Unit 9 Wheels
Unit objectives
Draw students' attention to the unit objectives and ask them which of these activities are new. For example, they may have read newspaper and magazine articles but not a report.
Resource used: Cassette.
Warm-up
Exercise 1
Key Words
aeroplane, balloon, bicycle, boat, bus, car, coach, ferry, helicopter, hovercraft, lorry, motorbike, ship, train, the underground, van, yacht
■ Students work in pairs, reading the Key Words and completing the table. ■ When checking answers, students may wish to discuss both air and noise pollution and which types of transport cause the most pollution.
Answers
Land: bicycle bus car coach lorry motorbike train van (NB: the underground travels under the land)
Sea: boat ferry hovercraft ship yacht
Air: aeroplane balloon helicopter
Cause pollution: aeroplane boat bus car coach ferry helicopter hovercraft lorry motorbike ship the underground van
Have wheels: bicycle bus car coach lorry motorbike train the underground van
Exercise 2
■ Using the table in Exercise 1, students ask and answer questions about travel.
■ Some of the pairs then report back to the class about their partner. ■ Find out which means of transport none of the students has been on and which means of transport the majority would like to go on.
Exercise 3
Key Words
commuter, cyclist, lorry driver, motorist, pedestrian
■ Students match the Key Words with the definitions.
■ Check answers by having students say the definitions in full sentences, e.g. 'A commuter is someone who … .'
Answers
commuter/3 cyclist/1 lorry driver/5 motorist/2 pedestrian/4
■ Ask students to look back at the Key Words in Exercise 1 and give the names of the person who flies an aeroplane (pilot), rides a motorcycle (motorcyclist), drives a train (train driver), sails a ship/yacht (captain, sailor).
Exercise 4
■ Play the cassette twice for students to identify the five speakers from the definitions in Exercise 3.
Answers
1 lorry driver
2 pedestrian
3 cyclist
4 motorist
5 commuter
■ When students have checked the answers, you may wish to play the cassette again for more intensive comprehension work, e.g. play the first speaker again and ask: ‘What time does he start work?’ (6 o’clock) ‘How far does he drive?’ (100 miles)
Tapescript
1 Well, I usually start work at about six in the morning. I don’t usually do long distances ?C the furthest I drive is about a hundred miles. It’s very stressful, know what I mean? Driving all day. And the traffic’s really bad nowadays, much worse than when I started. Traffic jams everywhere …
2 Look at them! Cars parked everywhere. And crossing the road is really dangerous. People drive so fast. I was going across the road the other day with my grandson, and suddenly this big lorry came along and nearly hit us. And the pollution, it’s really terrible these days …
3 People say I’m mad, ’cos I always ride to school. I love it and actually it’s much quicker than the bus or even a car because the traffic’s so bad these days. And it keeps me fit, doesn’t it?
4 I know I use it too much, but public transport is terrible where I live. We live out of town, you know, and I need the car to go shopping, to go to work, to take the kids to school.
Lesson 1 On Your Bike
Reading
Grammar
Language in Use
Lesson 4 Car Culture
Objectives
■ To practise making notes of the important information from a reading text.
■ To practise using collocations.
■ To talk about traffic and traffic problems.
Possible problem
If students are not used to making notes from texts in Chinese, they may have difficulties practising taking notes in English and using suitable abbreviations.
Background
The opening of London's major ring road, the M25, was supposed to ease the capital's traffic problems, but in fact the volume of cars moving in and around London is greater than ever. One encouraging piece of legislation is that lead-free petrol is now compulsory for new cars.
Routes through the material
. If you are short of time, set Exercise 2 for homework and omit Exercise 7.
. If you have time, do the Options activities.
. If you have two lessons for this unit, a suitable natural break is after Exercise 3.
Language Power: pages 84-85.
Reading
Before you start
Exercise 1
■ Read through the questions with the class.
■ Give students time to think about the answers, then have individuals tell the class about their family and cars.
Exercise 2
Key Words
accident, air pollution, carbon monoxide, motorway, roadworks, speed limit, traffic jam, zebra crossing
■ Before students look the words up in the dictionary, encourage them to guess the meaning by seeing if the word is similar to a word in their language, or by breaking the word down into parts (e.g. road works).
■ Explain some of the following things that can be seen in the photos: the number plate on the car (number plates go with the car, they don't change with the owner); tax disk (which is displayed on the car's front window and
shows that a yearly tax has been paid); double yellow lines (no parking allowed).
Read to learn
Exercise 3
■ Read the Strategies with the class.
■ Look at the headings in the notes and discuss what information is needed to complete the notes.
■ Write these words on the board and ask students how they can be abbreviated, e.g. by omitting letters, by taking the first letters, by omitting the vowels: ‘increase’ (inc), ‘years’ (yr), ‘minutes’ (mins), ‘million’ (m). ■ Students then work individually, reading the article and completing the notes.
■ Students then compare notes in pairs before checking answers as a class. ■ When checking students’ answers, have individuals write their notes on the board so you can check abbreviations too.
Suggested answers
Number of cars: 25million
Increase in last ten years: 30%
Amount of TV advertising: 1/4
Proportion of short car journeys: 25% under 2 miles
Chemicals produced by cars: carbon monoxide, ozone
Health effects of air pollution: 25,000 deaths p.a., 1 in 7 children suffers from asthma, types of cancer caused by traffic pollution
No. of road deaths: over 3,000 per year
Advs. of buses over cars: 40 people travel in 1 bus (but the same no. would need 33 cars), you can relax on a bus Advs. of sharing a car: cheaper and kinder to environment
Advs. of physical ex.: saves money, keeps you fit and helps you live longer, cuts the risk of heart disease
Ways of making streets safer: speed limit, zebra crossing,
pedestrian area
Exercise 4
■ Students work in pairs, reading the text again and discussing the answers to the questions.
Answers
1 roads
2 makes them angry and stressed/they become addicted to their cars
3 because they want to continue using their cars
4 They present an untrue picture of driving and cars.
5 We should take action by writing to the papers, going to the town council, getting a protest group together.
Exercise 5
■ As a whole class, students discuss which of the three sentences best summarises the writer’s attitude to cars. Encourage students to argue for their own opinion.
Answers
2 (or possibly 1)
Vocabulary: Collocations
Exercise 6
■ Do the first two items with the whole class, then have students work in pairs, matching the words.
Answers
1 e
2 i
3 g
4 f
5 j
6 c
7 d
8 b
9 h 10 a
Speaking
Exercise 7
■ Students work in pairs, asking and answering the questions.
■ Discuss the answers to question 3 as a whole class and elicit students' suggestions for coping with the frustration of traffic jams.
■ In groups of four or five, students discuss the answers to the questions. ■ The groups then report back to the whole class and see how similar their answers are.
Options
Practice
Students look back at the Key Words in Exercise 2 and take turns to make sentences containing a Key Word, e.g. 'He had an accident on the M25.' Write the following words on the board: lights, window, bonnet, wheel, number plates
Students then use these words to label the photo on page 42.
Extension
Students look back at Exercise 6 and make sentences using the collocations, e.g. 'He goes to the gym to keep fit.'
Additional exercise for vocabulary
Useful vocabulary:
destruction, addiction, be addicted to, be/ get stuck in, stressed out,
compare to, cost, carry on, confess, risk, occupy, complain about
■ Use the words or phrases from the text to complete the sentences.
1. The floods brought death and ________ to the area.
2. The boat ________ the mud.
3. Workers who had lost their jobs ________ the way they had been treated.
4. Occasionally people ________ to crimes they haven't committed just to get attention.
5. I tried to give up smoking several times before I realized I ________ it.
6. Three companies ________ the new building.
7. ________ our small flat, Bill's house seemed like a palace.
8. Studying for exams always ________.
9. This doesn't include the ________ of repairing the damage.
Answers
1 destruction
2 was stuck in
3 complained about
4 confess
5 had addicted to
6 occupies
7 Compared to
8 stresses me out
9 cost
Communication Workshop
Objectives
■ To practise making notes of the important information from a reading text. ■ To practise using collocations.
■ To prepare for a speaking activity and to participate in discussion. ■ To discuss suggestions.
■ To write a report.
■ To use addition and contrast linking words.
■ To listen to and understand a song.
Resources used: Cassette, Writing Help 3.
Background
John Denver (1943-1997) was a popular country and folk singer. He wrote and sang many worldwide hits (including Leaving on a Jet Plane) and his albums sold millions. He also did a lot of charity work for underprivileged children and campaigned for ecological causes. He died in a plane crash.
Routes through the material
. If you are short of time, set some of the written exercises for homework. . If you have time, do the Option Activity.
. If you have two lessons for this unit, a suitable natural break is after the Speaking activity.
Language Power: pages 86-87.
Speaking: A Discussion
Before you start
Exercise 1
■ Advise students to read through the text quickly to get a general idea of the content before filling in as many gaps as they can.
■ Students compare their answers in pairs before listening to the cassette to check their answers.
Answers
1 main
2 through
3 accidents
4 lorry
5 pollution
6 dirty
7 damaged
8 traffic jam
9 park 10 shoppers
Tapescript
Presenter: And here is this week's County Report. At a council meeting yesterday, Ludford's traffic problems were discussed. The main problem is the A49 road, which goes right through the town.
There have been several serious accidents recently―last week two children were killed by a lorry near the school. A report last year also showed that air pollution from traffic is increasing and the old buildings in the town are getting dirty and damaged.
There is a terrible traffic jam every morning at Ludford Bridge and there’s nowhere to park in the centre. Because of the traffic, shoppers are going to other towns and local shops are closing down.
Exercise 2
■ Students work in pairs, studying the map and matching the words to the numbers on the map.
Answers
a) 3/4 b) 7/8 c) 5/6 d) 1/2
Exercise 3
■ Give students time to read through the expressions and the Function File and guess where the expressions fit into the sentences.
■ Students listen to the cassette and complete the Function File, checking their guesses.
Answers
1 should
2 sure
3 would
4 Why don’t
5 good idea
6 how about
7 don’t think
8 What about
Tapescript
Girl: So, what do you think about all these new plans for the town? Personally, I think they should build the bypass. It would get the traffic out of the town.
Boy: I’m not so sure. It would be very expensive and it would take a long time. It’s also not very ecological. Think about the wildlife. Why don’t they improve the bus service? It’s not very good at the moment. More people would use the buses if they were cheap and came regularly, and there would be less traffic.
Girl: That’s a good idea. The buses are terrible at the moment. You have to wait ages.
Boy: Mm, I know.
Girl: And how about building a shopping centre? The nearest one’s miles away. Boy: I don’t think that’s a very good idea. What about the local shops? What would happen to them? And anyway I hate those big shopping centres …
Stages 1-4
■ Students follow the four stages to decide on the best plan for Ludford. ■ In pairs, students read the Strategies.
■ Students then work in pairs listing the advantages and disadvantages of the four plans (a?Cd) in Exercise 2.
■ The pairs then decide on their plan. Tell students that their plan can include their own ideas as well as the ones given in Exercise 2.
■ In groups of four, the pairs tell each other about their plans and try to agree on a solution. Remind students to use the expressions from the Function File.
Talkback
■ The groups report back to the class. Encourage students to use the board to illustrate their plans for the town if they wish.
■ The class then discusses which of the solutions are the most ecological. ■ Ask students if they had any language difficulties when they were working out their solutions. Was there anything they wanted to say but didn’t know how to say?
Writing: A Report
Before you start
Exercise 1
■ Ask students if they have seen or written any reports, e.g. school reports, club/society reports, town council reports, government reports.
■ Elicit how reports are usually structured, e.g. stating the topic of the
report, giving positive points, giving negative points and offering advice, then concluding.
■ Tell students they have to order the main sections (A-E), not the
sub-sections within the main sections.
■ Students work individually, reading the extracts and ordering them.
■ They can compare their answers in pairs before checking answers in Writing Help 3.
Answers
B D A E C
Linking
Exercise 2
■ Students find the linking words in the report and then, working in pairs, write the words in two groups: 1 listing ideas, 2 contrasting ideas. Answers
Listing ideas: and in addition plus also as well as too
Contrasting ideas: but although however on the one hand on the other hand
Stages 1-3
■ Students follow the three stages to write a report for a school magazine. ■ As a whole class, elicit ideas for the advantages and disadvantages of the present local transport system.
■ Students then work in pairs, listing the advantages and disadvantages. ■ Refer students to Writing Help 3 as they write their reports.
■ Students refer to Writing Help 3 as they check their reports.
■ If you wish, have students work in pairs, checking their reports and helping each other correct any mistakes.
Listening: A Song
■ Give students time to read through the questions before they listen to the song.
■ Play the song twice for students to check their answers.
Answers
1 He’s standing outside her door.
2 It’s early morning.
3 He feels lonesome/lonely/sad.
4 He doesn’t know when he’ll come back.
5 He wants to marry her.
Tapescript
All my bags are packed, I’m ready to go,
I’m standing here outside your door,
I hate to wake you up to say goodbye.
But the dawn is breaking, it’s early morn,
The taxi’s waiting, he’s blowing his horn,
Already I’m so lonesome I could cry.
So kiss me and smile for me, tell me that you’ll wait for me, Hold me like you’ll never let me go.
I’m leaving on a jet plane, don’t know when I’ll be back again. Oh, babe, I hate to go.
There’s so many times I’ve let you down,
So many times, I’ve played around,
I’ll tell you now they don’t mean a thing.
Every place I go, I’ll think of you,
Every song I sing, I’ll sing for you;
When I come back, I’ll wear your wedding ring.
So kiss me and smile for me, tell me that you’ll wait for me, Hold me like you’ll never let me go.
I’m leaving on a jet plane, don’t know when I’ll be back again. Oh, babe, I hate to go.
Now the time has come to leave you, one more time let me kiss you, Then close your eyes, I’ll be on my way.
Dream about the days to come when I won’t have to leave alone, About the time I won’t have to say:
Leaving on a jet plane, don’t know when I’ll be back again. Leaving on a jet plane, don’t know when I’ll be back again.
Option
Extension
Write this gapped text of the first part of the song on the board: All my (1) … are packed, I’m ready to (2) … ,
I’m (3) … here outside your (4) … ,
I (5) … to wake you up to say (6) … ,
But the dawn is breaking, it’s (7) … morn,
The (8) … waiting, he’s blowing his (9) … ,
Already I’m so lonesome I could (10) … .
Students work in pairs, filling in the gaps.
Check students’ answers by playing the song again.
Culture Corner
Culture Corner
America on the Wheel
Before reading
■ Elicit information about cars and car history from students’ background knowledge to arouse their interest in reading, such as what they know about cars, how many brands of cars they know, the history of car making, what kind of car they like and why……
■ Get students to skim the title and the pictures and predict what the passage is about. Get them to practice the reading strategy―-predicting. Exercise 1
Key Words
motor car, invent, mass production, practical, radically, reign
■ Look at the Key Words with the students and see if students already know some of them. Do not pre-teach any new words but encourage students to guess their meanings as they read the text. Remind them of referring to the notes while reading.
■ Students read the text and check their prediction.
■ Students scan the text to find the Key Words, guess them in the context and do the matching.
Answers
1 region
2 invent
3 practical
4 motor car
5 radically
6 mass production ■ Students check the answers in pairs first before checking in class.
Exercise 2
■ Students read the text again and then in pairs ask and answer the questions. Encourage them to ask more questions according to the text if possible or if you have time.
Answers
1 It was Henry Ford who built the world’s first mass production car.
2 Model T Ford was simple, practical and cheap.
3 Those European cars were stylish and cheaper.
Bulletin Board
Objectives
■ To develop students interests in car culture.
■ To display students ability of imagination.
■ To exchange creative ideas about car development.
■ To further explore the theme of the unit
■ Ask students to read the note on the Bulletin Board.
■ Students work individually to design a creative car. Then they work in groups to exchange ideas. They may change some of their ideas and then make
a drawing of their own car
■ Students read the two descriptions. Use them as a model of their own writing. ■ Students write a description of their own creative car invention.
■ Display the descriptions on the class bulletin board. Encourage students to read other students’ descriptions after class.
Unit Diary
Objectives
■ To reflect what and how much the students have learned.
■ To think about in what way they are learning.
■ To learn and identify the best ways for learning.
■ To develop students’ confidence in taking more control of their studies. ■ To help teachers get a clearer insight into the students’ learning of the language.
Part 1 (1)
This part gets students to think of the topics of the unit and decide which
is their favourite lesson.
Part 2 (2-6)
This part refers back to the unit objectives from the start of the unit, evaluating the difficulty and usefulness of the activities for each of the tasks.
Part 3 (7)
This part gets students to reflect on the learning strategies, to identify and discuss better ways that suits his or her own language learning.
Part 4 (8)
This part focuses on the students’ interests in different topics.
Part 5 (9)
This part is self-evaluation, which helps students make proper justification of their study and lay down plans for further progress.
Module 3 Project
The Future of Transportation
Objectives
■ To interact and cooperate with others in a team.
■ To develop skills in collective decision-making.
■ To practise skills in researching and collecting information.
■ To judge whether information is appropriate.
■ To learn how to prioritize information and present it in an appropriate manner.
■ To describe a prediction about the transportation in the future using appropriate language.
■ To develop the ability of organizing useful materials.
■ To assess one's own work and reflect on ways on how to improve it.
Resources used
the Internet; books, magazines, newspapers, TV, pictures and photos, …about transportation; Bilingual dictionary
Possible problems
Some of the required resources may not be readily available to students. There may not be enough interesting materials of transportation for students to use. The list of the suggested areas may be too broad and students may have limited imagination and knowledge about the future of transportation.
Process
1 Divide the class into small groups. Ask each group to choose a topic from the list. They can also discuss other topics they are interested in.
a) public transportation
b) personal transportation
c) pollution solution
d) the role of traditional transportation
e) an end to traffic jam
f) worldwide travel
g) space travel
h) other____________
2 Ask groups to brainstorm the present situation about transportation and make notes. Tell them to research all possible predictions and imaginations about future transportation.
3 Ask each group to write a description of future transportation and find photos and other materials to support their presentation.
Stage 1
Students use materials and the Internet to research relevant information about their topic. They make notes about the events.
Stage 2
Each group gathers their research notes and discusses the information. Then they decide on the materials to support their opinion. Make sure each group finds different materials.
Stage 3
Each group makes sure that every member has a role to play. For example, some can write the present situation of transportation, some can write about the future, some make the design, while others choose photos or draw pictures of the project.
Stage 4
Give each group a chance to present their report to the class. Encourage students to ask the group questions about their project.
Stage 5
Ask each group to do a self-assessment with the following questions.
1 Are you satisfied with your preparation for the project?
Yes No
Why?
2 Are you satisfied with the method of presentation that your group choose? Yes No
Why?
3 How will you improve your project work in the future?
__________________________________________________
__________________________________________________
4 What did you learn from other groups?
__________________________________________________
__________________________________________________
Stage 6
Ask a student from each group to read out their answers to the assessment questions. Comment and encourage students to think about their answers as preparation for their next project.
Review
人教版高中英语教案范文合集大全 英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是小编为大家准备以下的内容，希望对你们有所帮助，人教版高中英语教案范文合集大全一 教学准备 教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标 通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点 教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。 教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。 教学过程 (一)展示学习目标与小组评价规则 (二)“导入” 展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。 (三) Fast reading 快速扫读课文 (四)Detailed Reading: 详细阅读 (五)Challenge your speaking(口语能力提升) 提供参考词汇：Welcome to … This museum is locat ed in… It displays(展出) art works in… centuries of …countries, including … It will appeal to… You shouldn’t miss… (六)Challenge your writing (英语写作能力提升) Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words 写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum) 杨家埠民间艺术大观园(Yangjiabu Folk Art Museum) kite 风筝wood-print new year pictures木板年画be located in 位于…is famous/well-known for …因…而出名it displays/shows…展出 Here you can enjoy… 在这里你可以欣赏到… artist 艺术家appeal to 吸引tourist 游客it’s well worth a visit 很值得参观 (七)成果展示
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1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
新人教版高一英语必修四Unit 5 Theme parks 教案 Unit 5 Theme parks 1. 教材分析 本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。 Warming up通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。 Pre-reading 通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。 Reading 通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。 Comprehending 让学生从文章的标题及各段大意来整体理解课文。 Learning about Language 分词汇和语法两部分。 Discovering useful words and expressions 中的练习1是
以给出意思写出相对应词汇的形式考查对文章中重要词汇及短语的理解。练习2 是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/ be closer to这一短语不同意义及用法的准确运用。 Discovering useful structures 是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。 Using Language 分为四个部分练习听、说、读、写。 1) Listening练习听力可配合Listening on P69 in Workbook及Listening Task on P73 进行。 2）Reading and speaking这是一篇泛读文章，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对文章的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。 3）Writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。 4）Speaking根据所准备的公园概况介绍写一段 对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。 2. 教材重组 因本教材重点强调的是阅读能力，故将Warming-up,
最新人教版高一下册英语教案 （一） Teaching Aims and Demands Words and Phrases Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixture Spoken English: In the clinic / seeing a doctor: What’s wrong with you?/What’s the matter with you? Lie down and let me examine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. I’ve got a pain here. This place hurts. There’s something wrong with back/my knee/my arm. I don’t feel well. Grammar:
Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorites. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. And then show the pictures on their text books and let them to decide what is junk food and what is not.
必修一 Unit 1 Friendship 单元要点预览（旨在让同学整体了解本单元要点） Ⅰ.词语辨析(旨在提供完形填空所需材料)
Ⅱ.词性变化（旨在提供语法填空所需材料）
Ⅲ.重点词汇（旨在提供综合运用所需材料） 1. upset adj. 心烦意乱的，不安的；不适的vt. (upset, upset) [典例] 1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。 2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。 3). He was horribly upset over her illness. 他为她的病而忧心忡忡。 4). The students really upset her. 学生们着实让她烦恼。 [重点用法] be ups et by… 被…… 打乱 upset oneself about sth 为某事烦恼 [练习] 用upset的适当形式填空 1). Is it ______ you, dear? 2). She felt rather ______ on hearing the news. 3). Is it an ______ message? 4). Don’t be ______. It will be OK. 答案: 1). upsetting 2). upset 3). upsetting 4).upset 2. concern v.担忧; 涉及; 关系到 n. 担心，关注；（利害）关系 [典例] 1). The news concerns your brother. 这消息与你兄弟有关。 2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。 3). That's no concern of mine. 那不关我的事。 [重点用法] as / so far as … be concerned 关于；至于；就……而言 be concerned about 关心 be concerned at / over sth. 为某事忧虑 be concerned in sth. 牵涉到，与……有关，参与 [练习] 用concern的适当形式填空 1). There is an article that _______ the rise of the prices. 2). The children are rather _____ about their mother’s health. 3). Officials should ______ themselves _______ public affairs.
A brief teaching design A taste Of English humor（新人教版高中英语必修4） 一、教材分析（教材的地位及作用）： 该课选自新人教版高中英语必修4第3单元阅读部分。该部分以“无声的幽默”为题，介绍了世界著名的电影演员、喜剧大师查理卓别林以及他在无声电影时代的精湛表演。他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余，体会在琐屑、卑微之中隐藏的深刻本质。因此，教授该单元时要让学生认识到这一点。同时鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。还要通过阅读这篇课文，进一步提高学生听、说、读、写的综合素质能力。以此达到《英语课程标准》中提出的“让学生通过感知，体验，实践，参与和合作等方式感受成功。形成积极的学习态度，促进语言交际应用能力的提高。 二、学情分析 高一学生，虽然经过了初中三年的学习，但所掌握的单词量少，口语表达能力弱，又缺乏良好的英语语言环境，学生学习英语的兴趣低。这些原因导致了课堂上师生的配合不够融洽。但学生对课堂中设置的学习活动参与性较好，在同组同学的配合及教师的帮助下可以取得良好的效果。因此，将知识直观呈现，从易入手，使学生感觉到容易理解容易掌握，调动学生的学习兴趣和积极性成为教师要攻克的主要难关。借助多媒体，让学生感受真实情境，通过对本的学习提升学习英语的兴趣。 三、确立教学目标，重难点 根据课程标准的要求，及本课在教材中所处的地位和作用，结合学生的实际学情，确立教学目标及重点与难点： （一）教学目标 1.知识目标： 通过对阅读的学习，进行全面、整体理解，引发思考，达到强化学生语言意识、积累语言经验的目的。从而提高英语的口头与书面表达能力。 2.过程与方法目标： 通过Reading简单了解无声幽默大师---卓别林。 3.情感、态度与价值观目标
高一年级英语必修一教案 人教版高一年级英语必修一教案 作为一名为他人授业解惑的教育工作者，总不可避免地需要编写教案，借助教案可以提高教学质量，收到预期的教学效果。那么应当如何写教案呢？下面是小编整理的人教版高一年级英语必修一教案，供大家参考借鉴，希望可以帮助到有需要的朋友。 人教版高一年级英语必修一教案1 Step I.Revision Check the homework with the whole class. Step II. Warming up Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures. T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?” S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling.
I was very frightened at that time. S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set. T: That’s too terrible. S3: The noise when planes take off. S4: The sound of trains. T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂? Ss: No, we have no chance to hear that. T: If there is a sound like this, what is it? S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound. T: Terrific! You are using a literary way to express the sound. S6: When an earthquake happens. T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
result “结果；导致” ____1. ...result from sth.“由于某事导致……结果” His failure resulted from his carelessness. 他的失败是由他的粗心大意所导致的。 2. result in sth. “导致某种结果” His curiosity resulted in his death. 他的好奇心导致他的死亡。 3. as a result (of sth.)“结果；因为；作为某事的结果” It snowed heavily; as a result, the train was late. 天下大雪了；结果，火车晚点了。 →The train was delayed as the result of the heavy snow. 由于大雪火车晚点了。 escape “逃脱；逃离；逃跑” 1. escape sth. / being done “逃脱；避免” He was fortunate to escape punishment / being punished. 他很幸运避免了惩罚。 The fox escaped the hunter. 狐狸躲开了猎人。 2. escape from a place “从某处逃跑” He escaped from prison. 他从监狱逃跑了。 3. a narrow escape “九死一生” The workers experienced a narrow escape from the accident. 工人们九死一生逃离了事故现场。 forbid “禁止；不许” ____1. forbid sb. sth. “禁止某人某事” The doctor forbad him wine. 医生禁止他饮酒。 2. forbid sb. to do sth. “禁止某人做某事” The teacher forbids us to smoke. 老师禁止我们吸烟。 3. forbid sb?蒺s. doing sth. / that sb. (should) do sth. “禁止某人做某事” They forbid your entering / that you should enter the room. 他们禁止你进入这个房间。4. the Forbidden City “紫禁城” the forbidden fruit 禁果the forbidden zone 禁区
外研社高一英语必修一 教案 公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-
M o d u l e O n e M y f i r s t d a y a t S e n i o r h i g h Period One Teaching content a)Self-introduction b)Vocabulary and speaking c)Everyday English and function Teaching aims and demands a)have the students to introduce themselves b)have the students to know what you except from them c)have the students get familiar with some words of subjects d)have the students to learn the Everyday English and function Teaching methods a)speaking b)discussing c)pair-work& group-work Teaching steps Step1 Self-introduction (I) This is the first English class in Senior high, you are fresh to the students , so are the students. So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students , you must stress that the students must introduce them in English. If necessary, you can make an example first.
新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
Unit 1 Women of achievement 1． Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... to b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2 ... we see them go to sleep together in their nest for the night. P2 2． Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on. 3． Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching aids A computer, a projector and a recorder.
人教版高一英语教案 【篇一：人教版高一英语教案】 para. one: anne made her diary her best friend whom she could tell everything.para. tw anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature. step 3 language points1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.eg: the fire is going out; will you add some wood?the snowstorm added to our difficulties. add up these figures for me, please.2. ignore v. to take no notice of; refuse to pay attention toeg: his letters were ignored.even the best of men ignored that simple rule.my advice was completely ignored.3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到eg: the boys poor health concerned his parents.he is concerned for her safety.the news concerns your brother.he was very concerned about her. 4. loose adj. not firmly or tightly fixed. she wore loose garments in the summer.i have got a loose tooth. some loose pages fell out of the book.5. purpose n. [c] an intention or plan; a person’s reason for an action. what is the purpose of his visit?the purpose of a trap is to catch and hold animals. did you come to london to see your family, or for business purpose?6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.then began a series of wet days that spoiled our vacation.this publishing firm is planning a new series of school textbooks. they carried out a series of experiments to test the new drug.7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;2) n. a person who cheats; dishonest personsthey cheated the old woman of her house and money.the salesman cheated me into buying a fake.he never cheated in exams. i see you drop that card, you cheat! i never thought that sam is a cheat.8. share 1) vt. vi. (in\with\ amount\between) to have, use or take part in something with others or among a group. 2) n. (in\of) the part belongs to, owed