北京市房山区周口店中学高中英语 Unit2 Heroes Lesson3教案 北师大版必修1

英语：Unit 2《Heroes》教案Lesson 3 & 4（3）（北师大版必修1）一. 教学内容：Unit 2 of Module I Heroes Period Two Lesson 3 & 4二. 本课目标与要求1. 掌握这些单词及词组的用法I suppose, but … 我认为是，但……too…to… 太……而不能…so that… 以便……3. 写作要求用本单元所学的单词、短语、句型以及语法，写一个故事，谈谈你佩服的一个普通人或写一个明星，可以参考课文的文章结构。

二. 重难点词汇讲解1. skillful adj.灵巧的，熟练的。

skill(n. 技术)+-ful(形容词后缀)→灵巧的，熟练的。

The crafts teacher is skillful at knitting. 手工艺教师善于编织。

1）同义词；skilled adj. 熟练的2）搭配：be skillful at sth／doing sth. 在……方面很熟练。

3）辨析：skillful 和skilledskillful 是指人聪明，做事很灵巧，尤指手的灵巧；skilled 通常是指受过正规训练，有多年实践经验，并掌握某项专门技能；2. useless adj. 无用的。

无效的use(n. 用处)+-less(否定后缀，构成形容词)+无用的；无效的eg. Car is useless without petrol. 汽车没有汽油就不能使用。

同义词：void 无用的，invalid 无效的反义词：useful 有用的，valid 有效的写出画线部分单词的反义词Videos are useful things to have in the classroom.3. compete vi.比赛，竞争compete(竞争)→complete (v. 完成)eg. The two football teams compete for the championship.这两个足球队要争夺冠军。

Unit3 lesson3 wedding内容一，根底知识1，词汇2，话题二，根本技能1，skimming2，scanning3，prediction4，making difference5，summarizing information教学目标Students will be able to1.guess the meaning of the wo rds and match them totheir definition.2.know something about the weddings in Indonesia andGreek3.say or write something about the wedding in their owntown..the students know the different culture in the world.教学重点Students can something about the weddings in Indonesiaand Greekor write something about the wedding in their own town.教学难点Students can say or write something about the weddingin their own town.教学方法Students center, pair work教学步骤Steps Teacher’s activities Students’ activitiesTeach ingpurposeStep1Warming upShow a photo and lead in the topic Look at the picture andsay the topicArouse thestudents’intrestStep 2 Pre-reading1.Have you been to aw e dding? who gotmarried?2.Can you say some wordsabout wedding?3. Guess th e meaning of thewords and match them totheir definition.the answ eroutand writ on the paperat the book on page40andmatchMake sure allthe studentspay attentionthe qu estionsStep3 While readingstudents to read the firstpart, and get to know whatto know and what not tok now(5minute)the students to read thesecond part Greek weddingsand then do the true orfalse question on page41(4minutes)and correctt hem(4minutes)students if they havedifficult sentences thatthey can’t understandform of wedding do youlike more ,why? speak outthe reasons.Read carefullyFinish the formRead and do the exercisePut up hands or speak outfreelyWork in pairsTrain thestudents theability offindinginformationTrain thestudents theability offind ingproblem.Train thestudents knowthe differentculture in theworld.Step4 Language in useWork in pairs to saysomething about thewedding in their own town. (10minutes to prepare thetopic)and then show inthe classroom.Ability ofspeaking andcooperationHomework Preview the grammar on the page 41。

高一英语教案：《Unit 2 Heroes》教学设计高一英语教案：《Unit 2 Heroes》教学设计Tips: All of our dreams can come true if we have the courage to pursue them. 全部幻想都能成真，只要你有士气去追求。

Learning goals:1.背会本课重点词汇的用法2.通过听力训练，提高同学英语听力力量Important learning points：1. Listening Strategies2. Listening Practice.3. Speaking practiceStep 1 Recite the words(A级)Step 2 Phrases (B级)1. 起飞，放射升空2.. 从选择3. 与相飞离与分开4. 由于5. 零重力6. 第六次7. 和谈话,和商议 8. 能，能够9. 表达的愿望 10. 成百上千万的11. 遍及，到处 12. 爬出13. 向人群挥手 14. 叫抢救车15. 入狱，坐牢 16. 为而斗争17. 从.学到 18. 在看来Step 3 Listening practice (B级)Listen to the tape and decide if the sentences below are True or False.1. Martin Luther King was from the United States.2. Martins first experience of racism was with a bus driver.3. His first victory was to win the equal rights for blacks to sit on buses.4. He went to prison sixteen times for organizing protests.5. He organized a match to Washington in 1963.6. He made a famous speech there beginning with the words:"I have a dream'7. He received the Noble Peace Prize in 1965.8. A white man killed him in 1968.Step 4难点解析(C级)1. Page24 part2Personally, Dr Sun Yat-sen is important .翻译：▲ personally adv.相当于in my opinion,用于发表自己的看法。

Unit2HeroesLesson3SportsStars教学设计（北师大版英语高一）teaching planUnit 2 HeroesLesson 3 Sports StarsTeaching Objectives:1) Knowledge ObjectivesKey vocabulary (By the end of the lesson, students should be able to use the new words.)Content of the reading material (Students can get the general idea of describing a sports star.)2) Ability ObjectivesRising reading speed (Students can finish reading in the limited time.)Accumulating reading skills (Students can learn how to pick out the key information of an article.)Learning to describe a sports star.3) Moral ObjectivesAfter reading, students should learn to appreciate others, learn to study some good qualities from others.Teaching Foci:1) Help the students to master the key words: (especially some adjectives) champion, amazing…2) Train the students to use some positive and negative adjectives to express their opinions about a person. E.g.: A: Why do you like him?B: In my opinion, he is a brilliant player. He is very skillful and smart.A: Yes, I agree. I think he is great. / I don’t agree with you. Ithink he is too short.3) Improve the students’ reading skills.Difficult Points:1) How to grasp the key information of an article in the limited time.2) How to describe a sports star.3) How to conclude the general idea of each paragraph.4) How to suggest a suitable title for the text.Teaching Methods:1) Student-centered:Ask the students to do pair work to master the expressions well and practice their speaking skills.Let students do fast-reading and intensive reading to train their reading speed and skills.2) Communicative method:Asks questions and evaluate the students’ answers.Teaching Aids:Power point, some chalks, a blackboard.Length of Teaching：45 minutes (one period)Teaching Procedures:Step 1: Greetings. (1 min)Good morning, everyone! It’s a lovely day today, right? Yesterday I saw some students doing sports on the playground. Do you like sports? So, today we are going to learn something about sports, Lesson 3 Sports stars. First, I’d like to get some information about you. Please look at the screen.Step 2: Warming-up (5 mins)Let students think about these questions, and invite some of them to answer.1. Do you like sports? What’s your favorite sport?2. Who is your favorite sport star? Why do you like him?At the same time, use PPT to show some pictures about sports and sports stars to help them, and list some key words: Positive: brilliant, fast, skillful, smart, strong, useful.Negative: awful, boring, lazy, slow, terrible, useless, weakInvite students to give out more adjectives to describe sports stars.Step 3: Before reading (5 mins)Let students make a dialogue; they can use the words they have learnt. An example will be given at first.A: Who is your favorite sports star?B: My favorite sports star is Li Xiaopeng .A: Why do you like him?B: In my opinion, he is a brilliant player. He is very fast and skillful.A: Yes, I agree. I think he is ver y smart. / But I don’t agree with you. I think he is too short.Step 4: Reviewing reading strategy-----prediction (1min)Review the reading strategy they have learnt in Unit1.Give students 1min to look at the pictures in the book, and let them to read the first two or three lines of the text. Then, ask them to guess what the article is going to be about. Invite several students to guess.Step 5: Fast-reading (5mins)Give the students 5mins to read the two articles, then, ask students to finish the following tasks.1. Check their prediction.2. Find out the words on Page 26 in the text.3. Do true or false questions.(1) Venus has a higher position in the field of tennis thanSerena. ( )(2) In 1991, the sisters and their family moved to a safer area. ( )(3) Their mother trained them hard to play tennis. ( )(4) Today, the two sisters are studying music at college. ( )(5) In 2002 and 2003, Venus was the women’s singles champion at Wimbledon. ( )(6) Tennis has never caused problems between the sisters. ( )Step 6: Vocabulary Learning (10mins)Use PPT to show both Chinese and English explanations of the new words, and ask students to match them. Then, teach them to read, and make sentences with these words, so the students can understand and remember them easily.e.g.Champion very surprising ( adj 令人惊异的)Compete a person who wins the first in a competition (n 冠军)Amazing try to win or get something In competition with someone else (v 比赛；竞争)At the same time, the teacher gives some related phrases. e.g.compete with somebody 和某人竞争compete in something 在某项目中竞争teaching career 教育生涯unfortunately 不幸地take by violence 强夺Step 7: Intensive Reading (10mins)Let students look though the following questions at first, in order to know what kind of information should be pay more attention to while reading.Then, ask students to read the texts again carefully, and finishthe following questions. Questions:1. Why are the sisters unusual?2. What kind of background are they from?3. Who helped them to succeed?4. Why did their mother teach them at home?5. How do the two sisters get on at home?Check the answer. At the same time, ask students whether they still have doubts about the texts.Step 8: Consolidating the knowledge (5mins)1) Use one sentence to conclude the brief meaning of each paragraph.Para 1: Brief introduction of Venus and Serena’s position in the tennis world.Para 2: The living background of Williams’ sisters.Para 3: How the sisters’ parents influenced them.Para 4: The sisters’ road to succeed and their relationship2) Suggest a title for the text.A. Sister ChampionsB. Tennis QueensC. Champion FlowersD. Black PearlsSo the students can get the general frame of the article and learn how to use key information to conclude a passage, at the same time, review the vocabulary.Step 9: Dealing with students’ questions (2mins)Step 10: Summary (1min)In this class, we have learnt some new words champion, amazing and so on. Then, we have known the content about the text through fast-reading and intensive-reading. We also have concluded the meaning of each paragraph and have suggestedseveral titles for the article.Homework:1. Write a short passage about your favorite sports star (or other famous persons) in about 150 words.2. Remember the new words and read the article at least 3 times.3. Preview the grammar on page 27, and we will deal with it in the next class.Blackboard Design。

Communication workshop-speakingTeaching planTopic Unit 1 lifestylecontent Students will●listen to the interview and grasp the main idea of theinterview.●Learn to use the express ions of strong agreement ,agreement and disagreement in a conversation.●Prepare a discussion●Listen to the song and complete part of the lyrics.●Talk about the song.Learner outcome Students will be able to prepare a discussion about one of theirfavourite sport stars.Activities ●Listening●Speaking●discussionStep by stepsteps Teacher’s activit ies Students’activities Teaching purpose Step1 Warming up●ask the students toread the instruction,and look at the photos.●Play the tape to leadin. ●Read thei nstruction●Look at the photosa nd listen●Chess their guess.●Know what theywill do.●Lead into thetopic.●Arouse theirintere st.Step 2 Listening againPlay the tape again pausingafter each expression. ●Hear the stress andintonation in thevoices and mark theexpressions.●Repeat it withstress andintonation.Students will knowwhich is agreementand which isdisagreement..Step 3 PracticeShow an example 1.Finish theminidialogue.(见学案 I)2.Nark the expressionsin the function file.Know how to usethese expressions.Step 4 Prepa re a discussion1.ask the students todecide who he’d liketo talk about and whatare they ?2.Ask the students to 1.Choose a hero orheroine from films,music or sport.2.write down thereasons why theylike them best.Train thestudents’speaking andorgaining abilityand put whatthey’ve learnedwrite down the reasonto support theiropinions and share withthe class.3.Give students someexpressions to showtheir own ideas. 3.practice sayingyour opinion.(见学案 II)into use.Step 5 DiscussionAsk the students work i ngroups ,discussing theirhero or heroines. Discuss and one will bea secretary to writedo wn their agreementand report back to theclass.Achieve the goal.Step6 PresentationAsk some volunteer to sharetheir discussion with theclass. Listen t o the discussion and write down how many agreement or disagreement they have used in the discussion.EvaluationQuestions Your evaluation Evaluator Does he or she have a clearidea?Yes so-so noHow is the language? Excellent good acceptableHow many agreements ordisagreements are used?5 4 3 2 1。

Lesson 2 History MakersTopic Unit2 Heroes Lesson2 History MaakersContent Students will1. learn and use the listening strategies: Getting prepared forlistening.2. listen to a radio program to get the specific information aboutMartin Luther King.3. practise expressing views using the Function File.4. discuss what the similarities and the differences between heroesand history makers.Learner outcomes The students will be able to1. get spe cific information about Martin Luther King.2. know one of listening stratigies: Getting prepared for listening.3. express their v iews on the hero they choose.Materials Pictures, Recorder Activities Brainstorm the famous peoplediscussionTeachingprocedures Teacher’s activities Students’activitiesTeaching purposeStep 1 Warming up 1. Show the pictures tothe students and ask themto name them and say whatthey know about them2. Ask the students todiscuss the differencesand similarities betweenheroes and historymakers.3.Ask the stud ents toread the descriptions inExercise1 and match themwith the photos to getthe exact informationabout each person.1. Look at thepictures and name thefamous people tosay what they knowabout them.2. Discuss thedifferences andsimilarities betweenheroes and historymakers.3. Read thedescriptions inExercise1 and matchthem with the photos.To lead into thetopic and arousetheir interest.Step 2 Function File 1.Direct the studentsto read the key wordson expressingopinions and makesure they know themeaning of each word.2.Play the tape for thes tudents to listen1.Read the keywords a nd learnthat they areused to expressopinions.2. Listen to studentstalking about thepeople in the photosTo get the studentsto know how toexpress opinionsby using thesewords.To get moreinformation aboutpeople in theto get the key words an d fill in the blanks. and fill in theblanks.photos.Step 3Pre-listenin g 1.Read through thelistening strategieswith the whole classand ask if they haveever used thembefore.2.Ask the students tolearn the key wordsin exercise3.3.Tell them they willlisten to a radioprogram about MartinLuther King and askthem to predict whatthey will hear abouthim.1. Learn thelisteningstrategies:Getting preparedfor listening andrecall whetherthey have ever usedthem before.2. Learn the meaningand pronunciation ofthe key words byusing the vacabularylist.3.Predict what theywill hear aboutMartin Luther King.To learn thelisteningstrategies.To use thelisteningstrategies toprepare for theradio program.Step 4 While-listen ing 1. Play the tape for thestudents to listen.2. Give examples to helpthe students to know thestressed words in asentence.3. Ask four of them toimitate the sentences inthe front.Task1:1. Read thesenten ces inexercise 4 andundetrstand thetask: Is thesentences True orFalse?2. Listen to thetape, get the generalidea about MartinLuther King andfinish listeningexercise.Task2:1. Learn the stessedwords in a sentence.2. Read the firstsentence in Ex 6 andfeel the stressedwords in it.To use thelisteningstrategies topractise thelistening skill ofthe students’.To know more aboutMartin bylisteningpractice.3. Listen to the sentences and underline the stressed words.4. Imitate the sentences.Step5Post-reading 1. Ask the students tochoose one paragraphabout the heroes to readand then ask and answerthe questions in pairs.2. Give an example todirect the stu dents tointroduce what they havelearned from the heros tothe partner, usingexpressions from thefunction File.3. Give chances to thestudents to share theircomposition.1. Choose oneparagraph about theheroes to read andthen ask and answerthe questions inpairs.2. Try to introducewhat you have learnedfrom th e heros to thepartner, usingexpressions fromFunction File.3. Some volunteerpairs share theirintroduction withthe class.To learn more aboutthe famous people.To get ready forexpressing theirviews.Step6 Homework 1. Do Ex1-5 on Page 68-69.2. Write at least three sentences to introduce what they have learned form the heroes, using expressions from the Function File.。

Unit two Lesson four SuperheroTeachingtime:90minutesTopic Superherostudents Senior oneContent Students will 1.know what Ch ristopher Reeve does.2.read the text to get personal information aboutChristopher Reeveand think why he is a hero.e the Reading Strategies to work out the meaning ofwords from the text and the phrasal verbs.Learner outcomes The students will be able to 1.ask for and give per sonal information.e word attack skills to cope with new vocabularyand phrasal ver bs.The first period (45 minutes) Materials pictures Activities SkimmingScanningTeaching procedures Teacher’s activities Students’activitiesTeaching purposeStep 1 Warming-upLet the students lookat the two pictures andanswer the threequestions on. thescreen.Look at the twopictures, thinkabout the threequestions and answerthe questions.To know whatChristopher Reevedoes.To lead in.Step 2Wh ile-readi ng 1.Ask students to skimthe text and find outif their answers tothe three questionsare correct.2.Ask students to wor kinpairs, s can the textand do Exercise 3 onpage 29.3.Ask the students to1.Skim the text andcheck theiranswers.2.Scan the tex t andmatch the topicswith the parts ofthetext.3. Discuss and openCheck the answersGet the personalinformation aboutChristopher Reeve.Practise thelanguage ofexpressingwork in pairs doing a brief discussion about the questions in Exercise 4.up the discussion to the whole class using the charactervocabulary in the lessonopinions Homework Review The second period (45minutes)Materials TextbooksActivities Discussing and doing exercises in pairs Teaching proceduresTeacher ’s activitiesStudents ’ activitiesTeaching purpose Step 3 Reading Strategies 1. Read the Reading Strategies with the class and encourage students to share with the class a ny tips they have found helpful when trying to work out new vocabulary. Let students do Exercise 5 on Page 29. 2. Let students do Exercise 6 and Exercise 7 on Page 29. Work in pai rs , check answers , make up their ownsentences using some of these words and read them out to the class. Use the same strategies to choosethe correct phrasal verbs in pairs. To develop word attack skills to cope with new vocabulary and phrasal verbs.ReviewStep 4SpeakingLet students work in pairs and make an interview. Make an interview referring to the examples given and report back to the class. Practise thelanguage of expressing ideas.Homework According to the interview, each student in pairs writes down a short passa ge about the partner .。