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高级英语5 教案 unit1

Unit One

Text I:

Hit the Nail on the Head

By Alan Warner

I)Pre-reading Brainstorming:

1)What does the proverb “Hit the nail on the head”

mean?

2)Why does the author encourage people to “Hit the nail

on the head” mea n?

Note: Hit the (right) nail on the head: be exactly right in words or action (说/做得对;正中

要害,一针见血,中肯)

E.g. Your analysis really hit the nail on the head.

* Gustave Flaubert: (1821-1880), French novelist, was

associated with the movement of naturalism and known as one

of the greatest realists of nineteenth-century France. His

writing is marked by exactness and accuracy of observation,

extreme impersonality and objectivity of treatment, and

precision and expressiveness in style, or the principle of the

mot juste.

* Mrs. Malaprop: a famous character in Sheridan’s comedy

‘The Rivals’ (情敌). She is noted for her blunders in the

use of words. So the word malapropism means such mistakes

(wrong use of words).

* Hindi: a literary and official, language of northern India.

* Swahili: a language that is a trade and governmental

language over much of East Africa in the Congo region.

* Bantus:people belonging to a group of tribes in equatorial

and southern Africa..

II)Comprehension:

1)Main Idea:

To facilitate one’s own process of cognition and one’s

communication with others, one must be able to choose the right

word from the extensive vocabulary of the English language.

2)Purpose of writing and Tone:

To inform learners of English as foreign language the way of

mastering English, thus presenting in a serious manner.

3)Organization and Development:

●Introduction(P1):

Using an analogy to dramatize the importance of choosing right

words for one’s purpose in writing;

●Body (2-10):

(P2-3) Addressing double functions of the correct choice of words / significance of finding the right words;

(P4-7) Semantic differences between words having the same root;

(P8) Wrong choice of words caused by failure to recognize their connotations;

(P9) Stylistic differences between synonyms;

(P10) The abundance of specific words in English for general notions;

Conclusion (P11):

Emphasizing quality over quantity in the mastery of English words;

4)Comprehension Questions:

(1)Which sentence in the first paragraph establishes the link

between the driving of a nail and the choice of a word?

--- “So with language; … firmly and exactly.”

(2)What does the word “this” in sentence 1, Para. 2, refer to?

--- Getting the word that is completely right for the writer’s purpose.

(3)Do you agree with the author that there is a great deal of truth

in the see mingly stupid question “How can I know what I think

till I se what I say?” Why or why not?

--- (Yes). It sounds irrational that he a person does know what he himself thinks before he sees what he says. But as a matter of

fact, it is quite true that unless we found the exact words to

verbalize our own thoughts we can never be very sure of what

our thoughts are; without words, our thoughts cannot be

defined or stated in a clear and precise manner.

(4)Explain why the word ”Imprison” in the example given in

para.9, though not a malapropism, is still not the right word for

the writer’ purpose.

--- “Malapropism” means the unintentional misuse of a word by confusing it with one that resembles it, such as human for

humane, singularity for singleness. But the misuse of

“imprison” is a different case. It is wrongly chosen

because the user has failed to recognize its connotation.

(5)What is the difference between “human” and “humane”? And

the difference between “human action” and” humane action”,

and “human killer” and “humane killer”?

--- human means ”of, characterizing, or relating to human”

humane means ”characterized by kindness, mercy or

sympathy”; human action = action taken by man, humane

action = merciful action; human killer =person that kills

humans; humane killer = that which kills but causes little pain.

(6)What does the word “alive” in the sentence “A student needs

to be alive to these differences” (Para.9) mean?

--- sensitive, alert.

(7)Identify the places where the analogy is referred to in the

article.

--- (Para.1) (carpenter --- writer) unskilled use of the hammer and the improper choice of words;

--- (Para.5) “We don’t have to look far afield to find evidence of bad carpentry”

--- (Para.9) “It is perhaps easier to be a good craftsman wit h wood and nails than a good craftsman with words.”

--- (Para. 11) “A good carpenter is not distinguished by … will hit the nail cleanly on the head.”

5) Difficult Sentences for Paraphrasing:

(1) A word that is more or less right, a loose phrase, an ambiguous

expression, a vague adjective, will not satisfy a writer who aims at

clean English. (L 6-7)

--- A writer who is particular about the expression in English will never feel happy with a word which fails to express an idea accurately. (2) Choosing words is part of the process of realization, of defining our

thoughts and feelings for ourselves, as well as for those who hear or read our words. (L.15-16)

--- To a certain extent, the process of finding the right words to use is a process of perfection where you try to search for words that may

most accurately express your thoughts and feelings, and words that may most effectively make your listeners and readers understand

your thoughts and feelings.

(3) It is hard work choosing the right words, but we shall be rewarded by

the satisfaction that finding them brings. (L.19-20)

--- Finding the most suitable word to use is in no sense easy. But there is nothing like the delight we shall experience when such word is

located.

(4) The exact use of language gives us mastery over the material we are

dealing with.

--- Once we are able to use language accurately, we are in a position to fully understand our subject matter.

6) Difficult Sentences for Translation (E-C):

(8)Choosing words is part of the process of realization, of defining our

thoughts and feelings for ourselves, as well as for those who hear or read our words. (L.15-16)

(9)By using his dictionary, and above all by reading, a student

can increase his sensitivity to these shades of difference and

improve his ability to express his own meaning exactly.

(L.58-60)

2)Key Words and Expressions:

drive sth. Home (L.3): force (the nail) into the right place;

make something unmistakably clear

scrupulous (L.10): painstaking, meticulous

far afield (L.31): very far away

rife (L.38): widespread, common

leader(L.45): Br. English for newspaper editorial

coercion (L.48): pressure, compulsion

epitomize(L.49): be typical of; serve as the typical example of

disprove(L.63): prove to be contrary; refute

expire(L.74): die, pass away; come to an end

indigent(L.74): poverty-stricken, penniless

8) Key Language Points

*hitting it … squarely on the head --- directly

an apt phrase --- very suitable

* scrupulous writers --- though, exact, careful about details (一丝不苟) cf. unscrupulous (不择手段, 肆无忌惮)

*that constitutes his limitation --- forms or make up, shortcoming or

inability in certain respects;

* your conception of the man is … sharper --- more distinct

* singularity of mind --- (思想奇特)

singleness of mind ---(思想专一,专心致志)

* imprisoned 限制,束缚contained包含summed up 总

结epitomized 概括distilled 提炼distill the essence

of…提取…的精华

* He expired in indigent circumstances --- Expire formally means “die” : It is often used to mean “r each the end of the period of time for which something is valid.” E.g. a trade agreement, a guarantee, a passport

* Different kinds of words around a headword walk ---

march walk with firm regular steps like a soldier 齐步前进,行军,

pace walk with slow, steady steps, esp. backwards and forwards度方步

patrol go at regular times round an area, building, etc.巡逻

stalk walk stiffly, proudly, or with long steps高视阔步地走

stride walk with long steps or cross with one step大踏步地走

tread (on) step on踩,践踏

tramp walk (through or over) with firm heavy steps用沉重的脚步走step out (U.S.) go outside or go somewhere暂时走开

prance move quickly, happily, or proudly with a springing step欢跃地走

strut walk proudly or stiffly, esp. with the chest pushed forward and trying to look important趾高气扬地走

prowl move about an area quietly, trying not to be seen or heard徘徊,潜行

plod walk slowly along (=trudge)沉重缓慢地走,步路艰难地走

stroll walk a short distance, slowly or lazily, esp. for pleasure散步,闲逛

shuffle walk by dragging one’s feet slowly along拖着脚走

stagger walk or move unsteadily and with great difficulty, almost

failing

蹒跚

sidle move uncertainly or secretively, as if really to turn and go the other way侧身而行

toddle walk with heavy steps, slowly and with effort蹒跚行走

ramble go on a walk for enjoyment 漫步

roam wander without very clear purpose漫步

saunter walk in an unhurried way, esp. in a confident manner

(=lounge) 闲逛

meander wander in a slow easy way漫步,散步

loiter move slowly and keep stopping when one should be going

forward走走停停

creep move slowly, quietly, and carefully so as not to attract attention 蹑手蹑脚地走

* take courage --- feel hopeful and confident about something.

e.g. It is a challenging job; but take courage and work hard at

it, and you’ll be rewarded.

9) Translation Exercise for Practice of Language Points (C-E):

1) (drive something home)在举出许多事例并列出一些统计数字后,他终于

把他的论点说清楚了。

After citing many facts and giving a number of statistical figures, he finally drove home his point.

2) (more or less) 差不多花了半年功夫,我们才完成了那研究项目。

It took us half a year more or less to carry through the research project.

3) (subtle) 他说的话如此微妙我们很难理解他的真实意图。

What he said was so subtle that we could hardly make out his true

intention.

4) (squarely) 他的新书明确无误地审视当代的社会问题。

His new book looks squarely at the contemporary social problems.

5) (be alive to) 今日的年轻一代对互联网上的最行新信息很敏感

The younger generation today are very much alive to the latest

information found on the Internet.

6) (a matter of) 外语是不是在童年更容易学好?这是一个观点问题。

It is a matter of opinion whether a foreign language is more easily learned in one’s childhood or otherwise.

7) (take courage ) 在挫折面前千万不要丧失信心;鼓起勇气坚定不移地去克

服它。

Never lose heart in the face of a setback; take courage and deal with it

squarely / firmly / steadfastly.

8)(constitute) 米饭、肉类、蔬菜、水果构成均衡的饮食。

Rice, meat, vegetables and fruit constitute a balanced diet.

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人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一试讲者李瑶单位新疆师范大学适用年级高中一年级单元第一单元课题Anne’s Best Friend 课时共五课时，第二课时（ Reading）一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives

外研社高一英语必修一教案

外研社高一英语必修一教案公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-

M o d u l e O n e M y f i r s t d a y a t S e n i o r h i g h Period One Teaching content a)Self-introduction b)Vocabulary and speaking c)Everyday English and function Teaching aims and demands a)have the students to introduce themselves b)have the students to know what you except from them c)have the students get familiar with some words of subjects d)have the students to learn the Everyday English and function Teaching methods a)speaking b)discussing c)pair-work& group-work Teaching steps Step1 Self-introduction (I) This is the first English class in Senior high, you are fresh to the students , so are the students. So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students , you must stress that the students must introduce them in English. If necessary, you can make an example first.

教学设计高一英语ppt课件教案人教版

新课标高一英语必修2 第5单元Music Reading教学设计一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红）二、教材分析

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着，用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

必修五Unit1-教案

Unit 1 Great Scientists Knowledge Aims: 1. To learn some words and expressions related to the description of the great scientists, and the personal traits of making a great scientist. 2. To make sure the students have a full understanding of the text by reading and translating. Read many times for memorizing some key sentences. 3. To guide the students to have a discussion about the characters in the text. Ability Aims: 1. To cultivate the students’ reading ability and deepen their understanding how to describe a great person and his/her personal achievement and contribution to the humankind. 2. To cultivate the students’ oral English skills and related knowledge about description of a great person’s deeds. Teaching important points: 1. To make the students have a full understanding of the text. 2. To let Ss have good command of grammar points by analyzing the key sentences. Teaching difficult points: 1. To improve the students’ reading ability and their grammatical analysis ability. 2. To enable the students to voice their opinions freely. Teaching materials: 1. Multi-media Teaching Assistant. 2. Some related pictures. Teaching aids: 1. Multi-media facilities. Teaching methods: 1. Asking-and-answering method. 2. Discussing method. 3. Elicitation method. Teaching procedures Teaching aims and demands:

人教版高一英语教案

人教版高一英语教案【篇一：人教版高一英语教案】 para. one: anne made her diary her best friend whom she could tell everything.para. tw anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature. step 3 language points1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.eg: the fire is going out; will you add some wood?the snowstorm added to our difficulties. add up these figures for me, please.2. ignore v. to take no notice of; refuse to pay attention toeg: his letters were ignored.even the best of men ignored that simple rule.my advice was completely ignored.3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到eg: the boys poor health concerned his parents.he is concerned for her safety.the news concerns your brother.he was very concerned about her. 4. loose adj. not firmly or tightly fixed. she wore loose garments in the summer.i have got a loose tooth. some loose pages fell out of the book.5. purpose n. [c] an intention or plan; a person’s reason for an action. what is the purpose of his visit?the purpose of a trap is to catch and hold animals. did you come to london to see your family, or for business purpose?6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.then began a series of wet days that spoiled our vacation.this publishing firm is planning a new series of school textbooks. they carried out a series of experiments to test the new drug.7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;2) n. a person who cheats; dishonest personsthey cheated the old woman of her house and money.the salesman cheated me into buying a fake.he never cheated in exams. i see you drop that card, you cheat! i never thought that sam is a cheat.8. share 1) vt. vi. (in\with\ amount\between) to have, use or take part in something with others or among a group. 2) n. (in\of) the part belongs to, owed

高中英语必修一教案

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