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秋季高一新课标教案 unit

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秋季高一新课标教案 unit

篇1：秋季高一新课标教案 unit 5

Teaching plan of unit 5

Teaching aims:

1. Topic

The qualities of a great person;

The lives of some great people.

2. Useful words and expressions:

hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

3. Functional items:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

4. Structures

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

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

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

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

Teaching procedures

Period 1 (Reading)

Step 1. Warming up

1. Ask Ss some questions:

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

Who do you think is a great person?

What qualities do you have?

2. Ss finish the chart on page 33.

Step 2. Pre-reading

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

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

Step 3. While-reading

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

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

1940______________ 1942 ______________

1944 ______________ 1946 ______________

1948 ______________ 1950 _______________

1952 ______________ 1954 _______________

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

篇2：秋季高一新课标教案 unit 1

Teaching plan

Unit one

Teaching aims:

1. 能力目标：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知识目标：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so.

I agree. / I don’t agree.

That’s correct.

Of course not.

Exactly.

I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3. 情感目标:

a. To arose Ss’ interest in learning English;

b. To encourage Ss to be active in the activities and make Ss to be confident;

c. To develop the ability to cooperate with others.

4. 策略目标：

a. To develop Ss’ cognitive strategy: taking notes while listening;

b. To develop Ss’ communicative strategies.

5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps:

Period one

Step1. Warm-up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form

Name Age/hobbies/favorite sports, books, …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct. Of course not. Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B,C

Contents 自评他评

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3.I can express myself fluently, accurately and appropriately.

4. I know more about friendship after this lesson..

5. Do you think you need to improve yourself in some aspects? Which aspects?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Schindler’s List

Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

5.Which sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2.3on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起来等于；总计

The cost added up to 100 million yuan.

2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊

2). (of, out of) to take from (someone) in a dishonest way 骗取

They cheated the old woman out of her money by making her sign a document she didn’t understand.

n. 1). an act of cheating 作弊行为

2). one who cheats 骗子

3. go through

1). To examine carefully 仔细阅读或研究

I went through the students’ papers last night.

2). To experience 经历，遭受或忍受

You really don’t know what we went through while working on this project.

4. crazy (adj.)

1). mad, foolish 疯狂的，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂热的，着迷的

She is crazy about dancing.

5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的

He has been very lonely since his wife left him.

lonely/alone

alone

1). without or separated from others 单独的

She lives alone.

2). only 仅仅，只有。用于名词或代词之后。

The gloves alone cost $ 80.

leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 担心

We’re all concerned about her safety.

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心烦意乱，生气

He is upset.

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气

His cheating on the exam upset his teacher.

8．well n. 井 adj. 身体好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment

Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listning.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44.

2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up

Ss say something about making friends and how to maintain friendship.

Step 2. Listening

Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion

What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because ….

I think so.

I don’t think so.

I agree with you.

I don’t agree with you.

Step 5. assignment

Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiaodong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.

1. Ss make a list about the important information that they need.

2. Ss begin to write the letter to Xiaodong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5.Assignment

Do Wb writing task on page 46.

Period seven

Teachers can use this period freely.

篇3：秋季高一新课标教案 unit 3

Teaching plan of unit three

Travel journal

广州南武中学朱琼

Teaching aims and demands

1. Topic: traveling; describing a journey

2. Vocabulary and useful expressions:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

3. Function:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

4. Grammar: 现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Teaching procedure:

Period 1.

Step 1.Warming up

1. Ask some questions:

Do you often travel? Where have you been?

2. Following the steps of the warm-up on page 17.

Step 2. Pre-reading

1. Show some traveling pictures of the teacher’s.

2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China.

3. Ask Ss: how people who live along a river use it.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are they going to do?

2. Skimming: Ss read again and finish comprehending 1 on page 19.

3. Ss read and get the main ideas of each paragraph.

4. Ss list the countries that the Mekong River flows through.

Step 4. After-reading

Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.

Similar attitudes about the trip Different attitudes about the trip

Both Wang Wei and Wang Kun think…1. taking this trip is a dream come true.2. that they will enjoy this trip a lot.3. they should see a lot of the Mekong.4. that most of the Mekong will be found in Southeast Asia. Wang Wei believes…1. they must start in Qinghai where the river begins /see all of the Mekong.2. that they don’t need to prepare muchWang Kun believes…1. it is too cold and high to start in Qinghai.2. that using an atlas is very important.

Step 5. Assignment

1. surf the internet and get more information about the Mekong River.

2. retell the passage use your own words.

Period 2.

Step 1. Warming up

Ask some Ss to retell the passage that they have learnt last period.

Step 2. Learning about the language

Teacher explain some language points in the text on page 18.

1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事

He is easily persuaded.

Wang Kun couldn’t persuade his sister to change her mind.

persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服

How can I persuade you that I am telling the truth?

2. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；

Since he insisted, I had to stay.

insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张

She insists on getting up early and playing her radio loud.

3. care about: be worried, concerned or interested 忧虑，关心，惦念

don’t you care about anybody?

I don’t care about what happens to him.

care for /to do: be willing or agree to do sth.; wish or like to do sth.

Would you care a drink?

Would you care to go for a walk?

care for sb.

1). Like or love sb.

He cares for her deeply.

2). Look after sb; take care of sb; be responsible for sb

Who will care for your child if you are out?

4. Once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。

once: adv.

1). for one time 一次

I have only been here once.

2). at some time in the past 一度；曾经

He once lived in Zambia.

3). all at once: suddenly 突然

All at once the door opened.

conj. = as soon as 一旦；一…就…

Once you understand this rule, you’ll have no further difficulty.

Step 3. Practice

1. Ss finish Ex 1 and 2 on page 20 by themselves.

2. check the answer.

3. Ss do Ex 3. on page 20.

4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Wb. Ex1 on page 56.

3. Finish Wb. Ex 2 on page 57.

Period 3.

Step 1. Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the verbs.

Are you working this evening?

We’re having an English party this weekend.

He is leaving tomorrow.

Let Ss themselves find the rules and tell what tense they are used.

2. Ss finish the dialogue on page 21 and pay attention to the tense.

篇4：新课标高一英语Unit 1 Friendship教案

新课标高一英语Unit 1 Friendship教案

Unit 1 Friendship

(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教学目标： ① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。 ③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的'内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目：直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中

（10）教学反思或值得改进的地方：见每个课时最后部分。

Period One：Speaking （Warming Up and Pre-Reading）

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her? 找教案 www.zhaojiaoan.com

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree. I don't agree

That's correct. Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Scoring

sheet

2 Al

4 A6

Instructions:

2-5 A fair-weather friend 找教案 www.zhaojiaoan.com

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

The second period: Reading

Aims:

1. to master the new words and some useful expressions.

2. to understand the text and finish the exercises in Comprehending.

Step 1. Looking and guessing

Work in pairs. Look at the pictures and the heading and guess what the text might be about.

1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?

2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?

Step 2

Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

Para. One: Anne made her diary her best friend whom she could tell everything.

找教案 www.zhaojiaoan.com

Para. Tw Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.

Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.

Step 3 Language points

1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.

eg: The fire is going out; will you add some wood?

The snowstorm added to our difficulties.

Add up these figures for me, please.

2. ignore v. to take no notice of; refuse to pay attention to

eg: His letters were ignored.

Even the best of men ignored that simple rule.

My advice was completely ignored.

3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到

eg: The boy's poor health concerned his parents.

He is concerned for her safety.

The news concerns your brother.

He was very concerned about her. 4. loose adj. not firmly or tightly fixed. She wore loose garments in the summer.

I have got a loose tooth. Some loose pages fell out of the book.

5. purpose n. [C] an intention or plan; a person’s reason for an action. What is the purpose of his visit?

The purpose of a trap is to catch and hold animals.

Did you come to London to see your family, or for business purpose?

6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.

Then began a series of wet days that spoiled our vacation.

This publishing firm is planning a new series of school textbooks.

They carried out a series of experiments to test the new drug.

7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;

2) n. a person who cheats; dishonest persons

They cheated the old woman of her house and money.

The salesman cheated me into buying a fake.

He never cheated in exams.

I see you drop that card, you cheat!

I never thought that Sam is a cheat.

8. share 1) vt.&vi. (inwith amount etween) to have, use or take part in something with others or among a group.

2) n. (inof) the part belongs to, owed to or done by a particular person.

The money was shared out between them.

Sam and I share a room.

We shared in his joy.

They always share their happiness and sorrow.

I have done my share of the work.

9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested

You're crazy to go out in this stormy weather.

John's crazy about that girl.

She is just crazy about dancing.

10. dare v.& v.aux.. 1) + to do; 2) + v

to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).

How dare you accuse me of lying!

How dare you ask me such a question?

My younger sister dare not go out alone.

He did not dare to leave his car there.

11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something

2) v. to believe in the honesty and worth of someone or something; have confidence in

I have no trust in him.

I don’t place any trust in the government’s promises.

Why do you trust a guy like him?

I trust your wife will soon get well.

12. suffer v. (for) to experience pain, difficulty or loss

I cannot suffer such rudeness.

He suffered from poverty all his life.

My father suffers from high blood pressure.

They suffered a great deal in those days.

13. advice n. [U] opinion given to someone about what they should do in a particular situation 找教案www.zhaojiaoan.com

→v. advise to give advice to

I want your advice, sir. I don't know what to do.

I asked the doctor for her advice.

I f you take my advice, you won’t tell anyone about this.

He gave them some good sound advice.

14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others. e.g. by speech, writing or body movements;

2) (with) to share or exchange opinions, feelings, information etc.

Our teacher communicates his idea very clearly.

He had no way to communicate with his brother.

Did she communicate my wishes to you?

We learn a language in order to communicate.

Deaf people use sign language to communicate.

15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet

2) n. [U] peace and quiet

3) v. to make calm

You must try to be calm.

The high wind passed and the sea was calm again.

The police chief advised his men to stay keep calm and not lose their tempers.

There was a calm on the sea.

She calmed the baby by giving him some milk.

We calmed the old lady down.

Useful expressions:

1. add up to join (numbers or amounts ) so as to find the total.

Add up 3, 4 and 5 and you'll get 12.

Add up your score and see how many points you can get.

If we add these marks up, we'll get a total of 90.

2. calm down

to make or become calm

Calm down, sir. What's the trouble?

Just calm down, there’s nothing to worry about!

We tried to calm him down, but he keep shouting.

3. be concerned about with

to worry or interest

My parents are concerned about my studies.

Don’t concern yourself about with other people’s affairs.

She’s concerned about his son’s future.

4. go through

1) to suffer or experience; 2) to look at or examine carefully;

3) to pass through or be accepted

The country has gone through too many wars.

The new law did not go through.

Let’s go through it again, this time with the music.

5. set down

1) to make a written record of; write down 2) put down

I have set down everything that happened.

I will set down the story as it was told to me.

Please set me down at the next corner.

6. a series of + pl. & n 做主语时，谓语动词用单数

一连串的，一系列的，连续的

There has been a series of car accidents at the crossing.

These days I have read a series of articles on reading.

A series of TV play is on Channel 1 these days.

7. on purpose

intentionally; with a particular stated intention

He did it on purpose.

“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.”

I came here on purpose to see you.

8. according to

as stated by sb. or sth.

They divided themselves into three groups according to age.

Please arrange the books according to size.

According to the Bible, Adam was the first man.

According to her, grandfather called at noon.

9. fall in love

begin to be in love (with sb.)

They fell in love at once; it was love at first sight.

What will he do if his daughter falls in love with a poor man?

They fell in love with each other for years.

10. join in

to take part in (an activity)

They are going to join in the singing.

She started dancing and we all joined in.

Would you like to join in my birthday party?

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

Period 3： Grammar

Step I Revision

Check students' homework.

Step II Word study

This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently.

T: Now please open your books and turn to Page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.

Step III Preparation

Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions.

Step IV Grammar

The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).

T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?

Step V Practice

For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.

For Ex 2, ask the students to do it by themselves, then check.

Step VI Homework

1. Practice of WB (P42.1 &P 43.2)

2. Ask the students to think out different ways to solve the problems about making friends, preparing the materials about the debate. Get the students to know the problem was that Anne had made a friend in the hiding place the son of another family hiding with them, but her father was not happy about this. The topic is: how do you help to solve the problem between Anne and her father. Do you agree with Anne or her father? Use specific reasons to support your solutions.

课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。

Period 4: Listening

Step I Revision

After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.

T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.

S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.

Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.

T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.

Write down the key words as quickly as possible.

Listen again and check the answers with the whole class.

T: Now let's listen to it again and try to spell out the words and fill in the blanks.

Step III Listening (WB P41)

The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to complete the passage according to the tape.

T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks.

Listen to it again and check the answers with the whole class.

Step IV Listening Task(WB P43)

The task can be divided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her father's problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations.

StepV Assignment

1. Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved.

2. What does cool mean?

What do you think should do with your friends?

课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。

Period 5: WRITING

Step I Revision

Check the homework, asking them to read out their ideas for the class.

T: Let's check the homework. I'd like some of you to read out their ideas.

For the class. Volunteer!

Step II Warming up

T: Have you ever read The 21st Century ?

S: Yes, I have. It's a popular paper among teenagers in China.

T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.

Step lII Writing (B P7)

This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the students to read the letter on Page 7. Ask them to discuss what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments.

T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking about how to write a proposal letter.

T: Who'd like to answer this question?

S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.

T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. I'll give you some instructions about how to write the body part of a proposal letter as follows.

T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books.

Step

What should be written

How do we write

part I

Presenting the problem

Introducing the topic and

analyzing the problem

Part II

Proposing the solution

Explaining the proposal in great detail

Part III

Conclusion

Concluding by reconfirming the proposed solution

The students are discussing Xiao Dong's letter.

T: OK, who can tell me what Xiao Dong's problem is?

S: He is not very good at communicating with people. He wants to know how to make friends with others.

T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points given on the books. I'll ask some of the students to read their letters

for the class in ten minutes. The students are writing the letters.

T: Have you finished? I'll ask some of the students to read their letters for the class.

篇5：秋季高一新课标教案Unit1-5 复习教案

Unit1-5 复习教案

广州南武中学

朱琼

I. Topics

Unit 1:

Friends and friendship; interpersonal relationships.

Unit 2:

English language and its development; different kinds of English

Unit 3:

Traveling; describing a journey

Unit 4:

Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

Unit 5:

The qualities of a great person;

The lives of some great people.

II. Words and expressions

Unit 1:

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

Unit 2:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

play a role in, because of, come up, such as, give a command, play a part

Unit 3:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

Unit 4:

shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

right away, (be) at an end, dig out, bring in, a (great )number of

Unit 5:

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

III. Functional items

Unit 1:

Agreement and disagreement

I agree. I don’t agree.

I think so. I don’t think so.

Exactly. I’ m afraid not.

Unit 2:

1. Language difficulties in communication

Pardon?

I beg your pardon? I don’t understand.

Could you say that again, please?

Sorry, I can’t follow you.

Could you repeat that, please?

Can you speak more slowly, please?

Unit 3:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

Unit 4:

Talking about past experiences:

I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

Unit 5:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

IV. Structures

Unit 1:

Direct speech and indirect speech

Statements:

“I don’t want to set down a series of facts in a diary,” said Anne.

-- Anne said that she didn’t want to set down a series of facts in a diary.

Questions

“ When did you go to bed last night?” Father said to Anne.

-- Father asked Anne when she went to bed the night before.

Unit 2:

Imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Unit 3:

现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Unit 4:

The attributive clause (I)

由that, which, who, whose引导的定语从句

The number of people who were killed or injured reached more than 400,000.

It was heard in Beijing which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

Unit 5:

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

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

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

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

篇6：新课标高一必修2 Unit 3 Computer―教案2

人教版新课标高一必修2 Unit 3 Computer―教案2

人教版新课标高一必修2 Unit 3 Computer―教案2 Unit 3 Computer教2 TITLE=人教版新课标高一必修2 Unit 3 Reading part: Who am I? Teaching aims 1.Knowledge aims (1)Get the students to learn the useful and expressions in this part. (2)Let students to learn about history and basic knowledge of computers. 1. Ability aims Develop students reading abilities and let them learn different reading skills. 3.Emotion aim: Arouse students great interest in learning computers and let them learn to use the computers in their daily lives. Teaching difficult and important points 1.Let the students learn more about history and basic knowledge of computers. 2.Get the students to learn different reading skills. Teaching methods 1. Task-based teachingand learning 2.Cooperative learning 3.Discussion Teaching procedures and ways Step1.Warming up Task1: How much do you know about computers? (Make a survey) 1. What does IT mean? Information technology 2. How to speak 科学技术 in English? Science and technology 3. What does PC mean? Personal computer 4. How to speak 人工智能 in English? Artificial intelligence 5. What does PDA mean? Personal digital assistant 6.How to speak 笔记本电脑 in English? Notebook computer/ laptop 7. What does W.W.W mean? World wide web 8. What can computers be used to do in our daily life? …… Task2: What is it? Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is? ① An old calculating machine used in China until now. An abacus ② It is a new calculating machine which can solve a large number of mathematical problems. A calculator ③ It is built to solve some mathematical problems. But it is too big. A huge computer ④ It is a computer which can solve all kinds of problems and is used widely now . APC / desktop ⑤ It is a kind of computer which can be taken conveniently(方便). A laptop / notebook computer Step2.pre-reading Can you put these inventions in an order according to the time when they appeared? ( )Analytical machine（分析机） ( ) Laptop ( ) Calculating machine （计算机器） ( ) Robot／android ( ) PC ( ) Universal machine（通用机器） Step3. Reading (1)Skimming Task1. Find out the topic sentences of each paragraph (P19.Ex2) Task2 .Summarize the general idea of this passage. (2)Scanning Task1. True or False In 1642 I began as a calculating machine and could solve any mathematical problem. (F: solve any calculating problem) My real father was Charles Babbage, who wrote a book and build me in 1936.(F: Alan Turning) After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.(T) I was brought into peoples homes in the 1970s.(T) Since my birth I have been built to take the place of human race.(F: build to serve human race) (3)Careful- reading Task 1: Look at the timeline below. Fill in the blanks with information from the reading text. Time The development of the computers 1642 1822 The Analytical Machine was made by Charles Babbage. 1940s The first family of computers was connected to each other. 1970s now 1642: The computer began as a calculating machine 1822: The Analytical Machine was made by Charles Babbage. 1936: The computer grew rapidly both in size and in brainpower. 1940s: The computers had grown as large as a room. 1960s: The first family of computers was connected to each other. 1970s: Computers were used in offices and homes Now: Computers connect people all over the world together. Step4. Conclusion of the text How did computers develop? A calculating machine →_____________→ _________________→_________________→________________→_____________→ ________________→________________→_ many new applications

篇7：新课标高一必修2 Unit 3 Computer―教案3

人教版新课标高一必修2 Unit 3 Computer―教案3

人教版新课标高一必修2 Unit 3 Computer―教案3 Unit 3 Computer教3 TITLE=人教版新课标高一必修2 Unit 3 教学目标：（一）通过学习本单元，使学生了解计算机的发展历程，及其在当今社会的广泛应用。（二）教会学生通过时间的先后顺序来表述一件事。教学重点，难点：迅速阅读捕捉重要信息并且理解长句复杂句。 Teaching procedures: Step1 Review new words Give the English meaning 1 计算_____________________2科技,技术_________________ 3革命________________ 4解决，解答_____________ 5 真实，现实___________6私人的.，亲自的_______ 7设计师_________________ 8完全的，整个的__________9探索，探究___________ 10 目标，目的，球门，得分_________________ 11 从…….时起_____________________ 12 结果_____________ 13 如此……以致于___________14 应用，申请_______________ Word puzzle The technology develops so quickly that many new things appear in human being’s life. Let’s guess what they are: 1.An old calculating machine used in China until now.( ) 2.It is built to solve some mathematical problems. But it is too big. 3.It is a new calculating machine which can solve a large number of mathematical problems. () 4.It is a personal computer which can solve all kinds of problems and is used widely now.( ) Step 2 Pre-reading Look at the pictures on P17 and put them in an order according to the time ( ) analytical machine ( ) laptop( ) calculating machine ( ) robot ( ) PC ( ) universal machine Step 3 Skimming The main idea of the passage: This is a short ________ of the __________ of computers. Find out the topic sentences of each paragraph 1 ______________________________________________________ 2____________________________________________________________ 3__________________________________________________________ Step4 Scanning True or False? In 1642 I began as a calculating machine and could solve any mathematical problem. ( ) My real father was Charles Babbage, who wrote a book and build me in 1936. () After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. ( ) I was brought into people’s homes in the 1970s. ( ) 5.Since my birth I have been built to take the place of human race. ( ) Step 5 Careful reading 1642:_________________________________________________________________________ Nearly two hundred years after 1642 : ______________________________________________ 1936: ________________________________________________________________________ 1940s:________________________________________________________________________ 1960s:________________________________________________________________________ 1970s:________________________________________________________________________ Now: ________________________________________________________________________ Step 6 Discussion What have people done since computers were improved ? list of uses for computers what people did before computers writing letters, sending telegrams, postcards writing by hand or typewrite going to the cinema, watching TV Listening to radio or recorder looking up in reference books/magazines, going to library writing everything down and put into files shopping in a shop or market Summary: According to the informatin above,please give a brief introduction of uses of computers _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A The Internet is becoming important in our life. How much do you know about it? What is the Internet? The Internet is a large, worldwide collection of computer networks. A network is small group of computers put together. The Internet is many different networks from all over the world. These networks are called the Internet. Once you have learned to use the Internet, you can do a lot of interesting things on the World Wide Web. What is the World Wide Web? The World Wide Web has been the most popular development of the Internet. The Web is like a big electronic book with millions of pages. These pages are called homepages (主页). You can find information about almost anything in the world on these pages. For example, you can use the Internet instead of a library to find information for your homework. You can also find information about your favorite sport or film star, talk to your friends or even do some shopping on the pages. Most pages have words, pictures and even sound or music. What is e-mail? Electronic mail (e-mail) is a way of sending messages to other people. It’s much quicker and cheaper than sending a letter. If you want to use e-mail, you must have an e-mail address. This address must have letters and dots and an “@” (meaning “at”). This is what an address looks like: Emily @ star. net. Write a message, type in the person’s e-mail address, then send the message across the Internet. People don’t need to use stamps, envelopes or go to the post office since the invention of the Internet. Quick, easy and interesting―that’s the Internet! () 1. What is the Internet? A. It’s a big computer.B. It’s a small group of computers. C. It’s lots of computer networks. D. It’s the World Wide Web ()2. What does “ talk to your friends on the pages” mean? It means_____ A．you can talk to your friends face to face B．you can type your words in the computer and then send them to your friends across the Internet C. you talk to your friends through the same computer D. you go to your friends’ houses to talk to them () 3. Why do people like to use e-mail to send message to their friends and families?Because_______ A. they don’t have to pay any moneyB.it’s faster and cheaper C. they don’t need to have stamps, envelopes or address D. sending e-mail is interesting () 4. What does the “e” mean in e-mail? It means______ A. easyB. electricalC. electronicD.enjoyable B How to protect children Web fans from unsuitable material on-line while encouraging them to use the Internet has long been discussed in US. For some parents the Internet can seem like a jungle, filled with danger for their children. But jungles contain wonders as well as hazards and, with good guides, some education and a few precautions (预防措施) the wilds of the Internet can be safely navigated (航行). Kids have to be on-line. If we tell our kids they cant have access (进入) to the Internet were cutting them off from their future, said an expert. Most kids have started to learn to use search engines. Many of them are great for finding tons of interesting Internet sites, and they can also locate places where you might not want your kids to go. There are search engines designed just for kids. A certain software contains only sites that have been selected as safe. But the most popular that was to limit access would be to use what is known as a content screener (过滤). But this cant be wholly reliable, and the best thing parents can do is to talk to their kids and let them know whats OK or not OK to see or do on the Internet. Another way is that mum or dad is nearby when the child is surfing (浏览) the Internet. A few other tips: ●Dont put the PC in a childs room but keep it in an area where mum or dad can keep an eye on things. That also makes the Internet more of a family activity. ●Ask your child what he

篇8：人教版高一新课标Unit 9 Technology

Unit 9 Technology

贵州省都匀市民族中学 558000 赵培桃

Period I Listening

Goals:

1) to know the expressions used to describe an object;

2) to guess the objects described in the listening materials.

Assistant tools:

1) a cassette tape and recorder

2) a ball-pen

3) a key

4) an eraser

Procedures:

1) Preparation

The teacher will show the students an object as an example to the students. Ask them to think about the expressions used to describe an object. Then write their answers on the blackboard.

The teacher tells the students that she/he has had something in her/his pocket and ask them to guess what it is. They may use the expressions listed on the blackboard.

Find two students and ask them to do the same thing. The rest of them will do the guess.

2) Play the cassette tape for the students to listen twice. The students will do the exercises in this part.

Writing on blackboard:

Expressions used to describe an object:

1) What do we call it in English?

2) What color/size/shape is it?

3) How do people use it?

4) How does it work?

5) What does it look like?

6) What is it made of/from?

7) Who usually use it?

8) When do they use it?

9) Where do we usually see it?

Keys:

1) Toothpicks; eating, opening a bottle, teaching babies a lesson and so on. 2) Cell phones; making phone calls, sending pictures, playing games and so on.

3) Refrigerators; keeping food fresh, keeping drinks cool, storing things.

Homework:

The class is divided into four groups in which each student must prepare more than three riddles. The riddles are about objects in our daily life.

Thought after class:

Period II Life on the go

Goals:

1) Try to find the main idea of each paragraph;

2) Try to guess new words from the context;

3) Try to express one’s opinion.

Assistant tools:

Procedures:

I. pre-reading:

Get the students to discuss the questions listed in Pre-reading on P59;

Questions:

1) Have you ever used a cell phone? Do any of your classmates have cell phones?

2) How is the way we live today different from life in the past? How have inventions and new technology changed our way of life?

3) Why are things like cell phones, computers and TV so popular?

4) How did people keep in touch with each other in the past? How about nowadays?

II. Guessing the outline of the passage.

Questions to guide the students:

1) By the title “life on the go”, what does the writer try to talk about?

2) What kind of people and things does the writer try to talk about?

3) What is the main idea of Paragraph One? Ask the students to read Paragraph One quickly and look at the picture on the right side. (Today many Chinese teenagers have a very fast-paced lifestyle and use cell phones.)

4) If you are the writer, what words will you use in your article? How many paragraphs are you going to write? And what are you going to talk about in each paragraph? Give an outline of your article:

III. Reading: ask the students to read each paragraph quickly and find out the main idea of each of them.

Questions to guide the students in Paragraph Two:

1) How many things can we use cell phones to do?

2) Can you think of any other things that the writer doesn’t mention in the text?

3) What does the writer try to tell us in Paragraph Two?

Questions to guide the students in Paragraph Three:

1) How many kinds of people are mentioned in this paragraph?

2) Why does the writer talk about them in this paragraph?

3) Do they have the same attitude to cell phones being used in school?

4) Do they have the same reasons? What are their own reasons if they have different reasons?

5) What is the relationship between the fist sentence and the second sentence?

6) What is the main idea of this paragraph?

Questions to guide the students in Paragraph Four:

1) What is the main idea of this paragraph?

2) How many reasons are given in this paragraph? What words can be considered as clues to find out the main idea? ( answer, and, also, not only … but also)

Questions to guide the students in Paragraph Five:

3) Who is talked about in this paragraph?

4) What is his/her opinion of using cell phones?

5) Why does he/she have such opinion?

6) What is the relationship between Paragraph Four and Paragraph Five?

7) What is the main idea of this paragraph?

IV. Post-reading:

Ask the students to do the exercises in this part on Page 60.

Writing on blackboard:

Possible words:

Cell phones, press, words, pictures, send, call…

Outline:

Viewpoint: Today many Chinese teenagers have a very fast-paced lifestyle and use cell phones.

Paragraph 1: functions;

Paragraph 2: comparison;

…

Homework:

Design your own cell phone and provide it with a description in English. In your description you should give the following items in detail:

1) color;

2) size;

3) shape;

4) material

5) feature

6) price

…

Thought after class:

Period III Mine is the best one ever

Goals:

1) Try to design a new cell phone by oneself with computer.

2) Try to describe one’s cell phone to each other.

3) Try to sell one’s cell phone in a purchase talk.

Assistant tools:

Computer, internet

Procedures:

I. Drawing with computer:

Ask the students to design their own cell phones with computers in pairs. One will draw while the other will write a description of their cell phones. In the end, both of them get to hand in their work by e-mail.

II. Purchase talks:

Divide the class into two groups, each one will try to sell their own cell phones the other. Finally, have the whole class decide which cell phone is the most popular one.

Homework:

Thought after class:

Period IV Writing

Goals:

1) To understand the new words appear in this unit;

2) To make sentences with the new words;

3) To write a paragraph which will talk about only one thing with the sentences;

4) To write a composition with a given situation.

Assistant tools:

Procedures:

I. Write a paragraph:

1) Doing exercises on Page 61.

Ask the students to match the words with their meanings in Word study.

2) Making sentences:

Ask the students to make sentences with these words.

3) Writing a paragraph:

Ask the students to write a paragraph with the sentences they have made.

II. Provide a situation for the students.

Ask the students to read the passage on Page 62. Here are some questions to help them understand it:

1) Have you thought of anything about the future of the earth?

2) What will the man’s future be like?

3) What is the most thing that man worries about the developing computers? What is your idea about it?

4) Who rules the earth in the year 2374?

5) What kind of life do human beings have then?

6) What has the head of the humans decided to do?

7) Do you think that humans and machines can live peacefully together in the future?

8) Do you think the solution found by the students can solve the problem?

9) Imagine you are one of the students, write a letter to Q12.

10) In your letter what are you going to persuade to do?

11) How will you write your letter?

12) How many paragraphs will you write?

13) What are you going to talk about in each paragraph?

Writing on blackboard:

Make sentences with the words:

1) Press the keys.

2) We are teenagers full of power.

3) This photo reminds me of old things.

4) I don’t dare to do that.

5) This is an emergency.

6) You must dial the number first before calling someone.

7) You must obey your teacher.

8) Cell phones are being used throughout the world.

9) Calendars can remind us about important dates.

Write a paragraph with the above sentences:

Possible vision:

(I am talking with a man from 270BC.)

--Today we teenagers are full of power and we have many things you didn’t have in the past.

--Like…

--Cell phones which are being used throughout the world.

--What can you do with cell phones?

--A lot of things. Press the talk key and then we can talk to people far away.

--Anything else?

--Cell phones can have features like calendars which remind us about important dates.

--Are you allowed to use cell phones in school?

--No. And I don’t dare to do that. We must obey our teacher. But there is an exception, that is to say, if there is an emergency, we can use cell phones to call for help.

--Sounds great!

--Want to try to use it? You must dial the number first before calling someone.

--Thank you.

--You’re welcome.

Outline of your letter:

Aim: to persuade Q12 to live peacefully with human beings.

Time

Dear Q12,

Paragraph 1: Introduction of you and your purpose of writing the letter;

Paragraph 2: Definition of love and friendship?

Paragraph 3: What will the world be like with machines and human beings developing love and friendship with each other?

Signature.

Homework:

Work in pairs and try to describe each other’s actions in English. Use the Present Continuous Passive Voice.

Thought after class:

Period V Grammar

The Present Continuous Passive Voice

Goals: To master the grammar points:

Procedures:

I. Explanation of the grammar point:

To form the present continuous passive voice, use is/are being done, which gives the idea that an action is in progress at the moment.

II. Exercises on Page 61.

Ask the students to do the exercises listed in this part.

III. Show time:

Ask a students to do the following things while describe his/her actions in English. Use the Present Continuous Passive Voice in every possible ways.

Ask two students to do the same.

Ask them work in pairs and do the same thing.

Writing on the blackboard:

The Present Continuous Passive Voice:

Is/are being done

e.g.

1) They are building a computer centre for the students.

--A computer centre for the students is being built.

2) They are also using the phones as cameras and radios.

--The phones are also being used as cameras and radios.

…

Homework:

Thoughts after class:

篇9：高一教案 unit 13

Period 1

（一）明确目标

1. Warming up to arouse the students love in talking.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

(二) 整体感知

Step 1 Presentation

Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we re going to learn something about food.

（三）教学过程

Step 2

(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.

(2) Ask your classmates what they like to eat. And fill the table.

Step 3

Now let s have some listening training.

Step 4

Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we re ill, we d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.

（四）总结扩展

Step 5

Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

（五）随堂练习

用动词的适当形式填空：

1. Tomorrow (be) Friday.

2. The geography teacher told me tile earth (move) around the sun.

3. He thinks it (grow) taller next year.

4. He is always (think) of himself never thinking of others.

5. How you (get) along with your classmates?

6. Look! There (come) a bus.

参考答案：

1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes

Period 2

（一）明确目标

1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.

2. Develop the students reading ability.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It s about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.

Step 2

1. What do traditional diets often have?

A. too much water

B. too much protein

C. too much fat and too many calories

D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals.

B. pork and fish

C. water

D. calcium

3. What contains a lot of protein?

A. vegetables

B. fruits

C. vitamins

D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat

B. we have more fruit

C. we have “eco-foods”

D. we buy good food and keep a balanced diet.

参考答案：CADAD

Step 3

Read the text carefully again, and give the students some explanations.

Step 4

Play the tape for the students to listen and follow.

Step 5

l. Do post-Reading 1.2.

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

（五）随堂练习

单句改错

l. They made some Chinese friends in Beijing so as to improve their Chinese better.

2. He advised my giving up smoking.

3. They try to keep a balancing diet.

4. Only in this way we will be ready for the challenges in life.

5. If our diet including foods from all the food groups, we do not have to buy any supplements.

参考答案：

1. 去掉better

2. my giving 改为 me to give

3. balancing 改为balanced

4. we will 改为 will we

5. including 改为 includes

Period 3

（一）明确目标

1. Review the text learnt in the last period including useful words and expression.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

（二）整体感知

Step 1 Presentation

In the class we’re going to review the words we learnt and also learn how to give advice using “had better, should, and ought to”.

（三）教学过程

Step 2

Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.

Step 3

After finishing the word-matching, the teacher can tell the students when people use “had better or had better not”, “should or should not”, “ought to or ought not to”. Then have the students fill in the blanks in a right way.

（四）总结扩展

Step 4

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .

（五）随堂练习

完成句子

1. The teacher advised him __ (不要在马路上玩)

2. _________ (培养健康的饮食习惯) is my important.

3. _________(选择吃什么) is no longer as easy as it once was.

4. Because they think we _____________(不该杀动物来做食物 ).

5. ________ (代替) eating expensive foods, they did more exercises.

参考答案：

1. not to play on the road

2. Developing/To develope healthy eating habits.

3. Choosing/To choose what to eat

4. should not kill animals for food.

5. Instead of

Period 4

（一）明确目标

1. Do some reading about Snacks.

2. Do some writing to develope the students writing skill.

（二）整体感知

Step 1

Many students like having snacks. Is the habit good or bad? Let s read “Snacks".

（三）教学过程

Step 2

After fast reading, do the following True-or-False exercises.

1. Our body doesn t need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.

参考答案：

1. F 2.T 3.F 4.F 5F

Step 3

Give the students some explanations when necessary.

Step 4

Play the tape and have the students follow.

（四）总结扩展

Step 5

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

高一英语语法教学课堂教学案Unit 13

I. Words

1.Stomach-stomachache I have a pain in my stomach./ I’m stomachache.

2. fever –have/catch a (high/ low ) fever I had a bad cold and caught a high fever.

3. ripe-green (反义) Ripe apples are better to eat than the green ones.

4. examine (exam) – take /pass /fail the exam 比较：check (检查真假对错，侧重验证核实) examine (考试，检查，侧重对事物进行检查以发现漏洞和不足) test (测试，作检查)

Now let’s check the answers of last exam. Yesterday he had his blood examined.

5. plenty of + c.n/ u.cn ---in plenty Resource here is in plenty . There is plenty of rain here.

6. energy (n)-energetic (full of energy) –burn up energy

Many countries are increasing their use of natural gas, wind and other forms of ______.

A. energy B. source C. power D. material.

How much energy do you think you will burn up in relay race?

7. diet –be on a diet节食 – keep a balanced diet 保持均衡的膳食

8. keep up 保持（不低落），继续，持续 keep the spirits up / keep up one’s research

keep up with 跟上，赶上，不落后（同步前进）We should ----the rapidly developing situation.

Catch up with 追上，超过（暂时落后的前提下赶上并超过）

Come up with 提出，提供，给出。Who can come up with the answer to the question.

Put up with 忍受 Nobody can put up with her bad temper.

9. pace at a high /slow/fast pace of-- the high pace of modern life

10. make a choice / decision/suggestion/noise/description /mistake /speech

11. balance (n) keep the balance of nature keep /lose one’s balance

Balanced(adj) a balanced diet unbalanced (不平衡的) （v） balance the diet

12. fit (adj) 健康的 keep fit and healthy 适合的 be fit for

vt 适合 This coat doesn’t fit me ,but perhaps it is fit for you. The food is not fit to eat.

13. sleep go to sleep / fall asleep /be asleep

Sleepy (tired困乏的)-sleeping (正在睡觉的)-asleep (睡着的)

When I was reading, Granny fell asleep. Though he didn’t sleep last night, he is not sleepy.

14. boil boiling (正在沸腾的) –boiled (烧开的)

The children are always reminded to drink boiled water.

15. tasty

16. mixture mix A with B mix coffee with milk

II. Phrases

1. have noodles for lunch 2. nothing serious /nothing seriously wrong 3. take the medicine

4. no longer /not any longer 5. base on /be based on 6. in the right amount 7. choose from

8. be good for 9. make sure 10. develop healthy eating

III. Language Points

1.include 包括，包含（侧重指的是整体与部分的关系）

Contain 包含，内容是（侧重指成分，内容）

The sea water contains salt .

The medical team include three foreigners.

The book contains 50 maps, including 3 China maps./ 3 China maps included.

2. advice (Ucn) a piece of advice /pieces of advice/ some advice an advice (X)

ask for advice-give advice –take /follow advice

advise (v) +(1) doing sth I advise waiting for another twenty minutes.

(2) sb to do sth /sb not to do sth He strongly advised me not to do so.

(3) that 从句（advise后引导的从句要用虚拟语气即should do 其中should 可以省略）

I advise him that he( should )attend the meeting.

The teacher advised him that he read more books about English.

3. I have a pain here.

pain (1) 身体某个部位的疼痛（可数） I have a pain in my head.

(2) 精神上的疼痛（不可数） His words caused her much pain.

(3) 努力，辛苦，操心只用复数pains . No pains ,no gains.

比较：hurt 尤指精神上的和感情上的伤害，肉体的伤痛。

injure 意外事故带来的伤害，还指身体健康，机能，外貌的损害

wound 战斗中的刀伤枪伤等暴力伤害

harm 损失，损害（不指疼痛）

4. a little / a bit

(1)adv 一些，一点都可以修饰v, adj,adv 的原级或比较级

It is a bit/a little cold today.

I’m sorry, but I need a little/a bit more time.

He is a bit/a little taller than I .

(2) little 不能修饰比较级

（3）a little +Ucn a little water

a bit of +ucn a bit of water

(4) not a bit = not at all not a little =very/ very much

Although I walked a long time ,I was not a bit tired.

After I walked a long way, I was not a little tired.

5. whether 与if的区别

（1）引导条件状语从句，只能用if .If I fall asleep, please wake me up.

(2) 引导宾语从句，if 和whether 通用 I don’t know if /whether I can enter the meeting room.

(3) 只用whether不用if 的几种情况：和or not 连用；和to构成不定式结构；引导同位语，表语，主语（句首）从句。

I don’t know whether to accept the invitation.

I don’t know whether I can answer the question or not.

What we have to know is whether he will come on time.

Whether he likes the present is not clear to me.

You have to answer the question whether I should join the army.

6. Choosing what to eat is no longer is not as easy as it once was.

(1) choosing what to eat 动名词做主语 Seeing is believing.

(2) what to eat 特殊的不定式短语做宾语，主动表被动

（3）no longer 时间上不再继续。放在be 动词，情态动词，助动词后面，实义动词前面。

No more 数量上程度上不再加深。

I will no longer see him. Time lost will return no more.

7. too much much too too many

(1)too much +ucn much too +adj too many +cn(pl)

I have too much work to do, so I am much too busy.

(2)too much 代词 Too much has been said on this matter.

篇10：新课标高一语文教案

人教版新课标高一语文教案

一、教学目标

1、培养学生的语言文字感悟能力，抓住那些看似简单实则意蕴丰厚的语句，把握文意。本文初读时觉得浅显易懂，实则字字玑珠，句句入心。

2、领悟作者深刻的思想和真挚的情感，感受巴金严于解剖自己的伟大人格，认识忏悔精神的伟大意义，培养学生的反省忏悔意识。

二、教学重点

1、文章第一段内容在全文中的作用。

2、揣摩10~12段作者对自己反思的句子，领悟巴金表达歉意的深意。

3、包弟这一文学形象的内涵。

三、教学难点

1、文章第一段内容在全文中的作用。

2、包弟这一文学形象的内涵。

四、教学过程

导语：初中时我们学过巴金两篇短文《日》《月》，巴金说：“生命是可爱的。但寒冷的寂寞的生，却不如轰轰烈烈的死。”这位被称为“二十世纪良心”的老人在谈到自己的文学见解时说：“人为什么需要文学？需要他给我们带来希望，带来勇气，带来力量。”我们读《小狗包弟》会给我们带来什么样的勇气、力量和希望？

1、请同学们回忆课前阅读的课文，用一句话概括文章主要写了一个什么样的故事。

2、巴金为什么会怀念一条小狗？

要求：学生能捕捉故事的主要人物、事件和重要细节即可。

巴金在诗歌中表明三年零五个月之后还难以忘却对一条小狗的怀念及歉意，一定有他的缘由和深意。这是我们在读文章过程中需要认真品读的。

3、文章主题写的是包弟，但作者却先在第一自然段写了艺术家的小狗，而且也很翔实，这是为什么？

（1）回答这个问题可以从思考下面两个问题入手：

①第一自然段写了艺术家的小狗的什么内容？

②这些内容与下文的关系是什么？

（2）学情分析：学生能意识到写艺术家的小狗是为了表现小狗包弟。用一条狗的遭遇引出对另一条狗的回忆，用一条狗的命运暗示另一条狗的结局。但不仅仅如此。

（3）教师引导学生进一步分析：

①关注该段中关于艺术家、专政队、小狗，人是艺术家的`人的文字要求，结合语境采用合适的情感朗读。

②根据朗读的文字在下图的箭头线上填上适当的词语。

③分析上图中不同对象对艺术家的不同态度，你可以得出什么结论？

参考：小狗对待艺术家的温情与专政队对艺术家的残暴和人是艺术家的人对其的冷漠形成极大的反差，也体现了那个年代艺术家与狗有某种相似，就是可以随意伤害的。

因此一段存在的意义是：折射了时代背景。用小狗对艺术家忠诚、有情有义的表现而导致其悲惨境遇来体现那个特殊年代里人性的沉沦与泯灭，点明文章题旨。

④找“”时期的相关文字和图片给学生了解，以便学生更好地体会巴金在文章第一段中用平静的述说给我们呈现出的一个时代沉重的剪影。

4、既然是一个特殊的时代，那么巴金为了保全自己和家人将包弟送上解剖桌也是可以理解的。那巴金为什么还要自责？阅读第10~12段回答。

（1）回答这个问题可以从思考下面两个问题入手：

①巴金用哪些语句反思自己过的生活？（找出第10~12段相关句子）

②巴金从送走包弟这件事中觉得自己丢失了什么？

（2）参考：巴金送走包弟是一种对生命的不负责任，但能够反思自己的过错又是责任感的驱使，前者是无奈的被逼迫的选择，后者是自己心灵的自我约束。

正是因为巴金有“生命是平等的，不应以一己之私而损害他人的利益”为道德底线，所以才会因为自己为了保全自己及家人牺牲一条可爱弱小的生命而满怀歉意；正是因为他发现自己丢失了道德底线，所以他的价值观和良心才会不断自责。从文中的语句我们看到更多的是巴金心灵的熬煎和精神的严剖。

5、本文通过回忆小狗包弟表达了作者对自己心灵的深度拷问，小狗包弟这一文学形象拥有丰富的内涵，你能体会到哪些方面？

《小狗包弟》选自人教版必修一第三单元（写人记事的散文单元），是巴金《随想录》中的名篇，语言浅近，情感真挚。它从一个侧面反映了十年**的社会现实，以及当时人们普遍的命运、人性扭曲的状况。课文对了解那个年代有一定的认识和教育作用，课文的价值还在于作者的深刻反省、自我拷问的警醒人心的力量。老年的巴金显示出一个正直的成熟的作家严于解剖自己、敢于说真话的勇气和度量，进而可以引发学生对过去那个年代甚至当今时代的民族精神、民族文化心理的探讨和拷问，这有助于学生形成高尚的人格和道德情操。

学生对散文样式已比较熟悉，情节的把握不是难事；但学生对“”这段特殊历史缺乏了解，因此不会做深入的思考。现在的学生多数以自我为中心，他们的孩子普遍缺乏反省意识，但已经初步具备判断分析能力，学生若能被事实真相震撼，反省忏悔意识就会被唤醒，理性思维也就会被激活。

另外语文的课堂应是激发学生思维、自主交流的课堂，没有学生参与体验、自主探索、合作交流，就不会有深层次的师生互动，更谈不上学生的发展和语文素养的提高。

基于以上因素，我把这节课设计为学生质疑、探究解疑的探究课。在探究中，教师适当点拨，引导学生走进文本，体悟作者敢于讲真话、敢于自责的精神；感受巴金严于解剖自己的伟大人格，培养学生的反省意识。课前学生做了认真的预习，了解了“”时期的历史，深入研读了课文，并提出了对文章的疑问。课堂上，学生充分参与，在合作探究中提出了很多深刻的见解，深入理解了文本，基本实现了预期的教学目标。

篇11：新课标高一必修3 Unit 2 Healthy Eating--教案2

人教版新课标高一必修3 Unit 2 Healthy Eating--教案2

人教版新课标高一必修3 Unit 2 Healthy Eating--教案2 Unit 2 Healthy Eating--教案2 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating The second period Language study Step ⅠRevision 1. Check the students’ homework. 2. Ask some of the students to retell the text. Step Ⅱ Word study This part is a consolidation of the words in the text. Ask the students to do the exercise individually. T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners. Step Ⅲ Grammar The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples. T: Please pick out all the sentences containing modal verbs in the text. a. By lunchtime they would have all be sold---It indicates possibility. b. His restaurant ought to be full of people.---It indicates possibility. c. What could have happened?--- It indicates possibility. d. Nothing could have been better.--- It indicates possibility. e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing. f. He could not believe his eyes. ---It indicates intension. g. He wonder if he should go to the library to find out ---It indicates duty. h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension. Step Ⅳ Homework 1. Review the rules of word formation and the meanings of modal verbs. 2. Prepare the Using Structure on page 50 by making a dialogue in pairs.

篇12：新课标高一必修2 Unit 3 Computer―教案5

人教版新课标高一必修2 Unit 3 Computer―教案5

人教版新课标高一必修2 Unit 3 Computer―教案5 Unit 3 Computer教5 TITLE=人教版新课标高一必修2 Unit 3 The 5th period: Reading and speaking & Writing Goals: 1. Learn a reading passage to learn about a football android called Andy. 2. Improve students’ reading ability. 3. Design an android. 4. Write a passage about the problems that the android might have while he/she is serving people. Teaching procedures: Step1: Lead-in Show the first picture and tell the students that computers could be put into androids or robots. Present “android”. Tell the students: Androids are always with us! The students may disagree. Show pictures of Atom and Doraemon. Say: they are androids with magical power. Continue to show pictures of nursery maid androids and tell the students androids can be made to look after humans. Then ask:But can you imagine androids can play football? Maybe you are curious about it. I will show you a video that androids play football. Let the students watch the video and tell them: oday I would like to introduce an android family member to you .His name is Andy. Present the reading passage’s topic: Andy---the Android. Step2: Reading: Let the students read the passage. Carry out the tasks below: Task1: Answer the questions below: 1. Who is Andy? What is he good at? (He is an android. And he is good at playing football) 2. What helps him to move and think like a human? (His computer helps him to move and think like a human.) 3. What does Andy think about the team who beat them last year? Why? (She thinks the team cheated because they had a new kind of programmer, which had just been developed before the competition.) 4. What does the programmer do to Andy? (She programs me with all the possible moves she has seen while watching human games.) Task2: Fill in the blanks The story is about the _____ called ____, who is good at____________. And his__________ makes him think and move like a ______. However, they _____ in the _________ hosted in the USA, because the other team had a new kind of_______. After that, he will ask his programmer to improve his _________ and _______ some new moves. Task3: Language points: 1. I think we can work together to create even better software. even = much用于强调比较的.程度 2. In a way, my programmer is like my coach. in a way在某种程度上… in the way挡道,造成障碍 in this way用这种方法 Fill in the blank： 1). ________it was one of our biggest mistakes. 2). You can finish your work . 3). Your bike is .Move it away. 3. In this way, I can make up new moves. make up编写，补上 4. After all, with the help of my computer brain which never forgets anything, intelligence is what I’m all about. after all毕竟 with the help of sb./sth.在…的帮助之下= with one’s/ sth’s help Step3 Speaking Tell the students that we already have many different kinds of androids in our daily life. Showsome pictures of androids for different purposes---maid, adventure and work. Then say to the students: Let’s design an android of our own! The following questions and expressions can help you: ＊What would you like it to look like? ＊What are some of the things you would like it to do? ＊Do you want it to be like a man or a woman, or neither? ＊How much would it cost?...... Get the students to use the following sentences for discussion: I think that… What’s your reason? In my opinion…I have decided that… Sample: A: What would you like your android to look like? B : In my opinion it should look like a bird. A: That sounds interesting. What will it do for you? B: I think it can sing beautiful songs for me day and night. A : Oh, yes! That sounds good. How much is it? B: It doesn’t cost much money because I will make it by myself. A: Really?! Do you want it to be a man or woman, or neither? B : I want it to be a beautiful girl named Kelly. A: Please show it to us some day. B: Oh, No money no talk. Step4 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”? Step5 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 Lis 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 dont think it is right to do his homework for him ― its 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! Step6 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? Step5: Homework Write about your discussion. You may begin like this: Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….

篇13：新课标高一必修2 Unit 3 Computer―教案4

人教版新课标高一必修2 Unit 3 Computer―教案4

人教版新课标高一必修2 Unit 3 Computer―教案4 Unit 3 Computer教4 TITLE=人教版新课标高一必修2 Unit 3 The 3rd period: learning about Language ---the Present Perfect Passive Voice Goals: 1. Learn the Present Perfect Passive Voice. 2. Help the students master the way of using the correct voice, telling the differences between the active voice and the passive voice. Teaching Procedures: Step 1: Revision and lead-in 1. Check the homework first Ex1: 1 totally 2 revolution 3 artificial intelligence 4 birth 5 simple-minded 6 go by 7 deal with 8 network 9 truly 10 anyway Ex2: revolution; network; went by; totally; truly; simple-minded; Anyway; deal with Ex3: 1 totally 2 amazed 3 exciting 4 excited 5 cheaply 6 unlucky 2. Lead-in Say: Are you familiar with these computers? Can you call them? (ask the Ss to distinguish different types of computers.) Do you know these new inventions of computer ? A wrist-worn PChas been invented recently. A pen-like computer has already been developed. (show them some pictures and ask them to make some sentences , using the Present Perfect Passive Voice.) Eg: It’s rather a hot day today! Would you like to have a swim after school ? Have you ever swum in the Blue Water World（蓝色水世界） in the Oriental Suntown (东方太阳城) which has been set up in Taizhou? There a beautiful swimming pool has been built . Many high buildings have been set up. Lots of flowers and trees have been planted. A new bridge has been completed…. Step2: Discovering Ask the Ss to discover whether these sentences have something in common.. Help them to learn the useful structure : the Present Perfect Passive Voice. Step3: Discussion : learning the structure Give some explanations 1构成：主动语态被动语态现在完成时 have/has done----------àhave/has been done He has been sent to study the new technology in the company. The dirty clothes have not been washed. Have the windows been cleaned? How many shopping centers have been built in this city? 2. 只有及物动词才有被动语态，不及物动词（词组）没有被动语态, 如:happen, take place, die, appear, disappear, fail, remain, lie, last, sit ,stand, break out, come true, belong to等．如： What has happened to your brother? 3．但许多不及物动词加介词或副词构成的.短语动词，相当于及物动词，也可以有被动语态。但短语动词是一个不可分割的整体，变为被动语态时，不可丢掉构成短语的介词或副词。如： The child has been taken good care of by Grandma Wang all these years. A notice has been put up on the wall Step4: Practice and exercises 1.Change the following sentences into the Present Perfect Passive Voice. !). We have completed all the preparations for the task, and we’re ready to start. 2). This company has producednew types of computers. 3). They have interviewed several teachers for the job. 4). George has sent some texts and pictures to his friend’s cellphone. 5). They have developed some programmes for the human resource department of their company. 2.Change the following sentences into the Present Perfect Passive Voice. Put the verbs into correct form. Recently we have bought a new personal computer. We have used the computer every day since we bought it. We have just joined our computer to the Internet. However, we have found many problems with it. So we have decided to ask a professional man to fix it.Soon he has fixed the computer. He has built a PC way we wanted . How excited we are! These days we have written a lot of E-mails on the computer. We have decided to write a report about the positive and the negative effects of using computers. 3. Do some exercises: choice Step5: Using the structure : Play a game―What has been decided. 1. Give The Ss the situation : Get into groups of four. Your task is to decide what has been decided for the class .Take turns to make the ideas as interesting or as lively as you can. 2. Give the Ss some examples: S1: It has been decided that those who do not do heir homework will be asked to return to school on Saturday. S2:It has been decided that those who keep the classroom tidy should be allowed to go home early everyday. S3:It has been decided … S4:… 3. Ask them to collect the ones they all like best and be prepared to tell them to the class. Step6: Further Study:高考链接(This step can be done according to teaching needs.) 1. ---How long _____ at this job?B --- Since 1990. A. were you employedB. have you been employed C. had you been employed D. will you be employed 2. When and where to go for the on-salary holiday ___yet. (2003 上海春季) D A. are not decided B. have not been decided C. is not being decided D. has not been decided 3．All the preparations for the task ___, and we are ready to start. (2000 北京春季) D Step 7: Homework 1.Finish Exercise 1 on P57. 2.Revise the Present Perfect Passive Voice.

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