高中英语新课标必修三Unit1教案

普通高中课程标准实验教科书（人教版）

英语必修Ⅲ

Unit1 Festivals around the world (Reading) Festivals and Celebrations

Unit 1Festivals around the world

Ⅰ.Analysis of teaching material

At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.

The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.

The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.

The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much

difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.

To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competitio n between groups.

Ⅱ.Teaching aims

1.Knowledge aims

1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with

2). Let students learn about history and basic knowledge of festivals both in and out of China.

2.Ability aims

1). Develop students’ reading ability and let them learn different reading skills.

2). Enable students to talk about festivals and celebrations.

3.Emotional aims

1). Stimulate students’ love for their ow n national culture and customs.

2). Develop students’ sense of cooperative learning.

Ⅲ.Teaching methods:

1. Explanation to get the students to have a clear idea.

2. Discussion to get the students to understand the text easier.

Ⅳ.Teaching Aids:

A computer and a tape recorder

Ⅴ.Teaching important and difficult points

1. Important points

1). Let students learn more about history and basic knowledge of festivals.

2). Get students to learn different reading skills.

2. Difficult points

1). Develop students’ reading ability.

2). Enable students to talk about festivals and celebrations.

Ⅵ.Teaching procedure

→Step 1 Leading-in

Have a free talk with students. Ask them the following questions:

Did you have a good time in your winter holidays?

When did you feel most happy and excited? Why?

(At the Spring Festival. Because it’s the most important festival in our country. . . )

→Step 2 Warming up

1. Let students brainstorm the other Chinese festivals.

(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )

2. Let students read the information about Chinese festivals below and discuss

another three Chinese festivals:

When does the festival come?

What do people celebrate?

What do people do?

Festivals Date Festivals Date

New Year January 1st Teachers’ Day September 10th International

Women’s Day

March 8th National Day October 1st

Arbor Day March 12th The Spring Festival Lunar New Year

International Labor Day May 1st Dragon Boat

Festival

the fifth day of the fifth

lunar month

International Children’s Day June 1st Mid-Autumn

Festival

the 15th day of the 8th

lunar month

Army Day August 1st Lantern Festival the 15th day of the 1st

lunar month

Chinese Youth Day May 4th Pure Brightness

Day

April the fifth

3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.

Festivals Time of year/date What it celebrates What people do

Mid-Autumn Festival autumn/fall the beauty of the

full moon, harvest,

time with family

and friends

give/eat moon

cakes and watch

the full moon with

family and friends

4. Talk about some foreign festivals with students.

(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )

→Step 3 Pre-reading

1. Let students discuss the following questions:

What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the

people who visit?

2. Ask students to look at the pictures and title of the passage in Reading. Discuss in

pairs what kind of information will be introduced in the passage.

→Step 4 Reading

1. Fast reading

Ask students to skim the reading passage and then fill in the following chart. Kinds of Festivals Names of Festivals Countries

Festivals

Festivals

Harvest

Spring

(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )

2. Intensive reading

Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:

1)Choose the best answer to each question or to finish each sentence according to

the text.

(1)Why do Japanese people light lamps during the Festival of the Dead?

A. Because they want to make the festival colorful.

B. Because they want to light up their rooms.

C. Because they want to light up their way.

D. Because they want to lead their ancestors to return to earth.

(2)Which of the following was not mentioned as a famous person in the text?

A. Mohandas Gandi.

B. Christopher Columbus.

C. Abraham Lincoln.

D. Qu Yuan.

(3)The place where people will usually decorate churches and town halls with

flowers and fruits is ______________.

A. India

B. America

C. Europe

D. China

(4)Easter is held in memory of the return of Jesus for Christians and also celebrates

______________.

A. the coming of spring

B. the autumn harvest

C. the Lunar New Year

D. the end of a year

Suggested answers: (1)D(2)C(3)C(4)A

2)Use the information from the reading passage to answer the following questions.

(1)What are festivals of the dead usually for?

(2)What makes autumn festivals happy events?

(3)What do people usually do at spring festivals?

(4)What is one important reason to have festivals and celebrations?

(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?

3. Reading and discussion

Read the text a third time and then work in pairs to do the following.

1)Based on the reading passage, what do most festivals seem to have in common?

Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.

Three common things Reasons why they are important to people everywhere

1.

2.

3.

2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.

Type of festival Example of festival Reasons for your

choice

Most important

Most fun

(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )

4. Explanation

Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.

Discuss the following important sentences and phrases in the passage.

1) Some festivals are held to honour the dead, or to satisfy the ancestors, who might

return either to help or to do harm.

2) In memory of

3) India has a national festival on October 2 to honour Mohandas Gandhi, the leader

who helped gain India’s independence from Britain.

4) People are grateful because their food is gathered for the winter and the

agricultural work is over.

5) The most energetic and important festivals are the ones that look forward to the

end of winter and to the coming of spring.

6) The country, covered with cherry tree flowers, looks as though it is covered with

pink snow.

Suggested explanations:

1)The sentence contains a non-restrictive attributive clause who might return either

to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.

2)I n memory of: serving to recall sb. , to keep him fresh in people’s minds

He wrote a poem in memory of his dearest wife, who died in an accident.

in honor of: showing great respect or high public regard

3)T he leader who helped gain India’s independence from Britain: a noun phrase

followed by an attributive clause as the appositive

4)two clauses for reason

5)energy n. → energetic adj. : full of or done with energy

look forward to: “to” is a preposition here.

I’m looking forward to hearing from you.

be devoted to; be/get used to; get down to; stick to. . .

6)covered with cherry tree flowers: a pas t participle phrase equal to “which is

covered with cherry tree flowers”

as though: as if

He talks as though he knew all about it.

He looks as if he had seen a ghost.

5. Reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.

→Step 5 Consolidation

Ask students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.

There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.

Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to;

spring; good time

→Step 6 Homework

1）Preview the next part about reading to get the main idea.

2) Translate these sentences into English:（People usually do at the Spring Festival）

1 大扫除迎新年的到来。（do some cleaning）

2 除夕夜放鞭炮。(set off firecrackers)

3孩子们穿上新衣服。(dress up)

4互相拜访亲戚或朋友。(visit relatives)

5 北方人喜欢吃饺子。(dumpling)

6家长给孩子们压岁钱。(lucky money in red packets)

3) Write a passage:

My favourite festival-the Spring Festival

参考写作内容:

春节是中国最重要的节日, 它不仅是庆祝农历新年的到来, 也是家人团聚的时候。除夕之夜，人们穿着漂亮的新衣服，与家人团聚并一起在家里吃丰盛的年饭。午夜，人们会放鞭炮迎接新年的到来。在春节期间，人们互相拜访亲戚或朋友。大人习惯上要给孩子们压岁钱，祝福孩子们新年好运。在许多地方，人们放炮竹。但是在一些城市，放炮竹已经被禁止了。孩子们非常盼望过新年，因为他们可以吃美味的东西，穿上新衣服，开心地玩耍。更重要的是，他们可以得到父母、亲戚的压岁钱。

→Step 8. Reflection

Ⅶ.Blackboard design

Unit 1Festivals around the world

Festivals and Celebrations

Kinds of Festivals Names of Festivals Countries

Festivals

Festivals

Harvest

Spring

人教版高中英语必修一unit1经典教案

龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）

German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历

人教版高一英语必修三 unit 2 _教案

教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)

What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.

新版人教新课标高中英语必修四：unit1Reading教案

新版人教新课标高中英语必修四：unit1Reading教案 Reading: Advertisement Teaching Aims: ●To learn more about advertisements ●To learn how to read a expository writing ●To read the passage Advertisements and complete related answers ●To improve their reading comprehension skill by fully participating in all activities Teaching Key Points & Teaching Difficulties: ◆How to improve their reading ability through teaching activities ◆How to let them gain some insight into advertisements and help them deal with advertisements in their daily life ◆The usages of some key words Teaching Procedure: Step One: Leading-in T: (Greet the students as usual)In the last lesson we discussed four advertisements and talked about their

最新[教案]_[人教新课标]高一英语必修一unit1全单元学案名师优秀教案

[教案]_[人教新课标]高一英语必修一unit1全单元学案[教案] [人教新课标]高一英语必修一unit1全单元学案 英语, 单元, 必修 Unit1 Friendship 学习知识清单: 对于要学的知识做到心中有底，这样才能更好的安排自己的学习步骤和学习时间，愿知识清 单能够更好的帮助你进行自主学习～ 我们将要熟悉的话题: Friends and friendship; interpersonal relationships 我们将要掌握的词汇及词组: add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 我们将要运用的语言功能: 1. 态度(attitudes) Are you afraid that …? I’ve grown so crazy about …. I di dn’t dare ….

外研版高中英语必修三module3教案

高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless

人教版高中英语必修一 Unit1 Friendship 教案

教案 人教版高一英语《英语1》第一单元Friendship 第1课时：Warming up and Pre-reading 一．教学目标 ①知识目标: ⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog ⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not. ②技能目标: 1．让学生学会用英语描述自己的朋友。 2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 ③情感目标 1．让学生学会如何解决朋友间可能出现的问题。 2．培养学生在高中阶段形成学习英语的好习惯。 二．教学重点 1．用给定的形容词和句子结构来描述他们的一个朋友。 2．学习评价朋友和友谊。 三．教学难点 1．与搭档合作并描述他们的一个好朋友。 2．与搭档讨论并找出解决问题的方法。 四．教学方法 1．任务型教学法 2．合作学习法 3．讨论法 五．教学准备 多媒体和其他常规教学工具 六．教学过程 1.导入新课： 友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。 1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? 2. What do you think of our new school? Do you like it? Could you say something about it? 3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? (其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。) 第二步：准备活动Warming-up 1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。下列形容词可能有用： brave loyal wise handsome pretty smart friendly

人教版高中英语必修一学案：Unit1单词学案

Unit1 Friendship单词学案 重点词汇学习 ①Add up your score and see how many points you get. add up –to join numbers, amount, etc. so as to find the total Add up all the money I owe you. The waiter ca n’t add up. 这个服务员不会算账。 【拓展】 add to 增加The bad weather added to our difficulties. add…to…往…添加…Will you add more sugar to your coffee? add up to 总计达His whole school education added up to no more than one year. add v.加；增加；加起来，又说，补充说 If the tea is too strong, add some more hot water. “I don’t believe it,” he added. ★addition n.增加；加法；增加物 in addition 另外I don’t like playing golf; in addition, I do not have enough money for it. in addition to除了In addition to writing, I also enjoy rock climbing. ②Your friend comes to school very upset. upset adj. --- worried I was very upset because one of my friends was rude to me.

高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

人教课标版高中英语必修四 Unit1 Reading for writing 教案-新版

Unit1 Reading for Writing 教学设计 1. Teaching Analysis 教情分析 1.1 Teaching objectives-教学目标 In and after this period, students will be able to 1.1.1 know and understand the structure of describing a person 1.1.2 use and apply the useful sentences patterns and words in the writing: it seemed that...; Suddenly it hit me ...; it is ...that...;etc. 1.1.3 extend what has been learned to the class to writing. 1.1.4 show respect for the women role model and learn from them 1.1.5 learn to cooperate in a group and self-correction. 1.1.6 practice some reading skills: prediction, canning, summarizing 1.2 Important & difficult teaching points-教学重难点 1.2.1 Important teaching points-教学重点 Guide the Ss to write with the useful language and correct structure in the passage 1.2.2 Difficult teaching points-教学难点 Use the sentence structures and vocabulary to describe a successful woman in an organized way 2. Student analysis学情分析 2.1 Fundamental state基本情况 在学习过本单元重点词汇，相关语法以及第一篇课文之后，学生对本单元主题“杰出女性”已经有了较多的了解，同时积累了相关的语言知识。本次阅读围绕林巧稚的生平为主线，主要探讨了其成就和成功的原因，这也切合了写作的要点，能够为学生写作提供类似语言和相似结构。同时文章从一位高中生角度来进行书写，对学生起了比较正面的引导。学生学习此类文章时，能有比较切身的感受和体会，学习兴趣较浓，学习动力也充足。 2.2 Knowledge reserve知识储备 在学习本单元之前，学生已经学会使用出现在文中的宾语从句，主语从句等名词性从句。在词汇方面，描述人的性格品质的一些形容词和本单元一些重点词

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

人教英语必修一第一单元Unit 1 Friendship定语从句学案(无答案)

Attributive Clause 课型：语法课课时：第一课时 【Curriculum demands】 1．Learn basic information about attributive clause 2．Master the usage of relative pronouns and relative adverbs 【Demands in the exam】 1．Study the differences between relative pronouns and relative adverbs 2．Try to analyze sentences and choose correct relative words 【Learning aims】 1．Foster the ability to analyze long sentences 2．Try to write sentences with attributive clauses 自学 内容 Review the basic information about attributive clause 要求 1．Refer to the notes or grammar books to find the basic concepts 2．Master the attributive clauses introduced by that/which/whom/who/whose 相关概念 主句、从句、关系词 例句：This is the boy who won the first prize in the English Speech Competition. 主句：在含有定语从句的复合句中，除去定语从句后的部分，是句子的主句。(This is the boy.是主句。) 定语从句：相当于形容词，修饰主句中的一个名词或代词（有时修饰整个主句，相当于主句的一个定语。）(例句中，who won the first prize in the English Speech Competition是定语从句，修饰the boy。) 先行词：先行词就是被定语从句修饰的名词等，它总是出现在定语从句的前面。(the boy是先行词。) 关系词：关系词指用来引导定语从句的词，分为关系代词和关系副词。(who是关系代词。) 关系词的三个作用 作定语从句的一个句子成分。起着连接主句和从句的作用。代指被修饰的先行词。（例句中who作定语从句的主语，同时起着连接作用，在意思上，指代的是前面的先行词the boy。） 关系代词 指人时可以用who, 也可用that。 Do you know the boy who/that is my desk mate? 指物时可以用which, 也可用that。 I like visiting places which/that are not far away. whose可以指人也可以指物。 He was a painter whose pictures were not well- known in his life time. 关系代词作宾语时可以省略。 I like the meal that/which / ( ) we had last night. 注：（）表示关系代词省略 关系副词 关系副词在从句中只能作状语。when 指时间，where指地点，why指原因，how不能作关系词。如： We will put off the picnic until next week when the weather may be better. He has reached the point where a change is needed. That is no reason why you should leave. 基础过关 1. 用合适的关系词完成句子。 The man ______ /______ was here yesterday is a painter. The man ______ /______ /______ /______ I saw is called Smith. A child ______ parents are dead is called an orphan. I’d like a room ______ window looks out over the sea. 问题中心以学为本先学后教合作展评

【英语】高中英语新课标必修三_Unit_1优秀教案

普通高中课程标准实验教科书（人教版） 英语必修Ⅲ Unit1 Festivals around the world (Reading) Festivals and Celebrations 学生姓名：赵倩倩

Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.

高中英语必修四Unit1重点短语归纳教案资料

学习资料 仅供学习与参考M4U1 Women of achievement Phrases: 1.使...睡觉leave...sleeping 2.扮作dress as 3.为...而奋斗fight for 4.从...把...驱逐出去drive..out of.. 5.被处以死刑be put to death 6.被判处死刑be sentenced to death 7.改善监狱条件improve prison conditions 8.使自己参与；关心concern oneself with 9.献出某人一生去devote all one’s life to 10.鼓励...做... encourage to 11....和....之间的关系connection between.and. 12.在...做一些搜索do some reasearch on 13.吸引某人注意catch one’s eye 14.从...解脱free from 15.专门为...而设计的be intended for 16.某人自己的of one’s own 17.几乎不能can hardly wait to do 18.亲自on one’s own 19.与..争吵quarrel with 20.对待....好/差behave well/badly towards/to 21.守规矩；举止得体behave oneself 22.在（...的）阴凉处in the shade (of..) 23.四处走动move about/around 24.搬走move away 25.观察到某人在做某事observe sb. doing sth. 26.观察到某人做了某事observe sb. do sth. 27.庆祝/欢度节日observe holidays 28.赢得某人的尊敬gain one’s respect 29.尊敬某人为.../因...而尊敬某人respect sb.as/for... 30.尊重某人have/show respect for sb. 31.关于with respect to 32.在许多方面上in many respects 33.（就某事）与某人争论argue with sb.(about/over/on sth.) 34.据理赞成/反对.... argue for/against sth. 35.主张...；认为.... argue that.. 36.涌上心头crowd in 37.聚集在...周围crowd around/round 38.挤满了... be crowded with 39.离开；启程；出发move off 40.激起/引起某人inspire sb. with sth.=inspire sth.in sb. 41.支持；拥护in support of 42.查阅，参考；谈到；涉及refer to 43.把...称作... refer to...as.... 44.将...送交给... refer...to... 45.（偶然）遇见；碰见；被理解；被弄懂come across 46.发生come about 47.长出来；出版；结果是come out 48.当谈及... When it comes to 49.打算让某人做某事intend sb.to do sth. 50.本打算做某事（但没有）had intended to do sth.=intended to have done 51.发表演说deliver a speech 52.把...交给/传递给... deliver ...to... 53.分娩be delivered of a baby 54.继续做某事carry on (with)sth. 55.不停地做某事，继续做某事carry on doing 56.实施；执行carry out 57.使渡过难关；顺利完成carry through 58.赢得；获得carry off 59.一个直率的人an outspoken person 60.直率的见解outspoken views 61.直率的评论outspoken comments 62.对某事直言不讳outspoken in something 63.闯红灯run a red light