新教材高一英语UNIT11教案（精选10篇）
新教材高一英语UNIT11教案 篇1
A: aims
1. Talk about past experiences,
2. Describe people, things, events and people’s feelings,
3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,
4. Organise ideas in a text using First, Next, Then, Finally, and
5. Write about an unforgettable experience.
B: Difficult points and baffling questions
1. The uses of the relative pronoun: who, whom, whose, which and that,
2. Some language points in the unit,
3. How to organize ideas by using First, Next, Then and Finally, and
4. Writing speed
C: Steps (6 periods)
Ⅰ.The first period
1. Warming up
T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.
When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause
S:
T: Why are these persons or things/events unforgettable?
S:
T: Who’d like to introduce some other persons or events or inventions?
S:
2. Listening
T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.
After that, check the answers by the students telling their answers and then listen a third time.
T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.
3. Homework
1. Write about an unforgettable thing/event within 50 words, using attributive clauses.
2. Practice the 4 pictures on Page 22.
Ⅱ. The second period
Speaking. We have two kinds of speaking exercise here.
1. Speaking on page 23
We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.
After that, some pairs/groups will act their dialogue out
2. Talking on page 103
This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.
On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.
After the students are ready with their dialogue, some pairs/groups will act out their dialogue.
3. Homework
1. Practice the dialogue according to the pictures on page 23.
2. Disaster pictures collected for a show.
Ⅲ. The third and the fourth periods
Reading passage 1
1. Pre-reading
T: What kind of natural disasters do you know about?
S:
T: Have you had/experienced one of them?
S:
T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.
S:
2. Reading
T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.
Now tell me what the text is about.
S: (about flood and the fact that people in danger were rescued)
T: How did the character feel?
S: (Amazement and wonder→alarm→fear→panic)
Para 1 Para 1-Para 2 Para 3 Para 5
T: Will you have a try and find out some sentences that have metaphorical words in them?
S: (see pages 24-25, 6 places or so)
3. Post-reading
T: Now let’s come to some exercises about the reading material. Exercises on page 25.
S:
T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…
4. Homework
1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,
2. Ex.1 Vocabulary on page 104.
Reading passage 2
5. Check their homework
One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.
6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.
①hear
I heard them singing that song in English.
The boy saw his classmates playing football.
Try to find some more verbs that can take an v-ing.
②drag: pull sth./ sb. along the ground because they are too heavy to carry
Little Jerry dragged the table/her father/into the kitchen.
Pull: use your hand to make sth move towards you or in the direction that you’re moving
v. Help me move the piano; you push and I’ll pull.
He pulled his brother out of bed.
n. the pull of the moon
③seize: take hold of sth. suddenly and violently
He seized my hand and dragged me away
seize power/an opportunity/ a chance of v-ing
to-v
④strike struck, struck
A ball struck me (on the back of the head).
She struck a match.
The clock began to strike 12.
The workers are striking for…
The disease struck (the city).
⑤destroy destroyed, destroyed, destroying
damage sth. so badly that it can’t be repaired or so that it no longer exists
The school was completely destroyed by fire.
⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems
The child struggled in the water.
He struggled along the road home.
⑦There’s some useful phrases in the text. Just learn then by heart.
fight for/against/with…
hold onto sb./sth.
get on one’s feet
look out of…/into…/at…/round
sweep away
be upon sb./sth.
fall/go /swallow/ sweep sb./sth down
pull sb./sth. up
move/run up
move up and down…
⑧5 v-ing forms as adverbials (see pages 24-25)
7. Homework
Ex in Word study on page 26 and translation on pages 104-105.
Ⅳ. The fifth period
Grammar: The Attributive Clause (1)
1. Introduction
T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.
In what situation, these conjunctions are used?
2. Practice
T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.
Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.
Now make some other sentences with attributive clauses.
3. Homework
Ex. 2 on page 105
V. The sixth period
Integrating skills
1. Reading passage on page 27
First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.
Next they write sentences about their unforgettable experience by answering the questions on page 28.
Then they should try to use attributive clauses and linking words “and, but”.
Finally some of the students read out their passages and their classmates will make comments on their passages.
2. Reading passage on page 106
After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.
3. Assessing
The students do it by themselves after class.
4. Homework
1. Writing on page 108.
2. Read the new words in Unit 3
新教材高一英语UNIT11教案 篇2
A: aims
1. Talk about past experiences,
2. Describe people, things, events and people’s feelings,
3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,
4. Organise ideas in a text using First, Next, Then, Finally, and
5. Write about an unforgettable experience.
B: Difficult points and baffling questions
1. The uses of the relative pronoun: who, whom, whose, which and that,
2. Some language points in the unit,
3. How to organize ideas by using First, Next, Then and Finally, and
4. Writing speed
C: Steps (6 periods)
Ⅰ.The first period
1. Warming up
T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.
When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause
S:
T: Why are these persons or things/events unforgettable?
S:
T: Who’d like to introduce some other persons or events or inventions?
S:
2. Listening
T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.
After that, check the answers by the students telling their answers and then listen a third time.
T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.
3. Homework
1. Write about an unforgettable thing/event within 50 words, using attributive clauses.
2. Practice the 4 pictures on Page 22.
Ⅱ. The second period
Speaking. We have two kinds of speaking exercise here.
1. Speaking on page 23
We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.
After that, some pairs/groups will act their dialogue out
2. Talking on page 103
This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.
On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.
After the students are ready with their dialogue, some pairs/groups will act out their dialogue.
3. Homework
1. Practice the dialogue according to the pictures on page 23.
2. Disaster pictures collected for a show.
Ⅲ. The third and the fourth periods
Reading passage 1
1. Pre-reading
T: What kind of natural disasters do you know about?
S:
T: Have you had/experienced one of them?
S:
T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.
S:
2. Reading
T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.
Now tell me what the text is about.
S: (about flood and the fact that people in danger were rescued)
T: How did the character feel?
S: (Amazement and wonder→alarm→fear→panic)
Para 1 Para 1-Para 2 Para 3 Para 5
T: Will you have a try and find out some sentences that have metaphorical words in them?
S: (see pages 24-25, 6 places or so)
3. Post-reading
T: Now let’s come to some exercises about the reading material. Exercises on page 25.
S:
T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…
4. Homework
1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,
2. Ex.1 Vocabulary on page 104.
Reading passage 2
5. Check their homework
One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.
6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.
①hear
I heard them singing that song in English.
The boy saw his classmates playing football.
Try to find some more verbs that can take an v-ing.
②drag: pull sth./ sb. along the ground because they are too heavy to carry
Little Jerry dragged the table/her father/into the kitchen.
Pull: use your hand to make sth move towards you or in the direction that you’re moving
v. Help me move the piano; you push and I’ll pull.
He pulled his brother out of bed.
n. the pull of the moon
③seize: take hold of sth. suddenly and violently
He seized my hand and dragged me away
seize power/an opportunity/ a chance of v-ing
to-v
④strike struck, struck
A ball struck me (on the back of the head).
She struck a match.
The clock began to strike 12.
The workers are striking for…
The disease struck (the city).
⑤destroy destroyed, destroyed, destroying
damage sth. so badly that it can’t be repaired or so that it no longer exists
The school was completely destroyed by fire.
⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems
The child struggled in the water.
He struggled along the road home.
⑦There’s some useful phrases in the text. Just learn then by heart.
fight for/against/with…
hold onto sb./sth.
get on one’s feet
look out of…/into…/at…/round
sweep away
be upon sb./sth.
fall/go /swallow/ sweep sb./sth down
pull sb./sth. up
move/run up
move up and down…
⑧5 v-ing forms as adverbials (see pages 24-25)
7. Homework
Ex in Word study on page 26 and translation on pages 104-105.
Ⅳ. The fifth period
Grammar: The Attributive Clause (1)
1. Introduction
T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.
In what situation, these conjunctions are used?
2. Practice
T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.
Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.
Now make some other sentences with attributive clauses.
3. Homework
Ex. 2 on page 105
V. The sixth period
Integrating skills
1. Reading passage on page 27
First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.
Next they write sentences about their unforgettable experience by answering the questions on page 28.
Then they should try to use attributive clauses and linking words “and, but”.
Finally some of the students read out their passages and their classmates will make comments on their passages.
2. Reading passage on page 106
After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.
3. Assessing
The students do it by themselves after class.
4. Homework
1. Writing on page 108.
2. Read the new words in Unit 3
新教材高一英语UNIT11教案 篇3
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely=Definitely=Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post—reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post—reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. =It depends. =I’m not completely sure.
2) depend on 依赖，信任，取决于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 补充说
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to =to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to =amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that –clause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for =to demand sth. , to collect sb.
call at some place =visit some place
call on sb. =to visit sb., to ask sb. to do sth.
call in =to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case =never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得东西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
V. + 形式宾语 it + 宾补（adj./ n.） + for sb. to do sthsth.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “双簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （机器）不运转；失败；
break up 结束； （关系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with =to think of or suggest an idea 想出办法，提出建议
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
新教材高一英语UNIT11教案 篇4
一、 电子教案： 题目：Unit 5 Silver Screen
科目：英语 授课老师：冯珍妮
授课班级：高 一（七）、（九） 课时数：6（+1测验）
教案相对应授课日期：2003年10 月25号——11月1号 日期：10月24号
电子教案设计老师：冯珍妮
Teaching Plan for Unit 5
高一年级 冯珍妮
1 .Teaching goals and Learning goals:
Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:
*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar
*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 .Teaching plan in sequence:
Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1—2) Hour Three Reading (Homework: p110—111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112—113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110—p 111 Hour Two
Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three
Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用
silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平 industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started . A. melting B. to melt （B）因为主语为物 （2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A） （4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错 （5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B） （6）Some children are playing . A. by sea B. by the sea （B） （7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。 （8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups
（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four
Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111—P112（1、2） Home work:：P112（3） Hour Five Integrating skills
Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112—P113 Work book（integrating skills） Hour Six
Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film
新教材高一英语UNIT11教案 篇5
Unit 2 English around the world (Book 1 A)
I. Key points
1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,
Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,
Toilet,tourism,culture,pizza.
2. Patterns:(1)An equal number of people learn English as a second language.
(2)People from the two countries don’t have any difficulty in understanding each other.
(3)Mother told me not to leave the door open after midnight.
(4)Most of the native speakers of English are found in……
3. Grammar:Direct speech and indirect speech;requests and orders or commands.
4. Goals:(1)Learn about differences between American English and British English.
(2)Learn about communication skills.
(3)Write a passage comparing Amecican English and British English.
II. Teaching plans:seven periods
1. Period one:Warming up,listening,speaking,G1-YY-030926-1
Step1(close books)ask the students to listen to the dialogue and answer two questions.
①What is the relationship between the two.
②What are they talk about.
Step2 read the dialogue and answer another two questions.
①What is it that Joe can’t find in the bathroom?
②Why can’t he find it?
This is the best to deal with some language points.
1. For the first time第一次,初次(介词短语作状语,后不接从句)
The first time(第一次…时,后可接从句)
This∕It is the first time(后接that引导的定语从句,用现在完成时)
eg.They were there for the first time.他们是第一次到那儿。
I remembered John the first time I saw him.我第一次见到约翰时就记住了他。
This is⁄It is my first time that I have been abroad.这是我第一次出国。
2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直
eg.He came all the way from Australia.他从澳大利亚远道而来。
3. Make yourself at home 别拘束(像在自己家里一样)
be⁄feel at home感到安适,自在;精通。
eg.Make yourself at home and help yourself to these. 别拘束,随便吃。
He is completely at home in chemistry.他精通化学。
Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.
Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is
good time to ask the students to report requests and demands.
Step5:exercises for period 1
翻译下列句子
1. 我总共有2000册书(total)
2. 英语发展成为世界上用得最广泛的语言
3. 汤姆和另外三个孩子一起去看电影去了(as well as)
4. 这个人长相很好,只是满头白发(except for)
Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2
Step1:One question to draw the students’ attention:In what situation do you use English?
Step2:Listen to the tape once and then read the text.Answer somes about the text.
Step3:Read the text again and give the main idea of each paragraph.
Step4:Retell the text briefly (write some key words on the blackboard)
Exercises for period 2. (单项选择)
1. The child imagined______a plane to the moon and______there for a week.
A.to take,to live B.to take,living C.taking.living D.taking,to live
2. Wilson explained______the teacher why he was late______that week.
A.to ,every day B.X,every day C.to,everyday D.X,everyday
3. The Blacks were______a flight______the Pacific Ocean then.
A.in,on B.for,across C.to,over D.on,across
4. The plane crashed and the______on a______island in the Pacific Ocean.
A.landed,deserting B.were landed,deserting
C.landed,deserted B.were landed,deserted
5. Paul likes to make______those who______other.
A.friends to,care about B.friends with,care about
C.friend with,care about D.friends with,care
6. The people______all felt very safe.
A.on plane B.on board the plane
C.on the plane board D.on board on plane
7. Not only the the student but also Tom______about the answer.
A.is sure B.are sure C.sure D.sures
8. —I’ve got your invitation. —Oh,good______. (2002春高考)
A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?
Period3:Some language points in reading,word study,grammar:G1-YY-030928-3
Step1:Check homework or ask students to retell the text if necessary.
Step2:Deal with some language points.
1. In only fifty years,English has developed into the language most widely spoken and used in the world.
①develop vtvi 发展,壮大,完善,生长
eg. Plants develop from seeds. 植物由种子发育而成。
Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。
②冲洗
新教材高一英语UNIT11教案 篇6
Unit 2 English around the world (Book 1 A)
I. Key points
1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,
Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,
Toilet,tourism,culture,pizza.
2. Patterns:(1)An equal number of people learn English as a second language.
(2)People from the two countries don’t have any difficulty in understanding each other.
(3)Mother told me not to leave the door open after midnight.
(4)Most of the native speakers of English are found in……
3. Grammar:Direct speech and indirect speech;requests and orders or commands.
4. Goals:(1)Learn about differences between American English and British English.
(2)Learn about communication skills.
(3)Write a passage comparing Amecican English and British English.
II. Teaching plans:seven periods
1. Period one:Warming up,listening,speaking,G1-YY-030926-1
Step1(close books)ask the students to listen to the dialogue and answer two questions.
①What is the relationship between the two.
②What are they talk about.
Step2 read the dialogue and answer another two questions.
①What is it that Joe can’t find in the bathroom?
②Why can’t he find it?
This is the best to deal with some language points.
1. For the first time第一次,初次(介词短语作状语,后不接从句)
The first time(第一次…时,后可接从句)
This∕It is the first time(后接that引导的定语从句,用现在完成时)
eg.They were there for the first time.他们是第一次到那儿。
I remembered John the first time I saw him.我第一次见到约翰时就记住了他。
This is⁄It is my first time that I have been abroad.这是我第一次出国。
2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直
eg.He came all the way from Australia.他从澳大利亚远道而来。
3. Make yourself at home 别拘束(像在自己家里一样)
be⁄feel at home感到安适,自在;精通。
eg.Make yourself at home and help yourself to these. 别拘束,随便吃。
He is completely at home in chemistry.他精通化学。
Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.
Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is
good time to ask the students to report requests and demands.
Step5:exercises for period 1
翻译下列句子
1. 我总共有2000册书(total)
2. 英语发展成为世界上用得最广泛的语言
3. 汤姆和另外三个孩子一起去看电影去了(as well as)
4. 这个人长相很好,只是满头白发(except for)
Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2
Step1:One question to draw the students’ attention:In what situation do you use English?
Step2:Listen to the tape once and then read the text.Answer somes about the text.
Step3:Read the text again and give the main idea of each paragraph.
Step4:Retell the text briefly (write some key words on the blackboard)
Exercises for period 2. (单项选择)
1. The child imagined______a plane to the moon and______there for a week.
A.to take,to live B.to take,living C.taking.living D.taking,to live
2. Wilson explained______the teacher why he was late______that week.
A.to ,every day B.X,every day C.to,everyday D.X,everyday
3. The Blacks were______a flight______the Pacific Ocean then.
A.in,on B.for,across C.to,over D.on,across
4. The plane crashed and the______on a______island in the Pacific Ocean.
A.landed,deserting B.were landed,deserting
C.landed,deserted B.were landed,deserted
5. Paul likes to make______those who______other.
A.friends to,care about B.friends with,care about
C.friend with,care about D.friends with,care
6. The people______all felt very safe.
A.on plane B.on board the plane
C.on the plane board D.on board on plane
7. Not only the the student but also Tom______about the answer.
A.is sure B.are sure C.sure D.sures
8. —I’ve got your invitation. —Oh,good______. (2002春高考)
A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?
Period3:Some language points in reading,word study,grammar:G1-YY-030928-3
Step1:Check homework or ask students to retell the text if necessary.
Step2:Deal with some language points.
1. In only fifty years,English has developed into the language most widely spoken and used in the world.
①develop vtvi 发展,壮大,完善,生长
eg. Plants develop from seeds. 植物由种子发育而成。
Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。
②冲洗
新教材高一英语UNIT11教案 篇7
一、 电子教案： 题目：Unit 5 Silver Screen
科目：英语 授课老师：冯珍妮
授课班级：高 一（七）、（九） 课时数：6（+1测验）
教案相对应授课日期：2003年10 月25号——11月1号 日期：10月24号
电子教案设计老师：冯珍妮
Teaching Plan for Unit 5
高一年级 冯珍妮
1 .Teaching goals and Learning goals:
Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:
*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar
*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 .Teaching plan in sequence:
Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1—2) Hour Three Reading (Homework: p110—111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112—113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110—p 111 Hour Two
Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three
Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用
silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平 industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started . A. melting B. to melt （B）因为主语为物 （2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A） （4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错 （5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B） （6）Some children are playing . A. by sea B. by the sea （B） （7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。 （8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups
（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four
Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111—P112（1、2） Home work:：P112（3） Hour Five Integrating skills
Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112—P113 Work book（integrating skills） Hour Six
Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film
新教材高一英语UNIT11教案 篇8
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely=Definitely=Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post—reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post—reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. =It depends. =I’m not completely sure.
2) depend on 依赖，信任，取决于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 补充说
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to =to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to =amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that –clause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for =to demand sth. , to collect sb.
call at some place =visit some place
call on sb. =to visit sb., to ask sb. to do sth.
call in =to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case =never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得东西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
V. + 形式宾语 it + 宾补（adj./ n.） + for sb. to do sthsth.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “双簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （机器）不运转；失败；
break up 结束； （关系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with =to think of or suggest an idea 想出办法，提出建议
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
新教材高一英语UNIT11教案 篇9
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
n.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook
新教材高一英语UNIT11教案 篇10
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
n.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook