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高一新教材UNIT 8 Period II

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【简介】下面是小编整理的高一新教材UNIT 8 Period II(共8篇),欢迎您阅读分享借鉴,希望对您有所帮助。在此,感谢网友“早餐批发”投稿本文!

高一新教材UNIT 8 Period II

篇1:新教材高一UNIT8sports教案

新教材高一UNIT8sports教案

Teaching Plan for Unit 8 Sports

Chen Weifeng from Xiting Senior Middle School, Jiangsu

Teaching aims and demands

类别

课程标准要求掌握的项目

话题

1.  Talk about sports

2.  Talk about interests and hobbies

3.  Talk about the Olympics

4.  Write a sports star’s profile

功能

Interests and hobbies

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

词汇

continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for  because of  speed skating  track and field  take part

in preparation for

语法

Future Passive Voice

The people of Beijingwill plant more trees and build new roads.(陈述句)

More treeswill be plantedand new roadswill be builtby the people of Beijing.

Beijing will hold the 29th Olympic Gamesin the year .(疑问句)

When willthe 29th Olympic Gamesbe heldin Beijing.

Period Arrangements:

                      warming up                                                          reading materials

Period 1            listening                                    Period 2,3

speaking                                                             language focus

                       listening (WB)                                         complementary listening material

speaking

Period 4           speaking                            Period 5         complementary reading material

writing(WB)

integrating skill(writing)                           assessment

Teaching Procedures of Period 1:

Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a

good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet          the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games:volleyball, basket ball, football, table tennis, tennis, ,golf

badminton, bowling, baseball, American football, ice hockey etc

Events of sportstrack and field:relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic:rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

basketball

table tennis

football

Purpose:to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.orgwww.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of

篇2:新教材高一UNIT8sports教案

Teaching Plan for Unit 8 Sports

Chen Weifeng from Xiting Senior Middle School, Jiangsu

Teaching aims and demands

类别

课程标准要求掌握的项目

话题

1.  Talk about sports

2.  Talk about interests and hobbies

3.  Talk about the Olympics

4.  Write a sports star’s profile

功能

Interests and hobbies

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

词汇

continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for  because of  speed skating  track and field  take part

in preparation for

语法

Future Passive Voice

The people of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the people of Beijing.

Beijing will hold the 29th Olympic Games in the year 2008.(疑问句)

When will the 29th Olympic Games be held in Beijing.

Period Arrangements:

warming up                                                          reading materials

Period 1            listening                                    Period 2,3

speaking                                                             language focus

listening (WB)                                         complementary listening material

speaking

Period 4           speaking                            Period 5         complementary reading material

writing(WB)

integrating skill(writing)                           assessment

Teaching Procedures of Period 1:Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a

good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet          the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis, tennis, ,golf

badminton, bowling, baseball, American football, ice hockey etc

Events of sports          track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

basketball

table tennis

football

Purpose: to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.org                         www.specialolympics.org/

www.athens.olympics.org/            www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of

篇3:高一新教材第三单元

高一新教材第三单元

一.重点明示:

本单元训练的重点是“分析评价,借鉴吸收”方面的能力。分析评价就是对文章语言、风格、构思、作者观点及艺术技巧等进行分析、比较、认识优劣。分析评价的目的是借鉴吸收。根据每篇课文的实际情况,可集中分析某一、两个方面,目的要明确。

二.能力要求与学习方法:

鉴赏能力是阅读能力的重要组成部分。阅读包含理解和鉴赏这两个层次。理解,就是前面所讲的要读懂文章的词义、句意、段意,乃至整篇文章的意思。鉴赏,指鉴别和哲学文章的语文、.写作方法、布局谋篇的表现力量,鉴别和哲学文章的思想感情、主题的社会意义,并能对之作出恰当的评价。即体现它写得怎样、内容和形式是完美统一,如何达到这种统一的,品味作品的艺术魅力。鉴赏和评价文章,可注意以下几方面的内容。

1.联系.写作背景和作者的情况进行鉴赏

文章是现实生活在作家头脑中反映的产物。不同的时代作品具有不同的特色,同一时代的.作品,由于作家风格、思想的不同也具有不同的情调,即使是同一乳可以由于社会生活的变动、个情感的变化,写出不同情调的作品。

2.立足整体,鉴赏局部。

文章是由各个局部构成的,而各个局部又都是为整篇文章服务的,不能脱离局部而鉴赏文章,也不能脱离整体,鉴赏局部。

3.遵循文道统一原则,鉴赏表达技巧。

任何文章,都是内容和形式的统一体。内容决定形式,形式反映内容。鉴赏文章,不能割裂它的思想内容来鉴赏表现形式,要通过鉴赏艺术形式来体会思想威武不屈。刘勰曾说过,“缀文者,情动而辞发;观文者,披文以入情”,足见内容和形式在鉴赏时的重要关系。鉴赏表达技巧主要包括以下几方面内容:

(1)鉴赏文章词句的表现力。语言是文章的外壳,作家根据表达的需要进行遣词造句。因而培养从关系词句鉴赏入手,来体会文章的魅力的能力十分重要。

(2)鉴赏文章修辞的表现力。

(3)鉴赏文章的.写作方法的表现力。

(4)鉴赏文章的布局谋篇。

4.正确评价作品的内容及思想感情。

高一新教材第三单元由本站会员分享,版权归作者所有,请注明出处!

篇4:高一新教材语文教学计划

一、教育教学指导思想

贯彻《普通高中语文课程标准》,树立科学的民主的开放的以人为本的语文教育观念,不断地探索能适应学生发展和学生实际需要的新教法。结合《普通高中语文课程标准》的学习,在语文教学中有步骤地落实语文组的人文化的语文教育理念。培养学生具备良好的人文素养和科学素养,具备创新精神合作意识,具备包括阅读理解与表达交流在内的多方面的基本能力,以及运用现代技术搜集和处理信息的能力,为升高二进高三入社会打下坚实的语文基础。培养学生良好的高中语文学习习惯,帮助他们掌握知识点的学习方法,为终身学习准备好必备的能力。发现新问题,探索新教法,把课堂的研究性阅读推向深入,把新课标配套的“自学——探究——反思”模式新课型并加以完善。

二、教学设想

面对学生薄弱的语文基础,强化训练,夯实基础,落实日常教学是关键。在日常教学中,主要抓好以下的环节:

(一)阅读方面,充分利用“经典”与“名著”扩展学生的阅读面,培养学生自学语文的能力。写作素材较有思想性篇幅短小的文言短文,提供给学生阅读,养成学生每周阅读翻译文言文的习惯,努力通过学生的自身积累和教师的指导,从阅读习惯语感等多方面提升学生阅读能力,培养学生阅读浅显文言文的能力。

(二)在写作方面,坚持每周几篇课外练笔,每两周一次大满分作文的训练。小满分作文,从写景记人叙事等方面分阶段有针对性地训练学生的观察构思措辞造句等能力。大满分作文从观察与感受想象与联想再现客观事物表现主观情感等方面,让学生把握写作运动的内部规律,从根本上提高写作能力。

(三)口语训练方面,结合诗歌教学,开展诗歌朗诵训练,扫除学生练习口语的心理障碍,训练学生大胆开口的习惯。在具体操作方面,结合单元教学,穿插“说服别人”“拒绝别人”“劝慰鼓励别人”等不同目的的语文口语训练,使学生能自由流畅地表述自己的见解,养成文明得体的说话习惯。

(四)日常语文教学还贯穿写字背诵等基础训练。写字训练一方面是为了正字,另一方面是为了训练学生的“坐功”,这对于16,17岁左右生理和心理正在发生转折的高一级学生来说应该是不无裨益的;背诵一定数量名诗名篇名句,有利于学生开拓视野,积累写作素材,提高口头表述能力,提高学生的文学修养。

三、教学策略

1改变观念,加强学习,增强新课标意识,重视知识更新。

(1)要认真学习新课程标准,重视语文教育的人文价值和思维训练的特点。

(2)要加强学习研究,重视知识更新,订阅书报杂志,阅读理论专著,及时更新观念,提炼信息,充实知识储备。同时又要尽可能地将教学理论和教学实际紧密结合,在教学实践中参悟道理,总结经验,提升素质。

(3)重视备课组建设,充分发挥集体的知识和力量,不断完善教学内容教学过程和教学方法。

2重视思维训练,注重能力培养,增强素质教育意识,扎扎实实学好课本。

(1)把学习的主动权交给学生。无论是教学目标的设计,还是教学流程的操作,都要重视师生的互动的过程,让学生有足够的思维空间和表演空间,把气力花在全面提高全体学生的.基本素质上。

(2)重视每堂课的收效,重视每个知识点的教学,力求做到重点突出,训练到位,把功夫花在基本功的培养上。

(3)注意初高中的衔接,重视语文学习习惯的培养,注重非智力因素的开发,提升学生良好语文学习的心理素质,培养学生思考问题的辨证性和周密性。

(4)持之以恒地做好提优补差工作,防止两极分化的过早出现。

3重视满分作文教学,努力提高学生语文学习的整体水平。

设想:充分挖掘教材资源,努力探寻阅读与写作的关系,密切联系社会生活,注意开发现实生活中的满分作文教学资源,课堂满分作文训练与口语交际能力的培养双管齐下,使满分作文教学真正走上系列优化的健康之路。具体来说,有以下五个方面的思考和做法:

(1)分解能力,讲究专题性。每次写作,“写什么”“怎么写”,都要明确到位,决不含糊。

(2)重视满分作文教材,细化满分作文能力。如观察生活如何观察?怎样才能培养感受能力?在写作中如何恰当的应用想象和联想?怎样才能写出个性形成创新?这些内容在教材中都有较系统的阐述,这大大有助于满分作文能力的细化,因此,决不能弃教材于不顾。

(3)序列优化,讲究实效。每次训练后,重视评奖的及时性,为学生提供学习素材,或分工下水,或从学生习作中提取,或收集佳作为我所用,努力做到做一次满分作文,有一次收获。

(4)写作与口语交际双管齐下。本学期口语训练的重点是两个:一大胆开口,快速思维;二文明应答,得体应和。

(5)课内练笔与课外练笔齐头并进。课外练笔方式主要是三种:一是专项片段能力训练,如联想和想象,二是二次满分作文,重在锤炼学生提升满分作文的能力,三是延升性满分作文,主要是完成满分作文单元后的练习。

4加强语文第二课堂的组织,充分发挥第二课堂的辅助作用。

本学期安排四次语文实践活动。第一次“诗歌朗诵比赛”,目的是培养学生的文学素养,提高同学们的朗诵和欣赏诗词的水平。第二次“报刊剪摘注评展评活动”,目的是激发广泛阅读报刊探求新知的兴趣,培养动脑动手的学习技能与习惯,创造互相帮助团结协作的学习氛围。第三次“‘校园心声’满分作文竞赛”,目的是激发同学们的写作兴趣,提高学生的写作能力,丰富校园文化氛围。第四次“‘爱我校园,爱我中华’即兴演讲赛”,目的是锻炼学生采集与处理信息综合分析表达交流探索创新等多项能力与素质,促进学生的全面发展,形成积极向上的思想文化与争鸣的良好风气。

篇5:高一新教材语文教学计划

使用教材:

人教版必修三、四。

基本情况:

所教两个班学生的语文基础知识积累不够,底子较差,知识面窄,缺乏良好的学习习惯和正确的解题方法,阅读、理解的能力较差。但大部分学生的学习态度不错。

教材分析:

必修三以小说、唐诗、文言文、议论文为主;必修四以戏剧、宋词、文言传记为主;写作教学重点为写议论文。

教学目标:

力求合格率达百分之八十,优秀率达百分之二十,提高率达百分之九十五。努力拓宽语文知识面,扎实深化语基底子,培养学生良好的语文学习习惯,要求每一个学生都能写一手较好的钢笔字;写好议论文,全面提高学生的文学欣赏能力。

措施与方法:

1、狠抓背诵默写和基础训练,注重课内外结合,立足训练提高,面向高考,以练为主,注重发挥学生在学习中的主体作用。

2、认真抓好课前五分钟活动,实现资源共享。

3、狠抓背诵默写,实行在规定时间内人人过关的方法,务求背诵默写无缺漏。

4、狠抓课堂纪律,提高上课质量。

5、努力钻研教材和专业知识,认真备课,讲求上课质量,务求不虚掷课内时光。

6、注重语基的训练与指导,重视语法知识的讲授,提高学生的语文层次。

7、注重课外知识的讲座,合理运用“梳理探究”与“名著导读”,激发学生的语文学习兴趣,鼓励学生把触角伸向课外。

8、注重对学生学习习惯的培养,指导学生做好知识积累。

9、抓好书写训练和写作训练,努力提高学生的写作水平。

10、努力开展语文活动,全面推进语文教学改革。

篇6:新教材高一英语UNIT11教案

新教材高一英语UNIT11教案

Teaching plan forUnit 11

The Sounds of the world

Teaching goals:

1. Learn to enjoy different kinds of music

2. Be able to give opinions on music

3. Be able to retell the reading

4. Grasp the uses of some important points

5. Get the ability of using the passive voice freely

6. Write a short passage about music

Procedure:

Period 1:Warming up; Listening; Speaking.

Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.

Period 3: Deal with the important points in the parts above.

Period 4: Language study and the grammar.

Period 5: Integrating skills in the students book and integrating skills in the workbook.

Period 6: Deal with the practices in the workbook.

Period 7: A small test for Unit 11.

Period One

I. Warming up:

1. Brain storming questions:

1). What sound do you like best?

2). What sound do you like least?

3). What music do you like best?

4). Who is your favorite singer?

5). What instrument can you play?

If you are asked to choose, what instrument do you choose to play?

6). Do the practice in the text book.

II. Listening

III. Speaking

IV. Homework: Read and remember the new  words and expressions

Period Two

I. Pre-reading

II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.

1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?

2. What kind of music is the blues?

3. Where does it come from? Why does it become an important part of American culture?

4. What other musical styles come from blues music?

5. What is the most important characteristic of rap music?

6. What does the singer in rap music do?

7. Where is Latin music from?

8. Among whom is it popular?

9.How famous are stars like Santana and Ricky Martin?

10. What’s the writer’s advice on buying a tape or a CD?

Ⅲ. Do the exercises in the post-reading.

Ⅳ. Retell the reading, introducing the musical styles in your own words.

Ⅴ. Homework: Try to recite several parts of the reading.

Period three

Ⅰ. Check the homework

Ⅱ. Study the use of the words:

1. turn  n.  duty, chance or right to do sth.

①It’s one’s turn to do sth

②take turns

③by turns

④in turn

e.g. 1). Whose turn is it to clean the room?

2). The three brothers took turns at looking after their sick mother.

3) .He asked each of us in turn what we had been doing.

2. in mind

①Remember several phrases about “mind”

②bear / keep in mind   remember

③make up one’s mind  be determined

④keep one’s mind on   put one’s heart into.

⑤change one’s mind

⑥be in two minds  hesitate

3. dance to   done at the same time as music is being played.

e.g. 1). He sang to his guitar.

2). The poem has been set to music.

n.

4. suggest  doing

that sb (should) do

1). Tom suggested to Peter the plan.

2). Her parents suggested her buying a cellphone.

3). The assistant suggested that she (should) come another day.

But: Are you suggesting that I’m too old for the job?

(Now “suggest” means “hint or show” )

5. a world of   a lot of, a great deal of

e.g. The holiday did him a world of good.

6. from around the world

from + prepositional phrase.

Other examples:

1). I took my watch from under the pillow.

2). I saw you first from across the street.

3). A bear came from behind me.

7. in common  having the same feature   sharing the some interests or experiences.

e.g. I haven’t a thing in common with my father.

8. Variety (u.c) ①consist of things which are different from each other

Susan’s idea of freedom was to have variety in her life style.

②a number of different kinds or examples of the same thing

West Hampstead has a variety of good shops and supermarkets.

Phrase: a variety of   all kinds of

He offered a variety of excuses.

Ⅲ. Homework: Review what you have learnt

Period four

Ⅰ. Language study

Ⅱ. Grammar

1. Do the two exercises

2. Translate the following sentences; using the passive voice:

1). 这些工厂都由政府经营。

These factories are run by the government.

2). 到那个时候,这都没有被公开。

Up till then, this hadn’t been made public.

3). 大坝到现在应该已经完成了。

The dam ought to have been completed by now.

4). 这件事不需要如此匆忙。

It doesn’t have to be done in such a hurry.

5). 那些木房子即将被拆除。

Those wooden houses are all going to be pulled down.

6). 这样就使得我们省了很多麻烦。

We have thus been saved a lot of trouble.

7). 空调正在修。

The air conditioner is being repaired.

8). 他决定直到别人跟他讲话他才讲话。

He decided not to say a word until he was spoken to.

Period five

Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.

Ⅱ. Deal with some points as you like.

Period six

Deal with the workbook

篇7:新教材高一英语UNIT2教案

新教材高一英语UNIT2教案

Unit 2 English around the world (Book 1 A)

I. Key points

1.       Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,

Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,

Toilet,tourism,culture,pizza.

2.       Patterns:(1)An equal number of people learn English as a second language.

(2)People from the two countries don’t have any difficulty in understanding each other.

(3)Mother told me not to leave the door open after midnight.

(4)Most of the native speakers of English are found in……

3.       Grammar:Direct speech and indirect speech;requests and orders or commands.

4.       Goals:(1)Learn about differences between American English and British English.

(2)Learn about communication skills.

(3)Write a passage comparing Amecican English and British English.

II. Teaching plans:seven periods

1.       Period one:Warming up,listening,speaking,G1-YY-030926-1

Step1(close books)ask the students to listen to the dialogue and answer two questions.

①What is the relationship between the two.

②What are they talk about.

Step2 read the dialogue and answer another two questions.

①What is it that Joe can’t find in the bathroom?

②Why can’t he find it?

This is the best to deal with some language points.

1.       For the first time第一次,初次(介词短语作状语,后不接从句)

The first time(第一次…时,后可接从句)

ThisMIt is the first time(后接that引导的`定语从句,用现在完成时)

eg.They were there for the first time.他们是第一次到那儿。

I remembered John the first time I saw him.我第一次见到约翰时就记住了他。

This is⁄It is my first time that I have been abroad.这是我第一次出国。

2.       We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直

eg.He came all the way from Australia.他从澳大利亚远道而来。

3.       Make yourself at home 别拘束(像在自己家里一样)

be⁄feel at home感到安适,自在;精通。

eg.Make yourself at home and help yourself to these. 别拘束,随便吃。

He is completely at home in chemistry.他精通化学。

Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.

Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is

good time to ask the students to report requests and demands.

Step5:exercises for period 1

翻译下列句子

1.       我总共有册书(total)

2.       英语发展成为世界上用得最广泛的语言

3.       汤姆和另外三个孩子一起去看电影去了(as well as)

4.       这个人长相很好,只是满头白发(except for)

Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2

Step1:One question to draw the students’ attention:In what situation do you use English?

Step2:Listen to the tape once and then read the text.Answer somes about the text.

Step3:Read the text again and give the main idea of each paragraph.

Step4:Retell the text briefly (write some key words on the blackboard)

Exercises for period 2. (单项选择)

1.       The child imagined______a plane to the moon and______there for a week.

A.to take,to live      B.to take,living      C.taking.living     D.taking,to live

2.       Wilson explained______the teacher why he was late______that week.

A.to ,every day       B.X,every day      C.to,everyday      D.X,everyday

3.       The Blacks were______a flight______the Pacific Ocean then.

A.in,on             B.for,across         C.to,over         D.on,across

4.       The plane crashed and the______on a______island in the Pacific Ocean.

A.landed,deserting              B.were landed,deserting

C.landed,deserted               B.were landed,deserted

5.       Paul likes to make______those who______other.

A.friends to,care about           B.friends with,care about

C.friend with,care about          D.friends with,care

6.       The people______all felt very safe.

A.on plane                    B.on board the plane

C.on the plane board            D.on board on plane

7.       Not only the the student but also Tom______about the answer.

A.is sure       B.are sure       C.sure       D.sures

8.  ―I’ve got your invitation.    ―Oh,good______. (春高考)

A.Can you come?     B.Thanks a lot     C.I’ll take it      D.May I help you?

Period3:Some language points in reading,word study,grammar:G1-YY-030928-3

Step1:Check homework or ask students to retell the text if necessary.

Step2:Deal with some language points.

1.       In only fifty years,English has developed into the language most widely spoken and used in the world.

①develop vt\vi 发展,壮大,完善,生长

eg. Plants develop from seeds. 植物由种子发育而成。

Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。

②冲洗

篇8:新教材高一英语UNIT4教案

新教材高一英语UNIT4教案

A: aims

1. Talk about past experiences,

2. Describe people, things, events and people’s feelings,

3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,

4. Organise ideas in a text using First, Next, Then, Finally, and

5. Write about an unforgettable experience.

B: Difficult points and baffling questions

1. The uses of the relative pronoun: who, whom, whose, which and that,

2. Some language points in the unit,

3. How to organize ideas by using First, Next, Then and Finally, and

4. Writing speed

C: Steps (6 periods)

Ⅰ.The first period

1. Warming up

T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.

When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause

S:

T: Why are these persons or things/events unforgettable?

S:

T: Who’d like to introduce some other persons or events or inventions?

S:

2. Listening

T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.

After that, check the answers by the students telling their answers and then listen a third time.

T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.

3. Homework

1. Write about an unforgettable thing/event within 50 words, using attributive clauses.

2. Practice the 4 pictures on Page 22.

Ⅱ. The second period

Speaking. We have two kinds of speaking exercise here.

1. Speaking on page 23

We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.

After that, some pairs/groups will act their dialogue out

2. Talking on page 103

This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.

On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.

After the students are ready with their dialogue, some pairs/groups will act out their dialogue.

3. Homework

1. Practice the dialogue according to the pictures on page 23.

2. Disaster pictures collected for a show.

Ⅲ. The third and the fourth periods

Reading passage 1

1. Pre-reading

T: What kind of natural disasters do you know about?

S:

T: Have you had/experienced one of them?

S:

T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.

S:

2. Reading

T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.

Now tell me what the text is about.

S: (about flood and the fact that people in danger were rescued)

T: How did the character feel?

S: (Amazement and wonder→alarm→fear→panic)

Para 1        Para 1-Para 2  Para 3 Para 5

T: Will you have a try and find out some sentences that have metaphorical words in them?

S: (see pages 24-25, 6 places or so)

3. Post-reading

T: Now let’s come to some exercises about the reading material. Exercises on page 25.

S:

T: Now try to tell the story in your own words in brief,  using First…, Next…, Then…,and Finally…

4. Homework

1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,

2. Ex.1 Vocabulary on page 104.

Reading passage 2

5. Check their homework

One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.

6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.

①hear

I heard them singing that song in English.

The boy saw his classmates playing football.

Try to find some more verbs that can take an v-ing.

②drag: pull sth./ sb. along the ground because they are too heavy to carry

Little Jerry dragged the table/her father/into the kitchen.

Pull: use your hand to make sth move towards you or in the direction that you’re moving

v. Help me move the piano; you push and I’ll pull.

He pulled his brother out of bed.

n. the pull of the moon

③seize: take hold of sth. suddenly and violently

He seized my hand and dragged me away

seize power/an opportunity/ a chance  of v-ing

to-v

④strike  struck, struck

A ball struck me (on the back of the head).

She struck a match.

The clock began to strike 12.

The workers are striking for…

The disease struck (the city).

⑤destroy  destroyed, destroyed, destroying

damage sth. so badly that it can’t be repaired or so that it no longer exists

The school was completely destroyed by fire.

⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems

The child struggled in the water.

He struggled along the road home.

⑦There’s some useful phrases in the text. Just learn then by heart.

fight for/against/with…

hold onto sb./sth.

get on one’s feet

look out of…/into…/at…/round

sweep away

be upon sb./sth.

fall/go /swallow/ sweep sb./sth down

pull sb./sth. up

move/run up

move up and down…

⑧5 v-ing forms as adverbials (see pages 24-25)

7. Homework

Ex in Word study on page 26 and translation on pages 104-105.

Ⅳ. The fifth period

Grammar: The Attributive Clause (1)

1. Introduction

T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use  conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.

In what situation, these conjunctions are used?

2. Practice

T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.

Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.

Now make some other sentences with attributive clauses.

3. Homework

Ex. 2 on page 105

V. The sixth period

Integrating skills

1. Reading passage on page 27

First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.

Next they write sentences about their unforgettable experience by answering the questions on page 28.

Then they should try to use attributive clauses and linking words “and, but”.

Finally some of the students read out their passages and their classmates will make comments on their passages.

2. Reading passage on page 106

After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.

3. Assessing

The students do it by themselves after class.

4. Homework

1. Writing on page 108.

2. Read the new words in Unit 3

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