高一英语必修1 Unit1教案(北师大版)

Language Points(Writing Workshop，Viewing Workshop &Reading Club)Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词1．Today they had sent back all the pictures and slides(幻灯片)，she thought.2．I always ask how much time I have to make my presentation(报告)．3．Her daughter studies in the third grade in a junior high school.4．The boss had an informal discussion with me this morning，I feel really down.5．They have had to adapt themselves to a war economy.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．formal adj.正式的，官方的→informal adj.非正式的2．adapt v i.(使)适应；改编→adaptation n．适应；改编3．present v t.提出；出现；介绍；赠送→presentation n．报告；陈述，说明4．junior adj.低年级的→senior adj.(反义词)高年级的；年长的Ⅲ.补全短语根据提示补全下列短语1．be different from不同于2．adapt to sth. 适应某事3．at the moment 此刻，目前，眼下4．look forward to 盼望5．as a result 结果6．come up with 提出7．play an important part in... 在……起重要作用8．in fact 事实上9．cut off 切断；使隔绝10．thanks to 幸亏；由于Ⅳ.选词填空选用上述短语的适当形式填空1．Thanks to the bad weather，the match had been cancelled. 2．He came up with good ideas for the product promotion. 3．He quickly adapted to the climate in the high mountains. 4．At the moment he doesn't have a penny to his name. 5．We look forward to welcoming you and your party. 6．The floods have cut off our supplies.[寻规律、巧记忆]v.＋-ation→n. v.＋off→动词短语imagination想象explanation解释simplification简化put off取消turn off关set off出发背教材原句记句式结构仿写促落实1.In the 18th and 19th centuries，mostEnglish people ate only two main mealseach day－breakfast in the morning and alarge supper which usually wasn't served until seven o'clock in the evening.在18世纪和19世纪，大部分英国人每天吃两顿饭，早晨的早餐和直到晚上七点才吃的晚饭。

北师大版高一英语必修一教案教案标题：Unit 1 Friendship - Lesson 1 Part 1: Listening and Speaking教案目标：1. 学生能够听懂并理解有关友谊的对话。

2. 学生能够运用所学词汇和句型描述友谊。

3. 学生能够进行友谊话题的讨论和交流。

教学重点：1. 听力技能的培养，学生能够听懂并理解有关友谊的对话。

2. 口语表达能力的提升，学生能够运用所学词汇和句型描述友谊。

教学难点：1. 学生能够理解并运用所学词汇和句型描述友谊。

2. 学生能够进行友谊话题的讨论和交流。

教学准备：1. 多媒体设备。

2. 教材《北师大版高一英语必修一》Unit 1 Friendship。

3. 课件和练习题。

教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and check their homework.2. Show a picture of friends and ask students to discuss the following questions in pairs:- What qualities do you think a good friend should have?- What are some important aspects of friendship?Step 2: Pre-listening (10 minutes)1. Introduce the topic of the lesson: Friendship.2. Brainstorm words related to friendship on the board.3. Pre-teach key vocabulary: loyal, trustworthy, supportive, etc.4. Discuss the meaning of the vocabulary words and provide examples to help students understand.Step 3: Listening (15 minutes)1. Play the audio recording of the dialogue between two friends discussing their friendship.2. Ask students to listen carefully and answer the questions:- What are the two friends talking about?- What qualities do they value in their friendship?3. Play the audio recording again if necessary.4. Check the answers as a class.Step 4: Speaking (15 minutes)1. Divide the class into pairs or small groups.2. Provide a list of discussion questions related to friendship. For example:- What qualities do you value in a friend?- How do you maintain a strong friendship?- Have you ever had a disagreement with a friend? How did you resolve it? 3. Ask students to discuss the questions and share their opinions within theirgroups.4. Monitor the discussions and provide assistance as needed.5. Have a few groups share their ideas with the whole class.Step 5: Consolidation (5 minutes)1. Summarize the main points of the lesson.2. Ask students to reflect on what they have learned about friendship and the qualities of a good friend.3. Encourage students to apply these qualities in their own friendships.Step 6: Homework (2 minutes)1. Assign homework: Write a short paragraph describing a good friend and the qualities that make them special.2. Remind students to bring their completed homework to the next class.教学拓展：1. 为了帮助学生更好地理解听力材料，可以提供一些与友谊相关的图片或短视频，并要求学生描述这些图片或视频中的友谊场景。

Ⅰ.根据词性及汉语提示写出单词1．lifestyle n．生活方式2．stressful adj. 充满压力的，紧张的3．switch v t. 转换，转变4．portable adj. 轻便的，手提(式)的5．remote adj. 遥远的6．suppose→supposed adj. 想象的，假定的7．complain→_complaint n. 抱怨11．relaxing adj.放松的→relax v．放松→relaxation n．休闲，娱乐Ⅱ.补全短语1．switch on把开关打开，接通2．switch off把……关掉，关上3．switch over转换频道，转变4．do some exercise锻炼身体5．at one's desk 在伏案工作6．go off(爆竹、铃等)响7．get changed换衣服8．take up占据；从事9．be filled with充满着10．complain (to sb.) about sth. (向某人)抱怨某事1．What kind of lifestyles do you think people have?你认为人们拥有何种生活方式？[句式分析]do you think为插入语，在句中只改变原句的语序而不改变其谓语动词的形式。

[佳句赏析]你认为他们什么时候回来？When do you think they'll be back?2．Of course, I couldn't live this lifestyle without a good wife.当然，没有一个好妻子，我是过不上这种生活的。

[句式分析]couldn't ... without为双重否定，表示肯定意思。

[佳句赏析]没有你的帮助我是不会成功的。

I wouldn't have succeeded without your help.3. I always take my portable TV and I sit on the stone wall while the dog walks round in a circle.我通常带着手提式电视坐在石头墙上，而狗在我身边转圈。

英语北师大必修一unit1Lifestyle教案unit1 LifestyleLesson1 A perfect day？Step1 :greeting as usual ( good morning everyone/ hello everyone) First, please allow me to introduce myself . My name is Alice, I’m 36 years old.I was born in Tangshan Hebei province.I have been in Xinyang for ten years. I’m an English teacher and I have taught English since fifteen years ago. Recent years, I work in an After-school guidance institution, I’m very glade to meet you here. I’d like to congratulate you to be a senior high school student . you may find it quite different from the middle school. Don’t worry ,we’ll experience it together.OK today we’ll learn the unit1Life style lesson 1 A perfect day ?Step 2: Show the key words and phrases(learn the new words and phrases in the vocabulary list ) and then have a check1.单词⑴matter ______________ ⑵peaceful _______________⑶relaxing ________________ ⑷stressful _______________⑸suppose ________________ ⑹complain ______________⑺remote _________________ ⑻urgent ________________⑼document ______________ ⑽bored _________________2.短语⑴wake up______________ ⑵switch on the TV______________⑶switch over ___________ ⑷do some exercise_____________⑸of course_______________ ⑹p ortable TV _______________⑺live a __lifestyle__________ ⑻go off __________________⑼take up__________________ ⑽be filled with _____________⑾complain about sth.___________ ⑿make money_____________ Step3. Read the passage and finish the following exercises1.Read for details about Brian Blakey’s day and fill in the form below.2.Read for details about Bob Black’s day and find out what he does in each period ?⑴Before the alarm clock goes off :___________________________⑵During the 15minutes after getting up ：______________________________________________________⑶Morning and afternoon :________________________________________________________⑷Around 8:00 pm :_________________________________________⑸Around 10:00 pm:________________________________________⑹Midnight:_______________________________________________Step4. Language Points1. Then I get up, go downstairs and switch on the TV in the living room.然后起床，下楼，打开起居室的电视。

高一英语（必修一）教学设计王山林庐江县第三中学Unit 1 A Perfect DayTeaching aims:To read two texts for specific informationTo revise Present Simple and Present ContinuousTeaching course:ⅠWarm upFirst ask students the question to arouse their interest. What do you think a perfect day is like?Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on. Draw a conclusion: do all you like to do; live a life in the way you like.Now read two texts telling you two people’s perfect days.Ⅱ ReadingUnderstanding the textRead the text and answer the following questions.What kind of lifestyle do you think the man in a couch potato? Do you ever watch too much TV? How much time do you spend watching TV every day?What kind of lifestyle do you think the man in the second text? Listen to the text1.underline the TV programmes that Brian usually watches.2.Underline the kinds of work Bob does every day.Ⅲ SpeakingDo the exercise 4Read the two texts again and answer these questionsDo the exercise 5Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?What does a couch potato refer to?What does a workaholic mean?Ⅳ Language in useWork in pairs and describe your parents’ lifestyle to your partner.Ⅴ VocabularyDo the exercise 7Ⅵ GrammarFirst turn to page 92 analysis and explain Present Simple and Present ContinuousThen do the exercise 8 and 9Ⅶ HomeworkWrite a position “My Perfect Day”Words:100 words or soSuppose you can design your a day freely what is your perfect day like?Unit1 Lesson 2 RelaxingTeaching aims:To practise listening for specific informationTo learn about ways of dealing with stress in everyday life Teaching course:Ⅰ Warm upWork is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.Ⅱ TalkingTask oneYou are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)How do you get rid of the stress in your life?Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it. Ⅲ ListeningDo the exercise 2Do the exercise 3Read through the Strategies with the class and see if they can use any of these Strategies already.In pairs, students read the questions and try to predict the answers. Point out that morethan one answer is possible.Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.Do the exercise 5 and 6Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.Do the exercise 7Students look at the exercise and see if they can remember or can guess any of the missing words.Students listen to the cassette again and plete the sentences in the Function File.PronunciationDo the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause thecassette so that students can repeat the hesitation device. Do the exercise 10Before starting their talk, students can look at the sentences they wrote in Exercise 9Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible. Ⅳ Homework:Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.Lesson 3 A Volunteer TeacherTeaching aims:To listen for specific factsTo give opinion about voluntary workTo talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going toTeaching difficulties:To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going toTeaching Aids: puter and cassetteTeaching procedures:Ⅰ. SpeakingT: What does the girl do?S:T: Yes she is a volunteer teacher. This is a real story. The girl’s name is Wang Shu, grew up in Hangzhou, Zhejiang Province. Upongraduation from the English department of Beijing Normal University, she left Beijing for Inner Mongolia working as a volunteer teacher. She is still there now. What do you know about this part of China?S:T: show a slide to introduce Inner Mongolia (Inner Mongolia (Nei Mongol) is the first national autonomous region established in China. It stretches along China's northern border with Mongolia and Russia and covers an oblong area of over 1.28 million square kilometers, one eighth of China. Of all the Chinese provinces and autonomous regions, Inner Mongolia is the third largest after Xinjiang and Tibet.) Inner Mongolia falls behind developed areas so it needs volunteers go to work there.T:What can you say about the girl in the photo?S:Ⅱ ListeningStudents read the questions and predict the answersT: I think you must be interested in Wang Shu, now listen to the interview, you will learn more about her and answer these questions.Students listen to the tape and check their predictions. Students listen to the tape again and make sure of the answers Students work in pairs and take turns to retell Wang Shu’s story Ⅲ Voice your opinionIs it a good idea to do voluntary work? What reasons do peoplehave for doing voluntary work?Ⅳ VocabularyDo the exercise 5.Students work individually, thinking about the cues and what they are going to do.Students read the sentences, decide which words to use, and then plete the sentences.Ⅴ GrammarDo the exercise 6Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?Guide students to draw the following conclusion:present Simplepresent Continuousgoing to + infinitivedo consolidate exercise7, 8and 9explain further grammar:Expressing future arrangements and intentions:be going to-- to express an intention to do something.Present Continuous-- to talk about future events that we have already fixed or arranged.Present Simple-- to talk about official events or timetables which we cannot change.be going to do 与 be doing 的区别be going to do 表示事先经过考虑过，然后计划好将做某事；迹象将发生某事。

北师大版高一英语必修一教案第1单元第1课（整理版）本课流程Reading部分说课稿Unit one lifestylesLesson one a perfect day?第一个板块——教材分析※第一环节——说教材。

作为高中英语开篇单元，本单元的话题是lifestyles,主题与生活紧密贴切。

那么作为本单元的第一课A Perfect Day?其重要性不言而喻。

本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。

第二环节——说教学目标。

新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。

1)Knowledge Objectsa. To discuss favorite TV programs and daily activitiesb. To revise Present Simple and Present Continuous.c. To read two texts in order to check predictions.d. To read two texts for specific information.2)Ability Objectsa. Enable the students to learn how to scan and skim.b. Enable the students to guess the meaning of the words from the context.c. Enable the students to understand the importance of reading.d. Enable the students to read a lot after class3)Emotion Objectsa.To discuss the healthy lifestyles and improve the awareness of cross-cultural communication.b. Let the students know and respect different ways of lifestyles of people and let them knowhow to plan her/his future after reading the texts.在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课的重难点有：Teaching Important Points:1) Help the students to master the key words associated with lifestyles.2) Talk about people’s different lifestyles.3) Get the general idea about two passages.Teaching Difficult Points:1) How to grasp the key information of an article in the limited time.2) Train the students to use the third person in Present Simple to complete sentences correctly.3) The omit of “be” in Present Continuous.第二个板块——教学与学法分析。

Unit 1 Life ChoicesWriting Workshop A personal EmailTeaching Objective:· To read and talk about writing a personal email to a junior secondary school classmate about your new school· To read for writing· To summarize information· To write a personal email to a junior secondary school classmate about your new schoolLead in:Pair Work: You are going to write an email to a junior secondary school classmate about your new school. Discuss your ideas with a partner.Write "My New School Life"on the board. Read through the questions with students and then have them work in pairs to discuss their answers. Encourage students to use the language they learnt in the unit. Elicit answers from students and write on the board.While-writing:(1) Read for Writing Read the email. Answer the questions.Ask students to predict what they will read about.Wang Ying and Fang Lan could be colleagues, strangers or friends. Do you think the email will be formal or informal?(informal) How will you be able to tell?(contractions, punctuation, friendly tone, writing as if talking) What topics might be mentioned?(features of the new school, feelings, activities being done) Have students read the email silently and then discuss whether their predictions were correct.· Read the first question and havestudents share their ideas with a partner before discussing the answer as a class. Continue with the other questions.· When discussing the features of Informal writing, elicit additional examples of contractions, punctuation marks and informal words and phrases students can use in their writing.(2) Label the elements(a-g) of the email above.(3) Write 2-3 sentences about your school life that you want to tell your former classmate. Use the Sentence Builder to help you.Review the Sentence Builder with students, explain difficult words. Discuss the different types of sentences given as examples. Choose sentences from the email to use as examples of each sentence type.If there is time, challenge students to write their own example sentences for each sentence type.Students write their sentences and exchange their writing with a partner to check each other's work.Ask volunteers to read their sentences to the class and have students decide which sentence type each sentence is.Post-writing:Compose the Writing(1) Outlining Complete the outline of your email. Use Activity 3 to help you.· Review the elements of writing a formal email in the Writing Help with students.· Read the rubric and explain that students will now compose their own Informal email to a friend about their new school life. Encourage students to use Activity 3 to help them as well as other ideas discussed in the writing workshop.· As students work, make sure that they are writing notes, not complete sentences. Remind students that in the early stages of writing, it is alright to cross out ideas in favor of better ideas.(2) Drafting Use your outline and the Writing Help to write the first draft.· Explain that a draft is the first version of a piece of writing and that it is also called a rough.· Have students use their outlines to write complete sentences. Remind students to review the Sentence Builder.· Before students begin writing, remind them to review the information once again in the Writing Help.(3) Editing Edit your email in pairs.Then share in class.· Tell students that the final stage of writing, before publishing, is editing. When we edit, we check that our ideas are clear and that our sentences are complete.·Have students exchange their writing with a partner and offer each other suggestions to improve their drafts. After editing, writers will make changes to their drafts and either rewrite or print a clean copy of the work.Homework:Ask students to prepare a final draft of their work. Have students complete the Peer Editing Sheet on page 90 of the Student Book.。

Unit 1 Life Choices
Lesson 1 Lifestyles
【教学目标与核心素养】
1．语言能力
（1）能够正确运用以下单词和短语addict, drag oneself away, definitely, target, attentive, achieve, revise, a wide range of, it's so convenient to do sth.。

（2）能掌握动词不定式在句中能作的成分，如主语、宾语、表语、定语、状语和补语。

2．文化意识
（1）了解英语交际中如何根据对方的话语作出恰当的反应；
（2）了解英语国家中教育的大致情况，通过对比思考我国中学教育。

3．思维品质
比较评价两者的生活方式，并给出合理性的建议。

4．学习能力
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言对课文进行复述。

【教学重难点】
1．重点
（1）如何使用地道的英语介绍自己高中新生活方式；
（2）正确理解并运用动词不定式在句中的成分；
（3）礼貌进行日常对话。

2．难点
（1）能用得体的英语表达自己的生活方式、个人情感和未来期望；
（2）能正确识别动词不定式在句中的成分并准确使用。

【教学过程】。

Unit 1 LifestylesCommunication Workshop(Writing)Teaching Contents: How to write a short personal letter.Teaching Objectives:1. Knowledge objectives(1) Students can learn and master the meaning of some important words and phrases: at the moment, over the years, survey, classical, formal, and so on.(2) Students can write a personal letter.2. Ability objectives(1) Writing Skill : students can write a personal letter to express their emotions.(2) Speaking Skill: students can speak the letter written by themselves.3. Emotional objectiveStudents will be able to express their emotions to their friends by writing letter.Teaching Key and Difficult Points:1. Teaching key points(1) Students can recognize and master the meaning of some important words and phrases.(2) Students can enhance their ability of writing skill.2. Teaching difficult pointStudents can write a personal letter to express their emotions correctly and appropriately. Teaching Methods:(1) Communicative methodOrganize the teaching in a communicative way by asking students to do pair or group work, fulfilling certain communicative tasks.(2) Heuristic methodTry to draw answers from students by asking questions and eliciting answers step by step. Teaching Aids:A computer, a blackboard, chalks and so on.Length of Teaching: 45 minutesMajor Steps:Step 1 Warming–up ( 5 minutes)Show a picture of a personal letter on the computer and then ask the students a question:①How to keep in touch with your friends?②How often do you write letters? To whom? Is it easy to do so?③When did you last receive a letter? What was it about?Give the students two minutes to discuss, and then ask some students to answer this question. (Justification: Warming–up can arouse students’ interest in th e topic of the text.)Step 2 Read and Presentation ( 5 minutes)(1)Reading Wang Ying’s letter. Match each paragraph with one of the following.a. A reason to end the letterb.Questions about the other personrmation about Wang Yang’ lifed.Saying who you are(2)Presentation: student give us their answers after reading Wang Ying’s letter. (Justification: Paraphrasing helps students be well know a personal letter.) Step 3 Writing (20 minutes)Stage 1 Decide who you are writing to and need to think about these things:1)What is the person’ name?2)Where and when did you meet him/her?3)What kind of person was he/she?4)What were his/her interests then?Stage 2 Make notes about your life:1）What are you doing now?2）What were your interests then?3）How have your interests then?Stage 3 Write a letter.To organize your paragraphs and content (layout);Layout: Dear1. Introduction2. Questions3. Information4. Reason to finishSign offTo use linking words and expressions (linking);Linking:1.We haven’t seen each other for ten year ? right?2.Anyway, how are you?3....and guess what ?we’re going out together!4.Well, I must finish here because I’ve got an exam tomorrow.To get to know words and expressions you may need (vocabulary). Vocabulary： 1. This is ?2.We haven’t seen each other for ?3.At the moment I’m ?4. Do you remember ?5. Write back soon.6. Tell all your news.Step 4 Write and Talk ( 10 minutes)Write a personal letter:Let students write a letter according to this lessen.Talkback:Work in pairs. Read each others letters. Find out two things that have changed in each others lives and tell the class.Step 5 Summary ( 3 mins)Ask some students to summary the skills of writing letter in the lessen together. (Justification: It can help the students understand the text better and offer them opportunities to communicate with their classmates.)Step 6 Homework ( 2 mins):Write a short personal letter according to this lessen.Blackboard DesignTeaching ReflectionIn this English class, all of the students were very hard-working.It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. Therefore, I will pay more attention to this point and make a better teaching plan.。

Unit1 Topic talk1．stressful adj．充满压力的，紧张的→stress n．[U, C]压力v．强调→stressed adj．焦虑的，紧张的2．challenging adj．富有挑战性的→challenge n．[C]挑战vt．向……挑战→challenger n．[C]挑战者3．differ vi．不同，不一样，有区别→difference n．[C,U]差别；差异；不同（之处）→different adj．不同的4．previous adj．以前的，先前的→previously adv．以前，先前5．expectation n．[U, C]预料，预期；期待→expect vt．期待6．confidence n．[U]自信，信心；信赖→confident adj．自信的→confidently adv．自信地7．competence n．[U, C]能力，胜任→competent adj．有能力的8．pressure n．[U]压力→press vt.按，压9．recover vi．恢复健康，康复→recovery n．[U,C, usually sing.]恢复10．injury n．[C, U]伤，损害→injure vt．损害11．unfortunately adv．不幸地，令人遗憾地→fortunately adv．幸运地重点单词与短语精析★课标词▲高频词★1.senior【用法归纳】(1)adj.较高的，高级的；年长的；级别(或地位)高的senior high(school) 高中senior citizen老年人(委婉说法，尤指退休者)be senior to sb.比某人年长；比某人的地位/职位高▶My brother Bob is senior to me by two years.我哥哥鲍勃比我大两岁。

▶He is also a teacher, but senior to me. 他也是一名教师，但级别比我高。