“刘海桃”通过精心收集，向本站投稿了19篇高一英语第一单元第3教时教学设计，下面是小编收集整理后的高一英语第一单元第3教时教学设计，供大家参考借鉴，希望可以帮助到有需要的朋友。
- 目录
- 第1篇：高一英语第一单元第3教时教学设计第2篇：高一英语第一单元第4至第5教时教学设计第3篇：高一英语第五单元第四至第五教时教学设计第4篇：高一英语第二单元第一教时第5篇：高一英语第四单元第四教时教学设计第6篇：高一英语第四单元第三教时教学设计第7篇：高一英语第四单元第二教时教学设计第8篇：高一英语第五单元第一到第三教时教学设计第9篇：高一英语新教材第一单元教学设计第10篇：第一单元第3课时教学反思第11篇：《北京》教学设计第一教时第12篇：《秦兵马俑》第一教时教学设计第13篇：蓝鲸（第一教时教案） 教案教学设计第14篇：九年级第一单元 教学设计(冀教版英语九年级)第15篇：苏教七年级第一单元教学设计第16篇：六年级英语第一单元教学设计第17篇：六年级英语第一单元教学设计第18篇：六年级英语第一单元教学设计第19篇：高一一册第一单元教学设计纲要..
篇1：高一英语第一单元第3教时教学设计
Section 3
Step1. Revision
Step2. Notes to the passage
1. 皮尔斯布鲁斯南在电影007中总是扮演Jams Bond。
Pierce Brosnan is always playing (the man named) James Bond in the films 007. 1) play = play the part of = act
She is always playing a kind old woman in films.
2) named Chuck Noland = who is named Chuck Noland 过去分词作定语
The girl called Mary is from England.
2. 他的演技如此出色以致很多人爱看他的电影。
His acting is so fine that many people like his film.
Cf. so … that ---- so that
1) so…that
(1) so + a. / v. + that
(2) so + a. + a(an) + 单数可数名词+ that
(3) so + many / few + 复数可数名词+ that
(4) so + much / little + 不可数名词+ that
e.g. 1. He ran so fast that I couldn’t catch up with him.
2. Jack is so smart a boy that he can work out the difficult math problem quickly.
3. I’ve had so many falls that I’m black and blue all over.
4. There is so much room in the hall that it can hold many people.
2) so that
(1) 引导目的状语从句，从句中的谓语动词常和can, many, should等情态动词连用。
（2）引导结果状语从句，意为“因此，结果”，前面通常有逗号。
e.g. 1. They set out early so that they can arrive on time.
2. He didn’t plan his time well, so that he didn’t finish the work in time
3. 上一部电影对他来说是一次挑战，因为他得学习如何驾驶直升机。
The last film was a challenge for him, because he had to learn how to drive the helicopter.
1) challenge challenge sb. to do sth.
e.g. He challenged me to play another tennis game.
I challenge him to a game of chess.
疑问词+不定式作主语、表语
4. 为了学习飞行，他和教官交上了朋友。
In order to learn flight, he developed a friendship with the drillmaster.
1) cf. in order to ---- so as to
in order to 引导的不定式短语既可放于句首又可放于句后。
so as to 引导的不定式短语只可放于句后，不能放于句首。
e.g. 1) China is paying more and more attention to education in order to / so as to catch up with advanced countries.
2) In order to find the book, he searched the whole house.
2) flight on a flight
on表示“正在……中，正从事于”
e.g. They are on holiday.
on the trip / journey on strike on duty
3) friendship通常不可数，表“友谊，”但表示“一段友谊”时为可数名词。
e.g. 1) Real friendship is more valuable than money.
2) There is a friendship of twenty years between him and me.
5. 在拍摄过程中他和同事们同甘共苦。
During the course of screening, he shared his happiness and sorrow with his fellows.
1) 公用；分摊（与in连用，可省略）
We shared the cake.
2) 分配（与out连用，可省略）
share sth. (out) between / among平均分配
The two children shared the watermalon between them.
3) share sth. with sb. 公用；合用
She shares her bed with her little cat.
4) share sth. with .sb. 告诉别人
He shared the story with us.
6. 这部电影很精彩，我要是看了就好了。
This film is very wonderful, I should have seen it.
should have done 表责备，后悔，该做某事而没有做。
------ I’m late for school today.
------ You should have gone to bed early last night.
Homework
1. Review the language points.
2. Finish some exercises in KKL.
篇2：高一英语第一单元第4至第5教时教学设计
Section 4 Direct speech and indirect speech
一、Explain.
1. 人称的变化
e.g. She said,“I am busy.”
She said that she was busy.
2. 时态的变化
1）现在时变为过去时
2）一般过去时变为过去完成时，过去完成时不变
“Where have you been?” he said to me.
He asked me where I had been.
但是如果直接引语说的是真理或客观事实，或者有明确的过去时间状语，改成间
接引语时，时态不变。
(1) He said to me “I was born in 1978.”
He told me he was born in 1978.
(2) “The sun rises in the east,” said the teacher.
The teacher said the sun rises in the east.
3. 指示代词、时间状语、地点状语和某些动词的变化
He said to her, “Where did you meet Tom three days ago?”
He asked her where she had met Tom three days before.
here-----there; yesterday-----the day before;
said-----told; tomorrow-----the next day;
4. 不同句型的转变方法
1）直接引语是陈述句时，一般间接引语用that引导，that 可省略。
Tom said, “I was in the library this morning. ”
Tom said (that) he was in the library that morning.
2）直接引语是一般疑问句时，间接引语用whether或if 引导，谓语动词用asked，从句用陈述句语序。
Peter said to me, “Have you seen the film?”
Peter asked me if / whether I had seen the film.
3) 直接引语是特殊疑问句时，间接引语用原来的疑问词作连接词，并改成陈述句的语序。
“Where is the station?” said Tom.
Tom asked where the station was.
4）直接引语是祈使句时，用ask / tell / order sb. ( not ) to do sth. 句式。
“Please come with me, Tom,” said the teacher.
The teacher asked Tom to go with him.
“Don’t run so quickly,” Mr. Black said to him.
Mr. Black told him not to run so quickly.
二、Practise.
Page 5,6,87,88.
三、Homework.
1. Review the grammar.
2. do some exercises in KKL.
Section 5 Revision
一、Some useful phrases in Unit One
1. Practise talking about friends
2.apologize to sb.=make an apology to sb.
3.argue with sb. about sth.
4.make differences
5.what’s up=what’s wrong
6.nor do I like…,so is his teacher
7.be into sth.=be interested in sth.
8.be fond of classical music
9.surf the Internet all the time/all night long
10.play an important part/role in daily life
11.survive the plane crash
12.land on a deserted island
13. be successful in doing=succeed in doing
14.share happiness and sorrow with each other
15.do sth. all alone=do sth. all by oneself
16.a challenge to us students, challenge sb. to sth.
17.develop a friendship with sb.
18.have a brother to care about,
have some topics to choose from
19.should have cared more about him
20.learn a lesson from the accident
21.go outing, go fishing, go shopping
22.be quick in mind and action
23.be afraid of doing sth.
be afraid to do sth.
24.drop me a line
25.keep sth. in mind
26.stay/be loyal to your country; turn against…
27.make much progress in sth.
28.be 100 percent honest to sb.
29.in one’s opinion
30.be worth doing, be worth the price
31.realize one’s dream, one’s dream came true
32.start off on a trip for Japan, leave for Japan
33.regret doing/having done, regret to do
34.have my pocket picked, have sb. do sth.
have sb/sth doing, have sth to do
35.imagine doing sth, imagine oneself to be…
36. see sb off at the airport
37.admit breaking the window
38.be busy with sth, be busy (in) doing sth
39.give my regards/wishes to sb, remember me to sb
40.break into a house, break in
41.fail in the exam=not pass the exam
42.have a great interest in sth, have much interest in
43.don’t agree with everything/both/all
44.break up with his girlfriend
45.have problems/trouble/difficulty with sth
46.remind sb of sth
47.talking and laughing
48.in spite of=despite
49.burst into laughter=burst out laughing
50. call on/drop in on sb, call at/drop in at sb’s
51.be off work, be out of work
52.a sick man, an ill man
53.a variety of=various =many kinds of
54.miss the chance to do sth
55.be popular with sb
56.book a room in advance/ahead of time
57.go to some place for a visit
pay a visit to some place
58.look forward to doing sth
59.get into trouble, get sb into trouble
60.tears come to one’s eyes
二、Translation.
1. 我昨天看的那部电影很有趣，值得再看一遍。
2. Tom很用功，对工作一丝不苟，他的朋友Mike也一样。
3. 你本应该早5分钟到这里的。
4. 我们的英语老师总是想方设法使他的课生动有趣。
5. 尽管我们常为一些小事而争吵，但我们还是好朋友。
6. 你认为我们班谁说英语说得最好？
7. 你认为该怎么做才能学好英语？
8. 林教授告诉我们不要让孩子看太多的电视
9. 那个老人一个人在山脚下的一个偏僻的房子里生活了15年。
10. 你可以想像Marry和那种人结婚吗？
11. 这次飞机坠毁，只有10人幸免于难
12. 你不应该什么话也不说就离开的，我们很担心你。
13. 即使我们在工作中取得很大成绩，我们也不应该骄傲。
14. 我们的书不够每人一本，我们的两人合用一本。
15. 他不喜欢说英语，因为他怕犯错误。
16. 他不敢过那座独木桥，因为他害怕掉进河里
17. 我有很多同学可以交朋友。
18. 直到我们给他指出来，他才意识到自己的错。
19. 他总是关心别人，很少想到自己。
20.天气是如此好我们大家都想外出郊游。
三、课课练做完对完。
篇3：高一英语第五单元第四至第五教时教学设计
武进高级中学
Period 4 Language points
The Script: n. text of a play, film, broadcast, talk, etc eg. a script editor
v. write a script for (a film, play etc) eg. a film scripted by a famous novelist
Win a prize eg. She won first prize in the 100 meters race.
The reason why… is that… eg. The reason why many people want to buy it is that the price is low.
Studio: place where cinema films are acted and photographed
pl studios
Take off: 1)suddenly become successful or popular eg. The new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. When he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
Afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
I’m afraid…
Go wrong: experience trouble eg. The experience went disastrously wrong
make a mistakes eg. If you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.
When asked about…=when he was asked about…
Owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth eg. He owes his success more to luck than to ability.
2）be in debt to sb eg. I owe ten dollars to my father.
3 ) feel gratitude to sb eg. We owe our parents a lot.
Period 5 Grammar
Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.
The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
篇4：高一英语第二单元第一教时
省前中英语级提供
Unit 2 English around the world
Teaching Aims And Demands:
1. Learn and master the words and expressions in the Unit.
2. Review direct speech and indirect speech
3. Train the students’ ability of speaking.
4. Train the students’ ability of reading comprehension.
Teaching Important Points:
1. Everyday English:
1) Talk about the differences between American English and British English.
2) Practice talking about requests and demands.
3) Learn some useful phrases.
2. The correct understanding of the passage
3. Grammar: direct speech and indirect speech
Teaching Difficult Points:
Train the students’ ability of reading comprehension
Teaching Methods:
1. Explanation to make the Ss understand the difficult languages in the passage.
2. Fast reading to find out the general information in the text.
3. Questions and answers to help the students go through with the whole passage.
Teaching Aids:
1. tape recorder
2. multimedia
Teaching Procedures:
Section 1
Teaching aims:
1) Listen to a dialogue about American English and British English.
2) Do some exercise about sentence transformation
3) Enable the students to express their own ideas freely
Step1. Lead-in
Step2. Warming up
Although English is spoken on both sides of the Atlantic, slight misunderstanding sometimes may happen between natives speakers from Britain and America. Here is an example. Listen to the tape carefully to find out what their misunderstanding is about.
1. Listen to the tape.
2. Questions:
1) What is it that Joe can’t find in the bathroom?
A toilet.
2) Why can’t he find it?
In American English, the word “bathroom” means a place where there is a toilet and sometimes a bath or a shower; In British English, the word means a place where there is a bath and sometimes a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to takes a shower.
Step 3. Notes to the dialogue
1) Joe is an American who has come to Britain for the first time.
(1) for the first time
(2) the first time
(3) It’s the first time…
e.g. The two students met for the first time at the beginning of term.
He loved the girl the first time he met her.
It is the first time I have been to Paris.
2) What is it that Joe can’t find in the bathroom?
It is / was … that …
Xiaoming broke the window yesterday.
It was Xiaoming that / who broke the window yesterday.
It was the window that Xiaoming broke yesterday.
It was yesterday that Xiaoming broke the window.
→ Who was it that…
What was it that…
When was it that…
Where was it that…
Why was it that…
e.g. Where was it that you met the girl with long hair?
Why was it that he told a lie to us all?
3) You must be very tired.
Present: must be / be doing / do
Past: must have done
e.g. He must be watching TV now. → isn’t he?
He must have seen the movie yesterday.. → didn’t he?
He must have told lies before. → hasn’t he?
Negative: can’t/couldn’t be / be doing / do
e.g. He can’t be at home today, because he went to London yesterday.
She can’t have taken the monkey, for she was with me the whole night.
4) I mean, I found the bathroom.
mean
(1) 意思是；指……而言（后接名词，代词或从句）
I mean this one, not that one.
I mean that he is being unfair.
(2) 打算做（后接不定式）
I meant to give you this book today, but I forgot.
(3) 意味着（后接动名词）
Missing the train means waiting for another hour.
The dark clouds mean rain.
5) There you are.
e.g. There goes the bell.
Here comes the bus.
Here you are. Here it is.
Step4. Listening
1. Listen to the tape
2. Finish the exercises
Step5. Speaking
1. Listen to the tape
2. Finish the exercises
Step4. Homework
1) Make up new dialogues.
2) Translation
1. 我第一次见到她时，他正在帮助学生呢．
2. 这是他有生以来第一次英语考试没及格．
3. ――迈克一定在读什么有趣的东西．
――不，不可能，他明天要考试
4．你是在哪儿遇到那个自称小王的人的？（用强调句式）
5．昨晚，他直到她妈妈下班回来才上床睡觉的（用强调句式）
篇5：高一英语第四单元第四教时教学设计
武进高级中学
Period Four (Language and Grammar)
A.Free talk
B.Language study
Task 1. Understand words in different situations
Word study about “advance”and “strike” (individual work)
Judge the different meanings of “advance”or “strike” in the following sentences:
1. The hunter advanced toward the bear carefully.
2. A month has passed but the project has not advanced.
3. He worked so well that his boss advanced him to a higher position.
4. The date of the meeting was advanced form June 10 to June
5. The boy struck the pig with a stick.
6. The workers were striking for higher pay.
7. Typhoon Swan struck Hainan, killing 20 people.
8. On New Year’s Eve, we waited for the clock to strike.
Task 2. Finish the exercises in the text.
Task 3. Talk about people and things using Attributive Clause
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bat, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)
A clock is a machine that/ which tells time.
Second, let students find out some words about persons quickly such as teacher,
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/ that teachers you how to learn.
Third, finish Exercise 2 of Grammar orally. (individual work)
Task 1. Expanded reading
Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)
The Great Fire of London that lasted four days started in the very early hours of 2nd September 1666, which destroyed over three-quarters of the old city. 100,000 people whose houses were wooden became homeless.
The fire began in the house of the King’s baker in Pudding Lane. The baker, who could not put out the fire, got out through a window in the roof. A strong wind blew the fire from the baker y into a small hotel next door, which ten spread quickly into Thames Street.
The next day nearly a kilometer of the city was burning along the River Thames. Many people threw their things into the river. Many poor people whom nobody cared stayed in their houses until the last moment. The fire also destroyed many buildings which had a long history and were famous at home and abroad. The fire stopped only when the King finally ordered people to destroyed hundreds of buildings in the path of the fire.
1. Which of the following can be inferred to the main cause that made the fire spread so quickly?
A. The baker set the fire.
B. The baker’s house was made of wood.
C. Wooden houses were too close to each other.
D. The wind was so strong.
2. What would the King do after the fire?
A. Kill the baker.
B. Give the homeless some money.
C. Leave London.
D. Rebuild London.
Task 2. Finish Exercise 1 of Grammar. (individual work)
Task 3. Homework
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and compound sentences with and, but.
篇6：高一英语第四单元第三教时教学设计
武进高级中学
Goals
1. Read all the new words and the passages frequently and get the general ideas，try to retell them in their own words.
2.Improve the reading abilities by scanning, skimming, careful reading, generalization,inference etc.
3.Pay attention to some verbs such as roar、mass、fright、crack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc. and some attributive clauses.
Teaching Design
A. Warming up
Task 1：Free talk(an interview about an unysual experience then questions and answers)
Task 2. Describe unusual experiences.
What natural disasters do you know about?
Have you or your parents experienced a natural disaster?
Can you describe what it was like and how you felt?
B. Pre-reading
Task 1: Look and guess
1. What can you see in the picture?(rapid water , things floating on the water , a womwn trapped in the guarden, a man who tries to help her)
2. What happened to them ?(There’s a flood and both of them are in danger.)
3. What words will you use to describe this disaster?
( scare, mass of water, sweep, struggle, swallow, frightened, flow, etc.)
C. While-reading
a. Fast reading
Question 1. What natural disaster did Flora and Jeff suffer? (Flood)
Question 2. What rescued them? (Chimney)
b. Careful reading
Task 1: Divide the whole passage according to the change of the places. Pay attention to some verbs.
Para 1：In the garden(from”Flora heard…”to”Run!…”)
Para2：On the way to the house (From “The next moment”to”but Jeff had opened the door.”)
Para3：Inside the house(From “Flora quickly began climbing…”to the end.)
Task 2:After catching the general idea of the story,imagine:
Question 1：What was the house like? ( B )
A、a flat B、a two-storey house
Question 2：What words support your idea?(began climbing the stairs)
Task 3 :Read the passage for the second time and finish the following form,then try to retell the story.
Place
in the guarden
on the way to the house
Inside the house
Flood
a loud noise;
a terrible roar;
a wall of water that was quickly advancing towards…;
the water was upon her;
the first wave swept herdown,swallowing…;
a new great wave came,sweeping down …;
the water … was above her knees;
another great roar;
flow around their legs
another wave struck the house;
a strange cracking noise;
the water moved up like…
the water swept past…like…;
a terrible noise …through…;
Reaction
Hear…shouting;
Lookaround…;
see…;
shout…seize...,
Drag…towards…;
both of them went down under water
Pull…up;
hold…;
struggle but can’t…
his … hold her…;
fight for …and finally…;
run when…;
open…;
Begin climbing;
Run up…;
Stop,listen to…;
Start crying…;
Shout;
Look out of the window;
…be destroyed,swept by…;
the house…;
the floor…;
feelings
Surprised;
Want to watch;
Look into each other’s face with a look of fright;
silent
D. Post reading
Task 1 Imagine the end of the story
Task 2 Practice for understanding and word study
1.Why was Jeff looking for the chemney?
2.What does the word“there”in para.1 refer to ?
3.“However, before she could think twice, the water was upon her”
Which is Not the correct explanation to this sentence?
A、She has no idea that the water came upon her so soon.
B、She had no time to think more before the water was upon her.
C、The water came upon her so soon that she had no time to think more.
D、The water came upon her so soon that she didn’t think it for the second time.
4、What’s the Chinese for the phrase “get on her feet”?( )
A、双脚站立 B、爬到脚上 C、淹没脚部 D、踩到脚上
5、Which of the following statements is Not true?( )
A、Flora was so surprised by the coming water that she couldn’t do anything .
B、The garden was completely destroyed by the water.
C、Jeff and Flora were saved by holding the chimney.
D、It was Flora who first found the flood.
6、How many times did Flora fall over on her way to the house? (twice)
7. The word “ after” in “ Tree after tree went down, cut down by the water.” has the same meaning as _________.( )
A. We will come back after 10 o’clock.
B. He would look after my baby when I went shopping.
C. Many tourists will come to visit this temple year after year.
D. The place was named after a famous explorer Columbus.
Task 3. Fill in the blanks according to the text.
Task 4.Give some advice on these topics:
If we were caught in the following situations in our daily life, what can we do to rescue ourselves /to protect ourselves from danger?
Situation 1: We were caught in the flood.
Situation 2: We were caught in the earthquake while sleeping.
Situation 3:We were caught in the fire while working in a tall building.
Situation 4:One of your friends fell into the river while playing on the riverside and were going to be drowned.
E.Homework:
1.Write an composition about an unforgettable experience. 2.Preview the next part.
篇7：高一英语第四单元第二教时教学设计
武进高级中学
Period Two (Speaking)
Aims:1.Learn how to offer other people help, comfort and his particular opinions.
2.Describe people, things, events and people’s feelings.
3. Talk about past experiences.
Retell the story in their own words.
Teaching Design
A. Pre-dialogue
Task 1. Free talk
Task 2.Revision
Questions:
1. Do you remember the person who was caught in an earthquake?
2.What happened to him in the earthquake?
3. What difficulties does he have now in his life?
4. If you are his friend, how will you encourage him and what advice would you offer him?
e.g Don’t worry/ Don’t be afraid/ It will be OK/ You can do it/ Come on/ Keep trying….
Task 3 Make up a dialogue according to the situation
A is having some difficulty in learning English,
B is helping him.
B. While-dialogue
Task 1: Learn the dialogue
1. Listen to the dialogue.
2.Find out all the expressions about offering help, encouraging others and giving advice (Well done/ Just try/ That was a very good ball.)
Task 2: Mechanical Practice( pair work)
1.Act the dialogue out.
Task 3 Practice
The teacher presents three situations, and let some students act as Mother to encourage her child, using the above useful expressions.
Situation 1: A little child is learning to walk, his mother is ahead of him.
Situation 2: A schoolgirl is disappointed because she failed to pass the exam.
Situation 3: A young boy is very sad at his dead pet.
C. Post-dialogue
Task 1: Make dialogues according to the following situations (pair work):
Situation 1: You have just been saved from a terrible earthquake and you are worrying about your family.
Situation 2: Your neighbour will take care of your pet while your are on holiday.
Situation 3: Your house is on fire, but there is a little girl sleeping in bed on the second floor.
Task 2.Performance
Four students act as psychologists. They are good at dealing with the problems on life and study, such as having sports, making friends, getting along with parents and keeping healthy. Let students speak out freely and ask one of them to give them some advice.
Task 3. Homework:
Collect the information about natural disasters and describe them. (work in group of four)
篇8：高一英语第五单元第一到第三教时教学设计
武进高级中学
Unit 5 The sliver screen
Period 1 Warming-up& listening
Tasks: 1. To talk about some scenes from different films
2. To discuss what questions the reporters would ask when interviewing famous directors.
Step 1 warming-up
Present the topic of this unit to the Ss by asking questions as follows
1. Do you like seeing films? How often?
2. How many actors or actress do you know?
(Here students may list a lot of actors of mainland or HK. Finding some pictures of Hollywood stars may be helpful.)
Step 2 group work
Look at the pictures on P29 and divide Ss into four groups. Ask questions as follows:
1. What is happening in this scene?
2. What do you think happens after this scene?
3. What kind of films do you like to see? Why?
Step 3 speaking
1. Most of you have seen a lot of films and you also know quite a lot of actors or actresses. But do you know the detailed information of them? If so, share the information with classmates.
2. Fast-reading of Merly Streep and Keanu Reeves with the class
3. Tell the Ss that they will interview a famous person and ask them what questions are usually asked during a interview. List the questions together!
Eg. birth place/time,
schooling,
beginning of the acting career,
films
family
4. work in groups of 2 and act out the interview (any actor or actress will do)
Period 2 Reading Getting to know Steven Spielberg
Introduction: Steven Spielberg is one the most important film makers in US. Many of his films are known to people all over the world, like Jaws, ET and Jurassic park.
Pre-reading
1. How much do you know about Steven Spielberg?
2. What does a director have to invite if he/she wants to make a film?
While-reading
1. fast reading and find out basic information such as his family, childhood and so on.
films
Childhood
Music teacher, a small town in America
Start to make films, 12, use real actors, 1959, firelight
dream
Go to the Film Academy
young
Study English , director, career took off
Family
Cate Capshaw, 7 children
2. further reading and then talk about the films
Jaws:
ET:
Jurassic Park:
Schindler’s List:
Saving Private Ryan:
Post-reading
1. Why did Spielberg study English instead film?
2. How important is his family to his career?
3. What have you learnt from reading about Spielberg?
Debate about copyright : WBp109
Period 3 Integrating skills
Pre-reading
1. talk about the famous directors in China and some of the popular films
(teachers may provide a table of the four famous directors with their photos and their films in the CAI. Ask Ss to discuss and put them in right orders.)
Directors
Films
Zhang Yimou
I’ll be here for you.
Pekinger in New York
Chen Kaige
Purple Sunset
Red River Valley
Feng xiaoning
Not one less
Hero
Feng xiaogang
Together
Fare, My concubine
2. show Ss some information about Zhang Yimou
Name: zhang yimou
Sex: male
Birth Date: Nov,11,1951
Birthplace:Xi’an
Occupation:photographer/actor/director
Some of the films he directed/filmed/acted
Year Name of the films
1984
Yellow Earth
1987
Laojing
1987
Honggaoliang
1990
Judou
1991
And I hate you so
1998
Not one less
1999
My father and Mother
2000
Happy Time
2002
Hero
While-reading
1. reading the text and find out the information about following questions:
The story is about:__________________
The plot is :_________________
The ending is:___________________
In a word, I think it is a ____ film, because______
Post-reading
Play the part of the film(the part in TV)and ask one question
Does the film have a happy ending? Why?
Discussion
What kind of film do you like? Give one example.
篇9：高一英语新教材第一单元教学设计
Unit 1 Good Friends
省前中提供
Teaching Aims And Demands:
1. Learn and master the following words and expressions:
argue solution classical sorrow survive share cast deserted adventure scared…
be fond of in order to hunt for care about…
2. Review direct speech and indirect speech
3. Train the students’ ability of speaking.
4. Train the students’ ability of reading comprehension.
Teaching Important Points:
1. Everyday English:
1) Talk about friends
2) Practice talking about likes and dislikes
3) Learn to make apologies
2. The correct understanding of the passage
3. Grammar: direct speech and indirect speech
Teaching Difficult Points:
Train the students’ ability of reading comprehension
Teaching Methods:
1. Explanation to make the Ss understand the difficult languages in the passage.
2. Fast reading to find out the general information in the text.
3. Question and answer to help the students go through with the whole passage.
Teaching Aids:
1. tape recorder
2. multimedia
Teaching Procedures
Section 1
Step1. Lead-in ( warm up)
It’s the first time for you to leave your family to live all alone. And everything around you are strange, the strange school, the strange classmates, the strange teachers and so on. Most of you do not get used to the life here, especially some girls, they maybe cry at night, they miss their father, mother, sisters, brothers …, because they feel alone.
Question: What do you need when you feel alone?
Warm up
Most of you think that you need friends to talk, to care about each other when you feel alone. But not all friends are good, some of them maybe do harm to you. So what do you think a good friend should be like?…
Brainstorm:
You have talked much about good friends, and I think I will be one of your good friends, of course, I am not the smartest, but I am helpful; I am not the strongest, but I am kind; I am not the most handsome, but I am gentle. OK! I have described myself, your new friend. Now it’s your turn to describe yourselves and one of your good friends.
Step2. Listening
Good friends are helpful, they can bring you happiness, but sometimes they will
bring you some trouble too, because you can’t agree with each other on everything, so, of course, you will argue with them. Now let’s listen to this kind of argument between two friends. Please pay attention to what they are arguing about. And how do you think to solve their problem?
1. Listen to the tape.
2. Finish the questions.
3. Notes to the listening:
1) What’s the big deal?
2) What’s up?
Step3. Speaking
1. Speaking
From this material you maybe feel it important to choose people to make friends with, if there are too many differences between you, you will argue more against each other. Now, there are six persons for you to choose, the following is their information, please read it carefully and think who could be your friends and tell me your reason for your decisions.
2. Discussion
What quality of good friends is the most important? Why?
3. Make up dialogues
Situation1: You meet a new classmate, you want to make friends with him/ her.
Situation2: Two friends are arguing, because they have different opinions on something.
Step4. Language points
1. A good friend is someone who makes me happy.
make sb. / sth. +a. make sb. / sth. + n.
make sb. / sth. + pp. make sb. / sth. + do sth.
e.g. 1) We will make our country richer and stronger.
2) We make him our monitor.
3) He tried to speak clearly to make himself understood.
4) Don’t make him drink too much.
5) He is made to study by his parents, because he is not into studies
too much.
much too.
2. 他讲得太快了。
He spoke much too fast.
Tom昨天喝的酒太多了，我也是。
Tom drank too much wine yesterday, so did I.
3. Tom昨天没喝酒，我也没有。
Tom didn’t drink wine yesterday, neither / nor do I.
表示前面的情况也适合于下面时可以用so / neither / nor引起一个倒装来表示,其结构为so / neither / nor + 情态动词/帮助动词/ be + 主语
Tom昨天喝酒了，但喝得不多，我也是。
Tom drank wine yesterday, but he didn’t drank too much.
﹡如果表示前面两件或两件以上的事也适合于另一个人或物时，则用：
So it is / was with… 或 It is / was the same with…
﹡so / neither / nor 引起的倒装句其放在主语前面的助动词、情态动词或系动词应与前一句保持一致（人称和数作适当调整）。
﹡句中如用否定的派生词，后句使用so.
e.g. 1) I dislike coffee, so does she.
2) She is unmarried, so am I.
﹡如果下文表示的是对上文的肯定或赞成，则仅需把so放于句首，其后用正常语序。
e.g. ---- He came to school late yesterday.
---- So he did.
4. argue
argue (vi.) + with sb. about / over sth.
e.g. 1) They are arguing with their classmates about the solution to the problem.
Step5. Practice ( consolidation )
1. ---- I hear Bill likes playing basketball.
---- Yes, __________, and_________.
A. he does; so like me B. he is; either do I
C. so he does; so do I D. He does so, so am I
2. ---- Do you know which team won the game?
---- I don’t know, _____________.
A. nor do I care B. nor I care
C. neither will I D. I don’t care, too
3. These math problem are _______ difficult for me. Can you please help me out?
A. much too B. too much
C. very much D. very
Homework
1.Review what we have learned.
2.Preview the next part.
篇10：第一单元第3课时教学反思
第一单元第3课时教学反思
教学反思:
“时、分、秒的认识”是小学数学低年级教学中一个十分重要的内容，也是实用性很强的数学知识。尽管学生在课上是初步研究有关时间的知识，但生活中学生对于时间已有了相当多的感性知识，切身感受到我们的`学习、生活和劳动都与时间息息相关。
握住了四个方面的教学内容：一是认识种面，知道钟面有哪些部分组成，各表示什么，根据学生的讲述，用钟面随机演示；二是认识时间：时、分、秒，知道1时＝60分，1分=60秒，在让学生理解时与分的关系时，又用媒体向学生演示时针走一大格，分针走一圈，从而揭示时与分的内在联系。三是学习看钟表的方法；四是掌握时间的写法，并能用这几种写法写出种面上所反映的时刻。在练习时，我出示了一个可以拖的钟面，随机拨出一个时刻，让学生正确说出所表示的时间，并让学生上来拨钟面，提高学生的练习兴趣，对于教学难点着重练习，多次比较，找寻克服难点的好办法。
在课上我改变了课堂教学的组织形式，给学生提供了主动发展的时间和空间。通过创设问题情景和组织小组合作学习，使每一个学生都有机会参与知识产生、发展的过程；让孩子在活动中获得知识，体会学习的乐趣，加深对所学知识的理解。
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篇11：《北京》教学设计第一教时
教学目标 ：
1、 了解课文如何按方位顺序介绍天安门广场及其四周、中央的主要建筑物。
2、学习课文写法，练习按方位顺序说话。
3、培养学生热爱祖国首都――北京的思想感情。
教学重点：读懂课文第二自然段,能按方位顺序介绍天安门广场及其周围的建筑物。
教学过程：
课前准备（游戏）：有意识的用游戏的方式同学生一起复习有关方位词语，为学习课文做好铺垫。我们三（1）的小朋友特别聪明，反应很快，对吗？那好，我们先来做个游戏。板书：东南西北
这些表示方位的'词语叫做“方位词”（板书）
一、谈话揭题
1、板书：北京看老师写字，一起读一读。
看到这个词，你想说什么？
2、问：小朋友，你们去过北京吗？你从哪里看到过北京？
3、谁说说北京怎么样？（课题后划）
二、学习第一段
1、学习“首都”。跟老师念“du”，还有一个读音是“dou”。首都就是国家最高领导机关所在地。我国的党中央和国务院就设在北京。比如：美国首都“华盛顿”，英国首都“伦敦”……
2、齐说：北京是我国的首都。你能换个说法吗？
3、换句式说话：我国的首都在 。
过渡：北京是一个著名的国际旅游城市，那里有许多名胜古迹和风景优美的公园，她以无穷的魅力吸引着无数中外游客。今天，老师也想带小朋友上北京去玩一玩，大家喜欢吗？现在我们是什么身份？小游客们，我们坐什么交通工具上北京呢？
三、初读课文，理清文章思路
（一） 放录音，了解文章主要内容
那好，我们现在就登上中国北方航空公司的客机，开始愉快的旅途吧！旅客们，请系好安全带，坐稳，飞机现在起飞。（多媒体演示）坐在宽敞明亮的机舱里，我们将听到“空中导游”为大家介绍“北京”。（放录音、看投影，师指点。）让我们一起听听、看看北京是怎样的一个城市？（指名回答）
（二）自学课文
听了导游的介绍，我们已经对北京留下了一个美好的印象。大家想不想对北京有更多的了解？
1、让我们把书翻到116页，自己轻声读一读课文，遇到生字看拼音多读几遍。（看谁读得最认真、最充分）
2、 检查朗读。
（1） 出示投影生词，正音。
（2）指名分段读，评议。
3、 旅客们，飞机马上就要降落在首都国际机场，北京快到了，我们喜欢先上哪儿去玩呀？
四、细读课文，学习第二段，理清方位顺序
（一） 了解广场的位置。
1、自由读课文第二段，看看自己能读懂什么？
篇12：《秦兵马俑》第一教时教学设计
《秦兵马俑》第一教时教学设计
一、揭示课题、导入新课
1974年，在陕西临潼县东南秦始皇的骊山陵东侧，发现了三个兵马俑陪葬坑，从中出土了大量刻画精致、形态逼真的兵马俑。这便是举世无双、享誉世界的“秦兵马俑”，(学生读课题)，课件打出“秦”、“佣”的读音，让学生再读一遍课题。解释“佣”的意思，解释“兵马俑”的意思，解释“秦兵马俑”的意思。师问：“秦兵马俑是什么样的呢？有谁了解，请把你知道的向大家说说。”
设计研讨：
失≠败的这篇教学设计，从教师的谈话中来揭示课题，通过紧扣课题中的关键字词来审题从而导入新课，这是一种传统的导入方法。实际上，我们的学生在课前就已经接触过了《秦兵马俑》这个文本。因此，在开头的设计上，以放学生独立走入文本——以原有认知经验为基础，结合自己所搜集的相关信息资料自读发现、自读体悟、自读品味，相互合作为主，老师只在学生探读疑难处、读悟重点处和读品关键处给予引导与点拨。在教学 的'语言的选择方面，还应该更加的儿童化，口语化，这样会更加生动活泼些，也更能拉近与学生间的距离。下面的几个，比较比较，看看哪个更好些。
[设计1]
1、你了解秦兵马俑吗？去过秦兵马俑的同学举手？
2、请你根据自己课外阅读时、或看过的影视中的印象，把对秦兵马俑所了解的介绍给大家，可以么？
3、师：齐读：秦兵马俑。知道什么是“俑”吗？
[设计2]
从你们的眼睛和神情看，预读了课文19课《秦兵马俑》（板书课题），一定有很多话要说，是这样的吗？
学生读题，相机出示挂图，说说对“俑”的理解。
大家交流自己预习时的感受，板书学生自己概括的重点词语，从整体上基本把握课文。如：举世无双、享誉世界、规模宏大、类型众多、个性鲜明、“世界第八大奇迹”等。
[设计3]
1、今天这节课我们继续学习19课，齐读课题。（学生齐读）
2、举世闻名的秦兵马俑是我国珍贵的历史文物，它出土于西安以东30千米的临潼，秦兵马俑被誉为世界第八大奇迹。今天，我们班就组成秦兵马俑考古小组，一起出发，到这神奇的地下王国去看一看。
3、（教师点击视频，学生观看，然后提问）
4、看了以后，谁来说说秦兵马俑给你最深的印象是什么？（指名学生回答）
5、课文中有一句话概括了秦兵马俑的特点，哪位同学知道？（指名学生读文，教师相机板书：类型众多 个性鲜明）
6、过渡：课文中到底向我们介绍了哪几种类型的兵马俑呢？
[设计4]
1、同学们，你们知道世界上最大的地下军事博物馆在哪里吗？
2、知道“俑”是什么意思吗？
3、通过预习，你对秦兵马俑有了哪些了解？（可以是收集的资料，可以是书上的介绍。）
4、想亲眼目睹这支埋藏在地下2000多年的古代帝国的雄兵是怎样的风采吗？（播放图片）
看着这一支支金戈铁马，这一尊尊栩栩如生的陶俑，此时此刻，你最想说的是什么？
作者亲眼看到这些兵马俑时，发出了怎样的感慨，作出了怎样的评价呢？
[设计5]
1、导语：“不看秦俑，不算真正到中国”，法国总理希拉克这样说。今天我们班全体学生和我将组成秦兵马俑考古学习小组，利用网络这条信息高速公路，再次到兵马俑现场去看一看。好吗？
2、复习：在上节课，我们初步学习了《秦兵马俑》，领略了世界第八大奇迹的魅力，那么你能说说你心目中的秦兵马俑吗？（规模宏大、类型众多、个性鲜明）
3、文中有一段话，把文章连在了一起，概括了全文，是那一句？
示过渡句（齐读）
过渡段在文中起着承上启下的作用，它既能概括上文的主要内容，又能概括下文的主要内容，既一种有效的阅读方法，又是一种巧妙的写作方法，所以我们在阅读写作中要重视运用。今天我们一起学习课文3~12自然段，感受一下秦兵马俑的类型众多、个性鲜明。
[设计6]
1、课前猜词游戏
[1]东北人 榜样 学习3月5日 （2字） 雷锋
[2]宝 黑眼圈 竹子 毛茸茸（2字） 熊猫
[3]料瓶 饮料 透明 无味（3字） 矿泉水
[4]星 足球 英格兰 维多利亚（4字） 贝克汉姆
[5]京 秦始皇 一万里 抵抗匈奴（2字） 长城
[6]始皇 西安临潼 历史文物 世界第八大奇迹（4字） 秦兵马俑
2、由上述猜词谈话课题。
3、欣赏秦兵马俑视频录象。看了以后，谁来说说秦兵马俑给你最深的印象是什么？
二、播放录象
1、仔细欣赏。你看到了什么？听到了什么？交流
研讨：
篇13：蓝鲸（第一教时教案） 教案教学设计
蓝鲸
第一课时
nami
课前交流
同学们，今天我们这堂课和平时不太一样，看，后面这么多家长，还有领导和老师，紧张吗？
老师很紧张，也很担心，你们能给我一点信心吗？
一：回答问题要积极
二：回答问题声音要响亮
谢谢同学们给我信心！现在我们开始上课了。
一、观看图片，导入新课。
1、同学们，看，这是什么？
2、电脑出示鲸的图片，板书： 鲸
3、认读，指名读。
4、你觉得鲸怎么样？
3、是啊，鲸是海洋中最大的动物，今天我们就来认识鲸类中最大的一种。板书：蓝鲸
过渡：现在让我们来看看课文对蓝鲸的介绍吧。
二、自读课文，了解大意。
轻声读课文，教师巡视检查。出示要求：
A 画出生字词，读准字音，读通句子。
B 遇到难读的字词和读得不流利的地方多读几遍。
C 标好自然段，想想每个自然段讲了什么？
D 有不明白的地方请打上“？”
三、范读课文，初步感悟。
1、让我们一起听听课文的录音，思考：你听懂了什么？
2、指名说说。
四、再读课文，领悟内容。
1、学生默读课文，教师巡视。思考：每一段写了什么？
2、检查自学情况。
A 出示词语：
jīng bǔ rǔ jǐ zhù wǎn xì bīn cuò
蓝 鲸 哺 乳动物 脊 柱 宛 如 缝 隙 濒 临 措 施
多音字：扫 觉
只认读，不写。
① 指名读，开火车读
② 去拼音认读
rǔ dūn yóu xùn sù fú shé tūn
哺乳 一 吨 尤 其 迅 速 浮出水面 舌 头 鲸 吞
miè fàn dùn
灭 绝 饭 量 一 顿
① 指名读，开火车读
② 去拼音认读
B 出示长句子，指导朗读
这时它把嘴巴一闭，舌头向上一卷，海水就会从鲸须的缝隙中排出，而大批的食物就会留在口中，被它吞到肚子里去。
指名读，男女生分读，齐读。
C 指名逐段读课文，师生纠错。
D 指名说说每个自然段写了什么。根据回答板书：
最大的一种
体形很大
行动快，力气大
饭量大，吃食奇
浑身是宝，要珍惜
3、现在，大家对蓝鲸有了一点认识，想看看蓝鲸在大海中的活动吗？
观看蓝鲸录象。
五、指导书写，书上描红
1、电脑出示，学习生字书写。指名认读，给生字找朋友。
2、完成书上描红
六、布置作业
1 把课文读流利。
2 收集关于鲸的资料,准备开交流会。
[蓝鲸（第一教时教案） 教案教学设计]
篇14：九年级第一单元 教学设计(冀教版英语九年级)
Unit 1 Stay Healthy
Lesson 1: What is wrong , Danny?
Teaching Aims:
1. Mastery words and expressions.
2. Teach how to see a doctor in foreign countries.
Teaching Important Points:
1. Compound Sentences.
Teaching Difficult Points:
1. Some words and expressions about the illness and seeing a doctor.
Teaching Preparation: Audiotape picture
Teaching Steps Activity Design Language Notes
Step1. Warming up.
Talk about the question: How often are you ill? What is the last time that you are ill? What’s wrong with you?
Step2. Come to “THINK ABOUT IT”.
Step3.Listen to the tape and answer the following questions:
1.What’s wrong with Danny?
2.Does Danny have to stay in hospital?
Step4. Read the text.
Read the text and check the answers in listening part. Encourage the students to ask more questions about this part. Such as:
When does Danny feel unwell?
What does Mr. Dinosaur think of Danny’s illness?
Does Danny have a fever?
Is the hospital always open?
Who is the doctor?
What does the doctor say to Danny?
Check the answers and give them enough hints to answer the questions.
Step5. Act out:
Act out the dialogue in front of the class. Make another dialogue to perform in the class. The roles are doctors and patients and the patients’ family members.
Step6.Come to “LET’S DO IT.”
Make up a dialogue in front of the class. When they are acting, help them when it is necessary. Teach them more new words about illness and parts of the body
Step7. Homework
1. Finish off the activity book.
2.Go on the next reading in the student book. * Let the students talk about the questions in groups. Then give a report to the class. They can make up a dialogue in pairs or in three or four.
If time is not enough, you can choose several groups to perform in front of the class.
* This is a difficult task for the students. If the questions are a little difficult, they can’t answer them. But we don’t have time to let them listen again
* Divide the class into several groups and act out the role-play in front of the class. Choose the best one and give them praise.
* Teach them more new words about illness and parts of the body
Blackboard Writing Design：
After Class(教学反思)：
Lesson2: A Visit to the Dentist
Teaching Aims:
1. Mastery words and expressions.
2.
Lesson 3: Good Food, Good Health
Teaching Aims:
1.We must eat healthy and keep healthy.
2.Know about the balanced diet.
Teaching Important Points:
1.Know more words about the names of the grain in our daily life.
2.How to eat healthy and keep healthy.
Teaching Difficult Points:
What is a balanced diet?
Teaching Preparation:
Teaching Steps Activity Design Language Notes
Step1.warming up:
Talk about the question: what do you eat in your daily life? Do you think what the foods you eat contain?
Step2.Read the text and answer the following questions:
1.What do bread, noodles and rice come from?
2.Is fruit different from vegetables?
Answer the questions in class in oral. If they can’t answer them correctly, let them read the text. Help them find the correct answer.
Step3. Read the text in details and finish the exercises.
Read the text and fill in the blanks:
1.Bread, noodles and rice are made from _______.
2 ______and _______are very good source of ________, _______ and _______.
3. ______ ______ are made from potatoes.
4.Salad is made of _______ ________.
5.Many people think that only meat and chicken have _______.
______ makes your bones and teeth strong.
Step4.Listen to the tape and let the students follow it for two time. Let them have the correct pronunciation and intonation.
Step5. Ask some students to read the text in the class. Don’t read the whole text, read only the important words, expressions and sentences.
Step6. Come to “LET’S DO IT”.
Fill in the chart to compare the eating habits of your classmates.
Interview four or more students to fill in the chart. They can design more questions to ask the others.
Step7.Homework
Finish off the activity book.
Go on the next reading in the student book * Some words are too difficult for them to answer, so the teacher shows some new words to them with pictures.
Blackboard Writing Design：
After Class(教学反思)：
Lesson 4: Don’t Smoke, Please!
Teaching Aims:
1.Know more about disease.
2.Learn the harm of smoking and drinking.
Teaching Important Points:
1.Some words and expressions about the disease.
2.Know how to keep healthy.
Teaching Difficult Points:
Help people keep healthy.
Teaching Preparation:
Teaching Steps Activity Design Language Notes
Step1.Warming up:
Divide the class into groups of three or four. Talk about the following questions: what do you think of smoking?
The teacher: Some boy students think smoking makes them look more handsome. Is it right? No, it’s very wrong. Smoking is more harmful to all the people around the world. Now let’s talk about the topic in groups. After a while, every group will give a talk in front of the class.
Step2. Come to “THINK ABOUT IT”.
When we are talking the two questions, we can use the Internet to help us. Search more information for the students. Search more pictures to show the students how many pains have the diseases brought us.
Ask some students to answer the questions.
S1: When I eat too cold food, my stomach always hurts..
S2: When I have a fever, I know I have a cold.
S3: I have a headache when I wear fewer clothes in winter.
Step3. Listen to the tape and answer the following questions:
What’s wrong with Danny?
How is Brian today?
Step4. Read the text and Fill in the blanks:
Brian feels ______ on Monday.
Brian wants to make a poster about ________.
Smoking is also bad for your _______.
Step5. Make sentences with the following language points:
be away from
Li Ming has been away from school for ten days.
if
If the weather is fine, we will go the park tomorrow.
also
He is also a doctor.
Step6. Come to “PROJECT”.
Divide the class into groups of three or four to finish the task. Discuss the diseases causes by smoking and drinking. It can be divided into two steps. The first step, talk the harm of smoking. Drinking is more harmful than smoking. Many people died from drinking every year. They drink too much, but they still drive their cars. Now too many accidents happen on the road.
Make a poster to show the harm of smoking and drinking for people. Every group makes their posters and explains to the others what it means.
Put the posters up in the class. Every group sends a poster to the teachers in the school. Let all the teachers tell the students about the harm of smoking and drinking.
Step7. Homework:
Finish off the activity book.
Go on the next reading in the student book.
* Group1: We all think smoking is a great harmful to the bodies. Many people die of lung cancer every year. Lung diseases sometimes causes by smoking.
Group2: I also think smoking is bad for health. So give your friends or relatives advice. Let them give up smoking.
Every group gives their report. Then the teacher sums their talks in class.
.
* After playing the tape, the teacher checks the answers.
Blackboard Writing Design：
After Class(教学反思)：
Lesson 5: Jane’s Lucky Life
Teaching Aims:
1.The spirit of the disabled.
2.Know more about the disabled people.
Teaching Important Points:
Learn the spirit of the disabled people.
Teaching Difficult Points:
Know about the difficulties that the disabled people have to face in the world.
Teaching Preparation:
Teaching Steps Activity Design Language Notes
Step1.Warming up:
If you are a disabled person, what problems will you meet?
Divide the class into groups of three or four. The teacher can design the task for every group.
Step 2. Come to “THINK ABOUT IT”.
Ask some students to talk about the questions in pairs. Then let some students demonstrate their opinions in class.
Step3. Look at the picture of Jane. Do you think what’s wrong with Jane? Do you think she is happy? Why?
Step4. Read the text and let’s learn more about Jane. Encourage the students to ask more questions about this part.
S1: How old is Jane?
S2: She is forty years old.
S3: What is she unable to do?
S4: She is unable to brush her teeth. She can’t run or jump. She can’t make breakfast.
S5: Is she married?
S6: Yes, she has a daughter and a son.
If some students can’t answer some of the students, the teacher helps them.
Step5. Demonstrate the dialogue in part 2.
Let some students act out the dialogue in front of the class.
Step6: Listen to the tape and read after it for several times. Play the tape for several times in order to let them have correct answers.
Step7. Imagine you are Jane. What difficulties will you meet in your life?
Step8. Come to “LET’S DO IT”.
Divide the class in groups and discuss the questions. Let them demonstrate their opinions freely. The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.
Step9. Homework
Finish off the activity book.
Go on the next reading in the student book.
* Group1 lost an arm in an accident. Now what difficulties will you meet?
Group 2 lost a leg in an accident. Now what difficulties will you meet?
Group 3 is deaf.
Group4 is blind.
Let the students talk about their problems for five minutes. Then give a report in the class.
*Ask some students to answer the questions in class. Do you think when you are happy?
*The teacher should help them if they are in trouble. Remember them to think about the problem in right ways.
Blackboard Writing Design：
After Class(教学反思)：
篇15：苏教七年级第一单元教学设计
苏教七年级第一单元教学设计
清潭中学
一、单元教学目标 ：
1、能读会写课文中的生字，养成使用字典、词典独立识字的良好习惯。
2、能运用自己喜欢的阅读方法，熟读文本获得对自己有益的启示，对作品中的人物能说出自己的情感体验，学会利用图书馆、网络拓宽自己的阅读面和搜集自己需要的资料和信息，养成良好的阅读习惯。
3、能学会观察不同的人物特点，运用多种描写手法生动鲜明地展示出人物的个性并养成自己修改作文的好习惯。
4、能依据不同的对象、场合采用恰当的谈话方式与自己采访的对象进行文明得体的交谈，培养自己的口语能力和提高自己的应对能力。
5、能就单元中感兴趣的问题开展活动或确定主题进行探究，学会质疑和审美评价。
二、单元课时安排：共13课时
单元整体学习 1课时
《贝多芬传》 2课时
《一面》 1课时
《展示华夏文化魅力》 2课时
《赵普》 1课时
写作 3课时
口语交际 1课时
专题交流或语文活动 1课时
单元专题小结 1课时
三、教学设计：
本单元的'阅读教学
第一单元的内容安排上主题是“人物风采”。本单元的四篇课文中的人物，有音乐大师贝多芬；有建筑大师贝聿铭；有文学巨匠鲁迅；有宋代丞相赵普还有开国总理周恩来。对这些人物，学生对他们有的不是了解和熟悉，更谈不上喜欢，阅读这些文章学生很可能会感到枯燥、乏味，怎样激发起学生的兴趣和热情很是关键。教师要力争自己或者跟学生一起创设一些情景，使教学拓展和能力迁移得到有效落实。这样就可以引导学生从多个人物身上、多个角度和侧面，去领略芸芸众生中的人物风采，从而对学生的情感、态度、价值观起到一定的升华作用。因此，教学中要注意引导学生通过阅读认识人物的形象，学习人物的精神和品格。作为教师，一定要清醒地意识到，学习本单元，决不是只简单的学习文中写到的几个人物，目的是引导学生如何认识一个人物和评价一个人物，从而获得对自己有益的人生启迪。做到课内外打通，不局限于课本，也不脱离开课本，在课本的基础上拓展、迁移，升华。如果学完本单元学生能对人物传记发生兴趣，从文学作品中的人物身上得到启迪，学会做人，那就成功了。
四、教学过程
第1课时 确定本单元的学习内容
第一块：明确单元专题含义：
教学步骤 教师活动 学生活动
1 导语 ：明确任务 听讲
2 布置活动：让学生查阅字典 学生查字典了解“风采”的含义
3 布置活动：让学生阅读单元提示 讨论结合提示谈自己对“人物风采”的理解
第二块：了解单元大概内容：
教学步骤 教师活动 学生活动
1 导入 ：让学生浏览目录、课文（还可以延伸到发展性评价手册） 明确任务
2 巡视、指导 浏览目录、课文
3 布置讨论：本单元的内容结合你的兴趣、爱好及你的理解确定一个专题内容作为本单元的探究问题。（如开展对文学作品中的人物形象的比较探究；中西建筑风格的比较等等） 讨论、组建学习小组
第三块：确定单元活动方案：
教学步骤 教师活动 学生活动
1 布置学生商定单元的活动主题及计划（活动要有广泛性和趣味性要结合单元专题，如可就中学生的追星问题的利弊开展辩论或以“我心目中的某位名人”开展演讲比赛等等。） 讨论、交流
第四块：学习评价
教学步骤 教师活动 学生活动
1 出示评价内容：
1、你明白什么是人物的风采吗？
2、你有自己的专题吗？
3、本节课你发言了吗？（组内或班上）
4、你能说出哪些课文题目，作者，文章的主要内容或人物？
5、你有自己的学习伙伴和小组吗？ 自我反馈
2 小结： 自我小结
第2课时 《贝多芬传》（一）
学习目标：通读课文，了解贝多芬的生活历程，结合课文说说你眼里的贝多芬。
课前学习：阅读《贝多芬传》，了解贝多芬的生平欣赏其主要作品；准备贝多芬的作品。
课堂学习：
第一块：整体感知课文
教学步骤 教师活
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篇16：六年级英语第一单元教学设计
教学目标
1、能够读懂Let’s read部分，并能判断短文后的句子是否正确。
2、能够理解C Str tie 的故事。
3、帮助学生建立自觉遵守交通规则的观念，并了解不同国家交通规则的异同。
教学重点
理解句型：In China/the US, drivers drive n the …f the rad.
教学难点
学生对文化差异的理解，在中国和美国等国家车辆靠右行驶，在其他一些国家车辆靠左行驶，如英国，澳大利亚，新加波等。
教具准备
Z zip plicean的头饰，录音机和磁带等
导 学 过 程
二 次 备 课
Step 1 、热身(War-up )
（1）教师说口令:If u g b car , b bie r n ft, u ust watch traffic lights and nw the traffic rules. Red! ellw! green!学生听音做动作，“Stp! Wait! G!
（2） 教师说动作词，学生说出相应的交通灯的颜色。比如：wait –ellw stp—red g—green .学生之间比一比，看谁的反应快！
step 2、预习(Preview)
教师举起左手，说：This is left hand. Shw e ur left hand! Then, shw e ur right hand.确定学生能够区分左右之后，请学生上台做动作：Turn left, turn right, turn bac.
step3、新课呈现（Presentatin）
Let’s read
（1）教师站在课前画好的分道线的右侧，往前走，边走边说：Nw I’ waling n the right side f the rad. I nw the traffic rules. D u thin s? 教师重复该句并板书：Wal n the right side f the rad.教师再沿路的左侧往前走，请一名学生描述：u are waling n the left side f the rad.教师板书句子：Wal n the left side f the rad.组织学生讨论：Which is right and which is wrng?
（2）教师接下来说：In different cuntries, traffic lights are the sae, but the traffic rules are different .请学生打开书本第九页，教师问：What’s the difference between the tw pictures? Which picture is abut China and the US? Which ne is abut England and Australia? 教师引导学生从短文中找出答案：….教师领读句子。
（3）学生阅读短文，完成文中的判断题。
（4）教师放Let’s read部分的录音，学生跟读。
Str tie
教师播放C str tie 的录音，学生听录音回答问题：“Where d Z and Zip want t g ? Hw d the g there?”
学生打开课本第十三页，教师提问:Wh dn’t the g b taxi? Wh des the plicean stp the? 学生读故事回答问题。
教师放录音学生跟读故事，然后学生分角色表演故事。
Step 4：巩固和延伸（Cnslidatin and extensin）
学生分组戴头饰表演A.B 部分的对话和C部分的故事。
完成本部分活动手册的配套练习。
篇17：六年级英语第一单元教学设计
教学目标
1、能够听、说、读、写本课短语：n ft，b bie，b bus，b train。
2、能够听、说、认读短语 b plane，b ship，b subwa。
3、能用句子“Hw d u g t schl？Hw d u g t …？ B …、”来询问和回答人们日常出行的方式。
4、能够听懂、会唱Let’s chant的歌谣。
一、教学重点：
1、学习Let’s learn部分的train，plane，ship，subwa几个单词。
2、在情景中使用对话中的句子，掌握句型学会询问和回答人们日常出行的方式。
3、听、说、读、写本课短语：n ft，b bie，b bus，b train。
4、听、说、认读短语 b plane，b ship，b subwa。
二、教学难点：
1、subwa中字母u在单词中的读音和词义的理解。
2、用句子“Hw d u g t schl？ Hw d u g t …？ B …、”来询问和回答人们日常出行的方式。
3、描述出行方式的.英语表达法多是由 “b + 交通工具名称”构成，只有“走路”一词要用介词n。
三、课前准备：
1、教学过程中所需的录音（Let’s learn, Let’s pla）、、动画素材。
2、本课时（let’s learn部分）的单词短语的图片和卡片，以及（let’s chant部分）的单词短语卡片。
四、教学过程：
1、War up （ 热身）
活动一：Let’s start
教学参考时间：2-3分钟
和学生一起看教材Let’s start部分，请学生说一说知道哪些交通工具。
活动二：Brainstr（头脑风暴）
教学参考时间：2-3分钟
1、教师点击：画面中出现 rad 一词，教师提问：What can u thin f fr the wrd “rad”?
2、教师请学生拿出纸，在纸上写出看到这个单词后能够联想到的一切单词。如果学生实在有困难，可以允许部分用中文。
3、四人一组，交流所写的单词或短语，相互启发。
4、教师可以让每个小组汇报讨论结果。
5、教师点击，出现相应的词汇。这些词汇可以是学生说到的，也可以是学生没有说到的。如：car eep bus taxi peple plice shps building bie ite traffic lights driver train plane ship subwa trlle bus。
6、教师请学生试着读出这些单词。
2．Presentatin （新课呈现）
活动三：学一学
教学参考时间：5-8分钟
1、接着上面的教学步骤，教师请学生试着读出没学过的单词。
2、引导学生读出符合拼读规律的单词，教师给予必要的帮助：ship 中字母i读短音/i/；plane是开音节， 字母a读/ ei /；train中ai字母组合读作/ei /。subwa教师可以带读。
3、教师点击单词，出现相应的图片，让孩子能够将单词的音形义联系起来。
4、在没有地铁的地方，教师可以进一步解释：It’s an undergrund railwa in a cit、It travels ver fast、增强学生的印象。
5、教师播放Let’s learn A部分单词的录音，让学生跟读单词，纠正发音。
活动四：锁链游戏
教学参考时间：2-3分钟
1、请一个学生说出学过的有关交通工具的单词。
2、后一个人必须重复前面同学的单词，然后再加上自己的单词。
3、教师适当加以提示。
4、在学生比较熟练后，可以以组为单位记时，看哪组速度快，用时少。
活动五：有问有答
教学参考时间：5-7分钟
1、教师播放Let’s learn A部分的录音。
2、学生跟读单词和句子。
3、教师板书：Hw d u g t …？I g t …、
4、师生互相问答，教师可以用学过的其他地点提问，学生回答。
5、鼓励好学生主动向其他同学提问。
6、教师在练习中有意识的替换其他距离比较远的地点，让学生练习b train，b ship，b plane等远途交通工具。
7、由教师对学生的提问，导入到学生对学生的提问。
8、反馈练习：教师出示下面的对话。（选自北京版教材第二册 第四课课文）
Miss Lin: Hw d u ce t schl ever da?
Student A: I ce t schl b bus、
Student B: I ce t schl b subwa、
Miss Lin: Hw abut u, Sun Hng?
3、Let’s pla ( 趣味操练 )
活动六：说歌谣：
教学参考时间：2-3分钟
1、教师播放Let’s chant部分录音2-3遍，学生以小组为单位将单词短语的卡片按歌词中的顺序摆好。
2、应准备的单词卡片有： g t schl seties b bie b car b train never hw d u get t Paris n ft alwas
3、教师再次播放歌谣，请学生根据歌谣内容举起相应的图片。
4、教师可以根据学生情况，引导学生边唱边出示图片或单词短语。
5、学生根据卡片提供的内容练习说唱儿歌。教师适当强调歌词中的发音和节奏处理。
6、学生以小组为单位练习儿歌，并为歌谣添加动作。
7、小组展示，同学之间给予适当评价。
活动七：趣味问答：
教学参考时间：2-3分钟
1、教师在黑板上板书问题Hw d u g t ？课前准备不同的地点和交通工具的卡片。
2、学生根据教师随意出示的卡片中出现的地点和交通工具回答问题：如：出示学校和飞机：学生可以说：I never g t schl b plane。又如，出示电影院和公共汽车，学生可以说：I seties g t cinea b bus，seties b bie。
3、学生根据教师随意出示的卡片，可以替换不同的频度词，以使句子能够基本成立。
活动八：鹦鹉学话：
教学参考时间：4-5分钟
1、教师播放中Main scene的画面或请学生打开书。
2、请学生描述画面。
3、教师播放录音或。
4、学生跟读句子。
5、请学生分段说一说。
6、请学生自愿分组练习。
7、到教室前面表演对话。
8、鼓励学生自己在原有对话基础上改编对话。
4、Cnslidatin and extensin
活动九：说说练练：
教学参考时间：2-3分钟
1、教师和学生一起做A部分的Let’s pla的游戏。
2、参考教参P4页该部分的相关内容。
活动十：练一练
教学参考时间：3-4分钟
1、完成活动手册P1 第 1、2题。
2、学生打开书，自己读图。
3、如果时间允许，可以让学生两个人一小组，互相叙述画面。
4、教师播放录音。
5、学生进行连线练习。
6、教师请学生订正答案。
7、教师再次播放录音，请学生试着重复或复述每个人的话。
8、请学生试着说一说为什么选择该种交通工具。
9、教师再次播放录音，学生完成第2题。
10、教师收练习册，或请学生到黑板上写正确答案，学生交换练习册互相订正。
活动十一：小结
教学参考时间：1-2分钟
1、教师请学生自己总结本课所学的重点内容。
2、教师在学生小结的基础上Hw d u g t …
篇18：六年级英语第一单元教学设计
Teaching Ais(教学目标):
知识目标：
1.能听、说、读、写本课的核心词汇：grw up, cute, prett, handse
2.能熟练掌握核心句型：She was tw nths ld.
She was sall and cute.
Her hair was shrt and her ees were big.
能力目标:
1.能听懂对Sall不同成长阶段年龄和特征的描述。
2.能综合运用所学语言描述人在不同成长阶段的情况。
情感目标：
对所学内容能主动联系生活实际，能尽量用英语交流，培养学生的小组合作精神。
Teaching Iprtances and Difficulties
(教学重难点)：
1.能在语境中运用本课的核心词汇和句型。
2.在句型 His/her...was/were... 中根据名词的单复数形式正确使用was 或 were.
Teaching Tls(教学用具)：
录音机、自制、照片等
Teaching Prcedures(教学过程)：
StepⅠ.War up and revisin（热身与复习）
1. Greetings.
2. D se waring-up exercises.
3. Review the nubers.
Step Ⅱ.Presentatin and practice（呈现新语言知识和练习）
1. Lead in.
T: Hw ld are u?
S1: I’ eleven ears ld
T: u’ll be twelve ears ld next ear. u’re grwing up.
2. Shw se phts and intrduce the new wrds.
3. Learn t sa and use the wrds.
4. Tal abut the phts f Sall.
5. Watch the screen and learn t sa the sentences.
6. As pupils t practise in grups .
Sept Ⅲ. Learn the str (学习课文)
1. Read the str and learn t sa the useful sentences.
2. Watch the cartn.
篇19：高一一册第一单元教学设计纲要..
高一一册第一单元教学设计纲要..
邓浩
第一单元
一、单元课文特点
1．本单元四篇课文都是哲学论文。《人生的境界》一文，就“人生的境界”和“哲学的任务”提出了独到的见解，对提高我们的思想道德修养有着十分重要的意义；《人是什么》一文，就人的本质和人生的价值问题做了十分深入的探讨，鼓舞人们以自强不息的精神进行创造性的劳动，投身到人类进步的伟大事业中；《庄子：在我们无路可走的时候》一文，赞美了庄子思想的博大精深，对他不与当时的统治者合作的态度和做法给予了充分的肯定和赞扬；《孔孟》一文，以一个新的视角，主要就孔孟之间的不同点及其产生的原因进行了深入而翔实的阐述，显示出理论研究的精细。
2．思想有深度，理论有高度，是这四篇文章的共同特点。这些文章内容都是作者在各自研究领域，经过潜心研究提出的富有独创性的见解。这些研究成果，对于丰富我们的文化底蕴，提高我们的哲学素养和人生境界都是十分有益的。
3．把深奥的道理讲得深入浅出，易于被读者了解，也是这四篇文章的共同点。《人生的境界》一文层次清楚，条理清晰；语言简明，通俗易懂，使读者对哲学的任务一目了然；《人是什么》一文旁征博引，并且运用了大量生动形象的比喻，使我们对人的本质和人生的价值获得了具体而深入的了解；《庄子：在我们无路可走的时候》一文比喻生动，事例典型，分析透彻，使读者对庄子的思想有了深刻的了解；《孔孟》一文主要运用对比的方法，使我们对孔孟的不同点有了比较清晰的认识。
4．论证方法多种多样，使这几篇文章具有极强的说服力。例证论证、引证论证、比喻论证、对比论证、因果论证等多种论证方法的熟练运用，不但使文章的观点得到了充分而详细的论证，而且也使文章显得手法多样，灵活而生动，使读者在跟随作者登堂人室享受喻理愉悦、提升思想境界的同时，也欣赏到了论说文写法的艺术美。
二、单元教学目标
1．引导学生提高自身的思想道德境界和哲学理论水平，树立自强不息的精神，为中华民族的伟大复兴和人类的进步而奋斗。
2．培养学生阅读论说文的能力和写作水平。在理清思想结构的基础上，能迅速筛选信息，把握中心句和关键句，提高学生的概括能力和表述能力。
3．培养学生质疑思辨的能力，批判地吸收古今中外丰富的文化遗产和精神财富。对作者的观点要敢于和善于提出不同意见，进行创造性地学习。
4．体味语言的言外意弦外音，理解语言的深层含义。
三、单元教学重点、难点
本单元的四篇文章都是哲学论文。哲学是关于世界观的学说，是自然知识和社会知识的概括和总结。哲学的根本问题是思维和存在、精神和物质的关系问题，根据对这个问题的不同回答而形成了唯心主义哲学和唯物主义哲学两大对立的派别。在教学过程 中，要把树立唯物主义世界观、批判唯心主义世界观放在突出的地位。要密切联系实际，启发学生针对现实生活中出现的形形色色的伪科学进行分析和批判，引导学生树立科学的人生观、世界观。
著名学者、哲学家冯友兰先生在《人生的境界》一文说：“哲学的任务是什么?我曾提出，按照中国哲学的传统，它的任务不是增加关于实际的积极的知识，而是提高人的精神境界。”中国的哲学体现了中华民族最深层的生存方式和文化核心以及由这种生存方式和文化核心所转化的自觉生存智慧和价值观念。其最终目的`，是为了在理性原则的指导下从事德行实践，通过道德主体的自觉操持，实现人生的价值和意义。我们学习这篇文章，就要力求做一个有道德境界和天地境界的人，做一个应该成为人的人。
在《人是什么》一文中，作者提到了古今中外许多著名哲学家、思想家、教育家、文学家以及物理学家的哲学主张，他们都有很高的精神境界。东、西方哲学家的一致见解是：生无所息。这正是《周易》中所说的“天行健，君子以自强不息”的精神。学习这篇文章，我们就应当以这种精神作为我们一生中的座右铭，紧紧把握住现在，为中华民族的腾飞和人类的进步事业奋力拼搏。
在《庄子：在我们无路可走的时候》一文中，作者对庄子思想的博大精深给予了充分的肯定与赞美。无论是政治上还是人生态度上，庄子都主张自然无为。他的这种哲学思想当然是有一定积极意义的，但是，如果我们人人都采取这样的一种人生态度，科学将无从发展，社会将无从进步。
哲学同世界上的一切事物一样都是与时俱进、不断发展的。所以，我们也要用发展的眼光看待这些精神财富，在学习中要善于去伪存真、去粗取精，在汲取前辈哲学家精神营养的同时，对他们的哲学观点作出科学的批判。
阅读中要善于质疑思辨。质疑思辨是一种“读思结合”的创造性阅读。孔子说：“学而不思则罔，思而不学则殆。”这说明，学习和思考是相辅相成的。“小疑则小进，大疑则大进，无疑则不进”，这话是很有道理的。在阅读中，多问几个为什么，疑问也就有了；如果实在无疑，不妨“于无疑处有疑”。阅读过程是不断生疑、不断思考、不断探究的过程。王安石说，“人之愈深，其进愈难，而其见愈奇”，“而世之奇伟、瑰怪、非常之观，常在于险远”。这样阅读，必然会有所发现，有所收获，甚至有所
★ 单元教学设计
高一英语第一单元第3教时教学设计（共19篇）
