with your partner.You're given five minutes to have a discussion.After that,I'll ask some of you to report the results of your discussion.OK?

Ss:OK.

(Teacher shows the screen.)

1.Imagine you are travelling alone to the South Pole,what will you take with you?Why?

2.Do you know the names of three countries that are part of the North Pole?What about the South Pole?

3.Which animals live on the North Pole?And which on the South Pole?

4.Why do polar bears never eat penguins?

T:(Five minutes later.)Have you finished?

Ss:Yes.

T:OK.Who'd like to answer the first question?

S9:I'd like to.I'll take warm clothes,good shoes,a good map,food and a cellphone.Because it is very cold there,wearing warm clothes is necessary to keep warm.A good map is helpful for me to tell the directions.A cellphone can help me stay in touch with my family and friends.

T:Very good.Do you agree with him/her?

Ss:Yes.

T:OK.Let's go on.The second question,who can try?

S10:I'll try.I know which countries are part of the North Pole.They are:Norway,Sweden,Finland.There is no country which is a part of the South Pole.

T:You're right.Sit down,please.The third question?

S11:There are polar bears.Arctic foxes and whales living on the North Pole.Penguins,dolphins,sea lions and seals live on the South Pole.

T:Quite right.The last question.Can you try,Wang Li?

S12:Yes.Polar bears live on the North Pole,while penguins live on the South Pole,so they never meet each other.

T:Well done.Sit down,please.

Step Ⅳ. Fast-reading

T:Today we're going to read a text about an expedition.It's about Helen Thayer's expedition to the South Pole,Who is a very brave woman.Before we read it,let's deal with the new words in the period.(Teacher and the students read the new words,and the teacher may give explanations if necessary.)

T:OK.Open your books and turn to Page 23.Let's look at Reading.Read the passage quickly,get the general idea and then answer the following questions on the screen.(Teacher shows the questions on the screen.)

1.How did the writer celebrate her 60th birthday?

2.Has she ever been to the North Pole?When?

3.What happened to her during the journey?

4.Why did she say it was an experience she would never forget and would value for the rest of her life?

Now,I'll give you five minutes to go through the passage and find the answers to the questions.After that,I'll ask some of you to answer the questions.Is that clear?

Ss:Yes.

T:Good.Please begin.

(Five minutes later,the teacher asks some students to read out their answers.)

Suggested answers:

1.The writer travelled to the South Pole to celebrate her 60th birthday.

2.Yes.At 50,she travelled alone to the North Pole.

3.One day,she fell into an icy hole and was hanging on the ropes tied to the sled.The next morning,she had a bad accident with the sled and hurt her leg.

4.Because she met the challenges of solo travel in an extreme climate and succeeded in finishing her travel to the South Pole.

Step Ⅴ. Reading

T:Well,read the passage carefully and try to get as much information as you can.After a while,we'll do Ex.1 in Post-reading.(Teacher gives the students a few minutes to read it carefully.After finishing it,the students need to choose the best answer to each question on Page 24.)

Suggested answers:

1)B 2)D 3)A 4)D 5)D

Step Ⅵ. Language Study

T:Now you're familiar with the passage.But you should also pay attention to some useful phrases.Let's look at their usages.(Show the following on the screen.)

1.struggle through

e.g.The soldiers struggled through the snowstorm.

2.threaten to do sth.

e.g.It threatens to rain.

3.lie down

e.g.The wind finally lay down.

4.be thankful (to sb.)for

e.g. I'm thankful to you for all this help.

5.be in good/bad/poor health

e.g.She was in poor health when she was young.

6.make a decision

e.g.She made a decision to travel alone to the Great Wall.

(Bb:struggle through,threaten to do sth.,lie down,be thankful(to sb.)for,be in good/bad/poor health,make a decision)

Step Ⅶ. Listening and Consolidation

T:Now I'll play the tape.You can follow it in a low voice.Pay attention to your pronunciation and intonation.

(After that,the teacher asks the students to discuss the last two questions in Post-reading in groups of four.)

T:OK.Now look at the last two questions.(Teacher begins to read them.)I give you a few minutes to discuss them in groups of four.After a while,I'll ask some of you to talk about your opinions.Is that clear?

Ss:Yes.

T:OK.Begin,please.

(Teacher goes among the students and joins them in their discussion.)

T:(After a while.)Are you ready?

Ss:Yes.

T:OK.Who'd like to describe Helen Thayer in a few sentences?

S13:I'll try.Helen Thayer is a woman who loves life and likes adventure travel.She has a strong will and perseverance.She dares to challenge an unknown field,meanwhile,she is also very optimistic.

T:Very good.Sit down,please.The last question.Who can try?

S14:I can try.Yes,I admire Helen Thayer very much.Because she is very brave and strong.She never gives up when she meets with difficulties.

T:Well down.What about you,Li Hua?

S15:I also admire her very much.Because she is never satisfied with what she has had.She has the spirit of adventure and a strong will.

T:Quite right.Helen Thayer is really a woman who inspires us.I also admire her very much.

Step Ⅷ. Summary and Homework

T:In this peiod,we've read a passage about the expedition of a woman called Helen Thayer.We've learnt a lot from her,for example,where there is a will,there is a way;Nothing is impossible to a willing heart.(Write the two sentences on the Bb.)Besides,we've also learnt some useful expressions.After class,read the passage again and again until you can retell the story in your own words.At last,don't forget to preview“Word study and Grammar”in the next period.Well,that's all for today.Class is over.

Step Ⅸ. The Design of the Writing on the Blackboard

Unit 17 Famous women

The Second Period

Ⅰ.Phrases:

struggle through threaten to do sth. lie down be thankful(to sb.)for be in good/bad/poor health make a decision

Ⅱ.Where there is a will,there is a way.Nothing is impossible to a willing heart.

Step Ⅹ. Record after Teaching

_____________________________________

篇18：unit 17 Famous women peiod1(新课标版高一英语上册教案教学设计)

Unit 17 Famous women

Ⅰ.Teaching Goals:

1.Learn to describe people.

2.Talk about the reason why we admire famous women.

3.Study the rules of Subject-Verb Agreement.

4.Write a fan letter.

Ⅱ.Teaching Time:

Five periods

Ⅲ.Background Information:

1.Madame Curie

Marie was born in Poland in 1867.She was given the name Marie Sklodowska by her parents.Her father was a teacher.Everyone soon saw that Marie had a quick mind.

Marie's mother died when her youngest daughter was only ten.This made Marie know that she must work hard at her lessons if she wanted to be successful in her life.So she did and won top honors at her school.Marie and her elder sister,Bronya,dreamed of studying in France.But their father did not have enough money to send them there.Then Marie made out a plan:She would teach at home and send her money to Bronya.After her sister finished studying in Paris,she could get work and send Marie the money to study there in return.With tears in their eyes the girls said goodbye to each other,and Marie worked very hard for six years to pay for her sister's studies.At last it was Marie's turn,but by the time she got to France,her sister was married and could not give her much help.

Again Marie worked,she studied in a small room without heat or light.She lived on bread and tea most of the time,but what she cared of most was her science-her study and her research work.This was her world,and she liked her experiment most.

In Paris she met and married Pierre Curie,a young famous scientist.Together they made their experiments in an old house.The Curies were awarded the Nobel Prize for their great contribution to science.In 1911 Madame Curie received another Nobel Prize.It is the only time in history that two Nobel Prizes have been given to the same person,and this person was a woman.

Marie Curie,an extraordinary woman scientist with extraordinary success discovered a hidden power from which the world benefits much.It was this same power,however,that killed her in 1934.

2.Helen Keller

Helen Keller was born in America in June,1880.Everything was all right when she was born.But when she was nineteen months old,an attack of fever left her blind and deaf for the rest of her life.She became blind so young that as she grew older,she did not remember being able to see;and she became deaf before she had any idea of the importance of human speech.She lived in darkness and silence.

As she grew older,she,too,wanted to express her ideas and feelings.But she realized that she was cut off from others.

Her parents were greatly worried.How could anyone get in touch with Helen's mind and intelligence in darkness and silence without speech?Helen was nearly seven before a teacher was found.Her name was Miss Sullivan.

Miss Sullivan had a lot of difficulties in teaching Helen Keller.As the child could neither see nor hear,she had to use manual alphabet.But Helen's energy and intelligence and strong spirit,combined with Miss Sullivan's skill and patience,overcame all the difficulties.As Helen grew up,she became an able student,passed examinations and finally took a university degree in English literature.She then devoted all herself to helping the blind and the deaf.Her personal success,together with the work she has done for others,made her one of the greatest women in modern times.She wrote many books and “The Story of My Life” is a remarkable one.

The First Period

Teaching Aims:

1.Learn and master the following:

inspire generous cheerful mean warm-hearted cold-hearted tense miserable dishonest

2.Train the students' listening ability.

3.Improve the students' speaking ability by talking and discussing in pairs or groups.

4.Make the students know the fact that they will succeed as long as they work hard.

Teaching Important Points:

1.Train the students' listening ability.

2.Master some words describing people and use them correctly.

Teaching Difficult Points:

1.How to improve the students' listening ability.

2.How to carry out the task of speaking.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening material.

2.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a projector and some slides

3.some pictures

Teaching Procedures:

Step Ⅰ. Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,teacher.

T:Sit down,please.In March,there is an important international festival.Do you know what festival it is?

Ss:Yes.It's Women's Day.

T:Very good.

Step Ⅱ.Warming up

T:Now we're going to talk about some famous women in the world.Open your books and turn to Page 22.Please look at the pictures.Talk about them in groups of four.You're given three minutes to discuss them.After that,I'll ask some students to talk about them.Is that clear?

Ss:Yes.

T:OK.Please begin.

(Teacher goes into the students and joins them in their discussion.)

T:(Three minutes later.)Are you ready?

Ss:Yes.

T:OK.Who'd like to talk about the first picture?

S1:I'd like to have a try.The woman in the first picture is Song Qingling,who is one of the greatest women in China.She made great contributions to opposing the war of aggression and defending the peace of the world.

T:Well done.Anything else?

S2：She stuck to the revolutionary views of Sun Zhongshan and she is also a great patriot and internationalist.

T:Very good.Let's talk about Picture 2.Can you try,Li Ming?

S3:Yes.Madame Curie is a great scientist of physics and chemistry,who is the first woman to receive two Nobel Prizes in the world.She is known for discovering radium.

T:Quite right.Sit down,please.What else do you know about her?

S4:She is also a great woman of great determination and courage.Though her husband Pierre died in a road accident,she still went on working.And she is willing to share her knowledge,her interest in women's rights.

T:Wonderful.Sit down,please.The third picture.Any volunteer?

S5:I'll try.The picture is about a famous American writer.She is a legendary figure,who was born in America.She lived in China for about 30 years.She loves the Chinese people and its culture.

T:You're right.Anything else?

Ss:No.

T:Pearl S.Buck wrote many novels set in China,for example,“The Good Earth”.She received the Nobel Prize for Art.She played an important part in connecting the civilization between the East and the West.Is that clear?

Ss:Yes.

T:OK.Let's look at the fourth picture.Wang Kai,can you try?

S6:Sorry,I don't know.

T:It doesn't matter.Sit down,please.The woman called Mother Teresa is a Christian.She won the Nobel Prize for Peace,and was loved and worshipped in India.She was given the highest honour as Gandi by the government of India.If you're interested in her,you can serf the Internet.

T:Well,let's look at the screen.Discuss the following questions in small groups.(Teacher shows the screen.)

1.Do you know a woman who really inspires you?Describe her and explain why you admire her.

2.It has often been said that life is difficult as it is.For women it sometimes seems twice as difficult.Is it more difficult for women to become famous or get jobs in high positions?What do you think?

Now you're given a few minutes to discuss.After a while,I'll ask some of you to report your answers.Do you understand?

Ss:Yes.

T:OK.You can begin.(A few minutes later)Well.Who can answer the first question?

S7:Deng Yaping has been inspiring me.She is a famous pingpang champion in the world.Although she isn't tall,she has the first-class skills and a strong will.She is loved by all people.

T:Very good.What about you,Li Jun?

S8:Li Suli is a woman who really inspires me.She is an ordinary ticket seller,who loves her job and makes great contributions at her ordinary post.She has been given the title of National Model Worker.

T:Well done.Let's look at the second question.Who can try?

S9:I'll try.Yes,it is more difficult for women to become famous or get jobs in high positions.Because in the modern society,the real equality between men and women hasn't completely come true.

T:Quite right.As you know,it is more difficult for women to become famous,but there are still many successful women in the world.So we'll succeed so long as we work hard.Is that true?

Ss:Yes.

Step Ⅲ.Listening

T:Now,let's do some listening.First,read the requirement in Part 1.Then listen to the tape carefully and write down your answers to the questions.(After the students read,the teacher says the following.)Do you know the meaning of the fourth question:What's become of her?

Ss:No.

T:The sentence“What's become of her?”means“What's happened to her?”Is that clear?

Ss:Yes.

(Teacher plays the tape for the students to listen for the first time to get the general idea,and then answer the questions.If the students have any difficulty,the teacher plays it again.At last,the teacher checks the answers.)

T:Next,let's do Part 2.(Teacher gives the students one minute to go through with the requirement in Part 2 and do it in the same way.)

Step Ⅳ.Speaking

T:Now,look at the three pictures on the screen.(Teacher shows the screen.)What kind of people do you think they are?Try to tell us something about their qualities.The words on the Bb may help you.(Write the new words on the Bb.)Do it by yourself first,and then exchange your opinions.Do you understand?

Ss:Yes.

T:(After a few minutes.)Let's look at Picture 1.What kind of person do you think she is?Any volunteer?OK.Li Xia,please.

S10:I think she is very hard-working.She must be very kind,friendly and honest.Judging from her clothes,she is a little conservative,but she is fond of her work.

T:Very good.Picture 2.Who'd like to try?

S11:I guess she is a modern woman,who is very smart,fashionable and cheerful.She loves life and work,and she is also a very healthy and lively professional woman.She is popular with young people.

T:Well done.The third picture.Who will try?

S12:I'll try.I believe the woman is very kind,warm and generous.She loves her family and child,but she is traditional.

T:Good.Sit down,please.

Step Ⅴ.Guessing game

T:Now let's play a guessing game.This game is played in groups of four.One in the group can first think of a famous woman,then write the name on a piece of paper.Fold it so that it can not be seen.The others in the group try to guess who she is.The person who writes down the name only answers“yes”or“no”.If the answer is“yes”,the student can ask more questions.If the answer is“no”,another student gets a chance to ask questions.Keep asking questions until you know who it is.First,I'll give you an example.Please look at the screen.

(Teacher shows the screen.)

Example:B:Is she Chinese?

A:Yes,she is.

B:Is she a famous singer?

A:No,she isn't.

C:Is she a famous actress?

A:No,she isn't.

D:Is she good at sports?

A:Yes,she is.

D:Has she ever been a world champion?

A:Yes,she has.

D:Does she play table tennis?

A:Yes,she does.

D:Is she tall?

A:No,she isn't.

B:Is her name Deng Yaping?

A:Yes,it is.

T:Then who'd like to act out the dialogue on the screen?

(Four students stand up and act out the dialogue.)

T:Thank you for your wonderful performances.Sit down,please.Now,you can begin.After a while,I'll ask some groups to act out your dialogues before the class.

(Teacher goes among the students while the students are playing the guessing game.)

T:(After a while.)Which group would like to act out your dialogue?

Ss:We'd like to.

…

Suggested answers:

Game 1.

B:Is she alive?

A:No,she isn't.

C:Is she Chinese?

A:Yes,she is.

C:Is she an actress?

A:No,she isn't.

D:Is she a writer?

A:Yes,she is.

D:Is she a modern writer?

A:Yes,she is.

D:Have we learnt her works?

A:Yes,we have.

D:Is her name Bing Xin?

A:Yes,it is.

Game 2.

B:Is she Chinese?

A:Yes,she is.

B:Is she good at sports?

A:No,she isn't.

C:Is she an actress?

A:Yes,she is.

C:Has she played a part in the film?

A:Yes,she has.

C:Has she played a role on TV?

A:Yes,she has.

C:Is she married?

A:No,she isn't.

D:Does she sing?

A:Yes,she does.

D:Does she have big eyes?

A:Yes,she does.

D:Is she Zhao Wei?

A:Yes,she is.

Step Ⅵ.Summary and Homework

T:Today we've done some listening and speaking,and we have also learnt something about some famous women in the world.If you're interested in the subject,you can serf the Internet to get some information about famous women and play a guessing game with your partner.From what we've learnt,we can understand that if we want to succeed,we must work hard,just as Madame Curie says:“Life is not easy for any of us.We must work,and above all we must believe in ourselves.We must believe that each of us is able to do something well and that,when we discover what this something is,we must work hard at it until we succeed.”(Write them on the Bb.)Besides,you should preview the reading text.Well,so much for today.Class is over.

Step Ⅶ.The Design of the Writing on the Blackboard

Unit 17 Famous women

The First Period

I.Words

Positive:strong smart honest friendly warm kind cheerful popular generous hard-working

Negative:weak stupid lazy dishonest mean tense cold-hearted unkind unfriendly miserable

Ⅱ.Life is not easy for any of us.We must work hard,and above all we must believe in ourselves.We must believe that each of us is able to do something well,and that,when we discover what this something is,we must work hard at it until we succeed.

--Marie Curie

Step Ⅷ.Record after Teaching

_____________________________________

★ 高一英语Unit12教案(新课标版高一英语上册教案教学设计)

★ e字母开头的英语短语

★ 教你学俄语字母和发音

★ 高一上期末词组复习(新课标版高一英语上册教案教学设计)

★ 《a o e》教学设计教案教学设计

★ a、o、e(网友来稿) 教案教学设计

★ 高一unit13.3 reading1(新课标版高一英语教案教学设计)

★ 模块一 1-5单元练习答案一单元 (新课标版高一英语必修一教案教学设计)

★ 高二英语第三单元教案 (新课标版高二英语上册教案教学设计)