英语必修二unit1教案
【篇一：高一英语必修2 unit1教案】
牛津高中英语模块二（第一讲）
主讲教师：邵磊
主审：孙德霖
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块二unit 1（上）
二、教学要求：
1．学会谈论有关宇宙空间的简单话题。
2．学习阅读英语新闻综述。
3．理解现在完成时和现在完成进行时的意义和用法。
【知识重点与学习难点】
一、重要单词：
tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, yeti, puzzle(nv), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existe
nce, inch, exploration, orbit, launch, artificial, astronaut, oxygen.
二、重点词组：
run into碰到, believe in相信（信仰、理论、说法等）, step up加紧, go missing失踪, show great interest in对….表现出极大的兴趣, due to因为, show up露面, according to根据, pull back拉开, do research on在….方面进行研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, so
far到目前为止, outer space外层空间, human beings人类, space shuttle航天飞机, soviet union苏联, carry out.完成, 实现, 贯彻, 执行, dream of梦想, come true实现, solar system太阳系, comic strip连环漫画.
三、【语法】
a.现在完成时
1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。
2．在现完成时表示动作完成在过去，强调对现在造成的影响或结果，常与already，just，ever，never和yet等连用。表示曾去过
某处have / has been；表示某人去某处（还没有回来）用have / has gone。
例如：i have just locked the door.
he has left london for york.
3．表示过去已经开始，持续到现在的动作或状态，有以下几种情况：与for + 表示一段时间的词组连用。例如：i have worked here for 20 years.
与since + 表示过去某一时刻的词或词组连用。例如：they have had 4 meetings since the new term began.
4. 非延续性动词与可延续性动词
两者都可用于现在完成时，但非延续性动词用在现在完成时时不能
与表示一段时间的时间状语连用。如果必须这样用，就需要把非延
续性动词转化为可延续性动词或状态动词。 he has been back for three days.
he has been back since three days ago.
its three days since he came back.
three days has passed since he came back.
b.现在完成进行时
构成：have/has been+doing
现在完成进行时是一兼有现在完成时和现在进行时二者基本特点的
时态。由于它有现在完成时的特点，所以它可以表示某一动作对现
在产生的结果或影响。由于它有现在进行时的特点，所以它也可以
表示某一动作的延续性、临时性、重复性。现在完成进行时比较生动，有时含有明显的感情色彩,例如:
the couple have been quarreling ever since they got married.（说话人对这对夫妻的关系很不以为然）
you have been asking me questions for the last two hours.
（不耐烦）
1．现在完成进行时可以用来表示一个动作从过去某时开始一直延
续到说话时刻还
在进行。例如：
a. he has been working on the puzzle since early morning.
b. we have been waiting for the result for half a day.
2．现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻刚
刚结束。例如：
a. where have you been? we have been looking for you everywhere.
b. i have been wondering about your behavior.
3. 现在完成进行时可以用来表示过去刚刚完成的动作，其结果对现在有影响或联系，
例如：
a. she has been crying(她现在眼睛还在红肿).
b. it has been snowing.(地上已经有了一层雪).
【难点讲解】
1. the world we live in today is full of mysteries unsolved even by today’s advanced
science and technology.
我们生活的世界里充满了谜团, 这些谜团即使是当今发达的科学技术也无法解开。过去分词短语unsolved even by today’s advanced science and technology是mysteries的定语，它的作用相当于定语从句which are unsolved even by today’s advanced science and technology。当定语从句是由关系代词＋be动词＋过去分词或现在分词短语构成时，关系代词和be动词可以省略。例如：stories (which were) made up by him didn’t sound very convincing.
people (who are) living in these areas believe in ghosts.
advanced 先进的、发达的。
2. police in america have stepped up their search for a fifteen-year-old boy who went
missing in dover, new hampshire.
美国警方现已加紧对一名15岁失踪男孩的搜索，该男孩于两天前在新罕布什尔州的多佛市失踪。
step up加紧，如: step up production, step up the campaign, step up the lobby(加紧游说) search在句中作名词，常见词组有one’s/the search for（对…的搜索、探求），in search of(为了寻求)。例如：
his search for truth has led to one discovery after another.
he risked his life in search of truth.
police是集体名词，形式上永远是单数，和复数动词连用。
3. people have shown great interest in his disappearance due
to sighting of puzzling lights in
the sky and reports of alien visits around the time of his disappearance.
公众对男孩的失踪表现出极大的兴趣，原因是在他失踪前后有人声
称看到天空中出现令人迷惑不解的亮光，还有关于外星人造访地球
的报道。
4. standing inside were lots of white-skinned, strange-looking creatures with large black
eyes.
（飞碟）里面站着许多白皮肤、样子奇怪、长着黑色大眼睛的生物。这是个倒装句，这句话的正常语序是：lots of white-skinned, strange-looking creatures with large black eyes were standing inside. 当句子的主语部分太长，或说话人想要强调对动作的描写时，可以把现在分词短语和主语部分的位置交换，形成“现在分词短语＋
be动词＋主语部分”的倒装结构。例如：
lying there was a thin, black woman with untidy hair and stony face.
coming up is a talk show by our famous host peter pan.
white-skinned白皮肤的，这是一个由形容词＋名词＋ed构成的复
合形容词，中学阶段常见的还有: kind-hearted, bold-faced, ill-tempered等。
strange-looking样子奇怪的。形容词/副词＋动词＋ing也可以构
成的复合形容词，例如：good-looking, easy-going(好相处的), never-ending, ever-lasting.
5. believe和believe in
believe+sb表示“相信某人的话”，believe+sth表示“相信某事的真
实性”。例如： i believe george, he has never told a lie.
do you believe his story?
believe in+sb表示“信任某人”，believe in+sth表示“相信某事的
存在、信仰某种学说或宗教”。例如：让我失望).
i don’t believe in ufo.
he believes in maxism.
6. search和search for
search+搜查的对象，例如：search the house, search the prisoner.
search for+，例如：search for gold, search for food.
也可以是：search+搜查的对象＋搜索的目标。例如：search the house for the thief
7. make up编造, make up for补偿、弥补, be made up of由….构成. 例如：
we had to work day and night to make up for the lost time.
he made up this story simply to draw attention to himself.
the exploration team was made up of 4 scientists, a doctor
and an indian guide.
8. go作为系动词用法小结：
1）表示“变得”，常和有关颜色、状态、质地的形容词或词组连用，例如：（发紫）with anger. 破产)after such a heavy loss. 变
质)very easily in hot weather. 高兴地发狂). 2）表示“选择….样的
方式、采用….的方法”，例如：go natural回归自然, go
international国际化, go native融入当地社会, go green追求绿色
生活。
3）表示“未受到…”, 常和un+过去分词构成的形容词unpunished/ unnoticed/
unchallenged/ uncommented等连用，相当于“pass/get away without being＋过去分词”，例如：
a. many important details have gone unnoticed while he was listening.
b. .
【同步练习】
一、单项选择
1． nanjing is situated------- the yangtse river.
a. to
b. near
c. on
d. at
2． john will settle -------- after he gets a job and gets married.
a.down
b. up
c. about
d. for
3． a large number of people -------- london each year.
a.visits
b. visiting
c. are visit
d. visit
【篇二：新人教版高一英语必修二unit1教案】
the first period
(warming up, one class)
teaching aims:
1. to learn the knowledge of the cultural relics.
2. discuss how to protect our cultural relics.
3. to learn the following words or phrases:
cultural relics, rare, valuable, survive, vase, rare, dynasty
teaching design
step one: presentation
(by showing them some photos of some famous cultural relics.)
hello, everybody, let’s look at the screen. here are some pictures. they are all very famous places in china or in the world. please think these over:
can you name them out?
who have the right to own and confirm them?
(the shown pictures: ①the great wall, ②the imperial palace of the ming and qing dynasties in beijing and shenyang; ③the mausoleum of the first qin emperor and the terracotta warriors) let the students name out the famous places in the pictures, and tell them they are cultural relics. and explain what cultural relics are.
a cultural relic is sth. that survived for a long time
a cultural relic may be a part of old thing has remained when the rest of it had been destroyed or a cultural relic is something rather rare
（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）
1. get the students understand the identity of the cultural relics.
2. let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.
( by showing the pictures of some natural sites relics. eg: mount huashan, the jiuzhaigou valley, river li )
step two: drills
let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.
here are some possible answers from the students:
(the neiguan cave(内莞岩); the xinfengjiang river(新丰江); heyuan dinosaur park(河源恐龙公园); yuanmingyuan(圆明园), etc.)
(the sydney opera; the white house; the big ben; the amber room, etc.)
step three: discussing 1
as we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.
1. then can you tell the value of the cultural relic? (have the students discussed for some time in teams, then get their answers by expressing in class.)
(there will be a lot of possible answers. eg: from the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology
of making them…)
2. how to protect the cultural relics? (the same as question 1) (there will be a lot of possible answers. eg: having the idea of protecting our cultural relics; don’t damage them; use them in a right way…..)
step four: discussing 2
1. if you find a cultural relic, what will you do with it?
2. do you think to whom the cultural relics belong?
(all cultural relics belong to all people and whole society.)
have the students to discuss the first question for about two or three minutes, then show the answer for their team. then the same way for question 2.
(while discussing, teach the new phrase in red)
the second period
(reading part, 2-3 classes)
teaching aims:
1. reading and understanding, catching the history and information of the amber room.
2. functional item, how to tell the story about the amber room
3. grammar point: the attributive clause
4. learning the following useful words and phrases:
in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart
teaching design
step one: presentation
last period, we talk about the cultural relics at home and abroad, such as the great wall, the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors the sydney
opera; the white house; the big ben; the amber room (which we have learnt last period)
then, we will go the amber room, showing them the pictures of it.
do you know the history of the amber room, and do you know where the amber room is now? (the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost seven thousand tons of natural ambers were used to make it. but during world warⅡ in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.) step two: reading 1 (listening, reading and understanding)
1. now please listen to the tape of the text in search of the amber room. and then read aloud. pay attention to the pronunciation of each word and the pauses within each sentence.
2. after reading the text, please complete the exercises of comprehending.
①keys to ex1 cebdaf
②the suggested answers to the ex2
para 1 how was the amber room made?
para 2 why did the king of prussia give the amber room to the czar of russia as a gift? para 3 how did the amber room become one of the wonders of the world?
para 4 how did the amber room get lost?
para 5 how was a new amber room built?
3. detailed reading
read the text again and answer the following questions:
what was given to the russian people as a great gift by frederick williamⅠ,the king of prussia? (the amber room was given to the russian people as a great gift by frederick
williamⅠ,the king of prussia )
why it is called the amber room and how many tons of amber were used to make the amber room?
(because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)
what did catherineⅡ do with the amber room?
(she had the amber room moved to the palace outside st petersburg and transformed it.) ④. what happen to the amber room during world warⅡ?
(it was stolen by the nazi and it was taken apart and missing in world warⅡ)
step three: intensive reading
skimming and identifying the general idea of each paragraph now please read the text again and try to catch the main idea of each paragraph. after about five minutes reading, have some students speak for their teams.
1st paragraph: the introduction of the amber room
(the amber room had a strange history and something about its design, color, shape and material.)
2nd paragraph: the gift to the czar
(the history of the amber room and its use in russia—the czar’s winter pal ace and a small reception hall for important visitors.)
3rd paragraph: the relocation of the amber room in
catherineⅡ time
(catherineⅡ had the amber room moved to the palace outside st petersburg told the artists to add more details to it.)
4th paragraph: the missing of the amber room
(the german nazi stole the amber room secretly during the world warⅡ,and what really happen to the amber room remain a mystery)
5th paragraph: the rebuilding of the amber room
(russia and germany have built a new amber room for the
300th birthday f st petersburg.) step four: discussing
closing down by having a discussion
can you imagine the fate of the amber room? what is it?
do you think if it is worthwhile to reproduce the amber room? why?
have the students discussed one question by one question for some time, and then show their views for their teams. there may lots of possible answers.
keys for reference:
a: i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it
was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly. b: i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st petersburg. it is a trace and feature surviving from a past age and serving to
remind people of a lost time.
step five: new words teaching
read the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.
amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, former
especially pay attention to the words and phrases underlined. step six: grammar points in this text
let the students try to find out the attributive clause in warming up and the reading part.
1. a cultural relic is something that has survived for a long time.
2. it is your job to look into any reports of cultural relics that have been found in china.
3. you are sent to a small town where you find a relic that was stolen from a palace.
4. the man who has it insists that it belongs to his family.
5.this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it.
6. later, catherineⅡhad the amber room moved to the palace outside st petersburg where she spent her summers.
7. in 1770, the room was completed the way she wanted it.
8. this was a time when the two countries were at war.
have the st udent’s judge whether they are the same as those we had learnt before. especially the 5th one. this will be the homework after class.
the third period
(learning about language, 1-2 classes)
teaching aims:
to learn some useful words and expressions
to learn some useful structures
to learn the restrictive and non—restrictive attributive clause
teaching important point
learn how to use the attributive clause with
that/which/who/where/when
teaching difficult point:
⑴. how to tell the attributive clause with
that/which/who/where/when from other clauses. ⑵. learn the differences between the restrictive and non—restrictive attributive clause teaching design
step one: retelling (can be chosen)
retell the story of the amber room in their own words.
step two: exercising 1 (exercise 1 2 on page 3)
(1) complete exercise one in learning about language on
page3. asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or
finish each task. here are the keys to ex1:
select rare
reception amaze less than wooden in search of suivive
remove artist former at war
【篇三：必修二unit1教案】
一、学生分析
教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力
比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语
进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解
型并应用到交际上，他们有自己的学习技能和策略，学会把语言学
习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生
的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参
与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的
能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我
的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重
手把手式的语法教学），但经过半个学期后，他们适应得很快，而
且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐
述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学
过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。二、教材分析
这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三、教学目标
本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。
教学内容大致分为以下几个方面：
1．看图片和听录音引入文化遗产这一话题。
2．从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书）
3．学生阅读课文后完成精读练习。
4．两人围绕琥珀屋设计小对话。
5．语言学习--难句解释。
6．小结文章，一是找关键线索，二是写作手法。
7．小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么（达到教学目标--形成保护文物意识）。
四、教学策略
环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。
采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
课前需要准备中外文物图片以及对这些图片简短的录音描述。
五、教学过程
（一） warming-up引入
教师用 powerpoint分别展示三幅图片以及播放有关的三段介绍录音，并不需要学生详细记录细节，因为不是听力课，只是了解图片是什么地方，位于哪个国家等。
（ look at three pictures and listen to three tourist guide describe each of them. what do you think of them?）
1、3为学生所熟悉的
1. the pyramids in egypt
2. machu picchu in peru
3. the great wall of china
然后问问题：
what do you think of them?
(they represent the culture of their countries, so they are called______)
引导学生讲出 cultural relics这个词组
接着分别说出 cultural relics的定义（学生个人观点）
（引入部分使学生对本节课的话题有所了解，而且很有兴趣了解其它文物）
（二） reading使学生了解amber room形成、发展,经历了几个阶段
1、让学生解释文章的title—in search of the amber room (maybe its lost)
2、为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，新旧琥珀屋对照、外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止，并学会分辨新旧。
3、先给出一系列问题，让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在人名、地名上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。
4、阅读后学生回答问题（大部分学生能找到答案）
5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。
（三） difficult points
因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找
出 4句难句，让学生进行解释，一一说明属于什么从句（分别有宾从、状从、定从、主从）（从句是学生的薄弱环节），为学生扫除
阅读障碍。
l. frederic williamⅠ,the king of prussia could never have imagined that his greatest gift to russian people would have such a strange history.
2. once it is heated, the amber can be made into any shape.
3. this was a time when the two countries were at war.
4. there is not doubt that the boxes were then put on a train for konigsberg .
（四） summing-up（总结）
学生掌握每段大意后，从总体上把握文章结构和特点
1、找出与amber room有关的重要线索（3个人物、2个国家、1
个组织）
2、分析写作手法（时间顺序及都用了一般过去时描述已发生的事情）：让学生将来进行写作训练描述某事经过时，可以模仿这篇文
章的手法
（五） group-work(task)4人小组
学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节
1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格（learn how to talk about cultural relics）
fill in the blanks:
the amber room was made________. frederick
williamⅠ________.it soon became part of the czars winter palace in st. petersburg . later, catherineⅡ________and she
told her artists to________. in september, 1941，the nazi germany army secretly ________. after that, what happened to the amber room________. now russians and germans have
________much like the old one.
2、谈谈自己从中的收获（what can you learn from the text?）
学生都能说出要保护文物（完成本课教学目标）
至于怎样保护，因时间关系留待下个课时再讨论。
（六）布置作业：复习课文及写一篇如何保护家乡某一文物的文章。
六、课后反思
教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨
深层意思，使学生明白文物重要性及要做好保护。例如，先带着问
题读课文，回答问题，接着概括段意，然后分
析句子，（这是表层理解），最后总结全文，通过字面理解使学生
达成共识――保护文物，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短
且能引起学生兴趣及渴望了解更多的求知欲。
不足之处是在阅读后回答问题那部分，设计问题大多是 wh-问题，
因此对阅读能力稍差的学生没有完全照顾到，原因是我认为他们是
高一学生，在课文中找出答案并不难，何况这些问题并不是推理题，就以为他们都能接受。但下课后我了解到有一些学生并未能在短时
间内回答完所有问题，在以后类似的教学过程中，我会分几个环节
设计精读练习，例如针对中下层学生设计yes/no questions或t/f。七、课例评析
必修二unit4 Period1 Listening and speaking 课时目标 1.听懂这名游客Willian和学生Xiaokong的对话，并归纳出对话大意 2.写出对话中英语常用的习语的意思以及思考一些它们的中文对等词 3.学习并掌握一些连读音的技巧 教学重难点 能听懂对话并且学会归纳一些描述孔子府的词语 教学过程 Activity一听前感知 Ask students to look at the three pictures and try to introduce the three historic places brief in simple English. Activity二：听力活动 https://www.doczj.com/doc/362331562.html,plete a table(p38 part2) (1)Go through the chart quickly and let the students know what they should write down while listening (2)Play the tapes for students and ask them to get the important information about the Confucius. (3)Exchange the answers with others and brainstorm. (4)Play the tape again for students to check the answers. (5)Share the answer with the whole class. Suggested answers:
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
A Teaching Plan for Module2 Unit2 Olympic Games Reading An Interview Teaching Aims a. To know some basic information about the ancient and modern Olympics b. To catch the key words or phrases in the reading c. To enhance the skills fast-reading and careful-reading Teaching Keys Points a.To bear some new and important words and phrases in minds, such as ancient, take part in, stand for, Greece, magical, volunteer, athlete, slave, host, olive wreath. b.To improve the reading and speaking skills Teaching Difficult Points a.To summarize the similarities and difference between the earlier and latest Olympics through the long dialogues. b.To arouse the students’ interests of English-speaking. Teaching Aids Blackboard, Multi-media, and other normal teaching tools. Teaching Methods Students-centered approach and Task-based teaching and learing. Teaching periods Period 1 Warming up(3’) 1. Enjoy a video which is to celebrate that Beijing win the right to host the 2008 Olympic Games to lead in the topic: the Olympic Games. 2. Guessing game: Which ring is concerned with the Olympic Games? five rings flag five continents The five interlocking rings stand for friendship of five continents. Blue =Europe Black =Africa Red =America Yellow =Asia Green =Oceania 3. Show the pictures to Students about the Olympic motto: Swifter, Higher, Stronger 4．Introduce three medals to students; gold, silver, bronze. Period 2 Reading
[教案]_[人教新课标]高一英语必修一unit1全单元学案[教案] [人教新课标]高一英语必修一unit1全单元学案 英语, 单元, 必修 Unit1 Friendship 学习知识清单: 对于要学的知识做到心中有底，这样才能更好的安排自己的学习步骤和学习时间，愿知识清 单能够更好的帮助你进行自主学习～ 我们将要熟悉的话题: Friends and friendship; interpersonal relationships 我们将要掌握的词汇及词组: add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 我们将要运用的语言功能: 1. 态度(attitudes) Are you afraid that …? I’ve grown so crazy about …. I di dn’t dare ….
Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly
牛津高中英语教学设计 单元：Unit 2 Wish you were here 板块：Word power Thoughts on the design: 本板块以教会学生扩充词汇的方法、培养学生学习词汇的兴趣和帮助学生扩大词汇量为教学目标。在教学实践中，教师应始终将培养学生词汇学习兴趣和方法放在首位，根据中学生的年龄特点和心理特征，设计一系列由易到难、由单一到综合的教学活动，循序渐进地引导学生在轻松愉快又富有挑战性的氛围中，兴趣盎然地获得学习词汇的方法和最大限度地习得本单元的话题词汇。 Teaching aims: After learning，the students will know more about adventures and their vocabulary about items for holiday can be greatly enlarged. In addition, the students’interest in learning English can be further stimulated. Teaching procedures: Step 1 Lead-in Show pictures of places of interest in China like the West Lake, the Yellow Mountain, the Great Wall and so on to the class and ask them questions as follows: 1. Do you like traveling? 2. Have you ever been to any of the places? [Explanation] 通过对中国名胜古迹的图片浏览，激发学生对祖国大好河山的热爱，并唤起学生强烈的求知欲望和学习热情，寓教于乐。 Step 2 Warming up Ask the Ss to discuss the following question： Suppose you are given a chance to choose one of the places for your holiday, where would you like to go? What kind of things will you plan to take with you? Then divide the whole class into 4 or 5 teams and ask them to compete with each other for more answers. Write down their answers on the blackboard. Afterwards, show pictures of the items that are often packed by people for their holiday. [Explanation] 这个比赛环节的设计既是为了促进学生的快速思维，又让他们对以前学过的相关词汇作一个回顾。同时，游戏常常能很大程度地活跃课堂气氛，起到很好的“热身”作用。 Step3 Pre-reading
Unit4 Reading 教学设计 1. Teaching Analysis 教情分析 1)Teaching objectives-教学目标 ①Language target语言目标 a. Key words & expressions重点词汇和短语 Carpet，respond，distant，certain，powerful, rub, mosquito, affect, appreciate, in danger of, burst into laughter, protect...... from, in relief b. Sentence structures: Please take me to the distant land where I can find the animal that gave fur to make this sweater. It shows the importance of wildlife protection，but I’d like to help as the WWF suggests. The flying carpet traveled so fast that next minute they were in Zimbabwe. ②Ability goals能力目标 a. Students will develop their reading skills such as skimming, scanning and making inferences to acquire a better understanding of the passage b. Students will apply the new knowledge to communication based on the reading passage. c. Students will adopt cooperative learning. ③Emotion goals情感目标 a. Let the students be conscious of the critical situation of endangered animals and establish their awareness of wildlife protection. b. Initiate students’ critical and creative thinking in solving the problem of wildlife protection 2)Important & difficult teaching points-教学重难点 ①Important teaching points-教学重点 Developing reading skills like skimming, scanning, making inference, to better
教案 人教版高一英语《英语1》第一单元Friendship 第1课时：Warming up and Pre-reading 一．教学目标 ①知识目标: ⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog ⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not. ②技能目标: 1．让学生学会用英语描述自己的朋友。 2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 ③情感目标 1．让学生学会如何解决朋友间可能出现的问题。 2．培养学生在高中阶段形成学习英语的好习惯。 二．教学重点 1．用给定的形容词和句子结构来描述他们的一个朋友。 2．学习评价朋友和友谊。 三．教学难点 1．与搭档合作并描述他们的一个好朋友。 2．与搭档讨论并找出解决问题的方法。 四．教学方法 1．任务型教学法 2．合作学习法 3．讨论法 五．教学准备 多媒体和其他常规教学工具 六．教学过程 1.导入新课： 友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。 1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? 2. What do you think of our new school? Do you like it? Could you say something about it? 3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? (其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。) 第二步：准备活动Warming-up 1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。下列形容词可能有用： brave loyal wise handsome pretty smart friendly
Unit 2English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。 为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到
Unit 4 Wildlife Protection I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭
绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。 1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。从而有效地引导学生关注本单元话题，关注动物生存现状。 1.2 Pre-reading是Reading的热身活动。通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。同时要求学生通过阅读文中的图片和标题来猜测文章的内容。 1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。从而号召人们热爱动物，保护动物，从我做起。 1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。练习1要求学生根据阅读文的内容回答问题。这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。练习2通过填空练习，学生分析课文结构，内容特点。为写作做好铺垫。练习3帮助学生综合运用、迁移所学知识。通过列举WWF所面临的一个棘手问题，要求学生小组讨论找出合理的解决方案。 1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习、在具体文章中的运用和相关词汇的分类与运用；Discovering useful structures 是以文章内容为载体的“被动语态的现在进行时”的操练。由此可以看出本教材已明显地由以结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、
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
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。
Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns： （1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.
Period 5 Speaking and Writing The General Idea of This Period： This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions.And help the Ss to organize their ideas into a composition. Teaching Aims： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Help the Ss learn how to organize a letter to save the endangered animal dodo. Teaching Important Points： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Enable the students to organize a letter in the proper and efficient way. Teaching Difficult Point： How to write a letter in a correct way. Teaching Methods： 1.Create some situations for the Ss to talk actively in public. 2.Practice to improve the students’ writing ability. Teaching Aid： 1.A multimedia computer. 2.A projector. Teaching Procedures： Step 1 Revision 1.Revise some information about some endangered animals. T：Yesterday we learned something about an disappeared animal.What is it? Ss：Dodo. S1：It had large body and small wings so it couldn’t fly high in the sky. S2：It was kind to human beings but it was cheated by human and hunter to disappearance. T：Very good. 2.Get the Ss to present what they have found about endangered animals.Each group of Ss choose one representative to imitate the endangered animal and describe for the rest of the class to guess the name of the animal，its appearance，habits and the problems they are facing，with pictures shown on the screen. Step 2 Speaking T：So you know many species of endangered animals.Do you feel it a pity that so many animals are dying out? Ss：Of course/Sure. T：Now imagine that you are with one of the species.You try to help them.How to help them? Talk in pairs what you might do.Try to use as many useful phrases as possible. The phrases of Speaking on Page 31 may be useful to you. After four minutes，get some Ss to present their solutions and at the same time collect their ideas on the Blackboard. S1：I’m going to do something to help the Tibetan antelopes，for they are endangered.I mean to take them away from people and hide it in a cave on a separate plain.And I will dig holes