这次小编在这里给大家整理了新教材高一英语UNIT7教案，本文共19篇，供大家阅读参考。
篇1：新教材高一英语UNIT7教案
科目：英语 题目：Cultural relics
授课班级： 授课教师：罗晓兵(1-4) 刘应清(5-6)
电子教案设计老师：胡章盛 课时数：8课时(7-8考试)
日期：11月18日
Teaching plan
Unit 7 SB1A Cultural relics
Teaching aims and demands:
1.Master the main contents of the unit by listening, speaking, reading and writing.
2.Get to know the world cultural relics and know how to protect them.
3.Learn to give advice and make suggestion
4.Learn to use the Present Perfect Passive Voice
The main points of teaching:
Words and expressions, listening, speaking, communications
The difficult points of teaching:
The key phrases, sentence patterns, communications and grammar (The Passive Voice 1) Time arrangement:
The 1st period: Warming up, listening and speaking (WB Listening P 121)
The 2nd and 3rd periods: Pre-reading, reading, post-reading {WB Talking, Writing}
The 4th period: Language study (WB Grammar)
The 5th period: Integrating skills, tips (Vocabulary)
The 6th period: Checkpoint 7 (Integrating skills, assessing)
The 7th period: Exam
The 8th Period: Explanation
Teaching process:
The 1st period(第一课时)
Step One Warming up
1. Answer the following questions.
1) Have you been to any famous places in our country or in the world?
2) Where have you been?
3) Can you tell us the reason why you went there?
4) What do you think of the place you visited?
5) Do the people there protect the place well?
2.Talk about pictures:
Now look at the pictures on Page 43 and talk about these pictures.
1) What do you know about the places in the pictures?
2) Do you know any stories about the places?
3) Which one would you like to visit? Why?
4) What do they have in common?
5) Are they important to us today? Why?
6) Can you tell us how to protect them?
7) Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?
Step Two Listening
1. Listen to the tape, know about some cultural sites and place a few objects in the proper places, using cues from the listening. (This work can be done after class.)
1) Put the statues in the right places.
2) Put the temple and the museum in the right place.
3) Put the Moon Tower in the right place.
2. Listen to the tape and list reasons why the sites are important and what is being done to protect them.
Step Three Speaking
1. Work in pairs to prepare a “Chinese Culture Capsule”----an imaginary large box which will be sent into space, according to the instruction
2. Act out the dialogues made by the students, paying attention to asking for suggestions and making suggestions.
3. Fill in the chart on Page 44 after class.
The language points
1. cultural adj. ---about the art, ideas and way of life of a group of people 文化的
e.g. Wuchang is the cultural center in the city of Wuhan.
cultural traditions
cultural differences
cultural and educational work
culture n.
2. represent v.t. ---to act officially for (another person or people) 代表
---describe; declare to be (as) 描述；声称
e.g. Can you represent your parents at the meeting?
He represented himself as a friend of mine, but now I know the truth.
3. include v.t. ---make sb. or sth. part of a group 包括
e.g. Eight students have read the book, including Tang Ling.
Compare: contain v.t. ---to hold, have within itself 包含；含有
e.g. The book contains all the information you need.
Homework
Workbook Listening Ex. 1 and Ex. 2 (P121)
The 2nd period(第二课时)
Step One Revision
1. Check the chart in which the students filled after class on Page 44.
2. Check Exercise 1 and Exercise 2 on Page 121.
Step Two Pro-reading
1. Show the Ss some pictures about some great cities, like Paris and Beijing and then ask some questions about them.
1) In your opinion, what makes a city great?
2) What are your favorite cities? Why?
3) What cultural relics are there in the place where you live?
4) How important are they?
2. Discuss the questions above in pairs or in groups.
3. The teacher may check the students’ answers and help them.
Step Three Reading
1. Read the passage quickly and then answer the following.
1) What is the name of the city?
2) Who are the heroes of the city?
3) What is the difference between “A City of Heroes” and “Heroes of a City”?
4) Where has the city been built?
5) Who tried to destroy the city?
6) What did the Germans do as they left?
7) Is the city great? / What do you think of the city?
8) How about its people?
2. Read the text again and sum it up.
1) Speak out what the text implies.
2) Please point out the topic sentence of each paragraph.
3) Sum up what the text tells us in each paragraph.
Step Four Post-reading
Read the text again and finish the exercises.
Homework
Workbook Talking(P121---122)
The 3rd Period(第三课时)
Step One Revision
1. Check the homework
2. Retell the text by the students.
Step Two Deal with the language points in the text
1. give away ---give freely; distribute; act so that sth. is lost: 赠送; 分送; 泄露
give back ---restore; send back: 恢复; 归还
give in ---surrender; yield; stop fighting or arguing: 投降; 屈服; 终止争吵或辩论
give off ---send out(vapor, smoke, etc.): 放出(蒸气,烟等)
give out ---distribute; tired out; send out(smell, heat etc.)分发;精疲力竭;发出(气味,热等)
give up ---resign; stop(doing sth.); surrender(oneself) to sb. 放弃; 停止(做某事);使(自己)向某人屈服
give way to ---abandon oneself (to); retire: 放弃; 后退
2. burn v.t., v.i. & n. --- destroy, or hurt by fire, heat, or the action of acid 烧/焚毁, 烧焦/伤
e.g. The coffee is very hot, don’t burn your mouth.
Wood burns easily.
All the lights were burning .
He was burning with anger.
3. restore v.t. ---rebuild as before; make well or again 修复,重建; 复归
e.g. The workers are restoring a ruined abbey.
Law and order have been restored.
4. be used to do sth.
be used to doing sth.
get used to doing sth.
used to do sth.
5. beauty n.(u) (c)
e.g. Everyone must admire the beauty of a mother’s love.
We are always finding new beauties in Shakespeare’s poetry.
She is known as a great beauty.
6. unite v.t. & v.i. ---make or become one; join; act or work together联合;结合;协力
e.g. Unite to win still greater victories.
Unite all the forces that can be united.
Homework
Writing (P126)
The 4th Period(第四课时)
Step One Revision
Revise the Present Perfect Tense.
Step Two Word study
1. Rewrite the following sentences using the words formed by the prefix “re-”.
1) He drank the coffee at one mouthful, and filled his pot again.
2) After three hours’ terrible fight, they gained the control of the top of the hill again.
3) With the disappearance of SARS, some theatres and restaurants opened again.
4) The students are asked to tell the text again in their own words.
5) I think all of us need to think again about our attitudes toward the public health after SARS.
2. Do Ex. 1.
3. Do Ex. 2.
Step Three Grammar
The Present Perfect Passive Voice
1. Forming: To form the Present Perfect Passive Voice, use has/have been done.
2. Directions:
A. The Present Perfect Passive Voice gives the idea that something happened before now, having the effect to now (the exact time is not important).
e.g. The palace has been rebuilt by modern Russian artists.
Something has been done to protect the cultural relics in this village.
B. The Present Perfect Passive Voice gives the idea that something started to happen in the past, but it has been finished just now.
e.g. The classroom has not been cleaned for three days.
The building has been built for more than a year.
Step Four Practice
1. Rewrite the sentences in Ex. 1 using the Present Perfect Passive Voice. (P47)
2. Read the two news stories in Ex. 2 and fill in the blanks with the correct form of the verbs, using the Passive Voice. (P47)
Language Points
1. damage n. ---harm or injury that causes loss of value 损害; 损毁(使失去价值)
v.t. ---cause damage to 使受损害; 损坏
e.g. The storm did great damage to the crops.
The furniture was damaged in the fire yesterday.
*Compare: destroy v.t.---break to pieces; make useless; put an end to 毁灭;毁坏;破灭
e.g. Don’t destroy that box; it may be useful.
All his hopes were destroyed.
2. ancient adj. ---belonging to times long past; very old 古代的; 远古的;很旧的
e.g. an ancient city 古城
ancient ruins 古遗址
ancient history 古代史
an ancient-looking hat 一顶样子很旧的帽子
3. repair v.t. ----restore(sth. worn or damaged) to good condition 修理
----put right again 补救; 纠正
e.g. repair the roads (a puncture, a watch, a shirt) 修路(补洞,修表,补衬衣)
n. ----repairing or being repaired 修理
e.g. The road is under repair.
The shop will be closed during repairs.
Similar words: fix, mend
Homework
Grammar Exercises 1 and 2 (P47)
The 5th Period(第五课时)
Step One Revision
Check the homework (P47)
Step Two Integrating skills
Reading and writing
1) Read the letter on Page 48 and learn to write a letter according to the instruction.
2) Work in pairs and fill in the blanks.
3) Write two letters to the editor using the information you fill in the blanks.
Step Three Language points
1. pollution n. ---polluting or being polluted 弄脏; 污染; 污垢物
e.g. The environmental(airborne) pollution here is a big problem..
the pollution of the atmosphere 大气层的污染
pollute v.t. ---make dirty; destroy the purity or sanctity of 使脏; 染污
e.g. The river was polluted by the waste water from that factory.
2. breath n. ---air taken into and sent out of the lungs 呼吸; 气息
e.g. His breath on the window melted the frost.
Draw in a breath of fresh country air, please.
bad breath
take a deep breath
take breath
hold one’s breath
lose one’s breath/out of breath
breathe v.t. & v.i. ---take air into the lungs and send it out again; send out; utter
e.g. He was breathing hard when he finished the race.
The patient needs to breathe wholesome air.
breathe again/freely
breathe one’s last
breathe upon
3. limit v.t. ---put a limit or limits to; be the limit of 限制;作为…的界限
e.g. I should limit myself to three aspects of the subject.
limited p.p. ---small; restricted; narrow 少的;有限制的 狭小的
e.g. He seems to have only a limited intelligence.
4. sincere adj. ---(of feelings; behavior) genuine; not pretended 真挚的;真实的
e.g. It is my sincere belief that….
sincerely adv.
e.g. Yours sincerely/Sincerely yours.
Step Four Practising
Vocabulary
Exercises 1 and 2 on Page 122 and Page 123.
The 6th Period(第六课时)
Step One Revision
Read out the letters they wrote to the editor.
Step Two Checkpoint 7
Revise the grammar.
1. How to form the Present Perfect Passive Voice.
2. How to use it.
Point out the useful expressions you’ve learnt in this unit.
Step Three Workbook
3. Do grammar exercises.
4. Integrating skills.
1) Read the passage and fill in the information chart.
2) Finish the exercises.
4) Writing
The 7th and 8th Periods第七,八课时)
Have an exam and explain the paper.
二。 辅导答疑：
Unit 7 SB1A
科目：英语 年级：高一
辅导答疑老师：胡章盛 日期：November,
Answer the students’ questions:
1. 问： 请问老师 “Someone broke in while I went out.”这个句子对吗?
答: 这个句子不对。正确句子应是：“Someone broke in while I was out.”
分析：while 必须用延续性动作，go out 是非延续性动作，因此该句是错误的，但用when 或as句子就是正确的了；非延续性动作go out 可以用 be out 来代替，以表示延续性动作。
2. 问： “爬了6个小时后我们可以到达山顶。”译成“After six hours of climbing, we could reach the top of the mountain.”对吗？
答： 这个句子应译成：“After six hours of climbing, we were able to reach the top of the mountain. ”才对。
分析：表示过去能干某一具体的事情，不能用 could, 只能用be able to 。
3. 问： 老师，应如何分析课文中的这句话？Perhaps this is not always true, but it is true that many of the world’s greatest cities have been built on the banks of the river.
答： (1) 本句是由连词but 连接的并列复合句，第二个分句中用了形式主语it 的句型：It is/was + adj. / n. + that - clause. 句型 It is true + that - clause. =that - clause is true. 其中it 是形式主语，代替后面的真正主语 that - clause。
e.g. It is important that we learn English well.
It is a great pleasure that you come to join the club.
(2) ’s常表示有生命的.东西，但也表示无生命的东西的所有格，如国家、城市等实体，或拟人化的事物。
e.g. the country’s tax system death’s door
the world’s people one week’s time
(3) have been built 是现在完成时被动语态形式，表示“从过去某时起至今；某事曾经被做或某事持续被做”。课文中的这一句属于第一种情况。而下一句属于第二种情况。
e.g. The story has been told from generation to generation.
4. 问： 老师，“她出事了。”用英语“Something has been happened to her.”对吗？
答： 这样说不对。应为：“ Something has happened to her.”
分析：这是被动语态的误用。Happen为不及物动词，而不及物动词没有被动语态。
5. 问： 在“We will not let our history and culture be destroyed, and we would do everything we can to save our city!”中can 后面为何接to save？
答： 你的问题提得很好。
分析：这是个并列复合句。and 后面的分句是个省略句完整的句子为：We would do everything that we can do to save our city!其中that we can do 是定语从句，修饰先行词everything。hat 在引导从句的同时还充当do的宾语，因此可以省略；由于从句的谓语动词与主句的谓语动词相同，所以从句中的do也可以省略。can与后面的不定式to save our city在结构上没有连接关系，不定式在句中作目的状语。该句可归结为do everything (that ) one can (do) to do sth. =do what we can (do) to do sth.。
e.g. We should do everything we can to learn English well.
=We should do everything we can to learn English well.(do后面接宾语从句)
The Exam Paper Unit 7 (SB1A)
命题人: 胡章盛
I.选择填空： (1 × 15=15分)
1. ---Every year I go back home in Dalian by train.
---Why not ______ by water for a change?
A. to try going B. trying to go C. to try and go D. try going
2. The house needs ______. The man wants to ______ orders for building materials.
A. decorating…put in B. decorate…put away C. to decorate…put down D. decorate...put out
3. We all know that the clock is used to ______ us the time.
A. have told B. telling C. tell D. give
4. ______ is necessary ______ to take off our shoes when we enter the computer room.
A. It…for us B. This...to us C. That…of us D. One…with us
5. The dream of the Chinese people who want to go to outer space ______.
A. have realized B. has come true C. come truly D. realize
6. The teacher told me that he could do everything _____ he could _____ me with my English.
A. which…help B. /…to help C. that…helped D. whom…helping
7. The teaching building can’t be used because of the earthquake. It is ______ .
A. under repairs B. repaired C. being repaired D. under construction
8. Hearing the news that he would be dismissed, he seemed ______.
A. feeling worried B. to feel worry C. being worrying D. to feel worried
9. The number of the people who ______ invited to the wedding ______eighty, but a number of them ______absent for different reason.
A. was…was…was B. were…was…were C. were…were…was D. were…was…was
10. The sportsman didn’t arrive ______the game had begun.
A. unless and until B. untill C. if D. whether
11. ______ more than fifty students want to go to the party and the head teacher will have to ______ and say “yes”.
A. In all…give in B. At all…give away
C. After all…give out D. Above all…give over
12. It is reported that the freeway to the mountains ______ by the snow for about three days.
A. cuts down B. have cut off C. has been cut off D. has been cut down
13. The graduates should go ______ they are most needed by the motherland.
A. in which B. where C. there D. in place of
14. The boy ______ on the ground ______ that he ______the dictionary on the shelf.
A. lying…lay…had lied B. lay…lied…had lain
C. lied…lay…was lying D. lying…lied…had laid
15. After arriving at the top of the mountain, ______ the old but the young _____ out of ______.
A. not…was…breathing B. not only…was…the breath
C. not only…were…breath D. not…were…breathe
II. 完形填空：（1.5 × 20 =30分）
It was very late that Mr. and Mrs. Davies took off to do their Christmas shopping. There were only a few 16 more before Christmas, and of course the 17 and streets were terribly 18 , but they had to get 19 for their family and friends, so they 20 early one morning for the down town, and spent several tiring hours buying the things they 21 in the big shops.
22 , Mr. Davies was carrying parcels of all shapes and sizes. He could hardly 23 where he was going 24 he and his wife left the last shop on their way to the railway station
25 home. Outside the shop they had to cross a busy street, made even 26 than usual by the thousands of people who had come by car to do their 27 Christmas shopping.
Mr. And Mrs. Davies had to wait for the traffic lights to turn green, 28 as Mr. Davies could not see very well in front of him, he 29 moved forward into the street without realizing 30 . Mrs. Davies saw this and became 31 . Many times she told him to 32 off the street, but 33 .
Finally she shouted in a voice above all 34 , “Henry! If you want to stand in that dangerous 35 a moment longer, give me the parcels!”
16. A. hours B. days C. weeks D. months
17. A. roads B. city C. houses D. shops
18. A. crowded B. busy C. beautiful D. noisy
19. A. food B. clothes C. presents D. money
20. A. started out B. set down C. went out D. took down
21. A. liked B. wanted C. bought D. used
22. A. By 8 o’clock B. In the daytime C. At dawn D. By lunch time
23. A. know B. find C. see D. realize
24. A. as B. while C. before D. to
25. A. or B. to C. for D. and
26. A. worse B. busier C. better D. noisier
27. A. pleasant B. last-day C. last-minute D. easy
28. A. since B. so C. then D. but
29. A. slightly B. patiently C. merely D. gradually
30. A. them B. her C. it D. him
31. A. worried B. frightened C. sad D. careful
32. A. go over B. come back C. leave out D. turn away
33. A. much trouble B. no hurry C. without success D. too noisy
34. A. voices B. noises C. sounds D. shouting
35, A. position B. situation C. way D. spot
III. 阅读理解：（2 × 10 =20分）
Astronomers（天文学家）have spent hundreds of years searching for signs of life on other planets, using telescope. When they saw the geography of Mars, they thought they could see canals and that this might be evidence of intelligent life on the planet. More recently, however, spacecraft have been sent there to analyze the soil for signs of life. The results were negative and astronomers are now convinced that no life exists on the surface of any other planet in our solar system except Earth. To send a spacecraft far beyond our solar system is not realistic because of the huge distances involved.
Unless life comes and visits us, the only was we are likely to know of its existence is from radio messages. Listening for intelligent extraterrestrial ( 天外来客)---or E.T. ---life is not a new idea, but the techniques now being used offer a much better chance of success than before. Looking for evidence（证据）of life in other solar systems now means using special radio receivers called radio telescopes to listen out for messages. The assumption is that intelligent forms of life would have discovered radio waves and would, like us, be using them to communicate. Through its research work, NASA (国家航空和宇宙航行局) has developed two means of systematically searching for E.T. life. The first method is to select the closest 800 stars like our sun and to direct a radio telescope to scan（细看）each one of them for electromagnetic（电磁）waves. The second way is to survey（眺望）the entire sky, listening for continuous signals which may come from extraterrestrial（地球外的）life. Scientists are looking in the 1000~10000 megahertz（兆赫）frequency range----a range where there are fewer natural radio signals which could interfere with transmissions（传输）. By looking for signals in these specific regions, scientists can avoid any confusion that might be caused by receiving a natural radio signal rather than one sent by intelligent life.
NASA’s search in space has already resulted in some discoveries----including sophisticated(尖端的) new communication and medical technologies.
36. The passage tells that _______.
A. no spacecraft been sent to Mars
B. there is no life on Mars because there is no soil there
C. great distances make it a dream to send spacecraft far beyond our solar system
D. astronomers at first used telescope to search for signs of life on heavenly bodies beyond solar system
37. The abbreviation “E.T.” in paragraph 2 stands for ____________ and means ________.
A. extraterrestrial, outside the earth B. extraterrestrial, in our solar system
C. electromagnetic, outside the earth D. electromagnetic, in our solar system
38. We know from the passage that radio telescopes ___________.
A. give us a better chance to find signs of life in outer space because we can see farther away through them
B. offer a much better chance of success in looking for evidence of life in our solar system
C. are supposed to receive radio waves coming from intelligent forms of life in other solar system
D. Both A and B
39. It can be inferred that natural radio signals are sent by _______.
A. NASA B. people on the earth
C. intelligent life in other solar system D. heavenly bodies
40. Which of the following statements may the author be in favor of?
A. NASA is wasting money and time
B. Maybe we are not alone in the universe
C. No life exists on any other planet beside the Earth
D. Signals sent by E.T. life might introduce confusion to the scientists on the Earth
IV. 短文改错：（1×10=10分）
Nov. 18, 2003
Dear editor,
There is a river in the front of my house. When I was a primary 41. ______________
school student, it was used to be a clean and clear river. There were all 42. ______________
kinds of fish in it. We often saw beautiful birds fly just over the water 43. ______________
surface. We used to fish by the river on spring Sundays but swim in it 44. ______________
in summer holidays. What happy it was during my childhood! 45. ______________
But later, a chemical plant was built near the river. From then , a 46. _______________
lot of dirty water has put into the river. It has been polluted seriously. 47. ______________
The green water has turned darkness. No fish can live in the dirty water. 48. ______________
No birds wanted to come to the river. We don’t want to swim in the dark 49. ______________
and dirty river in summer. How terribly the pollution is! 50. ______________
We hope that some measures should be taken to stop the pollution.
Yours,
Wang Ping
用所给动词的正确形式填空：（1.5 × 10 =15分）
51. ----Can you tell me how long Tom and Mary ________________________(marry)?
----For about three years.
52. Mr. John and I ____________(be) friends for ten years. We first got to know each other at a Christmas party. But we ____________(see) each other a couple of times before that.
53. All the preparations for the task _________________(complete), and we’re ready to start.
54. It is reported that the Yellow Crane Tower __________________(visit) by millions of people from all over the world since 1990.
55. The building _______________(destroy) in the earthquake last year, we know that __________(restore) it seems impossible.
56. The students must be made _____________(know) that they should do everything they can _____________(study) English well.
57. Don’t come in without _____________(ask)
.
VI. 根据汉语意思，完成下列各句，每空一词：(0.5 × 40=20分)
58．在医生的帮助下，上午被送到医院的那个人活过来了。
The man who ______ _______to the hospital this morning has ______ ______ ______ ______ ______ the ______ of the doctor.
59．有人告诉他书看完后应放回原处。
Someone told him that the book should be put ______ ______ ______ when ________.
60．人们关心的问题正在讨论。
The problems that the people _______ _______ _______ ________ _______ _________.
61．老师在课堂上讲的都很重要。
______ the teacher _______ in class is of _______ _________.
62．记住离开时把教室的灯关掉。
Remember ______ ______ ______ the lights in the classroom _______ _______ ______.
63．他来到七楼办公室时，已上气不接下气。
When he came to the _______ on the _______ ______, he was ______ ______ _______.
64．在战争中损坏严重的宫殿已得到细心地修复。
The _________ that were _______ ________ in the war _______ ______carefully ______.
Unit 7 SBIA
The key to the exam paper
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
篇2：新教材高一英语UNIT11教案
新教材高一英语UNIT11教案
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook
篇3：新教材高一英语UNIT2教案
新教材高一英语UNIT2教案
Unit 2 English around the world (Book 1 A)
I. Key points
1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,
Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,
Toilet,tourism,culture,pizza.
2. Patterns:(1)An equal number of people learn English as a second language.
(2)People from the two countries don’t have any difficulty in understanding each other.
(3)Mother told me not to leave the door open after midnight.
(4)Most of the native speakers of English are found in……
3. Grammar:Direct speech and indirect speech;requests and orders or commands.
4. Goals:(1)Learn about differences between American English and British English.
(2)Learn about communication skills.
(3)Write a passage comparing Amecican English and British English.
II. Teaching plans:seven periods
1. Period one:Warming up,listening,speaking,G1-YY-030926-1
Step1(close books)ask the students to listen to the dialogue and answer two questions.
①What is the relationship between the two.
②What are they talk about.
Step2 read the dialogue and answer another two questions.
①What is it that Joe can’t find in the bathroom?
②Why can’t he find it?
This is the best to deal with some language points.
1. For the first time第一次,初次(介词短语作状语,后不接从句)
The first time(第一次…时,后可接从句)
ThisMIt is the first time(后接that引导的`定语从句,用现在完成时)
eg.They were there for the first time.他们是第一次到那儿。
I remembered John the first time I saw him.我第一次见到约翰时就记住了他。
This is⁄It is my first time that I have been abroad.这是我第一次出国。
2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直
eg.He came all the way from Australia.他从澳大利亚远道而来。
3. Make yourself at home 别拘束(像在自己家里一样)
be⁄feel at home感到安适,自在;精通。
eg.Make yourself at home and help yourself to these. 别拘束,随便吃。
He is completely at home in chemistry.他精通化学。
Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.
Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is
good time to ask the students to report requests and demands.
Step5:exercises for period 1
翻译下列句子
1. 我总共有册书(total)
2. 英语发展成为世界上用得最广泛的语言
3. 汤姆和另外三个孩子一起去看电影去了(as well as)
4. 这个人长相很好,只是满头白发(except for)
Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2
Step1:One question to draw the students’ attention:In what situation do you use English?
Step2:Listen to the tape once and then read the text.Answer somes about the text.
Step3:Read the text again and give the main idea of each paragraph.
Step4:Retell the text briefly (write some key words on the blackboard)
Exercises for period 2. (单项选择)
1. The child imagined______a plane to the moon and______there for a week.
A.to take,to live B.to take,living C.taking.living D.taking,to live
2. Wilson explained______the teacher why he was late______that week.
A.to ,every day B.X,every day C.to,everyday D.X,everyday
3. The Blacks were______a flight______the Pacific Ocean then.
A.in,on B.for,across C.to,over D.on,across
4. The plane crashed and the______on a______island in the Pacific Ocean.
A.landed,deserting B.were landed,deserting
C.landed,deserted B.were landed,deserted
5. Paul likes to make______those who______other.
A.friends to,care about B.friends with,care about
C.friend with,care about D.friends with,care
6. The people______all felt very safe.
A.on plane B.on board the plane
C.on the plane board D.on board on plane
7. Not only the the student but also Tom______about the answer.
A.is sure B.are sure C.sure D.sures
8. ―I’ve got your invitation. ―Oh,good______. (春高考)
A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?
Period3:Some language points in reading,word study,grammar:G1-YY-030928-3
Step1:Check homework or ask students to retell the text if necessary.
Step2:Deal with some language points.
1. In only fifty years,English has developed into the language most widely spoken and used in the world.
①develop vtvi 发展,壮大,完善,生长
eg. Plants develop from seeds. 植物由种子发育而成。
Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。
②冲洗
篇4：新教材高一英语UNIT4教案
新教材高一英语UNIT4教案
A: aims
1. Talk about past experiences,
2. Describe people, things, events and people’s feelings,
3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,
4. Organise ideas in a text using First, Next, Then, Finally, and
5. Write about an unforgettable experience.
B: Difficult points and baffling questions
1. The uses of the relative pronoun: who, whom, whose, which and that,
2. Some language points in the unit,
3. How to organize ideas by using First, Next, Then and Finally, and
4. Writing speed
C: Steps (6 periods)
Ⅰ.The first period
1. Warming up
T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.
When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause
S:
T: Why are these persons or things/events unforgettable?
S:
T: Who’d like to introduce some other persons or events or inventions?
S:
2. Listening
T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.
After that, check the answers by the students telling their answers and then listen a third time.
T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.
3. Homework
1. Write about an unforgettable thing/event within 50 words, using attributive clauses.
2. Practice the 4 pictures on Page 22.
Ⅱ. The second period
Speaking. We have two kinds of speaking exercise here.
1. Speaking on page 23
We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.
After that, some pairs/groups will act their dialogue out
2. Talking on page 103
This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.
On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.
After the students are ready with their dialogue, some pairs/groups will act out their dialogue.
3. Homework
1. Practice the dialogue according to the pictures on page 23.
2. Disaster pictures collected for a show.
Ⅲ. The third and the fourth periods
Reading passage 1
1. Pre-reading
T: What kind of natural disasters do you know about?
S:
T: Have you had/experienced one of them?
S:
T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.
S:
2. Reading
T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.
Now tell me what the text is about.
S: (about flood and the fact that people in danger were rescued)
T: How did the character feel?
S: (Amazement and wonder→alarm→fear→panic)
Para 1 Para 1-Para 2 Para 3 Para 5
T: Will you have a try and find out some sentences that have metaphorical words in them?
S: (see pages 24-25, 6 places or so)
3. Post-reading
T: Now let’s come to some exercises about the reading material. Exercises on page 25.
S:
T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…
4. Homework
1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,
2. Ex.1 Vocabulary on page 104.
Reading passage 2
5. Check their homework
One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.
6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.
①hear
I heard them singing that song in English.
The boy saw his classmates playing football.
Try to find some more verbs that can take an v-ing.
②drag: pull sth./ sb. along the ground because they are too heavy to carry
Little Jerry dragged the table/her father/into the kitchen.
Pull: use your hand to make sth move towards you or in the direction that you’re moving
v. Help me move the piano; you push and I’ll pull.
He pulled his brother out of bed.
n. the pull of the moon
③seize: take hold of sth. suddenly and violently
He seized my hand and dragged me away
to-v
④strike struck, struck
A ball struck me (on the back of the head).
She struck a match.
The clock began to strike 12.
The workers are striking for…
The disease struck (the city).
⑤destroy destroyed, destroyed, destroying
damage sth. so badly that it can’t be repaired or so that it no longer exists
The school was completely destroyed by fire.
⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems
The child struggled in the water.
He struggled along the road home.
⑦There’s some useful phrases in the text. Just learn then by heart.
fight for/against/with…
hold onto sb./sth.
get on one’s feet
look out of…/into…/at…/round
sweep away
be upon sb./sth.
fall/go /swallow/ sweep sb./sth down
pull sb./sth. up
move/run up
move up and down…
⑧5 v-ing forms as adverbials (see pages 24-25)
7. Homework
Ex in Word study on page 26 and translation on pages 104-105.
Ⅳ. The fifth period
Grammar: The Attributive Clause (1)
1. Introduction
T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.
In what situation, these conjunctions are used?
2. Practice
T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.
Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.
Now make some other sentences with attributive clauses.
3. Homework
Ex. 2 on page 105
V. The sixth period
Integrating skills
1. Reading passage on page 27
First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.
Next they write sentences about their unforgettable experience by answering the questions on page 28.
Then they should try to use attributive clauses and linking words “and, but”.
Finally some of the students read out their passages and their classmates will make comments on their passages.
2. Reading passage on page 106
After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.
3. Assessing
The students do it by themselves after class.
4. Homework
1. Writing on page 108.
2. Read the new words in Unit 3
篇5：新教材高一英语UNIT9教案
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely=Definitely=Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post―reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post―reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. =It depends. =I’m not completely sure.
2) depend on 依赖，信任，取决于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 补充说
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to =to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to =amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that Cclause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for =to demand sth. , to collect sb.
call at some place =visit some place
call on sb. =to visit sb., to ask sb. to do sth.
call in =to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case =never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得东西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
V. + 形式宾语 it + 宾补（adj./ n.） + for sb. to do sthsth.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “双簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （机器）不运转；失败；
break up 结束； （关系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with =to think of or suggest an idea 想出办法，提出建议
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
篇6：新教材高一英语UNIT5教案
一、 电子教案： 题目：Unit 5 Silver Screen
科目：英语 授课老师：冯珍妮
授课班级：高 一（七）、（九） 课时数：6（+1测验）
教案相对应授课日期：10 月25号――11月1号 日期：10月24号
电子教案设计老师：冯珍妮
Teaching Plan for Unit 5
高一年级 冯珍妮
1 ．Teaching goals and Learning goals:
Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:
*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar
*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的`名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 ．Teaching plan in sequence:Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two
Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three
Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用
silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started . A. melting B. to melt （B）因为主语为物 （2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A） （4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错 （5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B） （6）Some children are playing . A. by sea B. by the sea （B） （7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。 （8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups
（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four
Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111―P112（1、2） Home work:：P112（3） Hour Five Integrating skills
Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112―P113 Work book（integrating skills） Hour Six
Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film
篇7：新教材高一UNIT8sports教案
新教材高一UNIT8sports教案
Teaching Plan for Unit 8 Sports
Chen Weifeng from Xiting Senior Middle School, Jiangsu
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法
Future Passive Voice
The people of Beijingwill plant more trees and build new roads.(陈述句)
More treeswill be plantedand new roadswill be builtby the people of Beijing.
Beijing will hold the 29th Olympic Gamesin the year .（疑问句）
When willthe 29th Olympic Gamesbe heldin Beijing.
Period Arrangements:
Period 1 listening Period 2,3
speaking language focus
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
badminton, bowling, baseball, American football, ice hockey etc
Events of sportstrack and field:relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic:rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball table tennis football
Purpose:to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.orgwww.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of
篇8：新教材高一UNIT8sports教案
Teaching Plan for Unit 8 Sports
Chen Weifeng from Xiting Senior Middle School, Jiangsu
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法
Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball
table tennis
football
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of篇9：高一英语单词表(unit7~9)
UNIT7
cultural n.文化的
relic n.遗物;遗迹;纪念物
pyramid n.(古代埃及的)金字塔;锥体
Egypt n.埃及
Stonehenge n.史前巨石柱(英国)
statue n.雕像
capsule n.太空舱; 胶囊
represent vt.代表; 表现
include vt.包括;包含
Neva n.涅瓦河(俄罗斯西北部河流)
St.Petersburg 圣彼得堡(俄罗斯城市)
Czar n.(俄国)沙皇
fairy tale n.神话;童话;谎言
give in 让步;投降
ruin n.废墟;遗迹;毁灭;崩溃
in ruins 成为废墟;遭到严重破坏
burn vt 焚烧;烧焦;点(灯)
restore vt.修复;重建
Nazi n.纳粹党人
rebuild vt.重建;复原;改造
bring…back to life 使苏醒;使生动;使活泼
beauty n.美;美景;美好的东西
photograph n.照片
portrait n.肖像;人像
recreate vt.再创造;再创作;重新创造;重新创新
bronze n.青铜
unite vi.联合;团结
artist n.艺术家
period n.一段时间;时期
vase n.花瓶, 瓶
pull down 拆毁;推毁;推翻
stone n.石;石头;宝石
Catherine n.凯瑟琳(女子名)
damage vt.&n.损害;伤害
set up 设立;创立
website n.站点;网址
ancient adj.古代的;古老的
project n.计划;方案;工程
brick n.砖;砖形物
dynasty n.朝代; 王朝
official n.官员;公务员 adj.官方的;正式的;公务的
Chauvet 肖维
cave n.洞穴;窑洞
the Chauvet Cave 肖维岩洞(法国)
pollution n.污染;玷污
carbon n.碳元素
dioxide n 二氧化物
carbon dioxide 一氧化碳
breath n.呼吸;气息
limit vt.限制;限定 n.界限;限度
sincerely adv.真诚地
UNIT8
BC (=before Christ)公元前
Athens n.雅典(希腊首都)
stand for 代表;代替;象征;支持
continent n.大陆; 陆地
because of 因为;由于
well-known 众所周知的;有名的;清楚明白
athlete n.运动员;运动选手
gold adj.金的;金制的 n.黄金;金币
medal n.奖章;勋章;纪念章
torch n.火炬
Los Angeles 洛杉矾(美国城市)
badminton n.羽毛球(运动)
speed skating 速滑
track and field 田径
Los Angeles Lakers 洛杉矾湖人队(NBA球队)
Miami Heat 迈阿密热火队(NBA球队)
Manchester United 曼彻斯特联队(英国足球队)
tie vt 与……打成平局;系;扎
Leeds 利兹(英国城市);利兹联队
final adj.最终的;最后的
dive vi.潜水
shooting n.射击
weightlifting n.举重
would rather 宁愿;宁可
take part 参加
Greece n.希腊
wrestling n.摔跤
AD (=Anno Doimni)公元
competitor n.竞争者，对手;比赛者
motto n.座右铭;格言;题词
further adv.(在时间或空间上)距离更大地，更远地
Carl Lewis 卡尔·刘易斯(美国运动员)
rank vi.分等级;排名
gymnastics n.体操
venue n.比赛地点;体育比赛场馆
prepare vt.准备;预备
preparation n.准备;预备
in preparation for 为……准备
effect n.结果;后果
flame n.火焰
compete vi.竞争;比赛
flag n.旗;标记
profile n.简介;(个性及生平的)简要描述
weight n.重力;重量
position n.位置; 职位
Houston Rockets 休斯顿火箭队(NBA球队)
superstar n.超级明星
point n.得分;点;尖端
skill n.技能;技巧;熟练;巧妙
weigh vi.重(若干) vt.称(……·重量)
professional adj.专业的;职业的 n.专业人员;职业运动员
title n.题目;标题;称号;头衔
gesture n.手势;姿态
facial adj.面部的
UNIT9
item n.项目;条款;(消息、情报等的)一条
toothpick n.牙签
automobile n.汽车
agreement n.一致;协定
disagreement n.不一致;分歧
disagree vi.不同意;不一致
absolutely adv.绝对地;完全地
depend vi.依靠;依赖
press vt.&vi.按;压;逼迫 n.压力;印刷;新闻
teenager n.(13～19岁的)青少年
image n.图象;肖像;形象
throughout n.遍及;贯穿
function n.功能;作用
add n.增加;添加;补充说 vi.加, 加起来;增添
latest adj.最近的
feature n.特征;特色
calendar n.日历
remind vt.提醒;使想起
appointment n.约会;指定
behavior n.行为;举止;习性
obey vt.服从;顺从
dare vt.&v.aux. 敢;胆敢
stay in touch with 与...保持联络
call for 要求;需要
case n.事;病例;案例;情形
in case (of) 假设;万一
emergency n.紧急情况;突发事件;非常时刻
whatever pron.凡是.....;无论什么 adj.无论怎样的;无论哪一种的
dial vt.拨号
according adv.依照
according to 按照;根据……所说
unexpected adj.想不到的;意外的;未预料到的
particular adj.个别的;特别的
negative adj.否定的;负面的;消极的
broadband adj.宽带的
test-tube adj.在试管中发展(或生长)的
clone vt.&n.无性繁殖;克隆
revise vt.修订;校订;修正
interview vt.&n.接见;会见
resource n.资源;财力
department n.部;局;处;科;部门;系
take over 接收：接管
electricity n.电;电学
break down 毁掉;坏掉;中止
planet n.行星
wonder n.奇迹;惊奇
defeat vt.击败;战胜 n.失败;败北
force n.力量;暴力 vt.强制;促使;强迫
peaceful adj 和平的;平静的;安宁的
succeed vi.成功;取得成功
skip vt.&vi.跳读;略过
clue n.线索;提示词语
Chelyabinsk 车里雅宾斯克(俄罗斯城市)
Irkutsk 伊尔库次克(俄罗斯城市)
妙趣横生的词形
有些单词正看、反看都有意思，越看越有意思，越有意思越想看。因为英语单词只能横向变化，没有上下结构， 故叫妙趣“横”生。如：
live倒过来就是evil。 可见“生活”不能颠倒，颠倒过来就是“罪恶”——俨如警世通言!又，鼠辈造反(猜一英语单词)。谜底是star。因为star从后往前读，正好是rats。英语中有不少单词左右有讲，堪称翻然成趣。
Are--------- era(时代);bin(贮藏器)----- nib(笔尖);but ------ tub(盆);deer(鹿)----- reed(芦苇); door----- rood(十字架);doom(注定)----- mood(心情);deem(认为)----- meed(适当的报答); dot(点)----- tod(狐);evil(罪恶)------ live(生活);God----- dog;gnat(小烦扰)----- tang(强烈的味道);gulp(吞)-------plug(插座);gut(内容，实质)----- tug(猛拉，苦干);keel(船的龙骨)------leek(韭葱);loop(环)----- pool(水池);loot(赃物)----- tool，meet---- teem(充满，涌现);nip(呷)------ pin(大头针);nod(点头)------ don(大学教师);not----- ton(吨);on---- no;pan(平底锅)------- nap(小睡);part----- trap(陷阱);pets(宠物)------- step;pots(壶)-----stop;put-----tup(公羊);rail(铁轨)------ liar(说谎者);ram(公羊)------ mar(弄糟);raw(生的)------ war;saw(锯)----- was;sloop(小型护航舰)-----pools;smart(机灵的)----- trams(电车);snap(猛咬，争购)----- pans;tap(水龙头)------ pat(轻拍);ten----- net(网);tog(衣服)------ got;tom(雄猫)----- mot(警句);tops(顶)------- spot(点);tun(大酒
桶)------ nut(坚果)。
篇10：高一英语单词表(unit7~9)
英语中有很多单词属于同一类别，可以把同一类别的单词集中起来一起操练，从而大大提高单词记忆的效率。同学们可以自己动手，对本书的单词进行分门别类，抄在小纸条上或制成单词卡，然后集中轰炸、专门突破、分类记忆!
高中英语中有很多单词都有整个家族，名词、动词、形容词、副词，加上不同的前缀、后缀就有不同的词性变化、意思变化。要想彻底掌握一个单词，我们要做的就是：整个家族一锅端!家族内所有的单词全部消灭!通过单词家族可以大大提升背单词的效率。
背高中英语单词不需要大段大段的整块时间。每天起床后、睡觉前、一日三餐前后、排队等车、上学放学路上、甚至上厕所的零碎时间都可以用来狂读狂背单词。请随身携带这本书，一有时间就疯狂朗读书中的单词，随时随地疯狂操练，脱口而出!
看到一个高中英语单词的时候，可以联想到它的同义词或近义词，通过对比辨析，掌握它们的用法;看到一个单词的时候，可以联想到它的反义词，一正一反，成双成对，让你一石二鸟，一箭双雕!用这种对比法来记忆单词，印象会更加深刻!
高中英语单词超实用记忆方法--分类记忆法
将同类词汇收集在一起，同时背记。注意，同类词汇与同义词不同：同义词是指意思相同，而同类词是指基本属性相同、具体意义的层次，级别或范围不同的一类词汇。将同类词汇放在一起记忆，当遇到其中一个词时，头脑中出现的就是一组词，效率大大提高了。
高中英语单词超实用记忆方法--比较记忆法
把同义词或形近词放在一起，加以区别、说明来掌握单词的方法。记忆的过程是一组组，一对对单词同时记忆。这种记忆方法可以记住单词拼写的同时，还掌握了词与词的区别和各自特殊的用法，于是将平时极易混淆的单词清楚地区别开。例如同义词：abide, adhere, conform, comply的用法区别。再例如形近词：historic与historical，electric与electrical，economic与economical，industrial与industrious，considerable与considerate等的区别。
高一英语单词表(unit7~9)
篇11：高一 unit7 reading
Teaching plan
Senior English for China Student’s Book 1A Unit 7 Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
篇12：新教材高一英语Unit11 The Sounds of the world 教案
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
n.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook
篇13：初二英语unit7备课教案
一、教材分析：
1、教材内容：
8B第六单元( A charity walk )中的Main task这一部分围绕着组织一次慈善竞走和制作网页介绍这次活动而展开话题进行教学活动的，它是这一单元的主要内容，主要包括读、写两个部分的训练。
2、教学目标：
(知识目标、能力目标、德育目标)
知识目标：了解组织慈善竞走活动的流程和活动目的。
能力目标：使学生了解并学会设计组织一次活动的流程，提高学生信息输出和写的能力。
情感目标：通过观看课件激发学生的学习兴趣，并且通过组织这次慈善活动，让学生体会出人应该相互帮助的道理。
3、教学重点与难点：
重点：A flow chart的设计及语言说明。
难点：信息获取及输出能力的培养。
二、教学方法及教学手段：
通过五步教学法，以任务为驱动，由浅入深，由易到难，，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动及学生的合作学习活动。
课堂上以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
三、教学过程及活动设计目的：
I Warming-up
(1) Greetings
(2) A Tongue Twister to start the lesson.
设计意图：让学生有一个轻松、活泼的氛围，拉近了教师与学生的距离,并为上新课做好准备。
II Revision
(1)在屏幕上显示慈善机构的图标，并询问学生这些机构是从事哪些慈善活动的。
Questions:
(a) Who does ORBIS help? ( Blind people)
(b) What does UNICEF do? ( To help the poor children)
(c) What does World Wide Fund for Nature do? ( To help and protect wide animals )
设计意图：整册书后三个单元都围绕着慈善活动展开话题的，学生复习这些慈善机构和其工作性质会让学生更能体会学习的意义，另外利用多媒体辅助教学，增加了直观性和趣味性，提高了教学效果，学生能积极参与，注意力能够集中。
(2)告之学生帮助他人是我国一贯的传统美德，哪些人最需要我们的帮助呢?我们能帮助什么呢?给出学生一些图片,并和他们共同谈论这些图片。
T: How can we help blind people?
Ss: We can help them cross the road.
T: What do you think of that deed?
Ss: It’ meaning.
T: Yes, it’s meaningful to help blind people cross the road.
设计意图：利用多媒体辅助教学，增加了教学的直观性和趣味性，学生能积极参与，注意力能够集中。在进行思想道德教育的同时，又让学生复习了本单元重要的语法项目：it作为形式主语，真正的主语动词不定式摆在句尾。
III Lead-in
告诉学生我们学校刚组织的一次慈善活动，通过问题的形式帮助他们回忆活动的内容，目的及进行方式。
Last week , we donated some money for a student in Class 7, Grade 8.
What’s the matter with him?
How did we collect the money?
How did we organize the activity?
设计意图：通过问答法，调动学生的积极性，学生的学习目的明确，并为文中慈善活动的引出作了良好的.铺垫。
IV Presentation
(1) Get the students to read the flow chart of a charity walk organized by the Class 1, Grade 8 students and ask them to get as much information as possible.
(2) Three or five minutes later, ask them to fill in the missing words on P106, and choose a student as winner who can write most of the missing words using the time. A certificate will be rewarded as a prize.
(3) Check the answers in class and read in pairs. ( If necessary , the teacher asks and the students answer questions based on the passage.)
(4) Show them the writing style in this part.
设计意图：让学生在合作、竞争的氛围中去习得语言会取得较为理想的效果。通过此部分的学习，学生对活动的流程，文章的写作格式会有比较清晰的了解。而且问题的设置让学生能够更好的理解文中的内容。
V. Groupwork
Divide the class into several groups, and then ask them to design a charity activity . ( the name , purpose , details , application , collection must be included ) The group whose design is better and more practical will be winner.
设计意图：让学生学以致用，在使用的过程更能深刻理解所学习的知识，而且让学生在内心深处能够感受到哪些是他们最需要帮助的人。
VI Homework
(1)Write the charity activity out what they have just designed.
(2)Revise what we learned.
(3)Preview Checkout on P107.3
设计意图：让学生将所学的知识进行文字输出，加强写的训练。及时巩固
提前预习，为下一节新课做好准备。
篇14：初二英语unit7备课教案
一、说教材
1.教材分析：
本单元的标题为What’s the matter?主要学习如何表述身体的种.种不适以及给出恰当的建议。本节课的上课内容是section B 1a-2c主要是对前面学习过的内容进行复习和扩展，主要复习的句型是What’s the matter? What should he / she / it do?同时，教材通过练习让学生学习新单词，并能用所学的新单词去说，从而达到学以致用的效果。
2.教学目标
语言知识目标：学习并掌握句型：What’s the matter?
学习情态动词should/ shouldn’t的用法
能够对健康问题提出相应的建议，如：You should ……
语言技能目标：能听懂谈论健康问题的对话材料：What’s the matter?
能对别人的健康问题提出建议：
（a)You should drink some water.
（b)You shouldn’t eat anything.
情感态度目标：通过谈论健康问题，培养学生关心他人身体健康的爱心
二、教法与学法
根据本节课教材特点以及八年级学生年龄的特点，采取任务型教学法，而学生也相应地采取自主、合作、探究的学习方式。在课堂中利用多媒体课件来展开课堂Pair work的口语交际活动，让学生参与其中。在教学中，尽量让学生能主动的参与到问题的讨论中，充分调动学生学习的积极性和主动性，使学生在参与过程中学到知识。
三、学情分析
学生已经积累了一定的词汇，并熟练掌握了一些句型。他们现在最感兴趣的是能用所学的英语来表述一些和现实生活息息相关的话题，并给出合理的解决办法。本单元通过表述身体的各种不适和谈论个人健康问题，使学生学会关心他人身体健康，并能提出一些建议。
四、教学重难点
1.教学重点
掌握身体各部位的表达法和健康问题的表达法;掌握情态动词should/shouldn’t的用法
重点词汇：tired, hungry, thirsty, be stressed out
重点句型：What’s the matter?
You should/ shouldn’t….
2.教学难点
情态动词should/ shouldn’t的用法
短语：go to bed early, be stressed out, listen to music
五、课堂教学设计
1.导入：
通过刘翔引入句型：What’s the matter with him?通过最近发生的事情引起学生的兴趣。
2.新课教学
（a)通过提问和回答引出新单词并学习新单词
（b)通过对句型的学习，让学生能够make a conversation
（c)在理解新单词的基础上，让学生完成one a和one b的练习
（d)听力练习。在前面的单词和短语学习之后，学生有了一个信息输出的能力，通过听力练习，培养学生听的能力，同时也培养他们说的能力。
（e)Pairwork.同桌间的对话练习，这也是对所学内容的输出。
（f)调查。让学生用两个问题去对同学进行调查，主要目的是对第一单元所学的句型以及这个单元的学习重点进行复习和回顾。
（g)单词练习巩固。这个环节是对本节课所学单词进行巩固，因为时间不够，因此让学生在课后完成。
六、板书设计
What’s the matter with it/ him/ her? tired
It/ he /she is …… hungry
What should it / he / she do? thirsty
It/ he/she should…… be stressed out
篇15：高一英语新教材备课资料
ON TEACHERS’ BOOK (1A) AND TEACHING TECHNIQUES
OUTLINES
OVERVIEW
TASK-BASED TEACHING/LEARNING
TEACHING ACTIVITIES
LEARNING ACTIVITIES
ASSESSMENT
TEACHING MATERIALS
OVERVIEW
Each unit is consisted of three parts
Teaching aims and demands
Suggested teaching notes
Supplementary reference materials
Teaching aims and demands
Topics
Understanding of the title and some goals
Example 1 (Unit One)
Title: Good friends
Goals: Talk about friends
Learn to make apologies
Write an e-mail
Topics: Talk about friends and friendship
Discuss problems occurring in a friendship and
suggest solutions
Write an e-mail to make an e-pal
Teaching aims and demands
Example 2 (Unit Twelve)
Title: Art and literature
Goals: Talk about art and literature
Review making decisions and giving opinions
Review the Attributive Clause
Topics: Talk about art and literature
Talk about artists, painters and writers
Tell stories
Make decision and give opinions
Teaching aims and demands
Function items
Understanding of Listening and/or Speaking
Example 1 (Unit One)
Listening:
Some friends discuss common problems that occur in a friendship.
Speaking:
Some students talk about likes and dislikes.
Function items:
Likes and dislikes
Making apologies
Teaching aims and demands
Example 2 (Unit Two)
Speaking:
The speaking exercise gives students the opportunity to practise communication skills that help them keep conversation going that may otherwise breaks down.
Function items:
Language difficulties in communication
--- Can you spell that, please?
--- Could you repeat that, please?
--- What do you mean by … ?
…
Teaching aims and demands
Vocabulary
Based on texts
New words (371 +176)
New expressions (77)
Teaching aims and demands
Grammar
Bases on Grammar
Functional description with grammar terms followed by one or two examples
Example 1 (Unit One)
直接引语和间接引语（1）
转述他人的叙述----陈述句
转述他人的疑惑----一般疑问句
转述他人的问题----特殊疑问句
Teaching aims and demands
Example 2 (Unit Nine)
现在进行时被动语态
用英语描述事物正受到某种影响或某种处理----使用现在进行时变动语态（is / are being + 过去分词）
用英语描述人物正受到某种影响或某种处理----使用现在进行时变动语态（is / am / are being + 过去分词）
Suggested teaching notes
教学内容分析
总体分析
包括中心话题、相关话题和语言
单项分析
包括内容介绍、目的分析
example
Suggested teaching notes
教学方法建议
Core task
Warming up
Listening
Speaking
Pre-reading
Reading
Post-reading
Language study (word & Grammar)
Integrating skills
Suggested teaching notes
Core Tasks
Based on topics/themes
Structured
Authentic
Example 1 (Unit One)
Work out standards of good friends
Introduce your good friend
Write an e-mail to find a e-pal
Make friends with your new classmates, roommates, teammates, close neighbour or others
Suggested teaching notes
Example 2 (Unite Three)
Plan a trip (especially, during National Day)
Work out some tips the trip
Design an eco-travel for the local tourism
Travel on holiday and write postcards or travel notes
Suggested teaching notes
Warming up
Keep Warming up in mind
Stimulating
Brainstorming
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
Listening
Step by step (in two aspects)
(1) in skills----planned
In Book 1A, we should help students concentrate their mind while listening, and then remember what they hear
(2) in procedure----programmed
Pre-listening (warming up)
Listening (with purpose)
Post-listening (extension)
Suggested teaching notes
Example 1 (Unit One)
Example 2 (Unit Nine)
Suggested teaching notes
Speaking
MMC drill/practice pattern. In TB, more attention is paid on C
Enough time
The whole class (single, pair, group, class work, etc)
Situation
Example 1 (Unit One)
Example 2 (Unit Two)
Suggested teaching notes
Pre-reading
Warming up in background
Semi-control and/or un-control
Open-end
Example 1 (Unit One)
Example 2 (Unit Two)
Suggested teaching notes
Reading
Step by step (in skills)
In Book 1A, we should help students in skimming, scanning, guessing and summing up, etc.
Level by level (in internalization)
Surface meaning
Deep meaning
For pleasure
Example 1 (Unit One)
Example 2 (Unit Seven)
Suggested teaching notes
Post-reading
Deepening comprehension of topics
Extension
All kinds of activities
Example 1 (Unit One)
Example 2 (Unit Three)
Suggested teaching notes
Language study
Word study
understanding the meaning in context, and by suffix and prefix
Lexical chunk
Grammar
Discovering
MMC
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
Integrating skills
Reading
As extensive reading material
As sample for writing
Writing
Step by step
Criteria for writing and evaluating
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
教学评价建议
Self-assessment
Based on goals
Peer assessment
Mainly about students’ learning itself
Self-testing
Focusing on form, including words and grammar
Example 1 (Unit One)
Example 2 (Unit Four)
Supplementary reference materials
Supplementary notes
For teachers, but not for students
Background
For teachers
TASK-BASED TEACHING/LEARNING
Focus on form Focus on meaning
Non-communicative learning
Pre-communicative language practice
Communicative language practice
Structured communication
Authentic communication
TEACHING ACTIVITIES
Step by step (procedure)
Pre-activities
Warm up in form and meaning
Break any chain
Activities
Control, semi-control, un-control (MMC)
Surface structure and deep structure and others
Post-activities
Consolidation
Extension
Development
LEARNING ACTIVITIES
Working form
Single work
Pair work
Group work
Class work
LEARNING ACTIVITIES
Interaction form
Teacher-student interaction
Student-student interaction
Student-teacher interaction
ASSESSMENT
Checklist
System
Self-assessment
Peer assessment
Teacher’s assessment
TEACHING MATERIALS
Textbook
Extended materials
Understanding of materials
The world around
篇16：高一新教材英语 unit 16
Teaching Plan
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now?
Q2: What are the subjects in which you learn science? Is it easy for you to learn them?
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS DON’TS
Follow / teacher’s /instructions Don’t come into / without …
Be careful about / when… Don’t touch… / unless…
Always listen carefully to… Don’t throw… / unless…
Clean…away and leave …clean and neat Don’t forget to…
You should tie…up Never put / nose directly into…
Remember that… Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions advantages disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages Disadvantages
It’s good for… It is too expensive
It can help… It is dangerous to…
It is important for… It is unnecessary to..
It brings people… Some people will use it for…
It doesn’t pollute… It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Computer
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it? Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Period 3 & 4 Reading
Learning Aims
1. To get to know something about the story of famous scientists.
2. Enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
Learning Procedures
Step 1 Warming up
Daily report: Share your poems with the other students.
1). Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
Physics chemistry medicine biology
2). Group work
A match competition. Match Column B with Column A correctly.
Column A Column B
Alexander Bell the Theory of Relativity
Thomas Edison the first telephone
Wright Brothers the electric lamp
Madame Curie black holes in Universe
Heinrich Dreser electricity
Franklin the first plane
Steven Hawking the Theory of Gravity
Elbert Einstein Radium
Isaac Newton aspirin
3) Class work
Q1. Is it easy for the scientists to make these inventions and discoveries?
Q2. How could they succeed in their research?
It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2). Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para 1-3 the description of the experiment
Para 4 the equipment of the experiment
Para 5-6 the steps of the experiment
Listen with the questions below:
(1). Why did Franklin do this experiment?
(2). Was the experiment successful?
(3). What were needed when it was being done?
(4). How many steps were mentioned?
(5). What should be paid great attentions to when it was being done?
Step 3 Acting
1). Class work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2). Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1). Pair work
Read through the passage to fill in the blanks in the form in pairs.
equipment usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
2). Class work
Listen to some sentences to judge whether they are true or false.
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 5 Post-reading
1). Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2). Group work
Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite?
(2). Why the kite made of silk is better than the one made of paper?
(3). Is it dangerous for Franklin to do the experiment? Why do think so?
(4). What can you learn from the experiment and also Franklin?
Step 6 Oral practice
1). Individual work
After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.
2). Class work
During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.
Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.
Step 7 Watching, reading and thinking
1). Class work
The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.
Q: Does the mixture taste good? Why do you have a different taste from mine?
2). Individual work
Read the passage titled “Look carefully and Learn” to find out the reason.
Q 1: What do you learn after you read such a story?
Q 2: Do you think what is the most important when you are doing an experiment in the lab?
Q 3: If you want to be a scientist, what do you think are the most important qualities?
Homework:
Read the following passage with the questions below.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist?
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like?
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research?
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory?
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists?
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
1. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading?
A. What college did Wong- Staal attend B. What type of biology did she specialize in
C. Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist B. is happy she becomes a research scientist
C. plans to retire soon
2. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning?
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player?
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall?
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat?
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 = ?
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skin
Part 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it?
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals? Can it be avoided?
(3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?)
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title Choose a clear Pro or Contra animal testing title
Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?
Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.
Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons
Conclusion Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments?
Are you on which side of them?
Which views do you agree with? Why?
Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future?
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比较说明常用词语：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
对比说明常用词语：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
举例常用词语：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示总结的常用词语：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.
篇17：人教版高一教案Unit7 Cultural relics
Period 1
I. Teaching aims:
1. Talk about some cultural relics to make the Ss aware of the importance of protecting cultural relics and protect them.
2. Train the Ss’ listening ability.
3. Train the Ss’ listening ability.
II. Important points:
1. Talk about ways to protect cultural relics.
2. How to improve the Ss’ listening ability.
3. How to give advice and make suggestions.
III. Difficult point:
Improve the Ss’ listening ability by listening to some materials.
IV. Teaching methods:
1. Talking method to enable the Ss to express themselves freely.
2. Listening method to improve the Ss’ listening ability.
Teaching Procedures:
Step one Warming up
Individual work. Look at the screen that introduces some famous cultural sites across China, such as the imperial palace of the Qing and Tang Dynasty, the Summer Palace, the Winter Palace, the Classical gardens of Suzhou, Leshan Buddha, Mt Emei and Lushan. (图见课件) and let students have a free talk about the following topics. The purpose of the activity is to prepare students for the content of the unit, giving students an opportunity to review their own knowledge of cultural relics and preview some vocabulary that will appear later in this unit.
These questions may be helpful:
1.Do you know these places?
2.Have you even been there?
3.Do you know which one is world cultural heritage?
4.Which one would you like to see most? Why?
Group work. Divide the students into groups of four and ask them to discuss the following topics. The activity aims to prepare students for the content of the listening text , so that they will better understand the tape.
1. Can you name more sites besides these?
2. Do they have something in common?
3. Are they important to us today? Why?
4. What should we do to protect them?
Each group choose a representative to summarize the opinions of the group and report them to the class.
Step two listening
Let students listen to the tape and take notes. The activity is designed to encourage students to listen for the general idea first, and then try to listen for specific details.
1. Play the tape for the students to listen and complete the following tasks.
1) Listen to the tape for the first time and find out what the site looks like and why it is important. And then fill in the form
Name of the site Why is it important？ What is being done to protect it？
1
2
3
2) Ss discuss their answers in groups and then check in class.
3) Listen again and try to complete the map of each site on the screen.
4) Discussion
Show students some cultural sites on the screen and discuss the following questions.
a. Can you tell the importance of these cultural sites?
b. What is being done to protect it?
Homework
Prepare a brief description of Ss’ favorite cultural site in Maanshan. The report must include the following：
The name of the site
Its size as well as its history
Its importance and what is being done to protect it.
Period 2
I. Teaching Aims:
1. Master the following words and expressions: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring ---back to life, come true, etc.
2. Learn the following sentence patterns: It is true that---, do everything we can to save our city
3. Enable the Ss to be aware of the importance of protecting cultural relics
II. Important point:
How to improve the Ss’ reading ability.
III. Difficult points:
1. How to grasp the main idea of a paragraph.
2. How to help the Ss master the use of some useful words and expressions.
3. How to enable the Ss to use the sentence patterns correctly.
IV. Teaching Methods:
1. cussion method to make the Ss understand what they have learned in class.
2. Pair work or group work to get every student to take part in the teaching-and-learning activities.
V. Teaching procedures:
Step 1 speaking
Ask the students to make a culture capsule with a size of 2×2 meters. They are to decide what to put into the box so that anyone who finds it will understand who we are. Ask them to discuss what you want to put in and why .Then fill in the form.
The purpose of the activity is to develop students’ imagination and give students an opportunity to preview some of the specialist vocabulary used in the dialogue, preparing them for dialogues.
Things you want to put in Reasons for your choices
1
2
3
4
5
Make a dialogue according to the form above , the purpose is to encourage the students to express their ideas using different expressions. and the following expressions may be helpful .
Asking for suggestions Making suggestions
● What shall we put in in your opinion?
● Can't we put in …?
● Should we put in …?
● …… ● Let's put in….
● Maybe we could put in ….
● I'd like to choose….
● What / How about…?
● Why not put in …?
● Why don't you put in …?
……
They may look at the model in their books.
……
Step 2 Post-speaking
Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Step 3 Pre-reading
Throughout the world, there're many well-known cities. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Period 3 Reading
ⅠTeaching aims
1. To develop the Ss reading ability through reading the passage
2. To enable the Ss to learn how cultural relics and sites can be successfully restored and rebuilt.
3. To instruct the Ss to understand that cultural relics are important part of a city’s and people’s culture
II. Important and difficult points
1. Knowing about how the people of St Petersburg protected the history and culture and how they rebuilt the city.
2. Knowing about the spirit of a city is more important than its buildings
III. Teaching methods
1. Discussion method to make the students work better.
2. Pair work and group work.
IV. Teaching procedures:
Step 1 Discussion
Ask students to read the title and guess who are the heroes of the city and discuss the difference between “ A city of heroes” and “ the heroes of a city” The activity is to help the students to know what the text will talk about.
Step 2 Presentation
Introduce the city St Petersburg generally.
St Petersburg
St Petersburg is the second largest city in Russia after the capital, Moscow.
The city was built by Peter the Great, who wanted a port for trade to the Baltic. The city was seen to be a “ window looking out on Europe”. It was also the capital city back in 1712. Italian and French architects planned its streets and buildings , giving it that special classical beauty for which it is famous today.
St. Petersburg became the center of literature, music and theatre in the late 19th and early 20th centuries.
It was renamed twice during revolutions. It became Petrograd in 1914 and Leningrad in 1924. Then in 1991, local people voted to give it back its first name.
During World War Ⅱ , St. Petersburg was cut off from the rest of the country. It was besieged for more than two years by soldiers of Nazi Germany and many hundreds of thousands died from hunger and disease. It was awarded the title of “ Hero city” for the heroism shown by its people.
Step 3 Skimming
Ask the Ss to skim the text to find topic sentences of each paragraph. The activity is designed to give students practice in skimming a text for a general idea .
Suggested answers:
Paragraph 1 :the Russian Czar Peter the Great built a new capital-St Petersburg.
Paragraph 2:St Petersburg has also been the center of many important events in history.
Paragraph3: the people of St Petersburg began rebuilding the city.
Paragraph4: the people of St Petersburg are the Modern heroes of Russia
Step 4 True or False
Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great.
2. Many great palaces in the city, which were large and beautiful, were built after Peter's death.
3. The Germans attacked St Petersburgh a hundred years ago.
4. When the palaces and buildings were rebuilt, people changed their old beauty.
5. A portrait of Peter the Great was destroyed by the Germans.
6. It was difficult for people to rebuild the old palaces.
7. Workers and painters used old photographs to help them rebuild the city.
8. St Petersburgh will never be as beautiful as it was before.
Step 5 Reading
Get the Ss to read the text carefully to find details to fill in the form below. The activity is designed to give students practice in scanning a text for specific information.
A city of heroes
Time What happened ( events) Details
300 years ago :the Russian Czar Peter the Great built a new capital-St Peterburg.
1. Where:
2. What does Peter the Great look like?
3. What does the city and the palaces look like?
1941 1. How long?
2. What about the people of the city?
3. What did the Germans do as they left?
4. What were the cities like then?
After the Nazis left 1. Was it easy to rebuild the city? And Why?
2. What did the people do to restore the city?
3. Did they succeed?
Today The city was brought back to life and the palaces have been wonderful as the past Who are the heroes of the city? And why?
Suggested answers:
Time What happened ( events) Details
300 years ago :the Russian Czar Peter the Great built a new capital-St Petersburg.
1.St Petersburg lies on the banks of the river Lena in Russia.
2.strong and proud
3. large , beautiful and like something from a fairy tale.
1941 The Germans tried to destroy the city
1. The city was under attack for 900 days.
2. They fought against the Nazis and never gave in.
3. They burned many of the palaces
4. It was almost in ruins
After the Nazis left The people of St Petersburg began rebuilding the city. 1.No, because the palaces were badly damaged in the war
2.Using old photographs and
rescued pieces of the old city,
they managed to rebuild it.
3.Yes
Today The city was brought back to life and the palaces have been wonderful as the past The people of St Petersburg are heroes because they have made something impossible possible.
Step 6 Post-reading
Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Homework
Summarize the passage and ask the Ss to retell the story.
Do Language Study Ex.2 on P46.
Finish the workbook Ex.1 on P122.
Period 4
Ⅰ.Teaching aims:
1. To get the students to learn the useful expressions and sentence structures in the reading.
2. To enable the students to use these language points both orally and in written form.
Ⅱ. Important and difficult points:
1. Analyze some new words and expressions.
2. Explain some difficult sentences to the students.
III. Teaching methods:
1. Students think individually.
2. Make use of the new words and expressions in class.
IV. Teaching procedures.
Step 1 Warming-up
1. Greetings as usual.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step 2 language points from the reading passage
Choose some important points from below to explain to the students. Have them try to give examples.
( 1 ) be under attack
attack v. ＆ n. 攻击，进攻 attack作为攻击时多作可数名词，但在 under attack 中是不可数名词，其前无冠词。
be under +名词 表示“经受或遭受…”“在…的过程中”
The matter is still under discussion. 这个问题还在讨论之中。
The road is under repair and is closed to motor traffic.
此路在修，禁止机动车辆通行。
（2）give in ( to sb.or sth) ／ give up
give in 意为“投降，屈服，让步，上交，宣布”
The baby kept crying and his father had to give in to him.
Give your papers in when you have finished.
Give up 意为“放弃、中止、让 （ to ）”
例如：You should not give up hope.
The doctor told him to give up smoking.
The girl give up her seat to an old man.
（3）be ( lie ) in ruins
例如：The house now lies in ruins after earthquake.
His careers is in ruins.
（4）bring… back to life “ 使…复生；使…康复；使苏醒，使恢复生机”
Her stay among the mountains brought her back to life.
After years of hard work, Chinese artists have successfully brought the palace back to life.
（5）with the help of sb =with sb’s help
With the help of Tom, I made great progress in English.
With the police’s help he found his lost son.
2．难句分析
（1） Where there is a river , there is a city.
凡有河流的地方，必有城市。
Where there is a will, there is a way . 有志者，事竟成。
Where there is smoke ,there is fire. 无风不起浪。
You can go where you want to go. 你可以去你想去的地方。
（2） It is true that many of the world’s greatest cities have been built on the banks of a river.
世界上许多伟大城市都依河而建，这是事实。
英语中“It + be+ adj + that 从句是一个很重要的句型。这里的“it”是形式主语，真正的主语是“that”引导的从句。
It is true that many people lose their best friend when they grow up.
It is true that all students like to rebel against their teachers in some way.
It is not easy that your friends share secrets with you.
（3） We will not let our history and culture be destroyed, and we will do everything we can to save our city.
我们不能让我们的历史和文化就此毁灭，我们要千方百计拯救我们的城市。
“ we would do everything we can …” 这一句中的 we can 是一个定语从句，从句中省略了谓语动词 do , 不定式 to save our city 是目的状语，“ do everything we can”表示“尽一切可能……”，还可以用以下类似的表达方式。
I will do all I can to help you with your English.
I will do what I can to help you with your English.
(4) Strong, proud and united, the people of St Petersburg are the modern heroes of Russia.
圣彼得堡人民坚强不屈、充满自豪、团结一致，他们是俄罗斯当代的英雄。
句子前面的形容词短语strong, proud and united 可以视之为状语。在正式的英语中可以这样用。
例如： confident, selfless and honest, he is our good model.
Helpless, we watched our home destroyed before our eyes.
Step 3 Word study
1. Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore; rebuild; replace; recreate;
2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.
3. Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ reprint v. print again; print a new impression of
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ retell v. tell again
⑻ rethink v. think about again; reconsider
⑼ reunite v. bring together or come together again
⑽ rewrite v. write again
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
Step 4 Grammar learning
Ask pairs of Ss to discuss and conclude the usage of Present Perfect Passive Voice. The teacher gives some explanations if necessary.
Ask Ss to find the sentences with the Present Perfect Tense in the 3rd paragraph in the passage and then change them into the Active Voice.
Get Ss to finish exercises on page 47 and 48.
Homework
1. Finish off workbook exercises on page 128.
2. Preview “Intergrating skills”.
Period 5
Step 1 Lead-in
Tell the students that in our daily life we may often meet with something that makes us happy, sad or even very angry. And we usually want to tell others about our own feelings . Ask the students the question: What do you often do when you want to share your feelings with others?
Suggested answers: Having a talk with our close friends; getting a pen friend; making a phone call to the local radio or TV station; writing to a newspaper or a magazine and so on.
Step 2 Reading
Get the students to read the letter to find the answers to these questions.
1. Where does the writer live?
2. What is the writer worried about?
3. How does the air pollution come about?
4. What suggestions does the writer make?
Suggested answers:
1. Paris, France.
2. Some of the cave paintings have been destroyed by air pollution.
3. The pollution comes from cars , factories and human beings.
4. Putting glass walls in front of the paintings, limiting the number of visitors, building a website where people can look at the pictures and paintings.
Step 3 language points:
1. worry: 使烦恼，使忧虑
worry sb: 使某人烦恼，忧虑
worry about sb/ sth 为…而担心，烦恼 （强调动作）
be worried about sb/ sth 为…而担心，烦恼 （强调状态）
例如：The baby’s illness worried his mother very much. 小孩的病使他妈妈很担心。
Don’t worry about your health all the time. 别总是为你的健康忧虑。
The parents seem to be worried about their son’s safety. 这对父母似乎很担心他们儿子的安全。
2. not… b ut… 不是……而是……
“ not… b ut…”是一个連词词组，连接两个并列成分，表示意思上的转折。在not和but 之后用相同词类的单词、短语或从句。
例如：Mr Brown is not a lawyer but a doctor. 布朗先生不是律师而是医生。
This is a question not of money but time.这不是钱的问题而是时间的问题。
We don’t need money but time. 我们不需要钱，而需要时间。
Dealing with language points:
1． worry: 使烦恼，使忧虑
worry sb: 使某人烦恼，忧虑
worry about sb/ sth 为…而担心，烦恼 （强调动作）
be worried about sb/ sth 为…而担心，烦恼 （强调状态）
例如：The baby’s illness worried his mother very much. 小孩的病使他妈妈很担心。
Don’t worry about your health all the time. 别总是为你的健康忧虑。
The parents seem to be worried about their son’s safety. 这对父母似乎很担心他们儿子的安全。
2． not… but… 不是……而是……
“ not… b ut…”是一个連词词组，连接两个并列成分，表示意思上的转折。在not和but 之后用相同词类的单词、短语或从句。
例如：Mr Brown is not a lawyer but a doctor. 布朗先生不是律师而是医生。
This is a question not of money but time.这不是钱的问题而是时间的问题。
We don’t need money but time. 我们不需要钱，而需要时间。
Step 4 Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small village. Some people in my village want to …
I am …
Step 5 Writing
1. Questions and Answers Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Reading Ask several students to read out their letters.
Go through the tips with the students
Go through Checkpoint 7 to go over the grammer.
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
3. Finish off workbook exercises.
篇18：新教材高一英语UNIT10教案1第一课时下
新教材高一英语UNIT10教案1（第一课时）下
Step Two Listening (Listening material)
Show some pictures about air pollution, water pollution and waste pollution.
Picture 1
Air pollution
Picture 2
Water pollution
Picture 3
Waste or rubbish/trash
pollution
Listen again and fill in the correct information in the space below.
1
2
3
What kind of pollution is it?
(air)
pollution
(water)
pollution
(waste)or(rubbish/
trash)
pollution
What are the causes?
(cars, factories)
burning coal and oil
(factories)and drainage(下水道)
(tourists)
or people
What are the effects?
(As a result)of air pollution, many people （get sick）.
We can’t(use/drink)
the water that is polluted.
Making the environment(ugly, dirty)and even dangerous.
Find out how to deal with the causes and the effects.
Ways to deal with causes
Ways to deal with effects
Air
pollution
We can make cars that(don’t pollute)the environment. We can ask the companies to use(modern and clean )technology.
We can(limit)the number of cars in our city. If people get sick from air pollution, we must(help)them.
Water
pollution
We can try to use(less water)and make sure that we(do not pollute)the water. We can tell factories that they(are not allowed)to pour water into lakes and rivers.
We can(clean)the water in our rivers and lakes.
Rubbish
pollution
We should(not throw)rubbish in parks and cities, we should(not buy)things that use a lot of packaging.
We can(pick up)rubbish if we see it. We can(put)more rubbish bins in our parks and cities.
(Boys and girls, from the information above, we know that protecting the environment and the animals is very important for us. We must do everything we can to protect the animals. Now, a reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo. Work together with your partner. One will act as the reporter, and the other will act as the animal. Please prepare by yourselves.)
Sample dialogues:
Picture of
Tiger
R = reporter, T = tiger
R:Good morning, Mr. Tiger. My name is … . I am a reporter. May I ask you some questions?
T:Sure.
R: How long have you been in the zoo?
T:About a year.
R:Do you prefer living here?
T:No, I don’t, but I have no choice.
R:Why?
T:People cut down the forest where we lived. People and buildings are everywhere. I had no place to go to. The police took me to the zoo.
R:How about your life here?
T:Very good. But I am not free.
R:Would you like to say something to the human beings?
T:I hope they don’t kill us. We are friends.
R:You are right. Thank you. Good-bye.
T:Bye.
Picture of
Hippo
R = reporter, H = hippo
R:Good morning, Mr. Hippo. I am a reporter. My name is … . May I ask you some questions?
H:Welcome.
R:Where did you live before?
H: I lived in a beautiful place. There was a big river there. There are many beautiful mountains around it. I lived a happy life and I was free.
R:Why come here?
H:Many houses and factories have been set up there. And the water in the river has been polluted. Many of my friends have been dead. I was saved and sent here.
R:You are very lucky. Are you happy living here?
H:Happy. But I like nature better. If no pollution, I will be happier.
R:What can we do for you?
H:Protecting the environment.
R:I think we will. Thank you .
H:You are welcome.
Picture of
Monkey
R = reporter, M = monkey
R:Good morning, Mr. Monkey.
M:Good morning. I don’t think I know you.
R:I am a reporter. My name is … .
M:What can I do for you?
R:I want to know your life here. Can you tell me?
M:I am glad to. Life here is wonderful. There are many things to eat. And I can see many people every day.
R:Do you want to go back to the mountain?
M:Yes, very. I prefer to live in the mountains. Life there is more wonderful. Can you help me?
R:I think that humans will let you realize your intention.
M:Thank you.
R:Not at all.
Homework
Page 139 Talking
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篇19：新目标八年级英语下Unit7教案
新目标八年级英语下Unit7教案
新目标八年级英语下Unit7教案 Unit 7 Would you mind turning down the music ? Analysis of Unit 7 Teaching goals: 1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。 2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。 Important points : A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to do sth . Structures: Would you mind cleaning your room ? I’m sorry .I’ll do it right away . Would you mind moving your bike ? No, not at all .I’ll do it right away . Period 1 Teaching procedures: Step 1 Assign the task Write the following requests on the Bb : Can you give me the book ? Please give me the book . Would you mind giving me your book . Explain that the last example is a very polite way of making a request . Step 2 Warm up Section A(1a-1c) SB Page 52 ,1a . 1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it . 2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture . 3. Correct the answers . SB Page 52 ,1b . 1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen . 2. Play the recording a second time .Correct the answers . SB Page 52 ,1c. 1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests . 2. Ask two pairs to say their conversations to the class . Step 3 Pre-task Section A (2a-2c) SB Page 53 ,2a . 1. Read the instructions with the students .Play the recording the first time .Ss only listen . 2. Play the recording a second time .Ask Ss to write the number of each conversation . 3. Correct the answers. SB Page 53 , 2b . 1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class . 2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses . 3. Correct the answers . SB Page 53 , 2c . Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above . Step 4 Grammar Focus 1. Review the grammar box .Ask students to say the statements and responses . 2. Ask students to talk about the differences among the different sentences . Exercise: 汉译英: a) 你介意把门关上吗？好的，我马上就办。 b) 你介意把收音机关小点儿声吗？不，一点也不。 c) 请不要在教室里大声说话好吗？对不起。 教学后记: Period 2 Teaching procedures : Step 1 Pre-task SB Page 54 , 3a . 1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture . 2. Point to the note .Ask Ss to read the note and fill in answers . 3. Check the answers . SB Page 54 , 3b . 1. Read the instructions .Point out the list of requests and commands in the box . 2. Ask Ss to make conversation like the sample dialogue . 3. Ask several pairs to say one of their conversations to the class . SB Page 54 , Part 4. 1. Ask Ss to complete the work in groups . 2. Ask a few students to share the sample conversation . Homework : 完成对话 A: mind up ? You to help me in the kitchen . B: OK .I’ll get up right . Do I have to the dishes . A: Yes , and you have to help me dinner . B: OK . When I finish , you help me my homework ? A: Sure . 教学后记: Period 3 Teaching procedures : Step 1 Assign task Teach the new words . SB Page 55 , 1a . 1. Read the instruction and ask Ss to read each situation and think about the two questions . 2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not . SB Page 55 , 1b . 1. Help the students understand that something that is unpleasant or something that bothers you is annoying . 2. Then ask the students to number the ideas from most annoying to least annoying . 3. Ask the class to vote on the most annoying item on the list . SB Page 55 , 2a . 1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording . 2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures . 3. Correct the answers . SB Page 55 , 2b . 1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart . 2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books. 3. Check the answers . SB Page 55 , 2c . 1. Read the instructions .Point out the problems in activity 2b . 2. Ask one or two students to say the conversations to the class . Step 2 While-task SB Page 56 , 3a. 1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board . 2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen. 3. Correct the answers with the class . SB Page 56 , 3b . 1. Look at each picture with the class .Ask different students to tell what is happening in each picture . 2. Read the instructions and ask students to complete the activity on their own . 3. Check the answers . SB Page 56 , Part 4 . 1. This activity provides speaking ,listening and writing practice using the target language . 2. Ask students to complete the work in groups . 教学后记: Period 4 Teaching procedures: Step 1 Self Check SB Page 57, Part 1 . 1. Ask Ss to fill in the blanks on their own .Check the answers. 2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 57, Part 2 . 1. Ask the students what might be annoying in the picture . 2. Ask the students to write the letter on their own . 3. Ask a few students to share their letters . Step 2 While-reading SB Page 58 , Section 1 . 1. Read the title .Ask the students to predict what they think the article is about based on the article . 2. Look at the picture .Ask students to describe what is happening in the picture . SB Page 58 , Section 2 . 1. Encourage Ss to use the reading strategy of scanning for specific information . 2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them. 3. Ask the Ss to read the article again for comprehension . SB Page 58 , Section 3 . 1. complete the task .Ss can work individually or in pairs . 2. Check the answers . 3. Practice students’ speaking and listening skills . Homework: 词组翻译 1. 控制你的声音 2. 熄灭 3. 例如 4. 在公共场所 5. 捡起垃圾 6. 实际上 7. 排队 8. 变得气恼 教学后记:
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