高一英语人教版教案16篇

2023-07-25 12:00:03| 来源：网友投稿

高一英语人教版教案第1篇教学目标TolearntotalkaboutkindsofmusicTolearntoreadaboutbandsTostudyTheAttributiveClause(in/下面是小编为大家整理的高一英语人教版教案16篇,供大家参考。

高一英语人教版教案16篇

高一英语人教版教案第1篇

教学目标

To learn to talk about kinds of music

To learn to read about bands

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学重难点

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学工具

课件

教学过程

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

1.Thinking and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

2.Listening, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

1.Reading aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2.Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获?

课后习题

完成课后习题一、二。

板书

Unit 5 Music

高一英语人教版教案第2篇

陈卫锋

一、教材分析

（一）单元背景分析

随着人们物质文化生活水平的提高，曾经一度被忽视的环境已日益为人们所关注，从某种程度上说，环境的优劣已成为衡量生活质量高低、社会进步程度的标志。相对文物而言，其环境的优劣同样影响文物存在的质量。然而，在环保意识不断提升的今天，文物环境并没有得到应有的关注。

文物保存环境是指文物所在的空间及可以直接或间接影响文物保存的各种自然因素和人为因素。在我国，由于受经济条件的制约，自然环境质量的恶化，加上人文环境的影响，文物劣化速度不断加剧，由于环境造成对文物毁坏的例子屡见不鲜，如石质文物风化、金属文物腐蚀、纸张酸度增加、壁（彩）画褪色等等。

文物是祖先留给我们的无价之宝，是金钱买不到的。日用品坏了，可以再生产制造，文物却不同，它不能再生产，再生产出的东西不是文物，是仿制品或赝品，是没有任何文物价值的。文物一旦损坏，就永远不能复原。没有众多的文物史迹，文明古国也就名存实亡，失去其传统的风采和内涵。文物受损后再修复是被动性的保护措施，而主动性的保护就是创造良好的文物保存环境，防治文物受损才是上策。保护文物环境，实际上就是保护文物古迹本身。整治环境不是一件小事，保护文物环境更不是一件容易的事，惟其艰难，需要文物部门付出更多的努力，同时也需要政府和社会的更多支持。所以，我们要好好爱护文物。

（二）教材内容分析

本单元话题--文物古迹（Cultural relics ）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Listening 开门见山向我们介绍三个cultural sites，并要求根据所听内容熟悉各自的重要性，以及人们为保护这些文物古迹所采取的措施；
Speaking则要求我们制作一个即将被送入太空的、内含能代表中国文化的五件物品的“cultural capsule”，让学生成为主体，充分发挥他们的思维、展示他们无限的想象力；
Reading通过对俄罗斯著名城市--圣彼得堡有关史实的介绍，以“A City of Heroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切；
Writing进一步要求学生以主人翁的姿态致信报社编辑，反映当地文物古迹遭损受毁的情况，呼吁全社会行动起来，为保护人类文明遗产尽一份力。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。

（三）教学重点、难点

Functional Items：Ways of giving advice or making

Topic：Talking about cultural relics, including ways of protecting

Word-formation：“re + ”（ rebuild, replaced, recreate）.

Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,

in pieces, bring … back to life, etc

Structure (Grammar)：The Passive Voice (I) - The Present Perfect Passive Voice

Writing：Write a letter to the editor on a certain cultural site, suggesting ways of

protecting the cultural

【 “现在完成时”是中学阶段英语语法教学的重点，也是难点，不过学生在初中阶段已学过现在完成时和被动语态，本单元可以作为一个语法复习巩固来处理。】

总之，本单元通过语法、功能项目与新话题的有机结合，充分体现《新课程标准》“以学生为本，以学生的发展为本” 之要求。

二、教学目标

（一）语言知识目标

本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。

（二）语言技能目标

通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。

（三）情感目标

1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试；
体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；
具有个性，培养创造能力。

2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。

3）培养学生具有良好的文明习惯，具有文物保护意识。

（四）教学策略

1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。

4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。

（五）学习策略

1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。

2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。

3）注意学习方法，及时提问并注意倾听他人意见。

4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人看法、提出独到的见解等。

（六）文化意识

1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。

2）培养学生良好的社会公德意识，树立文物保护意识。

三、教学原则

（一）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（二）在教学中突出交际性，注重读写的实用性；
同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（四）贯彻“教中学，学中用”策略，真正使学生学以致用。

四、教学总体设计

（一）创设情景，营造氛围，体现语言教学的真实性

语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕3P（Presentation-Practice-Production）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。

（二）采用“任务型”教学，培养学生综合运用英语能力

本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；
同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。

（三）面向全体学生，关注学生的全面发展

经常性地开展pair work、group work、class performance，培养学生的团体合作精神。

五、评价手段与操作方式

我国外语教学的评价方式过多地依赖于终结性评价，无论是学生、教师还是家长，更多地是以学生的外语考试成绩评判学生外语学习能力的高低。这种不科学的评价方式使相当多的学生丧失了学习外语的自信心和积极性，极大地降低了外语学习的效率；
同时也造成了课堂教学几乎完全围绕考试内容来进行，语法教学、题海战术充斥外语课堂等不正常的现象。《课程标准》则强调“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”同时“建立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多种渠道获得信息，不断提高教学水平。”因此，教学评价既要关注效果，又要关注过程，应是两者的结合，既行为评价（也称非测试性评价）与终结性评价（也称测试性评价）相结合。

（一）行为评价（非测试性评价）：本单元通过对学生课堂回答教师提问情况、对话表演的参与程度及学生反应、话题表达（如讨论利弊）的创新性及针对性、与他人的合作协作精神及学生个体的书面作业等行为，对学生的学习能力、学习态度、团体合作精神及创新意识等做出过程性评价。这种评价有助于老师发现每位学生的闪光点，及时肯定、表扬，也可让更多的学生体验成功的喜悦，体现英语课堂教学的“全员”意识，利于培养学生的可持续发展。具体操作时，老师设计如下表格，对学生进行评定。

表一：课堂活动配合及对话表演反馈表

日期课堂活动内容

姓名评价等第评语

Student A

S- B

S- C

【注：评价等第为（优秀、良好、一般、需努力）】

表二：小组活动记录反馈表

组员姓名日期活动内容

评价内容 1．参与程度 2．与组员配合 3．动作表演 4．课堂效果反应 5．语音语调 6．语言表述

个人自我评价

小组评价

教师评价

【注：评价等第为（积极 / 优秀、尚积极 / 良好、一般、不参与 / 需努力）】

（二）终结性评价（测试性评价）：通过单元检测形式来了解学生在本单元中学习的实际程度，通过整体效果和个体效果的综合分析，利于教师在下一单元教学中及时调整教学策略。

（终结性评价：略）

六、单元教学设计（课时计划及操作步骤）

依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD 、投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：

Teaching Procedures for the 1st Period

Step one Warming-up

Watching & Chatting：Watch a video which introduces some famous cultural sites across

Shaoxing, having a free chat with the

Questions & Answers：Show to the Ss three pictures, asking them:

① What do you know about the places in the pictures?

② Where are they?

③ Which one would you like to see most? Why?

Step two Pre-listening

Ticking：Listen to the tape and tick the things Ss

Questions & Answers：Listen again and discuss the questions in groups

① Why is it important to protect cultural relics?

② Why is it difficult to find out how people lived in ancient times?

③ What do we know about life in ancient Egypt?

④ Why do we know so much about the way the ancient Egyptians lived?

⑤ What do you think we can do to protect our cultural relics?

Step three Listening

Language Input ：Well, now we"re going to listen to a description of three cultural

Please ① Listen to the tape and write down the name of the site in the form

② Listen to the tape again and write down about its

Name of the site Why is it important? What is being done to protect it?

Site 1

Site 2

Site 3

③ Listen to the tape again and write down about “What"s being done to protect it”.

Ss discuss their answers in groups and then check in

Step four Post-listening

Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：

① Why do our city government make such great effort to protect cultural sites?

② Do you think it necessary to spend so much money on the project?

Step five Error-finding

Language Input：Now we"re going to listen to the description of the three Please

① Listen to the tape and put the statues in the right

② Listen to the tape and put the temple and the museum in the right

③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right

Step six Game

Language Input：As is known to us all, China is a country with a history of more than 5,0000 In the long history, people in different periods have left us quite a number of cultural sites, many of which are Now please look at the screen carefully and let"s have a game!

[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given The group which makes the most choices win the ]

Group A Group B Group C Group D

Score

Homework

Prepare a brief description of Ss’ favorite cultural site in The report must include the following：
① The name of the site ② Its size as well as its history

③ Its importance and what is being done to protect

(Better surf on the Internet!)

Preview “Speaking”.

Teaching Procedures for the 2nd Period

Step one Warming-up

Check the homework, asking individual Ss to come to the front to act out their The teacher may ask the others some questions about their

Step two Pre-speaking

Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?

[T collect the answers and write them on the ]

Step three Speaking

Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we You can select five things that represent Chinese culture, but do remember that you cannot put any living things in Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the Meanwhile please give the reasons for your The following expressions may be helpful to

Asking for suggestions Making suggestions

● What shall we put in in your opinion?

● Can"t we put in …?

● Should we put in …?

● Which do you think is the more suitable thing we put in?

● …… ● Let"s put in….

● Maybe we could put in ….

● I think we"d better put in ….

● I"d like to choose….

● What / How about…?

● Why not put in …?

● Why don"t you put in …?

● ……

[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a ]

Things you want to put in Reasons for your choices

【Model】

SA：In my opinion we could put in ….

SB：That sounds a great And I"d like to choose ….

SA：Sorry, I don"t think that"s the best

SB：Then what about …?

……

Now divide the class into groups, each group discuss the project, trying to agree on the same five Each group select one student to finish a report and then ask some groups to report in front of the

Step four Useful Expressions --- Making suggestions

Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to And in English there"re several ways of giving advice or making

Ways of giving advice or making suggestions Ways of replying to others" advice or suggestions

Acceptance Refuse

Shall I / we …?

Let"s …, shall we?

not …?

Why don"t you / we …?

You"d better ….

I think it"s better (for you / us) to ….

you like / love to …?

/ How about …?

suggest (that) you (should)….

advise you (not) to ….

wonder if you should….

you considered …?

▲Note：除句型8和12后接动名词（短语）外，其余均需接动词原形。

All /

"s all

/ That"s a good

sounds

That sounds (like) a good

I"d like (love) to …. I"m afraid that ….

I"m sorry, but ….

I"d like (love) to, but ….

It (That) sounds nice, but ….

Step five Dialogue Production

[T will provide certain situations, asking the Ss to work in pairs to make ]

Situation A：Two friends are discussing what to do in the coming

【Model】

A: It"s said that there"s going to be a wonderful film “Heroes”. Why not go to the cinema?

B: I"m afraid I won" I have seen it

A: What do you suggest doing, then?

B: Would you like to go out for an outing?

A: I"d like to, but it"s going to rain in the next two

B: What a pity! Have you considered going to the library?

A: Good Let"s meet here at 8 o"clock tomorrow, shall we?

Situation B：Jessica is poor in She is asking her friend, Susan for

【Model】

Jessica: My English is I wonder what I should

Susan: You should remember as many English words as

Jessica:

Susan: And you need to have more listening, speaking, reading and

Jessica: It sounds nice, but I still don"t know what to

Susan: I"m not certain, Why don"t you ask Mr Wang?

Jessica: That"s a good Let"s go

Susan: All

Step six Post-speaking

Workbook 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village Ask the Ss to discuss the Each group leader and the monitor prepare a report which is asked to report to the whole

Homework

Write a report about the culture

Practise ways of making

Preview “Reading”.

Teaching Procedures for the 3rd Period

Step One Warming-up

Comment on the Ss’ report about the culture

Go over the ways of giving advice or making

Step Two Pre-reading

Language Input：Throughout the world, there"re many well-known cities, and quite a few of them are particularly Some of the cities are well received by the people, and some others have in or around them a number of famous cultural Now let"s have a free discussion about the following questions:

① Some cities, like Paris and Beijing, are called great cities of the In your opinion, what makes a city great?

② What are your favorite cities?

③ What cultural relics are there in the place where you live? How important are they?

Step Three Reading

Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole Discuss the problems in pairs first and in groups Deal with some common problems in

Vocabulary Ask the Ss to complete the sentences with the right words from the (Workbook 122 )

True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or

Statements True or false

The city of St Petersburgh was built and rebuilt by Peter the

Many great palaces in the city, which were large and beautiful, were built after Peter"s

The Germans attacked St Petersburgh a hundred years

When the palaces and buildings were rebuilt, people changed their old

A portrait of Peter the Great was destroyed by the

It was difficult for people to rebuild the old

Workers and painters used old photographs to help them rebuild the

St Petersburgh will never be as beautiful as it was

Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each Meanwhile the teacher may ask the Ss to answer some detailed

Questions：① Where do people usually build a city? Why?

② What were the palaces like?

③ What were the palaces used for after the Czars" rule over the city ended?

④ What did the Germans do as they leftthe city?

⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?

⑥ What did the people do to bring the city back to life?

Reading aloud Play the tape and ask the Ss to read along in a loud

Step four Post-reading

Ask the Ss to discuss the following questions in groups:

① Why do people think St Petersburgh is a great city?

② Why was it so difficult for people to rebuild the old palaces?

③ What did people use to help them rebuild the city?

④ Why are the people of St Petersburgh heroes?

Step five Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the

【Model】R-- reporter C--citizen of St Petersburgh

R: Good morning, I"m from Shaoxing May I ask you several questions?

R: When was your city built and and who built the city?

C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).

Discussion

With the fast development of economy, many parts of our old city is being the area where you live, the city government plans to pull down quite a few low old buildings and put up some high There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved

Do you think it necessary to pull down this old building or to leave it as it is?

Step seven Summary and homework

Summarize the passage and ask the Ss to retell the

Finish off the exercises on 46 “Word study”-2 and “Vocabulary”

Teaching procedures for the 4th Period

Step one Warming-up

Ask individual Ss to retell the

Check the homework, giving some explanation if

Step two Lead-in

Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound

Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”

Step three Reading

Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the

▲Fill in the blanks with the words from the passage

The word which has similar meaning to “finish” is

________ means to go or run

The word ________ means to

A ________ is a place where people worship ( 崇拜) the

To ______ large areas means that water covers large

If something is needed, it is

When you are seriously ill, your life could be

When you see people eating breakfast, you can say “They are ”

The water of a river, a lake or a sea is called

To go up or to get higher means to

【KEYS】 rush danger breakfast

▲ Fill in the blanks with proper

A dam was a result, the water level of the lake rose ________ 63

They decided to move the temple stone ________

About 20～50% of the electricity which Egypt needs is produced ________ the water

rushing ________ the base of the

Each stone was marked ________ a number and then all the stones were carried to the new

The old temple, which dates ________ about 1250 BC, will be moved to a new

The experts are trying to find ways of rescuing the animals ________

Many fields will be covered ________ the waters of the new lake which will be finished

________ the end of this

【KEYS】; by ; through / with; by / before

Skimming Ask the Ss to read the passage more carefully and try to answer the followings:

are the only three man-made projects that can be seen from the earth? Where are they?

was the Aswan High Dam completed?

was the High Dam built for?

problems were caused by building the High Dam?

do you know about the temple at Abu Simbel?

did the engineers decide to move the whole temple?

long did the project last?

much did the project cost?

was the project completed?

can you get to the temple at Abu Simbel?

Step four Post-reading

Discussion Divide the class into groups and ask each group to discuss the question:

① Do you think it necessary to spend so much money on rescuing this temple?

② Do you think that the Egyptian engineers solved the problem in the best way possible?

③ Are there other temples or buildings that we could not move?

④ What about the Great Wall or the Temple of Heaven?

⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?

Fill in the blanks with proper

The Great Wall of China is one of the eight wonders of the It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the

The Great Wall ________ built more than 2,000 years It was built ________ the reason of Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters In most places, it is wide ________ for five horses or ten people to walk side ________side along the

Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every So more and ________ people have come to know the famous Chinese saying：“He ________ does not reach the Great Wall is not a true ”

【KEYS】like; that; was; for; long; enough; by; interest; from; who

Step five Discussion

input：In the world there’re many cultural Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the What do you think we need to think about when we make decisions about cultural relics?

[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each ]

Step six Summary and Homework

Read the passages and finish off Workbook Ex 4 on

Write a report about the

Teaching procedures for the 5th Period

Step one Warming-up

Check the

Ask individual Ss to act out their reports, making some comments if

Step two Language study

Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among

restore; rebuild; replace; recreate;

Analyze the structure of the discussed words：prefix “re”+ → meaning “do once again”.

Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the

【Model】

⑴ reappear appear again ( after disappearing)

⑵ recall call back

⑶ recollect call back to the mind

⑷ recount count again

⑸ redo do again

⑹ refill fill again

⑺ refit make (a ship, etc) ready for use again by renewing or repairing parts

⑻ reforest plant again with trees

⑼ re-form form again

⑽ rehouse provide with a new house

⑾ rejoin join (together) again

⑿ relay lay (a cable, carpet, etc) again

⒀ rename give a new name to; name again

⒁ reopen open again after closing or being closed

⒂ replay play ( a football match that was drawn) again

⒃ reprint print again; print a new impression of

⒄ retell tell again

⒅ rethink think about again; reconsider

⒆ reunite bring together or come together again

⒇ rewrite write again

Structure (Grammar)

Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect

① 在过去的三个月里学生们已经收集了二千节旧电池()。

② 园林工人已完成寺庙百分之八十的重建任务。

③ 他已将那台旧电视机送给邻居了。

④ 中国已向太空发射了几十颗人造卫星。

⑤ 史密斯先生已把词典和杂志归还给了图书馆。

Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the

Active Voice Passive Voice

① The students have collected two thousand old batteries in the past three

② The garden workers have already finished 80% of the rebuilding of the

③ He has sent the old TV set to his

④ China has sent up scores of man-made satellites into

⑤ Mr Smith has returned the dictionary and magazines to the ① Two thousand old batteries have been collected (by the students) in the past three

② 80% of the rebuilding of the temple has been finished (by the garden workers).

③ The old TV set has been sent to his

④ Scores of man-made satellites have been sent into space (by China).

⑤ The dictionary and magazines have been returned to the library (by Mr Smith).

Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if

Step three Practice

Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active

Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news

① What is the first news story about?

② Why are some of the cultural sites not well protected?

③ What has happened to some ancient sites?

④ What are the villagers worried about?

⑤ What have they decided to do?

⑥ What is the second news story about?

⑦ What will be the result of the repair project?

⑧ What are the people of Beijing asked to do? And what’s the result?

⑨ When was the old city wall built?

⑩ Why do you think the city of Beijing plans to repair the old city wall?

Step four Summarise and Homework

what’s been studied, word-formation and structure of the Present Perfect

Finish off workbook exercises on page

Preview “Intergrating skills”.

Teaching procedures for the 6th Period

Step one Warming-up

Check the homework, giving some explanation if

Step two Reading

Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very And we usually want to tell others about our own We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so Now please read a letter and try to find what is going

Questions：

① Where does the writer live?

② What is the writer worried about?

③ How does the air pollution come about?

④ What suggestions does the writer make?

Step three Pre-writing

in the form Ask the Ss to work in pairs, answering the questions by filling in the

Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?

I live in a small Some people in my village want to …

I am …

Step four Writing

Questions and Answers Ask individual Ss to answer the questions according the above

Sentence writing Ask Ss to write down the answers to the questions in the form of

Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because,

Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where,

Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s After the Ss have done it, ask several students to read out their

Step five Proof Reading

T show the Ss a previously-prepared letter, asking them to correct the mistakes in

Dear editor,

I live in a small village, it is a very beautiful Recently some ____

people in the village want to destroy the old temple so that they can

build a new car The old temple has a history of more than ____

five hundred Inside the temple there are few stone figures and ____

carved If the temple was destroyed, all these things will be ____

losing, and I don"t think it right for people to do I think one way ____

to solve the problem is to build the car factory in other Second ____

if the factory really need to be built, we"d better try our best to remove ____

the whole temple to somewhere We shouldn"t let our history or ____

culture are destroyed, and we should do all we can to save the ____

Yours sincerely,

Li Hua

【KEYS: →which →an √ ∧a (or few→some / several) was→is

losing→lost other→another need→needs →and →be】

Homework

Ask the Ss to go over the whole

Write a letter to the editor about any problem they come

高一英语人教版教案第3篇

教学目标

1. Ability goals能力目标：

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness， abandon， yell， drag， flee and so on.

2. Learning ability goals学能目标：

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

教学重点和难点

Teaching important points教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

Teaching difficult points教学难点

1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

2. Help the Ss tell apart from Before， During and After in the story.

教学过程

Step1.Warming Up：

Talk about animals under the sea.

1. Have you ever seen some marine animals？

2. What have you seen， and where have you seen them？

I have seen a/some/many…… in/on/from……

amazing marine animals：
seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral

Step2.Fast-reading：

1. Find out the Background Information of the story ：
writer， career， writing style， time， place， main character.

2. Find out the Main Idea of the passage：
What’s the first story mainly about？

Step3.Careful-reading：

1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first？ When did he believe it was a true anecdote？

2. How many paragraphs are there all together in story1？ The hunt can be divided into 3 stages.

Stage1：
before the hunt：
（para. 2-6）：

Old Tom’s doing：
throwing itself out of … and crashing down again… Why？ to tell the whalers…， …by the boat…， circling back to …Why？ to lead the whalers…

Whalers’ reaction：
Another whaler __________. George _____ ___ _____ Clancy， and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

Stage2&3：
Dur ing and after the hunt：
（para. 7-9）：

Killer whale’s doing：
The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________；

and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead， its body wa s _______ down into the depths of the sea.

Whalers’ reaction：
The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

Conclusion：
They have amazing relationship. They work as a team.

Step4.Summary

Working at the _______station， I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

On the afternoon I arrived at the station， as I was __________ my accommodation， I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom， who announced there would be a ___________.

Using a _________， we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing；

and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________， the whale soon died. Very soon， its body was ________ by the killers down into the _______ of the sea.

课后习题

Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact， whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion？ Are you for or against the banning whaling？ Consider the problem carefully and we’ll have a discussion tomorrow.

高一英语人教版教案第4篇

教学准备

教学目标

掌握住列举的重点单词和句子

教学重难点

掌握住列举的重点单词和句子并能灵活运用

教学过程

Ⅰ.重点单词

1.________ vi.爆裂;爆发

n.突然破裂;爆发

2.________ n.事件;大事

3.________ n.废墟;毁灭

vt.毁灭;使破产

4.________ adj.极度的

5.________ vt.破坏;毁坏;消灭

6.________ vt. & vi. (使)震惊;震动

n.休克;打击;震惊

7.________ n. & vt.援救;营救

8.________ vt.使陷入困境

n.陷阱;困境

9.________ n.灾难;灾祸

10.________ vt.埋葬;掩埋;隐藏

11.________ n. & vt.损失;损害

12.________ n.裁判员;法官

vt.断定;判断;判决

13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的

14.________ n.电;电流;电学→________ adj.用电的;带电的→________ adj.与电有关的;电学的

15.________ vt.使惊吓;吓唬

→ ________ adj.受惊的;受恐吓的

→ ________ adj.令人恐惧的

16.____________ n.祝贺;(复数)贺词

→ _____________ vt.祝贺

Ⅱ.重点短语

1.a (great) number ________许多;大量的

2.dig ________掘出;发现

3.________ an end结束;终结

4.right ________立刻;马上

5.as ________仿佛;好像

6.________ ruins严重受损;破败不堪

7.think little ________轻视，满不在乎

8.tens ________ thousands of数以万计

9.be proud ________以……自豪

10.judge ________从……判断

11.be trapped ________陷入

12.be buried ________埋头于

13.put ________ shelters搭建避难所

14.get away ________离开

15.pay attention ________注意

Ⅲ知识点教案

EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).

burst with anger/ joy

勃然大怒

burst n.

突然破裂;爆发

a burst of laughter

一阵笑声

n.废墟，遗迹(常用复数形式);毁灭

be/lie in ruins

成为废墟;严重受损;破败不堪

EX.1 All the towns were/lay in _____ (ruin) after the earthquake.

vt.毁灭;使破产

ruin oneself

ruin one’s health/fame/future

EX.2过量吸烟损害健康，因此你应该戒烟。

Heavy smoking ruins your health, so you should give up smoking.

EX.3用ruin, destroy, damage填空：

① Her heart was slightly _______ as a result of her long illness.

② His life was ________ by drink.

③ The earthquake almost _______ all the bridges in this area.

3. injure vt.损害;伤害

______ n.伤害

______ adj.受伤的

________伤员

Exs.

①The soldier was ______ in the arm in the war.

②She was ______ slightly in an accident during the work.

③This bright light will do great ______ to your eyes.

④I was very much ______ at his words.

看例句再归纳：

1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.

2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.

3. I was shocked that 17 people died

in the explosion at a restaurant in Anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6. trap

vt.使陷入困境

trap sb. into (doing) sth.

be trapped in

困在……中;陷在……中

EX.1警察设圈套使他讲出实情。

The police trapped him into

telling the truth.

EX.2对比练习

他陷入交通堵塞中，感到很无助。

1) He ___________ (trap) in the traffic jam and felt helpless.

2) When he __________ (trap) in the traffic jam, he felt helpless.

3) When __________ (trap) in the traffic jam, he felt helpless.

n.陷阱;困境

set a trap to do sth./for…

诱使某人做某事

fall into a trap

落入圈套

7. bury vt.

找出含bury的短语并翻译

① The army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② He has learnt to bury his feelings.

掩藏、隐藏

③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里;使……沉浸于……

④ She buried her face in her hands and wept.

bury one’s face in hands

双手掩面

be buried in/bury oneself in

专心于;埋头于;沉浸于

EX.1对比练习：

他埋头学习，不知道他的同学们早已经离开了。

1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.

2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3. _____ (bury) in his study, he didn’t know that his classmates had left.

4. ________(bury) himself in his study, he didn’t know that his classmates had left.

5. 8. right away

6.立刻、马上

7. =right now/ at once/in no time

8. by the end of到时候为止(常与_________连用)

9. EX.2 By the end of last month, he _________(learn) 3,000 English

10. words or so.

11. EX.3我会用爱迪生的一句名言来结束。

12. I’ll end up with a famous saying from Edison.

13. 10. Review

14. a (great/large) number of +(pl.) n.

15. the number of+(pl.)n.

16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.

17. EX.2 ----The number of students are in

18. the dining hall now.(改错)

19. ----Yes. The number of students

20. _____ (be) about 400.(填空)

21. 11. Thousands of families were killed and many children were left without parents.

22. leave做使役动词，意为___________________

23. leave+宾语+宾补{doing sth.

24. {done

25. {to do sth.

26. {adj. / adv. /介词短语

27. EX.1 You shouldn’t have left water ___________(run).

28. EX.2 She ran away _____________________

29. _______________. (她跑开了，留下她的男友

30.一个人在雨中)

31. 12. It seemed as if the world was at an end!

32. → as if用于陈述语气中：

33. It looks as if it’s going to rain.

34. She closed her eyes as if she was tired.

35. → as if用于虚拟语气中：

36. 1). She behaved as if nothing ______________(happen).

37. →as if___________ “似乎要做某事”

38. 2). He opened his mouth as if _________ something. (say)

39. 12. It seemed as if the world was at an end!

40. → as if用于陈述语气中：

41. It looks as if it’s going to rain.

42. She closed her eyes as if she was tired.

43. → as if用于虚拟语气中：

44. 1). She behaved as if nothing ______________(happen).

45. →as if___________ “似乎要做某事”

46. 2). He opened his mouth as if _________ something. (say)

47. 13.Translate the following sentences:

48. 1). All hope was not lost.

49.

50. 2). Not everyone has passed the exam.

51. 3). I don’t want both the ties.

52.部分否定/半否定:

53. all/both/every... not...(not all/both/every…)

54.意为：______________________

55. EX.1 ________ people can understand you.

56. = _____ people can _____understand you.

57.并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

EX.2这两个男孩对我们都不粗鲁。

Neither of the boys is rude to us.

Ⅳ.巩固考点作文串记

One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).

高一英语人教版教案第5篇

Ⅰ. Teaching Goals:

Talk about eating habits and Talk about seeing the Practise giving advice and making

Use the modal verbs: had better, should and ought

Learn some useful cooking Read and write

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty

Sentence Patterns: (1) advise (not) to do

(2) There’s wrong with…

Train the Ss’ listening

Develop the Ss’ speaking ability by describing, talking and

§ Important Points & Difficult Points:

Trains the Ss’ listening

Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their

How to finish the task of

§ Teaching Methods:

Listening-and-answering activity to help Ss go through with the listening

Individual, pair or group work to make every student work in

§ Teaching Aids:

a tape recorder

the blackboard

§ Teaching Procedures:

Step Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato,

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very

A: But I think it is junk food, because it has a lot of fat and

B: Really? So I’d better not eat too

Step Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Turn to Page 3, read the dialogue and pay attention to the useful

* Useful Expression

I’ve got a pain This place I don’t feel

There’s wrong with my back / my knee / my

Lie down and let me examine Let me have a

* Make a short dialogue

Step Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

What’s wrong with Mike?

What did Mike have for breakfast?

Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

Which side of Mike’s stomach hurts?

Does Mike have a fever?

What does the doctor tell Mike to do?

Step Homework

One reading exercise everyday

Ex1 & 2 on Page 72

Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

Improve the Ss’ reading

Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

Improve the Ss’ reading

Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared

How to make the Ss understand the reading material better and answer the questions on the

§ Teaching Method:

Discussion before reading to make Ss interested in what they will learn

Discussion after reading to make Ss understand what they’ve learned better

Fast reading to get a general idea of each paragraph

Careful reading to get the detailed information in the text

§ Teaching Aids:

a tape recorder

the blackboard

§ Teaching Procedures:

Step Review the words and phrases learnt last period

Step Pre-reading

Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

How much water do you drink every day?

Step Reading

* Fast reading, what does the text mainly talk about?

* Details

What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting

The text gives examples of how people make choices about what they List the examples and the reasons why people eat or don’t eat certain kinds of

A: Many people today make choices about their eating habits based on what they Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for

How have our eating habits changed? Why? Try to think of as many examples and reasons as

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better Now people buy and eat , we not only think about if the will give us the nutrients we need, but also if the food belongs to

Why do people go to fast food restaurants?

A: it is very convenient, and it can save

Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad

Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more It goes with the need of the

What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more

* More exercises: translate the sentences underlined on Page4 into Chinese

Step Homework

Finish word study on Page5

Preview the integrating skill reading on Page74

One reading exercise every day

The Third Period

§ Teaching Aims:

Improve the Ss’ reading

Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

Improve the Ss’ reading

Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared

How to make the Ss understand the reading material better and answer the questions on the

§ Teaching Method:

Discussion before reading to make Ss interested in what they will learn

Discussion after reading to make Ss understand what they’ve learned better

Fast reading to get a general idea of each paragraph

Careful reading to get the detailed information in the text

§ Teaching Aids:

a tape recorder

the blackboard

§ Teaching Procedures:

Step Revision: What does the text mainly talk about?

Ask some Ss to try to say about the

Step Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following

What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk

What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and

Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and

* More reading exercises on extra materials from English

Step Important Points and Difficult Points

prepare () to do / for… in the form of… 以…形式

prepare oneself for… be short of 短缺…

be / get prepared for / to do… go for 也如此，对…也适用，向…攻击

be based on / upon 以…为依据

exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

not a bit一点儿也不 not a little非常

* Exercises

Bob is a diligent student and is ___ his coming examinations while his mother is ___

preparing for; preparing for preparing; preparing for

preparing for; preparing preparing; preparing

We should do more exercises, both __ for our health and __ for our

;exercise exercises;;exercises ; exercise

___ do you base your calculation?

On which On what About what For what

some stones weigh ___ fifteen

as more as so more as as much as as many as

---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’

listed; included listing; includes listed; including being listed; includes

Before the election, the candidates(候选人) ___ each other in the

went with went for went over went forth

The boy __ on the ground __ that he had seen a cock __ an

laying; lay; lay lying; lie; lie lying; lied; lay lay; lying; lay

Jenny ___ have kept his I wonder why she changed her

must should need would

We ___ last night, but we went to the concert

must have studied might study should have studied would study

Answers: C C B C C B C B C

Step Homework

One reading exercise every day

Prepare a healthy diet and explain why it is healthy

Remember the first 15 words and prepare for the

The Forth Period

§ Teaching Aims:

Review the words learned in the last three

Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

How to guess the missing word according to the given

Let the Ss learn how to give advice or opinion about , especially master hoe to use “should, ought to, had better and their negative forms” to give

§ Teaching Aids:

a tape recorder

the blackboard

§ Teaching Procedures:

Step Revision---dictation about the first 15 words in this Unit

junk food fat stomach salad ought to energy peach plenty of examine ripe soft fever fuel diet keep up with

Step Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the

nutrient diet vitamin mineral fat sugar protein calory

Step Grammar

* Translate the following sentences into English

外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your

你最好别脱下你的衣服。

You had better not take off your

我们应该尊敬老师和父母。

We should / ought to respect our teachers and

你不应该这么粗心。

You shouldn’t / ought not to be so

* More exercises on Page5 and Page74

Step Homework

One reading exercise every day

Remember the second 15 words

高一英语人教版教案第6篇

Teaching goals

Talk about amusement parks

Practice asking and giving directions

Learn to use the -ing form (3) as adverbial

Write a description

Period 1 word study

Word study

Period 2 listening

Step 1 Warming up

Show some pictures on the screen about some extreme sports or fun

Questions:

Where can you experience such activities?

Have you ever been to an amusement park?

Have you ever tried sitting a roller coaster or a Bungee jumping or something else like these?

How did you feel?

Do you like it ? why?

Fill in the (individual work). Then share the answer on the

Students tell about other activities, such as rock-climbing, rafting, skiing,

surfing, skydiving and so

There are such thrilling activities in some You may experience some of

them if you are I hope all of you can experience what you

Step 2 Listening

A theme park must have a special

Pre-listening: Go over the questions or sentences that have something to do

with the listening materials at and P65 and guess

While-listening:

1). Listen for the first time with the book closed

2). Listen again with the book open and individually answer the questions

and complete the sentences at and

Check the answers in Then with the

Which of the parks do you think is better?

Name Theme Your reason and ideas

Lots of fun company The environment entertainment

museums and exhibitions

about environment

how to protect

environment

Merry Rides Limited The ocean have jobs

about life in the ocean

fun and learn

Step 3 Summary

Summary:

T: In this period, we have talked and heard a lot about amusement You may realize what amusing activities mean to

Talks of amusement parks should accompany you all the way in life, not just limited in Do you think so?

Homework

Recall all the new words and expressions that occur in this

Write about your own experiences in a theme park

Oral homework: talk about one of your experience in a theme

Period 3 Speaking

Step 1 Revision & Warming-up

Review the new words

Check oral homework: a report about your experience to a theme

If you want to go to a theme park, how can you get there?

Step 2 Listening

Listen to 2 dialogues and answer the following: (book closed)

(Bb) Where is she/he going?

How to get there?

Step 3 Speaking

Pre-speaking

Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page

Make up dialogues, using the information

Make up dialogues, talking about their own

Step 4 Homework

Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so Then write a few sentences about what you’ve Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following

Period 4 Reading

Step 1 Revision

New words

Check the students’ homework and show the finest copies of theirs to the

whole After the class watch the nice pictures on the screen, the teacher

gets students to discuss the following:

1). What do you think you can see in a theme park?

2). What do you think about adventure sports?

3). Do your town or city have an amusement park? What can you do there?

4). Is a theme park different from a traditional park? Why?

Step 2 Reading

Skimming

Question How many theme parks does the writer tell us?

What are they ? Where are they?

Question What are the themes about?

Scanning

Question: What attract people in these theme parks?

Then fill in the form

Title Theme Parks (People can have fun and experience )

Parks Themes Attractions

1 The World Park To teach visitors sth…

to help experience sth Buildings, castles, statues,

customs of Chinese minorities,

cartoon characters, animals

2 The Ocean Park To get visitors to know more about the

to help people to explore the Thrills and entertainment;

Rides, opportunities to learn about life in the ocean,

a conversation center,

the dinosaur exhibition,

the two giant pandas…

3 Disneyland Walt Disney and his Cartoon characters, rides, games, exhibitions; Universal

4 New theme parks are being

Check the reading comprehension on the

Dictate these sentences and explain their structures and meanings:

(1) What they all have in common is that they combine fun with the opportunityto learn

这些公园所拥有的共同特点是把娱乐和学习的机会结合在一起。

(2) But theme parks also try to make sure that visitors leave knowing more about the idea behind the

但是主题公园也尽力保证游客们在离开时已对公园主题有更深的了解。

(3) .Having enjoyed the rides at the Headland, visitors can take the shuttle to the

游客在高地车乘之后，可以坐穿梭车去低地。

（4）Entering one of the attractions at Universal Studios is like stepping into the world of your favourite

走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。

Entering one of the attractions at Universal Studios是动名词结构作主语；

stepping into the world of your favourite film是动名词结构作宾语。

（5） Visitors can go on exciting rides where they can feel what is it like to do the things they have seen their heroes do in the

游客们可以乘车参加令人刺激的兜风，感受他们在电影里看见的主角所经历的感觉。

Where they can feel …是rides的定语从句

What it is like to do the things 是feel的宾语从句

They have seen their heroes do in the movie 是things的定语从句

(6) The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking

主题公园越来越先进，新的技术保障我们几乎能经历一切，但又不必冒受到伤害的危险。

Step 3 homework

the reading part of the

on line to search the information of a certain theme park that one is interested in and write a short description about

ideas for an “English-Speaking World Park”, using the form of Page

Period 5 language study

Step 1 Revision

Words

Have a dictation about the text

Step 2 Exercises about words

Step 3 Grammar

Study the example:

Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the →

Having enjoyed the rides at the Headland, visitors can take a cable car to the

Summary: This Having enjoyed …means the subject has finished an action before he does The form is used to emphasize two actions that happen in different

高一英语人教版教案第7篇

Teaching goals

Talk about modern agriculture and the effect it has on people’s

Practice giving advice and making

Learn to use “it” for

Learn to read statistical

Write a plan for a vegetable

Period 1

Step 1: New words

(listen to the pronunciations of each word and try to remember them).

Step 2:Warming up

Look at the graph and tell what the meaning of this It tells the growth of major products 1991-1995 compared with 1986-90

The production of fruit in 1995 increased by a percentage of 85 compared with

Let the students read the sentences on the screen and learn about some changes and effects between agriculture and people’s

Ask one students to translate the reading material in the paper(the first and the second passages).

do you think causes these changes? 你认问什么原因引起这些变化的?

do you think the changes in eating habits will have on agriculture or nature? 你认为这些饮食变化对农业和自然会起什么作用？

do you think 是插入语，经常位于疑问词之后

Where do you think our headteacher comes from?

Who do you think the old lady is?

有时也可以放在句尾。

What is it, do you think?

effect 结果，影响

have an effect on 对…有影响

be of no effect 无效

come／go into effect 开始生效

in effect 在实施中

take effect 见效；

生效

bring/carry…into effect 实行；
实施

affect 影响

effective 有效的

I tried to persuade her, but without

Her new red dress will produce quite an effect on

她的新红衣服会对大家产生很大影响。

My advice didn"t have much effect on

The idea is of no

These measures will not be brought into effect until next

The law came into effect on October

The medicine didn’t take

Step 3 Listening

Show and explain the new

Listen to the

Step 4 Homework

Prepare oral homework: practice giving advice and making

Read the reading material (pre-reading)

Period 2

Step 1 Revise the new

Step 2 Practise speaking

If I were you, I would raise

As far as I can see, 依我看,

You want to use the land in the best way possible and do the best for everybody in the 为了村子里的每个人，你想尽自己最大的努力，以最好的办法来使用这块土地。

possible 与最高级连用，强调“尽可能最…”。

He arrived at the worst possible 他到达的时间，说多糟就有多糟.

The rocket traveled at the highest speed 火箭以最大的速度飞行

Period 3

Step 1: Revision (new words)

Step Pre-reading

T: “ What’s the title of the reading passage?

Ss: “modern agriculture”

T: “ What does it mean in Chinese? ”

Ss: “现代农业”

T: “ How to say ‘传统农业’in English ? ”

Ss: “ traditional ”

T: “ Can you imagine what traditional agriculture is like? ”

Ss: …

② let Ss read the text firstly and answer the following questions:

How much land can be used for faming in China?

(Seven percent of the )

What is the advantage and disadvantage of chemical fertilization?

(it helps to produce better But is harmful to the )

What is the biggest problem of Chinese farmers?

(The shortage of arable )

Skipping

Let Ss read the passage for the second time and answer two questions:

What does “GM” stand for?

(“G” stands for “genetically” from the word “genes”. “M” stands for “modified”, which means “changed”.)

What is the advantage of tomatoes which were using technique known as “GM”?

(The tomatoes are bigger and They can grow without danger from They also need much less time to get )

Innovations改革 Problems Advantages

Chemical fertilisers Shortage of arable land Bigger and better crops

Pumps for irrigation Weather conditions Bigger and better crops

Special seedbeds Shortage of arable land More crops in one year

Machines tractors How to make production cheaper (not in the text) Bigger crops on more land by fewer hands

International exchange Lack of knowledge Learn from other people

Greenhouses Weather condition Bigger and better crops

Greenhouses (roots in water tanks) Shortage of arable land More crops in one year

GM technique (can grow in poor soil) Shortage of arable land Can grow in poor soil; bigger & healthier; less time to ripe

Listening

Let Ss listen to the tape and follow

Discussion

①let Ss work in groups and imagine what other changes have happened on farms in the last 100

② let Ss discussion the following questions

the beginning of the passage, why does the writer say “It is on the arable land that the farmers produce food for the whole population of China”?

What does the writer want to tell us by saying, “Not only food production is important but also taking care of the ”?

What can we infer from the sentence “In China about one hundred research stations are now doing GM research to make better tomatoes, cotton…?”

What can you imagine about the future of food production?

Step IV Post-reading

Finish the exercises in Students Book, page 46, Exercise 1-2

Step homework

Workbook exercises

The reading

Period 4

Step I Revision

Step II word study

Finish the exercises in Student book, page

Step III Practice

Let Ss finish the exercises “vocabulary, 1-3” in page 108, Workbook

Step IV Grammar

Give Ss some sentences to translate into Chinese and find out difference and sameness among these sentences (slide show)

It is on this arable land that the farmers produce food for the whole population of

It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the

It was they who/that cleaned the classroom

It was in the street that I met her

It was the goat’s eyes that he had seen in the

Teach Ss to find out the phrase from the sentence above----It is+被强调部分+that/who…

Translate the following sentences into English:

写这本书的人就是玛丽。It is Mary who wrote this

这个就是长满了美丽的鲜花的花园。It is garden that many beautiful flowers grow

她就是擅长唱歌的女孩。It is a girl who is good at

那就是他叔叔移居纽约的季节。It was for this reason that his uncle moved out of New

错的人是我。

It is I who am

Note:

在强调句型中，若被强调部分指人，可以用关系代词who或that；
若被强调的是状语，只能用that，不能用when或where。

注意与“It is /was…that +clause”主语从句的区别。

强调句型与it作形式主语，that从句作真正主语十分相似，但主语从句中It is /was后通常用名词或形容词作表语。强调句型中It is /was后是对主语、宾语或状语的强调成分。

Let Ss find out some sentence with ‘it’ in the text ‘Modern Agriculture’.

Exercises

Let Ss finish the exercises in Student’s book, page 47-48, Exx

Let Ss finish the exercises in Workbook, page 109, Exx

Finish all the exercises in the

Period 5

Step I Reading

Let Ss look at the picture and briefly introduce Jia Sixie,

let Ss read the text and find out the information about Jia Sixie (slide show)

Where/born: Yidu, Shandong Province

when/live: Six century AD

where/work: Gaoyang, Shandong Province

what/do: study the science of farming

what book/write: Qi Min Yao Shu

the book/about: both the farming and gardening

the importance of the book: an important summary of the knowledge of farming

let Ss listen to the tape and follow it, then finish the exercises (slide show)

True or false:

was the earliest research center for ( T )

Min YaoShu includes advice on the following subjects: growing green vegetables and fruit trees, keeping cows and sheep, and there are also instructions for making ( F )

spring ploughing should be deeper than the autumn ( F )

should plant rice in the same field year after ( F )

’d better grow different plants next to each other in the same ( T )

Step II Writing

Write a plan for a vegetable garden, using the tips in the book, page

Read in the reading paper “A plan for a vegetable garden”

Assign it as written

Period 6

Step 1 Revision (new words and language points)

Step 2 listening practice

Make the students understand what they are going to hear about and what they should

Play the tape for them to listen twice or three

Check their answers with the whole

Step 3 Workbook exercises

Check their answers to the vocabulary exercises and grammar

Step 4 Homework

Assign TALKING as oral homework

Period 7

Step 1 Revision

Step 2 Workbook

to do the exercises

Step 3 Reading

Allow the students a few minutes to read the introduction about the text in the reading

Listen and Read the text “Greening the Hills”.

Let the students raise their questions about their

Discuss the problems in the Ex 1 and Ex (Answers are shown on the screen).

Step Writing

Let the students read the introduction about the writing

Let the students read the short passage in the

Make the students understand what and how they should

Assign it as written homework in exercise (Read the sample essay in the reading paper, which may be of some help to the students with their writing).

高一英语人教版教案第8篇

教学准备

教学目标

Teaching aims:

1) Get the students to master some important words, phrases and sentence patterns.

2) Enable the students to use the language points by themselves.

教学重难点

Teaching important points:

Master the usages of “more than , come up, over, be based on, present, a/ the number of”

Teaching difficult points:

present: v adj

教学工具

课件

教学过程

1 Do you know that there is more than one kind of English?

more than one不止一个

eg：

More than one girl in this school holds such a view.

more than one后跟___________,作主语时，谓语动词要用______。

more than

1). more than +num(数词) :over

She showed the visitors around the museum,_______________________________

___________________________________________(其建造花了3年多时间)

2)more than +n: not only

Music is more than just a sound--- it’s a way of thinking.

3) more than +adj/v : very

听到这个消息我很高兴。

____________________________________.

4) more A than B与其说B倒不如说A

与其说他聪明倒不如说他勤奋。

________________________________.

2. Yes . I’d like to come up to your apartment.

come up

1)走近，靠近

练一练：

他走近我问我去车站的路。

___________________________________________________________.

(2)(被)提出

In order to finish the task on time, a good piece of advice came up at the meeting.

误区警示：come up作“被提出”讲时是不及物动词短语，不能用被动语态。

拓展：

(1)Can you tell me how the accident came about?_____

(2)I came across my old classmate in the street.______

(3)The author’s new book will came out next week.________

(4)My dream has at last come true._______

(5)The doctor came up with a good idea at the meeting._____

3 So why has English changed over time?

Over: during

在过去的几年间，我的家乡发生了巨大的改变。

____________________________________________________________.

The girls sing songs over their work

4 It was based more on German than the English we speak at present.

base：vt建于…之上;以…为基础

用法：base A on B

A be based on B

One should always base his opinion on facts.

变为被动：___________________________________________________________.

Exercise:

她的结论是建立在科学研究的基础上的

_____________________________________________________________.

教学是以科学为基础的"一门艺术。

Teaching is an art __________________________________.

at present =at the moment

o Mother is busy preparing dinner at present.

present (adj.)

1)现在的，目前的，可作前置定语

目前的形势________________________

2)出席的，在场的，可作后置定语和表语

出席的人们：__________________________

他出席了昨天的会议。

____________________________________________________.

所有出席会议的人都同意我的计划。

_____________________________________________.

o present (n.)礼物=gift

o present (vt.)

present v.赠送，提出，展现，

present sb. with sth.或present sth. to sb.

把…赠送给,颁发,授予

Eg. On his birthday, his friends____________________________(送给他一本书)

◆即学即练

根据括号中的汉语提示完成下列句子。?

(1)How many people _______________ (出席)at the meeting?

(2)The experts ___________________ (出席会议的)were from different parts of the world.?

(3)What is your_________________ (现在的住址)??

(4)The mayor ____________ (颁发) a silver cup to the winner next week.?

(5)What are you busy doing_______________ (目前)?

(6)He gave his mother__________ (一件礼物).?

5. For example, India has a very large number of fluent English speakers .

Today the number of people learning English in China is increasing rapidly.

a number of许多，后接______名词，作主语时谓语动词用_____.

The number of …的数量，后接_____名词，作主语时谓语动词用______.

1)去年许多人失业了。

_____________________________________________.

2)出国的人的数量正在增加。

___________________________________________.

随堂检测：单句填空

1 The film ___________(base) on a novel by Lu xun.

2 _________(actual), I am busy at the moment.

3 Many people believe the English _________(speak) on TV and on the radio is standard English.

4 The number of students _________(pass) the exam _____(be) increasing rapidly.

单句改错：

1 She came up a new idea a new idea at the meeting.

2 More than one person are against the plan.

3 I am sorry he is out at the present.

4 Basing on facts, the novel sells well.

Translation

1对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。

2一个原因就是英语的词汇量很大。

3去西方国家学英语的人数快速增加。

4很多人尽力充分利用每个机会说英语。

5我们都知道，说得越多，就越流利。：

连句成篇：用上面的句子，根据以下的提示写一篇小短文

对于中国人来说…….一个原因是…….为了更好的学好英语，近年来……此外…….因为众所周知……

Homework

Write a passage using the words ,phrases and sentence patterns that we have learn.

高一英语人教版教案第9篇

核心词汇

1．He lets his daughter____________(挑选)her own birthday present in the

2．On arriving at the hotel，I approached the r____________desk to check

3．He proved himself innocent by providing a lot of

Three children were r____________from the school for their bad

5．It was a terrible few passengers____________(幸存)

6．The two of them have____________(装饰)their new house romantically to celebrate their new life

7．The gloves were____________(设计)for extremely cold

8．Our boss____________(爆发)with anger when he saw the sales

9．The island is deserted，and the chance of____________of the five____________of the shipwreck is (survive)

10．It was____________that all the____________we collected proved him to be (evident)

11．All of us were____________at his really____________talent for (amaze)

12．用worth的适当形式填空

(1)Without thinking carefully about spending my money，I bought

(2)Although we take an hour a day for exercise，it is

；
survivors ；
evidence ；
amazing (1)worthless (2)worth

高频短语

1．________________ 寻找

2．________________ 属于

3．________________ 作为报答；
回报

4．________________ 处于交战状态

5．________________ 少于

6．________________ 拆开

7．________________ 看重；
器重

8．________________ 调查

9．________________ 把某物从……搬到……

10．________________ 而不是；
与其

search of to return war, than apart highly of into， than

重点句式

1．________________the two countries were at

这是在两国交战的时期。

2．________________the boxes were then put on a train for Knigsberg，which was at that time a German city on the Baltic

毫无疑问这些箱子后来被装上火车运往哥尼斯

堡，当时它是波罗的海海边的一个德国城市。

3．After that，____________the Amber Room remains a

从那以后，琥珀屋的去处便成了一个谜。

4．In a trial，a judge must decide which eyewitnesses to believe

在审判中，一位法官必须断定哪些证人的话可以相信，哪些不可以相信。

was a time when is no doubt that, happened to not to believe

知识详解

比……活得长；
(经过……)活(保存)下来

活下来；
幸存；
残留

(回归课本P1)Is it enough to have survived for a long time?

只是存在的时间长就足够了吗？

[归纳拓展]

①(牛津P20xx)Of the six people injured in the crash，only two

在这次撞车事故受伤的六人中，只有两人活了下来。

②(牛津P20xx)The company managed to survive the

公司设法渡过了危机。

③Many customs have survived from earlier

许多风俗习惯源远流长。

[例句探源]

[高效记忆]

As far as I know，the old man survived the earthquake，but nobody knew how he ，he survived his wife by 10 据我所知，这位老人在地震中幸免于难，但是没有人知道他是如何幸存的。最后，他比他的妻子多活了。

[即境活用]

1．After the traffic accident，no one________except a few people who were badly

A．survive B．survived

C．was survived D．was surviving

解析：选B。从句意分析可知，此处survive应表示“幸存”的意思，是不及物动词，不能用于被动语态。

n．[C] 设计样式；
设计图样；
()不良意图；
图谋；
[U]设计工艺；
设计布局；
意图设计，计划；
目的是；
打算给

(回归课本P1)The design of the room was in the fancy style popular in those

房间的设计是当时流行的风格。

[归纳拓展]

①(朗文P547)These exercises are designed to develop and strengthen

这些练习是为了增强肌肉力量而设计的。

②This house is designed for a large

这所房子适合大家庭居住。

③Do you think the building was burnt down by accident or by design？你认为大楼被烧是意外事故，还是有意为之？

[例句探源]

2．完成句子

(1)是故意还是偶然，他来帮助我们太晚了。

Whether________ ________ ________ ________，he arrived too late to help

答案：by design or accident

(2)这个实验的目的是想测试这种新药品。

The experiment________ ________ ________ ________the new

答案：is designed to test

[即境活用]

去掉，开除；
脱掉

搬开，移动，搬家

(回归课本P2)Before the Nazis could get to the summer palace，the Russians were able to remove some furniture and small art objects from the Amber

然而，在纳粹分子到达这座避暑宫殿之前，俄国人只能够从琥珀屋里搬走一些家具和小的艺术品。

[归纳拓展]

①Three children were removed from

三个孩子被学校开除了。

②I recognized him after he removed his dark

他摘掉墨镜后我才认出他来。

③(牛津P1684)The news removed any doubts about the company’s

这个消息消除了一切有关公司未来的疑虑。

[例句探源]

④Please remove your bag from the seat so that I can sit

请把你的包从座位上拿开，让我坐下。

⑤They removed into the new house

他们不久就迁入了新居。

3．我打算尽最大努力去掉你对我不好的印象。

I am going to do all I can to________ ________ ________ ________you have of

答案：remove the bad impression

[即境活用]

有……的价值，值得(做……)

(回归课本P2)Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing?

重建像琥珀屋或北京的圆明园这些失去的文化遗迹，值得吗？

[归纳拓展]

①In my opinion，his suggestion is well worth

依我看来，他的建议很值得考虑。

②The place is worthy of a visit/worthy of being visited/worthy to be 这个地方值得参观。

③It is worthwhile making an appointment with him before you go 你去那儿之前与他预约是值得的。

[例句探源]

④(高考湖北卷)Mistakes don’t just happen；
they occur for a out the reason，and then making the mistake becomes

错误不是偶然发生的，它们的发生都是有原因

的。如果能找出其中的原因，犯错误也是值得

的。

4．-What do you think of the book?

-Oh，’s worth________a second

A．to read B．to be read

C．reading D．being read

解析：选C。be worth后接doing，并且用其主动形式表被动意义。

[即境活用]

5．She has done some ________ things during the summer vacation，and she is ________ of being

A．worthwhile；
worthy

B．worthwhile；
worth

C．worthy；
worth

D．worth；
worthy

解析：选A。some worthwhile things“值得做的事情”；
be worthy of being praised“值得称赞”。

6．-What do you think of the furniture on sale?

-Pretty you bought with the samples，I don’t think it is________the

A．comparing；
worth

B．compared；
worthwhile

C．compare；
worthy

D．comparing；
value

解析：选A。句意：--你认为正在出售的这件家具怎么样？--很好。但把你买的那件和这些样品相比较，我认为这件不值那么多钱。设空处所在句子，既无并列连词又无从属连词，由此可知第一空考查分词作状语，排除C项；
主句主语I与compare之间为逻辑上的主动关系，排除B项；
It is worth后可跟the money/the price/钱数，故选A项。

search of 寻找

(回归课本P1)IN SEARCH OF THE AMBER ROOM

寻找琥珀屋

[归纳拓展]

①He moved to the United States in search of a better

他移居美国寻求更好的生活。

②(牛津P1796)Visitors are regularly searched as they enter the

参观者在进入大楼时要接受例行的搜身检查。

③(牛津P1796)Police searched for clues in the

警察在那一地带查找线索。

④We searched every room for the missing

为了丢失的文件，我们搜查了每一个房间。

[例句探源]

7．It was reported that eight policemen were sent to the forest ________ the missing

A．in need of B．in search of

C．in charge of D．in time of

解析：选B。依据句意，选B项。in search of the missing girl＝to search for the missing girl。

[即境活用]

8．(甘肃天水一中质检)Many Chinese universities provided scholarships for the students________financial

A．in favor of B．in honor of

C．in search of D．in need of

解析：选D。句意：许多中国大学为那些需要资助的学生提供奖学金。in need of “需要”。

to 属于；
归属；
为……的一员(无被动语态和进行时态)

(回归课本P2)However，the next King of Prussia，Frederick William I，to whom the amber room belonged，decided not to keep

然而，下一位普鲁士国王，腓特烈威廉一世，这个琥珀屋的主人却决定不要它了。

[归纳拓展]

①(牛津P168)Who does this watch belong to?

这块手表是谁的？

②China is a country belonging to the Third

中国是一个属于第三世界的国家。

③The future belongs to you，young

年轻人，未来是属于你们的。

④Put it back where it belongs after you have read

读完后，请你把它放回原处。

[例句探源]

9．(高考重庆卷)Professor Williams keeps telling his students that the future________to the

A．belongs B．is belonged

C．is belonging D．will be belonged

解析：选A。句意：Williams教授不断告诫他的学生们未来属于受过良好教育的人。belong to没有被动形式，故B和D两项被排除；
C项现在进行时不符合句意，故A项正确。

[即境活用]

return 作为报答；
作为交换，常和介词for连用

(回归课本P2)In return，the Czar sent him a troop of his best

作为回赠，沙皇送给他一队自己最好的士兵。

①He has given me so much help that I really want to do something for him in

他给了我那么多帮助，我真心想为他做些什么作为回报。

②I invited him to dinner in return for his

为了报答他的好心，我宴请了他。

③(朗文P1751)She gave us food and clothing and asked for nothing in

她给了我们食物和衣服，没有要求任何回报。

【温馨提示】 in turn依次；
逐个地；
转而；
反过来

[例句探源]

④Theory is based on practice and in turn serves

理论以实践为基础，反过来又为实践服务。

⑤The students answered the teacher’s questions in

学生们依次回答了老师的问题。

10．I greeted the teacher with “hello”，and the teacher gave me a sweet smile

A．by turns B．in return

C．in turn D．for return

解析：选B。in return意为“作为交换”符合本句句意。

[即境活用]

highly of 看重；
器重

(回归课本P7)I think highly of those who are searching for the Amber

我很看重那些为寻找琥珀屋而努力的人们。

[归纳拓展]

①We think highly of their research in this

我们高度赞扬他们在这一领域的研究。

②I don’t think highly of him because he often

我对他评价不高，因为他经常撒谎。

③I didn’t think much of your

我认为你的计划不怎么样。

④Pop music is well thought of by most young

大多数年轻人对流行音乐很赞赏。

[即境活用]

11．One of the young man’s paintings has been________by some experts of the art

A．high thought of B．well thought of

C．highly thought D．good thought

解析：选B。think well of意为“认为……好”，其被动形式是well thought of，故选B。

句型梳理

【教材原句】 There is no doubt that the boxes were then put on a train for Knigsberg，which was at that time a German city on the Baltic (P2)

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

【句法分析】 (1)There’s no doubt 毫无疑问……，该句是固定句式，当doubt用在否定句中时，后面接that引导的同位语从句；
用在肯定句中时，后面接whether引导的同位语从句。注意不可以用if替换whether。

(2)doubt 后接名词、代词或宾语从句。在否定句和疑问句中，doubt后面接that引导的宾语从句；
在肯定句中，doubt后面一般接whether或if引导的宾语从句。

①(牛津P599)There is no doubt at all that we did the right

毫无疑问我们做得对。

②There is some doubt whether he can win the first

他是否能赢得一等奖还有些疑问。

③(牛津P599)I doubt whether/if the new one will be any

我不敢肯定这个新的是否会好些。

④(牛津P599)I never doubted (that) she would

我从未怀疑过她会来。

[归纳拓展]

⑤There is no need for you to get up early

明天你不必早起。

⑥There is no possibility (that) she will make a full recovery

现在看来她要完全康复是不可能的了。

⑦It’s no wonder/No wonder(that)you’re tired，you’ve been working for

难怪你累了，你工作了好几个小时了。

[即境活用]

12．-It’s great that Jane is coming to attend our English

-I never doubted________she would

A．whether B．if

C．that D．why

解析：选C。考查doubt的用法。在否定句和疑问句中，doubt后一般接that引导的宾语从句。在肯定句中，doubt后一般接whether或if引导的宾语从句。

13．Some researchers believe that there is no doubt________a cure for AIDS will be

A．which B．that

C．what D．whether

解析：选B。句意：一些研究者相信一定可以找到治疗艾滋病的方法。there is no doubt that 毫无疑问，由句意可知选B。

14．I don’t doubt________our country will play a more and more important role in the world

A．whether B．if

C．that D．how

解析：选C。doubt后的从句是疑问句或否定句时应用that引导。句意：我相信我们的国家会在国际事务中发挥越来越重要的作用。

15．________for us to discuss the problem has already been

A．It has no doubt

B．There has no doubt

C．It is no need

D．There is no need

解析：选D。There is no need to do 没必要做某事，后半句的already settled提供了暗示。

（小周）

高一英语人教版教案第10篇

Subject: English Grade One, Class Six Class Time :Monday, August 23, 20xx

Revision(Unit13-17)

------- Focusing on the key phrases and structures

Teaching goals

Help students strengthen what they have learnt in the past half term

Make them relaxed fully in order that they can deal with the coming exam at their

Make them have a further understanding about some key

Teaching important points

to motivate our students when they are playing the games

to help them to keep the key phrases and structures by heart

Teaching difficult points

How to keep the activities well organized and how to clarify some complicated

How to give the instructions simply and clearly

Class Type

I am making for a new way to review language knowledge more efficiently

Teaching methods

Communicative teaching methods

Integrate competitions into the process of reviewing

Group

Induce students to analyze some key structures

Strengthen the teaching effects by giving them great

Teaching aids

Papers, blackboard, slide projector

Homework

Prepare themselves for the coming examination

Summary after Class

The goals made before class have been reached quite The students took part in the games They are quite pleased to accept this way of However, the amount of knowledge they have really learnt by heart is a little less than we have anticipated beforehand . So we have to admit the fact that it is rather difficult to combine the communicative teaching ways with the current teaching conditions, in which we have such a large class including fifty-six students or so and the great pressure coming from the miscellaneous

Teaching procedure

Step 1 A competition for key phrases(10 minutes)

T: Good morning, boys and girls .Have you prepared well for the coming exam? Do you feel a little nervous about that ? Now let’s relax ourselves We will have a We have four unknown They are slide A, slide B, slide C, and slide Each slide has six phrases in Chinese on In our class we have four Every group can get a slide by drawing lots(抽签).In the end , we will see which group can translate all of these phrases into English , Ok , now every group will send a student out to choose your

Group 4 : (A)junk food, ought to , plenty of , keep up with , make a choice, now and then

Group 1: (B)dress up, in one’s opinion, play a joke on , take in, call on, bring back

Group 3: (C)pay off, at most, act out, a great deal of , a number of , pick out

Group 2: (D)around the corner, come to terms with, die down, day and night, take possession of, make up

T: Good You have finished it very well except for only one Group 3 have mixed up two

We should pay attention to the answer to in the slide C, The right answer should be ”a number of”. And the answer to in the slide C should be “a great deal of ”. Let’ look at another

T: Group1, Group2, Group4 each have got 10 Congratulations! Group 3 has got 5 Try harder,

Step 2 Design a form about those modal verbs which are used to express (18minutes)

T: Our competition will We have learnt that “must , can/could, may/might “can be used to express

Can you try designing a form to make it clear how to use them in different sentence styles and different Group members should work together to get the best one in your Give you ten minutes to prepare for

T: Ok, the time is You can’t change it any Different groups can exchange your forms, and let’ s compare them with each Oh, which do you think is the best one?

Ss: We have agreed on the form made by group 3 .

T: Let’s have a look at it with the

Modal verbs to Tenses

express guess or possibility Present

Future

Present continuous Past

perfect

Positive

sentences must:: very sure, certain

may

might perhaps, maybe

could possible

Modal

verb

+do/be

Modal verb

+be doing

Modal verb

+have done

Negative

sentences Can’t very sure

Couldn’t it is impossible

May not perhaps

Might not not

Question

sentences

Can/could

T: Well Your group deserve another ten points and the other three groups each have got five points

Pay attention to two points: (1)“mustn’t” means “You shouldn’t do it”, or “you are forbidden to do ”. If you want to express you are sure that something is impossible, you should use “ can’t or couldn’t” to say (2)Look at the following

He must be a student, isn’t he?

He must have finished it, hasn’t he?

He must have done it yesterday, didn’t he?

If we write the first part of each sentence without “must”, we’ll get three sentences like

a’. He is a student b’. He has finished He did it

We got the second part of a, b, c from the sentences a’,b’,c’. Actually, we don’t try to guess any more in the second part of Sentence a, b,

Step 3 A game named “single or plural”(15mintues)

T: The following game is still played among The knowledge you will use in this game is Subject-verb

T:(facing the group 1) Let’ s take Group 1 as an I have some phrases for your group members which can be used as As soon as I tell you one, you should tell me whether its predicate verb is single or I will tell you my phrases one by one and you guys give me your answers one by You must do it as quickly as possible because you have only three Within three minutes, the group who has got the most correct answers is the winner Let’s have a

T: physics

S1: single

T: a library together with 20xx books

S2: single

T: not only the teacher but also the students

S: plural

… … …

T: Do you know the rule of the game , S10? Can you tell us something about it?

S10: think every student has a chance to take part in the It’s very

T: Quite Remember only your first answer makes Anyone can not answer it twice in the same

T: When one student is telling his answer, others should keep Let’ s start our game from group

(maths, the number of students , a number of students, everything, both A and B, half of the food, half of the students, fifty percent of the population, ten pounds, works, every possible means , a clerk and secretary, every boy and every girl, more than one , many a , the pair of glasses, the glasses, bread and butter, the United States, cattle …)

T: Ok, the game is Group1 has got 15 points ,.Group 2 has gained 17 Group 3 has got Group 4 has scored 14

Step 4 Summary(1minutes)

Let’s look at our score board

Group 1 Group 2 Group 3 Group 4

30 32 36 29

T: Group 3 win the game at

Step 2 Homework(1minutes)

I will assign you nothing for Just remember to prepare yourself for the coming Keep yourself in a high spirit and never forget to relax yourself now and

高一英语人教版教案第11篇

我说课的内容是高二英语（下）Unit 17 Disabilities（残疾）,Period 4 The Special Olympics（特殊奥运会），这是一节综合技能课。说课内容包括六个部分：教材分析、教学目标、教学重难点、学情、教法和教学程序。

一、教材分析

本单元的中心话题是“残疾”，本课的题目是“The Special Olympics（特殊奥运会）”,这一部分是体现本单元主题的一种形式。这篇课文有两个板块：
Reading(阅读)部分提供了一篇有关“特奥会”的阅读材料，谈论了特奥会对有精神或智力障碍的残疾人具有何等深远的意义：通过体育锻炼使弱智人增强体力，获得自信，逐步康复，从而为社会做出有益的贡献，从而使学生受到启发教育。Writing（写作）部分要求学生通过对Reading（阅读）的学习，对残疾人有更进一步的了解，写一篇文章来论述该如何来帮助残疾人。而对于高二下的学生来说，经过近两年的高中学习，已经拥有了相当的语言知识，具备了一定的英语综合能力，因此，这节课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收、内化语言，进一步提高阅读能力，并通过对语言材料的学习来培养及提高学生的写作能力。教材的这一特点符合大纲所规定的教学目的，即巩固扩大学生的基础知识，发展听、说、读、写的基本技能，侧重培养学生阅读和写作能力。

二、教学目标：

1．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。

2．能力目标：围绕这一课题，使学生联系自己如何对待残疾人的问题，引导启发学生思维，培养学生分析主题、围绕主题阐述问题的能力。

3．德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。

依据：根据教学大纲规定，在初中英语教学的基础上，使学生巩固、扩大基础知识，侧重培养学生的读写能力；
激发和培养学生的学习兴趣，帮助学生树立自信心；
教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。

三、教学的重、难点：

重点：1．如何提高学生的阅读理解能力

2．如何提高学生的写作能力

（依据：学生的英语基础较弱，阅读的速度较慢，词汇量不够，书面表达不太清楚。）

难点：1．如何进行课文的分析理解

2．如何用英语谈论并清楚地表达观点。

3．如何提高学生写作能力

（依据：学生的语法薄弱，获取有效信息的能力有限，口头表达能力和书面表达能力不理想。）

四、学情分析

课堂气氛较活跃英语基础薄弱学习依赖性强课后复习得少

这个班总体的课堂气氛较活跃，基础好的学生对英语比较感兴趣，接受能力强。而大部分学生基础较为薄弱，有心想学却接受不了，加上学习依赖性强求，不注意学习方法，学习效果不明显，对英语也就不那么感兴趣。因此在教学过程中，我利用多种教学手段和教学方法来提高学生学习的兴趣,充分调动学生的主动积极性。由于学生的学习劲头不足，平时上课听一听，课后复习得少，甚至没有复习，所以造成上课明白，而下课就忘得干干净净，所以布置一些练习让学生去完成来巩固所学知识，并提高学生综合能力。

五、教学方法

德国教育家第斯多惠说过：“我们认为教学的艺术不在于传授的本领，而在于激励、唤醒、鼓舞。没有兴奋情绪怎能激励人？没有主动性怎能唤醒沉睡的人呢？”因此在课堂上我采取了多种形式来教学。

1、多媒体教学法（影音文件和图片）根据新目标的要求,充分利用现代化媒体教学手段,克服学习英语时所缺乏的客观语言环境。影视，录音，图片的有机结合，图文并茂，形象直观，强烈刺激学生的听觉和视觉，培养学生学习兴趣与强烈的参与意识。

2、讨论法给学生适当的话题，让每个学生都开口说话，激发学生的主动思维，注重语言表达能力的锻炼和提高，并促使学生互相帮助，既活跃了课堂气氛，又提高学生的学习兴趣。

3、双重活动教学法新课程标准提出“自主探索与合作交流是学生学习英语的重要方式”，教师提出问题，学生通过独立思考及相互讨论的方式来认识问题、解决问题、理解和掌握基本的英语知识和基本技能，教师为主导，学生为主体，充分发挥学生的主动性。

4、总结提高法根据高中英语课程标准，重复原则是英语学习应遵循的原则之

一，重复是人记忆的最重要途径，使学生深刻的理解课文。总结提高就是通过

口头复述来重复叙述所学材料，它有利于培养学生的理解能力、口语能力和记忆能力。

六、教学程序

根据高中英语教学大纲的要求，以提高学生阅读理解能力和写作能力为重点，加强学生听说读写综合能力，我设计了以下教学步骤：

1．新课的引入和启动

（1）上课刚开始，让学生们欣赏雅典残奥会闭幕式上的一些片断，提出问题：“What’s your feeling about the programn?” 然后让学生说说对其节目“千手观音”的感想，让学生对残疾人有更多的感受，进而谈论残疾人在社会中的重要作用,这是个师生互动交流的过程，锻炼了学生听说的能力，也激发了他们的兴趣，完成了新课的导入。

（2）. 从关于雅典残奥会闭幕式的影片中，学生对有关残疾人的奥运会有个初步的了解，在这基础上向学生介绍三种残疾人奥运会：Special Olympics（特奥会）, Paralympic Games（残奥会）, The Olympic Games for deaf（聋奥会）.本篇阅读主要介绍其中的一种：Special Olympics（特殊奥运会），并通过展示几幅特奥会运动员的图片让学生有个初步的感知，并让学生了解特奥会的口号，以便学生更好的理解文章。

3．新课的输入

（1）Reading（阅读）在阅读这部分,根据阅读教学的主要趋势“整体教学,分层推进”,通过快速阅读以及详细阅读来理解全文,并设置了讨论题,培养学生读、说的能力。

Task 1: Listening ＆ Fast-reading:（听力与快速阅读）

播放磁带让学生边听边快速阅读，通过对文章有大致了解，完成以下任务：

① 给出四个句子，让学生判断正误。

② 通过填写表格来对特奥会的历史有所了解。

Task 2 : Detailed reading:（细节阅读）

让学生再次仔细阅读文章，完成以下三个任务：

① 回答以下问题：

do many Special Olympics athletes think that “taking part in the Games is a victory”?

do you understand “Athletes at the Special Olympics are fighters in more than one way”?

do events like the Special Olympics help mentally disabled people?

do you think the Special Olympics is becoming more popular?

② 比较特奥会与一般奥运会的异同：

Compare the Special Olympics and the regular Olympics to find out their similarities and the differences between them．

（2）Retelling：（复述）

通过填空的方式来复述全文，以便于了解学生对文章的理解程度，对学生来说也是一个巩固的过程。

（3）Further discussion:（讨论）

给学生适当的话题，让每个学生都开口说话，激发学生的主动思维，注重语言表达能力的锻炼和提高，并促使学生互相帮助，既活跃了课堂气氛，又提高学生的学习兴趣，在学生对文章理解得很好了后，让学生欣赏几幅残奥会运动员的图片，并同时播放“真心英雄”这首歌曲，通过生动的画面让学生对残疾人有更进一步的了解，并在其中渗透德育教育，让学生们能以他们的精神来激励自己，培养正确的人生观和价值观。然后提出问题让他们进行思考及讨论，谈论自己的想法以培养他们说的能力。

“What can we learn from the disabled athletes?”

（4）Writing：（写作）

通过对文章的学习，学生对残疾人有了深刻的了解，并能从他们身上学到许多可贵的品质，不仅仅要懂得该如何对待他们，更应尽所能的去帮助他们。让学生思考该如何去帮助残疾人，然后把他们的ideas（想法）写成小短文，完成后再从中选取一篇来讲评,提高他们的写作能力。

4 课后作业

让学生将自已的作文交换批改，既能达到相互交流想法的目的，又能提高他们的写作水平。

本课本着以素质教育为目的，以新课程理念为指导，并结合教材特点，针对学生的实际情况，利用课件，影片，图片等辅助教学，采用多种教学手段，努力营造轻松愉快的学习氛围，以此来锻炼、提高学生听、说、读、写各方面的能力。

高一英语人教版教案第12篇

Period 3

Integrating skills ---- reading and writing (snack)

Step Warming up (pre-reading)---watch a video and answer:

Show a tape and get the ss to discuss

Which diet is healthier, Chinese or western? Why?

Chinese, it’s high in … while the western diet contains …

why do some of the British have no teeth left at the age of thirty?

They eat too much sugar and fat in the form of chips and

Although chinese diet is healthier ,we still feel hungry between So what will we have to do?

Eat some

Now listen what snacks are mentioned in the listening materials?

Step 2 listen and speak out

To learn the structure of how to write a including two

Activity One: read and learn what the 1st para talks

Para 1 out what food is mentioned?

Read and answer

1) Which is healthier? Fruit

2) Why is fruit healthy?

It hasn’t too much fat and It gives us carbohydrates, which our body and brain use for energy? It also gives us fiber and

3) Why are the other two unhealthy food?

They have too much tat and

Activity Two

Para 2 Learn the outline of a recipe

Q1 : Besides these two snacks, the passage also mentions some other What are they?

Answer:---- Shaomai and Chicken

Q2 : How can we make Shaomai and Chicken

Get Ss to give the outline of one of the two recipes (pair work)

Write an outline of a recipe:

Name:

Ingredients:

Directions:

Then deal with the recipe one by

Step 3: writing (group work) begin to write a recipe according to what you have learnt in the

Discuss and write a recipe

Name Ingredients Directions

Key words:

Green onions, garlic, pepper, soy sauce, ginger, vinegar, sugar, wine,

Peel, slice, dice, steam, fry, boil, stir, mix, add, chop, , fill, cut… into pieces, fold, roll up

Discuss: 1) name your dish

2) talk about the ingredients of the dish and directions

3) list your steps of how to cook the

Step 4 Evaluation

Share what the Ss have written in groups and in

Teacher give some comments on the group

Sample 1 :

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

Cut the body of the

Add salt to the fish before it is

Chop the bulb of green onions into small sections, and cut the green onions into Peel the

Mix the onions, garlic, ginger and red Fry them for a short Then get them all

Cook the fish and add vinegar and soy

Add onions, garlic, ginger and red Also add pepper sauce and water to boil the fish for some

Spoon the fish and add some fresh chopped green

Sample 2:

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

First cut the body of the add some salt to the fish before it is Second chop the bulb of green onions into small sections, and cut the green onions into Peel the Mix the onions, garlic, ginger and red Next fry them for a short Get them all Cook the fish and add vinegar and soy Then Add some onions, garlic, ginger and red You can also add pepper sauce and water to boil the fish for some Finally spoon the fish and add some fresh chopped green Now the golden fish is ready and you can enjoy

教后感:

高一英语人教版教案第13篇

Teaching aims and demands学习目标和要求：

话题:

1>Talk about cultural relics

2>Talk about ways to protect cultural relics

3>Giving advice and making suggestions

功能:

Giving advice and making suggestions 提出意见和建议:

What shall we …? Maybe we could … Shall we …?

I’d like to … Can’t we …? What / How about …? Should we …?

Why don’t we …? Let’s … Why not …?

词汇:

cultural, pyramid, represent, include, ruin, burn, restore, rebuild, beauty, photograph, portrait, recreate, unite, artist, period, vase, stone, damage, ancient, project, brick, official, cave, pollution, carbon, breath, limit, sincerely

give in, in ruins, bring … back to life, pull down, set up

语法:

The Passive Voice (1) 被动语态:

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:

Now, after years of hard work, parts of statues have been put back together and missing pieces have been

Old paintings, …, have been carefully recreated, and the old palaces have been made as wonderful as in the

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

Jack has been told about it, so you needn’t call him

usage语言运用

运用所学语言，围绕文物古迹这一话题，完成教材和练习册中的听、说、写的任务；
阅读课文 “A city of heroes” 并联系生活中的实际，书写一篇目短文。

Difficult points 难点

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

Ⅳ. Main teaching methods 教法:

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

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

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

Ⅴ. Periods: 7-8

Ⅵ. Teaching procedures 教学过程

Period 1

PRESENTATION & REVISION

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

WARMING-UP

Introduction The main objective of this activity is to get the students to think about cultural relics and their importance, and to give them an opportunity to use the kind of language needed to talk about culture and cultural

Instruction The pictures show a pyramid in Egypt, the Great Wall in China, and Stonehenge in Ask the students to name more sites like these and ask what they have in common, whether they are important to us today, and

Note: Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, People began building the site about 3100 BC and the construction continued in stages until about 1500 It is not clear who built There are many legends and myths about It was once believed that Stonehenge was built by the Druids (ancient priests), but the druids were active at a time when the stones had already been in place for 2,000 Some believe that the site was used by early astronomers and others suggest that the site was used as a burial ground for important Because of the size of the stones, the complexity of their arrangement and the efforts that must have gone in to its construction, it is reasonable to assume that the site was built to serve some significant

Examples:

The pyramids, the Great Wall, and Stonehenge are all symbols of their countries and their They are all large structures that were built by many The once had a practical importance (burial site, defense, magic / superstition) , but now have largely symbolical The structures were originally built for a select few - the pharaohs, the Emperor, the druids - but now they belong to the There are several ways to justify their importance to us today: money (from tourism), culture, history,

Extension Ask the students to think about the Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?

LISTENING

Introduction This exercise is designed to help the students think about the importance of cultural relics and to consider steps that could be taken to protect In the exercise, students are asked to place a few objects in their proper places, using cues from the listening, and then list reasons why the sites are important and what is being done to protect

Instruction Tell the students that they are going to hear about some cultural Ask the students to listen for information about what the site looks like and why it is

LISTENING TEXT:

1 A: We are standing in front of the main building of this old The palace is called the Winter On the left, there is a statue of a On the right, there is a large stone The main building is in the

B: Why is this site so important?

A: This site is important because it tells us about how people lived in the

B: What steps have you taken to protect the site?

A: Visitors are not allowed to go inside the Instead, they can walk around the building and look at the park behind There is also a small museum, where visitors can look at pictures of the inside of the

2 We are standing in front of the Sunshine This beautiful temple stands between a lake and a The temple is an important part of our history; many important things happened here, and many poems have been written about the Water from the lake is destroying the We are trying to save the temple by building a wall between the lake and the We will also move some of the things in the temple to the new museum that is being built between the mountain and the

3 Mt Lu Shan is one of the most beautiful places in The mountain is an important part of China"s history and many great leaders have been People come here to look at the beautiful mountains and Over here, between Red Sun Mountain and the lake, is the Blue Waterfall, one of the biggest in Lu Between the lake and the village is the Moon Tower, where people can go look at the moon _d the stars at There are too many cars in Lu Shan and the air is becoming We are trying to limit the number of cars on the mountain and try to use more

Answers to the exercises:

Name of the Site Why is it important? What is being done to protect it?

1 The Winter Palace This site is important because it tells us about how people lived in the Visitors are not allowed to go inside the Instead, they can walk around the house and look at the park behind the There is also a small museum, where visitors can look at pictures of the inside of the

2 The Sunshine Temple The temple is an important part of our history; many important things happened here, and many poems have been written about the We are trying to save the temple by building a wall between the lake and the We will also move some of the things in the temple to the new museum that is being built between the mountain and the

3 Mt Lu Shan The mountain is an important part of China"s history and many important people have been We are trying to limit the number of cars on the mountain and we try to use more

Extension Ask the students to think about cultural sites in their area and what is being done to protect

SPEAKING

Introduction The activity gives students an opportunity to use target structures in a meaningful communicative It also aims at developing students" imagination and

Instruction Explain that a “culture capsule” - an imaginary large box - will be sent into Ask the students to decide what objects to put in the The objects should help whoever finds the box understand what and who human beings Students can work in pairs or They have to decide what to put in the box and explain why they have chosen them, how the objects will help explain who we are and how we

Help the students by monitoring the groups and asking what they want to put in and If the students are comfortable giving reasons, etc, you can“ argue” a bit and challenge their Please note that there are no “right” or “wrong” answers, so be careful not to discourage “strange” By encouraging creative solutions, you can set the stage for student-student interaction when the pairs report their

Sample Dialogue:

A: Let"s start by thinking about what we should put in the The instructions say that we should choose five objects that will represent Chinese What shall we put in?

B: Let"s put in a Chinese

A: No, it says here that we cannot put any living things in the I think it"s better if we try to put in some things that will help whoever finds it understand who we You know, everyday things that they can look at and get an idea of what life is like Remember that the capsule will be sent into It will probably land on another

B: Maybe we can put in a pair of chopsticks?

A: That"s a good But how will they know that we use them to eat with? Why not put in some food too?

B: But the food will go I mean, if we put a jiaozi in the capsule, it will be rotten when it reaches another

A: Can we use some pictures? B: We could, but what if they don"t know what a picture Suppose- I put a picture of you in the Maybe they will think that you are flat, made of paper, and only a few inches

A: I know! Can"t we put in a doll and a model of the earth? That way, those who find the capsule can see what we look like and also see what our planet is

B: Great! Should we put in a map so they can see what the earth looks like from space?

A: Yeah! I"d like to choose a tool, maybe a hammer or a pen, so that they can see that we have invented many great

B: Let"s put in a Chinese Then they can see that we like

A: OK, let"s We have a doll, a model of the earth, a map, a tool and a That"s B: What about the message? What should we write? A: Why don"t we write a friendly greeting and invite them to come to visit us?

B: Good idea! How about “Dear If you get this message, please come to visit us and our Xiao Hong, Wang Mei and all the other people in China, on the planet ”

A: Let"s write down our

SUMMARY & HOMEWORK

Preview the reading text

Learn the new words and expressions by

Get ready to be examined in the speaking

Period 2

PRESENTATION & REVISION

Ask some pairs to act out the speaking

During this period, do some

PRE-READING

Introduction The pre-reading questions prepare the students for the main theme of the reading and give them an opportunity to think about the relationship between people and the cities and cultures they live

Instruction Divide the class into small groups and tell the students to take turns giving their responses to each Give help as

Possible answers:

1 ● A great city has a long

● A great city is usually the capital of a country and has a large

● A great city will produce many great

● A city is great if something important once took place

●

2 ● I like Beijing best, because it is the capital city of

● I think my favourite city is chengdu, the place where

● I was born and grew I love its weather, people and

● I like Shanghai, because it"s so modem and

● I like Kunming, “the Spring City”, because it is beautiful with flowers and green trees all year round and the weather there is very nice - it"s not too hot and not too

●.

3 Explain what cultural relics are and why they are important to

●They tell us who our ancestors were and what their life was

● They show the development of human

● They help us better understand who we are and where we are

●

Extension China has spent a lot of money on the protection of cultural As a result, a large number of cultural relics have been saved from

Questions for discussion:

1 Do you know what cultural relics in your province/ city/region are under the protection of the country? How are they being protected?

2 How many cultural sites have been listed in the World Heritage List by UNESCO so far? Can you name them?

3 If you were a UNESCO official and wanted to add some cultural sites in China onto the World Heritage List, which sites would you suggest? Why?

READING

A CITY OF HEROES

Introduction The reading uses the reconstruction of 8t Petersburg as an example of how cultural relics and sites can be successfully restored or The text also suggests that cultural relics are an important part of a city"s and people"s The efforts to restore St Petersburg"s old glory show the people"s determination to preserve their culture and illustrate some of difficulties facing those who undertake such a

The text implies that a city is only as great as its people and that the spirit of a city is more important than its At the same time, however, the buildings represent that spirit had become part of everyone"s St Petersburg was originally built for Peter the Great, but over the years it truly became property of the Russian So the city could be called “St ”

Summary

1 St Petersburg lies on the banks of the river Neva in More than three hundred years ago, the Russian Czar, Peter the Great, built a new capital Peter the Great was a strong and proud man, and the city reflects his

2 St Petersburg has been the centre of many important historical These events are the reason why the city has become such an important part of Russian culture and 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

3 Rebuilding the great city was difficult, but the people of St Petersburg Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former

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

Extension 1 Use the text as a starting point for further Culture as a concept tends to hint at “dead” culture, or culture that exists for enjoyment and admiration, rather than living culture, objects, ideas, beliefs and behaviours that define a country and its Reading about St Petersburg may encourage the students to reflect on what culture is and why it is important to us

Extension 2 Ask the students to imagine what cultural items from our own time will become part of the future"s “cultural ” It may also be useful to have the students consider how we determine whether something is “culture” or not, and how we value various “types” of This discussion could begin with reflections on generational“ culture differences,” and perhaps also on different concepts of culture in different

Instruction Ask the students to read the text Remind them to use the context to guess the meaning of unfamiliar Ask them to underline new or unfamiliar vocabulary and make a Tell the students to compare their lists in pairs and work out the meanings of the words on the Then discuss and explain any words they .may still have questions

Ask the students do the post-reading Let them work individually at first and then compare answers in Elicit student responses from the

Tell the students to close their books and retell the story in their own The listener may look at the text in order to help the narrator if Walk around the classroom and give help as

POST-READING

高一英语人教版教案第14篇

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:

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

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

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

Jack has been told about it, so you needn’t call him

Use of Language:

Master the function use of language as defined

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 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

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

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 Ask the students to name more sites like these and ask what they have in

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

Step 2 Listening

First go through the listening part together with the Get the students to know what they are going to

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 Then explain that a “culture capsule” – an imaginary large box – will be sent into Ask the students to decide what objects to put in the The object should help whoever finds the box understand what and who human beings Students can work in pairs or They have to decide what to put in the box and explain why they have chosen how the objects will help explain who we are and how we

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

Lesson 2

Step 1Revision and Introduction

Go over the

List some cities like Beijing, Paris, Chang’an, Rome, then ask the students to discuss these questions with their

Some cities, like Paris and Beijing, are called great cities of the In your opinion, what makes a city great?

What are your favourite cities? Why?

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

Read the text fast and tell the following sentences true of false:

( ) The city of St Petersburg was rebuilt by Peter the

( ) The Germans attacked St Petersburg a hundred years

( ) A portrait of Peter the Great was destroyed by the

( ) It was difficult for people to rebuild the old

( ) Workers and painters used old photographs to help them rebuild the

( ) St Petersburg will never be as beautiful as it was

The answers are: True: 3 4 False: 1 2

Step 3 Carefully-reading

First tell the main idea of each

Paragraph 1 St Petersburg lies on the banks of the river Lena in More than three hundred years ago, The Russian Czar, Peter the Great, built a new capital Peter the Great was a strong and proud man, and the city reflects his

Paragraph 2 St Petersburg has been the center of many important historical These events are the reason why the city has become such an important part of Russian culture and 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

Paragraph 3 Rebuilding the great city was difficult, but the people of St Petersburg Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former

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

Step 4 Retelling

Retell the text according to the above main

Step 5 Homework

Finish the exercise in the Post-reading Part on

Find the sentences using the Present perfect passive

Lesson 3

Step 1 Revision

Check the

Step 2 Word-study

Fill in the blanks with the proper words or

Step 3 Grammar

First list some sentences that are used in the Present Perfect Passive

It is true that many of the world’s greatest cities have been built on the banks of a

Many great palaces were built during his

Building were destroyed, and paintings and …

Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its

now, after years of hard work, parts of statues have been put back together and missing pieces have been

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

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

Step 5 Homework

Finish the exercise 2 in their

Lesson 4

Step 1 Revision

Check the

Step 2 Reading

Ask the students to read the passage in the Integrating Skills And they should find the way of a passage formation ---

That is how the passage is The tips in their books may be used as a guide when they are

Step 3 Writing

Ask the students to try to make their writing first In the same while, ask several students to read their passage out and find the place where it may be written in other better Then show the students a sample writing and analysis the good of the

Step 4 Homework

Leave the exercise of writing in their workbooks as the

高一英语人教版教案第15篇

教学目标

Knowledge and ability：
To help the Ss know about the history of the Amber room and develop their reading skills.

Process and method：
Ss acquire knowledge and improve ability through discussion and competition.

Emotion， attitude and values：
to arouse Ss＇s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.

教学重难点

important point：
Understand the content of the whole passage and master the different reading skills，such as ，skimming， scanning and so on.

difficult point ：
how to solve the questions and find the useful information using the reading skills.

教学工具

课件。

教学过程

Lead in

1. show some pictures .

2. show the pictures and a short video of amber room.

purpose：
motive Ss＇s interest.

Hi， everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.

Presentation

Look at the photos here. What do you know about the substance of “amber”？ What do know

about the cultural relics “the Amber Room”？

discussion：

Now， boys and girls， I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this：
My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now， my family fell into a moral dilemma. Can you help us to make a decision？

A：
What should we do？

B：
Can we keep it for ourselves or report it to the government？

C：
Have you come across such a situation — to make a difficult choice？

listen and answer the questions：

Play tape. Ss get the main idea of the passage.

Reading

pre-reading：

1. Have you ever seen a piece of amber？

What do you know about it？

2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.

Reading：

1st time：

read by yourself as quickly as you can.

join the correct parts of the sentences together.

2nd time：choices and T/F

compete between boys and girls.

3rd time：

answer some question. Ask ss to think over and discuss.

purpose：
understand the text better and arouse Ss＇s awareness of competition. Grasp the main information.

Discussion and report

Think over of what we discuss in the part of warming up：
I find myself falling into the dilemma.

you discuss together ，and write down the outline of a report.

work in group

Consolidation

fill in the blanks （summary）.

Homework

make a report .

use the useful information in the passage.

高一英语人教版教案第16篇

教学目标

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教学重难点

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教学工具

课件

教学过程

Step1. revision

1. check the homework exercises.

1). It has been reported that children will be offered free education.

It has been reported that free education will be offered to children.

2). It has been said that we will be offered the latest computer science course book.

It has been planned that the latest computer science course book will be offered to us.

3). I have been told by Peter that I will be lent his notebook computer for a week.

I have been told by Peter that his notebook computer will be lent to me for a week.

2. Question: What can computers be used as?

Step2. Lead-in

As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?

(TV, radio, CD-ROM, DVD, books……)

Step3. Listening (SB)

1. Pre-listening: What are the changes brought by different forms of IT ?

What are the advantages and disadvantages of them ?

2. While-listening:

Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)

Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.

Type of IT Advantages Disadvantages

TV You can both listen and watch. You cannot write to friends.

Web You can find information. It is very expensive.

Radio You can listen to English. You cannot watch a film.

Book You can get information. Sometimes it is out of date.

3. Post-listening:

1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.

I think that….

In my opinion, ….

I believe that….

I agree because….

I disagree because….

I’ve decided that….

2) (group work): Discussion :

Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)

Step4. Speaking

1. Pre-speaking

Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.

2. While-speaking

1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.

Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)

Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)

Supporting an opinion Challenging an opinion

I think that … , because … Perhaps, but what if / about …

First, … Have you thought about …

One reason is that … What makes you think that

I think it is better because… I don’t like it because….

(Pair work )Use the expressions to support your opinion or challenging other’s opinions.

2) Oral report: (individual work )

Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…

3. Post-speaking

Conclusion—What useful expression do we use to make a decision and reason?

(In this way, they can review and use the words and phrases again.)

Step6 Pre-writing

Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.

Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?

Step7 Writing

Say: Write a passage about the result of your discussion! It should contain:

What do you have to do?

What is the child like?

What is the parents’ requirement of the child?

What do the parents want you to do?

What does the child want you to do?

Then what will you do? How do you feel?

Sample writing:

Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li"s projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.

The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don"t think it is right to do his homework for him — it"s somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!

So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!

Step8 Assessment

Get the students to assess their writing ability according to the following the questions:

1. Is your composition well developed?

2. Are your ideas well organized to the point?

3. Do you have a good choice of words and idioms in your writing?

4. Do you get a good mastery of complex structures of language?

5. What kind of mistakes have you made in your writing?

Step9: Homework

Write about your discussion. You may begin like this:

Hello, everyone. My name is XXX. I’m 321 model android. I work for the Li family….

课后小结

学了这节课，你有什么收获?

课后习题

完成课后习题一、二。

板书

Unit 3 Computers

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