第1篇：人教版高一下英语精品教案高一第十五单元(人教版高一英语下册教案教学设计)
The Nechlace
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1>Talking about drama and theatre
2>Talking about the play The Necklace
2.Function: 交际功能
征求许可(Ask for permission)
Could we/I...? May/Can I...? Shall we...? Is it possible...? Do you mind...?
讨论可能(Talk about possibilities)
It can t be... It could... He might... They must...
3.Vocabulary 重点词汇和短语
dormitory; recognise; surely; diamond; explain; ball; jewellery; franc; continue; lovely; debt; precious; positive; attend; earn; lecture; silly; mosquito; bat; besides; outline; plot; quality
call on; bring back; day and night; pay off; at most; act out
4.Grammar:语法
情态动词(3)---must, can/could, may/might
1 能够用英语有把握地猜测某人或某事物现在的情况---must/can t
2 能够用英语不十分有把握地猜测某人或某事物现在的情况---can/may/could/might
II. Difficult points
III. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法：
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure：
Period 1第一节
（一）明确目标
1. Warming up to arouse the students love in talking.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
(二) 整体感知
Step 1 Presentation
Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?
(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)
Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)
（三）教学过程
Step 2 Warming up
Step 3 Listening comprehension
Now let s have some listening training.
Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.
After listening, let the students discuss the mystery.
LISTENING TEXT 1:
Scene 1
John and Mary are in their apartment.
Mary: John, I can't find my necklace and my cellphone.
John: Maybe you just forgot where you put them?
Mary: No, I'm sure they were here on the table.
John: Look at this! There are footprints on the floor.
Mary: Hmm, the footprints look strange. They're so small! Let's follow the footprints and see where they go.
Scene 2
John and Mary follow the mysterious footprints.
John: Aha! The window is open. Someone must have climbed up the tree, gone in through the window, and stolen your cellphone and necklace.
Mary: I think you're right. Oh, and look at this – there is something on the floor here.
John: What is it?
Mary: I'm not sure. It's red and it looks like ... hair! Yes, it is hair. Very thick red hair.
John: This is getting more and more mysterious.
Scene 3
John and Mary have gone into the garden to look for more clues.
Mary: Look, here are more footprints.
John: And what is this? A banana peel.
Mary: A banana peel? What's it doing in our garden? John: I think I know who stole your cellphone and necklace.
Answers:
Scene 1 1 B 2 A Scene 2 1 D 2 C Scene 3 1 B 2 It's a monkey.
Step 4 Speaking practice
Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.
After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.
Model play of The Secret of the Black Tower
NOTE: (Scene 1 should consist of dialogue based on the description in the SB)
Scene 2
NARRATOR: ... The three friends have gone to bed and are trying to fall asleep when suddenly they hear a sound they'd never heard before.
LI RONGll: (raising his head from the pillow) My God! What was that?
ZHANG FEI: Oh, my, what was that indeed?
BAO NAN: Who cares? Get some sleep!
LI RONGll: Huh? Get some sleep? How can you sleep when you know that --
BAO NAN: Know what? That a terrible monster is about to eat us? 11
ZHANG FEI:. Or maybe it's a dragon that will breathe fire on us!
BAO NAN: Or maybe it's an old rat that ran into a wall and hurt itself.
ZHANG FEI: There are rats in this tower? Li Rongji, you told me this tower had no rats?
LI RONGll: Of course, there are no rats.
BAO NAN: Li Rongji is probably right.
LI RONGll: (wearing a big smile) Ah, so you agree it could be a monster.
BAO NAN: I didn't mean that. I mean it's got to be a mouse. Now go back to sleep, silly.
LI RONGll: I am not silly!
NARRATOR: Suddenly they hear the noise again, only this time it is louder.
LI RONGll: Does that sound like a mouse to you? Huh? Huh?
ZHANG FEI: Yeah, mice squeak, they don't roar.
BAO NAN: OK. Then go have a look and find out for yourself.
LI RONGll: What? Are you crazy? I'm not climbing down those stone stairs by myself in the dark. Oh, no!
BAO NAN: Then take Zhang Fei with you. And let me get some sleep.
NARRATOR: After making some plans, they take off their shoes to beat the monster, they climb down the stairs. Just as they are passing a small window in the tower they hear the sound again.
LI RONGll: Oh, my! There it is again!
ZHANG FEI: (looking out the window) Look! A rainstorm!
TOGETHER: And lots of lightning. (They look at each other, feeling ridiculous. For a moment, the lightning stops and it becomes very quiet. )
BAO NAN: Zzzzz….Zzzzz
LI RONGJI: What was that? That noise came from inside this tower.
ZHANG FEI: You're a great detective, Li Rongji. (He yawns.) That's Bao Nan having a good rest.
LI RONGJI: Huh? Get some sleep? How can you sleep when you know that
BAONAN: Know what?
（四）总结扩展
Step 5 Necessary language points
The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.
Listening and speaking听说要点
1>Each scene will give you a clue that you can use to solve the mystery..
clue [用法]n.[C] (解决疑案、问题等的)线索,迹象,提示[(+to)]
[举例]“Do you know the time of the next train?” “I don t have a clue.”
“您知道下一班火车的时间吗?” “我一无所知。”
The police have no clue to his identity.
警察没有可以确定他的身份的任何线索。
mystery [用法]n. 神秘的事物;难以理解的事物;谜[C]]
[联想]mysterious a. 神秘的;不可思议的
2>The black tower is a scary place.
scary [用法]a.1. 引起惊慌的 2. 胆小的;提心吊胆的
[联想]scare vt. 惊吓,使恐惧
scared a. 吃惊的, 吓坏的; 恐惧的
Step 6 Summary小结:
Step 7 Homework
Period 2第二节
（一）明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the play.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It s about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.
（三）教学过程
Step 2 Pre-reading discussions
Questions 1-3: answers will vary.
Step 3 Reading
Read the text carefully again, and give the students some explanations.
1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.
(1) what‘s the matter with Mathilde?
(2) Why didn’t Jeanne recognize her at first?
(3) Why has she been working so hard?
(4) Why did she need to borrow some jewellery?
2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.
(5) Why was Mathilde worried?
(6) What did Pierre suggest?
(7) What did they decide to do?
3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)
参考答案：
(1) She has been working hard for 10 years.
(2) She looks older than her age and she doesn’t look well.
(3) Because of the diamond necklace.
(4) She was invited to a ball at the palace so she needed to borrow some jewelley.
(5) She didn’t have an evening dress or any jewellery to wear.
(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) Mathilde decided to go and borrow some jewellery from Jeanne.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation. Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
Step 5 Post-reading
1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to
make a dialogue between Mathilde and another person in the palace.
2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace
were made of glass, not diamonds?”
Let the students continue the story and write a similar scene.
Answers to Part 1:
1 E 2 C 3 B 4 F 5 A 6 D
Sample story for Part 2:
Scene 4
M = MATHILOE P = PIERRE
M: You will never guess whom I met today in the park. P: Oh, was it someone important?
M: Why, yes, you could certainly say that. (Looking at him.) I met Jeanne.
P: No, you don't say?
M: Yes, she was sitting there when I walked by but she didn't know it was me.
P: How could she forget? (He sees his wife putting her hands to her face) Oh, I'm sorry.
M: That's all right. Anyway, we both know I did it to myself.
P: Did what, dear?
M: Made a fool of myself. I simply had to be the loveliest lady at the ball and look what it cost me and you. I'm sorry.
P: Forget it, dear. What's past is past. You mustn't keep blaming yourself.
M: But you don't know the worst part. Oh, I still can't believe it! She told me that the diamond necklace wasn't real.
P: What do you mean? M: It wasn't real. It was only worth a few hundred francs.
P: Oh my goodness! And we worked so hard to pay for that necklace. Our whole life... But at least we did the right thing. We must forget about the past. At least we still have each other.
M: (not listening) And to think she gets to keep the necklace now! (She shakes her head many times)
P: Forget the necklace. It can only bring you as much trouble as the old one.
（四）总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
（一）明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn how to use “had better”, “should” and “ought to” while giving advice.
3. Discuss the answers to all the exercises in the Students’Book.
（二）整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
（三）教学过程
Step 2 Language points in the reading text
1>But I don t think I know you.
[解释]本句包含否定转移现象。一般说来，think, believe, suppose, expect, fancy, imagine
等动词后面宾语从句的否定词要转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。 （更多解释请到语法专栏）
2>But you may not remember me..
may [用法]v.aux.1. (表示可能性)可能,也许
2. (表示许可或请求许可)可以
3. (表示希望、祝愿等)祝,愿
4.may not表示可能不或不可以
[举例]She may be a nurse. 她可能是个护士。
“May I come in?” “Yes, please.” “我可以进来吗?” “请。”
May you succeed! 祝你成功!
3>I would rather not tell you..
would rather [用法]1.would rather+动词原形，表示宁愿做什么
2.否定形式为would rather not do
3.would rather加句子常用虚拟语气形式，从句动词用过去式
4>So I need to borrow some jewellery..
jewellery [用法]珠宝之总称 [联想]jewel [c]
5>And a new dress costs over four hundred francs..
cost [用法]vt.1. 花费 2. 使付出(时间、劳力、代价等),使丧失
[举例]The car cost him around ten thousand US dollars. 这车花去他一万美元左右。
The error cost the company one million pounds. 这错误使公司损失了一百万英镑。
6>Does that matter?
matter [用法]vi. (常用于否定句和疑问句)有关系,要紧
[举例]All these things do not matter now. 所有这一切现在都无关紧要了。
7>She married a man with a lot of money.
marry [用法]见高一上册 unit 2
8>So I called on you and asked if I could borrow some jewellery..
call on [用法]拜访某人 [联想]call at 访问某地
9>You tried it on and it looked wonderful on you.
try...on [用法]试穿
10>Well, after all these years we ve at last paid off all our debts
pay off [用法]还清 [联想]pay for 付钱买什么；为什么付出代价
11>It was worth five hundred francs at most.
worth [用法]a.1. 有(...的)价值,值... 2. 值得(做...)
[举例]This necklace is worth 1,000 US dollars. 这条项链值一千美元。
That novel is not worth reading. 那部小说不值得一读。
The exhibition is worth a visit. 这展览值得一看。
[联想]be worthy to be done; be worthy of being done
Step 3 Practice: Vocabulary
1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.
Answers to Exercise 1:
1 continue 2 ball 3 recognise / recognize 4 diamond 5 jewellery / jewelry
Answers to Exercise 2:
1 payoff 2 any more 4 call on 5 at the most 7 at all
Step 4 Practice: Grammar
2. Grammar talks about possibilities
When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.
When you think that something is very possible, you use “can”.
When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.
Go through the sentences in the book with the whole class.
Answers to Exercise 1:
1 He can't be at home. / He must be out.
2 They must earn a lot of money.
3 They must be poor. / They can't be very rich.
4 He must be terribly busy.
5 It must be very interesting.
Answers to Exercise 2:
1 must / may be 2 can't be 3 must / may be 4 can't be 5 must / may be
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
（一） 明确目标
1. Review the language points learnt last period.
2. Do some reading about Snacks.
3. Do some writing to develop the students writing skill.
4. Get students to know the use of the modal verbs: must, can /may /might
(二) 整体感知
Step 1 Presentation
Today we are going to deal with the part “language study”. First, let’s come to “words study”, and then we’ll talk about the grammar.
（三）教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to comprehension
1 TV shows have plots, that is, they tell stories just like a play. Computer games don't really tell stories but they do have a beginning, middle, and end to their action, like plays and characters.
2 The roles we play in life may be real or fake. We may act the way we truly think and feel or pretend to be someone we are not-just like an actor does. Often the role we play depends on our relationship to others, especially how we feel about them.
3 Shakespeare once wrote, ”All the world's a stage,“ If life is like theatre, then we are all actors on its stage. Some of us have big roles to play while others have small roles. But each role is important to the success of the play, just like in the real life.
4 The task here is for Ss to take one of the two prompts from the reading and create a play around it. One deals with a student who meets an alien on her way to her grandmother's home. The other involves a student who meets a girl on her way to school who looks exactly like her.
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
Sample plays:
1 A strange encounter
Cast of characters
Jane, a teenage girl
Jane 2 (”Girl“), Jane's clone
J = lane; G = Girl
(Jane is walking down the street. She is on her way to school and is carrying a book bag. She is smiling and singing a song. Suddenly another Girl comes towards her. Jane looks at her and seems surprised.)
J: (to herself): Hmm, that's strange. That girl looks familiar.
(The Girl comes closer. Both girls stare at each other. They look shocked. After a brief silence, they start speaking at the same time.)
J and G: Oh my! It's me!
J: You look just like me!
G: No, you look like me!
J: I'm Jane. What's your name?
G: My name is Jane 2.
J: We have the same name!
G: No, my name is Jane 2, you know, the number two, not also too.
J: What do you mean?
G: I'm not sure, but I think that you must be my clone.
J: Your what?
G: Your clone. You know, like a twin, or a copy.
J: I didn't know I had a twin.
G: Well, I only found out yesterday. That's why I came here, to find you and try to find the scientists that made me. We must find him!
J: This can't be true! There are no human clones. They must have been lying to you.
G: Think about it. Look at us. We are the same. We must be clones.
J: If you are right, then why didn't my parents tell me about you?
G: They must not have known. But we can't keep it a secret anymore. We must go and tell them at once.
J: OK, let's go. (Girl moves towards exit.) No, wait. I have a better idea. If we are the same, and if nobody knows it, maybe we should try to have some fun before we tell people. Let's go to my school and play a trick on my classmates.
(They laugh and walk off stage.)
2 You must believe me!
Cast of characters
Mary Smith, a teenage girl
Peter Scoles, one of Jane' s classmates
Steven Smith, Mary's father
Angela Smith, Mary's mother
Ploink and Bzoink, aliens from the planet Hummdrumm
M = Mary; J = Jeff; S = Steven; A = Angela
Scene 1
(Mary is sitting at home. She is reading a book. Suddenly a strange red light shines from a corner of the room. There:S- a loud crash and suddenly Jeff is standing in Mary’s room.)
M: Jeff! Where did you come from?
J: (Looks around.) Where am I? Is that you Mary? M: Yes, of course it's me.
J: Quick, tell me what year it is!
M: What do you mean? It's 20O4! What a strange question.
J: 2004! Thank goodness! Oh, Mary, I'm back!
M: What do you mean ”you're back?“ Where have you been?
J: I've been to the future!
Scene 2
(Jeff and Mary are talking to Steven and Angela, Mary’s parents.)
A: Now, that's a strange story, Jeff. You say you were on your way to your grandmother and then some ...
J: Small green men.
A: Small green men took you to the year...
M: 4089.
S: That's ridiculous, Jeff. Your story can't be true. You must be lying or trying to play a trick on us. You mustn't lie to people, Jeff!
J: I'm not lying, Mr. Smith! It's true. I know it must seem strange, but I am telling you the truth. You must believe me. The people in the future warned me about something terrible that will happen next month. We must stop it from happening!
A: You must understand that it is difficult for us to believe you, Jeff.
J: Please listen to me! Here's what they told me...
(Scene ends. The next scene is set in the future. The aliens are telling Jetf what will happen.)
Scene 3
(The year 4089, aboard an alien spaceship. Ploink and Bzoink are showing Jeff what the Earth looks like in the future. They are wearing speaking devices that translate what they say into English.)
P: Look, Jeff, I know this is difficulty to believe, but you must listen to us. It's for your own good. Look at the earth down there. Do you see any people or animals?
J: No, no... it's all... empty and quiet. And there are no trees or planet. And why is the water black?
B: That's what we are trying to tell you. All life on earth will die unless you start thinking about the environment.
J: Oh my! What happened? How did the earth end up like this? It was such a beautiful planet!
P: Yes, it was. But it's not too late. That's why we have been sent here. You can save the earth!
J: Me? Save the earth? No, that can't be right. I'm just a middle school student. I can't do anything about this.
B: You're wrong, Jeff. There is something you can do, in fact must do if you want to keep the future from looking like this.
J: But what can I do? '
P: It's simple. We have looked at what happened in the past and we know that what you did...
B: Or rather what you didn't do!
P: That's right, what you didn't do caused all this.
J: What, me? How?
P: Next month, there will be a special program about the environment in your school. You and your classmates were asked to take part in a speech competition.
J: Yes, but I'm not going to give a speech ...
B: That's the problem! We have looked at another possible future...
J: What do you mean ”another future“?
P: We can do that. We saw another future where you gave the speech together with your friend Mary. You won the speech competition and were chosen to give: your speech on TV. People listened to your speech and started thinking about the environment. You and f your classmates learned more about the environment, as did students all over the world. Because so many people thought about the environment and made small changes in their life, the earth was saved. Look at this. (They show Jeff another future, where the earth is green and blue again and full of life and happiness.)
J: (With tears in his eyes.) That's beautiful.
P: Now go back and give that speech, Jeff. The future of this planet depends on it.
J: Yes, I must. I will. Let's go!
（四）总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>I don t like plays that much..
that [用法]ad.【口】那样,那么
2>I act as one of the heroes in the game..
act as [用法]充当；担任
3>Why don t we try writing a play of our own?
try writing [用法]见高一上册 unit 12
4>And Besides, we have to start somewhere if we want to learn how to write plays..
Besides
[用法]ad. 此外,而且,加之
[举例]The driver couldn’t see either. Besides, the roads are nearly impassable.
刚才司机也看不清楚。而且这些路简直无法通行。
Besides, I want you to promise me one thing. 此外,我要你答应我一件事。
5>If we work together, we might come up with a very good story.
come up with [用法]见高一上册 unit 3和unit 9
Step 7 Homework
Period 5 第五节
（一）明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
（二）整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
（三）教学过程
Step 2 Listening comprehension
LISTENING TEXT
W: Woman P: Policeman
W: Excuse me, please. I've lost a necklace. I wonder if anyone has brought it in here.
P: When did you lose it?
W: I lost it in the street yesterday when I was on my way home from a party.
P: Are you sure you lost it in the street?
W: Yes, I’m sure. I had it on when I put on my coat to leave the party. When I got home and took my coat off, it was gone. I’ve looked in the hall of my house, but I can’t find it.
P: Right. I’d better write down the information. Then if anyone hands it in, we can return it to you. May I have you name, please?
W: Mrs. Roome. That’s R-double oh-M-E.
P: And the address?
W: 40 Spring Gardens, Knotley. That’s K-N-O-T-L-E-Y.
P: And is there a telephone number?
W: Yes, it's 0993 464392.
P: Where did you lose the necklace?
W: Somewhere between High Street and Spring Gardens.
P: Could you describe the necklace to me?
W: Yes. In the centre there's a large light blue stone, rather like an egg. And on either side there are small round stones and long thin ones; they are light green in colour.
P: Right, Mrs. Roome. If it comes in here, we'll ring you.
Answers:
Ex. 1: Picture 4
Ex. 2: Mrs Roome 40 Spring Gardens, Knotley 0993 464392 Between High Street and Spring Gardens
Ex. 3: 1 lose 2 sure you lost it 3 May I have your 4 And the 5 is there a telephone
6 Where did you lose the 7 Could you describe the necklace
Step 3 Talking practice
Situation 1
(Mathilde and her husband are sitting at the breakfast table. They both look sad and shocked.)
M = Mathilde H = Husband
M: Oh my! I can't believe I lost the necklace. What are we going to do? (She starts crying.)
H: There, there, don't cry. We'll think of something. Maybe someone has found it.
M: Oh, if only that were true! That necklace is very expensive. We must find it so we can return it.
H: Well, if we don't find it, we'll have to tell your friend that you lost her necklace.
M: That's impossible! I couldn't live knowing that I had lost my friend's necklace. No, if we don't find it, we'll have to buy a new one.
H: How can we buy a necklace like that? We don't have that much money?
M: I don't care what we'll have to do, as long as we return the necklace. (She is getting upset again.)
H: Ok, calm down. I suppose we could try to borrow some money at the bank. Of course, it would take us many years of hard work to pay back the loan.
M: Oh darling, we must! Please help me! We can make it if we both try our best.
H: I know we can. Let's go to the bank tomorrow and see about that loan.
M: Thank you!
Situation 2
(Mathilde returns after talking to her friend. She looks tired. Her husband is sitting in his chair. He is old and tired.)
M: Oh, Pierre! Pierre!
H: What is it?
M: I just talked to the friend whose necklace I lost. You can never guess what she told me!
H: What?
M: The necklace ...
H: Did she discover that we had bought a new one?
M: No. Oh, the necklace I lost, it, it ... it wasn't real!
H: Not real? What do you mean?
M: It was made of glass.
H: Oh my! And we... we worked so hard to pay back that loan. All those years.
M: I was angry at first and I felt so stupid, but now I think we still did the right thing. We may have worked hard and ...
H: At least we did what we had to do.
M: Yes. But, if only...
H: Yes, if only...
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
（一）明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
（二）整体感知
Step 1 Presentation
In the class
（三）教学过程
Step 2 Vocabulary
Answers to Exercise 1:
1 I except / besides 2 except (for) 3 besides
2 I called off 2 called on 3 calls... up
3 I brought back 2 bring about 3 brought up
Answers to Exercise 2:
1 dormitory 2 beautiful 3 precious 4 outline 5 qualities 6 lecture
Answers to Exercise 3:
1 come on 2 call on 3 hold on 4 kept on 5 went on 6 try on 7 turned on 8 put on
Step 3 Grammar
Answers to Exercise 1:
ID 2A 3B 4C
Answers to Exercise 2:
in, to, at, on, for, for, from, at, after, for, as, After, for, When, that, until, of, at
Answers to Exercise 3:
Various answers are possible.
1 I think the tiger must be in the box on the right because the princess doesn't want the young man to many the young woman. OR.. on the left because the princess wants to save the young man's life.
2 I think the tiger can't be in the box on the left because the princess doesn't want the young man to many the young woman. OR .. on the right because the princess doesn't want the young man to die / be eaten by the tiger.
3 I think the princess may wan_ to help the young man marry the beautiful young woman because she doesn't want the young man to die / be eaten by the tiger.
4 I think the princess may not want to see the young man go into the box with the young woman in it because she does not want the man to many the young woman.
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
1 Various answers are possible. Actors prepare for a performance by learning the lines of the play, but they also need to understand the character they are going to play. They may change the way they look or watch how a person like their character lives. (Students may also answer the question by describing how actors develop their basic skills, as outlined in the reading passage.)
2 I-Paragraph 2; 2-Paragraph 1; 3-Paragraph 5; 4-Paragraph 3; 5-Paragraph 4.
4 Various answers are possible.
Skill On stage In real life
Remember lines Remember what to say Study, take exams
Speak clearly Speak to the audience Give a speech, read poetry
Understanding feelings Playing a character Understanding ourselves and our
friends
Team work (Various answers Act together with other actors Study together, work together
are possible)
Step 7 Sample writng
Dear Fantastic Films,
My name is Song Lin and I am fifteen years old. I live in a town in western China. I read your ad and decided to send you a letter. I have always wanted to be an actor. When I was five years old, I used to sing songs and read poems to my family. In school, I have acted in many plays and I have also taken some classes in acting. Last year, I was given an award by our town for my performance in the play Let's Dance. I think I could be a good actor, because I am interested in people and the way they think. If I can study acting in your school, I am sure that I can learn the things I still need to become _ good actor. Becoming a star is not so important to me, but I would love to spend my life working in the film industry. I want to make films that show people how beautiful life can be and that make people smile and happy. Thank you for giving me this chance, I hope you will choose me as one of the students for your school.
Yours sincerely,
Song Lin
（四）总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. Workbook
1>Have you ever dreamed of becoming an actor?
dream of [用法]1. 梦见 2. 梦想;渴望
[举例]I dreamt of seeing her last night. 我昨晚梦见了她。
Many boys dream of becoming pilots. 许多男孩梦想成为飞行员。
2>The first thing an actor must have is the desire to become an act and the belief that he can act well.
desire [用法]见高一上册 unit 11
belief that... [用法]that引导的是同位语从句。高一上册就多次出现，如高一上册 unit 1以及unit 9等。
3>Students are then asked to close their eyes, concentrate on the object...
concentrate [用法]vt.1. 集中;聚集,集结(+on/upon)
vi.1. 集中;聚集,集结 2. 全神贯注;全力以赴(+on/upon)
[举例]We must concentrate our attention on efficiency.
我们必须把注意力集中在效率上。
Our population is concentrated in the big cities. 我国人口集中在大城市里。
She couldn’t concentrate on a book very long. 她不能长时间专心读一本书。
4>When Tom Hanks shot the film, he had to lose a lot of weight to look like someone.
shoot [用法]拍摄
[举例]The new movie was shot in Africa. 这部新的影片是在非洲拍摄的。
Step 7 Homework
Period 7 第七节
1． 检查本单元单词、短语及相关句型。
2． 讲评统一布置的课外基础练习。
第2篇：新教材高一下unit14教案 (新课标版高一英语教案教学设计)
(Senior 1B)
Part 1 阶段目标卡 Topic : Festivals
I 认知目标（ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II 情感目标 ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目标 ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to ma tch the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the
first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its
symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups”
thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts
Anything (foods, fruits, clothes, drinks…)
Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huip
第3篇：人教版高一下英语精品教案高一第十七单元(人教版高一英语下册教案教学设计)
Great Women
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1>Taling about great women
2.Function: 交际功能
描述人物 Describing people
She seems to be the king od woman who...
The impression she makes on me is...
I think she is the kind of person who...
She could be... She looks as if...
She might be... You can see that...
People like her... She doesn't seem...
3.V
第4篇：人教版高一下英语精品教案高一第十六单元(人教版高一英语下册教案教学设计)
Scientists at Work
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1>Talking about science and scientists
2>Talking about experiments
2.Function: 交际功能
1.发出指令(Giving instructions)
Build the frame of the kite by making...
Tie the corner of the handkerchief to the points of the cross...
Add a tail to the frame and tie a long string to the cross...
First, fix
第5篇：人教版高一下英语精品教案高一第十八单元(人教版高一英语下册教案教学设计)
New Zealand
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1.Talk about New Zealand
2.Function: 交际功能
描述方位和方向(Describing location and direction)
It s in the east of...
It is to the north of...
It is in the northern part of...
northeastern/northwestern Sichuan...
3.Vocabulary 重点词汇和短语
fisherman; great-grandfather; northeastern; central; coast; surround; mi
第6篇：人教版高一下英语精品教案高一第十三单元(人教版高一英语下册教案教学设计)
Healthy eating
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1>Talk about healthy food and junk food
2>Talk about eating habits and health
2.Function: 交际功能
看病(seeing a doctor)
Patient: I’ve got a pain here. This place hurts. I don t feel well. There is sth. wrong with...
Doctor: Lie down and let me examine you. Let me have a look. Where does it
第7篇：人教版高一下英语精品教案高一第十九单元(人教版高一英语下册教案教学设计)
Modern Agriculture
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
Talk about modern agriculture and its effects on people s life
2.Function: 交际功能
提建议和做决定(Giving advice and making decisions)
In my opinion, you should... I think he is right...
If I were you... Wouldn’t it be better if...?
We cant t do both, so... The other idea sounds better to me...
As f
第8篇：人教版高一下英语精品教案高一第十四单元(人教版高一英语下册教案教学设计)
Festivals
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1>Talking about festivals and customs
2.Function: 交际功能
表达和支持某意见(Expressing and supporting an opinion)
In my opinion we should... I believe we should... I don t think it s necessary to...
We must decide... I hope we can make a decision. If we do this,we can...
I think that...should...
3.Voca
