高中同步创新课堂英语优化方案人教必修1课件：Unit 1SectionⅡ

优化英语必修1教学方案，提升教学效果。

一、优化英语必修1课程设置英语必修1作为中学英语教育的第一门必修课程，对后面的英语学习有着重要的引导作用。

因此，合理的课程设置是优化教学方案的关键。

在课程设置上，应该注重以下几点：1.吸引学生兴趣在制定课程设置时，应根据学生的年龄特点和兴趣爱好制定具有吸引力的教学内容。

例如，可以通过课文故事、电影、歌曲等形式来吸引学生的兴趣，激发学习英语的热情。

此外，还可以设计一些趣味性、互动性强的教学环节，如小组竞赛、游戏、角色扮演等，使学生在轻松愉悦的氛围中学习英语，感受到学习英语的乐趣。

2.注重课程整合各单元中的听、说、读、写和文化背景知识等内容之间应该有机衔接，形成相互配合、相互促进的整体课程体系。

例如，在教学“unit1 My First Day at Senior High School”单元时，可以将听力听读文本中的关键词和语言点作为教学重点，然后再通过小组讨论、口语交流和写作训练等形式深化学生的语言运用能力。

二、合理使用英语必修1教材教材是教学的基础，合理使用英语必修1教材，对教学效果的提升至关重要。

在教材使用上，应注重以下几点：1.多元化选用教材英语必修1教材作为一份主流教材，并不一定适合所有学生的需求和特点。

因此，教师可以根据学生的英语背景、性格特点和学习风格等因素，选用多种教材进行教学。

例如，可以将课内教材和优秀课外教材相结合，以达到多样化教学的目的。

2.注重教材的灵活性英语必修1教材需要具有灵活性，即能够充分适应不同的教学环境和学生的课程需求。

教师可以通过对教材的内容、任务和测评方式等进行适当的修改和调整，以达到最佳的教学效果。

三、采用多种有效的教学方法教学方法的选择直接关系到教学效果的好坏。

在英语必修1教学中，教师可以采用不同的教学方法，例如：1.启发性的教学法通过情境教学、探究式学习等方式来提高学生的探究和自主学习能力，充分发挥学生的主体性和创造性，帮助学生在语言实践中提高语言运用能力。

---------------------------------------------------------------最新资料推荐------------------------------------------------------创新方案同步课堂人教必修一第一章同步课件+同步练习（9份打包）--第一章章末质量检测它 (时间 60 分钟，满分 100 分) 它一、选择题(本题包括16 小题，每小题 3 分，共 48 分) 它 1． (2010聊城一中高一期中)下列有关说法正确的是( ) 它 A．萃取操作可在普通漏斗中完成它 B．浓烧碱液沾到皮肤上应立即用稀盐酸冲洗它 C．用酒精灯加热试管内固体时一定要先给试管预热再集中加热液体部位它D．用容量瓶配制一定浓度的某溶液后，将溶液保存在容量瓶中并贴上标签它解析：萃取操作应在分液漏斗中完成， A 错误；浓烧碱液沾到皮肤上应立即擦去，然后用大量水冲洗，最后涂上硼酸溶液， B 错误；给试管预热可以防止试管因受热不均而炸裂， C 正确；容量瓶只能用来配制一定浓度溶液，而不能用来保存溶液， D 错误．它答案：C它 2．下列实验操作：①用 50 mL 量筒量取 5 mL 蒸馏水；②称量没有腐蚀性固体药品时，把药品放在托盘上称量；③浓硫酸沾到皮肤上要立即用大量水冲洗；④倾倒液体时试剂不对准容器口；⑤块状药品都要用药匙取用；⑥固体药品用细口瓶保存．其中错误的是( )它A．①②③ B．③④ 它 C．②⑤⑥ D．①②④⑤⑥ 它解析：1 / 3①误差太大，应该用 10 mL 量筒；②应在托盘上各放一张质量相同的纸片，以免污染药品，损坏托盘；③正确；④应使试剂瓶口与容器口紧靠在一起；⑤取用粉末状固体用药匙，块状固体一般用镊子；⑥细口瓶盛液体，广口瓶才用来保存固体．它答案：D它 3．从实验室加热氯酸钾与 MnO2的混合物制氧气后的剩余物中回收二氧化锰的操作顺序正确的是( ) 它 A．溶解、过滤、蒸发、洗涤 B．溶解、过滤、洗涤、加热它 C．溶解、蒸发、洗涤、过滤 D．溶解、洗涤、过滤、加热它解析：实验室制氧气后的剩余物中有氯化钾和二氧化锰，其中氯化钾溶于水而二氧化锰不溶于水．可利用溶解性的不同，采用过滤法将其分开并回收．在实际操作中，应先将混合物放入水中充分搅拌，使氯化钾完全溶于水后过滤，二氧化锰留在滤纸上，再通过洗涤除去其表面的氯化钾溶液，最后蒸去水分即回收到了二氧化锰．它答案：B它 4．下列说法正确的是( ) 它 A．在标准状况下， 11.2 L 某气体的质量为 22 g，则该气体的相对分子质量是 44 g/mol它B． 16 g O2和 16 g O3含的氧原子个数一样多它 C．在标准状况下，水、氧气和氮气分子间的平均距离都相等它 D． 1 mol 氯化钙溶于水配成 1 L 溶液，所得溶液中 Cl－的物质的量浓度为 1 mol/L它解析：在标准状况下， 11.2 L 气体的物质的量为 0.5 mol，若其质---------------------------------------------------------------最新资料推荐------------------------------------------------------ 量为 22 g，则由 M＝mn，得 M＝22 g0.5 mol＝ 44 g/mol，其相对分子质量为 44， A 不正确；标准状况下，水为液体，不同于氧气和氮气， C 不正确； B 项， n1(...3 / 3。

Unit 1 FriendshipPeriod 2 A sample lesson plan for Learning about Language(Direct & Indirect Speech<Ⅰ> statements & questions) IntroductionIn this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures: Direct & Indirect Speech (Ⅰ) statements & questions. Objectives■To help students understand and use direct and indirectspeech in statements and questions■To help students learn to use some useful words andexpressionsProcedures1. Warming up by reading aloudReading and reading aloud are the two very important things to do while learning English. So, to begin with, you are to read the text on page 2 aloud to the tape. Let’s see who read aloud with the best pronunciation and intonation.2. Discovering words and expressionsTurn to page 4 and do Exercises 1, 2 and 3. Then make a check on your answers.3. Learning about grammar⑴Direct speechIn direct speech, the original speaker's exact words are given and are indicated by quotation marks.★“I don’t know what to do,” said Dean.In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.⑵Indirect speechIn indirect speech, the exact mea ning of the speaker’s words is given, but the exact words are not directly quoted.★Dean said that he didn’t know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in ‘that clause’ must als o be changed to past tense.Dean said that he didn’t know what to do.First and second person pronouns must be changed to third person pronouns.Dean said that he didn’t know what to do.(The word ‘that’ can often be left out: Dean said he didn’t know wh at to do.)⑶Indirect questionsThe same rules apply to indirect questions as to indirect statements. The difference is that a ‘wh- clause’ is used instead of a ‘that clause’.In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.4. Discovering useful structuresNow let’s go to page 5 to do the three exercises in order to consolidate our studies of the direct speech and indirect speech.5. Closing down by taking a quiz。

创新的高一英语新人教版必修一Unit1教学案例The goal of the lesson is to introduce students to the concept of innovation, explore some famous examples of innovation, and encourage students to think of ways they themselves can be innovative. The lesson is divided into three parts: pre-reading, while-reading, and post-reading.In the pre-reading section, the teacher begins by introducing the concept of innovation to the students. They should explain the meaning of innovation and provide some examples of famous innovations, such as the telephone, the internet, and the airplane. They should also discuss how innovation has changed our world and the role it plays in shaping the future. After this, the teacher can set up some group activities where students discuss why innovation is important, what they think are the benefits of innovation, and what they think is the downside of innovation.In the while-reading section, the teacher will use the textbook's reading material to explore some famous examples of innovation. The material may include various texts, such as case studies or biographies detailing the lives of famous innovators. The reading material should be carefully chosen to ensure that it is informative, engaging, and accessible toall students. The teacher can also set up some groupactivities where students discuss what they have learned from the reading material, what they found most interesting, and how they could apply the knowledge to their lives.In the post-reading section, the teacher should encourage students to think of ways they themselves can be innovative. The teacher can provide some prompts, such as asking students what kind of innovative ideas they have for making their own lives easier, or what kind of innovations they think would be useful in their community. The teacher should also ask the students to present their ideas to the class, which will not only strengthen their public speaking skills, but alsoinspire other students to be innovative.Assessment strategies for the lesson include various techniques, such as observation, oral discussion, and written responses. The teacher can observe the group activities and class discussion to gauge whether the students have understood the concept of innovation. The teacher can also assess the students' oral presentations by assigning points for effective public speaking and originality of ideas. Lastly, written responses can be used to assess whether thestudents have grasped the key concepts of the lesson and how they plan to apply what they have learned.In conclusion, the first unit of the high school English curriculum is essential in teaching students about innovation. This lesson plan provided an outline for teachers tointroduce the concept of innovation, explore some famous examples of innovation, and encourage students to think of ways they can be innovative themselves. The assessment strategies were designed to test if students had understoodthe concept and encouraged them to be creative and original. The lesson plan was effective in promoting the importance of innovation and inspiring students to be innovators themselves.。

单元过关检测(一)(时间：120分钟，满分：150分)第Ⅰ卷第一部分听力[共两节，满分30分]第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1．Where is the woman’s phone?A．In the bedroom.B．In the kitchen.C．In the sitting room.2．What’s the time now?A．6：20.B．6：30.C．7：00.3．What does the man usually have for breakfast?A．Fried rice noodles.B．Fried pancakes.C．Noodles.4．What will the two speakers do next Wednesday?A．Go for a picnic.B．Hand in their reports.C．Have a science class.5．What does the man offer to do for the woman?A．Give her money back.B．Exchange the item.C．Repair the item.其次节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。

每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料，回答第6、7题。

6．Why does the man call?A．To ask for a favor.B．To talk about a meeting.C．To ask about his daughter.7．How long will the meeting last?A．For an hour.B．For two hours.C．For three hours.听第7段材料，回答第8、9题。

新人教版高中英语必修第一册同步学案Unit1Teenagelife课时2Unit 1 Teenage life U1P2（二）学习目标1.Figure out the main structures of the passage by analysing the main idea of each part. 2.Judge the writing purpose and intended readers. 3.Express your own ideas on the given topics through creative thinking. 课堂探究Part ⅠDiscourse Analysis Answer the questions 1.What can you guess from the title? 2.How many parts are there in the text?Whats the relationship between them? 3.Read Para.1 and try to answer the following question. What is the main idea of Para.1? 4.Read Para.2 and answer two questions. (1)What is the topic sentence? (2)How did Adam deal with his challenge? 5.Read Para.3 and answer two questions. (1)What is the topic sentence? (2)How did Adam deal with his challenge? 6.Read Para.4 and answer two questions.(1)What is the topic sentence? (2)How will Adam deal with his challenge? Part ⅡPragmatic Analysis Answer the questions.1.Why does the author write the article?2.To whom does the author write this article?3.Does the author give you all theexpected information? Part ⅢTopic-Related Lexis Find out the topic-related vocabulary of different challenges and solutions. Challenge 1 and solution: Challenge 2 and solution: Challenge 3 and solution: Part ⅣCreative Thinking Work in pairs and make an oral report about your challenges,feelings and solutions as a freshman at senior high school. Example: Im facing/have trouble in.(challenge) I feel...(feeling) Faced with the challenge,I...(how to do) Part ⅤHomework Your Australian friend,Emily,wants to know how you are getting along with your school life as a freshman.Please write an email to tell her about your challenges,feelings,and solutions.Present it in the next period. 参考答案Part Ⅰ 1.From the title,we can predict the passage is mainly about the challenges as a freshman and how to deal with the challenges. 2.Four parts. 3.Senior high school is a challenge.4.(1)First,I had to think very carefully about which courses I wanted to take. (2)The school adviser helped him choose suitable courses.5.(1)I had to choose extra-curricular activities. (2)He decided to find a way to improve in order to make the team next year and joined a volunteer club.6.(1)I have to study harder as a senior high school student and get used to being responsible fora lot more. (2)He will try to study harder and get used to being responsible for a lot more. Part Ⅱ 1.To tell readers the freshman challenges and solutions to the challenges. 2.To readers,especially freshmen at senior high school. 3.The answer may vary. Part Ⅲ Challenge 1 and the solution: think very carefull y about which courses I wanted to take;help me choose the suitable ones;mend;sign up for Challenge 2 and the solution: choose extra-curricular activities;wont quit;find a way to improve on my own;make the team;join a volunteer club Challenge 3 and the solution: study harder;get used to being responsible;keep up with the other students;get used to all the homework;be well prepared Part Ⅳ Im worried about how to balance my studies and my extra-curricular activities.I feel anxious.Faced with the challenge,I turned to my teacher for help.He advised me to work harder at school so I can make more time for my extra-curricular activities and hobbies.Thanks to my teacher,I have confidence to deal with the challenge well now.。