Warm-up
In this unit you will…
Talk about your own lifestyle and find out about other people’s.
Listen to some interviews, radio programmes and a survey.
Read articles about lifestyles and a personal letter.
Write a personal letter.
Review the present tenses.
Warm-up
1 >Look at the photos. What kind of lifestyle do you think the people have?
Use the Key Words to help you.
boring, busy, dangerous, active, easy, lazy, exciting, free, interesting, peaceful,
relaxing, stressful
Example
I think a shepherd’s life is peaceful and relaxing-but maybe it’s boring sometimes.
Answers
1 Shepherd’s life: lazy/free/dangerous
2 Football player’s life: interesting/exciting/stressful
3 Business manager’s life: busy/exciting/boring
4 Student’s life: interesting/active/stressful
2> Listen. Say which of the people in the photos is speaking.
人教版高一英语课件
Unit 1: Introduction to High School Life.
Lesson Plan: English for Grade 1 (PEP Edition)。
I. Learning Objectives.
By the end of this lesson, students will be able to:
1. Understand the transition from junior high to high
school and the changes it brings.
2. Describe their first impressions of high school life
using new vocabulary and expressions.
3. Participate in role-plays and discussions to enhance
their speaking skills.
4. Read and analyze a text about a typical high school
student's experience.
5. Write a short paragraph reflecting on their own high
school experience so far.
II. Materials.
Textbook: PEP Edition English for Grade 1。
Multimedia resources: Images, videos related to high
school life.
Worksheet with vocabulary, comprehension questions,
Unit 4 第1课时Warming up
Ⅰ.根据汉语意思完成句子
1．看到她伤得那么严重，我很难过。
I ________ ________ ________to see how seriously she was hurt.
2．不要为考试烦恼。
Don't________ ________about the exam.
3．他朋友的去世使他很伤心。
His friend's death________ ________very much.
4．他的演说得到热烈的喝彩。
His speech________ ________ ________cheers.
5．他们说了许多表示欢迎他的话。
They ________ ________ ________many expressions of pleasure.
答案：1.was very upset 2.upset yourself 3.upset him 4.was greeted with 5.greeted him
with
Ⅱ.单项填空
从题中所给的A、B、C、D四个选项中选出一个最佳答案。
1．—How about going camping with us this weekend?
—________.
A．Is that right?
B．I'd like to, but I have no time.
C．What are you planning?
D．What's for?
答案：B I'd like to, but I have no time.我很想去，但却没时间。
2．Believe it or not, this old custom has a history of over 2,000 years, and it has________into
the twenty-first century.
A．flowed
教案设计
一、教材分析：
本课为人教版?高中英语?〔NSEC〕必修4——Unit 2. Working the
land——Reading: A Pioneer For All People。 本单元的中心话题是“农业〞。本文是一篇阅读文，文中主要介绍了我国著名农业科学家袁隆平和他的奉献。学习本文的目的，一方面是让学生通过阅读课文更多地了解袁隆平的科研成果及其影响；另一方面是让学生学习袁隆平的科研精神和他不计名利、踏踏实实的生活态度。
二、学情分析：
本节课的教学对象是高一年级的学生，他们的智力开展趋于成熟，认知能力比刚入学时有进一步开展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。本班学生英语根底相对而言较好，他们对著名人物袁隆平这个话题比拟感兴趣。但是口语表达能力相对薄弱。
三、教学目标：
1. 掌握本篇课文的重要词汇sunburnt, struggle, decade, super, output, crop,
hunger, disturbing, expanding, thanks to, be satisfied with, freedom, would rather,
equip, therefore, export等。
2. 通过阅读课文让学生更多地了解袁隆平的科研成果及其影响。
3. 使学生能够合作完成此课任务。
四、教学重难点：
1. 如何使学生进行英语表达，提高语言交际的能力；
2. 如何能使学生积极地参与小组讨论，有效完成教学任务；
3. 如何引导学生在段落篇章阅读中运用scanning, skimming, careful reading等不同等阅读技巧；
五、教学方法与教学手段：
本课我主要采用以下几种教学方法：
1. 情境教学法
利用多媒体教学手段，创设直观情景。激发学生学习激情，培养学生浓厚的学习兴趣，促成学生智力因素和非智力因素的开展，从而从整体上正确理解和运用语言。
