高一英语教案：unitperiod《languagestudy》人教版必修含答案_4

高一英语Unit21 body languagePeriod 3 language studyTeaching aims:1 Learn how to use some useful words, phrases and understand some difficult sentences.2 Study the rules of-ing and wants to go ahead of the queenTeaching procedure:1 Somebody is late for a flight and wants to go ahead of the queenahead of 在 ~ 之前，比 ~强，好Ahead of us was a riverThe time here is nine hours ahead of LondonHe is ahead of me in maths2 Avoiding eye contact with the salesman when you are buyingI just avoided running over the car3I can manage it myselfManage The question is too difficult ,I can’t manage it myselfManage to doHe managed to finish the work on time ,try to do ‘4 Just like spoken language ,body language varies from culture to culturePrices vary with the seasonsvarious varity5 There are also differences as to how often we touch each other ,how close we stand to someone we are talking to ,and how we act when we meet or part1) as to conjEvery week they received reports as to what was going onPrep As to money ,she is indifferent2) partPart sth from sth;part sbThe English Channel parts Britain from France .We tried to part the two fightersPart withIn order to raise money ,Mr Brown had to part with his gold watch .6In some countries, ~ a visiting friend is greeted with a kiss on the cheek, in other countries people greet each other with a firm handshake1)greet sb with a smileThey greeted me with a shower of stones ,the smell of coffee greeted us as we entered. GreetingA greetings telegram2 firm adj,as firm as a rockbe on firm ground7 While there are many different interpretations of our bodylanguage, some gestures seem to be universalTelevision provides universal entertainment.There was universal agreement on this issueWar cause universal misery .8 a smile can help us get through difficult situations and find friends in a world of stangersget throughLet us start, there is a lot of work to get throughIt is extremely difficult to get through the work in such a short timeThe line is busy now ,I can’t get throughTom failed but his sister got throughTry to get through to him that he is ruining his own life9if we are feeling down or lonely, there is noting better than to see the smiling face of a good friendI can’t agree moreWe couldn’t feel better10 a smile can open doors and tear down wallsThese beautiful old houses are being torn down to make way.she tore his letter into little piecesShe tore up the letterThis material tears easily .11-ing form can be used as subject,object,predicative and attributive1) Subject :In many countries ,shaking hands means “no” and nodding means “yes”2 Object: we can learn a lot about what a person is thinking by watching his or herbody language3)Predicative:A good way of saying I am full is rubbing stomach after a meal4)AttributiveA pair of walking sticks can help you walk if you are a disabled in feet。

高一英语教案人教版（精选5篇）高一人教版篇1教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.高一英语教案人教版篇2教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________ vi.爆裂;爆发n.突然破裂;爆发2.________ n.事件;大事3.________ n.废墟;毁灭vt.毁灭;使破产4.________ adj.极度的5.________ vt.破坏;毁坏;消灭6.________ vt. & vi. (使)震惊;震动n.休克;打击;震惊7.________ n. & vt.援救;营救8.________ vt.使陷入困境n.陷阱;困境9.________ n.灾难;灾祸10.________ vt.埋葬;掩埋;隐藏11.________ n. & vt.损失;损害12.________ n.裁判员;法官vt.断定;判断;判决13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的14.________ n.电;电流;电学→________ adj.用电的;带电的→________ adj.与电有关的;电学的15.________ vt.使惊吓;吓唬→ ________ adj.受惊的;受恐吓的→ ________ adj.令人恐惧的16.____________ n.祝贺;(复数)贺词→ _____________ vt.祝贺Ⅱ.重点短语1.a (great) number ________许多;大量的2.dig ________掘出;发现3.________ an end结束;终结4.right ________立刻;马上5.as ________仿佛;好像6.________ ruins严重受损;破败不堪7.think little ________轻视，满不在乎8.tens ________ thousands of数以万计9.be proud ________以……自豪10.judge ________从……判断11.be trapped ________陷入12.be buried ________埋头于13.put ________ shelters搭建避难所14.get away ________离开15.pay attention ________注意Ⅲ知识点教案EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).burst with anger/ joy勃然大怒burst n.突然破裂;爆发a burst of laughter一阵笑声2.n.废墟，遗迹(常用复数形式);毁灭be/lie in ruins成为废墟;严重受损;破败不堪EX.1 All the towns were/lay in _____ (ruin) after the earthquake.vt.毁灭;使破产ruin oneselfruin one’s health/fame/futureEX.2过量吸烟损害健康，因此你应该戒烟。

Book4 Unit3 Language Points 教学设计(人教版英语高一)Book4 Unit3 Language PointsKnowledge aims:1. Get the students to learn and grasp the usages of the important new words and expressions.2. Let the students learn the following important sentence patterns: “You may find it astonishing that …” and “Unfortunately his father died, leaving the family even worse off…”Ability aims:1. Enable the students to use some useful new words and expressions correctly.2. Get the students to make sentences after the useful sentence patterns.Emotional aims:1. Stimulate students’ interest in learning English.2. Develop the students’ spirit of group cooperation and teamwork.Teaching important points1. Get the students to grasp the usages of such important new words and expressions as content ,entertain ,direct, up to now, cut off…etc.2. Get the students to master the patterns: “You may find it astonishing that …” and “Unfortunately his father died, leav ing the family even worse off…”Teaching difficult points1. Let students learn the usage of the word “content” and the expression “cut off”2. Enable students to learn the sentence pattern : find + it +adj./n + that…Learning methodsIndividual work, discussion and practice.Teaching proceduresStep I Revision1. Check the homework exercises2. Read the key words and expressions together.Step II Learning important language points1. content n. “（作品等的）内容（与形式相对）” “含量” 目录 adj.，意为“满意的，满足的 be content with ...意为“对……满足” be content to do sth. 愿意做某事。

Language Study
understand.
第三层级课堂检测【随堂检测，课堂小结】
布置第三层级课内检测部分的
任务，检查学习情况。

【Lines 6】
We’ve learned the uses of
some important words and
phrases in this period. Please
finish the test by yourself after
class.
根据学习内容，
独立完成第三
层级课内检测
部分的练习，以
竞答形式完成
练习
通过PPT展
示第三层级
课内检测部
分的练习及
答案
第四层级总结反思词汇教学要在具体的语境下进行，做到词不离句；并背诵经典句
式
板书设计
其他建议语言点的学习是掌握语言知识的重要组成部分。

在本环节，教师可以通过小组竞赛、抢答，你读我写，建造词汇大楼，bingo，单词接龙，四面开花等游
戏，让学生们积极参与到课堂活动中来。

英语人教版新课标必修3Unit 2第2课时教案Book 3 Unit 2 教学设计Healthy eatingThe second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step Ⅱ Discovering useful words and expressions:This part is a consolidation of the words and expressions. Ask the students to do the exercises individually.T: Now please open your books and turn to page 12. Finish the exercises one by one .Then check the answers with the class.Answer keys forExercise 1:lie, get away with , raw, curiosity, customer, benefit Exercise 2:●ought to , diet, raw, balanced, energetic, slim●become thinner-----lose weightbeing laughed at by her friends------losing facefelt so sad and hopeless about herself----lost heartwas unwilling to visit any more----lost interest in visitingStep Ⅲ Discovering useful structuresThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1 on page 13. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text. Finish Exercise 1:a.Then usually by lunchtime they would all be sold--- possibility.b.What could have happened?--- possibility.c.Nothing could be better.--- possibility.d.Something terrible must have happened if … -------guessing.e.He could not believe his eyes. --- intension.f.Perhaps he should go to the library and find out.------Dutyg.He could not have Yong Hui getting away with telling people lies! ---intentionh.He had better do some research!--- duty.i.Even though her customers might get thin after eating Yong Hui’sfood...----Possibilityj.They could become tired very quickly.----intentionk.…he could win his customers back.---ability…Answer key for Exercise 2 :1.have to , should , shouldn’t , needn’t , don’t have to/needn’t/shouldn’t , will2.have to , mustn’t3.ought to, shouldSuggested answers to Exercise 3:1.I have to take the book to the librarian’s desk. Then I need to give her mycard so she can register the book on her computer. I have to return the book before the date stamped on the cover.2.I must go to the dental hospital and see the dentist. Of course I have to makean appointment first. Then I should clean my teeth before I go into the dentist’s surgery. It will be more thoughtful for him/her if I can do this.3.First , I ought to arrive in good time at the airport. Second, I must writethe name of the person I don’t know on a name board and display it so everyone can see it. Finally, I have to wait until the flight have appeared. If I still have not seen him/her I should go to the information centre and ask them to make an announcement.4.To get a discount in a shop I need to find out the original price. Then itis important to laugh and wonder aloud if this price is a joke or not. FinallyI should offer a lower price and argue with the salesperson until they offerme a more reasonable price. If the price I still too high I don’t have to accept it. I can always walk away. Sometimes if the salesperson is keen to make a sale he/she will offer me a more reasonable price.5.When you meet the hostess in your friend’s home, you ought to greet herpolitely. You should spend a few minutes talking to her. For example you can thank her for inviting y ou but you don’t need to compliment her on her dress or her house. However , you ought not to speak to her too long as she will be busy and have many people to greet. At the end of the party you must thank her for a lovely evening.Step Ⅳ Homework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs.。

Unit 1 TEENAGE LIFE第3课时Language Study（1分钟）1.通过训练, 能理解多模态语篇传递的要义、主要信息和意图，能抓取语篇的细节信息，能2. 通过训练，巩固重要词汇和短语的运用。

3. 通过训练，巩固词义和词性猜测的方法与运用技巧。

（28分钟）基础巩固练习一、单词拼写1．She studied eight foreign languages but is (流利的) in only six of them.2．She (毕业) in English and Drama from Manchester University.3．A month has gone by,but the work has not (发展)．4．It may not be great (文学作品) but it certainly attracted me!5．As parents we have a (责任) to give our children a sense of belonging.6．This is a problem that calls for immediate (解决办法)．二、课文语法填空Adam is a freshman at senior high school. 1. (go) from junior high school to senior high school is 2. really big challenge to him. So he felt a little 3(confuse) at first.First, he had to choose the suitable courses. 4. (lucky),his adviser helped him and recommended that he 5. (sign) up for advanced literature.He had to choose extra-curricular activities, too. To his 6. (disappoint), when he tried to join the school football team, the coach refused him. However, he didn’t lose hope. He’ll find a way 7. (improve) by himself so that he can join the team next year.He knows he’ll have to study 8. (hard) as a senior high school student and get used to being responsible 9. a lot more. He’ll be well prepared for university or whatever else 10. (come) in the future.一星级★素养提升练习★三、阅读理解Friendships are very important to teenagers. Friendships provide teenagers with chances to develop social skills. Teenagers can learn how to end a fight and still remain friends. Friends provide fun and excitement for teenagers through games. Friends also give advice to one another. Teenagers talk through lots of problems with their friends. Friendships also provide help during times of difficulty. It is helpful for teenagers to have a friend who is going through the same situations.What happens when the youth don’t have friends? Teenagers without friends are usually more lonely and unhappy. They will have lower levels of grades and lower confidence. As they get older, they are more apt to drop out of school.As kids move into their teenage years, friends and friendships play an important role in teenage life as a way of getting personal enjoyment and social learning.Most teenagers will have friends who parents either like or dislike. However, it is important to keep in mind that one way teenagers can truly learn how to choose and keep friends is through personal experience, which is sure to have some mistakes. Parents should not be too hard on teenagers when they choose friends who are not good enough or when their friendship fails. Remember, every social experience helps teenagers to learn about different people and improve social skills.As parents, it is important to encourage friendships among teenagers. However, it is important to know who your teenager’s friends are and to communicate openly about changes in friendships with your teenagers.1.How many advantages of friends and friendships are mentioned in the first paragraph?A. Three.B. Four.C. Five.D. Six.2.What does the underlined sentence probably mean?A. They get better grades and leave school earlier.B. They have a lower chance of leaving school earlier.C. They have a higher chance of leaving school earlier.D. They are good at dealing with social problems after school.3.Who are the most possible readers of the passage?A. Teachers.B. Teenagers.C. Researchers.D. Parents.4.What is the best title for the passage?A. Friendship May Be DangerousB. Friendship Is Important to TeenagersC. Parents Should Choose Friends for Their ChildrenD. Parents Advice Is Important to Teenagers Friendship二星级★★培优练习★★四、语法填空On the 1. (one) day of my senior high school life in the USA, I showed a great interest in one of the 2. (lecture), marketing lecture. My teacher, Mrs. Tolman 3.(recommend) that I should register a 4. (nation) marketing club called DECA which attracts many students with interest in business. So I did.The first challenge was 5. (collect) money for the marketing competition later in the year by selling candles. Mrs. Tolman said the competition was due(到期的) in a week and that 40 percent of the income(收入) would go into my personal account, 6.made me be7. (addict) to the selling.At 8.beginning, I tried to sell some candles to my host mom. She said that if I could show 9. (confident) and do a wonderful sales presentation, she would certainly buy some. I started my topic with a firm handshake. Then I focused 10.all the different kinds of candles and the special sales I could offer and convinced(说服) her that our candles were the best choices for gifts and home decorations. Finally, she bought three candles.（1分钟）其他参考答案I.1．fluent 2．graduated 3．advanced 4．literature 5．responsibility 6．solution Ⅱ.1.Going2.a3.confused4. Luckily5. (should) sign6.disappointment7.to improve8.harder9.for 10 esⅢ.【语篇解读】友谊对青少年来说非常重要。

unit20languagestudy（人教版高一英语下册教案教学设计）1.dating back to/from 始于，起源于，追溯到；此短语多用于一般现在时态中This castle dates from the 14th century.这座城堡建于14世纪。

Our partnership dates back to 1960.我们从1960年就合伙了。

2.bury vt. 埋葬Many men were buried underground when there was an accident at the mine.矿上发生意外事故时,许多矿工都被埋在地下。

专心致志于, 埋头于(in)He buried himself in his work.他埋头工作。

be buried in thought沉思3.with his face to the north 面向北方with his face to the north属于“with+名词+介词短语”结构在句中常作状语，表示伴随动作或伴随性质。

根据宾语和宾补之间的关系，还可以用现在分词或过去分词作宾补。

The weather was even colder with the wind blowing.刮风了，天气更冷了。

He usually works in his study with the door locked.他通常锁着门在书房工作。

4.test on试验，检验Many people are against new drugs being tested on animals.很多人都反对用动物做新药试验。

5.certain be sure和be certain后都可跟从句，但be sure的主语必须是人，而be certain的主语既可以是人又可以是物。

6.Some of the objects found in the grave give us an idea ofhow he was dressed when he was buried. 一些在墓穴中发现的物体让我们得知他被埋葬时的穿着。

高一英语教案：Unit1 Friendship- Language study 新人教版必修1Teaching goals 教学目标1. Target language目标语言a. 重点词汇和短语suffer, settle, realize, worry about, have got to, tie upb. 重点句子Chuck said he would take care of him.She asked if I had got e-mails from my friends.Father asked Anne when she went to bed the night before.2. Ability goals 能力目标Learn Direct Speech and Indirect Speech (statements and questions).3. Learning ability goals 学能目标Let Ss learn how to use Direct Speech and Indirect Speech (statements and questions). Teaching important points教学重点a. The use of Direct Speech and Indirect Speech (statements and questions).b. Change the Direct Speech into Indirect Speech andIndirect into Direct.Teaching difficult points教学难点a. How to teach the Ss to master the usage of Direct Speech andIndirect Speech (statements and questions).b. Find out the difference between direct speech and indirect speech.Teaching methods教学方法Teach grammar in real situations.Learn grammar through practice.Teaching aids教具准备A projector.A blackboard.Teaching procedures & ways教学过程与方式Step I RevisionCheck Ss’ homework. (Collecting materials)Why God Gave Us FriendsGOD Knew That Everyone NeedsCompanionship And Cheer,He Knew That People Need SomeoneWhose Thoughts Are Always Near.He Knew They Need Someone KindTo Lend A Helping Hand.Someone To Gladly Take The TimeTo Care And Understand.GOD Knew That We All Need SomeoneTo Share Each Happy Day,To Be A Source Of CourageWhen Troubles Come Our Way.Someone To Be True To Us,Whether Near Or Far Apart.Someone Whose Love We’ll AlwaysHold And Treasure In Our Hearts.That’s Why God Gave Us FriendsFriendshipFriendship is one of the greatest pleasures that people can enjoy． It is very difficult to find a better definition of friendship．A true friend does indeed find pleasure in our joy and share sorrow in our grief． In time of trial， he or she is always at our side to give us his or her help and comfort．Knowing how valuable friendship is，we should be very careful in our choice of a friend．We must choose someone who has a good character，whose activities are good and who shows kindness of heart．We should avoid those shallow people who are easily changed by adversities or misfortune．A true friend can always be trusted，loved and respected．If you tell a friend yoursecrets，he or she won’t tell anyone else．Friends share each other’s joys and sorrows．They help each other when they are in trouble，and cheer each other up when they are sad．The most important thing is that a friend always understands you．In conclusion，when you have made a good friend，don’t forget him or her．Step II Word studyThis part is a consolidation of the words learnt in this unit. Ask the Ss to do the exercise independently.T: Now please open your books and turn to Page4. First let’s learn about language. Use the word they’ve learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms. Step III PreparationGet a pair of students to stand up and act as Anne and Kitty. It’s time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions.T: Having a friend like Kitty, do you think it a bit difficult to understand each other? Now let me come and help you.Sa: I have grown crazy about nature.T: Anne said she had grown crazy about nature.Sb: When did you begin to feel like this?T: Kitty asked when Anne began to feel like that....Step IV GrammarThe Ss will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the Ss what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?Ss: We use Direct Speech when we want to show the exact words. Use quotation marks to show that you are reporting the words and a reporting clause which includes information about the speaker. Use a comma to connect the quotation and the reporting clause.T: Here is a situation. You met your former classmates Mary studying in the middle school. The following is what Mary told you. Later that day, you told another friend what Mary said to you. Change the sentences into Indirect Speech and find out when we use Indirect Speech, what we need to change.1. I will do anything to get close to nature.2. Some people don’t understand me.3. I’ll stick to do my research work.4. I have to stay out in the woods for a few days camping.5. Would you like to go camping with me?6. How are you getting on with your study?Ss: 1. Mary said she would do anything to get close to nature.2. Mary said some people didn’t understand her.3. Mary told me that she would stick to do her research work.4. Mary told me that she had to stay out in the woods for a few days camping.5. Mary asked if / whether I would like to go camping with her.6. Mary asked how I was getting on with my study.Show typical examples of turning direct speech into indirect speech. Guide the Ss to find out what changes we have to make in verb tenses, pronoun forms, and word order and so on.Group work is advisable here so that the Ss can enjoy the pleasure and efficiency of working together. Ss write down what they have found and then present it.Be ready to answer the questions from the Ss. Now comes the teacher’s turn to give a summary,.T: Now please find out what changes we have to make in verb tenses, pronoun forms, word order and so on in groups of 4.Ss write down what they have found and then present it.T: Now let’s summarize the rules of Direct Speech andIndirect SpeechThere are some cases in which we don’t need to change the tense.Step V PracticeFor Ex 1, get the Ss to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the Ss to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts.Ask the Ss to pay attention to the reporting clause.For Ex 2, ask the Ss to do it by themselves, then check the answers by asking some Ss to read aloud their answers.T: Please look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts.The Ss are finding out the difference and changes.T: Now, you’ve known the difference and the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses. How about the reporting clause? S1: The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed. E.g. Jane said / said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun. S2: Use a comma to connect the direct speech and the reporting clause.T: Quite right. Now let’s deal with Ex2, change the direct speech into indirect speech and indirect into direct, paying attention to the difference and changes in pronoun forms, word order, adverbials and so on, especially the verb tenses. Please do it by yourselves.The Ss are practicing Ex 2.T: OK, let’s check the answers by asking some Ss to read aloud their answers. Ss: ...Step VI Homework1. Practice of WB (P42.1 &&P 43.2)2. Ask the Ss to think out different ways to solve the problems about making friends, preparing the materials about the debate.。