第一篇：高中英語示范教案：新人教版必修1第一單元.doc

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Teaching plan Unit one

Teaching aims:

1.能力目標(biāo)：

① Listening: gain useful information and clear views from the listening material;② Speaking: express one’s attitude or views about friends and friendship in appropriate words.③ Reading: let Ss summarize the main idea ④ Writing: write a letter about how to make friends

2.知識(shí)目標(biāo)：

① Talk about friends and friendship;how to BE friends;how to gain friendship ② Use the following expression: so do I / neither do I I think it is a good idea All right Yes，but?

③ to get the Ss to master direct speech and indirect speech ④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once

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3.情感目標(biāo): ① To arise Ss’ interest in learning English;

② To encourage Ss to take part in the activities and make Ss confident;③ To develop the ability to cooperate and communicate with others.4.策略目標(biāo)：

① To develop Ss’ cognitive strategy: making notes when listening carefully;② To develop and improve Ss’ communicative strategies.5.文化目標(biāo)：

To enable the Ss to come to know different opinions about making friends from different countries.6.現(xiàn)實(shí)目標(biāo)

① To make Ss respect each other and friendship ② To make them get well with one another in society

Teaching steps:

Period one

Step 1.warming up

1.Ss listen to an English song AULD LANG SYNE.2.Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….3.To let Ss make a correct choice about their questions that they meet in warming up.Step 2.practice speaking

1.Ss talk about their old friends in Junior Middle School, talk about their

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appearance, personality, hobbies, etc.2.Self-introduction or work in pairs 3.Ss can ask some questions about life or learning Step 3.Make new friends

1.Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …

2.Report to the class: who will probably be your friend why.Step 4.Do a survey

Ss do the survey in the text on P1

Step 5.Listening and talking

Do Workbook on P41(Talking).While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I am afraid not exactly I agree I think that is a good idea of course not

Step 6.Discussion

Divide Ss four in one group and each group choose a topic to discuss.There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.歡迎各位老師踴躍投稿，稿酬豐厚

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Step 7.Summary

1.Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2.T shows more information about friendship and a poem about friendship.What is friendship?

I want to find the answer to the question

What is friendship? When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3.Tell Ss: make new friends and keep the old;one is silver and the other is gold.Step 8.Evaluation

Ss finish the following evaluation form.Standard: A, B, C Contents 自評(píng)

他評(píng)

1.I’m active in talking with others.2.I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4.I know more about friendship after the lesson?

5.Do you think you need to improve yourself in some ways? Which ways?

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Homework:

1.Look up the new words and expressions in warm-up and pre-reading in a dictionary.2.Write a short passage about your best friend.Period two Step 1.Warming up Activity 1: Suppose you have to stay indoors to hide yourself for a whole year.You can never go outdoors, otherwise you will be killed.You have no telephone, computer, or TV at home.How would you feel? What would you do?

Four students a group discuss with each other for 2 minutes.Activity 2: Play a short part of the movies

Step 2.Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend? What will happen in the passage?

Step 3.Skimming Students skim the passage in 2 minutes to get the main idea: Who is Anne’s best friend? When did the story happen?

Step 4.Scanning

Students work in pairs to find the information required below: Anne in World War Ⅱ

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Step 5.Intensive reading Students work in groups of four to discuss the following open questions: 1.Why did the windows stay closed? 2.How did Anne feel? 3.What do you think of Anne? 4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).5.Which sentences attract you in the passage?

Step 6.Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months.During the three months, you will be offered the basic food, water and clothes.Your group can take 5 things with you.What will you take? Why? How will you spend the 3 months? How will you treat each other and make friends?

Step 7.Assignment Task 1.Surf the internet to find Anne’s Diary and read some of it.Print out a piece of the diary and write down your feelings after reading it on the page.We will share the pieces and your feelings with the whole class.Task 2.Ex 2.3 on Page3

Period three Step 1.Warming up Check the Ss’ assignment: task 2

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Step 2.Language points: 1.add(v.)

1).To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.2).To join numbers, amount, etc so as to find the total 相加 Add up these figures for me, please.add to something: to increase 增加 The bad whether added to our difficulties add up to總計(jì)、加起來共是 Having a big breakfast adds up to 112 add?to?把?加到? Please add the names to your list 2.Cheat v.1).To act in a dishonest way in order to win 欺騙；作弊 2).(of, out of)to take from(someone)in a dishonest way 騙取 The boss has cheated out of his money 1).an act of cheating 作弊行為 2).one who cheats 騙子 3.Go through 1).To examine carefully 仔細(xì)閱讀或研究 I went through the students’ papers last night.2).To experience 經(jīng)歷，遭受

They went through the terrible earthquake at night 4.Crazy(adj.)1).mad, foolish 瘋狂的，愚蠢的 It’s crazy to go out in such hot weather.2).wildly excited;very interested 狂熱的，著迷的 She is crazy about music

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5.Lonely(adj.)unhappy because of being alone or without friends 孤獨(dú)的，寂寞的

He has been very lonely since his wife left him.Lonely/alone alone 1).without or separated from others單獨(dú)的She lives alone.2).only 僅僅，只有。用于名詞或代詞之后。The gloves alone cost $ 80.Leave/let sb.or sth.alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事

Leave that alone.It’s mine.She has asked to be left alone.6.be concerned about/for: be worried about 擔(dān)心 We’re all concerned about her safety

Concern oneself in something 從事或參與某事 He concerned himself in the case Be concerned with? 與?有關(guān)

The car accident was concerned with my carelessness 7.upset: 1).Adj.worried;sad;angry;not calm 不安，心煩意亂，生氣 He is upset about the little things。

2).V.cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣 His cheating on the exam upset his mother 8.well n.井 adj.身體好 adv.好

Int.噢，George was well and truly drunk.I couldn’t very well say no when there was no one else she could ask.9.spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.歡迎各位老師踴躍投稿，稿酬豐厚

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Step 3.Learning about language 1.Finish Ex.1, 2 and 3 on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5.Then let the Ss themselves discover the structures.Step 4.Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.Step 5.Assignment

Finish Workbook.Ex, 1 and 2 on page 41 and 42.Period four

Step 1.Revision Check the Ss’ assignment.Step 2.Reading

Ss read the letter on page 6 and tell each other how to help the student named Lisa Notes: 1.get along with 2.fall in love with

Step 3.Listening

Ss should take notes while they are listening.1.first listening: Ss listen and answer the questions of part 2 on page 6.2.second listening: Ss listen again and finish part 3 on page 6.Step 4.Listening

Ss listen to a story about Anne and try to finish Workbook.Ex 1 and 2 on page 43 and page 44.歡迎各位老師踴躍投稿，稿酬豐厚

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Step 5.Speaking

Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are.They can use the quiz in the warming up to help them.Step 6.Assignment

1.Ss prepare the reading task on page 44.2.Surf the internet and find some material about friendship in different countries.Period five

Step 1.Warming up Ss say something about making friends and how to maintain friendship.Step 2.Listening

Ss listen to a short passage and fill in the blanks on page 41(listening).Step 3.Reading

1.first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.2.second reading: Ss read again and discuss the questions on page 45.3.Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.Step 4.Discussion

What do you and your friends think is cool? Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.Ask Ss to use the following sentences while they talk: I think that… is cool/ isn’t cool because ….歡迎各位老師踴躍投稿，稿酬豐厚

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I think so.I don’t think so.I agree with you.I don’t agree with you.Step 5.Assignment

Ss collect some proverbs about friendship.Period six Step 1.Pre-writing

1.Read a letter from a student called Xiao dong.2.Go over the advice on page 7 and be ready for writing.Step 2.While-writing Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.1.Ss make a list of the important information they can need 2.Ss begin to write the letter to Xiao dong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes(tense, spelling, letters, structures….)

5.Ss get back their own writing paper and write the letter again.Step 3.Post-writing Choose some students’ writing paper and show in the class.Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4.Writing for fun 1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.歡迎各位老師踴躍投稿，稿酬豐厚

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3.Show some Ss’ writings in class.Step 5.Assignment

Do Workbook.writing task on page 46.Period seven

Teachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit.Teachers can also add more practice in this period to consolidate what the Ss have learned.Finally, ask the Ss to finish checking yourself on page 47.It is very important to improve their learning interests and abilities。

Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.歡迎各位老師踴躍投稿，稿酬豐厚

第二篇：高中英語必修4 第一單元

高中英語必修4 第一單元（Unit 1 Women of achievement）教學(xué)設(shè)計(jì)與教學(xué)反思

發(fā)布者： 張明龍 發(fā)布時(shí)間： 25/9/2011 AM 11:52:42 教學(xué)設(shè)計(jì)

一 教學(xué)內(nèi)容

人教版新課標(biāo)高中英語必修4 第一單元（Unit 1 Women of achievement)第一課時(shí) 閱讀課 “非洲野生動(dòng)物保護(hù)者”A PROTECTOR OF AFRICAN WILDLIFE

二、教材分析

本單元的話題是“取得成就的優(yōu)秀女性”，通過介紹幾位不同國度、不同時(shí)代、不同職業(yè)、不同理想與追求、不同經(jīng)歷的杰出女性，探討女性對(duì)社會(huì)、對(duì)人類的價(jià)值和貢獻(xiàn)，展示女性的風(fēng)采和她們?cè)谏鐣?huì)各個(gè)領(lǐng)域的成就。學(xué)習(xí)本單元有助于提高對(duì)婦女社會(huì)角色的認(rèn)識(shí)，了解成功女性的奮斗經(jīng)歷和勇于斗爭的精神，培養(yǎng)學(xué)生（尤其是女生）的事業(yè)心和社會(huì)責(zé)任感，建立正確的性別觀和自信心。本課時(shí)是本單元的第一課時(shí),內(nèi)容包括熱身(Warming up),讀前（Pre-reading)，閱讀(Reading)和理解(Comprehending)四個(gè)部分。其中閱讀部分以“非洲野生動(dòng)物保護(hù)者”為題，分別從研究工作的內(nèi)容、困難和取得的成就等方面介紹了Jane Goodall在非洲原始森林中工作的情況，贊揚(yáng)了她為保護(hù)野生動(dòng)物所做出的貢獻(xiàn)。此部分提供了本單元的主要閱讀語篇，載有本單元話題“取得成就的女性”的重要信息，且呈現(xiàn)了本單元的大部分的詞匯和主要語法結(jié)構(gòu)。

三、學(xué)情分析

１．學(xué)生個(gè)性和英語水平差異大，教學(xué)設(shè)計(jì)要有梯度，由淺入深，注意層次性。教師要抓住學(xué)生的心理，激發(fā)學(xué)生的學(xué)習(xí)興趣，讓他們?cè)趯W(xué)習(xí)中學(xué)會(huì)參與，在參與中學(xué)會(huì)學(xué)習(xí)。２．根據(jù)學(xué)生的心理特征，采用視、聽、說的教學(xué)方法，從感性認(rèn)識(shí)入手，逐漸上升到理性認(rèn)識(shí)，培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行表達(dá)的能力。

四、教學(xué)目標(biāo)設(shè)計(jì)

1.知識(shí)目標(biāo)：

① 學(xué)生通過閱讀Jane Goodall與她的同事們?cè)诜侵拊忌钟^察黑猩猩的一個(gè)片斷，了解她在動(dòng)物保護(hù)方面所付出的艱辛和所取得的成就。

② 使學(xué)生了解黑猩猩的生活習(xí)性以及與人類的相似之處，獲取保護(hù)野生動(dòng)物的知識(shí)。2.能力目標(biāo)：

① 學(xué)生學(xué)會(huì)快速閱讀的方法、培養(yǎng)篩選局部和整體信息的能力及獨(dú)立閱讀的能力和合作學(xué)習(xí)的能力；訓(xùn)練閱讀技巧，同時(shí)加強(qiáng)聽，說，寫等能力訓(xùn)練，提高獲取信息和處理信息的能力。② 培養(yǎng)學(xué)生的質(zhì)疑意識(shí)，提高學(xué)生分析問題和解決問題的能力；充分利用多媒體技術(shù)，培養(yǎng)學(xué)生組織語言、運(yùn)用語言的能力。3.情感價(jià)值觀：

通過本節(jié)課的學(xué)習(xí), 認(rèn)識(shí)Jane Goodall從事這項(xiàng)工作的重要性，喚起學(xué)生理解動(dòng)物、尊重動(dòng)物和保護(hù)動(dòng)物的意識(shí)。通過學(xué)習(xí)主人公的“遇到困難不退卻、知難而進(jìn)、獨(dú)立解決、勇于冒險(xiǎn)、探索大自然”等樂觀的人生態(tài)度，使學(xué)生受到鞭策和鼓舞，培養(yǎng)學(xué)生（尤其是女學(xué)生）的自信心、事業(yè)心和社會(huì)責(zé)任感，建立正確的性別觀和社會(huì)觀。五.教學(xué)重點(diǎn)、難點(diǎn)

教學(xué)重點(diǎn)：閱讀能力的培養(yǎng)和閱讀技巧的訓(xùn)練，如快速閱讀找出主旨大意和精讀課文獲取有關(guān)黑猩猩生活習(xí)性和動(dòng)物行動(dòng)學(xué)博士Jane Goodall研究黑猩猩的過程、付出的艱辛和取得的成就等信息，培養(yǎng)學(xué)生的獲取信息、處理信息、分析問題和解決問題的能力。

教學(xué)難點(diǎn)：培養(yǎng)學(xué)生使用相關(guān)語言口頭闡明有關(guān)動(dòng)物保護(hù)的觀點(diǎn)，提出有效的保護(hù)措施、合理的建議的能力。六.教學(xué)方法

1．演示法：相關(guān)的圖片、視頻等顯示給學(xué)生看，便于學(xué)生對(duì)微觀知識(shí)和背景知識(shí)的把握，并從舊知識(shí)中獲得啟迪，從而達(dá)到解決問題的目的。

2．任務(wù)驅(qū)動(dòng)教學(xué)法：將所要學(xué)習(xí)的新知識(shí)隱含在一個(gè)或幾個(gè)問題和小組活動(dòng)之中，學(xué)生通過對(duì)所提的任務(wù)進(jìn)行分析、討論，并在老師的指導(dǎo)和幫助下找出解決問題的方法，最后通過任務(wù)的完成而實(shí)現(xiàn)對(duì)所學(xué)知識(shí)的意義建構(gòu)。

3．多媒體輔助教學(xué)法：把有關(guān)黑猩猩和Jane Goodall的文本、圖片、聲音和視頻等信息融合在課件中，可以增加課堂信息量的輸入并發(fā)揮學(xué)生的多種感官的作用，激發(fā)學(xué)生學(xué)習(xí)興趣，提高教學(xué)效率。

七、學(xué)習(xí)方法

《高中英語新課程標(biāo)準(zhǔn)》明確指出：“高中英語課程要有利于學(xué)生優(yōu)化英語學(xué)習(xí)方法，使他們通過觀察、體驗(yàn)、探究等積極主動(dòng)的學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略，提高自主學(xué)習(xí)的能力?！?/p>

根據(jù)《高中英語新課程標(biāo)準(zhǔn)》要求，結(jié)合我班學(xué)生英語基礎(chǔ)與能力較弱的實(shí)際，本課時(shí)我把閱讀課文作為整體處理的同時(shí)，把每個(gè)教學(xué)環(huán)節(jié)所設(shè)計(jì)的問題和任務(wù)區(qū)分出高低不同的層次，由淺入深，循序漸進(jìn)，使每個(gè)教學(xué)環(huán)節(jié)盡量符合多數(shù)學(xué)生的認(rèn)知水平，力爭全班絕大多數(shù)同學(xué)都能積極參與課堂活動(dòng)。通過“任務(wù)型”活動(dòng)，引導(dǎo)學(xué)生自主學(xué)習(xí)，培養(yǎng)學(xué)生 “跳讀”、“尋讀”、“定位”、“推理歸納”等閱讀方法；通過描述、討論和采訪等活動(dòng)，進(jìn)行合作學(xué)習(xí)。

八、教學(xué)過程設(shè)計(jì) 將Warming Up部分與Pre-reading, Reading, Comprehending部分放在同一課時(shí)教學(xué)設(shè)計(jì)成一節(jié)閱讀課。

Step 1 Warming-up and Lead-in（熱身與導(dǎo)入）Step 2 Pre-reading(讀前活動(dòng))

Step 3 Reading for information（信息閱讀）Step 4 Reading for comprehension（深層次閱讀）Step 5 Consolidation（鞏固運(yùn)用）Step 6 Homework（作業(yè)）具體教學(xué)步驟：

Step 1 Warming up and Lead-in

1． 學(xué)生觀看一副邰麗華在《千手觀音》中的劇照，教師問：Who is the lady in the front of the team? Have you seen any performance given by her? What is it? Let’s watch the video.Later, I’d like you to talk about her.教師隨后點(diǎn)擊圖片鏈接到視頻《千手觀音》，讓學(xué)生觀看視頻。

2、激發(fā)學(xué)生討論成功女性的事跡。教師問學(xué)生：What do you think of the dance “The Thousand-handed Goddess of Mercy”? Do you think it is easy for these dancers to give such an amazing performance? Why is it difficult? 如果學(xué)生對(duì)這些舞蹈演員的殘疾情況不了解，教師則做簡要介紹，引導(dǎo)學(xué)生討論：What do you think of Tai Lihua? Is she a woman of achievement? Was it hard for her to learn to dance? Why? Do you know any other women of achievement? 學(xué)生討論后，教師介入：On page one of your textbook, there are some introductions to six women（見左圖幻燈片1）and I’d like you to read them quickly, work in pairs and then tell me which of these women you think is great.Give your reasons for your choice.此時(shí)教師巡視班級(jí)，并給予閱讀有困難的學(xué)生必要的幫助。

3． 學(xué)生討論并概括有成就的女性的優(yōu)秀品質(zhì)。學(xué)生瀏覽完教材Warming Up中六位杰出女性的簡介后，教師引導(dǎo)學(xué)生討論并概括有偉大成就的女性的優(yōu)秀品質(zhì)。學(xué)生概括好后，教師引導(dǎo)學(xué)生小結(jié)描述有成就的女性的一些形容詞（見幻燈片2）。

【設(shè)計(jì)說明】使學(xué)生通過觀看舞蹈《千手觀音》、討論著名舞蹈演員邰麗華的事跡和快 速閱讀教材第一頁六位女偉人的簡介，討論概括出“有成就的女性所有的優(yōu)秀品質(zhì)”，提高學(xué)生對(duì)女性的社會(huì)角色的正確認(rèn)識(shí)，培養(yǎng)學(xué)生勇于戰(zhàn)勝學(xué)習(xí)和生活中的困難的自信心。Step2 Pre-reading

課件展示幻燈片3，再次讓學(xué)生學(xué)習(xí)Jane Goodall的簡介文本信息，通過教師設(shè)問過渡到觀看第2個(gè)視頻，使學(xué)生從視頻資源中獲取有關(guān)Jane Goodall的研究活動(dòng)和有關(guān)黑猩猩的信息，進(jìn)入課文預(yù)讀。在播放視頻前教師設(shè)問：Do you know anything about the life of chimps? Will you go to the forests to study it instead of going to university? Step3 Reading for information 1.Skimming for the main idea.(略讀)

略讀就是以盡可能快的速度進(jìn)行閱讀。讓學(xué)生快速瀏覽文章，回答以下3個(gè)問題： 1)Who is the protector?)What animals’ life was she studying?

3)Where was she studying it, in the forest, or in a university? 2.Scanning for details(尋讀)

在學(xué)生細(xì)讀完閱讀材料后，讓學(xué)生尋找有關(guān)Jane Goodall和她研究黑猩猩所發(fā)現(xiàn)的細(xì)節(jié)內(nèi)容。此教學(xué)過程通過學(xué)生個(gè)體細(xì)讀后，采用小組合作、學(xué)生互問互答的方式填滿兩個(gè)表 格。

【設(shè)計(jì)說明】通過略讀學(xué)生初步掌握文章整體后，學(xué)生再進(jìn)行尋讀，捕捉具體信息細(xì)節(jié)，加深對(duì)文章的理解。尋讀是快速閱讀的另外一種方式，它要求教師設(shè)計(jì)好需要查找的信息和具體的事實(shí)。利用小組互問互答的方式培養(yǎng)學(xué)生的獲取信息、發(fā)現(xiàn)問題、分析問題、解決問題、用英語交流和與人合作的能力。Step 4 Reading for comprehension

本過程主要采用回答問題的形式，讓學(xué)生帶著問題去瀏覽文本信息，從閱讀文本材料中迅速找到這些特定的信息和具體的事實(shí)。在這教學(xué)環(huán)節(jié)中，本人設(shè)計(jì)了6個(gè)問題（詳見左幻燈片圖示）。

【設(shè)計(jì)說明】閱讀理解能力的素質(zhì)主要體現(xiàn)在兩個(gè)方面:一是快速閱讀,二是準(zhǔn)確理解。兩者缺一不可。因此，在此過程中，教師設(shè)計(jì)一些幫助學(xué)生深刻把握課文要旨（message）的問題。Step 5 Consolidation

在這個(gè)教學(xué)環(huán)節(jié)中，本人設(shè)計(jì)了討論、采訪和辯論一共3個(gè)任務(wù)活動(dòng)。活動(dòng)1：深化閱讀的2個(gè)問題的討論。

1)What problems might she have while working in the forest?

2)What do you think of her? Give examples to support what you think.活動(dòng)2：學(xué)生扮演Jane Goodall展開面對(duì)面的訪談。課件顯示下列關(guān)鍵詞： born in London in 1934

study chimps at Gombe, East Africa get help from mother, teammates...study by observing, recording have a hard life for many years

understand, respect, discover?, achieve? 活動(dòng)3：利用所學(xué)課文信息內(nèi)容的辯論活動(dòng)。

教師把學(xué)生分成男女生兩組圍繞Women are able to do more than men.和Women aren’t able to do more than men.展開辯論。此過程是教材內(nèi)容的升華，預(yù)計(jì)為課堂的高潮部分?！驹O(shè)計(jì)說明】學(xué)生通過閱讀獲得了信息的輸入，而運(yùn)用所輸入的信息來完成某項(xiàng)有實(shí)際意義的任務(wù)是鞏固其閱讀效果，內(nèi)化其學(xué)習(xí)內(nèi)容，進(jìn)行德育滲透，學(xué)生通過討論、采訪和辯論，進(jìn)一步理解Jane Goodall的工作重要性及其優(yōu)秀的品質(zhì)，喚起同學(xué)們理解動(dòng)物、尊重動(dòng)物和保護(hù)動(dòng)物的意識(shí)，進(jìn)而增強(qiáng)學(xué)生們，尤其是女學(xué)生們克服學(xué)習(xí)和生活上面對(duì)困難的勇氣和信心,以鼓勵(lì)和激發(fā)他們的創(chuàng)造性。

課堂討論和復(fù)述課文是訓(xùn)練學(xué)生運(yùn)用所輸入的信息進(jìn)行信息加工和信息輸出的一個(gè)重要環(huán)節(jié)，采用討論、辯論、采訪等小組合作學(xué)習(xí)的方法對(duì)學(xué)生進(jìn)行復(fù)述課文和延伸課文的訓(xùn)練，既能幫助學(xué)生深入理解課文，掌握課文的要點(diǎn)，又能提高學(xué)生的口頭表達(dá)能力和合作能力，同時(shí)為提高學(xué)生英語書寫的能力打下基礎(chǔ)。Step 6 Homework

Watch a video and write a letter to those parents who prefer boys to treat girls equally by telling them some stories of some women of achievement.教學(xué)反思

于中國傳統(tǒng)觀念的影響，有一部分世代居住在農(nóng)村的父母有拋棄或虐待女嬰的現(xiàn)象，要求學(xué)生看完視頻新聞報(bào)道后，寫一封信給這些不喜歡女孩的家長，勸說他們公平對(duì)待女孩，信中要有成功女性的事例描述，使家長們看了這些成功女性的事跡改變他們的落后的觀念，公平地對(duì)待女孩。不僅如此，也要讓學(xué)生樹立正確的性別觀，人生觀。

第三篇：高中英語必修二第一單元教案 珍藏版

必修二 Unit 1教案

一、復(fù)習(xí)舊知

（1）表建議的句子：

How/what about doing sth.? Why not do sth.? Why don’t you do sth.? Would you like sth./to do sth.? Shall we do sth.?(2)詢問別人意見

What do you think of sth./doing sth.? How do you like sth.? What is your idea/opinion of sth./doing sth.? How do you know that? Don’t/do you think that …?(3)表達(dá)自己的意見

I think/believe/suppose that..In my opinion/view…依我之見

Sorry, I don’t agree with you.No,thanks./Yes, please 備注：此部分內(nèi)容常見于聽力單選情景會(huì)話中，理解了說話人的場合，語氣，便于迅速答題。

二、新課講解

（1）重點(diǎn)詞匯積累

1.survive vt.& vi.幸存，幸免，生還

survivor 生還者，幸存者

survive sth.從……中幸存

eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例題：After the sunken boat accident,no one ____except a few people who were saved from the sea.A.survive

B.survived

C.was survived

D.was surviving

2.in search of 尋找，固定短語

同義詞：search for look for hunt for

in search of sb./sth.尋找某人某物

eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是為了找到某人某物。Search后面接sb./sth.,意思是搜查某人某物，為了找到其他東西。所以search…for 的意思是搜查什么，為了找到什么。（search 接搜查范圍，for 接搜查對(duì)象）例題：They ___the whole village ____the missing child.A.searched ,for B.searched for,/

C.were in,in search for

D.were in,search of 3．could never have imagined…絕不可能想到

could have done 的意義：表示對(duì)過去發(fā)生的事進(jìn)行推測，通常翻譯為“本能”，“本來可以”，在肯定句中帶有一定的責(zé)備批評(píng)的語氣。

couldn’t have done 或者could never have done 等否定形式，通常翻譯為“絕不可能”

eg.: You could have got the first prize if you had been more careful.He couldn’t have done it because he is a considerate man.相關(guān)短語：would have done本將 ,may have done本可能 , should have done本應(yīng)該(shouldn’t have done 本不應(yīng)該),must have done本一定

例題：We ___the difficulty together,but why didn’t you tell me ?

A.should face B.might face

C.could have faced

D.must have faced

4.adj.amazing 令人吃驚的 surprising 令人吃驚的adj.amazed 感到吃驚的 surprised感到吃驚的 vt.amaze 是吃驚

surprise 是吃驚

n.amazement 驚訝

surprise 驚奇

相關(guān)用法：amaze sb.surprise sb.to one’s amazement

to one’s surprise

in amazement

in surprise be amazed at sth.be surprised at sth.eg.例題：From his ____look,I could see that he didn’t believe what I said.A.amazing

B.amaze

C.amazed

D.amazement

5.select vt.挑選，選拔

辨析select,choose,elect,pick

select指在同類中精選最合適的，從而淘汰一部分，較正式。choose指在兩個(gè)或多個(gè)中選擇其一，普通用語。elect指選舉，投票或舉手表決，用在特定的場合。pick常與out連用，指挑揀出，認(rèn)出，有挑剔的意味。

Eg.:He selects me to attend the conference.Please choose one from them.We elect him chairman.She picked out a dress to the party.She didn’t pick me out in the crowds.例題：Our shop___only the products of good quality.A.selects

B.elects

C.chooses

D.picks

6.in return 作為回報(bào)，作為回應(yīng)

in return(for)=in reward(for)作為對(duì)……的回報(bào)

in turn：依次，輪流；反而，反過來

eg.:I have nothing for you in return.Please buy the ticket in turn.He gives me what he has.I give him what I have in turn.7.This was a time when …這是……時(shí)

at war 交戰(zhàn)

at work 在上班

There was a time when…曾有一段時(shí)間……

at school 在上學(xué)

注意time 后用when.eg.:This was a time when the two counties were at war.There was a time when I didn’t know what to do.8.less than 少于

no less than 不少于

not less than 不少于

more than 多于

not more than 不超過

no more than 僅僅，只有(only,just)

more…than 與其，不如

rather than 而不是

other than 除了

at the most至多

at the least 至少

eg.:

9.doubt n.懷疑，疑惑

vt，懷疑；不信

重點(diǎn)句型：There is no doubt that …

There is doubt whether/if(是否)…

without doubt 毫無疑問

in doubt 有疑問，不確定

no doubt 無疑地

eg.:

10.worth prep.(介詞)值得的 be worth doing sth.值得做某事

worthy 有價(jià)值的 be worthy of sth./being done

worthwhile 值得去做某事

be worthwhile to do sth.eg.:

三、課堂練習(xí)

四、過關(guān)檢測

Nick was not the kind of boy I had expected to spend my summer with.I was hoping to have a __1__ the summer before my busy senior year, but my mother asked me to do her a __2__.One of her colleagues needed a full－time __3__.“You planned to volunteer at the local hospital;why not volunteer to __4__ Nick instead？” Then she told me that this six－year－old boy was not a __5__ child.Nick was a lovely little boy who suffered from many disorders.Normal day－care centers would not __6__ him.As a baby, he had serious ear infections which left him with equilibrium(平衡)problems.He couldn't __7__ or run properly.I was __8__ if I was to take the job when my mother __9__，“Don't you want to be a nurse in the future? I doubt if you even have the __10__.” Then I told her I was __11__ for the job.The day started at 7：00 a．m.Nick was my wake－up call!With so much energy and very little __12__ , he was quite a mix.At the park, when he saw all the other children play on the jungle gym and swings, the boy's face __13__ up—How he wished he belonged to the group of his age!You would think it would be__14__ to get a child to go down a slide(滑梯).Believe me, it wasn't!It took time, a lot of time.But with patience and support, Nick took one step up the slide each day.We worked together to face his __15__ and gradually he got closer to taking the slide of his life.Halfway through the summer, he __16__ it to the top of the slide.With my arms holding him tightly, we flew down the slide!I waited for his __17__.After realizing that he was safe and sound, he gave me a big __18__ and asked, “May I go down again, alone？”

I had never been happier in my life when I saw this little child climb the ladder and enjoy what other children __19__ for granted.This __20__ child taught me that being a nurse means respect, kindness and patience.1．A.grade

B．course C．project

D．relaxation 2．A.service

B．favour C．business

D．trade 3．A.nurse

B．waitress C．guard

D．guide 4．A.protect

B．a(chǎn)ssist

C．a(chǎn)ttend

D．comfort 5．A.normal

B．naughty C．clever

D．happy 6．A.admit

B．receive C．a(chǎn)ccept

D．a(chǎn)dopt 7．A.speak

B．play

C．stand

D．walk 8．A.hesitating

B．wondering C．questioning D．doubting 9．A.suggested

B．a(chǎn)rgued C．challenged

D．commented 10．A.energy

B．courage C．faith

D．time 11．A.eager

B．sorry

C．grateful

D．ready 12．A.awareness

B．balance C．knowledge

D．control 13．A.delighted

B．cheered C．lit

D．shut 14．A.demanding

B．simple C．interesting

D．flexible 15．A.fears

B．worries

C．chances

D．situations 16．A.climbed

B．got

C．managed

D．made 17．A.laughter

B．reaction

C．a(chǎn)nswer

D．greeting 18．A.kiss

B．clap

C．welcome D．surprise 19．A.play

B．do

C．take

D．enjoy 20．A.miserable

B．smart

C．brave

D．special

五、家庭作業(yè)

[范文] Mrs.Wilson，I'm going out shopping, and won't be back until about 5：00 pm.I have taken with me the two books you asked me to return to the City Library.At about 1 o'clock this afternoon, Tracy called, saying that she couldn't meet you at the Bolton Coffee tomorrow morning as she had something important to attend to.She felt very sorry about that, but said that you could set some other time for the meeting.She wanted you to call her back as soon as you are home.She has already told Susan about this change.Li Hua

第四篇：高中英語必修二第一單元部分教案

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高一英語Unit1 Cultural Relics The first period(Warming up and Pre-reading)

Teaching goals: 1.Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to 2.Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important points Talk about cultural relics and what should be done with them.Teaching difficult points: How to talk about cultural relics.Teaching methods: Group discussion and presentation.(cooperative learning)Teaching procedures: Step1 Warming-up T talks about some famous world heritages to the students.Raise the Ss’ awareness that there are some well-known cultural relics both at home and abroad.Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good.Now let me tell you some details about cultural relics.Cultural relics are traces of features surviving from a past age and serving to remind people of them.They represent the culture of a place and some periods of history.Can you give me some examples of the cultural relics? S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace.??

T: Well done.(T can give more examples)Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Now imagine that you work for the state office of cultural relics.You are sent to a small town where you find a relic that was stolen from a palace.It is a rare Ming Dynasty vase.The man who has it insists that it belongs to his family.What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-reading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful.為您服務(wù)教育網(wǎng)http://www.tmdps.cn

T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it.S2: Protect the others in order that they will not lost.??

T: Thanks for your good suggestions.If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogue T: If you found a cultural relic, what would you do with it? S1: I don't know．

T: Would you want to keep it? S1: Of course not．It doesn't belong to me．

T: Then why don't you go to your community council? S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself? T: Good question．What do the rest of you think? S2: I guess I would ask my parents what to do with it． T: That's a good idea．Anyone else have an idea? S3: I would ask my brother．He is a policeman． Ask some Ss to act their dialogue out.Step 3 Homework 1.Preview the reading passage and do exercise I in the part “Learning about language”.2.Ask the Ss to look for more cultural relics.The students can go to the library or use the Internet to search for information.Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Second Period

(Reading and comprehending)Knowledge: Learn some new phrases and some new sentence patterns.Ability:

1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.為您服務(wù)教育網(wǎng)http://www.tmdps.cn

3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion: 1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber Room Teaching important points: 1.The new words and expressions;2.Learn some detailed information about the Amber Room;3.Train the students’ ability to cooperate with others;4.Train the students’ speaking ability.Teaching difficult points: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2.Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3.Sentence patterns:(1)There is no doubt that?..(2)This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．

4.Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.Teaching methods: 1.Listening to the tape.2.Learning and practicing.Teaching procedures: Step 1 Greetings and lead-in T: We learned some cultural relics yesterday.Do you still remember them? Give me some examples, please.Students give their answers.T: Very good.Today we’re going to learn another cultural relic.Look at the two pictures on pages1—2;do you know what it is called? Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:

T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:

1、Why it is called the Amber Room?

2、What else were used to make the room besides amber?

3、Why was the Amber Room first built?

4、When and why did Frederick William I give the Amber Room to Peter the Great?

5、What did Catherine II do with the Amber Room?

6、When and how was the Amber Room supposed to have been lost? Five minutes later, ask some Ss to give their answers.為您服務(wù)教育網(wǎng)http://www.tmdps.cn

Answers:

1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，F(xiàn)rederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers

6、In 1941, those two countries were at war.German army stole it.Step3 Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises.After a while, Teacher begin to collect the answers.Later, teacher gives the answers.Step 4 Post-reading

1.Read the passage again to get important information about the text In Search of the Amber Room.Then fill in the blanks.(Page73 Best English)Step 4 Speaking or Reading aloud Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework

1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42(Ss’ Book)Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Third Period

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(Text analyses and language points)Knowledge: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2.Sentence patterns:(1)In 1770, the room was completed the way(that)she wanted it(2)There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:

1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion: 1.Train the students’ ability to cooperate with others.2.Know what happened to the Amber Room 3.Know the importance of protecting the cultural relics by learning the story of amber room

Teaching important points: 1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties: 1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures: Step 1 Revision T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia--Frederick William I---Sent it to Peter the Great(Russian)--winter palace Czar---Catherine II Move outside St Petersburg--The war between(R&G)Nazi German Secretly stole--Sent to Konigsberg(G)—mystery---Now Rebuilt Step 2 Learning about the language points 1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(給人以某種感覺)2.The design for the room was of the fancy style popular in those days.(在句中做表語)（定語后置）3.There is no doubt that the boxes were then put on a train for konigsberg, at that time a German city on the Baltic Sea.(同位語從句)

Step 3 Homework In order to master the usage of these words and expressions, please do some related

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exercises.1.Translate the sentences on Page 43 into English.Write the English sentences in one of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Fourth Period(Learning about Language)Knowledge: 1.Learn some new words of this unit.2.Do some exercises of this unit.Ability: 1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion: Train the students’ ability to cooperate with each other.Teaching important points: 1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties: 1.Learn to choose the correct words according to the meanings.2.How to improve the students’ translating skills.Teaching procedures: Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1.Ask the Ss to find the word that means each of the following(Discovering useful words and expressions.)from the reading passage.The Ss begin to do this exercise.After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v(T)

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a.to be the property of: That coat belongs to me.b.to be a part of;be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning: “Belong” is not used in the continuous tense or the passive voice.Eg.The computer is belonging to my sister.(F)The computer is belonged to my sister(F)The computer belongs to my sister.(T)The Ss begin to do this exercise.After a while, teacher begins to collect the answers.Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state, condition or a continuous activity.Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation(P43 SB)Do this translating exercise with the Ss together.Tell the Ss how to do this kind of exercise.Step 4 Homework 1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

第五篇：高中英語必修一第一單元教案

Unit 1 Friendship I.Warming Up 1.good: adj.好心的，仁慈的，樂于助人的 be good to sb.: 對(duì)某人好 e.g.She’s good to me.I am good to my friends.be good to do sth.: 仁慈的，樂于助人的

e.g.Would you be good enough to carry this for me?

good的固定搭配：

①be good at sth.: 擅長做某事 e.g.Tom is good at swimming.I am not good at English.②be good for sb./sth.: 有益于某人/某事 e.g.Is this kind of food good for us?

Sunshine is good for your plants.③be good for sth.: 適合干某事、適宜于某事 e.g.She would be good for the job.This beach is good for swimming but bad for surfing.→be bad for：a.對(duì)……無益處 b．不適于……

2.add up: 把……全加在一起

e.g.Add up all these figures and you will know the result.add的固定搭配

add to: 加，增加，添加

e.g.Fireworks added to the attraction of the festival night.add sth to: 把某物添加到…… e.g.She added some salt to the soup.Please add some sugar to the coffee.add up to: 合計(jì)是……

e.g.All the money adds up to 1000 dollars.3.get sth.+ 過去分詞

e.g.You’d better get the car repaired.Do you know how to get it colored?

4.upset: adj.不安的，心煩意亂的

e.g.I was very upset because I failed the exam.vt.使心煩意亂，使不安 e.g.His rude behaviors upset her.Don’t up set yourself.5.be concerned about: 為……擔(dān)心；關(guān)心，關(guān)注

e.g.We are all concerned about her safety.I’m very concerned about his attitude to my work.concerned: adj.關(guān)心的，擔(dān)心的，憂慮的 concern: v.對(duì)……有關(guān)系，影響

e.g.This concerns the healthy growth of the children.Pay attention to what concerns you.6.should have done: 本應(yīng)該做某事（虛擬語氣,意指過去應(yīng)該

做的事情，卻沒有做，含有遺憾、職責(zé)等意味）

e.g.You should have told me the news earlier.We should have stopped him.I should have thought of that.→shouldn’t have done: 本不應(yīng)該做（指過去不應(yīng)該做的事

情，卻做了）

e.g.He shouldn’t have come at all.You shouldn’t have told her the news.