牛津高一英语必修1全套教案
作为一小学位老师，我们要让同学们听得懂我们所讲的内容。所以大多数老师都会选择制定一份教学计划。这样可以让同学们很容易的听懂所讲的内容，那你有没有为了一个问题而去做过一份教案呢？以下是小编收集整理的“牛津高一英语必修1全套教案”，仅供您在工作和学习中参考。
牛津高中英语模块一（第1讲）
一、教学内容：
牛津高中英语模块一Unit1（上）
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
Highschoolisatimeofdiscovery,learningandhardwork!高中是探索、学习和辛勤劳动的时期
Hugecampusandlow-risebuilding学校面积大，没有高层建筑。
Twelvelaboratoriesareavailablefordifferentexperiments.12个实验室可供不同试验使用。
EachroomcomeswithitsownbothroomandInternetaccess.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimmingscanning。
4．语法：定语从句（一）
一、重要单词：
accessachieveattendassemblyarticleavailableaveragecanteenclubchallengingcontextdonatedisplayexperienceextragraduategymheadinglockerlow-riseliteratureposterrelax
二、重点词组：
classteacher班主任ateasewith和….相处不拘束schoolhours学校作息时间earnrespectfrom赢得…的尊敬soundlike听起来象forfree免费getageneralidea了解大意aswellas除….以外,也keywords关键词wordbyword逐字逐句地findone’swayaround认识路developaninterestin培养对….的兴趣surftheInternet网上冲浪
1.Whatisyourdreamschoollifelike?
你理想中的学校生活是什么样子?
这里dream表示心目中最理想的.如dreamteam(梦之队)。
2.GoingtoaBritishhighschoolforoneyearwasaveryenjoyableandexcitingexperienceforme.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going在本句里作动名词，它和后面的toaBritishhighschoolforoneyear构成动名词短语作句子的主语。GotoaBritishhighschool本来是个动词词组，在go后面加上ing后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同,现在分词作定语常表示“令人…”、“正在….”;例如excitingnews,sleepingdog;过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如：anexcitedcrowdofpeople,brokenheart.
3.IwasveryhappywiththeschoolhoursinBritainbecauseschoolstartsaround9a.m.andendsabout3.30p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
Behappywith=bepleasedwith,around=about。
4.ThismeansIcouldgetupanhourlaterthanusualasschoolsinChinabeginbefore8a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
asadv.同样地,被看作,象
prep.当做
conj.与...一样,当...之时,象,因为
本单元多次出现as,用法各不相同,应注意比较。另外as还可以构成一些常用词组：asif就好像,asfaras就….而言,soasto以便于,asfor至于,suchas例如，等等。
mean:意味着,后面通常加名词或宾语从句。例如：
TheattackofPearHarbormeantadeclarationofwarwiththeUnitedStates.
TheraiseofsalarymeansthatIcansendmydaughtertoabetterschool.
5.Healsotoldusthatthebestwaytoearnrespectfromtheschoolwastoworkhardandachievehighgrades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
Thebestwaytodosthisto…..结构用来表达做某事的最好方法是…..,例如:
ThebestwaytolearnEnglishistouseitasoftenaspossible.
6.IfoundthehomeworkwasnotasheavyaswhatIusedtogetinmyoldschool,butitwasabitchallengingformeatfirstbecauseallthehomeworkwasinEnglish.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
As…..as,中间加形容词或副词,一般要连接两个相同的句子成分,请比较下面两句话:
YouhatehimasmuchasI(=YouhatehimasmuchasIhatehim).
Youhatehimasmuchasme(=Youhatehimasmuchasyouhateme).
Usedto过去常常,隐含的意思是现在的情况已经不同。例如:
Sheusedtostudyveryhard.(Shedoesnotstudysohardanymore).
Usedto的否定形式是usedn’tto/didn’tuseto
注意：beusedtosth/doing表示习惯于….
7.CookingwasreallyfunasIlearnthowtobuy,prepareandcookfood.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词,有趣的事情,副词really并非修饰它,而是修饰前面的be动词was
试比较:Heisreallyafunnyguy.和Heisareallyfunnyguy.这两句意思虽然相同,但really修饰的对象不同,因此说话的侧重点也不同。
8.Idolikeeatingdessertsaftermealsasyoumentionedinyourarticle.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9.Uponfinishinghisstudies,hestartedtravellinginChina.
完成学业之后，他开始在中国旅行。
介词upon/on加doing相当于带assoonas的时间状语从句。
Uponfinishinghisstudy＝Assoonashefinishedhisstudy
10.FormerstudentreturnfromChina
一位校友重中国归来
former,past,old虽然都和过去有关，但侧重点不同。former：“过去曾经是...的、前任….”,past:“过去的”old“老的、从前的”。例如:formerpresident前总统，pastexperience以往的经验，myoldschool我的母校。
11.earn,achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同,earn：getastherewardofwork（挣，得到…作为工作的回报）,achieve：getwhatyouwantbyeffort(成就,通过努力达到某个目标),gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:
earnmoney/aliving/one’srespect/one’sbread,achieveagaol/success/purpose/highgrade,gainexperience/weight/anadvantageover/time/theupperhand(占上风)/ground(取得进步).
定语从句(1)
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作ablondegirl，agirlwithblondehair或agirlwhohasblondehair。定语从句通常由关系代词that/which/who/whom/which/as或关系副词when/where/why引导，这些词既指代主句中要说明的名词或代词,又充当从句中的某个句子成分。请看例句：
1.Tomistheonlypersonwhocankeepacoolheadintimeofcrisis.(who指代主句中的先行词person,在从句中作主语)
2.Tomistheonlyfriendwhom(或who)Icanrelyon.(指代friend，在从句中作宾语,所以常用代词who的宾格形式).
3.Chinaisnolongertheweaknationthatsheusedtobe.(关系代词that指代weaknation，在从句中作表语)
4.Theschoolwhosefloorspaceisverylimitedcan’ttakeinonemorestudent.(关系代词whose指代theschool’s，从句中作floorspace的定语)
5.IliketogotothegymwhereIcanhaveawork-outaftersittiongforaday.(关系副词where指代主句中的地点状语gym在从句中作状语)
SkimmingScanning
Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。Skan,本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意,而Scanning是为了寻找某些具体信息。SkimmingScanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习SkimmingScanning可以帮助克服逐字逐句的阅读习惯（如finger-pointreading,lipreading），提高阅读速度。
阅读这篇文章,根据中文提示和上下文写出所缺的单词:
MySchoolDay
Ileavehomeat6:45andwalk20minutesto______(赶)abustoschool.Thebusisaspecialonejustforkidsgoingtomyschool.The_______(路程)onthebustakesanhourbecauseithastokeepstoppingtopickupotherstudentsalongtheway.
WhenIarriveatschool,I______(领取)myTabletPCfromtheFlexi(FlexiableLearningCentre).ThenIgotomyTutorRoomforRegistrationat8:30.Welistentoannouncementstoseewhatspecialthingsarehappeningatschooltodayorthisweek.
Atabout8:50weleaveTutorRoomtogotoourFirstPeriod.EverydayIhaveadifferentLessonthefirstperiod.NormallyitisHumanitiesbutIalsohaveMaths,DramaandMusic,andFrenchontheotherdays.Eachperiodlastsanhour.
Allmylessonsareindifferentroomsandplacesaroundtheschool.EachRoomeitherhasathree_____(位)numberoraname.Thenumbersareveryhardtoremember!.Ihavedifferentteachersforeachlesson.Ihavea_______(存物柜)whereIcanstoresomeofmystuffbutotherwiseIhavetocarryitallaroundwithmyinmybags.
SwipeCards
EveryStudentcarriesaswipecard.Weswipeintoeverylessontolettheschoolknowthatwehave_____(参加)thatcertainlessonandtoknowwhereweareincaseofemergencies.
OntheSwipeCardtherearetwostripes,ablackandabrown.Thebrownistoswipeintolessonsandtheblackistogetintothetoiletsandbuildings.
WecanputmoneyonourSwipecardsinsteadofcarryingcasharound.WhenwewanttopayforsnacksattheTuckShoporcanteenwejusthandoverourcardsandtheydeductthemoney.
Subjects
Maths,EnglishScienceICT
DramaMusicArtPE
Humanities(History,Geography,andReligion)FrenchorSpanish
TimeTable
9:001stPeriod
10:002ndPeriod
11:00-11:20Break
Duringbreak,Ihaveasnackandplayandchatwithmyfriends.UsuallyweplayITachasinggame.Snowballfightwhenitsnowsisdeadfun.
11:203rdPeriod
12:304thPeriod
1:30-2:10Lunch
IbringapackedlunchtoschoolbutoccasionallyIhaveschooldinnersintheSchool______(食堂).
2:105thPeriod
3:10EndofSchool
SometimesIstayafterschoolforclubs.
Canteen
TheCanteenisopenatLunchTimeandBreakTime.Mosthotfoodisservedonlyatlunchtime.Chipsareonly_______(买的到)onMondaysandFridays.
一、用适当的关系代词或关系副词填空：
1．Istillrememberthetime_______Ifirstbecameahighschoolstudent.
2.TherearemanyplacesinLondon_______youcanbuyacupofcoffee.
3.Thatisthereason_____heissokeenonschoolactivities.
4.Chinaisacountry_______historycanbedatedbackto3000BC.
5.Heisdrivingacar______cantravelat150mileperhour.
6.Hehastoflytoallthemajorcitiesoftheworld______hiscompanyhassetupoffices.
7.Thelady_____wemetinthebariseyeingusfromthecorner.
8.Wearefacingthesameproblem____wedidyearsago.
二、将下列每组句子合成一个带定语从句的复合句：
1.Theanti-JapaneseaggressionwarbrokeoutonJulythe7th.Itlastedforeightyears.
2.Onhiswebsitewesawsomephotos.Mr.LeetookthesephotosinEurope.
3.OnthewaytoschoolIsawsometrees.Theirleaveswereeatenupbyinsects.
4.Shelleylikestospendherleisuretimeinthestudents’union.Shecanmeetmanyinternationalstudentsthere.
5.Jane’sfatherwantshertobeasinger.Hehimselfhasalwayswantedtobeasingerhimself.
参考答案
一、
1.when2.where/inwhich3.why4.whose5.which/that6.where7.whom/who8.as
二、
1.Theanti-JapaneseaggressionwarwhichlastedforeightyearsbrokeoutonJulythe7th.
2.OnhiswebsitewesawsomephotoswhichMr.LeetookinEurope.
3.Onthewaytoschool,Isawsometreeswhoseleaveswereeatenupbyinsects.
4.shelleylikestospendherleisuretimeinthestudents’unionwhereshecanmeetmanyinternatioalstudents.
5.Jane’sfatherwantshertobethesingerthathehimselfhasalwayswantedtobe.
阅读填空：
catch,journey,collect,digit,locker,attended,canteen,available
牛津高中英语模块一（第二讲）
主讲教师：邵磊
主审孙德霖
一、教学内容：
牛津高中英语模块一Unit1（下）
二、教学要求：
1．掌握和学校活动有关的常用单词、词组与句型。
2．学会用英语写通知和海报。
3．语法：定语从句（二）
一、重要单词：
contest,replace,possession,complete,include,programme,present(v),event,item,venue,timetable,compare,issue,order,dynasty,professor,unnecessary,attractive,underline,approve,,generation,require,scary,design,draft,wording,previous,finalize,poem,poet,confident,run(manage,operate),host,hostess,advertise,vote.
二、重点词组：
referto指,functionas当作…使用,具有….的功能,leaveout省略,relateto和…相关,payattentionto注意,inshortform用宿略的形式,takeplace发生,makedecision作决定,makecomparison作比较,taketurns轮流,followtheoutline按照纲要,beresponsiblefor对…负责,consistof包含,由…构成,comeupwith想出,baseon根据,haveitapprovedby…征得…..的同意,informsbofsth告知,signup签名参加.
1.Ihavetodomyhomeworkinaplacethathasdesksandchairs.
我必须在一个有课桌椅的地方做家庭作业。
Idon’twanttostudyinaroomwheredesksandchairsaretoosmall.
我不想在桌椅太小的房间里学习。
第一句里定语从句thathasdesksandchairs的关系代词that指代主句中的名词room，作从句的主语；第二句里定语从句wheredesksandchairsaretoosmall的关系副词where指代主句中的inaroom,在从句中是地点状语。试比较：
1）Thisisthebeachwhere(onwhich)manyNorthEuropeansspendtheirsummerholidays.
2）Thisisthebeachthat(which)haswhitesandandpalmtrees.
上一句的beach是北欧人度假的地方，在这个地方是地点状语，所以用关系副词where指代;下一句中有白沙和棕榈树的是beach，它是从句的主语，所有以用关系代词that来指代。
2.Besides,Imightbereadingthebooksinyourfather’sbookcasesinstead.
除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。
Shewillbereadingnewspapersandmagazinesinsteadofdoingherhomework.
她将会忙着看报纸杂志而不是做作业。
“mightbereading”，“willbereading”属于“情态动词＋be+doing”的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：
Ishallbelyinginbedandwatchingmyfvouritefootballgamebythetimehefinisheshishomework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。
“instead，insteadof”都表示“代替，而不是….”“instead”通常需要承接上文才能表达完整的意思，“insteadof”则可以在一句话中表达做了和没做的事情。例如：
1）Wedidn’tgohomeafterschool.Wewenttoanetcaféinstead.
→Insteadofgoinghomeafterschool,wewenttoanetcafé.
2)StudentsinUKdon’thavelotsofhomework..Theyhavemanyschoolactivities.
→StudentsinUKhavemanyschoolactivitiesinsteadofhomework.
3.Aprogrammeisaplanofactivitiestobedoneorthingstobeachieved.
规划是指要进行的活动或要完成任务的计划。
划线部分是不定式的被动语态作定语，表示要做的事情。
4.Themorechoicesyouhave,thebetteryourfinaldecisionswillbe.
相当于：Ifyouhavemorechoice(条件状语从句为一般现在时),youwillmakebetterdecision（主句用将来时）.你的选择越多，最后的决定就越好。“The+比较级（adj/adv）或含比较级的词组，the+另一个比较级（adj/adv）或含比较级的词组”,表示“越……就越…..”。
5.Yourteacherhasreceivedane-mailfromafriendaskingheraboutahistorybookfromyourschoollibrary.
你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。
划线部分是现在分词短语作定语，补充说明宾语e-mail的内容。m.JaB88.COM
6.ISBN(InternationalStandardBookNumber)国际标准图书编号
ISSN（InternationalStandardSerialNumber）国际标准期刊编号
7．make常见的动宾搭配:maketea/coffee沏茶、冲咖啡,makefriends交朋友,makemistakes犯错误,maketrouble惹麻烦,makeasuggestion提建议,makeafire生火,makefaces做鬼脸,makeadecision做决定,makecomparasions作比较,makealiving谋生,makemoney挣钱,makearequest提要求,makeanapplication申请。
通知和海报
通知是上级对下级、组织对成员或平行单位之间部署工作、传达事情或召开会议等所使用的应用文。以布告形式贴出，把事情通知有关人员，如学生、观众等，通常不用称呼；通知要求言简意赅、措辞得当、时间及时。
例一：布告形式的通知：通常此类通知上方正中写Notice或NOTICE（通知），发出通知的的单位的具体名称可放在正文前，也可放在正文后，右下角处，发出通知的日期写在左下角处。例如
NOTICE
All mumbersofthestudents’union are requested to meet in the schoolconference room on Saturday, Sept18th, at 2:00 p. m. to discuss questions of international culture exchangeswithNewZealandhighschoolband.
Sept.14, 2005
海报的形式和媒体没有特殊要求，它要先用简明、生动的图文吸引过往人群的注意力，再以简洁扼要的文字、图表介绍你要向公众发布的信息。文字部分一般包括主题句或主题词和条理清楚、简单明了的内容介绍。下面是一个网上海报，供大家参考：
Makeaposterexplainingasafetyrule.
ItshouldgiveusagoodStayAlertmessage.
IfyourposterwinsyouwillreceiveaSASST-shirtanditwillappearintheSASSGallery.
Mailyouposterto:
StayAlert...StaySafe
P.O.Box93006,
499MainSt.S.
Brampton,Ontario
L6Y1N0
定语从句(2)
1．定语从句中关系代词that、which用来指代物，who、whom和that用来指代人，whose用来表示所属关系，关系副词when、where和why指代时间、地点和原因。
2．关系代词的用法
(1)如果先行词是all,much,anything,something,nothing,everything,little,none等不定代词，关系代词一般只用that，不用which。例如：
AllthatIhaveismyloveforthisland.
Thereisn’tmuchthatwecandotoeasehispain.
(2)如果先行词被形容词最高级以及first,last,any,only,few,much,no,some,very等词修饰，关系代词常用that,不用which。例如：
ThelastpersonthatwewanttoinvitetoourhouseisUncleSam.
Nonationthatiscapableofsuchatrocitycanbetrustedbyitsneighbours.
(3)非限制性定语从句中，不能用关系代词that,作宾语用的关系代词也不能省略。例如：
Thereareaboutsevenmillionpeopletakingpartintheelection,mostofwhomarewelleducated.
(4)which还有一种特殊用法，它可以引导从句修饰前面的整个主句，代替主句所表示的整体概念或部分概念。在这种从句中，which可以作主语，也可以作宾语或表语，多数情况下意思是与andthis相似。例如：
Shefailedinherattempttocatchtheprince’sattention,whichwasagreatdisappointmenttohermother.
(5)如果作先行词的集体名词着眼于集体的整体，关系代词用which;若是指集体中的各个成员，则用who。
(6)先行词有两个，一个指人，一个指物，关系代词应该用that。例如：
Theboyandthedogthatareinthepictureareverylovely.
(7)如果先行词是anyone,anybody,everyone,everybody,someone,somebody,关系代词应该用who或whom，不用which。例如：
Isthereanyoneherewhowillgowithyou?
(8)关系代词that/which/who/whom在从句中作宾语时可以省略。例如：
Thegirl(whom)youjustsawisthecheerleaderofourfootballclub.
Everymoment(that)wespentintheUKwillbeapreciousmemoryforus.
As在定语从句中的用法
一.引导限制性定语从句和非限制性定语从句
（１）as多与such或thesame连用，可以代替先行词是人或物的名词。
（２）as也可单独使用，引导非限制性定语从句，作用相当于which。例如：
Theelephant’snoseislikeasnake,asanybodycansee.
二．关系副词引导的定语从句
1．关系副词也可以引导定语从句
关系副词在从句中分别表示时间．地点或原因。关系副词when在从句中充当时间状语，where充当地点状语，why充当原因状语。例如：
WeshallalwaysrememberthedaywhenJapansurrenderedtotheallyforce.
Thisisoneofthefewplaceswhereyoucanbuytopqualitywine.
2.that有时也可引导定语从句表示时间．地点或原因
That有时可以代替关系副词when,where或者why引导定语从句表示时间．地点或原因，这种定语从句中的that也可以省去。例如：
Thatisthetime(that)hearrives.
Thatisthereason(that)hecame.
一、选择适当的关系代词或关系副词填空：
1.Hisparentswouldn’tlethimplaywithanyone______scoreswaspoor.
A.ofwhomB.whomC.ofwhoseD.whose
2.Sheheardaterriblenoise,_______broughtherheartintohermouth.
A.it B.whichC.thisD.that
3.Inthedarkstreet,therewasn’tasingleperson_____shecouldgethelp.
A.thatB.who C.fromwhomD.towhom
4.Theday_______hechoseforhissonweddingwasaluckydayinthelunarcalendar.
A.whenB.whereC.thatD.who
5.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild.
A.which B.whereC.thatD.when
6．Thismonumentisall______remainsoftheancientkingdom.
A.it B.thatC.whenD.which
7．Hementionedabookthetileof______Ican’tremembernow.
A．who B．which C．this D．what
8.RecentlyIboughtanancientChinesevase,_____wasveryreasonable.
A.whichpriceC.thepriceofwhich
C.itsprice D.thepriceofwhose
9._____hasalreadybeenpointedout,grammarisnotasetofdeadrules.
A.As B.It C.ThatD.Which
10.HelivedinLondonfor3months,during____timehelearnedsomeEnglish.
A.thisB.whichC.thatD.same
11.Onthewallhangsapicture,_____colorisblue.
A.whose B.ofwhichC.whichD.its
12.Istillrememberthetime______Ifirstbecameacollegestudent.
A.whatB.which C.thatD.when
13.Mr.Fordstilltalksliketheman______hewastenyearsago.
A.thatB.whereC.whichD.there
14.Theboss____departmentMsKingworkedtenyearsagolookeddownuponwomen.
A.inwhichB.inthat C.inwhoseD.whose
15.Idon’tlike_____youspeaktoher.
A.thewayB.thewayinthat C.thewaywhichD.thewayofwhich
16.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough.
A.It’sthereasonB.That’swhy
C.There’swhyD.It’show
17.Hemadeanotherwonderfuldiscovery,____ofgreatimportancetoscience.
A.whichIthinkis B.whichIthinkitis
C.whichIthinkit D.Ithinkwhichis
18.Thereisonlyonedishonthetable_______Iwanttoeat.
A.who B.thatC.what D.whcih
参考答案
一、1-5DBCCB 6-10BBCAB 11-15ADACA 16-18BAB
牛津高中英语模块一（第3讲）
一、教学内容：
牛津高中英语模块一Unit2（上）
二、教学要求：
1．学习谈论青少年经常遇到的问题。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）
一、重要单词：
act(n),scene,curtain,trash,garbage,charge,adult,,behavior,teenager,punish,period,argument,relationship,force,unpleasant,character,explain,slam,vet(veterinarian),style,mess,thumb,vs(versus),plus,competition,sink,fault,boring.
二、重点词组：
commonto对…来说很普遍,turnup调高声音,出现awasteof浪费,nomore不再,sparetime空余时间,force….to…强迫（某人）做,can’twaitto..迫不及待地要,besupposedto被期望或要求,本应该，dowith处置,忍受，需要beamess/inamess乱成一团,leavesbincharge委托…..负责,actlike行为举止象…,gounpunished不受惩罚,goout熄灭,haveone’sarmcrossed双臂交叉抱在胸前,deserveto值得去做,常用否定形式表示“不配”behardon对某人苛刻,nowthat既然,intheformof以的形式,thaneverbefore比以前任何时候都,beangryat对某事生气,evenif即使,treatsblike…象一样对待,argueabout为…而争吵,thecauseof起因,differinmanyways在许多方面不同,fitbadly非常不合身。
1.Ericrunsinafterit,followedbyabigdog,walkingveryslowly.
埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。
这句话里有两个不同层面上的状语：过去分词短语“followedbyabigdog”是谓语“runsin”的伴随状语，而现在分词短语“walkingveryslowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。
伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：
Heranafterthethief,shoutingangrily.
Shesatnervouslyinthegrandsittingroom,watchedcloselybythebutler.
Thesoldiersstoodsilentlyalongthepass,riflesinhand.
2.Youweren’tsupposedtocomehomeuntiltomorrow.
你们应该明天才回家的。
besupposedtodosth:被期望或要求去做,本应该去做。例如;
YouaresupposedtohandinyourarticlesthisFriday.
Girlsaresupposedtobehavemorequietlyinthiscountry.
在肯定句中until必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until还可以用在强调句中。Notuntil放在句首时，句子要倒装。例如:
Hesleptuntil8o’clock.
Hedidn’twakeuptille8o’clock.
Itwasnotuntil8o”clockthathewokeup.
Notuntil8o’clockdidhewakeup.
Iwon’tbefreetillFriday.
3.Themoneywithwhichyouweretobuydogfoodisgone,butSpotlookssohungry.
本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。
“withwhichyouweretobuydogfood”是定语从句,当关系代词是介词宾语时,介词常放在关系代词之前。例如:
thevillageweusedtolivein→thevillageinwhichweusedtolive
主语＋be动词+不定式表示“按计划将要做”，例如;
Wearetoholduptheenemywhileourtroupsretreat.
ThepresidentialcandidateistomakeaspeechinourtownonhiswaytoWashington.
4.Wethoughtyouwereanadult,apersonfromwhomwecouldexpectgooddecisions.
我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。
划线部分是“anadult”的同位语，它和“anadult”所指相同，句法功能也相同，是对“anadult”含义进一步的说明。这个同位于本身又带有定语从句fromwhomwecouldexpectgooddecisions。
Expectsthfromsb:期望从某人那里得到或看到某事，例如:Youcanneverexpectgenerosityfromamiser.
5.Thisisnotafamilywherebadbehaviorgoesunpunished.
我们家不是一个放纵不良行为的家庭。
根据上文，this是指ourfamily。动词go后面可以跟形容词，表示“变得”，例如：
gobad（变质）,godry（变干）,gomad（发疯）,gointernational（国际化）。Go和一些含否定意义的形容词连用，则表示“不受……的,未被…的”,如:gounchallenged,gounnoticed.
Histheoryhasgoneunchallengedintheworldforhalfacentury.
It’sstrangethatsuchamistakecangounnoticedinthetextbook.
6.IftheyknewthatSpotwasillandweusedthemoneytotakehimtothevet…
假如他们知道Spot得了病,而我们用那笔钱带他去看兽医的话……..
这句话用的是虚拟语气,省略的部分是:theywouldunderstandwhythemoneyisgoneandthehouseisamess.当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如:
IfIwereyou,Ishouldwaittillnextweek.
Ishesawyounow,shewouldn’trecognizeyou.
7.Noneofusstoppedtothinkandweshouldhave.
我们本应当停下来想想，而我们都没有那么做。
Stoptodo表示停下来去做另一件事，stopdoing则表示停止正在做的事情。shouldhave
也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是:
Weshouldhavestoppedtothink,butnoneofusdid.
8.Canyouexplaintomenowwhythehousewasamessandwhatyoudidwiththecashweleft?
你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗?
Be(in)amess表示“乱成一团”；dowith表示“处理、处置”常和what连用，它和dealwith不同，dealwith表示“处理、应付”weleft虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。
精选阅读
高一英语Unit1Friendship教案
Unit1Friendship
1.Teachingaimsanddemands
类别
课程标准要求掌握的项目
话题
Friendsandfriendship;interpersonalrelationships
词汇
addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurpose
inordertofacetofaceaccordingtogetalongwithfallinlove
joinin
功能
态度(attitudes)
Areyouafraidthat---?
I’vegrownsocrazyabout---
Ididn’tdare---
2.同意和不同意（agreementanddisagreement）
Iagree.Ithinkso.Exactly.
Idon’tagree.Idon’tthinkso.I’mafraidnot.
3.肯定程度（certainty）
That’scorrect.Ofcoursenot.
语法
直接引语和间接引语(1):陈述句和疑问句
陈述句
“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.
-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
一般疑问句
Heasked,“Areyouleavingtonight?”
---Heaskeduswhetherwewereleavingthatnight.
特殊疑问句
“Whendidyougotobedlastnight?”fathersaidtoAnne.
---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes
1).Analysesoftheteachingcontents
Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.
Warmingup---Thequestionnaireleadsstudentstothinkandtalkabout
friendship,gettoknowtheproblemsbetweenfriends
andseeksolutions,whichmakespreparationsforthe
furtherteachingintopics,backgroundandvocabulary.
Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefact
thatbesidespeople,adiarycanbeafriend,too.
Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlife
duringherfamily’sshelterinAmsterdamfromtheGerman
Nazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.
Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoing
multiplechoices,questionsandanswers,and
matching.
Learningaboutlanguage---Itteachestheimportantexpressionsand
structuresandgrammar:directandindirect
speeches.
Usinglanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparesstudentstofurther
talkaboutfriendship,especiallytheproblemswith
misunderstanding,andunfriendliness,thus
strengtheningstudents’abilitiestopractice
language,discover,andsolveproblems.
Summingup---Itsummarizesthewholecontentsofthisunitfromthe
aspectsoftopics,vocabularyandgrammar.
Learningtip---Thispartencouragesstudentstoformthehabitofwriting
adiary.
Integratingskills---ThetextintroducesthewayHawaiiansexpress
friendship,togetstudentstorealizethecultural
differencesinthevaluesoffriendshipinaddition
itsimportanceinallcultures.
2)Makingoftheteachingplan
Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendship
withparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortand
supportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetruly
awareofthequalitiesandconductsthatmakeagoodfriend,displayanddevelopthe
abilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,
andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshould
breakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,the
comparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweenthe
EastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’
eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelps
studentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,
contentsandteachingobjectives,thewholeteachingprocedurescanfallintofive
periodsasfollows:
Period1
Warmingupandspeaking
Period2
Reading
Period3
Grammar
Period4
Integratingskills(WB)
Period5
Usinglanguage
3.Teachingplansforeachperiod
Period1Warming-upandSpeaking
1.Teachingobjectives:
1)Targetlanguage
I(don’t)think……I(don’t)thinkso.I(don’t)agree.
Ibelieve……That’scorrect.Inmyopinion,……
2)Abilitygoals
a.DescribeyourfriendsinEnglish
b.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.
3)Learningabilitygoals
a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.
b.Tolearntosolveproblemsthatmayoccurbetweenfriends.
c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.
2.Teachingimportantpoints:
a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.
b.Learntoevaluatefriendsandfriendship.
3.Teachingdifficultpoints:
a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.
b.Discusswithpartnersandfindoutwaystosolvetheproblems.
4.Teachingmethods
a.Task-basedteachingandlearning
b.Cooperativelearning
c.Discussion
5.Teachingaids:
CAI
6.Teachingproceduresandways:
Step1Lead-inandWarming-up
Beforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.
Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.
1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?
2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?
3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?
Step2Thinkitover
1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:
His/Hernameis……
He/Sheis……yearsold.
He/Shelikes……anddislikes……
He/Sheenjoys……andhates……
He/Sheisverykind/friendly/……
When/Wherewegottoknoweachother.
2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.
girlfriendsboyfriendspenfriends
long-distancefriendsfriendsofthesameage
e-friends(friendsovertheinternet)friendsacrossgenerations
unusualfriendslikeanimals,books……
1).______is/aremostimportanttoyou.
2).Youspendmostofyourfreetimewith____.
3).Youwillshareyoursecretswith_____.
4).Whenintrouble,youwillfirstturnto_____.
Step3Makeasurvey
1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:
Ithinkagoodfriendshould(not)be……
Inmyopinion,agoodfriendissomeonewho……
1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
3.Thenhavethestudentsdothesurveyinthetextbook.
4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)
Step4Talkingandsharing(workinpairs)
1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?
Trytousethefollowingphrases:
I(don’t)think……I(don’t)thinkso.
I(don’t)agree.Ibelieve……
That’scorrect.Inmyopinion,……
Whattodo
reasons
2.Whatisafriend?
ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(条目),andexplainwhy.
Onewhounderstandsmysilence.
Afriendinneedisafriendindeed.
Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.
Step5Groupwork(output)
Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.
1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?
WhyandWhynot?
2.Whatfactorsmaycausethebreakdownofagoodfriendship?
3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?
Step6Homework
Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.
Prepareforthenewlesson.
Period2Reading“Anne’sBestFriend”
1.Teachingobjectives:
1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;
2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;
3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;
4).Tolearnthewritingstyleofthispassage.
2.Teachingmethod:Task-basedteaching
3).Teachingprocedure:
Step1.Pre-reading
1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.
2.Whydoyouthinkfriendsareimportanttoyou?
3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.
4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?
Step2.Reading
1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.
2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.
1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?
2)Didshehaveanyothertruefriendsthen?Why?
3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?
4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?
5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?
3.ReadingofAnne’sdiary
Howshefeltinthehidingplace
Twoexamplestoshowherfeelingsthen
Step3.Post-reading
1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.
2.Groupwork
WorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.
Wherewouldyouplantohide?
Howwouldyouarrangetogetfoodgiventoyoueveryday?
Whatwouldyoudotopassthetime?
------
3.Discoveringusefulwordsandexpressions
Completethefollowingsentences,usingwordsandexpressionsfromReading
1)Shehasgrown_______aboutcomputergames.
2)WasitanaccidentordidDaviddoiton_______?
3)Fromthebeginning,Paulmadeitclearthathewouldbe______(完全地)incontrol.
4)Heusedtowork_______eveninthemiddleofwinter.
5)Justthe_______ofmorefoodmadeherfeelsick.
6)Youhadbetterhavea_________talkwithhim.
7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.
8)Adiaryisoftenkeptto________whathappensinpeople’sdailylives.
Step4.Talkingaboutfriendsandfriendship
1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.
Afriendinneedisafriendindeed.
Friendsarelikewine;theolder,thebetter.
Afriendtoallisafriendtonone.
Thesamemancannotbebothfriendandflatterer(阿谀奉承者).
Falsefriendsareworsethanopenenemies.
Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.
2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.
Step5.Homework:
1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.
2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.
Ending:Let’ssingthissongaboutfriendstogether
Period3Grammar
1．Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Leadin
T:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.
“Ihavetostayinthehidingplace.”saidAnne.→
Annesaidshehadtostayinthehidingplace.
“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→
TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.
“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→
Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
“Whatdoyoucallyourdiary?”Tomasked.→
Tomaskedwhatshecalledherdiary.
Ssgoonthistopicbythemselves.
Step2Grammar
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that引导。例如：
Shesaid,"Iamveryhappytohelpyou."→
Shesaidthatshewasveryhappytohelpyou.
2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：
Heaskedme,"Doyoulikeplayingfootball?"→
Heaskedmeif/whetherIlikedplayingfootball.
注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
Sheaskedmewhetherhecoulddoitornot.
3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如：
Mysisteraskedme,"Howdoyoulikethefilm?"→
MysisteraskedmehowIlikedthefilm.
4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order等的宾语。例如：
Thecaptainordered,"Bequiet."→
Thecaptainorderedustobequiet.
注意：此种情况的否定句，在动词不定式前加not。
Myteacheraskedme,"Dontlaugh."→
Myteacheraskedmenottolaugh.
5.一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
HeaskedLucy,"Wheredidyougo?"→
HeaskedLucywhereshewent.
Tomsaid,"Whatdoyouwant,Ann?"→
TomaskedAnnwhatshewanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
Theytoldtheirson,"Theearthgoesroundthesun."→
Theytoldtheirsonthattheearthgoesroundthesun.
(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：
Hesaid,"Ihaventseenhertoday."→
Hesaidthathehadntseenherthatday.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
DirectSpeechIndirectSpeech
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
Presentcontinuouspastcontinuous
Step3practice
T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.
1.“I’mgoingtohidefromtheGermans,”Annesaid.
2.“Idon’tknowtheaddressofmynewhome,”saidAnne.
3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.
4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.
5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.
6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.
7.Margotaskedherwhatelseshehadgot.
8.Anneaskedherfatherwhentheywouldgobackhome.
9.Anneaskedhersisterhowshecouldseeherfriends.
10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.
Step4Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.
Step5Agame
Playaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.
Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.
Suggestedsentences:
Canyourfriendspeak?
Whatdoeshe/sheweartoday?
Ishe/shetallorshort?
Whatdoyouandyourfrienddoinyourfreetime?
Doyouquarrelwitheachother?...
Step6Homework
DoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.
Period4Integratingskills
“FriendshipinHawaii”
1.Teachingobjectives:
TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.
2.Teachingprocedures:
Step1Lead-in
1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.
2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.
3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.
Step2Fastreading
1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.
Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)
Explainwhatisa“lei”.
2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.
3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.
Step3Carefulreading
1.Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”
(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)
Step4Writingtask
1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.
2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.
Step5Homework
SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.
Period5ListeningWriting
1.Teachingobjectives
Topractisestudents’listeningability.
Topractisestudents’writingskillsofhowtoofferadvice.
Toimprovestudents’abilitytohelpotherssolveproblems.
2.Teachingprocedure
(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)
Step1Lead-in
DoyourememberwhatAnn’sbestfriendis?
Isitamanorathing?
HaveyouseenthefilmCastAway?
WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)
Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)
Soyouseeamancanmakefriendswithanyoneandanything.
Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?
Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?
Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?
(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)
Ifyouarethatboy/girl,wouldyouliketobegossipedabout?
ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.
Step2Listening
BesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatshesays.
Listenfor3timesanddolisteningexercises.
Step3Post-listening
DoyouthinkMissWang’sadviceishelpful?
NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.
(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)
1.Idon’thaveenoughpocketmoney.
2.I’mnotsatisfiedwithmyappearance.
3.Mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.
4.IworkhardbutIhardlymakeprogress.
5.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.
6.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.
7.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.
8.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.
9.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.
10.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.
Step4Writing
Youradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.
Step5Homework
Writeastoryaboutyouandyourfriend.
作为一位刚入职不久的新任教师，在授课上的经验比较少。每位老师都会提前准备一份教案，以便于提高讲课效率。上课才能够为同学讲更多的，更全面的知识。那么老师怎样写才会喜欢听课呢？下面是小编精心收集整理，为您带来的《苏教牛津英语1A：Unit 5 Fruit 教案》，供大家参考，希望能帮助到有需要的朋友。 课 题：Unit 5 Fruit 第一课时 教案内容： 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 教学重点、难点： 1. Master the pronunciation of the new words. 2. Use the patterns to solute the tasks. 3. Use the fruit words in daily life. 教学策略、方法： 1、任务驱动型教学 小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动, 让他们有目的地进行学习活动，能调动学生的积极性, 提高学生的学习兴趣。 2、TPR教学 TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用， 教学准备： 1．教师准备： cassette player, cassette, some fruits, word and picture cards. 2．学生准备： real fruits, colour pens, some paper, pencils. 教学过程：(Procedures): Pre-task preparation: 1. Sing some songs and do some actions.（利用歌曲, 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的知识。） a) Good Morning. b) Read, draw, sing. 2. Play games: （利用游戏等引出新的教学内容） 1) Simon Says. (Listen and act) 2) Touch and guess: Feel the fruit and say out the words. 3. Introduce the fruit: This is a/an Thats a/an 4. Today well learn Look and learn in Unit 5 (Fruit). While-task procedure 1. Show the real objects and teach the new words of fruit. (运用实物、图片等，配上动作，教学本课的新单词，。) 1)(Put up a banana.) Whats this? ---- Its a banana. This is a banana. Banana, banana,香蕉，香蕉apple弯又弯。 2)(Taste the pear.) Whats that? ---Thats a pear. Pear, pear是梨子，梨子pear甜又香。 3)(Touch the mango.) This is a mango. Mango, mango是芒果，芒果mango甜又酸。 4）（Point to a peach）Thats a peach. Peach, peach是桃子，桃子peach大又鲜。 2. Stick on the word and picture cards on the board, and then read the words for several times. 3. Point to the cards, repeat the words in chorus, then in groups. 4. Read one by one. 5. Listen to the tape, follow it and point to each picture as it is being read out. 6. Re-arrange the word and picture cards in random order. Post-task Activities 1.Play games(Divide the whole class into groups and have a competition): （分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。） 1)Say some words,ask someone to pick out the correct words and put it on the board. 2)Say the words and point them out. 3)What fruit do you like? (Ask some pupils to answer and pick them out.) 4)Teacher hides some words and the pupils guess the words. 5)Which group is the quickest? Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions. Apple, apple, show me your book. Pear, pear, touch your arms. Peach, peach, close your eyes. Mango, mango, open your book. 2. Read the rhyme: （利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。） banana,banana香蕉，香蕉banana 弯又弯， Pear,pear梨儿，梨儿pear甜又甜, Peach,peach桃子，桃子peach大又鲜， Mango,mango是芒果，芒果mango甜又香。 3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. (利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。) 4. Count the stars to see which group is winner. (实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。) Homework: 1. Write down the words under your drawings. 2. Say out the fruit words in English when you see some fruit. 课 题：Unit 5 Fruit 第二课时 教案内容： 一、教学说明： 1. 通过第一教时的学习，学生已经学会说四种水果的名称，并能表达自己喜欢吃什么水果，在开展教学活动中，学生参与活动的积极性明显提高。 2. 本课是继续学习让学生用一些简单句式，如Smell the Fell the 或Taste the 来表述自己的意愿。用Is this a/an ? 句式进行提问。 二、教学内容: 1)认知内容： a.) 会听说单词banana, pear, mango, peach. b.）能听懂指令: Smell the melon. Feel the apple. Taste the peach. 并能做出反应。 c.）能用Is this a/an? Yes, it is. No, it is not.进行问答。 2）能力要求： a) 能用所学水果单词结合句式Smell the, Feel the, Taste the给出指令。 b) 在学习和生活中能用所学句型表述自己的意愿。 c) 能用Is this a/an? 句式对身边的物品进行提问。 3）情感态度： 在说说唱唱的过程中体验学习英语的快乐，同时养成爱吃水果和与别人分享水果的美好情感。 三、教学步骤： Procedures 1.Pre-task preparation 2.Warmer Sing a song Greetings. Teacher and students greet each other. 3.Review. 1)Students review the words by reading the cards. 2) Game: Whats the missing？通过玩记忆游戏来复习所学单词，激发学生的学习兴趣。 While-task procedure 1.Show some fruit to students. 2.Teacher repeat several times. 3.Have students listen and act according to your commands. Smell the banana. Fell the pear Taste the peach. 4.Listen to the tape several times and repeat several times. 5.Divide the class into groups of three to practice acting the commands. In each group, one student gives commands and the others do the actions. Then let them change roles. Select groups to act the commands to the class. Play a game: Who is the quickest student to respond？ (Ask every student to act according to your commands.)通过小组活动，听口令，做动作，进一步熟悉口令，并能发口令。通过游戏活动谁的反应快？进一步巩固口令，使学生在游戏活动中巩固所学知识。 Teaching:Is this a/an?Yes, it is.No, it is not. 1.Hold up a banana and ask Is this a banana？ Yes, it is. Repeat several times in English. Students follow and repeat. 2.Listen to the tape. Students listen carefully. 用实物引出肯定回答，让学生模仿跟读。 通过听录音，模仿录音中的语音语调。 Post-task activity 1．Pair work 2．Let students work in pairs.(Provide them with some pictures of fruit)通过对话，提高语言表达能力。 3. Group work 4. Use stationery to let students practice the language. ( Four students make a group)通过小组活动，操练句型，进一步提高学生的语言运用能力。 Play a game Use plastic or real fruit to let students practice the language. Get one student come up to the front and ask Is this a ？ and the whole class is to say Yes, it is or No, it is not.通过游戏活动，进一步巩固操练句型，使群体与个体有机结合，使每个学生都参与活动，让学生始终在轻松、愉快的氛围中学习语言。 Assignment 1. Listen to the tape on page22-23. 2.Read page 22-23 after the tape. 3.Tell the words to their family. Homework 课 题：Unit 5 Fruit 第三课时 主备教师： 备课时间： 教案内容： 一．教学内容 1．认知内容: 1) 学会用peach, banana, mango, pear来表述单词。 2) 能够辨认所学单词，并能把图片和单词进行配对。 3) 能用Is this a .? Yes, it is. No, it is not.进行问答。 2．情感态度： 能表达自己喜欢吃什么水果 二．教学步骤 Procedures 1.Pre-task preparationWarmer Sing a song Talk：Good morning. What fruit do you like? Why? T: Ask pupils to answer the questions. Encourage the children to tell the reason .在师生之间问答交流中，完成了对上节课知识的复习。 2.Review 1)Guess the fruit (apple, pear, banana,mango) 1.Play a guessing game.(Guess the fruit) e.g. Its red and round. Its sweet and juice. What is it? (S: Guess)(apple, pear, orangelemon)让学生在听的基础上进行猜谜，通过猜谜，使学生了解了各种水果的特征和色味，既训练了学生的听力，又丰富了学生的词汇。 2)While-task procedure 1.Imitation 2.Students follow and repeat. 3. Ask pupils to describe the peach. 3). Game Play a guessing game. What is this?It is a/an(Students touch the bag and guess)让学生运用触觉摸一摸，并猜一猜包里是什么水果，让学生通过视觉和触觉来辨别其形状，诱发学生的学习兴趣，使学生在游戏活动中复习巩固单词。 3.Post-task activity 1). Make new rhymes 1.Listen to the rhyme. 2.Make new rhymes using peach, banana, pear. 3.Encourage students to act outrhymes in pairs by using the new words. 4.Read the word cards.(Multi-media) 5. Playing a watching game.通过编儿歌和表演儿歌，学生的创造能力和合作精神都得到提高，同时也为学生提供了充分展示自己才华的机会, 同时也复习了单词、句子。巩固操练了新旧知识，也进一步强化了语言训练。 4.Assignment 1.Listen to the tape on page24 2.Read page 24 after the tape. 3. Present the new rhyme to their family. 5.Homework 在上课时老师为了能够精准的讲出一道题的解决步骤。因此，老师会想尽一切方法编写一份学生易接受的教案。让同学听的快乐，老师自己也讲的轻松。你们有没有写过一份完整的教学计划?为了让您在使用时更加简单方便，下面是小编整理的“苏教牛津英语1A：Unit 2 Good morning 教案”，仅供参考，但愿对您的工作带来帮助。 课 题：Unit 2 Good morning 第一课时 教案内容： 教学内容和要求： 1．会读Learn to say 中的内容，并知道句子的意思。 2．学会说good morning ,good afternoon, good evening, ,准确知道它们的意思，并能够初步学会运用。 3．复习Unit 1 的内容，要求读说流利，应用自如。 4． 能正确演唱本单元的歌曲。 教学重点： 1． 让学生学会说morning, afternoon , evening ,并理解意思 2． 初步学会运用good morning, good afternoon ,good evening 说话。 教学难点： 1． good morning,中字母d要失去爆破；good afternoon ,good evening 中两个单词连读。 教学准备： 磁带，图片，实物（笔，文具盒，橡皮等） 教学方法： 跟读，领读，游戏 第一课时 教学过程： 一．复习 1．朗读unit 1中look and learn . 齐读并指名读，要求注意语音语调 2． 看图片说名字，分组或指名说 二．教学look and learn . 1． 学生看图片，用中文说一说这是什么 2． 激发兴趣，教说单词 morning afternoon evening 教师在学生用中文回答时，用英文说出短句，让学生跟读，理解意思 3． 跟读磁带，反复练习 4． 指名学生说，教师正音后齐读 5. 带领学生做游戏，让学生观察 morning afternoon evening这三张图片，再认读。 三．教学Listen ,point and learn to say . 1．看图说话，图上有什么，是什么时间，他们会说什么 2． 他们到底说什么，一起来听磁带 将磁带放三遍，学生仔细听 3． 让学生猜一猜，他们说了什么 4． 学生理解意思后，教师领读，特别要注意失去爆破和连读，学生反复练习 5． 跟读磁带，指名学生读，并正音 四．练习 1． 同桌相互说，相互纠正错误 2． 分组齐读 3． 看火车读，比一比哪组读得最好 五．表演：我最懂礼貌 教师设置四个教学情境：早晨起床，下午上学，傍晚放学，晚上睡觉。 要求学生进行情境对话，对话中还要介绍自己，用上unit 1和unit 2中所教内容 表演时，教师先做示范 ，学生自由练习后请学生上来表演 六．完成练习Listen and match（活动用书page 9） 教师指导学生听磁带，学生自由完成，并集体订正 七．作业 熟读短句，练习四个短语 课 题：Unit 2 Good morning 第二课时 教案内容： Teaching aims and requirements 1：学会歌曲《Good morning to you》，让学生在优美的旋律中理解歌曲的内容，诱发学生学习英语的兴趣，受到美的熏陶。 2：能听懂、会读、会说、会运用日常交际用语Good morning , Good afternoon , Good evening. 3：复习Unit 1的内容，能比较灵活地根据教师提供的各种场景进行正确的回答。 Teaching emphasis: 1、日常交际用语：Good morning 2、歌曲《Good morning to you》 Teaching aids: 唱歌，表演 Teaching procedure: Step 1 Greetings. 1.复习Hello/Hi, Im . Goodbye, Bye，注意语音语调；师生互动。 T: Hello, Im Miss Jiang. S: Hello, Im XX. 复习Hello时与学生握手，挥手问候时说Hi，告别挥右手说Goodbye，挥左手说 Bye。 Step 2 Presentation. Teaching Good morning 1．学生看图片，用中文说一说他们在干什么。 2．教学问候语Good morning , 知道这是熟人或朋友之间见面时的问候语，其答语一般是Good morning, 对学生进行礼貌教育。 Step 3 Presentation. Teaching Good morning to you . 1.帮助学生理解意思，并教学歌词，反复练习。 2.操练跟读歌词。 Step 4 A short break. 放录音，学生听歌，让学生在优美的旋律中复习第一段的歌词。 Step 5 Consolidation 1.练读歌词，注意纠正学生的发音。 2.再听录音，可轻轻跟唱。 Step 6 Homework 1. 听录音。2. 用所学句型和父母打招呼。Some thoughts after the lesson 高一必修Unit2Workingtheland英语说课稿 Talkingaboutthereading,speakingrichinminerals;keep…freefromchemicals;freeof… 老师要承担起对每一位同学的教学责任，在开展教学工作之前。这时就需要自己去精心研究如何做一份学生爱听老师爱讲的教案。让同学听的快乐，老师自己也讲的轻松。你知道怎样才制作一份学生爱听的教案吗？以下是小编收集整理的“苏教牛津英语1A：Unit 10 What colour?教案”，希望对您的工作和生活有所帮助。 课 题：Unit 10 What colour? 第一课时 教案内容： 教学目标： 1、能听说、认读yellow、red、green、blue、brown这些表示颜色的单词,发音正确。 2、能听懂特殊疑问句What colour?并能根据情况用Its回答，语音语调正确。 3、通过开展同伴学、小组学等向学生进行学习方法的渗透，同时培养学生合作精神。 4、运用评价手段，鼓励学生大胆运用所学的英语，激发学生学英语、用英语的兴趣。 教学重难点： 重点：能听、说、认读五个颜色单词。 难点：鼓励学生在生活中大胆运用所学英语。 教学准备： 1、教师准备红、黄、绿、蓝、棕五色彩笔及相应的单词卡片、磁带、放音机、彩虹图一份、无色彩虹图每组一份。 2、学生准备红、黄、绿、蓝、棕五色彩笔及文具。 教学过程： 一．Warm up / Revision 1、TPR.（Show me your pen/pencil/English book/crayon） 2、Enjoy an English songWho is wearing yellow today？，让学生尝试跟唱，用中文解释Who is wearing yellow today？。 二、Presentation （一）教学yellow 1、卡片出示，学生跟读，将卡片贴在黑板上。 T: Ok,now please look here. What colour? Ss: Yellow! T: Yes, its yellow.Please read after me. Yellow. Ss: Yellow. T: Who is wearing yellow today？Stand up，please. 带领学生指着说yellow。 （二）教学red T: Who is wearing red today？Oh，Im wearing red today. 带领学生指着说red. Ss: Red!（开火车读） T:(卡片出示，学生跟读，将卡片贴在黑板上。)Please read after me,red. T: Who can show me something red？（中文解释） Ss: （三）教学green T:(师出示英语书) This is my English book. What colour is it? (卡片出示，学生跟读，将卡片贴在黑板.) T: Read one by one，纠正发音。 （四）教学blue T: Ok, now please look at the sky. What colour? Ss: Blue. T: Read one by one. （四）教学brown T: Who is wearing brown today？Oh，Im wearing brown today. 带领学生指着说brown. Ss: Brown!（开火车读） T:(卡片出示，学生跟读，将卡片贴在黑板上。)Please read after me,brown. T: Who can show me something brown？（中文解释） Ss: 二、Practice 三、综合拓展 四、Homework 课 题：Unit 10 What colour? 第二课时 教案内容： 设计思想简介： 小学生的特点是以无意注意为主，兴趣是他们重要的学习动力。本模式围绕趣字作文章，强调语音、听说，并通过听听说说、涂涂画画、唱唱玩玩等活动激发学生学习英语的兴趣，培养其能力。本模式在导入时创设各种有趣的情境，引起学生的注意，激起兴趣，轻松地引入新课。在课堂里，以保护学生的兴趣为重，安排学生所喜闻乐见的活动进行练习，进一步巩固，使他们获得一些英语的感性知识，打下较好的语音基础。 教学目标： 1.熟练掌握 blue, green, yellow, red, brown 五个表示颜色的单词。 2.会用句式What colour ? 提问并回答。 3.培养学生对英语的兴趣。 教学重难点： 掌握5个表示颜色的单词。 课前准备： 教师：颜色卡片。 学生：水彩笔，彩色风车，铅笔等。 教学过程： (一).Class begins. (二). Sing together. T: The first, lets sing a song. OK? Ss: OK! Sing follow the tape. (三). Play cards. 1.Talk with some students. T: Hello! S: Hi! T: ( Take out a card ) What colour is it ? S: Red./ Yellow./ Blue./ Green./brown . T: Good! 2.Lets change. T: Hi! S: Hello! (Take out a card ) What colour is it? T: Red./ Yellow./ Blue./ Green./ brown. S: Thank you! (四). Practise. 1. A game. Take out the windmill, and say to each other . 2.Learn to say. a.Talk with some students. NO1: T: I have a new pen. S: What colour ? T: (Take out a pen ) red. S: Oh. How nice! NO2: T: I have a new pen ./ pencil./. S: What colour ? T: Guess! S: Red and black./ Yellow and white./? T: (Take out a pen) .No. Green and White! S: OH. How nice! b.Read follow the teacher. c.Say to each other. d. Act. (五). Learn to say. (This is ) 1. ( 图片 ) Show a picture with a white cat. T: Whats this in English? S: A cat. T: This is a cat. Teach this sentence: This is a cat Read and read. T: What colour is it? S: White. T: Good! This is a white cat. Teach this sentence: This is a white cat. Read and read. 2. ( 图片 ) Show a picture with a red peach. T: Whats this in English? Ss: A peach. T: What colour is it ? Ss: Red. T: Follow me. This is a red peach. 3.( 图片 ) Show a picture with a yellow banana. T: (Enlighten the students) This is a . Ss: This is a yellow banana. 4.( 图片 ) Practise. Show a picture with a banana: This is a Yellow banana. a pencil : This is a black pencil. a ruler : This is a blue ruler. (六). Draw and colour. 1.Draw. T: Every one . Take out a white piece of paper. Lets draw, OK? Ss:OK! NO.1. Draw an apple. NO.2. Draw a pear. NO.3. Draw a pen. NO.4 Draw a banana. NO.5. Draw an eraser. NO.6. Draw a mouse. Praise the best one. 2.Colour. T: Every one is very good. Now , lets colour them,OK? Colour the apple yellow. Colour the pear green. Colour the banana yellow. Colour the eraser blue. Colour the pen black. Colour the mouse red. Praise some students. 3.Say to each other. For exemplar: This is a yellow apple./ This is a red mouse./ （七）、Introduce the colour of skin. (介绍肤色) （八）、Learn to sing: Colour song. 1.Read the verses of the song.(读歌词) 2.Sing follow the intrument .(跟琴唱) （九）、Class over. 课 题：Unit 10 What colour? 第三课时 教案内容： 教学目标 ： 1、能听懂会说本课单词、对话。要求发音准确，理解词义，语调自然。 2、能用What colour ？并用Its进行对话交流。 3、会说歌谣A cat and a dog. 教学内容： 1、对话 2、词汇：Yellow Red Blue Green Brown 教具：一个五彩魔术盒，彩色绳，花瓣似的色片。 教学过程： Step1：师生互致问候。 T: Hello, Good morning, boys and girls! Ss: Hello, Good morning, Miss Wu. Step2: 句型What colour? Its操练。 T: First, Lets play a game, Ok? 1）玩捉迷藏游戏引入句型，教师蒙住眼睛，走进学生中问：What colour？请学生回答 Its （三次以上） 2）T: Next, Lets talk。 示范：双人活动。 Step3: 复习单词 T: Lets stop! Now well, look, I have red coat. How nice! again. Do you like red? What colour? Again. 1） 复习yellow red blue green brown 依次出示彩色花片（组成一朵花）学习单词。分全班男孩女孩小组读。 T: well, Now, Lets play an other game, Ok? 2）教师指色片，学生读单词。 Step4: 复习巩固。 T: Well, This game with colours. Guess what am I holding? Its a Magicbox. 1）出示彩盒。 T: Open the box, Its a Magicrope. Guess first what colour? 2）请学生猜颜色说对单词，即拉出同色的绳子。 猜对了就欢呼Yes，猜错了，就说No, sorry。 T: At last, Now look. 3）将绳子系在椅子两边，走钢丝。 教师示范，走到什么颜色上，学生齐读单词。 请一名学生来走，剩下的学生读。 Step5: 学习歌谣。 Step6: Homework 高一英语上册Unit1GoodFriends好朋友教案一 unit1goodfriends teachingobjectivesanddemands: theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary. askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass. languageuse:manipulatelistening,speakingpractice keypoints: 1.everydayenglishforcommunication. 2.wordsandusefulexpressions thefirstperiod step1.warmingup studentsareaskedtodescribethemselvesandafriend.youcanusethesequestionsinatleasttwodifferentways.onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship. whichwordscanbeusedtodescribethecharacteristic? brave:couragefearlessheroic scared:astonishfearfulfrightenedhorrifiedshockedterrifiedtimid loyal:devotedfaithful wise:brightclevercutegiftedintelligentsmartwell-learnedwitty foolish:sillystupid beautiful:attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking gracefulinvitinglovelyneatprettysplendidstunning rich:wealthyplentiful funning:amusinghumorous happy:carefreecheerfulcontenteddelightedgladhighmerrypleased unhappy:bitterbluediscourageddispleasedheavymiserablesadupset step2.listening thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass. key 1.peterisoftenlateforfootballpractice.ithinkthatheshouldtrytobeontimeinthefuture. 2.maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture. 3.adamborrowedjohn’scdplayeryesterdayandnowitisbroken.adamcanaskhisuncletofixit. extensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship. workbookp85 listening studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.thesolutionsmentionedonthetapearesimpleandgeneral.encouragethestudentstothinkofbetter,morespecificsolutions.whatwouldtheydoiftheyhadaquarrelwithafriend?howdotheytalktotheirfriendsaboutdifficultthings?howdotheykeepsecretsfrombecomingrumors? listeningtexteverybodyneedsfriends.butbeingagoodfriendcansometimesbehardwork.learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.whentheydotalk,theyoftengetmadwitheachother.whatcantheydo?well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyou.whenyousaysomething.ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway. anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.asimpleapologyisoftenenoughandisagoodstartingpoint.whataboutfriendswhocan’tkeepasecret?sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.shouldn’tagoodfriendbeabletokeepasecret?perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone. answerstoexercise1 problem:friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult. solution:trytounderstandyourfriend/trytotalkabouttheprobleminadifferentway. problem:friendsdon’tknowhowtoapologize. solution:startbytellingeachotherthatyouaresorryandtakeitfromthere.asimpleapologyisoftenenough. problem:somefriendsdon’tknowhowtokeepsecrets. solution:keepyoursecretstoyourself. step3speaking thestudentswillusetheinformationaboutthepeopleonsbpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.tellthestudentstoworkinpairs.askthestudentstocompletethechartonpagesbpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.encouragedifferentanswers,includingstrangeones. p3workinpairs 动词原形 意义 过去式 过去分词 现在分词 lie 说谎 lied lied lying lie 躺，卧 lay lain laying lay 放置，产卵 laid laid laying Step3Exercises.Ⅰ.Fillintheblanks.loseweight,loseone’sbalance,outofcuriosity, lieinbed,winback,goonadiet,getawaywith,tellalie1.Ifyoucheatintheexam,youwillnever_______________________________.2.Marythinkssheistoofatthatshehasto______________________________.3.Alanwenttoseethestrangemanmore_____________________thananythingelse.4.Sheistoofat,and__________________isherbestchoice..5.She_________________alldaylongbecauseofillness.6.Theboymustbedishonestandwas___________________________________.7.IwasleaningoverandI___________________________.8.HowcanI________________________hertrust?Ⅱ.Choosethebestanswer.1.—Youdon’tseemtoenjoyyourmealverymuch.—Notreally,I’mjust_______________.A.onadietB.ondietsC.godietD.makingadiet2.Theboylosthis___________andfelloffhisbicycle.A.balanceB.strengthC.powerD.way3.Peoplehavealwaysbeencurious___________howlivingthingsontheearthexactlybegan.A.inB.atC.ofD.about4.Theboy_________ontheground_________thathe________thebookonthetable.A.lied;lied;laidB.lying;lied;laidC.wholied;lay;layD.lying;laid;lay5.Iknowyourbrotherisamanwithgreat____________.Canhemovetheheavystone?A.powerB.strengthC.forceD.energy6.Tomakemembersofateamperformbetter,thetrainerfirstofallhastoknowtheir_________andweaknesses.A.strengthsB.benefitsC.techniquesD.values7.—Whyareyoutired_________climbingmountains?—WhenIwasachild,Iwastootired_________climbingmountainsbecauseIlivedinaremotemountainousvillage.A.of;ofB.of;withC.with;ofD.with;with8.—Wouldyoulikesomemorechicken?—No,thanks.Iam_________adietandtryto________weight.A.on;loseB.on;putonC.in;haveD.in;lose9.Hewassoluckyto_______onlyafineforsuchaseriousmistake.A.getoverB.getoutofC.getthroughD.getawaywith10.Shehasknownthatyoudidn’ttellherthetruth.It’snecessaryforyouto______hertrust.A.winbackB.winoutC.winthroughD.getover11.—Shelooksveryhappy.She______havepassedtheexam.—Iguessso.It’snotdifficultafterall.A.shouldB.couldC.mustD.might12.Yourstoryisperfect;I’veneverheard______before.A.thebetteroneB.thebestoneC.abetteroneD.agoodone13.thehouseonfire,hedialed119. Module1MyFirstDayatSeniorHigh INTRODUCTIONAndReading: PeriodIVListeningandvocabulary 高一英语上册Unit1GoodFriends好朋友教案四 teachingaimsanddemands integratingskill grammarandwriting getthestudentstowriteanemail keypoints:1.usefulexpressions;2.writing3.grammar teachingmethods:writtenpracticeandgrammar. teachingprocedures step1.revision (1)checktheworkexercises. (2)atestforunit1 togetthestudentstoreviewthegrammarandwritethepassageonpage88 palrestaurantisoneofthemanyrestaurantswherepeoplecometoeat,drink,talkandenjoymusic.itisdifferentfromotherrestaurantsbecauseitsownersareagroupofcollegestudents.“werunthisrestauranttomakefriends,”saysthemanager,huming. butthestudents’parentssaythattheyareunhappyaboutthis.“wecan’tstopthembutwewantthemtoputstudyinthefirstplace.”teachersdonotsupportthem,either.humingsaysthatateacherhasalreadytoldhimthatheshouldspendmoretimeonstudy. allthemanagerssaythatrunningabusinesstakesalotoftime.“wedon’thavethemoneytohireenoughwaitersorwaitresses,sowedomostoftheworkourselves,”saysliutao.“sometimeswehavetoskipclassestokeepaneyeontherestaurant,”saysanotherboy. butliutaosaystheyaredoingok. 3answersmayvary.possibletitles/headlinesinclude“studyfirstorbusinessfirst?”“studentsrunningbar” step2.integratingskill instruction:thereadingdescribesdifferentkindsoffriends.letthestudentsreadthefirstparagraphandanswerquestions1-3,thenaskthemtothinkofwordsthatcanbeusedtodescribethedifferentkindsoffriends.youcanalsotellthestudentstochoosewordsfromthe“5-starfriend”activityinthestudent’sbook. extensionwhatdoesittaketomakeafriendshipwork?thestudentscanworkingroupsandselectonekindoffriendshipdescribedinthereadingandthinkabouttheadvantagesanddisadvantagesofsuchafriendship.whatproblemsmightarise?howcouldtheybesolved?(thestudentscanrefertothelisteningactivity). suggestedanswers 1c 2afair-weatherfriendwillonlylikeyouwhenyouarehappyandpopular;aforeverfriendisatruefriendandwillhelpyouwhenyouareintrouble. 3listthecharacteristicsofeachkindoffriend: afair-weatherfriendonlylikesyouwhenyouarehappyandpopular,doesn’thelpyouwhenyouhaveproblems.(studentscanaddmore) aschoolfriendstudiesandplaystogetherwithyou,seesyouinschool.(studentscanaddmore) aforeverfriendknowseverythingaboutyou,alwayslistenstoyou.(studentscanaddmore) 4sarahhelpedjanetovercomehershynessanddealwithherclassmates.janethelpedsarahstudymath. 5answersmayvary. 6youcanmakefriendswithpeoplefromothercountriesbyreadinge-pal/penpaladsinnewspapersorontheinternet. 7oneoftheadvantagesofhavingfriendsinothercountriesisthatyoucanlearnmoreabouttheworld.youcanalsolearnmoreaboutotherlanguagesandcultures.thereareafewdisadvantages,includingthefactthatitcanbedifficulttobefriendsifyoulivefarawayfromeachother. 8answersmayvary.onepossibleinterpretationisthatallthepeoplearounduscouldbeourfriends;friendshipisatwo-wayrelationshipandittakesworkandpatiencetodevelopagoodfriendship. step3writing askthestudentstoreadthee-mailandfindoutwhatthegirlwantstoknowmoreabout.tellthestudentstothinkaboutwhattheywanttotellthegirl.asapre-writingactivity,thestudentscanlistthethingstheywanttoincludeinthee-mail.whenthestudentshavewrittenthee-mail,youcancomparewhattheyhavewritten. assessing alearnerlogisasetofquestionsthatwillhelpthestudentstoreflectonhowandwhattheyhavelearnt.thestudentsareaskedtoratetheir“comfortlevel”andsummarizewhattheyhavelearnt.youcanusethisasanactivityinclassorletthestudentscompletethelogathome.throughoutthebookweofferdifferentassessmenttoolsandwerecommendthatyoutryasmanyofthemaspossible.learnerlogsandothersimilarassessmenttoolsaresimpletouseandhaveapositiveeffectonthestudents’learningandlearninghabitsovertime.thestudentsmayfinditdifficulttoanswerthequestionsatfirst,butifyouusethelogconsistentlyitwillhelpthestudentspaymoreattentiontotheirlearningstrategiesandsetbettergoals.oncethestudentsareusedtotheformatandexpectations,youcanusethelearnerlogandotherassessmentactivitiesincombinationwithdiscussionandgoal-settingactivities. 高一英语GreatWomen教案 2.AnimalslivingontheNorthPole 3.AnimalslivingontheSouthPole 4.DoyouknowthenamesthreecountriesthatarepartoftheNorthPole?WhatabouttheSouthpole? 5.Whydopolarbearsnevereatpenguins? 2.BackgroundinformationaboutHelenThayer(NewZealand) Step3:Carefulreading TimeWeatherWhathappenedtoher? (Duringthejourney,shemetwithmanydifficulties.Shehadtostrugglethroughstormyweather.Onedayshefellintoaholeandwashangingontheropestiedtothesled.Thenextmorning,shehadabadaccidentwiththesledandhurtherleg.) 2.Choosethebestansweraccordingtothereadingpassage: Step5:Conclusion 《牛津高一英语必修1全套教案》一文就此结束，希望能帮助您在小学教学中起到作用，如还需更多，请关注我们的“牛津英语高中教案”专题。 文章来源：http://m.jab88.com/j/3744.html苏教牛津英语1A：Unit 5 Fruit 教案
苏教牛津英语1A：Unit 2 Good morning 教案
高一必修Unit2 Working the land英语说课稿
Andpresentnewexpressions:Whatistheadvantagesof…?Thisisgoodvaluebecause…;IfIhaveachoice,I’dchoose…,because…
Andthen,Teacherpresentstheideaaccordingtothetalkingabove:Wearewhatweeat!
2.Survey
DoasurveytoseewhetherSspayenoughattentiontohealthyeating.
Sampleofsurvey:
1).Whatdoyouthinkishealthyfood?Why?
(greenfood)(EncourageSstousethenewexpressions)
2).Greenfoodis____________
FoodthatisgreenB.ediblewildherbs
Vegetablesandfruits
Noneoftheaboveisexactlyright
Explanation:thissurveyistomakeSsknowiftheypayenoughattentiontohealthyfoodandtestwhethertheyknowgreenfood,andthenleadtothefollowingquestion.
3.:Whatis“greenfood”inyoureyes?
Explanation:Byaskingthisquestion,TeachercollectsSs’opinionsofgreenfoodandleadtothereadingpassagenaturally.
Step3.Reading
1.Individualwork:Readthetextfastandkeepthetwoquestionsinmind:
1)WhatisGreenFood?(presentthenewword“certain”,explainitanditsusage)
2)Whataretheadvantagesofit?Anydisadvantages?
2.Pairwork
Discuss:Whatotheradvantagesdoes“greenfood”have?
Explanation:ThisstepistotrainSs’skillofscanningtofindouttherelatedinformationinthepassageandencouragesSstodiscussinpairsandgetmoreideassharethemwithothers,andgetreadyforthefollowingspeaking.
Step3.Speaking
Situation:
Supposeyouareaproducerofgreenfood,butit’sapitythatpeopledonotknowaboutyourfoodandhowgooditis.Andtheydon’twanttobuybecauseofitshighprice.Soyouneedasalesmantopromotesales.Andyouputupaposter:
SalesmanWanted!
Asalesmanisbadlywanted!
Talkativeandpersuasive.
HIGHpay.
Fortheinterview,youarerequiredto
persuadetheinterviewertobuyourgreenfood.
Pairwork:makeupadialoguefortheinterview.You,theinterviewer,actsasacustomerandyourpartneractsasasalesman.Remembertousetheusefulexpressions.
Explanation:bycreatingasituationclosetolife,thispartaimstoencourageSstotalkinEnglish,usingwhattheyhavelearned,thuspracisingtheircommunicatingabilityofusinglanguageinatruesituation.TheposterisdesignedheretoletSshaveaninitialideaofposters,thuslayingabaseforthefollowingwriting.
Step4.Writing
1.Discussinpairs:
1)Whatshouldbeincludedinaposter?Orwhat’sthestructure?
2)What’sthecharacteristicofthelanguageusedinaposter?(showtheposterof“salesmanwanted”,andletSsfindoutthecharacteristicaccordingtoit)
2.Practiseshorteningsentences.
GetSstoshortenthesentencesofadvantagesofgreenfood,andanothersentencesaidbyteacher:Ifyouwanttobehealthierandfitter,youshouldeat“greenfood”!
Explanation:Bydiscussingthestructureandthelanguagecharacteristicsofaposter,Sswillgetadeeperimpressionofposters,andthusgetwellpreparedforwriting.Byshowingthesampleofaposter,TeacherimprovesSs’abilityofobservingcooperatinganddeducing.
3.Writing
1)SsareaskedtowriteaposterfortheirgreenfoodtoputitonRui’AnDaily,accordingtotherequirementsandreference.
Requirements:
1.writinginthecorrectstructure.
atleast3referencewordsandphrases.
atleast3shortenedsentences.
attractiveandpersuasiveideas.
Reference:
Wordsorexpressions:
reduce;supply;freeof;growwithnaturalratherthanchemicalfertilizers;richerinminerals;keep…freefromchemicals;becertainto…,etc.
Function:Shortenedsentences,eg,“Nochemicalfertilizersused”
2)Assessmentofthefirstdraft:
1.Doestheposterhaveaclearstructure?
2.Doyouuseatleast3wordsandexpressionsfromthisunit?
3.Doyouuseatleast3shortenedsentences?
4.Doyouusecorrectformsinverbsandnouns?
5.Doesitsoundpersuasive?
Ifallabovearedone,youwillgetA.
3)presentaversionwrittenbyastudent.GetSstoassessitaccordingtothegivencriteria,andcorrectmistakesifany.
4)GetSstoexchangetheirwritingsandassessthem.
Explanation:TeachercreatesastageforthewritingtasktomotivateSs’interestandeagertowrite.Bygivingrequirementsandreference,Teacherlaysemphasisontheformoflanguageandthecontentoflanguageaswell,thusachievingthegoalofusinglanguageinatruesituation.TeacheroffersassessmenttoSstoguidethemtomakecommentsandhelpthemlearnfromothers.
Step5.TopicSummaryandConclusion
1SsSummarizetheirunderstandingof“greenfood”withonesentenceorproverbandshareitwithclassmates.
2.Teacherconcludes:Wearewhatweeat!
Explanation:SummarizingthetopichelpsdeepenSs’understandingofthetopicandcollectingandsharingthesummaryhelpsbroadenSs’knowledgeandmakeapreparationforthefollowingproject.Agoodconclusioncancallonthemtopayattentiontogreenfoodandhealthyeating.
Step6.Homework:
Reviseandpolishthewriting.
Assessyourwritinginpairsaccordingtothegivencriteria.
Project:Holdapostercompetition
Explanation:ThisstepaimstoimproveSs’writingabilityandself-assessingabilitybyrevisingandpolishing.AssessinginpairshelpsachievethegoalofdevelopingSs’abilityofcooperation,andcommunication.ThecompetitionmotivatesSstoperfecttheirposters,shareandlearnfromothers.
Part6.Onblackboarddesign
Unit2WorkingtheLand
Words&phrasesusefulexpressions
reducewhat’stheadvantageof…?
supplywhyisthisgoodvalue?
freeof…Thisisgoodvaluebecause…
richinmineralsIfIhaveachoiceI’dchoose…because…
growwithnaturalfertilizers
bekeptfreefromchemicals
becertainto…
WeAreWhatWeEat!苏教牛津英语1A：Unit 10 What colour?教案
高一英语必修3第三单元导学案
Title:TheMillionpoundnote
1.学习掌握课文中的重点单词和短语
2.阅读课文并理解课文大意
Task1:TranslatethefollowingintoEnglish(findtheanswersinthetext):
1．在人行道上徘徊_____________2.在某地迷路了_______________
3.走进来_______________4.允许我带路________________
5.可以，往下说______________6.偶然，无意中________________
7.凝视，盯着看_______________8.绝望_________________
9.做义工赚船费_______________10.导致___________________
11.寻求帮助_________________12.老实说___________________
13.对你来说似乎幸运_______________14.相反____________________
15.事实上________________16.打赌____________
Task2:skimming:
Readthepassageonpage17and18carefullyandfindthebestanswertothefollowingquestion.
1.HenrycametoLondonforthefirsttimeinhislife__________.
A.tofindabetterjobB.tomakeadventure
C.tomakebusinessD.allbyaccident
2.WhatkindofpersonwasHenryAdams?
A.BraveB.ShyC.HonestD.Rich
3.HowdidHenryfeelwhenhegotaletterfromthebrothers?
A.AngryB.HopefulC.SurprisedD.Worried
4.Whatcanyoulearnfromline35-36?
A.Henryearnedhislivingbyworkingasanunpaidworker.
B.Hewasemployedbecauseofhisappearance.
C.Hegotfarebyworkinginarestaurant.
D.Hisworkingasanunpaidworkercausedhisunneatappearance.
5.InLine43,whatdoes“whatluck”mean?
A.Whatgoodluckyouhave!
B.Whatgoodluckmybrotherhas!
C.Youareluckytogetthemoney!
D.Whatgoodluckwehave!Youaretheverypersonwearelookingfor.
6.Choosetherightorderofthefollowingeventsaccordingtothetext?
1.Henrywasspottedbyashipthenextmorning.
2.HenrywanderedonthepavementinLondon.
3.Hewassailingoutofthebayaboutamonthago.
4.Heearnedhispassagebyworkingasanunpaidhandonaship.
5.Towardsnightfallhefoundhimselfcarriedouttotheseabyastrongwind.
A.23154B.31542C.35124D.35142
7.Whydidthetwobrothermakeabet?
A.TheywantedtomakefunofHenry.
B.TheywantedtorobHenrysomemoney.
C.Toseehowimportantmoneyisforapoorman.
D.TheywantedtomakeHenrytheirson-in-law.
Task2:carefulreading:
Summary:
Thestoryhappenedinthesummerof1903.HenryAdams,anAmerican________,hadsomebadluck.Hewas________andrescuedatsea_______byaBritishshipandlandedinLondon,wherehefoundhimselfwithoutmoney,friendsorajob.Allthiscould_______hisappearance.HewaslostandaloneinLondon.Hedidn’tknowwhattodo._________inthestreet,heheardsomeonecallinghimandthenhewentinsideandwasledtotworichbrotherswho________abetandgavehiman_______with_______moneyinit.Hewasaskednottoopentheletteruntiltwoo’clockintheafternoon.Asamatteroffact,therewasaonemillionpoundnoteinit.
★课堂讨论：AccordingtowhatiswritteninAct1,Scene3,predictwhatwillHenrydonext?Why?
★课堂检测：
Ⅰ.重点单词
1．Wemissedthefirstfew_____(场景)oftheplaybecausewewerecaughtinatrafficjam.
2．Bobearnedhis________(船费)onanEnglishboatwhenhetraveledtoChina.
3．Itwasn’tyour________(过错)．Youneedn’tapologizetohim.
4．Thesechildrenareverynaughty，soyouneed________(耐心)todealwiththem.
5．Thejobisnottiringatall.Onthe________(相反)，it’sveryrelaxing.
6．Bylaw，youthundereighteenarenot________(允许)toenterNetbars.
7．Recentpressureatworkmay________(解释)forhisstrangebehavior.高一英语上册Unit1GoodFriends好朋友教案一
高一英语必修三Unit 2 Healthy eating导学案
导学案2Languagepoints编写：石油中学张海娟Step1.learningaboutlanguagepoints1.dietn.日常饮食vi.vt.节食abalanceddiet一份均衡饮食beonadiet/goonadiet节食Heisdietingtoloseweight.他正在节食以减肥2.balancevt.vi.平衡；权衡n.平衡；天平balancedadj.平衡的keepone’sbalance保持平衡loseone’sbalance失去平衡keepthebalanceofnature保持自然界的平衡3.(1)curiosityn.好奇心outofcuriosity出于好奇satisfyone’scuriosity满足某人的好奇心shoucuriosityaboutsth.对某物表现出好奇(2)curiousadj.好奇的becurioustodosth.好奇地做…..极想……becuriousaboutsth.对……感到好奇Itis/wascuriousthat………很奇怪4.lien.谎言；谎话vi说谎；躺；平卧；位于；在于tellsb.alie/tellsb.lies撒谎awhitelie善意的谎言lietosb.对某人撒谎
A.ToseeB.SeeingC.HavingseenD.Beingse外研版高一英语必修一全册学案（有答案）
Module1MyFirstDayatSeniorHigh
CultureCornerAletterfromaSeniorHighStudent
课前预习学案
一、预习目标
Previewthetexttoknowthemeaningsofnewwordsandphrases;
Understandthemainideaofthetext
二、预习内容
1.Newwords
消失_______搬家______包含________文凭________
2,Newphrases
参加____________在……….末尾,尽头_____________
在……….开始_____________被分成______________
3.Translate
Theschoolyearisdividedintotwosemesters,thefirstofwhichisSeptemberthroughDecember,andthesecondJanuarythroughMay.
________________________________________________________________________________________________________
三、提出疑惑
同学们,通过你的自主学习,你有哪些疑惑,请写在下面的横线上.
_________________________________________________________________________.
课内探究学案
一、学习目标：
1.知识目标：
Masterthenewwordsandphrases：
coverdividethefirstofwhichjoinjoinintakepartinattend
2.能力目标
1)Understandthemainideaofthetextandcananswersomequestions.
2)FindoutthedifferentschoolsystemsbetweenChinaandAmerica.
3.情感目标
1)JudgethedifferencebetweenChinaandAmerica?
2)Developthesenseofcooperativelearning.
学习重难点:Masterthemainideaofthetext以及attend,takepartin,join的用法及区别.
二、学习过程
1.Answersomequestionsaboutthepictures.
2.FastReading
Readthepassagequicklyandanswerthequestiononthepage9
3.CarefulReading
Readthepassagecarefullyandanswerthesequestions.
1)Paragraph1Questions:
①HowlongdoessecondaryschoolcoverintheUS?
②Whichgradesarehighschool?
③Whatdotheyneediftheywanttogotocollege?
2)Paragraph2Questions:
①Howmanysemestersarethereintheschoolyear?
②Whatarethey?
③Whatistheschoolschedule?
3)Paragraph3Question:
Whatisthemainideaofthisparagraph?
4)Paragraph4Question:
Whatisthemainideaoftheparagraph?
4.Sumup
SumupthedifferencesbetweenAmericanschoolsystemandChina’s.
5.Dicussion
WhatdoyouthinkoftheAmericanschoolsystem?AndwhataboutChina?(Pleaseexpressyourownopinionanddiscusswithyourpartner.)
LanguagePoints
1.cover覆盖;占地面积;包含,包括;报道;走过一段路程;看完多少页书;
becoveredwith/by
1)Coverthesleepingchildwithyourcoat.
2)Themountainwascoveredwithsnowalltheyearround.
3)Hecoveredthedistancein15minutes.
4)Howmanypageshaveyoucovered?
5)Thecitycoverstensquaremiles.
6)Iwantourbestreporterssenttocoverthetrial(审讯).
7)ThedictionarydoesnotcoverthewholeEnglishvocabulary.
2.Theschoolyearisdividedintotwosemesters,thefirstofwhichisSeptemberthroughDecember…
divide（使某物）分割开；分开；分隔,常与介词into搭配使用。如：
dividealargehouseintoflats
把一所大房子分隔成若干套间
divideanovelintochapters
把一部小说分成若干章节
dividetheclassintosmallgroups
把那个班分成几个小组
thefirstofwhichis…引导的是非限制性定语从句。
这是由“名词/代词+of+关系代词”引导的定语从句。这种形式可以用于指人，也可以用于指物。指人时关系代词用whom，指物时用which。又如：
Hersons,bothofwhomworkabroad,ringherupeveryweek.
她的两个儿子，都在国外工作，他们每周都给她打电话来。
Hewentwithagroupofpeople,fewofwhomwerecorrectlyequippedforsuchaclimb.
他和一队人一起去了，其中没有几个人配有进行这样一次登山的适当装备。
Thebuses,mostofwhichwerealreadyfull,weresurroundedbyanangrycrowd.
公共汽车大多数都已经挤满了人，它们被愤怒的人群包围着。
3.join;joinin;takepartin参加
注:takeanactivepartin;takepartwith站在...一边playanimportantpartin;playthepart/roleof
(1)join—becomeamemberof…加入某些组织jointheParty/army/theUnitedNation
(2)joinsbinsth/doing与…一起参加(正在进行的活动)joinusinourtalk
joinusinbuyingsthforher
(3)takepartin参加(有组织的某项活动)
Ijoinedtheschoolbasketteam,butdidn’ttakepartinitsimportantcompetitionheldlastweek.
(4)attend参加（会议）；照顾attendthemeeting,attendschool,attend(to)thewounded
Therewillbemoreathletestakingpartinthe2008OlympictobeheldinBeijing.
三、反思总结Summmarytheknowledgelearnedinthisperiodandcanusetheminthe
四.当堂检测
1.Asayoungman,ComradeZhouEnlai____thestudents’movementsandlater_____theCommunistPartyofChina.
Ajoined;tookpartinB.tookpartin;joinedCjoinedin;tookpartinDtookpartof;joined
2.______withatablecloththetablelooksverynice.
A.CoveringB.CoveredC.HavingcoveredD.Havingbeencovered
3.Thetouristswere_______threegroupstovisitthemuseum.
A.dividedintoB.dividedfromC.separatedintoD.separatedfrom
4.Thehousingarea_________________threesquarekilometres.(这片居住区占地三平方公里.)
5.Didyou________themeetingheldyesterday?(jointakepartinattend)高一外研版英语必修一全册学案（附答案）
PeriodⅡsep.
PeriodIIntroductionandreadingcomprehension
I.Readthetextandchoosethebestanswerforeachofthefollowingaccordingtothemessage.
1.Accordingtotheinformationfromthereadingpart,weknowthementionednewschoolhasagoodreputationbecause______.
A.theteachersareveryenthusiasticB.theteachersarefriendly
C.theclassroomsareamazingaseveryroomhasacomputerwithaspecialscreen
D.Alloftheabove
2.LiKangthinksthattheEnglishclassisreallyinterestingbecause_____.
A.theyspeakalittleinclass
B.theEnglishteacher’smethodofteachingisnothinglikethatoftheteachersathispreviousschool
C.theyoftenhavesweetsinclass
D.theEnglishteacherhelpsthemfocussomuchonreadingcomprehension
3.FromLiKang’sfirstEnglishclass,weknow_______
A.theylistenedverycarefullyallthetimefollowingtheteacher’sinterestingspeech
B.theyintroducedthemselvestoeachotherinpairsundertheteacher’sinstruction
C.Theydosomeintroductionsforeachotheringroupsundertheteacher’sinstruction
D.somestudentswereembarrassedatfirstbuteveryonewasveryfriendly
4.Thereadingpassagemainlytellsus_____.
A.LiKang’sfirstdayatnewschooliswonderful
B.LiKang’snewteacherisquiteagoodone
C.LiKanglikeshisnewEnglishclass
D.LiKang’snewschoolislocatedinthecapitalcityofHebeiProvince
5.FromthereadingpassagewemayinferinLiKang’sclass____--.
A.therearefifty-sixstudentsalltogether
B.forty-nineofthestudentsareboys
C.thenumberofthegirlsisthreetimesmorethantheboys
D.boththeboysandthegirlsareworkinghard
参考答案：DBBAD
I.Teachingaims:1.theusageofthesce
1.favouriteadj.心爱的，喜爱的n.最喜爱的人（物），最喜爱的东西
我最喜欢的运动是排球。
ThesongISwearisoneofhisfavourites.
favourn.vfavourableadj.
[拓展]帮助某人
2.which,what
colorareyourshoes?
colordoyouprefer,redorgreen?
Ireadaboutitinsomebooksorother,doesitmatteritwas?
A.whereB.whatC.howD.which
2.differencen.差异不同点
你能看出这两幅画有什么不同吗？
[拓展]makeadifference
Itmakesnodifferecetomewhetherhecomesornot
differentadj.不同的[拓展]在…方面不同：
Theyarequitedifferentintheirtastes.
我的意见和你的不相同。
differvi.与……不同。[拓展]与…在…方面不同：
Hediffersfromhisbrothersinlooks.
3.similaradj.相似的，类似的与…相似：
similarityn.similarlyadv.
Yourviewsoneducationaresimilartomine.
他们用相似的方法做出了练习。
4.behave:v.行为，举止e.g.Theboybehavedverywelllastnight.
n.
5.beenthusiasticabout:
enthusiasm:n.
6.interestedadj.对…感兴趣的intersntingadj.让人感兴趣的
他是一个有趣的男孩，我们对他都很感兴趣。
interestn.take/have/show/feel/loseinterestin
7.instruction:n指导，说明v.
这部电影很有趣。
[拓展]听从某人建议：
interestn.爱好，利益（可数）；股份；利息（不可数）
8.(1)farfrom离……远，远离，远不是
图书馆离这儿不远。
Heisfarfrombeingsatisfiedbythissuccess.
(2)asfaras.远至；到……的程度
他驾车去了西藏。
AsfarasIamconcerned,theideaisnoteasytobeputintopractice.
(3)byfar……得多，远为
他儿子远比女儿聪明。
Heisbyfarthestrongestpersoninhisteam
(4)sofar到目前为止
※far,farther/furtheradj.adv.
9.amazingadj.令人惊异的
amazingsuccess
inamazingcolours
amazev.使人惊奇
beamazedat对……感到惊奇
我们对那消息感到惊讶。
表示心理活动的动词都有如下的变化及意义：
interest令……感兴趣interesting有意思的interested感兴趣的
excite令……激动exciting令人激动的excited激动的
surprise令……吃惊surprising令人吃惊的surprised吃惊的
disappoint令人……失望disappointing令人失望的disappointed失望的
worry令……担心worrying令人担心的worried心烦的
bore令……厌烦boring令人厌烦的bored厌烦的
Maketwosentencesusingv-ingandv-edforms:
10.nothinglike
(1)什么也不如
Thereisnothinglikeahotbathwhenyouaretired.
什么也比不上游泳锻炼身体。
（2）完全不是，不会
ThisisnothinglikewhatIwanted.
※Somethinglike大约，有点（像）
Shelookssomethinglikeyoursister.
Iwalkedsomethingliketenmiles.
11.that特指，指代前面提到过的那类事物，用于指代不可数名词，一般有后置定语，其复数形式为those.
TheweatherinKunmingisbetterthanthatinWuhan.
(1)Meetingmyuncleafteralltheseyearswasanunforgettablemoment,Iwillalwaystreasure.
A.thatB.oneC.itD.what
(2)—Hewasnearlydrownedonce.
—Whenwas?
—waslastmonth.
A.that;ItB.this;ThisC.this;ItD.that;This
(3)—Whydon’twetakealittlebreak?
—Didn’twejusthave?
A.itB.thatC.oneD.this
(4)Fewpleasurescanequalofacooldrinkonahotday.
A.someB.anyC.thatD.those
(5)Weneedanewcupboardforthekitchen.SoPetermadefromsomewood.
A.itB.oneC.himselfD.another
12.introduce…to…把某人或某物介绍给某人（to后通常跟人做介词宾语）
introduceoneself自我介绍
Letmeintroducemyself,mynameisSimpson.
把某事物传入或引进某地方，用introduce…into…(into后通常跟地点做介宾)
TobaccowasintroducedintoEuropefromAmerica.
Whenfirsttothemarket,theseproductsenjoyedgreatsuccess.
A.introducingB.introducedC.introduceD.beingintroduced
13.embarrassedadj.尴尬的，困窘的，难堪的
Shewasembarrassedattherequest.
Heglancedatme,terriblyembarrassed.
embarrassvt.使发窘，使尴尬
embarrassingadj.令人尴尬的，使人不好意思的
14.inafunway用有趣的方式
Way的常用短语
alltheway一路上bytheway顺便说一下
innoway决不，一点也不bywayof…经由；通过……方法
intheway挡道leadtheway带路，引路
Wecangobytrain.我们可以一路上乘火车去。
Teachinginschoolcanbeseparatedfrompractice.
学校教育决不能脱离实践。
LearnEnglishwatchingTV.看电视学英语。
15.attitude态度，看法（to,towards）
anattitudeto(towards)labour
你对这个问题有什么看法？
16.(1)Ais…times+adj./adv.+比较级+thanB
这座桥比那座桥长3倍。
（2）Ais…timesas+adj./adv.+原级+asB
上述例句可按此句型改为：
Atleast,thetrainrunssixtimesasfastastheboat.
(3)Ais…timesthesize/length/width/height/depth+of+B
(4)Thesize/lenghth/height/depth/width+ofA+is+…timesof+B
Thehouserentisexpensive.I’vegotabouthalfthespaceIhadathomeandI’mpaying
here.
A.asthreetimesmuchB.asmuchthreetimes
C.muchasthreetimesD.threetimesasmuch
17.lookforwardto盼望，期望；to为介词
（1）跟名词或代词
我开始总是盼望这次比赛。
（2）跟动名词
我们盼望你快回来。
18.byoneself,foroneself,tooneself,ofoneself
(1)byoneself(=withouthelp,alone)意为“单独地”。
Wemustdoourhomeworkall我们必须独立完成作业。(all加深语气)
（2）foroneself意为“独立地”“为自己”。
Doyouhaveanythingtosay?你还有什么为自己辩解的吗？
注意：foroneself和byoneself在表示“独自地，亲自地”时可以互换。
Youmustfinditoutfor(by)yourself.你必须独自找到它。
（3）tooneself意为“私自地”“为……所独有”
Hehadaroom.
（4）ofoneself意为“自动地”。
Thedooropened.门自动打开了。
19.impresssth.onsb./makeadeepimpressiononsb…给…留下深刻印象。
随堂练习
I.单词拼写：
1.Generallyspeaking,theteacherswhoare(热情的)aboutteachingarepopularwithstudents.
2.Iwas(尴尬)byhiscommentsaboutmyclothes.
3.Weshouldstopsuchbad(行为)happeningagain.
4.WecannearlygetanyiwewantontheInternet.
5.Don’tbebofwhatyourheadteachertoldyou.
6.youshouldchangeyouratowardsyourparents;youaretoorudetothem.
II.短语互泽：
1.互相自我介绍2.盼望做什么
3.换句话说4.产生差别，有影响
5.对…感兴趣6.nothinglike
7.havefun8.givesb.instructions
9.threetimesasmanygirlsastoys
10.impresssth.onsb.
参考答案：
1．Myfavouritesportisvolleyball.
“我发誓”这首歌是他最喜欢的歌之一。
赞同，支持；帮助，恩惠
赞成的；同意的；合适的；有意的
dosbafavour
2.What;Which;
D
2.Canyoufindthedifferencesbetweenthetwopictures?
有区别，有影响
他是否来对我来说没有什么区别。
bedifferentin
他们口味不同。
Wearedifferentinopinions.
differfromsbinsth
他与他兄弟在相貌上不同。
3.besimilarto
我们关于教育的观点相似。
Hedidtheexerciseinasimilarway.
4．behaviour
5.对——很热心
6．Heisaninterestingboyandweareallinterestedinhim.
7.instruct
Thefilmisveryinteresting.
followsb’sinstructions
8.(1).Thelibraryisnotfarfromhere.
他对这些成功很不满意。
（２）HedroveasfarastoTibet.
在我看来，这个主意很难投入实践。
（３）Ｈissonissmarterbyfarthanhisdaughter.
他是他们队中最强壮的
9.惊人的成就；亮丽的颜色
Wewereamazedatthenews.
略
10.(1).当你疲劳时，什么也不如洗个热水澡。
Thereisnothinglikeswimmingtobuildyourbody.
(２)这根本不是我想要的。
她看上去有点儿像你姐姐。
我大约走了１０英里。
11.昆明的天气比武汉的要好。
ＢＡＣＣＢ
12.我作一下自我介绍，我叫Simpson.
烟草是从美洲引入欧洲的。
13．对这个要求他感到很尴尬。
他瞅了我一眼，非常尴尬。
14．Alltheway；Innoway；Bywsyof
15.对劳动的态度
What’syourattitudetothematter?
16．1）Thebridgeisthreetimeslongerthanthatone.
2)Thebridgeisthreetimesaslongasthatone.
3).Thebridgeisthreetimesthelengthofthatone.
4)Thelengthofthisbridgeisthreetimesofthatone.
D
17.Atfirst,Ialwayslookedforwardtothematch.
Welookforwardtoyourcomingbacksoon.
18.byourselves;foryourself;tohimself;ofitself
随堂练习：
I．Enthusiastic;embarrassed;behaviour;information;bored;attitude
II．1.introduceoneselfto
2.lookforwardtodoingsth
3.inotherwards
4.makeadifference
5.beinterestedin
6.根本不像
7．玩得高兴
8．给某人指导建议
9．三倍于男生的女生
10．使。。。。。。给。。。。。留下印象
1.encouragevt.鼓励；激励
(1)encourage+n.鼓励
e.g.这个好消息激励了他。_____________________
(2)encouragesb.todosth.鼓励某人做某事
e.g.老师鼓励我出国学习。——————————
(3)encouragesb.in鼓励/助长某人
e.g.不可助长他的惰性。
[]discouragevt.使气馁，使沮丧
e.g.第三次的失败使他彻底气馁了。————————————
2.enjoyvt.从……..中获得乐趣；喜欢，后接名词或动名词，不接不定式。
e.g.老年人喜欢谈论过去。——————
(1)enjoyoneself=haveagoodtime.过得快乐
e.g.晚会上我玩得非常开心。————————
(2)enjoyable使人愉快的，令人快乐的
e.g.一个使人愉快的周末——————
3.explainv.-----n._________
Pronouncev.-----n.________
参考答案：
1．Thegoodnewsencouragedhim.
Theteacherencouragedmetostudyabroad.
Don’tencouragehiminlaziness.
Thethirdfailurediscouragedhimcompletely.
2.Theoldenjoytalkingaboutthepast.
Ienjoymyselfattheparty.
Anenjoyableweekend
3.explanation;pronunciation
高一英语上册Unit1GoodFriends好朋友教案四
thefourthperiod高一英语GreatWomen教案
Unit17GreatWomen
Period3Reading
Step1:Lead-in
1.Q1:IstheSouthPolebeautiful?Wouldyouliketotravelthere?
Q2:ImagineyouaretravellingalonetotheSouthPole.Whatwillyoutakewithyou?Why?
Key:
warmclothes/gloves/cap--Tokeepwarm
driedfood--Toofferyourbodyenergy
tent/sleepingbag--Usedforsleepingandhavingarest
boots/snowshoes--Towalkeasilyinsnoworonice
compass/map--Totellyouthedirections
backpack
cellphone--Tokeepintouchwithyourfamilyorfriends
radio--Toenjoyyourselfbylisteningtomusicorlearningabouttheoutsideworld
sled
stove--Tocookfoodandkeepwarm
match--Tolightfire
sunglasses--Toprotectyoufromthesun
rope
icepick--Todigandpickupice
medicine--Whenyouareill,youcantakesomemedicinesothatyoucangetwellsoon.
Flag--Don’tforgettobringyournationalflagtotheSouthPole.
polarbear/reindeer/moose/wolf/walrus/whale/seals
whale/sealions/seals/penguins/walrus/dolphins/fish
--CountriesthatarepartoftheNorthPole:
Norway,Sweden,Finland,
Russia,US,Canada,Greenland.
--CountriesthatarepartoftheSouthPole:
Chile,Argentina,SouthAfrica,
Australia,NewZealand.
BecausepolarbearsonlyliveontheNorthPolewhilepenguinsonlyliveontheSouthPole.
Step2:Pre-reading
1.BackgroundinformationaboutAntarctica
Area:
total:14millionsqkm
note:fifth-largestcontinent,followingAsia,Africa,NorthAmerica,andSouthAmerica,butlargerthanAustraliaandthesubcontinentofEurope
land:14millionsqkm(280,000sqkmice-free,13.72millionsqkmice-covered)(est.)
noindigenousinhabitants,butthereareseasonallystaffedresearchstations
Thefirstwomantotravelsolotoanyoftheworld’spoles(SouthPoleandNorthPole).
1.Answerthefollowingquestions:
1.WhereisAntarctic?
(1.AntarcticisanothernamefortheSouthPole.)
2.WhotravelalonetoAntarctic?
(2.HelenThayer.)
3.Howdidthewritercelebrateher60thbirthday?
(3.ThewritertravelledalonetotheSouthPoletocelebrateher60thbirthday.)
4.HassheeverbeentotheNorthPole?When?
(4.Yes.At50shetravelledalonetotheNorthPole.)
5.WhendidshebeginherjourneytoAntarctic?
(5.OnNovember1st,1997.)
6.Didshehaveadogteamtopullhersled?
(6.No,shedidn’t.)
7.WhatistheweatherlikeinAntarcticduringthejourney?
(7.Thefirstdaystheweatherwasverygood.
Thewindwasicybutnotverystrong.
Therewasbrightsunshine24hoursaday.
Onthethirddayitbecamestormy.
Duringthenextweekthewindgrewstronger.
OnNovember12ththestormdieddown.)
8.Whathappenedtoherduringthejourney?
Nov.1-2,1997fine,icy,not
strongbeganheralmost400-milejourney
3rd-11thstorm,strong
windspentawholedayinher
tent
Nov.12thstormdieddowncelebratedherbirthday
afewdayslaterstormdieddownfellintoaholeandwas
hangingontheropes
tiedtothesled
22ndicywindhadabadaccidentwith
thesledandhurtherleg
9.Whydidthewritersayitwasanexperienceshewouldneverforgetandwouldvaluefortherestofherlife?
(Havingovercomethedifficulties,shehadmadea400-milejourneyontheSouthPoleandhadenjoyedthechallengesofsolotravelinanextremeclimate.)
1.Antarcticaisanothernamefor__________________.
A.AustraliaB.theSouthPoleC.theNorthPoleD.Canada
2.ThesundoesnotgodowninAntarctica,soHelen’sworkdayswereusually______________.
A.2hoursB.morethan12hours
C.lessthan12hoursD.24hours
3.HelenThayerwasbornon______________.
A.1November1937B.12November1937
C.22November1947D.1November1997
4.Onthe22nddayoftheexpeditionHelenThayerhadanaccident.Whathappened?
A.Shewasattackedbyapolarbear.
B.Hertentwasblownawaybythestorm.
C.Shefellintoaholethatwasafewhundredfeetdeep.
D.Thesledknockedheroverandhurtherleg.
5.WhatdecisiondidHelenmakeaftertheaccident?
A.Shespentawholedayinhertent.
B.Shewaitedtillshegotbetterandcontinuedherjourney.
C.Shegaveupandwentbackhome.
D.Shewasthankfulforallthetrainingshehadhad.
3.TrueorFalse.
1.()HelenwasthesecondwomantotravelalonetotheNorthPoleat50.
2.()Therewasbrightsunshine24hoursadayintheAntarctica.
3.()Helenthawedafrozencakeandsang“Happybirthday”atthelowofhervoice.
4.()Helenusedtopractiseselfrescuebesidethesea.
5.()Helenhadabadaccidentandherheadwaswoozybecauseofhittingtheground.
4.Chartfilling
AloneinAntarctica
1--At50Iwasthefirstwomantotravelalonetothe_____Pole.
2--Purpose:tocelebratemy____thbirthday.
3--Way:walkedand_____alonewithout____team
4--Weather:Thefirstdayswasvery____,therewasbright_______24hoursaday.Onthethirddaytherewasa_____andduringthenextweekthewindgrew_______.
5--Accident1:whenIwasmovingforwardovera_____,Ihad____intoaholeandhangingontheropes____tothesled.Accident2:Ihadabadaccidentwiththe____andhurtmy____andmyheadwas______.
6--Itwasanunforgettableand_______experience.
Step4:Post-reading
1.WhatkindofwomanisHelenThayer?
Describeherinafewsentences.
HelenThayerisaspecialwomanwholoveslifeandenjoysadventuretravel.
Shehasaverystrongwillandperseverance.
Sheissobravethatshedarestochallengeanunknownfield,meanwhile,sheisalsoveryoptimisticandresponsible.
Sheknowsthatthepeopleinherlife,suchasherfamily,aremoreimportantthanherpersonalachievement.
Sheknowswhentogoonandwhentogiveup.Itshowssheiswisetomakeadecision.
2.DoyouadmireHelenThayer?Why?
Yes.IadmireHelenThayerverymuch.Becausesheisverybraveandhasastrongwill.Besides,sheisverywiseandresponsible.ShemadesolotraveltotheSouthPole.Itisunusualforwomenofheragetodothingslikethat.Iadmirehernotonlybecauseshedarestofacedifficultiesandchallengesinherlifeorbecauseshenevergivesupwhenshemeetswithdifficulties,butalsobecausesheknowswhentogoonandwhentogiveup.Althoughshemadeadecisiontostopherjourneyaftertheaccident,wecan’tsaysheishalfway.Instead,itshowsthatsheisawiseandresponsiblewoman.
3.Whatcanwelearnfromthepassage?
HelenThayershowsusthatnomatterwhetherwearemenorwomenandnomatterwhatageweareat,wecansetourselvesgoalsandworkhardtoachievethem.Intheprocessofgettingthere,weexperiencedifficultiesandset-backs.Theseexperiencesformourfeedbackandweusethemtochangeourmethodsorwaystoreachthegoal.Alongtheway,wemustmakedecisions.Themostdifficultdecisionsarewhentogoonandwhentogiveup.Therefore,wemustlearnhowtomakeawisedecision.
Whatproverbscanyouthinkofafterlearningthispassage?Wherethereisawill,thereisaway.
Nothingintheworldisdifficultforonewhosetshisheartonit.新版牛津英语3B第一单元教案
义务教育（江苏）三年级英语下册教案
Unit1Inclass第一教时
教学目标：
1.能听懂、会说、会读、会写词汇open,the,door,close,window。
2.能听懂、会说、会读词汇inclass,standup,Mr,sitdown,please,sorry,comein.
3.能听懂、会说、会读日常用语与句型Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.
教学重点
1.句型：Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.
2.词汇：inclass,standup,Mr,sitdown,please,sorry,comein.open,the,door,close,window.
教学难点：
1.句型：Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.的正确读法和在情境下的正确运用。
2.词汇：open,close的用法
教学准备：
1.第一单元Storytime部分的挂图、多媒体、磁带、录音机。
2.人物MrGreen,LiuTao,Mike,WangBing的头像卡片。
3.句型：书写Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.的条形卡。
4.在黑板上画好四线三格。
教学过程：
一、Greetings
T:Goodmorning/afteroon,class.
Ss:Goodmorning/afteroon,...
出示人物头像，
T:Who’she?
S:He’sLiuTao/Mike/WangBing.
T:Who’she?
S:He’sMrGreen.（引导学生说）
领读并教学Mr,区别Mr与Miss的用法。
二、Listenandact
1.事先安排一名学生站在门外，教会迟到了说I’msorry.
教师关门上课。
门外学生敲门，
T:S1,pleaseopenthedoor.（做手势）.
S1：Yes,Mr/Miss...
S2（门外学生）：I’msorry，Mr/Miss...
T:Comein,...
出示句型条形卡，边做动作边领读：
Pleaseopenthedoor.
I’msorry.
Comein.
2.T:(教师指门)What’sthis?
S:It’sadoor.
引导学生学习、拼读单词door.
教师做关门、开门动作，并领学生说;
Openthedoor.
Closethedoor.
同法教学window.Openthewindow.Closethewindow.
出示句型条形卡，边做动作边领读。
3.做手势，让学生边做边说：
Standup.
Sitdown.
出示句型条形卡，边做动作边领读。
三、Look,readandact.
教师打乱句型条形卡顺序，指名学生认读并做相应的动作。
四、Storytime
1.出示本部分图片，引导学生看图说话。
T:Look,MrGreenandhisstudentsareinclass.(教学inclass.)Whataretheysaying?Let’swatchandlisten.
播放多媒体动画，引导学生理解在课堂上的各情境中老师和学生分别说了些什么。
1）刚上课班长说什么？
2）师生是怎样问候的。
3）Mike迟到了，他怎么说，老师怎么说。
4）老师请开门、关窗上怎么说的。
2.学生看图、听录音跟读，注意语音、语调。
五、Doarole-play.
1.请一名学生上来，做“小老师”用学过的语句来上课，并请其他同学做动作。
2.小组活动。一名学生做老师，用学习的句子命令其他同学做动作。
六、Readandwrite
1.教师在黑板上示范板书open,the,door,close,window。
2.领读并让学生模仿抄写。
七、Homework
1.抄写单词open,the,door,close,window。
2.听录音跟读Storytime。
板书设计：
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